{"text": "HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 1 IMPORTANT TIPS ON PREPARING LEARNERS TO DO WELL IN HISTORY AND GOVERNMENT. History is one of the best and interesting subjects to ever imagine of because it cuts across time, humanity, medicine, art, agriculture, politics and education; History is based on facts and justification A good historian must be able to read different texts books, internalize facts, locate the past in the present day happenings and formulate questions based on the content. The following tips will help History AND Government students to excel in history and government 1. DISTINGUISH BETWEEN PAPER 1 AND PAPER 2 History students should be sensitized early enough to distinguish between paper 1 and 2 topics. PAPER 1-The history of Kenya PAPER 2-Themes in world 311 1 PAPER ONE 311 2 PAPER TWO 1.Introduction to History and Govt 2.The Peoples of Kenya up to 19th Century 3.Social, Economic and Political Organization of Kenyan Communities 4.Contacts between East Africa and the outside world 5.Citizenship 6.National Integration 7.Constitutions and Constitution Making 8.Democracy and Human Rights 9.Establishment of Colonial Rule in Kenya 1.Introduction to History and Govt 2.The Early Man 3.Development of Agriculture 4.Trade 5.Transport 6.Communication 7.Development of Industry 8.Urbanisation 9.Social, Political and Economic organization of African Societies 10.Constitutions and constitution making-sources of British Constitution 11.Democracy and Human Rights 12.European invasion and the process of colonization of Africa 13.Colonial Administration For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 2 10.Social and Economic Developments in Kenya during colonial period 11.Political developments and the struggle for Independence in Kenya 12.Lives and Contributions of Kenyan Leaders 13.Formation, structure and functions of the Govt of Kenya 14.Social, Economic and Political Developments and challenges in Kenya since Independence 15.National Philosophies 16.Devolved Government 17.Public Revenue and expenditure 14.Rise of African Nationalism 15."}
{"text": "The following tips will help History AND Government students to excel in history and government 1. DISTINGUISH BETWEEN PAPER 1 AND PAPER 2 History students should be sensitized early enough to distinguish between paper 1 and 2 topics. PAPER 1-The history of Kenya PAPER 2-Themes in world 311 1 PAPER ONE 311 2 PAPER TWO 1.Introduction to History and Govt 2.The Peoples of Kenya up to 19th Century 3.Social, Economic and Political Organization of Kenyan Communities 4.Contacts between East Africa and the outside world 5.Citizenship 6.National Integration 7.Constitutions and Constitution Making 8.Democracy and Human Rights 9.Establishment of Colonial Rule in Kenya 1.Introduction to History and Govt 2.The Early Man 3.Development of Agriculture 4.Trade 5.Transport 6.Communication 7.Development of Industry 8.Urbanisation 9.Social, Political and Economic organization of African Societies 10.Constitutions and constitution making-sources of British Constitution 11.Democracy and Human Rights 12.European invasion and the process of colonization of Africa 13.Colonial Administration For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 2 10.Social and Economic Developments in Kenya during colonial period 11.Political developments and the struggle for Independence in Kenya 12.Lives and Contributions of Kenyan Leaders 13.Formation, structure and functions of the Govt of Kenya 14.Social, Economic and Political Developments and challenges in Kenya since Independence 15.National Philosophies 16.Devolved Government 17.Public Revenue and expenditure 14.Rise of African Nationalism 15. World Wars 1 2 16.International Relations 17.Cooperation in Africa 18. Social, Economic and Political Developments and challenges in Africa since Independence. 19. The Electoral process, functions of governments in other parts of the World. -Britain -USA -India When answering questions for paper 2, never mention anything Kenyan. Learners should make good and summarized notes from KLB and Oxford history and government students course books, using their own language, given leading topical questions by the history teacher. 2."}
{"text": "-Britain -USA -India When answering questions for paper 2, never mention anything Kenyan. Learners should make good and summarized notes from KLB and Oxford history and government students course books, using their own language, given leading topical questions by the history teacher. 2. TYPES OF INSTRUCTIONS a Cover page instructions-This enables candidates to know the number of sections in a paper and number of questions to be answered fro, each section e.g Section A has 17 questions N B-QUIZ 1 IN PAPER 1 AND 2 ALWAYS TEST ON TOPIC 1-FORM 1 WORK For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 3 8-2mark questions 16 marks 9-1mark question 9 marks Total marks 25 marks-the candidate answers all questions Section B has 4 questions with part a and b each carrying 15 marks The candidate should answer any three questions Section C has 3 questions with part a and b each carrying 15 marks The candidate should answer any two questions TOPICS COMMONLY TESTED ARE: PAPER 1- SECTION B- The candidate should answer any three questions 18 a b -The peoples of Kenya and or The social, economic and political organization the Kenyan Communities-F1 WORK 19a b Contacts between East Africa and the outside world FORM 1 WORK 20a b Establishment of colonial rule in Kenya and or the Social economic and political development in Kenya during the colonial period.-FORM 3 WORK 21a b Political developments and the struggle for independence in Kenya FORM 3 WORK Political, social and economic developments and challenges in Kenya since independenceFORM 4 WORK SECTION C- The candidate should answer any two questions 22a b-citizenship national integration-FORM 1 WORK Constitution and constitution making democracy and human rights-FORM 2 WORK 23a b Formation, structure and functions of the Government of Kenya-FORM 3 WORK 24 a b -Public revenue and expenditure in Kenya and devolved government-FORM 4 WORK PAPER 2 SECTION B- The candidate should answer any three questions 18a b Early man and Development of agriculture-form 1 work For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 4 19a b Trade development of transport and communication development of industry 20a b Urbanization scramble for and partition of Africa 21a b Rise of African Nationalism and political and socio-economic organization of the African societies social-economic and political developments and challenges in Africa since independence DRC-Congo and Tanzania SECTION C- The candidate should answer any two questions 22a b WORLD WARS COLONIAL ADMINSTRATION 23a b Cooperation in Africa International Relations 24a b Electoral process and functions of Government in U.S.A, Britain and India N B-If part a of the questions in the topics above is easier and part b is difficult,do not choose it because you may get at most 3 12 marks If part a is hard but part b is easier choose such question you will get atleast 12 15 marks 3."}
{"text": "Learners should make good and summarized notes from KLB and Oxford history and government students course books, using their own language, given leading topical questions by the history teacher. 2. TYPES OF INSTRUCTIONS a Cover page instructions-This enables candidates to know the number of sections in a paper and number of questions to be answered fro, each section e.g Section A has 17 questions N B-QUIZ 1 IN PAPER 1 AND 2 ALWAYS TEST ON TOPIC 1-FORM 1 WORK For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 3 8-2mark questions 16 marks 9-1mark question 9 marks Total marks 25 marks-the candidate answers all questions Section B has 4 questions with part a and b each carrying 15 marks The candidate should answer any three questions Section C has 3 questions with part a and b each carrying 15 marks The candidate should answer any two questions TOPICS COMMONLY TESTED ARE: PAPER 1- SECTION B- The candidate should answer any three questions 18 a b -The peoples of Kenya and or The social, economic and political organization the Kenyan Communities-F1 WORK 19a b Contacts between East Africa and the outside world FORM 1 WORK 20a b Establishment of colonial rule in Kenya and or the Social economic and political development in Kenya during the colonial period.-FORM 3 WORK 21a b Political developments and the struggle for independence in Kenya FORM 3 WORK Political, social and economic developments and challenges in Kenya since independenceFORM 4 WORK SECTION C- The candidate should answer any two questions 22a b-citizenship national integration-FORM 1 WORK Constitution and constitution making democracy and human rights-FORM 2 WORK 23a b Formation, structure and functions of the Government of Kenya-FORM 3 WORK 24 a b -Public revenue and expenditure in Kenya and devolved government-FORM 4 WORK PAPER 2 SECTION B- The candidate should answer any three questions 18a b Early man and Development of agriculture-form 1 work For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 4 19a b Trade development of transport and communication development of industry 20a b Urbanization scramble for and partition of Africa 21a b Rise of African Nationalism and political and socio-economic organization of the African societies social-economic and political developments and challenges in Africa since independence DRC-Congo and Tanzania SECTION C- The candidate should answer any two questions 22a b WORLD WARS COLONIAL ADMINSTRATION 23a b Cooperation in Africa International Relations 24a b Electoral process and functions of Government in U.S.A, Britain and India N B-If part a of the questions in the topics above is easier and part b is difficult,do not choose it because you may get at most 3 12 marks If part a is hard but part b is easier choose such question you will get atleast 12 15 marks 3. INSTRUCTIONS WITH QUESTIONS The history students should understand the key words within the questions since it determines the kind of answers they will present,e.g a Name-giving an identity of something or someone,e.g name the early form of writing that was discovered in Egypt."}
{"text": "2. TYPES OF INSTRUCTIONS a Cover page instructions-This enables candidates to know the number of sections in a paper and number of questions to be answered fro, each section e.g Section A has 17 questions N B-QUIZ 1 IN PAPER 1 AND 2 ALWAYS TEST ON TOPIC 1-FORM 1 WORK For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 3 8-2mark questions 16 marks 9-1mark question 9 marks Total marks 25 marks-the candidate answers all questions Section B has 4 questions with part a and b each carrying 15 marks The candidate should answer any three questions Section C has 3 questions with part a and b each carrying 15 marks The candidate should answer any two questions TOPICS COMMONLY TESTED ARE: PAPER 1- SECTION B- The candidate should answer any three questions 18 a b -The peoples of Kenya and or The social, economic and political organization the Kenyan Communities-F1 WORK 19a b Contacts between East Africa and the outside world FORM 1 WORK 20a b Establishment of colonial rule in Kenya and or the Social economic and political development in Kenya during the colonial period.-FORM 3 WORK 21a b Political developments and the struggle for independence in Kenya FORM 3 WORK Political, social and economic developments and challenges in Kenya since independenceFORM 4 WORK SECTION C- The candidate should answer any two questions 22a b-citizenship national integration-FORM 1 WORK Constitution and constitution making democracy and human rights-FORM 2 WORK 23a b Formation, structure and functions of the Government of Kenya-FORM 3 WORK 24 a b -Public revenue and expenditure in Kenya and devolved government-FORM 4 WORK PAPER 2 SECTION B- The candidate should answer any three questions 18a b Early man and Development of agriculture-form 1 work For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 4 19a b Trade development of transport and communication development of industry 20a b Urbanization scramble for and partition of Africa 21a b Rise of African Nationalism and political and socio-economic organization of the African societies social-economic and political developments and challenges in Africa since independence DRC-Congo and Tanzania SECTION C- The candidate should answer any two questions 22a b WORLD WARS COLONIAL ADMINSTRATION 23a b Cooperation in Africa International Relations 24a b Electoral process and functions of Government in U.S.A, Britain and India N B-If part a of the questions in the topics above is easier and part b is difficult,do not choose it because you may get at most 3 12 marks If part a is hard but part b is easier choose such question you will get atleast 12 15 marks 3. INSTRUCTIONS WITH QUESTIONS The history students should understand the key words within the questions since it determines the kind of answers they will present,e.g a Name-giving an identity of something or someone,e.g name the early form of writing that was discovered in Egypt. B state-giving a statement according to what has been asked e.g state three ways in which the Sumerians reclaimed their land in Mesopotamia."}
{"text": "TYPES OF INSTRUCTIONS a Cover page instructions-This enables candidates to know the number of sections in a paper and number of questions to be answered fro, each section e.g Section A has 17 questions N B-QUIZ 1 IN PAPER 1 AND 2 ALWAYS TEST ON TOPIC 1-FORM 1 WORK For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 3 8-2mark questions 16 marks 9-1mark question 9 marks Total marks 25 marks-the candidate answers all questions Section B has 4 questions with part a and b each carrying 15 marks The candidate should answer any three questions Section C has 3 questions with part a and b each carrying 15 marks The candidate should answer any two questions TOPICS COMMONLY TESTED ARE: PAPER 1- SECTION B- The candidate should answer any three questions 18 a b -The peoples of Kenya and or The social, economic and political organization the Kenyan Communities-F1 WORK 19a b Contacts between East Africa and the outside world FORM 1 WORK 20a b Establishment of colonial rule in Kenya and or the Social economic and political development in Kenya during the colonial period.-FORM 3 WORK 21a b Political developments and the struggle for independence in Kenya FORM 3 WORK Political, social and economic developments and challenges in Kenya since independenceFORM 4 WORK SECTION C- The candidate should answer any two questions 22a b-citizenship national integration-FORM 1 WORK Constitution and constitution making democracy and human rights-FORM 2 WORK 23a b Formation, structure and functions of the Government of Kenya-FORM 3 WORK 24 a b -Public revenue and expenditure in Kenya and devolved government-FORM 4 WORK PAPER 2 SECTION B- The candidate should answer any three questions 18a b Early man and Development of agriculture-form 1 work For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 4 19a b Trade development of transport and communication development of industry 20a b Urbanization scramble for and partition of Africa 21a b Rise of African Nationalism and political and socio-economic organization of the African societies social-economic and political developments and challenges in Africa since independence DRC-Congo and Tanzania SECTION C- The candidate should answer any two questions 22a b WORLD WARS COLONIAL ADMINSTRATION 23a b Cooperation in Africa International Relations 24a b Electoral process and functions of Government in U.S.A, Britain and India N B-If part a of the questions in the topics above is easier and part b is difficult,do not choose it because you may get at most 3 12 marks If part a is hard but part b is easier choose such question you will get atleast 12 15 marks 3. INSTRUCTIONS WITH QUESTIONS The history students should understand the key words within the questions since it determines the kind of answers they will present,e.g a Name-giving an identity of something or someone,e.g name the early form of writing that was discovered in Egypt. B state-giving a statement according to what has been asked e.g state three ways in which the Sumerians reclaimed their land in Mesopotamia. C Identify-to pick to point and explain briefly e.g identify two forms of government in the world today d Define-giving the meaning of something .be simple and clear to the point e.g define the term rerun of elections e Give - present something as it is e.g give two forms of oral traditions."}
{"text": "TYPES OF QUESTIONS 1. Main only questions-the answer to this question is only one e.g the main reason for the formation of KAU For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 6 Never write more than one response, you will get a zero. 3. Questions on who or names of personalities you can write the surname or full names 4. Questions on functions, you write the doing word the verb should be reflected 5. Questions of features or characteristics e.g on early man-consider the physical appearance-features of Homo rectus-consider the jaws, skin colour,arms,legs,eyes,height ;answers like He invented fire is wrong since invention of fire doesn t appear anywhere on the Homo erectus 6. Open questions the student is not limited to the number of answers to write.e.g what were the social results of the first world war?12 marks 7. Closed questions-these require a specific number of answers e.g Explain five effects of the Portuguese rule at the East African Coast Here only the first five answers are marked whether wrong or correct. In most cases a line is drawn after the fifth answer to ensure only the first five answers are marked. Other examples of closed questions are: Explain six social negative effects of partition of Africa. Such a quiz is closed four times i.e. on six,social,negative and effects 5. EMPHASIS ON THE EXAM LANGUAGE History students should be trained to understand the language used in the question and respond accordingly e.g 1. What are the challenges facing the county government in Kenya today? The answers for such question should be in the present tense. 2. What were the effects of early agriculture in Mesopotamia? The answers to such question should be in the past tense 3. What steps should the government take to improve education in Kenya? In such a question, the answers should be suggestive but not based on the past or the present tense 6. LEARNERS SHOULD PLAN THEIR WORK DURING EXAMS. A They should read through the questions especially in sec B and C in order to select questions they can answer best and present tidy work without cancelling after realizing there are questions they would have answered in a better manner."}
{"text": "In such a question, the answers should be suggestive but not based on the past or the present tense 6. LEARNERS SHOULD PLAN THEIR WORK DURING EXAMS. A They should read through the questions especially in sec B and C in order to select questions they can answer best and present tidy work without cancelling after realizing there are questions they would have answered in a better manner. B They should write short main points against the question paper in pencil as rough work as they remember while going through the question in order to have a good flow of the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 7 answers staring with the strongest to the weakest points. Also the points will not evaporate while answering questions 7. WRITING PRESENTABLE ANSWERS The art of writing presentable answers should be learnt as early as in form one .e.g In sec A, the answers should not contain unnecessary details e.g state two reasons why Christian missionaries came to East Africa. 1. They came to spread Christianity 2. They came to stop slave trade and advocate for legitimate trade These are enough details for this question. However answers such as: -Christianity and; Slave trade should be discouraged as they are not clear 8. In case of a question that require an answer to be abbreviated, the candidates should always be encouraged to write in full e.g name the body that supervises electoral process in Kenya? In this case IEBC is wrong since the abbreviation may stand for other words; The candidate should write the Independent Electoral and Boundaries commission IEBC Abbreviations accepted are; USA,USSR,FRELIMO AND LegCo 9. Candidates should not give examples they are not sure of e.g state two results of Trans-Atlantic trade Answer:1. It led to the growth or urban centres e.g Mombasa-in such case the whole answer becomes wrong because the word Mombasa. 10. Candidates should be encouraged to have order at all the time e.g numbering their questions correctly e.g 18a,18b, In section B and C, the answers to the part b questions e.g 18 b should be continuous prose."}
{"text": "It led to the growth or urban centres e.g Mombasa-in such case the whole answer becomes wrong because the word Mombasa. 10. Candidates should be encouraged to have order at all the time e.g numbering their questions correctly e.g 18a,18b, In section B and C, the answers to the part b questions e.g 18 b should be continuous prose. Each point to be presented on its own paragraph well numbered like point 1,2,3,4 and so on A question should always be answered with all its parts following each other e.g the 18 b should follow 18a 11. KLB and evolving world students text books are the main reference books to be used by the history students during learning, studying and revising history and government. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke HISTORY AND GOVERNMENT TIPS PAPER 1 2 KCSE REVISION 8 12. The students should be exposed to as many past paper questions as possible like the past KCSE quizzes, mocks, topical questions and marking schemes in order to be versed with exam language and the content. 13. When answering questions they should always write common points that are likely to appear in the marking schemes then later write complicated ones. 14. Embrace Group discussions on topical and KCSE quizzes especially in ability groups of four students. The copies of form 1 and 2 exams should be given to the form 4 weak students to sit for them to uplift their ability in history and government. 15. Internal history and government contests and symposiums should be organized like interclass contests e.g form fours against form ones form twos against form threes or form fours. This will make the form fours to study smarter so that the lower classes cannot beat them. 16. History and government students should always read ahead of their teacher with leading topical questions to ensure they are not clueless to a new topic to be covered. 17. Ensure you feed well to keep good health and manage your time by having study timetable with history and government subject included and avoid irrelevant discussions like bad company and too much leisure. 18. Always use the last five minutes to go through your work to identify grammatical errors before you submit it the invigilator. 19. Numbering your answers is accepted 20. Pray for the work done and work yet to be done and have faith in god you will make it."}
{"text": "19.Numbering your answers is accepted 20.Pray for the work done and work yet to be done and have faith in god you will make it. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke."}
{"text": "SIMPLIFIED HISTORY GOVERNMENT FORM ONE New Syllabus. Ii CONTENTS. Chapter 1: Introduction to history and government The meaning of history and government Sources of history and government Importance of studying history and government Review Questions Chapter 2: The Early Man Origin of man and his evolution Uses of early Archeulian tools Methods of dating fossils Early man s cultural practices Changes Early Man experienced Review Questions Chapter 3: Development of Agriculture Early Agriculture Early Agriculture in Egypt Early Agriculture in Mesopotamia Agrarian Revolution in USA Food situation in Third World countries Review Questions Chapter 4: The people of Kenya upto the 19th Century Classification of Kenyan communities Causes and effects of migration of Kenyan people Bantu, Nilotes, Cushites Review Questions Chapter 5: Social, Economic and Political organisation of Kenyan Societies in the 19th Century Organisation of Bantu Agikuyu, Ameru, Akamba, Abagusii, Mijiknda Organisation of Nilotes Luo, Nandi, Maasai Organisation of Cushites Somali, Boran Review Questionsiii Chapter 6: Contact between E. Africa and the outside world up to the 19th Century Contact by the Early visitors Development of trade between E. Africa and Asia How slaves were obtained The Portuguese at the coast Oman Seyyid Said s rule The long distance trade Development of international trade The spread of Christianity in E. Africa Review Questions Chapter 7: Citizenship The way one can become a Kenyan Citizen Rights and freedoms of a Kenyan citizen Responsibilities and elements of a good citizen Review Questions Chapter 8: National integration Meaning and importance of National Integration Factors which promote and limit National Unity Conflict and conflict resolution Review Questions1CHAPTER I. INTRODUCTION TO HISTORY AND GOVERNMENT. History as a discipline, originated during the time the early Greek scholars such as Herodotus and Thucydides wrote documents concerning past activities of man. This activity of recording past events developed over time until the period when the written records began being imparted to learners in schools. In East Africa, the missionaries introduced the first formal schools. It was in these formal schools that history was introduced as a discipline. Since then history has been taught in schools and colleges. History has helped in shaping the people of East Africa intellectually."}
{"text": "It was in these formal schools that history was introduced as a discipline. Since then history has been taught in schools and colleges. History has helped in shaping the people of East Africa intellectually. The meaning of History The term History comes from a Greek word Historia which implies to enquire, to search or to ask for the truth and there after report what you have found. History can therefore be defined as the study or account or story of man s true events of the past out of his interaction with his environment. History is being made from everyday news which concern mankind such that what we regard as news now is treated as history next hour. It is not easy to record all past events of man. The historian considers only what he thinks is important and ignores what he thinks is not important. He arranges historical happenings in chronological order considering the period events occurred. The events are considered to have occurred before the birth of Jesus Christ BC while others occurred after the birth of Christ AD . In Latin AD implies Anno domini or the year of our Lord . All known un-recorded history is referred to as Pre-history. Three major areas of study of history are social, political and economic. Social history deals with the cultural practices and traditions of the people. It deals with social institutions such as tribe, clan, age-set and families. Social history also deals with religious beliefs and practices such as sacrifice and mode of worship. It also deals with other cultural aspects such as rights of passage and many other societal values. Political history deals with wars, leadership, systems of government and settling of disputes. Economic history deals with things concerning activities such as cultivation, pastoralism, mining, trade, hunting and industry. 2The characters of historical events All events of history have the following characteristics: a Historical events should contain elements of truth either from first-hand information or from second-hand information. B Historical events mainly dwell on past happenings. C All historical events must concern man. This implies that they must somehow be connected with man. D Historical information may exist in either written or oral form. E All historical events must have evidence for them to qualify to be true. The meaning of government It means the exercise of authority over a political or social unit. It may also imply the practice of ruling or exercising continuous authority over one s subjects."}
{"text": "E All historical events must have evidence for them to qualify to be true. The meaning of government It means the exercise of authority over a political or social unit. It may also imply the practice of ruling or exercising continuous authority over one s subjects. Any government must have: Sets of laws or rules to govern the people; specific individuals who ensure that the laid down laws, rules, traditions and customs are observed; specified ways of dealing with those who do not adhere to the laid down laws and regulations and a specified area where the set rules and regulations are exercised. The sources of information on History and Government Historians have been able to obtain historical information through various sources such as: a Written records: This is recorded information obtained from books, newspapers, journals, magazines and from oral tradition, interviews and observations. It is then stored for use over the years. Written records are advantageous because they are easily used by people majority of whom are literate, they are more accurate and reliable than the information from other sources, it is cheaper to come up with written records than to get information by use of other sources such as archaeology and linguistics, they store information in a relatively permanent way and they are easily translated into many languages for effective use. 3b Archaeology This is the study of the material remains of man s past. It includes the study of man s weapons, tools, settlements, pottery, skulls, bone and plant remains like grains, and cave paintings. When the remains are escavated, they are carefully examined by the archaeologists and necessary information is obtained. The archaeologists may escavate a place where erosion has exposed a stratum of rock and soil well below the surface, a place where there are partly visible remains or they may be guided by oral traditions to identify the place for instance if the place is orally mentioned for example the Great Zimbabwe and Merowe ruins. The remains exist in the following forms: - Those made by early man such as weapons, tools, pots and ornaments. -. Unmovable structures such as dwellings, dug wells, tombs and early towns. -. Items which are natural such as bone remains, horns, carbonized seeds or grains. Archaeology has various limitations: i It is expensive to use the method to obtain information. Ii It is time consuming especially when one uses the method to locate archaeological sites. Iii Weather can affect fossils, for example fossils may decay or change their form. Iv It is difficult to locate archaeological sites."}
{"text": "Ii It is time consuming especially when one uses the method to locate archaeological sites. Iii Weather can affect fossils, for example fossils may decay or change their form. Iv It is difficult to locate archaeological sites. V Sometimes people who use this method obtain inaccurate information. Vi The archaeological method cannot be used to obtain recent events and information. Only the study of ancient period can be done by use of this method. Vii It is difficult to date fossils and artefacts. A lot of estimation is involved. C Oral tradition This is the study of the past as revealed by what has been handed down by word of mouth from one generation to another. 4In African traditional societies, the elders and court workers acted as the custodians of the history of their community because they passed information concerning their people and their rulers to the young people. In order for the historian to reconstruct the history of the past by use of oral tradition, he refers to myths, legends, songs, proverbs, poems and to the lists of rulers. Oral traditions have a number of limitations as follows: i Information obtained may be exaggerated. Ii Information obtained may be inaccurate or distorted. Iii Sometimes the informants may conceal vital information. Iv Obtaining information by use of this method is expensive. V The method is time consuming and laborious to use. Vi Information may be omitted or even forgotten due to loss of memory. Vii A lot of information on successes and achievement is obtained but very little on failures when this method is used to obtain information concerning African traditional societies. D Linguistics This is the scientific study and analysis of languages. It is done to enable the historian to understand cultures and relationship between various language groups. People who speak related languages are assumed to be either connected or to have ever been in close contact. In East Africa, the study and analysis of languages has helped the historian to trace the origin, migration and settlement of communities. It has also helped historians to classify and group the people of East Africa and also to learn about their past relations and interactions as well as the common aspects of their social, political and economic organisations. Use of linguistics as a method of reconstructing the past may have the following limitations: i All kinds of information may not be possible to obtain because linguistics is only limited to the study of cultures, origins and migrations of communities. Ii Use of this method may lead to obtaining inaccurate information."}
{"text": "It has also helped historians to classify and group the people of East Africa and also to learn about their past relations and interactions as well as the common aspects of their social, political and economic organisations. Use of linguistics as a method of reconstructing the past may have the following limitations: i All kinds of information may not be possible to obtain because linguistics is only limited to the study of cultures, origins and migrations of communities. Ii Use of this method may lead to obtaining inaccurate information. Iii The method itself is expensive especially if one tries to use it to obtain information from far away communities. 5iv It is difficult to use this method to estimate the actual time events occurred. V This method requires use of highly skilled manpower. Vi Learning other peoples languages may be time consuming and laborious. E Anthropology This is mainly the study of existing social institutions and relationships. An anthropologist interacts with people to experience their way of life. In so doing he obtains information from the following elements of social organisation:- Cultures of people and their cultural values, forms of government, religious organisations and beliefs, systems of marriage, family relations, inheritance and also from the material mode of life such as farming, livestock keeping, fishing and industry. The anthropologists collect data from the people and use it to draw conclusions after analysing it properly. Limitations of using Anthropology as a method of reconstructing history: i It can be too expensive to use. Ii It is time consuming and tedious. Iii One may obtain inaccurate information if the method is not properly used. Iv This method may require very well trained personnel. V It is limited to few aspects of history which includes social aspects and material aspects. Vi One cannot use this method alone to obtain all information. So it is not wholly reliable. F Genetics It deals with the study of the methods in which certain characteristics are transmitted from parents to their offspring. This method has helped the historian to study the history of the domestication of animals and plants by early man. It has also helped him to understand how new varieties came into being. The method is mainly scientific and at the same time expensive. For one to use this method he must be well trained. For example one may be an experienced Botanist. The method may not also be used to extract information from all aspects of man s activities. It is not easy to obtain very accurate information when using genetics."}
{"text": "For example one may be an experienced Botanist. The method may not also be used to extract information from all aspects of man s activities. It is not easy to obtain very accurate information when using genetics. 6 In conclusion, out of all the above sources of information on history, written sources are the most reliable and most accurate. However, written sources may have the following limitations: a Though recorded, some information may be inaccurate, distorted or exaggerated. B Some written records are not readily available when required. For example some records may be available in archives which are far away from people who need the information. C Written records are useful and meaningful to people who are literate. D Some written records contain inadequate information. E Written information may contain biases. F Records preserved in foreign languages are difficult to interpret accurately and may call for experts to interpret. This may be expensive to achieve. G Written information can easily be misunderstood or misinterpreted. H People spend a lot of time when going through written records. I People find it expensive to buy books, newspapers and magazines in order to obtain written information. Why it is essential for people to study History It has become very necessary for people to study history so that people can develop a sense of belonging and also foster national pride. Also in order for them to understand and appreciate their past ways of life. This can help them to predict future events. To acquire the capacity for critical thinking or reasoning as they analyse historical information and to foster empathy or ability to understand how other people think and feel as well as their roles and positions in society. The study of history helps people understand the need of having a government and also to appreciate the cultures of other people and thereafter recognise the need of human interdependence. It helps them to attain a career and acquire employment in various professions such as Administration, teaching and business and in addition attain knowledge because history makes an individual develop interest and pleasure for reading and finding out new information. Lastly, it prepares people for life and the way they should react to future challenges. 7Why it is important to study Government. People study government to be able to understand and appreciate its system and the way it works. It enhances people to be aware of their rights and responsibilities and to understand the duties of leaders and their subjects and also how various societies have been administered over the years. The study of government enables them to understand the process of law making and the enforcement of law and also to understand issues concerning national budgets, revenue and expenditure."}
{"text": "People study government to be able to understand and appreciate its system and the way it works. It enhances people to be aware of their rights and responsibilities and to understand the duties of leaders and their subjects and also how various societies have been administered over the years. The study of government enables them to understand the process of law making and the enforcement of law and also to understand issues concerning national budgets, revenue and expenditure. It enables them to understand the roles of the Judiciary, the Legislature and the Executive and finally, it enables them to admire and appreciate careers such as administration and those of judges and lawyers. Review Questions. 1. What do you understand by the following: i History ii Government 2. Explain the methods historians use to obtain historical information. 3. Give the limitations of: i Oral tradition ii Archaeology iii Linguistics 4. Give reasons why written records are regarded as the best sources of historical information. 5. Explain why history and government is studied in Kenyan schools and some colleges. 6. What are the limitations of using written records? 9CHAPTER 2 THE EARLY MAN. How the early man originated. There are three theories which explain the origin of man. These are: a Creation theory This has its origin in the Bible The Old Testament . The book of Genesis says that God created man in his own image and then told him to multiply and fill the earth. Creation theory is also contained in the Koran which states that the first man named Adam was created by Allah. From Adam s rib, Allah created his wife, Hawa Eve . B The evolution theory Evolution is the process of gradual change in living organisms. Evolution theory was formulated by Charles Darwin in 1859. He recorded the theory in his book entitled The origin of species . According to Darwin, man developed from the Ape-like creatures that were his ancestors many thousands of years ago. He says these apelike creatures slowly changed over the ages to look more man-like than ape-like. C Traditional Mythical theory Every traditional community had an explanation of its origin. This explanation was passed from one generation to the other and kept on revolving for ages. For example the Kikuyu myth of origin says that Ngai God created Gikuyu the first man and then provided him with a wife they called Mumbi. The evolution of man and the stages of his evolution. Evolution is the process of gradual change."}
{"text": "For example the Kikuyu myth of origin says that Ngai God created Gikuyu the first man and then provided him with a wife they called Mumbi. The evolution of man and the stages of his evolution. Evolution is the process of gradual change. Many years ago man began to develop from ape-like creatures. At first he walked on all fours but later he used his hind limbs as legs and he stood upright. The early man first originated and lived in Africa. It is later when some of them spread into Europe, Asia and America. East Africa is very rich in archaeological sites, some of which are: Rusinga Island, Njoro river cave, Olorgesaille and Fort Ternan in Kenya. Also Kondora Irangi and Olduvai Gorge in Tanzania. 10Archaeological findings show that man evolved through the following stages: Dryopithecus Africanus Proconsul The Dryopithecus skull was found in Africa by Mary Louis Leaky. His skull and limb bones were escavated on Rusinga Island and he resembled apes more than he resembled man. Dryopithecus had the following physical and cultural features. I He walked on all fours ii He had long teeth iii He ate flesh and fruits iv He used limbs as arms v He hunted and gathered. Dryopithecus existed about 20 25 million years ago and lived in the East African forest. Ramapithecus Kenya pithecus : Dr. Leakey escavated these fossils at Fort Ternan near Kericho Ramapithecus had the following physical and cultural features: i He had massive jaws ii He had grinding teeth iii He resembled apes more than man iv He had smaller canines than those of apes. Ramapithecus existed in the East African grasslands 12 to 15 million years ago. Australopithecus Zinjanthropus : Their fossils were first escavated in South Africa Later fossils of these creatures were found at Olduvai Gorge in Tanzania and they were closer to modern man. These hominids had the following physical and cultural features. -. They had grinding teeth - Their bodies were hairy - They were short - They had low forehead and deep set eyes. -. They had a small brain capacity which was a third of that of modern man. -. They walked in upright posture."}
{"text": "- They had grinding teeth - Their bodies were hairy - They were short - They had low forehead and deep set eyes. -. They had a small brain capacity which was a third of that of modern man. -. They walked in upright posture. -. They relied on fingers to acquire food. -. They ate flesh and fruits. -. They made and used simple stone tools. 11- They learnt that they could use stone tools for defence against other animals. -. They hunted and gathered. Australopithecines were living in Africa about 2 to 7 million years ago and existed in several species such as Australopithecus Afarensis, Australopithecus Africanus, Australopithecus Robustus and Australopithecus Boisei who was related to robustus. Homo Habilis The skull of Homo Habilis was escavated at Olduvai gorge in Tanzania and at Kobi Fora near lake Turkana Homo Habilis means handy man or man with ability or practical man . Man at this evolution stage had the following cultural and physical features: i He used his hands to grasp objects. Ii He had a large brain capacity 680cc iii He made useful tools from stones and sticks. Iv He could control his hands by use of his brain. V He hunted and gathered. Vi He resembled man more than apes. He is therefore regarded as a true ancestor of man. Vii He communicated through elementary language and lived in Africa about one and half million years ago. Homo Erectus Homo Erectus is also referred to as upright man . He was more man-like than Ape-like. His remains were escavated in Ethiopia. The following were his physical and cultural features: i He had upright walking posture. Ii He was more intelligent than the earlier man like apes. Iii He had a higher brain capacity 1000 cc . Iv He was able to make stone and bone weapons. He made Acheulian tools using Levallois technique of organising flakes into small pieces. V He learnt how to make fire. Vi He developed speech. Vii He painted pictures on the walls of his cave dwellings. Viii He hunted and gathered. Ix Home erectus existed during the middle stone age period. 12Rhodesian man His skull was escavated in Zambia, formerly known as Northern Rhodesia."}
{"text": "Viii He hunted and gathered. Ix Home erectus existed during the middle stone age period. 12Rhodesian man His skull was escavated in Zambia, formerly known as Northern Rhodesia. He was closer to the modern man than Homo erectus. The following were his physical and cultural features: i He walked with long strides. Ii He made tools made of stone. Iii He had a well developed brain almost the size of that of modern man. Iv He walked on two legs and he had an upright posture although his forehead was sloping backward. V He hunted and gathered. Neanderthal man He was closer to the modern man than the Rhodesian man. His fossils were escavated in Neander valley in Germany and in several other sites in Europe. The following were his physical and cultural features: i He hunted and gathered. Ii He made tools and weapons from stone. Iii He walked in an upright posture. Iv He was heavily built. V His brain capacity was high and in some cases larger than that of modern man. Vi He fed on meat from the wild animals he hunted. Cro-Magnon His fossils were found in Western Europe and he was taller than modern man. He existed between 10,000 to 50,000 years ago. He had the following physical and cultural features: i He made and used delicate microlithic tools, which were well refined. Ii He hunted and gathered. Iii He lived in caves. Iv He used fire to warm himself and roast meat. V He painted pictures on the walls of caves. Vi His eye-brow range was thicker than that of modern man. Cro-Magnon lived during the Middle Stone age period and he used fire to cook. The tools he used were reasonably improved. The caves he lived in were painted. 13Homo Sapiens Homo Sapiens implies thinking man or intelligent man . He used advanced Acheulian tools and also manufactured other better tools such as daggers, side scrapers and chisels. Homo sapiens also learnt to make better tools by use of Levallois technique and later developed the microlith industry. He existed during the New Stone age. The following were the physical and cultural features of man during Homo Sapiens stage: a He tamed and kept livestock. B He cultivated. C He buried the dead. D He settled in villages."}
{"text": "B He cultivated. C He buried the dead. D He settled in villages. E He began fishing by use of bone harpoons. F He developed government. G He started religion. H He began simple industry which made beads out of seeds, bones and egg shells and also pottery, basketry and painting. I He made better clothes from skins by knitting them with bone needles. J He built huts made of thatch and mud. Things which enable the archaeologists to study the origin of man. The study of early man has not been easy but inorder to facilitate it the archaeologists have tried to use the tools early man used for example the Acheulian tools such as scrapers, hand axe, arrow heads, choppers, spear heads and Microliths tools such as fishing harpoons, bone needles, arrow heads, sickles and blades. They have also used remains of garments or skin clothes, the weapons early man used, the remains of beads, the shelter of the early man, grains and food remains and also the cave paintings or art work as well as traces of the remains of fire e.g. charcoal and carbonised seeds. By use of all these the archaeologist has been able to make useful conclusions on man s origin and his evolution. 14Uses of the early Archeulian tools Archeulian tools were made from several materials. They were sharper than those used before. Examples of these types of tools were arrow-heads, axes and spear-heads. Archaeulian tools were used for digging roots, skinning animals, killing animals, grinding or pounding vegetables, scrapping animal skins and for breaking the bones of animals. Methods used when dating fossils by the archaeologists Carbon 14 tests Archaeologists use this to determine the amount of Carbon 14 in an object because the older the remains, the less carbon 14 they have. Potassium Argon test - This is mainly used to date the volcanic ash and also the fossils which may be escavated in the volcanic rocks. It can only be used to date artefacts which are old about 300,000 years and above . Paleomagnetic dating method This method is used to date fossils upto 10,000 years of age. Stratigraphy - It is used to date fossils lying between layers of sedimentary rocks. Some notable archaeologists in E. Africa who used some of these methods to date fossils were Dr."}
{"text": "Stratigraphy - It is used to date fossils lying between layers of sedimentary rocks. Some notable archaeologists in E. Africa who used some of these methods to date fossils were Dr. Leakey, Dr. Freeman, Dr. Posnansky, Mr. Chittick, and Mr. Kirkman. Why early man made tools and weapons - For defence against other wild animals - For hunting and gathering for example animals and fruits respectively - For cultivating especially during the new stone age when he domesticated plants - For exchanging with other items. -. Due to his curiosity to find out things. The items early man used for making tools and weapons he used were stone, Bone, Horn, Flint, Wood and sticks. These were used to make a wide range of items which early man became specialised in. 15The earliest industries established by early man were tool making, weapon making, cloth making, pottery, weaving and basketry. Tools and weapons were made in the industries collectively called the Oldowan Industries, Lupemban industries, the Acheulian industries, the Still Bay Industries, the Mousterian Industries and the Microliths industries. The Oldowan tools included choppers and flakes. The Acheulian tools included the hand-axes, spear heads, arrow-heads, cleavers, knives, daggers and scrappers. Early men preparing a pit trap. The divisions of the culture of the early man and his cultural practices and economic practices The divisions of the culture of the early man are: a The Old Stone Age sometimes referred to as Early Stone Age or Lower Palaeolithic. B The Middle Stone Age sometimes referred to as Middle Palaeolithic. C The New Stone Age sometimes referred to as the late stone age or upper Palaeolithic. 16 a The old stone age: Culture and economic practices Man lived in small groups. He slept on trees and caves for fear of attack by wild animals. He walked naked and his body was covered with hair. Early man ate raw meat, birds, eggs and insects. He made simple stone tools such as hand axes and flakes using levallois technique. Finally, he hunted wild animals and gathered fruits and roots for food. B The middle stone age: Culture and economic practices Man lived in caves. He discovered fire and lit it on the doors of caves to scare away wild animals. Man also began making and wearing clothes made of skins. He also began cooking food and roasting meat and roots."}
{"text": "He discovered fire and lit it on the doors of caves to scare away wild animals. Man also began making and wearing clothes made of skins. He also began cooking food and roasting meat and roots. Early man started trapping animals using pits and painting pictures of animals he hunted on the walls of caves. His language developed and finally he improved the quality of the tools he made by making them smaller, lighter, sharper, thinner and more convenient to use. Stone tools early man made. 17The Middle Stone Age men painting pictures on rocks18Why the discovery of fire was useful to early man This discovery was important for the following reasons: 1. Man warmed himself with it when it was cold. 2. He used it to cook and therefore soften his food as well as remove poison from vegetables. 3. He used it to light the caves where he spent the nights. 4. Man used it to scare wild animals which posed a threat to him. 5. He used fire to harden the tips of the tools he used such as spears and arrows. 6. Fire assisted man when hunting because he lit it to burn bushes where animals were hiding and they escaped towards swamps and caves where he would easily kill them. 7. He used fire to clear bushes close to his cave dwellings. 8. Man later used fire to harden pots made of clay. 9. The Homo Sapiens used it to clear bushes for cultivation. 10. It improved mans food by improving flavour, improving nutrition, removing poison, softening food and cooking food. C The New Stone Age: Culture and economic practices The new Stone Age is sometimes referred to as the Upper Paleolithic period. In this period man made better microlith tools such as blades and arrow-heads. He then made composite tools such as fish harpoons and bone needles. Man established permanent settlements and he began leading a settled life. Man then began decorating his body by use of red ochre, beads and bangles made of eggshells. He also began simple industry which included weaving, pottery, basketry and spinning. Man developed religion and began performing religious rites and ceremonies to influence natural forces like drought, death, earthquakes and rain. He developed governmental institutions, leading to establishment of early governments. Man began fishing using harpoons. He made better shelter such as houses made of mud and thatch. He then domesticated animals such as cats, dogs, sheep, cows, goats and chicken and finally, he began cultivating and this was the beginning of farming."}
{"text": "Man began fishing using harpoons. He made better shelter such as houses made of mud and thatch. He then domesticated animals such as cats, dogs, sheep, cows, goats and chicken and finally, he began cultivating and this was the beginning of farming. 19The changes early man experienced during his evolution. The changes from early man to modern man took a very long period. Each of the changes man experienced was very important because it was the basis of his future life. It is due to these changes that modern man is at the level he is today. Early man experienced the following important changes which helped in modernising his culture and way of life. -. Increase in brain capacity. -. Development of upright posture. -. Walking on two legs instead of walking on all fours. -. Holding objects by use of front limbs hands . -. Continuous improvement of tools and weapons. -. He discovered fire. -. He learnt to domesticate animals and plants. This was the beginning of agriculture. -. He improved his shelter as time went on. -. He established religion. -. He formed government. -. He started simple industry such as weaving, pottery and basketry. -. He began weaving clothes made of skins. All the above changes helped early man to evolve to the modern man who is capable of making many inventions. Review Questions. 1. Identify the theories that explain the origin of human beings. 2. Why is Africa regarded to as the home of early man? 3. Discuss the economic and cultural activities which took place during the following: i Old Stone Age ii Middle Stone Age iii Late Stone Age 4. How was fire used during the Middle Stone Age? 5. Discuss the cultural and economic practices of early man during the following evolution stages: i Homo Habilis ii Homo erectus iii Homo Sapiens 6. Draw a map of East Africa and indicate all the archaeological sites and then describe the pattern of the distribution of these sites. 20CHAPTER 3. DEVELOPMENT OF AGRICULTURE. Early Agriculture. Early agriculture developed when man domesticated animals such as sheep, cows and goats, and when he started growing crops like wheat, barley, figs and vegetables. At first early man was mainly engaged in hunting and gathering. Later man accidentally realised that animals and plants could be domesticated and he could easily obtain food even when weather conditions were unfavourable. Man took control of the animals which were friendly and he had to feed them. Man therefore put up permanent settlements."}
{"text": "C Fertile soils silt which were deposited along riverbanks. D Establishment of permanent settlements. E Invention of writing which enabled farmers to keep records. The impact of the development of the early agriculture in Mesopotamia Early agriculture in Mesopotamia led to specialisation on other activities such as pottery and weaving. It led to division of labour. Some people became cultivators while others became livestock keepers. It also led to the introduction of better farming tools and increase in food production. A class of wealthy people emerged. It contributed to the emergence of urban centres along the Euphrates and Tiger valleys. There were improved methods of cultivation for example use of the plough. It led to increased trade and also encouraged development of cottage industries. Finally, population increased as a result of increase in food production. 23Crops which were domesticated along Tigris and Euphrates River valley in Mesopotamia The crops which were domesticated were wheat, barley, figs, olives, vegetables and vines. The first crops to be domesticated were wheat and barley. The cultivation of barley and wheat spread to Egypt later. The invention of the ox-drawn plough helped in the cultivation of large areas of land while the invention of the seed drill made the planting of seeds to be easy. The Agrarian Revolution in Britain. Agrarian Revolution is the change in methods of cultivation and livestock rearing agriculture . Britain was the first country to experience Agrarian Revolution. This change in Britain was brought mainly by the invention and use of machines. The Agrarian Revolution was also speeded by use of farm inputs for example fertilizers, pesticides and curatives for livestock diseases. This change reduced manual labour in farms in Britain. However, food production increased. The agricultural practices in Britain before the Agrarian Revolution were:- i Shifting cultivation land was cultivated for a number of years until the soil got exhausted. It was then abandoned and the owner went to look for another virgin land. Ii Small scale farming crops were planted on small plots and there was little harvest. Iii Subsistence farming peasant farming the crops grown were for human consumption and not for sale. Iv Broadcasting scattering of seeds v Strip system or open field system farmland was split into small plots called strips. Vi Inter cropping a number of different crops were planted on the same plot at the same time."}
{"text": "Iii Subsistence farming peasant farming the crops grown were for human consumption and not for sale. Iv Broadcasting scattering of seeds v Strip system or open field system farmland was split into small plots called strips. Vi Inter cropping a number of different crops were planted on the same plot at the same time. Vii Use of simple agricultural implements e.g. hoes and digging sticks It is important to note that the open field system hindered full utilisation of land because the exhausted land was left to fallow. The road carts used and the footpaths used by people wasted a lot of land. 24There was time wastage as people travelled long distances to go and work in their scattered strips. It was also not possible to use machines to prepare the small strips. Livestock rearing was discouraged due to constant disease infections and shortage of cattle feeds during winter. The factors, which lead to the Agrarian Revolution in Britain The Agrarian Revolution in Britain was caused by increase in human population which led to high demand for food. The development of new farming tools and machinery for example threshing machines and the seed drill led to enlargement of farms. Industrial Revolution contributed because industrialisation provided the agricultural sector with inputs and markets. Replacement of open field system by enclosure system enabled farmers to improve their property without being hindered by neighbours. Development of new methods of breeding livestock increased output while the development of agricultural research contributed to improved soils and crop yields. Development of scientific methods such as food preservation by means of canning and refrigeration encouraged farmers to increase production. Finally, land consolidation enabled land to be properly utilised because it increased farm sizes and therefore encouraged use of machines. The Agricultural changes which occurred in Britain during the Agrarian Revolution The high demand for food in Britain brought about the following agricultural changes: i Land was consolidated and people were forced to fence it. Ii New methods of farming for example crop rotation, cross-breeding, use of farming machines and use of fertilisers and pesticides were introduced. Iii New crops like potatoes were introduced. Iv A variety of farm tools were invented for example seed-drills ploughs and threshing machines. V The fallow system of farming was discouraged. Vi The poor sold their land to the rich and they were left with no farmland. 25The effects of Agrarian Revolution in Britain 1."}
{"text": "V The fallow system of farming was discouraged. Vi The poor sold their land to the rich and they were left with no farmland. 25The effects of Agrarian Revolution in Britain 1. Food production increased due to the enclosure system, better farming methods and use of machines and this gave rise to a rapid increase in population. 2. It also led to expansion of local and international trade due to increase in agricultural surpluses. 3. The use of new improved farming methods led to food security in Britain. 4. There was diversification of agriculture as a result of introduction of new crops such as potatoes and citrus fruits. 5. The agricultural research findings led to the development of exotic livestock breeds like Friesian and better farming methods such as crop rotation and use of fertilizers. 6. There was improved standards of living and high life expectancy due to production of enough food. 7. The price of the land in Britain went up due to Agrarian Revolution. 8. It contributed to the improvement of transport and communication facilities. 9. It also contributed to the emigration of Britons abroad for example to U.S.A. and South Africa. 10. Agrarian Revolution provided the newly established industries with raw materials and labour. 11. The poor were displaced by the rich leading to rural-urban migration and hence expansion of urban centres. 12. Establishment of large scale farming in Britain replaced subsistence farming. 13. Agrarian Revolution in Britain gave rise to class. There was a class of rich landlords and a class of the poor land less people. 26 The Agrarian Revolution in U.S.A. before 18th Century. The British citizens who were displaced after the introduction of the enclosure system in Britain migrated to the USA and introduced new methods of farming. The immigrants introduced different varieties of crops and animal breeds from Europe. They used slave labour in their farms to work in the cotton, tobacco and maize plantations. The development of agriculture in USA before 1800 was facilitated by the following factors: i The climate of U.S.A. was suitable for agriculture. Farmers planted cotton, tobacco, wheat, and maize and also kept livestock. Ii Europeans who migrated into U.S.A. led to population increase and high demand for food. At first they relied on food from Britain. Iii A large number of enterprising Europeans settled in U.S.A. and tried to make a living through agriculture."}
{"text": "At first they relied on food from Britain. Iii A large number of enterprising Europeans settled in U.S.A. and tried to make a living through agriculture. Iv Availability of indigenous crops like yams and beans contributed to the development of agriculture in U.S.A. v Rivers in U.S.A. such as river Colorado, Sacramento and Arkansas provided water for irrigation. Vi Europeans emigrants introduced new methods of farming in U.S.A. such as crop rotation, use of fertilizers and inter breeding. Vii Introduction of new crops promoted development of agriculture. Viii There existed suitable soils for different types of crops. Ix Slave labour was available to work in the European farms in U.S.A. The Agricultural practices in U.S.A. before the Agrarian Revolution. The indigenous inhabitants of USA were the Red Indians. They were subsistence farmers who grew crops such as cotton, yams, beans, potatoes, cassava, tobacco and maize. When the British immigrants arrived in USA they found that the Red Indians were cultivating and applying the following agricultural practices: - Shifting cultivation - Small scale farming - Broadcasting of seeds - Use of simple agricultural implements - Inter-cropping. 27 The British immigrants then introduced the new methods of farming which included plantation farming which was a form of large-scale farming. The factors that led to the Agrarian Revolution in U.S.A. - The introduction of the enclosure system in Britain forced the landless to migrate to various parts of USA. Ownership of private land was legalised and this helped to promote agriculture. -. The introduction of slave labour ensured adequate supply of labour for farming. -. Farming land was available for cultivating crops such as wheat, tobacco and cotton. Wasteland was also reclaimed. -. The increased demand for agricultural raw materials by Europeans for use in their industries encouraged development and expansion of agriculture. The textile industries in Britain for example demanded cotton from USA. -. The USA government recognised individual land ownership. This encouraged settler farming. Farmers were also supported by the government by being provided with aid which enabled them to turn to large scale farming. -. The land was suitable for different crops such as tobacco, maize, cotton and wheat. -. The cotton gin was invented in 1793 by Eli Whitney. This led to increase in cotton production especially in southern USA because it separated seeds from fibre, made threads and weaved cloth. -. Improved transport and communication led to increase in crop production because the produce reached the market in time."}
{"text": "- The cotton gin was invented in 1793 by Eli Whitney. This led to increase in cotton production especially in southern USA because it separated seeds from fibre, made threads and weaved cloth. -. Improved transport and communication led to increase in crop production because the produce reached the market in time. -. The mechanisation of agriculture encouraged establishment of big plantations. For example John Deere invented the steel plough therefore easing cultivation. -. Agricultural research facilitated the Agrarian Revolution in USA because new varieties were introduced in the area of livestock and crop production. -. Introduction of new methods of food preservation such as canning and refrigeration encouraged farmers to increase yields because perishable foods could be preserved in the area and be exported. -. Increase in population created demand for food which contributed to increase in food production and therefore expansion of agriculture to satisfy the internal and external market. -. The introduction of new methods of controlling animal and plant diseases led to increased production. 28- The division of USA into farming zones enabled crops to be grown where the climate was favourable for each particular crop. Farmers established the corn belt, the cotton belt, the wheat belt and livestock zones. The effects of the Agrarian Revolution in USA. As food production increased there was also increase in population. Agrarian Revolution in USA encouraged and promoted export trade with agricultural products. It encouraged and accelerated the trans-atlantic slave trade in a bid to acquire labour for use in plantations. It also contributed to growth of industries in Europe hence industrial revolution because it provided Europe with raw material for her industries. New and better farming methods such as crop rotation, use of fertilizers and planting in rows were introduced. Transport and communication was improved through establishment of roads, railways and water transport. Improved seeds and livestock breeds were introduced giving rise to improved agricultural output. The standard of living of the people of USA was improved. Scientific research was highly encouraged in order to come up with better livestock breeds. Many parts of USA were opened up for farming and for settlements. There was migration of people from rural areas to urban areas leading to expansion of towns. There was an increase in food production and diversification of agriculture through introduction of new crop and animal breeds. Agrarian Revolution in USA encouraged scientific inventions and discoveries such as the invention of the steel plough and the refrigeration facilities. It encouraged many Europeans to come and settle in USA because land was getting scarce in Europe and many Europeans were becoming landless. Food Situation in Africa and The Rest of the Third World."}
{"text": "Agrarian Revolution in USA encouraged scientific inventions and discoveries such as the invention of the steel plough and the refrigeration facilities. It encouraged many Europeans to come and settle in USA because land was getting scarce in Europe and many Europeans were becoming landless. Food Situation in Africa and The Rest of the Third World. The term Third World refers to the developing countries in Africa, South America and Asia. Majority of the third world countries were formerly under colonial rule. Developing countries are not as industrialised as the developed countries such as Japan, Britain and USA. Almost all developing countries suffer from acute food shortages. 29Why many countries in Africa, Asia and South America suffer from acute food shortage 1. There are unreliable climatic conditions for example some countries experience too much rain or too little rain resulting to floods and drought. For example India has experienced floods several times while African countries lying along the Sahara desert experience drought. Problems of floods in Africa. 2. There is a rapid population growth. Birth rate has increased. This has outstripped the rate of agricultural production therefore making it difficult for the country to produce enough food for the ever growing population. 3. Africans in particular have placed more emphasis on cash crop production ignoring the importance of subsistence crops. They have even ignored planting drought resistant crops such as cassava, arrow roots, yams and sweet potatoes. 4. Inadequate transport and communication facilities hinder marketing of agricultural products and even distribution of food. 5. Political instability brought about by civil strife hinders the development of agriculture. This has been experienced in Uganda, Sudan, Somalia and Democratic Republic of Congo. 30 Rebels preparing for a strike. 6. Poor storage facilities as well as shortage of storage facilities lead to food wastage. A lot of grains are destroyed by weevils and rats. 7. Importation of food and dependence on foreign food aid hinder those who strive to improve the agricultural output. 8. Scarcity of capital makes it difficult for developing countries to mechanise their agricultural sector. Farmers are also unable to purchase farm inputs such as fertilizers and chemicals for controlling pests. 9. Poor farming methods such as inter-cropping result to low agricultural output. Also many farmers do not apply fertilizers on their farms. As a result they harvest very little. 10. Natural calamities such as locust and army worm invasion, hailstones and also wild animals such as monkeys reduce yields. 11."}
{"text": "10. Natural calamities such as locust and army worm invasion, hailstones and also wild animals such as monkeys reduce yields. 11. Land tenure system affect food production especially where a few people are land owners and yet they don t make it into full use. 12. The high rate of poverty in many countries make people to experience food shortage even when food is available elsewhere because they cannot be able to buy it. 13. Negative attitudes towards certain foodstuffs have made people to abandon growing these crops. For example in some areas of Kenya Cassava is associated with people who are poor. The rich will not grow it. 14. Poor economic planning and poor marketing policies contribute to acute food shortages. 3115. Sometimes hoarding and smuggling of food lead to acute shortages. This is because all the food is taken away and the country is left in short of food. 16. Yields have also been affected by diseases and pests which affect crops. Livestock diseases and pests also kill many farm animals. 17. There has been an acute shortage of labour due to rural urban migration of people. This has also reduced yields. 18. HIV AIDS has caused death and also weakened many able bodied productive people who could engage in farming. Ways countries with food problems have attempted to solve them. Countries with food shortages have tried to improve soil fertility through crop-rotation, cross breeding and through use of chemical fertilizers. Research stations have been established to improve food production. Large scale and small-scale irrigation schemes have been established and idle land is being reclaimed. Swamps have been drained and crop growing has been established. Diversified agriculture is being encouraged to replace the monoculture economy. Farmers are provided with financial assistance in form of loans. Marketing facilities have been improved to encourage disposal of surplus food while farmers have been motivated through raising of the prices of food crops from time to time. Through research, chemicals to control pests and plant diseases have been introduced. Many countries are engaged on consolidating land to encourage individual land tenure. Farmers are from time to time encouraged to grow draught resistant crops such as yams, sweet potatoes, onions and cassava. At the same time extension services have been provided to farmers. The African, Asian and South America leaders as well as the international community members are encouraging political stability in order to encourage investment in agriculture and increase in agricultural yields. Finally, transport and communication is being improved through establishment of rural access roads to enable transportation of foodstuffs. The face of hunger in Africa."}
{"text": "The African, Asian and South America leaders as well as the international community members are encouraging political stability in order to encourage investment in agriculture and increase in agricultural yields. Finally, transport and communication is being improved through establishment of rural access roads to enable transportation of foodstuffs. The face of hunger in Africa. 32 The impact of acute food shortages in Africa. I Death rate has increased especially in famine stricken areas. Ii Dependency on imported food has increased. Iii Food prices rise sharply due to high demands and shortages. Iv Famine stricken people blame their government when they fail to get relief food. This attitude may cause civil unrest and national political instability. V Famine causes people to wonder from place to place looking for food leading to social interactions especially by people who meet in the market places. Vi There is a very high degree of dependency on foreign aid and grants from donor countries. Vii There is migration of people from drought and famine striken areas to town and to other places where food can be obtained. 33viii There are rapid outbreaks of deficiency diseases. Ix It encourages increase in crime as social evils such robbery and prostitution. X Acute food shortages breed hatred between those who are rich and the poor. Xi In areas with acute food shortages, malnutrition has retarded normal growth of children and caused high child mortality. Review Questions. 1. What factors enabled early agriculture to develop? 2. Describe the development of the early agriculture in Egypt and Mesopotamia. 3. What were the benefits of the domestication of animals and plants to the early man? 4. Identify the impact of the development of early agriculture in Egypt and Mesopotamia. 5. How did the Agrarian Revolution in Britain contribute to the Agrarian Revolution in USA? 6. A Explain the causes of food shortages in the developing countries. B How have the governments concerned tried to rectify the problems of food shortages in the developing countries? 34CHAPTER 4. THE PEOPLES OF KENYA UP TO THE 19TH CENTURY. Kenya communities can be classified into three linguistic groups namely the Bantu, the Nilotes and the Cushites. They migrated into Kenya and came into contact with the earliest inhabitants who were of the Khoisan stock. Communities of Kenya. 35Classification of Kenya communities. A Bantu The term Bantus refers to people who speak related languages."}
{"text": "Communities of Kenya. 35Classification of Kenya communities. A Bantu The term Bantus refers to people who speak related languages. These people call Man Mtu and their origin is Zaire formerly known as Congo . From their original homeland, they migrated slowly eastwards until they reached and settled in Kenya. The Bantu may be split into two categories: i The Eastern Kenya Bantu This category includes the Akamba, Kikuyu, Ameru, Embu, Taita, Giriama, Kombe, Chonyi, Digo, Rabai, Jibana, Pokomo, Duruma, Kauma and Ribe. From Congo forest they reached Mt. Kilimanjaro and moved to Taita hills where they dispersed in different directions. Those who went and settled at Shungwaya were later forced to migrate into the interior of Kenya following the course of river Tana by the Oromo. A few such as the Mijikenda were left at the Coast. Ii The Western Kenya Bantu This category includes the Abagusii, Abaluhyia, Abakuria, Abasuba and the Abakhene. This group of people settled in western Kenya. Some like the Abagusii entered Kenya from Uganda. B Nilotes The Nilotes migrated into Kenya from Sudan but they passed through Uganda. They may be split into three categories: i The River-Lake Nilotes This category includes the Luo who live on the shores of Lake Victoria. They migrated from south-eastern Sudan in the Bahrar el -Ghazal region and entered Uganda. Later they left Uganda and moved into Kenya. Ii The Plain Nilotes This category includes Samburu, Maasai, Karamojong, Teso and Turkana. They entered Kenya from Southern Ethiopia and passed along the shores of Lake Turkana. Iii The Highland Nilotes This category includes the Nandi, Keiyo, Tugen, Marakwet and Kipsigis. They migrated from North-West of Lake Turkana in Ethiopia. 36c Cushites The Cushites entered Kenya from the North Eastern direction. They were coming from the horn of Africa which was their original homeland. The Cushites may be split into two categories: i The Eastern Cushites This category includes the Oromo, Somali, Rendile, Gabbra, Shangilla and Burji."}
{"text": "36c Cushites The Cushites entered Kenya from the North Eastern direction. They were coming from the horn of Africa which was their original homeland. The Cushites may be split into two categories: i The Eastern Cushites This category includes the Oromo, Somali, Rendile, Gabbra, Shangilla and Burji. Ii The Southern Cushites These migrated into Kenya from the Ethiopian Highlands. They went southwards and settled between Kenya and Northern Tanzania. This category includes the Sanye, Dahallo and Boni living at the mouth of River Tana. The causes and effects of the migration of the Bantu communities e.g. Kikuyu, Kamba, Meru and the Mijikenda a Causes of migration - Over population - Civil wars or internal wars - External attacks - Need to move for adventure - Need for better pastures for their livestock - Draught and famine - Need for cultivable land - Outbreaks of diseases or epidemics - Knowledge of iron smelting and making of superior iron weapons encouraged the Bantu people to migrate b Effects of migration There was assimilation of communities the Bantu people came across e.g. the Southern Cushites were assimilated by the Bantu who came into contact with them. The Kikuyu assimilated the Athi, Dorobo and Gumba. Intermarriages with other communities occurred. For instance, the Kikuyu intermarried with the Kamba and Maasai. New political institutions developed for instance the institution of Muthamaki among the Kikuyu. Bantu communities borrowed the cultural practices of the people they came across. The Kikuyu for example borrowed the cultural practices like circumcision of the Gumba and the Athi. They also borrowed the age-set system. 37Migration accelerated wars with other communities. Some communities were displaced after being conquered and made to disperse. The Bantu communities interacted with people of other linguistic groups through trade, raids and marriages. There was enrichment of language through word borrowing. Some Bantu communities were forced to change their economic way of life for example to change from cultivators to pastoralists. Why the Nilotic communities migrated from the Sudan into Kenya. -. Due to epidemics which attacked people and animals. -. Due to drought and famine. -. Due to internal or civil wars. -. Due to external attacks - Due to love for adventure - Due to need to look for pastures for their animals."}
{"text": "- Due to drought and famine. -. Due to internal or civil wars. -. Due to external attacks - Due to love for adventure - Due to need to look for pastures for their animals. -. Due to over population - Due to the need to look for cultivable land by communities who farmed. -. Due to family and clan quarrels. The effects of the migration of the Nilotes a There was assimilation of communities. B There was change in the economic activities of some communities for example the Luo became fishermen. C There were inter marriages with other communities especially their neighbours for example the Abagusii and the Abaluhyia. D There was interaction with communities the Nilotes came across. E There was conquest and displacement of some communities. F Wars increased between communities. G There was borrowing of cultural practices by the people who came into contact with the Nilotes. H Some communities developed new political institutions for example Oloiboni by the Maasai and the institution of Orkoyiot by the Nandi. I There was enrichment of language through word borrowing. 38 Migration and settlement of the people of Kenya. Reasons for the migration of the Cushites. The reasons why the Cushites migrated were need for pastures for their livestock, search for fertile land for cultivation, love for adventure, outbreak of diseases, external attacks, internal wars and clan feuds, over population and natural calamities such as drought and famine. The effects of the migration of the Cushites. The Cushites came into contact with other communities and there was cultural exchange. There was language enrichment as Cushites interacted with others. They assimilated other weaker communities. There was population increase after settling in better lands. Also there was expansion of trade. There was interaction through trade, intermarriage and wars. The wars increased as the Cushites tried to acquire better pastures for their livestock. The Cushites for example the Oromo conquered and displaced the communities they came across in the process of migration. For instance, they dispersed the Bantu Communities who had settled at Shungwaya. 39Review Questions. 1. How did the Kenya communities interact during their migrations and settlements? 2. Describe the migration of the: a Cushites b Bantu c Nilotes 3. Identify the impact of the migrations of the following: a Bantu b Nilotes c Cushites 4."}
{"text": "2. Describe the migration of the: a Cushites b Bantu c Nilotes 3. Identify the impact of the migrations of the following: a Bantu b Nilotes c Cushites 4. Describe the effects of the interactions of the Agikuyu and the people they came into contact with during migration. 5. Describe the course and effects of the migration of the Luo. 6. Why did the Bantu migrate from Shungwaya? 40CHAPTER 5. SOCIAL, ECONOMIC AND POLITICAL ORGANISATION OF KENYAN SOCIETIES IN THE 19TH CENTURY. The people of Kenya in the 19th century were of different linguistic groups comprising the Bantu, the Nilotes and the Cushites. The environment played a great role in determining their social, economic and political aspects which varied from one ethnic group to the other. The Social, Economic and political organisation of the Agikuyu in the 19th century Social organisation The Kikuyu were organised into clans. There were nine clans. Some of them were Anjiru, Ambui, Acera, Angari, Angeci and Airimu. The family was an important social political unit because it acted as the basis of the Kikuyu community. Above the family was the mbari or sub-clan under Muramati or caretaker. The Kikuyu had age set which was acquired from the Gumba. They conducted birth and marriage ceremony. Men cleared the land, looked after the live stock and milked while women cultivated. The Kikuyu initiated circumcised boys and girls to adult hood. They worshiped a God they called Ngai who lived on Mount Kenya Kirinyaga . The Kikuyu offered sacrifices to their God for thanks giving in sacred places. They slaughtered goats and sheep as sacrifice. They had medicinemen, rain makers and prophets. A medicineman was known as Mundu Mugo and he cured diseases. They also believed in ancestral spirits. Finally they paid dowry in form of cattle, sheep and goats. Economic Organisation The Agikuyu grew crops such as millet, sorghum, arrow roots and yams. They traded with their neighbours such as the Maasai and the Akamba."}
{"text": "Finally they paid dowry in form of cattle, sheep and goats. Economic Organisation The Agikuyu grew crops such as millet, sorghum, arrow roots and yams. They traded with their neighbours such as the Maasai and the Akamba. They smelted iron for making hoes and axes and also weaved and practiced basketry as well as pottery. The Agikuyu hunted and gathered to substitute their diet. They kept beehives and harvested honey. Lastly, they kept livestock for example cattle, sheep and goats. 41Political Organisation: The Kikuyu were organised into clans-each made up of sub-clans called Mbari . They were politically organised into age set systems composed of boys who were initiated. The Kikuyu community was decentralised and it had the institution of the Muramati clan leader . Muramati co-ordinated all the activities of the sub-clan. There were warriors who defended the community. The Kikuyu had a council of elders KIAMA which maintained law and order and made final decisions. It presided over religious functions. Cases were handled by Kiama composed of individual who acted as judges. Kikuyu and Meru settlements. The Social, Economic and Political organisation of the Ameru in the 19th century Social organisation. The Ameru who comprised the Chuka, Tharaka, Mwimbi, Muthambi, Imenti, Tigania and Igembe were organised into clans. The family was an important social institution. They were also organised into age-set systems Nthuke Irua comprising of age mates. 42The Ameru conducted initiation ceremonies in form of circumcision. Both Girls and boys were circumcised. They worshiped God under the sacred Fig Mugumo trees and they also performed sacrifices to their God. The Ameru had medicinemen, rainmakers, fortune-tellers and prophets. They were ruled by a council of elders who also presided over religious ceremonies. Economic organisation. The Ameru grew crops such as millet and sorghum. They kept livestock such as cattle, sheep and goats and they hunted wild animals and gathered roots and fruits. Some Ameru traded with their neighbours such as the Akamba, Mbere and Embu."}
{"text": "The Ameru grew crops such as millet and sorghum. They kept livestock such as cattle, sheep and goats and they hunted wild animals and gathered roots and fruits. Some Ameru traded with their neighbours such as the Akamba, Mbere and Embu. They were engaged in traditional industries such as pottery, basketry, weaving, cloth making and iron smelting which enabled them to make knives, spears, arrow heads and iron hoes. Finally, they kept beehives and harvested honey. Political organisation. They were ruled by councils of elders called Njuri Nceke and they were organised into clans made up of several families which were related. There were age-set systems comprised of men who had been initiated into adult hood. There were warriors composed of strong circumcised men who defended the community in times of problems. The Ameru were decentralised as there were different independent groups such as the Tharaka, Tigania, Mwimbi, Imenti, Igembe, Chuka, Igoji and Muthambi. Religious leaders played an important role in the administration of the Ameru and also foretold the future. The social, economic and political organisation of the Akamba in the 19th Century. Social organisation The Akamba were organised into clans made up of several related families. They had age-groups and age-set system. They practiced circumcision as an initiation rite. They believed in witchcraft and had medicinemen and diviners. The Akamba conducted traditional ceremonies. Finally, they worshipped God and performed sacrifices to him. 43Economic organisation Some Akamba practiced crop cultivation and planted sorghum, millet, potatoes and beans while others kept livestock such as cattle, sheep and goats. The Akamba were skilled hunters and they also gathered fruits and roots to substitute their diet. They traded with the Kikuyu, Taita, Mijikenda and later with the coastal people. The Akamba sold honey, arrow poison and tobacco to them while they bought beads and cloth from the coast and also ivory and foodstuff from the interior communities like the Samburu and Mbeere respectively. They smelted iron and made spears, arrow-heads, hoes, knives, cattle bells and jingles. The Akamba were efficient beekeepers and they harvested a lot of honey. They were engaged in traditional industries where they manufactured pots, baskets, mats, stools and shields."}
{"text": "They smelted iron and made spears, arrow-heads, hoes, knives, cattle bells and jingles. The Akamba were efficient beekeepers and they harvested a lot of honey. They were engaged in traditional industries where they manufactured pots, baskets, mats, stools and shields. Those who lived close to river Tana did some fishing. They made carvings from wood and sold them to the people in exchange for cloth, snuff boxes and beads. Political organisation Politically the Akamba were organised into clans made up of several related families. They had councils of elders each entitled to Nzama Sya Utui . They practiced the age-set system and they were ranked in age grades such as junior elders, medium elders, full elders and senior elders. The Akamba were decentralised. Akamba warriors defended the community. Judgement of cases was done by the council of elders. How the Abagusii were organised socially, economically and politically. Social Organisation The Abagusii were organised into clans. Their social organisation was based on the extended family whose members claimed to have a common ancestor. They conducted initiation ceremonies in form of circumcision for boys and clitoridectomy for girls. Polygamy was a very common social practice among the Abagusii. The Abagusii worshipped one supreme God called Engoro . They prayed through ancestral spirits. The Abagusii sacrificed to their God, Engoro who they regarded as the creator of the universe. They had medicinemen, rain makers and prophets. Lastly, they also conducted ceremonies marking birth, initiation and death. 44Economic organisation. The Abagusii were pastoralists and they kept cattle, sheep and goats. They cultivated crops such as millet, sorghum, pumpkins, potatoes and beans. Men hunted wild game while women gathered wild fruits and roots. They conducted trade with their neighbours such as the Luo and the Luhyia. Finally, they were engaged in traditional industries such as making stone curvings and iron hoes for cultivation. Political organisation. The Abagusii were politically organised into clans made up of related families and each clan was ruled by Omogambi . They had age-set systems and councils of elders which led the clans in wars and judged cases. The Abagusii were politically decentralised. They had warriors who defended their territory from the enemies. The social, economic and political organisation of the Mijikenda in the 19th Century. Social organisation."}
{"text": "They had warriors who defended their territory from the enemies. The social, economic and political organisation of the Mijikenda in the 19th Century. Social organisation. The social organisation of the Mijikenda was based on the clan. They practiced the age-set system. Initiation of boys took place after every five years. The elders were the clan leaders. Inter marriages between Kayas existed. There was division of labour. Children looked after cattle, sheep and goats while young men built houses and cattle sheds, hunted and cleared the bush for cultivation. The Mijikenda worshipped God and offered sacrifices. They conducted ceremonies during the time of birth, initiation and marriage. Economic activities. The Mijikenda fished in the Indian Ocean. They kept livestock such as cattle, sheep and goats and hunted and gathered fruits, honey and vegetables. They were engaged in traditional industries such as weaving and basketry. The Mijikenda grew crops such as millet and also traded with the Swahilis and the people of the interior such as the Akamba. Political organisation The Mijikenda political set up was under the control of the clan. There were councils of elders who sorted out all matters concerning the Kayas . Age-set system existed. The Mijikenda had warriors who defended their territory and ensured that there was law and order. Cases were judged by the council of elders. 45The Social, economic, and political organisation of the Luo in the 19th Century. Social organisation The Luo were organised into clans composed of families with a common ancestor. The clans were grouped into larger territorial units called Gweng which were occupied by foreign lineages entitled Joka and clansmen. A council of elders existed which presided over religious ceremonies. The Luo worshipped a God called Nyasaye through their ancestral spirits. This was conducted in the sacred places. Priests existed who linked the people with the ancestral spirits. They had diviners who interpreted God s messages to the people. The Luo sacrificed for thanks giving and for appeasing their God. They initiated boys and girls into adulthood by removing their six lower teeth. They also prepared them for marriage. Finally, the Luo conducted other ceremonies and celebrations such as burial ceremonies, naming, beer drinking and wrestling. Economic organisation The Luo cultivated crops such as beans, sweet potatoes, peas, millet, groundnuts and sorghum. They hunted wild animals and collected fruits, vegetables and roots."}
{"text": "Finally, the Luo conducted other ceremonies and celebrations such as burial ceremonies, naming, beer drinking and wrestling. Economic organisation The Luo cultivated crops such as beans, sweet potatoes, peas, millet, groundnuts and sorghum. They hunted wild animals and collected fruits, vegetables and roots. The Luo businessmen traded with their neighbours for example Abaluhyia, Abagusii, Nandi and Kipsigis. The Luo smelted iron and made iron tools and also engaged themselves in the traditional industries such as pottery, basketry and cloth making. They fished in Lake Victoria and in the rivers passing through their territory e.g. Rivers Sondu, Nzoia, Nyando, Kuja and Yala. The political organisation The Luo were politically organised into clans and they were decentralised. The clans were made up of families headed by Jaduong . Several clans merged together formed a gweng . There existed a council of elders made up of clan heads and other remarkable elders. Related clans formed alliances and defended their territory. Each Luo alliance Oganda had a political leader entitled Ruoth. There were individual clan councils, doho, controlled by Ladito. Also there was a council called Buch Piny made up of elders who advised the Ruoth for example the military leader, Osumba Mirwayi. The council of elders was made up of clan heads and other remarkable elders. It solved internal disputes over land, declared war and performed other political and religious functions. 46Doho was a smaller council which operated under smaller regional sub-divisions. There were warriors referred to as Thuondi who raided the neighbouring communities. The social, economic and political organisation of the Nandi in the 19th century Social organisation The Nandi were organised according to totemic clans. The house was an important social unit and several houses made a family. The Nandi practiced initiation ceremonies like circumcision of boys during adolescence at five years intervals. They had age-set and age-grades. The age sets were cyclic. The Nandi people worshipped a supreme God and sacrificed to Him. This God was entitled Asis. They had medicine men, prophets and rain makers. The Orkoyiot acted as a spiritual leader although he was also a political leader. He foretold the future and also adviced the council of elders. Economic activities The Nandi practiced mixed farming because they grew crops and kept livestock such as cattle, sheep and goats."}
{"text": "The Somali later got converted into Islam through interaction with the Muslim immigrants. From the time they adopted Islam, they embraced Muslim culture. The Somali were socially organised into clans made up of related families. They conducted initiation of boys and then grouped them into agesets. Economic organisation The Somali kept livestock such as cattle, sheep, goats and donkeys as well as camels. Those who lived near wells and rivers practiced a bit of cultivation. They also smelted iron and made iron tools and weapons e.g. swords. The Somali hunted wild animals and gathered birds eggs. They traded with their neighbours such as the Oromo. Political organisation The Somali were politically organised into clans whose members traced their origin back to a common ancestor. Each of the Somali clans was headed by a council of elders. The Somali were controlled by an overall leader known as the Sultan. The Somali clans joined together to face an enemy in times of crisis. There were age-sets which provided the community with warriors. The senior age-sets retired from active public life and were settled in different territories. The social, economic and political organisation of the Boran in 19th century. Social organisation The Boran is one of the Oromo speaking communities in Kenya today. The Boran people were socially organised into clans each made of related families. They had age-groups and age-sets which integrated the Boran community by facilitating co-operation among all the members of the community. The Boran believed in the existence of one God. The Oromo name for their God was Wak. At first the Boran were believers in traditional religion but by the end of the 19th century many of them had been converted to Islam. 49Economic organisation The Boran were pastoralist and they kept sheep, cattle, goats and camels. They hunted elephants for ivory and sold them to the Swahili traders and other trading partners such as the Mijikenda and the Pokomo. Boran women collected and gathered a variety of items such as insects, roots and honey. The Boran were also engaged in simple industry for instance cloth making from animal skins and pottery. Some cultivated grains like peas, beans, pepper and vegetables. Political organisation The Boran like other Cushites were organised into clans and each of the clans was made up of related families. They had councils of elders who headed clans and presided over assemblies as well as acting as ritual experts. The council of elders settled disputes, maintained law and order and their decisions were final."}
{"text": "Political organisation The Boran like other Cushites were organised into clans and each of the clans was made up of related families. They had councils of elders who headed clans and presided over assemblies as well as acting as ritual experts. The council of elders settled disputes, maintained law and order and their decisions were final. They had age-set system which provided them with warriors who defended their territory from external attacks. The Boran clans were autonomous except in times of disaster when they formed alliances to fight against a common enemy Finally, the Boran were politically decentralised. Review Questions. 1. Identify the economic organisation of each of the following during the colonial period: a Bantu communities b Cushites c Nilotes 2. Describe the political organisation of the following: i Luo ii Akamba iii Abagusii 3. What was the role of the council of elders among the Ameru. 4. Why was the institution of the Orkoiyot important among the Nandi. 5. Discuss the social organisation of the following: i Kikuyu ii Boran iii Maasai 6. What problems did the migrating communities encounter during the precolonial period? 50CHAPTER 6. CONTACTS BETWEEN EAST AFRICA AND THE OUTSIDE WORLD UP TO THE 19TH CENTURY. The early visitors to the Kenya Coast before the 15th century were Egyptians, Greeks, Persians, Romans, Phoenicians, Indians, Chinese and Arabs. The main reason of the coming of these early visitors was to trade with the people of the East African coast. The commodities traders obtained from the interior of East Africa and exported to the outside world e.g. from present day Kenya, Uganda and Tanzania were Ivory, Rhinocerous horns, Leopard skins and skins from many other animals, Ostrich feathers, Copper, Slaves, Tortoise shells, Gold and Emberglis. The commodities the people of East Africa obtain from the outside world e.g. from India, China, Arabia, Egypt were Spices, Cowrie shells, Drugs, Swords daggers, Salt, Porcelain cups and bowls , Glassware, Rugs and carpets, Beads, Cloth, Sugar and Mats. The Indian Ocean trade up to 1500 AD51The evidence which may clarify that early visitors reached the Kenya coast."}
{"text": "The commodities the people of East Africa obtain from the outside world e.g. from India, China, Arabia, Egypt were Spices, Cowrie shells, Drugs, Swords daggers, Salt, Porcelain cups and bowls , Glassware, Rugs and carpets, Beads, Cloth, Sugar and Mats. The Indian Ocean trade up to 1500 AD51The evidence which may clarify that early visitors reached the Kenya coast. There has been a lot of remains of the Greek and Chinese coins along the East African coast especially in towns such as Malindi, Mombasa. Lamu, Gedi and Jumba la Mtwana which declined. These have been collected and some of them preserved and displayed in the Fort Jesus museum. There are also fragments of Chinese pottery. These include broken Chinese cups, jars and bowls made of porcelain. Archaeological findings along the coast reveal that there were foreigners who visited towns along the coast and they traded with people in those towns. Evidence is the remains of item escavated. There are some written documents, which mention the coast of East Africa, for instance the Periplus of the Erythrean Sea and Geography written by Ptelomy. The Arabs have lived along the East African coast for a long period. This is clear and undoubted evidence that early visitors came to the East African coast up to the 19th century. Reasons why trade developed between the East African coast and Asia before the 19th century Trade developed between the East African coast and Asia before the 19th century due to availability of the goods traders from both sides needed. Goods from East Africa were highly demanded in Asia while there was a high demand of Asian goods in East Africa. The monsoon winds enabled the traders to travel by the use of dhows. There was a relative political stability of the Kenyan coastal city states because rulers such as Seyyid Said ensured that peace prevailed and that traders were secure. The East African coast was easily accessible by sea due to existence of natural harbours such as the old Mombasa harbour and Malindi harbour where dhows could anchor. The trade developed also due to establishment of strong trade links between East Africa and Asia. How the trade between the East African coast and the outside world was organised before 1500. The coastal Arab and Swahilis obtained trade commodities from the interior communities such as the Akamba, Baganda, Yao and the Nyamwezi."}
{"text": "The trade developed also due to establishment of strong trade links between East Africa and Asia. How the trade between the East African coast and the outside world was organised before 1500. The coastal Arab and Swahilis obtained trade commodities from the interior communities such as the Akamba, Baganda, Yao and the Nyamwezi. The trading commodities were like copper, gold, ivory, leopard skins, rhino horns, tortoise shells and ostrich feathers. 52The coastal Arab and Swahilis exchanged the commodities by giving African traders items such as Beads, sugar, salt, cloth, glassware, daggers, cowrie shells and porcelain cups. The form of exchange was barter. The Arab traders either transported the items across the Indian Ocean themselves or sold them to other Asian traders who were mainly Chinese, Greeks, Indians or fellow Arabs. These traders used dhows which sailed to E. Africa between November and April and to Asia between June and October. The East Coast traders. 53Why some Arabs migrated from Arabia to the East African coast Some Arabs came to trade with the people along the East African coast. Others came to trade with the people of East Africa. Some Arabs came as refugees. They were escaping the political and religious persecutions in Arabia after the death of Prophet Mohammed. There are some who came to the East African coast to establish settlements. Some came for adventure. A few came to explore the East African coast. The impact of the Indian Ocean trade on the people of East Africa East African coastal towns. The Indian Ocean trade took place for a long period along the East African coast. As a result of this towns were established along the East African coast such as Malindi, Mombasa, Lamu, Kilifi and Gedi. There was intermarriage between the foreigners such as Arabs and different African communities at the coast. This was promoted by the socialisation in the towns. The East African people adopted Asiatic architecture for example they began building rectangular stone houses. The Indian Ocean trade led to the spread of Islamic culture along the Kenyan coast. For instance, coastal people began wearing Arabic dress, building mosques, and being converted into Islam. It led to the spread of Kiswahili language. By 1500 it had become the main language of the coast. New crops were introduced for instance rice and coconut."}
{"text": "It led to the spread of Kiswahili language. By 1500 it had become the main language of the coast. New crops were introduced for instance rice and coconut. It stimulated commercial activities between different communities in the interior for example trade between the Akamba and the Mijikenda also trade between the Baganda in Uganda and the Nyamwezi in Tanzania. 54The Arabs were able to control the East African coast and use Islamic law in their administration. The trade led to the emergence of a class of prosperous traders who controlled trade. The Indian Ocean trade also led to the development of the East African slave trade. African inhabitants acquired foreign goods e.g. cloth, beads and glassware from traders. Trade routes developed e.g. the one from Mombasa to Ukambani, and one from Bagamoyo to Nyamwezi land and going North to Buganda. Many African people suffered due to slave trade. Many others died. The Indian Ocean trade stimulated European interest on East African coast which eventually led to the colonisation of East Africa. The East African coast became known to the outside world and it also strengthened ties with India and the far East. How slave traders were obtaining slaves in East Africa during the slave trade. Slave merchants were exchanging slaves with other goods like cloth, beads and guns. They were kidnapping free men and selling them as slaves. Slave traders were conducting raids to capture slaves. This was very common with the Yao and the Nyamwezi communities in Tanzania. Slave traders were also organising intercommunity wars and the community which was defeated had the war captives sold as slaves. Criminals were being sold by rulers and this was regarded as punishment for law breakers. Children were being enticed with sweets and then captured. After being captured they were sent to the slave market in Zanzibar for sale. The slave market in Zanzibar. 55The main East African trade routes of the 19th century. 56The effects of the East African slave trade. The East African slave trade was mainly rampant in the 19th century and it left the region very different from the way it was before. Slave raids resulted to death of many innocent Africans. A lot of property was destroyed by being burnt during slave raids. There was a lot of suffering by those children and women whose families were broken. Slave trade settlements were established at Bagamoyo and Frere town near Mombasa. Some communities which depended on slave trade expanded."}
{"text": "There was a lot of suffering by those children and women whose families were broken. Slave trade settlements were established at Bagamoyo and Frere town near Mombasa. Some communities which depended on slave trade expanded. Such communities were the Nyamwezi and the Yao in Tanzania. It encouraged development of trade merchants such as Tippu Tip, Msiri and Kivoi. East Africa was depopulated as a result of slave trade. It opened the interior for trade with other items such as ivory in exchange for beads, cloth and firearms. Slave trade contributed to the spread of Islam and Kiswahili language in the interior. African traditional industries such as pottery, weaving and iron smelting were abandoned due to constant raids. African communities who were raided and their families broken were forced to free and this affected African cultures. Reasons why the Portuguese came to the East African coast. The Portuguese came to conquer the Arabs who had attacked and conquered th Christians in Spain and Portugal and they also wished to spread Christianity along the East African coast. They wanted to look for a legendary Prester John, who was believed to be living in Ethiopia and who could assist them to conquer Arabs. The Portuguese wanted to trade with the coastal traders. Vasco da Gama landed at Malindi to be provided with a guide who would show him the way to India. Others like Alfonzo de Almeida came to conquer the coastal towns and acquire the wealth of those prosperous towns. Some came to settle along the coast in town such as Malindi and Mombasa. The Portuguese for example built and settled in Fort Jesus in Mombasa. Why the Portuguese developed interest on the East African coast after 1550. I East Africa provided bases for Portuguese ships and troops. Ii To levy tributes taxes from the wealthy coastal merchants. Iii To look for ways and means of controlling the Indian Ocean trade. Iv To capture the Sofala gold trade. 57v To take control of the East coast in order to use it as a strategic base as they controlled all trade to Europe. Vi To prevent the Turks and the Egyptians from acquiring support from the East coast in case of war with the Portuguese. Vii The East coast of Africa provided natural harbours where Portuguese ships could easily anchor before proceeding to India. Viii The climate of the East coast of Africa was conducive to the Portuguese men and they could also obtain fresh water and food before they continued their journey to India."}
{"text": "Vi To prevent the Turks and the Egyptians from acquiring support from the East coast in case of war with the Portuguese. Vii The East coast of Africa provided natural harbours where Portuguese ships could easily anchor before proceeding to India. Viii The climate of the East coast of Africa was conducive to the Portuguese men and they could also obtain fresh water and food before they continued their journey to India. The Portuguese and Arab sea routes. 58The Portuguese conquest of the East Coast of Africa up to 1510. Fransisco d Almeida Alvares Pedro Cabral led an expedition in 1500 to capture Sofala but failed. In 1502 Vasco da Gama led an expedition which resulted to the conquest of Kilwa. In 1503, Ruy Lourenco Ravasco led an expedition against Zanzibar which he conquered and forced to pay tribute. In 1505, Fransisco de Almeida led an expedition of 20 ships and 1500 soldiers which conquered Kilwa, Mombasa and Sofala. Brava attempted to resist but it was rooted and then burnt. In 1506 Pate and the East coast was now under the control of the Portuguese. It is important to note that - The Portuguese after conquering the Arabs began establishing their rule which lasted for 200 years. The Portuguese headquarters along the East Coast were Mozambique and Mombasa. Each of these headquarters was under a Captain who was answerable to the Viceroy stationed at Goa in India. The duties of the captain were: i To collect tribute from the local rulers. Ii To suppress resistance or rebellion. Iii To supervise the ruling families in the city states. Iv To impose custom duties on import and exports. V To represent the Viceroy on the East coast of Africa. 59Reasons why the Portuguese were able to conquer the Kenya coast easily The Portuguese took a short time to conquer the East Coast of Africa after Vasco da Gama s visit on his way to India. The reasons for his success were as follows: a The city states which resisted were severely punished so as to discourage others from resisting. B The Wazimba who were cannibals they ate people assisted the Portuguese to conquer the Arabs so that they could feed on their flesh. C The Portuguese frequently organised and carried out surprise attacks on Arab settlements."}
{"text": "The reasons for his success were as follows: a The city states which resisted were severely punished so as to discourage others from resisting. B The Wazimba who were cannibals they ate people assisted the Portuguese to conquer the Arabs so that they could feed on their flesh. C The Portuguese frequently organised and carried out surprise attacks on Arab settlements. D The ruler Sultan of Malindi collaborated with the Portuguese and helped them to fight fellow city states. E The coastal city states were disunited. F The Portuguese were better militarily trained and equipped. They used very powerful guns and cannons. G The natural harbours in Mombasa and Malindi provided the Portuguese with bases for their ships and troops. H The Portuguese constantly acquired reinforcement from their mother country or from their base in Goa in India. I The Portuguese troops fought with determination with the aim of establishing a Portuguese empire in the East. J The Portuguese used strong and superior ships compared with the Arab dhows which were driven by wind. Why the Portuguese rule and power along the coast declined The rivals of the Portuguese during the period they controlled the East African coast were the Egyptians, the British Turks, Persians, Oman Arabs and the East African Coastal Arabs. There was intense rivalry from the British and the Dutch. The coast was invaded by Muslim nations such as Oman and Turkey. The city states organised constant rebellions against the Portuguese. The Portuguese administrators were corrupt and inefficient. The people of Malindi refused to support the Portuguese because the Portuguese authority had mistreated them. The Portuguese never at any time united with coastal inhabitants to develop the coast. Instead the inhabitants were always suspicious of the Portuguese who also never trusted them. Revenue from gold declined. The Portuguese were also affected by the decline of the Indian Ocean trade because it was the main source of income for maintaining their empire. 60Portugal was weakened by its union with Spain. It was annexed by Spain between 1590 and 1640. Portugal was also too small to provide enough soldiers and administrators. For this reason, Portuguese soldiers were defeated and driven out of Fort Jesus by the Oman Arabs after a siege for 33 months. Fort Jesus. The impact of the Portuguese administration on the coast of East Africa Positive impact a The Portuguese introduced new crops such as sweet potatoes, ground nuts, cassava, maize, paw paws and pineapples. B The Portuguese built Fort Jesus which is today used as a museum."}
{"text": "Fort Jesus. The impact of the Portuguese administration on the coast of East Africa Positive impact a The Portuguese introduced new crops such as sweet potatoes, ground nuts, cassava, maize, paw paws and pineapples. B The Portuguese built Fort Jesus which is today used as a museum. C The Portuguese introduced the use of birds droppings called Guano as a way of increasing soil fertility. They also introduced crop rotation. D The Portuguese words contributed to Kiswahili language e.g. the word mvinyo . E The Portuguese architecture was borrowed by coastal inhabitants. F The Portuguese directly linked the Kenya coast with India. G The Portuguese Christians tried to introduce Christianity to the coastal dwellers although they failed totally. 61Negative impact. A Frequent attacks and wars between the Portuguese and the coastal inhabitants led to loss of lives of many people. B Property was destroyed as the Portuguese burnt the coastal towns to punish rebels. C Traditional industries declined along the coast. D Coastal towns declined. Some for instance Gedi and Jumba La Mtwana never recovered even after the Portuguese power declined e The Portuguese affected the culture of the coastal people. F The economic development of the coast was retarded due to destruction of towns, burning of crops and rooting by Portuguese. G Slave trade was intensified as a result of acquisition of firearms. H The coastal people suffered a lot due to frequent attacks by the Portuguese. I Hatred developed between the coastal people and the Portuguese and also between the coastal city states. J The Portuguese introduced dangerous weapons e.g. guns. How Seyyid Said s rule encouraged development of plantation agriculture on the East African coast Seyyid Said made Zanzibar his capital in 1840 and from there he controlled the East coast towns and the Indian ocean trade which was an international trade. Having established political control over coastal city states, Seyyid Said appointed governors Liwalis to control the city states on his behalf. The Oman Arabs settled along the East African coast and began developing grain plantations around Malindi and Takaungu and also coconut plantations around Mombasa. Slave labour was used to work in the plantations. This practice therefore became the major cause of increased slave trade in East Africa in the 19th century."}
{"text": "The Oman Arabs settled along the East African coast and began developing grain plantations around Malindi and Takaungu and also coconut plantations around Mombasa. Slave labour was used to work in the plantations. This practice therefore became the major cause of increased slave trade in East Africa in the 19th century. Seyyid Said encouraged more and more wealthy Arab and Swahili settlers to acquire land around Mombasa, Malindi and Lamu and establish more plantatons. The food produced was sold in Oman as well as in the islands of Zanzibar and Pemba which were mainly growing cloves. When Seyyid Said signed the Hammerton Treaty in 1845 and forbid export of slaves from Africa, the supply of slave labour on the coastal plantations increased. This was followed by the production of more rice, maize, millet and beans than ever before such that by 1870 the Kenyan coast had become the granary of East Africa. 62The factors which enabled Seyyid Said to establish the Oman rule on the East African coast The Portuguese were driven out of Fort Jesus by the Oman Arabs who then replaced them as the new rulers. Seyyid Said appointed governors Liwali to help him administer Oman from 1806 to 1840. In 1840 Seyyid Said transferred his capital to Zanzibar and he was able to rule the coast from close quarters. Seyyid Said overcame the rebellious Mazrui governors before he transferred to establish his capital in Zanzibar. Note that - Seyyid Said chose Zanzibar to be his capital because: i It had a good climate for crop growing. Ii It had a deep natural harbour where ships could anchor. Iii Zanzibar had fresh water. Iv It had fertile soils for cultivation. V It was close to the coast where he ruled and strategically placed. Vi Zanzibar was convenient for trade with the mainland. Vii Zanzibar had supported the efforts of Seyyid Said to control the East African coast. The impact of the Oman rule on the East African coast a Establishment of the Oman rule led to the establishment of clove plantations in Zanzibar and Pemba. B It led to the development of slave trade at the coast because slaves were used as labourers in the plantations."}
{"text": "Vii Zanzibar had supported the efforts of Seyyid Said to control the East African coast. The impact of the Oman rule on the East African coast a Establishment of the Oman rule led to the establishment of clove plantations in Zanzibar and Pemba. B It led to the development of slave trade at the coast because slaves were used as labourers in the plantations. C It led to the establishment of a commercial empire along the East African coast. D It stimulated the development of the long distance trade among the Yao, Akamba, and the Nyamwezi of Tanzania. E It led to the growth and expansion of towns like Kilwa, Pemba and Zanzibar. F The Swahili culture was intensified along the coast. G It led to the establishment of strong political empire under the rule of the Sultan s at the coast. H The Indian traders Banyans introduced the Rupee as the currency for use along the East African coast. I The slave trade which was intensified by the Oman rulers broke down families in most of the areas where raids took place. There was also suffering and loss of property due to burning of houses during raids. 63The development of the long distance trade in East Africa Trade between the Kenya Coast and other outside countries began very early. It was in the 19th century that this trade expanded rapidly especially during the rule of Seyyid Said. This international trade led to the development of the long distance trade. The long distance trade involved trade between the East Coast of Africa and the interior. It developed due to the demand for slaves in Arabia and the demand for Ivory in Europe. The people involved in this trade were mainly the Akamba and the Mijikenda of Kenya, the Nyamwezi and Yao of Tanzania, the coastal Arabs and the Swahilis and the Baganda of Uganda. The main commodities of trade obtained in the interior of East Africa in the 19th century were ivory and slaves which were in great demand at the coast. These were exchanged with cloth, beads, glassware utensils, ironware and carpets. The Arab and Swahili traders were at first waiting for trade goods to be supplied to them at the coast but later in 1860s they started penetrating into the interior."}
{"text": "The main commodities of trade obtained in the interior of East Africa in the 19th century were ivory and slaves which were in great demand at the coast. These were exchanged with cloth, beads, glassware utensils, ironware and carpets. The Arab and Swahili traders were at first waiting for trade goods to be supplied to them at the coast but later in 1860s they started penetrating into the interior. They took control of the long distance trade from the Africans such as the Akamba and the Nyamwezi and they travelled into the interior as far as Buganda and the Democratic Republic of Congo. The traders moved in caravans for security reasons. The goods they obtained were shipped across the Indian Ocean and taken to Asian countries such as India, Persia, Arabia and China. The factors which facilitated the Akamba long distance trade The Akamba began the long distance trade due the existence of prominent personalities like Kivoi who attracted a large following of men who regarded him as their leader and accompanied him during trading expeditions. The Akamba geographical position gave them the advantage of being the middlemen between the coastal traders and the communities in central Kenya who provided ivory. Many parts of Kambaland were not suitable for agriculture because of being hilly, rocky, sandy and also because of receiving inadequate rain and having very poor soils. The second quarter of the 19th century was associated with drought and famine in Ukambani which forced the Akamba to engage themselves in the long distance trade. The Akamba were experienced traders having acquired trading skills in the local and intercommunity trade. There was no competition because the coastal traders did not venture in the interior for trade because they feared the Maasai warriors. The Akamba gave false stories about the fierceness of the people of the interior. This scared away foreigners from entering the interior. 64Organisation of the Akamba long distance trade. The Akamba were organised into trading and hunting groups. The hunters killed animals such as elephants to obtain ivory. They also obtained hides and skins. The traders organised themselves into caravans consisting of about 700 people who included slaves, porters and the traders themselves. The form of trade was at first barter system before the introduction of currency. Traders moved into the interior as far as Lake Baringo and Samburu. There were resting places between Ukambani and the Coast such as Mariakani. At first the Akamba acted as middlemen between the coastal traders and the people of interior."}
{"text": "Traders moved into the interior as far as Lake Baringo and Samburu. There were resting places between Ukambani and the Coast such as Mariakani. At first the Akamba acted as middlemen between the coastal traders and the people of interior. Later the coastal traders such as Arabs and Swahilis began penetrating into the interior. The Akamba trade links Factors which contributed to the decline of the Akamba long distance trade There was competition from Arab and Swahili traders who affected the middleman position of the Akamba. The Kikuyu and the Embu refused to trade with the Akamba because the Akamba raided them to obtain slaves. The Akamba were raided by the Oromo and the Maasai therefore the Kamba trading activity was no longer secure. The interior communities began taking their trade goods to the coast therefore ignoring the Kamba middlemen position. 65The European occupation and the abolition of slave trade undermined Akamba long distance trade even further. After the slave trade was abolished it became difficult to transport ivory to the coast. Also the number of elephants had become drastically reduced making this trade uneconomical. The stories the Akamba gave to scare the foreign traders from going to the interior were proved untrue. As a result of this the Akamba trade ceased to thrive. The impact of the Akamba long distance trade on the people of Kenya? A The Akamba long distance trade made foreign traders to be aware of the wealth of Kenya. The first to come and spy about this wealth were traders and explorers. This later contributed to colonisation by the Europeans. B The people of the interior developed a taste of imported foreign goods such as cloth, beads, glassware and ironware. They started exchanging ivory, hides and skins with the coastal traders to obtain them. C It is stimulated local and inter community trade. D The Akamba long distance trade contributed to the expansion of slave trade because slaves were used to carry ivory. E The long distance trade gave rise to prosperous and well-known merchants like Kivoi and Ngonyo. F The Wanga kingdom was strengthened due to acquisition of wealth and firearms. G The interior was opened for trade with the coastal Arabs and Swahilis. H The traders developed good communication between the interior and the coast. I It enabled Islam and Swahili culture to penetrate into the interior through Kamba converts."}
{"text": "G The interior was opened for trade with the coastal Arabs and Swahilis. H The traders developed good communication between the interior and the coast. I It enabled Islam and Swahili culture to penetrate into the interior through Kamba converts. J New crops such as mangoes, rice and bananas were introduced into the interior of Kenya. K Akamba borrowed aspects of other cultures from the trading partners. Development of international trade. It was the efforts of Seyyid Said in Zanzibar which enabled East Africa to get involved in the international trade in the 19th century. The foreign traders from USA, Britain and France signed commercial treaties with Seyyid Said which enabled them to open consulates in Zanzibar. Seyyid Said also invited the Indian Banyans and allowed them to settle and participate in trade with the other foreign traders. 66The international trade developed due to the following factors: 1. Seyyid Said created commercial relations with foreign countries after signing treaties with Britain, France, Germany and USA. 2. The traders were provided with funds to boost trade. The Indian Banyans loaned traders along the East African Coast. 3. Seyyid Said who was a powerful ruler maintained peace and political stability along the East African coast therefore creating a conducive atmosphere for trade. 4. Industrial Revolution which occurred in Britain in the 19th century brought about a high demand for raw materials from East Africa. 5. The people of East Africa demanded foreign manufactured goods therefore creating a ready market for foreign goods. 6. The people of the East African coast were experienced in trade because they had traded with the people of Asia many years before the 19th century. 7. The East African coast with its natural harbours and good climate attracted many foreign traders. 8. There existed a class of wealthy traders who promoted trade. Impact of international trade on the people of East Africa a The East African slave trade was boosted through introduction of ammunitions such as guns. B The foreign traders paved the way for colonisers who took control of East Africa. C The traders opened up the interior of East Africa a thing which encouraged the missionaries to penetrate into the interior to stop slave trade and spread Christianity. D The people of East Africa developed a taste of imported goods such as guns, cloth and ironware. E The trade led to the growth of urban centres. F East African coast was exposed to the outside world."}
{"text": "D The people of East Africa developed a taste of imported goods such as guns, cloth and ironware. E The trade led to the growth of urban centres. F East African coast was exposed to the outside world. The Spread of Christianity in East Africa. The Portuguese were the first foreigners to attempt to spread Christianity in East Africa but totally failed. The Christian missionaries of the 19th century from Germany and Britain succeeded in spreading Christianity and winning converts in East Africa. They established mission schools hospitals and churches which contributed a lot in the spread of Christianity. 67The Christian missionary societies which established mission stations in Africa were Church Missionary Society CMS , the London Missionary Society LMS , the Baptist Mission Society, the Bremen Society, the Besel Missionary Society, the Scottish Missionary Society, the Church of England Society for the propagation of the Gospel, the Wesleyan Methodist Missionary Society and the Universities Mission to Central Africa. The spread of Missionary activity in East Africa. Why the Christian Missionaries come to East Africa The Christian missionaries came to East Africa in order to: - Carry out exploration activities. -. Spread christianity. -. Civilize Africans - Abolish slave trade and slavery. -. Spread western education and culture. -. Introduce legitimate trade in areas where slave trade was abolished. -. Introduce better health services. 68The activities of the Christian Missionaries in East Africa in the19th century The Christian missionaries who came to East Africa in the 19th Century were engaged in training freed slaves on how to contribute in the spread of Christianity, spreading Christianity and converting the local people to be followers of Christianity. They were also engaged in establishing churches, schools, hospitals and dispensaries. They also translated the Bible into African languages and paved the way for European colonisation. The missionaries also helped to eradicate slave trade and slavery by advocating the evils associated with this inhuman trade to the British Government. The factors which contributed to the spread of Christianity in East Africa in the 19th century. A The Christian missionaries were given support by Seyyid Said. He gave them letters which introduced them to the governors of the coastal towns. B Some African traditional rulers such as Nabongo Mumia of Wanga in western Kenya, Kabaka Mutesa of Buganda and Mirambo of Nyamwezi were friendly to the missionaries. C The establishment of many mission Schools and Churches helped in winning more converts."}
{"text": "He gave them letters which introduced them to the governors of the coastal towns. B Some African traditional rulers such as Nabongo Mumia of Wanga in western Kenya, Kabaka Mutesa of Buganda and Mirambo of Nyamwezi were friendly to the missionaries. C The establishment of many mission Schools and Churches helped in winning more converts. D Missionaries studied African languages and made it easy for them to translate the bible into local languages; e.g. Kikamba , Kirabai and Kiswahili. E Freed slaves from FRERE TOWN who served as catechists helped much in the spread of Christianity. F Development of transport and communication e.g. railways and roads made easier for the missionaries to venture deep into the interior of Kenya. G When Quinine was discovered it enabled the missionaries to venture into the interior without fear of malaria. H The peace which prevailed in East Africa during the colonial period encouraged the spread of Christianity. This peace was as a result of abolition of slave trade and establishment of colonial rule which marked the end of inter community wars. 69The problems which the missionaries in East Africa encountered before the attainment of independence 1. Language barrier was an obstacle to the spread of Christianity. 2. There were problems of Transport and communication because even at the eve of independence very few areas were served by railway lines and roads. 3. Missionaries suffered from tropical diseases like malaria. 4. Missionaries lacked adequate capital to maintain and sustain them. 5. There was severe opposition from Islam, which had already spread along the East African coast. 6. The Missionaries were attacked by hostile African communities such as the Nandi of Kenya. 7. Sometimes due to lack of security the property of the missionaries were stolen 8. There was rivalry between different Missionary groups which resulted to hatred and disunity. 9. Missionaries encountered shortages of essential human requirements like food and water. 10. African communities opposed missionaries who interfered with their culture and way of life. 11. They were attacked by slave traders. The contributions of Christian Missionaries to the welfare of the people of East Africa Missionaries established schools and taught Africans how to read and write. They provided modern medical services by establishing hospitals and dispensaries. Missionaries advocated for the abolition of slave trade and slavery and they established freed slave settlement and used freed slaves to spread Christianity. Missionaries spread Christianity and made many converts."}
{"text": "They provided modern medical services by establishing hospitals and dispensaries. Missionaries advocated for the abolition of slave trade and slavery and they established freed slave settlement and used freed slaves to spread Christianity. Missionaries spread Christianity and made many converts. They translated the Bible into African languages such as Kikamba, Kirabai and Kiswahili. The Missionaries also contributed a lot in the development of transport and communication by building roads to serve mission stations. The Christian missionaries helped to eradicate some inhuman practices such as human sacrifice and tried to discourage witchcraft. They introduced new crops such as tea, coffee, cotton and pyrethrum and new better methods of farming. 70The results of the Christian missionary activities in East Africa The missionaries translated the Bible into native languages such as Kiswahili, Kikamba and Kirabai. They converted Africans to Christianity. Those converted abandoned traditional customs such as polygamy and human sacrifice. The Christian Missionaries introduced Western education and civilization. They also established medical services by establishing hospitals and dispensaries which improved the welfare of the Africans and reduced death rate. The missionaries explored part of Kenya and reported their findings to their mother countries. This contributed to the colonization of Kenya and the rest of East African countries. The Christian Missionaries also experimented with new crops such as coffee. They also introduced new methods of farming. Transport and communication means were developed especially those which served the mission centres. Such means were roads and telephone lines. They collected useful information concerning the customs and the institutions of African communities. For instance Dr. Krapf studied and recorded the customs of the Mijikenda. This information is very useful for reconstructing history today. Review Questions. 1. Why did the early foreigners visit the East African coast before 1500 AD? 2. I How was the trade between the East African coast and the outside world organised before 1900 AD? Ii What factors contributed to the development of the above trade? 3. I Identify the problems the Portuguese encountered along the East African coast. Ii Show the ways the Portuguese tried to evade those problems. 4. A Discuss the positive and negative impact of the Portuguese administration on the East African coast. B Give all the reasons for the decline of the coastal towns during the Portuguese era. 5. Explain the contribution of Seyyid Said in East Africa. 6. Describe the factors which facilitated the spread of Christianity in East Africa. 71CHAPTER 7. CITIZENSHIP."}
{"text": "E He satisfies the minister that he intends, if naturalised, to continue living in Kenya. F He has been lawfully and ordinarily living in Kenya for a period totalling to 4 years in the previous 8 years including the 12 months preceding his application. G He applies in the manner prescribed by parliament and the minister grants a certificate of naturalisation. The conditions in which citizenship may be revoked withdrawn Kenyan citizens by birth cannot be denied citizenship. Only those who have registered or naturalised citizenships may have them revoked if the person has been proved as being disloyal to Kenya by his conduct or speech, if the legislation or naturalisation was obtained by false representation or by fraud, if the naturalised person has been imprisoned within the first five years of his legislation for 12 months without a pardon in any country and lastly if the naturalised or registered person has lived in another country for a continuous period of seven years and not in the service of Kenya since he became a citizen. The rights and freedoms that Kenyan citizens are entitled to enjoy Right to own property Every citizen in Kenya has a right to own property in any area of the country. Right to life One should not be deprived of his or her life intentionally. This implies that no person is supposed to murder another or commit suicide. Anyone who does any of these two is prosecuted in a court of law. The right to liberty No one should be imprisoned or detained without good reason. Also no one should be enslaved by the other. A person who is arrested must be taken to court within a specified period maximum 24 hours . Freedom of conscience and religion Every Kenyan citizen has a right to take an active part in a religion of his or her own choice and think freely. The religion one joins should be legally registered. 73Freedom of expression One is free to hold an opinion without interference from the government. At the same time one is not allowed to incite anybody against the government. Freedom of movement One is free to move to any part of Kenya or live in any part of this country. Kenyans should therefore allow fellow Kenyans to move freely without interference. There are legally prohibited areas where one is not allowed to trespass for example private homes and state house. Freedom of speech One is free to say anything so long as it does not interfere with other people's freedoms or go against the government."}
{"text": "Kenyans should therefore allow fellow Kenyans to move freely without interference. There are legally prohibited areas where one is not allowed to trespass for example private homes and state house. Freedom of speech One is free to say anything so long as it does not interfere with other people's freedoms or go against the government. Right of protection from discrimination All people in Kenya are supposed to receive fair treatment irrespective of their sex gender , race, tribe, political opinion and colour. Everyone therefore deserves mutual respect and honour. Right of protection against arbitrary search and entry Nobody should be searched without his consent or a valid court warrant. The police can search individuals houses if they are suspected of crimes such as theft or if they have escaped from prison and also if they house seditious documents. In this case the police must produce search warrants. Right of protection from the law of land A person who is charged with a criminal offence must be offered a fair hearing within a reasonable time by a court of law. This time should not go beyond twenty four 24 hours unless during public holidays and weekends. Right of protection from torture and any other insecurity No one should be tortured for any reason at all even by police after arrest because the law assumes an individual to be innocent until proved guilty by a court of law. 74The situations in which Kenyan citizens may be denied some of their rights and freedoms: Kenya citizens may be denied some of their rights and freedoms if they interfere with those of other people. They will also be denied some of their freedom if they misuse their rights and freedoms with the aim of destabilising the country by causing instability, by criticising the government or by dispersing seditious publications with the aim of destabilising the country. One can be denied the freedom of religion if he uses it wrongly to undermine the government or to disunite Kenyans. There may be a great need for the government to take individuals' land for public use e.g. for road, hospitals or schools. In this case the individuals has to be compensated. In times of war the government may limit the freedom of movement by curfew or by declaring a state of emergency. People may be denied freedom of speech if they begin uttering false statements about other people or when they incite people against the government with the aim of causing instability in the government. The occasion in which a person is likely to be denied the right to personal liberty in Kenya - In case of having unsound mind e.g. if a person is mad or crazy."}
{"text": "In this case one is entitled the right to think and worship. D An individual is guaranteed freedom of association or assembly. Individuals therefore are free to assemble and associate with people of their own choice without harassment. E An individual is guaranteed the right to worship and join a religion of his choice. F The bill of rights protects a person against arbitrary search, detention and arrest. G It provides freedom of movement of the individual. One has right to move freely in any part of the country. 76h An individual is protected from being enslaved or being forced to supply unpaid labour. I The bill or rights provides the individual with freedom of expression or speech through writing and talking. The responsibilities of a good citizen. A good Kenyan citizen is one who is ready to obey all the Kenyan laws in order to maintain peace and order in the country. He is one who participates in development projects such as roads, dispensaries, hospitals and schools - which help to improve the welfare of the people of Kenya. A good citizen is also one who participates in the democratic process by getting involved in voting to elect the most responsible representatives of the people in both the parliament and the local authorities. The elements of good citizenship A good citizen will demonstrate the following: - High degree of patriotism. This may be demonstrated by full participation in development projects and respect of the law. -. High degree of honesty in all what one does. -. High degree of generosity. -. Always being well informed in all activities taking place in one s country so that one can participate fully in the democratic process, in public meetings and in the elections. -. Always being free to air views on all issues affecting the people and the country at large. Kenyans conducting voting exercise77Review Questions. 1. What does the term citizenship imply? 2. In which ways may one become a citizen of Kenya? 3. How may citizenship be with held? 4. Explain the circumstances which may compel the government to interfere with the: i Freedom of speech ii Right to life 5. Outline the rights and freedoms contained in the Bill of Rights in Kenya. 6. Describe the qualities of a good citizen. 78CHAPTER 8. NATIONAL INTEGRATION. The meaning of National integration meaning and importance. National integration is the process of uniting all the people of Kenya irrespective of their cultures, occupations, religions, races and ethnic groups into one solid and responsible nation."}
{"text": "NATIONAL INTEGRATION. The meaning of National integration meaning and importance. National integration is the process of uniting all the people of Kenya irrespective of their cultures, occupations, religions, races and ethnic groups into one solid and responsible nation. National integration is important because: i It encourages socialisation of people of different races, cultures, religion and ethnic groups. Ii it encourages rapid economic and social developments in the country for example trade, games and sports. Iii It brings national stability by ensuring that there is security in the country iv It promotes national building. V It enables the nation to prosper. Vi It enhances patriotism and nationalism. Vii It fuses various communities of Kenya into one viii It causes people to develop a sense of pride for their nation. Ix It encourages foreigners to visit our country. X It encourages teamwork when solving national problems like the problem of drought, famine and epidemics. The factors promoting national unity. National language: This makes it possible for people of different communities to communicate with one another. Kiswahili and English help to achieve this goal. The constitution: It protects Kenya citizens from any kind of discrimination. It provides equal opportunities for all Kenyans. Education: This helps Kenyans children to meet, mix and interact freely. It helps Kenyans to develop a sense of belonging and desire to serve the nation whole-heartedly. 79School children socialising on their way to school. Equal distribution of resources: Schools, clean water and health centres should be distributed fairly and equally to serve the needs of all Kenyans. Social economic interactions: This occurs when people undertake social and economic activities such as trading , games and conducting marriage ceremonies . The Presidency: All Kenyans are united under one President who they respect and honour. The President is in charge of the entire nation. He links the nation with the rest of the world. The factors which play the role of limiting national unity. Tribalism: Favouring people of ones own tribe on matters pertaining to employment, economic benefits, educational privileges and promotions. Nepotism: Favouring relatives. His Excellency Mwai Kibaki, President of the Republic of Kenya80Racism Racialism: Favouring people of ones race for example favouring Africans and discriminating Asians. Religious differences: This is division along religious lines due to different beliefs and practices."}
{"text": "Forming national and international organisations aimed at promoting peace and harmony in the world or between nations and also between various people in a nation. The process of resolving conflicts First identify the type of conflict in question. Secondly isolate the people or parties involved in the conflict. Then cross-examine the major causes of the conflict. Engage an impartial or neutral arbitrator. Now use dialogue as a way of settling the dispute. Incase of a stalemate or deadlock, engage more and more arbitrators. They should maintain a high degree of neutrality and understanding. Try to exhaust the available ways, means as well as the existing machinery for resolving conflicts. You may involve neutral leaders, elders, lawyers, opinion leaders and all other kinds of mediators. Also refer to the way82similar issues were dealt with in the past. If the outcome was negative then forget about it and try your own. If the parties agree, then they should sign binding agreements or treaties which clearly explain what is expected of them in future. If the parties fail to agree, encourage constant meetings aimed at resolving the conflict and also employ as many mediators or arbitrators as possible until an agreement is reached. It is therefore important note that when resolving conflict methods such as Negotiation, mediation and arbitration are very necessary. In negotiation one has to study the kind and nature of conflict and then analyse all the facts about that particular conflict. The conflicting states or individuals or groups are then assembled for discussion which continues until a lasting solution is reached. When this is achieved then an agreement is reached and the concerned sign as away of expressing their commitment. -. It should also be noted that an arbitrator or a mediator should be a neutral person who is not likely to favour any side. Arbitration should never include people who have vested interests, or people who are corrupt and can take bribes. Mediator should not include people who are related to any one group or individual or those involved in the dispute in question. Various levels of conflict i. Interstate conflict: In this case a disagreement may arise between two countries. The causes of this may be boundary disputes, hatred between two heads of state, people of one country raiding people of the neighbouring country to capture or steal livestock, ideological differences and abuse of human rights and international laws. Ii. Conflict between two people: This is a very common level of conflict brought about by issues such as failure to pay debt, land ownership wrangle, family disagreement, political differences between individuals and jealousy."}
{"text": "Various levels of conflict i. Interstate conflict: In this case a disagreement may arise between two countries. The causes of this may be boundary disputes, hatred between two heads of state, people of one country raiding people of the neighbouring country to capture or steal livestock, ideological differences and abuse of human rights and international laws.ii. Conflict between two people: This is a very common level of conflict brought about by issues such as failure to pay debt, land ownership wrangle, family disagreement, political differences between individuals and jealousy.iii. Conflict between a state and an individual: This is likely to occur especially when one is denied individual human rights for example, The government may take an individual s land and fail to compensate it. Powerful individual may also grab public land and then the government struggles to repossess it once more for public interest.iv. Conflict between two or more groups: some of the causes of this conflict may be stiff competition in business, land ownership claims,83power struggle by rival political parties and religious differences which involve different religious groups or denominations. The role of a mediator during resolving conflicts.- A mediator explains the rules to be followed during the process of helping the parties to reach an agreement.- A mediator acts as referee to ensure that no party interrupts the other when explaining the cause of conflicts.- The mediator listens to the parties and compiles the facts which he later uses to help reach an agreement.- The mediator gives his own solutions and the parties give out their suggestions.- If an agreement is reached the mediator records it and the parties concerned are requested to honour and show commitment to it. Review Questions.1.i What is the meaning of National Integration ii Why should there be National Integration 2.Describe the factors that may limit National Unity.3.Define the term conflict.4.Identify the main methods of resolving conflicts.5.How can conflicts affect the running of schools in Kenya?6.Discuss the process of resolving conflicts.7.Identify the ways through which conflicts may be avoided."}
{"text": "In 1905, Germany announced her support for Moroccan independence. War was narrowly avoided by a conference which allowed France to retain possession of Morocco. However, in 1911, the Germans were again protesting against French possession of Morocco. Britain supported France and Germany was persuaded to back down for part of French Congo. 7 Bosnian Crisis In 1908, Austria-Hungary took over the former Turkish province of Bosnia. This angered Serbians who felt the province should be theirs. Serbia threatened AustriaHungary with war. Russia, allied to Serbia, mobilized its forces. Germany, allied to Austria-Hungary mobilized its forces and prepared to threaten Russia. War was avoided when Russia backed down. There was, however, war in the Balkans between SPECIAL COVERAGE The First Moroccan Crisis The First Moroccan Crisis clearly indicated that Germany s relation with France was at best fragile. In 1905 Morocco was one of the few African states not occupied by a European power. In May 1905 it was agreed that an international conference should be held on Morocco in Algeciras. The Algeciras Conference of 1906 The main aim was to decide what was to be done with regards to Morocco. The two main protagonists at Algeciras were France and Germany. However, it soon became very clear to Germany that other European powers had sided with France Britain, Spain and Italy. The Algeciras Conference ended on April 7th 1906.The Germans got very little out of the conference. The plan to create a triple alliance or even a quadruple alliance to isolate Great Britain failed. Arguably, by the end of the conference, Britain and France had even closer ties to one another. A German presence in North Africa had also failed to materialize. The French media portrayed Germany as an inferior nation, much to the concern of the more experienced politicians in Paris. The Algeciras Conference may have resolved the crisis in Morocco but the outcome clearly defined Europe into certain camps. At this conference Germany publicly lost out. The Agadir Crisis of 1911 the Second Moroccan Crisis. The Agadir Crisis occurred in 1911 just four years after the First Moroccan Crisis. Germany s attention was diverted after the 1905-06 crises by other issues, mainly building up her navy so that it rivaled the Royal Navy. As a result France spent five years having far more influence in Morocco than Germany."}
{"text": "The Agadir Crisis of 1911 the Second Moroccan Crisis. The Agadir Crisis occurred in 1911 just four years after the First Moroccan Crisis. Germany s attention was diverted after the 1905-06 crises by other issues, mainly building up her navy so that it rivaled the Royal Navy. As a result France spent five years having far more influence in Morocco than Germany. They backed the corrupt Sultan, Abdul Aziz, who was accused by some of his countrymen of selling out Morocco to the French. The half-brother of Aziz, Mulay Hafid, took a stand on behalf of the Moroccan people who proclaimed him Sultan in January 1908. Fez also came under attack. In April 1911 a decision was made in Germany to send troops to Fez to support the foreign contingent living there. The plan was to send German warships to Agadir and Mogador ostensibly to defend German citizens in Morocco. A gunboat, the Panther , was sent to Agadir on July 1st 1911. What part did the Agadir Crisis play in the outbreak of World War One? The episode proved that Germany was hell-bent on trying to dominate Europe as a whole. Winston Churchill and David Lloyd George were among those who believed this. Key notes for the teacher and students- Cheloti 2012-2013 Page 4 1911 and 1912 when the Balkan states drove Turkey out of the area. The states then fought each other over which area should belong to which state. Austria-Hungary then intervened and forced Serbia to give up some of its acquisitions. Tension between Serbia and Austria-Hungary was high. 8 The Assassination of Archduke Franz Ferdinand A secret society called Ujedinjenje Ili Smrt, 'Union or Death' or Black Hand was founded in Belgrade, an outgrowth of an older Serb nationalist group: Narodna Odbrana. When it was learned that the Heir-Apparent to the Austrian throne, Franz Ferdinand, was scheduled to visit Sarajevo in June of 1914, the Black Hand decided to assassinate him. Three young Bosnians were recruited, trained and equipped: Gavrilo Princip, Nedjelko Cabrinovic and Trifko Grabez. The murders of Franz Ferdinand and Sophie brought Austro-Serbian tensions to a head."}
{"text": "When it was learned that the Heir-Apparent to the Austrian throne, Franz Ferdinand, was scheduled to visit Sarajevo in June of 1914, the Black Hand decided to assassinate him. Three young Bosnians were recruited, trained and equipped: Gavrilo Princip, Nedjelko Cabrinovic and Trifko Grabez. The murders of Franz Ferdinand and Sophie brought Austro-Serbian tensions to a head. As Vienna took a hard line against Serbia, the other powers in Europe took sides. The wheels of war gained speed. The Crisis of July turned into world war, just over thirty days after Franz Ferdinand and his wife Sophie were shot. System of Alliances. By 1914, Europe had divided into two camps. 1 The Triple Alliance was Germany, Italy and Austria-Hungary. 2 The Triple Entente was Britain, France and Russia. 1 The Triple Alliance The alliance between Germany and Austria was natural. Both spoke the same language - German - and had a similar culture. Austria was in political trouble in the south-east of Europe - the Balkans. She needed the might of Germany to back her up if trouble got worse. Italy had joined these countries as she feared their power on her northern border. Each member of the Triple Alliance Germany, Austria and Italy promised to help the others if they were attacked by another country. By the close of the war the Central Powers had been extended to incorporate Bulgaria and Turkey 2 The Triple Entente The Entente Powers comprised a military alliance - driven by a variety of inter-related treaties - of France, Great Britain and Russia. The Entente alliance sprang from the military concerns of Germany's neighbours to east and west. Russia and France; accordingly in 1894 they signed an alliance based upon fears of growing German power. Britain subsequently forged alliances with both Russia and France once it became clear that Germany intended to construct a navy to match the Royal Navy in the late 1890s. Thus the Entente Alliance was not a formal alliance. The term was later replaced by the more general 'Allies' to include other nations including Italy and Japan. THE COURSE OF THE WAR. The war was fought in three continents; Europe, Africa and Asia and both on land and on the sea. In Europe, the war was fought in two frontsKey notes for the teacher and students- Cheloti 2012-2013 Page 5 1."}
{"text": "Early on July 31, Russia began a full mobilization of its forces in preparation for war with Austria-Hungary. On August 1, Germany declared war on Russia and German troops began moving into Luxembourg in preparation for invading Belgium and France. On August 2, Germany contacted the Belgian government requesting free passage through Belgium for its troops. This was refused by King Albert and Germany declared war on both Belgium and France on August 3. The German Army went into Belgium on the 4 August. On the same day, Great Britain started a war on Germany, because Britain was a friend of Belgium. When the Germans got to the Belgian city of Li ge, they did finally push the Belgians out of the city, but it had taken longer than the German generals had planned. On December 24-25, 1914, there was a temporary halt to the fighting on parts of the Western Front. This was the Christmas truce. The initial force behind the Christmas Truce came from the Germans. Christmas was celebrated in full, with men visiting across the lines and gifts of food and tobacco being exchanged. Key notes for the teacher and students- Cheloti 2012-2013 Page 6 As Christmas ended, both sides reluctantly returned to war, the bonds forged at Christmas slowly eroded as units rotated out and the fighting became more ferocious. By 1915, the Western Front had become a stalemate as both sides engaged in trench warfare. The men on both sides took spades and dug lines of trenches went all the way from Switzerland to the North Sea, because they did not want to be killed. In front of the trenches, there was barbed wire that cut anyone who tried to climb over it, and mines that blew up anyone who tried to run across the \"no man's land\" that was in between the trenches. Gas was also an important weapon used. The war in the west was static in the next three years and attempts by the military commanders on both sides to break the stalemate led to deaths of many soldiers. At the battle of the Somme in 1916 60,000 British men died in a single day. It was one of the bloodiest days in the history of the British army. Seeking to shatter the Anglo-French lines, the German Chief of Staff, Erich von Falkenhayn, began planning a massive assault on the French city of Verdun."}
{"text": "At the battle of the Somme in 1916 60,000 British men died in a single day. It was one of the bloodiest days in the history of the British army. Seeking to shatter the Anglo-French lines, the German Chief of Staff, Erich von Falkenhayn, began planning a massive assault on the French city of Verdun. The Battle of Verdun lasted from February 21, 1916 until December 18, 1916 and was one of the longest and bloodiest battles of World War I. A brutal battle of attrition, Verdun cost the French an estimated 161,000 dead, 101,000 missing and 216,000 wounded. German losses were approximately 142,000 killed and 187,000 wounded. 2. The Eastern Front was fought in Central and Eastern Europe and was one of the main places where World War I took place. The start of the war on the eastern front involved an attack on Russia on 1st of august 1914. On August 6, Austria-Hungary declared war on Russia and six days later entered into hostilities with France and Britain. The Russians were decisively defeated by allied forces of Austria and Germany at the battle of Tanneberg in august 1914 and at the battle of Missourian Lakes in September 1914. War in the seas Some of the fiercest battles between the Allies and the central powers took place in the sea. By May 1916, Germany s main fleet was stationed in the North Sea to attack Britain s fleet. However, the British intelligence decoded the German wireless code and was able to prepare the royal navy to fully counter Germany s challenge. Both sides suffered causalities in the war that followed. 11 german ships and 14 British ships were lost. Importance of Britain s supremacy at sea a The British naval forces assisted in blocking the central powers particularly the Germans from accessing food and raw materials from other parts of the world. This derailed their war plans. B Her naval supremacy enabled the allies to capture colonies of the central powers. C The sea blockade enabled the allies to maintain uninterrupted communication with other allied forces, as well as safeguard the british food and raw material supplies from other parts of the world."}
{"text": "This derailed their war plans. B Her naval supremacy enabled the allies to capture colonies of the central powers. C The sea blockade enabled the allies to maintain uninterrupted communication with other allied forces, as well as safeguard the british food and raw material supplies from other parts of the world. Key notes for the teacher and students- Cheloti 2012-2013 Page 7 The final phase of World War 1 The final phase of the war was a second Germany onslaught on France in 1918 where the Germans were decisively defeated in the hands of USA soldiers. End of World War I. Two events that led to the end of World War I were: 1 Russia s withdrawal from the war after the Great Russian revolution. 2 The declaration of war by the United States of America against the central powers. The First Russian Revolution In 1917, there was a revolution in Russia. The Russian people didn't want to fight anymore, because the war had been putting burdens on them, and many of them were poor and hungry. The Second Russian Revolution Two factions fought to rule over Russia. The passive Mensheviks lost against radical Bolsheviks. The leader of the Bolsheviks was Vladimir Lenin 1870-1924 which was Communist who followed the ideas of Karl Marx. The new government sued the Germans for peace, and signed a peace treaty called Brest-Litvosk with the Central Powers in March 1918 at the city of Brest Litovsk. The Germans and Russians stopped fighting. This gave Germany lots of land in Eastern Europe and the Baltic Sea USA entry into the war. The German generals using submarines named U-boats underwater boats attacked American ships Lusitania that were carrying food and weapons to Great Britain. Some Americans were killed by the submarines. Germany also wrote a secret telegram note to Mexico suggesting that the two countries work together to attack the United States the Zimmerman Telegram- because the person who sent it was named Arthur Zimmerman-the german foreign minister . Other reasons why USA entered the war on the side of the Allies were; a America was concerned with safeguarding her trade with Britain. US Anglo relationship was strong . USA was fully aware that the a defeat of Allied powers would cost her financial and industrial institutions b The USA and British intelligence were able to link some Germany sympathizers with the industrial sabotage in factories and trade unions in the USA."}
{"text": "Other reasons why USA entered the war on the side of the Allies were; a America was concerned with safeguarding her trade with Britain. US Anglo relationship was strong . USA was fully aware that the a defeat of Allied powers would cost her financial and industrial institutions b The USA and British intelligence were able to link some Germany sympathizers with the industrial sabotage in factories and trade unions in the USA. C Cruelty of the Germans led to the growth of anti-Germany feelings in the United States. Many of the Allies sympathizers had relatives in either France or Britain. American people decided that they wanted their country to enter the war to punish Germany. On April 6, 1917 the United States declared war against Germany and became part of the Allies. The socialist politicians declared Germany a republic and met with the Supreme Commander of the allied forces on 7th November 1918, Ferdinand Foch, to negotiate for end of the war with very stiff terms to the Germans. The stiff terms given to the Germans included; a Germany to withdraw from all occupied territories, including overseas colonies. Key notes for the teacher and students- Cheloti 2012-2013 Page 8 b All German forces west of the Rhine to be withdrawn. C All German warships to surrender to the Allies. D Occupation of some parts of Germany by the Allies. E All Allied prisoners of war to be released. The Germans were given 72 hours to either accept or reject these stiff conditions. Protesting bitterly, they signed an armistice on 9th November 1918. At 11:00 AM on 9th November 1918, the war ended. Reasons why the allies won World War I. a Allied powers had many supporters drawn from 25 states some of which were Britain, France, Belgium, Russia, Italy, USA, Japan and Portugal. They had more manpower than the central powers. B Germany failure to effectively control her expensive colonies and others turned against her. C USA entry into war on the side of the allies accelerated the defeat of the central powers. The industrial might of USA and her economic wealth helped the Allies to force the central powers to their knees. D The Allies had able and focussed political leaders like Lloyd George-the British Premier and Georges Clemenceau, the French Premier. E Germans axis powers made serious technical mistakes like invasion of the neutral Belgium by Germany which turned the world opinion against the central powers."}
{"text": "The industrial might of USA and her economic wealth helped the Allies to force the central powers to their knees. D The Allies had able and focussed political leaders like Lloyd George-the British Premier and Georges Clemenceau, the French Premier. E Germans axis powers made serious technical mistakes like invasion of the neutral Belgium by Germany which turned the world opinion against the central powers. F Superior naval power of the Allies. The superiority of the British Royal Navy enabled the Allies to enforce a naval Blockade that caused severe food shortages among the central powers. G Germany fought the war on many fronts. H Germany was badly led down by her colleagues like Italy who decamped and Bulgaria and Austria-Hungary who had to be assisted all the time. Turkey on her part easily accepted defeat. I The Allies had financial and industrial resources in Europe and in their colonies which were used to great advantage during the war. J The Allies had powerful weapons e.g. they used Tankers, Aircraft and Battleships. K The allies were united under the Command of General Foch which disadvantaged the central powers. German also used young and inexperienced soldiers after 1918 due to heavy causalities. L The central powers were surrounded by the Allies as they lay in the centre of Europe. They also lacked an extensive coastline and thus were easily blockaded. The Peace Treaties. In January 1918, Woodrow Wilson, President of the USA, outlined, in his speech to the congress, the fourteen points that were essential in maintenance of world peace. Among these were three great principles that formed the basis of world peace namely; 1. Self-determination of all peoples, i.e, the right of peoples all over the world to determine their own fate. 2. The need to make public all diplomatic and international agreements. 3. The need to establish a League of Nations which would provide an avenue forKey notes for the teacher and students- Cheloti 2012-2013 Page 9 discussing all international problems, protect small states from aggression by large ones. In January 1919, statesmen from the 27 Allied powers converged at Paris, France to determine the fate of the defeated central powers. The central powers were not party to the discussions but were required to sign on the final draft."}
{"text": "The need to establish a League of Nations which would provide an avenue forKey notes for the teacher and students- Cheloti 2012-2013 Page 9 discussing all international problems, protect small states from aggression by large ones. In January 1919, statesmen from the 27 Allied powers converged at Paris, France to determine the fate of the defeated central powers. The central powers were not party to the discussions but were required to sign on the final draft. The Key personalities at the conference were; a Lloyd George PM of Britain b George Clemenceau PM of France c Woodrow Wilson President of USA d Vittorio Orlando PM of Italy Five treaties were signed with each of the central powers separately as follows; a The Treaty of Versailles with Germany 28th June 1919 b Treaty of St. Germaine with Austria 10th September 1919 c Treaty of Neuilly with Bulgaria 27th November 1919 d Treaty of Trianon with Hungary 4th June 1920 e Treaty of Sevres in 1920 and Lausanne in 1923 with Turkey. The Treaty of Versailles. It should be noted that all the above treaties were generally referred to as the Treaty of Versailles. Terms of the Versailles Treaty of 1919. A The treaty declared Germany an aggressor who was supposed to pay reparations and whose military capability was to be reduced. B She lost all her colonial passions with the African colonies being taken from her and put under supervision of the League of Nations. C The treaty of St. Germaine provided for the creation of Yugoslavia, Bosnia, Herzegovina and Malta as mandated territories. D Germany was totally disarmed and only allowed to retain a force of 100,000 soldiers and her navy was disbanded. Military conscription was banned in Germany. E Germany s population and size was reduced as Austria, with a large German population was allowed to remain independent. Italy acquired Stria, the Italianspeaking region of Austria. F Rhineland was to be permanently demilitarized. Germany troops were not allowed in the region. G h By the treaty of Versailles, Germany lost the provinces of Alsace and Lorraine to France. I The treaty established the League of Nation. Failures of the treaty of Versailles."}
{"text": "G h By the treaty of Versailles, Germany lost the provinces of Alsace and Lorraine to France. I The treaty established the League of Nation. Failures of the treaty of Versailles. A The treaty handed Germany a heavy punishment as if she was the only one to blame for World War 1. This provoked deep resentment and bitterness among the German nationals. Key notes for the teacher and students- Cheloti 2012-2013 Page 10 b The treaty ignored the interests of the colonial people. The former colonial possessions of Germany and turkey were handed over to France and Britain in total disregard to the African grievances during the Versailles conference c The treaty failed to carter for the interests of the minority in Europe. The new republic of Austria was forbidden from merging with Germany though a national vote was for the merger. D Italy was given a raw deal in the settlement. She was only given Stria, an Italianspeaking region formerly belonging to Austria. E Though the treaty proposal for the formation of the League of Nations came from the USA president Wilson, the US constitution prohibited commitment to such an organization, whose membership required a nation to help a future victim of aggression. RESULTS OF WORLD WAR I a Nationalist movements in Asia and Africa grew in strength and number after the war and a sense of patriotism arose. B USA gained an upper hand in the post war European affairs. She emerged as a leading world power. C German military capability was reduced on land and sea and heavy indemnity imposed on her. She lost all her colonies, which were made mandated territories of the League of Nations. D The end of the war marked the beginning of the decline of western imperialism. As early as 1920, there was a possibility of independence for colonial countries. The war encouraged imperial powers to give more freedom to their subjects. E The end of the war witnessed the creation of new states e.g. Yugoslavia, Czechoslovakia, Poland and Finland. F Germany and Italy fell in the hands of dictators e.g. Mussolini and Hitler. G The war Created bitter feelings and mistrust among the countries that fought in the war. This continued until the outbreak of the Second World War. H It led to the Bolshevik Revolution of 1917 in Russia as radicals took over government there. I It led to a change of government in Britain. J There was greater use of motor vehicles and aircraft, which facilitated transport."}
{"text": "H It led to the Bolshevik Revolution of 1917 in Russia as radicals took over government there. I It led to a change of government in Britain. J There was greater use of motor vehicles and aircraft, which facilitated transport. K The art of surgery improved. L Between 1914 and 1918, European factories were destroyed and business brought down hence heavy losses. M There was massive destruction of property and infrastructure. N It led to the great depression 1920 to 1921, which affected economies worldwide. O It led to increased taxation by he colonial authorities to meet war and post-war demands. THE LEAGUE OF NATIONS Origin and organization of the League of Nations. The League of Nations was established by the victors of the First World War in 1920 at the treaty of Versailles with the main aim of preventing the occurrence of another war. Key notes for the teacher and students- Cheloti 2012-2013 Page 11 The idea of its formation was mooted by Woodrow Wilson, the US president who was supported by Lord Robert Cecil of Britain, Jan Smuts of South Africa and Leon Bourgeois of France. The League of Nation came into force during the first meeting in London Britain, on 10th January 1920. Reasons for the formation of the League of Nations in 1920. A It was formed for the Maintenance of world peace It was specifically created to prevent the outbreak of another world war b The League of Nations was meant to foster international cooperation in solving problems as they arise. C It was formed to jointly take instant action against an agreed aggressor by economic and possibly by military means. D Members were to secure and maintain fair and humane conditions of labour as one way of maintaining peace in the world. E It was formed to oversee development of territories lost to central powers during the First World War. E.g. Tanganyika, Togo, South West Africa etc. The main organs of the League of Nations were; The Council. It was made up of permanent and Non-permanent members. The permanent members were France, Britain, Italy and Japan. Non permanent members were four, elected by the general assembly. The main role of the council which sat in Geneva was to appoint committees and secretary General with the approval of the majority of the Assembly. It also dealt with disputes amongst member states, reduction of armament, execution of arbitral awards and admittance and expulsion of members."}
{"text": "Non permanent members were four, elected by the general assembly. The main role of the council which sat in Geneva was to appoint committees and secretary General with the approval of the majority of the Assembly. It also dealt with disputes amongst member states, reduction of armament, execution of arbitral awards and admittance and expulsion of members. The Assembly. It met once a year at Geneva and was comprised of three delegates from each member state. It elected non-permanent members to the council. The functions of the Assembly included; a Control of the Budget of the organization including contributions and expenditure . B Admission of new members after approval of a two-thirds majority. C Appointment of non-permanent members of the League of Nations Council. D Consideration of treaties. E Supervision of the work of the League of Nations council. F Appointment of the 15 judges of the permanent Court of International Justice. G Giving approval to the appointment of Secretary-General. The Secretariat. The Secretariat, based in Geneva, consisted of the secretary general and his staff. It was the administrative body of the League of Nations. It kept records of the organization and conducted correspondences including treaties by member states. It implemented theKey notes for the teacher and students- Cheloti 2012-2013 Page 12 decisions of the League of Nations. It provided continuity between one meeting of the council or the assembly and the next, The International Court of Justice. Set up between 1920 and 1922, it comprised of eleven judges and four deputy judges elected for nine years by the assembly and the council. It was based at the Hague- Holland. Decisions made by the court were binding on all parties in dispute. International Labour Organization. It consisted of 4 delegates- two for member states and two for workers from each member state. Its main aim was to maintain good working conditions for men, women and children. The Mandates Commission. It had then responsibility of supervising the administration of the trustee colonies. The League of Nations also had several specialized agencies. Achievements of the League of Nations. A The League of Nations, through the Permanent Court of International Justice, maintained international peace and security. E.g. in the city of Danzig in spite of the hostility between the poles and the Germans. B The League of Nations achieved its objective of treating the minority with humane. The International Office for Refugees, for example, assisted refugees. Victims of the Nazi persecutions were also assisted."}
{"text": "B The League of Nations achieved its objective of treating the minority with humane. The International Office for Refugees, for example, assisted refugees. Victims of the Nazi persecutions were also assisted. C The league assisted in the administration of the trust territories, through the Mandates Commission. E.g. in Togo, Tanganyika Cameroon and Rwanda-urundi. In addition, the territories acquired from turkey. E.g. Iraq and Palestine. D The league was able to solve several interstate disputes in a peaceful manner. E.g the frontier dispute between turkey and Iraq over the Mosul province 1924-1926 , the dispute between Poland and Germany over northern Silesia. E The league successfully restored financial stability in Austria following the economic slump in the country after the World War 1. F It successfully enforced control over the manufacture and sale of arms. It also held disarmament meetings. G The league ensured signing of peace treaties to promote security in the world. For example, the Locarno treaties of 1925 that settled boundary disputes between Germany and France. Failures of the League of Nations. The League of Nations failed its Prime objective of maintaining world peace in the following ways; a It failed to solve the Sino-Japanese dispute after Japan invaded Manchuria in China in 1931. Japan after refusing to abide by the League s demands that it withdraws from the Chinese territory, even pulled out of the league in 1933. B The Italian invasion of Ethiopia in 1935. Benito Mussolini, rather than accept the League s verdict that he withdraws Italian troops from Ethiopia, pulled out of the League. Key notes for the teacher and students- Cheloti 2012-2013 Page 13 c The League failed to stop German Violation of the terms of the Versailles Treaty. She embarked on a remilitarization programme and established a navy and an airbase. D Nations continued to make many defensive pacts in total disregard of the Treaty of Versailles. E Germany invaded other regions such as Poland and Austria between 1936 and 1939, while Russia invaded Finland in 1939 in violation of the League of Nations. Factors that undermined the effectiveness of the League of Nations. A Member countries were not willing to take disputes to the international court of justice. B German was still determined to increase its military strength and continue with its aggression policy."}
{"text": "Factors that undermined the effectiveness of the League of Nations. A Member countries were not willing to take disputes to the international court of justice. B German was still determined to increase its military strength and continue with its aggression policy. C Individual nations were more pre-occupied with national interests and pride, at the expense of the organization s interests. D The Versailles peace settlement resolutions were too harsh to Germany thus leaving the Germans aggrieved and refuse to cooperate with the League of Nations. E The League of Nations lacked the executive authority to implement its resolutions. F USA congress refused to ratify the treaty of the League of Nations. This denied the organization diplomatic and economic strength. G There was shortage of funds to implement the functions of the League of Nations. H The Appeasement Policy of Britain and France forced them to stand aside and avoid taking a firm action against Japan when she invaded china, Germany when she invaded and occupied Rhineland, and Italy when she attacked Ethiopia. The Second World War. The 1930 s witnessed the rise of dictators in Europe like Adolf Hitler of Germany, Benito Mussolini of Italy and General Francisco Franco of Spain who intentionally defied international opinion and disregarded the Versailles Treaty and League of Nations. Their activities and those of Japan began to interfere with prevailing peace in the world. This happened at the time when USA had retreated into isolation leaving the task of maintaining world peace only to Britain and France. The Second World War involved most countries in the world with millions of people conscripted for service in both the military and war related industries. Causes of the Second World War. A Germany s dissatisfaction based on territorial grievances. The Versailles treaty of 1919 imposed harsh and humiliating conditions on Germany, which aggrieved the Germans to the level of being ready to go to war again. B The rise of nationalism in Europe. In Germany, the chancellor, Adolf Hitler who had the desire to dominate the whole world, fuelled it. For example, he encouraged German speakers in Sudetenland, Czechoslovakia to demand independence from Czechoslovakia. Italy under Mussolini invaded Ethiopia, in 1939 to regain her lost glory and national pride after the Adowa defeat I 1896. Syria rose up against France. C Political developments in Europe."}
{"text": "Italy under Mussolini invaded Ethiopia, in 1939 to regain her lost glory and national pride after the Adowa defeat I 1896. Syria rose up against France. C Political developments in Europe. Key notes for the teacher and students- Cheloti 2012-2013 Page 14 In Italy in 1922, the fascist government under Benito Mussolini came to power. In Germany, Hitler s Nazi government assumed power in 1933. The Fascist government in Italy emphasized on the regaining of lost glory. The Nazi government began a fresh new policy of aggression. D The economic problems caused by the great depression of 1929 to 1931. The great slump led to widespread unemployment, declining wages, poverty etc. These led to social discontent and political unrest in many countries of the world. E The failure of Germany to pay reparations. This was followed by the French invasion of the Ruhr industrial region- a German territory. This led to increased tension. F Weakening of the League of Nations. Japan left the League of Nations after protest over Manchuria, which she had grabbed, from china. Italy left the League of Nations after Mussolini had grabbed Abyssinia and annexed it against the will of the allies and Ethiopians. Russia invaded Finland in 1939 and the league was unable to intervene. There were many secret treaties among members of the league. G The Spanish civil war 1936-1939 . The republican revolution of 1931 ended the Spanish monarchy. The struggle between the royalists and socialists, however, continued. The European powers took sides in the civil war. France, Britain and Russia supported the royalists. Germany and Italy supported General Franco who was fighting from exile in Morocco. H Growth of military alliances. Hitler and Mussolini established a military pact in 1936 The Berlin-Rome Axis . It became the Berlin-Rome-Tokyo Axis with the joining of Italy. The alliance between Russia and German to divide Poland widened the gap between them and the allied forces. It created fear and suspicion. I The invasion of Poland by Germany. This happened in September 1939 was the immediate cause of the war. This upset Britain and France, who stated their intensions of assisting Poland. They declared war on Germany in October 1939."}
{"text": "This happened in September 1939 was the immediate cause of the war. This upset Britain and France, who stated their intensions of assisting Poland. They declared war on Germany in October 1939. COURSE OF WORLD WAR 2 The invasion of Poland by German forces on 1st of September 1939 and the subsequent declaration of war against Germany by Britain and France on 3rd of September 1939 marked the beginning of the Second World War. Meanwhile on 17th September 1939, the USSR attacked Poland from the East, as per the secret clause in the Nazi-Soviet act of August 1939. Poland had been overrun by German and Russian forces by 27th September 1939. The country was divided between Russia and Germany. The phoney war. This was a period during world war two when no major military operations were undertaken on the western front although war had been declared on Germany by France and Britain. The period lasted eight months from 3rd of September 1939. It was used by the Allied countries to fully mobilise their forces for an attack on Germany since they had not initially been prepared. Hitler on his part did not want to be involved inKey notes for the teacher and students- Cheloti 2012-2013 Page 15 war in the west since his armies had not fully recovered from the consequents in the east. During this period, two unsuccessful attempts were made to bring peace; a On 6th October 1939, Hitler and Stalin of Russia made an attempt to convince the Allies to accept the Nazi Occupation of Poland and make peace. B On 7th October, King Leopold of Belgium and Queen Wilhelmina of Netherlands appealed to the Axis powers and the Western Allies to make peace. War in Western Europe. On 9th April 1940, Hitler launched a sea-borne invasion against Norway after attacking Denmark via land. They were assisted by a Norwegian Nazi sympathiser Vidkund Quisling. The prime minister of Norway and his Ministers fled to London and Hitler established a puppet government in the country. The defeat of British and French forces in Norway sparked off a parliamentary revolution in Britain forcing the PM Neville Chamberlain to resign to be replaced by Sir Winston Churchill. Germany extended their attack on Luxembourg, Netherlands and Belgium. The Allies were unable to contain the German advance and even retreated to the French port of Dunkirk, marking a major defeat of the allies in Europe."}
{"text": "The defeat of British and French forces in Norway sparked off a parliamentary revolution in Britain forcing the PM Neville Chamberlain to resign to be replaced by Sir Winston Churchill. Germany extended their attack on Luxembourg, Netherlands and Belgium. The Allies were unable to contain the German advance and even retreated to the French port of Dunkirk, marking a major defeat of the allies in Europe. On 14th June 1940, the Germans captured Paris forcing the new Prime Minister Paul Reynaud to sue for peace with Hitler on 22nd June 1940. Under the peace agreement, The Germans took over Alsace Lorraine, Northern France and the Atlantic coastline. The French government fled to Vichy, southern France. Why the French were defeated so quickly. A The French forces were not psychologically prepared for the war and thus were found divided. B The French forces were not as well organized as the Germans thus exposing various military weaknesses. For example, the Germans were supported by combat planes which the French did not use. C Poor communication between the army and the airforce. The French generals failed to coordinate the war properly to the extend of ignoring the fact that the Airforce could have been used to drive German Bombers off. Having succeeded in their Paris onslaught, the Germans attacked Britain in July 1940. However, Winston Churchill, the British Premier, had mobilized forces to resist this attack successfully he even obtained reinforcement from USA. The battle of Britain determined the future of World War II. It forced Hitler to delay his attacks. War in North Africa. WWII in Africa was marked by the Italian successful attack on French and British Somaliland. Under Marshal Graziani, the Italian forces advanced to Egypt though unsuccessful. In June1942, German forces moved to North Africa to reinforce the Italians. However, British forces led by General Bernard Montgomery moved quickly and captured Malta which would have been used as a base for attack by the Germans. Key notes for the teacher and students- Cheloti 2012-2013 Page 16 General Montgomery attacked the Germans at El Alamein in Egypt, forcing them to move to west. On 8th November 1942, British and American forces invaded Morocco and Algeria. Although the Germans continued fighting in Tunisia, by May 1943, their Army under General Rommel had surrendered. War in the Balkans. In August 1940, Hitler Attacked and captured Romania and Bulgaria. In April 1941, Yugoslavia and Greece were taken."}
{"text": "War in the Balkans. In August 1940, Hitler Attacked and captured Romania and Bulgaria. In April 1941, Yugoslavia and Greece were taken. Crete was taken in May 1941. On 22nd June 1941, Hitler attacked USSR forcing the Russian troops to retreat. However, he failed to capture Moscow before the onset of winter. In June 1942, the Germans resumed their offensive. They were finally defeated at the battle of Stalingrad on 31st January 1943 by the Russian Red Army led by Marshal Zhukov. The Germans lost 300,000 men while 100,000 survivors surrendered. By May 1944, the Russians had pushed the Germans from their territory and were approaching Germany itself. Why the Germans were defeated during the Russian Invasion. A The Germany army was fighting in several fronts at the same time as compared to the allies. This lack of concentration in one area allowed the other Russian army to defeat them. B The soviet forces employed the scorched earth policy which left very little for the German forces. C The Germans ill-treated the soviet people and exploited their economic resources causing resentment and unity to fight with determination. D Weak leadership by the German military leaders contributed to their defeat. USA entry into World War I. The Japanese attack on the American great Naval Base at Pearl Harbour on the Hawaiian island is the one incident that dragged USA into WWII. On 8th December 1941, the USA, Britain and the Netherlands declared war on Japan. The Germans and Italians also declared war on the USA. Russia kept off the war in Asia having signed a treaty with Japan. Japan resisted fiercely. Her airforce sank two British battleships on 10th December 1941.She captured Hong Kong, Malaya in Malaysia and took over the great naval base at Singapore. She also occupied Burma, Dutch East Indies, the Philippines and parts of the western pacific islands. The Japanese forces were repulsed while on their way to Port Moresby, New Guinea in may 1942. In 1942, Britain used her bases in India to attack Japan. Japan attacked India in 1944, but the strong and large allied forces defeated the Japanese at the battle of Kohima. The defeat of Germany. After 1942, the tide of success began to turn against Hitler. German forces were defeated by the allies in North Africa and France."}
{"text": "The defeat of Germany. After 1942, the tide of success began to turn against Hitler. German forces were defeated by the allies in North Africa and France. By March 1945, the Allies had crossed the Rhine, pushed the Germans out of France in June 1944. The Germans were meanwhile facing the Russian attack from the East. Key notes for the teacher and students- Cheloti 2012-2013 Page 17 Hitler accepted defeated and handed over power to one of the Military Generals to retreat to an underground Bunker in Berlin. On 29th April 1945, Hitler married his long term Mistress Eva Braun. On the following day, he committed suicide by shooting himself while Eva Braun took Poison. On 7th May 1945, the Germans surrendered unconditionally Why the Germans were defeated. A Germany had acquired far too many territories and she was unable to effectively control them. B The USSR recovered from her losses and began to rearm in a bid to fight against Germany. C The USA entry into the war in 1941 on the side of the allies contributed to the eventual defeat of the Germans. D Germany s Axis powers were only four, fighting against more than 27 allies. Even among the Germany collaborators, Italy surrendered while Bulgaria and Romania also were a burden to the Germans. The defeat of Japan. After Germany surrender, Japan continued with fierce fighting sometimes employing the services of suicide bombers known as Kamikaze. The allies were able to liberate the territories captured by Japan After the defeat at Okinawa, Japan was certain of defeat, but her PM , Admiral Suzuki Kantaro, did not believe in unconditional defeat. On 6th August 1945, a bomber Aeroplane, Enola Gay, commanded by Colonel Paul Tibbets, flew over Hiroshima dropping a 4535.15kg atomic bomb. About 78,000 people died. On 8th August 1945, Russia attacked Japan. On 9th August 1945, an even larger Bomb was dropped on Nagasaki killing more than 40,000 people. Japan surrendered unconditionally on 15th August 1945 bringing WWII to an end. Factors that enabled the allied powers to win the Second World War. A Allies had more wealth in terms of food, raw materials and equipments. B Allies controlled the North Sea, which ensured safe transportation of troops and equipment. They were also able to block the central powers in the sea."}
{"text": "A Allies had more wealth in terms of food, raw materials and equipments. B Allies controlled the North Sea, which ensured safe transportation of troops and equipment. They were also able to block the central powers in the sea. C Entry of USA in the war led to defeat of Germany. America had strong American air force and war resources, d Germany s inability to control her expansive territories and some turned against her and in favour of the allied powers. E The unity, morale and determination of the allied leaders and fighters. F Popular sentiment was for allied victory and Hitler s defeat. G Hitler's over-confidence and craziness did not allow him to comprehend the enormity of opposition up against him and the axis forces. H External support especially from the colonial people in Africa, Asia and elsewhere. I Axis powers dropped out of war one by one. J Allies had better industries and financial resources superior economy, war tactics and superior diplomacy by all the allied powers. Key notes for the teacher and students- Cheloti 2012-2013 Page 18 k The axis powers made serious tactical mistakes e.g. Hitler failed to prepare for a winter campaign in Russia and was obsessed with the idea that Germans must not retreat. L When the USSR recovered from her losses, she rearmed her self and attacked Germany. Social results of Second World War a Depopulation and great suffering as Millions of people perished either in war or due to famine and diseases. B People suffered psychologically and emotionally from the loss of loved ones and torture of the war. C The end of the war witnessed change in the status of women. Women started doing work, which was initially monopolized by men. E.g. military and management. D There was permanent ill health and shortening of life for millions of peoples because of years of under- nourishment or captivity. E There was massive Destruction of property such as homes, houses, buildings, roads and bridges. F A large number of people were displaced as people moved to look for peaceful areas and this led to great suffering. The new refugees included the Jews, Slavs and the poles. G The war fomented bitter feelings and mistrust among the countries that fought h The war helped to shade off the myth popularized by Europeans that they were a superior race to Africans as European causalities in the war proved that they were mortals Identify the political effects of the World War II."}
{"text": "F A large number of people were displaced as people moved to look for peaceful areas and this led to great suffering. The new refugees included the Jews, Slavs and the poles. G The war fomented bitter feelings and mistrust among the countries that fought h The war helped to shade off the myth popularized by Europeans that they were a superior race to Africans as European causalities in the war proved that they were mortals Identify the political effects of the World War II. A Defeat of axis powers led to government changes in Germany, Italy and Japan. B The division of Europe into two opposing blocks led to the cold war, which was followed by an arms race between USA and USSR. C Germany was divided into two. The communist East and the capitalist West. The city of Berlin was also divided between the east and the west. D Germany and Italy were weakened especially with the loss of their colonies. E U.S.A U.S.S.R emerged as superpowers. The pre-war balance of power was destroyed and the power vacuum was filled by two new superpowers, the USA and USSR f A weakness of the League of Nations to prevent the outbreak of war was demonstrated. This Led to UNO formation. G There was rise of nationalism in Asia and Africa. It led to Africans struggle for independence because they were confident knowing that Europeans were no superior to them. Nationalists among the Asians leading to attainment of independence in Pakistan and India in 1947, in Burma Myanmar in 1948, and in Ceylon Sri Lanka. In 1949. H The Japanese destroyed the myth of European military superiority due to the defeat of British and American forces in the Far East. Key notes for the teacher and students- Cheloti 2012-2013 Page 19 i New states were created. In 1948, the state of Israel was established in the Middle East, to settle the Jews who were displaced during the war. Economic effects of World War 2. A Agriculture and industries were disrupted due to lack of equipment, raw materials and human resources. B External trade almost came to a standstill because of fear and insecurity. C It led to increased dependency on colonies by European powers. There was need of raw materials to reconstruct the destroyed industries. D Some Industries were established in the colonies to manufacture goods because of the difficulties faced in running them during the war."}
{"text": "C It led to increased dependency on colonies by European powers. There was need of raw materials to reconstruct the destroyed industries. D Some Industries were established in the colonies to manufacture goods because of the difficulties faced in running them during the war. E It led to the rise of European economic cooperation. The post war economic destructions led to the need for cooperation. This paved way for formation of the European Economic Community in 1957. INTERNATIONAL RELATIONS International Relations refers to the cooperation or interaction between individuals or groups of nations of the world Benefits of international relations. A Enhance peace and security in the world the diplomatic policies of nations call for peaceful settlement of disputes, thus reducing war incidences. B Promote understanding and unity. This done through Encouraging cultural exchange between nations. C Help in getting collectives solutions to world problems. Problems of global concern like desertification, global warming, armament and environmental pollution, are dealt with collectively. D Promote economic growth through trade. Due to good relations , there is expanded international trade which enables countries to acquire goods they don t produce e Developing countries get financial assistance. Developed nations have continued to provide financial and technical assistance to developing nations Ways in which nations relate internationally. A Economic relations. This is through trade and commercial activities among nations. For example, developed nations giving loans and grants to developing nations. B Diplomatic relations. This is a peaceful means of relationship between nations in which there is exchange of Ambassadors or High Commissioners. C Political relations. This involves cooperation between countries with similar political systems or ideologies. E.g. USA and Western Europe, in 1964, Tanganyika united with the island of Zanzibar to form the United Republic of Tanzania. D Socio-cultural relations. This takes place in form of exchange and competition between dance troops, musicians, acrobats, sports teams, theatre groups etc, e.g. participation in Commonwealth Games. International Organizations There are two types of international organizations;Key notes for the teacher and students- Cheloti 2012-2013 Page 20 1. International Governmental Organizations IGOs for example UN, Commonwealth, NAM and African Union. Formed by two or more sovereign states . 2. International Non-Governmental Organizations NGOs created by individuals or private organizations. E.g. International Red cross, Amnesty International and Transparency International. Role played by International Governmental Organizations."}
{"text": "E.g. International Red cross, Amnesty International and Transparency International. Role played by International Governmental Organizations. A The provide member states with a forum to consult and tackle problems of concern. B They act as regulators in their fields to ensure the welfare of Humankind e.g World Health Organization WHO regulates health sector through immunization, vaccination and other prevention campaigns. C They enhance peace and security through peace-keeping missions and response to disasters. D They contribute to charity and facilitate equitable distribution of resources in the world. For example, the International Monetary Fund IMF and World Bank advance loans to developing nations. THE UNITED NATIONS. The UN was founded after world war Two as an organization of independent states with the following objectives; a To promote and maintain international peace and security and prevent the occurrence of another world war. B To foster friendly relations among nations of the world. C To promote respect for fundamental human rights and freedoms. D To promote social progress and better living standards of the people. E To protect the interests of minority groups such as women and children. F To promote economic growth among member states who are working towards reconstructing the world economy that was destroyed by the World War 2. G To replace the league of nations which had collapsed before the outbreak of world war 2 Formation of the United Nations. The signing of the Allied declaration in London on 12th June 1941 marked the first step in the formation of the UN. On 14th August 1941, Franklin Delano Roosevelt of USA and Winston Churchill of Britain, meeting in USA, proposed a set of principles for international collaboration in maintaining peace and security. This was the Atlantic Charter. The charter pledged respect for human Freedom, Allowed all nations the freedom to choose the form of government they preferred and provided that no territory should change hands after war without consent of its people. On 1st January 1942, representatives of Allied nations meeting in Washington signed the Declaration by United Nations and proclaimed support for the Atlantic Charter. This marked the first official use of the term United Nations as suggested by President Roosevelt in reference to the 26 nations. Key notes for the teacher and students- Cheloti 2012-2013 Page 21 The first Blueprint of the UN was prepared at a conference held at Dumbarton Oaks Estate, Washington from 21st September to 7th October 1944."}
{"text": "On 1st January 1942, representatives of Allied nations meeting in Washington signed the Declaration by United Nations and proclaimed support for the Atlantic Charter. This marked the first official use of the term United Nations as suggested by President Roosevelt in reference to the 26 nations. Key notes for the teacher and students- Cheloti 2012-2013 Page 21 The first Blueprint of the UN was prepared at a conference held at Dumbarton Oaks Estate, Washington from 21st September to 7th October 1944. Representatives of USSR, USA, UK and China agreed on the aims, structure and functions of a world organization. On 11th February 1945, the Yalta Conference held by US president Roosevelt, UK PM Churchill and Russian PM Stalin declared the resolve to establish an international organization to maintain peace and security. On 25th April 1945, the United Nations Conference on International Organization began in San Francisco, USA attended by delegates from 50 nations. It drew a 111-Article Charter which was adopted on 25th June 1945. The UN began its official functions on 24th October 1945 after ratification of the charter by USSR, USA, Britain, China and France. Organization of the UNO. Membership to the UN is open to all peace-loving nations that accept the obligations of the charter. By 1945, only 51 states had signed the charter. Kenya Joined on 16th December 1963By April 2003 membership had grown to 191 states. To achieve its aims, the UN spelt out in its charter the following principles; a It is based on the sovereign equality of all its members. B All member states must fulfil, in good faith, their charter obligations. C All member states must settle international disputes by peaceful means and without endangering peace, security and justice. D They must refrain, in their international relations, from the threat or use of force against others. E They must give the United Nations every assistance to any action it takes in accordance with the charte r, and shall not assist states against which the United Nations is taking preventive or enforcement action. F The United Nations must ensure that states which are not members act in accordance with these principles insofar as necessary for maintenance of international peace and security."}
{"text": "D They must refrain, in their international relations, from the threat or use of force against others. E They must give the United Nations every assistance to any action it takes in accordance with the charte r, and shall not assist states against which the United Nations is taking preventive or enforcement action. F The United Nations must ensure that states which are not members act in accordance with these principles insofar as necessary for maintenance of international peace and security. The UNO structure comprises six principal organs as follows; THE GENERAL ASSEMBLY This is the main deliberative organ of the UNO, but which cannot enforce action on members. It comprises all member states. Functions of the UN General Assembly. MAKE REFERENCE TO EVOLVING WORLD PAGE 44 To help in its operation, the general assembly has the following committees; The political and security committee, the special political committee, the economic and financial committee, the committee on social ,humanitarian and cultural issues, the trusteeship committee , the administration budget committee and the legal affairs committee. THE SECURITY COUNCIL It has 15 members from 15 countries. Ten of these are non-permanent. It also has five permanent members namely china, France, USA, Russia and UK. Its main function is to maintain world peace and security. Key notes for the teacher and students- Cheloti 2012-2013 Page 22 ECONOMIC AND SOCIAL COUNCIL Its membership is 54. 18 are elected each year for a term of three years. Its function is to coordinate the economic and social work of UN and its specialized agencies. E.g. in trade, status of women. Population, science and technology. TRUSTEESHIP COUNCIL. It inherited the work of the Mandates Commission of the former League of Nations. It had responsibility over the territories under colonial rule-. -. To promote social, economic, political and educational advancement of the inhabitants of the trust territories. Consists of five permanent members and six additional ones appointed by the General Assembly. THE SECRETARIAT. The head of the secretariat is the secretary general. It has its headquarters in New York. Its staff members come from 139 countries. Its work covers all areas outlined in the UN Charter. THE INTERNATIONAL COURT OF JUSTICE. It has its headquarters at Hague. It is the principal judicial body of the UN. It gives advisory opinions on legal questions. It has 15 judges. SPECIALIZED AGENCIES."}
{"text": "It gives advisory opinions on legal questions. It has 15 judges. SPECIALIZED AGENCIES. These are separate specialized agencies which are autonomous organizations related to the UN by special agreements. REF TO PAGE 49 OF EVOLVING WORLD Past Secretary Generals of the United Nations Organization since its inception. A Trygve lie of Norway 1946-1953 . B Dag Hammarskj ld of Sweden 1953-1961 c U Thant of Burma 1961-1971 d Kurt Waldheim of Austria 1972-1982 e Javier Perez de Cueller of Peru 1982-1991 f Boutros Ghali Boutros. Of Egypt 1992-1996 g Kofi Annan of Ghana 1997-2000 h Ban Ki Moon. 2000 up to present Achievements of the United Nations Organization. A The organization has succeeded in keeping peace amid the threats of nuclear war and seemingly endless regional conflicts in the world. UNO has developed more than 35 peacekeeping missions and observer nations. B The UN specialized agencies are engaged in a vast array of social work, affecting positively, every aspect of people s lives around the world. E.g., child survival and development, environmental protection, medical research, agricultural development, education etc. C The organization has helped in promoting democracy around the world. It has enabled people in more than 45 countries to participate in free and fair elections, e.g. in Namibia, Cambodia, El Salvador, Eritrea, Mozambique, South Africa etc. D The UNO has promoted development of skills and potentials vital for all aspects of development. The UNDP, in close co-operation with over 170 member states andKey notes for the teacher and students- Cheloti 2012-2013 Page 23 the UN agencies designs and implements projects for agriculture, industry, education and environment. E It has helped in promotion of Human Rights. Since the adoption of the universal declaration of human rights in 1948, the UN has helped to enact more than 80 agreements on political, civil, economic, social and cultural rights. F It has played a vital role in environmental protection. The Earth Summit , the UN Conference On Environment and Development held in Rio De Janeiro in 1992, resulted in treaties on biodiversity and climate change g Promoting self-determination and independence."}
{"text": "Since the adoption of the universal declaration of human rights in 1948, the UN has helped to enact more than 80 agreements on political, civil, economic, social and cultural rights. F It has played a vital role in environmental protection. The Earth Summit , the UN Conference On Environment and Development held in Rio De Janeiro in 1992, resulted in treaties on biodiversity and climate change g Promoting self-determination and independence. The organization has brought about independence of 80 countries that are now among its member states. H Providing humanitarian aid to victims of conflicts. More than 30 million refugees fleeing war, famine or persecution have received aid from the UN high commission for refugees since 1951. Problems facing the United Nations Organization in its operation. A National sovereignty. Many countries disregard the UNO resolutions in favour of their sovereignty. B It is unable to stop aggressions and conflicts between individual countries when super powers are involved. C Lacks sufficient funds to carry out its work efficiently. E.g it has not always been able to send enough peacekeeping forces due to lack of sufficient funds. D It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. E The permanent members with veto powers often adopt policies that promote their own national interests at the expense of the collective interests of most countries in the world. F Loyalty to other organizations. UNO members are also members of other organizations; the interests of these organizations are not in accord with those of the UNO. G Ideological disputes among member states have hampered the work of UNO in promoting world peace. This was manifested in the cold war period. H The arms race. The UNO has found it difficult to achieve world peace because of the arms race in different parts of the world. The arms race generates and sustains conflict rather than peace. I Differences in economic development levels of member states militate against cooperation. J The increased occurrence of natural disasters such as famine, floods and epidemics has created an unexpected demand for economic resources. This automatically the UN s resources. THE COMMONWEALTH. Origin and structure of Commonwealth of Nations."}
{"text": "This automatically the UN s resources. THE COMMONWEALTH. Origin and structure of Commonwealth of Nations. It is a voluntary association of 54 sovereign countries around the world, which were initially part of the British Empire. The commonwealth origin is the British EmpireKey notes for the teacher and students- Cheloti 2012-2013 Page 24 comprising the British protectorates, colonies and dominions, which included Australia, New Zealand, Canada, Newfoundland, Irish Free State and South Africa. The idea to launch the association is traced back to 1839, with the publication of the Durham report. The modern commonwealth began in 1947 with the end of the British rule in India. In 1949, India and Pakistan joined the commonwealth. The commonwealth secretariat is based in London. It deals with day to day running of the organization and organizes meetings. The head of the commonwealth is the Queen King of England. The Commonwealth has the Heads of State Summit which meets for a week every two years to discuss political and economic issues. There are also the Ministerial meetings once after every three years to deal with different issues. The commonwealth has specialized agencies dealing with various areas of concern. Membership to commonwealth. It comprised 54 developed and developing nations. The members are categorized as follows; 1. Britain and her Dominions of Canada, Australia and New Zealand. 2. African Nations. 3. Asian nations. 4. Islands from the Caribbean, Pacific and Mediterranean. Characteristics of commonwealth states. A Members of the commonwealth use English as a common language. B Members maintain cultural ties. For instance, they participate in the commonwealth games every four years. C Members co-operate in the field of education. D Members recognize the queen of England as the head of commonwealth. E Members have a common military tradition based on the British military system. They also promote military exchange programmes. F Members share common democratic institutions from Britain such as parliamentary system of government. G Members have adopted constitutions that are almost similar. Objectives that led to the formation of the commonwealth nations. A To promote world peace and international understanding. Members are expected to abide by the UN Peace programmes. B To promote development of poor member states. C To intensify co-operation between member states, in matters of education, sport and economic development."}
{"text": "Members are expected to abide by the UN Peace programmes. B To promote development of poor member states. C To intensify co-operation between member states, in matters of education, sport and economic development. D To ensure personal liberty and equality of rights to all citizens regardless of race, colour, creed or political beliefs. E To oppose all forms of colonial dominion by being committed to the principles of human dignity and equality, self-determination and non-racism. F To promote the exchange of knowledge, professionalism and cultural, economic, legal and political issues. Key notes for the teacher and students- Cheloti 2012-2013 Page 25 g T fights poverty, ignorance and disease to remove wealth disparities and raise the living standards, and achieve a more equitable international society. H To enhance free international trade by removing trade barriers, bur tat the same time, giving due consideration to the special requirements of the developing countries. Organization of the Commonwealth. The structure of the commonwealth comprises of three organs; 1. The Head of state Summit. It meets once in every two years for a week for extensive decisions and consultations. Decisions are reached by consensus. 2. Ministerial Meetings. The commonwealth ministers of Finance, Foreign Affairs and defence hold regular meetings once every year. Ministers of Health, Education and Law hold meetings once every three years 3. The Commonwealth Secretariat: headed by the secretary general and with a staff of 350 drawn from member countries. It co-ordinates co-operation among members. The first secretary General was Arnold Smith of Canada. In 1990, Chief Emeka Anyaoku of Nigeria became the first African Secretary General. 4. Specialized Agencies. A The Commonwealth Fund for Technical Co-Operation; supplies funds, finance, experts and advisers for projects carried out in member states. B The Commonwealth Agricultural Bureau; it provides co-operation in the field of agriculture. C The Commonwealth Parliamentary Association; helps to improve relations between parliamentarians of member states. D The Commonwealth Regional Health Secretariat for East, Central and Southern Africa; promotes co-operation in health. Benefits of membership to Commonwealth. A Member states have received technical expertise through the provision of experts and advisers in various fields e.g. agriculture. B The developing member states of the organization have acquired skilled manpower through the provision of scholarship and setting up of training programmes by nations like Britain and Canada."}
{"text": "A Member states have received technical expertise through the provision of experts and advisers in various fields e.g. agriculture. B The developing member states of the organization have acquired skilled manpower through the provision of scholarship and setting up of training programmes by nations like Britain and Canada. C Member states have been able to interact with one another through activities such as the commonwealth games and cultural exchange programmes. D Member states have conducted trade among themselves with relative ease and this has helped them to develop their economies. E The organization has promoted friendship and understanding among member states through conferences such as The Heads of Government meetings. F It has enhanced democratization process in developing member states of the organization Functions of commonwealth REF to evolving world page 60 Problems facing Commonwealth of Nations. Key notes for the teacher and students- Cheloti 2012-2013 Page 26 a Differences in economic development levels of member states militate against cooperation. Members coming from developing world have very different outlook from those coming from the developed world. B Ideological disputes among member states have hampered the operations of the Commonwealth of Nations. C Lacks sufficient funds to carry out its work efficiently. Poor members normally owe many debts to their foreign masters and would therefore toe to their demands. D The problem of sovereignty. Many countries disregard the commonwealth resolutions in favour of their sovereignty. E It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. F Loyalty to other organizations. Commonwealth members are also members of other organizations; the interests of these organizations are not in accord with those of the commonwealth g The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. the land issue in Zimbabwe. H The influence of other organizations like NATO who weaken the commonwealth by wooing members to their regions. I Race and colour problem. The conflict between white and black people or other color has become another setback. J Dominance by the big powers. This has caused dismay to the organization. Serious inner tension still undermines the commonwealth activities. THE NON-ALIGNED MOVEMENT NAM STRUCTURE AND ORGANIZATION NAM was an organization that did not have formal structures like UNO and Commonwealth. It did not have a secretariat or a constitution. The movement had a unique administrative style as follows."}
{"text": "THE NON-ALIGNED MOVEMENT NAM STRUCTURE AND ORGANIZATION NAM was an organization that did not have formal structures like UNO and Commonwealth. It did not have a secretariat or a constitution. The movement had a unique administrative style as follows. Coordination The administration is non-hierarchical, rotational and inclusive, providing all member states, regardless of size and importance with an opportunity to participate in global decision making and world politics. The country that hosts the summit holds office until the next summit. Non-aligned countries place the onus of an administrative structure on the country assuming the chair. The country is required to create or designate an entire section of the ministry of foreign affairs to deal specifically with the Non-Aligned Movement. The chair s ambassador in the United Nations essentially functions as the minister of Non-Aligned Affairs . NAM has also created contact groups, task forces and committees to facilitate the chair s responsibility as follows; The Coordinating Bureau. This is the focal point for coordination. It reviews and facilitates the harmonization of the NAM working groups, contact groups, task forces and committees. Key notes for the teacher and students- Cheloti 2012-2013 Page 27 Working Groups, Contact Groups, Task Forces and Committees. They include NAM High-level working group for the restructuring of the United Nations, NAM working group on Human Rights, Disarmament, Committee on Palestine, Contact Groups on Cyprus, and Task Force on Somalia etc. These groupings meet often. Non-Aligned security Caucus. The countries that make up the NAM council caucus are expected to constantly strive to adopt unified positions so that the decisions and positions of NAM are reflected in the Security Council decisions without prejudice to their sovereignty. Joint coordinating committee This is a coordinating committee established in 1994 and sitting in New York, whose main mandate is to promote cooperation and coordination between the NAM and the Group of 77 in promoting the interests of developing countries in international fora. Coordination of non-aligned countries in the UN centres. This is aimed at facilitating coordination and cooperation with the coordinating bureau and enhances the role of NAM in the international Fora. The Troika. The concept of Troika emerged on 6th April 1997 in New Delhi, India, during the meeting of foreign ministers of NAM representing past, present and future chairs. The concept simply implies a meeting of past, present and future chairs who began to meet in September 1997 as a discussion forum."}
{"text": "The Troika. The concept of Troika emerged on 6th April 1997 in New Delhi, India, during the meeting of foreign ministers of NAM representing past, present and future chairs. The concept simply implies a meeting of past, present and future chairs who began to meet in September 1997 as a discussion forum. Panel of economists This is an ad hoc panel of economists formed from Non-Aligned countries to assess the current international economic situation from the perspective of developing countries and to identify and analyze their major issues of concern. Documentation. This is the responsibility of the host country but after wide consultation. The host country must circulate the First Draft not later than one month before the meeting. Decision making. The movement makes all its decisions by consensus. This concept presupposes understanding of and respect for different points of view, including disagreement and mutual accommodation. This promotes solidarity and unity of the movement. NAM Meetings They include the following a Conference of Heads of State and Government. This is NAM s highest decisionmaking authority and meets once every three years. It has two committees, one on political issues and another on economic and social issues. The summit is held atleast one month before the regular session of the UN General Assembly. During the summit, there is a formal ceremony for handing over the chair. B Ministerial conference. Its task is to review developments and implement decisions of the preceding summit and also discuss matters of urgency. The conference meets 18 months after the summit. C Ministerial meeting in New York during a session of the UN General Assembly. This is a meeting of foreign ministers annually in New York at the beginning of the regularKey notes for the teacher and students- Cheloti 2012-2013 Page 28 session of the UN Assembly. The purpose of the meeting is to deliberate on the items of the Agenda of the General Assembly that are of major importance to the movement. D Ministerial Meeting of the Coordinating Bureau. The main task is to prepare for the summits, and where necessary, to consider issues of major importance to the movement. E Meeting of the Ministerial Committee on Methodology. The attendance is by all NAM members and its meetings are held by the decision of the summit or the ministerial conference. The meetings are chaired by the chair of NAM. F Meeting of the standing ministerial committee on economic cooperation."}
{"text": "The attendance is by all NAM members and its meetings are held by the decision of the summit or the ministerial conference. The meetings are chaired by the chair of NAM. F Meeting of the standing ministerial committee on economic cooperation. These meetings are meant to strengthen south-south cooperation, reactivate the dialogue between the developing and developed countries and enhance the role of the UN General Assembly, in international cooperation for development. The meetings are held frequently upon recommendation of the coordinating Bureau. G Ministerial Meetings in various fields of international cooperation. They discuss issues like agriculture, information and external debt. H Extraordinary Meetings of the Coordinating Bureau. They address exceptional cases that call for urgent consideration. I Meetings of the Working Groups, Task Forces, Contact Groups and Committees. The meetings are held as often as necessary. The growth of NAM. After the Bandung Conference of 1955 which established the movement, NAM has attracted many developing counties. . A number of conferences have been held since then; a The first summit, Belgrade, 1961. The attendance was by 25 non-aligned countries who met at a time when world peace was threatened seriously by the looming nuclear war. The meeting s objective was to prevent the outbreak of a nuclear war in the world. B The second summit, Cairo, 1964. The summit of October 1964 was attended by 47 Nations and 10 observers. There were 28 representatives from Africa. The conference mainly focused on problems facing NAM countries due to colonial inheritance, policies of former colonial powers and the rivalry between the great powers.. c The third summit, Lusaka, 1970. The attendance was by 53 members the meeting resolved that time was ripe for declaration on peace, independence, cooperation and democratization. The members were out to fight colonialism and racism. The main resolution was the members determination to achieve economic emancipation. D The Fourth Summit, Algiers, 1973. It was attended by 75 members, eight observers, three guest nations and 15 liberation movements. The meeting was an attempt to transform the existing system of economic and financial relations in a manner that would liberate developing countries from a subordinate role into an equal positionKey notes for the teacher and students- Cheloti 2012-2013 Page 29 with industrialized countries. The members developed an action programme in the interest of economic cooperation. E The fifth Summit, Colombo, 1976."}
{"text": "The meeting was an attempt to transform the existing system of economic and financial relations in a manner that would liberate developing countries from a subordinate role into an equal positionKey notes for the teacher and students- Cheloti 2012-2013 Page 29 with industrialized countries. The members developed an action programme in the interest of economic cooperation. E The fifth Summit, Colombo, 1976. It was attended by 86 members, who focused on the liberation of Zimbabwe and Namibia, the abolition of apartheid in South Africa as a way of promoting world peace. F The sixth Summit, Havana, 1979. The conference was attended by 93 members, 12 observers, 8 guest nations and seven new members. The meeting declared that imperialism, colonialism, neo-colonialism, apartheid, racism, foreign aggression, expansion, occupation, domination, interference or hegemony, Great power bloc, Subjugation, dependency and pressures in international relations as enemies of nonalignment. The chairman of the summit was Fidel Castro who put forth his ideas that the socialist bloc is a natural ally of the movement. G The seventh summit, New Delhi, 1983. It was attended by 96 members, 16 observers and 20 guest nations. The summit took place at a time when there was intense confrontation as the great powers continued to amass nuclear weapons. . Indra Gandhi appeared to be the moderate leader to host the conference and soften the impact of Cuban radicalism. The conference discussed peace, nuclear disarmament, development strategies for north-south Dialogue on a new world economic order, and the south-south cooperation for collective self-reliance. H The eighth summit, Harare, 1986. It marked NAM s silver Jubilee. The main concern was Namibia s independence and apartheid in south Africa.. NAM emphasized its sanctions against the Pretoria South Africa regime. It drew an action plan to deal with the threat posed by South Africa. The summit came up with a special solidarity fund to help the frontline states. I The Ninth summit, Belgrade, 1989. J The tenth Summit, Jakarta, 1992. K The eleventh Summit, Cartagena de Indias, 1995. L The twelfth Summit, Durban 1998. M The thirteenth Summit, Kuala Lumpar, 2003. Performance of the Non-Aligned Movement."}
{"text": "L The twelfth Summit, Durban 1998. M The thirteenth Summit, Kuala Lumpar, 2003. Performance of the Non-Aligned Movement. Though critics have questioned the relevance of NAM after dismantling apartheid and achieving independence, and after end of cold war, there still exist situations that require NAM s participation. Reasons why NAM is still relevant. A NAM is the only forum that can articulate the voice of justice and sanity in the world in view of the unending Arms Race. B NAM is the only forum through which the demand for a less unjust world economic order can be raised given the kind of hold the developed nations still have on developing nations. C NAM remains the third world s shield against the pressures of the superpower elephants that can easily trample on the grass of the lesser animals even after end of cold war. Key notes for the teacher and students- Cheloti 2012-2013 Page 30 d NAM can still play a role in addressing emerging world issues such as terrorism, environmental degradation, HIV AIDS and racism. Achievements of NAM. A It has helped speed up the attainment of freedom in states that were under colonial bondage. B NAM has assisted its members in safeguarding their national security and territorial integrity. C Nan-aligned nations also worked to eliminate conflict between the superpowers. This helped in the promotion of peace and security for the non-aligned world. India for example played a role in solving the Korean War, the Suez crisis and IndoChinese conflict. D NAM created a conducive environment for peace, justice, equality and international cooperation by contributing to the relaxation of international tension by keeping clear of the two military blocs, USA and USSR. E The movement has strengthened African and Asian Countries diplomatically at a time when they lacked necessary physical strength. They were able to exert their voting power as Afro-Asian bloc to influence world affairs. F NAM provided an international forum where members voices could be heard. It was able to work to dismantle apartheid by its two-third world community membership despite the Reagan administration s opposition to sanctions against South Africa. G The movement has given members freedom to put their national interests before those of the great power blocs. H The NAM through the Cairo and Colombo Summits termed as World Disarmament conferences, played a key role in the disarmament process."}
{"text": "It was able to work to dismantle apartheid by its two-third world community membership despite the Reagan administration s opposition to sanctions against South Africa. G The movement has given members freedom to put their national interests before those of the great power blocs. H The NAM through the Cairo and Colombo Summits termed as World Disarmament conferences, played a key role in the disarmament process. The 1967 Treaty of Tlatelolco, signed by 22 states, set up a weapon Free Zone in Latin America. I The Non-aligned states have helped in international crisis management since they are not committed to any course of military action. For example during the 1961 Berlin crisis, Nehru of India and Kwame Nkrumah of Ghana went to Moscow for a peace mission, while Achmad Sukarno of Indonesia and Modibo Keita of Mali went to Washington DC to try and create a conducive atmosphere for managing the crisis. J NAM has worked towards creation of new international economic order. Members of the movement are able to trade with both the great power blocs. Membership to the Group of 77 in the United Nations Conference on Trade and Development UNCTAD is drawn from the non-aligned nations. The non-aligned nations were open to aid from both blocs and also ready to expand their trade with both sides of the ideological divide. K The Solidarity fund established during the Harare Summit of 1986 cushioned the frontline states against the economic sanctions imposed on apartheid South Africa. L NAM has worked to create the new scientific and technological order. The members have demanded a new scientific and technological order by favouring access to the most advanced technology and scientific research available as a means of bridging the technological gap between the developed countries and developing ones. Factors which have undermined the activities of the Non-Aligned Movement. Key notes for the teacher and students- Cheloti 2012-2013 Page 31 a Political instability is frequently experienced by some member states. For example, civil wars and military coups in DRC, the Sudan, Rwanda, Burundi, interstate wars like in the case of Iran and Irag. This has undermined their contribution to the movement. B Economic ties between the third world countries and their colonial masters had made it difficult for the member states to pursue an independent line. C Border disputes between neighboring member countries has weakened the course of the movement. E.g."}
{"text": "B Economic ties between the third world countries and their colonial masters had made it difficult for the member states to pursue an independent line. C Border disputes between neighboring member countries has weakened the course of the movement. E.g. between morocco and Algeria, North Korea and South Korea, Vietnam and Cambodia, Ethiopia and Somalia, Uganda and Tanzania etc. D Economic backwardness of some of the member states has made it difficult for them to meet their obligation in the movement as national needs come first in view of the meager resources of some of the nations. E Ideological differences between member states have undermined their cooperation. Its large size of 116 members by 2004 has frustrated its ideological coherence and organizational solidarity. Whereas some countries are inclined towards the west, others are inclined to the east. F Membership to other organizations like AU, commonwealth and the French community, has made it difficult for some states to participate actively in the affairs of the movement. G Breakup of the Soviet Union and the end of the Cold War has destabilized the movement. As power bloc rivalry subsided, NAM appeared to become irrelevant. H Conflicting national interests. Individual national interests have failed to agree with the objectives of the movement. I Personality differences between leaders of member states have undermined the movement. For example, several leaders rejected the radical views of Fidel Catron of Cuba. J Differences unrelated to the principles of NAM have developed among members. For example at the Colombo Summit of 1978, several Arab states were keen to see Egypt expelled from the movement on grounds that she had signed a separate peace treaty with Israel. This was not an agreement with a superpower and therefore had nothing to do with NAM. K NAM lacks a permanent Army or a permanent institutional framework or machinery that can enable it carry out its activities effectively. For example, it failed to persuade irag and Iran to end the 8 year long war from 1980. THE COLD WAR. The Cold War refers to the strained relations that existed between the western world led principally by the United States and the communist East led by the USSR, after the Second World War. It was so called because it was fought not with weapons, but with words, propaganda, military and financial aid to enemies of the opposing sides. Although there was no actual physical confrontation, Cold War was characterized by a conflict of the most serious and deadly kind. Causes of the Cold War."}
{"text": "It was so called because it was fought not with weapons, but with words, propaganda, military and financial aid to enemies of the opposing sides. Although there was no actual physical confrontation, Cold War was characterized by a conflict of the most serious and deadly kind. Causes of the Cold War. Key notes for the teacher and students- Cheloti 2012-2013 Page 32 a Ideological differences. There was deep-seated fear and mutual suspicion between USA and USSR over the spread of their ideologies capitalism and communism. E.g The establishment of the Soviet Union through acquisition of satellite states was a measure to contain capitalism. B Disagreement over the issue of disarmament. The use of atomic bomb on Japan by USA towards the end of World War II alarmed USSR. The two sides failed to agree on an arms reduction plan and continued to stockpile atomic bombs. C Economic rivalry. In 1947, the USA President Harry S. Truman introduced the Marshal Plan, a scheme to assist western European countries that had been devastated by war. The USSR in turn formed Council for Mutual Economic Assistance COMECON , an economic cooperative plan for Eastern Europe. This further heightened the hostility between the west and the east. D Formation of military alliances. In April 1949, the USA, western European countries and Canada formed a military alliance through the signing of the North Atlantic Treaty in Washington D.C. NATO . The formation of NATO ended USA s isolationist policy. Russians responded by signing the Warsaw Pact, in May 1955, a military alliance of communist countries. These alliances fostered hostility between countries. E The use of Russian veto powers in the UN. Russia used her veto powers to defeat UN proposals, which she accused of being pro-USA. The struggle by the two powers to dominate the UN increased tension between them. F Disagreement over the future of Germany as a whole. Western allies wanted a strong Germany to assist in the economic prosperity of other nations. Russia was keen on a politically and economically weak Germany to safeguard against another invasion. NB- in 1961, the USSR built the Berlin Wall, thus dividing East Berlin from West Berlin. G USA s military advancement. By 1945, the USA was the only country that possessed atomic weapons. This created fear. COURSE OF THE COLD WAR."}
{"text": "By 1945, the USA was the only country that possessed atomic weapons. This created fear. COURSE OF THE COLD WAR. The cold war was fought in Europe Asia, Latin America and Africa, The course of the Cold War in Europe The cold war in Europe involved a conflict between the West and the East. The highlights of this conflict included Russia s overwhelming encroachment and dominance of Eastern Europe. Russia used her military might to impose communist governments on many states like Poland and Romania. They also fanned civil wars. E.g the Greek civil war of 1946. There were widespread outbreaks of violence and demands of freedoms in Poland and Romania, based on western ideologies, in politics and economy. In Czechoslovakia, communist Russia orchestrated protests against reforms based on western ideologies, by the Dubcek Government, which was supported by the west. Dubcek was arrested and flown to Moscow. Dr. Husak, a Russian ally was installed. The following are the major developments that characterized cold war in Europe. Key notes for the teacher and students- Cheloti 2012-2013 Page 33 a In March 1947, the US president Harry Truman, through The Truman Doctrine declared that the USA would support free people resisting subjugation by armed minorities. In 1947, USA took over Britain s commitment in Greece and turkey to support the anti-communist regimes. B In 1947, the US Secretary of state, George Marshall came up with a proposal which was to become the Marshall Plan. This was a plan through which the US would make a major contribution to the economic recovery of Europe. The plan was rejected by USSR terming it an American interference in the internal affairs of other nations. C Stalin set up the Communist Information Bureau COMINFORM to coordinate the work of communist parties in Europe and the Council for Mutual Economic Assistance COMECON to counter the US Marshal Plan. D The NATO and Warsaw Pact. By the treaty of Brussels in March 1948, Britain, France, Belgium, Netherlands and Luxembourg formed a defensive alliance against any form of aggression It became the North Atlantic Treaty Organization-NATO, in April 1949 when other European Nations joined it. In response to NATO, the Soviet Union signed the Warsaw Pact in Poland on 14th May 1955 with East Germany and six Eastern European countries. The existence of NATO and Warsaw Pact only intensified the hostilities. E The Berlin Blockade."}
{"text": "In response to NATO, the Soviet Union signed the Warsaw Pact in Poland on 14th May 1955 with East Germany and six Eastern European countries. The existence of NATO and Warsaw Pact only intensified the hostilities. E The Berlin Blockade. Germany was divided into two zones, East and West. Russia treated East Germany as a satellite state thus curtailing trade between east and west. This move almost led to starvation in the west as East Germany was the main producer. In May 1948, all roads and rail routes into West Berlin were sealed off by Russian troops. For over two years, food, coal medical supplies and other necessities to the 2 million people in West Berlin were airlifted since there was no land linkage. The blockade ended in may 1949 with diverstating consequences. F Partition of Germany. The west was prepared to give freedom to the Germans as a whole to decide their own fate. Russia was determined to ensure that East Germany remained dominated by communism under Russian control. On 23rd may 1949, the western occupation zone in Germany became the Federal Republic of Germany with Konrad Adenauer as the chancellor in September elections. On 7th October 1949, the soviet zone formed the Germany Democratic Republic. In August 1961, the East Germans built the Berlin Wall, curtailing communication and flow of refugees from the west. The cold war was fought in Asia. In Asia, China was the first front of Cold War. She embraced communism, following the successful takeover of the country by the forces of Mao Tse-tung in October 1949, assisted by the Russians. The Sino-Soviet Treaty of friendship was signed in 1950. Korea, formerly controlled by Japan, was another front for cold war in Asia. When Japan was defeated in 1945, Korea was occupied from the south by American forces, from theKey notes for the teacher and students- Cheloti 2012-2013 Page 34 north by Russians, placing the country under joint control. The occupying powers failed to unite the two Korea sections when she became independent. In 1948, the USA announced the formation of the Independent Democratic Republic of Korea in the South. The Russians formed the Peoples Republic of Korea in the north. On 25th June 1950, North Korea Forces invaded South Korea in an attempt to unite."}
{"text": "In 1948, the USA announced the formation of the Independent Democratic Republic of Korea in the South. The Russians formed the Peoples Republic of Korea in the north. On 25th June 1950, North Korea Forces invaded South Korea in an attempt to unite. UN condemned this and An American General, Douglas MacArthur led the UN forced that repulsed the invaders. The cold war spread to Vietnam, with USSR and USA clashing over Vietnam, formerly a colony of France that had been seized by Japan. The two super powers supported different nationalist leaders in the struggle for independence from France. The Russians supported Ho Chi-Minh who led a revolt by the Vietnamese, against the French. USA supported Ngo Dinh Diem. The Vietnam War erupted as a result The Vietnam War was the heaviest cost of containing communism by Americans in a distant country. Americans were humiliatingly defeated in 1975 with a causality of 53,000, despite employing over 400,000 troops. The communist guerillas, the Viet Cong, established a communist government in South Vietnam. The war strengthened American hostility towards Russia There was an armed conflict between the super powers in Afghanistan from 1978. The height of the conflict in Afghanistan was the Boycott of the Moscow Olympic Games in 1980 as a protest against USSR s involvement in Afghanistan. The conflict took the form of a civil war which was only eased in 1989 when the USSR began to withdraw its troops. The cold war in Latin America the Cuban Missile Crisis Cuba became the theatre of cold war when USA unsuccessfully supported the Cuban dictator, General Fulgencio Batista against Fidel Castro who was fighting to end Batista s regime. Fidel Castro overthrew the Batista regime in 1958. The new government immediately gained recognition from many world nations including USA and USSR In 1960, Fidel began a communist nationalization programme of American oil refineries and sugar plantations. This strained relations between him and the US who attempted unsuccessfully to invade Cuba in 1961 at Bay of Pigs. In January 1962, Cuba was expelled from the Organization of American States. In May 1962, USSR leader Nikita Khrushchev secretly built missile installations in Cuba as a means of countering any future American invasion, in exchange for sugar. The discovery, by American president J. F. Kennedy in October 1962, of the Russian missile installations in Cuba was the beginning of the most serious cold war crisis."}
{"text": "The discovery, by American president J. F. Kennedy in October 1962, of the Russian missile installations in Cuba was the beginning of the most serious cold war crisis. He declared that any nuclear missile attack from Cuba would be taken to be an attack by the USSR and USA would respond accordingly. USA declared a Naval Quarantine on Cuba to blockade any Russian Vessels This most serious cold war crisis was only ended when the Russian leader Khrushchev removed the missiles from Cuba and dismantled Russia s bases in Cuba. The Cold War in Africa. The cold war in Africa was majorly witnessed in Ethiopia and Angola. Key notes for the teacher and students- Cheloti 2012-2013 Page 35 In Ethiopia, Mengistu Haile Mariam, overthrew Emperor Haile Selassie in 1974, with the assistance of USSR. Haile Mariam introduced socialist programmes, However, they were short-lived up to the end of his rule in May 1991, when Russians withdrew their assistance. In Angola, on 11th November 1975, Angola attained her independence from Portugal, with the assistance of the Soviet Union and Cuba. Soon after, a bruising civil war broke out. USA supported the rebels, led by Jonas Savimbi and his UNITA movement based in Ovimbudu. Cuba and Russia supported the MPLA government based in Luanda. Democratic elections were held in Angola in 1989, when USSR eased their aid to MPLA. FACTORS that led to the Cold War d tente by world powers. A The death of Stalin and the flexibility of Stalin s successor, Nikita Khrushchev. The successor of Joseph Stalin, after his death in 1953, Nikita Khrushchev, was more flexible and willing to relax both cold war abroad and Authoritarianism at home. He announced the policy of peaceful coexistence in 1956. B The willingness of David Dwight Eisenhower, Truman s successor, to reach compromise with the Soviet Union over a number of issues. For example he convened the Camp David Summit in 1959, with Khrushchev in which a cooperative spirit emerged between the east and the west. However this happened against the backdrop of the Cuban missile crisis. C The signing of the Strategic Arms Limitation Treaty The SALT Treaty in 1972. The treaty, signed between USA and Russia limited strategic arms to certain quantities."}
{"text": "However this happened against the backdrop of the Cuban missile crisis. C The signing of the Strategic Arms Limitation Treaty The SALT Treaty in 1972. The treaty, signed between USA and Russia limited strategic arms to certain quantities. This was followed by the Improvement of the Chinese American relations in 1972 and American relations with Russia. In 1972. President Nixon visited Beijing and Moscow d The introduction of reforms in Russia by Mikhail Gorbachev. In 1985, Gorbachev introduced the Glasnost openness policy and the perestroika reforms economic restructuring that appealed favourably to the west which won him the Nobel peace Prize in 1990. E The adoption of President Reagan s Strategic Defence Initiative SDI in 1983. This initiative led to setting up of space stations that would destroy every missile in the sky. This was Star Wars. F The collapse of the Communist rule in Europe. Russia s president recognized the independence of other republics of USSR in 1989 thus weakening Russia s position. Western democracy was introduced in Romania, Bulgaria, Czechoslovakia and Poland. G The successful re-unification of Germany under Helmut Kohl in 1990. The nations united to form the republic of Germany. This was a clear indicator of the joint commitment of the superpowers in maintaining their spheres of influence had been weakened. H The dissolution of the Warsaw Pact. With the fall of communism in Eastern Europe, the Warsaw pact started to fall apart. In November 1990, the Paris Charter was signed, effectively dissolving the Warsaw Pact. Key notes for the teacher and students- Cheloti 2012-2013 Page 36 i The collapse of the Soviet Union in 1990. Several of its states seceded. Russia officially became an aid receiver instead of an aid donor. J The signing of the START Treaty in 1991 by Gorbachev and George Bush, after the Strategic Arms Reduction Talks. The treaty officially ended the cold war. Destruction of weapons of mass destruction commenced. Effects of the cold war a. It brought immense divisions and conflict to people of the same continent, region and countries based on pro-west or pro-east ideologies. E.g. in Angola b. Oppressive regimes found their way to power, supported by either the west or the east. C. There was untold suffering to the people. Disease, poverty and refugee camps became common sights."}
{"text": "C. There was untold suffering to the people. Disease, poverty and refugee camps became common sights. D. There was destruction of the economy as infrastructure was destroyed by war. As communist systems failed to produce wealth, unemployment and poverty set in. E. It created mistrust and suspicion amongst nations. F. It led to arms race. It led to militarization of regions and countries. G. It led to political crises and actual war e.g. civil wars in Korea and Vietnam, the Suez Canal crisis of 1956 and the Hungarian Revolution of 1956. H. It threatened international peace and security. Insecurity in the world increased. I. Led to formation of Non-Aligned Movement by third world countries. J. Led to formation of economic alliances and military alliances like NATO 1949 and the Warsaw pact 1955 . COMECON 1949 and the European Economic Union 1957. K. The cold war led to development in science and technology. The war Stimulated space science space race. Effects of the end of Cold War on Africa. A Some African countries that were formerly socialist are in problems following collapse of USSR in 1990. E.g. Somalia, Ethiopia, Angola and Mozambique. B The end of the cold war has led to the removal of financial aid and military support for some African countries. Military or food aid is no longer rushed to countries experiencing problems because there is no more superpower competition. E.g failure to prevent the Rwanda genocide and failure to assist in the Somali crisis and the current Al-shabaab crisis. C There was emergence of new world political and economic order. The end of war has led to emergence of USA as a world policeman over developing nations. The countries must act according to USA wishes or suffer lack of aid and receive harassment from superpowers. D It has led to marginalization of Africa in international affairs. E There are conditionalties for getting aid from the western powers. Besides, Africa no longer has a choice of donors who comprise mainly of western world countries. Key notes for the teacher and students- Cheloti 2012-2013 Page 37 COOPERATION IN AFRICA Cooperation in Africa refers to the way African countries relate to each other. It is stimulated by the economic exploitation and political domination by Western Europe."}
{"text": "Besides, Africa no longer has a choice of donors who comprise mainly of western world countries. Key notes for the teacher and students- Cheloti 2012-2013 Page 37 COOPERATION IN AFRICA Cooperation in Africa refers to the way African countries relate to each other. It is stimulated by the economic exploitation and political domination by Western Europe. The cooperation has been in form of; a Pan-African Movement b Organization of African Unity African Union c The East African Community d Economic Community of Western African States. E Common Markets for Eastern and Southern Africa. PAN-AFRICANISM. Meaning of Pan-Africanism. Pan means all and Africa refers to the continent. Africanism refers to those of African Origin. Pan-Africanism is a belief in the uniqueness and spiritual Unity of Black people acknowledging their right to self determination. It is a movement aimed at unifying all the people of African descent in the world. It stands for economic, political and social advancement for all peoples of African descent throughout the world. Origin and Development of pan-Africanism. The movement has roots in the trans-Atlantic slave trade that took place between 15th and 19th c. the trade was responsible for the dispersal of black people all over the world. The suffering the slaves underwent made them become conscious of their colour and origin. The Africans viewed themselves as having a common destiny. Even those who remained in Africa were later subjected to the colonial experience including forced labour, land alienation, taxation, poor wages, discrimination corporal punishment rape and murder. The movement first started as the Pan Black Movement for the American and Caribbean black only. Several African Americans wanted to uplift the lives of fellow Africans in USA and in Africa. They included Martin Delaney, Alexander Cromwell, Bishop James Johnson, Wilmot Blyden and Bishop Turner. The leading pan-Africanists in America were Booker T Washington, Marcus Moziah Garvey, Dr. William Edward Burghardt Du Bois and George Padmore. The pioneer African pan-Africanists included Kwegyir Aggrey from Gold Coast, Wilmot Blyden from Liberia, Kwame Nkrumah from Ghana and Leopold Sedar Senghor. The Pan Black Movements enlisted all blacks worldwide. It sometimes was called Pan Negro Movement and was pitted against the evils of racism."}
{"text": "He developed the Pan-African philosophy in USA through which he sought to make Africans take pride in their blackness and cultural heritage. He founded the Negro Empire in New York in 1920. He organized a black convention in 1924 in New York during which he launched the Universal Negro Improvement Association UNIA whose HQs were to be at Harlem, New York. UNIA had the following objectives; To create universal fraternity among the Black Race. To assist uplift the civilization of African communities. To establish a central nation for the black race. To establish academies for African children. To promote African cultures. Garvey founded a Journal The Negro World and the African Orthodox Church under a black Patriarch or chief Bishop and a Black Madonna as the symbol of his church. He advocated for the return to Africa by the Africans. To Garvey, freedom was to be gained through economic empowerment of Africans. To this end, he mobilized African Americans to contribute funds to establish black businesses like the Black Starline Shopping Company. The project however collapsed due to mismanagement. He was arrested, tried and convicted of fraud collecting funds unlawfully and imprisoned for five years. He was deported to his home country Jamaica after two years in Jail where he died in 1940 He is credited for succeeding in mobilizing Africans to take pride in their cultures and complexion. 2. Booker T. Washington. 1856-1915 He was born in 1856 in USA to a poor slave family. He acquired a university degree in Agriculture at Hampton Institute. He is credited for promoting African Education. He started a model institute for training blacks in agricultural and industrial skills the Tuskegee Institute in Alabama . Unfortunately, Washington adopted a policy of cooperation with the government as a means of winning acceptance by the European community. To him, Africans ought to gain wealth in order to attain equal status with Europeans and end racial discrimination. He began the National Negro Business League with the help of a European Andrew Carnegie. He died in 1915. 3. Dr. William Edward Burghardt Du Bois. He was born in great Barrington, Massachusetts, USA on 23rd February 1868. Key notes for the teacher and students- Cheloti 2012-2013 Page 40 He was the first black to receive a PHD Degree and become a professor of History, Economics and Sociology. He was also a renowned journalist. He greatly disagreed with Booker T."}
{"text": "Key notes for the teacher and students- Cheloti 2012-2013 Page 40 He was the first black to receive a PHD Degree and become a professor of History, Economics and Sociology. He was also a renowned journalist. He greatly disagreed with Booker T. Washington s policy of accommodation and cooperation. In 1905, he established the Niagara Movement to protest against racial discrimination. In 1900, he was one of the founder members of the National Association for the advancement of Coloured Peoples NAACP an association that championed for the struggle for Negroes civil rights in America. He prepared the pan-African conferences that were held between 1900 and 1945 to fight against slavery, colonial exploitation and repression of African peoples. He was the chairman of the Manchester Conference of 1945.. In 1961, he relocated to Ghana where he became a citizen, on invitation of Nkrumah. He died in 1963 in Ghana. THE PAN-AFRICAN CONGRESSES 1900-1945 a The 1st pan-African conference, London, 1900. It was held at the Westminster Townhall from 23rd to 25th July with 32 participants from Africa, USA, Canada and West Indies. The conference was sponsored by a Trinidad lawyer Henry Sylvester Williams who coined the term Pan-Africanism. The conference marked the entry of Du Bois into Pan Africanism where he made his famous statement The problem of the 20th c is the problem of colourline . Objectives of the conference. To unite people of African origin in all parts of the world. To appeal for the end of European colonization and exploitation of Africa. To look for ways of establishing better relations between the Caucasian and African races. To initiate a movement for securing the full rights for all Africans in and outside Africa and promote the economic rights. To appeal to missionaries and philanthropists in Britain to protect Africans against aggression by colonizers. Conference Agenda Human Rights Violation against blacks in South Africa. Living conditions of blacks in different parts of the world. Racial discrimination against Africans all over the world. The conference sent a Memorandum to the Queen of England demanding respect for the rights of Black People especially in the British Empire. B The 2nd Pan-African Conference, Paris, 1919. The conference coincided with the Paris Peace conference."}
{"text": "The conference sent a Memorandum to the Queen of England demanding respect for the rights of Black People especially in the British Empire. B The 2nd Pan-African Conference, Paris, 1919. The conference coincided with the Paris Peace conference. The conference was convened by William Du bois who had been sent to Paris by NAACP to investigate the allegations that African American troops stationed in France during world war I experienced racial discrimination and to represent the interest of the black peoples at the Paris peace conference. The conference made the following recommendations; The need for international laws to protect Black people. African land to be held in trust for Africans. The prevention of exploitation of African nations by foreign companies. Key notes for the teacher and students- Cheloti 2012-2013 Page 41 The rights of Africans to be educated. That slavery and capital punishment were to be abolished. The right of Africans to participate in their government as fast as their development permitted. C The 3rd Pan-African Conference 1921. The conference was held in three sessions in London, Brussels and Paris. The London session was attended by 41 Africans, 35 American coloureds, 7 West Indies and 24 Africans living in Europe at that time. It was patronaged by Du Bois. The conference demanded for the establishment of political organizations among the suppressed blacks. It emphasized international and interracial harmony and democracy. D The 4th Pan-African congress London and Lisbon 1923. It reiterated earlier resolutions and also demanded that black people be treated like human beings. E The 5th Pan-African Conference, New York 1927. It was mainly attended by African Americans and was partly sponsored by European Philanthropists. It discussed the attitude of the communists towards pan-Africanism. F The 6th Pan African conference, Manchester 1945.it coincided with the end of the World War II. It was convened by the Pan African Federation which had been formed in 1944 by 13 organizations representing students welfare and political groupings. Leaders of the federation were George Padmore, Ras Makonnen Ethiopia . C.L.R Wallace Johnson and Jomo Kenyatta."}
{"text": "It was convened by the Pan African Federation which had been formed in 1944 by 13 organizations representing students welfare and political groupings. Leaders of the federation were George Padmore, Ras Makonnen Ethiopia . C.L.R Wallace Johnson and Jomo Kenyatta. The conference was greatly inspired by the liberation of Ethiopia in 1941 and Clause three of the Atlantic Charter 1941 that USA and British governments would respect the right of all people to choose the form of government under which to live which Winston Churchill claimed was not applicable to the Africans. The conference was convened on 15th oct. 1945 and was attended by 90 delegates who included Du Bois West Indies , Nkrumah Ghana , Kenyatta kenya , Padmore Trinidad , peter Abrahams south Africa , Ras Makonnen Ethiopia , Magnus Williams representing Azikiwa Nnamdi Nigeria , Obafemi Owolowo Nigeria and Kamuzu Banda Malawi and 11 observer nations Du bois chaired the conference while Nkrumah and Padmore were joint secretaries. Uniqueness of the conference. A The conference was mainly organized by Africans from the continent unlike earlier ones which were organized by the Africans in Diaspora. The only exceptions were W.E.B Du Bois and Padmore. B Representatives of white philanthropists were absent. Neither did they finance the conference. C Many African trade unions were represented. These included the trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. Most of West Indies was also represented. Key Resolution of the Manchester Conference a. Africans should concentrate on winning political power through non-violent means e.g strikes and boycotts. B. African intellectuals should play an important role in mobilizing the masses to fight for political liberation. Key notes for the teacher and students- Cheloti 2012-2013 Page 42 Pursuant to the conference resolutions, Kwame Nkrumah established the West African National Secretariat WANS on 15th December 1945 in England to act as a regional body for Pan African Federation, promote unity in West Africa. WANS published a newsletter, The New African, whose main aim was to inspire the youth in Africa to resist imperialism. Why the 1945 Manchester Pan-African Congress was a landmark in the history of Africa."}
{"text": "Key notes for the teacher and students- Cheloti 2012-2013 Page 42 Pursuant to the conference resolutions, Kwame Nkrumah established the West African National Secretariat WANS on 15th December 1945 in England to act as a regional body for Pan African Federation, promote unity in West Africa. WANS published a newsletter, The New African, whose main aim was to inspire the youth in Africa to resist imperialism. Why the 1945 Manchester Pan-African Congress was a landmark in the history of Africa. A For the first time leading African representatives in the continent attended e.g. Jomo Kenyatta, Kwame Nkrumah, Kamuzu Banda, Haile Sellasie etc. On coming back , they all adopted radical nationalistic demands for independence of their states. B It was the first congress that strongly condemned European colonization of Africa and demanded the autonomy and liberty of African states. C The congress was instrumental in granting of independence to Ghana in 1957 and to Egypt soon after. D It set the pace for organization of similar conferences in the African continent like; the 1958 All African Congress and the 1960 Tunis-Pan African People s Conference. E During the conference, the solidarity and unity among Africans began to develop and paved way to the formation of Organization of African Unity. F It marked the establishment of the movement s activities in Africa. Why pan-African movement was not active in Africa before 1945 a There was lack of adequate African representation in the movement before 1945. Africans in the movement were few and were staying outside Africa as political exiles or students. B Colonial authorities could not allow Africans to organize a movement that was against their policies. Such movements were outlawed. C The divide and rule policy used by the Europeans made it impossible for Africans to communicate and cooperate. D Africans in each colony were mainly concerned with issues that affected them directly e.g. Land alienation, forced labour and taxation. E The only Countries that were independent Liberia and Ethiopia could not champion pan-Africanism since they had their own internal problems and paid little attention to international matters e.g. Ethiopia and Liberia. F Lack of venue to hold meetings on the African soil since the colonial government would not have allowed such meetings."}
{"text": "E The only Countries that were independent Liberia and Ethiopia could not champion pan-Africanism since they had their own internal problems and paid little attention to international matters e.g. Ethiopia and Liberia. F Lack of venue to hold meetings on the African soil since the colonial government would not have allowed such meetings. G Poor state of transport and communication at the time did not permit fast spread of Pan-Africanism. H Few people were educated and only a minority in Africa had higher education hence there was widespread illiteracy and ignorance. I Africans were too poor to contribute to pan-African efforts. The role of Kwame Nkrumah in Pan-Africanism. A He participated in the 1945 Manchester Conference as the secretary during which he proposed that delegates go back to their countries and spearhead the nationalist struggle for political independence. Key notes for the teacher and students- Cheloti 2012-2013 Page 43 b He established the West African National Secretariat WANS in England to coordinated pan African federation activities in West Africa and promote panAfricanism. C He founded the Convention People s Party CPP in 1949which led Ghana to Independence in 1957. D As president of Ghana, Nkrumah inspired many African countries to struggle for political independence, and the black civil rights movement in the USA to fight for their rights. E In 1958, he hosted the first pan-African conference of independent states in Accra which pledged to assist fellow Africans to fight for political independence. F He funded nationalists in other countries e.g. Ghana and Algeria. G He supported other African leaders who faced political threats from their former colonial masters. For example he assisted the Guinean leader, Sekou Toure , with Loans following the withdrawal of French support to the country after independence h He championed trade unionism in Africa as a means of promoting pan-Africanism. During the Manchester conference as a joint secretary with George Padmore, he allowed participation of trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. I He participated in convening various pan-African conferences that led to the formation of O.A.U, an association of independent African states. NB- it is most probably because of his fight against western domination that Nkrumah was eventually overthrown in 1966 in a military coup that forced him into exile."}
{"text": "During the Manchester conference as a joint secretary with George Padmore, he allowed participation of trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. I He participated in convening various pan-African conferences that led to the formation of O.A.U, an association of independent African states. NB- it is most probably because of his fight against western domination that Nkrumah was eventually overthrown in 1966 in a military coup that forced him into exile. He died on 27th April 1972 in Bucharest, Romania, where he had gone to seek treatment for cancer. Reasons why the pan-African movement became active in Africa after 1945. A World War II strengthened nationalism in the continent. The Africans quest for political independence received a boost with support from UNO, USA and USSR. B The 1945 Pan-African Conference in Manchester, brought many African elites together. They later inspired their colleagues back home to join the movement. C The attainment of political independence in India in 1947 and Burma now Myanmar in 1948 encouraged many nationalists in Africa. D The slowing down of the pan0africanism activities in America during the cold war period activated the same in Africa. USA tried to control activities of people like Padmore who had links with USSR. E The attainment of independence by Ghana in 1957 inspired other African nations to focus on the liberation of their respective countries rather than fight for the betterment of fellow Africans outside the continent. Performance of the Pan-African Movement.. Achievements of Pan-Africanism. A The movement created political awareness among people of African origin and a sense of deep concern for suffering of blacks all over the world. Key notes for the teacher and students- Cheloti 2012-2013 Page 44 b It put in place Steps towards the restoration of status and dignity to the African people, which had been eroded by slave trade, colonialism and racism. C The movement provided an important forum where the people of African origin could discuss their problems. It promoted brotherhood among Africans. D The movement led to the Development of the spirit of solidarity among the African people when dealing with issues that concern the continent. E It laid the basis for the Formation of OAU, which later became the African Union AU . F The movement enabled African leaders to be more committed to African issues."}
{"text": "D The movement led to the Development of the spirit of solidarity among the African people when dealing with issues that concern the continent. E It laid the basis for the Formation of OAU, which later became the African Union AU . F The movement enabled African leaders to be more committed to African issues. For example the black caucus in the USA played an important role in pressurizing the US congress to take drastic measures against the Apartheid regime in South Africa. G The movement laid the foundation for the interest in research on African culture, history, literature, music, religion, medicine, art, etc. This empowered Africans by enabling them to understand the status quo. H The movement played an important role in the advancement of African nationalism by encouraging peoples of African origin to take pride in their ancestry and demand their rights. I The movement condemned Mussolini s attempt to colonize Ethiopia in 1935 by organizing protests in major towns like New York, London, Brussels and Paris. Challenges encountered by the pan African movement. A Many European groups fought the activities of the pan Africanists. The fact that Marcus Garvey was arrested, tried and convicted of fraud collecting funds unlawfully and imprisoned for five years is a clear manifestation of this. B It was difficult for the Africans to participate in African affairs since majority of Africans were still under colonialism. C Due to lack of economic empowerment and lack of education, many of the pan African projects did not succeed. The Marcus Garvey project for instance collapsed due to mismanagement. D Illiteracy and ignorance amongst some people of African origin hindered them from offering constructive support. E The movement was restricted to the African continent after independence in 1960s. The absence of African-Americans in the continents affairs dealt a big to its progress. F Division among Africans after independence e.g. Radical and the conservative leaders and between the francophone and the Anglophone countries. G The European powers domination of the international media was used to water down the importance of pan-Africans by spreading negative propaganda. H Some of the pan-African leaders could not agree on the best strategy of uplifting the welfare of the African origin peoples. I The deep economic connection between colonies and the mother countries hindered any meaningful cooperation. J Lack of venues to hold conferences in Africa especially before 1957 meant that the movement could not take root in Africa quickly. The far-away venues were inconveniencing."}
{"text": "I The deep economic connection between colonies and the mother countries hindered any meaningful cooperation. J Lack of venues to hold conferences in Africa especially before 1957 meant that the movement could not take root in Africa quickly. The far-away venues were inconveniencing. Key notes for the teacher and students- Cheloti 2012-2013 Page 45 The Pan-African movement activities after 1950. Despite the challenges mentioned, the movement was still active in Africa after 1950 as manifested in the political developments that took place in the 1950s and 1960s. The following conferences were convened during that period. 1 The 1st Conference of Independent African States, Accra, Ghana April 1958. In attendance were the eight independent African states of Ghana, Egypt, Morocco, Ethiopia, Liberia, Tunisia Sudan and Libya. The delegates pledged to assist fellow African countries who were fighting for political independence.. 2 The All-African Peoples conference, Accra De. 1958 the conference was attended by freedom fighters and trade unionists from all over Africa. It was chaired by Tom Mboya of Kenya The conference s main resolution was to use all means to acquire political independence and to encourage unity between the African leaders. 3 The All-African Peoples Conference, Tunis, January 1960. It strengthened the desire for unity among African states. 4 The 2nd Conference of Independent African States, Addis Ababa, Ethiopia, June 1960. The conference was the forerunner to the formation of a continental Body, OAU. The conference exposed sharp division among African states over the situation in Congo, where Patrice Lumumba was facing problems with his former colonial masters. 5 The Brazzaville Conference December 1960 Attended exclusively by the 12 francophone conservative African states, the conference emphasized the need to respect international Frontiers and noninterference in the internal affairs of any African state. They promised political support for Mauritania in her boundary disputes with morocco. 6 The Casablanca conference, January 1961. It was a reaction to the resolutions of the Brazzaville conference by the radicals who supported Morocco in her dispute with Mauritania. They advocated for the removal of foreign troops in Congo. 7 The Monrovia conference, May 1961. It attracted both moderates and conservatives and aimed at uniting the antagonistic groups. The conference emphasized the absolute equality of all states."}
{"text": "7 The Monrovia conference, May 1961. It attracted both moderates and conservatives and aimed at uniting the antagonistic groups. The conference emphasized the absolute equality of all states. The conference succeeded in uniting the hostile groups through the undertaking of two crucial events; The Algerian Referendum of 1961, which passed that the Algerians wanted political independence from France. The situation in Congo stabilized after 1961. ORGANIZATION OF AFRICAN UNITY OAU What was the OAU? It was an association of independent African states that existed between 1963 and 2002, when it was renamed the African Union AU Origin and development of OAU. It was formed as a climax of a series of pan- Africanism congresses up to 1963. In January 1961, several African independent states, i.e. Egypt, Ghana, morocco, Libya and Algeria, met in Casablanca and pledged to help Patrice Lumumba of Congo againstKey notes for the teacher and students- Cheloti 2012-2013 Page 46 the secessionist Tsombe. In May 1961, another group of African states, i.e. Liberia, Tunisia and Togo met in Monrovia and agreed to work in unity to solve the Congo crisis. In august 1961, a bigger group made up of former French colonies met in Brazzaville to find a solution to the Congo crisis. In 1963, the regional groupings compromised and joined with others to form one organization. In May 1963, foreign ministers of 32 independent African states met in Addis Ababa, Ethiopia, to prepare the agenda for the heads of state meeting. The heads of states met under chair of Emperor Haile Selassie and gave birth to OAU, with Selassie as its first chairperson. Its membership grew from 32 at the time of its inception to 54 NB; when the Saharan Arab Democratic Republic was admitted to the OAU in 1984, Morocco withdrew since she claimed that SADR was part of her territory. The Charter of OAU. Objectives of the OAU. A To provide African countries it a permanent organization through which they could discuss issues affecting them and lay strategies for solving them. B To provide identity for the newly independent countries of Africa in a world dominated and controlled by the white race."}
{"text": "Objectives of the OAU. A To provide African countries it a permanent organization through which they could discuss issues affecting them and lay strategies for solving them. B To provide identity for the newly independent countries of Africa in a world dominated and controlled by the white race. C To co-ordinate and assist in the speedy decolonization of the rest of Africa. D To improve the living standards and conditions of African people as a group and as individual states. E To help in the Defence of the independence of African states and maintenance of the sovereignty of these countries. F To promote cooperation among the African states in economic, social and political fields so as to improve living standards. G To promote and enhance African solidarity and unity. H To support world, peace organizations like the UN and the Non-Aligned Movement. I To promote peaceful settlement of disputes. J To promote non-interference in the internal matters of member states. The fundamental principles of OAU as outlined in the charter. A Recognition of the sovereign equality of member states. B Non-interference in the internal affairs of member countries. C Respect for the sovereign and territorial integrity of each country and its inalienable right to independent existence. D Peaceful settlement of disputes. E Condemnation of political assassination or any form of subversion by one country in another member country. F Dedication to the emancipation of territories under colonial rule. G Adherence to the principle of non-alignment. The structure of the former OAU. The OAU charter borrowed heavily from that of the United Nations Organization. The only difference is that no member of OAU enjoys veto powers. All members have equal privileges and vote. Key notes for the teacher and students- Cheloti 2012-2013 Page 47 The charter outlined the structure of OAU as follows; The Assembly of Heads of State and Government. This was the supreme organ of OAU meeting once a year to discuss specific urgent matters and electing a chairperson every year. A two-third majority vote was used to decide critical issues. The Council of Ministers. It was made up of all foreign ministers of OAU member states and met twice a year to prepare agenda for the meeting of heads of state and government. It implemented decisions passed by heads and prepared the OAU budget. The General Secretariat. Headed by the secretary general elected by the Assembly of Heads of state, it offered the administrative services to the organization on daily basis."}
{"text": "It implemented decisions passed by heads and prepared the OAU budget. The General Secretariat. Headed by the secretary general elected by the Assembly of Heads of state, it offered the administrative services to the organization on daily basis. The past secretaries were Kifle Wodajo of Ethiopia 1963-1964 , Diallo Telli Boubaker of Guinea 1964-1972 , Nzo Ekangaki of Cameroon 1972-1974 , Eteki Mboumoua of Cameroon 1974-1978 , Edem Kodjo of Togo 1978-1983 , Peter Onu of Nigeria 19831985 , Ide Oumarou of Niger 1985-1989 . The last was Salim Ahmed Salim from Tanzania. The Commission of Mediation, Conciliation and Arbitration. It was charged with the task of settling disputes involving members. It had membership of 21 states and served for a term of five years. Specialized Agencies. The OAU also comprised specialized agencies and committees that handled the technical business of the organization. E.g. the OAU Liberation Committee-to co-ordinate activities of liberation movements. The Economic and Social Commission, the Commission on Education, Science and Culture, the Defence Commission, the Supreme Council of Sports Etc. Achievements of OAU. A It offered solution to border disputes between member states like Kenya vs. Somalia, Ethiopia vs. Somalia, Libya vs. Chad, morocco vs. Algeria, Chad vs. Nigeria and the Rwanda Burundi conflict. B The OAU achieved total liberation of African countries, with South Africa being the last one. It offered military support to the nationalistic struggles in Mozambique, Angola, Rhodesia, Namibia and South Africa. C It condemned human rights violation in countries like Namibia and South Africa. It encouraged economic sanctions against the apartheid regime of South Africa. D Through the OAU, African governments were able to speak with one voice on matters affecting Africa and they even attempted to formulate a common foreign policy. E It provided a forum for discussing Africa s common problems like desertification, foreign interference, and dependency and at the same time sought for solutions to the problems. F The organization embarked on common economic ventures for Africa. For example creation of the African Development Bank ADB which represented the collective contribution by all Africans towards emancipation of Africans from economic backwardness."}
{"text": "E It provided a forum for discussing Africa s common problems like desertification, foreign interference, and dependency and at the same time sought for solutions to the problems. F The organization embarked on common economic ventures for Africa. For example creation of the African Development Bank ADB which represented the collective contribution by all Africans towards emancipation of Africans from economic backwardness. Key notes for the teacher and students- Cheloti 2012-2013 Page 48 g It encouraged construction of roads and railways to link different regions. E.g. Tanzam, the Great North Road and the Trans-African Highway. This improved economic co-operation between member states. H It created a cultural identity for African countries sports and the All-African Games, which provided Africans with the opportunity to meet and socialize. I Through its refugee agency, it addressed itself to the refugee problem in the continent. E.g. refugees from countries like Rwanda, Burundi, Chad, Gambia, Ethiopia, Sudan and Somalia have been assisted. J It was instrumental in the formation of regional organizations like ECOWAS, SADDC and COMESA. Problems that faced OAU during its operation. A Differences in economic development levels and in history of member states militated against co-operation. B Ideological differences among member states, especially during the Cold war period, hampered the operations of the OAU. C It lacked sufficient funds to carry out its work efficiently. The members were poor given that all of them were third world countries. D The problem of sovereignty. Many countries disregarded the OAU resolutions in favour of their sovereignty and national interests. E It lacked an effective machinery to effect its decisions. It also lacked a standing army to implement and effect its resolutions hence the term Toothless Bulldog coined by Gadaffi to refer to it. F Loyalty to other organizations. OAU members also belonged to other organizations like ECOWAS, COMESA, The Arab League etc; the interests of these organizations were not always in accord with those of the OAU. G The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. The land issue in Zimbabwe. There is also the problem of NeoColonialism in trade. H Interference by the big powers. This has caused dismay to the organization."}
{"text": "There is also the problem of NeoColonialism in trade. H Interference by the big powers. This has caused dismay to the organization. I Emergence of dictators like Amin Dada of Uganda, Bakassa Jean Bedel of Central African Republic, And Mobutu of Congo. J Civil strife in various countries remained unresolved for a long time. E.g in Sudan, Rwanda, Ethiopia, Nigeria. This made cooperation difficult. THE AFRICAN UNION Origin of the African Union. On 9th September 1999, the Heads of State and Government met in Libya and made the Sirte Declaration calling for the establishment of an African Union and a pan-African parliament. On 29th may 2000, the document for the formation of African Union and Pan-African Parliament was adopted by the joint sitting of legal experts and parliamentarians. On 2nd June 2000, heads of state and government meeting in Lome, Togo adopted the Constitutive Act of the African Union drafted by the council of ministers. Key notes for the teacher and students- Cheloti 2012-2013 Page 49 The AU was born in 2002, at a Summit held in Durban, South Africa, where the first Assembly of Heads of State of African Union was convened. Differences between the former Organization of African Unity and the present African Union. A Unlike the O.A.U, the A.U challenges the principle of non-interference in the internal affairs of member states. It allows for intervention whenever a member state experiences conflict or widespread human rights violation. B O.A.U was like an Association of African Heads of State, but A.U is like a Union of African Peoples. Increased participation of all African people is manifested in the proposed Pan-African Parliament and an economic, social and cultural council. C Unlike the O.A.U the African Union has an accountability mechanism. An African Peer Review Mechanism APRM has been developed as a means through which countries can be held accountable on matters of security, development, stability and cooperation. D Unlike the O.A.U, the A.U has a broader development plan for Africa e.g. through the New Partnership for Africa s Development-NEPAD whose main objectives include to promote accelerated growth and sustainable development, to eradicate the widespread poverty in the continent and to halt the marginalization of Africa in the globalization process."}
{"text": "An African Peer Review Mechanism APRM has been developed as a means through which countries can be held accountable on matters of security, development, stability and cooperation. D Unlike the O.A.U, the A.U has a broader development plan for Africa e.g. through the New Partnership for Africa s Development-NEPAD whose main objectives include to promote accelerated growth and sustainable development, to eradicate the widespread poverty in the continent and to halt the marginalization of Africa in the globalization process. E Unlike OAU, AU presupposes the establishment of a security council and the African Court of Justice with law enforcement powers A standing military The AU Charter. Objectives of AU. A To accelerate the political, social and economic integration of the continent. B To promote and defend the African common positions on issues of interest. C To defend the independence and territorial integrity of African states and maintain the sovereignty of these countries. D To promote democratic principles and institutions, popular participation and good governance. E To establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations. F To promote cooperation among the African states in economic, social and political fields so as to improve living standards. G To achieve and enhance greater African solidarity and unity. H To promote peace, security and stability in the continent through peaceful settlement of disputes. I To advance the development of the continent by promoting research in all fields, particularly in science and technology. J To encourage international cooperation, taking into account the Charter of the United Nations and the Universal Declaration of Human Rights. K To work with relevant international partners in the eradication of preventable diseases and promotion o good health on the continent. The structure of African UnionKey notes for the teacher and students- Cheloti 2012-2013 Page 50 The AU charter outlined the structure of AU as follows; 1. The Assembly. This is the supreme organ of AU meeting once a year to elect a chairperson and determine the common policies of the union, consider requests for admission, monitor implementation of policies and decisions, appoint and terminate the judges of the court of Justice among other functions. Students to make additions Decisions are either by consensus or by two-thirds majority vote. 2. The Executive Council. It is made up of Foreign Ministers or the authorities designated by the member states."}
{"text": "2. The Executive Council. It is made up of Foreign Ministers or the authorities designated by the member states. Its core function is to co-ordinate union policies ion areas of common interest like foreign trade, energy, industry, water resources and environmental protection. Such functions can be delegated to specialized technical committees. 3. The Commission Secretariat. Comprises a chairperson, deputy chairperson and eight commissioners and staff members. It deals with the administrative issues and implements decisions of the Union. 4. The Permanent Representatives Committee. It comprises the Ambassadors to the AU. Its main responsibility to prepare for the executive council and run the association daily. It seats permanently in Addis Ababa. 5. Specialized committees and Agencies. The AU also comprised specialized agencies and committees that handled the technical business of the organization. E.g the Committee on Rural Economy and Agricultural Matters, the Committee on Monetary and Financial Affairs, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Education, Human Resource and Culture, the Committee on Health, Labour, and Social Affairs. 6. The economic and social council. It performs advisory functions 7. Specialized technical committees. E.g the Committee on Rural Economy and Agricultural matters, the Committee on Trade , Customs and Immigration Matters, The Committee on Industry, Science and Technology, the Committee on Transport, Communication and Tourism, the Committee on Health, Labour and Social Affairs, the Committee on Education, Culture and Human Resources. They perform the following roles; a Prepare projects and programmes of the Union and submit them to the executive council. B Ensure supervision, follow-up and evaluation of the implementation of decisions taken by the organs of the Union. C Ensure co-ordination and harmonization of projects and programmes of the Union. D Submit to the Executive council, their reports and recommendations on implementation of the African Union s Act. 8. Other proposed structures though not yet in place are; The peace and Security Council to comprise 15 members to monitor and intervene in conflicts. The Pan-African Parliament responsible for ensuring civil society participation in AU matters. Key notes for the teacher and students- Cheloti 2012-2013 Page 51 The Court of Justice to deal with human rights abuses in Africa. Financial Institutions like The African Central Bank, the African Monetary Fund and the African Investment Bank. THE EAST AFRICAN COMMUNITY Founded on 6th June 1967, it comprises Kenya Uganda and Tanzania."}
{"text": "Key notes for the teacher and students- Cheloti 2012-2013 Page 51 The Court of Justice to deal with human rights abuses in Africa. Financial Institutions like The African Central Bank, the African Monetary Fund and the African Investment Bank. THE EAST AFRICAN COMMUNITY Founded on 6th June 1967, it comprises Kenya Uganda and Tanzania. Origin of the East African Community. Its origin can be traced back to 1902- the efforts of the British and German colonial governments to establish a unified administration over the East African territories. For example, the East African Court of Appeal was established in 1902, The East African Postal Union in 1911, East African Customs Union in 1917, East African Currency Board in 1920 And East African High Commission in 1948. On 9th December 1961, the East African High Commission was replaced with the East African Common Services Organization with the headquarters in Nairobi. The treaty to establish the East African Community was signed on 6th June 1967. The organization came into force on 1st December 1967. Objectives of the East African Community. A To maintain a common markets for the member states and promote balanced economic cooperation. B To provide common services to the three member states especially in the areas of transport and communication. C To promote political co-operation between the three countries and hence peace and security. D To facilitate the movement of the people within the region to foster greater cooperation and understanding among them. E To expand the market in a region where population and incomes are low. Challenges that faced the East African Community up to 1977. A Suspicion over perceived dominance among members. Tanzania and Uganda accused Kenya of acquiring the lion s share of benefits from the community. Kenyan industries for example were protected more by the common external tariffs. B Personality differences. This was between individual leaders of the three countries, making it more difficult for them to hold meetings. C Ideological differences. Each of the three countries pursued different economies. Kenya followed capitalism and Tanzania socialism. Uganda had a mixed economy. D Political instability in Uganda. The coup d tat, which overthrew Milton Obote, undermined the unity that was desired for the organization. Nyerere for example refused to recognize Amin as the president of Uganda. E National pride and interests. National interests were given more priority than the regional interests were."}
{"text": "Nyerere for example refused to recognize Amin as the president of Uganda. E National pride and interests. National interests were given more priority than the regional interests were. E.g Tanzania favoured railway transport while Kenya favoured road transport. F Boundary closures .Tanzania closed its common border with Kenya in 1977, thereby halting the community activities. There was also boundary closure between Tanzania and Uganda during the war between the two in 1978. Key notes for the teacher and students- Cheloti 2012-2013 Page 52 g Financial constraints resulting from failure by member states to remit funds to meet the organization s needs. H The use of different currencies by the three nations made transaction difficult. The Rebirth of the East African Community-2001 Reasons that led to the rebirth of the East African Community in 1996. A There was need to maintain a common market for the member states in order to promote balanced economic cooperation. B There was increasing need to provide common services to the three Member states especially in the areas of transport and communication as well as research. C There was a strong desire to promote political cooperation between the three countries in a world that was becoming a global village. D There was need to facilitate free movement of people in the region. E A greater lesson had been learnt following the great losses and costs incurred by the East African countries following the collapse of the Community in 1977. Milestones in the Formation of the East African Community-2001. A The full East African cooperation was started on March 14, 1996, when the Secretariat of the Permanent Tripartite Commission was launched at the headquarters of EAC in Arusha, Tanzania. Ambassador Francis Muthaura was appointed the first secretary general. B On 19th November 1996, the agreement for the establishment of the East African Business Council was signed in Nairobi. F On 29th April 1997, the second summit of heads of state was held in Arusha. It launched the first East African Cooperation development strategy 1997-2000 . G On 30th April 1998, the ninth meeting of the Permanent Tripartite Commission in Arusha launched the treaty for the establishment of the East African Community. H On 24th November 1998, the first East African Ministerial meeting on the Lake Victoria hyacinth was held in Arusha."}
{"text": "It launched the first East African Cooperation development strategy 1997-2000 . G On 30th April 1998, the ninth meeting of the Permanent Tripartite Commission in Arusha launched the treaty for the establishment of the East African Community. H On 24th November 1998, the first East African Ministerial meeting on the Lake Victoria hyacinth was held in Arusha. A regional strategy was developed for control of the lake hyacinth. I On 22nd January 1999, the third summit met in Arusha and directed the Permanent Tripartite Commission to complete the treaty making process by 30th July 1999. J The treaty establishing the East African Community-2001 was signed on 30th November 1999 in Arusha by the three heads of state. The structure of the New East African Community. In the november30, 1999 treaty, the following organs were established to coordinate the activities and the direction of the community. 1. The Summit of Heads of State. It had the responsibility of giving direction towards realization of the goals and objectives of the community. It was the community s supreme organ, consisting of the three heads of state with the chair being rotational. 2. The Council of Ministers. The main decision making organ of the heads of governments of the member states. It comprised the designated ministers from member states. Key notes for the teacher and students- Cheloti 2012-2013 Page 53 3. The Coordinating Committee. Made up of permanent secretaries. It reports to the council of ministers. It coordinates the activities of the sectoral committees. 4. The Sectoral Committees. These are committees created by the council on recommendation of the respective coordinating committee. 5. The East African Legislative Assembly. It provides a democratic forum for debate. It is also a watchdog of the activities of the community. It is a 30 -member assembly whose members are drawn from the member state. 6. The Secretariat. Based in Arusha, it carried out the day-to-day administrative duties of the community. 7. The Court of justice of East Africa. This was the highest appellate court in the region. Other autonomous institutions established by the Council include; The East African Development Bank EADB . Lake Victoria Fisheries Organization LVFO Inter-University Council for East Africa IUCEA Challenges that have faced the EAC-2001."}
{"text": "This was the highest appellate court in the region. Other autonomous institutions established by the Council include; The East African Development Bank EADB . Lake Victoria Fisheries Organization LVFO Inter-University Council for East Africa IUCEA Challenges that have faced the EAC-2001. A Suspicion still exists over perceived dominance of Kenya in the community affairs. B Despite signing the treaty in 1999, Tanzania customs are still taxing Kenyan products. C Increased cross-border smuggling. The freedom of movement within the region sometimes results in smuggling of illegal arms and spread of crime and insecurity. E.g. the smuggling of a vehicle belonging to Kenya s Chief of Staff, General Joseph Kibwana to Tanzania in 2004. D Cattle rustling across the borders. This is common on the Kenya Uganda border with the Pokot and Karamojong attacking each other e Arrest of Kenyan fishermen on Lake Victoria by either Tanzania or Ugandan policemen navy accusing them of fishing in their waters. F Membership to other regional bodies e.g. COMESA, SADDC. This complicates the work of the EAC. G The recent wrangles between Kenya and Uganda over ownership of Migingo Island. Although this problem was resolved by Uganda conceding Kenya s ownership of the Island, it raised tension between the two countries. H The use of different currencies by the three nations has made transaction difficult. I Political squabbles in the individual countries slow down the progress of the community j Individual national interests have slowed down the implementation of the activities of the community the deep-seated differences between the member states over the proposed taxes on imports from countries outside the region. Achievements of the East African Community-2001. A It has boosted movement of citizens within the three member states of East Africa. An East African passport has been introduced. B It has provided a forum for the East African Leaders to discuss issues harmoniously. Key notes for the teacher and students- Cheloti 2012-2013 Page 54 c It has facilitated the improvement and expansion of transport and communication networks between the three East African countries. D Tariffs for industrial goods produced in East Africa have been reduced. E Investment procedures have been eased to enable all citizens to invest more easily within the community. F It has enhanced cooperation of the civil society leading to formation of the Law Society of East Africa and the Business Council of East Africa."}
{"text": "D Tariffs for industrial goods produced in East Africa have been reduced. E Investment procedures have been eased to enable all citizens to invest more easily within the community. F It has enhanced cooperation of the civil society leading to formation of the Law Society of East Africa and the Business Council of East Africa. G The community has promoted trade among member states by encouraging citizens to conduct trade in all the countries. THE ECONOMIC COMMUNITY OF WEST AFRICAN STATES. Formation of ECOWAS. This is a regional group comprising of 15 West African countries. The treaty establishing ECOWAS was signed in Lagos, Nigeria on 28th may 1975 by Gambia, Mali, Cape Verde, Burkina Faso, Niger, Benin, Togo, Cote d Ivoire, Sierra Leone, Ghana, Senegal, Guinea Bissau, Nigeria and Guinea. Objectives of ECOWAS. A To provide economic co-operation among West African states in specialized fields such as transport, communication, agriculture, trade industry etc. B To liberalize trade between member states. C To improve relations between the member states. D To improve living standards of people in the member states. E To create a customs union in the region. F To promote industrial development among member states. G To promote cultural interaction among the member states. Organization of ECOWAS. The following are organs that were established to coordinate the activities and the direction of ECOWAS. 1. The Authority of Heads of State and government. The authority meets once a year, with the chair being rotational. 2. The Council of Ministers. It comprises the designated ministers from member states. It meets twice a year. It manages the affairs of the community. 3. The Tribunal. Acting as the industrial court, it was established for settling disputes arising from the community. 4. The Executive Secretariat. Based in Lagos, Nigeria, it carries out the day-to-day administrative duties of the community. 5. Specialized commissions and Agencies. E.g the Committee on industry, natural resources and Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Culture and Social Affairs. Achievements of ECOWAS. Key notes for the teacher and students- Cheloti 2012-2013 Page 55 a The defence Act adopted by ECOWAS in 1981 provided military support to any Member state attacked by outsiders."}
{"text": "E.g the Committee on industry, natural resources and Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Culture and Social Affairs. Achievements of ECOWAS. Key notes for the teacher and students- Cheloti 2012-2013 Page 55 a The defence Act adopted by ECOWAS in 1981 provided military support to any Member state attacked by outsiders. Their defence force known as ECOMOG was instrumental in quelling civil wars in Liberia and Sierra Leone. B Economically, Member states benefit from ECOWAS. For example, Nigeria provides her oil to member states at a reduced price. C The community has enabled regular meeting of the Heads of State to tackle problems facing the region. D Socio-cultural exchanges within the West African region have promoted good relations among the people. E Improvement has been realized in transport, trade, agriculture and communication. F The organization has resolved political problems facing member states. G ECOWAS has enabled citizens of member states to move freely from one country to another through waiver of visa requirements. H There has been progress in education through the establishment of a Joint examination Syllabus for West African States. Challenges that ECOWAS has faced in its operation. A Political instability in member states. Countries like Nigeria and Ghana have witnessed Military coups. Civil wars have been fought in Sierra Leone, Liberia and Ivory Coast. These have been a hindrance to cooperation. B Nationalistic issues. Most member states give priority to their own domestic issues at the expense of the organization. C Language barrier. Countries in West Africa inherited the languages of their former colonial masters. The problem in communication has hindered the efficient operation of the organization. D Infrastructural problems. The state of roads, railway and communication linkages are poor. This has hampered economic progress of member states. E Ideological differences. The leaders of the member states view each other with suspicion and mistrust due to differences in ideologies. F Lack of uniform currency. Each country has its own currency. This creates a problem of rates of exchange thus hindering trade. G Foreign interference. The presence of Israeli and French soldiers in Cote D Ivoire was viewed suspiciously by guinea. H Border closures. For example between Ghana and Togo and between Burkina Faso and Mali."}
{"text": "The presence of Israeli and French soldiers in Cote D Ivoire was viewed suspiciously by guinea. H Border closures. For example between Ghana and Togo and between Burkina Faso and Mali. THE COMMON MARKETS FOR EASTERN AND SOUTHERN AFRICA It is an economic organization comprising 19 states and which was established on 8th December 1994 to replace the Preferential Trade Area. Aims and objectives of COMESA. A To attain sustainable growth and development of the member states by promoting a more balanced and harmonious development of its production and marketing. B To promote cooperation in all fields of economic activity and joint adoption of macro-economic policies and programmes. Key notes for the teacher and students- Cheloti 2012-2013 Page 56 c To cooperate in the promotion of peace, security and stability among member states in order to enhance economic development in the region. D To cooperate in the creation of an enabling environment for foreign, cross-border and domestic investment. E To cooperate in strengthening the relations between the common market and the rest of the world. F To contribute towards the establishment, progress and realization of the objectives of the African Economic Community. Principles that govern the operation of COMESA. A Equality and interdependence of member states. B Solidarity and collective self-reliance among member states. C Inter-state cooperation, harmonization of policies and integration of programmes. D Non-aggression. E Recognition , promotion and protection of human and peoples rights in accordance with the provisions of the African Charter on human and peoples rights. F Accountability, economic justice and popular participation in development. G The recognition and observance of the rule of law. H The promotion and sustenance of a democratic system of governance in each member state. I The maintenance of regional peace and stability through the promotion and strengthening of good neighbourliness. J The peaceful settlement of disputes among member states and active cooperation between neighbouring countries Organization of COMESA. COMESA is made up of the following organs; 1. The Authority of Heads of State and government. It is the supreme-policy making organ of COMESA. The authority meets once a year, but may hold an extra-ordinary meeting on request of any member of the authority. 2. The Council of Ministers. It comprises the designated ministers from member states. It meets once a year. It manages the affairs of the community."}
{"text": "It comprises the designated ministers from member states. It meets once a year. It manages the affairs of the community. It monitors and ensures the proper functioning and development of COMESA. 3. The Court of Justice. It ensures proper interpretation and application of the provisions of the treaty. It was established for settling disputes arising from the community. E.g between Kenya and Egypt over export of cement in 2004 4. The committee of Governors of Central Banks. Governors of banks of member states form a committee to manage COMESA clearing house and ensure implementation of the monetary and financial co-operation programmes. 5. The Inter-Governmental Committee. A committee of permanent secretaries from member states which develops and manages programmes and action plans in all areas of cooperation except in the financial sector. 6. The Secretariat. Based in Lusaka, Zambia, it provides technical support and advisory services to the member states and coordinates the activities of COMESA. The current secretary general is Erastus Mwencha since 1997Key notes for the teacher and students- Cheloti 2012-2013 Page 57 7. The Technical Committees. E.g the Committee on natural resources and Environment, the Committee on Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Labour, Culture and Social Affairs. 8. The consultative committee. This comprises the business community and other stakeholders. It provides a link between the business community and other COMESA stakeholders, monitors implementation of the necessary provisions of the treaty, consults and receives reports from other interested groups and Participates in the technical committees and makes recommendation. 9. Specialized independent institutions. The Eastern and Southern African Trade and Development Bank PTA Bank based in Nairobi, Kenya, the PTA reinsurance company, Nairobi, Kenya, The COMESA clearing house, Harare, Zimbabwe, COMESA association of Commercial Banks, Harare, Zimbabwe, COMESA leather institute, Addis Ababa, Ethiopia. Achievements of COMESA. A It provides its members a wide, harmonized and more competitive market for internal and external trading. B It provides member states with a rational way of exploiting natural resources for their welfare. C COMESA has established harmonized monetary, banking and financial policies in the region. D It has improved the administration of transport and communication to ease movement of goods, services and people."}
{"text": "B It provides member states with a rational way of exploiting natural resources for their welfare. C COMESA has established harmonized monetary, banking and financial policies in the region. D It has improved the administration of transport and communication to ease movement of goods, services and people. E It has ensured cooperation in the promotion of peace, security and stability among member states in order to enhance economic development in the region. F COMESA has strengthened relations between the Common Market and the rest of the world while ensuring that the members adopt a common position in international fora. G Through the Authority of Heads of State and Government, COMESA directs and controls the affairs of the common market. H Customs cooperation has been achieved through a unified computerized customs network that operates across the region. The harmonization of macro-economic and monetary policies throughout the region has been achieved. I It has provided room for greater industrial productivity and competitiveness due to its large market. J It has encouraged member states to practice good governance, accountability and respect for human rights. Burundi and Rwanda were subjected to these demands before they were admitted to COMESA. K It has contributed to employment of many people in the region. L COMESA has promoted increased agricultural production and exploitation of natural resources. M The organization has ensured a more efficient and reliable transport and communication infrastructure. Key notes for the teacher and students- Cheloti 2012-2013 Page 58 Challenges that face COMESA in its operations. A Membership to other bodies. Members of COMESA are also members of EAC and SADC. This leads to divided loyalty. B Personality differences. For example, presidents Museveni of Uganda and El Bashir of Sudan were involved in disagreements in 2004 over rebel activities. C Boundary conflicts. This has been witnessed between Ethiopia and Eritrea. D Civil wars. Wars have been witnessed in DRC, Uganda, Sudan, Rwanda and Burundi. Such inevitable wars undermine the operations of the common markets. E Constant quarrels among member states over trading rights. For example Kenya and Egypt quarreled over duty-free cement dumped in Kenya by Egypt, on which Kenya wanted to charge duty. F Poor transport between member states. This hampers movement of goods in the region. G Pulling out of Tanzania and Namibia. The two founder members have opted for the South African Development Cooperation SADC . This has undermined COMESA. H Some members undermine their neighbours."}
{"text": "The two founder members have opted for the South African Development Cooperation SADC . This has undermined COMESA. H Some members undermine their neighbours. For example Uganda and Rwanda have been accused of participating in the civil wars in the DRC. Reasons why Africa has been unable to achieve full economic integration. A The problem of poor transport and communication has impeded flow of trade. This has affected all previous and existing economic groupings. B There is uneven distribution of resources in Africa. Some countries are endowed with strategic natural resources like oil and fertile soils while others are impoverished with no resources. This hinders integration. C All member states of economic co-operations suffer from budgetary deficit and balance of payment problems. They therefore lack adequate foreign exchange required for international trade. D There is constant political interference by unenlightened leaders e There has been rivalry among member states of trading co-operations. F Africa has had a poor share from world trade as prices on world market are dictated by industrialized countries. G The advent of multi-partism after the end of the cold war and the subsequent introduction of Structural Adjustment Programmes has crippled the performance of economic integration in Africa. H Inability of member states to interfere in the internal affairs of other states even where there is need. I Failure by member states to contribute fully to the organizations. J The colonial legacy. Many member states still depend heavily on the West for manufactured goods, machinery, technology, donations and ideas. NATIONAL PHILOSPHIES KENYA AFRICAN SOCIALISM Meaning and origin of African Socialism. Key notes for the teacher and students- Cheloti 2012-2013 Page 59 The Sessional paper No.10 of 1965 defines African socialism as an African political, economic system that is positively African, and capable of incorporating useful and compatible techniques from whatever source. African socialism was born out of the desire by our leaders to create a new society, different from the colonial society and which embraced equity devoid of racism, oppression and other social injustices. Main features that characterized African socialism in Kenya. A Political Democracy where all people are politically free and equal b Various forms of ownership of wealth. E.g. free enterprise allowing private ownership of property, nationalization policy for key industries, partnership with private sector c Mutual social responsibility. That the spirit of service and not greed for personal gain motivate Kenyans."}
{"text": "E.g. free enterprise allowing private ownership of property, nationalization policy for key industries, partnership with private sector c Mutual social responsibility. That the spirit of service and not greed for personal gain motivate Kenyans. D A range of control to ensure that property is used in mutual interests of society and its members. E Progressive taxation to ensure an equitable distribution of wealth and income. F Diffusion of ownership to avoid concentration of economic power on a few people in the society. Achievements of African socialism as a National Philosophy. A It has led to promotion of democratic process in governance. Multi-partism has been established in Kenya due to African socialism policies. Kenya has also witnessed the growth of the civil society. B Since the philosophy is built on African traditions, it has promoted African cultures Kenya pursued African values consistent with her traditions. C The philosophy has promoted national unity and coexistence among Kenyan communities. D There has been a greater effort to achieve fairness and justice through progressive taxation and a range of other controls. The government has tried to achieve fair distribution of resources through the activities of the District Focus for Rural Development. E The philosophy led to establishment of cooperative societies in Kenya. This has promoted social and economic development in Kenya. F African socialism has promoted agricultural development through the land tenure system that was undertaken to ensure settlement of the landless in settlement schemes like Bura. G Social development in education and health has been achieved. Discrimination in schools, hospitals and residential areas stopped. Uniform systems were adopted. H The philosophy gave Africans the right to participate in their economy. This was through the policy of Africanization in which industrial enterprises hitherto owned by Asians and Europeans, changed ownership. I African socialism has encouraged rapid development in Kenya. The policy of mutual social responsibility through self-help promotes a sense of patriotism and service to the nation as Kenyans work together to build the nation. Key notes for the teacher and students- Cheloti 2012-2013 Page 60 Problems that faced African socialism. A Progressive taxation has put an additional burden of taxation on the poor thus discouraging development. B Political interference in public projects and wrangles among leaders retards development. C The spirit of unity and co-operation and self-help has been discouraged by misappropriation of funds. D Corruption leads to negative attitude from people towards contributing to national development. HARAMBEE PHILOSOPHY Meaning and origin of Harambee philosophy."}
{"text": "C The spirit of unity and co-operation and self-help has been discouraged by misappropriation of funds. D Corruption leads to negative attitude from people towards contributing to national development. HARAMBEE PHILOSOPHY Meaning and origin of Harambee philosophy. Harambee is a Kiswahili slogan, which means pulling together or working together. It was a development strategy in which, people supplemented government efforts through voluntary contribution. Mzee Jomo Kenyatta made it a national Motto in 1963 when he aptly advanced it as unity in all causes of national integrity and human progress. The Harambee spirit embodies ideals of assistance, joint effort, mutual social responsibility and community self-reliance. Harambee projects are categorized as; 1. Social Projects. Educational institutions and facilities, medical centres, recreational facilities and religious institutions. 2. Economic projects. Construction of rural access roads, bridges and culverts, agricultural and livestock activities. Principles that guide the Harambee spirit. A It is a development strategy that is aimed at mobilizing the people at local level to participate in their development b Participation is guided by the principles of collective good as opposed to individual gain. Harambee efforts should be directed towards community projects rather than individual projects. C The choice of project is supposed to be guided by the felt needs of the majority. Participants should be involved in decision making. D In the implementation of projects, there should be maximum utilization of the local resources such as labour, materials and money. Contribution of Harambee movement to the development of Kenya. A Harambee movement has led to development of education in Kenya through Harambee fundraising to construct schools and colleges. B Funds have been collected through Harambee to improve infrastructural facilities such as roads, rural electrification and provision of water. C Collective participation in development programmes by people from different groups has promoted national unity. D It has helped inculcate hard work in the people of Kenya. This has in turn encouraged various ethnic groups to develop their respective areas. Key notes for the teacher and students- Cheloti 2012-2013 Page 61 e Harambee projects especially in rural areas have attracted foreign donors especially the NGO S f Has led to re-distribution of resources as people with more funds have participated in the development projects in the less developed areas. G Funds have been raised through Harambee to help the less fortunate members of the society."}
{"text": "This has in turn encouraged various ethnic groups to develop their respective areas. Key notes for the teacher and students- Cheloti 2012-2013 Page 61 e Harambee projects especially in rural areas have attracted foreign donors especially the NGO S f Has led to re-distribution of resources as people with more funds have participated in the development projects in the less developed areas. G Funds have been raised through Harambee to help the less fortunate members of the society. For example, President Moi 8th April 1989 held a Mammoth Rally where KSH 70Million was raised to help the disabled. H Harambee movement has promoted agricultural development e.g., through construction of cattle dips and purchase of farms through Harambee. I Funds raised through Harambee have been used to purchase buses and Matatus to provide transport. Ways in which the Harambee philosophy has promoted the development of education in Kenya. A Many education institutions have been constructed using funds raised through Harambee effort. Thus enabling many children to attend school. B Many students have been assisted to pay school fees thus it enables the needy to go on learning. C Physical facilities have been constructed improved through Harambee. This enables learning in a conducive environment. D Teaching learning materials have been purchased donated to schools to improve the quality of education. E Additional staff workers in schools have been paid through Harambee contributions by the parents to offset inadequacy. F Through Harambee spirit, well-wishers, thus helping the learners to exploit their talents, have supported co-curricular activities. G Scholl furniture has been bought through Harambee effort thus making learning teaching comfortable. H Parents have contributed funds to supplement the government s school feeding programmes thus improving enrolment. Problems that face Harambee movement in Kenya. A Misuse of Harambee funds diverting its use and lack of commitment by leaders. B It puts an additional burden of taxation on the poor. C Embezzlement of public funds. D Political interference and wrangles among leaders. E The spirit of unity and co-operation and self-help may be killed by misappropriation of funds. F Poor co-ordination and supervision of Harambee projects. G Use of force or extortion of Harambee funds from the people dictatorial tendencies. H Corruption and negative attitude from people. I Use of Harambee for political gains. NYAYOISM."}
{"text": "H Corruption and negative attitude from people. I Use of Harambee for political gains. NYAYOISM. Meaning and origin of Nyayoism. Nyayoism originally meant footsteps i.e. following the footsteps of Mzee Jomo Kenyatta. Key notes for the teacher and students- Cheloti 2012-2013 Page 62 This was a phrase coined by the former president of Kenya Daniel Arap Moi, in reference to his Endeavour to follow the foot steps of his predecessor. Today, Nyayoism means peace, love and unity that form the pillars of the development philosophy. It stresses the concept of being mindful of other people s welfare. It is closely related to the principal of mutual social responsibility as embodied in African socialism. Sources of Nyayoism. 1 Sessional Paper No. 10 of 1965 that articulated African socialism, which is based on collective responsibility and on being mindful of other people s welfare. 2 The Biblical teaching of the Ten Commandments, summarized as Love for God, fellow man and oneself. 3 Moi s long political career inspired him to develop the philosophy when he realized that national building required love. Pillars of Nyayoism 1 Peace: - the state of being free from war and disorder. Peace is the beginning of sustainable and cumulative progress. Peace promotes development. According to Nyayoism, peace discourages political stability. 2 Love: - Love brings about trust and readiness to cooperate by working together to foster national development. Lack of love disturbs peace, creates disorder and destroys progress. Love encourages the African culture of sharing through the extended family communalism . 3 Unity: - the state of being one, being in harmony or in agreement in objectives and feelings. The diversity of Kenya s culture, religion, races and language requires that there must be unity for nation-building. Role played by Nyayoism in national development. A The philosophy formed the basis for solving national development problems. The philosophy perpetuated the Harambee spirit. B The philosophy helped in unifying different communities. The philosophy enhanced cooperation and unity of all. C Nyayoism was used as the rallying spirit for the collective contribution and approach to national development. D Nyayoism discouraged societal evils since it preached love, unity and peace. Corruption was discouraged through the philosophy. E It discouraged all forms of discrimination based on religion, tribe, race, and social status."}
{"text": "D Nyayoism discouraged societal evils since it preached love, unity and peace. Corruption was discouraged through the philosophy. E It discouraged all forms of discrimination based on religion, tribe, race, and social status. F The philosophy created respect for public property and functions. G It enabled the creation of a welfare state since everyone became mindful of others welfare. H It created a sense of nationalism and patriotism necessary for national development. Impact of National Philosophies Social Impact of National Philosophies. Key notes for the teacher and students- Cheloti 2012-2013 Page 63 a Education has been promoted through philosophies like the Harambee that have assisted in construction of schools, laboratories and libraries. B Medical services have been improved c Cooperation, understanding and unity have been encouraged since the philosophies emphasized togetherness for nation-building. D The philosophies have promoted the spiritual and social welfare of people by raising their living standards. African socialism encourages people to assist others are share with others. E Through the Harambee spirit, the plight of persons with disabilities and other disadvantaged groups has been looked into. F The philosophies have promoted African cultures, since they are drawn from African traditions. Economic impacts. A Self-reliance and The Africanization process through which the people of Kenya were able to take over from foreigners was made possible by the philosophies. B Due to the policy of pooling together resources and the spirit of cooperation derived from African socialism, cooperative societies have been formed in agriculture and other sectors, thus contributing to the country s development. C Transport and communication has been improved through African socialism and Harambee spirit. Rural access roads have been constructed; Nyayo buses were bought though the scheme failed due to mismanagement. D The agricultural sector has been boosted by the philosophies. Kenyans are encouraged to work hard to increase food production. E The pillars of Nyayoism have created a conducive atmosphere for growth of tourism and foreign investment in the country. Political impacts. A The philosophies have promoted nationalism and patriotism in the country. B African socialism has encouraged the democratization process as it champions for political equality. C It has promoted international cooperation and understanding SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND CHALLENGES IN KENYA SINCE INDEPENDENCE POLITICAL DEVELOPMENT AND CHALLENGES It must be noted that Kenya inherited a number of political problems from the colonial government."}
{"text": "A The philosophies have promoted nationalism and patriotism in the country. B African socialism has encouraged the democratization process as it champions for political equality. C It has promoted international cooperation and understanding SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND CHALLENGES IN KENYA SINCE INDEPENDENCE POLITICAL DEVELOPMENT AND CHALLENGES It must be noted that Kenya inherited a number of political problems from the colonial government. For example; a Lack of African technocrats who could give political direction to the country. B Suspicion and jealousy between different communities due to the divide-andrule tactic employed by the colonial administration for many years. C An illiterate population, ignorant of its political obligationsKey notes for the teacher and students- Cheloti 2012-2013 Page 64 Political developments in Kenya between 1963 and 1991 On 12th December 1963, Kenya became independent under KANU led by Jomo Kenyatta. In 1964, there was voluntary disbanding of KADU and APP making Kenya a de facto one party state. There was abolition of Federal Constitution in favour of a Unitary or Republican Constitution. The post of an executive president was created to replace the post of Prime Minister. In 1966, the Limuru conference presided over replacement of the Vice-President of KANU With seven Provincial Vice Presidents and one for Nairobi Area. On 14th April 1966, Oginga Odinga resigned from KANU and Government and formed Kenya People s Union KPU where Bildad Kaggia, Achieng Oneko and Tom Odongo joined him. In 1966, the bicameral legislature the senate and the House of Representatives was disbanded. A single chamber parliament was established. In 1966, Joseph Murumbi was appointed the country s vice-president to replace Oginga. He resigned in 1967to pave way for Moi s appointment. 1969 witnessed the political assassination of the flamboyant Tom Mboya in the hands of one, Nahashon Njenga on 5th July on Nairobi s Moi Avenue. 1n 1969, KPU was banned following riots in Kisumu. In 1975, Josiah Mwangi Kariuki. MP for Kinangop was found brutally murdered in Ngong Forest."}
{"text": "1n 1969, KPU was banned following riots in Kisumu. In 1975, Josiah Mwangi Kariuki. MP for Kinangop was found brutally murdered in Ngong Forest. In October 1975 martin Shikuku and the deputy speaker, Jean Marie Seroney, were arrested and detained for making claims in the house that KANU and parliament were dead. In 1976, Chelagat Mutai, MP for Eldoret North was arrested and jailed for 2 years for inciting his constituents to violence. In 1977, George Anyona, MP for Kitutu was also arrested after he accused the government of corruption. In 1976, the change the constitution campaign was began by Kihika Kimani, Dr. Njoroge Mungai, Jackson Angaine, Paul Ngei and Njenga Karume with the objective of making sure that the then vice president, Daniel Arap Moi would not succeeded the president. On 22nd august 1978, Jomo Kenyatta died and Moi assumed presidency for 90 days and was finally elected as second president of Kenya. In July 1980, Moi banned all tribal organizations, the Kenya Civil Servants Union and the Nairobi University Staff Union. In June 1982, after an attempt by Anyona to form a political party, section 2A was introduced in the Kenyan constitution making it a de jure one party state. On 2nd august 982, Kenya experienced a coup d etat by some air force servicemen. Charles Njonjo, the Constitutional Affairs Minister was accused of masterminding the coup. In 1988, KANU introduced the infamous Queue voting method mlolongo that was open to abuse. In February 1990, Dr, Robert Ouko, minister of foreign affairs and international cooperation was murdered. Key notes for the teacher and students- Cheloti 2012-2013 Page 65 The better part of 1991 witnessed a series of tribal clashes involving Kalenjin and Kikuyu, Kalenjin and Luhyia and Luos. Kenya s political developments from 1991 up to 2011. In December 1991, a parliamentary act repealed the one-party system provisions of the constitution and effectively established a multiparty system."}
{"text": "Key notes for the teacher and students- Cheloti 2012-2013 Page 65 The better part of 1991 witnessed a series of tribal clashes involving Kalenjin and Kikuyu, Kalenjin and Luhyia and Luos. Kenya s political developments from 1991 up to 2011. In December 1991, a parliamentary act repealed the one-party system provisions of the constitution and effectively established a multiparty system. The first political party to be formed under the repealed act was Forum for the Restoration of Democracy FORD In august 1992, one of the leaders of FORD Masinde Muliro died mysteriously. The first multiparty elections were held in 1992 in December. KANU won against a disjointed opposition. In 1994, the official leader of the opposition and MP of Bondo, Jaramogi Oginga Odinga died. After 1997 elections, the Inter-Parliamentary Parties Group IPPG passed the reforms that marked the genesis of the constitutional review process. In 2002, several opposition parties formed a coalition that overwhelmingly defeated KANU in the general elections. In January 2003, the National Rainbow Coalition formed the new government with Mwai Kibaki as the president. In august 2003, Wamalwa Kijana, the vice president of the coalition government died after a short illness. Mood Awori was appointed the next Vice president. In 2005, a new political movement, the Orange Democratic Movement ODM was formed as a campaign tool against the proposed new constitution. Raila Odinga was its leader. The general Elections of 2007 resulted in a political crisis that provoked an unprecedented wave of political violence and killing across Kenya. On 28th February 2008 the former UN Secretary-General Kofi Annan succeeded in brokering a power sharing deal between the incumbent President, Mwai Kibaki, and the opposition leader, Raila Odinga thus bringing to end the political violence. On April 17, 2008, Raila Odinga, from Orange Democratic Movement, was sworn as Prime Minister of Kenya, after more than forty years of the abolition of office. On 28th august 2010 Kenya promulgated a new constitution thus making it the first independent African state to depart from the independence constitution."}
{"text": "On 28th February 2008 the former UN Secretary-General Kofi Annan succeeded in brokering a power sharing deal between the incumbent President, Mwai Kibaki, and the opposition leader, Raila Odinga thus bringing to end the political violence. On April 17, 2008, Raila Odinga, from Orange Democratic Movement, was sworn as Prime Minister of Kenya, after more than forty years of the abolition of office. On 28th august 2010 Kenya promulgated a new constitution thus making it the first independent African state to depart from the independence constitution. In 2011, the International Criminal Court seating at the Hague, begun criminal proceedings against Uhuru Kenyatta, William Ruto, former police Commissioner Hussein Ali, Henry Kosgei, the head of public service Francis Muthaura and a journalist Joshua Arap Sang over their involvement in the 2008 post-Election Violence. In June 2011, Dr. Willy Mutunga became the first Kenya s Chief Justice and Nancy Makokha Barasa, his deputy under the new constitution. The Electoral Commission of Kenya ECK was also replaced with the Independent Elections and Boundaries Commission IEBC The constitutional changes in Kenya in the period between 1963 and 1991. The first meeting in Lancaster in 1960 resulted in an interim constitution that failed to grant any substantial autonomy to Kenya. The second Lancaster conference in 1962 negotiated a framework for self government. Key notes for the teacher and students- Cheloti 2012-2013 Page 66 The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament The 1963 constitution marked the end of colonial rule and transformed the colony into a dominion. It established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister. The Constitution was changed in 1964 and Kenya became a republic and the executive became presidential. The senate and regions were also abolished. In 1966, the voting majority to change the Constitution was lowered to two-thirds of the MPs. The term region was replaced with province. In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate."}
{"text": "The senate and regions were also abolished. In 1966, the voting majority to change the Constitution was lowered to two-thirds of the MPs. The term region was replaced with province. In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate. On 28th April 1966, an amendment was passed to compel MPs who defected from sponsoring party, to resign from parliament and seek re-election. In May 1966, the Public Security Act was passed empowering the president to detain a citizen without trial on grounds of being a threat to state security. In 1968, the president was empowered to alter provincial and district boundaries. In 1968, the procedure for presidential elections and succession in the event of his death was laid down. The age qualification for presidential candidates was also lowered to 35 from 40 years. In 1974, an amendment of the constitution empowered the president to pardon any election offender at his own discretion. This was done to favour Paul Ngei. In 1975, Kiswahili was declared the national language of the national assembly. In 1977, the Kenya court of appeal was established after the breakup of the East African Community. Voting age was lowered from 21 to 18 In 1979, both Kiswahili and English were declared languages of the national assembly. In 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya. In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and Auditor General was removed. Office of chief secretary was abolished. In 1988, the security of tenure of Puisine Judges and Chairman of Public Service Commission was removed. A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system. Multiparty elections were held the following year in December. Steps towards realization of a new constitution in Kenya since 1997 In 1997, Parliament passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. The Constitution of Kenya Review Commission CKRC was established to provide civic education, seek public input and prepare a draft constitution . In 2005, after many years of struggle, the draft constitution was ultimately rejected by Kenyans at the constitutional referendum because of disagreements amongst various stakeholders."}
{"text": "Steps towards realization of a new constitution in Kenya since 1997 In 1997, Parliament passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. The Constitution of Kenya Review Commission CKRC was established to provide civic education, seek public input and prepare a draft constitution . In 2005, after many years of struggle, the draft constitution was ultimately rejected by Kenyans at the constitutional referendum because of disagreements amongst various stakeholders. Key notes for the teacher and students- Cheloti 2012-2013 Page 67 28 February 2008The National Accord and Reconciliation Act NARA signed by President Kibaki and Prime Minister Raila Odinga put in place arrangement for a new process to finalize the long awaited constitution of Kenya In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts CoE was established as the main technical constitutional review organ to drive the process. The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray South Africa Dr Chaloka Beyani Zambia and Dr Frederick Ssempebwav Uganda. 23 February 2009 Members of the CoE were appointed by the President were later on sworn in On 17 November 2009 CoE released the draft to the public and invited views and comments on the draft constitution, By 23rd February 2010. CoE had submitted the final draft of constitution to the Parliamentary Select Committee. On 4th august 2010 Kenya held a Constitutional Referendum where the new constitution was overwhelmingly endorsed. On 28th august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitution. MULTI-PARTY DEMOCRACY IN KENYA SINCE 1991. Factors that led to the development of multi-party democracy in Kenya after 1991 a International pressure from multilateral and bilateral donors. The western donors took advantage of the collapse of the Soviet Union to set the stringiest conditionalties for aid on the government, for democratic reforms. B Disunity in KANU."}
{"text": "Factors that led to the development of multi-party democracy in Kenya after 1991 a International pressure from multilateral and bilateral donors. The western donors took advantage of the collapse of the Soviet Union to set the stringiest conditionalties for aid on the government, for democratic reforms. B Disunity in KANU. There was pressure from individuals who had been expelled from KANU without political alternatives. C Existence of people who were ready to push democratic agenda ahead. This included the civil society, the lawyers and intellectuals. E.g the Law Society of Kenya led by Paul Muite and Gitobu Imanyara put pressure on the government for reforms. D Success of multi-party in other African countries. In Zambia for example, Chiluba s Movement for Multiparty Democracy defeated Kaunda s United National Independence Party. E Pressure from the church. Several church leaders, among them Alexander Muge, Bishop Henry Okullu and Rev. Timothy Njoya called upon the government to create an en environment in which Kenyans could participate in governance. F Massive rigging of the elections. The most notorious of all was the 1988 general elections, which were marred with widespread rigging. G The developments in Eastern Europe. Due to Gorbachev s liberal reforms, one party dictatorship in Eastern Europe was replaced by regimes that were more liberal. H Rampant corruption in particular, embezzlement and misappropriation of public funds and grabbing of public assets. Those who criticized were punished throughKey notes for the teacher and students- Cheloti 2012-2013 Page 68 detention, arbitrary arrests and other forms of intimidation. I Repeal of section 2A of the constitution in December 1991 Role played by political parties in government and national building in Kenya. A The party that gunners majority of seats and votes forms the government either alone or in coalition with other parties. B Political parties influence government affairs and development through participation in legislation process. C Political parties through the elected members of parliament decide on national development policies and development projects. D Political parties provide exemplary leadership founded on freedom , justice, fair play and African socialism. E Opposition parties provide a system of scrutinizing government expenditure through public accounts committee and public investment committee. F Opposition parties make the government more accountable to the people through constant criticism. G Opposition parties provide checks and balances to abuse and misuse of powers and privileges by those in the government."}
{"text": "E Opposition parties provide a system of scrutinizing government expenditure through public accounts committee and public investment committee. F Opposition parties make the government more accountable to the people through constant criticism. G Opposition parties provide checks and balances to abuse and misuse of powers and privileges by those in the government. Challenges of multi-party democracy in Kenya. A Since many politicians and senior government officials were not ready for Multipartism, they often incited their supporters to kick out opposition supporters from certain regions. This has been common in the Rift Valley region. B The executive arm and the ruling party have many a times misused the members of the civil service to frustrate the opposition. In case of flawed elections, the provincial administration has always been used in rigging. C Many of the parties formed failed to attain a national outlook. They mainly were tribal based. D The multi party democracy has been hampered with defection of greedy politicians who become preys to bribes. This has weakened some parties. E The former KANU for a long time retained control of the government machinery,, the police force, the radio and television. These were utilized for the advantage of KANU for al long time. F There has been a problem of lack of funding from the government. Most of the political parties have been unable to sustain competition for political power due to inadequate funds. G Interference by the international community in the running of the country. Some members of the diplomatic community openly side with certain political parties. H Many political parties have been embroiled in wrangles. For example the Orange Democratic Movement has been bedevilled with a number of desertions due to wrangles between Ruto and his supporters and Raila Odinga. Ford Kenya has split into New Ford Kenya and Ford Kenya due to wrangles between Eugene Wamalwa and Moses Wetangula. Identify the disadvantages of multiparty system. A Multipartism tends to divide the people on tribal, regional and sectarian line. Key notes for the teacher and students- Cheloti 2012-2013 Page 69 b It tends to sharpen the struggle for personality and group dominance rather than policy implementation. C Multipartism is a foreign system, which does not conform to the aspirations of independent Africa. D It encourages the politics of destabilization. E Political statements deadlocks on debates and tensions become too common. F Decisions take too long to be made and implemented."}
{"text": "D It encourages the politics of destabilization. E Political statements deadlocks on debates and tensions become too common. F Decisions take too long to be made and implemented. G Encourages use of violence in a state since opposition party members will be regarded as traitors by the government. The government will be regarded as oppressors by the opposition. ECONOMIC DEVELOPMENTS AND CHALLENGES Economic challenges that have faced Kenya since independence. A Stagnation of investment in the first years of independence due to massive transfer of capita from the country by the white settlers. The government faced the challenge of cultivating investor confidence. B The problem of landlessness among many Africans whose arable land had been alienated. There was an urgent need for redistribution. C Serious economic disparity in the country with the former white highlands having adequate provision of water, electricity and roads while the rest lacked enough of the same. D Overpopulation in urban areas as result of rural-urban migration, putting facilities under pressure and creating unemployment. E Problem of control of economy by the Europeans prior to independence and after independence. E.g. farm ownership and key industries. F Lack of qualified manpower to run the technical sectors of the economy. These were issues that were addressed by session paper number 10 of 1965. Types of landholding in Kenya. Land tenure refers to the terms and conditions under which land is acquired, used or transferred At independence the type of landholding in Kenya was mainly communal, where land belonged to the whole community. Access to land was open every member of a social group. Community elders, clan heads or kings were empowered to control and give advice on land use. Land alienation during the colonial period transformed land into a commodity that could be disinherited from an individual. Such colonial land policies leading to alienation of African land resulted in the following; a Widespread landlessness as Africans lost ancestral lands. B Reduction in land available to Africans leading to land pressure as population increased. C Deterioration of the quality of land due to fragmentation. D Overstocking because of limited land, leading to soil erosion. E Displacement of pastoral and agricultural communities, leading to problems such as famine and livestock diseases. Key notes for the teacher and students- Cheloti 2012-2013 Page 70 f Disintegration of social and cultural institutions in the reserves due to ethnic boundaries being fixed, thus separating African communities."}
{"text": "Land set aside for public utility use or land that is occupied by the State organ as lessee. Land transferred to the State by way of sale, reversion or surrender; Land to which no individual or community ownership is traceable. Land which no heir can be identified. All minerals and mineral ores. Government forests, game reserves, water catchment areas, national parks, government animal sanctuaries, and specially protected areas; All roads and thoroughfares. All rivers, lakes and other water bodies. The territorial sea, the exclusive economic zone and the sea bed. Key notes for the teacher and students- Cheloti 2012-2013 Page 71 The continental shelf. All land between the high and low water marks. Any other land declared to be public land by an Act of Parliament. Community land Community land is land which is implied as owned by a group of people on the basis of customary norms, not through formal registration. It consists of: Land registered in the name of group representatives. Land transferred to a specific community through a legal process. Any other land declared to be community land by an Act of Parliament. Land that is held, managed or used by specific communities as community forests, grazing areas or shrines; Ancestral lands and lands traditionally occupied by hunter gatherer communities; Land held as trust land by the county governments, but not including any public land held in trust by the county government. Private land Private land is land and houses and buildings held under registered entitlement freehold or leasehold . It consists of: Registered land held by any person under freehold tenure. Land held by any person under leasehold tenure. Any other land declared private land under an Act of Parliament. Note: Landholding by non-citizens is allowed only through lease for a period not exceeding ninety-nine years. A corporate body, for the purpose of land ownership can only be recognized as a citizen if it is wholly owned by one or more citizens. Property held in trust will only be recognized as being held by a citizen if all the beneficial interest of the trust is held by the persons who are citizens. Land policies since independence. Two type of programme that characterized land reforms exercise that commenced in 1963 in Kenya were; 1 Transfer of land from European large scale farmers to Africans."}
{"text": "Property held in trust will only be recognized as being held by a citizen if all the beneficial interest of the trust is held by the persons who are citizens. Land policies since independence. Two type of programme that characterized land reforms exercise that commenced in 1963 in Kenya were; 1 Transfer of land from European large scale farmers to Africans. 2 Land consolidation and registration in which the government purchased several farms from the Europeans and sub-divided them among African holders. In the former European farms, the government established settlement schemes as follows; 1 The Million Acre Scheme which was began in 1963 and involved settling African families on 13.5 hectares each. 2 The Harambee Scheme started in 1969, involved settling families on 16.25 hectares each. 3 The Haraka Scheme where squatters were settled in small plots of land in Central,Key notes for the teacher and students- Cheloti 2012-2013 Page 72 Coast, Eastern and Rift Valley Provinces. 4 Shirika Scheme started in 1971 to settle the landless and unemployed on the former European lands. Under this scheme, the individual farmers would own a small plot each while the rest of the farm would be managed by a cooperative. This scheme did not succeed since people wished to have their own pieces of land. However, these schemes failed to adequately solve the problems of landlessness in the country. A few politically-connected people acquired large tracts of land, most of which remained underutilized. Some of the schemes are located in areas of harsh climatic conditions and are unviable without irrigation. Several commissions have addressed land issues in Kenya. For example, in 2001, President Moi appointed the Njonjo Commission to investigate the main problems of land ownership and distribution in Kenya. In 2003, the NARC government set up the Ndung u Commission on land. Its Recommendations are yet to be implemented. By 1983, 29 districts in Kenya had benefitted from Land adjudication and registration, a process which began in the 1950s in Central Kenya then spread to other parts of the country after 1963. Benefits of the land reforms in Kenya. A Farmers could use their land title deeds to get loans from banks in order to expand farming on their land. B Land titles enabled people to purchase land with confidence. No one would alienate them from their land. C The reforms enabled thousands of landless people to own land."}
{"text": "B Land titles enabled people to purchase land with confidence. No one would alienate them from their land. C The reforms enabled thousands of landless people to own land. D Dairy and cash crop production increased. Land ownership by non-citizens. A non-citizen can only own land in the country on the basis of leasehold tenure not exceeding 99 years. Principles that govern utilization of land in Kenya. A Equitable access to land. All members of the society must have equal access to land since it is an important resource. B Transparent and cost effective administration of land. State institutions should be given powers and responsibilities of ensuring transparent and accountable administration of land. C Elimination of gender discrimination. In line with protection of human rights, for all, discrimination against women on issues of land ownership and access to land need be eliminated. D Sustainable and productive management of land resources. Since land is an economic resource, it should be managed well to ensure maximum productivity. E Sound conservation and protection of ecologically sensitive areas. Conservation measures like prohibiting settlement and agricultural activities in water catchment areas and zoning of forest lands to protect them from further degradation. F Encouragement of communities to settle land disputes. This should happen as long as they are consistent with the constitution. Key notes for the teacher and students- Cheloti 2012-2013 Page 73 Ways in which the Kenya government has solved land related problems since independence. A The problems related to Communal Land ownership have been solved through land demarcation and adjudication by the government. This saw the conversion from traditional system of land ownership to modern freeload tenure. B Landlessness was solved through creation of resettlement schemes. Large-scale farms and former European farms were divided into smaller ones and given to the landless. E.g Mwea Tebere, Bura, Shirika etc. C The government has put marginal lands to more productive use through establishment of irrigation schemes and drainage schemes. D The government removed restriction of movements from the reserves that were created by the colonial government. This decongested the reserves and gave chance to arable farming. E At independence, the t government embarked on land consolidation policy through which scattered plots were put into one holding. F The government also embarked on land reclamation measure to bring previously unused land to productive use. G The Government has established the National Land Commission which manages public land The National Land Commission."}
{"text": "E At independence, the t government embarked on land consolidation policy through which scattered plots were put into one holding. F The government also embarked on land reclamation measure to bring previously unused land to productive use. G The Government has established the National Land Commission which manages public land The National Land Commission. Functions of the National Land Commission. A It manages public land on behalf of the national and county governments. B It advises the national government on a comprehensive programme for land registration throughout the country. C It investigates present and past historical injustices, as a result of a complaint or on its on initiative, and recommends appropriate action. D It has a duty to encourage the use of traditional methods of dispute resolution in land conflicts. E It recommends the national land policy to the national government. F It assesses tax on land and premiums on immovable property in any area designated by law. G It monitors land use planning throughout the country. Development in agriculture since independence. After independence, the government encouraged small scale farming of coffee and tea as opposed to large scale farming that existed during the colonial period. The Agricultural development corporation ADC was set up to manage large scale farms that were established by the government in western, Rift Valley and Coast provinces. Such farms specialize in production of seeds to be used by farmers for planting. They also specialize in production of high quality dairy and beef cattle in Kenya. The government also established the Kenya Agricultural Research Institute KARI in Muguga near Kikuyu to assist in identifying good crop breeds for different types of soils. Key notes for the teacher and students- Cheloti 2012-2013 Page 74 Irrigation Schemes were expanded in the marginal areas. For example. Mea central , Bura coast , Ahero Nyanza and Perkerra central . The government created development authorities to effectively manage water catchment areas. For example, TARDA, KVDA and LBDA. Challenges facing Kenya s agricultural sector. A The 1984 drought and famine in various parts of the country occasioning supply of relief food to the affected regions. B Rapid increase in population which is not at pace with the rate of increase in agricultural production. C From the late 1970s, the world market prices of agricultural commodities fell drastically yet the inputs remained expensive. D Corruption and mismanagement of the cooperatives leading to meager earnings for key cash crops in Kenya."}
{"text": "B Rapid increase in population which is not at pace with the rate of increase in agricultural production. C From the late 1970s, the world market prices of agricultural commodities fell drastically yet the inputs remained expensive. D Corruption and mismanagement of the cooperatives leading to meager earnings for key cash crops in Kenya. E Grabbing of research land by corrupt government officials has affected the operations of the research institutes. F The problem of poor infrastructure in the country sometimes discourages farmers especially during the rainy season. G Ethnic clashes in Molo in 1991-1992, Likoni in 1997 and Mahi Mahiu in 2005 plus the post election violence in 2008 discouraged farmers from intense farming due to insecurity. H Poor technology hassled to low yields. People in Kenya still rely on natural rains for agriculture instead of using irrigation. Others use primitive traditional tools in cultivation. I The problem of pests that destroy the farm yields before reaching the factory. J Competition from COMESA member states and from the more industrialized powers such as the European Union and USA often frustrate Kenyan farmers. Industrial developments in Kenya since independence. Kenya s industrial sector was shaped by the long period of colonization. At independence, industry was characterized by dominance of foreign capital and dominance of the agricultural sector. Factors that facilitated industrial development in Kenya since the colonial era. A The existence of raw materials, such as trona soda ash at lake Magadi, fluorspar at Kerio Valley and lime in several parts of the country. B Existence of fish resource from numerous water bodies has promoted the fishprocessing industry. C Existence of expansive forests which provide timber needed in the furniture industry. D The rich scenary, e.g Mt. Kenya, Mt. Elgon, the Aberdares and rich wildlife have promoted the tourism industry. E Kenya s rivers have enough water for production of HEP. F Increase in population since the colonial period ensured supply of labour and the market required for industries to flourish. G The transport and communication infrastructure have provided the necessary linkKey notes for the teacher and students- Cheloti 2012-2013 Page 75 between the material producing zones , industries and markets.. h Existence of rich agricultural lands producing raw materials such as coffee, tea, sugarcane, sisal and fruits Measures taken by the Kenyan government to promote industrial development since independence."}
{"text": "F Increase in population since the colonial period ensured supply of labour and the market required for industries to flourish. G The transport and communication infrastructure have provided the necessary linkKey notes for the teacher and students- Cheloti 2012-2013 Page 75 between the material producing zones , industries and markets.. h Existence of rich agricultural lands producing raw materials such as coffee, tea, sugarcane, sisal and fruits Measures taken by the Kenyan government to promote industrial development since independence. A The government engaged on decentralization programmes to spur development in new areas. Industries were established in rural areas. B The government has embarked on the programmes of funding new markets for industrial products. C Infrastructure was improved through establishment of more roads, railways and improvement of water transport, to-transport raw materials labour and goods. D Power concerns were addressed through construction of the Seven Forks Dam to supplement power from neighboring Uganda. E Favourable government policies have been put in place to attract investors. F The government has put in place measures to reduce imports in order to protect local infant industries. E.g discriminative tariffs were introduced. G The government encouraged and assisted in giving capital for industrial development through development of the co-operative movement, funding through Industrial and Commercial Development Corporation ICDC , the Development Finance Company of Kenya. DFCK and the Industrial Development Bank. H The government has ensured political stability in the country, which is an important factor in industrial development. Factors that have hindered industrial development in Kenya. A The problem of multi nationals whose interests do not favour Kenya s progress. Multi-national co-operation repatriate capital to their own home countries b There is shortage of strategic raw materials e.g. petroleum, diamond. Cotton for textile industries. Many industrial companies use imported raw materials. C Foreigners, who pass policies not friendly to the country, hold managerial positions in industries. D Mismanagement of major industries and lack of transparency I parastatals. E Over concentration of industries in few areas leading to negligence of other areas. It also has led to related problems of industrial concentration like the social ills. F Competition from the industrialized nations who dominate the market and produce high quality goods. G Poverty limits industrialization. A poor population means a small domestic market thus hindering industrial development. H Products are produced with low technology hence small quantities."}
{"text": "G Poverty limits industrialization. A poor population means a small domestic market thus hindering industrial development. H Products are produced with low technology hence small quantities. Further reading on industrial development should be done with reference to evolving world book 4 pages 162164 Social Development and challenges since independence. Education. To solve the problems inherited at independence in the education sector poor qualityKey notes for the teacher and students- Cheloti 2012-2013 Page 76 education and poor facilities available the Kenya children , the government undertook the following measures; a Constitutional amendments were made in 1975 to give Kiswahili a respectable position in the country. B Several educational Commissions were set up to streamline education. C The Harambee strategy was employed to expand educational facilities. Education Commissions. A The Kenya Education Commission 1964 The Ominde commission that recommended overhaul of curriculum to make it relevant. B The National Committee on Education Objectives and policies- Gachathi commission 1976 that looked into he possibility of setting up a second university. C Presidential Working Party on the Second University- The Mackey commission 1982 that established the 8-4-4 system and proposed emphasis of vocational subjects such as art and craft, music, agriculture and Home science. D The Kamunge commission 1988 which recommended cost-sharing in education e The Koech commission 1999 which recommended reintroduction of A-level system in form of Totally Integrated Quality Education and Training. Main developments in education in Kenya since independence. In 1975, Kiswahili was made the official languages of parliament and learning in schools. The ministry of education established structures right from the district level to national level to help in fulfilling the national objectives of education. Several education commissions were set up to streamline education. The harambee strategy was employed to expand education facilities. Many schools were built. In 1980, the government took over the responsibility of providing pre-primary education. In the 1990s, the government in collaboration with UNICEF launched a programme to promote early childhood education. Byb1998, the total number of students in the various universities was over 40,000. In 1969, the ministry of education took over the administration of primary education from local government, this witnessed increased enrolment."}
{"text": "In the 1990s, the government in collaboration with UNICEF launched a programme to promote early childhood education. Byb1998, the total number of students in the various universities was over 40,000. In 1969, the ministry of education took over the administration of primary education from local government, this witnessed increased enrolment. In 1978, the government introduced the school milk programme to encourage children especially in drought prone areas to go to school. The programme stalled in 1990 but had achieved higher enrolment in schools. The Ministry of education launched school feeding programme, targeting dry areas. In 2002, the NARC government introduced the Free Primary Education policy. Further reading be done from evolving world on Elementary education and Tertiary education in Kenya. Health. Measures taken to improve the health sector in postcolonial Kenya. A The ministry of health was created to oversee health matters. B Expansion of health facilities through harambee and donor funds e.g. Nyanza Provincial hospital Russian Hospital c Many health training institutions were started e.g. Medical training collegesKey notes for the teacher and students- Cheloti 2012-2013 Page 77 d Improvement in hygiene through provision of piped water. E Establishment of several research institutions on human diseases e.g. KEMRI f Provision of more basic education in order to uplift hygiene standards in the society. G Provision of free anti-retroviral and anti-malaria drugs. Major challenges facing the Health sector in Kenya. A Increase in population has posed major challenges to the government in the provision of healthcare services to its citizens. There has been a challenge of inadequate doctors and medical facilities. B The cost- sharing policy introduced in the 1980s to help buy medicine and other equipment has prevented the poor from going to the hospitals. C The spread of HIV and AIDS and other diseases such as Diabetes and Heart diseases has worsened the situation. D Cultural practices like Female mutilation have made provision of medical services more challenging. E Pollution of the environment has increased allergy-related ailments, many of which have no cure. F Poverty and malnutrition render many people vulnerable to diseases. G Illegal abortion and early pregnancies endanger the lives of mothers. H High rate of accidents and injuries , especially on roads. Ways through which the government has encouraged the preservation of African culture since independence. A Creation of the ministry of culture and social services."}
{"text": "H High rate of accidents and injuries , especially on roads. Ways through which the government has encouraged the preservation of African culture since independence. A Creation of the ministry of culture and social services. The ministry promotes cultural and social values. B The syllabus has been tailored to include cultural studies. C Inclusion of music as a subject in the national curriculum. D The government has encouraged music drama festivals on an annual basis as way of promoting cultural exchange. E The government has encouraged intermarriage between different ethnic groups. F The government has developed cultural heritage centre at the Bomas of Kenya, National Archives and Museums. G Schools have been encouraged to admit people from different communities. H Allowing the media houses to play traditional music dance.. Students Read on sports, literature, theatre, music and dance from evolving world page 174. SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENT AND CHALLENGES IN AFRICA SINCE INDEPENDENCE. THE DEMOCRATIC REPUBLIC OF CONGO. Political developments in Democratic Republic of Congo since independence The Belgians relinquished their political dominion of Congo by granting them autonomy on 30th June 1960. Key notes for the teacher and students- Cheloti 2012-2013 Page 78 Patrice Lumumba Prime Minister of Congolese National Movement Party and Joseph Kasavubu of Abako Party Head of State formed a fragile coalition government. The two leaders differed ideologically. The period between 1960 and 196 witnessed power struggle between Kasavubu and Lumumba on one side and Secessionist Moise Tsombe of Katanga and Albert Kalonji of Kasai on the other side In 1961, Patrice Lumumba was assassinated. This led to withdrawal of his supporters from government. In 1961, the UN Secretary General Dag Hammarskj ld perished in a plane crash in the Congo while attempting to bring a peaceful political solution to the Congo crisis. In 1964, a new constitution was formulated as a way of solving the political problems that plagued Zaire soon after independence. Zaire became a federal state with a federal president and separate assemblies for each state. On 23rd November 1965, Joseph Desire Mobutu organized a bloodless military coup, which removed the civilian government of president Kasavubu and Prime Minister Sylvester Kimba."}
{"text": "In 1964, a new constitution was formulated as a way of solving the political problems that plagued Zaire soon after independence. Zaire became a federal state with a federal president and separate assemblies for each state. On 23rd November 1965, Joseph Desire Mobutu organized a bloodless military coup, which removed the civilian government of president Kasavubu and Prime Minister Sylvester Kimba. In November 1965, Mobutu took over power after a bloodless coup. In the same year, , Mobutu banned all political parties. He suspended the constitution and parliament. He abolished the federal system and local assemblies and reduced the number of provinces to eight. In 1967, He formed the Peoples Revolution Movement MPR , which became the only legal party in Congo. He in effect-replaced democracy with one-party dictatorship leaned to the west during the cold war. 1n 1970, Mobutu declared himself the life president of Congo, after winning the presidential election. In 1971, he outlawed the use of European names for people, places and physical features as a way of removing colonial legacy. The country was renamed Zaire. His own name changed to Mobutu Sese Seko. Leopoldville was renamed Kinshasa. In 1973, Mobutu announced the nationalization of all foreign enterprises. In 1977-1978, the Shaba Rebellion broke out mainly after an attack by the Congolese National Liberation Front from their base in Angola. The Belgian troops were called to silence the rebels. In 1990 and 1991, multiparty activists stepped up pressure for change. In September 1991, dissatisfied soldiers and civilians held demonstrations, which led to death of 117 people. In 1997, Laurent Kabila successfully ousted Mobutu, assisted by Rwanda and Uganda. Mobutu fled to exile in Morocco where he died. In January 2001, Laurent Kabila was assassinated in mysterious circumstances. His son took over power. In April 2002, through a power sharing agreement presided over by Thabo Mbeki and a UN envoy, Mustapha Niasse, a government of national unity was formed. Economic developments in DRC since independence. The political chaos inn DRC up to 1965 did not favour any economic progress."}
{"text": "In April 2002, through a power sharing agreement presided over by Thabo Mbeki and a UN envoy, Mustapha Niasse, a government of national unity was formed. Economic developments in DRC since independence. The political chaos inn DRC up to 1965 did not favour any economic progress. During theKey notes for the teacher and students- Cheloti 2012-2013 Page 79 reign of the Belgians in Congo, no viable economic development was initiated. Little development was done in infrastructure in order to facilitate transportation of raw materials to the ports of Matadi etc. At independence, the country was faced with the problems of shortage of manpower, skills and entrepreneurship. When Mobutu took over, there was some slight economic progress. Transport and communication improved as more roads and railway were constructed to link major towns of Matadi, Kinshasa, Lubumbashi and Kisangani. Navigation on the river Congo was improved, which led go expansion of mining and agricultural sectors. Mining of diamonds resumed after the turbulent years and resulted in reduced inflation. Mobutu encouraged foreign investment in the mining sector. However, the fall of world copper prices in 1970s again began to derail the economic growth in DRC. In the 70s, the government nationalized foreign firms employed inexperienced people to control them. In 197, Mobutu enacted a law that placed state finances and expenditure under him, thus reducing the flow of capital to the provinces. In 1976, he encouraged mutual cooperation between private firms and the government in the extraction of minerals such as copper, oil, diamond, cobalt and manganese in a bid to create employment opportunities. He also emphasized on diversification of the economy which greatly boosted food production. The entertainment industry has also grown to become an invisible export through repatriation of profits back home by the foreign based musicians. Energy supply has been increased through the construction of the Luga hydro-electric power station. Social developments and challenges in DRC since independence. Between 1961 and 1965, there was little improvement in the field of health and education in DRC due to constant power struggles and civil strife. When Mobutu took over in 1965, he strived to expand schools and universities. For example, by 1970, he had established three universities. He also improved on the provision of health facilities."}
{"text": "When Mobutu took over in 1965, he strived to expand schools and universities. For example, by 1970, he had established three universities. He also improved on the provision of health facilities. He banned religious education in schools In 1971, attempted to revive indigenous culture through the Authenticity programme that involved renaming places that had foreign names. In the 1970 s, in an effort to improve the welfare of citizens, a national insurance programme was established. Mobutu also gave prominence to music as part of the Congolese curriculum. The independent government supported sporting activities through construction of stadium and other sporting facilities. However, living standards in Zaire continued to fall as health services, water and sanitation continued to be inadequate. The steady rise in population was without a commensurate growth of social services. In summary, the common challenges socially were illiteracy, extreme poverty, famineKey notes for the teacher and students- Cheloti 2012-2013 Page 80 and diseases caused by civil strife, massive unemployment, refugee problem and religious persecutions by Mobutu. Political challenges that the democratic republic of Congo has faced since independence. A There was general lack of preparedness of the people for independence. Foreigners controlled even the army and the police. B The assassination of Patrice Lumumba in 1961, which plunged the country into the Congo crisis. C Political instability military coup d tat. In November 1965, Mobutu organized a military coup. In 1997, Kabila ousted Mobutu d Ethnic differences tribal clashes civil wars, which split the country into two parts at independence. One controlled by Lumumba and another controlled by Kasavubu. E The problem of Secession. Secessionist movement of the Katanga region Shaba led by Tsombe and Kasai under Kilonji seceded. F Foreign interference intrigues. Belgium constantly interfered and intervened in Zaire s internal matters. France and Britain also began to interfere from 1977 during the cold war period. G Mutinies in the army were common. Economic challenges that Democratic Republic Of Congo D.R.C faced in 1970 s. a Corruption and mismanagement of the economy. Mobutu was the richest president in the world while Zairians became the poorest people in the world. B Inflation due to power struggle and corruption."}
{"text": "A Corruption and mismanagement of the economy. Mobutu was the richest president in the world while Zairians became the poorest people in the world. B Inflation due to power struggle and corruption. By 1980, the country s currency was not worthy the paper on which it was printed. C There was also a problem of heavy foreign debt. The country was unable to service her debts. By 1980, Zaire had become the world s third biggest debtor nation. D There was a standstill in the economic activities and disruption of railway transport due to civil wars in the country and neighbouring Angola. E The period also witnessed fall in world copper prices and increase in oil prices f Lack of a sound economic policy TANZANIA. Political developments in Tanzania since independence. At the time of independence, Tanzania comprised of two countries. I.e. Tanganyika and Zanzibar. Tanzania became independent in 1961 under Julius Nyerere while Zanzibar became independent in 1963 under the Sultan Seyyid Abdullah. In 1962, Tanzania became a one-party state with a republican constitution and an executive president. Tanganyika African National Union TANU became the sole political party. On 22nd April 1964, Julius Nyerere and Sheikh Abeid Karume signed a union document. Nyerere became the executive head of state and government while Karume as the first vice-president. In 1967, president Nyerere adopted the ideology of African Socialism through the Arusha DeclarationKey notes for the teacher and students- Cheloti 2012-2013 Page 81 In 1972, the first Vice-president, Sheikh Abeid Karume, was assassinated. Aboud Jumbe succeeded him as Zanzibar s president and the vice-president of Tanzania. In 1973, the capital of Tanzania was transferred from Dar-es-Salam to Dodoma. In 1967, the ruling party in the Mainland Tanganyika-TANU and Afro-Shirazi Party in Zanzibar merged to form Chama cha Mapinduzi CCM . Nyerere became the party chairman. In 1978-1979, president Idi Amin invaded Tanzania to annex the Kagera Province, which he claimed, was a Ugandan territory. Nyerere swiftly repulsed Ugandan soldiers."}
{"text": "Nyerere became the party chairman. In 1978-1979, president Idi Amin invaded Tanzania to annex the Kagera Province, which he claimed, was a Ugandan territory. Nyerere swiftly repulsed Ugandan soldiers. In 1985, Nyerere retired as president and was replaced by Ali Hassan Mwinyi who had succeeded Jumbe as head of Zanzibar and Tanzania s first vice president. In May 1992, Tanzania adopted multi-partism after the 8th constitutional Amendment Act. In 1995, Tanzania conducted the first multi-party election, where Benjamin Mkapa was elected president. Social developments in Tanzania since independence. The major highlight in the social development of an independent Tanzania was an attempt to create a classless society with e reduced gap, between the rich and the poor. Through the Ujamaa policy, president Nyerere tried to turn Tanzania into a country that had political and economic policies based on African traditions and aspirations. Under the policy, communal farms were created. Primary education was made free in 1977 and became compulsory in 1978. At present, Tanzania boasts of the highest number of literate persons in eastern Africa. Upto late 1980s, government provided free health services, until the introduction of the Structural Adjustment Programmes by the Donor community. Kiswahili was adopted as a national language and a major medium of instruction in schools. Economic developments in Tanzania since independence. The main landmark in Tanzania s economic the launch of Ujamaa as a development policy in 1967 during the Arusha declaration.. Ujamaa was meant to transform production in rural areas and to increase labour productivity and even allow specialization introduction. The government nationalized all the major means of production and essential services in order to empower people economically. The Tanzam railway was constructed with the help of china and was completed in 1975. In 1976, cooperative societies were abolished and replaced with centralized corporations owned by the government. The period between 1979 and 1985 witnessed economic stagnation in Tanzania as investors pulled out of the country. The collapse of the East African Community also affected the economy of the country. After 1985, Nyerere s economic policies began to be challenged openly by scholars and economists When president Mwinyi took over, he undertook to reform the economy of Tanzania. Political challenges that Tanzania has faced since independence."}
{"text": "The collapse of the East African Community also affected the economy of the country. After 1985, Nyerere s economic policies began to be challenged openly by scholars and economists When president Mwinyi took over, he undertook to reform the economy of Tanzania. Political challenges that Tanzania has faced since independence. Key notes for the teacher and students- Cheloti 2012-2013 Page 82 a There was an Army mutiny in Tanzania 1964, which threatened her political stability. B The socialism policy The Arusha Declaration received stiff opposition from many both internally and externally. People favoured capitalism. C The assassination of Abeid Karume in 1972 and the resignation of Aboud Jumbe in 1984 appeared to threaten the unity of the two members of the Union Declaration. D The invasion of Tanzania by Uganda in 1978.and the consequent war with Uganda was costly to the country. It also threatened her cooperation with neighbours. E There was an escalation of corruption among leading members of Tanzania s political elite, including claims that President Hassan Mwinyi and his family capitalized on liberalization to amass a lot of wealth. F the re-introduction of multiparty democracy tended to awaken tribalism and regionalism although this problem was contained. Social problems, which Tanzania faced since independence. A Famine and shortage of health services as the government adopted the Structural Adjustment Policies of IMF. B Poverty and a general drop in living standards as production dropped due to socialism. C Lack of social amenities, like clean water in rural areas. D High illiteracy level. E Unemployment. In Tanzania, industries closed after the Arusha declaration. F Population explosion which outstripped the country s resources g Terrorism. Tanzania was under terrorist attacks in 1997 targeting the American embassy. H Environmental pollution. I Over-crowding in urban areas. Economic challenges. A In the early years of independence, the proliferation of African enterprises led to the widening of the gap between the rich and the poor. B Under the ujamaa policy, the forced villagization programme did not satisfy communities in areas with favourable climate. They therefore strongly resisted it. C There was rampant rural-urban migration affecting mainly able-bodied men who felt exploited by the new system of production. D The abolition of cooperatives was met with stiff resistance with many farmers cutting down heir production."}
{"text": "They therefore strongly resisted it. C There was rampant rural-urban migration affecting mainly able-bodied men who felt exploited by the new system of production. D The abolition of cooperatives was met with stiff resistance with many farmers cutting down heir production. Other producers reverted to the black market. E The Tanzanian shilling became unstable due to price fluctuations of some commodities. F There was shortage of donor funds caused by the nationalization programme that was opposed by many donor countries. G The collapse of the East African Community in 1977 denied Tanzania a large common market for her goods SOCIAL, ECONOMIC AND POLITICAL CHALLENGES IN AFRICA IN GENERAL. Political challenges that have faced African countries since independenceKey notes for the teacher and students- Cheloti 2012-2013 Page 83 a The political systems that were inherited from the colonial governments seemed to be unworkable in many independent African states. B Sharp ideological difference arose among the pioneer leaders of African states. Such differences internally exploded into civil strife in countries like Mozambique, Angola and DRC. C The cold war had diverstating effects on Africa. It left many African nations divided and locked in border conflicts that continue up to date. D Political instability was quite common in African states. Coups d tat and military takeover was witnessed in Somalia, Zaire, Nigeria, Chad etc Human rights were violated with the rise of dictatorship. E There were strained relations between African leaders caused by personal and ideological differences. Some ended in border closure, which greatly undermined international cooperation. F Many national interests in Africa countries have been in conflict with global and continental interests. Nigeria and Zimbabwe, for example had to be expelled from the Commonwealth of Nations for alleged disregard of human rights and personal property. G Neo-colonialism. Most countries retain the colonial structures of parliament although they have difficulties in sustaining them. Multinational peacekeeping forces are still common in Africa, many African leaders inherited the divide and rule colonial strategy that precipitates anarchy. H The existence of different ethnic groups has contributed to ethnic wars as witnessed in Rwanda, Burundi, Sudan, Nigeria and Kenya. I Most African government seemed ill prepared and in experienced in administration. This resulted in rise of rebel movements, as was the case of Mozambique and Angola. Economic challenges facing independent African states today. A Unemployment and socio-economic inequalities both among individuals and between regions are common in may African nations."}
{"text": "This resulted in rise of rebel movements, as was the case of Mozambique and Angola. Economic challenges facing independent African states today. A Unemployment and socio-economic inequalities both among individuals and between regions are common in may African nations. B Overdependence on primary exports. The African economy is an extractive one rather than a manufacturing economy. Many countries depend on agriculture and foreign nations for manufactured goods. C World trade terms are not fair for African nations. Africa countries find themselves trading with former colonial powers that give low prices fort raw material from Africa and charge high process for the manufactured goods. D There has been the problem of unfavourable climatic conditions. This has curtailed food production, particularly among agricultural communities. E Population pressure has led to overstretching of social services. There is a high dependency ratio since the population is largely youthful and unemployed. F Poor economic planning. Some economic policies have destabilized the economies. For the Ujamaa policy in Tanzania, the expelling of foreign investors in Uganda and the massive printing of money in Zaire. Key notes for the teacher and students- Cheloti 2012-2013 Page 84 g The tough conditions given by donor agencies have sometimes led to deterioration of social welfare. Retrenchment for example was a key prescription of the Structural Adjustment Programme. H Corruption and embezzlement of public funds is common in African countries. There is also general lack of transparency among many leaders. Social challenges that have faced African states since independence. A Inaccessibility to clean water by majority of the people. Most African peoples rely on water fetched from sometimes contaminated streams across long distances. B The challenge of HIV AIDS pandemic. This has had a toll on productive members of the society. C Poor housing facilities.. in urban areas, majority of the population live in slums without sanitation facilities. D The challenge of high population growth rate. This affects the quality of the services provided by governments. E Language problem. Language development and use has been a challenge in Africa. In many countries, conflict tends to arise over the language to adopt- local or the inherited one. F Religious differences. This challenge has been the main cause of the splitting of the once largest country in Africa-Sudan in 2011. The predominantly Christian southern Sudan has become the youngest African state thanks to religious differences. G Absence of practical systems of education. Many countries rely on theoretical education with little emphasis in technical skills."}
{"text": "The predominantly Christian southern Sudan has become the youngest African state thanks to religious differences. G Absence of practical systems of education. Many countries rely on theoretical education with little emphasis in technical skills. DEVOLVED GOVERN MENT. Devolution This refers to the granting of power from the central government to a lower level such as a region or a local level. A Devolved Government is a system of government where there is a transfer or allocation of authority from a central government to a regional government. In a devolved government, power and resources are decentralized with part of the political and economic decision making transferred to the people through the locally established assemblies. Origin of devolution in Kenya. Key notes for the teacher and students- Cheloti 2012-2013 Page 85 The Lancaster House Conference of 1962 forms the basis of devolution in Kenya. When the independent constitution was drawn during the conference, a federal system of government as proposed by the KADU delegates was adopted in Kenya. It made provisions for six regions. The legislature was to comprise two chambers the Senate or upper House and the Lower House However after independence in 1963, the Kenyatta Government began plans to scuttle the system of government. By December 1964, KANU and KADU merged to form a unitary government of the republic of Kenya. The enactment of the new constitution on 27th August 2010 reintroduced the concept of devolution in Kenya. Kenya is divided into 47 Counties each governed by A County Governor with the assistance of the County Executive Assembly. The National Government seats in Nairobi. To change County Boundaries, the Following must be considered; a Population density and demographic trends. B Physical and Human infrastructure. C Historical and Cultural Ties. D The cost of administration. E The Views of the communities affected. F The objectives of devolution of government. G Geographical features. Reasons why devolved governments were established in Kenya. A They were established as a means of promoting democratic and accountable exercise of power. B To Foster national unity by recognizing diversity. C To give powers of self-governance to the people and enhance the participation of the people in the exercise of the powers of the State and in making decisions affecting them. D To recognize the right of communities to manage their own affairs and to further their development. E To protect and promote the interests and rights of minorities and marginalized communities."}
{"text": "C To give powers of self-governance to the people and enhance the participation of the people in the exercise of the powers of the State and in making decisions affecting them. D To recognize the right of communities to manage their own affairs and to further their development. E To protect and promote the interests and rights of minorities and marginalized communities. F To promote social and economic development and the provision of services throughout Kenya. G To ensure equitable sharing of national and local resources throughout Kenya. H To facilitate the decentralization of State organs, their functions and services, from the capital of Kenya; i To enhance checks, balances and the separation of powers. Principles of devolution of government in Kenya. A County governments shall be based on the democratic principles and separation of power. B County governments shall have reliable sources of revenue to enable them to govern and deliver services effectively. Key notes for the teacher and students- Cheloti 2012-2013 Page 86 c No more than two-thirds of the members of representative bodies in each county government shall be of the same gender. Structure and Functions of a county government in Kenya. The county government is composed of County assemblies, county executive committees and county public service. County Assembly in Kenya. A county assembly consists of Members one member per ward elected by the registered voters of the wards in a general election. Members of special seats no more than two-thirds of the membership of the assembly is of the same gender. Members of marginalized groups, including persons with disabilities and the youth. The Speaker, who is an ex officio member. Nb-The members for special seats and marginalized communities are nominated by political parties in proportion to the seats received in the election in a particular county. Conditions for seeking election to a County Assembly. A The person must be a registered as a voter in his her county. B The person must have been a Kenyan citizen for atleast ten years before the elections. C The person must be able to read and write in English and Kiswahili. D He or she must be of sound mind. E The person must be of unquestionable morals and ethics f If a public officer, he she must relinquish his her public work. G The person must be nominated by a political party h If he she is an independent candidate, must be supported by at least five hundred registered voters in the Ward concerned. I The person must not have been declared bankrupt."}
{"text": "E The person must be of unquestionable morals and ethics f If a public officer, he she must relinquish his her public work. G The person must be nominated by a political party h If he she is an independent candidate, must be supported by at least five hundred registered voters in the Ward concerned. I The person must not have been declared bankrupt. J The person must not have served a sentence of imprisonment of more than six months. K Must not have been a member of IBEC within five years before the date of election. L The person must not have misused or abused a State or public office. Functions of a county assembly. A County assemblies make laws for the effective performance of the county government. B It acts as a watch dog over the county executive committee. C It receives and approves plans and policies for managing and exploiting the county s resources, d It approves policies for developing and managing the infrastructure and institutions in the county. E It enhances legislation that may set out the structure and framework for the better administration and management of county governments. F It approves oversight budgets and development projects within the county. G It approves investment decisions and loans. Key notes for the teacher and students- Cheloti 2012-2013 Page 87 h It supervises other units within the county through political authority, guidance and direction. I Monitors the execution of projects under approved development plans, and assesses and evaluates their impact on development in the county. The process of law making in a county government. It is the duty of the County Executive committee, comprising of the governor, the deputy governor and ten other members to draft the details of the proposed legislation with no bias. The public servants in the county governor s office participate in preparation of the proposed law. The county executive committee then presents the proposed legislation to the county Assembly. The members of the county assembly are then free to make their contributions to the bill during the discussion and debate that follows. Amendments and improvements may be proposed to the bill at this stage. The recommendations are incorporated If the members are in favour of the bill, and if it is in conformity with the National Government legislation, then it is approved to become a by-law of the county government The structure of The County Executive Committee. The executive authority of the county is vested in the county executive committee. The committee consists of The county Governor and the Deputy County Governor."}
{"text": "The recommendations are incorporated If the members are in favour of the bill, and if it is in conformity with the National Government legislation, then it is approved to become a by-law of the county government The structure of The County Executive Committee. The executive authority of the county is vested in the county executive committee. The committee consists of The county Governor and the Deputy County Governor. Not more than ten other Members appointed by the County Governor, with the approval of the assembly, who are not members of the assembly. If the assembly has less than thirty members, the members should be One-third of the number of members of the county assembly. The county governor and the deputy county governor are the chief executive and deputy chief executive of the county respectively. Members of a county executive committee are accountable to the county governor for the performance of their functions and exercise of their powers. The members of the county executive committee cease to hold office once the office of the county governor falls vacant. Functions of a County Executive Committee. A It implements county legislation. B It implements, within the county, national legislation. C It manages and coordinates the functions of the county administration and its departments. D It prepares proposed legislation for consideration by the county assembly. E It provides the county assembly with full and regular reports on matters relating to the county. Powers and functions of a governor in a county government. Key notes for the teacher and students- Cheloti 2012-2013 Page 88 a The Governor is the chief executive officer of the county. The Executive Branch of government, headed by the Governor, includes executive departments and advisory boards. B The Governor is the Chairman of county executive committee. C he she is in charge of implementing , within the county, national legislation to the extent that the legislation so requires; d He ensures, through the county executive committee, the implementation of county legislation. E He manages and coordinates the functions of the county administration and its departments. F He provides the county assembly with full and regular reports on matters relating to the county. G He appoints with the approval of the assembly members, members to the county executive committee. H He ensures that Members of a county executive committee perform their functions and exercise of their powers fully. I He handles on behalf of the county, all external affairs with other counties in consultation with the central government. Excluding any which have been delegated to cabinet secretaries. ."}
{"text": "H He ensures that Members of a county executive committee perform their functions and exercise of their powers fully. I He handles on behalf of the county, all external affairs with other counties in consultation with the central government. Excluding any which have been delegated to cabinet secretaries. . J The Governor prepares and submits a budget of the county for the following fiscal year. K He sets the terms and conditions of service of persons holding or acting in public offices in the county. L By virtue of his office, the Governor serves on certain boards and special commissions in the county. The Governor chairs the Board of Public Works. Election of a county governor. The county governor is directly elected by the voters registered in the county at a general election for a term of 5 years. To be eligible for election as county governor, a person must be eligible for election as a member of the county assembly. Each candidate for election as county governor nominates a person as his her running mate to be the deputy governor. If re-elected, can serve for another final term of 5 years. Each candidate for election as county governor nominates a person as his her running mate to be the deputy governor. A County Governor can be removed from office under the following circumstances. A Gross violation of the Constitution or any other law. B When the county governor commits a crime under national or international law. C When the governor abuses office or is accused of gross misconduct. D When he she suffers from Physical or mental incapacity that hinders performance of the functions of office. Functions of a deputy governor. Key notes for the teacher and students- Cheloti 2012-2013 Page 89 a As the deputy chief executive of the county, he or she assists the governor in the management and coordination of the functions of the county administration. B He or she acts as the governor of the county when the governor is absent. C The deputy assists the governor in the supervision of work of the county executive committee. D Since he she is a member of the county executive committee, he participates in legislation by also preparing proposals for county legislation. E He assumes governorship of the county incase the governor is incapacitated or is removed from authority for various reasons. Functions and powers of a county government."}
{"text": "D Since he she is a member of the county executive committee, he participates in legislation by also preparing proposals for county legislation. E He assumes governorship of the county incase the governor is incapacitated or is removed from authority for various reasons. Functions and powers of a county government. A County governments have the duty to assist in promotion of agriculture by initiating development in specific areas like crop and animal husbandry, livestock sale yards, slaughterhouses control of plant and animal diseases and development of fisheries. B It provides and supervises county health services, both public health and personal health of county members. C It assists in control of environmental pollution by putting in place legislation to regulate and control air pollution, noise pollution and outdoor advertising. D It promotes cultural activities, public entertainment and public amenities ion the county by putting in place structures such as libraries, museums, sporting facilities, casinos, beaches and county parks. E It has a duty to promote and regulate education at the pre-primary, polytechnic, craft and childcare levels. F It has a duty to develop transport facilities in the county through road construction, street lighting, developing ferries and harbours and parking areas. G The county government regulates county planning and development through land survey and mapping, boundaries, housing, electricity, gas and energy regulation. H It implements specific national government policies on natural resources and environmental conservation. I It also puts in place measures to control drug abuse and access to pornography. Relationship between national and county government. A Governments at either level must exercise their powers and functions in a manner that respects the functional and institutional integrity of government at the other level. B Each of the two governments must assist, support, consult and implement the legislation of the other level of government. C Either of the two governments must liaise with government at the other level for the purpose of exchanging information, coordinating policies and administration and enhancing capacity. D Governments at each level or different level should co-operate in the performance of functions and exercise of powers. E In any dispute between governments, reasonable efforts to settle dispute should be made. F County governments rely on Procedures provided under national legislation inKey notes for the teacher and students- Cheloti 2012-2013 Page 90 settling intergovernmental disputes between them. G Parliament at national level has the role of ensuring that county governments have adequate support to enable them to perform their functions."}
{"text": "E In any dispute between governments, reasonable efforts to settle dispute should be made. F County governments rely on Procedures provided under national legislation inKey notes for the teacher and students- Cheloti 2012-2013 Page 90 settling intergovernmental disputes between them. G Parliament at national level has the role of ensuring that county governments have adequate support to enable them to perform their functions. H County governments must operate financial management systems that comply with any requirements prescribed by national legislation. I National government is permitted to take any measure on county government provided that Notice must be given to county government. J Where a county government is unable to perform its functions, or does not operate a financial management system that complies with national legislation requirements, the national government may intervene. Challenges facing county governments in Kenya. A County governments have inadequate funds. Some are located in areas of limited resources. This impedes provision of essential services. Some are too small to operate efficiently. B Corruption and misappropriation of funds is common in most counties. This is because those vested with the management powers do not have experience since the appointment of governors is through popular vote. C Rural urban migration is likely to generate population pressure in urban based counties like Nairobi city and Mombasa. Urban problems like mushrooming of slums, poor garbage disposal and insufficient sanitary facilities arise. D There is likely to be national government interference in the affairs and management of county legislation. This hinders free decision-making. E Election of ward members to manage ward affairs may hamper operations of the counties especially in legislation. Possible solutions to the challenges that may face county governments in Kenya. A The National governments through the Equalization Fund should be able to provide adequate financial support to County governments located in areas of limited resources. This will assist in provision of essential services. B Those counties that are too small to operate efficiently should be merged with others in terms of social service delivery. C There should be stricter vetting of candidates to vie for positions of county Governors and deputy county Governors in order the possible challenge of financial management and corruption. D Urban-based counties should be given more funding by the National Government to enable them solve urban related problems. E The National government should come up with means on how to curb Rural urban migration. This may be done through creation of employment generating opportunities in rural counties."}
{"text": "D Urban-based counties should be given more funding by the National Government to enable them solve urban related problems. E The National government should come up with means on how to curb Rural urban migration. This may be done through creation of employment generating opportunities in rural counties. F The county governments, especially those that are in economically viable areas should be given financial autonomy and a free-hand in decision making, by the national government. PUBLIC REVENUE AND EXPENDITURE IN KENYA. SOURCES OF PUBLIC REVENUE. Key notes for the teacher and students- Cheloti 2012-2013 Page 91 Public finance refers to revenue and expenditure of the national and county government. Principles that govern the use of public finance in Kenya. A The principle of openness and accountability. There shall be public participation in financial matters. B The public finance system should promote an equitable society, and in particular the burden of taxation should be shared fairly. C Revenue raised nationally should be shared equitably among national and county governments. D Expenditure of public finance should promote the equitable development of the country, including making special provision for marginalized groups and areas. E The burdens and benefits of the use of resources and public borrowing should be shared equitably between present and future generations. F Public money should be used in a prudent and responsible way. G There should be responsible financial management accompanied by clear fiscal reporting to ensure effective use of public funds. NATIONAL BUDGET. The national budget is a comprehensive statement that gives an estimate of public revenue, expenditure and financial plans for a given financial year for a government. Components of the national and county governments budgets in Kenya. A Estimates of revenue and expenditure, differentiating between recurrent and development expenditure. B Proposals for financing any anticipated deficit for the period to which they apply. C Proposals regarding borrowing and other forms of public liability that will increase public debt during the following year. The process of Budget preparation and implementation in Kenya. Three months before the end of each financial year, the head of each department or State organ submits estimates of revenues and expenditures for the following year to the secretary for finance. Two months before the end of each financial year, the Cabinet Secretary for finance submits to the National Assembly estimates of the revenue and expenditure of the national government for the following financial year."}
{"text": "The process of Budget preparation and implementation in Kenya. Three months before the end of each financial year, the head of each department or State organ submits estimates of revenues and expenditures for the following year to the secretary for finance. Two months before the end of each financial year, the Cabinet Secretary for finance submits to the National Assembly estimates of the revenue and expenditure of the national government for the following financial year. He also submits a detailed national fiscal, monetary and development plan for a period of three years prepared by him in collaboration with the Secretary responsible for planning and national development. The estimates include estimates for expenditure from the Equalization Fund. The National Assembly then considers the estimates submitted together with the estimates submitted by the Parliamentary Service Commission and the Chief Registrar of the Judiciary. Before the National Assembly considers the estimates of revenue and expenditure, a committee of the Assembly will discuss and review the estimates and make recommendations to the Assembly. Committee makes its recommendations to the National Assembly. Key notes for the teacher and students- Cheloti 2012-2013 Page 92 When the estimates have been approved by the National Assembly, there will be an Appropriation Bill, introduced into the National Assembly to authorize the withdrawal from the Consolidated Fund of the money needed for the expenditure. The Appropriation Bill will not include expenditures that are charged on the Consolidated Fund. The process of Budget preparation and implementation in a county government. Further reading about this is encouraged. Sources of public revenue for national government in Kenya. Domestic Revenue Sources. These are the taxes levied on citizens, private and public organizations, foreign investors and business people. There are two main groups of taxes; 1. Direct taxes. 2. Indirect taxes. 1. Direct taxes. Income tax These are taxes derived from people s salaries in form of income tax. 2. Indirect taxes. These are taxes levied on goods and services but with parliamentary approval. They include; a Value-added tax; an indirect sales tax paid on specific goods such as sugar, bread, petroleum products, clothes, electronic equipment and motor vehicles. B Customs duties:- there are duties on imported goods such as motor vehicles, machinery, fertilizer, sugar, wheat, electronics, luxury goods, etc. C Excise tax; this is charged on locally produced goods that are sold within the country. D Export Duty; the duty charged on locally produced goods such as textiles, coffee, tea, soda ash and pyrethrum which are exported."}
{"text": "B Customs duties:- there are duties on imported goods such as motor vehicles, machinery, fertilizer, sugar, wheat, electronics, luxury goods, etc. C Excise tax; this is charged on locally produced goods that are sold within the country. D Export Duty; the duty charged on locally produced goods such as textiles, coffee, tea, soda ash and pyrethrum which are exported. E Trading Licenses; f Sales Stamp Duty; on entertainment services, betting, casino and premium bonds. G Traffic Revenue tax; levied on various categories of traffic services. E.g., the Road Maintenance Levy, the driver s licence, Airport tax by air passengers. H Investment Revenue; earned from parastatal and other profit making bodies that remit profits through the treasury. I Loan interest receipts. Collection of taxes from parastatals like AFC, KTDA, KPC, NCPB and KCB. J Land Rates. K House rates. L Fees; paid in terms of timber levies, CO2 levies and mining fees. M Court Fines n Borrowing under laid down law or procedure . O Tourism fess External Revenue Sources There are two main sources of external assistance; 1. Bilateral Aid; where two friendly nations assist each other. E.g. Kenya and JapanKey notes for the teacher and students- Cheloti 2012-2013 Page 93 2. Multilateral Aid; many countries form trading blocs or global institutions like World Bank, IMF, European Union and commonwealth for this purpose. Sources of finance for county governments. A The main source of funding for many counties is their equitable share from 15 of the national budget. B Conditional and unconditional grants. Unconditional Grants are funds allocated by the national government without conditions regarding their use. Conditional grants are the funds allocated by the national government for funding of specific projects and programmes. They include; The Equalization Fund for provision of basic services like water, health services, electricity and roads in marginalized areas. The Contingencies Fund to carter for urgent and unforeseen circumstances c Counties own revenues. Counties have the power to collect property rates, impose taxes on entertainment, and impose fees and charges for services they render to people and any other tax that Parliament permits them to impose. D Borrowing, where the national government guarantees the loan or with the approval of the county assembly."}
{"text": "The Contingencies Fund to carter for urgent and unforeseen circumstances c Counties own revenues. Counties have the power to collect property rates, impose taxes on entertainment, and impose fees and charges for services they render to people and any other tax that Parliament permits them to impose. D Borrowing, where the national government guarantees the loan or with the approval of the county assembly. E Grants and donations Factors that determine equitable sharing of public finance. A The national interest. B Any provision that must be made in respect of the public debt and other national obligations. C The needs of the national government, determined by objective criteria. D The need to ensure that county governments are able to perform the functions allocated to them. E The fiscal capacity and efficiency of county governments. F Developmental and other needs of counties. G Economic disparities within and among counties and the need to remedy them. H The need for affirmative action in respect of disadvantaged areas and groups. I The need for economic optimization of each county and to provide incentives for each county to optimize its capacity to raise revenue. J The desirability of stable and predictable allocations of revenue. K The need for flexibility in responding to emergencies and other temporary needs. Regulations that govern imposition of taxes and charges in Kenya. A Only the national government may impose Income tax, Value-added tax, Customs duties and other duties on import and export goods; and excise tax. B An Act of Parliament may authorize the national government to impose any other tax or duty. C A county may impose property rates, entertainment taxes, and any other tax that it is authorized to impose by an Act of Parliament. D The national and county governments may impose charges for services. E The taxation and other revenue-raising powers of a county should not be exercised in a way that prejudices national economic policies, economic activities across countyKey notes for the teacher and students- Cheloti 2012-2013 Page 94 boundaries or the national mobility of goods, services, capital or labour. F No tax or licensing fee may be imposed, waived or varied except as provided by legislation. G If permitted, a public record of each waiver shall be maintained together with the reason for the waiver; and each waiver, and the reason for it, should be reported to the Auditor-General. H No law may exclude or authorize the exclusion of a State officer from payment of tax."}
{"text": "F No tax or licensing fee may be imposed, waived or varied except as provided by legislation. G If permitted, a public record of each waiver shall be maintained together with the reason for the waiver; and each waiver, and the reason for it, should be reported to the Auditor-General. H No law may exclude or authorize the exclusion of a State officer from payment of tax. The revenue collected by the government is deposited into the following funds; 1. Equalization Fund; This is a Fund specially established by the National government, to provide basic services including water, roads, health facilities and electricity to marginalized areas to the extent necessary to bring the quality of those services in those areas to the level generally enjoyed by the rest of the nation. 2. Consolidated Fund; this is the fund into which all the money raised or received by the national government is paid. Money set aside by parliament for specific purpose and money set aside by state organs to take care of their expenses is however not deposited in this fund. 3. Contingencies Fund; this is a fund from which advances will be made if the secretary for finance is convinced that there is an urgent matter that needs funding and for which there is no other provisions. 4. Revenue Funds; this is a fund for each county into which all the money raised or received by the county government is paid. Expenditure of Public Revenue. There are two ways in which the national government spends its revenue. 1. Capital expenditure. The money set aside in the national budget for development projects. 2. Recurrent expenditure. The money used by the government to sustain and maintain the existing facilities. How the national government spends its money under recurrent expenditure. A The government remunerates its employees through regular payment of salaries and wages. B The expenditure is also used to maintain public property throughout the country by allocating necessary funds to roads, airports, colleges, school text book provision and bridge maintenance. C The money is also used to service debts from international donor agencies and local financial institutions. D The money is also used to contribute to regional and international organizations like COMESA, AU, UN and Commonwealth. E It is used to provide grants to counties and parastatals, and bursaries to schools and colleges. F The money is also used to maintain Kenyan embassies abroad. Key notes for the teacher and students- Cheloti 2012-2013 Page 95 County government expenditure."}
{"text": "E It is used to provide grants to counties and parastatals, and bursaries to schools and colleges. F The money is also used to maintain Kenyan embassies abroad. Key notes for the teacher and students- Cheloti 2012-2013 Page 95 County government expenditure. County governments spend their monies in the following ways; a Provision of basic social services like water, health facilities, electricity and cemeteries. B The money from its recurrent expenditure is used to pay wages and salaries to its employees. C The counties spend their money to some extend to control air and noise pollution, and also on refuse removal and solid waste disposal. D Money is used to finance development of roads, parking facilities, ferries and street lighting, develop entertainment, sporting, trading and cultural facilities. E In repair maintenance and improvement of public facilities like roads, health facilities, markets, libraries, housing etc. F Some money is set aside as emergency utility for fire fighting services and disaster management. G The counties use their money to service the borrowed funds plus the interest accrued. H They also use money to provide early childhood education through development of nursery schools. They also develop village polytechnics and home craft training centres. Ways through which proper management of public finances by national government is ensured in Kenya. A Any national governments expenditure by state departments or state organs must be approved by parliament which acts as the public watchdog. B The controller of budget oversees the implementation of the national budget by authorizing legal withdrawals from public funds such as the equalization fund, consolidated fund and contingencies fund c The controller of budget submits to each house of parliament report on the implantation of the budget of the national government. D Where a state organ or any other public body fails to adhere to the laid down procedures of expenditure, the cabinet secretary for finance, with the approval of parliament, may stop the transfer of funds to the body. E There is constant auditing of accounts and financial records of all government and other public bodies. F Every public body has a n accounting officer who is accountable to the national assembly for the financial management of the public body. G The auditor general audits all accounts of all government and state organs. H The government has put up policies related to procurement which is supposed to be fair, transparent, competitive and cost effective. To regulate public procurement, various bodies have been set up."}
{"text": "G The auditor general audits all accounts of all government and state organs. H The government has put up policies related to procurement which is supposed to be fair, transparent, competitive and cost effective. To regulate public procurement, various bodies have been set up. E.g the public procurement oversight authority PPOA , the public procurement administrative review board PPARB i The government has also imposed sanctions against contractors who fail to fulfil their contractual agreements either by failing to complete jobs or by doing shoddy work. Key notes for the teacher and students- Cheloti 2012-2013 Page 96 j Sanctions are to be imposed against those persons who fail to pay their taxes, or engage in corrupt practices. K All government contracts are publicly advertised for awarding of tenders and awards. L The government established the Kenya Anti-Corruption Commission KACC in 2004 which has the function of investigating corrupt cases in a non-partisan manner. Management and expenditure of public finances in county governments. A In every county, there is established a revenue fund where all funds, including the county s own revenues, transfers from national revenues, grants and borrowed funds are consolidated. B Money from this fund is only withdrawn following specific procedures authorized by parliament or by county laws. C County governments must operate financial management systems that comply with all requirements of national legislation. D The county assembly must vote on the budget and approve expenditure by various departments of the county. E The county treasury must seek quarterly approvals from the controller of budget for withdrawal from the revenue fund based on the needs of the county. F The accounting officer of a county organ or public body is accountable to the county assembly for the financial management of the public body. G Each county has a county accountant general who maintains financial records of all the funds withdrawn from the revenue fund, and expenditure incurred. H Apart from the internal audits in every county, the auditor general audits the accounts of the county governments and submits reports to the relevant county assembly. The controller of Budget. Role of the controller of budget. A He or she oversees the implementation of the budgets of the national and county governments. B He or she authorizes withdrawals from the public funds such as the Equalization, Consolidated and Revenue Funds. C he or she submits to each house of parliament, every four months, a report on the implementation of the budgets of both national and county governmentAuditor General."}
{"text": "By elections in the event of resignation, death or resignation of a member of parliament. There are also local elections in which representatives of local authorities councillors are voted for are held every 4 years. The local authorities include the District Councils, London Boroughs, Metropolitan districts and Regional and island councils. In Britain, there are also euro-elections, first introduced in 1979, in which representatives to the European Union parliament are chosen.81 MPs were elected in 1979. Voter Registration. It is the local authorities that hold the responsibility of registering voters. Since 1948, a postal vote is possible for citizens who are away from their constituencies during the voting period, either on business or other reasons. The following categories of people qualify to vote in Britain; a British Citizens over the age of 18 years. B Citizens from commonwealth countries who have resided in Britain for periods stipulated by law. C Citizens of the republic of Ireland who have been residents for periods stipulated by law. The following are ineligible to vote in Britain. Key notes for the teacher and students- Cheloti 2012-2013 Page 99 a Persons of unsound mind. B Convicts detained in a prison. C Persons convicted of corrupt or illegal practices in connection with elections cannot vote for five years from the date of conviction. D Adults whose names do not appear on the register of voters. E Peers or members of the House of Lords A candidate who wishes to contest for a parliamentary seat in Britain must fulfil the following conditions; a He she must be a British citizen or a common subject or a citizen of the republic of Ireland. B He she must be of a minimum age of 21 years. C He she must be nominated by a political party or be an independent candidate. The following are disqualified from vying for a parliamentary seat in Britain. A English Scottish peers who have the right to sit in the House of Lords. B Clergy of the Church of England, or the Church of Ireland, Ministers of the church of Scotland, and Roman Catholic priests. C Aliens. D Certified Lunatics. E Undisputed bankrupts. F Convicted persons. G Persons who have committed illegal practices during elections like corruption. H Members of the armed forces. Candidates vie for 650 parliamentary seats."}
{"text": "G Persons who have committed illegal practices during elections like corruption. H Members of the armed forces. Candidates vie for 650 parliamentary seats. The candidates are either nominated by respective parties or stand as independent candidates and need not reside in the constituencies as long as they register as voters in that constituency. Once nomination of candidates has taken place, campaigns are allowed for two weeks before voting Each candidate appoints an election agent to manage the finances and protect the interests of the candidate during he campaign. The agent also explains the candidate s party policies and identifies party supporters within the constituency. He she familiarizes the candidate s name to prospective voters. Election officials work hand in hand with party agents during Election Day. Each candidate must deposit 500 sterling pounds with the registrar, which is returned in the event that the candidate garners over 5 of the total vote in the constituency. Elections in Britain are by plurality. Candidates who get the highest of votes win the elections. The party that secures most parliamentary seats is declared winner and is asked to form the next government. Emphasis is on number of seats not votes cast. The House of Lords members are drawn from people with high offices. E.g. bishops, distinguished scientists and artists, great sportsmen, retired judges etc Functions of Government in Britain. The British government operates around four basic institutions; a The Monarchy. B The Legislature. Key notes for the teacher and students- Cheloti 2012-2013 Page 100 c The Executive. D The Judiciary. The Monarchy. In Britain, the Monarchy is represented by the queen. The Monarch assent to all legislations. The Monarch appoints the PM and approves the cabinet Other Functions of the Monarchy. A The monarch as head of state advises government b The monarch summons, prorogues and dissolve parliament in consultation with the Prime Minister. C The Monarch gives royal assent to bills passed by parliament to become law. D Management of the country s foreign policy including enactment of treaties. E It confers honours to persons who have rendered distinguished services. For example, the peerages to become Lords or knights and will be referred to as LADY OR Sir f The Monarch approves appointment s to important state offices such as judges, senior members of the armed forces and civil service. G The monarch pardons and gives reprieve to people who have been accused of committing various offences."}
{"text": "E It confers honours to persons who have rendered distinguished services. For example, the peerages to become Lords or knights and will be referred to as LADY OR Sir f The Monarch approves appointment s to important state offices such as judges, senior members of the armed forces and civil service. G The monarch pardons and gives reprieve to people who have been accused of committing various offences. H The Monarch appoints Bishops and Archbishops of the Anglican Church. NB; At the beginning of each new session of parliament, the monarch addresses both Houses together in the House of Lords to mark the formal opening of parliament. In the address, the monarch outlines government proposed legislations for the coming session. Importance of the monarchy to the British people. A The presence of the monarchy helps to give some continuity to executive policy. B It inspires the head of government with a sense of responsibility and dignity. C It acts as a useful counsellor to the head of government. D It is the symbol of commonwealth unity. E It sets standards for social life. The presence of members of the royalty at the inauguration of scientific, artistic and charitable works ensures nationwide support. F The royal family pays state visits to foreign government and undertakes tours in other countries of the commonwealth, hence contributing to better understanding between Britain and other nations. The Legislature parliament. It is made up of the monarchy, House of Lords and House of commons. The following are ways through which one can gain membership to parliament in Britain; a Elections. B Nominations c Inheritance. D By Virtue of office. E.g. members of the House of Lords maintain their parliamentary seat whenever a new parliament is constituted. Parliament is a supreme institution in Britain. It passes changes or repeals laws without being vetoed by the courts of law. How parliamentary supremacy is demonstrated in Britain. A Parliament makes amends and abolishes laws. No other institution can do that. Key notes for the teacher and students- Cheloti 2012-2013 Page 101 b Branches of government operate under the laws passed by parliament. Parliament is the supreme institution in Britain and all other institutions derive their power from it. C Parliament can pass a vote of no confidence in the executive. Has powers to remove any unpopular government from office. D It approves government revenue and expenditure."}
{"text": "C Parliament can pass a vote of no confidence in the executive. Has powers to remove any unpopular government from office. D It approves government revenue and expenditure. It is the only institution empowered to approve government budget. E Decisions of parliament are binding to all. They cannot be overruled or nullified by a court of law. The House of Lords. Membership to The House of Lords is based on nomination by the monarch or by hereditary principle. Some membership is through holding senior positions within the Church of England Consists of 1200 members 800 of whom are heredity peers, 26 are Bishops and 21 are Lords of Appeal One can become a member of the House of Lords in the following ways; 1. Through nomination by the monarch. 2. When one holds hereditary parentage position. Normally the eldest male member of the family inherits the position. 3. Through holding some senior position in the society e.g. within the Church of England - Archbishop of Canterbury. Members of the House of Lords only receive sitting allowances. Only the Lords of Appeal receive annual salaries. Role played by the House of Lords in the British parliamentary system. A The house of lords checks the powers of the House of Commons and therefore prevents nasty legislation. Bills from the House of Commons have to go to the House of Lords for debate and approval. B It addresses non-controversial bills that the lower house has no time to address. C The house of lords holds bills from the lower hose long enough to seek public approval d The House of Lords questions ministers about the activities of government and stages debates on general issues of national policy. E It seats as a court of appeal for criminal cases. On such occasions , the court is presided over by the lord chancellor speaker of the house f It provides a forum for utilization of the talents of people who could not win a general election. These people are created peers by the queen and become members of the House of Lords. G It enhances unity in the country as newcomers are created lords by the queen and then become members of the House of Lords. H It provides continuity in operation of parliament. Old experienced peers retain their seats in the House of Lords until they die, so provide guidance to new and young politicians. House of Commons. It is the major legislative arm of the government. It comprises 650 elected members representing constituencies. The leader of the House is the P.M."}
{"text": "It is the major legislative arm of the government. It comprises 650 elected members representing constituencies. The leader of the House is the P.M. The chief officer is the speaker who is elected at the start of a new parliamentary session. Functions of the House of Commons. Key notes for the teacher and students- Cheloti 2012-2013 Page 102 a Discusses makes and amends laws. However, the monarchy and the house of Lords have powers to veto such laws. B Approves government revenue and expenditure. It controls finances. No taxes can be imposed without the consent of the House of Commons. C It has powers to pass a vote of No confidence in the executive Check the powers of the executive to ensure that the rule of law is maintained. D Debates on matters of national interest. E It directs government policy and keeps development programmes on track. F It is a training ground for future leaders. Factors which influence the activities of Parliament in Britain. A Members of the House of Commons must consider the moral values of the British society before making any decision. B Parliamentarians are always sensitive to public opinion because any unpopular government or party risks not being re-elected. C Local authorities are empowered to make by-laws even without consulting parliament. D Interests of the institutions under the spotlight are always taken into account before legislation is done in parliament. E.g. the Church, Universities, Farmers, trade Unions etc. E Legislation passed by one parliament can be changed by another future one. F International law is also taken into account when laws are made. NB; these are the factors that limit the parliamentary supremacy in Britain. The executive. The executive is made up of the Prime Minister, the cabinet and the civil service. The Prime Minister. Appointed by the monarch, being the leader of the political party that controls an absolute majority, He she is the Chief executive of the country. He performs the following functions; a Appoints and dismisses Cabinet ministers with the consent of the monarch. B He she recommends to the sovereign the appointment of senior civil servants such as the chief Justice, High Commissioners. C He she represents Britain in international fora. D He she controls the cabinet secretariat and oversees the execution of cabinet decisions by various departments. E He she is the leader of the party that nominates him her. F He she settles disputes between various departments. G He she is the leader of the House of Commons."}
{"text": "E He she is the leader of the party that nominates him her. F He she settles disputes between various departments. G He she is the leader of the House of Commons. H He she initiates both domestic and foreign policies. The Cabinet. The cabinet is made of the ministers appointed by the P.M with the approval of the monarch and nominated from the party with the majority of seats. The cabinet performs the following functions; a The cabinet ministers institute policies that guide the operations in the various departments of the ministry. Key notes for the teacher and students- Cheloti 2012-2013 Page 103 b Cabinet determines the policy to present to parliament for consideration. C Cabinet is responsible for the coordination of government activity. E.g. all ministers must implement cabinet decisions with regard to their department. The following conventions provide guidance on the operation of the cabinet; a Once a government is defeated, on a major issue or on a vote of no confidence, it is expected to resign. A government whose party is defeated in General elections is expected to resign. B The cabinet is drawn from the House of Commons and the House of Lords. C The entire cabinet comes from the same political party of majority seats except during a crisis like war. Since 1945, Britain has never embraced a coalition. D The advice offered by the cabinet must be accepted by the monarch, failure to which a crisis can occur. E All members of the cabinet take the Oath of the Privy councillors and are bound to Secrecy by this oath and the official secrets Act. F Members of the cabinet are collectively responsible for all decisions and actions as well as individually responsible of the departments they head. The Civil Service The British law stipulates the civil servants are servants of the crown. A civil servant is expected to non-partisan and to serve the government of the day without favour. Civil service staff does not change with change of government. Recruitment In the civil service is based on merit. Functions of the civil Service in Britain. A It implements ministerial policies as agreed by parliament. B It assists in formulation of policies and generation of policy proposals. C It manages government administrative machinery. D It carries out normal duties that public administration demands. Principles that characterize the British civil service. A The tradition of anonymity. Civil servants are taken to be carrying out the instructions of minister."}
{"text": "Principles that characterize the British civil service. A The tradition of anonymity. Civil servants are taken to be carrying out the instructions of minister. Ministers get all the credit for all good, as well as censure for all that is criticized. B The principal of civil service impartiality. Those civil services are expected to serve whichever minister is in office without partiality. Senior civil servants are not permitted to take part in national politics except voting. C Ministers make policies and civil servants execute the policies. D The tradition of assumption that it is not the task of the civil service to initiate change or take responsibility for planning future lines of social and economic development. The Judiciary. The judiciary in Britain is based on the supremacy of the law. To safeguard the rule of law, the British Judiciary has an independent court system. How judicial independence is ensured in Britain. A The salaries of judges are not open to discussion by parliament. B Since 1701, judges have always bee appointed on good behaviour until retirement. C A Judge can only be dismissed by a resolution from both houses. The structure of the British Court System. Key notes for the teacher and students- Cheloti 2012-2013 Page 104 Further reading encouraged components of the British constitution. E Statutes or acts of parliament e.g. act of union with Scotland of 1707. F Customs-the accepted traditions e.g. the first-born of the sovereign succeeds the king queen. G Law of precedence-judges applies accepted principles to new set of facts. H Custom of parliament e.g. the procedures of the two houses. I Historical documents e.g. the Magna Carta. THE USA The origin of USA dates back to 1776, when the thirteen British Colonies declared their independence from Britain. USA is a federal government, a form of representative democracy comprising a union of 50 states The adopted a new constitution in 1787 and has the following features. A It is Federal in nature. B A written constitution. C Bill of rights is contained in it. D The Supreme Court can only interpret it. E Legislature is Bi-cameral i.e. the senate the House of Representatives forming the congress two houses. F It caters for the separation of powers. G Does not provide for secession of a member state. H Federal government and individual states share power through their senators in congress i.e. in making laws."}
{"text": "G Does not provide for secession of a member state. H Federal government and individual states share power through their senators in congress i.e. in making laws. I The president is the head of the federal government and governors are heads of state. J It is the supreme law of the land. K Amendment can only be done through a clearly laid down procedure. The electoral process in USA. There are three types of election held in USA. A The election of the president. B Congressional elections c The state election involving election of state governors and state legislatures. All candidates vying for various seats must be American citizens and must be residents in the area they aspire to represent Age limit is 25 years for the representatives and 35 years for the president. During the lection year party primaries are held between March and May to choose presidential candidates. Party conventions are held in July to confirm winners of the primary elections. Each presidential candidate picks a running mate who becomes the vice president if the presidential candidate wins. Presidential elections are held after every 4 years on 2nd November . The election of the president is determined indirectly by the Electoral College that comprises electors appointed by each state. When a presidential candidate wins the popular vote in a state, he automatically wins all theKey notes for the teacher and students- Cheloti 2012-2013 Page 105 state s electors. Direct elections are done through popular vote of one man one vote. Senators and members of the House of Representatives are elected after every two years. Senators serve for a period of six years with a third of them elected after every 2 years. Members of the House of Representatives serve for four years and are elected on party basis. Each state elects 2 representatives to the senate making a total of 100 senators for the 50 states. Election of House of Representatives is on the basis of state population. For example, the largest state, California has 52 representatives while Wyoming, the smallest has only one representative. State governors and legislators are elected after every 4 years. Features of the US system of government. A The federal government is made up of the legislature, executive and the judiciary. B Each state within the federal government functions as a republic and enjoys equal status. C The federal government and independent states share the power of formulating and enforcing laws. D All states have their constitutions but they should not be contradicting to the Federal Constitution."}
{"text": "B Each state within the federal government functions as a republic and enjoys equal status. C The federal government and independent states share the power of formulating and enforcing laws. D All states have their constitutions but they should not be contradicting to the Federal Constitution. E The Supreme Court interprets the constitution. F The congress Senate and the House of Representatives is the body entrusted with legislative powers. G Senate membership is through popular vote of two members from each state for a period of six years. H The House of Representatives members are elected for a period of two years based on the size of the population. However, each state has to have at least one representative. I All treaties and appointments by the president have to be ratified by the senate. J Presidential vote must be supported by two thirds of the votes of the house. K The Supreme Court made up of the chief justice and eight associate judges heads federal judiciary. L The president appoints federal judges with the approval of the senate. M Courts in the judiciary include the court of appeal, the district courts and other special courts, all formed by the congress. N All criminal cases are handled in the courts except the cases of impeachment, which are voted by the house with the approval of the senate. O Foreign policy and Defence is the preserve of the Federal Government. Features of the state governments of U.S.A. a Each state has a governor. B Each state has a law court those carters for internal affairs. C Each state provides educational, health facilities and public amenities for the welfare of the residents. D Each state is responsible for its own development. E Each state generates its own revenue necessary for discharging its responsibility. F Each state has a bicameral legislature. Key notes for the teacher and students- Cheloti 2012-2013 Page 106 g Each state has a state police that maintains law and order. Limitations of state governments in USA. A No state is permitted to enter any treaty, alliance or confederation with other states or countries. B No state may make her own currency. C States are forbidden, unless congress approves, to levy duties on imports or exports. D States are prohibited from maintaining armed forces. E States are prohibited from entering into any agreement with foreign powers or engaging in war. How the conduct of USA president is checked a The senate approves presidential appointees to executive positions."}
{"text": "A He is the head of the federal government b He is the leader of the house to which he belongs. He can be either a member of the rajya sabha upper house or lok sabha.c As head of the council of ministers, the prime minister oversees the work o all the ministries.d Chairs cabinet meetings, which are normally held in the cabinet room of the prime ministers office.e Guides the president on appointment to the cabinet.f Participates in the law-making process as a member of the lok sabha. Key notes for the teacher and students- Cheloti 2012-2013 Page 108 g The prime minister has traditionally been the minister-in-charge of the department of space, atomic energy and the ministry of personnel, public governance and pensions h Recommends persons for presidential awards.functions of the Electoral Commission of India.a Prepares electoral registers b Setting dates for polling.c Establishing and operating polling station.d Allocation party symbols.e Publishing electoral report.f Accepting or rejecting nominations as per the law.g Counting the votes.h Drawing constituency boundary. What conditions must one fulfill to be elected president in India a He she must be a citizen of India.b He she must have attained the age of 35 and above.c He she should not hold any office.d He she should be qualified to be elected as a member of the house of the people. The lok sabha functions of the cabinet in the government of India.a Formulation of policy issues affecting the management of the government of India.b Defends the government policy.c Ensures that the civil servants implement government policy.d Advises the president.e Gives approval to the budget and estimates of the expenditure.f The cabinet exercises general direction and control of government departments."}
{"text": "E Lack of store of value for some goods which cannot be stored for a long time since they are perishable. E.g. milk, vegetables. F Lack of measures of value; a specific quantity of goods cannot be measured vis- -vis other goods. Advantages of barter system. A Poor countries without adequate foreign currencies benefit from it by being able to exchange goods they have for what they do not have. B It benefits where money is non-existent. C It avoids wastage as demand and supply tend to equate. D It promotes interaction hence good relationship, peace and stability especially amongKey notes for the teacher and students- Cheloti 2012-2013 3 traditional African societies. B Currency trade. This is a type of trade that involves the use of money. Money is an item that is mutually recognized as a medium of exchange or a measure of value. In the pre-colonial times items like Gold dust, cloth, copper rods, and iron and cowrie shells were used as a form of currency. Advantages of the use of money in trade. A Money is a medium of exchange- it is needed to obtain goods or services. B Money as a measure of value enables units of goods to be bought. A specific quantity of goods can be measured Visa- Vis other goods. C Money is a standard of deferred future payments which allows borrowing and lending to take place. D It is a store of value- one is able to defer satisfaction of a want to future times or make provision for one s want at a future date. E It is a means through which immovable property can be transferred. For example when one sells a house in one city to go and dwell in another. F Money as a unit of account is used as a calculating medium and assigning prices of goods and services. G Money is easily divisible into smaller units. For example, if a product is valued at a lower price, the buyer only pays the agreed cost. H The qualities of money and its functions overcome the difficulties of barter. Money however becomes valuable only when those using it have confidence that it will continue to retain its value during the period it is in possession. Technology today has made the use of currency easier. There is the use of Visa Card and Mobile money services like Mpesa and Airtel Money to carry out transactions."}
{"text": "Money however becomes valuable only when those using it have confidence that it will continue to retain its value during the period it is in possession. Technology today has made the use of currency easier. There is the use of Visa Card and Mobile money services like Mpesa and Airtel Money to carry out transactions. Difference between barter trade and trade in which currency is used as a medium of exchange. A In barter trade goods are exchanged for goods in currency trade, there is use of money as a measure of value. B In barter trade depends on the existence of a double coincidence of needs but in currency method one meets his needs by the use of money. C Items used for barter trade are bulky some and inconvenient to handle-and others perishable. Money is not bulky. Local trade. This refers to the exchange of goods between people within the same geographical area such as a village or town. Origin of local trade. This form of trade took place between groups of people who produced different goods mainly because of varying ecological conditions. It was motivated by the following factors; a Existence of surplus production e.g. where some community s harvest was excess; they could sell the excess commodity to carter for shortages elsewhere and to avoid wastage. B Differences in climate and environmental conditions which affected the type of natural resources available in various places not all needs of a particular community can be satisfied by the resources available hence trade. The kikuyu of Nyeri had to go to MathiraKey notes for the teacher and students- Cheloti 2012-2013 4 for their foodstuff requirements during drought periods. C Specialization and improved technology which always creates a need to exchange skills and goods with those who do not have. E.g trade between Mathira kikuyu cultivators and the Mukurwe-ini kikuyu ironmongers and weavers. Some even exchanged skills for money. D Population increase making man to begin to supplement his needs by trading with his neighbors. Sometimes, this trade extended even beyond the local community to the neighbouring community. The Abagusii, for example, acquired hides, milk, snake poison, and pottery items from their Luo Neighbours. Some seasonal markets emerged which enabled traders to meet and exchange goods on particular days of the week. Factors that facilitated development of local trade. A Availability of capital for investments in trade to generate more wealth. B Specialization and improved technology, e.g."}
{"text": "Factors that facilitated development of local trade. A Availability of capital for investments in trade to generate more wealth. B Specialization and improved technology, e.g. specialization in production, in technology and in marketing. Sometimes people even exchanged their skills for money. C Demand and supply; the growing demand for goods and services was met by increase in supply. D Enterprise; many people began to take greater risk and invested more in trade. E Peace and stability. This enabled people to interact more and hence the growth and expansion of trade. Impact of local trade a There was development of market places which specialized in certain items like pottery, iron tools and baskets. Others specialized in livestock b Local trade helped to strengthen bonds between people in the same locality. It even enhanced intermarriages and other social functions. C Local trade satisfied the requirements of the communities in terms of tools, foodstuffs, medicinal herbs etc. D Local trade enhanced acquisition of new products that a particular community did not produce. E There was an improvement of transport routes. Some markets were strategically located along transport routes. F In centralized governments like Buganda, Bunyoro-Kitara, Mali, Ghana and Wanga, the local markets that developed due to the trade became important sources of revenue for the kingdoms. In Bunyoro-Kitara for example, the Omukama had officers whose duty was to collect taxes from the market places. G Many people were brought together through trade. In Bunyoro Kitara, communities like the Alur, Acholi, Langi, Basoga, Baganda, Kumani, Iteso and Banyankole interacted through trade. NB; the greatest danger to the local traders was that they risked being attacked by hostile communities and wild animals. Regional trade. This refers to a type of trade between two distinct geographical regions Characteristics of regional trade. Key notes for the teacher and students- Cheloti 2012-2013 5 It Takes place within a bigger geographical area. It Involves intermediaries or middlemen between producers and the buyers. The trade often covers long distances to and from the market. It involves people who specialize mainly in trade as their means of livelihood. Larger Varieties of goods are involved. In regional trade there existed established markets but goods did not have to be sold on a particular market days like the case of local trade."}
{"text": "It involves people who specialize mainly in trade as their means of livelihood. Larger Varieties of goods are involved. In regional trade there existed established markets but goods did not have to be sold on a particular market days like the case of local trade. It also involved large volumes of trade as compared to local trade Examples of regional trade included; a The Trans-Saharan trade b The long-distance trade. The trans-Saharan trade Trans means across. This was therefore the exchange of goods across the Sahara between the peoples of North Africa Berbers and Tuaregs and the people of western Sudan the darkskinned people who occupy the region south of the Sahara The West African kingdoms of Mali, Ghana and Songhai were involved in this trade. Development of the trans-Saharan trade. 8th-16th c AD Factors that led to the development of the trans-Saharan trade. A Demand for West African good such as gold, slaves and kola nuts by the North Africans and for North African goods like horses, cotton cloth and weapons by the west Sudan people. B Existence of rich merchants in the region, such as the Berbers and Tuaregs, who provided capital for investment in the trade availability of capital. C Existence of Local trade in the western Sudan belt and among the barbers and Tuaregs provided a base for the regional trade. D Existence of the Tuaregs, who provided security to traders, guided them through the deserts and maintained some water points like the oases where the Berber merchants watered their camels and rested before continuing with their journey to and from western Sudan. E Availability of well established trade routes across the desert which made it easy for the traders to travel. F Existence of Kings in western Sudan like Mansa Musa of Mali and Askia Muhamed of Songhai who provided protection to traders, ensured peace and political stability. G Availability of pack animals like the camel and the horse which enabled easy movement through the desert. The camel could carry heavy loads and travel long distances without water. H Existence of oases which became a source of water during the travels, for the camels and the traders. I Invasion of North Africa by the Arabs and their eventual settlement led to increase in the volume of trade. J There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Saharan trade. The trade goods in the trans-Saharan trade."}
{"text": "J There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Saharan trade. The trade goods in the trans-Saharan trade. From western Sudan;Key notes for the teacher and students- Cheloti 2012-2013 6 a Gold- this was by far the most important commodity that originated from the wangara region, Bornu, Upper Senegal and upper Niger. B Slaves- they were forcefully captured and later used as soldiers and labourers in the Arab world. C Kola nuts and feathers. Monopoly of the Hausa traders from Kano region. D Hides and skins- from Hausa land for making leather clothing and shoes. E Ivory- originated from western belt mainly from cote d ivore. F Gum- from Mauritania and Senegal g Dyed cloth and pepper From the north. A Salt- from Taghaza, Taodeni, Bilma and Ghadames. B Horses- from Tripoli were on demand among the political leaders and their soldiers. C Glassware, beads, mirrors, perfumes, spices, dried fruits, needles, firearms, daggers and cowrie shells. Organization of the trans-Saharan trade. Beginning of Trans-Saharan Trade was due to the fact that North Africa was rich in the salt that West Africa lacked while West Africa was rich in gold. The Trans-Saharan trade led to an exchange of salt for gold The trade was between people of the western Sudan and Arabs from North Africa. Because of the long distance involved, the traders had to organize themselves very well. Traders travelled in large caravans of camels and traders to enhance their security. The rich traders from North Africa initiated the trade. They provided trade goods, camels and horses to middlemen who coordinated the trade. The middlemen would contact desert guides known as takshifs who also acted as desert guards. They protected the traders and guarded the oases in the Sahara .The Tuaregs also provided the traders with security and acted as interpreters. The caravans usually departed from the north after the rainy season when sandstorms would subside for smooth travel. The traders made stops at the oases to refresh themselves and let their camels drink water. They carried gifts for leaders of the communities along the route to appease them and as reciprocation for security while traveling through their kingdoms."}
{"text": "C Traveling under extreme weather conditions; too hot during the day and too cold at night. D Scarcity of water and food during the journeys. The traders suffered serious sickness due to such extreme weather variations. E There were constant Attacks by hostile communities who sometimes robbed them of their merchandize. F Traders were sometimes attacked by insects like scorpions and wild animals. G The traders sometimes suffered from Loss of direction due to the vastness of the desert. H Exposure to frequent sandstorms which killed many traders. I Sometimes wars between kingdoms disrupted trade. Impact of the trans-Saharan trade. Positive impact; a The trade stimulated the emergence of urban centres along the trade routes. Towns like Taghaza and Timbuktu developed due to the production of trade commodities like salt and gold respectively. B Profits from the trade stimulated the growth of strong empires as the kings levied taxes on the caravan traders. Examples of such empires include Mali, Ghana and Songhai. C Introduction of horses in the western Sudan belt led to strengthening of the state armies as horses were used by the armies to boost security in the region. D A class of wealthy traders emerged in western Sudan. These were mainly the local merchants who interacted with the merchants from North Africa. E The trade stimulated the emergence and growth of smithing technology and industry. F The trade led to the introduction of iron tools in wider areas of western Sudan. This boosted agricultural production in western Sudan and ensured food security in the area. G There was population increase in western Sudan due to increased food production as a result of better farming tools. H It also enhanced contacts between North Africa and the Sudan belt. This facilitated the spread of European goods and ideas between the peoples of the two regions. I The trade facilitated the spread of Islamic religion in the Sudan belt. For example, the Hausa traders were converted to Islam. J There was introduction of the Islamic system of education in the Sudan belt. The University of Timbuktu for example, teaching mainly Islamic syllabus, was one of the institutions that emerged as a result of the trade. Key notes for the teacher and students- Cheloti 2012-2013 8 k Sharia law was introduced in the states that accepted Islam in western Sudan. L The trade led to the introduction of the Arabic architectural designs in West Africa."}
{"text": "The University of Timbuktu for example, teaching mainly Islamic syllabus, was one of the institutions that emerged as a result of the trade. Key notes for the teacher and students- Cheloti 2012-2013 8 k Sharia law was introduced in the states that accepted Islam in western Sudan. L The trade led to the introduction of the Arabic architectural designs in West Africa. M The Islamic and Arabic culture-language, mode of dressing and eating mannerisms also spread to western Sudan. N The mode of transport in the region was remarkably revolutionized by the introduction of camels and horses making transport efficient. Negative impacts; a The trade increased warfare in the region as communities gained access to firearms and horses. Thousands of people lost their lives. B Many people in the western Sudan belt were captured and taken into slavery to meet the demands of the trans-Saharan traders. C The demand for ivory also led to the destruction of wildlife in western Sudan. Decline of the trans-Saharan trade. The trade reached its climax at around AD 8th c. by 15th c, the trade had declined due to the following reasons; a Exhaustion of the salt and gold minefields as well as other like ivory. This discouraged traders from coming to West Africa. B Increased political instability in the region due to so many wars of conquest created insecurity to the traders. C The desert conditions e.g. harsh weather, dangerous insects, snakes and robbers discouraged many traders from the activity. D Invasion of the region by the almorarids and the Tuaregs increased insecurity even more along the trade routes. Hence traders discontinued their involvement. E Moroccan invasion of western Sudan in the 16th century undermined the trade. F The growth of the trans-Atlantic trade attracted some of the trans-Saharan traders thus reducing the volume of commodities that were sold. G Colonization of west and North Africa by Europeans who took over the resources hence African activities were undermined. H Invasion of North Africa by the ottoman Turks created insecurity along the caravan routes leading to decline of the trade. I Anti-slave trade pressure from the British and eventual abolition of slave trade reduced trade profits. J The establishment of commercial ports on the western African coast and the use of navigable rivers by the 16th century AD rendered caravan trade unpopular as it was slow, cumbersome and risky. International trade."}
{"text": "I Anti-slave trade pressure from the British and eventual abolition of slave trade reduced trade profits. J The establishment of commercial ports on the western African coast and the use of navigable rivers by the 16th century AD rendered caravan trade unpopular as it was slow, cumbersome and risky. International trade. This is a type of trade that involves the exchange of goods between different countries in one continent or beyond the continent. Examples of international trade include a The Indian ocean trade b The trans-Atlantic trade. The trans-Atlantic tradeKey notes for the teacher and students- Cheloti 2012-2013 9 The trans-Atlantic trade involved Europe, Africa and the Americas thus earning it the name Triangular trade. It was also called the trans-Atlantic slave trade because it involved crossing the Atlantic and the main commodity was slaves. The trade was fueled by the technological innovations especially in Spain and Portugal which facilitated sea transport. The trade happened at a time when the Europeans were keen on expanding overseas 15th and 16th c AD for the following reasons; a. They were searching for the sea route to India and Far East to get the spices and other commodities. The Turks had blocked the land route. B. The Europeans wanted to acquire gold and other precious items that believed to be in existence in Africa. C. The Europeans wanted to revenge against the Muslims who had colonized the Iberian Peninsula between 8th c and 1491 AD. D. They were motivated by the desire to spread their civilization to the backward areas of the world. E. European countries such as Portugal and Spain also wanted to increase their geographical knowledge. Origin of the trans-Atlantic trade. The exact date when the first slave was captured and sold was 1441 AD. Young Portuguese sailor named Ahtam Goncalvez captured a man and a woman on the Western Sahara coast whom he presented to Prince Henry the Navigator, the Portuguese king, thus setting off a chain of reaction in the trade. The Portuguese built a fort on the Arguin Island on the coast of Mauritania in 1445 which was used as a base for buying slaves and Gold. The suppliers of the slaves at the fort were the Moors. The Portuguese ventured into the gold coast in search of gold in 1471. They built a fort at Elmina in 1482 The Portuguese then established trading contacts with the king of Congo who even accepted Christianity and Portuguese culture."}
{"text": "The suppliers of the slaves at the fort were the Moors. The Portuguese ventured into the gold coast in search of gold in 1471. They built a fort at Elmina in 1482 The Portuguese then established trading contacts with the king of Congo who even accepted Christianity and Portuguese culture. He baptized his son Afonso Bemba Nzinga By 1500AD, the Portuguese established sugar plantations in the island of Sao Tome near modern Gambia. They relied on slave labour from Gambia. Development and organization of trans-Atlantic slaves. The demand for labor in the western hemisphere stimulated a profitable three-legged trading pattern. European manufactured goods, namely cloth and metal wares, especially firearms, went to Africa where they were exchanged for slaves. The slaves were then shipped to the Caribbean and Americas from 1532 AD, where they were sold for cash or sometimes bartered for sugar or molasses. Then the ships returned to Europe loaded with American products European ports of Bristol, Liverpool and Glasgow in Britain, Bordeaux and Nantes in France, and Amsterdam in Holland were crucial in this trade. The forts that developed in West Africa due to this trade were Elmina, Lagos, Whydah, Accra, Badagri, Sekondi, Winneba, Goree and Dakar. Key notes for the teacher and students- Cheloti 2012-2013 10 In the 16th c, the Portuguese emerged as the main suppliers of slaves to Spanish colonies, having been granted special licences, asientos, by the Spanish monarchy African slaves were more preferred by Europeans because; a. They were available in large numbers. B. They were found to be cheaper to use than European labouerers and American Indians. C. They were thought to be immune to both European and tropical diseases. D. They appeared stronger and therefore suitable for manual labour. The Dutch were among the first European nations to compete the Portuguese in slave trade. For example in 1630, they wrestled the Elmina Fort from the Portuguese and captured Luanda in 1641. They were supplying slaves to new sugar plantations in the British Colony of Barbados and the French Caribbean colonies of Martinique of Guadalupe. The British and the French used merchant companies to conduct the slave trade having been motivated by the fortunes the Dutch were making. E.g, the Royal African Company was granted charter in 1672 and began taking colonies to the British colony in Jamaica."}
{"text": "They were supplying slaves to new sugar plantations in the British Colony of Barbados and the French Caribbean colonies of Martinique of Guadalupe. The British and the French used merchant companies to conduct the slave trade having been motivated by the fortunes the Dutch were making. E.g, the Royal African Company was granted charter in 1672 and began taking colonies to the British colony in Jamaica. The original capture of slaves was almost always violent. As European demand grew, African chieftains organized raiding parties to seize individuals from neighboring societies. Others launched wars specifically for the purpose of capturing slaves Factors that facilitated the acquisition of slaves. A. Existence of the institution of slavery in West Africa where the war captives, adulters, witches, the weak, debtors and murderers were enslaved b. Availability of firearms to precipitate warfare and capture of the conquered as slaves. C. Existence of well defined trade routes easily used by the slave merchants to access the interior slave markets. D. The great demand for slaves in the New World Latin America and North America. Ways of obtaining slaves a Selling of domestic slaves in exchange for goods like beads, guns, glass etc b Selling of criminals, debtors and social misfits in society by the local chiefs to the Arab slave traders. C Prisoners of war could be sold off. D Porters were sometimes kidnapped, transported and sold off to the Arab traders. E Raiding villages, this would begin at night with gun shots and people would scatter consequently leading to their capture. F Through inter tribal wars many Africans become destitutes and these would be captured by the slave traders. G Tax offenders were sold off by the African chiefs. H They were also captured through ambushes during hunting, travelling and gardening. I Slaves would be acquired from the main slave trade market in Zanzibar. J Other Africans are also said to have gone voluntarily in anticipation of great wonders and benefits from the new world. Following capture, slaves were force- marched to the coast to holding pens where they were oiled and fed ready for inspection, before being loaded on ships. Prices of slaves depended on sex, age and size. The slaves were bartered for guns, alcohol, gun-powder, cloth and different metals."}
{"text": "Following capture, slaves were force- marched to the coast to holding pens where they were oiled and fed ready for inspection, before being loaded on ships. Prices of slaves depended on sex, age and size. The slaves were bartered for guns, alcohol, gun-powder, cloth and different metals. Key notes for the teacher and students- Cheloti 2012-2013 11 Two trading systems were used; a Factory system where political authorities allowed Europeans to establish permanent coastal baracoons or fortresses where slaves were kept in bulk as they awaited shipment. This method was only used by chartered companies as t was expensive. It was also only viable in Dahomey where slaves were in large numbers. B Private trading. Sailing with vessels down the coast, and then stopping at different points to purchase slaves until there was enough cargo. The slaves were branded before loading them into the ships ready for the trans-Atlantic journey which was called the Middle Passage . The ships were filthy, hot, and crowded. By 1654, some 8,000-10,000 Africans each year were undergoing the Middle Passage. The moment of sailing is described as the most traumatic. Many Africans revolted during the middle passage in a bid to escape. For some jumping overboard was more preferable than their blood being turned into red wine, bones into gunpowder, skins, into black leather shoes and flesh -the Whiteman s meat as they believed. Factors which led to the development of the trans-Atlantic slave trade. A Increased demand for slave labour by European countries led them to West Africa where they were available in large numbers. Dangers of Middle PassageSuicideDiseaseThe mortality rate averaged between 13 and 33 percent of the slaves and the crew. If the Atlantic were to dry up it would reveal a scattered pathway of human bones marking the various routes of the Middle Passage. . Key notes for the teacher and students- Cheloti 2012-2013 12 b Greater preference for African slaves by the slave traders since they were thought to be more strong and resistant to tropical disease and could cope with stress easily. C West Africa had well defined interior routes which enabled establishment of earlier strong trade links by the Europeans. There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Atlantic trade."}
{"text": "C West Africa had well defined interior routes which enabled establishment of earlier strong trade links by the Europeans. There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Atlantic trade. D African chiefs had developed a taste for European goods like cloths, firearms and glass enabling exchange for slaves, gold ivory and palm oil. There was also existence of the institution of slavery in West African communities. E The introduction of firearms facilitated the capture of slaves and hence their increased supply. F The exploitation of minerals and establishment of plantations in the Americas pushed demand for slaves to higher levels hence trade with the region expanded. G The increased demand for raw materials to feed the growing industries in Europe led to increased demand for slaves in cotton farms in the Americas. H The rivalry between the Portuguese and the Spaniards and with the Britons over the control of slave trade pushed the trade to a higher new level. I The fact the trade was very lucrative led to its further expansion. J Improved technology which meant ability to construct greater capacity ships. This enhanced transportation of more slaves from West Africa and thus development of the trade. Impact of trans-Atlantic trade on the people of West Africa. A It caused immense suffering to many people. B It led to forced emigration of about 10 million people to the Americas between 1500 and 1888. C Many slaves died between capture and arrival to their destinations. D Depopulation occurred in areas where slaves were taken from. This led to underdevelopment since the young and productive people were taken away. E African traditional industries were destroyed by the sale of cheap manufactured goods from Europe. F There was increased conflict between communities especially where the gun was used. This led to destruction of property during the inter-community wars. G Many African communities were weakened and were left unprepared for the scramble and partition of Africa which soon followed. H It led to rise and growth of states e.g. Asante, Dahomey. I It led to founding of Liberia and Sierra Leone as settlements for slaves who were freed. J It led to changes to social roles; women became the heads of their families due to the enslavement of men. K Some African cultures spread to the Americas e.g Jazz Music and samba dancing styles of Brazil and even witchcraft. L The trade led to the rise of the mullato population."}
{"text": "J It led to changes to social roles; women became the heads of their families due to the enslavement of men. K Some African cultures spread to the Americas e.g Jazz Music and samba dancing styles of Brazil and even witchcraft. L The trade led to the rise of the mullato population. E.g in Senegal, where they are mainly found in Goree and Dakar, as a result of the intermingling between the European traders and the African women. M It contributed to the decline of the trans-Saharan trade and the colonization of West Africa. Economic impacts of slave trade. Key notes for the teacher and students- Cheloti 2012-2013 13 a It led to introduction of new manufactured goods in West Africa which undermined many indigenous technologies like smithing and medicine. B Africa was depleted of her vital manpower that was greatly needed in agriculture and defence. This led to economic retardation. C Destruction of African property during the slave raids. D Led to the eventual decline of the Trans Atlantic trade at its abolition. E Stimulated development of ports in West Africa and in Europe. F African leaders accumulated a lot of wealth e.g Dahomey, jaja, Asantehene. G It led to development of European economies. A number of large cities grew along the coastal ports. For example Glasgow, Bordeaux Liverpool and Nantes. H Growth of industrialization in Europe as the slave labour ensured constant flow of raw materials into the industries. I Some of the slave dealers accumulated enormous wealth. For example, the merchants like Barclays Brothers and sailing companies like Lloyds. J The trade led to the expansion of plantation farming in USA cotton and sugar plantations which relied on slave labour. Decline of the trans-Atlantic slave trade. In 1807, the British government made a decision to abolish slave trade. Factors that led to the abolition of slave trade; a Rise of humanitarians in Europe such as Christians and scholars condemned it on moral grounds. The missionaries wanted it to be stopped because they wanted good conditions for the spread of Christianity. The formation of the humanitarian movements in England aimed at stopping all kinds of cruelty including slave trade, flogging of soldiers and child labour. B Industrialization in Britain was one of the main forces behind the abolition .E.g."}
{"text": "The missionaries wanted it to be stopped because they wanted good conditions for the spread of Christianity. The formation of the humanitarian movements in England aimed at stopping all kinds of cruelty including slave trade, flogging of soldiers and child labour. B Industrialization in Britain was one of the main forces behind the abolition .E.g. Britain industrialists urged its abolition because they wanted Africans to be left in Africa so that Africa can be a source of raw materials for their industries, market for European manufactured goods and a place for new investment of surplus capital. C Formation of Anti-slavery movement and the abolitionist movement in 1787. Its chairman was Granville Sharp and others like Thomas Clarkson, William Wilberforce who gathered facts and stories about the brutality of slave trade and slavery to arouse public opinion in Britain. D The attainment of independence by USA in 1776 left Britain in a dilemma since she had no colonies where she would take the slaves to work. E The French revolution of 1789 and the American revolution of 1776 emphasized liberty, equality and fraternity brotherhood of all human beings. As a result, people began to question whether anyone had a right to deprive fellow man of his liberty when he had done wrong. F The British desire to protect their national interests, British planters wanted slave trade stopped to avoid competition with other European planters .This is because other planters were producing cheaper sugar, British sugar accumulated hence the need to stop over production. Key notes for the teacher and students- Cheloti 2012-2013 14 g The closure of the American slave market after the defeat of the South American states in the American civil war of 1865 left the slave dealers with no market for their slaves. H The rise of leading London economists with new ideas e.g. Prof. Adam Smith challenged the economic arguments which were the basis of slave trade when he argued convincingly that hired labour is cheaper and more productive than slave labour, Rousseau spread the idea of personal liberty and equality of all men. I Influential abolitionists like William Wilberforce a British member of parliament urged the British government to legislate against the slave trade in her colonies. They in turn influenced public opinion against slave trade. J The ship owners stopped transporting slaves from Africa and began transporting raw materials directly from Africa and America to Europe, which led to a decline in slave trade. TRANSPORT. Definition of Transport."}
{"text": "J The ship owners stopped transporting slaves from Africa and began transporting raw materials directly from Africa and America to Europe, which led to a decline in slave trade. TRANSPORT. Definition of Transport. Transport is the movement of people and from one place to another. Transportation is usually classified by the medium in which the movement occurs. For example, land, air and water transport. Transport can be categorized into traditional and modern means. A Traditional means of transport. The means of transport at this category were land and water evolved. Land transport. People move on land either by walking or by using other human powered transport. People also use domestic animals as a means of transportation Human transport. Human powered transportation included carrying goods on their backs, heads and shoulders. Africans were used as porters during the slave trade. Human porterage still goes on in the modern society. Limitation of human porterage. Human porterage was cumbersome, slow and tiresome. Humans Carry limited amount of goods at particular time. It is not convenient over long distances. Animal transport. Early human beings used the domesticated animals to carry loads on their backs or pull carts. Such animals are referred to as pack animals. In 500 AD a paddled collar was devised that rested on the animals shoulders. In 200 AD saddles were introduced in Egypt. Horse shoes were introduced in 700 AD Donkey Ass. The first animals to be used as pack animals; they were used in Egypt as early as 3400bc to carry weight upto 80kg. They were commonly used in the trade between Nubia and South Sudan. In Ukambani today, donkeys are used to fetch water. Oxen. Referred to as draught animals used for ploughing and pulling carts and also transportation of goods and people. Horses. Key notes for the teacher and students- Cheloti 2012-2013 15 They were first rode but were later trained to pull wagons, chariots and passenger coaches.. in the Roman empire, they carried soldiers during war. Soldiers on horseback are referred to as cavalry. Disadvantages of horses. A It is highly susceptible to diseases. B It cannot survive in tsetse fly infected areas. C The weight limit of the load it can carry is 120kg d They are not suitable in arid and semi-arid areas because they need a lot of water."}
{"text": "A It is highly susceptible to diseases. B It cannot survive in tsetse fly infected areas. C The weight limit of the load it can carry is 120kg d They are not suitable in arid and semi-arid areas because they need a lot of water. NB; - horses are mainly reared by the rich as a symbol of high social status. Mules. A crossbreed of a horse and a donkey, they are sterile and carry loads upto 110kg.they are mostly used in mountainous areas in central and southern Europe and in Mexico. Camels. It is referred to as the ship of the desert. What makes a camel ideal in desert transport? A It has a unique ability to survive for long without food and water. B They have an incredible water storage capacity, they do not sweat lose much moisture. C They have broad padded, two toed feet ideal for walking on desert sand. D The nostrils have flaps which keep away sand during sandstorms. E Its fur is thick enough to protect it from the sweltering desert heat by day and extreme cold conditions at night. F The hump contains a lot of fat which the camel uses when it goes without eating Camels were commonly used during the trans-Saharan trade. They are in use in Kenya today among the Galla and Somali carrying weight upto 200kg. Llamas and alpaca. Members of the camel family found in central and south America. They carry load upto 40 kg. Elephants. They are used in Asia to carry people and heavy loads upto 250kg. In India, they were used to transport people and goods during war in 2500BC. In Africa they were used in warfare in 270BC. Water Buffalo. A member of the cattle family and the only type of buffalo that has been domesticated. The cape buffalo of Africa and the Pygmy buffalo of Philippines have not been domesticated. It is used to pull ploughs and do other heavy work in India and south East Asia. Reindeer. A long-horned deer family breed used in the cold parts of Canada, Sweden and Norway for riding and transportation. It also provides milk, meat, hides and horns. Dogs. Dog types like Bouriers were used to pull small carts and sledges, especially in the Arctic thus making transportation of gods and people easy."}
{"text": "It also provides milk, meat, hides and horns. Dogs. Dog types like Bouriers were used to pull small carts and sledges, especially in the Arctic thus making transportation of gods and people easy. Dogs are also used in guiding blind people in sports and as pets at home. Advantages of animal transport. Key notes for the teacher and students- Cheloti 2012-2013 16 a Pack animals can be used in largely inaccessible areas. The Llama, for example is used in the mountainous areas with narrow and meandering paths and steep cliffs. The camel is well adapted for deserts. B Animals are cheap to maintain. They attract very little maintenance costs, since only feeding costs are incurred. C Pack animals are safe as accidents are rare probably because they do not speed.. d Animals help to maintain the ecological balance since they do not interfere with the environment. E Pack animals are capable of sensing danger. For example, horses and dogs can sniff out an enemy from a distance. This enhances security as dangerous confrontations with an enemy can easily be avoided. Disadvantages of animal transport. A Animal transport is slow and tedious. The animals need to feed and drink along the way. B Pack animals may be attacked by wild animals, disease- causing insects such as tsetse-flies and disease. A. Their movement is limited to the day only and cannot travel at night. B. They can only carry small loads as compared to vehicles. C. Some pack animals such as donkey are stubborn when tired and heavily loaded. The camel is only suited for the desert. D. Pack animals use is limited to short distances as they fatigue when they travel for long. The wheel. The wheel was invented in sumeria at about 3000bc. By 2500BC, they had invented the spoked wheel used on horse drawn chariots. The chariot was used in Mesopotamia at around 2000BC and later spread to Egypt, Persia, Rome, china, Africa and Europe. The cart or wagon pulled by humans or animals was the first wheeled vehicle. The wheeled wagons and carts created the need for roads Today many types of wheels are in use. For example, the steering wheel for cars, turbines for jet engines and gyroscopes used in the automobile pilot technology."}
{"text": "The cart or wagon pulled by humans or animals was the first wheeled vehicle. The wheeled wagons and carts created the need for roads Today many types of wheels are in use. For example, the steering wheel for cars, turbines for jet engines and gyroscopes used in the automobile pilot technology. Ways in which invention of the wheel impacted on road transport a More roads were constructed to use wheel vehicles for transport b Road transport became faster and efficient c Bigger loads could be carried hence was cost effective profitable d It made the use of motor engine driven vehicles possible e It enabled man to move over long distance to disseminated ideas and interact. Water transport. Water transport has progressed from early rafts and canoes to the modern large passenger and freight ships. Rafts. A raft is a simple floating structure, usually made by tying together floating material like animal skin, papyrus stalks or logs The earliest people to make rafts were the Australians. They made rafts called catamaran by tying logs together. Long poles were then used to drive the raft. Rafts however sank easily and required a lot of manpower upstream. Key notes for the teacher and students- Cheloti 2012-2013 17 Canoes. A canoe was a narrow boat that was propelled by one or more paddles. The oldest canoe was made by stripping the bark from trees bark canoes . Later a new canoe was made from a hollow on a log dug-out canoe In Kenya, canoes are used for transporting people and goods and for fishing in inland lakes and rivers. Oar-driven boats. Boats are small vessels for travelling on water and are powered by oars, sails or motor. The Egyptians pioneered in the building of boats that used oars a short wooden pole with a flat end instead of paddles in 3000BC. The Phoenicians, Greeks and the Romans developed oardriven trading vessels and warships. Sailing ships. Humankind learned that the wind could move a boat more easily than human beings if the ship had a piece of cloth fixed on poles sail . The Egyptians used the sailing ships by 3000BC on the Mediterranean and Red seas. The Greeks made sailing ships known as galleys which were used for trade and war. They used war galley known as triremes to defeat the Persians and Phoenicians. Sailing ships were depending on monsoon winds discovered by Hippalus."}
{"text": "The Greeks made sailing ships known as galleys which were used for trade and war. They used war galley known as triremes to defeat the Persians and Phoenicians. Sailing ships were depending on monsoon winds discovered by Hippalus. The Arabs and Persians relied on the monsoon winds to reach the east African coast. The Portuguese invented a three-masted ship called a caravel as the one used by Christopher Columbus and other explorers to sail to America and the Far East. The Carrack used by Vasco da Gama was five-masted to sail to east Africa. Ferdinand Magellan became the first person to sail around the world using a Sailing ship Fast sailing ships called clippers were made in 1840s in America. It was a long and narrow ship with sharp bows and almost straight sides. However, sailing ships could not sail on windy days and seasons. Some communities however still use sailing ships upto today for sports, fishing and leisure. By the 12th c AD, the magnetic compass was being used in navigation aid Factors that led to the development of various forms of transport a technological development during the scientific age which enabled man to invent machines which could be used to manufacture various parts of cars , rails, airplanes, ships and motor boats. B Expansion of geographical knowledge encouraged the development of transport so as to enable man to search new places faster and more safely. C Introduction of specialization as a means of production which necessitated exchange o goods and services which could only be made possible through development of transport and communication. D Population increase hence demands for more food and goods hence the need for essential transport system. E In order to satisfy the desires of man there was need to develop a system of transport that would enable man to get the goods and services he needed so much. Modern means of transport. Road transport. Key notes for the teacher and students- Cheloti 2012-2013 18 The invention of the wheel stimulated the construction of roads. The Roman soldiers built hard and straight roads all over Europe and North Africa by around 300 BC. The roads were built by digging a trench, 1.5metres deep which then would be packed with heavy stones or rocks. Rough and fine concrete was added to the foundation, then layers of gravel, chalk and cement. The road surface was slightly convex with deep trenches on the sides. Roman roads declined with the fall of the Roman Empire."}
{"text": "Rough and fine concrete was added to the foundation, then layers of gravel, chalk and cement. The road surface was slightly convex with deep trenches on the sides. Roman roads declined with the fall of the Roman Empire. Attempts to built better roads in Europe in the 18th c were made by George Wade 1673- 1748 built 400km of roads and John Metcalfe 17171-1810 built 290km of roads. However modern road construction is attributed to John McAdam 1756-1836 . McAdam laid three layers of small broken stones packed tightly together. He then placed a layer of gravel which was bound together by the weight of a vehicle. These roads were called the flexible road or macadamized road. These roads were straight and had a smooth surface. They were widely used all over the world. They have curved surfaces and had a Good drainage system. They are cheap and durable. The roads were later improved by adding tar to produce a water proof surface called tarmac. By 1820, Britain had built 200,000km of road. Advantages of macadamized roads. A They were durable with three layers of small broken stores b They were cheap to construct using stones as the basic material for construction c They had a smooth motoring surface since the gravel layer was bound together by the weight of vehicles d They were straight hence reduced occurrence of accidents e They were easily drained due to their smooth surface and being raised. The bicycle. In 1790, a Frenchman, de Divrac made the first bicycle which was pushed with the feet thus called a walkalong. A german named Baron Karl Drais invented a walkalong called draisine which had a steering bar connected to the front wheel In 1860, Ernes Michaux, a French locksmith, invented a bicycle with two wheels and pedals attached to the front wheel. In 1866, Piere Allement a Frenchman, was given the first patent on a bicycle, boneshaker. It had iron wheels fixed to wooden spokes. In 1873, a bicycle named a high-wheeler was introduced in England. The firs bicycle in England was made by Kirk Patrick Macmillan of Scotland. James Starley is referred to as the father of the cycle industry. In 1870, he invented the tension spoked wheel in which the rim and the hub were connected by wire spokes."}
{"text": "The firs bicycle in England was made by Kirk Patrick Macmillan of Scotland. James Starley is referred to as the father of the cycle industry. In 1870, he invented the tension spoked wheel in which the rim and the hub were connected by wire spokes. John Dunlop invented the tyre filled with compressed air in 1888 which replaced the iron tyres and solid rubber tyres. In 1893, a bicycle with a diamond shaped frame with a roller-chain-drive and a compressed air wheel was invented. The bicycle is today used all over the world not only for transport, but also for sporting and leisure activities. The advantage of a bicycle is that it easily used on narrow paths and on a fairly level surface. It is also cheap and convenient. Key notes for the teacher and students- Cheloti 2012-2013 19 Motor vehicles. These are self-propelled power-driven land transportation devices used to transport people or goods, especially on land. The device converts fuel into energy to provide the power for the vehicle to move. The first attempt to power drive devices was the suggestion by a Swiss clergyman J.H Genevois in 1760 that wind springs be used to move wheels on roads. However the making of an engine that could drive a vehicle is attributed to a French engineer, Nicholas Joseph Cugnot 1725- 1804 . He built a three wheeled steam-driven vehicle in 1769, though he abandoned his experiment prematurely. In 1883, a German, Gottlieb Daimler 1834-1900 produced a high speed petrol engine which he fitted on a wooden cycle in 1885. Karl Benz 1844-1929 fitted the same engine on a w tricycle in the same year. In 1886, Daimler made the first petrol driven car with four wheels. Benz built the first four wheeled Benz car in 1893. In the same year, an American, Charles Duryea 1862-1938 built the first gasoline powered automobile. The tyres made by Dunlop were fitted on these cars to make them more comfortable. The first car in the motor industry, Panhard-Hevassor, was made by a French company which had bought the rights to use Daimler s engine. In 1903 in USA Henry Ford founded the Ford Motor Company in Detroit leading to mass production of cars in the world."}
{"text": "The tyres made by Dunlop were fitted on these cars to make them more comfortable. The first car in the motor industry, Panhard-Hevassor, was made by a French company which had bought the rights to use Daimler s engine. In 1903 in USA Henry Ford founded the Ford Motor Company in Detroit leading to mass production of cars in the world. For example the model TFord was developed in 1909. Students read more on the motor vehicle inventions. Impact of road transport. A Roads have promoted trade within and between countries since goods are transported by road to various markets. This case is true in east Africa. B Road transport has stimulated industrial development as raw materials to factories and manufactured goods to the market are easily transported. C Development of towns and urban centres along roads has been as a result of improved road transport. D Many countries earn a lot of foreign exchange from the sale of motor vehicles. For example Japan, Germany and USA. E Employment opportunities are created as many people work in the motor vehicle industry while others are employed to construct and maintain roads. Advantages of road transport. A Since it is the commonest mode of transport, it reduces the cost of movement of goods and people as well as promoting social interaction. B It is cheaper compared to other forms of transport. Roads are easier to construct and maintain when compared to railway transport. C It is faster when compared to water and railway transport unless in the case of electric trains. D Roads are flexible and link with other forms of transport such as water, railway and air. Disadvantages of road transport. A The high number of accidents on roads leads to loss of lives. B Road transport is responsible for pollution which causes environmental degradation. Key notes for the teacher and students- Cheloti 2012-2013 20 c Due to an increased number of vehicles on roads, traffic congestion is a major concern in most urban cities and towns. D Roads may sometimes inconvenience the users when they become impassable. E The quantity of goods carried is limited as roads cannot carry bulky goods compared to the railway. F The use of roads is limited to specific areas. It cannot go beyond land e.g across the sea or lake. G Construction of all-weather roads is expensive. Developing countries find themselves constrained by limited resources that are needed to construct all-weather roads. Rail transport."}
{"text": "G Construction of all-weather roads is expensive. Developing countries find themselves constrained by limited resources that are needed to construct all-weather roads. Rail transport. Railway lines are paths of parallel metal rails that allow a wheeled vehicle to move easily by reducing friction. Initially, they were used in 1800s to guide horse drawn wagons. Later the steam engine replaced horses as the means of transport. The development of modern railway was a gradual process that started in Britain and Germany with the use of wooden rails. A British engineer, Richard Trevithick 1771-1833 designed a steam engine that was small enough to be put on a truck. This he fitted on a railway locomotive which he had bought in 1804 to pull a cargo and passenger train in south Wales. Fenton, Murray and Wood of Leeds built the John Blenkinsopp locomotive in 1812. William Hedley built the puffing Billy in 1813. George Stephenson 1781-1845 a coal miner in Newcastle, England invented a locomotive engine called the Blucher which pulled eight laden wagons in 1814. He also built the world s first public railway between Stockton and Darlington near Durham in 1825. In 1829, Stephenson and his son, Robert, built the most improved engine, the rocket, which had a speed of 48 km per hour. In 1830, he built the Northumbrian and the planet. In 1825, in the United States, Colonel John Stevens built a tiny experimental locomotive. In 1929, a major railway was built by the Delaware and Hudson Canal Company to serve a coal mine. Germany and Belgium had railroads by 1835, Russia by 1837, Spain by 1848 and Sweden by 1856. In 1892, a Germany Rudolf Diesel designed a heavy oil-driven-engine which replaced the steam engine. It was cheaper and efficient The first diesel railcar was used in 1913 in Sweden. Later diesel engines were replaced with electric engines which was an invention of the Siemens Brothers and John Hopkinson in Britain in 1883. The electric train from Paris to Lyon covers a distance of 212 km in one hour. Railway transport has remained a major mode of passenger travel."}
{"text": "Later diesel engines were replaced with electric engines which was an invention of the Siemens Brothers and John Hopkinson in Britain in 1883. The electric train from Paris to Lyon covers a distance of 212 km in one hour. Railway transport has remained a major mode of passenger travel. In Europe and Japan, major cities are connected by high speed passenger trains such as the French TGV Train a Grange Vitesse and the Japanese Shinkansen trains travelling at a speed of 300km h. Results of railway transport. A It has promoted the movement of people thus leading to increased social and cultural interaction. People can migrate easily in Europe thanks to the faster electric trains. B It has promoted trade as goods, light, heavy or bulky, are transported efficiently to the markets. It also supplements the use of other forms of transport. Key notes for the teacher and students- Cheloti 2012-2013 21 c It has stimulated industrial development since industrial products and raw materials can now be transported faster and in large quantities. D Railway transport has stimulated the growth of urban centers. In Kenya for example, urban centres like Nairobi, Kisumu, Mombasa and voi either developed along the railway line or at the terminus. E It has facilitated the spread of religious faiths and political ideas. This was the case in Kenya during the period of missionary work and colonization. In a way railway transport therefore facilitated European occupation of overseas colonies. F There has been a significant improvement in agriculture since agricultural goods are transported more easily and faster using the railway. G It has been a source of employment for many people I maintenance, engine driving etc. H It has facilitated the exploitation of natural resources like mining, fisheries and forestry. The raw materials from these resources are transported faster using the railway. I Railway transport has stimulated economic growth since it is a source of revenue for many governments. Disadvantages of railway transport. A It is expensive to construct. The wagons are also expensive to buy and maintain. B Railway transport lacks in flexibility. It can only pass through certain landscapes. C Smoke emitted from the trains lead to environmental pollution. D Railway accidents might be rare but when they happen, they are fatal. This was the case in Kenya in 1998 when 200 people lost their lives. E Railway transport is not self sufficient. T has to be supplemented with road transport. Water transport. Canal vessels."}
{"text": "T has to be supplemented with road transport. Water transport. Canal vessels. A canal is an artificial river that is used to transport people and goods. It may be built to link a ricer and a lake, sea or a sea with a sea. Apart from transportation, their water may be used in irrigation like in the case of River Nile. Canals have been used for centuries for transportation. The earliest canal was built by the Europeans nearly 4000 years ago to link the river Nile and the Red sea. The longest canal, the Grand Canal in china is bout 1900km long and it links the Yangtze and Yellow rivers. Canal building in Europe was pioneered by the Romans who built them for transportation, irrigation and drainage. The Dutch, British and the French also constructed elaborate canals Canal building in the US began in 1817 and ended in 1825 with the construction of the Erie Canal which is 845 km long connecting Hudson River with Lake Erie. It is now known as the New York State Barge. Upto 1840, 4,800 km of canals had been constructed in USA. Another type of canals is the ship canals, for example the Suez Canal, Panama Canal and Kiel Canal, which are deeper. The Suez Canal in Egypt is 195 km long and links the Mediterranean Sea with the red sea. It was constructed between 1859 and 1869 by a French company under Ferdinand Lesseps. The Kiel Canal links the North Sea and the Baltic Sea. The Panama Canal was built by the USA Government between 1904 and 1914 linking the pacific and Atlantic oceans. It is the most important canal as it shortened the long and dangerous trip around the southern tip of south Arica. Key notes for the teacher and students- Cheloti 2012-2013 22 The St. Lawrence Seaway is the longest and most important inland waterway system in North America. It is 3,800 km long and was completed in 1855 in USA and 1895 in Canada. Steamships. Steamships were made after the invention of the steam driven engine. The first attempt to make a steamship was made by Dr. Denis Papin of France when he fitted a steam engine to a boat and sailed along river Fulda in Hanover. In 1736, Jonathan Holls of Gloucestershire patented a steam tugboat but it was never tried."}
{"text": "The first attempt to make a steamship was made by Dr. Denis Papin of France when he fitted a steam engine to a boat and sailed along river Fulda in Hanover. In 1736, Jonathan Holls of Gloucestershire patented a steam tugboat but it was never tried. In 1774, Comte J B d Auxiron of France experimented with a steamboat but also failed like Papin as it broke down. In 1775, C Perier became the first person to move a small boat powered by steam engine o river Seine in Paris. The first successful steamboat was built and tried out in1783 by a Frenchman called Marquis de Jouffrey on River Saone near Lyons in France. In America, John Fitch built a steamboat in 1787. It was used on river Delaware between Philadelphia and Trenton In 1809, William Symington and Miller Pat succeeded in constructing a wooden steamship that was used on the Forh-Clyde Canal in southern Scotland. In 1807, in America, Robert Fulton had invented a double paddle-wheeled steamboat known as Clermont which began operating on the Hudson River. In1807, the phoenix became the first steamship that made regular voyage from Philadelphia to New York. In 1819, the savannah became the first ship equipped with a steam engine to cross the Atlantic Ocean. In 1853, the peninsular and oriental Line built the iron-screw steamer, Himalaya, the biggest vessel as at that time. John Elder invented a compound engine with two cylinders which reduced fuel consumption in steamships. In 1838, Sirius sailed from London to New York, the Great Western, without using sails crossed the Atlantic in 15 days from Bristol. In 1839, the Archimedes and the Robert F Stockton were built using Smith s and Ericcson s patent. The most important ship to cross the Atlantic was the Great Britain built by the Islamabad Kingdom of Brunei in 1843. The first USA trans-Atlantic steamers were the Herman and Washington. The first merchant ship to be all-welded without any rivets in its hull was the MS Fullagar in 1920. Importance of the discovery and use of the steamship. A Man could no longer depend on nature wind for power. This made travel by sea easier and more comfortable. B It led to expansion of international trade since transportation became cheap."}
{"text": "A Man could no longer depend on nature wind for power. This made travel by sea easier and more comfortable. B It led to expansion of international trade since transportation became cheap. C Bigger volumes and varieties of goods could be carried including those that required special handling like petrol. D It formed the basis for colonization as colonizers could move to other continents easily. Key notes for the teacher and students- Cheloti 2012-2013 23 e It increased international migrations and spread of races , cultures, diseases , intermarriages, languages and religion f It led to greater expansion of geographical knowledge. It gave access to countries bordered by sea. G It led to expansion of world economies, industries, trade and commerce. H Spread of plants and animals internationally. Motor- Driven ships. With the invention of the internal combustion engine, oil replaced coal. The Caspian Steamer Wanal was built in 1903 was the first sizeable ship with an internal combustion engine. In the 20th c, the use of atomic energy nuclear power was developed. The first ship to use atomic power was the Nautilus in 1956. In 1961, an American merchant ship, MV Savannah, propelled by nuclear power was launched. There are two types of ships based on the service offered; a The Liners operate regular scheduled services on defined trade routes charging advertised rates. B The Tramp ships carry any suitable cargo between any two points based on a negotiated contract. They have no regular route or timetable. Modern passenger Liners. The cruise ship, the most important passenger liner, is a specially designed vessel providing luxurious surroundings and entertainment to passengers. It is about 270 m and carries 2000 passengers. New passenger Liners were developed after World War II for example the American United States of 1952 and the British Queen Elizabeth 2 of 1969. The liners were overtaken by the development of the aeroplane and airline transport and only a few remain today. Freight Vessels. These are Special Ocean going ships designed for carrying large amounts of cargo. Containerships transport large metal containers that have been pre-loaded with cargo. Some container ships carry over 6,800 containers. Military Vessels. In 1859, the French launched Gloire, the first iron-plated ship. During the American civil war 1861-1865 , two iron-plated ships were used."}
{"text": "Military Vessels. In 1859, the French launched Gloire, the first iron-plated ship. During the American civil war 1861-1865 , two iron-plated ships were used. In world war II, battleships, Aircraft carriers can carry 85 aircrafts , cruisers, destroyers, destroyer escorts frigates , minesweepers, torpedo boats, landing craft and other support vessels were developed. Hydrofoils and hovercraft. These are specialized water vessels a hydrofoil has small wing-like surfaces called foils attached to the bottom of its hull that lifts the hull out of water when the hydrofoil accelerates. A hovercraft is lifted entirely off the water surface by a cushion of air and are propelled by giant air propellers or by water jets Ferries. These are vessels used to transport people, animals and vehicles over water in places where bridges would be inconvenient or impossible to build. Key notes for the teacher and students- Cheloti 2012-2013 24 Motorboats and personal craft. These are small boats that are used for recreational purposes with either out boat motors or in boat motors. Pipeline transport. This is a form of transport used to move liquids, gases or solid liquid mixtures over long distances. The most common liquid that is transported by pipeline in many countries is water. Others are oil and gas. Pipelines are also used to transport solids suspended in liquids such as coal slurry which consists of powdered coal suspended in water. Air Transport This is the fastest form of transport over long distances and continents. Different types of Aircraft exist. Aeroplane. An airplane is an aircraft heavier than air that uses wings to obtain lift in order to fly thus transporting people, mail and cargo from place to place. They are also use in warfare. The development of an aeroplane started in 1783 when a successful manned flight was made in France by two brothers, Jacques and Joseph Montgolfier using a hot air balloon. Sir George Cayley, an English scholar and inventor, built model Gliders that could sail in the air in the 19th c. Later, Pilcher added wheels to the gliders in order for them to be towed into the air. By 1850, power driven planes were built. An English engineer, John String built and designed power-driven planes."}
{"text": "Later, Pilcher added wheels to the gliders in order for them to be towed into the air. By 1850, power driven planes were built. An English engineer, John String built and designed power-driven planes. In December 1903, An American astronomer, Samuel Langleys almost won the honour of perfecting the power driven airplanes, by making a full size airplane called the aerodrome. The plane unfortunately crashed in Potomac River before being launched. On 17th December 1903, two weeks after Langley s failure, the Wright brothers, Orville and Wilbur Wright, produced the first manned power driven aeroplane at Kitty Hawk, North Carolina USA. Their machine was a wooden glider fitted with a petrol engine and two propellers. In 1906, a Brazilian-born aviation pioneer made the first officially observed European flight in a powered bi-plane. In 1909, Louis Bleriot of France became the first person to fly a plane across the English Channel in 35.5 minutes. In 1915, the Germans used the first mono-plane during the First World War. In 1919, John N. Alcock and Arthur W Brown flew non-stop across the Atlantic from New Foundland to Ireland. Later improvements in the plane were replacement of wood and cloth with aluminum and stainless steel, invention of a retractable gear that improved streamlining in planes By 1920, plane speed had gone up to 303 km h. in 1940; it was 755 km h. The best known aviator in 1920s was Charles Linburgh who accompanied a non-stop flight from New York to Paris in 1927 in his single monoplane called the spirit of Saint Louis in 33 hours. In 1920, the first scheduled passenger service was made between Amsterdam and England by KLM Dutch Airlines. In 1930, the first pressurized plane was launched. Key notes for the teacher and students- Cheloti 2012-2013 25 The most popular passenger plane at that time was the DC-3 built by Douglas Aircraft Company. It had a capacity of 30 people and moved at a speed of 320 km. The jet engine. The jet engine was invented by German engineers in 1939.the first jet powered airplane was the german Heinkel HE -178. The first practical jet fighter was the Lockheed P-8 developed in 1944."}
{"text": "The jet engine. The jet engine was invented by German engineers in 1939.the first jet powered airplane was the german Heinkel HE -178. The first practical jet fighter was the Lockheed P-8 developed in 1944. During the post war period, the jet engines were put to commercial use.. For example, the Boeing 707 flight which was launched in 1958 in USA. The Boeing 747 Jumbo Jet which entered the market in 1970 can carry 375 passengers, 20 tonnes of freight and move at a speed of 900 km h. The Supersonic Loans Port SST is designed to fly at speeds of over 1180 km h. the Russian TU144 and the French British Concorde are both SSTs and entered passenger market in 1972. Helicopters. It is a type of airplane which obtains its lift from a set of rotor blades rather than fixed wings. The first successful helicopter was made in 1907 when a French helicopter left the ground for a few seconds. Germany made the first practical helicopter in 1936 while the United States Army unveiled its wartime helicopter in 1942. Uses of helicopters. Lighter- than-air-vehicles. These include balloons relying on hot air and lighter than air gases like helium and hydrogen for lift. Airships that combine lighter than air gas bags with propellers navigation were initially used for passenger traffic but their usage declined due to several fatal accidents. For example the disaster that befell the german airship, Hindenburg, in New Jersey in 1937. The rocket engine. Rocket engines use fuel. They carry chemicals which enable them to burn their fuel without air supply. The first rocket engine to be used was by a german manufacturer, Fritz von Opel in 1930. An American, R H Goddard also developed a modern rocket in Massachusetts in the USA. Factors which encouraged the development of air transport. A The effect of the First World War- it increased demand of war planes-jet fighters and fighter planes flying over 600kph were manufactured. B The arms race and the cold war which also made many countries to acquire many planes.- fear , jealousy and competition based on ideological differences. C Desire for comfort among passengers and the need to transport perishables quickly. D Expansion of international trade and desire for more wealth. E Colonization and international migrations. F The expansion of the tourist industry. G Vast improvement in science and technology and growth of industries."}
{"text": "E Colonization and international migrations. F The expansion of the tourist industry. G Vast improvement in science and technology and growth of industries. Results of air transport. Key notes for the teacher and students- Cheloti 2012-2013 26 1 Air transport is a major global employer. The air transport industry directly generates 5.5 million jobs globally and contributes USD 408 billion to global GDP. It directly contributed USD 1,830 billion to world GDP in 2007 and generated 79 million direct jobs globally 2.8 of total employment. 2 Air transport is an important facilitator of international trade, thereby promoting economic growth and development. Forecasts suggest that the global economy will become even more dependent on trade over the next decade. World trade is expected to nearly double, rising at more than twice the rate of global GDP growth, with China, India and emerging markets leading the way. 3 Air transport stimulates Tourism which makes a major contribution to the global economy. The air transport industry plays a major role in supporting tourism. Over 40 of international tourists now travel by air, up from 35 in 1990. At the same time, the WTTC estimates that foreign visitors account for just fewer than 25 of overall tourism spending around the world. This includes spending by business travelers, as well as those on leisure trips or visiting friends and relatives. 4 Air transport is a signi cant tax payer. Unlike other transport modes, the air transport industry directly pays for its own infrastructure costs. The user charges collected by airport operators pay both for the day-to-day services they provide to airlines and their customers, and also for the massive investment in runways, terminals and other infrastructure required for a modern, efficient air transport service. In addition, companies in the air transport industry make signi cant tax payments to national treasuries. 5 Air transport expands the range of consumer choices and opportunities to visit other countries and to experience new cultures. 6 Air transport delivers humanitarian aid. Air services play an essential role in humanitarian assistance to countries facing natural disasters, famine and war through cargo deliveries, refugee transfers or the evacuation of people trapped by natural disasters. They are particularly important in situations where access is a problem for example, air drops are among the rst response of aid agencies to stem a humanitarian crisis."}
{"text": "6 Air transport delivers humanitarian aid. Air services play an essential role in humanitarian assistance to countries facing natural disasters, famine and war through cargo deliveries, refugee transfers or the evacuation of people trapped by natural disasters. They are particularly important in situations where access is a problem for example, air drops are among the rst response of aid agencies to stem a humanitarian crisis. 7 Air transport also plays a vital role in the rapid delivery of Medical supplies and organs for transplantation worldwide. 8 Air transport provides access to remote areas. Air transport provides access to remote areas where other transport modes are limited. Many essential services, such as food deliveries, hospitals, education and post, would not be available for people in such locations without air services. And residents would be isolated from family, friends and business contacts. 9 Air transport has improved security as soldiers can be flown to troubled areas. Aeroplanes are also used in espionage 10 Air transport has led to improvement f space exploration. Satellites are used to study objects in space such as stars and planets. 11 Air transport has promoted international cooperation and understanding. People from different countries can exchange ideas.. 12 It has provides the fastest means of transport for passengers and goods thus increasing cultural and social exchange. 13 Aeroplanes are used to break hail in order to cause rain. Key notes for the teacher and students- Cheloti 2012-2013 27 14 Plans and other aircraft have added to variety to sporting and entertainment. E.g the staging of fighter plane shows in public holiday celebration. 15 Aircraft has revolutionized warfare especially during the Second World War when countries began using panes in warfare. 16 International terrorism has been facilitated in the recent past by aeroplanes. Incidents of planes being hijacked are becoming common in the world today. 17 Air transport contributes to environmental pollution due to waste discharged by the burning fuel. Jets cause noise pollution. 18 Air transport has enhanced agriculture as planes are used to spray and dust insecticides on crops in the case of large scale farming. They are also used in quick delivery of perishable farm produce from horticultural farms. 19 Planes assist in fire fighting, inspecting fence lines and power cables and border patrol. 20 Aeroplanes are used in making aerial survey in cartography thus improving map making. 21 Air transport enhances wildlife management and conservation. Counting of animals by wildlife officers is one used planes."}
{"text": "20 Aeroplanes are used in making aerial survey in cartography thus improving map making. 21 Air transport enhances wildlife management and conservation. Counting of animals by wildlife officers is one used planes. 22 In meteorology, air transport has enhanced weather survey. 23 Air transport sometimes leads to deaths of many people when fatal accidents occur. For example, the mid-air blow-up of the trans World Airline plane over the Atlantic ocean in July 1996, the 5th may 2007 crashing of a Nairobi bound KQ 507 moments after leaving Duala international Airport in Cameroon killing 114 passengers. Space exploration This is the attempt by scientists to reach the heavenly bodies namely the stars and moon to learn more about them and their importance to man as a whole. Space age refers to the period in which the exploration of space became possible. It began with the launch of the first artificial satellite in October 1957 by the soviet union- Sputnik. The first human to go to space was a Russian Major Yuri Gagarin using Vostok I in April 1961. In the same year an American, John Glenn also went to space. Neil Armstrong, an American Became the first man to land on the moon in July 1969 in his space craft, Apollo II. He was accompanied by Edwin E Aldrin Jr and Michael Collins. Many other have toured the moon since then. Later on a space shuttle was built. The first space shuttle, Columbia, launched in 1981, carried two American astronauts, John W. Young and Robert L Crpens. In 1983, the space shuttle, challenger released a satellite into space. One of the crew members, Sally K Ride became the first woman astronaut to go to space. In 1984, Kathryn D Sullivan became the first American woman to walk in space. By 1988, there were 300 operating satellites in space while 1200 were not functioning. Challenges facing space exploration. A Deadly hazards like cosmetics and solar radiation and micro meteorites dangerous to space craft. B Hostile natural environment which is unsuitable for human life making it very expensive. C Extreme temperatures and light intensities. Extreme darkness and brightness. Such difficulties have been overcome through development of new tools and techniques forKey notes for the teacher and students- Cheloti 2012-2013 28 space navigation. Importance of space exploration to man."}
{"text": "Extreme darkness and brightness. Such difficulties have been overcome through development of new tools and techniques forKey notes for the teacher and students- Cheloti 2012-2013 28 space navigation. Importance of space exploration to man. A Spacecrafts continue to provide information about conditions in space in particular about the weather. B Reports derived from weather satellite can act as warning systems about impending storm. C It helps us to gain more knowledge about our planet earth. E.g. a scientific satellite known as Vanguard 1 sent back pictures, which showed that the earth was slightly pear-shaped. D Communication satellites like the Telstra and Relay have made it possible to send television programmes and telephone calls over much longer distances. E In 1965, the US achieved another momentous feat in space communication. The mariner4 in a deep space probe sent back pictures of mars that were taken as it passed the planet. F Some space exploration offers possibilities without limit. Planets themselves may have metals and other resources that men on earth need. G Information about outer space may make it possible to make rain and make long-range weather forecast more accurately than before. H Some scientists are optimistic that space research might make it possible for human beings to settle on some planets; so far, we are not very definite about this. I Humankind can benefit from medicine prepared under ideal conditions on the planet namely dust free and germ free medicine. J Space exploration enhances technological development. K It facilitates own understanding of the universe. L It leads to improved manufacture of aircrafts, telescope and related machines. M Contributed to development of advanced air force weapons. Advances in transportation Africa s first high speed train system, the Gautrain, was officially lanced in Johannesburg on 8th June 2010 to connect the cities of Johannesburg and Pretoria with a 160 km h rail service. Effects of modern forms of transport. A It has made local and international trade more efficient. Trade in perishable goods such as flowers and vegetables have been expanded thanks to air transport. B Population migration and settlement all over the world has been encouraged using the means of transport. C It has facilitated the quick transfer of technology and ideas as people interact d It has made industries more efficient. Raw materials, industrial workers, and manufactured goods are transported to their destinations cheaply and quickly. E It has promoted tourist industry which is a major foreign exchange earner in many countries."}
{"text": "C It has facilitated the quick transfer of technology and ideas as people interact d It has made industries more efficient. Raw materials, industrial workers, and manufactured goods are transported to their destinations cheaply and quickly. E It has promoted tourist industry which is a major foreign exchange earner in many countries. Accessibility to tourist attraction sites has greatly improved. F It has generated employment opportunities to many as road constructers, drivers, pilots and mechanics. G It contributes additional revenue to the government. Countries charge toll fee, license fee and fuel levy. Key notes for the teacher and students- Cheloti 2012-2013 29 h Air transport enhances space exploration. I Has contributed to the growth of the service sector like banking and insurance. J Transport has promoted humanitarian assistance particularly in disaster situations, e.g distribution of relief food, medical services and evacuations during catastrophes and wars. K It has led to growth of schools and hospitals and social amenities. In Kenya most schools and hospitals are located along transport routes. L It has led to agricultural development. Farmers have been able to increase food production since they can transport farm produce and inputs more efficiently and effectively. M It has stimulated the growth of urban centres. Towns such as London, Nairobi and Harare started off due to their location along transport rou s. The towns have also grown due to their transport function. N Transport has enhanced political control in countries. National security has been enhanced due to accessibility of many areas of a nation. O Transport facilitated colonization of Africa and Asian countries. Railway systems helped them to conquer and suppress local resistances to facilitate easy administration. Negative effects of transport. A Transport systems are responsible for many accidents in world leading to loss of lives. The Mtongwe ferry accident in Kenya claimed 257 lives in 1994; a plane crash in Ngong in 2012 killed the minister for internal security professor George Saitoti and six others. B Transport is responsible for environmental pollution. Different forms of transport emit poisonous gases to the atmosphere. Oil tankers cause oil spills in the sea s leading to marine pollution. C Unless they complement each other, different forms of transport are unreliable. For example, water and railway transport have to be complemented by road transport. D The growth of international terrorism has been attributed to transport network."}
{"text": "C Unless they complement each other, different forms of transport are unreliable. For example, water and railway transport have to be complemented by road transport. D The growth of international terrorism has been attributed to transport network. Communication Definition This is a Two-way process of reaching mutual understanding, in which participants not only exchange information but also create and share ideas and messages. Communication includes writing, talking and Non-verbal communication facial expressions, body posture, or gestures. Traditional forms of communication. The methods of communication that were used in the traditional society included; Gestures These are signals or body movements intended to pass a message. The person to whom the gesture is directed must know the meaning of the gesture. It is sometimes referred to as sign language. A combination of gestures that simulate actions or a sound Key notes for the teacher and students- Cheloti 2012-2013 30 Body language. Sometimes gestures are used to enhance and emphasize speech. They are used where silence is required yet communication is vital like in operating theatres, and in traffic control. Verbal communication-language. This is the commonest form of communication among human beings involving the use of sound spoken language in combination with some gestures or alone, to express messages There are over 6000 distinct languages world today. Signals. The use plants on the roadsides, the shaving of hair, physical marks on one s body or property are means through which communication is passed to others. Fire and smoke signals. Fire and smoke signals were used to send quick and urgent messages. Fire and smoke signals were coded such that strangers could not interpret the message correctly. They were commonly used in warning people of an impending danger. The Jews used fire signals torch light to proclaim their feast days on mount Olives. Fire and smoke signals were always sent at night. Advantages of using fire and smoke signals. A Fire and smoke signals Conveyed messages faster than a messenger. B Confidentiality of messages was upheld since the messages were coded and could not be interpreted by strangers. C It was a cheap method of passing a message. Disadvantages of fire and smoke signalsKey notes for the teacher and students- Cheloti 2012-2013 31 a Messages could not be sent over long distances. B Ranges of messages passed were limited. C It was restricted by weather conditions smoke is useless in cloudy and misty days. It is difficult to set fire in wet conditions."}
{"text": "B Ranges of messages passed were limited. C It was restricted by weather conditions smoke is useless in cloudy and misty days. It is difficult to set fire in wet conditions. Smoke could be blown by wind. D It was of little use if no one was on the look out to see and interpret. Drumbeats. In drumbeating as a means of communication, each beat was coded for relaying different messages. For example there were different beats for ceremonies, announcing funerals, meetings, declaration of war, arrival of strangers and impending attack. Once the initial beat was heard, the other drummers could pick up the beat in different areas thus spreading the message very quickly. Advantages of drumbeating. A Drumbeats could relay a wide range of messages-different beats could convey different messages. E.g. death, danger, festivities. B In most cases drum beating could be used at any time both day and night whereas smoke signals could only be used during the day. C Drum beats relayed specific messages whereas smoke relayed general messages. D Drum beats could be used all seasons whereas smoke signals could not be used during certain seasons e.g. when it is raining. E Drumbeats could convey messages over wide areas. F Messages by drumbeat were conveyed faster compared to smoke signals. The major disadvantage of drumbeats was that at times it was difficult to differentiate the beats and therefore, the message could not be clearly interpreted thus leading to confusion. Horn blowing They were used to make public announcements, summon warriors or invite people to an important meeting. This was done by specialists with different tones that passed different messages thus passing a wide range of massages. Screams and cries Screaming was effective mostly on hill or mountain tops because of echoing. There were different ways of screaming in different situations.. Ululations signified feasting or good news like child birth. Running messengers. Sometimes there was use of trust worthy runners for very personal and urgent messages. However the accuracy of the message delivered depended on the memory of the messenger. Key notes for the teacher and students- Cheloti 2012-2013 32 An Athenian soldier, Phidippides, is remembered in history as a great messenger for covering great distance from Marathon to Athens. Unfortunately, he dropped dead shortly after arrival. The Marathon race is named in his honour. Messengers are still used to deliver messages today although there has been tremendous improvement after invention of writing."}
{"text": "A They provided reliable information that was not easily forgotten. B Information was stored in that form for future reference. C Information could be interpreted into different languages so that it could be accessible to many. D The message in most cases was accurate. Limitations. A They were only limited to literate people. B At times the information could be biased depending on the writers orientation. Key notes for the teacher and students- Cheloti 2012-2013 34 c Written messages were open to misinterpretation. Modern means of communication. Numerous modes of communication have been evolved over time since the time primitive speech was the main means of communication. The modern means of communication include telephone, radio, television, video, cinema, telegraph, telex, electronic mail. Pager etc. The methods are categorized into telecommunications and print media. Telecommunications. This is a term that describes the technology of receiving and sending messages by telephone, radio, television, telegraph, telex, facsimile or e-mail. The message can be verbal, written or pictorial. There are a wide range of devices in telecommunication through which messages can be sent in a variety of ways. For example. Telephone. This a communication device which is used to relay sound waves by converting them into electrical signals and then reconverting them into sound waves. Telephones carry sound over a distance using electric current. The history of the invention of telephones starts with the success of a Scottish-born American inventor, teaching speech to deaf children in Boston Massachusetts, Alexander Graham Bell, who built an experimental telegraph which broke down after one day. Bell constructed a transmitter and a receiver for which he received a patent on March 7, 1876. Assisted by Thomas Watson, he discovered that voice can be sent using wires. Later, Almon Brown Strowger of Kansas City, Missouri, invented the first automatic telephone exchange using electromagnetic switchboard Strowger Switches in 1897. By 1900, long distance service was possible through the use of repeaters electromagnetic devices placed along the route of the call which amplified and repeated conversations into the long distance instrument. Radio transmission later replaced underground and submarine cables for long distance transmission. In 1877, Graham Bell opened the Bell Telephone Company. In 1900, it was sold to the American Telephone and Telegraph Company AT T In Kenya, telephone communication was introduced in 1908 and has grown tremendously Cellphones."}
{"text": "Radio transmission later replaced underground and submarine cables for long distance transmission. In 1877, Graham Bell opened the Bell Telephone Company. In 1900, it was sold to the American Telephone and Telegraph Company AT T In Kenya, telephone communication was introduced in 1908 and has grown tremendously Cellphones. A cellular telephony is a type of wireless communication which uses many base stations to divide a service area into multiple cells The concept of cellular phones began in 1947 when researchers looked at the crude mobile car phones and realized that by using small cells with frequency reuse, they could increase the traffic capacity of mobile phones Dr Martin Cooper, a former general manager of the systems division at Motorola is considered the inventor of the first modern portable handset. Which he used for the first time in April 1973. The development of mobile telephony technology was slow in the earlier periods due to the hindrance by the strict federal regulations in USA and Europe. In 1921, the USA mobile RadioKey notes for the teacher and students- Cheloti 2012-2013 35 began to operate In June 1946, the first American Commercial mobile radio telephone service was introduced in Saint Louis, Missouri. By 1950s, the first telephone equipped cars took to the roads in Stockholm. In 1964, the Bell system introduced the mobile telephone service. By 1982, commercial cellular phones were being used in the USA and Tokyo in Japan. By 1987, USA had over 1million cellular telephone subscribers. Currently, there are many mobile manufacturing companies are now in operation. For example, Nokia, Motorola Inc., Sony, Alcatel, Samsung, Sagem, Siemens, AG, and Sony Ericsson There are also a number of mobile phone service providers. In Kenya, the main ones are Safaricom, Airtel, Orange and Yu Standard Features of cellphones a They are used for making and receiving calls. B All have a personal phone book. C They all have the ability to send and receive SMS. D They have the ability to store messages and display and record the telephone number of a caller. The following features are not standard and vary from phone to phone. A Calculator, clock and calendar. B Access to the internet c Digital camera capability d A variety of ringtones Limitations of cellphones. A They may be prone to poor reception especially where they are reliant on internal antennas."}
{"text": "A Calculator, clock and calendar. B Access to the internet c Digital camera capability d A variety of ringtones Limitations of cellphones. A They may be prone to poor reception especially where they are reliant on internal antennas. B Their use is dependent on the availability of electricity. The phone must be recharged after a number of days. In areas where accessibility to electricity is a problem, mobile phones may not be so much in use. C The continuous use of mobile phones has raised fears of possible side effects of radioactive rays on human beings. D Handsets are easily stolen due to their small size. Television. The a public broadcasting medium that uses a point to multipoint technology to broadcast to any use within the range of the transmitter In 1855, the idea of a television was perceived but only came into use in 1922 when a Scot, Loggie Baird, showed how moving images could be transmitted by electromagnetic waves. In 1931, the cathode ray tube CRT was invented in USA. The CRT transforms beams of electrons into visible images on the screen. This led to development of modern television. The first television broadcasting service was launched in 1936 by BBC. I 1942, Baird invented the colour transmission. In Kenya, broadcast television began after a television station was opened in 1970. This was the Voice of Kenya. Kenya was connected to worldwide television via Longonont Satellite Station in 1972. Key notes for the teacher and students- Cheloti 2012-2013 36 In 1990, KTN, the second channel was introduced in Kenya Cable Television. Cable television, a commercial service that links televisions to a source of many different types of video programming using Coaxial cables, was introduced in Kenya in 1994. The television users with personal satellite dishes can access satellite programming directly without a cable installation. Recently, the digital television DTV was invented. This is the transmission of audio and video of digital signals, in contrast to analog signals Television is an important means of communication since it is an audio-visual device. Its importance can be summarized as follows; a It conveys news and information from all over the world more vividly than other means of communication such as radio. B It is a source of entertainment as it shows music and drama programmes. C It is a device that may be used in educational broadcasting. Some educational programmes are broadcast on television."}
{"text": "B It is a source of entertainment as it shows music and drama programmes. C It is a device that may be used in educational broadcasting. Some educational programmes are broadcast on television. For example, programmes that sensitize people on HIV and AIDS pandemic. D It is used in commercial advertisement by manufacturers and companies thus enabling them to sell their products. E It is the best means of transmitting ideas since it commands attention. F It is a source of employment in the television stations. G Television has enabled humankind to bridge the gap of real-time communication between different time zones in the world. Disadvantages. A TV can only be viewed where there is electricity. It is expensive to install solar panels in areas where there is no electricity. The car batteries that may be used require constant charging. B Pornographic programmes have eroded cultural values, especially among the youth. Such programmes originate in the west and the youth want to imitate what they see. C Watching violent programmes has created the culture of violence among the youth. For example, watching of wrestling and violent movies. D Some advertisements encourage deviant behavior. For example, advertisements of alcohol and cigarettes. E Watching television can sometimes become addictive in some homes thus limiting the time to participate in other activities. Radio. The invention of the radio was a significant development in the electronics industry. In 1864, an English mathematical physicist, clerk Maxwell 1831-1879 suggested that there was the existence of waves. In 1888, a german, Heinrich Rudolph Hertz, 1857-94 demonstrated the existence of electromagnetic waves vibrations that travel through space, which were named after him. These waves could be used in wireless communications. In 1901, an Italian, Guglielmo Marconi 1874-1937 invented the radio and sent a radioKey notes for the teacher and students- Cheloti 2012-2013 37 transmission across the Atlantic from poldhu in Cornwall to Saint John, Newfoundland, Canada. The radio gained prominence during the World War I as it was used to communicate. The Marconi Company made the first radio broadcast in Britain in 1920. The British Broadcasting Company BBC was set up in London in 1922. Kenya s Radio Broadcasts before independence depended on the BBC. The VOK began to air programmes after independence."}
{"text": "The British Broadcasting Company BBC was set up in London in 1922. Kenya s Radio Broadcasts before independence depended on the BBC. The VOK began to air programmes after independence. In 1990, VOK changed its name o KBC In 1995, the FM meter Band was launched thus leading to an increase in radio stations Importance of radio. A Radio is easy to access since people can afford to buy the device. B News and information from the radio is quickly received throughout the country c It can also be accessed by the illiterate people who can listen and understand the radio news if broadcast in the language they can understand. D Radio is used to enhance communication in transport systems like motor vehicles, railway, ships and airplanes. E Radios are sometimes used to broadcast educational programmes and important government communications on issues like health, agriculture and family planning. F The radio is a source of entertainment. E.g through Music and drama programmes. G Radio can be used by manufacturers and companies to advertise their products thus stimulating business. H Radio communication has enhanced space exploration. Radio signals are used to communicate with space vehicles. Telegraph This is a device or process by which messages are passed over a distance, especially using radio signals or coded electrical signals. Telegraph messages are sent by a code in which numbers, letters and punctuation marks are represented by a combination of dashes and dots. The earliest code to be used was the Morse code which evolved into the international Morse code. A message sent by a telegraph was called a telegram. Radio invention made it possible for wireless telegraphy. Samuel Morse 1791-1892 is credited for the invention of the electric telegraph. In 1837, Morse made the first crude telegraph and by 1844, he successfully sent a telegraph over line. By 1845, the first public telegraph was operating between Washington and Baltimore. In 1851, the first telegraph cable was laid under the English Channel between London and Paris. In 1866, the Trans-Atlantic cable was established. In 1872, most cities in the world were linked by telegraph. Disadvantage. Communication through the telegraph could be rendered unreliable where accidents and poor weather could cut telegraph cables. Internet. This is a computer-based global communication network system that links thousands of computers using telephone lines."}
{"text": "Communication through the telegraph could be rendered unreliable where accidents and poor weather could cut telegraph cables. Internet. This is a computer-based global communication network system that links thousands of computers using telephone lines. Currently Mobile phones are also used in internetKey notes for the teacher and students- Cheloti 2012-2013 38 communication. Internet forms one of the inexpensive and fastest communication means in the world today which has gained popularity.. Internet was introduced in the 1970s. Currently there are over 4000 million users of internet in the world today with its popularity being manifested in the social media networks like facebook, Twitter. Results of internet. A Education has been developed since research can be done on the internet. B E-commerce can be done on the internet hence enhancing the sale of goods and services. C The running of government operations can be done on the internet since the government may use it for internal communication, distribution of information and automated tax processing. D Internet has led to expansion of Business as people use it to interact with other business people. E Individuals use the internet to communicate through e-mail or other social network platforms such as facebook, Twitter, Skype, etc. Electronic Mail. E-mail This kind of communication is also reliant on internet. The communication is done using either computer or mobile phones with the help of a modem. E-mails first came into widespread use in 1990s and has today become a major contributor to business development. It has taken the lead ahead of telephone, fax, radio and television in communication. Facsimile transreceiver fax This is a method of transmitting text over telephone network. A written, printed or pictorial document is scanned then sent and reproduced photographically at the destination. The message picture is transmitted within 30 seconds The Fax machine was developed by a german named Arthur Korn in 1902 and was commercialized in 1926. Telex. This is system of direct dial teleprinter which uses a keyboard to transmit typed text over telephone lines to similar terminals Satellites. A Satellite is a spacecraft or an artificial device orbiting the earth, moon or another planet, transmitting back to earth scientific information. It is launched at a velocity of atleast 28,960 km per hour escape velocity to enable it overcome gravitational pull of the earth and thus remain in space. In 1680, a British Scientist, Isaac Newton, introduced the idea of artificial satellites."}
{"text": "A Satellite is a spacecraft or an artificial device orbiting the earth, moon or another planet, transmitting back to earth scientific information. It is launched at a velocity of atleast 28,960 km per hour escape velocity to enable it overcome gravitational pull of the earth and thus remain in space. In 1680, a British Scientist, Isaac Newton, introduced the idea of artificial satellites. The first message to be transmitted by satellite was the Christmas greeting by President Dwight D Eisenhower of the USA in 1958. In 1969, the first television pictures were relayed around the earth by satellites from Apollo II astronauts. Key notes for the teacher and students- Cheloti 2012-2013 39 In October 1957, USSR sent sputnik I, the first satellite into the orbit. In the same year, the first living passenger, a little dog called Laika, was carried into space by a satellite. In 1961, a Russian Yuri Gagarin went into space on board of a satellite. In 1969, an American, Neil Armstrong, in his spacecraft Apollo I, landed on the moon. In 1981, the US released the first space shuttle which is manned, airplane like craft which orbits the earth. In 1983, Challenger, the space shuttle, released a satellite into space. In 1986, an accident occurred on the space shuttle, Challenger, killing seven Astronauts Pagers beepers These are portable communication message devices. In using it, the person sending the message uses a phone and calls a pager number. The impact of telecommunications today. A Telecommunication has revolutionized communication through enabling faster and easier communication between individuals. This has increased interaction and therefore international understanding. B Telecommunication has enhanced information management e.g the use of computers for information storage and processing and the internet in communication. C Telecommunication devices are also sources of entertainment. Radios and television broadcast music and movies to entertain people. D Telecommunication systems like television bring reality to the viewers by transmitting live pictures. E Telecommunication devices enhance cultural exchange and understanding through showing programmes from other countries. This helps people to appreciate other people s culture and even enrich their own. F Telecommunication systems have promoted water and air transport. Ships at sea and airplanes use these devices to send signals to guide captains and pilots. G Telecommunication systems have made world trade and businesses more effective and efficient."}
{"text": "F Telecommunication systems have promoted water and air transport. Ships at sea and airplanes use these devices to send signals to guide captains and pilots. G Telecommunication systems have made world trade and businesses more effective and efficient. People can quickly place orders for goods and get news of world markets and commodity prices. H Telecommunications has enabled organizations, government institutions and individuals to access information and programmes at their convenience. This has led to effective management and good governance. I Countries have also improved their security systems by using radio and radio calls and mobile tracking systems to combat crimes. J Modern war fare has been revolutionized. Modern weapons depend on telecommunication services that provide accurate and reliable information. For example, satellites are used to guide missiles. K Remote areas are no longer inaccessible thanks to telecommunications. People can communicate using cellphones even from the most remote areas of a country. L Telecommunication systems have promoted space exploration. Man has been able to send spacecraft to the moon, mars and Venus using communication satellites. M Telecommunication is a source of employment in many countries. Many people offer services, operate systems and maintain them. Key notes for the teacher and students- Cheloti 2012-2013 40 n Governments earn revenue from telecommunication systems. This revenue promotes economic development. For example taxes collected from licensing of service operators, manufacturers of telecommunication systems etc. Negative attributes to telecommunication. A Telecommunication has promoted international social crimes such as fraud, drug trafficking and terrorism. B Some forms of telecommunication promote immorality among children and the youth in the world through watching of pornographic materials. C Some telecommunication devices cannot be accessed by many people due to the expense of acquisition and installation. D Telecommunication devices have an addictive effect for many users. This affects speed of development in developing countries AS people sit for long hours watching television instead of engaging in productive activities. E Mobile phone users risk suffering from effects of the constant exposure to radioactive rays which may cause certain types of cancer. Print media. This refers to all that is printed or written down and published. For example, journals, books, newspapers, magazines etc. Newspapers. It is an unbound publication produced at regular intervals and devoted primarily to current events and advertisements Before printing was invented, the oldest newspaper, The Siloam Inscription, a stone on which news were recorded was in circulation among the people of Mesopotamia at around 700 BC."}
{"text": "For example, journals, books, newspapers, magazines etc. Newspapers. It is an unbound publication produced at regular intervals and devoted primarily to current events and advertisements Before printing was invented, the oldest newspaper, The Siloam Inscription, a stone on which news were recorded was in circulation among the people of Mesopotamia at around 700 BC. The Chinese court journal, Tsing Pao, published in Peking in AD 500 was another early form of newspaper. The Roman Bulletin, Acta Diurna, used by Emperor Julius Ceaser from 60BC to post government daily announcements was also an early form of newspaper. Printing was invented by a german, Johannes Gutenberg, in the 15th century. The first publication, Strasbourg Relations, was published in 1609 The London Daily Post also known as the Public Advertiser was published by Henry Woodfall and his son Sampson Woodfall in 18th c. The London Times was first published as the Daily Universal Register by John Walter in 1785. It changed its name to Times in 1788. In 1900, C Arthur founded the Daily Express. The first newspaper in Kenya was the African Standard founded by Alibhai Mullas Jeevanjee, in Mombasa in 1902. It later changed its name to the east African standard in 1905. And moved its operations from Mombasa to Nairobi in 1910.in 1928, Jomo Kenyatta published a local newspaper in Kikuyu, Muigwithania aimed at spreading the views of the Kikuyu central Association and promote kikuyu culture. The Daily Nation was established by the Aga Khan in 1960 In 1983, the Kenya Times was founded by Hilary Ngweno and later bought by KANU and ownedKey notes for the teacher and students- Cheloti 2012-2013 41 jointly with a Briton Robert Maxwel Types of Newspapers. Daily Newspapers These print atleast one edition every weekday. Some print morning and evening edition when necessary. Examples of daily newspapers include the Daily Nation, The standard, the Toronto Star and The Los Angeles Times. Weekly Newspapers. These are published once a week. They contain news of interest to people in a smaller area, maybe a city or a neighbourhood. For example the east African in Kenya and the weekly Telegraph in Britain. Special interest Newspapers."}
{"text": "They contain news of interest to people in a smaller area, maybe a city or a neighbourhood. For example the east African in Kenya and the weekly Telegraph in Britain. Special interest Newspapers. They concentrate on news of special interest to a particular group for example an ethnic community, a corporation or a trade organization. They can be daily, weekly or monthly. Periodicals. These are publications released at regular intervals and containing news, feature articles, poems, fictional stories etc. They also contain photographs and drawings. Periodicals aimed at general audience are called magazines Periodicals differ from newspapers in that whereas newspapers deal with sometimes daily news and are unbound, periodicals like magazines and journals focus on more specialized material and deal with news in form of summaries or commentaries. They are printer on finer paper with smaller bound pages and issued at a longer interval than a day when compared to newspapers. Magazines These are periodical publications with specialized information on particular issues. They are published fortnightly, weekly or monthly The oldest magazine is Eileen s Oxford Gazette published in 1665, later became the London Gazette. The first periodical to use the word magazine in its Title was the Gentleman Magazine published in 1731 in Britain. The oldest magazine in Kenya is the Kenya Official Gazette 1900-1963 , renamed the Kenya Gazette after independence. Other were the Leader of the British East African Company, Wathiomo Mukinyu by Consolata Catholic Missionaries in Nyeri, Tangaza by Harry Thuku, the East African Chronicles and the Colonial times by the Asians Journals These are periodicals with a narrower target audience such as scholarly publication. They specialize in particular themes or professions. For example the Review of Political Economy, Canadian Journal of African Affairs, the East African Journal of Social Sciences and the East African Medical Journal. DEVELOPMENT OF INDUSTRIESKey notes for the teacher and students- Cheloti 2012-2013 42 Industry is defined as the skill of making other products from raw materials. It involves extraction and processing into finished products of raw materials Early Sources of Energy. Energy is the ability to do work. The following are the early sources of energy that can be identified. Wood. Wood developed as a source of energy after the discovery of fire."}
{"text": "The following are the early sources of energy that can be identified. Wood. Wood developed as a source of energy after the discovery of fire. It was used as follows; a Making fire which provides heat to warm people during cold seasons lighting, to cook roots and roast meat, for hunting bushfires , tool-making to harden tips, means of communication, food preservation b Charcoal made from wood fuel provided heat that was used for steaming water to provide steam power for steam engines during the industrial revolution. This is a form of energy still in use today since it is cheaper and easily available. Wind. Wind was used to drive sailing ships during the trade between East African Coast and the Far East Windmills were used in China to grind grain and process foods They were also used to pump water from polders in Netherlands Windmills are also used to generate electricity Windmills are mainly used in areas with fewer trees like in Isiolo, Garissa, Wajir and Mandera However the use of wind as a source of energy is disadvantaged by its being irregular and inconsistent in direction and strength. Water. Water has been harnessed to produce HEP Water was used to turn wooden propellers water wheels which in turn turned grindstones to grind grains into flour. In England, it was used in the Textile and paper industry to turn spinning machines In Italy water-powered machines were used to make copper pots, weapons of war, to spin silk and to sharpen various tools Water also is not reliable as a source of energy since the levels may be too low during dry weather for HEP production. Uses of metals in Africa The age of metals in Africa is divided into the Bronze and Iron Age. Man moved from the Stone Age to the age of metals because metals had the following advantages; a Metallic tools were more durable. They could not break easily. B Cutting edges of metals could be sharpened. C Malleable Metals could be heated and reworked into deferent usable designs when need arose d Metals are not prone to waste. Broken pieces can be smelted and reworked into useful items. For example a broken spear into an arrow. The following are examples of metals that were used in Africa. Gold. Key notes for the teacher and students- Cheloti 2012-2013 43 This was the first metal to be used by humankind. It was used in Meroe, Egypt, Wangara in Ghana and in Central Africa."}
{"text": "Gold. Key notes for the teacher and students- Cheloti 2012-2013 43 This was the first metal to be used by humankind. It was used in Meroe, Egypt, Wangara in Ghana and in Central Africa. Gold is malleable and therefore it could be easily moulded into the desired shape without smelting it. Its softness however implied that tools made from gold could bend easily. It was also heavy and could not be found everywhere. Uses of Gold. A It was used to make ornaments and decorations. In Egypt, it was used to make jewellery like rings, bangles and bracelets. B It was used to make utensils, such as plates, vases and drinking vessels. C It was used to make swords and flint knife handles among the rich in Egypt. D It was used to make coins in Egypt. E It was used as a trade item in East, central and west Africa f It was used to make weapons such as sword and knife blades. G Gold was also a measure of wealth in Egypt. Copper. Though quite soft, copper as harder than Gold and could make better tools. The Egyptians were the earliest people to use copper by 3000 BC. The metal could further be hardened by mixing it with other metals to form alloys during smelting. Uses of copper. A Making utensils and containers such as pots and pans. B The Egyptians used copper to make axes, tools, Chisels, Pins and fish hooks. C It was used to make ornamental bangles, rings, helmets, needles, wire chains and statues. D It was used as a medium of exchange in the form of copper bars. E It was used to make daggers weapons . F It was used as a trade commodity. Those with copper exchanged it with other goods that they did not have. G It was used to make alloys like Bronze and Brass. Bronze. Bronze is a mixture of copper and tin which makes it harder than copper. It was used during the Bronze Age. In Africa Bronze was used among the Yoruba, Dahomey and Asante in Nigeria and in Benin. And also in Egypt. Benin was the centre of Bronze. Uses of Bronze. A Making stronger weapons such as shields, spears, arrowheads, swords and daggers. B Making sculptures and decorations."}
{"text": "Uses of Bronze. A Making stronger weapons such as shields, spears, arrowheads, swords and daggers. B Making sculptures and decorations. For example, in Benin it was used to make objects for religious ceremonies, masks and decorating the king s palace. It decorated temples, palaces and pyramids in Egypt. C Making knives, containers, pans and vases. D It was a store of wealth. E It was used to make tools, shields and chariots. Disadvantages of Bronze. A The tools lost their sharpness and became blunt quickly since the metal was relatively soft. Key notes for the teacher and students- Cheloti 2012-2013 44 They required constant sharpening. B Bronze was not cheap. The mixture of copper and yin had to be acquired through trade thus making bronze expensive. C It was difficult to get an appropriate proportion of each of the two metals. Iron. Two theories that explain the origin and spread of iron working in Africa are; 1 It was first introduced in North Africa from the Middle East by the Phoenicians and the Assyrians, and then spread to west, East Central and South Africa. 2 The art of iron working probably developed independently in Africa as evidenced by the Archaeological evidence in Buhaya the oldest iron age site that existed between 5th and 6th C AD , North West of Tanzania. The Buhaya iron is associated with the pottery style known as Urewe-ware The Hittites were the first people to smelt and use iron in around 1500BC. The skill then spread to the Assyrians. The idea then spread to Africa between 400 and 500 BC and became widespread in the Nile Valley. By 5th c it had spread upto Meroe the Birmingham of Africa then to Ethiopia. From Carthage and Tunisia, it spread to West Africa, at Taruga in Nigeria s Jos plateau at around 580BC, then to Lake Chad by 500 AD Ways in which the iron culture spread in Africa. 1 Through wars of conquest e.g. Egypt versus Assyrians where the Assyrians forced the Egyptians to learn to use iron from Meroe to make strong weapons. 2 Trade e.g. the Mesopotamians traded with Africans. The North African then traded with the West Africans, thus spreading the iron smelting technology across the Sahara."}
{"text": "2 Trade e.g. the Mesopotamians traded with Africans. The North African then traded with the West Africans, thus spreading the iron smelting technology across the Sahara. 3 Intermarriages e.g. Arabs and Africans intermarried and hence a new iron culture and technology developed. 4 Through learning and acquiring the technology from neighbors. 5 Increased demand for iron tools for agriculture, weapons and iron products increased trade in iron. 6 Migrations. E.g in east Africa where the Bantus and nilotes arrived from West African region with the iron culture which they introduced to east Africa. 7 Travelers and messengers who gave out and received the gifts of iron Uses of Iron a It was used as medium of exchange. Iron bars were used as currency. B To make agricultural tools such as hoes and pangas this increased food production. C Weapons such as spears and arrows were made of iron, which strengthened some communities while others who lacked the same were easily defeated. D Iron was used as a trade item where those who did not have it acquired it through barter trade. E It was used for storing wealth. Smithers used iron bars as a measure of value. Effects of iron working. A It promoted empire building. Many kingdoms and empires relied on strong iron, weapons s to fight expansionist wars e.g. Egypt, Benin and Mwene Mutapa empires. B It led to migrations especially of the Bantus who war able to protect themselves during theKey notes for the teacher and students- Cheloti 2012-2013 45 journeys using iron weapons. C It promoted agriculture since large tracts of land could now be used to produce more food using stronger tools. D Adequate food resulted in population increase and later migration to areas with sparse population. E It resulted in specialization and division of labour as some people became iron smelters while others engaged in other activities like trade. F It stimulated construction and building works using stronger metals like iron. Better houses, temples and bridges were built. G Metal technology also had an impact on religion in that metals began to be used when performing religious rites and in royal palaces e.g. the golden stool among the Asante. H Trading and industrial towns developed within and around the major mining centres like Meroe Axum, in Ghana, in Zimbabwe and in Benin."}
{"text": "G Metal technology also had an impact on religion in that metals began to be used when performing religious rites and in royal palaces e.g. the golden stool among the Asante. H Trading and industrial towns developed within and around the major mining centres like Meroe Axum, in Ghana, in Zimbabwe and in Benin. I Trade was promoted in that sometimes iron was used as currency and others became important items of long distance and regional trade. INDUSTRIAL REVOLUTION IN EUROPE. The Industrial Revolution was a period from 1750 to 1850 where changes in agriculture, manufacturing, mining, transportation, and technology had a profound effect on the social, economic and cultural conditions of the times. It began in the United Kingdom, and then subsequently spread throughout Western Europe, Northern America, Japan, and eventually the rest of the world. The industrial revolution in Europe occurred in two phases; The old phase was from 175-1850 and began in Britain and spread to other European countries like France 1825 , Germany 1840 , Belgium 1870 and Russia 1890 . In USA, it began after the American civil war of 1861 to 1865. In Japan it began in 1900. In Kenya, it is hoped to be done by 2030. Characteristics of industrial revolution in Europe. A The use of machines to replace human and animal labour. B The use of steam power as a new source of energy to replace water, wind and animal power. C Increased exploitation and use of coal, iron and steel. D The rise of the factory system in owns instead of the cottage industries in homes. E The development of better forms of transport including the use of railways, roads and water. F Improved living standards and an increase in the human population who required more manufactured goods. G The production of goods on large scale. Machines worked faster than human labour. H The development of science and the application of scientific knowledge in production. I There was development of trade as manufactured goods were sold locally and abroad. J The rise of modern capitalism that provided enough wealth which was then invested back into industry. K The growth of trade Union Movements to carter for the rights of industrial workers. Key notes for the teacher and students- Cheloti 2012-2013 46 Uses of Various Sources of Energy. Coal."}
{"text": "K The growth of trade Union Movements to carter for the rights of industrial workers. Key notes for the teacher and students- Cheloti 2012-2013 46 Uses of Various Sources of Energy. Coal. This is a compact black or dark brown, carbonaceous rock which is a fuel and source of coke, coal gas and coal tar. Abraham Darby invented the process by which coal was turned into coke in 1709 thus discovered that coal produced immense heat. Coke was used to smelt iron. Uses of coal. A To heat water to high temperatures so as to produce steam. B To provide lighting. C To drive steam engines in factories. Some generators depended on coal heat to produce steam. D To drive locomotives. This promoted transport. E It was a raw material in the manufacturing of dye and pharmaceutical products. Disadvantages of Coal. A It is bulky and transporting it is difficult. B It produced too much smoke when used in locomotives. Also gases released during the burning of coal e.g sulphur dioxide polluted the air and caused acid rain. C Coal was expensive to mine and to transport to the required destination. D Coal mining was risky to miners who often lost their lives when mines collapsed and buried them. Petroleum. Often referred to as oil Before 1850, oil was known to American farmers as a substance that affected food production in farms. It was an American Don, Bissel who carried out an analysis of oil samples at a university lab and established that oil was both a fuel and lubricant. The use of oil became widespread with the invention of the internal combustion engine by Gotlieb Daimler. Uses of oil. A To power vehicles, aeroplanes and ships b To generate electricity used in lighting and cooking. C To run engines in industries d Tar Bitumen , a by-product of petroleum is used to tarmac roads. E Greasing of metals in industries was also done by petroleum by-products such as grease. F Certain petroleum chemicals are used in making of drugs, fertilizers, synthetic fibre and plastics. Disadvantages of oil a For countries importing oil, it is expensive to transport. B Prospecting for oil is quite expensive. C Oil may also affect the environment, since extracting large quantities of petroleum may cause land to sink. Steam. Steam is boiling water turned into gas."}
{"text": "C Oil may also affect the environment, since extracting large quantities of petroleum may cause land to sink. Steam. Steam is boiling water turned into gas. It was used for first time around 100 AD in a steampowered engine developed by a Greek scientist called Hero. In the 16th century, Thomas Savery, a Briton, built a steam engine which could pump water outKey notes for the teacher and students- Cheloti 2012-2013 47 of a coal mine. In 1712, Thomas Newcomen improved Savery s design, though he design was still ineffective. In 1764, James Watt improved on Newcomen s engine to make it more effective and by 1800, 320 of Watt s engines were in use in Britain. In 1801, Richard Trevithick installed one of Watt s engines in a road vehicle. Three years later, he produced a steam-driven locomotive that ran on rails. In 1830, George Stephenson improved on Trevithick s work and invented the first steam locomotive, the rocket. In all these engines, coal was used to produce steam. Uses of steam. A It was used to drive heavy machinery in factories and to turn turbines that generated power for industrial use, e.g driving, spinning and weaving machines. B It was used for pumping water out of coal mines. C It was used in steam powered locomotives and ships. D The massive temple doors in Egypt were only opened using steam. Electricity. Electricity was discovered by an English Scientist called Michael Faraday 1791-1861 in 1831 when he invented the electric Dynamo. His principal of electromagnetic induction was the beginning of both the dynamo and the electric Motor. The energy used energy from coal, oil, steam or water to produce electricity The use of electricity became widespread from 1900. Uses of electricity. A Lighting. B Heating and cooking. C Powering machines in factories. D Communication. Electric signals are used in communication gadgets. E Powering transport vehicles such as electric trains and electric cars. Disadvantages of electricity. A It can be dangerous if not properly installed or used. B The generation and distribution of electricity is very expensive thus making its use limited to fewer people in developing countries. Other sources of energy. Atomic energy."}
{"text": "B The generation and distribution of electricity is very expensive thus making its use limited to fewer people in developing countries. Other sources of energy. Atomic energy. In 1896, A French physicist, Antoine Henri Beckquerel 1852-1903 , discovered that uranium produces radiation or energy in waves. Radioactivity . This was the birth of the development of Atomic energy. In 1938, Hahn and Stressman discovered the process of Atomic fusion which leads to production of Atomic energy. In 1942, a group of scientists led by Enrico-Fermi at the university of Chicago, USA, built the first Nuclear research Station which resulted in the invention of the nuclear reactor and later the discovery of an Atomic Bomb like one which was used Hiroshima and Nagasaki in 1945. In Belgium and France, 60 of the electricity is produced from atomic powerKey notes for the teacher and students- Cheloti 2012-2013 48 However, atomic energy when used in war can be very fatal Radioactivity also endangers both animal and plant life. Polluted air, where radioactivity has taken place causes fever, diarrhea and death. For example the radioaction accident in 1985 at Three Mile Island in the USA and at Chernobyl near Kiev in Ukraine in 1986 had fatal consequences. Solar Energy. It is obtained directly from the sun and is used to dry firewood, clothes and to cook food. In 1714, Antoine Lavoisier made a solar furnace which could melt metals. An engine using solar power was used to run a printing press in Paris in 1880. The use of solar water heaters was widespread in USA by 1900. In 1954, the first solar cell which turned sunlight into electricity was made. The energy was then used to heat water and generate electricity. Uses of Solar energy. A Drying agricultural products. B Distilling of salty water to get salt crystals. C Heating water in homes and industry d Heating and lighting buildings e Cooking using solar cookers f Irrigating using solar water pumps, g Powering satellites in space. Advantages of solar energy. A It is clean and is available in places where sunlight is readily available. B It is natural and therefore free, non-pollutant and inexhaustible source of energy."}
{"text": "Advantages of solar energy. A It is clean and is available in places where sunlight is readily available. B It is natural and therefore free, non-pollutant and inexhaustible source of energy. Iron and steel Iron was not really a source of energy but the industrial revolution was dependant on the availability of iron Uses of iron. A Production of machines for textile industry. Water pipes and ploughs were made of iron. B Production of steam engines. C Building of trains, railway lines ships, wheels, bridges and coach frames. In an attempt to overcome the disadvantages of iron it was too heavy and could rust easily , in 1856, an Englishman, Henry Bessemer produced steel out of Iron and Carbon. Steel is an alloy of iron and Carbon and is lighter, flexible, stronger and harder than iron Stainless steel, commonly used in cutlery is an alloy of Steel and Chromium. Uses of steel. A The construction of rail lines, bridges, cars and ships. B The manufacturing of machinery especially in the agricultural and industrial sector. C Reinforcement of concrete in buildings and roofing houses. D Making of containers and utensils. INDUSTRIALIZATION IN BRITAIN. This change, which occurred between 1750 and 1830, happened because conditions were perfect in Britain for the Industrial Revolution. The transformation was facilitated by the following factors;Key notes for the teacher and students- Cheloti 2012-2013 49 a Availability of coal and iron ore which served as a basis for heavy industries. Coal was a source of energy for use in the industries. Iron was used in the manufacture of machinery. B The agrarian revolution ensured that important raw materials were available for the industries and also made food more available for the many factory centres c Existence of a large population which provided steady internal market for the manufactured goods domestic local markets. There was also Availability of external markets in her colonies for the industrial produce. D Existence of cottage industries which acted as a base for industrial take-off in Britain. It was easier to turn to mass production of goods on the basis of the small scale production in cottage industries. E Due to the enclosure act, many peasants became available to offer unskilled labour especially following their displacement from the rural areas. F Political stability and strong leadership that existed at the time created a contusive environment for investments when compared to other European countries."}
{"text": "It was easier to turn to mass production of goods on the basis of the small scale production in cottage industries. E Due to the enclosure act, many peasants became available to offer unskilled labour especially following their displacement from the rural areas. F Political stability and strong leadership that existed at the time created a contusive environment for investments when compared to other European countries. G Well developed transport and communication network e.g railway, canals, bridges, harbours and roads which promoted industrialization. H Existence of good banking and insurance systems which gave financial help and security to the industries. I Britain had a strong navy that guarded her trade routes thus protecting her merchants from foreign competition. J Policy of free trade encouraged industrialization existence of the merchant and middle class who formed pressure groups that forced the government to adopt measures favoring their industries.britain had no internal customs barrier to hurt her industrial growth. K Availability of wealth capital that stimulated industrial revolution. Britain had accumulated a lot of wealth from her trade with other countries and her colonies in America and africa.e.g. The steam engine was made in Britain by a wealth Briton. L Availability of industrial raw materials in her vast colonies. INDUSTRIALIZATION IN CONTINENTAL EUROPE. The Industrial Revolution on Continental Europe came a little later than in Great Britain. Reasons why other European countries delayed in the industrialization process. A The political upheavals in France, Germany and Italy were responsible for the delay in the take- off of industrialization. B The existence of a feudal economy in which the peasant farmers could not afford to buy industrial goods nor raise capital to invest in industry. C The system of farming implied that inadequate raw materials came from the farms thus making it difficult for industrial development. D Their system of transport was not developed. E Unlike Britain, these countries did not have an enterprising class of people and scientists ready to take up the task of industrial investment and invention. Factors that led to industrial development in continental Europe. A Political stability and strong leadership that followed the unification of Italy and Germany and end of Napoleonic rule in France created a contusive environment for investments when compared to other European countries. Feudalism was also abolished. Key notes for the teacher and students- Cheloti 2012-2013 50 b The agrarian revolution that had taken place in continental Europe ensured that the countries had raw materials for their industries."}
{"text": "A Political stability and strong leadership that followed the unification of Italy and Germany and end of Napoleonic rule in France created a contusive environment for investments when compared to other European countries. Feudalism was also abolished. Key notes for the teacher and students- Cheloti 2012-2013 50 b The agrarian revolution that had taken place in continental Europe ensured that the countries had raw materials for their industries. Other strategic raw materials like coal and iron were readily available. C There was adequate capital from the rich traders who willingly invested in industry. Britain also gave loans to the European countries to industrialize. D Existence of good banking and insurance systems which gave financial help and security to the industries. E Existence of a large population which provided both skilled and unskilled labour required by the industries. F The European governments supported the industrial ventures that were aimed at enhancing economic development. French and Germany governments gave tax concessions and subsidies to encourage industrialization. G Existence of a steady internal and external market for the manufactured goods there was a high European population that consumed most goods locally. H Well developed transport and communication network e.g better roads, railway and water transport which meant that industrial workers, raw materials and finished goods could be transported easily. I Countries in continental Europe had vast sources of energy such as coal, steam power and electricity which enhanced industrial development. J The development of new skills in science and technology facilitated industrial growth. Some European countries like France and Germany sent their people to Britain to acquire skills and ideas in science and also invited English technicians to their countries. Effects of the industrial revolution in Europe. A Creation of employment opportunities. Ordinary working people found increased opportunities for employment in the new mills and factories. B Emergence of Factories and urbanization. Industrialization led to the creation of the factory system was largely responsible for the rise of the modern city, as large numbers of workers migrated into the cities in search of employment in the factories. C Improved Standards of living. Living conditions and health care improved during the 19th century. The famines that troubled rural areas did not happen in industrial areas. D Population increase. As living conditions and health care improved during the 19th century, Europe s population doubled every 50 years. Infant mortality reduced. E Local and international trade developed. Manufactured goods were sold locally while others were exported to America."}
{"text": "Infant mortality reduced. E Local and international trade developed. Manufactured goods were sold locally while others were exported to America. The industries also created market for raw materials from Africa and Asia. F European economies became diversified as a result of industrial growth. This led to specialization e.g. traders, bankers, mechanics and agriculturalists. G Development and use of machinery in agriculture led to increased production h Improvement in Transportation and technology. The expansion of business and factories expanded Canals, highways and railways were expanded. I Large scale production of a wide range of goods. New methods of farming , such as the use of fertilizers and new crop breeds were developedKey notes for the teacher and students- Cheloti 2012-2013 51 j The industrial revolution promoted development of science and technology. There was increased utilization of knowledge in production of goods as well as scientific inventions such as invention of electricity. K The emergence of trade union movement. The Industrial Revolution concentrated labour into mills, factories and mines, thus facilitating the organization of combinations or trade unions to help advance the interests of working people. L Eventually effective political organization for working people was achieved through the trades unions who began to support socialist political parties that later merged to become the British Labour Party. M It led to Political corruption - the amount of money generated by the Industrial Revolution created a class of super rich who could buy any politician or process. N Environmental damage - there were few if any rules regarding how resources could be removed and used. The air was horribly polluted from factories, as was the soil and rivers. O There was increased exploitation of natural resources in Europe during the revolution. Iron, coal and steel production increased. P Industrial revolution was accompanied with economic Exploitation of people. While jobs were created, sometimes the jobs were dangerous and people died. Harsh working conditions, Child labour, dirty living conditions, and long working hours were prevalent. Q Rise of unemployment. The rapid industrialization cost many craft workers their jobs. Many weavers found themselves suddenly unemployed since they could no longer compete with machines to produce cloth. R The industrial revolution was responsible for the scramble and partition of Africa. The colonies produced raw materials for industries in Europe and also acted as markets for goods processed in Europe. For this reason, many European nations sought to have as many colonies as possible. The scientific Revolution."}
{"text": "The colonies produced raw materials for industries in Europe and also acted as markets for goods processed in Europe. For this reason, many European nations sought to have as many colonies as possible. The scientific Revolution. Science is the systematic study of the nature and behaviour of the material and physical universe based on observation The scientific revolution refers to the history of science in the early modern period, where sudden development in mathematics, physics, astronomy, biology, medicine and chemistry transformed views of society and nature. Causes of scientific revolution. A Discovery of the New World. Exploration conquest leading to discovery of new plant animal life. Traditional link between navigation and astronomy great advances made my Portuguese navigators fueled an interest in learning more about the stars b Invention of the Printing Press. Allowed for rapid dissemination of scientific knowledge. Numerous books and newsletters were in circulation keeping people informed of science c Rivalry among Nation-States. Constant warfare among nation-states pushed for scientific development by placing an importance on technology, or applied science. Powerful leaders of nation-states funded scientific development. D Renaissance birth of knowledge. During this period, Human interest in the classical world increased. Renaissance time made people to develop interest in research learning. Key notes for the teacher and students- Cheloti 2012-2013 52 e The need to solve their daily life problems like shortages, disease etc. Necessity is the mother of all inventions. F Financial support for governments and individuals. Governments and individuals financed scientific research. G Religion failed to answer all questions. This sometimes betrayed man s belief in supernatural power thus emphasizing research. Scientific inventions. Scientific inventions have roots in the ancient civilization in Egypt, Mesopotamia, Greece, China and India. Early inventions were witnessed in the field of medicine, astronomy, agriculture, medicine and mathematics as follows; a The Egyptians discovered geometry which they used on farms. They discovered dead body preservation method mummification . Build pyramids for their pharaohs using knowledge in mathematics. B Greeks like Pythagoras contributed to mathematics, especially the right angled triangle as early as 200BC, Euclid did some work in geometry. Archimedes discovered how the lever works. Ptolemy is remembered for geographical work especially production of the Atlas. C The Chinese made cloth from silk and developed acupuncture skills. They invented paper making in 70 AD. They made gunpowder and the calendar."}
{"text": "C The Chinese made cloth from silk and developed acupuncture skills. They invented paper making in 70 AD. They made gunpowder and the calendar. D The Indians invented the decimal system in mathematics. E The Muslim Arabs developed the art of architecture as evidenced by the construction of unique mosques. Period Inventor and invention 1473-1543 Nicolas Copernicus a polish astronomer. He discovered that Celestial bodies possess uniform, circular motion around a central point. 1564 - 1642 Galileo Galilei. In 1609 the Italian mathematician invented the telescope and observed the universe. He accepted Copernican astronomy and the implicit necessity of a 'new' physics to replace Aristotelian mechanics. 1571 - 1630 Johannes Kepler. Used Brahe's data to confirm that the sun was the center of the universe and the earth and other planets revolved around it. 1642 - 1727 Sir Isaac Newton . He explained theories of motion and inertia with the force of gravity. Newton also described the composition of light. 1743-1794 Antoine Lavoisier, a Frenchman. He showed that air was made of hydrogen and oxygen elements. He stated that chemical substances comprised different elements. 1766-1844 John Dalton, an English Teacher was the founder of modern chemistry and is famous for the atomic theory all matter is made up of tiny particles called atoms. 1706-1790 Benjamin Franklin USA he stated that lightning was a form of electricity. He came up with the theory of electricity and invented the lightning rod. 1791 - 1867 Michael Faraday creates the electric motor, and develops an understanding of electromagnetic induction, which provides evidence that electricity and magnetism are related. In 1831, he invented the electric dynamo, a machine which produced electricity from a magnet. 1799 - 1878 Joseph Henry's research on electromagnetic induction is performed at the same time as Faraday's. He constructs the first motor; his work with electromagnets leads directly to the development of the telegraph. Key notes for the teacher and students- Cheloti 2012-2013 53 Impact of scientific inventions Impact of scientific inventions on agriculture a Food production has been increased thanks to the use of farm machinery, fertilizers, pest 1831-1979 James Clerk Maxwell pointed out that acceleration of electric charges emitted electromagnetic radiation. The ideas underlying Maxwell s theories of electromagnetism describe the propagation of light waves in a vacuum."}
{"text": "He constructs the first motor; his work with electromagnets leads directly to the development of the telegraph. Key notes for the teacher and students- Cheloti 2012-2013 53 Impact of scientific inventions Impact of scientific inventions on agriculture a Food production has been increased thanks to the use of farm machinery, fertilizers, pest 1831-1979 James Clerk Maxwell pointed out that acceleration of electric charges emitted electromagnetic radiation. The ideas underlying Maxwell s theories of electromagnetism describe the propagation of light waves in a vacuum. 1787-1854 . In 1827, George Simon Ohm determined that the current that flows through a wire is proportional to its cross sectional area and inversely proportional to its length or Ohm's law. 1876 Nicolaus Otto, A German traveling salesman named constructed the first practical internal combustion engine; it used a four stroke cycle of a piston to draw a fuel-air mixture into a cylinder, compress it, mechanically capture energy after ignition, and expel the exhaust before beginning the cycle anew. 1847-1869 Alexander Graham Bell, In 1876, at the age of 29, invented his telephone. 1701 Tull, Jethro invented a horse-drawn seed drill. 1764 Water frame invented by Richard Arkwright - the first powered textile machine. 1888-1946 John Logie Baird is remembered as the inventor of mechanical television an earlier version of television . Baird also patented inventions related to radar and fiber optics. 1755 Robert Bakewell produces Leicester sheep through selective breeding methods. In 1769, Bakewell breeds Longhorn cattle through selective breeding 1786 Andrew Meikle, a Scottish engineer, develops threshing machine 1831 Cyrus McCormick invents the first commercially successful horse-drawn reaper for harvesting wheat 1837 John Deere develops and manufactures the first commercially successful cast-steel plough 1831 1860s John Fowler pioneers the use of engines for ploughing and drainage channels 1879 Anna Baldwin patents a milking machine a vacuum device connected to a hand pump to replace hand milking. Invention receives a patent but not commercially successful. 1842 The first grain elevator is built by Joseph Dart in the U.S. 1850 Edward Quincy invents the corn picker 1764 Spinning jenny invented by James Hargreaves - the first machine to improve upon the spinning wheel."}
{"text": "Invention receives a patent but not commercially successful. 1842 The first grain elevator is built by Joseph Dart in the U.S. 1850 Edward Quincy invents the corn picker 1764 Spinning jenny invented by James Hargreaves - the first machine to improve upon the spinning wheel. 1733 Flying shuttle invented by John Kay - an improvement to looms that enabled weavers to weave faster. 1779 Crompton invented the spinning mule that allowed for greater control over the weaving process. 1785 Cartwright patented the power loom. It was improved upon by William Horrocks, known for his invention of the variable speed batton in 1813. 1847 -1931 Thomas Alva Edison is Most famous for his invention of the electric incandescent light bulb. 1853 - 1937 Elihu Thomson. His experiments eventually led to the adoption of alternating current technology. 1913 Robert Adler. He is Most famous for his invention of the wireless TV remote control. 1856 -1943 Nikola Tesla is Recognized as one of the outstanding pioneers in the electric power field 1765-1825 Eli Whitney invented the cotton gin in 1794. The cotton gin is a machine that separates seeds, hulls and other unwanted materials from cotton after it has been picked. 1895 Wilhelm R ntgen discovers x rays. 1898 Marie and Pierre Curie separate radioactive elements. 1898 Joseph Thompson measures the electron, and puts forth his \"plum-pudding\" model of the atom - that the atom is a slightly positive sphere with small, raisin-like negative electrons inside. Key notes for the teacher and students- Cheloti 2012-2013 54 and control methods and scientific breeding. Hybrid seeds have been developed together with new animal breeds. B Scientific inventions have stimulated scientific research in the field of agriculture. This is done in schools, agricultural institutes and colleges. C Farming of perishable foods has been made possible due to invention of preservation methods for foods like canning and refrigeration. D Increased food production has led to increase in population. There is increased food security. There is also increased trade. E Biotechnology has contributed to diversification of agriculture leading to greater crop and animal production. F Farming has been revolutionized from small-scale subsistence farming to large scale economic activity due to mechanization on farms Negative impacts of scientific inventions on agriculture."}
{"text": "There is also increased trade. E Biotechnology has contributed to diversification of agriculture leading to greater crop and animal production. F Farming has been revolutionized from small-scale subsistence farming to large scale economic activity due to mechanization on farms Negative impacts of scientific inventions on agriculture. A The consumption of chemically treated and stored food has raised concern for food related disease such as cancer and heart diseases b Use of pesticides and fertilizers sometimes poses the challenges of cost. Some pesticides are toxic and therefore harmful to humans and animals. C Consistence use of fertilizers impoverishes the soil fertility. The more the fertilizer is used the more the soil becomes infertile. D Traditional crops are being threatened by biotechnology and development of hybrids. Impact of scientific inventions on industry. A Large quantities of goods can be produced due to scientific inventions. This has led to enjoyment of economies of scale. B Efficient sources of energy necessary for industrial production have been developed. New forms of energy such as nuclear, solar and electricity have been invented. C Improvements in transport and communication have stimulated industrial development. Movement of labour, raw materials and manufactured goods is efficient. D There has been increased exploitation of resources like factories, fisheries, minerals etc as factories yearn for raw materials due to increased production. E The large scale manufacture of goods has led to growth of trade. This in turn has created wealth for industrialized nations. F Space exploration has been enhanced through science. Satellites are used in photographing of the earth s surface and in weather research. G Science has revolutionized military technology. Dangerous weapons have been manufactured. H There is faster dissemination and spread of ideas or knowledge and skills due to development of printing press, and internet development. I Industries have created job opportunities. Exploitation of mineral deposits has created employment. Negative impact of scientific inventions on industry. A Scientific inventions in industry have led to industrial wastes and pollutants that contribute to environmental pollution. Smoke pollutes the air, machines cause noise pollution etc. Key notes for the teacher and students- Cheloti 2012-2013 55 b Human life has suffered unnecessarily due to development of war weapons and accidents on roads and aeroplanes. C Many people have been rendered unemployed due to development of machines. Impact of scientific inventions on medicine a Discovery of various medicines to treat both animals and human diseases has boosted both curative and preventive measures in promoting health."}
{"text": "Key notes for the teacher and students- Cheloti 2012-2013 55 b Human life has suffered unnecessarily due to development of war weapons and accidents on roads and aeroplanes. C Many people have been rendered unemployed due to development of machines. Impact of scientific inventions on medicine a Discovery of various medicines to treat both animals and human diseases has boosted both curative and preventive measures in promoting health. B Improved nutrition has reduced the number of disease that kills man. Population has there increased as a result of reduced death rate. C Proper diagnosis of disease is now possible with the use of x-rays and other modern scientific methods. With accurate diagnosis, proper treatment can be given. D The manufacture of various drugs has been facilitated by scientific discoveries. Many companies produce drugs that prevent and cure diseases. Factors undermining scientific revolution in third world countries. A Lack of enough funds for scientific research. B High level of ignorance and illiteracy. C The educational systems do not allow for development of inquisitive mind and development of interest in science. The system is not science oriented. D The brain drain; the few specialized scientists have migrated to areas with greener pastures like Europe and America. E There is too much dependence on developed countries for nearly everything manufactured or scientifically produced. F Lack of adequate support from the government. This is clear in the type of budgetary allocations to scientific research. Measures that can be undertaken to promote scientific research in third world countries. A Putting emphasis on the teaching of sciences in schools. B Making available financial resources for scientific research. C Emphasizing on competitions and congresses in schools and colleges. D The government of Kenya has set up research institutions and centres of science and technology. E Scientists have been trained locally and abroad on new knowledge in science and technology. F International cooperation conferences in science, which bring scientists together, are organized and attended by Kenyan scientists. Emergence of selected world industrial powers United States of America. This is the third largest nation in the world after Canada and China Industrialization of the USA began in the mid 19th c and she had emerged as a major industrial power by mid 20th c. USA remains the only superpower in the world after collapse of USSR in 1990. Factors influencing the industrialization of USA. A Abundance of natural resources like iron ore, oil from the oilfields of Texas, copper and coal."}
{"text": "USA remains the only superpower in the world after collapse of USSR in 1990. Factors influencing the industrialization of USA. A Abundance of natural resources like iron ore, oil from the oilfields of Texas, copper and coal. There were also agricultural raw materials like cotton, corn, wheat and Tobacco plusKey notes for the teacher and students- Cheloti 2012-2013 56 forest resources which boosted industrial development. B Good transport and communication. The USA government developed transport systems in the country. For example railway opened in 1869 , roads, and water transport. Electronic communication was also developed. C Availability of both skilled and unskilled labour some of which came from the immigrant population. The American system of education gave room for acquisition of necessary skills. D There were scientific and technological advances to support the industrial process especially by the Europeans who moved to USA. The education system also promoted research which further boosted industrialization. E Foreign investments in the 19th c from countries like Britain led to industrial development. F The high American population was a source of domestic market for her industrial products. Her high quality products were also on high demand outside America. G Enterprising citizens. The Americans were ready to venture into business. Some had good managerial skills. For example John Rockfeller ventured in the petroleum sector, Andrew Carnegie and James Hill in the steel and iron industry. Henry Ford in the mass production of cars. H Long periods of political stability since her independence assured investors of security and thus paving way for industrialization. I Availability of sources of energy like coal, petroleum, gas and HEP and later Atomic energy. J The capitalism policy encouraged both local and external investors since it allowed private ownership of property. K Government support. President Franklin Delano Roosevelt 1933-1945 and Woodrow Wilson 1913-1921 provided capital to develop transport systems. L The 1st and 2nd World wars. During the war period, European nations were unable to produce goods since they were busy fighting. This enabled USA to expand her market as she initially kept away from the war. Germany. The unification of Germany took place in 1871 after which she began to emerge as an industrial power. Emergence of Germany as an industrial power was aided as by the following factors. A Establishment of the customs union, Zollverein."}
{"text": "The unification of Germany took place in 1871 after which she began to emerge as an industrial power. Emergence of Germany as an industrial power was aided as by the following factors. A Establishment of the customs union, Zollverein. This linked the german states and removed trade barriers hence leading to free trade and economic growth in Germany. Transportation of goods and communication was eased by the customs union. B Germany was rich in coal which was an important source of energy for the industries. HEP and Atomic energy was also produced o boost industrialization. C Abundance of natural resources like water and minerals like iron ore from Alsace and Lorraine, coal, oil and copper which were vital industrial raw materials. D The large Germany population was a source of both skilled and unskilled labour. The system of education also ensured availability of skilled labourers. E There was also a large domestic market from the large population. Her products were also on high demand from the rest of Europe. For example, her vehicles Volkswagen, BMW and Mercedes Benz Key notes for the teacher and students- Cheloti 2012-2013 57 f Existence of good transport and communication networks of roads, railway and waterways. This ensured easy transportation of raw materials to factories and finished goods from industries to the market. G Existence of long periods of political instability in Germany after unification in 1871 under the leadership of Otto Von Bismarck which ensured investor security. H The availability of finance for industrial growth from the rich german citizens and from loans granted by USA in 1924. The Marshal Plan after 1945 was another source of finance. I The existence of a hard working and enterprising people in Germany. For example, Krupp Meyer Thyssen who promoted the development of industries in steel. Egells and Harkoft Borsig made great contributions in the field of machinery. German s industrialization was however interrupted during the two world war periods. At the end of world war Germany was able to recover and progress in industrial development. Factors which enabled Germany to recover after world war two. A West Germany still had a high population which was an important resource in terms of labour. There were also a high number of immigrants from European countries like Turkey and Italy. B The USA marshal Plan ensured that the required finance was available to assist her industries. C Germany industries were not totally destroyed by the two wars."}
{"text": "There were also a high number of immigrants from European countries like Turkey and Italy. B The USA marshal Plan ensured that the required finance was available to assist her industries. C Germany industries were not totally destroyed by the two wars. D Industrial unrests was not very common in Germany, and therefore, industrialization was not interrupted. E Good leadership accelerated the industrialization process. Between 1949 and 1955, Germany chancellor Konrad Adenaur proved to be an able leader who encouraged industrial growth. Japan. Japan is a nation that has achieved a great deal in industrialization. In the 18th c, Japan was faced with civil wars. Later she made contacts with the west, through which her leaders realized that industrialization could strengthen Japan as a nation. Great strides towards industrialization were made during the reign of Emperor Meiji from 1896. Factors that enabled Japan to emerge as an industrial power. 1. She had enterprising citizens who were hard working and determined. They are always ready to undertake risks in business. The national motto just in time confirms their efficiency. 2. The Long period of political stability especially after World War II has promoted industrialization. 3. The role played by America in financing the industrialization process in Japan as a means of preventing her from falling under the influence of communists after world war II. This enabled Japan to build many industries in the post war period. 4. Japan is a country whose industrial growth has never been slowed down by industrial disputes. The Japanese work for life. When one is employed in Japan, they put the interest of the employer first. This therefore reduces industrial disputes. 5. The Japanese goods are always of high quality and affordable. For example the vehicles,Key notes for the teacher and students- Cheloti 2012-2013 58 thus ensuring a steady market both local and international. 6. The Japanese education system is technically oriented ensuring production of skilled. Unskilled manpower has been made availability thanks to the abolition of the policy of feudalism that enabled labourers to move from the farms to the industries. 7. Japan has a well developed transport and communication network of railway, roads, water transport, large airports and electric trains. This has enabled improved transportation of raw materials to factories and manufactured goods to markets 8. Existence of an industrial base. Before World War II, Japan had already attained a certain level of industrial development. Many industries were not completely destroyed during the war period."}
{"text": "Existence of an industrial base. Before World War II, Japan had already attained a certain level of industrial development. Many industries were not completely destroyed during the war period. The industries were repaired after the war. 9. Japan has a highly developed renewable hydro-electric power given the existence of large and fast flowing rivers. 10. The government invited expatriates and deployed them to local industries. In 1870, a group of 100 Japanese were sent out to western European factories to learn. 11. Geographical factors. The country s terrain did not favour agriculture thus making industrialization the best option to improve her economy. 12. The open investment policy encouraged the west to invest in her industrialization. The government encouraged foreign industrialists to plough back their capital and resources into the Japanese economy. Industrialization in the third world countries. The term Third world refers to developing nations of Africa, Asia and South America. Most of them are former colonies of European powers and there resources were used to develop the mother countries during the colonial period. Reasons why many developing countries have lagged behind in industrialization. A Long periods of colonization relegated them to the role of suppliers of raw materials and as markets for industrial goods from developed nations at the expense of their own industries. B Poor transport and communication systems has undermined industrialization since raw materials and manufactured goods cannot be transported to their various destinations. C Inadequate capital. Most of the third world countries have poor agricultural-based economies which cannot support meaningful industrialization. D Poor technology. The use of appropriate technology in third world countries is lagging behind and this hampers exploitation of natural resources and manufacturing of goods. E Many developing countries face stiff completion from the industrialized nations that produce high quality products and have an advanced marketing system for their goods. F High levels of illiteracy among majority of the population in developing countries leads to lack of technical and scientific skills necessary for industrial take off. G The protectionist policies adopted by developing countries have discouraged private enterprises and foreign investment. Policies like nationalization and imposition of import duties discourage investors in many countries. H High levels of poverty in third world countries mean low domestic market. Governments also spent most of their resources to provide for the basic needs of their citizens at the expense of industrialization. I Many third world countries have been faced with political instability problem."}
{"text": "H High levels of poverty in third world countries mean low domestic market. Governments also spent most of their resources to provide for the basic needs of their citizens at the expense of industrialization. I Many third world countries have been faced with political instability problem. This hasKey notes for the teacher and students- Cheloti 2012-2013 59 hampered industrialization. There are numerous civil wars or cross-border conflicts in many countries. J Third world countries often poor disaster management strategies. The devastating effects of natural disasters affect industrialization. K Lack of skilled personnel. Many well trained people migrate to the developed nations in search of well paying jobs. Since independence however, some have made tremendous effort to industrialize. For example South Africa, Brazil and India. Brazil. The fourth largest nation in the world after Canada, China and USA, she was colonized by Portugal and attained her independence in 1882 In the last 25 years, she has been able to expand and diversify production of manufactured goods. Her industrialization has been in four main sectors namely; 1. Petroleum and petrochemical industries. She has petrochemical complexes based in the states of Balica, Rio Grande, Dosul and Sao Paulo. 2. Motor vehicle industry. The country has earned a lot of forex through the massive manufacture and sale of motor vehicles since 1997. 3. Aircraft and aerospace industry. The Brazilian Space Agency AEB and the National Institute of Space Research NPE have been involved in the Brazilian space programme which comprises the construction of satellites and launching of space craft. 4. Electricity generation industry. The main source of Brazilian electric energy is water. In 1996, 92 of all her electricity power generation was HEP. Factors that have facilitated industrialization in Brazil. A Availability of Cheap and both skilled and unskilled labour from the country s large population especially after the abolition of slave trade. B Plentiful natural resources. For example mineral supplies like gold, coal, iron ore, uranium, manganese etc, agricultural raw materials like coffee, sugarcane, cocoa and maize and forest resources are a great boost to industrialization c Availability of hydro-electricity as early as 1905 to boost industrialization. Coal is also available. D Foreign capital. There was heavy influx of foreign capital from countries such as the USA, Canada, Britain, Portugal and France which led to establishment of industries in the country."}
{"text": "Coal is also available. D Foreign capital. There was heavy influx of foreign capital from countries such as the USA, Canada, Britain, Portugal and France which led to establishment of industries in the country. E Improved transport and communication. Railway lines were constructed in most parts of Brazil thus opening the interior areas for the exploitation of natural resources and transportation of manufactured goods. F Good economic policies adopted by President Getulio Vargas 1930-1945 have contributed to industrialization in Brazil. He encouraged the development of transport and communication. He encouraged the harnessing of HEP. He Provided loans and subsidies to certain industries. Adopted protectionist policies of imposing heavy duties on imports. He encouraged exploitation of oil. G Development of banking in major Brazilian cities such as Manaus, Salvador, Brasilia and SaoKey notes for the teacher and students- Cheloti 2012-2013 60 Paulo facilitated provision of loans to individuals who wanted to venture in business. H Large Internal and external markets. Increased Trade between Brazil and other countries has led to growth of external market to supplement the available market locally. I The World War II which made it hard for her to import goods from Europe thus compelling her to manufacture her own goods. Obstacles to industrialization in Brazil. A High levels of poverty more than 40 of the population is poor meaning low purchasing power. Governments also spent most of their resources to subsidize the basic needs of their citizens at the expense of industrialization. B Inability to fully exploit her natural resources especially those found in low population zones like the south where labour for exploitation is lacking. C Huge foreign debt. A lot of money is being used to service these debts at the expense of industrialization. D Poor technology. The use of appropriate technology for exploitation of natural resources and manufacturing of goods is still lagging behind in Brazil. E Stiff completion from the industrialized nations like USA and Western Europe that produce high quality products and have an advanced marketing system for their goods. F The resources of Brazil are monopolized by the multinational companies that are based there. The government therefore has no freedom to exploit them for use in industries. SOUTH AFRICA. She attained majority rule in 1994 after a long struggle against the apartheid regime."}
{"text": "The government therefore has no freedom to exploit them for use in industries. SOUTH AFRICA. She attained majority rule in 1994 after a long struggle against the apartheid regime. The country has achieved great strides in industrialization with many industries including iron and steel industries, engineering, locomotive, chemical, textile, cement, light industries and tourism Factors influencing industrialization in South Africa. A The country is endowed with mineral resources such as gold, diamonds. Iron etc. B Availability of Cheap and both skilled and unskilled labour from the country s large population. C Availability of natural resources. For example mineral supplies like gold, lead, iron ore, uranium, manganese, Zinc, Bauxite, Tin, Chromium, Tungsten, Phosphate etc. Some of these resources are in plenty and are exported to earn forex. D Development of hydro-electricity has boosted industrialization. Coal is also available from the Witwatersrand. E Development of transport and communication. Railway lines, water and road network have been improved thus opening the resources for the exploitation and for transportation of manufactured goods. Air transport is also well developed thus enhancing business operations. F Availability of capital from her trade in other materials. G Government support. The government has adopted sound economic policies that promote industrialization. For example imposing heavy tariffs on the imported commodities as a means of protecting local industries, encouraging foreign entrepreneurs to invest in the country and encouraging local investors. H South Africa is endowed with a variety of tourist attractions like wildlife which boost the tourism industry. Key notes for the teacher and students- Cheloti 2012-2013 61 i Large Internal and external markets. Increased Trade between South Africa and other countries especially after end of the apartheid rule has led to growth of external market to supplement the available market locally. Challenges facing industrialization in South Africa. A Long periods of apartheid rule was accompanied with sometimes violent resistance and struggle for majority rule which created an atmosphere not conducive for investment b The country suffered long periods of economic sanctions imposed by the United Nations between 1948 and 1994 which affected her manufactured goods that could not access external markets. C There were rampant industrial strikes in the country, during the apartheid regime which affected industrialization. D The HIV and AIDS scourge has ravaged the country s labour force thus seriously undermining the industrial efforts."}
{"text": "A Long periods of apartheid rule was accompanied with sometimes violent resistance and struggle for majority rule which created an atmosphere not conducive for investment b The country suffered long periods of economic sanctions imposed by the United Nations between 1948 and 1994 which affected her manufactured goods that could not access external markets. C There were rampant industrial strikes in the country, during the apartheid regime which affected industrialization. D The HIV and AIDS scourge has ravaged the country s labour force thus seriously undermining the industrial efforts. E There is stiff completion from the industrialized nations in Western Europe that produce high quality products and have an advanced marketing system for their goods. F High levels of insecurity which, at times, discourages would-be foreign investors. G High levels of poverty in South Africa mean low purchasing power. Manufactured goods perform poorly locally. India. Since India s independence from Britain in 1947, the country has continued to experience extensive industrialization Factors that facilitated India s industrialization. A Existence of good industrial base from the textile and leather industries. The British governor Lord Dalhousie also laid a good foundation for industrialization by promoting road construction and cotton growing. B Also cottage industries like smithing and textiles existed in India long before colonialism. This formed the basis for modern industries c Availability of Cheap and both skilled and unskilled labour from the country s large population which is almost at a billion mark d Existence of raw materials. For example mineral supplies like iron ore, manganese and coal allowed development of heavy industries. Cotton was also available as a textile industry raw material e Development of energy sources like coal and hydro-electricity has boosted industrialization. Other sources of energy include oil, natural gas and nuclear energy.. f Development of transport and communication. The great trunk road from Calcutta to Punjab and sea transport development has led to resource exploitation and transportation of manufactured goods. Communication services have also been greatly improved. G Good technical and scientific education available in India has produced experts who are in great demand in industry and agriculture. H Availability of capital from her trading contacts with European countries like Portugal, Britain, France and Holland. Key notes for the teacher and students- Cheloti 2012-2013 62 i Good national development plans. In the first five-year development plan of 1951, the government adopted sound economic policies that prioritized agriculture especially modern farming."}
{"text": "H Availability of capital from her trading contacts with European countries like Portugal, Britain, France and Holland. Key notes for the teacher and students- Cheloti 2012-2013 62 i Good national development plans. In the first five-year development plan of 1951, the government adopted sound economic policies that prioritized agriculture especially modern farming. The second phase emphasized industrialization, especially decentralization if industries to high population areas where labour and market existed. J The government has imposed protective tariffs on the imported commodities as a means of protecting local industries. K Political stability. India has enjoyed a long period of political stability since her independence thus giving investors confidence. L Development of banking in India has enabled farmers and industrialists to access credit facilities. Challenges facing industrialization in India. A Competition from goods manufactured in the developed countries; the developed nations produce goods of high quality than those manufactured by the Indian industries. B High population in India requires that the government spare enough capital to feed the people. The government spends a lot of revenue in developing agriculture to feed her people. C High poverty levels i.e. majority of the Indian population is poor and do not have adequate purchasing power for her manufactured goods the local market is therefore limited. D Lack of efficient communication and transportation infrastructure hence poor movement of goods and labour. E Natural calamities e.g. drought and floods that destroy raw materials for industries. F Political conflicts e.g. with neighboring Pakistan, and the civil unrest hinders industrial development. Key notes for the teacher and students- Cheloti 2012-2013 63 URBANIZATION This is the process by which people are attracted to live in towns or large settlements. An urban centre is any area with a human population of 20,000 people or more. Early Urbanization. Some of the early urban centres in Africa included Cairo, Meroe Merowe and Kilwa. Factors that influenced development of urban centres in Africa. A Existence of transport routes-Meroe Merowe located at an intersection of transport routes. B Availability of water for irrigation which increased food production and influenced growth of towns e.g. Cairo. C Industrial development areas of industries grew up as towns since they attracted laborers e.g. Cairo. D Commercial activities like trade-location along trade routes. E Strategic location which ensured security and thus ample growth e.g. Kilwa."}
{"text": "D Commercial activities like trade-location along trade routes. E Strategic location which ensured security and thus ample growth e.g. Kilwa. F Growth of religion some grew rapidly because they were religious centres. G Mining led to development of towns e.g. Meroe, Johannesburg. Cairo. This is the capital city of Egypt. The city was founded in 969 AD when the conquerors from Tunisia, The Fatimid Dynasty invaded and conquered Egypt Factors for the growth of Cairo. A The Nile River provided water for domestic use and was also a means of transport. This enabled Cairo to grow. B Availability of water for irrigation which increased food production and influenced growth of Cairo. C Industrial development various industries developed in Cairo. Food processing industries and construction works. The industries attracted migrants from rural areas. D Fertile Nile Valley. The Valley had adequate rainfall and the river always carried silt which it deposited downstream to provide e The Suez Canal which was opened in 1869 opened a new trade route which encouraged the arrival of thousands of Europeans. Commercial, administrative and public buildings were constructed during this time. F Commercial activities like trade-location along trade routes. The Strategic location along the Nile attracted caravans which would pass through Cairo from North, west and Central Africa g The opening of the Aswan High Dam in 1902 enhanced food production through irrigation thus influencing Cairo s growth. H The effects of the two world wars which disrupted Egypt s trade with other countries thus compelling her to find ways of substituting imports. This boosted industrialization i Cairo is a cultural centre being home to treasures preserved from the early Egyptian civilization and Islamic culture in their museums. The city of a thousand Minarets . J Cairo also grew as a centre of education and medicine. Several institutions of higher learning such as the University of Cairo, American University and Azar University contributed to this. Functions of Cairo. Key notes for the teacher and students- Cheloti 2012-2013 64 a It was a national capital and a political centre of the Arab world. B It serves as the transport and commercial centre of North Africa and the Middle East. C It is a recreational centre housing many recreational facilities like stadiums and entertainment halls d Cairo has been a historical centre being the house to the Egyptian civilization for over 5000 years e Cairo serves as an industrial centre. Many of these developed during the industrialization process."}
{"text": "B It serves as the transport and commercial centre of North Africa and the Middle East. C It is a recreational centre housing many recreational facilities like stadiums and entertainment halls d Cairo has been a historical centre being the house to the Egyptian civilization for over 5000 years e Cairo serves as an industrial centre. Many of these developed during the industrialization process. For example, textile, vehicle and communication equipment assembly plants. Cairo faces the following problems today; a High population. Cairo is the largest city in Africa and the Middle East. One fifth of Egypt s population stays in Cairo. In 1988, her population was 11 million. B Scarcity of food. The high population in the city has caused food shortage. C Unemployment. The number of unemployed people in Cairo is increasing every year mainly due to the high rate of migration to the city and the natural population increase. D Housing problems. Between the Nile and the main airport, between 250,000 to 900,000 poor people have put up shanties. This area is commonly reffered to as the city of Death . E Traffic jams. F Pollution from the industries, vehicle exhaust, desert storms and garbage burning. G High crime rate. This is mostly due to the high unemployment level Solutions to the problems facing Cairo. A The food shortage problem is being tackled through reclaiming land for agriculture. The Aswan high Dam provides water for irrigation. B The housing problem is being addressed by constructing industries in the suburbs to reduce the population in the city. C Traffic jams have been eased through the launching of the Cairo Metro in 1987, which was Africa s first subway system, which serves the Ramses station to the north and Helwan area to the south. It conveys 60,000 passengers per hour. Meroe Merowe. This was the second capital of the kingdom of Kush and emerged as a city in 650 BC. It rose to become an important industrial centre and specifically iron working producing weapons, hunting and farming tools. Factors for growth of Meroe. A Existence of transport routes-Meroe Merowe was located at an intersection of transport routes from east via the red sea and from north via Egypt . This promoted trade with other parts of the world. B Abundance of wood fuel, from the heavily forested Blue Nile white Nile intersection area, which was a key to the prosperity of the iron-working industry."}
{"text": "A Existence of transport routes-Meroe Merowe was located at an intersection of transport routes from east via the red sea and from north via Egypt . This promoted trade with other parts of the world. B Abundance of wood fuel, from the heavily forested Blue Nile white Nile intersection area, which was a key to the prosperity of the iron-working industry. C Mining Merowe was located in a region endowed with a lot of iron. Social effects of the growth of Merowe. A The Merotic language developed to replace the Egyptian language previously used by the Nubian founders of Merowe. B New architectural developments took place in the region. These were characterized by tombs where rulers were buried after death, ruins of temples, palaces and homes. Key notes for the teacher and students- Cheloti 2012-2013 65 c Other industries developed besides the iron working industry. For example, weaving of cotton, cloth and pottery Functions of Meroe during the colonial period. A Meroe was a centre of iron working hence an early industrial centre. B A mining centre since Meroe had iron ore, which it mined. C A religious function since it had many temples where people worshipped their gods. The priests who headed the Meroe church had their headquarters in Meroe. D It was a centre of trade. E It was an administrative and political centre. F Transport centre-major trade routes converged and radiated from Meroe. Factors that led to decline of Merowe. A The rise of Axum kingdom of Ethiopia which denied her access to the red sea. B The increasing desertification of the region, perhaps due to the rapid deforestation. The city began declining in 350 BC. Kilwa. The town is among the city states that developed along the east African coast. Her greatness was due to the Persian influence. One of its Shirazi rulers from Banadir Coast in Persia, Ali Ibn Hassan, transformed the town into a large city. The sultan erected a stone citadel to protect the island from external enemies. He also forced other conquered city-states to pay tribute to Kilwa. Later on Sultan al-Hassan Ibn Sulaiman I built the Great mosque of Kilwa in 1270 AD and a luxurious palace referred to by historians as Husuni Kubwa. Factors influencing the growth of Kilwa."}
{"text": "He also forced other conquered city-states to pay tribute to Kilwa. Later on Sultan al-Hassan Ibn Sulaiman I built the Great mosque of Kilwa in 1270 AD and a luxurious palace referred to by historians as Husuni Kubwa. Factors influencing the growth of Kilwa. A Exemplary leadership provided by the Shirazi Leaders who kept enemies off and forced the neighbouring city-states to pay tribute to Kilwa. B The strategic location of Kilwa enabled her to attract merchants as it was a convenient stopping place. C Monopoly of the sofala Gold Trade. The control of the Sofala Gold trade had fallen in the hands of Kilwa by 1300 AD d The gleaming buildings of Kilwa such as the great Mosque and palace made her the Jewel of the Zenj Coast, minting her own coins to add to her prosperity.. the mosque became a tourist attraction later own Functions of Kilwa. A It was a major trading centre flourishing mainly due to the gold trade. B It was a major defence centre since it was heavily fortified against external aggression by a stone citadel. C It was a religious centre. Mosques for Islamic worship were located at Kilwa e.g the great mosque. D It was an administrative centre which housed palaces for the rulers and other rich people. However 14th C AD, Kilwa s prosperity began to decline due to the following reasons. Factors that led to the decline of Kilwa. A Disruption of the Gold trade civil wars among communities. B Dynastic rivalries family feuds. Key notes for the teacher and students- Cheloti 2012-2013 66 c Series of rebellions among some of the towns. D Conquest by the Portuguese who even burnt the towns. Factors that led to the collapse of early urban centres in pre-colonial Africa a Collapse of state system and kingdoms for example Kush collapse and the coastal city states. B Collapse of trade and their economic systems e.g. the trans-Saharan trade and long distance trade. C Collapse of Arab influence I east Africa and east Africa. D Impact of Portuguese conquest leading to destruction of towns like manda and decline of others. E Introduction of new types of trade e.g. legitimate trade which replaced slave trade. F European colonization brought in a new social political and economic order. G Exhaustion of mineral resources e.g."}
{"text": "Legitimate trade which replaced slave trade. F European colonization brought in a new social political and economic order. G Exhaustion of mineral resources e.g. gold as in case of sofala and Kilwa as well as Meroe. Some minerals lost value. H Changes in transport routes as new roads by-passed some towns thus diverting trade to other centres e.g. Timbuktu i As a result of stiff competition, some towns dwindled as others expanded. Early urban centres in Europe Athens. This is one of the early states in ancient Greece that flourished after the Persian wars of between 490-480 BC. Athens developed from a farming settlement situated in a defensive site. It had many beautiful buildings such as the Parthenon a large temple built between 460 and 430 BC in honour of Athena, the goddess of Athens . The acropolis was the highest part of the town. Athens had narrow streets and some of its houses were made of unbaked bricks or mud and thatched roofs. There were frequent outbreaks of diseases due to poor sanitation. The concept of democracy first developed in Athens. At the centre of the city was a market, Agora, which was used as an assembly hall for debates. Athenians were divided into four classes. A First class the richest that were the most heavily taxed. B Second class- provided the cavalry for the army. C Third class- provided the soldiers for the infantry. D The fourth class- the poorest and who paid no taxes. Athens began to decline due to the Peloponnesian wars 431-404 BC . It was finally crushed in 338 BC by Phillip of Macedonia. Currently Athens is the capital of Greece with a population of 4 million. Factors that led to growth of Athens. A Trade and commerce. Their soils of the surrounding areas were infertile and, therefore could not support agriculture. The Athenians therefore resorted to trade to obtain foods in exchange for wine, wool and olive oil. B Security. Athens was located in an easily defensible place. The town was surrounded by water, valleys and highlands making it difficult for an external enemy to attack. Key notes for the teacher and students- Cheloti 2012-2013 67 c Religious activities. The area was a worship centre. People coming to the Parthenon temple contributed to the growth of the town. D Accessibility and communication network."}
{"text": "The area was a worship centre. People coming to the Parthenon temple contributed to the growth of the town. D Accessibility and communication network. The port of Athens was located about six kilometres from the city thus making Athens a transport centre. E Availability of water. Functions of Athens. A It was a cultural centre. The Greeks loved to watch play. In Athens, there was the great theatre of Epidaurus. B An educational centre. In Athens, every person was taught how to read and write. Athens became a centre of scholarly work producing great thinkers like Socrates, Plato, Pythagoras, Archimedes and Aristotle. C Athens was a sports centre. There were Gymnasiums where boys were taught games which were developed into what came to be known as Olympics. D Religious centre. The Parthenon temple was a great manifestation of this function. People coming to the Parthenon temple contributed to the growth of the town. London. The capital city of England, it is situated on the estuary of the river Thames. Its name is derived from the name Llyn Dun which means Celtic Lake Fort . The town developed during the Roman rule in Britain in A.D 43. By 314 AD London had become an early centre of Christianity. In 1381, the city was adversely affected by a serious peasant, revolt that led to massive destruction of property. By 18th c, London had emerged as an elegant city though however also with numerous urban related problems. In 1890, it hosted the world s first electric train. Factors influencing growth of London. A Trade-money obtained from trading was used to build the city. B Industrialization-industry such as textile, ship building, metal works, etc led to the growth of London. C Improved transport London is well served by a network of railway and roads. This facilitated the movement of goods and people. D Shipping activities-there are many harbours in London enabling expanded loading and unloading activities e Population growth. F London was the seat of government for a very long time. Functions of London. A It was a transport and communication centre. The city was inter-connected with roads which served various parts of Britain. The city houses the main international airports on UK. E.g Heathrow- the busiest airport in the world. B It is a political and administrative capital with offices for the Prime Minister and cabinet. The Monarchical offices are also located here."}
{"text": "E.g Heathrow- the busiest airport in the world. B It is a political and administrative capital with offices for the Prime Minister and cabinet. The Monarchical offices are also located here. C It is a commercial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. Key notes for the teacher and students- Cheloti 2012-2013 68 d An industrial centre. London was an early centre of the textile industry. There are light service industries in the city. E It is an educational centre, housing institutions like the oxford university, the University of London, founded in 1836, etc. F London is a historical centre. The city has theatres for the performance of cultural activities and museums which display artefacts of Historical importance. Problems of London. Like many large cities worldwide, London has its share of problems: a overcrowding, b Unemployment has continued to increase with the growing population. In 1988, for example, nearly 1 in 8 people were unemployed throughout London and the situation in the inner city was worst c Poor housing and homelessness. This has led to development of slums. D Transportation is another problem. However, an excellent public system has helped to alleviate this. E Air pollution continues to be a major challenge. F Rural-urban migration by the job seekers causing overcrowding in the city. G Poverty. This was a greater problem in London in the initial stages. Modern cities in Africa. Nairobi. Nairobi developed as a depot and camp for the railway workers during the construction of the kenya-Uganda railway Factors influencing the growth of Nairobi a Excellent location in an area almost midway between Mombasa and Lake Victoria. B There was adequate supply of water. C The land was suitable for construction of workshops as it was flat. D The climate was suitable for Europeans. Cool temperatures at an altitude of 1700m. e It was surrounded by a fertile countryside producing adequate foods. F Transfer of the seat of the colonial government in 1907. Functions of Nairobi. G It was a transport and communication centre. The city is inter-connected with roads which served various parts of the country. The city houses the main international airport- JKIA. H It is an administrative capital with offices for the head of state, cabinet, parliament and department of defence."}
{"text": "The city is inter-connected with roads which served various parts of the country. The city houses the main international airport- JKIA. H It is an administrative capital with offices for the head of state, cabinet, parliament and department of defence. I It is a regional headquarter of various international bodies like UN, ILO etc. J It is a commercial and financial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. K An industrial centre. Nairobi s industrial area hosts many key industries in Kenya and east Africa. L It is an educational centre, housing institutions like the University of Nairobi, kenya polytechnic and other key institutions m It is a tourist centre. The town boasts of various tourist attractions such as the Nairobi National Park, National Museums etc. Key notes for the teacher and students- Cheloti 2012-2013 69 Problems facing Nairobi a Rural-urban migration by the job seekers causing overcrowding in the city. B Unemployment has continued to increase with the growing population. C Poor housing. The population growth in Nairobi to 3 million has not corresponded to the development of housing. D Inadequate social services including health services and educational facilities. E Congestion on roads caused by an increase in the number of vehicles on the roads while the road network is not expanding. F Poor town planning has led to poor drainage, especially during heavy rains when a lot of flooding occurs g Pollution continues to be a major challenge in Nairobi. The factories located in the city are a cause of air and noise pollution. H Water shortage caused by the high rate of expansion in the town and the depletion odf water reservoirs. I The rate of HIV AIDS infection is very high. Solutions to these problems. A New housing projects are being developed. For example the Mathare slums upgrading project. B The education and other social services are being provided through a cost-sharing scheme between the government and the town dwellers. C The government is addressing the transport congestion problem through the upgrading of the Thika superhighway to an eight lane highway; the Nairobi Syokimau Railway service was commissioned by president Kibaki I November 2012 to de-congest jogoo road. Etc. D The government is encouraging the expansion of the informal sector as an alternative source of employment."}
{"text": "C The government is addressing the transport congestion problem through the upgrading of the Thika superhighway to an eight lane highway; the Nairobi Syokimau Railway service was commissioned by president Kibaki I November 2012 to de-congest jogoo road. Etc. D The government is encouraging the expansion of the informal sector as an alternative source of employment. E The government is rehabilitating street families by taking them to schools to acquire relevant skills to make them useful to the nation. F New water projects have been put in place. For example, the third Nairobi water Project from River Chania. G The government is sensitizing, through NGOs and GOs, civilians about responsible sex as a measure to curb the spread of HIV AIDS. Johannesburg. The city started as a mining camp in 1886 after the discovery of gold in the Witwatersrand. This attracted thousands of people coming to prospect for minerals and seek for employment. By the end of 19th c, the population of Johannesburg had risen to 166,000 people. Factors which contributed to the growth of Johannesburg a Existence of minerals discovery of gold in the Witwatersrand which resulted in a rush of people to the area. B Availability of energy i.e. coal which was an important source of energy to the mines, industries and homes. C Excellent location in the veldt plain making construction work easy. D Its proximity to Vaal River which supplied plenty of water to industries and domestic use. E Area around Johannesburg is fertile and therefore agriculturally productive ensuring steadyKey notes for the teacher and students- Cheloti 2012-2013 70 supply of food. F The organization of the city council which has ensured that financial control and revenue collection is effectively and the city able to manage its growth problems. G Government policy of supporting industrial development. This has favored its growth. Functions of Johannesburg. A It was a transport and communication centre. The city has a highly developed network of transport lines since it served the mining industry. In June 2010, it became the first city in Africa to house an electric train service. B An industrial centre. Its manufacturing functions include mining, metalwork, engineering, diamond cutting, jewellery manufacturing and food processing. C It is a commercial and financial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. It is also a major shopping centre in South Africa."}
{"text": "C It is a commercial and financial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. It is also a major shopping centre in South Africa. D It is an educational centre, housing institutions like the University of Witwatersrand, teacher training colleges and other key institutions. Problems facing Johannesburg. A The problem of racial segregation. The black Africans who work around Johannesburg were often treated almost as slaves though they were the majority in the country. B Poor housing. Most of the workers who work in and around Johannesburg live in shanties , mainly because of underpayment c Unemployment has continued to increase with the growing population. Though the city is an industrial town, her industries have failed to provide sufficient employment for all people in the town. D Rural-urban migration by the job seekers causing overcrowding in the city. E A large gap between the affluent class, especially the Europeans and the poor people who majorly are African f Congestion on roads caused by an increase in the number of vehicles on the roads while the road network is not expanding. G The city has the highest crime rate in the world. H Inadequate social services including health services and educational facilities. I Water shortage caused by the high rate of expansion in the town and the depletion of water reservoirs. J The rate of HIV AIDS infection is very high. Solutions to the problems. A The apartheid regime was ended in 1994 thus ending the problem of racial segregation. B The new government of South Africa is trying to come up with better housing estates. C Crime has been contained by creating more job opportunities. D The government is sensitizing, through NGOs and GOs, civilians about responsible sex as a measure to curb the spread of HIV AIDS impact of agrarian development on urbanization in Africa. A The practice of agriculture forced people to adopt a sedentary lifestyle. Such settlement formed the basis of the earliest urban centres. B Early agriculture led to specialization. The areas where the potters, iron smelters weaversKey notes for the teacher and students- Cheloti 2012-2013 71 and fishermen did their work grew up into urban centres c From the agrarian revolution, there was adequate food for town dwellers. On urbanization in Europe a The revolution in Europe led to a landless society who moved to urban centres seeking employment. This promoted urban growth."}
{"text": "The areas where the potters, iron smelters weaversKey notes for the teacher and students- Cheloti 2012-2013 71 and fishermen did their work grew up into urban centres c From the agrarian revolution, there was adequate food for town dwellers. On urbanization in Europe a The revolution in Europe led to a landless society who moved to urban centres seeking employment. This promoted urban growth. B Increased agricultural production ensured steady supply of raw materials to the new industries hence further growth of the industries. C Agricultural expansion meant the big farmers had to borrow loans hence the expansion of banking facilities in towns leading to further growth. D Agricultural produce entering and leaving countries had to be handled in ports hence towns near coasts grew. Impacts of industrial revolution on urbanization in the world. A The establishment of many factories drew many people to towns in search of employment the mining industry attracted many people to work in the mines. The mining camps soon grew up into towns. B Industrial revolution stimulated innovations in transport and communication ensuring faster movement of people to further expansion of trading towns. C The growth of industry has led to expansion of port towns to handle increased manufactured goods for export and raw material for factories e.g. growth of London, Budapest, Marseilles, Lagos and Cairo. D The use of machines replaced human labour and caused layoffs. Those who lost their jabs sometimes became a security risk hence an increase in crime. E The many inefficient factories that came up after the revolution have caused massive air and water pollution. F Rural urban migration has exerted pressure on the limited resources and services the towns can offer. Consequences of urbanization on European communities during the 19th c. a Rural urban migration by Africans looking for better opportunities led to increased crime levels and insecurity for the Europeans. B Air pollution which also affected them. C Creation of employment for the Europeans in the developing industries. D Creation of markets for agricultural produce due to increased urban population. E Europeans were deprived of cheap African labour as most of them moved to urban areas. Key notes for the teacher and students- Cheloti 2012-2013 72 ORGANIZATION OF AFRICAN SOCIETIES. Despite the high amount of decentralization of African communities in the 19th c , there existed a few who were centralized."}
{"text": "E Europeans were deprived of cheap African labour as most of them moved to urban areas. Key notes for the teacher and students- Cheloti 2012-2013 72 ORGANIZATION OF AFRICAN SOCIETIES. Despite the high amount of decentralization of African communities in the 19th c , there existed a few who were centralized. For example, Buganda, Ethiopia, Buganda, Asante, Mandinka, Ndebele and shona among others. The Baganda. These were a Bantu speaking people of the Buganda kingdom in Uganda. The Buganda Chiefdom had emerged as early as 140 AD as a subject state of Bunyoro- Kitara Kingdom Origin of Buganda kingdom. The kingdom was crystallized around the counties of busiro, kyadondo and mawakota. Traditions also state that the first king and creator of Buganda kingdom was Kintu who came from the east around Mount Elgon region. It is believed he entered Buganda with 13 clans. Other theories attribute Buganda s origin to the Luo. That Kimera Kato, a brother of Isingoma Rukidi Mpunga the founder of the luo-babito dynasty in Bunyoro was the founder of Buganda. It is also probable that Buganda might have been one of the many kingdoms founded by the bachwezi- the demi-gods. Other clans of Buganda are believed to have come from the ssese islands. Factors that led to the growth of a strong Buganda Kingdom. A Good strong and able leaders like Kkyabagu, junju and Suna etc. Who propelled it to prosperity by uniting the people and restructuring the existing administration system. B Buganda Was small and a compact kingdom and therefore easy to manage. Other kingdoms like Bunyoro-Kitara were too large with a class system. C Its strategic location in a defensible position in the lake region was of great advantage over her rivals Toro and Bunyoro. She lay next to Lake Victoria giving her defence, communication and transport advantage. On the east were small states of Toro and Ankole who posed no threat. D Good climate and fertile soils in the region. This enabled successful growing of Bananas, their staple crop. E The contacts with the Waswahili enabled her to gain riches and weapons guns. F The kingdom had a strong loyal army to defend it from her warring neighbors."}
{"text": "This enabled successful growing of Bananas, their staple crop. E The contacts with the Waswahili enabled her to gain riches and weapons guns. F The kingdom had a strong loyal army to defend it from her warring neighbors. The Kabaka even possessed a royal navy that kept guard over Lake Victoria. G Existence of a centralized government making the kingdom cohesive. H The ganda traditions allowing the kabaka to marry from every clan as means of ensuring unity. I System of labour organization. The tradition demanded that farming be done by women while the men were involved in other activities such as politics, carpentry, war, bark cloth making and smithing j The wars of conquest which finally led to her expansion. How Buganda kingdom was governed. Buganda kingdom had a highly centralized monarchy under the kabaka who enjoyed absolute powers. His position was hereditary. The Kabaka s Court was the nerve centre of the Baganda community. All symbols of Royal authority were kept in the court. E.g. the throne Namulondo , royal Drums, spears and stools. Key notes for the teacher and students- Cheloti 2012-2013 73 The kabaka was the political leader of the Baganda kingdom. He was the Head of the traditional religion lubale he was the chief priest. He was the judicial head and the final court of appeal he was the supreme judge. The was the commander-in- -chief of the armed forces He appointed senior government officials and dismissed them when need arose. He controlled trade. The capital of the kingdom was at Mengo, where the palace, Lubiri, was situated. The kabaka appointed senior government officials and dismissed them when need arose. For example, he appointed the katikiro, omulamuzi and omuwanika i.e. prime minister, chief justice and treasurer respectively who assisted him in administration. He also appointed mugema the senior most chief among the Bataka , Musenero the chief Butler and Mfumbiro the chief baker The katikiro was in charge of organizing tax collecting and public works. He planned wars in the Kabaka s name. He had to protect the kabaka during war. He was responsible of informing the kabaka of the decisions he made on court issues. Below him were omulamuzi chief justice and omuwanika treasurer who were directly responsible to the kabaka."}
{"text": "He had to protect the kabaka during war. He was responsible of informing the kabaka of the decisions he made on court issues. Below him were omulamuzi chief justice and omuwanika treasurer who were directly responsible to the kabaka. The Bataka were minor chiefs in charge of clans, guarded land, collected taxes, carried out conscription to the army and presented the page boys to the kabaka. Peasants served under chief and were to fight in wars. Slaves badus served the king chiefs in their homesteads. Pages and bagalagala sons of chiefs and other nobles served the kabaka too. To ensure unity the kabaka married from principal clans. There was a Lukiko which advised the kabaka and was the final court. It comprised 69 members who were nominated by the kabaka positions were not hereditary . It made laws and debated issues concerning the kingdom. It also directed tax collection and planned expenditure, it acted as the final court of appeal, and it represented the needs of the people to the kabaka. It helped the kabaka in general administration. It checked the activities of government. Political organization. The kingdom was divided into counties Ssaza and sub-counties. Each county was under Ssaza chiefs whose position was hereditary initially before the kabaka began to appoint them as a means of making them accountable. Each Ssaza was divided into a gombolola headed by a gombolola chief, who maintained law and order and collected taxes. The gombololas were further divided into smaller sub-divisions called miluka each under a miluka chief. The miluka was divided into kisoko. The smallest administrative unit among the Baganda was the village council The Abatongole appointed by the kabaka, governed the vassal states Social organization of the Baganda. The kingdom was divided in social classes with the royal family occupying the top of the hierarchy, then ruling class, the chiefs who ruled over the peasants or commoners known as bakopi. At the bottom of the social class were the slaves Badu who were acquired mainly through raids on neighbouring communities such as Busoga, Toro and Bunyoro. The Baganda believed in the existence of many gods some of whom included;Key notes for the teacher and students- Cheloti 2012-2013 74 a Katonda, God the creator whose home was in heaven."}
{"text": "The kingdom was divided in social classes with the royal family occupying the top of the hierarchy, then ruling class, the chiefs who ruled over the peasants or commoners known as bakopi. At the bottom of the social class were the slaves Badu who were acquired mainly through raids on neighbouring communities such as Busoga, Toro and Bunyoro. The Baganda believed in the existence of many gods some of whom included;Key notes for the teacher and students- Cheloti 2012-2013 74 a Katonda, God the creator whose home was in heaven. The prayers to him were done every morning and were conducted by the head of the homestead. B Kibuuka, God of war and thunder. C Mukasa, goddess of fertility who was worshipped in order to bless the nation with more children, livestock and a bumper harvest. D Kiwanuka, god of lightning. E Nawagenyi, goddess of Drought. The community also believed in the existence of ancestral spirits whose main responsibility was to maintain discipline in the clans since the spirits were believed to restrict their influence to close relatives. Balubaale were the spirits of people who had supernatural powers and were consulted through prophets or mediums. The Baganda had religious leaders, led by the kabaka, then the mediums, prophets, and medicine people. There also existed sorcerers called Balopo who were feared since they could cause harm to people. The Baganda religion however was greatly undermined by the influx of the Waswahili and Arab Muslims into the community in the 19th c. The Baganda society was polygamous. For example, the kabaka was required to marry from all clans to maintain links in the society. There was division of labour according to sex. Women tilled the land while men engaged in warfare, built houses, and made clothes from bark-cloth. As a form of rite of passage, the Baganda went through formal education that trained them in their rites. Economic organization. A Buganda s economy was based on agriculture and the production of the staple food bananas matoke . B The baganda also kept large herds of livestock. The bahima herded Kabaka s herds. From the livestock, they obtained milk and meat to supplement their diet. C The baganda conducted raids on their neighbours like the Buddu, Busoga and Kyaggwe through which they acquired slaves, livestock and ivory."}
{"text": "He was the only one who could communicate with the spirits of the ancestors. It was believed that when Mwene Mutapa died, he became a Mudzimu and automatically qualified to be worshipped as a national ancestral spirit. The ancestral spirits Vadzimu communicated people s problems to god. Religion also influenced laws. The priests were used as spies and link between the emperor and the people. Another unifying factor in the kingdom was the royal fire. It was from the continuous fire that each vassal chief carried a flame to his chiefdom that he kept burning as a symbol of national unity. The empire was divided into provinces namely Guruhaswa, Mbire, Utere, Banua, and Manyika each headed by a lesser chief. The most important chiefs in the empire sent their sons, with tribute in form of cattle, gold, slaves and ivory, each year to pay homage to the Mwene Mutapa as goodwill ambassadors There was a standing army of warriors which was used for defence and expansion of the kingdom. Revenue from trade was used to run the army and sustain the empire. The position of importance held by Mwene Mutapa led to the creation of a complex Style of administration around him. The government officials included the court steward, treasurer, commander-in-chief of the army and Mbokurumme king s sister-in-law . Others were the queen mother, the emperor s sister and nine principal wives, the doorkeeper and the chief cook and head drummer. At the lower level were the lesser chiefs who paid tribute to the king by providing cattle, labour and agricultural produce. Economic organization of the Shona. The Shona country enjoyed ample rainfall with fertile soils thus enabling them to engage in the following economic activities; a The Shona were mixed farmers who cultivated crops and reared animals. Among the agricultural produce were corn, millet, ground nuts, beans, watermelons, tomatoes, fruits and cabbages. B The Shona practiced trade, specifically long distance trade between them and the Arabs and Waswahili at sofala. They gave Gold and ivory for cotton cloths, glassware, copper items,Key notes for the teacher and students- Cheloti 2012-2013 76 guns, daggers and knives. C They were skillful hunters. They hunted elephants for their ivory which was in great demand. They also gathered wild honey and wild fruits to supplement their diet."}
{"text": "C They were skillful hunters. They hunted elephants for their ivory which was in great demand. They also gathered wild honey and wild fruits to supplement their diet. D The shona were skilled craftsmen who made articles like spears, hoes and knives. Others were goldsmiths who used gold to decorate. They also practiced cloth making from wild cotton and bark fibres. Social organization of the Shona. Among the shona, Mwene Mutapa was regarded as a divine king and was therefore venerated. When he was well, the nation was also well. The shona religion was based on the Mwari cult. They believed in the all powerful God, Mwari Murungu. His worship was done through several priests who were mainly produced by the Rozwi clan. The priests presided over religious functions in sacred places of worship, shrines where sacrifices were offered. The shona believed in ancestral spirits. They had two kinds of spirits, Vadzimu or family spirits and Mhondoro or clan spirits. The spirits communicated though an intermediary, Svikiro, a departed family or clan spirit The shona had a national spirit Chamiruka who settled clan disputes and also protected the people against injustice in the government. The shona had a kinship system which was patrilineal inheritance through the father The shona were divided into clans whose names were coined from animals like leopard, monkey, elephant etc. It was a taboo to consume meat from such animals. They were a polygamous community which was viewed as a means to enable the family to have enough members to provide labour. The shona lived in stone buildings. Their skill in masonry is associated with the ruins of Mapungubwe found in Zimbabwe. The Asante The Asante are one of the Akan-speaking peoples who occupy the southern part of Ghana, west Africa. By the middle 18th c, the Asante Ashanti had established the most dominant state in modern Ghana. Origin of the Asante Kingdom The empire Developed in the 1670 s. It was formed as a result of competition for gold fields in the Akan forestland. In the 1500 s: Akan peoples came into contact with Portuguese traders. Wealthy owners of the Akan gold mines begin to trade gold for Benin slaves with the Portuguese."}
{"text": "It was formed as a result of competition for gold fields in the Akan forestland. In the 1500 s: Akan peoples came into contact with Portuguese traders. Wealthy owners of the Akan gold mines begin to trade gold for Benin slaves with the Portuguese. In the 1670 s, Osei Tutu was a military leader and head of the Oyoko clan of the Akan peoples Took control over a trade center near Kumasi and established this as his capital city. This happened after his maternal uncle Obiri Yeboa, the leader of the Oyoko clan was killed during war. A company of Akwamu troops are believed to have been instrumental in facilitating Osei Tutu s rise to power. He conquered the neighboring chiefdoms and took control of their trade. He took the title of ASANTEHENE. He Collected taxes from the chiefdoms on profits from the goldKey notes for the teacher and students- Cheloti 2012-2013 77 mines. He built a standing army by demanding that chiefdoms provide soldiers. He sought the support of religious leaders throughout the region. For example, a priest of the shrine of the war god Otutu0 called Anokye in Akwapim played a role in ensuring that Osei Tutu became the Asantehene. . He established the GOLDEN STOOL as a symbol of his rightful rule. The Golden Stool Akan peoples become Asante Ashanti By 1700, Osei Tutu controlled most of the gold fields of the Akan forestland Osei Tutu was succeeded by Opoku Ware 1717-1750 . During his rule, he will extend the Asante kingdom to include most of what is today present-day Ghana. The new city-states now included Kumasi, Juaben, Bekmai, Mampon, Kokofu and Nsula. Opuku Ware will participate in the slave trade with the Europeans, selling war captives and growing very wealthy. Asante were one of the last great kingdoms to fall to the Europeans in the late 19th century. Factors that led to the rise and growth of the Asante Empire. A The Asante had a strong economy based on agriculture. Both food and cash crops like Kola nuts were cultivated. This helped to increase the population."}
{"text": "A The Asante had a strong economy based on agriculture. Both food and cash crops like Kola nuts were cultivated. This helped to increase the population. B The Asante had capable political leaders they included Obiri Yeboa 1670-1678 , Osei Tutu 1680-1717 who unified the people through the Golden stool that he created and Opuku Ware 1720- 1750 . C The several city-states that emerged around Kumasi supported each other. Most of them were related by the fact that they originated from the same Oyoko clan. D The growth of the Trans- Atlantic slave trade brought a lot of wealth to the Asante people. The wealth was instrumental in the prosperity of the Kingdom. E The centralized political system under the Asantehene provided stability. F The Odwira festival that was held annually helped to make the state more cohesive. G The Asante were brave and proud people, and the need to free themselves from the oppressive rule of Denkyira, their former masters, motivated them to create a strong state. Political organization. The Asante had a centralized political system. The Nucleus of the Asante Empire was five citystates of Kumasi, Dwaben, Bekwai, Kokofu and Nsula. The empire comprised of three parts, namely Kumasi Metropolitan Asante , Amatoo states and Provincial Asante. Each part had its own system of administration though the three cooperated in some areas. Kumasi was directly ruled by the Asantehene and was recognized asKey notes for the teacher and students- Cheloti 2012-2013 78 Kumasihene. Metropolitan Asante. These were the five states that lay 35 miles around Kumasi and which recognized the Asantehene as the supreme authority. The government of the metropolitan Asante consisted the confederacy council made of the Kings Omanhene of the various states and presided over by the Asantehene. The Asante Union provides a good example of a federal system of government. All the states within the metropolitan Asante paid tax to the Asantehene which was used to pay for the administration and form an army. Each of the five states had its own state council that made important decisions. Each also had its own Black stool that symbolized their power over the state."}
{"text": "All the states within the metropolitan Asante paid tax to the Asantehene which was used to pay for the administration and form an army. Each of the five states had its own state council that made important decisions. Each also had its own Black stool that symbolized their power over the state. The omanhenes were expected to give the right of declaring war on another Omanhene, attended the annual Odwira festival to pay allegiance to Asantehene, settle disputes and honor the dead , grant own subjects the right to appeal to the high court set up for the union of the capital and recognize the right of Asantehene to impose national levies. Neither the Asantehene nor the Omanhene enjoyed dictatorial powers. The kingdom had an army that was divided into several wings. Though overall leadership of the army was provided by the Asantehene, each Omanhene command his own forces. The Asantehene was deputized by Mamphohene who automatically take over army leadership whenever the Asantehene was unavailable. Among the Asante, there was compulsory military service for all able-bodied men in the empire a system borrowed from the Akwamu . The Asantehene established a national festival called the Odwira festival during which all The Omanhene assembled in Kumasi to show their loyalty to the Asantehene, to honor the dead and to solve disputes amongst themselves. It also enhanced unity amongst the Asante states. The golden stool, an idea invented by a priest called Okomfo Anokye he claimed it came from the sky in 1695 during the reign of Osei Tutu, made the office of the Asantehene acceptable. It was a source of unity as it bound together the Asante states since they all recognized its sacredness. Provincial Asante It comprised all the states conquered by the Asante in the 18th century subject states . Such people were represented in the army and paid taxes to the Asantehene. Osei Tutu appointed two consuls who resided in each subject state to supervise their affairs. An efficient bureaucracy was established in each o the provincial Asante states with the Asantehene appointing senior officials directly himself Social organization. The Kingdom was composed of many communities who spoke the Akan language."}
{"text": "Osei Tutu appointed two consuls who resided in each subject state to supervise their affairs. An efficient bureaucracy was established in each o the provincial Asante states with the Asantehene appointing senior officials directly himself Social organization. The Kingdom was composed of many communities who spoke the Akan language. The clans that made up the Akan speakers included the Akyem, Kwahu, the Fante, the Wassa, the Assin and the Akwapem. All these communities shared the same social institutions like the forty-day calendar, same marriage and naming rites The basic social unit was the clan They had a matrilineal system of inheritance. The birthright of each family passed through the mother from one generation to the other. Key notes for the teacher and students- Cheloti 2012-2013 79 The practiced polygamy marriage due to wealth and comfort in society and prohibited inter clan paternal and maternal clans marriages The Odwira festival helped unite the society besides the golden stool. The Asante was socially stratified into social classes e.g. the rulers, rich, peasant farmers and slaves. The Asantehene and his family comprised the royal family together with the Omanhene. The saves among the Asante were majorly war captives. Some of the female slaves could be elevated to concubines and later become entitled to some rights. They believed in magic and superstition and also worshipped gods and goddesses i.e. they were polytheists. Their supreme creator was Nyame Nyambe . They believed in their ancestors as mediators between the people and God gods . The Odwira festival was held annually to honour ancestors and solves my disputes. They offered sacrifices to their gods ancestors including human sacrifices The Asante hence was considered semi-divine being and highly regarded Creative arts like dancing music, sculpture were highly respected in society. Economic organization of the Asante Being located in an area rich in terms of land fertility forest resources, mineral resources and rainfall, the Asante Empire thrived economically in the following ways. A Being located at the point of convergence of the trans-Atlantic trade routes, the Asante people participated in the trade providing gold, slaves and ivory in exchange for cotton, cloth, guns and gunpowder. They also provided middlemen and porters during the trade. B The Asante practiced agriculture, growing crops like yams, vegetables and fruits. They also kept livestock like cattle."}
{"text": "They also provided middlemen and porters during the trade. B The Asante practiced agriculture, growing crops like yams, vegetables and fruits. They also kept livestock like cattle. C The community practiced gathering of Kola nuts and hunting for game meat from the forest to supplement their diet. D They practiced iron working and made crafts such as baskets and pots The Asante community however became a victim of the same economic wars it waged against her neighbours especially the Fante and Denkyira. In 1873, the British came to the aid of the Fante thus greatly weakening the Asante power. Reasons for the collapse of the Asante Empire. A The type of political organization in the kingdom did not encourage cohesion. Some states in the provincial Asante had no attachment to the golden stool were semi-independent condition of a state within a state. B Leadership struggle between the Asante and dwaben; a neighboring rival of Asante s state. C Civil wars Constant rebellions from the conquered states wars with other tribes e.g. war with the afante. D British interference in the Asante affairs through the 19th c. they had a burning desire to destroy the Asante empire and colonize the region.. they even supported dwaben in her war against Asantehene e Periodic interference with trade and trade routes as a result of wars weakened the financial position of the empire i.e. Abolition of slave trade as a major source of income. F The Anglo-Asante wars which the British won led to final destruction of the empire. Key notes for the teacher and students- Cheloti 2012-2013 80 CONSTITUTIONS AND CONSTITUTION MAKING The term constitution refers to a set of agreed principles and rules which state the structure and powers of a government The constitution of Kenya is a supreme law that binds all people and all state organs at national and county level. It outlines the structure of government, defines the powers and prerogatives of the head of state, states the compositions, functions and powers of parliament, states the compositions of the executives and outlines the duties and rights of the citizens. Constitutions vary in various countries depending on different experiences and their form is determined by the following. A The historical background of a country b Geographical factors. For example the numerous islands of Japan must be catered for in their constitution c Religious beliefs of the people."}
{"text": "Constitutions vary in various countries depending on different experiences and their form is determined by the following. A The historical background of a country b Geographical factors. For example the numerous islands of Japan must be catered for in their constitution c Religious beliefs of the people. Some countries have the Islamic Sharia law in their constitution e.g Libya and Somali d Race composition of a country. For example, in South Africa the apartheid racial policy had been included in their constitution. Functions of a constitution a The constitution provides the legal ground from which the laws of the country are made. B It spells out the powers of government and its relationship to the governed. C It spells out the rights and duties of all citizens. It also provides the options a citizen has, legally, if those rights and freedoms are violated. Types of constitutions 1. Written constitution. This is a constitution in which the basic principles concerning the organization of government, powers of its various agencies and rights of the subjects are consciously written down in one document. The first country to adopt a written constitution was USA after she attained political independence from Britain on 4th July 1776. France adopted it in 1791following the French revolution of 1789. The primary objective of these adoptions was to include the rights of the citizens to avoid abuse by those in power. Other countries with written constitutions include many European, African, Latin American and Asian countries. Kenya also has a written constitution. Characteristics of a written constitution. A It acts as a standard of reference to which the acts of the government of the day may always be compared. B It is a rigid document that cannot be altered easily. C It is only amended through a clearly spelt out procedure which is followed to the letter. D There must be a special body entrusted by the legislature with the work of drafting the constitution. E Once drafted the constitution must get the approval of the legislature. Advantages of a written constitution. Key notes for the teacher and students- Cheloti 2012-2013 81 a Since the procedures of amending a constitution are clearly spelled out, it is not easy for politicians or other interest groups in the society to alter it. B In case of a crisis, the constitution provides very clear guidelines on the procedures to be followed, thus restoring stability in the country."}
{"text": "Advantages of a written constitution. Key notes for the teacher and students- Cheloti 2012-2013 81 a Since the procedures of amending a constitution are clearly spelled out, it is not easy for politicians or other interest groups in the society to alter it. B In case of a crisis, the constitution provides very clear guidelines on the procedures to be followed, thus restoring stability in the country. C Since a written constitution is rigid, it therefore recognizes that there are fundamentals in a state, e.g rights of citizens, powers and duties of the president, which should never be easily changed. Change can only be done after adequate consideration. D It is fundamental to a newly formed nation so as to take off in an orderly and organized manner. E A written constitution is important to ensure that the identity of the various groups are preserved and maintained in a country with diverse racial groupings, religion and ethnic composition. F Since it is arrived at after thorough and careful consideration by all, it therefore unites the people in the nation as it would have acquired recognition and acceptance from the majority of the citizens. Disadvantages of a written constitution. A Due to its rigidity, it can fail to respond to changing circumstances and can therefore easily become obsolete. B A written constitution tends to make the judiciary too powerful as it I the only body that interprets the document. Where the executive and the legislature control the judiciary, the constitution can easily be manipulated. C Some written constitutions are too detailed and rarely understood by the ordinary citizens. D The procedure for amending the constitution is slow and costly. This causes delays which could lead to civil disorder in a society. 2. Unwritten constitution This is a constitution where the fundamental principles of the organization and powers of the government are not contained in one document but rather in several scattered documents to add to the customs of a country. For example, the British constitution. Sources of British constitution. A Statutes. This refers to an Act of Parliament. Examples of statutes that comprise the British constitution are; Act of Union with Scotland of 1707 that determined the territorial boundaries within which the United Kingdom s constitution operates. Parliament Act of 1911 that governs the relationship between the House of Commons and the House of Representatives The Reform Acts of 1832 and 1834 which determine succession to the throne. B Customs. This refers to ancient or traditional practices or the common law."}
{"text": "Parliament Act of 1911 that governs the relationship between the House of Commons and the House of Representatives The Reform Acts of 1832 and 1834 which determine succession to the throne. B Customs. This refers to ancient or traditional practices or the common law. For example, the first born inheriting the throne. C Laws of precedents. Past accepted principles may be applied to a new set of facts in a judgment and this may eventually become part of the law of the land. D Customs of parliament. House procedures including standing orders and other regulations are part of the British constitution. Key notes for the teacher and students- Cheloti 2012-2013 82 e Historical documents. The following two Important documents form part of the British constitution; The Magna Carta 1215AD that contained the promises by the England King that he would not levy taxes outside the three legal feudal taxes without the consent of the legal counsel. The Petition of Right 1628 in which King Charles I agreed not to levy taxes unless through the Act of Parliament. F The Conventions and Practices that have become respected over the years are also part of the British constitution. Advantages of unwritten constitution a It is flexible and adaptable to changing circumstances in the society. This is especially valuable during periods of rapid socio-economic and political changes. B It is indigenous and therefore suited for a state. C It can be changed by ordinary legislative process. D It provides continuity with the nation s traditions and is therefore accepted and respected by the people. Disadvantages of an unwritten constitution. A It gives the courts too much work in handling matters as they search for constitutional principles not only in judicial decisions but in different statutes and customs. B Because of the nature of the unwritten constitution, it is not easy to protect the rights of people effectively as the fundamentals of the state are not recorded in a few or a single document. C An unwritten constitution tends to be vague and indefinite as compared to the written constitution. D An unwritten constitution presupposes that the people are politically conscious and alert and will ensure that their rights and liberties are respected. Features qualities of a good constitution. A Definiteness; it must depict clear intelligence and one which facilitates thinking. It must define its content clearly. B It should be comprehensive it must be short but inclusive of all the issues involved in government operation."}
{"text": "When the colonial secretary Oliver Lyttelton visited Kenya in 1954, he proposed the following constitutional reforms. Establishment of a multi-racial council of ministers representing the three races setting ground for two Indian and one African minister B. A Ohanga became the first African Minister It Proposed direct representation of Africans in the LEGCO Lifting the ban on African political parties district associations. In 1958, a new constitution was proposed by Lennox Boyd. The constitution led to increased number of elected Africans in the legislative council from 8 to 14 . It led to introduction of multi-racial representation in the legislative council. It led to the increase of the number of African ministers to two. The African elected members demanded for a constitutional conference culminating into the independence constitution. The independence constitution 1960-1962 The first Lancaster House Conference 1960 Attended by all members of Legco and two nominated members, the conference received the following demands; a Africans demanded for true democracy, where one man would have one vote. B The Arabs wanted to retain the ten-mile coastal strip, while Somalis wanted reunification with Somalia. C Michael Blundell, representing a section of Europeans demanded for a multi-racial government while Captain Briggs representing the white extremists demanded for creation of provinces along racial lines. All these proposal were moderated by the British governmentKey notes for the teacher and students- Cheloti 2012-2013 84 The period after the first Lancaster House conference witnessed a lot of differences among Africans and among other races. Among the Africans, the differences culminated into the formation of KANU in March 1960 at Kiambu with James Gichuru as president and KADU in Ngong Town with Ronald Ngala as the president. The main difference between KADU and KANU was that while KANU was advocating gor a unitary government, KADU wanted a federal system The second Lancaster House conference 1962 . When KANU refused to form government despite winning the elections, demanding for the release of Jomo Kenyatta, KADU formed a rather minority government that was heavily dominated by the colonial officials. Such a government was rejected by most people thus creating instability that led to the British Authorities calling for the second Lancaster House Conference. The following important issues were discussed; a The future of the coastal strip that belonged to the sultan prior to colonialism."}
{"text": "When KANU refused to form government despite winning the elections, demanding for the release of Jomo Kenyatta, KADU formed a rather minority government that was heavily dominated by the colonial officials. Such a government was rejected by most people thus creating instability that led to the British Authorities calling for the second Lancaster House Conference. The following important issues were discussed; a The future of the coastal strip that belonged to the sultan prior to colonialism. B The future of North Eastern Province North Frontier District c Security of the minority. The participants in the formulation of the independence constitution were representatives of various political parties: - Paul Ngei APP , KADU and KANU. Others were representatives of the Asian and European communities. The 1962 conference settled for a federal structure with a strong central government. A coalition government was formed briefly but when the 1962 constitution was promulgated, it was followed by a general election in May 1963. The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament The 1963 constitution established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister, The Queen of England remained Head of State. Independence 1963 Kanu won the May elections and Kenya Attained internal self-government with Jomo Kenyatta as the first Prime Minister on 1st June 1963. Kenya attained full independence on 12th December 1963 when the Queen ceased to be the head of state. Kenya has been using the Independence Constitution upto August 2010 though with so many amendments. Main provisions of the independence constitution of Kenya. A The independence constitution provided for a regional majimbo government with each of the seven regions having a regional assembly and president. The boundaries of the regions were given protection in the constitution. B It also provided for a bicameral parliament consisting of the senate and the house of representatives upper house and lower house. The lower house comprised 117 elected members and 12 special members. The senate comprised 41 members representing the 41 administrative districts and one representing Nairobi city Though the senate was subordinate to the House of Representatives, it had powers to authorize declaration of a state of emergence, 65 of the senators were required to approve theKey notes for the teacher and students- Cheloti 2012-2013 85 amendment of constitution."}
{"text": "B It also provided for a bicameral parliament consisting of the senate and the house of representatives upper house and lower house. The lower house comprised 117 elected members and 12 special members. The senate comprised 41 members representing the 41 administrative districts and one representing Nairobi city Though the senate was subordinate to the House of Representatives, it had powers to authorize declaration of a state of emergence, 65 of the senators were required to approve theKey notes for the teacher and students- Cheloti 2012-2013 85 amendment of constitution. Also all Bills required approval of both houses. C The constitution stipulated that the Prime Minister appointed by the governor was to be head of Government and Queen the Head of State, represented by the Governor General. The powers of the governor were defence of the country, foreign affairs, internal security and approval of legislation. D The constitution recommended a multiparty system of government and the party with the majority of seats forming the government. E It contained the Bill of Rights, which protected the individual s rights. The Bill of rights was modeled on the European convention on Human Rights and Fundamental freedoms. F The constitution provided for an elaborate scheme to protect the minority rights. The minorities in this case were the Europeans, Asians and some indigenous communities. G Independent Electoral commission was set up consisting of the speakers of the two houses and a nominee of the Prime Minister. Also it comprised nominees representing the regions. This was to ensure impartiality and honesty in elections. H The constitution provided for an independent and impartial judiciary to ensure justice and prevent corruption. Judges were accorded security of tenure which was extended to the Attorney General, the government s principal legal advisor. I It provided for public service commission. The aim was insulate the civil service recruitment and promotions from abuse and corruption. J An independent land board. Post colonial Era 1963-2010 . From independence to Mult-party democracy period 1963-1991 Like many former British colonies, Kenya started off with a west Minister system of government. The first Constitutional amendment in independent Kenya was in 1964. Kenya became a republic and the executive became presidential. The senate and regions were also abolished. A Constitutional review in June 1982 officially transformed Kenya into a one-party state. A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system."}
{"text": "The senate and regions were also abolished. A Constitutional review in June 1982 officially transformed Kenya into a one-party state. A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system. The period after 1992 was influenced by Global issues like the decline of the cold war, collapse of the Soviet Union in 1989 and the intensified struggle for democracy all over the world. In 1997, the Inter Party Parliamentary Group IPPG was formed with membership from the Opposition and KANU mps. The aim was to come up with minimal constitutional reforms to level the ground before the 1997 general elections The following reforms were approved; a The KBC shall observe fairness in providing balanced all-inclusive political views in the news coverage. B Membership of the Electoral Commission to be reviewed to accommodate the interest of the opposition. C Registration of Parties would be done without unnecessary delay. D The powers of the chiefs that would likely interfere with political activity at local level be contained. E The police Act be amended to provide for politically impartial police forceKey notes for the teacher and students- Cheloti 2012-2013 86 f To repeal a number of laws restricting civil and political rights, ad abolition of the offence of sedition In 1997, a constitutional review commission, called the Constitution of Kenya Review Commission CKRC , was established to provide civic education, seek public input and prepare a draft constitution. In October 2000, parliament passed a Bill entrenching the CKRC into the independence constitution. It was now headed by Professor Yash Pal Ghai and comprised 15 commissioners In June 2001, the CKRC was expanded to include other groups like the People s commission following the amendment of the 1997 Constitution of Kenya Review A ct. The CKRC act specified a 2 year time frame for completion of the review process. However, its activities were marred by controversy in 2002 and the ultimate dissolving of parliament in October 2002 by president Moi. He even attempted to dissolve the commission, thanks to its being entrenched in the independence constitution. When the NARC government took over power in 2003, the review exercise was reviewed. The National Constitutional Conference was convened at Bomas of Kenya and came up with what came to known as the Bomas Draft constitution. However the political elite did not support the Bomas Draft."}
{"text": "When the NARC government took over power in 2003, the review exercise was reviewed. The National Constitutional Conference was convened at Bomas of Kenya and came up with what came to known as the Bomas Draft constitution. However the political elite did not support the Bomas Draft. In 2005, Parliament amended the constitution of Kenya Review Act to allow the Attorney General to come up with the Proposed New Constitution, popularly known as the Wako Draft The draft constitution was ultimately rejected by Kenyans at the constitutional referendum in 2005 because of disagreements amongst various stakeholders. In December 2007, kenyans participated in the general elections that were followed by Post Election Violence caused by the controversy that surrounded the results of the elections. Steps towards realization of a new constitution in Kenya from 2008. A On 28 February 2008 The National Accord and Reconciliation Act NARA was signed by President Kibaki and Prime Minister Raila Odinga .Agenda No 4 of this arrangement was a new process to finalize the long awaited constitution of Kenya The main provisions of the National Accord were: Establishment of a grand coalition government with two parties; PNU and ODM sharing power. Raila Odinga was to become Kenya s second Prime minister after the position was created in the accord arrangement Two deputy Prime Minister Positions would be filled by the PNU and ODM parties respectively. Provision for An expanded cabinet with the two parties being accorded slots as per their proportion in the house. B In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts CoE was established as the main technical constitutional review organ to drive the process. C The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein, Mr Bobby Mkangi, Professor Christina Murray South Africa , Dr Chaloka Beyani Zambia and Dr Frederick Ssempebwav Uganda ."}
{"text": "Provision for An expanded cabinet with the two parties being accorded slots as per their proportion in the house. B In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts CoE was established as the main technical constitutional review organ to drive the process. C The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein, Mr Bobby Mkangi, Professor Christina Murray South Africa , Dr Chaloka Beyani Zambia and Dr Frederick Ssempebwav Uganda . Key notes for the teacher and students- Cheloti 2012-2013 87 d 23 February 2009 Members of the CoE were appointed by the President were later on sworn in, e On 17 November 2009 CoE released the draft to the public and invited views and comments on the draft constitution, f By 23rd February 2010. CoE had submitted the final draft of constitution to the Parliamentary Select Committee. G On 4th august 2010 Kenya held a Constitutional Referendum where the new constitution was overwhelmingly endorsed. H On 28th august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitutions. Stages in the constitution making process in Kenya since independence. 1 Debate over contentious issues. Issues like the entrenchment of section 2A in the independence constitution in 1981 raised concerns among various stake holders and groups. The issue of whether to include the position of Prime Minister or not has also been debated for many years. 2 Collection of public views. The Saitoti commission the Constitution review commission established by Moi in 1990 had the objective of collecting views of Kenyans concerning how KANU was to operate in the best way possible. In June 2001, the CKRC, chaired by Yash Pal Ghai was mandated to collect views as part of the constitution review process. 3 Civic education. In 2001, the Ghai Commission was mandated and funded to provide civic education . 4 Convening of constitutional conferences. For example, The 2002 National Constitution Conference at Bomas of Kenya and other similar conferences. 5 Drafting of the constitution."}
{"text": "4 Convening of constitutional conferences. For example, The 2002 National Constitution Conference at Bomas of Kenya and other similar conferences. 5 Drafting of the constitution. This involved both local and international experts who drafted the constitution between 2000 and 2010. This was mainly the work of the Ghai led CKRC and the Committee of experts led by Nzamba Gitonga. 6 The referendum. During the 2005 referendum, the Wako Draft constitution was rejected. In August 2010, another referendum was held and the 2010 proposed New Constitution was approved. 7 Promulgation of the constitution. On 27th of August 2010, President Mwai Kibaki presided over the promulgation of the new constitution of Kenya. Constitutional Changes in Kenya since independence upto 2010. 1 The 1963 independence constitution marked the end of colonial rule and transformed the colony into a dominion. It established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister, who is appointed by the Queen of England from the majority party in Parliament. The Queen of England remained Head of State as represented by the Governor General who was also the Commander-in-Chief 2 By the 1st amendment Act 28 of 1964, published in November 1964, Kenya became a republic and the executive became presidential. The amendment outlined the criteria to be met by a presidential candidate. It made provision of a Vice President who would be appointed by the president from among the members of parliament. Jaramogi Oginga Odinga became the first occupant of that office. Key notes for the teacher and students- Cheloti 2012-2013 88 3 By The 2nd amendment Act 38 of 1964 published on 17th December 1964, the senate and regions were also abolished. 4 3rd amendment Act 14 of 1965, published on 8th June 1965, altered parliamentary Majority required for approval of a state of emergency to only a simple majority from the previous 65 . The term region was replaced with province. The amendment altered the title of Supreme Court. 5 By the 4th amendment Act 16 of 1966, published on 12th April 1966, commonwealth citizens became eligible for Kenyan citizenship."}
{"text": "4 3rd amendment Act 14 of 1965, published on 8th June 1965, altered parliamentary Majority required for approval of a state of emergency to only a simple majority from the previous 65 . The term region was replaced with province. The amendment altered the title of Supreme Court. 5 By the 4th amendment Act 16 of 1966, published on 12th April 1966, commonwealth citizens became eligible for Kenyan citizenship. Also any legislator jailed for six months or more or missed to attend eight consecutive parliamentary seatings without the speaker s permission had to forfeit his her parliamentary seat. 6 On 28th April 1966, an amendment was passed, published on 30th April, to compel MPs who defected from sponsoring party, to resign from parliament and seek re-election. This amendment targeted Kenya People s Union KPU of Jaramogi Odinga that had been formed that year. The amendment was published, tabled, debated, passed and received presidential assent within 48 hours. It was nicknamed the KPU amendment . 7 In May 1966, the Public Security Act was passed, published on 7th June 1966, empowering the president to detain a citizen without trial on grounds of being a threat to state security. The president also acquired power to control freedom of the press. 8 In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate. The Act was published on 4th January 1967. The voting majority to change the Constitution was lowered to two-thirds of the MPs. 9 In 1968, by the 9th amendment, published on 12th April 1968, the president was empowered to alter provincial and district boundaries. The act abolished the provincial councils and all representatives to the provincial and district boundaries. This marked the end of regionalism. 10 In 1968, by the 10th amendment, Act 45 published on 12th July 1968, the procedure for presidential elections and succession in the event of his death was laid down. Also, that all candidates for a general election should be nominated by a political party. The act also gave the president power to nominate 13 MPs to replace the 12 specially elected members of the House of Representatives."}
{"text": "10 In 1968, by the 10th amendment, Act 45 published on 12th July 1968, the procedure for presidential elections and succession in the event of his death was laid down. Also, that all candidates for a general election should be nominated by a political party. The act also gave the president power to nominate 13 MPs to replace the 12 specially elected members of the House of Representatives. 11 In 1974, the age qualification for presidential candidates was also lowered to 35 from 40 years. The minimum voting age was altered from 21 to 18 years. 12 In 1975, an amendment of the constitution empowered the president to pardon any election offender at his own discretion. This was done to favour Paul Ngei who been found guilty of an election offence. It was named the Ngei Amendment . The bill went through all the stages in one afternoon and received presidential assent the following day. 13 In 1975, Kiswahili was declared the national language of the national assembly. 14 In 1977, the Kenya court of appeal was established after the breakup of the East African Community. 15 The 18th amendment Act passed in 1979 was the first one under president Moi. It provided that public officers had to resign six months in advance in order to qualify as candidates for parliamentary elections. Key notes for the teacher and students- Cheloti 2012-2013 89 16 In 1979, both Kiswahili and English were declared languages of the national assembly. 17 By The 19th amendment Act of 1981 published in 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya. The infamous section 2A was introduced in the constitution. Kenya had been a de facto one party state between 1969 and 1982 . The post of Chief Secretary was created to head the public service. The first occupant being Jeremiah Kiereini. 18 By the 1985 20th amendment Act, the High Court began acting as a Court of Appeal. 19 The 21st amendment Act passed in 1985 repealed Section 89 of the constitution which provided for the acquisition of Citizenship for anyone born in Kenya after December 11th 1963."}
{"text": "The first occupant being Jeremiah Kiereini. 18 By the 1985 20th amendment Act, the High Court began acting as a Court of Appeal. 19 The 21st amendment Act passed in 1985 repealed Section 89 of the constitution which provided for the acquisition of Citizenship for anyone born in Kenya after December 11th 1963. 20 In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and Auditor General was removed. The president could now dismiss them at will. Office of chief secretary was abolished. 21 In 1988, the security of tenure of Puisine Judges and Chairman of Public Service Commission was removed. The removal of security of tenure of the above officers sparked a lot of condemnation from LSK and main stream churches. 22 In 1988, an amendment was pass that provided the police with powers to hold a suspect in custody for upto fourteen days before taking him her to court if the crime constituted a capital offence. This is what led to detaining of persons suspected of opposing the government in the dingy basement of Nyayo House where some were tortured to death. 23 1990- Security of tenure of the offices of AG and Controller and Auditor General was reinstated. 24 A parliamentary act in December 1991 repealed the one-party system provisions section 2A of the constitution and effectively established a multiparty system. Multiparty elections were held the following year in December. 25 In 1991, an amendment that was passed limited the tenure of the president to a maximum of two-five year terms. 26 After 1997 elections, Parliament, on the initiative of the government, passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. 27 A constitutional review commission, called the Constitution of Kenya Review Commission CKRC , was established to provide civic education, seek public input and prepare a draft constitution. 28 In October 2000, parliament passed a Bill entrenching the Constitution of Kenya Review Commission CKRC headed by Professor Yash Pal Ghai into the independence constitution. 29 In 2005, Parliament amended the constitution of Kenya Review Act to allow the Attorney General to come up with the Proposed New Constitution, popularly known as the Wako Draft 30 The draft constitution was ultimately rejected by Kenyans at the constitutional referendum in 2005 because of disagreements amongst various stakeholders."}
{"text": "27 A constitutional review commission, called the Constitution of Kenya Review Commission CKRC , was established to provide civic education, seek public input and prepare a draft constitution. 28 In October 2000, parliament passed a Bill entrenching the Constitution of Kenya Review Commission CKRC headed by Professor Yash Pal Ghai into the independence constitution. 29 In 2005, Parliament amended the constitution of Kenya Review Act to allow the Attorney General to come up with the Proposed New Constitution, popularly known as the Wako Draft 30 The draft constitution was ultimately rejected by Kenyans at the constitutional referendum in 2005 because of disagreements amongst various stakeholders. 31 The rejection of the draft constitution by Kenyans in the referendum of 2005 meant that the 1963 constitution as amended remained the basic law of Kenya. . 32 28 February 2008The National Accord and Reconciliation Act NARA was signed byKey notes for the teacher and students- Cheloti 2012-2013 90 President Kibaki and Prime Minister Raila Odinga to end violence that erupted after the December 2007 presidential elections. Agenda No 4 of this arrangement calls for a new process to finalize the long awaited constitution of Kenya 33 In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts CoE was established as the main technical constitutional review organ to drive the process. The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray South Africa Dr Chaloka Beyani Zambia and Dr Frederick Ssempebwav Uganda. 34 On 28th august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitution. Key changes in the New Constitution. A Reduction of president s executive powers. B Devolution of power to regions creation of county and national governments. C Creation of the senate and national assembly to constitute parliament. D On Citizenship, Birth and registration are the only recognize ways of attaining Kenyan citizenship. Dual citizenship is now recognized by the constitution."}
{"text": "B Devolution of power to regions creation of county and national governments. C Creation of the senate and national assembly to constitute parliament. D On Citizenship, Birth and registration are the only recognize ways of attaining Kenyan citizenship. Dual citizenship is now recognized by the constitution. E Recognition of the Kadhi s courts as subordinate courts in the judicial court system. F Expansion of the citizens Bill of Rights to guarantee equal representation for either gender in all governance structures. FEATURES OF THE NEW CONSTITUTION. Why there was need to have a new constitution in Kenya. The need to meet the changing needs of the Kenyan society, e.g. due to population growth. The rise of gender sensitivity in Kenya The need to address the rights of women which had not been adequately addressed in the outgoing constitution. The constant misuse of executive authority by the Moi and Kenyatta regime the need to give less or more power to the executive. The need to depart from the colonial policies that found their way into the outgoing constitution. The need to safeguard against social vices like corruption and land grabbing. The need to enhance unity and realize a liberal society due to political maturity. Problems that Kenya faced in realization of a new constitutional dispensation. A Party differences have been transferred to the constitution making process e.g. the NARC fallout, the ODM wrangles between Raila and Ruto. Etc. B Sectarian interests based on tribe, religion, age, sex which is hard to satisfy. E.g in relation to creation of counties, Kadhis court and land laws. C Attempts to project personality, individual or group interests rather than national interest into the process. D Direct misinformation of the public and propaganda by politicians and other groups with selfish interests. E Illiteracy and ignorance of the electorate and therefore easily misled. Key notes for the teacher and students- Cheloti 2012-2013 91 f Tension and sometimes violence marred the whole review process. G Limited financial resources and personnel h Lack of unity of purpose and co-operation among existing political parties hence difficulty in hammering out compromise.. i Inadequate civic education wrong civic education. J Lack of consultation with all the interested stake holders. K An attempt to tie the constitutional review process with election time-table, political programmes and interests. Why Kenya s new constitution is regarded as supreme."}
{"text": "J Lack of consultation with all the interested stake holders. K An attempt to tie the constitutional review process with election time-table, political programmes and interests. Why Kenya s new constitution is regarded as supreme. A The Constitution is the supreme law of the Republic and binds all persons and all State organs at both levels of government. B No person may claim or exercise State authority except as authorized under the Constitution. C The validity or legality of the Constitution is not subject to challenge by or before any court or other State organ. D Any law, including customary law that is inconsistent with the Constitution is void to the extent of the inconsistency, and any act or omission in contravention of the Constitution is invalid. E The general rules of international law shall form part of the law of Kenya. F Any treaty or convention ratified by Kenya shall form part of the law of Kenya under this Constitution. Functions of the Kenyan constitution. A It is the fundamental law of Kenya. B It has helped in establishing the philosophy, character and structure of the Kenyan government. C It has laid down principles which determine government power and duties. D It r regulates, distributes and limits the functions of different institutions of the state. E It spells out the basis of relationship between the Kenyans and the government and what rights should be in that relationship. Role played by the Kenyan constitution in governing the country. A It protects the interests of the weak in the society from those who would want to dominate them. B It checks the powers of the dictatorial rulers. C It defines how to rise to power hence preventing unnecessary power struggles. D It provides for the separation of powers between the three arms of government. E It defines the powers of those in authority hence preventing misuse of power. F It defines relations with other countries g It specifies on how a government is to be formed. Key notes for the teacher and students- Cheloti 2012-2013 92 DEMOCRACY AND HUMAN RIGHTS What is democracy? The is derived from the Greek word Democratia Demos meaning people and Kratas meaning rule or power . It is a form of government where political decisions are directly in the hands of the citizens. Key aspects of a real democracy. A Political aspect. The consent of the governed expressed directly or indirectly through their elected representatives must be sought when making political decisions. Public opinion must be given priority in governance."}
{"text": "A Political aspect. The consent of the governed expressed directly or indirectly through their elected representatives must be sought when making political decisions. Public opinion must be given priority in governance. B Social aspect. Human dignity must be valued at all times. Every individual should be free to organize his own lifestyle, hold and express opinions, enjoy company of others and join associations. C Economic aspect. All citizens must be provided with equal opportunities. Exploitation of humans by fellow humans should be eliminated. Means of production should be nationalized to reduce inequalities between the rich and the poor. Types of democracy 1 Pure or direct democracy. This is where the people are directly involved and participate in decision-making. Such a democracy has an advantage in that the laws made are easily accepted by all the people since they feel they own the laws. This is common form of democracy in smaller organizations and was also used in ancient Greece. 2 Indirect democracy. This is a type of democracy where citizens exercise their right in decision making not directly as individuals, but through their agreed representatives, elected by the citizens. Parliament acts as the basic institution in this type of democracy. The elected may make Appointments of persons to fill other positions like the Cabinet or carry out Nomination hand-picking of additional representatives to join the elected ones. 3 Constitutional Democracy. This is where democracy is exercised but within the limits of the constitution. The minority rights are guaranteed freedom of expression, association and worship It is also referred to as Liberal democracy and is a form of representative democracy. Merits of democracy a It is founded on the concept of the people and therefore leaders cannot ignore the people from whom they get authority to rule. It is most popular form of government. B It recognizes equality among all the people without discrimination. It advocates equality before the law and anyone can rise to power regardless of one s background or environment. C It promotes patriotism or national pride as it urges people to participate in their governance. This reduces chances of a revolution d It promotes liberty and peace as it advocates for peaceful coexistence. People develop a sense of cooperation. It can also promote international cooperation when extended beyond the borders. E Since it is based on moral and educative values, democracy helps individuals to develop their personality. It develops initiative of the people and their sense of responsibility."}
{"text": "It can also promote international cooperation when extended beyond the borders. E Since it is based on moral and educative values, democracy helps individuals to develop their personality. It develops initiative of the people and their sense of responsibility. Key notes for the teacher and students- Cheloti 2012-2013 93 f Democracy balances the liberty of the individual with the power of the state. Demerits of democracy. A Democracy promotes dictatorship by the majority. The majority government by fulfilling the election pledges to please the supporting electorate ends up neglecting the political, social and economic interests of the minority who did not vote for it. B Democracy encourages class struggle and corruption as only those that possess money can engage in intensive campaigns and get elected due to their influence. Then once elected, they pass laws that protect their interests. C A democratic government is usually slow and wasteful since consultations have to be made when making a decision. Time and public resources are used in the process of seeking the views of the majority. D The ethical value of democracy is questionable. It is not easy to find an honest, sincere man of good moral character being elected. E Democracy may perpetuate incompetence since it is numbers which matter when choosing a leader not the leadership qualities. Where a majority of the electorate is ignorant, they may make poor decision during elections thus promoting incompetence. F Although democracy is regarded as the rule of the majority, in essence, it is the elected minority who rule. Democracy is therefore as a form of dictatorship by the informed or elected minority. Principles of democracy. Principle-basic truth or general law. A Freedom of speech, debate and enquiry. The basic healthy political culture among a group of people is based on open debate among citizens where they can express their views without fear. B People s participation as a whole in government. Through free, fair and regular elections, the government should remain a servant of the people and not master. Democracy is based on consent which can be withdrawn if the government fails to satisfy peoples expectations. C Open and accountable media. The media must be open in their agenda and be held accountable to the public. Media monopolies should not be allowed to develop. D Economic democracy. This implies the decentralization of economic power so that individuals and communities can be economically empowered to create and control their own wealth. E Equality before the law. Judgment should be made in accordance with a written law, rather than in an arbitrary manner."}
{"text": "This implies the decentralization of economic power so that individuals and communities can be economically empowered to create and control their own wealth. E Equality before the law. Judgment should be made in accordance with a written law, rather than in an arbitrary manner. Each citizen also has an equal ability to seek and receive justice. Human rights Human rights refers to the accepted principles of fairness and justice- or the universal moral rights that belong equally to all people in their capacity as human beings regardless of sex, race, and tribe, and language, place of origin, age or political beliefs. Why human rights are important. A Rights are necessary for human beings to achieve a dignified life, fulfill their potential and toKey notes for the teacher and students- Cheloti 2012-2013 94 satisfy both their physical and spiritual needs. B Rights are inherent to human beings. One has rights purely because they are human. They are not granted by the state. C Rights empower citizens and residents by giving them control in decision making organs of the state. D Rights justify special treatment of minorities and other special or disadvantaged groups or communities. E Rights provide guidance to organs of state regarding the exercise of state power. F Rights such as the right to vote, freedom of expression and of the press ensure the public access the necessary information necessary for the protection of democracy and ensure accountability of public authorities. G Respect for human rights limits internal and external conflicts and strengthens national unity. Classification of Human rights. A Social economic and cultural rights. On the basis of these rights, the state is expected to pursue policies that enable individual, families or groups to earn a living and provide basic needs including education and medical care for themselves. B Solidarity rights. These are rights that focus on the whole community. They require that the state to pursue policies which do not destroy natural resource or waste financial resources but instead create conditions for peaceful co-existence. These rights include the right to clean, healthy and sustainable environment, peace, and development. C Civil and political rights. The rights include the right o vote, right to think and to have access to information. These rights ensure a secure space for the individual to pursue their values and interests. Groups that monitor human rights in Kenya. A Lawyers and Judges and other professionals including teachers. B Religious groups c Journalists The media-print and electronic ."}
{"text": "Groups that monitor human rights in Kenya. A Lawyers and Judges and other professionals including teachers. B Religious groups c Journalists The media-print and electronic . D The police force e Association and special commissions, e.g business associations, women groups, the Kenya National Human Rights and Equality Commission KNHREC , among others. F pressure groups Characteristics of human rights. A They are universal. Human rights apply equally to everyone by virtue of being a human being. B They are indivisible. One right cannot be applied if the other does not exist. They are inherent. C Incase circumstance demand they can be suspended. For example during war, or during disease outbreak like Ebola or other contagious diseases, one may be denied the right to freedom of movement. D Human rights have limitations. As people enjoy their rights, they should respect the rights of others. Key notes for the teacher and students- Cheloti 2012-2013 95 United Nations Charter on human rights. This is a document that contains the basic human rights to which every person by virtue of being a human being is entitled to. It also reaffirms the equality of the rights of all men and women. The Universal Declaration if Human Rights was adopted by the United Nations General Assembly on 10th December 1948.. Member states that signed the document are supposed to publicize the declaration in their countries The basic human rights contained in the Charter include; 1. All human beings are born free and equal. 2. Everyone is entitled to all rights and freedoms set forth in the declaration without discrimination on basis of sex, race, colour, sex, language, religion, political or other opinion, racial origin birth or any other status. 3. Everyone has a right to life, liberty and security. 4. No one should be held in servitude or slavery or perform forced labour. 5. Everyone has a right to recognition as a person before the law. 6. Every person is equal before the law and has the right to equal protection and equal benefit of the law. 7. Every person s dignity should be respected and protected. 8. Everyone has a right to nationality. One is free to change nationality. 9. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. 10. Everyone has a right to free movement and residence within the borders of each state. 11. Everyone has a right to ownership of property alone as well as in association with others."}
{"text": "Everyone has a right to free movement and residence within the borders of each state. 11. Everyone has a right to ownership of property alone as well as in association with others. State cannot take away ones property without proper compensation. 12. Every citizen has a right to peaceful assembly and association. 13. Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the governing process of the country. 14. Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. 15. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation. 16. Every person has the right to be free from hunger, and to have adequate food of acceptable quality. 17. Every person has the right to clean and safe water in adequate quantities. 18. Every person has the right to social security 19. Every person has the right to education. Elementary education shall be compulsory while technical and professional education should be made generally available. 20. Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. 21. Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship. Key notes for the teacher and students- Cheloti 2012-2013 96 22. An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. 23. Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. 24. Everyone has freedom of opinion and expression. 25. Everyone has a right to seek and enjoy, in other countries, asylum from persecution. The right is however enjoyed only for political reasons. 26. Everyone has a right to a fair and public hearing by an independent and impartial tribunal in the determination of one s rights and obligations. 27. Everyone has a right to protection of the law against interference or attacks against one s property, home or correspondence. 28. Everyone has a right to work, to free choice of employment, to just and favourable conditions of work and protection against unemployment. 29."}
{"text": "28. Everyone has a right to work, to free choice of employment, to just and favourable conditions of work and protection against unemployment. 29. Everyone has a right to leisure, which includes reasonable working hours and periodic holidays with pay.ght to freely participate in the cultural life of the community, to enjoy the arts e.g drama, music, dance etc. 30. However every person has various duties to the community in which they live. 31. Freedom from torture and cruel, inhuman or degrading treatment or punishment. Importance of the UN Charter on human rights. A Protection of human rights, which is the core thing in the UN Charter, is important for the Establishment and maintenance of peace and security. Where there is violation of human rights, it becomes difficult to prevent conflict and maintain peace. B Respect for human rights is an important requirement for efficiency and effectiveness in governance. The principle of non-discrimination, principle of international human rights law, enables one to strive for more equitable societies even within the level of resources available. C Respect for human rights promotes development. National development strategies can only lead to tangible improvement in the lives of people if they have as their key objectives realization of economic, social and political rights. D The UN Declaration provides a guideline for collective action towards eradication of poverty. E The UN human rights mechanisms have given utmost attention to countering of terrorism as a way of protecting human rights. F A SOCIETY that observes respect for human rights reduces the chance of conflict outbreak. G The UN Charter on human rights is the foundation on which peace-making peace-building and peace-keeping is built. Any strategy to achieve peace anywhere is accompanied by strategies to uphold human rights like was the case in Yugoslavia. H In recognition of human rights, the UN has played a key role in giving humanitarian assistance to the people of different countries suffering from effects of natural disasters and other emergencies. I The UN Charter on Human rights promotes the rights of women and their empowerment by affirming the equal rights for women and fighting discrimination based on genderKey notes for the teacher and students- Cheloti 2012-2013 97 j The UN Charter champions the rights of vulnerable groups like the minority migrant workers, abused children, indigenous people and persons with disabilities. The Kenyan Bill of Rights This is a statement of human or civil rights in the constitution of Kenya. The Bill of Rights is covered in chapter four of the constitution of Kenya 2010 ."}
{"text": "I The UN Charter on Human rights promotes the rights of women and their empowerment by affirming the equal rights for women and fighting discrimination based on genderKey notes for the teacher and students- Cheloti 2012-2013 97 j The UN Charter champions the rights of vulnerable groups like the minority migrant workers, abused children, indigenous people and persons with disabilities. The Kenyan Bill of Rights This is a statement of human or civil rights in the constitution of Kenya. The Bill of Rights is covered in chapter four of the constitution of Kenya 2010 . Importance of the Kenyan Bill Of Rights. A States that every individual has the right to life b It guarantees liberty to all citizens by forbidding enslavement, detention without trial etc. C It protects the individual from all forms of torture and inhuman treatment d It guarantees the protection of private property and allows Kenyans to own property anywhere in the country. E It protects individuals freedom of conscience and religion. F It guarantees the protection of the freedom of speech and expression g It gives Kenyans the right to move freely throughout the country and to reside in any part of the country. H It guarantees individuals against any form of discrimination on the basis of colour, creed, and gender. I It protects individual against arbitrary search, arrest and entry into one s property without his her consent Rights and fundamental freedoms contained in the Kenyan Bill of Rights. 1. Right to life. Life begins at conception and no child should be deprived of life deliberately. Abortion is not therefore permitted unless occasioned by the need for emergency treatment or life of the mother is in danger. People who attempt to commit suicide are also punishable on the strength of their right 2. Equality and freedom from discrimination Every person is equal before the law and has the right to equal protection and equal benefit of the law. This means that both men and women are equal before the law. Any form of discrimination is illegal and is prohibited in the constitution. 3. Human dignity Every person s dignity should be respected and protected. One must not ridicule or embarrass other members of society. 4. Freedom and security of a person. This right protects a person from being detained without a good reason and without trial. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. 5. Freedom from slavery, servitude and forced labour. No one should be held in servitude or slavery or perform forced labour."}
{"text": "5. Freedom from slavery, servitude and forced labour. No one should be held in servitude or slavery or perform forced labour. Every employer should treat his or her employees with dignity and not to force them to work. 6. Right to privacy. Every person has a right NOT to have him or herself, his or her property searched, or his or her possessions seized. Not revealing a person s family or private affairs unnecessarily or private communications interfered with. Key notes for the teacher and students- Cheloti 2012-2013 98 7. Right to assembly, demonstration, picketing and petition. Every citizen has a right to assemble and participate in peaceful demonstrations and even present petitions to public authorities. 8. Political rights Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the activities of, a political party. Every citizen has the right to free, fair and regular elections based on universal suffrage and the free expression of the will of the electors for any elective public body or office Every adult citizen has the right, without unreasonable restrictions, to be registered as a voter; to vote by secret ballot in any election or referendum and to be a candidate for public office, or office within a political party and, if elected, to hold office. 9. Freedom of movement and residence Citizens have a right to free movement and ownership of property in any part of the country. Anyone is also free to leave the country or enter and remain in the country 10. Economic and social rights Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation. Every person has the right to be free from hunger, and to have adequate food of acceptable quality. Every person has the right to clean and safe water in adequate quantities. Every person has the right to social security Every person has the right to education. A person shall not be denied emergency medical treatment. The State must provide appropriate social security to persons who are unable to support themselves and their dependants. 11. Consumer rights Consumers have the right to goods and services of reasonable quality. Consumers have the right to the information necessary for them to gain full benefit from goods and services. Consumers have the right to the protection of their health, safety, and economic interests."}
{"text": "18. Freedom of association. Every person has the right to form, join and participate in the activities of an association of any kind, provided that the association is not engaged in illegal activities, such as stealing or killing. 19. Protection of the right to property. Every person is entitled to own property either individually or as a group, in any part of the country. However the property has to be legally acquired. This right provides all Kenyans a fair opportunity to invest in property and thus, prosper. 20. Right to language and culture. Every person has the right to use a language, and embrace the culture of the person s choice. Every person has the right to form or join cultural groups. Every person is also protected from being forced to join any such group. Each linguistic group is free to use their language, practice their culture, and form associations and other organs of the civil society. It is unacceptable to force another person to perform, observe or undergo any cultural practice or rite. 21. Right to family. An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. Both parties have a responsibility to respect the rights of their spouses during marriage and even in the event of its dissolution. It is wrong to deny one s spouse access to marital property after separation or divorce. Key notes for the teacher and students- Cheloti 2012-2013 100 The constitution also recognizes marriages conducted under traditional, religious, personal or family law. Marrying of underage persons and forced marriages are outlawed in the constitution. 22. Fair administrative action. Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. This promotes efficient administration in public offices. 23. Access to justice. Everybody should access justice and a reasonable fee will be charged to enhance this, if required. If this is not free, many people will not access justice which will continue to be a preserve of the rich people. 24. Right of arrested persons. An arrested person has; a The right to be informed promptly in a language that the person understands of the reason for arrest, the right to remain silent and he consequences of not remaining silent. B The right to remain silent. The right of a person to choose to talk or to remain silent."}
{"text": "An arrested person has; a The right to be informed promptly in a language that the person understands of the reason for arrest, the right to remain silent and he consequences of not remaining silent. B The right to remain silent. The right of a person to choose to talk or to remain silent. C The right to communicate with an advocate and other persons whose assistance is necessary freedom of speech with all those who will assist him or her in the case. D The right of not being compelled to make any confession or admission that could be used in evidence against the person. E The right t be held separately from persons serving a sentence should not be held in prisons alongside those already convicted f To be brought to court as soon as reasonably possible, as but not later than twenty four hours after being arrested. G To be charged or be informed of the reason for the extension of detention or release, at the first court appearance. H To be released on bond or bail, on reasonable conditions, pending a charge or trial, unless there are compelling reasons as to why one cannot be released. 25. Fair hearing. Every person has the right to have any dispute that can be resolved through a court hearing be resolved in such a manner that will accord him or her fair and public hearing. An accused person has the following rights; a To be presumed innocent until proven otherwise. B To be informed of the charges. C To have adequate time and facilities to prepare a defence. D To a public trial before a court. E To have the trial begin and be concluded with few delays. F To be present when being tried. G To be represented by an advocate and be informed of this right immediately. Depending on the circumstances, the accused may be assigned an advocate by the state and at the state s expense. H To remain silent and not testify during the proceedings. I To be informed in advance, of the evidence the prosecution intends to present, and to have reasonable access to that evidence. Key notes for the teacher and students- Cheloti 2012-2013 101 j To challenge the evidence. K To refuse to give self-incriminating evidence. L To have the assistance of an interpreter if the accused person cannot understand the language used in the trial. M If convicted, to appeal, or apply for review by a higher court. 26. Rights of persons detained, held in custody or imprisoned."}
{"text": "D Minorities and marginalized groups have the right to develop their cultural values, languages and practices.e Minorities and marginalized groups have the right to reasonable access to water, health services and infrastructure. Rights of older members of society in Kenya.a Right to fully participate in the affairs of society.b Right to pursue their personal development.c Right to live in dignity and respect and be free from abuse. Key notes for the teacher and students- Cheloti 2012-2013 103 d Right to receive reasonable care and assistance from their family and the State. The Kenya National Human Rights and Equality Commission. This commission was entrenched in the Constitution of Kenya 2010 to replace the KNHRC.The commission constitutes atleast three but not more than nine members appointed by the president with the approval of the national assembly. Objectives; a To protect the sovereignty of the people.b To ensure secure observance by all state organs of democratic values and principles c To promote constitutionalism Functions of the Kenya National Human Rights and Equality Commission.a It has a duty to promote respect for human rights and develop a culture of human rights in the republic.b A duty to promote protection and observance of human rights in public and private institutions.c It monitors, investigates and reports on the observance of human rights in all spheres of life in the republic, including observance by the national security organs.d It receives and investigates complaints about alleged abuses of human rights and takes steps to secure appropriate redress where human rights have been violated.e It acts as the principal organ of the state in ensuring compliance with obligations under treaties and conventions relating o human rights.f It investigates any conduct in state affairs, or any act or omission in public administration in any sphere of government, which is alleged or suspected to be prejudicial or improper, or to result in any impropriety, or prejudice.g It investigates complaints about abuse of power, unfair treatment, manifest injustice or unlawful, oppressive, unfair or unresponsive official conduct. END."}
{"text": "Britain supported France and Germany was persuaded to back down for part of French Congo. SPECIAL COVERAGE The First Moroccan Crisis The First Moroccan Crisis clearly indicated that Germany s relation with France was at best fragile. In 1905 Morocco was one of the few African states not occupied by a European power. In May 1905 it was agreed that an international conference should be held on Morocco in Algeciras. The Algeciras Conference of 1906 The main aim was to decide what was to be done with regards to Morocco. The two main protagonists at Algeciras were France and Germany. However, it soon became very clear to Germany that other European powers had sided with France - Britain, Spain and Italy. The Algeciras Conference ended on April 7th 1906.The Germans got very little out of the conference. The plan to create a triple alliance or even a quadruple alliance to isolate Great Britain failed. Arguably, by the end of the conference, Britain and France had even closer ties to one another. A German presence in North Africa had also failed to materialize. The French media portrayed Germany as an inferior nation, much to the concern of the more experienced politicians in Paris. The Algeciras Conference may have resolved the crisis in Morocco but the outcome clearly defined Europe into certain camps. At this conference Germany publicly lost out. The Agadir Crisis of 1911 the Second Moroccan Crisis. The Agadir Crisis occurred in 1911 just four years after the First Moroccan Crisis. Germany s attention was diverted after the 1905-06 crises by other issues, mainly building up her navy so that it rivaled the Royal Navy. As a result France spent five years having far more influence in Morocco than Germany. They backed the corrupt Sultan, Abdul Aziz, who was accused by some of his countrymen of selling out Morocco to the French. The half-brother of Aziz, Mulay Hafid, took a stand on behalf of the Moroccan people who proclaimed him Sultan in January 1908. Fez also came under attack. In April 1911 a decision was made in Germany to send troops to Fez to support the foreign contingent living there. The plan was to send German warships to Agadir and Mogador ostensibly to defend German citizens in Morocco. A gunboat, the Panther , was sent to Agadir on July 1st 1911."}
{"text": "In April 1911 a decision was made in Germany to send troops to Fez to support the foreign contingent living there. The plan was to send German warships to Agadir and Mogador ostensibly to defend German citizens in Morocco. A gunboat, the Panther , was sent to Agadir on July 1st 1911. What part did the Agadir Crisis play in the outbreak of World War One? The episode proved that Germany was hell-bent on trying to dominate Europe as a whole. Winston Churchill and David Lloyd George were among those who believed this. 7 Bosnian Crisis In 1908, Austria-Hungary took over the former Turkish province of Bosnia. This angered Serbians who felt the province should be theirs. Serbia threatened Austria- Hungary with war. Russia, allied to Serbia, mobilized its forces. Germany, allied to Austria-Hungary mobilized its forces and prepared to threaten Russia. War was avoided when Russia backed down. There was, however, war in the Balkans between Page 3 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 1911 and 1912 when the Balkan states drove Turkey out of the area. The states then fought each other over which area should belong to which state. Austria-Hungary then intervened and forced Serbia to give up some of its acquisitions. Tension between Serbia and Austria-Hungary was high. 8 The Assassination of Archduke Franz Ferdinand A secret society called Ujedinjenje Ili Smrt, 'Union or Death' or Black Hand was founded in Belgrade, an outgrowth of an older Serb nationalist group: Narodna Odbrana. When it was learned that the Heir-Apparent to the Austrian throne, Franz Ferdinand, was scheduled to visit Sarajevo in June of 1914, the Black Hand decided to assassinate him. Three young Bosnians were recruited, trained and equipped: Gavrilo Princip, Nedjelko Cabrinovic and Trifko Grabez. The murders of Franz Ferdinand and Sophie brought Austro-Serbian tensions to a head. As Vienna took a hard line against Serbia, the other powers in Europe took sides. The wheels of war gained speed. The Crisis of July turned into world war, just over thirty days after Franz Ferdinand and his wife Sophie were shot. System of Alliances. By 1914, Europe had divided into two camps."}
{"text": "The Crisis of July turned into world war, just over thirty days after Franz Ferdinand and his wife Sophie were shot. System of Alliances. By 1914, Europe had divided into two camps. 1 The Triple Alliance was Germany, Italy and Austria-Hungary. 2 The Triple Entente was Britain, France and Russia. 1 The Triple Alliance The alliance between Germany and Austria was natural. Both spoke the same language - German - and had a similar culture. Austria was in political trouble in the south-east of Europe - the Balkans. She needed the might of Germany to back her up if trouble got worse. Italy had joined these countries as she feared their power on her northern border. Each member of the Triple Alliance Germany, Austria and Italy promised to help the others if they were attacked by another country. By the close of the war the Central Powers had been extended to incorporate Bulgaria and Turkey 2 The Triple Entente The Entente Powers comprised a military alliance - driven by a variety of inter-related treaties - of France, Great Britain and Russia. The Entente alliance sprang from the military concerns of Germany's neighbours to east and west. Russia and France; accordingly in 1894 they signed an alliance based upon fears of growing German power. Britain subsequently forged alliances with both Russia and France once it became clear that Germany intended to construct a navy to match the Royal Navy in the late 1890s. Thus the Entente Alliance was not a formal alliance. The term was later replaced by the more general 'Allies' to include other nations including Italy and Japan. THE COURSE OF THE WAR. The war was fought in three continents; Europe, Africa and Asia and both on land and on the sea. In Europe, the war was fought in two fronts Page 4 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 1. The Western Front was where most of the fighting between Germany and the Allies happened. The war in western front was fought in Belgium and France as per the Schlieffen plan. Count Alfred von Schlieffen, mastermind of the Schlieffen Plan, served as Germany's Chief of the Imperial General Staff from 1891 to 1905. It was Schlieffen's plan, long after he retired fro army 1906 that was used for the August 1914 attack on France that was to trigger World War One."}
{"text": "The German Army went into Belgium on the 4 August. On the same day, Great Britain started a war on Germany, because Britain was a friend of Belgium. When the Germans got to the Belgian city of Li ge, they did finally push the Belgians out of the city, but it had taken longer than the German generals had planned. On December 24-25, 1914, there was a temporary halt to the fighting on parts of the Western Front. This was the Christmas truce. The initial force behind the Christmas Truce came from the Germans. Christmas was celebrated in full, with men visiting across the lines and gifts of food and tobacco being exchanged. Page 5 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke As Christmas ended, both sides reluctantly returned to war, the bonds forged at Christmas slowly eroded as units rotated out and the fighting became more ferocious. By 1915, the Western Front had become a stalemate as both sides engaged in trench warfare. The men on both sides took spades and dug lines of trenches went all the way from Switzerland to the North Sea, because they did not want to be killed. In front of the trenches, there was barbed wire that cut anyone who tried to climb over it, and mines that blew up anyone who tried to run across the \"no man's land\" that was in between the trenches. Gas was also an important weapon used. The war in the west was static in the next three years and attempts by the military commanders on both sides to break the stalemate led to deaths of many soldiers. At the battle of the Somme in 1916 60,000 British men died in a single day. It was one of the bloodiest days in the history of the British army. Seeking to shatter the Anglo-French lines, the German Chief of Staff, Erich von Falkenhayn, began planning a massive assault on the French city of Verdun. The Battle of Verdun lasted from February 21, 1916 until December 18, 1916 and was one of the longest and bloodiest battles of World War I. A brutal battle of attrition, Verdun cost the French an estimated 161,000 dead, 101,000 missing and 216,000 wounded. German losses were approximately 142,000 killed and 187,000 wounded. 2."}
{"text": "A brutal battle of attrition, Verdun cost the French an estimated 161,000 dead, 101,000 missing and 216,000 wounded. German losses were approximately 142,000 killed and 187,000 wounded. 2. The Eastern Front was fought in Central and Eastern Europe and was one of the main places where World War I took place. The start of the war on the eastern front involved an attack on Russia on 1st of august 1914. On August 6, Austria-Hungary declared war on Russia and six days later entered into hostilities with France and Britain. The Russians were decisively defeated by allied forces of Austria and Germany at the battle of Tanneberg in august 1914 and at the battle of Missourian Lakes in September 1914. War in the seas Some of the fiercest battles between the Allies and the central powers took place in the sea. By May 1916, Germany s main fleet was stationed in the North Sea to attack Britain s fleet. However, the British intelligence decoded the German wireless code and was able to prepare the royal navy to fully counter Germany s challenge. Both sides suffered causalities in the war that followed. 11 german ships and 14 British ships were lost. Importance of Britain s supremacy at sea a The British naval forces assisted in blocking the central powers particularly the Germans from accessing food and raw materials from other parts of the world. This derailed their war plans. B Her naval supremacy enabled the allies to capture colonies of the central powers. C The sea blockade enabled the allies to maintain uninterrupted communication with other allied forces, as well as safeguard the british food and raw material supplies from other parts of the world. Page 6 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The final phase of World War 1 The final phase of the war was a second Germany onslaught on France in 1918 where the Germans were decisively defeated in the hands of USA soldiers. End of World War I. Two events that led to the end of World War I were: 1 Russia s withdrawal from the war after the Great Russian revolution. 2 The declaration of war by the United States of America against the central powers. The First Russian Revolution In 1917, there was a revolution in Russia. The Russian people didn't want to fight anymore, because the war had been putting burdens on them, and many of them were poor and hungry."}
{"text": "2 The declaration of war by the United States of America against the central powers. The First Russian Revolution In 1917, there was a revolution in Russia. The Russian people didn't want to fight anymore, because the war had been putting burdens on them, and many of them were poor and hungry. The Second Russian Revolution Two factions fought to rule over Russia. The passive Mensheviks lost against radical Bolsheviks. The leader of the Bolsheviks was Vladimir Lenin 1870-1924 which was Communist who followed the ideas of Karl Marx. The new government sued the Germans for peace, and signed a peace treaty called Brest-Litvosk with the Central Powers in March 1918 at the city of Brest Litovsk. The Germans and Russians stopped fighting. This gave Germany lots of land in Eastern Europe and the Baltic Sea USA entry into the war. The German generals using submarines named U-boats underwater boats attacked American ships Lusitania that were carrying food and weapons to Great Britain. Some Americans were killed by the submarines. Germany also wrote a secret telegram note to Mexico suggesting that the two countries work together to attack the United States the Zimmerman Telegram- because the person who sent it was named Arthur Zimmerman-the german foreign minister . Other reasons why USA entered the war on the side of the Allies were; a America was concerned with safeguarding her trade with Britain. US- Anglo relationship was strong . USA was fully aware that the a defeat of Allied powers would cost her financial and industrial institutions b The USA and British intelligence were able to link some Germany sympathizers with the industrial sabotage in factories and trade unions in the USA. C Cruelty of the Germans led to the growth of anti-Germany feelings in the United States. Many of the Allies sympathizers had relatives in either France or Britain. American people decided that they wanted their country to enter the war to punish Germany. On April 6, 1917 the United States declared war against Germany and became part of the Allies. The socialist politicians declared Germany a republic and met with the Supreme Commander of the allied forces on 7th November 1918, Ferdinand Foch, to negotiate for end of the war with very stiff terms to the Germans. The stiff terms given to the Germans included; a Germany to withdraw from all occupied territories, including overseas colonies."}
{"text": "On April 6, 1917 the United States declared war against Germany and became part of the Allies. The socialist politicians declared Germany a republic and met with the Supreme Commander of the allied forces on 7th November 1918, Ferdinand Foch, to negotiate for end of the war with very stiff terms to the Germans. The stiff terms given to the Germans included; a Germany to withdraw from all occupied territories, including overseas colonies. Page 7 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke b All German forces west of the Rhine to be withdrawn. C All German warships to surrender to the Allies. D Occupation of some parts of Germany by the Allies. E All Allied prisoners of war to be released. The Germans were given 72 hours to either accept or reject these stiff conditions. Protesting bitterly, they signed an armistice on 9th November 1918. At 11:00 AM on 9th November 1918, the war ended. Reasons why the allies won World War I. a Allied powers had many supporters drawn from 25 states some of which were Britain, France, Belgium, Russia, Italy, USA, Japan and Portugal. They had more manpower than the central powers. B Germany failure to effectively control her expensive colonies and others turned against her. C USA entry into war on the side of the allies accelerated the defeat of the central powers. The industrial might of USA and her economic wealth helped the Allies to force the central powers to their knees. D The Allies had able and focussed political leaders like Lloyd George-the British Premier and Georges Clemenceau, the French Premier. E Germans axis powers made serious technical mistakes like invasion of the neutral Belgium by Germany which turned the world opinion against the central powers. F Superior naval power of the Allies. The superiority of the British Royal Navy enabled the Allies to enforce a naval Blockade that caused severe food shortages among the central powers. G Germany fought the war on many fronts. H Germany was badly led down by her colleagues like Italy who decamped and Bulgaria and Austria-Hungary who had to be assisted all the time. Turkey on her part easily accepted defeat. I The Allies had financial and industrial resources in Europe and in their colonies which were used to great advantage during the war. J The Allies had powerful weapons e.g. they used Tankers, Aircraft and Battleships."}
{"text": "I The Allies had financial and industrial resources in Europe and in their colonies which were used to great advantage during the war. J The Allies had powerful weapons e.g. they used Tankers, Aircraft and Battleships. K The allies were united under the Command of General Foch which disadvantaged the central powers. German also used young and inexperienced soldiers after 1918 due to heavy causalities. L The central powers were surrounded by the Allies as they lay in the centre of Europe. They also lacked an extensive coastline and thus were easily blockaded. The Peace Treaties. In January 1918, Woodrow Wilson, President of the USA, outlined, in his speech to the congress, the fourteen points that were essential in maintenance of world peace. Among these were three great principles that formed the basis of world peace namely; 1. Self-determination of all peoples, i.e, the right of peoples all over the world to determine their own fate. 2. The need to make public all diplomatic and international agreements. 3. The need to establish a League of Nations which would provide an avenue for Page 8 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke discussing all international problems, protect small states from aggression by large ones. In January 1919, statesmen from the 27 Allied powers converged at Paris, France to determine the fate of the defeated central powers. The central powers were not party to the discussions but were required to sign on the final draft. The Key personalities at the conference were; a Lloyd George PM of Britain b George Clemenceau PM of France c Woodrow Wilson President of USA d Vittorio Orlando PM of Italy Five treaties were signed with each of the central powers separately as follows; a The Treaty of Versailles with Germany 28th June 1919 b Treaty of St. Germaine with Austria 10th September 1919 c Treaty of Neuilly with Bulgaria 27th November 1919 d Treaty of Trianon with Hungary 4th June 1920 e Treaty of Sevres in 1920 and Lausanne in 1923 with Turkey. The Treaty of Versailles. It should be noted that all the above treaties were generally referred to as the Treaty of Versailles. Terms of the Versailles Treaty of 1919."}
{"text": "The Treaty of Versailles. It should be noted that all the above treaties were generally referred to as the Treaty of Versailles. Terms of the Versailles Treaty of 1919. A The treaty declared Germany an aggressor who was supposed to pay reparations and whose military capability was to be reduced. B She lost all her colonial passions with the African colonies being taken from her and put under supervision of the League of Nations. C The treaty of St. Germaine provided for the creation of Yugoslavia, Bosnia, Herzegovina and Malta as mandated territories. D Germany was totally disarmed and only allowed to retain a force of 100,000 soldiers and her navy was disbanded. Military conscription was banned in Germany. E Germany s population and size was reduced as Austria, with a large German population was allowed to remain independent. Italy acquired Stria, the Italianspeaking region of Austria. F Rhineland was to be permanently demilitarized. Germany troops were not allowed in the region. G h By the treaty of Versailles, Germany lost the provinces of Alsace and Lorraine to France. I The treaty established the League of Nation. Failures of the treaty of Versailles. A The treaty handed Germany a heavy punishment as if she was the only one to blame for World War 1. This provoked deep resentment and bitterness among the German nationals. Page 9 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke b The treaty ignored the interests of the colonial people. The former colonial possessions of Germany and turkey were handed over to France and Britain in total disregard to the African grievances during the Versailles conference c The treaty failed to carter for the interests of the minority in Europe. The new republic of Austria was forbidden from merging with Germany though a national vote was for the merger. D Italy was given a raw deal in the settlement. She was only given Stria, an Italian- speaking region formerly belonging to Austria. E Though the treaty proposal for the formation of the League of Nations came from the USA president Wilson, the US constitution prohibited commitment to such an organization, whose membership required a nation to help a future victim of aggression. RESULTS OF WORLD WAR I a Nationalist movements in Asia and Africa grew in strength and number after the war and a sense of patriotism arose. B USA gained an upper hand in the post war European affairs. She emerged as a leading world power."}
{"text": "RESULTS OF WORLD WAR I a Nationalist movements in Asia and Africa grew in strength and number after the war and a sense of patriotism arose. B USA gained an upper hand in the post war European affairs. She emerged as a leading world power. C German military capability was reduced on land and sea and heavy indemnity imposed on her. She lost all her colonies, which were made mandated territories of the League of Nations. D The end of the war marked the beginning of the decline of western imperialism. As early as 1920, there was a possibility of independence for colonial countries. The war encouraged imperial powers to give more freedom to their subjects. E The end of the war witnessed the creation of new states e.g. Yugoslavia, Czechoslovakia, Poland and Finland. F Germany and Italy fell in the hands of dictators e.g. Mussolini and Hitler. G The war Created bitter feelings and mistrust among the countries that fought in the war. This continued until the outbreak of the Second World War. H It led to the Bolshevik Revolution of 1917 in Russia as radicals took over government there. I It led to a change of government in Britain. J There was greater use of motor vehicles and aircraft, which facilitated transport. K The art of surgery improved. L Between 1914 and 1918, European factories were destroyed and business brought down hence heavy losses. M There was massive destruction of property and infrastructure. N It led to the great depression 1920 to 1921, which affected economies worldwide. O It led to increased taxation by he colonial authorities to meet war and post-war demands. THE LEAGUE OF NATIONS Origin and organization of the League of Nations. The League of Nations was established by the victors of the First World War in 1920 at the treaty of Versailles with the main aim of preventing the occurrence of another war. Page 10 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The idea of its formation was mooted by Woodrow Wilson, the US president who was supported by Lord Robert Cecil of Britain, Jan Smuts of South Africa and Leon Bourgeois of France. The League of Nation came into force during the first meeting in London Britain, on 10th January 1920. Reasons for the formation of the League of Nations in 1920."}
{"text": "Page 10 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The idea of its formation was mooted by Woodrow Wilson, the US president who was supported by Lord Robert Cecil of Britain, Jan Smuts of South Africa and Leon Bourgeois of France. The League of Nation came into force during the first meeting in London Britain, on 10th January 1920. Reasons for the formation of the League of Nations in 1920. A It was formed for the Maintenance of world peace It was specifically created to prevent the outbreak of another world war b The League of Nations was meant to foster international cooperation in solving problems as they arise. C It was formed to jointly take instant action against an agreed aggressor by economic and possibly by military means. D Members were to secure and maintain fair and humane conditions of labour as one way of maintaining peace in the world. E It was formed to oversee development of territories lost to central powers during the First World War. E.g. Tanganyika, Togo, South West Africa etc. The main organs of the League of Nations were; The Council. It was made up of permanent and Non-permanent members. The permanent members were France, Britain, Italy and Japan. Non permanent members were four, elected by the general assembly. The main role of the council which sat in Geneva was to appoint committees and secretary General with the approval of the majority of the Assembly. It also dealt with disputes amongst member states, reduction of armament, execution of arbitral awards and admittance and expulsion of members. The Assembly. It met once a year at Geneva and was comprised of three delegates from each member state. It elected non-permanent members to the council. The functions of the Assembly included; a Control of the Budget of the organization including contributions and expenditure . B Admission of new members after approval of a two-thirds majority. C Appointment of non-permanent members of the League of Nations Council. D Consideration of treaties. E Supervision of the work of the League of Nations council. F Appointment of the 15 judges of the permanent Court of International Justice. G Giving approval to the appointment of Secretary-General. The Secretariat. The Secretariat, based in Geneva, consisted of the secretary general and his staff. It was the administrative body of the League of Nations. It kept records of the organization and conducted correspondences including treaties by member states."}
{"text": "The Secretariat, based in Geneva, consisted of the secretary general and his staff. It was the administrative body of the League of Nations. It kept records of the organization and conducted correspondences including treaties by member states. It implemented the Page 11 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke decisions of the League of Nations. It provided continuity between one meeting of the council or the assembly and the next, The International Court of Justice. Set up between 1920 and 1922, it comprised of eleven judges and four deputy judges elected for nine years by the assembly and the council. It was based at the HagueHolland. Decisions made by the court were binding on all parties in dispute. International Labour Organization. It consisted of 4 delegates- two for member states and two for workers from each member state. Its main aim was to maintain good working conditions for men, women and children. The Mandates Commission. It had then responsibility of supervising the administration of the trustee colonies. The League of Nations also had several specialized agencies. Achievements of the League of Nations. A The League of Nations, through the Permanent Court of International Justice, maintained international peace and security. E.g. in the city of Danzig in spite of the hostility between the poles and the Germans. B The League of Nations achieved its objective of treating the minority with humane. The International Office for Refugees, for example, assisted refugees. Victims of the Nazi persecutions were also assisted. C The league assisted in the administration of the trust territories, through the Mandates Commission. E.g. in Togo, Tanganyika Cameroon and Rwanda-urundi. In addition, the territories acquired from turkey. E.g. Iraq and Palestine. D The league was able to solve several interstate disputes in a peaceful manner. E.g the frontier dispute between turkey and Iraq over the Mosul province 1924-1926 , the dispute between Poland and Germany over northern Silesia. E The league successfully restored financial stability in Austria following the economic slump in the country after the World War 1. F It successfully enforced control over the manufacture and sale of arms. It also held disarmament meetings. G The league ensured signing of peace treaties to promote security in the world. For example, the Locarno treaties of 1925 that settled boundary disputes between Germany and France. Failures of the League of Nations."}
{"text": "G The league ensured signing of peace treaties to promote security in the world. For example, the Locarno treaties of 1925 that settled boundary disputes between Germany and France. Failures of the League of Nations. The League of Nations failed its Prime objective of maintaining world peace in the following ways; a It failed to solve the Sino-Japanese dispute after Japan invaded Manchuria in China in 1931. Japan after refusing to abide by the League s demands that it withdraws from the Chinese territory, even pulled out of the league in 1933. B The Italian invasion of Ethiopia in 1935. Benito Mussolini, rather than accept the League s verdict that he withdraws Italian troops from Ethiopia, pulled out of the League. Page 12 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke c The League failed to stop German Violation of the terms of the Versailles Treaty. She embarked on a remilitarization programme and established a navy and an airbase. D Nations continued to make many defensive pacts in total disregard of the Treaty of Versailles. E Germany invaded other regions such as Poland and Austria between 1936 and 1939, while Russia invaded Finland in 1939 in violation of the League of Nations. Factors that undermined the effectiveness of the League of Nations. A Member countries were not willing to take disputes to the international court of justice. B German was still determined to increase its military strength and continue with its aggression policy. C Individual nations were more pre-occupied with national interests and pride, at the expense of the organization s interests. D The Versailles peace settlement resolutions were too harsh to Germany thus leaving the Germans aggrieved and refuse to cooperate with the League of Nations. E The League of Nations lacked the executive authority to implement its resolutions. F USA congress refused to ratify the treaty of the League of Nations. This denied the organization diplomatic and economic strength. G There was shortage of funds to implement the functions of the League of Nations. H The Appeasement Policy of Britain and France forced them to stand aside and avoid taking a firm action against Japan when she invaded china, Germany when she invaded and occupied Rhineland, and Italy when she attacked Ethiopia. The Second World War."}
{"text": "G There was shortage of funds to implement the functions of the League of Nations. H The Appeasement Policy of Britain and France forced them to stand aside and avoid taking a firm action against Japan when she invaded china, Germany when she invaded and occupied Rhineland, and Italy when she attacked Ethiopia. The Second World War. The 1930 s witnessed the rise of dictators in Europe like Adolf Hitler of Germany, Benito Mussolini of Italy and General Francisco Franco of Spain who intentionally defied international opinion and disregarded the Versailles Treaty and League of Nations. Their activities and those of Japan began to interfere with prevailing peace in the world. This happened at the time when USA had retreated into isolation leaving the task of maintaining world peace only to Britain and France. The Second World War involved most countries in the world with millions of people conscripted for service in both the military and war related industries. Causes of the Second World War. A Germany s dissatisfaction based on territorial grievances. The Versailles treaty of 1919 imposed harsh and humiliating conditions on Germany, which aggrieved the Germans to the level of being ready to go to war again. B The rise of nationalism in Europe. In Germany, the chancellor, Adolf Hitler who had the desire to dominate the whole world, fuelled it. For example, he encouraged German speakers in Sudetenland, Czechoslovakia to demand independence from Czechoslovakia. Italy under Mussolini invaded Ethiopia, in 1939 to regain her lost glory and national pride after the Adowa defeat I 1896. Syria rose up against France. C Political developments in Europe. Page 13 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke In Italy in 1922, the fascist government under Benito Mussolini came to power. In Germany, Hitler s Nazi government assumed power in 1933. The Fascist government in Italy emphasized on the regaining of lost glory. The Nazi government began a fresh new policy of aggression. D The economic problems caused by the great depression of 1929 to 1931. The great slump led to widespread unemployment, declining wages, poverty etc. These led to social discontent and political unrest in many countries of the world. E The failure of Germany to pay reparations. This was followed by the French invasion of the Ruhr industrial region- a German territory. This led to increased tension. F Weakening of the League of Nations."}
{"text": "This was followed by the French invasion of the Ruhr industrial region- a German territory. This led to increased tension. F Weakening of the League of Nations. Japan left the League of Nations after protest over Manchuria, which she had grabbed, from china. Italy left the League of Nations after Mussolini had grabbed Abyssinia and annexed it against the will of the allies and Ethiopians. Russia invaded Finland in 1939 and the league was unable to intervene. There were many secret treaties among members of the league. G The Spanish civil war 1936-1939 . The republican revolution of 1931 ended the Spanish monarchy. The struggle between the royalists and socialists, however, continued. The European powers took sides in the civil war. France, Britain and Russia supported the royalists. Germany and Italy supported General Franco who was fighting from exile in Morocco. H Growth of military alliances. Hitler and Mussolini established a military pact in 1936 The Berlin-Rome Axis . It became the Berlin-Rome-Tokyo Axis with the joining of Italy. The alliance between Russia and German to divide Poland widened the gap between them and the allied forces. It created fear and suspicion. I The invasion of Poland by Germany. This happened in September 1939 was the immediate cause of the war. This upset Britain and France, who stated their intensions of assisting Poland. They declared war on Germany in October 1939. COURSE OF WORLD WAR 2 The invasion of Poland by German forces on 1st of September 1939 and the subsequent declaration of war against Germany by Britain and France on 3rd of September 1939 marked the beginning of the Second World War. Meanwhile on 17th September 1939, the USSR attacked Poland from the East, as per the secret clause in the Nazi-Soviet act of August 1939. Poland had been overrun by German and Russian forces by 27th September 1939. The country was divided between Russia and Germany. The phoney war. This was a period during world war two when no major military operations were undertaken on the western front although war had been declared on Germany by France and Britain. The period lasted eight months from 3rd of September 1939. It was used by the Allied countries to fully mobilise their forces for an attack on Germany since they had not initially been prepared."}
{"text": "This was a period during world war two when no major military operations were undertaken on the western front although war had been declared on Germany by France and Britain. The period lasted eight months from 3rd of September 1939. It was used by the Allied countries to fully mobilise their forces for an attack on Germany since they had not initially been prepared. Hitler on his part did not want to be involved in Page 14 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke war in the west since his armies had not fully recovered from the consequents in the east. During this period, two unsuccessful attempts were made to bring peace; a On 6th October 1939, Hitler and Stalin of Russia made an attempt to convince the Allies to accept the Nazi Occupation of Poland and make peace. B On 7th October, King Leopold of Belgium and Queen Wilhelmina of Netherlands appealed to the Axis powers and the Western Allies to make peace. War in Western Europe. On 9th April 1940, Hitler launched a sea-borne invasion against Norway after attacking Denmark via land. They were assisted by a Norwegian Nazi sympathiser Vidkund Quisling. The prime minister of Norway and his Ministers fled to London and Hitler established a puppet government in the country. The defeat of British and French forces in Norway sparked off a parliamentary revolution in Britain forcing the PM Neville Chamberlain to resign to be replaced by Sir Winston Churchill. Germany extended their attack on Luxembourg, Netherlands and Belgium. The Allies were unable to contain the German advance and even retreated to the French port of Dunkirk, marking a major defeat of the allies in Europe. On 14th June 1940, the Germans captured Paris forcing the new Prime Minister Paul Reynaud to sue for peace with Hitler on 22nd June 1940. Under the peace agreement, The Germans took over Alsace -Lorraine, Northern France and the Atlantic coastline. The French government fled to Vichy, southern France. Why the French were defeated so quickly. A The French forces were not psychologically prepared for the war and thus were found divided. B The French forces were not as well organized as the Germans thus exposing various military weaknesses. For example, the Germans were supported by combat planes which the French did not use. C Poor communication between the army and the airforce."}
{"text": "B The French forces were not as well organized as the Germans thus exposing various military weaknesses. For example, the Germans were supported by combat planes which the French did not use. C Poor communication between the army and the airforce. The French generals failed to coordinate the war properly to the extend of ignoring the fact that the Airforce could have been used to drive German Bombers off. Having succeeded in their Paris onslaught, the Germans attacked Britain in July 1940. However, Winston Churchill, the British Premier, had mobilized forces to resist this attack successfully he even obtained reinforcement from USA. The battle of Britain determined the future of World War II. It forced Hitler to delay his attacks. War in North Africa. WWII in Africa was marked by the Italian successful attack on French and British Somaliland. Under Marshal Graziani, the Italian forces advanced to Egypt though unsuccessful. In June1942, German forces moved to North Africa to reinforce the Italians. However, British forces led by General Bernard Montgomery moved quickly and captured Malta which would have been used as a base for attack by the Germans. Page 15 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke General Montgomery attacked the Germans at El Alamein in Egypt, forcing them to move to west. On 8th November 1942, British and American forces invaded Morocco and Algeria. Although the Germans continued fighting in Tunisia, by May 1943, their Army under General Rommel had surrendered. War in the Balkans. In August 1940, Hitler Attacked and captured Romania and Bulgaria. In April 1941, Yugoslavia and Greece were taken. Crete was taken in May 1941. On 22nd June 1941, Hitler attacked USSR forcing the Russian troops to retreat. However, he failed to capture Moscow before the onset of winter. In June 1942, the Germans resumed their offensive. They were finally defeated at the battle of Stalingrad on 31st January 1943 by the Russian Red Army led by Marshal Zhukov. The Germans lost 300,000 men while 100,000 survivors surrendered. By May 1944, the Russians had pushed the Germans from their territory and were approaching Germany itself. Why the Germans were defeated during the Russian Invasion. A The Germany army was fighting in several fronts at the same time as compared to the allies. This lack of concentration in one area allowed the other Russian army to defeat them."}
{"text": "Why the Germans were defeated during the Russian Invasion. A The Germany army was fighting in several fronts at the same time as compared to the allies. This lack of concentration in one area allowed the other Russian army to defeat them. B The soviet forces employed the scorched earth policy which left very little for the German forces. C The Germans ill-treated the soviet people and exploited their economic resources causing resentment and unity to fight with determination. D Weak leadership by the German military leaders contributed to their defeat. USA entry into World War I. The Japanese attack on the American great Naval Base at Pearl Harbour on the Hawaiian island is the one incident that dragged USA into WWII. On 8th December 1941, the USA, Britain and the Netherlands declared war on Japan. The Germans and Italians also declared war on the USA. Russia kept off the war in Asia having signed a treaty with Japan. Japan resisted fiercely. Her airforce sank two British battleships on 10th December 1941.She captured Hong Kong, Malaya in Malaysia and took over the great naval base at Singapore. She also occupied Burma, Dutch East Indies, the Philippines and parts of the western pacific islands. The Japanese forces were repulsed while on their way to Port Moresby, New Guinea in may 1942. In 1942, Britain used her bases in India to attack Japan. Japan attacked India in 1944, but the strong and large allied forces defeated the Japanese at the battle of Kohima. The defeat of Germany. After 1942, the tide of success began to turn against Hitler. German forces were defeated by the allies in North Africa and France. By March 1945, the Allies had crossed the Rhine, pushed the Germans out of France in June 1944. The Germans were meanwhile facing the Russian attack from the East. Page 16 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Hitler accepted defeated and handed over power to one of the Military Generals to retreat to an underground Bunker in Berlin. On 29th April 1945, Hitler married his long term Mistress Eva Braun. On the following day, he committed suicide by shooting himself while Eva Braun took Poison. On 7th May 1945, the Germans surrendered unconditionally Why the Germans were defeated. A Germany had acquired far too many territories and she was unable to effectively control them."}
{"text": "On the following day, he committed suicide by shooting himself while Eva Braun took Poison. On 7th May 1945, the Germans surrendered unconditionally Why the Germans were defeated. A Germany had acquired far too many territories and she was unable to effectively control them. B The USSR recovered from her losses and began to rearm in a bid to fight against Germany. C The USA entry into the war in 1941 on the side of the allies contributed to the eventual defeat of the Germans. D Germany s Axis powers were only four, fighting against more than 27 allies. Even among the Germany collaborators, Italy surrendered while Bulgaria and Romania also were a burden to the Germans. The defeat of Japan. After Germany surrender, Japan continued with fierce fighting sometimes employing the services of suicide bombers known as Kamikaze. The allies were able to liberate the territories captured by Japan After the defeat at Okinawa, Japan was certain of defeat, but her PM , Admiral Suzuki Kantaro, did not believe in unconditional defeat. On 6th August 1945, a bomber Aeroplane, Enola Gay, commanded by Colonel Paul Tibbets, flew over Hiroshima dropping a 4535.15kg atomic bomb. About 78,000 people died. On 8th August 1945, Russia attacked Japan. On 9th August 1945, an even larger Bomb was dropped on Nagasaki killing more than 40,000 people. Japan surrendered unconditionally on 15th August 1945 bringing WWII to an end. Factors that enabled the allied powers to win the Second World War. A Allies had more wealth in terms of food, raw materials and equipments. B Allies controlled the North Sea, which ensured safe transportation of troops and equipment. They were also able to block the central powers in the sea. C Entry of USA in the war led to defeat of Germany. America had strong American air force and war resources, d Germany s inability to control her expansive territories and some turned against her and in favour of the allied powers. E The unity, morale and determination of the allied leaders and fighters. F Popular sentiment was for allied victory and Hitler s defeat. G Hitler's over-confidence and craziness did not allow him to comprehend the enormity of opposition up against him and the axis forces. H External support especially from the colonial people in Africa, Asia and elsewhere. I Axis powers dropped out of war one by one."}
{"text": "G Hitler's over-confidence and craziness did not allow him to comprehend the enormity of opposition up against him and the axis forces. H External support especially from the colonial people in Africa, Asia and elsewhere. I Axis powers dropped out of war one by one. J Allies had better industries and financial resources superior economy, war tactics and superior diplomacy by all the allied powers. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke k The axis powers made serious tactical mistakes e.g. Hitler failed to prepare for a winter campaign in Russia and was obsessed with the idea that Germans must not retreat. L When the USSR recovered from her losses, she rearmed her self and attacked Germany. Social results of Second World War a Depopulation and great suffering as Millions of people perished either in war or due to famine and diseases. B People suffered psychologically and emotionally from the loss of loved ones and torture of the war. C The end of the war witnessed change in the status of women. Women started doing work, which was initially monopolized by men. E.g. military and management. D There was permanent ill health and shortening of life for millions of peoples because of years of under- nourishment or captivity. E There was massive Destruction of property such as homes, houses, buildings, roads and bridges. F A large number of people were displaced as people moved to look for peaceful areas and this led to great suffering. The new refugees included the Jews, Slavs and the poles. G The war fomented bitter feelings and mistrust among the countries that fought h The war helped to shade off the myth popularized by Europeans that they were a superior race to Africans as European causalities in the war proved that they were mortals Identify the political effects of the World War II. A Defeat of axis powers led to government changes in Germany, Italy and Japan. B The division of Europe into two opposing blocks led to the cold war, which was followed by an arms race between USA and USSR. C Germany was divided into two. The communist East and the capitalist West. The city of Berlin was also divided between the east and the west. D Germany and Italy were weakened especially with the loss of their colonies. E U.S.A U.S.S.R emerged as superpowers."}
{"text": "The city of Berlin was also divided between the east and the west. D Germany and Italy were weakened especially with the loss of their colonies. E U.S.A U.S.S.R emerged as superpowers. The pre-war balance of power was destroyed and the power vacuum was filled by two new superpowers, the USA and USSR f A weakness of the League of Nations to prevent the outbreak of war was demonstrated. This Led to UNO formation. G There was rise of nationalism in Asia and Africa. It led to Africans struggle for independence because they were confident knowing that Europeans were no superior to them. Nationalists among the Asians leading to attainment of independence in Pakistan and India in 1947, in Burma Myanmar in 1948, and in Ceylon Sri Lanka. In 1949. H The Japanese destroyed the myth of European military superiority due to the defeat of British and American forces in the Far East. Page 18 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke i New states were created. In 1948, the state of Israel was established in the Middle East, to settle the Jews who were displaced during the war. Economic effects of World War 2. A Agriculture and industries were disrupted due to lack of equipment, raw materials and human resources. B External trade almost came to a standstill because of fear and insecurity. C It led to increased dependency on colonies by European powers. There was need of raw materials to reconstruct the destroyed industries. D Some Industries were established in the colonies to manufacture goods because of the difficulties faced in running them during the war. E It led to the rise of European economic cooperation. The post war economic destructions led to the need for cooperation. This paved way for formation of the European Economic Community in 1957. INTERNATIONAL RELATIONS International Relations refers to the cooperation or interaction between individuals or groups of nations of the world Benefits of international relations. A Enhance peace and security in the world the diplomatic policies of nations call for peaceful settlement of disputes, thus reducing war incidences. B Promote understanding and unity. This done through Encouraging cultural exchange between nations. C Help in getting collectives solutions to world problems. Problems of global concern like desertification, global warming, armament and environmental pollution, are dealt with collectively. D Promote economic growth through trade."}
{"text": "C Help in getting collectives solutions to world problems. Problems of global concern like desertification, global warming, armament and environmental pollution, are dealt with collectively. D Promote economic growth through trade. Due to good relations , there is expanded international trade which enables countries to acquire goods they don t produce e Developing countries get financial assistance. Developed nations have continued to provide financial and technical assistance to developing nations Ways in which nations relate internationally. A Economic relations. This is through trade and commercial activities among nations. For example, developed nations giving loans and grants to developing nations. B Diplomatic relations. This is a peaceful means of relationship between nations in which there is exchange of Ambassadors or High Commissioners. C Political relations. This involves cooperation between countries with similar political systems or ideologies. E.g. USA and Western Europe, in 1964, Tanganyika united with the island of Zanzibar to form the United Republic of Tanzania. D Socio-cultural relations. This takes place in form of exchange and competition between dance troops, musicians, acrobats, sports teams, theatre groups etc, e.g. participation in Commonwealth Games. International Organizations There are two types of international organizations; Page 19 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 1. International Governmental Organizations IGOs for example UN, Commonwealth, NAM and African Union. Formed by two or more sovereign states . 2. International Non-Governmental Organizations NGOs created by individuals or private organizations. E.g. International Red cross, Amnesty International and Transparency International. Role played by International Governmental Organizations. A The provide member states with a forum to consult and tackle problems of concern. B They act as regulators in their fields to ensure the welfare of Humankind e.g World Health Organization WHO regulates health sector through immunization, vaccination and other prevention campaigns. C They enhance peace and security through peace-keeping missions and response to disasters. D They contribute to charity and facilitate equitable distribution of resources in the world. For example, the International Monetary Fund IMF and World Bank advance loans to developing nations. THE UNITED NATIONS. The UN was founded after world war Two as an organization of independent states with the following objectives; a To promote and maintain international peace and security and prevent the occurrence of another world war. B To foster friendly relations among nations of the world."}
{"text": "THE UNITED NATIONS. The UN was founded after world war Two as an organization of independent states with the following objectives; a To promote and maintain international peace and security and prevent the occurrence of another world war. B To foster friendly relations among nations of the world. C To promote respect for fundamental human rights and freedoms. D To promote social progress and better living standards of the people. E To protect the interests of minority groups such as women and children. F To promote economic growth among member states who are working towards reconstructing the world economy that was destroyed by the World War 2. G To replace the league of nations which had collapsed before the outbreak of world war 2 Formation of the United Nations. The signing of the Allied declaration in London on 12th June 1941 marked the first step in the formation of the UN. On 14th August 1941, Franklin Delano Roosevelt of USA and Winston Churchill of Britain, meeting in USA, proposed a set of principles for international collaboration in maintaining peace and security. This was the Atlantic Charter. The charter pledged respect for human Freedom, Allowed all nations the freedom to choose the form of government they preferred and provided that no territory should change hands after war without consent of its people. On 1st January 1942, representatives of Allied nations meeting in Washington signed the Declaration by United Nations and proclaimed support for the Atlantic Charter. This marked the first official use of the term United Nations as suggested by President Roosevelt in reference to the 26 nations. Page 20 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The first Blueprint of the UN was prepared at a conference held at Dumbarton Oaks Estate, Washington from 21st September to 7th October 1944. Representatives of USSR, USA, UK and China agreed on the aims, structure and functions of a world organization. On 11th February 1945, the Yalta Conference held by US president Roosevelt, UK PM Churchill and Russian PM Stalin declared the resolve to establish an international organization to maintain peace and security. On 25th April 1945, the United Nations Conference on International Organization began in San Francisco, USA attended by delegates from 50 nations. It drew a 111-Article Charter which was adopted on 25th June 1945."}
{"text": "On 11th February 1945, the Yalta Conference held by US president Roosevelt, UK PM Churchill and Russian PM Stalin declared the resolve to establish an international organization to maintain peace and security. On 25th April 1945, the United Nations Conference on International Organization began in San Francisco, USA attended by delegates from 50 nations. It drew a 111-Article Charter which was adopted on 25th June 1945. The UN began its official functions on 24th October 1945 after ratification of the charter by USSR, USA, Britain, China and France. Organization of the UNO. Membership to the UN is open to all peace-loving nations that accept the obligations of the charter. By 1945, only 51 states had signed the charter. Kenya Joined on 16th December 1963By April 2003 membership had grown to 191 states. To achieve its aims, the UN spelt out in its charter the following principles; a It is based on the sovereign equality of all its members. B All member states must fulfil, in good faith, their charter obligations. C All member states must settle international disputes by peaceful means and without endangering peace, security and justice. D They must refrain, in their international relations, from the threat or use of force against others. E They must give the United Nations every assistance to any action it takes in accordance with the charte r, and shall not assist states against which the United Nations is taking preventive or enforcement action. F The United Nations must ensure that states which are not members act in accordance with these principles insofar as necessary for maintenance of international peace and security. The UNO structure comprises six principal organs as follows; THE GENERAL ASSEMBLY This is the main deliberative organ of the UNO, but which cannot enforce action on members. It comprises all member states. Functions of the UN General Assembly. MAKE REFERENCE TO EVOLVING WORLD PAGE 44 To help in its operation, the general assembly has the following committees; The political and security committee, the special political committee, the economic and financial committee, the committee on social ,humanitarian and cultural issues, the trusteeship committee , the administration budget committee and the legal affairs committee. THE SECURITY COUNCIL It has 15 members from 15 countries. Ten of these are non-permanent. It also has five permanent members namely china, France, USA, Russia and UK."}
{"text": "THE SECURITY COUNCIL It has 15 members from 15 countries. Ten of these are non-permanent. It also has five permanent members namely china, France, USA, Russia and UK. Its main function is to maintain world peace and security. Page 21 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke ECONOMIC AND SOCIAL COUNCIL Its membership is 54. 18 are elected each year for a term of three years. Its function is to coordinate the economic and social work of UN and its specialized agencies. E.g. in trade, status of women. Population, science and technology. TRUSTEESHIP COUNCIL. It inherited the work of the Mandates Commission of the former League of Nations. It had responsibility over the territories under colonial rule-. -. To promote social, economic, political and educational advancement of the inhabitants of the trust territories. Consists of five permanent members and six additional ones appointed by the General Assembly. THE SECRETARIAT. The head of the secretariat is the secretary general. It has its headquarters in New York. Its staff members come from 139 countries. Its work covers all areas outlined in the UN Charter. THE INTERNATIONAL COURT OF JUSTICE. It has its headquarters at Hague. It is the principal judicial body of the UN. It gives advisory opinions on legal questions. It has 15 judges. SPECIALIZED AGENCIES. These are separate specialized agencies which are autonomous organizations related to the UN by special agreements. REF TO PAGE 49 OF EVOLVING WORLD Past Secretary Generals of the United Nations Organization since its inception. A Trygve lie of Norway 1946-1953 . B Dag Hammarskj ld of Sweden 1953-1961 c U Thant of Burma 1961-1971 d Kurt Waldheim of Austria 1972-1982 e Javier Perez de Cueller of Peru 1982-1991 f Boutros Ghali Boutros. Of Egypt 1992-1996 g Kofi Annan of Ghana 1997-2000 h Ban Ki Moon. 2000 up to present Achievements of the United Nations Organization. A The organization has succeeded in keeping peace amid the threats of nuclear war and seemingly endless regional conflicts in the world. UNO has developed more than 35 peacekeeping missions and observer nations."}
{"text": "Of Egypt 1992-1996 g Kofi Annan of Ghana 1997-2000 h Ban Ki Moon. 2000 up to present Achievements of the United Nations Organization. A The organization has succeeded in keeping peace amid the threats of nuclear war and seemingly endless regional conflicts in the world. UNO has developed more than 35 peacekeeping missions and observer nations. B The UN specialized agencies are engaged in a vast array of social work, affecting positively, every aspect of people s lives around the world. E.g., child survival and development, environmental protection, medical research, agricultural development, education etc. C The organization has helped in promoting democracy around the world. It has enabled people in more than 45 countries to participate in free and fair elections, e.g. in Namibia, Cambodia, El Salvador, Eritrea, Mozambique, South Africa etc. D The UNO has promoted development of skills and potentials vital for all aspects of development. The UNDP, in close co-operation with over 170 member states and Page 22 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke the UN agencies designs and implements projects for agriculture, industry, education and environment. E It has helped in promotion of Human Rights. Since the adoption of the universal declaration of human rights in 1948, the UN has helped to enact more than 80 agreements on political, civil, economic, social and cultural rights. F It has played a vital role in environmental protection. The Earth Summit , the UN Conference On Environment and Development held in Rio De Janeiro in 1992, resulted in treaties on biodiversity and climate change g Promoting self-determination and independence. The organization has brought about independence of 80 countries that are now among its member states. H Providing humanitarian aid to victims of conflicts. More than 30 million refugees fleeing war, famine or persecution have received aid from the UN high commission for refugees since 1951. Problems facing the United Nations Organization in its operation. A National sovereignty. Many countries disregard the UNO resolutions in favour of their sovereignty. B It is unable to stop aggressions and conflicts between individual countries when super powers are involved. C Lacks sufficient funds to carry out its work efficiently. E.g it has not always been able to send enough peacekeeping forces due to lack of sufficient funds. D It lacks an effective machinery to affect its decisions."}
{"text": "C Lacks sufficient funds to carry out its work efficiently. E.g it has not always been able to send enough peacekeeping forces due to lack of sufficient funds. D It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. E The permanent members with veto powers often adopt policies that promote their own national interests at the expense of the collective interests of most countries in the world. F Loyalty to other organizations. UNO members are also members of other organizations; the interests of these organizations are not in accord with those of the UNO. G Ideological disputes among member states have hampered the work of UNO in promoting world peace. This was manifested in the cold war period. H The arms race. The UNO has found it difficult to achieve world peace because of the arms race in different parts of the world. The arms race generates and sustains conflict rather than peace. I Differences in economic development levels of member states militate against co- operation. J The increased occurrence of natural disasters such as famine, floods and epidemics has created an unexpected demand for economic resources. This automatically the UN s resources. THE COMMONWEALTH. Origin and structure of Commonwealth of Nations. It is a voluntary association of 54 sovereign countries around the world, which were initially part of the British Empire. The commonwealth origin is the British Empire Page 23 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke comprising the British protectorates, colonies and dominions, which included Australia, New Zealand, Canada, Newfoundland, Irish Free State and South Africa. The idea to launch the association is traced back to 1839, with the publication of the Durham report. The modern commonwealth began in 1947 with the end of the British rule in India. In 1949, India and Pakistan joined the commonwealth. The commonwealth secretariat is based in London. It deals with day to day running of the organization and organizes meetings. The head of the commonwealth is the Queen King of England. The Commonwealth has the Heads of State Summit which meets for a week every two years to discuss political and economic issues. There are also the Ministerial meetings once after every three years to deal with different issues. The commonwealth has specialized agencies dealing with various areas of concern. Membership to commonwealth. It comprised 54 developed and developing nations. The members are categorized as follows; 1."}
{"text": "Membership to commonwealth. It comprised 54 developed and developing nations. The members are categorized as follows; 1. Britain and her Dominions of Canada, Australia and New Zealand. 2. African Nations. 3. Asian nations. 4. Islands from the Caribbean, Pacific and Mediterranean. Characteristics of commonwealth states. A Members of the commonwealth use English as a common language. B Members maintain cultural ties. For instance, they participate in the commonwealth games every four years. C Members co-operate in the field of education. D Members recognize the queen of England as the head of commonwealth. E Members have a common military tradition based on the British military system. They also promote military exchange programmes. F Members share common democratic institutions from Britain such as parliamentary system of government. G Members have adopted constitutions that are almost similar. Objectives that led to the formation of the commonwealth nations. A To promote world peace and international understanding. Members are expected to abide by the UN Peace programmes. B To promote development of poor member states. C To intensify co-operation between member states, in matters of education, sport and economic development. D To ensure personal liberty and equality of rights to all citizens regardless of race, colour, creed or political beliefs. E To oppose all forms of colonial dominion by being committed to the principles of human dignity and equality, self-determination and non-racism. F To promote the exchange of knowledge, professionalism and cultural, economic, legal and political issues. Page 24 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke g T fights poverty, ignorance and disease to remove wealth disparities and raise the living standards, and achieve a more equitable international society. H To enhance free international trade by removing trade barriers, bur tat the same time, giving due consideration to the special requirements of the developing countries. Organization of the Commonwealth. The structure of the commonwealth comprises of three organs; 1. The Head of state Summit. It meets once in every two years for a week for extensive decisions and consultations. Decisions are reached by consensus. 2. Ministerial Meetings. The commonwealth ministers of Finance, Foreign Affairs and defence hold regular meetings once every year. Ministers of Health, Education and Law hold meetings once every three years 3. The Commonwealth Secretariat: headed by the secretary general and with a staff of 350 drawn from member countries."}
{"text": "The commonwealth ministers of Finance, Foreign Affairs and defence hold regular meetings once every year. Ministers of Health, Education and Law hold meetings once every three years 3. The Commonwealth Secretariat: headed by the secretary general and with a staff of 350 drawn from member countries. It co-ordinates co-operation among members. The first secretary General was Arnold Smith of Canada. In 1990, Chief Emeka Anyaoku of Nigeria became the first African Secretary General. 4. Specialized Agencies. A The Commonwealth Fund for Technical Co-Operation; supplies funds, finance, experts and advisers for projects carried out in member states. B The Commonwealth Agricultural Bureau; it provides co-operation in the field of agriculture. C The Commonwealth Parliamentary Association; helps to improve relations between parliamentarians of member states. D The Commonwealth Regional Health Secretariat for East, Central and Southern Africa; promotes co-operation in health. Benefits of membership to Commonwealth. A Member states have received technical expertise through the provision of experts and advisers in various fields e.g. agriculture. B The developing member states of the organization have acquired skilled manpower through the provision of scholarship and setting up of training programmes by nations like Britain and Canada. C Member states have been able to interact with one another through activities such as the commonwealth games and cultural exchange programmes. D Member states have conducted trade among themselves with relative ease and this has helped them to develop their economies. E The organization has promoted friendship and understanding among member states through conferences such as The Heads of Government meetings. F It has enhanced democratization process in developing member states of the organization Functions of commonwealth REF to evolving world page 60 Problems facing Commonwealth of Nations. Page 25 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a Differences in economic development levels of member states militate against co- operation. Members coming from developing world have very different outlook from those coming from the developed world. B Ideological disputes among member states have hampered the operations of the Commonwealth of Nations. C Lacks sufficient funds to carry out its work efficiently. Poor members normally owe many debts to their foreign masters and would therefore toe to their demands. D The problem of sovereignty. Many countries disregard the commonwealth resolutions in favour of their sovereignty. E It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. F Loyalty to other organizations."}
{"text": "E It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. F Loyalty to other organizations. Commonwealth members are also members of other organizations; the interests of these organizations are not in accord with those of the commonwealth g The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. the land issue in Zimbabwe. H The influence of other organizations like NATO who weaken the commonwealth by wooing members to their regions. I Race and colour problem. The conflict between white and black people or other color has become another setback. J Dominance by the big powers. This has caused dismay to the organization. Serious inner tension still undermines the commonwealth activities. THE NON-ALIGNED MOVEMENT NAM STRUCTURE AND ORGANIZATION NAM was an organization that did not have formal structures like UNO and Commonwealth. It did not have a secretariat or a constitution. The movement had a unique administrative style as follows. Coordination The administration is non-hierarchical, rotational and inclusive, providing all member states, regardless of size and importance with an opportunity to participate in global decision making and world politics. The country that hosts the summit holds office until the next summit. Non-aligned countries place the onus of an administrative structure on the country assuming the chair. The country is required to create or designate an entire section of the ministry of foreign affairs to deal specifically with the Non-Aligned Movement. The chair s ambassador in the United Nations essentially functions as the minister of Non-Aligned Affairs . NAM has also created contact groups, task forces and committees to facilitate the chair s responsibility as follows; The Coordinating Bureau. This is the focal point for coordination. It reviews and facilitates the harmonization of the NAM working groups, contact groups, task forces and committees. Page 26 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Working Groups, Contact Groups, Task Forces and Committees. They include NAM High-level working group for the restructuring of the United Nations, NAM working group on Human Rights, Disarmament, Committee on Palestine, Contact Groups on Cyprus, and Task Force on Somalia etc. These groupings meet often. Non-Aligned security Caucus. The countries that make up the NAM council caucus are expected to constantly strive to adopt unified positions so that the decisions and positions of NAM are reflected in the Security Council decisions without prejudice to their sovereignty."}
{"text": "These groupings meet often. Non-Aligned security Caucus. The countries that make up the NAM council caucus are expected to constantly strive to adopt unified positions so that the decisions and positions of NAM are reflected in the Security Council decisions without prejudice to their sovereignty. Joint coordinating committee This is a coordinating committee established in 1994 and sitting in New York, whose main mandate is to promote cooperation and coordination between the NAM and the Group of 77 in promoting the interests of developing countries in international fora. Coordination of non-aligned countries in the UN centres. This is aimed at facilitating coordination and cooperation with the coordinating bureau and enhances the role of NAM in the international Fora. The Troika. The concept of Troika emerged on 6th April 1997 in New Delhi, India, during the meeting of foreign ministers of NAM representing past, present and future chairs. The concept simply implies a meeting of past, present and future chairs who began to meet in September 1997 as a discussion forum. Panel of economists This is an ad hoc panel of economists formed from Non-Aligned countries to assess the current international economic situation from the perspective of developing countries and to identify and analyze their major issues of concern. Documentation. This is the responsibility of the host country but after wide consultation. The host country must circulate the First Draft not later than one month before the meeting. Decision making. The movement makes all its decisions by consensus. This concept presupposes understanding of and respect for different points of view, including disagreement and mutual accommodation. This promotes solidarity and unity of the movement. NAM Meetings They include the following a Conference of Heads of State and Government. This is NAM s highest decision- making authority and meets once every three years. It has two committees, one on political issues and another on economic and social issues. The summit is held atleast one month before the regular session of the UN General Assembly. During the summit, there is a formal ceremony for handing over the chair. B Ministerial conference. Its task is to review developments and implement decisions of the preceding summit and also discuss matters of urgency. The conference meets 18 months after the summit. C Ministerial meeting in New York during a session of the UN General Assembly. This is a meeting of foreign ministers annually in New York at the beginning of the regular Page 27 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke session of the UN Assembly."}
{"text": "The conference meets 18 months after the summit. C Ministerial meeting in New York during a session of the UN General Assembly. This is a meeting of foreign ministers annually in New York at the beginning of the regular Page 27 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke session of the UN Assembly. The purpose of the meeting is to deliberate on the items of the Agenda of the General Assembly that are of major importance to the movement. D Ministerial Meeting of the Coordinating Bureau. The main task is to prepare for the summits, and where necessary, to consider issues of major importance to the movement. E Meeting of the Ministerial Committee on Methodology. The attendance is by all NAM members and its meetings are held by the decision of the summit or the ministerial conference. The meetings are chaired by the chair of NAM. F Meeting of the standing ministerial committee on economic cooperation. These meetings are meant to strengthen south-south cooperation, reactivate the dialogue between the developing and developed countries and enhance the role of the UN General Assembly, in international cooperation for development. The meetings are held frequently upon recommendation of the coordinating Bureau. G Ministerial Meetings in various fields of international cooperation. They discuss issues like agriculture, information and external debt. H Extraordinary Meetings of the Coordinating Bureau. They address exceptional cases that call for urgent consideration. I Meetings of the Working Groups, Task Forces, Contact Groups and Committees. The meetings are held as often as necessary. The growth of NAM. After the Bandung Conference of 1955 which established the movement, NAM has attracted many developing counties. . A number of conferences have been held since then; a The first summit, Belgrade, 1961. The attendance was by 25 non-aligned countries who met at a time when world peace was threatened seriously by the looming nuclear war. The meeting s objective was to prevent the outbreak of a nuclear war in the world. B The second summit, Cairo, 1964. The summit of October 1964 was attended by 47 Nations and 10 observers. There were 28 representatives from Africa. The conference mainly focused on problems facing NAM countries due to colonial inheritance, policies of former colonial powers and the rivalry between the great powers.. c The third summit, Lusaka, 1970."}
{"text": "There were 28 representatives from Africa. The conference mainly focused on problems facing NAM countries due to colonial inheritance, policies of former colonial powers and the rivalry between the great powers.. c The third summit, Lusaka, 1970. The attendance was by 53 members the meeting resolved that time was ripe for declaration on peace, independence, cooperation and democratization. The members were out to fight colonialism and racism. The main resolution was the members determination to achieve economic emancipation. D The Fourth Summit, Algiers, 1973. It was attended by 75 members, eight observers, three guest nations and 15 liberation movements. The meeting was an attempt to transform the existing system of economic and financial relations in a manner that would liberate developing countries from a subordinate role into an equal position Page 28 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke with industrialized countries. The members developed an action programme in the interest of economic cooperation. E The fifth Summit, Colombo, 1976. It was attended by 86 members, who focused on the liberation of Zimbabwe and Namibia, the abolition of apartheid in South Africa as a way of promoting world peace. F The sixth Summit, Havana, 1979. The conference was attended by 93 members, 12 observers, 8 guest nations and seven new members. The meeting declared that imperialism, colonialism, neo-colonialism, apartheid, racism, foreign aggression, expansion, occupation, domination, interference or hegemony, Great power bloc, Subjugation, dependency and pressures in international relations as enemies of non- alignment. The chairman of the summit was Fidel Castro who put forth his ideas that the socialist bloc is a natural ally of the movement. G The seventh summit, New Delhi, 1983. It was attended by 96 members, 16 observers and 20 guest nations. The summit took place at a time when there was intense confrontation as the great powers continued to amass nuclear weapons. . Indra Gandhi appeared to be the moderate leader to host the conference and soften the impact of Cuban radicalism. The conference discussed peace, nuclear disarmament, development strategies for north-south Dialogue on a new world economic order, and the south-south cooperation for collective self-reliance. H The eighth summit, Harare, 1986. It marked NAM s silver Jubilee."}
{"text": "The conference discussed peace, nuclear disarmament, development strategies for north-south Dialogue on a new world economic order, and the south-south cooperation for collective self-reliance. H The eighth summit, Harare, 1986. It marked NAM s silver Jubilee. The main concern was Namibia s independence and apartheid in south Africa.. NAM emphasized its sanctions against the Pretoria South Africa regime. It drew an action plan to deal with the threat posed by South Africa. The summit came up with a special solidarity fund to help the frontline states. I The Ninth summit, Belgrade, 1989. J The tenth Summit, Jakarta, 1992. K The eleventh Summit, Cartagena de Indias, 1995. L The twelfth Summit, Durban 1998. M The thirteenth Summit, Kuala Lumpar, 2003. Performance of the Non-Aligned Movement. Though critics have questioned the relevance of NAM after dismantling apartheid and achieving independence, and after end of cold war, there still exist situations that require NAM s participation. Reasons why NAM is still relevant. A NAM is the only forum that can articulate the voice of justice and sanity in the world in view of the unending Arms Race. B NAM is the only forum through which the demand for a less unjust world economic order can be raised given the kind of hold the developed nations still have on developing nations. C NAM remains the third world s shield against the pressures of the superpower elephants that can easily trample on the grass of the lesser animals even after end of cold war. Page 29 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke d NAM can still play a role in addressing emerging world issues such as terrorism, environmental degradation, HIV AIDS and racism. Achievements of NAM. A It has helped speed up the attainment of freedom in states that were under colonial bondage. B NAM has assisted its members in safeguarding their national security and territorial integrity. C Nan-aligned nations also worked to eliminate conflict between the superpowers. This helped in the promotion of peace and security for the non-aligned world. India for example played a role in solving the Korean War, the Suez crisis and Indo- Chinese conflict."}
{"text": "C Nan-aligned nations also worked to eliminate conflict between the superpowers. This helped in the promotion of peace and security for the non-aligned world. India for example played a role in solving the Korean War, the Suez crisis and Indo- Chinese conflict. D NAM created a conducive environment for peace, justice, equality and international cooperation by contributing to the relaxation of international tension by keeping clear of the two military blocs, USA and USSR. E The movement has strengthened African and Asian Countries diplomatically at a time when they lacked necessary physical strength. They were able to exert their voting power as Afro-Asian bloc to influence world affairs. F NAM provided an international forum where members voices could be heard. It was able to work to dismantle apartheid by its two-third world community membership despite the Reagan administration s opposition to sanctions against South Africa. G The movement has given members freedom to put their national interests before those of the great power blocs. H The NAM through the Cairo and Colombo Summits termed as World Disarmament conferences, played a key role in the disarmament process. The 1967 Treaty of Tlatelolco, signed by 22 states, set up a weapon Free Zone in Latin America. I The Non-aligned states have helped in international crisis management since they are not committed to any course of military action. For example during the 1961 Berlin crisis, Nehru of India and Kwame Nkrumah of Ghana went to Moscow for a peace mission, while Achmad Sukarno of Indonesia and Modibo Keita of Mali went to Washington DC to try and create a conducive atmosphere for managing the crisis. J NAM has worked towards creation of new international economic order. Members of the movement are able to trade with both the great power blocs. Membership to the Group of 77 in the United Nations Conference on Trade and Development UNCTAD is drawn from the non-aligned nations. The non-aligned nations were open to aid from both blocs and also ready to expand their trade with both sides of the ideological divide. K The Solidarity fund established during the Harare Summit of 1986 cushioned the frontline states against the economic sanctions imposed on apartheid South Africa. L NAM has worked to create the new scientific and technological order. The members have demanded a new scientific and technological order by favouring access to the most advanced technology and scientific research available as a means of bridging the technological gap between the developed countries and developing ones."}
{"text": "K The Solidarity fund established during the Harare Summit of 1986 cushioned the frontline states against the economic sanctions imposed on apartheid South Africa. L NAM has worked to create the new scientific and technological order. The members have demanded a new scientific and technological order by favouring access to the most advanced technology and scientific research available as a means of bridging the technological gap between the developed countries and developing ones. Factors which have undermined the activities of the Non-Aligned Movement. Page 30 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a Political instability is frequently experienced by some member states. For example, civil wars and military coups in DRC, the Sudan, Rwanda, Burundi, interstate wars like in the case of Iran and Irag. This has undermined their contribution to the movement. B Economic ties between the third world countries and their colonial masters had made it difficult for the member states to pursue an independent line. C Border disputes between neighboring member countries has weakened the course of the movement. E.g. between morocco and Algeria, North Korea and South Korea, Vietnam and Cambodia, Ethiopia and Somalia, Uganda and Tanzania etc. D Economic backwardness of some of the member states has made it difficult for them to meet their obligation in the movement as national needs come first in view of the meager resources of some of the nations. E Ideological differences between member states have undermined their co- operation. Its large size of 116 members by 2004 has frustrated its ideological coherence and organizational solidarity. Whereas some countries are inclined towards the west, others are inclined to the east. F Membership to other organizations like AU, commonwealth and the French community, has made it difficult for some states to participate actively in the affairs of the movement. G Breakup of the Soviet Union and the end of the Cold War has destabilized the movement. As power bloc rivalry subsided, NAM appeared to become irrelevant. H Conflicting national interests. Individual national interests have failed to agree with the objectives of the movement. I Personality differences between leaders of member states have undermined the movement. For example, several leaders rejected the radical views of Fidel Catron of Cuba. J Differences unrelated to the principles of NAM have developed among members. For example at the Colombo Summit of 1978, several Arab states were keen to see Egypt expelled from the movement on grounds that she had signed a separate peace treaty with Israel."}
{"text": "For example, several leaders rejected the radical views of Fidel Catron of Cuba. J Differences unrelated to the principles of NAM have developed among members. For example at the Colombo Summit of 1978, several Arab states were keen to see Egypt expelled from the movement on grounds that she had signed a separate peace treaty with Israel. This was not an agreement with a superpower and therefore had nothing to do with NAM. K NAM lacks a permanent Army or a permanent institutional framework or machinery that can enable it carry out its activities effectively. For example, it failed to persuade irag and Iran to end the 8 year long war from 1980. THE COLD WAR. The Cold War refers to the strained relations that existed between the western world led principally by the United States and the communist East led by the USSR, after the Second World War. It was so called because it was fought not with weapons, but with words, propaganda, military and financial aid to enemies of the opposing sides. Although there was no actual physical confrontation, Cold War was characterized by a conflict of the most serious and deadly kind. Causes of the Cold War. Page 31 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a Ideological differences. There was deep-seated fear and mutual suspicion between USA and USSR over the spread of their ideologies-capitalism and communism. E.g The establishment of the Soviet Union through acquisition of satellite states was a measure to contain capitalism. B Disagreement over the issue of disarmament. The use of atomic bomb on Japan by USA towards the end of World War II alarmed USSR. The two sides failed to agree on an arms reduction plan and continued to stockpile atomic bombs. C Economic rivalry. In 1947, the USA President Harry S. Truman introduced the Marshal Plan, a scheme to assist western European countries that had been devastated by war. The USSR in turn formed Council for Mutual Economic Assistance COMECON , an economic cooperative plan for Eastern Europe. This further heightened the hostility between the west and the east. D Formation of military alliances. In April 1949, the USA, western European countries and Canada formed a military alliance through the signing of the North Atlantic Treaty in Washington D.C. NATO . The formation of NATO ended USA s isolationist policy. Russians responded by signing the Warsaw Pact, in May 1955, a military alliance of communist countries. These alliances fostered hostility between countries."}
{"text": "The formation of NATO ended USA s isolationist policy. Russians responded by signing the Warsaw Pact, in May 1955, a military alliance of communist countries. These alliances fostered hostility between countries. E The use of Russian veto powers in the UN. Russia used her veto powers to defeat UN proposals, which she accused of being pro-USA. The struggle by the two powers to dominate the UN increased tension between them. F Disagreement over the future of Germany as a whole. Western allies wanted a strong Germany to assist in the economic prosperity of other nations. Russia was keen on a politically and economically weak Germany to safeguard against another invasion. NB- in 1961, the USSR built the Berlin Wall, thus dividing East Berlin from West Berlin. G USA s military advancement. By 1945, the USA was the only country that possessed atomic weapons. This created fear. COURSE OF THE COLD WAR. The cold war was fought in Europe Asia, Latin America and Africa, The course of the Cold War in Europe The cold war in Europe involved a conflict between the West and the East. The highlights of this conflict included Russia s overwhelming encroachment and dominance of Eastern Europe. Russia used her military might to impose communist governments on many states like Poland and Romania. They also fanned civil wars. E.g the Greek civil war of 1946. There were widespread outbreaks of violence and demands of freedoms in Poland and Romania, based on western ideologies, in politics and economy. In Czechoslovakia, communist Russia orchestrated protests against reforms based on western ideologies, by the Dubcek Government, which was supported by the west. Dubcek was arrested and flown to Moscow. Dr. Husak, a Russian ally was installed. The following are the major developments that characterized cold war in Europe. Page 32 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a In March 1947, the US president Harry Truman, through The Truman Doctrine declared that the USA would support free people resisting subjugation by armed minorities. In 1947, USA took over Britain s commitment in Greece and turkey to support the anti-communist regimes. B In 1947, the US Secretary of state, George Marshall came up with a proposal which was to become the Marshall Plan. This was a plan through which the US would make a major contribution to the economic recovery of Europe."}
{"text": "In 1947, USA took over Britain s commitment in Greece and turkey to support the anti-communist regimes. B In 1947, the US Secretary of state, George Marshall came up with a proposal which was to become the Marshall Plan. This was a plan through which the US would make a major contribution to the economic recovery of Europe. The plan was rejected by USSR terming it an American interference in the internal affairs of other nations. C Stalin set up the Communist Information Bureau COMINFORM to coordinate the work of communist parties in Europe and the Council for Mutual Economic Assistance COMECON to counter the US Marshal Plan. D The NATO and Warsaw Pact. By the treaty of Brussels in March 1948, Britain, France, Belgium, Netherlands and Luxembourg formed a defensive alliance against any form of aggression It became the North Atlantic Treaty Organization-NATO, in April 1949 when other European Nations joined it. In response to NATO, the Soviet Union signed the Warsaw Pact in Poland on 14th May 1955 with East Germany and six Eastern European countries. The existence of NATO and Warsaw Pact only intensified the hostilities. E The Berlin Blockade. Germany was divided into two zones, East and West. Russia treated East Germany as a satellite state thus curtailing trade between east and west. This move almost led to starvation in the west as East Germany was the main producer. In May 1948, all roads and rail routes into West Berlin were sealed off by Russian troops. For over two years, food, coal medical supplies and other necessities to the 2 million people in West Berlin were airlifted since there was no land linkage. The blockade ended in may 1949 with diverstating consequences. F Partition of Germany. The west was prepared to give freedom to the Germans as a whole to decide their own fate. Russia was determined to ensure that East Germany remained dominated by communism under Russian control. On 23rd may 1949, the western occupation zone in Germany became the Federal Republic of Germany with Konrad Adenauer as the chancellor in September elections. On 7th October 1949, the soviet zone formed the Germany Democratic Republic. In August 1961, the East Germans built the Berlin Wall, curtailing communication and flow of refugees from the west. The cold war was fought in Asia. In Asia, China was the first front of Cold War."}
{"text": "In August 1961, the East Germans built the Berlin Wall, curtailing communication and flow of refugees from the west. The cold war was fought in Asia. In Asia, China was the first front of Cold War. She embraced communism, following the successful takeover of the country by the forces of Mao Tse-tung in October 1949, assisted by the Russians. The Sino-Soviet Treaty of friendship was signed in 1950. Korea, formerly controlled by Japan, was another front for cold war in Asia. When Japan was defeated in 1945, Korea was occupied from the south by American forces, from the Page 33 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke north by Russians, placing the country under joint control. The occupying powers failed to unite the two Korea sections when she became independent. In 1948, the USA announced the formation of the Independent Democratic Republic of Korea in the South. The Russians formed the Peoples Republic of Korea in the north. On 25th June 1950, North Korea Forces invaded South Korea in an attempt to unite. UN condemned this and An American General, Douglas MacArthur led the UN forced that repulsed the invaders. The cold war spread to Vietnam, with USSR and USA clashing over Vietnam, formerly a colony of France that had been seized by Japan. The two super powers supported different nationalist leaders in the struggle for independence from France. The Russians supported Ho Chi-Minh who led a revolt by the Vietnamese, against the French. USA supported Ngo Dinh Diem. The Vietnam War erupted as a result The Vietnam War was the heaviest cost of containing communism by Americans in a distant country. Americans were humiliatingly defeated in 1975 with a causality of 53,000, despite employing over 400,000 troops. The communist guerillas, the Viet Cong, established a communist government in South Vietnam. The war strengthened American hostility towards Russia There was an armed conflict between the super powers in Afghanistan from 1978. The height of the conflict in Afghanistan was the Boycott of the Moscow Olympic Games in 1980 as a protest against USSR s involvement in Afghanistan. The conflict took the form of a civil war which was only eased in 1989 when the USSR began to withdraw its troops."}
{"text": "The war strengthened American hostility towards Russia There was an armed conflict between the super powers in Afghanistan from 1978. The height of the conflict in Afghanistan was the Boycott of the Moscow Olympic Games in 1980 as a protest against USSR s involvement in Afghanistan. The conflict took the form of a civil war which was only eased in 1989 when the USSR began to withdraw its troops. The cold war in Latin America the Cuban Missile Crisis Cuba became the theatre of cold war when USA unsuccessfully supported the Cuban dictator, General Fulgencio Batista against Fidel Castro who was fighting to end Batista s regime. Fidel Castro overthrew the Batista regime in 1958. The new government immediately gained recognition from many world nations including USA and USSR In 1960, Fidel began a communist nationalization programme of American oil refineries and sugar plantations. This strained relations between him and the US who attempted unsuccessfully to invade Cuba in 1961 at Bay of Pigs. In January 1962, Cuba was expelled from the Organization of American States. In May 1962, USSR leader Nikita Khrushchev secretly built missile installations in Cuba as a means of countering any future American invasion, in exchange for sugar. The discovery, by American president J. F. Kennedy in October 1962, of the Russian missile installations in Cuba was the beginning of the most serious cold war crisis. He declared that any nuclear missile attack from Cuba would be taken to be an attack by the USSR and USA would respond accordingly. USA declared a Naval Quarantine on Cuba to blockade any Russian Vessels This most serious cold war crisis was only ended when the Russian leader Khrushchev removed the missiles from Cuba and dismantled Russia s bases in Cuba. The Cold War in Africa. The cold war in Africa was majorly witnessed in Ethiopia and Angola. Page 34 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke In Ethiopia, Mengistu Haile - Mariam, overthrew Emperor Haile Selassie in 1974, with the assistance of USSR. Haile Mariam introduced socialist programmes, However, they were short-lived up to the end of his rule in May 1991, when Russians withdrew their assistance. In Angola, on 11th November 1975, Angola attained her independence from Portugal, with the assistance of the Soviet Union and Cuba. Soon after, a bruising civil war broke out."}
{"text": "Haile Mariam introduced socialist programmes, However, they were short-lived up to the end of his rule in May 1991, when Russians withdrew their assistance. In Angola, on 11th November 1975, Angola attained her independence from Portugal, with the assistance of the Soviet Union and Cuba. Soon after, a bruising civil war broke out. USA supported the rebels, led by Jonas Savimbi and his UNITA movement based in Ovimbudu. Cuba and Russia supported the MPLA government based in Luanda. Democratic elections were held in Angola in 1989, when USSR eased their aid to MPLA. FACTORS that led to the Cold War d tente by world powers. A The death of Stalin and the flexibility of Stalin s successor, Nikita Khrushchev. The successor of Joseph Stalin, after his death in 1953, Nikita Khrushchev, was more flexible and willing to relax both cold war abroad and Authoritarianism at home. He announced the policy of peaceful coexistence in 1956. B The willingness of David Dwight Eisenhower, Truman s successor, to reach compromise with the Soviet Union over a number of issues. For example he convened the Camp David Summit in 1959, with Khrushchev in which a cooperative spirit emerged between the east and the west. However this happened against the backdrop of the Cuban missile crisis. C The signing of the Strategic Arms Limitation Treaty The SALT Treaty in 1972. The treaty, signed between USA and Russia limited strategic arms to certain quantities. This was followed by the Improvement of the Chinese -American relations in 1972 and American relations with Russia. In 1972. President Nixon visited Beijing and Moscow d The introduction of reforms in Russia by Mikhail Gorbachev. In 1985, Gorbachev introduced the Glasnost openness policy and the perestroika reforms economic restructuring that appealed favourably to the west which won him the Nobel peace Prize in 1990. E The adoption of President Reagan s Strategic Defence Initiative SDI in 1983. This initiative led to setting up of space stations that would destroy every missile in the sky. This was Star Wars. F The collapse of the Communist rule in Europe. Russia s president recognized the independence of other republics of USSR in 1989 thus weakening Russia s position."}
{"text": "This was Star Wars. F The collapse of the Communist rule in Europe. Russia s president recognized the independence of other republics of USSR in 1989 thus weakening Russia s position. Western democracy was introduced in Romania, Bulgaria, Czechoslovakia and Poland. G The successful re-unification of Germany under Helmut Kohl in 1990. The nations united to form the republic of Germany. This was a clear indicator of the joint commitment of the superpowers in maintaining their spheres of influence had been weakened. H The dissolution of the Warsaw Pact. With the fall of communism in Eastern Europe, the Warsaw pact started to fall apart. In November 1990, the Paris Charter was signed, effectively dissolving the Warsaw Pact. Page 35 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke i The collapse of the Soviet Union in 1990. Several of its states seceded. Russia officially became an aid receiver instead of an aid donor. J The signing of the START Treaty in 1991 by Gorbachev and George Bush, after the Strategic Arms Reduction Talks. The treaty officially ended the cold war. Destruction of weapons of mass destruction commenced. Effects of the cold war a. It brought immense divisions and conflict to people of the same continent, region and countries based on pro-west or pro-east ideologies. E.g. in Angola b. Oppressive regimes found their way to power, supported by either the west or the east. C. There was untold suffering to the people. Disease, poverty and refugee camps became common sights. D. There was destruction of the economy as infrastructure was destroyed by war. As communist systems failed to produce wealth, unemployment and poverty set in. E. It created mistrust and suspicion amongst nations. F. It led to arms race. It led to militarization of regions and countries. G. It led to political crises and actual war e.g. civil wars in Korea and Vietnam, the Suez Canal crisis of 1956 and the Hungarian Revolution of 1956. H. It threatened international peace and security. Insecurity in the world increased. I. Led to formation of Non-Aligned Movement by third world countries. J. Led to formation of economic alliances and military alliances like NATO 1949 and the Warsaw pact 1955 . COMECON 1949 and the European Economic Union 1957. K. The cold war led to development in science and technology."}
{"text": "COMECON 1949 and the European Economic Union 1957. K. The cold war led to development in science and technology. The war Stimulated space science space race. Effects of the end of Cold War on Africa. A Some African countries that were formerly socialist are in problems following collapse of USSR in 1990. E.g. Somalia, Ethiopia, Angola and Mozambique. B The end of the cold war has led to the removal of financial aid and military support for some African countries. Military or food aid is no longer rushed to countries experiencing problems because there is no more superpower competition. E.g failure to prevent the Rwanda genocide and failure to assist in the Somali crisis and the current Al-shabaab crisis. C There was emergence of new world political and economic order. The end of war has led to emergence of USA as a world policeman over developing nations. The countries must act according to USA wishes or suffer lack of aid and receive harassment from superpowers. D It has led to marginalization of Africa in international affairs. E There are conditionalties for getting aid from the western powers. Besides, Africa no longer has a choice of donors who comprise mainly of western world countries. Page 36 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke COOPERATION IN AFRICA Cooperation in Africa refers to the way African countries relate to each other. It is stimulated by the economic exploitation and political domination by Western Europe. The cooperation has been in form of; a Pan-African Movement b Organization of African Unity African Union c The East African Community d Economic Community of Western African States. E Common Markets for Eastern and Southern Africa. PAN-AFRICANISM. Meaning of Pan-Africanism. Pan means all and Africa refers to the continent. Africanism refers to those of African Origin. Pan-Africanism is a belief in the uniqueness and spiritual Unity of Black people acknowledging their right to self determination. It is a movement aimed at unifying all the people of African descent in the world. It stands for economic, political and social advancement for all peoples of African descent throughout the world. Origin and Development of pan-Africanism. The movement has roots in the trans-Atlantic slave trade that took place between 15th and 19th c. the trade was responsible for the dispersal of black people all over the world."}
{"text": "Origin and Development of pan-Africanism. The movement has roots in the trans-Atlantic slave trade that took place between 15th and 19th c. the trade was responsible for the dispersal of black people all over the world. The suffering the slaves underwent made them become conscious of their colour and origin. The Africans viewed themselves as having a common destiny. Even those who remained in Africa were later subjected to the colonial experience including forced labour, land alienation, taxation, poor wages, discrimination corporal punishment rape and murder. The movement first started as the Pan Black Movement for the American and Caribbean black only. Several African Americans wanted to uplift the lives of fellow Africans in USA and in Africa. They included Martin Delaney, Alexander Cromwell, Bishop James Johnson, Wilmot Blyden and Bishop Turner. The leading pan-Africanists in America were Booker T Washington, Marcus Moziah Garvey, Dr. William Edward Burghardt Du Bois and George Padmore. The pioneer African pan-Africanists included Kwegyir Aggrey from Gold Coast, Wilmot Blyden from Liberia, Kwame Nkrumah from Ghana and Leopold Sedar Senghor. The Pan Black Movements enlisted all blacks worldwide. It sometimes was called Pan Negro Movement and was pitted against the evils of racism. Pan Black Movement gave birth to Pan-African Movement, which had its first meeting in London in 1900 attended by 32 delegates, drawn from USA, Africa, Canada, West Indies and Britain. Sylvester Williams, a lawyer from Trinidad, coined the term Pan-Africanism. Page 37 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke By 1920, an all-African idea had been developed. The first pan-African congress for Africans was held in Manchester -England in 1945, also attended by Jomo Kenyatta. Causes of pan-Africanism. A The Trans-Atlantic slave trade. It took place between 15th and 18th centuries. Africans who were forced into slavery in America during this period suffered a lot under the white people. The Africans in Diaspora, through humiliation and sadness realized they had a common destiny. B Colonization of Africa. The division of Africa into 50 colonies separated some communities. It also put together various people of different history and culture. The divide and rule tactics of colonialists brought deep divisions among same communities."}
{"text": "Marcus Garvey 1887-1940 He was born on 17th August 1887 in the West Indies island of Jamaica to a family of freed slaves. The fact that Marcus was very dark is what shaped his philosophy of PanAfricanism. While a young man, he witnessed great European and Mullato discrimination on account of his complexion. He arrived in USA in 1916 after widely travelling in south and Central America and Britain. While in England, he was greatly encouraged by Mohammed Duse to lead the peoples of African descent all over the world in the struggle for liberation. He developed the Pan-African philosophy in USA through which he sought to make Africans take pride in their blackness and cultural heritage. He founded the Negro Empire in New York in 1920. He organized a black convention in 1924 in New York during which he launched the Universal Negro Improvement Association UNIA whose HQs were to be at Harlem, New York. UNIA had the following objectives; To create universal fraternity among the Black Race. To assist uplift the civilization of African communities. To establish a central nation for the black race. To establish academies for African children. To promote African cultures. Garvey founded a Journal The Negro World and the African Orthodox Church under a black Patriarch or chief Bishop and a Black Madonna as the symbol of his church. He advocated for the return to Africa by the Africans. To Garvey, freedom was to be gained through economic empowerment of Africans. To this end, he mobilized African Americans to contribute funds to establish black businesses like the Black Starline Shopping Company. The project however collapsed due to mismanagement. He was arrested, tried and convicted of fraud collecting funds unlawfully and imprisoned for five years. He was deported to his home country Jamaica after two years in Jail where he died in 1940 He is credited for succeeding in mobilizing Africans to take pride in their cultures and complexion. 2. Booker T. Washington. 1856-1915 He was born in 1856 in USA to a poor slave family. He acquired a university degree in Agriculture at Hampton Institute. He is credited for promoting African Education. He started a model institute for training blacks in agricultural and industrial skills the Tuskegee Institute in Alabama . Unfortunately, Washington adopted a policy of cooperation with the government as a means of winning acceptance by the European community."}
{"text": "He is credited for promoting African Education. He started a model institute for training blacks in agricultural and industrial skills the Tuskegee Institute in Alabama . Unfortunately, Washington adopted a policy of cooperation with the government as a means of winning acceptance by the European community. To him, Africans ought to gain wealth in order to attain equal status with Europeans and end racial discrimination. He began the National Negro Business League with the help of a European Andrew Carnegie. He died in 1915. 3. Dr. William Edward Burghardt Du Bois. He was born in great Barrington, Massachusetts, USA on 23rd February 1868. Page 39 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke He was the first black to receive a PHD Degree and become a professor of History, Economics and Sociology. He was also a renowned journalist. He greatly disagreed with Booker T. Washington s policy of accommodation and cooperation. In 1905, he established the Niagara Movement to protest against racial discrimination. In 1900, he was one of the founder members of the National Association for the advancement of Coloured Peoples NAACP an association that championed for the struggle for Negroes civil rights in America. He prepared the pan-African conferences that were held between 1900 and 1945 to fight against slavery, colonial exploitation and repression of African peoples. He was the chairman of the Manchester Conference of 1945.. In 1961, he relocated to Ghana where he became a citizen, on invitation of Nkrumah. He died in 1963 in Ghana. THE PAN-AFRICAN CONGRESSES 1900-1945 a The 1st pan-African conference, London, 1900. It was held at the Westminster Townhall from 23rd to 25th July with 32 participants from Africa, USA, Canada and West Indies. The conference was sponsored by a Trinidad lawyer Henry Sylvester Williams who coined the term Pan-Africanism. The conference marked the entry of Du Bois into Pan Africanism where he made his famous statement The problem of the 20th c is the problem of colourline . Objectives of the conference. To unite people of African origin in all parts of the world. To appeal for the end of European colonization and exploitation of Africa. To look for ways of establishing better relations between the Caucasian and African races."}
{"text": "To unite people of African origin in all parts of the world. To appeal for the end of European colonization and exploitation of Africa. To look for ways of establishing better relations between the Caucasian and African races. To initiate a movement for securing the full rights for all Africans in and outside Africa and promote the economic rights. To appeal to missionaries and philanthropists in Britain to protect Africans against aggression by colonizers. Conference Agenda Human Rights Violation against blacks in South Africa. Living conditions of blacks in different parts of the world. Racial discrimination against Africans all over the world. The conference sent a Memorandum to the Queen of England demanding respect for the rights of Black People especially in the British Empire. B The 2nd Pan-African Conference, Paris, 1919. The conference coincided with the Paris Peace conference. The conference was convened by William Du bois who had been sent to Paris by NAACP to investigate the allegations that African American troops stationed in France during world war I experienced racial discrimination and to represent the interest of the black peoples at the Paris peace conference. The conference made the following recommendations; The need for international laws to protect Black people. African land to be held in trust for Africans. The prevention of exploitation of African nations by foreign companies. Page 40 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The rights of Africans to be educated. That slavery and capital punishment were to be abolished. The right of Africans to participate in their government as fast as their development permitted. C The 3rd Pan-African Conference 1921. The conference was held in three sessions in London, Brussels and Paris. The London session was attended by 41 Africans, 35 American coloureds, 7 West Indies and 24 Africans living in Europe at that time. It was patronaged by Du Bois. The conference demanded for the establishment of political organizations among the suppressed blacks. It emphasized international and interracial harmony and democracy. D The 4th Pan-African congress London and Lisbon 1923. It reiterated earlier resolutions and also demanded that black people be treated like human beings. E The 5th Pan-African Conference, New York 1927. It was mainly attended by African Americans and was partly sponsored by European Philanthropists. It discussed the attitude of the communists towards pan-Africanism."}
{"text": "E The 5th Pan-African Conference, New York 1927. It was mainly attended by African Americans and was partly sponsored by European Philanthropists. It discussed the attitude of the communists towards pan-Africanism. F The 6th Pan African conference, Manchester 1945.it coincided with the end of the World War II. It was convened by the Pan African Federation which had been formed in 1944 by 13 organizations representing students welfare and political groupings. Leaders of the federation were George Padmore, Ras Makonnen Ethiopia . C.L.R Wallace Johnson and Jomo Kenyatta. The conference was greatly inspired by the liberation of Ethiopia in 1941 and Clause three of the Atlantic Charter 1941 that USA and British governments would respect the right of all people to choose the form of government under which to live which Winston Churchill claimed was not applicable to the Africans. The conference was convened on 15th oct. 1945 and was attended by 90 delegates who included Du Bois West Indies , Nkrumah Ghana , Kenyatta kenya , Padmore Trinidad , peter Abrahams south Africa , Ras Makonnen Ethiopia , Magnus Williams representing Azikiwa Nnamdi Nigeria , Obafemi Owolowo Nigeria and Kamuzu Banda Malawi and 11 observer nations Du bois chaired the conference while Nkrumah and Padmore were joint secretaries. Uniqueness of the conference. A The conference was mainly organized by Africans from the continent unlike earlier ones which were organized by the Africans in Diaspora. The only exceptions were W.E.B Du Bois and Padmore. B Representatives of white philanthropists were absent. Neither did they finance the conference. C Many African trade unions were represented. These included the trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. Most of West Indies was also represented. Key Resolution of the Manchester Conference a. Africans should concentrate on winning political power through non-violent means e.g strikes and boycotts. B. African intellectuals should play an important role in mobilizing the masses to fight for political liberation."}
{"text": "Africans should concentrate on winning political power through non-violent means e.g strikes and boycotts. B. African intellectuals should play an important role in mobilizing the masses to fight for political liberation. Page 41 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Pursuant to the conference resolutions, Kwame Nkrumah established the West African National Secretariat WANS on 15th December 1945 in England to act as a regional body for Pan African Federation, promote unity in West Africa. WANS published a newsletter, The New African, whose main aim was to inspire the youth in Africa to resist imperialism. Why the 1945 Manchester Pan-African Congress was a landmark in the history of Africa. A For the first time leading African representatives in the continent attended e.g. Jomo Kenyatta, Kwame Nkrumah, Kamuzu Banda, Haile Sellasie etc. On coming back , they all adopted radical nationalistic demands for independence of their states. B It was the first congress that strongly condemned European colonization of Africa and demanded the autonomy and liberty of African states. C The congress was instrumental in granting of independence to Ghana in 1957 and to Egypt soon after. D It set the pace for organization of similar conferences in the African continent like; the 1958 All African Congress and the 1960 Tunis-Pan African People s Conference. E During the conference, the solidarity and unity among Africans began to develop and paved way to the formation of Organization of African Unity. F It marked the establishment of the movement s activities in Africa. Why pan-African movement was not active in Africa before 1945 a There was lack of adequate African representation in the movement before 1945. Africans in the movement were few and were staying outside Africa as political exiles or students. B Colonial authorities could not allow Africans to organize a movement that was against their policies. Such movements were outlawed. C The divide and rule policy used by the Europeans made it impossible for Africans to communicate and cooperate. D Africans in each colony were mainly concerned with issues that affected them directly e.g. Land alienation, forced labour and taxation. E The only Countries that were independent Liberia and Ethiopia could not champion pan-Africanism since they had their own internal problems and paid little attention to international matters e.g."}
{"text": "D Africans in each colony were mainly concerned with issues that affected them directly e.g. Land alienation, forced labour and taxation. E The only Countries that were independent Liberia and Ethiopia could not champion pan-Africanism since they had their own internal problems and paid little attention to international matters e.g. Ethiopia and Liberia. F Lack of venue to hold meetings on the African soil since the colonial government would not have allowed such meetings. G Poor state of transport and communication at the time did not permit fast spread of Pan-Africanism. H Few people were educated and only a minority in Africa had higher education hence there was widespread illiteracy and ignorance. I Africans were too poor to contribute to pan-African efforts. The role of Kwame Nkrumah in Pan-Africanism. A He participated in the 1945 Manchester Conference as the secretary during which he proposed that delegates go back to their countries and spearhead the nationalist struggle for political independence. Page 42 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke b He established the West African National Secretariat WANS in England to coordinated pan African federation activities in West Africa and promote panAfricanism. C He founded the Convention People s Party CPP in 1949which led Ghana to Independence in 1957. D As president of Ghana, Nkrumah inspired many African countries to struggle for political independence, and the black civil rights movement in the USA to fight for their rights. E In 1958, he hosted the first pan-African conference of independent states in Accra which pledged to assist fellow Africans to fight for political independence. F He funded nationalists in other countries e.g. Ghana and Algeria. G He supported other African leaders who faced political threats from their former colonial masters. For example he assisted the Guinean leader, Sekou Toure , with Loans following the withdrawal of French support to the country after independence h He championed trade unionism in Africa as a means of promoting pan-Africanism. During the Manchester conference as a joint secretary with George Padmore, he allowed participation of trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. I He participated in convening various pan-African conferences that led to the formation of O.A.U, an association of independent African states."}
{"text": "For example he assisted the Guinean leader, Sekou Toure , with Loans following the withdrawal of French support to the country after independence h He championed trade unionism in Africa as a means of promoting pan-Africanism. During the Manchester conference as a joint secretary with George Padmore, he allowed participation of trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. I He participated in convening various pan-African conferences that led to the formation of O.A.U, an association of independent African states. NB- it is most probably because of his fight against western domination that Nkrumah was eventually overthrown in 1966 in a military coup that forced him into exile. He died on 27th April 1972 in Bucharest, Romania, where he had gone to seek treatment for cancer. Reasons why the pan-African movement became active in Africa after 1945. A World War II strengthened nationalism in the continent. The Africans quest for political independence received a boost with support from UNO, USA and USSR. B The 1945 Pan-African Conference in Manchester, brought many African elites together. They later inspired their colleagues back home to join the movement. C The attainment of political independence in India in 1947 and Burma now Myanmar in 1948 encouraged many nationalists in Africa. D The slowing down of the pan0africanism activities in America during the cold war period activated the same in Africa. USA tried to control activities of people like Padmore who had links with USSR. E The attainment of independence by Ghana in 1957 inspired other African nations to focus on the liberation of their respective countries rather than fight for the betterment of fellow Africans outside the continent. Performance of the Pan-African Movement.. Achievements of Pan-Africanism. A The movement created political awareness among people of African origin and a sense of deep concern for suffering of blacks all over the world. Page 43 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke b It put in place Steps towards the restoration of status and dignity to the African people, which had been eroded by slave trade, colonialism and racism. C The movement provided an important forum where the people of African origin could discuss their problems. It promoted brotherhood among Africans. D The movement led to the Development of the spirit of solidarity among the African people when dealing with issues that concern the continent."}
{"text": "C The movement provided an important forum where the people of African origin could discuss their problems. It promoted brotherhood among Africans. D The movement led to the Development of the spirit of solidarity among the African people when dealing with issues that concern the continent. E It laid the basis for the Formation of OAU, which later became the African Union AU . F The movement enabled African leaders to be more committed to African issues. For example the black caucus in the USA played an important role in pressurizing the US congress to take drastic measures against the Apartheid regime in South Africa. G The movement laid the foundation for the interest in research on African culture, history, literature, music, religion, medicine, art, etc. This empowered Africans by enabling them to understand the status quo. H The movement played an important role in the advancement of African nationalism by encouraging peoples of African origin to take pride in their ancestry and demand their rights. I The movement condemned Mussolini s attempt to colonize Ethiopia in 1935 by organizing protests in major towns like New York, London, Brussels and Paris. Challenges encountered by the pan African movement. A Many European groups fought the activities of the pan Africanists. The fact that Marcus Garvey was arrested, tried and convicted of fraud collecting funds unlawfully and imprisoned for five years is a clear manifestation of this. B It was difficult for the Africans to participate in African affairs since majority of Africans were still under colonialism. C Due to lack of economic empowerment and lack of education, many of the pan African projects did not succeed. The Marcus Garvey project for instance collapsed due to mismanagement. D Illiteracy and ignorance amongst some people of African origin hindered them from offering constructive support. E The movement was restricted to the African continent after independence in 1960s. The absence of African-Americans in the continents affairs dealt a big to its progress. F Division among Africans after independence e.g. Radical and the conservative leaders and between the francophone and the Anglophone countries. G The European powers domination of the international media was used to water down the importance of pan-Africans by spreading negative propaganda. H Some of the pan-African leaders could not agree on the best strategy of uplifting the welfare of the African origin peoples. I The deep economic connection between colonies and the mother countries hindered any meaningful cooperation."}
{"text": "G The European powers domination of the international media was used to water down the importance of pan-Africans by spreading negative propaganda. H Some of the pan-African leaders could not agree on the best strategy of uplifting the welfare of the African origin peoples. I The deep economic connection between colonies and the mother countries hindered any meaningful cooperation. J Lack of venues to hold conferences in Africa especially before 1957 meant that the movement could not take root in Africa quickly. The far-away venues were inconveniencing. Page 44 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The Pan-African movement activities after 1950. Despite the challenges mentioned, the movement was still active in Africa after 1950 as manifested in the political developments that took place in the 1950s and 1960s. The following conferences were convened during that period. 1 The 1st Conference of Independent African States, Accra, Ghana April 1958. In attendance were the eight independent African states of Ghana, Egypt, Morocco, Ethiopia, Liberia, Tunisia Sudan and Libya. The delegates pledged to assist fellow African countries who were fighting for political independence.. 2 The All-African Peoples conference, Accra De. 1958 the conference was attended by freedom fighters and trade unionists from all over Africa. It was chaired by Tom Mboya of Kenya The conference s main resolution was to use all means to acquire political independence and to encourage unity between the African leaders. 3 The All-African Peoples Conference, Tunis, January 1960. It strengthened the desire for unity among African states. 4 The 2nd Conference of Independent African States, Addis Ababa, Ethiopia, June 1960. The conference was the forerunner to the formation of a continental Body, OAU. The conference exposed sharp division among African states over the situation in Congo, where Patrice Lumumba was facing problems with his former colonial masters. 5 The Brazzaville Conference December 1960 Attended exclusively by the 12 francophone conservative African states, the conference emphasized the need to respect international Frontiers and noninterference in the internal affairs of any African state. They promised political support for Mauritania in her boundary disputes with morocco. 6 The Casablanca conference, January 1961."}
{"text": "5 The Brazzaville Conference December 1960 Attended exclusively by the 12 francophone conservative African states, the conference emphasized the need to respect international Frontiers and noninterference in the internal affairs of any African state. They promised political support for Mauritania in her boundary disputes with morocco. 6 The Casablanca conference, January 1961. It was a reaction to the resolutions of the Brazzaville conference by the radicals who supported Morocco in her dispute with Mauritania. They advocated for the removal of foreign troops in Congo. 7 The Monrovia conference, May 1961. It attracted both moderates and conservatives and aimed at uniting the antagonistic groups. The conference emphasized the absolute equality of all states. The conference succeeded in uniting the hostile groups through the undertaking of two crucial events; The Algerian Referendum of 1961, which passed that the Algerians wanted political independence from France. The situation in Congo stabilized after 1961. ORGANIZATION OF AFRICAN UNITY OAU What was the OAU? It was an association of independent African states that existed between 1963 and 2002, when it was renamed the African Union AU Origin and development of OAU. It was formed as a climax of a series of pan- Africanism congresses up to 1963. In January 1961, several African independent states, i.e. Egypt, Ghana, morocco, Libya and Algeria, met in Casablanca and pledged to help Patrice Lumumba of Congo against Page 45 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke the secessionist Tsombe. In May 1961, another group of African states, i.e. Liberia, Tunisia and Togo met in Monrovia and agreed to work in unity to solve the Congo crisis. In august 1961, a bigger group made up of former French colonies met in Brazzaville to find a solution to the Congo crisis. In 1963, the regional groupings compromised and joined with others to form one organization. In May 1963, foreign ministers of 32 independent African states met in Addis Ababa, Ethiopia, to prepare the agenda for the heads of state meeting. The heads of states met under chair of Emperor Haile Selassie and gave birth to OAU, with Selassie as its first chairperson."}
{"text": "In 1963, the regional groupings compromised and joined with others to form one organization. In May 1963, foreign ministers of 32 independent African states met in Addis Ababa, Ethiopia, to prepare the agenda for the heads of state meeting. The heads of states met under chair of Emperor Haile Selassie and gave birth to OAU, with Selassie as its first chairperson. Its membership grew from 32 at the time of its inception to 54 NB; when the Saharan Arab Democratic Republic was admitted to the OAU in 1984, Morocco withdrew since she claimed that SADR was part of her territory. The Charter of OAU. Objectives of the OAU. A To provide African countries it a permanent organization through which they could discuss issues affecting them and lay strategies for solving them. B To provide identity for the newly independent countries of Africa in a world dominated and controlled by the white race. C To co-ordinate and assist in the speedy decolonization of the rest of Africa. D To improve the living standards and conditions of African people as a group and as individual states. E To help in the Defence of the independence of African states and maintenance of the sovereignty of these countries. F To promote cooperation among the African states in economic, social and political fields so as to improve living standards. G To promote and enhance African solidarity and unity. H To support world, peace organizations like the UN and the Non-Aligned Movement. I To promote peaceful settlement of disputes. J To promote non-interference in the internal matters of member states. The fundamental principles of OAU as outlined in the charter. A Recognition of the sovereign equality of member states. B Non-interference in the internal affairs of member countries. C Respect for the sovereign and territorial integrity of each country and its inalienable right to independent existence. D Peaceful settlement of disputes. E Condemnation of political assassination or any form of subversion by one country in another member country. F Dedication to the emancipation of territories under colonial rule. G Adherence to the principle of non-alignment. The structure of the former OAU. The OAU charter borrowed heavily from that of the United Nations Organization. The only difference is that no member of OAU enjoys veto powers. All members have equal privileges and vote."}
{"text": "The OAU charter borrowed heavily from that of the United Nations Organization. The only difference is that no member of OAU enjoys veto powers. All members have equal privileges and vote. Page 46 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The charter outlined the structure of OAU as follows; The Assembly of Heads of State and Government. This was the supreme organ of OAU meeting once a year to discuss specific urgent matters and electing a chairperson every year. A two-third majority vote was used to decide critical issues. The Council of Ministers. It was made up of all foreign ministers of OAU member states and met twice a year to prepare agenda for the meeting of heads of state and government. It implemented decisions passed by heads and prepared the OAU budget. The General Secretariat. Headed by the secretary general elected by the Assembly of Heads of state, it offered the administrative services to the organization on daily basis. The past secretaries were Kifle Wodajo of Ethiopia 1963-1964 , Diallo Telli Boubaker of Guinea 1964-1972 , Nzo Ekangaki of Cameroon 1972-1974 , Eteki Mboumoua of Cameroon 1974-1978 , Edem Kodjo of Togo 1978-1983 , Peter Onu of Nigeria 1983- 1985 , Ide Oumarou of Niger 1985-1989 . The last was Salim Ahmed Salim from Tanzania. The Commission of Mediation, Conciliation and Arbitration. It was charged with the task of settling disputes involving members. It had membership of 21 states and served for a term of five years. Specialized Agencies. The OAU also comprised specialized agencies and committees that handled the technical business of the organization. E.g. the OAU Liberation Committee-to co-ordinate activities of liberation movements. The Economic and Social Commission, the Commission on Education, Science and Culture, the Defence Commission, the Supreme Council of Sports Etc. Achievements of OAU. A It offered solution to border disputes between member states like Kenya vs. Somalia, Ethiopia vs. Somalia, Libya vs. Chad, morocco vs. Algeria, Chad vs. Nigeria and the Rwanda -Burundi conflict. B The OAU achieved total liberation of African countries, with South Africa being the last one."}
{"text": "Algeria, Chad vs. Nigeria and the Rwanda -Burundi conflict. B The OAU achieved total liberation of African countries, with South Africa being the last one. It offered military support to the nationalistic struggles in Mozambique, Angola, Rhodesia, Namibia and South Africa. C It condemned human rights violation in countries like Namibia and South Africa. It encouraged economic sanctions against the apartheid regime of South Africa. D Through the OAU, African governments were able to speak with one voice on matters affecting Africa and they even attempted to formulate a common foreign policy. E It provided a forum for discussing Africa s common problems like desertification, foreign interference, and dependency and at the same time sought for solutions to the problems. F The organization embarked on common economic ventures for Africa. For example creation of the African Development Bank ADB which represented the collective contribution by all Africans towards emancipation of Africans from economic backwardness. Page 47 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke g It encouraged construction of roads and railways to link different regions. E.g. Tanzam, the Great North Road and the Trans-African Highway. This improved economic co-operation between member states. H It created a cultural identity for African countries sports and the All-African Games, which provided Africans with the opportunity to meet and socialize. I Through its refugee agency, it addressed itself to the refugee problem in the continent. E.g. refugees from countries like Rwanda, Burundi, Chad, Gambia, Ethiopia, Sudan and Somalia have been assisted. J It was instrumental in the formation of regional organizations like ECOWAS, SADDC and COMESA. Problems that faced OAU during its operation. A Differences in economic development levels and in history of member states militated against co-operation. B Ideological differences among member states, especially during the Cold war period, hampered the operations of the OAU. C It lacked sufficient funds to carry out its work efficiently. The members were poor given that all of them were third world countries. D The problem of sovereignty. Many countries disregarded the OAU resolutions in favour of their sovereignty and national interests. E It lacked an effective machinery to effect its decisions. It also lacked a standing army to implement and effect its resolutions hence the term Toothless Bulldog coined by Gadaffi to refer to it."}
{"text": "Many countries disregarded the OAU resolutions in favour of their sovereignty and national interests. E It lacked an effective machinery to effect its decisions. It also lacked a standing army to implement and effect its resolutions hence the term Toothless Bulldog coined by Gadaffi to refer to it. F Loyalty to other organizations. OAU members also belonged to other organizations like ECOWAS, COMESA, The Arab League etc; the interests of these organizations were not always in accord with those of the OAU. G The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. The land issue in Zimbabwe. There is also the problem of Neo- Colonialism in trade. H Interference by the big powers. This has caused dismay to the organization. I Emergence of dictators like Amin Dada of Uganda, Bakassa Jean Bedel of Central African Republic, And Mobutu of Congo. J Civil strife in various countries remained unresolved for a long time. E.g in Sudan, Rwanda, Ethiopia, Nigeria. This made cooperation difficult. THE AFRICAN UNION Origin of the African Union. On 9th September 1999, the Heads of State and Government met in Libya and made the Sirte Declaration calling for the establishment of an African Union and a pan-African parliament. On 29th may 2000, the document for the formation of African Union and Pan-African Parliament was adopted by the joint sitting of legal experts and parliamentarians. On 2nd June 2000, heads of state and government meeting in Lome, Togo adopted the Constitutive Act of the African Union drafted by the council of ministers. Page 48 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The AU was born in 2002, at a Summit held in Durban, South Africa, where the first Assembly of Heads of State of African Union was convened. Differences between the former Organization of African Unity and the present African Union. A Unlike the O.A.U, the A.U challenges the principle of non-interference in the internal affairs of member states. It allows for intervention whenever a member state experiences conflict or widespread human rights violation. B O.A.U was like an Association of African Heads of State, but A.U is like a Union of African Peoples. Increased participation of all African people is manifested in the proposed Pan-African Parliament and an economic, social and cultural council."}
{"text": "It allows for intervention whenever a member state experiences conflict or widespread human rights violation. B O.A.U was like an Association of African Heads of State, but A.U is like a Union of African Peoples. Increased participation of all African people is manifested in the proposed Pan-African Parliament and an economic, social and cultural council. C Unlike the O.A.U the African Union has an accountability mechanism. An African Peer Review Mechanism APRM has been developed as a means through which countries can be held accountable on matters of security, development, stability and cooperation. D Unlike the O.A.U, the A.U has a broader development plan for Africa e.g. through the New Partnership for Africa s Development-NEPAD whose main objectives include to promote accelerated growth and sustainable development, to eradicate the widespread poverty in the continent and to halt the marginalization of Africa in the globalization process. E Unlike OAU, AU presupposes the establishment of a security council and the African Court of Justice with law enforcement powers A standing military The AU Charter. Objectives of AU. A To accelerate the political, social and economic integration of the continent. B To promote and defend the African common positions on issues of interest. C To defend the independence and territorial integrity of African states and maintain the sovereignty of these countries. D To promote democratic principles and institutions, popular participation and good governance. E To establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations. F To promote cooperation among the African states in economic, social and political fields so as to improve living standards. G To achieve and enhance greater African solidarity and unity. H To promote peace, security and stability in the continent through peaceful settlement of disputes. I To advance the development of the continent by promoting research in all fields, particularly in science and technology. J To encourage international cooperation, taking into account the Charter of the United Nations and the Universal Declaration of Human Rights. K To work with relevant international partners in the eradication of preventable diseases and promotion o good health on the continent. The structure of African Union Page 49 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The AU charter outlined the structure of AU as follows; 1. The Assembly."}
{"text": "K To work with relevant international partners in the eradication of preventable diseases and promotion o good health on the continent. The structure of African Union Page 49 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The AU charter outlined the structure of AU as follows; 1. The Assembly. This is the supreme organ of AU meeting once a year to elect a chairperson and determine the common policies of the union, consider requests for admission, monitor implementation of policies and decisions, appoint and terminate the judges of the court of Justice among other functions. Students to make additions Decisions are either by consensus or by two-thirds majority vote. 2. The Executive Council. It is made up of Foreign Ministers or the authorities designated by the member states. Its core function is to co-ordinate union policies ion areas of common interest like foreign trade, energy, industry, water resources and environmental protection. Such functions can be delegated to specialized technical committees. 3. The Commission Secretariat. Comprises a chairperson, deputy chairperson and eight commissioners and staff members. It deals with the administrative issues and implements decisions of the Union. 4. The Permanent Representatives Committee. It comprises the Ambassadors to the AU. Its main responsibility to prepare for the executive council and run the association daily. It seats permanently in Addis Ababa. 5. Specialized committees and Agencies. The AU also comprised specialized agencies and committees that handled the technical business of the organization. E.g the Committee on Rural Economy and Agricultural Matters, the Committee on Monetary and Financial Affairs, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Education, Human Resource and Culture, the Committee on Health, Labour, and Social Affairs. 6. The economic and social council. It performs advisory functions 7. Specialized technical committees. E.g the Committee on Rural Economy and Agricultural matters, the Committee on Trade , Customs and Immigration Matters, The Committee on Industry, Science and Technology, the Committee on Transport, Communication and Tourism, the Committee on Health, Labour and Social Affairs, the Committee on Education, Culture and Human Resources. They perform the following roles; a Prepare projects and programmes of the Union and submit them to the executive council. B Ensure supervision, follow-up and evaluation of the implementation of decisions taken by the organs of the Union. C Ensure co-ordination and harmonization of projects and programmes of the Union."}
{"text": "They perform the following roles; a Prepare projects and programmes of the Union and submit them to the executive council. B Ensure supervision, follow-up and evaluation of the implementation of decisions taken by the organs of the Union. C Ensure co-ordination and harmonization of projects and programmes of the Union. D Submit to the Executive council, their reports and recommendations on implementation of the African Union s Act. 8. Other proposed structures though not yet in place are; The peace and Security Council to comprise 15 members to monitor and intervene in conflicts. The Pan-African Parliament responsible for ensuring civil society participation in AU matters. Page 50 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The Court of Justice to deal with human rights abuses in Africa. Financial Institutions like The African Central Bank, the African Monetary Fund and the African Investment Bank. THE EAST AFRICAN COMMUNITY Founded on 6th June 1967, it comprises Kenya Uganda and Tanzania. Origin of the East African Community. Its origin can be traced back to 1902- the efforts of the British and German colonial governments to establish a unified administration over the East African territories. For example, the East African Court of Appeal was established in 1902, The East African Postal Union in 1911, East African Customs Union in 1917, East African Currency Board in 1920 And East African High Commission in 1948. On 9th December 1961, the East African High Commission was replaced with the East African Common Services Organization with the headquarters in Nairobi. The treaty to establish the East African Community was signed on 6th June 1967. The organization came into force on 1st December 1967. Objectives of the East African Community. A To maintain a common markets for the member states and promote balanced economic cooperation. B To provide common services to the three member states especially in the areas of transport and communication. C To promote political co-operation between the three countries and hence peace and security. D To facilitate the movement of the people within the region to foster greater co- operation and understanding among them. E To expand the market in a region where population and incomes are low. Challenges that faced the East African Community up to 1977. A Suspicion over perceived dominance among members. Tanzania and Uganda accused Kenya of acquiring the lion s share of benefits from the community."}
{"text": "Challenges that faced the East African Community up to 1977. A Suspicion over perceived dominance among members. Tanzania and Uganda accused Kenya of acquiring the lion s share of benefits from the community. Kenyan industries for example were protected more by the common external tariffs. B Personality differences. This was between individual leaders of the three countries, making it more difficult for them to hold meetings. C Ideological differences. Each of the three countries pursued different economies. Kenya followed capitalism and Tanzania socialism. Uganda had a mixed economy. D Political instability in Uganda. The coup d tat, which overthrew Milton Obote, undermined the unity that was desired for the organization. Nyerere for example refused to recognize Amin as the president of Uganda. E National pride and interests. National interests were given more priority than the regional interests were. E.g Tanzania favoured railway transport while Kenya favoured road transport. F Boundary closures .Tanzania closed its common border with Kenya in 1977, thereby halting the community activities. There was also boundary closure between Tanzania and Uganda during the war between the two in 1978. Page 51 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke g Financial constraints resulting from failure by member states to remit funds to meet the organization s needs. H The use of different currencies by the three nations made transaction difficult. The Rebirth of the East African Community-2001 Reasons that led to the rebirth of the East African Community in 1996. A There was need to maintain a common market for the member states in order to promote balanced economic cooperation. B There was increasing need to provide common services to the three Member states especially in the areas of transport and communication as well as research. C There was a strong desire to promote political cooperation between the three countries in a world that was becoming a global village. D There was need to facilitate free movement of people in the region. E A greater lesson had been learnt following the great losses and costs incurred by the East African countries following the collapse of the Community in 1977. Milestones in the Formation of the East African Community-2001. A The full East African cooperation was started on March 14, 1996, when the Secretariat of the Permanent Tripartite Commission was launched at the headquarters of EAC in Arusha, Tanzania."}
{"text": "E A greater lesson had been learnt following the great losses and costs incurred by the East African countries following the collapse of the Community in 1977. Milestones in the Formation of the East African Community-2001. A The full East African cooperation was started on March 14, 1996, when the Secretariat of the Permanent Tripartite Commission was launched at the headquarters of EAC in Arusha, Tanzania. Ambassador Francis Muthaura was appointed the first secretary general. B On 19th November 1996, the agreement for the establishment of the East African Business Council was signed in Nairobi. F On 29th April 1997, the second summit of heads of state was held in Arusha. It launched the first East African Cooperation development strategy 1997-2000 . G On 30th April 1998, the ninth meeting of the Permanent Tripartite Commission in Arusha launched the treaty for the establishment of the East African Community. H On 24th November 1998, the first East African Ministerial meeting on the Lake Victoria hyacinth was held in Arusha. A regional strategy was developed for control of the lake hyacinth. I On 22nd January 1999, the third summit met in Arusha and directed the Permanent Tripartite Commission to complete the treaty -making process by 30th July 1999. J The treaty establishing the East African Community-2001 was signed on 30th November 1999 in Arusha by the three heads of state. The structure of the New East African Community. In the november30, 1999 treaty, the following organs were established to coordinate the activities and the direction of the community. 1. The Summit of Heads of State. It had the responsibility of giving direction towards realization of the goals and objectives of the community. It was the community s supreme organ, consisting of the three heads of state with the chair being rotational. 2. The Council of Ministers. The main decision -making organ of the heads of governments of the member states. It comprised the designated ministers from member states. Page 52 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 3. The Coordinating Committee. Made up of permanent secretaries. It reports to the council of ministers. It coordinates the activities of the sectoral committees. 4. The Sectoral Committees."}
{"text": "It coordinates the activities of the sectoral committees. 4. The Sectoral Committees. These are committees created by the council on recommendation of the respective coordinating committee. 5. The East African Legislative Assembly. It provides a democratic forum for debate. It is also a watchdog of the activities of the community. It is a 30 -member assembly whose members are drawn from the member state. 6. The Secretariat. Based in Arusha, it carried out the day-to-day administrative duties of the community. 7. The Court of justice of East Africa. This was the highest appellate court in the region. Other autonomous institutions established by the Council include; The East African Development Bank EADB . Lake Victoria Fisheries Organization LVFO Inter-University Council for East Africa IUCEA Challenges that have faced the EAC-2001. A Suspicion still exists over perceived dominance of Kenya in the community affairs. B Despite signing the treaty in 1999, Tanzania customs are still taxing Kenyan products. C Increased cross-border smuggling. The freedom of movement within the region sometimes results in smuggling of illegal arms and spread of crime and insecurity. E.g. the smuggling of a vehicle belonging to Kenya s Chief of Staff, General Joseph Kibwana to Tanzania in 2004. D Cattle rustling across the borders. This is common on the Kenya Uganda border with the Pokot and Karamojong attacking each other e Arrest of Kenyan fishermen on Lake Victoria by either Tanzania or Ugandan policemen navy accusing them of fishing in their waters. F Membership to other regional bodies e.g. COMESA, SADDC. This complicates the work of the EAC. G The recent wrangles between Kenya and Uganda over ownership of Migingo Island. Although this problem was resolved by Uganda conceding Kenya s ownership of the Island, it raised tension between the two countries. H The use of different currencies by the three nations has made transaction difficult. I Political squabbles in the individual countries slow down the progress of the community j Individual national interests have slowed down the implementation of the activities of the community the deep-seated differences between the member states over the proposed taxes on imports from countries outside the region. Achievements of the East African Community-2001. A It has boosted movement of citizens within the three member states of East Africa. An East African passport has been introduced."}
{"text": "Achievements of the East African Community-2001. A It has boosted movement of citizens within the three member states of East Africa. An East African passport has been introduced. B It has provided a forum for the East African Leaders to discuss issues harmoniously. Page 53 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke c It has facilitated the improvement and expansion of transport and communication networks between the three East African countries. D Tariffs for industrial goods produced in East Africa have been reduced. E Investment procedures have been eased to enable all citizens to invest more easily within the community. F It has enhanced cooperation of the civil society leading to formation of the Law Society of East Africa and the Business Council of East Africa. G The community has promoted trade among member states by encouraging citizens to conduct trade in all the countries. THE ECONOMIC COMMUNITY OF WEST AFRICAN STATES. Formation of ECOWAS. This is a regional group comprising of 15 West African countries. The treaty establishing ECOWAS was signed in Lagos, Nigeria on 28th may 1975 by Gambia, Mali, Cape Verde, Burkina Faso, Niger, Benin, Togo, Cote d Ivoire, Sierra Leone, Ghana, Senegal, Guinea-Bissau, Nigeria and Guinea. Objectives of ECOWAS. A To provide economic co-operation among West African states in specialized fields such as transport, communication, agriculture, trade industry etc. B To liberalize trade between member states. C To improve relations between the member states. D To improve living standards of people in the member states. E To create a customs union in the region. F To promote industrial development among member states. G To promote cultural interaction among the member states. Organization of ECOWAS. The following are organs that were established to coordinate the activities and the direction of ECOWAS. 1. The Authority of Heads of State and government. The authority meets once a year, with the chair being rotational. 2. The Council of Ministers. It comprises the designated ministers from member states. It meets twice a year. It manages the affairs of the community. 3. The Tribunal. Acting as the industrial court, it was established for settling disputes arising from the community. 4. The Executive Secretariat. Based in Lagos, Nigeria, it carries out the day-to-day administrative duties of the community. 5."}
{"text": "The Executive Secretariat. Based in Lagos, Nigeria, it carries out the day-to-day administrative duties of the community. 5. Specialized commissions and Agencies. E.g the Committee on industry, natural resources and Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Culture and Social Affairs. Achievements of ECOWAS. Page 54 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a The defence Act adopted by ECOWAS in 1981 provided military support to any Member state attacked by outsiders. Their defence force known as ECOMOG was instrumental in quelling civil wars in Liberia and Sierra Leone. B Economically, Member states benefit from ECOWAS. For example, Nigeria provides her oil to member states at a reduced price. C The community has enabled regular meeting of the Heads of State to tackle problems facing the region. D Socio-cultural exchanges within the West African region have promoted good relations among the people. E Improvement has been realized in transport, trade, agriculture and communication. F The organization has resolved political problems facing member states. G ECOWAS has enabled citizens of member states to move freely from one country to another through waiver of visa requirements. H There has been progress in education through the establishment of a Joint examination Syllabus for West African States. Challenges that ECOWAS has faced in its operation. A Political instability in member states. Countries like Nigeria and Ghana have witnessed Military coups. Civil wars have been fought in Sierra Leone, Liberia and Ivory Coast. These have been a hindrance to cooperation. B Nationalistic issues. Most member states give priority to their own domestic issues at the expense of the organization. C Language barrier. Countries in West Africa inherited the languages of their former colonial masters. The problem in communication has hindered the efficient operation of the organization. D Infrastructural problems. The state of roads, railway and communication linkages are poor. This has hampered economic progress of member states. E Ideological differences. The leaders of the member states view each other with suspicion and mistrust due to differences in ideologies. F Lack of uniform currency. Each country has its own currency. This creates a problem of rates of exchange thus hindering trade. G Foreign interference. The presence of Israeli and French soldiers in Cote D Ivoire was viewed suspiciously by guinea."}
{"text": "This creates a problem of rates of exchange thus hindering trade. G Foreign interference. The presence of Israeli and French soldiers in Cote D Ivoire was viewed suspiciously by guinea. H Border closures. For example between Ghana and Togo and between Burkina Faso and Mali. THE COMMON MARKETS FOR EASTERN AND SOUTHERN AFRICA It is an economic organization comprising 19 states and which was established on 8th December 1994 to replace the Preferential Trade Area. Aims and objectives of COMESA. A To attain sustainable growth and development of the member states by promoting a more balanced and harmonious development of its production and marketing. B To promote cooperation in all fields of economic activity and joint adoption of macro-economic policies and programmes. Page 55 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke c To cooperate in the promotion of peace, security and stability among member states in order to enhance economic development in the region. D To cooperate in the creation of an enabling environment for foreign, cross-border and domestic investment. E To cooperate in strengthening the relations between the common market and the rest of the world. F To contribute towards the establishment, progress and realization of the objectives of the African Economic Community. Principles that govern the operation of COMESA. A Equality and interdependence of member states. B Solidarity and collective self-reliance among member states. C Inter-state cooperation, harmonization of policies and integration of programmes. D Non-aggression. E Recognition , promotion and protection of human and peoples rights in accordance with the provisions of the African Charter on human and peoples rights. F Accountability, economic justice and popular participation in development. G The recognition and observance of the rule of law. H The promotion and sustenance of a democratic system of governance in each member state. I The maintenance of regional peace and stability through the promotion and strengthening of good neighbourliness. J The peaceful settlement of disputes among member states and active cooperation between neighbouring countries Organization of COMESA. COMESA is made up of the following organs; 1. The Authority of Heads of State and government. It is the supreme-policy making organ of COMESA. The authority meets once a year, but may hold an extra-ordinary meeting on request of any member of the authority. 2. The Council of Ministers. It comprises the designated ministers from member states."}
{"text": "2. The Council of Ministers. It comprises the designated ministers from member states. It meets once a year. It manages the affairs of the community. It monitors and ensures the proper functioning and development of COMESA. 3. The Court of Justice. It ensures proper interpretation and application of the provisions of the treaty. It was established for settling disputes arising from the community. E.g between Kenya and Egypt over export of cement in 2004 4. The committee of Governors of Central Banks. Governors of banks of member states form a committee to manage COMESA clearing house and ensure implementation of the monetary and financial co-operation programmes. 5. The Inter-Governmental Committee. A committee of permanent secretaries from member states which develops and manages programmes and action plans in all areas of cooperation except in the financial sector. 6. The Secretariat. Based in Lusaka, Zambia, it provides technical support and advisory services to the member states and coordinates the activities of COMESA. The current secretary general is Erastus Mwencha since 1997 Page 56 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7. The Technical Committees. E.g the Committee on natural resources and Environment, the Committee on Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Labour, Culture and Social Affairs. 8. The consultative committee. This comprises the business community and other stakeholders. It provides a link between the business community and other COMESA stakeholders, monitors implementation of the necessary provisions of the treaty, consults and receives reports from other interested groups and Participates in the technical committees and makes recommendation. 9. Specialized independent institutions. The Eastern and Southern African Trade and Development Bank PTA Bank based in Nairobi, Kenya, the PTA reinsurance company, Nairobi, Kenya, The COMESA clearing house, Harare, Zimbabwe, COMESA association of Commercial Banks, Harare, Zimbabwe, COMESA leather institute, Addis Ababa, Ethiopia. Achievements of COMESA. A It provides its members a wide, harmonized and more competitive market for internal and external trading. B It provides member states with a rational way of exploiting natural resources for their welfare. C COMESA has established harmonized monetary, banking and financial policies in the region. D It has improved the administration of transport and communication to ease movement of goods, services and people."}
{"text": "B It provides member states with a rational way of exploiting natural resources for their welfare. C COMESA has established harmonized monetary, banking and financial policies in the region. D It has improved the administration of transport and communication to ease movement of goods, services and people. E It has ensured cooperation in the promotion of peace, security and stability among member states in order to enhance economic development in the region. F COMESA has strengthened relations between the Common Market and the rest of the world while ensuring that the members adopt a common position in international fora. G Through the Authority of Heads of State and Government, COMESA directs and controls the affairs of the common market. H Customs cooperation has been achieved through a unified computerized customs network that operates across the region. The harmonization of macro-economic and monetary policies throughout the region has been achieved. I It has provided room for greater industrial productivity and competitiveness due to its large market. J It has encouraged member states to practice good governance, accountability and respect for human rights. Burundi and Rwanda were subjected to these demands before they were admitted to COMESA. K It has contributed to employment of many people in the region. L COMESA has promoted increased agricultural production and exploitation of natural resources. M The organization has ensured a more efficient and reliable transport and communication infrastructure. Page 57 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Challenges that face COMESA in its operations. A Membership to other bodies. Members of COMESA are also members of EAC and SADC. This leads to divided loyalty. B Personality differences. For example, presidents Museveni of Uganda and El Bashir of Sudan were involved in disagreements in 2004 over rebel activities. C Boundary conflicts. This has been witnessed between Ethiopia and Eritrea. D Civil wars. Wars have been witnessed in DRC, Uganda, Sudan, Rwanda and Burundi. Such inevitable wars undermine the operations of the common markets. E Constant quarrels among member states over trading rights. For example Kenya and Egypt quarreled over duty-free cement dumped in Kenya by Egypt, on which Kenya wanted to charge duty. F Poor transport between member states. This hampers movement of goods in the region. G Pulling out of Tanzania and Namibia. The two founder members have opted for the South African Development Cooperation SADC . This has undermined COMESA. H Some members undermine their neighbours."}
{"text": "The two founder members have opted for the South African Development Cooperation SADC . This has undermined COMESA. H Some members undermine their neighbours. For example Uganda and Rwanda have been accused of participating in the civil wars in the DRC. Reasons why Africa has been unable to achieve full economic integration. A The problem of poor transport and communication has impeded flow of trade. This has affected all previous and existing economic groupings. B There is uneven distribution of resources in Africa. Some countries are endowed with strategic natural resources like oil and fertile soils while others are impoverished with no resources. This hinders integration. C All member states of economic co-operations suffer from budgetary deficit and balance of payment problems. They therefore lack adequate foreign exchange required for international trade. D There is constant political interference by unenlightened leaders e There has been rivalry among member states of trading co-operations. F Africa has had a poor share from world trade as prices on world market are dictated by industrialized countries. G The advent of multi-partism after the end of the cold war and the subsequent introduction of Structural Adjustment Programmes has crippled the performance of economic integration in Africa. H Inability of member states to interfere in the internal affairs of other states even where there is need. I Failure by member states to contribute fully to the organizations. J The colonial legacy. Many member states still depend heavily on the West for manufactured goods, machinery, technology, donations and ideas. NATIONAL PHILOSPHIES KENYA AFRICAN SOCIALISM Meaning and origin of African Socialism. Page 58 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The Sessional paper No.10 of 1965 defines African socialism as an African political, economic system that is positively African, and capable of incorporating useful and compatible techniques from whatever source. African socialism was born out of the desire by our leaders to create a new society, different from the colonial society and which embraced equity devoid of racism, oppression and other social injustices. Main features that characterized African socialism in Kenya. A Political Democracy where all people are politically free and equal b Various forms of ownership of wealth. E.g. free enterprise allowing private ownership of property, nationalization policy for key industries, partnership with private sector c Mutual social responsibility. That the spirit of service and not greed for personal gain motivate Kenyans."}
{"text": "E.g. free enterprise allowing private ownership of property, nationalization policy for key industries, partnership with private sector c Mutual social responsibility. That the spirit of service and not greed for personal gain motivate Kenyans. D A range of control to ensure that property is used in mutual interests of society and its members. E Progressive taxation to ensure an equitable distribution of wealth and income. F Diffusion of ownership to avoid concentration of economic power on a few people in the society. Achievements of African socialism as a National Philosophy. A It has led to promotion of democratic process in governance. Multi-partism has been established in Kenya due to African socialism policies. Kenya has also witnessed the growth of the civil society. B Since the philosophy is built on African traditions, it has promoted African cultures Kenya pursued African values consistent with her traditions. C The philosophy has promoted national unity and coexistence among Kenyan communities. D There has been a greater effort to achieve fairness and justice through progressive taxation and a range of other controls. The government has tried to achieve fair distribution of resources through the activities of the District Focus for Rural Development. E The philosophy led to establishment of cooperative societies in Kenya. This has promoted social and economic development in Kenya. F African socialism has promoted agricultural development through the land tenure system that was undertaken to ensure settlement of the landless in settlement schemes like Bura. G Social development in education and health has been achieved. Discrimination in schools, hospitals and residential areas stopped. Uniform systems were adopted. H The philosophy gave Africans the right to participate in their economy. This was through the policy of Africanization in which industrial enterprises hitherto owned by Asians and Europeans, changed ownership. I African socialism has encouraged rapid development in Kenya. The policy of mutual social responsibility through self-help promotes a sense of patriotism and service to the nation as Kenyans work together to build the nation. Page 59 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Problems that faced African socialism. A Progressive taxation has put an additional burden of taxation on the poor thus discouraging development. B Political interference in public projects and wrangles among leaders retards development. C The spirit of unity and co-operation and self-help has been discouraged by misappropriation of funds. D Corruption leads to negative attitude from people towards contributing to national development. HARAMBEE PHILOSOPHY Meaning and origin of Harambee philosophy."}
{"text": "C The spirit of unity and co-operation and self-help has been discouraged by misappropriation of funds. D Corruption leads to negative attitude from people towards contributing to national development. HARAMBEE PHILOSOPHY Meaning and origin of Harambee philosophy. Harambee is a Kiswahili slogan, which means pulling together or working together. It was a development strategy in which, people supplemented government efforts through voluntary contribution. Mzee Jomo Kenyatta made it a national Motto in 1963 when he aptly advanced it as unity in all causes of national integrity and human progress. The Harambee spirit embodies ideals of assistance, joint effort, mutual social responsibility and community self-reliance. Harambee projects are categorized as; 1. Social Projects. Educational institutions and facilities, medical centres, recreational facilities and religious institutions. 2. Economic projects. Construction of rural access roads, bridges and culverts, agricultural and livestock activities. Principles that guide the Harambee spirit. A It is a development strategy that is aimed at mobilizing the people at local level to participate in their development b Participation is guided by the principles of collective good as opposed to individual gain. Harambee efforts should be directed towards community projects rather than individual projects. C The choice of project is supposed to be guided by the felt needs of the majority. Participants should be involved in decision making. D In the implementation of projects, there should be maximum utilization of the local resources such as labour, materials and money. Contribution of Harambee movement to the development of Kenya. A Harambee movement has led to development of education in Kenya through Harambee fundraising to construct schools and colleges. B Funds have been collected through Harambee to improve infrastructural facilities such as roads, rural electrification and provision of water. C Collective participation in development programmes by people from different groups has promoted national unity. D It has helped inculcate hard work in the people of Kenya. This has in turn encouraged various ethnic groups to develop their respective areas. Page 60 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke e Harambee projects especially in rural areas have attracted foreign donors especially the NGO S f Has led to re-distribution of resources as people with more funds have participated in the development projects in the less developed areas. G Funds have been raised through Harambee to help the less fortunate members of the society."}
{"text": "This has in turn encouraged various ethnic groups to develop their respective areas. Page 60 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke e Harambee projects especially in rural areas have attracted foreign donors especially the NGO S f Has led to re-distribution of resources as people with more funds have participated in the development projects in the less developed areas. G Funds have been raised through Harambee to help the less fortunate members of the society. For example, President Moi 8th April 1989 held a Mammoth Rally where KSH 70Million was raised to help the disabled. H Harambee movement has promoted agricultural development e.g., through construction of cattle dips and purchase of farms through Harambee. I Funds raised through Harambee have been used to purchase buses and Matatus to provide transport. Ways in which the Harambee philosophy has promoted the development of education in Kenya. A Many education institutions have been constructed using funds raised through Harambee effort. Thus enabling many children to attend school. B Many students have been assisted to pay school fees thus it enables the needy to go on learning. C Physical facilities have been constructed improved through Harambee. This enables learning in a conducive environment. D Teaching learning materials have been purchased donated to schools to improve the quality of education. E Additional staff workers in schools have been paid through Harambee contributions by the parents to offset inadequacy. F Through Harambee spirit, well-wishers, thus helping the learners to exploit their talents, have supported co-curricular activities. G Scholl furniture has been bought through Harambee effort thus making learning teaching comfortable. H Parents have contributed funds to supplement the government s school feeding programmes thus improving enrolment. Problems that face Harambee movement in Kenya. A Misuse of Harambee funds diverting its use and lack of commitment by leaders. B It puts an additional burden of taxation on the poor. C Embezzlement of public funds. D Political interference and wrangles among leaders. E The spirit of unity and co-operation and self-help may be killed by misappropriation of funds. F Poor co-ordination and supervision of Harambee projects. G Use of force or extortion of Harambee funds from the people dictatorial tendencies. H Corruption and negative attitude from people. I Use of Harambee for political gains. NYAYOISM."}
{"text": "H Corruption and negative attitude from people. I Use of Harambee for political gains. NYAYOISM. Meaning and origin of Nyayoism. Nyayoism originally meant footsteps i.e. following the footsteps of Mzee Jomo Kenyatta. Page 61 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke This was a phrase coined by the former president of Kenya Daniel Arap Moi, in reference to his Endeavour to follow the foot steps of his predecessor. Today, Nyayoism means peace, love and unity that form the pillars of the development philosophy. It stresses the concept of being mindful of other people s welfare. It is closely related to the principal of mutual social responsibility as embodied in African socialism. Sources of Nyayoism. 1 Sessional Paper No. 10 of 1965 that articulated African socialism, which is based on collective responsibility and on being mindful of other people s welfare. 2 The Biblical teaching of the Ten Commandments, summarized as Love for God, fellow man and oneself. 3 Moi s long political career inspired him to develop the philosophy when he realized that national building required love. Pillars of Nyayoism 1 Peace: - the state of being free from war and disorder. Peace is the beginning of sustainable and cumulative progress. Peace promotes development. According to Nyayoism, peace discourages political stability. 2 Love: - Love brings about trust and readiness to cooperate by working together to foster national development. Lack of love disturbs peace, creates disorder and destroys progress. Love encourages the African culture of sharing through the extended family communalism . 3 Unity: - the state of being one, being in harmony or in agreement in objectives and feelings. The diversity of Kenya s culture, religion, races and language requires that there must be unity for nation-building. Role played by Nyayoism in national development. A The philosophy formed the basis for solving national development problems. The philosophy perpetuated the Harambee spirit. B The philosophy helped in unifying different communities. The philosophy enhanced cooperation and unity of all. C Nyayoism was used as the rallying spirit for the collective contribution and approach to national development. D Nyayoism discouraged societal evils since it preached love, unity and peace. Corruption was discouraged through the philosophy. E It discouraged all forms of discrimination based on religion, tribe, race, and social status."}
{"text": "D Nyayoism discouraged societal evils since it preached love, unity and peace. Corruption was discouraged through the philosophy. E It discouraged all forms of discrimination based on religion, tribe, race, and social status. F The philosophy created respect for public property and functions. G It enabled the creation of a welfare state since everyone became mindful of others welfare. H It created a sense of nationalism and patriotism necessary for national development. Impact of National Philosophies Social Impact of National Philosophies. Page 62 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a Education has been promoted through philosophies like the Harambee that have assisted in construction of schools, laboratories and libraries. B Medical services have been improved c Cooperation, understanding and unity have been encouraged since the philosophies emphasized togetherness for nation-building. D The philosophies have promoted the spiritual and social welfare of people by raising their living standards. African socialism encourages people to assist others are share with others. E Through the Harambee spirit, the plight of persons with disabilities and other disadvantaged groups has been looked into. F The philosophies have promoted African cultures, since they are drawn from African traditions. Economic impacts. A Self-reliance and The Africanization process through which the people of Kenya were able to take over from foreigners was made possible by the philosophies. B Due to the policy of pooling together resources and the spirit of cooperation derived from African socialism, cooperative societies have been formed in agriculture and other sectors, thus contributing to the country s development. C Transport and communication has been improved through African socialism and Harambee spirit. Rural access roads have been constructed; Nyayo buses were bought though the scheme failed due to mismanagement. D The agricultural sector has been boosted by the philosophies. Kenyans are encouraged to work hard to increase food production. E The pillars of Nyayoism have created a conducive atmosphere for growth of tourism and foreign investment in the country. Political impacts. A The philosophies have promoted nationalism and patriotism in the country. B African socialism has encouraged the democratization process as it champions for political equality. C It has promoted international cooperation and understanding SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND CHALLENGES IN KENYA SINCE INDEPENDENCE POLITICAL DEVELOPMENT AND CHALLENGES It must be noted that Kenya inherited a number of political problems from the colonial government."}
{"text": "A The philosophies have promoted nationalism and patriotism in the country. B African socialism has encouraged the democratization process as it champions for political equality. C It has promoted international cooperation and understanding SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND CHALLENGES IN KENYA SINCE INDEPENDENCE POLITICAL DEVELOPMENT AND CHALLENGES It must be noted that Kenya inherited a number of political problems from the colonial government. For example; a Lack of African technocrats who could give political direction to the country. B Suspicion and jealousy between different communities due to the divide-and- rule tactic employed by the colonial administration for many years. C An illiterate population, ignorant of its political obligations Page 63 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Political developments in Kenya between 1963 and 1991 On 12th December 1963, Kenya became independent under KANU led by Jomo Kenyatta. In 1964, there was voluntary disbanding of KADU and APP making Kenya a de facto one party state. There was abolition of Federal Constitution in favour of a Unitary or Republican Constitution. The post of an executive president was created to replace the post of Prime Minister. In 1966, the Limuru conference presided over replacement of the Vice-President of KANU With seven Provincial Vice Presidents and one for Nairobi Area. On 14th April 1966, Oginga Odinga resigned from KANU and Government and formed Kenya People s Union KPU where Bildad Kaggia, Achieng Oneko and Tom Odongo joined him. In 1966, the bicameral legislature the senate and the House of Representatives was disbanded. A single -chamber parliament was established. In 1966, Joseph Murumbi was appointed the country s vice-president to replace Oginga. He resigned in 1967to pave way for Moi s appointment. 1969 witnessed the political assassination of the flamboyant Tom Mboya in the hands of one, Nahashon Njenga on 5th July on Nairobi s Moi Avenue. 1n 1969, KPU was banned following riots in Kisumu. In 1975, Josiah Mwangi Kariuki. MP for Kinangop was found brutally murdered in Ngong Forest."}
{"text": "1n 1969, KPU was banned following riots in Kisumu. In 1975, Josiah Mwangi Kariuki. MP for Kinangop was found brutally murdered in Ngong Forest. In October 1975 martin Shikuku and the deputy speaker, Jean Marie Seroney, were arrested and detained for making claims in the house that KANU and parliament were dead. In 1976, Chelagat Mutai, MP for Eldoret North was arrested and jailed for 2 years for inciting his constituents to violence. In 1977, George Anyona, MP for Kitutu was also arrested after he accused the government of corruption. In 1976, the change the constitution campaign was began by Kihika Kimani, Dr. Njoroge Mungai, Jackson Angaine, Paul Ngei and Njenga Karume with the objective of making sure that the then vice president, Daniel Arap Moi would not succeeded the president. On 22nd august 1978, Jomo Kenyatta died and Moi assumed presidency for 90 days and was finally elected as second president of Kenya. In July 1980, Moi banned all tribal organizations, the Kenya Civil Servants Union and the Nairobi University Staff Union. In June 1982, after an attempt by Anyona to form a political party, section 2A was introduced in the Kenyan constitution making it a de jure one party state. On 2nd august 982, Kenya experienced a coup d etat by some air force servicemen. Charles Njonjo, the Constitutional Affairs Minister was accused of masterminding the coup. In 1988, KANU introduced the infamous Queue voting method mlolongo that was open to abuse. In February 1990, Dr, Robert Ouko, minister of foreign affairs and international cooperation was murdered. Page 64 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The better part of 1991 witnessed a series of tribal clashes involving Kalenjin and Kikuyu, Kalenjin and Luhyia and Luos. Kenya s political developments from 1991 up to 2011. In December 1991, a parliamentary act repealed the one-party system provisions of the constitution and effectively established a multiparty system."}
{"text": "Page 64 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The better part of 1991 witnessed a series of tribal clashes involving Kalenjin and Kikuyu, Kalenjin and Luhyia and Luos. Kenya s political developments from 1991 up to 2011. In December 1991, a parliamentary act repealed the one-party system provisions of the constitution and effectively established a multiparty system. The first political party to be formed under the repealed act was Forum for the Restoration of Democracy FORD In august 1992, one of the leaders of FORD Masinde Muliro died mysteriously. The first multiparty elections were held in 1992 in December. KANU won against a disjointed opposition. In 1994, the official leader of the opposition and MP of Bondo, Jaramogi Oginga Odinga died. After 1997 elections, the Inter-Parliamentary Parties Group IPPG passed the reforms that marked the genesis of the constitutional review process. In 2002, several opposition parties formed a coalition that overwhelmingly defeated KANU in the general elections. In January 2003, the National Rainbow Coalition formed the new government with Mwai Kibaki as the president. In august 2003, Wamalwa Kijana, the vice president of the coalition government died after a short illness. Mood Awori was appointed the next Vice president. In 2005, a new political movement, the Orange Democratic Movement ODM was formed as a campaign tool against the proposed new constitution. Raila Odinga was its leader. The general Elections of 2007 resulted in a political crisis that provoked an unprecedented wave of political violence and killing across Kenya. On 28th February 2008 the former UN Secretary-General Kofi Annan succeeded in brokering a power sharing deal between the incumbent President, Mwai Kibaki, and the opposition leader, Raila Odinga thus bringing to end the political violence. On April 17, 2008, Raila Odinga, from Orange Democratic Movement, was sworn as Prime Minister of Kenya, after more than forty years of the abolition of office. On 28th august 2010 Kenya promulgated a new constitution thus making it the first independent African state to depart from the independence constitution."}
{"text": "On 28th February 2008 the former UN Secretary-General Kofi Annan succeeded in brokering a power sharing deal between the incumbent President, Mwai Kibaki, and the opposition leader, Raila Odinga thus bringing to end the political violence. On April 17, 2008, Raila Odinga, from Orange Democratic Movement, was sworn as Prime Minister of Kenya, after more than forty years of the abolition of office. On 28th august 2010 Kenya promulgated a new constitution thus making it the first independent African state to depart from the independence constitution. In 2011, the International Criminal Court seating at the Hague, begun criminal proceedings against Uhuru Kenyatta, William Ruto, former police Commissioner Hussein Ali, Henry Kosgei, the head of public service Francis Muthaura and a journalist Joshua Arap Sang over their involvement in the 2008 post-Election Violence. In June 2011, Dr. Willy Mutunga became the first Kenya s Chief Justice and Nancy Makokha Barasa, his deputy under the new constitution. The Electoral Commission of Kenya ECK was also replaced with the Independent Elections and Boundaries Commission IEBC The constitutional changes in Kenya in the period between 1963 and 1991. The first meeting in Lancaster in 1960 resulted in an interim constitution that failed to grant any substantial autonomy to Kenya. The second Lancaster conference in 1962 negotiated a framework for self government. Page 65 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament The 1963 constitution marked the end of colonial rule and transformed the colony into a dominion. It established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister. The Constitution was changed in 1964 and Kenya became a republic and the executive became presidential. The senate and regions were also abolished. In 1966, the voting majority to change the Constitution was lowered to two-thirds of the MPs. The term region was replaced with province. In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate."}
{"text": "The senate and regions were also abolished. In 1966, the voting majority to change the Constitution was lowered to two-thirds of the MPs. The term region was replaced with province. In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate. On 28th April 1966, an amendment was passed to compel MPs who defected from sponsoring party, to resign from parliament and seek re-election. In May 1966, the Public Security Act was passed empowering the president to detain a citizen without trial on grounds of being a threat to state security. In 1968, the president was empowered to alter provincial and district boundaries. In 1968, the procedure for presidential elections and succession in the event of his death was laid down. The age qualification for presidential candidates was also lowered to 35 from 40 years. In 1974, an amendment of the constitution empowered the president to pardon any election offender at his own discretion. This was done to favour Paul Ngei. In 1975, Kiswahili was declared the national language of the national assembly. In 1977, the Kenya court of appeal was established after the breakup of the East African Community. Voting age was lowered from 21 to 18 In 1979, both Kiswahili and English were declared languages of the national assembly. In 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya. In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and Auditor-General was removed. Office of chief secretary was abolished. In 1988, the security of tenure of Puisine Judges and Chairman of Public Service Commission was removed. A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system. Multiparty elections were held the following year in December. Steps towards realization of a new constitution in Kenya since 1997 In 1997, Parliament passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. The Constitution of Kenya Review Commission CKRC was established to provide civic education, seek public input and prepare a draft constitution . In 2005, after many years of struggle, the draft constitution was ultimately rejected by Kenyans at the constitutional referendum because of disagreements amongst various stakeholders."}
{"text": "Steps towards realization of a new constitution in Kenya since 1997 In 1997, Parliament passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. The Constitution of Kenya Review Commission CKRC was established to provide civic education, seek public input and prepare a draft constitution . In 2005, after many years of struggle, the draft constitution was ultimately rejected by Kenyans at the constitutional referendum because of disagreements amongst various stakeholders. Page 66 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 28 February 2008The National Accord and Reconciliation Act NARA signed by President Kibaki and Prime Minister Raila Odinga put in place arrangement for a new process to finalize the long awaited constitution of Kenya In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts CoE was established as the main technical constitutional review organ to drive the process. The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray South Africa Dr Chaloka Beyani Zambia and Dr Frederick Ssempebwav Uganda. 23 February 2009 Members of the CoE were appointed by the President were later on sworn in On 17 November 2009 CoE released the draft to the public and invited views and comments on the draft constitution, By 23rd February 2010. CoE had submitted the final draft of constitution to the Parliamentary Select Committee. On 4th august 2010 Kenya held a Constitutional Referendum where the new constitution was overwhelmingly endorsed. On 28th august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitution. MULTI-PARTY DEMOCRACY IN KENYA SINCE 1991. Factors that led to the development of multi-party democracy in Kenya after 1991 a International pressure from multilateral and bilateral donors. The western donors took advantage of the collapse of the Soviet Union to set the stringiest conditionalties for aid on the government, for democratic reforms. B Disunity in KANU. There was pressure from individuals who had been expelled from KANU without political alternatives."}
{"text": "The western donors took advantage of the collapse of the Soviet Union to set the stringiest conditionalties for aid on the government, for democratic reforms. B Disunity in KANU. There was pressure from individuals who had been expelled from KANU without political alternatives. C Existence of people who were ready to push democratic agenda ahead. This included the civil society, the lawyers and intellectuals. E.g the Law Society of Kenya led by Paul Muite and Gitobu Imanyara put pressure on the government for reforms. D Success of multi-party in other African countries. In Zambia for example, Chiluba s Movement for Multiparty Democracy defeated Kaunda s United National Independence Party. E Pressure from the church. Several church leaders, among them Alexander Muge, Bishop Henry Okullu and Rev. Timothy Njoya called upon the government to create an en environment in which Kenyans could participate in governance. F Massive rigging of the elections. The most notorious of all was the 1988 general elections, which were marred with widespread rigging. G The developments in Eastern Europe. Due to Gorbachev s liberal reforms, one party dictatorship in Eastern Europe was replaced by regimes that were more liberal. H Rampant corruption in particular, embezzlement and misappropriation of public funds and grabbing of public assets. Those who criticized were punished through Page 67 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke detention, arbitrary arrests and other forms of intimidation. I Repeal of section 2A of the constitution in December 1991 Role played by political parties in government and national building in Kenya. A The party that gunners majority of seats and votes forms the government either alone or in coalition with other parties. B Political parties influence government affairs and development through participation in legislation process. C Political parties through the elected members of parliament decide on national development policies and development projects. D Political parties provide exemplary leadership founded on freedom , justice, fair play and African socialism. E Opposition parties provide a system of scrutinizing government expenditure through public accounts committee and public investment committee. F Opposition parties make the government more accountable to the people through constant criticism. G Opposition parties provide checks and balances to abuse and misuse of powers and privileges by those in the government. Challenges of multi-party democracy in Kenya."}
{"text": "F Opposition parties make the government more accountable to the people through constant criticism. G Opposition parties provide checks and balances to abuse and misuse of powers and privileges by those in the government. Challenges of multi-party democracy in Kenya. A Since many politicians and senior government officials were not ready for Multipartism, they often incited their supporters to kick out opposition supporters from certain regions. This has been common in the Rift Valley region. B The executive arm and the ruling party have many a times misused the members of the civil service to frustrate the opposition. In case of flawed elections, the provincial administration has always been used in rigging. C Many of the parties formed failed to attain a national outlook. They mainly were tribal based. D The multi party democracy has been hampered with defection of greedy politicians who become preys to bribes. This has weakened some parties. E The former KANU for a long time retained control of the government machinery,, the police force, the radio and television. These were utilized for the advantage of KANU for al long time. F There has been a problem of lack of funding from the government. Most of the political parties have been unable to sustain competition for political power due to inadequate funds. G Interference by the international community in the running of the country. Some members of the diplomatic community openly side with certain political parties. H Many political parties have been embroiled in wrangles. For example the Orange Democratic Movement has been bedevilled with a number of desertions due to wrangles between Ruto and his supporters and Raila Odinga. Ford Kenya has split into New Ford Kenya and Ford Kenya due to wrangles between Eugene Wamalwa and Moses Wetangula. Identify the disadvantages of multiparty system. A Multipartism tends to divide the people on tribal, regional and sectarian line. Page 68 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke b It tends to sharpen the struggle for personality and group dominance rather than policy implementation. C Multipartism is a foreign system, which does not conform to the aspirations of independent Africa. D It encourages the politics of destabilization. E Political statements deadlocks on debates and tensions become too common. F Decisions take too long to be made and implemented."}
{"text": "D It encourages the politics of destabilization. E Political statements deadlocks on debates and tensions become too common. F Decisions take too long to be made and implemented. G Encourages use of violence in a state since opposition party members will be regarded as traitors by the government. The government will be regarded as oppressors by the opposition. ECONOMIC DEVELOPMENTS AND CHALLENGES Economic challenges that have faced Kenya since independence. A Stagnation of investment in the first years of independence due to massive transfer of capita from the country by the white settlers. The government faced the challenge of cultivating investor confidence. B The problem of landlessness among many Africans whose arable land had been alienated. There was an urgent need for redistribution. C Serious economic disparity in the country with the former white highlands having adequate provision of water, electricity and roads while the rest lacked enough of the same. D Overpopulation in urban areas as result of rural-urban migration, putting facilities under pressure and creating unemployment. E Problem of control of economy by the Europeans prior to independence and after independence. E.g. farm ownership and key industries. F Lack of qualified manpower to run the technical sectors of the economy. These were issues that were addressed by session paper number 10 of 1965. Types of landholding in Kenya. Land tenure refers to the terms and conditions under which land is acquired, used or transferred At independence the type of landholding in Kenya was mainly communal, where land belonged to the whole community. Access to land was open every member of a social group. Community elders, clan heads or kings were empowered to control and give advice on land use. Land alienation during the colonial period transformed land into a commodity that could be disinherited from an individual. Such colonial land policies leading to alienation of African land resulted in the following; a Widespread landlessness as Africans lost ancestral lands. B Reduction in land available to Africans leading to land pressure as population increased. C Deterioration of the quality of land due to fragmentation. D Overstocking because of limited land, leading to soil erosion. E Displacement of pastoral and agricultural communities, leading to problems such as famine and livestock diseases. Page 69 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke f Disintegration of social and cultural institutions in the reserves due to ethnic boundaries being fixed, thus separating African communities."}
{"text": "Land set aside for public utility use or land that is occupied by the State organ as lessee. Land transferred to the State by way of sale, reversion or surrender; Land to which no individual or community ownership is traceable. Land which no heir can be identified. All minerals and mineral ores. Government forests, game reserves, water catchment areas, national parks, government animal sanctuaries, and specially protected areas; All roads and thoroughfares. All rivers, lakes and other water bodies. The territorial sea, the exclusive economic zone and the sea bed. Page 70 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The continental shelf. All land between the high and low water marks. Any other land declared to be public land by an Act of Parliament. Community land Community land is land which is implied as owned by a group of people on the basis of customary norms, not through formal registration. It consists of: Land registered in the name of group representatives. Land transferred to a specific community through a legal process. Any other land declared to be community land by an Act of Parliament. Land that is held, managed or used by specific communities as community forests, grazing areas or shrines; Ancestral lands and lands traditionally occupied by hunter gatherer communities; Land held as trust land by the county governments, but not including any public land held in trust by the county government. Private land Private land is land and houses and buildings held under registered entitlement freehold or leasehold . It consists of: Registered land held by any person under freehold tenure. Land held by any person under leasehold tenure. Any other land declared private land under an Act of Parliament. Note: Landholding by non-citizens is allowed only through lease for a period not exceeding ninety-nine years. A corporate body, for the purpose of land ownership can only be recognized as a citizen if it is wholly owned by one or more citizens. Property held in trust will only be recognized as being held by a citizen if all the beneficial interest of the trust is held by the persons who are citizens. Land policies since independence. Two type of programme that characterized land reforms exercise that commenced in 1963 in Kenya were; 1 Transfer of land from European large scale farmers to Africans."}
{"text": "Property held in trust will only be recognized as being held by a citizen if all the beneficial interest of the trust is held by the persons who are citizens. Land policies since independence. Two type of programme that characterized land reforms exercise that commenced in 1963 in Kenya were; 1 Transfer of land from European large scale farmers to Africans. 2 Land consolidation and registration in which the government purchased several farms from the Europeans and sub-divided them among African holders. In the former European farms, the government established settlement schemes as follows; 1 The Million Acre Scheme which was began in 1963 and involved settling African families on 13.5 hectares each. 2 The Harambee Scheme started in 1969, involved settling families on 16.25 hectares each. 3 The Haraka Scheme where squatters were settled in small plots of land in Central, Page 71 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Coast, Eastern and Rift Valley Provinces. 4 Shirika Scheme started in 1971 to settle the landless and unemployed on the former European lands. Under this scheme, the individual farmers would own a small plot each while the rest of the farm would be managed by a cooperative. This scheme did not succeed since people wished to have their own pieces of land. However, these schemes failed to adequately solve the problems of landlessness in the country. A few politically-connected people acquired large tracts of land, most of which remained underutilized. Some of the schemes are located in areas of harsh climatic conditions and are unviable without irrigation. Several commissions have addressed land issues in Kenya. For example, in 2001, President Moi appointed the Njonjo Commission to investigate the main problems of land ownership and distribution in Kenya. In 2003, the NARC government set up the Ndung u Commission on land. Its Recommendations are yet to be implemented. By 1983, 29 districts in Kenya had benefitted from Land adjudication and registration, a process which began in the 1950s in Central Kenya then spread to other parts of the country after 1963. Benefits of the land reforms in Kenya. A Farmers could use their land title deeds to get loans from banks in order to expand farming on their land. B Land titles enabled people to purchase land with confidence. No one would alienate them from their land."}
{"text": "A Farmers could use their land title deeds to get loans from banks in order to expand farming on their land. B Land titles enabled people to purchase land with confidence. No one would alienate them from their land. C The reforms enabled thousands of landless people to own land. D Dairy and cash crop production increased. Land ownership by non-citizens. A non-citizen can only own land in the country on the basis of leasehold tenure not exceeding 99 years. Principles that govern utilization of land in Kenya. A Equitable access to land. All members of the society must have equal access to land since it is an important resource. B Transparent and cost effective administration of land. State institutions should be given powers and responsibilities of ensuring transparent and accountable administration of land. C Elimination of gender discrimination. In line with protection of human rights, for all, discrimination against women on issues of land ownership and access to land need be eliminated. D Sustainable and productive management of land resources. Since land is an economic resource, it should be managed well to ensure maximum productivity. E Sound conservation and protection of ecologically sensitive areas. Conservation measures like prohibiting settlement and agricultural activities in water catchment areas and zoning of forest lands to protect them from further degradation. F Encouragement of communities to settle land disputes. This should happen as long as they are consistent with the constitution. Page 72 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Ways in which the Kenya government has solved land related problems since independence. A The problems related to Communal Land ownership have been solved through land demarcation and adjudication by the government. This saw the conversion from traditional system of land ownership to modern freeload tenure. B Landlessness was solved through creation of resettlement schemes. Large-scale farms and former European farms were divided into smaller ones and given to the landless. E.g Mwea Tebere, Bura, Shirika etc. C The government has put marginal lands to more productive use through establishment of irrigation schemes and drainage schemes. D The government removed restriction of movements from the reserves that were created by the colonial government. This decongested the reserves and gave chance to arable farming. E At independence, the t government embarked on land consolidation policy through which scattered plots were put into one holding. F The government also embarked on land reclamation measure to bring previously unused land to productive use."}
{"text": "This decongested the reserves and gave chance to arable farming. E At independence, the t government embarked on land consolidation policy through which scattered plots were put into one holding. F The government also embarked on land reclamation measure to bring previously unused land to productive use. G The Government has established the National Land Commission which manages public land The National Land Commission. Functions of the National Land Commission. A It manages public land on behalf of the national and county governments. B It advises the national government on a comprehensive programme for land registration throughout the country. C It investigates present and past historical injustices, as a result of a complaint or on its on initiative, and recommends appropriate action. D It has a duty to encourage the use of traditional methods of dispute resolution in land conflicts. E It recommends the national land policy to the national government. F It assesses tax on land and premiums on immovable property in any area designated by law. G It monitors land use planning throughout the country. Development in agriculture since independence. After independence, the government encouraged small scale farming of coffee and tea as opposed to large scale farming that existed during the colonial period. The Agricultural development corporation ADC was set up to manage large scale farms that were established by the government in western, Rift Valley and Coast provinces. Such farms specialize in production of seeds to be used by farmers for planting. They also specialize in production of high quality dairy and beef cattle in Kenya. The government also established the Kenya Agricultural Research Institute KARI in Muguga near Kikuyu to assist in identifying good crop breeds for different types of soils. Page 73 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Irrigation Schemes were expanded in the marginal areas. For example. Mea central , Bura coast , Ahero Nyanza and Perkerra central . The government created development authorities to effectively manage water catchment areas. For example, TARDA, KVDA and LBDA. Challenges facing Kenya s agricultural sector. A The 1984 drought and famine in various parts of the country occasioning supply of relief food to the affected regions. B Rapid increase in population which is not at pace with the rate of increase in agricultural production. C From the late 1970s, the world market prices of agricultural commodities fell drastically yet the inputs remained expensive."}
{"text": "A The 1984 drought and famine in various parts of the country occasioning supply of relief food to the affected regions. B Rapid increase in population which is not at pace with the rate of increase in agricultural production. C From the late 1970s, the world market prices of agricultural commodities fell drastically yet the inputs remained expensive. D Corruption and mismanagement of the cooperatives leading to meager earnings for key cash crops in Kenya. E Grabbing of research land by corrupt government officials has affected the operations of the research institutes. F The problem of poor infrastructure in the country sometimes discourages farmers especially during the rainy season. G Ethnic clashes in Molo in 1991-1992, Likoni in 1997 and Mahi Mahiu in 2005 plus the post election violence in 2008 discouraged farmers from intense farming due to insecurity. H Poor technology hassled to low yields. People in Kenya still rely on natural rains for agriculture instead of using irrigation. Others use primitive traditional tools in cultivation. I The problem of pests that destroy the farm yields before reaching the factory. J Competition from COMESA member states and from the more industrialized powers such as the European Union and USA often frustrate Kenyan farmers. Industrial developments in Kenya since independence. Kenya s industrial sector was shaped by the long period of colonization. At independence, industry was characterized by dominance of foreign capital and dominance of the agricultural sector. Factors that facilitated industrial development in Kenya since the colonial era. A The existence of raw materials, such as trona soda ash at lake Magadi, fluorspar at Kerio Valley and lime in several parts of the country. B Existence of fish resource from numerous water bodies has promoted the fish- processing industry. C Existence of expansive forests which provide timber needed in the furniture industry. D The rich scenary, e.g Mt. Kenya, Mt. Elgon, the Aberdares and rich wildlife have promoted the tourism industry. E Kenya s rivers have enough water for production of HEP. F Increase in population since the colonial period ensured supply of labour and the market required for industries to flourish. G The transport and communication infrastructure have provided the necessary link Page 74 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke between the material producing zones , industries and markets.."}
{"text": "E Kenya s rivers have enough water for production of HEP. F Increase in population since the colonial period ensured supply of labour and the market required for industries to flourish. G The transport and communication infrastructure have provided the necessary link Page 74 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke between the material producing zones , industries and markets.. h Existence of rich agricultural lands producing raw materials such as coffee, tea, sugarcane, sisal and fruits Measures taken by the Kenyan government to promote industrial development since independence. A The government engaged on decentralization programmes to spur development in new areas. Industries were established in rural areas. B The government has embarked on the programmes of funding new markets for industrial products. C Infrastructure was improved through establishment of more roads, railways and improvement of water transport, to-transport raw materials labour and goods. D Power concerns were addressed through construction of the Seven Forks Dam to supplement power from neighboring Uganda. E Favourable government policies have been put in place to attract investors. F The government has put in place measures to reduce imports in order to protect local infant industries. E.g discriminative tariffs were introduced. G The government encouraged and assisted in giving capital for industrial development through development of the co-operative movement, funding through Industrial and Commercial Development Corporation ICDC , the Development Finance Company of Kenya. DFCK and the Industrial Development Bank. H The government has ensured political stability in the country, which is an important factor in industrial development. Factors that have hindered industrial development in Kenya. A The problem of multi nationals whose interests do not favour Kenya s progress. Multi-national co-operation repatriate capital to their own home countries b There is shortage of strategic raw materials e.g. petroleum, diamond. Cotton for textile industries. Many industrial companies use imported raw materials. C Foreigners, who pass policies not friendly to the country, hold managerial positions in industries. D Mismanagement of major industries and lack of transparency I parastatals. E Over concentration of industries in few areas leading to negligence of other areas. It also has led to related problems of industrial concentration like the social ills. F Competition from the industrialized nations who dominate the market and produce high quality goods. G Poverty limits industrialization. A poor population means a small domestic market thus hindering industrial development. H Products are produced with low technology hence small quantities."}
{"text": "G Poverty limits industrialization. A poor population means a small domestic market thus hindering industrial development. H Products are produced with low technology hence small quantities. Further reading on industrial development should be done with reference to evolving world book 4 pages 162- 164 Social Development and challenges since independence. Education. To solve the problems inherited at independence in the education sector poor quality Page 75 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke education and poor facilities available the Kenya children , the government undertook the following measures; a Constitutional amendments were made in 1975 to give Kiswahili a respectable position in the country. B Several educational Commissions were set up to streamline education. C The Harambee strategy was employed to expand educational facilities. Education Commissions. A The Kenya Education Commission 1964 The Ominde commission that recommended overhaul of curriculum to make it relevant. B The National Committee on Education Objectives and policies- Gachathi commission 1976 that looked into he possibility of setting up a second university. C Presidential Working Party on the Second University- The Mackey commission 1982 that established the 8-4-4 system and proposed emphasis of vocational subjects such as art and craft, music, agriculture and Home science. D The Kamunge commission 1988 which recommended cost-sharing in education e The Koech commission 1999 which recommended reintroduction of A-level system in form of Totally Integrated Quality Education and Training. Main developments in education in Kenya since independence. In 1975, Kiswahili was made the official languages of parliament and learning in schools. The ministry of education established structures right from the district level to national level to help in fulfilling the national objectives of education. Several education commissions were set up to streamline education. The harambee strategy was employed to expand education facilities. Many schools were built. In 1980, the government took over the responsibility of providing pre-primary education. In the 1990s, the government in collaboration with UNICEF launched a programme to promote early childhood education. Byb1998, the total number of students in the various universities was over 40,000. In 1969, the ministry of education took over the administration of primary education from local government, this witnessed increased enrolment."}
{"text": "In the 1990s, the government in collaboration with UNICEF launched a programme to promote early childhood education. Byb1998, the total number of students in the various universities was over 40,000. In 1969, the ministry of education took over the administration of primary education from local government, this witnessed increased enrolment. In 1978, the government introduced the school milk programme to encourage children especially in drought prone areas to go to school. The programme stalled in 1990 but had achieved higher enrolment in schools. The Ministry of education launched school feeding programme, targeting dry areas. In 2002, the NARC government introduced the Free Primary Education policy. Further reading be done from evolving world on Elementary education and Tertiary education in Kenya. Health. Measures taken to improve the health sector in postcolonial Kenya. A The ministry of health was created to oversee health matters. B Expansion of health facilities through harambee and donor funds e.g. Nyanza Provincial hospital Russian Hospital c Many health training institutions were started e.g. Medical training colleges Page 76 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke d Improvement in hygiene through provision of piped water. E Establishment of several research institutions on human diseases e.g. KEMRI f Provision of more basic education in order to uplift hygiene standards in the society. G Provision of free anti-retroviral and anti-malaria drugs. Major challenges facing the Health sector in Kenya. A Increase in population has posed major challenges to the government in the provision of healthcare services to its citizens. There has been a challenge of inadequate doctors and medical facilities. B The cost- sharing policy introduced in the 1980s to help buy medicine and other equipment has prevented the poor from going to the hospitals. C The spread of HIV and AIDS and other diseases such as Diabetes and Heart diseases has worsened the situation. D Cultural practices like Female mutilation have made provision of medical services more challenging. E Pollution of the environment has increased allergy-related ailments, many of which have no cure. F Poverty and malnutrition render many people vulnerable to diseases. G Illegal abortion and early pregnancies endanger the lives of mothers. H High rate of accidents and injuries , especially on roads. Ways through which the government has encouraged the preservation of African culture since independence. A Creation of the ministry of culture and social services."}
{"text": "H High rate of accidents and injuries , especially on roads. Ways through which the government has encouraged the preservation of African culture since independence. A Creation of the ministry of culture and social services. The ministry promotes cultural and social values. B The syllabus has been tailored to include cultural studies. C Inclusion of music as a subject in the national curriculum. D The government has encouraged music drama festivals on an annual basis as way of promoting cultural exchange. E The government has encouraged intermarriage between different ethnic groups. F The government has developed cultural heritage centre at the Bomas of Kenya, National Archives and Museums. G Schools have been encouraged to admit people from different communities. H Allowing the media houses to play traditional music dance.. Students Read on sports, literature, theatre, music and dance from evolving world page 174. SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENT AND CHALLENGES IN AFRICA SINCE INDEPENDENCE. THE DEMOCRATIC REPUBLIC OF CONGO. Political developments in Democratic Republic of Congo since independence The Belgians relinquished their political dominion of Congo by granting them autonomy on 30th June 1960. Page 77 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Patrice Lumumba Prime Minister of Congolese National Movement Party and Joseph Kasavubu of Abako Party Head of State formed a fragile coalition government. The two leaders differed ideologically. The period between 1960 and 196 witnessed power struggle between Kasavubu and Lumumba on one side and Secessionist Moise Tsombe of Katanga and Albert Kalonji of Kasai on the other side In 1961, Patrice Lumumba was assassinated. This led to withdrawal of his supporters from government. In 1961, the UN Secretary General Dag Hammarskj ld perished in a plane crash in the Congo while attempting to bring a peaceful political solution to the Congo crisis. In 1964, a new constitution was formulated as a way of solving the political problems that plagued Zaire soon after independence. Zaire became a federal state with a federal president and separate assemblies for each state. On 23rd November 1965, Joseph Desire Mobutu organized a bloodless military coup, which removed the civilian government of president Kasavubu and Prime Minister Sylvester Kimba."}
{"text": "In 1964, a new constitution was formulated as a way of solving the political problems that plagued Zaire soon after independence. Zaire became a federal state with a federal president and separate assemblies for each state. On 23rd November 1965, Joseph Desire Mobutu organized a bloodless military coup, which removed the civilian government of president Kasavubu and Prime Minister Sylvester Kimba. In November 1965, Mobutu took over power after a bloodless coup. In the same year, , Mobutu banned all political parties. He suspended the constitution and parliament. He abolished the federal system and local assemblies and reduced the number of provinces to eight. In 1967, He formed the Peoples Revolution Movement MPR , which became the only legal party in Congo. He in effect-replaced democracy with one-party dictatorship leaned to the west during the cold war. 1n 1970, Mobutu declared himself the life president of Congo, after winning the presidential election. In 1971, he outlawed the use of European names for people, places and physical features as a way of removing colonial legacy. The country was renamed Zaire. His own name changed to Mobutu Sese Seko. Leopoldville was renamed Kinshasa. In 1973, Mobutu announced the nationalization of all foreign enterprises. In 1977-1978, the Shaba Rebellion broke out mainly after an attack by the Congolese National Liberation Front from their base in Angola. The Belgian troops were called to silence the rebels. In 1990 and 1991, multiparty activists stepped up pressure for change. In September 1991, dissatisfied soldiers and civilians held demonstrations, which led to death of 117 people. In 1997, Laurent Kabila successfully ousted Mobutu, assisted by Rwanda and Uganda. Mobutu fled to exile in Morocco where he died. In January 2001, Laurent Kabila was assassinated in mysterious circumstances. His son took over power. In April 2002, through a power-sharing agreement presided over by Thabo Mbeki and a UN envoy, Mustapha Niasse, a government of national unity was formed. Economic developments in DRC since independence. The political chaos inn DRC up to 1965 did not favour any economic progress."}
{"text": "In April 2002, through a power-sharing agreement presided over by Thabo Mbeki and a UN envoy, Mustapha Niasse, a government of national unity was formed. Economic developments in DRC since independence. The political chaos inn DRC up to 1965 did not favour any economic progress. During the Page 78 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke reign of the Belgians in Congo, no viable economic development was initiated. Little development was done in infrastructure in order to facilitate transportation of raw materials to the ports of Matadi etc. At independence, the country was faced with the problems of shortage of manpower, skills and entrepreneurship. When Mobutu took over, there was some slight economic progress. Transport and communication improved as more roads and railway were constructed to link major towns of Matadi, Kinshasa, Lubumbashi and Kisangani. Navigation on the river Congo was improved, which led go expansion of mining and agricultural sectors. Mining of diamonds resumed after the turbulent years and resulted in reduced inflation. Mobutu encouraged foreign investment in the mining sector. However, the fall of world copper prices in 1970s again began to derail the economic growth in DRC. In the 70s, the government nationalized foreign firms employed inexperienced people to control them. In 197, Mobutu enacted a law that placed state finances and expenditure under him, thus reducing the flow of capital to the provinces. In 1976, he encouraged mutual cooperation between private firms and the government in the extraction of minerals such as copper, oil, diamond, cobalt and manganese in a bid to create employment opportunities. He also emphasized on diversification of the economy which greatly boosted food production. The entertainment industry has also grown to become an invisible export through repatriation of profits back home by the foreign based musicians. Energy supply has been increased through the construction of the Luga hydro-electric power station. Social developments and challenges in DRC since independence. Between 1961 and 1965, there was little improvement in the field of health and education in DRC due to constant power struggles and civil strife. When Mobutu took over in 1965, he strived to expand schools and universities. For example, by 1970, he had established three universities. He also improved on the provision of health facilities."}
{"text": "When Mobutu took over in 1965, he strived to expand schools and universities. For example, by 1970, he had established three universities. He also improved on the provision of health facilities. He banned religious education in schools In 1971, attempted to revive indigenous culture through the Authenticity programme that involved renaming places that had foreign names. In the 1970 s, in an effort to improve the welfare of citizens, a national insurance programme was established. Mobutu also gave prominence to music as part of the Congolese curriculum. The independent government supported sporting activities through construction of stadium and other sporting facilities. However, living standards in Zaire continued to fall as health services, water and sanitation continued to be inadequate. The steady rise in population was without a commensurate growth of social services. In summary, the common challenges socially were illiteracy, extreme poverty, famine Page 79 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke and diseases caused by civil strife, massive unemployment, refugee problem and religious persecutions by Mobutu. Political challenges that the democratic republic of Congo has faced since independence. A There was general lack of preparedness of the people for independence. Foreigners controlled even the army and the police. B The assassination of Patrice Lumumba in 1961, which plunged the country into the Congo crisis. C Political instability military coup d tat. In November 1965, Mobutu organized a military coup. In 1997, Kabila ousted Mobutu d Ethnic differences tribal clashes civil wars, which split the country into two parts at independence. One controlled by Lumumba and another controlled by Kasavubu. E The problem of Secession. Secessionist movement of the Katanga region Shaba led by Tsombe and Kasai under Kilonji seceded. F Foreign interference intrigues. Belgium constantly interfered and intervened in Zaire s internal matters. France and Britain also began to interfere from 1977 during the cold war period. G Mutinies in the army were common. Economic challenges that Democratic Republic Of Congo D.R.C faced in 1970 s. a Corruption and mismanagement of the economy. Mobutu was the richest president in the world while Zairians became the poorest people in the world. B Inflation due to power struggle and corruption."}
{"text": "A Corruption and mismanagement of the economy. Mobutu was the richest president in the world while Zairians became the poorest people in the world. B Inflation due to power struggle and corruption. By 1980, the country s currency was not worthy the paper on which it was printed. C There was also a problem of heavy foreign debt. The country was unable to service her debts. By 1980, Zaire had become the world s third biggest debtor nation. D There was a standstill in the economic activities and disruption of railway transport due to civil wars in the country and neighbouring Angola. E The period also witnessed fall in world copper prices and increase in oil prices f Lack of a sound economic policy TANZANIA. Political developments in Tanzania since independence. At the time of independence, Tanzania comprised of two countries. I.e. Tanganyika and Zanzibar. Tanzania became independent in 1961 under Julius Nyerere while Zanzibar became independent in 1963 under the Sultan Seyyid Abdullah. In 1962, Tanzania became a one-party state with a republican constitution and an executive president. Tanganyika African National Union TANU became the sole political party. On 22nd April 1964, Julius Nyerere and Sheikh Abeid Karume signed a union document. Nyerere became the executive head of state and government while Karume as the first vicepresident. In 1967, president Nyerere adopted the ideology of African Socialism through the Arusha Declaration Page 80 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke In 1972, the first Vice-president, Sheikh Abeid Karume, was assassinated. Aboud Jumbe succeeded him as Zanzibar s president and the vice-president of Tanzania. In 1973, the capital of Tanzania was transferred from Dar-es-Salam to Dodoma. In 1967, the ruling party in the Mainland Tanganyika-TANU and Afro-Shirazi Party in Zanzibar merged to form Chama cha Mapinduzi CCM . Nyerere became the party chairman. In 1978-1979, president Idi Amin invaded Tanzania to annex the Kagera Province, which he claimed, was a Ugandan territory. Nyerere swiftly repulsed Ugandan soldiers."}
{"text": "The collapse of the East African Community also affected the economy of the country. After 1985, Nyerere s economic policies began to be challenged openly by scholars and economists When president Mwinyi took over, he undertook to reform the economy of Tanzania. Political challenges that Tanzania has faced since independence. Page 81 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a There was an Army mutiny in Tanzania 1964, which threatened her political stability. B The socialism policy The Arusha Declaration received stiff opposition from many both internally and externally. People favoured capitalism. C The assassination of Abeid Karume in 1972 and the resignation of Aboud Jumbe in 1984 appeared to threaten the unity of the two members of the Union Declaration. D The invasion of Tanzania by Uganda in 1978.and the consequent war with Uganda was costly to the country. It also threatened her cooperation with neighbours. E There was an escalation of corruption among leading members of Tanzania s political elite, including claims that President Hassan Mwinyi and his family capitalized on liberalization to amass a lot of wealth. F the re-introduction of multiparty democracy tended to awaken tribalism and regionalism although this problem was contained. Social problems, which Tanzania faced since independence. A Famine and shortage of health services as the government adopted the Structural Adjustment Policies of IMF. B Poverty and a general drop in living standards as production dropped due to socialism. C Lack of social amenities, like clean water in rural areas. D High illiteracy level. E Unemployment. In Tanzania, industries closed after the Arusha declaration. F Population explosion which outstripped the country s resources g Terrorism. Tanzania was under terrorist attacks in 1997 targeting the American embassy. H Environmental pollution. I Over-crowding in urban areas. Economic challenges. A In the early years of independence, the proliferation of African enterprises led to the widening of the gap between the rich and the poor. B Under the ujamaa policy, the forced villagization programme did not satisfy communities in areas with favourable climate. They therefore strongly resisted it. C There was rampant rural-urban migration affecting mainly able-bodied men who felt exploited by the new system of production. D The abolition of cooperatives was met with stiff resistance with many farmers cutting down heir production."}
{"text": "They therefore strongly resisted it. C There was rampant rural-urban migration affecting mainly able-bodied men who felt exploited by the new system of production. D The abolition of cooperatives was met with stiff resistance with many farmers cutting down heir production. Other producers reverted to the black market. E The Tanzanian shilling became unstable due to price fluctuations of some commodities. F There was shortage of donor funds caused by the nationalization programme that was opposed by many donor countries. G The collapse of the East African Community in 1977 denied Tanzania a large common market for her goods SOCIAL, ECONOMIC AND POLITICAL CHALLENGES IN AFRICA IN GENERAL. Political challenges that have faced African countries since independence Page 82 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a The political systems that were inherited from the colonial governments seemed to be unworkable in many independent African states. B Sharp ideological difference arose among the pioneer leaders of African states. Such differences internally exploded into civil strife in countries like Mozambique, Angola and DRC. C The cold war had diverstating effects on Africa. It left many African nations divided and locked in border conflicts that continue up to date. D Political instability was quite common in African states. Coups d tat and military takeover was witnessed in Somalia, Zaire, Nigeria, Chad etc Human rights were violated with the rise of dictatorship. E There were strained relations between African leaders caused by personal and ideological differences. Some ended in border closure, which greatly undermined international cooperation. F Many national interests in Africa countries have been in conflict with global and continental interests. Nigeria and Zimbabwe, for example had to be expelled from the Commonwealth of Nations for alleged disregard of human rights and personal property. G Neo-colonialism. Most countries retain the colonial structures of parliament although they have difficulties in sustaining them. Multinational peacekeeping forces are still common in Africa, many African leaders inherited the divide and rule colonial strategy that precipitates anarchy. H The existence of different ethnic groups has contributed to ethnic wars as witnessed in Rwanda, Burundi, Sudan, Nigeria and Kenya. I Most African government seemed ill prepared and in experienced in administration. This resulted in rise of rebel movements, as was the case of Mozambique and Angola. Economic challenges facing independent African states today. A Unemployment and socio-economic inequalities both among individuals and between regions are common in may African nations."}
{"text": "This resulted in rise of rebel movements, as was the case of Mozambique and Angola. Economic challenges facing independent African states today. A Unemployment and socio-economic inequalities both among individuals and between regions are common in may African nations. B Overdependence on primary exports. The African economy is an extractive one rather than a manufacturing economy. Many countries depend on agriculture and foreign nations for manufactured goods. C World trade terms are not fair for African nations. Africa countries find themselves trading with former colonial powers that give low prices fort raw material from Africa and charge high process for the manufactured goods. D There has been the problem of unfavourable climatic conditions. This has curtailed food production, particularly among agricultural communities. E Population pressure has led to overstretching of social services. There is a high dependency ratio since the population is largely youthful and unemployed. F Poor economic planning. Some economic policies have destabilized the economies. For the Ujamaa policy in Tanzania, the expelling of foreign investors in Uganda and the massive printing of money in Zaire. Page 83 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke g The tough conditions given by donor agencies have sometimes led to deterioration of social welfare. Retrenchment for example was a key prescription of the Structural Adjustment Programme. H Corruption and embezzlement of public funds is common in African countries. There is also general lack of transparency among many leaders. Social challenges that have faced African states since independence. A Inaccessibility to clean water by majority of the people. Most African peoples rely on water fetched from sometimes contaminated streams across long distances. B The challenge of HIV AIDS pandemic. This has had a toll on productive members of the society. C Poor housing facilities.. in urban areas, majority of the population live in slums without sanitation facilities. D The challenge of high population growth rate. This affects the quality of the services provided by governments. E Language problem. Language development and use has been a challenge in Africa. In many countries, conflict tends to arise over the language to adopt- local or the inherited one. F Religious differences. This challenge has been the main cause of the splitting of the once largest country in Africa-Sudan in 2011. The predominantly Christian southern Sudan has become the youngest African state thanks to religious differences. G Absence of practical systems of education. Many countries rely on theoretical education with little emphasis in technical skills."}
{"text": "The predominantly Christian southern Sudan has become the youngest African state thanks to religious differences. G Absence of practical systems of education. Many countries rely on theoretical education with little emphasis in technical skills. DEVOLVED GOVERN MENT. Devolution This refers to the granting of power from the central government to a lower level such as a region or a local level. A Devolved Government is a system of government where there is a transfer or allocation of authority from a central government to a regional government. In a devolved government, power and resources are decentralized with part of the political and economic decision making transferred to the people through the locally established assemblies. Origin of devolution in Kenya. Page 84 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The Lancaster House Conference of 1962 forms the basis of devolution in Kenya. When the independent constitution was drawn during the conference, a federal system of government as proposed by the KADU delegates was adopted in Kenya. It made provisions for six regions. The legislature was to comprise two chambers the Senate or upper House and the Lower House However after independence in 1963, the Kenyatta Government began plans to scuttle the system of government. By December 1964, KANU and KADU merged to form a unitary government of the republic of Kenya. The enactment of the new constitution on 27th August 2010 reintroduced the concept of devolution in Kenya. Kenya is divided into 47 Counties each governed by A County Governor with the assistance of the County Executive Assembly. The National Government seats in Nairobi. To change County Boundaries, the Following must be considered; a Population density and demographic trends. B Physical and Human infrastructure. C Historical and Cultural Ties. D The cost of administration. E The Views of the communities affected. F The objectives of devolution of government. G Geographical features. Reasons why devolved governments were established in Kenya. A They were established as a means of promoting democratic and accountable exercise of power. B To Foster national unity by recognizing diversity. C To give powers of self-governance to the people and enhance the participation of the people in the exercise of the powers of the State and in making decisions affecting them. D To recognize the right of communities to manage their own affairs and to further their development. E To protect and promote the interests and rights of minorities and marginalized communities."}
{"text": "C To give powers of self-governance to the people and enhance the participation of the people in the exercise of the powers of the State and in making decisions affecting them. D To recognize the right of communities to manage their own affairs and to further their development. E To protect and promote the interests and rights of minorities and marginalized communities. F To promote social and economic development and the provision of services throughout Kenya. G To ensure equitable sharing of national and local resources throughout Kenya. H To facilitate the decentralization of State organs, their functions and services, from the capital of Kenya; i To enhance checks, balances and the separation of powers. Principles of devolution of government in Kenya. A County governments shall be based on the democratic principles and separation of power. B County governments shall have reliable sources of revenue to enable them to govern and deliver services effectively. Page 85 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke c No more than two-thirds of the members of representative bodies in each county government shall be of the same gender. Structure and Functions of a county government in Kenya. The county government is composed of County assemblies, county executive committees and county public service. County Assembly in Kenya. A county assembly consists of Members one member per ward elected by the registered voters of the wards in a general election. Members of special seats no more than two-thirds of the membership of the assembly is of the same gender. Members of marginalized groups, including persons with disabilities and the youth. The Speaker, who is an ex officio member. Nb-The members for special seats and marginalized communities are nominated by political parties in proportion to the seats received in the election in a particular county. Conditions for seeking election to a County Assembly. A The person must be a registered as a voter in his her county. B The person must have been a Kenyan citizen for atleast ten years before the elections. C The person must be able to read and write in English and Kiswahili. D He or she must be of sound mind. E The person must be of unquestionable morals and ethics f If a public officer, he she must relinquish his her public work. G The person must be nominated by a political party h If he she is an independent candidate, must be supported by at least five hundred registered voters in the Ward concerned. I The person must not have been declared bankrupt."}
{"text": "E The person must be of unquestionable morals and ethics f If a public officer, he she must relinquish his her public work. G The person must be nominated by a political party h If he she is an independent candidate, must be supported by at least five hundred registered voters in the Ward concerned. I The person must not have been declared bankrupt. J The person must not have served a sentence of imprisonment of more than six months. K Must not have been a member of IBEC within five years before the date of election. L The person must not have misused or abused a State or public office. Functions of a county assembly. A County assemblies make laws for the effective performance of the county government. B It acts as a watch dog over the county executive committee. C It receives and approves plans and policies for managing and exploiting the county s resources, d It approves policies for developing and managing the infrastructure and institutions in the county. E It enhances legislation that may set out the structure and framework for the better administration and management of county governments. F It approves oversight budgets and development projects within the county. G It approves investment decisions and loans. Page 86 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke h It supervises other units within the county through political authority, guidance and direction. I Monitors the execution of projects under approved development plans, and assesses and evaluates their impact on development in the county. The process of law making in a county government. It is the duty of the County Executive committee, comprising of the governor, the deputy governor and ten other members to draft the details of the proposed legislation with no bias. The public servants in the county governor s office participate in preparation of the proposed law. The county executive committee then presents the proposed legislation to the county Assembly. The members of the county assembly are then free to make their contributions to the bill during the discussion and debate that follows. Amendments and improvements may be proposed to the bill at this stage. The recommendations are incorporated If the members are in favour of the bill, and if it is in conformity with the National Government legislation, then it is approved to become a by-law of the county government The structure of The County Executive Committee. The executive authority of the county is vested in the county executive committee. The committee consists of The county Governor and the Deputy County Governor."}
{"text": "The recommendations are incorporated If the members are in favour of the bill, and if it is in conformity with the National Government legislation, then it is approved to become a by-law of the county government The structure of The County Executive Committee. The executive authority of the county is vested in the county executive committee. The committee consists of The county Governor and the Deputy County Governor. Not more than ten other Members appointed by the County Governor, with the approval of the assembly, who are not members of the assembly. If the assembly has less than thirty members, the members should be One-third of the number of members of the county assembly. The county governor and the deputy county governor are the chief executive and deputy chief executive of the county respectively. Members of a county executive committee are accountable to the county governor for the performance of their functions and exercise of their powers. The members of the county executive committee cease to hold office once the office of the county governor falls vacant. Functions of a County Executive Committee. A It implements county legislation. B It implements, within the county, national legislation. C It manages and coordinates the functions of the county administration and its departments. D It prepares proposed legislation for consideration by the county assembly. E It provides the county assembly with full and regular reports on matters relating to the county. Powers and functions of a governor in a county government. Page 87 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a The Governor is the chief executive officer of the county. The Executive Branch of government, headed by the Governor, includes executive departments and advisory boards. B The Governor is the Chairman of county executive committee. C he she is in charge of implementing , within the county, national legislation to the extent that the legislation so requires; d He ensures, through the county executive committee, the implementation of county legislation. E He manages and coordinates the functions of the county administration and its departments. F He provides the county assembly with full and regular reports on matters relating to the county. G He appoints with the approval of the assembly members, members to the county executive committee. H He ensures that Members of a county executive committee perform their functions and exercise of their powers fully. I He handles on behalf of the county, all external affairs with other counties in consultation with the central government. Excluding any which have been delegated to cabinet secretaries. ."}
{"text": "H He ensures that Members of a county executive committee perform their functions and exercise of their powers fully. I He handles on behalf of the county, all external affairs with other counties in consultation with the central government. Excluding any which have been delegated to cabinet secretaries. . J The Governor prepares and submits a budget of the county for the following fiscal year. K He sets the terms and conditions of service of persons holding or acting in public offices in the county. L By virtue of his office, the Governor serves on certain boards and special commissions in the county. The Governor chairs the Board of Public Works. Election of a county governor. The county governor is directly elected by the voters registered in the county at a general election for a term of 5 years. To be eligible for election as county governor, a person must be eligible for election as a member of the county assembly. Each candidate for election as county governor nominates a person as his her running mate to be the deputy governor. If re-elected, can serve for another final term of 5 years. Each candidate for election as county governor nominates a person as his her running mate to be the deputy governor. A County Governor can be removed from office under the following circumstances. A Gross violation of the Constitution or any other law. B When the county governor commits a crime under national or international law. C When the governor abuses office or is accused of gross misconduct. D When he she suffers from Physical or mental incapacity that hinders performance of the functions of office. Functions of a deputy governor. Page 88 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a As the deputy chief executive of the county, he or she assists the governor in the management and coordination of the functions of the county administration. B He or she acts as the governor of the county when the governor is absent. C The deputy assists the governor in the supervision of work of the county executive committee. D Since he she is a member of the county executive committee, he participates in legislation by also preparing proposals for county legislation. E He assumes governorship of the county incase the governor is incapacitated or is removed from authority for various reasons. Functions and powers of a county government."}
{"text": "D Since he she is a member of the county executive committee, he participates in legislation by also preparing proposals for county legislation. E He assumes governorship of the county incase the governor is incapacitated or is removed from authority for various reasons. Functions and powers of a county government. A County governments have the duty to assist in promotion of agriculture by initiating development in specific areas like crop and animal husbandry, livestock sale yards, slaughterhouses control of plant and animal diseases and development of fisheries. B It provides and supervises county health services, both public health and personal health of county members. C It assists in control of environmental pollution by putting in place legislation to regulate and control air pollution, noise pollution and outdoor advertising. D It promotes cultural activities, public entertainment and public amenities ion the county by putting in place structures such as libraries, museums, sporting facilities, casinos, beaches and county parks. E It has a duty to promote and regulate education at the pre-primary, polytechnic, craft and childcare levels. F It has a duty to develop transport facilities in the county through road construction, street lighting, developing ferries and harbours and parking areas. G The county government regulates county planning and development through land survey and mapping, boundaries, housing, electricity, gas and energy regulation. H It implements specific national government policies on natural resources and environmental conservation. I It also puts in place measures to control drug abuse and access to pornography. Relationship between national and county government. A Governments at either level must exercise their powers and functions in a manner that respects the functional and institutional integrity of government at the other level. B Each of the two governments must assist, support, consult and implement the legislation of the other level of government. C Either of the two governments must liaise with government at the other level for the purpose of exchanging information, coordinating policies and administration and enhancing capacity. D Governments at each level or different level should co-operate in the performance of functions and exercise of powers. E In any dispute between governments, reasonable efforts to settle dispute should be made. F County governments rely on Procedures provided under national legislation in Page 89 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke settling intergovernmental disputes between them. G Parliament at national level has the role of ensuring that county governments have adequate support to enable them to perform their functions."}
{"text": "E In any dispute between governments, reasonable efforts to settle dispute should be made. F County governments rely on Procedures provided under national legislation in Page 89 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke settling intergovernmental disputes between them. G Parliament at national level has the role of ensuring that county governments have adequate support to enable them to perform their functions. H County governments must operate financial management systems that comply with any requirements prescribed by national legislation. I National government is permitted to take any measure on county government provided that Notice must be given to county government. J Where a county government is unable to perform its functions, or does not operate a financial management system that complies with national legislation requirements, the national government may intervene. Challenges facing county governments in Kenya. A County governments have inadequate funds. Some are located in areas of limited resources. This impedes provision of essential services. Some are too small to operate efficiently. B Corruption and misappropriation of funds is common in most counties. This is because those vested with the management powers do not have experience since the appointment of governors is through popular vote. C Rural -urban migration is likely to generate population pressure in urban based counties like Nairobi city and Mombasa. Urban problems like mushrooming of slums, poor garbage disposal and insufficient sanitary facilities arise. D There is likely to be national government interference in the affairs and management of county legislation. This hinders free decision-making. E Election of ward members to manage ward affairs may hamper operations of the counties especially in legislation. Possible solutions to the challenges that may face county governments in Kenya. A The National governments through the Equalization Fund should be able to provide adequate financial support to County governments located in areas of limited resources. This will assist in provision of essential services. B Those counties that are too small to operate efficiently should be merged with others in terms of social service delivery. C There should be stricter vetting of candidates to vie for positions of county Governors and deputy county Governors in order the possible challenge of financial management and corruption. D Urban-based counties should be given more funding by the National Government to enable them solve urban related problems. E The National government should come up with means on how to curb Rural -urban migration. This may be done through creation of employment generating opportunities in rural counties."}
{"text": "D Urban-based counties should be given more funding by the National Government to enable them solve urban related problems. E The National government should come up with means on how to curb Rural -urban migration. This may be done through creation of employment generating opportunities in rural counties. F The county governments, especially those that are in economically viable areas should be given financial autonomy and a free-hand in decision making, by the national government. PUBLIC REVENUE AND EXPENDITURE IN KENYA. SOURCES OF PUBLIC REVENUE. Page 90 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Public finance refers to revenue and expenditure of the national and county government. Principles that govern the use of public finance in Kenya. A The principle of openness and accountability. There shall be public participation in financial matters. B The public finance system should promote an equitable society, and in particular the burden of taxation should be shared fairly. C Revenue raised nationally should be shared equitably among national and county governments. D Expenditure of public finance should promote the equitable development of the country, including making special provision for marginalized groups and areas. E The burdens and benefits of the use of resources and public borrowing should be shared equitably between present and future generations. F Public money should be used in a prudent and responsible way. G There should be responsible financial management accompanied by clear fiscal reporting to ensure effective use of public funds. NATIONAL BUDGET. The national budget is a comprehensive statement that gives an estimate of public revenue, expenditure and financial plans for a given financial year for a government. Components of the national and county governments budgets in Kenya. A Estimates of revenue and expenditure, differentiating between recurrent and development expenditure. B Proposals for financing any anticipated deficit for the period to which they apply. C Proposals regarding borrowing and other forms of public liability that will increase public debt during the following year. The process of Budget preparation and implementation in Kenya. Three months before the end of each financial year, the head of each department or State organ submits estimates of revenues and expenditures for the following year to the secretary for finance. Two months before the end of each financial year, the Cabinet Secretary for finance submits to the National Assembly estimates of the revenue and expenditure of the national government for the following financial year."}
{"text": "The process of Budget preparation and implementation in Kenya. Three months before the end of each financial year, the head of each department or State organ submits estimates of revenues and expenditures for the following year to the secretary for finance. Two months before the end of each financial year, the Cabinet Secretary for finance submits to the National Assembly estimates of the revenue and expenditure of the national government for the following financial year. He also submits a detailed national fiscal, monetary and development plan for a period of three years prepared by him in collaboration with the Secretary responsible for planning and national development. The estimates include estimates for expenditure from the Equalization Fund. The National Assembly then considers the estimates submitted together with the estimates submitted by the Parliamentary Service Commission and the Chief Registrar of the Judiciary. Before the National Assembly considers the estimates of revenue and expenditure, a committee of the Assembly will discuss and review the estimates and make recommendations to the Assembly. Committee makes its recommendations to the National Assembly. Page 91 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke When the estimates have been approved by the National Assembly, there will be an Appropriation Bill, introduced into the National Assembly to authorize the withdrawal from the Consolidated Fund of the money needed for the expenditure. The Appropriation Bill will not include expenditures that are charged on the Consolidated Fund. The process of Budget preparation and implementation in a county government. Further reading about this is encouraged. Sources of public revenue for national government in Kenya. Domestic Revenue Sources. These are the taxes levied on citizens, private and public organizations, foreign investors and business people. There are two main groups of taxes; 1. Direct taxes. 2. Indirect taxes. 1. Direct taxes. Income tax These are taxes derived from people s salaries in form of income tax. 2. Indirect taxes. These are taxes levied on goods and services but with parliamentary approval. They include; a Value-added tax; an indirect sales tax paid on specific goods such as sugar, bread, petroleum products, clothes, electronic equipment and motor vehicles. B Customs duties:- there are duties on imported goods such as motor vehicles, machinery, fertilizer, sugar, wheat, electronics, luxury goods, etc. C Excise tax; this is charged on locally produced goods that are sold within the country. D Export Duty; the duty charged on locally produced goods such as textiles, coffee, tea, soda ash and pyrethrum which are exported."}
{"text": "B Customs duties:- there are duties on imported goods such as motor vehicles, machinery, fertilizer, sugar, wheat, electronics, luxury goods, etc. C Excise tax; this is charged on locally produced goods that are sold within the country. D Export Duty; the duty charged on locally produced goods such as textiles, coffee, tea, soda ash and pyrethrum which are exported. E Trading Licenses; f Sales Stamp Duty; on entertainment services, betting, casino and premium bonds. G Traffic Revenue tax; levied on various categories of traffic services. E.g., the Road Maintenance Levy, the driver s licence, Airport tax by air passengers. H Investment Revenue; earned from parastatal and other profit making bodies that remit profits through the treasury. I Loan interest receipts. Collection of taxes from parastatals like AFC, KTDA, KPC, NCPB and KCB. J Land Rates. K House rates. L Fees; paid in terms of timber levies, CO2 levies and mining fees. M Court Fines n Borrowing under laid down law or procedure . O Tourism fess External Revenue Sources There are two main sources of external assistance; 1. Bilateral Aid; where two friendly nations assist each other. E.g. Kenya and Japan Page 92 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 2. Multilateral Aid; many countries form trading blocs or global institutions like World Bank, IMF, European Union and commonwealth for this purpose. Sources of finance for county governments. A The main source of funding for many counties is their equitable share from 15 of the national budget. B Conditional and unconditional grants. Unconditional Grants are funds allocated by the national government without conditions regarding their use. Conditional grants are the funds allocated by the national government for funding of specific projects and programmes. They include; The Equalization Fund for provision of basic services like water, health services, electricity and roads in marginalized areas. The Contingencies Fund to carter for urgent and unforeseen circumstances c Counties own revenues. Counties have the power to collect property rates, impose taxes on entertainment, and impose fees and charges for services they render to people and any other tax that Parliament permits them to impose. D Borrowing, where the national government guarantees the loan or with the approval of the county assembly."}
{"text": "The Contingencies Fund to carter for urgent and unforeseen circumstances c Counties own revenues. Counties have the power to collect property rates, impose taxes on entertainment, and impose fees and charges for services they render to people and any other tax that Parliament permits them to impose. D Borrowing, where the national government guarantees the loan or with the approval of the county assembly. E Grants and donations Factors that determine equitable sharing of public finance. A The national interest. B Any provision that must be made in respect of the public debt and other national obligations. C The needs of the national government, determined by objective criteria. D The need to ensure that county governments are able to perform the functions allocated to them. E The fiscal capacity and efficiency of county governments. F Developmental and other needs of counties. G Economic disparities within and among counties and the need to remedy them. H The need for affirmative action in respect of disadvantaged areas and groups. I The need for economic optimization of each county and to provide incentives for each county to optimize its capacity to raise revenue. J The desirability of stable and predictable allocations of revenue. K The need for flexibility in responding to emergencies and other temporary needs. Regulations that govern imposition of taxes and charges in Kenya. A Only the national government may impose Income tax, Value-added tax, Customs duties and other duties on import and export goods; and excise tax. B An Act of Parliament may authorize the national government to impose any other tax or duty. C A county may impose property rates, entertainment taxes, and any other tax that it is authorized to impose by an Act of Parliament. D The national and county governments may impose charges for services. E The taxation and other revenue-raising powers of a county should not be exercised in a way that prejudices national economic policies, economic activities across county Page 93 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke boundaries or the national mobility of goods, services, capital or labour. F No tax or licensing fee may be imposed, waived or varied except as provided by legislation. G If permitted, a public record of each waiver shall be maintained together with the reason for the waiver; and each waiver, and the reason for it, should be reported to the Auditor-General. H No law may exclude or authorize the exclusion of a State officer from payment of tax."}
{"text": "F No tax or licensing fee may be imposed, waived or varied except as provided by legislation. G If permitted, a public record of each waiver shall be maintained together with the reason for the waiver; and each waiver, and the reason for it, should be reported to the Auditor-General. H No law may exclude or authorize the exclusion of a State officer from payment of tax. The revenue collected by the government is deposited into the following funds; 1. Equalization Fund; This is a Fund specially established by the National government, to provide basic services including water, roads, health facilities and electricity to marginalized areas to the extent necessary to bring the quality of those services in those areas to the level generally enjoyed by the rest of the nation. 2. Consolidated Fund; this is the fund into which all the money raised or received by the national government is paid. Money set aside by parliament for specific purpose and money set aside by state organs to take care of their expenses is however not deposited in this fund. 3. Contingencies Fund; this is a fund from which advances will be made if the secretary for finance is convinced that there is an urgent matter that needs funding and for which there is no other provisions. 4. Revenue Funds; this is a fund for each county into which all the money raised or received by the county government is paid. Expenditure of Public Revenue. There are two ways in which the national government spends its revenue. 1. Capital expenditure. -. The money set aside in the national budget for development projects. 2. Recurrent expenditure. -. The money used by the government to sustain and maintain the existing facilities. How the national government spends its money under recurrent expenditure. A The government remunerates its employees through regular payment of salaries and wages. B The expenditure is also used to maintain public property throughout the country by allocating necessary funds to roads, airports, colleges, school text book provision and bridge maintenance. C The money is also used to service debts from international donor agencies and local financial institutions. D The money is also used to contribute to regional and international organizations like COMESA, AU, UN and Commonwealth. E It is used to provide grants to counties and parastatals, and bursaries to schools and colleges. F The money is also used to maintain Kenyan embassies abroad. Page 94 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke County government expenditure."}
{"text": "E It is used to provide grants to counties and parastatals, and bursaries to schools and colleges. F The money is also used to maintain Kenyan embassies abroad. Page 94 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke County government expenditure. County governments spend their monies in the following ways; a Provision of basic social services like water, health facilities, electricity and cemeteries. B The money from its recurrent expenditure is used to pay wages and salaries to its employees. C The counties spend their money to some extend to control air and noise pollution, and also on refuse removal and solid waste disposal. D Money is used to finance development of roads, parking facilities, ferries and street lighting, develop entertainment, sporting, trading and cultural facilities. E In repair maintenance and improvement of public facilities like roads, health facilities, markets, libraries, housing etc. F Some money is set aside as emergency utility for fire fighting services and disaster management. G The counties use their money to service the borrowed funds plus the interest accrued. H They also use money to provide early childhood education through development of nursery schools. They also develop village polytechnics and home craft training centres. Ways through which proper management of public finances by national government is ensured in Kenya. A Any national governments expenditure by state departments or state organs must be approved by parliament which acts as the public watchdog. B The controller of budget oversees the implementation of the national budget by authorizing legal withdrawals from public funds such as the equalization fund, consolidated fund and contingencies fund c The controller of budget submits to each house of parliament report on the implantation of the budget of the national government. D Where a state organ or any other public body fails to adhere to the laid down procedures of expenditure, the cabinet secretary for finance, with the approval of parliament, may stop the transfer of funds to the body. E There is constant auditing of accounts and financial records of all government and other public bodies. F Every public body has a n accounting officer who is accountable to the national assembly for the financial management of the public body. G The auditor general audits all accounts of all government and state organs. H The government has put up policies related to procurement which is supposed to be fair, transparent, competitive and cost effective. To regulate public procurement, various bodies have been set up."}
{"text": "G The auditor general audits all accounts of all government and state organs. H The government has put up policies related to procurement which is supposed to be fair, transparent, competitive and cost effective. To regulate public procurement, various bodies have been set up. E.g the public procurement oversight authority PPOA , the public procurement administrative review board PPARB i The government has also imposed sanctions against contractors who fail to fulfil their contractual agreements either by failing to complete jobs or by doing shoddy work. Page 95 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke j Sanctions are to be imposed against those persons who fail to pay their taxes, or engage in corrupt practices. K All government contracts are publicly advertised for awarding of tenders and awards. L The government established the Kenya Anti-Corruption Commission KACC in 2004 which has the function of investigating corrupt cases in a non-partisan manner. Management and expenditure of public finances in county governments. A In every county, there is established a revenue fund where all funds, including the county s own revenues, transfers from national revenues, grants and borrowed funds are consolidated. B Money from this fund is only withdrawn following specific procedures authorized by parliament or by county laws. C County governments must operate financial management systems that comply with all requirements of national legislation. D The county assembly must vote on the budget and approve expenditure by various departments of the county. E The county treasury must seek quarterly approvals from the controller of budget for withdrawal from the revenue fund based on the needs of the county. F The accounting officer of a county organ or public body is accountable to the county assembly for the financial management of the public body. G Each county has a county accountant general who maintains financial records of all the funds withdrawn from the revenue fund, and expenditure incurred. H Apart from the internal audits in every county, the auditor general audits the accounts of the county governments and submits reports to the relevant county assembly. The controller of Budget. Role of the controller of budget. A He or she oversees the implementation of the budgets of the national and county governments. B He or she authorizes withdrawals from the public funds such as the Equalization, Consolidated and Revenue Funds. C he or she submits to each house of parliament, every four months, a report on the implementation of the budgets of both national and county government Auditor General."}
{"text": "By elections in the event of resignation, death or resignation of a member of parliament. There are also local elections in which representatives of local authorities councillors are voted for are held every 4 years. The local authorities include the District Councils, London Boroughs, Metropolitan districts and Regional and island councils. In Britain, there are also euro-elections, first introduced in 1979, in which representatives to the European Union parliament are chosen.81 MPs were elected in 1979. Voter Registration. It is the local authorities that hold the responsibility of registering voters. Since 1948, a postal vote is possible for citizens who are away from their constituencies during the voting period, either on business or other reasons. The following categories of people qualify to vote in Britain; a British Citizens over the age of 18 years. B Citizens from commonwealth countries who have resided in Britain for periods stipulated by law. C Citizens of the republic of Ireland who have been residents for periods stipulated by law. The following are ineligible to vote in Britain. Page 98 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a Persons of unsound mind. B Convicts detained in a prison. C Persons convicted of corrupt or illegal practices in connection with elections cannot vote for five years from the date of conviction. D Adults whose names do not appear on the register of voters. E Peers or members of the House of Lords A candidate who wishes to contest for a parliamentary seat in Britain must fulfil the following conditions; a He she must be a British citizen or a common subject or a citizen of the republic of Ireland. B He she must be of a minimum age of 21 years. C He she must be nominated by a political party or be an independent candidate. The following are disqualified from vying for a parliamentary seat in Britain. A English Scottish peers who have the right to sit in the House of Lords. B Clergy of the Church of England, or the Church of Ireland, Ministers of the church of Scotland, and Roman Catholic priests. C Aliens. D Certified Lunatics. E Undisputed bankrupts. F Convicted persons. G Persons who have committed illegal practices during elections like corruption. H Members of the armed forces. Candidates vie for 650 parliamentary seats."}
{"text": "G Persons who have committed illegal practices during elections like corruption. H Members of the armed forces. Candidates vie for 650 parliamentary seats. The candidates are either nominated by respective parties or stand as independent candidates and need not reside in the constituencies as long as they register as voters in that constituency. Once nomination of candidates has taken place, campaigns are allowed for two weeks before voting Each candidate appoints an election agent to manage the finances and protect the interests of the candidate during he campaign. The agent also explains the candidate s party policies and identifies party supporters within the constituency. He she familiarizes the candidate s name to prospective voters. Election officials work hand in hand with party agents during Election Day. Each candidate must deposit 500 sterling pounds with the registrar, which is returned in the event that the candidate garners over 5 of the total vote in the constituency. Elections in Britain are by plurality. Candidates who get the highest of votes win the elections. The party that secures most parliamentary seats is declared winner and is asked to form the next government. Emphasis is on number of seats not votes cast. The House of Lords members are drawn from people with high offices. E.g. bishops, distinguished scientists and artists, great sportsmen, retired judges etc Functions of Government in Britain. The British government operates around four basic institutions; a The Monarchy. B The Legislature. Page 99 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke c The Executive. D The Judiciary. The Monarchy. In Britain, the Monarchy is represented by the queen. The Monarch assent to all legislations. The Monarch appoints the PM and approves the cabinet Other Functions of the Monarchy. A The monarch as head of state advises government b The monarch summons, prorogues and dissolve parliament in consultation with the Prime Minister. C The Monarch gives royal assent to bills passed by parliament to become law. D Management of the country s foreign policy including enactment of treaties. E It confers honours to persons who have rendered distinguished services. For example, the peerages to become Lords or knights and will be referred to as LADY OR Sir f The Monarch approves appointment s to important state offices such as judges, senior members of the armed forces and civil service. G The monarch pardons and gives reprieve to people who have been accused of committing various offences."}
{"text": "E It confers honours to persons who have rendered distinguished services. For example, the peerages to become Lords or knights and will be referred to as LADY OR Sir f The Monarch approves appointment s to important state offices such as judges, senior members of the armed forces and civil service. G The monarch pardons and gives reprieve to people who have been accused of committing various offences. H The Monarch appoints Bishops and Archbishops of the Anglican Church. NB; At the beginning of each new session of parliament, the monarch addresses both Houses together in the House of Lords to mark the formal opening of parliament. In the address, the monarch outlines government proposed legislations for the coming session. Importance of the monarchy to the British people. A The presence of the monarchy helps to give some continuity to executive policy. B It inspires the head of government with a sense of responsibility and dignity. C It acts as a useful counsellor to the head of government. D It is the symbol of commonwealth unity. E It sets standards for social life. The presence of members of the royalty at the inauguration of scientific, artistic and charitable works ensures nationwide support. F The royal family pays state visits to foreign government and undertakes tours in other countries of the commonwealth, hence contributing to better understanding between Britain and other nations. The Legislature parliament. It is made up of the monarchy, House of Lords and House of commons. The following are ways through which one can gain membership to parliament in Britain; a Elections. B Nominations c Inheritance. D By Virtue of office. E.g. members of the House of Lords maintain their parliamentary seat whenever a new parliament is constituted. Parliament is a supreme institution in Britain. It passes changes or repeals laws without being vetoed by the courts of law. How parliamentary supremacy is demonstrated in Britain. A Parliament makes amends and abolishes laws. No other institution can do that. Page 100 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke b Branches of government operate under the laws passed by parliament. Parliament is the supreme institution in Britain and all other institutions derive their power from it. C Parliament can pass a vote of no confidence in the executive. Has powers to remove any unpopular government from office. D It approves government revenue and expenditure."}
{"text": "It is the major legislative arm of the government. It comprises 650 elected members representing constituencies. The leader of the House is the P.M. The chief officer is the speaker who is elected at the start of a new parliamentary session. Functions of the House of Commons. Page 101 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke a Discusses makes and amends laws. However, the monarchy and the house of Lords have powers to veto such laws. B Approves government revenue and expenditure. It controls finances. No taxes can be imposed without the consent of the House of Commons. C It has powers to pass a vote of No confidence in the executive Check the powers of the executive to ensure that the rule of law is maintained. D Debates on matters of national interest. E It directs government policy and keeps development programmes on track. F It is a training ground for future leaders. Factors which influence the activities of Parliament in Britain. A Members of the House of Commons must consider the moral values of the British society before making any decision. B Parliamentarians are always sensitive to public opinion because any unpopular government or party risks not being re-elected. C Local authorities are empowered to make by-laws even without consulting parliament. D Interests of the institutions under the spotlight are always taken into account before legislation is done in parliament. E.g. the Church, Universities, Farmers, trade Unions etc. E Legislation passed by one parliament can be changed by another future one. F International law is also taken into account when laws are made. NB; these are the factors that limit the parliamentary supremacy in Britain. The executive. The executive is made up of the Prime Minister, the cabinet and the civil service. The Prime Minister. Appointed by the monarch, being the leader of the political party that controls an absolute majority, He she is the Chief executive of the country. He performs the following functions; a Appoints and dismisses Cabinet ministers with the consent of the monarch. B He she recommends to the sovereign the appointment of senior civil servants such as the chief Justice, High Commissioners. C He she represents Britain in international fora. D He she controls the cabinet secretariat and oversees the execution of cabinet decisions by various departments. E He she is the leader of the party that nominates him her. F He she settles disputes between various departments."}
{"text": "D He she controls the cabinet secretariat and oversees the execution of cabinet decisions by various departments. E He she is the leader of the party that nominates him her. F He she settles disputes between various departments. G He she is the leader of the House of Commons. H He she initiates both domestic and foreign policies. The Cabinet. The cabinet is made of the ministers appointed by the P.M with the approval of the monarch and nominated from the party with the majority of seats. The cabinet performs the following functions; a The cabinet ministers institute policies that guide the operations in the various departments of the ministry. Page 102 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke b Cabinet determines the policy to present to parliament for consideration. C Cabinet is responsible for the coordination of government activity. E.g. all ministers must implement cabinet decisions with regard to their department. The following conventions provide guidance on the operation of the cabinet; a Once a government is defeated, on a major issue or on a vote of no confidence, it is expected to resign. A government whose party is defeated in General elections is expected to resign. B The cabinet is drawn from the House of Commons and the House of Lords. C The entire cabinet comes from the same political party of majority seats except during a crisis like war. Since 1945, Britain has never embraced a coalition. D The advice offered by the cabinet must be accepted by the monarch, failure to which a crisis can occur. E All members of the cabinet take the Oath of the Privy councillors and are bound to Secrecy by this oath and the official secrets Act. F Members of the cabinet are collectively responsible for all decisions and actions as well as individually responsible of the departments they head. The Civil Service The British law stipulates the civil servants are servants of the crown. A civil servant is expected to non-partisan and to serve the government of the day without favour. Civil service staff does not change with change of government. Recruitment In the civil service is based on merit. Functions of the civil Service in Britain. A It implements ministerial policies as agreed by parliament. B It assists in formulation of policies and generation of policy proposals. C It manages government administrative machinery. D It carries out normal duties that public administration demands. Principles that characterize the British civil service. A The tradition of anonymity."}
{"text": "D It carries out normal duties that public administration demands. Principles that characterize the British civil service. A The tradition of anonymity. Civil servants are taken to be carrying out the instructions of minister. Ministers get all the credit for all good, as well as censure for all that is criticized. B The principal of civil service impartiality. Those civil services are expected to serve whichever minister is in office without partiality. Senior civil servants are not permitted to take part in national politics except voting. C Ministers make policies and civil servants execute the policies. D The tradition of assumption that it is not the task of the civil service to initiate change or take responsibility for planning future lines of social and economic development. The Judiciary. The judiciary in Britain is based on the supremacy of the law. To safeguard the rule of law, the British Judiciary has an independent court system. How judicial independence is ensured in Britain. A The salaries of judges are not open to discussion by parliament. B Since 1701, judges have always bee appointed on good behaviour until retirement. C A Judge can only be dismissed by a resolution from both houses. The structure of the British Court System. Page 103 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Further reading encouraged components of the British constitution. E Statutes or acts of parliament e.g. act of union with Scotland of 1707. F Customs-the accepted traditions e.g. the first-born of the sovereign succeeds the king queen. G Law of precedence-judges applies accepted principles to new set of facts. H Custom of parliament e.g. the procedures of the two houses. I Historical documents e.g. the Magna Carta. THE USA The origin of USA dates back to 1776, when the thirteen British Colonies declared their independence from Britain. USA is a federal government, a form of representative democracy comprising a union of 50 states The adopted a new constitution in 1787 and has the following features. A It is Federal in nature. B A written constitution. C Bill of rights is contained in it. D The Supreme Court can only interpret it. E Legislature is Bi-cameral i.e. the senate the House of Representatives forming the congress two houses. F It caters for the separation of powers. G Does not provide for secession of a member state."}
{"text": "The senate the House of Representatives forming the congress two houses. F It caters for the separation of powers. G Does not provide for secession of a member state. H Federal government and individual states share power through their senators in congress i.e. in making laws. I The president is the head of the federal government and governors are heads of state. J It is the supreme law of the land. K Amendment can only be done through a clearly laid down procedure. The electoral process in USA. There are three types of election held in USA. A The election of the president. B Congressional elections c The state election involving election of state governors and state legislatures. All candidates vying for various seats must be American citizens and must be residents in the area they aspire to represent Age limit is 25 years for the representatives and 35 years for the president. During the lection year party primaries are held between March and May to choose presidential candidates. Party conventions are held in July to confirm winners of the primary elections. Each presidential candidate picks a running mate who becomes the vice president if the presidential candidate wins. Presidential elections are held after every 4 years on 2nd November . The election of the president is determined indirectly by the Electoral College that comprises electors appointed by each state. When a presidential candidate wins the popular vote in a state, he automatically wins all the Page 104 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke state s electors. Direct elections are done through popular vote of one man one vote. Senators and members of the House of Representatives are elected after every two years. Senators serve for a period of six years with a third of them elected after every 2 years. Members of the House of Representatives serve for four years and are elected on party basis. Each state elects 2 representatives to the senate making a total of 100 senators for the 50 states. Election of House of Representatives is on the basis of state population. For example, the largest state, California has 52 representatives while Wyoming, the smallest has only one representative. State governors and legislators are elected after every 4 years. Features of the US system of government. A The federal government is made up of the legislature, executive and the judiciary. B Each state within the federal government functions as a republic and enjoys equal status."}
{"text": "Features of the US system of government. A The federal government is made up of the legislature, executive and the judiciary. B Each state within the federal government functions as a republic and enjoys equal status. C The federal government and independent states share the power of formulating and enforcing laws. D All states have their constitutions but they should not be contradicting to the Federal Constitution. E The Supreme Court interprets the constitution. F The congress Senate and the House of Representatives is the body entrusted with legislative powers. G Senate membership is through popular vote of two members from each state for a period of six years. H The House of Representatives members are elected for a period of two years based on the size of the population. However, each state has to have at least one representative. I All treaties and appointments by the president have to be ratified by the senate. J Presidential vote must be supported by two thirds of the votes of the house. K The Supreme Court made up of the chief justice and eight associate judges heads federal judiciary. L The president appoints federal judges with the approval of the senate. M Courts in the judiciary include the court of appeal, the district courts and other special courts, all formed by the congress. N All criminal cases are handled in the courts except the cases of impeachment, which are voted by the house with the approval of the senate. O Foreign policy and Defence is the preserve of the Federal Government. Features of the state governments of U.S.A. a Each state has a governor. B Each state has a law court those carters for internal affairs. C Each state provides educational, health facilities and public amenities for the welfare of the residents. D Each state is responsible for its own development. E Each state generates its own revenue necessary for discharging its responsibility. F Each state has a bicameral legislature. Page 105 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke g Each state has a state police that maintains law and order. Limitations of state governments in USA. A No state is permitted to enter any treaty, alliance or confederation with other states or countries. B No state may make her own currency. C States are forbidden, unless congress approves, to levy duties on imports or exports. D States are prohibited from maintaining armed forces."}
{"text": "B No state may make her own currency. C States are forbidden, unless congress approves, to levy duties on imports or exports. D States are prohibited from maintaining armed forces. E States are prohibited from entering into any agreement with foreign powers or engaging in war. How the conduct of USA president is checked a The senate approves presidential appointees to executive positions. B Congress can refuse to approve the use of government funds for a foreign policy it disagrees with. E.g. war. C The congress can impeach a sitting president if his conduct while in office is wanting. D The Supreme Court has powers to declare that the president has acted unconstitutionally, a verdict which can damage his status. E Any president is limited by the constitution to two four-year terms in office. F Opinion polls normally reflect the wishes and feelings of the American people, which the sitting president cannot ignore. G The mass media monitors and reports to the general public every action or speech of the president. Functions of the political parties in USA a Make electoral policies coherent. B The party level helps voters to sort out through the candidates as parties usually stand for different policies. C Parties help to put the desire of the people on the government policy agenda. D Parties provide outlets for citizens to express their sentiments about nominees. E Political party system provides accountability when the policies of the party fails voters hold candidates accountable. Differences existing between the House of Representatives and the senate in terms of membership. A The house of representatives is larger with more than 436 members whereas the senate has only 100 members. B The house of representatives has short period of office 2 years but the senate is on for a long period of office 6 years c Members of the House of Representatives arte elected by constituencies whereas the senate is elected by the state. D Easier qualification for candidates for membership to the House of Representatives. The senate demands stricter qualifications. E The house of representatives is less prestigious than the senate. F Rules of the House of Representatives are more rigid than the rules governing the senate. Functions of the USA president. A He is the head of state. Page 106 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke b He appoints cabinet ministers and senior civil servants with approval of the congress. C He is the commander-in-chief of the armed forces."}
{"text": "N Candidate age limit is 30 years and above.functions of a prime minister in India.a He is the head of the federal government b He is the leader of the house to which he belongs. He can be either a member of the rajya sabha upper house or lok sabha.c As head of the council of ministers, the prime minister oversees the work o all the ministries.d Chairs cabinet meetings, which are normally held in the cabinet room of the prime ministers office.e Guides the president on appointment to the cabinet.f Participates in the law-making process as a member of the lok sabha. Page 107 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke g The prime minister has traditionally been the minister-in-charge of the department of space, atomic energy and the ministry of personnel, public governance and pensions h Recommends persons for presidential awards.functions of the Electoral Commission of India.a Prepares electoral registers b Setting dates for polling.c Establishing and operating polling station.d Allocation party symbols.e Publishing electoral report.f Accepting or rejecting nominations as per the law.g Counting the votes.h Drawing constituency boundary. What conditions must one fulfill to be elected president in India a He she must be a citizen of India.b He she must have attained the age of 35 and above.c He she should not hold any office.d He she should be qualified to be elected as a member of the house of the people. The lok sabha functions of the cabinet in the government of India.a Formulation of policy issues affecting the management of the government of India.b Defends the government policy.c Ensures that the civil servants implement government policy.d Advises the president.e Gives approval to the budget and estimates of the expenditure.f The cabinet exercises general direction and control of government departments. Page 108 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke."}
{"text": "It is basically the buying and selling of goods. Trade originated during the New Stone Age. During this period, man began a settled lifestyle. He became specialised in various activities such as weaving, pottery and livestock keeping. This specialisation made some people to produce certain items which others did not produce. The need of satisfying various essential material needs therefore led to emergence of trade. Methods of Trade Barter trade and currency trade are the two existing forms of trade in the world. Barter trade. Barter trade is the oldest method of trade in the world. It existed even during the Old Testament time. Barter trade exists even today. This occurs when people exchange goods for other goods. In this case no established medium of exchange is used. In certain occasions, services are exchanged for goods. The goods may also be exchanged for services. Barter system was very popular before the introduction of money. For instance a cow could be exchanged for a number of goats. A basket of millet could be exchanged for a basket of maize or beans. The people of ancient Ghana exchanged their gold with the people of North Africa for salt. This form of trade did not succeed very well where there was language barrier. Barter trade exists even today. In Kenya, certain commodities e.g. agricultural products are exchanged for machinery and oil. Advantages of barter trade were: 1. There was direct exchange of goods or services for goods. 2. It encouraged people who were exchanging goods for goods to get involved in actual production of the items. This kept the communities busy. 3. Barter trade enabled people who had no goods for exchange to acquire goods they wanted by merely rendering services to those who had. 4. It enabled people to acquire the goods they did not produce themselves. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 2 Disadvantages of barter trade were: a Barter trade was not very convenient because sometimes people could not acquire the commodities they intended to exchange their goods for. For example one may have intended to exchange a bag of maize with a bag of millet just to find that there was no millet in the market. B The method was tiresome because all those who wanted to exchange goods had to carry those goods to the market sometimes for long distances. C Since in normal trade there is a buyer and a seller, it became difficult to specify who the buyer or seller was because both were just exchanging items and there was no specific buyer or seller."}
{"text": "For example one may have intended to exchange a bag of maize with a bag of millet just to find that there was no millet in the market. B The method was tiresome because all those who wanted to exchange goods had to carry those goods to the market sometimes for long distances. C Since in normal trade there is a buyer and a seller, it became difficult to specify who the buyer or seller was because both were just exchanging items and there was no specific buyer or seller. D It was difficult to transport bulky goods to the market. E It was difficult to value goods being exchanged to ensure that the deal was fair for both parties exchanging items. F Barter trade was not very successful where the people exchanging goods had no common language to ease communication. G It was not easy to exchange certain items such as a bull or a donkey because if the other party did not have sufficient goods for exchange, a bull or a donkey could not be split into smaller units to match with the goods available. The Currency trade This method of trade involves the use of money as a medium of exchange. The medium of exchange must be acceptable and convenient to people. Money may be used to purchase commodities or to pay for services. Money is also used a measure of value. Today, people value their property in terms of money. Objects which have ever been used as money before the introduction of modern currencies are cowrie shells, iron bars, bronze, salt, gold and silver. The major world currencies are: i US Dollar ii German Deutsche Mark iii British Sterling Pound iv French Franc v Canadian Dollar vi Mexican Peso vii Japanese Yen viii European Union Euro For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 3 Advantages of currency trade are a It is easy to carry money when going to buy items because it is not heavy. B Money can be split into smaller units which enables people to purchase any quantity of goods in the market. C Items are valued easily in terms of Shillings, Dollars, Yen, Pound Sterling, etc. This makes the buyer to have an idea of the value of various items in advance. D Currency trade brings about clear definitions of the terms buyer or seller. In this case the buyer is the one who gives out money to acquire goods while the seller is the one who gives out goods to acquire money."}
{"text": "This makes the buyer to have an idea of the value of various items in advance. D Currency trade brings about clear definitions of the terms buyer or seller. In this case the buyer is the one who gives out money to acquire goods while the seller is the one who gives out goods to acquire money. E When one receives money for goods delivered or sold, he can save it in banks or store it without fear of any damage such as decay for a long time. Disadvantages of currency as a medium of exchange are i Currency can easily loose value purchasing power as it happened in Uganda during the era of President Idi Amin. Ii If there are no goods available for buying, money becomes useless. Many a times people have starved almost to death during famine due to shortage of food to buy with the money they have. Iii Use of currency in business has encouraged robbery, pickpocketting and many other forms of crime. Types of trade There are three types of trade namely: local trade, regional trade and international trade. Local Trade Local trade is the exchange of goods within the same community at the village level. It may also involve the neighbouring communities or people who share a common boundary. People who conducted local trade established markets on the community boundaries or in a central place where people from a number of villages met to exchange goods. People exchanged goods they had for the things they did not have. This type of trade exists in Kenya even today where local county councils have established markets in certain trading centres. Local trade covers a small area. The origin of local trade Local trade originated from the time early man began a settled lifestyle. It was facilitated by the need to acquire what one did not have from those For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 4 who had. The environmental differences also contributed the emergence of this type of trade. The development of local trade Local trade developed as human population increased. The increase in population led to demand for various items such as food, clothing, pots and ornaments. Some people became specialised in making iron tools, others in making items such as pots, baskets and bark-cloth while others became pastoralists and kept cattle, sheep and goats. The blacksmith obtained meat from the pastoralists and grains from the cultivators. The pastoralists needed knives and spears from the blacksmiths. The cultivators needed iron hoes; knives for harvesting; millet, sorghum and axes for clearing fields for cultivation."}
{"text": "The blacksmith obtained meat from the pastoralists and grains from the cultivators. The pastoralists needed knives and spears from the blacksmiths. The cultivators needed iron hoes; knives for harvesting; millet, sorghum and axes for clearing fields for cultivation. The demand for goods therefore encouraged local trade to develop and markets were established where people met to buy and sell things. The organisation of local trade People established markets at the most convenient places for all. They set market days when they would meet to exchange goods. At the beginning, the form of trade was mainly barter. Later there was introduction of money currency which acted as a medium of exchange. During this trade, people transported their commodities on their heads and backs. Some communities such as the Maasai used donkeys to carry their goods to the markets while the Somali and the Boran used camels. People who traded were provided with security by local leaders. Some established local merchants bought the items and resold them to other traders far away beyond the local boundaries. For example ivory was sometimes bought from the local markets in Samburu and Baringo and then transported to the coast where it was bought and shipped to Asia. The impact of the local trade Local trade led to intermarriages between people of different villages and people of neighbouring communities. It contributed to the unity of family members who constituted a community. This is because the interaction of people in the markets united them. Local trade enabled people to acquire what they did not have from those who had. It laid the basis for other types of trade such as the regional and the international trade because some of the goods sold at regional and international levels were bought from local markets by the traders and eventually sold far away from the sources. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 5 Local trade enabled some people such as Chief Kivoi of Ukambani to acquire skills in trade thereafter becoming experienced long distance traders. Where members of one community traded with members of another community there was development of languages through word borrowing as well as cultural exchange. In this case members of each community would borrow some cultural practices which became known to them as they interacted in the markets. Regional Trade Regional trade is the exchange of goods within a specified part of a continent or region. It can be trade between different communities in a region who are living apart. This trade involves a bigger geographical area than the one covered by local trade. It also involves more traders."}
{"text": "It can be trade between different communities in a region who are living apart. This trade involves a bigger geographical area than the one covered by local trade. It also involves more traders. An example of regional trade is the Trans-Saharan trade. The origin of the Trans-Saharan trade It is not known exactly the time this trade started but it was going on between 1000AD and 1500AD. The people of West Africa and those from North Africa exchanged goods from very early times even before the Sahara dried up into a desert. The desert trade was later revolutionised by the introduction of the camel in the first century AD. The development of the Trans-Saharan trade The Trans-Saharan trade began developing after the introduction of the camel which replaced the use of oxen and horses which were used by traders before the Sahara turned into a desert. The people involved in this trade were the local inhabitants of West Africa such as the people of ancient Ghana, Mali and Songhai. There were also desert communities like the Tuaregs, the Berbers and the Arabs from North Africa. Later Europeans and Jewish traders who had settled along the North African coast became engaged in this lucrative trade. The people of West Africa Western Sudan sold Gold, ivory, slaves, gum, ostrich feathers, colanuts and hides and skins to the people of North Africa and in return obtained horses, silk cloth, beads, cotton cloth, spices, mirrors, needles, dried fruits and salt from the North African traders. The salt sold was obtained from Targhaza, Taodeni and Ghadames while the gold brought for sale was obtained from Wangara, Bure and Budu mines. The main trade routes were that which connected Fez and Sijilmasa in Morocco with Audaghost in West Africa and passed through Targhaza. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 The other started from Tunis in Tunisia through Ghadames, Ghat and Agades in the Sahara desert to Hausaland. Another one ran from Sijilmasa through Tuat, Gao and reached Timbuktu. The other one started from Tripoli and went past Fezzan to Bornu via Bilma. There were several other minor ones which made the trade routes to resemble a cobweb. All these routes touched the salt mines in the desert as salt was a commodity of trade very much needed by the people of western Sudan."}
{"text": "The other one started from Tripoli and went past Fezzan to Bornu via Bilma. There were several other minor ones which made the trade routes to resemble a cobweb. All these routes touched the salt mines in the desert as salt was a commodity of trade very much needed by the people of western Sudan. Some Trans-Saharan trade routes and sources of goods The Trans-Saharan trade developed due to the following reasons: 1. The trade commodities which the traders from both sides demanded were available. 2. The trade goods themselves were in great demand. For instance the people of West Africa demanded salt while the people of North Africa demanded gold. 3. The West African rulers provided the traders with security. 4. The desert Tuaregs guided traders; provided them with water, food and accommodation; showed traders direction; acted as interpreters; provided traders with security while crossing the desert and cared for the oasis where traders obtained water. 5. There were established trade routes in the desert which provided considerable transport and communication services to traders. 6. There were enterprising professional merchants who conducted trade across the desert. 7. There were means of transport provided by use of camels, horses and donkeys. 8. There was sufficient capital to finance trade. 9. The local trade which existed in North Africa and West Africa laid the basis for the Trans-Saharan trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 The development of the Trans-Saharan trade was hampered by some of the obstacles traders encountered as they conducted their business across the desert. Some of these obstacles were: a Traders lost direction in the desert. B They were attacked by desert robbers. This occurred when the Tuaregs changed their role of guides to that of robbers. C vggbThe traders were affected by numerous sandstorms which blocked the routes they followed. D The trades were also affected by weather variations because sometimes it became too hot and at other times too cold. E The distance traders travelled across the desert was too long and scaring. F Traders were sometimes in danger of attacks by dangerous desert creatures such as snakes and scorpions. G There was communication barrier due to lack of a common language. This made it necessary for traders to use the Tuaregs as their guides and interpreters but later they became unreliable when they began stealing goods from traders. H There was lack of adequate basic needs such as food and water especially in the desert."}
{"text": "G There was communication barrier due to lack of a common language. This made it necessary for traders to use the Tuaregs as their guides and interpreters but later they became unreliable when they began stealing goods from traders. H There was lack of adequate basic needs such as food and water especially in the desert. Iii The organisation of the Trans-Saharan trade The Trans-Saharan trade was conducted by the people of western Sudan and the people of North Africa. The traders from North Africa crossed the Sahara desert by use of camels. The traders travelled in large caravans some with about 1000 camels and hundreds of people for security reasons. The Tuaregs and Berbers were recruited to act as guides takshifs to the traders. These guides provided the traders with security. It took about three months to cross the desert. For this reason the traders had stopping places at the oases where they bought food and water for themselves and for their camels. It is the Tuaregs who maintained the oasis and acted as interpreters. When the traders reached western Sudan, they sometimes gave their goods to the local agents on credit. The form of trade was mainly barter. The rulers of West Africa controlled the trade and provided security to traders. In return the traders paid taxes to the rulers. The main items of trade included gold, salt, horses, hides and skins, beads and cloth. When the time to travel back to North Africa reached, the North For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 Africa traders employed people to be left trading on their behalf. The merchants stored goods in specific gathering points which acted as distribution centres. They mainly travelled one way in a year. The problems the Trans-Saharan traders encountered The Trans-Saharan traders faced a lot of problems as they carried out their business. The traders travelled long distances across the Sahara desert. Their journeys were tiresome and they had insufficient food and water. Sometimes the trade goods became exhausted. The traders were frequently interrupted by hostile desert communities who wanted to steal their goods and by dangerous sandstorms which blocked their way. Traders lost direction and they were sometimes attacked by dangerous desert creatures. There were frequent shifts of trade routes. Traders were sometimes robed by desert dwellers. The impact of the Trans-Saharan trade The Trans-Saharan trade had several consequences: 1. The trade led to development of urbanisation for example towns such as Gao, Timbuktu and Jenne. 2."}
{"text": "The impact of the Trans-Saharan trade The Trans-Saharan trade had several consequences: 1. The trade led to development of urbanisation for example towns such as Gao, Timbuktu and Jenne. 2. The trade led to the decline of empires such as ancient Ghana and Mali while others such as Songhai emerged. 3. Islamic religion and culture were introduced. 4. Intermarriages between North Africans and West Africans were promoted. 5. The Trans-Saharan trade led to a class of wealthy merchants who participated in the trade. 6. New cultures were introduced such as eating habits and new styles of dressing. 7. The trade led to the introduction of foreign architectural designs in West Africa. 8. The Trans-Saharan trade contributed to the establishment and development of diplomatic ties between West Africa and North Africa. 9. There was growth of agricultural production as a result of the introduction of new crops. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 9 10. The sharia laws were introduced in the administration of West Africa. 11. The trade exposed Africa to the outside world. 12. The trade led to the development of communication between North and West Africa. The decline of the Trans-Saharan trade The Trans-Saharan trade began to decline in the 15th century and disintegrated completely in the 19th century following colonisation of West Africa by the Europeans. The factors which contributed to its decline were as follows: a The gold mines in western Sudan got exhausted. This discouraged traders from coming to West Africa because the main trading commodity was not available. B The Morrocans invaded West Africa in the 16th century. This undermined the trade because it created anarchy and insecurity in the region. The Morrocans wanted to capture this prosperous trade. C The political instability in West Africa together with the decline of empires such as Mali and Songhai increased anarchy and insecurity in the region. D West Africa was invaded by the Almoravids and the Tuaregs. This further increased insecurity along the major trade routes. E The Tuaregs who guided the traders changed their roles from that of guides to that of robbers. F The emergence of the Trans-Atlantic trade attracted the West African traders who were formerly involved in the Trans-Saharan trade. This led to reduction of the volume of goods and traders who participated in the Trans-Saharan trade. G The Turks invaded North Africa creating insecurity along the caravan routes."}
{"text": "F The emergence of the Trans-Atlantic trade attracted the West African traders who were formerly involved in the Trans-Saharan trade. This led to reduction of the volume of goods and traders who participated in the Trans-Saharan trade. G The Turks invaded North Africa creating insecurity along the caravan routes. H The colonisation of West Africa by the Europeans reduced regional links and encouraged European exploitation of West African resources therefore undermining the Trans-Saharan trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 10 i The British anti-slave trade pressure and eventual abolition of slave trade led to decline of the Trans-Saharan trade. J Rivalry between caravans and the stiff competition of the traders sometimes resulted to wars which scared traders. K Moroccan ports along the Mediterranean Sea were invaded by the Spanish and Portuguese soldiers in the late 15th century and early 16th century. This disrupted trade. L European merchants began penetrating into the interior of West Africa for trade. They diverted the flow of goods such that goods were later taken to the West African coastal town such as Port Elmina and Accra. International Trade International trade refers to trade between nations. In modern international trade, nations within the same continent are included. The international trade of the period before the mid 20th century which is our main concern involved nations particularly those in different continents and which were not part of one geographical region. This ancient international trade developed as a result of the improvement in water transport. This was achieved mainly through the construction of strong ships and acquisition of better knowledge of navigation which enabled sailors to explore and acquire knowledge about foreign lands overseas. An example of the international trade was the Trans-Atlantic trade. The Trans-Atlantic trade i Origin The Trans-Atlantic trade began after the Portuguese explored the West African coast in the 15th century and after the Spanish sailor, Christopher Columbus sailed to Americas. In the 16th century the Americas became colonised by the Portuguese and the Spanish. These two nations began to open up and develop their acquired territories through mining and establishment of sugar plantations. Attempts to use the Red Indians as labourers eventually failed. There was need to import Africans to supply labour in the mines and sugar plantations. This attempt marked the beginning of the TransAtlantic slave trade."}
{"text": "Attempts to use the Red Indians as labourers eventually failed. There was need to import Africans to supply labour in the mines and sugar plantations. This attempt marked the beginning of the TransAtlantic slave trade. The increased demand for sugar, tobacco and cotton in the European countries led to the establishment and growth of more For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 11 and more plantations in Americas. A lot of labourers were therefore needed to work in the growing plantations. Africans were more suited to plantation farming because they were handy and could work effectively in hot climates. They were used to tropical diseases and could survive longer. The Africans were also used to physical strains and hardships. All these made Africans to be regarded as the most potential suppliers of labour in the American plantations. Iii The development of Trans-Atlantic trade The first African slaves were the twenty people who were captured and taken to Henry the Navigator in 1442. By 1510 a large number of African slaves from Guinea were exported by the Portuguese to the Spanish colonies. Later slaves were transported directly form Guinea coast to the West Indies. At first the Portuguese were the leading slave exporters. In the 17th century, the Dutch took the leading role as more Europeans settled in Americas and increased the demand for slave labour. The French and the British involved themselves in this lucrative trade. The British captured the leading role from the Dutch and they dominated the Trans-Atlantic slave trade in the 18th century. The increased demand for precious stones, sugar, cotton and tobacco in the European markets and the demand for fire arms, cloth, alcoholics, tobacco, utensils, glassware ornaments, sugar, sweets and iron bars in West Africa accelerated trade. The Trans-Atlantic trade developed and grew rapidly due to the following factors: 1. The commodities which were required by the Africans as well as the Europeans and Americans, were available in the three continents that took part in trade. 2. The goods were also in great demand in the continents especially during the industrial revolution. 3. The West African coast had natural harbours where ships anchored. 4. The West African rulers provided foreign traders with security. 5. There existed enterprising merchants in America, Europe and West Africa who engaged in trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 12 6. The steamships provided efficient transport and communication means between the three continents. 7."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 12 6. The steamships provided efficient transport and communication means between the three continents. 7. The acquisition of new knowledge of navigation enabled sailors to sail across the deep and stormy seas and oceans. 8. The decline of the Trans-Saharan trade enabled a big volume of goods to be taken to the West African coastal markets. Iii The organisation of Trans-Atlantic trade The Trans-Atlantic trade was well organised inform of a triangle which connected Europe, Africa and America. It involved European traders, African middlemen and American plantation owners. Ships loaded with European manufactured goods such as fire arms, cloth, wines and spirits, cigarettes, iron bars, utensils, glassware, ornaments and sweets left Europe and anchored along the West African coast. Slaves captured in the interior of West Africa were marched along the coast. There were established places where the slaves were kept while awaiting shipment. The ships from Europe were unloaded and the European manufactured goods exchanged for slaves, colanuts, precious stones, hides and skins. The ships were once more loaded with the West African commodities which were shipped across the Atlantic ocean to Americas. In Americas, the slaves were sold through auction. The ships were then filled with indigo, cotton, tobacco, rum, sugar, rice, timber and the KEY C - Cotton T - Tobacco S - Sugar G - Gold Silver X - Manufactured goods The Trans-Atlantic trade For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 13 precious stones like gold and silver. They were then shipped to European markets. How the slaves were obtained during the Trans-Atlantic trade a Raids were conducted for capturing slaves. B Free men were kidnapped and thereafter sold as slaves. C Two communities conducted wars and the one which was defeated had is people captured as slaves. D Leaders sold criminals and even some of their innocent subjects. E Slaves were battered with other commodities African traders required. F Children and women were enticed with sweets and thereafter captured. G The weaker states were forced to pay tributes imposed on them by use of slaves. H The people who failed to pay debts were captured and sold as compensation. Alternatively, they surrendered a family member to be sold instead. The impact of the Trans-Atlantic trade 1."}
{"text": "H The people who failed to pay debts were captured and sold as compensation. Alternatively, they surrendered a family member to be sold instead. The impact of the Trans-Atlantic trade 1. The Trans-Atlantic slave trade caused immense pain and suffering to innocent Africans who were captured, chained, beaten and forced to walk long distances to the West Africa coast. 2. The trade caused an incalculable number of deaths especially during inter community wars, raids and during shipment. The death tool is estimated to be about 20 million. 3. There was a decline in the local industries because the able bodied people were sold away leading to loss of labour and because of sale of cheap manufactured goods. 4. There were changes in the role of chiefs who instead of protecting their people sold them as slaves. 5. There was intensification of warfare in a bid to capture slaves. This resulted to division among and within communities which caused bitterness and disunity of the Africans. The wars between communities were accelerated by the acquisition of firearms. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 14 6. A class of slave merchants emerged in West Africa. Examples of the slave merchants were Jaja of Opobo and Nana of Isekri. The two were very powerful and wealthy. 7. Some states such as Asante, Benin, Oyo and Dahomey rose to power and expanded due to the great wealth obtained from trade. 8. The Trans-Atlantic trade led to expansion of urban centres along the West African coast where commodities were exchanged. Such towns were Whydah, Accra, Porto Novo and Badgry. 9. To some extent some parts of West Africa where raids were conducted became depopulated. This contributed in retarding economic development in those areas. 10. The European traders intermarried with the people of the West African coast giving rise to halfcaste mulato . 11. Africans developed a taste of the European goods. 12. Some weaker kingdoms such as Ketu declined due to constant raids conducted by stronger states such as Dahomey. 13. The Trans-Atlantic trade contributed to the decline of the Trans-Saharan trade because the goods flowing Northwards across the Sahara desert got reduced and instead were taken to the West African coastal markets. 14. Some powerful rulers such as King Geso of Dahomey emerged as a result of the introduction of fire-arms. 15. The trade encouraged slave raids which destroyed property."}
{"text": "Some powerful rulers such as King Geso of Dahomey emerged as a result of the introduction of fire-arms. 15. The trade encouraged slave raids which destroyed property. Houses and crops for instance were burnt into ashes during slave raids. 16. The Trans-Atlantic trade led to the development of agricultural plantations in the Americas. 17. The trade gave rise to people of African descent in Americas. These are referred to as American Negroes. 18. The final blow as a result of this trade was that West Africa was colonised and therefore came under European control. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 15 The decline of the Trans-Atlantic trade The Trans-Atlantic trade declined in the 19th century because of a number of factors. The industrial revolution in USA led to use of machines to work in the farms. Slave labour was no longer necessary. There emerged the humanitarian movement and the Christian Missionaries in Britain who considered slave trade and slavery as unjust and inhuman. A typical example of humanitarians was Sir William Wilberforce who presented the issue of slave trade and slavery to the British parliament. Dr. Livingstone also advocated slave trade to be abolished. Some economists and scholars were of the feeling that free labour was more paying and productive than slave labour. Some of them argued that mass migration of the Africans should be discouraged to ensure retention of the markets for the European manufactured goods. The decline of plantation economy in America and the Carribeans reduced the demand for slaves for use in the farms. Also the slaves in the Carribeans and America resisted because they wanted to be left free from being enslaved. Lastly, some Europeans felt that it was necessary to retain Africans in their motherland so that they could produce raw materials needed in the European industries. In order to achieve this, it was necessary to abolish the Trans-Atlantic slave trade which was draining Africa of its labour force. Review Questions 1. A Define the following: i Barter trade ii Currency trade iii Local trade iv Regional trade v International trade b Explain the advantages of using currency over barter trade. 2. A Explain the origin and organisation of local trade. B Discuss the factors which contributed to the development of the Trans-Saharan trade. 3 a Describe the role of Takshifs during the Trans-Saharan trade. B Give five trade routes traders followed during the Trans-Saharan trade. 4 a what problems did the traders encountered during Trans-Saharan trade?"}
{"text": "3 a Describe the role of Takshifs during the Trans-Saharan trade. B Give five trade routes traders followed during the Trans-Saharan trade. 4 a what problems did the traders encountered during Trans-Saharan trade? For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 16 b Discuss the effects of the Trans-Saharan trade on the people of western Sudan. 5 a What factors contributed to the development of the Trans-Atlantic trade. B Explain the impact of the Trans-Atlantic trade under the following headings. I Social impact ii Economic impact iii Political impact 6 Why did the Trans-Atlantic trade decline in the 19th century? Students Activities 1 Visit the nearest shopping centre and find out the problems the traders encounter as they carry out their business. 2 Draw relevant maps indicating the trade routes during the Trans-Atlantic trade and Trans- Saharan trade. 3 Demonstrate the methods used to obtain slaves and the way they were finally transported to the market along the West Africa Coast and sold. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 17 CHAPTER 2 Development of Transport and Communication Transport is the movement of people and goods from one place to another. Communication is the transmission of information in form of news, messages and ideas over some distances. It includes sending and receiving of information. The early forms of transport included land transport, water transport, human transport and animal transport. Human transport involved carrying goods from one place to another on one s back, head and shoulders. Animals were also used to carry goods and people on their backs from one place to the other. The earliest forms of communication were smoke signals, drum beats, messengers, horn blowing and written messages on scrolls and stone tablets. Traditional Forms of Transport a Land transport This form of transport involved movement of people and goods on land. They either walked or they were transported by use of tamed animals which pulled carts and wagons. Land transport developed mainly because of the invention of the wheel. The invention of the wheel made transport easier because at first it was used to move war chariots and carts which carried agricultural produce. This also encouraged the development of trade and wars. The invention of the wheel therefore eased transportation of bulky loads and speeded transportation of people to various destinations. It also facilitated travel over long distances within a limited period of time. Wheeled vehicles were pulled by horses, donkey and oxen."}
{"text": "The invention of the wheel therefore eased transportation of bulky loads and speeded transportation of people to various destinations. It also facilitated travel over long distances within a limited period of time. Wheeled vehicles were pulled by horses, donkey and oxen. The invention of the wheel was followed by the development of roads. B Human transport Human transport involved carrying of goods from one place to the other on the backs, shoulders and heads. Sometimes people used shoulder poles to transport goods. The slave traders in East Africa captured slaves and forced them to carry ivory from the interior to the East African coast. Human transport exists even today. It is common to see Kenyan women carrying firewood, coffee, picked tea and cattle feed either on their heads or back. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 18 Porters c Animal Transport After man domesticated animals, he learnt that some could be used to transport goods from one place to the other. These animals carried loads on their backs and they also pulled wheeled vehicles such as carts and wagons. The beasts of burden such as camels, oxen, horses and donkeys were also referred to as pack animals. Donkeys were commonly used in Kenya by the Maasai and the Kamba to fetch water. In many other places, donkeys carried trade goods to the markets. Oxen transported people and goods from one place to the other. They were also used for ploughing. Oxen drawn carts Horses were used to transport soldiers during war times. The soldiers sometimes fought on horseback. Horses also pulled chariots which transported soldiers to battle fields. A camel was a very efficient beast of burden in the desert because it could stay for a long time without water or food. This is because it has a store of fat in its hump. Camels were used to transport goods during the Trans-Saharan trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 19 Other animals which are used for transport are elephants, water buffaloes, dogs and Llamas. D Water transport Water transport began due to the need to cross rivers and lakes to look for food on the other side. Man s first boat like vessel was made of a tree trunk. It was later improved by hollowing it to make a dug-out canoe. Man also discovered that he could make rafts with animal skins or from bundles of reeds tied together."}
{"text": "Man s first boat like vessel was made of a tree trunk. It was later improved by hollowing it to make a dug-out canoe. Man also discovered that he could make rafts with animal skins or from bundles of reeds tied together. The canoes and rafts were used to move across the shallow waters. The Phoenicians, the Egyptians and the Greeks made the earliest ships many years before the birth of Christ. These ships were used in seas and oceans. The Arabs made dhows that were driven by wind. A dhow Development of modern means of Transport Modern means of transport involves road transport, railway transport, water transport, air transport and space exploration by use of rockets. Road transport The Romans were the first to introduce good quality roads which were of very high standards. This occurred before the birth of Christ. Roman roads survived for hundreds of years because they were well drained and durable. These roads were used by carts chariots and wagons which were pulled by horses, donkeys and oxen. In the 17th and 18th century, British engineers began constructing better roads and bridges. Some of these engineers were George Wade, John Macadam and Thomas Telford. These engineers brought about the construction of high quality roads that were durable and well drained. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 20 By the close of the 19th century various modes of modern transport such as bicycles and motor vehicles had been invented and were in use especially in Europe. The invention of the pneumatic tyres by Dunlop to replace the solid ones and the invention of steam power engines revolutionised land transport. Etienne Lenoir from France invented the first internal combustion engine. A German citizen, Nicholas Otto, invented the four-stroke compression engine. Later in 1883 Gottliep Daimler of Germany came up with an efficient and portable petrol engine which he used to make the first motorcycle and later petrol driven car which was the first ever made. Others who joined in the league of manufacturing vehicles were Karl Benz of Germany and Henry Ford of USA who founded Ford motor company in USA and began manufacturing cars for sale. The vehicle industry since then has been greatly improved. Vehicles that move at very high speed have been introduced. This has resulted to many accidents."}
{"text": "The vehicle industry since then has been greatly improved. Vehicles that move at very high speed have been introduced. This has resulted to many accidents. As a result of this, in January 2004, Kenya government took the following measures to reduce the increasing number of accidents on the Kenyan Roads and to make travel comfortable and enjoyable: Modern cars i All motor vehicles were to be fitted with seat belts. Ii All public service vehicles were to be fitted with speed governors and were to move at a speed not exceeding 80 kilometres per hour. Iii The carrying capacity of public service vehicles was reduced. Iv Drivers and conductors of public service vehicles were to be permanently employed. V Drivers and conductors of public service vehicles were to be issued with uniforms and badges and photographs for identification. Vi Drivers and conductors of public service vehicles were required to have certificates of good conduct. There are millions of motor vehicles in the world today. The number is still increasing each day because they are manufactured in thousands each day in the world. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 21 Railway transport The idea of making railway lines came earlier than the invention of the locomotive engines. For instance the Germans used wooden rails for their trucks. The trucks were pulled by horses and donkeys. Later iron rails replaced the wooden rails. The first steam engine that could be mounted on a truck was made by Richard Trevithick but it was slow and heavy. It was George Stephenson, a coal miner in England who came up with the best and powerful steam locomotive which was called the Rocket. Later diesel and electric engines were designed. A German called Rudolh Diesel designed a diesel engine. The Siemens brothers designed the electric locomotives in Britain. After these inventions the railway transport spread to other parts of the world. The European colonialists developed the railway transport in Africa in the 19th century and 20th century. Water transport The first sailing ships were propelled by wind. These ships were made of wood. When steam power was discovered, ships began being propelled by steam engines. A ship of the 17th century A Scottish engineer known as William Symington built a steamship which was driven by a paddle wheel. An American called Robert Fulton built a steamship called Clermont that was used to carry passengers between Albany and New York. Some years later, internal combustion engines were invented. Since then oil replaced the power from coal in driving engines."}
{"text": "An American called Robert Fulton built a steamship called Clermont that was used to carry passengers between Albany and New York. Some years later, internal combustion engines were invented. Since then oil replaced the power from coal in driving engines. From 1881 iron and steel ships began replacing wooden ships. From 1840s, fast moving ships were developed when propellers or screws replaced paddle wheels. Between 1953 and 1962, the Americans were able to make war ships called submarines which used nuclear power. The ships of today are propelled by very powerful engines and are resistant to strong waves. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 22 Air transport The first person to fly used a balloon. The use of balloons was followed by the introduction of airships that carried passengers within the first half of the 20th century. The airships used hydrogen gas that caused accidents because it was highly flammable. The Wright brothers made the first aeroplane that used a petrol engine. Their findings helped to develop aeroplanes that were used in the First World War. Further improvements of engines brought about the development of jet planes that carry many passengers and travel at supersonic speed. An aeroplane Space Exploration The first satellite was launched into orbit round the earth by the Soviet Union in 1957. The USA also sent satellites into orbit round the earth in 1961. Yuri Gagarin from Soviet Union became the first man in space. The USA sent the first man, Neil Armstrong, to the moon in 1969. Since then a number of countries have engaged themselves in space exploration. The USA for example have a programme called Space Shuttle which helps to promote space exploration. Impact of modern means of transport The development of modern means of transport has positive and negative impact in the world. Positive impact The development of water transport, railway transport, road transport and air transport has improved trade between nations because it has quickened movement of business people and urgent documents and messages relating to trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 23 Goods are quickly and easily transported from one place to another. Job opportunities have been created in the transport sector. For example people have taken careers such as driving, mechanics, engineering and piloting. Industries for manufacturing engines, spare parts and other accessories have been established. Air transport has encouraged international co-operation and facilitated quicker and easier movement of perishable items such as fruits and meat."}
{"text": "For example people have taken careers such as driving, mechanics, engineering and piloting. Industries for manufacturing engines, spare parts and other accessories have been established. Air transport has encouraged international co-operation and facilitated quicker and easier movement of perishable items such as fruits and meat. It has also enabled pests such as locusts to be sprayed from the air. It has enabled countries to conduct student exchange programmes. Air transport has encouraged space exploration by use of satellites. Geologists have used aeroplanes to explore and map oil pools. Geographers have used aeroplanes when conducting aerial survey. Water transport has provided cheaper means of bulky goods across seas and oceans for example the transportation of crude oil, machinery, agricultural products and chemical fertilizers. It has also promoted the fishing industry. In addition railway transport encouraged settlers to settle in the colonies acquired by their mother countries. It also encouraged migration of people to other places and enhanced colonisation. Railway transport encouraged urbanisation on railway junctions. It encouraged mining and farming as it opened up remote areas during the colonial rule in Africa. Road transport has helped to link communities leading to rapid cultural interaction. Road transport has also enabled many countries to have effective administration through quick transportation of administrators and police to the areas they are needed. Negative impact Modern means of transport have encouraged pollution of environment. Trains and vehicles emit fumes while aeroplanes produce a lot of noise. When ships carrying oil or mercury wreck, they contaminate the ocean waters and cause destruction of marine life. Modern means of transport have led to loss of life of many people due to accidents. Plane and vehicle hijacking has increased. There is piracy in seas and oceans. International terrorism has been encouraged through air transport. Modern transport has encouraged wars because ships, vehicles, trains and aeroplanes transport soldiers and weapons during wars. Traditional forms of communication The traditional forms of communication involve smoke signals, drum beats, messengers, horn blowing and written messages on scrolls and stone tablets. Communities used these forms of communication to make their members informed of what was happening and what was expected of them. The messages were sent quickly and easily over considerable distances. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 24 The traditional forms of communication alerted people of impending dangers in times of war. For instance warriors used them in times of crisis to inform others of the approaching enemies. Lastly they enabled relatives who were living apart to keep in touch with each other."}
{"text": "This continued until the message reached the recipient. These organised groups of messengers were known as runners. The messengers relayed the information and sometimes For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 25 brought the feedback. They made people of a community to keep in touch with one another and to be aware of what was happening. Messengers informed rulers of the approaching enemies. The disadvantages of this method were as follows: The messengers sometimes gave wrong information in case they forgot the message. Sometimes the message could be distorted. Messengers were at times attacked by wild animals and killed. This resulted to the failure to deliver messages. Sometimes messengers delayed the information in cases of sickness or an accident. Messengers delivered limited ranges of messages because of the problems of memory. The information relayed could not be easily kept confidential. The relay method was tiresome because one had to run for considerable distances. Horn blowing Horn blowing was a method which was widely used among the African communities to send important messages. Sometimes horn blowing was used to call people for urgent meetings. It gathered warriors together in times of war. Special horns were blown to call hunters together especially among the Ameru people of Kenya. Horns were also blown to alert people about important ceremonies such as circumcision among the Chuka people who are part of the Meru communities. Use of this method was advantageous in the sense that horn blowing could be used successfully at any time of both day and night except when it was raining heavily accompanied by thunderstorms because people could not hear. Horns relayed specific messages and could be used in all seasons. They spread messages very fast without delay. Horns were obtained from domesticated animals such as cows and goats and from wild animals such as antelopes and gazelles. The disadvantage of this method is that people who were specialised in blowing horns to produce meaningful sounds were required. Sometimes the messages could be wrongly interpreted if the horns were not accurately blown. People who were deaf could not get the message. People could not use the method to communicate with others if they were separated from them by mountain ranges and hills. This is because the hills acted as a barrier and reflected the sound back. Written messages on scrolls and stones tablets A scroll was a roll of paper which was rolled round a piece of wood for writing on. Scrolls were used in Egypt, Greece, China and Japan."}
{"text": "It also provides programmes to the general public, which give them awareness on HIV AIDS, good morals, need for unity and how to become good law abiding citizens. The radio serves a large number of people at the same time and it is cheaper to use than many other means of communication. It plays a big role in promoting trade through advertisement. Lastly the radio entertains many people with songs and plays. This is possible because anybody can listen to the appropriate radio programme transmitted in a language he or she understands best. Telegraph Two scientists namely, Charles Wheatstone and William Coke invented the electric telegraph in 1837. The initial telephone wires were laid along railway lines in Britain inorder to alert railway officials about the movement of the locomotives. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 29 Later an American scientist called Samuel Morse improved the telegraph communication by inventing one which never used needles but used a code of dots and dashes. This new device came to be known as Morse Code. It was used to send telegrams to many parts of the world. In Kenya the telegraph wires were laid down during the construction of the Kenya-Uganda railway. Electronic Mail E-mail Electronic mail sometimes called E-mail is a device which allows computer users locally and internationally to exchange messages. The E-mail allows distribution of messages mails to and from computers in a network. Each user of the E-mail has a mailbox address to which messages are sent. Messages sent through e-mail arrive within a very short period irrespective of the distance the sender is. Messages sent merely take seconds to reach. The E-mail has some advantages when used as a means of communication: a It delivers messages very fast. B It is cheap because the cost of delivering messages far away is relatively low. C Volumes or several copies of messages can be sent at the same time. D The same message can be sent to many different people instantly. E The E-mail messages are secure and one does not need to own a computer to use the facility. All one is required to do is to open an account through an Internet Service Provider. Facsimile transreceivers Fax This is a machine which enables transmission of written information like drawings, diagrams and maps in their exact form. Messages to be transmitted are fed into the machine which is connected by a telegraphic or telephone wire to a similar machine elsewhere which produces the message in photographic detail."}
{"text": "It operates within a specified area where the signals can reach. Internet This is a computer network made up of thousands of networks world-wide. Millions of world computers are connected to the Internet and the number is still increasing at alarming rate. There is no single individual, organisation or government which may claim ownership of the Internet. However, some organisations develop technical For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 31 aspects of the Internet network and set standards for creating applications on it, but no single governing body is in control. The backbone through which the Internet traffic flows is owned by private companies. All computers on the Internet communicate with one another using the transmission control protocol. An Internet user has access to a wide variety of services which include shopping opportunities, real-time broadcasting, interactive collaboration, file transfer and electronic mail. Users of Internet can search and find information of interest aided by special software and data stored in ready usable formats. This is called information browsing. Individuals are able to gain access to a wide range of information topics. The Internet allows a person to use electronic mail and to transfer data in form of files across the Internet from one side to the other. The Internet also allows people to use other computers across the network. The use of computers is becoming popular in Kenya today. Many people and organisations are trying to connect their computers to the Internet so that they can interact with the rest of the world. The impact of modern means of telecommunication 1. The development of telecommunication has improved communication in the entire world by easing communication within countries, between various countries and between citizens and their governments as well as communication among individuals themselves. 2. It has helped to improve travel. Pilots in ships and planes for instance communicate with others in control stations by use of telecommunication facilities. 3. Trade has been promoted due to the development of telecommunication services which provide speed and efficiency of business transactions through advertisements. 4. Radio and television provide mass entertainment to people all over the world. They have also kept people busy during their leisure time. 5. Telecommunication technology has created employment opportunities for many people in the world. 6. It has been used in modern warfare to communicate and to provide information to soldiers in war. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 32 7. It has enabled astronomers to explore the outer space in order to conduct space research. Satellite communication is mainly for this purpose. 8."}
{"text": "Magazines cover articles, stories and announcements. During the colonial rule Jomo Kenyatta was the editor of a magazine entitled, Muigwithania . Since independence, we have had magazines like the Kenya Gazette, Parents, Today, Weekly Review and Finance among others. Journals These are newspapers which deal with certain specialised subjects for instance they may deal with trade, medicine, education, science and specific topics in history. They are published at certain intervals. We may therefore have titles such as The Journal of African History , The Medicine Journal and The Scientific Journal but each of them covering a specific area in a specified field. Periodicals These are magazines or other publications published at regular intervals for instance on weekly or monthly basis. Advantages of print media 1. Written information through the print media is preserved for a long period without being distorted, forgotten and damaged. 2. Written of information through print media can be done any time because it is not effected by weather or any other physical aspects. 3. It is cheap to store and also transport written material such as newspapers and magazines that contain written information. 4. It is easy to use written information in the print media for future reference because one can easily review the message when necessary. 5. It is easy for the literate to get information and directives from the government by use of newspapers and magazines. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 34 6. Newspapers and magazines are used to advertise business. This promotes business transactions. 7. Ideas are able to spread fast. 8. Printing and sale of newspapers and magazines has created employment opportunities. 9. Print media provides foreign news therefore enabling people to be aware of what happens outside the country. 10. Print media is not discriminative because it serves all the people who can read since newspaper and magazines are written using several languages. For instance, some newspapers are written in English, others in Kiswahili and some in various local languages mother tongues Disadvantages of print media 1. They can be used to spread propaganda. 2. They can be used to tarnish the name of individuals for example the politicians. 3. They sometimes include information that is not suitable for young children. This can affect the morals of the youth. Review Questions 1 a Define transport and communication. B Explain why the camel is regarded as the best beast of burden for use in deserts. 2 a Outline the impact of the invention of the wheel."}
{"text": "6. Britain had well advanced insurance and banking systems. 7. Trade barrier such as tariffs which could hinder trade never existed in Britain by then because it had adopted the policy of free trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 42 8. Britain had enterprising merchants who manned trade and also encouraged industrial growth and development. 9. It had well developed cottage industries which laid the basis of the industrial take off. 10. There was adequate skilled and unskilled labour. 11. The acquisition of colonies overseas provided Britain with more raw materials for the industries. 12. The rapid population growth in Britain expanded the internal market for the manufactured goods while the acquisition of colonies overseas provided external markets. 13. The technological advancement of the people in Britain brought about new inventions which stimulated industrialisation. 14. There was availability of energy from coal. 15. The Agrarian Revolution had provided industrial workers with sufficient food. The effects of the industrialisation in Britain in the 19th century a The industrialisation of Britain in the 19th century stimulated the ruralurban migration of the landless who went to seek for employment in the emerging industrial centres. This led to expansion of industrial centres and hence urbanisation. B Transport and communication facilities such as roads, railways, and telephones were developed to serve the industrial centres by facilitating trade and transportation of raw materials to the factories and manufacture of goods to the market. C There was the expansion of the banking industry and insurance. These provided services to both industrial owners and workers. They also created new employment opportunities. D The industrialisation in Britain led to enormous expansion of local and international trade. The manufactured goods were sold to the British citizens and the surplus was sold to the rest of Europe and to the British For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 43 colonies overseas. The British colonies provided raw materials such as palm oil, iron, copper and cotton in return. E Colonialism was encouraged as a means of acquiring sources of raw materials for the British industries. Britain was able to acquire colonies such as India, Egypt, Ghana and Nigeria. F The standards of living of many Britons was raised due to income obtained from the industries. The rise of the standards of living of the middle class in particular resulted to the class struggle between the rich and the poor in Britain therefore sharpening the social stratification."}
{"text": "Britain was able to acquire colonies such as India, Egypt, Ghana and Nigeria. F The standards of living of many Britons was raised due to income obtained from the industries. The rise of the standards of living of the middle class in particular resulted to the class struggle between the rich and the poor in Britain therefore sharpening the social stratification. G The industrialisation in Britain led to development of agricultural production in Britain as well as in USA and other British colonies. The industrial workers in Britain required food. The machines required lubricating oil which was obtained from the palm oil grown along the West African coast. Cotton was obtained from America and used in the British textile industries to manufacture cotton cloth. H The industrialisation in Britain encouraged establishment of many kinds of machines. These industrial machines produced fumes which polluted the environment. There was also excessive noise which made some people deaf. I Poor living conditions of factory workers encouraged emergence of poor housing or slums. In these slums there was overcrowding of houses which were not properly ventilated. The poor living conditions were as a result of the low wages of the factory workers. J The industrialisation in Britain also encouraged exploitation of labour. Children and women laboured for long hours in industries before manual labour was replaced by use of machines. K Industrialisation in Britain caused unemployment especially after machines were introduced which could do the work formerly done by labourers. The jobless still remained living in slums but they turned to new careers which were immoral such as robbery and prostitution as a means of their survival. L The overcrowding of people in towns and poor sanitary facilities resulted to outbreaks of diseases such as dysentery, cholera and tuberculosis. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 44 Industrialisation in continental Europe It is necessary to note that industrialisation technology spread to other countries of Europe from Britain in the second half of the 19th century. Countries such as Germany, France and Belgium which had abundant deposits of coal, iron and steel as well as the supply of both skilled and unskilled labour became industrialised next. To achieve this, industrial research was carried out. The discovery of the method of converting iron into steel by Henry Bessemer revolutionised the industrial sector. Electricity and petroleum were also discovered and they became important sources of energy for the industries."}
{"text": "To achieve this, industrial research was carried out. The discovery of the method of converting iron into steel by Henry Bessemer revolutionised the industrial sector. Electricity and petroleum were also discovered and they became important sources of energy for the industries. The rapid industrialisation of continental Europe was characterised by the following: 1 Improved transport and communication to ease transportation of raw materials and marketing of ready manufactured goods. 2 Increased exploitation of coal and iron ore. 3 Improvements in agriculture in order to produce enough food for urban dwellers and industrial workers and also to provide some industrial raw materials. 4 Mass production of manufactured goods as well as the coming up of many new inventions as a result of increased industrial research. Problems the industrial workers experienced a Workers were paid very low wages making them to experience poor living conditions. B Workers were exposed to very dangerous machines, noise and chemicals which resulted to injuries, suffocation, accidents and deaths. C Diseases attacked workers because their living conditions were very poor. Such diseases were typhoid, cholera, dysentery and tuberculosis. D Women and children toiled in the factories and they were also subjected to long working hours which denied them leisure and rest. E The environment they worked in was polluted due to improper disposal of industrial waste. F Workers lived in overcrowded houses where there was inadequate lighting conditions and poor ventilation. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 45 g The poverty as a result of low wages increased crime rate in towns. Workers were therefore exposed to constant robbery. H The factory workers were not insured. Effects of the industrial revolution in Europe 1. The Industrial Revolution in Europe stimulated rural urban migration of the landless who wanted to look for jobs in the expanding urban centres. 2. There was scramble for colonies as a means of acquiring sources of raw materials for the industries in Europe and looking for market for the surplus manufactured goods as well as suitable areas for investing their surplus capital. 3. There was increased urbanisation because employment opportunities attracted many people. Trade that developed in towns attracted businessmen who opened other commercial activities that also attracted many people. The development of transport and communication systems and the use of machines in the cottage industry also made people to move to urban centres and hence promoting urbanisation. 4. The standards of living of the people in Europe were raised due to income from the industries. 5. It stimulated expansion of factories instead of cottage industries."}
{"text": "The standards of living of the people in Europe were raised due to income from the industries. 5. It stimulated expansion of factories instead of cottage industries. Banking and insurance were established. 6. Industrial Revolution in Europe created employment opportunities in the industrial sector in form of mechanics, plant operators, engineers and managers. 7. The Industrial Revolution led to the rise of trade unionism in the European countries such as Britain, France and Germany. 8. There was replacement of human labour with the use of machines. 9. The Industrial Revolution in Europe led to production of goods in large quantities. These goods were exported in bulk. 10. It encouraged the development of transport and communication systems such as railways and roads. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 46 11. The industries led to pollution of the environment, overcrowding of people and crime. 12. The Industrial Revolution in Europe promoted the development of agriculture because the industrial workers needed food. 13. The Industrial Revolution in Europe caused unemployment in the countries where the use of machines had replaced manual labour. 14. The Industrial Revolution in Europe stimulated local and international trade. 15. The Industrial Revolution finally led to exploitation of labour. Children worked in factories for long hours. Emergence of the world industrial powers The USA The USA has led in industrialisation for a long period. Before it became industrialised the Americans were largely agricultural people. The Britons who migrated from Britain to America are the one who stimulated industrialisation in the USA. Many factors however contributed to the success of the industrialisation in the USA. These factors are as follows: 1. The USA had abundant natural resources such as iron ore and coal as well as forestry resources. 2. There was adequate skilled and unskilled labour due to the high population in USA. Slaves also provided labour in the American farms leading to production of raw materials for use in the American industries. 3. The USA had adequate energy resources such as coal and iron ore. Later uranium, petroleum, electricity and natural gas were introduced. 4. There was the development of transport and communication in form of railways, roads, airways, telegraph, radio, telephones, telegrams and televisions. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 47 5. The technological advancement in North America in the 19th and 20th centuries contributed to the industrial advancement in the USA because a lot of discoveries and inventions on industry were made. 6."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 47 5. The technological advancement in North America in the 19th and 20th centuries contributed to the industrial advancement in the USA because a lot of discoveries and inventions on industry were made. 6. Banks and insurance were introduced in the USA. They contributed a lot to the industrial sector. 7. The government of the USA encouraged foreign investors from Germany and Japan to come and invest in industry. 8. The USA had adequate capital obtained locally as a result of the Agrarian Revolution as well as from the foreigners who had invested there. 9. The USA enjoyed a long period of political stability. Even in the 20th century the USA joined the two world wars almost the time they were ending. Also there were few strikes and industrial disputes. 10. The British citizens who migrated to the USA introduced plantation agriculture that provided the initial industries with the agricultural raw materials. This laid the basis for heavy industries that used iron and steel. 11. In the 20th century the USA embarked on intensive research aimed at promoting industry. The institutions of learning emphasised on Science and scientific research. The universities in particular became devoted to industrial development. 12. The government policies favoured the growing industries. The USA government for example encouraged the home market by discouraging the imposition of tariffs on locally manufactured commodities. 13. The USA had a strong agricultural base that contributed to her industrial take off. This is because the industrial labour force could get enough food supply and raw materials for the processing industries based on agricultural product. The effects of industrialisation on the USA a The people s standards of living has been improved. The USA government supports the unemployed US citizens. B The USA economy has been diversified. It now attains income from both agriculture and industry. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 48 c The USA has been able to boost her industrial technology by encouraging education based on science and research. D The USA has become the major world power after the break of the former USSR. E The USA has been able to use its industrial product and technology to mechanise agriculture in order to increase the agricultural yields. This has enabled the USA to provide the growing population with sufficient food. F The industrial development in the USA has enabled it to take part in space exploration. The first human being to land on the moon, Neil Armstrong, was from the USA."}
{"text": "12. The second unification of East and West Germany widened the scope of industrial output. 13. There were improved agricultural techniques in Germany that resulted to the increased yields that provided agricultural raw materials for the processing industries. The impact of industrialisation of Germany a Industrialisation improved the standards of living of the German society. Their purchasing power was raised. B Germany was able to develop a network of transport and communication to be able to transport raw materials and manufactured goods. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 50 c Industrialisation enabled Germany to become a strong power before the First World War. This made Germany to join other European nations to look for colonies overseas. D Industrialisation diversified the economy of Germany because the country was able to manufacture vehicles, machinery, chemicals, electronics and textiles that were exported in the local and international markets. E It created employment opportunities for the people in West Germany and the neighbouring states such as Yugoslavia, Turkey and Italy. F Industrialisation in Germany encouraged the growth of urban centres such as Berlin and Warsaw. G Germany s foreign reserve was boosted due to sale of her manufactured goods for instance machinery of all kinds. H Industrialisation boosted local and international trade. I Industrialisation of Germany contributed in reducing inflation. J Industrialisation in Germany also boosted foreign reserve due to sale of the manufactured goods. Japan Industrialisation of Japan began in the second half of the 19th century after the USA made treaties with Japan aimed at creating trade partnership. The introduction of compulsory primary and secondary education and the establishment of universities and other colleges followed this. Many students were sponsored abroad where they acquired education. Japan was engaged in wars with China and Russia between 1894 and 1905. It also fought on one side with Britain, France and Russia during the First World War against Germany and her allies. During the Second World War, Japan attacked the American naval base at Pearl Harbour in the Hawaiian Islands. The USA responded by bombing the Japanese cities of Hiroshima and Nagasaki in 1945. This act affected the economy of Japan but there was economic recovery and continued industrialisation in the later years. Industrialisation in Japan was promote by the following factors: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 51 1. Japan had enough capital for carrying out research and for industrial development. Japan also benefited from the American aid obtained after the Second World War. 2."}
{"text": "Japan had enough capital for carrying out research and for industrial development. Japan also benefited from the American aid obtained after the Second World War. 2. There was ready internal and external market for the Japanese manufactured goods. 3. Japan enjoyed a long term of political stability mainly after the Second World War. This peaceful atmosphere encouraged industrial progress. 4. Japan has a network of transport and communication for instance railways and roads. 5. The Japanese industrial base which existed before the first world war was improved and made better after the second world war. 6. Power was available from coal, uranium and hydro-electric power for industrial use. 7. Skilled and unskilled labour was readily available in Japan. 8. Japan had abundant raw material for instance, iron ore and coal. 9. Japanese are hardworking people. This promoted industrial development. 10. Japanese goods are of very high quality and at the same time very cheap. This encouraged internal and external market. 11. Japan natural harbours encouraged trade through export and import of goods. 12. Japan has been politically neutral since the Second World War. It trades with any nation. 13. Japanese introduced a new form of taxation aimed at raising funds for promoting industrialisation. 14. The Japanese government encouraged home market and imposed tariffs on foreign goods to discourage them from competing with goods produced in other countries. 15. Japan encouraged foreign investors to come and invest in the country. Japan also invested in other countries. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 52 The effects of industrialisation in Japan 1. Industrialisation has led to improvement of the standards of living of Japan People. 2. The Japan foreign reserve has been boosted due to sale of Japanese manufactured goods. 3. Japan has been recognised as one of the developed industrialised country of the world. 4. Japan has diversified her economy from a predominantly agricultural country to a country which also obtains wealth from Industry. 5. Japan has promoted trade by using locally manufactured ships to carry imported raw materials and goods for export. 6. Job opportunities have been created in the industrial sector. 7. Industrialisation has encouraged development of better and sufficient means of transport and communications. 8. Many people prefer Japanese manufactured goods mainly because they are of high quality and at the same time cheap. Industrialisation in the third world Brazil Industrialisation in Brazil began in the last quarter of the 19th century. The country s industrial process later developed tremendously because of the following factors. 1."}
{"text": "Industrialisation in the third world Brazil Industrialisation in Brazil began in the last quarter of the 19th century. The country s industrial process later developed tremendously because of the following factors. 1. Large deposits of minerals such as iron ore, gold, bauxite and manganese were available for industrial use. Other raw materials in form of wood for lumbering and agricultural products were available for the Brazilian industries. 2. The Brazilian government provided capital for developing industries. 3. The U.S.A. also provided technical and financial aid to Brazil, such aid was used to develop heavy industries like the Volta and Rendonda steel works. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 53 4. Brazil had cottage industries that laid the basis of its modern industries. 5. There was development of transport and communication in Brazil. This was through the construction of roads and railways for transporting raw materials to the industries. 6. Brazil encouraged foreign investors who established companies from Europe and the U.S.A. 7. The Brazilian government introduced five year development plans to promote industrial development. 8. The first and the second world wars influenced the industrial take off in Brazil by encouraging mass production of locally manufactured goods, which were sold cheaply. 9. Brazilian goods were in demand in Britain, which provided a ready market. 10. The government nationalised industries to enable them to be supervised properly. It also encouraged industrialisation. 11. Coal, petroleum and hydro- electric power were available for providing energy in the industries. 12. There was internal market of the goods from the industries. For example the Brazilians purchase pharmaceuticals transport materials and spare parts, farm tools and machinery and textiles. Obstacles to the industrialisation of Brazil Industrialisation of Brazil has not been smooth A number of factors have undermined Brazilian effort to industrialise. These are: 1. A large percentage of Brazilian citizens are poor and they can not establish industries or provide a high purchasing power for the industrial goods. 2. Still there is inadequate transport and communication facilities even after the government s efforts to improve transport and communication. 3. The Brazilian wealth in owned and controlled by a majority group. 4. The Brazilian population is concentrated along the coastal belt. The interior has labour problems because majority of the Brazilians prefer to work along the coastal belt. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 54 5. Constant inflation in Brazil makes goods to be expensive. 6."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 54 5. Constant inflation in Brazil makes goods to be expensive. 6. Brazil has accumulated many foreign debts. This hinders steady progress of the country. 7. The available resources in the Amazon forest are under exploited due to the sparse population there. These are resources that can be used in industries. Impact of the industrial growth in Brazil 1. The Brazilian industrial sector has boosted her foreign reserve. 2. At least there is an improvement in the living standards of the local people in Brazil who survive from the spill of industrial gains. This has succeeded due to reduction of the inflation that has to the rise of the purchasing power of the Brazilians. 3. Exports have been increased due to increase in manufactured goods. 4. Brazil has emerged as one of the most industrialised third world countries. 5. Industrialisation of Brazil has encouraged modernisation of port facilities in order to provide an outlet of goods being exported. 6. It has accelerated the development of transport and communication in Brazil. 7. Employment opportunities have been created especially in the heavy and light industries. 8. Industrial growth has encouraged growth and expansion of urban centres especially those along the coastal belt such as Sao Paulo, Rio de Janeiro and Recife. South Africa South Africa first started as an agricultural country but later there was the discovery of gold and diamonds that promoted the industrialisation of the country. The industries which developed in South Africa, included textile industries, iron and steel industries, chemical industries, cement industries and locomotive industries among others. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 55 The factors which contributed to the industrialisation of South Africa: 1. Availability of minerals such as coal, gold, diamonds, silver and iron ore some of which provided raw materials for the industries. 2. Availability of capital from the sale of some minerals such as gold and diamonds. 3. Availability of power for industries in form of coal and hydro-electric power. 4. Availability of network of transport and communication in form of railways, roads, air transport and telephones. 5. Encouragement of foreign investors who invested in the mining industry. 6. Availability of skilled labour and unskilled labour obtained from the neighbouring states such as Malawi and Mozambique. 7. Existence of local and international market especially after South African majority attained independence in 1994. 8."}
{"text": "The Indian government encouraged foreign investment in the industrial sector. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 57 10. The political stability in India after the attainment of independence encouraged industrialisation. 11. Protective tariffs were imposed to enable local industries to grow. Impact of Industrialisation of India a India s foreign exchange earnings have been increased due to sale of cheap manufactured goods. B There is a lot of improvement in the living standards of some sections of the Indian community. Even the purchasing power of the people has risen. C India has boosted the agricultural sector through manufacturing of farm tools and machinery. D India s industrial development has created employment opportunities for the citizens. The main industrial cities in India For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 58 e Local and international trade has been encouraged through sale of the manufactured goods. F It has encouraged new urbanisation and expansion of the existing urban centres such as Bombay, Karachi and New Delhi. G India s revenue has been increased and its economy diversified as a result of establishment of light and heavy industries as well as development of agriculture. H India has become technologically advanced and a nuclear power. I India is now one of the most industrialised third world nations. J India has used the income from industry to develop transport and communication network. K Today India is able to provide public services such as education and health care to its citizens. L Modern industrialisation in India has also boosted the cottage industries that include making of garments, plastics, shoes, hosiery and some household items. Plastic buckets and shoes For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 59 Scientific Revolution Scientific revolution refers to the period when man made many inventions and discoveries as a result of his improvement in knowledge and the interest to find out new thing about the universe. The scientific inventions began before the birth of Christ. A number of scientific discoveries and inventions were made in agriculture, industry and medicine. These discoveries and inventions improved man s conditions of living after he indetified various ways of solving his problems. The early civilizations for example in Greece, India, Iraq, Egypt and China influenced the development of early science. The Greeks and the Egyptians were great mathematicians. The Greek mathematician called Pythagoras came up with the right-angled triangle. The Egyptians used mathematical skills to construct pyramids."}
{"text": "The Greeks and the Egyptians were great mathematicians. The Greek mathematician called Pythagoras came up with the right-angled triangle. The Egyptians used mathematical skills to construct pyramids. They also came up with Geometry and used it in farms. The Chinese also contributed to scientific knowledge in that they discovered the way of making silk cloth, gunpowder and paper. The Indians introduced Zero in mathematics and also use of the decimal points. The Iraq people were in ancient times called the Sumerians or the Mesopotamians. Their scientific inventions were mainly in the fields of medicine, architecture, mathematics and astronomy. During Renaissance , scientific knowledge spread to many countries especially in Europe. This was followed by Agrarian Revolution and Industrial Revolution. Individual scientists contributed a lot to the scientific inventions as from the 15th century. Some of these notable scientists were: 1. Nicolas Copernicus He learnt that the earth went round the sun within a period of one year. He also discovered that the earth rotated on its own axis. 2. Galileo Galilei He agreed with the theory of Copernicus that the earth and the remaining planets moved round the sun in one year after using a telescope to observe the universe. 3. Sir Isaac Newton He discovered the force of gravity and the spectrum. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 60 4. Antoine Lavoisier He found that air is composed of hydrogen and oxygen elements. 5. John Dalton He came up with the Atomic Theory and also discovered colour blindness. 6. Michael Faraday He discovered electricity. This enabled him to make a dynamo which gave out electricity. 7. Thomas Edison He came up with electric lamp. 8. Charles Darwin He formulated the evolution theory which stated that all living things developed from simple life forms to complex ones over millions of years. 9. Edward Jenner He came up with the vaccine for small pox 10. Louis Pastour He found that diseases and decay were caused by microbes. He introduced pasteurisation as a method of conserving liquid foods. 11. Alexander Graham Bell He invented the telephone. 12. George Stephenson He invented the steam locomotive. 13. The Wright Brothers Wilber and Oville Wright They invented the first aeroplane. Important scientific inventions on agriculture 1. Jethro Tull He invented seed drill which was used to plant seeds in rows and a horse drawn hoe. 2."}
{"text": "Important scientific inventions on agriculture 1. Jethro Tull He invented seed drill which was used to plant seeds in rows and a horse drawn hoe. 2. Robert Bakewell For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 61 He found out that the quality of animals could be improved through cross breeding. Using the method, he came up with quality sheep. 3. Andrew Meikle He came up with a mechanical thresher. 4. Justus Von Liebig He came up with the modern fertiliser industry. In his experiments, he found that plants obtain nitrogen phosphorus and salt from the soil. 5. Cyrus Mc Comic He invented the reaper which could be used for harvesting. 6. Sir John Bennet Lawes He began a super phosphate factory for making fertiliser. Impact of scientific inventions on agriculture a Scientific invention promoted agriculture leading to rapid increase in food production. Fertilisers added nutrients to the soils while farm machinery helped in ploughing, planting, harvesting and threshing. B Scientific inventions improved farming techniques and livestock rearing. For instance cross-breeding brought about quality livestock breeds, while the invention of the seed drill encouraged farmers to plant in rows. C Before the invention of agricultural machines such as tractors, combined harvesters and seed drills, human labour was very popular in farms. After the machines were introduced, manual labour was reduced. This resulted to unemployment of many people in the agricultural sector. D It became easy to preserve foods and even transport them over long distances and over a long period of time because of the invention of refrigerators and the canning process. This led to increase in cultivation. E The introduction of pesticides reduced crop destruction by pests while the development of fungicides reduced crop diseases. Food production therefore increased as a result of the reduction of crop diseases and pests. F The invention of farm machinery led to increase in cultivated land. This was followed by the establishment of large estates leading to plantation farming. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 62 g The desire to make more inventions and to improve what had already been established for instance the need to come up with better breeds of livestock and to come up with more efficient farm tools and machinery led to establishment of scientific research centres and schools which emphasised on science. H There was diversification of agriculture as well as diversification of economy."}
{"text": "This was followed by the establishment of large estates leading to plantation farming. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 62 g The desire to make more inventions and to improve what had already been established for instance the need to come up with better breeds of livestock and to come up with more efficient farm tools and machinery led to establishment of scientific research centres and schools which emphasised on science. H There was diversification of agriculture as well as diversification of economy. This was important because people stopped depending on a single source of livelihood. I Increase in food production led to increase in population growth. This is because the fertility rate rose as people obtained sufficient and nutritious food which also reduced the death rate. J The invention of farm machinery which replaced manual labour resulted to rural urban migration of the unemployed. There were therefore large populations in towns which required food. For this more land had to be cultivated to feed the town folk. This therefore indirectly promoted the development of agriculture. K Continuous application of fertilisers in farms have affected soils therefore leading to reduction in yields. L Indigenous crops and livestock have been replaced by exotic breeds which are mainly hybrids. M Inhaling of various chemicals and pesticides cause respiratory diseases e.g whooping cough and other diseases like tuberculosis and cancer. Important discoveries in industry a The textile industry had so many discoveries. These were: i James Hargreaves He invented the spinning jenny which prepared large amount of cotton threads. Ii Edmund Cartright He invented the power loom which facilitated weaving. Iii Samuel Crompton For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 63 He invented the spinning mule. This machine produced high quality threads. Iv John Key He invented the flying shuttle. V Thomas Bell He made a cylindrical calico printing machine. Vi Eli Whitney He invented the cotton gin which removed seeds from cotton fibre. B Others who made inventions on industry were: i Michael Faraday He discovered electricity and he made a dynamo for generating electricity. Ii Benjamin Franklin He proved that lightning was a form of electricity. Iii Otto Hahn and Stressman They discovered nuclear energy. Iv George Stephenson He made the locomotive which was called The Rocket . V James Watt He invented the steam engine Impact of scientific inventions on industry 1. As a result of people getting exposed to the industrial goods, their living standards have improved. 2."}
{"text": "V James Watt He invented the steam engine Impact of scientific inventions on industry 1. As a result of people getting exposed to the industrial goods, their living standards have improved. 2. Jobs have been created in industries. The textile industries for example employ a large number of people. 3. There is diversification of economy as a result of introduction of industries. This has stopped man from depending on agriculture only. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 64 4. New sources of energy were introduced as a result of scientific research. These were like solar energy, atomic and nuclear energy, and electric power. 5. Space exploration has been carried out due to invention of rockets, satellites, and digital cameras. 6. Dangerous weapons such as atomic and nuclear weapons have been invented. This has increased wars in the world. 7. Inventions of engines, motorcars, supersonic planes and locomotives encouraged manufacture of spare parts and vehicles and also refining of oil to get fuel for vehicles. Transport has therefore been revolutionised through scientific inventions. 8. Scientific inventions had reduced the labour burden. Machines do most of the work especially in developed countries. 9. The invention of computers has helped workers to perform their duties efficiently and accurately for example in the banking sector where computers are used to process information and many other types of data. 10. Trade has been encouraged due to the growing demand of the manufactured goods. 11. The industries cause pollution in cities. Industrial fumes, noise and smell affect people. Some are affected by diseases like tuberculosis. 12. Communication network has been improved through the use of Email and Internet. 13. Some countries of the world have become highly industrialized. This has given them the opportunity of becoming world powers. They use the products of their industries to overpower others. Important scientific inventions and discoveries in medicine 1. Joseph Lister He discovered he use of carbonic acid as an antiseptic to sterilise surgical apparatus. Then he developed an antiseptic spray for making the air clean during operations. He also discovered the use of carbonic acid for destroying microbes around the wound after an operation. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 65 2. William Marton He discovered the use of chloroform sometimes refered to as carbonic acid during surgery. 3. Edward Jenner He invented the first vaccine for controlling smallpox. 4."}
{"text": "3. Edward Jenner He invented the first vaccine for controlling smallpox. 4. Lous Pasteur He discovered that certain bacteria caused certain disease. He discovered that heat could kill bacteria. He therefore discovered that food could be preserved through the method he called pasteurisation. This is heating food to a certain temperature and then making it maintain the same temperature for a specific period of time before it is cooled quickly. He also came up with cures for anthrax and rabies. 5. Sir Ronald Ross He found out that the anopheles mosquitoes carried parasites that caused malaria. He also discovered that proper drainage systems could prevent the breeding of mosquitoes and therefore reduce malaria infections. 6. Rontgen He discovered the x-ray radiation which later enabled doctors to observe the internal organs of man and his bony framework.. 7. Alexander Flemming He discovered penicillin, which was an antibiotic capable for curing coughs, pneumonia, sore throat and wounds. 8. Dr Christian Bernard He introduced the method of transplanting the heart of a death person to a body of a living patient with heart problem. Impact of scientific inventions on medicine 1. There has been rapid increase in life expectancy of human beings. This has resulted to rapid increase in human population. 2. Drugs have been discovered which reduce pains therefore reducing human suffering. Others cure diseases completely. 3. Machinery for use in hospitals have been invented. These are used by doctors for locating and treating diseases. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 66 4. Industries for manufacturing drugs curatives have been established. This has created employment opportunities in the pharmaceutical industries. 5. Preventive measures have been applied such as vaccination which has led to eradication of many diseases. 6. Excess use of drugs may affect the health of many people. This is because certain diseases become resistant to certain drugs. Factors influencing scientific inventions in Africa and other developing nations i Inadequate capital for the use in scientific research. Ii Illiteracy of the people. Many people who are not educated cannot be able to apply scientific principles to come up with new findings. Iii Over-depending on donor countries. This occurs because African countries are poor. Iv Little emphasis in the teaching of science in school. This occurs because of shortages of science equipment for experimental work. V Failure for the governments to assist researchers. Many African countries cannot afford to fund researchers."}
{"text": "They later development into towns. Examples are Mombasa and Kilwa. 2. There was development of ports and harbours where ships anchored such as Cape Town and Malindi. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 69 3. Some areas like Meroe where local industries were established attracted many people who settled there. These settlements later developed into towns. 4. Areas which had reliable water for irrigation, industrial use and domestic use attracted people who established settlements which later developed into towns. 5. Some administrative centres and palaces of rulers expanded to become towns after the subjects came to settle close to rulers for security reasons. 6. Urban centres developed at major cross-roads and where several trade routes met. Examples are Tuat, Timbuktu and Sijilmasa. 7. Notable religious centres became the meeting places for many people. They attracted people who settled nearby and thereafter towns developed. 8. Development of early education centres such as Timbuktu, Gao and Cairo contributed to development of urbanisation in those centres. 9. The development of Agriculture made people to settle permanently together because food was available. 10. Areas that were secure and were sheltered from possible attacks attracted people who concentrated there. These settlements later developed into towns. Cairo Modern Cairo is situated at the delta of River Nile where some earlier settlements had been established about 2000 years ago. Egypt was invaded by the Fatimids who established a walled town. By mid 14th century Egypt had grown into a big city with many mosques and palaces. It served as an early religious centre. The town had narrow streets, bazaars, shops and crowded living quarters. There was a market where people sold their produce. The Ottoman Turks took control of Egypt in 1517 and remained under their control until 1798 when Napoleon Bonaparte of France captured it from the Turks. Three years later in 1801 the French were driven out of Cairo and it was thereafter made the capital of Egypt by the then ruler, Mohammed Ali. During the reign of Ismaili, Egypt was first modernised. Later it expanded as more buildings reflecting the European style were constructed. Today it is the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 70 largest town in Egypt. It has a modern international airport and a railway network which links Cairo with the other towns. Cairo has many entertainment facilities and museums."}
{"text": "In 1665 AD London was affected by plague. The following year a great fire burnt the city. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 72 In 1667 the rebuilding act was enacted. It stipulated that all buildings be of stone and brick. In the 1760s the walls and gates of old medieval city of London were demolished. During the 19th century, London was modernised through the construction of many suburbs, rebuilding of bridges and through lighting of city streets. By the close of the century, London had grown into a beautiful city served by a well developed networked of transport and communication. During the First World War, London became the German target. London was heavily bombed. The Tower of London and the British Museum were destroyed. Many other buildings were also damaged. After the war, the British government reconstructed the war damage. Many tall storey buildings were constructed such as the Museum Radio Tower of the General Post Office building. This was followed by construction of shops, residential houses, school, hotels and cultural centres. The city of London got most of its water from river Thames. There were several city markets which provided people with food, meat, fruits and flowers. Today the city of London is under the control of the local government headed by mayors. Several factors contributed to the growth of the city of London. These were: 1. Development of transport and communication. London had a network of roads and railways. Underground roads and railways were established in underground tunnels to reduce traffic congestion. Modern international airports such as Heathrow airport were also established. London was connected to the rest of the world with telegraphs, telephones and radio transmissions. 2. Trade enabled the town of London to grow into city status. Many people migrated to London to conduct business as a way of earning a living. The success of their businesses made them wealthy and they settled permanently. As this process continued, the town also continued to expand. 3. The establishment of industries attracted the people who came to seek for employment and those who came to survive on cheap manufactured goods. 4. The development of port facilities in London encouraged many people to go and do the jobs of loading and unloading cargo. The sailors from England also started their journeys from the seaports like London. Those For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 73 who came from abroad on their way to England regarded London as their port of call."}
{"text": "The development of port facilities in London encouraged many people to go and do the jobs of loading and unloading cargo. The sailors from England also started their journeys from the seaports like London. Those For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 73 who came from abroad on their way to England regarded London as their port of call. This contributed to the growth of London. 5. London served as a political and an administrative centre for a long time. The Romans constructed a fort and surrounded it with a wall for security reasons. The colonies Britain acquired were under the colonial secretary who was based in London. 6. The city of London had several museums and theatres that made it an important cultural centre. Many people were attracted by the activities in the city making them to settle there in great numbers. Functions of London a London is the capital of the United Kingdom. It acts as an administrative headquarters. B It is an industrial centre that has both heavy and light industries. C It is a cultural and recreational centre. London has many theatres and museums. D London is a centre of international transport and communication. This is because there are international airports in London and there is the harbour where ships from all over the world anchor. E London is a centre of learning. It has international Universities and colleges. F It is also a commercial centre that has many banks and insurance. It has many shopping centres. G London is a religious centre. It has many churches and cathedrals. H London is also the common wealth headquarter. The problems London has encountered since it was founded i Problem of overcrowding of houses, vehicles and people. Ii Epidemics such as plague affected London during the Romans era and in 1665 AD. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 74 iii London was burnt down in 1666 AD. Iv There was the problem of unemployment. V There was the problem of rural - urban migration of the jobless. Vi There was inadequate housing facilities and poor sanitation. Vii There was high crime rate. Viii There was pollution of the environment due to fumes from industries and vehicles. Ix London was bombed by the Germans during the First World War. This resulted to deaths of people and destruction of property. X There was the demolition of the old city of London in the 1760 s."}
{"text": "Ix London was bombed by the Germans during the First World War. This resulted to deaths of people and destruction of property. X There was the demolition of the old city of London in the 1760 s. Athens The growth and prosperity of Athens is based on trade and commerce. The land surrounding Athens was rocky. It could not support a large population. The people of Athens depended mainly on imported food that they exchanged with olive oil, wine and wool. Athens was a famous centre of learning. The city state provided education in such fields as philosophy, architecture, drama, science and medicine. The democracy that is enjoyed in the world today originated in Athens where it was actually practised. Athens was surrounded by a protective wall for security purposes because of constant wars with the other city states. The town itself looked clumsy. The streets were merely narrow earth roads that became dusty during the dry spell and muddy during the rainy season. Some houses were made of unbaked brick while others were made of mud. A few beautiful and well-built buildings such as Parthenon temple and the temple of Athena Nike existed. There was a market place in the centre of the town which also acted as a meeting place for people and also the place where people assembled for debates. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 75 On top of the high cliff was the Acropolis Fortress which provided protection for the village below. The biggest problem of Athens was that it had inadequate sanitary facilities for disposing human waste and refuse. Due to this the town was exposed to very bad smell from rotting garbage. Athens weakened and lost its glory between 430 BC and 335 BC due to the following reasons: i Athens was affected by constant rivalries and wars with other city states. Ii Athens was conquered by King Philip of Macedonia and put under the Macedonian domination. Iii Constant epidemics like plague led to death of many Athenian citizens therefore weakening the military might of Athens. Iv The final blow, which made the town to disintegrate, was the death of Alexander the Great whose empire controlled Athens. Other towns such as Rome and Cathage rose to power to fill the political vacuum left by Macedonia. Emergence of modern urban centres in Africa There are many urban centres in Africa that began when the Europeans acquired colonies and settled there. Such towns never existed in Africa before the coming of the Europeans. Some of them began as administrative centres for the colonial authority."}
{"text": "6. The availability of coal, which provided energy also, promoted industrial development. Today, Johannesburg is the largest city of the Republic of South Africa and the industrial and commercial centre. It is the centre of the country s gold mining industries and the site of the Johannesburg stock exchange. It is a strategic rail, road and air hub with an international airport. It is a mining as well as an industrial centre whose industries include manufacture of mining and railway equipment, automobile parts, chemicals, textiles, electrical and communication equipment. Johannesburg is a cultural and educational centre of South Africa. It has a number of museums, theatres, a symphony, orchestra and an opera company. It has schools and universities. Review Questions 1 a What is urbanisation? B What favoured development of early urbanisation in Africa? 2. A Describe the factors which contributed to the growth of: i London ii Kilwa b What problems did each of the two towns above encounter that affected its growth. 3. Explain the factors which led to the decline of the city of Athens in the first millennium AD? 4. Describe the major problems of the modern urban centres. 5. Explain the growth of Johannesburg as an important urban centre. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 79 7. Describe the functions of Nairobi City. Students Activities 1. Compare the factors that led to the growth of the early urban centres with those which led to the growth of modern urban centres. 2. Draw a map of Africa and indicate the locations of Nairobi, Cairo, Meroe, Johannesburg and Kilwa. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 80 CHAPTER 5 SOCIAL, ECONOMIC AND POLITICAL ORGANISATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY Buganda The Buganda Kingdom was one of the Kingdoms in Uganda. During the 19th century Buganda expanded to become the largest and most powerful kingdoms in Uganda. Several factors brought about the rise of Buganda. These were: a The Baganda were agriculturists. They grew bananas which was their staple food. This enabled them to feed the army. The fertile soils and suitable climate enabled them to grow crops. B During the 18th and 19th centuries, Buganda was under very strong and competent rulers entitled Kabaka."}
{"text": "This enabled them to feed the army. The fertile soils and suitable climate enabled them to grow crops. B During the 18th and 19th centuries, Buganda was under very strong and competent rulers entitled Kabaka. One such ruler was Kabaka Mtesa I. c Buganda kingdom was centralised and it had a well-organised political system. The centralisation of Buganda enhanced effective control of the kingdom, enhanced loyalty to one single ruler, promoted control and unity of other traditional leaders and also led to emergence of able rulers who strengthened the Kingdom. D Buganda had a strong army, which defended the kingdom, and a navy that conquered people living in the islands of Lake Victoria such as the people of Sese Island. E The decline of Bunyoro Kitara Kingdom enabled Buganda to expand to fill the power vacuum left by Bunyoro. F Participation in the long distance trade by the Baganda people enabled the kingdom to attain wealth that was used to maintain the kingdom. The rulers also taxed the Arab and Swahili traders who ventured into the kingdom to trade. G The annexation of Buddu iron fields enabled Buganda to manufacture superior iron weapons. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 81 h When the British occupied Uganda, she handed over the lost counties of Bunyoro to Buganda. These counties included Bungaizi and Buyoga. This action of the British contributed to more expansion of Buganda. Buganda at its peak in the 19th Century Social organisation of Buganda The social organisation of the Baganda was based on clans made up of members of several related families. There were also social classes with members of the loyal family on top followed by local chief and then below were the commoners followed by slaves. The Kabaka existed who played social roles such as presiding on various ceremonies and rituals, being the chief priest and therefore being in charge of all religious activities. The Kabaka s power was symbolised by his loyal regalia that included the royal drums, the stools and the spears. The Baganda worshipped a god entitled Katonda. They believed in the spirits of the dead ancestors. They thought that the death affected the affairs of the living people. They had a traditional religion they called Lubaale. They consulted the spirits of the dead through prophets. The mediums who consulted the spirits were usually given gifts. The Baganda had medicinemen and sorcerers."}
{"text": "The Baganda engaged themselves in the long distance trade mainly in the 19th century after the Arab and Swahili merchants from the coast penetrated into kingdom. This trade expanded rapidly during the era of Kabaka Mtesa I. Slaves and ivory were the main commodities the Arab and Swahili traders demanded. They in turn brought ammunitions, cloth, beads and swords that were demanded by the Baganda. Political organisation of Buganda Baganda is believed to have originally been a section of the Chwezi State. It is not known clearly whether it is Kintu or Kimera who established the early kingdom of Buganda. What is clear is that Buganda was a centralised kingdom controlled by a ruler entitled Kabaka whose authority in those early days was limited by the power of the clan heads each entitled Bataka. In the later years, the Kabakas assumed a lot of power because they played the following roles: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 83 a They acted as the chief political and religious leaders and heads of government. B They were considered as the supreme judges in the kingdom and also as the final court of appeal. C They were regarded as the sole defenders of Buganda and protectors of their subjects. D They commanded the army as well as all other juniors for instance, the Katikiros, the Saza chiefs and the Gombolora chiefs. E It was their responsibility to appoint or fire senior officials like the Katikiro and the Chief Justice. F They controlled trade to such an extent that they even taxed foreign traders. The Kabaka was assisted to administer the kingdom by a Prime Minister entitled Katikiro. In the Kabakas court, their existed the Chief Justice entitled Omulamuzi and the treasurer entitled Omuwanika, all appointed by the Kabaka. Together with the Katikiro, they formed the Kabakas advisory body. There existed a legislature assembly called Lukiko, which acted like the modern day parliament. It discussed important issues affecting Buganda kingdom such as issues pertaining to external attacks, relations with foreigners, trade regulations and the ways to deal with the citizens. The kingdom was split into counties each called Saza. Each county was headed by a Saza chief. Counties were further split into sub-counties each entitled Gombolola."}
{"text": "The kingdom was split into counties each called Saza. Each county was headed by a Saza chief. Counties were further split into sub-counties each entitled Gombolola. Each Gombolola was under the leadership of a Gombolola chief whose duty was to collect the taxes and remit to Kabaka as well to maintain law and order in his area of Jurisdiction. Each Gombolola was further split into a small division called Miluka headed by Miluka chief. Buganda had a strong standing army and navy. The army defended the kingdom while the navy controlled Buganda s possessions in Lake Victoria such as Sese Island. Leadership among the Baganda was hereditary passed from father to son at first but later the Kabaka could appoint a minor chief from the citizens who was royal to him. The Kabaka strengthened the loyalty bestowed on him by all the people in the kingdom by marrying from all popular clans and accepting sons of popular people from various families to come and work in his court. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 84 Shona The Shona settled in central Africa south of River Zambezi in the present day Zimbabwe. It is believed that they migrated to the region from the Congo basin and they are related to the Kalanga. Social organisation of the Shona The Shona worshipped a god who was believed to be all-powerful. They called their god Mwari. The Shona had priest who presided over religious functions for instance during the time of offering sacrifices to the supreme being. The priests also conducted rituals to appease their gods. The Rozwi clan provided the shona community with priests. Worship was conducted in shrines. The shona believed in the existence of the ancestral spirits they referred to as clan spirit, Mhondoro, and the family spirits, Vadzimu. The spirits communicated through intermediaries referred to as Svikiro. The Shona communicated with the spirits through mediums. They conducted a number of ceremonies and festivals. The shona were socially organised into families, several of which made a clan. The clan elders were highly respected. Polygamy was a very common practice among the Shona. It was common to find men with very many wives. This was one way of ensuring that the community had enough warriors and was provided with sufficient labour force."}
{"text": "Polygamy was a very common practice among the Shona. It was common to find men with very many wives. This was one way of ensuring that the community had enough warriors and was provided with sufficient labour force. The Economic Organisation of the Shona The Shona grew a variety of subsistence crops such as beans, millets and vegetables. They also kept livestock such as cattle, sheep and goats, which provided them with milk and meat. The Shona made iron tools such as spears, hoes and knives. They also weaved and made back cloth. The Shona supplied the people of Sofala with gold. In return the Shona obtained cloth, glassware, and firearms obtained from the Portuguese. The political Organisation of the Shona An emperor who was the head of state and government controlled the Shona kingdom. When the emperor died, his son took over leadership. This implies that leadership among the Shona was hereditary. The emperor administered the empire with the assistance of his immediate relatives and leading officials. These were queen s mother, his principal wives, For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 85 his sister, the head drummer, the chancellor, the supreme cook, the chief door keeper and the commander of his army. The emperor was the overall military leader and for this reason he acted as the commander in chief of the standing army which not only defended the kingdom but also tried to conquer other neighbouring communities in order to expand it. The Shona kingdom was divided into smaller divisions that were under the control of lesser kings who were answerable to the emperor. The lesser kings ensured that trade was promoted. The emperor was the sole controller of the entire trade. The profit from trade maintained the army and also sustained the kingdom. Vassal states were made to pay tribute to the emperor. The Shona priest played political roles in that they acted as the emperor s spies. The priests also linked the people with the emperor. In so doing religion was used to create political unity among the Shona. Asante Ashanti The Asante is one of the Akan or Twi speaking peoples of the present day Ghana. The Asante kingdom is believed to have been established as a result of a number of states which united together and settled at a place called Asantemanso."}
{"text": "In so doing religion was used to create political unity among the Shona. Asante Ashanti The Asante is one of the Akan or Twi speaking peoples of the present day Ghana. The Asante kingdom is believed to have been established as a result of a number of states which united together and settled at a place called Asantemanso. From Asantemanso they dispersed in clans and family groups to new settlements such as Bekwai, Tafo, Nsuta, Mampong, Amakom and Kwaman. Later in the 17th century these settlements united under the leadership of the Oyoko clan. All the Asante states were established surrounding modern Kumasi in an area referred to as Kwaman forest. By the middle of the 18th century, the Asante had become a very large empire as a result of the efforts of Osei Tutu who introduced the golden stool, which became the symbol of Asante union. The Asante rulers were entitled Asantehene. Factors that led to the rise and expansion of the Asante kingdom We have already seen that the Asante kingdom rose from a number of clans and families who migrated and then settled together at Asantemanso. Those settlements later united into states. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 86 The rise of the kingdom was therefore as a result of the unity of those states. The Asante emerged and expanded into a mighty kingdom because of the following reasons: 1. The area the Asante people settled had abundant rainfall which enabled them to grow crops and gather wild fruits to sustain the growing population. 2. Asantehehe Osei Tutu with an Akwamu priest, Okomfo Anokye cemented the Asante union when they introduced the golden stool as the symbol of Asante union. 3. The Asante obtained income for expanding the empire from the trade they conducted with the Europeans at the coast. 4. The Odwira Festival was organised which enabled the state rulers to gather together to pay allegiance to the Asantehehe. 5. The Asante kingdom was controlled by strong and able rulers like Osei Tutu, Opoku Ware and Osei Bonsu who engaged themselves on expansionist missions aimed at enlarging and strengthening the kingdom. 6. The fact that Asante kingdom was highly centralised enabled people to join in order to fight against a common enemy. 7."}
{"text": "6. The fact that Asante kingdom was highly centralised enabled people to join in order to fight against a common enemy. 7. The neighbouring states such as Denkyira and Fante were weaker that the Asante kingdom. This gave the Asante the advantage of expanding its empire. 8. The Asante army was very strong and well organised. It was made up of soldiers from all the Asante states. 9. The Asante used modern weapons such as guns which they bought from the Europeans along the west African coast. 10. The Asante rulers obtained revenue from the tribute paid by conquered states. This enabled the Asantehene to maintain his army and his kingdom. Social organisation of Asante In the early beginning the Asante lived in separate clans and family groups. When the family and groups migrated from Asantemanso, they went to places For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 87 where they lived in settlements. At first the settlements were not united but later they joined together into states. An Akwamu priest named Okomfo Anokye together with Osei Tutu introduced the golden stool as a symbol of unity, which had religious symbolism. It united all the states not only politically but also socially. The Asante introduced the national festival called Odwira that united the whole of Asante by making state rulers to be royal to the Asantehene. The Asante were polytheistic. They worshipped gods and goddesses. The Asantehene played both political and religious roles. He acted like a religious leader and presided over religious ceremonies. The Asante people worshipped their gods through their ancestors. The ancestors acted as intermediaries between gods and the people. The Asante people sacrificed to their gods. They believed in life after death and in punishment of wrong doers and reward for those who did well. By the first half of the 19th century, the Asante had embraced Islam. The Asante Muslim converts therefore adopted Islamic culture and law sharia . This became the beginning of the Islamic influence in Asante. Economic organisation of Asante The Asante lived in the forest region in the west of River Volta. The land they occupied received heavy rainfall which enabled them to grow crops such as vegetables, kolanuts and grains. The Asante also kept few livestock. They hunted and gathered fruits and red kolanuts from Kwaman forest for sale."}
{"text": "The land they occupied received heavy rainfall which enabled them to grow crops such as vegetables, kolanuts and grains. The Asante also kept few livestock. They hunted and gathered fruits and red kolanuts from Kwaman forest for sale. The Asante also participated in the local trade. They traded with the Ga and the people of Benin. They exchanged commodities such as salt, cloth and fish. Later they traded with the Europeans who had settled along the West African coast in settlements such as Accra, Anomabo, Cape Coast, Winneba and Elmina. The Asante traders gave Europeans ivory, slaves, gold and colanuts in exchange for firearms, cloth and ironware. The Asante mined gold in the Kwaman forest and practised iron working. They used iron to manufacture tools, bangles, hoes and arrowheads. They practised traditional crafts such as cloth making, basketry, pottery and sculpture making. The Asante hunted elephants to obtain ivory. They also gathered fruits and edible roots. Political organisation of Asante The Asante Empire was centralised and divided into three parts. The first part was the metropolitan or Nucleus State that consisted of the Kumasi State that was directly under the Asantehehe. The second part was the Amatoo or the states within a radius of about 30 to 40 miles of modern Kumasi. These states were outside Kumasi and they For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 88 recognised the Golden stool as the symbol of unity of the Asante. Some of them were Dwaben, Adansi, Bekwai, Nsuta, Mampon and Kokofu. The third part was the conquered states or provincial Asante states that consisted of all the outer circle of states which had earlier been conquered and controlled by the Asante. Examples of them are Akwamu, Akyem, Twifu, Wassa, Denkyira, Sefwi, Akwapem, Assin, Gonja, Dagomba, Gyaman and Takyiman. Gonja Dagomba Takyiman Kumasi Sefwi Akwamu Denkyira Asante Kingdom in the 19th century The Asante kingdom was ruled by kings entitled Asantehene. The Asantehene was the supreme ruler of the kingdom. He had direct control over Kumasi State. The Asantehene was the conmmander in - chief of the army."}
{"text": "The Asantehene was the supreme ruler of the kingdom. He had direct control over Kumasi State. The Asantehene was the conmmander in - chief of the army. He presided over political and religious festivals and he acted as the final court of appeal because he was the supreme judge. Leadership among the Asante was hereditary. The Asantehene ruled with the advice of the state rulers who formed the union of rulers. The conquered states were administered by their kings but they were regarded as the provinces of the Asante kingdom .A representative who was an appointee of the Asantehene was posted in each province where he acted as the eyes and ears of the Asantehene. He also levied taxes, supervised trade and mining of gold nuggets. Each Asante State was under the rule of Omanhene who took the oath of allegiance to demonstrate loyalty to the Asantehene. The Omanhene represented the Asantehene in the provinces but they were required to pay tribute to the Asantehene and also to provide soldiers in times of conflicts. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 89 The Asante states were all bound together by the golden stool which was the symbol of unity of the Asante. This stool was preserved in the capital, Kumasi. Every state ruler was presented with a symbolic black stool to signify unity of the provinces. There was a national festival organised particularly for state rulers to pay allegiance to the Asantehene. This festival was known as Odwira festival. The Asante had a strong standing army consisting of an infantry and a calvary wing. The Asante army was divided into four segments which included the left wing, the right wing the van and the rear. Every king of a state was given a position within the wings. This position was taken by the army he controlled in his state a thing which made him remain powerful. At its peak, the Asante kingdom consisted of the area surrounding Kumasi which was directly under the Asantehene, the states outside Kumasi which were part of the original Asante union and lay about 90 kilometre radius of present day Kumasi and the vassal or conquered states. The Asante government finally collapsed due to the following reasons: i Constant rebellions by the vassal states who wanted to reassert their independence. Ii The British supported the Fante to flight against the Asante."}
{"text": "At its peak, the Asante kingdom consisted of the area surrounding Kumasi which was directly under the Asantehene, the states outside Kumasi which were part of the original Asante union and lay about 90 kilometre radius of present day Kumasi and the vassal or conquered states. The Asante government finally collapsed due to the following reasons: i Constant rebellions by the vassal states who wanted to reassert their independence. Ii The British supported the Fante to flight against the Asante. Iii The kingdom had grown too large for the rulers to control effectively. Iv Asante strained relations with Fante and the British affected Asante trade and source of income. V There was weakness in the system of provincial administration because vassal states were not fully incorporated to the kingdom. Vi The Asante ruler, Osei Tutu was forced to grant independence to the southern states. Vii Asantehene Prempe I was exiled. Review Questions 1. Explain the roles of the following in the 19th century: i Kabaka of Buganda ii Asantehene of Asante For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 90 2. Describe the political and social organisation of Buganda. 3. A Explain the factors that led to the rise and growth of Asante Empire. B Describe the political organisation of the Asante Kingdom up to the 19th century. 4. Describe the Shona kingdom under the following headings: a Economic organisation b Political organisation c Social organisation 5. What factors contributed to the decline of the Asante Kingdom. 6. Identify the economic and social activities of the Asante in the 19th century. Students Activities 1. Draw maps to show the location of the Asante and Buganda kingdoms 2. Discuss in groups the factors which contributed to the rise and decline of the Asante and Buganda Kingdoms. 3. Compare the administration of Buganda kingdom with the administration of Asante Kingdom."}
{"text": "7. A written constitution is prepared in such a way that one can be able to compare the actions and day to day activities of the government with what is written and expected to be achieved and maintained. Advantages of written constitution The following are the advantages of a written constitution: a Once prepared, it is not easy to change or amend it so as to favour particular personalities in power. B It becomes easy for the literates to know the expectations of the government because they can buy the official copies and read themselves. This is because it is readily available for reference and use. C No individual can alter or manipulate any part of the written constitution. The legislative body is the one which has a right of making even a minor amendment or alteration. D The legislators and delegates are able to incorporate the traditions, conventions and customs of the citizens into a written constitution which is people driven and which recognises people s ethnic groupings. E A well written and acceptable constitution can play the role of uniting all the people in a nation. F A written constitution provides a smooth procedure of handing over power after general elections, death of rulers or resignation. This is For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 94 because it provides a clear guideline of what should be done if such a thing happens. G A written constitution enables a country to operate in favourable and orderly manner. H A written constitution spells out the fundamental rights of citizens very clearly therefore making them aware of their rights and also making them have a reference when their rights are infringed. Disadvantages of written constitution i It is too rigid to be easily altered without a lot of consultation. Ii Amending a written constitution is slow and cumbersome. Iii The language used to write the constitution volumes is difficult for people who have not learnt disciplines such as law. Yet it becomes difficult to simplify without altering the meaning and the stress. Iv If the constitution is not properly formulated, it can make various arms of the government to conflict. V For a good lasting written constitution, very qualified experts are required. These may not be available in some countries. Vi The constitution making process is costly and very involving if all the procedures are followed to the dot. Unwritten constitution An unwritten constitution is one which does not exist in a single formal official document. Britain is an example of a country with unwritten constitution."}
{"text": "Vi The constitution making process is costly and very involving if all the procedures are followed to the dot. Unwritten constitution An unwritten constitution is one which does not exist in a single formal official document. Britain is an example of a country with unwritten constitution. The sources of the British constitution are the Act of Parliament, British conventions, the Hansard, Legal publications by reputable authorities, decisions made by the British law courts from time to time and Royal prerogatives of the King or Queen to declare war or make treaties of peace. Advantages of unwritten constitutions 1. It is easy to make amendments in order to cope with the prevailing situations. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 95 2. It is not rigid. Therefore it can be altered without a lot of consultation. 3. This constitution is long lasting because it is native and therefore acceptable by the majority. Disadvantages of unwritten constitution a Fundamental rights of citizens are not clearly spelt out in an unwritten constitution. B Unwritten constitution requires very qualified judges and lawyers of the law courts who are able to cope with the tedious work of referring to many constitutional documents e.g. statutes, historical documents and customs in order to make any judgement. C An unwritten constitution is not clearly expressed as compared to the written constitution. The independence constitution The first constitution in Kenya was established during the British colonial rule. This may be referred to as the colonial constitution. The colonial constitution discriminated against the Africans while it favoured the whites. As the Africans continued to be aware of their rights they appealed to the colonial government to grant them their rights. Due to political pressure from the Africans, the colonial government unwillingly tried to change the constitution. In 1960 and 1962, constitutional conferences were held in London. African representatives attended. The Lancaster House conference held in London in 1962 concluded the constitution for independent Kenya. The date for independence was also set. The constitution made is the one we are calling the independence constitution. The conference was attended by representatives of the African political parties such as Kenya African National Union KANU , Kenya African Democratic Union KADU and African People s Party APP . KANU and KADU differed in the structure of government they wanted. KANU preferred a strong unitary constitution while KADU wanted a majimbo or Federal constitution."}
{"text": "The conference was attended by representatives of the African political parties such as Kenya African National Union KANU , Kenya African Democratic Union KADU and African People s Party APP . KANU and KADU differed in the structure of government they wanted. KANU preferred a strong unitary constitution while KADU wanted a majimbo or Federal constitution. KADU was in favour of majimbo constitution because it feared that smaller communities would be dominated by large ones such as the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 96 Luo and the Kikuyu. KANU believed that a unitary government would protect the interests of the smaller communities. The outcome of the 1962 conference was a federal form of constitution. This was followed by the formation of a coalition government between KANU and KADU. Provisions of the independence constitution The independence constitution provided a regional majimbo government. The country Kenya was therefore split into six regions each with its own regional government and assembly with full legislative powers. There was a central government consisting of two chamber national assembly namely the senate and the House of Representatives. The central government was headed by a Prime Minister from the party with majority seats. Nairobi was the headquarters of the central government. The Queen remained as the head of state. She was represented by the Governor General whose duties were to approve legislation, to ensure there was internal security, to deal with all foreign affairs and to give assent to bills to become laws. The independent constitution recommended a multi-party system of government. The party with the majority was to form the government. It recommended a Bill of Rights whose role was to protect the fundamental interests of the individuals. It also recommended formation of a Central Land Board for dealing with all issues concerning land and an independent public Service Commission for appointing, disciplining and firing civil servants. The independence constitution recommended the setting up of an independent electoral commission for setting constitutional boundaries and conducting elections. An electoral commission was established. It was made up of the speakers of both the House of Representatives and the Senate, nominated representatives of each region and a nominated representative of the Prime Minister. The independence constitution provided an independent judiciary that showed complete impartiality when judging cases. No one was allowed to influence the decisions of judges and they enjoyed security of tenure. Lastly, the independence constitution organised for the protection of the minority rights."}
{"text": "The independence constitution provided an independent judiciary that showed complete impartiality when judging cases. No one was allowed to influence the decisions of judges and they enjoyed security of tenure. Lastly, the independence constitution organised for the protection of the minority rights. This was mainly to ensure that the European and Asian minorities were protected and their properties were safeguarded. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 97 The Kenya Constitution Kenya is governed by a democratic constitution. A democratic constitution recognises and protects human rights for instance the right to acquire and own property, right to life and the rights safeguarding the individual s freedom of expression, association, conscience, movement and assembly. It also recognises the freedom of worship, belief and opinion. The Kenya constitution ensures that people have full and equal enjoyment of all rights and freedoms. It also ensures that all people are equal before the law. An individual has right to equal protection and equal benefit of the law. He has the right to a fair trial. According to the Kenya constitution, no person may be required to perform forced labour or be held in slavery. Constitutional making process Constitution making can take place in a number of ways as follows: a Having it done by Parliament whereby at least 65 of all parliamentary members must vote for a change to the Kenya constitution. B Using a constitutional review commission. This commission may be set up by the President or by Parliament. C Having a constitutional conference attended by selected people from various interests in society. They then make a draft constitution that can if necessary pass through a referendum. D Having a national convention composed of representatives from all walks of life who identify and discuss important national issues in order to prepare a constitution. Constitutions are therefore made through established procedures that are agreed upon by the majority. In Kenya the constitutional making process is as follows: 1. The general public is provided with civic education to enable them to take part in the constitution making process. To begin with, they are made to understand what a constitution is and why it is necessary in any state. They are then enlightened on the shortcomings of the current constitutions and also its strength. People are then requested to give their views on various aspects of the constitution. A commission is set to visit all the constituencies in Kenya to listen and record the views of the public. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 98 All the views obtained from the constituencies of Kenya are compiled together."}
{"text": "People are then requested to give their views on various aspects of the constitution. A commission is set to visit all the constituencies in Kenya to listen and record the views of the public. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 98 All the views obtained from the constituencies of Kenya are compiled together. The wishes of the majority are isolated and used to prepare a draft constitution which is forwarded for further discussion. 2. The recommendations are printed, published and circulated to the public. The commission once more visit the public to give their remarks. All the provinces are covered to ensure that the outcome reflects the will of the people. 3. A national constitutional conference is organised and attended by delegates from each district in Kenya. The commission then submits the recommendations which are largely the opinions of the public for further discussion and careful scrutiny. Some of the recommendations may be rejected. Other recommendations are accepted while some are amended. The National Constitution conference members may reject some recommendations and replace them with their own. 4. Sometimes the National Constitutional Conference members are unable to reach a consensus concerning certain recommendations. If this happens the recommendations causing disagreement are referred back to the public to be resolved through a referendum which is organised by the Constitution of Kenya Review Commission. The referendum is conducted within two months. 5. After this is done the draft constitution is forwarded to the National Assembly by the Attorney General after receiving it from the Commission. The draft constitution is treated as a bill and then published for discussion. Once it is recommended by the Members of Parliament after passing through all the stages a bill undergoes before becoming law, it is finally presented to the President for assent. 6. Finally, the constitution is published in the Kenya Gazette and after this implementation begins. Features of Kenya constitution a The constitution is democratic Due to the wishes and ambitions of the people since Kenya attained independence, the country has developed a democratic constitution based on the principles of separation of powers between the Judiciary, the Legislature and the Executive. This is aimed at reducing conflicts For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 99 between the three arms of government. The arms of government are therefore required to work independently without excessive interference from each other. B There is supremacy of the constitution and the rule of law Kenya is established on the principles of the supremacy of the constitution and the rule of law. It is governed in accordance with the constitution that acts as the supreme law that binds all authorities and individuals throughout the country."}
{"text": "The arms of government are therefore required to work independently without excessive interference from each other. B There is supremacy of the constitution and the rule of law Kenya is established on the principles of the supremacy of the constitution and the rule of law. It is governed in accordance with the constitution that acts as the supreme law that binds all authorities and individuals throughout the country. However, the rule of the law emphasises on handling all legal matters in accordance with the Kenyan laws. Every individual suspects is supposed to be given an opportunity for self-defence before a competent court of law after being arrested. The prosecution is supposed to prove the defendant guilty within a specific period and until the victim is proved guilty beyond reasonable doubt, he should be presumed innocent. C Recognition for and protection of individual human rights and freedom The Kenya constitution accommodates this distinctive characteristic in order to preserve the dignity of individuals and communities, to promote the realisations of the potential of all the people and also to promote social justice. The rights and freedom of the individuals are contained in the Bill of Rights. D A government must have relationship with the constitution It is unlawful to establish a system of government that is contrary to the constitution. Constitutional amendments since independence Kenya attained internal self-government on 1st June 1963. The constitution which the country adopted in 1963 was the independence constitution. A In 1964, the independence majimbo constitution was abolished. Kenya became a republic with an executive President. The President was the head of state and government. The country adopted a republican constitution with a unitary system of government. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 100 b In 1966, the two houses of parliament, that is the senate and the House of Representatives were abolished and replaced with a single chamber National Assembly Parliament . D In 1966, a member who resigned from the party that sponsored him or her was required to seek fresh mandate from the electorate on the ticket of the new party. Also a member who missed eight consecutive parliamentary sittings or who served a prison sentence of over six months would automatically lose his seat. D In 1966, for any constitutional amendment to be affected there had to be a 2 3 majority of the members of Parliament. E In 1966, the Public Security Act stated that people could be detained on public interest without trial."}
{"text": "Also a member who missed eight consecutive parliamentary sittings or who served a prison sentence of over six months would automatically lose his seat. D In 1966, for any constitutional amendment to be affected there had to be a 2 3 majority of the members of Parliament. E In 1966, the Public Security Act stated that people could be detained on public interest without trial. For example, a citizen who was considered to be a danger to state security was detained without trial. F In 1966, it was declared that if the Presidency fell vacant, the VicePresident would take over and act as President for the remaining term of office. The President was given power to nominate 12 members of parliament. G In 1968, the President was empowered to make changes on the administrative boundaries. In this case, the Parliament lost control over the changing of administrative boundaries. H In 1968, voting age was lowered from 21 to 18 years. One could qualify to contest for Presidency at the age of 35 years. Before one could contest at the age of 40 years and above. I In 1968, the presidential election was to be done directly by the people who qualified to vote. J In 1968, If the presidency fell vacant, elections were to be held within 90 days. The Vice - President acted as President for a period not going beyond 90 days. The President was also given power to postpone elections when and if he or she found it necessary. He could also shorten the life of the Parliament. K In 1975, the President was empowered to pardon election offenders enabling them to contest in future elections. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 101 l In 1977, the Kenya Court of Appeal was established to replace the East African Court of Appeal. M In 1978, Public officers who wanted to contest during parliamentary elections had to resign six months before election time. N In 1982, Kenya was changed from a de-facto one-party state to a de jure one-party state. This was done through the constitutional amendments which brought about the Section 2A . KANU was to be the only legal political party. O In 1982, the security tenure of office of the Attorney General and Controller Audit General was established. P In 1982, The office of the Chief Secretary and Head of Civil Service was established."}
{"text": "KANU was to be the only legal political party. O In 1982, the security tenure of office of the Attorney General and Controller Audit General was established. P In 1982, The office of the Chief Secretary and Head of Civil Service was established. Q In 1987, The post of Chief Secretary was abolished and replaced by the office of the secretary to the cabinet. This occurred because the office of the Chief Secretary was too powerful. R In 1987, The President was empowered to dismiss government officers such as the Attorney General and the Controller and Audit General at will. S In 1988, The President was empowered to dismiss the High Court judges and the chairman of the Public Service Commission at will. T In 1988, The Police department was empowered to hold suspected criminals for a maximum of 14 days before presenting them to a court of law for hearing and trial. U In 1990, The tenure of office of the Attorney General, The Chairman of the Public Service Commission and the Controller and Audit General were guaranteed. V In 1990, The Presidency was limited to 2 five-year terms. For one to qualify as President he or she had to win 25 of the votes cast in at least 5 provinces of Kenya. W In 1991, The section 2A of the constitution was repealed and Kenya became a multi-party state. The voting age was lowered from 21 years to 18 years. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 102 x In 1997, Political parties were given the mandate to appoint nominated members of parliament. The Kenya electoral commission commissioners were increased while certain oppressive laws were either amended or repealed. Such laws were: i The public order act ii The Chief s Act iii The Preservation of Public Security Act iv The Vagrancy Act Review Questions 1. A Define the term constitution . B Explain the advantages and disadvantages of a written constitution. 2. Outline the provisions of the independence constitution of Kenya. 3. Discuss the main constitutional amendments in Kenya since independence. 4. Identify the differences between written and unwritten constitution. 5. What are the main features of the Kenya constitution? 6. Give reasons why a constitution is necessary in any country. Students Activities 1. Describe the stages in the constitution making in Kenya. 2. Discuss the factors that determine a country s constitution. 3."}
{"text": "2. Discuss the factors that determine a country s constitution. 3. Have a class debate on whether Kenya should have a Prime Minister with more powers than that of the President or not. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 103 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 104 CHAPTER 7 Democracy and human rights Democracy is a Greek term derived from the Greek words demos, which means people and Kratia signifies power or rule. The word democracy may mean people s rule. It may also imply a system of government where the people of a country take part in decision making through elected representatives. Abraham Lincoln defined democracy as a government of the people, for the people and by the people. His definition is very popular and easy to comprehend. Any country with a true democratic system of government allows the people to enjoy the rights and freedoms such as rights to life, right to liberty and freedom of speech, freedom of political opinion and freedom of religion. It handles legal matters in accordance with the law. All people in the country are regarded as equal before the law irrespective of their status, race or religion. In a democratic country, people s opinions are taken very seriously because the government has to live to people s expectations. A country which does not honour the opinions of the people public opinion becomes unpopular and it is disowned by the majority who later vote it out of power. From the above explanation we may summarise the main features of democracy as below: a Democracy gives room for consent to various aspects. This is either done directly or through people s representatives. B Democracy emphasises on equality of all the people. The government therefore tries to provide all the people with equal opportunities. C Democracy gives people freedom to organise and enjoy their rights. Types of democracy The two common types of democracy are: 1. Direct democracy 2. Indirect democracy For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 105 Direct democracy A direct democracy is one which people in a country are allowed to participate directly in all decision making. It is sometimes called pure democracy. This kind of decision making was very common among the Bushmen of South Africa and the people of the Greek city states. Unfortunately direct democracy cannot work in countries with large populations because all the people cannot be consulted before decisions are made."}
{"text": "It is sometimes called pure democracy. This kind of decision making was very common among the Bushmen of South Africa and the people of the Greek city states. Unfortunately direct democracy cannot work in countries with large populations because all the people cannot be consulted before decisions are made. It therefore succeeds in countries or communities with very few people where the opinion of every person is considered to be very useful before final decisions on various issues are made. What is agreed upon by all is accepted by all of them without any question. Direct democracy principles have been applied in Kenya in the attempt to allow people to exercise their democratic rights. Kenyans for example have been consulted to give their opinion concerning the constitutional review. Incase some issues are not agreed upon by members of the constitutional conference, a referendum has to be used so as to act according to the will of the people. Indirect democracy This is sometimes referred to as representative democracy. In this case, people do not participate directly in decision making. They normally use their representatives. The people by way of voting elect the representatives and they specifically express people s feelings on public issues. Indirect democracy is practical in large modern states because there are huge in size and population. The disadvantages of this method are that the people who are elected can easily ignore the people who elected them. They can also fail to consult the electorate in order to be able to air their views in the parliament. There are two types of representative democracy. These are: i Parliamentary democracy ii Presidential democracy Parliamentary democracy Here people cast votes to elect their representatives. Those who are elected choose one person to take leadership as Prime Minister. The one who is chosen appoints the other ministers from among the members of parliament. Those appointed forms the cabinet. The Prime Minister can be forced to resign if the other legislators cast a vote of no confidence on him. If this is done, another Prime Minister is elected to form the government. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 106 Presidential Democracy Here the President and other members of Parliament are elected directly by the electorate. They then form a government that lasts for a specified period of time. In the Kenyan case, it is 5 years. Non of the two arms of the government, executive and legislature has full control over the other in this type of democracy. They only act as checks and balances therefore ensuring that non of them tries to overshadow the other. Principles of democracy Democratic principles are the moral professional standards that are necessary in a democracy."}
{"text": "They can also be defined as things that any individual is allowed to do or have by the law. One is legally allowed to do or have those things irrespective of race, religion, political opinion, creed, sex, language, place of origin, age, one s tribe, colour or other local connections. In Kenya, every person is guaranteed freedom of speech, religion, association and movement. He or she is also guaranteed the right to life, right to own property and right to personal liberty. Governments do not give these rights. They are the rights needed to live a human life. As one enjoys these fundamental rights, he or she should follow the law. He or she should not interfere with other people s rights or with the functioning of the government or the whole society s enjoyment of rights. The rights of the individuals are contained in chapter five of the constitution. The functions of Human Rights are: 1. To safeguard the individual s security, life and liberty. 2. To safeguard the individual s freedom of conscience, movement, association and speech, etc. 3. To safeguard the individual s private property and home. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 109 4. Human rights empower people to air their own views independently without fear. People should have the freedom of expression. 5. They ensure that the weak and the poor are not oppressed by the rich and powerful. 6. The human rights fulfil the moral and spiritual requirements of individuals. 7. They limit conflicts between people therefore inculcating to people the need for unity. 8. The human rights guide the government on how to deal with its citizens so that the citizens can gain confidence with the government. Features of human rights The main features of human rights are: a Human rights affect all the people in the world. Every human being therefore has the right to enjoy these fundamental human rights. B There are limitations of human rights. This simply means that sometimes people abuse the human rights when they fail to honour the rights of others. Due to this, the law has put some limitations on some of the rights and freedoms of the individuals. C Human rights are interdependent in that sometimes you must be having a certain right in order to enjoy the other. You cannot enjoy the freedom of speech if you are denied the freedom of association because you will not get somebody to talk to."}
{"text": "Due to this, the law has put some limitations on some of the rights and freedoms of the individuals. C Human rights are interdependent in that sometimes you must be having a certain right in order to enjoy the other. You cannot enjoy the freedom of speech if you are denied the freedom of association because you will not get somebody to talk to. If you are living in a state of insecurity and your life is in danger then you cannot enjoy many other rights such as right to liberty, freedom of association and freedom of movement. D If the country is at war, certain provisions of the fundamental rights can be suspended. Examples of the provisions which can be suspended are: i The protection in respect to the rights to liberty ii Freedom of expression speech iii Freedom of movement For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 110 iv Right against forced search or entry. V Freedom of association vi Anti-discrimination provision Violation of human rights In order to ensure that human rights are not violated, the government of Kenya set up a standing committee on human rights aimed at providing citizens with a way they can report abuses of human rights. The role of this committee is to receive complaints on human rights abuses from the public. It then makes reports and suggestions to the government on the action to be taken against those who violate the rights. The Kenyan Human Rights Commission also draws attention to human rights abuses. Other groups that observe and report issues on the abuse of human rights are religious groups, police, newspaper journalists, judges, educators, lawyers, trade unionists and the civil society organisations. The Bill of Rights The Bill of Rights is a statement of human or civil rights in a constitution. It explains and guarantees the rights of the individuals. It also clarifies the circumstances which may force the government to deny an individual his rights and freedoms. The Bill of rights in the Kenya constitution is derived from the International Bill of Rights that is found in the International Covenant on Civil and Political Rights. Some of the provisions of the International Bill of rights are: a It states clearly the right to self-determination. Here people are allowed to determine their political position and to continue with their socio-economic and cultural advancement. B There should be equal rights for both men and women as they enjoy civil and political rights. C All people have right to freedom of association. D No person shall be subjected to arbitrary interference of his family or privacy."}
{"text": "B There should be equal rights for both men and women as they enjoy civil and political rights. C All people have right to freedom of association. D No person shall be subjected to arbitrary interference of his family or privacy. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 111 e All people are equal before the law. Therefore no person is above the law and the law should apply to all people equally without any discrimination. F All people have a right to freedom of conscience and religion. G No person shall be subjected to inhuman treatment or torture. H All people have right to liberty. I All people living in a particular state lawfully have freedom of movement in that particular state. J Every person has the right to life that must be protected by law. K No person should be enslaved because all people have a right to freedom. L Every person has the right of being recognised every where in the world as a human being person before the law. M A couple has freedom to marry and start a family so long as they agree to do so. N Minority groups should never be denied their rights for instance religious rights and cultural rights. O Everyone has the right to take part in the public affairs of the state he belongs either directly or indirectly. So the right to vote and to be voted for is provided. The Bill of Rights was included in the constitution of many democratic states that include Kenya. However the Bill of Rights in Kenya had a number of limitations in connection to the constitution in use from independent up to 2003. These are: 1. Some bills lost their power due to use of clauses or exceptions. For instance in the constitution there was the freedom of movement at the same time the parliament was empowered to make laws that could restrict that freedom. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 112 2. The ways of making sure that the rights in the Bill of Rights were carried out were not clarified. 3. The Bill of Rights did not include or protect persons with disabilities against discrimination. 4. The provisions of suspending some of the rights contained in the Bill of Rights were generally very wide. 5. The marginalised communities were not very well protected because the Bill of Rights did not provide clear protection guidelines for such communities. 6."}
{"text": "5. The marginalised communities were not very well protected because the Bill of Rights did not provide clear protection guidelines for such communities. 6. The Kenyan Bill of Rights did not mention the socio-economic and cultural rights as well as the rights to development and the rights to a clean environment. 7. Some sections of the laws allowed discrimination. For example section 91 of the constitution discriminated against women when it allowed the child of a Kenyan father married to a foreign woman to get citizenship automatically while the child of a Kenyan woman married to a foreigner could not be awarded citizenship automatically. The UN charter on human rights The United Nations Organisation UNO sometimes referred to as UN was established after the Second World War to promote international co-operation by encouraging the respect for human rights and freedoms. The Charter of the UN was signed on 26th June 1945 and came into force on 24th October 1945. It provided the constitutional basis for establishing international peace and security. The need to have international peace and security arose as a result of people s concern due to the damages caused by the first world war and the second world war. During these two world wars, many people were killed and property worth millions of shillings destroyed. To prevent such damages occurring again, the Universal Declaration of Human Rights was written. The Declaration of Human Rights states that, all human beings are born free and equal in dignity and rights . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 113 The General Assembly of the United Nations adopted this declaration. It declares: i Civil and political rights ii Cultural rights iii Economic rights iv Social rights 1. Civil and political rights The aliens are protected from expulsion. People are prevented from being forced to testify against themselves or confess their guilt. It also provides for a right to be compensated in case of misuse or error of justice. There is prohibition of racial or religious hatred and ban of wars. Lastly, protection of ethnic, religious or different language minorities is provided. 2. Cultural Rights, Economic Rights and Social Rights The rights included here are the right to work, the right to education, the right to form trade unions, the right to strike, the right to participate in cultural life, the right to have an adequate standard of living, the right to social security, the right to fair and favourable conditions of work and the rights of minorities."}
{"text": "Lastly, protection of ethnic, religious or different language minorities is provided. 2. Cultural Rights, Economic Rights and Social Rights The rights included here are the right to work, the right to education, the right to form trade unions, the right to strike, the right to participate in cultural life, the right to have an adequate standard of living, the right to social security, the right to fair and favourable conditions of work and the rights of minorities. Kenyans enjoying the right to education Some of the human rights contained in the Universal Declaration of Human Rights document 1. Nobody shall be subjected to arbitrary detention, arrest or exile. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 114 2. Nobody should be enslaved. 3. All human beings are born free and equal. 4. All people have a right to life and liberty. 5. All people have a right to freedom of association and assembly. 6. Any person charged with an offence must be presumed innocent until proved guilty in a court of law. 7. Every person has a right to own property. No property should be taken away without proper compensation. 8. Every person is entitled with the right to a fair hearing by an impartial and independent court. 9. The right to freedom of movement within one s country is provided. 10. Anybody has a right to seek refuge in another country for political reasons. 11. Anybody has a right to freedom of expression speech . 12. Anybody has a right to belong to a particular nation. One can also change his nationality if he wants. 13. All people are equal before the law. 14. Anybody is allowed to marry another person and start a family irrespective of their nationality, religion, colour or race. The Universal Declaration of Human Rights document is important because: i It provides an international standard by which governments can be judged on issues of human rights so that they can be accused of violating them and therefore be cut off internationally or certain sanctions put in place to punish them. Ii It encourages some countries to form regional blocs so as to be able to introduce and protect human rights. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 115 The rights of the child Children like any other human beings are entitled to certain rights that provide special protection to them. Children differ from adults in that they have limited capabilities. For this reason they require protection and support of adults."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 115 The rights of the child Children like any other human beings are entitled to certain rights that provide special protection to them. Children differ from adults in that they have limited capabilities. For this reason they require protection and support of adults. The rights of children are contained in the United Nations Convention on the Rights of the Child. The Children s Act in Kenya was passed by Parliament in the year 2002. It contained a number of rights for children. Some of them are as below: 1. Right to life Every child is entitled to the right to life. The parents and the government should therefore ensure that the children grow up without any obstacles that may affect their lives. 2. Right to education Children have a right to be educated. The parents must therefore ensure that their children obtain basic primary education that is now free. The government is ensuring that successful primary school pupils acquire secondary school education by providing bursary funds to students from poor families. 3. Protection from exploitation Children can easily be exploited as cheap labour. There should be regulations that protect children against exploitation. Children should not be forced to do any work that is likely to negatively affect them morally, physically and mentally. 4. Protection from discrimination Children should be protected against various kinds of discrimination such as being discriminated on the bases of colour, race, religion, sex and many others. 5. Right to good medical care Parents and the government should ensure that children are provided with medical care. For instance they can be vaccinated against certain diseases. Specialists for treating children should also be available. 6. Right to religious guidance The parents should guide their children on how to practice their religion and also instruct them on religious matters. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 116 7. Protection from sexual abuse Children should be protected from rape and from being given money in exchange for sex by adults. 8. Right to basic requirements like food, shelter and clothing Children have a right to be provided with food, shelter and clothing by their parents. In times of famine, the government should provide children with food if their parents are not able to do so. 9. Right to adoption The government has put in place guidelines on the way adoption should be done. 10. Right to play Children should be allowed to play. It is when they play that they make discoveries and also settle their minds. Playing also enables them to socialise with others."}
{"text": "Right to play Children should be allowed to play. It is when they play that they make discoveries and also settle their minds. Playing also enables them to socialise with others. Children socialising Classification of human rights Human rights may be categorised as follows: i Political and civil rights ii Social and cultural rights iii Economic Rights For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 117 iv Development and group rights Political and civil rights Political and civil rights are generally referred to as Civil rights or Fundamental rights, freedoms and protections . They enable individuals to follow their values and interests. They provide individuals with basic freedoms. Examples of civil rights are: i The right to life ii The right to personal liberty iii Freedom of expression iv Freedom of conscience v Freedom of association and assembly vi Freedom of movement vii Freedom of discrimination viii Protection against slavery and forced labour ix Protection from arbitrary search and entry x Right to the secure protection of law. Social and cultural rights They provide people with social freedom and basic needs such as education and health. They also provide people with the right to take part in cultural activities. They encourage fair treatment of all citizens and discourage inhuman treatment and interference with one s body, premises or private life therefore ensuring security to the people. Examples of social and cultural rights are: i Right to education ii Right to start a family or marry iii Right to health or medical care iv Right to housing or good shelter For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 118 v Right to good food vi Right to good clothing vii Right to play and leisure viii Right to social security ix Right to parental love x Right to association xi Protection from discrimination, sexual abuse, drugs and disaster. Economic rights These provide people with economic freedom. They enable people to take part in the economic activities freely without harassment. Economic rights provide people with the right to own and use property and the chance to work and provide for their livelihood. They also provide people with the right to freedom from forced labour and slavery. Examples of economic rights are: i Right to form and become a trade union member ii Right to own property iii Right to work and to fair judgement iv Right to start and operate a business v Right to form and join a trade union Developmental and group rights These help people to have better life."}
{"text": "Economic rights provide people with the right to own and use property and the chance to work and provide for their livelihood. They also provide people with the right to freedom from forced labour and slavery. Examples of economic rights are: i Right to form and become a trade union member ii Right to own property iii Right to work and to fair judgement iv Right to start and operate a business v Right to form and join a trade union Developmental and group rights These help people to have better life. One of the ways of having a better life is living in a clean environment which is free from all forms of pollution for instance excessive noise, excessive fumes and smoke, bad smell from rotting objects and contaminated water due to careless dumping of pollutants. Group rights represent a specific group of people. Examples of development and group rights are: i The right to culture ii The right to clean environment For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 119 iii The right to development iv The right of persons with disabilities v The right of minorities In conclusion, it is vital to note that the new government which took over leadership after 2002 immediately began addressing itself to the issue of discrimination against women and other minorities which is an important issue on human rights. For decades women and women s groups have been disadvantaged yet they contribute greatly to the economy of the country. There were also other groups that are marginalised on the basis of gender, disability, age, customs and traditions. The new government responded positively after power was handed over by the previous regime by taking Affirmative action measures to accelerate equality and reverse discrimination which resulted to nomination of more women to parliament after the general election. It is hoped that the government will continue to encourage fairness to both genders in the assignment of responsibilities and leadership roles as well as making opportunities available for the marginalised groups. By so doing, there will be fair sharing, distribution and allocation of jobs and resources for everyone s benefit and also for the good of everyone in the country. When this is achieved all Kenyans will begin thinking, talking, trying and acting to achieve all the goals set by the practical democratic leaders of our country. Review Questions 1. A Define the term Democracy . B Describe the two types of democracy below: i Direct Democracy ii Indirect or Representative Democracy 2. A What are Human Rights? B Describe the UN Charter on Human Rights 3."}
{"text": "B Describe the two types of democracy below: i Direct Democracy ii Indirect or Representative Democracy 2.a What are Human Rights?b Describe the UN Charter on Human Rights 3.Identify the Rights of the Child which are contained in the Children s Act.4.a How can we classify Human Rights?b Identify the ways the government is adopting Affirmative Action to deal with the past discrimination. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 120 5.What are the sources of Kenya s Bill of Rights?6.Discuss the following: i Presidential democracy ii Parliamentary democracy Students Activities 1.Discuss the principles of democracy.2.In groups identify various human rights abuses in Kenya.3.Have a class debate whether it is right or wrong to compel all street children to join the National Youth Service. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke."}
{"text": "History and Government for form 3 Hallo. Welcome to History and Government for form 3. We are going to learn about European invasion of Africa and the process of colonisation, establishment of colonial rule in Kenya, colonial administration, social and economic developments in Kenya during the colonial period, political developments and the struggle for independence in Kenya, emergence and growth of nationalism in Africa and, lives and contributions of Kenyan leaders. Further, we shall discuss The Formation, Structure and Functions of the Government of Kenya in regard to the Legislature, the Executive and the Judiciary as outlined in the constitution. European invasion of Africa European interests in Africa began as early as the 1st century Ad. The Greeks, Romans, Portuguese, British, French and the Dutch traded with the Africans as we learnt in form one. This led to the development of trade routes and centres which opened up Africa. For centuries, these foreigners interacted with the Africans through trade, exploration and missionary work. These however changed between 1884 and 1914 when the Europeans started to invade and colonise Africa in What came to be known as the Scramble and Partition of Africa. European Invasion of Africa European Invasion of Africa European interests in Africa began as early as the 1st century Ad. The Greeks, Romans, Portuguese, British, French and the Dutch traded with the Africans as we learnt in form one. This led to the development of trade routes and centres which opened up Africa. For centuries, these foreigners interacted with the Africans through trade, exploration and missionary work. These however changed between 1884 and 1914 when the Europeans started to invade and colonise Africa in What came to be known as the Scramble and Partition of Africa. Click on the play button to view European interests in Africa. Objectives By the end of the lesson you should be able to: 1. Define the terms scramble and partition 2. Identify the methods used by Europeans to acquire colonies in Africa 3. Describe the process of partition 4. Analyze the impact of partition Scramble and Partition for Africa For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke To scramble means to rush for, compete or struggle with others in order to get something. Partion means to divide something among people or competitors. The scramble and partition of Africa refers to the rush for European powers to establish their spheres of influence or colonies in Africa. Click on the play button to view animation on scamble."}
{"text": "Partion means to divide something among people or competitors. The scramble and partition of Africa refers to the rush for European powers to establish their spheres of influence or colonies in Africa. Click on the play button to view animation on scamble. Methods used by European to acquire Colonies in Africa European powers used the following methods to acquire colonies in Africa: 1 Signing of Treaties - Europeans used to sign treaties with the local leaders and also among themselves. 2 Military Conquest - this was used whenever treaty making failed 3 Diplomacy - this is when Europeans used peaceful negotiations to acquire territory 4 Trickery - this involved luring African leaders with gifts to surrender their territory to Europeans 5 Company rule - this was the use of chartered companies to administer the colonies on behalf of the European powers 6 Missionaries - this is when missionaries asked for protection from their parent countries after converted Africans to Christianity Process of Partition 1 Missionaries, traders and explorers irrespective of their countries of origin should be protected by the colonial powers 2 Any power owning territory in Africa must undertake to abolish slave trade 3 River Niger and Congo must be left free for all European powers for fair trade 4 Partition treaties must be used to sort out any future disagreements This process involved dividing Africa among European powers after the Berlin conference of 1884-85. The terms agreed during the Berlin conference were: once an area is declared a sphere of influence effective occupation must be established Any European power claiming any part of Africa must inform other powers. Process of Partition Missionaries, traders and explorers irrespective of their countries of origin should be protected by the colonial powers Any power owning territory in Africa must undertake to abolish slave trade River Niger and Congo must be left free for all European powers for fair trade Partition treaties must be used to sort out any future disagreements Process of Partition This process involved dividing Africa among European powers after the Berlin conference of 1884-85. The terms agreed during the Berlin conference were: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 1 once an area is declared a sphere of influence effective occupation must be established 2 Any European power claiming any part of Africa must inform other powers."}
{"text": "The terms agreed during the Berlin conference were: once an area is declared a sphere of influence effective occupation must be established Any European power claiming any part of Africa must inform other powers. Process of Partition Missionaries, traders and explorers irrespective of their countries of origin should be protected by the colonial powers Any power owning territory in Africa must undertake to abolish slave trade River Niger and Congo must be left free for all European powers for fair trade Partition treaties must be used to sort out any future disagreements Process of Partition This process involved dividing Africa among European powers after the Berlin conference of 1884-85. The terms agreed during the Berlin conference were: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 1 once an area is declared a sphere of influence effective occupation must be established 2 Any European power claiming any part of Africa must inform other powers. Otto Von Bismarck 1 Missionaries, traders and explorers irrespective of their countries of origin should be protected by the colonial powers 2 Any power owning territory in Africa must undertake to abolish slave trade 3 River Niger and Congo must be left free for all European powers for fair trade 4 Partition treaties must be used to sort out any future disagreements Terms of the Berlin Conference The Berlin Conference had the following terms; 1. Once an area is declared a sphere of influence, effective influence must be established 2. Any European country claiming any part of Africa must inform other interested parties 3. Missionaries, traders, explorers, irrespective of their countries of origin should be protected by the colonial power 4. Any power acquiring territory in Africa must undertake to abolish slave trade 5. River Niger and Congo to be left free for all European powers for fair international trade Impact of Partition The partition of Africa had several effects both to both Africans and Europeans. Some of these impacts include: 1. Drawing of boundaries in Africa 2. Spread of Christianity 3. Introduction of Western education 4. Abolition of slave trade 5. Improvement in agriculture 6. Some communities were split into different countries Symbol of Christianity. Prior Knowledge In the previous lesson, we learnt about the impact of the partition of Africa. In order to review this lesson, attempt the following exercise by ticking the negative effects of the partition from the list given."}
{"text": "Some communities were split into different countries Symbol of Christianity. Prior Knowledge In the previous lesson, we learnt about the impact of the partition of Africa. In order to review this lesson, attempt the following exercise by ticking the negative effects of the partition from the list given. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Objectives By the end of the lesson, you should be able to; 1. Identify different ways in which Africans reacted to European colonization. 2. Discuss the Mandinka resistance under Samouri Toure. African Reaction to European colonization Resistance In this lesson we are will discuss the Mandinka resistance by identifying the reasons for the resistance, reasons for Mandinka defeat by the French and effects of the resistance. Resistance refers to the use weapons by Africans to fight the foreigners. An example of a community that resisted was the Mandinka led by Samouri Toure. Why did the Mandinka resist the French invasion? African Reaction to European colonization Resistance Several reason led to the Mandinka resistance. These include: To safeguard their independence Samouri Toure was unwilling to lose the Bure Gold mines to the French Samouri wanted to maintain economic and military supremacy He was against the introduction of Christianity to his Muslim subjects The French supplied weapons to his enemy Tieba of Sikasso African Reaction to European colonization Resistance In this lesson we are will discuss the Mandinka resistance by identifying the reasons for the resistance, reasons for Mandinka defeat by the French and effects of the resistance. Resistance refers to the use weapons by Africans to fight the foreigners. An example of a community that resisted was the Mandinka led by Samouri Toure. Why did the Mandinka resist the French invasion? African Reaction to European colonization Resistance Several reason led to the Mandinka resistance. These include: To safeguard their independence Samouri Toure was unwilling to lose the Bure Gold mines to the French Samouri wanted to maintain economic and military supremacy He was against the introduction of Christianity to his Muslim subjects The French supplied weapons to his enemy Tieba of Sikasso African Reaction to European colonization Resistance The Mandika resistance Several reason led to the Mandinka resistance. These include: 1. To safeguard their independence 2. Samouri Toure was unwilling to lose the Bure Gold mines to the French 3. Samouri wanted to maintain economic and military supremacy 4. He was against the introduction of Christianity to his Muslim subjects 5."}
{"text": "Samouri Toure was unwilling to lose the Bure Gold mines to the French 3. Samouri wanted to maintain economic and military supremacy 4. He was against the introduction of Christianity to his Muslim subjects 5. The French supplied weapons to his enemy Tieba of Sikasso For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke African Reaction to European colonization Resistance In this lesson we are will discuss the Mandinka resistance by identifying the reasons for the resistance, reasons for Mandinka defeat by the French and effects of the resistance. Resistance refers to the use weapons by Africans to fight the foreigners. An example of a community that resisted was the Mandinka led by Samouri Toure. Why did the Mandinka resist the French invasion? The Mandika resistance Several reason led to the Mandinka resistance. These include: 1. To safeguard their independence 2. Samouri Toure was unwilling to lose the Bure Gold mines to the French 3. Samouri wanted to maintain economic and military supremacy 4. He was against the introduction of Christianity to his Muslim subjects 5. The French supplied weapons to his enemy Tieba of Sikasso Why the Mandinka resisited French invasion of their territory Several factors enabled Samouri Toure to resist the French for a long time. In order to understand these factors, listen to the following conversation between an elderly man explaining to his grand son why the resistance took so long. Reasons for Samouri Toure's defeat From the conversation we have listened to in the conversation, we have learnt that Samouri Toure was able to resist the French for a long time because; 1 He was a soldier and had a large army that was well equipped with modern weapons. 2 He also used the guerilla tactics in fighting the French and he knew his terrain well. 3 He had a workshop where he made and repaired his weapons. One might wonder why Samouri Toure was defeated by the French. Several factors contributed to Samouri Toure's defeat by the French. These included: 1. Lack of adequate supplies 2. Lack of unity among African societies 3. Samouri's second empire was open to attacks 4. The British refused to support Samouri against the French 5. The French had superior weapons 6. The weapon become demoralized due to continuous warfare. Results of Samouri Toure's resistance The Mandinka resistance had several effects on both Africans and the French."}
{"text": "5 Lewanika admired the western way of life and his thinking was influenced by his secretary who was also a French missionary, Francois Coillard. 6 Lewanika was aware of the British military supremacy Reasons for Lewanikas collaboration Some of the reasons for Lewanika's collaboration with the British were: Lewanika needed British For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke cooperation so as to quash a succession dispute to the throne that was threatened by his half brother Mwanawina. External attacks in the form of Ndebele cattle raids The Portuguese were raiding the Lozi for slaves with sophisticated weapons Lewanika was impressed by the benefits that Chief Khama of the Ngwato in Botswana obtained from cooperating with the British. Lewanika admired the western way of life and his thinking was influenced by his secretary who was also a French missionary, Francois Coillard. Lewanika was aware of the British military supremacy Course of Lewanika's collaboration What did the process of Lewanika's collaboration involve? It involved; 1 The Ware treaty of 1889 that allowed the British to prospect for minerals. 2 The Lochner treaty of 1890 which gave the British exclusive mining rights in all areas of Balotse except for certain traditional iron mines 3 Lawley treaty of 1898 which allowed British settler farming in Balotseland 4 The Coryndon treaty of 1900 that gave the British judicial and administrative powers, and as a result, Lewanika become a paramount chief and an employee in the British administration, and therefore no longer an independent king. Lewanika during negotiations with white colonialists Results of Lozi collaboration Lewanika's collaboration with the British had several effects on both Africans and Europeans. Some of the effects were; Lewanika retained his position as paramount chief of the Lozi The British used Lozi to establish their authority over northern Rhodesia Lozi chiefs lost all their powers except that of tax collection The British South Africa company exploited minerals in Borotseland The British built schools, hospitals, transport and communication links on Borotseland. Objectives By the end of the lesson you should be able to; 1. Explain factors for the European invasion of Kenya 2."}
{"text": "Some of the effects were; Lewanika retained his position as paramount chief of the Lozi The British used Lozi to establish their authority over northern Rhodesia Lozi chiefs lost all their powers except that of tax collection The British South Africa company exploited minerals in Borotseland The British built schools, hospitals, transport and communication links on Borotseland. Objectives By the end of the lesson you should be able to; 1. Explain factors for the European invasion of Kenya 2. Describe the process of British occupation of Kenya Background to the Scramble and partition of East Africa Quiz For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke In our lesson we have learnt about the background to the scrable and partion of East Africa. Attempt the following exercise by filling in the correct word or words in the spaces provided.in each of the statements. During the sharing, East Africa fell under two European colonial powers, namely Britain and Germany. The colonial interests of these powers were enhanced by the activities of explorers, traders and missionaries. The activities of Carl Peters from Germany and Harry Johnston in East Africa led to the scramble for and partition of the region into British and Germany spheres of influence. German spheres of influence in East Africa during the 19th century. Background to the Scramble and partition of East Africa In todays lesson, we shall learn more about the scramble, partion and the British occupation in Kenya. In Lesson one, we said that scramble is to rush for, compete or struggle with others in order to get or do something while partition is to divide something among people or competitors. We shall now look at the Berlin conference that was held between 1884 to 1885 which enabled the European powers to share Africa among themselves. Background to the Scramble and partition of East Africa During the sharing, East Africa fell under two European colonial powers, namely Britain and Germany. The colonial interests of these powers were enhanced by the activities of explorers, traders and missionaries. The activities of Carl Peters from Germany and Harry Johnston in East Africa led to the scramble for and partition of the region into British and Germany spheres of influence. Background to the Scramble and partition of East Africa In todays lesson, we shall learn more about the scramble, partion and the British occupation in Kenya."}
{"text": "The colonial interests of these powers were enhanced by the activities of explorers, traders and missionaries. The activities of Carl Peters from Germany and Harry Johnston in East Africa led to the scramble for and partition of the region into British and Germany spheres of influence. Background to the Scramble and partition of East Africa In todays lesson, we shall learn more about the scramble, partion and the British occupation in Kenya. In Lesson one, we said that scramble is to rush for, compete or struggle with others in order to get or do something while partition is to divide something among people or competitors. We shall now look at the Berlin conference that was held between 1884 to 1885 which enabled the European powers to share Africa among themselves. During the sharing, East Africa fell under two European colonial powers, namely Britain and Germany. The colonial interests of these powers were enhanced by the activities of explorers, traders and missionaries. The activities of Carl Peters from Germany and Harry Johnston in East Africa led to the scramble for and partition of the region into British and Germany spheres of influence. Background to the Scramble and partition of East Africa In todays lesson, we shall learn more about the scramble, partion and the British occupation in Kenya. In Lesson one, we said that scramble is to rush for, compete or struggle with others in order to get or do something while partition is to divide something among people or competitors. We shall now look at the Berlin conference that was held between 1884 to 1885 which enabled the European powers to share Africa among themselves. During the sharing, East Africa fell under two European colonial powers, For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke namely Britain and Germany. The colonial interests of these powers were enhanced by the activities of explorers, traders and missionaries. The activities of Carl Peters from Germany and Harry Johnston in East Africa led to the scramble for and partition of the region into British and Germany spheres of influence. Causes for the scramble of East Africa What was the main cause of the scramble? Several causes led to the scarmble and partion of East Africa. The main cause of the British interest in East Africa was to control the source of River Nile for her security in Egypt. River Nile as it flows through Africa from its source in Lake Victoria to Egypt Other causes that led to the scamble and partition of East Africa were; 1 The rise of Germany and Italy in Europe which led to competition for colonies outside Europe."}
{"text": "Several causes led to the scarmble and partion of East Africa. The main cause of the British interest in East Africa was to control the source of River Nile for her security in Egypt. River Nile as it flows through Africa from its source in Lake Victoria to Egypt Other causes that led to the scamble and partition of East Africa were; 1 The rise of Germany and Italy in Europe which led to competition for colonies outside Europe. Many countries wanted to control the source of the Nile and Suez canal which was a center of interest in Europe 2 Demand for raw material for industries in Europe 3 Europeans believed they had superior culture hence wanted to spread it 4 Missionaries appealed for protection from their home governments Causes for the scramble of East Africa What was the main cause of the scramble? Several causes led to the scramble and partition of East Africa. The main cause of the British interest in East Africa was to control the source of River Nile for her security in Egypt. Causes for the scramble of East Africa Other causes that led to the scramble and partition of East Africa were; The rise of Germany and Italy in Europe which led to competition for colonies outside Europe Many countries wanted to control the source of the Nile and Suez canal which was a center of interest in Europe Demand for raw material for industries in Europe Europeans believed they had superior culture hence wanted to spread it Missionaries appealed for protection from their home governments The Process of British occupation in Kenya The process of partition of East Africa involved two powers, namely British and Germany. The actual partition was done through signing of agreements. This included Anglo-Germany agreement of 1886 and Anglo-Germany agreement of 1890, also known as the Heligoland treaty. During the 1886 Anglo-Germany agreement, the two countries agreed that a line was to be drawn from the coast to Lake Victoria. The northern part of the line which today kenya was to belong to the British and the southern was to belong to the Germans. Witu on river Tana was given to Germany, the coastline and the islands of Lamu, Pemba, Zanzibar and Mafia For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke were controlled by the Sultanate if Zanzibar. Why was it necessary to sign the Heligoland treaty? This was a treaty that gave Britain full occupation of Uganda after she surrendered Heligoland island in the North Sea."}
{"text": "Witu on river Tana was given to Germany, the coastline and the islands of Lamu, Pemba, Zanzibar and Mafia For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke were controlled by the Sultanate if Zanzibar. Why was it necessary to sign the Heligoland treaty? This was a treaty that gave Britain full occupation of Uganda after she surrendered Heligoland island in the North Sea. Germany purchased the coast of Tanyanyika from the Sultan of Zanzibar. The Sultan retained the 16 Kilometer coastal strip. The Process of British occupation in Kenya The process of partition of East Africa involved two powers, namely British and Germany. The actual partition was done through signing of agreements. This included Anglo-Germany agreement of 1886 and Anglo-Germany agreement of 1890, also known as the Heligoland treaty. During the 1886 Anglo-Germany agreement, the two countries agreed that a line was to be drawn from the coast to Lake Victoria. The northern part of the line which today kenya was to belong to the British and the southern was to belong to the Germans. Witu on river Tana was given to Germany, the coastline and the islands of Lamu, Pemba, Zanzibar and Mafia were controlled by the Sultanate if Zanzibar. The Process of British occupation in Kenya Why was it necessary to sign the Heligoland treaty? This was a treaty that gave Britain full occupation of Uganda after she surrendered Heligoland island in the North Sea. Germany purchased the coast of Tanyanyika from the Sultan of Zanzibar. The Sultan retained the 16 Kilometer coastal strip. Establishment of colonial rule in Kenya In this Topic we shall learn about the response of the people of Kenya to British invasion and occupation. Some Kenyan societies resisted the British. They include the Bukusu, Gusii and Somali, Agiryama. In this lesson we shall pay particular interest to the Nandi resistance. Koitalel Arap Samoei the Nandi leader Objectives By the end of the lesson, you should be able to: a Explain African response to British invasion of Kenya. B Explain the Nandi response to British invasion of their territory. Quiz In this lesson we have learnt the response of the Nandi to British invasion and occupation."}
{"text": "Koitalel Arap Samoei the Nandi leader Objectives By the end of the lesson, you should be able to: a Explain African response to British invasion of Kenya. B Explain the Nandi response to British invasion of their territory. Quiz In this lesson we have learnt the response of the Nandi to British invasion and occupation. To evaluate yourself on what you have learnt, attempt the following exercise by filling in the correct answers in the blank spaces provided in the passage For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The response of the Nandi to British invasion and occupation Some Kenyan communities strongly resisted the initial occupation of their territory. They used armed struggle to resist British rule. Among the communities that resisted were the Nandi. In this lesson, we shall discuss the causes of the Nandi resistance, reasons why the resistance took a long time, and results of the resistance. Causes of the Nandi resistance Why did the Nandi resist British invasion of their territory? Several reasons led to the Nandi resistance. These included: 1 They regarded themselves superior due to their good military organization 2 Kimnyole's prophesy had warned them against allowing foreigners in their territory 3 Koitalel Arap Samoei's able leadership. He was also a symbol of unity among the Nandi 4 They were against the construction of the Uganda Railway across their territory 5 They disliked the Europeans due to their pale skin, clothes and associated them with devils 6 They wanted to preserve their cultural practices and religious beliefs Nandi woman being reprimanded for wearing earings and necklace made from telegraph wires. Why the Nandi resisted the British for so long The Nandi resistance lasted for about ten years. The Nandi were favoured by the following factors: 1 Their land is mountainous with valleys. The Nandi were conversant with the terrain 2 They practised mixed economy hence when the British confiscated their cattle, they could still depend on food crops 3 The age set system supplied them with reliable military force 4 Climatic conditions were very harsh for the British invaders 5 Poor transport and communication delayed quick movement of British forces For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Nandi warriors Results of the Nandi resistance The Nandi put up a spirited resistance against the British but were eventually defeated."}
{"text": "Why the Nandi resisted the British for so long The Nandi resistance lasted for about ten years. The Nandi were favoured by the following factors: 1 Their land is mountainous with valleys. The Nandi were conversant with the terrain 2 They practised mixed economy hence when the British confiscated their cattle, they could still depend on food crops 3 The age set system supplied them with reliable military force 4 Climatic conditions were very harsh for the British invaders 5 Poor transport and communication delayed quick movement of British forces For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Nandi warriors Results of the Nandi resistance The Nandi put up a spirited resistance against the British but were eventually defeated. Their defeat led to the following: 1 Loss of independence 2 Loss of lives 3 Destruction of property 4 The Nandi leader, Koitalel Arap Samoei, was killed in 1905 5 Land alienation 6 creation of African reserves. Koitalel Arap Samoei Objectives By the end of the lesson, you should be able to: a Explain the Maasai response to British invasion. The Response of the Maasai to British Invasion and Occupation Collaboration means to cooperate with another person or a second party for various reasons. In this, lesson we are going to discuss the Maasai's response to colonial rule. Maasai reserves and Maasai territories. Causes of Maasai collaboration During the time of scramble and partition of Africa, the Maasai led by Lenana collaborated with the British because of the following reasons: 1 Succession dispute between Lenana and Sendeyo 2 Natural calamities such as drought and locust invasion 3 External attacks from the Nandi and Luo 4 Protect their independence 5 Wanted to protect their pasture land and water points Sign of drought Course of collaboration For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The process of collaboration between the Maasai and the British involved sigining of treaties. The first one in 1904 and the second in 1911. These recognised Lenana as a paramount chief and moved Maasai to semi arid reserves to pave way for white settlers."}
{"text": "Causes of Maasai collaboration During the time of scramble and partition of Africa, the Maasai led by Lenana collaborated with the British because of the following reasons: 1 Succession dispute between Lenana and Sendeyo 2 Natural calamities such as drought and locust invasion 3 External attacks from the Nandi and Luo 4 Protect their independence 5 Wanted to protect their pasture land and water points Sign of drought Course of collaboration For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The process of collaboration between the Maasai and the British involved sigining of treaties. The first one in 1904 and the second in 1911. These recognised Lenana as a paramount chief and moved Maasai to semi arid reserves to pave way for white settlers. Collaboration of the Maasai with the British involved: 1 The signing of the 1904 treaty which created the Laikipia Plateau in the North and Ngong reserves to the South 2 The signing of the 1911 treaty which pushed the Maasai to the Southern reserve 3 Use of Maasai mercenaries by the British to fight the Nandi and Luo Effects of Maasai collaboration The collaboration of the Maasai had several effects. They include the following: 1 Lenana became a Paramount Chief of the Maasai in 1901 2 The Maasai were moved to reserves, namely Loita and Ngong 3 They lost their land to the British Lenana and colonial masters Other results are: 4 The Maasai freedom was curtailed and were required to conduct their rituals within a specific area 5 There was total disruption of their economy 6 The animals and foodstuffs that were looted from the Nandi, Agikuyu and the Luo was given to the Maasai 7 The Maasai were used as mercenaries against resisting communities such as the Nandi and Agikuyu 8 The Maasai migratory grazing habits were also curtailed 9 The Maasai lost their independence and their land was declared British protectorate Masaai Morans Effects of Maasai collaboration The collaboration of the Maasai had a lot of effects. Some of them lasting upto date many years after independence ."}
{"text": "Collaboration of the Maasai with the British involved: 1 The signing of the 1904 treaty which created the Laikipia Plateau in the North and Ngong reserves to the South 2 The signing of the 1911 treaty which pushed the Maasai to the Southern reserve 3 Use of Maasai mercenaries by the British to fight the Nandi and Luo Effects of Maasai collaboration The collaboration of the Maasai had several effects. They include the following: 1 Lenana became a Paramount Chief of the Maasai in 1901 2 The Maasai were moved to reserves, namely Loita and Ngong 3 They lost their land to the British Lenana and colonial masters Other results are: 4 The Maasai freedom was curtailed and were required to conduct their rituals within a specific area 5 There was total disruption of their economy 6 The animals and foodstuffs that were looted from the Nandi, Agikuyu and the Luo was given to the Maasai 7 The Maasai were used as mercenaries against resisting communities such as the Nandi and Agikuyu 8 The Maasai migratory grazing habits were also curtailed 9 The Maasai lost their independence and their land was declared British protectorate Masaai Morans Effects of Maasai collaboration The collaboration of the Maasai had a lot of effects. Some of them lasting upto date many years after independence . Some of them include For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke the following: - Lenana became a Paramount Chief of the Maasai in 1901 - The Maasai were moved to reserves, namely Loita and Ngong - They lost their land to the British Other results are: - The Maasai freedom was curtailed to conduct their rituals within a specific area - There was total disruption of their economy - The animals and foodstuffs that were looted from the Nandi, Agikuyu and the Luo was given to the Maasai - The Maasai were used as mercenaries against resisting communities such as the Nandi and Agikuyu - The Maasai migratory grazing habits were also curtailed - The Maasai lost their independence and their land was declared British protectorate Objectives By the end of the lesson, you should be able to: 1."}
{"text": "They include the following: 1 Lenana became a Paramount Chief of the Maasai in 1901 2 The Maasai were moved to reserves, namely Loita and Ngong 3 They lost their land to the British Lenana and colonial masters Other results are: 4 The Maasai freedom was curtailed and were required to conduct their rituals within a specific area 5 There was total disruption of their economy 6 The animals and foodstuffs that were looted from the Nandi, Agikuyu and the Luo was given to the Maasai 7 The Maasai were used as mercenaries against resisting communities such as the Nandi and Agikuyu 8 The Maasai migratory grazing habits were also curtailed 9 The Maasai lost their independence and their land was declared British protectorate Masaai Morans Effects of Maasai collaboration The collaboration of the Maasai had a lot of effects. Some of them lasting upto date many years after independence . Some of them include For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke the following: - Lenana became a Paramount Chief of the Maasai in 1901 - The Maasai were moved to reserves, namely Loita and Ngong - They lost their land to the British Other results are: - The Maasai freedom was curtailed to conduct their rituals within a specific area - There was total disruption of their economy - The animals and foodstuffs that were looted from the Nandi, Agikuyu and the Luo was given to the Maasai - The Maasai were used as mercenaries against resisting communities such as the Nandi and Agikuyu - The Maasai migratory grazing habits were also curtailed - The Maasai lost their independence and their land was declared British protectorate Objectives By the end of the lesson, you should be able to: 1. Explain the Akamba response to British invasion 2. Discuss the effects of Akamba response to the British invasion The Akamba Response to British Invasion and Occupation Mixed Reactions Mixed reaction refers to a situation where some people within a community collaborated while other resisted the colonialists. Some of the communities that offered mixed reaction include the Akamba, Agikuyu and Luo. In today's lesson we shall learn about the Akamba mixed reaction to British invasion and occupation."}
{"text": "Discuss the effects of Akamba response to the British invasion The Akamba Response to British Invasion and Occupation Mixed Reactions Mixed reaction refers to a situation where some people within a community collaborated while other resisted the colonialists. Some of the communities that offered mixed reaction include the Akamba, Agikuyu and Luo. In today's lesson we shall learn about the Akamba mixed reaction to British invasion and occupation. The Akamba community felt threatened by British interference of their activities and responded by resisting. Some of the causes of resistance were: 1 Loss of independence after the establishment of the colonial rule 2 Cutting down of the shrine tree 3 Abuse of their culture 4 Forced labour 5 Military expeditions For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke MIXED REACTIONS In today's lesson we shall define mixed reaction, explain the Akamba response to British invasion and discuss the effects of Akamba mixed reaction to British invasion. Mixed reaction referes to a situation where some people in the community collaborated while other resisted. The Akamba community felt threatened by British interference of their activities and responded by resisting. MIXED REACTIONS Some of the causes of resistance were: Loss of independence after the establishment of the colonial rule Cutting down of the shrine tree Abuse of their culture Forced labour Military expeditions Course of the Akamba resistance What methods did the Akamba use in the process of their resistance? The following are ways in which the Akamba resisted and the British response. These included: 1 They refused to sell goods to the company agents. 2 The cutting of shrine tree made the prophetess to organize an attack at Masaku Fort 3 The company responded by burning and looting Akamba villages 4 In 1894 more attacks by the Akamba on the British 5 In response, the British attacked and defeated the Akamba, and then the Akamba started collaborating. Collaboration of the Akamba Collaboration means getting into a cooperation, assosciation or partnership with another person, party or group."}
{"text": "Resistance 2. Collaboration and 3. Mixed reactions In this lesson, we shall discuss the colonial system of administration in Kenya. Objectives By the end of the lesson, you should be able to: a Discuss the British system of indirect rule in Kenya British Indirect rule in Kenya Indirect rule in Kenya As discussed earlier, Indirect rule was a British system of For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke administration where African chiefs who were in power before the coming of the British were allowed to continue ruling under the British District Commissioners. An African chief Central Administration In order to effectively administer Kenya, the British government introduced a central government which had the following structure: What was the role of African Chiefs in the colonial administration setup? African chiefs worked under District officers. Some the African chiefs had been in power before colonization. The African chiefs had the following duties: 1 Solving petty disputes among Africans 2 Maintaining law and order 3 Collection of taxes 4 Mobilizing African labour for public works 5 Explaining colonial government policies to the people 6 Organizing public Barazas Central Administration In order to effectively administer Kenya, the British government introduced a central government which had the following structure: The colonial secretary based in London The Governor or Chief executive officer based in Nairobi The Provincial commissioners who were in charge of provinces District commissioners who were in charge of districts Division officers. What was the role of African Chiefs in the colonial administration setup? African chiefs worked under District officers. Some the African chiefs had been in power before colonization. The African chiefs had the following duties: Solving petty disputes among Africans Maintaining law and order Collection of taxes Mobilizing African labour for public works Explaining colonial government policies to the people Organizing public Barazas Why the British used indirect rule in Kenya For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Reasons for Indirect Rule in Kenya There were several reasons that made the British to apply indirect rule in Kenya."}
{"text": "African chiefs worked under District officers. Some the African chiefs had been in power before colonization. The African chiefs had the following duties: Solving petty disputes among Africans Maintaining law and order Collection of taxes Mobilizing African labour for public works Explaining colonial government policies to the people Organizing public Barazas Why the British used indirect rule in Kenya For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Reasons for Indirect Rule in Kenya There were several reasons that made the British to apply indirect rule in Kenya. Some of them are: 1 It was cheap because African Chiefs did not require to be paid high salaries 2 The British controlled many colonies and suffered lack of enough personnel 3 There was less resistance from Africans because they were being ruled by their fellow African chiefs 4 Due to poor transport and communication network, the British could not access some of the rural areas 5 The system was already successful in other areas, for example, India. Effects of Indirect rule in Kenya Indirect rule had several effects both on the Africans and Europeans. Some of these effects were: 1 The appointed African chiefs facilitated implementation of colonial laws 2 It made African communities to remain divided as the appointed chiefs supported colonial administration 3 The British policy of divide and rule led to isolation of Africans along tribal lines to serve British interests 4 The creation of chiefs in the former stateless societies made them mediators between the ruler and the ruled. This led to colonial misrule whereby Africans suffered from unpopular colonial laws 5 Independent rule prepared Africans for future responsibilities after independence. Objectives By the end of the lesson, you should be able to: a Define the term indirect rule b Give reasons for indirect rule in Nigeria c Explain how indirect rule was applied d Analyse the effects of indirect rule in Nigeria In this lesson, we shall learn about Indirect rule in Nigeria. We shall define Indirect rule, reasons for the application of indirect rule in Nigeria, how it was applied and its effects. What is Indirect rule? Indirect Rule was a British system of administration where African chiefs who were in power before the coming of the British were allowed to continue ruling under the British Administrators. Map showing Nigeria For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Reasons for Indirect rule in Nigeria Listen to the following conversation between Captain Lugard and the Colonial Secretary."}
{"text": "What is Indirect rule? Indirect Rule was a British system of administration where African chiefs who were in power before the coming of the British were allowed to continue ruling under the British Administrators. Map showing Nigeria For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Reasons for Indirect rule in Nigeria Listen to the following conversation between Captain Lugard and the Colonial Secretary. How Indirect rule was applied Different European powers used different methods to apply their rule in Africa. In Northern Nigeria, indirect rule was applied using the following methods: 1 Northern Nigeria was divided into Emirates headed by Emirs. 2 Emirs were left to rule their own people. 3 Fredrick Lugard assured the Emirs that the British did not intend to replace them hence they cooperated. 4 Lugard allowed the Emirs to impose and collect taxes as before. 5 They were also allowed to judge cases in their courts. 6 The Emirs retained their powers to appoint officials in charge of villages. 7 In each Province, Lugard created a protectorate court to serve as a Court of Appeal presided over by Africans. Challenges in Administration of Indirect rule Challenges of Indirect Rule in Southern Nigeria Indirect rule was faced by several challenges while being applied in Nigeria. Some of these challenges were: 1 Southern Nigeria had many different ethnic groups with diverse political and religious systems. 2 The attempt by Fredrick Lugard to give more powers to the Yoruba traditional leaders proved futile. 3 Egba Community resisted paying taxes. 4 Among the Ibo Community Lugard had appointed Young Mission Educated men to the position of Emirs were opposed by the elders. 5 There was no common language in the South because Elite used English while others used their local languages. Effects of Indirect rule Effects of Indirect rule For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Indirect rule in Southern Nigeria affected Africans and Europeans in several ways: 1. The role of African traditional rulers was transformed. 2. The indigenous systems of administration and justice was modernized by the British. 3 African chiefs accumulated a lot of wealth at the expense of their people. 4 Developments like introduction of Christianity, western education and technology took time before gaining root. 5 Indirect Rule created suspicion and mistrust between the educated elite and traditional chiefs. 6 Indirect Rule helped to preserve African culture."}
{"text": "The British South Africa Company hoisted the Union Flag and by 1895, the new British Colony was named Rhodesia after Cecil Rhodes. The administration was authoritative and managed by the white minorities. The structure used in administering Zimbabwe was as follows; 1 The highest officer in Zimbabwe was the Governor who was under the Colonial Secretary 2 There was a legislative council that was dominated by white minority 3 The Prime Minister controlled the legislature and the Cabinet that was made up of only whites 4 There were magistrates who dealt with issues affecting the settlers 5 There were Native Commissioners who settled cased involving Africans 6 The Native Affairs Department was equivalent to a district under a white officer assisted by African chiefs 7 The chiefs had no powers but were supported to implement orders from the Native Commissioners. Effects of Direct Rule in Zimbabwe The application of Direct Rule in Zimbabwe had the following effects: 1 Settlement of whites who took most of the fertile land 2 Africans were displaced to semi-arid reserves 3 The power and authority of African traditional chiefs was undermined 4 It led to imposition of heavy taxes on Africans 5 Africans were subjected to forced labour 6 African economic activities were disrupted 7 Racial segregation legalized the oppression of Africans by the whites. 8 Unilateral declaration of independence by Ian Smith in 1965 delayed the attainment of real independence in Zimbabwe upto 1980. Objectives By the end of the lesson, you should be able to: 1. Define the term assimilation For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 2. Explain the characteristics of assimilation policy 3. Identify factors for the failure of the assimilation policy 4. Analyze the effects of assimilation policy Quiz Drag and drop the communes in their respective places on the map on Senegal provided where assimilation was applied. Assimilation: The French in Senegal Assimilation means \"similar\" or to \"resemble\". This meant that the assimilated Africans were the same as the Europeans in terms of culture. Assimilation policy meant that the assimilated Africans acquired the same status as the French people. Map of Senegal showing the four communes."}
{"text": "This meant that the assimilated Africans were the same as the Europeans in terms of culture. Assimilation policy meant that the assimilated Africans acquired the same status as the French people. Map of Senegal showing the four communes. The assimilated Africans had the following privileges: 1 Were granted French citizenship 2 Were treated as African Frenchmen 3 Enjoyed educational opportunities like the Frenchmen 4 Were employed in the French civil service 5 Enjoyed the same voting rights as the Frenchmen 6 Could send representatives to represent them in the French chamber of deputies 7 Enjoyed similar trading rights like Frenchmen 8 Were exempted from forced labour, taxation and other forms of discrimination. Characteristics of Assimilation Policy Assimilation policy was an administration policy used by the French which was intended to create Frenchmen out of Black Africans. The main characteristics of this type of administration were as follows: 1 Colonies were regarded as oversees departments of France 2 The colonized people were to adopt the French culture 3 Colonies elected representatives to the French parliament 4 There were common legal practices in French colonies with those of France 5 French language was used as the official language for communication For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Introduction of French system of education 7 Attempt to transform the Africans in Senegal into Frenchmen in black skins The assimilated Africans had the following privileges: 1 Were granted French citizenship 2 Were treated as African Frenchmen 3 Enjoyed educational opportunities like the Frenchmen 4 Were employed in the French civil service 5 Enjoyed the same voting rights as the Frenchmen 6 Could send representatives to represent them in the French chamber of deputies 7 Enjoyed similar trading rights like Frenchmen 8 Were exempted from forced labour, taxation and other forms of discrimination Listen to the French National Anthem Factors that led to the failure of Assimilation Policy Assimilation policy failed in West Africa because cultures cannot die overnight, which is what the French wanted and most of the French nationals were also opposed to the idea of elevating Africans to their equals."}
{"text": "The assimilated Africans had the following privileges: 1 Were granted French citizenship 2 Were treated as African Frenchmen 3 Enjoyed educational opportunities like the Frenchmen 4 Were employed in the French civil service 5 Enjoyed the same voting rights as the Frenchmen 6 Could send representatives to represent them in the French chamber of deputies 7 Enjoyed similar trading rights like Frenchmen 8 Were exempted from forced labour, taxation and other forms of discrimination. Characteristics of Assimilation Policy Assimilation policy was an administration policy used by the French which was intended to create Frenchmen out of Black Africans. The main characteristics of this type of administration were as follows: 1 Colonies were regarded as oversees departments of France 2 The colonized people were to adopt the French culture 3 Colonies elected representatives to the French parliament 4 There were common legal practices in French colonies with those of France 5 French language was used as the official language for communication For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Introduction of French system of education 7 Attempt to transform the Africans in Senegal into Frenchmen in black skins The assimilated Africans had the following privileges: 1 Were granted French citizenship 2 Were treated as African Frenchmen 3 Enjoyed educational opportunities like the Frenchmen 4 Were employed in the French civil service 5 Enjoyed the same voting rights as the Frenchmen 6 Could send representatives to represent them in the French chamber of deputies 7 Enjoyed similar trading rights like Frenchmen 8 Were exempted from forced labour, taxation and other forms of discrimination Listen to the French National Anthem Factors that led to the failure of Assimilation Policy Assimilation policy failed in West Africa because cultures cannot die overnight, which is what the French wanted and most of the French nationals were also opposed to the idea of elevating Africans to their equals. Other factors that resulted to the failure of this policy are as follows: 1 It was an expensive policy to implement and sustain 2 The policy was confined to the four communes of Senegal while the interior was not affected 3 Cultural differences between the Africans and the French such as polygamy among the Africans and monogamy among the French 4 Racial discrimination whereby the French resented the idea of equality with Africans 5 Fear of economic rivalry with Africans as it would bring competition 6 Increased dissatisfaction from the African elite elected to the French parliament for they were discriminated by their French counterparts For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 African rejected the policy on religious grounds since they were Muslims and French were Christians 8 Differences between the French legal system and African customary laws in relation to inheritance, divorce, marriage."}
{"text": "Characteristics of Assimilation Policy Assimilation policy was an administration policy used by the French which was intended to create Frenchmen out of Black Africans. The main characteristics of this type of administration were as follows: 1 Colonies were regarded as oversees departments of France 2 The colonized people were to adopt the French culture 3 Colonies elected representatives to the French parliament 4 There were common legal practices in French colonies with those of France 5 French language was used as the official language for communication For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Introduction of French system of education 7 Attempt to transform the Africans in Senegal into Frenchmen in black skins The assimilated Africans had the following privileges: 1 Were granted French citizenship 2 Were treated as African Frenchmen 3 Enjoyed educational opportunities like the Frenchmen 4 Were employed in the French civil service 5 Enjoyed the same voting rights as the Frenchmen 6 Could send representatives to represent them in the French chamber of deputies 7 Enjoyed similar trading rights like Frenchmen 8 Were exempted from forced labour, taxation and other forms of discrimination Listen to the French National Anthem Factors that led to the failure of Assimilation Policy Assimilation policy failed in West Africa because cultures cannot die overnight, which is what the French wanted and most of the French nationals were also opposed to the idea of elevating Africans to their equals. Other factors that resulted to the failure of this policy are as follows: 1 It was an expensive policy to implement and sustain 2 The policy was confined to the four communes of Senegal while the interior was not affected 3 Cultural differences between the Africans and the French such as polygamy among the Africans and monogamy among the French 4 Racial discrimination whereby the French resented the idea of equality with Africans 5 Fear of economic rivalry with Africans as it would bring competition 6 Increased dissatisfaction from the African elite elected to the French parliament for they were discriminated by their French counterparts For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 African rejected the policy on religious grounds since they were Muslims and French were Christians 8 Differences between the French legal system and African customary laws in relation to inheritance, divorce, marriage. Effects of Assimilation Policy The assimilation policy had several effects on the people of France and Africa."}
{"text": "The main characteristics of this type of administration were as follows: 1 Colonies were regarded as oversees departments of France 2 The colonized people were to adopt the French culture 3 Colonies elected representatives to the French parliament 4 There were common legal practices in French colonies with those of France 5 French language was used as the official language for communication For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Introduction of French system of education 7 Attempt to transform the Africans in Senegal into Frenchmen in black skins The assimilated Africans had the following privileges: 1 Were granted French citizenship 2 Were treated as African Frenchmen 3 Enjoyed educational opportunities like the Frenchmen 4 Were employed in the French civil service 5 Enjoyed the same voting rights as the Frenchmen 6 Could send representatives to represent them in the French chamber of deputies 7 Enjoyed similar trading rights like Frenchmen 8 Were exempted from forced labour, taxation and other forms of discrimination Listen to the French National Anthem Factors that led to the failure of Assimilation Policy Assimilation policy failed in West Africa because cultures cannot die overnight, which is what the French wanted and most of the French nationals were also opposed to the idea of elevating Africans to their equals. Other factors that resulted to the failure of this policy are as follows: 1 It was an expensive policy to implement and sustain 2 The policy was confined to the four communes of Senegal while the interior was not affected 3 Cultural differences between the Africans and the French such as polygamy among the Africans and monogamy among the French 4 Racial discrimination whereby the French resented the idea of equality with Africans 5 Fear of economic rivalry with Africans as it would bring competition 6 Increased dissatisfaction from the African elite elected to the French parliament for they were discriminated by their French counterparts For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 African rejected the policy on religious grounds since they were Muslims and French were Christians 8 Differences between the French legal system and African customary laws in relation to inheritance, divorce, marriage. Effects of Assimilation Policy The assimilation policy had several effects on the people of France and Africa. 1 The policy of assimilation undermined African culture 2 The authority of the traditional African leaders were eroded 3 The colony was incorporated into the French republic 4 Africans in Senegal were allowed to participate in the political matters of France 5 The assimilation policy frustrated the spread of Islam especially in the French quarter communes Social and Economic Development During The Colonial Period in Kenya In today's lesson we shall discuss the reasons for the construction of the Uganda railway, problems encountered during the construction and the effects."}
{"text": "Other factors that resulted to the failure of this policy are as follows: 1 It was an expensive policy to implement and sustain 2 The policy was confined to the four communes of Senegal while the interior was not affected 3 Cultural differences between the Africans and the French such as polygamy among the Africans and monogamy among the French 4 Racial discrimination whereby the French resented the idea of equality with Africans 5 Fear of economic rivalry with Africans as it would bring competition 6 Increased dissatisfaction from the African elite elected to the French parliament for they were discriminated by their French counterparts For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 African rejected the policy on religious grounds since they were Muslims and French were Christians 8 Differences between the French legal system and African customary laws in relation to inheritance, divorce, marriage. Effects of Assimilation Policy The assimilation policy had several effects on the people of France and Africa. 1 The policy of assimilation undermined African culture 2 The authority of the traditional African leaders were eroded 3 The colony was incorporated into the French republic 4 Africans in Senegal were allowed to participate in the political matters of France 5 The assimilation policy frustrated the spread of Islam especially in the French quarter communes Social and Economic Development During The Colonial Period in Kenya In today's lesson we shall discuss the reasons for the construction of the Uganda railway, problems encountered during the construction and the effects. The colonial government was determined to develop Kenya socially and economically in order to make the colony pay for its administrative costs. The Kenya-Uganda railway. Objectives By the end of the lesson, you should be able to: 1. State the reasons for the construction of the Uganda Railway 2. Discuss the problems encountered during the construction of the Uganda Railway 3. Discuss the effects of the Uganda Railway The Uganda Railway In order to open up the territory, the British had to establish better means of transport and communication. This led to the construction of the Uganda railway. The need to construct the Uganda railway started with ideas of William MacKinnon who was in charge of the imperial British east Africa company. The railway started in 1895 and was completed in 1901. It For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke was called Uganda railway because it linked Uganda to the outside world."}
{"text": "The need to construct the Uganda railway started with ideas of William MacKinnon who was in charge of the imperial British east Africa company. The railway started in 1895 and was completed in 1901. It For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke was called Uganda railway because it linked Uganda to the outside world. Reasons for Building the Uganda Railway The reasons for the construction of the railway were as follows: To link Uganda with the Kenyan coast and the outside world To enhance maximum economic exploitation of the east African protectorate To facilitate quick and efficient movement of administrators and troops To stop slave trade and promote legitimate trade To enable Britain protect her strategic interests of the source of river Nile in Uganda Reasons for building the Uganda Railway The reasons for the construction of the railway were as follows: 1 To link Uganda with the Kenyan coast and the outside world 2 To enhance maximum economic exploitation of the east African protectorate 3 To facilitate quick and efficient movement of administrators and troops 4 To stop slave trade and promote legitimate trade 5 To enable Britain protect her strategic interests of the source of river Nile in Uganda Problems encountered in the Construction of the Uganda Railway What were the problems encountered during the construction of the Kenya - Uganda railway? Some of the problems were as follows: 1 The British had to impose skilled and unskilled labour from India coolies 2 Resistance by some African communities who did not want the railway to cross their land such as the Nandi 3 Imposition of materials from abroad increased the cost of construction 4 The man eating lions of Tsavo killed many workers 5 Scarcity of essential supplies, for example water and food particularly across the dry wasteland 6 Tropical diseases such as malaria claimed the lives of railway builders 7 The escarpments of the rift valley posed engineering challenges to the railway construction For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 Jiggers were a problem to the Indian workers who were walking bare feet Effects of the Construction of the Uganda Railway The construction of the Uganda railway affected people of Kenya socially and economically."}
{"text": "It For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke was called Uganda railway because it linked Uganda to the outside world. Reasons for Building the Uganda Railway The reasons for the construction of the railway were as follows: To link Uganda with the Kenyan coast and the outside world To enhance maximum economic exploitation of the east African protectorate To facilitate quick and efficient movement of administrators and troops To stop slave trade and promote legitimate trade To enable Britain protect her strategic interests of the source of river Nile in Uganda Reasons for building the Uganda Railway The reasons for the construction of the railway were as follows: 1 To link Uganda with the Kenyan coast and the outside world 2 To enhance maximum economic exploitation of the east African protectorate 3 To facilitate quick and efficient movement of administrators and troops 4 To stop slave trade and promote legitimate trade 5 To enable Britain protect her strategic interests of the source of river Nile in Uganda Problems encountered in the Construction of the Uganda Railway What were the problems encountered during the construction of the Kenya - Uganda railway? Some of the problems were as follows: 1 The British had to impose skilled and unskilled labour from India coolies 2 Resistance by some African communities who did not want the railway to cross their land such as the Nandi 3 Imposition of materials from abroad increased the cost of construction 4 The man eating lions of Tsavo killed many workers 5 Scarcity of essential supplies, for example water and food particularly across the dry wasteland 6 Tropical diseases such as malaria claimed the lives of railway builders 7 The escarpments of the rift valley posed engineering challenges to the railway construction For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 Jiggers were a problem to the Indian workers who were walking bare feet Effects of the Construction of the Uganda Railway The construction of the Uganda railway affected people of Kenya socially and economically. Some of these effects were; 1 Development of urban centres to replace urbanization 2 It opened up the interior of Kenya to the outside world 3 It facilitated the coming of white settlers to Kenya who introduced new methods of farming 4 The settlers occupied the fertile highlands which made some Africans landless 5 The Indians who had come as railway workers settled in kenya permanently 6 It encouraged the spread of Christianity 7 It promoted both local and international trade 8 It encouraged construction of other means of transport and communication such as roads 9 It led to the redrawing of boundary between Kenya and Uganda 10 It led to the transfer of the capital of kenya from Mombasa to Nairobi Objectives By the end of the lesson, you should be able to: a Explain the settler farming in Kenya."}
{"text": "Reasons for Building the Uganda Railway The reasons for the construction of the railway were as follows: To link Uganda with the Kenyan coast and the outside world To enhance maximum economic exploitation of the east African protectorate To facilitate quick and efficient movement of administrators and troops To stop slave trade and promote legitimate trade To enable Britain protect her strategic interests of the source of river Nile in Uganda Reasons for building the Uganda Railway The reasons for the construction of the railway were as follows: 1 To link Uganda with the Kenyan coast and the outside world 2 To enhance maximum economic exploitation of the east African protectorate 3 To facilitate quick and efficient movement of administrators and troops 4 To stop slave trade and promote legitimate trade 5 To enable Britain protect her strategic interests of the source of river Nile in Uganda Problems encountered in the Construction of the Uganda Railway What were the problems encountered during the construction of the Kenya - Uganda railway? Some of the problems were as follows: 1 The British had to impose skilled and unskilled labour from India coolies 2 Resistance by some African communities who did not want the railway to cross their land such as the Nandi 3 Imposition of materials from abroad increased the cost of construction 4 The man eating lions of Tsavo killed many workers 5 Scarcity of essential supplies, for example water and food particularly across the dry wasteland 6 Tropical diseases such as malaria claimed the lives of railway builders 7 The escarpments of the rift valley posed engineering challenges to the railway construction For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 Jiggers were a problem to the Indian workers who were walking bare feet Effects of the Construction of the Uganda Railway The construction of the Uganda railway affected people of Kenya socially and economically. Some of these effects were; 1 Development of urban centres to replace urbanization 2 It opened up the interior of Kenya to the outside world 3 It facilitated the coming of white settlers to Kenya who introduced new methods of farming 4 The settlers occupied the fertile highlands which made some Africans landless 5 The Indians who had come as railway workers settled in kenya permanently 6 It encouraged the spread of Christianity 7 It promoted both local and international trade 8 It encouraged construction of other means of transport and communication such as roads 9 It led to the redrawing of boundary between Kenya and Uganda 10 It led to the transfer of the capital of kenya from Mombasa to Nairobi Objectives By the end of the lesson, you should be able to: a Explain the settler farming in Kenya. B Discuss the colonial land policies."}
{"text": "Some of the problems were as follows: 1 The British had to impose skilled and unskilled labour from India coolies 2 Resistance by some African communities who did not want the railway to cross their land such as the Nandi 3 Imposition of materials from abroad increased the cost of construction 4 The man eating lions of Tsavo killed many workers 5 Scarcity of essential supplies, for example water and food particularly across the dry wasteland 6 Tropical diseases such as malaria claimed the lives of railway builders 7 The escarpments of the rift valley posed engineering challenges to the railway construction For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 Jiggers were a problem to the Indian workers who were walking bare feet Effects of the Construction of the Uganda Railway The construction of the Uganda railway affected people of Kenya socially and economically. Some of these effects were; 1 Development of urban centres to replace urbanization 2 It opened up the interior of Kenya to the outside world 3 It facilitated the coming of white settlers to Kenya who introduced new methods of farming 4 The settlers occupied the fertile highlands which made some Africans landless 5 The Indians who had come as railway workers settled in kenya permanently 6 It encouraged the spread of Christianity 7 It promoted both local and international trade 8 It encouraged construction of other means of transport and communication such as roads 9 It led to the redrawing of boundary between Kenya and Uganda 10 It led to the transfer of the capital of kenya from Mombasa to Nairobi Objectives By the end of the lesson, you should be able to: a Explain the settler farming in Kenya. B Discuss the colonial land policies. Settler Farming in Kenya In today's lesson we shall learn about the settler farming in Kenya, why the Colonial government encouraged white settlement in Kenya and the methods it used to promote settler farming. A tea plantation Reasons why the government encouraged white settlers to come to Kenya For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke There were various reasons why the colonial government encouraged the white settlers to come to Kenya. Some of them were; 1 the colonial government encouraged the white settlers to make Kenya a white mans country since they would form the backbone of the economy 2 to help finance the administrative cost."}
{"text": "Settler Farming in Kenya In today's lesson we shall learn about the settler farming in Kenya, why the Colonial government encouraged white settlement in Kenya and the methods it used to promote settler farming. A tea plantation Reasons why the government encouraged white settlers to come to Kenya For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke There were various reasons why the colonial government encouraged the white settlers to come to Kenya. Some of them were; 1 the colonial government encouraged the white settlers to make Kenya a white mans country since they would form the backbone of the economy 2 to help finance the administrative cost. 3 To produce the raw materials for British industries 4 The Africans lacked funds and skills of large scale farming 5 Check Asian migration ad influence by settling more whites 6 To pay for the construction cost of the Kenya Uganda railway Methods used to promote settler farming in kenya The colonial government used various methods to promote settler farming in Kenya. Some of these methods were as follows: 1 Provided land 2 Improved transport and communication network 3 Formation of cooperatives for marketing their goods 4 Provided security 5 Banned Africans from growing cash crops 6 Provided agricultural extension services to settlers A good road Problems faced by the white settlers Farming in the Kenya highlands was not an easy task. The first European farmers faced a wide range of problems, some of which include the following: 1 Constant raids in the farms by the local communities for example the Nandi and the Maasai 2 Many Africans were not willing to offer labour 3 Settlers lacked basic knowledge, skills and experience on agriculture 4 Shortage of funds to buy farm inputs and machinery 5 Poor transport and communication network for example roads and railways For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 The settlers lacked knowledge about the seasons 6 Pests and diseases affected crops and animals A sick animal Problems faced by the white settlers Farming in the Kenya highlands was not an easy task."}
{"text": "Other crops include Wheat-which was introduced by lord Delamare in Njoro in 1903. Wheat is grown in Nakuru and Uasin Gishu. Sisal- which was introduced in 1893 from Tanganyika by Richard Hindrf. The crop is grown in Thika, Eastern Province, Kibwezi, Baringo, Voi, Taita Taveta and Kilif. Tea- which was introduced in Kenya in 1903 at Limuru by Messrs Caire. It is grown in Kericho, Nandi, Muranga, Meru, Nyeri and Kiambu and Livestock- settlers like lord Delamere introduced the rearing sheep and cattle in Njoro. Colonial Land Policies The colonial government encouraged white settlers in Kenya through creating land policies that legalized annexation of land from the Africans for white settlement. The government alienated land to enable the settlers established large scale farming. This was done by passing legislation legalizing the annexation of land through legislative councils. A white settler For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke These legislations came to be known as land policies. They were; 1 Indian acquisition act of 1896, empowered the government to take over land for the construction of the railway line 2 The land legislation act of 1897 which enabled the government to offer certificate of occupation 3 The 1907 east African order in council which defined crown land as all public land which is not private and the government would take it at will, sell it or lease it 4 The Maasai agreement of 1904 pushed the Maasai to Laikipia and Ngong reserves. Settlers were encouraged to take up the Maasai land for farming. Effects of Land Policies The colonial land policies had a number of effects on the people of Kenya. These include: 1 The Africans lost their land 2 Africans were pushed to the reserves, for example the Maasai 3 Land alienation stopped widespread migration and settlements of the Africans 4 Led to the introduction of the Kipande system 5 Many Africans become squatters and laborers in European farms 6 Led to the rise of African nationalism and the struggle for independence Man carrying a Kipande Prior Knowledge In our previous lesson we discussed settler farming and colonial land policies in Kenya."}
{"text": "University of Nairobi Political developments and Struggle for Independence in Kenya 1919-1963 In today's Topic, we shall discuss early political organisations, their characteristics, grievances, problems and the achievements. Mzee Jomo Kenyatta and Jaramogi Oginga Odinga, who played key roles in early political organisations. Objectives By the end of the lesson, you should be able to: a Identify the early political organizations b Discuss the characteristics of the early political organizations c Identify the grievances of the Early Political Organisations d Problems faced by the Early Political Organisations e Achievements of the Early Political Organisations. Early Political organisations in Kenya upto 1939 The inter-war period between 1919 and 1939 saw the emergence of many African political Associations. This was mainly attributed to the world war two where many Africans participated. During this period, the Africans united and realised they had the same grivances. When Kenya changed status to become a British protectorate in 1920, the Africans realised that they had lost their freedom. As a result, they formed groups to fight for their independence. Africans during the second world war. Early Political Organisations After Kenya became a colony in 1920, Africans formed several ethnic Political Associations to express their grievances, some of these Associations are: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 1 East Africana Association- Its members included Hurry Thuku, Jomo Kenyatta and Jesse Kariuki. 2 Kikuyu Central Association- Had members such as Joseph Kangethe and Jesse Kariuki 3 Kavirondo Tax Payers Welfare Association- The members here included Jonathan Okwiri, Simon Nyende and Benjamin Owuor Gumba 4 Ukamba Members Association- Members included Samuel Muindi Mbingu, Isaac Mwalonzi, Simon Kioko and Elijah Kavula 5 Coast African Association- The key leaders included Noah Mwana Sele, Mohamed bin Mwichande, E.W Timothy and H.G Banks 6 Taita Hills Association-Daniel Mapinga started the association, but died before it established itself. Later, his course was taken up by Woresho Kolandi Mengo, Jimmy Mwambishi and Paul Chumbo. Characteristics of Early Political Associations Most of the early political organisations had common characteristics."}
{"text": "2 Kikuyu Central Association- Had members such as Joseph Kangethe and Jesse Kariuki 3 Kavirondo Tax Payers Welfare Association- The members here included Jonathan Okwiri, Simon Nyende and Benjamin Owuor Gumba 4 Ukamba Members Association- Members included Samuel Muindi Mbingu, Isaac Mwalonzi, Simon Kioko and Elijah Kavula 5 Coast African Association- The key leaders included Noah Mwana Sele, Mohamed bin Mwichande, E.W Timothy and H.G Banks 6 Taita Hills Association-Daniel Mapinga started the association, but died before it established itself. Later, his course was taken up by Woresho Kolandi Mengo, Jimmy Mwambishi and Paul Chumbo. Characteristics of Early Political Associations Most of the early political organisations had common characteristics. Among issues they had in common wre grivances and tructure of the methids of operations. Which were the characteristics of the eraly political parties? They were: 1 They were tribal based 2 They were led by mission educated young men 3 Asians gave them both material and moral support 4 They had similar grievances for example, land alienation, poor living and working conditions 5 They were non-militant 6 Had small membership 7 They were not well organised. Grivances of Early Political Organisations The early political organisations had a number of demands; 1 Removal of the Kipande system 2 Return of the alienated land 3 Reduction of taxation 4 Better working conditions 5 Provision of quality education for Africans For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Protection of African culture 7 Removal of colonial oppressive laws 8 Removal of destocking policies. Challenges faced by the Early Political Organisations Early Political Oganisations in Kenya faced a number of problems. These include: 1 Harassment by the colonial government 2 Deportation of leaders, for example, Harry Thuku 3 Leadership wrangles between members 4 Lack of experience in running political parties hence mismanaged their offices 5 Lack of enough funds 6 Disunity due to ethnicity 7 Banning of Political Parties by colonial government Achievements of Early Political Parties Early political oganisations in Kenya had a number of achievements."}
{"text": "Grivances of Early Political Organisations The early political organisations had a number of demands; 1 Removal of the Kipande system 2 Return of the alienated land 3 Reduction of taxation 4 Better working conditions 5 Provision of quality education for Africans For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Protection of African culture 7 Removal of colonial oppressive laws 8 Removal of destocking policies. Challenges faced by the Early Political Organisations Early Political Oganisations in Kenya faced a number of problems. These include: 1 Harassment by the colonial government 2 Deportation of leaders, for example, Harry Thuku 3 Leadership wrangles between members 4 Lack of experience in running political parties hence mismanaged their offices 5 Lack of enough funds 6 Disunity due to ethnicity 7 Banning of Political Parties by colonial government Achievements of Early Political Parties Early political oganisations in Kenya had a number of achievements. These include: 1 Provided political education to African communities 2 They communicated the communities' feelings to the colonial government 3 They defended African cultures against further erosion by European missionaries 3 They played the role of trade unionism by fighting for the welfare of workers 4 They demanded better wages and living conditions for the Africans 5 They publicized African grievances to the international community 6 They promoted nationalism for forging Inter-Community relations Prior Knowledge In our previos lesson, we discussed the early political organisations in For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Kenya. Let us remind ourselves about the characteristics of the eraly political organisations by indicating TRUE ot FALSE on the statements given. Objectives By the end of the lesson, you should be able to: - Trace the origins of the independent churches and schools in Kenya. Emergence of Independent Churches and Schools In this lesson, we shall discuss reasons for the emergence of independent churches and schools, their characteristics and the problems they faced. Independent churches and schools emerged in Kenya during the colonial period as a protest against mission churches and schools established by different missionary societies, They were also against the westernizing influence of missionaries. Late Melkio Ondeto leader of Legio Maria Sect one of the independent churches in Kenya."}
{"text": "Emergence of Independent Churches and Schools In this lesson, we shall discuss reasons for the emergence of independent churches and schools, their characteristics and the problems they faced. Independent churches and schools emerged in Kenya during the colonial period as a protest against mission churches and schools established by different missionary societies, They were also against the westernizing influence of missionaries. Late Melkio Ondeto leader of Legio Maria Sect one of the independent churches in Kenya. Reasons for Emergence of Independent Churches and Schools Africans were against the westernizing influence of the missionaries and started their independent churches and schools. What other factors contributed to the emergence of independent churches and schools? 1 Africans were discriminated in leadership positions in the church 2 Africans considered the missionaries as agents of the colonial government 3 Some Africans were dissatisfied with the interpretation of Christian scriptures 4 Children of parents who were not converted to Christianity were refused admission in missionary schools 5 Africans wanted to preserve their customs for example female circumcision, polygamy and payment of dowry Characteristics of Independent Churches and Schools Independent churches and schools had several characteristics. These include: They were made up of African congregation and led by Africans They combined African traditions and customs with Christian teachings. They allowed African practices for example, polygamy They served as alternative outlets of nationalism during the struggle for independence Teachers in the independent schools were Africans They adopted the use of drums and African type of music and dancing in For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke their worship Characteristics of Independent Churches and Schools Independent churches and schools had several characteristics. These include: 1 They were made up of and led by Africans, 2 They combined African traditions and customs with Christian teachings. 3 They allowed African practices for example, polygamy, 4 Teachers in the independent schools were Africans, 5 They adopted African musical instruments and dancing in their worship. Click on the play button to view clip on African dancing."}
{"text": "Prior Knowledge We remind ourselves of the previous lesson in which we learnt about the formation of Kenya African Union and its contribution to the struggle for independence. We also learnt about the formation of Kenya African National Union and its contribution to Nationalism. In this lesson, we shall discuss: i The Trade Union Movement ii The role of women in the struggle for independence. Objectives By the end of the lesson, you should be able to: 1. Discuss the role of trade unionism in the struggle for independence 2. Discuss the role of women in the struggle for independence. Trade Union Movement In the struggle for Independence In this lesson, we shall discuss the role of trade unionism in the struggle for independence. We shall also discuss the role of women in the struggle for independence. Trade Unions refers to associations of workers whose objectives are to fight for improvement of their welfare. The Trade Union Movement played an important role in the struggle for independence. Statue of Tom Mboya, a charismatic trade Union leader. Reasons for the formation of Trade unions In Kenya During the Colonial Period Kenyan workers during the colonial period encountered several problems and channeled their grievances through trade unions. Which were these grivances? For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 1 There was need for a united front to press for better wages 2 The introduction of the Kipande System interfered with freedom for workers 3 The African workers were heavily taxed, poorly paid 4 The banning of political associations created the desire for alternative avenue to express their political feelings 5 To fight for better working conditions and housing 6 High cost of living due to increased prices of essential commodities Contributions of the Trade union Movement to the struggle for Independence in Kenya Trade unions played an important role in the struggle for independence. Some of the achievements of the trade unions are: 1 They served as a training ground for nationalist leaders for example Tom Mboya 2 They raised funds to sustain political leaders 3 Demanded for the release of political leaders 4 Trade unions served as political outlets when political parties were banned 5 Sensitizing workers on the need for joining political parties 6 Organizing strikes, go-slows, sit-ins and boycotts to oppose some policies of the colonial government Tom Mboya Role of Women in the struggle for Independence for in Kenya The African woman is a source of strength."}
{"text": "Which were these grivances? For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 1 There was need for a united front to press for better wages 2 The introduction of the Kipande System interfered with freedom for workers 3 The African workers were heavily taxed, poorly paid 4 The banning of political associations created the desire for alternative avenue to express their political feelings 5 To fight for better working conditions and housing 6 High cost of living due to increased prices of essential commodities Contributions of the Trade union Movement to the struggle for Independence in Kenya Trade unions played an important role in the struggle for independence. Some of the achievements of the trade unions are: 1 They served as a training ground for nationalist leaders for example Tom Mboya 2 They raised funds to sustain political leaders 3 Demanded for the release of political leaders 4 Trade unions served as political outlets when political parties were banned 5 Sensitizing workers on the need for joining political parties 6 Organizing strikes, go-slows, sit-ins and boycotts to oppose some policies of the colonial government Tom Mboya Role of Women in the struggle for Independence for in Kenya The African woman is a source of strength. Women contributed toward the struggle for independence economically, politically and socially. Let us highlight the role of some of the women who participated in the struggle for Kenyan independence. Moraa Moka Ngiti mobilised her people againsy colonialists, Mekatilili wa Menza mobilised the Agiryama against the British, Syotune wa kithuke used the Kilumi dance in 1911 to mobilise the Akamba against colonial rule, Kobilo Kwondoat Kimosop provide herbal medicine for wounded Tugen worriors. Mary Nyanjiru attacked police officers when Harry Thuku was arrested, Chief Mang'ana of Kadem led her people in resisting the British."}
{"text": "Explain the growth of Ghanaian Nationalism. 4. State the methods used by Ghanaian Nationalists in their struggle for independence. Factors favouring Development of African Nationalism Factors that brought about Nationalism in Africa were as follows: 1 Discontentment of Second World War ex-service men who were not compensated for their services in the war 2 Africans were exposed to radical nationalism through interactions with other people For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 3 Influence from other countries granted independence namely India and Pakistan 4 Western educated elite enabled Africans demand for their rights 5 The Pan-African Movement inspired African nationalists in their struggle for independence 6 The formation of UN after 1945 supported decolonization of colonized people 7 Disregard of traditional African rulers by colonialists 8 The resentment of oppressive colonial policies such as land alienation, taxation and racial segregation Growth of Ghanaian Nationalism Active nationalism in Ghana started after the second world war around 1945 when the UN declared the right of all the people to choose the form of government under which to live into govern them. The process of nationalism that eventually led to independence started with the formation of the first national political parties in 1947. -. After 1945, the radical nationalists in Ghana demanded for complete independence - Nationalism in Ghana was characterized by formation of Political Movements which included United Gold Coast Convention UGCC in 1947 - The Accra riots of 1948 spread to other parts of the country after British soldiers killed people who were marching to present their grievances."}
{"text": "Factors favouring Development of African Nationalism Factors that brought about Nationalism in Africa were as follows: 1 Discontentment of Second World War ex-service men who were not compensated for their services in the war 2 Africans were exposed to radical nationalism through interactions with other people For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 3 Influence from other countries granted independence namely India and Pakistan 4 Western educated elite enabled Africans demand for their rights 5 The Pan-African Movement inspired African nationalists in their struggle for independence 6 The formation of UN after 1945 supported decolonization of colonized people 7 Disregard of traditional African rulers by colonialists 8 The resentment of oppressive colonial policies such as land alienation, taxation and racial segregation Growth of Ghanaian Nationalism Active nationalism in Ghana started after the second world war around 1945 when the UN declared the right of all the people to choose the form of government under which to live into govern them. The process of nationalism that eventually led to independence started with the formation of the first national political parties in 1947. -. After 1945, the radical nationalists in Ghana demanded for complete independence - Nationalism in Ghana was characterized by formation of Political Movements which included United Gold Coast Convention UGCC in 1947 - The Accra riots of 1948 spread to other parts of the country after British soldiers killed people who were marching to present their grievances. Kwame Nkrumah and other nationalists were arrested Other causes of Ghanaian nationalism included low profits from the sale of cocoa and high prices of European manufactured goods; - Also there was selective granting of trading licences to European traders while denying the same to Africans - After the riots, it was recommended that Ghana needed a new constitution to cater for African interests - In 1949 Kwame Nkrumah formed Convention Peoples Party which demanded for independence and got support from the masses - In 1950 Kwame encouraged constitutional strikes, boycotts and non-co-operation without the use of violence although violence broke out For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - Government declared a state of emergency and Kwame and other officials of CCP were imprisoned - During his imprisonment newspapers campaigned for independence - In 1951 a general election was held and CCP won and Kwame formed the government - In 1954 National Liberation Movement NLM emerged to compete with CCP but was defeated - In 1957 Ghana attained independence and Kwame Nkrumah became Prime Minister."}
{"text": "The process of nationalism that eventually led to independence started with the formation of the first national political parties in 1947. -. After 1945, the radical nationalists in Ghana demanded for complete independence - Nationalism in Ghana was characterized by formation of Political Movements which included United Gold Coast Convention UGCC in 1947 - The Accra riots of 1948 spread to other parts of the country after British soldiers killed people who were marching to present their grievances. Kwame Nkrumah and other nationalists were arrested Other causes of Ghanaian nationalism included low profits from the sale of cocoa and high prices of European manufactured goods; - Also there was selective granting of trading licences to European traders while denying the same to Africans - After the riots, it was recommended that Ghana needed a new constitution to cater for African interests - In 1949 Kwame Nkrumah formed Convention Peoples Party which demanded for independence and got support from the masses - In 1950 Kwame encouraged constitutional strikes, boycotts and non-co-operation without the use of violence although violence broke out For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - Government declared a state of emergency and Kwame and other officials of CCP were imprisoned - During his imprisonment newspapers campaigned for independence - In 1951 a general election was held and CCP won and Kwame formed the government - In 1954 National Liberation Movement NLM emerged to compete with CCP but was defeated - In 1957 Ghana attained independence and Kwame Nkrumah became Prime Minister. Methods used by Ghanaians in the struggle for Independence The Ghanians used various methods in their fight for independence. Some of them were; The use of public rallies The formation of Trade Unions The Africans demonstrated, boycotted and used strikes against the colonial rule The International Fora and nationalists presented their grievances such as UNO The use of publications such as the Evening News Magazines Africans participated in constitutional negotiations such as Coussey Commission In 1957 Ghana attained independence and Kwame became Prime Minister Methods used by Ghanaians in the struggle for Independence The Ghanians used various methods in their fight for independence."}
{"text": "Kwame Nkrumah and other nationalists were arrested Other causes of Ghanaian nationalism included low profits from the sale of cocoa and high prices of European manufactured goods; - Also there was selective granting of trading licences to European traders while denying the same to Africans - After the riots, it was recommended that Ghana needed a new constitution to cater for African interests - In 1949 Kwame Nkrumah formed Convention Peoples Party which demanded for independence and got support from the masses - In 1950 Kwame encouraged constitutional strikes, boycotts and non-co-operation without the use of violence although violence broke out For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - Government declared a state of emergency and Kwame and other officials of CCP were imprisoned - During his imprisonment newspapers campaigned for independence - In 1951 a general election was held and CCP won and Kwame formed the government - In 1954 National Liberation Movement NLM emerged to compete with CCP but was defeated - In 1957 Ghana attained independence and Kwame Nkrumah became Prime Minister. Methods used by Ghanaians in the struggle for Independence The Ghanians used various methods in their fight for independence. Some of them were; The use of public rallies The formation of Trade Unions The Africans demonstrated, boycotted and used strikes against the colonial rule The International Fora and nationalists presented their grievances such as UNO The use of publications such as the Evening News Magazines Africans participated in constitutional negotiations such as Coussey Commission In 1957 Ghana attained independence and Kwame became Prime Minister Methods used by Ghanaians in the struggle for Independence The Ghanians used various methods in their fight for independence. Some of them were; 1 The use of public rallies 2 The formation of Trade Unions 3 The Africans demonstrated, boycotted and used strikes against the colonial rule 4 The use of international fora such as the UN to present their grivances 5 The use of publications such as the Accra Evening News Magazines 6 Africans participated in constitutional negotiations such as Coussey Commission 7 In 1957 Ghana attained independence and Kwame became Prime Minister. Kwame Nkruma For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Prior Knowledge In the precious topic we discussed the causes of African Nationalism that resulted to the independence of African countries in the 1960s."}
{"text": "The struggle for liberation started with the formation of political parties. Formation of political parties in Mozambique delayed up to the 1960s because the colony was treated as an extension of Portugal and not allowed to form any political associations. Other reasons included: - The large size of Mozambique colony - Existence of many ethnic groups - Strict and rigorous censorship by the security forces. Map of Mozambique Mozambicans in exile formed a number of political movements. Among these were the National Democratic Union of Mozambique UDENEM0 , the African Union of Independent Mozambique UNAMI and the Mozambique National Union MANU . In 1962, these parties merged to form a common front for the Liberation of Mozambique FRELIMO with Eduardo Mondlane as president of the Movement. Its headquarters were in Dar-es-Salaam, Tanzania. Eduardo Mondlane For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Grievances of the Mozambiquans against Colonial Rule The Mozambicans were negatively affected by the Portuguese colonial administration. What were the grievances of the Africans in Mozambique? Some of them were; 1 Forced labour where Africans were forced to work on sugar plantations, cotton fields and public works 2 They were forced to pay heavy hut taxes 3 Racial discrimination against the Africans especially in job opportunities, education and health 4 Land alienation by the settlers 5 Poor working conditions and low wages for Africans 6 Restriction of African movement 7 Brutality, oppression and arbitrary arrests and murder of Africans The War of Liberation The main events in the war of liberation in Mozambique were as follows; - Liberation Front of Mozambique FRELIMO started full scale guerilla war in Mozambique from 1964 - The war broke out at once in four provinces which undermined the Portuguese forces who had been waiting for them along the Tanzanian border - The Organization of African Union OAU supported FRELIMO financially while Tanzania provided a base for the headquarters."}
{"text": "Eduardo Mondlane For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Grievances of the Mozambiquans against Colonial Rule The Mozambicans were negatively affected by the Portuguese colonial administration. What were the grievances of the Africans in Mozambique? Some of them were; 1 Forced labour where Africans were forced to work on sugar plantations, cotton fields and public works 2 They were forced to pay heavy hut taxes 3 Racial discrimination against the Africans especially in job opportunities, education and health 4 Land alienation by the settlers 5 Poor working conditions and low wages for Africans 6 Restriction of African movement 7 Brutality, oppression and arbitrary arrests and murder of Africans The War of Liberation The main events in the war of liberation in Mozambique were as follows; - Liberation Front of Mozambique FRELIMO started full scale guerilla war in Mozambique from 1964 - The war broke out at once in four provinces which undermined the Portuguese forces who had been waiting for them along the Tanzanian border - The Organization of African Union OAU supported FRELIMO financially while Tanzania provided a base for the headquarters. Other frontline states provided training to the freedom Fighters and other material support - In 1969 Eduardo Mondlane was assassinated and Samora Machel replaced him in 1970 as president of FRELIMO - In 1974 there was a coup de tat in Portugal that overthrew the government and replaced it with a new one that wanted all Portuguese colonies to be granted independence - On 25th June 1975, Mozambique attained independence with Samora Machel as the first president. Problems faced by FRELIMO in the struggle for Independence What do you think were the problems faced by the FLELIMO in the struggle for independence?"}
{"text": "Some of them were; 1 Forced labour where Africans were forced to work on sugar plantations, cotton fields and public works 2 They were forced to pay heavy hut taxes 3 Racial discrimination against the Africans especially in job opportunities, education and health 4 Land alienation by the settlers 5 Poor working conditions and low wages for Africans 6 Restriction of African movement 7 Brutality, oppression and arbitrary arrests and murder of Africans The War of Liberation The main events in the war of liberation in Mozambique were as follows; - Liberation Front of Mozambique FRELIMO started full scale guerilla war in Mozambique from 1964 - The war broke out at once in four provinces which undermined the Portuguese forces who had been waiting for them along the Tanzanian border - The Organization of African Union OAU supported FRELIMO financially while Tanzania provided a base for the headquarters. Other frontline states provided training to the freedom Fighters and other material support - In 1969 Eduardo Mondlane was assassinated and Samora Machel replaced him in 1970 as president of FRELIMO - In 1974 there was a coup de tat in Portugal that overthrew the government and replaced it with a new one that wanted all Portuguese colonies to be granted independence - On 25th June 1975, Mozambique attained independence with Samora Machel as the first president. Problems faced by FRELIMO in the struggle for Independence What do you think were the problems faced by the FLELIMO in the struggle for independence? Pause Some of the problems faced by FRELIMO in the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke struggle for independence were; 1 They were operating from exile which complicated their effective operations 2 They lacked adequate finance to carry out their activities 3 There were internal divisions and rivalry that led to a section of FRELIMO breaking away to form the Revolutionary Committee of Mozambique COREMO 4 Poor weapons and lack of proper training of the freedom fighters 5 The Catholic church in Mozambique viewed FRELIMO fighters as terrorists and was reluctant to support them 6 There was shortage of food, clothes, medicine and other supplies to the freedom fighters 7 In 1969 assassination of Eduardo Mondlane was a setback to the struggle for independence Objective By the end of the lesson, you should be able to: a Discuss the rise and growth of nationalism in South Africa."}
{"text": "Other frontline states provided training to the freedom Fighters and other material support - In 1969 Eduardo Mondlane was assassinated and Samora Machel replaced him in 1970 as president of FRELIMO - In 1974 there was a coup de tat in Portugal that overthrew the government and replaced it with a new one that wanted all Portuguese colonies to be granted independence - On 25th June 1975, Mozambique attained independence with Samora Machel as the first president. Problems faced by FRELIMO in the struggle for Independence What do you think were the problems faced by the FLELIMO in the struggle for independence? Pause Some of the problems faced by FRELIMO in the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke struggle for independence were; 1 They were operating from exile which complicated their effective operations 2 They lacked adequate finance to carry out their activities 3 There were internal divisions and rivalry that led to a section of FRELIMO breaking away to form the Revolutionary Committee of Mozambique COREMO 4 Poor weapons and lack of proper training of the freedom fighters 5 The Catholic church in Mozambique viewed FRELIMO fighters as terrorists and was reluctant to support them 6 There was shortage of food, clothes, medicine and other supplies to the freedom fighters 7 In 1969 assassination of Eduardo Mondlane was a setback to the struggle for independence Objective By the end of the lesson, you should be able to: a Discuss the rise and growth of nationalism in South Africa. Rise and Growth of African Nationalism in South Africa The history of South Africa is characterized by a conflict between two competing nationalisms, ie Afrikaner Boer Nationalism on one side, Africans and other non white on the other side. -. The first whites to settle in South Africa were the Boers Dutch from Holland in 1652. After the Berlin conference, the British also got interested in South Africa for strategic reasons. -. This resulted to the Great Trek and the three Anglo-Boer wars of 1902, 1906 and 1909 where the British lost in all of them - In 1910 Britain granted independence to the union of the Dutch and British migrants settled in South Africa."}
{"text": "- The first whites to settle in South Africa were the Boers Dutch from Holland in 1652. After the Berlin conference, the British also got interested in South Africa for strategic reasons. -. This resulted to the Great Trek and the three Anglo-Boer wars of 1902, 1906 and 1909 where the British lost in all of them - In 1910 Britain granted independence to the union of the Dutch and British migrants settled in South Africa. This excluded the Black Africans who were the majority - Therefore nationalism in South Africa in the 20th Century was a struggle between the majority black Africans against the minority whites Boers to be included in the running of the South African government. African Nationalist Activities In the 20th century there was a struggle between the majority black For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Africans against the minority Boer to be included in the running of South African government. To do this, Africans involved themselves in natianalistic activities eg - In 1912, the South African nationalists formed the first strong anti-apartheid movement called African Native Congress which became African National Congress ANC in 1923 - In 1943, the ANC Youth League mobilized the masses to civil disobedience - In 1959, the Pan African Congress was formed and organized peaceful demonstration against oppressive policies such as pass laws. The police opened fire on the crowd resulting into the Sharpeville Massacre of 1960 -From 1960, African nationalism went underground following the ban of political parties. '. Umkhonto We Sizwe' which means 'spear of the nation' was formed after the Sharpeville massacre - In 1990 the president of South Africa Fredrick de Klerk lifted the ban on anti-apartheid movements and released political prisoners including Nelson Mandela - In April 1994, the first multi-racial elections were held and ANC won by a landslide - On 10th May 1994, Nelson Mandela became the first African president of South Africa. Nelson Mandela Nationalists in the Liberation Besides Nelson Mandela, other notable nationalists in the liberation of blacks in South Africa were: - Pixley Ka Isaka Seme - Rev."}
{"text": "The police opened fire on the crowd resulting into the Sharpeville Massacre of 1960 -From 1960, African nationalism went underground following the ban of political parties. '. Umkhonto We Sizwe' which means 'spear of the nation' was formed after the Sharpeville massacre - In 1990 the president of South Africa Fredrick de Klerk lifted the ban on anti-apartheid movements and released political prisoners including Nelson Mandela - In April 1994, the first multi-racial elections were held and ANC won by a landslide - On 10th May 1994, Nelson Mandela became the first African president of South Africa. Nelson Mandela Nationalists in the Liberation Besides Nelson Mandela, other notable nationalists in the liberation of blacks in South Africa were: - Pixley Ka Isaka Seme - Rev. John Dube - Walter Sisulu - Steve Biko - Oliver Tambo - Robert Sobukwe - Archbishop Desmond Tutu - Albert Luthuli For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - Mongosuthu Buthelezi Methods Used by Africans in the Liberation In their struggle for independent Africans in South Africa used various methods which included; 1 Armed revolts through ANC's military wing 'Umkhonto We Sizwe' 2 Street demonstrations 3 Strikes and boycotts by African workers 4 International forum where they could lobby for economic sanctions against the apartheid government 5 Church leaders and international musicians condemned the apartheid regime 6 Hunger strikes by the nationalists who were serving their jail terms 7 Through the mass media, for example, newspapers Buthelezi Lives and contributions of Kenyan leaders In this Topic, we shall discuss the lives and contribution of Kenyan leaders, Jomo Kenyatta and wangari Maathai. Jomo Kenyatta was the first President of the Republic of Kenya, founding father of the nation. He was one of the leading nationalists in Kenya and Africa. The late Professor Wangari Muta Maathai was also a renowned Kenyan leader who greatly contributed to Kenya's development as a female leader. Mzee Jomo Kenyatta Objectives By the end of the lesson, you should be able to: 1. Analyse the early life of Jomo Kenyatta. 2. Explain the political career of Jomo Kenyatta."}
{"text": "Kapenguria six Road to Independence In 1961 KANU won the elections but the party refused to form the government until Kenyatta was released from detention - In 1961 Kenyatta was set free and became the President of KANU - In 1962, he attended the second Lancaster House Conference to discuss the constitution that led Kenya to independence in 1963 Lancaster Conference - In June 1963 KANU won the general elections and Kenya attained internal self-government with Kenyatta as the first Prime Minister - On 12th December 1963 Kenya attained independence with Kenyatta as the first president - On 12th December 1964 Kenya became a Republic - Kenyatta ruled the country until his death in August 22, 1978. Prior Knowledge Previouly, we learnt that Kenya gained independence in 1963. We also said that several nationalists contributed toward the achievement of independence. We also mentioned that after independence, the country faced three major challenges, namely: -Poverty -Ignorance -Disease For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Some of the Kenyan leaders such as Jomo Kenyatta, Martin Shikuku, Mwai Kibaki, Kalonzo MusyokaTekla Lourupe, Oginga Odinga, Dekha Ibrahim, Wangari Maathai, Tom Mboya, Daniel Moi,Charity Ngilu, Ronald Ngala, Eddah Gachukia, Manu Chandaria and Lady Justice Joyce Aluoch have contributed and sacrificed a lot to see Kenya overcome the three challenges and unite the country to achieve development. Other Kenyans who have also played a significant role in national development include Jane Kiano, Ndingi Mwana Nzeki, Kipchoge Keino, Grace Ogot, Kivutha Kibwana, Martha Karua, Raila Odinga, Chelagat Mutai, Paul Muite, Alexander Muge, Kenneth Matiba, Sally Kosgei, James Orengo, Timothy Njoya, Maria Nzomo, Yash Pal Ghai, and Henry Okulu. Which other Kenyans can you add to the list as having contributed to development in Kenya?"}
{"text": "We also mentioned that after independence, the country faced three major challenges, namely: -Poverty -Ignorance -Disease For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Some of the Kenyan leaders such as Jomo Kenyatta, Martin Shikuku, Mwai Kibaki, Kalonzo MusyokaTekla Lourupe, Oginga Odinga, Dekha Ibrahim, Wangari Maathai, Tom Mboya, Daniel Moi,Charity Ngilu, Ronald Ngala, Eddah Gachukia, Manu Chandaria and Lady Justice Joyce Aluoch have contributed and sacrificed a lot to see Kenya overcome the three challenges and unite the country to achieve development. Other Kenyans who have also played a significant role in national development include Jane Kiano, Ndingi Mwana Nzeki, Kipchoge Keino, Grace Ogot, Kivutha Kibwana, Martha Karua, Raila Odinga, Chelagat Mutai, Paul Muite, Alexander Muge, Kenneth Matiba, Sally Kosgei, James Orengo, Timothy Njoya, Maria Nzomo, Yash Pal Ghai, and Henry Okulu. Which other Kenyans can you add to the list as having contributed to development in Kenya? Objectives By the end of this lesson you should be able to: Analyse the life and contribution of Wangari Maathai Wangari Maathai In this lesson, we will analyse the life and contribution of the late professor Wangari Maathai who until her death on 25th September 2011, was known for her efforts in environmental conservation. Wangari Maathai Wangari's early life The Late Professor Wangari Muta Maathai was born in Tetu, Nyeri in 1940. She attended Ihithe and St. Cecelia primary schools before joining Loreto Limuru Girls for her secondary education. She later joined Mount St. Scholastica College, in Atchison, Kansas, where she obtained a degree in Biological sciences in 1964. In 1966 she earned a Master of Science degree from the University of Pittsburg. She went on to obtain a PhD from the University of Nairobi where she was also teaching In 1971. This made her the first woman in East and Central Africa to acquire a doctorate degree."}
{"text": "In 1966 she earned a Master of Science degree from the University of Pittsburg. She went on to obtain a PhD from the University of Nairobi where she was also teaching In 1971. This made her the first woman in East and Central Africa to acquire a doctorate degree. In 1976 she became chairperson of the Department of Veterinary Anatomy and later on In 1977 she became an Associate Professor at the University of Nairobi. In both cases, she was the first woman to attain those positions in the region. In 1982, she resigned from teaching and joined political activism and active politics. Late Wangari displays her award Wangari' Contributions The late Wangari Maathai is one of the personalities who have greatly contributed to the development of this country. In 1976-1987, Wangari was actively involved in the activities of the national council of women in Kenya. In 1981-1987 she was the chairperson of the National Christian For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Council of Women. While here, she introduced the idea of community tree planting. Later she formed the Green Belt Movement which has helped plant 40 million trees on community lands including farms, schools and church compounds. Women planting trees, one of Late Wangari's projects. In 1986- the Green Belt Movement established the Pan African Green Belt network which has exposed the idea of tree planting other African countries. Countries that have established Greenbelt movement successfully include: 1. Tanzania 2. Uganda 3. Malawi 4. Lesotho 5. Ethiopia 6. Zimbabwe In 1988 - she launched the campaign known as Jubilee 2000 coalition. This was an organization that sought to seek cancellation of the unpayable debts of the poor countries in Africa by the year 2000. She has campaigned against land grabbing and illegal allocation of forests. Internationally, she is recognized for her struggle for democracy, human rights and environmental conservation. Late Wangari Mathai Wangari' achievements Wangari's achievements include; 1 In 2004- she got the most prestigious award, the Nobel Peace Prize. In the same year, she got the Sophie prize, the Petra Kelly prize for environment and the Sterling Morton. Others include; 1. 2003- Wango environment award 2."}
{"text": "In the same year, she got the Sophie prize, the Petra Kelly prize for environment and the Sterling Morton. Others include; 1. 2003- Wango environment award 2. 2002 - Outstanding Vision and Commitment award as well as the Excellence award from Kenyan community abroad 3 1991- Hunger Projects Africa prize for leadership 4 1989- The Women of the World Late Wangari Maathai receiveing the Nobel Peace Prize Wangari Maathai received honorary doctorate degree from the following institutions; 1. 1990: Williams college MA USA For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 2. 1994 Hobert and William Smith College 3. 1997 University of Norway 4. 2004 Yale university Late Wangari Maathai Other achievements of Wangari Maathai are: - She successfully campaigned against the construction of a 60 storey building at Uhuru Park. He also stopped the acquisition of forest land by private developers. -. In December 2002, the late Wangari Maathai was elected as Member of parliament for Tetu Constituency and served as assistant minister for environment and natural resources between 2003 and 2007 in Kenya's ninth parliament. Professor Wangari Mathaai died on 25th September 2011 at the age of 71. Late Wangari Maathai with one of her awards. The Formation, Structure and Functions of the Government of Kenya The government of Kenya is at two levels, National government and County government. The two governments are distinct in their way of operation. They are meant to be independent, consultative and operate through mutual co-operation. In this topic, we shall discuss the composition, structure and functions of the national government. The National government comprises of three arms namely the Legislature, the Executive and the Judiciary. Nairobi Law courts Kenya coat of arms Kenyan Parliament Prior Knowledge Attempt the following exercise to help you review your knowledge on your member of Parliament and some of his or her responsibilities. Objectives By the end of the lesson, you should be able to: 1. Describe the formation and the composition of National Assembly and the Senate. 2. Discuss functions of the Legislature. 3. Analyze the concepts of parliamentary supremacy. The Legislature The Legislature is the arm of Government responsible for drawing the laws that govern the country. This is referred to as the Parliament of Kenya."}
{"text": "Analyze the concepts of parliamentary supremacy. The Legislature The Legislature is the arm of Government responsible for drawing the laws that govern the country. This is referred to as the Parliament of Kenya. The Legislature The Legislature is the arm of Government responsible for making and amending the laws that govern the country. It is also refered to as the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Parliament of Kenya. It is made up of two chambers, The National Assembly and the Senate. Kenyan parliament Composition of the National Assembly The National Assembly is made up of 350 members including the speaker. The National Assembly consists of; i. 290 - elected members from constituencies ii. 47 - women, one elected from each county iii. 12 -Members nominated by parliamentary political parties based on their strength in National Assembly. Iv. Speaker who is an ex-officio member. Speaker Marende Composition of the National Assembly The National Assembly is made up of 350 members including the speaker. The National Assembly consists of; i. 290 - elected members from constituencies ii. 47 - women, one elected from each county iii. 12 -Members nominated by parliamentary political parties based on their strength in National Assembly. Iv. Speaker who is an ex-officio member. Composition of the National Assembly The National Assembly is made up of 350 members including the speaker. The National Assembly consists of; i. 290 - elected members from constituencies ii. 47 - women, one elected from each county iii. 12 -Members nominated by parliamentary political parties based on their strength in National Assembly. Iv. Speaker who is an ex-officio member. Speaker Marende Composition of the Senate The Senate or the second chamber of parliament is made up of 68 members including the speaker. The membership is as follows; i. 47 -Members, each elected from the county ii. 16 - Women nominated by political parties iii. Two members, a man and a woman representing the youth iv. 2 - Members, a man and a woman representing persons with disabilities, a man and a woman v. The Speaker - ex-officio. Formation of National Assembly and Senate A person is eligible for election as a member of the National Assembly if he she; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - Is a registered voter - Meets education, moral and ethical standards set by an act of parliament - Is nominated by a political party or is an independent candidate who must be supported by; I."}
{"text": "2 - Members, a man and a woman representing persons with disabilities, a man and a woman v. The Speaker - ex-officio. Formation of National Assembly and Senate A person is eligible for election as a member of the National Assembly if he she; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - Is a registered voter - Meets education, moral and ethical standards set by an act of parliament - Is nominated by a political party or is an independent candidate who must be supported by; I. Atleast one thousand registered voters in the constituency in case of election to the National Assembly or II. Atleast two thousand registered voters in the county in case of election to the senate - Not a state or public officer - Not a member of the Independent Electoral and Boundaries Commission IEBC for the last five years - A Kenyan citizen for at least 10 years - To be of sound mind - Not bankrupt - Not a member of the county assembly Disqualification of a Member of Parliament A person is disqualified from being elected as a member of Parliament if he she; -Is a state or public officer - Has been a member of the Independent Electrol and Boundaries Commission IEBC within five years before the election - Has not been a citizen of Kenya for atleast 10 years immediately before the date of election - Is a member of county assembly - Is of unsound mind - Is declared bankrupt -Is subject to a sentence of imprisonment of atleast six months by the date of registration as a candidate or at the date of the election For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke -Has misused or abused a state office or public office."}
{"text": "Formation of National Assembly and Senate A person is eligible for election as a member of the National Assembly if he she; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - Is a registered voter - Meets education, moral and ethical standards set by an act of parliament - Is nominated by a political party or is an independent candidate who must be supported by; I. Atleast one thousand registered voters in the constituency in case of election to the National Assembly or II. Atleast two thousand registered voters in the county in case of election to the senate - Not a state or public officer - Not a member of the Independent Electoral and Boundaries Commission IEBC for the last five years - A Kenyan citizen for at least 10 years - To be of sound mind - Not bankrupt - Not a member of the county assembly Disqualification of a Member of Parliament A person is disqualified from being elected as a member of Parliament if he she; -Is a state or public officer - Has been a member of the Independent Electrol and Boundaries Commission IEBC within five years before the election - Has not been a citizen of Kenya for atleast 10 years immediately before the date of election - Is a member of county assembly - Is of unsound mind - Is declared bankrupt -Is subject to a sentence of imprisonment of atleast six months by the date of registration as a candidate or at the date of the election For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke -Has misused or abused a state office or public office. A parliamentary seat can be declared vacant due to the following circumstances; - Death of a sitting MP - Absence for eight consecutive sittings without permission from the speaker - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen -If the electorate recalls the MP Disqualification of a Member of Parliament A person is disqualified from being elected as a member of Parliament if he she; -Is a state or public officer - Has been a member of the Independent Electrol and Boundaries Commissio IEBC within five years before the election - Has not been a citizen of Kenya for atleast 10 years immediately before the date of election - Is a member of county assembly - Is of unsound mind - Is declared bankrupt -Is subject to a sentence of imprisonment of atleast six months by the date of registration as a candidate or at the date of the election -Has misused or abused a state office or public office."}
{"text": "Atleast one thousand registered voters in the constituency in case of election to the National Assembly or II. Atleast two thousand registered voters in the county in case of election to the senate - Not a state or public officer - Not a member of the Independent Electoral and Boundaries Commission IEBC for the last five years - A Kenyan citizen for at least 10 years - To be of sound mind - Not bankrupt - Not a member of the county assembly Disqualification of a Member of Parliament A person is disqualified from being elected as a member of Parliament if he she; -Is a state or public officer - Has been a member of the Independent Electrol and Boundaries Commission IEBC within five years before the election - Has not been a citizen of Kenya for atleast 10 years immediately before the date of election - Is a member of county assembly - Is of unsound mind - Is declared bankrupt -Is subject to a sentence of imprisonment of atleast six months by the date of registration as a candidate or at the date of the election For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke -Has misused or abused a state office or public office. A parliamentary seat can be declared vacant due to the following circumstances; - Death of a sitting MP - Absence for eight consecutive sittings without permission from the speaker - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen -If the electorate recalls the MP Disqualification of a Member of Parliament A person is disqualified from being elected as a member of Parliament if he she; -Is a state or public officer - Has been a member of the Independent Electrol and Boundaries Commissio IEBC within five years before the election - Has not been a citizen of Kenya for atleast 10 years immediately before the date of election - Is a member of county assembly - Is of unsound mind - Is declared bankrupt -Is subject to a sentence of imprisonment of atleast six months by the date of registration as a candidate or at the date of the election -Has misused or abused a state office or public office. A parliamentary seat can be declared vacant due to the following circumstances; - Death of a sitting MP - Absence for eight consecutive sittings without permission from the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke speaker - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen -If the electorate recalls the MP Disqualification of a Member of Parliament What are the conditions that can lead to a by-election in either of the chambers ie National Assembly or the Senate?"}
{"text": "Atleast two thousand registered voters in the county in case of election to the senate - Not a state or public officer - Not a member of the Independent Electoral and Boundaries Commission IEBC for the last five years - A Kenyan citizen for at least 10 years - To be of sound mind - Not bankrupt - Not a member of the county assembly Disqualification of a Member of Parliament A person is disqualified from being elected as a member of Parliament if he she; -Is a state or public officer - Has been a member of the Independent Electrol and Boundaries Commission IEBC within five years before the election - Has not been a citizen of Kenya for atleast 10 years immediately before the date of election - Is a member of county assembly - Is of unsound mind - Is declared bankrupt -Is subject to a sentence of imprisonment of atleast six months by the date of registration as a candidate or at the date of the election For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke -Has misused or abused a state office or public office. A parliamentary seat can be declared vacant due to the following circumstances; - Death of a sitting MP - Absence for eight consecutive sittings without permission from the speaker - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen -If the electorate recalls the MP Disqualification of a Member of Parliament A person is disqualified from being elected as a member of Parliament if he she; -Is a state or public officer - Has been a member of the Independent Electrol and Boundaries Commissio IEBC within five years before the election - Has not been a citizen of Kenya for atleast 10 years immediately before the date of election - Is a member of county assembly - Is of unsound mind - Is declared bankrupt -Is subject to a sentence of imprisonment of atleast six months by the date of registration as a candidate or at the date of the election -Has misused or abused a state office or public office. A parliamentary seat can be declared vacant due to the following circumstances; - Death of a sitting MP - Absence for eight consecutive sittings without permission from the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke speaker - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen -If the electorate recalls the MP Disqualification of a Member of Parliament What are the conditions that can lead to a by-election in either of the chambers ie National Assembly or the Senate? -. Death of a sitting MP - Absent for eight consecutive sittings - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen - If one becomes insane - If one is declared bankrupt - If MP is imprisoned for more than six months - If MP abuses either public or state office - If one becomes a member of the county assembly Process of Election Kenyan elections will take place after every five years."}
{"text": "A parliamentary seat can be declared vacant due to the following circumstances; - Death of a sitting MP - Absence for eight consecutive sittings without permission from the speaker - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen -If the electorate recalls the MP Disqualification of a Member of Parliament A person is disqualified from being elected as a member of Parliament if he she; -Is a state or public officer - Has been a member of the Independent Electrol and Boundaries Commissio IEBC within five years before the election - Has not been a citizen of Kenya for atleast 10 years immediately before the date of election - Is a member of county assembly - Is of unsound mind - Is declared bankrupt -Is subject to a sentence of imprisonment of atleast six months by the date of registration as a candidate or at the date of the election -Has misused or abused a state office or public office. A parliamentary seat can be declared vacant due to the following circumstances; - Death of a sitting MP - Absence for eight consecutive sittings without permission from the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke speaker - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen -If the electorate recalls the MP Disqualification of a Member of Parliament What are the conditions that can lead to a by-election in either of the chambers ie National Assembly or the Senate? -. Death of a sitting MP - Absent for eight consecutive sittings - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen - If one becomes insane - If one is declared bankrupt - If MP is imprisoned for more than six months - If MP abuses either public or state office - If one becomes a member of the county assembly Process of Election Kenyan elections will take place after every five years. However, incase the country is at war, the parliament through a resolution of more than 2 3 majority in both chambers can prolong the life of parliament but not for more than 6 months."}
{"text": "A parliamentary seat can be declared vacant due to the following circumstances; - Death of a sitting MP - Absence for eight consecutive sittings without permission from the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke speaker - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen -If the electorate recalls the MP Disqualification of a Member of Parliament What are the conditions that can lead to a by-election in either of the chambers ie National Assembly or the Senate? -. Death of a sitting MP - Absent for eight consecutive sittings - If a member resigns in writing to the speaker - If a member resigns from the sponsoring political party - If an independent MP joins a political party - If one ceases to be a Kenya citizen - If one becomes insane - If one is declared bankrupt - If MP is imprisoned for more than six months - If MP abuses either public or state office - If one becomes a member of the county assembly Process of Election Kenyan elections will take place after every five years. However, incase the country is at war, the parliament through a resolution of more than 2 3 majority in both chambers can prolong the life of parliament but not for more than 6 months. In case of a by-election in either chambers, the respective speaker shall notify the IEBC within 21 days. A by-election must be held within 90 days by the IEBC after this notification. A voter casting his vote during For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke an election. Functions of Parliament We shall discuss the functions of Kenyan parliament at both the Senate and National assembly. The role of the National Assembly include; -Represents people of the constituency - Makes and ammends laws - Determines allocation of national revenue between the levels of governments -Appropriates funds for expenditure by National government and national state organs -Checks the executive and other arms of government to protect the interests of citizens -Approves declaration of wars and extension of state of emergency Role of senate includes; -Represents the interests of the counties - Makes laws concerning counties - Determines the allocation of national revenue among counties - Particiaptes in the oversight of state officers - Has the last vote on consideration to removing the president or deputy president from office ."}
{"text": "A voter casting his vote during For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke an election. Functions of Parliament We shall discuss the functions of Kenyan parliament at both the Senate and National assembly. The role of the National Assembly include; -Represents people of the constituency - Makes and ammends laws - Determines allocation of national revenue between the levels of governments -Appropriates funds for expenditure by National government and national state organs -Checks the executive and other arms of government to protect the interests of citizens -Approves declaration of wars and extension of state of emergency Role of senate includes; -Represents the interests of the counties - Makes laws concerning counties - Determines the allocation of national revenue among counties - Particiaptes in the oversight of state officers - Has the last vote on consideration to removing the president or deputy president from office . Parliamentary Supremacy The parliament of Kenya as is the case in the rest of commonwealth countries is supreme. It is above the other two arms of government ie the executive and the judiciary. Parliamentary programmes and debates cannot be taken to court. The executive too cannot manipulate debates. Other aspects of parliamentary supremacy include the following;- - The parliament makes laws that affects everybody throughout the country - Parliament controls government revenue and expenditure - Parliament cannot legally bind the successor neither can one be bound by the predecessor i.e. each parliament session is independent - A member cannot be arrested for anything he she says in parliament For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - An MP cannot be arrested for crime committed outside while inside the parliament premises - The parliament has terminative powers, ie can pass a vote of no confidence on the executive - It is the parliament that declares war in consultation with the president Objectives By the end of this lesson you should be able to: 1 Define the Executive arm of the government 2 Discuss the powers and functions of the president 3 Discuss the functions of the Deputy President 4 Describe the composition and the functions of the Cabinet 5 Describe the functions of the Attorney General and Director of public prosecution 6 Describe the composition and functions of the public service 7 Describe the composition and functions of National Security organs 8 Describe the function of correctional services The National Executive The National executive comprises of the president, the deputy president, the cabinet and public service."}
{"text": "The executive too cannot manipulate debates. Other aspects of parliamentary supremacy include the following;- - The parliament makes laws that affects everybody throughout the country - Parliament controls government revenue and expenditure - Parliament cannot legally bind the successor neither can one be bound by the predecessor i.e. each parliament session is independent - A member cannot be arrested for anything he she says in parliament For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - An MP cannot be arrested for crime committed outside while inside the parliament premises - The parliament has terminative powers, ie can pass a vote of no confidence on the executive - It is the parliament that declares war in consultation with the president Objectives By the end of this lesson you should be able to: 1 Define the Executive arm of the government 2 Discuss the powers and functions of the president 3 Discuss the functions of the Deputy President 4 Describe the composition and the functions of the Cabinet 5 Describe the functions of the Attorney General and Director of public prosecution 6 Describe the composition and functions of the public service 7 Describe the composition and functions of National Security organs 8 Describe the function of correctional services The National Executive The National executive comprises of the president, the deputy president, the cabinet and public service. President Mwai Kibaki Vice President Kalonzo Musyoka Powers and Functions of President The president has powers bestowed on him by the constitution. They include; 1 President is the head of state and government 2 President is the Commander-in-Chief of the defence forces. 3 President is the chairperson of the National Security Council. 4 President is the symbol of National Unity For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - Officially opens parliament after General Elections. -. Chairs Cabinet meetings. -. Appoints Cabinet members with the approval of the National Assembly - Ensures that the international obligations of the Republic are fulfilled through the relevant Cabinet secretaries. -. The president performs other executive functions eg establishing an office in the public service. President Mwai Kibaki Functions of Deputy President Let us now look at the functions of the deputy president. The deputy president is the principal assistant of the president. He or she deputizes for the president in the execution of his her functions. The deputy president acts as the president when the president is absent or is temporarily incapacitated. It is a constituional requirement that the deputy president shall not hold any state or public office."}
{"text": "President Mwai Kibaki Functions of Deputy President Let us now look at the functions of the deputy president. The deputy president is the principal assistant of the president. He or she deputizes for the president in the execution of his her functions. The deputy president acts as the president when the president is absent or is temporarily incapacitated. It is a constituional requirement that the deputy president shall not hold any state or public office. Vice President Kalonzo Musyoka Composition and Functions of the Cabinet The Cabinet consists of the president, the deputy president, cabinet secretaries and the Attorney General, and not fewer than fourteen and not more than twenty two cabinet secretaries. Cabinet secretaries should not hold any other state or public office. The secretary to the cabinet takes minutes during cabinet meetings and links the cabinet with the public service. The cabinet has the following functions; Advisory role- The cabinet advises the president on various aspects of government policies. The cabinet secretaries ministers advise the president on the affairs of their ministries. Defending government policy- The cabinet has collective responsibility of defending government policies. Cabinet secretaries are expected to make presentations or clarify issues they are responsible for to the National Assembly or Senate whenever they are required They should also uphold the constitution and act according to it Provide parliament with full and regular reports concerning matters under their control. Functions of the Attorney General The Attorney General shall be appointed by the President with approval of the National Assembly; - He she is the principal legal advisor of the government. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke - Represents the National government in court and any other legal proceedings. -. Promotes and upholds the rule of law and defend the public interest. Prof Githu Muigai, Attorney General Functions of the Director of Public Prosecutions The Director of Public Prosecutions shall be nominated and with the approval of the National Assembly appointed by the president. He she shall hold office for a term of 8 years and not eligible for reappointment 1. Directs the Inspector General of the National Police Service to investigate any information of criminal conduct. 2. Institutes and undertakes criminal proceedings against any person before any court. 3. Protects the interests of administration of justice and prevents abuse of the legal process. Director of public prosecution, Keriako Tobiko Composition and Functions of Public Service The public service is the section of the executive of the government which is headed by secretary to the Public Service Commission. It is composed of: 1."}
{"text": "Protects the interests of administration of justice and prevents abuse of the legal process. Director of public prosecution, Keriako Tobiko Composition and Functions of Public Service The public service is the section of the executive of the government which is headed by secretary to the Public Service Commission. It is composed of: 1. Principal secretaries 2. State departments 3. Public servants An Independent Public Service commission ensures that the functions of the National Public Service are effectively carried out. Its functions include; - Establish and abolish offices in the public service - Appoint persons to hold or act in those offices and confirm appointments - Exercise disciplinary control and remove persons holding or acting in those offices. -. Investigate monitor and evaluate the administration and personnel practices of the public office. -. To develop human resources in the Public Service. -. Evaluate and report to the president and parliament on the performance of the commission. National Security Organs For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke We are going to discuss the National Security. There are three organs of the National security namely; 1. Kenya Defence Forces 2. National Intelligence Services 3. National Police Service. We shall now discuss the composition of each of these organs. Section of Kenyan Defence Forces Kenya Defence Forces The Kenya Defence Force is composed of: - The Kenya Army - The Kenya Air Force - The Kenya Navy. Their functions include; 1. Responsible for the defence and protection of the Sovereignty and territorial integrity 2. Assists and cooperate with other authority in situations of emergency or disaster. 3. May be deployed to restore peace in any part of Kenya affected by unrest or instability. Section of guard of honor mounted by the Defence Forces National Intelligence Services The constitution provides for the establishment of a National Intelligence services. Its functions include; 1. Provides security intelligence to enhance national security 2. Performs any other function prescribed by national legislature The National Police Service The National Police Service consists of the Kenya Police Service and the Administration Police Service. Its functions include; 1. Maintaining highest standards of professionalism and discipline among its members 2. Preventing corruption and promoting transparency and accountability 3. Complying with constitutional standards of human rights and fundamental freedoms 4. Training staff on the highest possible standards of competence and integrity For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 5."}
{"text": "Preventing corruption and promoting transparency and accountability 3. Complying with constitutional standards of human rights and fundamental freedoms 4. Training staff on the highest possible standards of competence and integrity For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 5. Fostering and promoting relationship with the broader society National Police Service in a matching exercise Correctional Services The correctional services are government institutions that are charged with the responsibility of rehabilitating convicted criminals. The functions of correctional services include; 1. Complimenting the work of national security organs 2. Containing the prisoners as they serve various jail terms 3. Executing court orders by implementing the decisions of the law courts with regard to how the convicts are to be punished. 4. Offering security to convicts while in detention. 5. Rehabilitating and reform convicts by changing their behavior 6. Generally looking at the welfare of the prisoners in area such as health food, shelter etc. 7. Providing labour in some national government projects through the extra-mural employment scheme such as a afforestation, digging canals, building roads etc. The Judiciary In this lesson, we are going to study the structure and function of the judiciary in Kenya. The Judiciary in Kenya consists of Judges, Magistrates and other Judicial Officers. The head of the Judiciary is the Chief Justice. Objectives By the end of the lesson, you should be able to: 1. Describe the structure of the Judiciary. 2. Discuss functions of the Judiciary in Kenya. The Judiciary In this lesson, we are going to study the structure and functions of the judiciary in Kenya. The Judiciary consists of Judges, Magistrates and other Judicial Officers. The head of the Judiciary is the Chief Justice. Nairobi Law courts Structure of the Court Systems in Kenya How is the court sysytem in Kenya structured? The court system in Kenya has the following features; 1. Under the Kenya Constitution, the Supreme Court is the highest court. 2. The second highest court in Kenya is the Court of Appeal. 3. The High Court is the third highest court in Kenya. 4. The above three are referred to as Superior Courts. 5. The Subordinate Courts comprise of Magistrates Courts, Kadhis Courts and the Courts Martial. 6. The constitution empowers parliament to establish other subordinate courts and tribunals as it may seem necessary."}
{"text": "The Subordinate Courts comprise of Magistrates Courts, Kadhis Courts and the Courts Martial. 6. The constitution empowers parliament to establish other subordinate courts and tribunals as it may seem necessary. Functions of the Judiciary For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The Judiciary in Kenya performs various functions which include: 1. Interpreting the application of laws in Kenya. 2. Adjudicating in both criminal and civil court cases. 3. Settling disputes between conflicting parties or institutions in the political structure. 4. Protecting the constitutional rights and freedoms of individuals. 5. Collecting fines imposed on those found guilty of various offences by the courts. 6. Administering the swearing in of senior government officials e.g. the president before he assumes office. THE SUPREME COURT - It hears and determines any case challenging the election of the president. -. Hears appeals from the court of appeal. COURT OF APPEAL It hears appeals from the High Court and tribunals. HIGH COURT Has supervisory powers over the subordinate courts. SUBORDINATE COURTS The Subordinate Courts are: - Magistrates Courts - The Courts Martial - The Kadhis Courts- Kadhis courts deal with issues concerning marriage, divorce, inheritance for people who belong to the Muslim faith. Concept of the Rule of Law The concept of the rule of law entails the process of handling all legal matters in accordance with the law. All Kenyans are subject to and governed by the same laws irrespective of their status, colour or religion. It stipulates that; 1. No person is above the law. 2. Matters pertaining to law are dealt with in accordance to the law. 3. A person is presumed innocent until proved guilty in a court of law. Concept of Natural Justice The concept of Natural Justice stresses that a suspect should be treated fairly by the courts. The following principles of natural justice must be upheld before any judgement is made on a suspect: 1. The accused person is given the right to fair trial. 2. Suspected persons are presumed innocent until proven guilty in a court of law. 3. This concept discourages mob justice. 4. An accused person is entitled to legal For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke representation. 5. A suspect is given an opportunity to defend himself or herself in a court of law and call for witnesses. 6. All judicial decisions are based on law."}
{"text": "A suspect is given an opportunity to defend himself or herself in a court of law and call for witnesses.6.All judicial decisions are based on law. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke."}
{"text": "E.g the Franza-Ingeleza war of 1892 that pitted the Protestants British against the Catholics French . Fredrick Lugard s intervention on the side of Protestants set stage for the acquisition of Uganda by the British. In Bulozi, Father Francois Coillard convinced Lewanika of the benefits of British protection. In Nyasaland Malawi which was depicted as Livingstone s country, missionaries read role of Scottish missionaries shaped public opinion in favour of imperial control. 4 Treachery and Divide and rule policy. The Europeans instigated inter-tribal wars causing some Africans to support them against warring communities. E.g. use of the Wanga against the Luo and the Luhya in Kenya, the Ndebele shona against the Lozi in Rhodesia. The Italians lied to Menelik II by signing a treaty of friendship but which was published in Italian version indicating that Ethiopia had agreed becoming an Italian protectorate. The Maasai agreement was written in a language that the Lenana never understood. 5 Use of company rule. The British and the Germans used chartered companies to acquire and rule their colonies. For example, the role played by the British South African Company of Cecil Rhodes, Imperial British East African Company of Sir William Mackinnon and the German East Africa Company of Carl Peters. 6 Luring enticements. The Europeans gave gifts like cloth, weapons tools, drinks etc to African chiefs like Lewanika of the Lozi and Mwanga of Buganda thus luring them into collaboration. 7 Diplomatic skills. This involved building relations with African leaders, which were later, used to acquire the areas. The British employed this method in Maasailand and Yorubaland. 8 A blend of diplomacy and force. The British for example initially signed treaties with the Ndebele Moffat and Rudd treaties , but they fought them during the Ndebele war of 1897. FACTORS THAT LED TO THE SCRAMBLE FOR COLONIES IN AFRICA. Economic factors 1. The industrial revolution in Europe. A The revolution led to search for markets for European manufactured goods in Africa resulting in scramble for and partition. B The need for raw materials. The machines invented processed goods faster than use of hand. The Europeans came to Africa in search of raw materials like cotton, palm oil, copper and iron ore."}
{"text": "B The need for raw materials. The machines invented processed goods faster than use of hand. The Europeans came to Africa in search of raw materials like cotton, palm oil, copper and iron ore. C Cheap labour was also readily available in Africa after the abolition of slave trade. D There was desire by the entrepreneurs to invest excess capital gained from accumulation ofKey notes for the teacher and students- Cheloti 2013 Page 4 profits from industrial investment. Africa provided an avenue for investment. E Industrial revolution led to improved transport system, which was necessary for effective colonization. F The military hardware manufactured during the revolution enabled Europeans to conquer African territories. G The discovery of medicine enabled the Europeans to survive the African conditions and protect themselves from diseases such as malaria, yellow fever etc. H Those who were rendered unemployed in Europe due to invention of machines had to move to Africa to assist in harnessing raw materials. I Industrial revolution led to intense rivalry in trade, which was projected, into Africa. 2. Speculation about the availability of deep pockets of minerals in Africa. Gold and Bronze had been items of trade in Africa for centuries. The discovery of Diamond at Kimberly in the 1860s and Gold in the 1870s precipitated their appetite for Africa more. Political reasons. 1. Unification of Germany after under Otto Von Bismarck after the Franco-Prussian war of 1870-71. The rise of Germany upset the balance of power in Europe and there was need to rebalance out through acquisition of colonies in Africa. France for example had to redeem her lost glory especially after the loss of mineral rich Alsace and Lorraine provinces by acquiring eight colonies in Africa. 2. The rise of Public opinion in Europe. There was growth of public support towards the acquisition of colonies. With the rise of democracy in European states in the 19th c, it was fatal for any government to ignore public opinion. A For example in 1882, due to public demand, the French assembly was compelled to ratify De Brazza s treaty with Chief Makoko thus creating a French colony in Congo. B German took over South-West Africa Namibia , Togo and Cameroon due to what Bismarck termed as public demand. C In Britain, the public demanded that Britain must maintain her position as the leading colonizing power by taking her share in Africa. 3. Militarism."}
{"text": "C In Britain, the public demanded that Britain must maintain her position as the leading colonizing power by taking her share in Africa. 3. Militarism. Army officers in Europe favoured colonial expansionist wars to give them greater opportunities for glory or promotion. A For example, in Sudan, it was the military offers, in search of glory, and not the French government who directed the extent of French colonization. B British soldiers like Wolseley Kitchener supported the expansion of the British Empire in Africa. 4. The rise of Nationalism. In Europe, there was the rise of a general feeling of civilians that their nations should acquire overseas colonies for national prestige. The Germans began feeling they belonged to a superior race that must be shown by acquiring colonies in Africa. Strategic reasons. 1. Construction of the Suez Canal. The Egyptian question . The construction of the Suez Canal, opened in 1869, promoted a link between Europe and Asia shortened the routes to Far East. It also promoted international trade. It also made Egypt gain some strategic importance to Europeans. The inability of Khedive Ishmael 1863-1879 to pay for the cost of the construction of the canal due to his extravagancy led to British full occupation of Egypt in 1882, being a majorKey notes for the teacher and students- Cheloti 2013 Page 5 shareholder in the Anglo-Suez Company that owned the canal. The dismayed French planned diversions of the Nile waters, and make Egypt a desert, after occupying territories to the south of Egypt. It was against the backdrop that Britain claimed Uganda source of the Nile in 1894, Kenya the gateway to Uganda in 1895 and Sudan where the Nile passes in 1898. 2. French activities in West Africa and the Congo The activities of France in Congo and West Africa, after loss of Egypt, through their Italian agent Savorgnan de Brazza in connection to acquisition of colonies alarmed other powers. This encouraged powers like Germany to join in the scramble and acquire Togo, Cameroon, Namibia and Tanganyika. 3. The personal activities of King Leopold II of Belgium. He endeavored to create a personal empire."}
{"text": "3. The personal activities of King Leopold II of Belgium. He endeavored to create a personal empire. In 1876, Leopold convened the Brussels Geographical Conference where he formed a business company, the International African Association comprising explorers and traders with a mission to civilize Africa, abolish slave trade and establish free trade. As a result of the activities of his agent, Henry Morton Stanley who created the Congo Free State, Leopold had established a personal empire in 1884. It was the activities of king Leopold leading to intense rivalry amongst European nations over Congo that led to the convening of the Berlin Conference in 1884. Social reasons 1. The work of Christian missionaries They created an atmosphere of friendship with Africans by giving those gifts like cloths and beer, introducing economic activities like farming, carpentry, clerical work, among Africans, that were important virtues in the process of colonization. Where they were in danger, they pressurized their home governments to protect them. The missionaries had direct contact with the people of the interior of Africa and they were front-runners who paved way for the colonialists through their works. They preached peace, love and hard work and hence calmed down the emotions of Africans towards the Europeans. Some of them wrote exaggerated reports about Africa to convince Europeans to take interest in Africa. 2. The growth of European population. The growth of European population steadily to about 420 million in the 19th century led to the quest for new outlets to resettle the population. E.g Britain settled some of her people in Australia, New Zealand, USA, Canada and South Africa. German, Portugal and Dutch also had to find places in Africa to settle some of their people. 3. Anti-slave trade campaigns- Humanitarian factor. The humanitarians in Europe like William Wilberforce and Granville Sharp, and the missionaries who led the crusade against slave trade advocated for colonization of Africa in order to stop it and introduce Legitimate Trade. When slave trade was abolished, many European nations used it as an excuse to remain in some parts of Africa, control the region, enforce the anti-slavery treaties, and promote legitimate trade. Key notes for the teacher and students- Cheloti 2013 Page 6 The pull factors a Existence of Vast natural resources in Africa. There were pockets of minerals in various parts of Africa and ivory awaiting exploitation. This attracted the Europeans."}
{"text": "A That all signatories must declare their sphere of influence an area under each nation s occupation b That once an area is declared a sphere of influence, effective occupation must be established in the area through establishment of firm colonial infrastructures to be followed by colonial administration. C That any state, laying claim to any part of Africa must inform other interested parties in order to avoid future rivalry. D That any power acquiring territory in Africa must undertake to stamp out slave trade in favour of legitimate trade and safeguard African interests. E That if a European power claims a certain part of the African coast, the land in the interior next to the coast became hers. F That the Congo River and the Niger River basins were to be left free for any interested power to navigate. G The European powers vowed to protect and safeguard European interests in Africa irrespective of their nationality. Key notes for the teacher and students- Cheloti 2013 Page 7 Impacts of the Partition. Political effects a Introduction of European administration minimized intertribal wars and civil strife. B It led to development of strong African leadership and beginning of state formation. C Colonial government structures inherited by most independent African states have continued to be models of governments in African countries. D Rise of African nationalism to fight colonialism led to the development of African political awareness. E The Europeans gained fame, prestige and national glory by having colonial possessions. F Negatively, it led to collapse of African traditional political systems and leadership. G Use of divide and rule promoted ethnic disunity that continues to trouble Africa many years after independence. H Boundary creation split apart many African communities. For example, the Somali are found both in Kenya and in Somalia, the Maasai in Kenya and Tanzania and the Ewe in Ghana and Togo. I In some cases some communities whose cultures were incompatible found themselves bunched together. Social impacts a Through the protection offered to missionaries, it stimulated the spread of Christianity to various parts of Africa. B It led to development of urban centres. Some towns grew as centres of administration e.g. Nairobi and Machakos. Others grew as railway terminus e.g. Kisumu. C African welfare was boosted. Some African benefited from western education and health facilities introduced by the Europeans. D European languages were introduced in Africa. E Negatively, it created landlessness as European settlers appropriated African land. F The Africans adopted some negative aspects of western culture."}
{"text": "The Mandinka Resistance. Samori Toure c. 1830-1900 One of the great kings and fighters of African freedom was the great Samori Toure. Born about 1830 in Sanankaro, SE of Kankan in present-day Guinea, Samori Toure chose the path of confrontation, using warfare and diplomacy, to deal with the French colonial incursion. His father was a Dyula trader, leading Toure to follow his family s occupation. In the 1850s, he enrolled in the military forces at Madina present-day Mali to liberate his mother, captured during a slave raid by king Sori Birama of Bisandugu. Displaying extraordinary military skill and prowess, he and his mother were subsequently released in 1858. Coupled with his experience as a Dyula trader, he built his army. Samori employed the triple thrust of persuasion, threat and war, in the same way as Sundiata did in Mali, to organized Malink chiefdoms and expand the Mandinka state. Between 1852 and 1882, Samori Toure had created the Mandinka Empire with the capital at Bisandugu, in present day Gambia. Samori s army was powerful, disciplined, professional, and trained in modern day warfare. They were equipped with European guns. The army was divided into two flanks, the infantry or sofa, with 30,000 to 35,000 men, and the cavalry or sere of 3,000 men. There was a third wing of 500 men forming specially trained bodyguards. In 1881, Samori extended the empire to the east as far as Sikasso in Mali to the west, up to the Futa Djallon Empire. Meanwhile, the French were extending eastwards from Futa Djalon while the Mandinka were extending westwards towards Kenyeran trading centre, Next to the rich Bure Gold fields. In 1882, at the height of the Mandinka empire, the French accused Samori Tour of refusing to withdraw from an important market center, Kenyeran his army had blockaded the market . They thus started war on him. His bid to obtain assistance from the British to deal with the French failed as the later were not willing to enter into conflict with the French."}
{"text": "In 1882, at the height of the Mandinka empire, the French accused Samori Tour of refusing to withdraw from an important market center, Kenyeran his army had blockaded the market . They thus started war on him. His bid to obtain assistance from the British to deal with the French failed as the later were not willing to enter into conflict with the French. From 1882 to 1885, Samori fought the French and had to sign infamous Bisandugu treaty on 28th march 1886 and then 1887. Significance of the Bisandugu treaties 1886-1887 a To Toure, these were acts of delay the real confrontation that with the French that would come at an opportune time. B He hoped that by this treaty, he would reach out at the British for a friendship treaty to enable him secure trade routes from the north under Tieba of Sikasso. C The French on their part hoped to use the treaty to enable them to arrange the conquest of the Tukolor Empire. D The treaties put the Mandinka under brief French protection. In 1888, he took up arms again when the French reneged on the treaty by attempting to foster rebellion within his empire. In 1890, he reorganized the army and concluded a treaty with the British in Sierra Leone, where he obtained modern weapons. He now stressed defense and employed guerilla tactics. Key notes for the teacher and students- Cheloti 2013 Page 12 The Franco- Mandinka war 1891-1898 Causes of the Franco-Mandinka war 1891-1898 a Samori wanted to safeguard the independence and religion of his empire. Being a staunch Muslim, he could not tolerate non-Muslims on his land. B He was not ready willing to lose the rich Bure Mines to the French whether through diplomacy or warfare. C His empire was at that time enjoying military and economic superiority. The French incursion was merely a threat to his territorial expansion that was to be fought at all costs. D His participation in trade had enabled him to acquire modern arms thus enabling him to build an equipped and well trained army which did not fear the encounter French. He even had facilities for arms repair. E His scheme to play off the British against the French, between 1882 and 1889, had failed. This upset him and therefore left him only with the fighting option."}
{"text": "He even had facilities for arms repair. E His scheme to play off the British against the French, between 1882 and 1889, had failed. This upset him and therefore left him only with the fighting option. F The activities of the French of selling arms to his enemies such as Tieba of Sikasso were viewed by Samori as an act to weaken the Mandinka dominance. Course of the franco-mandinka war. Samori waged a seven year war against France whose army was led by Major Archinard. In 1891, with his improved weaponry and reorganized army, he defeated the French. In 1892, French forces overran the major centers of the Mandinka Empire, leaving death and destruction in their wake. In 1894, the French assembled all their troops in western Sudan Senegal, Mali, Niger, etc to fight Samori. Between 1893 and 1898, Samori s army retreated eastward, toward the Bandama and Como, resorted to the scorched earth tactic, destroying every piece of land he evacuated. He moved his capital east from Bisandugu to Dabakala, thus creating a second empire in 1893. This enabled him to delay the French. He formed a second empire, and moved his capital to Kong, in upper Cote d Ivoire. Disadvantages of Samori s second empire. A He was cut off from Freetown where he used to buy firearms. B He was at war with the communities, which he had attacked in his expansionist wars. C His southern frontier was open to French attacks from the Ivory Coast. D At his new empire, Samore was cut off from his gold mines at Bure thus; he had no wealth to keep his army running. E The occupation of the Asante Empire by the British in 1896 meant that enemies from all corners surrounded Samori Toure. In 1898, Samori, forced to fight a total war against innumerable odds like famine and desertion that weakened his forces, was captured on September 29, 1898, in his camp in Gu l mou at the town of Sikasso in present-day C te d Ivoire and exiled to Ndjol , Gabon, where he died of pneumonia on June 2, 1900. Factors that aided Samori Toure in offering a protracted resistance to the Europeans."}
{"text": "E The occupation of the Asante Empire by the British in 1896 meant that enemies from all corners surrounded Samori Toure. In 1898, Samori, forced to fight a total war against innumerable odds like famine and desertion that weakened his forces, was captured on September 29, 1898, in his camp in Gu l mou at the town of Sikasso in present-day C te d Ivoire and exiled to Ndjol , Gabon, where he died of pneumonia on June 2, 1900. Factors that aided Samori Toure in offering a protracted resistance to the Europeans. A He had established military workshops with a trained cadre of artisans whom he used to repair and manufacture his own weapons. This guaranteed regular supply of weaponsKey notes for the teacher and students- Cheloti 2013 Page 13 during the resistance. B He himself was a courageous fighter, a greater organizer and a military tactician and he personally commanded his army on the battlefield. C His adoption of the Scorched Earth Policy as he mobilized the entire population to retreat left the French to starve and delay their advance. D The success witnessed in trade enabled him to acquire guns and horses from the north, which were important in the resistance. E Through trade and subsequent tribute collection, he obtained adequate wealth, which he used to maintain a large army. F He had a large strong and well-organized army of 35,000 men, which was a formidable force for the French. G He used diplomacy in dealing with the French to buy time to reorganize and strengthen his army, and to negotiate with the British in Sierra Leone to guarantee regular supply of guns. H French soldiers were ignorant of the strange land they were fighting in and were faced with further problem of tropical disease. I Some of his soldiers had served in the French colonial army and were thus familiar with the French tactics. J He used Mandinka nationalism and Islam to unify the army. Many of Samori s soldiers believed that they were fighting a Jihad holy war and therefore fought with determination. Why samori was finally defeated. A Since his army and community were constantly on the move, they could not engage in any gainful economic activity to replenish their supplies."}
{"text": "Many of Samori s soldiers believed that they were fighting a Jihad holy war and therefore fought with determination. Why samori was finally defeated. A Since his army and community were constantly on the move, they could not engage in any gainful economic activity to replenish their supplies. B The abandoning of the rich Bure Gold reserves as Samori retreated meant he had lost an important source of revenue that was initially used to sustain the army. C When he moved to his second empire, He was cut off from Freetown where he used to buy firearms. D Samori failed to get any support from other African societies due to lack of unity. Ahmed Seku of Tukolor and Tieba of Sikasso chose to rather assist the French than support Samori. E His second empire was open to attack from all sides by either the British or the French, making it difficult to defend. F The French had superior weapons and better means to re-equip their stores. They were also determined to defeat samori to set up an overseas colonial empire. G The use of the scorched earth policy was resented by the civilians since it left them with nothing after destruction. It thus starred up local resistance. H Even within his own empire, there was no total unity. The non-Mandinka communities and non-Muslims in the empire who had felt mistreated during his reign supported the French. I The refusal by the British to assist Samori dented his hopes of getting a European ally against the French. J Samori s retreat to Liberia was blocked and his capital besieged. He had to surrender to the French. The Ndebele Resistance. Background. The Ndebele were descendants of Nguni conquerors from South Africa fleeing from the mfecane wars who occupied what is now Matabeleland. Key notes for the teacher and students- Cheloti 2013 Page 14 Mzilikazi Ndebele King opened the door for the London Missionary Society led by Robert Moffat, who settled in Matabeleland in 1859. They assisted him in repairing his guns, inoculating cattle, writing and interpreting letters and providing medical care to the sick. He however had little interest in Foreigners and even had those whose who accepted missionary influence killed. Mzilikazi died in 1868 and his son Lobengula took over."}
{"text": "They assisted him in repairing his guns, inoculating cattle, writing and interpreting letters and providing medical care to the sick. He however had little interest in Foreigners and even had those whose who accepted missionary influence killed. Mzilikazi died in 1868 and his son Lobengula took over. Lobengula was the Ndebele king at the outbreak of the Anglo-Ndebele war of 1893. He went to great lengths to appease the increasingly aggressive British imperialists from the South, Portuguese invasion from Angola and Mozambique and Germans from the south west. He used his diplomatic skills to buy time before engaging in war with the British. He even tried to pit one European nation against the other the Boers and the British . He in 1870 had granted a mining concession to Thomas Baines of Durban Gold Mining Co. in order to diffuse white intervention. In 1888, Lobengula signed the Moffat treaty which stated that he was not to sign any other treaty with other European groups without British permission. Rhodes sent his partner and agent Charles Rudd to compel Lobengula to acquiesce to the Rudd mining Concession- a verbal agreement between Lobengula and BSA Co granting the company a mining monopoly in Matabeleland. In return, he was to get a gunboat on River Zambezi or 500 sterling ponds, a monthly salary of 100 sterling pounds, 1000 rifles and 100,000 cartridges. Lobengula s conditions for concession were not incorporated in the final text. When the terms of the treaty were interpreted to him, he learned that he had been tricked into surrendering his kingdom to Europeans. In 1889, he repudiated the treaty and sent a fruitless delegation of Indunas Motshede and Babiyance to London to meet Queen Victoria. Despite the Ndebele king's repeal of the concession, Rhodes, supported by the British crown, enacted a charter of the newly created British South Africa Company investing it with an array of rights: the right to make treaties, to pass laws and to subject the natives to its police force, as well as to make grants of minerals and land to white settlers Lobengula was thus pushed into reluctant resistance by white greedy rapacity. Causes of the 1893 Ndebele war. 1."}
{"text": "Despite the Ndebele king's repeal of the concession, Rhodes, supported by the British crown, enacted a charter of the newly created British South Africa Company investing it with an array of rights: the right to make treaties, to pass laws and to subject the natives to its police force, as well as to make grants of minerals and land to white settlers Lobengula was thus pushed into reluctant resistance by white greedy rapacity. Causes of the 1893 Ndebele war. 1. The Ndebele detested the treachery used by the British in compelling Lobengula to sign the Rudd Concession 2. British occupation of Matabeleland had ended Ndebele powers over the shona whom they always raided for cattle and women. 3. The British acts of provocation inciting the Shona to raid the Ndebele for cattle . When the Ndebele chose to attack the shona, the British would then fight them under the pretext of protecting their interests in Mashonaland. 4. The attempt by the Ndebele indunas to punish some shona who disobeyed King Lobengula became the immediate cause. Course of the war. The war broke out in October 1893. The British army was led by Dr.Starr Jameson and comprised the shona police and other mercenaries from South Africa. At that time, the Ndebele had been weakened by smallpox and inferior weapons leading to little confrontation between them and the British. Lobengula chose to evacuate his people towards Northern Rhodesia. At the two battles of Shangani River and Mbembezi. The Ndebele were defeated by superior European gun-fire. Lobengula finally fled to Bulawayo where he died in 1894. Key notes for the teacher and students- Cheloti 2013 Page 15 The conquerors took advantage of the natives' inner divisions, with people of the low castes remaining passive and even some traitors helping the invaders. The aftermath of the British conquest in Zimbabwe was that cattle were seized from the natives and their land taken. Even the for the small plots that were left to them, Africans were often forcibly prevented from ploughing and sowing, since they were subjected to tax-collection and coerced labour in whiteowned farms. The Ndebele were pushed to the reserves of Gwaai and Shangani."}
{"text": "The aftermath of the British conquest in Zimbabwe was that cattle were seized from the natives and their land taken. Even the for the small plots that were left to them, Africans were often forcibly prevented from ploughing and sowing, since they were subjected to tax-collection and coerced labour in whiteowned farms. The Ndebele were pushed to the reserves of Gwaai and Shangani. Second Matabele War the Chimurenga war 1896-1897 The war of liberation which was dubbed Chimurenga , or the Second Matabele War was a fulfillment of prophesy of a great Shona spirit, Mbuya Nehanda, sister of the great Shona prophet Chaminuka. Mlimo, the Ndebele spiritual leader is in fact credited with fomenting the Second Ndebele War. He convinced the Ndebele that the White settlers were responsible for the drought, locust plagues and the cattle disease rinderpest ravaging the country at the time. Causes of the Chimurenga war. A The war broke out because the Shona and the Ndebele feared disruption of their age-old and valued trade and trade routes. B They fought for economic and trade independence. The company had stopped shona Gold and ivory trade with the Portuguese and forced them to trade only with the company only and at low exchange rates. C They were fighting against land alienation. The BSA Company had alienated the Ndebele land and pushed them to the Gwaai and Shangani reserves that had no water and were infested with tsetseflies. D The war eroded the Ndebele traditional authority. When Lobengula s sons were sent to South Africa by Rhodes for education, they were denied chance of succeeding their father. E They detested the removal of the rights of chiefs to allocate land. The British ruined the regimental system and refused to recognize the power of the indunas and Ndebele laws. F The British began to assume the rights to punish the subjects on behalf of the chiefs. Sometimes even the chiefs were also punished. E.g, Chief Moghabi s village was burnt. G They revolted against taxation which was an interference with their economic independence. The hut tax, introduced in 1894 was collected with much brutality. H The Ndebele were not pleased with the recruitment of the shona in the police force."}
{"text": "G They revolted against taxation which was an interference with their economic independence. The hut tax, introduced in 1894 was collected with much brutality. H The Ndebele were not pleased with the recruitment of the shona in the police force. They felt humiliated as the shona took the chance to revenge for the many years of oppression. I They resented the general brutality of the whites when dealing with the Africans, like threatening the black people with punishment just before pay, to cause them to run away. J They wanted the removal of the policy of forced labour on European mines and farms where workers operated under deplorable conditions, often whipped with syambok whip and worked for long hours without chance to engage in activities of their choice. K The company disregarded the Ndebele customs especially the class system. They treated everybody equally, including the Holi who were traditionally slaves to the Ndebele aristocrats. The traditional leaders were sometimes flogged before their subjects. L The confiscation, by the company, of 250,000 head of cattle in 1893 from the Ndebele. Leaving them with only 50,000 affected by cattle disease. The rights to raid the shona for cattle was also denied. M The people were resented more by the Natural calamities that continued to afflict them and which religious mediums like Mlimo blamed on the presence of the whites. Key notes for the teacher and students- Cheloti 2013 Page 16 n The influence of the Mwari cult leaders who urged people to resist with an assurance of victory against the British and immunity against the European bullets. Course of the war. Mlimo's call to battle happened at a time when the BSA Co's Administrator General for Matabeleland, Leander Starr Jameson, had sent most of his troops to fight the Transvaal Republic in the ill-fated Jameson Raid in Dec. 1995 leaving the country's defenses in disarray. War in Matabeleland. On 29th March 1896, the Ndebele High Priest Umlugulu, with senior indunas, organized a ceremony to install Umfezela as Lobengula s successor. On that day, The Ndebele rebels killed the whites on their farms as they found them by surprise. They also killed African policemen in the British force."}
{"text": "On 29th March 1896, the Ndebele High Priest Umlugulu, with senior indunas, organized a ceremony to install Umfezela as Lobengula s successor. On that day, The Ndebele rebels killed the whites on their farms as they found them by surprise. They also killed African policemen in the British force. The European settlers took refuge in fortified camps in Bulawayo, Gwelo, Belingwe and Mangwe. The British immediately sent troops to suppress the Ndebele and the Shona, but it cost the lives of many settlers, Ndebele, and Shona alike. The Matabele military defiance ended only when Burnham found and assassinated Mlimo, thanks to a Zulu informant. The Ndebele finally agreed to peace talks with Rhodes during which Rhodes agreed to disband the shona police and give the Ndebele headmen some powers as indunas. The War in Mashonaland. On 17 June 1896, the Hwata dynasty at Mazowe attacked the Alice Mine. They succeeded in driving away the British settlers from their lands on 20 June 1896. In the same month, Mashaykuma, working with the local spiritual leader Kagubi, the Zezuru Shona people in killing a British farmer Norton and his wife at Porta Farm in Norton. With the war in Matabeleland ending in October 1897, Gen. Carrington was able to concentrate his forces on Mashonaland. Nehanda Nyakasikana and Kagubi Gumboreshumba were captured and executed in 1898, but Mkwati, a priest of the Mwari shrine, was never captured and died in Mutoko. Traditional leaders played a major role in the rebellion, notably Chief Mashayamombe, who led resistance in Mhondoro, Gwabayana, Makoni, Mapondera, Mangwende and Seke. Role of religion in the organization of the Shona Ndebele resistance. A Religion united the Shona and Ndebele who had hitherto been bitter rivals. The two communities entered a common plan of action. B It boosted and sustained the morale of the masses and gave them spiritual strength to fight a might force. C Religion was used as a base of mass action. It provided the resistance with a common ideology."}
{"text": "B It boosted and sustained the morale of the masses and gave them spiritual strength to fight a might force. C Religion was used as a base of mass action. It provided the resistance with a common ideology. Much of the ideology used was derived from Umlugulu, the chief priest of the Ndebele Nyamanda, Lobengula s eldest son and Mlimo , the medium of Mwari Cult d Religious leaders provided leadership to the war against white aggressors who were considered immoral and brutal. E The Mwari Cult provided an important organization link between the Ndebele and shona since it was widespread. F The most important representatives of the Mwari Cult were Mkwati and Singinyamatse who were the backbone of the spiritual unity of the Ndebele. Why the Ndebele and shona were defeated. A Disunity among Africans and between Shona and Ndebele. They fought on different fronts. Key notes for the teacher and students- Cheloti 2013 Page 17 Even some African communities supported the British against the shona and Ndebele. B The Ndebele social class lacked unity of purpose. The former aristocrats fought on their own while the former slave classes chose to even cooperate with the British. C British soldiers were well trained as compared to African soldiers. They also got reinforcement from Botswana and South Africa. D The arrest and execution of African leaders like Nehanda, Kagubi and Singinyamatse demoralized the people. E The British had superior weapons as compared to African inferior weapons. F The magic failed to protect them against the enemy bullets. Many people were killed by the British including the leaders of the Mwari cult. G The determination of Cecil Rhodes, who negotiated for peace with Ndebele thus ending the war. This made the suppression of the Shona by the British easy. Results of the war. A The Africans lost their independence as the British established their authority over them. B There was an enormous loss of life and property. C The African land was alienated and they confined to reserves d Africans in reserves were be subjected to forced labour. E The war led to rapid spread of Christianity as the local people lost faith in their religion. F The Ndebele indunas gained recognition as headmen. G The Africans were exposed to severe famine, as the war hindered farming."}
{"text": "E The war led to rapid spread of Christianity as the local people lost faith in their religion. F The Ndebele indunas gained recognition as headmen. G The Africans were exposed to severe famine, as the war hindered farming. H The colonial office in London lost confidence in company rule due to its poor administration. COLLABORATION What is collaboration? This was a style in which Africans responded to European intrusion through diplomacy, adaptation or allying with the Europeans for military support and for material gains Reasons for collaboration by some African communities. A Some African kings needed to safe guard themselves against internal and external enemies. E.g. Lewanika of Lozi who was facing threat from the Ndebele and the Ngoni. B Others wanted to promote trade with the imperialists so that they can gain material wealth. For example, the Wanga and the Shona. C Influence of the missionaries who convinced some African leaders to collaborate in order to get western education and civilization. E.g, Fran ois Coillard encouraged Lewanika to collaborate with the British. D In some communities, there was need for protection against other European powers e.g. the Lozi against the Portuguese. E Others were merely in need for assistance to gain regional supremacy. E.g the Maasai who were on downward trend as the Nandi were raising. F To some it was a means of showing courtesy visitors assuming that they would leave soon and being ignorant of European intentions. For example Kabaka Mwanga of Buganda. G Other African leaders influenced some communities. For example, Chief Khama influenced Lewanika of the Lozi to resist. H Having witnessed the European military might against the resisting neighbours some communities saw it futile to resist stronger forceKey notes for the teacher and students- Cheloti 2013 Page 18 The Lozi Collaboration. Factors, which influenced Lewanika of the Lozi to collaborate with the British. A Lewanika was encouraged to collaborate with the British by King Khama of Botswana who had already benefited from British protection against the Dutch in South Africa. B The European missionaries who had visited him earlier influenced Lewanika. For example, Fran ois Coillard who convinced Lewanika to ally with the British to gain western education. C Lewanika needed support against Portuguese and Germans who were approaching his territory."}
{"text": "B The European missionaries who had visited him earlier influenced Lewanika. For example, Fran ois Coillard who convinced Lewanika to ally with the British to gain western education. C Lewanika needed support against Portuguese and Germans who were approaching his territory. D Lewanika wanted the British to protect his kingdom from attacks by other African communities such as the Ndebele and Shona-protection against African enemies. E Lewanika also wanted the British to protect him against internal enemies e.g. in 1884, Lewanika faced an internal rebellion-to safeguard his position. F Lewanika desired western education especially for his sons and civilization in his country. G Desire for promotion of trade between Britain and his people. He was keen on acquiring European goods such as firearms for territorial defence. H He was fearful and considered it futile to resist a strong military force like Britain. How Lewanika collaborated with the British. Signing of treaties e.g. he first signed a treaty with Harry Ware in 1889 before signing the Lochner Treaty of 1890 and the Corydon Treaty of 1898. These treaties put Bulozi under British protectorate. Lewanika became friendly to British agents like Frank Lochner and the missionary, Fran ois Coillard, whom he allowed to establish a permanent mission station within his territory. He sent his sons to the Coillard mission school as a show of acceptance of westernization. Lochner Treaty of 1890. It was British missionary Francois Coillard who negotiated for the meeting between Frank Lochner, acting on behalf of Rhodes, and Lewanika in 1890. The treaty put Lewanika s Kingdom under the protection of the British South African Company. Terms of the treaty. A Lewanika gave the BSA Company mining rights in Bulozi except in certain farming and iron mining areas. B The company promised to protect the kingdom from outside attacks. C The British company promised to pay the king 2000 sterling pounds a year and 4 royalties of all minerals mined in the area. D A promise was made to develop trade, build schools and develop telegraphy in the kingdom. E Lewanika would still be a king but just a constitutional monarch, not an absolute ruler as before. F That a British resident would be posted in Lealui, the capital of the Kingdom, to monitor company activities and advise Lewanika on foreign affairs."}
{"text": "D A promise was made to develop trade, build schools and develop telegraphy in the kingdom. E Lewanika would still be a king but just a constitutional monarch, not an absolute ruler as before. F That a British resident would be posted in Lealui, the capital of the Kingdom, to monitor company activities and advise Lewanika on foreign affairs. The treaty consequently implied that Lewanika had given up his kingdom to the British company. In 1897, Robert T. Coryndon a former police officer was sent as a British resident in Bulozi. Upon his arrival, he made arrangements for the signing of the Lawley treaty of 1898 which further reduced the size of the area governed by Lewanika. Key notes for the teacher and students- Cheloti 2013 Page 19 In October 1900, he signed another treaty, the Coryndon Treaty with Lewanika. The Coryndon Treaty 1900 It had the following terms; a The British government would be responsible for administration of Bulozi. The company administrator would answer to the High Commissioner at the cape. B The company would appoint officials and pay for the administration of the area. C The company would provide schools, industries, postal services, transport and telegraphic facilities. D Lewanika would receive only 850 sterling pounds a year as his stipend. E The company was allowed to acquire land on the Batoka plateau. F The company maintained its rights to prospect for mineral in Bulozi. G Lewanika was to stop slavery and witchcraft in his area. H Lewanika was made paramount chief of Barotse. His powers were reduced more when more white settlers arrived in 1905 ready to participate in government. NB; the Coryndon treaty made Lewanika a mere employee of the company, receiving only a stipend. He lost control of the former vassal states that no longer would pay tribute to him since they were now under the British. In the final run, Lewanika lost his independence just like any other collaborator or resistor. Results of Lewanika collaboration. A Schools and health centres were put up in his kingdom. B He got British protection from Ndebele attacks. C It marked the beginning of the erosion of the independence and traditional authority of his empire."}
{"text": "A Schools and health centres were put up in his kingdom. B He got British protection from Ndebele attacks. C It marked the beginning of the erosion of the independence and traditional authority of his empire. Lewanika lost his authority as the administration was taken over by the British South Africa Company d The British recognized Lewanika as a paramount chief of Barotse and gave him necessary protection. E Lewanika received payment of 2000 yearly f The British South Africa Company took over the control of the minerals g The Lozi land was alienated and given to British settlers h The Lozi were later forced to pay taxes in order to maintain the administration. I The Lozi were forced to work as labourers on settler s farms j The Lozi were employed in the civil service k The British South Africa Company developed infrastructure in Barotseland l The British used Barotseland as a base to conquer the neighbouring communities. The Buganda collaboration. By the mid 19th century, Buganda had become the most powerful state in the interior of East Africa. However despite this might, the Kabakas Mutesa I and Mwanga chose the path of collaboration instead of resisting the European intrusion. Why kabaka Mutesa I 1856-1884 collaborated with the Europeans. A His kingdom was under threat form Khedive Ishmael of Egypt. He therefore wanted British assistance against the Egyptian threat. B There was threat from his traditional enemy, Omukama Kabalega of Bunyoro Kingdom. Key notes for the teacher and students- Cheloti 2013 Page 20 c Mutesa wanted to establish a centralized religious authority over Buganda to counter there power wielded by the traditional priest of the Lubaale Cult and the Muslim power and influence. D He wanted modernization and to gain Prestige from association with the Europeans. For example, western education, medicine and other material benefits. E He had the desire to trade with Europeans to get their goods especially firearms. Kabaka Mwanga 1884-1898 Mwanga s main problem when he took over power was religious indecision which eventually generated political instability. In January 1885, he executed three C.M.S converts. In October 1885, he had Bishop Hannington killed."}
{"text": "Kabaka Mwanga 1884-1898 Mwanga s main problem when he took over power was religious indecision which eventually generated political instability. In January 1885, he executed three C.M.S converts. In October 1885, he had Bishop Hannington killed. In May 1886, 30 young converts were burnt to death at Namugongo for refusing to denounce their Christian faith. In 1888, under the urge of the traditionalists, he unsuccessfully attempted to expel all foreigners whom he blamed for causing chaos in his kingdom. He instead was disposed by a combined force of Muslims, Catholics and Protestants and replaced by his brother Kiwewa, sharing authority with foreigners. In 1890, Mwanga recaptured the throne assisted by the Christians and Kabalega of Bunyoro kingdom. He signed a protectorate treaty with Carl peters for the Germans and rejected a treaty offer by Fredrick Jackson of IBEACO. IN 1891, Mwanga signed a treaty of collaboration with Fredrick Lugard, the First British administrator sent to Uganda. This was after the Heligoland Treaty of 1890 had put Uganda a British sphere of influence. Why Mwanga collaborated. A He wanted to acquire protection from internal and external enemies e.g religious groups and Banyoro. B He wanted to secure his position and safeguard the Baganda from interference. C He wanted the British to help him Gain regional supremacy over the surrounding kingdoms of Bunyoro, Ankole and Toro. However, throughout all the religious conflicts that continued in Uganda between the Protestants and the Catholics, Kabaka Mwanga always supported the Catholics to the Chagrin of the British administrators. He was disposed by Lugard in 1894 after the capture of his palace at Mengo. Under Kabaka Mwanga II, Buganda became a protectorate in 1894. This did not last and the Kabaka declared war on Britain in on July 6, 1897. He was defeated at the battle of Buddu on July 20 of the same year. He fled to German East Africa where he was arrested and interned at Bukoba. The Kabaka later escaped and led a rebel army to retake the kingdom before being defeated once again in 1898 and being exiled to the Seychelles."}
{"text": "He was defeated at the battle of Buddu on July 20 of the same year. He fled to German East Africa where he was arrested and interned at Bukoba. The Kabaka later escaped and led a rebel army to retake the kingdom before being defeated once again in 1898 and being exiled to the Seychelles. While in exile, Mwanga II was received into the Anglican Church, was baptized with the name of Danieri Daniel . He spent the rest of his life in exile. He died in 1903, aged 35 years. In 1910 his remains were repatriated and buried at Kasubi. The war against Kabaka Mwanga II had been expensive, and the new commissioner of Uganda in 1900, Sir Harry H. Johnston, had orders to establish an efficient administration and to levy taxes as quickly as possible. This he did through the Buganda Agreement of 1900 The Buganda agreement. Key notes for the teacher and students- Cheloti 2013 Page 21 The Buganda agreement was signed in 1900 between Sir Harry Johnstone, British Official, and Apollo Kagwa, representing the Baganda Reasons for signing of the Buganda agreement. A The treaty was to define the position of Buganda in the country. B To introduce law and order in the country. C To reduce the cost of British administration since Buganda was to meet the cost of administration. D To define the relationship between Buganda and the British government. Terms of the Buganda agreement a The Buganda laws were to remain in effect as much as they did not interfere with protectorate laws that were to be applicable to Buganda Kingdom as well. Buganda kingdom was to be ruled by the Kabaka with the assistance of Katikiro. The Lukiko was to be the legitimate body making laws of Buganda and it was to compose 89 members. B Buganda people were to pay poll and hut tax. However, No tax was to be levied on Buganda unless approved by the Lukiko parliament . Revenue from Buganda was to be merged with all the revenue from other provinces. C The kabaka, ministers and Chiefs to be paid since they were now employees of the British government. D Buganda boundaries were defined to include parts of Bunyoro the ten sazas she had acquired from Bunyoro . The kingdom was therefore expanded to twenty counties."}
{"text": "C The kabaka, ministers and Chiefs to be paid since they were now employees of the British government. D Buganda boundaries were defined to include parts of Bunyoro the ten sazas she had acquired from Bunyoro . The kingdom was therefore expanded to twenty counties. To ease administration, each county was placed under a Saza Chief. E Land tenure system was changed to include land on freehold basis Mailo land and crown land. The crown land was for protectorate government while the Mailo land was particularly for the kabaka, his ministers and his chiefs. F Though Buganda became a province within the protectorate, Ganda system of government was recognized and modified. It was to have three ministers katikiro, treasurer and chief justice. . The Lukiko had fixed number- 20-saza chiefs, 60 notables and 6 Kabaka s appointees. Results of the Buganda agreement. A British overlord ship was confirmed over Buganda. B Buganda was reduced to a status of a mere province. C The position of the king was reduced he lost his power to give or withhold land as well as the power to appoint or transfer chiefs. D The 1900 Agreement led to the birth of early nationalistic movements. For example, the Bataka Opposition Movement in the 1920s by the landless class people rising up against the land-owning group. E Modern economy and western education were introduced with Buganda taking the lead. F Buganda formed the basis for the British administration as baganda were appointed as British administrators. G It strengthened the special position of Buganda in relation to other communities in Uganda. H Sazas were increased from 10 to 20 and saza chiefs got land and right to impose land rent. I It led t expansion of Christianity and decline of Islamic influence. J Bunyoro kingdom became aggrieved as results of loss of part their territory that was transferred to Buganda by the British. This caused friction later. Key notes for the teacher and students- Cheloti 2013 Page 22 Results of African collaboration. A Just like resistors, the collaborating communities also lost their independence and were eventually colonized. Bulozi and Buganda finally became British Protectorates. B The collaborating community leaders gained some recognition, though with reduced powers."}
{"text": "A Just like resistors, the collaborating communities also lost their independence and were eventually colonized. Bulozi and Buganda finally became British Protectorates. B The collaborating community leaders gained some recognition, though with reduced powers. Lewanika foe example became the paramount Chief of Barotseland while Kabaka gained the title, His Highness . C The collaborators were able to secure some amount of protection from their traditional enemies. The Lozi were protected from the Ndebele while the Baganda were protected from the Banyoro. D The collaborators were used by the Europeans to exert their authority over other African societies. The baganda on their part were used to administer Busoga. E The collaborating Africans gained from missionary work. Lewanika s sons for example gained western education. Hospitals and schools were also built in the kingdoms. F There was increased trade between the collaborating communities and the Europeans. The communities gained European goods such as glassware, clothes, guns and ammunition. G The collaborators just like resistors were later subjected to economic exploitation such as land alienation, mining, taxation and forced labour. ESTABLISHMENT OF COLONIAL RULE IN KENYA. CAUSES OF THE SCRAMBLE FOR EAST AFRICA. Factors that contributed to the scramble and partition of East Africa. 1. The rise of Nationalism in Europe. The Unification of Germany, after the Franco- Prussian war 1870-71 upset the balance of power in Europe and there was need to rebalance out through acquisition of colonies in Africa including east Africa. The Germans also felt that the only way their nation could gain recognition among other European powers was through securing colonial possession. 2. Strategic location of East Africa in relation to Egypt. Europeans were concerned with the source of the river Nile in East Africa and control of the Suez Canal. Therefore, the ownership of East Africa was crucial to the Egyptian affairs. East Africa, had, from the days of the Portuguese conquest in the 15th century, proved to be a strategic location for fresh supplies. That is why the Germans and the British competed for possessions in the region. 3. The need to speed up economic development of the European countries. The industrialized nations were rushing for colonies to tap raw materials to keep their factories running. There was also a popular believe that East Africa contained pockets of precious metals awaiting exploitation. They were also driven by the search for market for European produced goods."}
{"text": "The industrialized nations were rushing for colonies to tap raw materials to keep their factories running. There was also a popular believe that East Africa contained pockets of precious metals awaiting exploitation. They were also driven by the search for market for European produced goods. The Europeans were also looking for places to invest their capital. 4. The rise of Public opinion in Europe. There was growth of public support towards the acquisition of colonies. E.g., the Daily Press in London spoke well about acquiring colonies. 5. Social factors. East Africa was to be occupied as a means of stamping out slave trade and replacing it with legitimate trade. The Europeans were keen on spreading their culture to east Africa. They wanted to protect their missionaries who were already operating in east AfricaKey notes for the teacher and students- Cheloti 2013 Page 23 The process of Partition. The Berlin conference failed to fully resolve the rivalry between the Germans and the British in East Africa. The activities of Karl Peters and Harry Johnstone for the Germans and the British respectively in the Mount Kilimanjaro region depicted intense rivalry which almost led to war. The two signed treaties with local chiefs as a way of legalizing their arbitrary declaration of their spheres of influence. Karl peters even declared german protectorate over Ungulu, Uzigua, Usagara and Ukami. These activities together with those of Sir William Mackinnon of the Imperial British East Africa Company became the immediate cause of the partition of east Africa. The partition of East Africa was sealed through the following two treaties. The Anglo-German Agreement of 1886. The agreement facilitated peaceful settlement of the german and British claims on east Africa as follows; a The Sultan was given the 16 KM 10mile coastal strip from Vanga to Lamu. He also acquired islands of Zanzibar, Pemba, mafia, Lamu, pate and Towns like Lamu, Kisimayu, Mogadishu, Merca, and Brava. B Germany acquired the coastline of Witu the region between river Umba in the North and river Ruvuma in the south. C The British got the territory north of river Umba up to river Juba in the north. However, the treaty failed to determine the western boundary, thus leaving Uganda up for grab to any power that got there first."}
{"text": "B Germany acquired the coastline of Witu the region between river Umba in the North and river Ruvuma in the south. C The British got the territory north of river Umba up to river Juba in the north. However, the treaty failed to determine the western boundary, thus leaving Uganda up for grab to any power that got there first. Uganda therefore became a theatre of intense rivalry between Karl Peters who even secured a treaty with Kabaka Mwanga in 1890 and Fredrick Lugard who tried in vain to sign a treaty with Kabaka Mwanga. This tension is what led to the Heligoland Treaty of 1890. Terms of the Heligoland Treaty of 1890. A Germany officially recognized Uganda as a British sphere of influence protectorate. B Germany abandoned her claim over the territory of Witu for British in exchange for Heligoland island in the North sea c Germany accepted British protectorate over Zanzibar and Pemba. D Germany acquired a strip of land on Lake Tanganyika from Britain and the Coastal region of Tanganyika from the Sultan of Zanzibar. E The Sultan of Zanzibar retained a 16km 10 miles Coastal strip. This treaty thus ended the scramble for and partition of East Africa. BRITISH OCCUPATION OF KENYA Methods used by the British to occupy Kenya. A Signing of treaties. The following treaties were signed either by the British or on behalf of the British to facilitate their occupation of Kenya; A treaty by Sir William Mackinnon and the Sultan of Zanzibar Barghash in 1887 which effectively put Zanzibar under the British for 50 years. The Maasai Agreements of 1904 and 1911 between Oloibon Lenana and the British The Anglo-Germany Treaties of 1886 and 1890. B Collaboration. The British collaborated with communities like the Wanga and Maasai who were later used as bases to extend British Authority over other areas. C Establishing operational bases. The British built Forts like Fort Smith Kabete and Fort HallKey notes for the teacher and students- Cheloti 2013 Page 24 Murang a to enhance their political control. D Use of company Rule."}
{"text": "C Establishing operational bases. The British built Forts like Fort Smith Kabete and Fort HallKey notes for the teacher and students- Cheloti 2013 Page 24 Murang a to enhance their political control. D Use of company Rule. In the initial stages, due to the fear of the enormous costs of effective occupation and administration, the British mandated the IBEA. Company to administer the Kenyan protectorate. The Imperial British East Africa Company of Sir William Mackinnon was given the royal charter in 1888 and thus had the following new powers; a Levying and collecting taxes and institute custom duties in the area. B Establishing political authority and Maintain of law and order in the British East Africa. C Promoting legitimate trade and Eradicate slave trade d Developing and civilizing the indigenous peoples with the assistance of the imperial consul based in Zanzibar. Achievements of the IBEAC. A The company succeeded in quelling local aggression in the British spheres of influence from communities such as the Nandi, Maasai and Akamba. B The company established a series of Forts at Kibwezi, Machakos, Smith and Dagoretti, which laid the basis for colonial administration in Kenya. C The company improved transport and communication in the protectorate by pioneering road construction in Kenya. For example the Sclater s Road between Kibwezi and Busia in 1894 which assisted in transportation of railway building materials. D The company succeeded in eradicating slavery to some extend and securing freedom for many slaves. E The company also developed a rubber industry along the coast and the interior. Reasons why Britain used the IBEA Company to administer her possession. A Absence of a clear policy on the administration of colonial possessions. This gave room to the use of the company to administer the colony. B The company could provide cheap administrative capital that Britain had failed to raise for colonial governance. The colonies were not yet economically viable c There was a problem of inadequate personnel to be used in the administration of the colonies. D I.B.E.A.Co s long experience in the region. The company had invested heavily in east Africa, hence making its participation in the administration of the colony inevitable. Why company rule had failed by 1895."}
{"text": "D I.B.E.A.Co s long experience in the region. The company had invested heavily in east Africa, hence making its participation in the administration of the colony inevitable. Why company rule had failed by 1895. A The region lacked strategic natural resources for export thus making the IBEACO, a trading company, to operate at a loss and narrow its revenue base. Minerals like Gold, copper and Diamond were not existent. B The company lacked sufficient capital to carry out the day- to- day administrative operations. The company had spent the little funds available in the construction of fortified trading stations, with little reward. C Transportation of goods in the region proved expensive and slow as the region did not have any navigable rivers d The company faced the problem of poor coordination of its activities caused by lack of proper channels of communication between the head office in Europe and the offices in the colony. E Some of the company officials were corrupt and therefore misappropriated funds. Key notes for the teacher and students- Cheloti 2013 Page 25 f The company faced numerous resistances especially in the Nandi country thus disrupting their operation. At one time, Fort Smith was set on fire by African resisters. G Some of the company officials lacked experience in administrative matters since most of them came merely as traders. H The company officials also were affected by the harsh tropical climate and diseases like malaria and sleeping sickness that killed many. The company thus surrendered the Charter in 1895 to the British government for a compensation of 250,000 dollars Factors facilitated the establishment of the British control over Kenya during the 19th century? A The Christian missionary factor. They created an atmosphere of friendship with Africans, which was important for colonization. They also occasionally called home for protection against hostile communities. B Presence of trading company IBEACO. The companies through their agents signed treaties with African rulers and among themselves as a means of initiating effective occupation of Kenya. C Superior military power good army. The European armies were more efficient than he African ones. This was witnessed in the ability to quell the numerous wars of resistance like the Nandi resistance. D Disunity among African communities. By the time the British came to East Africa, the Wanga were up against the neighboring communities in western Kenya, the Nandi and the Maasai were at war and the Mijikenda against the coastal Arabs over land. This was of advantage to the British."}
{"text": "D Disunity among African communities. By the time the British came to East Africa, the Wanga were up against the neighboring communities in western Kenya, the Nandi and the Maasai were at war and the Mijikenda against the coastal Arabs over land. This was of advantage to the British. E Signing of treaties. There was Collaboration of some communities with the British. The Maasai signed the Maasai Agreement of 1900. The Wanga also signed various treaties with the British. F The British policy of indirect rule was readily acceptable, thus reducing the chances of resistance. G Financial support from the home government. KENYA PEOPLES RESPONSES BRITISH INVASION OF KENYA Africans in Kenya offered varied responses to the British intrusion into their country. Some resisted while other collaborated. The communities that resisted actively included the Nandi, Agiryama, Bukusu, Somali and sections of the Agikuyu The Nandi Resistance 1895-1906 Reasons why the Nandi resisted British occupation of their land. A The Nandi had gained a lot of pride, having subdued their neighbours E.g the Luo, Maasai, Abagusii and Abaluhyia. At that time, they were enjoying a sense of superiority that gave them confidence to take the British Intruders head-on. B The Nandi military superiority made them feel equal if not superior to the whites. Their warriors were well- trained and equipped and had gained a lot of experience through the numerous cattle raids the conducted against their neighbours. C The Nandi detested the physical appearance of the white people which they considered asKey notes for the teacher and students- Cheloti 2013 Page 26 evil and must be expelled from their community. D The Nandi were opposed to Land alienation by the British. They disliked the grabbing of their land for railway construction white settlement. E Kimnyole s prophecy that foreigners would dominate the Nandi motivated them to fight against the Europeans. F The Nandi had a long history of resisting and fighting intruders. They had successfully warded off the Arab and Swahili traders in the 1850s. G The Nandi resisted as a means of safeguarding their independence which they had enjoyed for a long time. H The Nandi also enjoyed unity under the leadership of Koitalel Arap Samoei between 1895 and 1905."}
{"text": "They had successfully warded off the Arab and Swahili traders in the 1850s. G The Nandi resisted as a means of safeguarding their independence which they had enjoyed for a long time. H The Nandi also enjoyed unity under the leadership of Koitalel Arap Samoei between 1895 and 1905. This had helped them to register numerous victories against neighbouring communities. They therefore felt strong enough to resist the British. Course of the Nandi rebellion. The Nandi wars of resistance began in 1895. The Nandi mainly employed guerilla warfare ambushing the caravan traders and mail carriers who passed in their territory. When two Nandi warriors strayed into the Guasa Mesa administrative camp headed by Andrew Dick in 1895, he murdered them as a response to the attacks by the Nandi on foreigners passing in their territory. The Nandi retaliated through the murder of a British trader, Peter West and thirty of his workers. This sparked off British punitive expeditions against the Nandi with the first in 1897 which however failed to stop the Nandi raids. When the railway reached the Nandi territory, they refused to cooperate with the railway builders and even kept stealing building materials to make weapons and ornaments. They even ambushed and murdered railway builders. In 1900, the British sent three punitive expeditions under Colonel Evatt, the commander of the Uganda Rifles reinforced by the Maasai, Baganda, Swahili and Indian mercenaries. The Nandi were supported by the Kipsigis enabling them to resist for so long causing high death toll on the British and the Nandi as well. The year 1901 witnessed a temporary truce worked out by the British administrator, Walter Mayes 1901-1905 , after realizing the heavy causalities both sides were experiencing. The war was re-ignited when the Nandi realized that the British had started settling and farming on their land. They destroyed the railway in protest. The British reacted by destroying crops and villages and stealing cattle for the next three years. The Nandi war of resistance only ended when the British officer in Nandi, Captain Meinertzhagen, hatched a plan to have Koitalel, the chief coordinator of the r sistance, killed. He and his advisers were killed in October 1905, during a peace meeting convened by Meinertzhagen."}
{"text": "The British reacted by destroying crops and villages and stealing cattle for the next three years. The Nandi war of resistance only ended when the British officer in Nandi, Captain Meinertzhagen, hatched a plan to have Koitalel, the chief coordinator of the r sistance, killed. He and his advisers were killed in October 1905, during a peace meeting convened by Meinertzhagen. The Nandi finally sought for peace in December 1905 ending the ten year long resistance. Why the Nandi offered the longest and strongest ever resistance to the British intrusion in Kenya. A The British intrusion into their territory happened when the Nandi were at the best of their power and superiority. B Existence of a superior military organization based on the age set system. The Nandi armyKey notes for the teacher and students- Cheloti 2013 Page 27 was strong and could match any foreign force. The regimental age-set system supplied the Nandi with young men who were experienced in battle, disciplined, organized and were effective. C The Nandi also possessed knowledge of weapon manufacture and repair through their local ironsmiths and using stolen railway material. D The Nandi enjoyed regular supply of food and war equipment which sustained the fighters for a long period. This was mainly aided by the Nandi mixed economy enabling them to turn livestock for food when the British destroyed crops. E The Nandi had good knowledge of the terrain in which they were fighting the intruders thus having an advantage over the British who were not familiar with the terrain. The difficulties faced by the British as posed by the terrain disadvantaged them during the resistance f The Nandi knowledge of Guerilla tactics. This enabled them to organize many surprise attacks while vandalizing key British installations like the telegraph lines. G The existence of strong leadership. The Nandi leadership was religiously inspired and therefore very strong. The Orkoiyot was their symbol of unity and strength and was believed to possess some supernatural powers that gave courage to the fighters. H Their enemies, the British troops, were slowed down in their advance by problems like respiratory disease due to the wet and cold climate. The Nandi were accustomed to these conditions i The Nandi received assistance from the Kipsigis fighters the Elgeyo, Lembus and Nyangori which enabled them to hold off the British for Six weeks in 1900.."}
{"text": "The Orkoiyot was their symbol of unity and strength and was believed to possess some supernatural powers that gave courage to the fighters. H Their enemies, the British troops, were slowed down in their advance by problems like respiratory disease due to the wet and cold climate. The Nandi were accustomed to these conditions i The Nandi received assistance from the Kipsigis fighters the Elgeyo, Lembus and Nyangori which enabled them to hold off the British for Six weeks in 1900.. Why the Nandi were defeated in the hands of the British. A The British obtained support, against the Nandi, from the collaborating communities like the Somali and the Maasai. B The British military strength remained superior to that of the Nandi especially in terms of the weapons. Their guns were superior to the Nandi spears. C There was an outbreak of smallpox in the Nandi country 1890. This weakened them by killing many and rendering others unable to fight on. D They Nandi failed to get support from the neighboring Kenyan communities like the Luo and the Abaluhyia who were not friendly to them. E The treachery employed by Captain Meinertzhagen, the British commander who lured Nandi Orkoiyot Koitalel Arap Samoei to a meeting where he was killed. F The death of Koitalel Arap Samoei demoralized the Nandi into even signing for peace. G The British used Scorched Earth Policy, which seemed more punitive to the Nandi since their houses were burnt and livestock confiscated. Results of the Nandi resistance. A The Nandi country was colonized by the British after 1906. The Nandi lost their independence. B There was massive loss of life. Koitalel Arap Samoei, his entire council of elders and over 1000 warriors were killed. The British also experienced casualties on the part of their forces. C There was destruction of property through burning and looting. E.g the British confiscated atleast 5000 herds of cattle and burnt more than 5000 huts and grain stores. D There was massive land alienation. The Nandi were pushed into reserves where they experienced impoverishment due to drought and cattle diseases."}
{"text": "E.g the British confiscated atleast 5000 herds of cattle and burnt more than 5000 huts and grain stores. D There was massive land alienation. The Nandi were pushed into reserves where they experienced impoverishment due to drought and cattle diseases. The Nandi lot theirKey notes for the teacher and students- Cheloti 2013 Page 28 territory and traditional salt licks at Kapchekendi and Kamelilo that were now inhabited by the whites. E The Nandi military organization disintegrated thus making them lose their dignity and authority in the region. F The Nandi were separated from their close cousins and allies the Kipsigis through the creation of the Nandi Reserves where they were confined. Their economic lifestyle of grazing animals freely was also disrupted. G Many Nandi warriors were recruited into the colonial police. Agiriama resistance. A Bantu speaking group inhabiting the coastal region, their reaction to the British invasion was motivated by the reaction of the Mazrui Arabs and the Swahili who rose up against the British in 1895. The Agiriama reaction began as an offer of support to the Mazrui Arabs, with whom they had long trading links, during their conflict with the British over succession to the Takaungu Sheikhdom. The Agiriama was also hitting back against the Busaidi Arabs who were encroaching on their territory. The British had supported the Al Busaidi collaborators throughout succession conflict. The British reacted by bombarding Rashid s Headquarters at Mweli forcing the Agiriama and the Mazrui to resort to guerilla warfare. While the Mazrui Arabs later surrendered, the Agiriama now resorted to full scale r sistance against the British encroachment in 1914. Causes of the Agiriama resistance. A They did not want to pay taxes, especially hut tax that was hurting to traditionally polygamous group, to the British. The British also were forcing them to pay it in terms of labour instead of allowing them to sell their grains and livestock to pay. B They had lost their independence the British replaced the Agiriama traditional rulers with their own appointees c They were opposed to forced labour on British plantations for little or no pay especially on land that had been snatched from them. D The British did not respect their culture. The British policemen at Kitengani insulted the Agiriama culture by raping their women."}
{"text": "B They had lost their independence the British replaced the Agiriama traditional rulers with their own appointees c They were opposed to forced labour on British plantations for little or no pay especially on land that had been snatched from them. D The British did not respect their culture. The British policemen at Kitengani insulted the Agiriama culture by raping their women. E The Agiriama were reacting against forced conscription into the King s African Rifles. They were forced to produce a 1000 able-bodied men within a month, join the British army f They lost their land to the British due to the massive land alienation for settler farming. They were forced to offer paid labour on their own former land to the chagrin of the elders. G The British, who were seeking to take over the Agiriama role as middlemen, disrupted their trade in ivory and food stuffs h They disliked the British-appointed headmen whose duties included collection of taxes and recruitment of labour. Course of the resistance. The Agiriama resistance was inspired by a Giriama prophetess, Mekatilili wa Menza. She was joined by an Elder, Wanje wa Madorika in mobilizing people to a mass resistance against the British rule. The immediate course of their reaction was the forced military recruitment into the KAR. ToKey notes for the teacher and students- Cheloti 2013 Page 29 provoke the British to war, they barred their young men from moving outside their villages to work. Mekatilili and Wanje called on the people to return to their ancestral shrine at Kaya Fungo and offer sacrifices and denounced all appointed puppet rulers in favour of the traditional council of elders. The two administered traditional oaths to unite and inspire the people to war. I.e. the Mukushekushe oath for women and the Fisi oat for men. When a state of emergency was declared by the British over the Agiriama, they resorted to Hitand-run warfare. They attacked the homes of loyalists, Europeans and collaborators forcing the missionaries to seeker refuge at Rabai. The British countered the hit-and-run warfare with burning villages and crops and driving away livestock The resistance only subsided when Mekatilili and Wanje were arrested and deported to Kisii."}
{"text": "When a state of emergency was declared by the British over the Agiriama, they resorted to Hitand-run warfare. They attacked the homes of loyalists, Europeans and collaborators forcing the missionaries to seeker refuge at Rabai. The British countered the hit-and-run warfare with burning villages and crops and driving away livestock The resistance only subsided when Mekatilili and Wanje were arrested and deported to Kisii. The Arabs, under Fadhili bin Omari, mediated between the Agiriama and the British, marking the end of the war under the following terms; a The Agiriama to offer a specific number of labourers for European settlers and public works. B They would also offer a certain number of able-bodied men to serve in the King s African Rifles. C The British would occupy all the land to the north of River Sabaki. Role of Mekatilili in the Agiriama resistance. A She encouraged the Agiriama to face the British by administering the Mukushekushe and Fisi oaths to unite the people to war. B She presented the grievances of the Agiriama, some of which the British later addressed. C She rallied the people together against a common enemy thus laying the basis for nationalistic struggles for independence. Results of the Agiriama resistance to the British a Many people lost their lives some as fighters while others were caught in the crossfire. B The Agiriama lost their independence to the British c There was Rampant destruction of property i.e. food stores at home, food crops in the fields and cattle. Some property was lost through confiscation. D The community s economic activities were disrupted, especially the lucrative trade at Takaungu, where they had been acting as middlemen. E The Agiriama were prohibited from brewing traditional liquor. F The British withdrew their order demanding Agiriama to move out of their homes. G For the first time women took up the leadership of the rebellion e.g. Mekatilili Bukusu resistance. Reasons why the Bukusu resisted the British rule. A They wanted to safeguard their independence and culture i.e. circumcision. B They were being compelled to recognize Nabongo Mumia as the overall leader of Abaluhyia. C The Bukusu did not like the idea of paying taxes to the British through force."}
{"text": "Circumcision. B They were being compelled to recognize Nabongo Mumia as the overall leader of Abaluhyia. C The Bukusu did not like the idea of paying taxes to the British through force. D They resented the British demand in 1894, that the Bukusu warriors surrender guns they possessed. E The British invasion had happened when the Bukusu were enjoying immense militaryKey notes for the teacher and students- Cheloti 2013 Page 30 power. Course of the resistance. The Bukusu resistance began with the ambush of a trade caravan heading to Ravine through bukusuland. The Bukusu stole all the rifles. When they were commanded to surrender all the guns in 1894 and declined, the British sent a punitive expedition which however was defeated. The British administrator at Elureko, Charles Hobley sought for reinforcement from Major William Grant of the Ugandan protectorate. In 1895, at the battles of Lumboka and Chetambe, the Bukusu were summarily defeated. Methods used by the Bukusu to resist the British. A Use of Warfare. They directly fought the British troops led by Major William Grant, at Lumboka and Chetambe hills. B Ambushes. The Bukusu ambushed a caravan of traders, sent by the commanding officer at Kavirondo to the Ravine Station. C Revolting against rule by Wanga agents. The Bukusu Murdered a Wanga agent, Hamisi, who had been sent, to administer the area. Effects of the Bukusu resistance. A The Bukusu lost most of their land through massive land alienation b They lost their independence as bukusuland was declared part of the British East Africa Protectorate. C There was massive loss of life within the Bukusu and the British forces. D There was loss f property and disruption of Bukusu economy. The Bukusu lost their cattle and sheep. E Bukusu women and children were taken prisoners by the British. The Somali resistance. The Somali resistance was a reaction to the British declaration that Jubaland was a British protectorate. They were led by their leader Ahmad bin Murgan. Causes of Somali resistance. A The Somali were opposed to the division of Somaliland into the British and Italian spheres of influence, which separated the clans. B They were opposed to punitive expedition sent against them by the British."}
{"text": "Causes of Somali resistance. A The Somali were opposed to the division of Somaliland into the British and Italian spheres of influence, which separated the clans. B They were opposed to punitive expedition sent against them by the British. C The Somali people being Muslims were opposed to being controlled by the British who were Christians. D The British attempted to stop the Somali raiding activities against their neighbors. E The Somali were against British control of their pastureland and watering points. F The British wanted the Somali to drop their nomadic way of life. Course of the resistance. The British initially reacted minimally to the Somali aggression on their Kisimayu neighbourhood in 1898 due to the following reasons; a They viewed such an undertaking as to expensive in terms of the arms and military personnel that would have been involved. B The Somali were a nomadic group therefore it was very hard and time consuming to suppress them. C There was no economic justification for waging such a war on a highly unproductive territory. Key notes for the teacher and students- Cheloti 2013 Page 31 However, when the Somali murdered the British sub-commissioner for Jubaland, Mr Jenner, in 1900, the British dispatched a punitive expedition of Indian regiments against them. The Somali rose up again in 1905 against the British after they had procured Firearms. The Somali skirmishes continued into 1914 with the change of boundaries and finally ended in 1925 when Jubaland was put under the Italian Somaliland. Results of the Somali resistance. A There was massive loss of life, as many Somalis were killed. Sub-commissioner Jenner was also killed. B The British divide the Darod and Hawiye clans through the boundary changes of 1914. C The Somali cattle were confiscated. D Somali lost their independence through the declaration of the protectorate status. E The process of colonization by Europeans was delayed considerably. F There was favorable boundary change that saw Ogaden being placed under Italian Somaliland. Collaboration In Kenya, the Maasai, Wanga and a section of the Agikuyu, Akamba, and Luo collaborated. The Maasai collaboration. In the 19th century, the Maasai community changed from a once feared community to one marred by succession disputes and natural calamities."}
{"text": "Collaboration In Kenya, the Maasai, Wanga and a section of the Agikuyu, Akamba, and Luo collaborated. The Maasai collaboration. In the 19th century, the Maasai community changed from a once feared community to one marred by succession disputes and natural calamities. The Disputes between Lenana and Sendeyo over succession of Mbatian after he died weakened the Maasai community to the level of merely collaborating with the British intruders. Sendeyo moved with his followers to northern Tanzania leaving behind Lenana s group who chose the path of collaboration. Reasons for the Maasai collaboration with the British. A Losses of the Maasai military supremacy. At the time the British came to Kenya, the Nandi had overtaken the Maasai in terms of military superiority. They therefore sought for foreign support against their aggressors. B Internal feuds. There were a series of succession disputes in the period between 1850 and 1890 caused by differences in economic activities. In one of the disputes, when Lenana seemed to be losing to Sendeyo, he appealed to the British for support. C Natural calamities disasters. The Maasai country witnessed severe hunger, livestock and human diseases in the 1850s. These weakened them more making them unable to resist. D Threat and wars from the Agikuyu. When the Maasai went to reclaim their women and children at the end of the hunger period, the met with outright threat of attacks from the Agikuyu. They therefore sought British support. E Prophecy of Mbatian. He prophesized the coming of a white man who was more powerful and that the Maasai should not bother to resist him. F Lenana personally chose the path of collaboration because he wanted to consolidate his position and that of his kingdom. He was looking for the much needed military support to overcome his sibling, Sendeyo of the Loita Maasai. The process of Maasai collaboration."}
{"text": "F Lenana personally chose the path of collaboration because he wanted to consolidate his position and that of his kingdom. He was looking for the much needed military support to overcome his sibling, Sendeyo of the Loita Maasai. The process of Maasai collaboration. The attempt by Lenana to secure assistance against Sendeyo was the beginning of his collaboration with the British The Kedong massacre incident Maasai warriors attacked a caravan of Swahili and AgikuyuKey notes for the teacher and students- Cheloti 2013 Page 32 traders travelling from Ravine and the resultant death of 100 Maasai at the hands of three white men Andrew Dick and two French companions made the Maasai the immediately seek for collaboration with the British. They cooperated with the British in establishment of colonial administration. The provided mercenaries in the British punitive expedition against the Nandi, Kipsigis and Kikuyu. Maasai were rewarded with cattle acquired from uncooperative peoples e.g. The Nandi and Agikuyu They exchanged gifts and used British manufactured goods. Lenana was made a paramount chief. Between 1904 and 1923, a fair proportion of the Maasai agreed to be moved from one grazing land to another to pave way for British settlement. They signed the first Maasai agreement in 1904 by which they moved into two reserves, one to the south of Ngong and the railway and the other up on the Laikipia plateau. A corridor of five kilometres was set aside in Kinangop for the Eunoto ceremony that accompanied circumcision. The second Maasai agreement of 1911 implied the Maasai abandon the Laikipia plateau to rejoin others in the enlarged southern reserve. Results of the Maasai collaboration. A Lenana was made a paramount chief of the Maasai in 1901. B The collaboration led to the separation of the Maasai related clans. The Purko Maasai were divided into the Loita and Ngong Maasai. C There was massive land alienation with the Maasai being moved to the Ngong and Laikipia reserves and later the southern reserve. D Maasai freedom in conducting rituals was curtailed with their confinement to a five square-mile reserve for initiation rites. E The Maasai lost their independence."}
{"text": "C There was massive land alienation with the Maasai being moved to the Ngong and Laikipia reserves and later the southern reserve. D Maasai freedom in conducting rituals was curtailed with their confinement to a five square-mile reserve for initiation rites. E The Maasai lost their independence. Just like any other part of kenya, Maasailand became part of the British protectorate. F There was total disruption of their territorial integrity. Even their cattle economy was disrupted as the number of livestock was reduced. There was an attempt to cause them to abandon their nomadic habit. G The Maasai gained material reward in form of cattle and grains looted from resisting communities like the Nandi and Luo of Ugenya. H Their age old custom of livestock cross- breeding with their Samburu neighbours was disrupted with the curtailing of their migratory behaviour. Their stock was therefore weakened. I Some Maasai were hired as mercenaries against the resisting communities such as the Nandi and Agikuyu. Wanga Collaboration. Nabongo Mumia, the Wanga leader from 1880, was an ambitious and shrewd leader who had the desire to expand his Kingdom through collaboration with British intruders and soliciting their military assistance. Reasons for Wanga Collaboration. A Nabongo Mumia hoped that by collaborating, he would be made a paramount Chief of the entire western region. B There was family rivalry over leadership. This compelled Mumia to seek help against his brother Sakwa. He wanted to safeguard his position at home. Key notes for the teacher and students- Cheloti 2013 Page 33 c He wanted British protection against the Nandi, who were by then enjoying military superiority, the Bukusu and the Luo of Ugenya d He wanted to revive a disintegrating kingdom. E He wanted to take advantage of the British western civilization particularly education and religion. He also wanted material gains from the British. F He aimed at achieving territorial expansion. Mumia aimed at ruling up to Kabras, Kimilili, Marama, Butsotso, Ugenya and Samia. G He realized that his community was very small and it was futile to resist the militarily superior Europeans. H Having realized that the British declaration of western Kenya as their sphere of influence was inevitable, he chose to become their ally at the earliest opportunity ever. Process of Wanga Collaboration."}
{"text": "G He realized that his community was very small and it was futile to resist the militarily superior Europeans. H Having realized that the British declaration of western Kenya as their sphere of influence was inevitable, he chose to become their ally at the earliest opportunity ever. Process of Wanga Collaboration. Mumia s contact with the outside world began when he befriended the Swahili and Arab caravan traders and later the IBEA Company merchants when they visited wangaland. They built a fort and a trading station at Elureko, his capital, which was to remain the headquarters of the British administration in western Kenya until 1920. Ways in which Nabongo of Wanga collaborate with the British. A He offered his seat-elureko to become an operational base of the British expeditions. B He offered his men to fight alongside the British in their expeditions against other communities. C He provided Wanga agents to aid the British in administering the conquered areas. D The Wanga provided food, water and shelter to the British invading forces. E They gave the British free passage through their territory and offered them hiding places during the battles. F Mumia signed treaties of friendship with the British. Results of the Wanga collaboration with the British. A Wanga kingdom was strengthened using military support from the British. Wanga kingdom was expanded. Nabongo gained more territories e.g. Samia, Bunyala and Busoko b Their king Mumia was declared a paramount Chief thus raising his prestige. He ruled as a British paramount chief ruling as far as Bunyala, Gem , Ugenya and Alego, upto 1926, when he officially retired c Mumia warriors became agents of the British colonialism. The warriors were used to subdue the Luo, Bukusu and Nandi. D The Wanga Princes became agents of British rule over western Kenya. For example, Mumia s half-brother Murunga was appointed chief of the Isukha and Idakho. E Mumias headquarters at Elureko became the seat of British administration in western Kenya upto 1920 when it was moved to Kakamega. F Mumia and his people gained material benefits from the British through trade, western education and religion. G Nabongo Mumia became an important ally of the British administration in western ken ya, providing them with vital information over the appointment of chiefs and Headmen in western Kenya."}
{"text": "E Mumias headquarters at Elureko became the seat of British administration in western Kenya upto 1920 when it was moved to Kakamega. F Mumia and his people gained material benefits from the British through trade, western education and religion. G Nabongo Mumia became an important ally of the British administration in western ken ya, providing them with vital information over the appointment of chiefs and Headmen in western Kenya. H Due to the Wanga Collaboration, there was intensified enmity and hostility between the Wanga people and other Abaluhyia subsections who viewed the Wanga as traitors. Key notes for the teacher and students- Cheloti 2013 Page 34 i However, The Wanga, just like any other collaborator or resister lost their independence when Kenya was declared a British Colony in 1920. Mixed reactions The communities that exhibited mixed reaction were the Akamba, Agikuyu and Luo. The Akamba Reaction. The arrival of the British traders threatened to destabilize the prominence enjoyed by the Akamba as middlemen during the long distance trade. The British even tried to stop the Akamba from organizing raids on their Oromo, Agikuyu and Maasai neighbours. Why the Akamba decided to resist British administration? A The British failed to respect Akamba traditions and customs. For example, the cutting down of the ithembo shrine tree for a flag post at Mutituni in 1891. B When the Akamba attacked the Agikuyu, The British intervened against them. This was not taken kindly. C The Akamba were protesting the misconduct of Company officials based at Machakos who stole from the local people and raped Akamba women. D The establishment of colonial administration disrupted the long distance trade, which was the Akamba lifeline. E The establishment of British rule meant loss of independence for the Akamba. F The establishment of military posts in Ukambani without their consent. The British built a fort at Masaku in 1890. G The British kept on disrupting their peace by sending military expeditions that resulted in death and massive destruction of property. H The Akamba were also resisting forced labour. Course of the Akamba resistance. In 1890, Nzibu Mweu led he Akamba in boycotting to sell goods to the company agents."}
{"text": "H The Akamba were also resisting forced labour. Course of the Akamba resistance. In 1890, Nzibu Mweu led he Akamba in boycotting to sell goods to the company agents. Prophetess Syonguu also ordered the Iveti Warriors to attack the Masaku fort in the same year as a reaction to the cutting down of the ithembo tree for a flagpole. The British agents were defeated during this surprise attack. When the British tried to stop the Akamba raids on their neighbours in 1894, a Warrior, Mwatu wa Ngoma ordered the Akamba warriors, who had been inspired by medicinemen, to attack the British. The British responded with devastating consequences on the side of the Akamba forcing them into collaboration with the British District Commissioner, John Ainsworth. Mwatu wa Ngoma became a collaborator. Later, another gallant fighter, Mwanamuka, led the Kangundo people to attack the colonial police at Mukuyuni and Mwala, killing six. With the assistance of Maasai mercenaries, the British sent a punitive expedition against the Akamba and even confiscated their livestock When Mwanamuka tried to blockade the Lukenya area to cut off communication between Fort Smith and Masaku, he was met with devastating consequences that forced him to also petition for peace. Why a section of the Akamba collaborated with the British. A They had lost heavily during the Akamba-British war of 1894 causing them to fear the British. B The ruthlessness with which the British attacked the Akamba scared many warriors intoKey notes for the teacher and students- Cheloti 2013 Page 35 collaborating. For example, the Machakos station superintendent, Leith dispatched troops to deal with Syonguu s forces in 1891, causing merciless killings and looting of property. C Some especially the trades collaborated expecting material gains. D Collaborators wanted to gain prestige. E They wanted to get guns to be used in robbing for wealth. F The Akamba had been weakened by the 1899 famine and were therefore unable to effectively tackle the British. Reasons for the Akamba defeat. A Some of the Akamba were not patriotic to the resistance course. Some self-serving opportunists allied with the colonial agents with the aim of enriching themselves thereby resulting in the Akamba defeat. B Internally, the Akamba lacked territorial cohesion."}
{"text": "A Some of the Akamba were not patriotic to the resistance course. Some self-serving opportunists allied with the colonial agents with the aim of enriching themselves thereby resulting in the Akamba defeat. B Internally, the Akamba lacked territorial cohesion. It was therefore very difficult to coordinate a strong resistance to British rule among a highly segmented society lacking in a centralized system of government. C Sections of The Akamba community experienced severe famine in 1899. They were weakened to the level of being unable to stage a gainful resistance to the British. D The role of missionaries who pacified some sections to the level of collaborating with the intruders. The missionaries actively undermined their religious practices and traditional beliefs. E When the Akamba caravan trade and raiding activities were disrupted, they had lost a significant source of livelihood and thus became weakened more. Consequences of the Akamba reaction. A The Akamba lost their independence as their territory was declared a British protectorate. B There was massive alienation of Kamba land to pave way for white settlement. C Many people, especially the Akamba warriors lost their lives during the confrontations with the British soldiers. D The British interfered with the Akamba culture by cutting down the Ithembo tree and raping their women. E The Akamba were subjected to heavy taxation in order to raise revenue for the colonial administration. F Many of the Akamba men were forcefully conscripted into the King s African Rifles to fight in world War I. The Agikuyu reaction. The Agikuyu was also a highly segmented nature lacking in territorial unity. This explains why they had mixed reaction against the British. Explain the causes of Agikuyu resistance. A The British failed to respect Agikuyu traditions and customs. The missionaries campaigned against female circumcision and Kikuyu forms of worship. B Misconduct of company officials. They stole from the local people, killing some of them, and raped Agikuyu women. C The Agikuyu were revolting against the forced supply of grains and water, by their women, to the British soldiers. D There was massive land alienation, which had left many landless or pushed to unproductive land. Key notes for the teacher and students- Cheloti 2013 Page 36 e Harassment of the Agikuyu, by British punitive expeditions."}
{"text": "C The Agikuyu were revolting against the forced supply of grains and water, by their women, to the British soldiers. D There was massive land alienation, which had left many landless or pushed to unproductive land. Key notes for the teacher and students- Cheloti 2013 Page 36 e Harassment of the Agikuyu, by British punitive expeditions. To enforce their policies, the British usually applied excessive force. F The British had begun meddling in the Agikuyu internal affairs making them suspicious of their intentions. G Fear of Loss of independence by some leaders like Waiyaki wa Hinga. H The Agikuyu were reacting against the punishment meted on them by the British for raiding Fort Smith in 1892. Reasons why some Agikuyu collaborated. A Agikuyu leaders like Kinyanjui wa Gathirimu and Karuri wa Gakure wanted to derive personal wealth and prestige through collaboration. B Kinyanjui wa Gathirimu and Karuri wa Gakure hoped that by collaborating, they would be made paramount Chiefs among the Agikuyu. C The collaborators wanted British protection against their enemies amongst the Agikuyu and other neighbouring communities. D They wanted to take advantage of the British western civilization particularly education and religion. E They also wanted material gains from the British through trading with them. F The Agikuyu of Nyeri realized that it was futile to resist the militarily superior Europeans. They therefore chose to collaborate. Organization of the Agikuyu reaction. When captain Lugard established a fort at Dagoretti in 1890, he began relating with Waiyaki wa Hinga who was in charge of the area. Wayaki s people supplied Lugard s men with food. However, when Wilson took over from Lugard who had left for Uganda, his soldiers began looting food and livestock from the Agikuyu. The Agikuyu reacted by setting the Dagoretti fort on fire. Waiyaki was arrested by the forces sent by Sub-commissioner Ainsworth, and died enroute to Mombasa. It is alleged that he was buried alive at Kibwezi after provoking his captors. Kinyanjui wa Gathirimu, a collaborator, succeeded Waiyaki at Dagoretti."}
{"text": "Waiyaki was arrested by the forces sent by Sub-commissioner Ainsworth, and died enroute to Mombasa. It is alleged that he was buried alive at Kibwezi after provoking his captors. Kinyanjui wa Gathirimu, a collaborator, succeeded Waiyaki at Dagoretti. In 1899, Fort Dagoretti was closed down due to a series of raids. Francis Hall opened another Fort at Murang a renamed Fort Hall after his death in 1901 after the locals were subdued and forced to accept the British Colonial rule. British trader John Boyes forged an alliance with Karuri wa Gakure, the Agikuyu leader at Fort Hall, which enabled him to subdue the resisting Agikuyu groups. He also made contacts with Wang ombe of Gaki Nyeri who together with Gakure supplied the British with mercenaries in exchange for confiscated loots from resisting groups. Meinertzhagen, who succeeded Francis Hall in 1902, subdued the Muruku and Tetu section led by Chief Gakere of the Agikuyu. Chief Gakere was murdered and his associates deported to the coast after they wiped out the entire Asian caravan on the slopes of the Aberdares. The Agikuyu of Iriani Nyeri were defeated in 1904 and their Aembu and Ameru allies sought for peace in 1906, having seen the effects of resisting. By 1910, British rule had been established in the entire Mount Kenya region. With the Agikuyu settling peacefully in the reserves upto 1920s when they began to agitate again. Results of the Agikuyu mixed reaction. A The reactions fuelled mistrust, hatred and animosity in most of Kikuyuland. Such feelings ofKey notes for the teacher and students- Cheloti 2013 Page 37 mistrust continue among the Agikuyu of Murang a, Kiambu and Nyeri up-to-date. B There was massive alienation of Agikuyu land by the British with the help of the collaborators like Wang ombe wa Ihura and Gathirimu who gave land to the British for construction. C Some Agikuyu leaders amassed a lot of wealth and rose to prominence."}
{"text": "Such feelings ofKey notes for the teacher and students- Cheloti 2013 Page 37 mistrust continue among the Agikuyu of Murang a, Kiambu and Nyeri up-to-date. B There was massive alienation of Agikuyu land by the British with the help of the collaborators like Wang ombe wa Ihura and Gathirimu who gave land to the British for construction. C Some Agikuyu leaders amassed a lot of wealth and rose to prominence. For example, Karuri wa Gakure and Wang ombe of Nyeri, d The collaborators like Kinyanjui wa Gathirimu and his people received western education and were converted to Christianity. E There was massive loss of lives for the resisters. For example Waiyaki wa Hinga and many Agikuyu fighters were killed. F The Agikuyu, both collaborators and Resisters lost their independence when their territory was declared a British protectorate. G The Agikuyu wars of resistance forced the British to shift their administrative base from Fort Dagoretti to Fort Hall. H There was massive destruction of property. The Agikuyu razed down Fort Dagoretti. The Agikuyu villages were burnt by the British. The Luo reaction. The resisters were the Luo of Sakwa, seme, Uyoma, Ugenya and Kisumu. The collaborators were the Luo of Gem and Asembo, led by Chief Ruoth Odera Akang o. Reasons for the resistance against the British by the Luo of Ugenya. A To protect their land and national heritage. B To protect their freedom and independence c Protect their livestock, grains and fish from being taken by the British soldiers who were undisciplined d The Luo had become a formidable nation in the area and did not entertain any intruder. E They were also provoked by the punitive expedition sent against them by Mumia and the British. Why the Gem and Asembo Luos collaborated. A Their chief, Odera Akang o had been influenced by the Wanga Neighbours who had gained materially from their collaboration. B Odera also needed British assistance to subdue the Luo of Seme, Uyoma, Sakwa and Ugenya, and the Nandi, who were a threat to his people."}
{"text": "Why the Gem and Asembo Luos collaborated. A Their chief, Odera Akang o had been influenced by the Wanga Neighbours who had gained materially from their collaboration. B Odera also needed British assistance to subdue the Luo of Seme, Uyoma, Sakwa and Ugenya, and the Nandi, who were a threat to his people. C He realized the futility of resisting the British through the experience of his neighbours. Course of the Luo resistance. The Luo of Ugenya set off the resistance by attacking the Wanga in an attempt to expand. They vandalized British key installations like the telegraph wires and administrative stations. In 1896, the British sent an expedition against them and 200 people were killed. When the British attacked the Seme Luo for cattle and Grains, they were provoked into revolting. They attacked the Asembo Luo who had collaborated with the British. The British invaded them in 1898 with devastating effects in terms of property and life loss. The Luo of Kisumu rose up in 1898 attacking a British Canoe party on Winam Gulf for taking their fish without paying. They were however overcome. The Gem and Asembo Luos led by Ruoth Odera Akang o supported the British throughout all these confrontations. Key notes for the teacher and students- Cheloti 2013 Page 38 Results of the Luo reaction. A Both collaborators and resisters lost their independence to the British. B The Luo lost their property through burning and looting. C There was massive loss of lives, especially among the Ugenya Luo. D It Bred hatred between the collaborators and resisters e The collaborating communities were able to gain western education and religion as the British established schools and missions in their areas. F The African leadership was replaced with the British administration, thereby undermining traditional political systems. G The Luo were alienated from their land to pave way for the British occupation and settlement. Colonial system of administration in Kenya. In their administration of Kenya, the British employed both central government and local government as the basic administrative framework. Central Government. The protectorate was divided into provinces headed by Provincial commissioners, who acted as representatives of the Governor. The governor was answerable to the colonial secretary in Britain. Hierarchy of colonial administration in Kenya. 1. Colonial secretary."}
{"text": "Hierarchy of colonial administration in Kenya. 1. Colonial secretary. Based in London, he was the political head of the British colonial administration and overall coordinator of the colonial policies as passed by the British parliament. 2. Governor. Reporting to the colonial secretary, he was the representative of the British government in the Kenyan colony. He headed the executive council which effected colonial policies and programmee he gave assent to laws from the LEGCO before they were implemented. 3. Provincial Commissioners. They represented the governor at provincial level and implemented the policies and laws that were enacted by the legislative council that was established in 1907. They supervised the work of DCs, Dos and the entire provincial administration on behalf of the governor. 4. District commissioners. They implemented policies and maintained law and order and security in their districts. They headed the District Advisory Committees. They coordinated the work of Dos and Chiefs. 5. District Officers. They implemented orders from the DCs and coordinated the work of the chiefs. They maintained law and order in their divisions. 6. Chiefs. They acted as a link between the people and the Governor at local levels. They maintained law and order at the locations and coordinated the work of headmen. 7. Headmen. They were a link between the government and the people at the grassroots level. They mobilized people for development within their villages. NB. The principal function of Chiefs and Headmen under the Headman s Ordinance and Chiefs Authority Act was tax Collection and labour recruitment for public works and European settlers. Their duties were confined in the African reserves. The advisory and Executive Councils guide the governor and effected the colonial policies. Key notes for the teacher and students- Cheloti 2013 Page 39 Local Government. The British introduced the Local Government in colonial Kenya because; a They wanted to involve the local communities in administration of the region. This would reduce the costs of administration. B They wanted to mobilize local people in resources exploitation in order to stir up development c Local Government was a means of providing a legal forum for the local people to make decisions about their day to day affairs d The Local Government would provide an important link between the Central government and the locals. E The Local Government would provide a means through which the government would understand Africans better. F It also originated from the desire by European settlers to safeguard a number of privileges for themselves by getting directly involved in local administrative units Local Native Councils."}
{"text": "B They wanted to mobilize local people in resources exploitation in order to stir up development c Local Government was a means of providing a legal forum for the local people to make decisions about their day to day affairs d The Local Government would provide an important link between the Central government and the locals. E The Local Government would provide a means through which the government would understand Africans better. F It also originated from the desire by European settlers to safeguard a number of privileges for themselves by getting directly involved in local administrative units Local Native Councils. They were established in 1922 after the passing of the Native Authority Ordinance. In 1924, the District Advisory Councils DACs were renamed Local Native Councils LNCs Objectives of the LNCs. A To encourage and develop a sense of responsibility and duty among the Africans. B To provide a mechanism through which educated Africans could articulate their grievances at District level. C To ensure proper restriction of the Africans in their reserves. D To provide a means through which the government would understand the Africans better so that to contain them. Achievements of the Local Native councils. A The councils succeeded in restriction African political Agitations and other activities to their reserves. B The LNCs provided basic social needs like water, cattle Dips, Public Health, Education and Markets. C They succeeded in maintaining basic infrastructure in their areas of jurisdiction. D They succeeded in collecting taxes to finance their operations. NB; in 1948, the LNCs were renamed African Native Councils. Pascal Nabwane became the first African chairmen of the ADCs in 1958. The ADCs operated as local authorities for Africans until 1963. Impact of Local government. A It exploited local resources and initiated development. B It created a link between the central government and the local people. C It helped maintain law and order using the small police force set up in 1896. D It promoted infrastructural development and general welfare of Africans. It used the levied taxes to improve social services such as schools and hospitals. E It helped in the arbitration of African disputes through the District African Courts. E.g, Land disputes were settled by the LNCs. Factors that undermined the local Government. A Shortage of trained personnel to work in the LNCs and ADCs."}
{"text": "E.g, Land disputes were settled by the LNCs. Factors that undermined the local Government. A Shortage of trained personnel to work in the LNCs and ADCs. Key notes for the teacher and students- Cheloti 2013 Page 40 b Poor transport and communication leading to poor coordination of their activities. C Lack of adequate revenue to finance their operations as the colony lacked strategic mineral resources. D There was a lot of rivalry between the settlers and the locals, later becoming the freedom struggles. This hampered the operations of the councils. E Racial discrimination was so pronounced that basic services were absent in African areas. Many Africans survived through self-help schemes. COLONIAL ADMINISTRATION The methods mainly used by the British to administer their colonies were 1. Direct rule. 2. Indirect rile. Difference between direct rule and indirect rule. Indirect rule was a system under which the British recognized the existing African political system and used it to rule over the colonies. Direct rule was a system where the Europeans the British entrenched themselves in the direct administration of their colonies. Indigenous political and administrative institutions and leaders are replaced with European systems. Indirect ruleKey notes for the teacher and students- Cheloti 2013 Page 41 This was a policy advanced by Fredrick Lugard, the British High Commissioner in the protectorate of Northern Nigeria from 1900 to 1906. To Lugard, as summed up in his book, The Dual Mandate in the Tropical Africa 1922 , the resident acts as a sympathetic adviser to the native chief, on matters of general policy. But the native ruler issues his instructions to the subordinate chiefs and district heads, not as orders of the resident but as his own . Such a system was applied in Kenya and in West Africa. Why Britain used indirect rule in Kenya and Nigeria. A Britain lacked enough manpower to handle all the administrative responsibilities in the colonies. For example, in the Nigerian protectorate, there were only 42 British officials by 1900. B Lack of adequate funds for colonial administration from the parent government made her use the existing traditional political system as a means of cutting down the administrative costs. C The use of indirect rule was a means of diffusing the expected stiff resistance from the Africans. The traditional rulers were to be made to feel that they had lost no power. D The policy of administration had succeeded in India and Uganda, thus motivating them to apply it in Kenya and Nigeria."}
{"text": "C The use of indirect rule was a means of diffusing the expected stiff resistance from the Africans. The traditional rulers were to be made to feel that they had lost no power. D The policy of administration had succeeded in India and Uganda, thus motivating them to apply it in Kenya and Nigeria. British rule in Kenya. In Kenya, the British lacked both funds and experienced personnel to facilitate their administration. Kenya also did not have a reference model of an administrative system like that in Buganda Kingdom. It was only among the Wanga section of the Abaluhyia and the Maasai where traditional chiefs that were recognized by the British existed. Where the institution of chieftainship did not exist as the case of the Agikuyu, the British appointed chiefs men with ability to communicate in Kiswahili and organize porters like Kinyanjui wa Gathirimu in Kiambu, Karuri wa Gakure in Murang a and Wang ombe wa Ihura in Nyeri. The passing of the Village Headman Act in 1902 gave the chiefs the responsibilities of maintaining public order, hearing of petty cases and clearing of roads and footpaths. The 1912 0rdinance increased the powers of the chiefs and their assistants headmen ; they were now allowed to employ other persons to assist them, such as messengers and retainers. They were to assist the District officers in Tax collection and control brewing of illegal liquor and cultivation of poisonous plants like Cannabis sativa. They were to control carrying of weapons and mobilize African labour for public works. The selected colonial chiefs however faced two problems; a Most of them lacked legitimacy and were therefore rejected not only by the African elders who regarded them as nonentities, but also by the young generation who saw them as tools of colonial oppression and exploitation. B Many of the colonial chiefs were young and inexperienced. C Many of the chiefs also became unpopular since they used their positions to amass riches in terms of large tracts of land, livestock and wives. E.g Chief Musau wa Mwanza and Nthiwa wa Tama acquired 8000 herds of cattle and 15 wives respectively in kambaland. The structure of administration was as discussed earlier with governor being answerable to theKey notes for the teacher and students- Cheloti 2013 Page 42 colonial secretary in London. Below him were provincial commissioners, district commissioners, district Officers and Chiefs."}
{"text": "E.g Chief Musau wa Mwanza and Nthiwa wa Tama acquired 8000 herds of cattle and 15 wives respectively in kambaland. The structure of administration was as discussed earlier with governor being answerable to theKey notes for the teacher and students- Cheloti 2013 Page 42 colonial secretary in London. Below him were provincial commissioners, district commissioners, district Officers and Chiefs. All the administrative positions above that of the chief were occupied by European personnel. The British in Nigeria. Nigeria comprised the Lagos colony and protectorate, the Southern Nigeria Protectorate and the Northern Nigeria Protectorate. These regions were later amalgamated into the Nigerian protectorate in 1914. In Northern Nigeria, Fredrick Lugard employed indirect rule. Reasons for the use of indirect rule by the British in northern Nigeria. A The system was cost-effective. There was need to reduce the administrative cost by using the local chiefs in administration while employing very few British officials. B Northern Nigeria had communities with a well-organized centralized system of government complete with Islamic sharia whose use provided a base to govern the protectorate. I.e. The Sokoto Caliphate c The vastness of the region coupled with the inadequate British administrative work force and Poor transport and communication network made it difficult for the British officials to effectively administer some parts of the region. D The system would help dilute African resistances since governance was by local rulers. The British were keen on guarding against the local resistance to their administration. E The method ensured smooth transition from African to British dominion. It was a way of deliberately preparing Africans for self-government. F Indirect rule had been tried successfully in Uganda and India. Indirect administration as applied in northern Nigeria. In Northern Nigeria, the existing emirates with centralized system of administration formed the basis of local governance. The Emirs were retained and were to rule under supervision of the British resident officials. The British administration was based on the local customs and laws. Chiefs chosen by the British were to be acceptable by the local people. Local chiefs collected taxes and a portion of it was given to the Central Government. Local Native Courts operated as per the laws of the land. The Emirs were allowed to try cases in their own Muslim courts. The Emirs were mandated to maintain law and order. They possessed firearms. In 1914, Northern and Southern Nigeria were Brought under one syatem of administration ."}
{"text": "The Emirs were mandated to maintain law and order. They possessed firearms. In 1914, Northern and Southern Nigeria were Brought under one syatem of administration . However Lugard found it hard to apply indirect rule in Southern Nigeria. Why indirect rule was not successful applied in southern Nigeria. A Southern Nigeria lacked a centralized indigenous system of administration, which would have been vital in the application of indirect rule. B The south had many ethnic groups, many languages and many disparities in customs, which denied it the homogeneity necessary for the application of indirect rule. C The southern people were infuriated by the British introduction of new concepts like forced labour and direct taxes. D The British did not give themselves time to understand the operation of the social, political and economic systems of the people of southern Nigeria. E The educated elites in the south felt left out of the administration of their own country inKey notes for the teacher and students- Cheloti 2013 Page 43 favour of the illiterate appointees of the British. F There existed communication barrier between the British supervisors, the warrant chiefs and the people, which sometimes led to misinterpretation and misunderstanding. G The warrant chiefs sometimes misused their powers in tax collection and molesting women sexually. H The brutish had used excessive force in dealing with any form of resistance and this made them unpopular Problems associated with indirect rule as a system of government. A Indirect rule could only e applied where centralized government was present. Its application in stateless societies often faced difficulties. B Where chiefs were imposed, especially in the stateless societies, their authority lacked legitimacy and only resulted in suspicion and lack of confidence. This would lead to constant riots when they tried to exert their authority. C Local people even in the highly centralized states looked at indirect rule as curtailing the authority of their local rulers and hence resented it. E.g the Yoruba state in Nigeria. D Some inexperienced British officials tended to interfere too much with the vital African customs and practices e.g. among the Asante thus bringing further problems. E Different administrations had different views on the degree of indirect rule to be applied hence confusion was created. It was difficult to draw a boundary between the advisory and supervisory roles of colonial powers. F Language was a problem and there was need for interpreters. Communication was poor and made adaptation difficult."}
{"text": "B Many of the British settlers developed the attitude and consequently the belief that the territory was pre-ordained to be a white settler colony. C The territory was administered by a commercial company B.S.A.C for a long period 1890- 1923 d An administrator below who was a long chain of European civil servants performing simple administrative duties headed BSAC. E Direct method of administration was applied to the Africans who had initially resisted the intrusion. New chiefs were appointed to dethrone the traditional leaders. F The Legislative Council that was begun in 1898 gave the European settlers political Rights to the extent that by 1923, they had attained some self-governance. G The system was characterized by massive alienation of African Land compelling Africans to provide labour to the new European settlers. H There was racial segregation which was effected through the Legislative Council. African communities suffered greatly in the hands of the settler regime. Reasons for use of direct rule by the British in Zimbabwe. A The British desired to fully control the economy of Zimbabwe and maximize on profit generation through direct involvement in administration. B The Shona and Ndebele resistance against British intrusion made the them not to trust the Matabele chiefs nor use them as British agents c There was lack of reliable political system to be used in indirect administration of the region. The local political institutions based on the Induna system had been destroyed when the British conquered and occupied Zimbabwe. D Existence of enough B.S.A Co personnel on the spot who were familiar with the area as well as the British system of government. E Favourable climatic conditions and the expected rich mineral deposits attracted many settlers who later provided the necessary personnel. F There was a strong desire by the Europeans to be able to direct their own affairs and destiny without interference from within or without The spirit nationalism The BSAC administrative structure in Southern Rhodesia 1905-1923 The government was headed by a resident Commissioner who was appointed by the Company stationed at Salisbury. Below him were various commissioners in charge of the Districts all Europeans . Below them were African Chiefs whose duty included collecting tax, recruiting labour and maintaining law and order. In 1898, a LEGCO was established heavily dominated by the European settlers. An Executive Council, consisting of the Resident Commissioner and 4 nominees of BSA.Co was also established."}
{"text": "Below them were African Chiefs whose duty included collecting tax, recruiting labour and maintaining law and order. In 1898, a LEGCO was established heavily dominated by the European settlers. An Executive Council, consisting of the Resident Commissioner and 4 nominees of BSA.Co was also established. Key notes for the teacher and students- Cheloti 2013 Page 45 In 1902, a Native Affairs Department, headed by a European Native Commissioner was created thus entrenching the dominance of Europeans in Zimbabwe. The duty of the commissioner was to allocate land to Africans, collect taxes and recruit labour. For lack of enough valuable minerals in Zimbabwe as expected, the Europeans compensated by acquiring large tracts of land from African communities with some having grants of upto 3000 acre pieces of land. Europeans occupied 21 million acres while Africans despite their majority were confined to 24 million acre reserves. The Company relinquished control in 1923 to for Zimbabwe to become a crown colony. Crown colony Rule 1923-1953 Why the settlers favoured crown colony over merger with South Africa. A The merger would have led to domination by Afrikaners in their political matters. B Their economic interests would have been neglected in favour of those of Afrikaners. As a crown colony, a Governor was appointed in 1923 to represent the Queen of England. British government was empowered by the constitution to veto any legislation that would discriminate against Africans. This however never happened practically. For example, the government formulated the Two-Pyramids Policy or parallel development policy characterized by discrimination against Africans. At the base of the pyramid was the majority Africans relegated to offering cheap labour for the white settlers. At the apex was the minority whites who took the highest positions in the economic and political system. To legitimize the two pyramids policy were two Acts that were passed in 1930 and 1934. A Land Apportionment Act of 1930. The Act introduced rigid territorial segregation with land being divided into white s and Africans portions. No African was allowed to acquire land outside their segregated portion. The minority whites acquired over half of the best arable land. Africans were given the semi arid areas infested by mosquitoes. Land was categorized into four; 1 Native Reserve Area. For Africans population. The Land was characterized with congestion since it was inadequate. 2 Native Purchase Area. For Africans to buy. Such areas had harsh climatic conditions. 3 European Area."}
{"text": "For Africans to buy. Such areas had harsh climatic conditions. 3 European Area. For Whites only. 4 Unassigned Area. For government expansion of buildings and other uses. Effects of the Land Apportionment Act on Africans. A Many Africans became migrant labourers, moving to mines, towns and European farms to provide cheap labour since their land was unproductive. B Large tracts of African land were alienated and they were confined to only 29 million acres while only 50,000 whites occupied 49 million acres of land. C This exposed Africans to problems like overgrazing that further deteriorated their land. D There was widespread poverty among Africans. For those on the reserves, they faced starvation, those in towns faced slum life. E Africans suffered racial segregation in provision of social services in urban areas. F There was disruption of social roles as African men moved to towns and settler farms. Women took over men s jobs in the reserves. G Land apportionment became the seedbed for the rise of African nationalism inKey notes for the teacher and students- Cheloti 2013 Page 46 Zimbabwe. H Africans were exposed to over taxation to compel them to provide labour to the Europeans. B The Industrial Conciliation Act of 1934. The prime objective of the Act was to protect white workers from African competition. The government through the act prohibited Africans from setting up a trade union. Africans from beyond southern Rhodesia were imported to provide labour to the whites at low wages. The act resulted in relegation of Africans to the lowest level while skilled jobs were set aside for the Europeans. The two acts resulted in the humiliating conditions for the Africans which resulted in the rise of African Nationalism that continued more after the Second World War. As an answer to African agitation, the government invited more white settlers giving them more large tracts of land. The settlers also began to agitate for the formation of a federation of the three central African territories southern Rhodesia, Northern Rhodesia and Nyasaland In 1953, the British government gave approval for the formation of the federation of central African countries. The Central African Federation. The federation was organized as follows; 1 Each territory had its own government responsible for local administration. 2 Each territorial government was responsible for all aspects of native affairs within its boundaries. 3 The British government was directly involved in the administration of the two northern protectorates."}
{"text": "The federation was organized as follows; 1 Each territory had its own government responsible for local administration. 2 Each territorial government was responsible for all aspects of native affairs within its boundaries. 3 The British government was directly involved in the administration of the two northern protectorates. 4 An African Board was established to ensure that no racist legislation against the Africans was passed in the federation parliament. 5 The Federal Parliament was given powers to deal with all matters involving more than one territory and foreign affairs. The first Prime Minister of the Federation, Garfield Todd, being sympathetic to African protests over formation of the federation, legalized the formation of trade Unions and funded African education and Agriculture. Unfortunately when Todd was replaced in 1958, all his programmees were abandoned. In 1963, the federation was dissolved and shortly afterwards Malawi and Zambia became independent as southern Rhodesia remained a self-governing colony. The reign of Ian Smith. Ian Smith s Rhodesian Front Party, controlled by the white extremists with no regards for Africans, won the 1962 elections. On 15th october 1965, Smith led the settlers to announce a Unilateral Declaration of Independence UDI from Britain implying that political leadership was now fully in the hands of the white rebel settlers. This declaration provoked instant protest not only within Africa but also from the international community. UN declared sanctions against South Rhodesia though countries like South Africa and Portugal unfortunately continued to trade with her making the sanctions ineffective. In 1970, UDI declared itself a republic under a new constitution that entrenched whites Key notes for the teacher and students- Cheloti 2013 Page 47 position in Zimbabwe by spelling the following; a Voting qualifications for Africans were revised and were now based on income. This automatically disenfranchised the majority of Africans. B The land tenure system was revised to enable the Europeans to purchase land from the government. Meanwhile the war of independence had began in 1966, provoked by the 1965 UDI declaration, with a patriotic front formed by Zimbabwe African National Union ZANU of Mugabe Robert and Zimbabwe African People s Union ZAPU of Joshua Nkomo waging a guerilla warfare. Zimbabwe became independent in 1980, with Robert Mugabe as the fits Prime Minister. Effects of British rule in Zimbabwe. A It led to African land alienation by white settlers Africans were displaced from their ancestral lands."}
{"text": "Zimbabwe became independent in 1980, with Robert Mugabe as the fits Prime Minister. Effects of British rule in Zimbabwe. A It led to African land alienation by white settlers Africans were displaced from their ancestral lands. B The establishment of white settlement subjected Africans to abject poverty and suffering. Africans were subjected to intense economic exploitation through taxation and forced labour. C African traditional economy was undermined as many of the Africans were forced to work for the Europeans. D African interests were ignored in the day-to-day running of the colony. E African traditional rulers lost their autonomy and became mere puppets of British administration. F African cultures were undermined, for example through the separation of families as people sought alternative livelihood. G The white settlers were to enhance the production of cash crops as transport, trade and industry were developed. H Africans were denied freedom of movement and confined I reserves. I Positively, it led to development of transport network the region. J It led to introduction of new crops in the region k It led to rise of nationalism as many Africans could no longer bear the burden of suffering in the hands of the whites. ASSIMILATION Definition. This was a system of administration in which French colonies were given a culture and civilization similar to that of France. This system was influenced by the French revolution of 1789, which emphasized the equality of all men. In Africa, it was perfected by Lewis Faidherbe in Senegal when he was governor from 1854 to 1865. To many historians Assimilation was a deliberate French policy to help them destroy African Chieftaincies and Kingdoms that were thriving at the time of their arrival. Under the system, Africans had to; Learn the French language. Practice the French legal system. Apply the French civil and political system. Convert to Christianity and learn French mannerism including eating and dressing habits. Later on assimilation evolved into association which had been first applied in Africa in centralKey notes for the teacher and students- Cheloti 2013 Page 48 Africa by Savorgnan de Brazza. Association involved letting the subjects develop independently due to the belief that nonwesterners were racially inferior and would therefore never be accepted as equal to Europeans even when assimilated. French administration in West Africa. The French system of administration was highly centralized. The eight French colonies were grouped into the confederation of French West Africa."}
{"text": "French administration in West Africa. The French system of administration was highly centralized. The eight French colonies were grouped into the confederation of French West Africa. They were governed from one capital, Dakar, Senegal. The federation was headed by a Governor-General answerable to the French Minister for colonies in Paris. Each colony was headed by a lieutenant- Governor answerable to the Governor-General in Dakar. Each colony was divided into cercles provinces , each headed by a commandant de cercle. Each cercle was further divided into small districts each headed by a chef de sub-division below whom were African chiefs chefs de cantons in charge of locations . At the base were chefs de village in charge of the sub-locations. All the French overseas colonies were seen as overseas provinces and each elected a deputy to the French Chamber of Deputies in Paris lower House . However the French administrators appointed lacked high standards of education and some were military officers simply rewarded with senior administrative positions. This led to inefficiency. French administration in Senegal. In Senegal, the policy of assimilation was only applied in the four communes of St.Louis, Goree, Rufisque and Dakar. In the rest of the country, African chiefs who ruled were put I three grades namely; a Chefs de province: - equivalent of the paramount chiefs, they were usually successors of the pre-colonial chiefs. B Chefs de Canton: - these were ordinary people appointed by the French officials due to their ability, to be charge of locations. They kept register of taxpayers the location, helped the government in conscription of Africans into the army and assisted in mobilizing forced labour for road construction and other public works. C Chefs de village:- these were usually traditional heads of the community village who were given the responsibility of collecting taxes, maintenance of law and order, organizing relief during floods and locust invasion and maintaining roads I their areas. The privileges which were enjoyed by assimilated Africans in the four communes of Senegal included; Economic privileges They were exempted from forced labour. They were allowed to work in France. They were exempted from paying taxes. They were allowed trading rights like the French people. Political privileges They were allowed to send representatives to the French Chamber of Deputies. They were enfranchised like the French people in France right to vote They enjoyed the rights of the French Judicial System like the French."}
{"text": "They were allowed trading rights like the French people. Political privileges They were allowed to send representatives to the French Chamber of Deputies. They were enfranchised like the French people in France right to vote They enjoyed the rights of the French Judicial System like the French. They were allowed to operate Local Authority structures which were similar to those inKey notes for the teacher and students- Cheloti 2013 Page 49 France. They were allowed to retain Muslim law. They were exempted from arbitrary arrest through the Indigenization policy. Characteristics of assimilation. A Administrative assimilation. There was an administrative relationship between the French colonies and their mother country. Colonies were regarded as overseas provinces. B Political assimilation. The colonies were represented in the French chamber of deputies thus maintaining a close political identity. C Economic assimilation. The French currency was used in the colonies to enhance the economic relationship. D Personal assimilation. Africans in the Quatre communes were given French citizenship and other privileges enjoyed by French citizens. Reasons why assimilation was successful in the four communes. A There was a high percentage of Mullato population within the communes, who readily accepted the French culture making it easy for the French to apply assimilation. B Africans were familiar with Europeans and their culture due to long interaction with them through trade. C Many people had converted to Christianity and this made it possible for the French to apply their policy. Factors that undermined the application of the French policy of assimilation in West Africa. A There was opposition by local people who did not want the French to interfere with their culture. B The Traditional African rulers resisted the policy since they did not want to lose their authority and influence over the assimilated people. C The French traders in West Africa also opposed the system they viewed assimilated Africans as a potential threat to their commercial monopoly in the region. D The policy of assimilation ran the risk of undermining the very foundation of French colonialism, as it was not possible to exploit Africans who had attained the assimile status. E Missionary school system of education undermined the French policy of assimilation since there was segregation in provision of mission education. F Nationalism conflicted with the policy of assimilation. G Assimilation was becoming too expensive to the French government especially because West African colonies were not self-supporting yet."}
{"text": "E Missionary school system of education undermined the French policy of assimilation since there was segregation in provision of mission education. F Nationalism conflicted with the policy of assimilation. G Assimilation was becoming too expensive to the French government especially because West African colonies were not self-supporting yet. H The vastness of the French colonies made it difficult to supervise the implementation of the policy. I Muslims resisted fiercely the French attempt to convert them to Christianity. J Racial discrimination against the indigenous people also contributed to the failure of the system. This is because many Frenchmen never accepted assimilated Africans as their equals. K The French citizens in the motherland opposed the policy as they feared being outnumbered in the chamber of deputies. Ways in which Nationalism undermined the policy of Assimilation in French West Africa. A It emphasized loyalty or devotion to one s country and national independence or separatism, which were against the policy of assimilation. Key notes for the teacher and students- Cheloti 2013 Page 50 b Nationalists agitated for boycott of anything of French origin. C The nationalists created awareness on the value of African culture and systems; this encouraged Africans to condemn assimilation. D The nationalists created awareness on the importance of African unity which exposed the hypocrisy of assimilation Consequences of assimilation in Senegal. A The policy of assimilation undermined African cultures, as many Africans embraced the French culture. For instance, the French language became the official language in the colony. B The authority of traditional African leaders was eroded and even many were replaced by the assimilated Africans. C The colony was incorporated into the French republic and regarded as an overseas province of France. D Africans from Senegal were allowed to participate in the political matters of France. Some Senegalese like Blaise Diagne were elected as deputies in the French parliament. E The spread of Islam was greatly frustrated, especially in the four communes where Africans were converted to Christianity. F A great rift emerged between the assimilated Africans , who were regarded as French citizens and the rest of African communities , who were subjected to taxation and forced labour The policy of association. Under this system, the French colonial government was to respect the cultures of her colonial peoples and allow them to develop independently rather than force them to adopt French civilization and culture. Unlike the assimilated Africans, subjects retained their cultural practices e.g polygamy and Islam."}
{"text": "F A great rift emerged between the assimilated Africans , who were regarded as French citizens and the rest of African communities , who were subjected to taxation and forced labour The policy of association. Under this system, the French colonial government was to respect the cultures of her colonial peoples and allow them to develop independently rather than force them to adopt French civilization and culture. Unlike the assimilated Africans, subjects retained their cultural practices e.g polygamy and Islam. The subject came under a system of law known as indigenat where the subject could suffer arbitrary arrest or be forced to serve a longer period in the army than assimilated citizens Why the French government replaced the policy of assimilation with that of association in 1945. A The French had realized that assimilation would lead to equality between them and the colonized people. B Assimilation was too expensive especially because West African colonies were not selfsupporting yet. C The method clashed with the commercial interests. The French businesspersons and their friends in the colonial administration saw Africans as source of cheap labour. They therefore disapproved the idea of uplifting them. D The French had realized that not all the colonial people could be assimilated. Only the elite ones among them could. Association aimed at transforming the Native elites into Frenchmen while allowing the other masses to learn enough French for communication purposes. E They had realized that there was need to allow the colonies to enjoy the freedom of developing according to existing traditional political and social structure. Respect for the culture of her colonies. The similarities between the French and the British colonial administrationsKey notes for the teacher and students- Cheloti 2013 Page 51 a Both methods emphasized the superiority of the colonial master and his overlord ship in Africa. The Europeans were in charge and took all senior positions. B The administrative systems applied in both were meant to assist the colonial masters in controlling their territories in Africa. C Both systems led to massive economic exploitation of resources in Africa. E.g minerals, labour, market land etc. D In both Africans reacted to the systems in a hostile manner. E Both methods led to loss of independence and freedom for the African. F In both, every power trained a local army to maintain law and order. G In both, Africans were oppressed through taxation and forced labour. H In both, the position of chief was created where there was none. I.e. In Kenya, southern Nigeria and Somali. Main differences."}
{"text": "I.e. In Kenya, southern Nigeria and Somali. Main differences. A The British were keen to appoint traditional rulers as chiefs. The French on the other hand were not keen to appoint traditional rulers but simply handpicked individuals who met their qualifications those who embraced French culture and civilization . B The British gave the traditional rulers a lot of power, unlike the French who undermined African chieftaincies. C The British colonies were administered separately by a governor accountable to Britain, unlike the French colonies which were governed as federations equated to provinces of France. D Most of the French administrators were military officers. The British used a mixture of amateurs and professionals. E Whereas the British applied mainly the policy of indirect rule, the French applied the policy of assimilation and later, association. F The French colonies elected their representatives to the Chamber of Deputies in France, while British colonies had legislative councils where policies were debated in the colonies. G Laws applied in the French colonies were legislated in France while in British colonies laws were enacted by the respective legislative assemblies. H In French colonies, assimilated Africans became French citizens with full rights, while the elite in the British colonies remained colonial subjects. I Indirect rule preserved African cultures while assimilation undermined them. SOCIAL AND ECONOMIC DEVELOPMENTS DURING THE COLONIAL PERIOD IN KENYA. The Uganda Railway The railway was built between 1896 and 1901 with George Whitehouse as the Engineer. Work was mainly done by 32,000 Indian coolies and 5,000 clerks and craftsmen. The locals could not provide skilled labour. It costed the British taxpayers about 6 million sterling pounds. Reasons for the construction of the Uganda railway line. A To promote trade with the outside world by encouraging the exploitation of available resources and enable the colony sustain itself b To link Uganda with the Coast so that the British can achieve their strategic interests. C To enable missionaries to go the interior to spread Christianity. Key notes for the teacher and students- Cheloti 2013 Page 52 d To help stop slave trade since slaves would no longer be needed to ferry goods to and from the coast. E To provide quick, safe and convenient means of transport for government administrators troops f Open up Kenya for economic development to stop slave trade promote legitimate trade g To maintain law and order so that economic development could be achieved."}
{"text": "C To enable missionaries to go the interior to spread Christianity. Key notes for the teacher and students- Cheloti 2013 Page 52 d To help stop slave trade since slaves would no longer be needed to ferry goods to and from the coast. E To provide quick, safe and convenient means of transport for government administrators troops f Open up Kenya for economic development to stop slave trade promote legitimate trade g To maintain law and order so that economic development could be achieved. H To make Africans more productive and able to generate revenue in form of tax to the colonial government. I To activate interior trade. To enable transportation of imported goods to the interior of the colony. The construction. The railway construction works commenced in Mombasa in 1896. By 1901, the railway had reached Kisumu then Port Florence passing through Nairobi in 1899. Numerous feeder lines were later laid down as follows; The Nairobi Thika Branch 1914 , Konza Magadi 1915 , Voi- Moshi 1918 , Rongai- Solai 1925 , Eldoret-Kitale 1926 , Eldoret- Jinja 1927 , Gilgil-Nyahururu 1929 , Thika- Nanyuki 1930 and Kisumu Butere 1930 In 1948, the Kenya Uganda Railway had been linked with the Tanganyika network to become the East African Railways. Problems experienced during the construction of the Uganda railway. A There was insufficient labour since African labour force was not forthcoming. In the case of the Akamba and the Maasai, they were forcefully recruited. B The climate of the interior was not suitable for the European labour force. The Europeans constantly fell ill, thus interfering with construction progress. C The Arab rebellion under Mbaruk Rashid between 1895 96 at the coast delayed the railway construction. D There was an additional expense of constructing special jetties since Mombasa port was not large enough. E The Man-eaters of Tsavo created danger and havoc to the construction works. F The rift valley terrain was difficult. It was rugged with many hills and escarpments thus causing difficulties in construction. G Hostility of some Kenyan communities to intruders e.g. the Nandi who vandalized the railway and telegraph lines."}
{"text": "It was rugged with many hills and escarpments thus causing difficulties in construction. G Hostility of some Kenyan communities to intruders e.g. the Nandi who vandalized the railway and telegraph lines. H Insufficient building material since most of them came from Europe and their delivery often delayed, The effects of railway construction. A It led to development of European settler farming in order to make the railway pay for its construction. B There was rampant land alienation. The colonial government alienated African land for railway construction forcing communities like the Maasai and Nandi to move into reserves. C There was rise of wage labour for the railway and later for the settler farmers. D It led to growth of urban centres along the railway line e.g. Nairobi. E Railway construction promoted economic growth of the East African region. This is because farm produce and other commercial products could easily reach market. Key notes for the teacher and students- Cheloti 2013 Page 53 f It led to rise of large Asian settlement since many Indians were employed as railway workers. This Asians boosted trade in east Africa. G It led to development of other forms of infrastructure like the roads and telecommunication lines. This stimulated trade development. H It led to transfer of the administrative capital from Mombasa in 1905 to Nairobi. I When the railway reached Kisumu in 1902, it led to major changes to the administrative boundaries within East African region. Initially, the western region up to Naivasha was part of Uganda. J The railway became a major revenue source for the colonial authorities. K It facilitated the establishment of colonial rule in Kenya since it was possible for rapid movement of troops. L It facilitated the cultural and social interaction among the different races. M The railway made rural-urban migration and the resultant enterprises such as hawking and charcoal selling possible. N Other forms of transport and communication developed and expanded along the ralwayline. For example roads and telecommunications. O Christian missionaries were able to move into the interior, where they established mission schools. SETTLER FARMING AND COLONIAL LAND POLICIES. As a means of raising revenue to meet the cost of administering the Kenya colony and maintain the Uganda railway, the colonial government encouraged the influx of white settlers to the white Highlands ."}
{"text": "O Christian missionaries were able to move into the interior, where they established mission schools. SETTLER FARMING AND COLONIAL LAND POLICIES. As a means of raising revenue to meet the cost of administering the Kenya colony and maintain the Uganda railway, the colonial government encouraged the influx of white settlers to the white Highlands . The administration did this by; a providing efficient railway transport connecting the coast and the interior b Alienating of the white highlands for European settlement. C advertising the availability of free land in foreign newspapers d giving loan incentives e providing security The settlers however faced the initial challenges of crop and animal diseases, labour shortage, lack of inputs and African aggression. Why the colonial government encouraged white settlement in Kenya. The reasons why the colonial administration led by Sir Charles Eliot 1900- 1904 and later Sir Edward Northey encouraged settler farming in the white highlands were; a They hoped that settler farming would meet the cost of administration and railway maintenance. B The British industries were also in need of cheaper raw Materials in an increasingly competitive European Market. These raw materials would be cheaply produced by the settlers. C The settlers would also help control the prevailing Asian immigration and influence in Kenya. D The colonial government wanted to make Kenya a white man s country by encouraging white settlers to form the backbone of the economy. E Kenya Highlands had cool wet climate and fertile volcanic soils suitable for European settlement and agriculture. Key notes for the teacher and students- Cheloti 2013 Page 54 f There was need to get rid of social misfits in Europe and the landless who would be offered avenues in the Kenya colony. G Existence of already willing entrepreneurs lake Lord Delamere and Captain Grogan who were ready to come to Kenya and engage in profitable agriculture. Factors which promoted settler farming. A The land policies availed cheap African labour to settler farmers. The alienation of African land and Creation of African reserves forced Africans to work in the settler farms. B Africans in Kenya were not allowed to grow some cash crops in order to enable Europeans continue getting cheap African labour for their farms. C The government built and maintained various forms of transport. For example the railway, Bridges and roads which facilitated faster movement of produce and inputs. D The government Reduced freight charges in the importation and exportation of agricultural inputs and products."}
{"text": "C The government built and maintained various forms of transport. For example the railway, Bridges and roads which facilitated faster movement of produce and inputs. D The government Reduced freight charges in the importation and exportation of agricultural inputs and products. E The government encouraged formation of cooperatives to help in the processing and marketing of produce. F The establishment of financial institutions such as Agricultural Finance Corporation and Banks provided the settlers with credit facilities. G The government availed extension services for crops and animal farming through the establishment of the Department of Agriculture and research stations to improve the quality of crops and animals. H Trade tariffs were also removed and settlers were granted concessions. Problems experienced by settlers. A Inadequate labour as Africans refused to work. Bush clearance and preparation of land for cultivation was therefore a problem. B Constant raids by the local inhabitants such as the Nandi, Maasai and Agikuyu threatened their peace and security. Some communities even raided their dairy farms for cattle. C Some of the settlers lacked faring experience. Some of the settlers had not engaged in farming before and therefore lacked basic agricultural knowledge. D Inadequate capital often hindered procurement of farm inputs. Machinery, labour. Some settlers became bankrupt and could not meet the day to day operational costs on the farms. E Lack of proper knowledge on farming seasons hence crop failure. The climate and soils in the colony were alien to the settlers. F There was the problem of poor transport and communication as it had become difficult for the government to network all areas occupied by settlers with roads and communication lines. G Inadequate and unreliable market for their produce. They mainly relied on foreign market which could not serve in the case of perishable commodities. H Pests and diseases were prevalent in the white highlands. The settlers were assailed by various human, animal and crop disease. Settler Crop cultivation The main crops cultivated were coffee, wheat, tea and sisal. 1 Coffee. Coffee was first introduced by the Roman Catholic Fathers of St. Austin s Mission near NairobiKey notes for the teacher and students- Cheloti 2013 Page 55 in 1889. It required plenty of farm inputs in terms of chemicals and labour. Therefore was a preserve of wealthy European settlers. Coffee Planters Corporation was founded in 1908 by Lord Delamere s Efforts, and led to the spread in the growing of coffee."}
{"text": "It required plenty of farm inputs in terms of chemicals and labour. Therefore was a preserve of wealthy European settlers. Coffee Planters Corporation was founded in 1908 by Lord Delamere s Efforts, and led to the spread in the growing of coffee. By 1913, coffee had become the leading cash crop in Kenya grown mainly in Murang a, Thika and Kiambu. Africans were unfortunately not allowed to grow coffee until 1937 Reasons why Africans in Kenya were not allowed to grow coffee before 1937. A Europeans wanted to continue getting cheap African labour for their farms. This could not be available if Africans were allowed to earn some money through growing of coffee. B European settlers did not want to compete with Africans in coffee growing. They feared that it would limit market for their produce. C The settlers claimed that Africans did not have knowledge of growing coffee. They claimed that African participation in cash crop growing would lead to low quality products. D They feared that diseases would spread from African farms to settler plantations. E European settlers claimed that African farmers would produce low quality coffee due to inadequate resources. 2 Wheat. It was introduced in Kenya in 1903 by Lord Delamere who experimented on his Njoro farm. It was however until 1912, when a more resistant variety was developed, that wheat growing took root in Kenya. In 1908, Lord Delamere set up Unga Ltd which boosted wheat farming in Kenya. It was grown in the Nakuru and Uasin Gishu areas. Like coffee, wheat farming was the preserve of wealthy European settlers from Australia, Canada, Britain and South Africa. Africans began to grow wheat only after independence. 3 Sisal. It was introduced in Kenya from Tanganyika in 1893 by Richard Hindorf, a german Doctor. Initially, it was cultivated around Thika in 1904. By 1920, it had become the second largest income-earning crop after coffee. The main sisal growing areas included Baringo, Koibatek, Ol Donyo Sabuk, Ruiru, Thika, Voi, Taita and Taveta. Africans began growing coffee in 1964 though its growth declined due to the completion it faced from synthetic fibre. 4 Tea. Tea was introduced in Kenya in 1903 around Limuru by Messrs Caine Brothers."}
{"text": "Africans began growing coffee in 1964 though its growth declined due to the completion it faced from synthetic fibre. 4 Tea. Tea was introduced in Kenya in 1903 around Limuru by Messrs Caine Brothers. It was until 1925 when tea began being grown successful with large tea estates being established by tea companies like Brooke Bond and Africa Highland from India. The main tea growing areas were Nandi, Kericho, Sotik, Nakuru, Murang a and Kiambu. Stock rearing. Lord Delamere carried out many experiments in sheep and cattle rearing at his Equator Ranch in Njoro though the Maasai raids in his farm and cattle diseases frustrated his efforts. After cross-breeding exotic types with local stock, he came up with more resistant variety The government also set up an experimental livestock farm in Naivasha. In 1925, the Kenya Cooperative Creameries was established due to Delamere s efforts. Later, the Uplands Bacon Factory was established near Limuru to promote pig rearing. Key notes for the teacher and students- Cheloti 2013 Page 56 In 1930, the Kenya Farmers Association KFA was established Colonial land policies in Kenya. To empower the settlers to take up more arable land in Kenya, the Legislative council passed the following Land Acts or Ordinances; 1 The Indian Acquisition Act 1896 . It empowered the authorities to take over land for the railway, government construction and public utilities. 2 The Land Regulations Act 1897 . It allowed the government to offer a certificate of occupation and a lease of 99 years. This Act encouraged settlers to take up land left vacant by the Agikuyu due to drought and famine. 3 The East African Land Order in Council 1901 . It defined crown land as all public land which was not private. The government could take up any land at will, sell it or lease it for use by settlers. 4 The Crown Land Ordinance 1902 . It allowed the government to sell or lease crown land to Europeans at 2 rupees per 100 acres or rent at 15 rupees per 100 acres annually. 5 The Maasai Agreement 1904 . It led to creation of the Ngong and Laikipia reserves while the settlers took up Maasai land for livestock farming. For example Lord Delamere in Nakuru."}
{"text": "5 The Maasai Agreement 1904 . It led to creation of the Ngong and Laikipia reserves while the settlers took up Maasai land for livestock farming. For example Lord Delamere in Nakuru. 6 The Elgin Pledge of 1906. The government through the British Secretary of State, Lord Elgin confirmed that the Highlands were reserved for settlers. This barred the Asian attempts to buy land in the highlands. 7 The second Maasai Agreement of 1911. The Maasai were pushed out of the fertile Laikipia reserve to pave way for more European settlement and large scale farming. 8 The Crown Land Ordinance 1915 . This provided for land registration scheme for settlers. It defined crown land as land occupied by and reserved for Africans who could be evicted any time. Farm sizes wee increased from 5,000 to 7,500 acres. 9 The Kenya Annexation Order in Council 1920 . It announced that Africans were tenants of the crown even in the reserves. 10 The Land Commission 1924 . It fixed boundaries of the reserves, which were later legalized in 1926. 11 The Native Trust Ordinance 1930 . It stated that African reserves belonged t the Africans permanently. 12 The Carter Commission 1932 . It fixed the boundaries of the white highlands, leading to population pressure in the African reserves. All Africans were removed from the highlands into the reserves. 13 The Kenya Highlands Order in Council 1939 . It fixed boundaries of the white highlands and reserved them permanently and exclusively for Europeans. Effects of the colonial land policies. A The displaced Africans were confined to native reserves thus leading to congestion overuse of land. By 1914, settlers like Lord Delamere and Captain Crogan owned 100,000 and 220,000 acres of land, respectively, at the expense of African congestion in the reserves. B Africans who lost their land became poor. Many Africans became squatters and lived in misery and hopelessness. C The situation in the reserves and the landlessness forced to supply labour in settler farms for wages in order to pay taxes. Key notes for the teacher and students- Cheloti 2013 Page 57 d The displaced Africans moved to towns looking for employment. Their movement to towns led to growth of urban centres. E The traditional socio-economic set-up of the Africans was disrupted."}
{"text": "Key notes for the teacher and students- Cheloti 2013 Page 57 d The displaced Africans moved to towns looking for employment. Their movement to towns led to growth of urban centres. E The traditional socio-economic set-up of the Africans was disrupted. Communities could no longer migrate in search of better lands and pasture. Family roles changed as women increasingly took over headship of families while men sought for paid employment. F The large European farms suffered acute shortage of labour as many Africans were unwilling to work on them. G It led to the introduction of the Kipande System enforced by the Native Registration Ordinances of 1915 and 1920, to prevent the African labourers from deserting their duties on European farms. H Taxes were imposed on Africans and were to be paid only in monetary form. This was meant to compel Africans seek for wage employment. I The reserving of the highlands for the whites only denied Indians access to agricultural land, compelling them to resort to businesses and residences in urban areas. J Loss of land led to bitterness and made Africans later to form political organizations to demand for their land spread of nation THE DEVONSHIRE WHITE PAPER. The Mandate of the League of Nations compelled Britain, just like any other colonial authority to institute reforms that would involve addressing African grievances. Governor Edward Northey who had given many concessions to the settlers was recalled to Britain in 1922. Other reforms that were instituted were; a Abandonment of Racial segregation policy in Kenya except in the highlands. B Allowing Asians to elect four members to the Legco, which was initially settlerdominated. This however was not done until 1933. In March 1923, settlers in a form of protest to these reforms sent a delegation to London to try to settle scores with the Secretary for Colonies, the Duke of Devonshire. The fundamental set of principles that were issued in this meeting are what came to be known as the Devonshire White Paper. Factors that led to the issuing of the Devonshire white paper. A The influence of The Dual Mandate . This was a book of the League of Nations that had regulations concerning colonial mandates. Britain was committed to the principle of trusteeship whereby she was interested on its African population than European settlement b The rise of race conflicts i.e. Africans versus European dominion and European versus Asian conflicts. The Indians were opposed to the privileged position of European settlers."}
{"text": "Britain was committed to the principle of trusteeship whereby she was interested on its African population than European settlement b The rise of race conflicts i.e. Africans versus European dominion and European versus Asian conflicts. The Indians were opposed to the privileged position of European settlers. C The banning of racial segregation .The decision by the colonial government to ban racial segregation apart from the white highlands only, disappointed the settlers who wanted the ban lifted hence they sent a delegation to London to see the colonial secretary. D The African general resentment. Their resentment was on land alienation, forced labour, taxation system, kipande system, low wages and no political representation. Terms of the Devonshire White Paper. A White highlands were reserved for European settlement only b Indians would be allowed to elect five members to LEGCO not on a common roll, but on a communal roll. C Racial segregation was abolished in all residential areas. Key notes for the teacher and students- Cheloti 2013 Page 58 d Restriction on Indian immigration was lifted e A nominated missionary was to represent African interests in the LEGCO. F The European Settlers demand for self government in Kenya was rejected. G African interests were declared paramount before those of immigrant races if there was a conflict. H The settlers were to maintain their representation in the LEGCO. I The Colonial Secretary was given mandate to exercise strict control over the affairs of the colony. Implications of the Devonshire white paper. The issuance of the paper left the Settlers, Asians and Africans more dissatisfied than ever before as follows; On the part of the settlers; a The Indian call for equality, to them, was unrealistic since they could not stomach the mixing of Oriental and Western cultures in Kenya. B Since European culture was superior, they felt that racial segregation was justified in all spheres. C To the settlers, instead of giving in the Indians grievances, they would rather give in to African demands since they had moral rights to protect African interests. D To them, the white highlands were primarily theirs and they had a legal claim over them. On the Asian part; a They wanted equality of all races instead of settler dominance in Kenya especially pertaining to settlement in the white highlands. B They opposed policies on residential segregation and restriction on their immigration. The government was inviting more settlers to check Indian immigration into Kenya by this time."}
{"text": "On the Asian part; a They wanted equality of all races instead of settler dominance in Kenya especially pertaining to settlement in the white highlands. B They opposed policies on residential segregation and restriction on their immigration. The government was inviting more settlers to check Indian immigration into Kenya by this time. C They wanted direct and adequate representation in the Legco based on a common roll free election not communal roll . D They objected separate taxation for Europeans and Indians and segregated education. The Devonshire White paper was therefore viewed as the product of the struggle between the Asians and the Europeans. The paper made the Asians join their African comrades in the struggle for freedom, especially in the trade Union Movement. Settler dominance In Kenyan affairs continued upto 1963 despite recommendations done in the white paper. Results of the Devonshire white paper. A The Devonshire white paper saved Kenya from becoming another Rhodesia or South Africa. The European demand for self-government was rejected. B In theory, settler s dominance was weakened but in practice, the white paper upheld the dominance of the settlers more than that of the Africans e.g. segregation in residential areas in towns continued, they dominated the economy because they retained the white highlands. C The paper did not satisfy the Asians since they did not gain access to the white highlands. D Although many Asians came to Kenya, the Asians did not achieve equality with Europeans through a Common Roll. The Indian congress refused to cooperate with the government; they declined to hold elections for the Legislative Council seats offered to them. No AsianKey notes for the teacher and students- Cheloti 2013 Page 59 seats, five in all were occupied until 1933. E Africans were to be represented by a nominated missionary, John Arthur, instead of representation by an African. For the first time, Africans were represented in the Legco. F The Devonshire White Paper Benefited the Africans by declaring recognizing Kenya as an African country where African interests should be paramount g It failed to resolve African land and labour grievances. H It sensitized the Africans on their plight leading to formation of political parties. URBANIZATION Towns that were already in existence before the advent of colonialism include Mombasa, Lamu and Malindi. Many other towns in the interior grew during the colonial period. Factors which led to the establishment of urban centres in Kenya during the colonial period. A Development of transport network."}
{"text": "Many other towns in the interior grew during the colonial period. Factors which led to the establishment of urban centres in Kenya during the colonial period. A Development of transport network. Construction of roads and the Uganda railway led to growth of some towns as transport terminus or along the transport lines e.g. Nairobi, Voi, Nakuru and Kisumu. B Growth of trade in the interior of Kenya. Most towns began as trading centres for Indian commercial entrepreneurs. E.g Machakos, Nakuru, Kisumu, Nairobi and Voi. C Development of administrative posts. The colonial government established administrative posts in various parts of the country. These posts later grew into urban centres. E.g Fort Hall, Embu, Kapsabet, Meru and Garissa. D Rural-urban migration. The movement to urban areas by African labourers from various parts of the country led to further growth of urban centres. E Development of agriculture. Settler farming led to growth of towns like Eldoret which began as agricultural collection centres f Development of Agro-based industries like flour mills, meat-processing plants and sawmills which attracted labourers from all parts of the country to be transformed into urban centres. G Development of mining activities. This stimulated development of industries in the mining areas leading to urban growth. E.g. Kakamega, Athi River and Magadi. Why Africans moved to urban areas in colonial Kenya. A The Urban centres had recreational facilities and social amenities which attracted the Africans, fed up with hardship conditions in the reserves. B The Africans expected Job opportunities with better wages in the towns where there were industries as compared to the rural areas. C Some Africans were escaping from forced labour and taxation. D The African entrepreneurs wanted to take advantage of the wider markets in the towns to escape poverty in the crowded reserves. Ways through which the colonial government controlled Africans migration to urban centers. A Taking headcount of those who were supposed to live in urban centres b Enacting strict rules about migration into urban centre c Creation of African reserves d Ensuring that only those who had specific activities to undertake in the urban centres lived there e Introduction of kipande system. Positive effects of urbanization during the colonial period. Key notes for the teacher and students- Cheloti 2013 Page 60 a It promoted interaction between people of diverse ethnic and racial backgrounds, who exchanged ideas and experiences."}
{"text": "A Taking headcount of those who were supposed to live in urban centres b Enacting strict rules about migration into urban centre c Creation of African reserves d Ensuring that only those who had specific activities to undertake in the urban centres lived there e Introduction of kipande system. Positive effects of urbanization during the colonial period. Key notes for the teacher and students- Cheloti 2013 Page 60 a It promoted interaction between people of diverse ethnic and racial backgrounds, who exchanged ideas and experiences. The centres became seedbeds of political activities that eventually culminated into the struggle for independence. B Urbanization promoted national integration and instilled a sense of nationhood among Kenyans as it watered down the differences and prejudices between communities. C The welfare associations formed by Africans in urban areas, like the Bara Association in Mombasa for all hinterland people, united them for a common cause by lessening ethnic hostilities. D Through sporting and cultural activities that took place in towns, relationships between different ethnic groups and races were cemented. E Many Africans benefitted from the numerous employment opportunities as shoe shiners and repairers, charcoal sellers, hawking in industries and in European homes. F Due to the Abundance of labour and raw materials, industries in urban areas expanded further. Negative effects of urbanization during the colonial period in Kenya. A There were inadequate housing facilities to meet the demands of the people. This led to overcrowding especially in slums shanties led to the outbreak of diseases. Lack of planning of housing led to poor drainage and sanitation facilities. B Africans in urban areas were subjected to racial discrimination. The social services provided to the Africans were inadequate and of poor quality. Even houses in towns were occupied according to the various racial groups, with Europeans enjoying the best facilities. C Increased population in urban centres led to serious water shortages. D Establishment of industries in urban centres led to pollution of the environment, which affected the health of the inhabitants. E There was rampant unemployment as urban centres could not cope with the large influx of labourers and increased competition for the available jobs f Many unemployed people in urban areas got involved in social vices crimes such as drug abuse, alcoholism and promiscuity, due to desperation and poverty. G Africans working in urban centres received low wages with employers taking advantage of the high supply of labour, which affected their standards of living."}
{"text": "D Establishment of industries in urban centres led to pollution of the environment, which affected the health of the inhabitants. E There was rampant unemployment as urban centres could not cope with the large influx of labourers and increased competition for the available jobs f Many unemployed people in urban areas got involved in social vices crimes such as drug abuse, alcoholism and promiscuity, due to desperation and poverty. G Africans working in urban centres received low wages with employers taking advantage of the high supply of labour, which affected their standards of living. H The mass rural-urban migration brought about intensification of migration regulations to control the numbers of African migrants. The Kipande system became stricter. I Economic activities in the rural areas were disrupted by the absence of men who had moved to urban areas. Women took up men s roles. EDUCATION AND HEALTH Education. Formal education in colonial Kenya was provided by four groups; The Christian Missionaries. The Colonial government through local councils. The Africans themselves. Community organizations Asians Major milestones in the development of education in Kenya during the colonial period. Initially, the provision of education was the preserve of the missionaries. For example, the Church Missionary Society CMS pioneered by setting up a school at Rabai in 1844 and anotherKey notes for the teacher and students- Cheloti 2013 Page 61 in Mombasa in 1873. Features of Missionary education a It was elementary. The subjects taught included religion, writing, reading, reading, hygiene and arithmetic. B It was industrial and technical in approach, aiming at training Africans to be carpenters, masons, agricultural assistants and shoe repairers. C It was denominational and aimed at inculcating doctrines of a particular church in the learners. Objectives of Missionary education. A To impart in the Africans Agricultural Skills in order to promote settler farming. B To give the Africans basic technical skills to improve their industrial knowledge. C To train some Africans as Catechists to enhance the spread of Christianity. D To offer Africans basic literacy and numeracy to read the bible and do simple arithmetic. Education development in Kenya in the period between 1904 and 1963 was facilitated by the following factors; 1 The WWI ex-soldiers experiences which convinced them of the advantage of higher education. 2 Increase in African nationalism that demanded for better education for Africans."}
{"text": "D To offer Africans basic literacy and numeracy to read the bible and do simple arithmetic. Education development in Kenya in the period between 1904 and 1963 was facilitated by the following factors; 1 The WWI ex-soldiers experiences which convinced them of the advantage of higher education. 2 Increase in African nationalism that demanded for better education for Africans. 3 The need to produce better and more skilled manpower for the future independent Kenya. 4 Primary education had produced qualified children who needed higher education. In 1911, the colonial government agreed to share the burden of providing education to Africans with the missionaries. In 1913, the first Government African School was started at Machakos. It became a centre for Technical and Teacher training. In 1918, the education commission made the following far-reaching recommendations to the government in line with the Fraser Commission report of 1908 which had recommended a racially segregated system of education; a Provision of technical education to Africans. B Maintenance of racially segregated Schools. C More cooperation between the colonial government and the missionaries. D Appeals for grants-in-aid for mission schools. In 1924, a commission came to Kenya the Phelps Stokes Commission to look into the education situation. It recommended that Africans should receive Practical AgriculturalOriented Education suitable for rural areas. Other recommendations included; a That there should be a uniform system of education in all government and missionary schools. B That sufficient training for teachers and related personnel should be enhanced by establishing colleges. C That schools should be built in the rural areas. This was done through the education ordinance of 1924. Due to its recommendations, the Native Industrial Training Centre was built at Kabete in 1924 and Jeanes School, Kabete 1925 for offering technical and industrial education. Other schools were started later at Kapsabet, Kajiado, Tambach, Kitui, Kwale, Kabianga and Kapenguria. The 1924 Education Ordinance created an advisory committee on African education. TheKey notes for the teacher and students- Cheloti 2013 Page 62 representation to the committee was missionaries, colonial officials and settlers. The same year, more schools were built with the assistance of the newly formed Local Native Councils. In 1931, another Education Ordinance helped in the establishment of Kakamega GAS In 1932, Kisii GAS in 1934, and Kabianga."}
{"text": "In 1949, the Beecher Committee was instituted to look into African education From 1961, Asian and African pupils begun to join European schools. Provision of elementary education by Africans was pioneered by John Owalo of the Nomiya Luo Mission in 1910. University Education. Africans in Kenya got opportunity for university education at Makerere which was established in 1922 initially as a technical college and became an affiliate of the university of London on 1949.. In 1954, the Royal Technical College, Nairobi began to offer higher education and became an affiliate of the university of London in 1959 to offer the first degree courses in 1961 when it became known as the royal college. Community based education. This was done mainly by Asian families of Ismaili and Arya Samaj for the Indian traders in urban areas. Allidina Visram, A wealthy man, also established centres of higher education. African Role in educational provision. Africans began their own schools for the following reasons; a They wanted to protect certain cultural practices like feral circumcision and polygamy. Key notes for the teacher and students- Cheloti 2013 Page 63 b They wanted to access higher education, since the government and missionaries were only offering them technical and industrial education, so that to be able to compete for the white-collar jobs with other races. C They would also use the schools as a forum to air their grievances and to create political awareness in their community. The Nomiya Luo Mission built several schools in Nyanza between 1908 and 1910. Other schools were built in Gem-Luanda region between 1913 and 1918 and in central Kenya in 1923 in Kiambu. In 1934, the Kikuyu Independent Schools Association KISA and the Kikuyu Karinga Education Association founded more schools In 1938, Githunguri Teacher Training College had been established under Mbiyu Koinange. Health. Developments in provision of health services in colonial Kenya. Initially, just like in the case of education, the Christian missionaries were concerned with provision of health services in colonial Kenya. The colonial government was majorly concerned with eradication of plague, malaria and sleeping disease which the Pioneer European settlers suffered from. Preventive medicine was later introduced to help stop various infections of killer diseases."}
{"text": "Initially, just like in the case of education, the Christian missionaries were concerned with provision of health services in colonial Kenya. The colonial government was majorly concerned with eradication of plague, malaria and sleeping disease which the Pioneer European settlers suffered from. Preventive medicine was later introduced to help stop various infections of killer diseases. The Church of Scotland Mission and the Church Missionary Society soon opened medical facilities in Kikuyu 1902 , Kaimosi 1903 , Kaloleni 1904 and Maseno 1905 . Dr, Arthur, a missionary and pioneer doctor, put up the Thogoto Mission Hospital in 1907 and the facility exists prominently upto today as the Kikuyu Eye Unit Hospital and Kikuyu Rehabilitation Centre. Objectives of the Health centres. A To eradicate diseases such as smallpox, malaria and sleeping sickness. B To train medical personnel to handle western medicine. C To improve health and hygiene for Africans and Asians in towns where they lived in overcrowded areas lacking in sanitary facilities. Africans began being trained in the provision of emergence health services during the first war. The East African Medical Corps was formed . Between 1919 1922, missionaries began to train Africans as Medical Dressers and Dispensers. After the opening of the Alliance medical college in 1920 and the establishment of a Medical training centre under the Nurses and Midwives Ordinance many African school leavers trained as laboratory and pharmacy assistants. A Public Health Ordinance was passed in 1921 giving the Medical Department powers to institute measures for the control of malaria and prevent communicable diseases. As a follow up to the 1921 Ordinance, new health units were established in the four different African reserves. The Rural Dispensary System was established to supplement the missionary efforts in provision of healthcare. Health centres were built in rural areas as part of the colonial government efforts to improve health facilities. After 1945, the Development and Research Authority DARA gave 47,000 sterling pounds for health care and improvement of health services. In 1949, the Bureau of Medical Research was set up as an agency of the East African HighKey notes for the teacher and students- Cheloti 2013 Page 64 Commission. In 1950 King George IV hospital today the Kenyatta National Hospital was started as a hospital for Africans and in 1951, it started training female nurses."}
{"text": "After 1945, the Development and Research Authority DARA gave 47,000 sterling pounds for health care and improvement of health services. In 1949, the Bureau of Medical Research was set up as an agency of the East African HighKey notes for the teacher and students- Cheloti 2013 Page 64 Commission. In 1950 King George IV hospital today the Kenyatta National Hospital was started as a hospital for Africans and in 1951, it started training female nurses. By 1962, there were over 100 rural health centres in the country. Role of Africans in Health Provision. Africans were more pre-occupied with superstitions and over-reliance on traditional medicine which negated their participation in provision healthcare.. The traditional medicinemen were dismissed by missionaries despite their wealthy knowledge on herbal Medicine. Today, many people rely on traditional herbalists to compliment healthcare provision. POLITICAL DEVELOPMENTS AND STRUGGLE FOR INDEPENDENCE IN KENYA 1919-1963 Early Political Organizations In Kenya Upto 1939. African participation in the First World War contributed to rapid political developments in Kenya in the following ways; a When many African from different communities and countries met, they realized that they shared numerous interests and problems which necessitated political unity. B The Africans disapproval of the Whiteman s immortality during the war, as he could also get wounded, die and suffer like them. This motivated them to strive for equal rights when they came back. C The introduction of many unfair measures after the war made their lives difficult. For example, governor Northey introduced the Soldier settlement scheme in 1919 to settle British ex-soldiers while African ex-soldiers got a raw deal. Other factors for the rise of early political organizations included; a The introduction of the Kipande system in 1920 which was used to force Africans to provide labour for the European settlers. B The replacement of the Indian Rupee with the shilling in 1921 meant that those in possession of the rupee had valueless money at a short notice. C The reduction of African wages and the increase in hut tax and poll tax in 1920 from 10 to 16 shillings. D The change of status of Kenya from a protectorate to a colony in 1920 which dawned on the Africans that the Whiteman was here to stay unless this move was fought."}
{"text": "B The replacement of the Indian Rupee with the shilling in 1921 meant that those in possession of the rupee had valueless money at a short notice. C The reduction of African wages and the increase in hut tax and poll tax in 1920 from 10 to 16 shillings. D The change of status of Kenya from a protectorate to a colony in 1920 which dawned on the Africans that the Whiteman was here to stay unless this move was fought. Kikuyu Association This was the first political organization in Kenya. It was founded in 1920 by Loyalist Kikuyu chiefs, concerned about the continued grabbing of African land for European settlement. They also complained about the planned reduction of African wages after the replacement of the rupee with the shilling, the kipande system which they equated to slavery. The patron was Paramount Chief Kinyanjui wa Gathirimu and Chief Koinange wa Mbiyu was the president. The secretary was I.M.Ishmael. Other members were Josiah Njonjo, Philip Karanja, Mathew Njoroge and Waweru wa Mahui. The Association, being made of loyalist chiefs, was never aggressive in its demands. The members therefore failed to get any meaningful concessions from the government. Later, Harry Thuku and Abdalla Tairara joined the association together with other Christian converts who were labourers, colonial house servants and clerks in Nairobi and central Kenya. When Thuku tried to introduce radicalism in the Association, he was forced to decamp on 7thKey notes for the teacher and students- Cheloti 2013 Page 65 June 1921 and founded the Young Kikuyu Association. The East African Association. It began off as Young Kikuyu Association YKA in 1921 having been inspired by the Young Buganda Association in Uganda. Its founders included Harry Thuku, Abdalla Tairara, Mwalimu Hamisi and Muhamed Sheikh. Harry Thuku, the leading founder of this association was a mission educated elite who was working as a telephone operator in Nairobi. He became dissatisfied with the nonaggressiveness of the Kikuyu Association which was dominated by loyalist chiefs, in pressing the colonial government for Africans demands. YKA being very aggressive demanded; The return of African land. Better working conditions for Africans."}
{"text": "He became dissatisfied with the nonaggressiveness of the Kikuyu Association which was dominated by loyalist chiefs, in pressing the colonial government for Africans demands. YKA being very aggressive demanded; The return of African land. Better working conditions for Africans. Reduction of taxes. Withdrawal of Kipande system which had been introduced in 1920. Increase in wages. YKA incorporated other ethnic community members thus necessitating it to change the name to the East African Association in July 1921. The officials included Harry Thuku Chairman George Samuel Okoth, Abdalla Tairara, Kibwana Kambo, Jesse Kang ethe, Z. K. Sentongo from Uganda, Maitei ole Mootian, Molanket ole Sempele from Tanzania, James Mwanthi and Muhamed Sheikh. EAA became a very popular association in the 1920s attracting huge crowd in its meetings. Grievances of the East African Association They were demanding for the removal of the status of Kenya as a colonial territory. They were demanding for a common roll for all in the legislative council elections. They wanted the return of the alienated land, back to African owners. They were opposed to forced labour. They wanted more educational facilities and opportunities for Africans. They were demanding that all labour in urban areas be paid fair wages. They wanted the compulsory selling of cattle be stopped. Removal of Kipande System. Protested European domination of government. Wanted hut tax that was exclusively paid by Africans abolished. Due to the radical approach that was adopted by Harry Thuku, the colonial Governor had him arrested on 15th March 1922 and detained at the Kingsway Police Station now Nairobi Central Police Station . On 16th March 1922, a Kikuyu Woman, Muthoni Nyanjiru, challenged the African men to violence demanding the release of Thuku. More than 21 people including Muthoni Nyanjiru, were killed when the police opened fire on the over 1000 people who were surging forward. Harry Thuku was deported to Kisimayu. His colleagues Waiganjo and Mugekenji were banished to Lamu as EAA was banned. Consequences of Harry Thuku s arrest."}
{"text": "Harry Thuku was deported to Kisimayu. His colleagues Waiganjo and Mugekenji were banished to Lamu as EAA was banned. Consequences of Harry Thuku s arrest. A The political parties that succeeded the EAA continued using even more radical approach when they realized that the colonial government was determined to continue using Iron Rule in Kenya. Key notes for the teacher and students- Cheloti 2013 Page 66 b Governor Edward Northey was recalled to London by the then Colonial Secretary, Sir Winston Churchill due to the way he mishandled the Thuku affair. C The colonial government did not allow formation of any other countrywide political Associations among Africans until 1945. D Thuku became the undisputed flag-bearer of Kenyan Nationalism prior to formation of later political parties. The kikuyu central association. When EAA was banned, its former officials Joseph Kang ethe and Jesse Kariuki founded the Kikuyu central Association. It was formed in 1924 at Kahuhia, Fort Hall with Kang ethe becoming the president and Henry Gichuru, secretary. Job Muchuchu Treasurer , James Beauttah secretary-general and Jesse Kariuki vice-president . All these were extremist politicians whose activities were closely monitored by the government. Grievances of the Kikuyu Central Association. They were demanding for the removal of the 1915 Crown Land Ordinance that made Africans mere tenants and not real owners of their land. They were demanding for African representation in the Legislative Council. They were opposed to forced labour. They wanted free primary education as opposed to the colonial education system. Establishment of a secondary school, training facility for hospital workers and a school for girls. Removal of kipande system. They demanded that all colonial laws be translated into Gikuyu Language so that all members of the community could understand them. They demanded for the appointment of a well-educated Paramount Chief elected by the majority of the Agikuyu. Wanted hut tax abolished and other taxes reduced They advocated for the growing of coffee and other cash crops by Africans. To work towards the restoration of alienated African land. To pressurize the colonial government to abolish racial segregation. Respect of African culture customs e.g. Circumcision polygamy Agitating release of political prisoners e.g. Harry Thuku."}
{"text": "Respect of African culture customs e.g. Circumcision polygamy Agitating release of political prisoners e.g. Harry Thuku. By 1925, KCA had attracted membership from all large urban centres in Kenya and the Kikuyu squatters in the Rift Valley. They presented their demands to Governor Grigg when he visited Fort Hall in 1925. In 1927, KCA relocated its headquarters from Murang a to Nairobi in order to link up with other Kenyan elites. In 1928, Jomo Kenyatta became its Secretary- General, taking over from James Beauttah who had been transferred from Nairobi in an act of sabotage by the government. Kenyatta started the Association newspaper, Muigwithania which was instrumental in reviving the cultural values of the Agikuyu. When the Hilton Young Commission was formed in 1927 to look into the question of the federation of Kenya, Uganda and Tanganyika, KCA through Jomo Kenyatta presented the following demands to it; Introduction of free primary education for Africans. Key notes for the teacher and students- Cheloti 2013 Page 67 Provision of secondary and higher education for Africans. Abolition of kipande system Appointment of Africans to LEGCO Release of Harry Thuku Giving of Title Deeds to Africans as a guarantee against any further land alienation. Rejection of the proposed East Africa Federation KCA championed female circumcision arguing that it was a beautiful cultural practice which eradicated prostitution in the community. When the Church of Scotland Mission, African inland Mission and CMS expelled all sympathizers with the practice from their missions, KCA responded by leading the pack in the beginning of independent schools and churches. KCA sent Jomo Kenyatta, accompanied by Parmenas Mukiri, to present Agikuyu grievances in 1929 to the colonial office in London. It also helped kikuyu elders in preparing evidence to the Kenya Land Commission in 1931. Rivalry for power within the KCA between 1931 and 1938 nearly rocked the association. The Association was banned in 1940 alongside others. Kavirondo Tax Payers and Welfare Association. It started as Young Kavirondo Association YKA in December 1921 at a Baraza held in Ludha, central Nyanza, by mission educated Luo and Luhyia men."}
{"text": "The Association was banned in 1940 alongside others. Kavirondo Tax Payers and Welfare Association. It started as Young Kavirondo Association YKA in December 1921 at a Baraza held in Ludha, central Nyanza, by mission educated Luo and Luhyia men. The meeting was meant to discuss issues affecting African communities. The official of the Association were Jonathan Okwiri chairman , Simon Nyende Treasurer , Benjamin Owuor secretary , Rueben Omulo, Ezekiel Apindi, George Samuel Okoth, Mathayo Otieno, Joel Omino and Jolmeo Okaka. The demands of the YKA included; They were demanding for addressing of the problem of change of the status of Kenya from a protectorate to colonial territory. Demanded for a government school to be built in central Nyanza. Demanded for a self- government for nyanza province with a separate legislative council and an elected African president. They were opposed to forced labour and labour camps. An end to land alienation. Creation of the position of paramount chief for central and southern Nyanza, just like Mumias was for northern Nyanza. Removal of Kipande System. Demanded to be given title deeds for their land. Wanted hut tax removed. The advocated for better wages. The members presented their demands to the Nyanza PC in May 1922 and met governor Northey in Kisumu in July 1922 at Nyahera in Kisumu. The governor agreed to authorize the closing down of labour camps and reduce taxation. However, the revocation of the Crown Colony Status was out of question. In 1923, however, government, alarmed by the mobilization level of YKA in Nyanza, compromised its leadership and Jonathan Okwiri handed over chairmanship to Archdeacon Owen fearing the banning of the association the way EAA had been. Under Owen YKA changed its name to KTWA with its emphasis shifting from politicalKey notes for the teacher and students- Cheloti 2013 Page 68 grievances to social grievances focusing on killing rats, digging latrines and keeping compounds clean. It also adopted the use of written memoranda in expressing their grievances. All Nyanza chiefs became Vice-presidents of the association under its new constitution."}
{"text": "Under Owen YKA changed its name to KTWA with its emphasis shifting from politicalKey notes for the teacher and students- Cheloti 2013 Page 68 grievances to social grievances focusing on killing rats, digging latrines and keeping compounds clean. It also adopted the use of written memoranda in expressing their grievances. All Nyanza chiefs became Vice-presidents of the association under its new constitution. In 1931, the association split up into Luo and Luyia Factions due to disagreements. The Abaluhyia faction formed the North Kavirondo Central Association that had close links with the KCA. It was formed with the objective of stopping any further land alienation for European use without compensation, especially after the 1930s Kakamega Gold rush. By 1944, many of the top leaders of the KTWA had been co-opted into the colonial administration with Okwiri becoming a chief. Benjamin Owuor, Nyende and Okwiri were made members of the LNC in central Nyanza. KWTA was therefore weakened and became extinct in 1944. Ukamba Members Association UMA was formed in 1938 by Samuel Muindi Mbingu Chairman , Elijah Kavula Vice-chairman , Isaac Mwalozi secretary and Simon Kioko treasurer as an association of the Akamba of the eastern part of Kenya. The leaders who founded this association were closely associated with East African Association of Harry Thuku. For example, James Mwanthi, Ali Kilonzi and Muhamed Sheikh. Reasons for the formation of Ukamba Members Association a The Akamba wanted to fight against land alienation for European ranchers causing shortage of land for grazing. B To oppose the colonial policy of de-stocking who argued that overstocking was responsible for soil erosion in Kitui and Machakos regions. In 1936, the Liebigs Group established a meat processing plant to effect the de-stocking policy. C To oppose heavy taxation. D To represent the Akamba people s interests. E To fight for the Akamba rights and freedoms They wrote memorandum to the colonial government with the assistance of Asian lawyers. It mobilized people to fight for their rights through meetings and signing of petitions. They got support from KCA and the Asian representative to the Legco, Isher Das."}
{"text": "E To fight for the Akamba rights and freedoms They wrote memorandum to the colonial government with the assistance of Asian lawyers. It mobilized people to fight for their rights through meetings and signing of petitions. They got support from KCA and the Asian representative to the Legco, Isher Das. The association used Muigwithania journal of KCA to advance their cause. O 28th July 1938, UMA members including women and children demonstrated and marched to Nairobi with their cattle to seek audience with the governor over destocking and grazing policies. They staged a sit in Nairobi for 6 weeks led by Muindi Mbingu until the governor conceded to their demands at a meeting in Machakos. However, their leader, Muindi Mbingu was arrested in September 1938 and deported to Lamu until 1946. The Association was banned at the beginning of World War II. Problems that faced UMA in its operations. A The colonial government had a negative attitude towards the activities of the association. This discouraged open participation. B Arrest of their leader Muindi Mbingu and his deportation to Lamu demoralized the movement. C The Association alongside others was banned, with the World War II looming. Coast Africa AssociationKey notes for the teacher and students- Cheloti 2013 Page 69 The Association was formed in 1943 with Noah Mwana Sele as president, Muhamed bin Mwichande as vice president, E.W. Timothy as secretary General and H.G.Banks as honorary treasurer. Other officials were Muhamed bin Omar, Enoch Benjamin and H. Harrison. Demands of Coast Africa Association. A The demanded for improved education and the general welfare of Africans in the coastal region b The elevation of Shimo la Tewa to a high school. C The establishment of evening classes in the region so as to give African adults a chance to pursue basic western education. D to protest inadequate healthcare services for the Africans. E They were demanding for appointment of Africans as administrators. F They demanded that tax collected from African drinks be used to develop African rural areas. G They demanded for the revocation of allocation of Mijikenda land to Asians and Arabs. H They demanded for African representation of Coast region in the LEGCO in 1947."}
{"text": "F They demanded that tax collected from African drinks be used to develop African rural areas. G They demanded for the revocation of allocation of Mijikenda land to Asians and Arabs. H They demanded for African representation of Coast region in the LEGCO in 1947. Unlike other Associations CAA did not present their grievances in political meetings bur instead used written memoranda and also their newspaper, the Coast African Express whose editor wads Elkana Young. This explains why the association existed while others had been banned. In 1955 however, the association began to disintegrate due to the following reasons; a The departure of their leaders Francis Khamisi and Ronald Ngala who joined the Mombasa African democratic union and the LEGCO. B Leadership wrangles based on ethnic consideration. C Shortage of funds to run the activities of the association. It succeeded in achieving elevation of Shimo la Tewa school into a high school and a Legco position for the Mijikenda. Taita hills Association It was formed on 22nd June 1939, being modeled on the KCA and UMA styles. Its objectives were; To achieve equal political status with whites and Asians. To help the Taita community to advance. To protest the destocking policy. Most of the fertile land of the community had been occupied by European settlers who were growing coffee on it. Oppose the plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. They were opposed to the kipande system and forced labour. The Europeans forced the Wataita to work on coffee plantations and ferry the coffee over long distances for low wages. The pioneer founder of the Association was Daniel Mapinga, a young catechist, who began mobilizing the Wataita against oppressive measures used by the colonial government. Unfortunately he died in 1837. In 1939, Woresho Kolandi Mengo, Jimmy Mwambichi and Paul Chumbo took over his course and established THA with the help of KCA leadership. Achievements. A The association succeeded in stopping the government s plan to relocate the Wada WidaKey notes for the teacher and students- Cheloti 2013 Page 70 people from Taita hills to Samburu to create room for settlers. B The colonial government stopped the de-stocking plan among the Wataita."}
{"text": "Achievements. A The association succeeded in stopping the government s plan to relocate the Wada WidaKey notes for the teacher and students- Cheloti 2013 Page 70 people from Taita hills to Samburu to create room for settlers. B The colonial government stopped the de-stocking plan among the Wataita. C The government revised the Taita reserve boundaries and reduced the land initially carved for European settlers. Problems experienced. A It failed to attract prominent personalities I Tata. B It lacked support of all the African groups in the region. For example the Wataveta and Wagisiga were reluctant to join THA. C The association was banned alongside others in May 1940. D Their leader Mwambichi was deported after being arrested. Problems faced by early political organizations. A Their members were subjected to harassment by the colonial government, especially arresting and dispersing demonstrators. B The organizations were demoralized through the deportation of the leaders like Thuku EAA . Muindi Mbingu UMA and Mwambichi THA . C The associations experienced political wrangles between members as witnessed in KCA between 1931 1nd 1839 and CAA upon departure of its tow key leaders. D Many of the leaders of the organizations had little experience in running political parties and therefore mismanaged their offices. E The organizations were faced with financial inadequacy. Many Africans were experiencing financial problems due to land alienation, taxation and poor working conditions and therefore could not adequately contribute to the associations. F There was a lot of disunity since most organizations were ethnic-based Features of the political associations formed in Kenya before 1939 a They lacked a national outlook since they were ethnic tribal based oriented urban based . Most of them were confined to one or two ethnic communities except EAA. B Most of them received material and moral support from the Asians c Mission-Educated African young men led them. For example, Harry Thuku, Okwiri and Mwambichi. D They were formed in response to socio-economic and land problems of various ethnic groups. E They all agitated for an end to European exploitation and oppression rather than demand for political independence. F Most of them did not attract large membership due to their ethnic tendency. G They were non-militant and tended to be moderate and their demanded."}
{"text": "E They all agitated for an end to European exploitation and oppression rather than demand for political independence. F Most of them did not attract large membership due to their ethnic tendency. G They were non-militant and tended to be moderate and their demanded. H They were characterized by squabbles over leadership. Achievements of early political parties. A They provided political education to the African communities through their political rallies. B They communicated the communities feelings to the colonial government through publications, memoranda or speeches. C They defended the African cultures against further erosion by the European missionaries. For example KCA defended female circumcision among agikuyu. D They re-awakened the masses by making them conscious of the political situation in the country. Key notes for the teacher and students- Cheloti 2013 Page 71 d Some succeeded in to stop further land alienation by restraining the Europeans from displacing the Africans to the reserves. For example THA succeeded in stopping the government s plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. E The played the role of trade Unionism by fighting for the welfare of the workers in the absence of formal trade unions. F They publicized Africans grievances to the international community. For Example, the role played by Jomo Kenyatta on behalf of KCA. G They pioneered in the growth of nationalism by forging inter-community relations in the struggle for independence. EMERGENCE OF INDEPENDENT CHURCHES AND SCHOOLS MOVEMENT IN KENYA. This was an expression of African protest against European interference with traditional African economic and political organization. Reasons why independent churches and schools emerged in Kenya. A The desire by majority of Africans to retain their cultural values while at the same time c converting to Christianity. Many were unhappy with the western influence of Christian missionaries who taught against traditional customs. B Africans were unhappy with the 3Rs style of education in mission schools which only prepared them for low positions in government or employment on European farms and homes. They desired to be equal to Europeans and Asians. C Independent schools emerged as a reaction against colonial domination and exploitation in terms of taxation, kipande, forced labour and racial discrimination. D Africans desired leadership in their own churches instead of being led by European missionaries whom they viewed as agents of colonialism."}
{"text": "They desired to be equal to Europeans and Asians. C Independent schools emerged as a reaction against colonial domination and exploitation in terms of taxation, kipande, forced labour and racial discrimination. D Africans desired leadership in their own churches instead of being led by European missionaries whom they viewed as agents of colonialism. E The role played by Africans like John Owalo and Elijah Masinde who claimed to have received divine calls to begin independent churches. F Some Africans felt dissatisfied with the interpretation of the scriptures. The Holy Spirit Church, for example, broke away on this account. G Some churches were formed to allow Africans to express their Christianity freely through dancing, singing and drum beating which many mission churches did not accommodate. H Characteristics of independent churches and schools. Characteristics of independent churches and schools. A All of them accommodated African cultural values. B Both churches and schools valued Christianity and western education but were against the westernizing influence by missionaries. C Africans held positions of leadership in the churches and schools. D Most Churches and schools worked closely with the African political association. The independent churches movement in Nyanza. John Owalo is credited for leading in the establishment of independent churches in nyanza. He stared as a Roman Catholic, then joined the Church of Scotland mission CSM at Kikuyu before moving to the CMS first in Nairobi, then defected to Maseno. The reason why Owalo suffered from denominational defection is because he was seeking for a mission church that accommodated African cultural values and where Africans could be given a say I terms of leadership and worship. Key notes for the teacher and students- Cheloti 2013 Page 72 In 1907, Owalo claimed to have received a direct call from God with instructions to begin his own church. Though CMS at Maseno dismissed him as a lunatic , the colonial authority Nyanza PC John Ainsworth granted Owalo permission to start his own mission. In 1910, he founded the Nomiya Luo Church, which became the first independent church in Kenya. Owalo proclaimed himself as a prophet equating similar to Jesus. Other independent churches in Nyanza included; 1 Dini ya Roho Holy Spirit Church founded among the Luhyia in 1927 as a breakaway from the Friends African Mission."}
{"text": "In 1910, he founded the Nomiya Luo Church, which became the first independent church in Kenya. Owalo proclaimed himself as a prophet equating similar to Jesus. Other independent churches in Nyanza included; 1 Dini ya Roho Holy Spirit Church founded among the Luhyia in 1927 as a breakaway from the Friends African Mission. The members claimed to speak in tongues and believed in baptism by the holy spirit , 2 Joroho church founded by Alfayo Odongo Mango in 1932 among the Luo. It was similar to Dini ya Roho. 3 The Christian Universal Evangelical Union founded in 1938 In Siaya by Ismael Noo, a school teacher linked to the Anglican Church at Maseno. He began off as one of the leaders of the revival movement at Maseno, which emphasized salvation by the blood of Jesus and public confession of sin. His movement insisted that men and women should have sexual intercourse since they were saved. His church attracted many women and soon he was accused of infidelity with peoples wives. He officially broke away from the Anglican Church at a convention at Nyabondo in Nyakach to establish the Christian Evangelical Union. The church is currently known as the Christian Evangelical Church, having changed its name in 1965. The independent churches and schools movement in central Kenya Due to its proximity to Nairobi, the seat of colonial administration, central Kenya experienced the presence of white settlers more than any other region in Kenya. The schools established by the so many missionary groups in the region only aimed at imparting basic literacy and numeracy skills to African converts. As the evangelized, the missionary groups condemned many traditional African practices and values like polygamy, consumption of traditional brews and female circumcision. It is behind this backdrop that independent churches and schools emerged in central Kenya. Kikuyu Independent schools. Kikuyu elders out of the desire for western education for their children, without necessarily being Europeanized, set up independent schools. In 1913, a Kikuyu elder, Mukunga wa Njehu, donated land at Gaithieko, Kiambu where the first independent school In central kenya was built. In 1925, another school had been built and registered at Githunguri."}
{"text": "Kikuyu elders out of the desire for western education for their children, without necessarily being Europeanized, set up independent schools. In 1913, a Kikuyu elder, Mukunga wa Njehu, donated land at Gaithieko, Kiambu where the first independent school In central kenya was built. In 1925, another school had been built and registered at Githunguri. The independent Schools Movement emerged in the 1920s as a result of the expulsion from mission schools of the children of the supporters of female circumcision. The two bodies that emerged as a consequence were Kikuyu Independent Schools Association KISA and the Kikuyu Karinga Educational Association KKEA The Kikuyu Independent Schools Association. The Body was closely associated with the Independent Pentecostal Church and was predominantly in Murang a, Nyeri and Embu. Following a showdown over female circumcision, the kikuyu elders got permission from the DC to build a prayer House around Gituamba on land donated by two elders, Kagere Gatundu and Gathai Gachohi of Thiru sub-location. Key notes for the teacher and students- Cheloti 2013 Page 73 Between 1929 and 1932, a school was set up at the church. This success inspired the emergence of similar churches and schools in Mariira, Kahiti and Gakarara in Kandara, Murang a. In 1934, KISA was established to coordinate the efficient running of these schools with its leaders including Daudi Maina Kiragu, Musa Muriithi, Hezekiah Gachui, Peter Gathecha and Johana Njoroge. The Association had the responsibility of establishing more schools and maintaining them as well as mobilizing funds for teacher training programmes. Their activities got the support of the colonial authorities which even permitted establishment of more schools that must be registered at the DO s office. By 1935, KISA had established 34 independent schools with an enrolment of 2,518 pupils. Similar schools emerged in the Rift Valley among the kikuyu squatters. Challenges encountered by KISA. A There were inadequate funds to support the large number of pupils and schools. B Many teachers were untrained. C Many of the KISA leaders lacked proper management skills. D Mission schools fought the efforts of KISA leaders."}
{"text": "B Many teachers were untrained. C Many of the KISA leaders lacked proper management skills. D Mission schools fought the efforts of KISA leaders. E There were disagreements among KISA leaders where some demanded for money for the land they had donated for the schools. The independent churches also suffered from lack of ordained ministers. This problem was solved when KCA invited the Most Reverend William Alexander, the Archbishop of the African Orthodox Church in South Africa in 1935, who established a seminary at Gituamba and ordained Daudi Maina Kiragu, Philip Kiande and Harrison Gachukia Kimanga as Ministers. In 1937 after Archbishop Alexander had left, Daudi Maina Kiragu and Harrison Gachukia Kimanga broke away and formed the African Independent Pentecostal Church which they claimed was independent from external influence. In 1938, KISA named their church the Independent Pentecostal Church. By 1952, at the time of its banning, KISA had 168 schools with an enrolment of 60,000 pupils in central Kenya and rift valley. Kikuyu Karinga Educational Association. The association emerged out of a split at the Gituamba between the Murang a group and the Kiambu members who were radical and were more closely associated with KCA. The term Karinga means pure implying unpolluted kikuyu customs and values. KKEA was opposed to all forms of cooperation with either the missionaries or the colonial authority. By 1940, it had established 12 schools in Kiambu and 11 in the rift valley. By 1952, it had established schools at Moshi and Arusha in Tanganyika. It established its own church in 1952 the African Orthodox Church of Kenya , relying on church ministers trained at Gituamba seminary. It was led by Arthur Gathuna and Philip Kiande The Association was banned in 1952 after declaration of a State of Emergency. In 1939, the Kenya Teachers Training College was established at Githunguri, Kiambu, to train teachers for the independent schools. Mbiyu Koinange was the first principal. It was closed in 1952 alongside other independent schools. Problems faced by independent churches and schools."}
{"text": "Mbiyu Koinange was the first principal. It was closed in 1952 alongside other independent schools. Problems faced by independent churches and schools. A Poor leadership as many churches and schools were led by people without anyKey notes for the teacher and students- Cheloti 2013 Page 74 management experience. Many of them lacked trained personnel who could run them efficiently. B They faced a lot of hostility from the colonial government and missionaries who constantly harassed them. C Ideological differences among their leaders on which name to adopt. There were also many leadership squabbles as all founders wanted to be recognized. D The schools were forced to follow the official syllabus and become members of the District Education Board. E The independent churches and schools competed with mission churches and schools for followers with the later declaring war on certain African practices POLITICAL ORGANIZATIONS AND MOVEMENTS AFTER 1945. Factors that hastened political development in Kenya after 1945. A The Acquisition of western education by many Africans by 1945 which enabled them to articulate their grievances more forcefully and to understand political developments outside Kenya. B The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. Moreover, the colonial government failed to reward African ex-soldiers to embitter them more. C The change of government from Conservative to Labour Party in Britain in 1946 stimulated a new attitude in Britain towards decolonization. Africans in Kenya took advantage of this attitude. D The granting of independence to India and Pakistan in 1947 aroused great confidence among Africans in Kenya to also clamour for their own independence. E The rise of Pan-Africanism in Africa after the 1945 Manchester conference contributed to the new demands for political independence in Kenya. F The formation of the UNO and the pressure it exerted on the European powers to decolonize helped the Kenyans in their course. G The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. H The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination."}
{"text": "G The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. H The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination. I The costs incurred by the European nations during WW2 made their taxpayers become reluctant to raise any more funds for colonial expenditures. Characteristics of political parties formed after 1945. A They had a national outlook as members were drawn from different ethnic groups b Their main objectives was to fight for independence c Educated elites led them d They had a large membership. E They demanded for fair taxation for Africans. F They all demanded for improved conditions for African workers. G They all demanded for the return of alienated land. Kenya African Study UnionKey notes for the teacher and students- Cheloti 2013 Page 75 When Eliud Mathu was nominated to the Legco on 10th October 1944, a number of well educated Africans led by Francis Khamisi agreed to form Kenya African Union KAU with the following objectives;. A To assist Mathu in his new task as the first African nominated to the LEGCO. B To create a Multi-ethnic political grouping representing the interests and constitutional rights of all Africans effectively. C To advocate for more constitutional reforms for Africans. D To demand for better living and working conditions. The interim officials were Harry Thuku chairman , Francis Khamisi Secretary and Albert Owino treasurer . Other officials were James Gichuru, John Kebaso, Simeon Mulandi, Harry ole Nangurai, S.0. Josiah, F.M. Ng anga, Jimmy Jeremiah, J.D. Otiende and S.D. Jakay. Two weeks after its formation, the governor ordered its officials to change its name to the Kenya African Study Union as it was meant to help Mathu in studying African problems. In January 1945, James Gichuru became the president of KASU after Harry Thuku resigned, being unable to cope with radicalism in the union."}
{"text": "Jakay. Two weeks after its formation, the governor ordered its officials to change its name to the Kenya African Study Union as it was meant to help Mathu in studying African problems. In January 1945, James Gichuru became the president of KASU after Harry Thuku resigned, being unable to cope with radicalism in the union. Under Gichuru, KASU published a newspaper - Sauti ya Mwafrika that concentrated on African grievances and the proposed East African Federation which they opposed. The organization rejected proposals to give more powers to European members in the Executive council. They refused to accept a European dominated government of the East African Federation. Later in 1946 on KASU changed its name to KAU feeling that the former name was inappropriate. Kenya African Union Formed in February 1946, the main demands of KAU were; They protested against inadequate African representation in the LEGCO. They protested against the lack of Participation of Africans in the governance of Kenya. They even demanded for Self-government for Africans. They were against the continued existence of the Kipande System and forced labour. They demanded improvement of the African working conditions with better wages equal to what was paid to other races. They demanded an end to Land alienation and racial discrimination. They demanded an end to Imposition of taxes. They demanded compensation of ex-servicemen. They were protesting against Lack of education opportunities for Africans. The return to Kenya by Kenyatta in 1946 marked the beginning of mass nationalism. On 1st June 1947, Kenyatta became president of KAU after Gichuru stepped down for him. W.W.W. Awori was elected vice-president and Ambrose Ofafa and Muchohi Gikonyo were elected treasurer and secretary respectively. Kenyatta travelled widely in Kenya where he urged people to join KAU After 1947 KAU began to face the problem of a standoff between Radicals like Fred Kubai and Paul Ngei who wanted to use force to acquire independence, and moderates like Kenyatta himself. Radicals who included Bildad Kaggia took over the Nairobi branch of KAU. When the national delegates conference was held in 1951, Jomo Kenyatta retained presidency, J.D. Otiende became secretary General, PAUL Ngei assistant SG and Ole Nangurai Treasurer."}
{"text": "E A few progressive African farmers were allowed to grow cash crops. Kenya African National Union During the emergency period, From October 1952 to December 1959 African participation in the political process increased rapidly. The Kenya African National Union KANU was formed after the First Lancaster House Conference of January 1960 resolved that nationwide political parties be formed in Kenya as a step towards decolonization. On 27th march 1960, at a meeting at Kirigiti, Kiambu convened by ex-KAU strongmen, James Gichuru and Oginga Odinga, KAU merged with Kenya Independent Movement and the People's Congress Party to form KANU. The colonial government declined to register KANU with Kenyatta as president since he was still in detention. In May 1960 James Gichuru took the presidency with Odinga as his deputy. Tom Mboya became the secretary General and Arthur Ochwada his assistant. Ronald Ngala and Daniel Moi were elected treasurer and assistant treasurer respectively in absentia as they were attending a commonwealth parliamentary Association meeting in London. In the party s constitution, drafted by Mwai Kibaki and Tom Mboya, the following were the objectives; a To attain political independence for Africans inn Kenya. Key notes for the teacher and students- Cheloti 2013 Page 82 b To achieve national unity through a unitary national constitution under one central government. C To create a society based on African socialism. D To eradicate poverty, ignorance and disease. E To get back African land. F To have all political detainees released. G To unite with liberation movements in other countries in a Africa in order to end imperialism and colonialism in the continent. H To encourage good neighbourliness in the East African Region. When Kenyata was released, he took over leadership of the party. During the independence elections in may 1963, KANU won 73 seats against KADU s 31 and African Peoples Party s 8 . Jomo Kenyatta became the Prime Minister on 1st June 1963. Achievements of KANU in the struggle for independence. A KANU mobilized Africans in Kenya and united them in the struggle for independence. B Through its numerous nationwide meetings, it provided political education to the Africans in Kenya."}
{"text": "A It united the smaller communities in Kenya. E.g the Kalenjin, Luhyia, Maasai and coastal communities. B It educated mobilized Africans against the colonial domination. Key notes for the teacher and students- Cheloti 2013 Page 83 c It pressed for the release of Jomo Kenyatta while hopping that he would eventually join on their side. D It participated in drawing up the independence constitution in the second Lancaster House conference. E As an opposition party though for a short time, it helped to provide checks on the KANU government. Challenges faced by KADU. A There were suspicions of dominance of the party by some communities. B The party faced the problem of lacking adequate funds to carry out its countrywide campaigns for Independence. C Wrangles between senior officials of the party often undermined the party s operations. D Illiteracy among the majority of the members left the top leaders with too much responsibility over party affairs. E The party was prone to manipulations by the colonial authority in its operations. F The party members were faced with a lot of pressure from KANU to decamp. African People s Party. The party also emerged after the 1962 Lancaster House conference, founded by Paul Ngei, one of the radical members of KAU s Nairobi branch. Paul Ngei had similar fears just like the founders of KADU that the Akamba interests would not be catered for in the proposed government arrangement that favoured KANU as well as KADU. The party was formed in February 1962. After Kenya became a republic in 1964, APP decamped from the opposition to join KANU. The trade-union movement. The early trade Unions in Kenya were formed along racial lines though all form them aimed at addressing labour problems that faced workers. The first trade union in Kenya was the Indian Trade Union formed in 1914 in mombasa. Upto 1914, there existed no African trade union in Kenya because of the following reasons; a Artisans and farm labourers were not allowed to join or form associations since it was feared they would organize sudden and unofficial strikes. B Majority of the Kenyans were illiterate and lacked the knowledge to run workers unions. C The migrant labour system militated against the establishment of such unions. D The colonial government fought attempts by Africans to form workers organizations."}
{"text": "Meanwhile a trade dispute tribunal led by Mr. Justice Thacker was set up to look into the workers grievances. The AWF became very popular to all workers in Kenya due to the success of the strike. However its leaders were either repatriated from Mombasa to their reserve areas or as was the case of Kibachia, arrested and detained in Baringo district. Achievements of AWF. A It mobilized workers from different communities to come together and fight for better wages. B It provided education to the workers about their rights. C It introduced the concept of collective bargaining among workers in Kenya. D It fought for better living and working conditions for workers. E It advocated for better allowances for African workers wives and children, a factor which resulted in better wages and salaries for workers. F Its activities made the colonial government change its attitude towards labour unions and start to give attention to workers grievances. G It succeeded in exposing the Kenyan workers grievances to the international community as its strike was internationally publicized. Kenya Federation of Labour. Following the enactment of the Trade Unions Ordinance in 1952, various small African trade unions Kenya Local Government Workers Union, Domestic and Hotel Workers Union and East AFRICAN Federation of Building and Construction united to form the Kenya Federation of Registered Trade Unions KFRTU . Its officials included Mwichigi Karanja president , Aggrey Mwinya secretary general , S. Ondiege, Elikana Okusimba, Silas Okeya, David Jomo, S. Osore, James Wainaina and Dishon Sambili. Among the demands of KFRTU were the following; Increase in African wages. Improvement of the living conditions and poor housing for its workers Protest against the arrest and detention of union officials. Protest against forceful evacuation of the Aembu, Ameru and Agikuyu from Nairobi In 1953. Protest against increase in the price of tea and bread in 1955 Protest against the continuity of the state of emergency. In 1953, Tom Mboya s Kenya Local Government workers Union KLGWU joined KFRTU. The following were elected officials in the 1953 elections."}
{"text": "Protest against increase in the price of tea and bread in 1955 Protest against the continuity of the state of emergency. In 1953, Tom Mboya s Kenya Local Government workers Union KLGWU joined KFRTU. The following were elected officials in the 1953 elections. David Njomo-prrsident, Stephen Obwaka-Key notes for the teacher and students- Cheloti 2013 Page 85 vice president, Tom Mboya- general secretary, G.W.Owuor-assistant SG, Daniel Ng ethetreasurer and John Opiyo- ass treasurer. In 1955, it changed its name to the Kenya Federation of Labour KFL representing 35,000 members. Due to Tom Mboya s efforts KFL was affiliated to the International Confederation of Free Trade Unions ICFTU . Achievements of KFL. A It kept the spirit of African nationalism alive during the emergency period when political associations had been banned. B It secured international support through its affiliation to ICFTU for the cause of African nationalism. C It educated Africans on their rights as workers. D It helped to improve the living conditions of African workers securing for them a major salary increment in 1956 e It prepared some African nationalists for leadership roles in the struggle for independence. For example, martin Shikuku and Tom Mboya. Role of trade union movement in the struggle for independence in Kenya a Trade Unions mobilized workers to strike against colonial government. B They Motivated workers to sustain the struggle for their political rights self governance c They provided national political parties with funds required for their operation. D Trade union leaders became prominent leaders of political associations that fought for independence. E They introduced the concept of collective bargaining for workers in Kenya. F The unions promoted regional cooperation in east Africa. G They improved working conditions of the Africans through their welfare duties. H They intensified the spirit of nationalism after ban on political parties. I They provided a training ground for nationalist leaders e.g. Thomas Mboya j Educated Africans on their rights Problem faced by trade unions during the colonial period. A There was fear of victimization and harassment from the colonial authorities especially in the pioneer years. B The migrant nature of African workforce paused a challenge to their membership. C Ignorance of the African people about trade unionism and its role."}
{"text": "B Lifting the ban on African political Associations. This was done in 1955 though only Africans were allowed to form local district based political organizations. Tom Mboya formed the Nairobi People s convention Party while D. Mwanyumba formed the Taita African Democratic Union. John Kebaso formed the Abagusii Association, Argwings Kodhek formed the Kenya National Congress and John Keen the Maasai Front. C Africans were able to take part in elections of 1957. It proposed multi-racial elections. However, other than race-pegged rules for participation in the 1956 57 elections, Voting qualification for Africans were based on income, property and education d Proposed direct representation of Africans in the LEGCO. In march 1957, the African elections to the Legco were held and Tom Mboya Nairobi , Masinde Muliro Northern Nyanza , Oginga Odinga Central Nyanza , Lawrence Ogunda south Nyanza , Ronald Ngala Coast , Daniel Arap Moi Rift Valley , James Miumi Ukambani and Bernard Mate central were elected. The elected Africans formed the African Elected Members Organization AEMO with Odinga as chairman and Mboya as secretary. Demands of AEMO after formation. A They contested the fewer African positions in the LegCo by condemning the Lyttelton constitution. While elected members were 29, nominated members were 30, majority of who were Europeans. B They protested the rigid voter qualification requirements imposed on Africans and demanded that every African of 21 years and above be allowed to vote, regardless of education or income. C They demanded that registration of voters be done on a common roll. D They called for the end of a State of Emergency. Role played by AEMO in the struggle for independence up to 1963. A They formed pressure groups to demand for greater political rights for Africans. E.g., formation of AEMO. B They formed the core team, which pressurized for independence. C They made known the grievances of Africans in International Fora. D They networked with other African nationalists elsewhere e.g. in Ghana and Nigeria to hasten achievement of independence in Kenya. E They fought for the release of detained nationalists e.g. Kenyatta. F They formed he national political parties e.g."}
{"text": "E They fought for the release of detained nationalists e.g. Kenyatta. F They formed he national political parties e.g. KANU and KADU, which led the country toKey notes for the teacher and students- Cheloti 2013 Page 89 independence. G They educated and created awareness among the masses about the nationalists struggle. H They took part in the formulation of the independence constitution. The Lennox-Boyd Constitution. In 1958, Sir Allan Lennox- Boyd, who had succeeded Oliver Lyttelton as secretary State for Colonies visited Kenya and made the following constitutional proposals; a An increase by six LegCo Seats for Africans to bring their total representation to 14 seats. B A special membership in the LegCo, with four members from each race, who were to elected by other members of the LegCo. C An increase of the number of African ministers to two. AEMO members rejected the Lennox-Boyd proposals saying they still favoured white monopoly in the colony especially the specially elected membership to LegCo. AEMO also called for the unconditional release of Jomo Kenyatta. They even boycotted the Legco from 1958 to 1959 when a new constitutional conference was promised. Acted of Betrayal became evident among Africans when Musa Amalemba and Wanyutu Waweru accepted the special seats appointment and even Amalemba went ahead to appointed the second African Minister for Housing in 1958. Other developments in 1959 included; The White moderates led by Michael Blundell who resigned as minister of agriculture formed the New Party of Kenya NPK . He was backed by 46 non-African members of the LegCo for his ideas of multi-racialism. The white extremists led by Captain Briggs formed the United Party UP demanding for the abolishing of the LegCo and replacing it with regional assemblies. This was aimed at preserving the white highlands as one regional assembly for European benefits. Increased divisions on AEMO between radicals and moderates .Ngala, Moi, Mate, Towett and Nyagah resigned from AEMO to form the Kenya National Party KNP advocating multi-racialism. This party was interestingly joined by all Arab and Asian members."}
{"text": "This was aimed at preserving the white highlands as one regional assembly for European benefits. Increased divisions on AEMO between radicals and moderates .Ngala, Moi, Mate, Towett and Nyagah resigned from AEMO to form the Kenya National Party KNP advocating multi-racialism. This party was interestingly joined by all Arab and Asian members. The radicals led by Mboya, Odinga and Gikonyo Kiano formed the Kenya Independent Movement KIM that was exclusively for African membership. They demanded convening of a full constitutional conference to discuss Kenya s future and release of Jomo Kenyatta. The Lancaster House Conferences. The Conferences were called to iron out the differences that arose out of the fact that both radical Europeans and AEMO members opposed multi-racialism. The First Lancaster House Conference 1960 The conference was convened by Ian MacLeod, the secretary of state for colonies. It was attended by all members of the LegCo.. The African team was led by Ronald Ngala and Tom Mboya was the secretary. The conference came up with the following compromise decisions; a The 12 elective seats In the LegCo would remain intact. B There were to 33 open seats in the LegCo, which were to be vied for on a common roll. C Another 20 seats would be reserved 10 of these for Europeans, 8 for Asians and 2 for Arabs. D The composition of the Council of Ministers was to be altered to incorporate 4 Africans, 3 Europeans and 1 Asian. Key notes for the teacher and students- Cheloti 2013 Page 90 e The conference authorized the formation of countrywide political parties for Africans. KANU and KANU were formed. The Lancaster conference however failed to entirely please both Africans and the settlers. Some settlers, finding the new turn events so tough began to sell their property and leave Kenya. Africans though feeling that they had not been given a responsive government, accepted ministerial positions as follows; a Ronald Ngala- Minister for Labour, Social Security and Adult Education. B Julius Gikonyo Kiano- Minister for Commerce and Industry. C Musa Amalemba- Minister for Housing, Common Services, Probation and Approved Schools. D James Nzaui Miumi- Minister for Health and Welfare."}
{"text": "B Julius Gikonyo Kiano- Minister for Commerce and Industry. C Musa Amalemba- Minister for Housing, Common Services, Probation and Approved Schools. D James Nzaui Miumi- Minister for Health and Welfare. Out of fear of political domination by the big tribes the following new alliances were formed; a The Kalenjin Political Alliance of Taita Towett. B The Coast African Political Union of Ronald Ngala. C The Kenya African People s Party of Masinde Muliro. In the 1961 elections KANU won but refused to form government demanding release of Kenyatta. KADU was invited by the governor, Patrick Renson to form a coalition government with Europeans and Asians. When Kenyatta came on 21st August 1961, Kariuki Njiiri offered his Murang a seat to Kenyatta to enable him join LegCo. The second Lancaster conference 1962 The main aim of this conference, called by the then secretary for colonies, Reginald Maulding was to draft the independence constitution acceptable to the two main parties KADU and KANU. It also aimed at reconciling the differences between the two parties. KANU delegation was led by Jomo Kenyatta while Ngala led the KADU group. KANU conceded many KADU grounds to enable success of the negotiations. Main provisions of the independence constitution of Kenya. A The independence constitution provided for a regional majimbo government with each region having a regional assembly and p resident. B It also provided for a bicameral parliament consisting of the senate and the house of representatives upper house and lower house. C The constitution stipulated that the Prime Minister was to be head of Government and Queen the Head of State, represented by the Governor General. D The constitution recommended a multiparty system of government and the party with the majority of seats forming the government. E It contained the Bill of Rights, which protected the individual s rights. In the elections of 1963, KANU won with 73 seats against KADU s 31, APP s 8. Jomo Kenyatta became the first Prime Minister on 1st June 1963. On 12 December, Kenya attained full independence. On 12th December 1964, Kenya became a republic with Kenyatta becoming an executive president."}
{"text": "Jomo Kenyatta became the first Prime Minister on 1st June 1963. On 12 December, Kenya attained full independence. On 12th December 1964, Kenya became a republic with Kenyatta becoming an executive president. EMERGENCE AND GROWTH OF NATIONALISM IN AFRICA Factors for the rise of nationalism in Africa. A The exposure of Africans to severe economic exploitation during the colonial period. For example land alienation in the Kenya Highlands, in southern Rhodesian, Algeria and SouthKey notes for the teacher and students- Cheloti 2013 Page 91 Africa which was accompanied with forced labour where the labourers faced mistreatment. B Africans were fed up of heavy and harsh taxation by the Europeans. They were exposed to heavy taxation, ranging from hut tax to breast tax in Belgian Congo. C Africans were fed up with the gradual destruction of their culture by the whites. Missionaries totally dismissed the age-old African traditions as being barbaric. This explains why independent schools and churches sprung up in central Kenya. D The introduction of racial discrimination to go hand in hand with colonialism. All the best social amenities in South Africa, Zimbabwe and Kenya were reserved for the whites. The Europeans equated the black colour with low intelligence, uncivilized and a backward race. E Africans resented colonialism because it interfered with their political institutions. The colonial rulers disregarded traditional rulers, appointing their own puppets in their place. F The Acquisition of western education by many Africans by 1945 enabled them to articulate their grievances more forcefully and to understand political developments outside Africa. G The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. Moreover, the colonial government failed to reward African ex-soldiers to embitter them more. H The change of government from Conservative to Labour Party in Britain in 1946 stimulated a new attitude in Britain towards decolonization. This motivated African nationalists. I The rise of nationalism in Asia, culminating into the granting of independence to India and Pakistan in 1947 aroused great confidence among Africans who worked closely with Asian nationalists like Jawaharlal Nehru, the India Prime Minister. J The rise of Pan-Africanism in Africa after the 1945 Manchester conference contributed to the new demands for political independence in Africa Many African lites attended the conference which served as a source of awakening."}
{"text": "This motivated African nationalists. I The rise of nationalism in Asia, culminating into the granting of independence to India and Pakistan in 1947 aroused great confidence among Africans who worked closely with Asian nationalists like Jawaharlal Nehru, the India Prime Minister. J The rise of Pan-Africanism in Africa after the 1945 Manchester conference contributed to the new demands for political independence in Africa Many African lites attended the conference which served as a source of awakening. K The formation of the UNO and the pressure it exerted on the European powers to decolonize helped the Africans in their course. L The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. M The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination. NATIONALISM IN GHANA The British annexed Gold Coast in 1874 after quelling a stiff resistance by the Asante. In response to the British imperialism, the Fonte Confederation was initiated in 1868, marking the birth of African Nationalism in Ghana. In 1897, the Aborigines Rights Protection Society was formed to guard against the alienation of African land. In the 1930s, African elites like J.B. Danquah launched the Gold Coast Youth Conference in order to awaken the youth to the economic and social needs of the country. Their efforts bore fruits because in 1946, governor Burns embarked on constitutional reforms leading to increased African representation in the LegCo. Of the 18 slots given to Africans in the LegCo, 13 were to drawn from among the chiefs while 5 were to be popularly elected . The elites formed the United Gold Coast Convention UGCC and invited Kwame Nkrumah, a graduate of the University of Pennsylvania in Philadelphia, to come and lead it since most ofKey notes for the teacher and students- Cheloti 2013 Page 92 them were professionals lacking time for political commitment. Nkrumah appeared to have more political experience having participated in the 1945 Manchester conference. Factors for the growth of nationalism in Ghana. A The early Introduction of cocoa growing led to adoption of money economy in Ghana ahead of other countries."}
{"text": "Nkrumah appeared to have more political experience having participated in the 1945 Manchester conference. Factors for the growth of nationalism in Ghana. A The early Introduction of cocoa growing led to adoption of money economy in Ghana ahead of other countries. This enabled faster social and economic transformation of the people. B The colonial government s attempt to tamper with cocoa growing by ordering cutting of coca trees hurt people to the level of developing nationalistic feelings against the British. C Ghana was one of the first countries in Africa to receive western education from the missionaries. There was a large class of elites with western university education accompanied with leadership skills to spearhead nationalism their country. D The existence of ex-servicemen in Ghana also played an important role in the campaign for independence. E The granting of trading licences by the government selectively to European traders while deliberately denying then Africans. F Ghana had comparatively better developed transport and communication system. Also being a small country, movement of information, ideas and people was easy, quick and efficient. This facilitated nationalist activities. G The charismatic and strong leadership provided by Kwame Nkrumah brought cohesiveness among people of Ghana. He formed the CPP party, which became the symbol of struggle for the oppressed people of Ghana. H The participation of Kwame Nkrumah in the Pan-African Manchester conference in 1945, which championed the right of countries to self-determination, made the country take the lead in Africa in championing this right. I The people of Ghana were more exposed to international affairs than other countries in Africa due to its location in a region, which had the earliest contacts with European traders and colonizers. The peak of nationalism in Ghana. On 28th February 1948, the ex-soldiers led the Accra riots, protesting to Governor Gerald Creasy the failed fulfillment of the government pledges while in service during the World War II. Two rioters were killed. The shooting incident sparked of chaos in the town leading to another 29 Africans being killed. Nkrumah was arrested together with his colleagues popularly known as the Big Six . Nkrumah, Danquah, William Ofori, Addo, Adjei and Obetsebi Lamptey . This arrest popularized Nkrumah among the Africans. The 1948 Alken Watson commission blamed the social-economic oppression for the riots. The governor ordered for constitutional reforms led by J.H Coussey."}
{"text": "This arrest popularized Nkrumah among the Africans. The 1948 Alken Watson commission blamed the social-economic oppression for the riots. The governor ordered for constitutional reforms led by J.H Coussey. On 12th June 1949, Nkrumah broke ranks with the conservative UGCC senior members and formed the Convention People s Party CPP . His party gained support mainly from among the primary school leavers, store-keepers, artisans, peasants and cocoa farmers. Nkrumah advocated positive action through legitimate political action, newspaper and political campaigns and constitutional application of boycotts, strikes and non-cooperation based on the policy of absolute non-violence on the basis of Mahatma Gandhi teachings. He started a newspaper, The Accra Evening News to expound CPP views. He was arrested, but secured landslide victory in the February 1951 elections while in jail. He was released to become the leader of government business in the new cabinet. CPP also won in the 1954 elections in whichKey notes for the teacher and students- Cheloti 2013 Page 93 a new party, the National Liberation Movement NLM had emerged to compete CPP. NLM membership mainly from the Ashanti, were uncomfortable with Nkrumah because; He came from a small ethnic group little known in southern Ghana. His radicalism did not please the conservative Ashanti leaders. Again elections were called in July 1956 and CPP trounced NLM. This time, the British accepted the results and on 6th March 1957, the country attained political independence under Kwame Nkrumah Achievements of CPP under Kwame Nkrumah. A CPP under Nkrumah united Africans of all ranks in Ghana in the struggle for national liberation. B The party introduced the concept of positive action to pressurize the government to liberate Africans. C CPP formed the first African government in Africa in 1951 after winning the elections. Under Nkrumah s leadership, Ghana began attaining economic development. D CPP, under Nkrumah, advocated for unity of all Africans in the country us other parties like NLM advocated for regionalism, a factor that enhanced progress towards political libration. How Kwame Nkrumah contributed to the liberation struggle in Africa. A He funded nationalists in other countries e.g. Guinea and Algeria. B He supported other African leaders who faced political threats from their former colonial masters."}
{"text": "A He funded nationalists in other countries e.g. Guinea and Algeria. B He supported other African leaders who faced political threats from their former colonial masters. C When some countries were faced with threats from their former colonial masters after independence like in the case of Patrice Lumumba in DRC, Nkrumah provided them with his support. D He championed trade unionism in Africa. E He attended pan-African congress in 1945 which was key to defining the liberation struggles in Africa. F He initiated the formation of the Ghana- Guinea Union in 1958 as a practical step towards building African unity. G He convened two pan-African conferences in April 1958 and the all African Peoples conference in December 1958 that led to the formation of O.A.U in 1963. NATIONALISM IN MOZAMBIQUE. Mozambique was among the last countries in Africa to attain independence from the Portuguese. Even before the Berlin conference, Mozambique and Angola were considered Portuguese colonies owing to the later s interests in the region dating back to the pioneer years. Reasons for slow process in decolonization process of Mozambique. A Mozambique was colonized by a colonial power that was very poor and backward and which needed to keep its hold on her to enable her economy grow. She was an important source of revenue for the Lisbon government. B Mozambique housed many settlers who had invested heavily in farming, mining, building, construction and in other sectors. They were therefore reluctant to leave. C Mozambique was an important market for Portuguese products. Portugal was not willing to let go easily. D The support, which the colonial government got from South Africa, enabled them to getKey notes for the teacher and students- Cheloti 2013 Page 94 uranium, which they used, for making bombs used to suppress African independence riots. They also got electricity and assistance to built caborra bassa dam on Zambezi. E Mozambique was big geographically with very poor infrastructure i.e. roads and communication facilities. This hampered fast movement of people and ideas. F Unlike other colonized countries, Mozambique suffered the worst kind of exploitation and repression rigorous censorship and surveillance by security forces, which discouraged emergence of nationalism. G The Portuguese practiced racism out of fear that if they educated Africans and gave them equal status, the Africans would outnumber them and throw them out. Factors for the growth of nationalism in Mozambique."}
{"text": "F Unlike other colonized countries, Mozambique suffered the worst kind of exploitation and repression rigorous censorship and surveillance by security forces, which discouraged emergence of nationalism. G The Portuguese practiced racism out of fear that if they educated Africans and gave them equal status, the Africans would outnumber them and throw them out. Factors for the growth of nationalism in Mozambique. A The arbitrary replacement of the traditional rulers by the Portuguese administrators whenever they felt they were not performing. B The massive alienation of African land by the Portuguese who pushed Africans to regions of unfavourable conditions. C The exposure of Africans to severe economic exploitation like forced labour where the labourers faced mistreatment. D The rampant racial discrimination through which Africans continued to lose agricultural land to the Europeans. Being from a poor country, the Europeans competed with Africans for simple jobs like taxi deriving and often gaining advantage on racial lines. E The Portuguese imposed many restrictions on Africans, limiting their freedom of expression and intellectual advancement. For example, General Salazar, who rose to power in the 1920s, ensured strict censorship of the press. F The security police treated Africans with great cruelty. Any political unrest was crushed ruthlessly. The peak of nationalism in Mozambique. In early 1960, the Makonde people of Cabo Delgado province formed the Mozambican- Makonde Union MANU .In June 1960 MANU organized a peaceful protest but in which over 600 Africans perished in police firepower. The government outlawed all African organizations with membership of over thirty people. African political activities went underground. Mwalimu Julius Nyerere inviting some of the liberation groups to relocate to Tanzania in 1962. The political groups united to form the Liberation Front of Mozambique FRELIMO with Eduardo Mondlane Chirambo, formerly a lecturer at Syracuse University in USA, as its first president. From 1962 to 1964, FRELIMO undertook guerilla training in Bagamoyo and at the Mozambique institute in Dar es Salam in preparation for war. From September 1964, they began a full-scale war against the Portuguese along river Ruvuma and extending their attacks on the Cabo Delgado province. By 1967, the Portuguese forces numbered 65,000 soldiers. Mondlane Eduardo was assassinated in 1969. Samora Machel was elected to become the FRELIMO army commander in 1970."}
{"text": "C FRELIMO was a formidable, well-organized force, which witnessed rapid expansion from a mere 250 in 1964 to 35000 in 1967. D The forested environment favoured guerilla warfare. Moreover, the soldiers knew the topography of the country. E The local population gave their logistic support to the fighters, having become tired of the extreme suppression by the Portuguese administration. F The movement fighters had their own supply of food. G African countries through OAU were united against the Portuguese in Mozambique. H The communist countries notably USSR and china gave FRELIMO military aid. I FRELIMO adopted the right strategy; liberating the country bit by bit and systematically. This approach won the local people s support for the movement. J The FRELIMO Army consisted of all tribes, all sexes and all ages. The women played a very important role in the success of the war. I.e. spies, some fought, hiding the fighters and cooking for them. Problems that faced FRELIMO in the war against Portuguese. A Africans experienced severe shortage of basic needs while in the forests. The government forces ensured that food and other supplies did not reach the fighters. B The attitude of the church in Mozambique made many African faithful reluctant to support the liberation war. The church termed FRELIMO a terrorist organization. C FRELIMO suffered internal divisions due to ideological differences and selfish ambitions among some of the nationalists. African elites like Reverend Uria Simango and Lazaro Kavandame saw FRELIMO as an instrument of acquiring assets for their own selfish benefits. D Competition from rival guerilla movements like Revolutionary Committee of Mozambique COREMO which broke away from FRELIMO in 1965 due to the later s lean towardsKey notes for the teacher and students- Cheloti 2013 Page 96 socialism. E The assassination of FRELIMO leader Eduardo Mondlane in Da es Salaam on 3rd February 1969 was a great blow to the nationalists. F The brutality employed by the Portuguese in dealing with FRELIMO sympathizers. For example at Wiriyamu, in December 1972, 400 civilians, protesting against the Portuguese administration, were massacred. G The apartheid regime in South Africa and the Unilateral Declaration of Independence regime in south Rhodesia combined forces to fight the nationalists in Mozambique since they were a threat to their countries."}
{"text": "African Nationalism Its roots are traced in the 17th century with the first Boer occupation of South Africa. Africans resisted strongly against the interference with their political freedom and economic resources. This was in form of the Xhosa and Ndebele wars of the 17th c and the Zulu wars of 1870s led by Cetewayo. In 1906, a Zulu chief named Bambata staged another African uprising this time against the British who had annexed the Zululand in 1887. From 1910, when the union of South Africa was created and the Afrikaners gained political control of South Africa, Africans lost all the political privileges they previously enjoyed likeKey notes for the teacher and students- Cheloti 2013 Page 97 ability to vote and contest parliamentary seats. Africans founded independent churches and formed organizations like the Orange River Organization. Factors for the growth of African nationalism in South Africa. A The role of the Christian religion whose ideals encouraged Africans to fight for equality, as all people were equal before God. The Boers however treated Africans with contempt. B The exposure of Africans to severe economic exploitation like land alienation and causing them to be subjected to forced labour on Afrikaner farms. Even the native Land Act of 1913 denied Africans the right to purchase land outside the areas set aside for Africans. C The influence of Pan-Africanism in South Africa as early as the 19th century when people like Rev. Dube founded the Ohlange Institute to educate fellow Africans in South Africa. D The introduction of racial discrimination enshrined in the apartheid law of 1948 convinced Africans that only freedom could save them. All the best hotels, restaurants, schools, recreational centres and most fertile soils were reserved for the whites only. E The Acquisition of western education by many Africans like Rev. Dube, Walter Sisulu and Nelson Mandela enabled them to articulate their grievances more forcefully. They became pioneers of early African political parties. F The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. The war also exposed them to democratic ideals elsewhere. G The great exploitation of African labour through Labour regulations and laws. For example, the Mines and Works Act of 1911 effectively excluded Africans from all skilled occupations confining them to manual occupations in Mines and farms."}
{"text": "The Johannesburg railway station bomber, John Harris, was hanged. The Black conscious movement - Soweto, 1976. In the absence of other forms of political expression, young people sought alternative means to express their political aspirations. African university students, disappointed with the multiracial National Union of South African Students NUSAS , decided to establish the South African Students' Organization SASO in 1969 with Steve Biko, an African medical student at the University of Natal, as president. In 1972, a Black allied workers union and the Black Peoples' Convention BPC was set up to act as a political umbrella organization for the adherents of black consciousness. In 1972, SASO organized strikes on university campuses resulting in the arrest of more than 600 students. On June 16, 1976, hundreds of high-school students in Soweto marched in protest against use of Afrikaans as a Language of instruction. Over 360 African schoolchildren were killed. On 12th September 1977, Steve Biko, who had been held in indefinite detention, died from massive head injuries sustained during police interrogation. In October 1977, SASO, the BPC and all black consciousness organizations were banned. The peak of African nationalism in South Africa. Key notes for the teacher and students- Cheloti 2013 Page 99 In 1983, P.W. Botha's government proposed establishment of separate houses of parliament for each racial group. In place of the single House of Parliament were; A 50-member all-white House of Assembly. A 25-member coloured House of Representatives. A 13 member Indian House of Delegates. Implications and results Whites thus retained a majority in any joint session. Liberal government opponents denounced Botha's plans arguing it would permanently exclude Africans from any political role in South Africa. Most blacks strongly condemned the new constitution as it reinforced the apartheid notion. Indians and coloureds also condemned the constitution feeling it weakened their participation in the political process Radical Afrikaners, led by Eugene Terry Blanche, vowed to use all means, including violence, to make sure that apartheid was not weakened. The United Democratic Front UDF , which was formed in late 1983 and the National Front NF aimed to use nonviolent means to persuade the government to withdraw its constitutional proposals and do away with apartheid."}
{"text": "Most blacks strongly condemned the new constitution as it reinforced the apartheid notion. Indians and coloureds also condemned the constitution feeling it weakened their participation in the political process Radical Afrikaners, led by Eugene Terry Blanche, vowed to use all means, including violence, to make sure that apartheid was not weakened. The United Democratic Front UDF , which was formed in late 1983 and the National Front NF aimed to use nonviolent means to persuade the government to withdraw its constitutional proposals and do away with apartheid. The UDF membership included, Bishop Desmond Tutu and the Reverend Allan Boesak, who emerged as its prime spokesmen. Black trade unions meanwhile resorted to economic and political protests. For example, The National Union of Mineworkers NUM , formed in 1983 by Cyril Ramaphosa, successfully brought work in mines to a stop in a dispute over wage increases. By end of 1985, 879, fatalities and 8000 arrests were linked to political unrest. ANC and UDF were banned. Meanwhile, Supporters of the Zulu-dominated Inkatha Freedom Party IFP and the banned ANC clashed in an upsurge of \"black-on-black\" violence that would cause as many as 10,000 deaths by 1994. President Botha resigned under pressure on August 14, 1989, the Electoral College named de Klerk to succeed him in a five-year term as president. In October 1989, De Klerk released Walter Sisulu and others except Mandela. He announced on February 2, 1990, the impending release of Mandela and unbanning of the ANC, the PAC, and the SACP, and the removal of restrictions on the UDF and other legal political organizations. Mandela was released on February 11, 1990, at age 71 after 27 years in prison. ANC officials elected Mandela deputy president in March 1990, under ailing president, Oliver Tambo. Between June 5, 1991 and June 17, 1991, the government repealed the pillars of apartheid, the Land Act of 1913, the Group Areas Act of 1950 and Population Registration Act of 1950, the most infamous, which had authorized the registration by race of newborn babies and immigrants . Most international sanctions were lifted soon after the Population Registration Act, Group Areas Act, and Land Acts were repealed."}
{"text": "ANC officials elected Mandela deputy president in March 1990, under ailing president, Oliver Tambo. Between June 5, 1991 and June 17, 1991, the government repealed the pillars of apartheid, the Land Act of 1913, the Group Areas Act of 1950 and Population Registration Act of 1950, the most infamous, which had authorized the registration by race of newborn babies and immigrants . Most international sanctions were lifted soon after the Population Registration Act, Group Areas Act, and Land Acts were repealed. In mid-1992 due to escalating violence, by IFP supporters on ANC sympathizers in Boipatong delayed the process of negotiation for elections. On March 5, 1993, Chris Hani, the popular general secretary of the South African Communist Party SACP , was murdered threatening the process again. On April 12, 1994, a team headed by former British foreign secretary Lord Carrington and former United States secretary of state Henry Kissinger attempted in vain to break the logjam that was keeping the IFP out of the elections. However, on April 19, Buthelezi--under intenseKey notes for the teacher and students- Cheloti 2013 Page 100 pressure from trusted local and international figures including a Kenyan diplomat professor Washington Okumu, relented and agreed to allow the IFP to be placed on the ballot. When the elections finally took place on schedule, beginning on April 26, 1994, ANC won 62.6 percent of the vote; the NP, 20.4 percent; and the IFP, 10.5 percent. Mandela was unanimously elected president by the National Assembly on May 9, 1994, in Cape Town. He was inaugurated on May 10 at ceremonies in Pretoria. Key South African Nationalists. Nelson Mandela Nelson Mandela was born on 18 July 1918 in Umtata, to a Thembu royal family of Transkei. His forename Rolihlahla, means \"troublemaker\". Later he was given a clans name, Mandiba. His father, Gadla Henry Mphakanyiswa, was a local chief and councillor to the monarch. In 1926, Gadla was sacked for corruption. Nelson's mother was Gadla's third wife, Nosekeni Fanny, a member of the amaMpemvu clan of Xhosa."}
{"text": "His father, Gadla Henry Mphakanyiswa, was a local chief and councillor to the monarch. In 1926, Gadla was sacked for corruption. Nelson's mother was Gadla's third wife, Nosekeni Fanny, a member of the amaMpemvu clan of Xhosa. At a local Methodist school when he was about seven, he was baptised and given the English forename of \"Nelson\". His father died of an undiagnosed ailment when he was nine. Aged 16, he underwent the circumcision. Mandela joined Clarkebury Boarding Institute in Engcobo, the best secondary school for black Africans in Thembuland. In 1937, he moved to Healdtown, the Wesleyan college in Fort Beaufort where he took an interest in boxing and running. Mandela joined Fort Hare University, where he met Oliver Tambo, a long time friend. He was studying Bachelor of Arts but was expelled in his first year for being involved in a Students' Representative Council boycott against university policies. Mandela relocated to Johannesburg, fearing early forced marriage, where met with his friend and mentor, Walter Sisulu. After 1948 Mandela began actively participating in politics. He led in the ANC's 1952 Defiance Campaign as secretary General of the youth league. Mandela and 150 other participants in the freedom charter adoption were arrested on 5 December 1956 and charged with treason. In 1961 Mandela became leader of the ANC's armed wing, Umkhonto we Sizwe Spear of the Nation . He coordinated sabotage campaigns against military and government targets. On 5 August 1962 Mandela was arrested and was imprisoned in the Johannesburg Fort. On 11 July 1963 police arrested other prominent ANC leaders at Rivonia, north of Johannesburg. Together with Mandela, they were charged with capital crimes of sabotage at the Rivonia Trial. All were sentenced to life imprisonment on 12 June 1964 on Robben Island. Mandela remained there for the next 18 of his 27 years in prison. In March 1982 Mandela was transferred to Pollsmoor Prison, along with other senior ANC leaders. In 1988 Mandela was moved to Victor Verster Prison where he remained until his release on 11 February 1990."}
{"text": "In 1920 he declined a scholarship to University of Fort Hare to provide financial support for his mother. In 1928 he became secretary of the African Teacher's Association and in 1933 its president. He was also active in missionary work. He became chief in1936, until removed from this office by the government in 1952 due to what colonial authority called conflict of interest. In 1944 Luthuli joined the African National Congress ANC . In 1945 he was elected to the Committee of the KwaZulu Province Provincial Division of ANC. A month later Luthuli was elected president-general of ANC. In 1955, he attended an ANC conference only to be arrested and charged with treason a few months later, along with 155 others. In December 1957, Luthuli was released and the charges against him dropped. Key notes for the teacher and students- Cheloti 2013 Page 102 Luthuli s leadership of the ANC covered the period of violent disputes between the party's \"Africanist\" and \"Charterist\" wings. In 1962 he was elected Rector of the University of Glasgow by the students, serving until 1965. In 1962 he published an autobiography titled: LET MY PEOPLE GO In July 1967, at the age of 69, he was fatally injured in an accident near his home in Stanger. Methods used by nationalists in South Africa in their struggle for liberation from white minority rule. A They used force to fight for their independence. B Africans used mass media to articulate their grievances, spread propaganda and mobilize the masses. C Riots e.g. the Soweto riots of 1976 against the proposal to make Afrikaner Boer language the medium of instruction in all schools. D There were demonstrations against Press Laws in 1960 at Sharpeville leading to massacres. E Guerilla fighters trained in Algeria, Ghana etc carried out acts of sabotage like bombing strategic installations and power plants. F The role of the clergy .e.g. Desmond Tutu who bitterly campaigned worldwide against apartheid. G Use of diplomacy and negotiations to convince the whites about the futility of apartheid policy. H Use of slogans such as Freedom Charter 1955 which proclaimed south Africa belonged to all races and called for political, social and economic equality i They sent petitions, delegations to international forum."}
{"text": "I Banning of trade unions also frustrated the activities of nationalists. Where they were allowed to exist, they were monitored by the police. J The nationalists faced the challenge of movement restrictions through the pass laws that were introduced. K African Journalists were harasses and their newspapers proscribed by the government. LIVES AND CONTRIBUTIONS OF KENYAN LEADERS Jomo Kenyatta. Early life Jomo Kenyatta was born Kamau wa Ngengi to Ngengi wa Muigai and Wambui in Gatundu, Kiambu on 20th October 1891. His father died while Kamau was very young was adopted by his uncle Ngengi, who inherited his mother. When his mother died during childbirth, young Kamau moved from Ng'enda to Muthiga to live with his medicine man grandfather K ng wa Magana. He joined the Church of Scotland Mission CSM at Thogoto, as a resident pupil. In 1912, having completed his mission school education, he became an apprentice carpenter. In 1914, he converted to Christianity, assuming the name Johnstone Kamau. He left the mission later that year to seek employment as an apprentice carpenter on a sisal farm in Thika. To avoid forced recruitment as WWI soldier, he lived with Maasai relatives in Narok, where he worked as a clerk for an Asian contractor. He took to wearing a traditional beaded belt known as a 'Kenyatta', a Swahili word which means 'light of Kenya'. In 1922 Kamau adopted the name Jomo Kenyatta, and began working for the Nairobi Municipal Council Public Works Department as a store clerk and water-meter reader. Marriage and family. In 1919 he married Grace Wahu. On 20 November 1920 Kamau's first son Peter Muigai was born. Grace Wahu lived in the Dagoretti home until her death in April 2007 at the age of around 100. In 1942, he married Edna Clarke and Peter Magana was born in 1943. In 1951 Kenyatta married Ngina Muhoho, daughter of Chief Muhoho and was independent Kenya's First Lady, when Kenyatta was elected President. Kenyatta and politics."}
{"text": "In 1942, he married Edna Clarke and Peter Magana was born in 1943. In 1951 Kenyatta married Ngina Muhoho, daughter of Chief Muhoho and was independent Kenya's First Lady, when Kenyatta was elected President. Kenyatta and politics. Kenyatta joined the EAA in 1922 which disbanded in 1925.Kenyatta worked as editor of the KCA's journal between 1924 and 1929, and by 1928 he had become the KCA's general secretary. In May 1928 Kenyatta launched a monthly Kikuyu-language newspaper called Mw gwithania which was intended to draw all sections of the Kikuyu together. He also made a presentation on Kikuyu land problems before the Hilton Young Commission in Nairobi in the same year. In February 1929 Kenyatta was dispatched to London to represent the KCA in discussions with the Colonial Office. He wrote several letters and in the letter published in The Times in March 1930 set out five points:Key notes for the teacher and students- Cheloti 2013 Page 104 The security of land tenure and the return of the land taken by European settlers. Improved educational opportunities for Black Africans. The repeal of Hut and poll taxes. Representation for Black Africans in the Legislative Council. Freedom to pursue traditional customs such as female genital mutilation He returned to Kenya on 24 September 1930. He returned to London in 1931. In 1932 to 1933, he briefly studied economics in Moscow. At University College London from 1935 studied social anthropology. Kenyatta published his own book, Facing Mount Kenya in 1938. Kenyatta and pan-Africanism. In 1945, with other prominent African nationalist figures, such as Kwame Nkrumah of Ghana, Kenyatta helped organize the fifth Pan-African Congress held in Britain. Kenyatta and the struggle for independence. On arrival into Kenya in 1947, he became principal of Kenya Teachers College Githunguri. In 1947, he was elected president of the Kenya African Union KAU after James Gichuru stepped down. From 1948 to 1951 he toured and lectured around the country."}
{"text": "Sickness and Death President Kenyatta had suffered a heart attack in 1966. In April 1977, then well into his 80s, he suffered a massive heart attack. On 14 August 1978, he hosted his entire family, including his son Peter Magana who flew in from Britain with his family, to a reunion in Mombasa. On 22 August 1978, he died in Mombasa due to old age . He was buried on 31 August 1978 at a mausoleum on Parliament grounds. Kenyatta s tenure as president featured the following problems. A There was a great split within KANU due to his land policy. Kenyatta compromised with the whites over their property. The Land-buying companies formed to buy European farms favoured one community. B From the onset of independence, KADU advocated for Majimboism and therefore opposing national unity. C The 1966 term featured border conflicts with Somalia, and more political opposition. He made the Kikuyu-led KANU practically the only political party of Kenya. He placed several of his Kikuyu tribesmen in most of the powerful state and security offices and posts. D Increasing loss of confidence in his government suspected of complicity in murders of Pio Gama Pinto, Tom Mboya and J.M. Kariuki. MP and Lawyer C.M.G. Argwings-Kodhek and former Kadu Leader and Minister Ronald Ngala. E Poverty, ignorance and disease were serious problems in Kenya in the early years of independence. F There was shortage of manpower since the inherited educational policy left Africans illequipped for skilled employment. G Kenya did not have adequate funds to provide for is development needs. H There was a serious problem of poor transport and communication. I The existence of Banditry Shifta Menace in north-eastern kenya also shifted attention from economic development. Achievements. A Mzee Jomo Kenyatta is credited with leading Kenya to independence and setting up the country as a relatively prosperous capitalist state. B He oversaw a peaceful land reform process, oversaw the setting up of the institutions of independent Kenya, and also oversaw Kenya's admission into the United Nations."}
{"text": "Achievements. A Mzee Jomo Kenyatta is credited with leading Kenya to independence and setting up the country as a relatively prosperous capitalist state. B He oversaw a peaceful land reform process, oversaw the setting up of the institutions of independent Kenya, and also oversaw Kenya's admission into the United Nations. Key notes for the teacher and students- Cheloti 2013 Page 106 c During his reign, the country was reasonably well governed, peaceful and stable, the economy developed and grew rapidly and attracted high levels of foreign investment, and a black Kenyan professional and business middle class was established. Failures a Kenyatta failed to mould Kenya, being its founding father, into a homogeneous multi-ethnic state. The country remains a de facto confederation of competing tribes. B His resettlement of many Kikuyu tribesmen in the country's Rift Valley province is widely considered to have been done unfairly. C His authoritarian style, with elements of patronage, favouritism, tribalism and or nepotism drew criticism and dissent, and set a bad example followed by his successors. D He had the Constitution radically amended to expand his powers, consolidating executive power. E He was also been criticized for ruling through a post colonial clique of his relatives, mainly African Kikuyu colonial collaborators from Kiambu, while giving scant reward to the real fighters for Kenya's independence. F Kenyatta has further been criticized for encouraging the culture of wealth accumulation by public officials their office influence, thereby deeply entrenching corruption in Kenya. G His policies are also criticized for leading to a large income and development inequality gap in the country favouring mainly Nairobi and the Country's Central Highlands, over others. Tom Mboya Thomas Odhiambo Mboya was born on August 15, 1930 in Kilimambogo, near Thika town. In 1942, he joined St. Mary's School Yala. In 1946, he went to the Holy Ghost College later Mang'u High School , where he passed well enough to proceed to do his Cambridge School Certificate. In 1948, Mboya joined the Royal Sanitary Institute's Medical Training School at Nairobi, qualifying as an inspector in 1950 and employed by the Nairobi City Council. In 1955, he attended Ruskin College, Oxford, where he studied industrial management."}
{"text": "In 1929 the family moved to Vishakani near Kaloleni, which was to be Ngala's home for the rest of his life. Ngala attended Alliance High School and Makerere University College where he gained a teaching diploma. He worked as a teacher and later became headmaster of Mbale Secondary School in Taita-Taveta. In 1952 he was transferred to Buxton School in Mombasa where he served as the principal. Political career Ngala was elected to the Legislative Council in 1957 to represent the Coast Rural constituency. He formed the African Elected Members Organization AEMO together with other elected African MPs. At a meeting held on May 14, 1960 in Kiambu he was elected as the KANU's treasurer, a position he declined to take. At a meeting held in Ngong on June 25, 1960, the Kenya African Democratic Union KADU was formed with Ngala as its leader, in opposition to KANU. At the 1961 legislative council elections Ngala formed the first African government. Ngala became Leader of Government Business and later Prime Minister. On 12 November 1964 The leaders of KADU, including Ronald Ngala, Masinde Muliro and Daniel arap Moi decided to dissolve KADU and join KANU. Ngala in the post independence period Ronald Ngala was made Minister of Cooperatives and Social Services in the Kenyatta government. He went on to become one of KANU s vice-presidents at the 1966 Limuru Conference. Ngala remained active in the government until he died in a road accident in 1972. The circumstances of Ngala's death in 1972 were suspicious. Daniel Arap Moi Early life and entry into politics Daniel Arap Moi was born on 2nd September, 1924 in Kurieng'wo in Sacho Location of Baringo County, raised by his mother Kimoi Chebii following the early death of his father. His elder brother Tuitoek played a guardian role, influencing him to go to school at an early age. In 1934, Moi joined African Inland Mission School, Kabartonjo. On October 20th 1936 he was baptised Daniel."}
{"text": "His elder brother Tuitoek played a guardian role, influencing him to go to school at an early age. In 1934, Moi joined African Inland Mission School, Kabartonjo. On October 20th 1936 he was baptised Daniel. In 1938, he transferred to African Inland Mission, Kapsabet and later to Government African School, Kapsabet where he was a school captain and a captain of the football team. He attended Tambach Teachers Training College. He worked as a teacher from 1946 until 1955. He was posted as a Head teacher at Kabarnet where he studied privately and passed London Matriculation Examinations. He was promoted in 1949 to the rank of P2 and transferred to Tambach Government African School as a Teacher Trainer. President Moi married Helena Lena Bommet in 1950 and they were blessed with 8 children; 3 daughters and five sons, Jennifer, Doris and adopted daughter June; Jonathan, Raymond, John Mark, Philip and Gideon . But they separated in 1974, before his presidency.. Lena died in 2004. Moi s long political career. In October 1955 the Electoral College selected Moi from a list of eight nominated candidates to fill a vacancy left by Joseph ole Tameno who resigned from the unofficial benches of the legislative council. In 1957, when elections were held, for LEGCO, Moi won with a landslideKey notes for the teacher and students- Cheloti 2013 Page 108 against Justus Ole Tipis and later joined AEMO. In 1959, he led AEMO members to visit Jomo Kenyatta in detention in Lodwar. In 1960 he founded the Kenya African Democratic Union KADU with Ronald Ngala to challenge the Kenya African National Union KANU led by Jomo Kenyatta. Moi was among the Kenyan delegation under the auspices of KADU who went to the London Constitutional talks of June 1960. Moi was elected to the Kenyan parliament in 1963 from Baringo North. Since 1966 until his retirement in 2002 he served as the Baringo Central MP and only served as a vice-president from 1967 until 1978 when he became the president."}
{"text": "Moi was among the Kenyan delegation under the auspices of KADU who went to the London Constitutional talks of June 1960. Moi was elected to the Kenyan parliament in 1963 from Baringo North. Since 1966 until his retirement in 2002 he served as the Baringo Central MP and only served as a vice-president from 1967 until 1978 when he became the president. In 1976, the Kiambu Mafia, tried to infamously change the constitution to prevent the vicepresident automatically assuming power in the event of the president's death. However, Kenyatta withstood the political pressure and safeguarded Moi's position. Presidency When Jomo Kenyatta died on 22 August 1978, Moi became president. Political realities dictated that he would continue to beholden to the Kenyatta system which he had inherited. On 1 August 1982, fate played into Moi's hands when forces loyal to his government defeated an attempted coup d' tat by Air Force officers led by Hezekiah Ochuka. Moi took the opportunity to dismiss political opponents and consolidate his power reducing the influence of Kenyatta's men in the cabinet. He appointed supporters to key roles and changed the constitution to establish a de jure single-party state. Moi, his regime now faced an economy stagnating under rising oil prices and falling prices for agricultural commodities, singlehandedly convinced the KANU delegates at a conference at Kasarani in December, 1991 over the restoration of a multi-party system in 1992 and 1997, marred by political violence and absence of an effective and organized opposition, Moi had no difficulty in winning, skillfully exploited Kenya's mix of ethnic tensions. Mwai Kibaki was elected President on 29 December 2002 and Moi handed over power to him. Moi After retirement. After leaving office in December 2002, Moi lived in retirement but still retained some popularity with the masses. He spoke out against a proposal for a new constitution in 2005. On 25 July 2007, Kibaki appointed Moi as special peace envoy to Sudan. On 28 August 2007, Moi announced his support for Kibaki's re-election."}
{"text": "He spoke out against a proposal for a new constitution in 2005. On 25 July 2007, Kibaki appointed Moi as special peace envoy to Sudan. On 28 August 2007, Moi announced his support for Kibaki's re-election. Moi owns the Kiptagich Tea Factory, established in 1979, which in 2009 the factory was under threat of being closed down by the government during the Mau Forest evictions. Challenges and achievements The major test to His leadership was in August 1982 when a detachment of Airforce soldiers attempted to overthrow his government but they were crushed. Achievements Moi served as Chairman of the Organization of African Unity OAU for two consecutive terms - 1981 and 1982. He has also been involved in mediation between various conflicting sides in Uganda, Congo, Somalia, Chad, Sudan, Mozambique, Eritrea Ethiopia, Rwanda, and Burundi etc. He served as Chairman of Preferential Trade Area 1989-1990 , COMESA 1999-2000 , E.A. Co-operation 1996- 2002 and Inter-Governmental Authority on Development IGAD 1993 - 1998 . Key notes for the teacher and students- Cheloti 2013 Page 109 He has travelled widely, being called upon as a president to provide peace keeping forces in troubled parts of the world like Chad, Uganda, Namibia, Mozambique, Iran Iraq, Kuwait, Yugoslavia, Liberia, Morocco, Angola, Serbia Croatia, D.R. Congo, Sierra Leone and East Timor. Moi has supported the formation of regional economic bodies to increase trade and as a means for the developing countries to have a united voice in the global economy. On 30th December 2002, Moi handed over power to Mwai Kibaki in a peaceful transition that followed the Narc victory over Kanu in the December 2002 General Elections. Currently, Moi is setting up a foundation through which he hopes to participate in solving conflicts in the horn of African and the Great Lakes Region as well as help rehabilitate street children and those orphaned by HIV aids. Jaramogi Ajuma Oginga Odinga Oct.1911 Jan 20, 1994 ."}
{"text": "On 30th December 2002, Moi handed over power to Mwai Kibaki in a peaceful transition that followed the Narc victory over Kanu in the December 2002 General Elections. Currently, Moi is setting up a foundation through which he hopes to participate in solving conflicts in the horn of African and the Great Lakes Region as well as help rehabilitate street children and those orphaned by HIV aids. Jaramogi Ajuma Oginga Odinga Oct.1911 Jan 20, 1994 . Early years and career Oginga Odinga was born at Nyamira Kang o, in Sakwa location in Bondo, in October, 1911. Christened Obadiah Adonijah, he later renounced his Christian names and became known as Ajuma Oginga Odinga. Young Odinga began his formal education in 1926, at Maranda. He sat for his common entrance examination in 1929. He Attended Maseno School where he sat his STD 8 exams in 1934. He enrolled at Alliance High School in 1935 upto, finishing his formal education with a diploma in education from Makerere University College in 1939. From 1940 to 1942 Odinga taught mathematics at the Church Missionary Society school, Maseno. From 1943 to 1946 he was headmaster of the Maseno Veterinary School. Odinga and Economic and social independence In 1944, he quit teaching and formed the Bondo Thrift Association in 1945. In 1947, he founded the Luo Thrift and Trading Corporation for commercial and political purposes, serving as its managing director until 1962. LUTATCO build their first shop, Maseno Store, posho mills at Ngiya, Bondo and Dudi. The company owned Ramogi Press in Nairobi in 1947, publishing a Dholuo newspaper, Ramogi, edited by Achieng Oneko, Odinga s student in Maseno School. They also published Nyanza Times, Radioposta, Sauti ya Mwafrika and Mumenyereri. Between 1956 and 1957, they built Ramogi House and Africa House Kisumu. He helped to form the Luo Union, which brought together all the Luo people."}
{"text": "They also published Nyanza Times, Radioposta, Sauti ya Mwafrika and Mumenyereri. Between 1956 and 1957, they built Ramogi House and Africa House Kisumu. He helped to form the Luo Union, which brought together all the Luo people. His efforts earned him admiration and recognition among the Luo, who revered him as Ker a title previously held by the fabled classical Luo king, Ramogi Ajwang, who reigned 400 years before him. Odinga became known as Jaramogi man of the people of Ramogi . Odinga travelled across the major towns in East Africa raising funds that resulted in the building of the Ofafa Memorial Hall in Kisumu in 1957 which became the headquarters of the Luo Union. Odinga s political contributions 1948-1963 In 1947, he won the central Nyanza African District Council elections. In 1948 he joined Kenya African Union KAU having been influenced by a Luo Union and KAU leader, Ambrose Ofafa. In 1957 and became the political spokesman of the Luo. The same year, he was elected member of the Legislative Council for the Central Nyanza constituency. He became the chairperson of AEMO formed by the eight African elected Members of the LEGCO. He with Mboya and Kiano formed the Kenya Independence Movement after AEMO began to disintegrate. Key notes for the teacher and students- Cheloti 2013 Page 110 After the 1960 Lancaster House Conference, attended by a unified African delegation, Odinga emerging as one of the radical group leader, dissatisfied Africans with the conference decisions. Odinga and other members of the legislative council formed the Kenya African National Union KANU . Odinga's KANU used its strong showing in the 1961 general elections to help gain Kenyatta's release. Odinga after independence. Kenya gained independence in Dec 1963, and Odinga was appointed minister for home affairs. When Kenya became a Republic in 1964, he was its first Vice-President. As VicePresident he did not agree with Jomo Kenyatta's government, and he resigned his post and quit KANU in 1966 to form the Kenya People's Union KPU . He openly challenged the government's use of private and foreign investment capital and its close ties with the West."}
{"text": "Kenya gained independence in Dec 1963, and Odinga was appointed minister for home affairs. When Kenya became a Republic in 1964, he was its first Vice-President. As VicePresident he did not agree with Jomo Kenyatta's government, and he resigned his post and quit KANU in 1966 to form the Kenya People's Union KPU . He openly challenged the government's use of private and foreign investment capital and its close ties with the West. Within KANU, a coalition formed against Odinga and in 1966 a KANU reorganization conference abolished his post of party vice-president. In October 1969, Odinga together with Achieng Oneko and other KPU members were jailed by the government. The KPU was banned, and he stayed in prison for 15 months. Odinga remained an opposition leader throughout the1970s. After Kenyatta's death in 1978, the new president, Daniel Arap Moi, tried to bring Odinga back into KANU. Moi, appointed Odinga as chairman of the Cotton Lint and Seed Marketing Board where he did not last long, because he was still outspoken against Kenyatta's policies. When Odinga was reinstated into the party in 1980, he attacked Moi and Kenyatta as corrupt and protested U.S. military presence in Kenya. Odinga attempted to register a political party in 1982, but his plans were foiled when Kenya was made a de jure single-party state in 1982, KANU party again banished Odinga. Throughout the 1980s, Odinga remained vocal in calling for democracy. In 1984, he tried to launch and register the Ramogi Development Trust RADET but the government denied it registration Odinga and the Struggle for multi-parytism in the 1990s In 1991, Odinga founded the National Democratic Party, but the government refused to recognize it and briefly jailed Odinga. Later that year Odinga and five other opposition leaders formed the Forum for the Restoration of Democracy FORD . But FORD split in 1992, and Jaramogi formed FORD-K finishing fourth behind Moi, Matiba and Kibaki. In 1993, Odinga's reputation suffered when he admitted taking a campaign contribution from a bank accused of bribing government officials."}
{"text": "Later that year Odinga and five other opposition leaders formed the Forum for the Restoration of Democracy FORD . But FORD split in 1992, and Jaramogi formed FORD-K finishing fourth behind Moi, Matiba and Kibaki. In 1993, Odinga's reputation suffered when he admitted taking a campaign contribution from a bank accused of bribing government officials. In the months before his death in January 1994, Odinga tried to reconcile his branch of FORD with KANU, but without success. Wangari Maathai Early life of Wangari Maathai. Maathai was born on April 1, 1940 in the Ihithe village, Nyeri County, in the central region to Muta Njugi, a farm labourer on a white owned farm in the rift valley. In 1950, she joined Ihithe Primary School for primary education in 1951, Maathai moved to St. Cecilia's Intermediate Primary School at the Mathari Catholic Mission in Nyeri where she studied for four years. During this time, she converted to Catholicism, taking the Christian name Mary Josephine. In 1956 she joined Loreto High School Limuru. She was chosen to study at American universities in September 1960 under the Kennedy Airlift or Airlift Africa. In 1964, she joined the University of Pittsburgh to study for a master's degree inKey notes for the teacher and students- Cheloti 2013 Page 111 biology. In January 1966, upon her return to Kenya, Maathai dropped her Christian name, preferring to be known by her birth name, Wangari Muta. In April 1966, she met Mwangi Mathai, whom she later married in 1969 and had three children with him. In 1971, she became the first Eastern African woman to receive a Ph.D., in Anatomy from the University of Nairobi. She was a member of the Nairobi branch of the Kenya Red Cross Society, becoming its director in 1973. In 1979, her husband, Mwangi Mathai divorced her, saying she was too strong-minded for a woman and wife and accusing her of adultery with another Member of Parliament. Wangari Maathai as political activist. In 1979, Maathai ran for the position of chairman of the National Council of Women of Kenya NCWK ."}
{"text": "In December 2007, choosing to run as the candidate of a smaller party Maathai was, defeated in the parliamentary election. The life of Wangari Maathai as an environmental conservationist. Following the establishment of the Environment Liaison Centre in 1974, Maathai became the chair of the board. In 1974, with her husband as the MP for Lang ata constituency, Maathai founded the Envirocare Ltd., a business that involved the planting of trees to conserve the environment. This led to the planting of her first tree nursery, in a government tree nursery in Karura Forest. On June 5, 1977, marking World Environment Day, Maathai led the NCWK in a procession from Kenyatta International Conference Centre to Kamukunji Park where they planted seven trees in honor of historical community leaders. This was the first \"Green Belt\" planted by what became the Green Belt Movement. Key notes for the teacher and students- Cheloti 2013 Page 112 In 1982, she was approached by Wilhelm Elsrud, executive director of the Norwegian Forestry Society. Who partnered with the Green Belt Movement and offered her the position of coordinator. In 1987, Maathai stepped down as chairman of the NCWK and focused her attention on the newly separate nongovernmental organization. In October 1989, Maathai learned of a plan to construct the 60-story Kenya Times Media Trust Complex in Uhuru Park. Her protests, some leading to her being harassed, led to the foreign investors to cancel the project in January 1990 In June 1992, both Maathai and President Arap Moi traveled to Rio de Janeiro for the UN Conference on Environment and Development Earth Summit where she became a chief spokesperson despite government protest. In 1998, Maathai protested against the privatization of large areas of public land in the Karura Forest. In August 16, 1999, when the president announced that he was banning all allocation of public land. On October 8, 2004, Maathai became the first African woman, and the first environmentalist, to win the Nobel Peace Prize for her contribution to sustainable development, democracy and peace. On March 28, 2005, she was elected the first president of the African Union's Economic, Social and Cultural Council and was appointed a goodwill ambassador for an initiative aimed at protecting the Congo Basin Forest Ecosystem."}
{"text": "In August 16, 1999, when the president announced that he was banning all allocation of public land. On October 8, 2004, Maathai became the first African woman, and the first environmentalist, to win the Nobel Peace Prize for her contribution to sustainable development, democracy and peace. On March 28, 2005, she was elected the first president of the African Union's Economic, Social and Cultural Council and was appointed a goodwill ambassador for an initiative aimed at protecting the Congo Basin Forest Ecosystem. Achievements of Wangari Maathai. A As a member of the Kenya Association of University Women, she was on the forefront in campaigning for equal benefits for the women while at the university and also as a member National Council of Women of Kenya NCWK . B she succeeded in stopping the government from encroaching on a public utility at Uhuru park to construct the 60-story Kenya Times Media Trust Complex. C She succeeded in pressurizing the government to release political prisoners through painful hunger protests at Uhuru Park. The prisoners were released in early 1993.. d Maathai was the first African woman, and the first environmentalist, to win the Nobel Peace Prize for her contribution to sustainable development, democracy and peace. E Maathai has been very instrumental in environmental protection through the Green Belt Movement. THE FORMATION, STRUCTURE AND FUNCTIONS OF THE GOVERNMENT OF KENYA. THE ELECTORAL PROCESS. Role of the Independent Electoral and Boundaries Commission in Kenya. A The Commission is responsible for conducting or supervising referenda and elections to any elective body or office. B It is responsible for continuous registration of citizens as voters and regular revision of the voters roll. C It Prescribes and reviews electoral boundaries in constituencies and wards at intervals of not less than eight years, and not more than twelve years. The constitution provides for 290 constituencies established under the following considerations;Key notes for the teacher and students- Cheloti 2013 Page 113 Community of interest, historical, economic and cultural ties Geographical features and urban centres Means of communication d It is responsible for regulation of the process by which parties nominate candidates for elections. E The commission is responsible for settlement of electoral disputes, including disputes relating to or arising from nominations. However it does not handle election petitions and disputes subsequent to the declaration of election results. F The registration of candidates for election."}
{"text": "E The commission is responsible for settlement of electoral disputes, including disputes relating to or arising from nominations. However it does not handle election petitions and disputes subsequent to the declaration of election results. F The registration of candidates for election. G Educate informs the public on the requirements for voters and contestants h Facilitation of the observation, monitoring and evaluation of elections. I It is responsible for regulation of the amount of money that may be spent by or on behalf of a candidate or party in respect of any election. J Identifies, appoints and trains election officials. K Verifies and announces election results l Prepares ballot papers and other election materials. M Identifies and recommends polling stations. Types of elections. There are three types of elections in Kenya; a General elections. These are elections held after every five years. Initially they were meant to be held on the second Tuesday in August on the fifth year. But this has since been altered due to the delay in new constitution implementation process b By elections. These are elections of new leaders to fill vacant seats left following deaths of occupants, resignation or annulment of their election through successful petition in court. C Re run elections- this are elections held exactly one month after the general elections involving only two presidential candidates in case of no clear winner in the general election. Why Kenyans elect their representatives to parliament every five years. A It is a constitutional requirement that Kenyans elect MPs after every five years. B The elections give Kenyans a chance to practice their democratic right of choosing their representatives. C It enables Kenyans control their elected representatives i.e. the fear of losing election ensures that elected representative serve the electorate well. D It enables Kenyans choose between representatives and between parties that express the policies that they agree with. E Through periodic elections, Kenyans are able to participate in activities of their government The following methods have been used in elections in Kenya. A Mololongo queuing b Acclamation c Secret ballot. THE 2007 ELECTIONS IN KENYA The electoral process that was adopted by the ECK under the stewardship of Samuel Kivuitu in the 2007 election was very unfair and yielded false results. This caused the outbreak of violence, bloodshed, destruction and loss of property."}
{"text": "A Mololongo queuing b Acclamation c Secret ballot. THE 2007 ELECTIONS IN KENYA The electoral process that was adopted by the ECK under the stewardship of Samuel Kivuitu in the 2007 election was very unfair and yielded false results. This caused the outbreak of violence, bloodshed, destruction and loss of property. The Kreigler commission that was formed to look into the causes of the 2008 violence reportedKey notes for the teacher and students- Cheloti 2013 Page 114 the following weaknesses. A Irregularities in the voter register which excluded 30 of the potential voters the register contained names of deceased persons. Women who had attained the voting age were found to be under represented. B Imbalanced distribution of registered voters among constituencies. Some constituencies like Embakasi had over 200, 000 registered voters while others like Mandera East had less than 20,000 registered voters. C Rampant cheating where in some cases the votes cast were more than 100 of the registered voters. D Existence of exclusive strongholds with some electoral areas being out of bounds for some political parties. E There was a defective system of voter tallying and relaying of information. Some of those declared winners finally lost their seats through election petitions. F Incompetence of the ECK officials with even the chairmen stating clearly that it was impossible to establish who won the elections. G The results relayed sometimes faced integrity queries. Some officials relayed cooked results. H The composition of the ECK raised suspicion especially among the opposition. The principles that govern the electoral process in Kenya. A All citizens have the freedom to exercise their political rights b Not more than two-thirds of the members of elective public bodies shall be of the same gender. C Persons with disabilities must receive fair representation. D There must be universal suffrage based on the aspiration for fair representation and equality of vote. E The elections should be free and fair and will be by secret ballot, free from violence, intimidation, improper influence or corruption. F The elections will be conducted by an independent body, transparent; and administered in an impartial, neutral, efficient, accurate and accountable manner. Legislation on Elections. The following legislations govern the electoral process in Kenya."}
{"text": "F The elections will be conducted by an independent body, transparent; and administered in an impartial, neutral, efficient, accurate and accountable manner. Legislation on Elections. The following legislations govern the electoral process in Kenya. A The constitution of Kenya-that is a sovereign state and republic with the people owning all sovereign power directly or through democratically elected leaders. B The national assembly and presidential elections Act- it outlines the steps to be followed in the registration of voters, nomination of candidates, polling and counting of votes and other related processes. C The local government act- it gives the procedure and rules for conducting elections for county, municipal and town councils. D The electoral offences Act. It lays out the election offences like bribing of voters, threatening voters, voting more than once or causing violence on polling day or during campaigns. Voter registration. Qualifications of a voter in an electoral process in Kenya. A One must be an adult citizen at least 18 years old. B He she must be a Kenyan citizen in possession of an identity card or passport. Key notes for the teacher and students- Cheloti 2013 Page 115 c He she must be a registered voter. D He she must been registered at only one registration centre e One must not be an insane person. F He she must have been convicted of an election offence during the Preceding five years. Voter and civic education. Voter education refers to the provision of information, materials and programmes to voters with the intention of informing them about the specifics of voting process for a particular election. For example, information on who is eligible to vote, where and how to register. Civic education is aimed at conveying knowledge to the citizens about the country s political system and context. For example, information about the system of government, the nature and powers of the elective offices, to be filled in an election. Nomination of candidates. There are two categories of Nominations a Party nominations b IEBC nominations Party nominations This refers to the selection of political party candidates to contest in an election. It is done through queuing, acclamation or secret ballot. It may involve nomination for county, parliamentary or presidential elections. IEBC nominations Once the political parties have nominated their candidates, they are presented to the IEBC for formal nomination to contest the presidential, parliamentary or county civic elections."}
{"text": "E If one is of unsound mind. F If one is declared bankrupt. G Is subject to a sentence of imprisonment of at least six months, as at the date of registration as a candidate, or at the date of election. H If one is found, in accordance with any law, to have misused or abused a State office or public office. An elected MP may lose his her seat in parliament under the following circumstances. A When he she ceases to be a Kenyan citizen. B He she receive a jail sentence exceeding 6 months or death penalty from a court of law. C When he she resign, through writing to the speaker, from the national assembly. D When he she is declared bankrupt by a court of law. E When he she is found to be of unsound mind. F When he she resigns from the sponsoring political party or as an MP. G When he she fails to attend 8 consecutive sessions during the life of a particular parliament without permission from the speaker. H When he she defects from one party to another. I When he she having been elected to parliament as an independent candidate, decides to join a political party. Campaigns. The campaign periods starts immediately after IEBC nomination of candidates and ends 12 hours before the polling day. The main purpose of campaigns is to give the voters chance to assess aspiring candidates and their party policies and strategies and then decide the right candidate. Polling Voting is done in the polling station. It takes place from 6.00am to 6.00 pm on the Election Day. Counting of votes begins after the closure of the exercise. The presiding officer then announces the number of votes garnered by each candidate. The returning officer, the election officer in the constituency then tallies the total votes from all the polling stations and announces per candidate in the constituency. He she declares the elected mp for the constituency and councilors of each ward. He announces the number of votes per candidate for the presidential elections. The IEBC then declares the validly elected candidates for the presidential, National Assembly and Senate. Factors likely to interfere with free and fair elections in Kenya. A Ethnic loyalties polarization Party loyalties. People may be compelled to vote along tribal lines, in total disregard of the leadership records or accomplishment of those they elect. B Illiteracy of some voters. This curtails their ability to mark the ballot papers correctly."}
{"text": "People may be compelled to vote along tribal lines, in total disregard of the leadership records or accomplishment of those they elect. B Illiteracy of some voters. This curtails their ability to mark the ballot papers correctly. C Inadequate civic education. The lack of adequate sensitization of the voters can lead to ineffective election process. Key notes for the teacher and students- Cheloti 2013 Page 117 d Violence. Harassment of voters by rival groups Insecurity fear instilled in candidates. All forms of chaos makes accessibility to voting stations by voters difficult. E Corruption of candidates and their supporters. This is through bribing of voters to vote for certain candidates. F Incompetent election officials. Some election officials are partisan and therefore unable to preside over elections competently. G Rigging. On many occasions aspiring candidates or their agents have complained of rigging. H Transport difficulties. The electoral process in Kenya has been faced with the problem of Inaccessibility of some polling stations i Communication problems. During the voting day, some remote areas experience communication problems between the headquarters and the polling stations. J Extreme weather conditions. Delivery of polling materials has sometimes been affected by bad weather. K Gender insensitivity. For a long time, women have not been given a fair share in the electoral process in Kenya. L Use and misuse of mass media. Some politicians own some media houses, sometimes they have subjected them to misuse. There has been also the problem of imbalance when it comes to media coverage of elections. Electoral guidelines and regulations that may help minimizeirregularities. A Whatever voting method is used, the system must be simple, accurate, verifiable, secure, accountable and transparent. B The votes cast must be counted, tabulated and the results announced promptly by the presiding officer at each polling station. C The results from the polling stations must be openly and accurately collated and promptly announced by the returning officer. D Appropriate structures and mechanisms to eliminate electoral malpractices must be in place, including the safekeeping of electoral materials. Electoral disputes The following must be observed as pertains to election disputes: a Electoral petitions, other than in a presidential election, must be filed within 28 days after the declaration of the election results by the IEBC. B Service of a petition may be direct or by advertisement in a newspaper with national circulation."}
{"text": "D Appropriate structures and mechanisms to eliminate electoral malpractices must be in place, including the safekeeping of electoral materials. Electoral disputes The following must be observed as pertains to election disputes: a Electoral petitions, other than in a presidential election, must be filed within 28 days after the declaration of the election results by the IEBC. B Service of a petition may be direct or by advertisement in a newspaper with national circulation. ELECTION OFFICIALS The following are the officers appointed by the IEBC to assist in administering elections. 1. District election coordinators. -. Officials responsible for all electoral matters at district level. They act as a link between people at the grassroots level and the IEBC headquarters. 2. Registration officers. They register voters in each constituency and issue them with voter s card. 3. Returning officers. Are in charge of elections in a constituency which has several polling stations. They perform the following functions: a They set up polling booths in each polling station. B They receive nomination papers from prospective candidatesKey notes for the teacher and students- Cheloti 2013 Page 118 c They distribute ballot papers and boxes to polling stations. D They supervise the voting and counting of votes in the constituency. E They appoint the presiding officers in each polling station. F Announcing the results of the elections. 4. Presiding officers. In charge of polling stations. And perform the following duties; a They conduct the polls in an orderly, free and fair manner at the polling station. B They ensure that every eligible voter votes only once. C They help illiterate voters mark ballot papers. D They seal the ballot boxes and transfer them to a central point in the polling station where the votes will be counted. E They maintain law and order at polling stations and report any irregularities to the returning officer. F They ensure that there is impartiality in conducting. 5. Polling clerks. On the polling day, they assist and guide voters, particularly those who are illiterate. 6. Security personnel. Police officers maintain law and order during the polling and counting of votes. 7. Counting clerks. They sort out ballots and then count the ballots per candidate. 8. Party agents. They represent candidates or political parties in a polling station or counting hall to ensure that the polling and counting procedures are transparent , orderly , free and fair. 9. Observers."}
{"text": "They represent candidates or political parties in a polling station or counting hall to ensure that the polling and counting procedures are transparent , orderly , free and fair. 9. Observers. These are neutral persons who make observations and write reports on the polling and counting exercise to indicate if the elections were free and fair or not. FORMATION OF GOVERNMENT NATIONAL GOVERNMENT Kenyans directly or indirectly exercise their sovereign or absolute power through their democratically elected representatives. This power is delegated to the state organs or arms of government namely; a The parliament and the legislative assemblies in the county assemblies. B The national executive and the executive structures in the county government. C The judiciary and independent tribunals. The process of National government formation. After every election, the party with the majority of seats in the house forms the government by appointing cabinet secretaries from among professionals not among elected MPs with the approval of the National Assembly. The president then appoints the judiciary with the advice of the JSC. The president-elect is sworn in by the chief Justice and the members of the three arms of government also take oath. The three arms of government operate independently and work on checks and balances The executive is responsible for running the country by developing and implementing policies that lead to national development. Even after dissolution of parliament after its expiry, the cabinet exists until a new one isKey notes for the teacher and students- Cheloti 2013 Page 119 appointed. This is to ensure that there is no power vacuum and that government operations continue. Role of government in Kenya a Government ensures that social and economic development is undertaken by putting in place policies to improve schools, hospitals, agriculture, trade, housing and industry. B It upholds human rights and freedoms and ensures that all citizens live in peace and harmony through the administration of justice and maintaining law and order. C Government organizes an effective defence force to protect the country from internal and external aggression. D It also has a duty to establish sound foreign policies to promote international cooperation with other countries by setting up foreign embassies and high commissions. E It has a duty to foster national unity by recognizing diversity and ensuring equitable sharing of national and local resources. F Government protects and promotes the interests and rights of the minorities and marginalized communities. COUNTY GOVERNMENT The county government is composed of County assemblies, county executive committees and county public service and exist in each of the 47 counties throughout Kenya."}
{"text": "E It has a duty to foster national unity by recognizing diversity and ensuring equitable sharing of national and local resources. F Government protects and promotes the interests and rights of the minorities and marginalized communities. COUNTY GOVERNMENT The county government is composed of County assemblies, county executive committees and county public service and exist in each of the 47 counties throughout Kenya. A county government consists of; a Members one member per ward elected by the registered voters of the wards in a general election in Kenya. B The Speaker, who is an ex officio member. C Members appointed by the county governor, with the approval of the county assembly, from among persons who are not members of the assembly. The structure of the executive arm of the county government. The executive authority of the county is vested in the county executive committee. The committee consists of; a The county Governor and the Deputy County Governor who are the chief executive and deputy chief executive of the county respectively. B Members who are not members of the assembly and appointed by the County Governor, with the approval of the assembly. They should be not more than ten other. If the assembly has less than thirty members, the members should be One-third of the number of members of the county assembly. NB; Members of a county executive committee are accountable to the county governor for the performance of their functions and exercise of their powers. The appointed members of the county executive committee cease to hold office once the office of the county governor falls vacant. The election of a county governor. The county governor is directly elected by the voters registered in the county at a general election for a term of 5 years. To be eligible for election as county governor, a person must be eligible for election as a member of the county assembly. If re-elected, can serve for another final term of 5 years. Key notes for the teacher and students- Cheloti 2013 Page 120 Each candidate for election as county governor nominates a person as his her running mate to be the deputy governor. Removal of a County Governor from office. A governor may be removed from office under the following grounds; a Gross violation of the Constitution or any other law. B When the county governor commits a crime under national or international law. C When the governor abuses office or is accused of gross misconduct. D When he she suffers from Physical or mental incapacity that hinders performance of the functions of office."}
{"text": "B When the county governor commits a crime under national or international law. C When the governor abuses office or is accused of gross misconduct. D When he she suffers from Physical or mental incapacity that hinders performance of the functions of office. The office of the county governor falls vacant when the holder of office; a Dies. B Resigns, in writing, addressed to the speaker of the county assembly. C Is convicted of an offence punishable by imprisonment for atleast twelve months. D Ceases to be eligible to be elected as a county governor. E Is removed from office under the constitution. The deputy county governor assumes office as a county governor for the remainder of the term of the county governor when a vacancy arises. Where the deputy governor is unable to act or his office is also vacant, the speaker acts as governor and elections must be held within sixty days after the speaker assumes office. THE COUNTY ASSEMBLY The composition of a County Assembly in Kenya is as follows; A county assembly consists of Members one member per ward elected by the registered voters of the wards in a general election. Members of special seats no more than two-thirds of the membership of the assembly is of the same gender. Members of marginalized groups, including persons with disabilities and the youth. The Speaker, who is an ex officio member. Nb-The members for special seats and marginalized communities are nominated by political parties in proportion to the seats received in the election in a particular county. The functions of a county assembly. A County assemblies make laws for the effective performance of the county government. B It acts as a watch dog over the county executive committee. C It receives and approves plans and policies for managing and exploiting the county s resources, and, developing and managing the infrastructure and institutions. Conditions that must be met by a person seeking for election to a County Assembly. A The person must be a registered as a voter in his her county. B The person must have been a Kenyan citizen for atleast ten years before the elections. C The person must be able to read and write in English and Kiswahili. D He or she must be of sound mind. E The person must be of unquestionable morals and ethics f If a public officer, he she must relinquish his her public work."}
{"text": "The Composition and membership of the National Assembly. The National Assembly consists of; a Two hundred and ninety members, each elected by the registered voters of single member constituencies. B Forty-seven women, each elected by the registered voters of the counties, each county constituting a single member constituency. C twelve members nominated by parliamentary political parties according to their proportion of members of the National Assembly to represent special interests including the youth, persons with disabilities and workers. D The Speaker, who is an ex officio member. Membership of the Senate The Senate consists of; a forty-seven members each elected by the registered voters of the counties, each county constituting a single member constituencyKey notes for the teacher and students- Cheloti 2013 Page 122 b Sixteen women members nominated by political parties according to their proportion of members of the Senate elected. C Two members, being one man and one woman, representing the youth. D Two members, being one man and one woman, representing persons with disabilities. E The Speaker, who shall be an ex officio member. The official languages of parliament are English, Kiswahili and Kenyan sign language. Parliament quorum is 50 members for the national assembly and 15 members for the senate. Office of parliament. The following are the officers of parliament; Speakers and deputy speakers. Two Speakers, ex-officio member, one for each of the two houses. Each is elected by members of the respective house from among persons who are qualified to be elected as members of parliament but are not MPs. A deputy speaker is elected from among members of each of the houses by the mps. Their offices become vacant when; A new house of parliament first meets after an election. When he she resigns, dies. When a house resolution of two-thirds removes him her from office. The speakers Preside at any sitting of the house. In a joint meeting of the two houses, the speaker of the national assembly assisted by that of the senate presides over. The speaker has no vote in parliament and in case of a tie, The question is lost. The six speakers in Kenya since independence include; 1. 2008-upto date- Kenneth Marende. 2. 1993-2007- Francis Ole Kaparo 3. 1991- 1992-Professor Jonathan Ngeno 4. 1988- 1990-Moses Arap Keino 5."}
{"text": "1993-2007- Francis Ole Kaparo 3. 1991- 1992-Professor Jonathan Ngeno 4. 1988- 1990-Moses Arap Keino 5. 1970 1987-Fredrick Mbiti Mati. 6. 1964-1969-Humphrey Slade became the first speaker of the single house. 7. 1963- Muinga Chokwe speaker of the upper house 8. 1963- Humphrey slade speaker of the lower house . Role of the speaker. A He she presides over the proceedings of the house and ensures that they are conducted in accordance with the rules of procedure. He enforces standing orders in the house. B The speaker disciplines members of the house who violate standing orders by ordering such them to leave the house or be barred from attending three house consecutive sittings. C Maintains order during debates and enforces rules which govern conduct of the house. The speaker interprets the rules of the house. D He she gives the MPs chance to contribute towards house debates to ensure that the minority are given a fair hearing before the will of the majority prevails. E He she represents and protects the authority of the house. F He she organizes and determines the business to be conducted in the house by receiving Bills, motions and questions for discussion in the house, and then prepares an order paper. G He she adjourns sittings if the house lacks a quorum. Key notes for the teacher and students- Cheloti 2013 Page 123 h He she keeps and maintains the attendance register and grants permission to MPs to be absent from sessions. MPs going out of the country must inform the speaker of their absence from Kenya. I He she heads the National Assembly department and takes charge of its general administration and welfare. He she is responsible for preserving dignity and order and for the comfort and convenience of the members and staff within parliament buildings. J He she chairs the speaker s committee, the committee of powers and Privileges and the standing Order Committee. K The speaker issues orders and makes rules for the regulation of visitors to parliament and represent parliament in its relations with foreign countries. L The speaker chairs the branches of the commonwealth Parliamentary Association, InterParliamentary Union and the Union of African Parliaments. He she represents Parliament at the commonwealth speaker s conference."}
{"text": "K The speaker issues orders and makes rules for the regulation of visitors to parliament and represent parliament in its relations with foreign countries. L The speaker chairs the branches of the commonwealth Parliamentary Association, InterParliamentary Union and the Union of African Parliaments. He she represents Parliament at the commonwealth speaker s conference. M He she declares parliamentary seats vacant and issues writs for general elections and byelections. N He she receives and accepts letters of resignation from members of parliament. O He she swears in members of parliament before participating in the House deliberations. P He, summons parliament to a new when parliamentarians are on recess. Party leaders As part of parliament officers, there is the leader of the majority party and leader of minority party. The majority party leader is the person who is the leader in the national assembly of the largest party or coalition of parties. The minority party leader is the person who is the leader in the national assembly of the second largest party or coalition of parties. Role of party leaders. A They promote and uphold national unity through party activities. B They enforce adherence to principles of good governance, democracy and upholding human rights and fundamental freedoms and gender equality and equity. C The leaders work to advance the goals of the party and ensure their programme is carried out to the satisfaction of the party. D The leader of the majority party has to ensure and maintain support for legislation. E The leader of the minority party has to protect the rights of the minority. F The leader of the majority party has to ensure accountability and transparency in the party. And the government. Functions of parliament in Kenya. A The elected members of parliament Represents the will of the people, and exercises their sovereignty. B Parliament considers and passes amendments to the Constitution c It has powers to alter county boundaries as provided for in the Constitution. D Parliament has the duty to protect the Constitution and promote the democratic governance of the Republic. E Parliament is the sole body that has the power to make provision having the force of law inKey notes for the teacher and students- Cheloti 2013 Page 124 Kenya Functions of the National Assembly in Kenya. A The national assembly represents the will of the people and expresses their sovereignty since it represents people from the 290 constituencies and special interest groups. B The National Assembly deliberates on and resolves issues of concern to the people in the Constituencies and special interest groups."}
{"text": "E Parliament is the sole body that has the power to make provision having the force of law inKey notes for the teacher and students- Cheloti 2013 Page 124 Kenya Functions of the National Assembly in Kenya. A The national assembly represents the will of the people and expresses their sovereignty since it represents people from the 290 constituencies and special interest groups. B The National Assembly deliberates on and resolves issues of concern to the people in the Constituencies and special interest groups. C The National Assembly enacts legislation that affect the nation-not the county government. For example the money bill may be introduced only in the national assembly. D The National Assembly determines the allocation of national revenue between the levels of government it controls revenue and expenditure in the republic. E It appropriates funds for expenditure by the national government and other national State organs it exercises oversight over national revenue and its expenditure. F The National Assembly reviews the conduct in office of the President, the Deputy President and other State officers It may initiate the process of removing them from office. G The National Assembly approves declarations of war and extensions of states of emergency. Functions of the Senate in Kenya. A The Senate represents the counties, and serves to protect the interests of the counties and their governments. B The Senate participates in the law-making function of Parliament by considering, debating and approving Bills concerning counties. C The Senate determines the allocation of national revenue among counties It exercises oversight over national revenue allocated to the county governments. D The Senate participates in the oversight of State officers by considering and determining any resolution to remove the President or Deputy President from office. The process of law making in Kenya. What is law making? This is the process of enacting new laws or amending the existing ones. The two conditions for the start of a law making process are a The presence of a speaker or his deputy. B A quorum of fifty members of the national assembly. C A quorum of 15 members of the senate. What is a bill? A bill is a proposed piece of legislation law . Bills originate in the National Assembly. A Bill not concerning county government is considered only in the National Assembly, and passed in accordance with the Standing Orders of the Assembly. A Bill concerning county government may originate in the National Assembly or the Senate, and is passed in accordance with the Standing Orders of the Houses."}
{"text": "Bills originate in the National Assembly. A Bill not concerning county government is considered only in the National Assembly, and passed in accordance with the Standing Orders of the Assembly. A Bill concerning county government may originate in the National Assembly or the Senate, and is passed in accordance with the Standing Orders of the Houses. Bills are classified into two; a Public Bill- these deal with matters of public policy that affect all citizens of Kenya. They are also categorized into two; a. Government Bill-introduced by cabinet secretaries. B. Private member s Bill.-introduced by back-benchers in the national assemblyKey notes for the teacher and students- Cheloti 2013 Page 125 a Private Bill.-this is a bill that affects a particular person, associations or people living in a small part of the country. Money Bill This a bill that has provisions dealing with taxes, payment of charges by public, appropriation , receipt ,custody or issue of public money, raising or guaranteeing of any loan, its repayment or other matters relating to such monies. The process The government departments and public offices to be affected by a bill consult first before it is drafted. A bill is then drafted by the government draftsman the parliamentary counsel in the attorney general s chambers. When the cabinet is satisfied with the draft, it is published in the Kenya gazette at least fourteen days before it is introduced to parliament. The main purpose of this is to give the public chance to view and criticize the Bill. The draft proposal is also presented to parliament to give members chance to research on it on preparation for a debate in the future. A Bill is first introduced by any member or committee of the relevant House of Parliament, but a money Bill may be introduced only in the National Assembly. Before either House considers a Bill, the Speakers of the National Assembly and Senate jointly resolve any question as to whether it is a Bill concerning counties and, if it is, whether it is a special or an ordinary Bill. When any Bill concerning county government has been passed by one House of Parliament, the Speaker of that House refers it to the Speaker of the other House. If both Houses pass the Bill in the same form, the Speaker of the House in which the Bill originated shall, within seven days, refer the Bill to the President for assent."}
{"text": "Before either House considers a Bill, the Speakers of the National Assembly and Senate jointly resolve any question as to whether it is a Bill concerning counties and, if it is, whether it is a special or an ordinary Bill. When any Bill concerning county government has been passed by one House of Parliament, the Speaker of that House refers it to the Speaker of the other House. If both Houses pass the Bill in the same form, the Speaker of the House in which the Bill originated shall, within seven days, refer the Bill to the President for assent. The National Assembly may amend or veto a special Bill that has been passed by the Senate only by a resolution supported by at least two-thirds of the members of the Assembly. Within fourteen days after receipt of a Bill, the President assents to the Bill; or refer the Bill back to Parliament for reconsideration by Parliament, noting any reservations that the President has concerning the Bill. When a bill is referred back to parliament, the following procedure is followed; a Parliament may amend the bill in light of the president s reservations or pass the bill a second time without amendments. B If parliament amends the Bill after consideration of the president s reservations, the speaker must resubmit the bill to the president for assent. C Parliament could pass the bill without amendments or with amendments that do not fully accommodate the president s reservations if supported by; Two-thirds of the members of the national assembly, and Two-thirds of the delegations in the senate, if the bill requires approval of the senate. The bill then has to be submitted by the appropriate speaker to the president for assent within seven days. If the president fails to assent the bill within seven days, the bill will be considered acted upon and therefore considered null and void. The process of the bill coming into force as a law. Key notes for the teacher and students- Cheloti 2013 Page 126 After presidential assent, a Bill becomes a law or an act of parliament. It is then published in the official gazette, the Kenya gazette, within seven days after assent. Sections of it may also be published in the local dailies so as to publicize the law to all residents in the country. The Act of parliament then comes into force as a law on the fourteenth day after its publication in the Kenya Gazette unless the Act specifies a different date or time when it will come into force. The law then binds everybody in the country."}
{"text": "Sections of it may also be published in the local dailies so as to publicize the law to all residents in the country. The Act of parliament then comes into force as a law on the fourteenth day after its publication in the Kenya Gazette unless the Act specifies a different date or time when it will come into force. The law then binds everybody in the country. Special Bills concerning county governments. Such Bills, when passed by senate, can only be amended or vetoed by National Assembly by a resolution of 2 3 of the members. When the veto or amend fails to pass, the speaker of the National Assembly must within seven days refer the Bill in the form adopted by the senate to the president for assent. Ordinary Bills concerning counties. If one house passes an ordinary bill concerning counties and the second house rejects it , the Bill must be referred to the mediation committee. A mediation committee refers to a committee comprising equal number of members from both houses appointed by the speaker with the task of formulating a version of the Bill that both Houses could pass. Both houses will then vote to pass or reject the formulated version. The Bill is considered rejected if the committee fails to reach an agreed version within 30 days. If the second House passes it in an amended form, the bill must be taken back to the originating house for consideration. If the originating house passes it as amended; it is referred to the president for assent within seven days. If it rejects it, it is referred to the mediation committee. Parliamentary supremacy Meaning of parliamentary supremacy This refers to the sovereign power exercised by parliament which makes law for the country. Parliament is supreme because, through elections, it has the people s mandate to legislate and govern on their behalf and is the only means through which people control government. How parliamentary supremacy is upheld in Kenya. A It is the only Body that makes and repeals laws. Technically, a constitutional court can overrule an act of parliament, but parliament can change the law to prevent that from happening. B Parliament can remove the president from office by impeachment. A member of the national assembly, with the support of at least a third of all the members, may move an impeachment motion. C Parliament through an amendment of the constitution, can limit the powers of the executive. It can also pass a vote of no confidence in the government, compelling the president and his her cabinet secretaries to resign."}
{"text": "A member of the national assembly, with the support of at least a third of all the members, may move an impeachment motion. C Parliament through an amendment of the constitution, can limit the powers of the executive. It can also pass a vote of no confidence in the government, compelling the president and his her cabinet secretaries to resign. D Cabinet secretaries are accountable to the parliament for their activities in the ministries under their control. They have to answer questions in parliament about their ministries. E Bills prepared by the cabinet have to be legislated by parliament, which is a law making body. F Parliament has to approve government expenditure. The Cabinet secretary in charge ofKey notes for the teacher and students- Cheloti 2013 Page 127 Finance annually presents the budget to parliament for approval by MPs. -. The public accounts committee scrutinizes government expenditure. The Auditor and controllerGeneral check the expenditure of all ministries and reports to parliament. NB; - The upholding of parliamentary supremacy however depends largely on the integrity and maturity of members of the national assembly. Ways in which parliamentary supremacy in Kenya is limited. A Parliament cannot make laws that contradict traditional customs and practices of the people, unless people want change. B Parliament cannot pass a law that contradicts the constitution. The supremacy of the constitution is upheld. C Increased power of the cabinet can reduce parliament s authority. If the cabinet is too powerful, it may influence parliamentary decisions. D The president can limit the supremacy by making independent decisions. For example, the president has emergency powers which sidestep parliamentary supremacy. State of Emergency does not follow parliamentary directions. E Parliament supremacy can be limited by the application of international laws. Parliament may be forced to ratify a law out of necessity; failure to ratify an international law may invite punitive actions on the country. F Delegated legislation may also limit its powers, i.e. the operation of the county government by-laws may limit parliamentary supremacy although national legislation prevails over county legislation. G Referendum may be used to decide important issues as opposed to parliamentary decisions. Merits of parliamentary supremacy parliamentary system. A It increases harmony, since the legislature and the executive work together. This is realized when MPs, who represent the electorate, bring their views to the executive cabinet secretaries in the legislature. B This system allows ordinary citizens to participate in the governing process by electing their representatives to articulate their views on issues of national interest."}
{"text": "A It increases harmony, since the legislature and the executive work together. This is realized when MPs, who represent the electorate, bring their views to the executive cabinet secretaries in the legislature. B This system allows ordinary citizens to participate in the governing process by electing their representatives to articulate their views on issues of national interest. C It ensures a responsible and responsive government since the cabinet is controlled by parliament in its actions. Cabinet cannot ignore public opinion, since people choose the MPs. Such could risk a vote of no confidence. D It instills a sense of responsibility in the executive since cabinet secretaries have to sit and answer questions in the house. E The system legitimizes actions taken by the government, particularly when such actions originate from recommendations passed by the MPs- the people s representatives. F A parliamentary system gives citizens a chance to participate in national political leadership through presenting themselves for election as members of parliament or county assemblies. G It provides for regular elections, giving the electorate the chance to reject non-performing MPs and elect others who can perform. H Parliament is a training ground for effective leaders; the system enables Kenyans of ability and experience to prove their worth in parliamentary debates. Demerits of parliamentary supremacy. Key notes for the teacher and students- Cheloti 2013 Page 128 a It only works well where there are two parties; with one ruling while the other in opposition. In a case where there are more than two parties. A coalition government may be formed and this form of government is sometimes weak and unstable. Also where the legislature is dominated by one party, the cabinet tends to be dictatorial. B Such government may not be effective in times of emergencies. The head of government has to consult with the cabinet and the legislature before acting. C It weakens the executive. It compels the cabinet secretaries to spend most of their time in parliament instead of dealing with matters of their ministries. Terminative Role of Parliament in Kenya. This means that parliament has the power to impeach a president or pass a vote of no confidence in the government by a two-thirds vote majority of the national assembly, forcing the government to resign. Functions of the Parliamentary Service Commission a The Commission is responsible for providing services and facilities to ensure the efficient and effective functioning of Parliament b It is responsible for constituting offices in the house."}
{"text": "He receives foreign diplomatic and consular reprentatives. B He is the head of Government. He nominates a deputy president to deputize him. He nominates and, with the approval of the national assembly, appoints or dismisses cabinet secretaries, the attorney general, the Director of Public Prosecutions, the secretary to the cabinet, Principal secretaries, High Commissioners, Ambassadors, and diplomatic and consular representatives, the chief justice and the deputy and all the judges in line with the recommendations of the Judicial Service Commission c He is the Commander-in-Chief of the Kenya Defence Forces He has powers to declare a state of emergency, declare war with the approval of parliament. He is the chairperson of the National Security Council of Kenya. D The President has the duty to safeguard the Constitution, ensure the protection of human rights and fundamental freedoms and the rule of law, safeguard the sovereignty of theKey notes for the teacher and students- Cheloti 2013 Page 130 republic, promote and enhance unity of the nation and promote respect for diversity. E The President has legislative powers to address the opening of each newly elected Parliament. He also addresses a special sitting of parliament once every year and any other time. F The President chairs Cabinet meetings and assigns responsibility for the implementation and administration of any Act of Parliament to a Cabinet Secretary. G He presides over national holidays during which he expounds on government policy. H He confers honours in the name of people and republic on men and women of Kenya for outstanding achievements. E.g. OGH, OBS, DSM, HSC and EBS. I He may, on petition of any person, exercise mercy powers in accordance with the advice of the advisory committee. E.g.; Grant a free or conditional pardon to a person convicted of an offence. Postpone execution of any punishment for an offender , for a specified period, or indefinitely Substitute a less severe form of punishment. Remit all or part of a punishment. J The President ensures that the international obligations of the Republic are fulfilled through the actions of the relevant Cabinet Secretaries. NB-the constitution provides the president with immunity from criminal proceedings during the tenure of office in respect of anything done or not done in exercise of the powers granted by the constitution. But this immunity does not extend to a crime for which the president may be prosecuted under any treaty to which Kenya is part to, and which prohibits such immunity."}
{"text": "The office holder is nominated and appointed by the president, with the approval of theKey notes for the teacher and students- Cheloti 2013 Page 132 national assembly. He she has the following responsibilities; a Taking charge of the cabinet office. B Arranging the business of the cabinet subject to its directions. C Keeping minutes of the cabinet. D Conveying decisions of the cabinet to the appropriate persons or authorities. E Serving other functions as directed by the cabinet. Principal Secretaries. Each state department is under the administration of a principal secretary. He she is nominated and appointed by the president from among persons recommended by the public service commission and approved by the national assembly. This office is an office in the public service. General Functions of the cabinet. A The cabinet Advises and assists the president in governing the country. B The cabinet Discusses matters of national and international concern with the president. C The cabinet Formulates government policies and programmes. During parliamentary debates, the secretaries defend the same policies, interpret them to the people and ensure their implementation. D The cabinet initiates new bills and table government bills in the National assembly. E Cabinet secretaries on their individual capacity give direction to operations within their ministries. F The secretary for finance formulates and prepares the national budget which he she then presents to the National Assembly. The principle of collective responsibility of the cabinet. A The cabinet does not work in the light of day. Cabinet must abide by oath of secrecy. B It requires that the cabinet must act together as a team. The cabinet must speak together with one voice on all matters of government policy. C All cabinet members are collectively responsible to parliament and to the people through parliament. One act of a cabinet secretary is taken to be an act of all the members of the cabinet. D A minister would resign if in his conscience he cannot abide by the principle of collective responsibility. The functions of the Attorney-General in Kenya. A The Attorney-General is the principal legal adviser to the Government. B He represents the national government in court or in any other legal proceedings to which the national government is a party, other than criminal proceedings. C He performs any other functions conferred on the office by an Act of Parliament or by the President. D The Attorney-General has authority, to appear as a friend of the court in any civil proceedings to which the Government is not a party."}
{"text": "B He represents the national government in court or in any other legal proceedings to which the national government is a party, other than criminal proceedings. C He performs any other functions conferred on the office by an Act of Parliament or by the President. D The Attorney-General has authority, to appear as a friend of the court in any civil proceedings to which the Government is not a party. E The Attorney-General has duty to promote, protect and uphold the rule of law and defend the public interest. The Director of public prosecutions. The DPP is nominated and with the approval of the National Assembly is appointed by the president to hold office for a term of eight years and can t be re-appointed. Key notes for the teacher and students- Cheloti 2013 Page 133 He she does not require the consent of any person or authority for the commencement of criminal proceedings. His her powers may be exercised in person or by subordinate officers acting under general or special instructions. A person qualified to be appointed a DPP should have the qualifications to be appointed a judge of the High Court. The functions of the Director of Public Prosecutions. A The Director of Public Prosecutions has power to direct the Inspector-General of the National Police Service to investigate any information or allegation of criminal conduct. B The Director of Public Prosecutions exercises State powers of prosecution and may institute and undertake criminal proceedings against any person before any court other than a court martial in respect of any offence alleged to have been committed. C He has powers to take over and continue any criminal proceedings commenced in any court other than a court martial that have been instituted or undertaken by another person or authority, with the permission of the person or authority. D He has powers to discontinue at any stage, before judgment is delivered, any criminal proceedings instituted by the Director of Public Prosecutions or taken over by the Director of Public Prosecutions. THE PUBLIC SERVICE The public service includes all state organs in both levels of government and all state corporations. Values and principles of public service a High standards of professional ethics. B Efficient, effective and economic use of resources. C Responsive, prompt, effective, impartial and equitable provision of services. D Involvement of the people in the process of policy making. E Accountability of administrative acts. F Transparency and provision to the public, of timely, accurate information. G Fair competition and merit as the basis of appointments and promotions h Representation of Kenya s diverse communities."}
{"text": "E Accountability of administrative acts. F Transparency and provision to the public, of timely, accurate information. G Fair competition and merit as the basis of appointments and promotions h Representation of Kenya s diverse communities. I Providing adequate and equal opportunities for appointment, training and advancement at all levels of the public service, for women and men, members of all ethnic groups and persons with disability. The Public Service Commission. This is the body charged with the responsibility of recruiting, promoting and managing the affairs of the public servants in Kenya in order to make it a motivated and an efficient workforce. The commission consists of a chairperson, a vice chair person and seven other members appointed by the president with the approval of the National Assembly. The commission has a secretary who is the CEO and is appointed by the commission for a term of five years and is eligible for re-appointment. The following persons do not qualify for appointment to the commission; A person who in the proceeding five years, held office, or stood for elections as; i. A member of parliament or the county assembly. Ii. A member of the governing body of a political party. Key notes for the teacher and students- Cheloti 2013 Page 134 iii. If the person holds any state office. Iv. A holder of an office in a political organization that sponsors or supports a candidate for election as Member of Parliament or county assembly. Functions and powers of the Public Service Commission. A The Commission is responsible for establishment and abolishment of offices in the public service. B It appoints persons to hold or act in Offices in the public service and confirm appointments. C It exercises disciplinary control over and removes persons holding or acting in public offices. D It promotes the values and principles throughout the public service. E It investigates monitors and evaluates the organization, administration and personnel practices of the public service. F It has the duty to ensure that the public service is efficient and effective. G It develops human resources in the public service. H It reviews and makes recommendations to the national government in respect of conditions of service, code of conduct and qualifications of officers in the public service. I It evaluates and reports to the President and Parliament on the extent to which the values and principles that govern public service are complied with in the public service. J It hears and determines appeals in respect of county governments public service."}
{"text": "B The National Intelligence Service. C The National Police Service. National Security Council This is a body whose main responsibility is to exercise supervisory control over national security organs Composition of the National Security Council The Council consists of a. The President. B. The Deputy President. C. The Cabinet Secretary responsible for Defence. D. The Cabinet Secretary responsible for foreign affairs. E. The Cabinet Secretary responsible for internal security. F. The Attorney-General. G. The Chief of Kenya Defence Forces. H. The Director-General of the National Intelligence Service. I. The Inspector-General of the National Police Service. Functions of the National Security Council in Kenya. A It exercises supervisory control over national security organs. B It has duty to integrate the domestic, foreign and military policies relating to national security in order to enable the national security organs to co-operate and function effectively. C It makes assessment and appraisal, the objectives, commitments and risks to the Republic in respect of actual and potential national security capabilities. D The Council reports annually to Parliament on the state of the security of Kenya e With the approval of Parliament, The Council is responsible for deploying national forces outside Kenya for regional or international peace support operations; or other support operations. F It approves the deployment of foreign forces in Kenya. The Kenya Defence Forces. The Kenya defence Forces comprises; a The Kenya Army, established in 1963 and which protects the country against external land-based aggression. B The Kenya Air force, established in 1963, disbanded in 1982 and renamed 82 Air force. It helps in the control of locust invasion. C The Kenya Navy, based in Mombasa and created in 1964, patrols Kenya s territorialKey notes for the teacher and students- Cheloti 2013 Page 136 waters and is always on the alert for sea-borne invasions, and for illegal landings and departure, and unauthorized fishing by foreign vessels in Kenyan waters. Functions of the Kenya Defence forces. A The Defence Forces are responsible for the Defence and protection of the sovereignty and territorial integrity of the Republic. B They assist and cooperate with other authorities in situations of emergency or disaster. C They may be deployed to restore peace in any part of Kenya affected by unrest or instability only with the approval of the National Assembly. D The forces also assist in the preservation of internal security. For example the handling of the attempted coup by the Kenya Army in 1982."}
{"text": "C They may be deployed to restore peace in any part of Kenya affected by unrest or instability only with the approval of the National Assembly. D The forces also assist in the preservation of internal security. For example the handling of the attempted coup by the Kenya Army in 1982. E They participate in nation building activities such as road and bridge construction. F The military also assists the public during emergencies and calamities such as floods, famine, fire outbreaks, landslides and other disasters. For example during the El Nino rains-construction of mobile bridge on Mombasa-Nairobi highway. G The Navy specializes in detecting and fighting off criminals who use water masses like the Indian Ocean to commit crimes within the Kenyan territory. E.g. Somali Pirates. H The Kenya Army takes part in peacekeeping Missions, such as the United Nations peace keeping operations in different parts of the world and also the African Union and Commonwealth. The Kenya Defence Council. Its composition is as follows; a The cabinet secretary responsible for defence is the chairperson. B The Chief of the Kenya Defence Forces. C The Three Commanders of the defence forces. D The Principal Secretary in the ministry responsible for defence. Functions. It is responsible for the overall policy, control and supervision of the Kenya Defence Forces. Challenges facing the Kenya Defence Forces. A There has being cases of indiscipline, such as the abortive coup attempt in 1982. B There have been rampant cases of corruption facing some members of the Kenya Defence Forces, especially on matters of recruitment of new members into the defence forces, purchase of military and police equipment and deployment of officers on specialized duties. C Tribalism, regionalism and nepotism have also been experienced in the Kenya Defence Forces, thereby demoralizing hardworking officers who are left out unfairly during promotions. D Sometimes the Kenya Defence Forces faces the problem of lack of adequate funds to equip the forces with good equipment to facilitate their work. E The majority of the military personnel are not provided with opportunities to acquire further education. F Piracy and militia attacks and raids at the Kenyan Borders also present a major security challenge to the Defence Forces. G Invasion of Kenya s territorial waters by foreign fishermen and foreign fishing vessels from the big nations challenges the ability of the Kenya Navy to curb illegal fishing."}
{"text": "E The majority of the military personnel are not provided with opportunities to acquire further education. F Piracy and militia attacks and raids at the Kenyan Borders also present a major security challenge to the Defence Forces. G Invasion of Kenya s territorial waters by foreign fishermen and foreign fishing vessels from the big nations challenges the ability of the Kenya Navy to curb illegal fishing. Key notes for the teacher and students- Cheloti 2013 Page 137 h The location of Moi Airbase at Eastleigh presents a big challenge to the air force. The Airbase was built by Britain in 1964 when the population in the area was scarce. Today the area has human congestion i The defence forces also face challenges related to allegations on violations of human rights. After the 2008 elections violence, the Kenya Army was deployed to restore peace in Mt. Elgon, where they were accused of violating human rights by killing people, destroying property, and sexually assaulting women. The National Intelligence Service. Initially called the Special Branch, This is an independent civilian government agency dedicated to protecting the national security interests of Kenya and safeguarding its citizens from threats such as terrorism and corruption. Function of the National Intelligence Service a It is responsible for security intelligence and counter intelligence to enhance national security. B It liaises with the National police CID to investigate some of the threats that have criminal implications e.g. terrorism. And lay the appropriate charges. C Information gathered by the NIS assists the government in decision making and planning. D The NIS in its operations protects human rights issues and the individual freedoms. Challenges facing the National Intelligence Service. A Lack of trust from Kenyan citizens. The citizens are reluctant to provide information to NIS as they view it not to be any different from the former Special Branch which was known to be a tool of oppression and torture. B The body lacks financial credibility and political independence. The extent to which NIS is Neutral in its handling of sensitive affairs is questionable. C Lack of a clear distinction between accountability and necessary secrecy has sometimes brewed tension. It is difficult to audit the activities of the Body just like any other government organization, due to the nature of its tasks. D The growing volumes and complexity of communications presents a significant security challenge for national intelligence and government agencies that seek to intercept, process monitor and analyze it. E External and internal threats for example Al-shabaab militia from Somalia, Merille Warriors from Ethiopia and Al-Qaeda attacks."}
{"text": "It is difficult to audit the activities of the Body just like any other government organization, due to the nature of its tasks. D The growing volumes and complexity of communications presents a significant security challenge for national intelligence and government agencies that seek to intercept, process monitor and analyze it. E External and internal threats for example Al-shabaab militia from Somalia, Merille Warriors from Ethiopia and Al-Qaeda attacks. Internally, the refugees hosted in Kenya and the illegal migrants from Somali and Sudan are also a threat. The problem of drug trafficking is also a threat. F Continuous capacity building training is a necessity, given the complexity of the task. However this remains a challenge. G Limited financial and human resources since inadequate funds are allocated to the service. This limits its operations. Sometimes even the staff employed is incompetent. H Political interference- with the aim of using the service to gain political mileage. I Ignorance of the Kenyan people on the kind of tasks the service undertakes and the advice it gives to the government. For example, anytime the country has been faced with tension or violence as was the case in 2008, the public seem not to understand the role of NIS. J The organ does not have implementation powers and is limited in terms of the ability to follow up an implementation of the advice given to the government. Key notes for the teacher and students- Cheloti 2013 Page 138 The National Police Service. The East African Protectorate Police was first created in the 1890s. In 1920, it was renamed the Kenya Police. In 1953, control of the entire police force was placed under the Commissioner of Police. The National Police service was established in 2010 with a mandate to function throughout Kenya. It is headed by the Inspector-General who appointed by the president with the approval of the parliament. He She exercises independent command over the national police service The National polices Service Consists of; a The Kenya Police Service, headed by a deputy inspector general also appointed by the president in accordance with the police service commission recommendations. B The Administration Police Service, headed by a deputy inspector general also appointed by the president in accordance with the police service commission recommendations. Functions of the National Police Service a The National Police Service is responsible for the operations of the Kenya police service and the Administration police service in Kenya. B It has the duty of ensuring the highest standards of professionalism and discipline among its members."}
{"text": "B The Administration Police Service, headed by a deputy inspector general also appointed by the president in accordance with the police service commission recommendations. Functions of the National Police Service a The National Police Service is responsible for the operations of the Kenya police service and the Administration police service in Kenya. B It has the duty of ensuring the highest standards of professionalism and discipline among its members. C It has the duty to prevent corruption and promote and practice transparency and accountability. D It has the duty to ensure that organs operating under it comply with constitutional standards of human rights and fundamental freedoms. E It ensures that the staff is trained to the highest possible standards of competence and integrity and to respect human rights and fundamental freedoms and dignity. F It fosters and promotes relationships with the broader society. Functions of the police service Kenya police service and administration police service . A The police maintain law and order to ensure that those who break the law are arrested. B The police protect the law in order to safeguard both life and property. C It investigates crime and prosecutes offenders in the court. D The police confines suspected criminals in remand as they await the hearing and judgment of their cases in the court. E The police regulate traffic and arrests traffic offenders. They also check for defective or unroadworthy vehicles on the road in order to safeguard life. F Provides assistance and relief services to victims of natural calamities such as floods, fire outbreaks and other emergencies. G Takes part in national projects such as road construction, bridges, hospitals and other national facilities. H The police take a leading role during public holidays. They control the crowd and entertain people. I They liaise closely with international police Interpol , in order to investigate and arrest international criminals such as terrorists and notorious Somali pirates. Challenges facing the National Police Service a The police lack adequate transport and communication equipment necessary to discharge their duties. Lack of facilities such as radios, motor vehicles etc. Key notes for the teacher and students- Cheloti 2013 Page 139 b Frequent road accident and congestion on roads add pressure to police work. C Many members of the public in Kenya have Negative attitude towards the police making it difficult for them to discharge duties. D Poor conditions of work and remuneration demotivates the police force. E The police force has been accused of Corruption, sometimes demanding for money from the public. This undermines the maintenance of law and order."}
{"text": "C Raising of qualification requirements for anybody aspiring to join the security organs. This has paved way for employment of university graduates in the forces. D Introduction of professional training programmes for officers with the aim of improving the effectiveness of the organs of national security. E The terms and conditions of service for the members of the security organs have been improvedKey notes for the teacher and students- Cheloti 2013 Page 140 f Community policing has-been introduced to help the security forces to get information from the public through hotlines and suggestion boxes. G There is increased patrolling by the Kenya navy as far north as Somali border to address maritime defence more seriously. H The aviation experts have recommended the relocation of Moi Airbase from its current location which id congested. Correctional services. The Correctional service Department in Kenya has its origins in the adoption of the India Prisons Act in Kenya in 1894 by the colonial government. Initially, prisons were under the supervision of the provincial Administration. In 1963 the Prisons Act was enacted to harmonize the treatment and conditions of offenders in Kenya s penal institutions. The Act s milestone provisions were; a Youth corrective training centres b Extra-mural and penal employment c Provision for organization, discipline, power and duties of prisons officers. Correctional services in Kenya are provided by the former Kenya Prisons Service. The Kenya Prisons Reform Programmee in 2001 adopted The Open Door Policy under which the following reforms were initiated. A Interactive collaboration with all stakeholders in the administration of criminal justice such as courts of law and members of the National Police Service. B Improvement in the management and conditions of the prisons, including rehabilitation programmes, with a view to empower prisoners with knowledge and skill, hasten their reintegration into society and empower them to be law abiding citizens upon release. The functions of Correctional Services in Kenya. A They Rehabilitate correct criminals through counseling. B They deter known criminals from committing other crimes. C They administer Punishment to sentenced criminals as prescribed by the court rulingsimplement the decisions of the courts regarding treatment of prisoners. D They confine prisoners convicted by the courts of law to ensure that the rights and freedoms of the public are protected. E They provide vocational training for prisoners in fields that they make them productive citizens of the country at the end of their jail term. F They keep watch over he behaviors of suspected criminals whose cases are still pending in the law courts."}
{"text": "D They confine prisoners convicted by the courts of law to ensure that the rights and freedoms of the public are protected. E They provide vocational training for prisoners in fields that they make them productive citizens of the country at the end of their jail term. F They keep watch over he behaviors of suspected criminals whose cases are still pending in the law courts. G They take care of the welfare of prisoners by providing them with the necessary medical attention. H They confine suspected dissidents who are a threat to state security. Challenges facing correctional services in Kenya a The challenge of overcrowding in prisoners on the rise, overcrowding in correctional facilities has been inevitable. This results in poor living and sanitation conditions for inmates. B Disease outbreak is a very common problem in our prisons mainly caused by inadequate and congested facilities. HIV and AIDS is rampant in prisons c Mistreatment of inmates by warders. This has once happened at Kingongo when someKey notes for the teacher and students- Cheloti 2013 Page 141 inmates were allegedly tortured and killed by warders when they attempted to escape. D Food shortage, inadequate medical facilities and poor clothing further compound the situation in prisons. The following reforms have been undertaken to improve the conditions of correctional services in Kenya. A Improvement in the quality of food, medical services and living conditions for prisoners. B Provision of sufficient beddings and clothing. C Introduction of extra-mural Penal employment for petty offenders to ease congestion in the prisons. D There has been supply of new and comfortable motor vehicles for efficient transport in the correctional services department. E Petty offenders have been constantly released to ease congestion in prisons. For example the release of a record 11,500 prisoners in December 2003. Death row inmates who have also been in jail for over ten years have been released. F Easing of access to prisons visits by members of the public relatives. G Introduction of public Relations office to disseminate information. H Streamlining the hearing of cases with a view of keeping prisoners in remand for a short period before sentencing them. I The national government has also become directly involved the affairs of those receiving correction services. THE JUDICIARY. Judicial authority and legal system. Judicial Authority is derived from the people and is vested in courts and tribunals established by the constitution. Principles that guide Judicial Authority in Courts and Tribunals in Kenya."}
{"text": "Judicial authority and legal system. Judicial Authority is derived from the people and is vested in courts and tribunals established by the constitution. Principles that guide Judicial Authority in Courts and Tribunals in Kenya. A Justice must be done to all, irrespective of status. B Justice shall not be delayed. C Alternative forms of dispute resolution must be pursued including reconciliation, mediation, arbitration and even traditional dispute resolution mechanism. D Justice shall be administered without undue regard to procedural technicalities. E The purposes and principles of the constitution must be protected and promoted. Ways in which the traditional Dispute resolution is limited in Kenya. A The mechanisms used in traditional dispute resolution should not contravene the Bill of RIGHTS. B The traditional court should not operate in a way that is repugnant to justice and morality or results in outcomes that are regnant to justice or morality. C The operations of the traditional courts should not be inconsistent with the constitution. The structure of the judicial system in Kenya. The Hierarchy of the court system in the Kenyan judiciary is in accordance with; a The seriousness of the cases the courts handle. B The punishment they give out c The geographical area of operation. The courts have either original or appellate jurisdiction. Difference between original and appellate jurisdictions. Key notes for the teacher and students- Cheloti 2013 Page 142 Original jurisdiction refers to the ability of a court to hear cases brought to a court for the first time. Appellate jurisdiction is the powers of a court to hear appeals brought in from a lower court. The Judiciary consists of the judges of the superior courts, magistrates, other judicial officers and staff. The Head of the Judiciary is the Chief Justice with the Deputy Chief Justice as the Deputy Head of the Judiciary. Chief Registrar of the Judiciary is the chief administrator and accounting officer of the Judiciary. The System of courts is as follows 1. Superior Courts Supreme Court consisting of the Chief Justice who is the president of the court, the Deputy Chief Justice-the vice-president of the court; and five other judges. Appointment to the Supreme Court requires the following qualifications; a. Degree in law from a recognized university or an advocate of the high Court of Kenya. B. Atleast fifteen years experience as a superior court judge or a distinguished academic, judicial officer, legal practioner and or other relevant legal field. C. High moral character, integrity and impartiality."}
{"text": "Atleast fifteen years experience as a superior court judge or a distinguished academic, judicial officer, legal practioner and or other relevant legal field. C. High moral character, integrity and impartiality. Supreme Court Judges retire at the age of seventy Five Years. Functions of the Supreme Court of Kenya. A The Supreme Court has exclusive original jurisdiction to hear and determine disputes relating to the elections to the office of President. B It has appellate jurisdiction to hear and determine appeals from the Court of Appeal; and any other court or tribunal. C The Supreme Court gives an advisory opinion at the request of the national government, any State organ, or any county government with respect to any matter concerning county government. D It has of right in any case involving the interpretation or application of the Constitution. E All courts, other than the Supreme Court, are bound by the decisions of the Supreme Court 2. Court of Appeal consisting of judges, not fewer than twelve, a president of the Court of Appeal elected by the judges of the Court of Appeal from among themselves. The court of Appeal has membership of 30 Judges currently . Each judge to be appointed to the court of Appeal should have ten years experience as a superior court judge or atleast ten years as a distinguished academic or legal practioner. The court of appeal does not have original jurisdiction except on an application for a stay of execution pending appeal to it on contempt proceedings. Function of the Court of Appeal in Kenya. The Court of Appeal has jurisdiction to hear appeals from the High Court; and any other court or tribunal as prescribed by an Act of Parliament. 3. High Court headed by a Principal Judge of the High Court, who shall be elected by the judges of the High Court from among themselves. Functions of the high court of Kenya. A The High Court has unlimited original jurisdiction in criminal and civil Matters. Key notes for the teacher and students- Cheloti 2013 Page 143 b It has jurisdiction to determine the question whether a right or fundamental freedom in the Bill of Rights has been denied, violated, infringed or threatened. C It has jurisdiction to hear an appeal from a decision of a tribunal appointed to consider the removal of a person from office. For example, appeals from the courts martial, Business and rental Tribunals on matters related to the constitution."}
{"text": "Key notes for the teacher and students- Cheloti 2013 Page 143 b It has jurisdiction to determine the question whether a right or fundamental freedom in the Bill of Rights has been denied, violated, infringed or threatened. C It has jurisdiction to hear an appeal from a decision of a tribunal appointed to consider the removal of a person from office. For example, appeals from the courts martial, Business and rental Tribunals on matters related to the constitution. D It has jurisdiction to hear any question respecting the interpretation of the Constitution including the determination of the question whether any law is inconsistent with or in contravention of this Constitution; e It determines any matter relating to constitutional powers of State organs in respect of county governments and any matter relating to the constitutional relationship between the levels of government. F The High Court has supervisory jurisdiction over the subordinate courts and over any person, body or authority exercising a judicial or quasi-judicial function, but not over a superior court g It listens to appeals from the lower courts when the parties involved are not satisfied. H It deals with disputes that take place outside Kenya's territorial waters maritime. I It hears appeals from decisions made by professional disciplinary tribunals involving advocates of the high court and other members of the profession. J It acts as a constitution court by determining whether a case brought before it is constitutional or unconstitutional. K It listens to appeals from special courts when the parties are not satisfied with the decision made. L It corrects amends the irregularities in decisions made by lower courts. M It hears cases that carry death sentences involve large sums of money. N It deals with cases that concern land succession disputes. O It hears election petitions. P It exercises divorce jurisdictions in matrimonial matters, q It hears appeals from tribunals E.g. Rent Restrictions, Business Premises Rent Tribunal. Termination of the services of a judge from office. A judge can be dismissed from service on the following grounds. A Inability to perform the functions of the office arising from mental or physical incapacity. B A breach of a code of conduct prescribed for judges or superior courts by an act of parliament. C Bankruptcy. D Incompetence. E Gross misconduct or misbehavior. The process of removal of a judge from office."}
{"text": "D Incompetence. E Gross misconduct or misbehavior. The process of removal of a judge from office. Such a process is initiated by the Judicial Service Commission on its own initiative or on petition of any person to it based on any of the dismissal grounds. The commission, if satisfied with the petition or initiative, forwards the matter to the president, who will suspend the said Judge, within Fourteen Days after receiving the petition and on advice of the Judicial Service Commission. A tribunal is then appointed to determine the case. If the Judge is aggrieved by the decision ofKey notes for the teacher and students- Cheloti 2013 Page 144 the Tribunal, he she may appeal to the Supreme Court within ten days after the tribunal has made its recommendation. The president will finally act in accordance with the recommendation of the tribunal. 4. Subordinate courts. A The Magistrates courts. Its jurisdiction in both Civil and criminal cases is limited to geographical areas. However the courts have unlimited Jurisdiction in proceedings concerning claims under customary law such as dowry, divorce, legitimacy, inheritance and the administration of estates of the deceased person. They have unlimited jurisdiction in dealing with matters related to land, adultery and inheritance. These are the courts responsible for sentencing persons who have broken law of the land. Reasons why a person who has broken the law should be sentenced by a court. I. To deter the criminal from future crimes. Ii. To deter others from committing similar offences since they would have known the punishment for breaking the law. Iii. To secure for the public a period o protection from the offender who is in prison. Iv. To reform the criminal through counseling and corrective training v. To satisfy the demands of the people for retribution through punitive justice. B The Kadhis courts. The courts are headed by a Chief Kadhi and not fewer than three Kadhis Qualifications for appointment as a Kadhi. A. One must profess the Muslim religion. B. One must possess such knowledge of the Muslim law applicable to any sects of Muslims. The jurisdiction of the Kadhis Court is limited to the determination of questions of Muslim Law relating to personal status, marriage, divorce or inheritance in proceedings in which all concerned parties profess to the Muslim religion. C The Courts Martial. This is a subordinate court that was established under the Armed Forces Act after the abortive 82 Air force coup. It has penal or disciplinary powers to ensure discipline within the armed forces."}
{"text": "C The Courts Martial. This is a subordinate court that was established under the Armed Forces Act after the abortive 82 Air force coup. It has penal or disciplinary powers to ensure discipline within the armed forces. They try cases involving assisting an enemy, cowardice, desertion, insubordination, neglect of duty, drunkenness, malingering and absence without leave. There is no right to appeal to the high court against the decisions of the courts martial unless they involve constitutional cases. Industrial Court Juvenile Court The Judicial Service Commission. Membership of the JSC is as follows. A The Chief Justice who is the Chairperson of the Commission. B One Supreme Court judge elected by the judges of the Supreme Court. C One court of appeal judge elected by the judges of the court of appeal. D One High Court Judge and one magistrate, of whom one must be a woman and one a man elected by members of the association of judges and magistrates. E The attorney General. Key notes for the teacher and students- Cheloti 2013 Page 145 f Two advocates , one woman and one man each with atleast fifteen years of experience, elected by members of the statutory body responsible for the professional regulation of advocates LSK g One person nominated by the public Service Commission. H One woman and one man to represent the public, not being a lawyer, appointed by the president with the approval of the national assembly. I The chief registrar of the Judiciary, who will be secretary to the commission. Members, except the AG and Chief Justice hold office for a term of 5 years and can be reappointed for one further term Functions of the Judicial Service Commission a The Judicial Service Commission promotes and facilitates the independence and accountability of the judiciary and the efficient, effective and transparent administration of justice. B It recommends to the President persons for appointment as judges. C It reviews and makes recommendations on the conditions of service of judges and judicial officers, other than their remuneration; and the staff of the Judiciary. D It appoints, receives complaints against, investigates and removes from office or otherwise discipline registrars, magistrates, other judicial officers and other staff of the Judiciary. E It prepares and implements programmes for the continuing education and training of judges and judicial officers. F It advises the national government on improving the efficiency of the administration of justice. The concept of Independence of the Judiciary in Kenya."}
{"text": "E It prepares and implements programmes for the continuing education and training of judges and judicial officers. F It advises the national government on improving the efficiency of the administration of justice. The concept of Independence of the Judiciary in Kenya. A In the exercise of judicial authority, the Judiciary is subject only to the Constitution and the law and not to the control or direction of any person or authority. B The office of a judge of a superior court cannot be abolished while there is a substantive holder of the office. C A member of the Judiciary is not liable in an action or suit in respect of anything done or omitted to be done in good faith in the lawful performance of a judicial function. The Judicial Act protects Judges and Magistrates against any form of victimization and molestation. D There is a separate system of command for the judiciary unlike other government departments. E Appointment of the magistrates is done independently by JSC, which is independent of PSC. The president in consultation with the Judicial Service Commission appoints the Judges. F The judges are bound by the Oath of Allegiance to perform their duties without fear or favour. G Judges enjoy security of tenure. H Statutes fix salaries and allowances of Judges. Challenges facing the judiciary in Kenya. A There is constant Conflict between the three arms of government. This hinders the just operation of the judiciary. Too much interference from the Executive has undermined the independence of the Judiciary. Key notes for the teacher and students- Cheloti 2013 Page 146 b The long court processes have always delayed dispensation of justice in Kenya. C Corruption. This is common among the Judges who sometimes compromise their integrity due to greed Public doubts of its impartiality due to rampant corruption d Inadequate personnel. There are few qualified judges. For example in 2002, there were 47 judges serving a population of 30 million people. This causes delay in hearing of cases. E There is constant termination of cases by the Attorney General thereby denying justice to some genuine cases. F Poor co-ordination within the court system g Incompetence of some judicial officers. E.g. poor and inconsistent judgments. This has been attributed to flawed appointments and promotion procedures. H Lack of adequate funds to cater for the needs of the judiciary. This has led to inadequate court structures and facilities such as equipment, chairs, libraries etc."}
{"text": "This has been attributed to flawed appointments and promotion procedures. H Lack of adequate funds to cater for the needs of the judiciary. This has led to inadequate court structures and facilities such as equipment, chairs, libraries etc. I Lack of continuous legal education to keep them a breast of the latest legal development and skills in information technology. J There is a lot of ignorance among the public in Kenya on judicial affairs and their legal rights ignorance on the legal rights. Members of the public fear the courts and the court language. K Information on the judiciary has not been made available to the public and it appears to be a preserve of a few. L Litigation fees are high limits public s access to the courts. Solutions to the problems facing Kenya s Judiciary. A There has been increased legal education given to officers and members of the public by the judiciary and other bodies like Kituo Cha Sheria, which releases information booklets and offers free legal advice to people. B The terms and conditions of service for judges and other officers were improved in 2002 in order to make them work better. C The government also set up a committee led by Justice Aaron Ringera in what was famously referred to as Judicial Surgery, to investigate the conduct of judges. Those who were adversely mentioned in the report were suspended. D The government has recruited more legal officers to reduce the backlog of cases in courts. E The passing of the Vetting of Judges and Magistrates Act, 2011 VJM Act In March 2011, established the Judges and Magistrates Vetting Board, chaired by Sharad Rao ,which is carrying out the vetting exercise to restore public confidence in the Judiciary. Some of the mile stone decisions undertaken to restore public confidence in the judiciary include; The suspension of Deputy CJ Nancy Baraza and her final resignation for harrassing an innocent security guard. Dropping of President of the Kenyan Appellate Court Justice Riaga Omollo for political bias and authoritarian demeanor while carrying out his activities on the bench. Dropping Judge Samuel Bosire for condoning torture of suspects during Coup trial in 1982. Dropping of Court of Appeal Judge Emmanuel Okubasu for being unsuitable to continue holding office."}
{"text": "Dropping of President of the Kenyan Appellate Court Justice Riaga Omollo for political bias and authoritarian demeanor while carrying out his activities on the bench. Dropping Judge Samuel Bosire for condoning torture of suspects during Coup trial in 1982. Dropping of Court of Appeal Judge Emmanuel Okubasu for being unsuitable to continue holding office. Joseph NyamuKey notes for the teacher and students- Cheloti 2013 Page 147 Justice Mohammed Ibrahim, though Praised as impartial and immune to corruption, was dropped for having an overflowing in-tray of cases Appellate judge Roselyn Nambuye was kicked out due to delays in delivering more than 270 judgements and being too wordy in her ruling. However Nambuye and Mohammed Ibrahim successfully appealed against the decision which once more saw their reinstatement on 21at September 2012 pending further investigations. The Rule of Law. Meaning of the Rule of Law . This is the absolute supremacy or predominance of regular law as opposed to arbitrary power. The concept is associated with the view of Albert Venn Dicey who published a book, The Law of the Constitution in 1895, in which he presupposes the supremacy of the law. That all persons whether individual or in government, are subject to the law. In Kenya, all citizens and residents are subject to and governed by the same law irrespective of their status, race and religion Elements of the rule of law. A The principle of legality. The state can only exercise those powers granted to it by the law. It should be a government of laws and not of men. B Separation of powers of the three arms of government. This refers to the practice of dividing the powers of government into the executive, legislature and judicial functions equally and putting in place a system of checks and balances to ensure they control each other. The three functions are to be independent of each other. C Equality before the law. Everyone should be treated equally under the law. D The judiciary must work without favour or the fear of intimidation in the administration of justice. The principles of the Rule of Law. Joseph Raz in an article titled, The Rule of Law and its Virtues outlines the following eight principles of the rule of law. A All laws should be prospective and open. A new law should only apply in future. B Laws should be durable and not changing every other day."}
{"text": "A All laws should be prospective and open. A new law should only apply in future.b Laws should be durable and not changing every other day.c No centre of power, and specifically parliament, should enjoy monopoly right in making laws for citizens of a country, the judiciary should scrutinize parliament.d The independence of the judiciary should be protected.e The principal of natural justice should form an important element in the judicial system of a country.f There must be easy accessibility to the courts of law. They should neither be expensive nor intimidating.g The security forces should not use force in contravention of the law. Meaning of the concept of Natural Justice.it refers to the requirement that the bodies that resolve disputes adhere to at least minimum standard of fair decision making Two principles govern the Concept of Natural Justice.1.The person affected by an impending decision must have the right to a fair hearing prior to the decision being made. Key notes for the teacher and students- Cheloti 2013 Page 148 2.The person or body hearing the case should act in good faith and without Bias. The right to fair hearing a The accused must be given prior notice of the case against him and given a chance to respond.b The accused must be given chance of knowing the case against him and stating his own case.c The person charged should have opportunity to consider, challenge and contradict any evidence, being fully aware of the allegations leveled against him.d The person has a right to legal representation by a legally qualified person.e All legal decisions should have reasons within the law..The rule against Bias. Full inquiry must be conducted into the circumstances involved before the Arbitrator makes a decision. The decision made should be impartial with the adjudicator lacking interest in the outcome. A person is presumed innocent until proven otherwise and the police have no right to beat up suspects. End."}
{"text": "Historical events must contain elements of truth. The study of humankind s past can be classified systematically into three; Social history- dealing with the traditions, values and cultural practices of a people Economic history; dealing with the means of livelihood of a people, such as hunting, gathering, agriculture and trade. Political history; dealing with the control system in a society, for example maintenance of law and order, leadership and security. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 2 THE MEANING OF GOVERNMENT Derived from the verb govern, government means to exercise authority over. To rule or control. Or having power to direct or conduct the policies and public affairs of a country or an institution. In our study, the term government refers to a group of people within a state or a country given authority to organize, direct and control the affairs of the state or country. In Kenya, the government has three arms. The legislature: - Commonly referred to as parliament, this is a law making arm of government. It includes the National assembly and the president. The executive: - this is the arm of government which implements laws. It includes the president, the cabinet and the civil service. The judiciary: - this is the arm of government responsible for seeing that the laws made are constitutional, that they are followed and that those who break them are punished. It is commonly referred to as the courts. Jean Jacques Rousseau, in his book, The Social Contract, describes government as an intermediate body set up by the subjects to ensure equity fairness and the execution of laws while maintaining social and political liberty In this sense, government is not dictatorial since its authority is derived from the people. People must however be free to choose their leaders, even remove those in power and replace them with others, in order to ensure the existence of the principal of fairness. FORMS OF GOVERNMENT There are four forms of government: Democratic government This is a type of government in which rulers regularly seek public mandate through popular vote. Such governments are based on the principles of free and fair elections. According to Abraham Lincoln, an American statesman, they are governments of the people, for the people and by the people .In such a government, freedoms and rights are provided for in the constitution that governs the law of the nation."}
{"text": "FORMS OF GOVERNMENT There are four forms of government: Democratic government This is a type of government in which rulers regularly seek public mandate through popular vote. Such governments are based on the principles of free and fair elections. According to Abraham Lincoln, an American statesman, they are governments of the people, for the people and by the people .In such a government, freedoms and rights are provided for in the constitution that governs the law of the nation. Aristocratic government Aristos best Kratos - powers An aristocracy is a form of government in which a group of people from the highest social class the royalty- in a society rule over others. Any member of the nobility can seek election or appointment to a government office while other citizens who are less privileged are there to be ruled. The King or Queen is the head of government while senior positions in the gover-nment are given to the privileged members from among the nobles. The nobles are considered superior to others human beings because of the wealthy family back-ground they are born into and their superior education. They are considered a rare breed of people. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 3 Monarchical government This is a form of government where democracy is practiced but aristocratical power is respected. Parliament is the supreme organ but the monarchy- the royalty that are in power be it the king or queen is retained as a tradition, and respected as head of state. Monarchical governments are classified into two;Absolute monarchy: - which refers to the unrestricted power of the Head of State. The monarchy is dictatorial. Constitutional monarchy;- The monarchical power , which is restricted is determ-ined by what is spelt out in the constitution. Such a system of government is found in Lesotho and Britain. Dictatorial government Dictatorship is a system of government where the ruler has total power over his subjects. Dictators are the sole authority where they rule. They make the law and execute justice and exercise their rule forcefully, suppressing their subjects at will. They curtail freedom of other subjects and impose their will over others. Examples of world dictators; Adolf Hitler of Germany who instigated the Germans into believing they were superior race and incited them against the Jews. Idi Amin of Uganda who ruled with a rod of iron NB; the most ideal form of government is where the subjects go to the ballot to elect the people to lead them."}
{"text": "K It provides intellectual fulfillment to the learner. Through an in -depth study of history, one s mind is enriched. Importance of studying government a It helps us to appreciate the importance of government. B Helps us understand how laws are made and enforced c Helps us understand the organs of the state and the powers vested in them d Helps us understand how government raises and spends revenue. E Helps us compare our government system with other systems of government in other countries. F Understand how development policies are formulated and implemented. G It makes us know our roles as citizens and the roles of the leaders who govern us. This makes better law-abiding citizens. H Its study helps us understand our responsibilities as well as the limitations within which e must operate for the well-being of every member of the society. I It helps us appreciate the constitution and the process of making and reviewing laws and statutes. J It influences career choices. For example, those who choose to specialize in public administration will find the study of government very useful. SOURCES OF INFORMATION ON HISTORY AND GOVERNMENT There three main sources of information on history and government; a Unwritten sources. B Written sources. C Electronic sources Unwritten sources This refers to historical information which is not recorded in writing. Unwritten sources of historical information include oral traditions, linguistics languages , Anthropology culture archaeology, paleontology and genetics. Oral traditions This refers to the practice of handing down historical information by word of mouth from one Generation to the next. This forms a very important source of historical information especially where exists a non-literate society who might not be able to read. Oral traditions include folk tales, proverbs, songs and stories. Songs, proverbs folktales and stories told to a younger generation have been very instrumental in the passing of information from one generation to the other. For example, a song about our struggle for independence in Kenya passes very important information to the younger generation, who not yet had born at that time. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 5 Advantages of oral traditions as a source of information a. Oral traditions hands over historical facts from one generation to another in the absence of written records. B. It is the best source of historical information since even the illiterate can learn their h history using oral traditions c. It is also a form of entertainment."}
{"text": "B. It is the best source of historical information since even the illiterate can learn their h history using oral traditions c. It is also a form of entertainment. For example through songs, folktales stories and proverbs, people get entertained. D. It complements other sources of information. E. The source of information is captivating especially if it is narrated by a person who participated in the event himself. For example, an Ex- World War II veteran narrating about the war. Disadvantages of oral traditions as a source of information a. The truth and correctness of oral traditions become unreliable especially when the narrator deliberately conceals some information or lies. People tend to conceal their failures while talking so much about their success. B. Information can b exaggerated as they are transmitted by elders to successive generations. At times it is difficult to differentiate between what is real and what is imagined. C. Some information or facts may be forgotten or omitted since oral traditions depend heavily on human memory. This makes the information passed unreliable. D. Dates of information may be lacking. The source may not give correct chronology of events because it depends on human memory. It is common that people forget important dates and information about a particular past event. E. It is an expensive method. One has to pay for the informant s transportation, lunch and accommodation. A historian may also need to travel to far places to find information. F. It is time consuming. One requires a lot of time to interview one individual. Where many people are to be interviewed, it may take a long time. Linguistics This refers to the scientific study of languages. Historical linguistics is the study of language as it changes n the course of time. It seeks to trace the principles of language change and establish the current genealogical classification of a particular language. Such a study helps in discovering language form, content, vocabulary and historical experiences of the people who speak the language. Distribution of language and relationship between languages is important to a historian. People who speak related languages may be assumed to have a common origin, be connected, or had been in close contact at sometime in the past. Variations between languages of the same family can show how long ago the break in contact occurred. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Advantages of linguistics as a source of information a. Through linguistics, Facts can be obtained about the movement of people and their relationship."}
{"text": "People who speak related languages may be assumed to have a common origin, be connected, or had been in close contact at sometime in the past. Variations between languages of the same family can show how long ago the break in contact occurred. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Advantages of linguistics as a source of information a. Through linguistics, Facts can be obtained about the movement of people and their relationship. Such information helps experts to correctly group languages according to language families. B. It helps us understand communities better as people with a common language may have common origin. It is good for establishing facts on origin, migration and settlement. C. Linguistics complements other sources of historical information. For example, language as a medium of communication helps those using oral tradition to gather information from various sources. D. Language has enabled historical linguists to discover links between different people which were previously unknown. E.g. it is now known that the Bantus had a common origin and possibly spoke one language. However due to long periods of separation between various Bantu groups, through migrations, these groups may not understand each other s language today. E. Linguistics helps in the dating of migration of people. Language drawn from a parent language will change in a certain way and rate through time. When comparing parent language with derived language, it is possible to know how long the derived language has independently from the parent language. E.g. Sheng language and Kiswahili parent language . Limitations in the use of linguistics as a source of information a. It is time consuming learning a language takes a long time therefore delaying acquisition of information. B. There is a danger of omitting a word when translating a language. In the process, vital information about a people s history may be lost. C. Inaccurate information can be passed on where wrong words are borrowed from other languages. D. Some words may just be difficult to understand. E. Some languages have become archaic and irrelevant hence difficult to translate. F. Misinterpretation of words may make them difficult to understand. G. Linguistic analysis for classification purposes may fail to take into account languages with time. H. One word may have different meanings in different languages. This can easily confuse a researcher. For example, Nyoro in Kikuyu means smooth , while the same word in Luo means yesterday . I."}
{"text": "This can easily confuse a researcher. For example, Nyoro in Kikuyu means smooth , while the same word in Luo means yesterday . I. Lack of original speakers in the language under study limits research findings. Anthropology This is the study of human beings, their origin, development, customs, beliefs, and social attributes like music, dance, drama, and religious beliefs and practices. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 Anthropologists have to live among the people under study in order to experience their way of life in order to understand and explain structures of societies, forms of social organization, institutions, descent, marriage, forms of government, systems of inheritance, religious customs and cultural values. The anthropological description of the beliefs and customs of a people will help the historian to determine the cultural past of the people Advantages of anthropology as a source of information a. By living among the people, anthropologists help to discover, understand and explain structures of societies, forms of social organization, cultures, etc. B. Anthropologists assist historians to determine the cultural past of the people. C. It also gives a deeper understanding of a particular aspect of a people s culture. Limitations in the use of anthropology as a source of information a. It is an expensive method as it involves living among the people. B. It is a time-consuming method of acquiring information. C. It is difficult for a researcher to adapt to the environment since the people they are studying may be of a totally different culture. Where they succeed in adapting, they face the risk of losing their own culture. D. People under study may try to behave differently when the researcher is around. A researcher may therefore miss important details. Genetic studies Genetics is the scientific study of the ways in which characteristics are passed from parents to their offspring. The study of heredity and the variation of inherited characteristics. It deals with the ay human beings adapted to the circumstances in their environment and utilized available plants and animals to meet their needs. When used in relation to pants genetic studies helps us trace the origin of various species by identifying them with the region where large numbers of them are found today. After this, interpretation of their movement is made. The appearance of new cultivated varieties can be identified with the people whose economy they form a part. Also, common genes or characteristics among a group of people may indicate some relationships."}
{"text": "After this, interpretation of their movement is made. The appearance of new cultivated varieties can be identified with the people whose economy they form a part. Also, common genes or characteristics among a group of people may indicate some relationships. Archaeology and paleontology Archaeology is the study of man s past through scientific analysis of the remains of material remains of his culture, e.g. weapons, tools, houses, clothing, utensils, paintings sculpture, pottery, coins, jewellery, cutlery, beads and work o arts. The archaeologist reconstructs the activities and way of life of people who lived in prehistoric times from various evidence remains of the material culture. Other items that can be used in archaeology include remains of charcoal and carbo-nized seeds, remains of cloth or garments, remains of dwelling laces. After studying the available artifacts, the archaeologist formulates his concept of a people s civilization at the time the artifacts were used. The existence of artifacts in an area can enable the historian to deduce the material culture of the people who lived n the past. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 Palaeontology is the scientific study of the evolution and structure of extinct plants and animals fossils through scientific examination of fossil remains. Historians and archaeologists work with natural scientists like paleontologists, geologists and ecologists and chemistry in discovering fossils, getting information about soil structure, interpreting man s relationship to his environment and dating of fossils. Methods used by archaeologists and paleontologists in discovering a historical site. A By looking at areas where tectonic forces faulting or erosion have occurred. In such areas, surfaces which may give important clues to the point of finding fossils and artefacts are exposed. B Use of vision. Sometimes vision may help them find on the surface a small part of an early settlement such as a few stones in a regular pattern. C Use of historical research. A place that may be mentioned in a historical document or in an oral narrative may give a clue to the geography of the area and open up further inquiries into the past civilization of such a clue.e.g Omo River Valley, Olduvai Gorge, Ur and Babylon. D Use of experience. An archaeologist may also use his long experience and skill to identify a potential site for archaeological excavation. E During cultivation and building construction, farmers and builders may accidentally expose ancient objects that could arouse the curiosity of researchers."}
{"text": "D Use of experience. An archaeologist may also use his long experience and skill to identify a potential site for archaeological excavation. E During cultivation and building construction, farmers and builders may accidentally expose ancient objects that could arouse the curiosity of researchers. For example Nyayo ya Mungu in Tanzania was a single footprint on a rock surface that was found in 1995 and became evidence of the existence of early human beings. Advantages of using archaeology a Archaeology gives us detailed information on material culture that other sources may not have. B Archaeology gives a sense of time, as the artifacts are dated. C It complements other sources of information and thus ensures authenticity of the information. D It provides information of varied nature depending on the materials found on the site. For example, if tools, weapons, coins, bones, rock paintings and other items are located, at a site, a lot of information maybe deduced. Limitations of using archaeology a It is an expensive source of information. This is because one has to hire labourers to excavate the site and get artefacts and take them to laboratories for analysis. B It is a time-consuming method. The researcher needs a lot of time to prepare for an excavation and take material for analysis in laboratories. C It is sometime difficult for archaeologists to locate an archaeological site. D Some artefacts and fossils are fragile and can therefore break or disintegrate during excavation. This may result in distortion of the analysis of the artefacts. E Archaeology is only limited to the study of the ancient period and therefore cannot be used to study recent history. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 9 f Archaeological information may sometimes be inaccurate since it is often bases on inferences conclusions and reconstructions. G With archaeology, it may not be easy to accurately determine the date when events took place. It is only estimated through the method of dating fossils. H There are very few archaeological experts and facilities for interpreting archaeological evidence in Kenya. Quite often, artefacts excavated from Kenya are taken to European countries for dating and analysis. What things do archaeologists use to construct the activities of people who lived in prehistory times? A Looking for regions of tectonism faulting associated with fossils and artifacts. B They look for unique features e.g. stone patterns."}
{"text": "A Looking for regions of tectonism faulting associated with fossils and artifacts. B They look for unique features e.g. stone patterns. C Remains of fossils and artifacts dug out by farmers and constructors. D They dig, excavate for artifacts and fossils. E They study artifacts and fossils found. F They make research in regions associated with evolution of man e.g. rift valley. G They classify the artifacts and fossils. H They use chemical and scientific methods to find ages of their findings e.g. carbon 14dating method What problems face archaeologists in their work of re writing history using unwritten sources? A The exercise is too expensive. B It is dangerous and tedious. Animals like wild dogs can attack scientists. C Identification of the site is not easy because some artifacts are buried. D Some artifacts can be destroyed in the process of digging. E Dating of fossils is difficult. F Personnel are few hence more work. G Poor infrastructure in rural areas where their researches are mainly based h Archaeologists may suffer from diseases caused by changes in climate. I Sometimes the climate of their residence differs from that of the place they are taking METHODS OF DATING FOSSILS There are six methods through which scientists may use to arrive at the age of fossils. 1. Geological periods These are periods that have been given names by paleontologists and geologists for the past ages. They are characterized by the successive type of pants and animals found, and the climatic changes. The recent period is the Holocene period which began 10,000 years ago at the end of the Pleistocene. 2. Chemical dating They exist in two types: a Radio- carbon dating For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 10 This method involves a measure of the rate of decay of carbon -14 in fossils and organic substances. Carbon -14 is a naturally existing radioactive element isotope of carbon of relative atomic mass fourteen and is found in the Carbon Dioxide which is present in the atmosphere. It is absorbed by plants and consequently by all living organisms during their lifetime. When plant or animal dies, absorption stops. Carbon -14 already absorbed begins to disintegrate at a fixed rate from the time of death."}
{"text": "Carbon -14 is a naturally existing radioactive element isotope of carbon of relative atomic mass fourteen and is found in the Carbon Dioxide which is present in the atmosphere. It is absorbed by plants and consequently by all living organisms during their lifetime. When plant or animal dies, absorption stops. Carbon -14 already absorbed begins to disintegrate at a fixed rate from the time of death. If the amount of carbon -14 still remaining in an organic sample can be measured and related to the content of the isotope in the modern plant or animal, the rate of decay will be known. The date at which the sample was buried will e known. The measurement tells us how long it is since the organism died. The unit of measuring is known as half-life- the number of years it takes for half the carbon -14 to decay. However the accuracy of radio-carbon dating is limited to up to 40,000 years ago. B Potassium argon method This is the method used to date volcanic ash. During volcanic eruptions, potassium is emitted. As soon as the potassium is deposited, the radio-active potassium-40 immediately begins to decay into the gas argon. It is assumed that the argon is retained in the mineral or rock unless there is earth movement. Given that the rate of decay of potassium is known, the amount of argon-40 compared with the amount of potassium, gives a direct measure of age. Because of the slower rate of decay of potassium than the decay of carbon-14, the potassium argon method is used for dates ranging from hundreds of millions of years to 30,000 years. Recently methods have been developed for measuring the potassium and argon simultaneously on the same sample using nuclear. 3. Stratigraphy This is the study and interpretation of the layers of rock successively deposited at one place. It is useful in determining dates for areas affected by sedimentation. Through Stratigraphy, a geological time-chart is obtained showing which rock was formed earlier or later. 4. Fission-track dating This is a method developed for dating Pleistocene samples. The ages of glass and other mineral objects estimated by observing the tracks made in them by the fission fragments of uranium nuclei they contain. It requires that Uranium must be present. The age obtained dates from the time the object solidified."}
{"text": "The ages of glass and other mineral objects estimated by observing the tracks made in them by the fission fragments of uranium nuclei they contain. It requires that Uranium must be present. The age obtained dates from the time the object solidified. This method has been proved reliable by being able to provide same reading from a sample of glass with a lump of pumice from Olduvai Gorge corresponding with the potassium argon dates from the same layer. 5. Lexico-statistics dating Lexico-statistics is the statistical study of the vocabulary of languages with the intentions of determining their ages and their historical links with other languages. The study is based on the assumption that all languages have a basic vocabulary which will change slowly at a common rate for all languages at all times. The existence of reconstructed vocabulary of the parent language in derivative languages shows the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 11 Relationship between the two Glottochronology, a subdivision of Lexico-statistics, attempts to establish that languages are historically related .by this method, there is an effort to express rates of language development by formulae precise enough to enable dates when change occurred to be calculated 6. Statistical dating Through a system of averaging, the length of a generation can be determined for a Particular society and dates estimated for events associated with certain generations. If the number and names of successive age-sets are remembered, the same system of averaging can be used. Advantages of using unwritten sources of information on history and government a Information about people s movement and relationship is given. B It is very efficient where there still existed illiteracy and people could not write or read. C It informs us of events in the absence of written materials. D Data received is primary firsthand so accuracy is enhanced. E Materials collected or excavated can be stored in museums for future reference. F They create employment in museums where they are stored. G Information not captured by written sources can be obtained from oral traditions. H There is a sense of reality as it involves things that are seen and touched. I Unwritten sources especially linguistics help in discovering the links between different people, which were previously unknown. J Detailed information on material culture may be obtained. K Dating of the migration of people is more accurate in unwritten sources e.g. In linguistics. Written sources These are sources in which letters or any other symbols have been put on the surface for the purpose of communication."}
{"text": "K Dating of the migration of people is more accurate in unwritten sources e.g. In linguistics. Written sources These are sources in which letters or any other symbols have been put on the surface for the purpose of communication. They include books, archives, constitutions, journals, novels, plays, newspapers, magazines, documentaries, dairies, annual reports, periodical and paintings. Written sources are classified into two; a Archives and early manuscripts Archives are a collection of historical documents or records, especially those carrying classified information of a government or an organization, which after a period of time are accessible to the public. They are also places where government, public and other historical records are kept.-they are resource centres for information. A manuscript is an author s handwritten or typed text that has not yet been published. Early manuscripts include stone tablets and scrolls. The bible and Quran are based on these two. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 12 b Printed sources They include books, journals, novels, plays, newspapers, magazines, documentaries, dairies and annual reports. Photographs employ both electronic and printing processes but basically fall under printed sourcesWorks of fiction such as films plays and novels are important source of historical information. Fiction is literature in form of prose, especially novels that describe imaginary events and people .Since work of fiction involves feelings and emotions, they can give more information about history. Also reading good historical novels arouses interest in history and gives the reader intellectual fulfillment. Newspapers convey new or fresh events, which with the passing of time becomes history. Advantages of written records a Written records preserve history since events are recorded for future reference. They are a store of information. B Written information can reach or be distributed to all literate people all over the world. C Written sources are less costly compared to those of anthropology or archaeology. D Unlike oral tradition sources which are largely dependent on human memory, written sources are more accurate as information is preserved exactly as it was recorded. E Written records may be written or translated into different languages thus reaching different people all over the world. F Written records are in most cases reliable as biases and prejudices coming from authors can be limited. This can be done by comparing written material with statistical data from other sources. Limitations a Where an author omits essential information for one reason or another, a written source may be rendered quite unreliable."}
{"text": "F Written records are in most cases reliable as biases and prejudices coming from authors can be limited. This can be done by comparing written material with statistical data from other sources. Limitations a Where an author omits essential information for one reason or another, a written source may be rendered quite unreliable. B Written information may be misunderstood or misinterpreted by readers either with the intention of discrediting others or to suit one s needs. C Writers at times are biased since the write from their particular point of view. For example, the writings of early explorers and missionaries. D Written records are only limited to literate people within the society. Are not useful to illiterate people in the absence of literate members of the society. E At times, depending on the society involved, acquiring written records may be very costly. F Reading written records is often time-consuming. Electronic sources These include microfilms, films, videos, radio, and television Microfilms These are films on which extremely small photographs microphotography of documents and printed matter are stored. They are tinny but when magnified can be clearly read. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 13 The importance of converting documents into microfilms is for preservation purposes and saving storage spaces. Radio This is an authoritative source of historical information that captures words and emotions of an event as I was. For example radio news on the president s speeches gives listeners the actual information on national matters. However, radio lacks the vividness found in television and films. Audio- visual sources These include television, films and videos. Films carry indisputable historical facts as action is recorded live. They also give better understanding of some aspects of the social history of a given people with regard to their music, dress and leisure activities. Videos and films make the past come alive. However, since films are acted, they can sometimes be unrealistic as they may not present facts but an exaggerated version of an event. Television on its part gives good historical information as it depicts the situation as it was. Databanks and databases Databanks are large stores of organized information which can be accessed in number of ways. E.g. if it is a book, information can be accessed through an index, a table of content or by browsing. Electronic databases are stored in computer and facilitate easy and faster retrieval of information."}
{"text": "Databanks and databases Databanks are large stores of organized information which can be accessed in number of ways. E.g. if it is a book, information can be accessed through an index, a table of content or by browsing. Electronic databases are stored in computer and facilitate easy and faster retrieval of information. One can search for information by use of a number of search terms. Information in a database can be printed when required but can also be accessed instantly on computer. Limitations of using electronics as a source of information in history and government a They are Subject to bias since most audio visuals contain foreign materials carrying the bias of the producer. B Some are limited to the literate only e.g. information in data bases and microfilms can only be accessed by literate people and even computer literate people only. C The information may be inaccurate only giving what is appealing to the public. TV crew depict only what they want to. Censorship may leave out vital information. D Electronic sources of information are too expensive; most people cannot afford e.g. TV, Radios. E Some acted films are unrealistic and therefore contain exaggerated information. EARLY MAN In the study of early man, we will seek to answer questions that human beings have always sought to answer about how they appeared on earth, whether they were created and where the universe came from. The origin of Human Beings A number of theories have been put forward to explain the origin of human beings. A. The creation theory. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 14 b. The mythical traditional theory c. The evolution theory The Creation theory The Jews, Christians and Muslims recognize the creation story as narrated in the first book of bible and in Qur an. That the whole universe was created by god. That God also created man, woman and all living things and all non-living creatures. Man was created in God s own image and woman created to provide man with companionship. The Mythical Theory Among African communities, there are myths about their origin all of them pointing to the fact that the first man was created by God. Examples: Among the Agikuyu, their God Ngai created the first man, Gikuyu. He the provided him with a wife, Mumbi. He gave him land at Mugurwe wa Gathanga."}
{"text": "Examples: Among the Agikuyu, their God Ngai created the first man, Gikuyu. He the provided him with a wife, Mumbi. He gave him land at Mugurwe wa Gathanga. One of the myths among the Nandi state that the first two people, male and female came from the knees of a giant man, when the knees began swelling and later burs for the two to come out from each of the either knees. The Evolution Theory Charles Darwin, an English man living between 1809 and 1882 questioned the acceptance of the creation theory. Through scientific expedition to South America and the pacific islands in 1831, he developed interest in fossils remains of plants and animals found beneath the earth s surface. In 1859; he published his ideas in a book titled The Origin of Species by Means of Natural Selection. The ideas enlisted instant battles from the Christian fraternity save for one supporter, Huxley. Clearly the theory of evolution was not accepted but it helped to make people aware of the new ideas concerning the origin of man. What is evolution? Evolution can be defined as the process of change in living organisms over a number of years, frequently involving the beginning of new species from earlier species. According to Charles Darwin, man transformed from simple life slowly over millions of years through environmental mutation, natural selection, isolation and adaptation. Mutation was a stage of abrupt change. Natural selection is an instinct by which the stronger species out compete the weaker for resources. Adaptation is where the surviving species isolate themselves from others as they adapt to new environment through body changes and technological changes e.g. ability to grow crops and make shelter. Darwin s theory of natural selection comprises the following points. All organisms or creatures are uniquely different and this uniqueness is based on heredity factors which an organism has from birth. Although many young organisms are produced, few manage to develop to maturity. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 15 The organisms that manage to grow to maturity and reproduce are those that are able to constantly adapt to the existing environment. In view of the limited resources, even after mutation, Darwin argued that only the fittest organisms survive as the weak species become extinct. This theory is popularly known as survival for the fittest .According to Darwin, isolation and adaptation is the final stage in the evolution process."}
{"text": "Although many young organisms are produced, few manage to develop to maturity. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 15 The organisms that manage to grow to maturity and reproduce are those that are able to constantly adapt to the existing environment. In view of the limited resources, even after mutation, Darwin argued that only the fittest organisms survive as the weak species become extinct. This theory is popularly known as survival for the fittest .According to Darwin, isolation and adaptation is the final stage in the evolution process. Having survived through mutation and natural selection, the merging species increase in number. This leads to search for basic needs and in the process a species may be isolated from the rest and then finally adapt to the new environment. The theory of evolution holds that Humans belong to the animal kingdom and that man has evolved over the years. Man is a primate just as apes like gorillas, chimpanzees and monkeys. However, man belongs to the family of hominidae, while apes belong to the family of pongidae. Man according to Darwin developed over the years from his ape-like ancestors. Evolution and adaptation of man The earliest Mammals lived on trees for two reasons; a There was more supply of food o trees such as insects, leaves and birds eggs b Security. Animals were more secure from their enemies while up on trees Man evolved from this kind of animals Archaeological evidence points at East Africa as the cradle of mankind. Reasons why East Africa is regarded as the place where man first evolved a Evidence from archaeologists show that the earliest apes first evolved around lake and rift valley areas. And if man evolved from apes, then the first man must have appeared in east Africa. B The savanna landscapes found in east Africa favored evolution while the conditions elsewhere forests and deserts Were unfavourable. C The bones and weapons and tools which archaeologists are finding are proofs to this. These findings are widespread in Olduvai Gorge, Olorgesaillie, and Ngorongoro and around lakes of east Africa. D The discovery of remains of early hominids and their material culture which form a pattern of human evolution prove this. E.g. we can trace the evolutionary process from Dryopithecus to Ramapithecus to Australopithecus to Homo habilis to Homo erectus to Homo sapiens."}
{"text": "D The discovery of remains of early hominids and their material culture which form a pattern of human evolution prove this. E.g. we can trace the evolutionary process from Dryopithecus to Ramapithecus to Australopithecus to Homo habilis to Homo erectus to Homo sapiens. Important archaeological sites found in East Africa In Kenya; - Rusinga Island, Fort Ternan near Kericho, Kariandusi near Elementaita, Gambles cave, Olorgesaillie, Kobi For a near Lake Turkana, Hyrax Hill and Njoro River cave. In Tanzania; - Olduvai Gorge, Eyasi Simila, Apis Rock and Garusi In Uganda; - Nsongezi, Napak, Magosi, Paraa, Ishanga, Mweya and Nyabusora In Ethiopia; - Omo River Valley and Hadar. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 16 Over a long period of time, man s ancestors lived in thick forests. Later about 15 million years ago, the forests transformed into savanna grasslands causing man s ancestors to change both physically and mentally so as to cope with the new environment. The changes a The tail which no longer had any value in the savanna disappeared. B Man became more upright as there were no more impeding vegetation as was the case of too much foliage and intertwining vegetation in the forests and also to reduce surface area onto which solar insolation had effect. These also enabled quicker movement. C The leg and foot formation changed to enable the weight of the body to be supported and balance to be achieved while moving or at a standstill. D Gradual use of front limbs hands for holding objects enabled man to make tools which made work easier. The limbs also found another role of protection from other predators. As the forests disappeared, competition for food intensified and humans had to change their earlier eating habits. Some fossil evidence clearly give distinctive evidence of the break-off point between apes and hominids mans ancestors. The changes which Homo sapiens underwent as a break-off from apes to modern man. A The skull size of the early human beings became larger indicating bigger brains. For example, Australopithecus, who lived between 5 and 1 million years ago, had a brain capacity of 530cm3."}
{"text": "Some fossil evidence clearly give distinctive evidence of the break-off point between apes and hominids mans ancestors. The changes which Homo sapiens underwent as a break-off from apes to modern man. A The skull size of the early human beings became larger indicating bigger brains. For example, Australopithecus, who lived between 5 and 1 million years ago, had a brain capacity of 530cm3. Homo erectus who lived later on had an improved brain capacity of between 775 and 1225cm3. B Their jaws and teeth became more powerful compared to earlier forms indicating their use in tearing and cutting tough fibres and even the need for defence as a weapon. The size of the jaws and teeth became smaller. C They developed a refined speech as compared to earlier forms. D They were taller with less hair on their body. E The forearms and hands underwent some changes. They developed a thumb for grasping objects. Their arms and hands became shorter, more appropriate for an upright posture. F Their leg and foot formation also changed. Their feet and toes were smaller than earlier hominids in order to support the weight of the rest of the body while motionless or mobile. The toes were no longer in need for holding onto branches. From apes to homo sapien sapiens Between 40 and 25 million years ago, the first apes appeared on earth. The first man Austropithecus appeared around 4.5 million years ago. The following are the stages through which the evolution of man passed. 1 Aegyptopithecus - An Early African Monkey Aegyptopithecus was reconstructed from a monkey like skull found at Fayum Depression in Egypt. He forms earliest evidence of probable man's ancestors. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 17 Its Teeth were those of a herbivore It had a Small, about 4kg and was named Egyptian ape. It was highly adapted to forest life. Had stereoscopic vision. It could jump skillfully from one tree to other using hands. It Dated 33 million years 2 Dryopithecus Africanus proconsul Its Remains were found at Rusinga Island within Lake Victoria by Mary and Louis Leakey in 1948."}
{"text": "Had stereoscopic vision. It could jump skillfully from one tree to other using hands. It Dated 33 million years 2 Dryopithecus Africanus proconsul Its Remains were found at Rusinga Island within Lake Victoria by Mary and Louis Leakey in 1948. Its Skull appearance was more close to modern man than to Aegyptopithecus. He had a quadrupedal movement like a chimpanzee. He had a Smooth forehead. He had long teeth like other animals. The shape of his teeth and jaws indicated that He ate fruits. It is his remains that strengthen the belief that east Africa was the first homeland of mankind. 3 Kenyapithecus Ramapithecus He is believed to have appeared between 15 and 12 million years ago First remains found Fort Ternan in Kericho District, Kenya, in 1961 by Dr. Louis Leakey and Mary. Other fossils found at Samburu Hills, near Lake Baringo as well as in the Lake Turkana basin. The equivalent species found in the Siwalikis Hills in northern India near New Delhi was named Ramapithecus He had small canines and could occasionally walk on twos without falling. The creature was small and weighed 36kg with bigger brains than earlier hominids. 4 Australopithecus southern ape By 4-2m years ago a series of species known as australopithecines begin to appear. Perhaps it was the earliest homid closer to modern man. The pelvis and leg were similar to that of modern humans. They were bipedal and this was important in defence, grasp of objects and vision of an impending danger from a distance. His Brain size was smaller than that of a human but larger than gorilla s. He was one of the most hairy hominid that ever existed. He was Short but strong with a low forehead. Had large teeth and skulls His remains were first discovered at Taung in Botswana by Raymond Dart in 1924. The broken up skull found in East Africa at Olduvai Gorge in 1959 by Mary Leakey, was called Zinjanthropus- Nut-Cracker man since it had big jaws that suggest it kept on chewing."}
{"text": "He was Short but strong with a low forehead. Had large teeth and skulls His remains were first discovered at Taung in Botswana by Raymond Dart in 1924. The broken up skull found in East Africa at Olduvai Gorge in 1959 by Mary Leakey, was called Zinjanthropus- Nut-Cracker man since it had big jaws that suggest it kept on chewing. Other fossils found in South Africa, Omo River Valley, Laetoli in Tanzania, near lakes Turkana and Baringo in kenya and L Natron Four types of Australopithecines that have been identified a Australopithecus Afarensis b Australopithecus Anamensis c Australopithecus africanus. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 18 d Australopithecus Robustus e Australopithecus Anamensis He is aged between 4.2 and 3.9 million years ago and is believed to be one of the oldest a Australopithecines Evidence of his existence is obtained from the Reconstruction of Material consisting of 9 fossils from Kanapoi in Kenya and 12 fossils from Allia Bay in Kenya found by Dr. Meave Leakey, Dr. Allan Walker and the four fossil hunters Kamoya Kimeu, Wambua Mangao, Nzube Mutiwa and Samuel Ngui. The fossil remains comprising a lower jaw were named A. Anamensis in August 1995 in a leading British Scientific journal. He had relatively large canines. The homid was aged between 3.9 and 3.0 million years ago. Its Name is derived from Afar Depression in Ethiopia. He Had Apelike face and human-like teeth. He was small in stature and Bipedal, but Walked bent over, not fully upright. They had very small brains -Brain capacity from 375 to 500 cc Its Brain was the size of an orange. They had a bony ridge over the eyes, a low forehead, a flat nose, and also they had no chin. Remains found at Laetoli in Tanzania and Tugen Hills in Baringo District. C Australopithecus Africanus A. Gracilis A."}
{"text": "He was about 127 cm 5'0\" tall, and about 45 kg 100 lb in weight, although females may have been smaller His fossils were found in the Olduvai Gorge in Tanzania in 1964 by Dr. J. Leakey. His Remains were also found at Hadar and Omo River Valley in Ethiopia and kobi fora along L. Turkana by Benerd Ngeneo in 1972. 6 Homo erectus Upright Man He was BIPEDAL- standing about 4-5 feet tall with a larger brain 700-1250cc . He lived between 2 million and 200,000 years ago. He was clever as illustrated by his ability to make Acheulian tools such as the hand axe which was used as an axe, knife or even as a scraper. He was the First hominid to invent and use fire. Their skeletons were larger and showed that they were quite heavily muscled They were omnivorous like many other early hominids. Only had hair on their head and back like are men that we have today Remains found in Hardar, Ethiopia where the skeleton of a female Lucy were found. Other fossils were found near Nariokotone River on the north western shores of LakeTurkana by Kamoya Kimeu in 1984. Also at Olorgesaillie near Magadi, Isimila near Iringa in TZ and Tenerife in Algeria. The most famous Homo Erectus fossil was found in a cave in Zhoukoudian, China and became known as Peking Man Java man 7 Homo sapiens Wise Man thinking man Their Main difference with their hominid ancestors is their extreme intelligence they were the smartest hominid that ever lived with a Brain capacity of 1000-1800cc They lived between 200,000 and 150,000 years ago They improved their way of life by making a variety of flint, bone, wood and stone tools Microliths They hunted, gathered and fished. Later on, they domesticated plants and animals Their Remains were found at Eliye Springs, Kanjera and Kanam in Kenya, Bodo and Omo River Valley in Ethiopia and Ngaloba in Tanzania."}
{"text": "Also at Olorgesaillie near Magadi, Isimila near Iringa in TZ and Tenerife in Algeria. The most famous Homo Erectus fossil was found in a cave in Zhoukoudian, China and became known as Peking Man Java man 7 Homo sapiens Wise Man thinking man Their Main difference with their hominid ancestors is their extreme intelligence they were the smartest hominid that ever lived with a Brain capacity of 1000-1800cc They lived between 200,000 and 150,000 years ago They improved their way of life by making a variety of flint, bone, wood and stone tools Microliths They hunted, gathered and fished. Later on, they domesticated plants and animals Their Remains were found at Eliye Springs, Kanjera and Kanam in Kenya, Bodo and Omo River Valley in Ethiopia and Ngaloba in Tanzania. Three sub-species of Homo sapiens existed; a Rhodesian man The sub-species Was discovered in Zambia , hence the name Rhodesian man For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 20 He had straight legs and walked with long strides. Rhodesian man s Brains and skull were very similar to those of modern man. B Neanderthals His Remains were found in Neander valley, Germany 1856 . They Lived in caves and valleys He was 5 feet and 5 inches tall-much stronger, heavily built and more aggressive too. He Had very thick eyebrow ridges like the other hominids He Made clothes from animal skins. They would scrape animal fat so they can use the skin as clothing. They were probably the First humans to bury their dead. He was most likely the most intelligent hominid other than modern humans. He was a nomad, gathering and hunting deer, wild pigs and wild sheep. Their weapons were used to impale animals; therefore, to kill them, they had to approach the animal and get very close. This was dangerous and probably caused injuries and even fatalities. Communication was key in hunting because they had to work as a team. They had the ability to use complex speech; however, their sentences were probably basic. Instead of painting on cave walls they painted their faces."}
{"text": "Wilmut Ian at the Roslin Institute of Edinburgh, Scotland that led to the first cloned sheep named dolly. Scientists are making attempts to even clone humans. More recent discoveries of early man include the Toumai found in Chad in 2002 dating about 6 to 7 myaIn 2000, another discovery was made in Baringo, Kenya millennium man and is believed todate 6mya. The discovery was made by Martin Pickford and Eustace Gitonga o the National Museums of Kenya. Appearance of races It has been hypothesized modern humans, using superior technology and more efficient adaption, out competed other hominid species to quickly emerge as the only surviving hominid species on the planet. Though we feature much diversity in appearance, these differences are minor compared to our biological similarities all human beings are quite closely related. Many of our physical differences skin, color, hair color, etc. Are relatively recent adaptations to local environment conditions. Evolutionary forces such as genetic drift have also played a role in our creating such variation as well. Biologists and anthropologists classified humans into three different groups based on physical characteristics. Negroids, found in Africa. Caucasians found in Europe Mongoloids found in Asia, Modern genetics has revealed that these categories make very little sense biologically since modern races are derived from a common stock and the different races are able to interbreed. There are also no differences in intelligence among all races of mankind. The term race has traditionally been used by scientists as the equivalent of the subspecies concept when classifying humans. The Cultural and economic practices of early man What is culture? Culture is the way of life of a people-Customs, language and social institutions The things that early humans made and used formed their material culture. Early man s culture can be understood through study of Stone Age or Paleolithic periods What is Stone Age? This refers to the early period of human history when man s tools and weapons were mainly made of stone and to some extend wood and bone There are three Stone Age periods 1 Old stone age- Paleolithic period- 4,500,000 to 50,000years 2 Middle stone age- Mesolithic period-50,000-15,000 years."}
{"text": "Culture is the way of life of a people-Customs, language and social institutions The things that early humans made and used formed their material culture. Early man s culture can be understood through study of Stone Age or Paleolithic periods What is Stone Age? This refers to the early period of human history when man s tools and weapons were mainly made of stone and to some extend wood and bone There are three Stone Age periods 1 Old stone age- Paleolithic period- 4,500,000 to 50,000years 2 Middle stone age- Mesolithic period-50,000-15,000 years. 3 New Stone Age Neolithic period- 15,000- 1,500 years The Paleolithic Age Paleolithic - Old Stone Age- 4,500,000 50,000 years ago For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 22 The Paleolithic is the longest of all stone ages, covering roughly 2 million years. The hominid species who lived side by side were Australopithecus, Homo habilis and Homoerectus. EARLY STONE AGE TOOLS The hominids Made tools from stone The Tool Traditions was called Oldowan tools pebble tools. The tools were named after Olduvai Gorge where they were found. They were made by Australopithecus and Homo erectus. They were also known as pebble tools because they were made of stones. Among the finds at Olduvai were the chopper, fist hatchet core tools and several flake tools. Such tools were also found at Kobi For a near Lake Turkana, Omo River Valley in Ethiopia, and Kafu Valley in Uganda, Shaba province in Zaire and in Algeria, Tunisia and morocco. In Kenya, the tools were found at sites in kariandusi, Olorgesaillie, Kilombe, Chesowanja, Mtongwe, Isenya and Lewa DownsAustralopithecus Southern Ape They didn t have the intelligence to make sophisticated tools, so they may have made tools out of bones that they foundAustralopithecus afarensis mostly used tools that they found or that nature had created, example was a stick, which they stuck into a termite mound, then the termites clung to it letting the ape pull out the stick covered in food."}
{"text": "They were made by Australopithecus and Homo erectus. They were also known as pebble tools because they were made of stones. Among the finds at Olduvai were the chopper, fist hatchet core tools and several flake tools. Such tools were also found at Kobi For a near Lake Turkana, Omo River Valley in Ethiopia, and Kafu Valley in Uganda, Shaba province in Zaire and in Algeria, Tunisia and morocco. In Kenya, the tools were found at sites in kariandusi, Olorgesaillie, Kilombe, Chesowanja, Mtongwe, Isenya and Lewa DownsAustralopithecus Southern Ape They didn t have the intelligence to make sophisticated tools, so they may have made tools out of bones that they foundAustralopithecus afarensis mostly used tools that they found or that nature had created, example was a stick, which they stuck into a termite mound, then the termites clung to it letting the ape pull out the stick covered in food. He is however also credited for making Oldowan tools. Homo habilis and the Oldowan Tradition They made stone tools for chopping, scraping, and cutting. Making of Choppers lower left involved knapping a few flakes off the core. Both cores and flakes were used. The Knapper could strike a spherical piece of stone until Flake falls off opposite side. The Tool would then be flipped over and procedure repeated. Several blows would create a cutting edgeRequirements reflect Intelligence, Planning, foreknowledge of design and Knowledge of breakage pattern of rock. There must also be Hand-eye coordination The second phase of the Old Stone Age was marked by tools called Acheulian tools, named after the site of St Acheul in France. Others found in Tanzania, Uganda, Malawi, Zambia, and Zimbabwe. In Kenya, the tools were found at Kariandusi, Olorgesaillie, Kilombe, Chesowanja, Mtongwe, Isenya and Lewa DownsThey were made by Homoerectus. Homo erectus and the Acheulian tool technology. Signature tool: a welldesigned hand axe and cleavers The Hand axe had multiple uses, from cutting, skinning, scraping animal skins, digging and sharpening bone and wood."}
{"text": "In Kenya, the tools were found at Kariandusi, Olorgesaillie, Kilombe, Chesowanja, Mtongwe, Isenya and Lewa DownsThey were made by Homoerectus. Homo erectus and the Acheulian tool technology. Signature tool: a welldesigned hand axe and cleavers The Hand axe had multiple uses, from cutting, skinning, scraping animal skins, digging and sharpening bone and wood. Characteristics of Acheulian hand axe It was Bifacial: both sides were knapped Symmetrical in breadth Shaped to a point on one end The edge is thin and sharp Broad end is curved, but edge is still sharp. Process of Manufacturing Acheulian Hand axes For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 23 Dozens of flakes were removed from the core, from 25 to 75. Each flake blow must be precisely positioned. The Core must be turned over again and again to maintain symmetry and to keep edge straight. All the exterior rind cortex was removed. It was a demanding task-The hand axe was Symmetrical and finely shaped. OLD STONE AGE-HUNTING AND GATHERING The early Stone Age people lived in small groups and were able to hunt for food using sharpened rocks and sticks. They used simple hunting methods of chasing wild animals and throwing stones at them. They also made traps by digging large pits on the paths used by animals. They ate raw meat from small animals like lizards and rodents Women gathered edible fruits, eggs and roots- had a balanced diet. THE OLD STONE AGE-SHELTER AND CLOTHING Humans during this period found shelter in caves and tree-tops. Their bodies were hairy enough to keep them warm- lack of clothing was therefore bearable during this period. Moreover, the savannahs were also warm enough. They also preferred the grasslands because they provided them with the much needed water and foodThe Australopithecus had a very small brain and that limited the actions they could do. The Australopithecus were very hairy so they didn t need any clothes. Australopithecus diet was mostly made up of fruits and vegetables they found. If Australopithecus found a dead animal it would scavenge of it but the Australopithecus afarensis couldn t cook the meat and kill the germs."}
{"text": "The Australopithecus were very hairy so they didn t need any clothes. Australopithecus diet was mostly made up of fruits and vegetables they found. If Australopithecus found a dead animal it would scavenge of it but the Australopithecus afarensis couldn t cook the meat and kill the germs. Mesolithic age Mesolithic middle Stone Age- 200,000 10,000 years ago. They period was characterized by superior brains and ability of Homo erectus and Homo sapiens. Great improvements were witnessed. TOOLS Signature tool; Sangoan tool made using Lavallois method The tool was named after Sango Bay site on L. Victoria-Tz The Lavallois technology It involved using cores of smaller stones to hit bigger ones. The tool maker would draw outline of flake on stone module and Strike out flakes and blades of desired shape. The rock would be prepared beforehand to control how rock breaks when struck. The flakes and blades were then trimmed into a variety of knives, scrapers, spear points, choppers and daggers. Also Mousterian tools specialized stone tools and weapons were made. Tang- the first tool with a handle was invented in this period- 40,000 years ago in northern Africa. Fire was also another important tool invented by Homo erectus and he used it as follows For warmth at night, lighting, to cook roots and roast meat, for hunting bushfires , tool-making to harden tips, means of communication, food preservation It also enabled hominids to migrate out of savannah MESOLITHIC FOOD AND CLOTHES For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 24 Homo erectus was considered the first true hunters. Because of better tools Hand axe , fire and axes, they could hunt larger game such as deer, rhinos, pigs, elephants; buffaloes etc. And cook their food. People learnt to wear animal skins and make waist-belts and necklaces. They also painted themselves with red ochre and oil. MESOLITHIC SHELTER. Man used identifiable shelter. An example was found at Orangia in South Africa. Man also used rock shelter rocks scooped out to make hollows . Later man lived in caves with entrance covered with animal skins to keep wind and rain away e.g."}
{"text": "An example was found at Orangia in South Africa. Man also used rock shelter rocks scooped out to make hollows . Later man lived in caves with entrance covered with animal skins to keep wind and rain away e.g. Matupi Cave in Zaire and Gambles cave near Nakuru. MESOLITHIC LANGUAGE AND ROCK ART Families lived in small groups for security reasons. There were distinct languages to enhance communications. Rock paintings-Pictures of animals were painted on walls and rocks. Examples of Cave paintings were left behind at Kondoa and singida areas in north Tanzania and at Apollo II cave in S.A. This pictures signified man s believe in magic arrows piercing animals he hoped to kill SOCIAL ORGANIZATION There was efficient group organization as evidenced by the ability to carry out large-scale hunting. Language invention further strengthened the social bonds and cultures of early man The Neolithic age Neolithic New Stone Age- 15,000 4,000 years ago This period was marked with the Emergence of Homo sapiens and homo sapien sapiens. THE NEOLITHIC TOOLS Man became a Very skilled toolmaker-they made tools known as microliths- small piece of sharp stone tool . For example, a crescent or a lunate which had a straight sharp cutting edge and a curved blunted back. Their weapons include stone axes, knives, spears, harpoons, wooden bows, and sharp, stone tipped arrows, hooks, needles, and bone fish hooks. NEANDERTHALS were the first to create the pointed tip on hunting spears and harpoons THE NEOLITHIC SHELTER Earlier sapiens used caves as their homes instead of building one. Later, they made permanent homes that looked like tents or tepees, out of tree branches, grass, mammoth bones, and animal skins. They used or made some sort of paint to use on their cave paintings. FOOD AND AGRICULTURE Man domesticated plants and animals though he continued to hunt and gather. Man changed as from Nomadic lifestyle to settled stationary lifestyle; a.k.a.sedentary Population also increased due to balanced diet and adequate food For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 25 THE NEOLITHIC GOVERNMENT Due to settled life and improved settlement, rules and laws were set up as a basis of government."}
{"text": "They used or made some sort of paint to use on their cave paintings. FOOD AND AGRICULTURE Man domesticated plants and animals though he continued to hunt and gather. Man changed as from Nomadic lifestyle to settled stationary lifestyle; a.k.a.sedentary Population also increased due to balanced diet and adequate food For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 25 THE NEOLITHIC GOVERNMENT Due to settled life and improved settlement, rules and laws were set up as a basis of government. Some people also specialized in leadership, religious activities as well as making of crafts. THE NEOLITHIC RELIGION Man s language and religious beliefs developed as a result of depending on natural forces like rain. They began to ponder over issues like life and death. Evidence is found at Hyrax Hill and Njoro river Cave where human fossil remains were found buried with items such as tools and seeds or foodThe practice of burying someone with his possessions implied a belief in life after death. Neanderthals were the first to bury their dead. They also seemed to have a conception of an afterlife as shown by the actual burial site at La Ferrassie, France, with seven tombs including a man, a woman and several children s graves lying side by side. THE NEOLITHIC ART AND CRAFT Humans specialized in crafts such as basketry, pottery and later smelting Evidenced by this horse head carving to the right. DEVELOPMENT OF AGRICULTURE Definition of agriculture It is the cultivation of crops. The modern definition of agriculture includes animal husbandry, fish farming and bee-keeping. The beginning of Agriculture The domestication of plants and animals began over 10,000 years ago during the Neolithic period Why man domesticated plants and animals a. The increase of human population needed regular food supply -natural environment could no longer provide sufficient food. B. Climatic changes-increased drought, threatened plant life and animal life making natural food scarce. C. Competition for existing food in the natural resulted in inadequate wild food over hunting of animals. D. Hunting and gathering was increasingly becoming tiresome. E. Calamities such as forest fires or floods sometimes destroyed vegetation or drove wild animals away. F. Development of settled life. Man had to stop a life of movement in search of food and water. G. Development of tools microliths e.g."}
{"text": "Man had to stop a life of movement in search of food and water. G. Development of tools microliths e.g. sickles wooden plough, etc. H. Availability of varieties of indigenous crops e.g. wheat and barley. There are two theories that explain how agriculture started; 1. The Independent theory. Agriculture developed independently in different parts of the world especially along river valleys. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 26 2. One Place Theory Diffusion Theory-Crop growing and animal keeping developed among people of south East Asia. Then the idea spread to the rest of the world; Middle East, India, Central America, China, Southeast Asia 8,000 BC 7,000 BC 6,500 BC 6,000 BC 5,000 BC CROP GROWING The transformation from hunting and gathering to growing of food crops was a gradual development. The first crops were grown by man in areas where they existed naturally. Crop growing first developed in the Fertile Crescent which is in the Middle East. Neolithic women noticed new grain plants grew when they accidentally spilled grain seeds. They tried scattering seeds on purpose it worked! Animals often find plants in places with water good soil - Hunters saw pattern People stayed at sites, animals became tamer People started weeding irrigating so plants would grow better Started saving seeds of better plants to plant One season, nomads liked a site so much they stuck around Stayed so long they harvested a crop and then saw it grow to harvest stage again Groups learned to grow a crop from seed to harvest and then move on Since men did the hunting and females were responsible for the food gathering, women learned how to plant seeds, as well as process and prepare the food. The above facts point out that the beginning of crop farming was accidental and mainly through trial and errorEarliest crops to be domesticated were barley, wheat, sorghum, millet, rice, maize, yams, cassava, potatoes, bananas and grapes. Since they grew in different environments, there were many centres of agricultural revolution. For example; Middle East. Indus valley in India. Nile valley The yellow river valley in china The Danube Valley in Europe."}
{"text": "For example; Middle East. Indus valley in India. Nile valley The yellow river valley in china The Danube Valley in Europe. WHEAT Originally grown in south-west Asia Initial type was brittle wheat-then replaced by a non-brittle type in 7500BC called emmer Wheat then spread Mesopotamian plains by 6000 BC to Egypt by 3000BC, then to Mediterranean region, central Asia, India and southern Europe. BARLEY The first cereal to be domesticated. Initially grew wildly at Mureybat on the Euphrates in Syria between 7000 - 6000 BC Another evidence of growth found at Ali kosh Iran and Jericho Jordan Then spread to Egypt at Fayum in 4500 BC. Then spread to India and china by about 2000 BC. SORGHUM AND MILLET Originated from Africa at Hoggat in southern Algeria as early as 6000 BC For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 27 Spread to West Africa to around Sudan area between Nile and Chad, by 1500 BC Finger millet originated in East Africa. Later the two spread to Asia and China. RICE Originated in Asia where currently is a stable food- in Thailand at about 3500 BC Then spread to India, Europe and Japan The African variety was grown along the upper Niger around 1500 BC MAIZE Origin- Central America at about 5000 BC at Tehuacan in Mexico. In Africa, was introduced by the Portuguese in 15thc. YAMS The first root and tuber crop to be domesticated- 9000 BC in south East Asia. The African variety, the white guinea yam was grown in Ivory Coast. DOMESTICATION OF ANIMALS The Dog was the first animal to be domesticated. The next animals were the sheep, Goats, cattle and camels. Animal domestication Began through establishment of ties between man and animals during hunting or when fetching water. Dog Assisted humans in hunting, driving away dangerous animals and herding livestock Goats The Goat was first domesticated in south west Asia in5000 BC.Evidence of this is found at Tell Abu Hureyra, Tepe Ali Kosh, and Deh Luren Khuzestan in south -west Iran. Also in Iraq, upper Tigris valley, turkey and south Jordan."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 29 The Crops grown included barley, wheat, vines, date, palms, grapes, olives, onions, figs, melons and cucumbers. Milk animals kept included goats and cow. Also ducks, pigs, geese and horses were kept. Impact of early agriculture in Mesopotamia a It led to settled life as people now needed to concentrate on farming. B Food production increased. C There was an increase in population along the river valleys due to plenty and regular food supply. D There was emergence of city-states and urban centres. For example Ur, Uruk, Eridu, Nippur, Kish and Babylon. E Surplus agricultural production led to development of trade between communities. F There was increased specialization as all could not engage in farming. Some became craftsmen. G Agriculture influenced writing and arithmetic. Management of estates required knowledge in accounts. The form of writing that was developed was known as cuneiform involving the use of stone tablets. H The invention of the wheel by around 3000 BC. It was used in carts to transport farm produce, for making war chariots to transport soldiers and also in pottery the potter s wheel i The plough was also invented. The first ox-plough consisted of simply a tree trunk with one small branch protruding upwards with the other one upwards. The invention meant that only a few people were needed to cultivate land. J There was the development of science and mathematics with the development of the first formulas for measuring time, distance and area. There was also development in the field of Astronomy. K Religious practices also developed with the connection of most of the gods to agriculture in one way or another. For example, Ninurta was a god of floods. L Development of law. A code of laws was compiled as a means of minimizing conflict in society- the Hammurabi s code. EARLY AGRICULTURE IN EGYPT As early as 7000 BC, people had already settled in the Nile valley. By around 5000 BC, the Egyptians had gradually adopted agriculture, departing from a hunter-gatherer society. Reasons that enhanced development of early Agriculture in Egypt a Availability of Water for irrigation and for domestic use from river Nile."}
{"text": "EARLY AGRICULTURE IN EGYPT As early as 7000 BC, people had already settled in the Nile valley. By around 5000 BC, the Egyptians had gradually adopted agriculture, departing from a hunter-gatherer society. Reasons that enhanced development of early Agriculture in Egypt a Availability of Water for irrigation and for domestic use from river Nile. B Existence of fertile silt deposits and mud originating from the flooding of the Nile betweenJuly and October annually, which provided fertile soil for crop farming. C Another advantage was that Egypt had a suitable warm climate for crop growing and ripening. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 30 d The Use of shadoof Irrigation technology ensured production of food during drought seasons e Presence of indigenous crops and animals from which domestication was made. Wheat and barley had already become indigenous to Egypt as were animals like sheep and goats. F Foreign influence from South West Asia where farming was first practiced. The proximity of Egypt to Mesopotamia, the first centre of agricultural development ensured that she borrowed heavily from there. G The Natural protection of the region from foreign attacks, since the Nile valley was protected by the Libyan Desert to the West, the Nubian Desert and Nile cataracts to the South and the Nile coast delta on the North. H Political stability. I High population created need for more food and provided farm labour. J Availability of slave labour made crop farming a success. K The invention and use of implements that included wooden sticks, knives and wooden hoes enabled the farmers to increase their yields. L The existence of writing in Egypt helped the Egyptians to keep accurate records of seasons and volume of food. The shadoof irrigation This was the method of irrigation used in Egypt during the drought season when the river was not flooding. A shadoof is a wooden device for lifting water from a river into the canals. It consisted of a long pole swinging up and down between two supporting wooden posts One end has a weight hanging on the pole while the other end has a skin bucket. The bucket is pulled down and dipped into the water by a person. It is caused to rise by the weight, once water has been filled."}
{"text": "It consisted of a long pole swinging up and down between two supporting wooden posts One end has a weight hanging on the pole while the other end has a skin bucket. The bucket is pulled down and dipped into the water by a person. It is caused to rise by the weight, once water has been filled. The other person empties the water into the canal to be drained into the fields. The Egyptians used farm implements like sticks, knives, axes, sickles and hoesAmong the crops planted in Egypt included wheat, barley, fruits, flax, beans, vegetables, cucumbers, onions, lentils, dates, figs and grapes. They used the broadcasting method. Shifting cultivation was also practiced before human population increased. They kept animals like sheep, goat, pigs, donkey, cattle and poultry. The state directed production. It controlled distribution of harvests as well as handicrafts. Government owned huge granaries and godowns which were used to store food. The king was regarded as the guardian who presided over food supply for all. The master of largesse was responsible for all the livestock in the country. In the year when agricultural production was poor, the head of the exchequer would take care of the distribution of seeds and livestock. Effects of early agriculture in Egypt a Due to improved farming, there was increased food production thus ensuring regular food supplies. B There was Growth in population as food supply increased and became regular. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 31 c Agriculture led to permanent settlement of people. As a result, their living standards improved dramatically as they reaped from farming. D Agriculture promoted trade among the Egyptians. It led to production of surplus food that in turn was used to increase trading activities. E Agriculture Led to rise of urban centres or towns in Egypt such as Memphis s akhetan, Aswan and Thebes along the Nile valley. F Agriculture enabled some society members to specialize in other activities since a few could now produce enough food for all. Some engaged in hand crafts, geometry etc. G Agriculture Led to emergence of government and related governing laws. H Like the case of Mesopotamia, it led to the discovery of arithmetic, geometry, writing and calendar. These were used by the priests to keep records and make accurate prediction of annual foods. The Egyptian calendar is believed to be the earliest calendar in the world. I It promoted social stratification or classes in Egyptian society."}
{"text": "These were used by the priests to keep records and make accurate prediction of annual foods. The Egyptian calendar is believed to be the earliest calendar in the world. I It promoted social stratification or classes in Egyptian society. Effects of early agriculture Summarize from the effects in Egypt and Mesopotamia. THE AGRARIAN REVOLUTION IN BRITAIN The agrarian revolution refers to rapid changes and improvements in the field of agriculture. Between 1750 and 1850 European countries underwent changes in agriculture. The changes were marked by A new system of land ownership Use of machines and new farming methods. The revolution took place first in Britain. CHARACTERISTICS OF AGRICULTURE IN BRITAIN BEFORE THE AGRARIAN REVOLUTION 1. Feudalism was practiced. What is Feudalism? Loosely organized system of government in which local lords governed their own lands but owed military service and other support to a greater lord nobility The feudal kings had plenty of land; but they could not control it all. So they gave land to lords nobility in exchange for protection, loyalty and .Nobility then gave Part of their land to the serfs peasants who would work on it and give part of their crops to the local land lord, for letting them farm the land. 2. Farmers practiced open-field system. In this system land was divided into three portions; I. Portion one- growing corn and wheat II. Portion two- for beans, barley and oats III. Portion three- left fallow to regain fertility. Such a system did not allow effective farming since land was not fully utilized. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 32 It also discouraged livestock farming since it allowed easy spread of livestock diseases. There was uncontrolled breeding in livestock instead of selective breeding since livestock grazed together. Fallow land and existence of Cattle and footpaths that crisscrossed the farms wasted a lot of land. 3. Stripping as a method of farming was used. The existence of strips meant that Land portions were small and discouraged the use of machines. 4. Use of simple tools and implements that included sticks, hoes and later ploughs. Cultivation was therefore on small scale with crop rotation being used as a method of improving fertility. It was however not effective. 5. Use of broadcasting method."}
{"text": "It was however not effective. 5. Use of broadcasting method. Broadcasting method of planting led to wastage of seeds as it would be eaten by birds and rodents 6. Intercropping was practiced. The growing of two or more crops on the same piece of land. 7. Mixed farming. Livestock was allowed to graze on fallow land 8. Mono-cropping-planting the same type of crop year after on the same piece of land. NB; this was an inefficient system leading to low yields CHANGES THAT MARKED THE AGRARIAN REVOLUTION IN BRITAIN 1. Fallows were abolished and available lands used effectively. This was influenced by population that occasioned demand for more food. The farmers could no longer afford to leave land to regain fertility. 2. Application of new methods of farming. Introduction and use of fertilizers in farms Lord Viscount Townsend discovered that clover added nitrogen to the soil and turnips could survive in winter and be used to feed cattle. Townsend introduced a new four- course crop rotation called the Norfolk system consisting of barley, clover, turnips and wheat on same plot for a four-year period. In 1843, John Bennet Lawes discovered the use of fertilizers and opened a superphosphate factory in London. 3. Use of farm machineries like the horse drawn drilling machine invented by Jethro Tull in 1701 which replaced the broadcasting method. Iron hoes were used instead of sticks, to prepare the ground. In 1925, the wooden plough was replaced with an iron plough. Patrick Bell s invention of the mechanical reaper replaced the sickle in harvesting corn. Andrew Meikles invented a mechanical thresher in 1876 which could cut and bind corn at the same time. The use of machines changed agriculture from a small scale to a large-scale business. 4. Intercropping to retain land fertility. E.g. of maize and beans. This practice enabled farmers to realize more yields. 5. Application of scientific principles to farming. For example, Selective breeding of livestock invented by Robert Bakewell 1725-1795 . He was able to develop the short For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 33 horn, Devon, the Hereford, Aberdeen Angus and Ayrshire. He also improved sheep breeds such as the Leicester, Shropshire, Suffolk and the oxford."}
{"text": "For example, Selective breeding of livestock invented by Robert Bakewell 1725-1795 . He was able to develop the short For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 33 horn, Devon, the Hereford, Aberdeen Angus and Ayrshire. He also improved sheep breeds such as the Leicester, Shropshire, Suffolk and the oxford. Pig varieties- the Yorkshire, Berkshire and Tamworth breeds 6. Fencing of farms land enclosure system; the introduction of land enclosures put to an end to strip farming. This was a demand of the rich landlords that land should be enclosed by fencing. The enclosure act enabled rich people to acquire more land. As a result more land was put under production and more land could be ploughed by one farmer Positive effects of the land enclosure system introduced in Britain a It created large farms which allowed use of horse drill and crop -rotation. B The farms were easily managed and Farmers could specialize in crop or animal production. C Farmers could use their title deeds to borrow money from financial firms for the improvement of their farms. Effects of the land enclosure movement on the peasant farmers in Britain a. The creation of large farms led to landlessness among the peasant farmers, b. Peasant farmers sold off their land to the rich farmers because they could not afford to cultivate the land. C. The land enclosure movement led to displacement of peasant farmers from their land and hence they migrated to towns caused rural -urban migration. D. The rural-urban migration of peasant farmers led to overcrowding in urban centres congestion in urban centres. E. The land enclosure movement caused emigrations of the peasants to other countries such as USA, Canada, Australia, new Zealand and south Africa f. The poor farmers were exploited, as they had to sell their labour to farmers and to the factories exploitation of the poor peasant s labour force. 7. The royal agricultural society. It was established in 1838. Through the journals of the society, new ideas and techniques of farming were publicized all over the country. As a result, many farmers began to adopt the modern methods of farming. CAUSES OF AGRARIAN REVOLUTION IN BRITAIN 1. Land consolidation; the introduction of land enclosures which put to an end to strip farming. As a result more land was under production and more land could be ploughed by one farmer. 2."}
{"text": "Land consolidation; the introduction of land enclosures which put to an end to strip farming. As a result more land was under production and more land could be ploughed by one farmer. 2. Development of new methods of livestock breeding; more scientific methods of breeding livestock were developed. They involved selective breeding in which animals with suitable characteristics were maintained in the herds. 3. Development of new tools for farming which helped to increase agricultural productivity .e.g. Use of seed drill, Rotterdam plough, threshing machine and tractors. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 34 4. Development of new methods of maintaining soil fertility e.g. the new crop rotation system allowed the continued use of land without exhausting its fertility. Chemical fertilizers were also produced. 5. Development of agricultural research in universities and research institutes assisted in improvement of soils and crop yields. Newspapers and agricultural journals helped to spread the results of this research to farmers. 6. Impact of industrial revolution which provided the agricultural sector with inputs and market. 7. Population increase led to high demand for food. EFFECTS OF THE AGRARIAN REVOLUTION IN BRITAIN 1. Food security for the population of Britain due to improved farming methods. 2. There was Growth of population in Britain due to food security lowered mortality rates and increased life expectancy. 3. There was Growth of capital plantation farming to replace subsistence farming. Due to the enclosure act, ownership of large farms was encouraged and subsequently mechanization plantations were set up. 4. Poor farmers who could not afford fencing lost their land. Capital farming therefore led to emergence of landless peasants as large tracts of land were consolidated in enclosures. The poor peasants were compelled to migrate to urban areas where they were subjected to poor living conditions. 5. Trade expanded locally and internationally. When farming was commercialized, Britain expanded trade thus boosting her economy. 6. Growth of a working class. The landless peasants sought wage employment on farms or in towns in the emerging new industries. Thus a class of workers began to emerge. 7. Transport systems like roads and railways improved. They were used to transport agricultural products to the market and raw materials to industries. 8. Industries benefited from agricultural raw materials develop ment of industries. A number of machines produced by industries were also used in agriculture to boost production. 9. Emigration of British national to other parts of the world."}
{"text": "A number of machines produced by industries were also used in agriculture to boost production. 9. Emigration of British national to other parts of the world. Some of the landless peasants migrated to USA, Canada, Australia, New Zealand and South Africa. 10. Intensification of scientific research by the royal agricultural society to carter for the expanding agricultural sector. THE SPREAD OF AGRARIAN REVOLUTION From Britain the revolution spread to other parts of Europe and Americas and then the rest of the world. Ideas like crop rotation, use of machines, selective breeding of livestock and use of fertilizers spread into continental Europe from Britain. The governments encouraged agricultural science and research. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 35 The work of Louis Pasteur 1890-1960 a Frenchman discovered that disease are caused by bacteria and sterilization of food such as milk through boiling keeps it bacteria-free for long time THE AGRARIAN REVOLUTION IN THE USA The Americas was the origin of many crops in the world the American Indians were subsistence farmers growing crops like yams, potatoes, maize corn , cocoa, tomatoes, cotton, tobacco, beans and cassava. Political and religious differences in Europe in the 17th c forced many Europeans to settle in America as was also the enclosure system in Britain. Craftsmen and labouerers also moved in search of better life. The immigrant settlers came with horses, sheep, cattle, pigs, fowls, seeds and plants from Europe. Some of them participated in improving the machines that were already in use in Europe. For example: a. 1837- John Deere a young blacksmith from Illinois invented a steel plough b. 1837- Cyrus McCormick established a factory in Chicago to produce reapers c. 1837- Daniel Massey produced a similar machine in Canada. D. 1792- Elly Whitney invented the cotton gin and cotton picker American scientists also developed the refrigerator. For example, John Perkins 17661849 an American inventor patented the first prototype refrigerator in England in 1834. The first American patent for a refrigerator was awarded to John Gorrie 1803-1855 in 1851.1859- Ferdinand Carre, a Frenchman invented the absorption system in a refrigerator. This was a major milestone in preservation of meat and other foods in America. Several agricultural zones emerged in America due to differences in soil fertility and climate: a."}
{"text": "For example, John Perkins 17661849 an American inventor patented the first prototype refrigerator in England in 1834. The first American patent for a refrigerator was awarded to John Gorrie 1803-1855 in 1851.1859- Ferdinand Carre, a Frenchman invented the absorption system in a refrigerator. This was a major milestone in preservation of meat and other foods in America. Several agricultural zones emerged in America due to differences in soil fertility and climate: a. North-Eastern parts- Ranching and dairying b. The south- cotton zone. C. Central region-maize. D. North-west wheat There was large scale mechanized agriculture especially after the abolition of slave trade. Most cash crops were grown to provide raw materials to European industries. Tobacco was grown in Virginia and Maryland. Rice and indigo were grown in Georgia and South Carolina. Cattle s rearing was done in Texas. Transport development also enhanced agricultural development. For example, water transport using the great lakes, railway and road transport. Alexander graham bell invented the telegraph to enhance communication. USA also invested in the field of science and research which boosted agriculture with better hybrid seeds and different strains of livestock. FACTORS THAT FACILITATED THE DEVELOPMENT OF AGRICUL-TURE IN AMERICA BEFORE 1800 a. The enclosure system in Britain led to the Settlement of enterprising European emigrants who wished to make a living through agriculture Determination of European immigrants to succeed as farmers as there was no other source of livelihood. European For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 36 immigration into the region also led to population increase and demand for more food. The immigrants also introduced new crops and new methods of farming leading to agricultural development b. Scientific research made it possible to improve strains of crops to resist diseases, to develop superior animal breeds and to develop new food crops e.g. Soya beans into artificial meat, etc. C. Mechanization; there was extensive use of machines to improve production e.g. steel plough, use of reapers, cotton gin etc. D. The presence of cheap means of transport e.g. Erie Canal, roads, railway, etc speeded up the transportation of goods and raw materials. E. The invention of the cotton gin in 1793 led to increased cotton acreage. F. Environmental influence on the farmers through experience leading to agricultural zoning e.g."}
{"text": "The invention of the cotton gin in 1793 led to increased cotton acreage. F. Environmental influence on the farmers through experience leading to agricultural zoning e.g. maize in the centre, wheat in the south and beef rearing in the west Presence of suitable soils for different types of crops such as tobacco, cotton and wheat. G. Government recognition of individual land ownership the Homestead Act 1760 encouraged settlers to farm. EFFECTS OF THE AGRARIAN REVOLUTION IN USA Fuelled by peasants who emigrated after they were driven out of Europe by the land enclosure movement, USA became the world s leading producer of agricultural products. The effects of the revolution were as follows: a It led to diversification of agriculture through the introduction of new farm animals and crops. B The new inventions in farm machinery enabled American farmers to bring more land under cultivation. For example the steel plough invented by John Deere and reaping machine by Cyrus McCormick. C Food production especially of wheat and maize, increased due to the use of new farming methods like use of fertilizers and hybrid seeds. D The agrarian revolution led to expansion of agricultural related industries. E Mechanization of agriculture replaced slaves and other labourers at the farms. Many people went to search for employment in urban areas. F The expansion of food production led to increase in trade between USA and Western Europe thus boosting USA economy. G The transport system was improved to enable transportation of farm inputs to farms and agricultural produce to market. H The revolution contributed to the enhancement of research and scientific inventions especially on the field of agriculture. FOOD SITUATION IN AFRICA AND THE REST OF THE THIRD WORLD Third world refers to the less developed countries in Africa, Asia and South America. Many of these third world countries have food shortages and even continue to have weak economies upto date. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 37 Causes to food shortage in Africa a. Rapid population growth which has put a lot of pressure on the available food resources leading to shortages b. Poor land use and agricultural practices. Many farmers still depend on traditional farming methods, for example, not applying fertilizers, pesticides or mechanization, thus producing low yields. C. Some developing countries experience adverse weather conditions such as floods and long periods of drought. Since these countries practice rain-fed agriculture, food production has been affected d."}
{"text": "C. Some developing countries experience adverse weather conditions such as floods and long periods of drought. Since these countries practice rain-fed agriculture, food production has been affected d. Overemphasis on cash crops at the expense of food crops has contributed to low food production. In Kenya for example, large farms concentrate on growth of flowers, tea and coffee with food crop farming being largely for subsistence. E. Rural-urban migration , especially among the young people has deprived the rural areas of the badly needed labour force for food production f. Lack of adequate capital for agricultural development. Low income poverty. The farmers lack enough funds to purchase farm inputs. G. Political instability in some African countries undermines food production. For example in Ethiopia, Sudan, DRC, Burundi and Rwanda. This has prevented people from concentrating on food production. H. Decline in growing drought resistant crops. Crops like cassava and millet have been abandoned due to attitude thus causing artificial shortage of specific food. I. Poor and inadequate storage facilities have led to food wastage. In Kenya by 2001, the country was losing up to nine million bags of grain per year as a result of poor storage methods. J. Poor transport network leads to uneven distribution of food. It also discourages farmers from producing more. K. Over reliance on food aid and forms of aid has created a dependence attitude in many African countries. Some communities have become complacent about looking for a permanent solution to their food problems. L. Poor economic planning on the part of the government with many countries putting a lot of emphasis on other development projects at the expense of agricultural and food production. M. Poor land tenure systems resulting in low productivity. For example where a few European farmers own large tracts of land but only exploiting a small portion of the expansive farms. N. The HIV AIDS pandemic contributed to food shortages since the scourge leads to death of many of the work force in their prime years. Effects of food shortages a. Loss of life. Many people have lost their lives. For example the Ethiopian famine in 1984 led to the deaths of thousands of people. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 38 b. Increased suffering among millions of people in Africa due to deficiency diseases like kwashiorkor and marasmus. C. Food shortage has created social problems in societies. For example cattle raids by the karamojong and Maasai during the periods of famine."}
{"text": "The Eastern Cushites They include the Borana, Somali, Oromo, Gabra, Rendille and Burji. They originated either from Ethiopia or Somalia moving and settling into Kenya around 2000 and 1000 years ago due to the following reasons; a Escaping from clan or family feuds. B There was population pressure in their area of origin. C They were in search of better grazing lands. D They were fleeing the outbreak of disease that affected both people and animals. E They were escaping famine and drought. F They fled constant attacks from their neighbours such as the Somali. G The migrated to satisfy their spirit of adventure. THE OROMO They came in the 16thcentury from Ethiopia. Initially they settled on the eastern shores of Lake Turkana. They later moved south pushing the Mijikenda and the Pokomo out of the Shungwaya to occupy Malindi and Kilifi. Today they occupy the southern part of Tana River and are neighbours to the Pokomo. Effects of migration and settlement of the Oromo in Kenya a They inter-married with the people they came into contact with e.g. Somali, Pokomo and Borana. B Their settlement in Kenya led to expansion of trade. C Their settlement led to increased conflict between communities over resources e.g. pasture and water. D Displacement and redistribution of people in the area where they settled e.g. the Oromo pushed the Bantu from the Shungwaya region. E Assimilation of some communities they came into contact with e.g. the Oromo vs. Somali. F Cultural exchange e.g. neighbouring communities adopted Islam. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 41 g Settlement in high agricultural potential areas e.g. river valleys encouraged some of them to practice crop farming. H Expansion of agriculture due to demand of agricultural produce. THE BORANA They are also Oromo speaking people whose origin is southern Ethiopia. Their migration into Kenya was due to escaping the Menelik Wars of Conquest in 1897 and who had imposed heavy taxes on them. They represent some of the most recent migrations into Kenya end as late as 1900 when more Borana groups fled into Kenya from Somali running away from the war between the Somali Nationalists and the British. Today the Borana occupy the area north of the Tana River."}
{"text": "Their migration into Kenya was due to escaping the Menelik Wars of Conquest in 1897 and who had imposed heavy taxes on them. They represent some of the most recent migrations into Kenya end as late as 1900 when more Borana groups fled into Kenya from Somali running away from the war between the Somali Nationalists and the British. Today the Borana occupy the area north of the Tana River. THE SOMALI They originated from Mogadishu where they were living by 10th century A.D. They begun moving southwards into Kenya around that time maybe due to the Oromo threat or they were looking for pasture for their livestock. The Somali represent the largest single group of eastern Cushites in Kenya. Results of Cushitic migration into Kenya a There was massive warfare during the migrations leading to killing of many people in the process. For example, there was constant warfare between the Somali and the Oromo. I They displaced some of the communities which they came into contact with e.g. the Oromo pushed the Mijikenda from the Shungwaya region in AD 1500 AND 1600. B They intermarried with those people they interacted with e.g. the some of the Pokomo intermarried with the Borana. C Their settlement led to expansion development of trade between them and their neighbours e.g. they traded with the Samburu and the Maasai. D There was cultural exchange between them and the Bantu and Nilotic neighbours. E.g. the Taboo against eating Fish among the Bantu, the age set system and circumcision has origin from the Cushites. E The migrations led to population pressure in the region. F Adoption of some agricultural practices from the Bantu. G There was redistribution of population in Kenya. The Mijikenda for example were scattered at Shungwaya. THE BANTU SPEAKERS Introduction The term Bantu refers to group of people who speak the same or similar language with common word NTU which means a person. The Bantu-speaking groups include the Luhyia, Kisii, Kuria, Kikuyu, Akamba, Meru, Aembu, Taita, Agiryama, Digo in Kenya and Pokomo, as well as many other smaller groupsTheir original homeland was somewhere between eastern Nigeria and the Cameroon Congo Basin ."}
{"text": "The Mijikenda for example were scattered at Shungwaya. THE BANTU SPEAKERS Introduction The term Bantu refers to group of people who speak the same or similar language with common word NTU which means a person. The Bantu-speaking groups include the Luhyia, Kisii, Kuria, Kikuyu, Akamba, Meru, Aembu, Taita, Agiryama, Digo in Kenya and Pokomo, as well as many other smaller groupsTheir original homeland was somewhere between eastern Nigeria and the Cameroon Congo Basin . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 42 They then moved southwards towards present day Democratic Republic of Congo around 500 BC the Bantu were living in the Congo forest . This became a major dispersal point from where the Bantus moved in four major waves. Of these waves, the two waves that account for settle of the Bantu in Kenya are the ones moving southeastwards through the area west of LakeVictoria a 2nddispersal point for Bantus . From here they dispersed in two groups; A. some group passed through present-day Uganda , some settling there Baganda, Banyoro, Batoro , proceeding into kenya to form the western Bantu Luhyia, Kisii, Kuria and abasuba B. From the west Victoria dispersal point a group moved and entered east Africa at appoint south of Lake Victoria and then proceeded eastwards across northern Tanzania to a dispersal point between Taita hills and mt. Kilimanjaro. Some settled in Tanzania Chagga, nyamwezi, sukuma, Kuria, haya, Yao, Segeju, Zaramo .the rest of the groupproceeded northwards to the coast upto Shungwaya another dispersal point . These were the eastern Bantus. REASONS FOR THE BANTU MIGRATION The reasons for the migration of the Bantu are not known but they most likely included the following; a Drought and famine: This broke out because the climate in their cradle land had become unreliable unpredictable. B Population increase which resulted into population pressure, e.g. they became overpopulated in their cradle land."}
{"text": "REASONS FOR THE BANTU MIGRATION The reasons for the migration of the Bantu are not known but they most likely included the following; a Drought and famine: This broke out because the climate in their cradle land had become unreliable unpredictable. B Population increase which resulted into population pressure, e.g. they became overpopulated in their cradle land. C The constant attacks external pressure from stronger tribes in West Africa and the Nile valley; also due to the migration of the Arabs, who were believed to be more hostile, into West Africa. D Internal conflicts from the Bantu tribes: These conflicts concerned the ownership of agriculture area, the shortage of grazing lands and watering areas. E Epidemics and diseases natural calamities, e.g. earthquakes, over flooding of rivers like river Niger, sickness, diseases such as Nagana caused by Tsetse flies, sleeping sickness e.t.c. F Search for fertile land: Since they were predominantly farmers, the Bantu migrated in order to find more land which could be more fertile than the cradle land, which could no longer support them. G Love for adventure: They moved due to their desire for adventure, i.e. they wanted to find out what was happening in other areas. H Group influence: Some moved because they had seen their relatives and friends move. I Need for water and pasture for their animals forced them to move. J The Bantu migrated in order to export their iron-working culture. They had discovered the knowledge of iron working and had invented iron tools. These iron tools had For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 43 transformed the agricultural sector by making the clearing of land for cultivation faster and more efficient. The western Bantu They include Luhyia, Kisii, Kuria and abasuba and settled in western part of kenya thus their name. Abaluhyia The Abaluhyia community is made up of eighteen sub-groups. The sub-groups which constitute the community have a common background, common customs and speak closely related dialects of the same language. According to Abaluhyia tradition, communities used to hold criminal tribunals at the junctions of footpaths. The area at the junction of footpaths was known as Uluyia or a meeting point and it is claimed that the name Abaluhyia is derived from this."}
{"text": "Following an easterly course along the lake shore, they settled at the head of Goye Bay in Yimbo location of Nyanza with their homeland spreading across present day Ulowa, Sare and Unyejra at the foot of Ramogi hill. Luo migrants in 1550 AD found them settled in this general area and pushed them from alego to Kisumu where they lived upto 1600AD. Their migration from Kisumu to Kano was motivated by drought in the area.. However, their eastward migration was checked by the Maasai and the Kipsigis By the 18thcentury, they had settled in the Kisii highlands positively interacting with the neighboring Luo, Maasai and Kipsigis in terms of trade. Why the Abagusii remained in the Kano plains for too long before settling in the Kisii highlands. A They were obstructed by the Kipsigis who were migrating westwards. B The Maasai were also quite wild hostile. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 44 c The plains favored their activity of livestock grazing. D Lack of a strong warrior group to fight their expansionist wars against the warring neighbors. Abakuria The origin of the name Kuria is a thorny point in the Abakuria history. The major Abakuria sub-tribes such as Abanyabasi, Abatimbaru, Abanyamongo, Abakira, Abairegi and Abagumbe have traditions to the effect that their ancestor was Mokuria or Mukuria that lived in Msiri . His descendants migrated from Msiri and after many years of wandering on the other side of Lake Victoria; they eventually reached and settled in the present Bukuria By 1800AD, in south Nyanza. According to this tradition, the Abakuria have been divided from time immemorial into two families: the Abasai of the elder wife of Mokuria and the Abachuma of the younger wife. The Abakuria are related to Abalogoli of Abaluhyia and Abagusii and trace same origin at mt. Elgon dispersal point. The Abakuria people appear to have sprung from too many directions to have a common historical origin, although a number of clans claim to have come from Msiri."}
{"text": "The Abakuria are related to Abalogoli of Abaluhyia and Abagusii and trace same origin at mt. Elgon dispersal point. The Abakuria people appear to have sprung from too many directions to have a common historical origin, although a number of clans claim to have come from Msiri. Among the Abakuria today are found people who were originally from Kalenjin, Maasai, Bantu and Luo speaking communities. The Abakuria adopted the practice of age set organization and circumcision from the southern Cushites Abasuba The name Suba means the people who are always wandering . The Suba migrated into their current locations beginning in the mid-1700s. They came from the region just west of Lake Victoria and settled on the islands. The Suba migrated from Uganda and settled on the two Lake Victoria islands of Rusinga and Mfangano, and are believed to be the last tribe to have settled in Kenya. Other subgroups migrated and settled on the shores of Lake Victoria in the early 18th century. The Suba are descendants of one wave of the Bantu migration from Central Africa over the last 1500 to 1800 years. In the 16th century, it appears, small family groups related to the Ganda people on the western side of the lake migrated across Lake Victoria on boats to settle on Rusinga Island and other islands near what is now Kenya and Tanzania. The Suba are descendants of one wave of the Bantu migration from Central Africa over the last 1500 to 1800 years. In the 16th century, it appears, small family groups related to the Ganda people on the western side of the lake migrated across Lake Victoria on boats to settle on Rusinga Island and other islands near what is now Kenya and Tanzania. Linguistically, the Suba are highly influenced by the neighbouring Luo, to the point of a language shift having taken place among large portions of the mainland Suba. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 45 The remaining speakers of the Suba language are mostly elderly residents on the island of Mfangano. The eastern Bantu They are divided into Highland or Mt. Kenya Bantu and Coastal Bantu."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 45 The remaining speakers of the Suba language are mostly elderly residents on the island of Mfangano. The eastern Bantu They are divided into Highland or Mt. Kenya Bantu and Coastal Bantu. Coastal Bantu They include the Taita, Pokomo and Mijikenda. From the west Victoria dispersal point their first movement was upto Taita hills, where the Taita remained. The Mijikenda and Pokomo proceeded northwards to the coast upto Shungwaya another dispersal point . The main reason for the Shungwaya dispersal was the Oromo attack In AD 1600. Pokomo They moved from Shungwaya following river Tana interacting with the Cushites like the Oromoand Somali. Mijikenda The name means Nine Clans comprising of the Kauma, Giriama, Duruma, Chonyi, Jibana, Kambe, Ribe, Rabai and Digo. From the Shungwaya dispersal point, forced out by the Oromo Somali southwards expansionist attacks , they settled in fortified villages mainly due to security concerns. Each of the nine groups settled in their own separate ridge referred to as Kaya fortified with thorny trees. By the 19th, the Mijikenda were established as middlemen during the long distance trade between the Akamba and the coastal Waswahili. The highland Bantu Examples of highland Bantus include Agikuyu, Ameru, Aembu, Ambeere and the Akamba They are also products of the Shungwaya dispersion. Agikuyu The largest single group of the eastern group. While the Kikuyu can be found throughout Kenya, the heaviest concentration being in Central Province, known as the traditional Kikuyu homeland. The Kikuyu traditionally believe that a man, Gikuyu, was the founder of the tribe. He had a wife named Mumbi, who gave birth to nine plus one daughters. The daughters married and had their own families, retaining a domineering role in Kikuyu society. It was in Mukurwe wa Gathanga division of Nyeri district where an identifiable beginning for the modern Kikuyu people is defined."}
{"text": "He had a wife named Mumbi, who gave birth to nine plus one daughters. The daughters married and had their own families, retaining a domineering role in Kikuyu society. It was in Mukurwe wa Gathanga division of Nyeri district where an identifiable beginning for the modern Kikuyu people is defined. Ancestors of the Kikuyu arrived in Kenya during the Bantu migrations of 1200-1600 AD. The Agikuyu seem to have moved southwest from the coast at around 1400AD also running away from hostile Oromo. They followed Tana River with some groups falling off and settling in different places. For example the Tharaka settled in the east and the Ambeere settled in the southwest. The main group proceeded upto the confluence of rivers Tana and Thika Mukurwe wa Gathanga. They spread and settled in Kiambu and Nyandarua from Murang a. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 46 The key event in their migration and settlement was military conflict with and defeat of the Gumbapeople by the Mathira and Tetu people, allied with the Athi and the Maasai in the early 1800's. They displaced or absorbed the original inhabitants-the Dorobo Athi and Gumba who were a hunter- gatherer community. Settlement of the Nyeri plains took place after the British moved the Maasai from the area. The Kikuyu were in Kabete by around 1850, Ruiru about 1900. They heavily interacted with the Maasai and Cushites in the area. Describe the relationship between Athi and the Agikuyu a The Athi were the original inhabitants of the land where the Agikuyu live presently. B The Agikuyu claim they bought the land from the Athi. C The Agikuyu also acquired some cultural practices from the Athi e.g. circumcision, clitoridectomy and age set system. D The Athi acted as middlemen in the trade between the Agikuyu, Maasai and the coastal people. Akamba They point to the area around mt Kilimanjaro as their original homeland. From here they moved to Taita Hills before reaching Tsavo West."}
{"text": "D The Athi acted as middlemen in the trade between the Agikuyu, Maasai and the coastal people. Akamba They point to the area around mt Kilimanjaro as their original homeland. From here they moved to Taita Hills before reaching Tsavo West. They followed the Banks of Athi River in the 15thcentury one group crossing Athi into Ulu. Another group moved south to the Galana River and settled in the region around chyulu hills north of mt. Kilimanjaro By around mid 16thcentury a group of the Akamba had settled in the Mbooni hills near Machakos. Due to environmental influence, the Akamba near Mbooni began to practice agriculture before migrating to iveti, kilungu and masaku. Those that moved to drier Chyulu hills became hunters. The Kitui group adopted pastoralism and hunting and participated in long distance trade. The Ameru Their original homeland is claimed to Mbwa, located somewhere at the coast on manda island. The Shungwaya dispersal might have led to the pushing of the Ameru to tigania and igembe regions at around 1400AD. They crossed the Tana River with the Tharaka sections of Agikuyu and settled to the east of tana. The Chuka section settled in the west of river tana. The mwimbi, imenti, tigania and igembe also settled west of the Tana River. According to tradition, the Meru and Agikuyu were initially migrating as one group and separated at around 15thc and 16thc. Effects of the Bantu Migration The results of the Bantu migration were both positive and negative. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 47 Positive results 1. Introduction of iron working the use of iron tools in the interior of East Africa where peoplewere at first using stone tools. There was an increase in food production. 2. Introduction of new crops e.g. yams, bananas: the Bantu introduced and increased the knowledge of food and extensive crop cultivation. Earlier on, the inhabitants of East Africa were food gatherers, but with iron smelting and its results, food production seriously started. 3. The absorbed other tribes e.g."}
{"text": "Earlier on, the inhabitants of East Africa were food gatherers, but with iron smelting and its results, food production seriously started. 3. The absorbed other tribes e.g. the gathers: This led to widespread Bantu languages of NTU prefix in East Africa. 4. They introduced centralized administration: They introduced a centralized system of government whereby the king acted as the overall ruler, under who were the other chiefs, down to the lay person. This was done in western Kenya by the Wanga. 5. Introduced a system of building permanent homes: They opened new land to settlement in families, clans and villages. 6. The knowledge of iron smelting which the Bantu introduced led to the making of hoes and pangas for tilling and clearing land, the bows, arrows and spears for defense and protection. 7. They introduced subsistence agriculture, whereby they grew enough food for home consumption, and the rest could be kept in case of shortages, or be exchanged in barter trade. Negative effects 1. The Bantu migration led to depopulation: This was caused by the frequent attacks made on the Bantu by Somali and Oromo, or by the Bantu against the people East Africa for land, through wars. 2. There was loss of culture due to cultural absorption: This was brought about due to Bantu intermarrying with the non- Bantu peoples, whom they came across. 3. There was transformation of languages into new ones: This led to the dying down of some of the Bantu languages, while others remained. The Nilotic speakers Nilotes is a term originating from the word Nile. The origin of these groups is associated with the Nile River. These are the second largest group after the Bantu. They are divided into three groups; a River-lake nilotes- the Luo. B Plains nilotes- the Maasai, Tunkana and Samburu. C Highlands nilotes- kalenjin groups of the Marakwet, Tugen, Nandi, Kipsigis, Elgeyo , Pokot and Sabaot River-lake nilotes They are sometimes referred to as the southern Luos to differentiate them from other riverlake nilotes in Uganda and Sudan like the Dinka, Shilluk, Bor , Anwak, Alur, Acholi, Jopaluo, Padhola, Nuer and Luo of Uganda."}
{"text": "They are divided into three groups; a River-lake nilotes- the Luo. B Plains nilotes- the Maasai, Tunkana and Samburu. C Highlands nilotes- kalenjin groups of the Marakwet, Tugen, Nandi, Kipsigis, Elgeyo , Pokot and Sabaot River-lake nilotes They are sometimes referred to as the southern Luos to differentiate them from other riverlake nilotes in Uganda and Sudan like the Dinka, Shilluk, Bor , Anwak, Alur, Acholi, Jopaluo, Padhola, Nuer and Luo of Uganda. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 48 They are believed to have originated from Bahr-el-Ghazal region of southern Sudan. They then migrated to Pubungu Pakwach in Uganda where they settled by 1450 AD. They later moved into Kenya. Their arrival caused the displacement of many Bantuspeaking peoples, notably the Gusii, Kuria and Luhya, who were forced into the highlands east and north of the lake. Why did they leave Bahr-el-Ghazal region? A They might have been Escaping from clan or family feuds. B There was population pressure in their area of origin. C They were nomadic pastoralists in search of better grazing lands and water for their livestock d They were fleeing the outbreak of disease that affected both people and animals. E They were escaping famine and drought. F They fled constant attacks from their neighbours. G They were also looking for better fishing grounds. H The migrated to satisfy their spirit of adventure. Their migration into Kenya began in the 15thc. They moved in four distinct groups; a Joka-jok- people of jok. Was the first group to enter into kenya from Uganda. They first settled at Ramogi hills in Kadimo Siaya district displacing the earlier Gusii settlers. Two of Jok s sons fled to south Nyanza to form the Karachuonyo and Wanjare clans. Thisgroup spread to Sakwa, Alego, Asembo and other parts of Nyanza. B Joka-Owiny. Owiny moved from Uganda to settle in Sogoma in Alego with his group in the 17thc."}
{"text": "Thisgroup spread to Sakwa, Alego, Asembo and other parts of Nyanza. B Joka-Owiny. Owiny moved from Uganda to settle in Sogoma in Alego with his group in the 17thc. He was both a great fighter and leader Ruoth . He came to be known as Owiny Sigoma and his people Joka Ruoth. This group settled in Kisumu, Nyakach and South Nyanza. C Joka-Omolo. They came from northern Banyoro and settled temporarily in Ibanda and Bukoli before moving to Ugenya and Gem. They displaced the Abagusii and Abalogoli out of Yimbo. They spread to Alego and then across winam gulf into south nyanza. D The abasuba. They are Bantu in origin but are associated with the Luo. They are a mixture of Bantu refugees from Uganda who intermarried with the Luo. They settled in the Lake Victoria islands of Mfangano and Rusinga and also in gwasi area. They adopted Luo culture. Effects of Luo Migration a The settlement of the Luo in Kenya led to increase in population in the area. B Their arrival intensified conflicts between them and other communities in the area over limited resources. For example they displaced the western Bantu like the Abaluhyia, Abakuria and Abagusii c There were intermarriages between the Luo and the Luyia and Maasai groups in the area. D The Luo assimilated some Luhyia communities living in the area. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 49 e Their settlement enhanced trade with different communities; they exchanged livestock products for grains with the Luyia. F The Luo adopted agriculture as a result of interacting with the Bantus who were farmers. Plain Nilotes They include the Maasai and Samburu Maa speakers , Iteso, Turkana and Njemps. The Plain Nilotes entered Kenya at around AD 1000 from an area north of Lake Turkana. Why they moved into Kenya: a Drought and famine that broke out in their cradleland. B Population increase which resulted into population pressure in their cradle land. C The external pressure from stronger neighbours."}
{"text": "Why they moved into Kenya: a Drought and famine that broke out in their cradleland. B Population increase which resulted into population pressure in their cradle land. C The external pressure from stronger neighbours. D Internal conflicts from among other Nilotic groups concerning the ownership of grazing lands and watering areas. E Epidemics and diseases like sleeping sickness affecting both humans and animals. F They moved due to their desire for adventure, i.e. they wanted to find out what was happening in other areas. G Need for water and pasture for their animals forced them to move. Their first point of settlement was near Mount Moroto in eastern Uganda by AD 1000. From here, several groups like the Jie, Iteso, Turkana and karamojong emerged, with the Iteso settling in Uganda in 17thc before expanding into western Kenya by 19thc. The Turkana extended northwards to their present area. The effects of the migration and settlement of the iteso a The settlement of the iteso in their present region led to increase in population in the area. B It intensified conflicts between them and other commu nities in the area over limited resources. C There were intermarriages between the iteso and the Luyia groups in the area. D Cultural interaction giving rise to enriched cultures. E Some people were displaced from the area with the arrival of the iteso. E.g. the Maasai and some kalenjin communities. F The iteso assimilated some communities living in the area. G Their settlement enhanced trade with different communities; they exchanged livestock products for grains with the Luyia. H The iteso adopted agriculture as a result of interacting with the Bantus who were farmers The Maasai Their movement from north of lake Turkana is closely associated with the original Kalenjin speakers. By AD 1500, the Maasai begun to move separately southwards between Mt,. Kenya and Mt. Elgon. By 19thc , they had settled in Uasin Gishu and even spread into Tanzania along the Rift Valley. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 50 As they moved, they assimilated the Sirikwa peoples. They also waged war against the neighbouring Kalenjin, Akamba and Abagusii."}
{"text": "By 19thc , they had settled in Uasin Gishu and even spread into Tanzania along the Rift Valley. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 50 As they moved, they assimilated the Sirikwa peoples. They also waged war against the neighbouring Kalenjin, Akamba and Abagusii. In the 1850s the Maasai experienced many natural disasters like drought, famine and cattle diseases leading to decline of their power. They also experienced civil wars between the Kwavi iloikop and the Purko Ilmaasai sections. When Oloibon Mbatian died, his two sons Sendeyo and Lenana became involved in a protracted succession dispute. They were also weakened by wars with the Agikuyu. Their power came to an end with the coming of British rule. Effects of the migration and settlement of the plain nilotes into Kenya a The migration and settlement of the Maasai in their present region led to increase in population in the area. B As they migrated, into Kenya, the Maasai pushed and displaced the communities they came across. For example, they subdued the Nandi in the 18thc. C The Maasai influenced the fighting tactics of other groups in Kenya. D The Maasai absorbed the southern Cushites such as the Dorobo. E There were intermarriages between the Maasai and the Akamba, Agikuyu and even the kalenjin groups in the area. F There was Cultural interaction giving rise to enriched cultures. They adopted some cultural practices from the southern Cushites for example, the age-set systems circumcision and clitoridectomy. They also adopted some Kalenjin vocabulary. G Their settlement enhanced trade with different communities; they exchanged livestock products for grains with the Luyia. H A section of the Maasai adopted agriculture as a result of interacting with their agricultural neighbours in the Rift Valley. The Kwavi Maasai became mixed farmers. I They influenced Communities like the Nandi who adopted the institution of Prophet or diviner from the institution of Laibon among the Maasai. The Highland Nilotes They comprise the kalenjin speakers namely the Tugen, Nandi, Kipsigis, Marakwet, Keiyo, Pokot and Sabaot. They are believed to be the earliest Nilotic speakers in Kenya."}
{"text": "I They influenced Communities like the Nandi who adopted the institution of Prophet or diviner from the institution of Laibon among the Maasai. The Highland Nilotes They comprise the kalenjin speakers namely the Tugen, Nandi, Kipsigis, Marakwet, Keiyo, Pokot and Sabaot. They are believed to be the earliest Nilotic speakers in Kenya. This evidenced from the narratives of their neighbours like the Luo. Their traditions point their original homeland to be a place to the north-western part of Kenya, between Sudan and Ethiopia. Why they migrated: a They might have been Escaping from internal enemies causing clan or family feuds. B There was population pressure in their area of origin forcing them to look for new land for settlement. C They were fleeing the outbreak of diseases and epidemics that affected both people and animals. D They were escaping famine and drought. E They fled constant attacks from their neighbours. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 51 f They were also looking for better lands for cultivation. G The migrated to satisfy their spirit of adventure. Key notes for the teacher and students- Helot 2012-2013 49 They began migrating from their cradleland in around 600AD. By 700AD, some kalenjin groups like the Sirikwa were already occupying the rift valley. Some were later pushed out of the Mt. elgon region by the incoming Bantu and plain nilotes. Those that remained include the Bok, Bongomek and Kony. The Terik later migrated to western Kenya and greatly borrowed from the Bantu, adopting a new name, Tiriki. The Nandi. They were pushed out of the Mt. Elgon region between 1700 and 1800 by the incoming Maasai. The decline of the Maasai in the 19thc made them rise to become a formidable group that conducted raids against their neighbours like the Abaluhyia and Luo. Their power only declined due to colonization. The Kipsigis They are believed to have separated together with the Nandi from other kalenjin groups at around Mt. Elgon region around AD1600. They moved south east to Teo, near Lake Baringo. Due to the Maasai attacks, they moved westwards to Tambach where they stayed for a long period."}
{"text": "Elgon region around AD1600. They moved south east to Teo, near Lake Baringo. Due to the Maasai attacks, they moved westwards to Tambach where they stayed for a long period. They later moved southwards to Rongai near Nakuru. They only separated from the Nandi due to drought and the Maasai Raids on the Nandi. The Kipsigis moved further south to Kericho while the Nandi moved to Aldai during the 2nd half of 18thc. The Kipsigis settled at Kipsigis Hills forming a strong community that assimilated thelegendary Sirikwa and some Maasai and Abagusii groups. They were for a long time allies of the Nandi. What factors contributed to the Nandi and Kipsigis split during the mid 18th century. A Maasai attacks on the two communities forcing each group to find its own means of Defence. B Drought which caused scattering in search of food and pasture. C Constant conflicts over the limited resources in the region leading to warfare and final split. Results of the Highland nilotes migration a It increased intercommunity conflicts in the region. B Some of the Kalenjin groups assimilated Bantu cultures while their culture was also assimilated by other groups. The Terik for example borrowed many Bantu vocabularies and customs. C They intermarried with other groups in the region, such as the Abagusii and the Luo. D Their migration increased trading activities in the region. E They displaced the people they came across e.g. the Abagusii and the Kwavi Maasai For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 52 Explain the results of the interactions between the various Kenyan communities during the pre-colonial period. A Through the inter-tribal wars, there was loss of lives and destruction of property hence economic decline. B Many communities were displaced as new ones arrived. E.g when the Luos arrived, Abagusii and sections of the Abaluhyia were displaced. Etc. C The constant raids as a means of interaction led to some communities seeking for refugee in secure places. E.g the Abagusii too refugee in the present Kisii highland due to the Kipsigis, Nandi and Maasai raids in 1800AD."}
{"text": "Etc. C The constant raids as a means of interaction led to some communities seeking for refugee in secure places. E.g the Abagusii too refugee in the present Kisii highland due to the Kipsigis, Nandi and Maasai raids in 1800AD. D A sense of unity developed among some communities e.g. among the Luo, as a means of Defence against attacks by the Maasai, Nandi and Abaluhyia. E Tension between various communities was reduced as they interacted through intermarriages e.g. between the Agikuyu and the Maasai. F Some new customs found their way into various communities. E.g the Bantu and the nilotes learned of circumcision and age set system from the southern Cushites. G New technology infused into various communities. E.g. the Bantu and the nilotes learned the art of cattle milking and bleeding, irrigation and manuring from the southern Cushites. H Specialization emerged mainly due to inter-community trade in the region. I There was also increased wealth in some communities. For example through the trade between the Agikuyu and the Akamba, some Agikuyu gained wealth. J New economic activities sprung up in some communities. E.g. the Maasai adopted crop cultivation from the Agikuyu. K The Bantu language was enriched through the borrowing of some vocabulary from the southern Cushites. L The Abakuria were able to develop into a distinct ethnic group as a result of constant raids from the Maasai and the Luo. SOCIO-ECONOMIC AND POLITICAL ORGANIZATION OF KENYAN COMMUNITIES IN THE 19THCENTURY THE BANTU Social organization Almost all the Bantu communities were organized in clans made up of people with common descent. All the Bantu communities practiced circumcision. In some communities like the Akamba, Abaluhyia, only boys circumcised. Among the Abagusii and Agikuyu, both boys and girls were circumcised. The initiates were taught the values and customs of their community Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior age-sets on how to raid."}
{"text": "In some communities like the Akamba, Abaluhyia, only boys circumcised. Among the Abagusii and Agikuyu, both boys and girls were circumcised. The initiates were taught the values and customs of their community Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior age-sets on how to raid. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 53 All the Bantu communities believed in the existence of a supernatural power that controlled their destiny. The Abaluhyia, for example called their God Were or Nyasaye, the AgikuyuNgai etc. The Bantu communities had diviners and medicineman. Among the Agikuyu community, a medicine person was called mundu mugo. The Bantu celebrated life both in song and dance. There were songs for initiations, childbirth, marriage, harvest and funeral. The mood and style of their song and dances varied depending on the occasion. Political organization of the Bantu All the Bantu communities in Kenya, except the Wanga sub-group of the Luhyia, had decentralized forms of government. The clan formed the basic political unit for all the Bantu communities. Each clan was made up of related families. Leadership of the clan was in the hands of a council of elders who played a pivoted role in solving disputes, decided on inter-tribal marriages, maintaining law and order and making executive decisions affecting the community like declaring war. Among the Agikuyu and Ameru, the council was known as Kiama, Kambi among Mijikenda, Njama among Ataveta and Abagata ba gesaku among the Gusii. The Bantu had an age-set system that had some political significance. For example among the Agikuyu, the boys joined the age-set after initiation to provide warriors who defended the community from external attacks and raid other communities for cattle. Among the centralized Wanga government, the king was known as Nabongo. His office was hereditary. He was assisted by a chief minister and other officials with a council of elders. Economic organization of the Bantu The Bantu kept Livestock like sheep, cattle and goats for milk, meat and skin. Dowry was paid inform of livestock. Some communities used livestock as a form of currency in barter trade."}
{"text": "Economic organization of the Bantu The Bantu kept Livestock like sheep, cattle and goats for milk, meat and skin. Dowry was paid inform of livestock. Some communities used livestock as a form of currency in barter trade. They traded among themselves and also with their neighbours such as the Luo, kalenjin and Maasai. They sold grains in exchange for baskets and fish from the Luo. They practiced iron-smelting, making implements such as knives, hoes arrow heads and spearheads. This sometimes also became trading items. The Bantu practiced crop growing. They grew grains like millet, sorghum and cassava among other crops mainly for food while the excess were sold to neighbours. They practiced craft making pots and weaving baskets. For the Bantu communities who lived along rivers and Lake Victoria, e.g. the Luhyia, they practiced fishing. Hunting and gathering was also done by some communities to supplement their food. E.g. the Akamba. Raiding other communities for cattle. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 54 The Agikuyu. By 19thcentury, the Agikuyu had a complex social, economic and political organization some of which were products of their interrraction with other communities. Social organization The family was the smallest social unit among the Agikuyu. It was headed by a father. Several families that shared a common ancestry comprised a clan. The Agikuyu had rites of passage which included initiation of both boys and girls through circumcision clitoridectomy. The initiated boys joined the age-set riikaor mariika after being educated on the values and customs of the society. It was only after initiation that boys and girls were considered mature enough to get married. The Agikuyu believed in the existence of one God who controlled their destiny. They called their God Ngai. He was all powerful and as believed to dwell o mt. Kirinyaga where they claim he created them. They also had diviners whose main work was to interpret God s message to the people. The Agikuyu had medicineman. A medicine person was called mundu mugo. Their main work was to cure diseases. They learned their skills through apparent-iceship."}
{"text": "A medicine person was called mundu mugo. Their main work was to cure diseases. They learned their skills through apparent-iceship. The Agikuyu had designated sacred places for prayers, worship and offerings an example was the mugumo tree for offering sacrifices . Marriage was an important institution among the Agikuyu. The political organization of the Agikuyu The Agikuyu had a decentralized system of government. The basic political system was based on the family headed by a father. Several families made up a clan Mbari . Each clan was ruled by a council of elders. Kiama . A senior elder Muramati coordinated the activities of the clan. Several elders aramati formed a higher council of elders kiama kia athamaki The functions of the higher council of elders included settling disputes, deliberating on day to day activities, administering justice and handled disputes, inheritance disputes and acted as a final court of appeal. They had warriors drawn from the age-set system, who defended the community from external aggression. Economic organization of the Agikuyu The Agikuyu engaged in various economic activities; The Agikuyu kept Livestock like sheep, cattle and goats for milk, meat and skin. Dowry was paid inform of livestock. They traded among themselves and with their neighbours such as the Akamba and Maasai. They sold grains and iron implements in exchange for livestock products like skins and beads Maasai and imported goods like clothes Akamba . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 55 They practiced iron-smelting, making implements such as knives, hoes which enhanced their farming activities and trade. They borrowed this art from the Gumba. They practiced crop growing. They grew grains like millet, yams, sweet potatoes, arrowroots, sorghum and cassava among other crops mainly for food while the excess were sold to neighbours. They practiced craft making pots and weaving baskets. Hunting and gathering was also done by Agikuyu to supplement their food. The Ameru The Ameru had a system of government which ensured high standards of morality and stability. This system evolved as they migrated and interacted with other communities."}
{"text": "Hunting and gathering was also done by Agikuyu to supplement their food. The Ameru The Ameru had a system of government which ensured high standards of morality and stability. This system evolved as they migrated and interacted with other communities. Social organization of the Ameru The Ameru was a system characterized by the existence of various councils from the council of children to the supreme council of Njuri Ncheke. This was meant to ensure the highest moral standards in the community. The Njuri Ncheke acted as parliament and had the following functions; It presided over religious ceremonies. It solved disputes in the community. It also mediated in disputes involving the Meru and their neighbors It ensured the custody of the community s history, traditions and values heritage It sanctioned wars Acted as ritual leaders. They provided Guidance and counseling community members. It set the moral code to be adhered to by all members of the community. If one went against the moral code, he she would be punished. A member of the Njuri Ncheke who offended another was fined a bundle of miraa. A warrior who violated the code was fined a bull, an elder who violated the code was fined a bull or a goat, a woman who broke the code was fined a big pot of cowpeas. Marriage was regarded highly among the Ameru and a married woman would be assigned to an elderly woman midwife whom she must give gifts like millet, peas and black beans in exchange for midwifery. Any spouse who involved in adultery or any girl who was not a virgin at the time of marriage was stoned to death by a stoning council made up of male initiates. Marriage was exogamous no one was allowed to marry from their clan Before a male child was considered mature, he underwent several stages including circumcision. Before circumcision of both boys and girls, two ceremonies were performed after which they became full members of the community. The time of making spots where the ear-hole perforation would be done. The time of actual perforation of the ears. The Ameru believed in the existence of a supreme being called Baaba Weetu who was a loving father and took care of all. He was omnipresent. The Ameru also believed in the existence of spirits which either brought happiness or tears depending on how one lived on earth."}
{"text": "The Ameru believed in the existence of a supreme being called Baaba Weetu who was a loving father and took care of all. He was omnipresent. The Ameru also believed in the existence of spirits which either brought happiness or tears depending on how one lived on earth. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 56 They believed in life after death with good people going where rains come from when they die. Libations were offered to ancestors to quench their thirst and relieve their hunger Building houses in the Ameru community was the work of women while men defended the community. Economic organization of the Ameru The Ameru cultivated grain crops like millet, peas, black beans, cowpeas and miraa among other crops mainly for food while the excess were sold to neighbours. The Ameru kept Livestock like sheep. Goats and cattle for dowry payment and rituals and also for milk, meat and skin. They traded among themselves and with their neighbours. When the coastal traders penetrated the interior, they exchanged goods with them They practiced iron-smelting, making implements such as knives, spears and hoes which enhanced their farming activities and trade. They practiced craft making pots and weaving baskets. Hunting and gathering was also done by Ameru to supplement their food. Political organization of the Ameru The basic political system was based on the family headed by a father. The basic political unit was the clan. Several families made up a clan headed by a clan elder. The Ameru had a system of councils and age groups which oversaw the administration of the community. Every Meru belonged to the relevant council. E.g. the children s council, council of elders council of warriors. The supreme council was known as Njuri Ncheke. The functions of the supreme council of elders included settling disputes, deliberating on day to day activities, administering justice and handled disputes, inheritance disputes and acted as a final court of appeal. It also officiated over religious ceremonies The age set system provided the community with warriors who defended the community from external aggression. Religions leaders like prophets influenced the political administration for the Ameru. Their system of government alternated between two organizations namely, Kiruga and Ntiba every fourteen years and each had its own army regiment."}
{"text": "It also officiated over religious ceremonies The age set system provided the community with warriors who defended the community from external aggression. Religions leaders like prophets influenced the political administration for the Ameru. Their system of government alternated between two organizations namely, Kiruga and Ntiba every fourteen years and each had its own army regiment. The Akamba The Akamba are of the eastern Bantus who settled in Chyulu hills, Mbooni, Kitui and Machakos. Social organization Like other Bantus, the Akamba were organized into clans whose members claimed commondescent. The Akamba practiced exogamous marriages. However their tradition allowed the adoption of an outsider into a clan For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 57 Wrongdoers among the Akamba were banished from the community if they refused to compensate for the wrong did. There existed no institutional age sets among the Akamba though boys and girls were circumcised before reaching puberty. The initiates were then taught community secrets after two years from circumcision at 14 years At puberty, both men and women were allowed to marry and bear children with the father of a young family automatically becoming a junior elder until his children were ready to be circumcised. He then moved to the next grade only after paying a bullock and several goats. The top two grades formed the administrative council of the community mainly dealing with the ritual ceremonies. The Akamba believed in the existence of a creator called Ngai or Mulungu whom they prayed to through ancestral spirits. The Akamba had ritual experts who included medicine people that guided them in their rituals. Shrines also existed where offerings and sacrifices were made by the elders called Atumia ma ithembo. Mostly found at a place with two large fig trees. The Akamba had many social ceremonies which were accompanied with festivity dance and music. For example, during harvest, weddings, deaths and birth. Political organization The smallest political unit among the Akamba was the homestead, Musyi comprising three to four generations of extended family with a stockade round the home of each married man. Outside the entrance of the homestead, there was an open space thome , where men would sit and discuss political and other important matters."}
{"text": "For example, during harvest, weddings, deaths and birth. Political organization The smallest political unit among the Akamba was the homestead, Musyi comprising three to four generations of extended family with a stockade round the home of each married man. Outside the entrance of the homestead, there was an open space thome , where men would sit and discuss political and other important matters. Several related families formed a wider territorial grouping or clan with its own recreational ground, elder s council made of all the male elders , war leader and palace for worship The clan was the main political unit for the Akamba. There was also a larger territorial grouping above the clan called Kivalo that constituted a fighting unit. There was however no single central authority that united the Akamba the Kivalo was always disbanded after war. Age grades and age sets were common to all in the community and acted as a unifying factor. The elders in the community were ranked according to seniority. Junior elders defended their community. Medium elders Nthele assisted in the administration of the community. The full elders Atumia ma Kivalo participated in delivering judgements. The senior most elders Atumia ma Ithembo were involved in religious activities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 58 By 19th century, due to participation and gaining from trade, a number of people had gained prestige and followers to be regarded as Akamba chiefs or leaders. For example, chief Kivoi. Economic organization Due to variation in the environment, the Akamba participated in varied economic activities. Those who lived around the fertile Mbooni, ulu and Iveti hills practiced farming. They planted sorghum, millet, yams, potatoes, sugarcane and beans. Those who lived in the drier areas like Kitui practiced livestock farming and mainly transhumance during the drier period. The Akamba were also hunters hunting for elephants, leopards, antelopes and Rhinos. They were gatherers who Collected fruits, roots etc. They practiced trading activities e.g. they sold Ivory, feathers, shells hides, arrows, spearheads, to neighbours and the Arabs, Swahili traders. The Akamba were skilled Iron workers produced spears, arrow heads, hoes, knives."}
{"text": "They practiced trading activities e.g. they sold Ivory, feathers, shells hides, arrows, spearheads, to neighbours and the Arabs, Swahili traders. The Akamba were skilled Iron workers produced spears, arrow heads, hoes, knives. The Akamba Practiced woodcarving making tools and shields. They engaged in pottery, making pots, mats etc. They were bee-keepers for honey which they sold. The Akamba acted as middlemen during the long distance trade. The Abagusii They originated in the Congo Forest like other Bantus and settled in the fertile highlands of Kisii, Gucha and Nyamira Districts of Nyanza Province. Political Organization The clan formed the basic political unit for Gusii communities. Each clan was made up of related families. Leadership of the clan was in the hands of a council of elders who played a pivoted role in solving disputes, decided on inter-tribal marriages, maintaining law and order and making executive decisions affecting the community like declaring war. The council was known Abagata ba gesaku. The Abagusii also had chiefdoms made up of several clans, which United to counter-attacks from their neighbours. Each chiefdom was headed by a chief Omugambi , assisted by a councilof clan elders. The elders acted as middlemen through whom people could communicate their wishes and grievances to the chief. The position of the chief was hereditary. The Omogambi presided over religious ceremonies. He led clan members in communal sacrifices and social activities such as the planting and harvesting of crops. He also performed political functions. After circumcision, the boys joined the age-set which acted as a military wing responsible for the defence of the community. The Kisii still practice most of the political features discussed above. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 59 Social organization The Abagusii lived in family unit, headed by a family member, called the family head. Several related families formed a clan, headed by clan elders who formed a council. The role of the council of elders was to settle disputes between families. A number of clans formed sub-communities headed by clan elders. Circumcision of boys and girls formed part of the initiation rites for the Abagusii. The initiates were taught the values and customs of the society after which they were considered adults. The initiated boys were organized into age groups and age-grades."}
{"text": "The role of the council of elders was to settle disputes between families. A number of clans formed sub-communities headed by clan elders. Circumcision of boys and girls formed part of the initiation rites for the Abagusii. The initiates were taught the values and customs of the society after which they were considered adults. The initiated boys were organized into age groups and age-grades. An age-grade was made up of people who were circumcised together. Members of the same age-grade treated one another as real brothers and helped each other in times of need. They believed in the existence of a supreme god, engoro who was the creator of everything. They offered sacrifices to him during special occasions like initiation ceremonies and religions festivals and when there were problems like illness and draught. They worshipped him through their ancestral spirits. Diviners and seers among the Kisii were special people and were called Omoragori. Economic organization The Abagusii practiced crop farming. They grew many food crops including maize, sorghum, yams, peas, beans, millet, cassava, bananas and sweet potatoes. They also kept livestock, cattle, goats and sheep were kept for meat and milk. They also kept poultry. Trading was also a main economic activity among the Abagusii. They traded with their neighbours especially the Luo and the Abaluhyia. The Luo supplied them with livestock, cattle, salt, hides, fish, drums, and poison for arrows, spears and potatoes. In return, the Abagusii supplied the Luo with grain, hoes, axes, spears, arrowheads, razors, soapstone, soapstone dust, baboon skins, pipes, bowls and carvings of animals and birds. The Abagusii were also involved in iron-working, which they kept secret to avoid competition from their neighbours. They made iron implements such as hoes, spears, axes and arrow heads. They also made ornaments. They mined soapstone on the hilltops. They used is dust to decorate their faces during ceremonies. Some was sold to the Luos who used to decorate faces of their heroes. It was used for making pots, pipes, bowls and carvings. They also depended on hunting and gathering to supplement the other economies. They hunted wild game for meat and skins. They also collected wild fruit roots and vegetables. The Abagusii raided their neighbours for livestock."}
{"text": "They hunted wild game for meat and skins. They also collected wild fruit roots and vegetables. The Abagusii raided their neighbours for livestock. To date, they still raid the Maasai and Kipsigis for livestock. The Mijikenda The Mijikenda comprise of nine groups that had similar social, economic and political structures. They are believed to have arrived in their current settlement from Shungwaya. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 60 Social organization of the Mijikenda The Mijikenda were organized in clans comprising of related families. The Mijikenda practiced circumcision. Only boys circumcised. Circumcision marked an entry into an age set whose functions included building huts and advising junior age sets on how to raid. They believed in the existence of a supernatural power that controlled their destiny. They called their God Mulungu. The Mijikenda worshipped ancestral spirits. Prophets among the Mijikenda were called wafisi. Marriage among the Mijikenda was exogamous no one was allowed to marry from their clan . They practiced polygamy There was division of labour among the Mijikenda. Children looked after livestock, young men built houses, cattle sheds, hunted and cleared bushes for cultivation.. The Mijikenda celebrated social ceremonies in song and dance. There were songs for initiations, childbirth, marriage, harvest and funeral.. Political organization The Mijikenda had a strong clan system. Administration was based on a strong clan system. 4-6 clans lived in a fortified village known as kaya. The existence of a council of elders Kambi at clan level to settle disputes and the general administration of the clan An age set riika system formed by young men after circumcision and which provided the base from which warriors were obtained. Social and political unity was strengthened through intermarriage between different clans. Judicial matters were handled by the elders council which was final court of appeal. The council of elders declared war on warring neighbors. Economic organization The Mijikenda kept Livestock like sheep, cattle and goats for milk, meat and skin. Hunting and gathering was also done to supplement their food They traded in the coastal trade with the Arabs and with the Akamba from interior."}
{"text": "The council of elders declared war on warring neighbors. Economic organization The Mijikenda kept Livestock like sheep, cattle and goats for milk, meat and skin. Hunting and gathering was also done to supplement their food They traded in the coastal trade with the Arabs and with the Akamba from interior. The Mijikenda practiced salt mining which the used as a trading item. The Mijikenda engaged in fishing along the coast as well as on rivers. They practiced crop growing. They grew grains like millet, yams, sweet potatoes, arrowroots, sorghum, coconut and cassava among other crops mainly for food while the excess were sold to neighbours. They practiced craft making pots and weaving baskets using coconut leaves. NILOTES The second largest group in Kenya. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 61 Social organization There were slight variations in the social organizations of the various Nilotic groups in Kenya. However they shared institutions such as the clan-based organization, belief in one God, veneration of ancestral spirits, age-set system, social ceremonies and existence of religious leaders. The family was the basic social unit in many communities. Several related families grouped together to form clans among the Luo, Maasai and Nandi. They believed in one supernatural being. The Maasai referred to him as Engai while the Luo called Him Nyasaye. The communities believed in the existence of ancestral spirits, to whom sacrifices and libations were made to ensure they remained happy. There was the existence of religious leaders whose work was to lead the communitiesduring religious functions and rituals. Some of the religious leaders had assumed political power by 19th c. For example the Orkoiyot among the Nandi and Oloibon among the Maasai. The Maasai and other Nilotic groups had rain makers and diviners. The age-set system was another common social institution. The age sets were formed by those who were initiated at the same time. The institution created a bond among the initiates that cut across the families and clans thus uniting the whole community. There were social ceremonies that accompanied the rites of passage like circumcision, marriage and death. The Luo as their form of initiation extracted six lower teeth. The other groups practiced circumcision. In all the groups, the initiates were taught the community values."}
{"text": "The Luo as their form of initiation extracted six lower teeth. The other groups practiced circumcision. In all the groups, the initiates were taught the community values. The economic organization The nilotes were nomadic pastoralists who kept Livestock like sheep, cattle and goats for milk, meat and blood. They traded among themselves and also with their neighbours. The kalenjin traded with the Maasai and with the Luo and neighbouring Bantu communities like the Abaluhyia. They sold animal products and red ochre in exchange for grains from the Bantu. They practiced iron-smelting, making implements such as arrow heads and spearheads. This skilled was borrowed from the Bantu. The Maasai also practiced mining e.g. mined iron, salt and red ochre which they used for decoration and as a commodity for trade. There existed variation in the economic activities within a single community like the Maasai. Some sections of the Maasai e.g. the Kwavi practiced crop growing i.e. growing grains and vegetables. The Purko were purely pastoralists They practiced craft e.g. made pots, weaved baskets and leather belts. Raiding other communities for cattle was also a common economic practice. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 62 The Luo who lived near Lake Victoria practiced fishing. The Turkana also engaged in fishing on Lake Turkana. Political organization The Nilotic communities had a decentralized system of administration with all the communities organized on clan basis. There existed councils of elders that administered and ensured maintenance of law and order, settled disputes between clans and other communities. The nilotes had a warlike tradition. Each community had Warriors who defended the community and raided other communities. The Luo reffered to the warriors as Thuondi. The Maasai called them Moran. The age-set system determined political leadership since all those initiated together formed one age-set for life. The institution of religion influenced most of the political affairs of the Nilotic speakers. For example, the Orkoiyot among the Nandi and the Oloibon among the Maasai were primarily religious leaders who wielded political authority in the19th century. The Nandi By 1900 AD, the Nandi had already established their social, economic and political institutions. Social organization The family was the basic social unit. Several related families grouped together to form clans among Nandi."}
{"text": "The Nandi By 1900 AD, the Nandi had already established their social, economic and political institutions. Social organization The family was the basic social unit. Several related families grouped together to form clans among Nandi. The family institution was very important in the community. It played an important role in the Kokwet council of elders and in the clan activities. The age-set system was an important social institution among the Nandi. Nandi boys and girls were initiated at puberty through circumcision. Circumcision marked entry into adulthood. The initiates were taught the deepest community values during the period. Age sets were formed by those who were initiated at the same time irrespective of the clans they belonged to. In total, there were eight age-sets among the Nandi namely Sawe, Maina, Chuma, Korongoro, Kipkoimet, Kaplelach, Kimnyinge and Nyongi. The Nandi boys became junior warriors after circumcision. They only promoted to senior warriors after the Saket apeito ceremony slaughter of bullock that was done after every fifteen years. Marriage within the same clan was prohibited among the Nandi. This was meant to create unity by encouraging intermarriages between different clans. They believed in one supernatural being whom they referred to him as Asis, who was believed to be the protector of the community. The Nandi believed in the existence of ancestral spirits, to whom sacrifices and libations were made to ensure they remained happy. The community also had important religious leaders whose work was to lead the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 63 community during religious functions and rituals, diviners and rain makers. The institution of Orkoiyot among the Nandi was borrowed from that of Oloibon among the Maasai. Religious functions did the Orkoiyot of the Nandi. He Mediated between God and the people acting as a priest. He presided over Offering of sacrifices to God on behalf of the people. He advised and blessed the warriors before they went to war. Blessing people before they undertook special activities like planting and harvesting. He foretold what was going to happen in the future. E.g. success or misfortune in the community."}
{"text": "He foretold what was going to happen in the future. E.g. success or misfortune in the community. Economic organization The Nandi were pastoralists who kept Livestock like sheep, cattle and goats for milk, meat, manure and blood. Cattle were a symbol of status among the Nandi and also a form of dowry settlement. The Nandi cultivated crops such as Millet and sorghum due the fertile soils and favourable climate in areas like Aldai. They also practiced hunting and gathering to supplement their food production. The Nandi raided other communities for cattle. They acquired large herds of cattle through raiding neighbouring communities such as the Maasai. Abaluhyia and Luo. They traded among themselves and also with their neighbours. The Nandi traded with the Maasai and with the Luo and neighbouring Bantu communities like the Abaluhyia. They sold animal products and red ochre in exchange for grains from the Bantu. The Nandi however were self sufficient in food. They practiced craft e.g. made pots, weaved baskets and leather belts. Political organization The family was the basic political unit. It was headed by a father who dealt with internal matters such as discipline, allocation of crops, land and cattle. In matters affecting the neighbourhood, he was assisted by the Kokwet council of elders which was made up of neighbourhood heads. Above the Kokwet was the clan organization whose council of elders tackled matters to do with grazing rights. Above the clan, there was a larger sociopolitical unit comprising different war groups located in the same geographical zone called a pororiet. This formed the highest political unit among the Nandi. The pororiet council of elders comprised representatives from different clansIts functions included negotiating for peace and declaring war .The Nandi boys became junior warriors after circumcision. They only promoted to senior warriors after the Saket apeito ceremony slaughter of bullock that was done after every fifteen years. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 64 The Maasai Social organization The Maasai were divided into two groups; the pastoral Maasai Purko and the Agricultural Maasai Kwavi or Iloikop . The Maasai were organized on clan basis with each clan associated with a particular type of cattle."}
{"text": "They only promoted to senior warriors after the Saket apeito ceremony slaughter of bullock that was done after every fifteen years. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 64 The Maasai Social organization The Maasai were divided into two groups; the pastoral Maasai Purko and the Agricultural Maasai Kwavi or Iloikop . The Maasai were organized on clan basis with each clan associated with a particular type of cattle. In total, the Maasai had five clans spread over large areas and not necessarily staying together. Maasai boys and girls were initiated at puberty through circumcision. Circumcision marked entry into adulthood. The initiates were taught the deepest community values during the period. After circumcision, the boys entered an age set to which they belonged the rest of their life. The age set institution created a bond among the initiates that cut across the families and clans thus uniting the whole community. All the boys initiated together also formed a warrior class called Morans and lived in special homesteads called Manyattas away from the rest of the community. For about ten years. They were not allowed to take milk from their mother s house and were required to adhere to ritual and dietary restrictions. They believed in one supernatural being. The Maasai referred to him as Engai. Prayers and sacrifices were offered to him at the shrines. There was the existence of religious leaders whose work was to lead the communities during religious functions and rituals. They called their religious leader Oloibon. Functions of Oloibon He presided over religious ceremonies. He was consulted on all religious matters. He blessed warriors before they went to war. He advised the council of elders. He foretold the future events. The Maasai and other Nilotic groups had rain makers and diviners. There were several social ceremonies that accompanied the rites of passage like circumcision, marriage and death. The Eunoto ceremony marked the graduation of the Morans into junior elders. This ceremony is still practiced upto date. Economic organization of the Maasai The Maasai were nomadic pastoralists who kept Livestock like sheep, cattle and goats formilk, meat and blood.. They traded among themselves and also with their neighbours such as the Agikuyu, kalenjin and Taita."}
{"text": "This ceremony is still practiced upto date. Economic organization of the Maasai The Maasai were nomadic pastoralists who kept Livestock like sheep, cattle and goats formilk, meat and blood.. They traded among themselves and also with their neighbours such as the Agikuyu, kalenjin and Taita. They sold animal products and red ochre in exchange for grains from the Agikuyu. They practiced iron-smelting, making implements such as arrow heads and spearheads.. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 65 They also practiced mining e.g. mined iron, salt and red ochre which They also practiced mining e.g. mined iron, salt and red ochre which they used for decoration and as a commodity for trade. Some sections of the Maasai e.g. the Kwavi practiced crop growing i.e. growing grains and vegetables. They practiced craft e.g. made pots, weaved baskets and leather belts. Raiding other communities for cattle. Political organization of the Maasai The largest political unit amongst Maasai was the tribal section, which was a geographically distinct entity which operated as a nation, especially during ceremonies. Affairs involving inter-clan cooperation were dealt within ad hoc meetings comprising age set spokesmen Before a Maasai young man became an adult, he underwent the following four stages. Boyhood ilaiyak The youths at this stage looked after family and clan livestock until they reached circumcision stage at about 15 years. Warrior hood Ilmuran The stage was joined by young men circumcised together and comprised of ages between 18 and 25 years. They defended the community and conducted raids to boost the clan and tribal flocks. They had a military leader known as Olaiguani. The stayed in isolation in manyattas undergoing military training in order to graduate into senior warriors. After that they were permitted to marry. Junior elders This was the political authority that evaluated the day to day issues of the community. It comprised heads of households,, aim responsibility was to maintain peace and instruct warriors on how to handle issues in the community. They were permitted to own livestock. The senior elders They comprise the senior most age-set. Membership was determined by age and experience."}
{"text": "They were permitted to own livestock. The senior elders They comprise the senior most age-set. Membership was determined by age and experience. The group performed religious functions and also was responsible for and dealt with difficult judicial and political decisions. The Maasai adopted the institution of Oloibon or prophet that combined socio-religious functions and later own assumed political authority. There were several social ceremonies that accompanied the rites of passage like circumcision, marriage and death. The Eunoto ceremony marked the graduation of the Morans into junior elders. This ceremony is still practiced upto date. The Luo Social organization The family was the basic social unit among the Luo. The Luo community valued large families and therefore practiced polygamy. Marriage among the Luo was exogamous no one was allowed to marry from their clan . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 66 Several related families grouped together to form clans among the Luo. They believed in one supernatural being whom they called Nyasaye. They prayed to Nyasaye. The communities believed in the existence of ancestral spirits, to whom sacrifices and libations were made to ensure they remained happy. Sacred shrines and trees existed. He rocks, high hills and even the lake were associated with supernatural power. There was the existence of religious leaders whose work was to lead the communities during religious functions and perform rituals. These included priests, medicine people, rain makers and diviners. For one to be a medicine person, a benevolent spirit called Juogi must possess him or her. The Luo youths as their form of initiation extracted six lower teeth. After that they were allowed to marry. The Luo had several social ceremonies that accompanied the rites of passage like marriage and death. Economic organization The Luo were originally a pastoral and fishing community. They Practiced livestock keeping for prestige and cultural purposes e.g. dowry and for meat and milk. The carried out Fishing along water courses due to their proximity to the lake. Both men and women conducted fishing, which was a source of food as well as a trade commodity. The Luo Traded with their neighbors. They sold pots, baskets, cattle, fish and livestock for grains, spears, arrows and canoes from the Abaluhyia, Abagusii, Kipsigis and Nandi. They also Cultivated plants like millet, sorghum, etc Most of them practiced hunting and gathering to get additional meat and hides and to supplement the food they produced. They practiced craft."}
{"text": "They sold pots, baskets, cattle, fish and livestock for grains, spears, arrows and canoes from the Abaluhyia, Abagusii, Kipsigis and Nandi. They also Cultivated plants like millet, sorghum, etc Most of them practiced hunting and gathering to get additional meat and hides and to supplement the food they produced. They practiced craft. Women specialized in production of pottery products, baskets and clothes Political organization of the Luo The Luo were a decentralized community. The family was the basic political unit among the Luo. The head of the family was referred to as Jaduong. Several related families made up a clan headed by a council of elders called Doho whose main responsibility was to settle inter-family disputes. Below the Doho were lineage councils called Buch Dhoot that tackled domestic issues Above the Doho was a grouping of clans called Oganda headed by a council of elders reffered to as Buch piny and headed by a chief elder called Ruoth. The Buch piny comprised representatives from each clan. It was responsible for settling inter -clan conflicts, declaring war and punishing criminals such as murderers. Religious leaders among the Luo also influenced politics. E.g rainmakers and diviners. One of the members of the council of elders was given a responsibility of advising the council on military matters and was therefore a war leader osumba Mrwayi . Under them was a special group of warriors reffered to as Thuondi bulls . Their work was to raided neighbouring communities like the Maasai, Nandi and Abagusii and other perceived enemies. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 67 The Cushites These were the smallest linguistic group in Kenya inhabiting the northern part of Kenya. They are a nomadic Sam speaking group. They comprise the Borana, Gabra, Galla Oromo , Rendille and Burji. The communities developed complex social, economic and political institutions that were interrupted by the coming of the Muslims and Europeans. Social organization of the Cushites The Cushites had a patrilineal society, which means they traced their origins through the fatherThe Cushites believed in a common ancestor which makes their kinship system strong. All the Cushitic communities practiced circumcision of boys and clitoridectomy for girls as a form of initiation."}
{"text": "They are a nomadic Sam speaking group. They comprise the Borana, Gabra, Galla Oromo , Rendille and Burji. The communities developed complex social, economic and political institutions that were interrupted by the coming of the Muslims and Europeans. Social organization of the Cushites The Cushites had a patrilineal society, which means they traced their origins through the fatherThe Cushites believed in a common ancestor which makes their kinship system strong. All the Cushitic communities practiced circumcision of boys and clitoridectomy for girls as a form of initiation. This was a rite of passage into adulthood. After circumcision, the initiates were taught about their adult roles and their rights as members of the community. Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior agesets on how to raid. Each age set had a leader with specific duties. They believed in the existence of a supreme god, who was the creator of everything. He was given different names. The Oromo referred to him as wak waq .They also believed in spirits which inhabited natural objects like rocks and trees. The Cushites had shrines from which they prayed to their God. Later on, through interaction with their neighbours, all the Cushites became Muslims by the 16thc. The Cushitic speakers were polygamous and their marriage was exogamous in nature. Inheritance was from father to son among the Cushites. The elder son inherited the father s property and shared it with his younger brothers. Girls had no right to inheritance. The Cushitic life was full of ceremonies. They celebrated life both in song and dance. There were songs for initiations, childbirth, marriage, harvest and funeral. Economic organization They had a diversified economic system that catered for their livelihood and supported their lifestyle. They basically practiced Pastoralism livestock keeping in their semi-arid region They kept cattle, goats, camel and donkeys. Camels and cattle provided milk and blood and were assigning of prestige. Goats and sheep provided meat. Some Cushites who lived along river valleys practiced substance agriculture where they grew grain crops, vegetables, dates, peas, pepper, tubers and bananas. They also practiced iron smelting and made iron tools e.g. swords, knives, bangles and arrow heads. They hunted wild game for food, ivory, skins hides for clothing, bedding and gathered fruits and roots and vegetables. They engaged in craft industry e.g."}
{"text": "Some Cushites who lived along river valleys practiced substance agriculture where they grew grain crops, vegetables, dates, peas, pepper, tubers and bananas. They also practiced iron smelting and made iron tools e.g. swords, knives, bangles and arrow heads. They hunted wild game for food, ivory, skins hides for clothing, bedding and gathered fruits and roots and vegetables. They engaged in craft industry e.g. production of leather items such as handbags, belts etc. Some of them who lived near rivers and along the Indian Ocean practiced fishing. They traded with their neighbours e.g. the Pokomo and the Samburu. Political organization of the Cushites All the Cushitic communities like other groups in Kenya, had decentralized forms of government. The clan formed the basic political unit for all the Bantu communities. Each clan was made up of related families. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 68 The social and political system of the Cushites was interwoven that the social divisions, age set system were also important aspects of the political system. Leadership of the clan was in the hands of a council of elders who played a pivoted role in solving disputes, acting as ritual experts, presiding over religious ceremonies, maintaining law and order and making executive decisions affecting the community like declaring war. Among the Cushites a clan was independent of others except when the wider community faced a common enemy or problem. The Cushites developed an age-set system that had some political significance. After circumcision, the boys joined the age-set after initiation to provide warriors who defended the community from external attacks and raid other communities for cattle. The age set system was based on about ten groups each with its own leader. At the end of an age cycle, a ceremony was performed and the senior age sets retired from public life and settled in different territories. The Somali The social organization of the Somali. Like Somali were organized into clans each comprising of families whose members claimed common descent. They also had an age set system. Circumcision marked an entry into an age set whose functions included defending the community from external attacks, building huts and advising junior agesets on how to raid. Each age set had a leader with specific duties. They believed in the existence of a supreme god, whom they referred to as wak waq . He was the creator of everything."}
{"text": "Each age set had a leader with specific duties. They believed in the existence of a supreme god, whom they referred to as wak waq . He was the creator of everything. They had religious leaders who mediated between God and the people Later on, through interaction with their neighbours, all the Somali became Muslims by the 16thc. The Somali valued marriage as an important institution. They were polygamous and their marriage was exogamous in nature. Political organization of the Somali The Somali had a decentralized political system of administration. The basic political unit was the clan made up of related families. The clan was headed by a council of elders in charge of day to day affairs of the clan e.g. making major decisions and settling disputes and presiding over religious ceremonies. The Somali had an age set system and all male members of the society belonged to an age set. Each age set performed specific roles duties. From the age set system, there evolved a military organization for community defence. Initiates joined the age set system after circumcision. With the advent of Islamic religion political organization changed. They now had community leaders called sheikhs whose role was mainly advisory. The political system was now based on the Islamic sharia. Economic organization a The Somali were hunters and gathers. They hunted wild game for food and gathered fruits and roots and vegetables. B They basically practiced nomadic Pastoralism. They kept cattle, goats, camel and sheep. Their diet was mainly milk, meat and blood. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 69 c They traded with their neighbours to get what they could not produce e.g. the Pokomo and the Mijikenda from whom they acquired grains. D A section of the Somali practiced iron smelting and made iron tools e.g. swords, knives, bangles and arrow heads. They also engaged in craft industry e.g. production of leather items such as handbags, belts etc. E Such craft activities were despised among the Somali and were associated with a group whom they referred to as Sab outcasts . The Borana They are a branch of the Oromo or Galla people who came from Ethiopia. Social organization The Borana had a complex social organization. The society was divided into clans led by elders whose responsibility was to settle disputes and maintaining law and order. Each clan was made up of related families. The borana had a strong belief in the extended family. The Borana were nomadic."}
{"text": "Social organization The Borana had a complex social organization. The society was divided into clans led by elders whose responsibility was to settle disputes and maintaining law and order. Each clan was made up of related families. The borana had a strong belief in the extended family. The Borana were nomadic. But they had a residential section called the camp that consisted of a few huts of related families. .In the camps, it was the most senior married and competent man who became the head of the camp abba olla . He would have his wife s hut built on the extreme left. The Borana had a complex age-set structure called Gada. Each Gada was headed by the most powerful individual among the group members Abba boku . His duty would be to preside over village meetings, proclaim laws and preside over religious ceremonies. The community had two kinship groups that practiced exogamous marriage.. A man from the Gona kinship would only marry from the Sabbo kinship. Polygamy was allowed. The family among the borana was headed by a man referred to as Abba warra with the wife as the female head of the household Hatimana There was division of labour in the society. The men defended the camps, wells, herds and shrines. They dug wells and organized raiding parties. The men also elected leaders of camps, age sets and Gada class. The women performed household duties, wove baskets for carrying children, prepared leather and built houses. Boys herded sheep, goats and cattle. Elders presided over the court cases. The borana worshipped a powerful God, the creator whom they called Wak waq . He was worshipped through religious leaders They had a patrilineal society where inheritance was from the father to the son, and specifically the first son, angafa, who would then redistribute the inherited cattle to the younger brothers. Their culture was full of ceremonies. For example, there were ceremonies when a Gada class entered or left a Gada grade, there was war ceremony butta and a muda ceremony in honor of the kinship leader, kallu. Economic organization a The borana were basically practiced nomadic Pastoralists who kept cattle, goats and sheep. Cattle was slaughtered as part of their religious rituals and also provided raw materials for houses and other local industries. B They traded with their neighbours to get what they could not produce e.g."}
{"text": "Economic organization a The borana were basically practiced nomadic Pastoralists who kept cattle, goats and sheep. Cattle was slaughtered as part of their religious rituals and also provided raw materials for houses and other local industries. B They traded with their neighbours to get what they could not produce e.g. they exchanged their animals with the Mijikenda from whom they acquired grains. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 70 c The Borana were hunters and gathers. They hunted wild game for food and gathered fruits and roots and vegetables. D Those who settled in the fertile region along the tana valley grew crops like beans and pepper. E The Borana women engaged in craft industry e.g. production of leather items such as handbags, belts etc. Men also made wooden tools, weapons and utensils. F The Borana also practiced fishing as they settled along river tana. Political organization of the borana Their political system was based on the kinship system where the society was divided into clans comprising related families. There were two moieties kinships that were further divided into sub-moieties. The sub-moieties were further divided into clans. Each moiety was headed by a hereditary leader known as kallu. The kallu of the Sabbo for example came from the dyallu clan of the karrayyu sub-moiety. The kallu s camp was the spiritual and political centre of the group. His duties included leading in ritual ceremonies, providing judgment in major conflicts between clans. He was elected together with the council of the Gada leaders of each gad class when it prepared to enter a new grade. The kallu were not authorized to bear arms or defend themselves but were to move in company of other members of the society. The borana society was divided into clans led by a council of elders whose responsibility was tosettle disputes and maintaining law and order. Each clan was made up of related families who lived in a residential section called the camp that consisted of a few huts of related families. .Powers were distributed equally between the two moieties at all levels such as in the Gada class, age-set and camp councils as well as in tribal ceremonies. The complex age set system mainly provided a military base for the society. The age sets, Hariyya, were recruited from boys of the same age. Gada class Luba was recruited genealogically."}
{"text": ".Powers were distributed equally between the two moieties at all levels such as in the Gada class, age-set and camp councils as well as in tribal ceremonies. The complex age set system mainly provided a military base for the society. The age sets, Hariyya, were recruited from boys of the same age. Gada class Luba was recruited genealogically. There were eleven grades through which the Gada classes passed from birth to death, with each grade lasting eight years. While age set members were of the same age, Gada members were of varied ages. The age sets formed the age set council that recruited the warriors. Members of the Gada classes formed the Gada council lallaba which the responsibility of making decisions for their classes. They also resolved conflicts between non-relatives and mobilized economic activities such as digging wells, organizing societal rituals and ceremonies and directing relatives with their neighbours such as the Oromo and Somali. The councils contributed to the development of an effective political organization. The complexity of the borana institutions strengthened unity among them. However, the coming of the colonialists in the 20th century heavily impacted on these nomadic pastoral community. CONTACTS BETWEEN EAST AFRICA AND THE OUTSIDE WORLD UP TO THE 19TH C. The early contacts were initially at the coast but later spread inland. The early visitors included the Arabs, Greeks, Chinese, Persians, Portuguese, British, French and the Dutch. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 71 The East African coast The existing documentaries and archaeological evidence about the historical information on the east African coast include; The Graeco- Roman Documentary which only makes indirect references to the east African coast. The Swahili chronicles written by the people of the coast. E.g the Kilwa chronicle gives account of achievements of coastal rulers before the arrival of the Portuguese. The writings of Pliny, a Roman Geographer who wrote about the high cost of trade with India in his book, The Natural History. Periplus of the Erythrean Sea; by a Greek merchant in 1st C AD describes the people and places along the coast and the Indian Ocean Trade. Erythrean Sea Trade . Geopgraphia by Claudius Ptolemy makes reference to east African coast and the trade along Somalia and Kenyan coasts."}
{"text": "Periplus of the Erythrean Sea; by a Greek merchant in 1st C AD describes the people and places along the coast and the Indian Ocean Trade. Erythrean Sea Trade . Geopgraphia by Claudius Ptolemy makes reference to east African coast and the trade along Somalia and Kenyan coasts. Christian Topography of Cosmos Indico of the 6TH C describes the trading activities on the coast of East Africa. Renowned travelers like Al-Mosudi, Al Idrisi and Ibn Battuta wrote firsthand accounts about the places they visited and the people they met at the coast in the 10th C AD. The existing archaeological evidence in east Africa include the remains of pottery , iron tools, beads and coins which prove the presence of international trade. Early visitors to the east African coast upto 1500. Due to the great accessibility of the east African coast, there was widespread interaction between it and the people from the outside world. This was also aided by the monsoon winds that blew vessels ships to the coast between November and April and took them away between may and October. The earliest visitors were the Egyptians, Phoenicians and Indonesians. Others who came later on included the Greeks, Persians, Romans, Chinese, Arabs, Syrians, Indians and the Portuguese. The Greeks Their coming to east Africa is accounted for by the quarrels between the Seleucid rulers in Greece and the Ptolemaic Greeks in Egypt over control of the land route to the east through the Mediterranean lands. The rising demand for ivory made the ptolemies venture into the red sea and finally into the east African coast. Evidence of Greek existence on the coast is the Ptolemic Gold Coin found near Dar es Salam. Romans In AD 45, Hippalus, a Roman sailor using monsoon wind knowledge reached the red sea and entered the Indian Ocean. The Romans were keen on breaking the Arab monopoly over trade. Evidence of trade between the Romans and the coast is in the writing of a Roman Historian Pliny 23-79AD who points out the high coast of trade between India, Arabia and china. The fall of the Roman Empire in the 5th c AD affected international trading network in the Roman Empire. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 72 Persians They were mainly immigrants from Shirazi on the eastern shore of the Persian Gulf."}
{"text": "Romans In AD 45, Hippalus, a Roman sailor using monsoon wind knowledge reached the red sea and entered the Indian Ocean. The Romans were keen on breaking the Arab monopoly over trade. Evidence of trade between the Romans and the coast is in the writing of a Roman Historian Pliny 23-79AD who points out the high coast of trade between India, Arabia and china. The fall of the Roman Empire in the 5th c AD affected international trading network in the Roman Empire. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 72 Persians They were mainly immigrants from Shirazi on the eastern shore of the Persian Gulf. Their adventure into the east African coast happened during the reign of the Sassanid Dynasty 224-636AD , which was determined to rebuild the Persian Empire that had been destroyed by the Macedonian Greeks, through wealth amassed from international trade. By the 6th c, the Persians were trading in India and later china, controlling the red sea and parts of Egypt and Arabia. They got involved in the east African trade and even established ruling dynasties9 e.g. the Shirazi Dynasty at the coast. They intermarried with the locals and introduced Islamic religion. They were later overthrown by the Arabs. The succeeded in introducing Bowls of glass, swords, beakers and pots to the coast. Chinese They visited the coast in the middle ages. This is evidenced in the work of the Chinese authors during the Sung Dynasty 960- 1279 AD and Ming Dynasty 1368-1644 , who referred to the east African coast as Tseng- Pat or Pseng- Po. There has also been evidence of Chinese coins dating to 700 AD at the coast. The last Chinese fleet must have reached Mogadishu in 1430AD. The Chinese brought in Silk cloth, porcelain bowls and plates in exchange for Gold , leopard skin, Rhino Horns and tortoise shells. Porcelain remains have been found at the coast. Arabs The earliest Arab settlers to arrive were the Daybui from Daybul In north western India. They arrived along the east African coast by AD 650 for trade. The earliest Arab settlement was Qanbalu Pemba . They later settled in manda, Kilwa. Lamu and Mombasa. The Arabs reffered to the Africans as the Zenj Blacks Factors that facilitated the coming of Arabs to the east African coast."}
{"text": "The earliest Arab settlement was Qanbalu Pemba . They later settled in manda, Kilwa. Lamu and Mombasa. The Arabs reffered to the Africans as the Zenj Blacks Factors that facilitated the coming of Arabs to the east African coast. The Indian ocean provided the highway through which the traders traveled The traders had the skills of harnessing the monsoon winds trade winds they knew what times of the year to come to the coast and what times to go back. The traders had marine technology e.g. they had ship-building technology and knew how to use the compass for navigation of the ocean They ensured the control of the red sea was in their hands to bar the enemy from attacking them The ports of southern Arabia were good calling places on their journey between the east and the west. The deep harbours at the coast were ideal for their ships to anchor, refuel and get supplies. Reasons for the coming of the Arabs They wanted to trade and control the commercial activities along the east African coast. Some Arabs came as refugees, fleeing from religious and political persecutions in Arabia. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 73 They came to spread their religion, Islam. Some came as explorers to explore the east African coast. Some came to establish settlements along the east African coast. Trade between the East African coast and the outside world There is sufficient evidence of the existence of regular trading contacts between east African coast and the countries in the Middle East and Far East. Development and organization of the trade The earliest foreign traders must have been the Romans who traded with the Indians in the Far East. They made stopovers at the east African coast for ivory whose demand had grown tremendously. Muslim Arabs acted as intermediaries in the Indian Ocean trade between the Indians and the Romans. They also exported frankincense and myrrh among other things. Traders from Persia, Arabia and Syria brought glass beakers and bowls, swords, pots, grains, sugar, cloth and beads in exchange for palm oil, tortoise shells, ivory and slaves. The Greek, roman and Chinese traders brought porcelain bowls, daggers, swords, pottery, cowrie shells, glassware, beads and silk in exchange for ivory, rhinoceros horns, bee wax, tortoise shells , coconut oil and mangrove poles."}
{"text": "They also exported frankincense and myrrh among other things. Traders from Persia, Arabia and Syria brought glass beakers and bowls, swords, pots, grains, sugar, cloth and beads in exchange for palm oil, tortoise shells, ivory and slaves. The Greek, roman and Chinese traders brought porcelain bowls, daggers, swords, pottery, cowrie shells, glassware, beads and silk in exchange for ivory, rhinoceros horns, bee wax, tortoise shells , coconut oil and mangrove poles. Cowrie shells were obtained from Maldives islands while spices came from Spice Island. East Africa also exported leopard skins, gold, ostrich feathers, copal, copper and iron. Ivory was used in Asia to make bangles, bracelets, piano keys and for decorations The traders relied on the monsoon winds to blow their ships to and from the east African coast. The Indian Ocean trade was conducted through the barter system but later coins were used as a medium of exchange. During barter, the foreigners bartered their goods with gold, ivory and slaves. Seyyid said later introduced copper and silver coins. The middlemen in the trade included the Arabs and Swahili who organized caravans to the interior to acquire local goods which they sold to traders at the coast. As there was no common language spoken, trading was conducted silently, hence the name silent trade Capital for the trade was provided by the Arabs. Later the Indian banyans started giving credit facilities to the traders which increased the volume of trade. The sultan of Zanzibar provided security to the Arab traders, enabling them to penetrate the interior to acquire goods. The trade stimulated development of towns along the coastline. E.g Rhapta probably located between pangani and Dar es Salam , Essina and Sarapion were the earliest towns to grow. Lamu Malindi Mombasa, pate and Brava also developed. The merchants settled at various places on the coast and on the islands and interacted with the locals leading to development of the Swahili culture. Factors which promoted the Indian Ocean trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 74 a Availability of items of trade from the east African coast and foreigner countries. For example, ivory, slaves, cotton and porcelain."}
{"text": "Factors which promoted the Indian Ocean trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 74 a Availability of items of trade from the east African coast and foreigner countries. For example, ivory, slaves, cotton and porcelain. B The high demand for trade items from the coast by consumers from the outside world was also a promoting factor. This was caused by the uneven distribution of resources. Foreign items were also on demand at the coat. C The existence of enterprising merchants in both the foreign lands and the east African coast led to promotion of trade links. The Akamba, Mijikenda, nyamwezi and Swahili middlemen for example played a pivoted role in the trade. D The existence of local trade among Africans which acted as a base upon which the Indian Ocean trade was developed. E The accessibility of the east African coast by sea. This enabled the foreigner traders to reach the region across the Indian Ocean. F The existence of the monsoon winds facilitated the movement of the vessels which made it possible for the traders to travel to and from the coasty. G The existence of peace and political stability at the east African coast created a conducive atmosphere for business transactions. Where there was need, the traders were given security by the sultan of Zanzibar. H The existence of natural harbours along the coast ensured safe docking of the trade vessels for fueling and off-loading. I The advancement in the ship building technology in Europe gave great advantage to the traders. This made water transport reliable and regular. J The existence o the Indian Banyans money lenders who gave credit facilities enabled many more people to join the trade. Impacts of the trade on the peoples of east Africa a The trade led to intermarriage between Muslim traders with the local Bantu communities giving rise to the Swahili people with a distinct culture. B There was emergence of Kiswahili as a new language of the coastal people. The language is a mixture of Bantu and Arabic languages. C The trade led to the spread of the Islamic culture along the coastal region. Stone buildings were constructed, new dressing styles arose women began to wear buibui while men wore kanzus , new eating habits also evolved. D The Islamic law, sharia was also introduced. E Many Africans were converted to Islam."}
{"text": "Stone buildings were constructed, new dressing styles arose women began to wear buibui while men wore kanzus , new eating habits also evolved. D The Islamic law, sharia was also introduced. E Many Africans were converted to Islam. However the religion did not spread beyond the coastal region prior to the 19th c. f New crops were introduced along the coast. For example, rice, wheat, millet, cloves, vegetables and fruits such as bananas and oranges. Cloth, cowrie shells and spices were also introduced. G Profits derived from the trade were used to develop towns like Pemba, Mombasa, Lamu, Zanzibar and Kilwa. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 75 h The trade led to the rise of a class of rich merchants exhibiting a high standard of living. African merchants who rose to prominence included chief Kivoi among the Akamba, Ngonyo of the Giriama, Mwakikonga of the Digo, Nyungu ya mawe, Mirambo and Msiri of the Nyamwezi. I There was decline of the local industries like weaving and iron working which were affected by the influx of foreign goods like cloth fro India and iron tools from Asia and Europe. J There was destruction of wildlife, especially elephant and rhinoceros due to the increased demand for ivory. K The increased demand for slaves promoted warfare among the communities as many people were captured during slave raids. It also created fear while others lost their life during the warfare. L Slave trade also disrupted African economies as able bodied men were captured leaving behind the aged, weak, and children who made little contribution. Many even died of starvation since they could not participate in food production. M African population in the hinterland greatly reduced as many were sold into slavery. N Money currency was introduced as a means of exchange to replace the barter system of trade. O East African coast was exposed to the outside world through trade. This paved way for European imperialism later on. P Trade routes led to the establishment of trade caravan routes which later were upgraded to by the colonialists. The coming of the Portuguese Since the 10th century Arabian influence along the coast had been strong."}
{"text": "This paved way for European imperialism later on. P Trade routes led to the establishment of trade caravan routes which later were upgraded to by the colonialists. The coming of the Portuguese Since the 10th century Arabian influence along the coast had been strong. Most of the port towns along the East African coast had been built by Arab Sultans, who brought the Muslim religion to the coastal people. The Portuguese explorer and soldier, Vasco da Gama, was the first European to make contact with the people of the East African Coast. He had been paid by the King of Portugal to find a sea route to India. The Portuguese at the East African coast 1500 1700 A.D The Portuguese were the first Europeans to have contacts with the people of the East African Coast. They invaded the east African coast in 1498 at a time when the Ottoman Empire occupied most of the Middle East thus blocking the overland route to India from Europe. They were adventurous and in search for the sea route to India. This led them to the East African Coast where they stayed for 200 years. Reasons for the coming of the Portuguese at the East African coast a The need to establish a commercial empire in order to get the products of East Africa e.g. ivory, gold, silks and spices that were mainly controlled by the Arabs merchants. B They wanted to obtain control of the main trading towns, e.g. Kilwa, Mombasa etc. C They wanted to defeat the Muslim traders and rulers who had monopolized the Indian Ocean trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 76 d They wanted to prevent other European rivals from gaining access to the Indian Ocean Trade e.g. the French, Dutch, and British e Desire to get revenue for the development of their country. F The Portuguese wished to share in the profits of the Indian Ocean Trade by imposing taxes and forcing wealthy coastal towns to pay tribute to the king of Portugal. G The coast had natural harbors where ships could anchor on their way to and from the East for fresh food and water. The Portuguese therefore wanted to establish a calling station for resting, refresh, treating the sick, repairing wrecked ships e.t.c h The coast was strategically located and this made it easy to control sea pirates and other rival powers."}
{"text": "F The Portuguese wished to share in the profits of the Indian Ocean Trade by imposing taxes and forcing wealthy coastal towns to pay tribute to the king of Portugal. G The coast had natural harbors where ships could anchor on their way to and from the East for fresh food and water. The Portuguese therefore wanted to establish a calling station for resting, refresh, treating the sick, repairing wrecked ships e.t.c h The coast was strategically located and this made it easy to control sea pirates and other rival powers. I They wanted to revenge on the Muslim Arabs who had conquered Portugal in 711 AD by converting them to Christianity and stop the spread of Islam i.e. the Arabs had ever run the Iberian Peninsula and forced the Christians to accept Islam. J They hoped to get assistance of King Prester John thought to be in the interior of north east Africa. They hoped the king would help them in their crusade against the Muslims. K They had hope of stopping Egyptians and Turks from sending military aid to their fellow Moslems on the coast. L They were interested in exploration and adventure; this was a period of Renaissance means to be born again change in Europe. Hence hoped to search for the unknown, new knowledge and sailing across un mapped seas. M Desire to acquire revenue for the development of their country. Portuguese conquest of the coast 1500-1510 Stages of conquest Steps taken by the Portuguese to occupy the East African coast. In 1497 King John 11 sent Padro da Covillha on a land journey to India to gather information about the Eastern trades and the sea routes. In 1498 Bathromew Diaz sailed around the Cape of Good Hope, thus proving that there was a way round South Africa to the Indian Ocean. Between 1497- 1499 Vasco da Gama at the command of King Emmanuel the fortunate of Portugal visited Mozambique, Mombasa and Malindi on his way to India. He arrived in Malindi in March 1498 to a warm welcome by the locals. He returned to Portugal in 1499 and gave a report of the flourishing Sofala trade, the Deep Harbour in Mombasa and the existing disunity of coastal people. In response to Vasco da Gama s expeditions, the king of Portugal sent fleets of ships to conquer the important trading towns of the East African coast."}
{"text": "He arrived in Malindi in March 1498 to a warm welcome by the locals. He returned to Portugal in 1499 and gave a report of the flourishing Sofala trade, the Deep Harbour in Mombasa and the existing disunity of coastal people. In response to Vasco da Gama s expeditions, the king of Portugal sent fleets of ships to conquer the important trading towns of the East African coast. In 1500 Pedro Alvares Cabral attempted to capture Sofala with its Gold trade but he failed. In 1502 Vasco da Gama came back with 19 ships aiming at capturing Kilwa because it was the most important and prosperous. He captured the palace, imprisoned the Su ltan and only released him when he accepted to pay tribute to Portugal. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 77 From Kilwa he invaded Mombasa, which tried to get assistance from Malindi but since they were great rivals Malindi refused to give assistance, this disunity made the work of conquest easy. In 1503 Ruy Laurence Ravasco was sent with a number of ships and forced the islands of Mafia and Zanzibar and other towns to pay tribute to Portugal. In 1504, Lopez destroyed gold trade at Kilwa. Attacks were too much on the harbour that trade came to a standstill. But again the Arabs failed to unite to fight the Portuguese. In 1505 Francisco D Almeida arrived at the coast on his way to Gao where he had been appointed the first Portuguese viceroy governor of the Eastern Empire. With 1500 men and 20 ships, he attacked Sofala which surrendered without struggle because she was tired of Kilwa s rule and therefore preferred the Portuguese to fellow Arabs. His forces continued northwards and attacked Kilwa. The Sultan and his followers took off to the bush while the Portuguese looted and burnt down the town before he departed to India. He also conquered Mombasa. In 1506 1507 Tristao Da Cunha took on the Northern towns of Socotra, Oja, Brava and Lamu. Towns that submitted without struggles were only asked to pay tribute to Portugal. Malindi was even excused from paying tribute due to her friendship with the Portuguese. In 1509 Alba quiqui captured the remaining towns i.e."}
{"text": "Towns that submitted without struggles were only asked to pay tribute to Portugal. Malindi was even excused from paying tribute due to her friendship with the Portuguese. In 1509 Alba quiqui captured the remaining towns i.e. the work of conquest was completed with taking the islands of Pemba, Mafia, and Zanzibar. Mombasa was burnt down. By 1515 the Portuguese had succeeded in conquering most of the coastal towns, bring them under Portuguese rule. However towns like Gedi, Kilifi, Pate, Manda, Mombasa and Lamu continued with resistance. Mombasa was heavily attacked in 1528. In 1585, a Turkish captain, Amir Ali Bey, arrived at the coast as an envoy of the sultan of turkey to free the coastal towns from the Portuguese. Rebellion then broke out between 1585 and 1588 between Ali Bey, the Portuguese, and the people of Mombasa and Zimba warriors. The towns of pate, Siyu and Pemba were attacked and forced to pay heavy fines while manda was completely destroyed. Portugal finally brought all the coastal towns under her control establishing her headquarters in Mombasa that had been subdued in 1589. In 1593, the Portuguese built fort Jesus Why the Portuguese build Fort Jesus a They used it as a watch tower b To hide against attacks by the enemies c As military base d To offer food security and protection. E To act as an armament. F To act as a prison for the captives. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 78 Portuguese control of the east African coast as greatly supported by the conquest of Hormuz, which made it easier for them to control sea traffic in the Persian Gulf, Gulf of Eden and Arabian Sea. Why the Portuguese defeated the East African Coastal towns Why the Portuguese were successful a They had superior weapons e.g. cannon guns which made terrible noise and threw people in panic as compared to the poor musket guns of the coastal Arabs. B They had well trained soldiers with superior skills of fighting compared to the coastal people who had no permanent organized army e.g. Vasco da Gama, Francisco D Almeida were ruthless army commanders which helped them to defeat the coastal dwellers. C They had better and faster ships carracks well equipped for naval warfare."}
{"text": "B They had well trained soldiers with superior skills of fighting compared to the coastal people who had no permanent organized army e.g. Vasco da Gama, Francisco D Almeida were ruthless army commanders which helped them to defeat the coastal dwellers. C They had better and faster ships carracks well equipped for naval warfare. The Portuguese soldiers wore Armour on their bodies and helmets on their heads, which protected them from the weapons of the coastal people. D The coastal towns were disunited which gave chance to the Portuguese to fight isolated enemies e.g. Malindi refused to unite with Mombasa due to local conflicts. Some cooperated with the invaders giving them food and bases e.g. Malindi and Sofala. E Some coastal towns like Kilwa were caught unaware. The Portuguese employed cruel methods of fighting like burning down towns and surprise attacks. F The ships acted as stages against the hostile weapons of the coastal people. G The coast had natural harbours and was not open to attacks. H The constant attacks on the coastal towns by the Galla, Zimba and Turkish e.t.c had weakened their defence. I The Portuguese were financially equipped and therefore supported their soldiers because they wanted to control the East African trade. J The coastal states had very weak economies that could not sustain prolonged fights especially against the economically strong Portuguese. Portuguese Administration at the coast By 1510, the conquest of the East African coast was over and administration fell into the hands of the Portuguese. For easy administration, the coast was divided into two zones; a. The area North of Cape Delgado was ruled by the Captain at Malindi. B. The area South of Cape Delgado was ruled by Captain at Mozambique. Both captains were answerable to the Portuguese viceroy at Goa on Indian coast at the General headquarters. Cape Delgado was made the midpoint of the East Africa possession. Sofala was made the regional headquarters but still under the charge of the captain who took his orders from the viceroy at Goa. Later, the Captain in the North was stationed at Mombasa after the construction of Fort Jesus in 1593 because they were rebellious. Other forts and garrisons were established at Sofala and Kilwa. The Portuguese captains were responsible for the collections of tributes from coastal rulers. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 79 They imposed the customs dues on all imports and exports."}
{"text": "Other forts and garrisons were established at Sofala and Kilwa. The Portuguese captains were responsible for the collections of tributes from coastal rulers. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 79 They imposed the customs dues on all imports and exports. They were also responsible for the suppression of rebellions on the coast. The Portuguese had problems with administration because they could not provide enough troops to all garrisons their strongholds. The Portuguese were more interested in gold trade in Sofala. Unfortunately, they failed to develop this trade because of the following; There were wars in the mining areas between the Portuguese and Coastal people. As a result the Portuguese were so cruel that any sign of disobedience was punished with maximum brutality to serve as a warning to others who might choose to rebel. This partly explains the unpopularity of the Portuguese on the coast. The Portuguese also applied the policy of divide and rule by setting one town against the other. For example Malindi against Mombasa. The relationship with the subjects was not good. They lived in isolation of each other by race and religion. The Portuguese established their own settlements, built their own churches and had their own priest. This could be the reason why their religion was rejected and hatred increased. In addition, the few Portuguese officials were corrupt, plundered and ordered destruction on the coastal town. All this earned them hatred and opposition from the people and it was not a surprise that they were nicknamed \"AFRITI\" meaning Devil. The Portuguese did not mix freely with Africans because they considered themselves to be a special race. During the Portuguese reign, the glory of the coastal states was no more. The high standards of living the coastal people had enjoyed were no more. The trade that had made them rich was declining. Many buildings were in ruins and there was widespread poverty and misery. Reasons that led to the decline of the Portuguese at the East African Coast Problems challenges they faced a Portugal was a small country that could not provide enough administrators and officials for such a large coastline that extended from Sofala in the south to Mogadishu in the north. The territory was too big and long for effective control and administration. B It had few soldiers and could not keep fortified garrison along the coast. C Authority was left in hands of incompetent and corrupt officials who were after enriching themselves. D The Africans hated the Portuguese due to differences in religion, that is to say, Muslims against Christians Portuguese ."}
{"text": "B It had few soldiers and could not keep fortified garrison along the coast. C Authority was left in hands of incompetent and corrupt officials who were after enriching themselves. D The Africans hated the Portuguese due to differences in religion, that is to say, Muslims against Christians Portuguese . E The Portuguese were cruel, harsh and brutal, they always punished the coastal people whenever they attempted to rebel and made them to be hated. F The Portuguese also used divide and rule policy for example, they allied with Malindi against Mombasa. G There was decline of trade due high taxes on imports and other restrictions hence smuggling of goods, which affected the Portuguese economy. Due to decline in trade, the people became poor and dissatisfied and they continuously rebelled. H The Portuguese failed to support their own allies at the coast, some even betrayed them. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 80 i Portugal had been forced into a union with Spain between1580 1640 which weakened her control of the trading colonies as she was no longer interested in the overseas empire. J Portugal was challenged by other European powers, which began competing with the Portuguese in the Indian Ocean Trade e.g. Dutch, English, French, Turks and others. K The coastal people found useful allies against the Portuguese due to their bad rule e.g. Turks, Oman, and Arabs l They were faced with constant rebellions along the coast. This greatly disrupted life at the coast e.g. Pate, Mombasa m Tropical diseases which claimed their life like smallpox, malaria making it difficult for them to administer the coast effectively. N The Portuguese were greatly weakened by a group of cannibals the Zimba, who attacked the East African coast. O The unhealthy climate made the area unattractive for them to work for instance, some places where too humid and hot while others were too cold. P The distance between Portugal and the East African coast was too far hence reinforcement delayed. Q There was a problem of communication barrier, the Portuguese refused to learn the African languages and these made their administration difficult. R The income obtained from the gold trade was not enough to pay for administration i.e. soldiers and officials. S The Capture of Fort Jesus their stronghold in 1698 by the Omani greatly contributed to their decline."}
{"text": "R The income obtained from the gold trade was not enough to pay for administration i.e. soldiers and officials. S The Capture of Fort Jesus their stronghold in 1698 by the Omani greatly contributed to their decline. The collapse of Portuguese rule In 1585, a Turkish captain, Amir Ali Bey, arrived at the coast as an envoy of the sultan of turkey to free the coastal towns from the Portuguese. Rebellion then broke out between 1585 and 1588 between Ali Bey, the Portuguese, and the people of Mombasa and Zimba warriors. The towns of pate, Siyu and Pemba were attacked and forced to pay heavy fines while manda was completely destroyed As a result of their ruthlessness, the coastal people became hostile to the Portuguese. Mombasa for example resisted the humiliation they got from the Portuguese appointedsultan The sultan s heir Yusuf was treated as a servant who resented the people of Mombasa On 15thaugust 1631, during the Christian feast of Assumption in Mombasa, Sultan Yusuf stabbed the captain with a knife, killing him instantly. This sparked off a rebellion where many Portuguese were killed. Yusuf posed a threat to the Portuguese rule until his death in 1637. The people of pate also revolted in 1666. However, their ruler was arrested and exiled to Goa where he was executed In 1622, the Persians drove the Portuguese from Hormuz. In 1650, the Portuguese were expelled from their bases in Muscat by the Omani Arabs under sultan Saif For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 81 Britain, France and Holland also began to compete the Portuguese in trade. The final blow to Portuguese rule was attack by the Omani Arabs and the seizure of fort Jesus. The coastal Arab towns had appealed to their brothers in Oman for assistance against the Portuguese brutality. In 1652, an Oman fleet sailed to pate and Zanzib ar, overpowered and killed the Portuguese. In 1696, Imam Saif Ibn Sultan of Oman sailed to Mombasa with a large fleet and army."}
{"text": "The coastal Arab towns had appealed to their brothers in Oman for assistance against the Portuguese brutality. In 1652, an Oman fleet sailed to pate and Zanzib ar, overpowered and killed the Portuguese. In 1696, Imam Saif Ibn Sultan of Oman sailed to Mombasa with a large fleet and army. The Portuguese took refuge in Fort Jesus as battle raged on about 2500 Portuguese men, women and children the Portuguese were unfortunate as they could not get supplies to sustain the war with 3000 plus Arab soldiers with full packing of the coastal people. In 1697, the Omani forces got access to the Fort and found most Portuguese afflicted with disease. By December 1698, the Omanis penetrated the Fort only to find all except twelve Portuguese dead. This marked the end of Portuguese rule though they made a temporaryseizure of the fort in 1728 but were overpowered. For the coastal people, it was however a mere change of guard from the Portuguese to the Arabs. Results of Portuguese stay at the coast of East Africa Positive: a The Portuguese built Fort Jesus at the coast in Mombasa in1592 3 which became a fortress and later a tourist attraction for centuries. B They enriched the Swahili language with an addition of 60 words e.g. emeza meaning table and pesa meaning money. C They introduced new crops from South Africa of which many have become staple diet for many East Africans e.g. cassava, pawpaws, maize, oranges, sweet potatoes, guavas, pineapples and mangoes d They made an improvement in ship building. During their stay on the coast, many architects came in from India and Europe. E There was establishment of closer trading links between the coast and India. F They introduced new farming methods for example they encouraged the use of cow dung as manure. G They led to the coming of more European and Asian traders and craftsmen especially those who helped in the building of Fort Jesus. H They broke the Muslim- Arab monopoly of the Indian Ocean Trade. Negative: a Trade declined due to the constant wars and rebellions and heavy taxes imposed. B There was decline of the coastal towns because many were burnt down and left in ruins for example Kilwa and Mombasa. C There was widespread poverty and misery among the coastal people due to decline in trade."}
{"text": "Negative: a Trade declined due to the constant wars and rebellions and heavy taxes imposed. B There was decline of the coastal towns because many were burnt down and left in ruins for example Kilwa and Mombasa. C There was widespread poverty and misery among the coastal people due to decline in trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 82 d There was heavy loss of lives during the attacks. There was depopulation due to the many wars in the areas e There was destruction of property like buildings and crops, which led to famine and starvation. F The coastal people suffered oppression and brutality under harsh rule of the Portuguese. G Their religion, Christianity, made no impact at the coast because they lived far from their subjects and stagnation of the Islamic faith because discouraged preaching. H Smuggling developed because the Portuguese had failed to establish proper trading links with the Interior. I Some towns were prevented from trading with their initial partners which led to their decay e.g. Gedi j They led to the European interest at the coast hence leading to the colonization in the 19th Century. THE ESTABLISHMENT AND IMPACT OF OMANI RULE AT THE EAST AFRICAN COAST The Omani Arabs Imams of Omani replaced the Portuguese as the rulers of the East African coast after the capture of fort Jesus in 1698.The new rulers initially administered the region through some Arab families; The Mazrui Mazaria family which ruled Mombasa The Nabahan Family which ruled Lamu. The civil wars back home made it hard for the Omani Arabs to control the coast immediately. There were also threats of Persian invasion. Constant rebellion from coastal towns against Omani governors posed a serious challenge to Omani rule. Pate for example refused to pay tax and even murdered the imam s messengers. Towns they were loyal to Oman were attacked. The Mazrui established themselves as independent rulers of Mombasa and ordered towns like pate, Pemba and Malindi to pay allegiance to them. Their greatest allies were the Mijikenda who promised them support in case of Omani attack. The struggle between the Mazrui and the Imams of Oman 1741-1840 The coastal towns led by Mombasa resisted Oman s conquest due to the following reasons. A The Omani wanted the revenue from the taxes levied on trade."}
{"text": "Towns they were loyal to Oman were attacked. The Mazrui established themselves as independent rulers of Mombasa and ordered towns like pate, Pemba and Malindi to pay allegiance to them. Their greatest allies were the Mijikenda who promised them support in case of Omani attack. The struggle between the Mazrui and the Imams of Oman 1741-1840 The coastal towns led by Mombasa resisted Oman s conquest due to the following reasons. A The Omani wanted the revenue from the taxes levied on trade. B The towns also wished to maintain their independence as they were during the Portuguese rule. C The towns were also encouraged by the prevailing weaknesses in Oman due to civil wars and the Persian threat. D The harsh and ruthless rule and manner in which the Oman rulers collected taxes. E Mombasa had fought against the Portuguese and did not wish to be under control of another foreign power. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 83 The struggle The appointment of Mohammed Ibn Azthman al Mazrui as the new governor of Mombasa coincided with the death of the Oman Imam Saif Ibn- Sultan of the Yorubi and his replacement with Ahmed Bin Said al-Busaidi. The new Mombasa governor refused to recognize the new imam and declared the independence of Mombasa from Oman. The sultan had him murdered and fort Jesus seized. A year later, the brother of the murdered governor recaptured the town and the fort. This became the century long struggle between the al-busaidi and al-Mazrui families. Taking advantage of the problems in Oman, Mombasa expanded her power and control over the coastal towns she took over pate in 1807 and attacked Lamu in 1810 . Lamu appealed to Oman for assistance. Seyyid Said and the struggle Further political changes happened in Oman. Seyyid said rose to power as the imam Seyyid of Oman. His father, the ruler of Oman had died in a sea battle in 1804 when he was only 13 years. His cousin Badr Ibn saif took over. In 1806, Said stabbed Badr to death fearing domination. With the assistance of the British he had entrenched his position as the Seyyid of Oman at the age of 15 years."}
{"text": "His cousin Badr Ibn saif took over. In 1806, Said stabbed Badr to death fearing domination. With the assistance of the British he had entrenched his position as the Seyyid of Oman at the age of 15 years. The British even promised him support in claiming the east African coast. He then sent a governor to build a fortress in Mombasa and to order all towns to recognize the power of Oman. Mombasa s new governor Abdullah Ibn Ahmed defied the order and even continued to attack Brava. By 1817, Seyyid said had succeeded in freeing Pate from Mazrui rule. In 1822, with the help of Zanzibar, an Oman ally, he liberated Pemba and Brava from Mombasa. In 1823, he gained control of the Bajun Islands. He ordered that no town should trade with Mombasa. In 1824, the sultan of Mombasa offered Mombasa to become a British protectorate to protect him from the Oman rule. The new powerful position of Mombasa was however short-lived upto 1826 due to the terms of the Moresby anti-slavery treaty between Seyyid said and the British. The animosity between Mombasa and Oman continued. In 1837, there was a dispute in Mombasa over the succession to the vacant office of the Liwali. This became an opportune chance for Seyyid said to lure the members of the Mazrui family into fort Jesus where he killed them. Seyyid Said; Sultan of Zanzibar 91840-1856 After that Seyyid said consolidated his power and control over the coast as well as the interior of east Africa. He then transferred his capital from Muscat to Oman. The transfer of the capital to Zanzibar from Muscat was due to the following reasons: a Seyyid said desired to effectively control the coastal towns through the centrally located Zanzibar. B Zanzibar had a pleasant climate compared to Muscat which was hot and dry. It also had fresh water, adequate rainfall and fertile soils that favoured clove growing. C Zanzibar was easily defensible as an island. It was easy to sea the enemy from far and launch an attack from the island."}
{"text": "It also had fresh water, adequate rainfall and fertile soils that favoured clove growing. C Zanzibar was easily defensible as an island. It was easy to sea the enemy from far and launch an attack from the island. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 84 d The good deep harbours of Zanzibar I which ships could anchor were attractive. Zanzibar s central position also favoured development of long distance trade. E The town had a long history of loyalty to Oman throughout the Mazrui- busaidi struggles. Seyyid said appointed Liwalis to rule important towns. They were give the responsibility of collecting custom dues levied at each port. The Arabs in the local towns were allowed to rule themselves. Seyyid said was keener on the commercial empire than p olitical leadership. He stated I am nothing but just a merchant . Seyyid said developed an economic programme based on agriculture and international trade. The development of plantation Agriculture Seyyid sad encouraged settlers from Oman and Zanzibar to take advantage of the fertile sols and good climate at the coast to settle in Mombasa. Malindi, Lamu and Pemba venture into agriculture. Plantation agriculture largely depended on slave labour. The people of Mombasa extended plantation agriculture into the mainland, acquiring land from the Mijikenda in exchange for gifts. They planted rice, maize, millet, beans, sesame and sorghum. Along the island, large plantations of coconut mango trees, cashew nuts and citrus fruits were developed. Grain plantations were developed around Malindi and Takaungu whose land was largely unoccupied and the orma were no longer a threat. By 1870, about 1400 to 1500 slaves worked on plantation farms in Malindi which had become the granary of Africa producing all kinds of grains, mangoes, coconut, mangoes and oranges. Seyyid said also established a clove plantation in Zanzibar. He also encouraged people to grow coconut trees by putting in place a policy that for eve coconut tree cut, three were to be planted. Plantation agriculture intensified slave trade."}
{"text": "By 1870, about 1400 to 1500 slaves worked on plantation farms in Malindi which had become the granary of Africa producing all kinds of grains, mangoes, coconut, mangoes and oranges. Seyyid said also established a clove plantation in Zanzibar. He also encouraged people to grow coconut trees by putting in place a policy that for eve coconut tree cut, three were to be planted. Plantation agriculture intensified slave trade. The Slave Trade in East Africa Slave trade: The buying and selling of human beings Slavery: The state of being enslaved: It s a system where by some people are owned by others and are forced to work for others without being paid for the work they have done. It involves capturing, transporting of human beings who become the property of the buyer. The slave trade was one of the worst crimes against humanity. The trade was started by Arabs who wanted labour for domestic use and for their plantations. However, they were later joined by Europeans.. Reasons for the rise of slave trade During the second half of the 18th century, France opened up larger sugar plantations on the islands of Reunion, Mauritius and in the Indian Ocean. African slaves were thus recruited from East Africa to go and work in those plantations. Africans were considered physically fit to work in harsh climatic conditions compared to the native red Indians and Europeans. This greatly increased the demand for the indigenous people slaves . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 85 The increased demand for sugar and cotton in Europe led to their increase in price and therefore more labour slaves was needed in the British colonies of West Indies and America. Strong desire for European goods by African chiefs like Mirambo and Nyungu ya Mawe forced them to acquire slaves in exchange for manufactured goods such as brass, metal ware, cotton cloth, beads, spirits such as whisky, guns and gun powder. The existence and recognition of slavery in East Africa societies. Domestic and child slavery already existed therefore Africans were willing to exchange slaves for European goods. The huge profits enjoyed by middlemen like Arab Swahili traders encouraged the traders to get deeply involved in the trade. The suitable winds and currents monsoon winds which eased transportation for slave traders greatly contributed to the rise of slave trade."}
{"text": "Domestic and child slavery already existed therefore Africans were willing to exchange slaves for European goods. The huge profits enjoyed by middlemen like Arab Swahili traders encouraged the traders to get deeply involved in the trade. The suitable winds and currents monsoon winds which eased transportation for slave traders greatly contributed to the rise of slave trade. The Legalization of slave trade in 1802 by Napoleon 1 of France increased the demand for slaves in all French Colonies. The increased number of criminals, war captives, destitute forced African chiefs to sell them off as slaves. The Oman Arabs contributed to the rise in the demand for slaves. This is because they acted as middlemen between the African Swahili people, the Portuguese and French traders. They therefore worked very hard to get slaves in order to obtain revenue from them. The invention of Spanish mines in West indices increased slave demands to work in the mines. The exodus of slaves from East Africa to Northeast Africa, Arabia and Persia contributed to the increase in the demand for slaves. It led to an enormous number of slaves obtained from East Africa being transported to other countries. The movement of Seyyid Said s capital to Zanzibar led to an increase in slave trade. This is because when Seyyid said settled in Zanzibar in 1840, he embarked on strong plans to open up slave trade routes to the interior of East Africa. This boosted slave trade, whereby the number of slaves being sold at the slave market in Zanzibar annually by that time, reached between 40000 and 45000 thousand slaves. The outbreak of diseases like Nagana led to an increase in slave trade. This is because the beasts of burden i.e. camels, donkeys, etc could not be taken on many of the caravan routes. It therefore necessitated people themselves to be involved in the transportation of the trade goods and ivory. Such people included porters who were regarded as slaves, or free Africans who could sell their services in return for cloth and other trade goods. Development of long distance trade that needed slaves to transport goods from the interior of East Africa. Plantation farming increased in some areas, especially the clove plantations were slaves worked. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 86 Organization of slave trade in E. Africa The middlemen involved were; Arab Swahili traders African chiefs."}
{"text": "Plantation farming increased in some areas, especially the clove plantations were slaves worked. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 86 Organization of slave trade in E. Africa The middlemen involved were; Arab Swahili traders African chiefs. Ways of obtaining slaves Selling of domestic slaves in exchange for goods like beads, guns, glass etc Selling of criminals, debtors and social misfits in society by the local chiefs to the Arab slave traders. Prisoners of war could be sold off. Porters were sometimes kidnapped, transported and sold off to the Arab traders. Raiding villages, this would begin at night with gun shoots and people would scatter consequently leading to their capture. Through inter tribal wars many Africans become destitutes and these would be captured by the slave traders. Tax offenders were sold off by the African chiefs. They were also captured through ambushes during hunting, travelling and gardening. Slaves would be acquired from the main slave trade market in Zanzibar. Other Africans are also said to have gone voluntarily in anticipation of great wonders and benefits from the Arab Swahili traders. Slave journey: - Slaves journey was a difficult one. They moved long distances on foot. Chained, whipped and sometimes killed on the way. Had little food and water and experienced extreme suffering. This is illustrated by a Quotation from Dr. David Livingstone s Last Journal. London 1878: We passed a woman tied by the neck to a tree and dead we saw others tied up in a similar manner, and one lying in the path shot or stabbed for she was in a pool of blood. The explanation we got invariably was that the Arab who owned these victims was enraged at losing the money by the slaves becoming unable to march. The main slave market where slaves were auctioned was at Zanzibar. The journey across the India Ocean was horrible. Crowded in ships with hardly any space to breath. Ships carried anything from 250 to 600 slaves. They were very overcrowded and packed like spoons with no room even to turn. Whenever they saw anti-slave trade people, slaves would be thrown in the ocean As a result many died in the process. Effects Impact of slave trade on people of E."}
{"text": "They were very overcrowded and packed like spoons with no room even to turn. Whenever they saw anti-slave trade people, slaves would be thrown in the ocean As a result many died in the process. Effects Impact of slave trade on people of E. Africa Positive effects a New foods were introduced through trade routes like maize, pawpaws, rice, groundnuts both at the coast and in the interior. B Plantation farming increased in some areas, especially the clove plantations were slaves worked. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 87 c The interior was opened to the outside world this later encouraged the coming of European missionaries. Many European Christian missionaries came to East Africa to preach against slave trade and to campaign for its abolition. D The trade routes became permanent routes and inland roads which led to growth of communication networks. E Swahili was introduced in land and is now being widely spoken in Tanzania, Kenya, Uganda and Eastern Congo. F Islam as a religion was introduced by Arabs and it spread, especially in Yao land and in Buganda land. G A new race called Swahili was formed through intermarriages between Arabs and some Africans. H There was growth of Arab towns such as Tabora and Ujiji inland. I There was emergence of dynamic leaders such as Mirambo and Nyungu ya Mawe in the latter half of the nineteenth century. J Slave trade strengthened the large and powerful states, which could easily get access to guns at the expense of small ones. K Slave trade led to a situation whereby power became centralized and no longer with the small, local authority segimentary societies mainly to enable African chiefs directly control slave trade. L Slave trade encouraged large-scale trade whereby contact was established between the trade masters and indigenous local population. M Africans were dispersed to other parts of the world e.g Arabia, America and West Indies. In Africa, Sierra-Leone and Liberia were founded to accommodate former slaves from Europe and America. Negative effects a African population was reduced; people who would have been great leaders and empire builders were killed. It is estimated that over 15 to 30 million people were sold in to slavery while other millions died in the process being transported. B Slave trade brought misery, suffering and lowered the quality of people in East Africa this is because they were reduced to commodities which could be bought and sold on land."}
{"text": "Negative effects a African population was reduced; people who would have been great leaders and empire builders were killed. It is estimated that over 15 to 30 million people were sold in to slavery while other millions died in the process being transported. B Slave trade brought misery, suffering and lowered the quality of people in East Africa this is because they were reduced to commodities which could be bought and sold on land. C Villages and families were destroyed and broken up by slave raiders and never to be reunited this later resulted in to loss of identity. D Diseases broke out among the overcrowded slaves for example the Spaniards introduced Syphilis and soon it spread to other traders. E Slave trade led to displacement of people and many became homeless and destitute many and stayed in Europe with no identity. F Economic activities such as farming were disrupted. This is because the young and able craftsmen, traders and farmers were carried off, causing economic stagnation as the economic workforce depleted. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 88 g Progress slowed down, which resulted in famine, poverty and destitution and helplessness. H There was a decline in production of traditional goods such as coffee, beans, bark cloth and iron which greatly hindered the cash economy. I There was a decline in African industries which also faced a lot of competition from imported manufactured goods for example the Bark cloth and iron working industries. J Guns were introduced into the interior which caused a lot of insecurity and increased incidences of wars for territorial expansion. K Clans and tribal units, languages were broken and inter-tribal peace was disturbed for example Swahili language replaced the traditional languages in the interior. Abolition of slave trade Reasons why it was difficult to stop slave trade Slavery existed before in Africa societies that is to say, domestic slavery and internal slave trade, which provided a favourable situation for continuation of the lucrative slave trade. The Abolition movement which had begun in Britain and her overseas territory first took effect in West Africa. The decline in West African trade encouraged the expansion of trade in East Africa especially with America and West Indies. Slave trade was difficult to stop because of division of African tribes against each other .This meant that African tribes would find it difficult to unite together and resist the slave traders, who raided their societies using organized bands of men."}
{"text": "The Abolition movement which had begun in Britain and her overseas territory first took effect in West Africa. The decline in West African trade encouraged the expansion of trade in East Africa especially with America and West Indies. Slave trade was difficult to stop because of division of African tribes against each other .This meant that African tribes would find it difficult to unite together and resist the slave traders, who raided their societies using organized bands of men. Disregard of human life, many African rulers tended to put less value for the lives of their subjects whom they ruled for example quite often, a ruler of a tribe would easily order his warriors to attack the villages of his subjects and seize their property, kill some of them. Active participation and willing cooperation of African chiefs and coastal traders who were making a lot of profits made the slave trade last for so long. Many European countries depended on the products of slave labour in West Indies and America for example, British industries depended on raw sugar, raw cotton and unprocessed minerals from America which she was not willing to lose. European slave merchants and Africans involved in the trade were blinded by the huge profits made from the trade. There was smuggling of slaves outside the forbidden areas. Slave traders would pretend to sail northwards when sighted by British patrol ships but would change course after British navy ships had disappeared. Other European countries refused to co-operate with Britain to end slave trade because they had not yet become industrialized, and therefore they still benefited from it for example Portugal and Spain. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 89 The only economic alternative of slave trade was Agriculture which was not reliable compared to the booming slave trade. The anti slavery campaign was too expensive for Britain alone to compensate slave owners. Stopping slave trade in the interior was difficult because Arabs were in control of large areas. The East African coastline was long which delayed the anti-slavery group penetration in the interior. Due to the tropical climate, most British personnel were affected by malaria which hindered the stopping of Slave trade. Seyyid Said and Barghash were always unwilling to end slave trade at once due to fear of losing revenue and risk of rebellion by Arabs who found it profitable. The anti-slavery group was small compared to the East African Coast. European powers continued with slave trade, they shipped the slave cargos in to ships bearing American Flags."}
{"text": "Seyyid Said and Barghash were always unwilling to end slave trade at once due to fear of losing revenue and risk of rebellion by Arabs who found it profitable. The anti-slavery group was small compared to the East African Coast. European powers continued with slave trade, they shipped the slave cargos in to ships bearing American Flags. Factors that led to the abolition of slave trade It was the British government that began the abolition of the slave trade during the years,1822 - 1826 . This was because of the pressure by various groups based on different factors; a Rise of humanitarians in Europe such as Christians and scholars condemned it on moral grounds. The missionaries wanted it to be stopped because they wanted good conditions for the spread of Christianity. The formation of the humanitarian movements in England aimed at stopping all kinds of cruelty including slave trade, flogging of soldiers and child labour. B Industrialization in Britain was one of the main forces behind the abolition .E.g. Britain industrialists urged its abolition because they wanted Afr icans to be left in Africa so that Africa can be a source of raw materials for their industries, market for European manufactured goods and a place for new investment of surplus capital. C Formation of Anti-slavery movement and the abolitionist movement in 1787. Its chairman was Granville Sharp and others like Thomas Clarkson, William Wilberforce who gathered facts and stories about the brutality of slave trade and slavery to arouse public opinion in Britain. D Religious revival in Europe, Anglicans preached and condemned slave trade as being opposed to laws of God and humanity. Catholic popes also protested against the trade and prohibited it. In 1774, many religious leaders served as examples when they liberated their slaves in England. E The French revolution of 1789 and the American revolution of 1776 emphasized liberty, equality and fraternity brotherhood of all human beings. As a result, people began to question whether anyone had a right to deprive fellow man of his liberty when he had done wrong. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 90 f The British desire to protect their national interests, British planters wanted slave trade stopped to avoid competition with other European planters .This is because other planters were producing cheaper sugar, British sugar accumulated hence the need to stop over production. G The rise of men with new ideas e.g. Prof."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 90 f The British desire to protect their national interests, British planters wanted slave trade stopped to avoid competition with other European planters .This is because other planters were producing cheaper sugar, British sugar accumulated hence the need to stop over production. G The rise of men with new ideas e.g. Prof. Adam Smith challenged the economic arguments which were the basis of slave trade when he argued convincingly that hired labour is cheaper and more productive than slave labour, Rou sseau spread the idea of personal liberty and equality of all men. H Slaves had become less profitable and yet had led to over population in Europe. I Influential abolitionists like William Wilberforce a British member of parliament urged the British government to legislate against the slave trade in her colonies. J The ship owners stopped transporting slaves from Africa and began transporting raw materials directly from Africa and America to Europe, which led to a decline in slave trade. Steps in the abolition of slave trade The movement to abolish slave trade started in Britain with the formation of Antislavery movement. The British government abolished the slave trade through anti slave laws Legislation , treaties and use of force. The Anti slavery movement was led by Granville sharp, other members were Thomas Clarkson, William Wilberforce and others. The first step was taken in 1772 when slavery was declared illegal and abolished in Britain. The humanitarians secured judgment against slavery from the British court. In 1807, British parliament outlawed slave trade for British subjects. 1817 British negotiated the reciprocal search treaties with Spain and Portugal. Equipment treaties signed with Spain 1835 Portugal 1842 and America 1862. In E. Africa in 1822 Moresby treaty was signed between Captain Moresby and Sultan Seyyid Said it forbade the shipping of slaves outside the sultan s territories. British ships were authorized to stop and search suspected Arab slave-carrying dhows. In 1845, Hamerton treaty was signed between Colonel Hamerton and Sultan Seyyid Said. It forbade the shipping of slaves outside the Sultan s East African possessions, i.e., beyond Brava to the north. In 1871 the British set up a parliamentary commission of inquiry to investigate and report on slave trade in E. Africa."}
{"text": "It forbade the shipping of slaves outside the Sultan s East African possessions, i.e., beyond Brava to the north. In 1871 the British set up a parliamentary commission of inquiry to investigate and report on slave trade in E. Africa. In 1872 Sir Bartle Frere persuaded Sultan Barghash to stop slave trade but not much was achieved. On 5th March 1873, the Sultan passed a decree prohibiting the export of slaves from main land and closing of slave market at Zanzibar. Zanzibar slave market was to be closed within 24 hours. 1876 the Sultan decreed that no slaves were to be transported overland. 1897 decree left slaves to claim their freedom themselves 1907, slavery was abolished entirely in Zanzibar and Pemba. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 91 In 1927, slavery ended in Tanganyika when Britain took over from Germany after the 2nd world war. Effects of abolition of slave trade a The suppression of slave trade led to loss of independence that is to say, it confirmed among the Arabs and Swahilis that the Sultan had lost independence over the East African coast, and that he was now a British puppet . B The suppression of slave trade led to development and growth of legitimate trade which provided equally profitable business to both Europeans and African traders. Many ship owners diverted their ships from transporting slaves to transporting raw cotton and raw sugar from Brazil and America. C It accelerated the coming of European missionaries to East Af rica who emphasized peace and obedience thus the later European colonization of East Africa. D Disintegration of the sultan Empire. This is because it loosened the economic and political control which the sultan had over the East African nations .His empire in E.A. therefore began to crumble .This gave opportunity to other ambitious leaders like TippuTip to create an independent state in Manyema ,where he began selling his ivory and slaves to the Belgians in Zaire. E The abolition of slave trade was a catalyst to the partition of East Africa where by Britain took over Kenya, Zanzibar and Uganda and Germany took over Tanganyika. F Slave trade markets were also closed for example Zanzibar in 1873 following the fr re treaty signed between Sultan Barghash and Bantle Frere."}
{"text": "Therefore began to crumble .This gave opportunity to other ambitious leaders like TippuTip to create an independent state in Manyema ,where he began selling his ivory and slaves to the Belgians in Zaire. E The abolition of slave trade was a catalyst to the partition of East Africa where by Britain took over Kenya, Zanzibar and Uganda and Germany took over Tanganyika. F Slave trade markets were also closed for example Zanzibar in 1873 following the fr re treaty signed between Sultan Barghash and Bantle Frere. G Islam became unpopular as many converted to Christianity. H African societies regained their respect and strength as they were no longer sold off as commodities. Development and organization of long distance trade Local trade refers to the exchange of goods among members of a community. Regional trade involves exchange of goods between a community and her neigbouring communities. Long distance trade was the exchange of trade goods between communities over long distance, for example between the east African interior and the east African coast. The organization of long distance trade The communities that participated in the long distance trade were the Akamba, Swahili, Arabs, Yao, nyamwezi, Mijikenda and Baganda. The trade developed because of the demand for ivory in Europe and the United States of America, slaves for plantation agriculture at the coast and in Mauritius and reunion sugar plantations Ivory and slaves from the interior were exchanged for cloth. Utensils, ironware, zinc and beads at the coast. The system of trade were barter. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 92 The middlemen included the Mijikenda and the Akamba who obtained slaves and ivory from the interior. The Akamba adopted the long distance trade after the outbreak of famine in 1836 and due to the central location of their country. The Akamba organized caravans that left for the coast on weekly basis to sell ivory, gum copra, honey, bees wax, rhinoceros horns and skins. They had prosperous traders like chief Kivoi who is remembered for organizing the trade. They set up markets and routes in the interior. The source of slaves and ivory extended as far as Mt. Kenya region, Baringo and the shores of Lake Victoria. The trade led to the development of Mombasa and Lamu as important market points."}
{"text": "The source of slaves and ivory extended as far as Mt. Kenya region, Baringo and the shores of Lake Victoria. The trade led to the development of Mombasa and Lamu as important market points. The Waswahili and Mijikenda traders were also used in the trading caravans to the interior. By 1860s, Arabs and Swahili traders started penetrating to the interior of Kenya as far as Uganda. In Kenya, the main trading centres were taveta, Mbooni hills, elureko in Wanga and Miazini near Ngong and along Lake Baringo. By 1870, the Akamba dominance in the trade declined as a result of competition from the Arab and Waswahili traders who began penetrating into the interior to get goods from the source. Movement between the interior and the coast was carried out in caravans along well defined routes. The trade routes became insecure due to the Oromo and Maasai raids. The abolition of slave trade also affected the long distance trade. In Tanganyika, the Yao, nyamwezi, Arabs and Waswahili were great traders. The Yaoexchanged tobacco, hoes, and animal skins at Kilwa with imported goods like cloth and beads. They were also the principal suppliers of ivory and slaves to Kilwa. The Yao were the most active long distance traders in east Africa. The Arabs and Waswahili traders organized caravans into the interior and set up markets and trade routes. They were given security by Seyyid said who signed treaties with Chief Fundikira of the Nyamwezi to allow the Arab traders to pass through his territory. They established interior Arab settlements at Tabora which became the centre of Arab culture. The nyamwezi organized trading expeditions under their chiefs upto the coast with ivory, copper, slaves, wax hoes, salt and copra. They returned with cloths, beads and mirrors. They established trade routes such as the route from Ujiji via Tabora to Bagamoyo. They travelled to Katanga in DRC for iron, salt and copper. By 1850 nyamwezi merchants such as Msiri , and leaders like Nyungu ya Mawe and Mirambo played a key role in the trade development."}
{"text": "They established trade routes such as the route from Ujiji via Tabora to Bagamoyo. They travelled to Katanga in DRC for iron, salt and copper. By 1850 nyamwezi merchants such as Msiri , and leaders like Nyungu ya Mawe and Mirambo played a key role in the trade development. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 93 When the Arab and Waswahili traders arrived in Buganda, the kabaka welcomed them because he needed their goods such as beads, cloths, guns etc. He also wanted assistance in aiding his neighbours. E.g the invasion of Busoga in 1848 was assisted by the Arab traders. From the raids to Bunyoro, Toro, and ankole and Buvuma and Ukerewe islands, the Baganda acquired cattle, ivory, slaves and grains which the sold to the Arabs. The Khartoumers also practiced long distance trade. They raided the northern part of Uganda for ivory and slaves. Arab and Waswahili traders ventured into the Bunyoro kingdom by 1877 for ivory. There were three main trade routes that linked east African coast and the interior; a From Mombasa through the Mijikenda area onto Taita-taveta then branching into two. One leading to Kilimanjaro onto the Lake Victoria region the diversion was to evade the hostile Maasai. . The other branch proceeded northwards from taveta across Galan River into Ukambani then to mt Kenya region and further west. Taveta became an important point on these routes. B The route from Kilwa to Yao then branching southwards to Cewa in Zimbabwe. C From Bagamoyo to Tabora where it branched northwards to Buganda and another branch to Ujiji then to Zaire. MAP OF EAST AFRICA SHOWING TRADE ROUTES Effects of the Long distance trade on the people of East Africa a The trade led to Development of towns e.g. Mombasa, Lamu, Kilwa, Pemba and Zanzibar. B It increased the volume of local and regional trade as varieties of new goods were introduced. C There was the Emergence of a class of wealthy Africans along the coast and the interior as Arab, African and Waswahili merchants acquired a lot of wealth. E.g."}
{"text": "B It increased the volume of local and regional trade as varieties of new goods were introduced. C There was the Emergence of a class of wealthy Africans along the coast and the interior as Arab, African and Waswahili merchants acquired a lot of wealth. E.g. Kivoi of Ukambani, Ngonyo of Mijikenda, Tippu tip, Msiri, Nyungu ya mawe of nyamwezi, Mwakikonga of the Digo etc. D There was Introduction of foreign goods such as beads, cloth and plates to the peoples of East Africa. E The trade led to Introduction of new crops to the coast e.g. bananas, rice sugarcane and mangoes. F Arab and Waswahili traders introduced Islam to the East African Coast. They also introduced Islamic culture along the coast. G Development of plantation agriculture in Malindi and Mombasa due increased slave trade. H It led to the development of trade routes and market centres in the region. Such routes later became important highways during the colonial rule and upto today. I Traders gave reports about the coast, its strategic and commercial stability leading to the colonization of East Africa. J It led to the development of a money economy that replaced barter trade For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 94 k The trade facilitated the colonization of east Africa as the interior was exposed to the outside world. Development and organization of international trade The east African coast also participated in international trade during the 19 Th century with traders from different countries such as USA, Britain and France. Factors that facilitated the development of international trade a The existing earlier trade links between east Africa and the Far East before this period. B The existence of regional trade which became a means through which goods such as ivory were acquired from the interior to be used in the international trade. C The role played by Seyyid said through encouraging the foreign traders to come to the coast. He even signed treaties with them. He also gave letters of introduction to the Arab caravans leading into the interior. D The improvement of the monetary system by Seyyid said facilitated the trade. He introduced the small copper coins from India to supplement the silver currency Maria Theresa dollars and the Spanish Crown ."}
{"text": "He also gave letters of introduction to the Arab caravans leading into the interior. D The improvement of the monetary system by Seyyid said facilitated the trade. He introduced the small copper coins from India to supplement the silver currency Maria Theresa dollars and the Spanish Crown . He also employed the services of the Indian Banyans or Baluchis Money Lenders who organized credit facilities for the caravans going into the interior. E There was a high demand for goods from the coast and the international community. Trade goods on demand were also readily available. E.g Gold ivory slaves cloths, beads, and guns. F The existence of deep natural harbours and the attractive beaches lured many foreigners to the region. G The existence of a class of wealthy merchants facilitated the trade. H The establishment of specific trade routes and markets such as Zanzibar, Kilwa and Mombasa facilitated the movement and exchange of goods. I The sultan s identification of Britain as the sole trading agents in the interior overcame any rivalries which could have led to competition and decline of regional trade which would have in turn affected the international trade. J The development of a sound trading policy by Seyyid said to ensure international market for his grains, coconuts and ivory. He developed trade links with Europe and America by signing treaties with USA in 1833 that opened a consulate in Zanzibar in 1837. He signed a similar treaty with Britain in 1839 that opened a consulate in Zanzibar in 1941. With France in 1844 and Germany in 1871.The arrival of IBEACo with William McKinnon further strengthened international trade links and increased the volume trade. Consequences of international trade a Through the trade, the east African coast was exposed to the outside world. B Some of the European traders later spread their faith thus leading o the spread of Christianity in east Africa. C The international trade fostered good relations between the east African coast and European nations and USA. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 95 d The contacts between the coast and European powers later contributed to the colonization o east Africa by Britain and Germany. E New trade goods and crops were introduced to the coast. F Participants in the trade grew richer and exhibited high standards of living. G The slave trade led to sufferings, killings and increased warfare."}
{"text": "E New trade goods and crops were introduced to the coast. F Participants in the trade grew richer and exhibited high standards of living. G The slave trade led to sufferings, killings and increased warfare. CHRISTIAN MISSIONARIES IN EAST AFRICA Introduction Christian missions were organized efforts to spread the Christian faith for the purpose of extending religious teaching at home or abroad. Their coming of Christian missionaries to East Africa and Africa in general was based on a number of motives which were humanitarian, economic, political and social in nature. The Portuguese were the first to introduce Christianity to the east African coast in the 15th c.This attempt however had little success. By the 19th century, a number of missionary groups worked in East Africa and these included; 1. The Church Missionary Society 2. The Holy Ghost Fathers 3. The University Missionary Society to Central Africa 4. The White Fathers 5. The Methodist Fathers 6. The Mill Hill Fathers 7. The London Missionary Society Reasons for the coming of Christian missionaries in East Africa a The missionaries had the ambition to spread Christianity to the people of East Africa. This would be through preaching and teaching the holy gospel so that many would get converted to Christianity. B They wanted to fight against slave trade in East Africa. Earlier travelers like John Speke and James Grant, H.M. Stanley, Dr. David Livingstone and others had reported about the evils of slave trade in East Africa. C They wanted to check on the spread of Islam in East Africa from the coast with intentions of converting many to Christianity. D Some missionaries came because they had been invited by certain African chiefs, For example, Mutesa I of Buganda wrote a letter through H.M Stanley inviting missionaries to Buganda. E They came to establish legitimate trade in East Africa. They, for instance wanted to trade in items like glass, cloths, etc. As Dr. Livingstone told Cambridge University students, I go back to Africa to make an open pass for commerce and Christianity .. Similarly, his speech in 1857 emphasized the unity between Christianity and Commerce. F The missionaries also loved to adventure and explore the interior of East Africa. For example Dr. John Ludwig Kraft of CMS is said to have been the first European to see Mt. Kenya while Johann Redman was the first to see Mt. Kilimanjaro."}
{"text": "John Ludwig Kraft of CMS is said to have been the first European to see Mt. Kenya while Johann Redman was the first to see Mt. Kilimanjaro. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 96 g They had a mission to clear the way for the colonization of East Africa. The missionaries were tasked by their home governments to preach ideas of love, respect, brotherhood, forgiveness, tolerance and non violence so that when the colonialists come, they would meet less resistance from the East Africans. H It s also argued that missionaries wanted to civilize East Africans. They argued that they came to stop some of the barbaric acts and customs e.g. Female Genital Mutilation among the Kikuyu in Kenya, human sacrifices and the practice of killing twins. I The information they gave about important places like the source of the Nile, fertile soils, river falls and the climate all attracted the missionaries into East Africa. Early contacts by travelers like Stanley, Speke and Grant, among others encouraged missionaries to come. J The expulsion of some of the missionaries from other parts of Africa led them into East Africa. For example Johann Ludwig Kraft and Johann Redman are said to have been expelled from Ethiopia around 1842 before they chose to relocate to East Africa. Missionary Activities in East Africa The pioneer missionaries in East Africa were the Church Missionary Society led by the Germans John Krapt and Johann Rebmann who arrived in East Africa around 1844 and 1846 respectively. Krapt arrived and established a mission station at Rabai. When they realized they were not making any great impact at the coast, the two moved into the interior visiting the Akamba and Taita. The CMS set up stations in Taita and taveta. They were the first Europeans to see Mount Kilimanjaro in 1847. Krapt discovered the source of River Tana and was the first European to see Mount Kenya in 1849. In 1949, Jacob Erhardt, a Germany explorer joined them and became the first European to draw a crude map of east Africa fro then stories he heard from traders. In 1862, the united Methodist Church led by Thomas Wakefield arrived from Britain and settled at the coast. They established a station at Rabai. They also set up mission stations at Jomvu and Lamu. They were able to convert some people among the Mijikenda."}
{"text": "They established a station at Rabai. They also set up mission stations at Jomvu and Lamu. They were able to convert some people among the Mijikenda. In 1863, the University Mission Society to Central Africa moved to Zanzibar where a mission was started from Re-union and later to Bagamoyo. Cardinal Lavigerie s formation of the White Fathers Mission in Algeria 1863 extended to other parts of Africa. In 1875, Freetown Mission a centre for freed slaves was established. By 1889, about 1400 slaves had settled in Freetown. In 1877, the Church Missionary Society mission arrived in Buganda while the white fathers arrived in 1879. In 1891, the Presbyterian Church of Scotland arrived in Kenya and began their work at Kibwezi in Machakos. In 1898, the Church of Scotland Mission arrived at Kikuyu and set up a mission station at Thogoto. Members of the African Inland Church from the United States of America established their station at Nzaui in Machakos. They then spread to Kijabe, Nandi, Kabarnet and Nyakach in Nyanza. The catholic missionary societies, like the Holy Ghost Fathers and the Consolata Fathers arrived in Zanzibar but later moved to Mombasa in 1890 . They advanced interior and founded stations among the Akamba and For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 97 among the Agikuyu towards the end of the Century. The Holy Ghost fathers established a station at St Austin s near Nairobi in 1899 while the Consolata fathers from Italy opened a station in Nyeri in 1907The Mill Hill Fathers reached Kenya from Uganda. In 1902, the Friends Missions arrived at Kaimosi. By 1914 there were many missionary societies working in western Kenya. For example, the Seventh Day Adventists, the Quakers Friends Mission and the Church of God Mission. The roles of these missionaries varied enormously depending on the colonial context and their relations with the colonial authorities. Missionaries in Tanganyika The missionaries here enjoyed the support of the sultan of Zanzibar, Seyyid Said. At Zanzibar, the Roman Catholic missionaries began to follow the lead of CMS in taking interest in East Africa."}
{"text": "The roles of these missionaries varied enormously depending on the colonial context and their relations with the colonial authorities. Missionaries in Tanganyika The missionaries here enjoyed the support of the sultan of Zanzibar, Seyyid Said. At Zanzibar, the Roman Catholic missionaries began to follow the lead of CMS in taking interest in East Africa. The CMS began a freed slave centre at Freetown in 1875 where the freed slaves were taught Christianity and formal education. The slave villages later became Christian outposts. The CMS finally reached Uganda in 1879 where they were later joined by the White Fathers from Tabora and Ujiji. In 1863, a group of missionaries from the Holy Ghost Fathers arrived from Reunion where they had been working among freed slaves and began their work in Zanzibar. They also began a freed slave settlement at Bagamoyo. By 1885, they had set up five villages that were to act as Christian outposts Missionary work in Tanganyika was motivated by the reports given by Dr, David Livingstone on the horrors of slave trade. In 1863, the University Mission Society to Central Africa under Bishop Tozer moved to Zanzibar where a mission was started from Re-union and later to Bagamoyo. Dr.Livingstone of UMCA also worked I Ujiji in 1871 where he met with Henry Morton Stanley, a journalist who had been sent to look for him. In 1875, the London Missionary Society set up a mission post around Lake Tanganyika. Missionaries in Uganda The pioneer missionaries were the members of the CMS based in Tabora, Tanganyika. The first protestant missionaries were sent from England in 1876 after a letter that was sent by Henry Morton Stanley confirming Kabaka Mutesa I s invitation. They came in through Tabora and Usukuma and reached Rubaga, mutesa s capital in 1877 where they set up a church. In 1879, the Roman Catholic Missionaries and White Fathers followed also from Tabora and Kibanga. The Protestants and Catholics were supported by Kabaka Mwanga though he did not want them to work outside the capital and beyond the royal family. This arrangement did not favour Missionary work in Uganda. Soon there ensued rivalry between the Catholics and protestants."}
{"text": "They came in through Tabora and Usukuma and reached Rubaga, mutesa s capital in 1877 where they set up a church. In 1879, the Roman Catholic Missionaries and White Fathers followed also from Tabora and Kibanga. The Protestants and Catholics were supported by Kabaka Mwanga though he did not want them to work outside the capital and beyond the royal family. This arrangement did not favour Missionary work in Uganda. Soon there ensued rivalry between the Catholics and protestants. The kabaka had also embraced Muslims and African traditionalists to the level of generating the infamous religious and political conflicts that rocked the kingdom eventually leading to its colonization. Missionary work expanded upto lake Nyasa. For example the Scottish Mission of the Livingstone Mission and the church of Scotland Mission set upstatations around lake Nyasa in 1876. Activities of Christian missionaries in East Africa The following were the activities carried out by the Christian missionaries in East Africa. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 98 a Missionaries carried out evangelization. They tried to convert and baptize many people into Christianity from their paganism and Islam. B Christian missionaries carried out linguistic research and came up with new developments in language. Dr Kraft for example translated the Bible into Swahili and wrote a Swahili dictionary and grammar hence making it easy for people to understand the Bible more. C The Christian missionaries built many churches in East Africa many of which are still in existence. They for example set up a church at Zanzibar, Rubaga and Rabai missionary station near Mombasa. This enhanced evangelization into the local population. D They carried out exploration work into the discovery of various East African physical features. For example, Kraft was the first European to see Mt. Kenya in 1849 while Rebmann was the first to European see Kilimanjaro in 1848. E Christian missionaries set up stations for free rehabilitation services for example in 1868 the Holy Ghost Fathers set up a home for the free slaves at Zanzibar. F Christian missionaries participated in skill development in East Africa. They for example participated in modernizing Agriculture and carpentry by setting up agricultural institutionsand carpentry workshops for training. G Christian missionaries were also influential in establishing educational institutions and training efficient class of African clergy catechists who were close and more understandable to the local communities."}
{"text": "F Christian missionaries participated in skill development in East Africa. They for example participated in modernizing Agriculture and carpentry by setting up agricultural institutionsand carpentry workshops for training. G Christian missionaries were also influential in establishing educational institutions and training efficient class of African clergy catechists who were close and more understandable to the local communities. This helped and enhanced the propagation of faith. H Christian missionaries were at times involved in political processes that were beyond spiritual jurisdiction. They for example participated in the overthrow of Kabaka Mwanga of Buganda. They also acted as front runners in the colonization process. Reasons for the success of missionary work in East Africa a The missionaries faced no strong opposition from any religion. Islam was only greatly dominant at the coast. B The evils of slave trade made East Africans welcome missionaries as liberators. Their campaign against slave trade won them much support from different tribes in East Africa. C The support they got from some of the local chiefs and kings led to their success. For instance, the sultan of Zanzibar gave them immense support. Mutesa I of Buganda and Mirambo of Nyamwezi all gave them protection as well as rights to do their work in their territories. D The earlier explores helped to map out potential areas of East Africa for smooth missionary work. For instance, H.M Stanley had identified Buganda as a hospitable community for the missionaries and they were later welcomed by the Kabaka of Buganda in 1877. E The support missionaries got from their home governments led them to success. This was inform of finance and physical manpower for instance colonial governments gave protection to the missionaries whenever they were challenged by local chiefs or other For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 99 threats. For instance Captain Lugard supported the Prot estants in the religious wars in Buganda. F Some missionary groups sought for alliances with African chiefs. Such treaties of friendship made their work easy since the chiefs would call on their subjects to take on the missionary teachings. G The missionaries efforts to translate the bible into several local languages helped them succeed for example Kraft translated the New Testament of the Bible into Swahili and wrote a Swahili dictionary and a Grammar book. H The missionaries also received the support of African converts in spreading the Gospel. Converts could now teach in their mother tongue and therefore overcame the language barrier."}
{"text": "G The missionaries efforts to translate the bible into several local languages helped them succeed for example Kraft translated the New Testament of the Bible into Swahili and wrote a Swahili dictionary and a Grammar book. H The missionaries also received the support of African converts in spreading the Gospel. Converts could now teach in their mother tongue and therefore overcame the language barrier. I The industrial revolution had provided such technology like the printing press which made printing of bibles and other academic work easy. J Their efforts in life saving services like medical care Quinine won them great admiration among the people of East Africa that few were ready to oppose them. The discovery of quinine also facilitated their work as it cured tropical diseases. K The missionaries practical skills enabled them to survive even when their supplies from home delayed. They for instance adopted agriculture as soon as they settled anywhere. This ensured steady supply of food. L The building of the Kenya Uganda railway greatly encouraged missionary work in the interior. The missionaries could now travel between the coast and the interior. M Political stability in East Africa favoured missionary work because missionaries could settle. N The emergence of the African independent church movement boosted the spread of Christianity. African initiatives to Africanize Christianity encouraged its growth in East Africa.. o The death of Dr. David Livingstone in 1873 and other earlier missionaries increased the determination by many groups to see missionary work succeed in Africa, and East Africa in particular. E.g. the London news paper wrote after his death, the work for Africa must hence forth begin in earnest where Livingstone left it off. P Establishment of resettlement centers for freed slaves e.g. at Bagamoyo and Frere town near Mombasa where skills like carpentry, and agriculture were taught. Such communities thus looked at missionary work as a life- saving mission Problems faced by missionaries in East Africa Christian missionaries in East Africa were faced with various problems which clipped their activities at times. These include: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 100 a They faced the problem of language barrier. This was because East Africa had a multiplicity of languages hence rendering communication between the missionaries and the local people very difficult. B There was a problem of the influence of Islam. Arabs being the first group of people to arrive at the coast and interior had deep rooted Islam into the people thus making it difficult for the people to easily adopt Christianity."}
{"text": "This was because East Africa had a multiplicity of languages hence rendering communication between the missionaries and the local people very difficult. B There was a problem of the influence of Islam. Arabs being the first group of people to arrive at the coast and interior had deep rooted Islam into the people thus making it difficult for the people to easily adopt Christianity. For example, by the time Sir Edward Frere arrived in East Africa 1873 Rebmann had only 6 converts. C Existence of tropical diseases was yet another problem faced by the Christian missionaries. Tropical diseases like malaria, small pox, claimed many missionary lives thus making progress in their activities very difficult since they could be left very few in numbers. D Another hardship was caused by geographical barriers. These included hilly areas, rivers, lakes and forests. These hindered their free movement to various places thus a threat to their activities. E Divisions and quarrels between various missionary groups for example Catholics versus Protestants was a hindrance to their activities. This could create divisions and biases among the believers thus weakening their capacity to convert more converts. F Poor transport was a hindrance to the missionary activities in East Africa. This was due to undeveloped roads at the time to help in the movement of missionaries from one place to another. G Presence of hostile tribes in East Africa was also a problem that faced Christian missionaries. The Nandi and Maasai who believed that strangers were not supposed to pass via their land could attack and kill many missionaries thereby reducing their numbers compared to the increasing number of converts. H The presence of wild animals was also a threat to the missionary activities in East Africa. Man enters in Tsavo National Park consumed and threatened many whites. This clipped their activities at times. I The missionaries faced the problem of lack of supplies. They for example lacked enough money, accommodation and drugs. This was because they originated from very far Europe thus making it difficult for them to have full time and constant supplies. Such put their lives at risk and could sometimes lead to death. J The Christian missionaries faced the problem of stiff contradiction and rivals between European missionaries and traditional Africans. Customs like polygamy, satanic worship, etc were deep rooted into African communities which proved a threat for the missionaries to successfully uproot them. K The missionaries made their work difficult by involving in politics and judicial systems which were beyond spiritual jurisdiction. Local leaders could misinterpret them as political rivals and organize their masses for resistance against missionary activities."}
{"text": "Customs like polygamy, satanic worship, etc were deep rooted into African communities which proved a threat for the missionaries to successfully uproot them. K The missionaries made their work difficult by involving in politics and judicial systems which were beyond spiritual jurisdiction. Local leaders could misinterpret them as political rivals and organize their masses for resistance against missionary activities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 101 Effects of missionaries in East Africa a They spread Christianity and baptized many converts. Catechists were also trained who helped in the spread of Christianity for example, in Kenya by 1911 many people had been converted and many cathedrals and churches were built like the Kikuyu churches Charismatic Arathi or spirit churches. B African religious beliefs, culture and traditions were despised and demoralized for example the birth and murder of twins, human sacrifice. C They established hospitals and clinics which offered modern medicine plus research in tropical diseases like malaria, small pox, yellow fever and sleeping sickness which had claimed many lives. For example, the Mission Hospitals at Rabai, Thogoto, Kaimosi e.t.c. Dr Albert Cook built Mengo hospital. D They introduced the European system of management and styles of dress and architecture which have been adopted by many people in East Africa today. E They put to an end the inter-tribal or inter-village wars and established a stable and peaceful society under one faithful leader centralization . F They studied African languages and translated the Bible into various languages. For example Kraft translated the New Testament of the Bible into Swahili, Bishop Edward Steere based inZanzibar learnt and studied Swahili and translated books from English to Swahili, published the New Testament and the entire Bible in 1891. G They established printing presses like Marianum press and published newspapers. H They opened up primary and secondary schools as well as training collages for teachers and trade schools for craftsmen e.g. Alliance High School, Kisubi Vocational School. In the technical schools, carpentry and brick laying skills were obtained. I A new class of elite emerged. Africans educated mainly in English and French emerged, these later served as doctors, lawyers, clerks, teachers, catechists, agriculturalists and priests who played a great role of spreading Christianity."}
{"text": "In the technical schools, carpentry and brick laying skills were obtained. I A new class of elite emerged. Africans educated mainly in English and French emerged, these later served as doctors, lawyers, clerks, teachers, catechists, agriculturalists and priests who played a great role of spreading Christianity. For example, in 1890, Africans were ordained as priests of the University Mission to Central Africa in Tanganyika. J They paved way for the improvement of agriculture through establishing experimental farms and plantations where new crops, better methods of farming and equipment were introduced for example cotton was introduced by Kenneth Boroup in 1903 and Africans were taught how to use a plough and how to grow coffee. K Missionaries improved communication and transport which in turn led to the opening up of the hinterland of Africa. The building of strong boats and ships gave Europeans courage to travel far from home. L Missionaries destroyed local industries like craft industry e.g. blacksmiths, pottery work were all destroyed and replaced with European products e.g. manufactured items like cups, saucepans, etc. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 102 m They contributed to the rise of nationalism. This was made possible through education where the African elite emerged and started demanding for independence e.g. Tom Mboya, Obote, Nyerere, and Kenyatta. N They fought slave trade which was later abolished and equality and liberty for all was encouraged in East Africa. O Mission stations were developed in towns like Rabai missionary station near Mombasa. Role of Christian missionaries in the colonization of East Africa a Missionaries signed treaties which were later used by colonialists to take over colonies e.g. Tucker, a British Missionary interpreted the 1900 Buganda Agreement to the regents of Kabaka Daudi Chwa II. This led to loss of political, economic and social powers to the British protectorate government. Sir Harry John stone who signed on behalf of the British government confessed that; b Missionaries supplied information to the colonialists which they utilized to plan how to effectively impose their colonial rule on how to crash the African resistance. In the religious wars in Buganda, the British fought behind the Protestants. C In fact there was a reciprocal relationship between missionaries and the colonialists that is why missionaries laid the ground work before the partitioners offered missionaries protection for the success of their evangelization mission."}
{"text": "Sir Harry John stone who signed on behalf of the British government confessed that; b Missionaries supplied information to the colonialists which they utilized to plan how to effectively impose their colonial rule on how to crash the African resistance. In the religious wars in Buganda, the British fought behind the Protestants. C In fact there was a reciprocal relationship between missionaries and the colonialists that is why missionaries laid the ground work before the partitioners offered missionaries protection for the success of their evangelization mission. D The Church missionary society managed to raise enough funds for Imperial British East African Company for its staying in Uganda for at least 2 or more years. The church missionary society and Captain Lugard viewed that the company s withdraw would live theBritish and the protestant party in a dangerous position versus Moslems. E Missionaries enhanced the growth of tropical raw materials like coffee, cotton to satisfy the British industrialists urge but disguising everything in Christianity. Bishop K. Boroup for example introduced cotton in Uganda. F They appealed to their home governments for protection in case of attack. It is in this light that Britain came to Uganda during the religious wars of 1884-1892 and later occupied Uganda. G They created a collaborating class by luring it religiously and materially. This class helped colonialists to fight resistors despite the fact that they were all Africans. H In their evangelization role, they brain washed Africans with biblical teachings as love your neighbor as you love yourself , blessed are the humble for the kingdom of God is theirs , etc. With these preaching s they made potential resistance important. I Religion was a mechanism of divide and rule. The converts and the non-converts hated each other which caused division to the advantage of the Europeans. J Collaboration with chattered companies, European Christian missionaries and their converts worked hand in hand with the Imperial British East African Company to defeat Kabalega s resistance. K Missionary stations served as military bases from where the European colonial forces For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 103 launched attacks on the resisting Africans. African Lugard used old Kampala hill as a military base against Kabalega. L Mission stations served as colonial government headquarters. The established mission infrastructure was used to help in the establishment and sustenance of European colonial rule. M Colonialists lacked skilled manpower, so the missionaries by design or accident were very faithful servants of the colonial government i.e."}
{"text": "When defending one s property against violent attack. When a law enforcement officer s life is endangered, for example when apprehending armed criminals. 2. Equality and freedom from discrimination Every person is equal before the law and has the right to equal protection and equal benefit of the law. This means that both men and women are equal before the law. Any form of discrimination is illegal and is prohibited in the constitution. 3. Human dignity Every person s dignity should be respected and protected. One must not ridicule or embarrass other members of society. 4. Freedom and security of a person This right protects a person from being detained without a good reason and without trial. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. Each citizen must also protect the freedom and security of others. It is unlawful for one to subject his or her spouse to either psychological or physical abuse. 5. Freedom from slavery, servitude and forced labour No one should be held in servitude or slavery or perform forced labour. Every employer should treat his or her employees with dignity and not to force them to work. 6. Right to privacy Every person has a right NOT to have him or herself, his or her property searched, or his or her possessions seized. Not revealing a person s family or private affairs unnecessarily or private communications interfered with. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 106 Exceptions to this right: The law allows police officers, tax inspectors and other government agents to search private homes or business premises for purpose of health inspection, tax collection or any other officially sanctioned reason. 7. Right to assembly, demonstration, picketing and petition Every citizen has a right to assemble and participate in peaceful demonstrations and even present petitions to public authorities Responsibility: Those demonstrating must not interfere with peace of others for example through harassment of motorists and property destruction. 8. Political rights Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the activities of, a political party. Every citizen has the right to free, fair and regular elections based on universal suffrage and the free expression of the will of the electors for any elective public body or office."}
{"text": "Right to assembly, demonstration, picketing and petition Every citizen has a right to assemble and participate in peaceful demonstrations and even present petitions to public authorities Responsibility: Those demonstrating must not interfere with peace of others for example through harassment of motorists and property destruction. 8. Political rights Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the activities of, a political party. Every citizen has the right to free, fair and regular elections based on universal suffrage and the free expression of the will of the electors for any elective public body or office. Every adult citizen has the right, without unreasonable restrictions, to be registered as a voter; to vote by secret ballot in any election or referendum and to be a candidate for public office, or office within a political party and, if elected, to hold officer responsibility. It is illegal to prevent other people from participating in elections, buy votes etc. 9. Freedom of movement and residence Citizens have a right to free movement and ownership of property in any part of the country. Responsibility: Citizens should not obstruct efforts of any citizen to move freely and reside and own property in any part of the country. 10. Economic and social rights Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation. Every person has the right to be free from hunger, and to have adequate food of acceptable quality. Every person has the right to clean and safe water in adequate quantities. Every person has the right to social securityEvery person has the right to education. A person shall not be denied emergency medical treatment. The State must provide appropriate social security to persons who are unable to support themselves and their dependants. Nb-it is on the strength of this right that the government is providing free primary education. Responsibility Every citizen must pay tax. 11. Consumer rights For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 107 Consumers have the right to goods and services of reasonable quality. Consumers have the right to the information necessary for them to gain full benefit from goods and services. Consumers have the right to the protection of their health, safety, and economic interests. Consumers have the right to compensation for loss or injury arising from defects in goods or services."}
{"text": "11. Consumer rights For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 107 Consumers have the right to goods and services of reasonable quality. Consumers have the right to the information necessary for them to gain full benefit from goods and services. Consumers have the right to the protection of their health, safety, and economic interests. Consumers have the right to compensation for loss or injury arising from defects in goods or services. Responsibility It is one s responsibility to question the quality of goods and services being offered, to enable one get value for money. The traders and other service providers have a responsibility to provide quality goods and services to fellow citizens. They should give truthful information when advertising their products. 12. Right to fair labour practices Every worker has a right to fair labour practices like fair remuneration, reasonable working conditions, the right to join or practice in trade union activities and the right to go on strike .Every employer has a right to join an employers association and participate in its programmes and activities Responsibility One must respect the right to fair labour practices of one s employees. Employees on the other hand must conduct themselves responsibly, even during strikes, to avoid causing physical injury to innocent people, or destroying property. 13. Right to clean and healthy environment Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. The following are the obligations set by the government in order to achieve a clean and healthy environment: a Ensure sustainable exploitation, utilization, management and conservation of the environment b Work to achieve and maintain a tree cover of at least ten percent of the land area of Kenya. C Encourage public participation in management, protection and conservation of the environment. D Establish systems of environmental impact assessment, environmental audit and monitoring of the environment. E Eliminate processes and activities that are likely to endanger the environment. F Utilize the environment and natural resources for the benefit of the people of Kenya. G Protect and enhance intellectual property and indigenous knowledge of biodiversity and the genetic resources of the communities. Responsibility Every person has a responsibility to protect and conserve the environment and ensure ecologically sustainable development, and use of natural resources. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 108 14."}
{"text": "G Protect and enhance intellectual property and indigenous knowledge of biodiversity and the genetic resources of the communities. Responsibility Every person has a responsibility to protect and conserve the environment and ensure ecologically sustainable development, and use of natural resources. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 108 14. Freedom of conscience, religion, belief and opinion Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship, practice, teaching or observance, including observance of day of worship. One cannot be denied employment or educational opportunity because of belonging to a particular religion or because of one s belief or religion. A person cannot be forced to engage in any act that goes against his or her belief or religion. Responsibility Every citizen must be careful not to infringe upon this freedom 15. Freedom of expression This guarantees all Kenyans the freedom to seek, receive or impart ideas or information. It also guarantees freedom of artistic creativity, academic freedom, and freedom to conduct scientific research Responsibility In the exercise of this freedom, everyone is called upon to respect the rights and reputation of others. He she should not spread propaganda with the intention t provoke others to war or to violence. It is unlawful to engage in hate speech. 16. Freedom of media The freedom and independence of the media is guaranteed. The state should not interfere with the media. Responsibility The media industry should report impartially and avoid inciting members of the public. The media should provide fair opportunity for the presentation of divergent views and dissenting opinions 17. Access to information Every person has a right to access information held by the state, or by others, which may be required for the protection of any right or fundamental freedom. The state is expected to make public any important information affecting the nation. Every person has a right to the correction or deletion of untrue or misleading information that affects the person. Responsibility A person should not misrepresent the information accessed, or misuse it for selfish gain. It is also illegal to sell public information for monetary gain. 18. Freedom of association Every person has the right to form, join and participate in the activities of an association of any kind, provided that the association is not engaged in illegal activities, such as stealing or killing. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 109 19."}
{"text": "18. Freedom of association Every person has the right to form, join and participate in the activities of an association of any kind, provided that the association is not engaged in illegal activities, such as stealing or killing. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 109 19. Protection of the right to property Every person is entitled to own property either individually or as a group, in any part of the country. However the property has to be legally acquired. This right provides all Kenyans a fair opportunity to invest in property and thus, prosper. Responsibility All citizens must respect this right. It is unlawful for one to deprive a person of his or her property without good reason. The state, in acquiring privately owned property must ensure adequate compensation granted promptly and in full The state has an obligation to respect the intellectual property rights of the people of Kenya. 20. Right to language and cultur Every person has the right to use a language, and embrace the culture of the person s choice. Every person has the right to form or join cultural groups. Every person is also protected from being forced to join any such group. Each linguistic group is free to use their language, practice their culture, and form associations and other organs of the civil society. It is unacceptable to force another person to perform, observe or undergo any cultural practice or rite. Responsibility This right should not be used to undermine national unity. Other citizens should be allowed the freedom to enjoy diverse culture, including members of one s own family. 21. Right to family An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. Both parties have a responsibility to respect the rights of their spouses during marriage and even in the event of its dissolution. It is wrong to deny one s spouse access to marital property after separation or divorce. The constitution also recognizes marriages conducted under traditional, religious, personal or family law. Marrying of underage persons and forced marriages are outlawed in the constitution. 22. Fair administrative action Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. This promotes efficient administration in public offices Responsibility The officers of the state have a responsibility to accord every person fair administrative action. The right requires that a person be given written reasons for any administrative action that will adversely affect a right or freedom of the person. 23."}
{"text": "Fair administrative action Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. This promotes efficient administration in public offices Responsibility The officers of the state have a responsibility to accord every person fair administrative action. The right requires that a person be given written reasons for any administrative action that will adversely affect a right or freedom of the person. 23. Access to justice Everybody should access justice and a reasonable fee will be charged to enhance this, if required. If this is not free, many people will not access justice which will continue to be a preserve of the rich people. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 110 Responsibility Everybody has a responsibility to facilitate fair play and access to justice for all. Any action aimed at blocking justice is unlawful and invites punishment. For example, shielding criminals or attempting to bribe law enforcement officers to prevent them from arresting a criminal. Aiding a criminal to evade arrest, concealing criminal acts; and lying to help culprits evade punishment. 24. Right of arrested persons An arrested person has; a The right to be informed promptly in a language that the person understands of the reason for arrest, the right to remain silent and he consequences of not remaining silent. B The right to remain silent. The right of a person to choose to talk or to remain silent. C The right to communicate with an advocate and other persons whose assistance is necessary freedom of speech with all those who will assist him or her in the case. D The right of not being compelled to make any confession or admission that could be used in evidence against the person. E The right t be held separately from persons serving a sentence should not be held in prisons alongside those already convicted f To be brought to court as soon as reasonably possible, as but not later than twenty four hours after being arrested. G To be charged or be informed of the reason for the extension of detention or release, at the first court appearance. H To be released on bond or bail, on reasonable conditions, pending a charge or trial, unless there are compelling reasons as to why one cannot be released. 25. Fair hearing Every person has the right to have any dispute that can be resolved through a court hearing be resolved in such a manner that will accord him or her fair and public hearing. An accused person has the following rights; a To be presumed innocent until proven otherwise. B To be informed of the charges."}
{"text": "Fair hearing Every person has the right to have any dispute that can be resolved through a court hearing be resolved in such a manner that will accord him or her fair and public hearing. An accused person has the following rights; a To be presumed innocent until proven otherwise. B To be informed of the charges. C To have adequate time and facilities to prepare a defence. D To a public trial before a court. E To have the trial begin and be concluded with few delays. F To be present when being tried. G To be represented by an advocate and be informed of this right immediately. Depending on the circumstances, the accused may be assigned an advocate by the state and at the state s expense. H To remain silent and not testify during the proceedings. I To be informed in advance, of the evidence the prosecution intends to present, and to have reasonable access to that evidence. J To challenge the evidence. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 111 k To refuse to give self-incriminating evidence. L To have the assistance of an interpreter if the accused person cannot understand the language used in the trial. M If convicted, to appeal, or apply for review by a higher court. Responsibility a. The accused person has the responsibility of obeying instructions of the court. B. They must behave well in court and outside the court c. They should respect the rights of the accusers as well as their advocates. D. Accused persons should behave as the law spells out while awaiting the verdict of the court. Whatever the verdict, they should abide by the law. 26. Rights of persons detained, held in custody or imprisoned. A person, who is detained, held in custody or imprisoned under the law, retains all rights and fundamental freedoms in the bill of rights. Except those that are impractical and inapplicable under the circumstances. A person who is detained or held in custody is entitled for an order Habeas Corpus- This is a law that states that a person who has been arrested should not be kept in prison longer than a particular period of time unless a judge in a court has decided that it is right. It is the right of the person who is detained, held in custody or imprisoned to be treated in a humane manner. Responsibility All citizens have a responsibility to ensure that the rights of those detained, held in custody or imprisoned are respected."}
{"text": "M A good citizen has a duty to maintain transparency and accountability. Public servants should be accountable for their actions and maintain high level of transparency. N A good citizen supports government by taking part in projects that ensure sustainable development in the country- through participation in environment friendly projects. Importance of being a good citizen a Being a good citizen promotes peace and stability hence development. B A good citizen promotes law and order hence enjoyment of rights and freedoms. C Good citizenship promotes cordial relationship and social peace. D It reduces government expenditure on security organs necessary for maintaining law and order. E It promotes the good name of a country hence encourages tourism which is important for our development. F It curbs against social vises like corruption, nepotism or tribalism since a good citizen can not indulge in such activities. G It promotes good relationship with neighbors. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 115 NATIONAL INTEGRATION What is National Integration? Integration means unification into a whole. -. The act of combining or bring together various parts in a way that makes them one. National integration refers to the process by which various components of a nation are brought together into a whole leading to national unity. Importance of National Integration Why is National Integration a priority in Kenya? A National integration Helps in social and economic development through enhanced national unity. B It develops a sense of national direction, facilitating unified goals and co-operation. C It enhances political stability and security by eliminating suspicion. D Promotes peaceful c-existence of different tribes and races hence leading to peace and harmony. E Promotes collective responsibility due to easier, more efficient and accurate communication. F It enables a country to develop a sense of direction as national goals are communicated to the people in the spirit of national integration. G It leads to achievement of easier, more accurate communication as the nation increases efforts of national integration. Factors that promote national unity in Kenya a The constitution. This is a set of rules agreed upon by a group of people who have chosen to live together. It provides for equality of all Kenyans before the law. It Guarantees equal opportunities to all Kenyans. It Provides protection to individuals against any form of discrimination bill of rights. It provides for a unitary government b Education. The curriculum aims at ensuring that pupils and students focus on issues that unite them."}
{"text": "It Provides protection to individuals against any form of discrimination bill of rights. It provides for a unitary government b Education. The curriculum aims at ensuring that pupils and students focus on issues that unite them. The integrated education system encourages the children to accept one another as Kenyans. Teaching of history in schools encourages unity. Religious studies taught in schools promote respect for the Supreme Being and fellow human beings. Music and drama festivals in schools promote unity among students. C One government. Our one government, with the three arms is recognized by each Kenyans a body that runs the affairs of the nation. D The presidency. Kenya has one president despite the diversity in parties and tribes. The presidency unites Kenyans. E National language. The use of Kiswahili as the official language enables Kenyans to interact freely. Kiswahili became a national language in 1975. It helps overcome communication barriers and gives Kenyans a sense of belonging and identity f Economic growth. The government attempts to provide social amenities to Kenyans without bias. It has tried to achieve equitable distribution of economic resources. Urbanization promotes socialization and co-existence among Kenyans. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 116 There also the use of a common currency giving Kenyans a sense of nationhood. The policy of offering equal employment opportunities to all Kenyans has enabled Kenyans to work in various parts of the country where they interact freely. G National activities. National holidays remind Kenyans of their history. Agricultural shows enables different economic sectors display and advertize their goods. Games and sports promote unity as they bring together people of different communities for a common cause. H Mass media. The mass media in Kenya is instrumental in ensuring that information is disseminated to all at the same time. It enables Kenyans from all pats to contribute to national debates. I Symbols of National unity. National anthem promotes a sense of belonging among Kenyans and gives them an identity. Existence of the national flag symbolizes national unity. J The government encourages social, economic interaction among Kenyans e.g. through marriages, worship etc. Factors that undermine national unity in Kenya a Tribalism this is the practice of favouring people who are from one s own ethnic group in employment, admission to schools and allocation of resources."}
{"text": "J The government encourages social, economic interaction among Kenyans e.g. through marriages, worship etc. Factors that undermine national unity in Kenya a Tribalism this is the practice of favouring people who are from one s own ethnic group in employment, admission to schools and allocation of resources. Others end up being discriminated against thus leading to hatred and enmity. B Nepotism this is the practice of people favouring their relatives. This vice is similar to tribalism c The unequal distribution of resources causes animosity between those who are favoured and those who are not. D Political wrangles Ethnic conflicts clashes discourage co-operation among the citizens. E Corruption asking for and offering of bribes to obtain and give services violates people s rights to equal treatment. Corruption creates suspicion and hatred among people since those who cannot afford to bribe feel cheated and frustrated. F Discrimination on the basis of gender denies people the right to participate equally in national development. G Racism. This is discrimination on the basis of colour race. This creates hatred and suspicious among people. This was a common cause of disunity during the colonial days. H Religious conflicts. In Kenya, conflicts between the Muslims and Catholics in 2000 led to destruction of a catholic church in Nairobi. Intolerance of other people s religions creates disunity. I Party membership. Multipartism in Kenya has to some extend become a cause of disunity. The country regularly becomes polarized on party lines especially when we near general elections. Sometimes members of parties such as TNA, ODM, UDF, URP etc don t see For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 117 eye to eye during campaigns. There has also been discrimination on the basis of party membership. J Poverty. When people lack basic needs such as food, education, health, shelter and clothing, anti-social behaviour arise. For example, stealing and violence. Criminal activities create fear and suspicion and therefore discourage national unity. K Ignorance. Lack of knowledge creates intolerance of other people s views and lack of appreciation of the development taking place around. This may create unnecessary division. Steps have been taken by the Kenyan government to promote national integration since independence. A The government has developed national symbols like the flag, anthem, and the court of arms. These symbols have helped to identify us as one nation."}
{"text": "Steps have been taken by the Kenyan government to promote national integration since independence. A The government has developed national symbols like the flag, anthem, and the court of arms. These symbols have helped to identify us as one nation. B Immediately after independence the then only major opposition party, KADU was disbanded to have a single party system. However this did not work for long as Multipartism was inevitably reintroduced. C The government also set up a national curriculum in our educational institutions. This creates a sense of oneness despite the diversity. D Declaring Kiswahili a national language. In 1975, Kiswahili was made a national language of communication as a step towards curbing rampant tribalism. This has greatly assisted as Kenyans of different diversity can communicate. E Promotion and fostering Harambee spirit. This has led to Collective participation in development programmes by people from different groups which have promoted national unity. F During the reign of president Moi the Nyayo philosophy of peace love and unity was introduced. It stressed the concept of being mindful of other people s welfare. It is closely related to the principal of mutual social responsibility as embodied in African socialism. G A new constitution in Kenya was promulgated in august 2010. This constitution promises a lot of hope in terms of unity as it may be an important tool of fighting all vices that have discouraged unity. It also stresses equal rights for all. H The government has tried to bridge the gap between the rich and the poor through the creation of an equalization fund under the new constitution. Through this fund, development easily trickles down to reach the disadvantaged. I Abolition of racial schools hence enrolling students of different backgrounds in the same schools. Ethnic balance in public institutions. J The teaching of history in schools has helped to create a sense of oneness as Kenyans realize that they share a common history. K Promotion of games, sports, drama and cultural activities. National games at school and college level have been a source of interaction. This is a way of developing a common culture in the country l The government has made use of media to propagate unity. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 118 m Abolition of ethnic organizations and groupings. N Promotion of national public service i.e. civil servants can serve anywhere in the country.."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 118 m Abolition of ethnic organizations and groupings. N Promotion of national public service i.e. civil servants can serve anywhere in the country.. Conflict resolution Conflict refers to a situation in which people or groups are involved in serious disagreements, or disputes. Conflict resolution refers to the process of settling a dispute when it occurs Levels of conflicts found in Kenya a Individual versus individual. This is where two people disagree for political, economic or social reasons. B Group versus group. This type of conflict involves one group against another also due to political, social and economic reasons. C Individual versus state. Such a conflict of an individual against the state may be political especially one feels his her rights are being violated by the state. D State versus state. This is a case where a state is in disagreement with another state maybe over boundary like was the case between Kenya and Uganda during the reign if Idi Amin dada e Group versus state. This may be caused by for example a trade union demanding the improvement of the terms and conditions of service of its members. For example the standoff between KNUT and KUPPET on one hand and the government over harmonization of the salaries of teachers with those of civil servants in 2012 leading to a countrywide strike in September 2012. The factors that cause conflict h Difference in views arising from background beliefs, social and political standing and values. I Economic differences. E.g. when consumers feel exploited by businessmen, when employees feel exploited by employers. Etc. J Political differences based on ideological orientation i.e. capitalism versus socialism. K Social differences, for example tribal clashes, religious conflicts, racial discrimination, age sex differences. L Limited land economic resources-unfair distribution of land, mineral resources, water resources, etc. Peaceful methods of conflict resolution a Diplomacy negotiation. This is a dialogue between two warring parties in order to reach an agreement over a dispute. The following steps are followed in negotiation; a. Fact finding- negotiation starts with finding out all the facts about the conflict that is to be solved. At this stage, the laws or guidelines to be followed are also looked at. B. Discussion. During this stage, a friendly environment is cultivated to enable discussion of workable solutions. This is usually a give and take situation."}
{"text": "Discussion. During this stage, a friendly environment is cultivated to enable discussion of workable solutions. This is usually a give and take situation. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 119 c. Reaching an agreement. The points of agreement reached should be fair to both parties with both feeling they have benefited. Each party should be willing to comprise for negotiation to succeed. B Arbitration this is like an informal court where a neutral person arbitrator is chosen to resolve the dispute by listening to both sides and help them reach an acceptable decision. Arbitration procedure: a. Both sides involved in conflict presents their case as they know it to the arbitrator. B. After listening to the complainant s story, the arbitrator makes questions to clarify some aspects of the story. The other group may also seek clarification. C. The second group then responds to the story by the first group by a representative. The arbitrator again asks questions for clarification. D. On grounds of applicable rules, the arbitrator should consider the facts and then make a decision. C Mediation a person who is not involved in the conflict tries to help the warring parties reach an amicable agreement. The parties involved must be willing to listen and come up with good ideas that can help them solve the disagreement. Steps followed in mediation: Step 1. The mediator explains the rules as a means of helping the two parties reach an agreement and not imposing a decision on them. Step 2. Giving the two parties involved in the conflict chance to explain in their own words what the problem is. The Complainant explains first and then the defendant. Step 3. The mediator, after listening, summarizes the stories from each party and also identifies the facts. Step 4. The Mediator suggests the solutions and invites the two parties to give their opinions of the solutions proposed. Step 5. Depending on the two parties reaction, the solution is looked at afresh and then an acceptable solution identified. Step 6. The acceptable agreement reached is then written down and each party has to be committed to it. D Litigation. This is where one party takes the other to court and the court makes judgments that are bidding on both sides. E Legislation where the parliament passes laws to control conflict."}
{"text": "Barter trade however has the following disadvantages; a It may involve bulky goods in the transaction. B There may lack double coincidence. It is difficult always to get the goods one wants. C Lack of standards of deferred payment; if a good was borrowed, it would be difficult to decide whether the same value was returned later or not. D Some goods cannot be sub-divided into smaller units. If one wanted cloth equal to a half a sheep, then he could not divide the sheep into two parts. E Lack of store of value for some goods which cannot be stored for a long time since they are perishable. E.g. milk, vegetables. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 121 f Lack of measures of value; a specific quantity of goods cannot be measured vis- -vis other goods. Advantages of barter system a Poor countries without adequate foreign currencies benefit from it by being able to exchange goods they have for what they do not have. B It benefits where money is non-existent. C It avoids wastage as demand and supply tend to equate. D It promotes interaction hence good relationship, peace and stability especially among traditional African societies. B Currency trade This is a type of trade that involves the use of money. Money is an item that is mutually recognized as a medium of exchange or a measure of value. In the pre-colonial times items like Gold dust, cloth, copper rods, and iron and cowrie shells were used as a form of currency. Advantages of the use of money in trade a Money is a medium of exchange- it is needed to obtain goods or services. B Money as a measure of value enables units of goods to be bought. A specific quantity of goods can be measured Visa- Vis other goods. C Money is a standard of deferred future payments which allows borrowing and lending to take place. D It is a store of value- one is able to defer satisfaction of a want to future times or make provision for one s want at a future date. E It is a means through which immovable property can be transferred. For example when one sells a house in one city to go and dwell in another. F Money as a unit of account is used as a calculating medium and assigning prices of goods and services. G Money is easily divisible into smaller units."}
{"text": "For example when one sells a house in one city to go and dwell in another. F Money as a unit of account is used as a calculating medium and assigning prices of goods and services. G Money is easily divisible into smaller units. For example, if a product is valued at a lower price, the buyer only pays the agreed cost. H The qualities of money and its functions overcome the difficulties of barter. Money however becomes valuable only when those using it have confidence that it will continue to retain its value during the period it is in possession. Technology today has made the use of currency easier. There is the use of Visa Card and Mobile money services like Mpesa and Airtel Money to carry out transactions. Difference between barter trade and trade in which currency is used as a medium of exchange. A In barter trade goods are exchanged for goods in currency trade, there is use of money as a measure of value. B In barter trade depends on the existence of a double coincidence of needs but in currency method one meets his needs by the use of money. C Items used for barter trade are bulky some and inconvenient to handle -and others perishable. Money is not bulky. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 122 Local trade This refers to the exchange of goods between people within the same geographical area such as a village or town. Origin of local trade This form of trade took place between groups of people who produced different goods mainly because of varying ecological conditions. It was motivated by the following factors; a Existence of surplus production e.g. where some community s harvest was excess; they could sell the excess commodity to carter for shortages elsewhere and to avoid wastage. B Differences in climate and environmental conditions which affected the type of natural resources available in various places not all needs of a particular community can be satisfied by the resources available hence trade. The kikuyu of Nyeri had to go to Mathira for their foodstuff requirements during drought periods. C Specialization and improved technology which always creates a need to exchange skills and goods with those who do not have. E.g trade between Mathira kikuyu cultivators and the Mukurwe-ini kikuyu ironmongers and weavers. Some even exchanged skills for money."}
{"text": "C Specialization and improved technology which always creates a need to exchange skills and goods with those who do not have. E.g trade between Mathira kikuyu cultivators and the Mukurwe-ini kikuyu ironmongers and weavers. Some even exchanged skills for money. D Population increase making man to begin to supplement his needs by trading with his neighbors. Sometimes, this trade extended even beyond the local community to the neighbouring community. The Abagusii, for example, acquired hides, milk, snake poison, and pottery items from their Luo Neighbours. Some seasonal markets emerged which enabled traders to meet and exchange goods on particular days of the week. Factors that facilitated development of local trade a Availability of capital for investments in trade to generate more wealth. B Specialization and improved technology, e.g. specialization in production, in technology and in marketing. Sometimes people even exchanged their skills for money. C Demand and supply; the growing demand for goods and services was met by increase in supply. D Enterprise; many people began to take greater risk and invested more in trade. E Peace and stability. This enabled people to interact more and hence the growth and expansion of trade. Impact of local trade a There was development of market places which specialized in certain items like pottery, iron tools and baskets. Others specialized in livestock b Local trade helped to strengthen bonds between people in the same locality. It even enhanced intermarriages and other social functions. C Local trade satisfied the requirements of the communities in terms of tools, foodstuff s, medicinal herbs etc. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 123 d Local trade enhanced acquisition of new products that a particular community did not produce. E There was an improvement of transport routes. Some markets were strategically located along transport routes. F In centralized governments like Buganda, Bunyoro-Kitara, Mali, Ghana and Wanga, the local markets that developed due to the trade became important sources of revenue for the kingdoms. In Bunyoro-Kitara for example, the Omukama had officers whose duty was to collect taxes from the market places. G Many people were brought together through trade. In Bunyoro Kitara, communities like the Alur, Acholi, Langi, Basoga, Baganda, Kumani, Iteso and Banyankole interacted through trade."}
{"text": "In Bunyoro-Kitara for example, the Omukama had officers whose duty was to collect taxes from the market places. G Many people were brought together through trade. In Bunyoro Kitara, communities like the Alur, Acholi, Langi, Basoga, Baganda, Kumani, Iteso and Banyankole interacted through trade. NB; the greatest danger to the local traders was that they risked being attacked by hostile communities and wild animals. Regional trade This refers to a type of trade between two distinct geographical regions Characteristics of regional trade It Takes place within a bigger geographical area. It Involves intermediaries or middlemen between producers and the buyers. The trade often covers long distances to and from the market. It involves people who specialize mainly in trade as their means of livelihood. Larger Varieties of goods are involved. In regional trade there existed established markets but goods did not have to be sold on a particular market days like the case of local trade. It also involved large volumes of trade as compared to local trade Examples of regional trade included: a The Trans-Saharan trade b The long-distance trade. The trans-Saharan trade Trans means across. This was therefore the exchange of goods across the Sahara between the peoples of North Africa Berbers and Tuaregs and the people of western Sudan the darkskinned people who occupy the region south of the Sahara The West African kingdoms of Mali, Ghana and Songhai were involved in this trade. Development of the trans-Saharan trade. 8th-16thc AD Factors that led to the development of the trans-Saharan trade a Demand for West African good such as gold, slaves and kola nuts by the North Africans and for North African goods like horses, cotton cloth and weapons by the west Sudan people. B Existence of rich merchants in the region, such as the Berbers and Tuaregs, who provided capital for investment in the trade availability of capital. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 124 c Existence of Local trade in the western Sudan belt and among the barbers and Tuaregs provided a base for the regional trade."}
{"text": "8th-16thc AD Factors that led to the development of the trans-Saharan trade a Demand for West African good such as gold, slaves and kola nuts by the North Africans and for North African goods like horses, cotton cloth and weapons by the west Sudan people. B Existence of rich merchants in the region, such as the Berbers and Tuaregs, who provided capital for investment in the trade availability of capital. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 124 c Existence of Local trade in the western Sudan belt and among the barbers and Tuaregs provided a base for the regional trade. D Existence of the Tuaregs, who provided security to traders, guided them through the deserts and maintained some water points like the oases where the Berber merchants watered their camels and rested before continuing with their journey to and from western Sudan. E Availability of well established trade routes across the desert which made it easy for the traders to travel. F Existence of Kings in western Sudan like Mansa Musa of Mali and Askia Muhamed of Songhai who provided protection to traders, ensured peace and political stability. G Availability of pack animals like the camel and the horse which enabled easy movement through the desert. The camel could carry heavy loads and travel long distances without water. H Existence of oases which became a source of water during the travels, for the camels and the traders. I Invasion of North Africa by the Arabs and their eventual settlement led to increase in the volume of trade. J There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Saharan trade. The trade goods in the trans-Saharan trade From western Sudan; a Gold- this was by far the most important commodity that originated from the wangara region, Bornu, Upper Senegal and upper Niger. B Slaves- they were forcefully captured and later used as soldiers and labourers in the Arab world. C Kola nuts and feathers. Monopoly of the Hausa traders from Kano region. D Hides and skins- from Hausa land for making leather clothing and shoes. E Ivory- originated from western belt mainly from cote d ivore."}
{"text": "Monopoly of the Hausa traders from Kano region. D Hides and skins- from Hausa land for making leather clothing and shoes. E Ivory- originated from western belt mainly from cote d ivore. F Gum- from Mauritania and Senegal g Dyed cloth and pepper From the north a Salt- from Taghaza, Taodeni, Bilma and Ghadames. B Horses- from Tripoli were on demand among the political leaders and their soldiers. C Glassware, beads, mirrors, perfumes, spices, dried fruits, needles, firearms, daggers and cowrie shells. Organization of the trans-Saharan trade Beginning of Trans-Saharan Trade was due to the fact that North Africa was rich in the salt that West Africa lacked while West Africa was rich in gold. The Trans-Saharan trade led to an exchange of salt for gold. The trade was between people of the western Sudan and Arabs from North Africa. Because of the long distance involved, the traders had to For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 125 organize themselves very well. Traders travelled in large caravans of camels and traders to enhance their security. The rich traders from North Africa initiated the trade. They provided trade goods, camels and horses to middlemen who coordinated the trade. The middlemen would contact desert guides known as takshifs who also acted as desert guards. They protected the traders and guarded the oases in the Sahara .The Tuaregs also provided the traders with security and acted as interpreters. The caravans usually departed from the north after the rainy season when sandstorms would subside for smooth travel. The traders made stops at the oases to refresh themselves and let their camels drink water. They carried gifts for leaders of the communities along the route to appease them and as reciprocation for security while traveling through their kingdoms. Rulers of western Sudan offered service to the traders while they were in the territory. The trade was conducted in barter exchanging one good for another silent trade. Some of the caravan traders used agents who sold goods on their behalf in the interim period between their departure back to the north until the time they came back to western Sudan. The rulers of western Sudan controlled trade regulated amount of gold to be sold . The traders paid taxes to the kings of western Sudan. The main items of trade were gold and salt i.e."}
{"text": "H Exposure to frequent sandstorms which killed many traders. I Sometimes wars between kingdoms disrupted trade. Impact of the trans-Saharan trade Positive impact; a The trade stimulated the emergence of urban centres along the trade routes. Towns like Taghaza and Timbuktu developed due to the production of trade commodities like salt and gold respectively. B Profits from the trade stimulated the growth of strong empires as the kings levied taxes on the caravan traders. Examples of such empires include Mali, Ghana and Songhai. C Introduction of horses in the western Sudan belt led to strengthening of the state armies as horses were used by the armies to boost security in the region. D A class of wealthy traders emerged in western Sudan. These were mainly the local merchants who interacted with the merchants from North Africa. E The trade stimulated the emergence and growth of smithing technology and industry. F The trade led to the introduction of iron tools in wider areas of western Sudan. This boosted agricultural production in western Sudan and ensured food security in the area. G There was population increase in western Sudan due to increased food production as a result of better farming tools. H It also enhanced contacts between North Africa and the Suda n belt. This facilitated the spread of European goods and ideas between the peoples of the two regions. I The trade facilitated the spread of Islamic religion in the Sudan belt. For example, the Hausa traders were converted to Islam. J There was introduction of the Islamic system of education in the Sudan belt. The University of Timbuktu for example, teaching mainly Islamic syllabus, was one of the institutions that emerged as a result of the trade. K Sharia law was introduced in the states that accepted Islam in western Sudan. L The trade led to the introduction of the Arabic architectural designs in West Africa. M The Islamic and Arabic culture-language, mode of dressing and eating mannerisms also spread to western Sudan. N The mode of transport in the region was remarkably revolutionized by theintroduction of camels and horses making transport efficient. Negative impacts: a The trade increased warfare in the region as communities gained access to firearms and horses. Thousands of people lost their lives. B Many people in the western Sudan belt were captured and taken into slavery to meet the demands of the trans-Saharan traders."}
{"text": "Negative impacts: a The trade increased warfare in the region as communities gained access to firearms and horses. Thousands of people lost their lives. B Many people in the western Sudan belt were captured and taken into slavery to meet the demands of the trans-Saharan traders. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 127 c The demand for ivory also led to the destruction of wildlife in western Sudan. Decline of the trans-Saharan trade. The trade reached its climax at around AD 8th c. by 15th c, the trade had declined due to the following reasons; a Exhaustion of the salt and gold minefields as well as other like ivory. This discouraged traders from coming to West Africa. B Increased political instability in the region due to so many wars of conquest created insecurity to the traders. C The desert conditions e.g. harsh weather, dangerous insects, snakes and robbers discouraged many traders from the activity. D Invasion of the region by the almorarids and the Tuaregs increased insecurity even more along the trade routes. Hence traders discontinued their involvement. E Moroccan invasion of western Sudan in the 16th century undermined the trade. F The growth of the trans-Atlantic trade attracted some of the trans-Saharan traders thus reducing the volume of commodities that were sold. G Colonization of west and North Africa by Europeans who took over the resources hence African activities were undermined. H Invasion of North Africa by the ottoman Turks created insecurity along the caravan routes leading to decline of the trade. I Anti-slave trade pressure from the British and eventual abolition of slave trade reduced trade profits. J The establishment of commercial ports on the western African coast and the use of navigable rivers by the 16th century AD rendered caravan trade unpopular as it was slow, cumbersome and risky. International trade This is a type of trade that involves the exchange of goods between different countries in one continent or beyond the continent. Examples of international trade include a The Indian Ocean trade b The trans-Atlantic trade. The trans-Atlantic trade The trans-Atlantic trade involved Europe, Africa and the Americas thus earning it the name Triangular trade."}
{"text": "International trade This is a type of trade that involves the exchange of goods between different countries in one continent or beyond the continent. Examples of international trade include a The Indian Ocean trade b The trans-Atlantic trade. The trans-Atlantic trade The trans-Atlantic trade involved Europe, Africa and the Americas thus earning it the name Triangular trade. It was also called the trans-Atlantic slave trade because it involved crossing the Atlantic and the main commodity was slaves. The trade was fueled by the technological innovations especially in Spain and Portugal which facilitated sea transport. The trade happened at a time when the Europeans were keen on expanding overseas 15th and 16th c AD for the following reasons; a. They were searching for the sea route to India and Far East to get the spices and other commodities. The Turks had blocked the land route. B. The Europeans wanted to acquire gold and other precious items that believed to be in For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 128 existence in Africa. C. The Europeans wanted to revenge against the Muslims who had colonized the Iberian Peninsula between 8th c and 1491 AD. D. They were motivated by the desire to spread their civilization to the backward areas of the world. E. European countries such as Portugal and Spain also wanted to increase their geographical knowledge. Origin of the trans-Atlantic trade The exact date when the first slave was captured and sold was 1441 AD. Young Portuguese sailor named Ahtam Goncalvez captured a man and a woman on the Western Sahara coast whom he presented to Prince Henry the Navigator, the Portuguese king, thus setting off a chain of reaction in the trade. The Portuguese built a fort on the Arguin Island on the coast of Mauritania in 1445 which was used as a base for buying slaves and Gold. The suppliers of the slaves at the fort were the Moors. The Portuguese ventured into the gold coast in search of gold in 1471. They built a fort at Elmina in 1482.The Portuguese then established trading contacts with the king of Congo who even accepted Christianity and Portuguese culture. He baptized his son Afonso Bemba Nzinga By 1500AD, the Portuguese established sugar plantations in the island of Sao Tome near modern Gambia. They relied on slave labour from Gambia. Development and organization of trans-Atlantic slaves. The demand for labor in the western hemisphere stimulated a profitable three-legged trading pattern."}
{"text": "They relied on slave labour from Gambia. Development and organization of trans-Atlantic slaves. The demand for labor in the western hemisphere stimulated a profitable three-legged trading pattern. European manufactured goods, namely cloth and metal wares, especially firearms, went to Africa where they were exchanged for slaves. The slaves were then shipped to the Caribbean and Americas from 1532 AD, where they were sold for cash or sometimes bartered for sugar or molasses. Then the ships returned to Europe loaded with American products. European ports of Bristol, Liverpool and Glasgow in Britain, Bordeaux and Nantes in France, and Amsterdam in Holland were crucial in this trade. The forts that developed in West Africa due to this trade were Elmina, Lagos, Whydah, Accra, Badagri, Sekondi, Winneba, Goree and Dakar. In the 16th c, the Portuguese emerged as the main suppliers of slaves to Spanish colonies, having been granted special licenses, asientos, by the Spanish monarchy. African slaves were more preferred by Europeans because; a. They were available in large numbers. B. They were found to be cheaper to use than European labouerers and American Indians. C. They were thought to be immune to both European and tropical diseases. D. They appeared stronger and therefore suitable for manual labour. The Dutch were among the first European nations to compete the Portuguese in slave trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 129 For example in 1630, they wrestled the Elmina Fort from the Portuguese and captured Luanda in 1641. They were supplying slaves to new sugar plantations in the British Colony of Barbados and the French Caribbean colonies of Martinique of Guadalupe. The British and the French used merchant companies to conduct the slave trade having been motivated by the fortunes the Dutch were making. E.g, the Royal African Company was granted charter in 1672 and began taking colonies to the British colony in Jamaica. The original capture of slaves was almost always violent. As European demand grew, African chieftains organized raiding parties to seize individuals from neighboring societies. Others launched wars specifically for the purpose of capturing slaves Factors that facilitated the acquisition of slaves a. Existence of the institution of slavery in West Africa where the war captives, adulters, witches, the weak, debtors and murderers were enslaved b. Availability of firearms to precipitate warfare and capture of the conquered as slaves. C."}
{"text": "Existence of the institution of slavery in West Africa where the war captives, adulters, witches, the weak, debtors and murderers were enslaved b. Availability of firearms to precipitate warfare and capture of the conquered as slaves. C. Existence of well defined trade routes easily used by the slave merchants to access the interior slave markets. D. The great demand for slaves in the New World Latin America and North America. Ways of obtaining slaves a Selling of domestic slaves in exchange for goods like beads, guns, glass etc b Selling of criminals, debtors and social misfits in society by the local chiefs to the Arab slave traders. C Prisoners of war could be sold off. D Porters were sometimes kidnapped, transported and sold off to the Arab traders. E Raiding villages, this would begin at night with gun shots and people would scatter consequently leading to their capture. F Through inter tribal wars many Africans become destitutes and these would be captured by the slave traders. G Tax offenders were sold off by the African chiefs. H They were also captured through ambushes during hunting, travelling and gardening. I Slaves would be acquired from the main slave trade market in Zanzibar. J Other Africans are also said to have gone voluntarily in anticipation of great wonders and benefits from the new world. Following capture, slaves were force- marched to the coast to holding pens where they were oiled and fed ready for inspection, before being loaded on ships. Prices of slaves depended on sex, age and size. The slaves were bartered for guns, alcohol, gun-powder, cloth and different metals. Two trading systems were used: a Factory system where political authorities allowed Europeans to establish permanent coastal baracoons or fortresses where slaves were kept in bulk as they awaited shipment. This method was only used by chartered companies as t was expensive. It was also only viable in Dahomey where slaves were in large numbers. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 130 b Private trading. Sailing with vessels down the coast, and then stopping at different points to purchase slaves until there was enough cargo. The slaves were branded before loading them into the ships ready for the trans-Atlantic journey which was called the Middle Passage . The ships were filthy, hot, and crowded. By 1654, some 8,000-10,000 Africans each year were undergoing the Middle Passage."}
{"text": "Sailing with vessels down the coast, and then stopping at different points to purchase slaves until there was enough cargo. The slaves were branded before loading them into the ships ready for the trans-Atlantic journey which was called the Middle Passage . The ships were filthy, hot, and crowded. By 1654, some 8,000-10,000 Africans each year were undergoing the Middle Passage. The moment of sailing is described as the most traumatic. Many Africans revolted during the middle passage in a bid to escape. For some jumping overboard was more preferable than their blood being turned into red wine, bones into gunpowder, skins, into black leather shoes and flesh -the Whiteman s meat as they believed. Factors which led to the development of the trans-Atlantic slave trade a Increased demand for slave labour by European countries led them to West Africa where they were available in large numbers. Dangers of Middle Passage Suicide Disease The mortality rate averaged between 13 and 33 percent of the slaves and the crew. If the Atlantic were to dry up it would reveal a scattered pathway of human bones marking the various routes of the Middle Passage. . B Greater preference for African slaves by the slave traders since they were thought to be more strong and resistant to tropical disease and could cope with stress easily. C West Africa had well defined interior routes which enabled establishment of earlier strong trade links by the Europeans. There were also vast trade goods like gold, palm oil and ivory. This stimulated the development of trans-Atlantic trade. D African chiefs had developed a taste for European goods like cloths, firearms and glass enabling exchange for slaves, gold ivory and palm oil. There was also existence of the institution of slavery in West African communities. E The introduction of firearms facilitated the capture of slaves and hence their increased supply. F The exploitation of minerals and establishment of plantations in the Americas pushed demand for slaves to higher levels hence trade with the region expanded. G The increased demand for raw materials to feed the growing industries in Europe led to increased demand for slaves in cotton farms in the Americas. H The rivalry between the Portuguese and the Spaniards and with the Britons over the control of slave trade pushed the trade to a higher new level. I The fact the trade was very lucrative led to its further expansion. J Improved technology which meant ability to construct greater capacity ships. Th is enhanced transportation of more slaves from West Africa and thus development of the trade ."}
{"text": "I The fact the trade was very lucrative led to its further expansion. J Improved technology which meant ability to construct greater capacity ships. Th is enhanced transportation of more slaves from West Africa and thus development of the trade . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 131 Impact of trans-Atlantic trade on the people of West Africa a It caused immense suffering to many people. B It led to forced emigration of about 10 million people to the Americas between 1500 and 1888. C Many slaves died between capture and arrival to their destinations. D Depopulation occurred in areas where slaves were taken from. This led to underdevelopment since the young and productive people were taken away. E African traditional industries were destroyed by the sale of cheap manufactured goods from Europe. F There was increased conflict between communities especially where the gun was used. This led to destruction of property during the inter-community wars. G Many African communities were weakened and were left unprepared for the scramble and partition of Africa which soon followed. H It led to rise and growth of states e.g. Asante, Dahomey. I It led to founding of Liberia and Sierra Leone as settlements for slaves who were freed. J It led to changes to social roles; women became the heads of their families due to the enslavement of men. K Some African cultures spread to the Americas e.g Jazz Music and samba dancing styles of Brazil and even witchcraft. L The trade led to the rise of the mullato population. E.g in Senegal, where they are mainly found in Goree and Dakar, as a result of the intermingling between the European traders and the African women. M It contributed to the decline of the trans-Saharan trade and the colonization of West Africa. Economic impacts of slave trade a It led to introduction of new manufactured goods in West Africa which undermined many indigenous technologies like smithing and medicine. B Africa was depleted of her vital manpower that was greatly needed in agriculture and defence. This led to economic retardation. C Destruction of African property during the slave raids. D Led to the eventual decline of the Trans Atlantic trade at its abolition. E Stimulated development of ports in West Africa and in Europe. F African leaders accumulated a lot of wealth e.g Dahomey, jaja, Asantehene."}
{"text": "D Led to the eventual decline of the Trans Atlantic trade at its abolition. E Stimulated development of ports in West Africa and in Europe. F African leaders accumulated a lot of wealth e.g Dahomey, jaja, Asantehene. G It led to development of European economies. A number of large cities grew along the coastal ports. For example Glasgow, Bordeaux Liverpool and Nantes. H Growth of industrialization in Europe as the slave labour ensured constant flow of raw materials into the industries. I Some of the slave dealers accumulated enormous wealth. For example, the merchants like Barclays Brothers and sailing companies like Lloyds. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 132 j The trade led to the expansion of plantation farming in USA cotton and sugar plantations which relied on slave labour. Decline of the trans-Atlantic slave trade In 1807, the British government made a decision to abolish slave trade. Factors that led to the abolition of slave trade; a Rise of humanitarians in Europe such as Christians and scholars condemned it on moral grounds. The missionaries wanted it to be stopped because they wanted good conditions for the spread of Christianity. The formation of the humanitarian movements in Engl and aimed at stopping all kinds of cruelty including slave trade, flogging of soldiers and child labour. B Industrialization in Britain was one of the main forces behind the abolition .E.g. Britain industrialists urged its abolition because they wanted Afri cans to be left in Africa so that Africa can be a source of raw materials for their industries, market for European manufactured goods and a place for new investment of surplus capital. C Formation of Anti-slavery movement and the abolitionist movement in 1787. Its chairman was Granville Sharp and others like Thomas Clarkson, William Wilberforce who gathered facts and stories about the brutality of slave trade and slavery to arouse public opinion in Britain. D The attainment of independence by USA in 1776 left Britain in a dilemma since she had no colonies where she would take the slaves to work. E The French revolution of 1789 and the American revolution of 1776 emphasized liberty, equality and fraternity brotherhood of all human beings. As a result, people began to question whether anyone had a right to deprive fellow man of his liberty when he had done wrong."}
{"text": "Limitation of human porterage Human porterage was cumbersome, slow and tiresome. Humans Carry limited amount of goods at particular time. It is not convenient over long distances. Animal transport Early human beings used the domesticated animals to carry loads on their backs or pull carts. Such animals are referred to as pack animals. In 500 AD a paddled collar was devised that rested on the animals shoulders. In 200 AD saddles were introduced in Egypt. Horse shoes were introduced in 700 AD Donkey Ass The first animals to be used as pack animals; they were used in Egypt as early as 3400bc to carry weight upto 80kg. They were commonly used in the trade between Nubia and South Sudan. In Ukambani today, donkeys are used to fetch water. Oxen Referred to as draught animals used for ploughing and pulling carts and also transportation of goods and people. Horses They were first rode but were later trained to pull wagons, chariots and passenger coaches. In the Roman Empire, they carried soldiers during war. Soldiers on horseback are referred to as cavalry. Disadvantages of horses a It is highly susceptible to diseases. B It cannot survive in tsetse fly infected areas. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 134 c The weight limit of the load it can carry is 120kg d They are not suitable in arid and semi-arid areas because they need a lot of water. NB; - horses are mainly reared by the rich as a symbol of high social status. Mules. A crossbreed of a horse and a donkey, they are sterile and carry loads upto 110kg.they are mostly used in mountainous areas in central and southern Europe and in Mexico. Camels It is referred to as the ship of the desert. What makes a camel ideal in desert transport? A It has a unique ability to survive for long without food and water. B They have an incredible water storage capacity, they do not sweat lose much moisture. C They have broad padded, two toed feet ideal for walking on desert sand. D The nostrils have flaps which keep away sand during sandstorms. E Its fur is thick enough to protect it from the sweltering desert heat by day and ext reme cold conditions at night."}
{"text": "C They have broad padded, two toed feet ideal for walking on desert sand. D The nostrils have flaps which keep away sand during sandstorms. E Its fur is thick enough to protect it from the sweltering desert heat by day and ext reme cold conditions at night. F The hump contains a lot of fat which the camel uses when it goes without eating Camels were commonly used during the trans-Saharan trade. They are in use in Kenya today among the Galla and Somali carrying weight upto 200kg. Llamas and alpaca. Members of the camel family found in central and south America. They carry load upto 40 kg. Elephants They are used in Asia to carry people and heavy loads upto 250kg. In India, they were used to transport people and goods during war in 2500BC. In Africa they were used in warfare in 270BC. Water Buffalo. A member of the cattle family and the only type of buffalo that has been domesticated. The cape buffalo of Africa and the Pygmy buffalo of Philippines have not been domesticated. It isused to pull ploughs and do other heavy work in India and south East Asia. Reindeer A long-horned deer family breed used in the cold parts of Canada, Sweden and Norway for riding and transportation. It also provides milk, meat, hides and horns. Dogs Dog types like Bouriers were used to pull small carts and sledges, especially in the Arctic thus making transportation of gods and people easy. Dogs are also used in guiding blind people in sports and as pets at home. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 135 Advantages of animal transport a Pack animals can be used in largely inaccessible areas. The Llama, for example is used in the mountainous areas with narrow and meandering paths and steep cliffs. The camel is well adapted for deserts. B Animals are cheap to maintain. They attract very little maintenance costs, since only feeding costs are incurred. C Pack animals are safe as accidents are rare probably because they do not speed.. d Animals help to maintain the ecological balance since they do not interfere with the environment. E Pack animals are capable of sensing danger. For example, horses and dogs can sniff out an enemy from a distance. This enhances security as dangerous confrontations with an enemy can easily be avoided."}
{"text": "E Pack animals are capable of sensing danger. For example, horses and dogs can sniff out an enemy from a distance. This enhances security as dangerous confrontations with an enemy can easily be avoided. Disadvantages of animal transport a Animal transport is slow and tedious. The animals need to feed and drink along the way. B Pack animals may be attacked by wild animals, disease- causing insects such as tsetseflies and disease. A. Their movement is limited to the day only and cannot travel at night. B. They can only carry small loads as compared to vehicles. C. Some pack animals such as donkey are stubborn when tired and heavily loaded. The camel is only suited for the desert. D. Pack animals use is limited to short distances as they fatigue when they travel for long. The wheel The wheel was invented in sumeria at about 3000bc. By 2500BC, they had invented the spoked wheel used on horse drawn chariots. The chariot was used in Mesopotamia at around 2000BC and later spread to Egypt, Persia, Rome, china, Africa and Europe. The cart or wagon pulled by humans or animals was the first wheeled vehicle. The wheeled wagons and carts created the need for roads Today many types of wheels are in use. For example, the steering wheel for cars, turbines for jet engines and gyroscopes used in the automobile pilot technology. Ways in which invention of the wheel impacted on road transport a More roads were constructed to use wheel vehicles for transport b Road transport became faster and efficient c Bigger loads could be carried hence was cost effective profitable d It made the use of motor engine driven vehicles possible e It enabled man to move over long distance to disseminated ideas and interact. Water transport Water transport has progressed from early rafts and canoes to the modern large passenger and freight ships. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 136 Rafts A raft is a simple floating structure, usually made by tying together floating material like animal skin, papyrus stalks or logs. The earliest people to make rafts were the Australians. They made rafts called catamaran by tying logs together. Long poles were then used to drive the raft. Rafts however sank easily and required a lot of manpower upstream. A canoe was a narrow boat that was propelled by one or more paddles."}
{"text": "Ferdinand Magellan became the first person to sail around the world using a Sailing ship Fast sailing ships called clippers were made in 1840s in America. It was a long and narrow ship with sharp bows and almost straight sides. However, sailing ships could not sail on windy days and seasons. Some communities however still use sailing ships upto today for sports, fishing and leisure. By the 12th c AD, the magnetic compass was being used in navigation aid Factors that led to the development of various forms of transport a Technological development during the scientific age which enabled man to invent machines which could be used to manufacture various parts of cars , rails, airplanes, ships and motor boats. B Expansion of geographical knowledge encouraged the development of transport so as to enable man to search new places faster and more safely. C Introduction of specialization as a means of production which necessitated exchange o goods and services which could only be made possible through development of transport and communication. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 137 d Population increase hence demands for more food and goods hence the need for essential transport system. E In order to satisfy the desires of man there was need to develop a system of transport that would enable man to get the goods and services he needed so much. Modern means of transport Road transport The invention of the wheel stimulated the construction of roads. The Roman soldiers built hard and straight roads all over Europe and North Africa by around 300 BC. The roads were built by digging a trench, 1.5metres deep which then would be packed with heavy stones or rocks. Rough and fine concrete was added to the foundation, then layers of gravel, chalk and cement. The road surface was slightly convex with deep trenches on the sides. Roman roads declined with the fall of the Roman Empire. Attempts to built better roads in Europe in the 18th c were made by George Wade 1673- 1748 built 400km of roads and John Metcalfe 17171-1810 built 290km of roads. However modern road construction is attributed to John McAdam 1756-1836 . McAdam laid three layers of small broken stones packed tightly together. He then placed a layer of gravel which was bound together by the weight of a vehicle. These roads were called the flexible road or macadamized road. These roads were straight and had a smooth surface. They were widelyused all over the world."}
{"text": "These roads were called the flexible road or macadamized road. These roads were straight and had a smooth surface. They were widelyused all over the world. They have curved surfaces and had a Good drainage system. They are cheap and durable. The roads were later improved by adding tar to produce a water proof surface called tarmac. By 1820, Britain had built 200,000km of road. Advantages of macadamized roads a They were durable with three layers of small broken stores b They were cheap to construct using stones as the basic material for construction c They had a smooth motoring surface since the gravel layer was bound together by the weight of vehicles d They were straight hence reduced occurrence of accidents e They were easily drained due to their smooth surface and being raised. The bicycle In 1790, a Frenchman, de Divrac made the first bicycle which was pushed with the feet thus called a walkalong. A german named Baron Karl Drais invented a walkalong called draisine which had a steering bar connected to the front wheel. In 1860, Ernes Michaux, a French locksmith, invented a bicycle with two wheels and pedals attached to the front wheel. In 1866, Piere Allement a Frenchman, was given the first patent on a bicycle, boneshaker. It had iron wheels fixed to wooden spokes. In 1873, a bicycle named a highwheeler was introduced in England. The firs bicycle in England was made by Kirk Patrick Macmillan of Scotland. James Starley is referred to as the father of the cycle industry. In 1870, he invented the tension spoked wheel in which the rim and the hub were connected by wire spokes. John Dunlop invented the tyre filled with compressed air For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 138 in 1888 which replaced the iron tyres and solid rubber tyres. In 1893, a bicycle with a diamond shaped frame with a roller-chain-drive and a compressed air wheel was invented. The bicycle is today used all over the world not only for transport, but also for sporting and leisure activities. The advantage of a bicycle is that it easily used on narrow paths and on a fairly level surface. It is also cheap and convenient. Motor vehicles These are self-propelled power-driven land transportation devices used to transport people or goods, especially on land."}
{"text": "The advantage of a bicycle is that it easily used on narrow paths and on a fairly level surface. It is also cheap and convenient. Motor vehicles These are self-propelled power-driven land transportation devices used to transport people or goods, especially on land. The device converts fuel into energy to provide the power for the vehicle to move. The first attempt to power drive devices was the suggestion by a Swiss clergyman J.H Genevoisin 1760 that wind springs be used to move wheels on roads. However the making of an engine that could drive a vehicle is attributed to a French engineer, Nicholas Joseph Cugnot 1725- 1804 . He built a three wheeled steam-driven vehicle in 1769, though he abandoned his experiment prematurely. In 1883, a German, Gottlieb Daimler 1834-1900 produced a high speed petrol engine which he fitted on a wooden cycle in 1885. Karl Benz 1844-1929 fitted the same engine on a w tricycle in the same year. In 1886, Daimler made the first petrol driven car with four wheels. Benz built the first four wheeled Benz car in 1893. In the same year, an American, Charles Duryea 1862-1938 built the first gasoline powered automobile. The tyres made by Dunlop were fitted on these cars to make them more comfortable. The first car in the motor industry, Panhard-Hevassor, was made by a French company which had bought the rights to use Daimler s engine. In 1903 in USA Henry Ford founded the Ford Motor Company in Detroit leading to mass production of cars in the world. For example the model TFord was developed in 1909.Students read more on the motor vehicle inventions. Impact of road transport a Roads have promoted trade within and between countries since goods are transported by road to various markets. This case is true in east Africa. B Road transport has stimulated industrial development as raw materials to factories and manufactured goods to the market are easily transported. C Development of towns and urban centres along roads has been as a result of improved road transport. D Many countries earn a lot of foreign exchange from the sale of motor vehicles. For example Japan, Germany and USA. E Employment opportunities are created as many people work in the motor vehicle industry while others are employed to construct and maintain roads."}
{"text": "D Many countries earn a lot of foreign exchange from the sale of motor vehicles. For example Japan, Germany and USA. E Employment opportunities are created as many people work in the motor vehicle industry while others are employed to construct and maintain roads. Advantages of road transport a Since it is the commonest mode of transport, it reduces the cost of movement of goods and people as well as promoting social interaction. B It is cheaper compared to other forms of transport. Roads are easier to construct and maintain when compared to railway transport. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 139 c It is faster when compared to water and railway transport unless in the case of electric trains. D Roads are flexible and link with other forms of transport such as water, railway and air. Disadvantages of road transport a The high number of accidents on roads leads to loss of lives. B Road transport is responsible for pollution which causes environmental degradation. Key notes for the teacher and students- Cheloti 2012-2013 20 c Due to an increased number of vehicles on roads, traffic congestion is a major concern in most urban cities and towns. D Roads may sometimes inconvenience the users when they become impassable. E The quantity of goods carried is limited as roads cannot carry bulky goods compared to the railway. F The use of roads is limited to specific areas. It cannot go beyond land e.g across the sea or lake. G Construction of all-weather roads is expensive. Developing countries find themselves constrained by limited resources that are needed to construct all-weather roads. Rail transport Railway lines are paths of parallel metal rails that allow a wheeled vehicle to move easily by reducing friction. Initially, they were used in 1800s to guide horse drawn wagons. Later the steam engine replaced horses as the means of transport. The development of modern railway was a gradual process that started in Britain and Germany with the use of wooden rails. A British engineer, Richard Trevithick 1771-1833 designed a steam engine that was small enough to be put on a truck. This he fitted on a railway locomotive which he had bought in 1804 to pull a cargo and passenger train in south Wales. Fenton, Murray and Wood of Leeds built the John Blenkinsopp locomotive in 1812."}
{"text": "Later the steam engine replaced horses as the means of transport. The development of modern railway was a gradual process that started in Britain and Germany with the use of wooden rails. A British engineer, Richard Trevithick 1771-1833 designed a steam engine that was small enough to be put on a truck. This he fitted on a railway locomotive which he had bought in 1804 to pull a cargo and passenger train in south Wales. Fenton, Murray and Wood of Leeds built the John Blenkinsopp locomotive in 1812. William Hedley built the puffing Billy in 1813.George Stephenson 1781-1845 a coal miner in Newcastle, England invented a locomotive engine called the Blucher which pulled eight laden wagons in 1814. He also built the world s first public railway between Stockton and Darlington near Durham in 1825. In 1829, Stephenson and his son, Robert, built the most improved engine, the rocket, which had a speed of 48 km per hour. In 1830, he built the Northumbrian and the planet. In 1825, in the United States, Colonel John Stevens built a tiny experimental locomotive. In 1929, a major railway was built by the Delaware and Hudson Canal Company to serve a coal mine. Germany and Belgium had railroads by 1835, Russia by 1837, Spain by 1848 and Sweden by 1856.In 1892, a Germany Rudolf Diesel designed a heavy oil-driven-engine which replaced the steam engine. It was cheaper and efficient. The first diesel railcar was used in 1913 in Sweden. Later diesel engines were replaced with electric engines which was an invention of the Siemens Brothers and John Hopkinson in Britain in 1883. The electric train from Paris to Lyon covers a distance of 212 km in one hour. Railway transport has remained a major For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 140 mode of passenger travel. In Europe and Japan, major cities are connected by high speed passenger trains such as the French TGV Train a Grange Vitesse and the Japanese Shinkansen trains travelling at a speed of 300km h. Results of railway transport. A It has promoted the movement of people thus leading to increased social and cultural interaction. People can migrate easily in Europe thanks to the faster electric trains."}
{"text": "Results of railway transport. A It has promoted the movement of people thus leading to increased social and cultural interaction. People can migrate easily in Europe thanks to the faster electric trains. B It has promoted trade as goods, light, heavy or bulky, are transported efficiently to the markets. It also supplements the use of other forms of transport. Key notes for the teacher and students- Cheloti 2012-2013 21 c It has stimulated industrial development since in dustrial products and raw materials can now be transported faster and in large quantities. D Railway transport has stimulated the growth of urban centers. In Kenya for example, urban centres like Nairobi, Kisumu, Mombasa and voi either developed along the railway line or at the terminus. E It has facilitated the spread of religious faiths and political ideas. This was the case in Kenya during the period of missionary work and colonization. In a way railway transport therefore facilitated European occupation of overseas colonies. F There has been a significant improvement in agriculture since agricultural goods are transported more easily and faster using the railway. G It has been a source of employment for many people I maintenance, engine driving etc. H It has facilitated the exploitation of natural resources like mining, fisheries and forestry. The raw materials from these resources are transported faster using the railway. I Railway transport has stimulated economic growth since it is a source of revenue for many governments. Disadvantages of railway transport a It is expensive to construct. The wagons are also expensive to buy and maintain. B Railway transport lacks in flexibility. It can only pass through certain landscapes. C Smoke emitted from the trains lead to environmental pollution. D Railway accidents might be rare but when they happen, they are fatal. This was the case in Kenya in 1998 when 200 people lost their lives. E Railway transport is not self sufficient. T has to be supplemented with road transport. Water transport Canal vessels A canal is an artificial river that is used to transport people and goods. It may be built to link a ricer and a lake, sea or a sea with a sea. Apart from transportation, their water may be used in irrigation like in the case of River Nile. Canals have been used for centuries for transportation."}
{"text": "In1807, the phoenix became the first steamship that made regular voyage from Philadelphia to New York. In 1819, the savannah became the first ship equipped with a steam engine to cross the Atlantic Ocean. In 1853, the peninsular and oriental Line built the iron-screw steamer, Himalaya, the biggest vessel as at that time. John Elder invented a compound engine with two cylinders which reduced fuel consumption in steamships. In 1838, Sirius sailed from London to New York, the Great Western, without using sails crossed the Atlantic in 15 days from Bristol. In 1839, the Archimedes and the Robert F Stockton were built using Smith s and Ericcson s patent. The most important ship to cross the Atlantic was the Great Britain built by the Islamabad Kingdom of Brunei in 1843. The first USA trans-Atlantic steamers were the Herman and Washington. The first merchant ship to be all-welded without any rivets in its hull was the MS Fullagar in 1920. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 142 Importance of the discovery and use of the steamship a Man could no longer depend on nature wind for power. This made travel by sea easier and more comfortable. B It led to expansion of international trade since transportation became cheap. C Bigger volumes and varieties of goods could be carried including those that required special handling like petrol. D It formed the basis for colonization as colonizers could move to other continents easily. E It increased international migrations and spread of races, cultures, diseases, intermarriages, languages and religion f It led to greater expansion of geographical knowledge. It gave access to countries bordered by sea. G It led to expansion of world economies, industries, trade and commerce. H Spread of plants and animals internationally. Motor- Driven ships With the invention of the internal combustion engine, oil replaced coal. The Caspian Steamer Wanal was built in 1903 was the first sizeable ship with an internal combustion engine. In the 20th c, the use of atomic energy nuclear power was developed. The first ship to use atomic power was the Nautilus in 1956. In 1961, an American merchant ship, MV Savannah, propelled by nuclear power was launched. There are two types of ships based on the service offered; a The Liners operate regular scheduled services on defined trade routes charging advertised rates."}
{"text": "The Caspian Steamer Wanal was built in 1903 was the first sizeable ship with an internal combustion engine. In the 20th c, the use of atomic energy nuclear power was developed. The first ship to use atomic power was the Nautilus in 1956. In 1961, an American merchant ship, MV Savannah, propelled by nuclear power was launched. There are two types of ships based on the service offered; a The Liners operate regular scheduled services on defined trade routes charging advertised rates. B The Tramp ships carry any suitable cargo between any two points based on a negotiated contract. They have no regular route or timetable. Modern passenger Liners The cruise ship, the most important passenger liner, is a specially designed vessel providing luxurious surroundings and entertainment to passengers. It is about 270 m and carries 2000 passengers. New passenger Liners were developed after World War II for example the American United States of 1952 and the British Queen Elizabeth 2 of 1969. The liners were overtaken by the development of the aeroplane and airline transport and only a few remain today. Freight Vessels These are Special Ocean going ships designed for carrying large amounts of cargo. Containerships transport large metal containers that have been pre-loaded with cargo. Some container ships carry over 6,800 containers. Military Vessels In 1859, the French launched Gloire, the first iron-plated ship. During the American civil war 1861-1865 , two iron-plated ships were used. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 143 In world war II, battleships, Aircraft carriers can carry 85 aircrafts , cruisers, destroyers, destroyer escorts frigates , minesweepers, torpedo boats, landing craft and other support vessels were developed. Hydrofoils and hovercraft These are specialized water vessels a hydrofoil has small wing-like surfaces called foils attached to the bottom of its hull that lifts the hull out of water when the hydrofoil accelerates. A hovercraft is lifted entirely off the water surface by a cushion of air and are propelled by giant air propellers or by water jets Ferries These are vessels used to transport people, animals and vehicles over water in places where bridges would be inconvenient or impossible to build. Motorboats and personal craft These are small boats that are used for recreational purposes with either out boat motors or in boat motors."}
{"text": "Hydrofoils and hovercraft These are specialized water vessels a hydrofoil has small wing-like surfaces called foils attached to the bottom of its hull that lifts the hull out of water when the hydrofoil accelerates. A hovercraft is lifted entirely off the water surface by a cushion of air and are propelled by giant air propellers or by water jets Ferries These are vessels used to transport people, animals and vehicles over water in places where bridges would be inconvenient or impossible to build. Motorboats and personal craft These are small boats that are used for recreational purposes with either out boat motors or in boat motors. Pipeline transport This is a form of transport used to move liquids, gases or solid liquid mixtures over long distances. The most common liquid that is transported by pipeline in many countries is water. Others are oil and gas. Pipelines are also used to transport solids suspended in liquids such as coal slurry which consists of powdered coal suspended in water. Air Transport This is the fastest form of transport over long distances and continents. Different types of Aircraft exist. Aeroplane An airplane is an aircraft heavier than air that uses wings to obtain lift in order to fly thus transporting people, mail and cargo from place to place. They are also use in warfare. The development of an aeroplane started in 1783 when a successful manned flight was made in France by two brothers, Jacques and Joseph Montgolfier using a hot air balloon. Sir George Cayley, an English scholar and inventor, built model Gliders that could sail in the air in the 19th c. Later, Pilcher added wheels to the gliders in order for them to be towed into the air. By 1850, power driven planes were built. An English engineer, John String built and designed power-driven planes. In December 1903, An American astronomer, Samuel Langleys almost won the honour of perfecting the power driven airplanes, by making a full size airplane called the aerodrome. The plane unfortunately crashed in Potomac River before being launched. On 17th December 1903, two weeks after Langley s failure, the Wright brothers, Orville and Wilbur Wright, produced the first manned power driven aeroplane at Kitty Hawk, North Carolina USA. Their machine was a wooden glider fitted with a petrol engine and two propellers."}
{"text": "The plane unfortunately crashed in Potomac River before being launched. On 17th December 1903, two weeks after Langley s failure, the Wright brothers, Orville and Wilbur Wright, produced the first manned power driven aeroplane at Kitty Hawk, North Carolina USA. Their machine was a wooden glider fitted with a petrol engine and two propellers. In 1906, a Brazilianborn aviation pioneer made the first officially observed European flight in a powered biplane. In 1909, Louis Bleriot of France became the first person to fly a plane across the English Channel in 35.5 minutes. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 144 In 1915, the Germans used the first mono-plane during the First World War. In 1919, John N. Alcock and Arthur W Brown flew non-stop across the Atlantic from New Foundland to Ireland. Later improvements in the plane were replacement of wood and cloth with aluminum and stainless steel, invention of a retractable gear that improved streamlining in planesBy 1920, plane speed had gone up to 303 km h. in 1940; it was 755 km h.The best known aviator in 1920s was Charles Linburgh who accompanied a non-stop flight from New York to Paris in 1927 in his single monoplane called the spirit of Saint Louis in 33 hours. In 1920, the first scheduled passenger service was made between Amsterdam and England by KLM Dutch Airlines. In 1930, the first pressurized plane was launched. The most popular passenger plane at that time was the DC-3 built by Douglas Aircraft Company. It had a capacity of 30 people and moved at a speed of 320 km. The jet engine The jet engine was invented by German engineers in 1939.the first jet powered airplane was the german Heinkel HE -178. The first practical jet fighter was the Lockheed P-8 developed in 1944.During the post war period, the jet engines were put to commercial use.. For example, the Boeing 707 flight which was launched in 1958 in USA. The Boeing 747 Jumbo Jet which entered the market in 1970 can carry 375 passengers, 20 tonnes of freight and move at a speed of 900 km h.The Supersonic Loans Port SST is designed to fly at speeds of over 1180 km h."}
{"text": "The first practical jet fighter was the Lockheed P-8 developed in 1944.During the post war period, the jet engines were put to commercial use.. For example, the Boeing 707 flight which was launched in 1958 in USA. The Boeing 747 Jumbo Jet which entered the market in 1970 can carry 375 passengers, 20 tonnes of freight and move at a speed of 900 km h.The Supersonic Loans Port SST is designed to fly at speeds of over 1180 km h. the Russian TU-144 and the French British Concorde are both SSTs and entered passenger market in 1972. Helicopters It is a type of airplane which obtains its lift from a set of rotor blades rather than fixed wings. The first successful helicopter was made in 1907 when a French helicopter left the ground for a few seconds. Germany made the first practical helicopter in 1936 while the United States Army unveiled its wartime helicopter in 1942. Uses of helicopters Lighter- than-air-vehicles These include balloons relying on hot air and lighter than air gases like helium and hydrogen for lift. Airships that combine lighter than air gas bags with propellers navigation were initially used for passenger traffic but their usage declined due to several fatal accidents. For example the disaster that befell the German airship, Hindenburg, in New Jersey in 1937. The rocket engine Rocket engines use fuel. They carry chemicals which enable them to burn their fuel without air supply. The first rocket engine to be used was by a German manufacturer, Fritz von Opel in 1930. An American, R H Goddard also developed a modern rocket in Massachusetts in the USA. Factors which encouraged the development of air transport. A The effect of the First World War- it increased demand of war planes-jet fighters and fighter planes flying over 600kph were manufactured. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 145 b The arms race and the cold war which also made many countries to acquire many planes.-fear, jealousy and competition based on ideological differences. C Desire for comfort among passengers and the need to transport perishables quickly. D Expansion of international trade and desire for more wealth. E Colonization and international migrations. F The expansion of the tourist industry. G Vast improvement in science and technology and growth of industries."}
{"text": "E Colonization and international migrations. F The expansion of the tourist industry. G Vast improvement in science and technology and growth of industries. Results of air transport 1 Air transport is a major global employer. The air transport industry directly generates 5.5 million jobs globally and contributes USD 408 billion to global GDP. It directly contributed USD 1,830 billion to world GDP in 2007 and generated 79 million direct jobs globally 2.8 of total employment. 2 Air transport is an important facilitator of international trade, thereby promoting economic growth and development. Forecasts suggest that the global economy will become even more dependent on trade over the next decade. World trade is expected to nearly double, rising at more than twice the rate of global GDP growth, with China, India and emerging markets leading the way. 3 Air transport stimulates Tourism which makes a major contribution to the global economy. The air transport industry plays a major role in supporting tourism. Over 40 of international tourists now travel by air, up from 35 in 1990. At the same time, the WTTC estimates that foreign visitors account for just fewer than 25 of overall tourism spending around the world. This includes spending by business travelers, as well as those on leisure trips or visiting friends and relatives. 4 Air transport is a significant tax payer. Unlike other transport modes, the air transport industry directly pays for its own infrastructure costs. The user charges collected by airport operators pay both for the day-to-day services they provide to airlines and their customers, and also for the massive investment in runways, terminals and other infrastructure required for a modern, efficient air transport service. In addition, companies in the air transport industry make significant tax payments to national treasuries. 5 Air transport expands the range of consumer choices and opportunities to visit other countries and to experience new cultures. 6 Air transport delivers humanitarian aid. Air services play an essential role in humanitarian assistance to countries facing natural disasters, famine and war through cargo deliveries, refugee transfers or the evacuation of people trapped by natural disasters. They are particularly important in situations where access is a problem for example, air drops are among the first response of aid agencies to stem a humanitarian crisis. 7 Air transport also plays a vital role in the rapid delivery of Medical supplies and organs for transplantation worldwide."}
{"text": "Air services play an essential role in humanitarian assistance to countries facing natural disasters, famine and war through cargo deliveries, refugee transfers or the evacuation of people trapped by natural disasters. They are particularly important in situations where access is a problem for example, air drops are among the first response of aid agencies to stem a humanitarian crisis. 7 Air transport also plays a vital role in the rapid delivery of Medical supplies and organs for transplantation worldwide. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 146 8 Air transport provides access to remote areas. Air transport provides access to remote areas where other transport modes are limited. Many essential services, such as food deliveries, hospitals, education and post, would not be available for people in such locations without air services. And residents would be isolated from family, friends and business contacts. 9 Air transport has improved security as soldiers can be flown to troubled areas. Aeroplanes are also used in espionage 10 Air transport has led to improvement f space exploration. Satellites are used to study objects in space such as stars and planets. 11 Air transport has promoted international cooperation and understanding. People from different countries can exchange ideas.. 12 It has provides the fastest means of transport for passengers and goods thus increasing cultural and social exchange. 13 Aeroplanes are used to break hail in order to cause rain. 14 Plans and other aircraft have added to variety to sporting and entertainment. E.g the staging of fighter plane shows in public holiday celebration. 15 Aircraft has revolutionized warfare especially during the Second World War when countries began using panes in warfare. 16 International terrorism has been facilitated in the recent past by aeroplanes. Incidents of planes being hijacked are becoming common in the world today. 17 Air transport contributes to environmental pollution due to waste discharged by the burning fuel. Jets cause noise pollution. 18 Air transport has enhanced agriculture as planes are used to spray and dust insecticides on crops in the case of large scale farming. They are also used in quick delivery of perishable farm produce from horticultural farms. 19 Planes assist in fire fighting, inspecting fence lines and power cables and border patrol. 20 Aeroplanes are used in making aerial survey in cartography thus improving map making. 21 Air transport enhances wildlife management and conservation. Counting of animals by wildlife officers is one used planes. 22 In meteorology, air transport has enhanced weather survey."}
{"text": "21 Air transport enhances wildlife management and conservation. Counting of animals by wildlife officers is one used planes. 22 In meteorology, air transport has enhanced weather survey. 23 Air transport sometimes leads to deaths of many people when fatal accidents occur. For example, the mid-air blow-up of the trans World Airline plane over the Atlantic ocean in July 1996, the 5th may 2007 crashing of a Nairobi bound KQ 507 moments after leaving Duala international Airport in Cameroon killing 114 passengers. Space exploration This is the attempt by scientists to reach the heavenly bodies namely the stars and moon to learn more about them and their importance to man as a whole. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 147 Space age refers to the period in which the exploration of space became possible. It began with the launch of the first artificial satellite in October 1957 by the soviet union - Sputnik. The first human to go to space was a Russian Major Yuri Gagarin using Vostok I in April 1961. Inthe same year an American, John Glenn also went to space. Neil Armstrong, an American Became the first man to land on the moon in July 1969 in his space craft, Apollo II. He was accompanied by Edwin E Aldrin Jr and Michael Collins. Many other have toured the moon since then. Later on a space shuttle was built. The first space shuttle, Columbia, launched in 1981, carried two American astronauts, John W. Young and Robert L Crpens. In 1983, the space shuttle, challenger released a satellite into space. One of the crew members, Sally K Ride became the first woman astronaut to go to space. In 1984, Kathryn D Sullivan became the first American woman to walk in space .By 1988, there were 300 operating satellites in space while 1200 were not functioning. Challenges facing space exploration a Deadly hazards like cosmetics and solar radiation and micro meteorites dangerous to spacecraft. B Hostile natural environment which is unsuitable for human life making it very expensive. C Extreme temperatures and light intensities. Extreme darkness and brightness. Such difficulties have been overcome through development of new tools and techniques for space navigation. Importance of space exploration to man a Spacecrafts continue to provide information about conditions in space in particular about the weather. B Reports derived from weather satellite can act as warning systems about impending storm."}
{"text": "Such difficulties have been overcome through development of new tools and techniques for space navigation. Importance of space exploration to man a Spacecrafts continue to provide information about conditions in space in particular about the weather. B Reports derived from weather satellite can act as warning systems about impending storm. C It helps us to gain more knowledge about our planet earth. E.g. a scientific satellite known as Vanguard 1 sent back pictures, which showed that the earth was slightly pearshaped. D Communication satellites like the Telstra and Relay have made it possible to send television programmes and telephone calls over much longer distances. E In 1965, the US achieved another momentous feat in space communication. The mariner4 in a deep space probe sent back pictures of mars that were taken as it passed the planet. F Some space exploration offers possibilities without limit. Planets themselves may have metals and other resources that men on earth need. G Information about outer space may make it possible to make rain and make longrange weather forecast more accurately than before. H Some scientists are optimistic that space research might make it possible for human beings to settle on some planets; so far, we are not very definite about this. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 148 i Humankind can benefit from medicine prepared under ideal conditions on the planet namely dust free and germ free medicine. J Space exploration enhances technological development. K It facilitates own understanding of the universe. L It leads to improved manufacture of aircrafts, telescope and related machines. M Contributed to development of advanced air force weapons. Advances in transportation Africa s first high speed train system, the Gautrain, was officially lanced in Johannesburg on 8th June 2010 to connect the cities of Johannesburg and Pretoria with a 160 km h rail service. Effects of modern forms of transport a It has made local and international trade more efficient. Trade in perishable goods such as flowers and vegetables have been expanded thanks to air transport. B Population migration and settlement all over the world has been encouraged using the means of transport. C It has facilitated the quick transfer of technology and ideas as people interact d It has made industries more efficient. Raw materials, industrial workers, and manufacturedgoods are transported to their destinations cheaply and quickly. E It has promoted tourist industry which is a major foreign exchange earner in many countries. Accessibility to tourist attraction sites has greatly improved."}
{"text": "Raw materials, industrial workers, and manufacturedgoods are transported to their destinations cheaply and quickly. E It has promoted tourist industry which is a major foreign exchange earner in many countries. Accessibility to tourist attraction sites has greatly improved. F It has generated employment opportunities to many as road constructers, drivers, pilots and mechanics. G It contributes additional revenue to the government. Countries charge toll fee, license fee and fuel levy. H Air transport enhances space exploration. I Has contributed to the growth of the service sector like banking and insurance. J Transport has promoted humanitarian assistance particularly in disaster situations, e.g distribution of relief food, medical services and evacuations during catastrophes and wars. K It has led to growth of schools and hospitals and social amenities. In Kenya most schools and hospitals are located along transport routes. L It has led to agricultural development. Farmers have been able to increase food production since they can transport farm produce and inputs more efficiently and effectively. M It has stimulated the growth of urban centres. Towns such as London, Nairobi and Harare started off due to their location along transport rou s. The towns have also grown due to their transport function. N Transport has enhanced political control in countries. National security has been enhanced due to accessibility of many areas of a nation. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 149 o Transport facilitated colonization of Africa and Asian countries. Railway systems helped them to conquer and suppress local resistances to facilitate easy administration. Negative effects of transport. A Transport systems are responsible for many accidents in world leading to loss of lives. The Mtongwe ferry accident in Kenya claimed 257 lives in 1994; a plane crash in Ngong in 2012 killed the minister for internal security professor George Saitoti and six others. B Transport is responsible for environmental pollution. Different forms of transport emit poisonous gases to the atmosphere. Oil tankers cause oil spills in the sea s leading to marine pollution. C Unless they complement each other, different forms of transport are unreliable. For example, water and railway transport have to be complemented by road transport. D The growth of international terrorism has been attributed to transport network. Communication Definition This is a Two-way process of reaching mutual understanding, in which participants not only exchange information but also create and share ideas and messages. Communication includes writing, talking and Non-verbal communication facial expressions, body posture, or gestures."}
{"text": "For example, water and railway transport have to be complemented by road transport. D The growth of international terrorism has been attributed to transport network. Communication Definition This is a Two-way process of reaching mutual understanding, in which participants not only exchange information but also create and share ideas and messages. Communication includes writing, talking and Non-verbal communication facial expressions, body posture, or gestures. Traditional forms of communication. The methods of communication that were used in the traditional society included; Gestures These are signals or body movements intended to pass a message. The person to whom the gesture is directed must know the meaning of the gesture. It is sometimes referred to as sign language. A combination of gestures that simulate actions or a sound Body language Sometimes gestures are used to enhance and emphasize speech. They are used where silence is required yet communication is vital like in operating theatres, and in traffic control. Verbal communication-language This is the commonest form of communication among human beings involving the use of sound spoken language in combination with some gestures or alone, to express messages. There are over 6000 distinct languages world today. Signals The use plants on the roadsides, the shaving of hair, physical marks on one s body or property are means through which communication is passed to others. Fire and smoke signals Fire and smoke signals were used to send quick and urgent messages. Fire and smoke signals were coded such that strangers could not interpret the message correctly. They were commonly used in warning people of an impending danger. The Jews used fire For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 150 signals torch light to proclaim their feast days on mount Olives. Fire and smoke signals were always sent at night. Advantages of using fire and smoke signals a Fire and smoke signals Conveyed messages faster than a messenger. B Confidentiality of messages was upheld since the messages were coded and could not be interpreted by strangers. C It was a cheap method of passing a message. Disadvantages of fire and smoke signals a Messages could not be sent over long distances. B Ranges of messages passed were limited. C It was restricted by weather conditions smoke is useless in cloudy and misty days. It is difficult to set fire in wet conditions. Smoke could be blown by wind. D It was of little use if no one was on the look out to see and interpret."}
{"text": "It is difficult to set fire in wet conditions. Smoke could be blown by wind. D It was of little use if no one was on the look out to see and interpret. Drumbeats In drumbeating as a means of communication, each beat was coded for relaying different messages. For example there were different beats for ceremonies, announcing funerals, meetings, declaration of war, arrival of strangers and impending attack. Once the initial beat was heard, the other drummers could pick up the beat in different areas thus spreading the message very quickly. Advantages of drumbeating a Drumbeats could relay a wide range of messages-different beats could convey different messages. E.g. death, danger, festivities. B In most cases drum beating could be used at any time both day and night whereas smoke signals could only be used during the day. C Drum beats relayed specific messages whereas smoke relayed general messages. D Drum beats could be used all seasons whereas smoke signals could not be used during certain seasons e.g. when it is raining. E Drumbeats could convey messages over wide areas. F Messages by drumbeat were conveyed faster compared to smoke signals. The major disadvantage of drumbeats was that at times it was difficult to differentiate the beats and therefore, the message could not be clearly interpreted thus leading to confusion. Horn blowing They were used to make public announcements, summon warriors or invite people to an important meeting. This was done by specialists with different tones that passed different messages thus passing a wide range of massages. Screams and cries Screaming was effective mostly on hill or mountain tops because of echoing. There were different ways of screaming in different situations.. Ululations signified feasting or good news like child birth. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 151 Running messengers Sometimes there was use of trust worthy runners for very personal and urgent messages. However the accuracy of the message delivered depended on the memory of the messenger. An Athenian soldier, Phidippides, is remembered in history as a great messenger for covering great distance from Marathon to Athens. Unfortunately, he dropped dead shortly after arrival. The Marathon race is named in his honour. Messengers are still used to deliver messages today although there has been tremendous improvement after invention of writing. Disadvantages of using messengers a Messages could not reach recipients on time since the messengers walked on foot to their destinations."}
{"text": "B Information was stored in that form for future reference. C Information could be interpreted into different languages so that it could be accessible to many. D The message in most cases was accurate. Limitations a They were only limited to literate people. B At times the information could be biased depending on the writers orientation. C Written messages were open to misinterpretation. Modern means of communication Numerous modes of communication have been evolved over time since the time primitive speech was the main means of communication. The modern means of communication include telephone, radio, television, video, cinema, telegraph, telex, electronic mail. Pager etc. The methods are categorized into telecommunications and print media. Telecommunications This is a term that describes the technology of receiving and sending messages by telephone, radio, television, telegraph, telex, facsimile or e-mail. The message can be verbal, written or pictorial. There are a wide range of devices in telecommunication through which messages can be sent in a variety of ways. For example, Telephone. This a communication device which is used to relay sound waves by converting them into electrical signals and then reconverting them into sound waves. Telephones carry sound over a distance using electric current. The history of the invention of telephones starts with the success of a Scottish-born American inventor, teaching speech to deaf children in Boston Massachusetts, Alexander Graham Bell, who built an experimental telegraph which broke down after one day. Bell constructed a transmitter and a receiver for which he received a patent on March 7, 1876. Assisted by Thomas Watson, he discovered that voice can be sent using wires. Later, Almon Brown Strowger of Kansas City, Missouri, invented the first automatic telephone exchange using electromagnetic switchboard Strowger Switches in 1897. By 1900, long distance service was possible through the use of repeaters electromagnetic devices placed along the route of the call which amplified and repeated conversations into the long distance instrument. Radio transmission later replaced underground and submarine cables for long distance transmission. In 1877, Graham Bell opened the Bell Telephone Company."}
{"text": "Assisted by Thomas Watson, he discovered that voice can be sent using wires. Later, Almon Brown Strowger of Kansas City, Missouri, invented the first automatic telephone exchange using electromagnetic switchboard Strowger Switches in 1897. By 1900, long distance service was possible through the use of repeaters electromagnetic devices placed along the route of the call which amplified and repeated conversations into the long distance instrument. Radio transmission later replaced underground and submarine cables for long distance transmission. In 1877, Graham Bell opened the Bell Telephone Company. In 1900, it was sold t o the American Telephone and Telegraph Company AT T In Kenya, telephone communication was introduced in 1908 and has grown tremendously Cell phones A cellular telephony is a type of wireless communication which uses many base stations to divide a service area into multiple cells. The concept of cellular phones began in 1947 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 153 when researchers looked at the crude mobile car phones and realized that by using small cells with frequency reuse, they could increase the traffic capacity of mobile phones Dr Martin Cooper, a former general manager of the systems division at Motorola is considered the inventor of the first modern portable handset. Which he used for the first time in April 1973.The development of mobile telephony technology was slow in the earlier periods due to the hindrance by the strict federal regulations in USA and Europe. In 1921, the USA mobile Radio began to operate. In June 1946, the first American Commercial mobile radio telephone service was introduced in Saint Louis, Missouri. By 1950s, the first telephone equipped cars took to the roads in Stockholm. In 1964, the Bell system introduced the mobile telephone service. By 1982, commercial cellular phones were being used in the USA and Tokyo in Japan. By 1987, USA had over 1million cellular telephone subscribers. Currently, there are many mobile manufacturing companies are now in operation. For example, Nokia, Motorola Inc., Sony, Alcatel, Samsung, Sagem, Siemens, AG, and Sony Ericsson. There are also a number of mobile phone service providers. In Kenya, the main ones are Safaricom, Airtel, Orange and Yu Standard Features of cellphones a They are used for making and receiving calls. B All have a personal phone book. C They all have the ability to send and receive SMS."}
{"text": "In Kenya, the main ones are Safaricom, Airtel, Orange and Yu Standard Features of cellphones a They are used for making and receiving calls. B All have a personal phone book. C They all have the ability to send and receive SMS. D They have the ability to store messages and display and record the telephone number of a caller. The following features are not standard and vary from phone to phone. A Calculator, clock and calendar. B Access to the internet c Digital camera capability d A variety of ringtones Limitations of cell phones a They may be prone to poor reception especially where they are reliant on internal antennas. B Their use is dependent on the availability of electricity. The phone must be recharged after a number of days. In areas where accessibility to electricity is a problem, mobile phones may not be so much in use. C The continuous use of mobile phones has raised fears of possible side effects of radioactive rays on human beings. D Handsets are easily stolen due to their small size. Television The a public broadcasting medium that uses a point to multipoint technology to broadcast to any use within the range of the transmitter. In 1855, the idea of a television was perceived but only came into use in 1922 when a Scot, Loggie Baird, showed how moving images could be transmitted by electromagnetic waves. In 1931, the cathode ray For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 154 tube CRT was invented in USA. The CRT transforms beams of electrons into visible images on the screen. This led to development of modern television. The first television broadcasting service was launched in 1936 by BBC.I 1942, Baird invented the colour transmission. In Kenya, broadcast television began after a television station was opened in 1970. This was the Voice of Kenya. Kenya was connected to worldwide television via Longonont Satellite Station in1972. In 1990, KTN, the second channel was introduced in Kenya Cable Television Cable television, a commercial service that links televisions to a source of many different types of video programming using Coaxial cables, was introduced in Kenya in 1994. The television users with personal satellite dishes can access satellite programming directly without a cable installation. Recently, the digital television DTV was invented."}
{"text": "Kenya was connected to worldwide television via Longonont Satellite Station in1972. In 1990, KTN, the second channel was introduced in Kenya Cable Television Cable television, a commercial service that links televisions to a source of many different types of video programming using Coaxial cables, was introduced in Kenya in 1994. The television users with personal satellite dishes can access satellite programming directly without a cable installation. Recently, the digital television DTV was invented. This is the transmission of audio and video of digital signals, in contrast to analog signals Television is an important means of communication since it is an audio-visual device. Its importance can be summarized as follows; a It conveys news and information from all over the world more vividly than other means of communication such as radio. B It is a source of entertainment as it shows music and drama programmes. C It is a device that may be used in educational broadcasting. Some educational programmes are broadcast on television. For example, programmes that sensitize people on HIV and AIDS pandemic. D It is used in commercial advertisement by manufacturers and companies thus enabling them to sell their products. E It is the best means of transmitting ideas since it commands attention. F It is a source of employment in the television stations. G Television has enabled humankind to bridge the gap of real-time communication between different time zones in the world. Disadvantages. A TV can only be viewed where there is electricity. It is expensive to install solar panels in areas where there is no electricity. The car batteries that may be used require constant charging. B Pornographic programmes have eroded cultural values, especially among the youth. Such programmes originate in the west and the youth want to imitate what they see. C Watching violent programmes has created the culture of violence among the youth. For example, watching of wrestling and violent movies. D Some advertisements encourage deviant behavior. For example, advertisements of alcohol and cigarettes. E Watching television can sometimes become addictive in some homes thus limiting the time to participate in other activities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 155 Radio. The invention of the radio was a significant development in the electronics industry."}
{"text": "E Watching television can sometimes become addictive in some homes thus limiting the time to participate in other activities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 155 Radio. The invention of the radio was a significant development in the electronics industry. In 1864, an English mathematical physicist, clerk Maxwell 1831-1879 suggested that there was the existence of waves. In 1888, a German, Heinrich Rudolph Hertz, 1857-94 demonstrated the existence of electromagnetic waves vibrations that travel through space, which were named after him. These waves could be used in wireless communications. In 1901, an Italian, Guglielmo Marconi 1874-1937 invented the radio and sent a radio transmission across the Atlantic from poldhu in Cornwall to Saint John, Newfoundland, Canada. The radio gained prominence during the World War I as it was used to communicate. The Marconi Company made the first radio broadcast in Britain in 1920.The British Broadcasting Company BBC was set up in London in 1922.Kenya s Radio Broadcasts before independence depended on the BBC. The VOK began to air programmes after independence. In 1990, VOK changed its name o KBC. In 1995, the FM meter Band was launched thus leading to an increase in radio stations Importance of radio a Radio is easy to access since people can afford to buy the device. B News and information from the radio is quickly received throughout the country c It can also be accessed by the illiterate people who can listen and understand the radio news if broadcast in the language they can understand. D Radio is used to enhance communication in transport systems like motor vehicles, railway, ships and airplanes. E Radios are sometimes used to broadcast educational programmes and important government communications on issues like health, agriculture and family planning. F The radio is a source of entertainment. E.g through Music and drama programmes. G Radio can be used by manufacturers and companies to advertise their products thus stimulating business. H Radio communication has enhanced space exploration. Radio signals are used to communicate with space vehicles."}
{"text": "G Radio can be used by manufacturers and companies to advertise their products thus stimulating business. H Radio communication has enhanced space exploration. Radio signals are used to communicate with space vehicles. Telegraph This is a device or process by which messages are passed over a distance, especially using radio signals or coded electrical signals. Telegraph messages are sent by a code in which numbers, letters and punctuation marks are represented by a combination of dashes and dots. The earliest code to be used was the Morse code which evolved into the international Morsecode. A message sent by a telegraph was called a telegram. Radio invention made it possible for wireless telegraphy. Samuel Morse 1791-1892 is credited for the invention of the electric telegraph. In 1837, Morse made the first crude telegraph and by 1844, he successfully sent a telegraph over line. By 1845, the first public telegraph was operating between Washington and Baltimore. In 1851, the first telegraph cable was laid under the English Channel between London and Paris. In 1866, the TransAtlantic cable was established. In 1872, most cities in the world were linked by telegraph. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 156 Disadvantage. Communication through the telegraph could be rendered unreliable where accidents and poor weather could cut telegraph cables. Internet. This is a computer-based global communication network system that links thousands of computers using telephone lines. Currently Mobile phones are also used in internet communication. Internet forms one of the inexpensive and fastest communication means in the world today which has gained popularity..Internet was introduced in the 1970s. Currently there are over 4000 million users of internet in the world today with its popularity being manifested in the social media networks like facebook, Twitter. Results of internet. A Education has been developed since research can be done on the internet. B E-commerce can be done on the internet hence enhancing the sale of goods and services. C The running of government operations can be done on the internet since the government may use it for internal communication, distribution of information and automated tax processing. D Internet has led to expansion of Business as people use it to interact with other business people. E Individuals use the internet to communicate through e-mail or other social network platforms such as facebook, Twitter, Skype, etc. Electronic Mail. E-mail This kind of communication is also reliant on internet."}
{"text": "D Internet has led to expansion of Business as people use it to interact with other business people. E Individuals use the internet to communicate through e-mail or other social network platforms such as facebook, Twitter, Skype, etc. Electronic Mail. E-mail This kind of communication is also reliant on internet. The communication is done using either computer or mobile phones with the help of a modem. E-mails first came into widespread use in 1990s and has today become a major contributor to business development. It has taken the lead ahead of telephone, fax, radio and television in communication. Facsimile transreceiver fax This is a method of transmitting text over telephone network. A written, printed or pictorial document is scanned then sent and reproduced photographically at the destination. The message picture is transmitted within 30 seconds. The Fax machine was developed by a german named Arthur Korn in 1902 and was commercialized in 1926. Telex This is system of direct dial teleprinter which uses a keyboard to transmit typed text over telephone lines to similar terminals Satellites A Satellite is a spacecraft or an artificial device orbiting the earth, moon or another planet, transmitting back to earth scientific information. It is launched at a velocity of at least 28,960 km per hour escape velocity to enable it overcome gravitational pull of the earth and thus remain in space. In 1680, a British Scientist, Isaac Newton, introduced the idea of artificial satellites. The first message to be transmitted by satellite was the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 157 Christmas greeting by President Dwight D Eisenhower of the USA in 1958.In 1969, the first television pictures were relayed around the earth by satellites from Apollo II astronauts. In October 1957, USSR sent sputnik I, the first satellite into the orbit. In the same year, the first living passenger, a little dog called Laika, was carried into space by a satellite. In 1961, a Russian Yuri Gagarin went into space on board of a satellite. In 1969, an American, Neil Armstrong, in his spacecraft Apollo I, landed on the moon. In 1981, the US released the first space shuttle which is manned, airplane like craft which orbits the earth. In 1983, Challenger, the space shuttle, released a satellite into space."}
{"text": "It is launched at a velocity of at least 28,960 km per hour escape velocity to enable it overcome gravitational pull of the earth and thus remain in space. In 1680, a British Scientist, Isaac Newton, introduced the idea of artificial satellites. The first message to be transmitted by satellite was the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 157 Christmas greeting by President Dwight D Eisenhower of the USA in 1958.In 1969, the first television pictures were relayed around the earth by satellites from Apollo II astronauts. In October 1957, USSR sent sputnik I, the first satellite into the orbit. In the same year, the first living passenger, a little dog called Laika, was carried into space by a satellite. In 1961, a Russian Yuri Gagarin went into space on board of a satellite. In 1969, an American, Neil Armstrong, in his spacecraft Apollo I, landed on the moon. In 1981, the US released the first space shuttle which is manned, airplane like craft which orbits the earth. In 1983, Challenger, the space shuttle, released a satellite into space. In 1986, an accident occurred on the space shuttle, Challenger, killing seven Astronauts Pagers beepers These are portable communication message devices. In using it, the person sending the message uses a phone and calls a pager number. The impact of telecommunications today. A Telecommunication has revolutionized communication through enabling faster and easier communication between individuals. This has increased interaction and therefore international understanding. B Telecommunication has enhanced information management e.g the use of computers for information storage and processing and the internet in communication. C Telecommunication devices are also sources of entertainment. Radios and television broadcast music and movies to entertain people. D Telecommunication systems like television bring reality to the viewers by transmitting live pictures. E Telecommunication devices enhance cultural exchange and understanding through showing programmes from other countries. This helps people to appreciate other people s culture and even enrich their own. F Telecommunication systems have promoted water and air transport. Ships at sea and airplanes use these devices to send signals to guide captains and pilots. G Telecommunication systems have made world trade and businesses more effective and efficient. People can quickly place orders for goods and get news of world markets and commodity prices. H Telecommunications has enabled organizations, government institutions and individuals to access information and programmes at their convenience."}
{"text": "G Telecommunication systems have made world trade and businesses more effective and efficient. People can quickly place orders for goods and get news of world markets and commodity prices. H Telecommunications has enabled organizations, government institutions and individuals to access information and programmes at their convenience. This has led to effective management and good governance. I Countries have also improved their security systems by using radio and radio calls and mobile tracking systems to combat crimes. J Modern war fare has been revolutionized. Modern weapons depend on telecommunication services that provide accurate and reliable information. For example, satellites are used to guide missiles. K Remote areas are no longer inaccessible thanks to telecommunications. People can communicate using cell phones even from the most remote areas of a country. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 158 l Telecommunication systems have promoted space exploration. Man has been able to send spacecraft to the moon, mars and Venus using communication satellites. M Telecommunication is a source of employment in many countries. Many people offer services, operate systems and maintain them. N Governments earn revenue from telecommunication systems. This revenue promotes economic development. For example taxes collected from licensing of service operators, manufacturers of telecommunication systems etc. Negative attributes to telecommunication. A Telecommunication has promoted international social crimes such as fraud, drug trafficking and terrorism. B Some forms of telecommunication promote immorality among children and the youth in the world through watching of pornographic materials. C Some telecommunication devices cannot be accessed by many people due to the expense of acquisition and installation. D Telecommunication devices have an addictive effect for many users. This affects speed of development in developing countries AS people sit for long hours watching television instead of engaging in productive activities. E Mobile phone users risk suffering from effects of the constant exposure to radioactive rays which may cause certain types of cancer. Print media This refers to all that is printed or written down and published. For example, journals, books, newspapers, magazines etc. Newspapers It is an unbound publication produced at regular intervals and devoted primarily to current events and advertisements."}
{"text": "Print media This refers to all that is printed or written down and published. For example, journals, books, newspapers, magazines etc. Newspapers It is an unbound publication produced at regular intervals and devoted primarily to current events and advertisements. Before printing was invented, the oldest newspaper, The Siloam Inscription, a stone on which news were recorded was in circulation among the people of Mesopotamia at around 700 BC.The Chinese court journal, Tsing Pao, published in Peking in AD 500 was another early form of newspaper. The Roman Bulletin, Acta Diurna, used by Emperor Julius Ceaser from 60BC to post government daily announcements was also an early form of newspaper. Printing was invented by a german, Johannes Gutenberg, in the 15th century. The first publication, Strasbourg Relations, was published in 1609The London Daily Post also known as the Public Advertiser was published by Henry Woodfall and his son Sampson Woodfall in 18th c. The London Times was first published as the Daily Universal Register by John Walter in 1785. It changed its name to Times in 1788.In 1900, C Arthur founded the Daily Express. The first newspaper in Kenya was the African Standard founded by Alibhai Mullas Jeevanjee, in Mombasa in 1902. It later changed its name to the east African standard in 1905. And moved its operations from Mombasa to Nairobi in 1910.in 1928, Jomo Kenyatta published a local newspaper in Kikuyu, Muigwithania aimed at spreading the views of the Kikuyu central Association and promote kikuyu culture. The Daily Nation For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 159 was established by the Aga Khan in 1960In 1983, the Kenya Times was founded by Hilary Ngweno and later bought by KANU and owned jointly with a Briton Robert Maxwel Types of Newspapers. Daily Newspapers These print atleast one edition every weekday. Some print morning and evening edition when necessary. Examples of daily newspapers include the Daily Nation, The standard, the Toronto Star and The Los Angeles Times. Weekly Newspapers These are published once a week. They contain news of interest to people in a smaller area, maybe a city or a neighborhood. For example the east African in Kenya and the weekly Telegraph in Britain."}
{"text": "Weekly Newspapers These are published once a week. They contain news of interest to people in a smaller area, maybe a city or a neighborhood. For example the east African in Kenya and the weekly Telegraph in Britain. Special interest Newspapers They concentrate on news of special interest to a particular group for example an ethnic community, a corporation or a trade organization. They can be daily, weekly or monthly. Periodicals These are publications released at regular intervals and containing news, feature articles, poems, fictional stories etc. They also contain photographs and drawings. Periodicals aimed at general audience are called magazines. Periodicals differ from newspapers in that whereas newspapers deal with sometimes daily news and are unbound, periodicals like magazines and journals focus on more specialized material and deal with news in form of summaries or commentaries. They are printer on finer paper with smaller bound pages and issued at a longer interval than a day when compared to newspapers. Magazines These are periodical publications with specialized information on particular issues. They are published fortnightly, weekly or monthly. The oldest magazine is Eileen s Oxford Gazette published in 1665, later became the London Gazette. The first periodical to use the word magazine in its Title was the Gentleman Magazine published in 1731 in Britain. The oldest magazine in Kenya is the Kenya Official Gazette 1900-1963 , renamed the Kenya Gazette after independence. Other were the Leader of the British East African Company, Wathiomo Mukinyu by Consolata Catholic Missionaries in Nyeri, Tangaza by Harry Thuku, the East African Chronicles and the Colonial times by the Asian Journals These are periodicals with a narrower target audience such as scholarly publication. They specialize in particular themes or professions. For example the Review of Political Economy, Canadian Journal of African Affairs, the East African Journal of Social Sciences and the East African Medical Journal. DEVELOPMENT OF INDUSTRIES Industry is defined as the skill of making other products from raw materials. It involves extraction and processing into finished products of raw materials For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 160 Early Sources of Energy. Energy is the ability to do work. The following are the early sources of energy that can be identified. Wood. Wood developed as a source of energy after the discovery of fire."}
{"text": "The following are the early sources of energy that can be identified. Wood. Wood developed as a source of energy after the discovery of fire. It was used as follows; a Making fire which provides heat to warm people during cold seasons lighting, to cook roots and roast meat, for hunting bushfires , tool-making to harden tips, means of communication, food preservation b Charcoal made from wood fuel provided heat that was used for steaming water to provide steam power for steam engines during the industrial revolution. This is a form of energy still in use today since it is cheaper and easily available. Wind. Wind was used to drive sailing ships during the trade between East African Coast and the Far East. Windmills were used in China to grind grain and process foods They were also used to pump water from polders in Netherlands. Windmills are also used to generate electricity. Windmills are mainly used in areas with fewer trees like in Isiolo, Garissa, Wajir and Mandera. However the use of wind as a source of energy is disadvantaged by its being irregular and inconsistent in direction and strength. Water. Water has been harnessed to produce HEP. Water was used to turn wooden propellers water wheels which in turn turned grindstones to grind grains into flour. In England, it was used in the Textile and paper industry to turn spinning machines. In Italy waterpowered machines were used to make copper pots, weapons of war, to spin silk and to sharpen various tools. Water also is not reliable as a source of energy since the levels may be too low during dry weather for HEP production. Uses of metals in Africa The age of metals in Africa is divided into the Bronze and Iron Age. Man moved from the Stone Age to the age of metals because metals had the following advantages; a Metallic tools were more durable. They could not break easily. B Cutting edges of metals could be sharpened. C Malleable Metals could be heated and reworked into deferent usable designs when need arose d Metals are not prone to waste. Broken pieces can be smelted and reworked into useful items. For example a broken spear into an arrow. The following are examples of metals that were used in Africa. Gold This was the first metal to be used by humankind. It was used in Meroe, Egypt, Wangara in Ghana and in Central Africa."}
{"text": "The following are examples of metals that were used in Africa. Gold This was the first metal to be used by humankind. It was used in Meroe, Egypt, Wangara in Ghana and in Central Africa. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 161 Gold is malleable and therefore it could be easily moulded into the desired shape without smelting it. Its softness however implied that tools made from gold could bend easily. It was also heavy and could not be found everywhere. Uses of Gold a It was used to make ornaments and decorations. In Egypt, it was used to make jewellery like rings, bangles and bracelets. B It was used to make utensils, such as plates, vases and drinking vessels. C It was used to make swords and flint knife handles among the rich in Egypt. D It was used to make coins in Egypt. E It was used as a trade item in East, central and West Africa f It was used to make weapons such as sword and knife blades. G Gold was also a measure of wealth in Egypt. Copper Though quite soft, copper as harder than Gold and could make better tools. The Egyptians were the earliest people to use copper by 3000 BC.The metal could further be hardened by mixing it with other metals to form alloys during smelting. Uses of copper a Making utensils and containers such as pots and pans. B The Egyptians used copper to make axes, tools, Chisels, Pins and fish hooks. C It was used to make ornamental bangles, rings, helmets, needles, wire chains and statues. D It was used as a medium of exchange in the form of copper bars. E It was used to make daggers weapons . F It was used as a trade commodity. Those with copper exchanged it with other goods that they did not have. G It was used to make alloys like Bronze and Brass. Bronze. Bronze is a mixture of copper and tin which makes it harder than copper. It was used during the Bronze Age. In Africa Bronze was used among the Yoruba, Dahomey and Asante in Nigeria and in Benin. And also in Egypt. Benin was the centre of Bronze. Uses of Bronze. A Making stronger weapons such as shields, spears, arrowheads, swords and daggers. B Making sculptures and decorations."}
{"text": "Uses of Bronze. A Making stronger weapons such as shields, spears, arrowheads, swords and daggers. B Making sculptures and decorations. For example, in Benin it was used to make objects for religious ceremonies, masks and decorating the king s palace. It decorated temples, palaces and pyramids in Egypt. C Making knives, containers, pans and vases. D It was a store of wealth. E It was used to make tools, shields and chariots. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 162 Disadvantages of Bronze. A The tools lost their sharpness and became blunt quickly since the metal was relatively soft. They required constant sharpening. B Bronze was not cheap. The mixture of copper and yin had to be acquired through trade thus making bronze expensive. C It was difficult to get an appropriate proportion of each of the two metals. Iron. Two theories that explain the origin and spread of iron working in Africa are; 1 It was first introduced in North Africa from the Middle East by the Phoenicians and the Assyrians, and then spread to west, East Central and South Africa. 2 The art of iron working probably developed independently in Africa as evidenced by the Archaeological evidence in Buhaya the oldest Iron Age site that existed between 5th and 6th C AD , North West of Tanzania. The Buhaya iron is associated with the pottery style known as Urewe-ware. The Hittites were the first people to smelt and use iron in around 1500BC. The skill then spread to the Assyrians. The idea then spread to Africa between 400 and 500 BC and became widespread in the Nile Valley. By 5th c it had spread upto Meroe the Birmingham of Africa then to Ethiopia. From Carthage and Tunisia, it spread to West Africa, at Taruga in Nigeria s Jos plateau at around 580BC, then to Lake Chad by 500 AD Ways in which the iron culture spread in Africa. 1 Through wars of conquest e.g. Egypt versus Assyrians where the Assyrians forced the Egyptians to learn to use iron from Meroe to make strong weapons. 2 Trade e.g. the Mesopotamians traded with Africans. The North African then traded with the West Africans, thus spreading the iron smelting technology across the Sahara."}
{"text": "2 Trade e.g. the Mesopotamians traded with Africans. The North African then traded with the West Africans, thus spreading the iron smelting technology across the Sahara. 3 Intermarriages e.g. Arabs and Africans intermarried and hence a new iron culture and technology developed. 4 Through learning and acquiring the technology from neighbors. 5 Increased demand for iron tools for agriculture, weapons and iron products increased trade in iron. 6 Migrations. E.g in east Africa where the Bantus and nilotes arrived from West African region with the iron culture which they introduced to east Africa. 7 Travelers and messengers who gave out and received the gifts of iron Uses of Iron a It was used as medium of exchange. Iron bars were used as currency. B To make agricultural tools such as hoes and pangas this increased food production. C Weapons such as spears and arrows were made of iron, which strengthened some communities while others who lacked the same were easily defeated. D Iron was used as a trade item where those who did not have it acquired it through barter trade. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 163 e It was used for storing wealth. Smithers used iron bars as a measure of value. Effects of iron working a It promoted empire building. Many kingdoms and empires relied on strong iron, weapons to fight expansionist wars e.g. Egypt, Benin and Mwene Mutapa empires. B It led to migrations especially of the Bantus who war able to protect themselves during the journeys using iron weapons. C It promoted agriculture since large tracts of land could now be used to produce more food using stronger tools. D Adequate food resulted in population increase and later migration to areas with sparse population. E It resulted in specialization and division of labour as some people became iron smelters while others engaged in other activities like trade. F It stimulated construction and building works using stronger metals like iron. Better houses, temples and bridges were built. G Metal technology also had an impact on religion in that metals began to be used when performing religious rites and in royal palaces e.g. the golden stool among the Asante. H Trading and industrial towns developed within and around the major mining centres like Meroe Axum, in Ghana, in Zimbabwe and in Benin."}
{"text": "G Metal technology also had an impact on religion in that metals began to be used when performing religious rites and in royal palaces e.g. the golden stool among the Asante. H Trading and industrial towns developed within and around the major mining centres like Meroe Axum, in Ghana, in Zimbabwe and in Benin. I Trade was promoted in that sometimes iron was used as currency and others became important items of long distance and regional trade. INDUSTRIAL REVOLUTION IN EUROPE. The Industrial Revolution was a period from 1750 to 1850 where changes in agriculture, manufacturing, mining, transportation, and technology had a profound effect on the social, economic and cultural conditions of the times. It began in the United Kingdom, and then subsequently spread throughout Western Europe, Northern America, Japan, and eventually the rest of the world. The industrial revolution in Europe occurred in two phases;The old phase was from 175-1850 and began in Britain and spread to other European countries like France 1825 , Germany 1840 , Belgium 1870 and Russia 1890 . In USA, it began after the American civil war of 1861 to 1865. In Japan it began in 1900. In Kenya, it is hoped to be done by 2030. Characteristics of industrial revolution in Europe a The use of machines to replace human and animal labour. B The use of steam power as a new source of energy to replace water, wind and animal power. C Increased exploitation and use of coal, iron and steel. D The rise of the factory system in owns instead of the cottage industries in homes. E The development of better forms of transport including the use of railways, roads and water. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 164 f Improved living standards and an increase in the human population who required more manufactured goods. G The production of goods on large scale. Machines worked faster than human labour. H The development of science and the application of scientific knowledge in production. I There was development of trade as manufactured goods were sold locally and abroad. J The rise of modern capitalism that provided enough wealth which was then invested back into industry. K The growth of trade Union Movements to carter for the rights of industrial workers."}
{"text": "I There was development of trade as manufactured goods were sold locally and abroad. J The rise of modern capitalism that provided enough wealth which was then invested back into industry. K The growth of trade Union Movements to carter for the rights of industrial workers. Uses of Various Sources of Energy Coal This is a compact black or dark brown, carbonaceous rock which is a fuel and source of coke, coal gas and coal tar. Abraham Darby invented the process by which coal was turned into coke in 1709 thus discovered that coal produced immense heat. Coke was used to smelt iron. Uses of coal a To heat water to high temperatures so as to produce steam. B To provide lighting. C To drive steam engines in factories. Some generators depended on coal heat to produce steam. D To drive locomotives. This promoted transport. E It was a raw material in the manufacturing of dye and pharmaceutical products. Disadvantages of Coal a It is bulky and transporting it is difficult. B It produced too much smoke when used in locomotives. Also gases released during the burning of coal e.g sulphur dioxide polluted the air and caused acid rain. C Coal was expensive to mine and to transport to the required destination. D Coal mining was risky to miners who often lost their lives when mines collapsed and buried them. Petroleum. Often referred to as oil Before 1850, oil was known to American farmers as a substance that affected food production in farms. It was an American Don, Bissel who carried out an analysis of oil samples at a university lab and established that oil was both a fuel and lubricant. The use of oil became widespread with the invention of the internal combustion engine by Gotlieb Daimler. Uses of oil. A To power vehicles, aeroplanes and ships b To generate electricity used in lighting and cooking. C To run engines in industries d Tar Bitumen , a by-product of petroleum is used to tarmac roads. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 165 e Greasing of metals in industries was also done by petroleum by-products such as grease. F Certain petroleum chemicals are used in making of drugs, fertilizers, synthetic fibre and plastics. Disadvantages of oil a For countries importing oil, it is expensive to transport. B Prospecting for oil is quite expensive."}
{"text": "Electric signals are used in communication gadgets. E Powering transport vehicles such as electric trains and electric cars. Disadvantages of electricity a It can be dangerous if not properly installed or used. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 166 b The generation and distribution of electricity is very expensive thus making its use limited to fewer people in developing countries. Other sources of energy Atomic energy In 1896, A French physicist, Antoine Henri Beckquerel 1852 -1903 , discovered that uranium produces radiation or energy in waves. Radioactivity . This was the birth of the development of Atomic energy. In 1938, Hahn and Stressman discovered the process of Atomic fusion which leads to production of Atomic energy. In 1942, a group of scientists led by Enrico-Fermi at the university of Chicago, USA, built the first Nuclear research Station which resulted in the invention of the nuclear reactor and later the discovery of an Atomic Bomb like one which was used Hiroshima and Nagasaki in 1945.In Belgium and France, 60 of the electricity is produced from atomic power. However, atomic energy when used in war can be very fatal. Radioactivity also endangers both animal and plant life. Polluted air, where radioactivity has taken place causes fever, diarrhea and death. For example the radioaction accident in 1985 at Three Mile Island in the USA and at Chernobyl near Kiev in Ukraine in 1986 had fatal consequences. Solar Energy. It is obtained directly from the sun and is used to dry firewood, clothes and to cook food. In 1714, Antoine Lavoisier made a solar furnace which could melt metals. An engine using solar power was used to run a printing press in Paris in 1880.The use of solar water heaters was widespread in USA by 1900.In 1954, the first solar cell which turned sunlight into electricity was made. The energy was then used to heat water and generate electricity. Uses of Solar energy. A Drying agricultural products. B Distilling of salty water to get salt crystals. C Heating water in homes and industry d Heating and lighting buildings e Cooking using solar cookers f Irrigating using solar water pumps, g Powering satellites in space. Advantages of solar energy a It is clean and is available in places where sunlight is readily available."}
{"text": "B Distilling of salty water to get salt crystals. C Heating water in homes and industry d Heating and lighting buildings e Cooking using solar cookers f Irrigating using solar water pumps, g Powering satellites in space. Advantages of solar energy a It is clean and is available in places where sunlight is readily available. B It is natural and therefore free, non-pollutant and inexhaustible source of energy. Iron and steel Iron was not really a source of energy but the industrial revolution was dependant on the availability of iron Uses of iron a Production of machines for textile industry. Water pipes and ploughs were made of iron. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 167 b Production of steam engines. C Building of trains, railway lines ships, wheels, bridges and coach frames. In an attempt to overcome the disadvantages of iron it was too heavy and could rust easily , in 1856, an Englishman, Henry Bessemer produced steel out of Iron and Carbon. Steel is an alloy of iron and Carbon and is lighter, flexible, stronger and harder than iron .Stainless steel, commonly used in cutlery is an alloy of Steel and Chromium. Uses of steel a The construction of rail lines, bridges, cars and ships. B The manufacturing of machinery especially in the agricultural and industrial sector. C Reinforcement of concrete in buildings and roofing houses. D Making of containers and utensils. INDUSTRIALIZATION IN BRITAIN This change, which occurred between 1750 and 1830, happened because conditions were perfect in Britain for the Industrial Revolution. The transformation was facilitated by the following factors; a Availability of coal and iron ore which served as a basis for heavy industries. Coal was a source of energy for use in the industries. Iron was used in the manufacture of machinery. B The agrarian revolution ensured that important raw materials were available for the industries and also made food more available for the many factory centres c Existence of a large population which provided steady internal market for the manufactured goods domestic local markets. There was also Availability of external markets in her colonies for the industrial produce. D Existence of cottage industries which acted as a base for industrial take-off in Britain. It was easier to turn to mass production of goods on the basis of the small scale production in cottage industries."}
{"text": "There was also Availability of external markets in her colonies for the industrial produce. D Existence of cottage industries which acted as a base for industrial take-off in Britain. It was easier to turn to mass production of goods on the basis of the small scale production in cottage industries. E Due to the enclosure act, many peasants became available to offer unskilled labour especially following their displacement from the rural areas. F Political stability and strong leadership that existed at the time created a condusive environment for investments when compared to other European countries. G Well developed transport and communication network e.g railway, canals, bridges, harbours and roads which promoted industrialization. H Existence of good banking and insurance systems which gave financial help and security to the industries. I Britain had a strong navy that guarded her trade routes thus protecting her merchants from foreign competition. J Policy of free trade encouraged industrialization existence of the merchant and middle class who formed pressure groups that forced the government to adopt measures favoring their industries.britain had no internal customs barrier to hurt her industrial growth. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 168 k Availability of wealth capital that stimulated industrial revolution. Britain had accumulated a lot of wealth from her trade with other countries and her colonies in America and Africa.e.g. The steam engine was made in Britain by a wealth Briton. L Availability of industrial raw materials in her vast colonies. INDUSTRIALIZATION IN CONTINENTAL EUROPE. The Industrial Revolution on Continental Europe came a little later than in Great Britain. Reasons why other European countries delayed in the industrialization process. A The political upheavals in France, Germany and Italy were responsible for the delay in the take- off of industrialization. B The existence of a feudal economy in which the peasant farmers could not afford to buy industrial goods nor raise capital to invest in industry. C The system of farming implied that inadequate raw materials came from the farms thus making it difficult for industrial development. D Their system of transport was not developed. E Unlike Britain, these countries did not have an enterprising class of people and scientists ready to take up the task of industrial investment and invention. Factors that led to industrial development in continental Europe a Political stability and strong leadership that followed the unification of Italy and Germany and end of Napoleonic rule in France created a contusive environment for investments when compared to other European countries."}
{"text": "D Their system of transport was not developed. E Unlike Britain, these countries did not have an enterprising class of people and scientists ready to take up the task of industrial investment and invention. Factors that led to industrial development in continental Europe a Political stability and strong leadership that followed the unification of Italy and Germany and end of Napoleonic rule in France created a contusive environment for investments when compared to other European countries. Feudalism was also abolished. B The agrarian revolution that had taken place in continental Europe ensured that the countries had raw materials for their industries. Other strategic raw materials like coal and iron were readily available. C There was adequate capital from the rich traders who willingly invested in industry. Britain also gave loans to the European countries to industrialize. D Existence of good banking and insurance systems which gave financial help and security to the industries. E Existence of a large population which provided both skilled and unskilled labour required by the industries. F The European governments supported the industrial ventures that were aimed at enhancing economic development. French and Germany governments gave tax concessions and subsidies to encourage industrialization. G Existence of a steady internal and external market for the manufactured goods there was a high European population that consumed most goods locally. H Well developed transport and communication network e.g. better roads, railway and water transport which meant that industrial workers, raw materials and finished goods could be transported easily. I Countries in continental Europe had vast sources of energy such as coal, steam power and electricity which enhanced industrial development. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 169 j The development of new skills in science and technology facilitated industrial growth. Some European countries like France and Germany sent their people to Britain to acquire skills and ideas in science and also invited English technicians to their countries. Effects of the industrial revolution in Europe a Creation of employment opportunities. Ordinary working people found increased opportunities for employment in the new mills and factories. B Emergence of Factories and urbanization. Industrialization led to the creation of the factory system was largely responsible for the rise of the modern city, as large numbers of workers migrated into the cities in search of employment in the factories. C Improved Standards of living. Living conditions and health care improved during the 19th century. The famines that troubled rural areas did not happen in industrial areas. D Population increase."}
{"text": "Living conditions and health care improved during the 19th century. The famines that troubled rural areas did not happen in industrial areas. D Population increase. As living conditions and health care improved during the 19th century, Europe s population doubled every 50 years. Infant mortality reduced. E Local and international trade developed. Manufactured goods were sold locally while others were exported to America. The industries also created market for raw materials from Africa and Asia. F European economies became diversified as a result of industrial growth. This led to specialization e.g. traders, bankers, mechanics and agriculturalists. G Development and use of machinery in agriculture led to increased production h Improvement in Transportation and technology. The expansion of business and factories expanded Canals, highways and railways were expanded. I Large scale production of a wide range of goods. New methods of farming , such as the use of fertilizers and new crop breeds were developed j The industrial revolution promoted development of science and technology. There was increased utilization of knowledge in production of goods as well as scientific inventions such as invention of electricity. K The emergence of trade union movement. The Industrial Revolution concentrated labour into mills, factories and mines, thus facilitating the organization of combinations or trade unions to help advance the interests of working people. L Eventually effective political organization for working people was achieved through the trades unions who began to support socialist political parties that later merged to become the British Labour Party. M It led to Political corruption - the amount of money generated by the Industrial Revolution created a class of super rich who could buy any politician or process. N Environmental damage - there were few if any rules regarding how resources could be removed and used. The air was horribly polluted from factories, as was the soil and rivers. O There was increased exploitation of natural resources in Europe during the revolution. Iron, coal and steel production increased. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 170 p Industrial revolution was accompanied with economic Exploitation of people. While jobs were created, sometimes the jobs were dangerous and people died. Harsh working conditions, Child labour, dirty living conditions, and long working hours were prevalent. Q Rise of unemployment. The rapid industrialization cost many craft workers their jobs. Many weavers found themselves suddenly unemployed since they could no longer compete with machines to produce cloth. R The industrial revolution was responsible for the scramble and partition of Africa."}
{"text": "The rapid industrialization cost many craft workers their jobs. Many weavers found themselves suddenly unemployed since they could no longer compete with machines to produce cloth. R The industrial revolution was responsible for the scramble and partition of Africa. The colonies produced raw materials for industries in Europe and also acted as markets for goods processed in Europe. For this reason, many European nations sought to have as many colonies as possible. The scientific Revolution Science is the systematic study of the nature and behaviour of the material and physical universe based on observation. The scientific revolution refers to the history of science in the early modern period, where sudden development in mathematics, physics, astronomy, biology, medicine and chemistry transformed views of society and nature. Causes of scientific revolution a Discovery of the New World. Exploration conquest leading to discovery of new plant animal life. Traditional link between navigation and astronomy great advances made by Portuguese navigators fueled an interest in learning more about the stars b Invention of the Printing Press, allowed for rapid dissemination of scientific knowledge. Numerous books and newsletters were in circulation keeping people informed of science c Rivalry among Nation-States. Constant warfare among nation-states pushed for scientific development by placing an importance on technology, or applied science. Powerful leaders of nation-states funded scientific development. D Renaissance birth of knowledge. During this period, Human interest in the classical world increased. Renaissance time made people to develop interest in research learning. E The need to solve their daily life problems like shortages, disease etc. Necessity is the mother of all inventions. F Financial support for governments and individuals. Governments and individuals financed scientific research. G Religion failed to answer all questions. This sometimes betrayed man s belief in supernatural power thus emphasizing research. Scientific inventions. Scientific inventions have roots in the ancient civilization in Egypt, Mesopotamia, Greece, China and India. Early inventions were witnessed in the field of medicine, astronomy, agriculture, medicine and mathematics as follows; a The Egyptians discovered geometry which they used on farms. They discovered dead body preservation method mummification . Build pyramids for their pharaohs using knowledge in mathematics. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 171 b Greeks like Pythagoras contributed to mathematics, especially the right angled triangle as early as 200BC, Euclid did some work in geometry. Archimedes discovered how the lever works."}
{"text": "Build pyramids for their pharaohs using knowledge in mathematics. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 171 b Greeks like Pythagoras contributed to mathematics, especially the right angled triangle as early as 200BC, Euclid did some work in geometry. Archimedes discovered how the lever works. Ptolemy is remembered for geographical work especially production of the Atlas. C The Chinese made cloth from silk and developed acupuncture skills. They invented paper making in 70 AD. They made gunpowder and the calendar. D The Indians invented the decimal system in mathematics. E The Muslim Arabs developed the art of architecture as evidenced by the construction of unique mosques. Period Inventor and invention 1473-1543 Nicolas Copernicus a polish astronomer. He discovered that Celestial bodies possess uniform, circular motion around a central point. 1564 - 1642 Galileo Galilei. In 1609 the Italian mathematician invented the telescope and observed the universe. He accepted Copernican astronomy and the implicit necessity of a 'new' physics to replace Aristotelian mechanics. 1571 - 1630 Johannes Kepler. Used Brahe's data to confirm that the sun was the center of the universe and the earth and other planets revolved around it.1642 - 1727 Sir Isaac Newton . He explained theories of motion and inertia with the force of gravity. Newton also described the composition of light. 1743-1794 Antoine Lavoisier, a Frenchman. He showed that air was made of hydrogen and oxygen elements. He stated that chemical substances comprised different elements. 1766-1844 John Dalton, an English Teacher was the founder of modern chemistry and is famous for the atomic theory all matter is made up of tiny particles called atoms. 1706-1790 Benjamin Franklin USA he stated that lightning was a form of electricity. He came up with the theory of electricity and invented the lightning rod. 1791 - 1867 Michael Faraday creates the electric motor, and develops an understanding of electromagnetic induction, which provides evidence that electricity and magnetism are related. In 1831, he invented the electric dynamo, a machine which produced electricity from a magnet. 1799 - 1878 Joseph Henry's research on electromagnetic induction is performed at the same time as Faraday's. He constructs the first motor; his work with electromagnets leads directly to the development of the telegraph."}
{"text": "In 1831, he invented the electric dynamo, a machine which produced electricity from a magnet. 1799 - 1878 Joseph Henry's research on electromagnetic induction is performed at the same time as Faraday's. He constructs the first motor; his work with electromagnets leads directly to the development of the telegraph. Impact of scientific inventions Impact of scientific inventions on agriculture a Food production has been increased thanks to the use of farm machinery, fertilizers, pest 1831-1979 James Clerk Maxwell pointed out that acceleration of electric charges emitted electromagnetic radiation. The ideas underlying Maxwell s theories of electromagnetism describe the propagation of light waves in a vacuum. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 172 1787-1854 . In 1827, George Simon Ohm determined that the current that flows through a wire is proportional to its cross sectional area and inversely proportional to its length or Ohm's law. 1876 Nicolaus Otto, A German traveling salesman named constructed the first practical internal combustion engine; it used a four stroke cycle of a piston to draw a fuel-air mixture into a cylinder, compress it, mechanically capture energy after ignition, and expel the exhaust before beginning the cycle anew. 1847-1869 Alexander Graham Bell, In 1876, at the age of 29, invented his telephone. 1701 Tull, Jethro invented a horse-drawn seed drill. 1764 Water frame invented by Richard Arkwright - the first powered textile machine. 1888-1946 John Logie Baird is remembered as the inventor of mechanical television an earlier version of television . Baird also patented inventions related to radar and fiber optics. 1755 Robert Bakewell produces Leicester sheep through selective breeding methods. In 1769, Bakewell breeds Longhorn cattle through selective breeding 1786 Andrew Meikle, a Scottish engineer, develops threshing machine 1831 Cyrus McCormick invents the first commercially successful horse-drawn reaper for harvesting wheat 1837 John Deere develops and manufactures the first commercially successful cast -steel plough 1831 1860s John Fowler pioneers the use of engines for ploughing and drainage channels 1879 Anna Baldwin patents a milking machine a vacuum device connected to a hand pump to replace hand milking. Invention receives a patent but not commercially successful. 1842 The first grain elevator is built by Joseph Dart in the U.S."}
{"text": "In 1769, Bakewell breeds Longhorn cattle through selective breeding 1786 Andrew Meikle, a Scottish engineer, develops threshing machine 1831 Cyrus McCormick invents the first commercially successful horse-drawn reaper for harvesting wheat 1837 John Deere develops and manufactures the first commercially successful cast -steel plough 1831 1860s John Fowler pioneers the use of engines for ploughing and drainage channels 1879 Anna Baldwin patents a milking machine a vacuum device connected to a hand pump to replace hand milking. Invention receives a patent but not commercially successful. 1842 The first grain elevator is built by Joseph Dart in the U.S. 1850 Edward Quincy invents the corn picker 1764 Spinning jenny invented by James Hargreaves - the first machine to improve upon the spinning wheel. 1733 Flying shuttle invented by John Kay - an improvement to looms that enabled weavers to weave faster. 1779 Crompton invented the spinning mule that allowed for greater control over the weaving process. 1785 Cartwright patented the power loom. It was improved upon by William Horrocks, known for his invention of the variable speed batton in 1813. 1847 -1931 Thomas Alva Edison is Most famous for his invention of the electric incandescent light bulb. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 173 1853 - 1937 Elihu Thomson. His experiments eventually led to the adoption of alternating current technology. 1913 Robert Adler. He is Most famous for his invention of the wireless TV remote control. 1856 -1943 Nikola Tesla is Recognized as one of the outstanding pioneers in the electric power field 1765-1825 Eli Whitney invented the cotton gin in 1794. The cotton gin is a machine that separates seeds, hulls and other unwanted materials from cotton after it has been picked. 1895 Wilhelm R ntgen discovers x rays. 1898 Marie and Pierre Curie separate radioactive elements. 1898 Joseph Thompson measures the electron, and puts forth his \"plum-pudding\" model of the atom -- that the atom is a slightly positive sphere with small, raisin -like negative electrons inside. And control methods and scientific breeding. Hybrid seeds have been developed together with new animal breeds. B Scientific inventions have stimulated scientific research in the field of agriculture. This is done in schools, agricultural institutes and colleges."}
{"text": "Hybrid seeds have been developed together with new animal breeds. B Scientific inventions have stimulated scientific research in the field of agriculture. This is done in schools, agricultural institutes and colleges. C Farming of perishable foods has been made possible due to invention of preservation methods for foods like canning and refrigeration. D Increased food production has led to increase in population. There is increased food security. There is also increased trade. E Biotechnology has contributed to diversification of agriculture leading to greater crop and animal production. F Farming has been revolutionized from small-scale subsistence farming to large scale economic activity due to mechanization on farms Negative impacts of scientific inventions on agriculture. A The consumption of chemically treated and stored food has raised concern for food related disease such as cancer and heart diseases b Use of pesticides and fertilizers sometimes poses the challenges of cost. Some pesticides are toxic and therefore harmful to humans and animals. C Consistence use of fertilizers impoverishes the soil fertility. The more the fertilizer is used the more the soil becomes infertile. D Traditional crops are being threatened by biotechnology and development of hybrids. Impact of scientific inventions on industry. A Large quantities of goods can be produced due to scientific inventions. This has led to enjoyment of economies of scale. B Efficient sources of energy necessary for industrial production have been developed. New forms of energy such as nuclear, solar and electricity have been invented. C Improvements in transport and communication have stimulated industrial development. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 174 Movement of labour, raw materials and manufactured goods is efficient. D There has been increased exploitation of resources like factories, fisheries, minerals etc as factories yearn for raw materials due to increased production. E The large scale manufacture of goods has led to growth of trade. This in turn has created wealth for industrialized nations. F Space exploration has been enhanced through science. Satellites are used in photographing of the earth s surface and in weather research. G Science has revolutionized military technology. Dangerous weapons have been manufactured. H There is faster dissemination and spread of ideas or knowledge and skills due to development of printing press, and internet development. I Industries have created job opportunities. Exploitation of mineral deposits has created employment. Negative impact of scientific inventions on industry a Scientific inventions in industry have led to industrial wastes and pollutants that contribute to environmental pollution."}
{"text": "I Industries have created job opportunities. Exploitation of mineral deposits has created employment. Negative impact of scientific inventions on industry a Scientific inventions in industry have led to industrial wastes and pollutants that contribute to environmental pollution. Smoke pollutes the air, machines cause noise pollution etc. B Human life has suffered unnecessarily due to development of war weapons and accidents on roads and aeroplanes. C Many people have been rendered unemployed due to development of machines. Impact of scientific inventions on medicine a Discovery of various medicines to treat both animals and human diseases has boosted both curative and preventive measures in promoting health. B Improved nutrition has reduced the number of disease that kills man. Population has there increased as a result of reduced death rate. C Proper diagnosis of disease is now possible with the use of x-rays and other modern scientific methods. With accurate diagnosis, proper treatment can be given. D The manufacture of various drugs has been facilitated by scientific discoveries. Many companies produce drugs that prevent and cure diseases. Factors undermining scientific revolution in third world countries a Lack of enough funds for scientific research. B High level of ignorance and illiteracy. C The educational systems do not allow for development of inquisitive mind and development of interest in science. The system is not science oriented. D The brain drain; the few specialized scientists have migrated to areas with greener pastures like Europe and America. E There is too much dependence on developed countries for nearly everything manufactured or scientifically produced. F Lack of adequate support from the government. This is clear in the type of budgetary allocations to scientific research. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 175 Measures that can be undertaken to promote scientific research in third world countries. A Putting emphasis on the teaching of sciences in schools. B Making available financial resources for scientific research. C Emphasizing on competitions and congresses in schools and colleges. D The government of Kenya has set up research institutions and centres of science and technology. E Scientists have been trained locally and abroad on new knowledge in science and technology. F International cooperation conferences in science, which bring scientists together, are organized and attended by Kenyan scientists. Emergence of selected world industrial powers United States of America. This is the third largest nation in the world after Canada and China Industrialization of the USA began in the mid 19th c and she had emerged as a major industrial power by mid 20th c."}
{"text": "F International cooperation conferences in science, which bring scientists together, are organized and attended by Kenyan scientists. Emergence of selected world industrial powers United States of America. This is the third largest nation in the world after Canada and China Industrialization of the USA began in the mid 19th c and she had emerged as a major industrial power by mid 20th c. USA remains the only superpower in the world after collapse of USSR in 1990. Factors influencing the industrialization of USA. A Abundance of natural resources like iron ore, oil from the oilfields of Texas, copper and coal. There were also agricultural raw materials like cotton, corn, wheat and Tobacco plus forest resources which boosted industrial development. B Good transport and communication. The USA government developed transport systems in the country. For example railway opened in 1869 , roads, and water transport. Electronic communication was also developed. C Availability of both skilled and unskilled labour some of which came from the immigrant population. The American system of education gave room for acquisition of necessary skills. D There were scientific and technological advances to support the industrial process especially by the Europeans who moved to USA. The education system also promoted research which further boosted industrialization. E Foreign investments in the 19th c from countries like Britain led to industrial development. F The high American population was a source of domestic market for her industrial products. Her high quality products were also on high demand outside America. G Enterprising citizens. The Americans were ready to venture into business. Some had good managerial skills. For example John Rockfeller ventured in the petroleum sector, Andrew Carnegie and James Hill in the steel and iron industry. Henry Ford in the mass production of cars. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 176 h Long periods of political stability since her independence assured investors of security and thus paving way for industrialization. I Availability of sources of energy like coal, petroleum, gas and HEP and later Atomic energy. J The capitalism policy encouraged both local and external investors since it allowed private ownership of property. K Government support. President Franklin Delano Roosevelt 1933-1945 and Woodrow Wilson 1913-1921 provided capital to develop transport systems. L The 1st and 2nd World wars. During the war period, European nations were unable to produce goods since they were busy fighting."}
{"text": "President Franklin Delano Roosevelt 1933-1945 and Woodrow Wilson 1913-1921 provided capital to develop transport systems. L The 1st and 2nd World wars. During the war period, European nations were unable to produce goods since they were busy fighting. This enabled USA to expand her market as she initially kept away from the war. Germany The unification of Germany took place in 1871 after which she began to emerge as an industrial power. Emergence of Germany as an industrial power was aided as by the following factors. A Establishment of the customs union, Zollverein. This linked the german states and removed trade barriers hence leading to free trade and economic growth in Germany. Transportation of goods and communication was eased by the customs union. B Germany was rich in coal which was an important source of energy for the industries. HEP and Atomic energy was also produced o boost industrialization. C Abundance of natural resources like water and minerals like iron ore from Alsace and Lorraine, coal, oil and copper which were vital industrial raw materials. D The large Germany population was a source of both skilled and unskilled labour. The system of education also ensured availability of skilled labourers. E There was also a large domestic market from the large population. Her products were also on high demand from the rest of Europe. For example, her vehicles Volkswagen, BMW and Mercedes Benz f Existence of good transport and communication networks of roads, railway and waterways. This ensured easy transportation of raw materials to factories and finished goods from industries to the market. G Existence of long periods of political instability in Germany after unification in 1871 under the leadership of Otto Von Bismarck which ensured investor security. H The availability of finance for industrial growth from the rich german citizens and from loans granted by USA in 1924. The Marshal Plan after 1945 was another source of finance. I The existence of a hard working and enterprising people in Germany. For example, Krupp Meyer Thyssen who promoted the development of industries in steel. Egells and Harkoft Borsig made great contributions in the field of machinery. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 177 German s industrialization was however interrupted during the two world war periods. At the end of world war Germany was able to recover and progress in industrial development."}
{"text": "Egells and Harkoft Borsig made great contributions in the field of machinery. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 177 German s industrialization was however interrupted during the two world war periods. At the end of world war Germany was able to recover and progress in industrial development. Factors which enabled Germany to recover after world war two. A West Germany still had a high population which was an important resource in terms of labour. There were also a high number of immigrants from European countries like Turkey and Italy. B The USA marshal Plan ensured that the required finance was available to assist her industries. C Germany industries were not totally destroyed by the two wars. D Industrial unrests was not very common in Germany, and therefore, industrialization was not interrupted. E Good leadership accelerated the industrialization process. Between 1949 and 1955, Germany chancellor Konrad Adenaur proved to be an able leader who encouraged industrial growth. Japan. Japan is a nation that has achieved a great deal in industrialization. In the 18c, Japan was faced with civil wars. Later she made contacts with the west, through which her leaders realized that industrialization could strengthen Japan as a nation. Great strides towards industrialization were made during the reign of Emperor Meiji from 1896. Factors that enabled Japan to emerge as an industrial power 1. She had enterprising citizens who were hard working and determined. They are always ready to undertake risks in business. The national motto just in time confirms their efficiency. 2. The Long period of political stability especially after World War II has promoted industrialization. 3. The role played by America in financing the industrialization process in Japan as a means of preventing her from falling under the influence of communists after world war II. This enabled Japan to build many industries in the post war period. 4. Japan is a country whose industrial growth has never been slowed down by industrial disputes. The Japanese work for life. When one is employed in Japan, they put the interest of the employer first. This therefore reduces industrial disputes. 5. The Japanese goods are always of high quality and affordable. For example the vehicles, thus ensuring a steady market both local and international. 6. The Japanese education system is technically oriented ensuring production of skilled. Unskilled manpower has been made availability thanks to the abolition of the policy of feudalism that enabled labourers to move from the farms to the industries. 7."}
{"text": "The Japanese education system is technically oriented ensuring production of skilled. Unskilled manpower has been made availability thanks to the abolition of the policy of feudalism that enabled labourers to move from the farms to the industries. 7. Japan has a well developed transport and communication network of railway, roads, water transport, large airports and electric trains. This has enabled improved transportation of raw materials to factories and manufactured goods to markets For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 178 8. Existence of an industrial base. Before World War II, Japan had already attained a certain level of industrial development. Many industries were not completely destroyed during the war period. The industries were repaired after the war. 9. Japan has a highly developed renewable hydro-electric power given the existence of large and fast flowing rivers. 10. The government invited expatriates and deployed them to local industries. In 1870, a group of 100 Japanese were sent out to western European factories to learn. 11. Geographical factors. The country s terrain did not favour agriculture thus making industrialization the best option to improve her economy. 12. The open investment policy encouraged the west to invest in her industrialization. The government encouraged foreign industrialists to plough back their capital and resources into the Japanese economy. Industrialization in the third world countries. The term Third world refers to developing nations of Africa, Asia and South America. Most of them are former colonies of European powers and there resources were used to develop the mother countries during the colonial period. Reasons why many developing countries have lagged behind in industrialization. A Long periods of colonization relegated them to the role of suppliers of raw materials and as markets for industrial goods from developed nations at the expense of their own industries. B Poor transport and communication systems has undermined industrialization since raw materials and manufactured goods cannot be transported to their various destinations. C Inadequate capital. Most of the third world countries have poor agricultural-based economies which cannot support meaningful industrialization. D Poor technology. The use of appropriate technology in third world countries is lagging behind and this hampers exploitation of natural resources and manufacturing of goods. E Many developing countries face stiff completion from the industrialized nations that produce high quality products and have an advanced marketing system for their goods. F High levels of illiteracy among majority of the population in developing countries leads to lack of technical and scientific skills necessary for industrial take off."}
{"text": "The use of appropriate technology in third world countries is lagging behind and this hampers exploitation of natural resources and manufacturing of goods. E Many developing countries face stiff completion from the industrialized nations that produce high quality products and have an advanced marketing system for their goods. F High levels of illiteracy among majority of the population in developing countries leads to lack of technical and scientific skills necessary for industrial take off. G The protectionist policies adopted by developing countries have discouraged private enterprises and foreign investment. Policies like nationalization and imposition of import duties discourage investors in many countries. H High levels of poverty in third world countries mean low domestic market. Governments also spent most of their resources to provide for the basic needs of their citizens at the expense of industrialization. I Many third world countries have been faced with political instability problem. This has hampered industrialization. There are numerous civil wars or cross-border conflicts in many countries. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 179 j Third world countries often poor disaster management strategies. The devastating effects of natural disasters affect industrialization. K Lack of skilled personnel. Many well trained people migrate to the developed nations in search of well paying jobs. Since independence however, some have made tremendous effort to industrialize. For example, South Africa, Brazil and India. Brazil The fourth largest nation in the world after Canada, China and USA, she was colonized by Portugal and attained her independence in 1882. In the last 25 years, she has been able to expand and diversify production of manufactured goods. Her industrialization has been in four main sectors namely; 1. Petroleum and petrochemical industries. She has petrochemical complexes based in the states of Balica, Rio Grande, Dosul and Sao Paulo. 2. Motor vehicle industry. The country has earned a lot of forex through the massive manufacture and sale of motor vehicles since 1997. 3. Aircraft and aerospace industry. The Brazilian Space Agency AEB and the National Institute of Space Research NPE have been involved in the Brazilian space programme which comprises the construction of satellites and launching of space craft. 4. Electricity generation industry. The main source of Brazilian electric energy is water. In 1996, 92 of all her electricity power generation was HEP."}
{"text": "Electricity generation industry. The main source of Brazilian electric energy is water. In 1996, 92 of all her electricity power generation was HEP. Factors that have facilitated industrialization in Brazil a Availability of Cheap and both skilled and unskilled labour from the country s large population especially after the abolition of slave trade. B Plentiful natural resources. For example mineral supplies like gold, coal, iron ore, uranium, and manganese etc, agricultural raw materials like coffee, sugarcane, cocoa and maize and forest resources are a great boost to industrialization c Availability of hydro-electricity as early as 1905 to boost industrialization. Coal is also available. D Foreign capital. There was heavy influx of foreign capital from countries such as the USA,Canada, Britain, Portugal and France which led to establishment of industries in the country. E Improved transport and communication. Railway lines were constructed in most parts of Brazil thus opening the interior areas for the exploitation of natural resources and transportation of manufactured goods. F Good economic policies adopted by President Getulio Vargas 1930-1945 have contributed to industrialization in Brazil. He encouraged the development of transport and communication. He encouraged the harnessing of HEP. He Provided loans and subsidies to certain industries. Adopted protectionist policies of imposing heavy duties on imports. He encouraged exploitation of oil. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 180 g Development of banking in major Brazilian cities such as Manaus, Salvador, Brasilia and Sao Paulo facilitated provision of loans to individuals who wanted to venture in business. H Large Internal and external markets. Increased Trade between Brazil and other countries has led to growth of external market to supplement the available market locally. I The World War II which made it hard for her to import goods from Europe thus compelling her to manufacture her own goods. Obstacles to industrialization in Brazil. A High levels of poverty more than 40 of the population is poor meaning low purchasing power. Governments also spent most of their resources to subsidize the basic needs of their citizens at the expense of industrialization. B Inability to fully exploit her natural resources especially those found in low population zones like the south where labour for exploitation is lacking. C Huge foreign debt. A lot of money is being used to service these debts at the expense of industrialization. D Poor technology."}
{"text": "C Huge foreign debt. A lot of money is being used to service these debts at the expense of industrialization. D Poor technology. The use of appropriate technology for exploitation of natural resources and manufacturing of goods is still lagging behind in Brazil. E Stiff completion from the industrialized nations like USA and Western Europe that produce high quality products and have an advanced marketing system for their goods. F The resources of Brazil are monopolized by the multinational companies that are based there. The government therefore has no freedom to exploit them for use in industries. SOUTH AFRICA She attained majority rule in 1994 after a long struggle against the apartheid regime. The country has achieved great strides in industrialization with many industries including iron and steel industries, engineering, locomotive, chemical, textile, cement, light industries and tourism Factors influencing industrialization in South Africa a The country is endowed with mineral resources such as gold, diamonds, Iron etc. B Availability of Cheap and both skilled and unskilled labour from the country s large population. C Availability of natural resources. For example mineral supplies like gold, lead, iron ore, uranium, manganese, Zinc, Bauxite, Tin, Chromium, Tungsten, Phosphate etc. Some of these resources are in plenty and are exported to earn forex. D Development of hydro-electricity has boosted industrialization. Coal is also available from the Witwatersrand. E Development of transport and communication. Railway lines, water and road network have been improved thus opening the resources for the exploitation and for transportation of manufactured goods. Air transport is also well developed thus enhancing business operations. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 181 f Availability of capital from her trade in other materials. G Government support. The government has adopted sound economic policies that promote industrialization. For example imposing heavy tariffs on the imported commodities as a means of protecting local industries, encouraging foreign entrepreneurs to invest in the country and encouraging local investors. H South Africa is endowed with a variety of tourist attractions like wildlife which boost the tourism industry. I Large Internal and external markets. Increased Trade between South Africa and other countries especially after end of the apartheid rule has led to growth of external market to supplement the available market locally. Challenges facing industrialization in South Africa."}
{"text": "I Large Internal and external markets. Increased Trade between South Africa and other countries especially after end of the apartheid rule has led to growth of external market to supplement the available market locally. Challenges facing industrialization in South Africa. A Long periods of apartheid rule was accompanied with sometimes violent resistance and struggle for majority rule which created an atmosphere not conducive for investment b The country suffered long periods of economic sanctions imposed by the United Nations between 1948 and 1994 which affected her manufactured goods that could not access external markets. C There were rampant industrial strikes in the country, during the apartheid regime which affected industrialization. D The HIV and AIDS scourge has ravaged the country s labour force thus seriously undermining the industrial efforts. E There is stiff completion from the industrialized nations in Western Europe that produce high quality products and have an advanced marketing system for their goods. F High levels of insecurity which, at times, discourages would-be foreign investors. G High levels of poverty in South Africa mean low purchasing power. Manufactured goods perform poorly locally. India. Since India s independence from Britain in 1947, the country has continued to experience extensive industrialization Factors that facilitated India s industrialization. A Existence of good industrial base from the textile and leather industries. The British governor Lord Dalhousie also laid a good foundation for industrialization by promoting road construction and cotton growing. B Also cottage industries like smithing and textiles existed in India long before colonialism. This formed the basis for modern industries c Availability of Cheap and both skilled and unskilled labour from the country s large population which is almost at a billion mark d Existence of raw materials. For example mineral supplies like iron ore, manganese and coal allowed development of heavy industries. Cotton was also available as a textile industry raw material For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 182 e Development of energy sources like coal and hydro-electricity has boosted industrialization. Other sources of energy include oil, natural gas and nuclear energy.. f Development of transport and communication. The great trunk road from Calcutta to Punjab and sea transport development has led to resource exploitation and transportation of manufactured goods. Communication services have also been greatly improved. G Good technical and scientific education available in India has produced experts who are in great demand in industry and agriculture. H Availability of capital from her trading contacts with European countries like Portugal, Britain, France and Holland."}
{"text": "Communication services have also been greatly improved. G Good technical and scientific education available in India has produced experts who are in great demand in industry and agriculture. H Availability of capital from her trading contacts with European countries like Portugal, Britain, France and Holland. I Good national development plans. In the first five-year development plan of 1951, the government adopted sound economic policies that prioritized agriculture especially modern farming. The second phase emphasized industrialization, especially decentralization if industries to high population areas where labour and market existed. J The government has imposed protective tariffs on the imported commodities as a means of protecting local industries. K Political stability. India has enjoyed a long period of political stability since her independence thus giving investors confidence. L Development of banking in India has enabled farmers and industrialists to access credit facilities. Challenges facing industrialization in India a Competition from goods manufactured in the developed countries; the developed nations produce goods of high quality than those manufactured by the Indian industries. B High population in India requires that the government spare enough capital to feed the people. The government spends a lot of revenue in developing agriculture to feed her people. C High poverty levels i.e. majority of the Indian population is poor and do not have adequate purchasing power for her manufactured goods the local market is therefore limited. D Lack of efficient communication and transportation infrastructure hence poor movement of goods and labour. E Natural calamities e.g. drought and floods that destroy raw materials for industries. F Political conflicts e.g. with neighboring Pakistan, and the civil unrest hinders industrial development. URBANIZATION This is the process by which people are attracted to live in towns or large settlements. An urban centre is any area with a human population of 20,000 people or more. Early Urbanization. Some of the early urban centres in Africa included Cairo, Meroe Merowe and Kilwa. Factors that influenced development of urban centres in Africa. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 183 a Existence of transport routes-Meroe Merowe located at an intersection of transport routes. B Availability of water for irrigation which increased food production and influenced growth of towns e.g. Cairo. C Industrial development areas of industries grew up as towns since they attracted laborers e.g. Cairo. D Commercial activities like trade-location along trade routes. E Strategic location which ensured security and thus ample growth e.g."}
{"text": "Cairo. D Commercial activities like trade-location along trade routes. E Strategic location which ensured security and thus ample growth e.g. Kilwa. F Growth of religion some grew rapidly because they were religious centres. G Mining led to development of towns e.g. Meroe, Johannesburg. Cairo. This is the capital city of Egypt. The city was founded in 969 AD when the conquerors from Tunisia, The Fatimid Dynasty invaded and conquered Egypt Factors for the growth of Cairo a The Nile River provided water for domestic use and was also a means of transport. This enabled Cairo to grow. B Availability of water for irrigation which increased food production and influenced growth of Cairo. C Industrial development various industries developed in Cairo. Food processing industries and construction works. The industries attracted migrants from rural areas. D Fertile Nile Valley. The Valley had adequate rainfall and the river always carried silt which it deposited downstream to provide e The Suez Canal which was opened in 1869 opened a new trade route which encouraged the arrival of thousands of Europeans. Commercial, administrative and public buildings were constructed during this time. F Commercial activities like trade-location along trade routes. The Strategic location along the Nile attracted caravans which would pass through Cairo from North, west and Central Africa g The opening of the Aswan High Dam in 1902 enhanced food production through irrigation thus influencing Cairo s growth. H The effects of the two world wars which disrupted Egypt s trade with other countries thus compelling her to find ways of substituting imports. This boosted industrialization i Cairo is a cultural centre being home to treasures preserved from the early Egyptian civilization and Islamic culture in their museums. The city of a thousand Minarets . J Cairo also grew as a centre of education and medicine. Several institutions of higher learning such as the University of Cairo, American University and Azar University contributed to this. Functions of Cairo a It was a national capital and a political centre of the Arab world. B It serves as the transport and commercial centre of North Africa and the Middle East. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 184 c It is a recreational centre housing many recreational facilities like stadiums and entertainment halls d Cairo has been a historical centre being the house to the Egyptian civilization for over 5000 years e Cairo serves as an industrial centre."}
{"text": "Functions of Cairo a It was a national capital and a political centre of the Arab world. B It serves as the transport and commercial centre of North Africa and the Middle East. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 184 c It is a recreational centre housing many recreational facilities like stadiums and entertainment halls d Cairo has been a historical centre being the house to the Egyptian civilization for over 5000 years e Cairo serves as an industrial centre. Many of these developed during the industrialization process. For example, textile, vehicle and communication equipment assembly plants. Cairo faces the following problems today; a High population. Cairo is the largest city in Africa and the Middle East. One fifth of Egypt s population stays in Cairo. In 1988, her population was 11 million. B Scarcity of food. The high population in the city has caused food shortage. C Unemployment. The number of unemployed people in Cairo is increasing every year mainly due to the high rate of migration to the city and the natural population increase. D Housing problems. Between the Nile and the main airport, between 250,000 to 900,000 poor people have put up shanties. This area is commonly reffered to as the city of Death . E Traffic jams. F Pollution from the industries, vehicle exhaust, desert storms and garbage burning. G High crime rate. This is mostly due to the high unemployment level Solutions to the problems facing Cairo. A The food shortage problem is being tackled through reclaiming land for agriculture. The Aswan high Dam provides water for irrigation. B The housing problem is being addressed by constructing industries in the suburbs to reduce the population in the city. C Traffic jams have been eased through the launching of the Cairo Metro in 1987, which was Africa s first subway system, which serves the Ramses station to the north and Helwan area to the south. It conveys 60,000 passengers per hour. Meroe Merowe. This was the second capital of the kingdom of Kush and emerged as a city in 650 BC. It rose to become an important industrial centre and specifically iron working producing weapons, hunting and farming tools. Factors for growth of Meroe. A Existence of transport routes-Meroe Merowe was located at an intersection of transport routes from east via the red sea and from north via Egypt ."}
{"text": "It rose to become an important industrial centre and specifically iron working producing weapons, hunting and farming tools. Factors for growth of Meroe. A Existence of transport routes-Meroe Merowe was located at an intersection of transport routes from east via the red sea and from north via Egypt . This promoted trade with other parts of the world. B Abundance of wood fuel, from the heavily forested Blue Nile white Nile intersection area, which was a key to the prosperity of the iron-working industry. C Mining Merowe was located in a region endowed with a lot of iron. Social effects of the growth of Merowe For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 185 a The Merotic language developed to replace the Egyptian language previously used by the Nubian founders of Merowe. B New architectural developments took place in the region. These were characterized by tombs where rulers were buried after death, ruins of temples, palaces and homes. C Other industries developed besides the iron working industry. For example, weaving of cotton, cloth and pottery Functions of Meroe during the colonial period a Meroe was a centre of iron working hence an early industrial centre. B A mining centre since Meroe had iron ore, which it mined. C A religious function since it had many temples where people worshipped their gods. The priests who headed the Meroe church had their headquarters in Meroe. D It was a centre of trade. E It was an administrative and political centre. F Transport centre-major trade routes converged and radiated from Meroe. Factors that led to decline of Merowe a The rise of Axum kingdom of Ethiopia which denied her access to the red sea. B The increasing desertification of the region, perhaps due to the rapid deforestation. The city began declining in 350 BC. Kilwa The town is among the city states that developed along the east African coast. Her greatness was due to the Persian influence. One of its Shirazi rulers from Banadir Coast in Persia, Ali Ibn Hassan, transformed the town into a large city. The sultan erected a stone citadel to protect the island from external enemies."}
{"text": "Kilwa The town is among the city states that developed along the east African coast. Her greatness was due to the Persian influence. One of its Shirazi rulers from Banadir Coast in Persia, Ali Ibn Hassan, transformed the town into a large city. The sultan erected a stone citadel to protect the island from external enemies. He also forced other conquered city-states to pay tribute to Kilwa. Later on Sultan al-Hassan Ibn Sulaiman I built the Great mosque of Kilwa in 1270 AD and a luxurious palace referred to by historians as Husuni Kubwa. Factors influencing the growth of Kilwa a Exemplary leadership provided by the Shirazi Leaders who kept enemies off and forced the neighbouring city-states to pay tribute to Kilwa. B The strategic location of Kilwa enabled her to attract merchants as it was a convenient stopping place. C Monopoly of the sofala Gold Trade. The control of the Sofala Gold trade had fallen in the hands of Kilwa by 1300 AD d The gleaming buildings of Kilwa such as the great Mosque and palace made her the Jewel of the Zenj Coast, minting her own coins to add to her prosperity.. the mosque became a tourist attraction later own Functions of Kilwa. A It was a major trading centre flourishing mainly due to the gold trade. B It was a major defence centre since it was heavily fortified against external aggression by a stone citadel. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 186 c It was a religious centre. Mosques for Islamic worship were located at Kilwa e.g the great mosque. D It was an administrative centre which housed palaces for the rulers and other rich people. However 14th C AD, Kilwa s prosperity began to decline due to the following reasons. Factors that led to the decline of Kilwa. A Disruption of the Gold trade civil wars among communities. B Dynastic rivalries family feuds. C Series of rebellions among some of the towns. D Conquest by the Portuguese who even burnt the towns. Factors that led to the collapse of early urban centres in pre-colonial Africa a Collapse of state system and kingdoms for example Kush collapse and the coastal city states. B Collapse of trade and their economic systems e.g. the trans-Saharan trade and long distance trade. C Collapse of Arab influence I east Africa and east Africa."}
{"text": "B Collapse of trade and their economic systems e.g. the trans-Saharan trade and long distance trade. C Collapse of Arab influence I east Africa and east Africa. D Impact of Portuguese conquest leading to destruction of towns like manda and decline of others. E Introduction of new types of trade e.g. legitimate trade which replaced slave trade. F European colonization brought in a new social political and economic order. G Exhaustion of mineral resources e.g. gold as in case of sofala and Kilwa as well as Meroe. Some minerals lost value. H Changes in transport routes as new roads by-passed some towns thus diverting trade to other centres e.g. Timbuktu i As a result of stiff competition, some towns dwindled as others expanded. Early urban centres in Europe Athens This is one of the early states in ancient Greece that flourished after the Persian wars of between 490-480 BC.Athens developed from a farming settlement situated in a defensive site. It had many beautiful buildings such as the Parthenon a large temple built between 460 and 430 BC in honour of Athena, the goddess of Athens . The acropolis was the highest part of the town. Athens had narrow streets and some of its houses were made of unbaked bricks or mud and thatched roofs. There were frequent outbreaks of diseases due to poor sanitation. The concept of democracy first developed in Athens. At the centre of the city was a market, Agora, which was used as an assembly hall for debates. Athenians were divided into four classes. A First class the richest that were the most heavily taxed. B Second class- provided the cavalry for the army. C Third class- provided the soldiers for the infantry. D The fourth class- the poorest and who paid no taxes. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 187 Athens began to decline due to the Peloponnesian wars 431-404 BC . It was finally crushed in 338 BC by Phillip of Macedonia. Currently Athens is the capital of Greece with a population of 4 million. Factors that led to growth of Athens. A Trade and commerce. Their soils of the surrounding areas were infertile and, therefore could not support agriculture. The Athenians therefore resorted to trade to obtain foods in exchange for wine, wool and olive oil. B Security. Athens was located in an easily defensible place."}
{"text": "The Athenians therefore resorted to trade to obtain foods in exchange for wine, wool and olive oil. B Security. Athens was located in an easily defensible place. The town was surrounded by water, valleys and highlands making it difficult for an external enemy to attack. C Religious activities. The area was a worship centre. People coming to the Parthenon temple contributed to the growth of the town. D Accessibility and communication network. The port of Athens was located about six kilometres from the city thus making Athens a transport centre. E Availability of water. Functions of Athens. A It was a cultural centre. The Greeks loved to watch play. In Athens, there was the great theatre of Epidaurus. B An educational centre. In Athens, every person was taught how to read and write. Athens became a centre of scholarly work producing great thinkers like Socrates, Plato, Pythagoras, Archimedes and Aristotle. C Athens was a sports centre. There were Gymnasiums where boys were taught games which were developed into what came to be known as Olympics. D Religious centre. The Parthenon temple was a great manifestation of this function. People coming to the Parthenon temple contributed to the growth of the town. London. The capital city of England, it is situated on the estuary of the river Thames. Its name is derived from the name Llyn Dun which means Celtic Lake Fort . The town developed during the Roman rule in Britain in A.D 43.By 314 AD London had become an early centre of Christianity. In 1381, the city was adversely affected by a serious peasant, revolt that led to massive destruction of property. By 18th c, London had emerged as an elegant city though however also with numerous urban related problems. In 1890, it hosted the world s first electric train. Factors influencing growth of London a Trade-money obtained from trading was used to build the city. B Industrialization-industry such as textile, ship building, metal works, etc led to the growth of London. C Improved transport London is well served by a network of railway and roads. This facilitated the movement of goods and people. D Shipping activities-there are many harbours in London enabling expanded loading and unloading activities For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 188 e Population growth. F London was the seat of government for a very long time."}
{"text": "This facilitated the movement of goods and people. D Shipping activities-there are many harbours in London enabling expanded loading and unloading activities For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 188 e Population growth. F London was the seat of government for a very long time. Functions of London a It was a transport and communication centre. The city was inter-connected with roads which served various parts of Britain. The city houses the main international airports on UK. E.g. Heathrow- the busiest airport in the world. B It is a political and administrative capital with offices for the Prime Minister and cabinet. The Monarchical offices are also located here. C It is a commercial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. D An industrial centre. London was an early centre of the textile industry. There are light service industries in the city. E It is an educational centre, housing institutions like the oxford university, the University of London, founded in 1836, etc. F London is a historical centre. The city has theatres for the performance of cultural activities and museums which display artefacts of Historical importance. Problems of London Like many large cities worldwide, London has its share of problems: a Overcrowding, b Unemployment has continued to increase with the growing population. In 1988, for example, nearly 1 in 8 people were unemployed throughout London and the situation in the inner city was worst c Poor housing and homelessness. This has led to development of slums. D Transportation is another problem. However, an excellent public system has helped to alleviate this. E Air pollution continues to be a major challenge. F Rural-urban migration by the job seekers causing overcrowding in the city. G Poverty. This was a greater problem in London in the initial stages. Modern cities in Africa. Nairobi. Nairobi developed as a depot and camp for the railway workers during the construction of the kenya-Uganda railway Factors influencing the growth of Nairobi a Excellent location in an area almost midway between Mombasa and Lake Victoria. B There was adequate supply of water. C The land was suitable for construction of workshops as it was flat. D The climate was suitable for Europeans. Cool temperatures at an altitude of 1700m. e It was surrounded by a fertile countryside producing adequate foods."}
{"text": "D The climate was suitable for Europeans. Cool temperatures at an altitude of 1700m. e It was surrounded by a fertile countryside producing adequate foods. F Transfer of the seat of the colonial government in 1907. Functions of Nairobi. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 189 g It was a transport and communication centre. The city is inter-connected with roads which served various parts of the country. The city houses the main international airport- JKIA. H It is an administrative capital with offices for the head of state, cabinet, parliament and department of defence. I It is a regional headquarter of various international bodies like UN, ILO etc. J It is a commercial and financial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. K An industrial centre. Nairobi s industrial area hosts many key industries in Kenya and east Africa. L It is an educational centre, housing institutions like the University of Nairobi, kenya polytechnic and other key institutions m It is a tourist centre. The town boasts of various tourist attractions such as the Nairobi National Park, National Museums etc. Problems facing Nairobi a Rural-urban migration by the job seekers causing overcrowding in the city. B Unemployment has continued to increase with the growing population. C Poor housing. The population growth in Nairobi to 3 million has not corresponded to the development of housing. D Inadequate social services including health services and educational facilities. E Congestion on roads caused by an increase in the number of vehicles on the roads while the road network is not expanding. F Poor town planning has led to poor drainage, especially during heavy rains when a lot of flooding occurs g Pollution continues to be a major challenge in Nairobi. The factories located in the city are a cause of air and noise pollution. H Water shortage caused by the high rate of expansion in the town and the depletion odf water reservoirs. I The rate of HIV AIDS infection is very high. Solutions to these problems a New housing projects are being developed. For example the Mathare slums upgrading project. B The education and other social services are being provided through a cost-sharing scheme between the government and the town dwellers."}
{"text": "Solutions to these problems a New housing projects are being developed. For example the Mathare slums upgrading project. B The education and other social services are being provided through a cost-sharing scheme between the government and the town dwellers. C The government is addressing the transport congestion problem through the upgrading of the Thika superhighway to an eight lane highway; the Nairobi Syokimau Railway service was commissioned by president Kibaki I November 2012 to de-congest jogoo road. Etc. D The government is encouraging the expansion of the informal sector as an alternative source of employment. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 190 e The government is rehabilitating street families by taking them to school s to acquire relevant skills to make them useful to the nation. F New water projects have been put in place. For example, the third Nairobi water Project from River Chania. G The government is sensitizing, through NGOs and GOs, civilians about responsible sex as a measure to curb the spread of HIV AIDS. Johannesburg. The city started as a mining camp in 1886 after the discovery of gold in the Witwatersrand. This attracted thousands of people coming to prospect for minerals and seek for employment. By the end of 19thc, the population of Johannesburg had risen to 166,000 people. Factors which contributed to the growth of Johannesburg a Existence of minerals discovery of gold in the Witwatersrand which resulted in a rush of people to the area. B Availability of energy i.e. coal which was an important source of energy to the mines, industries and homes. C Excellent location in the veldt plain making construction work easy. D Its proximity to Vaal River which supplied plenty of water to industries and domestic use. E Area around Johannesburg is fertile and therefore agriculturally productive ensuring steady supply of food. F The organization of the city council which has ensured that financial control and revenue collection is effectively and the city able to manage its growth problems. G Government policy of supporting industrial development. This has favored its growth. Functions of Johannesburg. A It was a transport and communication centre. The city has a highly develope d network of transport lines since it served the mining industry. In June 2010, it became the first city in Africa to house an electric train service. B An industrial centre."}
{"text": "The city has a highly develope d network of transport lines since it served the mining industry. In June 2010, it became the first city in Africa to house an electric train service. B An industrial centre. Its manufacturing functions include mining, metalwork, engineering, diamond cutting, jewellery manufacturing and food processing. C It is a commercial and financial centre. Many financial institutions such as banks and other commercial and trading activities attract a lot of traders. It is also a major shopping centre in South Africa. D It is an educational centre, housing institutions like the University of Witwatersrand, teacher training colleges and other key institutions. Problems facing Johannesburg a The problem of racial segregation. The black Africans who work around Johannesburg were often treated almost as slaves though they were the majority in the country. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 191 b Poor housing. Most of the workers who work in and around Johannesburg live in shanties, mainly because of underpayment c Unemployment has continued to increase with the growing population. Though the city is an industrial town, her industries have failed to provide sufficient employment for all people in the town. D Rural-urban migration by the job seekers causing overcrowding in the city. E A large gap between the affluent class, especially the Europeans and the poor people who majorly are African f Congestion on roads caused by an increase in the number of vehicles on the roads while the road network is not expanding. G The city has the highest crime rate in the world. H Inadequate social services including health services and educational facilities. I Water shortage caused by the high rate of expansion in the town and the depletion ofwater reservoirs. J The rate of HIV AIDS infection is very high. Solutions to the problems a The apartheid regime was ended in 1994 thus ending the problem of racial segregation. B The new government of South Africa is trying to come up with better housing estates. C Crime has been contained by creating more job opportunities. D The government is sensitizing, through NGOs and GOs, civilians about responsible sex as a measure to curb the spread of HIV AIDS Impact of agrarian development on urbanization in Africa a The practice of agriculture forced people to adopt a sedentary lifestyle. Such settlement formed the basis of the earliest urban centres. B Early agriculture led to specialization."}
{"text": "D The government is sensitizing, through NGOs and GOs, civilians about responsible sex as a measure to curb the spread of HIV AIDS Impact of agrarian development on urbanization in Africa a The practice of agriculture forced people to adopt a sedentary lifestyle. Such settlement formed the basis of the earliest urban centres. B Early agriculture led to specialization. The areas where the potters, iron smelters weavers and fishermen did their work grew up into urban centres c From the agrarian revolution, there was adequate food for town dwellers. On urbanization in Europe a The revolution in Europe led to a landless society who moved to urban centres seeking employment. This promoted urban growth. B Increased agricultural production ensured steady supply of raw materials to the new industries hence further growth of the industries. C Agricultural expansion meant the big farmers had to borrow loans hence the expansion of banking facilities in towns leading to further growth. D Agricultural produce entering and leaving countries had to be handled in ports hence towns near coasts grew. Impacts of industrial revolution on urbanization in the world. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 192 a The establishment of many factories drew many people to towns in search of employment, the mining industry attracted many people to work in the mines. The mining camps soon grew up into towns. B Industrial revolution stimulated innovations in transport and communication ensuring faster movement of people to further expansion of trading towns. C The growth of industry has led to expansion of port towns to handle increased manufactured goods for export and raw material for factories e.g. growth of London, Budapest, Marseilles, Lagos and Cairo. D The use of machines replaced human labour and caused layoffs. Those who lost their jabs sometimes became a security risk hence an increase in crime. E The many inefficient factories that came up after the revolution have caused massive air and water pollution. F Rural urban migration has exerted pressure on the limited resources and services the towns can offer. Consequences of urbanization on European communities during the 19th c. a Rural urban migration by Africans looking for better opportunities led to increased crime levels and insecurity for the Europeans. B Air pollution which also affected them. C Creation of employment for the Europeans in the developing industries. D Creation of markets for agricultural produce due to increased urban population. E Europeans were deprived of cheap African labour as most of them moved to urban areas."}
{"text": "C Creation of employment for the Europeans in the developing industries. D Creation of markets for agricultural produce due to increased urban population. E Europeans were deprived of cheap African labour as most of them moved to urban areas. ORGANIZATION OF AFRICAN SOCIETIES Despite the high amount of decentralization of African communities in the 19th c , there existed a few who were centralized. For example, Buganda, Ethiopia, Buganda, Asante, Mandinka, Ndebele and shona among others. The Baganda These were a Bantu speaking people of the Buganda kingdom in Uganda. The Buganda Chiefdom had emerged as early as 140 AD as a subject state of Bunyoro- Kitara Kingdom Origin of Buganda kingdom The kingdom was crystallized around the counties of busiro, kyadondo and mawakota. Traditions also state that the first king and creator of Buganda kingdom was Kintu who came from the east around Mount Elgon region. It is believed he entered Buganda with 13 clans. Other theories attribute Buganda s origin to the Luo. That Kimera Kato, a brother of Isingoma Rukidi Mpunga the founder of the luo-babito dynasty in Bunyoro was the founder of Buganda. It is also probable that Buganda might have been one of the many kingdoms founded by the bachwezi- the demi-gods. Other clans of Buganda are believed to have come from the ssese islands. Factors that led to the growth of a strong Buganda Kingdom For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 193 a Good strong and able leaders like Kkyabagu, junju and Suna etc. Who propelled it to prosperity by uniting the people and restructuring the existing administration system. B Buganda Was small and a compact kingdom and therefore easy to manage. Other kingdoms like Bunyoro-Kitara were too large with a class system. C Its strategic location in a defensible position in the lake region was of great advantage over her rivals Toro and Bunyoro. She lay next to Lake Victoria giving her defence, communication and transport advantage. On the east were small states of Toro and Ankole who posed no threat. D Good climate and fertile soils in the region. This enabled successful growing of Bananas, their staple crop. E The contacts with the Waswahili enabled her to gain riches and weapons guns."}
{"text": "D Good climate and fertile soils in the region. This enabled successful growing of Bananas, their staple crop. E The contacts with the Waswahili enabled her to gain riches and weapons guns. F The kingdom had a strong loyal army to defend it from her warring neighbors. The Kabaka even possessed a royal navy that kept guard over Lake Victoria. G Existence of a centralized government making the kingdom cohesive. H The ganda traditions allowing the kabaka to marry from every clan as means of ensuring unity. I System of labour organization. The tradition demanded that farming be done by women while the men were involved in other activities such as politics, carpentry, war, bark cloth making and smithing j The wars of conquest which finally led to her expansion. How Buganda kingdom was governed. Buganda kingdom had a highly centralized monarchy under the kabaka who enjoyed absolute powers. His position was hereditary. The Kabaka s Court was the nerve centre of the Baganda community. All symbols of Royal authority were kept in the court. E.g. the throne Namulondo , royal Drums, spears and stools. The kabaka was the political leader of the Baganda kingdom. He was the Head of the traditional religion lubale he was the chief priest. He was the judicial head and the final court of appeal he was the supreme judge. The was the commander-in- -chief of the armed forces. He appointed senior government officials and dismissed them when need arose. He controlled trade. The capital of the kingdom was at Mengo, where the palace, Lubiri, was situated. The kabaka appointed senior government officials and dismissed them when need arose. Forexample, he appointed the katikiro, omulamuzi and omuwanika i.e. prime minister, chief justice and treasurer respectively who assisted him in administration. He also appointed mugema the senior most chief among the Bataka , Musenero the chief Butler and Mfumbiro the chief baker .The katikiro was in charge of organizing tax collecting and public works. He planned wars in the Kabaka s name. He had to protect the kabaka during war. He was responsible of informing the kabaka of the decisions he made on court issues."}
{"text": "He planned wars in the Kabaka s name. He had to protect the kabaka during war. He was responsible of informing the kabaka of the decisions he made on court issues. Below him were omulamuzi chief justice and omuwanika treasurer who were directly responsible to the kabaka. The Bataka were minor chiefs in charge of clans, guarded land, collected taxes, carried out conscription to the army and For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 194 presented the page boys to the kabaka. Peasants served under chief and were to fight in wars. Slaves badus served the king chiefs in their homesteads. Pages and bagalagala sons of chiefs and other nobles served the kabaka too. To ensure unity the kabaka married from principal clans. There was a Lukiko which advised the kabaka and was the final court. It comprised 69 members who were nominated by the kabaka positions were not hereditary . It made laws and debated issues concerning the kingdom. It also directed tax collection and planned expenditure, it acted as the final court of appeal, and it represented the needs of the people to the kabaka. It helped the kabaka in general administration. It checked the activities of government. Political organization The kingdom was divided into counties Ssaza and sub-counties. Each county was under Ssaza chiefs whose position was hereditary initially before the kabaka began to appoint them as a means of making them accountable. Each Ssaza was divided into a gombolola headed by a gombolola chief, who maintained law and order and collected taxes. The gombololas were further divided into smaller sub-divisions called miluka each under a miluka chief. The miluka was divided into kisoko. The smallest administrative unit among the Baganda was the village council. The Abatongole appointed by the kabaka, governed the vassal states Social organization of the Baganda The kingdom was divided in social classes with the royal family occupying the top of the hierarchy, then ruling class, the chiefs who ruled over the peasants or commoners known as bakopi. At the bottom of the social class were the slaves Badu who were acquired mainly through raids on neighbouring communities such as Busoga, Toro and Bunyoro."}
{"text": "The miluka was divided into kisoko. The smallest administrative unit among the Baganda was the village council. The Abatongole appointed by the kabaka, governed the vassal states Social organization of the Baganda The kingdom was divided in social classes with the royal family occupying the top of the hierarchy, then ruling class, the chiefs who ruled over the peasants or commoners known as bakopi. At the bottom of the social class were the slaves Badu who were acquired mainly through raids on neighbouring communities such as Busoga, Toro and Bunyoro. The Baganda believed in the existence of many gods some of whom included; a Katonda, God the creator whose home was in heaven. The prayers to him were done every morning and were conducted by the head of the homestead. B Kibuuka, God of war and thunder. C Mukasa, goddess of fertility who was worshipped in order to bless the nation with more children, livestock and a bumper harvest. D Kiwanuka, god of lightning. E Nawagenyi, goddess of Drought. The community also believed in the existence of ancestral spirits whose main responsibilitywas to maintain discipline in the clans since the spirits were believed to restrict their influence to close relatives. Balubaale were the spirits of people who had supernatural powers and were consulted through prophets or mediums. The Baganda had religious leaders, led by the kabaka, then the mediums, prophets, and medicine people. There also existed sorcerers called Balopo who were feared since they could cause harm to people. The Baganda religion however was greatly undermined by the influx of the Waswahili and ArabMuslims into the community in the 19th c. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 195 The Baganda society was polygamous. For example, the kabaka was required to marry from all clans to maintain links in the society. There was division of labour according to sex. Women tilled the land while men engaged in warfare, built houses, and made clothes from bark-cloth. As a form of rite of passage, the Baganda went through formal education that trained them in their rites. Economic organization. A Buganda s economy was based on agriculture and the production of the staple food bananas matoke . B The baganda also kept large herds of livestock. The bahima herded Kabaka s herds."}
{"text": "Religion played a role in government and united people. The emperor was a semidivinereligious leader, a military leader and the chief priest. He was the only one who could communicate with the spirits of the ancestors. It was believed that when Mwene Mutapa died, he became a Mudzimu and automatically qualified to be worshipped as a national ancestral spirit. The ancestral spirits Vadzimu communicated people s problems For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 196 to god. Religion also influenced laws. The priests were used as spies and link between the emperor and the people. Another unifying factor in the kingdom was the royal fire. It was from the continuous fire that each vassal chief carried a flame to his chiefdom that he kept burning as a symbol of national unity. The empire was divided into provinces namely Guruhaswa, Mbire, Utere, Banua, and Manyika each headed by a lesser chief. The most important chiefs in the empire sent their sons, with tribute in form of cattle, gold, slaves and ivory, each year to pay homage to the Mwene Mutapa as goodwill ambassadors. There was a standing army of warriors which was used for defence and expansion of the kingdom. Revenue from trade was used to run the army and sustain the empire. The position of importance held by Mwene Mutapa led to the creation of a complex Style of administration around him. The government officials included the court steward, treasurer, commander-in-chief of the army and Mbokurumme king s sister-in-law . Others were the queen mother, the emperor s sister and nine principal wives, the doorkeeper and the chief cook and head drummer. At the lower level were the lesser chiefs who paid tribute to the king by providing cattle, labour and agricultural produce. Economic organization of the Shona. The Shona country enjoyed ample rainfall with fertile soils thus enabling them to engage in the following economic activities; a The Shona were mixed farmers who cultivated crops and reared animals. Among the agricultural produce were corn, millet, ground nuts, beans, watermelons, tomatoes, fruits and cabbages. B The Shona practiced trade, specifically long distance trade between them and the Arabs and Waswahili at sofala. They gave Gold and ivory for cotton cloths, glassware, copper items, guns, daggers and knives. C They were skillful hunters."}
{"text": "B The Shona practiced trade, specifically long distance trade between them and the Arabs and Waswahili at sofala. They gave Gold and ivory for cotton cloths, glassware, copper items, guns, daggers and knives. C They were skillful hunters. They hunted elephants for their ivory which was in great demand. They also gathered wild honey and wild fruits to supplement their diet. D The shona were skilled craftsmen who made articles like spears, hoes and knives. Others were goldsmiths who used gold to decorate. They also practiced cloth making from wild cotton and bark fibres. Social organization of the Shona Among the shona, Mwene Mutapa was regarded as a divine king and was therefore venerated. When he was well, the nation was also well. The shona religion was based on the Mwari cult. They believed in the all powerful God, Mwari Murungu. His worship was done through several priests who were mainly produced by the Rozwi clan. The priests presided over religious functions in sacred places of worship, shrines where sacrifices were offered. The shona believed in ancestral spirits. They had two kinds of spirits, Vadzimu or family spirits and Mhondoro or clan spirits. The spirits communicated though an intermediary, Svikiro, a departed family or clan spirit. The shona had a national spirit Chamiruka who settled clan disputes and also protected the people against injustice For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 197 in the government. The shona had a kinship system which was patrilineal inheritance through the father . The shona were divided into clans whose names were coined from animals like leopard, monkey, elephant etc. It was a taboo to consume meat from such animals. They were a polygamous community which was viewed as a means to enable the family to have enough members to provide labour. The shona lived in stone buildings. Their skill in masonry is associated with the ruins of Mapungubwe found in Zimbabwe. The Asante The Asante are one of the Akan-speaking peoples who occupy the southern part of Ghana, west Africa. By the middle 18th c, the Asante Ashanti had established the most dominant state in modern Ghana. Origin of the Asante Kingdom The empire Developed in the 1670 s. It was formed as a result of competition for gold fields in the Akan forestland."}
{"text": "By the middle 18th c, the Asante Ashanti had established the most dominant state in modern Ghana. Origin of the Asante Kingdom The empire Developed in the 1670 s. It was formed as a result of competition for gold fields in the Akan forestland. In the 1500 s: Akan peoples came into contact with Portuguese traders. Wealthy owners of the Akan gold mines begin to trade gold for Benin slaves with the Portuguese. In the 1670 s, Osei Tutu was a military leader and head of the Oyoko clan of the Akan peoplesTook control over a trade center near Kumasi and established this as his capital city. This happened after his maternal uncle Obiri Yeboa, the leader of the Oyoko clan was killed during war. A company of Akwamu troops are believed to have been instrumental in facilitating Osei Tutu s rise to power. He conquered the neighboring chiefdoms and took control of their trade. He took the title of ASANTEHENE. He Collected taxes from the chiefdoms on profits from the gold mines. He built a standing army by demanding that chiefdoms provide soldiers. He sought the support of religious leaders throughout the region. For example, a priest of the shrine of the war god Otutu0 called Anokye in Akwapim played a role in ensuring that Osei Tutu became the Asantehene. . He established the GOLDEN STOOL as a symbol of his rightful rule. The Golden Stool Akan peoples become Asante Ashanti By 1700, Osei Tutu controlled most of the gold fields of the Akan forestland. Osei Tutu was succeeded by Opoku Ware 1717-1750 . During his rule, he will extend the Asante kingdom to include most of what is today present-day Ghana. The new city-states now included Kumasi, Juaben, Bekmai, Mampon, Kokofu and Nsula. Opuku Ware will participate in the slave trade with the Europeans, selling war captives and growing very wealthy. Asante were one of the last great kingdoms to fall to the Europeans in the late 19th century. Factors that led to the rise and growth of the Asante Empire a The Asante had a strong economy based on agriculture. Both food and cash crops like Kola nuts were cultivated. This helped to increase the population."}
{"text": "Factors that led to the rise and growth of the Asante Empire a The Asante had a strong economy based on agriculture. Both food and cash crops like Kola nuts were cultivated. This helped to increase the population. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 198 b The Asante had capable political leaders they included Obiri Yeboa 1670-1678 , Osei Tutu 1680-1717 who unified the people through the Golden stool that he created and Opuku Ware 1720- 1750 . C The several city-states that emerged around Kumasi supported each other. Most of them were related by the fact that they originated from the same Oyoko clan. D The growth of the Trans- Atlantic slave trade brought a lot of wealth to the Asante people. The wealth was instrumental in the prosperity of the Kingdom. E The centralized political system under the Asantehene provided stability. F The Odwira festival that was held annually helped to make the state more cohesive. G The Asante were brave and proud people, and the need to free themselves from the oppressive rule of Denkyira, their former masters, motivated them to create a strong state. Political organization The Asante had a centralized political system. The Nucleus of the Asante Empire was five citystates of Kumasi, Dwaben, Bekwai, Kokofu and Nsula. The empire comprised of three parts, namely Kumasi Metropolitan Asante , Amatoo states and Provincial Asante. Each part had its own system of administration though the three cooperated in some areas. Kumasi was directly ruled by the Asantehene and was recognized as Kumasihene. Metropolitan Asante These were the five states that lay 35 miles around Kumasi and which recognized the Asantehene as the supreme authority. The government of the metropolitan Asante consisted the confederacy council made of the Kings Omanhene of the various states and presided over by the Asantehene. The Asante Union provides a good example of a federal system of government. All the states within the metropolitan Asante paid tax to the Asantehene which was used to pay for the administration and form an army. Each of the five states had its own state council that made important decisions."}
{"text": "The government of the metropolitan Asante consisted the confederacy council made of the Kings Omanhene of the various states and presided over by the Asantehene. The Asante Union provides a good example of a federal system of government. All the states within the metropolitan Asante paid tax to the Asantehene which was used to pay for the administration and form an army. Each of the five states had its own state council that made important decisions. Each also had its own Black stool that symbolized their power over the state .The omanhenes were expected to give the right of declaring war on another Omanhene, attended the annual Odwira festival to pay allegiance to Asantehene, settle disputes and honor the dead , grant own subjects the right to appeal to the high court set up for the union of the capital and recognize the right of Asantehene to impose national levies. Neither the Asantehene nor the Omanhene enjoyed dictatorial powers. The kingdom had an army that was divided into several wings. Though overall leadership of the army was provided by the Asantehene, each Omanhene command his own forces. The Asantehene was deputized by Mamphohene who automatically take over army leadership whenever the Asantehene was unavailable. Among the Asante, there was compulsory military service for all ablebodied men in the empire a system borrowed from the Akwamu .The Asantehene established a national festival called the Odwira festival during which all The Omanhene assembled in Kumasi to show their loyalty to the Asantehene, to honor the deadand to solve disputes amongst themselves. It also enhanced unity amongst the Asante states. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 199 The golden stool, an idea invented by a priest called Okomfo Anokye he claimed it came from the sky in 1695 during the reign of Osei Tutu, made the office of the Asantehene acceptable. It was a source of unity as it bound together the Asante states since they all recognized its sacredness. Provincial Asante It comprised all the states conquered by the Asante in the 18th century subject states . Such people were represented in the army and paid taxes to the Asantehene. Osei Tutu appointed two consuls who resided in each subject state to supervise their affairs."}
{"text": "Provincial Asante It comprised all the states conquered by the Asante in the 18th century subject states . Such people were represented in the army and paid taxes to the Asantehene. Osei Tutu appointed two consuls who resided in each subject state to supervise their affairs. An efficient bureaucracy was established in each o the provincial Asante states with the Asantehene appointing senior officials directly himself Social organization The Kingdom was composed of many communities who spoke the Akan language. The clans that made up the Akan speakers included the Akyem, Kwahu, the Fante, the Wassa, the Assin and the Akwapem. All these communities shared the same social institutions like the forty-day calendar, same marriage and naming rites. The basic social unit was the clan. They had a matrilineal system of inheritance. The birthright of each family passed through the mother from one generation to the other. The practiced polygamy marriage due to wealth and comfort in society and prohibited inter clan paternal and maternal clans marriages. The Odwira festival helped unite the society besides the golden stool. The Asante was socially stratified into social classes e.g. the rulers, rich, peasant farmers and slaves. The Asantehene and his family comprised the royal family together with the Omanhene. The saves among the Asante were majorly war captives. Some of the female slaves could be elevated to concubines and later become entitled to some rights. They believed in magic and superstition and also worshipped gods and goddesses i.e. they were polytheists. Their supreme creator was Nyame Nyambe .They believed in their ancestors as mediators between the people and God gods . The Odwira festival was held annually to honour ancestors and solves my disputes. They offered sacrifices to their gods ancestors including human sacrifices. The Asante hence was considered semi-divine being and highly regarded. Creative arts like dancing music, sculpture were highly respected in society. Economic organization of the Asante Being located in an area rich in terms of land fertility forest resources, mineral resources and rainfall, the Asante Empire thrived economically in the following ways. A Being located at the point of convergence of the trans-Atlantic trade routes, the Asante people participated in the trade providing gold, slaves and ivory in exchange for cotton, cloth, guns and gunpowder. They also provided middlemen and porters during the trade."}
{"text": "Economic organization of the Asante Being located in an area rich in terms of land fertility forest resources, mineral resources and rainfall, the Asante Empire thrived economically in the following ways. A Being located at the point of convergence of the trans-Atlantic trade routes, the Asante people participated in the trade providing gold, slaves and ivory in exchange for cotton, cloth, guns and gunpowder. They also provided middlemen and porters during the trade. B The Asante practiced agriculture, growing crops like yams, vegetables and fruits. They also kept livestock like cattle. C The community practiced gathering of Kola nuts and hunting for game meat from the forestto supplement their diet. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 200 d They practiced iron working and made crafts such as baskets and pots The Asante community however became a victim of the same economic wars it waged against her neighbours especially the Fante and Denkyira. In 1873, the British came to the aid of the Fante thus greatly weakening the Asante power. Reasons for the collapse of the Asante Empire. A The type of political organization in the kingdom did not encourage cohesion. Some states in the provincial Asante had no attachment to the golden stool were semi independent condition of a state within a state. B Leadership struggle between the Asante and dwaben; a neighboring rival of Asante s state. C Civil wars Constant rebellions from the conquered states wars with other tribes e.g. war with the afante. D British interference in the Asante affairs through the 19th c. they had a burning desire to destroy the Asante empire and colonize the region.. they even supported dwaben in her war against Asantehene e Periodic interference with trade and trade routes as a result of wars weakened the financial position of the empire i.e. Abolition of slave trade as a major source of income. F The Anglo-Asante wars which the British won led to final destruction of the empire. CONSTITUTIONS AND CONSTITUTION MAKING The term constitution refers to a set of agreed principles and rules which state the structure and powers of a government. The constitution of Kenya is a supreme law that binds all people and all state organs at national and county level."}
{"text": "Abolition of slave trade as a major source of income. F The Anglo-Asante wars which the British won led to final destruction of the empire. CONSTITUTIONS AND CONSTITUTION MAKING The term constitution refers to a set of agreed principles and rules which state the structure and powers of a government. The constitution of Kenya is a supreme law that binds all people and all state organs at national and county level. It outlines the structure of government, defines the powers and prerogatives of the head of state, states the compositions, functions and powers of parliament, states the compositions of the executives and outlines the duties and rights of the citizens. Constitutions vary in various countries depending on different experiences and their form is determined by the following. A The historical background of a country b Geographical factors. For example the numerous islands of Japan must be catered for in their constitution c Religious beliefs of the people. Some countries have the Islamic Sharia law in their constitution e.g Libya and Somali d Race composition of a country. For example, in South Africa the apartheid racial policy had been included in their constitution. Functions of a constitution a The constitution provides the legal ground from which the laws of the country are made. B It spells out the powers of government and its relationship to the gove rned. C It spells out the rights and duties of all citizens. It also provides the options a citizen has, legally, if those rights and freedoms are violated. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 201 Types of constitutions 1. Written constitution. This is a constitution in which the basic principles concerning the organization of government, powers of its various agencies and rights of the subjects are consciously written down in one document. The first country to adopt a written constitution was USA after she attained political independence from Britain on 4th July 1776. France adopted it in 1791following the French revolution of 1789. The primary objective of these adoptions was to include the rights of the citizens to avoid abuse by those in power. Other countries with written constitutions include many European, African, Latin American and Asian countries. Kenya also has a written constitution. Characteristics of a written constitution a It acts as a standard of reference to which the acts of the government of the day may always be compared. B It is a rigid document that cannot be altered easily."}
{"text": "Kenya also has a written constitution. Characteristics of a written constitution a It acts as a standard of reference to which the acts of the government of the day may always be compared. B It is a rigid document that cannot be altered easily. C It is only amended through a clearly spelt out procedure which is followed to the letter. D There must be a special body entrusted by the legislature with the work of drafting the constitution. E Once drafted the constitution must get the approval of the legislature. Advantages of a written constitution a Since the procedures of amending a constitution are clearly spelled out, it is not easy for politicians or other interest groups in the society to alter it. B In case of a crisis, the constitution provides very clear guidelines on the procedures to be followed, thus restoring stability in the country. C Since a written constitution is rigid, it therefore recognizes that there are fundamentals in a state, e.g rights of citizens, powers and duties of the president, which should never be easily changed. Change can only be done after adequate consideration. D It is fundamental to a newly formed nation so as to take off in an orderly and organized manner. E A written constitution is important to ensure that the identity of the various groups are preserved and maintained in a country with diverse racial groupings, religion and ethnic composition. F Since it is arrived at after thorough and careful consideration by all, it therefore unites the people in the nation as it would have acquired recognition and acceptance from the majority of the citizens. Disadvantages of a written constitution. A Due to its rigidity, it can fail to respond to changing circumstances and can therefore easily become obsolete. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 202 b A written constitution tends to make the judiciary too powerful as it I the only body that interprets the document. Where the executive and the legislature control the judiciary, the constitution can easily be manipulated. C Some written constitutions are too detailed and rarely understood by the ordinary citizens. D The procedure for amending the constitution is slow and costly. This causes delays which could lead to civil disorder in a society. 2. Unwritten constitution This is a constitution where the fundamental principles of the organization and powers of the government are not contained in one document but rather in several scattered documents to add to the customs of a country. For example, the British constitution. Sources of British constitution a Statutes."}
{"text": "Unwritten constitution This is a constitution where the fundamental principles of the organization and powers of the government are not contained in one document but rather in several scattered documents to add to the customs of a country. For example, the British constitution. Sources of British constitution a Statutes. This refers to an Act of Parliament. Examples of statutes that comprise the British constitution are; Act of Union with Scotland of 1707 that determined the territorial boundaries within which the United Kingdom s constitution operates. Parliament Act of 1911 that governs the relationship between the House of Commons and the House of Representatives The Reform Acts of 1832 and 1834 which determine succession to the throne. B Customs. This refers to ancient or traditional practices or the common law. For example, the first born inheriting the throne. C Laws of precedents. Past accepted principles may be applied to a new set of facts in a judgment and this may eventually become part of the law of the land. D Customs of parliament. House procedures including standing orders and other regulations are part of the British constitution. Key notes for the teacher and students- Cheloti 2012-2013 82 e Historical documents. The following two Important documents form part of the British constitution; The Magna Carta 1215AD that contained the promises by the England King that he would not levy taxes outside the three legal feudal taxes without the consent of the legal counsel. The Petition of Right 1628 in which King Charles I agreed not to levy taxes unless through the Act of Parliament. F The Conventions and Practices that have become respected over the years are also part of the British constitution. Advantages of unwritten constitution a It is flexible and adaptable to changing circumstances in the society. This is especially valuable during periods of rapid socio-economic and political changes. B It is indigenous and therefore suited for a state. C It can be changed by ordinary legislative process. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 203 d It provides continuity with the nation s traditions and is therefore accepted and respected by the people. Disadvantages of an unwritten constitution a It gives the courts too much work in handling matters as they search for constitutional principles not only in judicial decisions but in different statutes and customs."}
{"text": "C It can be changed by ordinary legislative process. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 203 d It provides continuity with the nation s traditions and is therefore accepted and respected by the people. Disadvantages of an unwritten constitution a It gives the courts too much work in handling matters as they search for constitutional principles not only in judicial decisions but in different statutes and customs. B Because of the nature of the unwritten constitution, it is not easy to protect the rights of people effectively as the fundamentals of the state are not recorded in a few or a single document. C An unwritten constitution tends to be vague and indefinite as compared to the written constitution. D An unwritten constitution presupposes that the people are politically conscious and alert and will ensure that their rights and liberties are respected. Features qualities of a good constitution. A Definiteness; it must depict clear intelligence and one which facilitates thinking. It must define its content clearly. B It should be comprehensive it must be short but inclusive of all the issues involved in government operation. C Should be durable and elastic it should neither be too rigid to amend or change nor so flexible as to encourage interference of its basic principle. D Should be able to protect fundamental rights and freedom of citizen a bill of rights must be provided for in the constitution, showing the extent to which the government can interfere with individual rights. E Amendment procedure must be stated clearly. F The constitution must be representative of the diverse social and political spectrum of the people. G It must exhibit supremacy of the people it must make the will of the people as the basis of government. H It must stipulate the choice of government through free and fair elections i Statement of national wealth. It must have a clear statement on how resources are to be managed and how wealth created is to be distributed. Constitution making process in Kenya in pre-colonial, colonial and post colonial eras. Pre- colonial era The rules and regulation that formed the constitutional basis of pre-colonial communities in Kenya were mainly formulated by the councils of elders and then handed down from generation to generation. The constitution was unwritten constitution guiding only the political, economic and socio cultural activities Colonial Era 1885- 1960 Kenya was under the British colonial rule after the Berlin Conference upto 1963."}
{"text": "The African elected members demanded for a constitutional conference culminating into the independence constitution. The independence constitution 1960-1962 The first Lancaster House Conference 1960 Attended by all members of Legco and two nominated members, the conference received the following demands; a Africans demanded for true democracy, where one man would have one vote. B The Arabs wanted to retain the ten-mile coastal strip, while Somalis wanted reunification with Somalia. C Michael Blundell, representing a section of Europeans demanded for a multi-racial government while Captain Briggs representing the white extremists demanded for creation of provinces along racial lines. All these proposal were moderated by the British government The period after the first Lancaster House conference witnessed a lot of differences among Africans and among other races. Among the Africans, the differences culminated into the formation of KANU in March 1960 at Kiambu with James Gichuru as president and KADU in Ngong Town with Ronald Ngala as the president. The main difference between KADU and KANU was that while KANU was advocating gor a unitary government, KADU wanted a federal system. The second Lancaster House conference 1962 .When KANU refused to form government despite winning the elections, demanding for the release of Jomo Kenyatta, KADU formed a rather minority government that was heavily dominated by the colonial officials. Such a government was rejected by most people thus creating instability that led to the British Authorities calling for the second Lancaster House Conference. The following important issues were discussed; a The future of the coastal strip that belonged to the sultan prior to colonialism. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 205 b The future of North Eastern Province North Frontier District c Security of the minority. The participants in the formulation of the independence constitution were representatives of various political parties: - Paul Ngei APP , KADU and KANU."}
{"text": "The following important issues were discussed; a The future of the coastal strip that belonged to the sultan prior to colonialism. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 205 b The future of North Eastern Province North Frontier District c Security of the minority. The participants in the formulation of the independence constitution were representatives of various political parties: - Paul Ngei APP , KADU and KANU. Others were representatives of the Asian and European communities. The 1962 conference settled for a federal structure with a strong central government. A coalition government was formed briefly but when the 1962 constitution was promulgated, it was followed by a general election in May 1963.The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament The 1963 constitution established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister, The Queen of England remained Head of State. Independence 1963 Kanu won the May elections and Kenya Attained internal self-government with Jomo Kenyatta as the first Prime Minister on 1st June 1963. Kenya attained full independence on 12th December 1963 when the Queen ceased to be the head of state. Kenya has been using the Independence Constitution upto August 2010 though with so many amendments. Main provisions of the independence constitution of Kenya a The independence constitution provided for a regional majimbo government with each of the seven regions having a regional assembly and president. The boundaries of the regions were given protection in the constitution. B It also provided for a bicameral parliament consisting of the senate and the house of representatives upper house and lower house. The lower house comprised 117 elected members and 12 special members. The senate comprised 41 members representing the 41 administrative districts and one representing Nairobi city. Though the senate was subordinate to the House of Representatives, it had powers to authorize declaration of a state of emergence, 65 of the senators were required to approve the amendment of constitution. Also all Bills required approval of both houses. C The constitution stipulated that the Prime Minister appointed by the governor was to be head of Government and Queen the Head of State, represented by the Governor General. The powers of the governor were defence of the country, foreign affairs, internal security and approval of legislation."}
{"text": "Also all Bills required approval of both houses. C The constitution stipulated that the Prime Minister appointed by the governor was to be head of Government and Queen the Head of State, represented by the Governor General. The powers of the governor were defence of the country, foreign affairs, internal security and approval of legislation. D The constitution recommended a multiparty system of government and the party with the majority of seats forming the government. E It contained the Bill of Rights, which protected the individual s rights. The Bill of rights was modeled on the European convention on Human Rights and Fundamental freedoms. F The constitution provided for an elaborate scheme to protect the minority rights. The minorities in this case were the Europeans, Asians and some indigenous communities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 206 g Independent Electoral commission was set up consisting of the speakers of the two houses and a nominee of the Prime Minister. Also it comprised nominees representing the regions. This was to ensure impartiality and honesty in elections. H The constitution provided for an independent and impartial judiciary to ensure justice and prevent corruption. Judges were accorded security of tenure which was extended to the Attorney General, the government s principal legal advisor. I It provided for public service commission. The aim was insulate the civil service recruitment and promotions from abuse and corruption. J An independent land board. Post colonial Era 1963-2010 . From independence to Mult-party democracy period 1963-1991 Like many former British colonies, Kenya started off with a west Minister system of government. The first Constitutional amendment in independent Kenya was in 1964. Kenya became a republic and the executive became presidential. The senate and regions were also abolished. A Constitutional review in June 1982 officially transformed Kenya into a one-party state. A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system. The period after 1992 was influenced by Global issues like the decline of the cold war, collapse of the Soviet Union in 1989 and the intensified struggle for democracy all over the world. In 1997, the Inter Party Parliamentary Group IPPG was formed with membership from the Opposition and KANU mps."}
{"text": "Raila Odinga was to become Kenya s second Prime minister after the position was created in the accord arrangement Two deputy Prime Minister Positions would be filled by the PNU and ODM parties respectively. Provision for An expanded cabinet with the two parties being accorded slots as per their proportion in the house. B In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts CoE was established as the main technical constitutional review organ to drive the process. C The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein, Mr Bobby Mkangi, Professor Christina Murray South Africa , Dr Chaloka Beyani Zambia and Dr Frederick Ssempebwav Uganda . D 23 February 2009 Members of the CoE were appointed by the President were later on sworn in, e On 17 November 2009 CoE released the draft to the public and invited views and comments on the draft constitution, For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 208 f By 23rdFebruary 2010. CoE had submitted the final draft of constitution to the Parliamentary Select Committee. G On 4thaugust 2010 Kenya held a Constitutional Referendum where the new constitution was overwhelmingly endorsed. H On 28th august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitutions. Stages in the constitution making process in Kenya since independence 1 Debate over contentious issues. Issues like the entrenchment of section 2A in the independence constitution in 1981 raised concerns among various stake holders and groups. The issue of whether to include the position of Prime Minister or not has also been debated for many years. 2 Collection of public views. The Saitoti commission the Constitution review commission established by Moi in 1990 had the objective of collecting views of Kenyans concerning how KANU was to operate in the best way possible. In June 2001, the CKRC, chaired by Yash Pal Ghai was mandated to collect views as part of the constitution review process. 3 Civic education."}
{"text": "The Saitoti commission the Constitution review commission established by Moi in 1990 had the objective of collecting views of Kenyans concerning how KANU was to operate in the best way possible. In June 2001, the CKRC, chaired by Yash Pal Ghai was mandated to collect views as part of the constitution review process. 3 Civic education. In 2001, the Ghai Commission was mandated and funded to provide civic education. 4 Convening of constitutional conferences. For example, The 2002 National Constitution Conference at Bomas of Kenya and other similar conferences. 5 Drafting of the constitution. This involved both local and international experts who drafted the constitution between 2000 and 2010. This was mainly the work of the Ghai led CKRC and the Committee of experts led by Nzamba Gitonga. 6 The referendum. During the 2005 referendum, the Wako Draft constitution was rejected. In August 2010, another referendum was held and the 2010 proposed New Constitution was approved. 7 Promulgation of the constitution. On 27th of August 2010, President Mwai Kibaki presided over the promulgation of the new constitution of Kenya. Constitutional Changes in Kenya since independence upto 2010 1 The 1963 independence constitution marked the end of colonial rule and transformed the colony into a dominion. It established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister, who is appointed by the Queen of England from the majority party in Parliament. The Queen of England remained Head of State as represented by the Governor General who was also the Commander-in-Chief 2 By the 1stamendment Act 28 of 1964, published in November 1964, Kenya became a republic and the executive became presidential. The amendment outlined the criteria to be met by a presidential candidate. It made provision of a Vice President who would be appointed by the president from among the members of parliament. Jaramogi Oginga Odinga became the first occupant of that office. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 209 3 By The 2nd amendment Act 38 of 1964 published on 17th December 1964, the senate and regions were also abolished."}
{"text": "It made provision of a Vice President who would be appointed by the president from among the members of parliament. Jaramogi Oginga Odinga became the first occupant of that office. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 209 3 By The 2nd amendment Act 38 of 1964 published on 17th December 1964, the senate and regions were also abolished. 4 3rd amendment Act 14 of 1965, published on 8th June 1965, altered parliamentary Majorityrequired for approval of a state of emergency to only a simple majority from the previous 65 . The term region was replaced with province. The amendment altered the title of Supreme Court. 5 By the 4th amendment Act 16 of 1966, published on 12th April 1966, commonwealth citizens became eligible for Kenyan citizenship. Also any legislator jailed for six months or more or missed to attend eight consecutive parliamentary seatings without the speaker s permission had to forfeit his her parliamentary seat. 6 On 28th April 1966, an amendment was passed, published on 30th April, to compel MPs who defected from sponsoring party, to resign from parliament and seek re-election. This amendment targeted Kenya People s Union KPU of Jaramogi Odinga that had been formed that year. The amendment was published, tabled, debated, passed and received presidential assent within 48 hours. It was nicknamed the KPU amendment . 7 In May 1966, the Public Security Act was passed, published on 7thJune 1966, empowering the president to detain a citizen without trial on grounds of being a threat to state security. The president also acquired power to control freedom of the press. 8 In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate. The Act was published on 4th January 1967. The voting majority to change the Constitution was lowered to two-thirds of the MPs. 9 In 1968, by the 9th amendment, published on 12th April 1968, the president was empowered to alter provincial and district boundaries. The act abolished the provincial councils and all representatives to the provincial and district boundaries. This marked the end of regionalism."}
{"text": "9 In 1968, by the 9th amendment, published on 12th April 1968, the president was empowered to alter provincial and district boundaries. The act abolished the provincial councils and all representatives to the provincial and district boundaries. This marked the end of regionalism. 10 In 1968, by the 10th amendment, Act 45 published on 12th July 1968, the procedure for presidential elections and succession in the event of his death was laid down. Also, that all candidates for a general election should be nominated by a political party. The act also gave the president power to nominate 13 MPs to replace the 12 specially elected members of the House of Representatives. 11 In 1974, the age qualification for presidential candidates was also lowered to 35 from 40 years. The minimum voting age was altered from 21 to 18 years. 12 In 1975, an amendment of the constitution empowered the president to pardon any election offender at his own discretion. This was done to favour Paul Ngei who been found guilty of an election offence. It was named the Ngei Amendment . The bill went through all the stages in one afternoon and received presidential assent the following day. 13 In 1975, Kiswahili was declared the national language of the national assembly. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 210 14 In 1977, the Kenya court of appeal was established after the breakup of the East African Community. 15 The 18th amendment Act passed in 1979 was the first one under president Moi. It provided that public officers had to resign six months in advance in order to qualify as candidates for parliamentary elections. 16 In 1979, both Kiswahili and English were declared languages of the national assemb ly. 17 By The 19th amendment Act of 1981 published in 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya. The infamous section 2A was introduced in the constitution. Kenya had been a de facto one party state between 1969and 1982 . The post of Chief Secretary was created to head the public service. The first occupant being Jeremiah Kiereini. 18 By the 1985 20th amendment Act, the High Court began acting as a Court of Appeal."}
{"text": "The post of Chief Secretary was created to head the public service. The first occupant being Jeremiah Kiereini. 18 By the 1985 20th amendment Act, the High Court began acting as a Court of Appeal. 19 The 21st amendment Act passed in 1985 repealed Section 89 of the constitution which provided for the acquisition of Citizenship for anyone born in Kenya after December 11th 1963. 20 In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and Auditor General was removed. The president could now dismiss them at will. Office of chief secretary was abolished. 21 In 1988, the security of tenure of Puisine Judges and Chairman of Public Service Commission was removed. The removal of security of tenure of the above officers sparked a lot of condemnation from LSK and main stream churches. 22 In 1988, an amendment was pass that provided the police with powers to hold a suspect in custody for upto fourteen days before taking him her to court if the crime constituted a capital offence. This is what led to detaining of persons suspected of opposing the government in the dingy basement of Nyayo House where some were tortured to death. 23 1990- Security of tenure of the offices of AG and Controller and Auditor General was reinstated. 24 A parliamentary act in December 1991 repealed the one-party system provisions section 2A of the constitution and effectively established a multiparty system. Multiparty elections were held the following year in December. 25 In 1991, an amendment that was passed limited the tenure of the president to a maximum of two-five year terms. 26 After 1997 elections, Parliament, on the initiative of the government, passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 211 27 A constitutional review commission, called the Constitution of Kenya Review Commission CKRC , was established to provide civic education, seek public input and prepare a draft constitution. 28 In October 2000, parliament passed a Bill entrenching the Constitution of Ken ya Review Commission CKRC headed by Professor Yash Pal Ghai into the independence constitution."}
{"text": "26 After 1997 elections, Parliament, on the initiative of the government, passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 211 27 A constitutional review commission, called the Constitution of Kenya Review Commission CKRC , was established to provide civic education, seek public input and prepare a draft constitution. 28 In October 2000, parliament passed a Bill entrenching the Constitution of Ken ya Review Commission CKRC headed by Professor Yash Pal Ghai into the independence constitution. 29 In 2005, Parliament amended the constitution of Kenya Review Act to allow the Attorney General to come up with the Proposed New Constitution, popularly known as the Wako Draft 30 The draft constitution was ultimately rejected by Kenyans at the constitutional referendum in 2005 because of disagreements amongst various stakeholders . 31 The rejection of the draft constitution by Kenyans in the referendum of 2005 meant that the 1963 constitution as amended remained the basic law of Kenya. . 32 28 February 2008The National Accord and Reconciliation Act NARA was signed by President Kibaki and Prime Minister Raila Odinga to end violence that erupted after the December 2007 presidential elections. Agenda No 4 of this arrangement calls for a new process to finalize the long awaited constitution of Kenya 33 In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts CoE was established as the main technical constitutional review organ to drive the process. The CoE was chaired by Nzamba Kitonga; the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray South Africa Dr Chaloka Beyani Zambia and Dr Frederick Ssempebwav Uganda. 34 On 28thaugust 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitution. Key changes in the New Constitution. A Reduction of president s executive powers. B Devolution of power to regions creation of county and national governments. C Creation of the senate and national assembly to constitute parliament."}
{"text": "Key changes in the New Constitution. A Reduction of president s executive powers. B Devolution of power to regions creation of county and national governments. C Creation of the senate and national assembly to constitute parliament. D On Citizenship, Birth and registration are the only recognize ways of attaining Kenyan citizenship. Dual citizenship is now recognized by the constitution. E Recognition of the Kadhi s courts as subordinate courts in the judicial court system. F Expansion of the citizens Bill of Rights to guarantee equal representation for either gender in all governance structures. FEATURES OF THE NEW CONSTITUTION. Why there was need to have a new constitution in Kenya. The need to meet the changing needs of the Kenyan society, e.g. due to population growth. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 212 The rise of gender sensitivity in Kenya The need to address the rights of women which had not been adequately addressed in the outgoing constitution. The constant misuse of executive authority by the Moi and Kenyatta regime the need to give less or more power to the executive. The need to depart from the colonial policies that found their way into the outgoing constitution. The need to safeguard against social vices like corruption and land grabbing. The need to enhance unity and realize a liberal society due to political maturity. Problems that Kenya faced in realization of a new constitutional dispensation. A Party differences have been transferred to the constitution making process e.g. the NARC fallout, the ODM wrangles between Raila and Ruto. Etc. B Sectarian interests based on tribe, religion, age, sex which is hard to satisfy. E.g in relation to creation of counties, Kadhis court and land laws. C Attempts to project personality, individual or group interests rather than national interest into the process. D Direct misinformation of the public and propaganda by politicians and other groups with selfish interests. E Illiteracy and ignorance of the electorate and therefore easily misled. F Tension and sometimes violence marred the whole review process. G Limited financial resources and personnel h Lack of unity of purpose and co-operation among existing political parties hence difficulty in hammering out compromise.. i Inadequate civic education wrong civic education. J Lack of consultation with all the interested stake holders. K An attempt to tie the constitutional review process with election time-table, political programmes and interests."}
{"text": "I Inadequate civic education wrong civic education. J Lack of consultation with all the interested stake holders. K An attempt to tie the constitutional review process with election time-table, political programmes and interests. Why Kenya s new constitution is regarded as supreme. A The Constitution is the supreme law of the Republic and binds all persons and all State organs at both levels of government. B No person may claim or exercise State authority except as authorized under the Constitution. C The validity or legality of the Constitution is not subject to challenge by or before any court or other State organ. D Any law, including customary law that is inconsistent with the Constitution is void to the extent of the inconsistency, and any act or omission in contravention of the Constitution is invalid. E The general rules of international law shall form part of the law of Kenya. F Any treaty or convention ratified by Kenya shall form part of the law of Kenya under this Constitution. Functions of the Kenyan constitution For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 213 a It is the fundamental law of Kenya. B It has helped in establishing the philosophy, character and structure of the Kenyan government. C It has laid down principles which determine government power and duties. D It r regulates, distributes and limits the functions of different institutions of the state. E It spells out the basis of relationship between the Ke nyans and the government and what rights should be in that relationship. Role played by the Kenyan constitution in governing the country a It protects the interests of the weak in the society from those who would want to dominate them. B It checks the powers of the dictatorial rulers. C It defines how to rise to power hence preventing unnecessary power struggles. D It provides for the separation of powers between the three arms of government. E It defines the powers of those in authority hence preventing misuse of power. F It defines relations with other countries g It specifies on how a government is to be formed. DEMOCRACY AND HUMAN RIGHTS What is democracy? The is derived from the Greek word Democratia Demos meaning people and Kratas meaning rule or power . It is a form of government where political decisions are directly in the hands of the citizens. Key aspects of a real democracy. A Political aspect. The consent of the governed expressed directly or indirectly through their elected representatives must be sought when making political decisions."}
{"text": "Key aspects of a real democracy. A Political aspect. The consent of the governed expressed directly or indirectly through their elected representatives must be sought when making political decisions. Public opinion must be given priority in governance. B Social aspect. Human dignity must be valued at all times. Every individual should be free to organize his own lifestyle, hold and express opinions, enjoy company of others and join associations. C Economic aspect. All citizens must be provided with equal opportunities. Exploitation of humans by fellow humans should be eliminated. Means of production should be nationalized to reduce inequalities between the rich and the poor. Types of democracy 1 Pure or direct democracy. This is where the people are directly involved and participate in decision-making. Such a democracy has an advantage in that the laws made are easily accepted by all the people since they feel they own the laws. This is common form of democracy in smaller organizations and was also used in ancient Greece. 2 Indirect democracy. This is a type of democracy where citizens exercise their right in decision making not directly as individuals, but through their agreed representatives, elected by the citizens. Parliament acts as the basic institution in this type of democracy. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 214 The elected may make Appointments of persons to fill other positions like the Cabinet or carry out Nomination hand-picking of additional representatives to join the elected ones. 3 Constitutional Democracy. This is where democracy is exercised but within the limits of the constitution. The minority rights are guaranteed freedom of expression, association and worship .It is also referred to as Liberal democracy and is a form of representative democracy. Merits of democracy a It is founded on the concept of the people and therefore leaders cannot ignore the people from whom they get authority to rule. It is most popular form of government. B It recognizes equality among all the people without discrimination. It advocates equality before the law and anyone can rise to power regardless of one s background or environment. C It promotes patriotism or national pride as it urges people to participate in their governance. This reduces chances of a revolution d It promotes liberty and peace as it advocates for peaceful coexistence. People develop a sense of cooperation. It can also promote international cooperation when extended beyond the borders. E Since it is based on moral and educative values, democracy helps individuals to develop their personality. It develops initiative of the people and their sense of responsibility."}
{"text": "It can also promote international cooperation when extended beyond the borders. E Since it is based on moral and educative values, democracy helps individuals to develop their personality. It develops initiative of the people and their sense of responsibility. F Democracy balances the liberty of the individual with the power of the state. Demerits of democracy a Democracy promotes dictatorship by the majority. The majority government by fulfilling the election pledges to please the supporting electorate ends up neglecting the political, social and economic interests of the minority who did not vote for it. B Democracy encourages class struggle and corruption as only those that possess money can engage in intensive campaigns and get elected due to their influence. Then once elected, they pass laws that protect their interests. C A democratic government is usually slow and wasteful since consultations have to be made when making a decision. Time and public resources are used in the process of seeking the views of the majority. D The ethical value of democracy is questionable. It is not easy to find an honest, sincere man of good moral character being elected. E Democracy may perpetuate incompetence since it is numbers which matter when choosing a leader not the leadership qualities. Where a majority of the electorate is ignorant, they may make poor decision during elections thus promoting incompetence. F Although democracy is regarded as the rule of the majority, in essence, it is the elected minority who rule. Democracy is therefore as a form of dictatorship by the informed or elected minority. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 215 Principles of democracy. Principle-basic truth or general law. A Freedom of speech, debate and enquiry. The basic healthy political culture among a group of people is based on open debate among citizens where they can express their views without fear. B People s participation as a whole in government. Through free, fair and regular elections, the government should remain a servant of the people and not master. Democracy is based on consent which can be withdrawn if the government fails to satisfy peoples expectations. C Open and accountable media. The media must be open in their agenda and be held accountable to the public. Media monopolies should not be allowed to develop. D Economic democracy. This implies the decentralization of economic power so that individuals and communities can be economically empowered to create and control their own wealth. E Equality before the law. Judgment should be made in accordance with a written law, rather than in an arbitrary manner."}
{"text": "This implies the decentralization of economic power so that individuals and communities can be economically empowered to create and control their own wealth. E Equality before the law. Judgment should be made in accordance with a written law, rather than in an arbitrary manner. Each citizen also has an equal ability to seek and receive justice. Human rights Human rights refers to the accepted principles of fairness and justice- or the universal moral rights that belong equally to all people in their capacity as human beings regardless of sex, race, and tribe, and language, place of origin, age or political beliefs. Why human rights are important. A Rights are necessary for human beings to achieve a dignified life, fulfill their potential and to satisfy both their physical and spiritual needs. B Rights are inherent to human beings. One has rights purely because they are human. They are not granted by the state. C Rights empower citizens and residents by giving them control in decision making organs of the state. D Rights justify special treatment of minorities and other special or disadvantaged groups or communities. E Rights provide guidance to organs of state regarding the exercise of state power. F Rights such as the right to vote, freedom of expression and of the press ensure the public access the necessary information necessary for the protection of democracy and ensure accountability of public authorities. G Respect for human rights limits internal and external conflicts and strengthens national unity. Classification of Human rights a Social economic and cultural rights. On the basis of these rights, the state is expected to pursue policies that enable individual, families or groups to earn a living and provide basic needs including education and medical care for themselves. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 216 b Solidarity rights. These are rights that focus on the whole community. They require that the state to pursue policies which do not destroy natural resource or waste financial resources but instead create conditions for peaceful co-existence. These rights include the right to clean, healthy and sustainable environment, peace, and development. C Civil and political rights. The rights include the right o vote, right to think and to have access to information. These rights ensure a secure space for the individual to pursue their values and interests. Groups that monitor human rights in Kenya a Lawyers and Judges and other professionals including teachers. B Religious groups c Journalists The media-print and electronic ."}
{"text": "These rights ensure a secure space for the individual to pursue their values and interests. Groups that monitor human rights in Kenya a Lawyers and Judges and other professionals including teachers. B Religious groups c Journalists The media-print and electronic . D The police force e Association and special commissions, e.g business associations, women groups, the Kenya National Human Rights and Equality Commission KNHREC , among others. F pressure groups Characteristics of human rights. A They are universal. Human rights apply equally to everyone by virtue of being a human being. B They are indivisible. One right cannot be applied if the other does not exist. They are inherent. C Incase circumstance demand they can be suspended. For example during war, or during disease outbreak like Ebola or other contagious diseases, one may be denied the right to freedom of movement. D Human rights have limitations. As people enjoy their rights, they should respect the rights of others. United Nations Charter on human rights. This is a document that contains the basic human rights to which every person by virtue of being a human being is entitled to. It also reaffirms the equality of the rights of all men and women. The Universal Declaration if Human Rights was adopted by the United Nations General Assembly on 10th December 1948.. Member states that signed the document are supposed to publicize the declaration in their countries The basic human rights contained in the Charter include; 1. All human beings are born free and equal. 2. Everyone is entitled to all rights and freedoms set forth in the declaration without discrimination on basis of sex, race, colour, sex, language, religion, political or other opinion, racial origin birth or any other status. 3. Everyone has a right to life, liberty and security. 4. No one should be held in servitude or slavery or perform forced labour. 5. Everyone has a right to recognition as a person before the law. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 217 6. Every person is equal before the law and has the right to equal protection and equal benefit of the law. 7. Every person s dignity should be respected and protected. 8. Everyone has a right to nationality. One is free to change nationality. 9. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. 10. Everyone has a right to free movement and residence within the borders of each state. 11."}
{"text": "10. Everyone has a right to free movement and residence within the borders of each state. 11. Everyone has a right to ownership of property alone as well as in association with others. State cannot take away ones property without proper compensation. 12. Every citizen has a right to peaceful assembly and association. 13. Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the governing process of the country. 14. Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. 15. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation. 16. Every person has the right to be free from hunger, and to have adequate food of acceptable quality. 17. Every person has the right to clean and safe water in adequate quantities. 18. Every person has the right to social security 19. Every person has the right to education. Elementary education shall be compulsory while technical and professional education should be made generally available. 20. Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. 21. Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship. 22. An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. 23. Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. 24. Everyone has freedom of opinion and expression. 25. Everyone has a right to seek and enjoy, in other countries, asylum from persecution. The right is however enjoyed only for political reasons. 26. Everyone has a right to a fair and public hearing by an independent and impartial tribunal in the determination of one s rights and obligations. 27. Everyone has a right to protection of the law against interference or attacks against one s property, home or correspondence. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 218 28. Everyone has a right to work, to free choice of employment, to just and favourable conditions of work and protection against unemployment. 29."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 218 28. Everyone has a right to work, to free choice of employment, to just and favourable conditions of work and protection against unemployment. 29. Everyone has a right to leisure, which includes reasonable working hours and periodic holidays with pay.ght to freely participate in the cultural life of the community, to enjoy the arts e.g drama, music, dance etc. 30. However every person has various duties to the community in which they live. 31. Freedom from torture and cruel, inhuman or degrading treatment or punishment. Importance of the UN Charter on human rights. A Protection of human rights, which is the core thing in the UN Charter, is important for the Establishment and maintenance of peace and security. Where there is violation of human rights, it becomes difficult to prevent conflict and maintain peace. B Respect for human rights is an important requirement for efficiency and effectiveness in governance. The principle of non-discrimination, principle of international human rights law, enables one to strive for more equitable societies even within the level of resources available. C Respect for human rights promotes development. National development strategies can only lead to tangible improvement in the lives of people if they have as their key objectives realization of economic, social and political rights. D The UN Declaration provides a guideline for collective action towards eradication of poverty. E The UN human rights mechanisms have given utmost attention to countering of terrorism as a way of protecting human rights. F A SOCIETY that observes respect for human rights reduces the chance of conflict outbreak. G The UN Charter on human rights is the foundation on which peace-making peacebuilding and peace-keeping is built. Any strategy to achieve peace anywhere is accompanied by strategies to uphold human rights like was the case in Yugoslavia. H In recognition of human rights, the UN has played a key role in giving humanitarian assistance to the people of different countries suffering from effects of natural disasters and other emergencies. I The UN Charter on Human rights promotes the rights of women and their empowerment by affirming the equal rights for women and fighting discrimination based on gender j The UN Charter champions the rights of vulnerable groups like the minority migrant workers, abused children, indigenous people and persons with disabilities. The Kenyan Bill of Rights This is a statement of human or civil rights in the constitution of Kenya. The Bill of Rights is covered in chapter four of the constitution of Kenya 2010 ."}
{"text": "I The UN Charter on Human rights promotes the rights of women and their empowerment by affirming the equal rights for women and fighting discrimination based on gender j The UN Charter champions the rights of vulnerable groups like the minority migrant workers, abused children, indigenous people and persons with disabilities. The Kenyan Bill of Rights This is a statement of human or civil rights in the constitution of Kenya. The Bill of Rights is covered in chapter four of the constitution of Kenya 2010 . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 219 Importance of the Kenyan Bill Of Rights a States that every individual has the right to life b It guarantees liberty to all citizens by forbidding enslavement, detention without trial etc. C It protects the individual from all forms of torture and inhuman treatment d It guarantees the protection of private property and allows Kenyans to own property anywhere in the country. E It protects individuals freedom of conscience and religion. F It guarantees the protection of the freedom of speech and expression g It gives Kenyans the right to move freely throughout the country and to reside in any part of the country. H It guarantees individuals against any form of discrimination on the basis of colour, creed, and gender. I It protects individual against arbitrary search, arrest and entry into one s property without his her consent Rights and fundamental freedoms contained in the Kenyan Bill of Rights. 1. Right to life. Life begins at conception and no child should be deprived of life deliberately. Abortion is not therefore permitted unless occasioned by the need for emergency treatment or life of the mother is in danger. People who attempt to commit suicide are also punishable on the strength of their right 2. Equality and freedom from discrimination Every person is equal before the law and has the right to equal protection and equal benefit of the law. This means that both men and women are equal before the law. Any form of discrimination is illegal and is prohibited in the constitution. 3. Human dignity Every person s dignity should be respected and protected. One must not ridicule or embarrass other members of society. 4. Freedom and security of a person. This right protects a person from being detained without a good reason and without trial. No person will be subjected to physical or psychological torture, corporal punishment or cruel and inhuman treatment. 5. Freedom from slavery, servitude and forced labour. No one should be held in servitude or slavery or perform forced labour."}
{"text": "5. Freedom from slavery, servitude and forced labour. No one should be held in servitude or slavery or perform forced labour. Every employer should treat his or her employees with dignity and not to force them to work. 6. Right to privacy. Every person has a right NOT to have him or herself, his or her property searched, or his or her possessions seized. Not revealing a person s family or private affairs unnecessarily or private communications interfered with. 7. Right to assembly, demonstration, picketing and petition. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 220 Every citizen has a right to assemble and participate in peaceful demonstrations and even present petitions to public authorities. 8. Political rights Every citizen is free to make political choices, which includes the right to form, or participate in forming, a political party and to participate in the activities of, a political party. Every citizen has the right to free, fair and regular elections based on universal suffrage and the free expression of the will of the electors for any elective public body or office Every adult citizen has the right, without unreasonable restrictions, to be registered as a voter; to vote by secret ballot in any election or referendum and to be a candidate for public office, or office within a political party and, if elected, to hold office. 9. Freedom of movement and residence Citizens have a right to free movement and ownership of property in any part of the country. Anyone is also free to leave the country or enter and remain in the country 10. Economic and social rights Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation. Every person has the right to be free from hunger, and to have adequate food of acceptable quality. Every person has the right to clean and safe water in adequate quantities. Every person has the right to social security. Every person has the right to education. A person shall not be denied emergency medical treatment. The State must provide appropriate social security to persons who are unable to support themselves and their dependants. 11."}
{"text": "Economic and social rights Every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care. Every person has the right to accessible and adequate housing, and to reasonable standards of sanitation. Every person has the right to be free from hunger, and to have adequate food of acceptable quality. Every person has the right to clean and safe water in adequate quantities. Every person has the right to social security. Every person has the right to education. A person shall not be denied emergency medical treatment. The State must provide appropriate social security to persons who are unable to support themselves and their dependants. 11. Consumer rights Consumers have the right to goods and services of reasonable quality. Consumers have the right to the information necessary for them to gain full benefit from goods and services. Consumers have the right to the protection of their health, safety, and economic interests. Consumers have the right to compensation for loss or injury arising from defects in goods or services. 12. Right to fair labour practices Every worker has a right to fair labour practices like fair remuneration, reasonable working conditions, the right to join or practice in trade union activities and the right to go on strike .Every employer has a right to join an employers association and participate in its programmes and activities Responsibility. One must respect the right to fair labour practices of one s employees. Employees on the other hand must conduct themselves responsibly, even during strikes, to avoid causing physical injury to innocent people, or destroying property. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 221 13. Right to clean and healthy environment. Every person has the right to a clean and healthy environment. It is our duty to ensure that the environment is protected for the benefit of present and future generations. 14. Freedom of conscience, religion, belief and opinion. Every person, whether individually or as a group, has freedom to manifest any religion or belief through worship, practice, teaching or observance, including observance of day of worship. One cannot be denied employment or educational opportunity because of belonging to a particular religion or because of one s belief or religion. A person cannot be forced to engage in any act that goes against his or her belief or religion. 15. Freedom of expression. This guarantees all Kenyans the freedom to seek, receive or impart ideas or information. It also guarantees freedom of artistic creativity, academic freedom, and freedom to conduct scientific research. 16. Freedom of media."}
{"text": "It also guarantees freedom of artistic creativity, academic freedom, and freedom to conduct scientific research. 16. Freedom of media. The freedom and independence of the media is guaranteed. The state should not interfere with the media. 17. Access to information Every person has a right to access information held by the state, or by others, which may be required for the protection of any right or fundamental freedom. The state is expected to make public any important information affecting the nation. Every person has a right to the correction or deletion of untrue or misleading information that affects the person. 18. Freedom of association Every person has the right to form, join and participate in the activities of an association of any kind, provided that the association is not engaged in illegal activities, such as stealing or killing. 19. Protection of the right to property Every person is entitled to own property either individually or as a group, in any part of the country. However the property has to be legally acquired. This right provides all Kenyans a fair opportunity to invest in property and thus, prosper. 20. Right to language and culture Every person has the right to use a language, and embrace the culture of the person s choice. Every person has the right to form or join cultural groups. Every person is also protected from being forced to join any such group. Each linguistic group is free to use their language, practice their culture, and form associations and other organs of the civil society. It is unacceptable to force another person to perform, observe or undergo any cultural practice or rite. 21. Right to family An adult has the right to marry a person of the opposite sex, based on the free consent of the parties. Parties to such a union enjoy equal rights. Both parties have a responsibility For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 222 to respect the rights of their spouses during marriage and even in the event of its dissolution. It is wrong to deny one s spouse access to marital property after separation or divorce. The constitution also recognizes marriages conducted under traditional, religious, personal or family law. Marrying of underage persons and forced marriages are outlawed in the constitution. 22. Fair administrative action Every person should be subjected to an efficient, lawful, reasonable and procedurally fair administrative action. This promotes efficient administration in public offices. 23. Access to justice. Everybody should access justice and a reasonable fee will be charged to enhance this, if required."}
{"text": "23. Access to justice. Everybody should access justice and a reasonable fee will be charged to enhance this, if required. If this is not free, many people will not access justice which will continue to be a preserve of the rich people. 24. Right of arrested persons. An arrested person has; a The right to be informed promptly in a language that the person understands of the reason for arrest, the right to remain silent and he consequences of not remaining si lent. B The right to remain silent. The right of a person to choose to talk or to remain silent. C The right to communicate with an advocate and other persons whose assistance is necessary freedom of speech with all those who will assist him or her in the case. D The right of not being compelled to make any confession or admission that could be used in evidence against the person. E The right t be held separately from persons serving a sentence should not be held in prisons alongside those already convicted f To be brought to court as soon as reasonably possible, as but not later than twenty four hours after being arrested. G To be charged or be informed of the reason for the extension of detention or release, at the first court appearance. H To be released on bond or bail, on reasonable conditions, pending a charge or trial, unless there are compelling reasons as to why one cannot be released. 25. Fair hearing. Every person has the right to have any dispute that can be resolved through a court hearing be resolved in such a manner that will accord him or her fair and public hearing. An accused person has the following rights; a To be presumed innocent until proven otherwise. B To be informed of the charges. C To have adequate time and facilities to prepare a defence. D To a public trial before a court. E To have the trial begin and be concluded with few delays. F To be present when being tried. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 223 g To be represented by an advocate and be informed of this right immediately. Depending on the circumstances, the accused may be assigned an advocate by the state and at the state s expense. H To remain silent and not testify during the proceedings. I To be informed in advance, of the evidence the prosecution intends to present, and to have reasonable access to that evidence. J To challenge the evidence. K To refuse to give self-incriminating evidence."}
{"text": "I To be informed in advance, of the evidence the prosecution intends to present, and to have reasonable access to that evidence. J To challenge the evidence. K To refuse to give self-incriminating evidence. L To have the assistance of an interpreter if the accused person cannot understand the language used in the trial. M If convicted, to appeal, or apply for review by a higher court. 26. Rights of persons detained, held in custody or imprisoned. A person, who is detained, held in custody or imprisoned under the law, retains all rights and fundamental freedoms in the bill of rights. Except those that are impractical and inapplicable under the circumstances. A person who is detained or held in custody is entitled for an order Habeas Corpus- This is a law that states that a person who has been arrested should not be kept in prison longer than a particular period of time unless a judge in a court has decided that it is right. It is the right of the person who is detained, held in custody or imprisoned to be treated in a humane manner. Application of the Kenyan bill of rights to specific groups of people in Kenya Rights enjoyed by Children in Kenya A child refers to a young person from birth to full physical development. The term also refers to a person who has not attained the age of eighteen. The rights of children are contained in the United Nations Convention on the Rights of the Child, and International Agreement on the Rights of the Child put in place in 1990. The rights include; a Survival rights Every child has the right to a name and nationality from birth. Every child has the right to basic nutrition, shelter and health care. B Development rights Every child has the right to free and compulsory basic education. Every child has the right to parental care and protection, which includes equal responsibility of the mother and father to provide for the child, whether they are married to each other or not. C Right of protection Every child has the right to be protected from abuse, neglect, harmful cultural practices, all forms of violence, inhuman treatment and punishment, and hazardous or exploitative labour. Every child has the right not to be detained, except as a measure of last resort, and when detained, to be held for the shortest appropriate period of time."}
{"text": "Rights of Minorities and marginalized groups in Kenya The constitution specifies a marginalized community as; A community that because of its relatively small population has been unable to fully participate in the integrated social and economic life of Kenya as a whole. A traditional community that, out of need or desire to preserve its unique culture and identity from assimilation, has remained outside the integrated social and economic life of Kenya. An indigenous community that has retained maintained a traditional lifestyle and livelihood based on a hunter or gatherer economy. Pastoral persons and communities, whether nomadic or settled and because of their relative geographical location, have experienced only marginal participation in the integrated social and economic life of kenya as a whole. Rights of Minorities and marginalized groups a Minorities and marginalized groups have the right to participate and are represented in governance and other spheres of life. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 225 b Minorities and marginalized groups have the right to be provided special opportunities in educational and economic fields. C Minorities and marginalized groups have the right to be provided special opportunities for access to employment. D Minorities and marginalized groups have the right to develop their cultural values, languages and practices. E Minorities and marginalized groups have the right to reasonable access to water, health services and infrastructure. Rights of older members of society in Kenya a Right to fully participate in the affairs of society. B Right to pursue their personal development. C Right to live in dignity and respect and be free from abuse. D Right to receive reasonable care and assistance from their family and the State. The Kenya National Human Rights and Equality Commission This commission was entrenched in the Constitution of Kenya 2010 to replace the KNHRC. The commission constitutes atleast three but not more than nine members appointed by the president with the approval of the national assembly. Objectives; a To protect the sovereignty of the people. B To ensure secure observance by all state organs of democratic values and principles c To promote constitutionalism Functions of the Kenya National Human Rights and Equality Commission. A It has a duty to promote respect for human rights an d develop a culture of human rights in the republic. B A duty to promote protection and observance of human rights in public and private institutions. C It monitors, investigates and reports on the observance of human rights in all spheres of life in the republic, including observance by the national security organs."}
{"text": "A It has a duty to promote respect for human rights an d develop a culture of human rights in the republic. B A duty to promote protection and observance of human rights in public and private institutions. C It monitors, investigates and reports on the observance of human rights in all spheres of life in the republic, including observance by the national security organs. D It receives and investigates complaints about alleged abuses of human rights and takes steps to secure appropriate redress where human rights have been violated. E It acts as the principal organ of the state in ensuring compliance with obligations under treaties and conventions relating o human rights. F It investigates any conduct in state affairs, or any act or omission in pu blic administration in any sphere of government, which is alleged or suspected to be prejudicial or improper, or to result in any impropriety, or prejudice. G It investigates complaints about abuse of power, unfair treatment, manifest injustice or unlawful, oppressive, unfair or unresponsive official conduct. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 226 HISTORY FORM THREE NOTES 1. EUROPEAN INVASION AND THE PROCESS OF COLONIZATION OF AFRICA Introduction In the last Quarter of the 19th century, Britain, Germany, France, Italy, Belgium and Portugal were in Africa, competing for colonies to boost their social, economic and political standing. They convened the Berlin conference of 1884-1885 convened by Otto Von Bismarck, the Germany Chancellor where they shared Africa in Europe without regard to the inhabitants. This is what is termed the invasion of Africa. By 1914, apart from Liberia and Ethiopia, the rest of Africa had been colonized The scramble and partition of Africa Scramble It refers to the rushing for something. In the African situation, it meant the rush for and struggle by European powers to acquire various parts of Africa during the 19th century. Partition It refers to the sharing of something. In the African situation, it referred to the actual division of Africa by European powers during the Berlin conference of 1884 1885Methods used by Europeans to acquire colonies in Africa. 1 Signing of treaties; a Treaty signing with African leaders. The British signed the Maasai Agreements 1904 and 1911 , Buganda Agreement of 1900 and the Lewanika-Lochner treaty with Lozi."}
{"text": "D The Italians were defeated during their Ethiopian campaign, by Menelik II in the battle of Adowa in 1896. E The Portuguese forcefully established their rule over Angola, Guinea Bissau and Mozambique. 3 Use of missionaries as frontrunners. The Europeans used missionaries, carrying a bible in one hand and a gun in the other, who tried to convince the Africans to support the European goals. Missionaries manipulated local quarrels and took sides in a view to promote European occupation. For example, in the case of Buganda where we had religious conflicts between Protestants, Muslims, Catholics and Traditionalists. Sometimes the missionaries went to war against each other and against Africans. E.g the Franza-Ingeleza war of 1892 that pitted the Protestants British against the Catholics French . Fredrick Lugard s intervention on the side of Protestants set stage for the acquisition of Uganda by the British. In Bulozi, Father Francois Coillard convinced Lewanika of the benefits of British protection. In Nyasaland Malawi which was depicted as Livingstone s country, missionaries read role of Scottish missionaries shaped public opinion in favour of imperial control. 4 Treachery and Divide and rule policy The Europeans instigated inter-tribal wars causing some Africans to support them against warring communities. E.g. use of the Wanga against the Luo and the Luhya in Kenya, the Ndebele shona against the Lozi in Rhodesia. The Italians lied to Menelik II by signing a treaty of friendship but which was published in Italian version indicating that Ethiopia had agreed becoming an Italian protectorate. The Maasai agreement was written in a language that the Lenana never understood. 5 Use of company rule. The British and the Germans used chartered companies to acquire and rule their colonies. For example, the role played by the British South African Company of Cecil Rhodes, Imperial British East African Company of Sir William Mackinnon and the German East Africa Company of Carl Peters. 6 Luring enticements. The Europeans gave gifts like cloth, weapons tools, drinks etc to African chiefs like Lewanika of the Lozi and Mwanga of Buganda thus luring them into collaboration. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 228 7 Diplomatic skills."}
{"text": "6 Luring enticements. The Europeans gave gifts like cloth, weapons tools, drinks etc to African chiefs like Lewanika of the Lozi and Mwanga of Buganda thus luring them into collaboration. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 228 7 Diplomatic skills. This involved building relations with African leaders, which were later, used to acquire the areas. The British employed this method in Maasailand and Yorubaland. 8 A blend of diplomacy and force. The British for example initially signed treaties with the Ndebele Moffat and Rudd treaties , but they fought them during the Ndebele war of 1897. FACTORS THAT LED TO THE SCRAMBLE FOR COLONIES IN AFRICA Economic factors 1. The industrial revolution in Europe. A The revolution led to search for markets for European manufactured goods in Africa resulting in scramble for and partition. B The need for raw materials. The machines invented processed goods faster than use of hand. The Europeans came to Africa in search of raw materials like cotton, palm oil, copper and iron ore. C Cheap labour was also readily available in Africa after the abolition of slave trade. D There was desire by the entrepreneurs to invest excess capital gained from accumulation of profits from industrial investment. Africa provided an avenue for investment. E Industrial revolution led to improved transport system, which was necessary for effective colonization. F The military hardware manufactured during the revolution enabled Europeans to conquer African territories. G The discovery of medicine enabled the Europeans to survive the African conditions and protect themselves from diseases such as malaria, yellow fever etc. H Those who were rendered unemployed in Europe due to invention of machines had to move to Africa to assist in harnessing raw materials. I Industrial revolution led to intense rivalry in trade, which was projected, into Africa. 2. Speculation about the availability of deep pockets of minerals in Africa. Gold and Bronze had been items of trade in Africa for centuries. The discovery of Diamond at Kimberly in the 1860s and Gold in the 1870s precipitated their appetite for Africa more. Political reasons. 1. Unification of Germany after under Otto Von Bismarck after the FrancoPrussianwar of 1870-71. The rise of Germany upset the balance of power in Europe and there was need to rebalance out through acquisition of colonies in Africa."}
{"text": "1. Unification of Germany after under Otto Von Bismarck after the FrancoPrussianwar of 1870-71. The rise of Germany upset the balance of power in Europe and there was need to rebalance out through acquisition of colonies in Africa. France for example had to redeem her lost glory especially after the loss of mineral rich Alsace and Lorraine provinces by acquiring eight colonies in Africa. 2. The rise of Public opinion in Europe. There was growth of public support towards the acquisition of colonies. With the rise of democracy in European states in the 19th c, it was fatal for any government to ignore public opinion. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 229 a For example in 1882, due to public demand, the French assembly was compelled to ratify De Brazza s treaty with Chief Makoko thus creating a French colony in Congo. B German took over South-West Africa Namibia , Togo and Cameroon due to what Bismarck termed as public demand. C In Britain, the public demanded that Britain must maintain her position as the leading colonizing power by taking her share in Africa. 3. Militarism. Army officers in Europe favoured colonial expansionist wars to give them greater opportunities for glory or promotion. A For example, in Sudan, it was the military offers, in search of glory, and not the French government who directed the extent of French colonization. B British soldiers like Wolseley Kitchener supported the expansion of the British Empire in Africa. 4. The rise of Nationalism. In Europe, there was the rise of a general feeling of civilians that their nations should acquire overseas colonies for national prestige. The Germans began feeling they belonged to a superior race that must be shown by acquiring colonies in Africa. Strategic reasons 1. Construction of the Suez Canal. The Egyptian question . The construction of the Suez Canal, opened in 1869, promoted a link between Europe and Asia shortened the routes to Far East. It also promoted international trade. It also made Egypt gain some strategic importance to Europeans. The inability of Khedive Ishmael 1863-1879 to pay for the cost of the construction of the canal due to his extravagancy led to British full occupation of Egypt in 1882, being a major shareholder in the Anglo-Suez Company that owned the canal."}
{"text": "It also promoted international trade. It also made Egypt gain some strategic importance to Europeans. The inability of Khedive Ishmael 1863-1879 to pay for the cost of the construction of the canal due to his extravagancy led to British full occupation of Egypt in 1882, being a major shareholder in the Anglo-Suez Company that owned the canal. The dismayed French planned diversions of the Nile waters, and make Egypt a desert, after occupying territories to the south of Egypt. It was against the backdrop that Britain claimed Uganda source of the Nile in 1894, Kenya the gateway to Uganda in 1895 and Sudan where the Nile passes in 1898. 2. French activities in West Africa and the Congo The activities of France in Congo and West Africa, after loss of Egypt, through their Italian agent Savorgnan de Brazza in connection to acquisition of colonies alarmed other powers. This encouraged powers like Germany to join in the scramble and acquire Togo, Cameroon, Namibia and Tanganyika. 3. The personal activities of King Leopold II of Belgium. He endeavored to create a personal empire. In 1876, Leopold convened the Brussels Geographical Conference where he formed a business company, the International African Association comprising explorers and traders with a mission to civilize Africa, abolish slave trade and establish free trade. As a result of the activities of his agent, Henry Morton Stanley who created the Congo Free State, Leopold had established a personal empire in 1884 . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 230 It was the activities of king Leopold leading to intense rivalry amongst European nations over Congo that led to the convening of the Berlin Conference in 1884. Social reasons 1. The work of Christian missionaries They created an atmosphere of friendship with Africans by giving those gifts like cloths and beer, introducing economic activities like farming, carpentry, clerical work, among Africans, that were important virtues in the process of colonization. Where they were in danger, they pressurized their home governments to protect them. The missionaries had direct contact with the people of the interior of Africa and they were front-runners who paved way for the colonialists through their works. They preached peace, love and hard work and hence calmed down the emotions of Africans towards the Europeans."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 231 THE PROCESS OF PARTITION The fore runners to the process of partitioning Africa were the early explorers, missionaries and traders. Their activities were succeeded by the making of treaties and agreements in various parts of Africa between trading companies and the locals. . For example, the Buganda Agreement, the Heligoland Treaty and the Berlin act of 18841885.In places where the Europeans employed diplomacy, they won the support of many Africans who collaborated with the intruders. The Europeans sometimes blended diplomacy with wars of conquest or use of force especially against the resisting communities. The partitioning boundaries were drawn along physical features like rivers, mountains, etc. The Berlin conference On 15th November 1884, Britain, Germany, France, Belgium, the USA, Portugal and Italy convened in Berlin to lay down the rules for the partition and eliminate conflicts amongst European nations. Africans, whose continent was being shared, were not represented in the conference The Berlin Conference of 1884-85, partitioned Africa into different spheres of influence without recourse to war. Terms of the Berlin act of 1884-1885. A That all signatories must declare their sphere of influence an area under each nation s occupation b That once an area is declared a sphere of influence, effective occupation must be established in the area through establishment of firm colonial infrastructures to be followed by colonial administration. C That any state, laying claim to any part of Africa must inform other interested parties in order to avoid future rivalry. D That any power acquiring territory in Africa must undertake to stamp out slave trade in favour of legitimate trade and safeguard African interests. E That if a European power claims a certain part of the African coast, the land in the interior next to the coast became hers. F That the Congo River and the Niger River basins were to be left free for any interested power to navigate. G The European powers vowed to protect and safeguard European interests in Africa irrespective of their nationality. Impacts of the Partition Political effects a Introduction of European administration minimized intertribal wars and civil strife. B It led to development of strong African leadership and beginning of state formation. C Colonial government structures inherited by most independent African states have continued to be models of governments in African countries. D Rise of African nationalism to fight colonialism led to the development of African political awareness."}
{"text": "B It led to development of strong African leadership and beginning of state formation. C Colonial government structures inherited by most independent African states have continued to be models of governments in African countries. D Rise of African nationalism to fight colonialism led to the development of African political awareness. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 232 e The Europeans gained fame, prestige and national glory by having colonial possessions. F Negatively, it led to collapse of African traditional political systems and leadership. G Use of divide and rule promoted ethnic disunity that continues to trouble Africa many years after independence. H Boundary creation split apart many African communities. For example, the Somali are found both in Kenya and in Somalia, the Maasai in Kenya and Tanzania and the Ewe in Ghana and Togo. I In some cases some communities whose cultures were incompatible found themselves bunched together. Social impacts a Through the protection offered to missionaries, it stimulated the spread of Christianity to various parts of Africa. B It led to development of urban centres. Some towns grew as centres of administration e.g. Nairobi and Machakos. Others grew as railway terminus e.g. Kisumu. C African welfare was boosted. Some African benefited from western education and health facilities introduced by the Europeans. D European languages were introduced in Africa. E Negatively, it created landlessness as European settlers appropriated African land. F The Africans adopted some negative aspects of western culture. G Many Africans lost their lives through resistance. Economic effects a There was construction of roads, railway and other forms of infrastructure, which helped to open up the interior. B Imperialization helped to widen market for African produce especially with the establishment of local industries. C Africans were exposed to European manufactured goods increase in essential commodities. D Partition speeded up the economic growth of European nations. E Negatively, forced labour and exploitation of African resources left many parts of Africa impoverished and underdeveloped. F Africans were exposed to heavy taxation and denial to participate in economic activities like farming, trade etc. AFRICAN REACTION TO EUROPEAN COLONIZATION. RESISTANCE Some communities were keen on defending their age-old and ancient political, social and economic institutions and viewed the arrival of the Whiteman with suspicion. Their leaders did not want to lose their power, wealth and sources of prestige. Others were militarily prepared for the Europeans."}
{"text": "They were equipped with European guns. The army was divided into two flanks, the infantry or sofa, with 30,000 to 35,000 men, and the cavalry or sere of 3,000 men. There was a third wing of 500 men forming specially trained bodyguards. In 1881, Samori extended the empire to the east as far as Sikasso in Mali to the west, up to the Futa Djallon Empire. Meanwhile, the French were extending eastwards from Futa Djalon while the Mandinka were extending westwards towards Kenyeran trading centre, Next to the rich Bure Gold fields. In 1882, at the height of the Mandinka empire, the Frenc h accused Samori Tour of refusing to withdraw from an important market center, Kenyeran his army had blockaded the market . They thus started war on him. His bid to obtain assistance from the British to deal with the French failed as the later were not willing to enter into conflict with the French. From 1882 to 1885, Samori fought the French and had to sign infamous Bisandugu treaty on 28th march 1886 and then 1887. Significance of the Bisandugu treaties 1886-1887 a To Toure, these were acts of delay the real confrontation that with the French that would come at an opportune time. B He hoped that by this treaty, he would reach out at the British for a friendship treaty to enable him secure trade routes from the north under Tieba of Sikasso. C The French on their part hoped to use the treaty to enable them to arrange the conquest of the Tukolor Empire. D The treaties put the Mandinka under brief French protection. In 1888, he took up arms again when the French reneged on the treaty by attempting to foster rebellion within his empire. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 237 In 1890, he reorganized the army and concluded a treaty with the British in Sierra Leone, where he obtained modern weapons. He now stressed defense and employed guerilla tactics. The Franco- Mandinka war 1891-1898 Causes of the Franco-Mandinka war 1891-1898 a Samori wanted to safeguard the independence and religion of his empire. Being a staunch Muslim, he could not tolerate non-Muslims on his land."}
{"text": "He now stressed defense and employed guerilla tactics. The Franco- Mandinka war 1891-1898 Causes of the Franco-Mandinka war 1891-1898 a Samori wanted to safeguard the independence and religion of his empire. Being a staunch Muslim, he could not tolerate non-Muslims on his land. B He was not ready willing to lose the rich Bure Mines to the French whether through diplomacy or warfare. C His empire was at that time enjoying military and economic superiority. The French incursion was merely a threat to his territorial expansion that was to be fought at all costs. D His participation in trade had enabled him to acquire modern arms thus enabling him to build an equipped and well trained army which did not fear the encounter French. He even had facilities for arms repair. E His scheme to play off the British against the French, between 1882 and 1889, had failed. This upset him and therefore left him only with the fighting option. F The activities of the French of selling arms to his enemies such as Tieba of Sikasso were viewed by Samori as an act to weaken the Mandinka dominance. Course of the franco-mandinka war. Samori waged a seven year war against France whose army was led by Major Archinard. In 1891, with his improved weaponry and reorganized army, he defeated the French. In 1892, French forces overran the major centers of the Mandinka Empire, leaving death and destruction in their wake. In 1894, the French assembled all their troops in western Sudan Senegal, Mali, Niger, etc to fight Samori. Between 1893 and 1898, Samori s army retreated eastward, toward the Bandama and Como, resorted to the scorched earth tactic, destroying every piece of land he evacuated. He moved his capital east from Bisandugu to Dabakala, thus creating a second empire in 1893. This enabled him to delay the French. He formed a second empire, and moved his capital to Kong, in upper Cote d Ivoire. Disadvantages of Samori s second empire a He was cut off from Freetown where he used to buy firearms. B He was at war with the communities, which he had attacked in his expansionist wars. C His southern frontier was open to French attacks from the Ivory Coast."}
{"text": "Disadvantages of Samori s second empire a He was cut off from Freetown where he used to buy firearms. B He was at war with the communities, which he had attacked in his expansionist wars. C His southern frontier was open to French attacks from the Ivory Coast. D At his new empire, Samore was cut off from his gold mines at Bure thus; he had no wealth to keep his army running. E The occupation of the Asante Empire by the British in 1896 meant that enemies from all corners surrounded Samori Toure. In 1898, Samori, forced to fight a total war against innumerable odds like famine and desertion that weakened his forces, was captured on September 29, 1898, in his camp in For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 238 Gu l mou at the town of Sikasso in present-day C te d Ivoire and exiled to Ndjol , Gabon, where he died of pneumonia on June 2, 1900. Factors that aided Samori Toure in offering a protracted resistance to the Europeans a He had established military workshops with a trained cadre of artisans whom he used to repair and manufacture his own weapons. This guaranteed regular supply of weapons during the resistance. B He himself was a courageous fighter, a greater organizer and a military tactician and he personally commanded his army on the battlefield. C His adoption of the Scorched Earth Policy as he mobilized the entire population to retreat left the French to starve and delay their advance. D The success witnessed in trade enabled him to acquire guns and horses from the north, which were important in the resistance. E Through trade and subsequent tribute collection, he obtained adequate wealth, which he used to maintain a large army. F He had a large strong and well-organized army of 35,000 men, which was a formidable force for the French. G He used diplomacy in dealing with the French to buy time to reorganize and strengthen his army, and to negotiate with the British in Sierra Leone to guarantee regular supply of guns. H French soldiers were ignorant of the strange land they were fighting in and were faced with further problem of tropical disease. I Some of his soldiers had served in the French colonial army and were thus familiar with the French tactics."}
{"text": "G He used diplomacy in dealing with the French to buy time to reorganize and strengthen his army, and to negotiate with the British in Sierra Leone to guarantee regular supply of guns. H French soldiers were ignorant of the strange land they were fighting in and were faced with further problem of tropical disease. I Some of his soldiers had served in the French colonial army and were thus familiar with the French tactics. J He used Mandinka nationalism and Islam to unify the army. Many of Samori s soldiers believed that they were fighting a Jihad holy war and therefore fought with determination. Why samori was finally defeated. A Since his army and community were constantly on the move, they could not engage in any gainful economic activity to replenish their supplies. B The abandoning of the rich Bure Gold reserves as Samori retreated meant he had lost an important source of revenue that was initially used to sustain the army. C When he moved to his second empire, He was cut off from Freetown where he used to buy firearms. D Samori failed to get any support from other African societies due to lack of unity. Ahmed Seku of Tukolor and Tieba of Sikasso chose to rather assist the French than support Samori. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 239 e His second empire was open to attack from all sides by either the British or the French, making it difficult to defend. F The French had superior weapons and better means to re-equip their stores. They were also determined to defeat samori to set up an overseas colonial empire. G The use of the scorched earth policy was resented by the civilians since it left them with nothing after destruction. It thus starred up local resistance. H Even within his own empire, there was no total unity. The non-Mandinka communities and non-Muslims in the empire who had felt mistreated during his reign supported the French. I The refusal by the British to assist Samori dented his hopes of getting a European ally against the French. J Samori s retreat to Liberia was blocked and his capital besieged. He had to surrender to the French. The Ndebele Resistance Background The Ndebele were descendants of Nguni conquerors from South Africa fleeing from the mfecane wars who occupied what is now Matabeleland."}
{"text": "J Samori s retreat to Liberia was blocked and his capital besieged. He had to surrender to the French. The Ndebele Resistance Background The Ndebele were descendants of Nguni conquerors from South Africa fleeing from the mfecane wars who occupied what is now Matabeleland. Mzilikazi Ndebele King opened the door for the London Missionary Society led by Robert Moffat, who settled in Matabeleland in 1859. They assisted him in repairing his guns, inoculating cattle, writing and interpreting letters and providing medical care to the sick. Hehowever had little interest in Foreigners and even had those whose who accepted missionary influence killed. Mzilikazi died in 1868 and his son Lobengula took over. Lobengula was the Ndebele king at the outbreak of the Anglo-Ndebele war of 1893. He went to great lengths to appease the increasingly aggressive British imperialists from the South, Portuguese invasion from Angola and Mozambique and Germans from the south west. He used his diplomatic skills to buy time before engaging in war with the British. He even tried to pit one European nation against the other the Boers and the British . He in 1870 had granted a mining concession to Thomas Baines of Durban Gold Mining Co. in order to diffuse white intervention. In 1888, Lobengula signed the Moffat treat y which stated that he was not to sign any other treaty with other European groups without British permission. Rhodes sent his partner and agent Charles Rudd to compel Lobengula to acquiesce to the Rudd mining Concession- a verbal agreement between Lobengula and BSA Co granting the company a mining monopoly in Matabeleland. In return, he was to get a gunboat on River Zambezi or 500 sterling ponds, a monthly salary of 100 sterling pounds, 1000 rifles and 100,000 cartridges. Lobengula s conditions for concession were not incorporated in the final text. When the terms of the treaty were interpreted to him, he learned that he had been tricked into surrendering his kingdom to Europeans. In 1889, he repudiated the treaty and sent a fruitless delegation of Indunas Motshede and Babiyance to London to meet Queen Victoria."}
{"text": "In return, he was to get a gunboat on River Zambezi or 500 sterling ponds, a monthly salary of 100 sterling pounds, 1000 rifles and 100,000 cartridges. Lobengula s conditions for concession were not incorporated in the final text. When the terms of the treaty were interpreted to him, he learned that he had been tricked into surrendering his kingdom to Europeans. In 1889, he repudiated the treaty and sent a fruitless delegation of Indunas Motshede and Babiyance to London to meet Queen Victoria. Despite the Ndebele king's repeal of the concession, Rhodes, supported by the British crown, enacted a charter of the newly created British South Africa For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 240 Company investing it with an array of rights: the right to ma.ke treaties, to pass laws and to subject the natives to its police force, as well as to make grants of minerals and land to white settlers. Lobengula was thus pushed into reluctant resistance by white greedy rapacity. Causes of the 1893 Ndebele war. 1. The Ndebele detested the treachery used by the British in compelling Lobengula to sign the Rudd Concession 2. British occupation of Matabeleland had ended Ndebele powers over the shona whom they always raided for cattle and women. 3. The British acts of provocation inciting the Shona to raid the Ndebele for cattle . When the Ndebele chose to attack the shona, the British would then fight them under the pretext of protecting their interests in Mashonaland. 4. The attempt by the Ndebele indunas to punish some shona who disobeyed King Lobengula became the immediate cause. Course of the war. The war broke out in October 1893. The British army was led by Dr.Starr Jameson and comprised the shona police and other mercenaries from South Africa. At that time, the Ndebele had been weakened by smallpox and inferior weapons leading to little confrontation between them and the British. Lobengula chose to evacuate his people towards Northern Rhodesia. Atthe two battles of Shangani River and Mbembezi. The Ndebele were defeated by superior European gun-fire. Lobengula finally fled to Bulawayo where he died in 1894."}
{"text": "Atthe two battles of Shangani River and Mbembezi. The Ndebele were defeated by superior European gun-fire. Lobengula finally fled to Bulawayo where he died in 1894. The conquerors took advantage of the natives' inner divisions, with people of the low castes remaining passive and even some traitors helping the invaders. The aftermath of the British conquest in Zimbabwe was that cattle were seized from the natives and their land taken. Even the for the small plots that were left to them, Africans were often forcibly prevented from ploughing and sowing, since they were subjected to tax-collection and coerced labour in whiteowned farms. The Ndebele were pushed to the reserves of Gwaai and Shangani. Second Matabele War the Chimurenga war 1896-1897 The war of liberation which was dubbed Chimurenga , or the Second Matabele War was a fulfillment of prophesy of a great Shona spirit, Mbuya Nehanda, sister of the great Shona prophet Chaminuka. Mlimo, the Ndebele spiritual leader is in fact credited with fomenting the Second Ndebele War. He convinced the Ndebele that the White settlers were responsible for the drought, locust plagues and the cattle disease rinderpest ravaging the country at the time. Causes of the Chimurenga war a The war broke out because the Shona and the Ndebele feared disruption of their ageold and valued trade and trade routes. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 241 b They fought for economic and trade independence. The company had stopped shona Gold and ivory trade with the Portuguese and forced them to trade only with the company only and at low exchange rates. C They were fighting against land alienation. The BSA Company had alienated the Ndebele land and pushed them to the Gwaai and Shangani reserves that had no water and were infested with tsetseflies. D The war eroded the Ndebele traditional authority. When Lobengula s sons were sent to South Africa by Rhodes for education, they were denied chance of succeeding their father. E They detested the removal of the rights of chiefs to allocate land."}
{"text": "D The war eroded the Ndebele traditional authority. When Lobengula s sons were sent to South Africa by Rhodes for education, they were denied chance of succeeding their father. E They detested the removal of the rights of chiefs to allocate land. The British ruined the regimental system and refused to recognize the power of the indunas and Ndebele laws. F The British began to assume the rights to punish the subjects on behalf of the chiefs. Sometimes even the chiefs were also punished. E.g, Chief Moghabi s village was burnt. G They revolted against taxation which was an interference with their economic independence. The hut tax, introduced in 1894 was collected with much brutality. H The Ndebele were not pleased with the recruitment of the shona in the police force. They felt humiliated as the shona took the chance to revenge for the many years of oppression. I They resented the general brutality of the whites when dealing with the Africans, like threatening the black people with punishment just before pay, to cause them to run away. J They wanted the removal of the policy of forced labour on European mines and farmswhere workers operated under deplorable conditions, often whipped with syambok whip and worked for long hours without chance to engage in activities of their choice. K The company disregarded the Ndebele customs especially the class system. They treated everybody equally, including the Holi who were traditionally slaves to the Ndebele aristocrats. The traditional leaders were sometimes flogged before their subjects. L The confiscation, by the company, of 250,000 head of cattle in 1893 from the Ndebele. Leaving them with only 50,000 affected by cattle disease. The rights to raid the shona for cattle was also denied. M The people were resented more by the Natural calamities that continued to afflict them and which religious mediums like Mlimo blamed on the presence of the whites. N The influence of the Mwari cult leaders who urged people to resist with an assurance of victory against the British and immunity against the European bullets. Course of the war. Mlimo's call to battle happened at a time when the BSA Co's Administrator General Matabeleland, Leander Starr Jameson, had sent most of his troops to fight the Transvaal Republic in the ill-fated Jameson Raid in Dec."}
{"text": "N The influence of the Mwari cult leaders who urged people to resist with an assurance of victory against the British and immunity against the European bullets. Course of the war. Mlimo's call to battle happened at a time when the BSA Co's Administrator General Matabeleland, Leander Starr Jameson, had sent most of his troops to fight the Transvaal Republic in the ill-fated Jameson Raid in Dec. 1995 leaving the country's defenses in disarray. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 242 War in Matabeleland. On 29th March 1896, the Ndebele High Priest Umlugulu, with senior indunas, organized a ceremony to install Umfezela as Lobengula s successor. On that day, The Ndebele rebels killed the whites on their farms as they found them by surprise. They also killed African policemen in the British force. The European settlers took refuge in fortified camps in Bulawayo, Gwelo, Belingwe and Mangwe. The British immediately sent troops to suppress the Ndebele and the Shona, but it cost the lives of many settlers, Ndebele, and Shona alike. The Matabele military defiance ended only when Burnham found and assassinated Mlimo, thanks to a Zulu informant. The Ndebele finally agreed to peace talks with Rhodes during which Rhodes agreed to disband the shona police and give the Ndebele headmen some powers as indunas. The War in Mashonaland On 17 June 1896, the Hwata dynasty at Mazowe attacked the Alice Mine. They succeeded in driving away the British settlers from their lands on 20 June 1896. In the same month, Mashaykuma, working with the local spiritual leader Kagubi, the Zezuru Shona people in killing a British farmer Norton and his wife at Porta Farm in Norton. With the war in Matabeleland ending in October 1897, Gen. Carrington was able to concentrate his forces on Mashonaland. Nehanda Nyakasikana and Kagubi Gumboreshumba were captured and executed in 1898, but Mkwati, a priest of the Mwari shrine, was never captured and died in Mutoko."}
{"text": "With the war in Matabeleland ending in October 1897, Gen. Carrington was able to concentrate his forces on Mashonaland. Nehanda Nyakasikana and Kagubi Gumboreshumba were captured and executed in 1898, but Mkwati, a priest of the Mwari shrine, was never captured and died in Mutoko. Traditional leaders played a major role in the rebellion, notably Chief Mashayamombe, who led resistance in Mhondoro, Gwabayana, Makoni, Mapondera, Mangwende and Seke. Role of religion in the organization of the S hona Ndebele resistance a Religion united the Shona and Ndebele who had hitherto been bitter rivals. The two communities entered a common plan of action. B It boosted and sustained the morale of the masses and gave them spiritual strength to fight a might force. C Religion was used as a base of mass action. It provided the resistance with a common ideology. Much of the ideology used was derived from Umlugulu, the chief priest of the Ndebele Nyamanda, Lobengula s eldest son and Mlimo, the medium of Mwari Cult d Religious leaders provided leadership to the war against white aggressors who were considered immoral and brutal. E The Mwari Cult provided an important organization link between the Ndebele and shona since it was widespread. F The most important representatives of the Mwari Cult were Mkwati and Singinyamatse who were the backbone of the spiritual unity of the Ndebele. Why the Ndebele and shona were defeated a Disunity among Africans and between Shona and Ndebele. They fought on different fronts. Even some African communities supported the British against the shona and Ndebele. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 243 b The Ndebele social class lacked unity of purpose. The former aristocrats fought on their own while the former slave classes chose to even cooperate with the British. C British soldiers were well trained as compared to African soldiers. They also got reinforcement from Botswana and South Africa. D The arrest and execution of African leaders like Nehanda, Kagubi and Singinyamatse demoralized the people. E The British had superior weapons as compared to African inferior weapons."}
{"text": "They also got reinforcement from Botswana and South Africa. D The arrest and execution of African leaders like Nehanda, Kagubi and Singinyamatse demoralized the people. E The British had superior weapons as compared to African inferior weapons. F The magic failed to protect them against the enemy bullets. Many people were killed by the British including the leaders of the Mwari cult. G The determination of Cecil Rhodes, who negotiated for peace with Ndebele thus ending the war. This made the suppression of the Shona by the British easy. Results of the war. A The Africans lost their independence as the British established their authority over them. B There was an enormous loss of life and property. C The African land was alienated and they confined to reserves d Africans in reserves were be subjected to forced labour. E The war led to rapid spread of Christianity as the local people lost faith in their religion. F The Ndebele indunas gained recognition as headmen. G The Africans were exposed to severe famine, as the war hindered farming. H The colonial office in London lost confidence in company rule due to its poor administration. COLLABORATION What is collaboration? This was a style in which Africans responded to European intrusion through diplomacy, adaptation or allying with the Europeans for military support and for material gains Reasons for collaboration by some African communities. A Some African kings needed to safe guard themselves against internal and external enemies. E.g. Lewanika of Lozi who was facing threat from the Ndebele and the Ngoni. B Others wanted to promote trade with the imperialists so that they can gain material wealth. For example, the Wanga and the Shona. C Influence of the missionaries who convinced some African leaders to collaborate in order to get western education and civilization. E.g, Fran ois Coillard encouraged Lewanika to collaborate with the British. D In some communities, there was need for protection against other European powers e.g. the Lozi against the Portuguese. E Others were merely in need for assistance to gain regional supremacy. E.g the Maasai who were on downward trend as the Nandi were raising. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 244 f To some it was a means of showing courtesy visitors assuming that they would leave soon and being ignorant of European intentions. For example, Kabaka Mwanga of Buganda."}
{"text": "E.g the Maasai who were on downward trend as the Nandi were raising. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 244 f To some it was a means of showing courtesy visitors assuming that they would leave soon and being ignorant of European intentions. For example, Kabaka Mwanga of Buganda. G Other African leaders influenced some communities. For example, Chief Khama influenced Lewanika of the Lozi to resist. H Having witnessed the European military might against the resisting neighbours some communities saw it futile to resist stronger force The Lozi Collaboration Factors, which influenced Lewanika of the Lozi to collaborate with the British a Lewanika was encouraged to collaborate with the British by King Khama of Botswana who had already benefited from British protection against the Dutch in South Africa. B The European missionaries who had visited him earlier influenced Lewanika. For example, Fran ois Coillard who convinced Lewanika to ally with the British to gain western education. C Lewanika needed support against Portuguese and Germans who were approaching his territory. D Lewanika wanted the British to protect his kingdom from attacks by other African communities such as the Ndebele and Shona-protection against African enemies. E Lewanika also wanted the British to protect him against internal enemies e.g. in 1884, Lewanika faced an internal rebellion-to safeguard his position. F Lewanika desired western education especially for his sons and civilization in his country. G Desire for promotion of trade between Britain and his people. He was keen on acquiring European goods such as firearms for territorial defence. H He was fearful and considered it futile to resist a strong military force like Britain. How Lewanika collaborated with the British. Signing of treaties e.g. he first signed a treaty with Harry Ware in 1889 before signing the Lochner Treaty of 1890 and the Corydon Treaty of 1898. These treaties put Bulozi under British protectorate. Lewanika became friendly to British agents like Frank Lochner and the missionary, Fran ois Coillard, whom he allowed to establish a permanent mission station within his territory. He sent his sons to the Coillard mission school as a show of acceptance of westernization. Lochner Treaty of 1890. It was British missionary Francois Coillard who negotiated for the meeting between Frank Lochner, acting on behalf of Rhodes, and Lewanika in 1890."}
{"text": "He sent his sons to the Coillard mission school as a show of acceptance of westernization. Lochner Treaty of 1890. It was British missionary Francois Coillard who negotiated for the meeting between Frank Lochner, acting on behalf of Rhodes, and Lewanika in 1890. The treaty put Lewanika s Kingdom under the protection of the British South African Company. Terms of the treaty. A Lewanika gave the BSA Company mining rights in Bulozi except in certain farming and iron mining areas. B The company promised to protect the kingdom from outside attacks. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 245 c The British company promised to pay the king 2000 sterling pounds a year and 4 royalties of all minerals mined in the area. D A promise was made to develop trade, build schools and develop telegraphy in the kingdom. E Lewanika would still be a king but just a constitutional monarch, not an absolute ruler as before. F That a British resident would be posted in Lealui, the capital of the Kingdom, to monitor company activities and advise Lewanika on foreign affairs. The treaty consequently implied that Lewanika had given up his kingdom to the British company. In 1897, Robert T. Coryndon a former police officer was sent as a British resident in Bulozi. Upon his arrival, he made arrangements for the signing of the Lawley treaty of 1898 which further reduced the size of the area governed by Lewanika. In October 1900, he signed another treaty, the Coryndon Treaty with Lewanika. The Coryndon Treaty 1900 It had the following terms; a The British government would be responsible for administration of Bulozi. The company administrator would answer to the High Commissioner at the cape. B The company would appoint officials and pay for the administration of the area. C The company would provide schools, industries, postal services, transport and telegraphic facilities. D Lewanika would receive only 850 sterling pounds a year as his stipend. E The company was allowed to acquire land on the Batoka plateau. F The company maintained its rights to prospect for mineral in Bulozi. G Lewanika was to stop slavery and witchcraft in his area. H Lewanika was made paramount chief of Barotse."}
{"text": "F The company maintained its rights to prospect for mineral in Bulozi. G Lewanika was to stop slavery and witchcraft in his area. H Lewanika was made paramount chief of Barotse. His powers were reduced more when more white settlers arrived in 1905 ready to participate in government. NB; the Coryndon treaty made Lewanika a mere employee of the company, receiving only a stipend. He lost control of the former vassal states that no longer would pay tribute to him since they were now under the British. In the final run, Lewanika lost his independence just like any other collaborator or resistor. Results of Lewanika collaboration a Schools and health centres were put up in his kingdom. B He got British protection from Ndebele attacks. C It marked the beginning of the erosion of the independence and traditional authority of his empire. Lewanika lost his authority as the administration was taken over by the British South Africa Company d The British recognized Lewanika as a paramount chief of Barotse and gave him necessary protection. E Lewanika received payment of 2000 yearly f The British South Africa Company took over the control of the minerals For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 246 g The Lozi land was alienated and given to British settlers h The Lozi were later forced to pay taxes in order to maintain the administration. I The Lozi were forced to work as labourers on settler s farms j The Lozi were employed in the civil service k The British South Africa Company developed infrastructure in Barotseland l The British used Barotseland as a base to conquer the neighbouring communities. The Buganda collaboration. By the mid 19th century, Buganda had become the most powerful state in the interior of East Africa. However despite this might, the Kabakas Mutesa I and Mwanga chose the path of collaboration instead of resisting the European intrusion. Why kabaka Mutesa I 1856-1884 collaborated with the Europeans. A His kingdom was under threat form Khedive Ishmael of Egypt. He therefore wanted British assistance against the Egyptian threat. B There was threat from his traditional enemy, Omukama Kabalega of Bunyoro Kingdom."}
{"text": "A His kingdom was under threat form Khedive Ishmael of Egypt. He therefore wanted British assistance against the Egyptian threat. B There was threat from his traditional enemy, Omukama Kabalega of Bunyoro Kingdom. C Mutesa wanted to establish a centralized religious authority over Buganda to counter there power wielded by the traditional priest of the Lubaale Cult and the Muslim power and influence. D He wanted modernization and to gain Prestige from association with the Europeans. For example, western education, medicine and other material benefits. E He had the desire to trade with Europeans to get their goods especially firearms. Kabaka Mwanga 1884-1898 Mwanga s main problem when he took over power was religious indecision which eventually generated political instability. In January 1885, he executed three C.M.S converts. In October 1885, he had Bishop Hannington killed. In May 1886, 30 young converts were burnt to death at Namugongo for refusing to denounce their Christian faith. In 1888, under the urge of the traditionalists, he unsuccessfully attempted to expel all foreigners whom he blamed for causing chaos in his kingdom. He instead was disposed by a combined force of Muslims, Catholics and Protestants and replaced by his brother Kiwewa, sharing authority with foreigners. In 1890, Mwanga recaptured the throne assisted by the Christians and Kabalega of Bunyoro kingdom. He signed a protectorate treaty with Carl peters for the Germans and rejected a treaty offer by Fredrick Jackson of IBEACO. IN 1891, Mwanga signed a treaty of collaboration with Fredrick Lugard, the First British administrator sent to Uganda. This was after the Heligoland Treaty of 1890 had put Uganda a British sphere of influence. Why Mwanga collaborated a He wanted to acquire protection from internal and external enemies e.g religious groups and Banyoro. B He wanted to secure his position and safeguard the Baganda from interference. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 247 c He wanted the British to help him Gain regional supremacy over the surrounding kingdoms of Bunyoro, Ankole and Toro. However, throughout all the religious conflicts that continued in Uganda between the Protestants and the Catholics, Kabaka Mwanga always supported the Catholics to the Chagrin of the British administrators."}
{"text": "Why Mwanga collaborated a He wanted to acquire protection from internal and external enemies e.g religious groups and Banyoro. B He wanted to secure his position and safeguard the Baganda from interference. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 247 c He wanted the British to help him Gain regional supremacy over the surrounding kingdoms of Bunyoro, Ankole and Toro. However, throughout all the religious conflicts that continued in Uganda between the Protestants and the Catholics, Kabaka Mwanga always supported the Catholics to the Chagrin of the British administrators. He was disposed by Lugard in 1894 after the capture of his palace at Mengo. Under Kabaka Mwanga II, Buganda became a protectorate in 1894. This did not last and the Kabaka declared war on Britain in on July 6, 1897. He was defeated at the battle of Buddu on July 20 of the same year. He fled to German East Africa where he was arrested and interned at Bukoba. The Kabaka later escaped and led a rebel army to retake the kingdom before being defeated once again in 1898 and being exiled to the Seychelles. While in exile, Mwanga II was received into the Anglican Church, was baptized with the name of Danieri Daniel . He spent the rest of his life in exile. He died in 1903, aged 35 years. In 1910 his remains were repatriated and buried at Kasubi. The war against Kabaka Mwanga II had been expensive, and the new commissioner of Uganda in 1900, Sir Harry H. Johnston, had orders to establish an efficient administration and to levy taxes as quickly as possible. This he did through the Buganda Agreement of 1900 The Buganda agreement The Buganda agreement was signed in 1900 between Sir Harry Johnstone, British Official, and Apollo Kagwa, representing the Baganda Reasons for signing of the Buganda agreement a The treaty was to define the position of Buganda in the country. B To introduce law and order in the country. C To reduce the cost of British administration since Buganda was to meet the cost of administration. D To define the relationship between Buganda and the British government."}
{"text": "B To introduce law and order in the country. C To reduce the cost of British administration since Buganda was to meet the cost of administration. D To define the relationship between Buganda and the British government. Terms of the Buganda agreement a The Buganda laws were to remain in effect as much as they did not interfere with protectorate laws that were to be applicable to Buganda Kingdom as well. Bugandakingdom was to be ruled by the Kabaka with the assistance of Katikiro. The Lukiko was to be the legitimate body making laws of Buganda and it was to compose 89 members. B Buganda people were to pay poll and hut tax. However, No tax was to be levied on Buganda unless approved by the Lukiko parliament . Revenue from Buganda was to be merged with all the revenue from other provinces. C The kabaka, ministers and Chiefs to be paid since they were now employees of the British government. D Buganda boundaries were defined to include parts of Bunyoro the ten sazas she had acquired from Bunyoro . The kingdom was therefore expanded to twenty counties. To ease administration, each county was placed under a Saza Chief. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 248 e Land tenure system was changed to include land on freehold basis Mailo land and crown land. The crown land was for protectorate government while the Mailo land was particularly for the kabaka, his ministers and his chiefs. F Though Buganda became a province within the protectorate, Ganda system of government was recognized and modified. It was to have three ministers katikiro, treasurer and chief justice. . The Lukiko had fixed number- 20-saza chiefs, 60 notables and 6 Kabaka sappointees. Results of the Buganda agreement. A British overlord ship was confirmed over Buganda. B Buganda was reduced to a status of a mere province. C The position of the king was reduced he lost his power to give or withhold land as well as the power to appoint or transfer chiefs. D The 1900 Agreement led to the birth of early nationalistic movements. For example, the Bataka Opposition Movement in the 1920s by the landless class people rising up against the land-owning group. E Modern economy and western education were introduced with Buganda taking the lead."}
{"text": "D The 1900 Agreement led to the birth of early nationalistic movements. For example, the Bataka Opposition Movement in the 1920s by the landless class people rising up against the land-owning group. E Modern economy and western education were introduced with Buganda taking the lead. F Buganda formed the basis for the British administration as baganda were appointed as British administrators. G It strengthened the special position of Buganda in relation to other communities in Uganda. H Sazas were increased from 10 to 20 and saza chiefs got land and right to impose land rent. I It led expansion of Christianity and decline of Islamic influence. J Bunyoro kingdom became aggrieved as results of loss of part their territory that was transferred to Buganda by the British. This caused friction later. Results of African collaboration a Just like resistors, the collaborating communities also lost their independence and were eventually colonized. Bulozi and Buganda finally became British Protectorates. B The collaborating community leaders gained some recognition, though with reduced powers. Lewanika foe example became the paramount Chief of Barotseland while Kabaka gained the title, His Highness . C The collaborators were able to secure some amount of protection from their traditional enemies. The Lozi were protected from the Ndebele while the Baganda were protected from the Banyoro. D The collaborators were used by the Europeans to exert their authority over other African societies. The baganda on their part were used to administer Busoga. E The collaborating Africans gained from missionary work. Lewanika s sons for example gained western education. Hospitals and schools were also built in the kingdoms. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 249 f There was increased trade between the collaborating communities and the Europeans. The communities gained European goods such as glassware, clothes, guns and ammunition. G The collaborators just like resistors were later subjected to economic exploitation such as land alienation, mining, taxation and forced labour. ESTABLISHMENT OF COLONIAL RULE IN KENYA CAUSES OF THE SCRAMBLE FOR EAST AFRICA Factors that contributed to the scramble and partition of East Africa 1. The rise of Nationalism in Europe."}
{"text": "G The collaborators just like resistors were later subjected to economic exploitation such as land alienation, mining, taxation and forced labour. ESTABLISHMENT OF COLONIAL RULE IN KENYA CAUSES OF THE SCRAMBLE FOR EAST AFRICA Factors that contributed to the scramble and partition of East Africa 1. The rise of Nationalism in Europe. The Unification of Germany, after the Franco- Prussian war 1870-71 upset the balance of power in Europe and there was need to rebalance out through acquisition of colonies in Africa including east Africa. The Germans also felt that the only way their nation could gain recognition among other European powers was through securing colonial possession. 2. Strategic location of East Africa in relation to Egypt. Europeans were concerned with the source of the river Nile in East Africa and control of the Suez Canal. Therefore, the ownership of East Africa was crucial to the Egyptian affairs. East Africa, had, from the days of the Portuguese conquest in the 15th century, proved to be a strategic location for fresh supplies. That is why the Germans and the British competed for possessions in the region. 3. The need to speed up economic development of the European countries. The industrializednations were rushing for colonies to tap raw materials to keep their factories running. There was also a popular believe that East Africa contained pockets of precious metals awaiting exploitation. They were also driven by the search for market for European produced goods. The Europeans were also looking for places to invest their capital. 4. The rise of Public opinion in Europe. There was growth of public support towards the acquisition of colonies. E.g., the Daily Press in London spoke well about acquiring colonies. 5. Social factors. East Africa was to be occupied as a means of stamping out slave trade and replacing it with legitimate trade. The Europeans were keen on spreading their culture to east Africa. They wanted to protect their missionaries who were already operating in east Africa The process of Partition The Berlin conference failed to fully resolve the rivalry between the Germans and the British in East Africa. The activities of Karl Peters and Harry Johnstone for the Germans and the British respectively in the Mount Kilimanjaro region depicted intense rivalry which almost led to war. The two signed treaties with local chiefs as a way of legalizing their arbitrary declaration of their spheres of influence."}
{"text": "The Europeans were keen on spreading their culture to east Africa. They wanted to protect their missionaries who were already operating in east Africa The process of Partition The Berlin conference failed to fully resolve the rivalry between the Germans and the British in East Africa. The activities of Karl Peters and Harry Johnstone for the Germans and the British respectively in the Mount Kilimanjaro region depicted intense rivalry which almost led to war. The two signed treaties with local chiefs as a way of legalizing their arbitrary declaration of their spheres of influence. Karl peters even declared german protectorate over Ungulu, Uzigua, Usagara and Ukami. These activities together with For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 250 those of Sir William Mackinnon of the Imperial British East Africa Company became the immediate cause of the partition of east Africa. The partition of East Africa was sealed through the following two treaties. The Anglo-German Agreement of 1886 The agreement facilitated peaceful settlement of the german and British claims on east Africa as follows; a The Sultan was given the 16 KM 10mile coastal strip from Vanga to Lamu. He also acquired islands of Zanzibar, Pemba, mafia, Lamu, pate and Towns like Lamu, Kisimayu, Mogadishu, Merca, and Brava. B Germany acquired the coastline of Witu the region between river Umba in the North and river Ruvuma in the south. C The British got the territory north of river Umba up to river Juba in the north. However, the treaty failed to determine the western boundary, thus leaving Uganda up for grab to any power that got there first. Uganda therefore became a theatre of intense rivalry between Karl Peters who even secured a treaty with Kabaka Mwanga in 1890 and Fredrick Lugard who tried in vain to sign a treaty with Kabaka Mwanga. This tension is what led to the Heligoland Treaty of 1890. Terms of the Heligoland Treaty of 1890 a Germany officially recognized Uganda as a British sphere of influence protectorate. B Germany abandoned her claim over the territory of Witu for British in exchange for Heligoland island in the North sea c Germany accepted British protectorate over Zanzibar and Pemba."}
{"text": "This tension is what led to the Heligoland Treaty of 1890. Terms of the Heligoland Treaty of 1890 a Germany officially recognized Uganda as a British sphere of influence protectorate. B Germany abandoned her claim over the territory of Witu for British in exchange for Heligoland island in the North sea c Germany accepted British protectorate over Zanzibar and Pemba. D Germany acquired a strip of land on Lake Tanganyika from Britain and the Coastal region of Tanganyika from the Sultan of Zanzibar. E The Sultan of Zanzibar retained a 16km 10 miles Coastal strip. This treaty thus ended the scramble for and partition of East Africa. BRITISH OCCUPATION OF KENYA Methods used by the British to occupy Kenya. A Signing of treaties. The following treaties were signed either by the British or on behalf of the British to facilitate their occupation of Kenya; A treaty by Sir William Mackinnon and the Sultan of Zanzibar Barghash in 1887 which effectively put Zanzibar under the British for 50 years. The Maasai Agreements of 1904 and 1911 between Oloibon Lenana and the British The Anglo-Germany Treaties of 1886 and 1890. B Collaboration. The British collaborated with communities like the Wanga and Maasai who were later used as bases to extend British Authority over other areas. C Establishing operational bases. The British built Forts like Fort Smith Kabete and Fort Hall Murang a to enhance their political control. D Use of company Rule. In the initial stages, due to the fear of the enormous costs of effective occupation and administration, the British mandated the IBEA. Company to For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 251 administer the Kenyan protectorate. The Imperial British East Africa Company of Sir William Mackinnon was given the royal charter in 1888 and thus had the following new powers; a Levying and collecting taxes and institute custom duties in the area. B Establishing political authority and Maintain of law and order in the British East Africa. C Promoting legitimate trade and Eradicate slave trade d Developing and civilizing the indigenous peoples with the assistance of the imperial consul based in Zanzibar. Achievements of the IBEAC."}
{"text": "B Establishing political authority and Maintain of law and order in the British East Africa. C Promoting legitimate trade and Eradicate slave trade d Developing and civilizing the indigenous peoples with the assistance of the imperial consul based in Zanzibar. Achievements of the IBEAC. A The company succeeded in quelling local aggression in the British spheres of influence from communities such as the Nandi, Maasai and Akamba. B The company established a series of Forts at Kibwezi, Machakos, Smith and Dagoretti, which laid the basis for colonial administration in Kenya. C The company improved transport and communication in the protectorate by pioneering road construction in Kenya. For example the Sclater s Road between Kibwezi and Busia in 1894 which assisted in transportation of railway building materials. D The company succeeded in eradicating slavery to some extend and securing freedom for many slaves. E The company also developed a rubber industry along the coast and the interior. Reasons why Britain used the IBEA Company to administer her possession a Absence of a clear policy on the administration of colonial possessions. This gave room to the use of the company to administer the colony. B The company could provide cheap administrative capital that Britain had failed to raise for colonial governance. The colonies were not yet economically viable c There was a problem of inadequate personnel to be used in the administration of the colonies. D I.B.E.A.Co s long experience in the region. The company had invested heavily in east Africa, hence making its participation in the administration of the colony inevitable. Why company rule had failed by 1895. A The region lacked strategic natural resources for export thus making the IBEACO, a trading company, to operate at a loss and narrow its revenue base. Minerals like Gold, copper and Diamond were not existent. B The company lacked sufficient capital to carry out the day- to- day administrative operations. The company had spent the little funds available in the construction of fortified trading stations, with little reward. C Transportation of goods in the region proved expensive and slow as the region did not have any navigable rivers For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 252 d The company faced the problem of poor coordination of its activities caused by lack of proper channels of communication between the head office in Europe and the offices in the colony."}
{"text": "B The company lacked sufficient capital to carry out the day- to- day administrative operations. The company had spent the little funds available in the construction of fortified trading stations, with little reward. C Transportation of goods in the region proved expensive and slow as the region did not have any navigable rivers For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 252 d The company faced the problem of poor coordination of its activities caused by lack of proper channels of communication between the head office in Europe and the offices in the colony. E Some of the company officials were corrupt and therefore misappropriated funds. F The company faced numerous resistances especially in the Nandi country thus disrupting their operation. At one time, Fort Smith was set on fire by African resisters. G Some of the company officials lacked experience in administrative matters since most of them came merely as traders. H The company officials also were affected by the harsh tropical climate and diseases like malaria and sleeping sickness that killed many. The company thus surrendered the Charter in 1895 to the British government for a compensation of 250,000 dollars Factors facilitated the establishment of the British control over Kenya during the 19th century? A The Christian missionary factor. They created an atmosphere of friendship with Africans, which was important for colonization. They also occasionally called home for protection against hostile communities. B Presence of trading company IBEACO. The companies through their agents signed treaties with African rulers and among themselves as a means of initiating effective occupation of Kenya. C Superior military power good army. The European armies were more efficient than he African ones. This was witnessed in the ability to quell the numerous wars of resistance like the Nandi resistance. D Disunity among African communities. By the time the British came to East Africa, the Wanga were up against the neighboring communities in western Kenya, the Nandi and the Maasaiwere at war and the Mijikenda against the coastal Arabs over land. This was of advantage to the British. E Signing of treaties. There was Collaboration of some communities with the British. The Maasai signed the Maasai Agreement of 1900. The Wanga also signed various treaties with the British. F The British policy of indirect rule was readily acceptable, thus reducing the chances of resistance. G Financial support from the home government."}
{"text": "The Wanga also signed various treaties with the British. F The British policy of indirect rule was readily acceptable, thus reducing the chances of resistance. G Financial support from the home government. KENYA PEOPLES RESPONSES BRITISH INVASION OF KENYA Africans in Kenya offered varied responses to the British intrusion into their country. Some resisted while other collaborated. The communities that resisted actively included the Nandi, Agiryama, Bukusu, Somali and sections of the Agikuyu For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 253 The Nandi Resistance 1895-1906 Reasons why the Nandi resisted British occupation of their land a The Nandi had gained a lot of pride, having subdued their neighbours E.g the Luo, Maasai, Abagusii and Abaluhyia. At that time, they were enjoying a sense of superiority that gave them confidence to take the British Intruders head-on. B The Nandi military superiority made them feel equal if not superior to the whites. Their warriors were well- trained and equipped and had gained a lot of experience through the numerous cattle raids the conducted against their neighbours. C The Nandi detested the physical appearance of the white people which they considered as evil and must be expelled from their community. D The Nandi were opposed to Land alienation by the British. They disliked the grabbing of their land for railway construction white settlement. E Kimnyole s prophecy that foreigners would dominate the Nandi motivated them to fight against the Europeans. F The Nandi had a long history of resisting and fighting intruders. They had successfully warded off the Arab and Swahili traders in the 1850s. G The Nandi resisted as a means of safeguarding their independence which they had enjoyed for a long time. H The Nandi also enjoyed unity under the leadership of Koitalel Arap Samoei between 1895 and 1905. This had helped them to register numerous victories against neighbouring communities. They therefore felt strong enough to resist the British. Course of the Nandi rebellion The Nandi wars of resistance began in 1895. The Nandi mainly employed guerilla warfare ambushing the caravan traders and mail carriers who passed in their territory."}
{"text": "They therefore felt strong enough to resist the British. Course of the Nandi rebellion The Nandi wars of resistance began in 1895. The Nandi mainly employed guerilla warfare ambushing the caravan traders and mail carriers who passed in their territory. When two Nandi warriors strayed into the Guasa Mesa administrative camp headed by Andrew Dick in 1895, he murdered them as a response to the attacks by the Nandi on foreigners passing in their territory. The Nandi retaliated through the murder of a British trader, Peter West and thirty of his workers. This sparked off British punitive expeditions against the Nandi with the first in 1897 which however failed to stop the Nandi raids. When the railway reached the Nandi territory, they refused to cooperate with the railway builders and even kept stealing building materials to make weapons and ornaments. They even ambushed and murdered railway builders. In 1900, the British sent three punitive expeditions under Colonel Evatt, the commander of the Uganda Rifles reinforced by the Maasai, Baganda, Swahili and Indian mercenaries. The Nandi were supported by the Kipsigis enabling them to resist for so long causing high death toll on the British and the Nandi as well. The year 1901 witnessed a temporary truce worked out by the British administrator, Walter Mayes 1901-1905 , after realizing the heavy causalities both sides were experiencing. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 254 The war was re-ignited when the Nandi realized that the British had started settling and farming on their land. They destroyed the railway in protest. The British reacted by destroying crops and villages and stealing cattle for the next three years. The Nandi war of resistance only ended when the British officer in Nandi, Captain Meinertzhagen, hatched a plan to have Koitalel, the chief coordinator of the r sistance, killed. He and his advisers were killed in October 1905, during a peace meeting convened by Meinertzhagen. The Nandi finally sought for peace in December 1905 ending the ten year long resistance. Why the Nandi offered the longest and strongest ever resistance to the British intrusion in Kenya. A The British intrusion into their territory happened when the Nandi were at the best of their power and superiority. B Existence of a superior military organization based on the age set system."}
{"text": "Why the Nandi offered the longest and strongest ever resistance to the British intrusion in Kenya. A The British intrusion into their territory happened when the Nandi were at the best of their power and superiority. B Existence of a superior military organization based on the age set system. The Nandi army was strong and could match any foreign force. The regimental age-set system supplied the Nandi with young men who were experienced in battle, disciplined, organized and were effective. C The Nandi also possessed knowledge of weapon manufacture and repair through their local ironsmiths and using stolen railway material. D The Nandi enjoyed regular supply of food and war equipment which sustained the fighters for a long period. This was mainly aided by the Nandi mixed economy enabling them to turn livestock for food when the British destroyed crops. E The Nandi had good knowledge of the terrain in which they were fighting the intruders thus having an advantage over the British who were not familiar with the terrain. The difficulties faced by the British as posed by the terrain disadvantaged them durin g the resistance f The Nandi knowledge of Guerilla tactics. This enabled them to organize many surprise attacks while vandalizing key British installations like the telegraph lines. G The existence of strong leadership. The Nandi leadership was religiously inspired and therefore very strong. The Orkoiyot was their symbol of unity and strength and was believed to possess some supernatural powers that gave courage to the fighters. H Their enemies, the British troops, were slowed down in their advance by problems like respiratory disease due to the wet and cold climate. The Nandi were accustomed to these conditions i The Nandi received assistance from the Kipsigis fighters the Elgeyo, Lembus and Nyangori which enabled them to hold off the British for Six weeks in 1900. Why the Nandi were defeated in the hands of the British a The British obtained support, against the Nandi, from the collaborating communities like the Somali and the Maasai. B The British military strength remained superior to that of the Nandi especially in terms of the weapons. Their guns were superior to the Nandi spears. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 255 c There was an outbreak of smallpox in the Nandi country 1890. This weakened them by killing many and rendering others unable to fight on."}
{"text": "Their guns were superior to the Nandi spears. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 255 c There was an outbreak of smallpox in the Nandi country 1890. This weakened them by killing many and rendering others unable to fight on. D They Nandi failed to get support from the neighboring Kenyan communities like the Luo and the Abaluhyia who were not friendly to them. E The treachery employed by Captain Meinertzhagen, the British commander who lured Nandi Orkoiyot Koitalel Arap Samoei to a meeting where he was killed. F The death of Koitalel Arap Samoei demoralized the Nandi into even signing for peace. G The British used Scorched Earth Policy, which seemed more punitive to the Nandi since their houses were burnt and livestock confiscated. Results of the Nandi resistance. A The Nandi country was colonized by the British after 1906. The Nandi lost their independence. B There was massive loss of life. Koitalel Arap Samoei, his entire council of elders and over 1000 warriors were killed. The British also experienced casualties on the part of their forces. C There was destruction of property through burning and looting. E.g the British confiscated at least 5000 herds of cattle and burnt more than 5000 huts and grain stores. D There was massive land alienation. The Nandi were pushed into reserves where they experienced impoverishment due to drought and cattle diseases. The Nandi lot their territory and traditional salt licks at Kapchekendi and Kamelilo that were now inhabited by the whites. E The Nandi military organization disintegrated thus making them lose their dignity and authority in the region. F The Nandi were separated from their close cousins and allies the Kipsigis through the creation of the Nandi Reserves where they were confined. Their economic lifestyle of grazing animals freely was also disrupted. G Many Nandi warriors were recruited into the colonial police. Agiriama resistance."}
{"text": "Their economic lifestyle of grazing animals freely was also disrupted. G Many Nandi warriors were recruited into the colonial police. Agiriama resistance. A Bantu speaking group inhabiting the coastal region, their reaction to the British invasion was motivated by the reaction of the Mazrui Arabs and the Swahili who rose up against the British in 1895.The Agiriama reaction began as an offer of support to the Mazrui Arabs, with whom they had long trading links, during their conflict with the British over succession to the TakaunguSheikhdom. The Agiriama was also hitting back against the Busaidi Arabs who were encroaching on their territory. The British had supported the Al Busaidi collaborators throughout succession conflict. The British reacted by bombarding Rashid s Headquarters at Mweli forcing the Agiriama and the Mazrui to resort to guerilla warfare. While the Mazrui Arabs later surrendered, the Agiriama now resorted to full scale r sistance against the British encroachment in 1914. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 256 Causes of the Agiriama resistance a They did not want to pay taxes, especially hut tax that was hurting to traditionally polygamous group, to the British. The British also were forcing them to pay it in terms of labour instead of allowing them to sell their grains and livestock to pay. B They had lost their independence the British replaced the Agiriama traditional rulers with their own appointees c They were opposed to forced labour on British plantations for little or no pay especially on land that had been snatched from them. D The British did not respect their culture. The British policemen at Kitengani insulted the Agiriama culture by raping their women. E The Agiriama were reacting against forced conscription into the King s African Rifles. They were forced to produce 1000 able-bodied men within a month, join the British army f They lost their land to the British due to the massive land alienation for settler farming. They were forced to offer paid labour on their own former land to the chagrin of the elders. G The British, who were seeking to take over the Agiriama role as middlemen, disrupted their trade in ivory and food stuffs h They disliked the British-appointed headmen whose duties included collection of taxes and recruitment of labour."}
{"text": "They were forced to produce 1000 able-bodied men within a month, join the British army f They lost their land to the British due to the massive land alienation for settler farming. They were forced to offer paid labour on their own former land to the chagrin of the elders. G The British, who were seeking to take over the Agiriama role as middlemen, disrupted their trade in ivory and food stuffs h They disliked the British-appointed headmen whose duties included collection of taxes and recruitment of labour. Course of the resistance The Agiriama resistance was inspired by a Giriama prophetess, Mekatilili WA Menza. She was joined by an Elder, Wanje wa Madorika in mobilizing people to a mass resistance against the British rule. The immediate course of their reaction was the forced military recruitment into the KAR. To provoke the British to war, they barred their young men from moving outside their villages to work. Mekatilili and Wanje called on the people to return to their ancestral shrine at Kaya Fungo and offer sacrifices and denounced all appointed puppet rulers in favour of the traditional council of elders. The two administered traditional oaths to unite and inspire the people to war. I.e. the Mukushekushe oath for women and the Fisi oat for men. When a state of emergency was declared by the British over the Agiriama, they resorted to Hitand-run warfare. They attacked the homes of loyalists, Europeans and collaborators forcing the missionaries to seeker refuge at Rabai. The British countered the hit-and-run warfare with burning villages and crops and driving away livestockThe resistance only subsided when Mekatilili and Wanje were arrested and deported to Kisii. The Arabs, under Fadhili bin Omari, mediated between the Agiriama and the British, marking the end of the war under the following terms; a The Agiriama to offer a specific number of labourers for European settlers and public works. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 257 b They would also offer a certain number of able-bodied men to serve in the King s African Rifles. C The British would occupy all the land to the north of River Sabaki. Role of Mekatilili in the Agiriama resistance."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 257 b They would also offer a certain number of able-bodied men to serve in the King s African Rifles. C The British would occupy all the land to the north of River Sabaki. Role of Mekatilili in the Agiriama resistance. A She encouraged the Agiriama to face the British by administering the Mukushekushe and Fisi oaths to unite the people to war. B She presented the grievances of the Agiriama, some of which the British later addressed. C She rallied the people together against a common enemy thus laying the basis for nationalistic struggles for independence. Results of the Agiriama resistance to the British a Many people lost their lives some as fighters while others were caught in the crossfire. B The Agiriama lost their independence to the British c There was Rampant destruction of property i.e. food stores at home, food crops in the fields and cattle. Some property was lost through confiscation. D The community s economic activities were disrupted, especially the lucrative trade at Takaungu, where they had been acting as middlemen. E The Agiriama were prohibited from brewing traditional liquor. F The British withdrew their order demanding Agiriama to move out of their homes. G For the first time women took up the leadership of the rebellion e.g. Mekatilili Bukusu resistance Reasons why the Bukusu resisted the British rule a They wanted to safeguard their independence and culture i.e. circumcision. B They were being compelled to recognize Nabongo Mumia as the overall leader of Abaluhyia. C The Bukusu did not like the idea of paying taxes to the British through force. D They resented the British demand in 1894, that the Bukusu warriors surrender guns they possessed. E The British invasion had happened when the Bukusu were enjoying immense military power. Course of the resistance The Bukusu resistance began with the ambush of a trade caravan heading to Ravine through bukusuland. The Bukusu stole all the rifles. When they were commanded to surrender all the guns in 1894 and declined, the British sent a punitive expedition which however was defeated. The British administrator at Elureko, Charles Hobley sought for reinforcement from Major William Grant of the Ugandan protectorate."}
{"text": "The Bukusu stole all the rifles. When they were commanded to surrender all the guns in 1894 and declined, the British sent a punitive expedition which however was defeated. The British administrator at Elureko, Charles Hobley sought for reinforcement from Major William Grant of the Ugandan protectorate. In 1895, at the battles of Lumboka and Chetambe, the Bukusu were summarily defeated. Methods used by the Bukusu to resist the British. A Use of Warfare. They directly fought the British troops led by Major William Grant, at Lumboka and Chetambe hills. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 258 b Ambushes. The Bukusu ambushed a caravan of traders, sent by the commanding officer at Kavirondo to the Ravine Station. C Revolting against rule by Wanga agents. The Bukusu Murdered a Wanga agent, Hamisi, who had been sent, to administer the area. Effects of the Bukusu resistance a The Bukusu lost most of their land through massive land alienation b They lost their independence as bukusuland was declared part of the British East Africa Protectorate c There was massive loss of life within the Bukusu and the British forces. D There was loss f property and disruption of Bukusu economy. The Bukusu lost their cattle and sheep. E Bukusu women and children were taken prisoners by the British. The Somali resistance. The Somali resistance was a reaction to the British declaration that Jubaland was a British protectorate. They were led by their leader Ahmad bin Murgan. Causes of Somali resistance. A The Somali were opposed to the division of Somaliland into the British and Italian spheres of influence, which separated the clans. B They were opposed to punitive expedition sent against them by the British. C The Somali people being Muslims were opposed to being controlled by the British who were Christians. D The British attempted to stop the Somali raiding activities against their neighbors. E The Somali were against British control of their pastureland and watering points. F The British wanted the Somali to drop their nomadic way of life. Course of the resistance."}
{"text": "E The Somali were against British control of their pastureland and watering points. F The British wanted the Somali to drop their nomadic way of life. Course of the resistance. The British initially reacted minimally to the Somali aggression on their Kisimayu neighbourhood in 1898 due to the following reasons; a They viewed such an undertaking as to expensive in terms of the arms and military personnel that would have been involved. B The Somali were a nomadic group therefore it was very hard and time consuming to suppress them. C There was no economic justification for waging such a war on a highly unproductive territory. However, when the Somali murdered the British sub-commissioner for Jubaland, Mr Jenner, in 1900, the British dispatched a punitive expedition of Indian regiments against them. The Somali rose up again in 1905 against the British after they had procured Firearms. The Somali skirmishes continued into 1914 with the change of boundaries and finally ended in 1925 when Jubaland was put under the Italian Somaliland. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 259 Results of the Somali resistance a There was massive loss of life, as many Somalis were killed. Sub-commissioner Jenner was also killed. B The British divide the Darod and Hawiye clans through the boundary changes of 1914. C The Somali cattle were confiscated. D Somali lost their independence through the declaration of the protectorate status. E The process of colonization by Europeans was delayed considerably. F There was favorable boundary change that saw Ogaden being placed under Italian Somaliland. Collaboration In Kenya, the Maasai, Wanga and a section of the Agikuyu, Akamba, and Luo collabo rated. The Maasai collaboration In the 19th century, the Maasai community changed from a once feared community to one marred by succession disputes and natural calamities. The Disputes between Lenana and Sendeyo over succession of Mbatian after he died weakened the Maasai community to the level of merely collaborating with the British intruders. Sendeyo moved with his followers to northern Tanzania leaving behind Lenana s group who chose the path of collaboration. Reasons for the Maasai collaboration with the British a Losses of the Maasai military supremacy."}
{"text": "The Disputes between Lenana and Sendeyo over succession of Mbatian after he died weakened the Maasai community to the level of merely collaborating with the British intruders. Sendeyo moved with his followers to northern Tanzania leaving behind Lenana s group who chose the path of collaboration. Reasons for the Maasai collaboration with the British a Losses of the Maasai military supremacy. At the time the British came to Kenya, the Nandi had overtaken the Maasai in terms of military superiority. They therefore sought for foreignsupport against their aggressors. B Internal feuds. There were a series of succession disputes in the period between 1850 and 1890 caused by differences in economic activities. In one of the disputes, when Lenana seemed to be losing to Sendeyo, he appealed to the British for support. C Natural calamities disasters. The Maasai country witnessed severe hunger, livestock and human diseases in the 1850s. These weakened them more making them unable to resist. D Threat and wars from the Agikuyu. When the Maasai went to reclaim their women and children at the end of the hunger period, they were met with outright threat of attacks from the Agikuyu. They therefore sought British support. E Prophecy of Mbatian. He prophesized the coming of a white man who was more powerful and that the Maasai should not bother to resist him. F Lenana personally chose the path of collaboration because he wanted to consolidate his position and that of his kingdom. He was looking for the much needed military support to overcome his sibling, Sendeyo of the Loita Maasai. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 260 The process of Maasai collaboration. The attempt by Lenana to secure assistance against Sendeyo was the beginning of his collaboration with the British. The Kedong massacre incident Maasai warriors attacked a caravan of Swahili and Agikuyu traders travelling from Ravine and the resultant death of 100 Maasai at the hands of three white men Andrew Dick and two French companions made the Maasai the immediately seek for collaboration with the British. They cooperated with the British in establishment of colonial administration. The provided mercenaries in the British punitive expedition against the Nandi, Kipsigis and Kikuyu."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 260 The process of Maasai collaboration. The attempt by Lenana to secure assistance against Sendeyo was the beginning of his collaboration with the British. The Kedong massacre incident Maasai warriors attacked a caravan of Swahili and Agikuyu traders travelling from Ravine and the resultant death of 100 Maasai at the hands of three white men Andrew Dick and two French companions made the Maasai the immediately seek for collaboration with the British. They cooperated with the British in establishment of colonial administration. The provided mercenaries in the British punitive expedition against the Nandi, Kipsigis and Kikuyu. Maasai were rewarded with cattle acquired from uncooperative peoples e.g. The Nandi and Agikuyu They exchanged gifts and used British manufactured goods. Lenana was made a paramount chief. Between 1904 and 1923, a fair proportion of the Maasai agreed to be moved from one grazing land to another to pave way for British settlement. They signed the first Maasai agreement in 1904 by which they moved into two reserves, one to the south of Ngong and the railway and the other up on the Laikipia plateau. A corridor of five kilometres was set aside in Kinangop for the Eunoto ceremony that accompanied circumcision. The second Maasai agreement of 1911 implied the Maasai abandon the Laikipia plateau to rejoin others in the enlarged southern reserve. Results of the Maasai collaboration a Lenana was made a paramount chief of the Maasai in 1901. B The collaboration led to the separation of the Maasai related clans. The Purko Maasai were divided into the Loita and Ngong Maasai. C There was massive land alienation with the Maasai being moved to the Ngong and Laikipia reserves and later the southern reserve. D Maasai freedom in conducting rituals was curtailed with their confinement to a five square-mile reserve for initiation rites. E The Maasai lost their independence. Just like any other part of kenya, Maasailand became part of the British protectorate. F There was total disruption of their territorial integrity. Even their cattle economy was disrupted as the number of livestock was reduced. There was an attempt to cause them to abandon their nomadic habit."}
{"text": "F There was total disruption of their territorial integrity. Even their cattle economy was disrupted as the number of livestock was reduced. There was an attempt to cause them to abandon their nomadic habit. G The Maasai gained material reward in form of cattle and grains looted from resisting communities like the Nandi and Luo of Ugenya. H Their age old custom of livestock cross- breeding with their Samburu neighbours was disrupted with the curtailing of their migratory behaviour. Their stock was therefore weakened. I Some Maasai were hired as mercenaries against the resisting communities such as the Nandi and Agikuyu. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 261 Wanga Collaboration Nabongo Mumia, the Wanga leader from 1880, was an ambitious and shrewd leader who had the desire to expand his Kingdom through collaboration with British intruders and soliciting their military assistance. Reasons for Wanga Collaboration a Nabongo Mumia hoped that by collaborating, he would be made a paramount Chief of the entire western region. B There was family rivalry over leadership. This compelled Mumia to seek help against his brother Sakwa. He wanted to safeguard his position at home. Key notes for the teacher and students- Cheloti 2013 Page 33 c He wanted British protection against the Nandi, who were by then enjoying military superiority, the Bukusu and the Luo of Ugenya d He wanted to revive a disintegrating kingdom. E He wanted to take advantage of the British western civilization particularly education and religion. He also wanted material gains from the British. F He aimed at achieving territorial expansion. Mumia aimed at ruling up to Kabras, Kimilili, Marama, Butsotso, Ugenya and Samia. G He realized that his community was very small and it was futile to resist the militarily superior Europeans. H Having realized that the British declaration of western Kenya as their sphere of influence was inevitable, he chose to become their ally at the earliest opportunity ever. Process of Wanga Collaboration."}
{"text": "G He realized that his community was very small and it was futile to resist the militarily superior Europeans. H Having realized that the British declaration of western Kenya as their sphere of influence was inevitable, he chose to become their ally at the earliest opportunity ever. Process of Wanga Collaboration. Mumia s contact with the outside world began when he befriended the Swahili and Arabcaravan traders and later the IBEA Company merchants when they visited wangaland. They built a fort and a trading station at Elureko, his capital, which was to remain the headquarters of the British administration in western Kenya until 1920. Ways in which Nabongo of Wanga collaborate with the British. A He offered his seat-elureko to become an operational base of the British expeditions. B He offered his men to fight alongside the British in their expeditions against other communities. C He provided Wanga agents to aid the British in administering the conquered areas. D The Wanga provided food, water and shelter to the British invading forces. E They gave the British free passage through their territory and offered them hiding places during the battles. F Mumia signed treaties of friendship with the British. Results of the Wanga collaboration with the British. A Wanga kingdom was strengthened using military support from the British. Wanga kingdom was expanded. Nabongo gained more territories e.g. Samia, Bunyala and Busoko For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 262 b Their king Mumia was declared a paramount Chief thus raising his prestige. He ruled as a British paramount chief ruling as far as Bunyala, Gem , Ugenya and Alego, upto 1926, when he officially retired c Mumia warriors became agents of the British colonialism. The warriors were used to subdue the Luo, Bukusu and Nandi. D The Wanga Princes became agents of British rule over western Kenya. For example, Mumia s half-brother Murunga was appointed chief of the Isukha and Idakho. E Mumias headquarters at Elureko became the seat of British administration in western Kenya upto 1920 when it was moved to Kakamega. F Mumia and his people gained material benefits from the British through trade, western education and religion."}
{"text": "For example, Mumia s half-brother Murunga was appointed chief of the Isukha and Idakho. E Mumias headquarters at Elureko became the seat of British administration in western Kenya upto 1920 when it was moved to Kakamega. F Mumia and his people gained material benefits from the British through trade, western education and religion. G Nabongo Mumia became an important ally of the British administration in western ken ya, providing them with vital information over the appointment of chiefs and Headmen in western Kenya. H Due to the Wanga Collaboration, there was intensified enmity and hostility between the Wanga people and other Abaluhyia subsections who viewed the Wanga as traitors. I However, The Wanga, just like any other collaborator or resister lost their independence when Kenya was declared a British Colony in 1920. Mixed reactions The communities that exhibited mixed reaction were the Akamba, Agikuyu and Luo. The Akamba Reaction The arrival of the British traders threatened to destabilize the prominence enjoyed by the Akamba as middlemen during the long distance trade. The British even tried to stop the Akamba from organizing raids on their Oromo, Agikuyu and Maasai neighbours. Why did the Akamba decide to resist British administration? A The British failed to respect Akamba traditions and customs. For example, the cutting down of the ithembo shrine tree for a flag post at Mutituni in 1891. B When the Akamba attacked the Agikuyu, The British intervened against them. This was not taken kindly. C The Akamba were protesting the misconduct of Company officials based at Machakos who stole from the local people and raped Akamba women. D The establishment of colonial administration disrupted the long distance trade, which was the Akamba lifeline. E The establishment of British rule meant loss of independence for the Akamba. F The establishment of military posts in Ukambani without their consent. The British built a fort at Masaku in 1890. G The British kept on disrupting their peace by sending military expeditions that resulted in death and massive destruction of property. H The Akamba were also resisting forced labour. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 263 Course of the Akamba resistance."}
{"text": "G The British kept on disrupting their peace by sending military expeditions that resulted in death and massive destruction of property. H The Akamba were also resisting forced labour. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 263 Course of the Akamba resistance. In 1890, Nzibu Mweu led he Akamba in boycotting to sell goods to the company agents. Prophetess Syonguu also ordered the Iveti Warriors to attack the Masaku fort in the same year as a reaction to the cutting down of the ithembo tree for a flagpole. The British agents were defeated during this surprise attack. When the British tried to stop the Akamba raids on their neighbours in 1894, a Warrior, Mwatu wa Ngoma ordered the Akamba warriors, who had been inspired by medicinemen, to attack the British. The British responded with devastating consequences on the side of the Akamba forcing them into collaboration with the British District Commissioner, John Ainsworth. Mwatu wa Ngoma became a collaborator. Later, another gallant fighter, Mwanamuka, led the Kangundo people to attack the colonial police at Mukuyuni and Mwala, killing six. With the assistance of Maasai mercenaries, the British sent a punitive expedition against the Akamba and even confiscated their livestock. When Mwanamuka tried to blockade the Lukenya area to cut off communication between Fort Smith and Masaku, he was met with devastating consequences that forced him to also petition for peace. Why a section of the Akamba collaborated with the British. A They had lost heavily during the Akamba-British war of 1894 causing them to fear the British. B The ruthlessness with which the British attacked the Akamba scared many warriors into collaborating. For example, the Machakos station superintendent, Leith dispatched troops to deal with Syonguu s forces in 1891, causing merciless killings and looting of property. C Some especially the trades collaborated expecting material gains. D Collaborators wanted to gain prestige. E They wanted to get guns to be used in robbing for wealth. F The Akamba had been weakened by the 1899 famine and were therefore unable to effectively tackle the British. Reasons for the Akamba defeat a Some of the Akamba were not patriotic to the resistance course."}
{"text": "E They wanted to get guns to be used in robbing for wealth. F The Akamba had been weakened by the 1899 famine and were therefore unable to effectively tackle the British. Reasons for the Akamba defeat a Some of the Akamba were not patriotic to the resistance course. Some self-serving opportunists allied with the colonial agents with the aim of enriching themselves thereby resulting in the Akamba defeat. B Internally, the Akamba lacked territorial cohesion. It was therefore very difficult to coordinate a strong resistance to British rule among a highly segmented society lacking in a centralized system of government. C Sections of The Akamba community experienced severe famine in 1899. They were weakened to the level of being unable to stage a gainful resistance to the British. D The role of missionaries who pacified some sections to the level of collaborating with the intruders. The missionaries actively undermined their religious practices and traditional beliefs. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 264 e When the Akamba caravan trade and raiding activities were disrupted, they had lost a significant source of livelihood and thus became weakened more. Consequences of the Akamba reaction a The Akamba lost their independence as their territory was declared a British protectorate. B There was massive alienation of Kamba land to pave way for white settlement. C Many people, especially the Akamba warriors lost their lives during the confrontations with the British soldiers. D The British interfered with the Akamba culture by cutting down the Ithembo tree and raping their women. E The Akamba were subjected to heavy taxation in order to raise revenue for the colonial administration. F Many of the Akamba men were forcefully conscripted into the King s African Rifles to fight in World War I. The Agikuyu reaction The Agikuyu was also a highly segmented nature lacking in territorial unity. This explains why they had mixed reaction against the British. Explain the causes of Agikuyu resistance. A The British failed to respect Agikuyu traditions and customs. The missionaries campaignedagainst female circumcision and Kikuyu forms of worship. B Misconduct of company officials. They stole from the local people, killing some of them, and raped Agikuyu women. C The Agikuyu were revolting against the forced supply of grains and water, by their women, to the British soldiers."}
{"text": "B Misconduct of company officials. They stole from the local people, killing some of them, and raped Agikuyu women. C The Agikuyu were revolting against the forced supply of grains and water, by their women, to the British soldiers. D There was massive land alienation, which had left many landless or pushed to unproductive land. E Harassment of the Agikuyu, by British punitive expeditions. To enforce their policies, the British usually applied excessive force. F The British had begun meddling in the Agikuyu internal affairs making them suspicious of their intentions. G Fear of Loss of independence by some leaders like Waiyaki wa Hinga. H The Agikuyu were reacting against the punishment meted on them by the British for raiding Fort Smith in 1892. Reasons why some Agikuyu collaborated. A Agikuyu leaders like Kinyanjui wa Gathirimu and Karuri wa Gakure wanted to derive personal wealth and prestige through collaboration. B Kinyanjui wa Gathirimu and Karuri wa Gakure hoped that by collaborating, they would be made paramount Chiefs among the Agikuyu. C The collaborators wanted British protection against their enemies amongst the Agikuyu and other neighbouring communities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 265 d They wanted to take advantage of the British western civilization particularly education and religion. E They also wanted material gains from the British through trading with them. F The Agikuyu of Nyeri realized that it was futile to resist the militarily superior Europeans. They therefore chose to collaborate. Organization of the Agikuyu reaction When captain Lugard established a fort at Dagoretti in 1890, he began relating with Waiyaki WA Hinga who was in charge of the area. Wayaki s people supplied Lugard s men with food. However, when Wilson took over from Lugard who had left for Uganda, his soldiers began looting food and livestock from the Agikuyu. The Agikuyu reacted by setting the Dagoretti fort on fire. Waiyaki was arrested by the forces sent by Subcommissioner Ainsworth, and died enroute to Mombasa."}
{"text": "Wayaki s people supplied Lugard s men with food. However, when Wilson took over from Lugard who had left for Uganda, his soldiers began looting food and livestock from the Agikuyu. The Agikuyu reacted by setting the Dagoretti fort on fire. Waiyaki was arrested by the forces sent by Subcommissioner Ainsworth, and died enroute to Mombasa. It is alleged that he was buried alive at Kibwezi after provoking his captors. Kinyanjui WA Gathirimu, a collaborator, succeeded Waiyaki at Dagoretti. In 1899, Fort Dagoretti was closed down due to a series of raids. Francis Hall opened another Fort at Murang a renamed Fort Hall after his death in 1901 after the locals were subdued and forced to accept the British Colonial rule. British trader John Boyes forged an alliance with Karuri WA Gakure, the Agikuyu leader at Fort Hall, which enabled him to subdue the resisting Agikuyu groups. He also made contacts with Wang ombe of Gaki Nyeri who together with Gakure supplied the British with mercenaries in exchange for confiscated loots from resisting groups. Meinertzhagen, who succeeded Francis Hall in 1902, subdued the Muruku and Tetu section led by Chief Gakere of the Agikuyu. Chief Gakere was murdered and his associates deported to the coast after they wiped out the entire Asian caravan on the slopes of the Aberdares. The Agikuyu of Iriani Nyeri were defeated in 1904 and their Aembu and Ameru allies sought for peace in 1906, having seen the effects of resisting. By 1910, British rule had been established in the entire Mount Kenya region. With the Agikuyu settling peacefully in the reserves upto 1920s when they began to agitate again. Results of the Agikuyu mixed reaction. A The reactions fuelled mistrust, hatred and animosity in most of Kikuyuland. Such feelings of mistrust continue among the Agikuyu of Murang a, Kiambu and Nyeri up-todate."}
{"text": "Results of the Agikuyu mixed reaction. A The reactions fuelled mistrust, hatred and animosity in most of Kikuyuland. Such feelings of mistrust continue among the Agikuyu of Murang a, Kiambu and Nyeri up-todate. B There was massive alienation of Agikuyu land by the British with the help of the collaborators like Wang ombe WA Ihura and Gathirimu who gave land to the British for construction. C Some Agikuyu leaders amassed a lot of wealth and rose to prominence. For example, Karuri wa Gakure and Wang ombe of Nyeri, d The collaborators like Kinyanjui wa Gathirimu and his people received western education and were converted to Christianity. E There was massive loss of lives for the resisters. For example Waiyaki wa Hinga and many Agikuyu fighters were killed. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 266 f The Agikuyu, both collaborators and Resisters lost their independence when their territory was declared a British protectorate. G The Agikuyu wars of resistance forced the British to shift their administrative base from Fort Dagoretti to Fort Hall. H There was massive destruction of property. The Agikuyu razed down Fort Dagoretti. The Agikuyu villages were burnt by the British. The Luo reaction. The resisters were the Luo of Sakwa, seme, Uyoma, Ugenya and Kisumu. The collaborators were the Luo of Gem and Asembo, led by Chief Ruoth Odera Akang o. Reasons for the resistance against the British by the Luo of Ugenya. A To protect their land and national heritage. B To protect their freedom and independence c Protect their livestock, grains and fish from being taken by the British soldiers who were undisciplined d The Luo had become a formidable nation in the area and did not entertain any intruder. E They were also provoked by the punitive expedition sent against them by Mumia and the British. Why the Gem and Asembo Luos collaborated. A Their chief, Odera Akang o had been influenced by the Wanga Neighbours who had gained materially from their collaboration."}
{"text": "E They were also provoked by the punitive expedition sent against them by Mumia and the British. Why the Gem and Asembo Luos collaborated. A Their chief, Odera Akang o had been influenced by the Wanga Neighbours who had gained materially from their collaboration. B Odera also needed British assistance to subdue the Luo of Seme, Uyoma, Sakwa and Ugenya, and the Nandi, who were a threat to his people. C He realized the futility of resisting the British through the experience of his neighbours. Course of the Luo resistance. The Luo of Ugenya set off the resistance by attacking the Wanga in an attempt to expand. They vandalized British key installations like the telegraph wires and administrative stations. In 1896, the British sent an expedition against them and 200 people were killed. When the British attacked the Seme Luo for cattle and Grains, they were provoked into revolting. They attacked the Asembo Luo who had collaborated with the British. The British invaded them in 1898 with devastating effects in terms of property and life loss. The Luo of Kisumu rose up in 1898 attacking a British Canoe party on Winam Gulf for taking their fish without paying. They were however overcome. The Gem and Asembo Luos led by Ruoth Odera Akang o supported the British throughout all these confrontations. Results of the Luo reaction a Both collaborators and resisters lost their independence to the British. B The Luo lost their property through burning and looting. C There was massive loss of lives, especially among the Ugenya Luo. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 267 d It Bred hatred between the collaborators and resisters e The collaborating communities were able to gain western education and religion as the British established schools and missions in their areas. F The African leadership was replaced with the British administration, thereby undermining traditional political systems. G The Luo were alienated from their land to pave way for the British occupation and settlement. Colonial system of administration in Kenya In their administration of Kenya, the British employed both central government and local government as the basic administrative framework. Central Government The protectorate was divided into provinces headed by Provincial commissioners, who acted as representatives of the Governor. The governor was answerable to the colonial s ecretary in Britain. Hierarchy of colonial administration in Kenya 1."}
{"text": "Central Government The protectorate was divided into provinces headed by Provincial commissioners, who acted as representatives of the Governor. The governor was answerable to the colonial s ecretary in Britain. Hierarchy of colonial administration in Kenya 1. Colonial secretary. Based in London, he was the political head of the British colonial administration and overall coordinator of the colonial policies as passed by the British parliament. 2. Governor. Reporting to the colonial secretary, he was the representative of the British government in the Kenyan colony. He headed the executive council which effected colonial policies and programmee he gave assent to laws from the LEGCO before they were implemented. 3. Provincial Commissioners. They represented the governor at provincial level and implemented the policies and laws that were enacted by the legislative council that was established in 1907. They supervised the work of DCs, Dos and the entire provincial administration on behalf of the governor. 4. District commissioners. They implemented policies and maintained law and order and security in their districts. They headed the District Advisory Committees. They coordinated the work of Dos and Chiefs. 5. District Officers. They implemented orders from the DCs and coordinated the work of the chiefs. They maintained law and order in their divisions. 6. Chiefs. They acted as a link between the people and the Governor at local levels. They maintained law and order at the locations and coordinated the work of headmen. 7. Headmen. They were a link between the government and the people at the grassroots level. They mobilized people for development within their villages. NB. The principal function of Chiefs and Headmen under the Headman s Ordinance and Chiefs Authority Act was tax Collection and labour recruitment for public works and European settlers. Their duties were confined in the African reserves. The advisory and Executive Councils guide the governor and effected the colonial policies. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 268 Local Government. The British introduced the Local Government in colonial Kenya because; a They wanted to involve the local communities in administration of the region. This would reduce the costs of administration. B They wanted to mobilize local people in resources exploitation in order to stir up development c Local Government was a means of providing a legal forum for the local people to make decisions about their day to day affairs d The Local Government would provide an important link between the Central government and the locals. E The Local Government would provide a means through which the government would understand Africans better."}
{"text": "This would reduce the costs of administration. B They wanted to mobilize local people in resources exploitation in order to stir up development c Local Government was a means of providing a legal forum for the local people to make decisions about their day to day affairs d The Local Government would provide an important link between the Central government and the locals. E The Local Government would provide a means through which the government would understand Africans better. F It also originated from the desire by European settlers to safeguard a number of privileges for themselves by getting directly involved in local administrative units Local Native Councils They were established in 1922 after the passing of the Native Authority Ordinance. In 1924, the District Advisory Councils DACs were renamed Local Native Councils LNCs Objectives of the LNCs a To encourage and develop a sense of responsibility and duty among the Africans. B To provide a mechanism through which educated Africans could articulate their grievances at District level. C To ensure proper restriction of the Africans in their reserves. D To provide a means through which the government would understand the Africans better so that to contain them. Achievements of the Local Native councils a The councils succeeded in restriction African political Agitations and other activities to their reserves. B The LNCs provided basic social needs like water, cattle Dips, Public Health, Education and Markets. C They succeeded in maintaining basic infrastructure in their areas of jurisdiction. D They succeeded in collecting taxes to finance their operations. NB; in 1948, the LNCs were renamed African Native Councils. Pascal Nabwane became the first African chairmen of the ADCs in 1958. The ADCs operated as local authorities for Africans until 1963. Impact of Local government a It exploited local resources and initiated development. B It created a link between the central government and the local people. C It helped maintain law and order using the small police force set up in 1896. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 269 d It promoted infrastructural development and general welfare of Africans. It used the levied taxes to improve social services such as schools and hospitals. E It helped in the arbitration of African disputes through the District African Courts. E.g, Land disputes were settled by the LNCs."}
{"text": "It used the levied taxes to improve social services such as schools and hospitals. E It helped in the arbitration of African disputes through the District African Courts. E.g, Land disputes were settled by the LNCs. Factors that undermined the local Government a Shortage of trained personnel to work in the LNCs and ADCs. B Poor transport and communication leading to poor coordination of their activities. C Lack of adequate revenue to finance their operations as the colony lacked strategic mineral resources. D There was a lot of rivalry between the settlers and the locals, later becoming the freedom struggles. This hampered the operations of the councils. E Racial discrimination was so pronounced that basic services were absent in African areas. Many Africans survived through self-help schemes. COLONIAL ADMINISTRATION The methods mainly used by the British to administer their colonies were 1. Direct rule. 2. Indirect rile. Difference between direct rule and indirect rule. Indirect rule was a system under which the British recognized the existing African political system and used it to rule over the colonies. Direct rule was a system where the Europeans the British entrenched themselves in the direct administration of their colonies. Indigenous political and administrative institutions and leaders are replaced with European systems. Indirect rule This was a policy advanced by Fredrick Lugard, the British High Commissioner in the protectorate of Northern Nigeria from 1900 to 1906.To Lugard, as summed up in his book, The Dual Mandate in the Tropical Africa 1922 , the resident acts as a sympathetic adviser to the native chief, on matters of general policy. But the native ruler issues his instructions to the subordinate chiefs and district heads, not as orders of the resident but as his own .Such a system was applied in Kenya and in West Africa. Why Britain used indirect rule in Kenya and Nigeria a Britain lacked enough manpower to handle all the administrative responsibilities in the colonies. For example, in the Nigerian protectorate, there were only 42 British officials by 1900. B Lack of adequate funds for colonial administration from the parent government made her use the existing traditional political system as a means of cutting down the administrative costs. C The use of indirect rule was a means of diffusing the expected stiff resistance from the Africans. The traditional rulers were to be made to feel that they had lost no power."}
{"text": "B Lack of adequate funds for colonial administration from the parent government made her use the existing traditional political system as a means of cutting down the administrative costs. C The use of indirect rule was a means of diffusing the expected stiff resistance from the Africans. The traditional rulers were to be made to feel that they had lost no power. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 270 d The policy of administration had succeeded in India and Uganda, thus motivating them to apply it in Kenya and Nigeria. British rule in Kenya In Kenya, the British lacked both funds and experienced personnel to facilitate their administration. Kenya also did not have a reference model of an administrative system like that in Buganda Kingdom. It was only among the Wanga section of the Abaluhyia and the Maasai where traditional chiefs that were recognized by the British existed. Where the institution of chieftainship did not exist as the case of the Agikuyu, the British appointed chiefs men with ability to communicate in Kiswahili and organize porters like Kinyanjui WA Gathirimu in Kiambu, Karuri wa Gakure in Murang a and Wang ombe wa Ihura in Nyeri. The passing of the Village Headman Act in 1902 gave the chiefs the responsibilities of maintaining public order, hearing of petty cases and clearing of roads and footpaths. The 1912 0rdinance increased the powers of the chiefs and their assistants headmen ; they were now allowed to employ other persons to assist them, such as messengers and retainers. They were to assist the District officers in Tax collection and control brewing of illegal liquor and cultivation of poisonous plants like Cannabis sativa. They were to control carrying of weapons and mobilize African labour for public works. The selected colonial chiefs however faced two problems; a Most of them lacked legitimacy and were therefore rejected not only by the African elders who regarded them as nonentities, but also by the young generation who saw them as tools of colonial oppression and exploitation. B Many of the colonial chiefs were young and inexperienced. C Many of the chiefs also became unpopular since they used their positions to amass riches in terms of large tracts of land, livestock and wives."}
{"text": "The selected colonial chiefs however faced two problems; a Most of them lacked legitimacy and were therefore rejected not only by the African elders who regarded them as nonentities, but also by the young generation who saw them as tools of colonial oppression and exploitation. B Many of the colonial chiefs were young and inexperienced. C Many of the chiefs also became unpopular since they used their positions to amass riches in terms of large tracts of land, livestock and wives. E.g Chief Musau wa Mwanza and Nthiwa wa Tama acquired 8000 herds of cattle and 15 wives respectively in kambaland. The structure of administration was as discussed earlier with governor being answerable to the colonial secretary in London. Below him were provincial commissioners, district commissioners, district Officers and Chiefs. All the administrative positions above that of the chief were occupied by European personnel. The British in Nigeria. Nigeria comprised the Lagos colony and protectorate, the Southern Nigeria Protectorate and the Northern Nigeria Protectorate. These regions were later amalgamated into the Nigerian protectorate in 1914.In Northern Nigeria, Fredrick Lugard employed indirect rule. Reasons for the use of indirect rule by the British in northern Nigeria. A The system was cost-effective. There was need to reduce the administrative cost by using the local chiefs in administration while employing very few British officials. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 271 b Northern Nigeria had communities with a well-organized centralized system of government complete with Islamic sharia whose use provided a base to govern the protectorate. I.e. The Sokoto Caliphate c The vastness of the region coupled with the inadequate British administrative work force and Poor transport and communication network made it difficult for the British officials to effectively administer some parts of the region. D The system would help dilute African resistances since governance was by local rulers. TheBritish were keen on guarding against the local resistance to their administration. E The method ensured smooth transition from African to British dominion. It was a way of deliberately preparing Africans for self-government. F Indirect rule had been tried successfully in Uganda and India. Indirect administration as applied in northern Nigeria In Northern Nigeria, the existing emirates with centralized system of administration formed thebasis of local governance. The Emirs were retained and were to rule under supervision of the British resident officials. The British administration was based on the local customs and laws."}
{"text": "F Indirect rule had been tried successfully in Uganda and India. Indirect administration as applied in northern Nigeria In Northern Nigeria, the existing emirates with centralized system of administration formed thebasis of local governance. The Emirs were retained and were to rule under supervision of the British resident officials. The British administration was based on the local customs and laws. Chiefs chosen by the British were to be acceptable by the local people. Local chiefs collected taxes and a portion of it was given to the Central Government. Local Native Courts operated as per the laws of the land. The Emirs were allowed to try cases in their own Muslim courts. The Emirs were mandated to maintain law and order. They possessed firearms. In 1914, Northern and Southern Nigeria were Brought under one syatem of administration. However Lugard found it hard to apply indirect rule in Southern Nigeria. Why indirect rule was not successful applied in southern Nigeria a Southern Nigeria lacked a centralized indigenous system of administration, which would have been vital in the application of indirect rule. B The south had many ethnic groups, many languages and many disparities in customs, whichdenied it the homogeneity necessary for the application of indirect rule. C The southern people were infuriated by the British introduction of new concepts like forced labour and direct taxes. D The British did not give themselves time to understand the operation of the social, political and economic systems of the people of southern Nigeria. E The educated elites in the south felt left out of the administration of their own country in favour of the illiterate appointees of the British. F There existed communication barrier between the British supervisors, the warrant chiefs and the people, which sometimes led to misinterpretation and misunderstanding. G The warrant chiefs sometimes misused their powers in tax collection and molesting women sexually. H The brutish had used excessive force in dealing with any form of resistance and this made them unpopular For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 272 Problems associated with indirect rule as a system of government. A Indirect rule could only e applied where centralized government was present. Its application in stateless societies often faced difficulties. B Where chiefs were imposed, especially in the stateless societies, their authority lacked legitimacy and only resulted in suspicion and lack of confidence. This would lead to constant riots when they tried to exert their authority."}
{"text": "The local political institutions based on the Induna system had been destroyed when the British conquered and occupied Zimbabwe. D Existence of enough B.S.A Co personnel on the spot who were familiar with the area as well as the British system of government. E Favourable climatic conditions and the expected rich mineral deposits attracted many settlers who later provided the necessary personnel. F There was a strong desire by the Europeans to be able to direct their own affairs and destiny without interference from within or without The spirit nationalism The BSAC administrative structure in Southern Rhodesia 1905-1923 The government was headed by a resident Commissioner who was appointed by the Company stationed at Salisbury. Below him were various commissioners in charge of the Districts all Europeans . Below them were African Chiefs whose duty included collecting tax, recruiting labour and maintaining law and order. In 1898, a LEGCO was established heavily dominated by the European settlers. An Executive Council, consisting of the Resident Commissioner and 4 nominees of BSA.Co was also established. In 1902, a Native Affairs Department, headed by a European Native For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 274 Commissioner was created thus entrenching the dominance of Europeans in Zimbabwe. The duty of the commissioner was to allocate land to Africans, collect taxes and recruit labour. For lack of enough valuable minerals in Zimbabwe as expected, the Europeans compensated by acquiring large tracts of land from African communities with some having grants of upto 3000 acre pieces of land. Europeans occupied 21 million acres while Africans despite their majority were confined to 24 million acre reserves. The Company relinquished control in 1923 to for Zimbabwe to become a crown colony. Crown colony Rule 1923-1953 Why the settlers favoured crown colony over merger with South Africa. A The merger would have led to domination by Afrikaners in their political matters. B Their economic interests would have been neglected in favour of those of Afrikaners. As a crown colony, a Governor was appointed in 1923 to represent the Queen of England. British government was empowered by the constitution to veto any legislation that would discriminate against Africans. This however never happened practically. For example, the government formulated the Two-Pyramids Policy or parallel development policy characterized by discrimination against Africans. At the base of the pyramid was the majority Africans relegated to offering cheap labour for the white settlers."}
{"text": "This however never happened practically. For example, the government formulated the Two-Pyramids Policy or parallel development policy characterized by discrimination against Africans. At the base of the pyramid was the majority Africans relegated to offering cheap labour for the white settlers. At the apex were the minority whites who took the highest positions in the economic and political system. To legitimize the two pyramids policy were two Acts that were passed in 1930 and 1934. A Land Apportionment Act of 1930 The Act introduced rigid territorial segregation with land being divided into white s and Africans portions. No African was allowed to acquire land outside their segregated portion. The minority whites acquired over half of the best arable land. Africans were given the semi arid areas infested by mosquitoes. Land was categorized into four; 1 Native Reserve Area- for Africans population. The Land was characterized with congestion since it was inadequate. 2 Native Purchase Area- for Africans to buy. Such areas had harsh climatic conditions. 3 European Area- For Whites only. 4 Unassigned Area- For government expansion of buildings and other uses. Effects of the Land Apportionment Act on Africans a Many Africans became migrant labourers, moving to mines, towns and European farms to provide cheap labour since their land was unproductive. B Large tracts of African land were alienated and they were confined to only 29 million acres while only 50,000 whites occupied 49 million acres of land. C This exposed Africans to problems like overgrazing that further deteriorated their land. D There was widespread poverty among Africans. For those on the reserves, they faced starvation, those in towns faced slum life. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 275 e Africans suffered racial segregation in provision of social services in urban areas. F There was disruption of social roles as African men moved to towns and settler farms. Women took over men s jobs in the reserves. G Land apportionment became the seedbed for the rise of African nationalism in Zimbabwe. H Africans were exposed to over taxation to compel them to provide labour to the Europeans. B The Industrial Conciliation Act of 1934. The prime objective of the Act was to protect white workers from African competition. The government through the act prohibited Africans from setting up a trade union."}
{"text": "B The Industrial Conciliation Act of 1934. The prime objective of the Act was to protect white workers from African competition. The government through the act prohibited Africans from setting up a trade union. Africans from beyond southern Rhodesia were imported to provide labour to the whites at low wages. The act resulted in relegation of Africans to the lowest level while skilled jobs were set aside for the Europeans. The two acts resulted in the humiliating conditions for the Africans which resulted in the rise of African Nationalism that continued more after the Second World War. As an answer to African agitation, the government invited more white settlers giving them more large tracts of land. The settlers also began to agitate for the formation of a federation of the three central African territories southern Rhodesia, Northern Rhodesia and Nyasaland .In 1953, the British government gave approval for the formation of the federation of central African countries. The Central African Federation. The federation was organized as follows; 1 Each territory had its own government responsible for local administration. 2 Each territorial government was responsible for all aspects of native affairs within its boundaries. 3 The British government was directly involved in the administration of the two northern protectorates. 4 An African Board was established to ensure that no racist legislation against the Africans was passed in the federation parliament. 5 The Federal Parliament was given powers to deal with all matters involving more than one territory and foreign affairs. The first Prime Minister of the Federation, Garfield Todd, being sympathetic to African protests over formation of the federation, legalized the formation of trade Unions and funded African education and Agriculture. Unfortunately when Todd was replaced in 1958, all his programmees were abandoned. In 1963, the federation was dissolved and shortly afterwards Malawi and Zambia became independent as southern Rhodesia remained a self -governing colony. The reign of Ian Smith Ian Smith s Rhodesian Front Party, controlled by the white extremists with no regards for Africans, won the 1962 elections. On 15th October 1965, Smith led the settlers to announce a Unilateral Declaration of Independence UDI , from Britain implying that political leadership was now fully in the hands of the white rebel settlers. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 276 This declaration provoked instant protest not only within Africa but also from the international community."}
{"text": "In 1963, the federation was dissolved and shortly afterwards Malawi and Zambia became independent as southern Rhodesia remained a self -governing colony. The reign of Ian Smith Ian Smith s Rhodesian Front Party, controlled by the white extremists with no regards for Africans, won the 1962 elections. On 15th October 1965, Smith led the settlers to announce a Unilateral Declaration of Independence UDI , from Britain implying that political leadership was now fully in the hands of the white rebel settlers. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 276 This declaration provoked instant protest not only within Africa but also from the international community. UN declared sanctions against South Rhodesia though countries like South Africa and Portugal unfortunately continued to trade with her making the sanctions ineffective. In 1970, UDI declared itself a republic under a new constitution that entrenched whites position in Zimbabwe by spelling the following; a Voting qualifications for Africans were revised and were now based on income. This automatically disenfranchised the majority of Africans. B The land tenure system was revised to enable the Europeans to purchase land from the government. Meanwhile the war of independence had began in 1966, provoked by the 1965 UDI declaration, with a patriotic front formed by Zimbabwe African National Union ZANU of Mugabe Robert and Zimbabwe African People s Union ZAPU of Joshua Nkomo waging a guerilla warfare. Zimbabwe became independent in 1980, with Robert Mugabe as the fits Prime Minister. Effects of British rule in Zimbabwe. A It led to African land alienation by white settlers Africans were displaced from their ancestral lands. B The establishment of white settlement subjected Africans to abject poverty and suffering. Africans were subjected to intense economic exploitation through taxation and forced labour. C African traditional economy was undermined as many of the Africans were forced to work for the Europeans. D African interests were ignored in the day-to-day running of the colony. E African traditional rulers lost their autonomy and became mere puppets of British administration. F African cultures were undermined, for example through the separation of families as people sought alternative livelihood. G The white settlers were to enhance the production of cash crops as transport, trade and industry were developed. H Africans were denied freedom of movement and confined I reserves. I Positively, it led to development of transport network the region."}
{"text": "G The white settlers were to enhance the production of cash crops as transport, trade and industry were developed. H Africans were denied freedom of movement and confined I reserves. I Positively, it led to development of transport network the region. J It led to introduction of new crops in the region k It led to rise of nationalism as many Africans could no longer bear the burden of suffering in the hands of the whites. ASSIMILATION Definition. This was a system of administration in which French colonies were given a culture and civilization similar to that of France. This system was influenced by the French revolution of 1789, which emphasized the equality of all men. In Africa, it was perfected by Lewis Faidherbe in Senegal when he was governor from 1854 to 1865.To many historians Assimilation was a deliberate French policy to help them destroy African For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 277 Chieftaincies and Kingdoms that were thriving at the time of their arrival. Under the system, Africans had to; Learn the French language. Practice the French legal system. Apply the French civil and political system. Convert to Christianity and learn French mannerism including eating and dressing habits. Later on assimilation evolved into association which had been first applied in Africa in central Africa by Savorgnan de Brazza. Association involved letting the subjects develop independently due to the belief that nonwesterners were racially inferior and would therefore never be accepted as equal to Europeans even when assimilated. French administration in West Africa The French system of administration was highly centralized. The eight French colonies were grouped into the confederation of French West Africa. They were governed from one capital, Dakar, Senegal. The federation was headed by a Governor-General answerable to the French Minister for colonies in Paris. Each colony was headed by a lieutenant- Governor answerable to the Governor-General in Dakar. Each colony was divided into cercles provinces , each headed by a commandant de cercle. Each cercle was further divided into small districts each headed by a chef de sub-division below whom were African chiefs chefs de cantons in charge of locations . At the base were chefs de village in charge of the sub-locations. All the French overseas colonies were seen as overseas provinces and each elected a deputy to the French Chamber of Deputies in Paris lower House ."}
{"text": "Each colony was headed by a lieutenant- Governor answerable to the Governor-General in Dakar. Each colony was divided into cercles provinces , each headed by a commandant de cercle. Each cercle was further divided into small districts each headed by a chef de sub-division below whom were African chiefs chefs de cantons in charge of locations . At the base were chefs de village in charge of the sub-locations. All the French overseas colonies were seen as overseas provinces and each elected a deputy to the French Chamber of Deputies in Paris lower House . However the French administrators appointed lacked high standards of education and some were military officers simply rewarded with senior administrative positions. This led to inefficiency. French administration in Senegal In Senegal, the policy of assimilation was only applied in the four communes of St.Louis, Goree, Rufisque and Dakar. In the rest of the country, African chiefs who ruled were put I three grades namely; a Chefs de province: - equivalent of the paramount chiefs, they were usually successors of the pre-colonial chiefs. B Chefs de Canton: - these were ordinary people appointed by the French officials due to their ability, to be charge of locations. They kept register of taxpayers the location, helped the government in conscription of Africans into the army and assisted in mobilizing forced labour for road construction and other public works. C Chefs de village:- these were usually traditional heads of the community village who were given the responsibility of collecting taxes, maintenance of law and order, organizing relief during floods and locust invasion and maintaining roads I their areas. The privileges which were enjoyed by assimilated Africans in the four communes of Senegal included; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 278 Economic privileges They were exempted from forced labour. They were allowed to work in France. They were exempted from paying taxes. They were allowed trading rights like the French people. Political privileges They were allowed to send representatives to the French Chamber of Deputies. They were enfranchised like the French people in France right to vote They enjoyed the rights of the French Judicial System like the French. They were allowed to operate Local Authority structures which were similar to those in France. They were allowed to retain Muslim law. They were exempted from arbitrary arrest through the Indigenization policy. Characteristics of assimilation."}
{"text": "They were allowed to retain Muslim law. They were exempted from arbitrary arrest through the Indigenization policy. Characteristics of assimilation. A Administrative assimilation. There was an administrative relationship between the French colonies and their mother country. Colonies were regarded as overseas provinces. B Political assimilation. The colonies were represented in the French chamber of deputies thus maintaining a close political identity. C Economic assimilation. The French currency was used in the colonies to enhance the economic relationship. D Personal assimilation. Africans in the Quatre communes were given French citizenship and other privileges enjoyed by French citizens. Reasons why assimilation was successful in the four communes a There was a high percentage of Mullato population within the communes, who readily accepted the French culture making it easy for the French to apply assimilation. B Africans were familiar with Europeans and their culture due to long interaction with them through trade. C Many people had converted to Christianity and this made it possible for the French to apply their policy. Factors that undermined the application of the French policy of assimilation in West Africa a There was opposition by local people who did not want the French to interfere with their culture. B The Traditional African rulers resisted the policy since they did not want to lose their authority and influence over the assimilated people. C The French traders in West Africa also opposed the system they viewed assimilated Africans as a potential threat to their commercial monopoly in the region. D The policy of assimilation ran the risk of undermining the very foundation of French colonialism, as it was not possible to exploit Africans who had attained the assimile status. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 279 e Missionary school system of education undermined the French policy of assimilation since there was segregation in provision of mission education. F Nationalism conflicted with the policy of assimilation. G Assimilation was becoming too expensive to the French government especially because West African colonies were not self-supporting yet. H The vastness of the French colonies made it difficult to supervise the implementation of the policy. I Muslims resisted fiercely the French attempt to convert them to Christianity. J Racial discrimination against the indigenous people also contributed to the failure of the system. This is because many Frenchmen never accepted assimilated Africans as their equals."}
{"text": "I Muslims resisted fiercely the French attempt to convert them to Christianity. J Racial discrimination against the indigenous people also contributed to the failure of the system. This is because many Frenchmen never accepted assimilated Africans as their equals. K The French citizens in the motherland opposed the policy as they feared being outnumbered in the chamber of deputies. Ways in which Nationalism undermined the policy of Assimilation in French West Africa. A It emphasized loyalty or devotion to one s country and national independence or separatism, which were against the policy of assimilation. B Nationalists agitated for boycott of anything of French origin. C The nationalists created awareness on the value of African culture and systems; this encouraged Africans to condemn assimilation. D The nationalists created awareness on the importance of African unity which exposed the hypocrisy of assimilation Consequences of assimilation in Senegal. A The policy of assimilation undermined African cultures, as many Africans embraced the French culture. For instance, the French language became the official language in the colony. B The authority of traditional African leaders was eroded and even many were replaced by the assimilated Africans. C The colony was incorporated into the French republic and regarded as an overseas province of France. D Africans from Senegal were allowed to participate in the political matters of France. Some Senegalese like Blaise Diagne were elected as deputies in the French parliament. E The spread of Islam was greatly frustrated, especially in the four communes where Africanswere converted to Christianity. F A great rift emerged between the assimilated Africans , who were regarded as French citizens and the rest of African communities , who were subjected to taxation and forced labour For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 280 The policy of association. Under this system, the French colonial government was to respect the cultures of her colonial peoples and allow them to develop independently rather than force them to adopt French civilization and culture. Unlike the assimilated Africans, subjects retained their cultural practices e.g polygamy and Islam. The subject came under a system of law known as indigenat where the subject could suffer arbitrary arrest or be forced to serve a longer period in the army than assimilated citizens Why the French government replaced the policy of assimilation with that of association in 1945 a The French had realized that assimilation would lead to equality between them and the colonized people."}
{"text": "F A great rift emerged between the assimilated Africans , who were regarded as French citizens and the rest of African communities , who were subjected to taxation and forced labour For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 280 The policy of association. Under this system, the French colonial government was to respect the cultures of her colonial peoples and allow them to develop independently rather than force them to adopt French civilization and culture. Unlike the assimilated Africans, subjects retained their cultural practices e.g polygamy and Islam. The subject came under a system of law known as indigenat where the subject could suffer arbitrary arrest or be forced to serve a longer period in the army than assimilated citizens Why the French government replaced the policy of assimilation with that of association in 1945 a The French had realized that assimilation would lead to equality between them and the colonized people. B Assimilation was too expensive especially because West African colonies were not selfsupporting yet. C The method clashed with the commercial interests. The French businesspersons and their friends in the colonial administration saw Africans as source of cheap labour. They therefore disapproved the idea of uplifting them. D The French had realized that not all the colonial people could be assimilated. Only the elite ones among them could. Association aimed at transforming the Native elites into Frenchmen while allowing the other masses to learn enough French for communication purposes. E They had realized that there was need to allow the colonies to enjoy the freedom of developing according to existing traditional political and social structure. Respect for the culture of her colonies. The similarities between the French and the British colonial administrations a Both methods emphasized the superiority of the colonial master and his overlord ship in Africa. The Europeans were in charge and took all senior positions. B The administrative systems applied in both were meant to assist the colonial masters in controlling their territories in Africa. C Both systems led to massive economic exploitation of resources in Africa. E.g. minerals, labour, and market land etc. D In both Africans reacted to the systems in a hostile manner. E Both methods led to loss of independence and freedom for the African. F In both, every power trained a local army to maintain law and order. G In both, Africans were oppressed through taxation and forced labour. H In both, the position of chief was created where there was none. I.e. in Kenya, Southern Nigeria, and Somali."}
{"text": "H In both, the position of chief was created where there was none. I.e. in Kenya, Southern Nigeria, and Somali. Main differences a The British were keen to appoint traditional rulers as chiefs. The French on the other hand were not keen to appoint traditional rulers but simply handpicked individuals who met their qualifications those who embraced French culture and civilization . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 281 b The British gave the traditional rulers a lot of power, unlike the French who undermined African chieftaincies. C The British colonies were administered separately by a governor accountable to Britain, unlike the French colonies which were governed as federations equated to provinces of France. D Most of the French administrators were military officers. The British used a mixture of amateurs and professionals. E Whereas the British applied mainly the policy of indirect rule, the French applied the policy of assimilation and later, association. F The French colonies elected their representatives to the Chamber of Deputies in France, while British colonies had legislative councils where policies were debated in the colonies. G Laws applied in the French colonies were legislated in France while in British colonies laws were enacted by the respective legislative assemblies. H In French colonies, assimilated Africans became French citizens with full rights, while the elite in the British colonies remained colonial subjects. I Indirect rule preserved African cultures while assimilation undermined them. SOCIAL AND ECONOMIC DEVELOPMENTS DURING THE COLONIAL PERIOD IN KENYA. The Uganda Railway The railway was built between 1896 and 1901 with George Whitehouse as the Engineer. Work was mainly done by 32,000 Indian coolies and 5,000 clerks and craftsmen. The locals could not provide skilled labour. It costed the British taxpayers about 6 million sterling pounds. Reasons for the construction of the Uganda railway line. A To promote trade with the outside world by encouraging the exploitation of available resources and enable the colony sustain itself b To link Uganda with the Coast so that the British can achieve their strategic interests. C To enable missionaries to go the interior to spread Christianity. D To help stop slave trade since slaves would no longer be needed to ferry goods to and from the coast."}
{"text": "A To promote trade with the outside world by encouraging the exploitation of available resources and enable the colony sustain itself b To link Uganda with the Coast so that the British can achieve their strategic interests. C To enable missionaries to go the interior to spread Christianity. D To help stop slave trade since slaves would no longer be needed to ferry goods to and from the coast. E To provide quick, safe and convenient means of transport for government administrators troops f Open up Kenya for economic development to stop slave trade promote legitimate trade g To maintain law and order so that economic development could be achieved. H To make Africans more productive and able to generate revenue in form of tax to the colonial government. I To activate interior trade to enable transportation of imported goods to the interior of the colony. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 282 The construction The railway construction works commenced in Mombasa in 1896. By 1901, the railway had reached Kisumu then Port Florence passing through Nairobi in 1899. Numerous feeder lines were later laid down as follows; The Nairobi Thika Branch 1914 , Konza Magadi 1915 , Voi- Moshi 1918 , Rongai- Solai 1925 , Eldoret-Kitale 1926 , Eldoret- Jinja 1927 , Gilgil-Nyahururu 1929 , Thika- Nanyuki 1930 and Kisumu Butere 1930 In 1948, the Kenya Uganda Railway had been linked with the Tanganyika network to become the East African Railways. Problems experienced during the construction of the Uganda railway. A There was insufficient labour since African labour force was not forthcoming. In the case of the Akamba and the Maasai, they were forcefully recruited. B The climate of the interior was not suitable for the European labour force. The Europeans constantly fell ill, thus interfering with construction progress. C The Arab rebellion under Mbaruk Rashid between 1895 96 at the coast delayed the railway construction. D There was an additional expense of constructing special jetties since Mombasa port was not large enough. E The Man-eaters of Tsavo created danger and havoc to the construction works. F The rift valley terrain was difficult. It was rugged with many hills and escarpments thus causing difficulties in construction."}
{"text": "E The Man-eaters of Tsavo created danger and havoc to the construction works. F The rift valley terrain was difficult. It was rugged with many hills and escarpments thus causing difficulties in construction. G Hostility of some Kenyan communities to intruders e.g. the Nandi who vandalized the railway and telegraph lines. H Insufficient building material since most of them came from Europe and their delivery often delayed, The effects of railway construction. A It led to development of European settler farming in order to make the railway pay for its construction. B There was rampant land alienation. The colonial government alienated African land for railway construction forcing communities like the Maasai and Nandi to move into reserves. C There was rise of wage labour for the railway and later for the settler farmers. D It led to growth of urban centres along the railway line e.g. Nairobi. E Railway construction promoted economic growth of the East African region. This is because farm produce and other commercial products could easily reach market. F It led to rise of large Asian settlement since many Indians were employed as railway workers. This Asians boosted trade in east Africa. G It led to development of other forms of infrastructure like the roads and telecommunication lines. This stimulated trade development. H It led to transfer of the administrative capital from Mombasa in 1905 to Nairobi. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 283 i When the railway reached Kisumu in 1902, it led to major changes to the ad ministrative boundaries within East African region. Initially, the western region up to Naivasha was part of Uganda. J The railway became a major revenue source for the colonial authorities. K It facilitated the establishment of colonial rule in Kenya since it was possible for rapid movement of troops. L It facilitated the cultural and social interaction among the different races. M The railway made rural-urban migration and the resultant enterprises such as hawking and charcoal selling possible. N Other forms of transport and communication developed and expanded along the ralwayline. For example: roads and telecommunications. O Christian missionaries were able to move into the interior, where they established missionschools."}
{"text": "N Other forms of transport and communication developed and expanded along the ralwayline. For example: roads and telecommunications. O Christian missionaries were able to move into the interior, where they established missionschools. SETTLER FARMING AND COLONIAL LAND POLICIES As a means of raising revenue to meet the cost of administering the Kenya colony and maintain the Uganda railway, the colonial government encouraged the influx of white settlers to the white Highlands . The administration did this by; a Providing efficient railway transport connecting the coast and the interior b Alienating of the white highlands for European settlement. C Advertising the availability of free land in foreign newspapers d Giving loan incentives e Providing security The settlers however faced the initial challenges of crop and animal diseases, labour shortage, lack of inputs and African aggression. Why the colonial government encouraged white settlement in Kenya. The reasons why the colonial administration led by Sir Charles Eliot 1900- 1904 and later Sir Edward Northey encouraged settler farming in the white highlands were; a They hoped that settler farming would meet the cost of administration and railway maintenance. B The British industries were also in need of cheaper raw Materials in an increasingly competitive European Market. These raw materials would be cheaply produced by the settlers. C The settlers would also help control the prevailing Asian immigration and influence in Kenya. D The colonial government wanted to make Kenya a white man s country by encouraging white settlers to form the backbone of the economy. E Kenya Highlands had cool wet climate and fertile volcanic soils suitable for Europeansettlement and agriculture. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 284 f There was need to get rid of social misfits in Europe and the landless who would be offered avenues in the Kenya colony. G Existence of already willing entrepreneurs lake Lord Delamere and Captain Grogan who were ready to come to Kenya and engage in profitable agriculture. Factors which promoted settler farming a The land policies availed cheap African labour to settler farmers. The alienation of African land and Creation of African reserves forced Africans to work in the settler farms. B Africans in Kenya were not allowed to grow some cash crops in order to enable Europeans continue getting cheap African labour for their farms. C The government built and maintained various forms of transport. For example the railway, Bridges and roads which facilitated faster movement of produce and inputs."}
{"text": "B Africans in Kenya were not allowed to grow some cash crops in order to enable Europeans continue getting cheap African labour for their farms. C The government built and maintained various forms of transport. For example the railway, Bridges and roads which facilitated faster movement of produce and inputs. D The government Reduced freight charges in the importation and exportation of agricultural inputs and products. E The government encouraged formation of cooperatives to help in the processing and marketing of produce. F The establishment of financial institutions such as Agricultural Finance Corporation and Banks provided the settlers with credit facilities. G The government availed extension services for crops and animal farming through the establishment of the Department of Agriculture and research stations to improve the quality of crops and animals. H Trade tariffs were also removed and settlers were granted concessions. Problems experienced by settlers. A Inadequate labour as Africans refused to work. Bush clearance and preparation of land for cultivation was therefore a problem. B Constant raids by the local inhabitants such as the Nandi, Maasai and Agikuyu threatened their peace and security. Some communities even raided their dairy farms for cattle. C Some of the settlers lacked faring experience. Some of the settlers had not engaged in farming before and therefore lacked basic agricultural knowledge. D Inadequate capital often hindered procurement of farm inputs. Machinery, labour. Some settlers became bankrupt and could not meet the day to day operational costs on the farms. E Lack of proper knowledge on farming seasons hence crop failure. The climate and soils in the colony were alien to the settlers. F There was the problem of poor transport and communication as it had become difficult for the government to network all areas occupied by settlers with roads and communication lines. G Inadequate and unreliable market for their produce. They mainly relied on foreign market which could not serve in the case of perishable commodities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 285 h Pests and diseases were prevalent in the white highlands. The settlers were assailed by various human, animal and crop disease. Settler Crop cultivation The main crops cultivated were coffee, wheat, tea and sisal. 1 Coffee. Coffee was first introduced by the Roman Catholic Fathers of St. Austin s Mission near Nairobi in 1889. It required plenty of farm inputs in terms of chemicals and labour."}
{"text": "Coffee was first introduced by the Roman Catholic Fathers of St. Austin s Mission near Nairobi in 1889. It required plenty of farm inputs in terms of chemicals and labour. Therefore was a preserve of wealthy European settlers. Coffee Planters Corporation was founded in 1908 by Lord Delamere s Efforts, and led to the spread in the growing of coffee. By 1913, coffee had become the leading cash crop in Kenya grown mainly in Murang a, Thika and Kiambu. Africans were unfortunately not allowed to grow coffee until 1937 Reasons why Africans in Kenya were not allowed to grow coffee before 1937 a Europeans wanted to continue getting cheap African labour for their farms. This could not be available if Africans were allowed to earn some money through growing of coffee. B European settlers did not want to compete with Africans in coffee growing. They feared that it would limit market for their produce. C The settlers claimed that Africans did not have knowledge of growing coffee. They claimed that African participation in cash crop growing would lead to low quality products. D They feared that diseases would spread from African farms to settler plantations. E European settlers claimed that African farmers would produce low quality coffee due to inadequate resources. 2 Wheat. It was introduced in Kenya in 1903 by Lord Delamere who experimented on his Njoro farm. It was however until 1912, when a more resistant variety was developed, that wheat growing took root in Kenya. In 1908, Lord Delamere set up Unga Ltd which boosted wheat farming in Kenya. It was grown in the Nakuru and Uasin Gishu areas. Like coffee, wheat farming was the preserve of wealthy European settlers from Australia, Canada, Britain and South Africa. Africans began to grow wheat only after independence. 3 Sisal. It was introduced in Kenya from Tanganyika in 1893 by Richard Hindorf, a german Doctor. Initially, it was cultivated around Thika in 1904. By 1920, it had become the second largest income-earning crop after coffee. The main sisal growing areas included Baringo, Koibatek, Ol Donyo Sabuk, Ruiru, Thika, Voi, Taita and Taveta. Africans began growing coffee in 1964 though its growth declined due to the completion it faced from synthetic fibre. 4 Tea."}
{"text": "Initially, it was cultivated around Thika in 1904. By 1920, it had become the second largest income-earning crop after coffee. The main sisal growing areas included Baringo, Koibatek, Ol Donyo Sabuk, Ruiru, Thika, Voi, Taita and Taveta. Africans began growing coffee in 1964 though its growth declined due to the completion it faced from synthetic fibre. 4 Tea. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 286 Tea was introduced in Kenya in 1903 around Limuru by Messrs Caine Brothers. It was until 1925 when tea began being grown successful with large tea estates being established by tea companies like Brooke Bond and Africa Highland from India. The main tea growing areas were Nandi, Kericho, Sotik, Nakuru, Murang a and Kiambu. Stock rearing. Lord Delamere carried out many experiments in sheep and cattle rearing at his Equator Ranch in Njoro though the Maasai raids in his farm and cattle diseases frustrated his efforts. After cross-breeding exotic types with local stock, he came up with more resistant variety. The government also set up an experimental livestock farm in Naivasha. In 1925, the Kenya Cooperative Creameries was established due to Delamere s efforts. Later, the Uplands Bacon Factory was established near Limuru to promote pig rearing. In 1930, the Kenya Farmers Association KFA was established Colonial land policies in Kenya. To empower the settlers to take up more arable land in Kenya, the Legislative council passed the following Land Acts or Ordinances; 1 The Indian Acquisition Act 1896 . It empowered the authorities to take over land for the railway, government construction and public utilities. 2 The Land Regulations Act 1897 . It allowed the government to offer a certificate of occupation and a lease of 99 years. This Act encouraged settlers to take up land left vacant by the Agikuyu due to drought and famine. 3 The East African Land Order in Council 1901 . It defined crown land as all public land which was not private. The government could take up any land at will, sell it or lease it for use by settlers. 4 The Crown Land Ordinance 1902 ."}
{"text": "It defined crown land as all public land which was not private. The government could take up any land at will, sell it or lease it for use by settlers. 4 The Crown Land Ordinance 1902 . It allowed the government to sell or lease crown land to Europeans at 2 rupees per 100 acres or rent at 15 rupees per 100 acres annually. 5 The Maasai Agreement 1904 . It led to creation of the Ngong and Laikipia reserves while the settlers took up Maasai land for livestock farming. For example Lord Delamere in Nakuru. 6 The Elgin Pledge of 1906. The government through the British Secretary of State, Lord Elgin confirmed that the Highlands were reserved for settlers. This barred the Asian attempts to buy land in the highlands. 7 The second Maasai Agreement of 1911. The Maasai were pushed out of the fertile Laikipia reserve to pave way for more European settlement and large scale farming. 8 The Crown Land Ordinance 1915 . This provided for land registration scheme for settlers. It defined crown land as land occupied by and reserved for Africans who could be evicted any time. Farm sizes wee increased from 5,000 to 7,500 acres. 9 The Kenya Annexation Order in Council 1920 . It announced that Africans were tenants of the crown even in the reserves. 10 The Land Commission 1924 . It fixed boundaries of the reserves, which were later legalized in 1926. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 287 11 The Native Trust Ordinance 1930 . It stated that African reserves belonged t the Africans permanently. 12 The Carter Commission 1932 . It fixed the boundaries of the white highlands, leading to population pressure in the African reserves. All Africans were removed from the highlands into the reserves. 13 The Kenya Highlands Order in Council 1939 . It fixed boundaries of the white highlands and reserved them permanently and exclusively for Europeans. Effects of the colonial land policies a The displaced Africans were confined to native reserves thus leading to congestion overuse of land. By 1914, settlers like Lord Delamere and Captain Crogan owned 100,000 and 220,000 acres of land, respectively, at the expense of African congestion in the reserves. B Africans who lost their land became poor."}
{"text": "Effects of the colonial land policies a The displaced Africans were confined to native reserves thus leading to congestion overuse of land. By 1914, settlers like Lord Delamere and Captain Crogan owned 100,000 and 220,000 acres of land, respectively, at the expense of African congestion in the reserves. B Africans who lost their land became poor. Many Africans became squatters and lived in misery and hopelessness. C The situation in the reserves and the landlessness forced to supply labour in settler farms for wages in order to pay taxes. D The displaced Africans moved to towns looking for employment. Their movement to towns led to growth of urban centres. E The traditional socio-economic set-up of the Africans was disrupted. Communities could no longer migrate in search of better lands and pasture. Family roles changed as women increasingly took over headship of families while men sought for paid employment. F The large European farms suffered acute shortage of labour as many Africans were unwilling to work on them. G It led to the introduction of the Kipande System enforced by the Native Registration Ordinances of 1915 and 1920, to prevent the African labourers from deserting their duties on European farms. H Taxes were imposed on Africans and were to be paid only in monetary form. This was meant to compel Africans seek for wage employment. I The reserving of the highlands for the whites only denied Indians access to agricultural land, compelling them to resort to businesses and residences in urban areas. J Loss of land led to bitterness and made Africans later to form political organizations to demand for their land spread of nation THE DEVONSHIRE WHITE PAPER. The Mandate of the League of Nations compelled Britain, just like any other colonial authority to institute reforms that would involve addressing African grievances. Governor Edward Northey who had given many concessions to the settlers was recalled to Britain in 1922. Other reforms that were instituted were; a Abandonment of Racial segregation policy in Kenya except in the highlands. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 288 b Allowing Asians to elect four members to the Legco, which was initially settlerdominated. This however was not done until 1933.In March 1923, settlers in a form of protest to these reforms sent a delegation to London to try to settle scores with the Secretary for Colonies, the Duke of Devonshire."}
{"text": "Other reforms that were instituted were; a Abandonment of Racial segregation policy in Kenya except in the highlands. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 288 b Allowing Asians to elect four members to the Legco, which was initially settlerdominated. This however was not done until 1933.In March 1923, settlers in a form of protest to these reforms sent a delegation to London to try to settle scores with the Secretary for Colonies, the Duke of Devonshire. The fundamental set of principles that were issued in this meeting are what came to be known as the Devonshire White Paper. Factors that led to the issuing of the Devonshire white paper. A The influence of The Dual Mandate . This was a book of the League of Nations that had regulations concerning colonial mandates. Britain was committed to the principle of trusteeship whereby she was interested on its African population than European settlement b The rise of race conflicts i.e. Africans versus European dominion and European versus Asian conflicts. The Indians were opposed to the privileged position of European settlers. C The banning of racial segregation .The decision by the colonial government to ban racial segregation apart from the white highlands only, disappointed the settlers who wanted the ban lifted hence they sent a delegation to London to see the colonial secretary. D The African general resentment. Their resentment was on land alienation, forced labour, taxation system, kipande system, low wages and no political representation. Terms of the Devonshire White Paper a White highlands were reserved for European settlement only b Indians would be allowed to elect five members to LEGCO not on a common roll, but on a communal roll. C Racial segregation was abolished in all residential areas. D Restriction on Indian immigration was lifted e A nominated missionary was to represent African interests in the LEGCO. F The European Settlers demand for self government in Kenya was rejected. G African interests were declared paramount before those of immigrant races if there was a conflict. H The settlers were to maintain their representation in the LEGCO. I The Colonial Secretary was given mandate to exercise strict control over the affairs of the colony. Implications of the Devonshire white paper."}
{"text": "H The settlers were to maintain their representation in the LEGCO. I The Colonial Secretary was given mandate to exercise strict control over the affairs of the colony. Implications of the Devonshire white paper. The issuance of the paper left the Settlers, Asians and Africans more dissatisfied than ever before as follows; On the part of the settlers; a The Indian call for equality, to them, was unrealistic since they could not stomach the mixing of Oriental and Western cultures in Kenya. B Since European culture was superior, they felt that racial segregation was justified in all spheres. C To the settlers, instead of giving in the Indians grievances, they would rather give in to African demands since they had moral rights to protect African interests. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 289 d To them, the white highlands were primarily theirs and they had a legal claim over them. On the Asian part; a They wanted equality of all races instead of settler dominance in Kenya especially pertaining to settlement in the white highlands. B They opposed policies on residential segregation and restriction on their immigration. The government was inviting more settlers to check Indian immigration into Kenya by this time. C They wanted direct and adequate representation in the Legco based on a common roll free election not communal roll . D They objected separate taxation for Europeans and Indians and segregated education. The Devonshire White paper was therefore viewed as the product of the struggle between the Asians and the Europeans. The paper made the Asians join their African comrades in the struggle for freedom, especially in the trade Union Movement. Settler dominance In Kenyan affairs continued upto 1963 despite recommendations done in the white paper. Results of the Devonshire white paper a The Devonshire white paper saved Kenya from becoming another Rhodesia or South Africa. The European demand for self-government was rejected. B In theory, settler s dominance was weakened but in practice, the white paper upheld the dominance of the settlers more than that of the Africans e.g. segregation in residential areas in towns continued, they dominated the economy because they retained the white highlands. C The paper did not satisfy the Asians since they did not gain access to the white highlands. D Although many Asians came to Kenya, the Asians did not achieve equality with Europeans through a Common Roll. The Indian congress refused to cooperate with the government; they declined to hold elections for the Legislative Council seats offered to them."}
{"text": "C The paper did not satisfy the Asians since they did not gain access to the white highlands. D Although many Asians came to Kenya, the Asians did not achieve equality with Europeans through a Common Roll. The Indian congress refused to cooperate with the government; they declined to hold elections for the Legislative Council seats offered to them. No Asian seats, five in all were occupied until 1933. E Africans were to be represented by a nominated missionary, John Arthur, instead of representation by an African. For the first time, Africans were represented in the Legco. F The Devonshire White Paper Benefited the Africans by declaring recognizing Kenya as an African country where African interests should be paramount g It failed to resolve African land and labour grievances. H It sensitized the Africans on their plight leading to formation of politi cal parties. URBANIZATION Towns that were already in existence before the advent of colonialism include Mombasa, Lamu and Malindi. Many other towns in the interior grew during the colonial period. Factors which led to the establishment of urban centres in Kenya during the colonial period For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 290 a Development of transport network. Construction of roads and the Uganda railway led to growth of some towns as transport terminus or along the transport lines e.g. Nairobi, Voi, Nakuru and Kisumu. B Growth of trade in the interior of Kenya. Most towns began as trading centres for Indian commercial entrepreneurs. E.g Machakos, Nakuru, Kisumu, Nairobi and Voi. C Development of administrative posts. The colonial government established administrative posts in various parts of the country. These posts later grew into urban centres. E.g Fort Hall, Embu, Kapsabet, Meru and Garissa. D Rural-urban migration. The movement to urban areas by African labourers from various parts of the country led to further growth of urban centres. E Development of agriculture. Settler farming led to growth of towns like Eldoret which began as agricultural collection centres f Development of Agro-based industries like flour mills, meat-processing plants and sawmills which attracted labourers from all parts of the country to be transformed into urban centres. G Development of mining activities. This stimulated development of industries in the mining areas leading to urban growth. E.g. Kakamega, Athi River and Magadi."}
{"text": "This stimulated development of industries in the mining areas leading to urban growth. E.g. Kakamega, Athi River and Magadi. Why Africans moved to urban areas in colonial Kenya. A The Urban centres had recreational facilities and social amenities which attracted the Africans, fed up with hardship conditions in the reserves. B The Africans expected Job opportunities with better wages in the towns where there were industries as compared to the rural areas. C Some Africans were escaping from forced labour and taxation. D The African entrepreneurs wanted to take advantage of the wider markets in the towns to escape poverty in the crowded reserves. Ways through which the colonial government controlled Africans migration to urban centers. A Taking headcount of those who were supposed to live in urban centres b Enacting strict rules about migration into urban centre c Creation of African reserves d Ensuring that only those who had specific activities to undertake in the urban centres lived there e Introduction of kipande system. Positive effects of urbanization during the colonial period. A It promoted interaction between people of diverse ethnic and racial backgrounds, who exchanged ideas and experiences. The centres became seedbeds of political activities that eventually culminated into the struggle for independence. B Urbanization promoted national integration and instilled a sense of nationhood among Kenyans as it watered down the differences and prejudices between communities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 291 c The welfare associations formed by Africans in urban areas, like the Bara Association in Mombasa for all hinterland people, united them for a common cause by lessening ethnic hostilities. D Through sporting and cultural activities that took place in towns, relationships between different ethnic groups and races were cemented. E Many Africans benefitted from the numerous employment opportunities as shoe shiners and repairers, charcoal sellers, hawking in industries and in European homes. F Due to the Abundance of labour and raw materials, industries in urban areas expanded further. Negative effects of urbanization during the colonial period in Kenya a There were inadequate housing facilities to meet the demands of the people. This led to overcrowding especially in slums shanties led to the outbreak of diseases. Lack of planning of housing led to poor drainage and sanitation facilities. B Africans in urban areas were subjected to racial discrimination. The social services provided to the Africans were inadequate and of poor quality."}
{"text": "Lack of planning of housing led to poor drainage and sanitation facilities. B Africans in urban areas were subjected to racial discrimination. The social services provided to the Africans were inadequate and of poor quality. Even houses in towns were occupied according to the various racial groups, with Europeans enjoying the best facilities. C Increased population in urban centres led to serious water shortages. D Establishment of industries in urban centres led to pollution of the environment, whichaffected the health of the inhabitants. E There was rampant unemployment as urban centres could not cope with the large influx of labourers and increased competition for the available jobs f Many unemployed people in urban areas got involved in social vices crimes such as drug abuse, alcoholism and promiscuity, due to desperation and poverty. G Africans working in urban centres received low wages with employers taking advantage of the high supply of labour, which affected their standards of living. H The mass rural-urban migration brought about intensification of migration regulations to control the numbers of African migrants. The Kipande system became stricter. I Economic activities in the rural areas were disrupted by the absence of men who had moved to urban areas. Women took up men s roles. EDUCATION AND HEALTH Education. Formal education in colonial Kenya was provided by four groups; The Christian Missionaries. The Colonial government through local councils. The Africans themselves. Community organizations Asians Major milestones in the development of education in Kenya during the colonial period. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 292 Initially, the provision of education was the preserve of the missionaries. For example, the Church Missionary Society CMS pioneered by setting up a school at Rabai in 1844 and another in Mombasa in 1873. Features of Missionary education a It was elementary. The subjects taught included religion, writing, reading, reading, hygiene and arithmetic. B It was industrial and technical in approach, aiming at training Africans to be carpenters, masons, agricultural assistants and shoe repairers. C It was denominational and aimed at inculcating doctrines of a particular church in the learners. Objectives of Missionary education. A To impart in the Africans Agricultural Skills in order to promote settler farming. B To give the Africans basic technical skills to improve their industrial knowledge. C To train some Africans as Catechists to enhance the spread of Christianity."}
{"text": "A To impart in the Africans Agricultural Skills in order to promote settler farming. B To give the Africans basic technical skills to improve their industrial knowledge. C To train some Africans as Catechists to enhance the spread of Christianity. D To offer Africans basic literacy and numeracy to read the bible and do simple arithmetic. Education development in Kenya in the period between 1904 and 1963 was facilitated by the following factors; 1 The WWI ex-soldiers experiences which convinced them of the advantage of higher education. 2 Increase in African nationalism that demanded for better education for Africans. 3 The need to produce better and more skilled manpower for the future independent Kenya. 4 Primary education had produced qualified children who needed higher education. In 1911, the colonial government agreed to share the burden of providing education to Africans with the missionaries. In 1913, the first Government African School was started at Machakos. It became a centre for Technical and Teacher training. In 1918, the education commission made the following far-reaching recommendations to the government in line with the Fraser Commission report of 1908 which had recommended a racially segregated system of education; a Provision of technical education to Africans. B Maintenance of racially segregated Schools. C More cooperation between the colonial government and the missionaries. D Appeals for grants-in-aid for mission schools. In 1924, a commission came to Kenya the Phelps Stokes Commission to look into the education situation. It recommended that Africans should receive Practical AgriculturalOriented Education suitable for rural areas. Other recommendations included; a That there should be a uniform system of education in all government and missionary schools. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 293 b That sufficient training for teachers and related personnel should be enhanced by establishing colleges. C That schools should be built in the rural areas. This was done through the education ordinance of 1924. Due to its recommendations, the Native Industrial Training Centre was built at Kabete in 1924 and Jeanes School, Kabete 1925 for offering technical and industrial education. Other schools were started later at Kapsabet, Kajiado, Tambach, Kitui, Kwale, Kabianga and Kapenguria. The 1924 Education Ordinance created an advisory committee on African education. The representation to the committee was missionaries, colonial officials and settlers."}
{"text": "B They wanted to access higher education, since the government and missionaries were only offering them technical and industrial education, so that to be able to compete for the white-collar jobs with other races. C They would also use the schools as a forum to air their grievances and to create political awareness in their community. The Nomiya Luo Mission built several schools in Nyanza between 1908 and 1910. Other schools were built in Gem-Luanda region between 1913 and 1918 and in central Kenya in 1923 in Kiambu. In 1934, the Kikuyu Independent Schools Association KISA and the Kikuyu Karinga Education Association founded more schools. In 1938, Githunguri Teacher Training College had been established under Mbiyu Koinange. Health. Developments in provision of health services in colonial Kenya Initially, just like in the case of education, the Christian missionaries were concerned with provision of health services in colonial Kenya. The colonial government was majorly concerned with eradication of plague, malaria and sleeping disease which the Pioneer European settlers suffered from. Preventive medicine was later introduced to help stop various infections of killer diseases. The Church of Scotland Mission and the Church Missionary Society soon opened medical facilities in Kikuyu 1902 , Kaimosi 1903 , Kaloleni 1904 and Maseno 1905 . Dr, Arthur, a missionary and pioneer doctor, put up the Thogoto Mission Hospital in 1907 and the facility exists prominently upto today as the Kikuyu Eye Unit Hospital and Kikuyu Rehabilitation Centre. Objectives of the Health centres. A To eradicate diseases such as smallpox, malaria and sleeping sickness. B To train medical personnel to handle western medicine. C To improve health and hygiene for Africans and Asians in towns where they lived in overcrowded areas lacking in sanitary facilities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 295 Africans began being trained in the provision of emergence health services during the first war. The East African Medical Corps was formed . Between 1919 1922, missionaries began to train Africans as Medical Dressers and Dispensers."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 295 Africans began being trained in the provision of emergence health services during the first war. The East African Medical Corps was formed . Between 1919 1922, missionaries began to train Africans as Medical Dressers and Dispensers. After the opening of the Alliance medical college in 1920 and the establishment of a Medical training centre under the Nurses and Midwives Ordinance many African school leavers trained as laboratory and pharmacy assistants. A Public Health Ordinance was passed in 1921 giving the Medical Department powers to institute measures for the control of malaria and prevent communicable diseases. As a follow up to the 1921 Ordinance, new health units were established in the four different African reserves. The Rural Dispensary System was established to supplement the missionary efforts in provision of health care. Health centres were built in rural areas as part of the colonial government efforts to improve health facilities. After 1945, the Development and Research Authority DARA gave 47,000 sterling pounds for health care and improvement of health services. In 1949, the Bureau of Medical Research was set up as an agency of the East African High Commission. In 1950 King George IV hospital today the Kenyatta National Hospital was started as a hospital for Africans and in 1951, it started training female nurses. By 1962, there were over 100 rural health centres in the country. Role of Africans in Health Provision Africans were more pre-occupied with superstitions and over-reliance on traditional medicine which negated their participation in provision healthcare..The traditional medicinemen were dismissed by missionaries despite their wealthy knowledge on herbal Medicine. Today, many people rely on traditional herbalists to compliment healthcare provision. POLITICAL DEVELOPMENTS AND STRUGGLE FOR INDEPENDENCE IN KENYA 1919-1963 Early Political Organizations In Kenya Upto 1939 African participation in the First World War contributed to rapid political developments in Kenya in the following ways; a When many African from different communities and countries met, they realized that they shared numerous interests and problems which necessitated political unity. B The Africans disapproval of the Whiteman s immortality during the war, as he could also get wounded, die and suffer like them. This motivated them to strive for equal rights when they came back. C The introduction of many unfair measures after the war made their lives difficult."}
{"text": "B The Africans disapproval of the Whiteman s immortality during the war, as he could also get wounded, die and suffer like them. This motivated them to strive for equal rights when they came back. C The introduction of many unfair measures after the war made their lives difficult. For example, governor Northey introduced the Soldier settlement scheme in 1919 to settle British ex-soldiers while African ex-soldiers got a raw deal. Other factors for the rise of early political organizations included; a The introduction of the Kipande system in 1920 which was used to force Africans to provide labour for the European settlers. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 296 b The replacement of the Indian Rupee with the shilling in 1921 meant that those in possession of the rupee had valueless money at a short notice. C The reduction of African wages and the increase in hut tax and poll tax in 1920 from 10 to 16 shillings. D The change of status of Kenya from a protectorate to a colony in 1920 which d awned on the Africans that the Whiteman was here to stay unless this move was fought. Kikuyu Association This was the first political organization in Kenya. It was founded in 1920 by Loyalist Kikuyu chiefs, concerned about the continued grabbing of African land for European settlement. They also complained about the planned reduction of African wages after the replacement of the rupee with the shilling, the kipande system which they equated to slavery. The patron was Paramount Chief Kinyanjui wa Gathirimu and Chief Koinange wa Mbiyu was the president. The secretary was I.M.Ishmael. Other members were Josiah Njonjo, Philip Karanja, Mathew Njoroge and Waweru wa Mahui. The Association, being made of loyalist chiefs, was never aggressive in its demands. The members therefore failed to get any meaningful concessions from the government. Later, Harry Thuku and Abdalla Tairara joined the association together with other Christian converts who were labourers, colonial house servants and clerks in Nairobi and central Kenya. When Thuku tried to introduce radicalism in the Association, he was forced to decamp on 7th June 1921 and founded the Young Kikuyu Association. The East African Association."}
{"text": "The Association, being made of loyalist chiefs, was never aggressive in its demands. The members therefore failed to get any meaningful concessions from the government. Later, Harry Thuku and Abdalla Tairara joined the association together with other Christian converts who were labourers, colonial house servants and clerks in Nairobi and central Kenya. When Thuku tried to introduce radicalism in the Association, he was forced to decamp on 7th June 1921 and founded the Young Kikuyu Association. The East African Association. It began off as Young Kikuyu Association YKA in 1921 having been inspired by the Young Buganda Association in Uganda. Its founders included Harry Thuku, Abdalla Tairara, Mwalimu Hamisi and Muhamed Sheikh. Harry Thuku, the leading founder of this association was a mission educated elite who was working as a telephone operator in Nairobi. He became dissatisfied with the nonaggressiveness of the Kikuyu Association which was dominated by loyalist chiefs, in pressing the colonial government for Africans demands. YKA being very aggressive demanded; The return of African land. Better working conditions for Africans. Reduction of taxes. Withdrawal of Kipande system which had been introduced in 1920. Increase in wages. YKA incorporated other ethnic community members thus necessitating it to change the name to the East African Association in July 1921. The officials included Harry Thuku Chairman George Samuel Okoth, Abdalla Tairara, Kibwana Kambo, Jesse Kang ethe, Z. K. Sentongo from Uganda, Maitei ole Mootian, Molanket ole Sempele from Tanzania, James Mwanthi and Muhamed Sheikh. EAA became a very popular association in the 1920s attracting huge crowd in its meetings. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 297 Grievances of the East African Association They were demanding for the removal of the status of Kenya as a colonial territory. They were demanding for a common roll for all in the legislative council elections. They wanted the return of the alienated land, back to African owners. They were opposed to forced labour. They wanted more educational facilities and opportunities for Africans. They were demanding that all labour in urban areas be paid fair wages. They wanted the compulsory selling of cattle be stopped."}
{"text": "They wanted more educational facilities and opportunities for Africans. They were demanding that all labour in urban areas be paid fair wages. They wanted the compulsory selling of cattle be stopped. Removal of Kipande System. Protested European domination of government. Wanted hut tax that was exclusively paid by Africans abolished. Due to the radical approach that was adopted by Harry Thuku, the colonial Governor had him arrested on 15th March 1922 and detained at the Kingsway Police Station now Nairobi Central Police Station . On 16th March 1922, a Kikuyu Woman, Muthoni Nyanjiru, challenged the African men to violence demanding the release of Thuku. More than 21 people including Muthoni Nyanjiru, were killed when the police opened fire on the over 1000 people who were surging forward. Harry Thuku was deported to Kisimayu. His colleagues Waiganjo and Mugekenji were banished to Lamu as EAA was banned. Consequences of Harry Thuku s arrest a The political parties that succeeded the EAA continued using even more radical approach when they realized that the colonial government was determined to continue using Iron Rule in Kenya. B Governor Edward Northey was recalled to London by the then Colonial Secretary, Sir Winston Churchill due to the way he mishandled the Thuku affair. C The colonial government did not allow formation of any other countrywide political Associations among Africans until 1945. D Thuku became the undisputed flag-bearer of Kenyan Nationalism prior to formation of later political parties. The kikuyu central association. When EAA was banned, its former officials Joseph Kang ethe and Jesse Kariuki founded the Kikuyu central Association. It was formed in 1924 at Kahuhia, Fort Hall with Kang ethe becoming the president and Henry Gichuru, secretary. Job Muchuchu Treasurer , James Beauttah secretary-general and Jesse Kariuki vice-president . All these were extremist politicians whose activities were closely monitored by the government. Grievances of the Kikuyu Central Association. They were demanding for the removal of the 1915 Crown Land Ordinance that made Africans mere tenants and not real owners of their land. They were demanding for African representation in the Legislative Council. They were opposed to forced labour."}
{"text": "They were demanding for the removal of the 1915 Crown Land Ordinance that made Africans mere tenants and not real owners of their land. They were demanding for African representation in the Legislative Council. They were opposed to forced labour. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 298 They wanted free primary education as opposed to the colonial education system. Establishment of a secondary school, training facility for hospital workers and a school for girls. Removal of kipande system. They demanded that all colonial laws be translated into Gikuyu Language so that all members of the community could understand them. They demanded for the appointment of a well-educated Paramount Chief elected by the majority of the Agikuyu. Wanted hut tax abolished and other taxes reduced They advocated for the growing of coffee and other cash crops by Africans. To work towards the restoration of alienated African land. To pressurize the colonial government to abolish racial segregation. Respect of African culture customs e.g. Circumcision polygamy Agitating release of political prisoners e.g. Harry Thuku. By 1925, KCA had attracted membership from all large urban centres in Kenya and the Kikuyu squatters in the Rift Valley. They presented their demands to Governor Grigg when he visited Fort Hall in 1925.In 1927, KCA relocated its headquarters from Murang a to Nairobi in order to link up with other Kenyan elites. In 1928, Jomo Kenyatta became its Secretary- General, taking over from James Beauttah who had been transferred from Nairobi in an act of sabotage by the government. Kenyatta started the Association newspaper, Muigwithania which was instrumental in reviving the cultural values of the Agikuyu. When the Hilton Young Commission was formed in 1927 to look into the question of the federation of Kenya, Uganda and Tanganyika, KCA through Jomo Kenyatta presented the following demands to it; Introduction of free primary education for Africans. Provision of secondary and higher education for Africans. Abolition of kipande system Appointment of Africans to LEGCO Release of Harry Thuku Giving of Title Deeds to Africans as a guarantee against any further land alienation. Rejection of the proposed East Africa Federation KCA championed female circumcision arguing that it was a beautiful cultural practice which eradicated prostitution in the community."}
{"text": "Provision of secondary and higher education for Africans. Abolition of kipande system Appointment of Africans to LEGCO Release of Harry Thuku Giving of Title Deeds to Africans as a guarantee against any further land alienation. Rejection of the proposed East Africa Federation KCA championed female circumcision arguing that it was a beautiful cultural practice which eradicated prostitution in the community. When the Church of Scotland Mission, African inland Mission and CMS expelled all sympathizers with the practice from their missions, KCA responded by leading the pack in the beginning of independent schools and churches. KCA sent Jomo Kenyatta, accompanied by Parmenas Mukiri, to present Agikuyu grievances in 1929 to the colonial office in London. It also helped kikuyu elders in preparing evidence to the Kenya Land Commission in 1931.Rivalry for power within the KCA between 1931 and 1938 nearly rocked the association. The Association was banned in 1940 alongside others. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 299 Kavirondo Tax Payers and Welfare Association It started as Young Kavirondo Association YKA in December 1921 at a Baraza held in Ludha, central Nyanza, by mission educated Luo and Luhyia men. The meeting was meant to discuss issues affecting African communities. The official of the Association were Jonathan Okwiri chairman , Simon Nyende Treasurer , Benjamin Owuor secretary , Rueben Omulo, Ezekiel Apindi, George Samuel Okoth, Mathayo Otieno, Joel Omino and Jolmeo Okaka. The demands of the YKA included; They were demanding for addressing of the problem of change of the status of Kenya from a protectorate to colonial territory. Demanded for a government school to be built in central Nyanza. Demanded for a self- government for nyanza province with a separate legislative council and an elected African president. They were opposed to forced labour and labour camps. An end to land alienation. Creation of the position of paramount chief for central and southern Nyanza, just like Mumias was for northern Nyanza. Removal of Kipande System. Demanded to be given title deeds for their land. Wanted hut tax removed. The advocated for better wages."}
{"text": "Demanded to be given title deeds for their land. Wanted hut tax removed. The advocated for better wages. The members presented their demands to the Nyanza PC in May 1922 and met governor Northey in Kisumu in July 1922 at Nyahera in Kisumu. The governor agreed to authorize the closing down of labour camps and reduce taxation. However, the revocation of the Crown Colony Status was out of question. In 1923, however, government, alarmed by the mobilization level of YKA in Nyanza, compromised its leadership and Jonathan Okwiri handed over chairmanship to Archdeacon Owen fearing the banning of the association the way EAA had been. Under Owen YKA changed its name to KTWA with its emphasis shifting from political grievances to social grievances focusing on killing rats, digging latrines and keeping compounds clean. It also adopted the use of written memoranda in expressing their grievances. All Nyanza chiefs became Vice-presidents of the association under its new constitution. In 1931, the association split up into Luo and Luyia Factions due to disagreements. The Abaluhyia faction formed the North Kavirondo Central Association that had close links with the KCA. It was formed with the objective of stopping any further land alienation for European use without compensation, especially after the 1930s Kakamega Gold rush. By 1944, many of the top leaders of the KTWA had been co-opted into the colonial administration with Okwiri becoming a chief. Benjamin Owuor, Nyende and Okwiri were made members of the LNC in central Nyanza. KWTA was therefore weakened and became extinct in 1944. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 300 Ukamba Members Association UMA was formed in 1938 by Samuel Muindi Mbingu Chairman , Elijah Kavula Vicechairman , Isaac Mwalozi secretary and Simon Kioko treasurer as an association of the Akamba of the eastern part of Kenya. The leaders who founded this association were closely associated with East African Association of Harry Thuku. For example, James Mwanthi, Ali Kilonzi and Muhamed Sheikh. Reasons for the formation of Ukamba Members Association a The Akamba wanted to fight against land alienation for European ranchers causing shortage of land for grazing."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 300 Ukamba Members Association UMA was formed in 1938 by Samuel Muindi Mbingu Chairman , Elijah Kavula Vicechairman , Isaac Mwalozi secretary and Simon Kioko treasurer as an association of the Akamba of the eastern part of Kenya. The leaders who founded this association were closely associated with East African Association of Harry Thuku. For example, James Mwanthi, Ali Kilonzi and Muhamed Sheikh. Reasons for the formation of Ukamba Members Association a The Akamba wanted to fight against land alienation for European ranchers causing shortage of land for grazing. B To oppose the colonial policy of de-stocking who argued that overstocking was responsible for soil erosion in Kitui and Machakos regions. In 1936, the Liebigs Group established a meat processing plant to effect the de-stocking policy. C To oppose heavy taxation. D To represent the Akamba people s interests. E To fight for the Akamba rights and freedoms They wrote memorandum to the colonial government with the assistance of Asian lawyers. It mobilized people to fight for their rights through meetings and signing of petitions. They got support from KCA and the Asian representative to the Legco, Isher Das. The association used Muigwithania journal of KCA to advance their cause. On 28th July 1938, UMA members including women and children demonstrated and marched to Nairobi with their cattle to seek audience with the governor over destocking and grazing policies. They staged a sit in Nairobi for 6 weeks led by Muindi Mbingu until the governor conceded to their demands at a meeting in Machakos. However, their leader, Muindi Mbingu was arrested in September 1938 and deported to Lamu until 1946. The Association was banned at the beginning of World War II. Problems that faced UMA in its operations a The colonial government had a negative attitude towards the activities of the association. This discouraged open participation. B Arrest of their leader Muindi Mbingu and his deportation to Lamu demoralized the movement. C The Association alongside others was banned, with the World War II looming. Coast Africa Association The Association was formed in 1943 with Noah Mwana Sele as president, Muhamed bin Mwichande as vice president, E.W."}
{"text": "B Arrest of their leader Muindi Mbingu and his deportation to Lamu demoralized the movement. C The Association alongside others was banned, with the World War II looming. Coast Africa Association The Association was formed in 1943 with Noah Mwana Sele as president, Muhamed bin Mwichande as vice president, E.W. Timothy as secretary General and H.G.Banks as honorary treasurer. Other officials were Muhamed bin Omar, Enoch Benjamin and H. Harrison. Demands of Coast Africa Association. A The demanded for improved education and the general welfare of Africans in the coastal region For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 301 b The elevation of Shimo la Tewa to a high school. C The establishment of evening classes in the region so as to give African adults a chance to pursue basic western education. D to protest inadequate healthcare services for the Africans. E They were demanding for appointment of Africans as administrators. F They demanded that tax collected from African drinks be used to develop African rural areas. G They demanded for the revocation of allocation of Mijikenda land to Asians and Arabs. H They demanded for African representation of Coast region in the LEGCO in 1947. Unlike other Associations CAA did not present their grievances in political meetings bur instead used written memoranda and also their newspaper, the Coast African Express whose editor wads Elkana Young. This explains why the association existed while others had been banned. In 1955 however, the association began to disintegrate due to the following reasons; a The departure of their leaders Francis Khamisi and Ronald Ngala who joined the Mombasa African democratic union and the LEGCO. B Leadership wrangles based on ethnic consideration. C Shortage of funds to run the activities of the association. It succeeded in achieving elevation of Shimo la Tewa school into a high school and a Legco position for the Mijikenda. Taita hills Association It was formed on 22nd June 1939, being modeled on the KCA and UMA styles. Its objectives were; To achieve equal political status with whites and Asians. To help the Taita community to advance. To protest the destocking policy. Most of the fertile land of the community had been occupied by European settlers who were growing coffee on it."}
{"text": "To help the Taita community to advance. To protest the destocking policy. Most of the fertile land of the community had been occupied by European settlers who were growing coffee on it. Oppose the plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. They were opposed to the kipande system and forced labour. The Europeans forced the Wataita to work on coffee plantations and ferry the coffee over long distances for low wages. The pioneer founder of the Association was Daniel Mapinga, a young catechist, who began mobilizing the Wataita against oppressive measures used by the colonial government. Unfortunately he died in 1837.In 1939, Woresho Kolandi Mengo, Jimmy Mwambichi and Paul Chumbo took over his course and established THA with the help of KCA leadership. Achievements a The association succeeded in stopping the government s plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 302 b The colonial government stopped the de-stocking plan among the Wataita. C The government revised the Taita reserve boundaries and reduced the land initially carved for European settlers. Problems experienced a It failed to attract prominent personalities I Tata. B It lacked support of all the African groups in the region. For example the Wataveta and Wagisiga were reluctant to join THA. C The association was banned alongside others in May 1940. D Their leader Mwambichi was deported after being arrested. Problems faced by early political organizations. A Their members were subjected to harassment by the colonial government, especially arresting and dispersing demonstrators. B The organizations were demoralized through the deportation of the leaders like Thuku EAA . Muindi Mbingu UMA and Mwambichi THA . C The associations experienced political wrangles between members as witnessed in KCA between 1931 1nd 1839 and CAA upon departure of its tow key leaders. D Many of the leaders of the organizations had little experience in running political parties and therefore mismanaged their offices. E The organizations were faced with financial inadequacy."}
{"text": "C The associations experienced political wrangles between members as witnessed in KCA between 1931 1nd 1839 and CAA upon departure of its tow key leaders. D Many of the leaders of the organizations had little experience in running political parties and therefore mismanaged their offices. E The organizations were faced with financial inadequacy. Many Africans were experiencing financial problems due to land alienation, taxation and poor working conditions and therefore could not adequately contribute to the associations. F There was a lot of disunity since most organizations were ethnic-based Features of the political associations formed in Kenya before 1939 a They lacked a national outlook since they were ethnic tribal based oriented urban based . Most of them were confined to one or two ethnic communities except EAA. B Most of them received material and moral support from the Asians c Mission-Educated African young men led them. For example, Harry Thuku, Okwiri and Mwambichi. D They were formed in response to socio-economic and land problems of various ethnic groups. E They all agitated for an end to European exploitation and oppression rather than demand for political independence. F Most of them did not attract large membership due to their ethnic tendency. G They were non-militant and tended to be moderate and their demanded. H They were characterized by squabbles over leadership. Achievements of early political parties. A They provided political education to the African communities through their political rallies. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 303 b They communicated the communities feelings to the colonial government through publications, memoranda or speeches. C They defended the African cultures against further erosion by the European missionaries. For example KCA defended female circumcision among agikuyu. D They re-awakened the masses by making them conscious of the political situation in the country. D Some succeeded in to stop further land alienation by restraining the Europeans from displacing the Africans to the reserves. For example THA succeeded in stopping the government s plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. E The played the role of trade Unionism by fighting for the welfare of the workers in the absence of formal trade unions. F They publicized Africans grievances to the international community."}
{"text": "For example THA succeeded in stopping the government s plan to relocate the Wada Wida people from Taita hills to Samburu to create room for settlers. E The played the role of trade Unionism by fighting for the welfare of the workers in the absence of formal trade unions. F They publicized Africans grievances to the international community. For Example, the role played by Jomo Kenyatta on behalf of KCA. G They pioneered in the growth of nationalism by forging inter-community relations in the struggle for independence. EMERGENCE OF INDEPENDENT CHURCHES AND SCHOOLS MOVEMENT IN KENYA This was an expression of African protest against European interference with traditional African economic and political organization. Reasons why independent churches and schools emerged in Kenya a The desire by majority of Africans to retain their cultural values while at the same time converting to Christianity. Many were unhappy with the western influence of Christian missionaries who taught against traditional customs. B Africans were unhappy with the 3Rs style of education in mission schools which only prepared them for low positions in government or employment on European farms and homes. They desired to be equal to Europeans and Asians. C Independent schools emerged as a reaction against colonial domination and exploitation in terms of taxation, kipande, forced labour and racial discrimination. D Africans desired leadership in their own churches instead of being led by European missionaries whom they viewed as agents of colonialism. E The role played by Africans like John Owalo and Elijah Masinde who claimed to have received divine calls to begin independent churches. F Some Africans felt dissatisfied with the interpretation of the scriptures. The Holy Spirit Church, for example, broke away on this account. G Some churches were formed to allow Africans to express their Christianity freely through dancing, singing and drum beating which many mission churches did not accommodate. H Characteristics of independent churches and schools. Characteristics of independent churches and schools. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 304 a All of them accommodated African cultural values. B Both churches and schools valued Christianity and western education but were against the westernizing influence by missionaries. C Africans held positions of leadership in the churches and schools. D Most Churches and schools worked closely with the African political association. The independent churches movement in Nyanza. John Owalo is credited for leading in the establishment of independent churches in nyanza."}
{"text": "D Most Churches and schools worked closely with the African political association. The independent churches movement in Nyanza. John Owalo is credited for leading in the establishment of independent churches in nyanza. He stared as a Roman Catholic, then joined the Church of Scotland mission CSM at Kikuyu before moving to the CMS first in Nairobi, then defected to Maseno. The reason why Owalo suffered from denominational defection is because he was seeking for a mission church that accommodated African cultural values and where Africans could be given a say I terms of leadership and worship. In 1907, Owalo claimed to have received a direct call from God with instructions to begin his own church. Though CMS at Maseno dismissed him as a lunatic , the colonial authority Nyanza PC John Ainsworth granted Owalo permission to start his own mission. In 1910, he founded the Nomiya Luo Church, which became the first independent church in Kenya. Owalo proclaimed himself as a prophet equating similar to Jesus. Other independent churches in Nyanza included; 1 Dini ya Roho Holy Spirit Church founded among the Luhyia in 1927 as a breakaway from the Friends African Mission. The members claimed to speak in tongues and believed in baptism by the holy spirit , 2 Joroho church founded by Alfayo Odongo Mango in 1932 among the Luo. It was similar to Dini ya Roho. 3 The Christian Universal Evangelical Union founded in 1938 In Siaya by Ismael Noo, a school teacher linked to the Anglican Church at Maseno. He began off as one of the leaders of the revival movement at Maseno, which emphasized salvation by the blood of Jesus and public confession of sin. His movement insisted that men and women should have sexual intercourse since they were saved. His church attracted many women and soon he was accused of infidelity with peoples wives. He officially broke away from the Anglican Church at a convention at Nyabondo in Nyakach to establish the Christian Evangelical Union. The church is currently known as the Christian Evangelical Church, having changed its name in 1965. The independent churches and schools movement in central Kenya Due to its proximity to Nairobi, the seat of colonial administration, central Kenya experienced the presence of white settlers more than any other region in Kenya."}
{"text": "His church attracted many women and soon he was accused of infidelity with peoples wives. He officially broke away from the Anglican Church at a convention at Nyabondo in Nyakach to establish the Christian Evangelical Union. The church is currently known as the Christian Evangelical Church, having changed its name in 1965. The independent churches and schools movement in central Kenya Due to its proximity to Nairobi, the seat of colonial administration, central Kenya experienced the presence of white settlers more than any other region in Kenya. The schools established by the so many missionary groups in the region only aimed at imparting basic literacy and numeracy skills to African converts. As the evangelized, the missionary groups condemned many traditional African practices and values like polygamy, consumption of traditional brews and female circumcision. It is behind this backdrop that independent churches and schools emerged in central Kenya. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 305 Kikuyu Independent schools Kikuyu elders out of the desire for western education for their children, without necessarily being Europeanized, set up independent schools. In 1913, a Kikuyu elder, Mukunga wa Njehu, donated land at Gaithieko, Kiambu where the first independent school In central kenya was built. In 1925, another school had been built and registered at Githunguri. The independent Schools Movement emerged in the 1920s as a result of the expulsion from mission schools of the children of the supporters of female circumcision. The two bodies that emerged as a consequence were Kikuyu Independent Schools Association KISA and the Kikuyu Karinga Educational Association KKEA The Kikuyu Independent Schools Association The Body was closely associated with the Independent Pentecostal Church and was predominantly in Murang a, Nyeri and Embu. Following a showdown over female circumcision, the kikuyu elders got permission from the DC to build a prayer House around Gituamba on land donated by two elders, Kagere Gatundu and Gathai Gachohi of Thiru sub-location. Between 1929 and 1932, a school was set up at the church."}
{"text": "The two bodies that emerged as a consequence were Kikuyu Independent Schools Association KISA and the Kikuyu Karinga Educational Association KKEA The Kikuyu Independent Schools Association The Body was closely associated with the Independent Pentecostal Church and was predominantly in Murang a, Nyeri and Embu. Following a showdown over female circumcision, the kikuyu elders got permission from the DC to build a prayer House around Gituamba on land donated by two elders, Kagere Gatundu and Gathai Gachohi of Thiru sub-location. Between 1929 and 1932, a school was set up at the church. This success inspired the emergence of similar churches and schools in Mariira, Kahiti and Gakarara in Kandara, Murang a.In 1934, KISA was established to coordinate the efficient running of these schools with its leaders including Daudi Maina Kiragu, Musa Muriithi, Hezekiah Gachui, Peter Gathecha and Johana Njoroge. The Association had the responsibility of establishing more schools and maintaining them as well as mobilizing funds for teacher training programmes. Their activities got the support of the colonial authorities which even permitted establishment of more schools that must be registered at the DO s office. By 1935, KISA had established 34 independent schools with an enrolment of 2,518 pupils. Similar schools emerged in the Rift Valley among the kikuyu squatters. Challenges encountered by KISA. A There were inadequate funds to support the large number of pupils and schools. B Many teachers were untrained. C Many of the KISA leaders lacked proper management skills. D Mission schools fought the efforts of KISA leaders. E There were disagreements among KISA leaders where some demanded for money for the land they had donated for the schools. The independent churches also suffered from lack of ordained ministers."}
{"text": "C Many of the KISA leaders lacked proper management skills. D Mission schools fought the efforts of KISA leaders. E There were disagreements among KISA leaders where some demanded for money for the land they had donated for the schools. The independent churches also suffered from lack of ordained ministers. This problem was solved when KCA invited the Most Reverend William Alexander, the Archbishop of the African Orthodox Church in South Africa in 1935, who established a seminary at Gituamba and ordained Daudi Maina Kiragu, Philip Kiande and Harrison Gachukia Kimanga as Ministers. In 1937 after Archbishop Alexander had left, Daudi Maina Kiragu and Harrison Gachukia Kimanga broke away and formed the African Independent Pentecostal Church which they claimed was independent from external influence. In 1938, KISA named their church the Independent Pentecostal Church. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 306 By 1952, at the time of its banning, KISA had 168 schools with an enrolment of 60,000 pupils in central Kenya and rift valley. Kikuyu Karinga Educational Association The association emerged out of a split at the Gituamba between the Murang a group and the -Kiambu members who were radical and were more closely associated with KCA. The term Karinga means pure implying unpolluted kikuyu customs and values. KKEA was opposed to all forms of cooperation with either the missionaries or the colonial authority. By 1940, it had established 12 schools in Kiambu and 11 in the rift valley. By 1952, it had established schools at Moshi and Arusha in Tanganyika. It established its own church in 1952 the African Orthodox Church of Kenya , relying on church ministers trained at Gituamba seminary. It was led by Arthur Gathuna and Philip KiandeThe Association was banned in 1952 after declaration of a State of Emergency. In 1939, the Kenya Teachers Training College was established at Githunguri, Kiambu, to train teachers for the independent schools. Mbiyu Koinange was the first principal. It was closed in 1952 alongside other independent schools. Problems faced by independent churches and schools a Poor leadership as many churches and schools were led by people without any management experience."}
{"text": "Mbiyu Koinange was the first principal. It was closed in 1952 alongside other independent schools. Problems faced by independent churches and schools a Poor leadership as many churches and schools were led by people without any management experience. Many of them lacked trained personnel who could run them efficiently. B They faced a lot of hostility from the colonial government and missionaries who constantly harassed them. C Ideological differences among their leaders on which name to adopt. There were also many leadership squabbles as all founders wanted to be recognized. D The schools were forced to follow the official syllabus and become members of the District Education Board. E The independent churches and schools competed with mission churches and schools for followers with the later declaring war on certain African practices POLITICAL ORGANIZATIONS AND MOVEMENTS AFTER 1945. Factors that hastened political development in Kenya after 1945. A The Acquisition of western education by many Africans by 1945 which enabled them to articulate their grievances more forcefully and to understand political developments outside Kenya. B The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. Moreover, the colonial government failed to reward African ex-soldiers to embitter them more. C The change of government from Conservative to Labour Party in Britain in 1946 stimulated a new attitude in Britain towards decolonization. Africans in Kenya took advantage of this attitude. D The granting of independence to India and Pakistan in 1947 aroused great confidence among Africans in Kenya to also clamour for their own independence. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 307 e The rise of Pan-Africanism in Africa after the 1945 Manchester conference contributed to the new demands for political independence in Kenya. F The formation of the UNO and the pressure it exerted on the European powers to decolonize helped the Kenyans in their course. G The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. H The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination."}
{"text": "G The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. H The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination. I The costs incurred by the European nations during WW2 made their taxpayers become reluctant to raise any more funds for colonial expenditures. Characteristics of political parties formed after 1945. A They had a national outlook as members were drawn from different ethnic groups b Their main objectives was to fight for independence c Educated elites led them d They had a large membership. E They demanded for fair taxation for Africans. F They all demanded for improved conditions for African workers. G They all demanded for the return of alienated land. Kenya African Study Union When Eliud Mathu was nominated to the Legco on 10th October 1944, a number of well educated Africans led by Francis Khamisi agreed to form Kenya African Union KAU with the following objectives;. A To assist Mathu in his new task as the first African nominated to the LEGCO. B To create a Multi-ethnic political grouping representing the interests and constitutional rights of all Africans effectively. C To advocate for more constitutional reforms for Africans. D To demand for better living and working conditions. The interim officials were Harry Thuku chairman , Francis Khamisi Secretary and Albert Owino treasurer . Other officials were James Gichuru, John Kebaso, Simeon Mulandi, Harry ole Nangurai, S.0. Josiah, F.M. Ng anga, Jimmy Jeremiah, J.D. Otiende and S.D. Jakay. Two weeks after its formation, the governor ordered its officials to change its name to the Kenya African Study Union as it was meant to help Mathu in studying African problems. In January 1945, James Gichuru became the president of KASU after Harry Thuku resigned, being unable to cope with radicalism in the union. Under Gichuru, KASU published a newspaper - Sauti ya Mwafrika that concentrated on African grievances and the proposed East African Federation which they opposed. The organization rejected proposals to give more powers to European members in the Executive council."}
{"text": "Jakay. Two weeks after its formation, the governor ordered its officials to change its name to the Kenya African Study Union as it was meant to help Mathu in studying African problems. In January 1945, James Gichuru became the president of KASU after Harry Thuku resigned, being unable to cope with radicalism in the union. Under Gichuru, KASU published a newspaper - Sauti ya Mwafrika that concentrated on African grievances and the proposed East African Federation which they opposed. The organization rejected proposals to give more powers to European members in the Executive council. They refused to accept a European dominated government of the East For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 308 African Federation. Later in 1946 on KASU changed its name to KAU feeling that the former name was inappropriate. Kenya African Union Formed in February 1946, the main demands of KAU were; They protested against inadequate African representation in the LEGCO. They protested against the lack of Participation of Africans in the governance of Kenya. They even demanded for Self-government for Africans. They were against the continued existence of the Kipande System and forced labour. They demanded improvement of the African working conditions with better wages equal to what was paid to other races. They demanded an end to Land alienation and racial discrimination. They demanded an end to Imposition of taxes. They demanded compensation of ex-servicemen. They were protesting against Lack of education opportunities for Africans. The return to Kenya by Kenyatta in 1946 marked the beginning of mass nationalism. On 1st June 1947, Kenyatta became president of KAU after Gichuru stepped down for him. W.W.W. Awori was elected vice-president and Ambrose Ofafa and Muchohi Gikonyo were elected treasurer and secretary respectively. Kenyatta travelled widely in Kenya where he urged people to join KAU. After 1947 KAU began to face the problem of a standoff between Radicals like Fred Kubai and Paul Ngei who wanted to use force to acquire independence, and moderates like Kenyatta himself. Radicals who included Bildad Kaggia took over the Nairobi branch of KAU.When the national delegates conference was held in 1951, Jomo Kenyatta retained presidency, J.D."}
{"text": "CAUSES OF THE MAU-MAU REBELLION a The unemployment of the ex-soldiers who had been promised jobs after the World War II, but instead were made porters on European-estates. Similarly, people were For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 310 retrenched, traders pushed out to business by Asian retail trade monopoly and European settlers. B Africans, especially the Kikuyu, wanted their land returned. By 1948, 1.25 million Kikuyu were restricted to 2000 square miles 5,200 km , while 30,000 settlers occupied 12,000 square miles 31,000 km fertile land. In the reserves Africans suffered from congestion, starvation and diseases like typhoid, cholera. C It was a reaction against the Kipande system. This was a method of identity cards imposed on Africans to restrict them from unnecessary movements. D The introduction of racial discrimination in Kenya. The Europeans equated the black colour with low intelligence, uncivilized, barbaric and a backward race. All the best hotels, restaurants, schools, recreational centres and most fertile soils in Kenya were reserved for the whites only. E Africans were fed up of heavy and harsh taxation by the Europeans. Failure to pay tax was punishable by taking away the land or even imprisonment. So the Africans were forced to go and work under harsh condition and for long hours, yet poorly paid. F The dominance of the economy by the Asian and white settlers. The Africans were not allowed to take part in meaningful business, were not given positive consideration in awarding jobs. G They also wanted to be exposed to the social services e.g. education. The white settlers frustrated the African efforts to set up schools even the few educated Africans were not employed in the civil service. H Africans feared a gradual destruction of their culture by the whites e.g. the missionaries were totally against the circumcision of women among the Kikuyu and the traditional view of twins. I Africans wanted a fair share in the administration of their country Parliament . For a long time many Kenyans were excluded from decision making and political participation the whites and Asians in the Legislative Council did not represent their interests."}
{"text": "E A few progressive African farmers were allowed to grow cash crops. Kenya African National Union During the emergency period, From October 1952 to December 1959 African participation in the political process increased rapidly. The Kenya African National For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 315 Union KANU was formed after the First Lancaster House Conference of January 1960 resolved that nationwide political parties be formed in Kenya as a step towards decolonization. On 27th march 1960, at a meeting at Kirigiti, Kiambu convened by exKAU strongmen, James Gichuru and Oginga Odinga, KAU merged with Kenya Independent Movement and the People's Congress Party to form KANU. The colonial government declined to register KANU with Kenyatta as president since he was still in detention. In May 1960 James Gichuru took the presidency with Odinga as his deputy. Tom Mboya became the secretary General and Arthur Ochwada his assistant. Ronald Ngala and Daniel Moi were elected treasurer and assistant treasurer respectively in absentia as they were attending a commonwealth parliamentary Association meeting in London. In the party s constitution, drafted by Mwai Kibaki and Tom Mboya, the following were the objectives; a To attain political independence for Africans inn Kenya. B To achieve national unity through a unitary national constitution under one central government. C To create a society based on African socialism. D To eradicate poverty, ignorance and disease. E To get back African land. F To have all political detainees released. G To unite with liberation movements in other countries in a Africa in order to end imperialism and colonialism in the continent. H To encourage good neighbourliness in the East African Region. When Kenyata was released, he took over leadership of the party. During the independence elections in may 1963, KANU won 73 seats against KADU s 31 and African Peoples Party s 8 . Jomo Kenyatta became the Prime Minister on 1st June 1963. Achievements of KANU in the struggle for independence. A KANU mobilized Africans in Kenya and united them in the struggle for independence. B Through its numerous nationwide meetings, it provided political education to the Africans in Kenya."}
{"text": "A It united the smaller communities in Kenya. E.g the Kalenjin, Luhyia, Maasai and coastal communities. B It educated mobilized Africans against the colonial domination. C It pressed for the release of Jomo Kenyatta while hopping that he would eventually join on their side. D It participated in drawing up the independence constitution in the second Lancaster House conference. E As an opposition party though for a short time, it helped to provide checks on the KANU government. Challenges faced by KADU a There were suspicions of dominance of the party by some communities. B The party faced the problem of lacking adequate funds to carry out its countrywide campaigns for Independence. C Wrangles between senior officials of the party often undermined the party s operations. D Illiteracy among the majority of the members left the top leaders with too much responsibility over party affairs. E The party was prone to manipulations by the colonial authority in its operations. F The party members were faced with a lot of pressure from KANU to decamp. African People s Party The party also emerged after the 1962 Lancaster House conference, founded by Paul Ngei, one of the radical members of KAU s Nairobi branch. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 317 Paul Ngei had similar fears just like the founders of KADU that the Akamba interests would not be catered for in the proposed government arrangement that favoured KANU as well as KADU.The party was formed in February 1962. After Kenya became a republic in 1964, APP decamped from the opposition to join KANU. The trade-union movement. The early trade Unions in Kenya were formed along racial lines though all form them aimed at addressing labour problems that faced workers. The first trade union in Kenya was the Indian Trade Union formed in 1914 in mombasa. Upto 1914, there existed no African trade union in Kenya because of the following reasons; a Artisans and farm labourers were not allowed to join or form associations since it was feared they would organize sudden and unofficial strikes. B Majority of the Kenyans were illiterate and lacked the knowledge to run workers unions. C The migrant labour system militated against the establishment of such unions. D The colonial government fought attempts by Africans to form workers organizations."}
{"text": "E Elimination of the deliberate strategies applied by employers to keep Africans in their places of work all the time. The Union changed its name to African Workers Federation on 24th January 1947 at the advice of Eliud Mathu who also convinced them to end the strike. Meanwhile a trade dispute tribunal led by Mr. Justice Thacker was set up to look into the workers grievances. The AWF became very popular to all workers in Kenya due to the success of the strike. However its leaders were either repatriated from Mombasa to For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 318 their reserve areas or as was the case of Kibachia, arrested and detained in Baringo district. Achievements of AWF. A It mobilized workers from different communities to come together and fight for better wages. B It provided education to the workers about their rights. C It introduced the concept of collective bargaining among workers in Kenya. D It fought for better living and working conditions for workers. E It advocated for better allowances for African workers wives and children, a factor which resulted in better wages and salaries for workers. F Its activities made the colonial government change its attitude towards labour unions and start to give attention to workers grievances. G It succeeded in exposing the Kenyan workers grievances to the international community as its strike was internationally publicized. Kenya Federation of Labour Following the enactment of the Trade Unions Ordinance in 1952, various small African trade unions Kenya Local Government Workers Union, Domestic and Hotel Workers Union and East AFRICAN Federation of Building and Construction united to form the Kenya Federation of Registered Trade Unions KFRTU . Its officials included Mwichigi Karanja president , Aggrey Mwinya secretary general , S. Ondiege, Elikana Okusimba, Silas Okeya, David Jomo, S. Osore, James Wainaina and Dishon Sambili. Among the demands of KFRTU were the following; Increase in African wages. Improvement of the living conditions and poor housing for its workers Protest against the arrest and detention of union officials. Protest against forceful evacuation of the Aembu, Ameru and Agikuyu from Nairobi In 1953."}
{"text": "Among the demands of KFRTU were the following; Increase in African wages. Improvement of the living conditions and poor housing for its workers Protest against the arrest and detention of union officials. Protest against forceful evacuation of the Aembu, Ameru and Agikuyu from Nairobi In 1953. Protest against increase in the price of tea and bread in 1955 Protest against the continuity of the state of emergency. In 1953, Tom Mboya s Kenya Local Government workers Union KLGWU joined KFRTU. The following were elected officials in the 1953 elections. David Njomoprrsident, Stephen Obwaka- vice president, Tom Mboya- general secretary, G.W.Owuorassistant SG, Daniel Ng ethetreasurer and John Opiyo- ass treasurer. In 1955, it changed its name to the Kenya Federation of Labour KFL representing 35,000 members. Due to Tom Mboya s efforts KFL was affiliated to the International Confederation of Free Trade Unions ICFTU . Achievements of KFL. A It kept the spirit of African nationalism alive during the emergency period when political associations had been banned. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 319 b It secured international support through its affiliation to ICFTU for the cause of African nationalism. C It educated Africans on their rights as workers. D It helped to improve the living conditions of African workers securing for them a major salary increment in 1956 e It prepared some African nationalists for leadership roles in the struggle for independence. For example, martin Shikuku and Tom Mboya. Role of trade union movement in the struggle for independence in Kenya a Trade Unions mobilized workers to strike against colonial government. B They Motivated workers to sustain the struggle for their political rights self governance c They provided national political parties with funds required for their operation. D Trade union leaders became prominent leaders of political associations that fought for independence. E They introduced the concept of collective bargaining for workers in Kenya. F The unions promoted regional cooperation in east Africa. G They improved working conditions of the Africans through their welfare duties. H They intensified the spirit of nationalism after ban on political parties. I They provided a training ground for nationalist leaders e.g."}
{"text": "The elected Africans formed the African Elected Members Organization AEMO with Odinga as chairman and Mboya as secretary. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 323 Demands of AEMO after formation a They contested the fewer African positions in the LegCo by condemning the Lyttelton constitution. While elected members were 29, nominated members were 30, majority of who were Europeans. B They protested the rigid voter qualification requirements imposed on Africans and demanded that every African of 21 years and above be allowed to vote, regardless of education or income. C They demanded that registration of voters be done on a common roll. D They called for the end of a State of Emergency. Role played by AEMO in the struggle for independence up to 1963. A They formed pressure groups to demand for greater political rights for Africans. E.g., formation of AEMO. B They formed the core team, which pressurized for independence. C They made known the grievances of Africans in International Fora. D They networked with other African nationalists elsewhere e.g. in Ghana and Nigeria to hasten achievement of independence in Kenya. E They fought for the release of detained nationalists e.g. Kenyatta. F They formed he national political parties e.g. KANU and KADU, which led the country to independence. G They educated and created awareness among the masses about the nationalists struggle. H They took part in the formulation of the independence constitution. The Lennox-Boyd Constitution. In 1958, Sir Allan Lennox- Boyd, who had succeeded Oliver Lyttelton as secretary State for Colonies visited Kenya and made the following constitutional proposals; a An increase by six LegCo Seats for Africans to bring their total representation to 14 seats. B A special membership in the LegCo, with four members from each race, who were to elected by other members of the LegCo. C An increase of the number of African ministers to two. AEMO members rejected the Lennox-Boyd proposals saying they still favoured white monopoly in the colony especially the specially elected membership to LegCo. AEMO also called for the unconditional release of Jomo Kenyatta. They even boycotted the Legco from 1958 to 1959 when a new constitutional conference was promised."}
{"text": "AEMO members rejected the Lennox-Boyd proposals saying they still favoured white monopoly in the colony especially the specially elected membership to LegCo. AEMO also called for the unconditional release of Jomo Kenyatta. They even boycotted the Legco from 1958 to 1959 when a new constitutional conference was promised. Acted of Betrayal became evident among Africans when Musa Amalemba and Wanyutu Waweru accepted the special seats appointment and even Amalemba went ahead to appointed the second African Minister for Housing in 1958.Other developments in 1959 included; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 324 The White moderates led by Michael Blundell who resigned as minister of agriculture formed the New Party of Kenya NPK . He was backed by 46 non -African members of the LegCo for his ideas of multi-racialism. The white extremists led by Captain Briggs formed the United Party UP demanding for the abolishing of the LegCo and replacing it with regional assemblies. This was aimed at preserving the white highlands as one regional assembly for European benefits. Increased divisions on AEMO between radicals and moderates .Ngala, Moi, Mate, Towett and Nyagah resigned from AEMO to form the Kenya National Party KNP advocating multi-racialism. This party was interestingly joined by all Arab and Asian members. The radicals led by Mboya, Odinga and Gikonyo Kiano formed the Kenya Independent Movement KIM that was exclusively for African membership. They demanded convening of a full constitutional conference to discuss Kenya s future and release of Jomo Kenyatta. The Lancaster House Conferences The Conferences were called to iron out the differences that arose out of the fact that both radical Europeans and AEMO members opposed multi-racialism. The First Lancaster House Conference 1960 The conference was convened by Ian MacLeod, the secretary of state for colonies. It was attended by all members of the LegCo.. The African team was led by Ronald Ngala and Tom Mboya was the secretary. The conference came up with the following compromise decisions; a The 12 elective seats In the LegCo would remain intact. B There were to 33 open seats in the LegCo, which were to be vied for on a common roll."}
{"text": "The African team was led by Ronald Ngala and Tom Mboya was the secretary. The conference came up with the following compromise decisions; a The 12 elective seats In the LegCo would remain intact. B There were to 33 open seats in the LegCo, which were to be vied for on a common roll. C Another 20 seats would be reserved 10 of these for Europeans, 8 for Asians and 2 for Arabs. D The composition of the Council of Ministers was to be altered to incorporate 4 Africans, 3 Europeans and 1 Asian. E The conference authorized the formation of countrywide political parties for Africans. KANU and KANU were formed. The Lancaster conference however failed to entirely please both Africans and the settlers. Some settlers, finding the new turn events so tough began to sell their property and leave Kenya. Africans though feeling that they had not been given a responsive government, accepted ministerial positions as follows; a Ronald Ngala- Minister for Labour, Social Security and Adult Education. B Julius Gikonyo Kiano- Minister for Commerce and Industry. C Musa Amalemba- Minister for Housing, Common Services, Probation and Approved Schools. D James Nzaui Miumi- Minister for Health and Welfare. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 325 Out of fear of political domination by the big tribes the following new alliances were formed; a The Kalenjin Political Alliance of Taita Towett. B The Coast African Political Union of Ronald Ngala. C The Kenya African People s Party of Masinde Muliro. In the 1961 elections KANU won but refused to form government demanding release of Kenyatta. KADU was invited by the governor, Patrick Renson to form a coalition government with Europeans and Asians. When Kenyatta came on 21st August 1961, Kariuki Njiiri offered his Murang a seat to Kenyatta to enable him join LegCo. The second Lancaster conference 1962 The main aim of this conference, called by the then secretary for colonies, Reginald Maulding was to draft the independence constitution acceptable to the two main parties KADU and KANU. It also aimed at reconciling the differences between the two parties."}
{"text": "When Kenyatta came on 21st August 1961, Kariuki Njiiri offered his Murang a seat to Kenyatta to enable him join LegCo. The second Lancaster conference 1962 The main aim of this conference, called by the then secretary for colonies, Reginald Maulding was to draft the independence constitution acceptable to the two main parties KADU and KANU. It also aimed at reconciling the differences between the two parties. KANU delegation was led by Jomo Kenyatta while Ngala led the KADU group. KANU conceded many KADU grounds to enable success of the negotiations. Main provisions of the independence constitution of Kenya a The independence constitution provided for a regional majimbo government with each region having a regional assembly and p resident. B It also provided for a bicameral parliament consisting of the senate and the house of representatives upper house and lower house. C The constitution stipulated that the Prime Minister was to be head of Government and Queen the Head of State, represented by the Governor General. D The constitution recommended a multiparty system of government and the party with the majority of seats forming the government. E It contained the Bill of Rights, which protected the individual s rights. In the elections of 1963, KANU won with 73 seats against KADU s 31, APP s 8. Jomo Kenyatta became the first Prime Minister on 1st June 1963.On 12 December, Kenya attained full independence. On 12th December 1964, Kenya became a republic with Kenyatta becoming an executive president. EMERGENCE AND GROWTH OF NATIONALISM IN AFRICA Factors for the rise of nationalism in Africa a The exposure of Africans to severe economic exploitation during the colonial period. For example land alienation in the Kenya Highlands, in southern Rhodesian, Algeria and South Africa which was accompanied with forced labour where the labourers faced mistreatment. B Africans were fed up of heavy and harsh taxation by the Europeans. They were exposed to heavy taxation, ranging from hut tax to breast tax in Belgian Congo. C Africans were fed up with the gradual destruction of their culture by the whites. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 326 Missionaries totally dismissed the age-old African traditions as being barbaric. This explains why independent schools and churches sprung up in central Kenya."}
{"text": "C Africans were fed up with the gradual destruction of their culture by the whites. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 326 Missionaries totally dismissed the age-old African traditions as being barbaric. This explains why independent schools and churches sprung up in central Kenya. D The introduction of racial discrimination to go hand in hand with colonialism. All the best social amenities in South Africa, Zimbabwe and Kenya were reserved for the whites. The Europeans equated the black colour with low intelligence, uncivilized and a backward race. E Africans resented colonialism because it interfered with their political institutions. The colonial rulers disregarded traditional rulers, appointing their own puppets in their place. F The Acquisition of western education by many Africans by 1945 enabled them to articulate their grievances more forcefully and to understand political developments outside Africa. G The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. Moreover, the colonial government failed to reward African ex-soldiers to embitter them more. H The change of government from Conservative to Labour Party in Britain in 1946 stimulated a new attitude in Britain towards decolonization. This motivated African nationalists. I The rise of nationalism in Asia, culminating into the granting of independence to India and Pakistan in 1947 aroused great confidence among Africans who worked closely with Asian nationalists like Jawaharlal Nehru, the India Prime Minister. J The rise of Pan-Africanism in Africa after the 1945 Manchester conference contributed to the new demands for political independence in Africa Many African lites attended the conference which served as a source of awakening. K The formation of the UNO and the pressure it exerted on the European powers to decolonize helped the Africans in their course. L The emergence of United States and the Soviet Union as super powers in the world contributed to the decolonization process. USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. M The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination. NATIONALISM IN GHANA The British annexed Gold Coast in 1874 after quelling a stiff resistance by the Asante."}
{"text": "USA was keen to see Britain and France grant independence to their subjects in the world in order to secure new markets. M The signing of the Atlantic Charter in 1941 by Winston Churchill and Franklin Roosevelt which demanded that when the WWII ended, all subject peoples should enjoy the right to self-determination. NATIONALISM IN GHANA The British annexed Gold Coast in 1874 after quelling a stiff resistance by the Asante. In response to the British imperialism, the Fonte Confederation was initiated in 1868, marking the birth of African Nationalism in Ghana. In 1897, the Aborigines Rights Protection Society was formed to guard against the alienation of African land. In the 1930s, African elites like J.B. Danquah launched the Gold Coast Youth Conference in order to awaken the youth to the economic and social needs of the country. Their efforts bore fruits because in 1946, governor Burns embarked on constitutional reforms leading For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 327 to increased African representation in the LegCo. Of the 18 slots given to Africans in the LegCo, 13 were to drawn from among the chiefs while 5 were to be popularly elected . The elites formed the United Gold Coast Convention UGCC and invited Kwame Nkrumah, a graduate of the University of Pennsylvania in Philadelphia, to come and lead it since most of them were professionals lacking time for political commitment. Nkrumah appeared to have more political experience having participated in the 1945 Manchester conference. Factors for the growth of nationalism in Ghana a The early Introduction of cocoa growing led to adoption of money economy in Ghana ahead of other countries. This enabled faster social and economic transformation of the people. B The colonial government s attempt to tamper with cocoa growing by ordering cutting of coca trees hurt people to the level of developing nationalistic feelings against the British. C Ghana was one of the first countries in Africa to receive western education from the missionaries. There was a large class of elites with western university education accompanied with leadership skills to spearhead nationalism their country. D The existence of ex-servicemen in Ghana also played an important role in the campaign for independence. E The granting of trading licences by the government selectively to European traders while deliberately denying then Africans. F Ghana had comparatively better developed transport and communication system."}
{"text": "D The existence of ex-servicemen in Ghana also played an important role in the campaign for independence. E The granting of trading licences by the government selectively to European traders while deliberately denying then Africans. F Ghana had comparatively better developed transport and communication system. Also being a small country, movement of information, ideas and people was easy, quick and efficient. This facilitated nationalist activities. G The charismatic and strong leadership provided by Kwame Nkrumah brought cohesiveness among people of Ghana. He formed the CPP party, which became the symbol of struggle for the oppressed people of Ghana. H The participation of Kwame Nkrumah in the Pan-African Manchester conference in 1945, which championed the right of countries to self-determination, made the country take the lead in Africa in championing this right. I The people of Ghana were more exposed to international affairs than other countries in Africa due to its location in a region, which had the earliest contacts with European traders and colonizers. The peak of nationalism in Ghana. On 28th February 1948, the ex-soldiers led the Accra riots, protesting to Governor Gerald Creasy the failed fulfillment of the government pledges while in service during the World WarII. Two rioters were killed. The shooting incident sparked of chaos in the town leading to another 29 Africans being killed. Nkrumah was arrested together with his colleagues popularly known as the Big Six . Nkrumah, Danquah, William Ofori, Addo, Adjei and Obetsebi Lamptey . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 328 This arrest popularized Nkrumah among the Africans. The 1948 Alken Watson commission blamed the social-economic oppression for the riots. The governor ordered for constitutional reforms led by J.H Coussey. On 12th June 1949, Nkrumah broke ranks with the conservative UGCC senior members and formed the Convention People s Party CPP . His party gained support mainly from among the primary school leavers, storekeepers, artisans, peasants and cocoa farmers. Nkrumah advocated positive action through legitimate political action, newspaper and political campaigns and constitutional application of boycotts, strikes and non-cooperation based on the policy of absolute nonviolence on the basis of Mahatma Gandhi teachings. He started a newspaper, The Accra Evening News to expound CPP views."}
{"text": "His party gained support mainly from among the primary school leavers, storekeepers, artisans, peasants and cocoa farmers. Nkrumah advocated positive action through legitimate political action, newspaper and political campaigns and constitutional application of boycotts, strikes and non-cooperation based on the policy of absolute nonviolence on the basis of Mahatma Gandhi teachings. He started a newspaper, The Accra Evening News to expound CPP views. He was arrested, but secured landslide victory in the February 1951 elections while in jail. He was released to become the leader of government business in the new cabinet. CPP also won in the 1954 elections in which a new party, the National Liberation Movement NLM had emerged to compete CPP. NLM membership mainly from the Ashanti, were uncomfortable with Nkrumah because; He came from a small ethnic group little known in southern Ghana. His radicalism did not please the conservative Ashanti leaders. Again elections were called in July 1956 and CPP trounced NLM. This time, the British accepted the results and on 6th March 1957, the country attained political independence under Kwame Nkrumah Achievements of CPP under Kwame Nkrumah a CPP under Nkrumah united Africans of all ranks in Ghana in the struggle for national liberation. B The party introduced the concept of positive action to pressurize the government to liberate Africans. C CPP formed the first African government in Africa in 1951 after winning the elections. Under Nkrumah s leadership, Ghana began attaining economic development. D CPP, under Nkrumah, advocated for unity of all Africans in the country us other parties like NLM advocated for regionalism, a factor that enhanced progress towards political libration. How Kwame Nkrumah contributed to the liberation struggle in Africa. A He funded nationalists in other countries e.g. Guinea and Algeria. B He supported other African leaders who faced political threats from their former colonial masters. C When some countries were faced with threats from their former colonial masters after independence like in the case of Patrice Lumumba in DRC, Nkrumah provided them with his support. D He championed trade unionism in Africa. E He attended pan-African congress in 1945 which was key to defining the liberation struggles in Africa."}
{"text": "G The Portuguese practiced racism out of fear that if they educated Africans and gave them equal status, the Africans would outnumber them and throw them out. Factors for the growth of nationalism in Mozambique. A The arbitrary replacement of the traditional rulers by the Portuguese administrators whenever they felt they were not performing. B The massive alienation of African land by the Portuguese who pushed Africans to regions of unfavourable conditions. C The exposure of Africans to severe economic exploitation like forced labour where the labourers faced mistreatment. D The rampant racial discrimination through which Africans continued to lose agricultural land to the Europeans. Being from a poor country, the Europeans competed with Africans for simple jobs like taxi driving and often gaining advantage on racial lines. E The Portuguese imposed many restrictions on Africans, limiting their freedom of expression and intellectual advancement. For example, General Salazar, who rose to power in the 1920s, ensured strict censorship of the press. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 330 f The security police treated Africans with great cruelty. Any political unrest was crushed ruthlessly. The peak of nationalism in Mozambique. In early 1960, the Makonde people of Cabo Delgado province formed the MozambicanMakonde Union MANU .In June 1960 MANU organized a peaceful protest but in which over 600 Africans perished in police firepower. The government outlawed all African organizations with membership of over thirty people. African political activities went underground. Mwalimu Julius Nyerere inviting some of the liberation groups to relocate to Tanzania in 1962. The political groups united to form the Liberation Front of Mozambique FRELIMO with Eduardo Mondlane Chirambo, formerly a lecturer at Syracuse University in USA, as its first president. From 1962 to 1964, FRELIMO undertook guerilla training in Bagamoyo and at the Mozambique institute in Dar es Salam in preparation for war. From September 1964, they began a full-scale war against the Portuguese along river Ruvuma and extending their attacks on the Cabo Delgado province. By 1967, the Portuguese forces numbered 65,000 soldiers. Mondlane Eduardo was assassinated in 1969."}
{"text": "C The British were dominant in many spheres of life yet they could neither speak nor understand Afrikaners language. D The Boers wanted to rule South Africa and restore Boer culture, language, education and literature. E They favoured republican states and complete independence for South Africa and noncooperation with British to fulfill their divine mission of bringing civilization to the heathen. F The Jameson raid flared up Boer sentiments. Jameson, a Briton led a force of 500 soldiers to invade Transvaal, a Boer territory. G Formation of union of South Africa under British terms. African Nationalism Its roots are traced in the 17th century with the first Boer occupation of South Africa. Africans resisted strongly against the interference with their political freedom and economic resources. This was in form of the Xhosa and Ndebele wars of the 17th c and the Zulu wars of 1870s led by Cetewayo. In 1906, a Zulu chief named Bambata staged another African uprising this time against the British who had annexed the Zululand in 1887.From 1910, when the union of South Africa was created and the Afrikaners gained political control of South Africa, Africans lost all the political privileges they previously enjoyed like ability to vote and contest parliamentary seats. Africans founded independent churches and formed organizations like the Orange River Organization. Factors for the growth of African nationalism in South Africa a The role of the Christian religion whose ideals encouraged Africans to fight for equality, as all people were equal before God. The Boers however treated Africans with contempt. B The exposure of Africans to severe economic exploitation like land alienation and causing them to be subjected to forced labour on Afrikaner farms. Even the native Land For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 333 Act of 1913 denied Africans the right to purchase land outside the areas set aside for Africans. C The influence of Pan-Africanism in South Africa as early as the 19th century when people like Rev. Dube founded the Ohlange Institute to educate fellow Africans in South Africa. D The introduction of racial discrimination enshrined in the apartheid law of 1948 convinced Africans that only freedom could save them. All the best hotels, restaurants, schools, recreational centres and most fertile soils were reserved for the whites only."}
{"text": "Dube founded the Ohlange Institute to educate fellow Africans in South Africa. D The introduction of racial discrimination enshrined in the apartheid law of 1948 convinced Africans that only freedom could save them. All the best hotels, restaurants, schools, recreational centres and most fertile soils were reserved for the whites only. E The Acquisition of western education by many Africans like Rev. Dube, Walter Sisulu and Nelson Mandela enabled them to articulate their grievances more forcefully. They became pioneers of early African political parties. F The return of the ex-servicemen after the second world war which exposed the myth of the white supremacy making Africans ready to fight them. The war also exposed them to democratic ideals elsewhere. G The great exploitation of African labour through Labour regulations and laws. For example, the Mines and Works Act of 1911 effectively excluded Africans from all skilled occupations confining them to manual occupations in Mines and farms. H The development of large urban centres created an enabling environment for Africans to forge close inter-ethnic relations that enabled them to counter the Afrikaner racist policies. Formation of the African National Congress, 1912 Opposition to the Natives Land Act led to the formation of the South African Native NationalCongress renamed the African National Congress ANC in 1923 by South Africa's educated African elite in a meeting at Bloemfontein on January 8, 1912. The founding president was John L. Dube, a minister and schoolteacher. Pixley Ka Isaka Seme, a lawyer, was appointed treasurer. Solomon T. Plaatye, a court translator, became secretary general. Other members were Thomas Mapikela, Walter Robusana, Solomon Plaatye and Sam Makgatho. The congress was moderate in composition, tone, and practice. However, In 1940s, a militant form of nationalism emerged under the ANC Youth League formed in 1943 led by Nelson Mandela, Walter Sisulu and Oliver Tambo, emphasizing the inalienable right of the Africans to the African continent."}
{"text": "One such demonstration outside the police station at Sharpeville, the police fired on the demonstrators, killing at least 76 of them and wounding 186. Approximately 18,000 demonstrators were arrested, including the leaders of the ANC and the PAC, and both organizations outlawed. The ANC and the PAC Turn to Violence Prohibited from operating, both the ANC and the PAC established underground organizations in 1961. The militant wing of the ANC, Umkhonto we Sizwe Spear of the Nation , targeted strategic places such as police stations and power plants. Poqo Blacks Only , the militant wing of the PAC, engaged in a campaign of terror, targeting in particular African chiefs and headmen believed to be collaborators with the government and killing them. 17 Umkhonto leaders, including Walter Sisulu were arrested at Rivonia farm house. Along with Nelson Mandela, they were tried for treason. Albert Luthuli was confined by government to his rural home in Zululand until his death in 1967. Tambo escaped from South Africa and became president of the ANC in exile. Robert Sobukwe of Poqo was jailed on Robben Island until 1969 and then placed under house arrest in Kimberley until his death in 1978. The Johannesburg railway station bomber, John Harris, was hanged. The Black conscious movement - Soweto, 1976 In the absence of other forms of political expression, young people sought alternative means to express their political aspirations. African university students, disappointed with the multiracial National Union of South African Students NUSAS , decided to establish the South African Students' Organization SASO in 1969 with Steve Biko, an African medical student at the University of Natal, as president. In 1972, a Black allied workers union and the Black Peoples' Convention BPC was set up to act as a political umbrella organization for the adherents of black consciousness. In 1972, SASO organized strikes on university campuses resulting in the arrest of more than 600 students. On June 16, 1976, hundreds of high-school students in Soweto marched in protest against use of Afrikaans as a Language of instruction. Over 360 African school children were killed. On 12th September 1977, Steve Biko, who had been held in indefinite detention, died from massive head injuries sustained during police interrogation."}
{"text": "In 1972, SASO organized strikes on university campuses resulting in the arrest of more than 600 students. On June 16, 1976, hundreds of high-school students in Soweto marched in protest against use of Afrikaans as a Language of instruction. Over 360 African school children were killed. On 12th September 1977, Steve Biko, who had been held in indefinite detention, died from massive head injuries sustained during police interrogation. In October 1977, SASO, the BPC and all black consciousness organizations were banned. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 335 The peak of African nationalism in South Africa In 1983, P.W. Botha's government proposed establishment of separate houses of parliament for each racial group. In place of the single House of Parliament were; A 50-member all-white House of Assembly. A 25-member coloured House of Representatives. A 13 member Indian House of Delegates. Implications and results Whites thus retained a majority in any joint session. Liberal government opponents denounced Botha's plans arguing it would permanentlyexclude Africans from any political role in South Africa. Most blacks strongly condemned the new constitution as it reinforced the apartheid notion. Indians and coloureds also condemned the constitution feeling it weakened their participation in the political process Radical Afrikaners, led by Eugene Terry Blanche, vowed to use all means, including violence, to make sure that apartheid was not weakened. The United Democratic Front UDF , which was formed in late 1983 and the National Front NF aimed to use nonviolent means to persuade the government to withdraw its constitutional proposals and do away with apartheid. The UDF membership included, Bishop Desmond Tutu and the Reverend Allan Boesak, who emerged as its prime spokesmen. Black trade unions meanwhile resorted to economic and political protests. For example, TheNational Union of Mineworkers NUM , formed in 1983 by Cyril Ramaphosa, successfully brought work in mines to a stop in a dispute over wage increases. By end of 1985, 879, fatalities and 8000 arrests were linked to political unrest."}
{"text": "The UDF membership included, Bishop Desmond Tutu and the Reverend Allan Boesak, who emerged as its prime spokesmen. Black trade unions meanwhile resorted to economic and political protests. For example, TheNational Union of Mineworkers NUM , formed in 1983 by Cyril Ramaphosa, successfully brought work in mines to a stop in a dispute over wage increases. By end of 1985, 879, fatalities and 8000 arrests were linked to political unrest. ANC and UDF were banned. Meanwhile, Supporters of the Zulu-dominated Inkatha Freedom Party IFP and the banned ANC clashed in an upsurge of \"black-on-black\" violence that would cause as many as 10,000 deaths by 1994.President Botha resigned under pressure on August 14, 1989, the Electoral College named de Klerk to succeed him in a five-year term as president. In October 1989, De Klerk released Walter Sisulu and others except Mandela. He announced on February 2, 1990, the impending release of Mandela and unbanning of the ANC, the PAC, and the SACP, and the removal of restrictions on the UDF and other legal political organizations. Mandela was released on February 11, 1990, at age 71 after 27 years in prison. ANC officials elected Mandela deputy president in March 1990, under ailing president, Oliver Tambo. Between June 5, 1991 and June 17, 1991, the government repealed the pillars of apartheid, the Land Act of 1913, the Group Areas Act of 1950 and Population Registration Act of 1950, the most infamous, which had authorized the registration by race of newborn babies and immigrants . Most international sanctions were lifted soon after the Population Registration Act, Group Areas Act, and Land Acts were repealed. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 336 In mid-1992 due to escalating violence, by IFP supporters on ANC sympathizers in Boipatong delayed the process of negotiation for elections."}
{"text": "ANC officials elected Mandela deputy president in March 1990, under ailing president, Oliver Tambo. Between June 5, 1991 and June 17, 1991, the government repealed the pillars of apartheid, the Land Act of 1913, the Group Areas Act of 1950 and Population Registration Act of 1950, the most infamous, which had authorized the registration by race of newborn babies and immigrants . Most international sanctions were lifted soon after the Population Registration Act, Group Areas Act, and Land Acts were repealed. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 336 In mid-1992 due to escalating violence, by IFP supporters on ANC sympathizers in Boipatong delayed the process of negotiation for elections. On March 5, 1993, Chris Hani, the popular general secretary of the South African Communist Party SACP , was murdered threatening the process again. On April 12, 1994, a team headed by former British foreign secretary Lord Carrington and former United States secretary of state Henry Kissinger attempted in vain to break the logjam that was keeping the IFP out of the elections. However, on April 19, Buthelezi --under intense pressure from trusted local and international figures including a Kenyan diplomat professor Washington Okumu, relented and agreed to allow the IFP to be placed on the ballot. When the elections finally took place on schedule, beginning on April 26, 1994, ANC won 62.6 percent of the vote; the NP, 20.4 percent; and the IFP, 10.5 percent. Mandela was unanimously elected president by the National Assembly on May 9, 1994, in Cape Town. He was inaugurated on May 10 at ceremonies in Pretoria. Key South African Nationalists Nelson Mandela Nelson Mandela was born on 18 July 1918 in Umtata, to a Thembu royal family of Transkei. His forename Rolihlahla, means \"troublemaker\". Later he was given a clans name, Mandiba. His father, Gadla Henry Mphakanyiswa, was a local chief and councillor to the monarch. In 1926, Gadla was sacked for corruption. Nelson's mother was Gadla's third wife, Nosekeni Fanny, a member of the amaMpemvu clan of Xhosa."}
{"text": "His father, Gadla Henry Mphakanyiswa, was a local chief and councillor to the monarch. In 1926, Gadla was sacked for corruption. Nelson's mother was Gadla's third wife, Nosekeni Fanny, a member of the amaMpemvu clan of Xhosa. At a local Methodist school when he was about seven, he was baptised and given the English forename of \"Nelson\". His father died of an undiagnosed ailment when he was nine. Aged 16, he underwent the circumcision. Mandela joined Clarkebury Boarding Institute in Engcobo, the best secondary school for black Africans in Thembuland. In 1937, he moved to Healdtown, the Wesleyan college in Fort Beaufort where he took an interest in boxing and running. Mandela joined Fort Hare University, where he met Oliver Tambo, a long time friend. He was studying Bachelor of Arts but was expelled in his first year for being involved in a Students' Representative Council boycott against university policies. Mandela relocated to Johannesburg, fearing early forced marriage, where met with his friend and mentor, Walter Sisulu. After 1948 Mandela began actively participating in politics. He led in the ANC's 1952 Defiance Campaign as secretary General of the youth league. Mandela and 150 other participants in the freedom charter adoption were arrested on 5 December 1956 and charged with treason. In 1961 Mandela became leader of the ANC's armed wing, Umkhonto we Sizwe Spear of the Nation . He coordinated sabotage campaigns against military and government targets. On 5 August 1962 Mandela was arrested and was imprisoned in the Johannesburg Fort. On 11 July 1963 police arrested other prominent ANC leaders at Rivonia, north of Johannesburg. Together with Mandela, they were charged with capital crimes of sabotage at the Rivonia Trial. All were sentenced to life imprisonment on 12 June 1964 on Robben Island. Mandela remained there for the next For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 337 18 of his 27 years in prison. In March 1982 Mandela was transferred to Pollsmoor Prison, along with other senior ANC leaders. In 1988 Mandela was moved to Victor Verster Prison where he remained until his release on 11 February 1990."}
{"text": "On completing a teaching course at Edendale, Luthuli became principal and only teacher at a primary school in rural Blaauwbosch, Natal. Here he also became a lay preacher. In 1920 he declined a scholarship to University of Fort Hare to provide financial support for his mother. In1928 he became secretary of the African Teacher's Association and in 1933 its president. He was also active in missionary work. He became chief in1936, until removed from this office by the government in 1952 due to what colonial authority called conflict of interest. In 1944 Luthuli joined the African National Congress ANC . In 1945 he was elected to the Committee of the KwaZulu Province Provincial Division of ANC. A month later Luthuli was elected president-general of ANC. In 1955, he attended an ANC conference only to be arrested and charged with treason a few months later, along with 155 others. In December 1957, Luthuli was released and the charges against him dropped. Luthuli s leadership of the ANC covered the period of violent disputes between the party's \"Africanist\" and \"Charterist\" wings. In 1962 he was elected Rector of the University of Glasgow by the students, serving until 1965. In 1962 he published an autobiography titled: LET MY PEOPLE GOIn July 1967, at the age of 69, he was fatally injured in an accident near his home in Stanger. Methods used by nationalists in South Africa in their struggle for liberation from white minority rule a They used force to fight for their independence. B Africans used mass media to articulate their grievances, spread propaganda and mobilize the masses. C Riots e.g. the Soweto riots of 1976 against the proposal to make Afrikaner Boer language the medium of instruction in all schools. D There were demonstrations against Press Laws in 1960 at Sharpeville leading to massacres. E Guerilla fighters trained in Algeria, Ghana etc carried out acts of sabotage like bombing strategic installations and power plants. F The role of the clergy .e.g. Desmond Tutu who bitterly campaigned worldwide against apartheid. G Use of diplomacy and negotiations to convince the whites about the futility of apartheid policy."}
{"text": "I Banning of trade unions also frustrated the activities of nationalists. Where they were allowed to exist, they were monitored by the police. J The nationalists faced the challenge of movement restrictions through the pass laws that were introduced. K African Journalists were harasses and their newspapers proscribed by the government. LIVES AND CONTRIBUTIONS OF KENYAN LEADERS Jomo Kenyatta. Early life Jomo Kenyatta was born Kamau wa Ngengi to Ngengi wa Muigai and Wambui in Gatundu, Kiambu on 20th October 1891. His father died while Kamau was very young was adopted by his uncle Ngengi, who inherited his mother. When his mother died during childbirth, young Kamau moved from Ng'enda to Muthiga to live with his medicine man grandfather K ng wa Magana. He joined the Church of Scotland Mission CSM at Thogoto, as a resident pupil. In 1912, having completed his mission school education, he became an apprentice carpenter. In 1914, he converted to Christianity, assuming the name Johnstone Kamau. He left the mission later that year to seek employment as an For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 340 apprentice carpenter on a sisal farm in Thika. To avoid forced recruitment as WWI soldier, he lived with Maasai relatives in Narok, where he worked as a clerk for an Asian contractor. He took to wearing a traditional beaded belt known as a 'Kenyatta', a Swahili word which means 'light of Kenya'. In 1922 Kamau adopted the name Jomo Kenyatta, and began working for the Nairobi Municipal Council Public Works Department as a store clerk and water-meter reader. Marriage and family. In 1919 he married Grace Wahu. On 20 November 1920 Kamau's first son Peter Muigai was born. Grace Wahu lived in the Dagoretti home until her death in April 2007 at the age of around 100.In 1942, he married Edna Clarke and Peter Magana was born in 1943. In 1951 Kenyatta married Ngina Muhoho, daughter of Chief Muhoho and was independent Kenya's First Lady, when Kenyatta was elected President."}
{"text": "On 20 November 1920 Kamau's first son Peter Muigai was born. Grace Wahu lived in the Dagoretti home until her death in April 2007 at the age of around 100.In 1942, he married Edna Clarke and Peter Magana was born in 1943. In 1951 Kenyatta married Ngina Muhoho, daughter of Chief Muhoho and was independent Kenya's First Lady, when Kenyatta was elected President. Kenyatta and politics Kenyatta joined the EAA in 1922 which disbanded in 1925.Kenyatta worked as editor of the KCA's journal between 1924 and 1929, and by 1928 he had become the KCA's general secretary. In May 1928 Kenyatta launched a monthly Kikuyu-language newspaper called Mw gwithaniawhich was intended to draw all sections of the Kikuyu together. He also made a presentation on Kikuyu land problems before the Hilton Young Commission in Nairobi in the same year. In February 1929 Kenyatta was dispatched to London to represent the KCA in discussions with the Colonial Office. He wrote several letters and in the letter published in The Times in March 1930 set out five points: The security of land tenure and the return of the land taken by European settlers. Improved educational opportunities for Black Africans. The repeal of Hut and poll taxes. Representation for Black Africans in the Legislative Council. Freedom to pursue traditional customs such as female genital mutilation He returned to Kenya on 24 September 1930. He returned to London in 1931. In 1932 to 1933, he briefly studied economics in Moscow. At University College London from 1935 studied social anthropology. Kenyatta published his own book, Facing Mount Kenya in 1938. Kenyatta and pan-Africanism. In 1945, with other prominent African nationalist figures, such as Kwame Nkrumah of Ghana, Kenyatta helped organize the fifth Pan-African Congress held in Britain. Kenyatta and the struggle for independence. On arrival into Kenya in 1947, he became principal of Kenya Teachers College Githunguri. In 1947, he was elected president of the Kenya African Union KAU after James Gichuru stepped down. From 1948 to 1951 he toured and lectured around the country."}
{"text": "In the 1969 elections, Kenyatta banned the only other party, KPU led by Jaramogi Oginga Odinga, detained its leaders, and called elections in which only KANU was allowed to participate. Kenyatta made use of detention, ethnic loyalties, and careful appointment of government jobs to maintain his commanding position in Kenya s political system. Kenyatta was again re-elected unopposed as President in 1974He remained president until his death four years later in 1978. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 342 Sickness and Death President Kenyatta had suffered a heart attack in 1966. In April 1977, then well into his 80s, he suffered a massive heart attack. On 14 August 1978, he hosted his entire family, including his son Peter Magana who flew in from Britain with his family, to a reunion in Mombasa. On 22 August 1978, he died in Mombasa due to old age . He was buried on 31 August 1978 at a mausoleum on Parliament grounds. Kenyatta s tenure as president featured the following problems. A There was a great split within KANU due to his land policy. Kenyatta compromised with the whites over their property. The Land-buying companies formed to buy European farms favoured one community. B From the onset of independence, KADU advocated for Majimboism and therefore opposing national unity. C The 1966 term featured border conflicts with Somalia, and more political opposition. He made the Kikuyu-led KANU practically the only political party of Kenya. He placed several of his Kikuyu tribesmen in most of the powerful state and security offices and posts. D Increasing loss of confidence in his government suspected of complicity in murders of Pio Gama Pinto, Tom Mboya and J.M. Kariuki. MP and Lawyer C.M.G. ArgwingsKodhek and former Kadu Leader and Minister Ronald Ngala. E Poverty, ignorance and disease were serious problems in Kenya in the early years of independence. F There was shortage of manpower since the inherited educational policy left Africans illequipped for skilled employment. G Kenya did not have adequate funds to provide for is development needs. H There was a serious problem of poor transport and communication."}
{"text": "F There was shortage of manpower since the inherited educational policy left Africans illequipped for skilled employment. G Kenya did not have adequate funds to provide for is development needs. H There was a serious problem of poor transport and communication. I The existence of Banditry Shifta Menace in north-eastern kenya also shifted attention from economic development. Achievements. A Mzee Jomo Kenyatta is credited with leading Kenya to independence and setting up the country as a relatively prosperous capitalist state. B He oversaw a peaceful land reform process, oversaw the setting up of the institutions of independent Kenya, and also oversaw Kenya's admission into the United Nations. C During his reign, the country was reasonably well governed, peaceful and stable, the economy developed and grew rapidly and attracted high levels of foreign investment, and a black Kenyan professional and business middle class was established. Failures a Kenyatta failed to mould Kenya, being its founding father, into a homogeneous multiethnic state. The country remains a de facto confederation of competing tribes. B His resettlement of many Kikuyu tribesmen in the country's Rift Valley province is widely considered to have been done unfairly. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 343 c His authoritarian style, with elements of patronage, favouritism, tribalism and or nepotism drew criticism and dissent, and set a bad example followed by his successors. D He had the Constitution radically amended to expand his powers, consolidating executive power. E He was also been criticized for ruling through a post colonial clique of his relatives, mainly African Kikuyu colonial collaborators from Kiambu, while giving scant reward to the real fighters for Kenya's independence. F Kenyatta has further been criticized for encouraging the culture of wealth accumulation by public officials their office influence, thereby deeply entrenching corruption in Kenya. G His policies are also criticized for leading to a large income and development inequality gap in the country favouring mainly Nairobi and the Country's Central Highlands, over others. Tom Mboya Thomas Odhiambo Mboya was born on August 15, 1930 in Kilimambogo, near Thika town. In 1942, he joined St. Mary's School Yala."}
{"text": "In 1958, during the AllAfrican Peoples' Conference in Ghana, convened by Kwame Nkrumah, Mboya was elected as the Conference Chairman at the age of 28.In 1960, Mboya together with others formed KANU. As Secretary General of KANU, Mboya headed the Kenyan Lancaster House delegation. After Kenya's independence on 1 June 1963, Mboya was elected as an MP for Nairobi Central Constituency today: Kamukunji Constituency and became Minister of Justice and Constitutional Affairs. As Minister for Economic Planning and Development, he wrote \"Sessional Paper 10\" adopted by Parliament in 1964 , which provided a model of government based on African values. He was gunned down on July 5, 1969 on Moi Avenue, aged 38 years. Mboya left a wife and five children. He is buried in a mausoleum located in Rusinga Island which was built in 1970. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 344 Ronald Ngala Early career Ngala was born in 1922 at Gotani in Giriama country. In 1929 the family moved to Vishakani near Kaloleni, which was to be Ngala's home for the rest of his life. Ngala attended Alliance High School and Makerere University College where he gained a teaching diploma. He worked as a teacher and later became headmaster of Mbale Secondary School in Taita-Taveta. In 1952 he was transferred to Buxton School in Mombasa where he served as the principal. Political career Ngala was elected to the Legislative Council in 1957 to represent the Coast Rural constituency. He formed the African Elected Members Organization AEMO together with other elected African MPs.at a meeting held on May 14, 1960 in Kiambu he was elected as the KANU's treasurer, a position he declined to take. At a meeting held in Ngong on June 25, 1960, the Kenya African Democratic Union KADU was formed with Ngala as its leader, in opposition to KANU.At the 1961 legislative council elections Ngala formed the first African government."}
{"text": "In 1952 he was transferred to Buxton School in Mombasa where he served as the principal. Political career Ngala was elected to the Legislative Council in 1957 to represent the Coast Rural constituency. He formed the African Elected Members Organization AEMO together with other elected African MPs.at a meeting held on May 14, 1960 in Kiambu he was elected as the KANU's treasurer, a position he declined to take. At a meeting held in Ngong on June 25, 1960, the Kenya African Democratic Union KADU was formed with Ngala as its leader, in opposition to KANU.At the 1961 legislative council elections Ngala formed the first African government. Ngala became Leader of Government Business and later Prime Minister. On 12 November 1964 the leaders of KADU, including Ronald Ngala, Masinde Muliro and Daniel arap Moi decided to dissolve KADU and join KANU. Ngala in the post independence periodRonald Ngala was made Minister of Cooperatives and Social Services in the Kenyatta government. He went on to become one of KANU s vice-presidents at the 1966 Limuru Conference. Ngala remained active in the government until he died in a road accident in 1972. The circumstances of Ngala's death in 1972 were suspicious. Daniel Arap Moi Early life and entry into politics Daniel Arap Moi was born on 2nd September, 1924 in Kurieng'wo in Sacho Location of Baringo County, raised by his mother Kimoi Chebii following the early death of his father. His elder brother Tuitoek played a guardian role, influencing him to go to school at an early age. In 1934, Moi joined African Inland Mission School, Kabartonjo. On October 20th 1936 he was baptised Daniel. In 1938, he transferred to African Inland Mission, Kapsabet and later to Government African School, Kapsabet where he was a school captain and a captain of the football team. He attended Tambach Teachers Training College. He worked as a teacher from 1946 until 1955. He was posted as a Head teacher at Kabarnet where he studied privately and passed London Matriculation Examinations."}
{"text": "He attended Tambach Teachers Training College. He worked as a teacher from 1946 until 1955. He was posted as a Head teacher at Kabarnet where he studied privately and passed London Matriculation Examinations. He was promoted in 1949 to the rank of P2 and transferred to Tambach Government African School as a Teacher Trainer. President Moi married Helena Lena Bommet in 1950 and they were blessed with 8 children; 3 daughters and five sons, Jennifer, Doris and adopted daughter June; Jonathan, Raymond, John Mark, Philip and Gideon . But they separated in 1974, before his presidency.. Lena died in 2004. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 345 Moi s long political career. In October 1955 the Electoral College selected Moi from a list of eight nominated candidates to fill a vacancy left by Joseph ole Tameno who resigned from the unofficial benches of the legislative council. In 1957, when elections were held, for LEGCO, Moi won with a landslide against Justus Ole Tipis and later joined AEMO. In 1959, he led AEMO members to visit Jomo Kenyatta in detention in Lodwar. In 1960 he founded the Kenya African Democratic Union KADU with Ronald Ngala to challenge the Kenya African National Union KANU led by Jomo Kenyatta. Moi was among the Kenyan delegation under the auspices of KADU who went to the London Constitutional talks of June 1960. Moi was elected to the Kenyan parliament in 1963 from Baringo North. Since 1966 until his retirement in 2002 he served as the Baringo Central MP and only served as a vice -president from 1967 until 1978 when he became the president. In 1976, the Kiambu Mafia, tried to infamously change the constitution to prevent the vicepresident automatically assuming power in the event of the president's death. However, Kenyatta withstood the political pressure and safeguarded Moi's position. Presidency When Jomo Kenyatta died on 22 August 1978, Moi became president. Political realities dictated that he would continue to beholden to the Kenyatta system which he had inherited."}
{"text": "However, Kenyatta withstood the political pressure and safeguarded Moi's position. Presidency When Jomo Kenyatta died on 22 August 1978, Moi became president. Political realities dictated that he would continue to beholden to the Kenyatta system which he had inherited. On 1 August 1982, fate played into Moi's hands when forces loyal to his government defeated an attempted coup d' tat by Air Force officers led by Hezekiah Ochuka. Moi took the opportunity to dismiss political opponents and consolidate his power reducing the influence of Kenyatta's men in the cabinet. He appointed supporters to key roles and changed the constitution to establish a de jure single-party state. Moi, his regime now faced an economy stagnating under rising oil prices and falling prices for agricultural commodities, singlehandedly convinced the KANU delegates at a conference at Kasarani in December, 1991 over the restoration of a multi-party systemin 1992 and 1997, marred by political violence and absence of an effective and organized opposition, Moi had no difficulty in winning, skillfully exploited Kenya's mix of ethnic tensions. Mwai Kibaki was elected President on 29 December 2002 and Moi handed over power to him. Moi After retirement. After leaving office in December 2002, Moi lived in retirement but still retained some popularity with the masses. He spoke out against a proposal for a new constitution in 2005. On 25 July 2007, Kibaki appointed Moi as special peace envoy to Sudan. On 28 August 2007, Moi announced his support for Kibaki's re-election. Moi owns the Kiptagich Tea Factory, established in 1979, which in 2009 the factory was under threat of being closed down by the government during the Mau Forest evictions. Challenges and achievements The major test to His leadership was in August 1982 when a detachment of Airforce soldiers attempted to overthrow his government but they were crushed. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 346 Achievements Moi served as Chairman of the Organization of African Unity OAU for two consecutive terms - 1981 and 1982."}
{"text": "Moi owns the Kiptagich Tea Factory, established in 1979, which in 2009 the factory was under threat of being closed down by the government during the Mau Forest evictions. Challenges and achievements The major test to His leadership was in August 1982 when a detachment of Airforce soldiers attempted to overthrow his government but they were crushed. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 346 Achievements Moi served as Chairman of the Organization of African Unity OAU for two consecutive terms - 1981 and 1982. He has also been involved in mediation between various conflicting sides in Uganda, Congo, Somalia, Chad, Sudan, Mozambique, Eritrea Ethiopia, Rwanda, and Burundi etc. He served as Chairman of Preferential Trade Area 1989-1990 , COMESA 19992000 , E.A. Co-operation 1996- 2002 and Inter-Governmental Authority on Development IGAD 1993 -1998 . He has travelled widely, being called upon as a president to provide peace keeping forces in troubled parts of the world like Chad, Uganda, Namibia, Mozambique, Iran Iraq, Kuwait, Yugoslavia, Liberia, Morocco, Angola, Serbia Croatia, D.R. Congo, Sierra Leone and East Timor. Moi has supported the formation of regional economic bodies to increase trade and as a means for the developing countries to have a united voice in the global economy. On 30th December 2002, Moi handed over power to Mwai Kibaki in a peaceful transition that followed the Narc victory over Kanu in the December 2002 General Elections. Currently, Moi is setting up a foundation through which he hopes to participate in solving conflicts in the horn of African and the Great Lakes Region as well as help rehabilitate street children and those orphaned by HIV aids. Jaramogi Ajuma Oginga Odinga Oct.1911 Jan 20, 1994 . Early years and career Oginga Odinga was born at Nyamira Kang o, in Sakwa location in Bondo, in October, 1911."}
{"text": "Currently, Moi is setting up a foundation through which he hopes to participate in solving conflicts in the horn of African and the Great Lakes Region as well as help rehabilitate street children and those orphaned by HIV aids. Jaramogi Ajuma Oginga Odinga Oct.1911 Jan 20, 1994 . Early years and career Oginga Odinga was born at Nyamira Kang o, in Sakwa location in Bondo, in October, 1911. Christened Obadiah Adonijah, he later renounced his Christian names and became known as Ajuma Oginga Odinga. Young Odinga began his formal education in 1926, at Maranda. He sat for his common entrance examination in 1929. He Attended Maseno School where he sat his STD 8 exams in 1934. He enrolled at Alliance High School in 1935 upto, finishing his formal education with a diploma in education from Makerere University College in 1939. From 1940 to 1942 Odinga taught mathematics at the Church Missionary Society school, Maseno. From 1943 to 1946 he was headmaster of the Maseno Veterinary School. Odinga and Economic and social independence In 1944, he quit teaching and formed the Bondo Thrift Association in 1945.In 1947, he founded the Luo Thrift and Trading Corporation for commercial and political purposes, serving as its managing director until 1962. LUTATCO build their first shop, MasenoStore, posho mills at Ngiya, Bondo and Dudi. The company owned Ramogi Press in Nairobi in 1947, publishing a Dholuo newspaper, Ramogi, edited by Achieng Oneko, Odinga s student in Maseno School. They also published Nyanza Times, Radioposta, Sauti ya Mwafrika and Mumenyereri. Between 1956 and 1957, they built Ramogi House and Africa House Kisumu. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 347 He helped to form the Luo Union, which brought together all the Luo people. His efforts earned him admiration and recognition among the Luo, who revered him as Ker a title previously held by the fabled classical Luo king, Ramogi Ajwang, who reigned 400 years before him."}
{"text": "Between 1956 and 1957, they built Ramogi House and Africa House Kisumu. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 347 He helped to form the Luo Union, which brought together all the Luo people. His efforts earned him admiration and recognition among the Luo, who revered him as Ker a title previously held by the fabled classical Luo king, Ramogi Ajwang, who reigned 400 years before him. Odinga became known as Jaramogi man of the people of Ramogi . Odinga travelled across the major towns in East Africa raising funds that resulted in the building of the Ofafa Memorial Hall in Kisumu in 1957 which became the headquarters of the Luo Union. Odinga s political contributions 1948-1963 In 1947, he won the central Nyanza African District Council elections. In 1948 he joined Kenya African Union KAU having been influenced by a Luo Union and KAU leader, Ambrose Ofafa. In 1957 and became the political spokesman of the Luo. The same year, he was elected member of the Legislative Council for the Central Nyanza constituency. He became the chairperson of AEMO formed by the eight African elected Members of the LEGCO. He with Mboya and Kiano formed the Kenya Independence Movement after AEMO began to disintegrate. After the 1960 Lancaster House Conference, attended by a unified African delegation, Odinga emerging as one of the radical group leader, dissatisfied Africans with the conference decisions. Odinga and other members of the legislative council formed the Kenya African National Union KANU . Odinga's KANU used its strong showing in the 1961 general elections to help gain Kenyatta's release. Odinga after independence Kenya gained independence in Dec 1963, and Odinga was appointed minister for home affairs. When Kenya became a Republic in 1964, he was its first Vice-President. As VicePresident he did not agree with Jomo Kenyatta's government, and he resigned his post and quit KANU in 1966 to form the Kenya People's Union KPU . He openly challenged the government's use of private and foreign investment capital and its close ties with the West. Within KANU, a coalition formed against Odinga and in 1966 a KANU reorganization conference abolished his post of party vice-president."}
{"text": "Odinga after independence Kenya gained independence in Dec 1963, and Odinga was appointed minister for home affairs. When Kenya became a Republic in 1964, he was its first Vice-President. As VicePresident he did not agree with Jomo Kenyatta's government, and he resigned his post and quit KANU in 1966 to form the Kenya People's Union KPU . He openly challenged the government's use of private and foreign investment capital and its close ties with the West. Within KANU, a coalition formed against Odinga and in 1966 a KANU reorganization conference abolished his post of party vice-president. In October 1969, Odinga together with Achieng Oneko and other KPU members were jailed by the government. The KPU was banned, and he stayed in prison for 15 months. Odinga remained an opposition leader throughout the1970s. After Kenyatta's death in 1978, the new president, Daniel Arap Moi, tried to bring Odinga back into KANU. Moi, appointed Odinga as chairman of the Cotton Lint and Seed Marketing Boardwhere he did not last long, because he was still outspoken against Kenyatta's policies. When Odinga was reinstated into the party in 1980, he attacked Moi and Kenyatta as corrupt and protested U.S. military presence in Kenya. Odinga attempted to register a political party in 1982, but his plans were foiled when Kenyawas made a de jure single-party state in 1982, KANU party again banished Odinga. Throughout the 1980s, Odinga remained vocal in calling for democracy. In 1984, he tried to launch and register the Ramogi Development Trust RADET but the government denied it registration. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 348 Odinga and the Struggle for multi-parytism in the 1990s In 1991, Odinga founded the National Democratic Party, but the government refused to recognize it and briefly jailed Odinga. Later that year Odinga and five other opposition leaders formed the Forum for the Restoration of Democracy FORD . But FORD split in 1992, and Jaramogi formed FORD-K finishing fourth behind Moi, Matiba and Kibaki."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 348 Odinga and the Struggle for multi-parytism in the 1990s In 1991, Odinga founded the National Democratic Party, but the government refused to recognize it and briefly jailed Odinga. Later that year Odinga and five other opposition leaders formed the Forum for the Restoration of Democracy FORD . But FORD split in 1992, and Jaramogi formed FORD-K finishing fourth behind Moi, Matiba and Kibaki. In 1993, Odinga's reputation suffered when he admitted taking a campaign contribution from a bank accused of bribing government officials. In the months before his death in January 1994, Odinga tried to reconcile his branch of FORD with KANU, but without success. Wangari Maathai Early life of Wangari Maathai. Maathai was born on April 1, 1940 in the Ihithe village, Nyeri County, in the central region to Muta Njugi, a farm labourer on a white owned farm in the rift valley. In 1950, she joined Ihithe Primary School for primary education in 1951, Maathai moved to St. Cecilia's Intermediate Primary School at the Mathari Catholic Mission in Nyeri where she studied for four years. During this time, she converted to Catholicism, taking the Christian name Mary Josephine. In 1956 she joined Loreto High School Limuru. She was chosen to study at American universities in September 1960 under the Kennedy Airlift or Airlift Africa. In 1964, she joined the University of Pittsburgh to study for a master's degree in biology. In January 1966, upon her return to Kenya, Maathai dropped her Christian name, preferring to be known by her birth name, Wangari Muta. In April 1966, she met Mwangi Mathai, whom she later married in 1969 and had three children with him. In 1971, she became the first Eastern African woman to receive a Ph.D., in Anatomy from the University of Nairobi. She was a member of the Nairobi branch of the Kenya Red Cross Society, becoming its director in 1973."}
{"text": "Who partnered with the Green Belt Movement and offered her the position of coordinator. In 1987, Maathai stepped down as chairman of the NCWK and focused her attention on the newly separate nongovernmental organization. In October 1989, Maathai learned of a plan to construct the 60 -story Kenya Times Media Trust Complex in Uhuru Park. Her protests, some leading to her being harassed, led to the foreigninvestors to cancel the project in January 1990. In June 1992, both Maathai and President Arap Moi traveled to Rio de Janeiro for the UN Conference on Environment and Development Earth Summit where she became a chief spokesperson despite government protest. In 1998, Maathai protested against the privatization of large areas of pu blic land in the Karura Forest. In August 16, 1999, when the president announced that he was banning all allocation of public land. On October 8, 2004, Maathai became the first African woman, and the first environmentalist, to win the Nobel Peace Prize for her contribution to sustainable development, democracy and peace. On March 28, 2005, she was elected the first president of the African Union's Economic, Social and Cultural Council and was appointed a goodwill ambassador for an initiative aimed at protecting the Congo Basin Forest Ecosystem. Achievements of Wangari Maathai a As a member of the Kenya Association of University Women, she was on the forefront in campaigning for equal benefits for the women while at the university and also as a member National Council of Women of Kenya NCWK . For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 350 b She succeeded in stopping the government from encroaching on a public utility at Uhuru park to construct the 60-story Kenya Times Media Trust Complex. C She succeeded in pressurizing the government to release political prisoners through painful hunger protests at Uhuru Park. The prisoners were released in early 1993. D Maathai was the first African woman, and the first environmentalist, to win the Nobel Peace Prize for her contribution to sustainable development, democracy and peace. E Maathai has been very instrumental in environmental protection through the Green Belt Movement. THE FORMATION, STRUCTURE AND FUNCTIONS OF THE GOVERNMENT OF KENYA. THE ELECTORAL PROCESS. Role of the Independent Electoral and Boundaries Commission in Kenya."}
{"text": "THE FORMATION, STRUCTURE AND FUNCTIONS OF THE GOVERNMENT OF KENYA. THE ELECTORAL PROCESS. Role of the Independent Electoral and Boundaries Commission in Kenya. A The Commission is responsible for conducting or supervising referenda and elections to any elective body or office. B It is responsible for continuous registration of citizens as voters and regular revision of the voters roll. C It Prescribes and reviews electoral boundaries in constituencies and wards at intervals of not less than eight years, and not more than twelve years. The constitution provides for 290 constituencies established under the following considerations; Community of interest, historical, economic and cultural ties Geographical features and urban centres Means of communication d It is responsible for regulation of the process by which parties nominate candidates for elections. E The commission is responsible for settlement of electoral disputes, including disputes relating to or arising from nominations. However it does not handle election petitions and disputes subsequent to the declaration of election results. F The registration of candidates for election. G Educate informs the public on the requirements for voters and contestants h Facilitation of the observation, monitoring and evaluation of elections. I It is responsible for regulation of the amount of money that may be spent by or on behalf of a candidate or party in respect of any election. J Identifies, appoints and trains election officials. K Verifies and announces election results l Prepares ballot papers and other election materials. M Identifies and recommends polling stations. Types of elections. There are three types of elections in Kenya; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 351 a General elections. These are elections held after every five years. Initially they were meant to be held on the second Tuesday in August on the fifth year. But this has since been altered due to the delay in new constitution implementation process b By elections. These are elections of new leaders to fill vacant seats left following deaths of occupants, resignation or annulment of their election through successful petition in court. C Re run elections- this are elections held exactly one month after the general elections involving only two presidential candidates in case of no clear winner in the general election. Why Kenyans elect their representatives to parliament every five years. A It is a constitutional requirement that Kenyans elect MPs after every five years. B The elections give Kenyans a chance to practice their democratic right of choosing their representatives."}
{"text": "Why Kenyans elect their representatives to parliament every five years. A It is a constitutional requirement that Kenyans elect MPs after every five years. B The elections give Kenyans a chance to practice their democratic right of choosing their representatives. C It enables Kenyans control their elected representatives i.e. the fear of losing election ensures that elected representative serve the electorate well. D It enables Kenyans choose between representatives and between parties that express the policies that they agree with. E Through periodic elections, Kenyans are able to participate in activities of their government The following methods have been used in elections in Kenya. A Mololongo queuing b Acclamation c Secret ballot. THE 2007 ELECTIONS IN KENYA The electoral process that was adopted by the ECK under the stewardship of Samuel Kivuitu in the 2007 election was very unfair and yielded false results. This caused the outbreak of violence, bloodshed, destruction and loss of property. The Kreigler commission that was formed to look into the causes of the 2008 violence reported the following weaknesses. A Irregularities in the voter register which excluded 30 of the potential voters the register contained names of deceased persons. Women who had attained the voting age were found to be under represented. B Imbalanced distribution of registered voters among constituencies. Some constituencies like Embakasi had over 200, 000 registered voters while others like Mandera East had less than 20,000 registered voters. C Rampant cheating where in some cases the votes cast were more than 100 of the registered voters. D Existence of exclusive strongholds with some electoral areas being out of bounds for some political parties. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 352 e There was a defective system of voter tallying and relaying of information. Some of those declared winners finally lost their seats through election petitions. F Incompetence of the ECK officials with even the chairmen stating clearly that it was impossible to establish who won the elections. G The results relayed sometimes faced integrity queries. Some officials relayed cooked results. H The composition of the ECK raised suspicion especially among the opposition. The principles that govern the electoral process in Kenya."}
{"text": "Some officials relayed cooked results. H The composition of the ECK raised suspicion especially among the opposition. The principles that govern the electoral process in Kenya. A All citizens have the freedom to exercise their political rights b Not more than two-thirds of the members of elective public bodies shall be of the same gender. C Persons with disabilities must receive fair representation. D There must be universal suffrage based on the aspiration for fair representation and equality of vote. E The elections should be free and fair and will be by secret ballot, free from violence, intimidation, improper influence or corruption. F The elections will be conducted by an independent body, transparent; and administered in an impartial, neutral, efficient, accurate and accountable manner. Legislation on Elections. The following legislations govern the electoral process in Kenya. A The constitution of Kenya-that is a sovereign state and republic with the people owning all sovereign power directly or through democratically elected leaders. B The national assembly and presidential elections Act- it outlines the steps to be followed in the registration of voters, nomination of candidates, polling and counting of votes and other related processes. C The local government act- it gives the procedure and rules for conducting elections for county, municipal and town councils. D The electoral offences Act. It lays out the election offences like bribing of voters, threatening voters, voting more than once or causing violence on polling day or during campaigns. Voter registration. Qualifications of a voter in an electoral process in Kenya. A One must be an adult citizen at least 18 years old. B He she must be a Kenyan citizen in possession of an identity card or passport. C He she must be a registered voter. D He she must been registered at only one registration centre e One must not be an insane person. F He she must have been convicted of an election offence during the Preceding five years. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 353 Voter and civic education. Voter education refers to the provision of information, materials and programmes to voters with the intention of informing them about the specifics of voting process for a particular election. For example, information on who is eligible to vote, where and how to register. Civic education is aimed at conveying knowledge to the citizens about the country s politica l system and context."}
{"text": "C if he is nominated by a political party, or is an independent candidate who is supported in the case of election to the National Assembly, by at least one thousand Registered voters in the constituency; or in the case of election to the Senate, by at least two thousand registered voters in the county. Disqualifications for one from being elected a Member the National Assembly. A If the person is a State officer or other public officer, other than a Member of Parliament. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 354 b If a person has, at any time within the five years immediately preceding the date of election, held office as a member of the Independent Electoral and Boundaries Commission. C If a person has not been a citizen of Kenya for at least the ten years immediately preceding the date of election. D If a person is a member of a county assembly. E If one is of unsound mind. F If one is declared bankrupt. G Is subject to a sentence of imprisonment of at least six months, as at the date of registration as a candidate, or at the date of election. H If one is found, in accordance with any law, to have misused or abused a State office or public office. An elected MP may lose his her seat in parliament under the following circumstances. A When he she ceases to be a Kenyan citizen. B He she receive a jail sentence exceeding 6 months or death penalty from a court of law. C When he she resign, through writing to the speaker, from the national assembly. D When he she is declared bankrupt by a court of law. E When he she is found to be of unsound mind. F When he she resigns from the sponsoring political party or as an MP. G When he she fails to attend 8 consecutive sessions during the life of a particular parliament without permission from the speaker. H When he she defects from one party to another. I When he she having been elected to parliament as an independent candidate, decides to join a political party. Campaigns. The campaign periods starts immediately after IEBC nomination of candidates and ends 12 hours before the polling day. The main purpose of campaigns is to give the voters chance to assess aspiring candidates and their party policies and strategies and then decide the right candidate. Polling Voting is done in the polling station."}
{"text": "The campaign periods starts immediately after IEBC nomination of candidates and ends 12 hours before the polling day. The main purpose of campaigns is to give the voters chance to assess aspiring candidates and their party policies and strategies and then decide the right candidate. Polling Voting is done in the polling station. It takes place from 6.00am to 6.00 pm on the Election Day. Counting of votes begins after the closure of the exercise. The presiding officer then announces the number of votes garnered by each candidate. The returning officer, the election officer in the constituency then tallies the total votes from all the polling stations and announces per candidate in the constituency. He she declares the elected mp for the constituency and councilors of each ward. He announces the number of votes per candidate for the presidential elections. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 355 The IEBC then declares the validly elected candidates for the presidential, National Assembly and Senate. Factors likely to interfere with free and fair elections in Kenya. A Ethnic loyalties polarization Party loyalties. People may be compelled to vote along tribal lines, in total disregard of the leadership records or accomplishment of those they elect. B Illiteracy of some voters. This curtails their ability to mark the ballot papers correctly. C Inadequate civic education. The lack of adequate sensitization of the voters can lead to ineffective election process. D Violence. Harassment of voters by rival groups Insecurity fear instilled in candidates. All forms of chaos makes accessibility to voting stations by voters difficult. E Corruption of candidates and their supporters. This is through bribing of voters to vote for certain candidates. F Incompetent election officials. Some election officials are partisan and therefore unable to preside over elections competently. G Rigging. On many occasions aspiring candidates or their agents have complained of rigging. H Transport difficulties. The electoral process in Kenya has been faced with the problem of Inaccessibility of some polling stations i Communication problems. During the voting day, some remote areas experience communication problems between the headquarters and the polling stations. J Extreme weather conditions. Delivery of polling materials has sometimes been affected by bad weather. K Gender insensitivity. For a long time, women have not been given a fair share in the electoral process in Kenya. L Use and misuse of mass media."}
{"text": "K Gender insensitivity. For a long time, women have not been given a fair share in the electoral process in Kenya. L Use and misuse of mass media. Some politicians own some media houses, sometimes they have subjected them to misuse. There has been also the problem of imbalance when it comes to media coverage of elections. Electoral guidelines and regulations that may help minimizeirregularities. A Whatever voting method is used, the system must be simple, accurate, verifiable, secure, accountable and transparent. B The votes cast must be counted, tabulated and the results announced promptly by the presiding officer at each polling station. C The results from the polling stations must be openly and accurately collated and promptly announced by the returning officer. D Appropriate structures and mechanisms to eliminate electoral malpractices must be in place, including the safekeeping of electoral materials. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 356 Electoral disputes The following must be observed as pertains to election disputes: a Electoral petitions, other than in a presidential election, must be filed within 28 days after the declaration of the election results by the IEBC. B Service of a petition may be direct or by advertisement in a newspaper with national circulation. ELECTION OFFICIALS The following are the officers appointed by the IEBC to assist in administering elections. 1. District election coordinators. -. Officials responsible for all electoral matters at district level. They act as a link between people at the grassroots level and the IEBC headquarters. 2. Registration officers. They register voters in each constituency and issue them with voter s card. 3. Returning officers. Are in charge of elections in a constituency which has several polling stations. They perform the following functions: a They set up polling booths in each polling station. B They receive nomination papers from prospective candidates c They distribute ballot papers and boxes to polling stations. D They supervise the voting and counting of votes in the constituency. E They appoint the presiding officers in each polling station. F Announcing the results of the elections. 4. Presiding officers. In charge of polling stations. And perform the following duties; a They conduct the polls in an orderly, free and fair manner at the polling station. B They ensure that every eligible voter votes only once. C They help illiterate voters mark ballot papers."}
{"text": "And perform the following duties; a They conduct the polls in an orderly, free and fair manner at the polling station. B They ensure that every eligible voter votes only once. C They help illiterate voters mark ballot papers. D They seal the ballot boxes and transfer them to a central point in the polling station where the votes will be counted. E They maintain law and order at polling stations and report any irregularities to the returning officer. F They ensure that there is impartiality in conducting. 5. Polling clerks. On the polling day, they assist and guide voters, particularly those who are illiterate. 6. Security personnel. Police officers maintain law and order during the polling and counting of votes. 7. Counting clerks. They sort out ballots and then count the ballots per candidate. 8. Party agents. They represent candidates or political parties in a polling station or counting hall to ensure that the polling and counting procedures are transparent , orderly , free and fair. 9. Observers. These are neutral persons who make observations and write reports on the polling and counting exercise to indicate if the elections were free and fair or not. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 357 FORMATION OF GOVERNMENT NATIONAL GOVERNMENT Kenyans directly or indirectly exercise their sovereign or absolute power through their democratically elected representatives. This power is delegated to the state organs or arms of government namely; a The parliament and the legislative assemblies in the county assemblies. B The national executive and the executive structures in the county government. C The judiciary and independent tribunals. The process of National government formation. After every election, the party with the majority of seats in the house forms the government by appointing cabinet secretaries from among professionals not among elected MPs with the approval of the National Assembly. The president then appoints the judiciary with the a dvice of the JSC. The president-elect is sworn in by the chief Justice and the members of the three arms of government also take oath. The three arms of government operate independently and work on checks and balances The executive is responsible for running the country by developing and implementing policies that lead to national development. Even after dissolution of parliament after its expiry, the cabinet exists until a new one is appointed. This is to ensure that there is no power vacuum and that government operations continue."}
{"text": "The president then appoints the judiciary with the a dvice of the JSC. The president-elect is sworn in by the chief Justice and the members of the three arms of government also take oath. The three arms of government operate independently and work on checks and balances The executive is responsible for running the country by developing and implementing policies that lead to national development. Even after dissolution of parliament after its expiry, the cabinet exists until a new one is appointed. This is to ensure that there is no power vacuum and that government operations continue. Role of government in Kenya a Government ensures that social and economic development is undertaken by putting in place policies to improve schools, hospitals, agriculture, trade, housing and industry. B It upholds human rights and freedoms and ensures that all citizens live in peace and harmony through the administration of justice and maintaining law and order. C Government organizes an effective defence force to protect the country from internal and external aggression. D It also has a duty to establish sound foreign policies to promote international cooperation with other countries by setting up foreign embassies and high commissions. E It has a duty to foster national unity by recognizing diversity and ensuring equitable sharing of national and local resources. F Government protects and promotes the interests and rights of the minorities and marginalized communities. COUNTY GOVERNMENT The county government is composed of County assemblies, county executive committees and county public service and exist in each of the 47 counties throughout Kenya. A county government consists of; a Members one member per ward elected by the registered voters of the wards in a general election in Kenya. B The Speaker, who is an ex officio member. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 358 c Members appointed by the county governor, with the approval of the county assembly, from among persons who are not members of the assembly. The structure of the executive arm of the county government. The executive authority of the county is vested in the county executive committee. The committee consists of; a The county Governor and the Deputy County Governor who are the chief executive and deputy chief executive of the county respectively. B Members who are not members of the assembly and appointed by the County Governor, with the approval of the assembly. They should be not more than ten other. If the assembly has less than thirty members, the members should be One-third of the number of members of the county assembly."}
{"text": "B Members who are not members of the assembly and appointed by the County Governor, with the approval of the assembly. They should be not more than ten other. If the assembly has less than thirty members, the members should be One-third of the number of members of the county assembly. NB; Members of a county executive committee are accountable to the county governor for the performance of their functions and exercise of their powers. The appointed members of the county executive committee cease to hold office once the office of the county governor falls vacant. The election of a county governor. The county governor is directly elected by the voters registered in the county at a general election for a term of 5 years. To be eligible for election as county governor, a person must be eligible for election as a member of the county assembly. If re-elected, can serve for another final term of 5 years. Each candidate for election as county governor nominates a person as his her running mate to be the deputy governor. Removal of a County Governor from office. A governor may be removed from office under the following grounds; a Gross violation of the Constitution or any other law. B When the county governor commits a crime under national or international law. C When the governor abuses office or is accused of gross misconduct. D When he she suffers from Physical or mental incapacity that hinders performance of the functions of office. The office of the county governor falls vacant when the holder of office; a Dies. B Resigns, in writing, addressed to the speaker of the county assembly. C Is convicted of an offence punishable by imprisonment for atleast twelve months. D Ceases to be eligible to be elected as a county governor. E Is removed from office under the constitution. The deputy county governor assumes office as a county governor for the remainder of the term of the county governor when a vacancy arises. Where the deputy governor is unable to act or his office is also vacant, the speaker acts as governor and elections must be held within sixty days after the speaker assumes office. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 359 THE COUNTY ASSEMBLY The composition of a County Assembly in Kenya is as follows; A county assembly consists of Members one member per ward elected by the registered voters of the wards in a general election."}
{"text": "The deputy county governor assumes office as a county governor for the remainder of the term of the county governor when a vacancy arises. Where the deputy governor is unable to act or his office is also vacant, the speaker acts as governor and elections must be held within sixty days after the speaker assumes office. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 359 THE COUNTY ASSEMBLY The composition of a County Assembly in Kenya is as follows; A county assembly consists of Members one member per ward elected by the registered voters of the wards in a general election. Members of special seats no more than two-thirds of the membership of the assembly is of the same gender. Members of marginalized groups, including persons with disabilities and the youth. The Speaker, who is an ex officio member. Nb-The members for special seats and marginalized communities are nominated by political parties in proportion to the seats received in the election in a particular county. The functions of a county assembly a County assemblies make laws for the effective performance of the county government. B It acts as a watch dog over the county executive committee. C It receives and approves plans and policies for managing and exploiting the county s resources, and, developing and managing the infrastructure and institutions. Conditions that must be met by a person seeking for election to a County Assembly a The person must be a registered as a voter in his her county. B The person must have been a Kenyan citizen for atleast ten years before the elections. C The person must be able to read and write in English and Kiswahili. D He or she must be of sound mind. E The person must be of unquestionable morals and ethics f If a public officer, he she must relinquish his her public work. G The person must be nominated by a political party h If he she is an independent candidate, must be supported by at least five hundred registered voters in the Ward concerned. I The person must not have been declared bankrupt. J The person must not have served a sentence of imprisonment of more than six months. K The person must not have misused or abused a State or public office. Vacancy in the office of member of county assembly may happen if the member; a Dies. B Is absent from eight sittings of the assembly without permission, in writing, of the speaker of the assembly and is unable to offer satisfactory explanation for the absence."}
{"text": "C Two members, being one man and one woman, representing the youth. D Two members, being one man and one woman, representing persons with disabilities. E The Speaker, who shall be an ex officio member. The official languages of parliament are English, Kiswahili and Kenyan sign language. Parliament quorum is 50 members for the national assembly and 15 members for the senate. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 361 Office of parliament The following are the officers of parliament; Speakers and deputy speakers. Two Speakers, ex-officio member, one for each of the two houses. Each is elected by members of the respective house from among persons who are qualified to be elected as members of parliament but are not MPs. A deputy speaker is elected from among members of each of the houses by the mps. Their offices become vacant when; A new house of parliament first meets after an election. When he she resigns, dies. When a house resolution of two-thirds removes him her from office. The speakers Preside at any sitting of the house. In a joint meeting of the two houses, the speaker of the national assembly assisted by that of the senate presides over. The speaker has no vote in parliament and in case of a tie, The question is lost. The six speakers in Kenya since independence include; 1. 2008-upto date- Kenneth Marende. 2. 1993-2007- Francis Ole Kaparo 3. 1991- 1992-Professor Jonathan Ngeno 4. 1988- 1990-Moses Arap Keino 5. 1970 1987-Fredrick Mbiti Mati. 6. 1964-1969-Humphrey Slade became the first speaker of the single house. 7. 1963- Muinga Chokwe speaker of the upper house 8. 1963- Humphrey slade speaker of the lower house . Role of the speaker. A He she presides over the proceedings of the house and ensures that they are conducted in accordance with the rules of procedure. He enforces standing orders in the house. B The speaker disciplines members of the house who violate standing orders by ordering such them to leave the house or be barred from attending three house consecutive sittings. C Maintains order during debates and enforces rules which govern conduct of the house."}
{"text": "He enforces standing orders in the house. B The speaker disciplines members of the house who violate standing orders by ordering such them to leave the house or be barred from attending three house consecutive sittings. C Maintains order during debates and enforces rules which govern conduct of the house. The speaker interprets the rules of the house. D He she gives the MPs chance to contribute towards house debates to ensure that the minority are given a fair hearing before the will of the majority prevails. E He she represents and protects the authority of the house. F He she organizes and determines the business to be conducted in the house by receiving Bills, motions and questions for discussion in the house, and then prepares an order paper. G He she adjourns sittings if the house lacks a quorum. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 362 h He she keeps and maintains the attendance register and grants permission to MPs to be absent from sessions. MPs going out of the country must inform the speaker of their absence from Kenya. I He she heads the National Assembly department and takes charge of its general administration and welfare. He she is responsible for preserving dignity and order and for the comfort and convenience of the members and staff within parliament buildings. J He she chairs the speaker s committee, the committee of powers and Privileges and the Order Committee. K The speaker issues orders and makes rules for the regulation of visitors to parliament and represent parliament in its relations with foreign countries. L The speaker chairs the branches of the commonwealth Parliamentary Association, InterParliamentary Union and the Union of African Parliaments. He she represents Parliament at the commonwealth speaker s conference. M He she declares parliamentary seats vacant and issues writs for general elections and byelections. N He she receives and accepts letters of resignation from members of parliament. O He she swears in members of parliament before participating in the House deliberations. P He, summons parliament to a new when parliamentarians are on recess. Party leaders As part of parliament officers, there is the leader of the majority party and leader of minority party. The majority party leader is the person who is the leader in the national assembly of the largest party or coalition of parties. The minority party leader is the person who is the leader in the national assembly of the second largest party or coalition of parties. Role of party leaders."}
{"text": "The majority party leader is the person who is the leader in the national assembly of the largest party or coalition of parties. The minority party leader is the person who is the leader in the national assembly of the second largest party or coalition of parties. Role of party leaders. A They promote and uphold national unity through party activities. B They enforce adherence to principles of good governance, democracy and upholding human rights and fundamental freedoms and gender equality and equity. C The leaders work to advance the goals of the party and ensure their programme is carried out to the satisfaction of the party. D The leader of the majority party has to ensure and maintain support for legislation. E The leader of the minority party has to protect the rights of the minority. F The leader of the majority party has to ensure accountability and transparency in the party. And the government. Functions of parliament in Kenya. A The elected members of parliament Represents the will of the people, and exercises their sovereignty. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 363 b Parliament considers and passes amendments to the Constitution c It has powers to alter county boundaries as provided for in the Constitution. D Parliament has the duty to protect the Constitution and promote the democratic governance of the Republic. E Parliament is the sole body that has the power to make provision having the force of law in Kenya Functions of the National Assembly in Kenya. A The national assembly represents the will of the people and expresses their sovereignty since it represents people from the 290 constituencies and special interest groups. B The National Assembly deliberates on and resolves issues of concern to the people in the Constituencies and special interest groups. C The National Assembly enacts legislation that affect the nation-not the county government. For example the money bill may be introduced only in the national assembly. D The National Assembly determines the allocation of national revenue between the levels of government it controls revenue and expenditure in the republic. E It appropriates funds for expenditure by the national government and other national State organs it exercises oversight over national revenue and its expenditure. F The National Assembly reviews the conduct in office of the President, the Deputy President and other State officers It may initiate the process of removing them from office. G The National Assembly approves declarations of war and extensions of states of emergency. Functions of the Senate in Kenya. A The Senate represents the counties, and serves to protect the interests of the counties and their governments."}
{"text": "G The National Assembly approves declarations of war and extensions of states of emergency. Functions of the Senate in Kenya. A The Senate represents the counties, and serves to protect the interests of the counties and their governments. B The Senate participates in the law-making function of Parliament by considering, debating and approving Bills concerning counties. C The Senate determines the allocation of national revenue among counties It exercisesoversight over national revenue allocated to the county governments. D The Senate participates in the oversight of State officers by considering and determining any resolution to remove the President or Deputy President from office. The process of law making in Kenya. What is law making? This is the process of enacting new laws or amending the existing ones. The two conditions for the start of a law making process are a The presence of a speaker or his deputy. B A quorum of fifty members of the national assembly. C A quorum of 15 members of the senate. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 364 What is a bill? A bill is a proposed piece of legislation law . Bills originate in the National Assembly. A Bill not concerning county government is considered only in the National Assembly, and passed in accordance with the Standing Orders of the Assembly. A Bill concerning county government may originate in the National Assembly or the Senate, and is passed in accordance with the Standing Orders of the Houses. Bills are classified into two; a Public Bill- these deal with matters of public policy that affect all citizens of Kenya. They are also categorized into two; a. Government Bill-introduced by cabinet secretaries. B. Private member s Bill.-introduced by back-benchers in the national assembly a Private Bill.-this is a bill that affects a particular person, associations or people living in a small part of the country. Money Bill This a bill that has provisions dealing with taxes, payment of charges by public, appropriation , receipt ,custody or issue of public money, raising or guaranteeing of any loan, its repayment or other matters relating to such monies. The process The government departments and public offices to be affected by a bill consult first before it is drafted. A bill is then drafted by the government draftsman the parliamentary counsel in the attorney general s chambers. When the cabinet is satisfied with the draft, it is published in the Kenya gazette at least fourteen days before it is introduced to parliament."}
{"text": "The process The government departments and public offices to be affected by a bill consult first before it is drafted. A bill is then drafted by the government draftsman the parliamentary counsel in the attorney general s chambers. When the cabinet is satisfied with the draft, it is published in the Kenya gazette at least fourteen days before it is introduced to parliament. The main purpose of this is to give the public chance to view and criticize the Bill. The draft proposal is also presented to parliament to give members chance to research on it on preparation for a debate in thefuture. A Bill is first introduced by any member or committee of the relevant House of Parliament, but a money Bill may be introduced only in the National Assembly. Before either House considers a Bill, the Speakers of the National Assembly and Senate jointly resolve any question as to whether it is a Bill concerning counties and, if it is, whether it is a special or an ordinary Bill. When any Bill concerning county government has been passed by one House of Parliament, the Speaker of that House refers it to the Speaker of the other House. If both Houses pass the Bill in the same form, the Speaker of the House in which the Bill originated shall, within seven days, refer the Bill to the President for assent. The National Assembly may amend or veto a special Bill that has been passed by the Senate only by a resolution supported by at least two-thirds of the members of the Assembly. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 365 Within fourteen days after receipt of a Bill, the President assents to the Bill; or refer the Bill back to Parliament for reconsideration by Parliament, noting any reservations that the President has concerning the Bill. When a bill is referred back to parliament, the following procedure is followed; a Parliament may amend the bill in light of the president s reservations or pass the bill a second time without amendments. B If parliament amends the Bill after consideration of the president s reservations, the speaker must resubmit the bill to the president for assent. C Parliament could pass the bill without amendments or with amendments that do not fully accommodate the president s reservations if supported by; Two-thirds of the members of the national assembly, and Two-thirds of the delegations in the senate, if the bill requires approval of the senate. The bill then has to be submitted by the appropriate speaker to the president for assent within seven days."}
{"text": "B If parliament amends the Bill after consideration of the president s reservations, the speaker must resubmit the bill to the president for assent. C Parliament could pass the bill without amendments or with amendments that do not fully accommodate the president s reservations if supported by; Two-thirds of the members of the national assembly, and Two-thirds of the delegations in the senate, if the bill requires approval of the senate. The bill then has to be submitted by the appropriate speaker to the president for assent within seven days. If the president fails to assent the bill within seven days, the bill will be considered acted upon and therefore considered null and void. The process of the bill coming into force as a law. After presidential assent, a Bill becomes a law or an act of parliament. It is then published in the official gazette, the Kenya gazette, within seven days after assent. Sections of it may also be published in the local dailies so as to publicize the law t o all residents in the country. The Act of parliament then comes into force as a law on the fourteenth day after its publication in the Kenya Gazette unless the Act specifies a different date or time when it will come into force. The law then binds everybody in the country. Special Bills concerning county governments. Such Bills, when passed by senate, can only be amended or vetoed by National Assembly by a resolution of 2 3 of the members. When the veto or amend fails to pass, the speaker of the National Assembly must within seven days refer the Bill in the form adopted by the senate to the president for assent. Ordinary Bills concerning counties. If one house passes an ordinary bill concerning counties and the second house rejects it , the Bill must be referred to the mediation committee. A mediation committee refers to a committee comprising equal number of members from both houses appointed by the speaker with the task of formulating a version of the Bill that both Houses could pass. Both houses will then vote to pass or reject the formulated version. The Bill is considered rejected if the committee fails to reach an agreed version within 30 days. If the second House passes it in an amended form, the bill must be taken back to the orig inating house for consideration. If the originating house passes it as amended; it is referred to the president for assent within seven days. If it rejects it, it is referred to the mediation committee."}
{"text": "The Bill is considered rejected if the committee fails to reach an agreed version within 30 days. If the second House passes it in an amended form, the bill must be taken back to the orig inating house for consideration. If the originating house passes it as amended; it is referred to the president for assent within seven days. If it rejects it, it is referred to the mediation committee. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 366 Parliamentary supremacy Meaning of parliamentary supremacy This refers to the sovereign power exercised by parliament which makes law for the country. Parliament is supreme because, through elections, it has the people s mandate to legislate and govern on their behalf and is the only means through which people control government. How parliamentary supremacy is upheld in Kenya. A It is the only Body that makes and repeals laws. Technically, a constitutional court can overrule an act of parliament, but parliament can change the law to prevent that from happening. B Parliament can remove the president from office by impeachment. A member of the national assembly, with the support of at least a third of all the members, may move an impeachment motion. C Parliament through an amendment of the constitution, can limit the powers of the executive. It can also pass a vote of no confidence in the government, compelling the president and his her cabinet secretaries to resign. D Cabinet secretaries are accountable to the parliament for their activities in the ministries under their control. They have to answer questions in parliament about their ministries. E Bills prepared by the cabinet have to be legislated by parliament, which is a law making body. F Parliament has to approve government expenditure. The Cabinet secretary in charge of Finance annually presents the budget to parliament for approval by MPs. -. The public accounts committee scrutinizes government expenditure. The Auditor and controllerGeneral check the expenditure of all ministries and reports to parliament. NB; - The upholding of parliamentary supremacy however depends largely on the integrity and maturity of members of the national assembly. Ways in which parliamentary supremacy in Kenya is limited. A Parliament cannot make laws that contradict traditional customs and practices of the people, unless people want change. B Parliament cannot pass a law that contradicts the constitution. The supremacy of the constitution is upheld. C Increased power of the cabinet can reduce parliament s authority. If the cabinet is too powerful, it may influence parliamentary decisions. D The president can limit the supremacy by making independent decisions."}
{"text": "C Increased power of the cabinet can reduce parliament s authority. If the cabinet is too powerful, it may influence parliamentary decisions. D The president can limit the supremacy by making independent decisions. For example, the president has emergency powers which sidestep parliamentary supremacy. State of Emergency does not follow parliamentary directions. E Parliament supremacy can be limited by the application of international laws. Parliament may be forced to ratify a law out of necessity; failure to ratify an international law may invite punitive actions on the country. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 367 f Delegated legislation may also limit its powers, i.e. the operation of the county government by-laws may limit parliamentary supremacy although national legislation prevails over county legislation. G Referendum may be used to decide important issues as opposed to parliamentary decisions. Merits of parliamentary supremacy parliamentary system. A It increases harmony, since the legislature and the executive work together. This is realized when MPs, who represent the electorate, bring their views to the executive cabinet secretaries in the legislature. B This system allows ordinary citizens to participate in the governing process by electing their representatives to articulate their views on issues of national interest. C It ensures a responsible and responsive government since the cabinet is controlled by parliament in its actions. Cabinet cannot ignore public opinion, since people choose the MPs. Such could risk a vote of no confidence. D It instills a sense of responsibility in the executive since cabinet secretaries have to sit and answer questions in the house. E The system legitimizes actions taken by the government, particularly when such actions originate from recommendations passed by the MPs- the people s representatives. F A parliamentary system gives citizens a chance to participate in national political leadership through presenting themselves for election as members of parliament or county assemblies. G It provides for regular elections, giving the electorate the chance to reject non performing MPs and elect others who can perform. H Parliament is a training ground for effective leaders; the system enables Kenyans of ability and experience to prove their worth in parliamentary debates. Demerits of parliamentary supremacy. A It only works well where there are two parties; with one ruling while the other in opposition. In a case where there are more than two parties. A coalition government may be formed and this form of government is sometimes weak and unstable."}
{"text": "A It only works well where there are two parties; with one ruling while the other in opposition. In a case where there are more than two parties. A coalition government may be formed and this form of government is sometimes weak and unstable. Also where the legislature is dominated by one party, the cabinet tends to be dictatorial. B Such government may not be effective in times of emergencies. The head of government has to consult with the cabinet and the legislature before acting. C It weakens the executive. It compels the cabinet secretaries to spend most of their time in parliament instead of dealing with matters of their ministries. Terminative Role of Parliament in Kenya. This means that parliament has the power to impeach a president or pass a vote of no confidence in the government by a two-thirds vote majority of the national assembly, forcing the government to resign. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 368 Functions of the Parliamentary Service Commission a The Commission is responsible for providing services and facilities to ensure the efficient and effective functioning of Parliament b It is responsible for constituting offices in the house. C It prepares annual estimates of expenditure of the parliamentary service and submitting them to the National Assembly for approval, and exercising budgetary control over the service. D It is responsible for undertaking, singly or jointly with other releva nt organizations, programmes to promote the ideals of parliamentary democracy. E It performs other functions necessary for the well-being of the members and staff of Parliament; or prescribed by national legislation. THE EXECUTIVE Meaning of the executive. This is the arm of government which deals with the implementation of laws made by parliament. It is charged with the administration of affairs of a country as well as affairs which affect the country from outside. The National executive comprises; a The president. B The deputy president. C The cabinet. D The attorney general. E The director of public prosecutions f The public service. The president. He is the Chief Executive Officer of the republic of Kenya. He is the head of state and government in Kenya. He is the commander-in-chief of the Kenya Defence Forces. He is a symbol of national unity. He holds office for a five year term from the date of being sworn in to office and the term expires when the next candidate elected as president is sworn in. The constitution gives a twofive year term as the maximum period for the president s position."}
{"text": "The president becomes responsible and accountable to the electorate. He cannot go against public opinion. D The president enjoys legitimacy of power because it is derived from the people Powers and functions of the president of Kenya as derived from the constitution of Kenya. A As the Head of State, he performs the following functions; He represents the government and the people of Kenya both locally and internationally. He receives foreign diplomatic and consular reprentatives. B He is the head of Government. He nominates a deputy president to deputize him. He nominates and, with the approval of the national assembly, appoints or dismisses cabinet secretaries, the attorney general, the Director of Public Prosecutions, the secretary to the cabinet, Principal secretaries, High Commissioners, Ambassadors, and diplomatic and consular representatives, the chief justice and the deputy and all the judges in line with the recommendations of the Judicial Service Commission c He is the Commander-in-Chief of the Kenya Defence Forces He has powers to declare a state of emergency, declare war with the approval of parliament. He is the chairperson of the National Security Council of Kenya. D The President has the duty to safeguard the Constitution, ensure the protection of human rights and fundamental freedoms and the rule of law, safeguard the sovereignty of the republic, promote and enhance unity of the nation and promote respect for diversity. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 370 e The President has legislative powers to address the opening of each newly elected Parliament. He also addresses a special sitting of parliament once every year and any other time. F The President chairs Cabinet meetings and assigns responsibility for the implementation and administration of any Act of Parliament to a Cabinet Secretary. G He presides over national holidays during which he expounds on government policy. H He confers honours in the name of people and republic on men and women of Kenya for outstanding achievements. E.g. OGH, OBS, DSM, HSC and EBS. I He may, on petition of any person, exercise mercy powers in accordance with the advice of the advisory committee. E.g.; Grant a free or conditional pardon to a person convicted of an offence. Postpone execution of any punishment for an offender , for a specified period, or indefinitely Substitute a less severe form of punishment. Remit all or part of a punishment."}
{"text": "The Cabinet consists of a the President; b the Deputy President; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 372 c the Attorney-General; and d Not fewer than fourteen and not more than twenty-two Cabinet Secretaries. The President nominates and, with the approval of the National Assembly, appoints Cabinet Secretaries. A Cabinet Secretary should not be a Member of Parliament. Secretary to the cabinet. This office is an office in the public service. The office holder is nominated and appointed by the president, with the approval of the national assembly. He she has the following responsibilities; a Taking charge of the cabinet office. B Arranging the business of the cabinet subject to its directions. C Keeping minutes of the cabinet. D Conveying decisions of the cabinet to the appropriate persons or authorities. E Serving other functions as directed by the cabinet. Principal Secretaries. Each state department is under the administration of a principal secretary. He she is nominated and appointed by the president from among persons recommended by the public service commission and approved by the national assembly. This office is an office in the public service. General Functions of the cabinet. A The cabinet Advises and assists the president in governing the country. B The cabinet Discusses matters of national and international concern with the president. C The cabinet Formulates government policies and programmes. During parliamentary debates, the secretaries defend the same policies, interpret them to the people and ensure their implementation. D The cabinet initiates new bills and table government bills in the National assembly. E Cabinet secretaries on their individual capacity give direction to operations within their ministries. F The secretary for finance formulates and prepares the national budget which he she then presents to the National Assembly. The principle of collective responsibility of the cabinet. A The cabinet does not work in the light of day. Cabinet must abide by oath of secrecy. B It requires that the cabinet must act together as a team. The cabinet must speak together with one voice on all matters of government policy. C All cabinet members are collectively responsible to parliament and to the people through parliament. One act of a cabinet secretary is taken to be an act of all the members of the cabinet. D A minister would resign if in his conscience he cannot abide by the principle of collective responsibility. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 373 The functions of the Attorney-General in Kenya."}
{"text": "One act of a cabinet secretary is taken to be an act of all the members of the cabinet. D A minister would resign if in his conscience he cannot abide by the principle of collective responsibility. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 373 The functions of the Attorney-General in Kenya. A The Attorney-General is the principal legal adviser to the Government. B He represents the national government in court or in any other legal proceedings to which the national government is a party, other than criminal proceedings. C He performs any other functions conferred on the office by an Act of Parliament or by the President. D The Attorney-General has authority, to appear as a friend of the court in any civilproceedings to which the Government is not a party. E The Attorney-General has duty to promote, protect and uphold the rule of law and defend the public interest. The Director of public prosecutions. The DPP is nominated and with the approval of the National Assembly is appointed by the president to hold office for a term of eight years and can t be re-appointed. He she does not require the consent of any person or authority for the commencement of criminal proceedings. His her powers may be exercised in person or by subordinate officers acting under general or special instructions. A person qualified to be appointed a DPP should have the qualifications to be appointed a judge of the High Court. The functions of the Director of Public Prosecutions. A The Director of Public Prosecutions has power to direct the Inspector-General of the National Police Service to investigate any information or allegation of criminal conduct. B The Director of Public Prosecutions exercises State powers of prosecution and may institute and undertake criminal proceedings against any person before any court other than a court martial in respect of any offence alleged to have been committed. C He has powers to take over and continue any criminal proceedings commenced in any court other than a court martial that have been instituted or undertaken by another person orauthority, with the permission of the person or authority. D He has powers to discontinue at any stage, before judgment is delivered, any criminal proceedings instituted by the Director of Public Prosecutions or taken over by the Director of Public Prosecutions. THE PUBLIC SERVICE The public service includes all state organs in both levels of government and all state corporations. Values and principles of public service a High standards of professional ethics. B Efficient, effective and economic use of resources."}
{"text": "THE PUBLIC SERVICE The public service includes all state organs in both levels of government and all state corporations. Values and principles of public service a High standards of professional ethics. B Efficient, effective and economic use of resources. C Responsive, prompt, effective, impartial and equitable provision of services. D Involvement of the people in the process of policy making. E Accountability of administrative acts. F Transparency and provision to the public, of timely, accurate information. G Fair competition and merit as the basis of appointments and promotions For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 374 h Representation of Kenya s diverse communities. I Providing adequate and equal opportunities for appointment, training and advancement at all levels of the public service, for women and men, members of all ethnic groups and persons with disability. The Public Service Commission. This is the body charged with the responsibility of recruiting, promoting and managing the affairs of the public servants in Kenya in order to make it a motivated and an efficient workforce. The commission consists of a chairperson, a vice chair person and seven other members appointed by the president with the approval of the National Assembly. The commission has a secretary who is the CEO and is appointed by the commission for a term of five years and is eligible for re-appointment. The following persons do not qualify for appointment to the commission; A person who in the proceeding five years, held office, or stood for elections as; i. A member of parliament or the county assembly. Ii. A member of the governing body of a political party. Iii. If the person holds any state office. Iv. A holder of an office in a political organization that sponsors or supports a candidate for election as Member of Parliament or county assembly. Functions and powers of the Public Service Commission. A The Commission is responsible for establishment and abolishment of offices in the public service. B It appoints persons to hold or act in Offices in the public service and confirm appointments. C It exercises disciplinary control over and removes persons holding or acting in public offices. D It promotes the values and principles throughout the public service. E It investigates monitors and evaluates the organization, administration and personnelpractices of the public service. F It has the duty to ensure that the public service is efficient and effective. G It develops human resources in the public service."}
{"text": "C In performing their functions and exercising their powers, national security organs must respect cultural diversity of the communities within Kenya. D Recruitment by the national security organs must reflect the diversity of the Kenyan people in equitable proportions. National security organs in Kenya. The national security organs are; a The Kenya Defence Forces. B The National Intelligence Service. C The National Police Service. National Security Council This is a body whose main responsibility is to exercise supervisory control over national security organs Composition of the National Security Council The Council consists of a. The President. B. The Deputy President. C. The Cabinet Secretary responsible for Defence. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 376 d. The Cabinet Secretary responsible for foreign affairs. E. The Cabinet Secretary responsible for internal security. F. The Attorney-General. G. The Chief of Kenya Defence Forces. H. The Director-General of the National Intelligence Service. I. The Inspector-General of the National Police Service. Functions of the National Security Council in Kenya. A It exercises supervisory control over national security organs. B It has duty to integrate the domestic, foreign and military policies relating to national security in order to enable the national security organs to co-operate and functioneffectively. C It makes assessment and appraisal, the objectives, commitments and risks to the Republic in respect of actual and potential national security capabilities. D The Council reports annually to Parliament on the state of the security of Kenya e With the approval of Parliament, The Council is responsible for deploying national forces outside Kenya for regional or international peace support operations; or other support operations. F It approves the deployment of foreign forces in Kenya. The Kenya Defence Forces. The Kenya defence Forces comprises; a The Kenya Army, established in 1963 and which protects the country against external land-based aggression. B The Kenya Air force, established in 1963, disbanded in 1982 and renamed 82 Air force. It helps in the control of locust invasion. C The Kenya Navy, based in Mombasa and created in 1964, patrols Kenya s territorial waters and is always on the alert for sea-borne invasions, and for illegal landings and departure, and unauthorized fishing by foreign vessels in Kenyan waters. Functions of the Kenya Defence forces. A The Defence Forces are responsible for the Defence and protection of the sovereignty and territorial integrity of the Republic."}
{"text": "C The Kenya Navy, based in Mombasa and created in 1964, patrols Kenya s territorial waters and is always on the alert for sea-borne invasions, and for illegal landings and departure, and unauthorized fishing by foreign vessels in Kenyan waters. Functions of the Kenya Defence forces. A The Defence Forces are responsible for the Defence and protection of the sovereignty and territorial integrity of the Republic. B They assist and cooperate with other authorities in situations of emergency or disaster. C They may be deployed to restore peace in any part of Kenya affected by unrest or instability only with the approval of the National Assembly. D The forces also assist in the preservation of internal security. For example the handling of the attempted coup by the Kenya Army in 1982. E They participate in nation building activities such as road and bridge construction. F The military also assists the public during emergencies and calamities such as floods, famine, fire outbreaks, landslides and other disasters. For example during the E l Nino rains-construction of mobile bridge on Mombasa-Nairobi highway. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 377 g The Navy specializes in detecting and fighting off criminals who use water masses like the Indian Ocean to commit crimes within the Kenyan territory. E.g. Somali Pirates. H The Kenya Army takes part in peacekeeping Missions, such as the United Nations peace keeping operations in different parts of the world and also the African Union and Commonwealth. The Kenya Defence Council. Its composition is as follows; a The cabinet secretary responsible for defence is the chairperson. B The Chief of the Kenya Defence Forces. C The Three Commanders of the defence forces. D The Principal Secretary in the ministry responsible for defence. Functions. It is responsible for the overall policy, control and supervision of the Kenya Defence Forces. Challenges facing the Kenya Defence Forces. A There has being cases of indiscipline, such as the abortive coup attempt in 1982. B There have been rampant cases of corruption facing some members of the Kenya Defence Forces, especially on matters of recruitment of new members into the defence forces, purchase of military and police equipment and deployment of officers on specialized duties. C Tribalism, regionalism and nepotism have also been experienced in the Kenya Defence Forces, thereby demoralizing hardworking officers who are left out unfairly during promotions."}
{"text": "A There has being cases of indiscipline, such as the abortive coup attempt in 1982. B There have been rampant cases of corruption facing some members of the Kenya Defence Forces, especially on matters of recruitment of new members into the defence forces, purchase of military and police equipment and deployment of officers on specialized duties. C Tribalism, regionalism and nepotism have also been experienced in the Kenya Defence Forces, thereby demoralizing hardworking officers who are left out unfairly during promotions. D Sometimes the Kenya Defence Forces faces the problem of lack of adequate funds to equip the forces with good equipment to facilitate their work. E The majority of the military personnel are not provided with opportunities to acquire further education. F Piracy and militia attacks and raids at the Kenyan Borders also present a major security challenge to the Defence Forces. G Invasion of Kenya s territorial waters by foreign fishermen and foreign fishing vessels from the big nations challenges the ability of the Kenya Navy to curb illegal fishing. H The location of Moi Airbase at Eastleigh presents a big challenge to the air force. The Airbase was built by Britain in 1964 when the population in the area was scarce. Today the area has human congestion i The defence forces also face challenges related to allegations on violations of human rights. After the 2008 elections violence, the Kenya Army was deployed to restore peace in Mt. Elgon, where they were accused of violating human rights by killing people, destroying property, and sexually assaulting women. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 378 The National Intelligence Service. Initially called the Special Branch, This is an independent civilian government agency dedicated to protecting the national security interests of Kenya and safeguarding its citizens from threats such as terrorism and corruption. Function of the National Intelligence Service a It is responsible for security intelligence and counter intelligence to enhance national security. B It liaises with the National police CID to investigate some of the threats that have criminal implications e.g. terrorism. And lay the appropriate charges. C Information gathered by the NIS assists the government in decision making and planning. D The NIS in its operations protects human rights issues and the individual freedoms. Challenges facing the National Intelligence Service. A Lack of trust from Kenyan citizens."}
{"text": "D The NIS in its operations protects human rights issues and the individual freedoms. Challenges facing the National Intelligence Service. A Lack of trust from Kenyan citizens. The citizens are reluctant to provide information to NIS as they view it not to be any different from the former Special Branch which was known to be a tool of oppression and torture. B The body lacks financial credibility and political independence. The extent to which NIS is Neutral in its handling of sensitive affairs is questionable. C Lack of a clear distinction between accountability and necessary secrecy has sometimes brewed tension. It is difficult to audit the activities of the Body just like any other government organization, due to the nature of its tasks. D The growing volumes and complexity of communications presents a significant security challenge for national intelligence and government agencies that seek to intercept, process monitor and analyze it. E External and internal threats for example Al-shabaab militia from Somalia, Merille Warriors from Ethiopia and Al-Qaeda attacks. Internally, the refugees hosted in Kenya and the illegal migrants from Somali and Sudan are also a threat. The problem of drug trafficking is also a threat. F Continuous capacity building training is a necessity, given the complexity of the task. However this remains a challenge. G Limited financial and human resources since inadequate funds are allocated to the service. This limits its operations. Sometimes even the staff employed is incompetent. H Political interference- with the aim of using the service to gain political mileage. I Ignorance of the Kenyan people on the kind of tasks the service undertakes and the advice it gives to the government. For example, anytime the country has been faced with tension or violence as was the case in 2008, the public seem not to understand the role of NIS. J The organ does not have implementation powers and is limited in terms of the ability to follow up an implementation of the advice given to the government. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 379 The National Police Service. The East African Protectorate Police was first created in the 1890s. In 1920, it was renamed the Kenya Police. In 1953, control of the entire police force was placed under the Commissioner of Police. The National Police service was established in 2010 with a mandate to function throughout Kenya."}
{"text": "In 1920, it was renamed the Kenya Police. In 1953, control of the entire police force was placed under the Commissioner of Police. The National Police service was established in 2010 with a mandate to function throughout Kenya. It is headed by the Inspector-General who appointed by the president with the approval of the parliament. He She exercises independent command over the national police service The National polices Service Consists of; a The Kenya Police Service, headed by a deputy inspector general also appointed by the president in accordance with the police service commission recommendations. B The Administration Police Service, headed by a deputy inspector general also appointed by the president in accordance with the police service commission recommendations. Functions of the National Police Service a The National Police Service is responsible for the operations of the Kenya police service and the Administration police service in Kenya. B It has the duty of ensuring the highest standards of professionalism and discipline among its members. C It has the duty to prevent corruption and promote and practice transparency and accountability. D It has the duty to ensure that organs operating under it comply with constitutional standards of human rights and fundamental freedoms. E It ensures that the staff is trained to the highest possible standards of competence and integrity and to respect human rights and fundamental freedoms and dignity. F It fosters and promotes relationships with the broader society. Functions of the police service Kenya police service and administration police service . A The police maintain law and order to ensure that those who break the law are arrested. B The police protect the law in order to safeguard both life and property. C It investigates crime and prosecutes offenders in the court. D The police confines suspected criminals in remand as they await the hearing and judgment of their cases in the court. E The police regulate traffic and arrests traffic offenders. They also check for defective or unroadworthy vehicles on the road in order to safeguard life. F Provides assistance and relief services to victims of natural calamities such as floods, fire outbreaks and other emergencies. G Takes part in national projects such as road construction, bridges, hospitals and other national facilities. H The police take a leading role during public holidays. They control the crowd and entertain people. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 380 i They liaise closely with international police Interpol , in order to investigate and arrest international criminals such as terrorists and notor ious Somali pirates."}
{"text": "D The Inspector-General of the National Police Service. E Both Deputy Inspectors-General of the National Police Service. Functions of the National Police Service Commission a The Commission recruits and appoints persons to hold or act in offices in the service. B The commission confirms appointments, and determines promotions and transfers within the National Police Service c It observes due process, exercises disciplinary control over and removes persons holding or acting in offices within the Service. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 381 Possible solutions to challenges facing the national security organs. A The security organs have acquired modern telecommunication equipment and vehicles to improve transport and communication in the security force. B Introduction of the post of public Relations Officer Spokesman in the organs to coordinate and disseminate information. C Raising of qualification requirements for anybody aspiring to join the security organs. This has paved way for employment of university graduates in the forces. D Introduction of professional training programmes for officers with the aim of improving the effectiveness of the organs of national security. E The terms and conditions of service for the members of the security organs have been improved f Community policing has-been introduced to help the security forces to get information from the public through hotlines and suggestion boxes. G There is increased patrolling by the Kenya navy as far north as Somali border to address maritime defence more seriously. H The aviation experts have recommended the relocation of Moi Airbase from its current location which id congested. Correctional services. The Correctional service Department in Kenya has its origins in the adoption of the India Prisons Act in Kenya in 1894 by the colonial government. Initially, prisons were under the supervision of the provincial Administration. In 1963 the Prisons Act was enacted to harmonize the treatment and conditions of offenders in Kenya s penal institutions. The Act s milestone provisions were; a Youth corrective training centres b Extra-mural and penal employment c Provision for organization, discipline, power and duties of prisons officers. Correctional services in Kenya are provided by the former Kenya Prisons Service. The Kenya Prisons Reform Programmee in 2001 adopted The Open Door Policy under which the following reforms were initiated. A Interactive collaboration with all stakeholders in the administration of criminal justice such as courts of law and members of the National Police Service."}
{"text": "Correctional services in Kenya are provided by the former Kenya Prisons Service. The Kenya Prisons Reform Programmee in 2001 adopted The Open Door Policy under which the following reforms were initiated. A Interactive collaboration with all stakeholders in the administration of criminal justice such as courts of law and members of the National Police Service. B Improvement in the management and conditions of the prisons, including rehabilitation programmes, with a view to empower prisoners with knowledge and skill, hasten their reintegration into society and empower them to be law abiding citizens upon release. The functions of Correctional Services in Kenya. A They Rehabilitate correct criminals through counseling. B They deter known criminals from committing other crimes. C They administer Punishment to sentenced criminals as prescribed by the court rulingsimplement the decisions of the courts regarding treatment of prisoners. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 382 d They confine prisoners convicted by the courts of law to ensure that the rights and freedoms of the public are protected. E They provide vocational training for prisoners in fields that they make them productive citizens of the country at the end of their jail term. F They keep watch over he behaviors of suspected criminals whose cases are still pending in the law courts. G They take care of the welfare of prisoners by providing them with the necessary medical attention. H They confine suspected dissidents who are a threat to state security. Challenges facing correctional services in Kenya a The challenge of overcrowding in prisoners on the rise, overcrowding in correctional facilities has been inevitable. This results in poor living and sanitation conditions for inmates. B Disease outbreak is a very common problem in our prisons mainly caused by inadequate and congested facilities. HIV and AIDS is rampant in prisons c Mistreatment of inmates by warders. This has once happened at Kingongo when some inmates were allegedly tortured and killed by warders when they attempted to escape. D Food shortage, inadequate medical facilities and poor clothing further compound the situation in prisons. The following reforms have been undertaken to improve the conditions of correctional services in Kenya. A Improvement in the quality of food, medical services and living conditions for prisoners. B Provision of sufficient beddings and clothing. C Introduction of extra-mural Penal employment for petty offenders to ease congestion in the prisons. D There has been supply of new and comfortable motor vehicles for efficient transport in the correctional services department."}
{"text": "B Provision of sufficient beddings and clothing. C Introduction of extra-mural Penal employment for petty offenders to ease congestion in the prisons. D There has been supply of new and comfortable motor vehicles for efficient transport in the correctional services department. E Petty offenders have been constantly released to ease congestion in prisons. For example the release of a record 11,500 prisoners in December 2003. Death row inmates who have also been in jail for over ten years have been released. F Easing of access to prisons visits by members of the public relatives. G Introduction of public Relations office to disseminate information. H Streamlining the hearing of cases with a view of keeping prisoners in remand for a short period before sentencing them. I The national government has also become directly involved the affairs of those receiving correction services. THE JUDICIARY. Judicial authority and legal system. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 383 Judicial Authority is derived from the people and is vested in courts and tribunals established by the constitution. Principles that guide Judicial Authority in Courts and Tribunals in Kenya. A Justice must be done to all, irrespective of status. B Justice shall not be delayed. C Alternative forms of dispute resolution must be pursued including reconciliation, mediation, arbitration and even traditional dispute resolution mechanism. D Justice shall be administered without undue regard to procedural technicalities. E The purposes and principles of the constitution must be protected and promoted. Ways in which the traditional Dispute resolution is limited in Kenya. A The mechanisms used in traditional dispute resolution should not contravene the Bill of RIGHTS. B The traditional court should not operate in a way that is repugnant to justice and morality or results in outcomes that are regnant to justice or morality. C The operations of the traditional courts should not be inconsistent with the constitution. The structure of the judicial system in Kenya. The Hierarchy of the court system in the Kenyan judiciary is in accordance with; a The seriousness of the cases the courts handle. B The punishment they give out c The geographical area of operation. The courts have either original or appellate jurisdiction. Difference between original and appellate jurisdictions. Original jurisdiction refers to the ability of a court to hear cases brought to a court for the first time."}
{"text": "The courts have either original or appellate jurisdiction. Difference between original and appellate jurisdictions. Original jurisdiction refers to the ability of a court to hear cases brought to a court for the first time. Appellate jurisdiction is the powers of a court to hear appeals brought in from a lower court. The Judiciary consists of the judges of the superior courts, magistrates, other judicial officers and staff. The Head of the Judiciary is the Chief Justice with the Deputy Chief Justice as the Deputy Head of the Judiciary. Chief Registrar of the Judiciary is the chief administrator and accounting officer of the Judiciary. The System of courts is as follows 1. Superior Courts Supreme Court consisting of the Chief Justice who is the president of the court, the Deputy Chief Justice-the vice-president of the court; and five other judges. Appointment to the Supreme Court requires the following qualifications; a. Degree in law from a recognized university or an advocate of the high Court of Kenya. B. Atleast fifteen years experience as a superior court judge or a distinguished academic, judicial officer, legal practioner and or other relevant legal field. C. High moral character, integrity and impartiality. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 384 Supreme Court Judges retire at the age of seventy Five Years. Functions of the Supreme Court of Kenya. A The Supreme Court has exclusive original jurisdiction to hear and determine disputes relating to the elections to the office of President. B It has appellate jurisdiction to hear and determine appeals from the Court of Appeal; and any other court or tribunal. C The Supreme Court gives an advisory opinion at the request of the national government, any State organ, or any county government with respect to any matter concerning county government. D It has of right in any case involving the interpretation or application of the Constitution. E All courts, other than the Supreme Court, are bound by the decisions of the Supreme Court 2. Court of Appeal consisting of judges, not fewer than twelve, a president of the Court of Appeal elected by the judges of the Court of Appeal from among themselves. The court of Appeal has membership of 30 Judges currently . Each judge to be appointed to the court of Appeal should have ten years experience as a superior court judge or atleast ten years as a distinguished academic or legal practioner. The court of appeal does not have original jurisdiction except on an application for a stay of execution pending appeal to it on contempt proceedings. Function of the Court of Appeal in Kenya."}
{"text": "The court of Appeal has membership of 30 Judges currently . Each judge to be appointed to the court of Appeal should have ten years experience as a superior court judge or atleast ten years as a distinguished academic or legal practioner. The court of appeal does not have original jurisdiction except on an application for a stay of execution pending appeal to it on contempt proceedings. Function of the Court of Appeal in Kenya. The Court of Appeal has jurisdiction to hear appeals from the High Court; and any other court or tribunal as prescribed by an Act of Parliament. 3. High Court headed by a Principal Judge of the High Court, who shall be elected by the judges of the High Court from among themselves. Functions of the high court of Kenya. A The High Court has unlimited original jurisdiction in criminal and civil Matters. B It has jurisdiction to determine the question whether a right or fundamental freedom in the Bill of Rights has been denied, violated, infringed or threatened. C It has jurisdiction to hear an appeal from a decision of a tribunal appointed to consider the removal of a person from office. For example, appeals from the courts martial, Business and rental Tribunals on matters related to the constitution. D It has jurisdiction to hear any question respecting the interpretation of the Constitution including the determination of the question whether any law is inconsistent with or in contravention of this Constitution; e It determines any matter relating to constitutional powers of State organs in respect of county governments and any matter relating to the constitutional relationship between the levels of government. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 385 f The High Court has supervisory jurisdiction over the subordinate courts and over any person, body or authority exercising a judicial or quasi-judicial function, but not over a superior court g It listens to appeals from the lower courts when the parties involved are not satisfied. H It deals with disputes that take place outside Kenya's territorial wate rs maritime. I It hears appeals from decisions made by professional disciplinary tribunals involving advocates of the high court and other members of the profession. J It acts as a constitution court by determining whether a case brought before it is constitutional or unconstitutional. K It listens to appeals from special courts when the parties are not satisfied with the decision made. L It corrects amends the irregularities in decisions made by lower courts. M It hears cases that carry death sentences involve large sums of money."}
{"text": "K It listens to appeals from special courts when the parties are not satisfied with the decision made. L It corrects amends the irregularities in decisions made by lower courts. M It hears cases that carry death sentences involve large sums of money. N It deals with cases that concern land succession disputes. O It hears election petitions. P It exercises divorce jurisdictions in matrimonial matters, q It hears appeals from tribunals E.g. Rent Restrictions, Business Premises Rent Tribunal. Termination of the services of a judge from office. A judge can be dismissed from service on the following grounds. A Inability to perform the functions of the office arising from mental or physical incapacity. B A breach of a code of conduct prescribed for judges or superior courts by an act of parliament. C Bankruptcy. D Incompetence. E Gross misconduct or misbehavior. The process of removal of a judge from office. Such a process is initiated by the Judicial Service Commission on its own initiative or on petition of any person to it based on any of the dismissal grounds. The commission, if satisfied with the petition or initiative, forwards the matter to the president, who will suspend the said Judge, within Fourteen Days after receiving the petition and on advice of the Judicial Service Commission. A tribunal is then appointed to determine the case. If the Judge is aggrieved by the decision of the Tribunal, he she may appeal to the Supreme Court within ten days after the tribunal has made its recommendation. The president will finally act in accordance with the recommendation of the tribunal. 4. Subordinate courts. A The Magistrates courts. Its jurisdiction in both Civil and criminal cases is limited to geographical areas. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 386 However the courts have unlimited Jurisdiction in proceedings concerning claims under customary law such as dowry, divorce, legitimacy, inheritance and the administration of estates of the deceased person. They have unlimited jurisdiction in dealing with matters related to land, adultery and inheritance. These are the courts responsible for sentencing persons who have broken law of the land. Reasons why a person who has broken the law should be sentenced by a court. I. To deter the criminal from future crimes. Ii. To deter others from committing similar offences since they would have known the punishment for breaking the law. Iii. To secure for the public a period o protection from the offender who is in prison. Iv."}
{"text": "Iii. To secure for the public a period o protection from the offender who is in prison. Iv. To reform the criminal through counseling and corrective training v. To satisfy the demands of the people for retribution through punitive justice. B The Kadhis courts. The courts are headed by a Chief Kadhi and not fewer than three Kadhis Qualifications for appointment as a Kadhi. A. One must profess the Muslim religion. B. One must possess such knowledge of the Muslim law applicable to any sects of Muslims. The jurisdiction of the Kadhis Court is limited to the determination of questions of Muslim Law relating to personal status, marriage, divorce or inheritance in proceedings in which all concerned parties profess to the Muslim religion. C The Courts Martial. This is a subordinate court that was established under the Armed Forces Act after the abortive 82 Air force coup. It has penal or disciplinary powers to ensure discipline within the armed forces. They try cases involving assisting an enemy, cowardice, desertion, insubordination, neglect of duty, drunkenness, malingering and absence without leave. There is no right to appeal to the high court against the decisions of the courts martial unless they involve constitutional cases. Industrial Court Juvenile Court The Judicial Service Commission. Membership of the JSC is as follows. A The Chief Justice who is the Chairperson of the Commission. B One Supreme Court judge elected by the judges of the Supreme Court. C One court of appeal judge elected by the judges of the court of appeal. D One High Court Judge and one magistrate, of whom one must be a woman and one a man elected by members of the association of judges and magistrates. E The attorney General. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 387 f Two advocates , one woman and one man each with atleast fifteen years of experience, elected by members of the statutory body responsible for the professional regulation of advocates LSK g One person nominated by the public Service Commission. H One woman and one man to represent the public, not being a lawyer, appointed by the president with the approval of the national assembly. I The chief registrar of the Judiciary, who will be secretary to the commission."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 387 f Two advocates , one woman and one man each with atleast fifteen years of experience, elected by members of the statutory body responsible for the professional regulation of advocates LSK g One person nominated by the public Service Commission. H One woman and one man to represent the public, not being a lawyer, appointed by the president with the approval of the national assembly. I The chief registrar of the Judiciary, who will be secretary to the commission. Members, except the AG and Chief Justice hold office for a term of 5 years and can be reappointed for one further term Functions of the Judicial Service Commission a The Judicial Service Commission promotes and facilitates the independence and accountability of the judiciary and the efficient, effective and transparent administration of justice. B It recommends to the President persons for appointment as judges. C It reviews and makes recommendations on the conditions of service of judges and judicial officers, other than their remuneration; and the staff of the Judiciary. D It appoints, receives complaints against, investigates and removes from office or otherwisediscipline registrars, magistrates, other judicial officers and other staff of the Judiciary. E It prepares and implements programmes for the continuing education and training of judges and judicial officers. F It advises the national government on improving the efficiency of the administration of justice. The concept of Independence of the Judiciary in Kenya. A In the exercise of judicial authority, the Judiciary is subject only to the Constitution and the law and not to the control or direction of any person or authority. B The office of a judge of a superior court cannot be abolished while there is a substantive holder of the office. C A member of the Judiciary is not liable in an action or suit in respect of anything done or omitted to be done in good faith in the lawful performance of a judicial function. The Judicial Act protects Judges and Magistrates against any form of victimization and molestation. D There is a separate system of command for the judiciary unlike other government departments. E Appointment of the magistrates is done independently by JSC, which is independent of PSC. The president in consultation with the Judicial Service Commission appoints the Judges. F The judges are bound by the Oath of Allegiance to perform their duties without fear or favour. G Judges enjoy security of tenure."}
{"text": "The president in consultation with the Judicial Service Commission appoints the Judges. F The judges are bound by the Oath of Allegiance to perform their duties without fear or favour. G Judges enjoy security of tenure. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 388 h Statutes fix salaries and allowances of Judges. Challenges facing the judiciary in Kenya. A There is constant Conflict between the three arms of government. This hinders the just operation of the judiciary. Too much interference from the Executive has undermined the independence of the Judiciary. B The long court processes have always delayed dispensation of justice in Kenya. C Corruption. This is common among the Judges who sometimes compromise their integrity due to greed Public doubts of its impartiality due to rampant corruption d Inadequate personnel. There are few qualified judges. For example in 2002, there were 47 judges serving a population of 30 million people. This causes delay in hearing of cases. E There is constant termination of cases by the Attorney General thereby denying justice to some genuine cases. F Poor co-ordination within the court system g Incompetence of some judicial officers. E.g. poor and inconsistent judgments. This has been attributed to flawed appointments and promotion procedures. H Lack of adequate funds to cater for the needs of the judiciary. This has led to inadequate court structures and facilities such as equipment, chairs, libraries etc. I Lack of continuous legal education to keep them a breast of the latest legal development and skills in information technology. J There is a lot of ignorance among the public in Kenya on judicial affairs and their legal rights ignorance on the legal rights. Members of the public fear the courts and the court language. K Information on the judiciary has not been made available to the public and it appears to be a preserve of a few. L Litigation fees are high limits public s access to the courts. Solutions to the problems facing Kenya s Judiciary. A There has been increased legal education given to officers and members of the public by the judiciary and other bodies like Kituo Cha Sheria, which releases information booklets and offers free legal advice to people. B The terms and conditions of service for judges and other officers were improved in 2002 in order to make them work better."}
{"text": "Solutions to the problems facing Kenya s Judiciary. A There has been increased legal education given to officers and members of the public by the judiciary and other bodies like Kituo Cha Sheria, which releases information booklets and offers free legal advice to people. B The terms and conditions of service for judges and other officers were improved in 2002 in order to make them work better. C The government also set up a committee led by Justice Aaron Ringera in what was famously referred to as Judicial Surgery, to investigate the conduct of judges. Those who were adversely mentioned in the report were suspended. D The government has recruited more legal officers to reduce the backlog of cases in courts. E The passing of the Vetting of Judges and Magistrates Act, 2011 VJM Act In March 2011, established the Judges and Magistrates Vetting Board, chaired by Sharad Rao ,which is carrying out the vetting exercise to restore public confidence in the Judiciary. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 389 Some of the mile stone decisions undertaken to restore public confidence in the judiciary include; The suspension of Deputy CJ Nancy Baraza and her final resignation for harrassing an innocent security guard. Dropping of President of the Kenyan Appellate Court Justice Riaga Omollo for political bias and authoritarian demeanor while carrying out his activities on the bench. Dropping Judge Samuel Bosire for condoning torture of suspects during Coup trial in 1982. Dropping of Court of Appeal Judge Emmanuel Okubasu for being unsuitable to continue holding office. Joseph Nyamu Justice Mohammed Ibrahim, though Praised as impartial and immune to corruption, was dropped for having an overflowing in-tray of cases Appellate judge Roselyn Nambuye was kicked out due to delays in delivering more than 270 judgements and being too wordy in her ruling. However Nambuye and Mohammed Ibrahim successfully appealed against the decision which once more saw their reinstatement on 21at September 2012 pending further investigations. The Rule of Law. Meaning of the Rule of Law . This is the absolute supremacy or predominance of regular law as opposed to arbitrary power. The concept is associated with the view of Albert Venn Dicey who published a book, The Law of the Constitution in 1895, in which he presupposes the supremacy of the law. That all persons whether individual or in government, are subject to the law."}
{"text": "Meaning of the Rule of Law . This is the absolute supremacy or predominance of regular law as opposed to arbitrary power. The concept is associated with the view of Albert Venn Dicey who published a book, The Law of the Constitution in 1895, in which he presupposes the supremacy of the law. That all persons whether individual or in government, are subject to the law. In Kenya, all citizens and residents are subject to and governed by the same law irrespective of their status, race and religion Elements of the rule of law. A The principle of legality. The state can only exercise those powers granted to it by the law. It should be a government of laws and not of men. B Separation of powers of the three arms of government. This refers to the practice of dividing the powers of government into the executive, legislature and judicial functions equally and putting in place a system of checks and balances to ensure they control each other. The three functions are to be independent of each other. C Equality before the law. Everyone should be treated equally under the law. D The judiciary must work without favour or the fear of intimidation in the administration of justice. The principles of the Rule of Law. Joseph Raz in an article titled, The Rule of Law and its Virtues outlines the following eight principles of the rule of law. A All laws should be prospective and open. A new law should only apply in future. B Laws should be durable and not changing every other day. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 390 c No centre of power, and specifically parliament, should enjoy monopoly right in making laws for citizens of a country, the judiciary should scrutinize parliament. D The independence of the judiciary should be protected. E The principal of natural justice should form an important element in the judicial system of a country. F There must be easy accessibility to the courts of law. They should neither be expensive nor intimidating. G The security forces should not use force in contravention of the law. Meaning of the concept of Natural Justice. It refers to the requirement that the bodies that resolve disputes adhere to at least minimum standard of fair decision making Two principles govern the Concept of Natural Justice. 1. The person affected by an impending decision must have the right to a fair hearing prior to the decision being made. 2. The person or body hearing the case should act in good faith and without Bias."}
{"text": "The person affected by an impending decision must have the right to a fair hearing prior to the decision being made. 2. The person or body hearing the case should act in good faith and without Bias. The right to fair hearing a The accused must be given prior notice of the case against him and given a chance to respond. B The accused must be given chance of knowing the case against him and stating his own case. C The person charged should have opportunity to consider, challenge and contradict any evidence, being fully aware of the allegations leveled against him. D The person has a right to legal representation by a legally qualified person. E All legal decisions should have reasons within the law.. The rule against Bias. Full inquiry must be conducted into the circumstances involved before the Arbitrator makes a decision. The decision made should be impartial with the adjudicator lacking interest in the outcome. A person is presumed innocent until proven otherwise and the police have no right to beat up suspects. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 391 HISTORY FORM FOUR NOTES World War World War I or the First World War was a war fought by many countries, which is why it is called a \"world\" war. It started in 1914 and ended in 1918. 135 countries took part in World War I, and more than 15,000,000 people died in the war. World War One - Causes The First World War, which began in August 1914, was directly triggered by the assassination of the Austrian archduke, Franz Ferdinand and his wife, on 28 June 1914 by Bosnian revolutionary, Gavrilo Princip. This event was, however, simply the trigger that set off declarations of war. The actual causes of the war were; 1 The system of Alliances An alliance is an agreement made between two or more countries to give each other help if it is needed. A number of alliances had been signed by countries between the years 1879 and 1914. For example, the Dual Alliance signed by Germany with Austria Hungary in 1879 and later joined by Italy in 1882 to become the triple Alliance. This system led to the division of Europe into two antagonistic power blocs. It led to fear and suspicion between nations. It transformed local disputes into a general conflict."}
{"text": "The Congress of Vienna, held after Napoleon's exile to Elba, aimed to sort out problems in Europe. Delegates from Britain, Austria, Prussia and Russia decided upon a new Europe that left both Germany and Italy as divided states. Strong nationalist elements led to the re-unification of Italy in 1861 and Germany in 1871. The settlement at the end of the Franco-Prussian war left France angry at the loss of Alsace-Lorraine to Germany and keen to regain their lost territory. Large areas of both Austria-Hungary and Serbia were home to differing nationalist groups, all of whom wanted freedom from the states in which they lived. 6 Moroccan Crisis In 1904 Morocco had been given to France by Britain, but the Moroccans wanted their independence. In 1905, Germany announced her support for Moroccan independence. War was narrowly avoided by a conference which allowed France to retain possession of Morocco. However, in 1911, the Germans were again protesting against French possession of Morocco. Britain supported France and Germany was persuaded to back down for part of French Congo. 7 Bosnian Crisis In 1908, Austria-Hungary took over the former Turkish province of Bosnia. This angered Serbians who felt the province should be theirs. Serbia threatened Austria Hungary with war. Russia, allied to Serbia, mobilized its forces. Germany, allied to Austria-Hungary mobilized its forces and prepared to threaten Russia. War was avoided when Russia backed down. There was, however, war in the Balkans between SPECIAL COVERAGE The First Moroccan Crisis The First Moroccan Crisis clearly indicated that Germany s relation with France was at best fragile. In 1905 Morocco was one of the few African states not occupied by a European power. In May 1905 it was agreed that an international conference should be held on Morocco in Algeciras. The Algeciras Conference of 1906 The main aim was to decide what was to be done with regards to Morocco. The two main protagonists at Algeciras were France and Germany. However, it soon became very clear to Germany that other European powers had sided with France Britain, Spain and Italy. The Algeciras Conference ended on April 7th For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 393 1906.The Germans got very little out of the conference. The plan to create a triple alliance or even a quadruple alliance to isolate Great Britain failed."}
{"text": "However, it soon became very clear to Germany that other European powers had sided with France Britain, Spain and Italy. The Algeciras Conference ended on April 7th For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 393 1906.The Germans got very little out of the conference. The plan to create a triple alliance or even a quadruple alliance to isolate Great Britain failed. Arguably, by the end of the conference, Britain and France had even closer ties to one another. A German presence in North Africa had also failed to materialize. The French media portrayed Germany as an inferior nation, much to the concern of the more experienced politicians in Paris. The Algeciras Conference may have resolved the crisis in Morocco but the outcome clearly defined Europe into certain camps. At this conference Germany publicly lost out . The Agadir Crisis of 1911 the Second Moroccan Crisis. The Agadir Crisis occurred in 1911 just four years after the First Moroccan Crisis. Germany s attention was diverted after the 1905-06 crises by other issues, mainly building up her navy so that it rivaled the Royal Navy. As a result France spent five years having far more influence in Morocco than Germany. They backed the corrupt Sultan, Abdul Aziz, who was accused by some of his countrymen of selling out Morocco to the French. The half-brother of Aziz, Mulay Hafid, took a stand on behalf of the Moroccan people who proclaimed him Sultan in January 1908. Fez also came under attack. In April 1911 a decision was made in Germany to send troops to Fez to support the foreign contingent living there. The plan was to send German warships to Agadir and Mogador ostensibly to defend German citizens in Morocco. A gunboat, the Panther , was sent to Agadir on July 1st 1911. What part did the Agadir Crisis play in the outbreak of World War One? The episode proved that Germany was hell-bent on trying to dominate Europe as a whole. Winston Churchill and David Lloyd George were among those who believed this. 1911 and 1912 when the Balkan states drove Turkey out of the area. The states then fought each other over which area should belong to which state. Austria -Hungary then intervened and forced Serbia to give up some of its acquisitions. Tension between Serbia and Austria-Hungary was high."}
{"text": "The states then fought each other over which area should belong to which state. Austria -Hungary then intervened and forced Serbia to give up some of its acquisitions. Tension between Serbia and Austria-Hungary was high. 8 The Assassination of Archduke Franz Ferdinand A secret society called Ujedinjenje Ili Smrt, 'Union or Death' or Black Hand was founded in Belgrade, an outgrowth of an older Serb nationalist group: Narodna Odbrana. When it was learned that the Heir-Apparent to the Austrian throne, Franz Ferdinand, was scheduled to visit Sarajevo in June of 1914, the Black Hand decided to assassinate him. Three young Bosnians were recruited, trained and equipped: Gavrilo Princip, Nedjelko Cabrinovic and Trifko Grabez. The murders of Franz Ferdinand and Sophie brought Austro-Serbian tensions to a head. As Vienna took a hard line against Serbia, the other powers in Europe took sides. The wheels of war gained speed. The Crisis of July turned into world war, just over thirty days after Franz Ferdinand and his wife Sophie were shot. System of Alliances. By 1914, Europe had divided into two camps. 1 The Triple Alliance was Germany, Italy and Austria-Hungary. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 394 2 The Triple Entente was Britain, France and Russia. 1 The Triple Alliance The alliance between Germany and Austria was natural. Both spoke the same language German - and had a similar culture. Austria was in political trouble in the south-east of Europe - the Balkans. She needed the might of Germany to back her up if trouble got worse. Italy had joined these countries as she feared their power on her northern border. Each member of the Triple Alliance Germany, Austria and Italy promised to help the others if they were attacked by another country. By the close of the war the Central Powers had been extended to incorporate Bulgaria and Turkey 2 The Triple Entente The Entente Powers comprised a military alliance - driven by a variety of inter-related treaties - of France, Great Britain and Russia. The Entente alliance sprang from the military concerns of Germany's neighbours to east and west. Russia and France; accordingly in 1894 they signed an alliance based upon fears of growing German power."}
{"text": "When the Germans got to the Belgian city of Li ge, they did finally push the Belgians out of the city, but it had taken longer than the German generals had planned. On December 24-25, 1914, there was a temporary halt to the fighting on parts of the Western Front. This was the Christmas truce. The initial force behind the Christmas Truce came from the Germans. Christmas was celebrated in full, with men visiting across the lines and gifts of food and tobacco being exchanged. As Christmas ended, both sides reluctantly returned to war, the bonds forged at Christmas slowly eroded as units rotated out and the fighting became more ferocious. By 1915, the Western Front had become a stalemate as both sides engaged in trench warfare. The men on both sides took spades and dug lines of trenches went all the way from Switzerland to the North Sea, because they did not want to be killed. In front of the trenches, there was barbed wire that cut anyone who tried to climb over it, and mines that blew up anyone who tried to run across the \"no man's land\" that was in between the trenches. Gas was also an important weapon used. The war in the west was static in the next three years and attempts by the military commanders on both sides to break the stalemate led to deaths of many soldiers. At the battle of the Somme in 1916 60,000 British men died in a single day. It was one of the bloodiest days in the history of the British army. Seeking to shatter the Anglo-French lines, the German Chief of Staff, Erich von Falkenhayn, began planning a massive assault on the French city of Verdun. The Battle of Verdun lasted from February 21, 1916 until December 18, 1916 and was one of the longest and bloodiest battles of World War I. A brutal battle of attrition, Verdun cost the French an estimated 161,000 dead, 101,000 missing and 216,000 wounded. German losses were approximately 142,000 killed and 187,000 wounded. 2. The Eastern Front was fought in Central and Eastern Europe and was one of the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 396 main places where World War I took place. The start of the war on the eastern front involved an attack on Russia on 1st of august 1914."}
{"text": "2. The Eastern Front was fought in Central and Eastern Europe and was one of the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 396 main places where World War I took place. The start of the war on the eastern front involved an attack on Russia on 1st of august 1914. On August 6, Austria-Hungary declared war on Russia and six days later entered into hostilities with France and Britain. The Russians were decisively defeated by allied forces of Austria and Germany at the battle of Tanneberg in august 1914 and at the battle of Missourian Lakes in September 1914. War in the seas Some of the fiercest battles between the Allies and the central powers took place in the sea. By May 1916, Germany s main fleet was stationed in the North Sea to attack Britain s fleet. However, the British intelligence decoded the German wireless code and was able to prepare the royal navy to fully counter Germany s challenge. Both sides suffered causalities in the war that followed. 11 german ships and 14 British ships were lost. Importance of Britain s supremacy at sea a The British naval forces assisted in blocking the central powers particularly the Germans from accessing food and raw materials from other parts of the world. This derailed their war plans. B Her naval supremacy enabled the allies to capture colonies of the central powers. C The sea blockade enabled the allies to maintain uninterrupted communication with other allied forces, as well as safeguard the british food and raw material supplies from other parts of the world. The final phase of World War 1 The final phase of the war was a second Germany onslaught on France in 1918 where the Germans were decisively defeated in the hands of USA soldiers. End of World War I. Two events that led to the end of World War I were: 1 Russia s withdrawal from the war after the Great Russian revolution. 2 The declaration of war by the United States of America against the central powers. The First Russian Revolution In 1917, there was a revolution in Russia. The Russian people didn't want to fight anymore, because the war had been putting burdens on them, and many of them were poor and hungry. The Second Russian Revolution Two factions fought to rule over Russia. The passive Mensheviks lost against radical Bolsheviks. The leader of the Bolsheviks was Vladimir Lenin 1870-1924 which was Communist who followed the ideas of Karl Marx."}
{"text": "The Second Russian Revolution Two factions fought to rule over Russia. The passive Mensheviks lost against radical Bolsheviks. The leader of the Bolsheviks was Vladimir Lenin 1870-1924 which was Communist who followed the ideas of Karl Marx. The new government sued the Germans for peace, and signed a peace treaty called Brest-Litvosk with the Central Powers in March 1918 at the city of Brest Litovsk. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 397 The Germans and Russians stopped fighting. This gave Germany lots of land in Eastern Europe and the Baltic Sea USA entry into the war. The German generals using submarines named U-boats underwater boats attacked American ships Lusitania that were carrying food and weapons to Great Britain. Some Americans were killed by the submarines. Germany also wrote a secret telegram note to Mexico suggesting that the two countries work together to attack the United States the Zimmerman Telegram- because the person who sent it was named Arthur Zimmermanthe german foreign minister . Other reasons why USA entered the war on the side of the Allies were; a America was concerned with safeguarding her trade with Britain. US Anglo relationship was strong . USA was fully aware that the a defeat of Allied powers would cost her financial and industrial institutions b The USA and British intelligence were able to link some Germany sympathizers with the industrial sabotage in factories and trade unions in the USA. C Cruelty of the Germans led to the growth of anti-Germany feelings in the United States. Many of the Allies sympathizers had relatives in either France or Britain. American people decided that they wanted their country to enter the war to punish Germany. On April 6, 1917 the United States declared war against Germany and became part of the Allies. The socialist politicians declared Germany a republic and met with the Supreme Commander of the allied forces on 7th November 1918, Ferdinand Foch, to negotiate for end of the war with very stiff terms to the Germans. The stiff terms given to the Germans included; a Germany to withdraw from all occupied territories, including overseas colonies. B All German forces west of the Rhine to be withdrawn. C All German warships to surrender to the Allies. D Occupation of some parts of Germany by the Allies. E All Allied prisoners of war to be released. The Germans were given 72 hours to either accept or reject these stiff conditions."}
{"text": "D Occupation of some parts of Germany by the Allies. E All Allied prisoners of war to be released. The Germans were given 72 hours to either accept or reject these stiff conditions. Protesting bitterly, they signed an armistice on 9th November 1918. At 11:00 AM on 9th November 1918, the war ended. Reasons why the allies won World War I. a Allied powers had many supporters drawn from 25 states some of which were Britain, France, Belgium, Russia, Italy, USA, Japan and Portugal. They had more manpower than the central powers. B Germany failure to effectively control her expensive colonies and others turned against her. C USA entry into war on the side of the allies accelerated the defeat of the central powers. The industrial might of USA and her economic wealth helped the Allies to force the central powers to their knees. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 398 d The Allies had able and focussed political leaders like Lloyd George-the British Premier and Georges Clemenceau, the French Premier. E Germans axis powers made serious technical mistakes like invasion of the neutral Belgium by Germany which turned the world opinion against the central powers. F Superior naval power of the Allies. The superiority of the British Royal Navy enabled the Allies to enforce a naval Blockade that caused severe food shortages among the central powers. G Germany fought the war on many fronts. H Germany was badly led down by her colleagues like Italy who decamped and Bulgaria and Austria-Hungary who had to be assisted all the time. Turkey on her part easily accepted defeat. I The Allies had financial and industrial resources in Europe and in their colonies which were used to great advantage during the war. J The Allies had powerful weapons e.g. they used Tankers, Aircraft and Battleships. K The allies were united under the Command of General Foch which disadvantaged the central powers. German also used young and inexperienced soldiers after 1918 due to heavy causalities. L The central powers were surrounded by the Allies as they lay in the centre of Europe. They also lacked an extensive coastline and thus were easily blockaded. The Peace Treaties. In January 1918, Woodrow Wilson, President of the USA, outlined, in his speech to the congress, the fourteen points that were essential in maintenance of world peace."}
{"text": "They also lacked an extensive coastline and thus were easily blockaded. The Peace Treaties. In January 1918, Woodrow Wilson, President of the USA, outlined, in his speech to the congress, the fourteen points that were essential in maintenance of world peace. Among these were three great principles that formed the basis of world peace namely; 1. Self-determination of all peoples, i.e, the right of peoples all over the world to determine their own fate. 2. The need to make public all diplomatic and international agreements. 3. The need to establish a League of Nations which would provide an avenue for discussing all international problems, protect small states from aggression by large ones. In January 1919, statesmen from the 27 Allied powers converged at Paris, France to determine the fate of the defeated central powers. The central powers were not party to the discussions but were required to sign on the final draft. The Key personalities at the conference were; a Lloyd George PM of Britain b George Clemenceau PM of France c Woodrow Wilson President of USA d Vittorio Orlando PM of Italy Five treaties were signed with each of the central powers separately as follows; a The Treaty of Versailles with Germany 28th June 1919 b Treaty of St. Germaine with Austria 10th September 1919 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 399 c Treaty of Neuilly with Bulgaria 27th November 1919 d Treaty of Trianon with Hungary 4th June 1920 e Treaty of Sevres in 1920 and Lausanne in 1923 with Turkey. The Treaty of Versailles. It should be noted that all the above treaties were generally referred to as the Treaty of Versailles. Terms of the Versailles Treaty of 1919. A The treaty declared Germany an aggressor who was supposed to pay reparations and whose military capability was to be reduced. B She lost all her colonial passions with the African colonies being taken from her and put under supervision of the League of Nations. C The treaty of St. Germaine provided for the creation of Yugoslavia, Bosnia, Herzegovina and Malta as mandated territories. D Germany was totally disarmed and only allowed to retain a force of 100,000 soldiers and her navy was disbanded."}
{"text": "C The treaty of St. Germaine provided for the creation of Yugoslavia, Bosnia, Herzegovina and Malta as mandated territories. D Germany was totally disarmed and only allowed to retain a force of 100,000 soldiers and her navy was disbanded. Military conscription was banned in Germany. E Germany s population and size was reduced as Austria, with a large German population was allowed to remain independent. Italy acquired Stria, the Italianspeaking region of Austria. F Rhineland was to be permanently demilitarized. Germany troops were not allowed in the region. H By the treaty of Versailles, Germany lost the provinces of Alsace and Lorraine to France. I The treaty established the League of Nation. Failures of the treaty of Versailles. A The treaty handed Germany a heavy punishment as if she was the only one to blame for World War 1. This provoked deep resentment and bitterness among the German nationals. B The treaty ignored the interests of the colonial people. The former colonial possessions of Germany and turkey were handed over to France and Britain in total disregard to the African grievances during the Versailles conference c The treaty failed to carter for the interests of the minority in Europe. The new republic of Austria was forbidden from merging with Germany though a national vote was for the merger. D Italy was given a raw deal in the settlement. She was only given Stria, an Italian speaking region formerly belonging to Austria. E Though the treaty proposal for the formation of the League of Nations came from the USA president Wilson, the US constitution prohibited commitment to such an organization, whose membership required a nation to help a future victim of aggression. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 400 RESULTS OF WORLD WAR I a Nationalist movements in Asia and Africa grew in strength and number after the war and a sense of patriotism arose. B USA gained an upper hand in the post war European affairs. She emerged as a leading world power. C German military capability was reduced on land and sea and heavy indemnity imposed on her. She lost all her colonies, which were made mandated territ ories of the League of Nations. D The end of the war marked the beginning of the decline of western imperialism. As early as 1920, there was a possibility of independence for colonial countries. The war encouraged imperial powers to give more freedom to their subjects."}
{"text": "D The end of the war marked the beginning of the decline of western imperialism. As early as 1920, there was a possibility of independence for colonial countries. The war encouraged imperial powers to give more freedom to their subjects. E The end of the war witnessed the creation of new states e.g. Yugoslavia, Czechoslovakia, Poland and Finland. F Germany and Italy fell in the hands of dictators e.g. Mussolini and Hitler. G The war Created bitter feelings and mistrust among the countries that fought in the war. This continued until the outbreak of the Second World War. H It led to the Bolshevik Revolution of 1917 in Russia as radicals took over government there. I It led to a change of government in Britain. J There was greater use of motor vehicles and aircraft, which facilitated transport. K The art of surgery improved. L Between 1914 and 1918, European factories were destroyed and business brought down hence heavy losses. M There was massive destruction of property and infrastructure. N It led to the great depression 1920 to 1921, which affected economies worldwide. O It led to increased taxation by he colonial authorities to meet war and post -war demands. THE LEAGUE OF NATIONS Origin and organization of the League of Nations. The League of Nations was established by the victors of the First World War in 1920 at the treaty of Versailles with the main aim of preventing the occurrence of another war. The idea of its formation was mooted by Woodrow Wilson, the US president who was supported by Lord Robert Cecil of Britain, Jan Smuts of South Africa and Leon Bourgeois of France. The League of Nation came into force during the first meeting in London Britain,on 10th January 1920. Reasons for the formation of the League of Nations in 1920. A It was formed for the Maintenance of world peace It was specifically created to prevent the outbreak of another world war b The League of Nations was meant to foster international cooperation in solving problems as they arise. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 401 c It was formed to jointly take instant action against an agreed aggressor by economic and possibly by military means. D Members were to secure and maintain fair and humane conditions of labour as one way of maintaining peace in the world."}
{"text": "A It was formed for the Maintenance of world peace It was specifically created to prevent the outbreak of another world war b The League of Nations was meant to foster international cooperation in solving problems as they arise. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 401 c It was formed to jointly take instant action against an agreed aggressor by economic and possibly by military means. D Members were to secure and maintain fair and humane conditions of labour as one way of maintaining peace in the world. E It was formed to oversee development of territories lost to central powers during the First World War. E.g. Tanganyika, Togo, South West Africa etc. The main organs of the League of Nations were; The Council. It was made up of permanent and Non-permanent members. The permanent members were France, Britain, Italy and Japan. Non permanent members were four, elected by the general assembly. The main role of the council which sat in Geneva was to appoint committees and secretary General with the approval of the majority of the Assembly. It also dealt with disputes amongst member states, reduction of armament, execution of arbitral awards and admittance and expulsion of members. The Assembly. It met once a year at Geneva and was comprised of three delegates from each member state. It elected non-permanent members to the council. The functions of the Assembly included; a Control of the Budget of the organization including contributions and expenditure . B Admission of new members after approval of a two-thirds majority. C Appointment of non-permanent members of the League of Nations Council. D Consideration of treaties. E Supervision of the work of the League of Nations council. F Appointment of the 15 judges of the permanent Court of International Justice. G Giving approval to the appointment of Secretary-General. The Secretariat. The Secretariat, based in Geneva, consisted of the secretary general and his staff. It was the administrative body of the League of Nations. It kept records of the organization and conducted correspondences including treaties by member states. It implemented the decisions of the League of Nations. It provided continuity between one meeting of the council or the assembly and the next, The International Court of Justice. Set up between 1920 and 1922, it comprised of eleven judges and four deputy judges elected for nine years by the assembly and the council. It was based at the HagueHolland. Decisions made by the court were binding on all parties in dispute."}
{"text": "Set up between 1920 and 1922, it comprised of eleven judges and four deputy judges elected for nine years by the assembly and the council. It was based at the HagueHolland. Decisions made by the court were binding on all parties in dispute. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 402 International Labour Organization. It consisted of 4 delegates- two for member states and two for workers from each member state. Its main aim was to maintain good working conditions for men, women and children. The Mandates Commission. It had then responsibility of supervising the administration of the trustee colonies. The League of Nations also had several specialized agencies. Achievements of the League of Nations. A The League of Nations, through the Permanent Court of International Justice, maintained international peace and security. E.g. in the city of Danzig in spite of the hostility between the poles and the Germans. B The League of Nations achieved its objective of treating the minority with humane. The International Office for Refugees, for example, assisted refugees. Victims of the Nazi persecutions were also assisted. C The league assisted in the administration of the trust territories, through the Mandates Commission. E.g. in Togo, Tanganyika Cameroon and Rwanda-urundi. In addition, the territories acquired from turkey. E.g. Iraq and Palestine. D The league was able to solve several interstate disputes in a peaceful manner. E.g the frontier dispute between turkey and Iraq over the Mosul province 1924 -1926 , the dispute between Poland and Germany over northern Silesia. E The league successfully restored financial stability in Austria following the economic slump in the country after the World War 1. F It successfully enforced control over the manufacture and sale of arms. It also held disarmament meetings. G The league ensured signing of peace treaties to promote security in the world. For example, the Locarno treaties of 1925 that settled boundary disputes between Germany and France. Failures of the League of Nations. The League of Nations failed its Prime objective of maintaining world peace in the following ways; a It failed to solve the Sino-Japanese dispute after Japan invaded Manchuria in China in 1931. Japan after refusing to abide by the League s demands that it withdraws from the Chinese territory, even pulled out of the league in 1933. B The Italian invasion of Ethiopia in 1935."}
{"text": "The League of Nations failed its Prime objective of maintaining world peace in the following ways; a It failed to solve the Sino-Japanese dispute after Japan invaded Manchuria in China in 1931. Japan after refusing to abide by the League s demands that it withdraws from the Chinese territory, even pulled out of the league in 1933. B The Italian invasion of Ethiopia in 1935. Benito Mussolini, rather than accept the League s verdict that he withdraws Italian troops from Ethiopia, pulled out of the League. C The League failed to stop German Violation of the terms of the Versailles Treaty. She embarked on a remilitarization programme and established a navy and an airbase. D Nations continued to make many defensive pacts in total disregard of the Treaty of Versailles. E Germany invaded other regions such as Poland and Austria between 1936 and For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 403 1939, while Russia invaded Finland in 1939 in violation of the League of Nations. Factors that undermined the effectiveness of the League of Nations. A Member countries were not willing to take disputes to the international court of justice. B German was still determined to increase its military strength and continue with its aggression policy. C Individual nations were more pre-occupied with national interests and pride, at the expense of the organization s interests. D The Versailles peace settlement resolutions were too harsh to Germany thus leaving the Germans aggrieved and refuse to cooperate with the League of Nations. E The League of Nations lacked the executive authority to implement its resolutions. F USA congress refused to ratify the treaty of the League of Nations. This denied the organization diplomatic and economic strength. G There was shortage of funds to implement the functions of the League of Nations. H The Appeasement Policy of Britain and France forced them to stand aside and avoid taking a firm action against Japan when she invaded china, Germany when she invaded and occupied Rhineland, and Italy when she attacked Ethiopia. The Second World War. The 1930 s witnessed the rise of dictators in Europe like Adolf Hitler of Germany, Benito Mussolini of Italy and General Francisco Franco of Spain who intentionally defied international opinion and disregarded the Versailles Treaty and League of Nations. Their activities and those of Japan began to interfere with prevailing peace in the world."}
{"text": "The Second World War. The 1930 s witnessed the rise of dictators in Europe like Adolf Hitler of Germany, Benito Mussolini of Italy and General Francisco Franco of Spain who intentionally defied international opinion and disregarded the Versailles Treaty and League of Nations. Their activities and those of Japan began to interfere with prevailing peace in the world. This happened at the time when USA had retreated into isolation leaving the task of maintaining world peace only to Britain and France. The Second World War involved most countries in the world with millions of people conscripted for service in both the military and war related industries. Causes of the Second World War. A Germany s dissatisfaction based on territorial grievances. The Versailles treaty of 1919 imposed harsh and humiliating conditions on Germany, which aggrieved the Germans to the level of being ready to go to war again. B The rise of nationalism in Europe. In Germany, the chancellor, Adolf Hitler who had the desire to dominate the whole world, fuelled it. For example, he encouraged German speakers in Sudetenland, Czechoslovakia to demand independence from Czechoslovakia. Italy under Mussolini invaded Ethiopia, in 1939 to regain her lost glory and national pride after the Adowa defeat I 1896. Syria rose up against France. C Political developments in Europe. In Italy in 1922, the fascist government under Benito Mussolini came to power. In For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 404 Germany, Hitler s Nazi government assumed power in 1933. The Fascist government in Italy emphasized on the regaining of lost glory. The Nazi government began a fresh new policy of aggression. D The economic problems caused by the great depression of 1929 to 1931. The great slump led to widespread unemployment, declining wages, poverty etc. These led to social discontent and political unrest in many countries of the world. E The failure of Germany to pay reparations. This was followed by the French invasion of the Ruhr industrial region- a German territory. This led to increased tension. F Weakening of the League of Nations. Japan left the League of Nations after protest over Manchuria, which she had grabbed, from china. Italy left the League of Nations after Mussolini had grabbed Abyssinia and annexed it against the will of the allies and Ethiopians. Russia invaded Finland in 1939 and the league was unable to intervene."}
{"text": "Japan left the League of Nations after protest over Manchuria, which she had grabbed, from china. Italy left the League of Nations after Mussolini had grabbed Abyssinia and annexed it against the will of the allies and Ethiopians. Russia invaded Finland in 1939 and the league was unable to intervene. There were many secret treaties among members of the league. G The Spanish civil war 1936-1939 . The republican revolution of 1931 ended the Spanish monarchy. The struggle between the royalists and socialists, however, continued. The European powers took sides in the civil war. France, Britain and Russia supported the royalists. Germany and Italy supported General Franco who was fighting from exile in Morocco. H Growth of military alliances. Hitler and Mussolini established a military pact in 1936 The Berlin-Rome Axis . It became the Berlin-Rome-Tokyo Axis with the joining of Italy. The alliance between Russia and German to divide Poland widened the gap between them and the allied forces. It created fear and suspicion. I The invasion of Poland by Germany. This happened in September 1939 was the immediate cause of the war. This upset Britain and France, who stated their intensions of assisting Poland. They declared war on Germany in October 1939. COURSE OF WORLD WAR 2 The invasion of Poland by German forces on 1St of September 1939 and the subsequent declaration of war against Germany by Britain and France on 3rd of September 1939 marked the beginning of the Second World War. Meanwhile on 17 th September 1939, the USSR attacked Poland from the East, as per the secret clause in the Nazi -Soviet act of August 1939. Poland had been overrun by German and Russian forces by 27 th September 1939. The country was divided between Russia and Germany. The phoney war. This was a period during world war two when no major military operations were undertaken on the western front although war had been declared on Germany by For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 405 France and Britain. The period lasted eight months from 3rd of September 1939. It was used by the Allied countries to fully mobilise their forces for an attack on Germany since they had not initially been prepared. Hitler on his part did not want to be involved in war in the west since his armies had not fully recovered from the consequents in the east."}
{"text": "The period lasted eight months from 3rd of September 1939. It was used by the Allied countries to fully mobilise their forces for an attack on Germany since they had not initially been prepared. Hitler on his part did not want to be involved in war in the west since his armies had not fully recovered from the consequents in the east. During this period, two unsuccessful attempts were made to bring peace; a On 6th October 1939, Hitler and Stalin of Russia made an attempt to convince the to accept the Nazi Occupation of Poland and make peace. B On 7th October, King Leopold of Belgium and Queen Wilhelmina of Netherlands appealed to the Axis powers and the Western Allies to make peace. War in Western Europe. On 9th April 1940, Hitler launched a sea-borne invasion against Norway after attacking Denmark via land. They were assisted by a Norwegian Nazi sympathiser Vidkund Quisling. The prime minister of Norway and his Ministers fled to London and Hitler established a puppet government in the country. The defeat of British and French forces in Norway sparked off a parliamentary revolution in Britain forcing the PM Neville Chamberlain to resign to be replaced by Sir Winston Churchill. Germany extended their attack on Luxembourg, Netherlands and Belgium. The Allies were unable to contain the German advance and even retreated to the French port of Dunkirk, marking a major defeat of the allies in Europe. On 14th June 1940, the Germans captured Paris forcing the new Prime Minister Paul Reynaud to sue for peace with Hitler on 22nd June 1940. Under the peace agreement, The Germans took over Alsace Lorraine, Northern France and the Atlantic coastline. The French government fled to Vichy, southern France. Why the French were defeated so quickly. A The French forces were not psychologically prepared for the war and thus were found divided. B The French forces were not as well organized as the Germans thus exposing various military weaknesses. For example, the Germans were supported by combat planes which the French did not use. C Poor communication between the army and the airforce. The French generals failed to coordinate the war properly to the extend of ignoring the fact that the Airforce could have been used to drive German Bombers off. Having succeeded in their Paris onslaught, the Germans attacked Britain in July 1940. However, Winston Churchill, the British Premier, had mobilized forces to resist this attack successfully he even obtained reinforcement from USA."}
{"text": "The French generals failed to coordinate the war properly to the extend of ignoring the fact that the Airforce could have been used to drive German Bombers off. Having succeeded in their Paris onslaught, the Germans attacked Britain in July 1940. However, Winston Churchill, the British Premier, had mobilized forces to resist this attack successfully he even obtained reinforcement from USA. The battle of Britain determined the future of World War II. It forced Hitler to delay his attacks. War in North Africa. WWII in Africa was marked by the Italian successful attack on French and British Somaliland. Under Marshal Graziani, the Italian forces advanced to Egypt though unsuccessful. In June1942, German forces moved to North Africa to reinforce the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 406 Italians. However, British forces led by General Bernard Montgomery moved quickly and captured Malta which would have been used as a base for attack by the Germans. General Montgomery attacked the Germans at El Alamein in Egypt, forcing them to move to west. On 8thNovember 1942, British and American forces invaded Morocco and Algeria. Although the Germans continued fighting in Tunisia, by May 1943, their Army under General Rommel had surrendered. War in the Balkans. In August 1940, Hitler Attacked and captured Romania and Bulgaria. In April 1941, Yugoslavia and Greece were taken. Crete was taken in May 1941.On 22nd June 1941, Hitler attacked USSR forcing the Russian troops to retreat. However, he failed to capture Moscow before the onset of winter. In June 1942, the Germans resumed their offensive. They were finally defeated at the battle of Stalingrad on 31st January 1943 by the Russian Red Army led by Marshal Zhukov. The Germans lost 300,000 men while 100,000 survivors surrendered. By May 1944, the Russians had pushed the Germans from their territory and were approaching Germany itself. Why the Germans were defeated during the Russian Invasion. A The Germany army was fighting in several fronts at the same time as compared to the allies. This lack of concentration in one area allowed the other Russian army to defeat them. B The soviet forces employed the scorched earth policy which left very little for the German forces. C The Germans ill-treated the soviet people and exploited their economic resources causing resentment and unity to fight with determination."}
{"text": "This lack of concentration in one area allowed the other Russian army to defeat them. B The soviet forces employed the scorched earth policy which left very little for the German forces. C The Germans ill-treated the soviet people and exploited their economic resources causing resentment and unity to fight with determination. D Weak leadership by the German military leaders contributed to their defeat. USA entry into World War I. The Japanese attack on the American great Naval Base at Pearl Harbour on the Hawaiian island is the one incident that dragged USA into WWII.On 8th December 1941, the USA, Britain and the Netherlands declared war on Japan. The Germans and Italians also declared war on the USA. Russia kept off the war in Asia having signed a treaty with Japan. Japan resisted fiercely. Her airforce sank two British battleships on 10th December 1941.She captured Hong Kong, Malaya in Malaysia and took over the great naval base at Singapore. She also occupied Burma, Dutch East Indies, the Philippines and parts of the western pacific islands. The Japanese forces were repulsed while on their way to Port Moresby, New Guinea in may 1942.In 1942, Britain used her bases in India to attack Japan. Japan attacked India in 1944, but the strong and large allied forces defeated the Japanese at the battle of Kohima. The defeat of Germany. After 1942, the tide of success began to turn against Hitler. German forces were defeated by the allies in North Africa and France. By March 1945, the Allies had crossed the Rhine, pushed the Germans out of France in June 1944.The Germans were meanwhile For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 407 facing the Russian attack from the East. Hitler accepted defeated and handed over power to one of the Military Generals to retreat to an underground Bunker in Berlin. On 29th April 1945, Hitler married his long term Mistress Eva Braun. On the following day, he committed suicide by shooting himself while Eva Braun took Poison. On 7th May 1945, the Germans surrendered unconditionally Why the Germans were defeated. A Germany had acquired far too many territories and she was unable to effectively control them. B The USSR recovered from her losses and began to rearm in a bid to fight against Germany. C The USA entry into the war in 1941 on the side of the allies contributed to the eventual defeat of the Germans."}
{"text": "A Germany had acquired far too many territories and she was unable to effectively control them. B The USSR recovered from her losses and began to rearm in a bid to fight against Germany. C The USA entry into the war in 1941 on the side of the allies contributed to the eventual defeat of the Germans. D Germany s Axis powers were only four, fighting against more than 27 allies. Even among the Germany collaborators, Italy surrendered while Bulgaria and Romania also were a burden to the Germans. The defeat of Japan. After Germany surrender, Japan continued with fierce fighting sometimes employing the services of suicide bombers known as Kamikaze. The allies were able to liberate the territories captured by Japan After the defeat at Okinawa, Japan was certain of defeat, but her PM , Admiral Suzuki Kantaro, did not believe in unconditional defeat. On 6th August 1945, a bomber Aeroplane, Enola Gay, commanded by Colonel Paul Tibbets, flew over Hiroshima dropping a 4535.15kg atomic bomb. About 78,000 people died. On 8th August 1945, Russia attacked Japan. On 9th August 1945, an even larger Bomb was dropped on Nagasaki killing more than 40,000 people. Japan surrendered unconditionally on 15th August 1945 bringing WWII to an end. Factors that enabled the allied powers to win the Second World War. A Allies had more wealth in terms of food, raw materials and equipments. B Allies controlled the North Sea, which ensured safe transportation of troops and equipment. They were also able to block the central powers in the sea. C Entry of USA in the war led to defeat of Germany. America had strong American air force and war resources, d Germany s inability to control her expansive territories and some turned against her and in favour of the allied powers. E The unity, morale and determination of the allied leaders and fighters. F Popular sentiment was for allied victory and Hitler s defeat. G Hitler's over-confidence and craziness did not allow him to comprehend the enormity of opposition up against him and the axis forces. H External support especially from the colonial people in Africa, Asia and elsewhere. I Axis powers dropped out of war one by one."}
{"text": "G Hitler's over-confidence and craziness did not allow him to comprehend the enormity of opposition up against him and the axis forces. H External support especially from the colonial people in Africa, Asia and elsewhere. I Axis powers dropped out of war one by one. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 408 j Allies had better industries and financial resources superior economy, war tactics and superior diplomacy by all the allied powers. K The axis powers made serious tactical mistakes e.g. Hitler failed to prepare for a winter campaign in Russia and was obsessed with the idea that Germans must not retreat. L When the USSR recovered from her losses, she rearmed her self and attacked Germany. Social results of Second World War a Depopulation and great suffering as Millions of people perished either in war or due to famine and diseases. B People suffered psychologically and emotionally from the loss of loved ones and torture of the war. C The end of the war witnessed change in the status of women. Women started doing work, which was initially monopolized by men. E.g. military and management. D There was permanent ill health and shortening of life for millions of peoples because of years of under- nourishment or captivity. E There was massive Destruction of property such as homes, houses, buildings, roads and bridges. F A large number of people were displaced as people moved to look for peaceful areas and this led to great suffering. The new refugees included the Jews, Slavs and the poles. G The war fomented bitter feelings and mistrust among the countries that fought h The war helped to shade off the myth popularized by Europeans that they were a superior race to Africans as European causalities in the war proved that they were mortals Identify the political effects of the World War II. A Defeat of axis powers led to government changes in Germany, Italy and Japan. B The division of Europe into two opposing blocks led to the cold war, which was followed by an arms race between USA and USSR. C Germany was divided into two. The communist East and the capitalist West. The city of Berlin was also divided between the east and the west. D Germany and Italy were weakened especially with the loss of their colonies. E U.S.A U.S.S.R emerged as superpowers."}
{"text": "The city of Berlin was also divided between the east and the west. D Germany and Italy were weakened especially with the loss of their colonies. E U.S.A U.S.S.R emerged as superpowers. The pre-war balance of power was destroyed and the power vacuum was filled by two new superpowers, the USA and USSR f A weakness of the League of Nations to prevent the outbreak of war was demonstrated. This Led to UNO formation. G There was rise of nationalism in Asia and Africa. It led to Africans struggle for independence because they were confident knowing that Europeans were no superior to them. Nationalists among the Asians leading to attainment of independence in Pakistan and India in 1947, in Burma Myanmar in 1948, and in For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 409 Ceylon Sri Lanka. In 1949. H The Japanese destroyed the myth of European military superiority due to the defeat of British and American forces in the Far East. I New states were created. In 1948, the state of Israel was established in the Middle East, to settle the Jews who were displaced during the war. Economic effects of World War 2. A Agriculture and industries were disrupted due to lack of equipment, raw materials and human resources. B External trade almost came to a standstill because of fear and insecurity. C It led to increased dependency on colonies by European powers. There was need of raw materials to reconstruct the destroyed industries. D Some Industries were established in the colonies to manufacture goods because of the difficulties faced in running them during the war. E It led to the rise of European economic cooperation. The post war economic destructions led to the need for cooperation. This paved way for formation of the European Economic Community in 1957. INTERNATIONAL RELATIONS International Relations refers to the cooperation or interaction between individuals or groups of nations of the world Benefits of international relations. A Enhance peace and security in the world the diplomatic policies of nations call for peaceful settlement of disputes, thus reducing war incidences. B Promote understanding and unity. This done through Encouraging cultural exchange between nations. C Help in getting collectives solutions to world problems. Problems of global concern like desertification, global warming, armament and environmental pol lution, are dealt with collectively. D Promote economic growth through trade."}
{"text": "C Help in getting collectives solutions to world problems. Problems of global concern like desertification, global warming, armament and environmental pol lution, are dealt with collectively. D Promote economic growth through trade. Due to good relations , there is expanded international trade which enables countries to acquire goods they don t produce e Developing countries get financial assistance. Developed nations have continued to provide financial and technical assistance to developing nations Ways in which nations relate internationally. A Economic relations. This is through trade and commercial activities among nations. For example, developed nations giving loans and grants to developing nations. B Diplomatic relations. This is a peaceful means of relationship between nations in which there is exchange of Ambassadors or High Commissioners. C Political relations. This involves cooperation between countries with similar political systems or ideologies. E.g. USA and Western Europe, in 1964, Tanganyika united with the island of Zanzibar to form the United Republic of Tanzania. D Socio-cultural relations. This takes place in form of exchange and competition For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 410 between dance troops, musicians, acrobats, sports teams, theatre groups etc, e.g. participation in Commonwealth Games. International Organizations There are two types of international organizations; 1. International Governmental Organizations IGOs for example UN, Commonwealth, NAM and African Union. Formed by two or more sovereign states . 2. International Non-Governmental Organizations NGOs created by individuals or private organizations. E.g. International Red cross, Amnesty International and Transparency International. Role played by International Governmental Organizations. A The provide member states with a forum to consult and tackle problems of concern. B They act as regulators in their fields to ensure the welfare of Humankind e.g World Health Organization WHO regulates health sector through immunization, vaccination and other prevention campaigns. C They enhance peace and security through peace-keeping missions and response to disasters. D They contribute to charity and facilitate equitable distribution of resources in the world. For example, the International Monetary Fund IMF and World Bank advance loans to developing nations. THE UNITED NATIONS. The UN was founded after world war Two as an organization of independent states with the following objectives; a To promote and maintain international peace and security and prevent the occurrence of another world war. B To foster friendly relations among nations of the world."}
{"text": "THE UNITED NATIONS. The UN was founded after world war Two as an organization of independent states with the following objectives; a To promote and maintain international peace and security and prevent the occurrence of another world war. B To foster friendly relations among nations of the world. C To promote respect for fundamental human rights and freedoms. D To promote social progress and better living standards of the people. E To protect the interests of minority groups such as women and children. F To promote economic growth among member states who are working towards reconstructing the world economy that was destroyed by the World War 2. G To replace the league of nations which had collapsed before the outbreak of world war 2 Formation of the United Nations. The signing of the Allied declaration in London on 12th June 1941 marked the first step in the formation of the UN. On 14th August 1941, Franklin Delano Roosevelt of USA and Winston Churchill of Britain, meeting in USA, proposed a set of principles for international collaboration in maintaining peace and security. This was the Atlantic Charter. The charter pledged respect for human Freedom, Allowed all nations the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 411 freedom to choose the form of government they preferred and provided that no territory should change hands after war without consent of its people. On 1st January 1942, representatives of Allied nations meeting in Washington signed the Declaration by United Nations and proclaimed support for the Atlantic Charter. This marked the first official use of the term United Nations as suggested by President Roosevelt in reference to the 26 nations. The first Blueprint of the UN was prepared at a conference held at Dumbarton Oaks Estate, Washington from 21st September to 7th October 1944. Representatives of USSR, USA, UK and China agreed on the aims, structure and functions of a world organization. On 11th February 1945, the Yalta Conference held by US president Roosevelt, UK PM Churchill and Russian PM Stalin declared the resolve to establish an international organization to maintain peace and security. On 25th April 1945, the United Nations Conference on International Organization began in San Francisco, USA attended by delegates from 50 nations. It drew a 111 Article Charter which was adopted on 25th June 1945.The UN began its official functions on 24th October 1945 after ratification of the charter by USSR, USA, Britain, China and France."}
{"text": "The first Blueprint of the UN was prepared at a conference held at Dumbarton Oaks Estate, Washington from 21st September to 7th October 1944. Representatives of USSR, USA, UK and China agreed on the aims, structure and functions of a world organization. On 11th February 1945, the Yalta Conference held by US president Roosevelt, UK PM Churchill and Russian PM Stalin declared the resolve to establish an international organization to maintain peace and security. On 25th April 1945, the United Nations Conference on International Organization began in San Francisco, USA attended by delegates from 50 nations. It drew a 111 Article Charter which was adopted on 25th June 1945.The UN began its official functions on 24th October 1945 after ratification of the charter by USSR, USA, Britain, China and France. Organization of the UNO. Membership to the UN is open to all peace-loving nations that accept the obligations of the charter. By 1945, only 51 states had signed the charter. Kenya Joined on 16th December 1963By April 2003 membership had grown to 191 states. To achieve its aims, the UN spelt out in its charter the following principles; a It is based on the sovereign equality of all its members. B All member states must fulfil, in good faith, their charter obligations. C All member states must settle international disputes by peaceful means and without endangering peace, security and justice. D They must refrain, in their international relations, from the threat or use of force against others. E They must give the United Nations every assistance to any action it takes in accordance with the charte r, and shall not assist states against which the United Nations is taking preventive or enforcement action. F The United Nations must ensure that states which are not members act in accordance with these principles insofar as necessary for maintenance of international peace and security. The UNO structure comprises six principal organs as follows; THE GENERAL ASSEMBLY This is the main deliberative organ of the UNO, but which cannot enforce action on members. It comprises all member states. Functions of the UN General Assembly."}
{"text": "The UNO structure comprises six principal organs as follows; THE GENERAL ASSEMBLY This is the main deliberative organ of the UNO, but which cannot enforce action on members. It comprises all member states. Functions of the UN General Assembly. To help in its operation, the general assembly has the following committees; The political and security committee, the special political committee, the economic and financial committee, the committee on social ,humanitarian and cultural issues, the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 412 trusteeship committee , the administration budget committee and the legal affairs committee. THE SECURITY COUNCIL It has 15 members from 15 countries. Ten of these are non -permanent. It also has five permanent members namely china, France, USA, Russia and UK.Its main function is to maintain world peace and security. ECONOMIC AND SOCIAL COUNCIL Its membership is 54. 18 are elected each year for a term of three years. Its function is to coordinate the economic and social work of UN and its specialized agencies. E.g. in trade, status of women. Population, science and technology. TRUSTEESHIP COUNCIL. It inherited the work of the Mandates Commission of the former League of Nations. It had responsibility over the territories under colonial rule-. -. To promote social, economic, political and educational advancement of the inhabitants of the trust territories. Consists of five permanent members and six additional ones appointed by the General Assembly. THE SECRETARIAT. The head of the secretariat is the secretary general. It has its headquarters in New York. Its staff members come from 139 countries. Its work covers all areas outlined in the UN Charter. THE INTERNATIONAL COURT OF JUSTICE. It has its headquarters at Hague. It is the principal judicial body of the UN. It gives advisory opinions on legal questions. It has 15 judges. SPECIALIZED AGENCIES. These are separate specialized agencies which are autonomous organizations related to the UN by special agreements. REF TO PAGE 49 OF EVOLVING WORLD Past Secretary Generals of the United Nations Organization since its inception. A Trygve lie of Norway 1946-1953 ."}
{"text": "These are separate specialized agencies which are autonomous organizations related to the UN by special agreements. REF TO PAGE 49 OF EVOLVING WORLD Past Secretary Generals of the United Nations Organization since its inception. A Trygve lie of Norway 1946-1953 . B Dag Hammarskj ld of Sweden 1953-1961 c U Thant of Burma 1961-1971 d Kurt Waldheim of Austria 1972-1982 e Javier Perez de Cueller of Peru 1982-1991 f Boutros Ghali Boutros. Of Egypt 1992-1996 g Kofi Annan of Ghana 1997-2000 h Ban Ki Moon. 2000 up to present Achievements of the United Nations Organization. A The organization has succeeded in keeping peace amid the threats of nuclear war and seemingly endless regional conflicts in the world. UNO has developed more than 35 peacekeeping missions and observer nations. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 413 b The UN specialized agencies are engaged in a vast array of social work, affecting positively, every aspect of people s lives around the world. E.g., child survival and development, environmental protection, medical research, agricultural development, education etc. C The organization has helped in promoting democracy around the world. It has enabled people in more than 45 countries to participate in free and fair elections, e.g. in Namibia, Cambodia, El Salvador, Eritrea, Mozambique, South Africa etc. D The UNO has promoted development of skills and potentials vital for all aspects of development. The UNDP, in close co-operation with over 170 member states and the UN agencies designs and implements projects for agriculture, industry, education and environment. E It has helped in promotion of Human Rights. Since the adoption of the u niversal declaration of human rights in 1948, the UN has helped to enact more than 80 agreements on political, civil, economic, social and cultural rights. F It has played a vital role in environmental protection. The Earth Summit , the UN Conference On Environment and Development held in Rio De Janeiro in 1992, resulted in treaties on biodiversity and climate change g Promoting self-determination and independence. The organization has brought about independence of 80 countries that are now among its member states."}
{"text": "F It has played a vital role in environmental protection. The Earth Summit , the UN Conference On Environment and Development held in Rio De Janeiro in 1992, resulted in treaties on biodiversity and climate change g Promoting self-determination and independence. The organization has brought about independence of 80 countries that are now among its member states. H Providing humanitarian aid to victims of conflicts. More than 30 million refugees fleeing war, famine or persecution have received aid from the UN high commission for refugees since 1951. Problems facing the United Nations Organization in its operation. A National sovereignty. Many countries disregard the UNO resolutions in favour of their sovereignty. B It is unable to stop aggressions and conflicts between individual countries when super powers are involved. C Lacks sufficient funds to carry out its work efficiently. E.g it has not always been able to send enough peacekeeping forces due to lack of sufficient funds. D It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. E The permanent members with veto powers often adopt policies that promote their own national interests at the expense of the collective interests of most countries in the world. F Loyalty to other organizations. UNO members are also members of other organizations; the interests of these organizations are not in accord with those of the UNO. G Ideological disputes among member states have hampered the work of UNO in promoting world peace. This was manifested in the cold war period. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 414 h The arms race. The UNO has found it difficult to achieve world peace because of the arms race in different parts of the world. The arms race generates and sustains conflict rather than peace. I Differences in economic development levels of member states militate against cooperation. J The increased occurrence of natural disasters such as famine, floods and epidemics has created an unexpected demand for economic resources. This automatically the UN s resources. THE COMMONWEALTH. Origin and structure of Commonwealth of Nations. It is a voluntary association of 54 sovereign countries around the world, which were initially part of the British Empire. The commonwealth origin is the British Empire comprising the British protectorates, colonies and dominions, which included Australia, New Zealand, Canada, Newfoundland, Irish Free State and South Africa."}
{"text": "THE COMMONWEALTH. Origin and structure of Commonwealth of Nations. It is a voluntary association of 54 sovereign countries around the world, which were initially part of the British Empire. The commonwealth origin is the British Empire comprising the British protectorates, colonies and dominions, which included Australia, New Zealand, Canada, Newfoundland, Irish Free State and South Africa. The idea to launch the association is traced back to 1839, with the publication of the Durham report. The modern commonwealth began in 1947 with the end of the British rule in India. In 1949, India and Pakistan joined the commonwealth. The commonwealth secretariat is based in London. It deals with day to day running of the organization and organizes meetings. The head of the commonwealth is the Queen King of England. The Commonwealth has the Heads of State Summit which meets for a week every two years to discuss political and economic issues. There are also the Ministerial meetings once after every three years to deal with different issues. The commonwealth has specialized agencies dealing with various areas of concern. Membership to commonwealth. It comprised 54 developed and developing nations. The members are categorized as follows; 1. Britain and her Dominions of Canada, Australia and New Zealand. 2. African Nations. 3. Asian nations. 4. Islands from the Caribbean, Pacific and Mediterranean. Characteristics of commonwealth states. A Members of the commonwealth use English as a common language. B Members maintain cultural ties. For instance, they participate in the commonwealth games every four years. C Members co-operate in the field of education. D Members recognize the queen of England as the head of commonwealth. E Members have a common military tradition based on the British military system. They also promote military exchange programmes. F Members share common democratic institutions from Britain such as parliamentary system of government. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 415 g Members have adopted constitutions that are almost similar. Objectives that led to the formation of the commonwealth nations. A To promote world peace and international understanding. Members are expected to abide by the UN Peace programmes. B To promote development of poor member states. C To intensify co-operation between member states, in matters of education, sport and economic development. D To ensure personal liberty and equality of rights to all citizens regardless of race, colour, creed or political beliefs."}
{"text": "B To promote development of poor member states. C To intensify co-operation between member states, in matters of education, sport and economic development. D To ensure personal liberty and equality of rights to all citizens regardless of race, colour, creed or political beliefs. E To oppose all forms of colonial dominion by being committed to the principles of human dignity and equality, self-determination and non-racism. F To promote the exchange of knowledge, professionalism and cultural, economic, legal and political issues. G T fights poverty, ignorance and disease to remove wealth disparities and raise the living standards, and achieve a more equitable international soci ety. H To enhance free international trade by removing trade barriers, bur tat the same time, giving due consideration to the special requirements of the developing countries. Organization of the Commonwealth. The structure of the commonwealth comprises of three organs; 1. The Head of state Summit. It meets once in every two years for a week for extensive decisions and consultations. Decisions are reached by consensus. 2. Ministerial Meetings. The commonwealth ministers of Finance, Foreign Affairs and defence hold regular meetings once every year. Ministers of Health, Education and Law hold meetings once every three years 3. The Commonwealth Secretariat: headed by the secretary general and with a staff of 350 drawn from member countries. It co-ordinates co-operation among members. The first secretary General was Arnold Smith of Canada. In 1990, Chief Emeka Anyaoku of Nigeria became the first African Secretary General. 4. Specialized Agencies. A The Commonwealth Fund for Technical Co-Operation; supplies funds, finance, experts and advisers for projects carried out in member states. B The Commonwealth Agricultural Bureau; it provides co-operation in the field of agriculture. C The Commonwealth Parliamentary Association; helps to improve relations between parliamentarians of member states. D The Commonwealth Regional Health Secretariat for East, Central and Southern Africa; promotes co-operation in health. Benefits of membership to Commonwealth. A Member states have received technical expertise through the provision of experts For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 416 and advisers in various fields e.g. agriculture. B The developing member states of the organization have acquired skilled manpower through the provision of scholarship and setting up of training programmes by nations like Britain and Canada."}
{"text": "A Member states have received technical expertise through the provision of experts For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 416 and advisers in various fields e.g. agriculture. B The developing member states of the organization have acquired skilled manpower through the provision of scholarship and setting up of training programmes by nations like Britain and Canada. C Member states have been able to interact with one another through activities such as the commonwealth games and cultural exchange programmes. D Member states have conducted trade among themselves with relative ease and this has helped them to develop their economies. E The organization has promoted friendship and understanding among member states through conferences such as The Heads of Government meetings. F It has enhanced democratization process in developing member states of the organization Functions of commonwealth REF to evolving world page 60 Problems facing Commonwealth of Nations. A Differences in economic development levels of member states militate against cooperation. Members coming from developing world have very different outlook from those coming from the developed world. B Ideological disputes among member states have hampered the operations of the Commonwealth of Nations. C Lacks sufficient funds to carry out its work efficiently. Poor members normally owe many debts to their foreign masters and would therefore toe to their demands. D The problem of sovereignty. Many countries disregard the commonwealth resolutions in favour of their sovereignty. E It lacks an effective machinery to affect its decisions. It also lacks a standing army to implement and effect its resolutions. F Loyalty to other organizations. Commonwealth members are also members of other organizations; the interests of these organizations are not in accord with those of the commonwealth g The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. the land issue in Zimbabwe. H The influence of other organizations like NATO who weaken the commonwealth by wooing members to their regions. I Race and colour problem. The conflict between white and black people or other color has become another setback. J Dominance by the big powers. This has caused dismay to the organization. Serious inner tension still undermines the commonwealth activities. THE NON-ALIGNED MOVEMENT NAM STRUCTURE AND ORGANIZATION NAM was an organization that did not have formal structures like UNO and Commonwealth. It did not have a secretariat or a constitution. The movement had a For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 417 unique administrative style as follows."}
{"text": "THE NON-ALIGNED MOVEMENT NAM STRUCTURE AND ORGANIZATION NAM was an organization that did not have formal structures like UNO and Commonwealth. It did not have a secretariat or a constitution. The movement had a For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 417 unique administrative style as follows. Coordination The administration is non-hierarchical, rotational and inclusive, providing all member states, regardless of size and importance with an opportunity to participate in global decision making and world politics. The country that hosts the summit holds office until the next summit. Non-aligned countries place the onus of an administrative structure on the country assuming the chair. The country is required to create or designate an entire section of the ministry of foreign affairs to deal specifically with the Non-Aligned Movement. The chair s ambassador in the United Nations essentially functions as the minister of Non-Aligned Affairs .NAM has also created contact groups, task forces and committees to facilitate the chair s responsibility as follows; The Coordinating Bureau. This is the focal point for coordination. It reviews and facilitates the harmonization of the NAM working groups, contact groups, task forces and committees. Working Groups, Contact Groups, Task Forces and Committees. They include NAM High-level working group for the restructuring of the United Nations, NAM working group on Human Rights, Disarmament, Committee on Palestine, Contact Groups on Cyprus, and Task Force on Somalia etc. These groupings meet often. Non-Aligned security Caucus. The countries that make up the NAM council caucus are expected to constantly strive to adopt unified positions so that the decisions and positions of NAM are reflected in the Security Council decisions without prejudice to their sovereignty. Joint coordinating committee This is a coordinating committee established in 1994 and sitting in New York, whose main mandate is to promote cooperation and coordination between the NAM and the Group of 77 in promoting the interests of developing countries in international fora. Coordination of non-aligned countries in the UN centres. This is aimed at facilitating coordination and cooperation with the coordinating bureau and enhances the role of NAM in the international Fora. The Troika. The concept of Troika emerged on 6th April 1997 in New Delhi, India, during the meeting of foreign ministers of NAM representing past, present and future chairs. The concept simply implies a meeting of past, present and future chairs who began to meet in September 1997 as a discussion forum."}
{"text": "The Troika. The concept of Troika emerged on 6th April 1997 in New Delhi, India, during the meeting of foreign ministers of NAM representing past, present and future chairs. The concept simply implies a meeting of past, present and future chairs who began to meet in September 1997 as a discussion forum. Panel of economists This is an ad hoc panel of economists formed from Non-Aligned countries to assess the current international economic situation from the perspective of developing countries and to identify and analyze their major issues of concern. Documentation. This is the responsibility of the host country but after wide consultation. The host For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 418 country must circulate the First Draft not later than one month before the meeting. Decision making. The movement makes all its decisions by consensus. This concept presupposes understanding of and respect for different points of view, including disagreement and mutual accommodation. This promotes solidarity and unity of the movement. NAM Meetings They include the following a Conference of Heads of State and Government. This is NAM s highest decisionmaking authority and meets once every three years. It has two committees, one on political issues and another on economic and social issues. The summit is held atleast one month before the regular session of the UN General Assembly. During the summit, there is a formal ceremony for handing over the chair. B Ministerial conference. Its task is to review developments and implement decisions of the preceding summit and also discuss matters of urgency. The conference meets 18 months after the summit. C Ministerial meeting in New York during a session of the UN General Assembly. This is a meeting of foreign ministers annually in New York at the beginning of the regular session of the UN Assembly. The purpose of the meeting is to deliberate on the items of the Agenda of the General Assembly that are of major importance to the movement. D Ministerial Meeting of the Coordinating Bureau. The main task is to prepare for the summits, and where necessary, to consider issues of major importance to the movement. E Meeting of the Ministerial Committee on Methodology. The attendance is by all NAM members and its meetings are held by the decision of the summit or the ministerial conference. The meetings are chaired by the chair of NAM. F Meeting of the standing ministerial committee on economic cooperation."}
{"text": "The attendance is by all NAM members and its meetings are held by the decision of the summit or the ministerial conference. The meetings are chaired by the chair of NAM. F Meeting of the standing ministerial committee on economic cooperation. These meetings are meant to strengthen south-south cooperation, reactivate the dialogue between the developing and developed countries and enhance the role of the UN General Assembly, in international cooperation for development. The meetings are held frequently upon recommendation of the coordinating Bureau. G Ministerial Meetings in various fields of international cooperation. They discuss issues like agriculture, information and external debt. H Extraordinary Meetings of the Coordinating Bureau. They address exceptional cases that call for urgent consideration. I Meetings of the Working Groups, Task Forces, Contact Groups and Committees. The meetings are held as often as necessary. The growth of NAM. After the Bandung Conference of 1955 which established the movement, NAM has attracted many developing counties. . A number of conferences have been held since then; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 419 a The first summit, Belgrade, 1961. The attendance was by 25 non-aligned countries who met at a time when world peace was threatened seriously by the looming nuclear war. The meeting s objective was to prevent the outbreak of a nuclear war in the world. B The second summit, Cairo, 1964. The summit of October 1964 was attended by 47 Nations and 10 observers. There were 28 representatives from Africa. The conference mainly focused on problems facing NAM countries due to colonial inheritance, policies of former colonial powers and the rivalry between the great powers.. c The third summit, Lusaka, 1970. The attendance was by 53 members the meeting resolved that time was ripe for declaration on peace, independence, cooperation and democratization. The members were out to fight colonialism and racism. The main resolution was the members determination to achieve economic emancipation. D The Fourth Summit, Algiers, 1973. It was attended by 75 members, eight observers, three guest nations and 15 liberation movements. The meeting was an attempt to transform the existing system of economic and financial relations in a manner that would liberate developing countries from a subordinate role into an equal position with industrialized countries. The members developed an action programme in the interest of economic cooperation. E The fifth Summit, Colombo, 1976."}
{"text": "The meeting was an attempt to transform the existing system of economic and financial relations in a manner that would liberate developing countries from a subordinate role into an equal position with industrialized countries. The members developed an action programme in the interest of economic cooperation. E The fifth Summit, Colombo, 1976. It was attended by 86 members, who focused on the liberation of Zimbabwe and Namibia, the abolition of apartheid in South Africa as a way of promoting world peace. F The sixth Summit, Havana, 1979. The conference was attended by 93 members, 12 observers, 8 guest nations and seven new members. The meeting declared that imperialism, colonialism, neo-colonialism, apartheid, racism, foreign aggression, expansion, occupation, domination, interference or hegemony, Great power bloc, Subjugation, dependency and pressures in international relations as enemies of nonalignment. The chairman of the summit was Fidel Castro who put forth his ideas that the socialist bloc is a natural ally of the movement. G The seventh summit, New Delhi, 1983. It was attended by 96 members, 16 observers and 20 guest nations. The summit took place at a time when there was intense confrontation as the great powers continued to amass nuclear weapons. . Indra Gandhi appeared to be the moderate leader to host the conference and soften the impact of Cuban radicalism. The conference discussed peace, nuclear disarmament, development strategies for north-south Dialogue on a new world economic order, and the south-south cooperation for collective self-reliance. H The eighth summit, Harare, 1986. It marked NAM s silver Jubilee. The main concern was Namibia s independence and apartheid in south Africa.. NAM emphasized its sanctions against the Pretoria South Africa regime. It drew an action plan to deal with For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 420 the threat posed by South Africa. The summit came up with a special solidarity fund to help the frontline states. I The Ninth summit, Belgrade, 1989. J The tenth Summit, Jakarta, 1992. K The eleventh Summit, Cartagena de Indias, 1995. L The twelfth Summit, Durban 1998. M The thirteenth Summit, Kuala Lumpar, 2003. Performance of the Non-Aligned Movement."}
{"text": "L The twelfth Summit, Durban 1998. M The thirteenth Summit, Kuala Lumpar, 2003. Performance of the Non-Aligned Movement. Though critics have questioned the relevance of NAM after dismantling apartheid and achieving independence, and after end of cold war, there still exist situations that require NAM s participation. Reasons why NAM is still relevant. A NAM is the only forum that can articulate the voice of justice and sanity in the world in view of the unending Arms Race. B NAM is the only forum through which the demand for a less unjust world economic order can be raised given the kind of hold the developed nations still have on developing nations. C NAM remains the third world s shield against the pressures of the superpower elephants that can easily trample on the grass of the lesser animals even after end of cold war. D NAM can still play a role in addressing emerging world issues such as terrorism, environmental degradation, HIV AIDS and racism. Achievements of NAM. A It has helped speed up the attainment of freedom in states that were under colonial bondage. B NAM has assisted its members in safeguarding their national security and territorial integrity. C Nan-aligned nations also worked to eliminate conflict between the superpowers. This helped in the promotion of peace and security for the non-aligned world. India for example played a role in solving the Korean War, the Suez crisis and IndoChinese conflict. D NAM created a conducive environment for peace, justice, equality and international cooperation by contributing to the relaxation of international tension by keeping clear of the two military blocs, USA and USSR. E The movement has strengthened African and Asian Countries diplomatically at a time when they lacked necessary physical strength. They were able to exert their voting power as Afro-Asian bloc to influence world affairs. F NAM provided an international forum where members voices could be heard. It was able to work to dismantle apartheid by its two-third world community membership despite the Reagan administration s opposition to sanctions against South Africa. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 421 g The movement has given members freedom to put their national interests before those of the great power blocs. H The NAM through the Cairo and Colombo Summits termed as World Disarmament conferences, played a key role in the disarmament process."}
{"text": "It was able to work to dismantle apartheid by its two-third world community membership despite the Reagan administration s opposition to sanctions against South Africa. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 421 g The movement has given members freedom to put their national interests before those of the great power blocs. H The NAM through the Cairo and Colombo Summits termed as World Disarmament conferences, played a key role in the disarmament process. The 1967 Treaty of Tlatelolco, signed by 22 states, set up a weapon Free Zone in Latin America. I The Non-aligned states have helped in international crisis management since they are not committed to any course of military action. For example during the 1961 Berlin crisis, Nehru of India and Kwame Nkrumah of Ghana went to Moscow for a peace mission, while Achmad Sukarno of Indonesia and Modibo Keita of Mali went to Washington DC to try and create a conducive atmosphere for managing the crisis. J NAM has worked towards creation of new international economic order. Members of the movement are able to trade with both the great power blocs. Membership to the Group of 77 in the United Nations Conference on Trade and Development UNCTAD is drawn from the non-aligned nations. The non-aligned nations were open to aid from both blocs and also ready to expand their trade with both sides of the ideological divide. K The Solidarity fund established during the Harare Summit of 1986 cushioned the frontline states against the economic sanctions imposed on apartheid South Africa. L NAM has worked to create the new scientific and technological order. The members have demanded a new scientific and technological order by favouring access to the most advanced technology and scientific research available as a means of bridging the technological gap between the developed countries and developing ones. Factors which have undermined the activities of the Non-Aligned Movement. A Political instability is frequently experienced by some member states. For example, civil wars and military coups in DRC, the Sudan, Rwanda, Burundi, interstate wars like in the case of Iran and Irag. This has undermined their contribution to the movement. B Economic ties between the third world countries and their colonial masters had made it difficult for the member states to pursue an independent line. C Border disputes between neighboring member countries has weakened the course of the movement. E.g."}
{"text": "B Economic ties between the third world countries and their colonial masters had made it difficult for the member states to pursue an independent line. C Border disputes between neighboring member countries has weakened the course of the movement. E.g. between morocco and Algeria, North Korea and South Korea, Vietnam and Cambodia, Ethiopia and Somalia, Uganda and Tanzania etc. D Economic backwardness of some of the member states has made it difficult for them to meet their obligation in the movement as national needs come first in view of the meager resources of some of the nations. E Ideological differences between member states have undermined their co operation. Its large size of 116 members by 2004 has frustrated its ideological coherence and organizational solidarity. Whereas some countries are inclined towards the west, others are inclined to the east. F Membership to other organizations like AU, commonwealth and the French For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 422 community, has made it difficult for some states to participate actively in the affairs of the movement. G Breakup of the Soviet Union and the end of the Cold War has destabilized the movement. As power bloc rivalry subsided, NAM appeared to become irrelevant. H Conflicting national interests. Individual national interests have failed to agree with the objectives of the movement. I Personality differences between leaders of member states have undermined the . For example, several leaders rejected the radical views of Fidel Catron of Cuba. J Differences unrelated to the principles of NAM have developed among members. For example at the Colombo Summit of 1978, several Arab states were keen to see Egypt expelled from the movement on grounds that she had signed a separate peace treaty with Israel. This was not an agreement with a superpower and therefore had nothing to do with NAM. K NAM lacks a permanent Army or a permanent institutional framework or machinery that can enable it carry out its activities effectively. For example, it fai led to persuade irag and Iran to end the 8 year long war from 1980. THE COLD WAR. The Cold War refers to the strained relations that existed between the western world led principally by the United States and the communist East led by the USSR, after the Second World War. It was so called because it was fought not with weapons, but with words, propaganda, military and financial aid to enemies of the opposing sides."}
{"text": "THE COLD WAR. The Cold War refers to the strained relations that existed between the western world led principally by the United States and the communist East led by the USSR, after the Second World War. It was so called because it was fought not with weapons, but with words, propaganda, military and financial aid to enemies of the opposing sides. Although there was no actual physical confrontation, Cold War was characterized by a conflict of the most serious and deadly kind. Causes of the Cold War. A Ideological differences. There was deep-seated fear and mutual suspicion between USA and USSR over the spread of their ideologies capitalism and communism. E.g The establishment of the Soviet Union through acquisition of satellite states was a measure to contain capitalism. B Disagreement over the issue of disarmament. The use of atomic bomb on Japan by USA towards the end of World War II alarmed USSR. The two sides failed to agree on an arms reduction plan and continued to stockpile atomic bombs. C Economic rivalry. In 1947, the USA President Harry S. Truman introduced the Marshal Plan, a scheme to assist western European countries that had been devastated by war. The USSR in turn formed Council for Mutual Economic Assistance COMECON , an economic cooperative plan for Eastern Europe. This further heightened the hostility between the west and the east. D Formation of military alliances. In April 1949, the USA, western European countries and Canada formed a military alliance through the signing of the North Atlantic Treaty in Washington D.C. NATO . The formation of NATO ended USA s isolationist policy. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 423 Russians responded by signing the Warsaw Pact, in May 1955, a military alliance of communist countries. These alliances fostered hostility between countries. E The use of Russian veto powers in the UN. Russia used her veto powers to defeat UN proposals, which she accused of being pro-USA. The struggle by the two powers to dominate the UN increased tension between them. F Disagreement over the future of Germany as a whole. Western allies wanted a strong Germany to assist in the economic prosperity of other nations. Russia was keen on a politically and economically weak Germany to safeguard against another invasion. NB- in 1961, the USSR built the Berlin Wall, thus dividing East Berlin from West Berlin. G USA s military advancement. By 1945, the USA was the only country that possessed atomic weapons."}
{"text": "NB- in 1961, the USSR built the Berlin Wall, thus dividing East Berlin from West Berlin. G USA s military advancement. By 1945, the USA was the only country that possessed atomic weapons. This created fear. COURSE OF THE COLD WAR. The cold war was fought in Europe Asia, Latin America and Africa, The course of the Cold War in Europe The cold war in Europe involved a conflict between the West and the East. The highlights of this conflict included Russia s overwhelming encroachment and dominance of Eastern Europe. Russia used her military might to impose communist governments on many states like Poland and Romania. They also fanned civil wars. E.g the Greek civil war of 1946. There were widespread outbreaks of violence and demands of freedoms in Poland and Romania, based on western ideologies, in politics and economy. In Czechoslovakia, communist Russia orchestrated protests against reforms based on western ideologies, by the Dubcek Government, which was supported by the west. Dubcek was arrested and flown to Moscow. Dr. Husak, a Russian ally was installed. The following are the major developments that characterized cold war in Europe. A In March 1947, the US president Harry Truman, through The Truman Doctrine declared that the USA would support free people resisting subjugation by armed minorities. In 1947, USA took over Britain s commitment in Greece and turkey to support the anti-communist regimes. B In 1947, the US Secretary of state, George Marshall came up with a proposal which was to become the Marshall Plan. This was a plan through which the US would make a major contribution to the economic recovery of Europe. The plan was rejected by USSR terming it an American interference in the internal affairs of other nations. C Stalin set up the Communist Information Bureau COMINFORM to coordinate the work of communist parties in Europe and the Council for Mutual Economic Assistance COMECON to counter the US Marshal Plan. D The NATO and Warsaw Pact. By the treaty of Brussels in March 1948, Britain, France, Belgium, Netherlands and Luxembourg formed a defensive alliance against For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 424 any form of aggression It became the North Atlantic Treaty Organization-NATO, in April 1949 when other European Nations joined it."}
{"text": "C Stalin set up the Communist Information Bureau COMINFORM to coordinate the work of communist parties in Europe and the Council for Mutual Economic Assistance COMECON to counter the US Marshal Plan. D The NATO and Warsaw Pact. By the treaty of Brussels in March 1948, Britain, France, Belgium, Netherlands and Luxembourg formed a defensive alliance against For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 424 any form of aggression It became the North Atlantic Treaty Organization-NATO, in April 1949 when other European Nations joined it. In response to NATO, the Soviet Union signed the Warsaw Pact in Poland on 14th May 1955 with East Germany and six Eastern European countries. The existence of NATO and Warsaw Pact only intensified the hostilities. E The Berlin Blockade. Germany was divided into two zones, East and West. Russia treated East Germany as a satellite state thus curtailing trade between east and west. This move almost led to starvation in the west as East Germany was the main producer. In May 1948, all roads and rail routes into West Berlin were sealed off by Russian troops. For over two years, food, coal medical supplies and other necessities to the 2 million people in West Berlin were airlifted since there was no land linkage. The blockade ended in may 1949 with diverstating consequences. F Partition of Germany. The west was prepared to give freedom to the Germans as a whole to decide their own fate. Russia was determined to ensure that East Germany remained dominated by communism under Russian control. On 23rd may 1949, the western occupation zone in Germany became the Federal Republic of Germany with Konrad Adenauer as the chancellor in September elections. On 7th October 1949, the soviet zone formed the Germany Democratic Republic. In August 1961, the East Germans built the Berlin Wall, curtailing communication and flow of refugees from the west. The cold war was fought in Asia. In Asia, China was the first front of Cold War. She embraced communism, following the successful takeover of the country by the forces of Mao Tse-tung in October 1949, assisted by the Russians. The Sino-Soviet Treaty of friendship was signed in 1950. Korea, formerly controlled by Japan, was another front for cold war in Asia."}
{"text": "She embraced communism, following the successful takeover of the country by the forces of Mao Tse-tung in October 1949, assisted by the Russians. The Sino-Soviet Treaty of friendship was signed in 1950. Korea, formerly controlled by Japan, was another front for cold war in Asia. When Japan was defeated in 1945, Korea was occupied from the south by American forces, from the north by Russians, placing the country under joint control. The occupying powers failed to unite the two Korea sections when she became independent. In 1948, the USA announced the formation of the Independent Democratic Republic of Korea in the South. The Russians formed the Peoples Republic of Korea in the north. On 25th June 1950, North Korea Forces invaded South Korea in an attempt to unite. UN condemned this and An American General, Douglas MacArthur led the UN forced that repulsed the invaders. The cold war spread to Vietnam, with USSR and USA clashing over Vietnam, formerly a colony of France that had been seized by Japan. The two super powers supported different nationalist leaders in the struggle for independence from France. The Russians supported Ho Chi-Minh who led a revolt by the Vietnamese, against the French. USA supported Ngo Dinh Diem. The Vietnam War erupted as a resultThe Vietnam War was the heaviest cost of containing communism by Americans in a distant country. Americans were humiliatingly defeated in 1975 with a causality of 53,000, despite employing over For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 425 400,000 troops. The communist guerillas, the Viet Cong, established a communist government in South Vietnam. The war strengthened American hostility towards Russia There was an armed conflict between the super powers in Afghanistan from 1978. The height of the conflict in Afghanistan was the Boycott of the Moscow Olympic Games in 1980 as a protest against USSR s involvement in Afghanistan. The conflict took the form of a civil war which was only eased in 1989 when the USSR began to withdraw its troops. The cold war in Latin America the Cuban Missile Crisis Cuba became the theatre of cold war when USA unsuccessfully supported the Cuban dictator, General Fulgencio Batista against Fidel Castro who was fighting to end Batista s regime. Fidel Castro overthrew the Batista regime in 1958."}
{"text": "The conflict took the form of a civil war which was only eased in 1989 when the USSR began to withdraw its troops. The cold war in Latin America the Cuban Missile Crisis Cuba became the theatre of cold war when USA unsuccessfully supported the Cuban dictator, General Fulgencio Batista against Fidel Castro who was fighting to end Batista s regime. Fidel Castro overthrew the Batista regime in 1958. The new government immediately gained recognition from many world nations including USA and USSR In 1960, Fidel began a communist nationalization programme of American oil refineries and sugar plantations. This strained relations between him and the US who attempted unsuccessfully to invade Cuba in 1961 at Bay of Pigs. In January 1962, Cuba was expelled from the Organization of American States. In May 1962, USSR leader Nikita Khrushchev secretly built missile installations in Cuba as a means of countering any future American invasion, in exchange for sugar. The discovery, by American president J. F. Kennedy in October 1962, of the Russian missile installations in Cuba was the beginning of the most serious cold war crisis. He declared that any nuclear missile attack from Cuba would be taken to be an attack by the USSR and USA would respond accordingly. USA declared a Naval Quarantine on Cuba to blockade any Russian Vessels This most serious cold war crisis was only ended when the Russian leader Khrushchev removed the missiles from Cuba and dismantled Russia s bases in Cuba. The Cold War in Africa. The cold war in Africa was majorly witnessed in Ethiopia and Angola. In Ethiopia, Mengistu Haile Mariam, overthrew Emperor Haile Selassie in 1974, with the assistance of USSR. Haile Mariam introduced socialist programmes, However, they were short-lived up to the end of his rule in May 1991, when Russians withdrew their assistance. In Angola, on 11th November 1975, Angola attained her independence from Portugal, with the assistance of the Soviet Union and Cuba. Soon after, a bruising civil war broke out. USA supported the rebels, led by Jonas Savimbi and his UNITA movement based in Ovimbudu. Cuba and Russia supported the MPLA government based in Luanda. Democratic elections were held in Angola in 1989, when USSR eased their aid to MPLA. FACTORS that led to the Cold War d tente by world powers."}
{"text": "Cuba and Russia supported the MPLA government based in Luanda. Democratic elections were held in Angola in 1989, when USSR eased their aid to MPLA. FACTORS that led to the Cold War d tente by world powers. A The death of Stalin and the flexibility of Stalin s successor, Nikita Khrushchev. The successor of Joseph Stalin, after his death in 1953, Nikita Khrushchev, was more flexible and willing to relax both cold war abroad and Authoritarianism at home. He announced the policy of peaceful coexistence in 1956. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 426 b The willingness of David Dwight Eisenhower, Truman s successor, to reach compromise with the Soviet Union over a number of issues. For example he convened the Camp David Summit in 1959, with Khrushchev in which a cooperative spirit emerged between the east and the west. However this happened against the backdrop of the Cuban missile crisis. C The signing of the Strategic Arms Limitation Treaty The SALT Treaty in 1972. The treaty, signed between USA and Russia limited strategic arms to certain quantities. This was followed by the Improvement of the Chinese American relations in 1972 and American relations with Russia. In 1972. President Nixon visited Beijing and Moscow d The introduction of reforms in Russia by Mikhail Gorbachev. In 1985, Gorbachev introduced the Glasnost openness policy and the perestroika reforms economic restructuring that appealed favourably to the west which won him the Nobel peace Prize in 1990. E The adoption of President Reagan s Strategic Defence Initiative SDI in 1983. This initiative led to setting up of space stations that would destroy every missile in the sky. This was Star Wars. F The collapse of the Communist rule in Europe. Russia s president recognized the independence of other republics of USSR in 1989 thus weakening Russia s position. Western democracy was introduced in Romania, Bulgaria, Czechoslovakia and Poland. G The successful re-unification of Germany under Helmut Kohl in 1990. The nations united to form the republic of Germany. This was a clear indicator of the joint commitment of the superpowers in maintaining their spheres of influence had been weakened. H The dissolution of the Warsaw Pact."}
{"text": "The nations united to form the republic of Germany. This was a clear indicator of the joint commitment of the superpowers in maintaining their spheres of influence had been weakened. H The dissolution of the Warsaw Pact. With the fall of communism in Eastern Europe, the Warsaw pact started to fall apart. In November 1990, the Paris Charter was signed, effectively dissolving the Warsaw Pact. I The collapse of the Soviet Union in 1990. Several of its states seceded. Russia officially became an aid receiver instead of an aid donor. J The signing of the START Treaty in 1991 by Gorbachev and George Bush, after the Strategic Arms Reduction Talks. The treaty officially ended the cold war. Destruction of weapons of mass destruction commenced. Effects of the cold war a. It brought immense divisions and conflict to people of the same continent, region and countries based on pro-west or pro-east ideologies. E.g. in Angola b. Oppressive regimes found their way to power, supported by either the west or the east. C. There was untold suffering to the people. Disease, poverty and refugee camps became common sights. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 427 d. There was destruction of the economy as infrastructure was destroyed by war. As communist systems failed to produce wealth, unemployment and poverty set in. E. It created mistrust and suspicion amongst nations. F. It led to arms race. It led to militarization of regions and countries. G. It led to political crises and actual war e.g. civil wars in Korea and Vietnam, the Suez Canal crisis of 1956 and the Hungarian Revolution of 1956. H. It threatened international peace and security. Insecurity in the world increased. I. Led to formation of Non-Aligned Movement by third world countries. J. Led to formation of economic alliances and military alliances like NATO 1949 and the Warsaw pact 1955 . COMECON 1949 and the European Economic Union 1957. K. The cold war led to development in science and technology. The war Stimulated space science space race. Effects of the end of Cold War on Africa. A Some African countries that were formerly socialist are in problems following collapse of USSR in 1990. E.g. Somalia, Ethiopia, Angola and Mozambique."}
{"text": "A Some African countries that were formerly socialist are in problems following collapse of USSR in 1990. E.g. Somalia, Ethiopia, Angola and Mozambique. B The end of the cold war has led to the removal of financial aid and military support for some African countries. Military or food aid is no longer rushed to countries experiencing problems because there is no more superpower competition. E.g failure to prevent the Rwanda genocide and failure to assist in the Somali crisis and the current Alshabaab crisis. C There was emergence of new world political and economic order. The end of war has led to emergence of USA as a world policeman over developing nations. The countries must act according to USA wishes or suffer lack of aid and receive harassment from superpowers. D It has led to marginalization of Africa in international affairs. E There are conditionalties for getting aid from the western powers. Besides, Africa no longer has a choice of donors who comprise mainly of western world countries. COOPERATION IN AFRICA Cooperation in Africa refers to the way African countries relate to each other. It is stimulated by the economic exploitation and political domination by Western Eu rope. The cooperation has been in form of; a Pan-African Movement b Organization of African Unity African Union c The East African Community d Economic Community of Western African States. E Common Markets for Eastern and Southern Africa. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 428 PAN-AFRICANISM. Meaning of Pan-Africanism. Pan means all and Africa refers to the continent. Africanism refers to those of African Origin. Pan-Africanism is a belief in the uniqueness and spiritual Unity of Black people acknowledging their right to self determination. It is a movement aimed at unifying all the people of African descent in the world. It stands for economic, political and social advancement for all peoples of African descent throughout the world. Origin and Development of pan-Africanism. The movement has roots in the trans-Atlantic slave trade that took place between 15th and 19th c. the trade was responsible for the dispersal of black people all over the world. The suffering the slaves underwent made them become conscious of their colour and origin. The Africans viewed themselves as having a common destiny."}
{"text": "The trade was responsible for the dispersal of black people all over the world. The suffering the slaves underwent made them become conscious of their colour and origin. The Africans viewed themselves as having a common destiny. Even those who remained in Africa were later subjected to the colonial experience including forced labour, land alienation, taxation, poor wages, discrimination corporal punishment rape and murder. The movement first started as the Pan Black Movement for the American and Caribbean black only. Several African Americans wanted to uplift the lives of fellow Africans in USA and in Africa. They included Martin Delaney, Alexander Cromwell, Bishop James Johnson, Wilmot Blyden and Bishop Turner. The leading pan -Africanists in America were Booker T Washington, Marcus Moziah Garvey, Dr. William Edward Burghardt Du Bois and George Padmore. The pioneer African pan-Africanists included Kwegyir Aggrey from Gold Coast, Wilmot Blyden from Liberia, Kwame Nkrumah from Ghana and Leopold Sedar Senghor. The Pan Black Movements enlisted all blacks worldwide. It sometimes was called Pan Negro Movement and was pitted against the evils of racism. Pan Black Movement gave birth to Pan-African Movement, which had its first meeting in London in 1900 attended by 32 delegates, drawn from USA, Africa, Canada, West Indies and Britain. Sylvester Williams, a lawyer from Trinidad, coined the term Pan-Africanism. By 1920, an all-African idea had been developed. The first panAfrican congress for Africans was held in Manchester England in 1945, also attended by Jomo Kenyatta. Causes of pan-Africanism. A The Trans-Atlantic slave trade. It took place between 15th and 18th centuries. Africans who were forced into slavery in America during this period suffered a lot under the white people. The Africans in Diaspora, through humiliation and sadness realized they had a common destiny. B Colonization of Africa. The division of Africa into 50 colonies separated some communities. It also put together various people of different history and culture. The divide and rule tactics of colonialists brought deep divisions among same communities. The Africans realized later on that there was need to find a common ground to bring about change. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 429 c The need to correct the negative ideas about Africa and Africans held by Europeans."}
{"text": "Marcus Garvey 1887-1940 He was born on 17th August 1887 in the West Indies island of Jamaica to a family offreed slaves. The fact that Marcus was very dark is what shaped his philosophy of Pan Africanism. While a young man, he witnessed great European and Mullato discrimination on account of his complexion. He arrived in USA in 1916 after widely travelling in south and Central America and Britain. While in England, he was greatly encouraged by Mohammed Duse to lead the peoples of African descent all over the world in the struggle for liberation. He developed the Pan-African philosophy in USA through which he sought to make Africans take pride in their blackness and cultural heritage. He founded the Negro Empire in New York in 1920. He organized a black convention in 1924 in New For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 430 York during which he launched the Universal Negro Improvement Association UNIA whose HQs were to be at Harlem, New York. UNIA had the following objectives; To create universal fraternity among the Black Race. To assist uplift the civilization of African communities. To establish a central nation for the black race. To establish academies for African children. To promote African cultures. Garvey founded a Journal The Negro World and the African Orthodox Church under a black Patriarch or chief Bishop and a Black Madonna as the symbol of his church. He advocated for the return to Africa by the Africans. To Garvey, freedom was to be gained through economic empowerment of Africans. To this end, he mobilized African Americans to contribute funds to establish black businesses like the Black Starline Shopping Company. The project however collapsed due to mismanagement. He was arrested, tried and convicted of fraud collecting funds unlawfully and imprisoned for five years. He was deported to his home country Jamaica after two years in Jail where he died in 1940.He is credited for succeeding in mobilizing Africans to take pride in their cultures and complexion. 2. Booker T. Washington. 1856-1915 He was born in 1856 in USA to a poor slave family. He acquired a university degree in Agriculture at Hampton Institute. He is credited for promoting African Education. He started a model institute for training blacks in agricultural and industrial skills the Tuskegee Institute in Alabama .Unfortunately, Washington adopted a policy of cooperation with the government as a means of winning acceptance by the European community."}
{"text": "Washington. 1856-1915 He was born in 1856 in USA to a poor slave family. He acquired a university degree in Agriculture at Hampton Institute. He is credited for promoting African Education. He started a model institute for training blacks in agricultural and industrial skills the Tuskegee Institute in Alabama .Unfortunately, Washington adopted a policy of cooperation with the government as a means of winning acceptance by the European community. To him, Africans ought to gain wealth in order to attain equal status with Europeans and end racial discrimination. He began the National Negro Business League with the help of a European Andrew Carnegie. He died in 1915. 3. Dr. William Edward Burghardt Du Bois. He was born in great Barrington, Massachusetts, USA on 23rd February 1868. He was the first black to receive a PHD Degree and become a professor of History, Economics and Sociology. He was also a renowned journalist. He greatly disagreed with Booker T. Washington s policy of accommodation and cooperation. In 1905, he established the Niagara Movement to protest against racial discrimination. In 1900, he was one of the founder members of the National Association for the advancement of Coloured Peoples NAACP an association that championed for the struggle for Negroes civil rights in America. He prepared the pan-African conferences that were held between 1900 and 1945 to fight against slavery, colonial exploitation and repression of Af rican peoples. He was the chairman of the Manchester Conference of 1945..In 1961, he relocated to Ghana where he became a citizen, on invitation of Nkrumah. He died in 1963 in Ghana. THE PAN-AFRICAN CONGRESSES 1900-1945 a The 1st pan-African conference, London, 1900. It was held at the Westminster For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 431 Townhall from 23rd to 25th July with 32 participants from Africa, USA, Canada and West Indies. The conference was sponsored by a Trinidad lawyer Henry Sylvester Williams who coined the term Pan-Africanism. The conference marked the entry of Du Bois into Pan Africanism where he made his famous statement The problem of the 20th c is the problem of colourline . Objectives of the conference. To unite people of African origin in all parts of the world."}
{"text": "The conference marked the entry of Du Bois into Pan Africanism where he made his famous statement The problem of the 20th c is the problem of colourline . Objectives of the conference. To unite people of African origin in all parts of the world. To appeal for the end of European colonization and exploitation of Africa. To look for ways of establishing better relations between the Caucasian and African races. To initiate a movement for securing the full rights for all Africans in and outside Africa and promote the economic rights. To appeal to missionaries and philanthropists in Britain to protect Africans against aggression by colonizers. Conference Agenda Human Rights Violation against blacks in South Africa. Living conditions of blacks in different parts of the world. Racial discrimination against Africans all over the world. The conference sent a Memorandum to the Queen of England demanding respect for the rights of Black People especially in the British Empire. B The 2nd Pan-African Conference, Paris, 1919. The conference coincided with the Paris Peace conference. The conference was convened by William Du bois who had been sent to Paris by NAACP to investigate the allegations that African American troops stationed in France during world war I experienced racial discrimination and to represent the interest of the black peoples at the Paris peace conference. The conference made the following recommendations; The need for international laws to protect Black people. African land to be held in trust for Africans. The prevention of exploitation of African nations by foreign companies. The rights of Africans to be educated. That slavery and capital punishment were to be abolished. The right of Africans to participate in their government as fast as their development permitted. C The 3rd Pan-African Conference 1921. The conference was held in three sessions in London, Brussels and Paris. The London session was attended by 41 Africans, 35 American coloureds, 7 West Indies and 24 Africans living in Europe at that time. It was patronaged by Du Bois. The conference demanded for the establishment of political organizations among the suppressed blacks. It emphasized international and interracial harmony and democracy. D The 4th mPan-African congress London and Lisbon 1923. It reiterated earlier For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 432 resolutions and also demanded that black people be treated like human beings. E The 5th Pan-African Conference, New York 1927."}
{"text": "It emphasized international and interracial harmony and democracy. D The 4th mPan-African congress London and Lisbon 1923. It reiterated earlier For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 432 resolutions and also demanded that black people be treated like human beings. E The 5th Pan-African Conference, New York 1927. It was mainly attended by African Americans and was partly sponsored by European Philanthropists. It discussed the attitude of the communists towards pan-Africanism. F The 6th Pan African conference, Manchester 1945.it coincided with the end of the World War II. It was convened by the Pan African Federation which had been formed in 1944 by 13 organizations representing students welfare and political groupings. Leaders of the federation were George Padmore, Ras Makonnen Ethiopia . C.L.R Wallace Johnson and Jomo Kenyatta. The conference was greatly inspired by the liberation of Ethiopia in 1941 and Clause three of the Atla ntic Charter 1941 that USA and British governments would respect the right of all people to choose the form of government under which to live which Winston Churchill claimed was not applicable to the Africans. The conference was convened on 15th oct. 1945 and was attended by 90 delegates who included Du Bois West Indies , Nkrumah Ghana , Kenyatta kenya , Padmore Trinidad , peter Abrahams south Africa , Ras Makonnen Ethiopia , Magnus Williams representing Azikiwa Nnamdi Nigeria , Obafemi Owolowo Nigeria and Kamuzu Banda Malawi and 11 observer nations Du bois chaired the conference while Nkrumah and Padmore were joint secretaries. Uniqueness of the conference. A The conference was mainly organized by Africans from the continent unlike earlier ones which were organized by the Africans in Diaspora. The only exceptions were W.E.B Du Bois and Padmore. B Representatives of white philanthropists were absent. Neither did they finance the conference. C Many African trade unions were represented. These included the trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. Most of West Indies was also represented. Key Resolution of the Manchester Conference a. Africans should concentrate on winning political power through non-violent means e.g strikes and boycotts. B."}
{"text": "Key Resolution of the Manchester Conference a. Africans should concentrate on winning political power through non-violent means e.g strikes and boycotts. B. African intellectuals should play an important role in mobilizing the masses to fight for political liberation. Pursuant to the conference resolutions, Kwame Nkrumah established the West African National Secretariat WANS on 15th December 1945 in England to act as a regional body for Pan African Federation, promote unity in West Africa. WANS published a newsletter, The New African, whose main aim was to inspire the youth in Africa to resist imperialism. Why the 1945 Manchester Pan-African Congress was a landmark in the history of Africa. A For the first time leading African representatives in the continent attended e.g. Jomo Kenyatta, Kwame Nkrumah, Kamuzu Banda, Haile Sellasie etc. On coming back , they all adopted radical nationalistic demands for independen ce of their states. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 433 b It was the first congress that strongly condemned European colonization of Africa and demanded the autonomy and liberty of African states. C The congress was instrumental in granting of independence to Ghana in 1957 and to Egypt soon after. D It set the pace for organization of similar conferences in the African continent like; the 1958 All African Congress and the 1960 Tunis-Pan African People s Conference. E During the conference, the solidarity and unity among Africans began to develop and paved way to the formation of Organization of African Unity. F It marked the establishment of the movement s activities in Africa. Why pan-African movement was not active in Africa before 1945 a There was lack of adequate African representation in the movement before 1945. Africans in the movement were few and were staying outside Africa as political exiles or students. B Colonial authorities could not allow Africans to organize a movement that was against their policies. Such movements were outlawed. C The divide and rule policy used by the Europeans made it impossible for Africans to communicate and cooperate. D Africans in each colony were mainly concerned with issues that affected them directly e.g. Land alienation, forced labour and taxation."}
{"text": "C The divide and rule policy used by the Europeans made it impossible for Africans to communicate and cooperate. D Africans in each colony were mainly concerned with issues that affected them directly e.g. Land alienation, forced labour and taxation. E The only Countries that were independent Liberia and Ethiopia could not champion pan-Africanism since they had their own internal problems and paid little attention to international matters e.g. Ethiopia and Liberia. F Lack of venue to hold meetings on the African soil since the colonial government would not have allowed such meetings. G Poor state of transport and communication at the time did not permit fast spread of Pan-Africanism. H Few people were educated and only a minority in Africa had higher education hence there was widespread illiteracy and ignorance. I Africans were too poor to contribute to pan-African efforts. The role of Kwame Nkrumah in Pan-Africanism. A He participated in the 1945 Manchester Conference as the secretary during which he proposed that delegates go back to their countries and spearhead the nationaliststruggle for political independence. B He established the West African National Secretariat WANS in England to coordinated pan African federation activities in West Africa and promote pan Africanism. C He founded the Convention People s Party CPP in 1949which led Ghana to Independence in 1957. D As president of Ghana, Nkrumah inspired many African countries to struggle for political independence, and the black civil rights movement in the USA to fight for their rights. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 434 e In 1958, he hosted the first pan-African conference of independent states in Accra which pledged to assist fellow Africans to fight for political independence. F He funded nationalists in other countries e.g. Ghana and Algeria. G He supported other African leaders who faced political threats from their former colonial masters. For example he assisted the Guinean leader, Sekou Toure , with Loans following the withdrawal of French support to the country after independence h He championed trade unionism in Africa as a means of promoting pan-Africanism. During the Manchester conference as a joint secretary with George Padmore, he allowed participation of trade Unions from Sierra Leone, Nigeria, Ghana and Gambia."}
{"text": "G He supported other African leaders who faced political threats from their former colonial masters. For example he assisted the Guinean leader, Sekou Toure , with Loans following the withdrawal of French support to the country after independence h He championed trade unionism in Africa as a means of promoting pan-Africanism. During the Manchester conference as a joint secretary with George Padmore, he allowed participation of trade Unions from Sierra Leone, Nigeria, Ghana and Gambia. I He participated in convening various pan-African conferences that led to the formation of O.A.U, an association of independent African states. NB- it is most probably because of his fight against western domination that Nkrumah was eventually overthrown in 1966 in a military coup that forced him into exile. He died on 27th April 1972 in Bucharest, Romania, where he had gone to seek treatment for cancer. Reasons why the pan-African movement became active in Africa after 1945. A World War II strengthened nationalism in the continent. The Africans quest for political independence received a boost with support from UNO, USA and USSR. B The 1945 Pan-African Conference in Manchester, brought many African elites together. They later inspired their colleagues back home to join the movement. C The attainment of political independence in India in 1947 and Burma now Myanmar in 1948 encouraged many nationalists in Africa. D The slowing down of the pan0africanism activities in America during the cold war period activated the same in Africa. USA tried to control activities of people like Padmore who had links with USSR. E The attainment of independence by Ghana in 1957 inspired other African nations to focus on the liberation of their respective countries rather than fight for the betterment of fellow Africans outside the continent. Performance of the Pan-African Movement.. Achievements of Pan-Africanism. A The movement created political awareness among people of African origin and a sense of deep concern for suffering of blacks all over the world. B It put in place Steps towards the restoration of status and dignity to the African people, which had been eroded by slave trade, colonialism and racism. C The movement provided an important forum where the people of African origin could discuss their problems. It promoted brotherhood among Africans. D The movement led to the Development of the spirit of solidarity among the African people when dealing with issues that concern the continent."}
{"text": "C The movement provided an important forum where the people of African origin could discuss their problems. It promoted brotherhood among Africans. D The movement led to the Development of the spirit of solidarity among the African people when dealing with issues that concern the continent. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 435 e It laid the basis for the Formation of OAU, which later became the African Union AU . F The movement enabled African leaders to be more committed to African issues. For example the black caucus in the USA played an important role in pressurizing the US congress to take drastic measures against the Apartheid regime in South Africa. G The movement laid the foundation for the interest in research on African culture, history, literature, music, religion, medicine, art, etc. This empowered Africans by enabling them to understand the status quo. H The movement played an important role in the advancement of African nationalism by encouraging peoples of African origin to take pride in their ancestry and demand their rights. I The movement condemned Mussolini s attempt to colonize Ethiopia in 1935 by organizing protests in major towns like New York, London, Brussels and Paris. Challenges encountered by the pan African movement. A Many European groups fought the activities of the pan Africanists. The fact that Marcus Garvey was arrested, tried and convicted of fraud collecting funds unlawfully and imprisoned for five years is a clear manifestation of this. B It was difficult for the Africans to participate in African affairs since majority of Africans were still under colonialism. C Due to lack of economic empowerment and lack of education, many of the pan African projects did not succeed. The Marcus Garvey project for instance collapsed due to mismanagement. D Illiteracy and ignorance amongst some people of African origin hindered them from offering constructive support. E The movement was restricted to the African continent after independence in 1960s. The absence of African-Americans in the continents affairs dealt a big to its progress. F Division among Africans after independence e.g. Radical and the conservative leaders and between the francophone and the Anglophone countries. G The European powers domination of the international media was used to water down the importance of pan-Africans by spreading negative propaganda. H Some of the pan-African leaders could not agree on the best strategy of uplifting the welfare of the African origin peoples."}
{"text": "Radical and the conservative leaders and between the francophone and the Anglophone countries. G The European powers domination of the international media was used to water down the importance of pan-Africans by spreading negative propaganda. H Some of the pan-African leaders could not agree on the best strategy of uplifting the welfare of the African origin peoples. I The deep economic connection between colonies and the mother countries hindered any meaningful cooperation. J Lack of venues to hold conferences in Africa especially before 1957 meant that the movement could not take root in Africa quickly. The far-away venues were inconveniencing. The Pan-African movement activities after 1950. Despite the challenges mentioned, the movement was still active in Africa after 1950 as manifested in the political developments that took place in the 1950s and 1960s. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 436 The following conferences were convened during that period. 1 The 1st Conference of Independent African States, Accra, Ghana April 1958. In attendance were the eight independent African states of Ghana, Egypt, Morocco, Ethiopia, Liberia, Tunisia Sudan and Libya. The delegates pledged to assist fellow African countries who were fighting for political independence.. 2 The All-African Peoples conference, Accra De. 1958 the conference was attended by freedom fighters and trade unionists from all over Africa. It was chaired by Tom Mboya of Kenya The conference s main resolution was to use all means to acquire political independence and to encourage unity between the African leaders. 3 The All-African Peoples Conference, Tunis, January 1960. It strengthened the desire for unity among African states. 4 The 2nd Conference of Independent African States, Addis Ababa, Ethiopia, June 1960. The conference was the forerunner to the formation of a continental Body, OAU. The conference exposed sharp division among African states over the situation in Congo, where Patrice Lumumba was facing problems with his former colonial masters. 5 The Brazzaville Conference December 1960 Attended exclusively by the 12 francophone conservative African states, the conference emphasized the need to respect international Frontiers and noninterference in the internal affairs of any African state. They promised political support for Mauritania in her boundary disputes with morocco. 6 The Casablanca conference, January 1961."}
{"text": "5 The Brazzaville Conference December 1960 Attended exclusively by the 12 francophone conservative African states, the conference emphasized the need to respect international Frontiers and noninterference in the internal affairs of any African state. They promised political support for Mauritania in her boundary disputes with morocco. 6 The Casablanca conference, January 1961. It was a reaction to the resolutions of the Brazzaville conference by the radicals who supported Morocco in her dispute with Mauritania. They advocated for the removal of foreign troops in Congo. 7 The Monrovia conference, May 1961. It attracted both moderates and conservatives and aimed at uniting the antagonistic groups. The conference emphasized the absolute equality of all states. The conference succeeded in uniting the hostile groups through the undertaking of two crucial events; The Algerian Referendum of 1961, which passed that the Algerians wanted political independence from France. The situation in Congo stabilized after 1961. ORGANIZATION OF AFRICAN UNITY OAU What was the OAU? It was an association of independent African states that existed between 1963 and 2002, when it was renamed the African Union AU Origin and development of OAU. It was formed as a climax of a series of pan- Africanism congresses up to 1963. In January 1961, several African independent states, i.e. Egypt, Ghana, morocco, Libya and Algeria, met in Casablanca and pledged to help Patrice Lumumba of Congo against For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 437 the secessionist Tsombe. In May 1961, another group of African states, i.e. Liberia, Tunisia and Togo met in Monrovia and agreed to work in unity to solve the Congo crisis. In august 1961, a bigger group made up of former French colonies met in Brazzaville to find a solution to the Congo crisis. In 1963, the regional groupings compromised and joined with others to form one organization. In May 1963, foreign ministers of 32 independent African states met in Addis Ababa, Ethiopia, to prepare the agenda for the heads of state meeting. The heads of states met under chair of Emperor Haile Selassie and gave birth to OAU, with Selassie as its first chairperson."}
{"text": "Liberia, Tunisia and Togo met in Monrovia and agreed to work in unity to solve the Congo crisis. In august 1961, a bigger group made up of former French colonies met in Brazzaville to find a solution to the Congo crisis. In 1963, the regional groupings compromised and joined with others to form one organization. In May 1963, foreign ministers of 32 independent African states met in Addis Ababa, Ethiopia, to prepare the agenda for the heads of state meeting. The heads of states met under chair of Emperor Haile Selassie and gave birth to OAU, with Selassie as its first chairperson. Its membership grew from 32 at the time of its inception to 54 NB; when the Saharan Arab Democratic Republic was admitted to the OAU in 1984, Morocco withdrew since she claimed that SADR was part of her territory. The Charter of OAU. Objectives of the OAU. A To provide African countries it a permanent organization through which they could discuss issues affecting them and lay strategies for solving them. B To provide identity for the newly independent countries of Africa in a world dominated and controlled by the white race. C To co-ordinate and assist in the speedy decolonization of the rest of Africa. D To improve the living standards and conditions of African people as a group and as individual states. E To help in the Defence of the independence of African states and maintenance of the sovereignty of these countries. F To promote cooperation among the African states in economic, social and political fields so as to improve living standards. G To promote and enhance African solidarity and unity. H To support world, peace organizations like the UN and the Non-Aligned Movement. I To promote peaceful settlement of disputes. J To promote non-interference in the internal matters of member states. The fundamental principles of OAU as outlined in the charter. A Recognition of the sovereign equality of member states. B Non-interference in the internal affairs of member countries. C Respect for the sovereign and territorial integrity of each country and its inalienable right to independent existence. D Peaceful settlement of disputes. E Condemnation of political assassination or any form of subversion by one country in another member country. F Dedication to the emancipation of territories under colonial rule. G Adherence to the principle of non-alignment."}
{"text": "E Condemnation of political assassination or any form of subversion by one country in another member country. F Dedication to the emancipation of territories under colonial rule. G Adherence to the principle of non-alignment. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 438 The structure of the former OAU. The OAU charter borrowed heavily from that of the United Nations Organization. The only difference is that no member of OAU enjoys veto powers. All members have equal privileges and vote. The charter outlined the structure of OAU as follows;The Assembly of Heads of State and Government. This was the supreme organ of OAU meeting once a year to discuss specific urgent matters and electing a chairperson every year. A two-third majority vote was used to decide critical issues. The Council of Ministers. It was made up of all foreign ministers of OAU member states and met twice a year to prepare agenda for the meeting of heads of state and government. It implemented decisions passed by heads and prepared the OAU budget. The General Secretariat. Headed by the secretary general elected by the Assembly of Heads of state, it offered the administrative services to the organization on daily basis. The past secretaries were Kifle Wodajo of Ethiopia 19631964 , Diallo Telli Boubaker of Guinea 1964-1972 , Nzo Ekangaki of Cameroon 19721974 , Eteki Mboumoua of Cameroon 1974-1978 , Edem Kodjo of Togo 1978-1983 , Peter Onu of Nigeria 1983-1985 , Ide Oumarou of Niger 1985-1989 . The last was Salim Ahmed Salim from Tanzania. The Commission of Mediation, Conciliation and Arbitration. It was charged with the task of settling disputes involving members. It had membership of 21 states and served for a term of five years. Specialized Agencies. The OAU also comprised specialized agencies and committees that handled the technical business of the organization. E.g. the OAU Liberation Committee-to co-ordinate activities of liberation movements. The Economic and Social Commission, the Commission on Education, Science and Culture, the Defence Commission, the Supreme Council of Sports Etc. Achievements of OAU. A It offered solution to border disputes between member states like Kenya vs. Somalia, Ethiopia vs. Somalia, Libya vs. Chad, morocco vs. Algeria, Chad vs."}
{"text": "Somalia, Libya vs. Chad, morocco vs. Algeria, Chad vs. Nigeria and the Rwanda Burundi conflict. B The OAU achieved total liberation of African countries, with South Africa being the last one. It offered military support to the nationalistic struggles in Mozambique, Angola, Rhodesia, Namibia and South Africa. C It condemned human rights violation in countries like Namibia and South Africa. It encouraged economic sanctions against the apartheid regime of South Africa. D Through the OAU, African governments were able to speak with one voice on matters affecting Africa and they even attempted to formulate a common foreign policy. E It provided a forum for discussing Africa s common problems like desertific ation, foreign interference, and dependency and at the same time sought for solutions to the problems. F The organization embarked on common economic ventures for Africa. For example creation of the African Development Bank ADB which represented the collective For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 439 contribution by all Africans towards emancipation of Africans from economic backwardness. G It encouraged construction of roads and railways to link different regions. E.g. Tanzam, the Great North Road and the Trans-African Highway. This improved economic co-operation between member states. H It created a cultural identity for African countries sports and the All -African Games, which provided Africans with the opportunity to meet and socialize. I Through its refugee agency, it addressed itself to the refugee problem in the continent. E.g. refugees from countries like Rwanda, Burundi, Chad, Gambia, Ethiopia, Sudan and Somalia have been assisted. J It was instrumental in the formation of regional organizations like ECOWAS, SADDC and COMESA. Problems that faced OAU during its operation. A Differences in economic development levels and in history of member states militated against co-operation. B Ideological differences among member states, especially during the Cold war period, hampered the operations of the OAU. C It lacked sufficient funds to carry out its work efficiently. The members were poor given that all of them were third world countries. D The problem of sovereignty. Many countries disregarded the OAU resolutions in favour of their sovereignty and national interests. E It lacked an effective machinery to effect its decisions."}
{"text": "D The problem of sovereignty. Many countries disregarded the OAU resolutions in favour of their sovereignty and national interests. E It lacked an effective machinery to effect its decisions. It also lacked a standing army to implement and effect its resolutions hence the term Toothless Bulldog coined by Gadaffi to refer to it. F Loyalty to other organizations. OAU members also belonged to other organizations like ECOWAS, COMESA, The Arab League etc; the interests of these organizations were not always in accord with those of the OAU. G The colonial legacy. Many problems arising from past colonial policies have rocked the organization. E.g. The land issue in Zimbabwe. There is also the problem of NeoColonialism in trade. H Interference by the big powers. This has caused dismay to the organization. I Emergence of dictators like Amin Dada of Uganda, Bakassa Jean Bedel of Central African Republic, And Mobutu of Congo. J Civil strife in various countries remained unresolved for a long time. E.g in Sudan, Rwanda, Ethiopia, Nigeria. This made cooperation difficult. THE AFRICAN UNION Origin of the African Union. On 9th September 1999, the Heads of State and Government met in Libya and made the Sirte Declaration calling for the establishment of an African Union and a pan-African For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 440 parliament. On 29th may 2000, the document for the formation of African Union and PanAfrican Parliament was adopted by the joint sitting of legal experts and parliamentarians. On 2nd June 2000, heads of state and government meeting in Lome, Togo adopted the Constitutive Act of the African Union drafted by the council of ministers. The AU was born in 2002, at a Summit held in Durban, South Africa, where the first Assembly of Heads of State of African Union was convened. Differences between the former Organization of African Unity and the present African Union. A Unlike the O.A.U, the A.U challenges the principle of non-interference in the internal affairs of member states. It allows for intervention whenever a member state experiences conflict or widespread human rights violation. B O.A.U was like an Association of African Heads of State, but A.U is like a Union of African Peoples."}
{"text": "A Unlike the O.A.U, the A.U challenges the principle of non-interference in the internal affairs of member states. It allows for intervention whenever a member state experiences conflict or widespread human rights violation. B O.A.U was like an Association of African Heads of State, but A.U is like a Union of African Peoples. Increased participation of all African people is manifested in the proposed Pan-African Parliament and an economic, social and cultural council. C Unlike the O.A.U the African Union has an accountability mechanism. An African Peer Review Mechanism APRM has been developed as a means through which countries can be held accountable on matters of security, development, stability and cooperation. D Unlike the O.A.U, the A.U has a broader development plan for Africa e.g. through the New Partnership for Africa s Development-NEPAD whose main objectives include to promote accelerated growth and sustainable development, to eradicate the widespread poverty in the continent and to halt the marginalization of Africa in the globalization process. E Unlike OAU, AU presupposes the establishment of a security council and the African Court of Justice with law enforcement powers A standing military The AU Charter. Objectives of AU. A To accelerate the political, social and economic integration of the continent. B To promote and defend the African common positions on issues of interest. C To defend the independence and territorial integrity of African states and maintain the sovereignty of these countries. D To promote democratic principles and institutions, popular participation and good governance. E To establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations. F To promote cooperation among the African states in economic, social and political fields so as to improve living standards. G To achieve and enhance greater African solidarity and unity. H To promote peace, security and stability in the continent through peaceful settlement of disputes. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 441 i To advance the development of the continent by promoting research in all fields, particularly in science and technology. J To encourage international cooperation, taking into account the Charter of the United Nations and the Universal Declaration of Human Rights. K To work with relevant international partners in the eradication of preventable diseases and promotion o good health on the continent. The structure of African Union The AU charter outlined the structure of AU as follows; 1. The Assembly."}
{"text": "K To work with relevant international partners in the eradication of preventable diseases and promotion o good health on the continent. The structure of African Union The AU charter outlined the structure of AU as follows; 1. The Assembly. This is the supreme organ of AU meeting once a year to elect a chairperson and determine the common policies of the union, consider requests for admission, monitor implementation of policies and decisions, appoint and terminate the judges of the court of Justice among other functions. Students to make additions Decisions are either by consensus or by two-thirds majority vote. 2. The Executive Council. It is made up of Foreign Ministers or the authorities designated by the member states. Its core function is to co-ordinate union policies ion areas of common interest like foreign trade, ener gy, industry, water resources and environmental protection. Such functions can be delegated to specialized technical committees. 3. The Commission Secretariat. Comprises a chairperson, deputy chairperson and eight commissioners and staff members. It deals with the administrative issues and implements decisions of the Union. 4. The Permanent Representatives Committee. It comprises the Ambassadors to the AU. Its main responsibility to prepare for the executive council and run the association daily. It seats permanently in Addis Ababa. 5. Specialized committees and Agencies. The AU also comprised specialized agencies and committees that handled the technical business of the organization. E.g the Committee on Rural Economy and Agricultural Matters, the Committee on Monetary and Financial Affairs, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Education, Human Resource and Culture, the Committee on Health, Labour, and Social Affairs. 6. The economic and social council. It performs advisory functions 7. Specialized technical committees. E.g the Committee on Rural Economy and Agricultural matters, the Committee on Trade , Customs and Immigration Matters, The Committee on Industry, Science and Technology, the Committee on Transport, Communication and Tourism, the Committee on Health, Labour and Social Affairs, the Committee on Education, Culture and Human Resources. They perform the following roles; a Prepare projects and programmes of the Union and submit them to the executive council. B Ensure supervision, follow-up and evaluation of the implementation of For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 442 decisions taken by the organs of the Union. C Ensure co-ordination and harmonization of projects and programmes of the Union."}
{"text": "They perform the following roles; a Prepare projects and programmes of the Union and submit them to the executive council. B Ensure supervision, follow-up and evaluation of the implementation of For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 442 decisions taken by the organs of the Union. C Ensure co-ordination and harmonization of projects and programmes of the Union. D Submit to the Executive council, their reports and recommendations on implementation of the African Union s Act. 8. Other proposed structures though not yet in place are; The peace and Security Council to comprise 15 members to monitor and intervene in conflicts. The Pan-African Parliament responsible for ensuring civil society participation in AU matters. The Court of Justice to deal with human rights abuses in Africa. Financial Institutions like The African Central Bank, the African Monetary Fund and the African Investment Bank. THE EAST AFRICAN COMMUNITY Founded on 6th June 1967, it comprises Kenya Uganda and Tanzania. Origin of the East African Community. Its origin can be traced back to 1902- the efforts of the British and German colonial governments to establish a unified administration over the East African territories. For example, the East African Court of Appeal was established in 1902, The East African Postal Union in 1911, East African Customs Union in 1917, East African Currency Board in 1920 And East African High Commission in 1948.On 9th December 1961, the East African High Commission was replaced with the East African Common Services Organization with the headquarters in Nairobi. The treaty to establish the East African Community was signed on 6th June 1967. The organization came into force on 1st December 1967. Objectives of the East African Community. A To maintain a common markets for the member states and promote balanced economic cooperation. B To provide common services to the three member states especially in the areas of transport and communication. C To promote political co-operation between the three countries and hence peace and security. D To facilitate the movement of the people within the region to foster greater cooperation and understanding among them. E To expand the market in a region where population and incomes are low. Challenges that faced the East African Community up to 1977. A Suspicion over perceived dominance among members. Tanzania and Uganda accused Kenya of acquiring the lion s share of benefits from the community."}
{"text": "Challenges that faced the East African Community up to 1977. A Suspicion over perceived dominance among members. Tanzania and Uganda accused Kenya of acquiring the lion s share of benefits from the community. Kenyan industries for example were protected more by the common external tariffs. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 443 b Personality differences. This was between individual leaders of the three countries, making it more difficult for them to hold meetings. C Ideological differences. Each of the three countries pursued different economies. Kenya followed capitalism and Tanzania socialism. Uganda had a mixed economy. D Political instability in Uganda. The coup d tat, which overthrew Milton Obote, undermined the unity that was desired for the organization. Nyerere for example refused to recognize Amin as the president of Uganda. E National pride and interests. National interests were given more priority than the regional interests were. E.g Tanzania favoured railway transport while Kenya favoured road transport. F Boundary closures .Tanzania closed its common border with Kenya in 1977, thereby halting the community activities. There was also boundary closure between Tanzania and Uganda during the war between the two in 1978. G Financial constraints resulting from failure by member states to remit funds to meet the organization s needs. H The use of different currencies by the three nations made transaction difficult. The Rebirth of the East African Community-2001 Reasons that led to the rebirth of the East African Community in 1996. A There was need to maintain a common market for the member states in order to promote balanced economic cooperation. B There was increasing need to provide common services to the three Member states especially in the areas of transport and communication as well as research. C There was a strong desire to promote political cooperation between the three countries in a world that was becoming a global village. D There was need to facilitate free movement of people in the region. E A greater lesson had been learnt following the great losses and costs incurred by the East African countries following the collapse of the Community in 1977. Milestones in the Formation of the East African Community-2001. A The full East African cooperation was started on March 14, 1996, when the Secretariat of the Permanent Tripartite Commission was launched at the headquarters of EAC in Arusha, Tanzania."}
{"text": "E A greater lesson had been learnt following the great losses and costs incurred by the East African countries following the collapse of the Community in 1977. Milestones in the Formation of the East African Community-2001. A The full East African cooperation was started on March 14, 1996, when the Secretariat of the Permanent Tripartite Commission was launched at the headquarters of EAC in Arusha, Tanzania. Ambassador Francis Muthaura was appointed the first secretary general. B On 19th November 1996, the agreement for the establishment of the East African Business Council was signed in Nairobi. F On 29th April 1997, the second summit of heads of state was held in Arusha. It launched the first East African Cooperation development strategy 1997 -2000 . G On 30th April 1998, the ninth meeting of the Permanent Tripartite Commission in Arusha launched the treaty for the establishment of the East African Community. H On 24th November 1998, the first East African Ministerial meeting on the Lake Victoria hyacinth was held in Arusha. A regional strategy was developed for control For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 444 of the lake hyacinth. I On 22nd January 1999, the third summit met in Arusha and directed the Permanent Tripartite Commission to complete the treaty making process by 30th July 1999. J The treaty establishing the East African Community-2001 was signed on 30th November 1999 in Arusha by the three heads of state. The structure of the New East African Community. In the november30, 1999 treaty, the following organs were established to coordinate the activities and the direction of the community. 1. The Summit of Heads of State. It had the responsibility of giving direction towards realization of the goals and objectives of the community. It was the community s supreme organ, consisting of the three heads of state with the chair being rotational. 2. The Council of Ministers. The main decision making organ of the heads of governments of the member states. It comprised the designated ministers from member states. 3. The Coordinating Committee. Made up of permanent secretaries. It reports to the council of ministers. It coordinates the activities of the sectoral committees. 4. The Sectoral Committees."}
{"text": "It coordinates the activities of the sectoral committees. 4. The Sectoral Committees. These are committees created by the council on recommendation of the respective coordinating committee. 5. The East African Legislative Assembly. It provides a democratic forum for debate. It is also a watchdog of the activities of the community. It is a 30 -member assembly whose members are drawn from the member state. 6. The Secretariat. Based in Arusha, it carried out the day-to-day administrative duties of the community. 7. The Court of justice of East Africa. This was the highest appellate court in the region. Other autonomous institutions established by the Council include; The East African Development Bank EADB . Lake Victoria Fisheries Organization LVFO Inter-University Council for East Africa IUCEA Challenges that have faced the EAC-2001. A Suspicion still exists over perceived dominance of Kenya in the community affairs. B Despite signing the treaty in 1999, Tanzania customs are still taxing Kenyan products. C Increased cross-border smuggling. The freedom of movement within the region sometimes results in smuggling of illegal arms and spread of crime and insecurity. E.g. the smuggling of a vehicle belonging to Kenya s Chief of Staff, General Joseph Kibwana to Tanzania in 2004. D Cattle rustling across the borders. This is common on the Kenya Uganda border with the Pokot and Karamojong attacking each other e Arrest of Kenyan fishermen on Lake Victoria by either Tanzania or Ugandan For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 445 policemen navy accusing them of fishing in their waters. F Membership to other regional bodies e.g. COMESA, SADDC. This complicates the work of the EAC. G The recent wrangles between Kenya and Uganda over ownership of Migingo Island. Although this problem was resolved by Uganda conceding Kenya s ownership of the Island, it raised tension between the two countries. H The use of different currencies by the three nations has made transaction difficult. I Political squabbles in the individual countries slow down the progress of the community j Individual national interests have slowed down the implementation of the activities of the community the deep-seated differences between the member states over the proposed taxes on imports from countries outside the region. Achievements of the East African Community-2001. A It has boosted movement of citizens within the three member states of East Africa."}
{"text": "I Political squabbles in the individual countries slow down the progress of the community j Individual national interests have slowed down the implementation of the activities of the community the deep-seated differences between the member states over the proposed taxes on imports from countries outside the region. Achievements of the East African Community-2001. A It has boosted movement of citizens within the three member states of East Africa. An East African passport has been introduced. B It has provided a forum for the East African Leaders to discuss issues harmoniously. C It has facilitated the improvement and expansion of transport and communication networks between the three East African countries. D Tariffs for industrial goods produced in East Africa have been reduced. E Investment procedures have been eased to enable all citizens to invest more easily within the community. F It has enhanced cooperation of the civil society leading to formation of the Law Society of East Africa and the Business Council of East Africa. G The community has promoted trade among member states by encouraging citizensto conduct trade in all the countries. THE ECONOMIC COMMUNITY OF WEST AFRICAN STATES. Formation of ECOWAS. This is a regional group comprising of 15 West African countries. The treaty establishing ECOWAS was signed in Lagos, Nigeria on 28thmay 1975 by Gambia, Mali, Cape Verde, Burkina Faso, Niger, Benin, Togo, Cote d Ivoire, Sierra Leone, Ghana, Senegal, Guinea Bissau, Nigeria and Guinea. Objectives of ECOWAS. A To provide economic co-operation among West African states in specialized fields such as transport, communication, agriculture, trade industry etc. B To liberalize trade between member states. C To improve relations between the member states. D To improve living standards of people in the member states. E To create a customs union in the region. F To promote industrial development among member states. G To promote cultural interaction among the member states. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 446 Organization of ECOWAS. The following are organs that were established to coordinate the activities and the direction of ECOWAS. 1. The Authority of Heads of State and government. The authority meets once a year, with the chair being rotational. 2. The Council of Ministers. It comprises the designated ministers from member states. It meets twice a year. It manages the affairs of the community. 3."}
{"text": "It meets twice a year. It manages the affairs of the community. 3. The Tribunal. Acting as the industrial court, it was established for settling disputes arising from the community. 4. The Executive Secretariat. Based in Lagos, Nigeria, it carries out the day-to-day administrative duties of the community. 5. Specialized commissions and Agencies. E.g the Committee on industry, natural resources and Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Culture and Social Affairs. Achievements of ECOWAS. A The defence Act adopted by ECOWAS in 1981 provided military support to any Member state attacked by outsiders. Their defence force known as ECOMOG was instrumental in quelling civil wars in Liberia and Sierra Leone. B Economically, Member states benefit from ECOWAS. For example, Nigeria provides her oil to member states at a reduced price. C The community has enabled regular meeting of the Heads of State to tackle problems facing the region. D Socio-cultural exchanges within the West African region have promoted good relations among the people. E Improvement has been realized in transport, trade, agriculture and communication. F The organization has resolved political problems facing member states. G ECOWAS has enabled citizens of member states to move freely from one country to another through waiver of visa requirements. H There has been progress in education through the establishment of a Joint examination Syllabus for West African States. Challenges that ECOWAS has faced in its operation. A Political instability in member states. Countries like Nigeria and Ghana have witnessed Military coups. Civil wars have been fought in Sierra Leone, Liberia and Ivory Coast. These have been a hindrance to cooperation. B Nationalistic issues. Most member states give priority to their own domestic issues at the expense of the organization. C Language barrier. Countries in West Africa inherited the languages of their former colonial masters. The problem in communication has hindered the efficient operation of the organization. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 447 d Infrastructural problems. The state of roads, railway and communication linkages are poor. This has hampered economic progress of member states. E Ideological differences. The leaders of the member states view each other with suspicion and mistrust due to differences in ideologies. F Lack of uniform currency. Each country has its own currency."}
{"text": "The leaders of the member states view each other with suspicion and mistrust due to differences in ideologies. F Lack of uniform currency. Each country has its own currency. This creates a problem of rates of exchange thus hindering trade. G Foreign interference. The presence of Israeli and French soldiers in Cote D Ivoire was viewed suspiciously by guinea. H Border closures. For example between Ghana and Togo and between Burkina Faso and Mali. THE COMMON MARKETS FOR EASTERN AND SOUTHERN AFRICA It is an economic organization comprising 19 states and which was established on 8th December 1994 to replace the Preferential Trade Area. Aims and objectives of COMESA. A To attain sustainable growth and development of the member states by promoting a more balanced and harmonious development of its production and marketing. B To promote cooperation in all fields of economic activity and joint adoption of macro-economic policies and programmes. C To cooperate in the promotion of peace, security and stability among member states in order to enhance economic development in the region. D To cooperate in the creation of an enabling environment for foreign, cross-border and domestic investment. E To cooperate in strengthening the relations between the common market and the rest of the world. F To contribute towards the establishment, progress and realization of the objectives of the African Economic Community. Principles that govern the operation of COMESA. A Equality and interdependence of member states. B Solidarity and collective self-reliance among member states. C Inter-state cooperation, harmonization of policies and integration of programmes. D Non-aggression. E Recognition , promotion and protection of human and peoples rights in accordance with the provisions of the African Charter on human and peoples rights. F Accountability, economic justice and popular participation in development. G The recognition and observance of the rule of law. H The promotion and sustenance of a democratic system of governance in each member state. I The maintenance of regional peace and stability through the promotion and strengthening of good neighbourliness. J The peaceful settlement of disputes among member states and active cooperation For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 448 between neighbouring countries Organization of COMESA. COMESA is made up of the following organs; 1. The Authority of Heads of State and government. It is the supreme-policy making organ of COMESA."}
{"text": "COMESA is made up of the following organs; 1. The Authority of Heads of State and government. It is the supreme-policy making organ of COMESA. The authority meets once a year, but may hold an extra-ordinary meeting on request of any member of the authority. 2. The Council of Ministers. It comprises the designated ministers from member states. It meets once a year. It manages the affairs of the community. It monitors and ensures the proper functioning and development of COMESA. 3. The Court of Justice. It ensures proper interpretation and application of the provisions of the treaty. It was established for settling disputes arising from the community. E.g between Kenya and Egypt over export of cement in 2004 4. The committee of Governors of Central Banks. Governors of banks of member states form a committee to manage COMESA clearing house and ensure implementation of the monetary and financial co -operation programmes. 5. The Inter-Governmental Committee. A committee of permanent secretaries from member states which develops and manages programmes and action plans in all areas of cooperation except in the financial sector. 6. The Secretariat. Based in Lusaka, Zambia, it provides technical support and advisory services to the member states and coordinates the activities of COMESA. The current secretary general is Erastus Mwencha since 1997 7. The Technical Committees. E.g the Committee on natural resources and Environment, the Committee on Agricultural Matters, the Committee on Trade, Customs and Immigrations Matters, the Committee on Transport and Communication, the Committee on Labour, Culture and Social Affairs. 8. The consultative committee. This comprises the business community and other stakeholders. It provides a link between the business community and other COMESA stakeholders, monitors implementation of the necessary provisions of the treaty, consults and receives reports from other interested groups and Participates in the technical committees and makes recommendation. 9. Specialized independent institutions. The Eastern and Southern African Trade and Development Bank PTA Bank based in Nairobi, Kenya, the PTA reinsurance company, Nairobi, Kenya, The COMESA clearing house, Harare, Zimbabwe, COMESA association of Commercial Banks, Harare, Zimbabwe, COMESA leather institute, Addis Ababa, Ethiopia. Achievements of COMESA. A It provides its members a wide, harmonized and more competitive market for internal and external trading. B It provides member states with a rational way of exploiting natural resources for their welfare."}
{"text": "Achievements of COMESA. A It provides its members a wide, harmonized and more competitive market for internal and external trading. B It provides member states with a rational way of exploiting natural resources for their welfare. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 449 c COMESA has established harmonized monetary, banking and financial policies in the region. D It has improved the administration of transport and communicat ion to ease movement of goods, services and people. E It has ensured cooperation in the promotion of peace, security and stability among member states in order to enhance economic development in the region. F COMESA has strengthened relations between the Common Market and the rest of the world while ensuring that the members adopt a common position in international fora. G Through the Authority of Heads of State and Government, COMESA directs and controls the affairs of the common market. H Customs cooperation has been achieved through a unified computerized customs network that operates across the region. The harmonization of macro-economic and monetary policies throughout the region has been achieved. I It has provided room for greater industrial productivity and competitiveness due to its large market. J It has encouraged member states to practice good governance, accountability and respect for human rights. Burundi and Rwanda were subjected to these demands before they were admitted to COMESA. K It has contributed to employment of many people in the region. L COMESA has promoted increased agricultural production and exploitation of natural resources. M The organization has ensured a more efficient and reliable transport and communication infrastructure. Challenges that face COMESA in its operations. A Membership to other bodies. Members of COMESA are also members of EAC and SADC. This leads to divided loyalty. B Personality differences. For example, presidents Museveni of Uganda and El Bashir of Sudan were involved in disagreements in 2004 over rebel activities. C Boundary conflicts. This has been witnessed between Ethiopia and Eritrea. D Civil wars. Wars have been witnessed in DRC, Uganda, Sudan, Rwanda and Burundi. Such inevitable wars undermine the operations of the common markets. E Constant quarrels among member states over trading rights. For example Kenya and Egypt quarreled over duty-free cement dumped in Kenya by Egypt, on which Kenya wanted to charge duty. F Poor transport between member states. This hampers movement of goods in the region. G Pulling out of Tanzania and Namibia."}
{"text": "F Poor transport between member states. This hampers movement of goods in the region. G Pulling out of Tanzania and Namibia. The two founder members have opted for the South African Development Cooperation SADC . This has undermined COMESA. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 450 h Some members undermine their neighbours. For example Uganda and Rwanda have been accused of participating in the civil wars in the DRC. Reasons why Africa has been unable to achieve full economic integration. A The problem of poor transport and communication has impeded flow of trade. This has affected all previous and existing economic groupings. B There is uneven distribution of resources in Africa. Some countries are endowed with strategic natural resources like oil and fertile soils while others are impoverished with no resources. This hinders integration. C All member states of economic co-operations suffer from budgetary deficit and balance of payment problems. They therefore lack adequate foreign exchange required for international trade. D There is constant political interference by unenlightened leaders e There has been rivalry among member states of trading co-operations. F Africa has had a poor share from world trade as prices on world market are dictated by industrialized countries. G The advent of multi-partism after the end of the cold war and the subsequent introduction of Structural Adjustment Programmes has crippled the performance of economic integration in Africa. H Inability of member states to interfere in the internal affairs of other states even where there is need. I Failure by member states to contribute fully to the organizations. J The colonial legacy. Many member states still depend heavily on the West for manufactured goods, machinery, technology, donations and ideas. NATIONAL PHILOSPHIES KENYA AFRICAN SOCIALISM Meaning and origin of African Socialism. The Sessional paper No.10 of 1965 defines African socialism as an African political, economic system that is positively African, and capable of incorporating useful and compatible techniques from whatever source. African socialism was born out of the desire by our leaders to create a new society, different from the colonial society and which embraced equity devoid of racism, oppression and other social injustices. Main features that characterized African socialism in Kenya. A Political Democracy where all people are politically free and equal b Various forms of ownership of wealth. E.g."}
{"text": "Main features that characterized African socialism in Kenya. A Political Democracy where all people are politically free and equal b Various forms of ownership of wealth. E.g. free enterprise allowing private ownership of property, nationalization policy for key industries, partnership with private sector c Mutual social responsibility. That the spirit of service and not greed for personal gain motivate Kenyans. D A range of control to ensure that property is used in mutual interests of society and its members. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 451 e Progressive taxation to ensure an equitable distribution of wealth and income. F Diffusion of ownership to avoid concentration of economic power on a few people in the society. Achievements of African socialism as a National Philosophy. A It has led to promotion of democratic process in governance. Multi-partism has been established in Kenya due to African socialism policies. Kenya has also witnessed the growth of the civil society. B Since the philosophy is built on African traditions, it has promoted African cultures Kenya pursued African values consistent with her traditions. C The philosophy has promoted national unity and coexistence among Kenyan communities. D There has been a greater effort to achieve fairness and justice through progressive taxation and a range of other controls. The government has tried to achieve fair distribution of resources through the activities of the District Focus for Rural Development. E The philosophy led to establishment of cooperative societies in Kenya. This has promoted social and economic development in Kenya. F African socialism has promoted agricultural development through the land tenure system that was undertaken to ensure settlement of the landless in settlement schemes like Bura. G Social development in education and health has been achieved. Discrimination in schools, hospitals and residential areas stopped. Uniform systems were adopted. H The philosophy gave Africans the right to participate in their economy. This was through the policy of Africanization in which industrial enterprises hitherto owned by Asians and Europeans, changed ownership. I African socialism has encouraged rapid development in Kenya. The policy of mutual social responsibility through self-help promotes a sense of patriotism and service to the nation as Kenyans work together to build the nation. Problems that faced African socialism. A Progressive taxation has put an additional burden of taxation on the poor thus discouraging development. B Political interference in public projects and wrangles among leaders retards development. C The spirit of unity and co-operation and self-help has been discouraged by misappropriation of funds."}
{"text": "A Progressive taxation has put an additional burden of taxation on the poor thus discouraging development. B Political interference in public projects and wrangles among leaders retards development. C The spirit of unity and co-operation and self-help has been discouraged by misappropriation of funds. D Corruption leads to negative attitude from people towards contributing to national development. HARAMBEE PHILOSOPHY Meaning and origin of Harambee philosophy. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 452 Harambee is a Kiswahili slogan, which means pulling together or working together. It was a development strategy in which, people supplemented government efforts through voluntary contribution. Mzee Jomo Kenyatta made it a national Motto in 1963 when he aptly advanced it as unity in all causes of national integrity and human progress. The Harambee spirit embodies ideals of assistance, joint effort, mutual social responsibility and community self-reliance. Harambee projects are categorized as; 1. Social Projects. Educational institutions and facilities, medical centres, recreational facilities and religious institutions. 2. Economic projects. Construction of rural access roads, bridges and culverts, agricultural and livestock activities. Principles that guide the Harambee spirit. A It is a development strategy that is aimed at mobilizing the people at local level to participate in their development b Participation is guided by the principles of collective good as opposed to individual gain. Harambee efforts should be directed towards community projects rather than individual projects. C The choice of project is supposed to be guided by the felt needs of the majority. Participants should be involved in decision making. D In the implementation of projects, there should be maximum utilization of the local resources such as labour, materials and money. Contribution of Harambee movement to the development of Kenya. A Harambee movement has led to development of education in Kenya through Harambee fundraising to construct schools and colleges. B Funds have been collected through Harambee to improve infrastructural facilities such as roads, rural electrification and provision of water. C Collective participation in development programmes by people from different groups has promoted national unity. D It has helped inculcate hard work in the people of Kenya. This has in turn encouraged various ethnic groups to develop their respective areas."}
{"text": "C Collective participation in development programmes by people from different groups has promoted national unity. D It has helped inculcate hard work in the people of Kenya. This has in turn encouraged various ethnic groups to develop their respective areas. E Harambee projects especially in rural areas have attracted foreign donors especially the NGO S f Has led to re-distribution of resources as people with more funds have participated in the development projects in the less developed areas. G Funds have been raised through Harambee to help the less fortunate members of the society. For example, President Moi 8th April 1989 held a Mammoth Rally where KSH 70Million was raised to help the disabled. H Harambee movement has promoted agricultural development e.g., through construction of cattle dips and purchase of farms through Harambee. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 453 i Funds raised through Harambee have been used to purchase buses and Matatus to provide transport. Ways in which the Harambee philosophy has promoted the development of education in Kenya. A Many education institutions have been constructed using funds raised through Harambee effort. Thus enabling many children to attend school. B Many students have been assisted to pay school fees thus it enables the needy to go on learning. C Physical facilities have been constructed improved through Harambee. This enables learning in a conducive environment. D Teaching learning materials have been purchased donated to schools to improve the quality of education. E Additional staff workers in schools have been paid through Harambee contributions by the parents to offset inadequacy. F Through Harambee spirit, well-wishers, thus helping the learners to exploit their talents, have supported co-curricular activities. G Scholl furniture has been bought through Harambee effort thus making learning teaching comfortable. H Parents have contributed funds to supplement the government s school feeding programmes thus improving enrolment. Problems that face Harambee movement in Kenya. A Misuse of Harambee funds diverting its use and lack of commitment by leaders. B It puts an additional burden of taxation on the poor. C Embezzlement of public funds. D Political interference and wrangles among leaders. E The spirit of unity and co-operation and self-help may be killed by misappropriation of funds. F Poor co-ordination and supervision of Harambee projects."}
{"text": "D Political interference and wrangles among leaders. E The spirit of unity and co-operation and self-help may be killed by misappropriation of funds. F Poor co-ordination and supervision of Harambee projects. G Use of force or extortion of Harambee funds from the people dictatorial tendencies. H Corruption and negative attitude from people. I Use of Harambee for political gains. NYAYOISM. Meaning and origin of Nyayoism. Nyayoism originally meant footsteps i.e. following the footsteps of Mzee Jomo Kenyatta. This was a phrase coined by the former president of Kenya Daniel Arap Moi, in reference to his Endeavour to follow the foot steps of his predecessor. Today, Nyayoism means peace, love and unity that form the pillars of the development philosophy. It stresses the concept of being mindful of other people s welfare. It is closely related to the principal of mutual social responsibility as embodied in African socialism. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 454 Sources of Nyayoism. 1 Sessional Paper No. 10 of 1965 that articulated African socialism, which is based on collective responsibility and on being mindful of other people s welfare. 2 The Biblical teaching of the Ten Commandments, summarized as Love for God, fellow man and oneself. 3 Moi s long political career inspired him to develop the philosophy when he realized that national building required love. Pillars of Nyayoism 1 Peace: - the state of being free from war and disorder. Peace is the beginning of sustainable and cumulative progress. Peace promotes development. According to Nyayoism, peace discourages political stability. 2 Love: - Love brings about trust and readiness to cooperate by working together tofoster national development. Lack of love disturbs peace, creates disorder and destroys progress. Love encourages the African culture of sharing through the extended family communalism . 3 Unity: - the state of being one, being in harmony or in agreement in objectives and feelings. The diversity of Kenya s culture, religion, races and language requires that there must be unity for nation-building. Role played by Nyayoism in national development. A The philosophy formed the basis for solving national development problems. The philosophy perpetuated the Harambee spirit. B The philosophy helped in unifying different communities. The philosophy enhanced cooperation and unity of all."}
{"text": "The philosophy perpetuated the Harambee spirit. B The philosophy helped in unifying different communities. The philosophy enhanced cooperation and unity of all. C Nyayoism was used as the rallying spirit for the collective contribution and approach to national development. D Nyayoism discouraged societal evils since it preached love, unity and peace. Corruption was discouraged through the philosophy. E It discouraged all forms of discrimination based on religion, tribe, race, and social status. F The philosophy created respect for public property and functions. G It enabled the creation of a welfare state since everyone became mindful of others welfare. H It created a sense of nationalism and patriotism necessary for national development. Impact of National Philosophies Social Impact of National Philosophies. A Education has been promoted through philosophies like the Harambee that have assisted in construction of schools, laboratories and libraries. B Medical services have been improved c Cooperation, understanding and unity have been encouraged since the philosophies emphasized togetherness for nation-building. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 455 d The philosophies have promoted the spiritual and social welfare of people by raising their living standards. African socialism encourages people to assist others are share with others. E Through the Harambee spirit, the plight of persons with disabilities and other disadvantaged groups has been looked into. F The philosophies have promoted African cultures, since they are drawn from African traditions. Economic impacts. A Self-reliance and The Africanization process through which the people of Kenya were able to take over from foreigners was made possible by the philosophies. B Due to the policy of pooling together resources and the spirit of cooperation derived from African socialism, cooperative societies have been formed in agriculture and other sectors, thus contributing to the country s development. C Transport and communication has been improved through African socialism and Harambee spirit. Rural access roads have been constructed; Nyayo buses were bought though the scheme failed due to mismanagement. D The agricultural sector has been boosted by the philosophies. Kenyans are encouraged to work hard to increase food production. E The pillars of Nyayoism have created a conducive atmosphere for growth of tourism and foreign investment in the country. Political impacts. A The philosophies have promoted nationalism and patriotism in the country. B African socialism has encouraged the democratization process as it champions for political equality."}
{"text": "Political impacts. A The philosophies have promoted nationalism and patriotism in the country. B African socialism has encouraged the democratization process as it champions for political equality. C It has promoted international cooperation and understanding SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND CHALLENGES IN KENYA SINCE INDEPENDENCE POLITICAL DEVELOPMENT AND CHALLENGES It must be noted that Kenya inherited a number of political problems from the colonial government. For example; a Lack of African technocrats who could give political direction to the country. B Suspicion and jealousy between different communities due to the divide-andrule tactic employed by the colonial administration for many years. C An illiterate population, ignorant of its political obligations Political developments in Kenya between 1963 and 1991 On 12th December 1963, Kenya became independent under KANU led by Jomo Kenyatta. In 1964, there was voluntary disbanding of KADU and APP making Kenya a de facto one party state. There was abolition of Federal Constitution in favour of a Unitary or Republican Constitution. The post of an executive president was created to replace the post of Prime Minister. In 1966, the Limuru conference presided over replacement of the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 456 Vice -President of KANU With seven Provincial Vice Presidents and one for Nairobi Area. On 14th April 1966, Oginga Odinga resigned from KANU and Government and formed Kenya People s Union KPU where Bildad Kaggia, Achieng Oneko and Tom Odongo joined him. In 1966, the bicameral legislature the senate and the House of Representatives was disbanded. A single chamber parliament was established. In 1966, Joseph Murumbi was appointed the country s vice-president to replace Oginga. He resigned in 1967to pave way for Moi s appointment.1969 witnessed the political assassination of the flamboyant Tom Mboya in the hands of one, Nahashon Njenga on 5th July on Nairobi s Moi Avenue.1n 1969, KPU was banned following riots in Kisumu. In 1975, Josiah Mwangi Kariuki."}
{"text": "In 1966, Joseph Murumbi was appointed the country s vice-president to replace Oginga. He resigned in 1967to pave way for Moi s appointment.1969 witnessed the political assassination of the flamboyant Tom Mboya in the hands of one, Nahashon Njenga on 5th July on Nairobi s Moi Avenue.1n 1969, KPU was banned following riots in Kisumu. In 1975, Josiah Mwangi Kariuki. MP for Kinangop was found brutally murdered in Ngong Forest. In October 1975 martin Shikuku and the deputy speaker, Jean Marie Seroney, were arrested and detained for making claims in the house that KANU and parliament were dead. In 1976, Chelagat Mutai, MP for Eldoret North was arrested and jailed for 2 years for inciting his constituents to violence. In 1977, George Anyona, MP for Kitutu was also arrested after he accused the government of corruption. In 1976, the change the constitution campaign was began by Kihika Kimani, Dr. Njoroge Mungai, Jackson Angaine, Paul Ngei and Njenga Karume with the objective of making sure that the then vice president, Daniel Arap Moi would not succeeded the president. On 22nd august 1978, Jomo Kenyatta died and Moi assumed presidency for 90 days and was finally elected as second president of Kenya. In July 1980, Moi banned all tribal organizations, the Kenya Civil Servants Union and the Nairobi University Staff Union. In June 1982, after an attempt by Anyona to form a political party, section 2A was introduced in the Kenyan constitution makin g it a de jure one party state. On 2nd august 982, Kenya experienced a coup d etat by some air force servicemen. Charles Njonjo, the Constitutional Affairs Minister was accused of masterminding the coup. In 1988, KANU introduced the infamous Queue voting method mlolongo that was open to abuse. In February 1990, Dr, Robert Ouko, minister of foreign affairs and international cooperation was murdered. The better part of 1991 witnessed a series of tribal clashes involving Kalenjin and Kikuyu, Kalenjin and Luhyia and Luos."}
{"text": "Charles Njonjo, the Constitutional Affairs Minister was accused of masterminding the coup. In 1988, KANU introduced the infamous Queue voting method mlolongo that was open to abuse. In February 1990, Dr, Robert Ouko, minister of foreign affairs and international cooperation was murdered. The better part of 1991 witnessed a series of tribal clashes involving Kalenjin and Kikuyu, Kalenjin and Luhyia and Luos. Kenya s political developments from 1991 up to 2011. In December 1991, a parliamentary act repealed the one-party system provisions of the constitution and effectively established a multiparty system. The first political party to be formed under the repealed act was Forum for the Restoration of Democracy FORD In august 1992, one of the leaders of FORD Masind e Muliro died mysteriously. The first multiparty elections were held in 1992 in December. KANU won against a disjointed opposition. In 1994, the official leader of the opposition and MP of Bondo, Jaramogi Oginga Odinga died. After 1997 elections, the Inter-Parliamentary Parties Group IPPG passed the reforms that marked the genesis of the constitutional review process. In 2002, several opposition parties formed a coalition that overwhelmingly defeated KANU in the general elections. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 457 In January 2003, the National Rainbow Coalition formed the new government with Mwai Kibaki as the president. In august 2003, Wamalwa Kijana, the vice president of the coalition government died after a short illness. Mood Awori was appointed the next Vice president. In 2005, a new political movement, the Orange Democratic Movement ODM was formed as a campaign tool against the proposed new constitution. Raila Odinga was its leader. The general Elections of 2007 resulted in a political crisis that provoked an unprecedented wave of political violence and killing across Kenya. On 28th February 2008 the former UN Secretary-General Kofi Annan succeeded in brokering a power sharing deal between the incumbent President, Mwai Kibaki, and the opposition leader, Raila Odinga thus bringing to end the political violence."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 457 In January 2003, the National Rainbow Coalition formed the new government with Mwai Kibaki as the president. In august 2003, Wamalwa Kijana, the vice president of the coalition government died after a short illness. Mood Awori was appointed the next Vice president. In 2005, a new political movement, the Orange Democratic Movement ODM was formed as a campaign tool against the proposed new constitution. Raila Odinga was its leader. The general Elections of 2007 resulted in a political crisis that provoked an unprecedented wave of political violence and killing across Kenya. On 28th February 2008 the former UN Secretary-General Kofi Annan succeeded in brokering a power sharing deal between the incumbent President, Mwai Kibaki, and the opposition leader, Raila Odinga thus bringing to end the political violence. On April 17, 2008, Raila Odinga, from Orange Democratic Movement, was sworn as Prime Minister of Kenya, after more than forty years of the abolition of office. On 28th august 2010 Kenya promulgated a new constitution thus making it the first independent African state to depart from the independence constitution. In 2011, the International Criminal Court seating at the Hague, begun criminal proceedings against Uhuru Kenyatta, William Ruto, former police Commissioner Hussein Ali, Henry Kosgei, the head of public service Francis Muthaura and a journalist Joshua Arap Sang over their involvement in the 2008 post-Election Violence. In June 2011, Dr. Willy Mutunga became the first Kenya s Chief Justice and Nancy Makokha Barasa, his deputy under the new constitution. The Electoral Commission of Kenya ECK was also replaced with the Independent Elections and Boundaries Commission IEBC . The constitutional changes in Kenya in the period between 1963 and 1991.The first meeting in Lancaster in 1960 resulted in an interim constitution that failed to grant any substantial autonomy to Kenya. The second Lancaster conference in 1962 negotiated a framework for self government. The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament."}
{"text": "The constitutional changes in Kenya in the period between 1963 and 1991.The first meeting in Lancaster in 1960 resulted in an interim constitution that failed to grant any substantial autonomy to Kenya. The second Lancaster conference in 1962 negotiated a framework for self government. The third and final conference in 1963 resulted in the drafting and adoption of Kenya's first independent Constitution by the British Parliament. The 1963 constitution marked the end of colonial rule and transformed the colony into a dominion. It established a parliamentary system with executive powers vested in a cabinet headed by a Prime Minister. The Constitution was changed in 1964 and Kenya became a republic and the executive becamepresidential. The senate and regions were also abolished. In 1966, the voting majority to change the Constitution was lowered to two -thirds of the MPs. The term region was replaced with province. In 1966, a constitutional amendment abolished the Bicameral Legislature and replaced it with a Unicameral Legislature, chosen directly by the electorate. On 28th April 1966, an amendment was passed to compel MPs who defected from sponsoring party, to resign from parliament and seek re-election. In May 1966, the Public Security Act was passed empowering the president to detain a citizen without trial on grounds of being a threat to state security. In 1968, the president was empowered to alter provincial and district boundaries. In 1968, the procedure for presidential elections and succession in the event of his death was laid down. The age qualification for presidential candidates was also lowered to 35 from 40 years. In 1974, an amendment of the constitution empowered For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 458 the president to pardon any election offender at his own discretion. This was done to favour Paul Ngei. In 1975, Kiswahili was declared the national language of the national assembl y.In 1977, the Kenya court of appeal was established after the breakup of the East African Community. Voting age was lowered from 21 to 18. In 1979, both Kiswahili and English were declared languages of the national assembly. In 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya. In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and Auditor General was removed."}
{"text": "Voting age was lowered from 21 to 18. In 1979, both Kiswahili and English were declared languages of the national assembly. In 1982, Kenya became a de jure one party state. KANU became the only lawful party in Kenya. In 1987, the security of tenure of the Attorney General, Chief Secretary, The Comptroller and Auditor General was removed. Office of chief secretary was abolished. In 1988, the security of tenure of Puisine Judges and Chairman of Public Service Commission was removed. A parliamentary act in December 1991 repealed the one-party system provisions of the constitution and effectively established a multiparty system. Multiparty elections were held the following year in December. Steps towards realization of a new constitution in Kenya since 1997 In 1997, Parliament passed the Constitution of Kenya Review Act that set the pace for comprehensive constitutional reforms. The Constitution of Kenya Review Commission CKRC was established to provide civic education, seek public input and prepare a draft constitution . In 2005, after many years of struggle, the draft constitution was ultimately rejected by Kenyans at the constitutional referendum because of disagreements amongst various stakeholders. 28 February 2008The National Accord and Reconciliation Act NARA signed by President Kibaki and Prime Minister Raila Odinga put in place arrangement for a new process to finalize the long awaited constitution of Kenya In 2008 the Constitution of Kenya Review Act 2008 was passed and a Committee of Experts CoE was established as the main technical constitutional review organ to drive the process. The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray South Africa Dr Chaloka Beyani Zambia and Dr Frederick Ssempebwav Uganda. 23 February 2009 Members of the CoE were appointed by the President were later on sworn in On 17 November 2009 CoE released the draft to the public and invited views and comments on the draft constitution, By 23rd February 2010. CoE had submitted the final draft of constitution to the Parliamentary Select Committee."}
{"text": "The CoE was chaired by Nzamba Kitonga, the deputy chair was Ms Atsango Chesoni, other members were Ms Njoki Ndung'u, Mr Otiende Amolo,Mr Abdirashid Hussein Mr Bobby Mkangi Professor Christina Murray South Africa Dr Chaloka Beyani Zambia and Dr Frederick Ssempebwav Uganda. 23 February 2009 Members of the CoE were appointed by the President were later on sworn in On 17 November 2009 CoE released the draft to the public and invited views and comments on the draft constitution, By 23rd February 2010. CoE had submitted the final draft of constitution to the Parliamentary Select Committee. On 4th august 2010 Kenya held a Constitutional Referendum where the new constitution was overwhelmingly endorsed. On 28th august 2010, the new constitution was promulgated and became operational making Kenya the first independent African state to depart from the independence constitution. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 459 MULTI-PARTY DEMOCRACY IN KENYA SINCE 1991. Factors that led to the development of multi-party democracy in Kenya after 1991 a International pressure from multilateral and bilateral donors. The western donors took advantage of the collapse of the Soviet Union to set the stringiest conditionalties for aid on the government, for democratic reforms. B Disunity in KANU. There was pressure from individuals who had been expelled from KANU without political alternatives. C Existence of people who were ready to push democratic agenda ahead. This included the civil society, the lawyers and intellectuals. E.g the Law Society of Kenya led by Paul Muite and Gitobu Imanyara put pressure on the government for reforms. D Success of multi-party in other African countries. In Zambia for example, Chiluba s Movement for Multiparty Democracy defeated Kaunda s United National Independence Party. E Pressure from the church. Several church leaders, among them Alexander Muge, Bishop Henry Okullu and Rev. Timothy Njoya called upon the government to create an en environment in which Kenyans could participate in governance. F Massive rigging of the elections. The most notorious of all was the 1988 general elections, which were marred with widespread rigging. G The developments in Eastern Europe."}
{"text": "F Massive rigging of the elections. The most notorious of all was the 1988 general elections, which were marred with widespread rigging. G The developments in Eastern Europe. Due to Gorbachev s liberal reforms, one party dictatorship in Eastern Europe was replaced by regimes that were more liberal. H Rampant corruption in particular, embezzlement and misappropriation of public funds and grabbing of public assets. Those who criticized were punished through detention, arbitrary arrests and other forms of intimidation. I Repeal of section 2A of the constitution in December 1991 Role played by political parties in government and national building in Kenya. A The party that gunners majority of seats and votes forms the government either alone or in coalition with other parties. B Political parties influence government affairs and development through participation in legislation process. C Political parties through the elected members of parliament decide on national development policies and development projects. D Political parties provide exemplary leadership founded on freedom , justice, fair play and African socialism. E Opposition parties provide a system of scrutinizing government expenditure through public accounts committee and public investment committee. F Opposition parties make the government more accountable to the people through constant criticism. G Opposition parties provide checks and balances to abuse and misuse of powers and privileges by those in the government. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 460 Challenges of multi-party democracy in Kenya. A Since many politicians and senior government officials were not ready for Multipartism, they often incited their supporters to kick out opposition supporters from certain regions. This has been common in the Rift Valley region. B The executive arm and the ruling party have many a times misused the members of the civil service to frustrate the opposition. In case of flawed elections, the provincial administration has always been used in rigging. C Many of the parties formed failed to attain a national outlook. They mainly were tribal based. D The multi party democracy has been hampered with defection of greedy politicians who become preys to bribes. This has weakened some parties. E The former KANU for a long time retained control of the government machinery,, the police force, the radio and television. These were utilized for the advantage of KANU for al long time. F There has been a problem of lack of funding from the government."}
{"text": "This has weakened some parties. E The former KANU for a long time retained control of the government machinery,, the police force, the radio and television. These were utilized for the advantage of KANU for al long time. F There has been a problem of lack of funding from the government. Most of the political parties have been unable to sustain competition for political power due to inadequate funds. G Interference by the international community in the running of the country. Some members of the diplomatic community openly side with certain political parties. H Many political parties have been embroiled in wrangles. For example the Orange Democratic Movement has been bedevilled with a number of desertions due to wrangles between Ruto and his supporters and Raila Odinga. Ford Kenya has split into New Ford Kenya and Ford Kenya due to wrangles between Eugene Wamalwa and Moses Wetangula. Identify the disadvantages of multiparty system. A Multipartism tends to divide the people on tribal, regional and sectarian line. B It tends to sharpen the struggle for personality and group dominance rather than policy implementation. C Multipartism is a foreign system, which does not conform to the aspirations of independent Africa. D It encourages the politics of destabilization. E Political statements deadlocks on debates and tensions become too common. F Decisions take too long to be made and implemented. G Encourages use of violence in a state since opposition party members will be regarded as traitors by the government. The government will be regarded as oppressors by the opposition. ECONOMIC DEVELOPMENTS AND CHALLENGES Economic challenges that have faced Kenya since independence. A Stagnation of investment in the first years of independence due to massive transfer of capita from the country by the white settlers. The government faced the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 461 challenge of cultivating investor confidence. B The problem of landlessness among many Africans whose arable land had been alienated. There was an urgent need for redistribution. C Serious economic disparity in the country with the former white highlands having adequate provision of water, electricity and roads while the rest lacked enough of the same. D Overpopulation in urban areas as result of rural-urban migration, putting facilities under pressure and creating unemployment. E Problem of control of economy by the Europeans prior to independence and after independence. E.g. farm ownership and key industries."}
{"text": "All land between the high and low water marks. Any other land declared to be public land by an Act of Parliament. Community land Community land is land which is implied as owned by a group of people on the basis of customary norms, not through formal registration. It consists of: Land registered in the name of group representatives. Land transferred to a specific community through a legal process. Any other land declared to be community land by an Act of Parliament. Land that is held, managed or used by specific communities as community forests, grazing areas or shrines; Ancestral lands and lands traditionally occupied by hunter gatherer communities; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 463 Land held as trust land by the county governments, but not including any public land held in trust by the county government. Private land Private land is land and houses and buildings held under registered entitlement freehold or leasehold . It consists of: Registered land held by any person under freehold tenure. Land held by any person under leasehold tenure. Any other land declared private land under an Act of Parliament. Note: Landholding by non-citizens is allowed only through lease for a period not exceeding ninety-nine years. A corporate body, for the purpose of land ownership can only be recognized as a citizen if it is wholly owned by one or more citizens. Property held in trust will only be recognized as being held by a citizen if all the beneficial interest of the trust is held by the persons who are citizens. Land policies since independence. Two type of programme that characterized land reforms exercise that commenced in 1963 in Kenya were; 1 Transfer of land from European large scale farmers to Africans. 2 Land consolidation and registration in which the government purchased several farms from the Europeans and sub-divided them among African holders. In the former European farms, the government established settlement schemes as follows; 1 The Million Acre Scheme which was began in 1963 and involved settling African families on 13.5 hectares each. 2 The Harambee Scheme started in 1969, involved settling families on 16.25 hectares each. 3 The Haraka Scheme where squatters were settled in small plots of land in Central, Coast, Eastern and Rift Valley Provinces. 4 Shirika Scheme started in 1971 to settle the landless and unemployed on the former European lands."}
{"text": "2 The Harambee Scheme started in 1969, involved settling families on 16.25 hectares each. 3 The Haraka Scheme where squatters were settled in small plots of land in Central, Coast, Eastern and Rift Valley Provinces. 4 Shirika Scheme started in 1971 to settle the landless and unemployed on the former European lands. Under this scheme, the individual farmers would own a small plot each while the rest of the farm would be managed by a cooperative. This scheme did not succeed since people wished to have their own pieces of land. However, these schemes failed to adequately solve the problems of landlessness in the country. A few politicallyconnected people acquired large tracts of land, most of which remained underutilized. Some of the schemes are located in areas of harsh climatic conditions and are unviable without irrigation. Several commissions have addressed land issues in Kenya. For example, in 2001, President Moi appointed the Njonjo Commission to investigate the main problems of land ownership and distribution in Kenya. In 2003, the NARC For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 464 government set up the Ndung u Commission on land. Its Recommendations are yet to be implemented. By 1983, 29 districts in Kenya had benefitted from Land adjudication and registration, a process which began in the 1950s in Central Kenya then spread to other parts of the country after 1963. Benefits of the land reforms in Kenya. A Farmers could use their land title deeds to get loans from banks in order to expand farming on their land. B Land titles enabled people to purchase land with confidence. No one would alienate them from their land. C The reforms enabled thousands of landless people to own land. D Dairy and cash crop production increased. Land ownership by non-citizens. A non-citizen can only own land in the country on the basis of leasehold tenure not exceeding 99 years. Principles that govern utilization of land in Kenya. A Equitable access to land. All members of the society must have equal access to land since it is an important resource. B Transparent and cost effective administration of land. State institutions should be given powers and responsibilities of ensuring transparent and accountable administration of land. C Elimination of gender discrimination."}
{"text": "B Transparent and cost effective administration of land. State institutions should be given powers and responsibilities of ensuring transparent and accountable administration of land. C Elimination of gender discrimination. In line with protection of human rights, for all, discrimination against women on issues of land ownership and access to land need be eliminated. D Sustainable and productive management of land resources. Since land is an economic resource, it should be managed well to ensure maximum productivity. E Sound conservation and protection of ecologically sensitive areas. Conservation measures like prohibiting settlement and agricultural activities in water catchment areas and zoning of forest lands to protect them from further degradation. F Encouragement of communities to settle land disputes. This should happen as long as they are consistent with the constitution. Ways in which the Kenya government has solved land related problems since independence. A The problems related to Communal Land ownership have been solved through land demarcation and adjudication by the government. This saw the conversion from traditional system of land ownership to modern freeload tenure. B Landlessness was solved through creation of resettlement schemes. Large-scale farms and former European farms were divided into smaller ones and given to the landless. E.g Mwea Tebere, Bura, Shirika etc. C The government has put marginal lands to more productive use through establishment of irrigation schemes and drainage schemes. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 465 d The government removed restriction of movements from the reserves that were created by the colonial government. This decongested the reserves and gave chance to arable farming. E At independence, the t government embarked on land consolidation policy through which scattered plots were put into one holding. F The government also embarked on land reclamation measure to bring previously unused land to productive use. G The Government has established the National Land Commission which manages public land The National Land Commission. Functions of the National Land Commission. A It manages public land on behalf of the national and county governments. B It advises the national government on a comprehensive programme for land registration throughout the country. C It investigates present and past historical injustices, as a result of a complaint or on its on initiative, and recommends appropriate action. D It has a duty to encourage the use of traditional methods of dispute resolution in land conflicts. E It recommends the national land policy to the national government."}
{"text": "C It investigates present and past historical injustices, as a result of a complaint or on its on initiative, and recommends appropriate action. D It has a duty to encourage the use of traditional methods of dispute resolution in land conflicts. E It recommends the national land policy to the national government. F It assesses tax on land and premiums on immovable property in any area designated by law. G It monitors land use planning throughout the country. Development in agriculture since independence. After independence, the government encouraged small scale farming of coffee and tea as opposed to large scale farming that existed during the colonial period. The Agricultural development corporation ADC was set up to manage large scale farms that were established by the government in western, Rift Valley and Coast provinces. Such farms specialize in production of seeds to be used by farmers for planting. They also specialize in production of high quality dairy and beef cattle in Kenya. The government also established the Kenya Agricultural Research Institute KARI in Muguga near Kikuyu to assist in identifying good crop breeds for different types of soils. Irrigation Schemes were expanded in the marginal areas. For example. Mea central , Bura coast , Ahero Nyanza and Perkerra central .The government created development authorities to effectively manage water catchment areas. For example, TARDA, KVDA and LBDA. Challenges facing Kenya s agricultural sector. A The 1984 drought and famine in various parts of the country occasioning supply of relief food to the affected regions. B Rapid increase in population which is not at pace with the rate of increase in agricultural production. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 466 c From the late 1970s, the world market prices of agricultural commodities fell drastically yet the inputs remained expensive. D Corruption and mismanagement of the cooperatives leading to meager earnings for key cash crops in Kenya. E Grabbing of research land by corrupt government officials has affected the operations of the research institutes. F The problem of poor infrastructure in the country sometimes discourages farmers especially during the rainy season. G Ethnic clashes in Molo in 1991-1992, Likoni in 1997 and Mahi Mahiu in 2005 plus the post election violence in 2008 discouraged farmers from intense farming due to insecurity. H Poor technology hassled to low yields."}
{"text": "F The problem of poor infrastructure in the country sometimes discourages farmers especially during the rainy season. G Ethnic clashes in Molo in 1991-1992, Likoni in 1997 and Mahi Mahiu in 2005 plus the post election violence in 2008 discouraged farmers from intense farming due to insecurity. H Poor technology hassled to low yields. People in Kenya still rely on natural rains for agriculture instead of using irrigation. Others use primitive traditional tools in cultivation. I The problem of pests that destroy the farm yields before reaching the factory. J Competition from COMESA member states and from the more industrialized powers such as the European Union and USA often frustrate Kenyan farmers. Industrial developments in Kenya since independence. Kenya s industrial sector was shaped by the long period of colonization. At independence, industry was characterized by dominance of foreign capital and dominance of the agricultural sector. Factors that facilitated industrial development in Kenya since the colonial era. A The existence of raw materials, such as trona soda ash at lake Magadi, fluorspar at Kerio Valley and lime in several parts of the country. B Existence of fish resource from numerous water bodies has promoted the fishprocessing industry. C Existence of expansive forests which provide timber needed in the furniture industry. D The rich scenary, e.g Mt. Kenya, Mt. Elgon, the Aberdares and rich wildlife have promoted the tourism industry. E Kenya s rivers have enough water for production of HEP. F Increase in population since the colonial period ensured supply of labour and the market required for industries to flourish. G The transport and communication infrastructure have provided the necessary link between the material producing zones , industries and markets.. h Existence of rich agricultural lands producing raw materials such as coffee, tea, sugarcane, sisal and fruits Measures taken by the Kenyan government to promote industrial development since independence. A The government engaged on decentralization programmes to spur development For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 467 in new areas. Industries were established in rural areas. B The government has embarked on the programmes of funding new markets for industrial products. C Infrastructure was improved through establishment of more roads, railways and improvement of water transport, to-transport raw materials labour and goods. D Power concerns were addressed through construction of the Seven Forks Dam to supplement power from neighboring Uganda."}
{"text": "B The government has embarked on the programmes of funding new markets for industrial products. C Infrastructure was improved through establishment of more roads, railways and improvement of water transport, to-transport raw materials labour and goods. D Power concerns were addressed through construction of the Seven Forks Dam to supplement power from neighboring Uganda. E Favourable government policies have been put in place to attract investors. F The government has put in place measures to reduce imports in order to protect local infant industries. E.g discriminative tariffs were introduced. G The government encouraged and assisted in giving capital for industrial development through development of the co-operative movement, funding through Industrial and Commercial Development Corporation ICDC , the Development Finance Company of Kenya. DFCK and the Industrial Development Bank. H The government has ensured political stability in the country, which is an important factor in industrial development. Factors that have hindered industrial development in Kenya. A The problem of multi nationals whose interests do not favour Kenya s progress. Multi-national co-operation repatriate capital to their own home countries b There is shortage of strategic raw materials e.g. petroleum, diamond. Cotton for textile industries. Many industrial companies use imported raw materials. C Foreigners, who pass policies not friendly to the country, hold managerial positions in industries. D Mismanagement of major industries and lack of transparency I parastatals. E Over concentration of industries in few areas leading to negligence of other areas. It also has led to related problems of industrial concentration like the social ills. F Competition from the industrialized nations who dominate the market and produce high quality goods. G Poverty limits industrialization. A poor population means a small domestic market thus hindering industrial development. H Products are produced with low technology hence small quantities. Further reading on industrial development should be done with reference to evolving world book 4 pages 162-164 Social Development and challenges since independence. Education. To solve the problems inherited at independence in the education sector poor quality education and poor facilities available the Kenya children , the government undertook the following measures; a Constitutional amendments were made in 1975 to give Kiswahili a respectable position in the country. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 468 b Several educational Commissions were set up to streamline education. C The Harambee strategy was employed to expand educational facilities. Education Commissions."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 468 b Several educational Commissions were set up to streamline education. C The Harambee strategy was employed to expand educational facilities. Education Commissions. A The Kenya Education Commission 1964 The Ominde commission that recommended overhaul of curriculum to make it relevant. B The National Committee on Education Objectives and policies- Gachathi commission 1976 that looked into he possibility of setting up a second university. C Presidential Working Party on the Second University- The Mackey commission 1982 that established the 8-4-4 system and proposed emphasis of vocational subjects such as art and craft, music, agriculture and Home science. D The Kamunge commission 1988 which recommended cost-sharing in education e The Koech commission 1999 which recommended reintroduction of A-level system in form of Totally Integrated Quality Edu cation and Training. Main developments in education in Kenya since independence. In 1975, Kiswahili was made the official languages of parliament and learning in schools. The ministry of education established structures right from the district level to national level to help in fulfilling the national objectives of education. Several education commissions were set up to streamline education. The harambee strategy was employed to expand education facilities. Many schools were built. In 1980, the government took over the responsibility of providing pre-primary education. In the 1990s, the government in collaboration with UNICEF launched a programme to promote early childhood education. By 1998, the total number of students in the various universities was over 40,000.In 1969, the ministry of education took over the administration of primary education from local government, this witnessed increased enrolment. In 1978, the government introduced the school milk programme to encourage children especially in drought prone areas to go to school. The programme stalled in 1990 but had achieved higher enrolment in schools. The Ministry of education launched school feeding programme, targeting dry areas. In 2002, the NARC government introduced the Free Primary Education policy. Further reading be done from evolving world on Elementary education and Tertiary education in Kenya. Health. Measures taken to improve the health sector in postcolonial Kenya. A The ministry of health was created to oversee health matters. B Expansion of health facilities through harambee and donor funds e.g."}
{"text": "Measures taken to improve the health sector in postcolonial Kenya. A The ministry of health was created to oversee health matters. B Expansion of health facilities through harambee and donor funds e.g. Nyanza Provincial hospital Russian Hospital c Many health training institutions were started e.g. Medical training colleges d Improvement in hygiene through provision of piped water. E Establishment of several research institutions on human diseases e.g. KEMRI f Provision of more basic education in order to uplift hygiene standards in the society. G Provision of free anti-retroviral and anti-malaria drugs. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 469 Major challenges facing the Health sector in Kenya. A Increase in population has posed major challenges to the government in the provision of healthcare services to its citizens. There has been a challenge of inadequate doctors and medical facilities. B The cost- sharing policy introduced in the 1980s to help buy medicine and other equipment has prevented the poor from going to the hospitals. C The spread of HIV and AIDS and other diseases such as Diabetes and Heart diseases has worsened the situation. D Cultural practices like Female mutilation have made provision of medical services more challenging. E Pollution of the environment has increased allergy-related ailments, many of which have no cure. F Poverty and malnutrition render many people vulnerable to diseases. G Illegal abortion and early pregnancies endanger the lives of mothers. H High rate of accidents and injuries , especially on roads. Ways through which the government has encouraged the preservation of African culture since independence. A Creation of the ministry of culture and social services. The ministry promotes cultural and social values. B The syllabus has been tailored to include cultural studies. C Inclusion of music as a subject in the national curriculum. D The government has encouraged music drama festivals on an annual basis as way of promoting cultural exchange. E The government has encouraged intermarriage between different ethnic groups. F The government has developed cultural heritage centre at the Bomas of Kenya, National Archives and Museums. G Schools have been encouraged to admit people from different communities. H Allowing the media houses to play traditional music dance.. Students Read on sports, literature, theatre, music and dance from evolving world page 174. SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENT AND CHALLENGES IN AFRICA SINCE INDEPENDENCE."}
{"text": "H Allowing the media houses to play traditional music dance.. Students Read on sports, literature, theatre, music and dance from evolving world page 174. SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENT AND CHALLENGES IN AFRICA SINCE INDEPENDENCE. THE DEMOCRATIC REPUBLIC OF CONGO. Political developments in Democratic Republic of Congo since independence The Belgians relinquished their political dominion of Congo by granting them autonomy on 30th June 1960. Patrice Lumumba Prime Minister of Congolese National Movement Party and Joseph Kasavubu of Abako Party Head of State formed a fragile coalition government. The two leaders differed ideologically. The period between 1960 and 196 witnessed power struggle between Kasavubu and Lumumba on one side and Secessionist For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 470 Moise Tsombe of Katanga and Albert Kalonji of Kasai on the other side. In 1961, Patrice Lumumba was assassinated. This led to withdrawal of his supporters from government. In 1961, the UN Secretary General Dag Hammarskj ld perished in a plane crash in the Congo while attempting to bring a peaceful political solution to the Congo crisis. In 1964, a new constitution was formulated as a way of solving the political problems that plagued Zaire soon after independence. Zaire became a federal state with a federal president and separate assemblies for each state. On 23rd November 1965, Joseph Desire Mobutu organized a bloodless military coup, which removed the civilian government of president Kasavubu and Prime Minister Sylvester Kimba. In November 1965, Mobutu took over power after a bloodless coup. In the same year, , Mobutu banned all political parties. He suspended the constitution and parliament. He abolished the federal system and local assemblies and reduced the number of provinces to eight. In 1967, He formed the Peoples Revolution Movement MPR , which became theonly legal party in Congo. He in effect-replaced democracy with one-party dictatorship leaned to the west during the cold war.1n 1970, Mobutu declared himself the life president of Congo, after winning the presidential election. In 1971, he outlawed the use of European names for people, places and physical features as a way of removing colonial legacy. The country was renamed Zaire."}
{"text": "He abolished the federal system and local assemblies and reduced the number of provinces to eight. In 1967, He formed the Peoples Revolution Movement MPR , which became theonly legal party in Congo. He in effect-replaced democracy with one-party dictatorship leaned to the west during the cold war.1n 1970, Mobutu declared himself the life president of Congo, after winning the presidential election. In 1971, he outlawed the use of European names for people, places and physical features as a way of removing colonial legacy. The country was renamed Zaire. His own name changed to Mobutu Sese Seko. Leopoldville was renamed Kinshasa. In 1973, Mobutu announced the nationalization of all foreign enterprises. In 1977-1978, the Shaba Rebellion broke out mainly after an attack by the Congolese National Liberation Front from their base in Angola. The Belgian troops were called to silence the rebels. In 1990 and 1991, multiparty activists stepped up pressure for change. In September 1991, dissatisfied soldiers and civilians held demonstrations, which led to death of 117 people. In 1997, Laurent Kabila successfully ousted Mobutu, assisted by Rwanda and Uganda. Mobutu fled to exile in Morocco where he died. In January 2001, Laurent Kabila was assassinated in mysterious circumstances. His son took over power. In April 2002, through a power sharing agreement presided over by Thabo Mbeki and a UN envoy, Mustapha Niasse, a government of national unity was formed. Economic developments in DRC since independence. The political chaos inn DRC up to 1965 did not favour any economic progress. During the reign of the Belgians in Congo, no viable economic development was initiated. Little development was done in infrastructure in order to facilitate transportation of raw materials to the ports of Matadi etc. At independence, the country was faced with the problems of shortage of manpower, skills and entrepreneurship. When Mobutu took over, there was some slight economic progress. Transport and communication improved as more roads and railway were constructed to link major towns of Matadi, Kinshasa, Lubumbashi and Kisangani."}
{"text": "During the reign of the Belgians in Congo, no viable economic development was initiated. Little development was done in infrastructure in order to facilitate transportation of raw materials to the ports of Matadi etc. At independence, the country was faced with the problems of shortage of manpower, skills and entrepreneurship. When Mobutu took over, there was some slight economic progress. Transport and communication improved as more roads and railway were constructed to link major towns of Matadi, Kinshasa, Lubumbashi and Kisangani. Navigation on the river Congo was improved, which led go expansion of mining and agricultural sectors. Mining of diamonds resumed after the turbulent years and resulted in reduced inflation. Mobutu encouraged foreign investment For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 471 in the mining sector. However, the fall of world copper prices in 1970s again began to derail the economic growth in DRC.In the 70s, the government nationalized foreign firms employed inexperienced people to control them. In 197, Mobutu enacted a law that placed state finances and expenditure under him, thus reducing the flow of capital to the provinces. In 1976, he encouraged mutual cooperation between private firms and the government in the extraction of minerals such as copper, oil, diamond, cobalt and manganese in a bid to create employment opportunities. He also emphasized on diversification of the economy which greatly boosted food production. The entertainment industry has also grown to become an invisible export through repatriation of profits back home by the foreign based musicians. Energy supply has been increased through the construction of the Luga hydro-electric power station. Social developments and challenges in DRC since independence. Between 1961 and 1965, there was little improvement in the field of health and education in DRC due to constant power struggles and civil strife. When Mobutu took over in 1965, he strived to expand schools and universities. For example, by 1970, he had established three universities. He also improved on the provision of health facilities. He banned religious education in schools. In 1971, attempted to revive indigenous culture through the Authenticity programme that involved renaming places that had foreign names. In the 1970 s, in an effort to improve the welfare of citizens, a national insurance programme was established."}
{"text": "He also improved on the provision of health facilities. He banned religious education in schools. In 1971, attempted to revive indigenous culture through the Authenticity programme that involved renaming places that had foreign names. In the 1970 s, in an effort to improve the welfare of citizens, a national insurance programme was established. Mobutu also gave prominence to music as part of the Congolese curriculum. The independent government supported sporting activities through construction of stadium and other sporting facilities. However, living standards in Zaire continued to fall as health services, water and sanitation continued to be inadequate. The steady rise in population was without a commensurate growth of social services. In summary, the common challenges socially were illiteracy, extreme poverty, famine and diseases caused by civil strife, massive unemployment, refugee problem and religious persecutions by Mobutu. Political challenges that the democratic republic of Congo has faced since independence. A There was general lack of preparedness of the people for independence. Foreigners controlled even the army and the police. B The assassination of Patrice Lumumba in 1961, which plunged the country into the Congo crisis. C Political instability military coup d tat. In November 1965, Mobutu organized a military coup. In 1997, Kabila ousted Mobutu d Ethnic differences tribal clashes civil wars, which split the country into two parts at independence. One controlled by Lumumba and another controlled by Kasavubu. E The problem of Secession. Secessionist movement of the Katanga region Shaba led by Tsombe and Kasai under Kilonji seceded. F Foreign interference intrigues. Belgium constantly interfered and intervened in For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 472 Zaire s internal matters. France and Britain also began to interfere from 1977 during the cold war period. G Mutinies in the army were common. Economic challenges that Democratic Republic Of Congo D.R.C faced in 1970 s. a Corruption and mismanagement of the economy. Mobutu was the richest president in the world while Zairians became the poorest people in the world. B Inflation due to power struggle and corruption. By 1980, the country s currency was not worthy the paper on which it was printed. C There was also a problem of heavy foreign debt."}
{"text": "B Inflation due to power struggle and corruption. By 1980, the country s currency was not worthy the paper on which it was printed. C There was also a problem of heavy foreign debt. The country was unable to service her debts. By 1980, Zaire had become the world s third biggest debtor nation. D There was a standstill in the economic activities and disruption of railway transport due to civil wars in the country and neighbouring Angola. E The period also witnessed fall in world copper prices and increase in oil prices f Lack of a sound economic policy TANZANIA. Political developments in Tanzania since independence. At the time of independence, Tanzania comprised of two countries. I.e. Tanganyika and Zanzibar. Tanzania became independent in 1961 under Julius Nyerere while Zanzibar became independent in 1963 under the Sultan Seyyid Abdullah. In 1962, Tanzania became a one-party state with a republican constitution and an executive president. Tanganyika African National Union TANU became the sole political party. On 22ndApril 1964, Julius Nyerere and Sheikh Abeid Karume signed a union document. Nyerere became the executive head of state and government while Karume as the first vice-president. In 1967, president Nyerere adopted the ideology of African Socialism through the Arusha Declaration In 1972, the first Vicepresident, Sheikh Abeid Karume, was assassinated. Aboud Jumbe succeeded him as Zanzibar s president and the vice-president of Tanzania. In 1973, the capital of Tanzania was transferred from Dar-es-Salam to Dodoma. In 1967, the ruling party in the Mainland Tanganyika-TANU and Afro-Shirazi Party in Zanzibar merged to form Chama cha Mapinduzi CCM . Nyerere became the party chairman. In 1978-1979, president Idi Amin invaded Tanzania to annex the Kagera Province, which he claimed, was a Ugandan territory."}
{"text": "Nyerere became the executive head of state and government while Karume as the first vice-president. In 1967, president Nyerere adopted the ideology of African Socialism through the Arusha Declaration In 1972, the first Vicepresident, Sheikh Abeid Karume, was assassinated. Aboud Jumbe succeeded him as Zanzibar s president and the vice-president of Tanzania. In 1973, the capital of Tanzania was transferred from Dar-es-Salam to Dodoma. In 1967, the ruling party in the Mainland Tanganyika-TANU and Afro-Shirazi Party in Zanzibar merged to form Chama cha Mapinduzi CCM . Nyerere became the party chairman. In 1978-1979, president Idi Amin invaded Tanzania to annex the Kagera Province, which he claimed, was a Ugandan territory. Nyerere swiftly repulsed Ugandan soldiers. In 1985, Nyerere retired as president and was replaced by Ali Hassan Mwinyi who had succeeded Jumbe as head of Zanzibar and Tanzania s first vice president. In May 1992, Tanzania adopted multi-partism after the 8th constitutional Amendment Act. In 1995, Tanzania conducted the first multi-party election, where Benjamin Mkapa was elected president. Social developments in Tanzania since independence. The major highlight in the social development of an independent Tanzania was an attempt to create a classless society with e reduced gap, between the rich and the poor. Through the Ujamaa policy, president Nyerere tried to turn Tanzania into a country that had political and economic policies based on African traditions and aspirations. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 473 Under the policy, communal farms were created. Primary education was made free in 1977 and became compulsory in 1978.At present, Tanzania boasts of the highest number of literate persons in eastern Africa. Upto late 1980s, government provided free health services, until the introduction of the Structural Adjustment Programmes by the Donor community. Kiswahili was adopted as a national language and a major medium of instruction in schools. Economic developments in Tanzania since independence."}
{"text": "Through the Ujamaa policy, president Nyerere tried to turn Tanzania into a country that had political and economic policies based on African traditions and aspirations. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 473 Under the policy, communal farms were created. Primary education was made free in 1977 and became compulsory in 1978.At present, Tanzania boasts of the highest number of literate persons in eastern Africa. Upto late 1980s, government provided free health services, until the introduction of the Structural Adjustment Programmes by the Donor community. Kiswahili was adopted as a national language and a major medium of instruction in schools. Economic developments in Tanzania since independence. The main landmark in Tanzania s economic the launch of Ujamaa as a development policy in 1967 during the Arusha declaration..Ujamaa was meant to transform production in rural areas and to increase labour productivity and even allow specialization introduction. The government nationalized all the major means of production and essential services in order to empower people economically. The Tanzam railway was constructed with the help of china and was completed in 1975.In 1976, cooperative societies were abolished and replaced with centralized corporations owned by the government. The period between 1979 and 1985 witnessed economic stagnation in Tanzania as investors pulled out of the country. The collapse of the East African Community also affected the economy of the country. After 1985, Nyerere s economic policies began to be challenged openly by scholars and economistsWhen president Mwinyi took over, he undertook to reform the economy of Tanzania. Political challenges that Tanzania has faced since independence. A There was an Army mutiny in Tanzania 1964, which threatened her political stability. B The socialism policy The Arusha Declaration received stiff opposition from many both internally and externally. People favoured capitalism. C The assassination of Abeid Karume in 1972 and the resignation of Aboud Jumbe in 1984 appeared to threaten the unity of the two members of the Union Declaration. D The invasion of Tanzania by Uganda in 1978.and the consequent war with Uganda was costly to the country. It also threatened her cooperation with neighbours. E There was an escalation of corruption among leading members of Tanzania s political elite, including claims that President Hassan Mwinyi and his family capitalized on liberalization to amass a lot of wealth."}
{"text": "D The invasion of Tanzania by Uganda in 1978.and the consequent war with Uganda was costly to the country. It also threatened her cooperation with neighbours. E There was an escalation of corruption among leading members of Tanzania s political elite, including claims that President Hassan Mwinyi and his family capitalized on liberalization to amass a lot of wealth. F the re-introduction of multiparty democracy tended to awaken tribalism and regionalism although this problem was contained. Social problems, which Tanzania faced since independence. A Famine and shortage of health services as the government adopted the Structural Adjustment Policies of IMF. B Poverty and a general drop in living standards as production dropped due to socialism. C Lack of social amenities, like clean water in rural areas. D High illiteracy level. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 474 e Unemployment. In Tanzania, industries closed after the Arusha declaration. F Population explosion which outstripped the country s resources g Terrorism. Tanzania was under terrorist attacks in 1997 targeting the American embassy. H Environmental pollution. I Over-crowding in urban areas. Economic challenges. A In the early years of independence, the proliferation of African enterprises led to the widening of the gap between the rich and the poor. B Under the ujamaa policy, the forced villagization programme did not satisfy communities in areas with favourable climate. They therefore strongly resisted it. C There was rampant rural-urban migration affecting mainly able-bodied men who felt exploited by the new system of production. D The abolition of cooperatives was met with stiff resistance with many farmers cutting down heir production. Other producers reverted to the black market. E The Tanzanian shilling became unstable due to price fluctuations of some commodities. F There was shortage of donor funds caused by the nationalization programme that was opposed by many donor countries. G The collapse of the East African Community in 1977 denied Tanzania a large common market for her goods SOCIAL, ECONOMIC AND POLITICAL CHALLENGES IN AFRICA IN GENERAL. Political challenges that have faced African countries since independence a The political systems that were inherited from the colonial governments seemed to be unworkable in many independent African states. B Sharp ideological difference arose among the pioneer leaders of African states. Such differences internally exploded into civil strife in countries like Mozambique, Angola and DRC."}
{"text": "Political challenges that have faced African countries since independence a The political systems that were inherited from the colonial governments seemed to be unworkable in many independent African states. B Sharp ideological difference arose among the pioneer leaders of African states. Such differences internally exploded into civil strife in countries like Mozambique, Angola and DRC. C The cold war had diverstating effects on Africa. It left many African nations divided and locked in border conflicts that continue up to date. D Political instability was quite common in African states. Coups d tat and military takeover was witnessed in Somalia, Zaire, Nigeria, Chad etc Human rights were violated with the rise of dictatorship. E There were strained relations between African leaders caused by personal and ideological differences. Some ended in border closure, which greatly undermined international cooperation. F Many national interests in Africa countries have been in conflict with global and continental interests. Nigeria and Zimbabwe, for example had to be expelled from the Commonwealth of Nations for alleged disregard of human rights and personal For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 475 property. G Neo-colonialism. Most countries retain the colonial structures of parliament although they have difficulties in sustaining them. Multinational peacekeeping forces are still common in Africa, many African leaders inherited the divide and rule colonial strategy that precipitates anarchy. H The existence of different ethnic groups has contributed to ethnic wars as witnessed in Rwanda, Burundi, Sudan, Nigeria and Kenya. I Most African government seemed ill prepared and in experienced in administration. This resulted in rise of rebel movements, as was the case of Mozambique and Angola. Economic challenges facing independent African states today. A Unemployment and socio-economic inequalities both among individuals and between regions are common in may African nations. B Overdependence on primary exports. The African economy is an extractive one rather than a manufacturing economy. Many countries depend on agriculture and foreign nations for manufactured goods. C World trade terms are not fair for African nations. Africa countries find themselves trading with former colonial powers that give low prices fort raw material from Africa and charge high process for the manufactured goods. D There has been the problem of unfavourable climatic conditions. This has curtailed food production, particularly among agricultural communities. E Population pressure has led to overstretching of social services. There is a high dependency ratio since the population is largely youthful and unemployed. F Poor economic planning."}
{"text": "E Population pressure has led to overstretching of social services. There is a high dependency ratio since the population is largely youthful and unemployed. F Poor economic planning. Some economic policies have destabilized the economies. For the Ujamaa policy in Tanzania, the expelling of foreign investors in Uganda and the massive printing of money in Zaire. G The tough conditions given by donor agencies have sometimes led to deterioration of social welfare. Retrenchment for example was a key prescription of the Structural Adjustment Programme. H Corruption and embezzlement of public funds is common in African countries. There is also general lack of transparency among many leaders. Social challenges that have faced African states since independence. A Inaccessibility to clean water by majority of the people. Most African peoples rely on water fetched from sometimes contaminated streams across long distances. B The challenge of HIV AIDS pandemic. This has had a toll on productive members of the society. C Poor housing facilities.. in urban areas, majority of the population live in slums without sanitation facilities. D The challenge of high population growth rate. This affects the quality of the services provided by governments. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 476 e Language problem. Language development and use has been a challenge in Africa. In many countries, conflict tends to arise over the language to adopt- local or the inherited one. F Religious differences. This challenge has been the main cause of the splitting of the once largest country in Africa-Sudan in 2011. The predominantly Christian southern Sudan has become the youngest African state thanks to religious differences. G Absence of practical systems of education. Many countries rely on theoretical education with little emphasis in technical skills. DEVOLVED GOVERNMENT. Devolution This refers to the granting of power from the central government to a lower level such as a region or a local level. A Devolved Government is a system of government where there is a transfer or allocation of authority from a central government to a regional government. In a devolved government, power and resources are decentralized with part of the political and economic decision making transferred to the people through the locally established assemblies. Origin of devolution in Kenya. The Lancaster House Conference of 1962 forms the basis of devolution in Kenya. When the independent constitution was drawn during the conference, a federal system of government as proposed by the KADU delegates was adopted in Kenya. It made provisions for six regions."}
{"text": "The Lancaster House Conference of 1962 forms the basis of devolution in Kenya. When the independent constitution was drawn during the conference, a federal system of government as proposed by the KADU delegates was adopted in Kenya. It made provisions for six regions. The legislature was to comprise two chambers the Senate or upper House and the Lower House. However after independence in 1963, the Kenyatta Government began plans to scuttle the system of government. By December 1964, KANU and KADU merged to form a unitary government of the republic of Kenya. The enactment of the new constitution on 27th August 2010 reintroduced the concept of devolution in Kenya. Kenya is divided into 47 Counties each governed by A County Governor with theassistance of the County Executive Assembly. The National Government seats in Nairobi. To change County Boundaries, the Following must be considered; a Population density and demographic trends. B Physical and Human infrastructure. C Historical and Cultural Ties. D The cost of administration. E The Views of the communities affected. F The objectives of devolution of government. G Geographical features. Reasons why devolved governments were established in Kenya. A They were established as a means of promoting democratic and accountable exercise of power. B To Foster national unity by recognizing diversity. C To give powers of self-governance to the people and enhance the participation of For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 477 the people in the exercise of the powers of the State and in making decisions affecting them. D To recognize the right of communities to manage their own affairs and to further their development. E To protect and promote the interests and rights of minorities and marginalized communities. F To promote social and economic development and the provision of services throughout Kenya. G To ensure equitable sharing of national and local resources throughout Kenya. H To facilitate the decentralization of State organs, their functions and services, from the capital of Kenya; i To enhance checks, balances and the separation of powers. Principles of devolution of government in Kenya. A County governments shall be based on the democratic principles and separation of power. B County governments shall have reliable sources of revenue to enable them to govern and deliver services effectively. C No more than two-thirds of the members of representative bodies in each county government shall be of the same gender."}
{"text": "A County governments shall be based on the democratic principles and separation of power. B County governments shall have reliable sources of revenue to enable them to govern and deliver services effectively. C No more than two-thirds of the members of representative bodies in each county government shall be of the same gender. Structure and Functions of a county government in Kenya. The county government is composed of County assemblies, county executive committees and county public service. County Assembly in Kenya. A county assembly consists of Members one member per ward elected by the registered voters of the wards in a general election. Members of special seats no more than two-thirds of the membership of the assembly is of the same gender. Members of marginalized groups, including persons with disabilities and the youth. The Speaker, who is an ex officio member. Nb-The members for special seats and marginalized communities are nominated by political parties in proportion to the seats received in the election in a particular county. Conditions for seeking election to a County Assembly. A The person must be a registered as a voter in his her county. B The person must have been a Kenyan citizen for atleast ten years before the elections. C The person must be able to read and write in English and Kiswahili. D He or she must be of sound mind. E The person must be of unquestionable morals and ethics f If a public officer, he she must relinquish his her public work. G The person must be nominated by a political party For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 478 h If he she is an independent candidate, must b e supported by at least five hundred registered voters in the Ward concerned. I The person must not have been declared bankrupt. J The person must not have served a sentence of imprisonment of more than six months. K Must not have been a member of IBEC within five years before the date of election. L The person must not have misused or abused a State or public office. Functions of a county assembly. A County assemblies make laws for the effective performance of the county government. B It acts as a watch dog over the county executive committee. C It receives and approves plans and policies for managing and exploiting the county s resources, d It approves policies for developing and managing the infrastructure and institutions in the county. E It enhances legislation that may set out the structure and framework for the better administration and management of county governments."}
{"text": "B It acts as a watch dog over the county executive committee. C It receives and approves plans and policies for managing and exploiting the county s resources, d It approves policies for developing and managing the infrastructure and institutions in the county. E It enhances legislation that may set out the structure and framework for the better administration and management of county governments. F It approves oversight budgets and development projects within the county. G It approves investment decisions and loans. H It supervises other units within the county through political authority, guidance and direction. I Monitors the execution of projects under approved development plans, and assesses and evaluates their impact on development in the county. The process of law making in a county government. It is the duty of the County Executive committee, comprising of the governor, the deputy governor and ten other members to draft the details of the proposed legislation with no bias. The public servants in the county governor s office participate in preparation of the proposed law. The county executive committee then presents the proposed legislation to the county assembly. The members of the county assembly are then free to make their contributions to the bill during the discussion and debate that follows. Amendments and improvements may be proposed to the bill at this stage. The recommendations are incorporatedIf the members are in favour of the bill, and if it is in conformity with the National Government legislation, then it is approved to become a bylaw of the county government The structure of The County Executive Committee. The executive authority of the county is vested in the county executive committee. The committee consists of The county Governor and the Deputy County Governor. Not more than ten other Members appointed by the County Governor, with the approval of the assembly, who are not members of the assembly. If the assembly has less than thirty members, the members should be One-third of the number of members of the For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 479 county assembly. The county governor and the deputy county governor are the chief executive and deputy chief executive of the county respectively. Members of a county executive committee are accountable to the county governor for the performance of their functions and exercise of their powers. The members of the county executive committee cease to hold office once the office of the county governor falls vacant. Functions of a County Executive Committee. A It implements county legislation. B It implements, within the county, national legislation. C It manages and coordinates the functions of the county administration and its departments. D It prepares proposed legislation for consideration by the county assembly."}
{"text": "B It implements, within the county, national legislation. C It manages and coordinates the functions of the county administration and its departments. D It prepares proposed legislation for consideration by the county assembly. E It provides the county assembly with full and regular reports on matters relating to the county. Powers and functions of a governor in a county government. A The Governor is the chief executive officer of the county. The Executive Branch of government, headed by the Governor, includes executive departments and advisory boards. B The Governor is the Chairman of county executive committee. C he she is in charge of implementing , within the county, national legislation to the extent that the legislation so requires; d He ensures, through the county executive committee, the implementation of county legislation. E He manages and coordinates the functions of the county administration and its departments. F He provides the county assembly with full and regular reports on matters relating to the county. G He appoints with the approval of the assembly members, members to the county executive committee. H He ensures that Members of a county executive committee perform their functions and exercise of their powers fully. I He handles on behalf of the county, all external affairs with other counties in consultation with the central government. Excluding any which have been delegated to cabinet secretaries. . J The Governor prepares and submits a budget of the county for the following fiscal year. K He sets the terms and conditions of service of persons holding or acting in public offices in the county. L By virtue of his office, the Governor serves on certain boards and special commissions in the county. The Governor chairs the Board of Public Works. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 480 Election of a county governor. The county governor is directly elected by the voters registered in the county at a general election for a term of 5 years. To be eligible for election as county governor, a person must be eligible for election as a member of the county assembly. Each candidate for election as county governor nominates a person as his her running mate to be the deputy governor. If re-elected, can serve for another final term of 5 years. Each candidate for election as county governor nominates a person as his her running mate to be the deputy governor. A County Governor can be removed from office under the following circumstances. A Gross violation of the Constitution or any other law. B When the county governor commits a crime under national or international law."}
{"text": "A County Governor can be removed from office under the following circumstances. A Gross violation of the Constitution or any other law. B When the county governor commits a crime under national or international law. C When the governor abuses office or is accused of gross misconduct. D When he she suffers from Physical or mental incapacity that hinders performance of the functions of office. Functions of a deputy governor. A As the deputy chief executive of the county, he or she assists the governor in the management and coordination of the functions of the county administration. B He or she acts as the governor of the county when the governor is absent. C The deputy assists the governor in the supervision of work of the county executive committee. D Since he she is a member of the county executive committee, he participates in legislation by also preparing proposals for county legislation. E He assumes governorship of the county incase the governor is incapacitated or is removed from authority for various reasons. Functions and powers of a county government. A County governments have the duty to assist in promotion of agriculture by initiating development in specific areas like crop and animal husbandry, livestock sale yards, slaughterhouses control of plant and animal diseases and development of fisheries. B It provides and supervises county health services, both public health and personal health of county members. C It assists in control of environmental pollution by putting in place legislation to regulate and control air pollution, noise pollution and outdoor advertising. D It promotes cultural activities, public entertainment and public amenities ion the county by putting in place structures such as libraries, museums, sporting facilities, casinos, beaches and county parks. E It has a duty to promote and regulate education at the pre-primary, polytechnic, craft and childcare levels. F It has a duty to develop transport facilities in the county through road construction, street lighting, developing ferries and harbours and parking areas. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 481 g The county government regulates county planning and development through land survey and mapping, boundaries, housing, electricity, gas and energy regulation. H It implements specific national government policies on natural resources and environmental conservation. I It also puts in place measures to control drug abuse and access to pornography. Relationship between national and county government. A Governments at either level must exercise their powers and functions in a manner that respects the functional and institutional integrity of government at the other level."}
{"text": "I It also puts in place measures to control drug abuse and access to pornography. Relationship between national and county government. A Governments at either level must exercise their powers and functions in a manner that respects the functional and institutional integrity of government at the other level. B Each of the two governments must assist, support, consult and implement the legislation of the other level of government. C Either of the two governments must liaise with government at the other level for the purpose of exchanging information, coordinating policies and administration and enhancing capacity. D Governments at each level or different level should co-operate in the performance of functions and exercise of powers. E In any dispute between governments, reasonable efforts to settle dispute should be made. F County governments rely on Procedures provided under national legislation in settling intergovernmental disputes between them. G Parliament at national level has the role of ensuring that county governments have adequate support to enable them to perform their functions. H County governments must operate financial management systems that comply with any requirements prescribed by national legislation. I National government is permitted to take any measure on county government provided that Notice must be given to county government. J Where a county government is unable to perform its functions, or does not operate a financial management system that complies with national legislation requirements, the national government may intervene. Challenges facing county governments in Kenya. A County governments have inadequate funds. Some are located in areas of limited resources. This impedes provision of essential services. Some are too small to operate efficiently. B Corruption and misappropriation of funds is common in most counties. This is because those vested with the management powers do not have experience since the appointment of governors is through popular vote. C Rural urban migration is likely to generate population pressure in urban based counties like Nairobi city and Mombasa. Urban problems like mushrooming of slums, poor garbage disposal and insufficient sanitary facilities arise. D There is likely to be national government interference in the affairs and management of county legislation. This hinders free decision-making. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 482 e Election of ward members to manage ward affairs may hamper operations of the counties especially in legislation. Possible solutions to the challenges that may face county governments in Kenya. A The National governments through the Equalization Fund should be able to provide adequate financial support to County governments located in areas of limited resources. This will assist in provision of essential services."}
{"text": "Possible solutions to the challenges that may face county governments in Kenya. A The National governments through the Equalization Fund should be able to provide adequate financial support to County governments located in areas of limited resources. This will assist in provision of essential services. B Those counties that are too small to operate efficiently should be merged with others in terms of social service delivery. C There should be stricter vetting of candidates to vie for positions of county Governors and deputy county Governors in order the possible challenge of financial management and corruption. D Urban-based counties should be given more funding by the National Government to enable them solve urban related problems. E The National government should come up with means on how to curb Rural urban migration. This may be done through creation of employment generating opportunities in rural counties. F The county governments, especially those that are in economically viable areas should be given financial autonomy and a free-hand in decision making, by the national government. PUBLIC REVENUE AND EXPENDITURE IN KENYA. SOURCES OF PUBLIC REVENUE. Public finance refers to revenue and expenditure of the national and county government. Principles that govern the use of public finance in Kenya. A The principle of openness and accountability. There shall be public participation in financial matters. B The public finance system should promote an equitable society, and in particular the burden of taxation should be shared fairly. C Revenue raised nationally should be shared equitably among national and county governments. D Expenditure of public finance should promote the equitable development of the country, including making special provision for marginalized groups and areas. E The burdens and benefits of the use of resources and public borrowing should be shared equitably between present and future generations. F Public money should be used in a prudent and responsible way. G There should be responsible financial management accompanied by clear fiscal reporting to ensure effective use of public funds. NATIONAL BUDGET. The national budget is a comprehensive statement that gives an estimate of public revenue, expenditure and financial plans for a given financial year for a government. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 483 Components of the national and county governments budgets in Kenya. A Estimates of revenue and expenditure, differentiating between recurrent and development expenditure. B Proposals for financing any anticipated deficit for the period to which they apply. C Proposals regarding borrowing and other forms of public liability that will increase public debt during the following year."}
{"text": "A Estimates of revenue and expenditure, differentiating between recurrent and development expenditure. B Proposals for financing any anticipated deficit for the period to which they apply. C Proposals regarding borrowing and other forms of public liability that will increase public debt during the following year. The process of Budget preparation and implementation in Kenya. Three months before the end of each financial year, the head of each department or State organ submits estimates of revenues and expenditures for the following year to the secretary for finance. Two months before the end of each financial year, the Cabinet Secretary for finance submits to the National Assembly estimates of the revenue and expenditure of the national government for the following financial year. He also submits a detailed national fiscal, monetary and development plan for a period of three years prepared by him in collaboration with the Secretary responsible for planning and national development. The estimates include estimates for expenditure from the Equalization Fund. The National Assembly then considers the estimates submitted together with the estimates submitted by the Parliamentary Service Commission and the Chief Registrar of the Judiciary. Before the National Assembly considers the estimates of revenue and expenditure, a committee of the Assembly will discuss and review the estimates and make recommendations to the Assembly. Committee makes its recommendations to the National Assembly. When the estimates have been approved by the National Assembly, there will be an Appropriation Bill, introduced into the National Assembly to authorize the withdrawal from the Consolidated Fund of the money needed for the expenditure. The Appropriation Bill will not include expenditures that are charged on the Consolidated Fund. The process of Budget preparation and implementation in a county government. Further reading about this is encouraged. Sources of public revenue for national government in Kenya. Domestic Revenue Sources. These are the taxes levied on citizens, private and public organizations, foreign investors and business people. There are two main groups of taxes; 1. Direct taxes. 2. Indirect taxes. 1. Direct taxes. Income tax These are taxes derived from people s salaries in form of income tax. 2. Indirect taxes. These are taxes levied on goods and services but with parliamentary approval. They include; a Value-added tax; an indirect sales tax paid on specific goods such as sugar, bread, petroleum products, clothes, electronic equipment and motor vehicles. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 484 b Customs duties:- there are duties on imported goods such as motor vehicles, machinery, fertilizer, sugar, wheat, electronics, luxury goods, etc."}
{"text": "These are taxes levied on goods and services but with parliamentary approval. They include; a Value-added tax; an indirect sales tax paid on specific goods such as sugar, bread, petroleum products, clothes, electronic equipment and motor vehicles. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 484 b Customs duties:- there are duties on imported goods such as motor vehicles, machinery, fertilizer, sugar, wheat, electronics, luxury goods, etc. C Excise tax; this is charged on locally produced goods that are sold within the country . D Export Duty; the duty charged on locally produced goods such as textiles, coffee, tea, soda ash and pyrethrum which are exported. E Trading Licenses; f Sales Stamp Duty; on entertainment services, betting, casino and premium bonds. G Traffic Revenue tax; levied on various categories of traffic services. E.g., the Road Maintenance Levy, the driver s licence, Airport tax by air passengers. H Investment Revenue; earned from parastatal and other profit making bodies that remit profits through the treasury. I Loan interest receipts. Collection of taxes from parastatals like AFC, KTDA, KPC, NCPB and KCB. J Land Rates. K House rates. L Fees; paid in terms of timber levies, CO2 levies and mining fees. M Court Fines n Borrowing under laid down law or procedure . O Tourism fess External Revenue Sources There are two main sources of external assistance; 1. Bilateral Aid; where two friendly nations assist each other. E.g. Kenya and Japan 2. Multilateral Aid; many countries form trading blocs or global institutions like World Bank, IMF, European Union and commonwealth for this purpose. Sources of finance for county governments. A The main source of funding for many counties is their equitable share from 15 of the national budget. B Conditional and unconditional grants. Unconditional Grants are funds allocated by the national government without conditions regarding their use. Conditional grantsare the funds allocated by the national government for funding of specific projects and programmes. They include; The Equalization Fund for provision of basic services like water, health services, electricity and roads in marginalized areas. The Contingencies Fund to carter for urgent and unforeseen circumstances c Counties own revenues."}
{"text": "Conditional grantsare the funds allocated by the national government for funding of specific projects and programmes. They include; The Equalization Fund for provision of basic services like water, health services, electricity and roads in marginalized areas. The Contingencies Fund to carter for urgent and unforeseen circumstances c Counties own revenues. Counties have the power to collect property rates, impose taxes on entertainment, and impose fees and charges for services they render to people and any other tax that Parliament permits them to impose. D Borrowing, where the national government guarantees the loan or with the approval of the county assembly. E Grants and donations For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 485 Factors that determine equitable sharing of public finance. A The national interest. B Any provision that must be made in respect of the public debt and other national obligations. C The needs of the national government, determined by objective criteria. D The need to ensure that county governments are able to perform the functions allocated to them. E The fiscal capacity and efficiency of county governments. F Developmental and other needs of counties. G Economic disparities within and among counties and the need to remedy them. H The need for affirmative action in respect of disadvantaged areas and groups. I The need for economic optimization of each county and to provide incentives for each county to optimize its capacity to raise revenue. J The desirability of stable and predictable allocations of revenue. K The need for flexibility in responding to emergencies and other temporary needs. Regulations that govern imposition of taxes and charges in Kenya. A Only the national government may impose Income tax, Value-added tax, Customs duties and other duties on import and export goods; and excise tax. B An Act of Parliament may authorize the national government to impose any other tax or duty. C A county may impose property rates, entertainment taxes, and any other tax that it is authorized to impose by an Act of Parliament. D The national and county governments may impose charges for services. E The taxation and other revenue-raising powers of a county should not be exercised in a way that prejudices national economic policies, economic activities across county boundaries or the national mobility of goods, services, capital or labour. F No tax or licensing fee may be imposed, waived or varied except as provided by legislation."}
{"text": "D The national and county governments may impose charges for services. E The taxation and other revenue-raising powers of a county should not be exercised in a way that prejudices national economic policies, economic activities across county boundaries or the national mobility of goods, services, capital or labour. F No tax or licensing fee may be imposed, waived or varied except as provided by legislation. G If permitted, a public record of each waiver shall be maintained together with the reason for the waiver; and each waiver, and the reason for it, should be reported to the Auditor-General. H No law may exclude or authorize the exclusion of a State officer from payment of tax. The revenue collected by the government is deposited into the following funds; 1. Equalization Fund; This is a Fund specially established by the National government, to provide basic services including water, roads, health facilities and electricity to marginalized areas to the extent necessary to bring the quality of those services in those areas to the level generally enjoyed by the rest of the nation. 2. Consolidated Fund; this is the fund into which all the money raised or received by the national government is paid. Money set aside by parliament for specific For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 486 purpose and money set aside by state organs to take care of their expenses is however not deposited in this fund. 3. Contingencies Fund; this is a fund from which advances will be made if the secretary for finance is convinced that there is an urgent matter that needs funding and for which there is no other provisions. 4. Revenue Funds; this is a fund for each county into which all the money raised or received by the county government is paid. Expenditure of Public Revenue. There are two ways in which the national government spends its revenue. 1. Capital expenditure. The money set aside in the national budget for development projects. 2. Recurrent expenditure. The money used by the government to sustain and maintain the existing facilities. How the national government spends its money under recurrent expenditure. A The government remunerates its employees through regular payment of salaries and wages. B The expenditure is also used to maintain public property throughout the country by allocating necessary funds to roads, airports, colleges, school text book provision and bridge maintenance. C The money is also used to service debts from international donor agencies and local financial institutions."}
{"text": "A The government remunerates its employees through regular payment of salaries and wages. B The expenditure is also used to maintain public property throughout the country by allocating necessary funds to roads, airports, colleges, school text book provision and bridge maintenance. C The money is also used to service debts from international donor agencies and local financial institutions. D The money is also used to contribute to regional and international organizations like COMESA, AU, UN and Commonwealth. E It is used to provide grants to counties and parastatals, and bursaries to schools and colleges. F The money is also used to maintain Kenyan embassies abroad. County government expenditure. County governments spend their monies in the following ways; a Provision of basic social services like water, health facilities, electricity and cemeteries. B The money from its recurrent expenditure is used to pay wages and salaries to its employees. C The counties spend their money to some extend to control air and noise pollution, and also on refuse removal and solid waste disposal. D Money is used to finance development of roads, parking facilities, ferries and street lighting, develop entertainment, sporting, trading and cultural facilities. E In repair maintenance and improvement of public facilities like roads, health facilities, markets, libraries, housing etc. F Some money is set aside as emergency utility for fire fighting services and disaster management. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 487 g The counties use their money to service the borrowed funds plus the interest accrued. H They also use money to provide early childhood education through development of nursery schools. They also develop village polytechnics and home craft training centres. Ways through which proper management of public finances by national government is ensured in Kenya. A Any national governments expenditure by state departments or state organs must be approved by parliament which acts as the public watchdog. B The controller of budget oversees the implementation of the national budget by authorizing legal withdrawals from public funds such as the equalization fund, consolidated fund and contingencies fund c The controller of budget submits to each house of parliament report on the implantation of the budget of the nationa l government. D Where a state organ or any other public body fails to adhere to the laid down procedures of expenditure, the cabinet secretary for finance, with the approval of parliament, may stop the transfer of funds to the body."}
{"text": "A Any national governments expenditure by state departments or state organs must be approved by parliament which acts as the public watchdog. B The controller of budget oversees the implementation of the national budget by authorizing legal withdrawals from public funds such as the equalization fund, consolidated fund and contingencies fund c The controller of budget submits to each house of parliament report on the implantation of the budget of the nationa l government. D Where a state organ or any other public body fails to adhere to the laid down procedures of expenditure, the cabinet secretary for finance, with the approval of parliament, may stop the transfer of funds to the body. E There is constant auditing of accounts and financial records of all government and other public bodies. F Every public body has a n accounting officer who is accountable to the national assembly for the financial management of the public body. G The auditor general audits all accounts of all government and state organs. H The government has put up policies related to procurement which is supposed to be fair, transparent, competitive and cost effective. To regulate public procurement, various bodies have been set up. E.g the public procurement oversight authority PPOA , the public procurement administrative review board PPARB i The government has also imposed sanctions against contractors who fail to fulfil their contractual agreements either by failing to complete jobs or by doing sh oddy work. J Sanctions are to be imposed against those persons who fail to pay their taxes, or engage in corrupt practices. K All government contracts are publicly advertised for awarding of tenders and awards. L The government established the Kenya Anti-Corruption Commission KACC in 2004 which has the function of investigating corrupt cases in a non-partisan manner. Management and expenditure of public finances in county governments. A In every county, there is established a revenue fund where all funds, includ ing the county s own revenues, transfers from national revenues, grants and borrowed funds are consolidated. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 488 b Money from this fund is only withdrawn following specific procedures authorized by parliament or by county laws. C County governments must operate financial management systems that comply with all requirements of national legislation. D The county assembly must vote on the budget and approve expenditure by various departments of the county. E The county treasury must seek quarterly approvals from the controller of budget for withdrawal from the revenue fund based on the needs of the county."}
{"text": "The state of the government s legislative programme in the House of Commons. 3. The desire to increase government support in parliament. The electoral system for the House of Commons is based on the principal of one person, one vote There are two types of elections for the House of Commons. General elections where members of the House of Commons are elected for a 5-year term. By elections in the event of resignation, death or resignation of a member of parliament. There are also local elections in which representatives of local authorities councillors are voted for are held every 4 years. The local authorities include the District Councils, London Boroughs, Metropolitan districts and Regional and island councils. In Britain, there are also euro-elections, first introduced in 1979, in which representatives to the European Union parliament are chosen.81 MPs were elected in 1979. Voter Registration. It is the local authorities that hold the responsibility of registering voters. Since 1948, a postal vote is possible for citizens who are away from their constituencies during the voting period, either on business or other reasons. The following categories of people qualify to vote in Britain; a British Citizens over the age of 18 years. B Citizens from commonwealth countries who have resided in Britain for periods stipulated by law. C Citizens of the republic of Ireland who have been residents for periods stipulated by law. The following are ineligible to vote in Britain. A Persons of unsound mind. B Convicts detained in a prison. C Persons convicted of corrupt or illegal practices in connection with elections cannot vote for five years from the date of conviction. D Adults whose names do not appear on the register of voters. E Peers or members of the House of Lords A candidate who wishes to contest for a parliamentary seat in Britain must fulfil the following conditions; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 491 a He she must be a British citizen or a common subject or a citizen of the republic of Ireland. B He she must be of a minimum age of 21 years. C He she must be nominated by a political party or be an independent candidate. The following are disqualified from vying for a parliamentary seat in Britain. A English Scottish peers who have the right to sit in the House of Lords."}
{"text": "C He she must be nominated by a political party or be an independent candidate. The following are disqualified from vying for a parliamentary seat in Britain. A English Scottish peers who have the right to sit in the House of Lords. B Clergy of the Church of England, or the Church of Ireland, Ministers of the church of Scotland, and Roman Catholic priests. C Aliens. D Certified Lunatics. E Undisputed bankrupts. F Convicted persons. G Persons who have committed illegal practices during elections like corruption. H Members of the armed forces. Candidates vie for 650 parliamentary seats. The candidates are either nominated by respective parties or stand as independent candidates and need not reside in the constituencies as long as they register as voters in that constituency. Once nomination of candidates has taken place, campaigns are allowed for two weeks before voting. Each candidate appoints an election agent to manage the finances and protect the interests of the candidate during he campaign. The agent also explains the candidate s party policies and identifies party supporters within the constituency. He she familiarizes the candidate s name toprospective voters. Election officials work hand in hand with party agents during Election Day. Each candidate must deposit 500 sterling pounds with the registrar, which is returned in the event that the candidate garners over 5 of the total vote in the constituency. Elections in Britain are by plurality. Candidates who get the highest of votes win the elections. The party that secures most parliamentary seats is declared winner and is asked to form the next government. Emphasis is on number of seats not votes cast. The House of Lords members are drawn from people with high offices. E.g. bishops, distinguished scientists and artists, great sportsmen, retired judges etc Functions of Government in Britain. The British government operates around four basic institutions; a The Monarchy. B The Legislature. C The Executive. D The Judiciary. The Monarchy. In Britain, the Monarchy is represented by the queen. The Monarch assent to all legislations. The Monarch appoints the PM and approves the cabinet For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 492 Other Functions of the Monarchy. A The monarch as head of state advises government b The monarch summons, prorogues and dissolve parliament in consultation with the Prime Minister. C The Monarch gives royal assent to bills passed by parliament to become law."}
{"text": "The Monarch assent to all legislations. The Monarch appoints the PM and approves the cabinet For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 492 Other Functions of the Monarchy. A The monarch as head of state advises government b The monarch summons, prorogues and dissolve parliament in consultation with the Prime Minister. C The Monarch gives royal assent to bills passed by parliament to become law. D Management of the country s foreign policy including enactment of treaties. E It confers honours to persons who have rendered distinguished services. For example, the peerages to become Lords or knights and will be referred to as LADY OR Sir f The Monarch approves appointment s to important state offices such as judges, senior members of the armed forces and civil service. G The monarch pardons and gives reprieve to people who have been accused of committing various offences. H The Monarch appoints Bishops and Archbishops of the Anglican Church. NB; At the beginning of each new session of parliament, the monarch addresses both Houses together in the House of Lords to mark the formal opening of parliament. In the address, the monarch outlines government proposed legislations for the coming session. Importance of the monarchy to the British people. A The presence of the monarchy helps to give some continuity to executive policy. B It inspires the head of government with a sense of responsibility and dignity. C It acts as a useful counsellor to the head of government. D It is the symbol of commonwealth unity. E It sets standards for social life. The presence of members of the royalty at the inauguration of scientific, artistic and charitable works ensures nationwide support. F The royal family pays state visits to foreign government and undertakes tours in other countries of the commonwealth, hence contributing to better understanding between Britain and other nations. The Legislature parliament. It is made up of the monarchy, House of Lords and House of commons. The following are ways through which one can gain membership to parliament in Britain; a Elections. B Nominations c Inheritance. D By Virtue of office. E.g. members of the House of Lords maintain their parliamentary seat whenever a new parliament is constituted. Parliament is a supreme institution in Britain. It passes changes or repeals laws without being vetoed by the courts of law. How parliamentary supremacy is demonstrated in Britain."}
{"text": "Members of the House of Lords maintain their parliamentary seat whenever a new parliament is constituted. Parliament is a supreme institution in Britain. It passes changes or repeals laws without being vetoed by the courts of law. How parliamentary supremacy is demonstrated in Britain. A Parliament makes amends and abolishes laws. No other institution can do that. B Branches of government operate under the laws passed by parliament. Parliament is the supreme institution in Britain and all other institutions derive their power from it. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 493 c Parliament can pass a vote of no confidence in the executive. Has powers to remove any unpopular government from office. D It approves government revenue and expenditure. It is the only institution empowered to approve government budget. E Decisions of parliament are binding to all. They cannot be overruled or nullified by a court of law. The House of Lords. Membership to The House of Lords is based on nomination by the monarch or by hereditary principle. Some membership is through holding senior positions within the Church of England Consists of 1200 members 800 of whom are heredity peers, 26 are Bishops and 21 are Lords of Appeal One can become a member of the House of Lords in the following ways; 1. Through nomination by the monarch. 2. When one holds hereditary parentage position. Normally the eldest male member of the family inherits the position. 3. Through holding some senior position in the society e.g. within the Church of England -Archbishop of Canterbury. Members of the House of Lords only receive sitting allowances. Only the Lords of Appeal receive annual salaries. Role played by the House of Lords in the British parliamentary system. A The house of lords checks the powers of the House of Commons and therefore prevents nasty legislation. Bills from the House of Commons have to go to the House of Lords for debate and approval. B It addresses non-controversial bills that the lower house has no time to address. C The house of lords holds bills from the lower hose long enough to seek public approval d The House of Lords questions ministers about the activities of government and stages debates on general issues of national policy. E It seats as a court of appeal for criminal cases."}
{"text": "B It addresses non-controversial bills that the lower house has no time to address. C The house of lords holds bills from the lower hose long enough to seek public approval d The House of Lords questions ministers about the activities of government and stages debates on general issues of national policy. E It seats as a court of appeal for criminal cases. On such occasions , the court is presided over by the lord chancellor speaker of the house f It provides a forum for utilization of the talents of people who coul d not win a general election. These people are created peers by the queen and become members of the House of Lords. G It enhances unity in the country as newcomers are created lords by the queen and then become members of the House of Lords. H It provides continuity in operation of parliament. Old experienced peers retain their seats in the House of Lords until they die, so provide guidance to new and young politicians. House of Commons. It is the major legislative arm of the government. It comprises 650 elected members For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 494 representing constituencies. The leader of the House is the P.M. The chief officer is the speaker who is elected at the start of a new parliamentary session. Functions of the House of Commons. A Discusses makes and amends laws. However, the monarchy and the house of Lords have powers to veto such laws. B Approves government revenue and expenditure. It controls finances. No taxes can be imposed without the consent of the House of Commons. C It has powers to pass a vote of No confidence in the executive Check the powers of the executive to ensure that the rule of law is maintained. D Debates on matters of national interest. E It directs government policy and keeps development programmes on track. F It is a training ground for future leaders. Factors which influence the activities of Parliament in Britain. A Members of the House of Commons must consider the moral values of the British society before making any decision. B Parliamentarians are always sensitive to public opinion because any unpopular government or party risks not being re-elected. C Local authorities are empowered to make by-laws even without consulting parliament. D Interests of the institutions under the spotlight are always taken into account before legislation is done in parliament. E.g. the Church, Un iversities, Farmers, trade Unions etc."}
{"text": "D Interests of the institutions under the spotlight are always taken into account before legislation is done in parliament. E.g. the Church, Un iversities, Farmers, trade Unions etc. E Legislation passed by one parliament can be changed by another future one. F International law is also taken into account when laws are made. NB; these are the factors that limit the parliamentary supremacy in Britain. The executive. The executive is made up of the Prime Minister, the cabinet and the civil service. The Prime Minister. Appointed by the monarch, being the leader of the political party that controls an absolute majority, He she is the Chief executive of the country. He performs the following functions; a Appoints and dismisses Cabinet ministers with the consent of the monarch. B He she recommends to the sovereign the appointment of senior civil servants such as the chief Justice, High Commissioners. C He she represents Britain in international fora. D He she controls the cabinet secretariat and oversees the execution of cabinet decisions by various departments. E He she is the leader of the party that nominates him her. F He she settles disputes between various departments. G He she is the leader of the House of Commons. H He she initiates both domestic and foreign policies. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 495 The Cabinet. The cabinet is made of the ministers appointed by the P.M with the approval of the monarch and nominated from the party with the majority of seats. The cabinet performs the following functions; a The cabinet ministers institute policies that guide the operations in the various departments of the ministry. B Cabinet determines the policy to present to parliament for consideration. C Cabinet is responsible for the coordination of government activity. E.g. all ministers must implement cabinet decisions with regard to their department. The following conventions provide guidance on the operation of the cabinet; a Once a government is defeated, on a major issue or on a vote of no confidence, it is expected to resign. A government whose party is defeated in General elections is expected to resign. B The cabinet is drawn from the House of Commons and the House of Lords. C The entire cabinet comes from the same political party of majority seats except during a crisis like war. Since 1945, Britain has never embraced a coalition. D The advice offered by the cabinet must be accepted by the monarch, failure to which a crisis can occur."}
{"text": "C The entire cabinet comes from the same political party of majority seats except during a crisis like war. Since 1945, Britain has never embraced a coalition. D The advice offered by the cabinet must be accepted by the monarch, failure to which a crisis can occur. E All members of the cabinet take the Oath of the Privy councillors and are bound to Secrecy by this oath and the official secrets Act. F Members of the cabinet are collectively responsible for all decisions and actions as well as individually responsible of the departments they head. The Civil Service The British law stipulates the civil servants are servants of the crown. A civil servant is expected to non-partisan and to serve the government of the day without favour. Civil service staff does not change with change of government. Recruitment In the civil service is based on merit. Functions of the civil Service in Britain. A It implements ministerial policies as agreed by parliament. B It assists in formulation of policies and generation of policy proposals. C It manages government administrative machinery. D It carries out normal duties that public administration demands. Principles that characterize the British civil service. A The tradition of anonymity. Civil servants are taken to be carrying out the instructions of minister. Ministers get all the credit for all good, as well as censure for all that is criticized. B The principal of civil service impartiality. Those civil services are expected to serve whichever minister is in office without partiality. Senior civil servants are not permitted to take part in national politics except voting. C Ministers make policies and civil servants execute the policies. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 496 d The tradition of assumption that it is not the task of the civil service to initiate change or take responsibility for planning future lines of social an d economic development. The Judiciary. The judiciary in Britain is based on the supremacy of the law. To safeguard the rule of law, the British Judiciary has an independent court system. How judicial independence is ensured in Britain. A The salaries of judges are not open to discussion by parliament. B Since 1701, judges have always bee appointed on good behaviour until retirement. C A Judge can only be dismissed by a resolution from both houses. The structure of the British Court System. Further reading encouraged components of the British constitution. E Statutes or acts of parliament e.g. act of union with Scotland of 1707."}
{"text": "Further reading encouraged components of the British constitution. E Statutes or acts of parliament e.g. act of union with Scotland of 1707. F Customs-the accepted traditions e.g. the first-born of the sovereign succeeds the king queen. G Law of precedence-judges applies accepted principles to new set of facts. H Custom of parliament e.g. the procedures of the two houses. I Historical documents e.g. the Magna Carta. THE USA The origin of USA dates back to 1776, when the thirteen British Colonies declared their independence from Britain. USA is a federal government, a form of representative democracy comprising a union of 50 states The adopted a new constitution in 1787 and has the following features. A It is Federal in nature. B A written constitution. C Bill of rights is contained in it. D The Supreme Court can only interpret it. E Legislature is Bi-cameral i.e. the senate the House of Representatives forming the congress two houses. F It caters for the separation of powers. G Does not provide for secession of a member state. H Federal government and individual states share power through their senators in congress i.e. in making laws. I The president is the head of the federal government and governors are heads of state. J It is the supreme law of the land. K Amendment can only be done through a clearly laid down procedure. The electoral process in USA. There are three types of election held in USA. A The election of the president. B Congressional elections For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 497 c The state election involving election of state governors and state legislatures. All candidates vying for various seats must be American citizens and must be residents in the area they aspire to represent. Age limit is 25 years for the representatives and 35 years for the president. During the lection year party primaries are held between March and May to choose presidential candidates. Party conventions are held in July to confirm winners of the primary elections. Each presidential candidate picks a running mate who becomes the vice president if the presidential candidate wins. Presidential elections are held after every 4 years on 2nd November .The election of the president is determined indirectly by the Electoral College that comprises electors appointed by each state."}
{"text": "B Congressional elections For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 497 c The state election involving election of state governors and state legislatures. All candidates vying for various seats must be American citizens and must be residents in the area they aspire to represent. Age limit is 25 years for the representatives and 35 years for the president. During the lection year party primaries are held between March and May to choose presidential candidates. Party conventions are held in July to confirm winners of the primary elections. Each presidential candidate picks a running mate who becomes the vice president if the presidential candidate wins. Presidential elections are held after every 4 years on 2nd November .The election of the president is determined indirectly by the Electoral College that comprises electors appointed by each state. When a presidential candidate wins the popular vote in a state, he automatically wins all the state s electors. Direct elections are done through popular vote of one man one vote. Senators and members of the House of Representatives are elected after every two years. Senators serve for a period of six years with a third of them elected after every 2 years. Members of the House of Representatives serve for four years and are elected on party basis. Each state elects 2 representatives to the senate making a total of 100 senators for the 50 states. Election of House of Representatives is on the basis of state population. For example, the largest state, California has 52 representatives while Wyoming, the smallest has only one representative. State governors and legislators are elected after every 4 years. Features of the US system of government. A The federal government is made up of the legislature, executive and the judiciary. B Each state within the federal government functions as a republic and enjoys equal status. C The federal government and independent states share the power of formulating and enforcing laws. D All states have their constitutions but they should not be contradicting to the Federal Constitution. E The Supreme Court interprets the constitution. F The congress Senate and the House of Representatives is the body entrusted with legislative powers. G Senate membership is through popular vote of two members from each state for a period of six years. H The House of Representatives members are elected for a period of two years based on the size of the population. However, each state has to have at least one representative. I All treaties and appointments by the president have to be ratified by the senate."}
{"text": "H The House of Representatives members are elected for a period of two years based on the size of the population. However, each state has to have at least one representative. I All treaties and appointments by the president have to be ratified by the senate. J Presidential vote must be supported by two thirds of the votes of the house. K The Supreme Court made up of the chief justice and eight associate judges heads federal judiciary. L The president appoints federal judges with the approval of the senate. M Courts in the judiciary include the court of appeal, the district courts and other special courts, all formed by the congress. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 498 n All criminal cases are handled in the courts except the cases of impeachment, which are voted by the house with the approval of the senate. O Foreign policy and Defence is the preserve of the Federal Government. Features of the state governments of U.S.A. a Each state has a governor. B Each state has a law court those carters for internal affairs. C Each state provides educational, health facilities and public amenities for the welfare of the residents. D Each state is responsible for its own development. E Each state generates its own revenue necessary for discharging its responsibility. F Each state has a bicameral legislature. G Each state has a state police that maintains law and order. Limitations of state governments in USA. A No state is permitted to enter any treaty, alliance or confederation with other states or countries. B No state may make her own currency. C States are forbidden, unless congress approves, to levy duties on imports or exports. D States are prohibited from maintaining armed forces. E States are prohibited from entering into any agreement with foreign powers or engaging in war. How the conduct of USA president is checked a The senate approves presidential appointees to executive positions. B Congress can refuse to approve the use of government funds for a foreign policy it disagrees with. E.g. war. C The congress can impeach a sitting president if his conduct while in office is wanting. D The Supreme Court has powers to declare that the president has acted unconstitutionally, a verdict which can damage his status. E Any president is limited by the constitution to two four-year terms in office. F Opinion polls normally reflect the wishes and feelings of the American people, which the sitting president cannot ignore."}
{"text": "India. Describe the Indian electoral process. A India s parliament is composed of the Lower Chamber or House of The People lok Sabha and the Upper House or the Council of States Rajya Sabha . B The term of lok sabha is five years while that of rajya sabha is six years. C Lok sabha consists of 545 elected members, 543 elected from each constituency created based on population size. The president nominates two. D Political parties field candidates in each constituency. E India s universal adult suffrage is 18 years. Qualification age for vying is 25 years and above. F The election commission, a constitution arm of the Indian electoral process oversees the elections. G Candidates are required to declare their assets, age, educational qualifications and criminal history before being cleared to vie. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 500 h Campaigning ends a day before the voting day. Government schools and colleges are chosen to be polling stations. Government servants are employed to man the polling stations. I There is the use of electronic voting machines instead of ballot boxes. J The candidate who gunners the most number of votes is declared the winner of the constituency. K The party or coalition that has won the most number of seats is invited by the president to form the new government. The leader of the party becomes the prime minister. L Rayja sabha consists of 250 members; the electoral college of India elects 248. The president nominates twelve members from among distinguished people. M Every state is allotted a certain number of members. N Candidate age limit is 30 years and above. Functions of a prime minister in India. A He is the head of the federal government b He is the leader of the house to which he belongs. He can be either a member of the rajya sabha upper house or lok sabha. C As head of the council of ministers, the prime minister oversees the work o all the ministries. D Chairs cabinet meetings, which are normally held in the cabinet room of the prime ministers office. E Guides the president on appointment to the cabinet. F Participates in the law-making process as a member of the lok sabha."}
{"text": "D Chairs cabinet meetings, which are normally held in the cabinet room of the prime ministers office.e Guides the president on appointment to the cabinet.f Participates in the law-making process as a member of the lok sabha.g The prime minister has traditionally been the minister-in-charge of the department of space, atomic energy and the ministry of personnel, public governance and pensions h Recommends persons for presidential awards.functions of the Electoral Commission of India.a Prepares electoral registers b Setting dates for polling.c Establishing and operating polling station.d Allocation party symbols.e Publishing electoral report.f Accepting or rejecting nominations as per the law.g Counting the votes.h Drawing constituency boundary. What conditions must one fulfill to be elected president in India a He she must be a citizen of India.b He she must have attained the age of 35 and above.c He she should not hold any office. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 501 d He she should be qualified to be elected as a member of the house of the people. The lok sabha functions of the cabinet in the government of India.a Formulation of policy issues affecting the management of the government of India.b Defends the government policy.c Ensures that the civil servants implement government policy.d Advises the president.e Gives approval to the budget and estimates of the expenditure.f The cabinet exercises general direction and control of government departments. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke."}
{"text": "CREATION Origin of sin and its consequences Gen: 3-11 Introduction Man and woman fell from the Garden of Eden. This experience is expla-ined in genesis chapter 3 verse 4; chapter 6 verse 9 and chapter 11. In these verses, the Bible is teaching about sin, which made Adam and Eve fall. Sin is defined as iniquity, and guilt. It is to miss a mark, to transgress. Sin is a rebellion or an offence against God. Sin originated with the disobedience of Adam and Eve. They had been commanded not to eat of the fruits of the tree of knowledge of good and evil the tree in the middle of the Garden of Eden. But Adam and Eve ate the fruit after being deceived by the serpent. Man had the power to resist temptation but instead he yielded. Genesis Chapter 3 verse 6 states that man wanted to be wise and thought how wonderful it would be to become wise hence sin arises from the lack of knowledge of God, from the denial of trust of God. The consequences of sin After sinning, we the human race and sinners: 1 Replaced friendship with God with fear of God. 2 Lost innocence. What had been innocent and good became shameful. Adam and Eve became ashamed of their nakedness, something they had never felt before they sinned against God. 3 Lost good relationship with God. The good relationship between God and man was betrayed. Human beings were alienated from God. The Lord God sent him out of the Garden of Eden 4 Damaged the perfect relationship between man and woman. The Lord said to the woman You will have desire for your husband, yet you will be subject to him . 5 Pain became part of human experience. I will greatly multiply your pain in child bearing . 6 Man began toiling and struggling to meet his needs You will have to work hard and sweat to make the soil produce anything 7 The home of man, and the earth itself was placed under a curse. Cursed is the ground because of you. Enmity between man and wild animals emerged. 9 Man began to die. Death sentence is passed upon all men. You will return to the ground you are dust 10 Man began to hate. Man developed murderous feelings in his heart, for example Cain killed Abel, his younger brother. 11 Man changed and became prone to sin."}
{"text": "You will return to the ground you are dust 10 Man began to hate. Man developed murderous feelings in his heart, for example Cain killed Abel, his younger brother. 11 Man changed and became prone to sin. 12 Life span of man was reduced see Gen. 6:3 I will not allow people to live forever, they will live no longer than 120 years 13 Man s language was confused by God after the flood read Gen.11: 7 14 Sin led to embarrassment, mistrust, suffering, pain, pride, arrogance and death. Summary Disobedience of God by Adam and Eve brought serious sin consequences to humanbeings. Sin brings sadness and suffering to man even today. Activity In groups of two or three, discuss the origin and consequences of sin. CONCEPT OF EVIL Introduction In this lesson, we shall discuss the concept of evil as told by the traditi-onal African religion and the biblical writings. We shall study similarities and differences of evil from the two religions. What is evil? In the traditional African society, evil was an offence against God, spirits and ancestors. It was also viewed as an offence against another person or community. Evil was also a misfortune that can befall an individual or a community. What are the causes of evil? Many of the traditional African societies do not associate God with evil. God is not the creator of evil. Some communities believe that evil is an external power that exists on its own. Thus in the traditional African society, evil was understood or explained as something mysterious that was caused by several people and things. These were:a Evil spirits b Ancestral spirits due to disobedience to them c Some animals like the chameleon are sources of evil. The Akamba believed that chameleons brought evil. Other communities believed that if an owl cries near one s homestead, it is a sign of evil. D People with mystical powers for example magic, sorcery, and witchcraft are evils e If a member of a community breaks a taboo by disobedience, this action may bring evil spirits. F The spirits of the dead; cause evil; if they are not remembered or respected. Evil spirits cause harm and violence."}
{"text": "D People with mystical powers for example magic, sorcery, and witchcraft are evils e If a member of a community breaks a taboo by disobedience, this action may bring evil spirits. F The spirits of the dead; cause evil; if they are not remembered or respected. Evil spirits cause harm and violence. Consequences of evil in traditional African society These were many and ranged from a Barrenness b Drought c Epidemics d Madness e Sickness f Death g Drowning h Burning in a house i War j Physically and mentally handicapped children l Rebellious children Values needed to overcome temptationsSkills needed to overcome temptations Recognize Your Tendency to Sin James 1:14 explains that we are tempted when we become enticed by our own natural desires. The first step toward overcoming temptation is to recognize the human tendency to be seduced by our own fleshly cravings. The temptation to sin is a given, so don't be surprised by it. Expect to be tempted daily, and be prepared for it. The apostle Peter reminds us to stay on the lookout: Be alert and of sober mind. Your enemy the devil prowls around like a roaring lion looking for someone to devour. 1 Peter 5:8, NIV Flee From Temptation But remember that the temptations that come into your life are no different from what others experience. And God is faithful. He will keep the temptation from becoming so strong that you can't stand up against it. When you are tempted, he will show you a way out so that you will not give in to it. When you come face to face with temptation, look for the way out the way of escape that God has promised. Then skedaddle. Flee. Run as fast as you can. Resist Temptation with the Word of Truth Hebrews 4:12 says that God's Word is living, active, and powerful. Did you know you can carry a weapon that will make your thoughts obey Jesus Christ? According to Ephesians 6:17, one of our weapons is the Word of God: The weapons we fight with are not the weapons of the world. On the contrary, they have divine power to demolish strongholds."}
{"text": "Did you know you can carry a weapon that will make your thoughts obey Jesus Christ? According to Ephesians 6:17, one of our weapons is the Word of God: The weapons we fight with are not the weapons of the world. On the contrary, they have divine power to demolish strongholds. We demolish arguments and every pretension that sets itself up against the knowledge of God, and we take captive every thought to make it obedient to Christ. 2 Corinthians 10:4 5, NIV Jesus overcame the devil's temptations in the wilderness with the Word of God. If it worked for him, it will work for us. And because Jesus was fully human, he is able to identify with our struggles and give us the exact help we need for overcoming temptation. While it can be helpful to read God's Word when you're being tempted, sometimes that's not practical. Even better is to practice reading the Bible daily so that eventually you have so much of it on the inside, you are ready whenever temptation strikes. If you are reading the Bible regularly, you will have the full counsel of God at your disposal. You will start to have the mind of Christ. When temptation comes knocking on your door, all you'll have to do is draw your weapon, aim, and fire. Refocus Your Mind and Heart with Praise How often have you been tempted to sin when your whole heart was fully concentrated on worshiping the Lord? I'm guessing your answer is never. Praising God takes our focus off of self and puts it on God. You may not be strong enough to resist temptation on your own, but as you focus on God, he will inhabit your praises. He will give you the strength to resist and walk away from the temptation. Psalm 147 might be a good place to start: Praise the Lord. How good it is to sing praises to our God, how pleasant and fitting to praise him! Psalm 147:1, NIV Repent Quickly When You Fail In several places, the Bible tells us the best way to resist and overcome temptation is to flee from it 1 Corinthians 6:18; 1 Corinthians 10:14; 1 Timothy 6:11; 2 Timothy 2:22 . Even still, we fall from time to time. When we fail to flee temptation, eventually we will give in and fall."}
{"text": "Psalm 147:1, NIV Repent Quickly When You Fail In several places, the Bible tells us the best way to resist and overcome temptation is to flee from it 1 Corinthians 6:18; 1 Corinthians 10:14; 1 Timothy 6:11; 2 Timothy 2:22 . Even still, we fall from time to time. When we fail to flee temptation, eventually we will give in and fall. Having a more realistic view knowing that at times you will fail should help you to repent quickly when you do. Failing is not the end of the world, but it is dangerous to persist in your sin. Going back to the book of James, verse 1:15 explains that sin \"when it is full-grown, gives birth to death.\". Continuing or persisting in sin leads to spiritual death, and often even physical death. That is why it's best to repent quickly when you know you've fallen into sin Others include: 1. Keep yourself busy 2. Avoid comparison as it triggers temptations 3. Avoid watching negative films, movies etc. 4. Keep your mind focused and positive 5. Seek help where needed be God s plan of salvation After the fall of man, God took steps to heal the damaged situation and relationship between Him and Adam and Eve. GOD: 1. Provided clothing of skin to Adam and Eve. 2. Looked for Adam and Eve since they were hiding from His presence. 3. Provided Adam and Eve with the knowledge to find different foods. 4. Declared enmity between man and the snake. 5. Hinted at the ultimate victory of man when He said that the seed of the woman would crush the snake or serpent s head. The serpent would attack the heel of man and woman. All through the Old Testament, and the New Testament, we see God s plan of salvation being manifested. For instance, GOD chose and separated Abraham from other communities. The children of Israel led by Moses were delivered from Egypt,. God sent prophets to teach and warn the Israelites of the dangers of sin. Finally God sent his only son Jesus Christ to die on the cross to save human kind. SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL AFRICAN VIEW OF EVIL AND BIBLICAL CONCEPT OF SIN Similarities Both the Biblical and traditional African view or agree that 1 God is supreme."}
{"text": "God sent prophets to teach and warn the Israelites of the dangers of sin. Finally God sent his only son Jesus Christ to die on the cross to save human kind. SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL AFRICAN VIEW OF EVIL AND BIBLICAL CONCEPT OF SIN Similarities Both the Biblical and traditional African view or agree that 1 God is supreme. God is neither the creator nor author of evil 2 Sin comes from the disobedience of God by human beings 3 Evil and misfortune are God s curse to man Biblical while the traditional African society sees evil as curses by ancestors, and elders. Both curses lead to misfortunes. 4 The result of sin and evil is human sufferings 5 Sin and evil lead to man being separated from God 6 God is the guardian of law and order 7 Human beings have the ability to overcome evil Differences 1 Biblical account emphasizes personal nature of sin while in the African concept; sin is more social and communal 2 Biblical account attributes evil to disobedience while African concept attributes evil not only to disobediences but other external forces. 3 Biblical accounts offer a message of hope to overcome evil while African concept doesn t offer a solution to sin and evil. 4 Traditional African concept all forms of suffering as a result of sin while in the Bible suffering is not always a result of sin. Questions 1 Explain the differences between the two creation stories 2 State the traditional African view of creation 3 Explain how human beings continue with the work of creation 4 What is the origin of sin and evil according to traditional African society? 5 Give three consequences of sin as stated in Genesis 6 State the consequences of evil according to African traditional societies 7 Trace God s plan of salvation of human kindCompare biblical and traditional African understanding of evil and sin. 9 What does the command Subdue the earth in Genesis 1 verse 28 mean? THE BIBLE CALL OF ABRAHAM BACKGROUND TO THE CALL OF ABRAHAM Genesis 11:24-32, 12 Introduction The background to the call of Abraham is found in the first book of the bible. This is Genesis which is a Greek word meaning Beginning . The relationship between Adam and God was good but after Adam disobeyed GOD, their relationship changed because of sin by Eve and Adam. After sometime, God repaired this relationship by calling Abraham and offering salvation."}
{"text": "This is Genesis which is a Greek word meaning Beginning . The relationship between Adam and God was good but after Adam disobeyed GOD, their relationship changed because of sin by Eve and Adam. After sometime, God repaired this relationship by calling Abraham and offering salvation. Background -Abraham lived with his father Terah at a place called Ur. Abraham s father lived among people who worshiped many gods. One of the god s whom people of Ur worshipped was the moon. This worship of many gods is referred to as polytheism. -The family of Terah moved from Ur to Haran. While at Haran, God called Abraham at 75 years old. He was told to . Leave your country, your relatives and your father s home and go to a land that I am going to show you . Abraham obeyed God s call. He left Haran for a land that was unknown to him. He took his property his wife Sarah and his nephew lot. At the time of the call of Abraham, he was known as Abram and his wife Sarai. God changed their names to Abraham and Sarah. Abraham means Father of many nations while Sarah means mother of nations. -On arrival in Canaan, he travelled and came to a place called Schechem. God appeared to him once more. Abraham built an altar for the lord at this place. Altars are places of worship. They were regarded as holy and were manifestations of God s presence. An altar was made of stones. -After sometime, he separated with his nephew Lot due to their servants having strife over water for their livestock. Abraham left Canaan due to feminine. He went to Egypt. Activity 1. Where did Lot settle? 2. Read GENESIS, chapter 11 24 32 and chapter 12 1 9 FAITH AND GOD S PROMISES TO ABRAHAM HEBREWS 11: 1 6 THE MEANING OF FAITH -Faith is a strong belief, a complete trust or confidence in someone or something. It is also a firm belief, which is not based on any scientific or logical proof. Faith in God is an attitude of complete trust in God. It is not based on concrete or tangible objects. Faith is manifested in the ways of life of a believer. -Abraham is an example of someone who had faith in God. He showed his faith in action in several ways."}
{"text": "Faith is manifested in the ways of life of a believer. -Abraham is an example of someone who had faith in God. He showed his faith in action in several ways. HOW ABRAHAM DEMONSTRATED HIS FAITH IN GOD 1. Although Abraham was old, he left Haran to go to a strange unknown land of Canaan. 2. After he settled in Canaan, Abraham was assured by God of his protection and was given other promises such as he will get a son, and Abraham believed God. Sarah gave birth to a son when she was 90 years old and Abraham was around 120 years old. This was as the lord had promised Abraham. 3. The son was named Isaac that means laughter because Sarah had laughed when she was told that she would have a child in her old age. The child Isaac was circumcised when he was eight 8 days old. 4. Abraham was told by God to circumcise all males in his household including himself. He obeyed. 5. When Abraham was asked to sacrifice his son Isaac to God, he was ready to do so. 6. Abraham believed that God would fulfill all the promises he had given to him 7. Abraham demonstrated his faith by building altars GOD S PROMISES TO ABRAHAM GENESIS 12:2-3, 15:1-21, 21, 17:1-8, 17:15-18 A promise is giving an assurance of something to someone. The promises God gave to Abraham were that:1. God told him he would give him a land. His descendants would be given the land of Canaan to dwell in 2. His name would be made famous 3. His descendants will be many. Abraham would be made a great nation. 4. God would protect him 5. He was promised a son of their own 6. God would bless him 7. God would bless those who bless him and curse those who curse him 8. Abraham was promised that he would die in peace and in an old age 9. His descendants would be strangers in a foreign land but afterwards would come out with great possessions. THE RELEVANCE OF THE PROMISES MADE BY GOD TO ABRAHAM TO CHRISTIANS TODAY Gen."}
{"text": "Abraham was promised that he would die in peace and in an old age 9. His descendants would be strangers in a foreign land but afterwards would come out with great possessions. THE RELEVANCE OF THE PROMISES MADE BY GOD TO ABRAHAM TO CHRISTIANS TODAY Gen. 12: 2 3, 15: 1 21, 21:1 7, 17: 15 18 God called Abraham from idol worship in the same way God continues to call people to serve him. 1 Through Abraham, God had a plan to restore the relationship between man and God 2 Christians receive the promises of blessings from God through Abraham Gods promises to Abraham fulfilled through Christians 3 As Abraham left his own people, Christians should leave their sinful lives and put their whole trust in God. 4 Abraham is seen as the descendant not only of the Israelites but also of Christians 5 Christians have faith that God fulfils promises to them as he did to Abraham 6 Christians are assured of God s protection 7 Through God s dealing with Abraham, God shows that he values a personal relationship with human kind. Through Jesus Christ Christians enter into an everlasting covenant with God. Just like Abraham entered into a covenant with God. 9 The promise to Abraham of Canaan Promised Land is to Christians the hope for new land heaven 10 God continues to make promises to those who believe him 11 Abraham is the ancestor Father of all believers COVENANT Definition. A covenant is a solemn agreement between two persons or two groups of people. An agreement is between two separated parties. It s a pact, a treaty. When it is a covenant, it conveys a union or partnership. Characteristics components of a covenant There are components or features that must be in a covenant. A covenant must have a ceremony, sign, witnesses, promises vows oaths, obligations consequences, and participants. A covenant establishes a sacrificial bond between the parties involved. There are obligations or rules by which the parties must abide by, adhere to and observe in order to keep the covenant. A covenant is an agreement and if it is broken, there are consequences for breaking it. In the Bible, there are many covenants. Examples of covenants in the Bible 1. Adamic covenant Agreement between God and Adam 2."}
{"text": "Items for sacrifice Three 3 years olds: heifer, goat, ram and a dove and a pigeon. Abraham then cut these animals into two halves and placed them opposite each other. The birds were not split. After it was dark, smoking fire and a flaming torch suddenly appeared and passed between the pieces of animals. Towards evening, Abraham fell into a deep sleep. While he slept the Lord appeared to him and told him that: His descendants will be strangers in a foreign land and be slaves for 400 years. But they will come out of this land with a lot of wealth and God will punish the nation that will enslave Israelites. He, Abraham will live up to a ripe age, and die in peace. Then the Lord made a covenant with Abraham and promised to give him and his descendants the land of Canaan. God himself passed through the sacrifices and bound himself to keep the promises. IMPORTANCE OF THE COVENANT BETWEEN GOD AND ABRAHAM GEN. 15: 1- 19 God bound himself in a personal relationship with a human being As God passed through the meat, he showed Abraham he would always protect him. This passed on to the descendants of Abraham This covenant between God and Abraham begins a lasting relationship between God and all the nations of the earth. Throughout this covenant God was initiating his plan of salvation for human kind The promises made to Abraham were fulfilled in New Testament blood of the lamb death of Jesus Christ It emphasized the importance of faith followed by obedience that Abraham shared. COVENANTS IN MODERN LIFE AND THEIR IMPORTANCE Modern covenants are a Marriage b Baptism c Oath of loyalty and d Ordination of clergy Marriage ceremony: In marriage, the bride, bridegroom and their families come together. When the two families come together a relationship is developed. They make an agreement and both sides are seriously involved in the ceremony, whether the marriage is civil or religious. During the marriage ceremony the couple makes vows promises to each other, before a priest pastor and the congregation. Two officials witness theseagreements. Rings are exchanged as a sign of a lasting relationship. A certificate is given in some cases as a testimony sign of this agreement. There is eating and drinking."}
{"text": "Rings are exchanged as a sign of a lasting relationship. A certificate is given in some cases as a testimony sign of this agreement. There is eating and drinking. Baptism: In a Christian baptism, a covenant is entered into between the believer and God. The believer makes vows before God. The priest and the whole congregation witness this agreement. In some churches, a card is issued to the person who has been baptized as a sign of Christian membership. The baptized can now take the Holy Communion, which is a Christian Ceremony. But when an infant is baptized, parents take the vows on behalf of the child. Loyalty oath: Leaders in public service for example the president, ministers, Members of Parliament, and Governors are sworn in before they take over their new responsibilities. They swear take an oath and promise to carry out their duties firmly and without fear or favor. Ordination of the clergy: Church leaders, nuns and priests take oaths and make vows to God and to the congregation in a ceremony attended by worshippers. The importance of modern day covenants They bind different groups They act as a security They strengthen relationships They unite people together They create loyalty They create peace, harmony and bring a sense of permanence THE TESTING OF ABRAHAM S FAITH GEN. 22: 1 18 God tested Abraham s faith by asking him to go and sacrifice his only son Isaac. This was the son he loved so much. He was to travel to Mount Moniah. On reaching Mt. Moriah, he built an altar, and arranged wood on it. He tied up his son Isaac and placed him on the altar on top of the wood. He lifted a knife to kill him. But the Angel of the Lord called out to him from heaven. Abraham! Abraham! Do not lay a hand on the boy Do not do anything to him. Now I know you that you fear God, because you have not withheld from me your son, your only son v 11-12 . Abraham had obedient reverence for God became he did not keep back his only son from God. God provided a ram for sacrifice. He named the mountain the Lord provided God was pleased with Abraham and promised him blessings, many descendants victory, and protection."}
{"text": "Abraham had obedient reverence for God became he did not keep back his only son from God. God provided a ram for sacrifice. He named the mountain the Lord provided God was pleased with Abraham and promised him blessings, many descendants victory, and protection. Activity Read Genesis 12:1 9, 15:1 6, 17:23 24, 21:1 7, 22:1-19 IMPORTANCE OF FAITH IN CHRISTIAN LIFE TODAY 1. A Christian today is acceptable to God through his faith in God through Jesus Christ. Without faith it is impossible to please God. 2. A Christian can only serve God if he has faith in him. Faith enables a Christian to serve God 3. Faith enables a Christian to accomplish what appears to be impossible 4. Through faith, Christians are able to trust God to fulfill his promises to them 5. Faith is the foundation of the Christians salvation 6. Faith in God gives a Christian the power to overcome all temptations. 8. Christians should expect to have their faith tested just like Abraham was. 9. Faith enables Christians to patiently wait on God s promises 10. Christians through faith in God help the poor, make right decisions and are able to understand and know God better. JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION IMPORTANCE OF CIRCUMCISION TO ABRAHAM AND HIS DESCENDANTS GEN. 17: 1 16 The rite of circumcision was started by Abraham and has been practiced by the Jews up to the present times. In the Old Testament, it was important because: i Through circumcision: God assured Abraham that he would fulfill His promises to him. Ii Circumcision was a sign that Abraham and his descendants had entered into a covenant with God. It was an outward sign of inner faith. Iii Circumcision was a mark of identity for the Jews iv It was a sign of obedience to God v It was an acceptance of God as the only true God and their willingness to remain faithful to him In the New Testament vi Circumcision doesn t qualify one to be a child of God. One is accepted as a Christian without circumcision as long as they have faith in God. Vii A true descendant of Abraham is the Christian who truly believes in God and lives according to His will regardless of colour, race or creed."}
{"text": "Iii Circumcision was a mark of identity for the Jews iv It was a sign of obedience to God v It was an acceptance of God as the only true God and their willingness to remain faithful to him In the New Testament vi Circumcision doesn t qualify one to be a child of God. One is accepted as a Christian without circumcision as long as they have faith in God. Vii A true descendant of Abraham is the Christian who truly believes in God and lives according to His will regardless of colour, race or creed. CIRCUMCISION IN AFRICAN COMMUNITIES Circumcision is one of the rites of passage among the African people. It marks the transition from one stage to another. Many ethnic communities in Kenya still practice the rite of circumcision. During circumcision ceremonies, prayers are offered to God for the well-being of the initiates those who are being circumcised and the prosperity of the whole community. Initiates learn secrets of their community and society. They are taught myths, origin, religious beliefs, and sex education. In some communities, initiates are given new names or ornaments to signify their new status. JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION Similarities In both Jewish and African communities, circumcision: a Is a mark of identity b Provided a sense of belonging c Was observed as a religious experience d was compulsory e Was a tradition passed from one generation to another f Is a time for shedding blood g Was a time for offering prayers to God for the well-being of the initiates h Was a time for giving gifts i Was a ceremony for initiation j Was a time for giving the initiates names k Took place in sacred places. Differences In Jewish community, i. Circumcision was a rite for boys while in African society it was for both boys and girls. But it was for boys in a few communities. Ii. Boys were circumcised when aged 8 days while in the African society; it was between 15 to 25 years old. Iii. Circumcision was for boy s organ while in African societies several forms of initiation were done, for example, removal of teeth, and body piercing among others. Iv."}
{"text": "Iii. Circumcision was for boy s organ while in African societies several forms of initiation were done, for example, removal of teeth, and body piercing among others. Iv. Circumcision was a command from God while for the African communities it was in obedience to customary law where ancestors were invoked to protect the initiates. Among the African societies v. Circumcision was a rite of passage from childhood to adulthood while for the Jews it was not. Vi. The initiates were given specialized education while the Jews were not. Vii. The initiates were grouped into age groups, and were secluded from the community while among the Jews it was not so. Viii. The rite of circumcision according to seasons while the Jews once a child is born, they are circumcised on the 8th day. Ix. After circumcision, the initiates were allowed to marry, enter a warrior group, own property but for the Jews the initiate was still a child. Questions 1.Explain why Abraham is referred to as the father of faith2. Give five actions from the life of Abraham that shows his faith to God 3. List some of the promises God gave to Abraham 4. Compare and contrast the Jewish and traditional African practice of circumcision 5. What is the importance of faith to Christians? 6. State the elements of a covenant 7. Give examples of covenants in the bible and the modern society 8. Discuss the circumstances that led God to enter into a covenant relationship with Abraham. LEADERSHIP IN ISRAEL Introduction When the Israelites had settled in Canaan, they did not have an earthly King. Their unseen ruler was God. Such a community was called a Theocratic community. God ruled through some judges who were appointed. The role of judges in Israel 1. They led the Israelites into war against enemies such as the Philistines. 2. They settled disputes among the people. 3. They acted as spiritual leaders and officiated in worship. 4. They offered sacrifice on behalf of the people. 5. Some of the judges acted as the prophets of God. 6. The judges foretold the future. 7. The judges condemned the injustices in Israel. 8. They reminded the people of Gods ways. Reasons why the Israelites demanded for a King 1 Samuel 8:1-9 They demanded to be given a King because: - 1. Samuel had grown old."}
{"text": "They reminded the people of Gods ways. Reasons why the Israelites demanded for a King 1 Samuel 8:1-9 They demanded to be given a King because: - 1. Samuel had grown old. 2. He had imposed his sons Joel and Abijah as judges over the Israelites. 3. The two sons were not like their father for they lacked leadership skills. 4. They were corrupt and took bribes. 5. They wanted a King so that they would be like other nations in Canaan. 6. They wanted a stable political government ruled by law and order. 7. They had been influenced by political government of the Canaanites. 8. They wanted a king who would lead them into war against their enemies such as the Philistines and bring back the Ark that had been taken. 9. They wanted an earthly king who they could see and consult in time of problems Reasons against Kingship in Israel 1 Sam 8:10-20 Samuel was very upset by the request for a King because: 1. By demanding an earthly King, it meant that they had rejected Yahweh as their king. 2. They were going to lose their identity as Gods chosen people 3. The leaders to be appointed were going to lack leadership qualities. 4. The King would oppress them. 5. Some of their sons would be recruited to serve as soldiers in his army. 6. Others would be put into forced labor. 7. Their daughters would be put to work as cooks and perfumers. 8. The king would take the best of their flock. 9. The king would take their lands and good vineyards. 10.At that time, they would cry to God but God will not listen to them; the people refused to listen to Samuels warning and went ahead with their demand for a king. So the Lord told Samuel to do as they wanted. The Choosing of Saul as the first King of Israel 1Sam 9:10 After the Israelites had appealed to Samuel that they wanted a King, Samuel told the Lord what the people had said and the Lord instructed him to do, as they wanted. Saul the son of Kish was appointed as the first King of Israel. Achievements of King Saul 1. He was Gods choice who was to save the Israelites from the power of the Philistines. 2."}
{"text": "Achievements of King Saul 1. He was Gods choice who was to save the Israelites from the power of the Philistines. 2. He received the spirit of God, which made him to prophesy like one of the prophets of God. 3. He fought and conquered the Israelite e.g. the Amorites, the Moabites and the Amalekites. Failures of King Saul 1 Sam 13, 15, 18:6-9, 28:3-15, 3 1. He offered sacrifices to God at Gilgal yet he was not a priest. 2. He spared Agag the king of the Amalekites. 3. He spared the best sheep and cattle of the Amalekites for selfish gain. 4. He cheated Samuel that he wanted to offer the animals as sacrifice to God. 5. He listened to the voice of his subjects and army to spare the animals and Agag. 6. He became jealous and plotted to kill David. 7. He consulted a medium so that he could talk to the spirit of Samuel. 8. He killed the priest of God, 1 Sam 22. 9. He committed suicide when he went to war against the Philistines Lessons Learnt from the Failures of King Saul 1. Christians should obey Gods command and prophets 2. It is important to have faith in God. 3. A Christian needs to be patient. 4. Christians should not be influenced by greed for wealth and earthly desires. 5. God does not value incense sacrifice instead he is more pleased with obedience 6. Leaders need not to be jealous of others Saul was jealous and plotted to kill David. 7. There is need to respect every ones responsibility. 8. Saul never respected the position of Samuel. Choosing of David as the king of Israel 1sam 16:1-15 David was the son of Jesse from the tribe of Judah. God instructed Samuel to go and anoint David to succeed Saul as a King of Israel. Achievements of King David 1. He was chosen by God. God told Samuel to come and anoint him as king of Israel. 2. He was a skilled Musician and composed the book of Psalms that is used in the church even today 1Sam 16:14-23 . 3."}
{"text": "2. He was a skilled Musician and composed the book of Psalms that is used in the church even today 1Sam 16:14-23 . 3. He brought back the Ark of the Covenant from the house of Abinadab to Jerusalem with great celebration. The Ark had been taken away by the enemies. 2Sam 6:15 . 4. He conquered the city of Jerusalem and made it its capital city. 2sam; 5:6-25 . 5. He was a brilliant military commander. The name David means Army Commander. He waged successful wars against Moab, Ammor, Amelekite and Aram. 6. He killed Goliath who was a great warrior of the Philistines because he had great faith in God. 1Sam 17 . 7. He expanded the boundaries of Israel through military conquest. 8. He was a good administrator. He administered through law and justice to all people. He chose wise leaders to advise him. 9. David was a humble king who was ready to repent whenever he committed a sin. He repented after taking Uriahs wife. 2 Sam: 11 . 10.He was publicly anointed as a King of Israel. He was made king over Judah and was later accepted by the whole Israel. 11.He established good diplomatic relations with the surrounding nations for example;he signed a treaty with Syria and through the treaty Israel benefited both economically and politically. 12.He laid foundation of building the great temple which was later completed by Solomon. 2Sam 7:1-17 . 13.God promised to establish an everlasting kingdom for David where his descendants would live in peace. Jesus is a descendant of King David. 14. He united the Northern and Southern kingdom and made it into one nation. David as the ancestor of Jesus 2 Sam 1:29, Luke 1:26-33 Nathans prophesy about the Messiah is seen as having been fulfilled in the work of Jesus Christ in the following ways: - Jesus Christ who was the Messiah is seen as being born from Davids lineage. Mathew in the Genealogy of Jesus tells that Jesus was a descendant of King David. Matt 1:1 . Jesus was born in Bethlehem, which was referred to as the city of David."}
{"text": "Mathew in the Genealogy of Jesus tells that Jesus was a descendant of King David. Matt 1:1 . Jesus was born in Bethlehem, which was referred to as the city of David. Luke 2:4 In their sermons, the early apostles like Paul and Peter made a number of references to Jesus as a descendant of King David. Romans: 1:3-5 . The blind man at Jericho hailed Jesus as son of David and looked to him to restore his sight. Lk 18:35-36 . During Triumphant entry into Jerusalem, Jesus was hailed by the crowd as the Messiah descendant from the house of King David. Math. 21:9 . Angel Gabriel told Mary that the son would be great and will be called the son of the Most-High . Lk. 1:26-33 . Jesus foster father was a direct descendant of King David Qualities of a Good Leader drawn from David 1. Modern rulers should be courageous and ready to die with and for their subjects like David was a strong Military Commander. 2. Modern leaders should have faith in God and realize that authority comes from God. 3. Leaders should be thankful to God. David was thankful not only to God but also to his people. 4. Modern leaders should be loyal to their oath of office. David kept his without favoring some people. 5. Leaders should be kind. David was a kind leader. He pardoned many of those who had offended him. 6. A good leader should be humble. David was a humble person. He consulted Gods prophets. 7. A leader should be able to admit his mistakes. David realized his mistakes and asked for forgiveness. 8. Modern leaders should be willing to delegate duty as David did. David had a team of advisors and administrators. Achievements and failures of king Solomon After David died, his son Solomon took over as king in Israel. Achievements of king Solomon 1Kings 4:29, 3:16, 4:20-27, 10:14, 11:3 1. He was considered to have been a wise ruler. The wisdom was given by God. 2. He built the great temple and dedicated if for the service of the Lord. 3. He brought the Ark of the Covenant into the temple. 4. He established trade links with the neighbouring communities and made Israel a prosperous nation. 5."}
{"text": "Rehoboam told them to go and come after three days. He then went and consulted the elders who told him to do as the people had said. He ignored the advice of the elders and went to his fellow young men who advised him to be even harsher than his father was. When the people went back to him he said he refused to relax his rule. When the people heard this, they rebelled against him and established the Northern kingdom that came to be known as Israel with Jeroboam as the king. Importance of the Temple to the Jewish People 1.The temple symbolized Gods presence among the Israelites.2.It was a house where the Israelites offered prayers to God.3.It was the place where the first-born male children were dedicated to God.4.The temple was a place where the Israelites offered sacrifices to God.5.The Ark of the Covenant, which symbolized Gods presence, was kept in the temple.6.It was a place where the priests and prophets resided.7.The rites of purification were carried out in the temple.8.It acted as a symbol of unity in Israel.9.The Jewish ceremonies such as the Passover feast and the feast of the Tabernacle were formed in the temple.10.The temple also served as a commercial centre. The animals for sacrifice were brought in the temple.11.The temple acted as a court. The Jewish elders sat in the temple to judge cases. The Sanhedrin It acted as a training place for the priests, Rabiis and scribes. It was where the people were taught the Mosaic Laws."}
{"text": "GRADE 8 CREATIVE ARTS AND SPORTS NOTES STRAND ONE: FOUNDATIONS OF CREATIVE ARTS AND SPORTS Definition of creative arts and sport: Creative Arts This is a description of various artistic activities that allow performers to use their imaginations, creativity, and express ideas through a variety of mediums to passage a message to the audience. Sport A sport is any activity involving physical or mental effort combined with skills in which an individual or a team or teams compete against another or others for entertainment. Roles of creative arts and sports The roles of creative arts and sports are divided into two different types namely: - Economic roles - Social roles Social roles of creative arts and sports Creates a sense of identity-bring people together, creating shared experiences that help to foster a sense of community and collective identity. Creative arts and sports promote cohesion through teamwork. Through creative arts and sports culture is preserved-it ensures that our history and traditions are not forgotten, and that future generations can appreciate and learn from them. Creative arts and sports inspire creativity, talents and abilities. Creative arts and sports provide provides us with entertainment through components such as music, dance, drama, narratives, films and movies, various sports i.e., soccer, basketball, netball, volley ball. Help develop problem solving skills Learning resilience and perseverance Make one to gain confident Economic roles of creative arts and sports Creative arts and sports provide employment opportunities such as artists, musicians, referees, sports coaches, sports doctors, choreographers. Trainers, teachers etc. One can earn income through activities related to creative arts and sports hence eradicating poetry. Through creative arts and sports, a country can earn or generate tax revenue. Boosts revenue collection Creative arts and sports attract investments which in turn increases job opportunities. Creative arts and sports stimulate growth of economy through sectors such as tourism. Encourages tourism Create employment opportunitiesTourist attractions sites preservation of culture 1.2 Components of creative arts and sports Creative arts are made of the following components: Visual arts -creative art forms appreciated through sense of sight such as; Drawing. Painting. Sculpture. Montage. Collage Play - a written work that tells a story through action and speech and is meant to be acted on a stage."}
{"text": "Rhyme 8. Tone 9. MoodEndurance and agility of physical Agility This is the ability to move and change the direction and position of the body quickly and effectively while under control. It requires quick reflexes, coordination, balance, speed, and correct response to the changing situation. Agility training has been included in several endurance training programs. Maximum oxygen consumption rate is a direct measurement of an individual's endurance capacity and its relationship to agility has not been studied. Endurance- refers to your body's physical capability to sustain an exercise for an extended period. It's made up of two components: cardiovascular endurance muscular endurance. Cardiovascular endurance is the ability of your heart and lungs to fuel your body with oxygen Physical activities that build up endurance Brisk walking or jogging. Yard work mowing, raking Dancing. Swimming. Biking. Climbing stairs or hills. Playing tennis or basketball Pitch This is a property of a sound and especially a musical tone that is determined by the frequency of the waves producing it. Bass staff On the bass clef, the notes going through the lines on the staff from the bottom up are G, B, D, F and A. To make it easy to remember these notes, we use the sentence Good Boy Deserves Fruit Always . The notes going through the spaces on the bass clef from the bottom up are A, C, E, and G. 1. Lines: The lines of the bass staff, from bottom to top, correspond to the notes G, B, D, F, and A. A handy phrase to remember this is Good Boys Do Fine Always . 2. Spaces: The spaces, from the lowest to the highest, represent the notes A, C, E, and G. A ledger lineThis is a small line that extends the stave when we run out of room. With the ledger line drawn, we can place the A. Next, let's discuss the Bass Clef also called the F Clef . The staff line in between the two dots of the clef is F. Ledger lines G major scale piano G major is a musical key that has G as the tonic."}
{"text": "Eventually, the random motion of all the potassium permanganate particles results in the purple colour being equally dispersed throughout the water. The process appears slow as the dissolved particles collide with the water molecules and each other, slowing their progress. Changes of state of matter A change of state is a physical change in a matter. They are reversible changes and do not involve any changes in the chemical makeup of the matter. Common changes of the state include melting, freezing, sublimation, deposition, condensation, and vaporization. Why matter states changes It is possible that we have seen changes in the state of matter as the ice cubes melt into liquid water, or when the water boils and turns into vapour but have we ever thought about the reason behind this? The changing states of matter occur as the matter absorbs or loses energy. When an object absorbs energy, molecules and atoms accelerate their movement and this increased energy kinetics can push particles so that they alter their state. The energy that is absorbed is typically thermal or heat energy. Changing States of Matter There are generally three types of matter: liquid, solid, and gas. In the solid state, the particles or molecules are tightly together which is why they possess an intenseintermolecular force of attraction. The liquid states of particles, however, are apart from one another and thus have less force to attract them. In the case of gas, the particles are extremely far from one another and exhibit a negligible force of attraction. If there are changes in the temperature or pressure of a material, the change of states of matter takes place. The state of matter can be changed by changing temperature and pressure. The impact of temperature changes on states of matter shifting will be directly related to changes in the interaction between molecules that make up the substance. If the temperature drops, particles can soften into a robust structure. The diagram below depicts the change of states of matter through different types of processes taking place in those states: Here to understand this phenomenon we can take an example of the conversion of ice into water. In this conversion, the ice which is a solid form of water gets changed into water which is the liquid form itself. This change in the state occurs due to a process known as melting, and in this process, when kept at a higher temperature the solid ice gets converted into liquid water. In melting, mainly the liquefaction of ice takes place."}
{"text": "O Frost formation: When the temperature drops below 0 C, water vapour in the air condenses directly into solid ice crystals. O Water boiling: When water is heated, it changes from liquid state to gas state steam . O Condensation of water vapour: When water vapour in the air cools below 100 C, it changes from gas state to liquid state and condenses to form liquid water droplets. O Sublimation: An example of sublimation is when solid dry ice frozen carbon dioxide changes into carbon dioxide gas without melting. Causes and Effects of Changing States of Matter The main cause of change in states of matter is due to the addition or loss of energy in the state of a substance that is altered physically. This phenomenon is connected with the movement of molecules. Solids possess very little kinetic energy, meaning that they only vibrate and keep the bonds of chemical strength. If the energy source is placed in e.g. heat energy, which can later be converted into kinetic energy then the molecules begin spinning and vibrating faster, which causes the strength of the bonds to diminish. If a certain amount of heating is applied this is different for each substance, for example, the melting point of the water is 0 C while the boiling point is 100 C those molecules will be moving towards the point of not remaining in their original form. When energy levels are reduced and reversed, the process begins again. Whereas, the effects of change in the state of matter are only two which are mentioned as well as explained below: o Change in Temperature: The temperature change occurs in states of a matter when it undergoes heat transfer to its surroundings. When a substance is placed in surroundings of a different temperature, heat is exchanged between the substance and the surroundings, causing both to achieve an equilibrium temperature. So when an ice cube is exposed to heat, its water molecules absorb heat energy from the surrounding atmosphere and begin to move more energetically, causing the water ice to melt into liquid water. O Change in Pressure: The change in pressure occurs in states of a matter only when it undergoes liquefaction. We can understand this effect from the examples of smoke rising all over the stage at performances or parties. Dry ice is the only thing that exists solid carbon dioxide . The solid carbon dioxide is kept at high pressure and instantly melts when pressure is reduced down to 1 bar. The space between particles of the material is what determines its physical state."}
{"text": "Dry ice is the only thing that exists solid carbon dioxide . The solid carbon dioxide is kept at high pressure and instantly melts when pressure is reduced down to 1 bar. The space between particles of the material is what determines its physical state. In the end, when pressure is applied to the gas, it is compressed into a liquid. Then, the pressure applied to liquids becomes solid. Pressure does not affect solids. If pressure is applied to the material and the chemical state of the substance shifts from liquid to gas and after that, liquid changes to solid. Experiments of Changing States of Matter Below are mentioned three experiments that depict all the five processes that take place during the change of state of matter: o If we take an ice cube and put it in a bowl then after some time it will melt into water. This depicts the conversion of a solid into liquid due to the process of melting which took place due to an increase in the temperature of the substance. Now if we put that bowl that has water in a freezer, then the water will again solidify into ice and again change its state. This phenomenon occurs due to the conversion of liquid into solid by the process of freezing. Freezing can only take place when the temperature of a substance is decreased. O Now if you put a bowl filled with water outside your home in the sun then after some days there will be no water. Due to an increase in the temperature, the liquid water changes its form into gaseous water vapour which depicts the process of evaporation taking place. Now to depict condensation we can take a bottle and fill it with some chilled water and as time goes by we can see small droplets of water outside of thebottle which occurred due to the process of condensation taking place. Condensation occurs when the gaseous water vapours come in contact with the cold water having a decreased temperature; they start to solidify and get converted into liquid water again. O If we take some dry ice and put it in a bowl then after some time we can see that the dry ice will disappear. This occurs due to the process of sublimation taking place in it. Sublimation converts the solid into a gaseous form and it occurs only when the temperature is increased. To reverse this process we can decrease the temperature as well as pressure and the atmospheric dry ice will again solidify. Applications of Changing States of Matter The phenomenon of change of states of matter can be found in the following examples: 1."}
{"text": "They are also called chemical changes There are many differences between physical and chemical changes and it is important to understand them to be able to understand these concepts clearly. The comparisons and differences between physical and chemical changes are given below along with their examples. To understand physical and chemical properties and changes better, it is important to know what they are. Differences between Physical and Chemical Change Physical Change Chemical Change When a substance undergoes a physical change, its composition remains the same despite its molecules being rearranged. When a substance undergoes a chemical change, its molecular composition is changed entirely. Thus, chemical changes involve the formation of new substances. Physical change is a temporary change. A chemical change is a permanent change. A Physical change affects only physical properties i.e. shape, size, etc. Chemical change both physical and chemical properties of the substance including its composition A physical change involves very little to no absorption of energy. During a chemical reaction, absorption and evolution of energy take place. Some examples of physical change are freezing of water, melting of wax, boiling of water, etc. A few examples of chemical change are digestion of food, burning of coal, rusting, etc. Generally, physical changes do not involve the production of energy. Chemical changes usually involve the production of energy which can be in the form of heat, light, sound, etc. In a physical change, no new substance is formed. A chemical change is always accompanied by one or more new substance s . Physical change is easily reversible i.e original substance can be recovered. Chemical changes are irreversible i.e. original substance cannot be recovered. Thus, it can be understood that the primary difference between physical and chemical changes is that physical changes are reversible, whereas chemical changes are usually not. Test your Knowledge on Difference Between Physical And Chemical Change QUESTIONS AND ANSWERS Q1 How can you tell the difference between physical and chemical changes? The appearance or form of matter changes during a physical change, but the type of matter in the substance does not. A chemical change, on the other contrary, results in the creation of at least one new substance with new properties. Q2. Why is it important to know the difference between physical and chemical changes? It s essential to recognise the difference between chemical and physical changes. Several changes are obvious, but there are some fundamental concepts to be aware of. Physical changes usually refer to changes in the physical state of stuff. When two or more molecules interact, chemical changes occur on a molecular level. Q3."}
{"text": "Physical changes usually refer to changes in the physical state of stuff. When two or more molecules interact, chemical changes occur on a molecular level. Q3. What are the examples of physical and chemical changes? Examples of chemical changes would be burning, cooking, rusting, and rotting. Examples of physical changes could be boiling, melting, freezing, and shredding. Most physical changes can be reversed if sufficient energy is provided. Q4. How to tell whether it s a physical or chemical change? Check for indications that a chemical change has taken place. The following are indications of a chemical change: Gas is created. Bubbles can occur in liquids. An odour is created. The colour of the substance changes. Sound is generated. There is a shift in the temperature. The environment either heats up or cools down. Light is generated. A precipitate develops. Reversing the change is difficult or impossible. Q5. What are three forces that can cause a physical change? Forces such as motion, temperature, and pressure can create physical changes. Oxygen in the air reacts with sugar, and the chemical bonds are destroyed. Elements and compounds Elements are pure substances which are composed of only one type of atom. Compound is substances which are formed by two or more different types of elements that are united chemically in fixed proportions. Elements and Their Symbols Chemical elements are the basic building blocks of matter. Elements are referred to by their names and their symbols. This makes it easier to write chemical structures and equations. Examples The first 20 elements of the periodic table are listed below. These elements include some of the most abundant in the universe hydrogen, oxygen, carbon as well as some of the most unusual phosphorus, boron . 1. H - Hydrogen 2. He - Helium 3. Li - Lithium 4. Be - Beryllium 5. B - Boron 6. C - Carbon 7. N - Nitrogen 8. O - Oxygen 9. F - Fluorine 10. Ne - Neon 11. Na - Sodium 12. Mg - Magnesium 13. Al - Aluminum 14. Si - Silicon 15. P - Phosphorus 16. S - Sulfur 17. Cl - Chlorine 18. Ar - Argon 19. K Potassium 20."}
{"text": "Cl - Chlorine 18. Ar - Argon 19. K Potassium 20. Ca - Calcium Notice that the symbols are one- and two-letter abbreviations for their names, with a few exceptions where symbols are based on old names. For example, potassium is K for kalium, not P, which is already the element symbol for phosphorusCommon Metals Magnesium: It has a symbol of Mg. Calcium: It has a symbol of Ca. Chromium: It has a symbol of Cr. Iron: It has a symbol of Fe. ... Zinc: It has a symbol of Zn. Mercurys-Hg Gold-Au Tin Sn Uses of elements 1. Hydrogen - Rocket propellant, chemical reagent, potential alternative fuel, coolant for electrical equipment, airship lifting gas. 2. Helium - Lifting gas for balloons airships, coolant for superconductors. Shielding gas for welding. 3. Lithium - Batteries, psychiatric medications, constituent in light structural metals. 4. Beryllium - Light, hard, strong structural metal, x-ray transparent materials. 5. Boron - Composite materials, cleaning agents, semiconductors, chemical reagents. 6. Carbon - Structural material, jewellery diamonds , basis for all organic compounds, adsorbent material, pencils. 7. Nitrogen - Primary component of the atmosphere, fertilizer production, rocket propellants, shielding gas for welding. 8. Oxygen - Primary active component of atmosphere, medical use, rocket propellant, steelmaking, support of combustion. 9. Fluorine - Toothpaste, pharmaceuticals, etching of glass, rocket propellant for use outside the atmosphere . 10. Neon - Electric signs, lasers. 11. Sodium - Table salt, glassmaking, baking soda, reducing agent. 12. Magnesium - Structural material, dietary supplement, flashbulbs, fireworks. 13. Aluminium - Structural material, ceramics aluminium oxide . 14. Silicon - Semiconductors, glassmaking, abrasives, structural material. 15. Phosphorus - Fertilizers, rust remover phosphoric acid , matches. 16. Sulphur - Primary starting material for sulphuric acid which has MANY uses , vulcanized rubber, detergents, odorant in natural gas, fungicide. 17."}
{"text": "What is an easy way to remember the first 20 elements? You just need to remember 2 sentences First Sentence - Hi Hello Listen Be. B.C. News On Friday Night. Hi-H-Hydrogen Hello-He-Helium Listen-Li- Lithium B.-Be-Beryllium B.-B-Boron C.-C-Carbon News-N-Nitrogen On-O-Oxygen Friday-F-Fluorine Night-Ne-Neon Second sentence - Natives Might All Sing Party Songs Clearly Arousing Kitty Cats Natives-Na-Sodium Might-Mg-Magnesium All-Al-Aluminium Sing-Si-Silicon Party-P-Phosphorus Songs-S-Sulfur Clearly-Cl-Chlorine Arousing-Ar-Argon Kitty-K-Potassium Cats-Ca-CalciumOXYGEN Preparation of oxygen One of the most common methods for the laboratory preparation of oxygen is by the method of preparation of oxygen by simply treating hydrogen peroxide in a particular manner so that it decomposes to form water and oxygen from which then, the oxygen can be extracted. Oxygen is one of the most important and basic elements found in the earth s atmosphere. All living animals need oxygen in the air to survive. Without oxygen, there would be no trace of life on earth. Apart from being one of the basic elements on earth for a living being to survive, it is important in a lot of other areas as well. Oxygen is used in medical applications, commercial and industrial practices all over the world. It is very much possible to manufacture oxygen in a laboratory. Apart from the necessary apparatus, the main ingredients required to make oxygen in a laboratory are hydrogen peroxide and manganese IV oxide. It must be noted that hydrogen peroxide is the main ingredient for the preparation and the manganese IV oxide acts as a catalyst to enhance the speed of the process. Laboratory Preparation of Oxygen https: www.youtube.com watch?v nkeniDKGs6Q There are a lot of laboratory processes for producing oxygen. Among them, one of the most common ways of preparation of oxygen is in a laboratory by the method of preparation of oxygen by simply treatinghydrogen peroxide in a particular manner so that it decomposes to form water and oxygen from which then, the oxygen can be extracted. Produce oxygen by heating potassium manganate VII , then identify it with a glowing splint This experiment should take 30 minutes."}
{"text": "Laboratory Preparation of Oxygen https: www.youtube.com watch?v nkeniDKGs6Q There are a lot of laboratory processes for producing oxygen. Among them, one of the most common ways of preparation of oxygen is in a laboratory by the method of preparation of oxygen by simply treatinghydrogen peroxide in a particular manner so that it decomposes to form water and oxygen from which then, the oxygen can be extracted. Produce oxygen by heating potassium manganate VII , then identify it with a glowing splint This experiment should take 30 minutes. Equipment Apparatus Eye protection Test tube holder Ceramic wool Test tube Spatula Bunsen burner Splints Heat-proof mat Chemicals Potassium manganate VII Health, safety and technical notes Always wear eye protection. When KMnO4 is heated, tiny particles shoot out. These are trapped by the ceramic wool. Potassium manganate is an oxidiser and harmful,Procedure 1. Place two spatula measures of potassium manganate VII in a test tube. 2. Place a small piece of ceramic wool near the top of the test tube. This stops fine dust escaping. 3. Gently heat the test-tube containing the potassium manganate VII . 4. Light a splint and extinguish it, to make a glowing splint . 5. Place the glowing splint just above the top of the test tube. Keep heating the test tube. The splint should relight. 6. Scrape out the ceramic wool. Let the test tube cool to room temperature and then wash it out. 7. Notice the colours produced when the test tube is washed out. 8. Record your observations. Conclusion Oxygen is one of the most important and basic elements found in the earth s atmosphere. All living animals need oxygen in the air to survive. Without oxygen, there would be no trace of life on earth. Over the years, scientists have discovered multiple ways of preparation of oxygen in laboratories and also identified other diverse uses of this gas. Oxygen is used in medical applications, commercial, and industrial practices. There are a lot of different methods of preparing oxygen and different methods may have different purity rates of the concerned gas."}
{"text": "Water extinguishers are coloured signal red. Other extinguishers will be predominantly signal red with a label, band or circle covering at least 5 of the surface area of the extinguisher in a second colour indicating the contents of the extinguisher. Fire Rating All extinguishers capable of extinguishing class A, B or F fires carry a fire rating which is indicated by a number and letter eg 13A, 55B . The number is indicating the size of fire it can extinguish under test conditions. The larger the number, the larger the fire it can extinguish. The letter indicates the fire classification as above. Class C, D and the electrical symbol do not carry a numerical rating. All extinguishers capable of extinguishing class F fires have a rating based on 4 benchmark tests using 5, 15, 25 and 75 litres of sunflower oil. The oil is heated to auto-ignition and allowed to pre-burn for 2 minutes. The fire is then extinguished and no re-ignition shall occur within 10 minutes of extinguishing the fire. Chosing Fire Extinguishers The following factors should also be considered when siting fire extinguishers: Extinguishers should normally be sited on escape routes on all floors at what is called fire points . They should be fixed in a location where the extinguisher can be reached quickly. The best place is near a door leading to a place of safety or near a specific fire risk. They should be fixed where they can be easily seen. Fixing them inside cupboards or behind doors will waste valuable time if a fire breaks out. Do not place them over cookers or heaters or in places of extreme temperatures, hot or cold. Extinguishers should be fixed at an elevated height, so that the carrying handle is 1m from the floor for heavier units heavier than 4kg and 1.5m for smaller units. Extinguishers should be within reasonable distance from any fire risk: 1. Class A: 30m 2. Class B: 10m 3. Class C: 30m 4. Class D: case-by-case basis, by expert advice 5. Class F: 10m If you have to travel through doorways, the maximum travel distances need to be reduced."}
{"text": "Only tackle a fire in its very early stages Always put your own and other peoples safety first On discovering the fire, immediately raise an alarm Make sure you can escape if you need to and never let a fire block your exitIf you cannot put out the fire or if the extinguisher becomes empty, get out and get everyone else out of the building immediately, closing all doors behind you as you go. Then ensure the fire brigade has been called Fire Triangle Trying to understand the seemingly endless list of fire safety regulations can be a complex and confusing task. Whether you are attempting to identify the different types of fire extinguisher and their appropriate uses or are learning about the benefits of a fire blanket, it is vital to remember that the various stringent rules are there for a reason and this reason ultimately relates to the fire triangle. Something usually taught in school, the fire triangle which is also known as the combustion triangle is a simple model for understanding the chemical reaction which must occur to create a fire. It is composed of three elements fuel, heat and oxygen which must all be present for a fire to ignite. It also demonstrates the interdependence of these ingredients in creating and sustaining a fire and teaches us that removing any one of these elements would prevent or extinguish the fire. The fire triangle is often used as a basic form of fire safety training and looks at the dynamics of fire itself. By looking at and understanding this in more detail, it is much easier to grasp the need for, and details of, fundamental fire regulations so let s get back to basics Fuel In order for a fire to start there must be a material to burn and this is referred to as the fuel. Fuel is any kind of combustible material, including paper, oils, wood, gases, fabrics, liquids, plastics and rubber. The fuel for a fire is usually characterised by its moisture content, size, shape and quantity and this will determine how easily the fuel will burn and at what temperature. Heat In addition to a fuel source, heat must be present in order for ignition to take place. All flammable materials give off flammable vapours which, when heat is present, combust. Heat is also responsible for the spread and maintenance of fire as it removes the moisture from nearby fuel, warming the surrounding area and pre-heating fuel in its path, enabling it to travel and develop with greater ease. Oxygen As well as fuel and heat, fires also need oxygen to stay alight."}
{"text": "All flammable materials give off flammable vapours which, when heat is present, combust. Heat is also responsible for the spread and maintenance of fire as it removes the moisture from nearby fuel, warming the surrounding area and pre-heating fuel in its path, enabling it to travel and develop with greater ease. Oxygen As well as fuel and heat, fires also need oxygen to stay alight. Ambient air is made up of approximately 21 oxygen and, as most fires only require at least 16 oxygen to burn, it acts as the oxidising agent in the chemical reaction. This means that when the fuel burns, it reacts with the oxygen to release heat and generate combustion. Extinction of the fire To stop a fire, one of the three elements of the fire triangle must be removed. So, if a fire runs out of fuel, it will smoulder out; if you can cool a fire down it will lose heat and go out; and if the oxygen is removed it will suffocate. Therefore, attempts at combatting a fire and also preventing a fire are based upon these principles. Fire blankets, for example, suppress a fire, removing the oxygen and, as a result, putting it out. Similarly, fire extinguishers are developed to eliminate one of the three elements such as water fire extinguishers which cool the fire down and remove any heat. By the same codes of practice, fire prevention methods are also developed in relation to the chemical reaction which occurs when fire takes place. Undertaking safety steps such as storing flammable liquids away andmaking sure piles of paper or fabric are not left near any possible heat sources are highly important. By using this fundamental fire safety knowledge, the prevalence of fires and the damage they cause can be significantly reduced."}
{"text": "JUNIOR SCHOOL2o24 GRADE 8 AGRICULTURE Oscar MwangiSOIL CONSERVATION: INTRODUCTION Soil provides the nutrients essential for plant growth, animal life, and millions of microorganisms. However, if soil becomes unhealthy, unstable, or polluted, the life cycle stops. Soil conservation refers to the protection and management of soil resources to prevent their degradation and promote sustainable land use practices. It is an important field of study and practice aimed at preserving the productivity, fertility, and health of soils for future generations. Soil is a vital natural resource that plays a crucial role in supporting plant growth, water filtration, carbon storage, and providing a habitat for various organisms. Threats to soil conservation The primary threats to soil conservation are Chemical contamination The use of pesticides can contaminate the soil, as well as nearby vegetation and water sources, with harmful chemicals. In addition to contamination, chemicals used on crops can be toxic to important beneficial insects, such as bees, as well as fish and bird populations. A Good example is the growing use of pesticides, herbicides and toxic fertilizers. Slash and burn Slash-and-burn farming is the practice of burning and clearing forests to make way for farmland. This method kills plant species and displaces wildlife from their natural habitats. Land cleared using slash and burn is only used while it s productive for farming. Once it loses its fertility, another patch of forest is identified for clearing. This unsustainable process repeats endlessly, preventing soil from recovering sufficiently to support healthy ecosystems. Land overuse, overgrazing, etc. Overuse of land can limit soil s ability to play its part in the global climate cycle. For example, overcutting forests and woodlands for timber and overgrazing pastures can far outpace the natural regrowth of vegetation, subjecting soil to increased exposure to erosionImportance of Soil Conservation Soil conservation is of paramount importance due to the following reasons: Preserving Agricultural Productivity: Healthy and fertile soil is essential for sustaining agricultural productivity. Soil conservation practices help prevent soil erosion, nutrient depletion, and degradation, ensuring that the land remains productive for farming. By conserving soil, we can maintain high yields, improve food security, and support sustainable agriculture. Protecting Ecosystems and Biodiversity: Soil is a crucial component of terrestrial ecosystems, supporting diverse plant and animal life. Soil conservation helps preserve natural habitats, including forests, grasslands, and wetlands, which are home to a variety of species."}
{"text": "By conserving soil, we can maintain high yields, improve food security, and support sustainable agriculture. Protecting Ecosystems and Biodiversity: Soil is a crucial component of terrestrial ecosystems, supporting diverse plant and animal life. Soil conservation helps preserve natural habitats, including forests, grasslands, and wetlands, which are home to a variety of species. By protecting soil, we maintain the balance of ecosystems and safeguard biodiversity. Water Quality and Quantity: Healthy soil acts as a natural filter, purifying water as it infiltrates through the soil layers. Soil conservation practices reduce runoff and erosion, preventing sediment and pollutants from reaching water bodies. By preserving soil, we maintain water quality, prevent contamination, and ensure the availability of clean water resources. Climate Change Mitigation: Soils play a significant role in mitigating climate change through carbon sequestration. Healthy soils store organic carbon, helping to reduce greenhouse gas emissions in the atmosphere. By practising soil conservation, such as promoting organic matter content and reducing soil disturbance, we enhance carbon storage and contribute to climate change mitigation efforts. Mitigating Soil Erosion: Soil erosion is a natural process, but human activities can accelerate it to alarming levels. Erosion leads to the loss of topsoil, which contains essential nutrients for plant growth. Soil conservation practices, such as contour ploughing, terracing, and cover cropping, help control erosion and preserve valuable topsoil, ensuring long-term land productivity. Methods of Soil Conservation There are several effective methods and techniques for soil conservation. Here are some commonly used methods: Grassed waterways gr sometimes also called grass waterways are wide, shallow channels that are installed where water runoff usually concentrates in an agricultural field. They are planted with permanent vegetation, meaning they might be mowed, but the plants are never plowed or killed intentionally Stone lines are constructed along the contours to slow down the speed of runoff, reduce soil erosion, and enhance water infiltration. In addition, the stone barrier blocks and settles down the sediments transported from the upper slopes. Stone constructions are often used to rehabilitate eroded and abandoned land Trash lines are ideally 0.5m to 1.0m wide and 0.5m high. Advantages of using trash lines They conserve top soil by trapping or reducing the speed of run-off. When they compose they turn into manure and boost soil fertility."}
{"text": "Stone constructions are often used to rehabilitate eroded and abandoned land Trash lines are ideally 0.5m to 1.0m wide and 0.5m high. Advantages of using trash lines They conserve top soil by trapping or reducing the speed of run-off. When they compose they turn into manure and boost soil fertility. Trash lines increase soil water infiltration since they tend to hold the water longer Bund is an engineering measure of soil conservation, used for creating obstruction across the path of surface runoff to reduce the velocity of flowing water. It retains the running off water in the watershed and thus to helps to control soil erosion. Bunds are simply embankment like structures, constructed across the land slopeCrop rotation Instead of planting the same crop year after year on the same plot of land, crop rotation involves planning out growing seasons for different crops. This method of sustainable agricultureExternal link:open in new requires long-term planning, with crops changed every season. In addition to improving soil health and organic matter, crop rotationExternal link:open in new reduces the need for fertilizer and pesticides, lowering costs. It also helps prevent excess chemicals from entering water supplies, improving water quality. Contour Plowing: Plowing along the contour lines of the land helps to slow down water runoff, reduce erosion, and retain moisture in the soil. This technique involves creating furrows or ridges that follow the natural contours of the land. Terracing: Terracing is the construction of broad, level platforms on steep slopes. By creating terraces, water runoff is slowed down, allowing it to infiltrate the soil and reducing erosion. Terraces also help to retain moisture and provide flat areas for planting crops. Windbreaks: Windbreaks are rows of trees or shrubs planted along the edges of fields or across wind-exposed areas. They help to reduce wind speed, minimise wind erosion and protect the soil. Windbreaks also provide habitat for wildlife and contribute to biodiversity. Strip Cropping: Strip cropping involves planting different crops in alternating strips or bands across a field. This method helps to break up the flow of water and reduce erosion. The alternating strips of different crops also help to improve nutrient uptake and reduce pest and disease problems. Conservation Tillage: Conservation tillage practices involve reducing or eliminating the amount of soil disturbance during planting and cultivation. This includes techniques such as no-till, where seeds are planted directly into untilled soil, and reduced tillage, where minimal soil disturbance occurs."}
{"text": "Grey Water Recycling Grey water makes up roughly 60 of household waste water. This waste water is from baths, sinks, washing machines and dish washers. As the cheapest and simplest technique, capturing of the grey water is done in a bucket or drain, and used for the farm or garden. Contour Trenching Also known as the fanya juu technique, trench contouring entails digging of trenches along contour lines where water flows down the hill and soil thrown upslope to form an embankment which traps the run-off water and sediment, while still penetrating the soil below. Through this technique, though tedious in implementation and maintenance, crops can be grown in low rainfall seasons from the subsoil water reserve gathered. Example of Fanya juu technique Fog Harvesting Fog harvesting is best done at night and early mornings during the cold season in mountain faced regions or plains; e.g. Kajiado County and Coastal areas. Air is cooled to a point where it can no longer retain water vapour, hence forming ground level clouds. These clouds water droplets are captured in a synthetic plastic mesh net, that is hoisted with two posts planted in the ground which drain the water in a gutter; then transferred in tanks. This technique is easy to replicate, cheap and the level of technology and maintenance is simple. Groundwater Ponds Using an artificial pond laid a few meters below the ground, increases the chances of a better harvest of rain water runoff. This water can be used for irrigation and livestock drinking water. Compared to construction of a borehole, laying of a synthetic membrane on dug out grounds is cheaper, and traps the runoff water. These ponds vary in size depending on the size of the farm. They are easy to manage and are cost effective. Gutter Installation This roof catchment system has been used for decades as a traditional means of water harvesting technique. The water can be harvested in small scale or large scale for the purpose of irrigation, livestock, drinking or all of the fore mentioned. The size of the storage tank is dependent on the owners financial ability and water usage. With gutter installation, water runs down the strip iron sheets which are bent at an angle and nailed onto the roof, suspended with galvanized wires. The water is drained into a storage reservoir placed on the ground. SQUARE FOOT GARDENING Square foot gardening is the practice of dividing the growing area into small square sections, typically 1 foot 30 cm on a side, hence the name."}
{"text": "With gutter installation, water runs down the strip iron sheets which are bent at an angle and nailed onto the roof, suspended with galvanized wires. The water is drained into a storage reservoir placed on the ground. SQUARE FOOT GARDENING Square foot gardening is the practice of dividing the growing area into small square sections, typically 1 foot 30 cm on a side, hence the name. The aim is to assist the planning and creating of a small but intensively planted vegetable garden square allows you to get a high yield from a small area It's especially beneficial to gardeners who don't have much time or farm space. Square-foot gardening typically starts with a 4x4-foot raised garden bed filled with amended soil, then subdivided into 1-foot squares with markers like lattice strips. You then plant the appropriate number of plants in each square. You determine this by plant size. This method optimizes your space and reduces the effort needed to go from planting to harvest. Preparing square foot garden Follow this guide to square-foot gardening based on a grid of 1x1 foot squares and grow more vegetables than you can imagine with less work. Follow the steps below to start your square-foot garden. 1. Pick the Correct Location for Square-Foot Gardening As with most vegetable gardens, a square-foot garden must be where the ground is relatively flat and gets at least 6 to 8 hours of full sun daily. Avoid low areas that may turn into puddles after a hard rain. You may want to choose a spot near your house to make watering, weeding, harvesting, and other garden chores more convenient and harder to overlook. 2. Build a Raised Garden Bed The most common configuration for square-foot raised garden beds is 4x4 feet. At this size, most gardeners can reach the middle from any side. Plus, this size divides easily into a grid of sixteen 1x1-foot squares. Make your sides at least 6 inches deep. Growing root vegetables such as carrots call for sides that are 12 inches deep. To make a 6-inch-tall raised bed for square-foot gardening in a flash, buy four planter wall blocks which have 2-inch slots on four sides and four 4-foot-long 2x6s at your local home center. Set the blocks approximately 4 feet apart on level ground to form a square. Connect two blocks by sliding a 2x6 board into the respective 2-inch slots."}
{"text": "To make a 6-inch-tall raised bed for square-foot gardening in a flash, buy four planter wall blocks which have 2-inch slots on four sides and four 4-foot-long 2x6s at your local home center. Set the blocks approximately 4 feet apart on level ground to form a square. Connect two blocks by sliding a 2x6 board into the respective 2-inch slots. Repeat with the remaining boards and blocks to create a 4x4-foot frame in about 15 minutes. Use a more durable material such as pressuretreated lumber or cedar for a long-lasting frame. 3. Fill the Raised Garden Bed You've built the frame for a raised garden bed; now you need to fill it with soil. You may be wondering if you need special soil for square-foot gardening. You can use what you have as long as you amend it which is a good idea for any garden . First, loosen and aerate the ground soil. Then mix in enough compost and extra topsoil if needed to fill the frame. Work compost into the soil at the rate of one-third by volume such as a 2-inch layer of compost into 6 inches of soil . Soil Amendments Nutrients If you want to be more scientific about it, you should test your soil to determine its composition. Once you have that information, add the right amendments in the correct proportions to achieve the best-growing medium for a vegetable garden. Another option: Prepare the soilless mix advocated by Mel Bartholomew rather than amending your ground soil. Follow this formula: one-third compost, one-third peat moss, and one-third vermiculite. You'll need 8 cubic feet of it to fill a bed with 6-inch sides and 16 cubic feet to fill a bed with 12-inch sides. This mix is pricey, but it creates a weed-free bed that's high in nutrients and retains moisture. Blend the ingredients well whether you amend the existing soil or create a new soilless mix. Some gardeners use a portable concrete mixer plugged into a household outlet to get a uniform texture and distribution of particle sizes. No mixer? No problem. Blend all the ingredients on top of a tarp, then shovel the mixture into the frame. To get a speedier start on planting, skip the mixing and fill the frame with high-quality bagged garden soil from a nursery or gardening center."}
{"text": "No problem. Blend all the ingredients on top of a tarp, then shovel the mixture into the frame. To get a speedier start on planting, skip the mixing and fill the frame with high-quality bagged garden soil from a nursery or gardening center. Once the bed is filled and you've raked the soil or soilless mix smooth, create a square-foot garden grid using lattice strips, PVC pipes, or even string. Use nails or screws to attach the grid to the sides of the frame. Being able to see each square-foot section clearly simplifies planting. If you like, cover the prepared garden with a thin layer of fine mulch to conserve soil moisture and slow down the growth of weeds. 4. Plant Your Favorite Vegetables If you're building more than one raised square-foot garden bed, leave enough space between them to roll a wheelbarrow. The formula for planting is simple: one extra-large plant per 1x1-foot square; four large plants per square; nine medium plants per square; and 16 small plants per square. Here's an idea of what you can fit in each square: one vine tomato, pepper plant, sukumawiki or eggplant; four bush tomatoes, heads of cabbage, or heads of lettuce; nine onions or beets; or 16 radishes. Zucchini needs nine of the 16 squares for just one specimen, but you can plant other vegetables in the remaining seven squares. Vegetables or fruits that spread such as watermelons require a separate bed. Planting Seeds If planting seeds, plant one seed per hole spaced appropriately for the mature plant. Look on the back of the packet for instructions. Poke a finger through the mulch into the soil, drop in a small amount of vermiculite, then the seed, and cover it with more vermiculite a material that will help keep the seeds moist while it's sprouting . Mist the newly planted seeds daily, so the soil doesn't dry out. Once plants are established, water them approximately once a week. Transplanting Vegetables If you're transplanting vegetables from a nursery or gardening center, use the same spacing method mentioned earlier. Place plants in the dirt, leaving a shallow depression around each one to help hold water. You may want to shade newly planted vegetables to protect them from wilting. Water daily for a few days, and then remove the shade and water weekly. 5."}
{"text": "You may want to shade newly planted vegetables to protect them from wilting. Water daily for a few days, and then remove the shade and water weekly. 5. Maintain Your Garden Yes, square-foot gardening may take a little less work than traditional gardening, but you still have to pay attention to your produce. Watering Schedule You need to water when the soil feels dry, but you won't waste water on any exposed soil between traditional rows. Don't water from overhead. Instead, use a small container to water each plant individually pouring the water into the depressions you made when you planted them. Don't panic; it will still take less than 10 minutes to water a 4x4-foot garden this way. If your schedule permits, water in the morning. You'll need to water more often on days that are hot or windy because the soil will dry out faster. Weeding Your Garden Plan on weeding every week, but either pull weeds when they're small or use scissors to cut weeds off at the base instead of pulling them up by the roots or using a hoe. You don't want to disturb the roots of vegetables growing nearby. Make it easy on yourself by weeding every time you walk by the bed or only one square at a time. Because weedswon't compete with your vegetables for nutrients, you probably won't need to fertilize. Pest Control Inspect your garden daily to spot insect trouble early. Either hand-pick and destroy insects or spray the soft-bodied ones with insecticidal soap. Knock aphids off of plants by spraying them with a hose. CROP MANAGEMENT Crop pest A pest can be described as any organism capable of causing damage to crop plant. Types of Crop Pest. Important pests of crop plants are grouped into the following classes: i insect; ii birds; iii rodents; iv monkeys; v man; vi nematodesClassification of insect pests Insects pests can be classified into various groups based on their mode of feeding. These groups of insect pest include: 1. Biting and chewing insects; 2. Piercing and sucking insects; 3. Boring insects. 4. Biting and Chewing Insects: These insect mouth-parts which enable them to bite and chew plant Examples include: termites, grasshoppers, leaf worms, army worms, mantis, locust, beetles, etc. 5."}
{"text": "4. Biting and Chewing Insects: These insect mouth-parts which enable them to bite and chew plant Examples include: termites, grasshoppers, leaf worms, army worms, mantis, locust, beetles, etc. 5. Piercing and sucking insects: These insect pests possess strong mouthparts called proboscis stuck liquid from materials from plants tissues. Examples include aphids, cotton strainers, mealy bugs, scale insects, capsids or mirids, white flies, etc. 6. Burrowing insects: These insects including their larvae are capable of burrowing into plant parts and destroying the tissues of the plant or fruits or seeds. Examples include: bean beetles, stem burrowers, maize weevils and rice weevilsCrop pestsAphids ois Ogres ArT ForContig Pant Cut wormsCaterpillar Vegetables attacked by pests Kale Spinach... Tomatoes Onions ... Carrots ... etcEffects or economic importance of insect pests in crop production 1. Insects pest destroy crops in the field through their biting, chewing, boring, sucking and defoliation activities 2. They cause reduction in viability of stored produce 3. Spot of injuries by insets may predispose crops to disease attact. 4. They increase the cost of production during the course of controlling them 5. They render vegetables and fruits unattractive and unmarketable 6. Some are carriers or vectors of diseases. 7. The profits of farmers are reduced 8. They reduce the quality of produce either in the store or in the field 9. They generally reduce the yield of crops 10. They can also cause total death of crop plants. What you need to know about insects pests Not all insects are pests. Some bugs are beneficial to the garden. These good guys are known as beneficial insects, and they can greatly benefit your garden by consuming pest insects that would otherwise feast on your plants."}
{"text": "What you need to know about insects pests Not all insects are pests. Some bugs are beneficial to the garden. These good guys are known as beneficial insects, and they can greatly benefit your garden by consuming pest insects that would otherwise feast on your plants. Examples Of Beneficial Insects Include: Playing mantises Robber flies Hoverflies Assassin bugs Ground beetles Ladybugs Green lacewings Spiders Soldier beetles How to Control Pests in Crops Pests can be controlled by implementing: Chemical control; Cultural control, including crop rotation, use of locally adapted and or pest-resistant or -tolerant varieties, sanitation, and the manipulation of planting and harvest dates to avoid pests; Biological control by using natural enemies of pests; Mechanical control through cultivation practices or pest trapping; Biotechnology. .. Cultural Control: By cultural control, it is meant those methods of planting, growing and harvesting a crop which will prevent or lessen insect damage. This method consists of a slight departure from the usual time of planting, sowing or harvesting the crops or changing the plan of crop rotation, weed control, disposal of the crop remnants after harvest. Planting good seeds and resistant varieties are very important in controlling some insect pests. Since cultural methods are usually economical, they are especially useful against pests of low unit-value crops. Practices which reduce the chances of buildup of pest populations may hold them below the level which will cause economic damage. Such methods are particularly applicable to field crops and forests. Knowledge of the life history or bionomics of a pest species is essential to the effective use of cultural control methods. The principle of the weakest link or most vulnerable part of the life cycle usually applies. The environment is changed by altering farming practices at the correct time so as to kill the pests or to slow down their multiplication. In this way, the method is aimed more at prevention than at cure. If the environment is unfavorable, the pest may not reach a population level which will cause serious damage. Cultural controls are often used when chemical or biological methods have not yet been devised for an injurious species. Cleanup of the sources of infestation and changes in the planting or harvesting time are particularly important when no effective method of killing the pest is known. However, these methods are also used in combination with other controls: 1."}
{"text": "Cultural controls are often used when chemical or biological methods have not yet been devised for an injurious species. Cleanup of the sources of infestation and changes in the planting or harvesting time are particularly important when no effective method of killing the pest is known. However, these methods are also used in combination with other controls: 1. Control by Planting Pest Resistant Varieties: Seeds of healthy plants preferably of a resistant variety only should be sown as far as possible. Certain varieties are naturally resistant or less susceptible to insect attack e.g. certain varieties of wild apples are immune to aphid attacks while most of the cultivated varieties are very susceptible. Hence, by interbreeding wild with cultivated variety, a strain can be evolved which yield good fruits and shall also will be immune to pests. 2. Tolerance to Insect Infestation: A variety may be infected by insects yet survive and show less injury than others because of its ability to replace injured parts such as leaves and rootlets. 3. Ploughing in Relation to Insect Control:The plough if used at right time is a good tool for combating many insect pests; it disturbs or kills them, eradicates weeds upon which they might feed and breed, exposes them to natural enemies or to weather control and buries them so deeply that few adults can emerge. A thorough stirring of the soil before planting is an indirect method for controlling the corn root aphids, because, it breaks up ant colonies, kills many aphids and prevents the growth of weeds on which they live until corn roots are available. 4. Clean Cultivation: Clean cultivation means the removal of weeds, plant residues, and other materials from the fields and growing only healthy crops. The destruction of crop residues is a very good preventive measure for controlling certain species of insects e.g. caterpillars or beetles. The elimination of remaining effectively stops further insect breeding by cutting of their food supply and shelter. Many insects infesting crops will develop on weeds which may or may not be related to these crops botanically. Hence, weed control is a good practice for reducing insect infestation. Damage due to Leptocorisa is very serious when paddy fields are surrounded by weeds which provide a good shelter to the pests till the ears have been formed in them."}
{"text": "Many insects infesting crops will develop on weeds which may or may not be related to these crops botanically. Hence, weed control is a good practice for reducing insect infestation. Damage due to Leptocorisa is very serious when paddy fields are surrounded by weeds which provide a good shelter to the pests till the ears have been formed in them. Similarly various species of red hairy caterpillar, Amsacta moorei, Amsacta collaris and other species of this insect are polyphagous and lay eggs on a number of weeds and on emergence the caterpillars feed on the weeds and then migrate to the nearby fields of any crop. 5. Crop Rotation: Crop rotation is effective as preventive measures against insects that feed on relatively few plant species or where the insects are incapable of long distance migration but crop rotation is useless against a general feeder. If one and the same crop is grown every year the insect population is bound to increase due to abundance of food material. On the contrary, if crops are grown in rotation or alternate years e.g. a crop of one plant family followed by that of different family e.g. barley grown in spring may be followed by legumes or pulses and then wheat in winter and so on. The crops of the same family e.g. cotton, and lady s finger okra belonging to the same family Malvaceae must not follow same year. Mixed crops are sometimes useful as pests do not thrive in large number. 6. Flooding or Irrigation: Where water is available, it is sometime possible to destroy insects by flood or irrigation of the field. Flooding rice fields destroys many sugarcane borers. Similarly other burrowing insects e.g. crickets, grasshoppers, beetles and bugs come out of the ground after flooding the fields. They either die their natural death or readily picked up by birds. Ploughing followed by heavy irrigation within 30 days destroys many pink boll worms. The sugarcane and wheat crops can be saved from the attack of termites by irrigation. 7. Fertilizing: Nitrogenous fertilizers in some soils tend to increase the susceptibility of sorghum to damage by attack of some insects. As a result of proper manuring the plant growth is stimulated. The healthy and vigorous plants can easily resist the attack to which the weaklings would have surrendered. 8. Pruning and Thinning: Some pests are normally carried from old crop to the new one."}
{"text": "The healthy and vigorous plants can easily resist the attack to which the weaklings would have surrendered. 8. Pruning and Thinning: Some pests are normally carried from old crop to the new one. Pruning and thinning decrease the intensity of attack. Infested plant shoots and dead hearts must be immediately removed. Ratooning should be avoided and there should be plenty of intervals between harvesting a crop and sowing a new one. 9. Time of Planting and Harvesting: Time of planting and harvesting has great influence on insect infestation e.g. early maturing cotton is not attacked by pink boll worm in areas where moth do not emerge early. Late planted wheat escapes oviposition by hessian flies in America because the plants do not emerge until most of the flies have disappeared as they are very short lived. Similarly early sowing of rice in the Punjab between the 3rd week of May and mid-June is helpful in protecting it from the attack of rice borer, Tryporyza incertulas so the time should be so regulated that the crop may not be worth the attack at the active period of the pests. 10. Closed Season:An insect species limited in its feeding to one crop may be eradicated by not growing this crop for a year or two. This has been done with success in isolated areas for eradicating the pink boll worm. Such a closed season consists in not growing cotton for a period of several months. 11. Destruction of Volunteer Crops: Volunteer crops are those which grow from self-sown seeds, and stubble crops are those which sprout from roots or stubbles stumps , may be a source of insect infestation and they should be destroyed by ploughing or other means. 12. Trap Crop: A trap crop is a small planting often only a few rows, made somewhat earlier than the main planting for the purpose of diverting insects away from the main crop. The trap crop can either be harvested early or cut and used as fodder before a generation of the insect can be completed. Otherwise it will serve as a breeding ground for the pest which will then attack the main crop in large numbers. The plant species used for trap crop should be one that is very attractive to the insect. The preferred host plants can also be grown around the main crop and when the pest has appeared it can be cut and destroyed."}
{"text": "Otherwise it will serve as a breeding ground for the pest which will then attack the main crop in large numbers. The plant species used for trap crop should be one that is very attractive to the insect. The preferred host plants can also be grown around the main crop and when the pest has appeared it can be cut and destroyed. The other methods of cultural control are early cutting of crop, rate and depth of planting, sowing, separation of complimentary host plants, pasturing the heavy infected crops and drying out the soil etc. Physical and Mechanical Control: The protection of crops and foods from insect attack by physical and mechanical means is the simplest and most effective method. Such measures consist of destruction of insects by mechanical means, burning, trapping, protective screens or barriers, use of high or low temperature, soaking in water and drying. 1. Hand Picking: When only a few plants are infected, certain large conspicuous species may be removed from the plants by hand and destroyed just by pressing the abdomen or dipping them in kerosenized water. 2. Mechanical Means: A rotary blow has been found to destroy over 96 of white grubs as well as cut worms, army worms and other caterpillars. The cutting wheel is thirty two inches in diameter and fourteen inches wide and carries sixteen steel blades. It operates by power take off from a tractor at 150 rpm. 3. Trapping: The insects may be turned into a tray by light and baits or the trap may be mobile and drawn across a field. 4. Light Traps: The attraction of nocturnal insects to light is a common observation and the light traps have been invented and tested for killing crop pests. The attractiveness of an artificial light depends upon its candle power and colour. A yellow light will attract 60 fewer insects than a white light of the same candle power and brightness. The insects attracted by light may be destroyed as they hit electric grid or they may be drowned in water and oil after they have been turned into the trap. 5. Bait Traps: Baits are a form of control whereby insects are attracted to a selected spot on which they can be easily removed. Bait traps have been found to be very effective in controlling the nocturnal insects like cockroaches, crickets, caterpillars and nocturnal moths. 6. Temperature Treatments: a Low Temperature Control: Low temperature extremes are fatal to insects of stored grains."}
{"text": "Bait traps have been found to be very effective in controlling the nocturnal insects like cockroaches, crickets, caterpillars and nocturnal moths. 6. Temperature Treatments: a Low Temperature Control: Low temperature extremes are fatal to insects of stored grains. Usually a temperature of 28 C or lower for at least several hours will kill most of the insects. Tribolium confusum can be killed in 24 h when exposed to subzero temperatures. Low temperatures are utilized for the control of insects in mills, warehouses and similar establishments. B High Temperature Control: High temperatures are also fatal to other species and can be used to kill them. Heating cotton seeds to a temperature of 65.5 C for 30 seconds will kill all pink boll worms in the seeds. Temperature of 48.8-51.6 C in all plants of a flour mill for 10-12 h will kill all insects exposed to such temperature. Exposing the infested grains to the sun also kill all the adults of the stored grain insects. 7. Physical Barriers: The protection of crops from insects by barrier is possible in case of crawling and migratory insects. Treated paper barriers and dust barriers are also used. Trenches are also used to stop army worms. Similarly water channels can be used for checking the migration of crawling insects. 8. Burning: Although destroying insects by burning their shelters is sometime practicable, burning pastures and woodland to destroy insects should not be recommended. It has been found that such practices reduce soil fertility and increases soil erosion. Furthermore, it fails to destroy injurious species but does eradicate many beneficial forms. Both cutting away dead hearts and burning them in time save valuable crops from destruction. Burning the field refuse and stubbles, are the other useful ways of pest control. 9. Sieving and Winnowing: It is possible only for domestic purposes. 10. Flooding: It is well known that a large number of insects breed and dwell in the soil, which may be destroyed by flooding the fields with water. There are several other simple methods through which a number of pest infestation can be controlled but the mechanical method of insect pest control involves a lot of labour like shaking the trees and killing the insects either in the larval or adult stages. Biological Control: The term biological control means control of insects by several biological agencies such as parasites, predators and pathogens."}
{"text": "Flooding: It is well known that a large number of insects breed and dwell in the soil, which may be destroyed by flooding the fields with water. There are several other simple methods through which a number of pest infestation can be controlled but the mechanical method of insect pest control involves a lot of labour like shaking the trees and killing the insects either in the larval or adult stages. Biological Control: The term biological control means control of insects by several biological agencies such as parasites, predators and pathogens. The introduction of sterile males in a normal population and use of sex attractants have been reported to bring about effective biological control. The theoretical basis of the biological control defends on the existence of a natural enemy. The effective natural enemy can be deduced to have the following characteristics: i High searching ability, ii High degree of host specificity or preference, iii Good reproductive capacity relative to the host iv Good adaptation to a wide range of environmental conditions. The most essential characteristic is high searching ability. It should be borne in mind that a really effective enemy may be scarce in its native home because it regulates the host population at low level. There usually is one best enemy for each species in a given habitat and one frequently is sufficient for complete biological control, often, however, a second or third enemy species may add to host population regulation and may in fact be necessary to achieve satisfactory biological control. The best enemy species may differ for different host habitats. Hence there is generally no single best natural enemy extending throughout the range of a pest species. With these qualities the introduced natural enemy by itself or in conjunction with other mortality factors is expected to prevent outbreak of the pest species or at least to drop down major population fluctuations. The essential principle of biological control is to maintain a state of biological equilibrium of a living organism. This biological equilibrium is normally maintained by a set of forces called environmental resistance. Often the biological equilibrium of a living organism is disturbed either due to environmental or biotic factors and consequently a particular organism multiplies and spreads in a unlimited manner so as to assume the status of a pest. The inherent ability of an organism to survive and to reproduce within a given time and under optimal environmental conditions is known as biotic potential. Biotic potential is a force opposed to environmental resistance. It takes into account the number of young produced per female in each reproduction, the number of reproduction in a given time and the sex ratio of the species."}
{"text": "The inherent ability of an organism to survive and to reproduce within a given time and under optimal environmental conditions is known as biotic potential. Biotic potential is a force opposed to environmental resistance. It takes into account the number of young produced per female in each reproduction, the number of reproduction in a given time and the sex ratio of the species. Advantages of Biological Control: Only a limited number of introduced pests have been successfully exterminated with chemicals. It would seem wiser in many instances to attempt a biological control programme which might reduce pest populations below the level which causes economic damage. Biological control has the tremendous advantage that, if successful, it becomes self-sustaining and integrated into the normal environment of the control area. If pest populations are reduced to the point where economic damage is negligible, the control programme is a success. Biological controls tend to be particularly useful on low unit-value crops where complete control may not be required or where chemicals are not recommended. Pests of field and forage crops, forests, and range may be economically controlled by biological methods; chemical controls against such pests may be impractical. A biological control destined to be fully effective will be easily and quickly established. If an imported parasite or predator is not established within three years of careful releases under good conditions for its development, the programme may be justifiably discontinued. Types of Biological Control: There are 4 main types of biological control viz.:. I Introduction of parasites, ii Predators, iii Pathogenic organisms such as bacteria, viruses and fungi etc. And iv Removal of fertile males and creating sterility in males by gamma radiation and introducing these sterile males in a normal population. In addition to these 4 main types, there is a fifth type of biological control where the indigenous parasite of the locality is being utilized for this purpose. 1. Parasites: Parasitic insects develop as larvae on or in a single host individual from eggs generally laid on, in or near the host and usually consume all or most of the host body, killing the host and then pupate, either within or outside the host. The free living adult parasite emerges from the pupa and starts the next generation a new by actively searching for host in which to oviposit. They tend to attack only one host stage i.e. eggs, larvae, or pupae, although there is also some overlapping in certain cases, adult insects do not serve as hosts."}
{"text": "The free living adult parasite emerges from the pupa and starts the next generation a new by actively searching for host in which to oviposit. They tend to attack only one host stage i.e. eggs, larvae, or pupae, although there is also some overlapping in certain cases, adult insects do not serve as hosts. Very often life cycles are commonly short, ranging from 10 days to 2 weeks or so in mid-summer but correspondingly longer in cold weather. In general, they all have great potential rates of increase. According to the species one or more parasitic larvae may characteristically develop per host individual, thus we have either solitary or gregarious parasitism. Sometimes two different species of larvae develop from eggs laid in the same host. This is multiple parasitism. There is also ectoparasitism and endoparasitism, depending upon whether the larva develops externally or internally. The major groups occur in two orders of insects viz. Hymenoptera and Diptera. 2. Predators: Predator insects differ from parasitic ones in that the larvae or nymphs, as the case may be, require several to many prey individuals to attain maturity. The adults generally deposit their eggs near the prey population and after hatching the active mobile immature search out and consume prey individuals. This need of larvae or nymphs to search is an important distinction from parasitic forms whose larvae develop on a single host individual and thus have the advantage of not having to discover additional hosts. Adults of many species are also predatory. There may be one or several generations to one of the prey. Larvae and nymphs as well as corresponding adults may be predaceous or only one stage may exhibit the habit. 3. Pathogens: Pathogenic microorganisms attack insects and have life cycles more or less characteristic or similar microorganisms developing in other groups of animals. Insects are probably subject to as wide as variety of disease as are the vertebrates. Except for the fungi, disease organisms gain entry in the host via mouth or the digestive tract, i.e. the insect host must eat plant or other food contaminated with pathogen. In case of fungi, entrance is gained through the insect integument and free water or very high humidity is generally required. Thus, fungi tend to be restricted to moist environments."}
{"text": "The insect host must eat plant or other food contaminated with pathogen. In case of fungi, entrance is gained through the insect integument and free water or very high humidity is generally required. Thus, fungi tend to be restricted to moist environments. However, fungi do have advantage of attacking sucking insects which because of the nature of their feeding on sap, tend to be fairly free of disease caused by microorganisms because they rarely ingest them. Virtually no insect disease organisms occur in mammals and none have been recorded from man. Thus they are safe to use in biological control even in large scale microbial spraying operations. 4. Genetic Methods: Genetic pest control implies the manipulation and use of genetic material in a manner injurious to pest insects. The control of insect pest populations by the release of sterile males has been demonstrated with at least five insect species. This spectacular technique has been termed autocidal control and involves using an insect species to bring about its own self-destruction. It is accomplished by irradiating laboratory reared males of the species to an extent sufficient to disrupt the genetic function of the sperm nucleus but not appreciably interfere with the normal ability of the male to mate or of the sperm to penetrate the egg of the female. However, such fertilized eggs fail to develop so a wild female mated with a sterilized male produces no progeny. If sterile males are released in large enough number in relation to the wild population they will fertilize more females than will the wild males. The advantage is cumulative in each generation hence eradication may be achieved within a few generations under ideal conditions. The boll weevil is reported to have been eradicated from a small isolated field by the release of chemically sterilized males. Chemosterilants have been under intensive investigation but are not as yet practical. They offer the advantage of treating the wild population directly and thus avoiding the mass rearing necessary with gamma radiation. Use of Pheromones: The ability of an insect to locate a mate and to copulate once it has been found is often directed by natural specific chemicals produced by the insect called pheromones. Natural chemical attractants and mating stimulants have been shown to occur in many pest insects. They are often effective in incredibly small concentrations; one caged virgin female of the introduced pine sawfly attracted over 11000 males. Some have been chemically identified and even synthesized. Its high specificity for particular target insects however makes this approach highly desirable."}
{"text": "They are often effective in incredibly small concentrations; one caged virgin female of the introduced pine sawfly attracted over 11000 males. Some have been chemically identified and even synthesized. Its high specificity for particular target insects however makes this approach highly desirable. Such phenomena gave rise to the intriguing idea of using these natural or artificial pheromones to attract and trap insects, to lure them to contact poisons, chemosterilants or pathogens and to mask the location of females by saturating the environment with synthetic sex pheromones. Such techniques could offer highly specific control methods with little or no ecological side effects. It appears that adequate control from pheromones or attractants probably can only result if they are so highly effective as to be able to reduce the pest population to low level in the treated area and are used over a large area so that immigration of the pest from the outside would not negate the effort. Pheromone traps are commonly used for controlling various moths Heliothis, Spodoptera, Leucinodes etc. Chemical Control: Recent discoveries of new synthetic insecticides have sparked exciting advances and major breakthroughs in the control of insect enemies. Chemicals have subdued pests that once caused wide spread crop destruction, death of domestic animals and epidemics of insect borne human diseases. The modern insecticides are both effective and reliable. The whole world is resorting to them more and more for the solution of many insect problems. The chemicals which kill the insects by their chemical action are termed as insecticides. They are used for the protection of men, domestic animals, crops, agricultural products from the attack of insects when other methods fail to control the pests. Insecticides are seldom used in full strength but are formulated in a variety of ways to make them easier for application. Formulations of Insecticides: Following are the common formulations of insecticides viz.:. 1 Dusts, 2 Granular formulations, 3 Insecticide-fertilizer mixtures, 4 Wettable powders, 5 Solutions, 6 Emulsifiable concentrates, 7 Aerosoles, 8 Fumigants and 9 Miscellaneous formulations. Whatever may be the formulations the poisonous chemical present in an insecticide must penetrate the vital organs and tissues of the insect and ultimately kill it."}
{"text": "Insecticides are seldom used in full strength but are formulated in a variety of ways to make them easier for application. Formulations of Insecticides: Following are the common formulations of insecticides viz.:. 1 Dusts, 2 Granular formulations, 3 Insecticide-fertilizer mixtures, 4 Wettable powders, 5 Solutions, 6 Emulsifiable concentrates, 7 Aerosoles, 8 Fumigants and 9 Miscellaneous formulations. Whatever may be the formulations the poisonous chemical present in an insecticide must penetrate the vital organs and tissues of the insect and ultimately kill it. 1 Dusts: Insecticidal dusts are those powders which are used dry and mixed with or impregnated with certain organic materials or pulverised minerals powders such as talc, pyrophyllite, bentonite etc. These minerals are called carriers or vehicles since they carry the insecticide. Dusts are blown to deposit on plants by dusting machinery or blowers. Ground to a fine size, most dust will pass through a 325 mesh screen and range in size from 1 to 40 . The finished dust may be 0.1 to 25 active material. In dust form, in general, the toxicity of an insecticide increases as the particle size decreases. 2 Granular Formulations: These are similar to dusts except for larger particle size. The range of particle size in a granular product is designated by a two figures mesh classification e.g. 30 60 means that virtually all the insecticide granules will pass through a standard 30-mesh sieve while a negligible quantity will pass through a standard 60 mesh sieve. Some of the common granular formulations are 16 30, 20 40, 24 48 and 30 60. Granular insecticides are generally used as dressings on or in the soil and may be applied with fertilizer spreaders or special granule applicators. 3 Insecticide Fertilizer Mixtures: Insecticide fertilizer mixtures may be formulated by adding granular insecticides to commercial fertilizers or by spraying insecticides directly on to the fertilizer. Such mixtures are applied at the regular fertilizing time to provide both plant nutrients and control of soil insects."}
{"text": "Granular insecticides are generally used as dressings on or in the soil and may be applied with fertilizer spreaders or special granule applicators. 3 Insecticide Fertilizer Mixtures: Insecticide fertilizer mixtures may be formulated by adding granular insecticides to commercial fertilizers or by spraying insecticides directly on to the fertilizer. Such mixtures are applied at the regular fertilizing time to provide both plant nutrients and control of soil insects. 4 Wettable Powders: These are similar to dusts but they are meant to be diluted and suspended in water and used as spray. To make an insecticidal dust act in this manner a dispersing and wetting agent is added to the formulation. They are more concentrated than dust as they may contain as high as 75 toxicant. 5 Solutions:Many of the modern synthetic insecticides are insoluble in water but soluble in organic solvents. These soluble insecticides in solution form are used directly for insect control. They are however seldom used on plants because of their phytotoxic reaction. 6 Emulsifiable Concentrates: The most common and versatile formulation is the emulsifiable concentrate. This formulation consists of an insecticide, a solvent for the insecticide and an emulsifying agent. Mixing the concentrate with water forms an emulsion. The solvent used may evaporate quickly after spraying leaving a deposit of toxicant after the water has evaporated. The use of an emulsifying agent serves several purposes; it makes possible the diluting of a water insoluble chemical with water, it reduces the surface tension of the spray thus allowing it to spread and wet the treated surface more effectively, helps the spray and make a better contact with the insect cuticle. Generally oil soluble emulsifying substance is used. Normally emulsions are unstable and break up into their component parts. This action is termed breaking. For spraying on plants a quick breaking mixture is preferred. Since this results in heavier deposits of toxicant. 7 Insecticidal Aerosols: Aerosols are minute particles suspended in air or fog or smoke. The diameter of these particles range from 0.1 to 50 . The dispersion of insecticide into aerosol form may be accomplished by burning, vapourising with heat, atomizing mechanically or releasing through a small hole an insecticide that has been dissolved in a liquified gas. The last method of aerosol preparation gives the popular aerosol bomb."}
{"text": "The diameter of these particles range from 0.1 to 50 . The dispersion of insecticide into aerosol form may be accomplished by burning, vapourising with heat, atomizing mechanically or releasing through a small hole an insecticide that has been dissolved in a liquified gas. The last method of aerosol preparation gives the popular aerosol bomb. 8 Fumigants:Insecticides used in the gaseous form are known as fumigants. Fumigants are most often formulated as liquids under pressure and are held in tanks. When the liquid is released in open air it changes back to a gas, quite often fumigants are a mixture of two or more gases. 9 Miscellaneous Formulations: There are certain insecticides which are special formulations meant for specific uses. Often insecticides are stuffed in large pills and capsules and introduced into the stomach of animal. Insecticides may be mixed in shampoos, intended for use on house pets waxes for use on floors may contain an insecticide. Poison baits consist of toxicants combined with food stuff attractive to the insect pests. All these types of insecticides are special formulations designed for special purposes. Synergists: Some chemicals have the property of greatly increasing toxicity of certain insecticides. When the increased toxicity is markedly greater than the sum of the two used separately, it is termed a synergistic action. Most synergists have been used with pyrethrum or allethrin etc. Synergistic action is important because it provides a means for a more effective insecticide and it reduces the cost of control. Legal Control: Legal control is the lawful regulation of areas to eradicate, prevent or control infestation or reduce the damage caused by insects. This mainly involves the use of quarantines and pest control procedures. The central and state officials often work with local community or districts as in mosquito or locust control projects. Crop Harvesting: Harvesting: Have you ever wondered how we get food grains supplied neat and cleaned directly to the shop? Yes, farmers are using traditional and modern techniques for harvesting the crops grown. There are various stages to harvesting a variety of crops when the particular crop attains its maturity. Harvesting the crops at matured levels gives high income, and good quality produces. If the crops such as pulses, cereals, oilseeds, etc.,. Are left in the field for too long after maturity without harvesting, it can lead to the predisposition of pests."}
{"text": "Maturity indices are a set of indicators that tell us when our crops have reached their optimal stage for harvest, based on various factors like size, color, texture, or taste. Here are some maturity indices for vegetables that are commonly sold in the local markets. These indices can serve as a guide for growers and consumers in determining the ideal time to harvest and purchase these crops for optimal flavor and quality. Tomato For local markets in the Philippines, tomatoes are typically harvested when they have reached the breaker stage, which is when the fruit has just started to changecolor from green to red. This is because the market demand for tomatoes is usually for ripe, red tomatoes that are ready for immediate consumption. It is important for growers to keep in mind that tomatoes that are picked too early will not ripen properly and may not have the desired flavor or texture. On the other hand, overripe tomatoes may be too soft and have a shorter shelf life. Eggplant Eggplants should be harvested at the right stage of maturity to ensure good quality and yield. Commercial maturity for eggplant is generally reached when the fruit has reached its full size and firmness, and has developed a glossy, smooth skin with a uniform color. The fruit should have a dark purple or black color, be firm to the touch, and have a slight give when gently squeezed. The calyx, or stem, should be green and firmly attached to the fruit. It is important to note that overly matured eggplants may have a bitter taste. Squash When the squash is ripe, its color becomes dull or matte, and it loses its sheen. Another indication is the hardness of the skin. When the skin of the squash becomes hard and difficult to puncture, it is a sign that it is mature and ready for harvest. Additionally, the tendril near the stem of the squash plant starts to dry out and turn brown when the squash is mature. The leaves of the plant may also start to wilt or yellow when the squash is ready to be harvested. Onion Onions are ready for harvest when their leaves start to turn yellow and fall over. This is an indication that the plant has stopped growing and the bulbs have reached their full size. The outer skin of the onion bulb should also be dry and papery. Once the leaves have fallen over and the skin is dry, the onion bulbs can be pulled from the ground and left to dry for a few days in a cool, dry, and well-ventilated area."}
{"text": "This is an indication that the plant has stopped growing and the bulbs have reached their full size. The outer skin of the onion bulb should also be dry and papery. Once the leaves have fallen over and the skin is dry, the onion bulbs can be pulled from the ground and left to dry for a few days in a cool, dry, and well-ventilated area. After drying, the onions can be cleaned, trimmed, and stored. Garlic The timing of garlic harvest is determined by the maturity of the bulbs, which is indicated by the drying and browning of the leaves. When approximately one-half of the leaves have turned yellow or brown and have begun to dry out, it is time to harvest the garlic bulbs. Bitter gourd Bitter gourds are harvested when they have reached a length of 4-6 inches and a diameter of about one inch. The color should also be dark green, which indicates that it is still young and tender. The seeds inside the bitter gourd should be small and white, which indicates that the vegetable is still young and has not yet matured. Cucumber Cucumbers are typically harvested when they are young and tender for best flavor and texture. Cucumbers intended for the local market are usually harvested when they are still green, although some varieties may have a slightly yellow or white coloration. Over-ripe cucumbers will turn yellow or orange and are no longer suitable for the market. Cucumbers intended for fresh consumption should have a crisp texture and a slightly sweet, mild flavor. Overly matured cucumbers may have a bitter or unpleasant taste. It is important for growers and consumers to know the maturity indices of vegetables because it helps ensure that the vegetables are harvested at the optimal time for consumption or processing. For growers, knowledge of maturity indices can help them plan their planting and harvesting schedule, as well as manage their resources more efficiently. For consumers, knowing the maturity indices can help them choose the freshest and most nutritious vegetables, as well as get the best value for their moneyMethods of Harvesting There are three essential methods of cutting the crop or harvesting. 1. Hand Harvesting Manual Harvesting: Hand harvesting is a method of gathering grains, fruits, vegetables, leaves, etc.,. By hand or manually. Fig: Hand Harvesting 2. Harvesting with Hand Tools: Farmers use a few tools to harvest the crops."}
{"text": "Cleaning, fumigation, and drying are done to the stockroom before the grains are stored or deposited. The grains are later transported to dissimilar places throughout the year. Importance of Harvesting 1. Harvesting crops by using advanced technology reduces the wastage of grains and increases in quality and quantity. 2. The direction of cutting fruits, grains and vegetables are very important during harvesting to save the quality of the fruits and also, we should see that the tools used should not damage the plant. 3. Harvesting at the right stage enriches the quality of grains or seed protection. Summary Harvesting is the act of gathering the edible parts of the plant after they approach the stage of maturity. Harvesting of crops is done using many tools and types of machinery in the agricultural fields. The tools that are used while harvesting, such as sickle, axe, etc.,. To harvest the crops like paddy, wheat, maize, grass, etc. Hand harvesting, harvesting with hand tools and harvesting with machinery are the three harvesting methods. Reaping, threshing, cleaning and hauling are the four stages of harvesting. The importance of harvesting crops by using advanced technology reduces the wastage of grains and increases in quality and quantity. Post-Harvest Management Best Practices and Methods Reducing post-harvest loss is critical. Great post-harvest management will help address the growing concerns around food sustainability. What does post-harvest mean? Post-harvest process is the stage that immediately follows the harvest. The final quantity and quality of the product depends on it. Appropriate pre-harvest practices and harvesting the crop at the right time using adequate farming equipment are also important in order to optimize the overall postharvest output. Additionally, post-harvest management includes various steps such as: Drying: This decreases the moisture levels to ensure safe storage and prevents grain germination. It also reduces the risk of fungal attack and contamination by aflatoxin, maximizing the quality of crops retained. Threshing Shelling: Threshing or shelling of grains helps to reduce the required storage capacity and minimize the susceptibility of the grain to pests. Cleaning Winnowing: This involves removing any foreign matter from the grain, such as leaf, stalk, or empty seeds, in order to optimize its market value. Storage: Protecting the grain from climatic changes and contamination by insects and pests is crucial. Various post-harvest grain storage methods can accomplish this."}
{"text": "Cleaning Winnowing: This involves removing any foreign matter from the grain, such as leaf, stalk, or empty seeds, in order to optimize its market value. Storage: Protecting the grain from climatic changes and contamination by insects and pests is crucial. Various post-harvest grain storage methods can accomplish this. Transport: Grains sold to buyers are transported to warehouses or markets where they are made available to the common folk. Minimize post-harvest losses and preserve produce by correctly following the steps above. How does grain storage play a major role? Agricultural products are stored before they are made available and accessible to the public. The storage process keeps grains, whether in bags or in bulk, in a storage structure. The structure, designed to protect the stored product for a short or long period, hosts the grains awaiting movement to other locations. Grain storage occurs at three levels: producer s level, trader s level, and urban organization storage level. Storing it is necessary for the following reasons: To provide a uniform supply of food throughout the year. Grains are produced seasonally while consumption is a constant. To provide reserve for contingencies such as flood, drought, pandemics, and other calamities. To speculate a good price either in domestic or in export markets. Hence storage is fundamental to the concept of food security. What happens if grain storage is improper? The main cause of deterioration of grain quality and decrease in grain quantity is improper storage. This can occur due to: Weather changes: Changes in climatic conditions such as rain, humidity, increased dampness, moisture; heat can harm the grain quality and seed viability. Infestation: Unfavorable environmental conditions can also make the grain more vulnerable to infestation by insects, pests, and molds. Incorrect Grain Storage resulting in post-harvest losses In fact, rodents and birds often attack incorrectly stored grains. They can not only feed on the grain, but also contaminate it with their urine, droppings, and hair feathers. These problems caused due to improper storage result in post-harvest losses in the form of: Weight loss of the agricultural produce. The grain is prone to rancidity or it may undergo sprouting, over-ripening if not stored properly. There is loss in quality and market value of the produce. Furthermore, the nutritive value of the grain also decreases."}
{"text": "The grain is prone to rancidity or it may undergo sprouting, over-ripening if not stored properly. There is loss in quality and market value of the produce. Furthermore, the nutritive value of the grain also decreases. What are the correct post-harvest storage methods?Proper grain storage methods are the key to reducing post-harvest losses. The quantity of produce and the duration of storage are important to choose the proper storage method. Storage in bags: Storing grains in bags is convenient for short-term storage when grains are intended to be moved early. Short term storage duration requires few measures against insects. Loose storage: Large quantities of grains can be stored in loose bulk storage. Requirements for correct storage are: A good storage site: Ventilate and keep the site cool. Have a strong roof to protect from high winds and rain. Ideally, raise the site off the ground to prevent ground water soaking into the stored grains. Produce in suitable condition: Ensure that the crop going into the store is in good condition, cleaned and well dried. It is also necessary to store the grain at the right moisture content. Intake of grain is orderly and controlled: Maintain the air-tight barrier each time the storage unit is opened and closed. Quality maintenance ensured: Keep stored grains in the shade to protect them from rodents and birds. Security against theft and loss: Keep the storage area locked in order to limit access. Any loss is identifiable and accountable: Regularly inspect the store to maintain the condition of crops throughout the storage period. Adherence to these requirements helps to know the quantity stored at any given time, decrease the grain loss during storage, and quickly recognize the causal agents of losses and accordingly control them. Hermetic storage Hermetic Bags by Save Grain Bags A post-harvest storage technology, Hermetic storage protects grain by creating an oxygen-deficient and carbon dioxide-rich atmosphere that is incompatible with the survival or breeding of pests. It creates an airtight and moisture-tight barrier, preserving the agricultural products in their optimal form."}
{"text": "All art uses some blend of many or all of these aspects in order to be pleasing to the eye or to communicate its message. For example, Grant Wood's Fall Plowing uses a blend of color, repetition, line, shape and balance to bring his piece to life. He uses bold greens, yellows and reds, hard, flowing crop lines, and repetition of fun shapes to guide the viewer's eye over what seems to be a fairly serene scene of a freshly plowed field. To analyze the visual elements of visual arts one has to Consider the composition, colors, textures, size, space, and other visual and material attributes of the artwork The seven principles of visual arts 1. Balance refers to the visual weight of the elements of the composition. It is a sense that the painting feels stable and \"feels right.\". Imbalance causes a feeling of discomfort in the viewer. Balance can be achieved in 3 different ways: Symmetry, in which both sides of a composition have the same elements in the same position, as in a mirror-image, or the two sides of a face. Asymmetry, in which the composition is balanced due to the contrast of any of the elements of art. For example, a large circle on one side of a composition might be balanced by a small square on the other side Radial symmetry, in which elements are equally spaced around a central point, as in the spokes coming out of the hub of a bicycle tire. Contrast This is the difference between elements of art in a composition, such that each element is made stronger in relation to the other. When placed next to each other, contrasting elements command the viewer's attention. Areas of contrast are among the first places that a viewer's eye is drawn. Contrast can be achieved by juxtapositions of any of the elements of art. Negative Positive space is an example of contrast. Complementary colors placed side by side is an example of contrast. Notan is an example of contrast. Emphasis This is when the artist creates an area of the composition that is visually dominant and commands the viewer's attention. This is often achieved by contrast. Movement is the result of using the elements of art such that they move the viewer's eye around and within the image. A sense of movement can be created by diagonal or curvy lines, either real or implied, by edges, by the illusion of space, by repetition, by energetic mark-making."}
{"text": "This is often achieved by contrast. Movement is the result of using the elements of art such that they move the viewer's eye around and within the image. A sense of movement can be created by diagonal or curvy lines, either real or implied, by edges, by the illusion of space, by repetition, by energetic mark-making. Pattern is the uniform repetition of any of the elements of art or any combination thereof. Anything can be turned into a pattern through repetition. Some classic patterns are spirals, grids, weaves. For examples of different pattern types see the Artlandia Glossary of Pattern Design. A popular drawing practice is Zentangles, in which an abstract or representational outline is divided into different areas, each of which contains a unique pattern. Rhythm This is created by movement implied through the repetition of elements of art in a nonuniform but organized way. It is related to rhythm in music. Unlike pattern, which demands consistency, rhythm relies on variety. Unity Variety You want your painting to feel unified such that all the elements fit together comfortably. Too much unity creates monotony, too much variety creates chaos. You need both. Ideally, you want areas of interest in your composition along with places for your eye to rest. PAINTING Colour wheel Colour wheel a diagram used in the visual arts to represent the colours of the visible spectrum and their relationships to one another. The colours are arranged systematically into a circle, with each hue usually falling into one of three categories: 1. Primary2. Secondary 3. Intermediate. Colour gradation strip for colour contrast Start with your chosen colour at the top of the column on your palette cool blues below the cool blue column, warm reds below the warm red column and apply in a broad band on your canvas. Back to your palette, add white to your colour and mix it in the column below the first colour. Still life drawing Still Life drawing is literally creating a two dimensional image of inanimate objects. Various media are used to emphasize a skill or topic. Still Life drawings created as preliminary studies for paintings are typically pencil, pastels, or pen and ink. A still life drawing is created by placing objects in a design setting that utilizes available light and contrasts in shapes in an eye pleasing manner. The artist sketches the basic shapes first and continues to fill in details and or color until the desired outcome is achieved."}
{"text": "What Is Time Signature 3 4? The time signature or meter 3 4 is show in the music as a 3 above a 4. This comes before the music starts but after the clef and key signature. The 3 stands for 3 beats per measure and the 4 tells us that each beat is a quarter note. This means that the notes in each measure will add to three quarter notes. See if you can spot the three quarter note beats in this line of music. Now here it is with the beats labelled. Master Time Signatures With Our Free Mini Course Get 10 video lessons complete with worksheets and quiz to learn about simple, compound and irregular meters. How To Count In 3 4 3 4, like all meters, has a distinctive feel to it. We count 3 4 as 1..2 3 .1 2 .3 and you can see this on the music below. These three quarter-note beats are counted regardless of how those beats are divided up. Here is a piece by Chopin. It contains more complex rhythms with a variety of note lengths, however this piece would still counted with three quarter-note beat. Can you spot where each beat falls? Now here it is with the beats added. 3 4 Is A Simple, Triple Time Signature There are three broad types of time signature: simple, compound and irregular. Simple time signatures have beats that divide into two. Compound time signatures have beats that divide into three and irregular time signatures have a mixture of beats. In time signature 3 4 each beat is a quarter note and therefore can be divided into TWO eighth notes. This makes 3 4 a Simple Time Signature. It is a Triple time signature because there areThe notes below show how each quarter note beat in 3 4 time can be divided into two eight notes. Athletics and Montage Athletics is a sport that includes a number of events involving running, jumping, throwing or walking. Middle distance races. Middle distance race starts with a standing start, athletes start from an upright, standing position the crouch forward with one foot about 18 inches behind the other. The leading foot and shoulder both point forward. The upper body should not be twisted. Strategies applied by middle distance runners during a race: Pacing Stride length Recovery. Pacing rate at which an athlete runs."}
{"text": "The upper body should not be twisted. Strategies applied by middle distance runners during a race: Pacing Stride length Recovery. Pacing rate at which an athlete runs. An athlete knows how long it takes him or her to cover a certain distance. Stride length it is the uniform length of steps taken during running. Recovery - It is a stop, walk or slow jog made after striding. It helps an athlete to catch a breath and relax before striding again which helps in developing speed and running skills. Middle-distance running events are track races longer than sprints, up to 3000 metres. The standard middle distances are the 800 metres, 1500 metres and mile run, although the 3000 metres may also be classified as a middle-distance even MONTAGE is the production of a rapid succession of images in a motion picture to illustrate an association of idea. Photomontage. Photomontage is the process and the result of making a composite photograph by cutting, gluing, rearranging and overlapping two or more photographs into a new image. It is assembly of images that relate to each other in some way to create a single work or part of a work of art. Photomontage is an image constructed from collaged photographs. Characteristics shown in photomontage. Superimposition-combine two images to create something new. Use of pictures. Emphasis on shape. MELODY Composing melody A melody is a collection of musical tones that are grouped together as a single entity. Most compositions consist of multiple melodies working in conjunction with one another. In a rock band, the vocalist, guitarist, keyboardist, and bassist are all playing melodies on their respective instruments. The basic process of melody writing is to create a musical sequence of notes, often referred to as a line, that's interesting and pleasing to the listener. This is done by using pitch notes and rhythm beats . Melodies are most often built using scales or modes. There are a few ways to extend a melody, depending on the style of music and the desired effect. Here are a few methods that may be helpful: Repeat and vary the melody. Repeat the melody multiple times, with slight variations each time. This can create a sense of familiarity and build tension. Add a countermelody. Introduce a new melody that complements the original melody."}
{"text": "This can create a sense of familiarity and build tension. Add a countermelody. Introduce a new melody that complements the original melody. This can create a sense of harmony and depth. Use harmonic progression. Change the chords that the melody is played over. This can create a sense of movement and tension. Add a coda. Add a section at the end of the melody that provides a sense of closure. NETBAL Netball is a ball sport played on a rectangular court by two teams of seven players. The primary objective is to shoot a ball through the defender's goal ring while preventing the opposing team from shooting through their own goal ring. Passes in netball 1. Chest pass in Net ball. Chest pass is a way of throwing the ball to a teammate where the ball is released and received at the chest level. The pass is usually used when the teammates are not far from each other. Learning points for the chest pass. 1. Grip Spread your fingers out behind the ball to form a W formation, holding it at chest height with your elbows out in front of you. 2. Stance. Face the direction you want the ball to go in. Step forwards with your dominant foot as you begin to straighten your arms. 3. Execution of the pass. Push the ball away from your body at chest height by powerfully extending the arms forwards and flicking the wrists. Follow through with the arms, wrists, hands and fingers in the direction of the throw. Chest pass drills Dodging and marking in Netball. Dodging is a technique used to counter the marking attempts. It is applied by members of the team in control of the ball. The player being marked attempts to get free from the marker and move into space to receive a pass. It may involve changing pace and use of deceptive body actions to put the marking player off balance. Deceptive means misleading or trickiness while off-balance means not steady or stable. Intercept means block a pass or prevent it from reaching destination or to block something from happening. Body movements used by a player when dodging an opponent. Using bending or leaning movements with the body trunk to the left or right or left once or repeatedly. Sprinting off from the marker. Sprinting and stopping. Extending the left or right arm away from the opponent."}
{"text": "Sprinting off from the marker. Sprinting and stopping. Extending the left or right arm away from the opponent. Marking is a technique used by a team that is not in possession of the ball to prevent an opponent from receiving a pass. The intention is to obstruct passes made by the team in control of the ball. A player can mark an opponent in possession of the ball or an opponent without the ball. Marking opponent with the ball. Marking opponent without the ball. Body movements used by a player when marking an opponent. Standing in front of the player being marked. Standing beside the player being marked. Raising hands up or to the side to reach the path of the ball. Stepping forward, or sideways while avoiding any obstruction. Things to learn when dodging and marking stance. Marking a player without the ball. Establish the basic stance for marking with body weight on your toes. Take a position slightly in front of the player you intend to mark. Be on your toes, with knees slightly bent, ready to catch the ball or move in the direction of the opponent. The hands should be on the side of the body. React quickly when the opponent being marked makes any movement, move in the direction of the opponent using short steps, shuffle sideways without crossing the feet. Focus on both the ball and the player and forth from one place to another. Activity. Guided by the teacherDemonstrate Basic stance for dodging, marking, body movement for dodging and marking. Footwork in Netball. Landing techniques. In netball, the ball is played using hands. During play, the players may: Run to doge an opponent or to reach a ball. Jump to catch a high ball or rebound from the ring. Stop the running action suddenly to dodge an opponent or avoid getting to an offside position. Land on the floor or the ground as dedicated by the laws of gravity in integrated science and as guided by the law of the game. However, players need to land safely for safety and healthy living. There are two landing techniques in Netball: The double foot landing. Single foot landing. Pivoting."}
{"text": "Batik fabrics often include colorful, intricate, ornamental designs. What are two types of batik art? There are several different varieties of batik art. Two main types include hand-painted or drawn and stamped, block printed, or machine-printed. What is the batik method? The traditional batik method includes the drawing of a pattern on fabric, then the application of hot wax on the pattern, the dyeing of the fabric, removal of the wax, or some wax, then sometimes additional rounds of dyeing. The parts under the wax are not dyed. Other methods than the aforementioned traditional method exist. Light and Dry Crackle Effects has been formulated to create dry, cracked floors on the undersurfaces of vehicles, dioramas and vignettes. This product has been developed for the creation of scale crackle effects. On an acrylic base, use a thin coat and let dry. Descant recorder or Any other western instrumentDescant recorder, is the third-smallest instrument of the modern recorder family and is usually played as the highest voice in four-part ensembles SATB soprano, alto, tenor, bass . Recorders made today are designed after originals preserved in museums and based on historical evidence regarding dimensions, materials and pitch. Recorders come in many different sizes. The main kinds, from small to large, are: sopranino, descant soprano , treble alto , tenor and bass. Examples of western solo instruments. Instruments Playing technique Fingering chart for the G scale. Violin Bowing on the strings Guitar. Plucking the strings Trumpet in B flat Blowing air while producing a buzzing sound. Tones can be varied by pressing the valves. Xylophone Hitting the bars with a small mallet. Each piece of wood is a different length so it produces different sounds when they are hit. Piano Pressing on the keys. Playing the recorder using appropriate techniques. The following techniques are used to play descant recorder: Tonguing. Gently say tu when blowing air into the recorder. Embouchure. This is how one places their mouth on the recorder s mouthpiece to ensure that no air is lost when blowing into the instrument. Fingering. Correct placement of the fingers on the recorder. As a rule, the left hand is always at the top part of the recorder. All the holes must be tightly covered to prevent leakage of air."}
{"text": "Correct placement of the fingers on the recorder. As a rule, the left hand is always at the top part of the recorder. All the holes must be tightly covered to prevent leakage of air. Blowing. Blow warm air into the recorder. Blowing gently gives a good sound. Blowing too hard generates unpleasant sounds. Slurring. This is the technique of playing more than two notes in one breath. This involves only the movement of fingers while the airflow is constant. Staccato. Playing notes in a detached manner. Notes to be played staccato have a dot above or below the note. Tone quality. Listen carefully to the sound you produce when you blow into the recorder. Blowing gently and having consistent air gives a good tone. Blend and balance. Being able to listen to what the other in an ensemble are playing helps to blend and create a balanced sound. Interpret performance directions when playing the descant recorder. You should be able to play melodies on the descant recorder while observing the following directions: a. Repeat. Repeat signs are two dots that are placed before or after a double bar line. Whey they are placed after a double bar line, it means it is the start of the repeat. However, when they are placed before a double line, it means the end of repeat. B. 1st and 2nd ending The two lines above the staff mean that one will avoid playing 1 notes when repeating. This applies where there is a repeat and the last part of the melody is different from the first one. C. Da capo al fine It is often abbreviated as D.C al Fine. It means one goes back to the beginning of the piece and plays to the point written. D. Dal segno al fine. It is often abbreviated as D.S al fine. It means you go back to a point in the piece of music with the sign and play or sing to the bar marked Fine end then stop. E. Accent. The note with sign is played with emphasis. F. Fermata. This sign means that you can hold the note a little longer that its given time value or number of counts. G. Dynamics. This refers to how quietly or loudly a piece of music should be played. Italian terms are used to indicate dynamics in the piece of music. Dynamics English meaning."}
{"text": "This refers to how quietly or loudly a piece of music should be played. Italian terms are used to indicate dynamics in the piece of music. Dynamics English meaning. Pianissimo pp Very soft Piano p Soft Mezzo piano mp Moderately soft Mezzo forte mf Moderately wide. Forte f Loud. Fortissimo ff Very loud. H. Tempo. This term is used to refer to how fast or slow a piece of music can be played. Italina terms are used to indicate what tempo the music is played Tempo terms English meaning. Andante At a walking pace 73-77 beats per minute Allegro Fast 109-132 beats per minute Adagio Slow ss-65 beats per minute Lento Slowly 40-45 beats per minute VerseVerse is writing arranged in lines which have rhythm and which often rhyme at the end. ... A slim volume of verse. I have been moved to write a few lines of verse. Synonyms: poetry, poems, lyrics, rhyme More Synonyms of verse Composing a verse Start by committing your main ideas to paper, then go back and refine them later. Draw on devices like simile and metaphor to tell your story in a way that's engaging to the listener. Don't just explain the action give life to it through concrete images and unexpected turns of phrase. VOLLEYBAL Volleyball is a team sport in which two teams of six players are separated by a net. Each team tries to score points by grounding a ball on the other team's Overarm and Jump serve in Volley. Over arm serve. Over arm serve is where a player tosses the ball with one hand and strikes it in the air above their head with the other hand so that it crosses the net and lands into the opponents side. Safety instructions. Ensure you perform thorough warm up activities. Avoid congestion by maintaining a safe distance from your peers. Follow instructions. Jump serve in Volleyball. This is a type of serve where the serving player increases power and serve height by jumping to hit the ball when serving in volleyball. Minor Games and basic rules. Minor games are small sided games that help you practice skills learnt in volleyball while applying the rules of the games. Safety precaution. Never fist hit the ball as you could hit someone s face. Do not swing on the post."}
{"text": "Safety precaution. Never fist hit the ball as you could hit someone s face. Do not swing on the post. Do not go under the net, always walk around the nets. Do not throw the ball over the net, roll it under the net. Diagram of human figures playing Volley. Student activities monitored and instructed by the teacher Draw human figures of players serving or volleying a ball. C Serve the ball using the jump serve over a net. D Perform the volley for skill acquisition, KENYAN FOLK DANCE Classifying Kenyan folk dance African folk songs are classified according to the following. Their origin. Occasion. Function. Type. A. Community of origin. -. African songs can be classified according to their origin. -. The origin in this case means the community they are drawn from. -. Therefore, songs belong to a particular community such as luhya, luo, gikuyu, gusii. Kuria, Kamba, iteso, giriama, digo, Pokomo, gabra, nandi, Kipsigis, Marakwet, pokot, turkana and taita. -. These songs are passed on by oral tradition from one generation to the next. -. The music is related to the culture of a particular or region. For example, you can identify the culture od a particular community or region by their dressing, languageused, musical instruments, props, body adornments, ornaments, body movements, vocal embellishments used to enrich music, style of sing and tone among others. B. Occasion. -. African folk songs can also be categorized according to occasions they are performed. -. For example: - naming folk songs. -. Initiation folk songs. -. Marriage folk songs. -. War folk songs. -. Funeral folk songs. -. Worship folk songs among others. C. Function. Folk songs belong to the people with a common culture. Therefore, folk songs keep people connected to their cultures and heritage. They give history of the people and their culture. Folk songs usually pass important information, stories, messages and history from generation to generation. Folk songs are used to express emotions. They narrate stories of joy and sorrows in the simplest way. Folk songs are used as a means of unifying the community members when they come together to sing."}
{"text": "Folk songs are used to express emotions. They narrate stories of joy and sorrows in the simplest way. Folk songs are used as a means of unifying the community members when they come together to sing. This also creates positive outcomes or consequences if they do not watch their actions and intention. Some of the folk songs are purely for entertainment, enjoyment by performers and the audience. D. Type. African folk songs can also be classified according to the type such as: Lullabies. Dirges. Love songs. Protest songs. Children s songs among others. Creating improvised implements to use in performance of Folkdance songs. Folk dances are performed by different participants who plays different roles as follows: Soloist-person who leads the rest of the participants in singing the melodies and dancing during the performance of the dance. Response group-they provide an answer to the soloist during the dance. Instrumentalist-plays instruments to accompany a dance. Dancers- makes dance movements and formation in response to the songs and instruments. Along side the participants, folk song dances also require other implements so help in identifying different cultures and diversities such as costumes, ornaments, body adornments, body make ups, props etc. During a folk-dance performance, participants wear specially designed cloths, hides or skins called costumes. Costumes are made using locally available materials such as sisal fibre, sisal string, comb and pair of scissors. The participants also decorate their bodies using different paints to make patterns. This is called body adornments. Body adornments are made using the following materials: Water paints. Chalk powder. Objects or items of different shapes and sizes like bottle tops, water bottles, combs, folk and other design shaped objects. Dancers also use beads, necklaces, bracelets and anklets during the dance performance. These are called ornaments. Body ornaments are made using locally available materials such as: Pieces of thread. Pair of scissors. Grains such as beans, maize soaked in water to make them soft A needle. The costumes, body adornments and ornaments vary from one community to another expressing different cultures in Kenya. The following are social importance of songs to the pastoralists: Songs they sing accompany their journey to facilitate movements."}
{"text": "Grains such as beans, maize soaked in water to make them soft A needle. The costumes, body adornments and ornaments vary from one community to another expressing different cultures in Kenya. The following are social importance of songs to the pastoralists: Songs they sing accompany their journey to facilitate movements. They songs are sung during their herding sessions to take away boredom. They are a source of unity and collaboration among the community members. They educate on the importance of the animals and other resources. They tell the history of the community. General uses of Folk songs. As a source of entertainment. As a source of cultural and national unity. In teaching subjects such as history, literature and geography among others. To educate. To rebuke. To advise. To worship. To encourage. To promote culture. To give moral teachings. Economic importance of the songs. Economic importance or economic significance of something refers to the monetary or trade value of an item. Songs have economic importance to individuals, the cultural community and even the country. General these are the economic importance of folk songs: Performers can earn money or income by performing folk songs at private parties. Folk song musicians also earn a living by offering singing lessons. Some musicians are employed as singers or trainers of folk songs by some institutions such as cultural centres, universities and schools among others. Folk songs musicians also earn the country foreign exchange when they perform outside the country. Folk musicians also earn the country revenue when they pay taxes. Folk musicians can be independent artists by recording and selling their music. Indigenous Kenyan craft Baketry Kenya's artistic heritage also includes a rich tradition of traditional crafts, such as beadwork, woodcarving, pottery, and basket weaving. These crafts have been passed down through generations and are often used for practical purposes as well as for ceremonial and decorative purposes basketry items made using coil techniques This method is widely used throughout the world in making strong, fairly rigid objects for daily use: partitions for dwellings, baskets to be carried on the back, cages, and fish traps with a Mediterranean variety composed of three layers of standards and a knotted thread . Swimming Breast stroke in swimming."}
{"text": "Indigenous Kenyan craft Baketry Kenya's artistic heritage also includes a rich tradition of traditional crafts, such as beadwork, woodcarving, pottery, and basket weaving. These crafts have been passed down through generations and are often used for practical purposes as well as for ceremonial and decorative purposes basketry items made using coil techniques This method is widely used throughout the world in making strong, fairly rigid objects for daily use: partitions for dwellings, baskets to be carried on the back, cages, and fish traps with a Mediterranean variety composed of three layers of standards and a knotted thread . Swimming Breast stroke in swimming. Breast stroke is a stroke in which the arms are pushed forward and then swept back in a circular movement, while the legs are tucked in towards the bod and then kicked out in a sideways and backward movement. Description of the prone body position. The body lies in a horizontal position in the water with the head in line, with the spine and the face in the water, eyes looking down. The arms are extended forward and the legs are held close together, toes pointed. The breast stroke begins with a forceful push from the poolside in order to generate some propulsion, which results in a glide. The body moves in a smooth, continuous and effortless motion while lying on the stomach and glides in a horizontal position. From the glide phase, the propulsive arm action takes place and then the leg action as the arms recover. The body is then in a streamlined glide for a short moment in each before the next stroke begins. Glide. For effective gliding in the water, the body should be well streamlined. This can be affected by the underwater recovery movements, as the propulsive force remain still and streamlined. For example, as the legs kick to provide propulsion, the arms should be extended forward to create the ideal streamlined body position at the front. Similarly, as the arms pull around, the legs should be in the glide phase to create the same streamlined body position at the back. Gliding helps to make the breast stroke movement smooth and reduces the effort required by the arms to move forward, resulting on a more efficient swimming technique. It is important to cultivate a glide so that the proper sequence of arms-breath-leg - glide can be established. The breast stroke starts with the arm pull, breathe, then the kick and finally the glide in a streamlined position. Prone body postion and glide."}
{"text": "It is important to cultivate a glide so that the proper sequence of arms-breath-leg - glide can be established. The breast stroke starts with the arm pull, breathe, then the kick and finally the glide in a streamlined position. Prone body postion and glide. Stand waist-deep in water, with knees bent or feet flat against the side of the pool. You can hold onto the side of the pool with one hand for support. Breathe in and put your face in the water. Puch off the wall and glide to the prone body position. Lie flat, head facing down with your body in line with the water surface. Keep your face down and arms extended forward. Your eyes should look downwards and slightly forward to avoid straining the neck. Keep your shoulders, hips and legs horizontal as possible, and keep your hips as close as possible to the surface. Do not let your hips drop in the water. Stretch your legs behind with toes pointed but slope your body slightly to allow the legs to stay beneath the water. Keep your neck and shoulders as relaxed as possible to aid the arm action and reduce strain. Keep your body straight and streamlined to make swimming easier and enhance speed. The head movement should be kept to a minimum, and the shoulder should remain level throughout the stroke. Arm action. The arm pull technique is needed to assist the leg movement and also to keep the breast stroke streamlined and efficient. Cath phase. I. Begin with the glide position, arms extended out in front of you, fingers and hands together, palms facing downwards. Ii. Pitch your hand outwards and downwards to an angle of about 45 degrees at the start of the catch phase. Iii. Pull your arms outwards and downwards until they are appropriately shoulderwidth apart. Your elbows should begin to bend, and your shoulders to roll inwards at the end of the catch phase. Propulsive phase. Sweep your arms downwards and inwards, and let the hands pull to their deepest point. The elbows bend to 900 and remain high. At the end of the down sweep, your hands, your hands should sweep inwards and slightly upwards. The elbow should tuck into the side as you pull your hand inwards towards the chest and the chin. Recovery phase. Your hands should recover by stretching forward in a streamlined position."}
{"text": "The elbow should tuck into the side as you pull your hand inwards towards the chest and the chin. Recovery phase. Your hands should recover by stretching forward in a streamlined position. They should recover under, on, or over the water surface ready to restart the arm action. Leg action. The legs are the powerhouse of the breast stroke, and the full leg kick should be a simultaneous and flowing action, resulting in a powerful boost that propels the whole stroke. I. Start with your legs straight and together. Ii. Bend your knees and bring the heels towards your seat with the sole of the feet facing outwards for the frog kick . Iii. Sweep the legs outwards and download in a flowing circular path. The heels and soles of your feet should drive around and back to provide power and propulsion to the stroke. Iv. Squeeze legs together to come back together to the starting streamlined position with the toes pointed. Breathing action. -. Breast stroke breathing occurs naturally as the breast technique has a body lift, which gives the ideal breathing point for each stroke. Breathing in takes place every time your arms pull back to all the body to lift and the head to rise. Lift your shoulders to bring your face out of the water to breath. Don t raise your head, let the head naturally rise with the shoulders so your chin is resting just above the water. Inhale through your mouth before letting your shoulder drop as you sweep with your arms. Breath out as your legs kick back and extend your arms forward. The head returns to the water to exhale as the arms stretch forward to begin their recovery phase. Timing. A well-executed breast stroke timing sequence is key to achieving a smooth and efficient swimming stroke as you will effortlessly glide through the water. A. Try to time your arm action and leg kick so there is always something propelling you through water. B. The arms will be propulsive while the legs recover and the legs propulsive while the arms recover. C. To coordinate the leg kick, the arm strokes, and the breathing, think of the phrase pull, breath, kick, glide d. As your arms complete the power phase, take a breath, and then draw your feet toward the hips. E. When your arms are about halfway through the recovery phase, begin the leg action."}
{"text": "B. The arms will be propulsive while the legs recover and the legs propulsive while the arms recover.c. To coordinate the leg kick, the arm strokes, and the breathing, think of the phrase pull, breath, kick, glide d. As your arms complete the power phase, take a breath, and then draw your feet toward the hips.e. When your arms are about halfway through the recovery phase, begin the leg action.f. Time the arm strokes and kick so that the arms and legs are both at their full length as the kick finishes.g. Rest in the phase position as your body glides through the water. Then the glide begins to slow down, it is time to start another stroke. Water treading To maintain an upright position in deep water by moving the feet with a walking movement and the hands with a downward circular motion."}
{"text": "Is the most advanced creature to appear on earthImportance of Fossil Records. Fossils refer to the preserved remains of plants and animals that are found beneath the surface of the earth. Fossil records help to understand how human beings evolved, lived, adapted and changed their physical appearance in the past. Fossil records have the following importance:Provide past evidence on how plants and animals adapted to their environment. Helps to establish evolutionary relationship between organisms and their ancestors. Fossil records help to establish the time period in which organisms lived. Fossil records help archeologists and other natural scientists to place important events and species in the appropriate historical and geographical era. Fossil records of humans help us to understand the social, political and economic life of man over years. They give us information on the culture of humans, clothing, food, and beliefs in the past. Fossil records give us information on the economic activities of man such as the animals they hunted, crops they cultivated, fishing among others. Fossil records give us information on the type and uses of tools and other materials used by humans in farming, hunting, war or religious activities over the years. They provide evidence of Africa being the cradle of humanity. Locations of human remains discovered in Africa. Prehistoric sites are places where man s remains which are evident of his past existence were found. The oldest known human remains in Africa were discovered in Ethiopia, dating back to around 200,000 years ago. The following are a few examples of where and when pre-historic human remains have been discovered in Africa. Other places are:Fort Ternan Kenya where Ramapithecus or Kenyapithecus were found. Changes that took places in humans as a result of evolution. Evolution of human beings has been a continuous process resulting from various changes and adaptations. These changes are characterized in their teeth, arms, body shape, brain size, structure of their legs and shape of their head. These changes were important for them to adapt to new environmental conditions for survival. Human beings evolved to walk on two legs, freeing their hands for tool use and enhancing mobility. Overtime, the human brain had grown, leading to advanced cognitive abilities. They developed the ability to make and use tools. Humans developed language, enabling communication. Evolution influenced teeth, adapting them to a diverse diet including plants and animals. Humans evolved complex social structures, forming family units and communities."}
{"text": "Humans developed language, enabling communication. Evolution influenced teeth, adapting them to a diverse diet including plants and animals. Humans evolved complex social structures, forming family units and communities. Humans have had reduced hair on the bodies. 1.2 Early civilization. Places of origin of early visitors to the East Africa coast. East Africa was visited by visitors from Europe and Asia. They included the following:ArabsPortuguese. Indian. Persians. Chinese. Greek. Egyptians. Phoenicians. Romans. Syrians. Swahili civilization along the East African Coast. The east African coastline is a long stretch made up of Somali, Kenya, Tanzania and Mozambique. Swahili civilization developed from the interactions between local bantu speaking communities and the Arab traders who visited the East African Coast. They practiced a blend of Islam and traditional African religions. They changed the culture, religions, economic and even social way of life. They came up with new clothing designs to blend with different cultures. This includes Kanga, kanzu and taqiyah. They also introduced special Swahili foods such as biryani, pilau, mahamri among others. Swahili people were known for their skills in trading, fishing and seafaring. They established city-states such as Kilwa, Mombasa and Zanzibar which later become centres of trade. They traded their goods such as gold, ivory and slaves. They built impressive religious structures such as mosques and houses made from makuti, coral stones and lime. The Swahili people constructed dhows which were small wooden boats that helped them navigate along the East African Coast of the Indian Ocean. They also had networks of trade routes that connected them to other parts of Africa and the Middle East. Over time, European powers established colonies in East Africa. They abolished the slave trade, which had a significant source of wealth for the Swahili city-state. However, the Swahili people and their culture still thrive along the East African Coast to date. The Swahili language is spoken by people of Kenya, Tanzania, Uganda and even Democratic Republic of Congo. Factors that led to the growth of East Africa city-states. Bantu migration and arrival of the Arabs. Migration of Bantu speaking people to the east African coast where they interacted with the Arabs. Bantus practiced agriculture while Arabs were traders. This helped in the establishment of trading centres that grew into city-states. Trade."}
{"text": "Bantus practiced agriculture while Arabs were traders. This helped in the establishment of trading centres that grew into city-states. Trade. There were trading activities between the East Africa merchants and traders from India, China, Persia and Arabia. The East African cities exported agricultural products and slaves. Monsoon winds. Facilitated the movement of vessels of traders to travel from one coast to another. Rise of Islam. Conversion of Islam linked Swahili states to massive trade networks that crossed the coastal area. Good deep natural harbours. The natural harbours along the coast ensured the safe docking of vessels. Swahili language and culture. City-states are considered the product of Swahili language and cultural heritage. Best practices of early civilization that contributed to the development of the modern world. Ancient Egypt was the beginning o building designs and construction of permanent buildings we have today. The hieroglyphics form of writing in Egypt used to keep records developed into modern writing and education. Knowledge of planning and predicting of seasons based on the calendar started in the early civilisation. Today, it has been developed further to include weather forecasting in predicting accurate changes in weather. Industrial development in the ancient Kingdom was based on simple skills. Copper and tin were used in ancient Egypt to make items. Today, most of the industries use metals and alloys to make construction and infrastructural equipment. The modern irrigation technology borrows a lot from the ancient irrigation techniques such as shadoof irrigation. This has been applied in the agricultural sector. Tools such as jembes or hoes used in farming today were developed in the ancient civilisation. The political structure of the modern government resembles the government structure adopted in early civilisation. The current civilization owes its development to the ancient based on the following reasons:1.3 Population growth in Africa. Population growth is determined to carrying out a national census and comparing the outcome with the previous census outcome. Population growth can either be positive or negative. Positive population growth results when the birth rates and immigration rates are higher than death rates and emigration rates. This results in rapid population growth. Negative population growth rate occurs when there are some people leaving a population through death or emigration as compared to those joining it through birth and immigration. This results in slow population growth. Population growth is the change of population size in a region over a period of time. Several factors influence population growth. These include:Migration. High birth rate. Reduced death rate etc."}
{"text": "These include:Migration. High birth rate. Reduced death rate etc. Population census data among countries in Africa, is counted and analysed to guide the government in planning and making decisions that affect lives of many people. Causes of Population growth in Africa. Population growth in Africa is influence by various causes and has both positive and negative effects. Population growth in Africa is caused by:High fertility rates-African countries have high birth rates due to cultural, social and economic factors such as early marriages, limited access to contraceptives and traditional beliefs that value large families. Declining mortality rates-improved healthcare, access to clean water and advancement in medical technology have led to lower infant and child mortality rates. Urbanization-rapid urbanization in Africa has led to increased migration from rural areas to cities in search of better opportunities. This contributes to growth of population. Lack of education-lack of education limits individual understanding of the family planning methods and contraceptives which results in high birth rates. Natural calamities- natural calamities such as drought and famine results in high deaths in Africa. This slows down the rate of population growth. Effects of population growth in Africa. Over-exploitation of resources. Unemployment and poverty due to few employment opportunities. Shortage of social amenities. Increased innovation. Development of urban centres due to increased population. Food insecurity. Increased crime rates. Ready markets for goods and services. Increase in supply of human labour. Types of Migration in Africa. Deforestation to provide human settlement. Strain on limited resources such as land, water and food and in infrastructure and services such as housing, transportation and sanitation. Loss of culture and diminishing of trust among citizens. Rise in dependency ratio which increases the economic pressure on the work force. Migration refers to the movement of people from one place to another. The place that people move from is called the place of origin. The place people move to is called the place of destination. People migrate due to different reasons. There are different types of migration as follows: Internal migration-this is the movement of people within a country. Internal migration has the following types of migration as well. Rural to urban migration-migration involving people moving from rural areas to urban area. Urban to Rural migration-involve moving from urban areas to rural areas. Rural to rural migration-involves moving rural areas to other rural areas. Urban to urban migration-involves moving from one urban centre to another. External migration- migration of people from their country to other countries."}
{"text": "Rural to rural migration-involves moving rural areas to other rural areas. Urban to urban migration-involves moving from one urban centre to another. External migration- migration of people from their country to other countries. Effects of migration in Africa. Development of urban centres due to increase in population. Congestion of urban areas dur to increase in the population. Migration results in cultural diversity. Growth of slums due to poor living conditions. Pressure on public services such as schools, housing and healthcare. Separation of families. Money sent to home countries in form of remittances boost the local economy. Results in rural areas having more elderly people as the younger ones migrate in search of a better life. Demographic trends in Kenya. Kenya s demographic trend have been changing over the years. Population growth-Kenya s population has been growing steadily over the years, and it is currently estimated to around 50m people. Urbanization-more and more Kenyans are moving from rural areas to urban centers in search of better opportunities. This has led to the growth of cities like Nairobi, Mombasa and Kisumu. Age structure-Kenya has a relatively young population, with large proportion of people under age of 30. This has implication for education, employment and social services. Ethic diversity-Kenya is the home to many different ethic groups, each with its own language and culture. This diversity can be a source of strength, nut also present challenges in terms of national unity. Health and mortality- Kenya had made significant progress in improving health outcomes recently, but challenges remain. Infant mortality rates are still high and HIV AIDS continues to be a major public concern. STRAND 2 PEOPLE AND RELATIONSHIPS. 2.1 Building Self-esteem. Building self-esteem refers to the process of developing a positive perception and belief in one s own worth and abilities. It involves recognizing and appreciating one s strengths, accomplishment and unique qualities, while accepting and learning from mistakes and setbacks. Factors that influence self-esteem in day-to-day life. There are many factors that can influence a persons self-esteem in day-to-day life. The factors include:Positive interactions such as showing empathy and acts of kindness can boost our selfesteem while negative interaction can lower it. Accomplishing personal goals or achieving success in different areas of life can increase our self-esteem. Negative body image can lead to low self-esteem while positive body image can boost it."}
{"text": "The factors include:Positive interactions such as showing empathy and acts of kindness can boost our selfesteem while negative interaction can lower it. Accomplishing personal goals or achieving success in different areas of life can increase our self-esteem. Negative body image can lead to low self-esteem while positive body image can boost it. Supportive environment can boost our self-esteem while a negative environment can lower it. Unrealistic beaty standards and expectations can lead to low self-esteem. Ways of building a healthy self-esteem for promotion of social cohesion. A healthy self-esteem is important in promoting social cohesion. It helps to enhance positive interactions and respect for others. We can build a healthy self-esteem by:Believing in yourself and embracing your strengths and weaknesses. Celebrating successes and achievements. Maintaining a positive attitude. Being king to yourself by doing things you enjoy, practising positive self-talk among others. Promoting body positivity and unhealthy body image. Being assertive. Healthy esteem in social interactions. Healthy esteem involves demonstrating confidence, self-worth and self-acceptance in our thoughts, behaviours and interaction with others. We can exhibit show a healthy self-esteem by; Being confident in ourselves. Setting goals and working towards achieving them. Seeking support or guidance when faced with challenges. Handling criticism positively. Practising self-care such as maintaining personal hygiene and doing physical exercise. Values that enhance healthy self-esteem in day-to-day life. Integrity. Responsibility. Patience. Love. Kindness. Respect. 2.2 Emotional care. Emotional care refers to one s well being and the ability to cope with challenges in life and recognise our own feelings and the emotions of those around us. Ways of dealing with difficult emotions in daily life. Difficult emotions refer to feelings that are challenging to manage. They include:Anger. Sadness. Fear. Loneliness. Guilt. Anxiety. Shame. Difficult emotions can be overwhelming and may lead to distress, elf criticism and reduced self-esteem. We should manage difficult emotions in a healthy manner that I not harmful to ourself and others. We can deal with difficult emotions by:Recognizing and accepting that difficult emotions are a natural part of the human experience. Identifying the emotions. Seeking support from others. Finding what triggered the emotions. Engaging in physical activities. Guiding and counselling. Real life situations that require emotional intelligence in day-to-day interactions."}
{"text": "Engaging in physical activities. Guiding and counselling. Real life situations that require emotional intelligence in day-to-day interactions. Emotional intelligence refers to the ability to recognise, understand and manage our own emotions as well as the emotions of others. Rel-life situations that require emotional intelligence in day-to-day interactions can be encountered in various environments such as:School environment. Family environment. Social environment. Emotional intelligence is important because:It helps individuals make better decisions. It helps one to manage emotions. It helps to maintain healthy relationships with others. You can be described as having emotional intelligence if you show the following qualities:Self-awareness-recognise and understand one s emotions, strengths and weaknesses. Self-regulation -ability to control one s emotions, stay calm under pressure and in challenging situations. Self-motivation -involves staying focuses, setting goals and maintaining a positive attitude, especially when faced with challenges. Empathy -involves understanding and appreciating the feelings of others and responding with compassion and support. Social skills -ability to build and maintain healthy relationships. It also involves effectively communicating with others. Exhibiting emotional intelligence. We can exhibit emotional intelligence by:Recognizing and understanding your own emotions. Learn to manage and control your emotions. Identify our emotional triggers. Finding positive ways of coping with stress and difficult emotions. Journaling the emotions experience. Understanding and appreciating the feelings of others. 2.3 Resilience. Resilience is the ability to bounce back and recover from adversity, challenges or stressful situations. It is the ability to cope with challenges while maintaining a positive mindset. Resilient individuals are able to persevere in the face of setbacks, learn from failures and fin solutions to problems. Situations thar require resilience in day-to-day life. Resilience is important because it helps to approach challenges with a positive attitude. Circumstances that require resilience include:Dealing with chronic or terminal illness. Overcoming grief after loss of a loved one. Failure. Losses in business. Practising a new skill. Rejection or discrimination. Characteristics of a resilient person. The following are characteristics of a resilient person. Problem solver-willing to find solutions for the challenges they are facing. Positive attitude-maintains a positive mindset even when faced with challenges. They believe that they can overcome the challenges they face. Flexible-they can easily adopt to changing circumstances. They are open to new ideas and can change."}
{"text": "They believe that they can overcome the challenges they face. Flexible-they can easily adopt to changing circumstances. They are open to new ideas and can change. Perseverance-not giving up easily, even when things get tough. It involves staying committed to one s goals and working hard to achieve them. Emotionally intelligent-they are able to recognise, understand and manage their emotions when faced with challenges. Confident-believes in themselves and their abilities. This helps them stay motivated and confident, even when faced with challenges. Growth attitude resilient people view challenges as opportunities for growth and learning. Self-awareness resilient people understand their emotions, strengths and weakness. Good communicator resilient individuals often possess good communication skills, which enable them to express their needs, thoughts and emotions effectively. Accepting a resilient person accepts reality and face challenges head-on, instead of avoiding them. Values that enhance effectiveness in resilience in life. Courage -resilient people show courage by tackling challenges, risks and persisting even when faced with setbacks. Patience-resilient people show patience by thinking long-term, setting achievable goals and staying positive even when faced challenges. Integrity -resilient individuals show integrity by staying true to their values and acting ethically in tough situations. Humility-resilient individuals display humility by seeking help when needed. Gratitude -resilient individuals express gratitude by focusing on the positive aspects of their lives and showing appreciation, regardless of the circumstances. Ways of Building Resilience in different situations. Knowing when to ask for help. Developing a positive mindset. Embracing change. Building your self-esteem. Managing stress positively. Improving your problem-solving skills and coping strategies. 2.4 Socio-Cultural diversity and inclusion. Socio-cultural diversity refers to social, cultural, racial and ethnic backgrounds that exists in different communities. It can be seen the way people dress, the food they eat, languages they speak, the festivals they celebrate and the social interactions they engage in. Socio-cultural diversity refers to social and cultural characteristics that exist among people. It includes differences in aspects such as ethnicity, nationality, language, religion, gender, age and socio-economic status. Inclusion refers to the practice of giving people from diverse background equal access to opportunities without discrimination or exclusion based on factors such as race, gender, beliefs or ability."}
{"text": "Socio-cultural diversity refers to social and cultural characteristics that exist among people. It includes differences in aspects such as ethnicity, nationality, language, religion, gender, age and socio-economic status. Inclusion refers to the practice of giving people from diverse background equal access to opportunities without discrimination or exclusion based on factors such as race, gender, beliefs or ability. Ways of celebrating various socio-cultural diversity in the community. We can celebrate cultural diversity by:Participating in music and drama festivals which represents various cultures. Celebrating Utamaduni day. Organizing and participating in cultural festivals. Encouraging intermarriages between people from different races and ethnic communities. Interacting freely with people from different religious, race, ethnic communities among others. Cooking and eating dishes from different cultures. Promoting respect for socio-cultural and inclusion in society. We can promote respect for social-cultural diversity and inclusion in he following ways:Learning about different cultures. Participating in cultural events of other communities. Participating in the Kenya Music and Drama Festivals. Creating awareness about socio-cultural diversity and inclusion. Preserving cultural artefacts in museums and cultural centres. Respecting and celebrating various socio-cultural diversities. 2.5 Building healthy relationships. Relations refers to connections between individuals. Engaging in healthy relationships in day-to-day. Ways of building health relationship include:Effective communication. Empathy. Respect. Trust. Resolving conflicts. Building healthy relationships for sustainable lifestyle. Tips for building healthy relationships for sustainable lifestyles. Shared values. Communication. Educate and inspire. Shared activities. Volunteer together. We can build healthy relationships which will enable us to support healthy lifestyles by engaging in activities such as:Planting trees. Engaging in physical exercises. Engaging in business enterprises. Cleaning waste in the community. Signs that indicate unhealthy relationship. Poor communication. Lack of trust. Disrespectful behaviour. Physical abuse. Emotional abuse. Repeated patterns of conflict. Characteristics of an unhealthy relationships. Unhealthy relationships often involve difficulties in effectively expressing needs and feelings. Unhealthy relationships involve dishonesty which results in lack of trust. Unhealthy relationships can exhibit disrespect through constant criticism. Unhealthy relationships involve jealous. Values that enhance healthy relationships in life. Trust-allows people to feel safe, protected and connected. Respect -promotes consideration in relationships. Unity -involves a sense of togetherness, shared goals and support for each other. This strengthens the bond in a relationship."}
{"text": "Respect -promotes consideration in relationships. Unity -involves a sense of togetherness, shared goals and support for each other. This strengthens the bond in a relationship. Gratitude -can improve relationship by enhancing a positive outlook and appreciation for others. Love -involves care, respect and affection which creates a nurturing and positive environment that contributes to emotional wellbeing in relationships. Empathy - -allows people to understand and share their feelings which enhances understanding in relationships. 2.6 Peaceful Conflict resolution. Conflict is a disagreement or argument between individuals or groups of people. It can arise to differences in opinion, interest or belief. Situations that may lead to conflict in a family. Poor communication -leads to misunderstandings and disagreements. Competition such as sibling rivalry. Parental comparison between siblings. Unequal distribution of house chores. Differences in valueStressCharacteristics of a peaceful family. Provides support, love and care for its members. Maintains open and honest communication, allowing each member to express their thoughts, feelings and concerns without fear of judgment. Spends quality time together and engages in activities that strengthens their bond. Family members shows respect towards each other, creating an environment where each person feels important and valued. They have conflict resolution mechanism or strategies, allowing them to address disagreements and challenges in a healthy. Family members provide emotional support, celebrate accomplishments and offer encouragement during tough times. Non-violent ways of solving family conflict. Non-violent methods of resolving conflict are approaches and strategies that aim to address disagreements and disputes without resorting to physical violence or harm. Some of the non-violent methods of resolving family conflict include:Negotiation- family members should discuss and find a solution that meets everyone s needs. Problem-solving- involves willingness to identify the issue that resulted in the conflict and solving them. Both parties should find lasting solution to the problem. Mediation-involves a neutral third party to help in communication and amicable solutions. Apologizing -family members should apologise for harmful actions and words. Forgiveness - family members should forgive each other to promote peace. Importance of resolving family conflicts peacefully. Maintains healthy and positive relationship. Sets a positive example for the family. Reduces stress and tension within the family. Promotes understanding and empathy among family members. STRAND 3 COMMUNITY SERVICE LEARNING. 3.1 Community Service-Learning Project. A community service project refers to a voluntary initiative undertaken to solve a specific need or improve the well-being of the community."}
{"text": "STRAND 3 COMMUNITY SERVICE LEARNING. 3.1 Community Service-Learning Project. A community service project refers to a voluntary initiative undertaken to solve a specific need or improve the well-being of the community. Identifying a problem or a gap in the community. The following are ways to determine the gaps or needs in the community. Classroom discussion where learners discuss and share their observations and experiences regarding community needs. Field trips to community centres, shelters or NGOs working in the area may assist learners to interact with individuals involved in community development, who knows more about gaps they address and the needs they fulfil. Conducting survey where learners design and distribute questionnaires to their peers, family members and community members to gather their opinions on community needs. Conducting media analyses where learners analyse local news articles, social media platforms or online community forums to understand the concern and needs expressed by the community members. Implementing the plan for solving the identified problem. Set clear objectives. Break down the project into tasks. Assign responsibilities for individuals responsible for each task. Set deadlines for each task. Gather the resources required for the project. Perform the tasks allocated as planned. Regularly monitor the progress of each activity. Assess the effectiveness of the solution implemented and measure the impact achieved making adjustments where necessary. Benefits of Community Service Learning. Give us opportunity to apply what you have learnt in classroom to real-life situation. Helps to develop skills such as problem-solving, critical thinking, communication, collaboration and leadership. One gains better understanding of social issues and needs facing our communities. Boosts our self-esteem and personal growth s we overcome challenges while conducting he project. Community benefits from the project. Encourages diversity since learners from different backgrounds participate in shared projects. STRAND 4 NATURAL AND HISTORIC BUILT ENVIRONMENTS. 4.1 Map reading and interpretation. A map is a representation of an area, drawn to scale and showing various features such as roads, rivers and landmarks. Map reading is the process of interpreting and analysing information presented on a map. Marginal information to interpret maps. Marginal information refers to the information and additional facts found around the margin or border of a map. The information is always given on the margin of the map sheet. Elements of a map. They include: Title. Frame. Key. Compass direction. Scale. THE FOLLOWING ARE ELEMENTS OF MARGINAL INFORMATION."}
{"text": "Compass direction. Scale. THE FOLLOWING ARE ELEMENTS OF MARGINAL INFORMATION. A topographical map is a representation of the earth s physical features and manmade features in details. These features include:Rivers. Roads. Railways. Mountains among others. Types and Uses of Scales on maps. A scale is a ratio of distance on the map to the corresponding distance on the ground. It helps in understanding the relationship between distance on the map and actual distance in the physical world. There are 3 types of scale as follows:Statement scale. Representative scale. Linear scale. Statement scale. This is a written description of the relationship between the distance on the map and the distance on the actual ground. For example,A statement scale might say:1 centimetre represents 100 kilometres. Representative scale. This is a ratio scale that expresses the relationship between the distance on the map and the distance on the actual ground. For example, a representative scale might be expressed as 1:10,000, which means that one unit on the map represents 10,000 of the same units on the ground. It is also referred to as a fraction scale. Linear scale. A linear scale is a graphic representation of the relationship between the distance on the map and the distance on the ground. It is usually shown as a bar or line with markings that indicate the distance on the map and the corresponding distance on the ground. Uses of scales on Maps. Used to measure distance on maps and compare them to actual distance on the ground. They are used to determine level of details that a map can display. Scales enable us to draw a map expressing the actual distance on a small flat surface. Scales can be used to determine the shortest route to follow when navigating. Converting scalesConverting representative fraction scale RF into linear scaleNOTE:Scales used on maps can be representative, linear or statement. Scales are important as they enable us to find actual distance on the ground. They also enable us to determine details presented by a map. This is determined by the size of maps. The size of maps is determined by scale. This can be:Small scale maps -this is a map that has a scale larger than 1:1000,000. Medium scale maps this is a map whose scale range from 1:25,000 to 1:50,000."}
{"text": "The areas of all the strips are added together. For example, in the following field in a map, Find the length of each strip, calculate the area of each and add all the areas of the rectangle strips. Use of grid squares. This methos is used in most topographical maps which always have grid squares formed by eastings and northings and they are drawn to a scale of 1:50,000 with each square representing an area of 1km2. To calculate area of an irregular shape on the map, use the following procedure. Mark complete squares and record their number, multiply the total number with 1km2. Calculate half squares using different marks, the total number of half squares should be divided by 2 and then multiplied by 1km2. Add the total area of complete squares to the total area of the half squares to get the total area of the feature. Methods of representing relief on topographical maps. Relief of an area means the physical appearance of the land surface in term of shape, size, height above see level elevation and slope. Earth surface is made up of various natural features such as water bodies, landforms and rocks. A location s relief is the difference between the highest and lowest elevations. On topographical maps, some features are represented using different methods as shown in the table. Ways in which vegetation is represented on a topographical map. Colouring different colours are used to represent different types vegetation. Symbols different symbols can be used to represent different types of vegetation such as trees, crops among others. Text label -labels with text explaining the type of vegetation can be used. Interpreting Physical features on a map. Topographical features have numerous physical features indicated on them and represented differently. The relief features are widely shown by means of contours. Contours on the maps occupy patterns with respect to the shape of the landforms relief features . Relief on topographical maps are represented using different lines. The lines are arranged differently depending on the type of relief being represented as shown in the table below. 4.2 Weather and Climate. Weather refers to the atmospheric conditions of a particular place at a specific time, such as temperature, humidity, precipitation and wind. Climate refers to the long-term patterns of weather in a particular area, including average temperatures, precipitation levels and other meteorological factors. Factors influencing weather and climate in Africa."}
{"text": "Weather refers to the atmospheric conditions of a particular place at a specific time, such as temperature, humidity, precipitation and wind. Climate refers to the long-term patterns of weather in a particular area, including average temperatures, precipitation levels and other meteorological factors. Factors influencing weather and climate in Africa. DISTRIBUTION AND CHARACTERISTICS OF CLIMATIC REGIONS IN AFRICA. Characteristics of Equatorial Climate. Temperatures are very high throughout the year, averaging to about 260 C. The hottest months in the year are march and September when the sun is overhead at the equator. Daily temperature range is very small about 30C. Humidity us high throughout the year. It mainly receives convectional rainfall. The rain falls mainly in the afternoons. Rainfall falls mainly over a short period of time, about 15-20 minutes. The rainfall is heavy and falls throughout the year, averaging about 2,000 mm. Characteristics of Tropical climate. Found alongside east African coast. High rainfall is experienced ranging between 100mm to 2000mm per year. There is moderate temperature of about 220 C due to low altitude. The region receives convectional rainfall due to nearness to large water bodies. There is high humidity throughout the year due to high rate of evaporation. It has two main seasons wet and dry. Modified equatorial climate. Mostly located close to large water bodies. Experiences long rains between march to may and short rains between October to December. Modified tropical climate. Mostly located in the high lands of Africa such as the Ethiopian highlands, East Africa rift highlands, Kenya and Tanzanian highlands. Desert climate. Also known as a rid climate. Evaporation rate are high making it difficult for plants to survive. Hot and dry winds cause low rainfall. It is experienced in areas such as Sahara Desert, Nubian desert and Kalahari deserts in Africa. 4.3 Vegetation in Africa. Vegetation refers to the plant life that grows in a particular region or area. It includes all types of plants such as trees, shrubs, grasses and flowers. Factors influencing vegetation distribution in Africa. Climate. Drainage. Pest. Soil. Human activities. Altitude. Government policy. Relief. Characteristics of major vegetation regions in Africa. Natural vegetation in Africa includes:Tropical rainforest. Savannah vegetation. Desert vegetation. Semi desert vegetation."}
{"text": "Savannah vegetation. Desert vegetation. Semi desert vegetation. Mediterranean vegetation. Mountain vegetation. Mangrove vegetation. Tropical rainforest. Found in equatorial type of climate that experiences high rainfall. The emergent layer is made of giant trees that are taller than average canopy trees. Vegetation is ever green, thick and dense. The leaves of plants are broad. Trees in the vegetation zone are mainly hardwood such as oak, mahogany, teak, ebony and ironwoods among others. Savannah vegetation. Grasses have deep roots. Trees are often deciduous hence they shed leaves during dry season to conserve water. Tree have deep roots for search of water. Vegetation zone is dominated by various grass species which can grow tall and form dense carpet across the landscape. Trees are scattered with main trees being acacia and baobab. This vegetation is a home to large herbivores such as elephants, giraffes, zebras and antelopesThis vegetation zone experiences distinct wet and dry seasons. Desert vegetation. Little or no plants. Animals can stay for long without water. Plants germinate after a long period of time. Plants grow to taller heights. Plants are short and mostly shrubs. There are special places with water known as oasis. Semi desert vegetation. Has short, scanty and thorny bushes. Vegetation have adaptations that enable them to preserve water such as thick stems, small needle-like leaves and thorn to scare away animals. Vegetation is usually drought resistant. Mediterranean vegetation. Trees have thick back and wax coated leaves that help them reduce transpiration. Citrus fruits such as oranges, olives and grapes are commonly cultivated. Mountain vegetation. This type of vegetation is found in high mountains in Africa. The vegetation is not uniform all over the mountain due to the effects of altitude, soil, winds and other local physical variations. Mountain vegetation is characterized by rapid changes in vegetation due to changes in altitude. The vegetation zones on a mountain include:4.4 Historical sites and monuments in Africa. Africa has many historical sites and monuments such as fort Jesus, Kilwa, great Zimbabwe. The Giza pyramids, Meroe, Timbuktu and Robben IslandImportance of historical sites and monuments for preservation of cultural heritage. Historical sites and monuments are important to a country because:They are sites of tourist attraction. The earn a country foreign exchange through tourism."}
{"text": "The Giza pyramids, Meroe, Timbuktu and Robben IslandImportance of historical sites and monuments for preservation of cultural heritage. Historical sites and monuments are important to a country because:They are sites of tourist attraction. The earn a country foreign exchange through tourism. They create jobs for people who work on the sites. Some sites and monuments serve as cultural and religious centres. Historical sites preserve some aspects of architectural development. Historical sites and monuments represent tangible remains of society. Ways of conserving historical sites and monuments in Africa. Cleaning the historic sites and monuments. Regularly monitor the conditions of the historical sites and monuments to identify any changes or threats. Avoid writing on the walls of the historic sites and monuments. St regulations and laws governing the use of historic sites and monuments. Create awareness to the community members for them to conserve the sites and monuments. Decorating the places to make them more attractive. Reconstruct worn-out parts. STRAND 5 POLITICAL DEVELOPMENTS AND GOVERNANCE. 5.1 The Constitution. A constitution is the rule book for state or country. It sets the basic principles by which the state or country is governed. Components of the Constitution of Kenya. Preamble- sets out guiding principles and objectives of the constitution. Bill of rights outlines the fundamental rights and freedoms of all individuals in Kenya. Structure of the government-establishes the three arms of government-the Executive, Legislature and Judiciary- and goes a head to define their powers and functions. Devolution-provides for the establishment of country government and outlines their powers and functions. Citizenship-defines who is considered a citizen of Kenya and outlines the rights and responsibilities of citizenship. Land and responsibilities- Sets out principles for the management and use of land and the protection of the environment. Leadership and integrity- Establishes standards of ethical conduct for public officers and provides for mechanisms to ensure accountability. Elections-sets out the principles and procedures for conducting elections in Kenya. Public finance-outlines principles of public fianc management, including budgeting, taxation and public debt. National security provides for the security of Kenya and outline the roles and responsibility for security agencies. Amendment of the constitution-sets out the procedures for amending the constitution. The roles of the three arms of government in reference to the relevant chapters in the constitution. Interrelationship between the three arms of Government. The interrelationship between the three arms of government are crucial for the functioning of a democratic government."}
{"text": "The roles of the three arms of government in reference to the relevant chapters in the constitution. Interrelationship between the three arms of Government. The interrelationship between the three arms of government are crucial for the functioning of a democratic government. The executive branch proposes laws and policies which are then debated and approved by the legislature branch. The judiciary, in turn, ensures that these laws are constitutional and applied fairly. The executive branch also relies on the judiciary to resolve disputes and interpret the law. Additionally, the legislature branch has the power to impeach the President or other government officials if they are found to have committed serious misconduct. The guiding principles in the Constitution of Kenya. Leadership principles in the constitution of Kenya. Accountability-leaders are responsible for their actions and decisions. Inclusivity-leaders should promote diversity and ensure equal opportunities for all. Transparency-leaders should be open and honest in their dealings. Participatory -leaders should involve citizens in decision making processes,Good governance -leaders should promote efficiency, effectiveness and fairness. Integrity principles in the constitution of Kenya. Honesty-leaders should be truthful and trustworthy. Ethics -leaders should adhere to moral and ethical standards. Anti-corruption -leaders should fight against corruption and promote integrity. Public interest -leaders should prioritise the welfare of the public. Accountability -leaders should be answerable for their actions and use of public resources. Ways of upholding constitutional principles of leadership and integrity in daily interactions with each other. Uphold the constitutional principles of leadership and integrity in daily interactions. Lead by example and demonstrate ethical behaviors. Act with honesty, transparency and accountability. Respect the rights and dignity of others. Promote equality, fairness and justice in all interactions. Foster a culture of trust, teamwork and collaboration. Make decisions based on the best interest of the people and the nation. Strive for excellency and continuous improvement in all endeavours. Embrace diversity and inclusivity in our interactions. Uphold the rule of law and ensure equal access to justice for all. Exhibiting good leadership intended in Chapter Six of the Constitution of Kenya. Good leadership in chapter six of the constitution is intended to promote integrity, transparency and accountability. It emphasizes the need for leadership to be honest, ethical and responsible in their actions and decisions. The chapter also emphasizes the importance of leadership being servants of the people and working towards the well-being of the citizens. Good leadership in chapter six encourages leaders to uphold the values of national unity, inclusivity and respect for diversity."}
{"text": "It emphasizes the need for leadership to be honest, ethical and responsible in their actions and decisions. The chapter also emphasizes the importance of leadership being servants of the people and working towards the well-being of the citizens. Good leadership in chapter six encourages leaders to uphold the values of national unity, inclusivity and respect for diversity. It also highlights the need for leaders to promote social justice, equality and freedoms of all individuals. The chapter emphasizes the need for leaders to promote national values and principles of governance. Good leadership in chapter six aims to foster a culture of good governance and ethical conduct among leaders. 5.2 Human Rights. Human rights are defined as the fundamental rights that all human beings possess regardless of their race, national or ethnic origin, residence, religion or any other status. Respecting and protecting human rights in the community. Respecting human rights involves recognizing the inherent dignity and equality of every individual. It is our daily duty to advocate for and ensure that community practices protect individual freedoms. Everyone should feel free from unwarranted harm. Listening to other s perspective, avoiding making assumptions and fostering an atmosphere of mutual respect in interaction are some of the ways to respect human rights. We should stand up against discrimination when you witness it, promote inclusivity, and ensure that everyone in the community is treated fairly. Investigating how children s rights are violated in the society. Children, like everyone else have fundamental rights that are crucial for their well-being and development. The include the right to education, health and protection. Children are more often vulnerable to violations of their rights due to their age, dependency on adults and lack of access to adults. We should find out whether children have access to quality education, and if any barriers or discriminations exist based on gender or social-economic status. Collaborating with local authorities, Non-governmental organizations and child protection agencies to ensure children s voice and experience are heard will uphold children s right. Empowering children as active participants equips communities to address root causes of rights violations. By investigating how children s rights are violated, we can shine a light on areas that need improvement, advocate for change.,. And work towards creating a society where every child s rights are protected and respected. The rights of children as stipulated in the children s Act, 2022 and African charter on the right and welfare to the child."}
{"text": "Empowering children as active participants equips communities to address root causes of rights violations. By investigating how children s rights are violated, we can shine a light on areas that need improvement, advocate for change.,. And work towards creating a society where every child s rights are protected and respected. The rights of children as stipulated in the children s Act, 2022 and African charter on the right and welfare to the child. World children day was established in 1954 as a Universal Children Day and it is celebrated on 2oth November annually. O This day aimed to promote international togetherness, awareness among children worldwide and improving children s welfare. It is an important date as it is the date in 1959 when the UN General Assembly adopted the Declaration of the Rights of the Child. It is also the date in 1989 when the UN General Assembly adopted the Convention on the Rights of the Child. The Children Act, 2022 is a law in our country that outlines the rights of children and ensure their well-being. It covers things like education, healthcare and protection from abuse. The African charter is an international treaty that was adopted by the African Union to protect the rights and welfare of children across the continent. It includes similar rights as the Children Act but also emphasizes on cultural values and traditions. Both the children s act and the African charter recognizes the right to education, healthcare and protection from abuse and exploitation. They also emphasize the right to a name, nationality and family. The Children Act,2022 is a revision on the Children s Act,2001. Promoting protection of human rights in the society. You can do the following to promote and protect human rights. Demonstrating respect for human rights in your daily interactions. Raising awareness about human rights. Educating yourself on various human rights. Encouraging diversity and inclusivity. Participating in local initiatives that promote human rights, such as volunteering at children homes, hospitals among others. 5.3 Citizenship. Global citizenship is the concept that all people of the world are members of a worldwide community. A global citizen is someone who is aware of and understands the wider world and their place in it. They take an active role in their community and work with others to make the planet more peaceful, sustainable and fair. Factors that promote Eastern Africa and African citizen in the community. Civic education-actively participating in community life shows our commitment to the well-being of our African community."}
{"text": "They take an active role in their community and work with others to make the planet more peaceful, sustainable and fair. Factors that promote Eastern Africa and African citizen in the community. Civic education-actively participating in community life shows our commitment to the well-being of our African community. Environment stewardship -caring for the environment ensures the well-being of our African communities. Cultural celebration -celebrating our diverse cultures strengthens our sense of being Africans. Educational programs-learning about African history empowers us to actively contribute to our community. Language promotion -promoting our language helps preserve our unique African heritage. Trade collaborating economically withing East Africa contributes to our collective prosperity. Qualities and responsibilities of a global citizen in the world today. Responsibilities of a global citizen. Respecting human rights. Supporting sustainable development. Valuing other s dignity. Respecting and cherishing diversity. Understanding global issues. Understanding how countries in the world are interconnected and interdependent. Advocating greater international cooperation with other nations. Qualities of a global citizen. Open-mindedness Empathy. Courageous. Patient. Similarities in the ways in which the selected Nobel Prize Winner responded to injustice and unfair situations in the society. Wangari Maathai and Mahatma Gandhi. They were committed advocates for non-violent resistant and civil disobedience as powerful tools for social and political change. Both Maathai ad Gandhi were champions of women s rights. Maathai s Green Belt Movement was a symbol of women s rights efforts both at home and abroad. Gaandhi was a vocal advocate for women s education and empowerment. Gandhi and Maathai were instrument in addressing socio-economic issues. Gandhi focused on poverty and the caste system while Maathai tackled deforestation and environmental degradation. Both leaders exhibited global citizenship. They recognised that their actions could have a broader impact. Both leaders engaged in political activism to challenge oppressive systems and governance. Maathai was involved in Kenya politics, advocating for democracy and environmental conservation. Gandhi, through his leadership in the Indian National Congress played a key role in India s struggle for independence. 5.4 Essential skills in Critical thinking. Critical thinking is the process of analyzing and evaluating information or situations in a logical and objective manner. Essential skills for critical thinking in different situations. The following are critical thinking skills. Creativity- thinking and coming up with ideas out of nothing. Generate ideas or solutions especially when traditional approaches are insufficient."}
{"text": "The following are critical thinking skills. Creativity- thinking and coming up with ideas out of nothing. Generate ideas or solutions especially when traditional approaches are insufficient. Problem solving -use systematic approaches to address challenges and find solutions, often involving multiple steps and testing different strategies. Analysis- ability to break down complex information or situations into their constituent s parts, examine each to understand how they relate to the whole. Open Mindedness -this encourages individuals to explore various potential solutions and approaches to a problem. Communication- involves sharing ideas with others in order to find solutions. Hinderance to critical thinking in different circumstances. Pressure from the society Peer pressure. Emotions. Fear of failure. Lack of information. Importance of critical thinking. Enhance problem solving skills by encouraging individuals to analyse situations. Enables individuals to make well-informed decisions based on a thorough analysis of available information. It promotes creativity encouraging individuals to explore different perspective, think outside the box and generate ideas. Individuals with strong critical thinking skills express their ideas more clearly and engage in constructive discussions, contributing to effective communications. 5.5 Developing of Creative thinking. Developing creative thinking involves cultivating the ability to generate and explore new ideas, think outside the box and approach problems from different points of view. Creative thinking is the ability to generate new ideas, concepts or solutions by approaching problems and challenges in innovative and imaginative way. It involves breaking free from traditional thought patterns, explore different perspective and making connections between seemingly unrelated concepts. Creative thinking is not limited to art, it also applied to problem solving, decision making and various aspects of daily life. The following are characteristics of creative thinking. Originality-ability to generated ideas that are unique. Flexibility being open minded and adaptable to change. Fluency ability to produce many ideas or solutions. Elaboration develop and expand upon ideas to add depth and richness. Risk taking willingness to step outside of ones comfort zone and explore unconventional solutions. Complexity to understand and deal with difficult problems or concepts-Common challenges in creative thinking. Distractions -things that take away your attention such as noise, notifications or interruptions that disrupt your focus and flow of ideas. Mental blocks are obstacles that stop creative thinking. Can come from stress, depression or preconceived ideas, making it had to think creative. Lack of inspiration. Peer influence. Self-doubts. The following are ways to overcome challenges in creative thinking."}
{"text": "Peer influence. Self-doubts. The following are ways to overcome challenges in creative thinking. Embrace failure as part of creative thinking process and use it as a learning point. Take breaks to clear your mind when stuck. Challenge negative self-talks by recognizing your strengths and achievements. Work in a conducive environment that has no distractions. Seek inspiration from various sources. Values that enhance creative thinking in day-to-day life. Courage-allow one to experiment, try new things. Curiosity -drives exploration and spark new ideas which contribute ro creative thinking Perseverance. Resilience -encourages perseverance in the face of creative challenges. Empathy-promotes collaboration and the integration of diverse points of view which enrich creative thinking. Making ethical choices ensures that innovative solutions are not compromised by unethical practices. Integrity. Ways of developing creative thinking in different context. Using imaginations and innovation as you carry out different activities. Sharing ideas with others. Participating in learning such as field trips and hand-on activities. Embrace experimentation of alternative approaches to problems-solving and idea generation. Collaborate with different people to expose yourself to a variety of perspectives and ideas. Importance of Creative thinking. Improves collaboration and understanding, as creative thinkers can covey ideas in engaging ways which facilitate positive social interactions. Promotes resourcefulness by encouraging individuals to find alternative solution with limited resources. Fosters a community s ability to respond to evolving challenges and embrace positive change. Enhances a sense of persona; accomplishment and fulfilment through the exploration and realization of creative ideas. Improves your problem-solving skills. Develops and grows your personality. Boosts your confidence. It enables you to have freedom of thought. It promotes your entrepreneurial skills. Makes your easier and more convenient. It improves your productivity quality of life. 5.6 Process of problem-Solving. Problem solving is the process of analysing and understanding a problem. It involves identifying its cause and deciding on a solution which solves the problem and prevents it from being repeated. The Rational problem-solving model in different Context. Rational problem-solving means thinking carefully, considering facts and following a stepby-step method to find the best solution to a problem. A rational problem-solving model involves a systematic approach to addressing challenges. It is designed to help individuals make well-informed choices by following a series of step to identify problems or opportunities, analyse alternatives and select the best solution."}
{"text": "Rational problem-solving means thinking carefully, considering facts and following a stepby-step method to find the best solution to a problem. A rational problem-solving model involves a systematic approach to addressing challenges. It is designed to help individuals make well-informed choices by following a series of step to identify problems or opportunities, analyse alternatives and select the best solution. The following are steps of the rational problem-solving model:Identify the problem clearly defining and understanding the issue or challenge. Choose a decision style. Develop alternatives. Choosing the best solution. Implement solutions Evaluate the decision. Obstacles to problem-solving in society. Effective problem-solving skills in social interactions. The following are effective problem-solving skills in social interactions:CommunicationActive listeningNegotiationConflict resolutionDecision makingFlexibilitypatienceValues that enhance problem-solving. Empathy o Integrity.o Respect. Responsibility. Roles of values in problem-solving. Values serve as guiding principles that help individuals and communities determine what is important and morally right. Values influence the ethical considerations in decision-making process. Values often emphasize social responsibilities and the well-being of others."}
{"text": "Replace the mask immediately if it is damaged or soiled. Skin and Body Protection PPE includes the following categories to protect employees from physical hazards: Head Protection PPE includes hard hats and headgears and should be required for tasks that can cause any force or object falling to the head. Safety Tips: Ensure that there are no dents or deformities on the shell and connections are tightened inside. Do not store in direct sunlight as extreme heat can cause damage. Choose appropriate cleaning agents as it can weaken the shells of hard hats and may eliminate electrical resistance. Always replace a hard hat if it was used for any kind of impact, even if the damage is unnoticeable. Body Protection PPE includes safety vests and suits that can be used for tasks that can cause body injuries from extreme temperatures, flames and sparks, toxic chemicals, insect bites and radiation. Safety Tips: Ensure that they are clean and free from cuts and burns. Always get a good fit to ensure full body protection. Ensure bodysuit is heat-resistant clothing when working with hightemperature hazards. Hands Protection PPE includes safety gloves and should be used for tasks that can cause hand and skin burns, absorption of harmful substances, cuts, fractures or amputations. Safety Tips: Ensure hand protection fits perfectly with no spaces and is free from cuts, burns, and chemical residue. Always replace them if any sign of contamination was observed. Use rubber gloves when working with heat and electricity to reduce the risk of burn or electrical shock. Foot Protection PPE includes knee pads and safety boots and should be used for tasks that can cause serious foot and leg injuries from falling or rolling objects, hot substances, electrical hazards, and slippery surfaces. Safety Tips: Ensure boots have slip-resistant soles that can protect against compression and impact. Ensure the sole plate is in good condition to prevent punctures. Fall Protection PPE includes safety harnesses and lanyards and should be strictly used for tasks that can cause falling from heights and serious injury or death. Safety Tips: Ensure that the straps are free from tears, deformities, and burn marks. Check the buckles if connected securely and tightly. Dispose of the equipment if used after a falling incident. Hearing Protection PPE includes ear muffs and plugs and should be used for tasks that can cause hearing problems and loss of hearing."}
{"text": "Check the buckles if connected securely and tightly. Dispose of the equipment if used after a falling incident. Hearing Protection PPE includes ear muffs and plugs and should be used for tasks that can cause hearing problems and loss of hearing. Safety Tips: Ensure the equipment fit the ear canal perfectly. It is recommended to use formable earplugs to fit different sizes of ear canals. Use protectors that reduce noise exposure to an acceptable level to have room for communication. Ensure earplugs are clean and in good condition. Other examples of PPE include: safety glasses or goggles safety shoes high-visibility clothing or vests heat-resistant gloves anti-vibration gloves welding PPE such as helmets and flame-resistant clothing chemical-resistant suits or aprons safety harnesses and lanyards Use PPE always and anywhere where necessary. Observe the instructions for use, maintain them well and check regularly if they still offer sufficient protection. Why is it Important to wear PPE? Prevent unnecessary injury in the workplace; protect employees from excessive chemical exposure; prevent the spread of germs and infectious diseases including COVID-19; help businesses comply with regulatory requirements Improve employee productivity and efficiency. Supports worker during work e.g. safety shoes, safety rope Important safety rules in the workplace Here are examples of safety rules in a workplace: 1. Follow the dress code It is important to dress according to the workplace dress code. This may prohibit jewelry or open-toe shoes, for example. Often a workplace may require employees to wear specific footwear and long sleeves and pants in order to protect against common workplace accidents. Dress codes can promote professionalism and also help keep employees safe. 2. Wear safety gear Safety gear is necessary in labs, around machinery and on construction sites, for example. Companies include safety gear in the dress code when it is necessary for your job. Safety gear is a precaution against hazardous materials and potentially dangerous working conditions. 3. Maintain personal hygieneMaintain your personal hygiene, such as cleanliness, to help prevent illness at work. Good hygiene can also help promote health and self-esteem, which reduces risks. 4. Take responsibility for your personal safety To take responsibility for your personal safety means ensuring that you follow safety procedures. If employees rely on themselves to keep the workplace safe, this can create a safe environment for all."}
{"text": "4. Take responsibility for your personal safety To take responsibility for your personal safety means ensuring that you follow safety procedures. If employees rely on themselves to keep the workplace safe, this can create a safe environment for all. Responsibility also prevents negligence, which can limit on-the-job accidents. 5. Maintain a clean workspace It is important to keep your desk or other personal workspaces clean. Be sure to put away supplies when they are not in use. Gathering necessary materials before starting a task can help keep a clean workspace. Maintaining your work area promotes organization and attentiveness, both aspects of promoting safety in the workplace. 6. Follow work procedures A company creates work procedures to help comply with safety protocols and best practices, so if you follow work procedures, safety standards are likely met. It is important to follow procedures even if you think performing a task differently might save time. Often there'll be an employee handbook or safety station where the company provides their work procedures. 7. Learn how to act in an emergency Learn emergency protocols including where to go in case of a fire or during a natural disaster such as a tornado. Much like work procedures, companies design emergency protocols with strong consideration for safety regulations. Knowing where to go or how to behave during an emergency protects you as well as your coworkers. 8. Report accidents if they occurReport accidents to the managers or other personnel when they occur. If you injure yourself or cause an accident, be sure to report it and follow procedure immediately to help reduce the risks of further harm or endangering coworkers. This helps to get proper treatment for your injury and addresses the possible causes of the incident to prevent it from happening again. It is important to follow company policy and report even minor incidents. Your employer may require a written report of the incident as well. 9. Report unsafe conditions If you observe an unsafe practice or condition such as faulty equipment, it is helpful to report this so that personnel can address the situation and make corrections to prevent an incident. Unsafe conditions pose a threat to your coworkers and to you, so reporting a potentially dangerous situation is in the best interest of all employees. Consider marking any unsafe condition to protect others who may encounter it while you go to report it. 10. Lift objects carefully Professionals advise lifting by squatting and using your knees when picking items up instead of bending at your waist because this can cause strain on your back and may result in injury. Use equipment if necessary or ask for help in lifting heavy items."}
{"text": "10. Lift objects carefully Professionals advise lifting by squatting and using your knees when picking items up instead of bending at your waist because this can cause strain on your back and may result in injury. Use equipment if necessary or ask for help in lifting heavy items. Back pain is a common workplace injury that you can avoid with proper posture and using caution in actions that you often repeat at work, such as carrying materials. 11. Operate machinery that you are familiar with Only operate machinery that employers authorize you to use. Some types of workplace equipment, such as forklifts, require training. Training can prevent misuse and provide proper safety knowledge and skill for machines. It is important to become familiar with all equipment that is in regular use at work. 12. Use break times Taking breaks can maximize employee attentiveness because they are well-rested. Breaks provide other benefits, such as time to relax and reduce stress. Duringbreaks, you may need to sit or stretch to maintain personal safety and prevent muscle injury. 13. Stay in your work zone While working, try to stay in your designated work area. This allows you to be familiar with your surroundings and increases the likelihood that you understand the rules of conduct in the area. If you visit another working area, try to find a professional who can help you navigate the area so you are confident in your surroundings. 14. Stay alert and attentive Being alert and attentive to your surroundings in a work environment helps identify risks. It is important to limit distractions as well and ensure you focus on tasks at work. Taking care to be mentally present while working helps you actively follow procedures and practice caution. 15. Keep exits clear Try to keep walkways clear and take care not to block exits. This prevents falls and helps people leave the room or building safely and quickly in the event of an emergency. In small spaces keeping walkways clear can be difficult but it may be useful to practice a walk-through to ensure that employees can maneuver safely around equipment. 16. Ask for help If you require assistance, ask for help. This greatly reduces the risk of having an accident and helps foster a safe work environment by setting an example. Refer to company protocol when performing tasks or operating equipment, and if protocol suggests doing a task with another employee, do not attempt the task alone. 17. Use caution signs Use caution signs when applicable. For example, wet floor signs prevent slips on a floor after you mop or after a spill."}
{"text": "17. Use caution signs Use caution signs when applicable. For example, wet floor signs prevent slips on a floor after you mop or after a spill. Areas at work may require barriers or signs when equipment such as forklifts are in use. Another example is road signs to notify drivers of workers or highway cleanup crews. It is important to placecaution signs while working and read and obey caution signs placed by others. 18. Use proper equipment Use the equipment a procedure recommends to help prevent an accident. Companies usually provide equipment to limit strain on employees and to comply with safety regulations. It is also important to learn how to operate any equipment that is available before using it for work. 19. Eat in designated areas Employers sometimes restrict food and drink to specific areas at work to prevent spills, contamination and unsafe conditions. Having liquids around machines risks spills that can cause malfunctions and eating where you work can cause contamination and possibly result in illness. If your workplace requests employees eat in a certain place or restrict food and drinks in a work environment, it is important to observe this rule. 20. Follow safety guides Follow all safety guides put in place to protect you and your coworkers. Companies design safety rules to prevent incidents. Sometimes rules result from a previous accident which is why it is important to report your injuries as well as unsafe conditions. If you do not understand why a safety rule exists, you can ask your employer for clarification. 21. Use tools, equipment and machinery properly Proper use of tools and machinery can prevent injuries. Only operate machines you are trained or certified to use and ensure that they are cleaned and maintained regularly. You should always use machines and equipment for their intended purposes. Use equipment such as a wheelbarrow or a forklift to help you lift and move heavy items to prevent straining or injuring yourself. 22. Report any unsafe conditions Fix any unsafe conditions or workplace hazards as soon as you notice them. If it is dangerous for you to remove the risk, notify a supervisor right away. 23. Wear all necessary safety gear Always wear the necessary safety equipment. The proper safety gear in your workplace could be reflective gear, fire-retardant clothing, industrial work wear or something as simple as nonslip shoes. Be sure to always wear a breathing mask if your space has debris or dust, or if you have to deal with toxic or dangerous chemicals or fumes. 24. Keep your workplace clear from clutter Having a clean workspace will positively impact your job satisfaction and keep you and your coworkers free from danger."}
{"text": "Be sure to always wear a breathing mask if your space has debris or dust, or if you have to deal with toxic or dangerous chemicals or fumes. 24. Keep your workplace clear from clutter Having a clean workspace will positively impact your job satisfaction and keep you and your coworkers free from danger. You could trip and fall over scattered objects and they could hide another hazard you cannot see. 25. Stay hydrated Drink enough water to remain alert and avoid dehydration. Even in the winter, it is essential to stay hydrated with water and warm liquids to prevent lightheadedness and lack of focus. 26. Practice good posture when sitting or lifting Use ergonomic desks and keyboards to avoid straining your wrists and arms. Sit up straight, keep your shoulders in line with your hips and lift with your legs when you are moving objects. Poor posture can cause strain on your back, neck and shoulders, which can lead to serious injury. 27. Take regular breaks Look away from your computer screen regularly to avoid eye strain. Taking regular breaks allows your body an opportunity to rest from the tasks you are doing. When you return, you will be more focused and have a higher level of concentration. 28. Be aware of your surroundings Being aware of your surroundings is paramount to avoiding workplace injuries. Here are some things to be aware of in your environment: Look for spills or items on the floor that could be tripped over. Note the appropriate safety equipment and gear for each task you are doing. Choose mechanical aids such as a forklift or wheelbarrow to help lift items and encourage others to do the same. Keep emergency exits clear and uncluttered so they are accessible in the event of an emergency. Use tools and machines properly to avoid injury and encourage other workers to do the same. Label hazardous areas and materials with appropriate signage. Know where the first aid kits are and which staff members are trained to administer first aid if an injury occurs. Know of the emergency procedures in the event of a fire, flood or earthquake. Only use secure, steady ladders and never use boxes or anything else as an improvised ladder. Test railings first before using them to make sure they are secured properly. 29. Never take shortcuts Procedures exist to keep workers safe. Though skipping a step or not wearing safety gear may save you time, it isn t worth getting injured over. Use every tool and machine according to the instructions. 30."}
{"text": "Though skipping a step or not wearing safety gear may save you time, it isn t worth getting injured over. Use every tool and machine according to the instructions. 30. Remain aware of new safety procedures Though it is the responsibility of the company to make staff aware of new safety procedures, it is your responsibility to make sure that you fully understand the information. If you re unsure about a new procedure, ask questionsBenefits of a safe and healthy work environment - Summary The safer the work environment, the more productive it is. Productive employees are an asset to all companies. For instance, productive employees can produce more output in less time, reducing operational costs. Workplace safety promotes the wellness of employees and employers alike. Better safety equates to better health. Healthier employees do tasks more efficiently, and they are happier in general. There are very few accidents in a safe working environment. This results in less downtime for safety investigations and reduces costs for worker s compensation. This also reduces the time needed for employees to heal from injuries. Damage to industrial equipment creates costs for replacement and repair. Avoiding workplace injuries and damage to industrial equipment will incur fewer expenses and increase profit. If employers are concerned about the safety of their employees, the employees are more confident and comfortable in general. Also, absenteeism rates drop, and employees are more focused on doing their tasks. 1. Increased productivity and efficiency As mentioned earlier, your employees need to focus entirely on their work, and to do so, they need to be relieved of the worries and stress that come with unsafe and unhealthy working conditions. If the employees at your workplace are constantly under the stress regarding the future of themselves as well as their dependents, they will not be able to live up to the amount of productivity and efficiency that is required of them, and which is necessary for the company. 2. Reduced compensation cost As the common saying goes, Prevention is better than cure . Indeed, instead of having to pay a huge sum to compensate for poor employee health, it is much easier to invest in a healthy and safe workplace. Every time an unfortunate accident or health hazard occurs, you will have to bear the expenses of both the compensation claims of your employees and well the hiring costs for temporary staff. Not to mention, these incidents would also come up with a huge ordeal of paperwork."}
{"text": "If all, or at least most, companies engage in a safe and healthy work environment, it will create a more sustainable, and safer work environment overall. Ways to Promote Health and Safety in the Workplace Now that we have gone into why you should have a healthy and safe workplace, let s focus on answering this question, how can you promote health and safety in the workplace! 1. Safety training Comprehensive safety training, including various safety programs and training courses on fire safety, handling of safety equipment, emergency exits, and more safety practices, should be provided to your employees right when they are on boarded. Also, the training should be reinforced at repeated intervals to keep your employees updated about their safety measures. 2. Wellness programs Wellness programs are a collection of initiatives undertaken by employers to encourage health and fitness and other healthy habits amongst employees. They act as preventive measures to intercept illnesses even before they occur so that you can cut off the weed right at the root. 3. Paid leaves It is quite normal for your employees to fall sick at some point. Thus, it is imperative to offer them paid leaves, so that they can take some time off and fully recover. It is also important so that in case of contagious diseases, they do not spread the disease to your other employees, thus risking their safety. 4. Regular checkups and Medical consultations It is always a good idea to catch disease at its first stage and ward it off at the earliest. This means getting regular checkups. Simultaneously, in situations of emergencies, it is very handy to have medical consultations by professionals. By offering these facilities to your employees, you can save them a lot of inconveniences, and encourage healthy behavior. 5. Reward good health and safety practices A great way to make good habits stick is to reward them with proper incentives. Incentives can be something as simple as a discount coupon or name the Employee of the Week. This will also add to the job satisfaction factor of your employees. FIRES Consequences of Fire Fires can be devastating and cause significant damage to property and human life. Unfortunately, fires can happen anywhere and at any time, and it is essential to know the most common causes to prevent them from happening. The consequences of fire can devastate the natural environment, human life, and property. Some of the most significant consequences of fire include: 1. Property Damage Fires can cause significant damage to property, including buildings, vehicles, and personal belongings."}
{"text": "Loss Of Productivity A loss of productivity is another significant consequence of fires. After a fire, employees may need to spend time cleaning up and repairing the damage caused by the fire, which can take away from their regular work duties. Additionally, there may be insurance claims to file and paperwork to complete, which can be time-consuming and further disrupt the workday. The longer the disruption lasts, the greater the impact on productivity, which can have financial consequences for the business. 7. Increased Insurance Premiums Increased insurance premiums are another potential consequence of workplace fires. After a fire, a business may see an increase in its insurance premiums. This is because insurance companies view businesses that have experienced a fire as higher risk and more likely to file a claim in the future. As a result, insurers may increase the premiums for the business s property and liability insurance policies. These higher premiums can significantly impact the business s bottom line. 8. Damage To Brand Reputation Damage to brand reputation is another significant consequence of workplace fires, particularly if the incident receives media coverage. A fire at a business can attract significant media attention, damaging the company s brandreputation. Customers may perceive the business as unsafe or unreliable, leading to a loss of trust and decreased revenue. Additionally, negative publicity can spread quickly through social media, further damaging the business s reputation. The impact on brand reputation can be particularly devastating for small businesses, which may have fewer resources to recover from the damage caused by the fire. 9. Occupational Health And Safety Issues Occupational health and safety issues are another potential consequence of workplace fires. Fires can release hazardous materials like smoke, chemicals, and other toxic substances. This can pose a serious risk to the health and safety of employees, particularly those who work close to the fire or are responsible for cleaning up the aftermath. In addition, firefighters and other first responders who respond to the fire may also be at risk for exposure to these hazardous materials. 10. Financial Loss Financial loss is another significant consequence of workplace fires. Repairing or replacing damaged equipment, materials, and property can add up quickly and significantly impact a business s finances. In addition, the business may experience a loss of revenue due to the interruption of normal operations or the need to close temporarily. This can be particularly difficult for small businesses that may not have the financial resources to absorb the costs of a workplace fire. Furthermore, if the business cannot recover from the financial losses caused by the fire, it may have to close permanently. 11."}
{"text": "This can be particularly difficult for small businesses that may not have the financial resources to absorb the costs of a workplace fire. Furthermore, if the business cannot recover from the financial losses caused by the fire, it may have to close permanently. 11. Regulatory Fines And Penalties Regulatory fines and penalties would be another potential consequence of workplace fires, especially if the fire was caused by violating safety regulations. Regulatory agencies such as OSHA Occupational Safety and Health Administration can investigate workplace fires and determine whether any safety regulations were violated. The agency may impose fines and penalties on the business if violations are found. These fines and penalties can be significant and add to the financial losses caused by the fire. Causes of Fire in the Workplace There are many potential causes of fires in the workplace, and employers and employees need to be aware of them to minimize the risk of a fire occurring. Some common causes of fires in the workplace include: 1. Electrical Problems Electrical problems are among the leading causes of workplace fires. These issues can occur in any industry and result in significant damage, injuries, and even fatalities. The following are some common electrical problems that can lead to fires in the workplace:A. Overloading Electrical Circuits And Outlets Overloading occurs when too many devices or appliances draw power from the same electrical circuit or outlet. This can cause the circuit to overheat, resulting in a fire. Common signs of overloading include flickering lights, warm or discolored outlets, and frequently tripped circuit breakers. To prevent overloading, ensure that the electrical load does not exceed the capacity of the circuit or outlet, and avoid using multiple high-wattage appliances simultaneously. B. Damaged Or Frayed Wiring Damaged or frayed wiring can expose the conductor, leading to electrical shorts and sparking. This can ignite nearby flammable materials, causing a fire. Regularly inspect the wiring for signs of damage, and replace any damaged or frayed wires immediately. Also, ensure that all electrical work is performed by a licensed electrician. C. Misuse Of Extension Cords And Power Strips Extension cords and power strips can contribute to fires if they are improperly used. Overloading power strips, using damaged extension cords, or running cords under carpets or through walls can cause overheating and create fire hazards. When using extension cords and power strips, follow the manufacturer s guidelines and ensure they are rated for the intended use. Additionally, avoid using them as a long-term solution for powering equipment. D."}
{"text": "When using extension cords and power strips, follow the manufacturer s guidelines and ensure they are rated for the intended use. Additionally, avoid using them as a long-term solution for powering equipment. D. Outdated Electrical SystemsOlder buildings may have outdated electrical systems not designed to handle the power demands of modern technology. This can lead to overloading and other electrical hazards. If you suspect your workplace has an outdated electrical system, consult a licensed electrician to assess the system and make any necessary upgrades. E. Tips For Preventing Electrical Fires To minimize the risk of electrical fires in the workplace, consider the following tips: Regularly inspect and maintain electrical systems, including wiring, outlets, and circuit breakers. Replace damaged or frayed wiring immediately. Use extension cords and power strips according to the manufacturer s guidelines and avoid overloading them. Upgrade outdated electrical systems to meet modern power demands. Train employees on properly using electrical equipment and reporting any potential electrical hazards. By addressing these common electrical problems, you can help reduce the risk of workplace fires and create a safer environment for employees. 2. Smoking Materials Improper use and disposal of smoking materials, such as cigarettes, cigars, and ecigarettes, are leading causes of workplace fires. These fires can result insignificant property damage, injuries, and even fatalities. To minimize the risk of fires caused by smoking materials, consider the following: A. Cigarettes, Cigars, And E-Cigarettes When not extinguished properly, smoking materials can smolder for hours before igniting nearby flammable materials, such as paper, upholstery, or trash. In addition, malfunctioning e-cigarettes and their batteries have been known to cause fires and explosions. B. Designated Smoking Areas And Proper Disposal Of Smoking Materials To reduce the risk of fires related to smoking materials: Create designated smoking areas away from flammable materials and building entrances. These areas should be clearly marked and equipped with appropriate receptacles for disposing of cigarette butts and other smoking materials. Train employees on adequately disposing of smoking materials and ensuring they are fully extinguished before disposal. Regularly clean and maintain smoking areas, including removing accumulated cigarette butts and other debris. C. Fire-Resistant Materials And Ashtrays In designated smoking areas, use fire-resistant materials, such as metal or ceramic ashtrays, to minimize the risk of fires."}
{"text": "Regularly clean and maintain smoking areas, including removing accumulated cigarette butts and other debris. C. Fire-Resistant Materials And Ashtrays In designated smoking areas, use fire-resistant materials, such as metal or ceramic ashtrays, to minimize the risk of fires. Regularly empty and clean ashtrays to prevent the buildup of smoking materials. Additionally, consider providing fireresistant trash receptacles in smoking areas to prevent fires caused by the improper disposal of smoking materials. D. Implementing A Smoking Policy In The Workplace A comprehensive smoking policy can help reduce the risk of fires related to smoking materials. This policy should include the following: Designating specific smoking areas and ensuring that employees are aware of their locations. Providing guidelines for the proper disposal of smoking materials. Regularly communicating the importance of fire safety related to smoking materials. Enforcing the policy consistently and addressing any violations promptly. Addressing the risks associated with smoking materials can help protect your workplace from fires and create a safer environment for employees. 3. Human Error Human error is often a contributing factor in workplace fires. Mistakes or oversights can lead to dangerous situations and increase the risk of fires. Here are some common human errors that can cause fires and how to address them: A. Unattended Cooking or Heating Appliances Leaving cooking or heating appliances unattended can lead to overheating or ignition of nearby flammable materials. To prevent fires caused by unattended appliances: Encourage employees to always stay in the area when using cooking or heating appliances. Set timers to remind employees to check on appliances regularly. Ensure that all appliances are turned off and unplugged when not in use. B. Improper Storage of Flammable MaterialsInappropriately storing flammable materials, such as chemicals, solvents, or combustible materials, can increase the risk of fires. To prevent fires related to the improper storage of flammable materials: Follow industry-specific guidelines and regulations for the storage of flammable materials. Clearly label flammable materials and store them in designated, wellventilated areas away from ignition sources. Train employees on the proper handling and storage of flammable materials. C. Inadequate Training On Fire Safety Procedures Lack of proper training can lead to mistakes and oversights that increase the risk of fires."}
{"text": "Train employees on the proper handling and storage of flammable materials. C. Inadequate Training On Fire Safety Procedures Lack of proper training can lead to mistakes and oversights that increase the risk of fires. To ensure employees are well-prepared to prevent and respond to fires: Provide regular fire safety training, including fire prevention strategies, proper use of fire extinguishers, and evacuation procedures. Conduct fire drills to familiarize employees with evacuation routes and procedures. Encourage employees to report any potential fire hazards or concerns to management. D. Tips For Reducing Human Error-Related Fires Reducing the risk of fires caused by human error involves creating a culture of safety and vigilance. Consider these tips to minimize human error-related fires: Establish clear guidelines and procedures for fire prevention and safety. Train employees on fire safety procedures and the proper use of equipment. Encourage open communication about potential fire hazards and the importance of reporting concerns. Regularly evaluate and update fire safety procedures to address new risks or changes in the workplace. By addressing human error, you can significantly reduce the risk of workplace fires and create a safer environment for employees. 4. Combustible Dust Combustible dust is a serious fire hazard in certain industries, especially those that process powders, grains, or other finely divided materials. This dust can accumulate on surfaces and equipment and ignite, causing a fire or explosion. Here are some common combustible dust-related fire hazards and ways to address them: A. Industries At Risk For Combustible Dust Fires Industries that handle, process, or store combustible dust are at risk for fires and explosions. These industries include food processing, chemical manufacturing, wood processing, and metalworking. To minimize the risk of fires caused by combustible dust: Identify potential sources of combustible dust in the workplace. Train employees on the hazards of combustible dust and the importance of proper housekeeping and ventilation. B. Proper Housekeeping And Dust Control Measures Proper housekeeping and dust control measures can help prevent the accumulation of combustible dust and minimize the risk of fires. To control combustible dust: Develop and implement a comprehensive housekeeping program that regularly cleans all surfaces and equipment, particularly those that come into contact with combustible dust. Use vacuum systems equipped with explosion-proof and dust-tight fittings to collect combustible dust."}
{"text": "Proper Housekeeping And Dust Control Measures Proper housekeeping and dust control measures can help prevent the accumulation of combustible dust and minimize the risk of fires. To control combustible dust: Develop and implement a comprehensive housekeeping program that regularly cleans all surfaces and equipment, particularly those that come into contact with combustible dust. Use vacuum systems equipped with explosion-proof and dust-tight fittings to collect combustible dust. Use wet cleaning methods, such as mopping and damp sweeping, to prevent dust generation. C. Proper Ventilation Systems Proper ventilation systems can help control combustible dust buildup and reduce the risk of fires. To ensure proper ventilation: Install an effective ventilation system that provides adequate airflow and removes combustible dust. Ensure that ventilation systems are regularly inspected and maintained by qualified personnel. Monitor airflow and air quality in areas where combustible dust is present. Addressing combustible dust-related fire hazards can protect your workplace from fires and explosions. It s essential to train employees on the hazards of combustible dust, implement proper housekeeping and dust control measures, and ensure that ventilation systems are designed and maintained to control the buildup of combustible dust. 5. Arson Intentional fires set by employees or outsiders can cause significant damage to the workplace, jeopardizing the safety of employees and visitors. These fires can bechallenging to prevent, but implementing certain security measures can help deter arson. Here are some common arson-related fire hazards and ways to address them: A. Intentional Fires Set By Employees Or Outsiders Arson is a deliberate act of setting fires, and it can be difficult to prevent or predict. Motivations for arson can vary from vandalism or theft to revenge or personal conflicts. To minimize the risk of arson: Implement security measures, such as surveillance cameras, guards, and access control systems, to deter and detect potential arsonists. Train employees on the importance of fire safety and report any suspicious activities or behaviour. Conduct background and reference checks on all job applicants, especially those with access to flammable materials or sensitive workplace areas. B. Security Measures To Deter Arson Security measures can help deter arson and minimize its impact. To secure your workplace from arson: Install surveillance cameras in strategic locations, including entrances, exits, and areas with flammable materials. Use access control systems to limit access to sensitive areas of the workplace."}
{"text": "Security Measures To Deter Arson Security measures can help deter arson and minimize its impact. To secure your workplace from arson: Install surveillance cameras in strategic locations, including entrances, exits, and areas with flammable materials. Use access control systems to limit access to sensitive areas of the workplace. Hire security guards to patrol the premises, especially during non-business hours. Conduct regular fire safety and security training for employees. C. Fire-Resistant Building Materials And Design Fire-resistant building materials and designs can help prevent the spread of fires caused by arson. To minimize the damage caused by arson: Use fire-resistant materials like concrete, brick, or steel to construct the building. Install fire-resistant doors and windows, and keep them closed when not in use. Ensure the building has fire suppression systems, such as sprinklers and fire extinguishers. Regularly inspect and maintain fire suppression systems to ensure their proper functioning. By implementing security measures and using fire-resistant building materials and design, you can help prevent and minimize the impact of fires caused by arson. It s also essential to remain vigilant and create a culture of safety that encourages employees to report any suspicious activities or behavior. 6. Heating Equipment Heating equipment is another common cause of fires in the workplace, especially during colder months. To minimize the risk of fire, it s essential to properly maintain and operate these devices. Here are some potential heating-related fire hazards and ways to address them: A. Space Heaters Space heaters can be a convenient way to provide additional warmth in the workplace, but they also pose a fire risk if not used correctly. To prevent fires related to space heaters, follow these guidelines: Ensure that space heaters are placed on a stable, level surface and at least three feet away from flammable materials such as curtains, furniture, or paper products. Never leave space heaters unattended or running overnight. Use space heaters with built-in safety features, such as tip-over switches and overheat protection. Plug space heaters directly into the wall outlet and avoid using extension cords or power strips. Regularly inspect space heaters for damage or malfunction and discontinue use if any issues are found. B. Central Heating Systems Central heating systems, including forced-air, radiant, and baseboard heating, can cause fires if not properly maintained."}
{"text": "Regularly inspect space heaters for damage or malfunction and discontinue use if any issues are found. B. Central Heating Systems Central heating systems, including forced-air, radiant, and baseboard heating, can cause fires if not properly maintained. To reduce the risk of central heating-related fires: Schedule annual inspections and maintenance by a licensed professional. Regularly clean and replace air filters to prevent dust and debris buildup, which can cause overheating. Keep vents and air ducts free of obstructions to ensure proper airflow. C. Boiler And Furnace Malfunctions Boilers and furnaces produce heat in many commercial and industrial settings. Malfunctions in these systems can result in fires or even explosions. To prevent boiler and furnace-related fires: Schedule regular inspections and maintenance by a qualified professional. Safety devices like pressure relief valves and flame supervision systems function correctly. Monitor for signs of overheating, leaks, or other potential hazards, and address any issues promptly. D. Proper Maintenance And Safety Precautions For Heating Equipment By following proper maintenance and safety precautions, you can significantly reduce the risk of fires caused by heating equipment in the workplace: Schedule regular inspections and maintenance for all heating equipment. Train employees on the safe use and operation of heating devices, including space heaters and central heating systems. Establish clear guidelines for the placement and use of space heaters. Monitor heating equipment for signs of malfunction or potential hazards and address any issues promptly. These steps to ensure the safe operation of heating equipment will protect your workplace from fires and contribute to a more comfortable and productive work environment. 7. Poor Housekeeping Poor housekeeping can contribute significantly to workplace fires. The accumulation of clutter, waste materials, and debris can block emergency exits, create fire hazards, and impede the ability of employees to evacuate the building quickly. Here are some common poor housekeeping-related fire hazards and ways to address them: A. Accumulation Of Clutter And Waste Materials The accumulation of clutter and waste materials can create fire hazards by providing fuel for fires and impeding the ability of employees to evacuate the building quickly. To prevent fires caused by clutter and waste materials: Implement a comprehensive housekeeping program that includes regular cleaning of all surfaces and areas of the workplace. Encourage employees to keep their work areas clean and free of clutter."}
{"text": "Accumulation Of Clutter And Waste Materials The accumulation of clutter and waste materials can create fire hazards by providing fuel for fires and impeding the ability of employees to evacuate the building quickly. To prevent fires caused by clutter and waste materials: Implement a comprehensive housekeeping program that includes regular cleaning of all surfaces and areas of the workplace. Encourage employees to keep their work areas clean and free of clutter. Establish procedures for properly disposing of waste materials, such as paper, cardboard, and other combustible materials. B. Blocked Emergency Exits And Fire Doors Blocked emergency exits and fire doors can prevent employees from quickly evacuating the building in the event of a fire. To prevent fires caused by blocked emergency exits and fire doors: Ensure that all emergency exits and fire doors are clearly marked and accessible. Develop and practice emergency evacuation plans to ensure employees are familiar with evacuation routes and procedures. Regularly inspect emergency exits and fire doors to ensure they function correctly. C. Regular Cleaning And Maintenance Schedules Regular cleaning and maintenance schedules are essential in preventing fires caused by poor housekeeping. To maintain a clean and safe workplace: Establish regular cleaning and maintenance schedules for all areas of the workplace. Train employees on the importance of housekeeping and the proper use of cleaning equipment and supplies. Conduct regular inspections of the workplace to identify and address potential fire hazards. By addressing poor housekeeping-related fire hazards, you can protect your workplace from fires and ensure the safety of employees and visitors. It s essential to implement a comprehensive housekeeping program, ensure that emergency exits and fire doors are accessible, and establish regular cleaning and maintenance schedules to maintain a safe and healthy workplace. 8. Mechanical Friction Mechanical friction can generate heat and sometimes lead to workplace fires. Overheated machinery, equipment, or their components can ignite flammable materials, liquids, or dust in the vicinity. Here are some common mechanical friction-related fire hazards and ways to address them: A. Overheated Machinery And Equipment Machinery and equipment can overheat due to friction between moving parts, excessive use, or mechanical failures. Overheating can cause fires by igniting nearby flammable materials or even the lubricants used in the equipment. To prevent fires related to overheated machinery and equipment: Ensure that machinery and equipment are operated according to the manufacturer s guidelines."}
{"text": "Overheated Machinery And Equipment Machinery and equipment can overheat due to friction between moving parts, excessive use, or mechanical failures. Overheating can cause fires by igniting nearby flammable materials or even the lubricants used in the equipment. To prevent fires related to overheated machinery and equipment: Ensure that machinery and equipment are operated according to the manufacturer s guidelines. Monitor equipment for signs of overheating, such as excessive noise, vibration, or smoke, and address any issues promptly. Maintain proper ventilation in areas where machinery and equipment help dissipate heat. B. Lack Of Proper Maintenance Fires caused by mechanical friction can often be attributed to a lack of proper maintenance. Poor maintenance can lead to excessive wear, misalignments, and other issues that increase friction and the risk of fires. To prevent fires related to poor maintenance: Establish a regular maintenance schedule for all machinery and equipment, including cleaning, lubrication, and inspection of components for wear or damage. Follow the manufacturer s recommendations for maintenance and repairs. Train employees on the importance of machinery and equipment maintenance and their role in preventing fires. C. Importance Of Regular Inspections And Repairs Regular inspections and timely repairs are crucial in preventing fires caused by mechanical friction. Inspections can identify potential issues before they lead to overheating or other hazards. To ensure the safety of your workplace: Schedule regular inspections of machinery and equipment by qualified personnel. Address any identified issues or concerns promptly, including repairs or replacements of worn or damaged components. Maintained detailed records of inspections, repairs, and maintenance to track the condition of machinery and equipment over time. By addressing mechanical friction-related fire hazards, you can protect your workplace from fires and ensure the safe operation of machinery and equipment. 9. Flammable Liquids And GasesFlammable liquids and gases are present in many workplaces and pose a significant fire hazard if not stored and handled properly. These substances can ignite easily and spread quickly, causing fires and explosions. Here are some common flammable liquid and gas-related fire hazards and ways to address them: A. Common Flammable Substances In The Workplace Many workplaces commonly use flammable substances, including gasoline, solvents, paints, propane, and natural gas. Identifying all flammable substances in the workplace is crucial to minimize the risk of fires. B. Proper Storage And Handling Procedures Proper storage and handling procedures can help prevent flammable liquids and gas ignition."}
{"text": "Conduct regular safety audits to ensure that employees are following safety protocols. B. Failure To Report Potential HazardsEmployees who fail to report potential fire hazards, such as damaged electrical cords, malfunctioning equipment, or blocked fire exits, can also contribute to workplace fires. To prevent fires caused by failure to report potential hazards: Encourage employees to report any potential fire hazards immediately. Develop a system for reporting and addressing potential fire hazards. Conduct regular inspections to identify potential fire hazards. By addressing negligence-related fire hazards, employers can help prevent workplace fires and protect the safety of employees and visitors. Training employees on safety protocols, encouraging them to report potential hazards, and conducting regular inspections to ensure the workplace is safe and free of fire hazards is essential. Conclusion Fires can cause devastating consequences, and it is important to understand their causes to prevent them from occurring. While some causes of fires are unavoidable, such as natural disasters, others can be prevented with proper education and precautions. Some common causes of fires include cooking equipment, electrical malfunctions, smoking materials, candles, and heating equipment. These causes can be prevented by specific actions such as ensuring proper ventilation, installing smoke detectors, and correctly using the equipment. It is important to be vigilant and take necessary precautions to prevent fires from occurring and protect yourself and your property from their devastating consequences. Remember that prevention is the key to avoiding these dangerous and destructive events. Injuries caused by fire in the work environment a. Burn Injuries There are four categories, or degrees, of burn injuries, signifying the depth to which tissue is damaged: First degree burns. This injury is comparable to sunburn. The victim can expect minor pain and redness erythema on the epidermis, the top layer of skin. Generally, the burn will heal over a few days. Some evidence suggests that these burns may be associated with an increased risk of skin cancer later in life. Second degree burns. The damage extends to the lower layers of the skin the papillary or reticular dermis. Blisters form, and the site is moist and extremely painful to the touch. Bacterial infection and cellulitis are risks with this category of burns. Healing may require several weeks to a month. Third degree burns. The skin is charred at all layers and appears dry and leathery. The site is usually painless because of nerve damage."}
{"text": "Third degree burns. The skin is charred at all layers and appears dry and leathery. The site is usually painless because of nerve damage. Natural healing is impossible; the skin must be surgically excised and skin grafts used. The chance of infection is very high. Fourth degree burns. The skin is incinerated at all layers; muscle tissue and bone are charred. Severe nerve damage renders the injury site painless. Thisis a life-threatening injury that may require amputation or extensive plastic surgery. The risk of infection and gangrene is very high. B. Respiratory Injuries The combination of suffocation also called asphyxiation and smoke inhalation during a Wilmington residential fire can be devastating. Breathing injuries are the primary causes of death in U.S. house fires. There are three different components of these injuries: Oxygen-depleted air. A burning fire consumes oxygen from the air. The remaining mix of nitrogen, carbon monoxide, and carbon dioxide cannot keep a person alive. Carbon monoxide is toxic and bonds more closely than oxygen to the hemoglobin in the blood, making it difficult to revive a patient with oxygen therapy alone. Prolonged exposure to oxygen-depleted air causes confusion, drowsiness, and death. Inhaled hot gases. Inhaling super-heated combustion products can scorch and scar nasal passages and lung tissue. This can lead to permanent and disabling lung problems. Smoke. Smoke consists of carbon particles, ash, volatile organic compounds, and a variety of toxic gases including hydrogen sulfide. These can damage the respiratory system permanently, congest or obstruct breathing, and cause seizures and coma. Fire Hazards and Control Measures Fire hazards refer to any situation, substance, or event that has the potential to cause a fire or increase the likelihood of a fire occurring. Fire hazards, including homes, workplaces, and public buildings, can be found everywhere. Control measures are actions taken to minimize or eliminate the risk of a fire occurring. Some common fire hazards include: 1. Electrical Fires Electrical fires are caused by faulty wiring, overloaded circuits, or malfunctioning electrical appliances. They can occur due to damaged or frayed cords, improper use of extension cords, and outdated or non-compliant electrical systems. Electrical fires are particularly dangerous because they can start inside walls and spread rapidly, often going unnoticed until significant damage has occurred."}
{"text": "Electrical Fires Electrical fires are caused by faulty wiring, overloaded circuits, or malfunctioning electrical appliances. They can occur due to damaged or frayed cords, improper use of extension cords, and outdated or non-compliant electrical systems. Electrical fires are particularly dangerous because they can start inside walls and spread rapidly, often going unnoticed until significant damage has occurred. Regular inspection and maintenance of electrical systems and practicing safe usage of electrical appliances can help prevent electrical fires. 2. Cooking Fires Cooking fires are the leading cause of home fires and injuries. They typically occur when food or cooking oil overheats, creating flames that can quickly spread to nearby combustible materials. Unattended cooking, grease buildup, and the improper use of cooking appliances contribute to the risk of cooking fires. To prevent these fires, it is essential to never leave cooking unattended, keep flammable items away from heat sources, and properly maintain and clean cooking appliances. 3. Heating Equipment Fires Heating equipment, such as furnaces, space heaters, and fireplaces, can cause fires when they malfunction or are used improperly. These fires often occur when combustible materials are placed too close to heating devices or when heating equipment is not adequately maintained. To prevent heating equipment fires, follow manufacturer guidelines for usage and maintenance, keep flammable materials at a safe distance, and have heating systems inspected regularly by a professional. 4. Smoking-Related Fires Smoking-related fires typically occur when lit cigarettes, cigars, or pipes come into contact with flammable materials like upholstery, bedding, or curtains. These fires can be particularly deadly, as they often start when occupants are asleep or unaware. To prevent smoking-related fires, never smoke in bed, ensure proper disposal of smoking materials in fire-resistant containers, and avoid smoking while under the influence of alcohol or medication that may cause drowsiness. 5. Arson And Intentional Fires Arson is the deliberate act of setting fire to a property intending to cause damage or harm. These fires can be challenging to predict and prevent, often resulting from criminal or malicious intent. However, implementing security measures, such as surveillance cameras and access control systems, can deter potential arsonists and help identify them if a fire does occur. 6. Combustible Dust Fires Combustible dust fires can occur in industrial settings where fine particles of materials, such as wood, coal, or metal, accumulate and become airborne. If these particles come into contact with an ignition source, they can create a powerful explosion."}
{"text": "3. Fire-Resistant Building Materials And Design Utilizing fire-resistant building materials and design techniques can slow fire spread and limit structural damage. These materials, such as fire-resistant drywall, insulation, and doors, can withstand high temperatures and help maintain the structural integrity of the building during a fire. The fire-resistant design also includes creating fire compartments and providing adequate means of escape to ensure occupants can exit safely in the event of a fire. 4. Fire Detection And Alarm Systems These systems are designed to detect the presence of fire, smoke, or high temperatures and alert occupants or emergency services. Smoke detectors sense the presence of smoke, while heat detectors identify rapid temperature increases. Gas detectors, on the other hand, detect the presence of combustible or toxic gases. These devices can be connected to a central alarm system, which will notify occupants and emergency services in case of a fire. 5. Fire Suppression Systems Fire suppression systems are designed to control or extinguish fires, minimizing damage and protecting occupants. Fire extinguishers are portable devices that use chemicals, foam, or other agents to smother a fire. Sprinkler systems are installed in buildings and release water when triggered by heat or smoke. Clean agent systems use inert gases or chemicals to suppress fires without causing harm to people or the environment. These systems can be automatic or manual, depending on the specific application. 6. Emergency Planning And Preparedness This involves creating fire escape plans, conducting fire drills and training, and establishing emergency communication systems. Fire escape plans are essential for ensuring occupants know the quickest and safest routes to exit a building in case of a fire. Regular fire drills and training sessions help familiarize occupants with evacuation procedures and the proper use of fire safety equipment. Emergency communication systems, such as public address systems and emergency call boxes, allow for rapid dissemination of information during a crisis, enabling people to respond efficiently and effectively. 7. Systems Of Work Systems of work must be designed to minimize fire risk. The degree to which this is done and the exact procedures implemented should be decided through the risk assessment process. An example of a safe system of work applied to fire safety is using a permit-to-work system to control hot work where naked flames or a significant ignition source will be created . Typical Precautions For Control Of Hot Work: Combustible and flammable materials are removed from the work area. Items that cannot be removed are covered with fire-retardant blankets. The floor is swept clean. Any wooden floor is damped down."}
{"text": "Items that cannot be removed are covered with fire-retardant blankets. The floor is swept clean. Any wooden floor is damped down. A suitable fire extinguisher is at hand. A fire-watcher is present in the area while the work is carried out. The work area is visited routinely after the work has finished checking the area for smoldering. 8. Good Housekeeping Good housekeeping is fundamental to fire safety and is about keeping the workplace: Waste-free by removing waste regularly e.g. emptying full litter bins so that it does not build up and increase the fire risk as a potential fuel source. Tidy so that combustible and flammable materials are returned to safe storage after use e.g. solvents returned to the solvent store . Well-ordered so that fuel and ignition sources separate e.g. ensuring fan heaters are not obstructed . Pedestrian routes should also be kept clear e.g. with no obstructions by the fire-escape door , so they can be used during a fire evacuation. Fire escape plansIf on fire Stop, Drop, Cover and Roll Smother the flames with a blanket Move away from heat source First aid for burn injuries Protect your own safety at all times For all burns apply cold running tap water for at least 20 minutes If running water not available, wet 2 cloths and alternate them onto the burn every 2 minutes Keep the rest of the body warm Do NOT use ice, butter, creams, etc. Remove clothing and jewellery as they can hold heat on the burn and jewellery can stop blood flow to the burn. Seek medical attention for any burn bigger than a 20 cent coin, or that blisters or if there are any concerns. Ensure that all adults in the household know and understand proper first aid. Where appropriate, children should be taught general first aid principles. STOoPStrip hot clothes jewellery. Turn on cool tap never use ice .Run burn under cool water for10 minutes. Keep the rest of theperson warm. Organise medical assistance 999, A E, GP .Protect burn with cling film orclean cloth Do not use dressings,fluffy cloth, creams or lotions ."}
{"text": "In these situations, it is crucial to shut off the power supply first before extinguishing the fire using an appropriate fire extinguisher. Class D Fires Class D fires involve combustible metals, such as magnesium or titanium. These fires require special extinguishing agents designed for Class D fires, as regular extinguishing methods may be ineffective or even dangerous. Evacuation Procedures In the event of a fire, quick and safe evacuation is vital. Here are the key steps to follow during an evacuation: Alerting Others Immediately notify others about the fire by activating fire alarms or verbally informing them. Time is of the essence, and early warning can save lives. Assessing the Situation Before moving towards an exit, assess the situation for any potential hazards or obstacles. If necessary, choose an alternative evacuation route. Escaping Safely Move swiftly but calmly towards the nearest exit, following the predetermined escape plan. Crawl low if there is smoke, as cleaner air is closer to the floor. Do not use elevators during a fire. Fire Safety in Specific Settings Fire safety practices may vary depending on the specific setting. Here are some considerations for different environments:Home Fire Safety Install smoke detectors on each floor of your home. Keep flammable materials away from heat sources. Develop and practice a family fire escape plan. Teach children about fire safety and the hazards of playing with fire. Workplace Fire Safety Familiarize yourself with workplace fire safety protocols and evacuation plans. Attend fire safety training sessions provided by your employer. Keep work areas clean and free from clutter. Report any potential fire hazards to the appropriate authority. School Fire Safety Schools should have well-maintained fire alarm systems and conduct regular fire drills. Educate students about fire safety and the importance of following fire evacuation procedures. Ensure that fire exits are clearly marked and accessible. Have a designated assembly area for students and staff during evacuations. Fire Safety Equipment and Maintenance Regular maintenance of fire safety equipment ensures its effectiveness when needed. Consider the following: Fire Sprinkler Systems Fire sprinkler systems automatically detect and suppress fires. Regular inspections and maintenance are essential to ensure their proper functioning. Fire Alarm Systems Fire alarm systems provide early warning of a fire. Test these systems regularly and replace batteries as needed. If a fire alarm is faulty, report it immediately for prompt repair. Fire Extinguisher Maintenance Fire extinguishers should be inspected and serviced annually by professionals. Ensure that they are easily accessible, properly labeled, and have clear instructions for use."}
{"text": "If a fire alarm is faulty, report it immediately for prompt repair. Fire Extinguisher Maintenance Fire extinguishers should be inspected and serviced annually by professionals. Ensure that they are easily accessible, properly labeled, and have clear instructions for use. Conclusion Fire safety is a critical aspect of protecting ourselves and others from the devastating consequences of fires. By understanding fire safety principles, implementing preventive measures, and being prepared to respond effectively, we can minimize the risk of fires and mitigate their impact. Additionally, knowledge of basic first aid techniques for fire-related injuries equips us to provide immediate assistance and support to those in need. Remember, fire safety is a collective responsibility. By taking proactive measures, spreading awareness, and practicing fire safety in our homes, workplaces, and schools, we can create a safer environment for everyone. Firefighting methods Cooling method The principle of this fire extinguishing method is to spray the fire extinguishing agent directly on the burning object to reduce the temperature of combustion below the ignition point and stop the combustion. Or spray the fire extinguishing agent on the material near the fire source, so that it will not form a new fire point due to the heat radiation of the flame. The cooling fire extinguishing method is one of the main methods of fire extinguishing, and water and carbon dioxide are commonly used as fire extinguishing agents to cool down and extinguish the fire. The fire extinguishing agent does not participate in the chemical reaction in the combustion process during the fire extinguishing process. This method is a physical fire extinguishing method. Isolation method The isolation fire extinguishing method is to isolate or remove the burning material from the surrounding unburned combustible material, interrupt the supply of combustible material, and stop the combustion due to lack of combustible material. The specific methods are:1. Remove combustible, combustible, explosive and combustion-supporting materials near the fire source; 2. Close the valves of combustible gas and liquid pipelines to reduce and prevent combustible substances from entering the combustion zone; 3. Try to block the scattered flammable and combustible liquids; 4. Demolition of flammable buildings adjacent to the fire source to form a space zone to prevent the spread of fire. Asphyxiation The suffocation fire extinguishing method is a fire extinguishing method that prevents the air from flowing into the combustion zone or uses the incombustible zone or dilutes the air with incombustible substances, so that the burning substance does not get enough oxygen and extinguishes."}
{"text": "Try to block the scattered flammable and combustible liquids; 4. Demolition of flammable buildings adjacent to the fire source to form a space zone to prevent the spread of fire. Asphyxiation The suffocation fire extinguishing method is a fire extinguishing method that prevents the air from flowing into the combustion zone or uses the incombustible zone or dilutes the air with incombustible substances, so that the burning substance does not get enough oxygen and extinguishes. The specific method is: 1. Cover the burning material with incombustible or non-combustible substances such as sand, cement, wet sack, wet quilt; 2. Spraying water spray, dry powder, foam and other fire extinguishing agents to cover the burning material; 3. Fill containers and equipment in fire with water vapor, nitrogen, carbon dioxide and other inert gases; 4. Airtight fire buildings, equipment and holes; 5. Spray non-combustible gas or non-combustible liquid such as carbon dioxide, nitrogen, carbon tetrachloride, etc. Into the combustion area or on the combustion materialElectrical accidents Electrical hazards A hazard is something that has the potential to cause harm. Electricity is a hazard, as it can cause severe injury and even death. The main hazards are: Contact with live electrical parts resulting in electric shock and burns. Electrical faults, causing fires. Fire or explosions from electricity igniting a flammable or explosive atmosphere. Uncontrolled electrical hazards can cause Electrical injuries. Severe pain Heart failure Breathing difficulties Muscle spasms, which can cause other injuries such as fractures Tissue, nerve and muscle damage Burns Electrocution Arc flash Electric shock Other serious injuries Fires or explosions, posing a threat to life, property, and the overall safety of a place and its occupantsElectric shock A person can receive an electric shock if they come into contact with live electrical parts or if electricity arcs. An electric shock can result in minor or severe harm. It can also cause death, which is known as electrocution. Coming into contact with live electrical parts can: Cause severe pain. Stop the heart from beating properly. Prevent a person from breathing."}
{"text": "Coming into contact with live electrical parts can: Cause severe pain. Stop the heart from beating properly. Prevent a person from breathing. Cause muscle spasms, which can cause other injuries such as fractures. Cause tissue, nerve and muscle damage. The injuries from an electric shock are varied and will depend on: The voltage and current The higher the voltage and current, the likelihood of death increases. However, just 50 volts AC can cause a person s heart to stop and prevent breathing. The path of the current If it travels through vital organs, it can cause more damage. The length of exposure to the current Injuries will be more severe if exposed for longer. The resistance Wet skin reduces resistance and allows for the current to flow more freely. It is the electrical current that makes electricity dangerous, as it can flow through the body. Alternating current AC is considered more dangerous than direct current DC , as it can cause internal damage even at a smaller magnitude. However, both AC and DC are dangerous, above a particular voltage, and have different effects on the body. The voltage allows the current to enter the body, as it reduces the resistance. It is not always the electric shock that causes injury either. It can contribute to other accidents, e.g. falling from a ladder whilst working at height. Burns When an electrical current flows through the body, it heats tissues as it travels, which can cause severe burns and internal tissue damage. Electrical burns can be severely disabling and can leave extensive scarring. Severe burns may even result in major surgery and amputations. Burns are more common with high voltages, but they can occur at 230 volts if the current flows for longer. Burns can also occur when a person: Receives an electric shock due to arcing jumping . Arcing also creates ultraviolet radiation, which can damage a person s eyes. Touches electrical equipment that has become hot due to a fault thermal burns . Is caught in a fire caused by an electrical fault. Fire and explosion Workers do not have to come into direct contact with electricity to be harmed by it. Electricity can be an ignition source, which can cause fires and even explosions if there is an explosive atmosphere. Electrical accidents involving fires and explosions can result in multiple fatalities, severe injuries and extensive property damage."}
{"text": "Fire and explosion Workers do not have to come into direct contact with electricity to be harmed by it. Electricity can be an ignition source, which can cause fires and even explosions if there is an explosive atmosphere. Electrical accidents involving fires and explosions can result in multiple fatalities, severe injuries and extensive property damage. Injuries can vary depending on the seriousness of the fire explosion and how far a person is from the event. Most electrical accidents and injuries occur as a result of the following: Not isolating electrical installations and equipment properly before working on them. Working on or near live electrical systems thought to be dead. Inadequate information and instruction provided on electrical risks. A lack of training and competence to undertake tasks involving electricity. Inadequate training is one of the main causes of electrical accidents. An unsafe safe system of work. Using electrical equipment in wet conditions or touching it with wet hands. Faulty, damaged and defective electrical systems, wiring and equipment. Misuse of electrical equipment and appliances. Poor design, construction and installation of electrical installations and wiring. Overloading of electrical systems causing them to overheat, e.g. plugging too many devices into a circuit and using incorrectly rated fuses. Inadequate maintenance, inspection and testing of electrical systems and equipment. The risk of an electrical accident will be higher for those working directly on or adjacent to live electrical equipment and with higher voltages. However, all workers and others on the premises are at some risk where electricity is used in the workplace In addition to the hierarchy of control, other measures can also minimize electrical risks. Here are some tips: Do Ensure the power supply is regularly tested by a competent person and taken out of service if unsafe. Keep isolators and other electrical systems clear at all times and clearly identify them with signs. Ensure anyone working with electricity is trained and competent. The level required will depend on the task, e.g. maintenance of electrical equipment will require a higher level of training and competence. Use portable electrical equipment safely, e.g. not misusing it, using it for its intended purpose and storing it properly after use. Fully pull out electrical extension reels when in use to prevent overheating. When defrosting raw foods, keep them away from other foods to prevent cross-contamination. Complete a pre-use check of electrical equipment to ensure it is safe."}
{"text": "Fully pull out electrical extension reels when in use to prevent overheating. When defrosting raw foods, keep them away from other foods to prevent cross-contamination. Complete a pre-use check of electrical equipment to ensure it is safe. Switch off and unplug electrical equipment during maintenance, cleaning, repairing or adjusting. Switch off all non-essential electrical equipment at the end of the working day. Not only is this safer, but it also saves energy. Do not Do not overload sockets, as this can cause overheating and fire. Do not force a plug into a socket if it does not fit. Do not route electrical cables where they could be damaged or where someone could trip. Use cable protectors if they cannot be re-routed. Do not use electrical equipment with wet hands or near water. Do not keep liquids by electrical equipment, e.g. open drinks next to computers. Do not plug multiple extension leads together daisy-chaining . Do not pull electrical equipment out of a socket by its lead. Always grip the plug. Electrical shock: First aid The danger from an electrical shock depends on the type of current, how high the voltage is, how the current traveled through the body, the person's overall health and how quickly the person is treated. An electrical shock may cause burns, or it may leave no visible mark on the skin. In either case, an electrical current passing through the body can cause damage inside the body, cardiac arrest or other injury. Under certain circumstances, even a small amount of electricity can be fatal. When to contact your doctor A person who has been injured by contact with electricity should be seen by a health care provider. Symptoms of an electrical injury Often, the main symptom of the electrical injury is a skin burn. High-voltage injuries may cause severe internal burns. If muscle damage is extensive, it swells to the extent that the arteries are compressed. Toddlers who bite or suck on extension cords can burn their mouth and lips, causing added deformities and growth problems of the face and other facial structures. A minor shock may cause muscle pain causing the person to startle and or fall. The electricity may also cause abnormal heart rhythms causing heart problems or exacerbating current ones. The nerves and brain may also be affected which may cause memory and behavioral problems."}
{"text": "A minor shock may cause muscle pain causing the person to startle and or fall. The electricity may also cause abnormal heart rhythms causing heart problems or exacerbating current ones. The nerves and brain may also be affected which may cause memory and behavioral problems. Caution Don't touch an injured person who is still in contact with an electrical current. Call your local emergency number if the source of the burn is a high-voltage wire or lightning. Don't get near high-voltage wires until the power is turned off. Overhead powerlines usually aren't insulated. Stay at least 20 feet about 6 meters away farther if wires are jumping and sparking. Don't move a person with an electrical injury unless there is immediate danger. When to seek emergency care Call your local emergency number if the injured person experiences: Severe burns Confusion Difficulty breathing Heart rhythm problems Cardiac arrest Muscle pain and contractions Seizures Loss of consciousness Take these actions immediately while waiting for medical help: 1. Turn off the source of electricity, if possible. If not, use a dry, nonconducting object made of cardboard, plastic or wood to move the source away from you and the injured person. 2. Begin CPR if the person shows no signs of circulation, such as breathing, coughing or movement. 3. Try to prevent the injured person from becoming chilled. 4. Apply a bandage. 5. Separate the person from the current source before giving any first aid. 6. Call the emergency number or nearby medical responders if available . 7. If the electricity source cannot be turned off, use insulating objects such as brooms or chair to push the person affected away from the currentElectrical Injuries: first aid Electrical injuries occur when an electrical current passes through the body that causes inadvertent damage and burns to the internal organs thereby affecting their functions. Faulty electrical lines, machinery and appliances may result in an electrical injury. Others causes of electrical injuries may occur with contact with household wiring or power lines. There are a number of factors that determine the intensity of the injury such as the type of current, the duration of exposure and many others. This page will outline the symptoms and management of an electrical burn. This page is for learning purposes only."}
{"text": "There are a number of factors that determine the intensity of the injury such as the type of current, the duration of exposure and many others. This page will outline the symptoms and management of an electrical burn. This page is for learning purposes only. To learn to recognize and manage minor and severe electrical burns register for a Canadian standard first aid course with one of our training providers. First Aid for an electrical injury Check for breathing Separate the person from the current source before giving any first aid. Turn off the electrical current, unplug the cord, turn off or remove the fuse from the fuse box. Simply turning off the appliance or machine may not stop the electricity flow. Call the emergency number or nearby medical responders if available If the electricity source cannot be turned off, use insulating objects such as brooms or chair to push the person affected away from the current. Do not use wet or metal objects and ensure that you are standing on something dry and does not conduct electricity such as rubber mat or newspapers Once the person is away the source of electricity, check the person s airway and breathing pattern as well as the person s pulse. If you notice a burn in the person s body, remove the clothing over the affected area and rinse the burned area with cool running water until the pain subsides. Do not apply anything ice, water, toothpaste or ointments on the affected site; do not break the blisters; never remove the dead skin. If the person fainted and become unconscious, lay him down his back with his head slightly lower than the rest of the body and cover him with a warm blanket. If you suspect cervical or spine injury related to electrical injury, never move the person. Speak to a doctor about medication for pain. Composite materials A composite material is a combination of two materials with different physical and chemical properties. When they are combined they create a material which is specialized to do a certain job, for instance to become stronger, lighter or resistant to electricity. They can also improve strength and stiffness."}
{"text": "Composite materials A composite material is a combination of two materials with different physical and chemical properties. When they are combined they create a material which is specialized to do a certain job, for instance to become stronger, lighter or resistant to electricity. They can also improve strength and stiffness. The reason for their use over traditional materials is because they improve the properties of their base materials and are applicable in many situations Common composite materials include Masonry and reinforced concrete Composite wood, such as Plywood Reinforced plastics, such as fiberglass Ceramic matrix composites Metal matrix composites Various other advanced composite material What are the Different Types? Some common composite materials include: Ceramic matrix composite: Ceramic spread out in a ceramic matrix. These are better than normal ceramics as they are thermal shock and fracture resistant Metal matrix composite: A metal spread throughout a matrix Reinforced concrete: Concrete strengthened by a material with high tensile strength such as steel reinforcing bars Glass fibre reinforced concrete: Concrete which is poured into a glass fibre structure with high zirconia content Translucent concrete: Concrete which encases optic fibres Engineered wood: Manufactured wood combined with other cheap materials. One example would be particle board. A specialty material like veneer can also be found in this composite Plywood: Engineered wood by gluing many thin layers of wood together at different angles Engineered bamboo: Strips of bamboo fibre glued together to make a board. This is a useful composite due to the fact it has higher compressive, tensile and flexural strength than wood Parquetry: A square of many wood pieces put together often out of hardwood. It is sold as a decorative piece Wood-plastic composite: Either wood fibre or flour cast in plastic Cement-bonded wood fibre: Mineralized wood pieces cast in cement. This composite has insulating and acoustic properties Fiberglass: Glass fibre combined with a plastic which is relatively inexpensive and flexible Carbon Fibre reinforced polymer: Carbon fibre set in plastic which has a high strength-to-weight ratio Sandwich panel: A variety of composites that are layered on top of each other Composite honeycomb: A selection of composites in many hexagons to form a honeycomb shape. Papier-m ch : Paper bound with an adhesive."}
{"text": "It is sold as a decorative piece Wood-plastic composite: Either wood fibre or flour cast in plastic Cement-bonded wood fibre: Mineralized wood pieces cast in cement. This composite has insulating and acoustic properties Fiberglass: Glass fibre combined with a plastic which is relatively inexpensive and flexible Carbon Fibre reinforced polymer: Carbon fibre set in plastic which has a high strength-to-weight ratio Sandwich panel: A variety of composites that are layered on top of each other Composite honeycomb: A selection of composites in many hexagons to form a honeycomb shape. Papier-m ch : Paper bound with an adhesive. These are found in crafts Plastic coated paper: Paper coated with plastic to improve durability. An example of where this is used is in playing cards Syntactic foams: Light materials created by filling metals, ceramics or plastics with micro balloons. These balloons are made using either glass, carbon or plastic Careers related to use of composite materials Careers in the fibre glass and plastics industry 1. Grinder Primary duties: Grinders are responsible for operating, maintaining and repairing machines that break large plastics into smaller pieces for processing purposes. They follow specified instructions and engage in a variety of grinding activities. Grinders work closely with other plastics employees to prevent loss of production and keep production efficient. Prior to a grinding operation, they inspect machinery to prevent any potential malfunctions. They also lubricate the grinding wheels so the machine is able to grind more effectively. After grinding plastics, they may also use hand tools to file or finish the surface of the plastic product. 2. Blow molding technician Primary duties: Blow molding technicians are responsible for operating machines that mold plastic objects by blowing air into the plastic, causing it to expand. They assemble blow molding machines, maintain them and make repairs as necessary. They also provide instructions to the employees who cut and prepare the molded parts. Blow molding technicians ensure the general cleanliness of blow molding machines and may perform thorough inspections of both the machines and any blow molding equipment prior to using them. They may also assist with thetraining of additional molding personnel and educate them about important safety processes. 3. Patternmaker Primary duties: Patternmakers are responsible for creating plastic foundry patterns and making sure that patterns conform to the desired specifications. They use measuring instruments like scales and micrometers to measure plastic items and operate machines like drill presses to produce more distinct patterns."}
{"text": "3. Patternmaker Primary duties: Patternmakers are responsible for creating plastic foundry patterns and making sure that patterns conform to the desired specifications. They use measuring instruments like scales and micrometers to measure plastic items and operate machines like drill presses to produce more distinct patterns. They may also adapt or repair a damaged pattern or a template and use computer-aided design software to produce new designs. Patternmakers frequently work with plastic manufacturers and other professionals to ensure their patterns are accurate. 4. Plastic manufacturer Primary duties: Plastic manufacturers are responsible for molding, casting and assembling products made from plastic, including combs, dishes, toys, car parts and a number of other items. They ensure the machines that help to construct the items function properly. During blow molding, injection molding and compression molding, they engage in quality control processes to ensure the products meet the specified requirements. They may use blenders or color mixers to produce colored plastic materials and mix different colors together. When working around hot machines and plastics and drilling and cutting plastic parts, manufacturers often employ safety precautions to prevent potential accidents. 5. Quality control technician Primary duties: Quality control technicians are responsible for performing inspections of finished plastic goods, checking the dimensions of goods to ensure they're compliant with desired specifications, monitoring for various defects and establishing a system to report and repair defects. Technicians often help to train the plastics employees who create and assemble the plastic goods and instruct them on how to best exceed customer expectations and produce high-quality goods. They create and implement a set of quality control standards and communicate any quality issues to production managers and supervisors. They may also conduct regular audits of a facility's overall operations. 6. Production supervisorPrimary duties: Production supervisors are responsible for managing and leading plastics and manufacturing employees. They coordinate production activities with suppliers to optimize machines, employees and processes. Production supervisors create production schedules for employees to follow to ensure the timely shipment of goods, review production and operating reports, help solve maintenance and manufacturing issues, document operations procedures and establish channels of communication to allow for additional accountability between management and employees. They may also assist with the preparation of new moldings, equipment and supplies, and train and educate new plastics employees on production processes. 7. Mold maker Primary duties: A mold maker in the plastics industry is responsible for producing precision moldings and ensuring that they can mass-produce each molding with a high degree of accuracy. Precision moldings are plastic moldings that eventually become high-quality consumer goods. Mold makers mix modeling materials with other substances to create molds."}
{"text": "Mold maker Primary duties: A mold maker in the plastics industry is responsible for producing precision moldings and ensuring that they can mass-produce each molding with a high degree of accuracy. Precision moldings are plastic moldings that eventually become high-quality consumer goods. Mold makers mix modeling materials with other substances to create molds. They also adapt and modify molds for plastic injection moldings and other operations. Prior to the molding process, a mold maker might use measuring and gauging tools to perform an inspection before a large-scale molding operation. They may also provide assistance to millwrights and machinists during the injection molding process. 8. Maintenance manager National average salary: 70,148 per year Primary duties: Maintenance managers in the plastics industry are responsible for making repairs to manufacturing equipment, improving injection molding and managing other maintenance employees. They help manage the movement of plastic molds to and from manufacturing facilities, track expenditures and labor costs to ensure compliance with the manufacturing facility's budget and implement programs to reduce costs and improve production processes. They also manage bids for construction work and research new processes to implement to improve output. Maintenance managers frequently monitor plastics employees to ensure they're in compliance with health, safety and environmental regulations and ordinances. 9. Assembler Primary duties: In the plastics industry, assemblers are responsible for assembling a variety of plastic products, in addition to tools and machinery. They create, decorate and package finished goods according to specifications and work instructions. Assemblers often inspect and test the finished goods for defects prior to packaging them and notify a production manager if they find any. They may also label the product according to available instructions and meet with supervisors and other plastics personnel to discuss the implementation of new safety regulations and work standards. 10. Plastics engineer Primary duties: Plastics engineers are responsible for designing and creating materials, molds, tools and other items made from plastic. They develop and assemble new injection molding equipment, manage plastics projects, provide other engineers with assistance during the plastics production process and ensure other engineers follow any applicable safety requirements. They also work to find ways to lower the cost of manufacturing and analyze customer requirements to ensure all molded products are of high quality. Plastics engineers may also perform tests of the finished products and establish specifications for new product designs. 11. Injection mold operator Primary duties: Injection mold operators are responsible for assembling and operating machines that shape plastic."}
{"text": "Plastics engineers may also perform tests of the finished products and establish specifications for new product designs. 11. Injection mold operator Primary duties: Injection mold operators are responsible for assembling and operating machines that shape plastic. They implement quality control measures to ensure each mold meets the required specifications, manage any issues that might arise during the molding process, make any necessary repairs to machinery and perform routine maintenance and order new parts, if necessary. Injection mold operators help to ensure that the work environment is safe and that all employees follow any applicable health and safety regulations. They may assemble a variety of molding equipment according to design directions or building blueprints and clean the equipment after using it. 12. Plant manager Primary duties: Plant managers in the plastics industry are responsible for the daily operations of a plastics department or manufacturing facility. They helpsupervise plastics employees and provide them with regular operational and developmental training. Plant managers develop and implement strategic plans to enhance production and make quality improvements. They review manufacturing processes and look for opportunities to make innovations, reduce costs and improve the quality of finished goods. They may also research different types of plastics to determine which ones are likely to be the most effective Careers in Construction With Salaries and Duties The construction industry offers a variety of careers with work on commercial, industrial, private or civil engineering projects. Whether new construction, renovations and remodeling or performing maintenance and repairs, the construction field is a strong employment option for many. Knowing about the various careers in construction and what they do and earn can help you decide if it's the field for you. 1. Tile setter Primary duties: A tile setter covers walls, floors, ceilings and stairs with various tile materials, like ceramic, porcelain, marble, terrazzo or mosaic. They mix and apply setting materials like grout, ensure the proper placement and clean the tilesafter installation. Tile setters often work for construction companies or masonry contractors or are self-employed. 2. Drywall finisher Primary duties: A drywall finisher measures, cuts and sets drywall panels around mechanical structures, wall frames or other building elements and can create simple or ornamental surfaces through various application methods and tools. They apply the finish material and restore or maintain plaster or putty on partitions, ceilings and interior or exterior walls. Drywall finishers even out dents, apply the desired coating or color and level off the top layers of the exterior of a building. 3. Quantity surveyor Primary duties: A quantity surveyor is responsible for setting and managing the budgets for construction projects."}
{"text": "Drywall finishers even out dents, apply the desired coating or color and level off the top layers of the exterior of a building. 3. Quantity surveyor Primary duties: A quantity surveyor is responsible for setting and managing the budgets for construction projects. They visit job sites and review blueprints to prepare estimates, and they negotiate contracts to secure specific prices for their clients. Quantity surveyors also complete administrative tasks, such as documents detailing and recording project costs and reconciling project versus company finances. 4. Roofer Primary duties: A roofer is a skilled trade worker who specializes in roof construction. They replace, repair or install the roof on nearly any type of architecture from single-family homes and garages to large-scale buildings, like hospitals, schools or shopping malls. They are knowledgeable about various roofing styles, like gabled, flat, gambrel or hip roofs. Roofers help customers or project managers choose from tiles, wood shingles, metal or other roofing materials and coordinate to ensure projects finish on time. 5. Elevator technician Primary duties: An elevator technician, also called an elevator mechanic, installs, assembles, replaces or maintains large equipment like elevators, escalators, moving walkways, or chairlifts. They may do large-scale installations, like assembling several pieces of each equipment type at an airport or shopping mall, or do smaller installations, like one elevator in an office building. 6. Sprinkler fitter Primary duties: A sprinkler fitter is a type of plumber who installs, modifies, inspects, tests, and repairs sprinkler systems. They install new fixtures or repair and replace outdated ones by soldering and welding tubes, pipes and fittings. Sprinkler fitters also educate the public about the importance of fire prevention and using sprinkler systems, doing speaking engagements or working with community leaders. Most sprinkler fitters work for plumbing or construction companies, though some are independent contractors. 7. Foreperson Primary duties: A foreperson coordinates and supervises a crew of workers within their trade, like masonry, electricians or general contractors. They keep track of schedules, project deadlines or milestones, deliveries or supplies and ensure workers skillfully do their job. Forepeople can also work within subsets of the construction field, too, like hardscaping and landscaping on the exterior spaces of construction projects, for example. 8. Millwright Primary duties: A millwright handles the installation, maintenance and setup of industrial machinery and equipment used on construction sites."}
{"text": "Forepeople can also work within subsets of the construction field, too, like hardscaping and landscaping on the exterior spaces of construction projects, for example. 8. Millwright Primary duties: A millwright handles the installation, maintenance and setup of industrial machinery and equipment used on construction sites. They use specialized tools, like welders or hydraulic bolters, to align and replace the individual parts of machinery. Millwrights also handle moving machinery on- and off-site. 9. Cabinetmaker Primary duties: A cabinetmaker reads architectural blueprints and builds the woodwork, cabinetry, furniture and other ornamental design elements for a project. They work with materials like laminate, wood and fiberglass to build or repair pieces. Most cabinetmakers work for furniture manufacturers, construction companies and contractors or are self-employed. 10. Glazier Primary duties: A glazier is a construction worker who works with glass installation. From insulated glass that keeps warm or cool air to tempered glass that breaks less, glaziers install or replace windows, mirrors, skylights, storefronts, display cases or shower doors. Some glaziers also work with plastic, marble, granite and other glass substitutes used in construction. 11. Solar installer Primary duties: A solar installer, sometimes called a photovoltaic PV installer, assembles and maintains rooftops or other systems that turn sunlight into energy. They read renderings to measure, cut and bold the framing and solar modules and perform electrical current checks to ensure the system works under code and standards. 12. Sheet metal mechanic Primary duties: A sheet metal mechanic fabricates and installs thin metal sheets for various construction applications. They fasten metal seams, weld, bold and build support framework. Sheet metal mechanics often work for fabrication plants, construction companies, factories or even aircraft builders. 13. Civil engineer Primary duties: A civil engineer designs and oversees public construction and public works projects, such as airports, bridges and roads. They research potential project locations to learn about the areas, use software to design structures and present their ideas. Civil engineers often have administrative tasks, such as submitting permits, managing the project and preparing 14. Structural engineer Primary duties: A structural engineer is a specialized type of civil engineer focused on developing structures that withstand pressure, such as bridges and dams. They evaluate existing structures or plans for structures to determine how gravity and lateral loads may affect them, prepare cost estimates, submit permits and supervise construction. When necessary, structural engineers may advise on the best way to demolish structures safely."}
{"text": "Structural engineer Primary duties: A structural engineer is a specialized type of civil engineer focused on developing structures that withstand pressure, such as bridges and dams. They evaluate existing structures or plans for structures to determine how gravity and lateral loads may affect them, prepare cost estimates, submit permits and supervise construction. When necessary, structural engineers may advise on the best way to demolish structures safely. 15. Architect Primary duties: An architect draws plans and designs buildings, whether for new construction, redevelopment or renovation. They have high-level design and drawing skills to create safe, functional and unique designs for projects of all sizes, like housing developments, libraries, airports, government buildings, churches, shopping plazas, highways and city planning projects. Career options in ceramics include: Pottery or ceramics instructor General art teacher Ceramic artist Pottery designer Ceramic manufacturer Assistant Professor- Design Ceramics Ceramic Engineer Ceramic and Glass Designer Design Studio Assistant Model Maker Product Designer Careers in the paper industry 1. Production operator Primary duties: A production operator is a manufacturing professional who works in assembly lines to inspect and complete products. These operators assess line machine performance to troubleshoot potential issues for production efficiency. Production operators remove defective materials or products from assembly lines to ensure quality control measures. 2. Print technicianPrimary duties: A print technician manages printing equipment, programming and set up. These technicians review product specifications to calibrate printers with the correct color control or page arrangement settings. Print technicians collect printed pages for cutting, compressing, assembling and binding. 3. Screen printer Primary duties: A screen printer works with their clients to develop print designs, patterns and stencils. These professionals operate printers, mix and load ink, along with preparing materials for printing. Screen printers perform maintenance on their machines to reduce potential errors, such as inkblots, smudges or misprints. 4. Printer Primary duties: A printer manages the development of print product designs and implementation. These professionals may design books, labels or newspapers, along with deciding on printing methods to accomplish those designs. Printers supervise print orders to ensure they remain consistent with client demands. 5. Production worker Primary duties: A production worker packages completed products in the manufacturing process. These workers review products and process them on conveyor belts for final packaging. Production workers operate packing machinery, along with cleaning and maintaining them for a safe work environment. 6."}
{"text": "These workers review products and process them on conveyor belts for final packaging. Production workers operate packing machinery, along with cleaning and maintaining them for a safe work environment. 6. Press operator Primary duties: A press operator operates presses to produce an image or text on materials. These operators develop printing plates with their client's desired designs, along with setting up machinery to ensure that prints are successful and free of errors. Press operators clean and maintain their equipment to ensure printing accuracy. 7. Wood finisher Primary duties: A wood finisher handles chemical treatment products to achieve certain effects or looks on wood products. These finishers sand, shape and treatwood with solutions to alter their texture, color and durability. Wood finishers might spray, brush or rub finishing products to restore or seal them. 8. Print manager Primary duties: A print manager oversees printing production processes and product quality. These managers train and supervise printing personnel to maintain operational standards. Print managers review completed print products to identify errors and areas for improvement with workflow or equipment management. 9. Bindery operator Primary duties: A bindery operator is a publishing professional who operates paper binding machinery. These operators inspect and prepare binding materials to ensure accuracy. Bindery operators remove unwanted products or byproducts from machine operating areas to maintain a clean and safe work environment. 10. Framer Primary duties: A framer is a construction professional who builds or repairs wooden frames for buildings. These professionals may specialize in framing for residential, commercial or industrial buildings or for floors, roofs or walls. Framers read blueprints and communicate with contractors to determine wood materials and construction methods. 11. Sales associate Primary duties: A sales associate is a company or brand representative who provides customers with product recommendations or solutions. These associates engage customers and answer their questions to persuade them to purchase a product. Sales associates listen to customer demands to help them find the product that fits their needs. 12. Maintenance mechanic Primary duties: A maintenance mechanic programs and repairs machinery. These mechanics test and troubleshoot equipment to identify problem areas and perform repairs. Maintenance mechanics perform preventative maintenance and parts replacements to ensure machine functionality and optimization. 13. Laboratory technician Primary duties: A laboratory technician is a scientific professional who provides research and experimentation support. These technicians label, categorize and document laboratory samples, along with operating equipment to test them. Laboratory technicians enter their test results in a 14. Quality specialist Primary duties: A quality specialist tests and reviews products for defects or malfunctions. These specialists assess component qualities and functions to determine if they meet product specifications."}
{"text": "Laboratory technicians enter their test results in a 14.Quality specialist Primary duties: A quality specialist tests and reviews products for defects or malfunctions. These specialists assess component qualities and functions to determine if they meet product specifications. Quality specialists identify inconsistencies and develop strategies to minimize production errors for higherquality results.15.General manager Primary duties: A general manager handles the daily operations of a business, from staffing to marketing. These managers hire, train and supervise personnel to enforce business standards and safety regulations. General managers perform business evaluations to identify areas for improvement and implement goals and budgets.16.Carpenter Primary duties: A carpenter is a construction professional who installs and repairs wood structures. These professionals inspect frameworks and wood components to identify damages and develop methods to repair or improve them. Carpenters work with other construction professionals, such as installers, inspectors or roofers."}
{"text": "There are two main mouse types: optical and mechanical. The optical mouse uses an electronic eye to detect movement and is easier to clean. The mechanical mouse uses a rolling ball to detect movement and requires regular cleaning to work properly. Mouse alternatives There are other devices that can do the same thing as a mouse. Many people find them easier to use, and they also require less desk space than a traditional mouse. The most common mouse alternatives are below. Trackball: A trackball has a ball that can rotate freely. Instead of moving the device like a mouse, you can roll the ball with your thumb to move the pointer. Touchpad: A touchpad also called a track pad is a touchsensitive pad that lets you control the pointer by making a drawing motion with your finger. Touchpads are common on laptop computers. Assembling and disassembling computer case Part1: How to assemble a CPU step by step This part is all about CPU assembling. Specifically, you have to be very careful with this process. Following are the steps to assemble CPU: 1. Take Inventory 2. Make space and time 3. Prepare your CPU case 4. Install motherboard 5. Install the processor 6. Install the processor heat sink 7. Install the RAM 8. Install SMPS 9. Install the HDD 10. Install CD DVD drive 11. Connect Expansion cards 12. Install SYS Rear cooling fan 13. Bus cable connection 14. Power Cable connection 15. Front Panel connector connection1. Take Inventory: Before you start, take inventory of your parts. Make sure you have the following components and tools with you. 1. Case Tower Cabinet 2. Motherboard 3. Processor 4. Heat Sink and CPU Fan 5. SMPS 6. Hard disk drive 7. CD DVD drive 8. RAM 9. CMOS Battery 10. A good screwdriver sets 2. Make Space, Make Time: Building a PC takes space. You can use your dining room table to build your PC. So, make sure you have plenty of working space and a few hours to proceed with minimal interruption. You must work on a flat, stable tabletop surface or bare floor, where you have room to lay out all of the items, to begin with, assemble. 3. Prepare your CPU cabinet: Now it is time to prepare the case."}
{"text": "You must work on a flat, stable tabletop surface or bare floor, where you have room to lay out all of the items, to begin with, assemble. 3. Prepare your CPU cabinet: Now it is time to prepare the case. Remove the case cover from the CPU cabinet. You need to check Screw brass standoffs are perfectly placed or not. If it is not in a proper position, in that case, you need to position them accurately. Always check the manual and follow their instructions 4. Install the motherboard: Fig: motherboard and Back panel cover You must take great care, especially when installing the motherboard. First, remove the motherboard of its packaging and put it on top of the antistatic bag it came in. Remember, you always want to safeguard your components from potentially hazardous static electricity. 1. You need to secure the motherboard onto the PC case chassis and inspect carefully for any visible defects. 2. Next, review the motherboard handbook, to make sure you are familiar with the motherboard layout and understand which socket is which. Manuals are immensely helpful, usually easy to read, and include illustrations instructions. 3. Check the layout of the sockets on the motherboard. And confirm that the ports on your motherboard s back panel match the holes on the case s Input output I O shield installed in your case. If it is necessary, then remove the old I O shield bytapping it firmly a few times with the thicker end of a screwdriver. And then replace it with the shield that came with the new motherboard. 4. You need carefully position the motherboard on top of the brass standoffs. After that line up all the holes, use the screws that accompanied the case to fasten down the motherboard. 5. Don t forget to place the CMOS in the proper position. 5. Install the processor CPU : Fig: CPU placement 1. Use the unlocking mechanism to open the CPU socket which is, usually a lever. 2. Carefully line up the pins and place the chip in its socket; it will fit only when oriented correctly. An arrow or a missing pin on one corner of the chip will show you how to line things up. 3. Align with the triangular symbol with the processor and socket key marks, as shown in the Figure. 4. Lower the lever to lock the CPU into place. 6. Install the CPU heat sink: You should follow the manufacturer instructions to install the heat sink and the cooling fan."}
{"text": "Lower the lever to lock the CPU into place. 6. Install the CPU heat sink: You should follow the manufacturer instructions to install the heat sink and the cooling fan. If you bought an OEM CPU and a separate heat sink, then you need to spread a thin layer of the thermal grease over the chip. The thermal grease ensures proper transfer of heat. There are some heat sinks that come with this grease already applied. In that case, you don t need to use thermal grease over the chip. 1. Attach the clip that holds the heat sink in place, keeping in mind that it may require a fair amount of force. Again, follow the instructions that came with the heat sink. They will show you how to fit it correctly. If you are in doubt, you can visit the manufacturer s website for more information. 2. Plug the CPU fan s power connector into the proper connector on the motherboard. 7. Install RAM memory: Fig: Install RAM 1. Unlock the two tabs from both ends of the RAM slot. 2. To install the RAM, insert them into the proper sockets and push down firmly but evenly until the clips on both sides of the socket pop into place. If yourmotherboard supports dual-channel memory, consult the user manual to determine which pairs of RAM sockets you should use. 8. Install the Power Supply Unit SMPS : Fig: Install Power supply unit SMPS 1. Place the SMPS inside the CPU cabinet in the proper position. If you are not able to find the correct location, then check the manual. 2. Final steps, to install SMPS, you need to tighten the screw to secure the SMPS to the case. 9. To install HDD: You can see a 3.5 inch bay inside the CPU cabinet. If you are unable to find it, then check the manual of the case to identify the bay location. Place the HDD inside the bay properly and tighten the screw. Fig: Install drives 10. To install CD DVD: You can see a 5.25 inch bay inside the CPU cabinet. If you are unable to find it, check the manual of the case to identify the bay location. Place the CD DVD inside the CPU cabinet to align with the 5.25-inch bay. And, finally, you need to tighten all the screws to hold firmly. 11. Install Expansion cards: Expansion cards help to increase the functionality of your computer. You can place Expansion cards on the motherboard."}
{"text": "11. Install Expansion cards: Expansion cards help to increase the functionality of your computer. You can place Expansion cards on the motherboard. Fig: Install Expansion Cards PCI compatible expansion cards can place on the PCI slots of the motherboard. PCI-e compatible expansion cards can place on the PCI-e slots of the motherboard. Video cards or graphics cards can place on the AGP slot of the motherboard. You must know about various parts of a motherboard such that, you can effortlessly identify the different connectors. 12. Install Sys Rear cooling fan: Cooling FansFind the location where you can place the Sys Rear cooling Fan. Generally, SYS Rear cooling can place below the SMPS. Fig: Cooling fans 13. Bus cable connection: Amazingly, bus cable or data cable connections are prime connections. Bus cable helps to share information or data between the storage device and motherboard. Sata-pata bus and connector If your motherboard has a SATA Bus connector, then you need to use SATA cables. AND if your motherboard has a PATA Bus connector, then you can use PATA cable or IDE cable. In general, two bus cables need to connect inside the CPU. First, Bus cable connects the HDD and motherboard. And the second Bus cable connects the CD DVD drive and motherboard. 14. Power Cable connection: Fig: Cable connection This one is the final step of assembling a CPU. You need to provide power to the different parts of the CPU. Plug the ATX power connector from your power supply into the matching port on your motherboard. 1. You can find a 20 24 pins ATX power connector port on the motherboard. The 20 24 pins ATX power connector cable coming from SMPS needs to connect here. Check the lock system in both ends of the connector and the port, and place it properly. As always, refer to your motherboard s manual for the exact locations. 2. There is another 4-pins ATX power connector port, you can find on the motherboard. You can locate this port near the processor socket. You must connect the 4-pins power connector in this port properly. 15. Front Panel connector connection: Use your motherboard user manual and find the description of front-panel connectors. First, attach each of the tiny leads from the power and reset switches. After that, the hard-disk activity lights, the PC speaker, and any front-panel USB to the corresponding pin on your motherboard. Part2: How to assemble PC This one is the final part of assembling a computer system."}
{"text": "First, attach each of the tiny leads from the power and reset switches. After that, the hard-disk activity lights, the PC speaker, and any front-panel USB to the corresponding pin on your motherboard. Part2: How to assemble PC This one is the final part of assembling a computer system. 1. Check your keyboard connector port. If it is a USB connector, then connect your keyboard into the proper USB port. And if it is a PS 2 connector, then connect to the correct, PS 2 port. 2. Same steps you need to follow to connect your mouse into the proper port. 3. You require a VGA Video Graphic Array cable to connect the monitor and CPU. Find the 15 pins male connector on the backside of the CPU cabinet and your monitor. Use the VGA cable to connect the CPU cabinet and the monitor. Finally, you need to tighten the lock screws. 4. If you have a speaker, you can connect the speaker on the backside of your CPU cabinet. To get sound from the speaker, you need to plug the speaker s cable with the Aux port. 5. And if you have a printer, you can connect the printer on the backside of your CPU cabinet. These days, you can connect your speaker BUS cable on the USB port. Finally, connects power to the various parts of your computer. You have to connect the power cable with the CPU case, monitor, speaker, and printer. Check your PC Set-Up: It is time to turn on your system and check your PC set up. Make sure the keyboard, mouse, and monitor are all plugged into the appropriate ports on the back of the PC. Plug the power cord back in, and turn the machine on. To boot a computer you need hardware and software. Till now you have understood to assemble a computer. If you want to work on that computer you need to install an Operating System. If you do not know how to install an operating system on a computer, check the following two articles: Disassembling a PC? Disassembling a PC means disconnecting the different components of a PC. Steps for disassembling a PC Generally, people want to know both assemble and disassemble steps of a computer. Therefore I am sharing my ideas to help you to assemble and disassemble a computer system. 1. Unplugged the AC power supply to the PC from the wall socket 2. Remove the Cover or chassis or case. 3."}
{"text": "Unplugged the AC power supply to the PC from the wall socket 2. Remove the Cover or chassis or case. 3. Unplugged bus cables and ATX power cables 4. Remove Adapter Cards if any 5. Now Remove the processor and the heat sink and fan 6. Remove hard disk and CD DVD drives 7. Next, remove the Memory Modules 8. Remove the Power Supply SMPS 9. Finally, Remove the Motherboard1. Unplugged the AC power supply to the PC from the wall socket This one is the first step to begin a PC disassemble process. Always remember first disconnect all the power supply connected to your computer system before starting to remove parts. 2. Remove the case covering Loose the screws and remove the case covering to access the inside parts of the CPU cabinet case. 3. Unplugged bus cables and ATX power cables Disconnect all the cables one by one inside the CPU case. First, disconnect ATX power cables from the motherboard. After that, disconnect power supply cables, bus cables from the HDD SSD, and motherboard. 4. Remove adapter cards if any If any adapter is connected then, disconnect the card from the motherboard. 5. Remove the processor and the heat sink and fan Now its time to remove the heat sink from the motherboard. Generally, the CPU fan and the heat sink attach together. If it is separated in that case, you need to remove the fan first after that, you can remove the CPU heat sink. In the final step, unlock the processor socket and remove the processor from the motherboard carefully. 6. Remove hard disk and CD DVD drives Its time to remove the other parts of the computer system. Remove the Hard disk drive or SSD from the motherboard. You can also remove the CD DVD drive from the CPU case. Sometimes, to remove CD DVD drive from the CPU case, you need to remove the front cover of the CPU cabinet case first. After that, you can remove the ROM drives. 7. Remove memory modules In this process, you do remove the RAM from the motherboard. First, unlock the RAM from both ends and pull the RAM carefully. 8. Remove the Power Supply Unit PSU Already you know, SMPS supplies power to the various parts of the computer system. Here you need to remove the SMPS from the CPU cabinet case. 9. Remove the motherboard The final step of the PC disassemble process is this one."}
{"text": "Here you need to remove the SMPS from the CPU cabinet case. 9. Remove the motherboard The final step of the PC disassemble process is this one. Carefully remove the motherboard from the CPU cabinet case. Note: Remember, bolts or screws are the very essential things. They help to make rigid, all the parts used inside the computer. To remove any part from the computer system mostly, you need to take out bolts first. Here in PC disassemble steps, I have ignored that portion. Conclusion Assembling and disassembling a computer system is not a difficult task but requires keen observation and knowledge of the different components of thesystem. You need to be extra careful when fitting in these components and make sure that they are not fitted forcefully but firmly. In case of hardware failure or to install new add-on cards, you need to have good knowledge to assemble and disassemble a computer system Major parts of a computer case https: www.youtube.com watch?v HB4I2CgkcCo Inside a computer Have you ever looked inside a computer case, or seen pictures of the inside of one? The small parts may look complicated, but the inside of a computer case isn't really all that mysterious. This lesson will help you master some of the basic terminology and understand a bit more about what goes on inside a computer. Motherboard The motherboard is the computer's main circuit board. It's a thin plate that holds the CPU, memory, connectors for the hard drive and optical drives, expansion cards to control the video and audio, and connections to your computer's ports such as USB ports . The motherboard connects directly or indirectly to every part of the computer. CPU processor The central processing unit CPU , also called a processor, is located inside the computer case on the motherboard. It is sometimes called the brain of the computer, and its job is to carry out commands. Whenever you press a key, click the mouse, or start an application, you're sending instructions to the CPU. The CPU is usually a two-inch ceramic square with a silicon chip located inside. The chip is usually about the size of a thumbnail. The CPU fits into the motherboard's CPU socket, which is covered by the heat sink, an object that absorbs heat from the CPU. A processor's speed is measured in megahertz MHz , or millions of instructions per second; and gigahertz GHz , or billions of instructions per second. A faster processor can execute instructions more quickly."}
{"text": "The CPU fits into the motherboard's CPU socket, which is covered by the heat sink, an object that absorbs heat from the CPU. A processor's speed is measured in megahertz MHz , or millions of instructions per second; and gigahertz GHz , or billions of instructions per second. A faster processor can execute instructions more quickly. However, the actual speed of the computer depends on the speed of many different components not just the processor. RAM random access memory RAM is your system's short-term memory. Whenever your computer performs calculations, it temporarily stores the data in the RAM until it is needed. This short-term memory disappears when the computer is turned off. If you're working on a document, spreadsheet, or other type of file, you'll need to save it to avoid losing it. When you save a file, the data is written to the hard drive, which acts as long-term storage. RAM is measured in megabytes MB or gigabytes GB . The more RAM you have, the more things your computer can do at the same time. If you don't have enough RAM, you may notice that your computer is sluggish whenyou have several programs open. Because of this, many people add extra RAM to their computers to improve performance. Hard drive The hard drive is where your software, documents, and other files are stored. The hard drive is long-term storage, which means the data is still saved even if you turn the computer off or unplug it. When you run a program or open a file, the computer copies some of the data from the hard drive onto the RAM. When you save a file, the data is copied back to the hard drive. The faster the hard drive, the faster your computer can start up and load programs. Power supply unit The power supply unit in a computer converts the power from the wall outlet to the type of power needed by the computer. It sends power through cables to the motherboard and other components. If you decide to open the computer case and take a look, make sure to unplug the computer first. Before touching the inside of the computer, you should touch a grounded metal object or a metal part of the computer casing to discharge any static buildup. Static electricity can be transmitted through the computer circuits, which can seriously damage your machine. Expansion cards Most computers have expansion slots on the motherboard that allow you to add various types of expansion cards. These are sometimes called PCI peripheral component interconnect cards."}
{"text": "Static electricity can be transmitted through the computer circuits, which can seriously damage your machine. Expansion cards Most computers have expansion slots on the motherboard that allow you to add various types of expansion cards. These are sometimes called PCI peripheral component interconnect cards. You may never need to add any PCI cards because most motherboards have built-in video, sound, network, and other capabilities. However, if you want to boost the performance of your computer or update the capabilities of an older computer, you can always add one or more cards. Below are some of the most common types of expansion cards. Video card The video card is responsible for what you see on the monitor. Most computers have a GPU graphics processing unit built into the motherboard instead of having a separate video card. If you like playing graphics-intensive games, you can add a faster video card to one of the expansion slots to get better performance. Sound card The sound card also called an audio card is responsible for what you hear in the speakers or headphones. Most motherboards have integrated sound, but you can upgrade to a dedicated sound card for higher-quality sound. Network card The network card allows your computer to communicate over a network and access the Internet. It can either connect with an Ethernet cable or through a wireless connection often called Wi-Fi . Many motherboards have built-in network connections, and a network card can also be added to an expansion slot. Bluetooth card or adapter Bluetooth is a technology for wireless communication over short distances. It's often used in computers to communicate with wireless keyboards, mice, and printers. It's commonly built into the motherboard or included in a wireless network card. For computers that don't have Bluetooth, you can purchase a USB adapter, often called a dongleTHE MOTHERBOARD Power supplyfor CPUfan24pins ATMountingPete xt PetesMotherboard Definition of the Motherboard A motherboard is the main circuit board inside a computer that connects the different parts of a computer together. It has sockets for the CPU, RAM and expansion cards and it also hooks up to hard drives, disc drives and front panel ports with cables and wires. Motherboard is also known as a mainboard, planar board or logic board, system board, mobo or MB. It links all the individual parts of a computer together and also, allows the CPU to access and control these separate parts. Other than bridging internal components, the motherboard ports also allows you to connect external devices to the computer."}
{"text": "Motherboard is also known as a mainboard, planar board or logic board, system board, mobo or MB. It links all the individual parts of a computer together and also, allows the CPU to access and control these separate parts. Other than bridging internal components, the motherboard ports also allows you to connect external devices to the computer. Such external devices would include the monitor, speakers, headphones, microphone, keyboard, mouse, modem and other USB devices. Functions of the Motherboard The functions of a computer motherboard are as follows: i. The motherboard acts as the central backbone of a computer on which other modular parts are installed such as the CPU, RAM and hard disks. Ii. The motherboard also acts as the platform on which various expansion slots are available to install other devices interfaces. Iii. The motherboard is also responsible to distribute power to the various components of the computer. Iv. They are also used in the coordination of the various devices in the computer and maintain an interface among them. V. Some of the Sizes in which the motherboards are available are : BTX, ATX, mini-ATX, micro-ATX, LPX, NLX etc.. Types of Motherboards A computer s motherboard is typically the largest printed circuit board in a machine s chassis. It distributes electricity and facilitates communication between and to the central processing unit CPU , random access memory RAM , and any other component of the computer s hardware. There is a broad range of motherboards, each of which is intended to be compatible with a specific model and size of the computer. To comprehend what motherboards are and what they do, we must first examine their various types and specifications. 1. Advanced Technology AT motherboard Due to their larger physical dimensions which can be measured in hundredths of millimeters , these motherboards do not work properly with computers that fall into the category of smaller desktops. A larger physical size makes it more difficult to install new hardware drivers. The power connections on these motherboards are in the form of sockets and plugs with six prongs each. Due to the difficulty in recognizing these power connections, users often have issues while trying to connect and operate them. In the 1980s, motherboards of this sort were all the rage, and they continued to be manufactured far into the 2000s. 2. Standard ATX motherboard ATX is an enhanced version of the AT motherboard that Intel created in the 1990s."}
{"text": "In the 1980s, motherboards of this sort were all the rage, and they continued to be manufactured far into the 2000s. 2. Standard ATX motherboard ATX is an enhanced version of the AT motherboard that Intel created in the 1990s. Its name means advanced technology extended, and its initials stand for advanced technology. Unlike AT, it is much more compact and enables the associated components to be interchanged. The connection elements have witnessed significant progress and development. 3. Micro ATX motherboardThe length and width of these motherboards, measured in millimeters, are also 244 mm size metrics will differ as per the manufacturer . This motherboard has fewer ports and slots than the Standard ATX board. Users who do not want excessive connections and subsequent upgrades, like adding more RAM, an extra GPU, or other Peripheral Component Interconnect PCI cards, are better suited for this kind of motherboard than others. This motherboard may be installed in any case with enough space to accommodate 244 mm by 244 mm. It can also be installed in larger cases that are compatible with Standard ATX or eXTENDED ATX motherboards. 4. Extended ATX motherboard The dimensions of this motherboard are 344 millimeters by 330 millimeters dimensions will differ with different manufacturers . This motherboard supports a single or a twin CPU configuration and has up to eight RAM slots. Additionally, it has a higher number of PCIe where e is for Express and PCI slots, which may be used to add PCI cards for a wide range of applications. Workstations and servers are both able to use this software. There is sufficient room on all eATX motherboards, making them ideal for desktop computers, thanks to the significant space provided for airflow and the attachment of various components. 5. Flex ATX motherboard These ATX Form Factor mainboards do not enjoy the same degree of popularity as their ATX Form Factor counterparts. They are the ones within the ATX family that are considered the most compact. They were designed to occupy a minimal amount of space and had a minimal price tag. Flex ATX is a modification of mini ATX that Intel created between 1999-2000. It is a motherboard standard. 6. Low-Profile EXtended LPX motherboardIn comparison to previous iterations, this has two significant enhancements."}
{"text": "4. RAM memory RAM slots connect the random access memory RAM to the motherboard. RAM allows the computer to temporarily store files and programs that are being accessed by the CPU. Computers with more RAM capacity can hold and process larger files and programs, thus enhancing performance. However, RAM contents are erased when the computer is shut down. A computer usually has two RAM slots. However, some computers have up to four RAM slots in the motherboard to increase the available memory. 5. Basic input output BIOS system The BIOS contains the firmware of the motherboard. It consists of instructions about what to do when the computer is turned on. It is responsible for initializing the hardware components and loading the computer s operating system. The BIOS also allows the computer s operating system to interact and respond with input and output devices such as a mouse and keyboard. In some motherboards, the legacy BIOS is replaced by the modern extensible firmware interface EFI or the unified extensible firmware interface UEFI . UEFI and EFI allow the computer to boot faster, provide more diagnostic andrepair tools, and provide a more efficient interface between the operating system and computer components. 6. Chipsets The chipsets of a computer control how the computer hardware and buses interact with the CPU and other components. Chipsets also determine the amount of memory users can add to a motherboard and the type of connectors that the motherboard can have. The first type of chipset is the northbridge chipset. The northbridge manages the speed at which the CPU communicates with the components. It also controls the processor, the AGP video slot, and the RAM. The second type of chipset is the southbridge chipset. The southbridge chipset controls the rest of the components connected to the computer, including communication between the processor and expansion ports such as USB ports and sound cards. 7. Cooling fans The heat generated when electric current flows between components can make a computer run slowly. If too much heat is left to build up unchecked, it could damage computer components. Thus, a computer performs better when kept cool. Cooling fans increase the airflow, which helps to remove heat from the computer. Some elements, such as video adapter cards, have dedicated cooling fans. 8. Adapter cards and expansion slots Adapter cards are integrated into the motherboard to enhance a computer s functionality. Examples include sound and video adapters. The expansion slots allow users to install compatible adapter cards."}
{"text": "Adapter cards and expansion slots Adapter cards are integrated into the motherboard to enhance a computer s functionality. Examples include sound and video adapters. The expansion slots allow users to install compatible adapter cards. Examples of expansion slots include the peripheral component interconnect PCI slot, the AGP slot which enables the insertion of video cards , the PCI Express serial bus slot, and the PCI-extended slot. 9. CMOS batteryThe CMOS battery is a small round battery found on the motherboard of every computer. It provides power to the complementary metal oxide semiconductor CMOS chip. The CMOS chip stores BIOS information and computer settings, even when powered down. The CMOS battery allows users to skip resetting BIOS configurations, such as boot order, date, and time settings, each time they power on their computer. 10. Storage devices Storage drives store data permanently or retrieve data from a media disk. The storage devices can either be installed in the computer as hard drives or in removable drives that can connect to the computer through the USB ports. Hard disk drives HDD or solid-state drives SSD are computers primary storage drives. Computers with SSDs execute tasks much faster and perform better than HDDs. Users can also use optical drives such as compact discs to store information. 11. Front panel connectors Front panel connectors connect the light-emitting diode LED lights on the front of the case to the hard drive, the power button, the reset button, and the internal speaker for testing. Some USB and audio devices also have LED lights. These front panel connectors are usually plugged into small pins on the motherboard. Although the pins are grouped and color-coded, their layout structure varies depending on the model of the motherboard. 12. Power connector The power connector provides an electric supply to the computer to function as intended. The power supply connector has 20 pins and converts 110-V AC power into -12-Volt, -5-Volt, and 3.3-Volt direct current DC power. Functions of a Motherboard The following are seven functions of a motherboard:1. Manages data flow The BIOS component of the motherboard ensures that the operating system interacts well with input and output devices, such as the keyboard and mouse, to process instructions. This ensures that the data sent to the computer moves as expected to perform the intended purpose. It also manages data flow through its USB ports, allowing for data transfer between devices. Additionally, it ensures the processor can access information from the RAM to boost efficiency. 2."}
{"text": "It also manages data flow through its USB ports, allowing for data transfer between devices. Additionally, it ensures the processor can access information from the RAM to boost efficiency. 2. Conserves resources The motherboard saves consumers time, energy, and money by connecting all the computer connects. The motherboard provides a platform on which manufacturers can connect all the necessary components to ensure that the computer functions. Thus, saving consumers time and energy as they do not have to assemble and connect different parts manually. Moreover, collecting the individual components can prove costly as consumers would be forced to incur additional transport and other miscellaneous costs. 3. Optimizes power distribution The motherboard provides and distributes power optimally. Computers require electricity to function. The motherboard has a power connector plugthat connects the computer to a power source and converts it into a form of electrical power that the computer can use. After that, the motherboard ensures that the electric current is distributed optimally to different system components. The motherboard has an integrated circuit technology with pre-defined connections that ensure each element gets the necessary power. Moreover, the circuits ensure less energy is consumed to make the computer an energyefficient machine. 4. Drives communication The motherboard makes communication between different components easier. For a computer to process a particular set of instructions, sometimes it may require several components to communicate and work together to complete the task. In such scenarios, the motherboard relies on its circuit technology to enable communication between these components. The motherboard may also depend on some of its components, such as the CPU, BIOS, expansion ports, and USB ports, to interact with the computer s operating system. 5. Enhances performance The motherboard boosts the capabilities of a computer. Motherboards often transform the capabilities of a computer. For instance, they have additional features and functionalities, such as built-in sound and video capabilities that can enhance the computer s output. Motherboards also allow users to connect peripheral devices such as printers, enabling computers to perform additional tasks such as printing documents. Additionally, users can expand and upgrade factory-made motherboard parts such as memory slots or hard disks to boost the capabilities of their computers. 6. Improves reliability A good motherboard boosts the overall reliability of the computer. A highquality motherboard provides a stable foundation for its components to operate on. A good motherboard has proper cooling, and its integrated circuit technology is set in place. These factors enable it to control the computer s hardware efficiently by ensuring that each element functions as expected andcommunicates with the other components."}
{"text": "Data bus 3. Control bus The buses connect the CPU microprocessor to each of the memory and I O devices. The CPU is involved in sending or receiving information to or from memory location, input or output device, and a secondary memory device FDD or HDD . When the CPU sends data to a device or memory, it is called WRITE operation and when the CPU receives data it is called READ operation. The functions of buses are described now. Address Bus The address bus is unidirectional, information flows over it only in one direction, from the CPU to the memory or I O devices. The CPU generates addresses on the lines of the address bus. Each of the addresses corresponds to one memory location or one I O device. When the CPU wants to communicate with READ or WRITE , a certain memory location or I O device, it places the appropriate address on its address output. This address is then decoded to select the desired memory location or I O device. This decoding process usually requires address decoder circuits. Microprocessor local buses Data Bus The data bus is bidirectional and data can flow to the CPU through it. The data bus can be either input or output depending on whether the CPU performs a READ or a WRITE operation. During READ operation the data bus receives data that has been placed on the data bus by memory or I O device selected by the address. During WRITE operation the data bus acts as the output and places data on the data bus which are sent to a selected memory location or I O device. Control Bus The control bus consists of a set of signals that are used to synchronize the activities of separate microcomputer elements. Some of these control signals are sent by the CPU to the other components to tell them the type of operation in progress. The I O devices can send control signals to the CPU. Read Write, Rest, and interrupt are examples of control signals used in a microcomputer. Other busesCOMPUTER MONITOR OR VIDEO DISPLAY UNIT TYPES, AND FEATURES VDU 1. Short for visual display unit, VDU is an any device used with computers to display text and images. For example, a flat-panel display and a projector are both examples of VDUs. However, VDU most commonly describes the CRT cathode ray tube monitor, a now archaic standard replaced by flat-panel display methods like LED lightemitting diode . Early VDUs had a 13\" screen size."}
{"text": "For example, a flat-panel display and a projector are both examples of VDUs. However, VDU most commonly describes the CRT cathode ray tube monitor, a now archaic standard replaced by flat-panel display methods like LED lightemitting diode . Early VDUs had a 13\" screen size. By the mid-1990s, 15\" and 17\" VDU screen sizes became more common, with some 20\" screen sizes being released. By the early 2000s, flat-panel monitors with 15\" and 17\" screen sizes gained popularity and started replacing CRT monitors. 2. Short for video display unit, VDU is a computing device that allows input from a user and output to a display, like a computer monitor. A VDU consists of a display device and a keyboard and could include a mouse. In the United States, it is sometimes known as a video display terminal or VDT video display terminal . Please note The computer monitor is an output device that is used to display softcopy data that is processed on the system unit. A computer monitor is also known as a screen or Visual Display Unit VDU . Some types of computer monitors are CRT, LCD, TFT, Plasma, OLED, LED, touch screen, and curved screens. To acquire a new computer screen, some of the features to consider are resolution, size, technology, refresh rate, video connector, aspect ratio, and viewing angle among other factors. Types of Computer monitors Computer monitors have evolved from the bulky big Cathode Ray Tube monitor to the ultra-slim curved screen that we have today. Some of the computer monitor types that you will find in the market include: 1. Cathode Ray Tube CRT . These are the oldest types of computer monitors and they used the technology of cathode rays. On the back of the screen, there is a cathode gun that shot rays through a vacuum into the screen. The screen has an anode and material that glows when hit by the electrons. The rays hit the glowing material and the image is created appropriately. The monitor had a long back side because the front and cathode gun had to be at a distance for it to give the best results. 2. Liquid Crystal Display LCD . They used the crystal liquid which is easy to be manipulated and changed when light strikes it. Compared to CRT they are lightweight, slimmer, and use less power. 3."}
{"text": "They used the crystal liquid which is easy to be manipulated and changed when light strikes it. Compared to CRT they are lightweight, slimmer, and use less power. 3. Light emitting diode LED It uses the light-emitting diode as the backlight which makes it slim because it doesn t need the distance that is required in CRT. They produce images with high resolution, are slimmer, less bulky, and produce less heat and less power. 4. Organic Light Emitting Diode OLED It is the latest technology an improvement from LED but still very expensive to produce in bulky. It has an organic substrate that glows when electricity is passed through it. They use less power and they are even slimmer because they don t need backlight since the substrate can produce light. 5. Touchscreens monitors Currently, computer screens are manufactured to take instruction from the human touch. An operating system such as Microsoft Windows 8 and above versions was developed to support a touch screen operation. There are 4 main technologies used for touch screens. A. Capacitive touch screen These screens use the capacitor concept which stores charge. Since the human body has electrical charges when you touch the screen at a specific position you discharge that particular point. The information is then sent to the processor which interprets what needs to be done. They are mostly used on smartphones in today s applications. B. Resistive touch screen The resistive screen uses the concept of resistors where it has two layers with a gap between them. For it to be effective the user has to press and not just touch because the two layers must make contact at the point where it has been pressed. When it is pressed the point can be identified and interpreted appropriately. These touch screens can be touched with a finger and any other objectthat can exact pressure and not a must that it has electrical changes. C. Infrared touch monitors They have an infrared emitter and receiver which create an invisible grid of rays. When you touch the screen you disrupt the ray transmission which is then recorded as a touch. D. Surface acoustic wave monitor These touch screens use sound waves to detect the touch. They have transducers and receivers on the opposite corners of the screen. When you touch the screen you disrupt the sound wave which is sensed as a touch command. 6. Plasma display panel They are flat-panel types of screens made up of small cells containing plasma. Plasma contains charged particles ions and electrons ."}
{"text": "6. Plasma display panel They are flat-panel types of screens made up of small cells containing plasma. Plasma contains charged particles ions and electrons . When electricity is passed through them they emit light which forms an image. They are not common computer screens because they are more economical for big-size screens. 7. Curved computer monitor These are replacing flat screen monitors by offering a curved viewing screen. They offer a better viewing angle compared to a flat screen Factors to consider when choosing a good computer monitor1. Resolution: It is the number of pixels that can be displayed per inch of the screen. The higher the number the more clear the image that is displayed. 3. Aspect ratio: It is the ratio of the length horizontal and width vertical of the monitor. It determines how the image will be stretched on the screen. The main ratios are 4:3 and 16:10. 4. Viewing angle: It is the angle where you can view the image without distortion. CRT screens had a wide viewing angle than LCD screens. 5. Power consumption: LCD uses the least power compared to CRT and OLED type of technology. Less power means power is conserved and also it reduces overheating. 6. Technology: screen comes from different technology modes as discussed in different types above. The technology will determine the image quality, cost, and user preference. 7. Connector video input: latest video connector for monitors is HDMI. However, to be on the safe side you should have a computer screen that supports more than one way of connecting. If you are buying a screen for an already existing system unit make sure you check which is a compatible type of supported connection. 8. Ergonomics: most users spend more time on the screen and would like to get a screen design for comfort. Select a screen that has height adjustability, and can change screen brightness and contrast among other designs. 9. Refresh rate: this is the rate at which the screen can refresh the displayed image per second. A higher refresh rate means the image will be clear and it will not look like it hangs. It is measured in hertz and the higher the better. Most computer screens have 144Hz. 10. Contrast and brightness: contrast ratio is how dark the black part is and how bright the white parts of an image can get. While brightness is the measure of light that the screen can produce. 11. Built-in speakers: latest monitor come with an inbuilt speaker that can be used to complement the system unit speakers."}
{"text": "While brightness is the measure of light that the screen can produce. 11. Built-in speakers: latest monitor come with an inbuilt speaker that can be used to complement the system unit speakers. 12. USB port: USB port is a common connector interface in today s devices including screens. They can be used to load data without even connecting to the system unit. For future improvement and use, you can select a monitor that has a USB port. Types of computer screen connectors Every computer offers a connection port that allows the computer monitor to be connected to the system unit so that it can receive data being transmitted. Most monitors are connected using a VGA cable. The cable connects the VGA card which translates the information from the system unit into images and text that the user can be able to view. Other screen connectors are AUX, HDMI, DVI, and Display Port. Structure of Visual Display Unit The structure of a Visual Display Unit VDU can vary depending on the specific type of device, but most VDUs have several key components in common. Here is a general overview of the structure of a VDU:1. Display panel: This is the part of the VDU that actually displays the visual information. It is typically made of a thin layer of crystal or plastic, and can display images using a variety of technologies, such as liquid crystal display LCD or organic light-emitting diode OLED . 2. Backlight: Many VDUs, especially those used in portable devices, use a backlight to illuminate the display panel. This helps to make the images on the screen more visible in low light conditions. 3. Circuitry: The VDU contains a number of electronic circuits that control the display panel, the backlight, and other components of the device. 4. Housing: The VDU is typically enclosed in a housing or casing that protects the internal components and provides a way to mount the device. 5. Input output I O ports: The VDU may have one or more I O ports that allow it to receive data or signals from other devices, such as a computer or a cable TV box. 6. Power supply: Most VDUs require a source of power, which may be supplied through a power cord or a built-in battery. Functions of Visual Display Unit Some specific functions of a VDU include: 1. Displaying text and graphics: VDUs use a screen to display text and graphics, which can include text documents, spreadsheets, websites, and more. 2."}
{"text": "Functions of Visual Display Unit Some specific functions of a VDU include: 1. Displaying text and graphics: VDUs use a screen to display text and graphics, which can include text documents, spreadsheets, websites, and more. 2. Providing a visual interface: VDUs allow users to interact with a computer or other device by providing a visual interface through which users can see and understand the information being processed and input commands and data. 3. Allowing for multitasking: VDUs allow users to work on multiple tasks at the same time by displaying multiple windows or programs on the screen. 4. Supporting high-resolution displays: Some VDUs support highresolution displays, which can provide a more detailed and accurate representation of the information being displayed. 5. Providing connectivity: VDUs may have connectivity options, such as HDMI or DisplayPort, which allow users to connect the VDU to other devices, such as a computer or a television. Uses of Visual Display Unit Visual Display Units VDUs , also known as computer monitors, are used in a wide range of applications. Some common uses of VDUs include: 1. Office work: VDUs are commonly used in office environments to display text documents, spreadsheets, and other business-related information. 2. Education: VDUs are used in classrooms and educational settings to display educational materials and videos, and to allow students to interact with educational software. 3. Entertainment: VDUs are used to display movies, television shows, and video games, and they can also be used to access streaming services like Netflix or Hulu. 4. Gaming: VDUs are often used in conjunction with gaming consoles or PC gaming systems to display video games. 5. Design and graphics: VDUs are used by designers and graphic artists to create and edit graphics and other visual content. 6. Medical and scientific research: VDUs are used in medical and scientific research to display data and images, such as MRI scans or microscopy images. 7. Military and aviation: VDUs are used in military and aviation applications to display maps, navigation information, and other data. 8. Industrial and manufacturing: VDUs are used in industrial and manufacturing settings to display production data, machine status, and other information. Benefits of Visual Display Unit Visual Display Units VDUs , also known as computer monitors, offer a number of benefits, including: 1."}
{"text": "8. Industrial and manufacturing: VDUs are used in industrial and manufacturing settings to display production data, machine status, and other information. Benefits of Visual Display Unit Visual Display Units VDUs , also known as computer monitors, offer a number of benefits, including: 1. Improved productivity: VDUs allow users to work more efficiently by providing a clear and easy-to-read display of text and graphics. 2. Multitasking: VDUs allow users to work on multiple tasks at the same time by displaying multiple windows or programs on the screen. 3. High-resolution displays: Some VDUs support high-resolution displays, which can provide a more detailed and accurate representation of the information being displayed. 4. Connectivity: VDUs may have connectivity options, such as HDMI or Display Port, which allow users to connect the VDU to other devices, such as a computer or a television. 5. Easy to use: VDUs are generally easy to use, with simple controls and an intuitive interface. 6. Energy efficient: Many modern VDUs are energy efficient, which can help reduce electricity consumption and reduce the environmental impact of using a computer. 7. Customization: VDUs can be customized to meet the specific needs of the user, such as adjusting the display settings to reduce eye strain or to optimize the display for specific tasks. 8. Access to information: VDUs allow users to access a vast amount of information and data that is stored on computers, which can be useful for research, education, and more. Limitations of Visual Display Units VDUs Visual Display Units VDUs , also known as computer monitors, have a few limitations, including: 1. Limited viewing angles: Some VDUs have limited viewing angles, which means that the display may appear distorted or washed out if viewed from certain angles. 2. Limited display size: The size of a VDU is limited by the size of the screen, which may not be large enough to display certain types of information or graphics. 3. Limited color depth: Some VDUs may not support a wide range of colors, which can impact the accuracy and quality of the display. 4. Limited refresh rate: The refresh rate of a VDU refers to how often the display is updated, and a lower refresh rate can result in a less smooth and responsive display. 5."}
{"text": "4. Limited refresh rate: The refresh rate of a VDU refers to how often the display is updated, and a lower refresh rate can result in a less smooth and responsive display. 5. Limited resolution: The resolution of a VDU refers to the number of pixels on the screen, and a lower resolution can result in a less detailed and accurate display. 6. Limited lifespan: Like all electronic devices, VDUs have a limited lifespan and may need to be replaced after a certain period of time. 7. Cost: VDUs can be expensive, particularly high-end models with advanced features. 8. Environmental impact: The production and disposal of VDUs can have an impact on the environment, as they contain materials and chemicals that can be harmful if not properly managed. Hazards of Visual Display Unit There are a few potential hazards associated with using Visual Display Units VDUs , also known as computer monitors, including: 1. Eye strain: Prolonged use of a VDU can cause eye strain, which can cause symptoms such as dry eyes, blurred vision, and headache. 2. Repetitive strain injury: Repetitive actions, such as typing or using a mouse, can cause repetitive strain injuries, such as carpal tunnel syndrome. 3. Back pain: Poor posture while using a VDU can cause back pain, particularly if the workstation is not set up correctly. 4. Electromagnetic fields: Some VDUs emit electromagnetic fields, which have been linked to an increased risk of cancer and other health problems. However, the risks associated with electromagnetic fields from VDUs are generally considered to be low. EXAMPLES OF VDULCD vs LED Displays: The Differences When it comes to choosing between LCD and LED displays, the decision can often be confusing. At first glance, they may seem identical, but there are key differences in their construction, performance, and energy efficiency. In simple terms, LED displays are a type of LCD with a unique backlighting system, and they tend to offer better image quality and power efficiency than standard LCDs. LCD Displays LCD, which stands for Liquid Crystal Display, utilizes a panel of liquid crystal molecules to create images. These molecules twist and untwist to control the amount of light passing through them. However, they do not produce light on their own. Instead, they use a separate backlight or reflector to illuminate the liquid crystals. The backlight in traditional LCD panels is often a Cold Cathode Fluorescent Lamp CCFL ."}
{"text": "However, they do not produce light on their own. Instead, they use a separate backlight or reflector to illuminate the liquid crystals. The backlight in traditional LCD panels is often a Cold Cathode Fluorescent Lamp CCFL . While these displays offer good image quality, they have some limitations. Generally, they consume more power and are bulkier than their LED counterparts. Moreover, they may not provide as high contrast or as vibrant colors. LED Displays LED, or Light Emitting Diode displays, are essentially a type of LCD display. The key difference lies in the backlighting system. Instead of using CCFL, LEDdisplays use tiny light-emitting diodes to illuminate the liquid crystals. This change in lighting source opens up a range of benefits. Firstly, LED displays are more energy efficient. LEDs consume less power than CCFL, making them a greener choice. Secondly, they allow for a slimmer and lighter design, making them ideal for modern, sleek devices. One of the critical advantages of LED displays is the potential for greater picture quality. In LED displays, the diodes can be dimmed or brightened individually. This feature, known as local dimming, enhances the contrast ratio, making blacks appear deeper and whites brighter. Consequently, images are more vibrant and lifelike. PRINTERS Different Types of Printers and Their Functions: What Are the Types of Printers? Thermal Transfer Printers Thermal printers use heat to create an image on special thermal paper. They provide direct thermal and thermal transfer, and they re commonly used in receipt printers, shipping label printers, and fax machines. Additionally, they re fast, quiet, and don t require ink or toner. However, the print quality of a thermal printer may fade, and the paper can be expensive. Dye-Sublimation PrintersDye-sublimation printers use heat to transfer dye onto special paper or other materials like fabric or plastic. They re popular for high-quality photo printing and creating customized items like mugs and T-shirts. Additionally, they produce vibrant, long-lasting prints with excellent color accuracy, but the cost of consumables ink and paper can be relatively high. And they re not ideal for standard office documents. 3D Printers 3D printers create three-dimensional objects by layering material often plastic on top of itself based on a digital 3D model."}
{"text": "The best part? UV printing offers vibrant colors and durability on various surfaces. However, initial equipment costs can be high, and maintenance may be needed to keep the printer functioning optimally. Digital Presses Digital presses make a great choice for commercial printing and publishing. They re high-volume printing machines suitable for large quantities of books, brochures, and other printed materials. They offer fast, consistent, high-quality printing for large print runs. However, they re expensive and may require specialized training to operate effectively. In summary, there s a wide array of printers, each designed for specific purposes and printing needs. Choosing the right printer depends on the type of documents or images you need to print, the printing volume, and your budget. Consider your requirements carefully to select the printer that best suits your needs, whether for everyday home use, office tasks, creative projects, or industrial applications. Other Types of Printers 9. Plotters HP 9862A Calculator Plotter Example: HP Design Jet T210 A plotter prints vector graphics by drawing lines on paper using a pen. Some plotters use markers to draw multiple, continuous lines onto paper, while some use knives to cut a material like leather or vinyl. The latter is called cutting plotters. These devices have been phased out by computer-controlled printing machines. However, cutting plotters are still used in many industries. Pros Prints on large sheets of paper with high resolution Draws a single pattern more than one thousand times with no degradation Works with various materials, including cardboard, plywood, plastic, and aluminum Cons Expensive and larger than a conventional printer 8. Impact Printers The impact printer physically presses an inked ribbon against the page. Its plastic or metal head strikes the ink ribbon, whereby the ribbon is pressed against the page, and the specific character impression is printed on the paper. Although this mechanism is quite old, impact printers are still widely used in workplaces and industries. Many different types of impact printers have been developed to date. The most common ones are:8.1 Line Printers IBM 1403 line printer Example: Printronix P7-1500N line matrix printer As the name suggests, Line printers print one line of text at a time the full width of the page . They use a continuous feed of paper instead of individual cut sheets. And they can print up to 2,500 lines per minute."}
{"text": "The most common ones are:8.1 Line Printers IBM 1403 line printer Example: Printronix P7-1500N line matrix printer As the name suggests, Line printers print one line of text at a time the full width of the page . They use a continuous feed of paper instead of individual cut sheets. And they can print up to 2,500 lines per minute. Pros High-speed printing More durable Low operating costs Consumables are less harmful to the environment Cons Low print quality and cannot print graphics Very noisy, requires sound-absorbing cases 8.2 Dot Matrix Printers Epson LX310 Example: Tvs MSP 250 In a dot matrix printer, the pins are arranged in one or multiple vertical columns. The print head which contains several pins moves up and down or in a back and forth motion and prints by striking an ink-soaked cloth ribbon against the page. This is just like a typewriter, but it can also print arbitrary patterns and not just particular characters. A character printed by a dot matrix printer is actually an accumulation of multiple dots on a very small region of the paper. The printer can be used for text, multiple fonts, and basic graphical printing. The outputs, however, have a dotted appearance. Pros Low printing cost Reliable Prints on multipart forms or carbon copies Useful for data logging Cons Slow speed Limited print quality They can be used to print multiple copies at the same time with the help of carbon copying. Thus, they are widely installed in offices and shops where multipart forms are required. 8.3 Daisy Wheel Printers The daisy wheel and print head on a Diablo D-25 printerExample: Commodore DPS 1101 A daisy wheel printer contains a disk and attached extension on which molded metal characters are mounted. When printing, the printer rotates the disk to each character and strikes it into an ink ribbon to create characters on paper. Pros Can use heavy paper grades and fan-fold paper Can create carbon copies Low costs and maintenance Cons Slow speed Low print quality 7. Minilab Printers SureLab D870Example: Epson Sure Lab D1070DE Minilabs are small photographic-developing and printing systems that are used in several retail stores to provide quick photo finishing services."}
{"text": "When printing, the printer rotates the disk to each character and strikes it into an ink ribbon to create characters on paper. Pros Can use heavy paper grades and fan-fold paper Can create carbon copies Low costs and maintenance Cons Slow speed Low print quality 7. Minilab Printers SureLab D870Example: Epson Sure Lab D1070DE Minilabs are small photographic-developing and printing systems that are used in several retail stores to provide quick photo finishing services. A minilab machine is made of two systems: a film processor and a printer paper processor . Pros Perfect for photo processing High-capacity ink packs Prints on double- or single-sided sheet media Provides better exposed, color-corrected prints in less than 30 minutes Cons Quite pricey Larger and bulkier and than typical printers The Agfa and Kodak minilab machines use C41b chemistry to process films and RA-4 chemistry to process the paper. Depending on the device capabilities and operator s expertise, films can be ready for collection within 20 minutes. 6. Thermal PrintersF2C portable thermal printer Example: Polono Label Printers A thermal printer is made of three components: Thermal head: Generates heat to produce an image on the page Platen: A roller that moves the page Spring: Holds the printhead and paper together by applying small pressure The printer passes paper with a thermochromic coating over a print head. This print head contains several electrically heated elements, typically arranged as a line of small, closely spaced dots. The coating on the paper turns black in the region where it is heated, generating an image. These printers can have a resolution of up to 1,200 DPI. Although most of them print black and white monochrome text, some produce twocolor images. Due to decent print quality, speed, and portability, thermal printers are widely used in the banking, retail, grocery, healthcare, and airline industries. Voucher printers in slot machines, information kiosks, and point of sale systems are some of the commercial applications of these printers."}
{"text": "Although most of them print black and white monochrome text, some produce twocolor images. Due to decent print quality, speed, and portability, thermal printers are widely used in the banking, retail, grocery, healthcare, and airline industries. Voucher printers in slot machines, information kiosks, and point of sale systems are some of the commercial applications of these printers. Pros More quiet and faster than dot matrix printers Easier to use as there is less use of software involved Requires less maintenance Comes in various models and sizes Cons Prints fewer colors The high heat limits wax and resin choices They are also used to generate sub-seafloor seismic imagery and print real-time records of side-scan sonar. In the data processing field, they are used for quickly creating hard copies of continuous hydrographic or seismic records. 5. Dye-sublimation PrintersTexart RT-640 Example: Texart XT-640 High-Volume Dye-Sublimation Printer Dye-sublimation printers utilize heat to transfer dye onto materials like card, paper, fabric, or plastic. They use the CMYO cyan, magenta, yellow, over coating system to deposit the ink on the surface one color at a time. The ink is deposited via a heat press, which ultimately changes from solid to gas hence the name sublimation and enters the material. The process is carried out at lower temperatures and higher pressures. Small heating elements on the print head change temperatures quickly to lay different amounts of dye. Polyester and polyester resin-coated substances are the perfect materials for this printing technique. Pros Allows printing on rigid surfaces Print thousands of colors using four-color ink CMYK Best for creating ID cards and photographic prints Short learning curveCons The item may lose color over the months Specific type of ink is required Professional and consumer dye-sublimation printers are developed for creating photographic prints, ID cards, license plates, etc. And since these printers are available in various sizes and styles, consumers can print on various products like mouse pads, coffee mugs, handbags, smartphone cases, dresses, pillows, and more. 4. Solid Ink Printers Example: HP Laserjet M209DW As the name suggests, these printers use solid ink instead of fluid ink or toner powder."}
{"text": "And since these printers are available in various sizes and styles, consumers can print on various products like mouse pads, coffee mugs, handbags, smartphone cases, dresses, pillows, and more. 4. Solid Ink Printers Example: HP Laserjet M209DW As the name suggests, these printers use solid ink instead of fluid ink or toner powder. The printer melts the ink which is usually a waxy resinbased polymer to print images on paper or any substrate. This is how the process goes: small pucks or spheres of solid ink are stored in a hopper. From there, they are transferred to the printhead and melted as per the requirement. Pros Provides precise prints with bright colors Can print on many different types of media Less waste generated compared to inkjet or laser printers Suitable for intermittent use with long periods of downtime Cons The printer need to pause and reheat in between prints Ink may clog printhead nozzles This type of printer can create large graphic images with bright and vivid colors at reasonable costs. It is suitable for users who always have to print in color and require high-quality images. And since the solid ink doesn t dry out over time, you don t have to order new cartridges when you need to print something after a long time. 3. 3D PrintersPrusa I3 MK3S Example: Tronxy X5SA Pro 3D printers are based on a technique called additive manufacturing. They create a physical three-dimensional object from a CAD computeraided design or digital model. It involves adding materials such as powder grains or composites or bio-materials layer by layer at the millimeter scale. Unlike injection molding and CNC machining that uses various cutting tools to make objects, 3D printers require no cutting tools. They construct objects directly onto the built platform. Pros Enables fast design and production Gives you the flexibility to create anything that fits within its build volume Minimize waste Cost-effective Cons Not yet versatile enough to work with most materials Requires post processing Depending on the type of printer, material used, and size of the object, a print takes several hours to complete. The finished object often requires post-processing like sanding, paint, or other conventional finishing touches to achieve the desired surface finish. 3D printing processes can be categorized into 7 groups: 1. Vat photo polymerization 2."}
{"text": "The finished object often requires post-processing like sanding, paint, or other conventional finishing touches to achieve the desired surface finish. 3D printing processes can be categorized into 7 groups: 1. Vat photo polymerization 2. Material Extrusion 3. Sheet Lamination 4. Directed Energy Deposition 5. Material Jetting 6. Binder Jetting 7. Powder Bed Fusion Modern 3D printers are advanced enough to create complex structures and geometries that would be otherwise impossible to build manually. They can be used to build a range of objects, from simple prototypes to intricate final products, such as medical instruments, aircraft parts, ecofriendly buildings, and even artificial organs using layers of human cells. 2. Liquid Inkjet PrintersHP Smart Tank 530 Example: Canon PIXMA G3260 The inkjet printer creates an image by propelling droplets of ink onto paper or plastic substrates. Its print head moves back and forth as the paper feeds through rollers. The complete image is made of thousands of minuscule dots, like the pixels on a television screen. These dots are extremely small between 50 and 70 microns in diameter and positioned very precisely with resolutions up to 1200 x 1440 DPI. Also, these dots can have multiple colors combined together to produce high-quality pictures. Pros Quieter than impact printers Practically no warm uptime Really good at producing natural shades and colors Easy to set up and use Cons Liquid ink can dry out when stored for a longer period of time Expensive ink refillsLiquid inkjet printers perform best on nonporous paper and slightly heavy bond paper with a hard surface that effectively prevents colors from bleeding. They are available in many different varieties and sizes, ranging from small cost-efficient consumer models to expensive professional machines. While most home inkjet printers are lightweight and have low per-page costs, commercial machines are larger and print on a broader range of materials. 1. Laser Printers Pantum M6602NW Example: HP OfficeJet 5255 Laser printers have become a common consumer product, often used along with personal computers. Their working principle involves electrophotographic, which is the same technique used in photocopy machines. To create a high-quality image, the laser printer continuously passes a laser beam back and forth over a photoreceptor drum. This drum is nothing but a negatively charged cylinder."}
{"text": "Their working principle involves electrophotographic, which is the same technique used in photocopy machines. To create a high-quality image, the laser printer continuously passes a laser beam back and forth over a photoreceptor drum. This drum is nothing but a negatively charged cylinder. It collects positively chargedpowdered ink toner and transmits the image to paper. The paper is then slightly heated to permanently fuse the image onto it. The standard resolution in most laser printers is 600 DPI, whereas the high-end production machine can have a resolution of 2,400 DPI. Plus, they can print at a much faster rate than inkjet printers. A high-end model can print about 12,000 monochrome pages per hour or 6,000 colored pages per hour. However, they don t print color photos as well as inkjet printers do. That s why most photographers and designers prefer inkjet printers for gallery-quality photos. Pros Fast printing speed Noiseless Produces high-quality monochrome prints Mechanical components are reliable and durable Cons High initial investment cost Not suitable for high quality graphics Laser printers are well suited for office use due to their capability to quickly print large amounts of documents. Overall, they are excellent for text, documents, and printing medium-quality color photos1.1 LED Printers OKI MC853dn Example: Xerox VersaLink C7000DN LED light-emitting diode printers are generally grouped with laser printers because they use a similar technique for creating text or graphics. Both use a toner, drum, and fuser to provide high-quality prints. However, LED printers have an array of light-emitting diodes instead of a laser and mirror. Since LED printers contain fewer moving parts, they are more reliable and efficient than traditional laser printers. Plus, they are cheaper to manufacture and less prone to mechanical wear. Pros Contains fewer moving parts Inexpensive and reliable Noiseless Provides excellent image quality Cons High initial cost Slower printing speed than laser printersFactors to consider when selecting a printer Choosing the best printer can be overwhelming with so many options. To help you decide which type of new printer you should buy, consider the following factors and your specific needs: Printing Purpose Home Use: If you need a printer primarily for occasional home use, like printing documents, school assignments, or family photos, an inkjet printer should suffice."}
{"text": "Plus, they are cheaper to manufacture and less prone to mechanical wear. Pros Contains fewer moving parts Inexpensive and reliable Noiseless Provides excellent image quality Cons High initial cost Slower printing speed than laser printersFactors to consider when selecting a printer Choosing the best printer can be overwhelming with so many options. To help you decide which type of new printer you should buy, consider the following factors and your specific needs: Printing Purpose Home Use: If you need a printer primarily for occasional home use, like printing documents, school assignments, or family photos, an inkjet printer should suffice. They re affordable and can handle a variety of printing tasks. Small Businesses: A laser printer is a good choice for a small office or home office SOHO where you must print frequently. It offers fast and efficient text printing. Color or Black and White Consider an inkjet or color laser printer if you need to print in color. For basic black-andwhite documents, a monochrome laser printer is cost-effective. Print Volume For bulk printing, a laser printer with a high page-per-minute PPM rate and a large paper tray may be more suitable. Inkjet printers make a better choice for lower print volumes. Printing Photos If you re into photography and want to print photos, a dedicated photo printer or a highquality color inkjet printer with photo capabilities is a good choice. Consider other costs like glossy photo paper for the printing process, maintenance, etc. Size and Space Consider the available space where you plan to put the printer. Consider a compact inkjet printer if you have a small space, as laser printers can be larger. All-in-One or Single Function An all-in-one a multifunction printer combines printing, copying, scanning, and even faxing in one machine. It s convenient for saving space and money if you need these functions. Connectivity Options Ensure the printer you choose has the connectivity options you need. Common features include USB, Wi-Fi, Bluetooth, and mobile printing capabilities. Cost Considerations Think about both the upfront cost of the printer and the long-term cost of consumables like ink or toner cartridges. Some printers may be inexpensive initially but cost more to maintain. Brand and Model Consider reputable brands known for quality and reliability. Read reviews and compare printer models within your budget. Additional Features Some printers have extra features like automatic duplex double-sided printing, touchscreen controls, and memory card slots for direct photo printing."}
{"text": "Brand and Model Consider reputable brands known for quality and reliability. Read reviews and compare printer models within your budget. Additional Features Some printers have extra features like automatic duplex double-sided printing, touchscreen controls, and memory card slots for direct photo printing. Assess whether these features matter to you. Compatibility Ensure the printer is compatible with your computer s operating system. Most modern printers support Windows and macOS, but it s always good to check. Warranty and Support Check the warranty, warranty extensions, and available customer support for the printer. Extremely reliable customer service can be crucial if you encounter any issues. Environmental Considerations If you re eco-conscious, look for printers with energy-saving features, recyclable ink or toner cartridges, and eco-friendly certifications. In summary, the type of printer you should buy depends on your specific needs and budget. Consider your printing volume, fast print speeds, whether you need color printing, available space, and any extra features for high-quality prints you require. It s also a good idea to read reviews and compare prices before deciding. Considering these factors, you can find a printer that suits your print jobs and helps you achieve your printing goals efficiently. How to Print a Document from Your Computer 1 Make sure that your printer is connected and turned on. If your printer connects over Wi-Fi, this will mean making sure that you're on the same Internet network as your printer; otherwise, you'll need to plug your printer's USB cable into your computer. Check your printer's manual to confirm how to set it up if you haven't already done so. Be sure to update your printer drivers. 2 Open the document you want to print. This could be a PDF, Word document, Excel spreadsheet, or even photos. Use the File Explorer to find the file if needed. 3 On your keyboard, press Ctrl P . This is the keyboard shortcut to open the print menu. You can also manually open the print menu by clicking the printer icon. In some apps, you'll need to click File and then Print. The print menu may look different depending on the application used to open your file. 4 Select your printer. Click the \"Printer\" drop-down box, then click your printer's name. If you don't see your printer, you'll need to add it. 5 Select a number of copies. In the \"Copies\" box, type in the number of copies of the document that you'd like to print."}
{"text": "First we ll tell you what RAM memory alternatively referred to as main memory, primary memory, or system memory, Random Access Memory RAM in a computer system, it is also sometimes known as read-write memory or RWM, then we ll go over how RAM works in Macintosh s and pcs. Also, there are different kinds of RAM, including VRAM, PRAM, DRAM and SRAM . Random access memory RAM This is the most common type of main memory. It is called random access memory RAM because ; its content can be read directlyregardless of the sequence in which it was stored. As opposed to ROM, the content in RAM is held temporarily and its content is lost once the computer is turned off. Characteristics of random access memory RAM are: 1.Data can be read retrieved and written stored in it. 2 .RAM is a temporary volatile storage because its content disappears when the computer is switched off. 3.Its content is user defined i.e. the user dictates what is to be contained in the RAM. Types of RAM There are two types of-RAM namely, static RAM SRAM and dynamic DRAM .Static RAM is very fast compared to dynamic RAM and holds its content as long as there is power. Dynamic RAM on the other hand can only hold its content for a short while even when power is all .To maintain the content of dynamic RAM, the memory chip is designed in away that its content is refreshed automatically rewritten severally per second. Static RAM is more expensive. It is mostly used to make special types of memories. Special purpose memories Apart from ROM and RAM there are several types of special purpose memories found inside the CPU or in the input and output devices. These memories are vital because they increase the overall performance of data and instructions moving in and out of the CPU. These memories include buffers, registers and cache memory. Buffers This is a temporary holding place that may be part of the CPU or built in an input or output device. Because the CPU is very fast compared to the input or output devices, buffers provide temporary storage so that the CPU is set free to carry out other activities instead of waiting for all data to be entered or information to be output. For example since a printer cannot work at the speed of a CPU, the printer buffers temporarily holds the output to be printed hence freeing the CPU to perform other functions. Buffers can hold more than one piece of data at a time."}
{"text": "GRADE 8 RATIONALIZED AGRICULTURE AND NUTRITION LESSON NOTESSTRAND 1-CONSERVING AGRICULTURAL ENVIRONMENT1.1 -Soil Conservation Measures. Soil conservation measures refers to a combination of practices done or taken to prevent the loss of soil through soil erosion. Reasons Importance for Soil conservation. To keep top soil in its place. To maintain fertility in the soil. To maintain soil productivity. Helps to increase agricultural production promotes food security. Methods of soil conservation in agricultural environment. Strip cropping. Grassed water ways. Stone lines. Trash lines. Soil bunds. A. Strip cropping. It is the growing of crops in a way that crops that have little soil cover like maize are grown in alternating strips with those that have good ground cover such as sweet potatoes. Permanent vegetation such as grass can also be used as strips. The role of strip crop is it prevents loss of soil through surface runoff. B. Grassed water ways. Grassed waterways are natural or man-made shallow channels in which excess rain water flows. Grass and other vegetations are planted to grow in the channels. When surface run off is directed in the channels, the vegetation in the channels lower the speed of run off and also traps eroded soil. C. Stone lines. These are stones of different sizes heaped in a line along the contour to prevent loss of soil down the slope through run off. Stone lines reduce speed of run off increasing water infiltration especially in semi-arid areas. Water infiltration is the downward entry of water into the soil from the surface. Stone lines are suitable in gently slopes. D. Trash lines. Trash lines are plant materials or crop residues remains arranged along the contour in a cultivated field. Trash lines help to reduce runoff hence preventing loss of soil from land. They also increase water infiltration into the soil. Trash line should be 1 m wide and 0.5 m high. E. Soil bunds. A bund refers to a heap of compacted soil made along the contours. Grasses can be grown on top of the bunds to hold soil together firmly. Bunds help to reduce the volume of water flowing downwards in a cultivated field after rain fall. Bunds enhance water infiltration. NOTE:Most structures constructed to conserve the soil are made along the contour line. Therefore, it is very important to establish the contour lines first before construction of the structures."}
{"text": "Bunds enhance water infiltration. NOTE:Most structures constructed to conserve the soil are made along the contour line. Therefore, it is very important to establish the contour lines first before construction of the structures. Contour lines are established to guide the position of the soil conservation measures. Contour farming is the farming carried out across the slope rather than up and down. Therefore, contour lines run across the slope and not up and down. A farm layout is a drawn plan that shows various farm enterprises and where they are placed in the farm. A farm layout is a plan of how various farm components enterprises are arranged and set up on the farm. A farm model guides the farmer to locate various farm activities and structures for convenience. What is the importance of Farm layout? It helps in maximum utilization use of land. Farm enterprise are orderly arranged. Local available material that can be used to make a farm model in school include: Cartons. Cardboards. Soil. Papier mache. 1.2 -Water Harvesting and StorageIn rainy season, a lot of water goes in waste. This water can be harvested and stored then used for farming purposes. Methods of harvesting and storing water for farming purposes. There are various methods used to harvest and store water for farming purposes. Use of rooftops. Use of diversion channels. Directs water into water ponds and water tanks. Water ponds. Shallow water pans. Tanks. Shallow water pansGrass should be planted around the shallow water pan to:Control soil erosion. Control sedimentation. Constructing Shallow water pan. Measure desired size of the structure. -. Dig out soil to the desired length and width with depth between 1 to 3 metres. Make conveyor or small channels that directs surface runoff to the structure. Water pondConstruction of a water pond. Mark desired measurements on ground. Dig out the soil. Place a polythene liner evenly covering the sides and the base. Reinforce the liner by placing soil in the upper part around the pond. Plant grass around the pond to control erosion and sedimentation. Make channels to transfer surface runoff. Water tanks. Water tanks can be used to collect surface runoff or water from the rooftops. Ensure water flow into the tank by removing any materials such as gravel, sediments from the sieve entrance of the tank. Gutters should be fixed around the house to collect water when it rains and direct it to the tank through pipes for storage."}
{"text": "Water tanks can be used to collect surface runoff or water from the rooftops. Ensure water flow into the tank by removing any materials such as gravel, sediments from the sieve entrance of the tank. Gutters should be fixed around the house to collect water when it rains and direct it to the tank through pipes for storage. Underground water tank Elevated water tankFactors to consider when setting up a water harvesting and storage unit at home or at school. Location. Accessibility. Type of crop to be irrigated using water. Size of the farm. Dimension of the storage unit. The slope of the land. The cost of the work. Importance of harvesting and storing water. Harvesting and storing water helps to supplement other sources of water. It provides water during shortage and in dry seasons. Water is available through out. Reduces cost of farming. Excess water from the rain is utilized. Helps to prevent destruction of infrastructures such as buildings and roads by surface runoff. Maintenance of water harvesting and storage structures. Plant grass around the water pans and water ponds to control soil erosion and sedimentation and to stabilize the embankments. Remove foreign material in water found in water pans, ponds and tanks. Structures such as water pans and water pons should be fenced. Water tanks should be cleaned and foreign materials such as gravel, twigs, leaves sieved out during water entry. Clean the gutters to remove accumulated materials. Uses of water harvested and stored on the farm. Watering irrigating crops. Watering animals. Domestic uses such as washing, cleaning items etc. Types of water storage tanks. Water tanks can be:Plastic. Metallic. Concrete. They can also be elevated placed on top of the ground or underground. STRAND 2- FOOD PRODUCTION PROCESSES2.1 Kitchen and Backyard Gardening. Food security is an important aspect of a healthy society. To promote food security, household should embrace kitchen gardens. A kitchen garden ensures regular and ready supply of fresh vegetables, fruits and herbs. Food security exists only when all people at all times have access to sufficient, safe and nutritious food that meets their dietary needs and food preference for healthy living. Kitchen garden is any convenient size of a plot, space or structure located in a home where a variety of crops are grown mainly for family consumption. The role of a kitchen garden in food and nutrition security. To produce safe, fresh food that is accessible to the family."}
{"text": "Kitchen garden is any convenient size of a plot, space or structure located in a home where a variety of crops are grown mainly for family consumption. The role of a kitchen garden in food and nutrition security. To produce safe, fresh food that is accessible to the family. It is a reliable source of green leafy vegetables, herbs, fruits, legumes and cereals for home consumption. Growing of both seasonal and off-season crops that ensures steady supply of nutritious food. Help family to meet their nutritional needs and promotes healthier lifestyles. Generates income from sale of surplus excess produce. Helps to save family income direct towards purchase of vegetables, fruits and others. Provide alternative when staple foods are not in stock. Helps to increase food production. Some form of kitchen gardening use recycled materials like plastics hence contributes to environmental conservation. Innovative technologies for kitchen garden. Increase in population and urbanization has led to limited space that can be used to establish large gardens. Innovative technologies ensure proper use of the small available space for maximum production. The main aim of innovative gardening is to maximize the small available space with proper water conservation, measures in crop production. Examples of innovative kitchen gardens include:Container. Wick. Hanging pots. Tyre. Multistore gardens. Simple drip. Organic sack garden. Most of the kitchen gardens focus on vertical gardens which keeps the crops off the ground as compared to horizontal gardening. Benefits of innovative gardens. Use locally available materials. Requires little amount of water. Easy to manage because less labour is required. Makes good use of little space. Some are portable-can be moved from one area to another. High productivity or yields. Aesthetic value around the compound. Ideal for urban areas and congested homesteads. 2.2 Poultry Rearing in a Fold. Poultry rearing is the keeping of domesticated birds such as chicken, ducks, turkeys, geese, pigeons, guinea fowls and ostriches. Poultry are kept for production of meat, eggs and other products. Poultry folds. Structural appearance of a poultry fold. A fold is a portable structure used for rearing poultry in an open piece of land where they can access sunlight, vegetation to supplement their feeds and can also exercise. Feed and water troughs are placed inside the folds. The fold can be moved from one place to another for the birds to eat fresh vegetation. Poultry folds are portable triangular shaped structures."}
{"text": "Feed and water troughs are placed inside the folds. The fold can be moved from one place to another for the birds to eat fresh vegetation. Poultry folds are portable triangular shaped structures. A fold has two sections, one is roofed and the other is left open but fitted wih wire mesh to secure the birds. The fold has a door fitted on one side. Materials used in the Construction of a poultry fold. Poultry folds are constructed using locally available materials. This makes it cheap and easy to construct them. Materials for constructing a poultry fold include:NOTE:Smaller folds have rollers and wheels that helps to move them from place to place. Some folds structures have wire mesh at the base to allow droppings to pass through to the ground. Fencing staples can be used instead of nails. The size of the fold depends on the number and type of poultry reared. Rearing practices of poultry in a fold. There are various practices which are carried out when rearing poultry in a fold. These rearing practices includes: Moving the fold to new sites regularly for the birds to feed on fresh vegetation. Ensure birds are provided with clean water. Ensure hygiene is maintained in the poultry fold. The fold should be strong enough to secure birds and kept in a safe place. The fold should be sheltered from the rain to avoid wetness. It should be placed in such a way that the open side is away from direct winds to avoid drought. How to rear Poultry in a fold. Sitting. Where to place your fold Ensure the fold is placed in an area: Protected from rain and direct wind. With enough security. That can be easily accessible. With enough vegetation. Stocking the folds. Place chicks into the fold carefully in the early hours of the day for them to familiarize with the environment. Place the right number of birds in the fold to avoid overcrowding which encourages diseases. Feeding. Provide enough feed depending on the stages of growth. Place feed in the feeding troughs. Move fold unit from one place to another to enable birds to eat fresh vegetation. Watering. Provide clean water in waterers. Sanitation. Maintain high standards of hygiene in the folds by cleaning the waterer, feed troughs and poultry folds. Vaccination."}
{"text": "How fresh fish is processed. Fresh fish need to be processed immediately after being harvested from water to prevent spoilage. Various processes are carried out to prepare fresh fish for transportation, storage and consumption. Fish is prepared after harvesting by:Scaling-removal of scales. Gutting-removal of gut or the alimentary canal. Cleaning-washing the fish with clean water. These processes usually slow down the growth of micro-organisms and keep it fresh before use. Procedure followed when processing fresh fish. Specific methods of processing fish for consumption, storage and transportation are as follows:Inspect and select fresh fish for processing. Start the process as follows. A. Scaling. Rinse fish to remove slime. Place fish on a chopping board or tray with absorbent paper. Hold fish firmly by the tail and use a fish scaling tool or back of a knife to scrape off the scales moving from the tail to head on both sides Rinse the fish in clean water to remove any loose scales. Run your fingers over the fish skin to make sure that all scales have been removed. B. Gutting. Lie the fish on its side on either a chopping board or a tray. Make a cut in the belly of the fish at the tail-end and cut through the skin to the head. Insert your fingers into the belly through the cut opening and remove internal organs by easily pulling them out. Place them on a separate plate or tray. Rinse the inside of the fish with cold water until the water becomes clear. Use a kitchen paper or towel to dry the fish. Cleaning. Clean the fish thoroughly before and after gutting. Use cold water when cleaning fish. Salting. Use the fish that have been well prepared by scaling, gutting and properly cleaned. Place the fish on a flat clean surface or tray where they will remain after salting. Sprinkle layers of salt on all the parts of the fish. Leave the fish in layers of slat for at least 2 days. Keep the salted fish in a cool dry place. Frying fish Select a clean well-prepared fish. Heat oil in a saucepan and dip the fish to cook for 4 to 5 minutes."}
{"text": "Keep the salted fish in a cool dry place. Frying fish Select a clean well-prepared fish. Heat oil in a saucepan and dip the fish to cook for 4 to 5 minutes. Remove the fish from the oil using a draining spoon. Place the fish on a mesh tray to drain excess oil. NOTE: Processing fish should be carried out in a hygienic environment to prevent contamination. Cold water should always be used when cleaning fish to remove all the blood. This prevents deterioration due to multiplication of bacteria. Gutting fish may sometimes include the complete removal of the gills and the fins. Salting draws water from the fish increasing its shelf life. How to dress poultry carcass. Quality of poultry products can be linked to a variety of factors such as handling at slaughter. Poultry dressing procedures should be done in a hygienic manner in order to produce products fit for human consumption. When dressing poultry carcass, some parts can be detached and packed separately. However, the whole carcass can be packed with the parts attached. Poultry thighs poultry gizzardsDressing a poultry carcass. The following practices are carried out to dress the poultry carcass. Beheading-restrain the poultry well and cut the neck muscles with a sharp knife. Defeathering-scald the bird into hot water of a temperature of 550 C for about 2 minutes to loosen the feather. Remove and pluck off loose feathers completely. Singeing-hold the defeathered bird over a flame for a few minutes to burn the hair like structures left on the skin. Washing-wash the whole bird in clean cold water to remove the surface dirt. Prepare the poultry carcass for various purposes as follows. Place the carcass on its back on a clean surface or chopping board. Remove oil gland with a knife. Remove the offals by:Make a cut above the vent but avoid cutting too deep. Press on the breast and insert fingers through the cut made on the vent. Grab the visceral and pull them out avoiding too much pressures to prevent puncturing the gall bladder. Slit the neck skin to remove the crop, trachea and Oesophagus. Place the internal organs on a separate plate. Cutting the carcass into various pieces."}
{"text": "Slit the neck skin to remove the crop, trachea and Oesophagus. Place the internal organs on a separate plate. Cutting the carcass into various pieces. Cut joints between thigh and the body and separate the thigh and the leg at the joint. Cut the joint between the wings and the body and then separate the wings. Cut the breast into two parts by separating the muscle in front of the keel. Cut the backbone and neck strip into 3 pieces each. Separate the gizzard, liver and the heart from the other internal organs. Cut open the wall of the gizzard lengthwise to the lining to remove hard grit and then peel out the lining. Wash these organs in cold water and then pack them. Pack all the pieces in clean storage bags as required. NOTES: High hygiene standards should be maintained when handling raw poultry meat to avoid contamination which can lead to food poisoning. Complete bleeding of carcass prevents discolouration of the meat due to formation of clots in the muscles. The clots attract micro-organisms. Care should be taken not to burst gall bladder as this makes the meat bitter. Pieces from poultry carcass are packed separately and sold at different prices. What is the importance of processing fresh fish and dressing poultry carcass? It adds value to the meat. Keeping quality of both fish and poultry products is increased hence prolonged shelf life. Packing poultry pieces separately enables selling at a higher price than the whole carcass. 2.5 Preserving Meat and Milk. Animals gives products such as milk, meat, eggs, honey, hides and skin. Some of the products easily go bad, hence they should be preserved to increase their shelflife. Methods of preserving milk and meat in the locality. Milk and meat deteriorate in quality with time. They should be well preserved to prolong their shelf-life and availability. Food preservation is the process of preventing food from spoilage. There are various methods of preserving milk and meat. Methods used in preserving milk include:Boiling. Fermentation. Methods used to preserve meat include:Sun drying. Smoking. Salting. Preservation of Milk and Meat at household level. Common methods of preserving milk are:Fermentation-Fermentation of milk produces certain acid that preserves milk. Boiling or pasteurization of milk-boiling milk kills micro-organisms by exposing them to high temperatures at the milk boiling point."}
{"text": "Preservation of Milk and Meat at household level. Common methods of preserving milk are:Fermentation-Fermentation of milk produces certain acid that preserves milk. Boiling or pasteurization of milk-boiling milk kills micro-organisms by exposing them to high temperatures at the milk boiling point. This method preserves fresh milk. Common methods of preserving meat are:Sun drying-it removes moisture from meat making the action of micro-organism difficult. Meat is cut into small pieces, sundried and then packaged. Smoking-meat is covered with a layer of smoke which stops action of micro-organisms. Salting-salt is applied on the surface of pieces of meat or dipped in a highly concentrated salt solution know as brine. This salt solution dehydrates removes water the micro-organisms and stops their action on meat. What is the importance of preserving milk and meat? It increases the shelf-life of both milk and meat. It makes the two products available for a longer period of time hence enhancing food security. Strand 3 -HYGIENE PRACTICES. 3.1-Cleaning the Kitchen. Methods of removing dirt from the kitchen surfaces. Food should be prepared and cooked in a clean and orderly environment. A dirty kitchen can be a breeding place for other harmful living things such as pests and flies which can lead to health hazards. There are may ways of removing dirt from kitchen surface. The methods depend on types of dirt found on the surfaces. Methods of removing dirt from kitchen surfaces. Sweeping-Done using a broom, brush and dustpan. Dusting-it is done after sweeping a room. It ensures any dust that may have been blown in the air and deposited on the surface is removed. Wiping -it is used to remove fixed dirt on the surfaces that can be damaged by scrubbing. Surfaces that are wiped include furniture, ornaments, walls and windows. Scrubbing-this is where warm soapy water is used to together with a hard scrubbing brush. Vacuum cleaning-a vacuum cleaner is used to remove loose dirt from the surfaces which is sucked into a dirt bag attached to the vacuum cleaner and it is disposed of after cleaning. Mopping-this is the removal of fixed dirt from a surface by using a mop, bucket, water and detergents. State the reasons for cleaning the Kitchen. A kitchen must be kept clean at all times. Frequency of cleaning depends on type of fuel used and amount of cooking done."}
{"text": "State the reasons for cleaning the Kitchen. A kitchen must be kept clean at all times. Frequency of cleaning depends on type of fuel used and amount of cooking done. Therefore, cleaning the kitchen is necessary for the following reasons:To preserve clean kitchen appearance. To prolong life of a surface, dirt can destroy the surface if allowed to accumulate. Psychological satisfaction of the user. To cut down cost of cleaningTypes of leaning for a kitchen. Daily cleaning. It is the removal of loose dirt from the kitchen surfaces on daily basis. It involves the following methods:Sweeping. Brushing. Dusting. Suction cleaning. Weekly cleaning. Involves the removal of both loose and fixed dirt. It involves:Sweeping. Dusting. Scrubbing. Wiping. Special cleaning. This is the thorough cleaning that is done occasionally when it is necessary. For example,Cleaning the chimney to remove soot,Painting the walls. Cleaning different kitchen surfaces. Strand 4- PRODUCTION TECHNIQUEStogether in position with stitches. This has to be done neatly and securely for the item to look presentable and to last long. A seam is any part of the garment or clothing article where two or more pieces of fabric are joined together using permanent stitches. Seam line is also referred to as the stitching line, construction line or fitting line. It is the line where permanent stitches are worked. Seam allowance is the distance between the seam line and the cutting line. It is usually1.5cm wide. Seam turning is the amount of fabric between the cutting line and the seam line. Types of Seams used in clothing construction. There are many types of seams used in clothing construction. The type of seam used depends on the desired outlook and stitching effects required. Open seam. Plain seam. Overlaid seam French seam. Machine fell seam double stitched Run and fell seam. Factors to consider when choosing seams in clothing construction. Type of garment-Frequent laundered garments are preferably made using a plain seam because the turnings of the plain seam are neatened together making it to remain closed during laundering. Type of fabric- heavy fabrics require seams that are not bulky to prevent the seam from becoming too thick, for example, an open seam can be used for heavy fabrics because it is not bulky. Position of the seam on the garment- some seams are more suitable for some areas of garment than others."}
{"text": "Type of garment-Frequent laundered garments are preferably made using a plain seam because the turnings of the plain seam are neatened together making it to remain closed during laundering. Type of fabric- heavy fabrics require seams that are not bulky to prevent the seam from becoming too thick, for example, an open seam can be used for heavy fabrics because it is not bulky. Position of the seam on the garment- some seams are more suitable for some areas of garment than others. For example, a plain seam is more suitable for the armhole seam as compared to open seam. The effect desired-when a decorative effect is required, seams such as machine fell and overlaid seams that are constructed show on the right side of fabric when used. Qualities of A well-made seam. A well-made seam should have some specific qualities as follows. Should be firmly stitched. Should be accurately stitched on the fitting line. Should be neatly stitched. Should be properly matched where two or ore seams meet. Should be of appropriate width. Should be well-pressed and flat. MAKING SEAMS. The most commonly used seams in garment construction are the open and plain seam. They lie flat when finishing pressed or ironed and can be used in most types of articles. Open Seam. An open seam is a simple seam that has been stitched and pressed open. STUDENT ACTIVITIES GUIDED BY THE TEACHERMaking an open seam. Requirements. 2 pieces of cloth 10 cm by 1o cm . A pair of scissors. Tape measure. Tailor s chalk. Hand sewing needle. Sewing thread. Pins. A table and well threaded sewing machine. Method. I. Measure 1.5 cm seam allowance from the top edge of each fabric. Mark the stitching line. Ii. Place the two pieces right side facing each other. Match the stitching lines and the raw edges. Pin the two pieces together at intervals to hold them firmly. Take along the stitching lines. Vi. Remove the pins. Machine stitch along the stitching line and remove the tackling stitches. Press the seam open on both the wrong side and the right side. Open Seams. A plain seam is a simple seam that has been stitched and pressed to one side. Plain sea, is a flat seam which is used in most clothing and articles."}
{"text": "Open Seams. A plain seam is a simple seam that has been stitched and pressed to one side. Plain sea, is a flat seam which is used in most clothing and articles. It is made the same way as an open seam but unlike the open seam which is neatened by opening and finishing each seam turning separately, the plain seam is neatened by stitching the edges of the seam turnings together. Making a plain seam. Requirements. 2 pieces of cloth 1ocm by 10cm A pair of scissors. Tailor s chalk. A tape measure. Hand sewing needle. Thimble. Sewing thread. Pins. A table. A well threaded sewing machine. Method. Measure 1.5 cm seam allowance from the top edge of each fabric. Mark the seam line. Place the two pieces of fabric right sides facing. Match the fitting lines and the raw edges. Pin the two pieces of fabric together at intervals along the seam line to hold them firmly. Tack on the seam line and remove the pins. Remove the tacking stitches. Press the seam flat on the wrong side. 4.1 Innovative Waterer Project. Water is an essential requirement in animals just like in plants. Animals should drink clean and adequate water every day. Providing enough and clean water is a challenge for human beings and animals. Therefore, innovative economical ways of using available water to take care of domestic animals. Types of animal waterer used by the community. Domestic animals are provided water in containers called waterers. Different domestic animals use different types of waterers. Some waterers are left open for the animals to drink water directly while others are automatic. The types of waterer used for watering animals in the community depends on the type of domestic animals kept. Large animals such as cattle, camel. Donkeys, sheep, goat and pigs use open containers and troughs constructed as part of their houses. Small animals such as rabbits and poultry use small containers cutout from jerrycans and hanged on the walls of their cages. Challenges of the existing animal waterers used by domestic animals in the community. Use of poorly constructed waterers-leads to inadequate water intake by the animals. Lack of skills in handling the waters. Poor placement of the waters. Poor usage by the animals leading to spillage and contamination of water. Provision of water to animals is a tiresome process discouraging community members from keeping domestic animals. Provision of less spacious waterers for large number of animals."}
{"text": "Poor usage by the animals leading to spillage and contamination of water. Provision of water to animals is a tiresome process discouraging community members from keeping domestic animals. Provision of less spacious waterers for large number of animals. Uses of innovative waterers. An innovative waterer is an equipment that is designed to improve the ease and efficiency at which drinking water is provided to an animal. It can be used to solve challenges of the existing waterer in the community. The type of innovative waterer depends on the farmers preference and the skill to use the waterer. The community household can be assisted to innovate and construct better waterer for their animals. Waterer should be made with materials that are durable, easily available and affordable. Containers for any type of chemical should nor be used for waterers, unless they are cleaned thoroughly with detergent before use. Innovative techniques for watering small domestic animals. An innovation means an idea generated in the mind and then created into reality. We can improve the existing waterer in the community to solve the challenges of watering animals or create new better waterer. Different groups can create their own innovations and select the innovation that has less cost. Requirements for functionality of Waterers. Should be workable. Should be easy to use. Should be easy to clean. Should have efficient overflow control system to prevent spillage. Should have a mechanism of adding water easily to avoid time wasting. Should be heavy enough to prevent animals from toppling it off the ground. Provision of Water to animals using the innovative waterer constructed. If waterer are placed at a higher point ,water remain clean for a long time. Waterer contaminated with feeds should be changed immediately. Accidental water spillage increases humid conditions in animals houses and should be controlled. Importance of using innovative waterer in animal rearing. Innovative waterer are made with locally available materials to suit needs of the farmer and of particular animals. They are economical and affordable. They are easy to operate and maintain. 4.3- ICT In Agricultural Support Services. ICT stands for Information Communication and Technology. ICT had become an important tool in agriculture when carrying out agricultural practices. ICT devices such radio, televisions, phones, computer softwares are used together with other applications to improve agricultural activities by accessing important information. Agricultural support services. Farmers need agricultural services which supports farming operations. The services can be obtained from ICT."}
{"text": "Agricultural support services. Farmers need agricultural services which supports farming operations. The services can be obtained from ICT. Examples of agricultural support services that farmers can obtain from field officers, print media through the use of ICT devices include:Weather forecasting-information on weather to help farmers make decisions related crop growth, irrigation, time of fertilizer application, pest and diseases control etc. Input supply ICT devices provide input and information on seeds, pesticides, soil testing, crop spraying, fertilisers and herbicides. Extension services use of radios, televisions, mobile phones and videos can help farmers access useful agricultural information instead of having to visit or visited by an extension officer. Market information farmers use ICT tools to access information on demand, supply and pricing of various agricultural commodities. ICT helps farmers to reach out to potential buyers who offer higher prices for their products. Banking services farmers can use ICT tools to compare various services offered by different financial institutions to make an informed decision on which to adopt. Accessing Agricultural support services using ICT. Agricultural support services can be accessed using available ICT search engines. ICT tools such as radios, television, computers, mobile phones, data projectors, software programs, printers and scanners can be used to get agricultural support services. The internet plays a greater role in enabling farmers access such information. Ethical and Security considerations in use of ICT platforms. ICT platforms should be used with precautions and responsibly. This ensures privacy personal data and information about companies involved. It also ensures ICT data is not erased or interfered with. When using ICT platforms, only concentrate on the target information to enhance efficiency in agricultural practices. The following are some of the ethical issues in ICT:Personal privacy. Refers to protection of personal data that is linked to other information about an individual causing emotional distress and harm such as physical, financial and professional to such an individual. Access right. Refers to permission granted to a user to perform a particular operation on a computer. Access rights restricts the user to specific operations only. Harmful actions. These are actions that can lead to loss of information, property and ownership. These damages cause security concerns to the user from the public. Copyright issues. Refers to legal rights given to investor for a fixed number of years to print, publish, perform, film or record literacy, artistic, or musical material. It allows inventors only to reproduce such work. Piracy. Refers to using unlicensed copies of software for operations by producing more copies than is licensed for."}
{"text": "It allows inventors only to reproduce such work. Piracy. Refers to using unlicensed copies of software for operations by producing more copies than is licensed for. Security Threats to ICT.Computer viruses-are malicious programs that interferes with normal functioning of the computer by causing damage to data softwares. Unauthorised access-gaining access without permission to a network, computer system, an application, data or other resources. Data loss-refers to intentional or unintentional destruction of information caused by a person or a process from within or outside the organization. Cyber-crime-refers to criminal activities carried out by means of computer or the internet. Examples include compromised IoT devices, stolen credit card information, hacking into government website, theft of user accounts etc."}
{"text": "1. What is the definition of 'shelf life' in the context of animal products? -. Shelf life refers to the length of time that animal products remain safe to consume and retain their quality under specified storage conditions. 2. Why is it important to understand the shelf life of animal products? -. Understanding shelf life helps in ensuring food safety, minimizing waste by proper storage, and maintaining the nutritional quality of the products. 3. List some methods used to preserve meat in local communities. -. Common methods include salting, smoking, and sun drying. 4. How does smoking preserve meat? -. Smoking preserves meat by impregnating it with smoke s antimicrobial and antioxidant properties, which inhibit the growth of bacteria and prolong shelf life. 5. What method would you use at home to preserve meat and why? -. Freezing might be preferred for its simplicity and effectiveness in keeping meat safe and preserving its nutritional value. 6. Describe the steps involved in the salting method of preserving meat. -. Meat is first cleaned, then salt is applied generously to all surfaces. The meat is left to sit in salt, which draws out moisture and inhibits bacterial growth. 7. What are the benefits of using modern technology in preserving meat? -. Modern technology, such as vacuum packing and refrigeration, extends shelf life, maintains meat quality, and reduces the risk of foodborne illnesses. 8. How can Maria s family preserve milk to ensure it does not spoil? -. Maria s family can preserve milk by boiling or fermenting it to produce yogurt, all of which kill bacteria and extend the milk's usability. 9. Which method do you use to preserve milk at home and why? -. Boiling due to its simplicity and effectiveness in destroying pathogens, or refrigeration for keeping milk fresh without altering its taste. 10. What are the hygiene practices important for preserving meat and milk? -. Practices include maintaining cleanliness of storage areas, using clean utensils and equipment, and ensuring the meat and milk are handled minimally to avoid contamination. 11. Discuss the advantages of pasteurization in milk preservation. -. Pasteurization eliminates harmful bacteria without significantly changing the nutritional content or flavor of milk, making it safer for consumption. 12. What is the role of temperature control in the preservation of animal products? -. Temperature control is crucial as it helps in slowing down the growth of microorganisms and the rate of chemical changes which spoil the product. 13. How does fermentation extend the shelf life of milk products?"}
{"text": "- Temperature control is crucial as it helps in slowing down the growth of microorganisms and the rate of chemical changes which spoil the product.13.How does fermentation extend the shelf life of milk products?- Fermentation converts lactose into lactic acid, lowering the pH and creating an environment unsuitable for many bacteria, thus preserving the milk product.14.Explain how vacuum sealing affects the preservation of meat.- Vacuum sealing removes air from the packaging, reducing oxidative rancidity and slowing microbial growth, thereby extending the meat's shelf life.15.What are the signs that preserved meat has gone bad?- Signs include off odors, slimy texture, discoloration, and mold growth.16.Why is it important to package animal products properly for preservation?- Proper packaging protects the product from environmental contaminants, physical damage, and moisture loss or gain, all of which can affect quality and safety.17.Describe a traditional method of meat preservation used in your community.- Traditional methods might include air drying or fermenting, depending on local practices and climate conditions.18.How do cultural practices influence methods of animal product preservation?- Cultural practices can dictate preferences for certain preservation methods based on taste, the availability of resources, and historical usage.19.What innovations in animal product preservation have emerged in recent years?- Innovations include the use of natural preservatives, improvements in canning technology, and the development of biodegradable packaging materials.20.Evaluate the effectiveness of traditional vs.modern preservation methods for meat.- Traditional methods are often sustainable and adapted to local conditions but may not achieve the shelf life and safety standards of modern methods, which are generally more controlled and efficient but can be resource-intensive."}
{"text": "GRADE 8 PRE- TECHNICAL STUDIES RATIONALIZED LESSON NOTESSTRAND 1: FOUNDATION OF PRETECHNICAL STUDIES1.1 FIRE AND DATA SAFETYImportance of safety in a work environment. Reduces financial losses needed to repair damaged property. Increases business rating because of customer and worker satisfaction. Reduces job losses that comes from permanent injuries. Reduces financial losses needed for medical expenses. Reduces damage to property because of lower number of accidents at workplaces. Reduces cases of injury because of lower number of accidents at workplaces. It improves productivity. Causes of fire in a work environment. Some of the possible causes of fire outbreak in the work environment include:Faulty equipment such as extension cables in places such as kitchens, offices, workshop or warehouses. Fires when performing tasks such as welding, flame cutting or grinding. This work generates heat, sparks or flames to cause fire. Improper storage of flammable and combustible materials such as flammable liquids or charcoal in workplace. Human errors such as using equipment such as electric cooker incorrectly, not reporting faulty machinery as well as leaving cooking food unattended may lead to fire accidents. Injuries caused by fire at work places. Injuries caused by fire occurs when you get in contact with open fire or burning objects. Some of the injuries caused by fire in a work environment include:Burns-where fire raises temperature of the skin and tissues causing the tissues and cells to die. Smoke chocking- where the victim suffers obstructed breathing, seizures and comas. Chemical poisoning from inhaling poisonous fumes such as carbon monoxide. Shock where a victim develops abnormal heart rhythm and becomes unconscious. Prevention of fire outbreaks in a work environment. Ways of preventing fire outbreak in the environment include:Providing enough safety and security at work premises. Keeping a work environment clean and orderly. Being cautious when performing activities using open fire. Having all equipment well services and maintained. Allowing for easy access to electrical switches and fire alarm equipment. Storing and handling flammable materials and liquids with care. Types of fire injuries and their first aid requirements. Different types of fire injuries require different First aid approaches. The first aid for different fire injuries are as follows:Performing First Aid for fire burns. Assess find out the situation to ascertain your own safety. Immediately get the person away from the heat sources to stop the burning."}
{"text": "The first aid for different fire injuries are as follows:Performing First Aid for fire burns. Assess find out the situation to ascertain your own safety. Immediately get the person away from the heat sources to stop the burning. Cool the burn with cool or lukewarm running water for 20 minutes. Remove any clothing or jewellery that is near the burnt area of the skin. Do not move anything stuck to the skin. Make sure the person keeps warm using a warm cover such as blanket, but take care not to rub it against the burnt area. Cover the burn by placing a layer of cling film over it. If the injury is on the face, sit up as much as possible, rather than lying down. This helps to reduce swelling. Performing First Aid for smoke choking. Remove casuality from smoke or toxic exposure to a safe and more ventilated open space. Sit casuality upright and loosen clothing around the neck and airways. If the casuality has breathing difficulties, call for assistance to take him or her to the hospital. Performing First Aid for smoke poisoning. Move the casuality or victim to a safer place with fresh air if you can. Sit the person or lay them down on their side, not their back. If the victim has breathing difficulties, get emergency help to take him or her to hospital. Performing First Aid for shock. Lay the person down, and if possible, elevate their feet about 30cm unless the head, neck or back is injured or you suspect broken hip or leg bones. Do not raise the person s head or turn the person on the side if they are vomiting or bleeding from the mouth. Keep the person warm and comfortable. If the victim has breathing difficulties, get emergency help o take him or her to the hospitalFire fighting methods at work environment. There are four fire fighting methods applicable in a work environment. These are:Cooling method. This is where the temperature of the burning materials is reduced to slow down the burning. A suitable example is where cold water is used to put out a fire. Smothering method. This is where the supply of oxygen to the burning object is cut out to slow down the burning process. An example is covering a burning object with a fire blanket or sand. Starving method. This method involves the following activities:Removing combustible items from the vicinity of the fire. Removing the parts of the burning material from the mass of burning material."}
{"text": "1.2 -Computer Hardware. Computer hardware are the physical parts of the computer that are tangible. The physical parts of the computer make up the computer hardware. Computer hardware is made up the following categories of:Central processing unit. Input devices that are also subcategorized into keying, pointing, scanning, voice input, touch screen, digitizer, digital cameras. Output devices subcategorized into softcopy output devices and hardcopy output devices. Storage devices subcategorized into fixed and removable devicesCategories of the computer hardware. The computer hardware is grouped into the following categories:Input devices. Output devices. Storage devices. Central processing unit. CPU They include; mouse, keyboard, touchpad, joystick, scanner, camera, microphone and stylus. CPU-it processes the data entered into the computer according to the instruction given by the computer user. It is the brain of the computer and it is also called the processor. It is made up of Arithmetic Logic Unit. ALU , Control Unit and the registers. It retrieves and executes instructions by coordinating and processing all the functions of a computer. Output device-they are used to give out information from the computer. Examples of output devices include monitor, speakers, plotter, headphones, projectors and printer. Storage devices-they are used to store data and information. They save data, information, computer softwares and running operations. Examples of storage devices include hard disk, memory card, flash disk and external hard disks. Selecting Appropriate Hardware for different situations. Different computer hardware components are used in different situations depending on the tasks to be performed. Examples. For a taxi driver to communicate with his client he as to use a phone. To accurately capture item prices in a super market a scanner is used. During presentations a speaker and projector are required alongside a computer. Input devicesA computer works faster after receiving data. The data is entered in the computer system using input devices. Therefore, the work of input devices is to enable a computer user to enter data that needs to be processed and the instructions on how to process it. Categories of Input device. Input devices are categorized according to how they are used to enter data into the computer. They are hardware components that help in providing data and instructions to a digital device. The categories are as follow:Pointing input devices- they control a pointer or cursor on the screen. They include mouse, touchpads, joystick, light pen, mice and trackballs."}
{"text": "They are hardware components that help in providing data and instructions to a digital device. The categories are as follow:Pointing input devices- they control a pointer or cursor on the screen. They include mouse, touchpads, joystick, light pen, mice and trackballs. Keying input devices- they help in entering data by pressing the keys on them. They include keyboard, keypads, and television remotes. Scanning input device- they capture data directly from the source and convert it into a form a computer can understand. They include barcode readers, optical character readers, optical mask readers, magnetic stripe reader and magnetic ink character readers. Voice input devices-they enter data and instructions into a computer in form of speech. The microphone is an example of a voice input device. Touch screen input devices -they enter data into a device by touching the screens that have electronic keyboards such as touch screen keypads. Digitizers they are also called graphic tables or drawing tablets. They convert analog touch input into digital signals that the device s processor can understand. This allows users to interact with the device through touch, tapping, swiping and pinching. They are devices that allows you to input drawings, sketches and handwritten notes into a computer. They consist of a flat surface and a stylus or pen-like instrument that you use to draw or write on the surface. Others Input devices categoriesGaming controller-they are used when playing computer games. Example includes joystick and steering wheel. Visual and imaging devices-They include digital camera, image scanner and video recorders. Appropriate input devices for different situations. Factors to consider when selecting input devices. User needs-the device should meet the need of the user. Type of data to be input. Available space for the input devices. Volume of the data to be input. Accuracy of the input devices. Cost of the input devices-the device shot be affordable. Compatibility-it is the ability of the input devices to work with the existing computer hardware. The device should be able to work together with other available devices in the computer. Reusing Input devices to minimize wastage. Input devices that are in good condition can be reused to minimize waste. Computers keyboards can be used to make: book covers, pencil holders, key holders, rings and fridge notes. A computer mouse can be used to make toys, soap dishes, toothbrush holders and Christmas tree decorations. Obsolete and dysfunctional input devices can be sent to recycling facility where they will be recycled to make new products. Output Devices."}
{"text": "A computer mouse can be used to make toys, soap dishes, toothbrush holders and Christmas tree decorations. Obsolete and dysfunctional input devices can be sent to recycling facility where they will be recycled to make new products. Output Devices. Processed data can be given out in form of audio, text, pictures, graphics or videos. Output devices are used to give out information from the computer. Output devices of a computer. Output devices are peripheral devices that give out information from a computer to the user. Examples of output devices are: monitors, printers, actuators, plotters, speakers, earphones and projectors. Functions of Output devices. MonitorIt displays data in text and graphics. Speakers. Gives information in form of sound or audio. Headphones earphones. Produce audio information. Printers. Produce text or picture on paper. Projectors. Gives visual information by projecting it on a flat smooth like wall or a white board. Plotters. Produces digital created graphics and drawings. A plotter uses a pen to draw lines on paper. Actuators. A part of a device or machine that helps to create physical movement using signals from a computer. Braille embosser. A device that presses dots onto paper for people with visual impairment to read using their fingers. Categories of Computer Output devicesSoftcopy output devices. They give intangible output in form of text, audios and videos. These devices include; monitors, speakers and projectors. Hardcopy output devices. They give tangible output that is in form of printed text or graphics. Examples of hardcopy output devices are printers and plotters. Advantages and disadvantages of Softcopy and Hardcopy output. Advantages of hardcopy Disadvantages of hardcopyIt is considered permanent data as editing It is expensive to produce as it requires and changing is not easy. Paper, ink and printer. It does not need electricity, special devices It is not easy to move from one place to or software to display show another. When properly stored it is not easily lost It requires a lot of physical storage space. It is not subjected to data stealing and cyber It can be stolen or destroyed through wearattacks and tear or be subjected to factors such asfire and water. Advantages of softcopy Disadvantages of softcopyIt is easy to move from one place to It is vulnerable to cyber and data stealing. Another."}
{"text": "A nonvolatile memory used to store data in computers, digital cameras, universal serial bus, flash drives and mp3 players. Data in flash memory can be electrically erased and new data stored in it. Location of Fixed storage devices in a computer. Some fixed storage devices in a computer such as the hard disk and solid-state drive are usually found in the drive bay of the computer case or on underside of a laptop. Some solid-state drives are embedded on the motherboard. Internal flash drives are mostly located in small portable devices such as mobile phones and cameras. How data is stored Written and retrieved read from fixed storage devices. Writing data or saving data means storing data. Data is written on a fixed storage device by:Creating new files. Downloading. Copying or moving files and saving them in a computer storage device. Reading Data, retrieving data or opening data is same as getting data back from its location. When data is opened or a file is accessed in a fixed storage device then the data is read. Give the advantages and disadvantages of Fixed storage devices in a computer. The following table clearly gives the advantages and disadvantages of Fixed storage devices. How to manage waste from fixed storage devices:Always reuse the devices if still in good conditions or sell at a lower price. Return the device its manufacturer for reuse or recycling. Take the device to an e-waste management center for recycling and proper disposal. Removable storage devicesThese are portable storage devices that are not housed or fixed inside the computer case. The have to be connected or attached to a computer system through a port so that data can be read from or written to them. They can be used for backup and store and transfer of data from one computer to another. Types of Removable storage devices. External hard drives. Universal Serial Bus USB Flash drive. Memory drives. Memory cards. Compact discs CDs . Digital versatile discs DVDs . Blu-ray discs. Removable storage devices are used in a computing environment because:They are portable and can be used for transporting data and information from one computer to another. They can be used to back up data away from the computer in case the original data is lost or damaged. They can be read from or written to easily without affecting the operations of the computer. They enable sharing of information and data among computer users. They can store and be used to install critical applications like operating system in a computer."}
{"text": "They can be read from or written to easily without affecting the operations of the computer. They enable sharing of information and data among computer users. They can store and be used to install critical applications like operating system in a computer. Factors to consider when selecting a removable storage device for use:Advantages of removable storage devices over fixed storage devices. Easy transfer of data and sharing between computer and users. Portable-can store data while outside or not attached to a computer. Easily read from and written to. 1.3-Consumer and Investor Protection. Consumer protection refers to measures by either the government of NGO or consumers to avoid exploitation of consumers by business people. It is a deliberate attempt to safe guard consumers against exploitation or malpractices in business. Investor protection -Importance of consumer protection. Prevents consumers from access poor quality goods and services. Prevents consumers from purchase of goods and services under unhygienic conditions and environment. Protects consumers from over priced goods and services. Protects consumer against underweight goods and inadequate services. Protects consumers against illegal goods and services. Protects consumers against harmful goods and services. Protects consumers against hoarding of goods to create an artificial shortage. Ways in which consumers and investors protect themselves. Educate members on their rights as consumers. Ensure regular supply of goods to avoid hoarding to create shortages. Ensure health and safety regulations are followed. Forming consumer associations to deal with all consumer related issues. Ways in which the government protects consumers and investors. Form laws that protect consumers such as public health act to ensure health and safety standards are met. Encourage formation of consumer organisations to deal with consumers interests. Encourage businesses to conduct their affairs in a way that does not exploit consumers interests. Ways in which Non-Governmental Organisations protect consumers and investors. Ensure standards are maintained by bot h producers and traders. Customer protection by informing customers on their rights. STRAND 2-COMMUNICATION. 2.1-Business Communication. Communication is the process of sharing information through a channel from the sender to the receiver. Business communication is the exchange of information between a business organization and its customers or between people within and outside a company. When business communication is done correctly, everyone can do their job, all of which increases productivity and even creativity. A communication channel is a medium or method that is used to deliver a message to an intended audience."}
{"text": "Business communication is the exchange of information between a business organization and its customers or between people within and outside a company. When business communication is done correctly, everyone can do their job, all of which increases productivity and even creativity. A communication channel is a medium or method that is used to deliver a message to an intended audience. Forms of communication channels used in Business. Oral verbal communication channels. Written communication channels. Audio-visual communication channels. Oral verbal communication channels. It involves speaking and listening by both the sender and the receiver. Examples of oral communication channels include: Face to face conversations. Group presentations. Telephone calls. Speeches. Lectures. Advantages and disadvantages of oral communication channels. Written communication channels. They involve use of text to pass information. The text can be handwritten, printed or shared using digital communication devices. Examples of written channels of communication in businesses are: Emails. Letters. Memos. Reports. Circulars. Short message services SMS Newsletters. Advantages and disadvantages of written communication channels. Audio-visual communication channels. It involves a combination of different content forms such as text, audio, images, video and animation. Examples are: social media platforms. Blogs. Televisions. Video-conferencing. Websites. Advantages and disadvantages of audio-visual communication channels. Factors considered when selecting channels of communication. Cost of the channel. Urgency of the message. Number of people receiving the message. Confidentiality of the message. Reliability of communication. Nature of the message: whether it is urgent, private or confidential. Need for immediate feedback. Supporting technology: both the sender and the receiver should have supporting tools to ensure the message is delivered successfully, for example mobile phones and internet connectivity. 2.2-Plain Scale Drawing. Plain scale drawing involves drawing a line that has been divided into a specific number of equal parts. The first part of the line is subdivided into equal smaller portions or units. It can be used to represent two units, a unit or a fraction of a unit. Plain scale is used in engineering drawings to measure up to two units such as metre and decimeters or feet and inches. Interpreting a plain scale used in drawing."}
{"text": "It can be used to represent two units, a unit or a fraction of a unit. Plain scale is used in engineering drawings to measure up to two units such as metre and decimeters or feet and inches. Interpreting a plain scale used in drawing. A representative fraction R.F is the ration od the size of a feature on a drawing to its true size on the object. It is expressed in fraction form as R FA plain scale can be constructed using the example below. Example 1.:On a drawing, 1 cm represents 1,5m on the ground. Draw a plain scale to measure up to 30m in 5m interval. Show the length of 27m on the scale. Steps to follow. Step 1Determine the scale to use. In our case 1cm represents 1.5m or 150cm. In this example, it is appropriate to use Centimetres. Step 2. Calculate the Representative fraction, R.FR.F measurement on the map divided by measurement on the ground. R.F 1cm 1.5m R.F 1 150. R.F 1:150. Step 3. Calculate the maximum length of the scale to read 30 metres length. Measurement on map R. F x measurement on the ground. Measurement on map 1 150 x3000 Measurement on map 20. Step 4Draw a straight line 20cm long and divide it into 6 equal parts. Divide again first part into 5 equal parts. Indicate the number on the points on the line as shown. To show length 27m, draw a line AB above the scale with and B at 25 m mark on the main scale. Extend the line for point A to be at point 2m on the smaller scale. Complete the drawing with all details. Example 2:On a scale 1:150, determine the length of line PQ as shown in the figure. Give your answer in metres. Steps to follow. Determine where line begins on the main scale. In this example, point Q is at the 15m mark. Determine the point on the smaller scale where the line reaches. From the diagram above, point P is between 2 and 3 on the smaller scale. Therefore, this point represents 2.5m from 0."}
{"text": "Determine the point on the smaller scale where the line reaches. From the diagram above, point P is between 2 and 3 on the smaller scale. Therefore, this point represents 2.5m from 0. Combine the two values such that 15 is the value on main scale, while 2.5 is the value from smaller scale. Therefore, length of the line PQ is 15 2.5 17.5 m. Example 3On a drawing of scale 1.5, the length of a line is a s shown in the diagram. The unit of the scale is decimeters. Determine the length of the line in centimetres. Determine where the line begins on the main scale. In this came point is at 9cm mark. Determine the point on the smaller scale where the line reaches. From this case it is 8 mark representing a length of 8cm. Combine the two values such that: 90cm 9dm is the value rom main scale and 8cm is the value from smaller scale, 90 cm 8cm 98cm. Hence the length of the line 98cm. 2.3 Visual Programming. Introduction. Visual programming is developing applications using graphical components and figures. These graphical components and figures mostly include images and video clips. Types of visual programming applications. Visual programming is also called block-based programming. It is a way of creating applications using graphical components and figures. This is mostly done through the use of code blocks and drag-and drop processes. The most common examples of visual programming applications are:Microsoft MakeCode. Scratch. Code.org. Sprite box. Microsoft Visual Studio. Roblox. Minecraft. Visual programming applications are used because they are easy and interesting to use. They also help in creating stories, animations and videos that entertain users. Launching a visual programming application. Type the word Scratch in the search box. The Scratch application will appear. Click on the Scratch application to launch it. Alternatively, click Start. Scroll down to category S then click on Scratch App. The application will launch. Visual Programming Features. Features of Scratch. Scratch is a visual programming language that can be used to create interactive stories, games and animations."}
{"text": "Visual Programming Features. Features of Scratch. Scratch is a visual programming language that can be used to create interactive stories, games and animations. Features of scratch include:The menu bar-it contains the fie menu used to save and load projects and the view menu which displays rulers, grid lines, status, zoom in and out options. The black palette-it contains a coloured set of code blocks that are used to program and give instructions to the sprite. The stage-it is the main working area where the sprite moves and performs according to the given code of instruction. Backdrops pane-it is the part used to add a back ground to the project. Functions of the features of Scratch. A sprite is a small graphic character that performs actions such as moving around the stage. The script area is also called the coding area; it is where codes scripts are created for a sprite to do a specific action. Codes are dragged and dropped here then snapped together to create a program. Code blocks are blocks shaped differently and are used to create codes in Scratch. The codes connect to each other vertically like a jigsaw. The sprite info shows information about the size of each sprite. The sprite pane displays all the sprites in a project. A selected sprite has a blue border around it. NBTo move the sprite, add a move block from the motion category. To add sound, click on sound category and choose a sound block. To move the sprite back, use a negative value on the move back block. The block can be repeatedly severally to generate the desired animation. Terminologies used in visual programming applications. The start option commands the sprite to perform moves, it is represented by a green flag. When you click stop the sprite ends its moves. Reserved words are also known as key words. These are words with a special meaning to the programming application. In scratch they are words that we cannot edit on the blocks. They include when, by and change. The rules that should be followed when writing a program using an application are called syntax. Input statement are blocks that are used to create animations. Output statements are outcomes of the processed instructions that are programmed using clocks. These are the actions viewed on the stage when the blocks are executing. Control structures are the blocks that allow selecting or repeating execution of certain blocks or instructions. A backdrop is the background for the stage. Backdrops can be changed from the gallery or photo in the computer."}
{"text": "Control structures are the blocks that allow selecting or repeating execution of certain blocks or instructions. A backdrop is the background for the stage. Backdrops can be changed from the gallery or photo in the computer. The sensing category helps one to enable input from the mouse, keyboard and other input devices. IF is used to choose between two output. For example, it can be used to perform mathematical calculations and state whether the answer given is correct or notSTRAND 3-MATERIALS FOR PRODUCTION. 3.1 Composite Materials. Identification of Composite materials. A composite material is formed by combining two or more materials of different characteristics. Some of the composite materials found in the locality include:Composition of composite materials. Different composite materials are made of different materials as described in the table below. Uses of Composite materials. Some of the uses of composite materials are explained as follows:In sports industry, composite materials are used to make various games and sports items. O Composite materials are used to make body parts of vehicles and bicycles. Composites materials are used to make customer goods and electronics such as mobile phones, television sets, radios and calculators. At home, composite materials are used to make hand tools and furniture. In construction industry, composites like concrete are used to build houses and to construct roads and bridges among other structures. In medical engineering, composite materials are used to make artificial body parts and implants. In transport industry, composite materials are used to make the body parts of vehicles, aeroplane, ships and boats among others. It is also used to make travelling bags and briefcases. NOTE:Artificial body parts are also called prosthetics. Prosthetics limbs are given to substitute missing body parts. These body parts may have been lost in an accident or through amputation. The prosthetic body parts help people with missing limbs to function properly and with ease despite the missing body partsCareers in use of Composite materials. Masonry-involves use of mortar, stones and concrete to construct structures. Pottery- involves use of mud to make pots, dishes, mugs, vases and other types of artworks. Interior design involves use of papier mache and manufactured boards to decorate interior of houses and motor vehicles. Sculpting -involves uses of clay, fiberglass, stone or concrete to make sculptures. Boat construction -involves use of fiberglass to construct boats that are light and resistant to corrosion."}
{"text": "Interior design involves use of papier mache and manufactured boards to decorate interior of houses and motor vehicles. Sculpting -involves uses of clay, fiberglass, stone or concrete to make sculptures. Boat construction -involves use of fiberglass to construct boats that are light and resistant to corrosion. Carpentry involves use of manufactured boards to make furniture, construct ceilings and other finishes in a building. Importance of composite materials used in the locality. Promote recreation that improves health. Providing employment. Use of manufactures boards such as blockboards, softboards or chipboards to reduce deforestation through recycling of waste. Improves the appearance in landscaping of compounds3.2 -Ceramic materials. A ceramic material is made by mixing clay, earthen elements like silica, kaolin, alumina and feldspar, and water. The material is thoroughly kneaded, shaped into desired forms and baked before being covered in decorative, waterproof, paint-like substances called glazes. Some ceramic materials like sea shells occur naturally. The common type of ceramic materials are:Earthenware- clay heated at temperatures of between 10000C and 11500C. An example is clay used to make pot. Stoneware clay heated at an average temperature of 12000C until it appears like glass. An example is material used to make a stoneware mug. Porcelain -clay mixed with glass and heated at high temperature of between 12000C and 14500C. Example is material used to make a porcelain cup. Most common ceramics materials found in the locality. Ceramic tiles. Glass. Backed clay bricks. Clay tiles. Physical properties of Ceramic materials. Ceramic materials break easily when crushed. Ceramic materials are poor conductors of electricity. Ceramic materials have a hard surface which is difficult to scratch. Ceramic materials are resistant to corrosion. Ceramic materials do not absorb water. Ceramic materials do not bend. Ceramic materials do not burn. Uses of ceramic materials. In electrical and electronic engineering, ceramics are used to make items like resistors, semiconductors and inductors etc. Ceramic materials are used to make a variety of pottery items like pots and utensils. In the manufacturing industry, ceramics are used to make a variety of household utensils."}
{"text": "In electrical and electronic engineering, ceramics are used to make items like resistors, semiconductors and inductors etc. Ceramic materials are used to make a variety of pottery items like pots and utensils. In the manufacturing industry, ceramics are used to make a variety of household utensils. Ceramics are used in plumbing works to make drainage installations and sanitary fittings such as toilets and wash basins,In construction, ceramics like bricks and tiles are used in building construction for walling, roofing and finishing materials. In beautification, ceramics are used to produce items like flower vase, lamp stand and souvenirs. STRAND 4 -TOOLS AND PRODUCTION. 4.1 Cutting tools. Identify and uses of various cutting tools. A cutting tool is a device that is used to chop, split, shape or remove excess materials from a workpiece. The common cutting tools are as follows:Knife-a small tool that has a sharp metal blade fastened to a handle. Its purpose is to cut cords, cutting and scrapping hides, reshaping timber, carving, cutting paper and kitchen work. Utility knife Skiving knifePanga-it is also called a machete. It is a tool made of a broad metallic blade with shapes. Used to chop wood as well as cut tree branches, shrubs and long weeds. Mainly used in fields of woodwork, construction and gardening. Axe-an axe is a woodwork tool. It is used to cut, split and shape wood. It is used to in the woodwork conversion industry as well as in the stone carving industry. Scissors-it is a tool that has to blades joined together at the middle so that the sharp edges can slide each other. They are of different types such as tailors scissors, barber s scissors, paper scissors and surgical scissors. They are used for cutting cloth, foil and paper, among othersScissors are used in fields like textile, medicine, beauty and leisure industry. Shears-a tool that has two blades joined together at the middle so that the sharp blades slide against each other,They are of different types. They are used to cut tough materials like leather, canvas and rubber. Shears are used by workers in leather industry, furniture industry and interior design. Carton shears. Leather shears. Snips-they are hand tools used to cut sheet metals and other tough materials. They come in different sizes. Mainly used in area such as construction, sheet metal work and leather industry."}
{"text": "Snips-they are hand tools used to cut sheet metals and other tough materials. They come in different sizes. Mainly used in area such as construction, sheet metal work and leather industry. Secateurs-also called pruning shears-It is a cutting tool that looks like a pair of strong, heavy scissors. Used to prune flowers and small branches of shrubs, Main used in gardening and landscaping among others. Hand saw-a hand tool with toothed edge. Comes in different types. Main used in the field of woodwork, carpentry, gardening and building construction. Used to:Cut wood and wood products. Cat joints in carpentry and woodwork. Prune trees and large shrubs. Hack saw-it is a cutting tool made of thin blade held across a frame. Used to cut through thin materials such as plastic or metal pipes in the fields of plumbing, steel fixing, electrical installations and metal workPlane- a general purpose woodwork tool for smothering the surface of timber by removing excess material. It is used for shaving wood to provide uniformity to the wooden surface. Mainly used in carpentry and woodwork. Chisel-a hand tool with a characteristic shaped cutting edge of blade on its ends. Comes in different types. Used for carving, cutting and shaping hard materials such as wood, stone or metal. Used in fields like woodwork, metal work, masonry and stone carving. Cold chisel Wood chisel Stone chiselStrap cutter-it is a handheld tool with a sharp blade. Used to cut long lengths of leather materials into consistent widths. It is used in the leather industry to cut strap blanks such as belts, guitar straps etc. Bolt cutter-it is a tool with two handles and two short blades. It is used to cut bolts, chains, padlocks and wire mesh. Mainly used in mechanical engineering and metal work. Pipe cutter-also called tube cutter, a pipe cutter us a type of tool used by plumbers to cut pipes. Pipe cutters come in different shapes and designs. It is used to cut pipes and tubes. Pipe cutters come in different shapes and sizes. Mainly used by plumbers and other tradespeople. Scrapper- it is a hand tool that has a small handle and a metallic or plastic blade, Used to remove a wide range of materials from various surfaces such as walls and floors. Care for cutting tools."}
{"text": "Mainly used by plumbers and other tradespeople. Scrapper- it is a hand tool that has a small handle and a metallic or plastic blade, Used to remove a wide range of materials from various surfaces such as walls and floors. Care for cutting tools. Caring for cutting tools is the process of keeping them in good condition even when they are not being used. Some of the ways of caring for cutting tools in the work environment are: Inspect tools regularly as some manufacturers have specific instructions for how to use cutting tools that are the right size and type for the job. Follow the correct procedure for using every cutting tool. Keep your cutting tools, sharp and in good condition. Always carry pointed tools with the points and heavy ends facing down. Never carry cutting tools in your pocket. Keep your punches and chisels in good conditions because mushroomed heads can slip and cause injuries. Don t use a cutting tool without a handle. Clean the cutting tool after use and return it to its proper storage place. Never place cutting tools where they hang on the edge of a bench. Store cutting tools vertically, with the points and heavy end facing down. Frequently clean and oil your scissors, snips and shears. Fit protective guards to sharp edges to prevent injury to you and damage to the tool. Importance of Cutting Tools. The importance of cutting tools in a work environment includes: Cutting tools enable workers to cut, shape and remove materials like metals, wood and plastics among others for use to make desired items in different work environment. It enables preservation of extra material from workplace. This enables the worker to only use materials that is required to make an item and leave the rest for others uses, thus lowering of cost of production. Cutting tools like saws, drills and blades are designed to make accurate cuts. They enable a worker achieve specific dimensions, angles and shapes required for a particular task or project. Cutting tools improve the appearance of items made by removing excess materials making the surface smoother. Working tools are used to accurately cut workpieces and their joints to the required size and shape. This enables the cut pieces and joints to fit properly. Some cutting tools have specialized uses."}
{"text": "Working tools are used to accurately cut workpieces and their joints to the required size and shape. This enables the cut pieces and joints to fit properly. Some cutting tools have specialized uses. For example, mechanical workplaces, specialize cutting tools are used for shaping and modifying components and body parts for vehicle and building among others. 4.2 - Production UnitA production unit is a business enterprise that uses economic resources to provide goods and services for sale, with aim of making a profit. Examples of production units in your locality. Posho milli. Salon. Barber shop. Welding. Cybercafe etc. Factors that determine the size of a production unit:Volume of output large unit produce goods on large scale while small unit produce goods in small scale. Area covered by the premises a unit covering large floor area is considered large while a unit covering a small floor area is considered small. Number of workers -a large unit has many workers while a small unit has few workers. Methods of production- highly mechanized unit with capital-intensive method of production are considered large. Small unit uses labour-intensive methods. Size of the market controlled- when a business controls a large portion of the total market, it is considered big. When a business controls a small portion of the total market, it is considered small. Capital invested- if a lot of capital is invested in a unit, it is considered big. Incase small amount of capital is invested in a unit; it means that the unit is small. Volume of sales- large units make large amount of sales, while small units make small amounts of sales. Factors to consider when locating a production unit. Access to raw materials- raw materials should be readily available at affordable. Availability of labour-skilled and unskilled labour should be easy to access. Market-production units are usually located close to the market to cut on distribution costs. Government policies-to encourage production, the government may implement policies such as reduced taxes on imported raw materials, providing free land and building supporting infrastructure for business. Such like policies could be aimed at influencing location of production units in certain areas. Access to electricity and water supply-these are important in the operations of productions units. Access to supporting services such as banking, insurance and warehousing. Access to social amenities to be used by employees and their family. STRAND 5- ENTERPRENEURSHIP. 5.1 Bookkeeping."}
{"text": "Access to social amenities to be used by employees and their family. STRAND 5- ENTERPRENEURSHIP. 5.1 Bookkeeping. Book keeping -This is the practice of recording and tracking on a regular basis the financial transactions of a business. It is done to keep records of a business which can be used anytime in decision making. Importance of Book keeping in entrepreneurship. Making accurate budgeting possible. Book keeping provides important information that helps in Helps an entrepreneur prepare for taxes. Book keeping maintain organized records in a business. It also enables proper reporting to investors, aiding in setting and monitoring business goals, ensuring compliance with government regulations. Book keeping reveals the financial status of a business. Classifying business transactions in entrepreneurship. Business transactions in entrepreneurship can be classified as:Cash transactions. Credit transactions. Cash transaction- is a transaction where payment is settled immediately. Credit transaction is a transaction in which payment is settled or done at a later date as agreed by the parties. Advantages of cash transaction. It is simple and faster. Use of cash transactions makes it easier to budget and stick to it. It helps to avoid any additional charges. Personal information is protected. Disadvantages of cash transactions. Carrying large amount of money can be risky making parties involved vulnerable to theft and robbery. May involve cases of fake money being used. Advantages of Credit transactions. It provides a record of transactions. Disadvantages of credit transactions. Customers may go bankrupt and fail to pay as agreed earlier. Credit transaction may come with charges and interests. Calculating assets, liabilities and Capital using the Bookkeeping formula. What is an asset? Assets are resources belonging to a business. They are things owned by the business. Examples of assets include:Money in hand cash Money in bank accounts. Properties such as buildings, machinery, furniture, crops and livestock, motor vehicles, tock or goods for sale. Money other businesses owes you. What is a liability? Liabilities are debts you owe other business and other people. Main examples of liabilities are:Creditors money owed by the business to supplier Bank loans. Bank overdrafts. What is Capital? Capital is the amount of investment the business owner put or used to start a certain business. Book keeping formulaAssets liabilities capital. To calculate the Assets:Calculate all the liabilities and adding them to the capital."}
{"text": "Capital is the amount of investment the business owner put or used to start a certain business. Book keeping formulaAssets liabilities capital. To calculate the Assets:Calculate all the liabilities and adding them to the capital. That means for one to find the capital used to start a certain business they have to calculate all the liabilities and subtract from all the total assets owned by the business. 5.2 Income Budgeting. Income-this is the money earned on a regular basis as payment of work done or as earning from an investment or business. A person can earn income when employed or self-employed. Categories of income sources. Active sources of income. This are income sources that require one to work to earn from them. Examples of active sources of income are:Fees. Wages. Salaries. Passive sources of income. These are sources of income resulting from work done to create an asset, painting or a block. These sources generate income for the owner without the person actively participating in the income generating process. Examples of passive sources of income are:Rent. Dividends. Interest. Royalties income earned from abilities and talents such as musician. Importance of budgeting in day-to day life. A budget is an estimate of how one plans to spend income over a certain period of time. Budgeting is the process of making a plan on how to spend income. Importance of budgeting. Helps one to have a clear picture of the amount of income that one had and how to spend it. Helps to control spending, therefore enables people to live within their means. Helps one to make and implement a saving plan. Helps to identify and avoid unnecessary expenses. Ways of Spending money wisely in day-to-day life. Spending is the act of using money to pay for goods and services. Spending money wisely is about strictly buying items on budget and purchasing them at reasonable prices. One should make a priority list with items to spend money on. Some ways in which money is spend include:Paying for basic needs such as food, clothes, water and healthcare. Paying rent. Paying school fees. Impulsive buying this is the tendency to buy items that a person had not planned for. Ways of spending money wisely in day-to-day life. Make a budget and stick to it. Find out the prices of items in various shops and market for comparison purpose. Avoid impulsive buying by only purchasing items that are budgeted for."}
{"text": "Make a budget and stick to it. Find out the prices of items in various shops and market for comparison purpose. Avoid impulsive buying by only purchasing items that are budgeted for. Buy in cash and make sure you carry enough cash for what you want to buy. Buying items on discount. Preparing a simple budget for personal finance management. A format of budget sample. Step 1: list all your income of the month. Step 2: list all things you want to spend money on and their prices. Start with the most urgent needs to the least urgent wants. Step 3: Calculate the total cost of all the items you want to buy. Compare the total cost with the total amount to be spent, in your budget. If the total cost exceeds your budget, adjust your list by removing the least important items. Step 4: Buy the items you have budgeted for. Sale of dairy products 15,300. Sale of poultry products 15,000. Sale of vegetables 5,500. Expenses Amount Ksh. Savings 4,000. Food 5,000. Rent 8,000. School fees 7,500. Medical insurance 500. Transport 2,000. Airtime 1,500. Television subscription 800. Internet 2,000. Donations to charity 1,000. Entertainment 1,500. Task. Calculate Mr. Gitau s total: a. Income:Income 15,300 15,000 3500 sh.33,800. B. Expenses. Expenses 400 5000 8000 7500 500 2000 1500 800 2000 1000 1500 sh.30,200. Ethical and unethical practices in budgeting and spending. Ethical practices in budgeting and spending include:Make budget and strictly following it. Balance income and expenses and adjusting to situations accordingly. Determining the amount one needs to save before spending money. Avoiding to carry excess cash when going for shopping. Unethical practices in budgeting and spending include:Unethical practices are bad behaviours or practices people adopt when spending money. These practices include:Spending money without a budget. Making a budget and not strictly following it. Misusing money because of bad influence, for example, entertaining friends when family needs have not been met. Postponing paying bills and clearing debts when one has money."}
{"text": "Making a budget and not strictly following it. Misusing money because of bad influence, for example, entertaining friends when family needs have not been met. Postponing paying bills and clearing debts when one has money. Accumulating many unnecessary debts. 5.3 -Marketing of Goods Services. Meaning and importance of marketing. A market is where buyers and sellers interact to facilitate the exchange of goods and services. Marketing is the process of promoting and selling goods and services. Consumer is any person who buys goods and services for their personal use. Goods, produces and services offered should target a specific market or consumers of the goods or services. Marketing should target specific consumers. Sources of information about the market and its potential customers. Sources of information about the market and its potential customers include the following:Family and friends. Internet from websites and social media platforms or sites. Mass media such as radio, television and newspapers. Business dealings in similar products and services. Organisations that conduct research about markets. Customers of business dealings in similar products. Factors to Consider when selecting a suitable market for goods and services. The number of traders selling goods and services that are similar. Accessibility of the market. Consumers taste and preferences-levels of income and living standards. The living standard of consumers. Consumer potential-involves considering consumers spending habits, consumers purchasing potential. Competition-one must consider the extent o competition as well as the strength of the competitor. Market size-one needs to access whether the market is large enough for him to capture market share. Demographic trends such as size, level of income. Marital status. Market cost and budget. Physical infrastructure. Market acceptance. ICT Platforms used for marketing goods and services. The following platforms are used for marketing goods and services. Mobile phones that are used to communicate with consumers who are in different places. Radios are used to advertise and promote goods to many consumers. Television can be used to market goods and services to the consumers. Social media such as Facebook, WhatsApp, Twitter among others have become the best platforms to market goods and services. Internet provides platforms for marketing goods and services through online newspapers and magazines. Emails can be used to market goods and services. Methods of gathering information about the market and its potential customers:Observation-watch and note people behaviours to know their taste and preferences. Interviews-involves questions and answers. Surveys-gather information by asking targeted questions to a sample group of people. Focus on group discussions-gather information from a group of people who represents target market."}
{"text": "STRAND 1 FOUNDATIONS OF CREATIVE ARTS. WHAT IS CREATIVE ARTSIntroduction to Creative Arts and Sports. Creative Arts is a description of various artistic activities that allow performers to use their imaginations, creativity, and express ideas through a variety of mediums to passage a message to the audience. What is sports? A sport is any activity involving physical or mental effort combined with skills in which an individual or a team or teams compete against another or others for entertainmeRoles of Creative arts and sports in the society. Creates a sense of identity-bring people together, creating shared experiences that help to foster a sense of community and collective identity. Creative arts and sports promote cohesion through teamwork. Through creative arts and sports culture is preserved-it ensures that our history and traditions are not forgotten, and that future generations can appreciate and learn from them. Creative arts and sports inspire creativity, talents and abilities. Creative arts and sports provide provides us with entertainment through components such as music, dance, drama, narratives, films and movies, various sports i.e., soccer, basketball, netball, volley ball. Creative arts and sports provide employment opportunities such as artists, musicians, referees, sports coaches, sports doctors, choreographers. Trainers, teachers etc. One can earn income through activities related to creative arts and sports hence eradicating poetry. Through creative arts and sports, a country can earn or generate tax revenue. Boosts revenue collection Creative arts and sports attract investments which in turn increases job opportunities. Creative arts and sports stimulate growth of economy through sectors such as tourism. Encourages tourism Creative arts is made of the following components:Visual arts -creative art forms appreciated through sense of sight such as;Drawing. Painting. Sculpture. Montage. CollagePlay - a written work that tells a story through action and speech and is meant to be acted on a stage. Music - Music is a collection of coordinated sound or sounds. Making music is the process of putting sounds and tones in an order, often combining them to create a unified compositionDance dance is the movement of the body in a rhythmic way, usually to music and within a given space, for the purpose of expressing an idea or emotion. Principles of Visual arts. There are two principles of visual arts namely:Principle of dominance. Principle of proportion. Principle of dominance in Visual Arts."}
{"text": "There are two principles of visual arts namely:Principle of dominance. Principle of proportion. Principle of dominance in Visual Arts. Dominance is when a single element is so large and or different compared to the rest of the design that it dominates. It grabs your attention. Famous examples include the London Eye that dominates the skyline of London or the Ashoka Lions that dominate the Indian Passport and other official documents. Principle of Proportion in Visual arts. Proportion refers to the dimensions of a composition and relationships between height, width and depth. How proportion is used will affect how realistic or stylized. Proportion also describes how the sizes of different parts of a piece of art or design relate to each other. Proportion in any art is the relative size of objects in relation to each other or corresponding to the other elements as a whole. Basic Elements of a play. Theme - What is the meaning of theme in element of drama? The theme refers to the message meaning that is intended to be expressed in the story. In other words, it is the main idea or the lesson to be learned from the story. Examples of themes in plays include: justice, loyalty. Drugs, bullying, human rights etc. Character- this is a person or individual taking part in the play or drama that may have defined personal qualities and or histories. Plot- A plot is a sequence of events within a play that tells a story. A plot is what makes a story. Five components make up a plot: exposition, rising action, climax, falling action, and resolution. Conflict and theme help drive the plot forward. Language- Language in drama is represented as spoken language or, in other words, as speech. In drama, language refers to the particular manner of verbal expression, the diction or style of writing, or the speech or phrasing that suggests a class or profession or type of character. Setting- The setting is the time and place in which the story takes placeElements of Music in Creative Arts. Sound-any tone with characteristics such as controlled pitch and timbre Rhythm- Rhythm is the pattern of sound, silence, and emphasis in a song Melody- a melody is a combination of pitch and rhythm. Harmony-harmony, in music, the sound of two or more notes heard simultaneously. Elements of Dance in Creative Arts. Body - In dance, the body is the mobile figure or shape, felt by the dancer, seen by others."}
{"text": "It helps an athlete to catch a breath and relax before striding again which helps in developing speed and running skills. Photomontage. Photomontage is the process and the result of making a composite photograph by cutting, gluing, rearranging and overlapping two or more photographs into a new image. It is assembly of images that relate to each other in some way to create a single work or part of a work of art. Photomontage is an image constructed from collaged photographs. Characteristics shown in photomontage. Superimposition-combine two images to create something new. Use of pictures. Emphasis on shape. Composing Melody. Netball. Chest pass in Net ball. Chest pass is a way of throwing the ball to a teammate where the ball is released and received at the chest level. The pass is usually used when the teammates are not far from each other. Learning points for the chest pass. 1. Grip Spread your fingers out behind the ball to form a W formation, holding it at chest height with your elbows out in front of you. 2. Stance. Face the direction you want the ball to go in. Step forwards with your dominant foot as you begin to straighten your arms. 3. Execution of the pass. Push the ball away from your body at chest height by powerfully extending the arms forwards and flicking the wrists. Follow through with the arms, wrists, hands and fingers in the direction of the throw. Chest pass drillsDodging and marking in Netball. Dodging is a technique used to counter the marking attempts. It is applied by members of the team in control of the ball. The player being marked attempts to get free from the marker and move into space to receive a pass. It may involve changing pace and use of deceptive body actions to put the marking player off balance. Deceptive means misleading or trickiness while off-balance means not steady or stable. Intercept means block a pass or prevent it from reaching destination or to block something from happening. Body movements used by a player when dodging an opponent. Using bending or leaning movements with the body trunk to the left or right or left once or repeatedly. Sprinting off from the marker. Sprinting and stopping. Extending the left or right arm away from the opponent. Marking is a technique used by a team that is not in possession of the ball to prevent an opponent from receiving a pass."}
{"text": "Sprinting and stopping. Extending the left or right arm away from the opponent. Marking is a technique used by a team that is not in possession of the ball to prevent an opponent from receiving a pass. The intention is to obstruct passes made by the team in control of the ball. A player can mark an opponent in possession of the ball or an opponent without the ball. Marking opponent with the ball. Marking opponent without the ball. Body movements used by a player when marking an opponent. Standing in front of the player being marked. Standing beside the player being marked. Raising hands up or to the side to reach the path of the ball. Stepping forward, or sideways while avoiding any obstruction. Things to learn when dodging and marking stance. Marking a player without the ball. Establish the basic stance for marking with body weight on your toes. Take a position slightly in front of the player you intend to mark. Be on your toes, with knees slightly bent, ready to catch the ball or move in the direction of the opponent. The hands should be on the side of the body. React quickly when the opponent being marked makes any movement, move in the direction of the opponent using short steps, shuffle sideways without crossing the feet. Focus on both the ball and the player and forth from one place to another. Activity. Guided by the teacherDemonstrateBasic stance for dodging, marking, body movement for dodging and marking. Footwork in Netball. Landing techniques. In netball, the ball is played using hands. During play, the players may:Run to doge an opponent or to reach a ball. Jump to catch a high ball or rebound from the ring. Stop the running action suddenly to dodge an opponent or avoid getting to an offside position. Land on the floor or the ground as dedicated by the laws of gravity in integrated science and as guided by the law of the game. However, players need to land safely for safety and healthy living. There are two landing techniques in Netball: The double foot landing. Single foot landing. Pivoting. Pivoting is the act of turning with one foot on the ground while the other foot makes repeated short steps. Picoting:Helps the player develop balance after landing. It helps the player turn away from the defender who may be marking. Helps in locating teammates who may be well-positioned to receive the pass. Things to learn in Pivoting."}
{"text": "It helps the player turn away from the defender who may be marking. Helps in locating teammates who may be well-positioned to receive the pass. Things to learn in Pivoting. Land one foot and maintain balance. Maintain a firm grip of the ball. Keep the landing foot grounded with knees slightly bent. Keep the head up and the trunk upright. Step with the non-landing foot and turn around. Keep the ball close to the body. 2.5 Descant recorder or Any other western instrument. Examples of western solo instruments. The following techniques are used to play descant recorder:Tonguing. Gently say tu when blowing air into the recorder. Embouchure. This is how one places their mouth on the recorder s mouthpiece to ensure that no air is lost when blowing into the instrument. Fingering. Correct placement of the fingers on the recorder. As a rule, the left hand is always at the top part of the recorder. All the holes must be tightly covered to prevent leakage of air. Blowing. Blow warm air into the recorder. Blowing gently gives a good sound. Blowing too hard generates unpleasant sounds. Slurring. This is the technique of playing more than two notes in one breath. This involves only the movement of fingers while the airflow is constant. Staccato. Playing notes in a detached manner. Notes to be played staccato have a dot above or below the note. Tone quality. Listen carefully to the sound you produce when you blow into the recorder. Blowing gently and having consistent air gives a good tone. Blend and balance. Being able to listen to what the other in an ensemble are playing helps to blend and create a balanced sound. Interpret performance directions when playing the descant recorder. You should be able to play melodies on the descant recorder while observing the following directions: a. Repeat. Repeat signs are two dots that are placed before or after a double bar line. Whey they are placed after a double bar line, it means it is the start of the repeat. However, when they are placed before a double line, it means the end of repeat. 1st and 2nd endingThe two lines above the staff mean that one will avoid playing 1 notes when repeating. This applies where there is a repeat and the last part of the melody is different from the first one. Da capo al fineIt is often abbreviated as D.C al Fine."}
{"text": "1st and 2nd endingThe two lines above the staff mean that one will avoid playing 1 notes when repeating. This applies where there is a repeat and the last part of the melody is different from the first one. Da capo al fineIt is often abbreviated as D.C al Fine. It means one goes back to the beginning of the piece and plays to the point written. Dal segno al fine. It is often abbreviated as D.S al fine. It means you go back to a point in the piece of music with the sign and play or sing to the bar marked Fine end then stop. Accent. The note with sign is played with emphasis. Fermata. This sign means that you can hold the note a little longer that its given time value or number of counts. G. Dynamics. This refers to how quietly or loudly a piece of music should be played. Italian terms are used to indicate dynamics in the piece of music. H. Tempo. This term is used to refer to how fast or slow a piece of music can be played. Italina terms are used to indicate what tempo the music is played2.6 Volleyball. Overarm and Jump serve in Volley. Over arm serve. Over arm serve is where a player tosses the ball with one hand and strikes it in the air above their head with the other hand so that it crosses the net and lands into the opponents side. Safety instructions. Ensure you perform thorough warm up activities. Avoid congestion by maintaining a safe distance from your peers. Follow instructions. Jump serve in Volleyball. This is a type of serve where the serving player increases power and serve height by jumping to hit the ball when serving in volleyball. Minor Games and basic rules. Minor games are small sided games that help you practice skills learnt in volleyball while applying the rules of the games. Safety precaution. Never fist hit the ball as you could hit someone s face. Do not swing on the post. Do not go under the net, always walk around the nets. Do not throw the ball over the net, roll it under the net. Diagram of human figures playing Volley. Student activities monitored and instructed by the teacher Draw human figures of players serving or volleying a ball. Serve the ball using the jump serve over a net. Perform the volley for skill acquisition,Play. Swimming. Breast stroke in swimming."}
{"text": "Perform the volley for skill acquisition,Play. Swimming. Breast stroke in swimming. Breast stroke is a stroke in which the arms are pushed forward and then swept back in a circular movement, while the legs are tucked in towards the bod and then kicked out in a sideways and backward movement. Description of the prone body position. The body lies in a horizontal position in the water with the head in line, with the spine and the face in the water, eyes looking down. The arms are extended forward and the legs are held close together, toes pointed. The breast stroke begins with a forceful push from the poolside in order to generate some propulsion, which results in a glide. The body moves in a smooth, continuous and effortless motion while lying on the stomach and glides in a horizontal position. From the glide phase, the propulsive arm action takes place and then the leg action as the arms recover. The body is then in a streamlined glide for a short moment in each before the next stroke begins. Glide. For effective gliding in the water, the body should be well streamlined. This can be affected by the underwater recovery movements, as the propulsive force remain still and streamlined. For example, as the legs kick to provide propulsion, the arms should be extended forward to create the ideal streamlined body position at the front. Similarly, as the arms pull around, the legs should be in the glide phase to create the same streamlined body position at the back. Gliding helps to make the breast stroke movement smooth and reduces the effort required by the arms to move forward, resulting on a more efficient swimming technique. It is important to cultivate a glide so that the proper sequence of arms-breath-leg - glide can be established. The breast stroke starts with the arm pull, breathe, then the kick and finally the glide in a streamlined position. Prone body postion and glide. Stand waist-deep in water, with knees bent or feet flat against the side of the pool. You can hold onto the side of the pool with one hand for support. Breathe in and put your face in the water. Puch off the wall and glide to the prone body position. Lie flat, head facing down with your body in line with the water surface. Keep your face down and arms extended forward. Your eyes should look downwards and slightly forward to avoid straining the neck. Keep your shoulders, hips and legs horizontal as possible, and keep your hips as close as possible to the surface."}
{"text": "Keep your face down and arms extended forward. Your eyes should look downwards and slightly forward to avoid straining the neck. Keep your shoulders, hips and legs horizontal as possible, and keep your hips as close as possible to the surface. Do not let your hips drop in the water. Stretch your legs behind with toes pointed but slope your body slightly to allow the legs to stay beneath the water. Keep your neck and shoulders as relaxed as possible to aid the arm action and reduce strain. Keep your body straight and streamlined to make swimming easier and enhance speed. The head movement should be kept to a minimum, and the shoulder should remain level throughout the stroke. Arm action. The arm pull technique is needed to assist the leg movement and also to keep the breast stroke streamlined and efficient. Cath phase. Begin with the glide position, arms extended out in front of you, fingers and hands together, palms facing downwards. Pitch your hand outwards and downwards to an angle of about 45 degrees at the start of the catch phase. Pull your arms outwards and downwards until they are appropriately shoulderwidth apart. Your elbows should begin to bend, and your shoulders to roll inwards at the end of the catch phase. Propulsive phase. Sweep your arms downwards and inwards, and let the hands pull to their deepest point. The elbows bend to 900 and remain high. At the end of the down sweep, your hands, your hands should sweep inwards and slightly upwards. The elbow should tuck into the side as you pull your hand inwards towards the chest and the chin. Recovery phase. Your hands should recover by stretching forward in a streamlined position. They should recover under, on, or over the water surface ready to restart the arm action. Leg action. The legs are the powerhouse of the breast stroke, and the full leg kick should be a simultaneous and flowing action, resulting in a powerful boost that propels the whole stroke. Start with your legs straight and together. Bend your knees and bring the heels towards your seat with the sole of the feet facing outwards for the frog kick . Sweep the legs outwards and download in a flowing circular path. The heels and soles of your feet should drive around and back to provide power and propulsion to the stroke. Squeeze legs together to come back together to the starting streamlined position with the toes pointed. Breathing action. -. Breast stroke breathing occurs naturally as the breast technique has a body lift, which gives the ideal breathing point for each stroke."}
{"text": "Squeeze legs together to come back together to the starting streamlined position with the toes pointed. Breathing action. -. Breast stroke breathing occurs naturally as the breast technique has a body lift, which gives the ideal breathing point for each stroke. Breathing in takes place every time your arms pull back to all the body to lift and the head to rise. Lift your shoulders to bring your face out of the water to breath. Don t raise your head, let the head naturally rise with the shoulders so your chin is resting just above the water. Inhale through your mouth before letting your shoulder drop as you sweep with your arms. Breath out as your legs kick back and extend your arms forward. The head returns to the water to exhale as the arms stretch forward to begin their recovery phase. Timing. A well-executed breast stroke timing sequence is key to achieving a smooth and efficient swimming stroke as you will effortlessly glide through the water. Try to time your arm action and leg kick so there is always something propelling you through water. The arms will be propulsive while the legs recover and the legs propulsive while the arms recover. To coordinate the leg kick, the arm strokes, and the breathing, think of the phrase pull, breath, kick, glide As your arms complete the power phase, take a breath, and then draw your feet toward the hips. When your arms are about halfway through the recovery phase, begin the leg action. Time the arm strokes and kick so that the arms and legs are both at their full length as the kick finishes. Rest in the phase position as your body glides through the water. Then the glide begins to slow down, it is time to start another stroke. Water treading. To maintain an upright position in deep water by moving the feet with a walking movement and the hands with a downward circular motion African folk songs are classified according to the following. Their origin. Occasion. Function. Type. A. Community of origin. African songs can be classified according to their origin. The origin in this case means the community they are drawn from. Therefore, songs belong to a particular community such as luhya, luo, gikuyu, gusii. Kuria, Kamba, iteso, giriama, digo, Pokomo, gabra, nandi, Kipsigis, Marakwet, pokot, turkana and taita."}
{"text": "The origin in this case means the community they are drawn from. Therefore, songs belong to a particular community such as luhya, luo, gikuyu, gusii. Kuria, Kamba, iteso, giriama, digo, Pokomo, gabra, nandi, Kipsigis, Marakwet, pokot, turkana and taita. These songs are passed on by oral tradition from one generation to the next. The music is related to the culture of a particular or region. For example, you can identify the culture od a particular community or region by their dressing, language used, musical instruments, props, body adornments, ornaments, body movements, vocal embellishments used to enrich music, style of sing and tone among others. B. Occasion. African folk songs can also be categorized according to occasions they are performed. For example:naming folk songs. Initiation folk songs. Marriage folk songs. War folk songs. Funeral folk songs. Worship folk songs among others. C. Function. Folk songs belong to the people with a common culture. Therefore, folk songs keep people connected to their cultures and heritage. They give history of the people and their culture. Folk songs usually pass important information, stories, messages and history from generation to generation. Folk songs are used to express emotions. They narrate stories of joy and sorrows in the simplest way. Folk songs are used as a means of unifying the community members when they come together to sing. This also creates positive outcomes or consequences if they do not watch their actions and intention. Some of the folk songs are purely for entertainment, enjoyment by performers and the audience. D. Type. African folk songs can also be classified according to the type such as:Lullabies. Dirges. Love songs. Protest songs. Children s songs among others. Creating improvised implements to use in performance of Folkdance songs. Folk dances are performed by different participants who plays different roles as follows:Soloist-person who leads the rest of the participants in singing the melodies and dancing during the performance of the dance. Response group-they provide an answer to the soloist during the dance. Instrumentalist-plays instruments to accompany a dance. Dancers- makes dance movements and formation in response to the songs and instruments."}
{"text": "Response group-they provide an answer to the soloist during the dance. Instrumentalist-plays instruments to accompany a dance. Dancers- makes dance movements and formation in response to the songs and instruments. Along side the participants, folk song dances also require other implements so help in identifying different cultures and diversities such as costumes, ornaments, body adornments, body make ups, props etc. During a folk-dance performance, participants wear specially designed cloths, hides or skins called costumes. Costumes are made using locally available materials such as sisal fibre, sisal string, comb and pair of scissors. The participants also decorate their bodies using different paints to make patterns. This is called body adornments. Body adornments are made using the following materials:Water paints. Chalk powder. Objects or items of different shapes and sizes like bottle tops, water bottles, combs, folk and other design shaped objects. Dancers also use beads, necklaces, bracelets and anklets during the dance performance. These are called ornaments. Body ornaments are made using locally available materials such as:Pieces of thread. Pair of scissors. Grains such as beans, maize soaked in water to make them soft A needle. The costumes, body adornments and ornaments vary from one community to another expressing different cultures in Kenya. The following are social importance of songs to the pastoralists:Songs they sing accompany their journey to facilitate movements. They songs are sung during their herding sessions to take away boredom. They are a source of unity and collaboration among the community members. They educate on the importance of the animals and other resources. They tell the history of the community. General uses of Folk songs. As a source of entertainment. As a source of cultural and national unity. In teaching subjects such as history, literature and geography among others. To educate. To rebuke. To advise. To worship. To encourage. To promote culture. To give moral teachings. Economic importance of the songs. Economic importance or economic significance of something refers to the monetary or trade value of an item. Songs have economic importance to individuals, the cultural community and even the country. General these are the economic importance of folk songs:Performers can earn money or income by performing folk songs at private parties. Folk song musicians also earn a living by offering singing lessons. Some musicians are employed as singers or trainers of folk songs by some institutions such as cultural centres, universities and schools among others."}
{"text": "General these are the economic importance of folk songs:Performers can earn money or income by performing folk songs at private parties. Folk song musicians also earn a living by offering singing lessons. Some musicians are employed as singers or trainers of folk songs by some institutions such as cultural centres, universities and schools among others. Folk songs musicians also earn the country foreign exchange when they perform outside the country. Folk musicians also earn the country revenue when they pay taxes. Folk musicians can be independent artists by recording and selling their music."}
{"text": "1. What is the importance of heat transfer methods like conduction, convection, and radiation in cooking foods? -. These methods are crucial for cooking food evenly and efficiently, each using different means to transfer heat into food, affecting the texture, flavor, and nutritional value. 2. How does the method of heat transfer affect the nutritional content of foods? -. Different methods can either preserve nutrients or lead to their loss; for example, slow cooking at lower temperatures generally preserves nutrients better than high-temperature methods. 3. What are simple sugars, and can you provide examples? -. Simple sugars are basic forms of carbohydrates that digest quickly, such as glucose and fructose, found in fruits and sweetened foods. 4. Explain the concept of double sugars with examples. -. Double sugars, or disaccharides, consist of two linked sugar molecules, like sucrose table sugar and lactose milk sugar . 5. What are starchy foods, and why are they important in the diet? -. Starchy foods like potatoes, rice, and bread are primary sources of energy and provide essential nutrients, including fiber. 6. Describe the effect of dry heat on carbohydrate-rich foods. -. Dry heat methods like baking or roasting can cause caramelization and dextrinization, enhancing flavor and changing texture. 7. How does moist heat affect carbohydrate-rich foods like rice? -. Moist heat, such as boiling or steaming, gelatinizes starch, making grains like rice softer and easier to digest. 8. What are the nutritional changes that occur when carbohydrates are exposed to heat? -. Heat can break down vitamins and alter starches and sugars, affecting their digestibility and caloric content. 9. How can you conserve food nutrients when cooking carbohydrate-rich foods? -. Methods include using minimal water for boiling, avoiding overcooking, and incorporating steaming to preserve vitamins and minerals. 10. Why is it important to observe safety measures when cooking carbohydrate-rich foods? -. Ensuring safety, like avoiding cross-contamination and cooking foods to safe temperatures, prevents foodborne illnesses. 11. What are the requirements for boiling carbohydrates like porridge? -. Adequate water to cover the food, consistent heat to maintain a steady boil, and occasional stirring to prevent sticking. 12. Outline the steps to follow when cooking porridge to ensure it is well-cooked. -. Measure the water and porridge mix, bring to a boil, then simmer while stirring frequently until the mixture thickens and cooks thoroughly. 13."}
{"text": "Outline the steps to follow when cooking porridge to ensure it is well-cooked. -. Measure the water and porridge mix, bring to a boil, then simmer while stirring frequently until the mixture thickens and cooks thoroughly. 13. What are the effects of heat on food like maize when grilling? -. Grilling maize can develop flavor through caramelization and may reduce some nutrient levels like vitamin C. 14. What are the methods of heat transfer applicable when grilling foods? -. Radiation from the heat source cooks the food, creating distinctive charred flavors and textures. 15. Why is it necessary to understand different cooking methods for carbohydrate-rich foods? -. Different methods can affect the taste, texture, nutritional value, and overall digestibility of carbohydrate-rich foods. 16. What are the factors to consider during the table setting in meal presentation? -. Consider the occasion, the number of guests, the menu items, and the cultural context of the meal. 17. How do you properly set a table for meal presentation? -. Arrange tableware according to the sequence of courses, with utensils placed in the order of use from outside in. 18. What are the requirements for table setting when serving meals? -. Clean and appropriate tableware, a clean tablecloth, and utensils arranged neatly and functionally for each diner. 19. Explain the guidelines for planning meals for special occasions. -. Include a variety of foods to cater to different dietary needs, ensure the menu fits the event's formality, and prepare foods that can be easily served and eaten at the event. 20. How should you prepare carbohydrate-rich foods to maximize nutrient retention? -. Use cooking methods that require less water and shorter cooking times, such as steaming or microwaving, to preserve water-soluble nutrients. 21. What is meal presentation and why is it important? -. Meal presentation involves arranging food attractively on the plate, enhancing the dining experience by appealing to the senses. 22. Discuss the importance of meal planning in nutritional balance. -. Meal planning helps ensure that all food groups and essential nutrients are appropriately included across meals, promoting a balanced diet. 23. How does food presentation affect the perception of a meal's quality? -. Attractive food presentation can enhance perceived taste and satisfaction, makingthe meal more enjoyable. 24. Describe how to ensure food safety in meal preparation. -. Follow hygiene practices like washing hands and surfaces, cook foods to safe temperatures, and store foods properly before and after preparation. 25."}
{"text": "Describe how to ensure food safety in meal preparation.- Follow hygiene practices like washing hands and surfaces, cook foods to safe temperatures, and store foods properly before and after preparation.25.What are the health considerations when preparing meals for individuals with allergies?- Avoid cross-contamination, use allergen-free ingredients, and clearly communicate menu contents to guests.26.How do cultural preferences impact meal planning and food preparation?- Cultural preferences dictate the selection of ingredients, cooking methods, and how food is served and eaten, reflecting community traditions and values.27.Why is dietary diversity important in meal planning?- Dietary diversity ensures a range of nutrients are consumed, supporting overall health and reducing the risk of nutrient deficiencies.28.How can one incorporate seasonal produce into meal planning?- Use seasonal fruits and vegetables as they are fresher, more flavorful, and often more affordable, enhancing the nutritional quality of meals.29. What techniques can be used to enhance the flavor of meals without adding excessive salt? -. Use herbs, spices, citrus, and vinegar to add flavor depth and complexity without relying heavily on salt.30.Explain the role of aesthetics in food preparation and presentation.- Aesthetics in food preparation enhances the dining experience, making meals more appealing and enjoyable through visual presentation techniques."}
{"text": "Nutrition security Nutrition security means consistent access, availability, and affordability of foods and beverages that promote well-being, prevent disease, and, if needed, treat disease, particularly among racial ethnic minority, lower income, and rural and remote populations including Tribal communities and Insular areas. Kitchen garden Kitchen garden is the growing of fruits and vegetables at the backyard of house by using kitchen waste water. Otherwise called as Home garden or Nutrition garden or Kitchen gardening or Vegetable gardening. Advantages of Kitchen garden : Supply fresh fruits and vegetables high in nutritive value.tyReasons For Kitchen Garden 1.Clean air: Your balcony, terrace or courtyard can become your green lungs amidst the dust and dirt around you. The more you plant, the more fresh air with good oxygen you get. 2.Herbs detox: Herbs are quite essential in our food which helps in detoxifying and healing properties in our body. Few herbs and plants that are easy to maintain in kitchen garden are: lemon grass, coriander, cilantro, mint, tulsi, celery, fenugreek, spinach. 3.Aesthetics matter: Plants make your home greener, more peaceful, uplift your mood and make you feel more positive. 4. Stay grounded: Modernisation uproots us from the mother earth. As the ancient sages say, our body is made of five components that includes earth, water, ether, air and fire. So it is very important to stay connected with earth. 5.Organic vegetables: Growing own fruits and vegetables can offer the opportunity to reduce the amount of pesticides that are used commercially, making them healthier6. Compost your waste: Plant fertilisers, made by decaying organic materials, like kitchen wastes, will help your plants grow faster, while helping you to get rid of your garbage 7.Cheap and easy: Kitchen gardens can help you grow things at home and bring down the need to buy from the market, hence, save money on food purchase. 8.Recycle and use: You can recycle vegetables in your kitchen garden. For example, you can collect your unwanted vegetables and make compost for it and use it again for compost, growing new vegetables and herbs. 10. Health friendly: It is a great way to engage the whole family in physical activity. Gardening is known to reduce levels of stress hormones. Crops for kitchen garden Seeds or seedlings."}
{"text": "Health friendly: It is a great way to engage the whole family in physical activity. Gardening is known to reduce levels of stress hormones. Crops for kitchen garden Seeds or seedlings. Common foods to grow include leafy greens such as spinach, leafy onions, sukumawiki, lettuce, tomatoes, terere, strawberries, herbs-mint, dhania, broccoli, cauliflower and even potatoes. Types of kitchen gardens. 1. Hanging kitchen gardens in Kenya Hanging kitchen gardens are perfect for small spaces or if you want to save on countertop space. Herbs and leafy greens do well in hanging gardens, as they don t need a lot of root room to grow. Just make sure to water your plants regularly so the soil doesn t dry out. Advantages: Offers a unique decoration for your kitchen Gives you the opportunity to grow your own herbs and spices Saves counter space Provides fresh air Can be a fun project for the whole family Cons: Requires regular watering May attract pests Must be positioned in a sunny spot Limited growing space Requires some initial set-up 2. Container kitchen gardens in KenyaContainer gardening is another great option for small spaces or those who want to move their garden around easily. You can use just about any type of container from pots and barrels to old wheelbarrows as long as it has drainage holes. Be sure to choose plants that are well-suited for container gardening, such as tomatoes, strawberries, and peppers. Advantages: They are less expensive than in-ground gardens. Are easier to set up and take care of. They can be placed almost anywhere, including on patios, decks, and balconies. Can help to save water since the soil is not exposed to the elements. They can produce a lot of food in a small space. Cons: The plants may not get enough sunlight if they are placed in a shaded area. The roots may become entangled if the containers are placed too close together. The plants may become stressed if they do not have enough room to grow. The soil may need to be replaced more often than in an inground garden. There is a greater risk of pests and diseases with container gardens than with in-ground gardens in Kenya. 3. Raised bed kitchen gardens in Kenya Raised beds are a great way to grow a variety of vegetables, herbs, and fruits."}
{"text": "There is a greater risk of pests and diseases with container gardens than with in-ground gardens in Kenya. 3. Raised bed kitchen gardens in Kenya Raised beds are a great way to grow a variety of vegetables, herbs, and fruits. They re perfect for small spaces or areas with poor soil quality. Just be sure the bed is at least 6 inches deep so roots have enough room to grow. Also, make sure the sides of the bed are tall enough so you can reach in without stepping on your plants this will help prevent compacting the soil . Advantages: They take up less space than traditional gardens, so they re perfect for small yards or patios. The soil in raised beds warms up faster in the spring, so you can plant earlier. You can control the quality of the soil more easily, so your plants will be healthy and thrive. Because they re elevated, raised beds are easier on your back and knees when you re gardening. They re also more attractive than traditional gardens, so they can enhance the curb appeal of your home. Cons: They can be more expensive to set up than traditional gardens, since you ll need to buy lumber and soil. They require more watering than traditional gardens, since the soil tends to dry out quicker. The soil in raised beds can also get too hot in the summer, which can damage plants or hinder their growth. 4. In-ground kitchen gardens in KenyaIn-ground gardens are the most traditional type of kitchen garden. If you have the space, an in-ground garden is a great way to grow a large variety of plants. Be sure to choose soil that s well-suited for your climate and plant choices. For example, if you live in an area with hot summers, opt for sandy soil that will drain well and won t bake your plants in the heat. Advantages: You can design them to fit your specific needs and the space you have available. They can include features such as built-in irrigation and drainage systems. You can choose from a wide variety of plants to grow. They can be beautiful and add curb appeal to your home. They can increase your property value. Cons: They require more initial investment than above-ground gardens. They require more maintenance than above-ground gardens. They are subject to soil erosion and compaction if not properly cared for."}
{"text": "Cons: They require more initial investment than above-ground gardens. They require more maintenance than above-ground gardens. They are subject to soil erosion and compaction if not properly cared for. They can attract pests and diseases if not properly managed. They may require special permits or permission from your homeowner s association or local government. 5. Indoor kitchen gardens: If you don t have any outdoor space or if you want to extend your growing season, consider starting an indoor kitchen garden in Kenya. Many vegetables, herbs, and fruits can be grown indoors with the right setup. Just make sure you choose a sunny spot in your home and use to grow lights if needed. ADVANTAGES: No pests or bad weather to ruin your plants! You can grow a wide variety of plants indoors. Indoor gardens are low maintenance. They can add color and life to any room. You can control the environment, making it ideal for growing delicate plants. CONS: Not all plants will do well indoors. You need adequate lighting to grow indoor plants successfully. Some plants require a lot of space, so they may not be suitable for small homes or apartments. Indoor gardens can be expensive to set up, especially if you need to buy special equipment like grow lights. If you re not careful, your indoor garden can become a breeding ground for mould and mildew. 6. Potager kitchen gardenA Potager is a type of kitchen garden that s designed for both beauty and function. These gardens are typically laid out in a symmetrical or geometric pattern and often feature ornamental plants as well as edible ones. If you have the space, consider adding a small pond or fountain to your potager this will not only add to its visual appeal but also provide a home for beneficial insects like dragonflies and frogs. PRO: A potager kitchen garden is a great way to have fresh herbs and vegetables right at your fingertips. They are also visually appealing and can add a touch of beauty to your yard or patio. They are easy to care for and don t require a lot of space. Potager kitchen gardens in Kenya are also great for entertaining since they can be used as a conversation piece. They are also a great way to get kids interested in gardening and eating healthy."}
{"text": "They are easy to care for and don t require a lot of space. Potager kitchen gardens in Kenya are also great for entertaining since they can be used as a conversation piece. They are also a great way to get kids interested in gardening and eating healthy. CONS: The biggest con of having a potager kitchen garden is that it can be costly to set up. They also require regular maintenance in order to keep them looking their best. If you have pets, you ll need to be careful that they don t dig in the garden and disturb the plants. Bad weather can also damage your potager kitchen garden 7. Permaculture kitchen garden Permaculture is all about working with nature instead of against it. In a permaculture kitchen garden in Kenya, plants are grown close together so they can support each other for example, tall plants may provide shade for shorter ones . Companion planting is often used in permaculture gardens, which means different types of plants are planted next to each other to deter pests or improve yields. For example, garlic repels many common insect pests so it could be planted near tomatoes or cabbage just make sure you don t plant too much of any one thing as this can throw off the balance . Advantages: A permaculture kitchen garden can provide a family with most of their fresh produce needs year-round. These types of gardens in Kenya are designed to be lowmaintenance, meaning less work for the gardener. The use of companion planting and other natural methods means that permaculture gardens are typically more pest and disease resistant than conventional gardens. Water usage is often much lower in permaculture gardens due to the use of mulch and other water-conserving techniques. Permaculture gardens can be beautiful, incorporating edible plants into the design. Cons: Permaculture gardens can take some time to establish, especially if you are starting from scratch. You may need to learn some new gardening techniques if you want to start a permaculture kitchen garden. You may need to make some changes to your cooking habits if you want to make the most of your permaculture garden. 8. Vertical kitchen garden in KenyaA vertical garden is a great way to save space and grow a variety of plants. There are many different ways to create a vertical garden, from trellises and lattices to hanging baskets and shelves."}
{"text": "8. Vertical kitchen garden in KenyaA vertical garden is a great way to save space and grow a variety of plants. There are many different ways to create a vertical garden, from trellises and lattices to hanging baskets and shelves. Just make sure you choose plants that are appropriate for the type of support you re using. For example, vines will need something to climb on while smaller herbs or leafy greens can be grown in shallow containers without much root room. Advantages: You can grow a lot of plants in a small space. The plants get more sun than they would if they were on the ground. You can control the environment around the plants more easily. It looks cool. You can use the water that drains from the plants to water other plants. Cons: You have to water the plants more often because they dry out faster. The plants are more susceptible to pests and diseases. If you don t have a good support system, the plants can fall over and die. It can be difficult to harvest the plants. You have to be careful not to overwater the plants, or they will rot. 9. Hydroponic kitchen garden in Kenya Hydroponics is a method of growing plants in water instead of soil. This can be done with just about any type of plant, but it s especially well-suited for leafy greens like lettuce and spinach which don t need deep roots . Hydroponic gardens in Kenya are often used indoors since they take up very little space and can be controlled more easily than outdoor gardens for example, you can adjust the temperature and humidity levels . Advantages: They are very space efficient since the plants are grown vertically in a small footprint. They can be set up indoors, so even if you live in an apartment you can still grow your own food. Hydroponically grown plants tend to be more nutrient-dense than soil-grown plants, so you get more bang for your buck, nutritionally speaking. Since hydroponic gardens use less water than traditional gardens, they are more environmentally friendly. They are also less likely to attract pests and diseases since the plants are not growing in dirt. Cons: There are some drawbacks to hydroponic kitchen gardens as well: They can be expensive to set up, depending on the size and complexity of the system you choose."}
{"text": "Since hydroponic gardens use less water than traditional gardens, they are more environmentally friendly. They are also less likely to attract pests and diseases since the plants are not growing in dirt. Cons: There are some drawbacks to hydroponic kitchen gardens as well: They can be expensive to set up, depending on the size and complexity of the system you choose. They require some basic knowledge of plant nutrition and physiology in order to be successful. If not properly maintained, hydroponic gardens can become breeding grounds for mould and other pathogens. 10. Staircase kitchen garden in KenyaA staircase garden is a type of vertical garden that s perfect for small spaces. These gardens are typically built on staircases or other types of raised platforms. Plants are grown in shallow containers, which can be placed close together to save space. Be sure to choose plants that don t need deep roots, such as herbs and leafy greens. ADVANTAGES: A staircase kitchen garden is a great way to make use of vertical space. Staircase kitchen gardens in Kenya are perfect for small spaces. They are easy to build and maintain. Staircase kitchen gardens are aesthetically pleasing. They can be used to grow a variety of plants and vegetables. CONS: Staircase kitchen gardens can be expensive to build. They require a lot of maintenance. The stairs can be dangerous if they are not built properly. They can be difficult to access for people with disabilities. Pests and diseases can easily spread in a staircase kitchen garden. 11. Simple drip garden12. Tyre kitchen garden 13. Multi storey kitchen garden14. Food robe kitchen garden15, Sack kitchen garden16. Wick irrigation kitchen garden17. Moist bed kitchen garden 18. Aquaponics kitchen garden19. Yard small kitchen garden20. Cone kitchen garden 21. Micro-kitchen gardenStarting a kitchen garden To start a kitchen garden in Kenya, you will need to find a sunny spot in your yard and prepare the soil. You can then choose what vegetables or herbs you would like to grow. Once you have chosen your plants, you will need to plant them in the prepared soil and water them regularly. Step 1: Find a sunny spot in your yard and prepare the soil."}
{"text": "You can then choose what vegetables or herbs you would like to grow. Once you have chosen your plants, you will need to plant them in the prepared soil and water them regularly. Step 1: Find a sunny spot in your yard and prepare the soil. You will need to find an area in your yard that gets a lot of sunlight. Then, you will need to till the soil and add some compost or manure. Step 2: Choose what vegetables or herbs you would like to grow. Decide which plants you want to grow in your garden. Some popular choices include tomatoes, peppers, carrots, and lettuce. You can also choose to grow herbs such as basil or oregano. Step 3: Plant your seeds or seedlings. Plant the seeds or seedlings in the prepared soil and water them regularly. You will need to keep an eye on your plants and make sure they have enough water and sunlight. Harvest your vegetables or herbs when they are ready! What are the benefits of growing a kitchen garden in Kenya? There are many benefits to growing a kitchen garden. Some of these include: Getting fresh fruits, vegetables, and herbs that are pesticide-free Saving money by not having to buy produce at the grocery store Having a relaxing hobby that gets you outside in the fresh air Improving your physical health by getting exercise while gardening Boosting your mental health by reducing stressWhat are the best types of vegetables and fruits to grow in a kitchen garden? FOOD AND NUTRITION COOKING STARCHY CARBOHYDRATES https: www.youtube.com watch?v r9ZrT5vtVv0 Why is food cooked? Food may be contaminated with harmful microbes that can cause disease. The high temperature involved in cooking brings about chemical changes in food and kills these microbes. Cooking also makes food easier to digest and improves the food s appearance, texture and flavour. These are a few examples of ways to cook food, and notice that all of these methods involve heating the food to a high temperature: Baking Boiling Steaming Grilling FryingHeat transfer when cooking During cooking, heat is transferred from the source of heat to the food through conduction e.g. grilling steak on a grilling pan sitting on a stove , convection e.g. running cold water over frozen food to speed up thawing process and or radiation roasting marshmallow over fire ."}
{"text": "These are a few examples of ways to cook food, and notice that all of these methods involve heating the food to a high temperature: Baking Boiling Steaming Grilling FryingHeat transfer when cooking During cooking, heat is transferred from the source of heat to the food through conduction e.g. grilling steak on a grilling pan sitting on a stove , convection e.g. running cold water over frozen food to speed up thawing process and or radiation roasting marshmallow over fire . Check out the resources below to learn more why food is cooked and how heat is transferred conduction, convection and radiation . We know that cooking gets the food hot. It makes what is otherwise unsafe to be consumed raw, safe to eat. In order to do so, food has to be put in an oven or on the stovetop and be subjected to a source of heat. When the heat transfers from something that is hot, such as a flame or a pot of boiling water, to the food, this process is called heat transfer. There are three types of heat transfer: conduction, convection and radiation. What distinguishes them is the manner in which the heat in transferred. Without a medium, heat cannot be transferred. The different ways that heat transfer can be accomplished determines how the food is cooked and what the end result will be. Convection Heat is transferred via liquids and gases. Fast moving molecules of the convection medium collide with the slower molecules in the food and heat them up. As warmer areas of a liquid or gas rise to cooler areas, it forms a continuous circulation pattern. These convection currents can be observed when water is boiling in a pot. Convection that takes place through air occurs in a convection oven. Compared to traditional ovens, ovens using convection are usually the better choice as it has fas to circulate the air around. On the contrary, traditional ovens mostly rely on radiation off the oven walls and is therefore a more eficient method of heat transfer. It heats food faster and reduces cooking times by at least 25 . Below are some examples of convection heating. Baking and roasting Boiling and steaming Running cold water over frozen food, which transfers heat into the food to thaw it more quickly Radiation Heat is transferrred via electromagnetical waves."}
{"text": "Fibre-rich vegetables. ... Beans. How Heat Affects Foods and Their Flavors Posted on June 8, 2021 by MadgeTech MarketingStarches Starch is the most common carbohydrate in human diets, whether it s natural or is added to foods. As heat is applied to starch it absorbs moisture from its surroundings and becomes softer. This process is called gelatinization and is the reason pasta and rice double in size and soften when cooked. Gelatinization begins at 150 F. EFFECT OF OVERHEATING IN FOODNandhini Ramanathan Nandhini Ramanathan I am a foodtechnology student Leadership self-motivated team work Published Aug 30, 2023 Follow HOW HEAT AFFECTS FOOD During the heating process or the cooking of food, a complex series of physical and chemical changes take place. These changes vary according to the heating method and time exposed, but may ultimately include changes in nutrient composition, fat content, moisture, flavor, smell, texture, and color. The longer the food is heated, and the higher the temperature, the greater the nutrient loss. When we look at commercially prepared dog food or even home cooking as preparation, the heat applied during the extrusion process, grilling or microwaving contribute to the reduction in nutritional value most of the time. Graph Protein goes through certain physical and chemical changes when it is heated and cooked pg 88, SACN When the proteins in food are heated, they coagulate. An example of this can be observed in the proteins found in eggs which become denatured and coagulate during the heating process. The heat disrupts the hydrogen bonds and non-polar hydrophobic interactions. The bonds are disrupted by increasing the kinetic energy and causing the molecules to vibrate so rapidly and violently. Researchers have observed that single amino acid digestibilities, especially for aspartic acid and cysteine, which are known to be heat-sensitive, revealed a disproportionate reduction when tested in the commercially processed food compared to when tested alone. Protein that is exposed to hot temperatures, shrinks and loses moisture. This usually occurs at temperatures between 160 and 185 degrees Fahrenheit. When animal sources of protein are cooked slowly, any connective tissues present in the meat are likely to dissolve."}
{"text": "Protein that is exposed to hot temperatures, shrinks and loses moisture. This usually occurs at temperatures between 160 and 185 degrees Fahrenheit. When animal sources of protein are cooked slowly, any connective tissues present in the meat are likely to dissolve. Heat does not destroy the protein in food, but it may reduce the overall content Dextrinisation: The reaction of dry heat on the surface of food which changes starch to dextrin, e.g. toast. Gelatinisation: The process of thickening which takes place when a mixture of starch and liquid is heated. Ways to retain nutrients while cooking Prolonged exposure to water, heat, and light may cause some foods to lose nutritional value like vitamin B1, vitamin C and polyphenols. Here are simple tips which will help you retain nutrients while enjoying your favourite foods. Have a look! 02 11Rule for washingAlways wash the vegetables first and then chop them. Chopping first and then washing takes away the nutrition of your food. 03 11Don t chop small Do not chop vegetables into very small pieces as most of the nutients will be destroyed when they come in contact with air. The best way is to chop the vegetable into larger chunks. 04 11Water usageCook vegetables in smaller amounts of water. Boiling in too much water damages the nutrients. It is best advised to cook the veggies covered on low flame in their own water. 05 11Heating your foodAvoid re-heating of food as it destroys the chemical structure of nutrients and vitamins. 06 11Loss of mineralsAs soon as you chop veggies, you should cook them as the vitamins and minerals are secure in their cells as once they are exposed to light and air, the nutrient contents can be destroyed. 07 11Excess waterDo not throw away the excess water drained after boiling rice or vegetables. The excess water is loaded with nutrients and it can used in preparing gravies, kneading dough or serve it as a refreshment drink. 08 11Root rulesRoot vegetables like potato, ginger, turnip and carrots should be boiled with skins and the peel should be removed after boiling. Boiling with peels helps the nutrients to migrate to the centre of the vegetables which helps in better retention of its nutrients. 09 11Baking sodaDon't use baking soda when cooking vegetables. Although it helps in retaining color of the vegetables as well as speeds up the cooking process, but destroys the vitamin C content of the veggies."}
{"text": "Boiling with peels helps the nutrients to migrate to the centre of the vegetables which helps in better retention of its nutrients. 09 11Baking sodaDon't use baking soda when cooking vegetables. Although it helps in retaining color of the vegetables as well as speeds up the cooking process, but destroys the vitamin C content of the veggies. 10 11Fresh food Eating fresh food is an good idea because the depletion of nutrients could be slowed down. Another reason is the quicker you consume it, the more nutrients can be gained from it. Try eating within 4 hours of cooking your food Check for aflatoGuidelines to minimize nutrient losses during preparation 1. Choose fresh foods that are not over-ripe, bruised, cut or scraped. 2. Peel thinly or cook inn their skins,jacket 3. Aim at golden brown whenncooking indry heat. 4. Use enough water to cover 5. Cooknthem for the appropriate time 6. Blend starchy flavours with cold water before cooking 7. Stirbthoroughly and continuously over low heat 8. Wash vegetables before cutting. Soaking or washing time should be reduced to minimize nutrient loss. 9. Cut vegetables into big pieces so that exposure of vitamins to water is less while cooking and washing. 10. Use a vegetable peeler to remove skin as it helps remove only a very thin layer of skin. 11. Use minimum water for cooking. Bring the water to boil and add the vegetables to cook. 12. Cook vegetables by steaming and pressure cooking to conserve nutrients. 13. Cover the vessel with a lid while cooking as it hastens cooking. 14. Vegetables salads should be prepared just before serving to conserve nutrients. 15. Use acids such as lime juice or vinegar to salads as it prevents loss of Vitamin C since Vitamin C is stable in acid. 16. Store foods in a cool, dark place. 17. When boiling, add the raw food to the boiling water rather than to cold water. 18. Steaming is a way of cooking with a minimum amount of water. 19. If possible use the cooking water for gravies, sauces or soups as it is a source of watersoluble vitamins and elements minerals . 20. Cook for the minimum time necessary to make the food palatable and safe. 21. Do not use baking soda to help keep the green colour of vegetables, as this increases loss of vitamin C. 22. Do not use copper utensils."}
{"text": "Do not use baking soda to help keep the green colour of vegetables, as this increases loss of vitamin C. 22. Do not use copper utensils. Copper helps to destroy vitamin C. 23. Soak whole pulses overnight and other dhals for one hour before cooking. Safety in preparing and cooking starchy carbohydrates Choose foods processed for safety. ... Cook food thoroughly. ... Don t cook root tubers when they have any green, damaged ir sprouting bits Check aflatoxins in cereals or grains before cooking Eat cooked foods immediately. ... Store cooked foods carefully. ... Reheat cooked foods thoroughly. ... Avoid contact between raw foods and cooked foods. ... Wash hands repeatedly. ... Keep all kitchen surfaces meticulously clean. Explain four factors to consider when setting a table. The number of people taking the meal as this determine the number of covers to be laid. The meal to be served as this ensures that all the tableware is available. Number of courses dishes as this enables one to set the cover for the courses. Tableware as this determines their placement. Type of meal service as each type has its own way of laying the table. The type of dinners determines the way of table setting e.g. ages, special needs. A center piece should be available for beauty enhance appetite. Provide adequate space to avoid overcrowding for comfort. Ensure the room is clean for hygiene. The table cloth should be well laundered for neatness. Table appointments should be clean for hygiene enhance appetite Essentials for table settingplace setting for one person is a \"cover.\". 2. The plate, flatware and placemat should be 1-1 2\" from the table edge to allow for an attractive table and safety. 3. Flatware is placed in order of use from the outside in. 4. The napkin should be folded in a square or rectangle and placed so that the open edge is toward the plate. 5. Allow 20-24 inches for each place setting or cover. 6. Use only flatware and plates that are necessary for the specific meal. 7. Table cloth - the center fold should fall exactly on the center line of the table. The cloth then drops evenly on both sides. The cloth should hang over the table no more than 10-12 inches."}
{"text": "Table cloth - the center fold should fall exactly on the center line of the table. The cloth then drops evenly on both sides. The cloth should hang over the table no more than 10-12 inches. 8. Tables should be set according to these principles; art, common sense, concern for comfort for those eating and courtesy. 9. A good centerpiece is: - in scale with the table - is low so people opposite each other can see across the table - can be placed anywhere on table as long as table looks well-balanced - can be part of the meal salad, fruit bowl, dessert, etc. Skip to document University High School Books Sign in My Library Information AI Chat Mealsfor special groups and occasion Used in meal planning Course Nutrition and dietetics DND 2204 36 documents University Thika School of Medical and Health Sciences More info Uploaded by: Anonymous Student Thika School of Medical and Health Sciences Comments Please sign in or register to post comments. Students also viewed Types of management styles Diseases of the Small Intestines Meal preparation units and equipments Background OF Medical Terminologies Inborn Errors OF Metabolism GIT disorders Upper - GIT Notes Related documents Lifespan notes on adolescents,adults,elderly Parenteral nutrition Criteria for Formula Selection Commonly used equipment in enteral feeding and parenteral Community Partnership Skills 1 Notes Principles OF Human Nutrition notes Preview text MEAL PLANNING FOR VARIOUS GROUPS AND SPECIAL OCCASIONS Unit objectives By the end of this unit, the learner should be able to: 1. Identify the various groups of individual with different nutritional needs 2. Describe on how to prepare and serve meals to meet their recommended allowance individually 3. Explain the need for the nutritional requirement in the lifespan and occupation 8 Introduction A nutritious and wholesome balanced diet is a key to good health. A well-balanced diet includes eating the right amount of foods from the five main food groups. Most people will have three main meals a day. No single food contains all nutrients the body needs so it is important to eat a wide variety. The right amount of different nutrients can increase life expectancy by keeping the heart and body healthy, and preventing many long-term illnesses."}
{"text": "Most people will have three main meals a day. No single food contains all nutrients the body needs so it is important to eat a wide variety. The right amount of different nutrients can increase life expectancy by keeping the heart and body healthy, and preventing many long-term illnesses. Body weight can be kept to an acceptable level through healthy eating, leading to a fitter and more active lifestyle. Nutrition is one of the factors that contributes to the wellness of an individual. A balanced diet, when plannedcarefully, provides adequate energy and nutrients for growth, health maintenance, disease prevention and therefore it is essential for our whole lifespan. There is a number of factors to be considered when planning meals. Factors to be considered in meal planning for different categories Figure 1: Factors to be considered in meal planning for different categories Different examples of occasions are Fiesta, birthday, weddings, anniversaries, Christmas, Mother s day, Father s day, Baptismale.t. It important to plan meals for different occasions success of occasion depends on how well it is planned- from the decors, house arrangement and the food that must be specially chosen, prepared and served Foods, techniques and equipment C. Kitchen equipment must be safe and reliable if it is to be used to prepare and serve food for special occasions. Remember that: facilities must be appropriate for the number of guests being served if the celebration is to be held at a venue away from home, the host or caterer must consider what equipment and facilities are available cutlery, plates and storage space in refrigerators, freezers, cupboards and benches must be organised before the event to avoid any last-minute shortages kitchen equipment such as hand mixers, microwave ovens, blenders and stoves must be tested and checked before the event to detect any faulty equipment only equipment that saves time should be used the preparation and cleaning of some equipment outweighs its value oven, refrigerator and freezer temperatures must be tested to see that they are suitable for keeping food safe and so preventing any risk of food poisoning equipment should be cleaned before and after use to ensure proper hygiene stored equipment can often attract insects, rodents and cockroaches there must be enough serving equipment such as spoons, forks and tongs-when people swap serving utensils, cross-contamination can easily occur. Small- and large-scale meal preparation The size of an event can have a great impact on the preparation involved."}
{"text": "Kitchen equipment must be safe and reliable if it is to be used to prepare and serve food for special occasions. Remember that: facilities must be appropriate for the number of guests being served if the celebration is to be held at a venue away from home, the host or caterer must consider what equipment and facilities are available cutlery, plates and storage space in refrigerators, freezers, cupboards and benches must be organised before the event to avoid any last-minute shortages kitchen equipment such as hand mixers, microwave ovens, blenders and stoves must be tested and checked before the event to detect any faulty equipment only equipment that saves time should be used the preparation and cleaning of some equipment outweighs its value oven, refrigerator and freezer temperatures must be tested to see that they are suitable for keeping food safe and so preventing any risk of food poisoning equipment should be cleaned before and after use to ensure proper hygiene stored equipment can often attract insects, rodents and cockroaches there must be enough serving equipment such as spoons, forks and tongs-when people swap serving utensils, cross-contamination can easily occur. Small- and large-scale meal preparation The size of an event can have a great impact on the preparation involved. Planning an event for five or ten people is very different from organising an event for hundreds of guests. Planning ahead allows the host to organise an appropriate menu according to the information they have on the number of guests attending. This planning is necessary to: - avoid excessive waste of food and money - avoid the embarrassment of running short of food - ensure that the food is the best choice for the event. When catering for small numbers of guests, it is relatively easy to estimate rough quantities of food. When catering for large numbers of guests, a rough guess or estimate is not suitable. Every caterer follows a set of guidelines. A host must consider the factors listed when planning a menu. Consideration to consider in planning meals for special occasions 1. Factors to consider in meal planning a. Food Budget - refers to the amount of money needed for the food to be prepared. It should be prepared ahead of time b. Tools, Facilities and Equipment- menu you have planned can only be prepared if you have the needed tools, facilities and equipment c."}
{"text": "Food Budget - refers to the amount of money needed for the food to be prepared. It should be prepared ahead of time b. Tools, Facilities and Equipment- menu you have planned can only be prepared if you have the needed tools, facilities and equipment c. Time and Energy Available plan meals which will make reasonable demand on time and energy to save time and energy it is advisable to plan dishes you are familiar with and that you have skills and ability in preparing them. Plan cooking dishes which do not use the same equipment since it takes time for one dish to be cooked plan dishes that will not require last minute attention 2. Food Preferences of Guests - consider what dishes would the guests love to eat and what popular and special in a given culture or regions. Consider special nutritional needs 3. Goals in Preparing Meals for special occasions it is important to set goals that will not only satisfy the palate but also promote health and wellbeing of every guest. The meal should be nutritionally adequate, economically feasible, aesthetically satisfying, palatable and hygienically prepared 4. Nutritionally adequate means the meal has enough nutrients to make the body healthy. It contains all nutrients needed by the body like carbohydrates, fats, proteins, vitamins, and minerals. Use the Three Basic Food Groups as guide 5. Economically feasible Food budget is enough to meet the food expenditures food budget should be reasonable and affordable 6. Aesthetically satisfying every dish is pleasing, deliciously inviting and satisfying it should appeal to the senses and to the appetite. There should be a variety of colorThe calorific requirement is generally higher in men than in women because men have larger body size, and they are more physically active and have more lean muscle mass. 8.1 Age groups i. Infants breast feeding is the safest and most desirable method of nourishment Human milk is considered the ideal starting food, with most of the nutritional requirements. However breast feeding should not be relied on exclusively for optional nutrition beyond the sixth mouth of the infant s life. For twins, optimum is 3-4 months. O Interval of feeding: Breast feeding should be started as soon as possible after birth if a mother and a baby are okay. A baby should be allowed to feed on demand and may suckle 1215 times day."}
{"text": "For twins, optimum is 3-4 months. O Interval of feeding: Breast feeding should be started as soon as possible after birth if a mother and a baby are okay. A baby should be allowed to feed on demand and may suckle 1215 times day. However a common routine is that of 10-15 times during the day. After such feed a baby should be burped to remove the air swallowed together with milk by allowing the baby on the mothers knee or shoulders. For the first days the baby should be suckle both breast for only a few minutes each time to prevent any nipple sores or cracks. About 150ml of human milk per kg body weight the baby is getting enough milk if satisfied at a 12-20 times feeding, falls asleep promptly and sleep quietly for several hours, and also makes satisfactory weight gains from week to week. Duration of breastfeeding: sufficient until about 6 months of age, should continue for 2 years or even longer. Refer: duration of breast milk Replacement of breast milk Is the process of feeding an infant child who is not receiving any breast milk with a diet that provides all the nutrients a child needs Introduction of solid foods before the age of 4-6 months is not recommended due to immaturity of gastrointestinal tract and kidneys to handle solid food. After that, solid foods could be introduced gradually and individually. The typical order of introduction begins with cereal, usually iron-fortified ones, vegetables, fruits, eggs and then meat. A waiting period of 4-5 days before the introduction of another new food is recommended to make sure no allergic reaction or intolerance. It s only recommended when the AFASS criteria can be met. AFASS A -ACCEPTANCE: no barriers replacement feeding Barriers can be cultural, social and also due to fear of stigma and discrimination F- FEASIBLE: mother or the family has adequate time, knowledge ,skills and other resources to prepare the replacement food and feed the infant up to 12 times in 24 hours A- AFFORDABLE: Mother, family, community or even the health system support can pay for the cost of purchasing, preparing and using replacement feeding without compromising the health and nutrition of the entire family."}
{"text": "This can lead to serious health problems, nutrient deficiencies and eating disorders in later life iv. Adults Growth is usually completed by the age of 25 years. The aims of nutrition during adult years are to obtain adequate energy and nutrients to maintain a healthy body weight and prevention of chronic diseases through appropriate food choices. Adulthood is a period when an individual begins to experience and cope with numerous changes in the realms of work, family and education. Healthy eating and lifestyle are important for them to cope with stress and maintain health. The calorific requirement begins to decrease after the age of 25 years as basal metabolic rates decrease. People during adult years may not get as much exercise as they did in earlier years. Thus, when appetite and food intake do not decrease, there is a common tendency toward weight gain during this period. An intake of 3,500 calories more than the body needs for maintenance and activities will result in a weight gain of 500 grams fat. A person who overeats by only 120 calories a day equal to a can of soft drink can gain 6kilograms in 1 year. Therefore, it is important to reach energy balance to maintain a healthy weight i. energy intake equals energy output . This can be achieved by eating less energydense foods, and increasing physical activities as exercise will increase the number of calories burned. Healthy eating and lifestyle are encouraged during adult years to maintain health and prevention of chronic diseases v. Elderly Physiological, psychosocial and economic changes of the elderly affect their nutrition status. The body s function changes with age. Metabolic rate slows down, bones become less dense and lean muscle mass is reduced. Eye-sight,hearing, taste and smell are less acute and poor dentition is common. The secretion of digestive enzymes and hydrochloric acid is diminished which in turn impairs digestion and absorption of nutrients such as vitamin B12. The reduced muscle tone of the intestine may result in constipation in an elderly. The loss of spouse or close friends, physical disabilities, poor health, feeling of loneliness and uselessness may diminish an elderly s ability to shop, cook and also his her appetite to eat. Retirement of the elderly results in decreased income and this may affect one s choice of food. Some may choose foods by cost rather than nutrient content."}
{"text": "Adequate folate intake is important for adult women before pregnancy to prevent neural tube defects in infant. The iron requirement is highfor women throughout the childbearing years to replace blood loss during menstruation. Fruits and vegetables are important source of vitamins A, C, folate , minerals potassium , phytochemicals, and fiber. A diet high in fruits and vegetables are associated with lower risk of chronic diseases. For manual workers, meals should be a balanced diet rich in carbohydrates such as rice, noodles and pasta or bread to provide enough energy to work. Manual work increases sweating which in turn increases the loss of water and electrolytes. It is essential to increase fluid intake water, juice, soup to regulate body temperature and avoid dehydration. People with a sedentary lifestyle e. office workers, require to pay attention to energy balance to maintain a healthy body weight. Reduced physical activity together with an excessive energy intake from a large portion of energy-dense foods such as fast food, snacks increase the risk of obesity and other chronic disease in later life. The modern busy lifestyle has made fast food become popular because it is convenient and time-saving. High consumption of food in restaurants and fast food shops result in higher intake of fat, trans-fat, salt and sugar while the intake in fruits and vegetables is low. Meals for office workers should be rich in nutrients but low in energy. It is recommended to include more vegetables and fruits as they are rich in dietary fiber and low in calories, instead of energy dense snacks such as ice-cream, chocolates and chips. They are also rich in vitamins, minerals and phytochemicals that are beneficial to health and may help to prevent chronic diseases. Higher fiber diet is also more filling and helps to prevent constipation. Energy-dense foods and alcohol should be eaten in moderation only. E Elderly A balanced nutrient-dense diet is essential for maintaining good health of the elderly. Good nutritional status can help to prevent chronic disease and speed up recovery from illness, surgery or broken bones. An elderly s diet should include varied choices of food with most of the calories from carbohydrates, moderate in protein while low in fat, salt and sugar. Adequate protein is essential for tissue repairing, synthesis of immune cells and hormones. Lean meat or poultry without skin and low fat dairy products are good protein choices."}
{"text": "An elderly s diet should include varied choices of food with most of the calories from carbohydrates, moderate in protein while low in fat, salt and sugar. Adequate protein is essential for tissue repairing, synthesis of immune cells and hormones. Lean meat or poultry without skin and low fat dairy products are good protein choices. Elderly are also encouraged to have adequate fruits, vegetables, whole grains products and legumes. These foods are rich source of vitamins, minerals and fiber. Adequate fiber and fluid can help to prevent constipation. Foods for breakfast should include enough carbohydrates noodles, whole meal bread, breakfast cereals, and congee and moderate protein foods lean meat, milk and dairy products, eggs . Lunch and dinner choices can follow the principles of healthy eating with cereals or cereal products as major food, moderate amount of fish, seafood, legumes, egg and lean meat. It is advised to prepare foods with low fat cooking methods such as steaming, boiling, stewing, grilling and stir-frying with little oil. Chinese family dinner usually consists of 2-3 dishes that are shared by family members, whereas western style dinner usually includes soup, appetizer, main dish, dessert and or a drink that are served on an individual basis. Healthy snacks such as low fat dairy products, sandwich, fruits, whole meal biscuits, chestnuts, sweet corn can supplement main meals for those with additional nutrition needs and small appetite. 8 Meal planning for special occasions celebrations; such as social gatherings, parties and festivals should take into consideration of the occasion, venue, age and number of guests, style of meal sit down or buffet type, Chinese or Western meal and special food if necessary. Prepare appropriate tableware, napkins, tablecloth and home decorations flowers or other ornaments , seats and tables for celebrations or parties. Background of guests, their age, gender, total number, food preference, nutritional needs and special ethnic or religion are factors for consideration when planning meals. A good meal should be nutritious, well cooked with careful combination of foods and flavors. For example, food for a birthday party for school-age children should be colorful, attractive, and easy to manage, in bite size, small packs and include more body building foods for growth. Dishes can be prepared using different methods e."}
{"text": "A good meal should be nutritious, well cooked with careful combination of foods and flavors. For example, food for a birthday party for school-age children should be colorful, attractive, and easy to manage, in bite size, small packs and include more body building foods for growth. Dishes can be prepared using different methods e. grilling, baking, boiling to give various texture e. soft, firm, crispy and served either hot or cold. Special food can be prepared for special occasions or festivals e. birthday cake for birthday party; Easter chocolate eggs for Easter festival, Chinese turnip cake for Chinese New Year etc. It is also advised to shop and plan for food in advance to allow changes of food in the menu if they are not available. Meals for outing; should be well planned and prepared. Depending on the duration of the outing, the meal should provide enough nutrients and energy to sustain daily activities as that from amain meal. It should be well-balanced by choosing foods from the three basic food groups and to include a suitable drink. Choose foods that are easy to eat, pack and carry, and can be kept for a longer time such as bread, fruits, packed drinks or canned foods. Use thermal containers with insulation or spaces for ice packs to keep food drinks at a safe temperature to avoid bacterial growth. Food can be packed in a plastic box for easy transport to avoid crushing damage. Download AI Quiz 00 SaveShare Document continues below Discover more from: Nutrition and dieteticsDND 2204 Thika School of Medical and Health Sciences 36 documents Go to course 6 Steps OF DIET Planning questions Nutrition and dietetics100 2 55 Tsmhs Nutrition Intervention IN Hivaids Module Nutrition and dieteticsNone 1 What Is Behavioral Psychology With Duties and Specialties Indeed Nutrition and dieteticsNone 1 Difference Between Cognitive and Behavioral Psychology Compare the Difference Between Similar Terms Nutrition and dieteticsNone 17 Milk oils and other food production notes Nutrition and dieteticsNone 2 Commonly used equipment in enteral feeding and parenteral Nutrition and dieteticsNone fruits vegetables, meats, dairy products, fats sweets . Main energy source should come dairy products, dried or fresh fruits, wholemeal biscuits, unsweetened soy bean milk."}
{"text": "Food can be packed in a plastic box for easy transport to avoid crushing damage. Download AI Quiz 00 SaveShare Document continues below Discover more from: Nutrition and dieteticsDND 2204 Thika School of Medical and Health Sciences 36 documents Go to course 6 Steps OF DIET Planning questions Nutrition and dietetics100 2 55 Tsmhs Nutrition Intervention IN Hivaids Module Nutrition and dieteticsNone 1 What Is Behavioral Psychology With Duties and Specialties Indeed Nutrition and dieteticsNone 1 Difference Between Cognitive and Behavioral Psychology Compare the Difference Between Similar Terms Nutrition and dieteticsNone 17 Milk oils and other food production notes Nutrition and dieteticsNone 2 Commonly used equipment in enteral feeding and parenteral Nutrition and dieteticsNone fruits vegetables, meats, dairy products, fats sweets .Main energy source should come dairy products, dried or fresh fruits, wholemeal biscuits, unsweetened soy bean milk. Company About Us Ask AI Studocu World University Ranking 2023 E-Learning Statistics Doing Good Academic Integrity Jobs Blog Dutch Website Contact Help F.A.Q. Contact Newsroom Legal Terms Privacy Policy Cookie Statement View our reviews on Trustpilot English Rest of the World Copyright 2023 StudeerSnel B.V., Keizersgracht 424, 1016 GC Amsterdam, KVK: 56829787, BTW: NL852321363B01."}
{"text": "Strand 1.1: Foundations of Pre-Technical Studies - Fire and Data SafetyLesson 1: Understanding Fire CausesCauses of Fire:Flammable Substances:Chemicals: Used in laboratories e.g., solvents, fuels . Common Materials: Such as paper, wood, fabric, and oily rags. Gases: Like propane and butane used in workshops. Lesson 2: Preventing FirePreventing Fires:Proper Storage:Flammable materials stored in designated areas with proper ventilation. Separate storage for different types of materials to prevent chemical reactions. Regular Maintenance:Checking electrical equipment for wear and tear, frayed wires, or damaged plugs. Ensuring machinery is well-lubricated to prevent overheating. Safety Protocols:Clearing workspaces from unnecessary clutter to reduce fire hazards. Displaying and following emergency evacuation plans. Lesson 3: Firefighting TechniquesFirefighting Techniques:Cooling:Using water hoses or fire extinguishers to cool down the flames. Emergency showers for individuals with chemical burns. Smothering:Utilizing fire blankets to cover flames and cut off their oxygen supply. Deploying foam-based fire suppressants to smother liquid fires. Interrupting:Using fire extinguishers with appropriate agents for different fire types e.g., ABC fire extinguishers . Explanation: ABC fire extinguishers are versatile and effective for three classes of fires - A ordinary combustibles , B flammable liquids , and C electrical fires . Lesson 4: Data Threat AnalysisThreats to Data:Malware:Viruses, including trojans, worms, spyware, ransomware, and adware. Phishing: Attempts to trick individuals into revealing sensitive information through fake emails or websites. Hacking:Unauthorized access by individuals seeking to manipulate or steal data. Data breaches where sensitive information is accessed without permission. Data Corruption:Software bugs causing unexpected errors and data loss. Hardware failures, such as a malfunctioning hard drive leading to data corruption. Lesson 5: Securing Electronic DataSecuring Data:Use Strong Passwords:Combine uppercase and lowercase letters, numbers, and symbols e.g., P ssw0rd . Avoid easily guessable passwords, like \"password\" or \"123456.\"Regularly Back Up Data:Use external devices like USB drives, external hard drives, or cloud services e.g., Google Drive . Schedule automatic backups to ensure consistent data protection."}
{"text": "Lesson 5: Securing Electronic DataSecuring Data:Use Strong Passwords:Combine uppercase and lowercase letters, numbers, and symbols e.g., P ssw0rd . Avoid easily guessable passwords, like \"password\" or \"123456.\"Regularly Back Up Data:Use external devices like USB drives, external hard drives, or cloud services e.g., Google Drive . Schedule automatic backups to ensure consistent data protection. Install and Update Antivirus Software:Choose reputable antivirus software and keep it up-to-date to guard against new threats. Enable real-time scanning for continuous protection. Lesson 6: Hands-On ApplicationHands-On Application:Creating a Strong Password:Utilize a mix of letters, numbers, and symbols to enhance complexity. Avoid personal information, like birthdays or names, to strengthen security. Backing Up Important Files:Use external hard drives, USB drives, or cloud services like Dropbox, OneDrive, or iCloud. Regularly review and update the backup strategy based on evolving needs. Running an Antivirus Scan:Schedule regular scans to detect and remove potential threats automatically. Perform manual scans after downloading new files or visiting unfamiliar websites. Key Inquiry QuestionsImportance of Fire Safety:Protect Lives and Property:By preventing injuries, fatalities, and damage to structures. Avoid Disruptions in Work Environments:Ensuring uninterrupted workflow and maintaining productivity. Prevent Injuries and Ensure a Safe Working Atmosphere:Fostering a secure and comfortable workplace for all individuals. Strand 1.0: Foundations of Pre-Technical StudiesSub Strand 1.2: Computer Hardware 11 lessons Lesson 1: Introduction to Computer HardwareComputer Hardware:Physical parts of a computer system, including tangible components that can be touched and seen. Explanation: Computer hardware comprises the physical elements that make up a computer, allowing it to function. These components include devices such as keyboards, monitors, hard drives, and more. Lesson 2: Categories of Computer HardwareInput Devices:Keying devices e.g., keyboards . Pointing devices e.g., mice, trackpads . Scanning devices e.g., scanners . Voice input devices e.g., microphones . Touchscreen and digitizer. Digital cameras. Output Devices:Hardcopy e.g., printers . Softcopy e.g., monitors, speakers . Storage Devices:Fixed e.g., hard disk drives, SSDs . Removable e.g., USB drives, external hard drives ."}
{"text": "Softcopy e.g., monitors, speakers . Storage Devices:Fixed e.g., hard disk drives, SSDs . Removable e.g., USB drives, external hard drives . Input devices get data, output devices display information, and storage devices save data. Lesson 3: Categories DiscussionGroup Discussion Outcomes:Identify scenarios where voice input devices are more suitable than keying devices. Discuss real-world applications of storage devices in various industries. Explanation: Engaging in group discussions helps explore diverse perspectives and understand practical applications of different hardware categories. Lesson 4: Matching Devices to CategoriesMatching Activity:Associate hardware devices with categories. Ensure clear understanding of input, output, and storage devices. Explanation: This hands-on activity reinforces the connection between specific devices and their respective hardware categories. Lesson 5: Task Performance Using HardwareHands-On Experience:Use input devices for data entry. Generate output using devices. Save and retrieve data from storage devices. Explanation: Performing tasks with various hardware devices enhances practical skills and demonstrates how these components work together. Lesson 6: Importance of Computer HardwareImportance Discussion:Discuss how computer hardware enhances user experiences. Recognize the integral role of hardware in performing tasks. Explanation: Recognizing the importance of computer hardware encourages an appreciation for its role in making technology functional and user-friendly. Top of FormStrand 1: Foundations of Pre-Technical Studies - Substrand 1.3: Consumer and Investor ProtectionLesson 1: Importance of Consumer and Investor ProtectionObjective: Explain the importance of consumer and investor protection in Kenya. Importance of Protection:Safeguarding the rights of consumers and investors is crucial for a fair and just marketplace. Building trust and confidence in economic activities is achieved through effective protection measures. Examples:Consumer protection ensures fair pricing, quality products, and ethical business practices. Investor protection fosters confidence in financial markets, encouraging investment and economic growth. Lesson 2: Analyzing Protection Mechanisms in KenyaObjective: Analyze ways in which consumers and investors are protected in Kenya. Regulatory Mechanisms:Laws and policies ensure fair trade and protect against fraud. The Competition Authority of Kenya enforces competition laws for fair market practices. Institutional Protection:Government bodies like the Capital Markets Authority regulate financial markets for stability. The Central Bank of Kenya protects consumers and investors by ensuring financial system integrity. Examples:Consumer Protection Laws:The Consumer Protection Act safeguards consumers from deceptive and unfair trade practices."}
{"text": "Institutional Protection:Government bodies like the Capital Markets Authority regulate financial markets for stability. The Central Bank of Kenya protects consumers and investors by ensuring financial system integrity. Examples:Consumer Protection Laws:The Consumer Protection Act safeguards consumers from deceptive and unfair trade practices. It addresses issues like product safety, misleading advertising, and unfair contract terms to protect consumer rights. Capital Markets Act:The Capital Markets Act empowers regulators to protect investors through various mechanisms. Regulators can license and supervise market intermediaries like brokers and investment advisors to ensure ethical standards. Ways in which the Capital Markets Act Empowers Regulators to Protect Investors:Licensing and Supervision: Regulators can license and supervise market intermediaries to ensure adherence to ethical standards without compromising investor interests. Market Surveillance: Regulators can use advanced surveillance systems to monitor and detect market manipulation, insider trading, and other fraudulent activities. Enforcement of Disclosures: Companies are mandated to provide accurate and timely information to the public. Regulators enforce these requirements to ensure investors have access to essential information for informed decision-making. Investor Education: Regulators implement educational programs to empower investors with knowledge, helping them make informed investment decisions without falling victim to scams or unethical practices. Market Integrity: The Act enables regulators to maintain market integrity by preventing and investigating any form of market abuse, ensuring a fair and transparent trading environment. Lesson 3: Government Financial RegulatorsObjective: Explore the Government financial regulators in Kenya. Institutional Roles:Government bodies like the Capital Markets Authority regulate financial markets. The Central Bank of Kenya ensures stability and protects the interests of consumers and investors. Examples:Capital Markets Authority CMA :Regulates securities to protect investors by ensuring fair, efficient, and transparent capital markets. Enforces rules on disclosure, preventing insider trading, and promoting market integrity. Central Bank of Kenya CBK :Protects consumers through monetary policy and financial stability. Manages inflation to ensure price stability, safeguarding the purchasing power of consumers. Maintains a stable banking sector, ensuring the safety of deposits and protecting consumers' financial interests. Lesson 4: Protecting Oneself from ExploitationObjective: Protect oneself from exploitation. Practical Strategies for Protection:Be an informed consumer; verify product information before making purchases. Read and understand contracts thoroughly before entering into transactions to avoid exploitation. NGO Involvement:Non-Governmental organizations like the Consumer Federation of Kenya advocate for consumer rights."}
{"text": "Practical Strategies for Protection:Be an informed consumer; verify product information before making purchases. Read and understand contracts thoroughly before entering into transactions to avoid exploitation. NGO Involvement:Non-Governmental organizations like the Consumer Federation of Kenya advocate for consumer rights. Ways NGOs Protect Consumers:Legal Advocacy: NGOs may engage in legal actions to challenge unfair business practices on behalf of consumers. Public Awareness Campaigns: NGOs conduct campaigns to educate the public about their rights, empowering them to make informed choices. Policy Advocacy: NGOs work towards influencing policies that enhance consumer protection laws and regulations. Consumer Helplines: Provide platforms for consumers to report grievances and seek advice, ensuring a responsive mechanism for dispute resolution. Critical Thinking Questions:Why does the Government protect consumers and investors? Government intervention ensures fairness, transparency, and stability in the marketplace, fostering economic growth. How do consumers protect themselves from exploitation by traders? By being informed, verifying information, and understanding their rights, consumers can avoid falling victim to unfair practices. Strand 2: CommunicationSubstrand 2.1: Business CommunicationLesson 1: Importance of Business CommunicationObjective: Understand the importance of business communication. Business Communication:Business communication refers to the exchange of information within and outside an organization to facilitate its operations and success. Examples:Intra-organizational communication involves emails, memos, and meetings. External communication includes advertisements, press releases, and social media. Critical Thinking Questions:Why is business communication important? Business communication is crucial for effective operations, information sharing, and success. Lesson 2: Selecting Channels of CommunicationObjective: Learn to choose appropriate communication channels. Factors for Selection:Urgency:Consider how quickly the information needs to be conveyed. Urgent matters may require immediate channels like phone calls or face-to-face meetings. Confidentiality:Determine the sensitivity of the information. Private matters might demand more secure channels such as encrypted emails. Nature of the Message:Assess the type of information being communicated. Complex details may be better suited for written channels like emails, while simple updates could use instant messaging. Case Study Analysis: Ethical and Unethical Practices in Business CommunicationEthical Practices:Clear Communication:Providing accurate and transparent information. For example, clearly stating product specifications in advertising materials. Respect for Privacy:Protecting sensitive information and respecting privacy. For instance, ensuring customer data is securely handled. Honesty:Providing truthful and unbiased information."}
{"text": "Respect for Privacy:Protecting sensitive information and respecting privacy. For instance, ensuring customer data is securely handled. Honesty:Providing truthful and unbiased information. An example is transparently communicating any potential delays in project timelines. Professionalism:Maintaining a professional tone and demeanor in written and verbal communication. For example, using formal language in official documents and meetings. Unethical Practices:Misleading Information:Providing false or misleading information to gain an advantage. For instance, exaggerating product features in marketing. Bullying or Harassment:Using communication to intimidate or harm others. An example is sending threatening messages to colleagues. Lack of Transparency:Withholding crucial information to manipulate perceptions. For example, not disclosing potential risks to investors. Plagiarism:Presenting someone else's work or ideas as one's own. This could involve copying a competitor's marketing strategy without attribution. Debates:Engage in debates on the importance of ethical practices in communication. Critical Thinking Questions: 2. How do people communicate in a business environment? Through various channels like emails, meetings, advertisements, and official documents. Substrand 2.2: Plain Scale DrawingLesson 3: Plain Scale Drawing FundamentalsObjective: Understand and apply plain scale drawing skills. Plain Scale Drawing:Involves creating accurate representations of objects or spaces using a uniformly divided scale. Essential for architects, engineers, and designers for precise communication of measurements. Features of a Plain Scale:Evenly spaced divisions representing specific measurements. Numerical scale and markings indicating units of measurement. Importance of Drawing Figures to Scale:Ensures accurate representation of objects in drawings. Facilitates clear communication of design and dimensions. Prevents misunderstandings and errors in construction or manufacturing. Visual Aids and Practical Exercises:Use drawing instruments to construct a plain scale. Practice drawing plane figures to a given plain scale. Additional Points:Precision in Design:Enables precise design and planning in architecture and engineering. Standardization:The use of standard scales ensures consistency and compatibility. Critical Thinking Questions:What is the importance of drawing figures to scale? Drawing to scale ensures accuracy in representing objects and designs. Why are plane figures drawn to scale? Drawing to scale facilitates clear communication of design and dimensions. Substrand 2.3: Visual ProgrammingLesson 4: Introduction to Programming and Visual ProgrammingObjective: Understand the basics of programming and visual programming. Programming:Creating sets of instructions that computers can understand and execute. Allows automation of tasks and application development."}
{"text": "Expected Outcome:Understanding how the combination of different materials enhances properties. General Properties of Composite Materials:High strength-to-weight ratio:Meaning: These materials are strong but not heavy. Resistance to corrosion:Meaning: They do not easily corrode or deteriorate. Versatility in applications:Meaning: Can be used in various ways due to their adaptability. Lesson 3: Uses of Composite Materials in the LocalityObjective: Relate composite materials to their use in a work environment. Additional Examples of Composite Materials:Kevlar composites Kevlar fibers, resin . Metal matrix composites. Expected Outcome:Understanding diverse applications in construction, manufacturing. Uses and Importances:Fiberglass:Uses:Boat construction, aircraft components. Importance:High strength, lightweight. Plywood:Uses:Furniture, construction. Importance:Structural stability, flexibility. Kevlar Composites:Uses:Bulletproof vests, sports equipment. Importance:High tensile strength. Lesson 4: Acknowledging the Importance of Composite MaterialsObjective: Acknowledge the importance of composite materials used in the locality. Core Competency Development:Enhance communication and collaboration skills. Values Emphasis:Promote the value of peace by respecting diversity. Pertinent and Contemporary Issues:Emphasize online safety when exploring information on composite materials. Link to Other Subjects:Relate concepts to non-metals in Integrated Science. Substrand 3.2: Ceramic MaterialsLesson 5: Identifying Ceramic MaterialsObjective: Identify common ceramic materials in the locality. Ceramic Materials:Materials made through the process of firing or baking materials like clay. Examples:Pottery, ceramic utensils, glass, shells. Porcelain, earthenware, stoneware. Ceramic Firing Process:Baking Method: Ceramics are baked in a special oven called a kiln. Critical Thinking Question:How can ceramic materials be identified? Recognizable by the firing or baking process, often visible in their appearance. Lesson 6: Physical Properties of Ceramic MaterialsObjective: Describe the physical properties of ceramic materials. Investigation:Investigate physical properties of ceramic materials. Additional Physical Properties:Hardness, electrical insulation, durability. Brittle in nature easily breaks when force is applied . Expected Outcome:Understanding the significance of ceramic materials in various applications. General Properties of Ceramic Materials:High melting points:Meaning: They require high temperatures to melt."}
{"text": "Brittle in nature easily breaks when force is applied . Expected Outcome:Understanding the significance of ceramic materials in various applications. General Properties of Ceramic Materials:High melting points:Meaning: They require high temperatures to melt. Excellent thermal and electrical insulation:Meaning: They are good at resisting heat and electricity. Hard and brittle:Meaning: They are tough but easily breakable. Lesson 7: Matching Ceramic Materials to Their UsesObjective: Use a chart to match ceramic materials to their uses in the work environment. Examples of Matching:Pottery: Decorative items, storage containers. Glass: Windows, containers, tableware. Porcelain: Dinnerware, decorative items. Expected Outcome:Practical understanding of how different ceramic materials serve specific purposes. Uses and Importances:Pottery:Uses:Decorative items, storage containers. Importance:Heat resistance, aesthetic appeal. Glass:Uses:Windows, containers, tableware. Importance:Transparency, versatility. Porcelain:Uses:Dinnerware, decorative items. Importance:Elegant appearance, durability. Strand 4: Tools and ProductionSubstrand 4.1: Cutting ToolsLesson 1: Identifying Cutting ToolsObjective: Learn to identify cutting tools used in the work environment. Cutting Tools:Instruments designed for cutting materials. Examples:Snips cutting thin materials like wires , chisels cutting and shaping wood , handsaws cutting wood , planes smoothing wood , hacksaws cutting metal , scrapers removing material from surfaces , knives cutting various materials , strippers removing insulation from wires , cutters cutting various materials . Critical Thinking Question:Why should cutting tools be cared for? Ensures longevity, safety, and optimal performance. Lesson 2: Selecting Cutting Tools for TasksObjective: Select cutting tools for given tasks in a workplace. Discussion:Discuss the use of cutting tools in the work environment. Learning to Learn:Acquire the skill of working collaboratively when discussing cutting tool use. Lesson 3: Observing Cutting Tool UseObjective: Use audio-visual aids to observe the use of cutting tools in the work environment. Audio-Visual Aids:Videos and images demonstrating safe and efficient use. Lesson 4: Demonstrating Safe Use of Cutting ToolsObjective: Demonstrate safe use of cutting tools to perform specific tasks. Critical Thinking and Problem Solving:Acquire evaluation and decision-making skills during demonstrations."}
{"text": "Audio-Visual Aids:Videos and images demonstrating safe and efficient use. Lesson 4: Demonstrating Safe Use of Cutting ToolsObjective: Demonstrate safe use of cutting tools to perform specific tasks. Critical Thinking and Problem Solving:Acquire evaluation and decision-making skills during demonstrations. Lesson 5: Performing Tasks Using Cutting ToolsObjective: Carry out given tasks using cutting tools. Practical Application:Application of learned skills in real-life scenarios. Lesson 6: Maintaining and Storing Cutting ToolsObjective: Learn to care for cutting tools in the work environment. Caring for Cutting Tools:Keep tools clean and dry. Regularly oil moving parts. Sharpen blades as needed. Store in a designated place. Use the right tool for the right job. Discussion:Discuss the importance of maintaining and storing cutting tools. Values:Emphasize responsibility in observing safety precautions. Lesson 7: Acknowledging the Importance of Cutting ToolsObjective: Recognize the importance of cutting tools in the work environment. Pertinent and Contemporary Issues:Emphasize safety when demonstrating the use of cutting tools. Link to Other Subjects:Relate the use of cutting tools to farm and kitchen tools in Agriculture and Nutrition. Substrand 4.2: Production UnitLesson 8: Explaining Factors in Locating a Production UnitObjective: Explain the factors considered when locating a production unit. Definition:A production unit is a facility or space where goods or services are produced or provided. Factors Influencing Location of Production Unit:Accessibility:Proximity to transportation for the movement of goods and services. Market Proximity:Nearness to the target market for easy distribution. Resource Availability:Availability of raw materials and resources. Labor Force:Accessibility to skilled or available labor. Infrastructure:Presence of necessary infrastructure like power and water supply. Lesson 9: Analyzing Factors Determining Production Unit SizeObjective: Analyze the factors determining the size of a production unit. Factors Determining Production Unit Size:Market Demand:Adjusting size based on market needs and demand. Resource Availability:Utilizing available resources efficiently. Technology:Incorporating technology for increased production efficiency. Economies of Scale:Achieving cost advantages with increased production. Financial Considerations:Available budget and financial feasibility. Lesson 10: Locating a Production Unit in a Suitable AreaObjective: Locate a production unit in a suitable area. Research Outcome:Identify suitable areas based on factors affecting the location of a production unit."}
{"text": "Financial Considerations:Available budget and financial feasibility. Lesson 10: Locating a Production Unit in a Suitable AreaObjective: Locate a production unit in a suitable area. Research Outcome:Identify suitable areas based on factors affecting the location of a production unit. Lesson 11-15: Application of Knowledge in Practical ScenariosObjective: Apply knowledge gained in real-life situations. Practical Scenarios:Engage in hands-on activities related to locating and assessing production units. Examples of Production Units:Posho Mill:Location influenced by proximity to a community, accessibility to maize, and power supply. Salon:Located where the target market, typically residential areas, is easily accessible. Barber Shop:Positioned in areas with high foot traffic for increased visibility and accessibility. Welding Workshop:Located in an industrial area with ample space and proximity to raw materials. Cybercaf :Situated where there is demand for internet services, often in commercial or educational hubs. Strand 5: EntrepreneurshipSubstrand 5.1: BookkeepingLesson 1: Understanding Basic Terms in BookkeepingBookkeeping:Explanation: Bookkeeping is the systematic recording, organizing, and storing of financial transactions in a business. Key Terms:Transactions:Explanation: Business activities that involve money. Financial Statements:Explanation: Documents summarizing the financial activities of a business. Assets:Explanation: Resources owned by a business, such as cash, inventory, or property. Liabilities:Explanation: Debts or obligations a business owes to external parties. Equity:Explanation: The residual interest in the assets of the entity after deducting liabilities. Capital:Explanation: The owner's investment in the business; the difference between assets and liabilities. Lesson 2: Importance of Bookkeeping for a BusinessImportance:Provides financial clarity. Assists in decision-making. Ensures legal compliance. Lesson 3: Calculating Assets, Liabilities, and CapitalEquation:Assets Liabilities Capital. Example:Calculated Asset: If a business has ksh10,000 in the bank asset , owes ksh2,000 to suppliers liability , then the capital is ksh8,000. Lesson 4: Case Study Analysis of Cash and Credit TransactionsCase Study:Example scenarios differentiating between cash and credit transactions. Lesson 5: Costing, Pricing, and Profit CalculationCosting and Pricing:Costing:Explanation: The process of determining the expenses involved in producing a product or service."}
{"text": "Example:Calculated Asset: If a business has ksh10,000 in the bank asset , owes ksh2,000 to suppliers liability , then the capital is ksh8,000. Lesson 4: Case Study Analysis of Cash and Credit TransactionsCase Study:Example scenarios differentiating between cash and credit transactions. Lesson 5: Costing, Pricing, and Profit CalculationCosting and Pricing:Costing:Explanation: The process of determining the expenses involved in producing a product or service. Pricing:Explanation: Setting a selling price for a product or service. Financial Aspect of Product Pricing:Calculating costs, determining a competitive price, and ensuring profitability. Lesson 6: Components of Financial StatementsComponents:Statement of Financial Position:Assets, liabilities, and equity. Cash Flow Statement:Inflows and outflows of cash. Income Statement:Revenue, expenses, and profit. Lesson 7: Drawing Simple Financial StatementsPractical Application:Creating visual representations using learned concepts. Substrand 5.2: Income and BudgetingLesson 8: Sources of Income for an IndividualSources of Income:Employment salary, business profits, rental income, dividends, etc. Lesson 9: Importance of BudgetingImportance:Ensures financial discipline. Facilitates goal achievement. Minimizes overspending. Lesson 10: Wise Spending and Budget PreparationWise Spending:Prioritize needs over wants. Look for discounts and deals. Budget Preparation:Budgeting:Explanation: The process of creating a plan for how to spend money. Importance of Budgeting:Ensures financial discipline. Facilitates goal achievement. Minimizes overspending. Lesson 11: Ethical and Unethical Practices in Income and BudgetingEthical Practices:Honest reporting, responsible spending. Unethical Practices:Fraudulent reporting, overspending. Substrand 5.3: Marketing of Goods and ServicesLesson 12: Meaning and Importance of MarketingMarketing:Explanation: Marketing involves promoting, selling, and distributing goods or services. Importance:Increases brand visibility. Attracts potential customers. Boosts sales. Lesson 13: Sources of Information about the MarketInformation Sources:Market research reports, customer feedback, sales data. Lesson 14: Factors in Selecting a Suitable MarketFactors in Selecting a Suitable Market:Geographic location, target demographics, competition, consumer behavior."}
{"text": "Boosts sales. Lesson 13: Sources of Information about the MarketInformation Sources:Market research reports, customer feedback, sales data. Lesson 14: Factors in Selecting a Suitable MarketFactors in Selecting a Suitable Market:Geographic location, target demographics, competition, consumer behavior. Lesson 15: ICT Tools in MarketingDigital Tools:Examples: Social media platforms, email marketing, search engine optimization. Substrand 5.4: Saving and InvestmentLesson 16: Reasons for Saving and InvestmentReasons:Wealth accumulation, financial security, future planning. Lesson 17: Methods of Saving and InvestmentMethods:Saving accounts, fixed deposits, mutual funds, real estate. Lesson 18: Creating a Simple Saving and Investment PlanPractical Exercise:Creating a personalized financial plan with specific goals. Lesson 19: Ethical and Unethical Practices in Saving and InvestingEthical Practices:Transparent reporting, responsible investing. Unethical Practices:Fraudulent schemes, risky investments. Lesson 20: Researching Ethical and Unethical PracticesResearch Outcome:Identifying and understanding ethical and unethical practices in saving and investment. Top of FormTop of FormTop of Form."}
{"text": "GRADE 8 RATIONALIZED INTEGRATED SCIENCELESSON NOTES COMPLETESTRAND 1- MIXTURES, ELEMENTS AND COMPOUNDS. ELEMENTS AND COMPUNDSMeaning of Atoms, Elements, molecules and Compounds. Matter is anything that occupies space and has mass. Matter is composed of pure substances and mixtures. The pure substances are can be element and compounds while the mixtures can either be uniform or non-uniform. An element is a substance that cannot be decomposed into simpler substances by chemical or physical means. An element is a pure substance which cannot be made simpler using chemical means. Elements are the building blocks of matter. Everything around is made up of an element or elements. An element is made of atoms. Atoms of the same element are identical. A compound is pure substance that consists of atoms of two or more elements that are chemically joined together. Compounds are formed when atoms of different elements react. Compounds can be broken down into elements through chemical reactions. Sodium and chlorine are elements that combine chemically to form sodium chloride which is a compound. Relating common elements to their symbols. Pure substances either elements or compounds has a unique name and symbol. A symbol is a sort -hand notation for the chemical name of an element. Chemical symbols are used instead of names by scientists because they are much easier, convenient and universally recognized. Compounds are represented by a chemical formula. A chemical symbol is usually derived from first letter of the English name of the element. It is also derived from Latin name of the element. For example,H is the chemical symbol of hydrogen. O is the chemical symbol of Oxygen. K is the chemical symbol of potassium. For potassium the K is derived from Latin word Kalium. Some elements might start with same first letters, such as Carbon, Calcium, Chlorine and Copper have their names starting with letter C, therefore letter C can not be used to represent all of them as chemical symbol. The first letter C is assigned to represent Carbon, while the rest of the elements are assigned two letters from their name as follows. Carbon represented by C. Calcium represented by Ca. Chlorine represented by ClCopper represented by Cu from Latin word cuprumThe first letter of a symbol is always capitalized, while the second letter is written in small letters. Compounds are combinations of two or more elements."}
{"text": "Calcium represented by Ca. Chlorine represented by ClCopper represented by Cu from Latin word cuprumThe first letter of a symbol is always capitalized, while the second letter is written in small letters. Compounds are combinations of two or more elements. A chemical formula is an expression that shows the elements in a compound and the relative proportions of those elements. Water is composed of Hydrogen and Oxygen in the ration 2:1. The chemical formula of water is H2O. Sodium chloride also called common salt is composed of Sodium and Chlorine in the ration 1:1. The chemical formula for Sodium chloride is NaCl. Application of common elements in our day-to-day life. Food nutrients are chemical compounds found in foods. These nutrients are used by the body to function properly and maintain health. Examples of food nutrients include:Proteins. Fats. Carbohydrates. Vitamins. Mineral salts. Food nutrients are made up o various elements such as: carbon, hydrogen, oxygen and nitrogen. Various food sources that contain various elements. Plants receive water, mineral and other nutrients from the soil which are carried to the other parts of the plantThere are various mineral elements present in the soil that are absorbed by the roots of plants. The following are some of the important mineral elements required by plants:Phosphorus magnesium they are essential for the growth, development and reproduction of the plant. Potassium increases the quality of fruits and vegetables. Various elements are used in manufacture of different toiletries that we use in day-to-day life. Some toiletries, for example toothpaste contains flouride compounds to prevent tooth decay while soaps and detergents contain a compound of potassium. Importance of various elements and compounds. Gold:Gold is a precious metal. It is widely used to make jewellery as it is fairly soft and easy to work with. It is attractive in appearance and neither rust or discolours. Silver:It is a precious metal. It is used in making jewellery but it tends to discolour. It is also used in making cutlery, teapots and medals. Iron:It is one of the most useful metals. It is strong, can be sharpened and it is easy to work with. Many items are made of iron or steel. Steel is a combination of iron and carbon. Steel is important in construction. Gold and silver:They are precious metals elements that occur naturally and have high market value."}
{"text": "Steel is a combination of iron and carbon. Steel is important in construction. Gold and silver:They are precious metals elements that occur naturally and have high market value. In some cases, Gold and silver can be used as currency. In other cases, these precious metals have various uses such as in electronics, medical technology and awards therefore gold and silver valuable to many businesses. Gold is more valuable because it is rare than silver. Information on Packaging labels. Substances purchased contain various elements that are part of ingredients. The elements present are usually indicated in the information found on the packaging labels. Few examples are given below. Toothpaste- contains sodium flouride, zinc sulphate and sodium hydroxide. Body lotion contains sodium hydroxide and other compoundsLiquid handwash contains sodium chloride. Baking powder contains sodium hydroxide carbonate. Curry powder contains sodium. Tomato source contains a compound of sodium. Margarine-contains a preservative that is a compound of potassium. Beef cubes-contains a compound of iron and a compound of sodium. Bottled water-contains calcium, sodium, potassium, magnesium and other common elements. 1.2 -Physical and Chemical changes. Matter is anything that occupies space and has mass. All solids, liquids and gases are made up of matter. The three states of matter have different physical properties. These properties depend on intermolecular forces. Intermolecular forces are forces that hold the particles of matter together. Properties of different states of matter. Solids have a definite shape which does not change on its own unless use of external forces such as breaking it into smaller pieces. For example, when a stone is place on a table, or a plate or a tin, it does not change its shape according to the item it is place in or on. A liquid has no definite shape. That means a liquid changes its shape to take the shape of the container or vessel in which it is put. A liquid also changes its shape when spilled on the floor. For example, when a liquid id poured in two different containers, the liquid will display two different shapes that resemble or are similar to the container they are placed in. This means liquids lack a definite shapeGases-a gas has no definite shape. A gas changes its shape to look like that of container in which it is held in. For example, when a balloon is inflated with air, the air inside takes the shape of the balloon."}
{"text": "This means liquids lack a definite shapeGases-a gas has no definite shape. A gas changes its shape to look like that of container in which it is held in. For example, when a balloon is inflated with air, the air inside takes the shape of the balloon. Solids, liquids and gases are different in terms of their volumes. Solids. When a solid is totally immersed in a liquid, the volume of the displace liquid is equivalent, equal to the volume of the solid. The volume of the stone remains the same when place in two different measuring cylinders. Therefore, solids have a definite shape. Liquids. The volume of water poured in a measuring cylinder remains unchanged even when it is transferred from one measuring cylinder to other measuring cylinders of different capacities. For example, if you pour 30ml of water in a 50mli measuring cylinder, its reading will be 30ml. If the same water is transferred to a 100ml measuring cylinder, the reading will still remain 30ml. Therefore, liquids have a definite shape just like solids. Gases. A given mass of a gas can occupy different volumes in different containers. This is an indication that gases, do not have a fixed volume. Solids, liquids and gases are different in terms of their Compressibility. Compressibility is the ability of a substance to be reduced in volume or size by applying force or pressure on it. Compressibility can also be defined as how much a given volume of matter decreases when pressed. When a bottle id filled with air, it can easily be squeezed compared to one filled up with water. If the two are replaced with sand, we cannot squeeze the bottle anymore. This experiment proves that gases are highly compressible, liquids have little compressibility while solids are incompressible. Occupies entire volume of container. Their particles move freely because the intermolecular forces are very weak. This makes particles to move far apart from each other and can be brough closer when pressure is applied. This is the reason gases are highly compressible. Their properties lie between those of gases and solids. Their intermolecular forces in liquids are weaker than in solids but stronger than in gases. The particles in liquids do not move freely as in gases, therefore, it is difficult to compress liquids since the liquid particles can move but keep same volume. Particles in solids are very close to each other closely packed and the intermolecular forces between the particles are very strong."}
{"text": "Their intermolecular forces in liquids are weaker than in solids but stronger than in gases. The particles in liquids do not move freely as in gases, therefore, it is difficult to compress liquids since the liquid particles can move but keep same volume. Particles in solids are very close to each other closely packed and the intermolecular forces between the particles are very strong. The strong forces keep the particles in fixed position. This is the reason why solids are hard, firm and rigid. Therefore, solids are incompressible. C. Solids, liquids and gases are different in terms of their ability to flow. Particles in liquids can move from one place to another, therefore, a liquid can flow and change shape. This makes liquids such as water to flow from a tap to fill a jar or a bucket. This is applied when pouring tea in a cup. Solids have particle that do not move therefore solids cannot flow. Gases have freely moving particles which can be moved from an area. For example, when you breathe, you force air gas into and out of your lungs. This is an indication that gas flow in and out of the body. This is also applied when cooking gas flows from the gas cylinders to the burners when cooking. Therefore, liquids and gases can flow while solids cannot flow. Summary of properties of different states of matter. Pure and Impure substances. When two pure substances are mixed together, they form a mixture. A mixture is an impure substance. Therefore, a pure substance is any material that is not a mixture at all. The melting and boiling points of pure and impure substances can be determined. Melting point of pure substances Ice . It is the temperature at which a solid change into liquid state. The melting point of ice is the temperature at which ice is converted from its solid state to its liquid state. Heat from a heat source is used to melt the ice. The thermometer helps to note the temperature at which the ice melts. After the initial and final readings are taken, it will be observed that once the ice attained its melting temperature 0oC , the temperature remains the same until all the ice is converted into liquid state. Pure solids have specific melting points. Therefore, it means that ice is a pure substance. Melting point of Impure substances Candle wax . The melting point of candle wax is the temperature at which the solid materials turns into liquid by heating it ."}
{"text": "Therefore, it means that ice is a pure substance. Melting point of Impure substances Candle wax . The melting point of candle wax is the temperature at which the solid materials turns into liquid by heating it . The melting point of candle wax ranges between 46oC to 68 oC. Therefore, it means that candle wax is an impure substance. Impure substances do not have specific melting points. The presence of impurities affects the melting point of the substances. Determining Boiling points of Pure and Impure substances. Procedure for the experiment above. Put about 10cm3 of distilled water on a boiling tube. Close the tube with a stopper that has two holes. Pass a thermometer through one hole. Immerse the thermometer bulb into the water. Push and L shaped tube through the other hole as shown above. Heat the apparatus using a small flame. Observe the changes in temperature and record your observations. Cool the apparatus and remove the stopper. Add a spoonful of salt to some water stir to dissolve all the salt to form a salty water solution. Repeat the above experiment using a salty water solution in place of pure distilled water. Observe changes in temperature, record your observation. What conclusion have you made. At what temperature does water pure water boil? At what temperature does water with dissolved salt impure water boil Compare your observations. Observations and conclusion Explanation. When distilled water is heated, the temperature of the water rises to about 100oC. After this, the temperature remains constant not changing for some time. The heat absorbed changes liquid water into water vapour or steam. Pure water has a definite or specific boiling point. Salty impure water has a range of boiling temperatures above 100oC. Impurities cause a rise in temperatures of the boiling point of liquids. The greater the impurities in the given solution, the higher the boiling point. Therefore, we can use the boiling point to determine the purity of a liquid. Temporary and Permanent Changes in SubstancesTemporary Physical changes. Experiment to demonstrate physical change. Requirements:A pair of tongs. An iron pin. A source of heat such as burning candle or Bunsen burner and writing materials. Procedure:Hold iron pin using a pair of tongs over a burning flame from either a candle or Bunsen burner for sometime. Remove the pin from the flame after noticing any changes you can observe."}
{"text": "A source of heat such as burning candle or Bunsen burner and writing materials. Procedure:Hold iron pin using a pair of tongs over a burning flame from either a candle or Bunsen burner for sometime. Remove the pin from the flame after noticing any changes you can observe. Observations, Explanation conclusion. Iron pin becomes red-hot when heated. After sometime the iron pin regains its original colour on cooling. This indicates that the iron pin went through a temporary change on heating. Any change in properties such as shape, size, colour and state of a substance is called a physical change. Physical changes are reversible. When a change is reversible is said to be temporary. This is demonstrated when the heated red-hot iron pin regains its original colour after cooling. Temporary chemical changesExperiment to demonstrate temporary chemical changes. Requirements:Safety googles. Two test tubes. Delivery tube right-angled Beaker 250ml . Bunsen burner. Clamp. Stand. 5g of hydrated copper II sulphate. Procedure:- Put 5g of powdered blue hydrated copper II sulphate in the test tube. -. Set up the experiment as shown below. Heating blue hydrated copper II sulphateObservation, Explanation and Conclusion. When blue hydrated copper II sulphate is heated in the test tube as show above, it turns colour from blue to white. This because it loses water which was making it hydrated. After losing water, it become white anhydrous copper II sulphate. When water is added to the white anhydrous copper II sulphate, it turns back to its original blue colour. The chemical change that had occurred is reversed. Some chemical changes are therefore temporary and can be reversed easily. These changes are referred to as temporary chemical changes or reversible chemical changes. Other examples of temporary chemical changes include the following;On mixing baking soda and vinegar, a chemical reaction produces carbon IV oxide gas. This gas causes the mixture to bubble. Once the gas escapes into the air, the reaction stops and the mixture returns to its original state. Freezing, melting and vapourisation of waterPermanent Chemical changesExperiment to demonstrated permanent chemical change. Requirements:5cm magnesium ribbon. A source of heat. Sand paper. A pair of tongs. Writing materials. Procedure:Clean the magnesium ribbon by rubbing it with sand paper. Examine the appearance of the magnesium ribbon."}
{"text": "Writing materials. Procedure:Clean the magnesium ribbon by rubbing it with sand paper. Examine the appearance of the magnesium ribbon. Hold the ribbon with a pair of tongs over a burning candle or Bunsen burner for a few minutes. Caution:Burning magnesium ribbon produces a very bright flame that can damage your eyes. Avoid looking directly at the flame. Observation, Explanation Conclusion. Magnesium ribbon burns with a bright light forming a white ash. If the magnesium ribbon is not shining it may take long to ignite. Therefore, is advisable to clean the ribbon by rubbing it with sand paper since it is coated with an oxide layer that prevents it from burning. Burning magnesium ribbon form a substance called magnesium oxide. A change in which one or more substances are formed is known as chemical change. A chemical change is also known as permanent change. Most chemical changes are irreversible in nature. Chemical changes are important in life. Example of chemical changes include:Digestion of food in the body. O Ripening of fruits. Fermentation of grapes. Applications of changes of state of matter in day-to-day life. Change of state of matter has many applications in day-to-day life. Some of these changes are:Refrigerators. -. Liquids evaporate and absorbs heat in the process. A refrigerator works by using a liquid to remove heat from the food items inside and transfer it to the surrounding. The liquid is first heated and then cooled at the back of the fridge where the heat is removed. The process of changing liquid to gas cools the food. Ice cream vendor. -. Ice cream vendors place ice inside their ice cream carts. The ice absorbs heat from the container surrounds and change to a gas. This leaves the inside of the ice cream cart cold, thus maintaining the ice cream in frozen state. Melting metals. -. Metals are heated to a molten state making it possible to shape and form them into desired objects or structures. Generating electricity. -. Water can be converted to steam, which can in turn be used to drive turbines to generate electricity. Fog formation. -. Fog forms when water vapour gaseous state condenses. During condensation, molecule of water of water vapour combine to make tiny liquid water droplets that are suspended in the air. Fog reduces visibility. Some animals such as insects, depend on fog as a source of water, especially in desert climate. -Classes of Fire. Fires can be classified between four and seven classes."}
{"text": "Some animals such as insects, depend on fog as a source of water, especially in desert climate. -Classes of Fire. Fires can be classified between four and seven classes. The following are six classes of fire mostly widely used and accepted. Fire control measures. To prevent the start and spread of fire, one or more components should be removed from the fire triangle. A fire triangle in a simple model of understanding the components of fire which are fuel, heat and oxygen. Therefore, to control fire one or more components should be removed from the fire triangle as follows: Removing fuel:Use fire-resistant materials where possible. This will help to prevent the fire from starting and spreading. Removing heat:Water is mostly used to remove the heat from fire. A water fire extinguisher would be the safest way of doing this. However, these extinguishers cannot be used on all types of fire. Removing oxygen:It is important to remove oxygen gas from fore triangle to prevent spread of a fire. This can be achieved by using either a carbon IV oxide or a form fire extinguisher. Fire extinguisher come in different types depending on the kind of environment you are in. Some places such as school, work or home, one or more types of fire extinguishers may be required. The following are different types of fire extinguishers and the classes of fire they put. Other items that can be used to control fire. In addition to the fire extinguishers, the following items can also be used to control fire. Sand-it absorbs heat and cuts off the supply of oxygen. Sand can be used to put out class A, D and F fires. Fire blanket-it is useful in putting out class F fires and wrapping around a person whose clothing is on fire. Rights to safety and access to information. At school, home and workplace you are supposed to be safe. These paces should take the following precautions for our safety:Avoid build up of rubbish that can fuel fire. Put measures in place to detect fires and warn people quickly in case fires start. This can be done successfully by installing smoke detectors and fire alarms or bells. Have correct fire fighting equipment to put out a fire quickly. Keep fire exits and escape routes clearly marked and unobstructed at all times. Give proper training on emergency procedures to follow, including fire drills. Access to information on flammable substances is important for the following reasons."}
{"text": "Keep fire exits and escape routes clearly marked and unobstructed at all times. Give proper training on emergency procedures to follow, including fire drills. Access to information on flammable substances is important for the following reasons. It makes us aware of all hazards fire and explosion of the materials we are handling. Helps us to know which of the materials or products we are working with are flammable. Helps us to remove sources of ignition sparks, smoking, flames or hot surfaces when working with flammable and combustible products. Helps to use approved equipment, including labelled safety containers, for flammable liquids. Helps to know the proper personal protective equipment to use when handling hazardous liquids. Helps us to know how to handle emergencies fires, spills, personal injury involving the hazardous materials we work with. Fire safety posters we should be aware in the environment we are in. Strand 2 LIVING THINGS THEIR ENVIRONMENT. 2.1 The Cell. Cells make up the structure of living organisms and carry out various biological processes. Organisms such as amoeba are composed of a single cell hence are said to be unicellular. Organisms such as plants and animals are composed of many cells hence are said to be multicellular. Therefore, a cell is defined as the basic unit of structure and functions in organisms. To observe the cell, a powerful magnifying instrument called a microscope is used. A microscope enlarges the image of objects when observed and improves the resolution of the image. Plant and animal cell structures as seen under a light microscope. The following diagram shows the components of a plant cell as seen under a light microscope. Components of a plant cell. The following diagram shows different components of the animal cell as seen under a light microscope. Components of an animal cell. Comparing plant and animal cells. Plant and animal cells have slight differences in their internal structures while sone features are common in both. The figures below show the components of both plant and animal cells as seen under a light microscope. Similarities between a plant cell and an animal cell. They both have the cell membrane. Both have nucleus within themFunctions of the cell structures found in plants and animals cells. Magnification of Cells. Magnification of a specimen is the measure of how much bigger a specimen is when it is viewed through a hand lens or microscope compared to its original size. Magnification is usually expressed using X before the digits, for example, X2, X10 and X20."}
{"text": "Writing materials. Procedure:pour some water in a beaker. Put a drop of the dye or ink in the water. What observations do you make after a few minutes? Observation, explanation and conclusion. After a few minutes, the ink or dye spread throughout the water in the beaker. The ink pr dye spread from the region where it was highly concentrated to region in water where it was in low concentration. Diffusion is defined as the movement of molecules from a region of high concentration to a region of low concentration. Experiment demonstrating diffusion in gases. Requirements: A bottle of perfume of scented flowers. Procedure:Place the scented flower in a corner of the classroom. Remove the stopper of the perfume, hold it a few centimetres away from your friend s nose. Observation, explanation and conclusion. After a few seconds, you and your classmates will be able to smell the scent of the flower or perfume. This is due to diffusion. The scent of the flower and perfume molecules diffuse the air to their nose. Molecules in the scent of flower or perfume moved from the region of high concentration and spread evenly towards the region of low concentration. Diffusion in gases also makes it possible for us to smell things, for example, flower, food being cooked and also foul smells. Roles of diffusion in Living things. Plants absorb minerals salts from soil through diffusion. Nutrients such as glucose and amino acids move from the small intestines into bloodstream of animals by diffusion. Cells and unicellular organisms such as amoeba get rid of waste substance through diffusion. Gaseous exchange is the process through which gases are transferred across cell membrane to either enter or leave the blood. This process is done by diffusion in human beings in the alveoli in lungs. Oxygen gas moves from alveoli where is it is highly concentrated to the blood capillaries where it is lowly concentrated. On the other hand, carbon IV oxide moves from the capillaries where it is highly concentrated into the alveoli where it is lowly concentrated to be exhaled out. Factors that affect the rate of diffusion. Concentration gradient-molecules move from region of high concentration to that of low concentration. The greater the difference in concentration between high and low regions, the faster the rate of diffusion. Temperature-high temperature increases energy and therefore faster movement of molecules. This increases the rate of diffusion. Mass of particles- heavy particles move slowly hence slower rate of diffusion."}
{"text": "Temperature-high temperature increases energy and therefore faster movement of molecules. This increases the rate of diffusion. Mass of particles- heavy particles move slowly hence slower rate of diffusion. Light particles on the other hand move fast hence faster rate of diffusion. -Diffusion distance- rate of diffusion depends on distance that particles have to travel in order to be evenly distributed within available space. Medium of diffusion- particles diffuse faster through gases than liquids. Surface area to volume ration- diffusion occurs faster in smaller organisms as compared to larger organisms. This is because small organisms have a large surface area to volume ratio. OSMOSIS. Experiment to demonstrate osmosis process. Requirements:Procedures:Moisten a piece of visking tube and rubber between your fingers to open it. O Tie one end of the visking tubing tightly with a thread. Put the dye concentrated sugar solution in the Visking tubing using a measuring cylinder. O Insert one end of capillary tube to the open end of the visking tubing and tie that end. Slowly lower it into a beaker containing distilled water and hold the capillary tube with a clamp. O Mark the level of dyed concentrated sugar solution in the capillary tube at the beginning of the experiment. Leave the experiment for about 20 minutes. Observe and record your resultsQuestions to answer. What happens to the level of the dye concentrated sugar solution in the capillary tube after 20 minutes? The level of the dye concentrated sugar solution increases in the capillary tube. Why did the above change take place? Water is highly concentrated in the beaker than in the visking tubing. Water moves from where is it more into the visking tubing across the visking tubing where it is less hence making the visking tubing to swell. Explain the biological process taking place in the experiment. Osmosis takes place since water moves from the beaker where it is highly concentrated to the visking tube where is lowly concentrated. What is the role of the visking tubing in the experiment? The visking tubing acts as a semipermeable membrane. What can we compare the visking tubing with in living cells? The cell membrane. Observation and explanation. The concentration of water outside the visking tubing is higher than the concentration of water inside the visking tubing. Water moves in through the pores in the semi-permeable membrane of the Visking tubing by osmosis because of the differences in concentration inside and outside the visking tubing."}
{"text": "Observation and explanation. The concentration of water outside the visking tubing is higher than the concentration of water inside the visking tubing. Water moves in through the pores in the semi-permeable membrane of the Visking tubing by osmosis because of the differences in concentration inside and outside the visking tubing. Osmosis is the random movement of water solvent molecules from there they are more to where they are less through a semi-permeable membrane. Osmosis can also be defined as the random movement of water solvent molecules from a dilute solution to a more concentrated solution through a semi-permeable membrane until the concentration on each side is equal. Visking tubing is similar to the cell membrane. It is also a semi-permeable membrane, it has tiny holes pores that allows small molecules through but prevents large molecules from passing through. Investigating the process of Osmosis using plant materials. Requirements:Raw potato tuber. -. Distilled water. Table salt. -. A measuring cylinder. Boiled potato. -. A scalpel. Labels. -. A spatula. Petru dishes. -. Writing material. Clock or wrist watch. Procedure:Label two petri dish A and B. Half fill each petri dish with equal volume of distilled water. Using a scalpel, peel a raw potato tuber and trim both if its ends. Make a scoop cavity in one of the ends. Using a scapula, place a given amount of salt in the cavity. Carefully place the set-up in petri dish labelled A and note the time. Repeat step 3 and 5, this time using a previously boiled potato. Place it in a petri dish and label it B. Leave the set up for 40 minutes. Observe and record. Questions to answer. Why is it necessary to peel off the potato tuber before carrying out this experiment? Explain the changes in the petri dish A and B. What biological process is being investigated? Observation and explanation. It is necessary to peel off potato tubers so as to expose large surface area and expose the inner cells that are permeable for osmosis. Petri dish A-water moves up by osmosis through the potato cells then dissolves the table salt in the cavity. Petri dish B-the slat did not dissolve because no water moved by osmosis in to the cavity."}
{"text": "It is necessary to peel off potato tubers so as to expose large surface area and expose the inner cells that are permeable for osmosis. Petri dish A-water moves up by osmosis through the potato cells then dissolves the table salt in the cavity. Petri dish B-the slat did not dissolve because no water moved by osmosis in to the cavity. This is because the boiled potatoes have destroyed semi-permeable cells membranes that cannot carry out osmosis. The process being investigated is osmosis in living cells. Factors affecting the rate of osmosis. Temperatures -rate of osmosis increases with increase in temperature. This is because increase in temperature increases energy of the molecules. Concentration gradient- osmosis increases where the difference in concentration of water molecules is higher. Type of semi-permeable membrane- larger number of pores, the faster the rate of osmosis. Role of osmosis in living things. In plants Osmosis plays the following roles:Absorption of water from the soil-roots absorb water from the soil by osmosis. Support-some plants have cells that absorb water, become turgid hence providing support to the plants. Feeding in insectivorous plants-insectivorous plants such as pitcher plant prey on insects. They trap insects when there is a sudden change in their stiffness when disturbed by the insect. Trapped insects are digested to provide the plant with nitrogen. In animals, Osmosis plays the following roles:Absorption of water in the human body. Excretion-this is the removal of waste products from the body. Urine is the main product through which excess water is excreted from the body. Kidneys filter urine to control the amount of water lost. This happens through osmosis. Similarities and difference between osmosis and diffusion. Similarities. Both are mean to equalize concentration of two solutions. Both are passive transport processes, i.e., they do not require any energy to occur. In both, particles move from an area of higher concentration to an area of low concentration. Differences. Osmosis happens in liquid medium while diffusion happens in liquids, gases and even solids. Semi-permeable membrane is required in osmosis while in diffusion no membrane is needed. Osmosis requires water for movement of particles while diffusion does not require water. In osmosis there is only one way for particles to flow while in diffusion particles can flow in any direction."}
{"text": "Semi-permeable membrane is required in osmosis while in diffusion no membrane is needed. Osmosis requires water for movement of particles while diffusion does not require water. In osmosis there is only one way for particles to flow while in diffusion particles can flow in any direction. 2.3 Reproduction in Human Beings. Menstrual cycle. Menstrual cycle consists of natural changes that occur to the body of a female human being every month in preparation to pregnancy. A menstrual cycle lasts between 28-35 days. However, this can vary between female and from one cycle to the next. The cycle depends on hormones. Hormones are chemical messengers in the body. They direct the body on what to do and when to do it. The menstrual cycle is a process controlled by hormones in the female body. The menstrual cycle is divided in to the following phases:Challenges related to the Human menstrual cycle. Irregular periods. This can be determined by finding out how long your menstrual cycles are. You can determine your personal menstrual length by counting from day 1 of your period to day 1 of your next period. Day 1 means the first day of the actual flow. It is normal to have menstrual cycles that are between 21 and 35 says. Your periods are irregular if it tends to come more frequently than every 21 days or less often than 35 days. If the circle length falls in the normal range but varies by 7 to 9 days from the cycle to cycle that is a sign of an irregular period too. For example, if one is 25 days and the next is 33 days, your cycles would be considered irregular. Absent periods. In some cases, some females may fail to get periods. Others might not get their first period by the age of 16 years. Other cases when some females stop getting their regular periods for 6 months or more. Irregular bleeding. Bleeding very little or no bleeding at all with each menstrual cycle is another challenge related to the menstrual cycle. Light or lack of bleeding can result from being extremely underweight or overweight. If you are overweight, losing weight might help to make your periods regular. If you are underweight, slow and steady weight gain may help to regulate your menstrual circle. Excessive bleeding is another challenge related to the menstrual cycle. Bleeding is considered heavy if it interferes with normal activities."}
{"text": "If you are underweight, slow and steady weight gain may help to regulate your menstrual circle. Excessive bleeding is another challenge related to the menstrual cycle. Bleeding is considered heavy if it interferes with normal activities. However, though common, you should see a doctor. Heavy periods can be a sign of a health problem. Painful periods. Most women experience menstrual cramps before or during their period at some point in their lives. For some of them it is part of the regular monthly routine. However, if the cramps are painful and persistent, you should see a doctor. A doctor can prescribe hormonal medication that can help control heavy bleeding. If one experiences heavy bleeding, an iron supplement might help to prevent anaemia. Mild to moderate pain or cramps can be lessened reduced by taking an appropriate pain reliever. Taking a warm bath might also help to relieve cramps. Surgery can also be performed. If symptoms persist, always visit a doctor. Fertilization and Implantation. Fertilization is the fusion of a sperm with an ovum in the oviduct also called the fallopian tube. During sexual intercourse, thousands of sperms are released into the vagina by the penis. Sperms swim through the cervix into the uterus up to the oviduct. Few sperms that reach the ovum try to penetrate it. Only one sperm penetrates the ovum. When the sperm penetrates the ovum, the surface of the sperm fuses with the nucleus of the ovum to form a zygote. The zygote moves from the oviduct and enters the uterus, attaching itself to the uterus walls. This process is called implantation. Once implantation has taken place, the zygote is now referred to as an embryo. Symptoms and prevention of common STIs. HIV aid. Symptoms. Chronic diarrhea. High fever and night sweating. Weight loss. Patient becomes very thin and weak. Prevention. Abstain from unnecessary sex. Self control in drinking. Carry out blood transfusion only in extreme need and consider safety. Gonorrhea. Symptoms. Vaginal discharge with bad odours. Penis becomes sore at the tip. Urination is difficult and painful. If untreated it spreads to rest of the organs blocking passages. Prevention. Avoid unnecessary sexual behaviours. Abstain from sexual intercourse. Faithfulness in marriage is encouraged. Syphilis."}
{"text": "Abstain from sexual intercourse. Faithfulness in marriage is encouraged. Syphilis. Symptoms. Sore resembling blisters appear at site of infection. Rashes appear on the skin. Patient feels feverish, suffers body pains and loses hair. Can be prevented by using same measures as in gonorrhea. HerpesSymptoms. Painful sores on the genitals. Blisters may disappear. Can be prevented by;Not indulging in promiscuous sexual behavior. Being faithful in marriage. Avoiding sexual contact with an HSV-II infected personStrand 3 FORCE ENERGY. 3.1 Transformation of energy. Energy is the ability to do workEnergy is not visible, has no mass and neither does it occupy space. Energy exists in different forms. Energy transformation is the process of changing one form of energy to another. Forms of energy in nature. Forms of energy in nature include:Heat or thermal energy. Sound energy. Electromagnetic energy. Nuclear energy. Electrical energy. Chemical energy. Mechanical energy- divided into potential and kinetic energy. Heat energy. Heat is a form of energy transferred from one body to another due to difference in temperature. In an experiment where a metal rod on which different pins are attached using candle wax is heated on a source of heat, the pins start to fall starting with one closest to the source of heat. This means heat flows through the metallic rod from the burning candle to the other end of metallic rod. Sound energy. Sound energy is the energy associated with vibration or disturbance of bodies or particles. Such as striking a drum with a piece of wood or plucking the wire. Nuclear energy. Nuclear energy is the energy that results from nuclear reactions in the nucleus of atom. Very large amounts of energy can be released when changes take place within the nucleus of an atom. Examples of these changes are nuclear fission in which a nucleus breaks down to give two smaller nucleus or nuclear fusion where two small nuclei join to form one big nucleus and radioactive decay in which the nucleus of an element change to different nucleus by releasing certain particles. Electrical energy. Electrical energy is energy produced by flow of electric charges electrons Chemical energy. Is a type of energy stored in atoms and molecules that make up a substance. For example, a thermometer records a higher temperature reading after the steel and vinegar are mixed. This reaction of vinegar and steel wool produces heat."}
{"text": "Is a type of energy stored in atoms and molecules that make up a substance. For example, a thermometer records a higher temperature reading after the steel and vinegar are mixed. This reaction of vinegar and steel wool produces heat. People and other living things get their energy needs from the chemical energy stored in food. Other sources are dry cells and fuels. Mechanical energy. Mechanical energy is the energy possessed by a body due to its motion or due to its position. It can either be kinetic or potential energy or both. When an object is falling down through air, it possesses both potential energy PE and kinetic energy KE due to its speed as it falls. The sum of its PE and KE is its mechanical energy. Mechanical energy kinetic energy potential energy. In conclusion. Kinetic energy is possessed by a moving body while potential energy is possessed by a body due to its position. The sum of an object s kinetic energy and potential energy is its mechanical energy. Potential energy. When a stone is held and released to fall on the ground, this indicates that the stone had stored energy due to its position that made it to start moving down after it had been released. The energy possessed by a body e.g., the stone due to its position above the ground is known as gravitational potential energy. In the same way, when a compressed spring or a stretched catapult is released, it goes back to its original shape and size. This indicates that the spring had stored energy due to compression. The energy possessed by a body dur to compression for example the spring or stretch for example a catapult is called elastic potential energy. Kinetic energyKinetic energy is the energy possessed by a moving object. Examples of objects that possess Kinetic energy KE include:Moving air. Rotating windmills. Falling water. A person running. Any moving object in general. Classifications of energy sources. Energy sources are classified either as renewable sources and non-renewable sources. Renewable energy sources-this are energy sources that cannot be depleted or they can be used again and again. Examples are solar energy, water and wind. Non-renewable energy sources are energy sources that can be depleted and are limited. That means they are completely used and can not be replaced such as fossil fuels like coal and petroleum. Demonstrating energy transformation in nature. Using a flash light. When using a flashlight, the circuit closes. Chemical energy is transformed into electrical energy in the dry cells."}
{"text": "Using a flash light. When using a flashlight, the circuit closes. Chemical energy is transformed into electrical energy in the dry cells. The electrical energy is then converted into light energy. The torch bulb therefore lights which is light energy. Chemical energy to Electrical energy to Light energyUsing a basketball. When you dribble a basketball, the ball had potential energy at its starting point above the ground. The potentials energy is converted to kinetic energy as the ball starts o fall to the ground. Some of the energy is lost on impact as it produces sound and generate heat as it hits the floor When the ball bounces back, it may not return to its starting height. If your hand is there to put more energy into the ball by pushing it down again , the ball can continue to bounce up and down and the energy will shift back and forth between potential and kinetic energy. Potential energy to kinetic energy to potential energy. Appliances whose working rely on energy transformation. Bulb electrical energy -light energy. Solar panels-solar energy to electrical energy. Hammer-potential energy to kinetic energy. Diodes-electrical energy to light energy. Moving coil microphone-electrical energy to sound energy. Electrical heater-electrical energy to heat energy. Dynamo-mechanical energy to electrical energy. Motor-electrical energy to mechanical energy. Safety measures associated with energy transformation. Road accidents. In case an accident, a moving vehicle has kinetic energy that is transformed into other forms incase of head-on collision with another vehicle or a stationery object. Most of kinetic energy is converted to other forms of energy as the vehicle undergoes permanent deformation that causes it to bend and twist. This is a destructive mechanical energy. Some kinetic energy is converted to heat energy and sound energy. Accidents caused by fire. Heat is produced during energy transformation from one form to another. Heat can cause fire accidents, especially when electrical energy is transformed to thermal energy through the use of various appliances. Accidental fires can also be caused by lighting when electrical energy is transformed into heat energy. We should take precaution when handling electrical appliances. We should also observe safety measures during a thunderstorm. Accident associated with the use of electricity. At home various appliances that transform electrical energy into other forms of energy such as light, sound and heat. These appliances include:Electrical heater. Television sets. Iron boxes etc. Risks or accidents associated with use of electricity include electrical shocks, electrical burns and electric fires."}
{"text": "Television sets. Iron boxes etc. Risks or accidents associated with use of electricity include electrical shocks, electrical burns and electric fires. To reduce electricity accidents the following should be done:Move electrical appliances away from water. Repair any faulty wirings. Replace faulty appliances. Health hazard from bright light. Some energy transformation produces very bright light that can damage the eyes, for example in welding Electrical energy is transformed into heat and light energy. This produces a very bright spark of flame that is a health hazard. Welders and other people nearby should wear protective welding shield to avoid exposure to the bright light from the flame. Loud sounds. Various transformations of energy results in production of sound. For example, a motor converts electrical energy into mechanical energy. The mechanical rotation of the fan, blenders and other appliance produces sound. In our environment, sound can be classified into loud or soft sound. Loud sounds such as loud music and shouting or screaming are not good for the environment. Loud soud affect living things by:Causing irritation. Damaging our eardrumsTo reduce loud sounds, we should do the following:Use more efficient appliances that minimise production of loud sound. Wear hearing protection devices to protect our ears from loud sounds. Common types of hearing protection devices include: Earplugs. Earmuffs3.2 Pressure I. Meaning of pressure. Pressure is defined as the force acting normally per unit area. Normally here means at a right angle or perpendicularly. For example,If two leaners of equal mass walked on mud and the boy pus on flat-sole shoes while the girl wears sharp-high heeled shoes, which of the two would make deeper impression on the muddy ground? In the scenario above, the girl makes deeper impressions on the muddy ground than the boy. This is because the weight of the boy is spread over a large surface area than that of the girl. The greater the force weight acts on, the less the effect or impression made on the muddy surface. The sharp heel shoes of the girl have a small surface area in contact with the ground. The smaller the area the deeper the impressions or more sinking than the shoes of the boy for the same weightExample 2,If a leaner has two identical bags, but one has wider shoulder strap and the other has narrow shoulder straps. If the learner places same books with similar weight in the two bags, which bag will the learner feel the straps squeezing more into their shoulder?"}
{"text": "The sharp heel shoes of the girl have a small surface area in contact with the ground. The smaller the area the deeper the impressions or more sinking than the shoes of the boy for the same weightExample 2,If a leaner has two identical bags, but one has wider shoulder strap and the other has narrow shoulder straps. If the learner places same books with similar weight in the two bags, which bag will the learner feel the straps squeezing more into their shoulder? In this case, the bag with narrow straps will produce more squeezing effect than that one with wider straps for the same force weight of books carried. This is because, pressure is high when the surface area is small, and it is low when the surface area is large. Therefore, pressure is the force acting normally per unit area. Pressure in liquids. Pressure is represented by a symbol P It is defined as force acting normally per unit area applied to the surface of an object. Pressure increases as the force increases. In mathematical terms, pressure can be expressed as:Pressure ForceAreaSI unit for Force is measured in Newtons N SI unit for Area is measured in m2. ThereforePressure Force F N Area A m2 Form the equation, we obtain unit of pressure as N m2 Pressure can also be measured in Pascal Pa where1N m2 1 Pascal Pa Experiment to demonstrate pressure in solids. Use two different knives. One that is sharp and one that is blunt to cut an orange. Make an observation of the process. From the observation, It is easier to cut an orange with a sharp knife than with a blunt knife. This is because, while cutting, the sharp knife has very small area of contact with the orange. When using the blunt edge of the knife, the force requires to apply for cutting the orange is over a large area. The sharp knife has a smaller area that produces a greater cutting effect. The blunt knife has a large area that produces a lesser cutting effect. The cutting effect is equivalent to pressure. For the same applied force, pressure is higher with a smaller area and it is less with a large area. It is easier to cut with a sharp knife, axe, panga than trying to cut with a blunt knife, axe or panga. A farm tractor has wide wheels that prevent it from sinking into the soil because pressure is distributed over a large area of the wide wheels."}
{"text": "For the same applied force, pressure is higher with a smaller area and it is less with a large area. It is easier to cut with a sharp knife, axe, panga than trying to cut with a blunt knife, axe or panga. A farm tractor has wide wheels that prevent it from sinking into the soil because pressure is distributed over a large area of the wide wheels. A trailer or trailers are fitted with many wheels to reduce pressure exerted on the road since the wheels increase surface area. Demonstrating pressure exerted by objects of different cross-sectional area. The block below has a weight of 20kg. Use it to:Determine maximum pressure it exerts in a surface. Determine the minimum pressure it exerts on a surface. G 10N Kg1m1.5m2mPressure is calculated by dividing Force over Area F A From the block above Force, F is given as 20kg. Change 20k into Newtons N this is done by multiplying the weight given in Kg by the gravitational force g 10N kg Therefore, F 20 x 10N kg 200 N. To calculate the maximum m pressure the block exerts on the surface. To calculate minimum pressure the block exerts on the surface. Use the force provided divided by the largest area of the block. If a force is exerted on a small area of contact, it will exert higher or more pressure than if the same force is exerted over a large area. Since weight of force of a brick is constant does not change , a higher pressure is exerted on the sand when the brick lands on narrow face than when it lands on the wide face. The narrow face therefore, produces a deeper depression on the sand than the wide face. Example 2. Suppose the mass of a learner is 40kg and the total area of her feet is 500cm2. What pressure does the girl exert when standing on one of her feet? Assume het feet have equal area. G 10g Kg Solution. Pressure F A. Force the student exerts on the ground is her weight, which is 40kg x 10N Kg. 400 N. Area 500cm2 2 250 cm2. Change area form cm2 to m2. 1m2 10000cm2. ?"}
{"text": "Change area form cm2 to m2. 1m2 10000cm2. ? 250cm2 250 10000 0.025m2Substitute the values into the formula. Pressure Force Area 400N 0.025m216,000N m2Example 3. A mass of 50kg exerts a pressure of 2000N m2. What area is in contact with the ground? Pressure Force Area Pressure 2000N m2. Area? To be determined. 2000N m2 50kg x 10N kgAreaTherefore, area Force Pressure. Force 500N. Pressure is given as 2000N m2 Area 500N 2000N m2. 0.25m2. Pressure in liquids. Demonstrating that a liquid exerts equal pressure at the same depth. Use an empty bottle or cylindrical container. Drill holes all round near the bottom of the bottle at the same height from the bottom of the bottle. Close the holes using cellotape and fill the bottle with water, remove the cellotape at once. Explain your observation. Observation and explanation. If you observe the jest coming of the bottle, you will notice that they fall at equal distances on all sides of the bottle only if the pressure of water at the depth of the holes in the bottle is the same. Therefore, we conclude that:A liquid exerts pressure on the walls of its container. A liquid exerts pressure at the same depth. The formation of fountains of water from the leaking pipes of water supply tells is that water exerts pressure on the walls of its container. Demonstrating that pressure in liquids increases with depth. ABCIf a bottle is filled with water and equal size holes made from the bottom to the tops as show above. You will observe that after opening all the holes, water jet fall in different horizontal distances depending on the depth they are on the bottle. For example, in the diagram above. The water jet C is observed to move the farthest horizontally. As the depth from the surface decreases like in hole A and B, the distance from the container to where the jet strikes decrease, indicating a lower pressure by the water. The weight of the liquid acts downwards. The more the depth, the more the liquid is above the point."}
{"text": "As the depth from the surface decreases like in hole A and B, the distance from the container to where the jet strikes decrease, indicating a lower pressure by the water. The weight of the liquid acts downwards. The more the depth, the more the liquid is above the point. This increases the weight causing more pressure at that level. The pressure at this level acts on the container, on any object in water and on the liquid below this level. Determining pressure in liquids. The pressure exerted by a liquid at a particular point is determined by the following:Depth. Density of the liquid. Acceleration due to gravity g 10N Kg Formular for pressure at appoint in liquidsPressure Force Area F A Pressure exerted at the bottom of the cylinder F A Volume of the liquid base are x height Ah. Mass of the liquid; m volume x density Ah x p. Weight of the liquid mass x gravitational field strength force exerted. Weight of the liquid; W F mg Ah g. Therefore pressure Ah gAP h g. From the formula, pressure at a given point in liquids depends on the following:Depth or height of the liquid. Density of the liquid. Acceleration due to gravity g 10N kg Applications of pressure in solids and liquids in day-to-day life. Applications of pressure in solids. Animals such as elephants and camels have broad feet to reduce the pressure exerted on the ground when walking. Cutting tool- cutting tools like a panga, saw and knives have very small surface area of contact at their cutting edges. When a force is applied to cut an object, the small surface area results in high pressure which makes cutting easier. Wooden plank- when a wooden plank is placed on a soft ground surface it increases the surface area in contact between the wheel barrow and the ground. As a result, the pressure exerted on the ground by the wheel barrow is reduced. Digging-edge of a jembe is sharp to reduce surface area when jembe is driven into the ground. This exerts high pressure making digging easier. Football boots-they have studs that are sharp to reduce area of contact and increase pressure on the football pitch. This provides a player with a better grip on the ground. School bag shoulder pads- they are made wide so that they reduce the pressure applied on the shoulder."}
{"text": "Football boots-they have studs that are sharp to reduce area of contact and increase pressure on the football pitch. This provides a player with a better grip on the ground. School bag shoulder pads- they are made wide so that they reduce the pressure applied on the shoulder. This makes one comfortable as narrow strap increase pressure on the shoulders causing pain. Application of pressure in liquids. Construction of dams-walls of a dam have thicker bottom to help withstand high pressure of water due to depth. Water supply-water tanks are erected high or elevated on high grounds so that water has enough pressure to flow to a house. Intravenous transfusion IV -this a is method of putting fluids, for example blood, into the bloodstream of a patient. In this method, a bottle is hung at high position to ensure that the fluid in the IV bottle have enough pressure to flow into the vein of the patient."}
{"text": "CHAPTER ONETransport in Plants and Animals1.1 IntroductionIn form one, we learnt that animals and plants require nutrients andoxygen for the various metabolic activities taking place in theirbodies. Nutrients and oxygen must be transported to all the livingcells of the body. Metabolic activities release by-products such ascarbon IV dioxide carbon dioxide and nitrogenous wastes thatmust be removed the moment they are formed. Otherwise ifallowed to accumulate, they will poison the cells. A means oftransport is essential for organisms to carry the required substancesto various parts of the body and to remove the waste products fromthe various parts of the body. The type of transport system dependson the size of organism. Lower organisms such as bacteria and simple multi-cellularorganisms have small bodies that make them to have large surfacearea to volume ratio. As a result of this, most of their body surfaceis in contact with the environment. Therefore, diffusion alone isenough to transport substances across their cell membranes andwithin the cells of organisms such as hydra and spirogyra. In higher organisms the surface area to volume ratio is smalldue to their large body size. Hence, the tissues and organs are farremoved from the site of supply of materials. In order for theinteriorly located tissues and organs to obtain adequate supply ofmaterials, and at the same time have rapid waste elimination, anelaborate transport system is essential. This would transportsubstances closer to the tissues from where diffusion can take placeefficiently.1.2 Transport in NAME is essential in plants. Study Questions1. State the substances absorbed AUTHOR tothe rest of the plant body?2. What substance is transported from leaves to the rest of thebody?In simple plants such as mosses and liverworts, transport ofsubstances occur from cell to cell through the processes of diffusion,osmosis, and active transport. These plants lack specialisedtransport systems."}
{"text": "State the substances absorbed AUTHOR tothe rest of the plant body?2. What substance is transported from leaves to the rest of thebody?In simple plants such as mosses and liverworts, transport ofsubstances occur from cell to cell through the processes of diffusion,osmosis, and active transport. These plants lack specialisedtransport systems. In higher plants, the transport function is carriedout AUTHOR known as the vascularbundle. It comprises of the xylem and the phloem tissues. Thexylem transports water and mineral salts while the phloemtransports dissolved food substances such as sugars. To understand the mechanisms involved in the transport ofsubstances in higher plants it is necessary to study the anatomy ofroots and stems in relation to transport. NAME 1To observe the external structure of the rootRequirementsPetri dishes, razor blade, ruler, slides and dissecting microscope,hand lens and seedlings of pea or bean. Procedure1. Uproot one of the seedlings and wash off the soil carefullywithout destroying the roots.2. Identify the radicle or tap root. Measure 3 cm length from theroot tip and cut off. Transfer the piece onto a glass slide. Add afew drops of water to avoid drying.3. Examine the piece using a hand lens or a dissecting microscope. Identify the root hairs and their region of growth. Make a fullylabelled drawing of your observations. Study Questions3. How are the root hairs adapted to their functions?4. Make a fully labelled drawing of your observation in practicalactivity 1. NAME of Roots and Root HairsThe primary functions of roots are: i Anchorage holding the plant firmly in the soil . Ii Absorption uptake of mineral salts and water . Otherfunctions performed AUTHOR storageand breathing gaseous exchange .A microscopic examination of internal structure of a young rootshows various structural features. See figure 1.1 a and 1.1 b . Fig. 1.1 a : Transverse section of a young dicotyledonous rootFig. 1.1 b : Longitudinal section through a dicotyledonous root tipThe root cap is at the terminal position of the root tip. It consistsof simple parenchyma cells that protect the apical meristem as theroot tip is pushed past soil particles."}
{"text": "1.1 a : Transverse section of a young dicotyledonous rootFig. 1.1 b : Longitudinal section through a dicotyledonous root tipThe root cap is at the terminal position of the root tip. It consistsof simple parenchyma cells that protect the apical meristem as theroot tip is pushed past soil particles. The cells of the root cap arerelatively impermeable to water and solutes. As the outer cells wearout, die and disintegrate, new cells from the apical meristemreplace them. The apical meristem is made up of simple undifferentiated cellswhich are actively dividing. This gives rise to many new cells. Two to three millimetres from the tip, is a zone of cellelongation. The cells here lengthen and increase in size, pushingthe root tip through the soil. About 1 centimetre from the tip is another zone characterisedby a dense growth of hair-like structures known as root hairs. Seefigure 1.1 b . New root hairs continuously develop nearer the tip asold ones wither and disintegrate. Rapid and active absorption ofwater occurs in this zone. It is also the region where the varioustissues begin to form AUTHOR differentiation. Suchtissues include the piliferous layer, cortex, vascular bundles,endodermis and pericycle. Transverse sections through the root hairzone of monocotyledonous and dicotyledonous roots show thearrangement of these tissues at the primary stages of development. See photomicrograph in plates 1.1 and 1.2Plate 1.1: Monocotyledon rootPlate 1.2: Dicotyledon rootPiliferous LayerThis is a special epidermis of young roots whose cells give rise toroot hairs. The cells are thin-walled to allow passage of water andmineral salts. As the root tissues matures, a less permeablesuberised epidermis replaces the piliferous layer. CortexIt is made up of loosely packed, thin-walled parenchyma cells. Inyoung roots, it forms the extensive region between the epidermisand the vascular bundles. Water molecules pass through this tissueto reach the vascular bundles. The cortex also acts as a storagetissue. NAME is a single layer of cells surrounding the vascular bundles."}
{"text": "Inyoung roots, it forms the extensive region between the epidermisand the vascular bundles. Water molecules pass through this tissueto reach the vascular bundles. The cortex also acts as a storagetissue. NAME is a single layer of cells surrounding the vascular bundles. It ischaracterised AUTHOR : Starch grains that stain blue-black with iodine solution. Casparian strip which has an impervious deposit on the radialand cross walls. The endodermis controls the amount of water and mineral saltsentering into the vascular bundles. PericycleIt is a single layer of cells immediately below the endodermis thatgives rise to lateral roots. Vascular BundlesIn both monocotyledonous and dicotyledonous roots the vascularbundles occupy the central position as shown in photomicrographs1.1 and 1.2. Each vascular bundle consists of xylem and phloem. Inmonocotyledons, xylem alternate in the arrangement with phloem. On the other hand, in dicotyledons the xylem is star-shaped and thephloem is located at the centre of the star. Root hairsThey are microscopic outgrowths of epidermal cells. Since they arenumerous and thin-walled, they provide a large surface area forwater and mineral salts absorption. They make, very close contactwith soil, bending round particles and penetrating into the crevices. Root hairs have short life span, but are continuously replaced bynew ones that develop nearer to the tip. Figure 1.2 shows thestructure of a typical root hair cell. Fig. 1.2: Structure of a root hair cellPractical Activity 2To observe the internal structure of the rootsRequirementsLight microscope, permanent slides of: i Monocotyledon roots. Ii Dicotyledon roots. Procedure1. Place the permanent slide of the monocot root on themicroscope.2. Observe under the low power and the medium power of themicroscope.3. Draw a labelled plan diagram of the section.4. Repeat the above procedure with other slide of the dicotyledon. Study Question5. How does the arrangement of vascular tissues in themonocotyledonous roots compare to those of the dicotyledonousroots?The StemThe primary functions of the stem are: i To support and expose the leaves and flowers to theenvironment."}
{"text": "Draw a labelled plan diagram of the section.4. Repeat the above procedure with other slide of the dicotyledon. Study Question5. How does the arrangement of vascular tissues in themonocotyledonous roots compare to those of the dicotyledonousroots?The StemThe primary functions of the stem are: i To support and expose the leaves and flowers to theenvironment. Ii To conduct water and mineral salts from the roots to rest ofthe plant. Iii To conduct manufactured foods from the leaves to the otherplant cells and storage organs. Other functions performed AUTHOR offood and water, gaseous exchange and perennation. Perennation isthe survival of biennial and perennial plants from one year to thenext AUTHOR of transverse sections ofyoung, herbaceous stems show various structural features relatedto water conduction. NAME of a StemThe primary structural organisation in stems consists of severaltissues, possessing different cell types. The following are the tissuesfound in young stems. See figure 1.3 a and b . Fig. 1.3 a : Transverse section of a monocotyledon stemFig. 1.3 b : Transverse section of a young dicotyledon stemThe EpidermisThe epidermis is a single layer of cells covering all other stemtissues. The epidermal cells are elongated in the direction of thestem length and flattened. They have no chloroplasts and theirouter walls are covered AUTHOR prevents excessiveloss of water through evaporation. The cuticle also protects theinner tissues from infection and mechanical injury. Young stems usually possess guard cells and therefore stomataon the stem epidermis through which air moves in and out of theunderlying stem tissues. The CortexThe cortex is a section of the stem beneath the epidermis. Itextends inwards to the vascular bundles. The following simpletissues may be found within it: parenchyma, collenchyma andsclerenchyma. NAME cortex collenchyma tissue lies just beneath the epidermis. Itmay form a complete cylinder or it may occur in separate strands. From a longitudinal view, collenchyma cells are elongated and havea pointed oblique ends. The walls are thickened at the corners withcellulose and pectin deposits."}
{"text": "The following simpletissues may be found within it: parenchyma, collenchyma andsclerenchyma. NAME cortex collenchyma tissue lies just beneath the epidermis. Itmay form a complete cylinder or it may occur in separate strands. From a longitudinal view, collenchyma cells are elongated and havea pointed oblique ends. The walls are thickened at the corners withcellulose and pectin deposits. Due to this thickening, collenchymaserves as a strengthening tissue. ParenchymaParenchyma tissue constitutes the greater part of the cortex. Thecells are irregular in shape, thin walled and loosely packed, hencecreating intercellular spaces filled with air. The cells function in thestorage of water and food. Some cells contain chloroplasts andtherefore photosynthesise. These cells are known aschlorenchyma and make some stems green. SclerenchymaThe cortex sclerenchyma is found in close association with thevascular bundles. The walls of the sclerenchyma cells are thickenedby deposition of lignin in a process known as lignification. Likethe collenchyma, the sclerenchyma serves as a strengtheningtissue. The PithThe pith is the central region of the stem. It consists of parenchymacells that store water and food substances. In some stems, the pithmay be hollow. Vascular bundlesVascular bundles consist of highly specialised cells that arecontinuous from roots through the stem to the leaves. Theytransport water and dissolved minerals from the roots up the plantand the products of photosynthesis from the leaves to the rest ofthe plant body. NAME 3To observe the internal structure of stemsRequirementsLight microscope, slides of transverse sections of: i the monocotyledon stem ii the dicotyledon stem. Procedure1. Place the permanent slide of the monocotyledon stem on themicrocsope.2. Observe under the low power and medium power of themicroscope.3. Draw a labelled plan diagram of the section.4. Repeat the above procedure with the other slide of the dicot. Study Questions6. What tissues make up the vascular bundles?7."}
{"text": "Draw a labelled plan diagram of the section.4. Repeat the above procedure with the other slide of the dicot. Study Questions6. What tissues make up the vascular bundles?7. Draw plan diagrams to show the arrangement of vascularbundles in a named: i monocotyledon ii dicotyledon stem. Absorption of water and mineralsalts a Absorption of waterWater is drawn into the root hair cells AUTHOR of dissolved substances in the cell sap of root hairs, theconcentration of the cell sap is greater than that of the surroundingsolution in the soil. A concentration gradient therefore, existsbetween the sap in the vacuole of the root hair cell and the soilwater. This exerts a higher osmotic pressure, thus drawing thewater molecules across the cell wall and cell membrane into theroot hair cells. The osmotic forces exerted AUTHOR , overcomethe water retaining powers of the soil thereby enabling water in thesoil to enter the root. More water drawn into the root hair cellsdilutes the cell sap making it less concentrated than that in theadjacent cortex cell of the root. Due to osmotic gradient, watermoves from the adjacent cells to the next AUTHOR ,water passes through the successive cortex cells until it enters thexylem vessels located in the centre of the root. These xylem vesselsof the root then conduct the water up into the xylem vessels of thestem into the leaves as shown in figure 1.4 a , b and c . Fig. 1.4: Absorption of water AUTHOR b Uptake of Mineral SaltsThe soil water contains dissolved mineral salts which plants requirefor their growth and proper functioning. They must therefore beabsorbed from the soil into the plant. Generally, the concentrationof the cell sap in the root hairs is greater than that in the soil. Themineral salts therefore enter the root hairs against theconcentration gradient. This suggests that salts can be drawn fromthe soil even when their concentration is lower than that in the rootcells. This process requires the use of energy and is thereforereferred to as active transport. Any substance that hindersrespiration inhibits active transport. Active transport is believed to involve substances known ascarriers."}
{"text": "This suggests that salts can be drawn fromthe soil even when their concentration is lower than that in the rootcells. This process requires the use of energy and is thereforereferred to as active transport. Any substance that hindersrespiration inhibits active transport. Active transport is believed to involve substances known ascarriers. These carriers are believed to combine with the mineralions and then carry them across the plasma membrane into the cell. Thus the carriers move back and forth carrying the salt ions fromthe soil water to the root hair cells. Like water, the mineral salts after absorption move through theroot cells into the xylem vessels of the vascular tissue in the centreof the root. Once inside these vessels, the salts and water arecarried up the stem into the leaves AUTHOR which include osmosis, diffusion, root pressure,transpiration stream, cohesive forces and capillary attraction. TranspirationTranspiration is the process AUTHOR in the formof water vapour into the atmosphere. Water loss from the plantsoccurs from the following sites: stomata, cuticle and lenticels. I Stomatal TranspirationThis is the loss of water vapour through the stomata. It accounts for80-90 of the total transpiration in plants. Most of the stomata arefound on the leaves but may also occur on the epidermis of youngherbaceous stems. Ii Cuticular TranspirationThis is the loss of water in the form of water vapour through thecuticle. Up to 20 of the total transpiration may take place throughthin cuticles. In plants with thick cuticles, the loss is negligible. Iii NAME is the loss of water in the form of water vapour through thelenticels. These are areas with loosely fitted cells on woody stems. The loss through the stem is negligible. The internal structure of a leaf in figure 1.5 shows that eachstoma opens into the substomatal air spaces that are lined withspongy mesophyll cells. As water vaporises from the spongymesophyll cells into the sub-stomatal air spaces their cell sapbecomes concentrated than the adjacent cells. This increasesosmotic pressure of the spongy mesophyll cells. As a result, waterflows into the cell from other surrounding cells which in turn take inwater from xylem vessels within the leaf veins. Fig."}
{"text": "As water vaporises from the spongymesophyll cells into the sub-stomatal air spaces their cell sapbecomes concentrated than the adjacent cells. This increasesosmotic pressure of the spongy mesophyll cells. As a result, waterflows into the cell from other surrounding cells which in turn take inwater from xylem vessels within the leaf veins. Fig. 1.5: The internal structure of a leafYou therefore notice that the water lost through the leaf comesinto the leaf through the xylem in the leaf which is in continuousconnection with the xylem of the stem and that of the root. It istherefore necessary to study the structure and function of thexylem. Structure and function of xylem tissueXylem tissue is made up of two main types of cells namely vesselsand tracheids. In some plants both types of cells are present. Xylem VesselsThese are tubular and non-living tissues as shown in figure 1.6.During cell differentiation, the cross walls of the cells which formthe vessels and the cytoplasm disintegrate resulting into a longhollow tube running continuously from the roots through the stemto the leaves. The walls of the vessels are strengthened bydeposition of lignin material that prevents them from collapsing. The patterns of lignification are diverse as shown in figure 1.6. Thebordered pits on the xylem vessels permit the passage of water inand out of the lumen into the neighbouring cells. Xylem vessels arecharacteristic features in flowering plants angiosperms . Theefficient conduction of water and mineral salts through the floweringplant is the function of the xylem vessels. TracheidsLike the vessels, tracheids are modified xylem cells with lignifiedpitted walls and are non-living. Unlike the vessels, tracheids havetapering or chisel-shaped ends and the cross walls remainperforated. The pits on the sidewalls allow lateral water to cellssurrounding the xylem. See figure 1.7. Aaa ee Fig, 1.6: Xylem vessels - NAME 1.7: NAME makes them less efficient in conducting water than the vessels. Tracheids perform both functions of support and transportation ofwater in the pteridophytes, gymnosperms and angiosperms. Study Questions8."}
{"text": "The pits on the sidewalls allow lateral water to cellssurrounding the xylem. See figure 1.7. Aaa ee Fig, 1.6: Xylem vessels - NAME 1.7: NAME makes them less efficient in conducting water than the vessels. Tracheids perform both functions of support and transportation ofwater in the pteridophytes, gymnosperms and angiosperms. Study Questions8. I Why are the xylem vessels more efficient in transportationof water than tracheids? Ii What is the significance of xylem vessels being dead?Forces involved in Transportation of NAME saltsAs water evaporates from the plant, more is absorbed from the soil. This forms a continuous stream of water flowing from the roots, upthe stem to the evaporating surface. This continuous flow of wateris known as the transpiration stream. See figure 1.8. Thetranspiration stream carries water and salts in solution form, fromthe roots to the leaves. This flow takes place in the xylem tissues. The forces behind this continuous flow of water and mineral saltsthrough the plant include: transpiration pull, cohesion and adhesionforces, capillary and root pressure. These forces are discussed indetail below. I Transpiration pullAs water vaporises from the spongy mesophyll cells into the substomatal air spaces, their cell sap becomes concentrated than theadjacent cells. This change increases the osmotic pressure of thespongy mesophyll cells. As a result, water flows into the cell fromother surrounding cells which in turn take in water from xylemvessels within the leaf veins. These developments create a pull orsuction force that pulls a stream of water from the xylem vessels inthe stem and roots. It is this force that is referred to astranspiration pull, that partly maintains the continuous column ofwater from the roots to the leaves. This is important in thereplacement of water lost from the plant through transpiration. Fig. 1.8: Water loss and transpiration in plants ii Cohesion and Adhesion forcesWater molecules attract one another in such a way that they alwaysstick together. The forces that keep them together are referred toas cohesion force."}
{"text": "Fig. 1.8: Water loss and transpiration in plants ii Cohesion and Adhesion forcesWater molecules attract one another in such a way that they alwaysstick together. The forces that keep them together are referred toas cohesion force. At the same time water molecules areattracted to the walls of the container in which the water iscontained AUTHOR as adhesive force. The cohesive and adhesive forces in very thin columns can bevery high and not easily broken. These forces are important in themaintenance of a continuous and an uninterrupted water column inthe xylem vessels up the trees. Iii CapillarityIf an open ended tube is placed vertically with one end immersed inwater, the liquid will rise in the tube until the weight of the watercolumn balances the attractive forces operating between the waterand the walls of the tube. The narrower the tube the higher liquidwill rise. In a glass tube of 0.01 mm diameter, water will ascend AUTHOR of about three metres. In the xylem vessels,water would rise to some extent because the vessels are narrower,and there is a higher attractive force between the water moleculesand the cell walls. For effective capillarity there should be no airbubble in the water column. Iv Root PressureIf the stem of a plant is cut above the soil level, it is observed thatcell sap, continue to exude from the cut surface of the stump forsometime. This shows that, there is a force in the roots that pusheswater up the stem. This force is known as root pressure and canbe considerably high in some plants like the grape vines. Root pressure may be attributed to the active pumping of wateracross the endodermis to the xylem vessels. Energy is essential inthis process. Respiratory inhibitors such as cyanide, reduce rootpressure. Significance of TranspirationTranspiration makes the plant lose water if unchecked. However,transpiration has some beneficial effects on the plant as follows: i It serves to replace water lost through the leaves. Ii Through the process, mineral salts and water are transportedin the plant. Iii It serves to cool the plants, a significant factor especially inhot environments. Iv It helps in the removal of excess water especially in aquaticplants. V It is responsible for turgor in plants. Factors affecting Transpiration RateFactors that affect the rate of the transpiration can be grouped intostructural and environmental. These factors are discussedbelow."}
{"text": "Respiratory inhibitors such as cyanide, reduce rootpressure. Significance of TranspirationTranspiration makes the plant lose water if unchecked. However,transpiration has some beneficial effects on the plant as follows: i It serves to replace water lost through the leaves. Ii Through the process, mineral salts and water are transportedin the plant. Iii It serves to cool the plants, a significant factor especially inhot environments. Iv It helps in the removal of excess water especially in aquaticplants. V It is responsible for turgor in plants. Factors affecting Transpiration RateFactors that affect the rate of the transpiration can be grouped intostructural and environmental. These factors are discussedbelow. I Structural factorsThese are factors related to the morphology of the leaf.1. CuticlePlants growing in arid or semi-arid habitats have their leavescovered with a thick layer of cuticle. The cuticle is a waxywaterproof material. The cuticle reduces rate of transpiration. This may be seen inplants such as sisal, cactus, and aloe. Plants growing in wet habitatshave the problem of containing too much water in their tissues. Such plants have a very thin layer of cuticle on their leaves. Thethin cuticle allows high rate of transpiration as a means of gettingrid of excess water.2. NAME and ShapeThe rate of transpiration is high in plants with broad leaves. Thisexposes a large surface area for water loss as compared to theplants with small and sometimes needle-like leaves. Therefore,plants growing in habitats where water is scarce usually haveleaves with small surface area to minimise transpiration.3. StomataSince transpiration takes place mainly through the stomata inleaves, their position in the leaf, number and size of the apertureare very important as far as transpiration is concerned. Most landplants have few or no stomata on the upper leaf surfaces, but manyon the lower surface. In desert plants, the number of stomata onthe leaves is greatly reduced. Some have got their stomata sunkenbelow the epidermis forming pits. Water vapour tends toaccumulate in these pits thus reducing transpiration. Many plants close their stomata if the rate of transpiration ishigher than that of water uptake. Plants will close their stomata ona hot dry sunny day to lower the rate of transpiration. Thisphenomenon known as midday closure, protects the plant fromwilting."}
{"text": "Water vapour tends toaccumulate in these pits thus reducing transpiration. Many plants close their stomata if the rate of transpiration ishigher than that of water uptake. Plants will close their stomata ona hot dry sunny day to lower the rate of transpiration. Thisphenomenon known as midday closure, protects the plant fromwilting. Some desert plants have reversed stomatal rhythm,closing their stomata during the day and opening them at nightwhen the atmosphere is cool. Such a mechanism helps them toconserve water in their tissues.4. Leaf FallDuring periods of drought, some plants such as the broad-leafeddeciduous trees shed their leaves to reduce the surface area forwater loss. In some species of grass, the aerial shoot dries up toground level.5. Hairy LeavesIn some plants leaves are covered with hairs or scales. These trap alayer of still moist air on the surface of the leaves, thus reducingtranspiration. Ii Environmental FactorsThese factors are related to environmental conditions.1. TemperatureHigh temperature increases the capacity of the atmospheric air tohold more water vapour. High temperature increases the internaltemperature of the leaf which in turn increases latent heat ofvaporisation and therefore enhances evaporation from the leaf cells. The rate of transpiration increases. The reverse takes place whentemperature is low.2. HumidityThe rate of transpiration is generally high in dry atmosphere due tohigh concentration of water vapour in the intracellular air spacesthan in the dry atmosphere. This causes water vapour to diffuse outof the leaf into the dry atmosphere. The humidity differencebetween the inside and outside of the leaf is known as thesaturation deficit and it determines the rate of water loss fromthe leaf. In dry atmosphere, saturation deficit is high. Consequently,the rate of transpiration in dry atmosphere is high. On the otherhand, in high humidity the saturation deficit is low therefore therate of transpiration is low. Under such conditions some plantssecrete droplets of water through specialised pores calledhydathodes. This process of water loss is called guttation and iscommon in hydrophytes plants growing in wet habitats .3. WindStudy the sketch graph below showing the relationship betweenwind and the rate of transpiration. Wind carries away water vapouras fast as it diffuses out of the leaves through the stomata. Thisprevents the air around the leaves from being saturated with watervapour."}
{"text": "WindStudy the sketch graph below showing the relationship betweenwind and the rate of transpiration. Wind carries away water vapouras fast as it diffuses out of the leaves through the stomata. Thisprevents the air around the leaves from being saturated with watervapour. This helps to maintain a high diffusion gradient between theinside and outside of the leaf. On a windy day the rate transpirationis high. However, when the air is still the region around the leafsoon becomes saturated with water vapour. Diffusion of watervapour from the leaf surface is low leading to low transpiration rate. Fig. 1.9: Effects of wind on rate of transpiration4. NAME intensity affects transpiration rate AUTHOR of most plants open fully during daylighthours when light intensity is high. This brings the sub-stomatal airinto direct contact with the external environment. The water vapourtherefore diffuses out at a higher rate than in dim light whenstomata are partially closed. It is important to note that in a naturalsetting, these factors do not influence transpiration in isolation.5. Atmospheric PressureThe lower the atmospheric pressure the greater the rate ofevaporation. Plants found at high altitudes where atmosphericpressure is very low are likely to lose a lot of water due to high rateof transpiration. Most of them have adaptations to preventexcessive water loss.6. Availability of WaterTranspiration depends on walls of the mesophyl cells beingthoroughly wet. A plant must have adequate water supply from thesoil. NAME 4To investigate the rate of transpiration from leaf surfacesRequirementsLeafy shoots, anhydrous cobalt II chloride paper, glass slides,elastic bands, stop watch or stop clock, cellotape and a pair offorceps. Procedure1. Select one broad healthy leaf on a potted plant or herbaceousplant growing outside the laboratory.2. Using a pair of forceps pick two large pieces of anhydrous cobalt II chloride paper and quickly place each piece on the twosurfaces of the leaf. Note the colour of anhydrous cobalt II chloride paper. 3. Quickly cover them with the dry glass slides and note the time.4. Secure the slides into position with elastic rubber bands asshown in figure 1.105."}
{"text": "3. Quickly cover them with the dry glass slides and note the time.4. Secure the slides into position with elastic rubber bands asshown in figure 1.105. Separately note the time taken AUTHOR cobalt II chloride papers to turn pink. Note the time as soon a pink spotappears and also when the whole paper turns pink.6. Hold a covered piece of anhydrous cobalt II chloride paper toact as a control. This can be held in the hand with a pair offorceps.7. Note the time it takes the piece of paper to turn pink in the air. Do not handle anhydrous cobalt II chloride paper directly withyour hands.8. Record your results in form of a table showing time taken byanhydrous cobalt II chloride paper to turn pink while in the airor above water, under leaf surface and above leaf surface. Study Questions9. What conclusion can be made from this experiment regardingrates of transpiration on leaf surfaces?10. A Explain the difference that is noticed between theanhydrous cobalt II chloride paper on the lower leafsurface and that on the upper surface of the leaf. B i Why was a control experiment necessary? Ii Why is it not advisable to hold the anhydrous cobalt II chloride paper using bare fingers? Fig. 1.10: Experimental set-up for investigation of the rate of transpiration fromthe leaf surfacePractical Activity 5To investigate the rate of transpiration AUTHOR potometerRequirementsLeafy shoots of herbaceous plants, sharp knife or blades,potometers, beakers, plastic rulers, retort stands, rubber bands,water, jelly, large water container like a basin and stop watches orwristwatches. Procedure1. Obtain suitable leafy shoots from herbaceous plants and keepthe stem under water in a trough, basin or sink.2. Assemble a potometer as shown in figure 1.10. Select a suitableleafy shoot and cut off the last few centimetres of the stalkunder water in the sink. 3. Stand the base of the shoot in the water to prevent blockage ofthe water channels with air. Fix a rubber bung over the cut endwhile it is still in water.4. Connect the end of shoot in the bung to the potometer alreadyfilled with water."}
{"text": "Stand the base of the shoot in the water to prevent blockage ofthe water channels with air. Fix a rubber bung over the cut endwhile it is still in water.4. Connect the end of shoot in the bung to the potometer alreadyfilled with water. Apply jelly to the stem around the rubber bungto render the system airtight.5. Transfer the set-up to a bench near a window in the laboratory. The end of the capillary tubing should rest in a beaker of water. For a commercially made potometer that is already mounted,dipping of capillary in a beaker of water is not required. Open up the reservoir tap and run out the water to expel any air inthe capillary tube. When all the air has been expelled, introduceone air bubble into the capillary tube. This is done AUTHOR the beaker for a few seconds. Adjust its position using the reservoir tap. The bubble should bemoved to the end of the capillary tube. Place a plastic rubberbehind the capillary tube to measure rate of movement of the airbubble per unit time. Leave the set-up in this position and recordthe position of air bubble and time. When the bubble has travelledmost of the length of the ruler, note the position of the air bubbleand the time. From this, find the distance moved and time taken. Transfer the set-up to other areas such as next to a workingfan, bright light or shaded area. Tabulate the results and explainthem. Fig. 1.11 Set-up of a potometerTranslocation of Organic CompoundsThe transport of soluble organic products of photosynthesis withinthe plant is known as translocation. It occurs in the phloem of thevascular tissues. Like the xylem vessels, the phloem tubes run fromthe roots to the leaves. The organic products translocated aremainly food materials. These products of photosynthesis includesugar, amino acids and vitamins."}
{"text": "Like the xylem vessels, the phloem tubes run fromthe roots to the leaves. The organic products translocated aremainly food materials. These products of photosynthesis includesugar, amino acids and vitamins. They are translocated to differentregions of the plant where they are required for various purposes. These regions include: a The growing and developing regions of the plants such asyoung shoots, leaves, flowers, fruits and roots. B The storage organs or tissues such as tubers, corms, bulbs,rhizomes and seeds. C The secretory organs such as nectar glands in some insectpollinated plants for example banana Musa spp. .Phloem StructurePhloem is a living tissue which consists of sieve tubes andcompanion cells. During cell differentiation and development ofsieve tubes, most of the cytoplasm is pushed towards the cell wallleaving a lumen filled with a slimy sap containing fine protein fibrils. The cross walls between adjacent sieve tubes are perforatedforming a sieve plate with pores . This allows continuous flow ofsubstances. The companion cell possesses a dense cytoplasm andprominent cell organelles. See figure 1.12. These cells havenumerous mitochondria which generate the energy required fortranslocation. The cytoplasmic filaments consists of fine proteinfibres. The filaments are continuous from one sieve tube to the nextvia the pores in the sieve plates. Materials are believed to bemoved either downwards or upwards along these filaments. Fig. 1.12: Phloem tissueStudy Question11. The rate of transpiration of maize plants was measured over a24-hour period in a farm in Kitale, Kenya and the following werethe results. Table 1.1Time of dayWater loss per hour cm3 7 am9 am11 am1 pm3 pm5 pm7 pm9 pm11 pm1 am3 am1323 a Plot the results on a graph. Place time on the x-axis. B Relate time of day to environmental factors. C Explain how the rate of transpiration varies within the 24hours.1.3 Transport in AnimalsThe Circulatory SystemLarge and complex animals have circulatory systems that consist oftubes, a transport fluid and some means of pumping the fluid or airwithin the tubes. A circulatory system transports the substances andmaintains a steep concentration gradient at the surfaces wherediffusion takes place."}
{"text": "Table 1.1Time of dayWater loss per hour cm3 7 am9 am11 am1 pm3 pm5 pm7 pm9 pm11 pm1 am3 am1323 a Plot the results on a graph. Place time on the x-axis. B Relate time of day to environmental factors. C Explain how the rate of transpiration varies within the 24hours.1.3 Transport in AnimalsThe Circulatory SystemLarge and complex animals have circulatory systems that consist oftubes, a transport fluid and some means of pumping the fluid or airwithin the tubes. A circulatory system transports the substances andmaintains a steep concentration gradient at the surfaces wherediffusion takes place. Such surfaces include the lungs and gills. Two types of circulatory systems exist in animals: open andclosed. In an open circulatory system the transport fluid iscontained in the general body cavity or coelom. This type ofsystem is common in invertebrates especially arthropods. There is atransporting fluid in a body cavity. The cavity is known ashaemocoel. A closed circulatory system on the other hand, isfound in vertebrates and annelids where the transporting fluid blood is conveyed in special tubes referred to as blood vessels. Comparison between Open and ClosedCirculatory SystemIn closed circulatory system, blood is pumped into closed vessels,hence generation of high pressure which causes the blood to flowfaster. Tissues receive their requirements at a faster rate andremoval of metabolic waste, is also faster. As a result, organismswith closed circulatory system are more active than those with opencirculatory where blood is pumped into the haemocoel thus loosingits pressure. In a closed circulatory system, blood is not in directcontact with the tissues as is the case in an open circulatory bloodsystem. Transport in InsectsInsects have an open circulatory systems where blood is containedin haemocoel and within a dorsal tubular heart. See figure 1.13. Theblood contains suspended leucocytes white blood cells and somepigments but it is not largely involved in the transport of oxygenand carbon dioxide. Transport of gases in insects is principally bydiffusion in the tubes called tracheal system as will be discussedlater in chapter 2.In a cockroach a typical insect there is a tubular heart justabove the alimentary canal."}
{"text": "See figure 1.13. Theblood contains suspended leucocytes white blood cells and somepigments but it is not largely involved in the transport of oxygenand carbon dioxide. Transport of gases in insects is principally bydiffusion in the tubes called tracheal system as will be discussedlater in chapter 2.In a cockroach a typical insect there is a tubular heart justabove the alimentary canal. The heart has thirteen chambers, threein the thorax and ten in the abdominal segments. The anteriorsegment is joined to the aorta that empties the blood into sinusesof the head. Each chamber contains a pair of valves at the anteriorpart, which prevent back flow of the blood. Each chamber has a pairof lateral openings called ostia which are closed AUTHOR to flow into the heart through the ostia but notout of it. Fig. 1.13: Open circulatory system in a cockroachThe NAME SystemA closed circulatory system is found in all vertebrates but is mostdeveloped in mammals where a powerful muscular heart pumpsblood into the arteries. The arteries divide into much smallervessels called arterioles which in turn divide into even much smallervessels called capillaries. Capillaries spread out in a networkfashion in the tissues. The capillaries eventually re-unite to formvenules that in turn form larger vessels called veins. The veins takeblood back to the heart. See figure 1.14 in page 20. NAME 6 a In this activity you will use figure 1.14 in page 20.1. Trace the path followed AUTHOR point until itreturns to the same point e.g. i Kidneys ii Liver iii Right arm. From the above activity you notice that blood flows into the hearttwice for every complete circulation. This is called the doublecirculation. Blood from the body tissues is pumped to the lungs and thenback to the heart. This is called pulmonary circulation. From theheart, blood is then pumped to the rest of the body organs. This iscalled systemic circulation. Mammals and birds have a four-chambered heart. The righttwo chambers deal with deoxygenated blood while the left twochambers deal with oxygenated blood."}
{"text": "From theheart, blood is then pumped to the rest of the body organs. This iscalled systemic circulation. Mammals and birds have a four-chambered heart. The righttwo chambers deal with deoxygenated blood while the left twochambers deal with oxygenated blood. Hence deoxygenated andoxygenated blood do not mix. Furthermore, blood is at a higher pressure since the heartpumps it twice. This enables the blood to flow faster to the tissues. These two advantages enable the birds and mammals to be moreactive. In some other animals e.g. fish, blood flows only once throughthe heart for every complete circuit. This is called single circulatorysystem. In such a circulatory, the heart has only one atrium andventricle. 2eSSES SOS cininionninge Nepal vinFig. 1.14: Mammalian circulationThe Structure and Function of the HeartExternal Structure of the HeartThe heart is a muscular organ located in the chest cavity inbetween the lungs. It pumps the blood to the whole body. Atranslucent membrane called pericardium encloses the heart. Thepericardial membrane secretes a fluid that acts as a lubricant whenthe heart is working. The outer part of the membrane is coveredwith a layer of fat that act as a shock absorber. This membrane alsohelps to keep the heart in position and check on over dilation of theheart. The heart is made up of special type of muscles calledcardiac muscles that contain interconnected muscle fibres. Thesemuscle fibres have their own blood supply through coronary artery. The coronary artery branches from the aorta just beyond the semilunar valves. It forms branches which run on the heart surface andinto the heart muscles before dividing into capillaries. Thecapillaries join up to form coronary vein which conveys blood to theright atrium. See figure 1.15. Fig. 1.15: External structure of the mammalian heartInternal Structure of the HeartThe mammalian heart is composed of four chambers. Two auricles atria form the upper chambers. They are thin-walled and smallerin volume than the lower chambers. The right auricle receive deoxygenated blood from the body organsexcept the lungs while left auricle receives oxygenated blood fromthe lungs through the pulmonary vein. The lower chambers are called ventricles and are composedof thick cardiac muscles."}
{"text": "Two auricles atria form the upper chambers. They are thin-walled and smallerin volume than the lower chambers. The right auricle receive deoxygenated blood from the body organsexcept the lungs while left auricle receives oxygenated blood fromthe lungs through the pulmonary vein. The lower chambers are called ventricles and are composedof thick cardiac muscles. The left ventricle has thicker cardiacmuscles than the right ventricle. The volume of the left ventricle issmaller than that of the right ventricle. A thick muscular wall calledthe interventricular septum separates the two ventricles. Betweenthe atria and the ventricles are atrio-ventricular valves whichprevent the blood from flowing back into the auricles when ventriclemuscles contract. These are right atrio-ventricular valve ortricuspid valve and left atrio-ventricular valve or bicuspid valve. These valves are supported AUTHOR cordae tendinae which areattached to the wall of the ventricles on each side. The tendonsprevent the atrio-ventricular valves from turning inside out whenunder pressure as the ventricles contract. At the base of pulmonary artery and aorta are cup like valvescalled semilunar valves. The valves are opened AUTHOR generated AUTHOR The valvesprevent backward flow of blood when the ventricles relax. Seefigure 1.16.Circulation in the HeartDeoxygenated blood from the body tissues except the lungs entersthe right auricle through the vena cava. It then flows to rightventricle via the tricuspid valve. When the right ventricle contracts,blood from the right ventricle is forced via the semilunar valvesthrough the pulmonary artery into the lungs. Blood from the leftventricle is forced to flow via the semilunar valves through the aortato the body tissues. Oxygenated blood from the lungs flow throughthe pulmonary vein to the left auricle via the bicuspid valve to theleft auricle. Fig."}
{"text": "Blood from the leftventricle is forced to flow via the semilunar valves through the aortato the body tissues. Oxygenated blood from the lungs flow throughthe pulmonary vein to the left auricle via the bicuspid valve to theleft auricle. Fig. 1.16: The internal structure of the mammalian heartPumping Mechanism of the HeartThe heart undergoes contraction systole and relaxation diastole rhythmically throughout the animal s life. Diastole Relaxation When ventricular muscles relax, the volume of each ventricleincreases, while pressure decreases. The atrio-ventricular valve orcuspid valve opens allowing deoxygenated blood from the bodytissues to flow into the right ventricle while oxygenated blood flowsfrom the left atrium into the left ventricle. The semilunar valvesclose preventing the blood from flowing back into the ventricles. The slight contractions of the auricles force the blood to flow intothe ventricles. Refer to figure 1.17 a which shows diastole on theleft side of heart. Fig. 1.17 a : Diastole ventricle relaxesSystole contraction When the ventricular muscles contract, the atrio-ventricular orcuspid valves close preventing the blood from flowing back into theauricles. The volume of the ventricles decreases while pressureincreases, to force blood out of the heart to the: i Lungs via the semilunar valve through the pulmonary artery. Ii Body tissues except the lungs via the semilunar valve throughthe aorta. The thick cardiac muscles of the left ventricle generate highpressure which forces the blood to the furthest tissue. A systole isalways followed AUTHOR two make a complete heartbeat. See figure 1.17 b .The heart contracts at an average of about 60 to 70 times perminute. High temperature and emotions can result in an increasedrate of the heartbeat. The heartbeat is faster in a child than in anadult. Heartbeats may be felt as pulse AUTHOR a fairlylarge artery, such as that at the wrist, against a bone. Fig."}
{"text": "High temperature and emotions can result in an increasedrate of the heartbeat. The heartbeat is faster in a child than in anadult. Heartbeats may be felt as pulse AUTHOR a fairlylarge artery, such as that at the wrist, against a bone. Fig. 1.17 b : Systole ventricle contractsHeartbeatThe heart is capable of contracting and relaxing rhythmicallywithout fatigue due to its special muscles called cardiac muscles. The cardiac muscle fibres are interconnected as shown in figure1.18 so that waves of contraction can travel throughout the mass ofthe muscle. Fig. 1.18: Structure of the cardiac muscleFig. 1.19: The electrical excitation that follows the contraction of the heartThe rhythmic contraction of the heart arise from within the heartmuscles without nervous stimulation. The contraction is thereforesaid to be myogenic. However, the heartbeat is initiated AUTHOR node SA . This is a small area of specialised cardiacmuscle fibres in the wall of right auricle. Its spontaneous rhythmicalelectrical activity initiates and maintains contractions of the heart heartbeat . However the rate of heartbeat is under nervouscontrol. The vagus nerve slows down the heartbeat where as thesympathetic nerve speeds up the heart beat. See figure 1.19.Structure and Function of Arteries, NAME main blood vessels are arteries, veins and capillaries. ArteriesThey originate from the heart and carry blood away from the hearte.g. Aorta carry oxygenated blood from the heart to all parts of thebody except the lungs while pulmonary artery carry deoxygenatedblood to the lungs. Arteries carry blood at high pressure and have a thick muscularwall to resist the pressure of the blood inside them. The innermostlayer of the artery is called endothelium which is composed of asingle layer of cells. This layer is found in all blood vessels. Itprovides a smooth lining which offers the least possible frictionalresistance to blood flow. The middle layer is composed of elasticfibres and smooth muscles."}
{"text": "This layer is found in all blood vessels. Itprovides a smooth lining which offers the least possible frictionalresistance to blood flow. The middle layer is composed of elasticfibres and smooth muscles. The outer layer is formed of elasticmuscular fibres collagen fibres as shown in figure 1.20 a .When ventricles contract systole , the muscular layer ofarteries relaxes stretching outwards to allow blood into the arteries. When ventricle muscles relax diastole , the muscular layercontracts, pressing inwards forcing the blood to flow forwards. Thisproduces the pulsating action in arteries. The muscular wall ofthe arteries is under the control of nerves and hormones which alterthe diameter of the arteries. This plays a major role in regulatingblood flow to the body organs. Fig.1.20 a : Structure of the arteryThe aorta forms branches which supply blood to major organsof the body. These branches divide to form small blood vesselscalled arterioles. The arterioles divide further to form the bloodcapillaries. CapillariesThey form one of the most important parts of the circulatorysystem. Capillaries are numerous and very close to the tissues insuch a way that each cell is near a blood capillary. Exchange ofsubstances between the tissues and the blood takes place acrossthe capillary wall. This is possible due to the fact that the walls ofcapillaries are made up of endothelial cells only that are only onecell thick. Thus provides the least distance for exchange ofsubstances within cells. Figure 1.20 b shows the structure of acapillary. Exchange of substances occurs AUTHOR in capillary beds as shown in figure 1.20 c . Branching ofarterioles into capillaries increases the surface area of thecapillaries and pressure of blood in them. This forces smallmolecules out of the blood within the capillaries to form part of thetissue fluid. The tissue fluid formed is similar to plasma incomposition except it lacks protein, red blood cells and someleucocytes. Phagocytic leucocytes squeeze in between the cells ofthe capillary wall and pass into the tissue fluid. From the tissuefluid, cells extract substances such as glucose, oxygen, amino acids,vitamins, hormones and mineral ions. Fig."}
{"text": "Phagocytic leucocytes squeeze in between the cells ofthe capillary wall and pass into the tissue fluid. From the tissuefluid, cells extract substances such as glucose, oxygen, amino acids,vitamins, hormones and mineral ions. Fig. 1.20 b : Portion of a capillary blood vesselUltra filtration results to a drop in pressure so that at thevenules and in the capillary bed, blood pressure is less than that ofthe tissue fluid. Substances from the tissue fluid pass back into thecapillaries AUTHOR back AUTHOR more concentrated than the tissue fluid. Carbon IV oxidepasses into the blood through diffusion. More tissue fluid passes intolacteal of the lymphatic system as shown in figure 1.20 c . Fig. 1.20 c : Relationship between capillaries, cells and lymphaticsThe venules join up to form large vessels called veins. VeinsVeins carry blood from all parts of the body back to the heart. Bloodpressure in the veins is very low hence the blood flows smoothly. The veins have relatively larger lumen as compared to the arteries. This offers minimum resistance to blood flow. The walls of the veinsare made up of thin muscles as shown in figure 1.20 d .Fig. 1.20 d : VeinsVeins have valves as shown in figure 1.20 e throughout theirlength, which prevent back flow of blood thus ensuring that bloodflows only towards the heart. Forward flow of blood in veins is assisted AUTHOR veins are located in between the skeletal muscles. When the muscles contract they press the veins forcing the bloodflow towards the heart. This explains the need for physicalexercises. All veins carry deoxygenated blood with fewer nutrientsbut more nitrogenous waste and other metabolic wastes except: a Renal vein that carries blood from the kidney wherenitrogenous waste, some water and salts has been removed. B Hepatic portal vein that carries blood rich in dissolved foodsubstances from the gut to the liver. C Pulmonary vein that carries oxygenated blood from the lungsto the left auricle of the heart. NAME of the BodyFigure 1.21 illustrates major arteries which supply blood to someorgans of the body and major veins which collect blood from theorgans. Fig.1.20 e : Valves in veinsFig."}
{"text": "This explains the need for physicalexercises. All veins carry deoxygenated blood with fewer nutrientsbut more nitrogenous waste and other metabolic wastes except: a Renal vein that carries blood from the kidney wherenitrogenous waste, some water and salts has been removed. B Hepatic portal vein that carries blood rich in dissolved foodsubstances from the gut to the liver. C Pulmonary vein that carries oxygenated blood from the lungsto the left auricle of the heart. NAME of the BodyFigure 1.21 illustrates major arteries which supply blood to someorgans of the body and major veins which collect blood from theorgans. Fig.1.20 e : Valves in veinsFig. 1.20: Major blood vessels of the human bodyTable 1.2: Differences between arteries and veinsArteriesVeins1. Walls are thick muscular andelastic.1. Walls thin less muscularand elastic .2. Have no valves except at thebase of large arteries leavingthe heart.2. Have valves at intervalsthroughout their length.3. Blood flows rapidly in pulses.3. Blood flows smoothly.4. Blood flows rapidly underpressure.4. Blood flows slowly underlow pressure.5. Tend to lie deeper in the body.5. Tend to lie near the bodysurface.6. Transport oxygenated bloodexcept pulmonary artery.6. Transport deoxygenatedblood except pulmonaryvein.7. Narrow lumen.7. Wider lumen. The photomicrograph 1.3 shows some of these differences. NAME 6 b To display the circulatory system in a mammalRequirementsFreshly killed rats or rabbits , dissecting board or tray, dissectingpins, scissors, scalpels, forceps, hand lens, cotton wool and water. Procedure1. Dissect the mammal using the procedure in the dissecting guideand conduct the following: i Display the heart, lungs, liver, kidneys and the spleen. Ii Identify the coronary, carotids, jugular, renal, hepaticarteries and veins. Iii Trace the dorsal aorta and the posterior vena cava towardsand away from the heart. Similarly trace the anterior orinferior vena cava from the anterior region of the animalnoting its entry into the right atrium. Plate 1.3: T.S."}
{"text": "Dissect the mammal using the procedure in the dissecting guideand conduct the following: i Display the heart, lungs, liver, kidneys and the spleen. Ii Identify the coronary, carotids, jugular, renal, hepaticarteries and veins. Iii Trace the dorsal aorta and the posterior vena cava towardsand away from the heart. Similarly trace the anterior orinferior vena cava from the anterior region of the animalnoting its entry into the right atrium. Plate 1.3: T.S. of an artery and vein of a human being2. Draw and label the transport system of the animal as displayedin the dissection. Study Questions12. Compare the physical appearances of the arteries and veinsgiving reasons for your observations.13. Name the blood vessels that convey blood to: i the brain ii the fore limb iii the lungs iv the liver v the kidneys vi the hind limb.14. What are the functions of the dorsal aorta and the vena cava? NAME 7To investigate the external and internal structures of amammalian heartRequirementsFresh heart from a mammal such as cow, sheep, goat or pig,dissecting board or tray, dissecting pins, scissors, scalpel, forceps,hand lens and cotton wool. Procedure1. Examine the external features of the provided heart payingparticular attention to: i Its shape and thickness of its wall. Ii The remains of the blood vessels on its upper side. Iii Identify the atria and the ventricles. Iv Identify the coronary blood vessels on the outer walls ofthe heart.2. Dissect the heart to expose its internal structure. Carefullyexamine these structures to identify: i The chambers of the heart. Ii The muscular walls of the atria and ventricles. Iii The heart valves: bicuspid, tricuspid and semi-lunar valves. Iv The coronary blood vessels on the inner walls of the heart. V The remains of the vena cava, pulmonary vein and arteryand the aorta. Carefully note where these enter or leave theheart. Study Questions15. Draw and label the external structures of the heart.16. Draw and label the internal structures of the heart."}
{"text": "Carefully note where these enter or leave theheart. Study Questions15. Draw and label the external structures of the heart.16. Draw and label the internal structures of the heart. Show witharrows the direction of blood flow through the heart. NAME 8To investigate pulse rate at the wristRequirementsStop watches or clocks. Procedure1. Locate the radial, artery in the wrist at the base of the thumb ofa subject.2. Place the index and middle fingers on the radial pulse and notethe pulsating effect of blood flow in the artery.3. Start the stopwatch and count how many times the bloodpasses through the radial artery.4. Record the number of blood pulses for a one-minute time lapse.5. Repeat the count three times and enter the readings as in table1.3.6. Run round the laboratory block and return to the laboratory.7. Locate the pulse and record its rate after the exercise. Table 1.3: Pulse rateStudy Questions17. From the readings in the table above draw conclusions on thepulse rate of the subject.18. How does exercise affect the pulse rate?19. Suggest the origin of the pulse in the arteries and its effect ingeneral blood circulation. NAME 9To investigate the direction of blood flow in the superficialveins of the armsRequirementsBandage or bandsProcedure1. Select volunteers with large visible veins in the arm.2. Firmly tie the bandage or a band around the upper arm abovethe elbow of the subject.3. Use the index and middle fingers to locate a suitable stretch ofa vein that is not branched such as the radial vein of the arm.4. Gently press the index finger on this vein or any prominent veinat a given point.5. Note any observable changes on the vein.6. Using the middle finger stroke the vein pushing the bloodupwards towards the elbow.7. Release the pressure on the vein and note what happens to theblood flow.8. Stroke the vein this time pushing the blood downwards towardsthe hand.9. Note any effects on the flow of blood when this is done. Study Questions20. What happens when a bandage or band is tied around the armof the subject?21. How is the blood flow affected after the first stroke in step 6?Give reasons for this. Diseases and Defects of Circulatory SystemThrombosisThis refers to formation of a clot in the blood vessels."}
{"text": "Note any effects on the flow of blood when this is done. Study Questions20. What happens when a bandage or band is tied around the armof the subject?21. How is the blood flow affected after the first stroke in step 6?Give reasons for this. Diseases and Defects of Circulatory SystemThrombosisThis refers to formation of a clot in the blood vessels. The mostcommon of all is the coronary thrombosis that leads to blockageof coronary artery which supplies blood to the heart. The blockage may be due to arteries becoming increasinglyfibrous or accumulation of fatty materials on the artery walls. Thesubsequent narrowing of coronary artery results in less bloodflowing to the heart. Insufficient oxygen therefore, reaches theheavy oxygen dependent heart muscles. A serious blockage of theartery can result into fatal heart attack. Coronary thrombosis maybe caused AUTHOR which results to high amount ofcholesterol in the blood. Cholesterol accumulates in the coronaryarteries blocking the associated blood vessels thus causing lessoxygen to reach the heart muscles. Other causes may be heavyintake of alcoholic drinks, smoking, overweight, psychological andemotional stress. Practising healthy lifestyles can control coronary thrombosis. ArteriosclerosisArteriosclerosis refers to the deposition of calcium in the walls ofthe blood vessels. It leads to hardening of the arteries which resultto permanent change in arterial wall. This leads to thickening andloss of elasticity of the vessel wall. The most common type ofarteriosclerosis is characterised AUTHOR tissue in the wall of the arteries. The cause of thedisease is not clearly known, however medical scientists haveestablished some relationship between the disease and overweight,lack of exercise and emotional stress. Taking drugs that reduce cholesterol in the blood can controlarteriosclerosis. Physical exercises can also reduce chances ofarteriosclerosis since the excess fat will be broken down while theheart is kept active and strong. Varicose VeinsIt is a condition in which the superficial veins especially at the backof the legs become swollen and flabby due to failure of some valvesto function properly. This results in the retention of tissue fluid. Thedisease can be controlled AUTHOR the body. Hypertension or NAME PressureNormal blood pressure varies between 90 60 and 140 90 mm ofmercury."}
{"text": "Physical exercises can also reduce chances ofarteriosclerosis since the excess fat will be broken down while theheart is kept active and strong. Varicose VeinsIt is a condition in which the superficial veins especially at the backof the legs become swollen and flabby due to failure of some valvesto function properly. This results in the retention of tissue fluid. Thedisease can be controlled AUTHOR the body. Hypertension or NAME PressureNormal blood pressure varies between 90 60 and 140 90 mm ofmercury. The numerator refers to systolic pressure duringcontraction and the denominator refers to diastolic pressure duringrelaxation. High blood pressure is a disorder that is associated withheavy drinking, smoking, taking of large quantities of salt in thefood and general body stress. High blood pressure may also becaused AUTHOR heart to generate highpressure that force the blood through the less elastic vessels. The heart of a hypertensive person is therefore overworked andthe person is prone to heart failure. Hypertension may lead tobursting of arteries and capillaries. If the blood vessels in the brainbursts, a stroke results and the brain cells die in the affected areas. Paralysis at least for some parts of the body, usually accompanies astroke. Some strokes are fatal. This disorder is more common in individuals aged above 40 years. Hypertension can be controlled by: i Having regular exercises. Ii Intake of less salt. Iii Avoiding excessive drinking of alcoholic beverages. Iv Not smoking cigarettes and other related drugs. V Avoiding general body stress AUTHOR give individuals peace of the mind. NAME and Functions of BloodComposition of BloodThe mammalian blood consists of fluid medium called plasma withcellular components suspended in it. These cellular components areerythrocytes red blood cells , leucocytes white blood cells andnon-nucleated thrombocytes platelets .The PlasmaPlasma is a pale yellow fluid consisting mainly of 90 per cent waterin which a variety of substances are suspended and othersdissolved. Substances in plasma include glucose, mineral salts,hormones, some enzymes, amino acids and lipids. Also found in theplasma are plasma proteins such as anti-bodies, albumin, fibrinogenand waste products of metabolism such as carbon IV oxide andurea."}
{"text": "These cellular components areerythrocytes red blood cells , leucocytes white blood cells andnon-nucleated thrombocytes platelets .The PlasmaPlasma is a pale yellow fluid consisting mainly of 90 per cent waterin which a variety of substances are suspended and othersdissolved. Substances in plasma include glucose, mineral salts,hormones, some enzymes, amino acids and lipids. Also found in theplasma are plasma proteins such as anti-bodies, albumin, fibrinogenand waste products of metabolism such as carbon IV oxide andurea. Blood plasma from which fibrinogen and cells have beenremoved is called serum. The main functions of plasma are: i Transports red blood cells which contain oxyhaemoglobin tothe tissues hence facilitate transport of oxygen. Ii Forms the main medium in which dissolved food substancesare transported to the liver and then to the other body tissues. Iii Transports metabolic wastes such as urea carbon IV oxideand other nitrogenous wastes to the excretory organs wherethey are eliminated from the body such organs include kidneys,lungs and the skin. Iv Transportation of hormones. V Oxygen and carbon IV oxide are slightly soluble in water. Hence the plasma transports small amount of these gases. Vi Regulation of pH of the body fluids. Vii Distributes heat around the body hence regulate bodytemperature. NAME Erythrocytes In an adult the red blood cells are made in the bone marrow of theshort bones such as the sternum, ribs and the vertebrate. In theembryo they are made in the liver and spleen. Mature red bloodcells have no nuclei but have a sunken centre that makes the cellresemble a biconcave disc as shown in figure 1.22 a and b . Theabsence of a nucleus leaves room for more haemoglobin to bepacked in the cell to enable it to carry more oxygen. Haemoglobin isa protein which contains iron and readily combines with oxygen toform an unstable compound known as oxyhaemoglobin. Red bloodcells carry oxygen in the form of oxyhaemoglobin. The haemoglobin has high affinity for oxygen. It readily picksup oxygen in the lungs where the concentration is high and easilyreleases oxygen in the tissues where the concentration is low. In the tissues, oxyhaemoglobin readily breaks down dissociates into haemoglobin and oxygen."}
{"text": "Red bloodcells carry oxygen in the form of oxyhaemoglobin. The haemoglobin has high affinity for oxygen. It readily picksup oxygen in the lungs where the concentration is high and easilyreleases oxygen in the tissues where the concentration is low. In the tissues, oxyhaemoglobin readily breaks down dissociates into haemoglobin and oxygen. The oxygen diffuses outof the red blood cells and through the capillary walls into thetissues. The haemoglobin is then free to pick up more oxygenmolecules from the lungs. Fig.1.22: Red blood cellsRed blood cells are about five million per cubic millimetre ofblood. Due to their ability to change their shape, they are capableof squeezing through the narrow capillaries. Their large numbersand shape make them suitable for their function. The biconcaveshape increases their surface area over which gaseous exchangecan take place. Red blood cells have a life span of about four months afterwhich they break down and disintegrate in the liver and the spleen. The iron released from the breakdown of the old red blood cells isused in the manufacture of new cells. Although one per cent of allthe red blood cells is used in the manufacture of new ones daily,their number per cubic millimetre remains fairly constant in theblood of a healthy person. In the case of people living in high altitudes, the body respondsto the low oxygen concentration AUTHOR ofred blood cells and the haemoglobin content in them. This responseincreases the oxygen carrying capacity of the red blood cells. Besides oxygen, haemoglobin can readily combine with carbon II oxide carbon monoxide to form carboxyhaemoglobin. Thiscompound does not readily dissociate and therefore reduces thecapacity of haemoglobin to transport oxygen to the tissues. Carbon II oxide is therefore a respiratory poison which can be fatal ifbreathed in for a considerable length of time. Burning charcoalstoves, jikos in a poorly ventilated room produces carbon II oxide. Exhaust fumes from vehicles also contain carbon II oxide. Itis important therefore that charcoal stoves are not allowed to burnin poorly ventilated rooms because carbon II oxide canaccumulate to levels dangerous to life. In addition to transport of oxygen red blood cells also transportabout 95 percent of carbon IV oxide."}
{"text": "Burning charcoalstoves, jikos in a poorly ventilated room produces carbon II oxide. Exhaust fumes from vehicles also contain carbon II oxide. Itis important therefore that charcoal stoves are not allowed to burnin poorly ventilated rooms because carbon II oxide canaccumulate to levels dangerous to life. In addition to transport of oxygen red blood cells also transportabout 95 percent of carbon IV oxide. Here the enzyme carbonicanhydrase speeds up the conversion of carbon IV oxide to weakcarbonic acid. The carbonic acid dissociates into hydrogencarbonate and hydrogen ions. The hydrogen carbonate ions diffuseout of the red blood cells into the plasma in which it is thentransported to the lungs. The remaining 5 percent of carbon IV oxide is transported as dissolved carbon IV oxide in the plasma. NAME cells Leucocytes Unlike red blood cells, white blood cells are nucleated, they lackhaemoglobin and hence their cytoplasm is colourless. They arefewer in number than the red blood cells. There are about 7,000leucocytes per cubic millimetre of blood. In an average healthyman, there are about 600 red blood cells to every leucocyte cell. However their number increases greatly during infection. They areformed in the bone marrow of long bones and lymph nodes. Theirfunction is to protect the body against pathogenic micro-organismssuch as bacteria, protozoa, viruses and their secretions. Leucocytes are of two main types: granulocytes andagranulocytes. Granulocytes are also called phagocytes orpolymorphs. They have lobed nuclei and granulated cytoplasm. See figure 1.23.Granulocytes use amoeboid movement to pass through thewalls of the capillaries into the affected tissues. In the tissues andblood, the granulocytes engulf pathogenic micro-organisms AUTHOR the name phagocyte. Onceingested, the micro-organism are digested. Some white blood cellsmay die in the course of phagocytosis."}
{"text": "In the tissues andblood, the granulocytes engulf pathogenic micro-organisms AUTHOR the name phagocyte. Onceingested, the micro-organism are digested. Some white blood cellsmay die in the course of phagocytosis. The dead phagocytestogether with dead micro-organisms and damaged tissues form pus. The agranulocytes assist the phagocytes to destroy the pathogenicmicro-organisms. Agranulocytes on the other hand have rounded or bean-shapednuclei and lack granules in their cytoplast. They consist ofmonocytes and lymphocytes. The lymphocytes are formed in the lymph nodes and produceantibodies that protect the body from infection in the followingways: i Antibodies which are antitoxins neutralise the toxins antigens produced AUTHOR 1.23: Types of Leucocytes ii Some antibodies such as agglutinins cause clumping togetherof micro-organisms. This stops the microorganisms frommultiplying and eventually they die. In this way they areingested AUTHOR iii Lysins destroy micro-organisms AUTHOR walls. Iv Opsonins are antibodies which adhere to the outer surface ofmicro-organisms thus making it easier for phagocytes to ingestthem. The antibodies are produced when micro-organismsinvade the body. After recovery from infection the level ofantibodies decreases gradually as they disintegrate. Seeimmune response .Platelets Thrombocytes Platelets are fragments from large cells in the bone marrow. Theyare discoid in shape and assume a star-shaped appearance inextracted blood. Their number is approximately 2.5 million per mm3of blood. They have no nucleus and play an important role in bloodclotting when blood vessels are injured. See figure 1.24.Fig. 1.24: PlateletsA blood smear observed under a microscope reveals the variouscomponents of blood. See photomicrograph in plate 1.4.Plate 1.4: Human blood smear courtesy of KEMRI NAME ProcessThe process of clotting involves a series of complex reactions wheresoluble blood protein is converted into a mass of tangled threads ofinsoluble protein."}
{"text": "See figure 1.24.Fig. 1.24: PlateletsA blood smear observed under a microscope reveals the variouscomponents of blood. See photomicrograph in plate 1.4.Plate 1.4: Human blood smear courtesy of KEMRI NAME ProcessThe process of clotting involves a series of complex reactions wheresoluble blood protein is converted into a mass of tangled threads ofinsoluble protein. This process begins when blood vessels aredamaged. When blood vessels are injured, platelets exposed to airrupture on damaged tissues to release thromboplastin enzymethrombokinase which initiates the clotting process. Thromboplastinneutralises heparin an anti-clotting factor and activatesprothrombin to thrombin. This process requires calcium ions. Thrombin activates conversion of fibrinogen to fibrin which forms ameshwork of fibres, on the cut surface to trap red blood cells toform a clot. The clot dries up to form a scab that stops the bleedingand protects the damaged tissues from infection. Figure 1.25 showssimplified flow chart summarising the process of blood clotting. Thus blood clotting reduces loss of blood when blood vesselsare injured. Excessive loss of blood especially more than 2 litres canlead to severe anaemia unless corrected immediately AUTHOR 1.25: Simplified flow diagram showing the process of blood clottingIt is important to note that fibrinogen is only changed to fibrinwhen blood vessels are injured. Otherwise if this happens in vesselsthat are not injured, it would block up the blood vessels leading todeath. However, this does not happen because fibrinogen is notchanged to fibrin AUTHOR In undamagedvessels, blood does not contain thrombin but its inactive form calledprothrombin. Formation of prothrombin requires vitamin K.Undamaged vessels contain heparin which prevents conversion ofprothrombin to thrombin and neutralises any thrombin which maybe formed accidentally. Blood GroupsRed blood cells have certain proteins called antigens on theirplasma membrane. There are two of these antigens, designated Aand B. Blood groups are determined AUTHOR presentin an individual s red blood cell. Thus an individual whose red bloodcells have antigen A is grouped as A."}
{"text": "There are two of these antigens, designated Aand B. Blood groups are determined AUTHOR presentin an individual s red blood cell. Thus an individual whose red bloodcells have antigen A is grouped as A. Antigen B is grouped as B.Antigen A and B is grouped as AB while that without antigens isgrouped as O type. The plasma too has proteins called antibodies. There are twotypes of antibodies designated a and b. If an individual has antigenA blood group A on his her red blood cells, he she cannot haveantibody a in his her plasma, but will have antibody b . Similarly anindividual with antigen B blood group B has antibody a in his herplasma. This is due to the fact that agglutination or clumping of redblood cells takes place if antibodies corresponding to the antigencome into contact. See table 1.4.Table 1.4: Blood groups, antigens and antibodiesBlood groupAntigen in red blood cellsAntibody in plasmaAAbBBaABA and BNoneONone neither A nor B Both a and bBlood transfusionBlood transfusion is the transfer of blood from a donor to thecirculatory system of the recipient. A recipient will receive bloodfrom a donor if the recipient cannot produce antibodiescorresponding to the donor s antigens. Otherwise agglutination clumping together of the recipient s red blood cells will take place. Table 1.5 gives a summary of blood types and reactions of the bloodtypes. Table 1.5: Reactions of blood typesKey:Capital letter: Antigens blood groups Small letter: Antibodies Compatible no agglutination X Not compatible agglutination Note: Blood group AB has neither antibody a nor b. Indviduals withblood group AB can receive blood from all others. They aretherefore refered to as universal recipient. On the other hand,individuals with blood group O can donate blood to all others. Thischaracteristic leads to individuals with this blood group being calleduniversal donor. Study Questions22. From the above table identify the universal donor and theuniversal recipient. 23. Why is it important to screen blood before transfusion?A doctor must ensure that before one donates blood he she ishealthy and is between 18 and 65 years of age."}
{"text": "From the above table identify the universal donor and theuniversal recipient. 23. Why is it important to screen blood before transfusion?A doctor must ensure that before one donates blood he she ishealthy and is between 18 and 65 years of age. A drop of thedonor s blood is first tested to find out what group he she belongsto. Half a litre of the donor s blood is taken from a vein in the armand drained into a clean plastic bag to which an anti-coagulant hasbeen added, to stop clotting. The donor is given a drink to help topup blood volume and is advised to eat a balanced diet thereafter. The donated blood is kept in a blood bank at a temperature justabove freezing point for not more than one month. Donating bloodis good because it helps save lives. Healthy people should feel freeto donate blood regularly. The blood is normally not used for transfusion after one monthbecause most of the red blood cells will have died. Before bloodtransfusion is carried out, it is important that the blood is screenedfor pathogens such as NAME AcquiredImmuno- NAME HIV AIDS and compatibility. In addition to the A and B antigens, there is another antigen onthe red blood cells known as the Rhesus factor. People whoseblood contains this antigen are described as rhesus positive Rh ve while those who lack it are referred to as rhesus negative Rh ve . NAME ve blood is given Rh ve recipient, the latter responds byproducing the corresponding rhesus antibodies and nothing furtherhappens. But if the same recipient is given another dose of Rh veblood in a period of less than two weeks agglutination of red bloodcells occurs. In a case where a Rh ve mother bears a Rh ve baby,fragments of the foetus red blood cells containing the rhesusantigen pass across the placenta and get into the mother s bloodstream. The mother s red blood cells respond AUTHOR turn pass across the placenta into the blood ofthe foetus red blood cells before the foetus birth. This reaction iscommon after the first born and affects the foetus of thesubsequent pregnancies. This is as a result of the antigen-antibodyreaction taking place on the surface of the red blood cells."}
{"text": "The mother s red blood cells respond AUTHOR turn pass across the placenta into the blood ofthe foetus red blood cells before the foetus birth. This reaction iscommon after the first born and affects the foetus of thesubsequent pregnancies. This is as a result of the antigen-antibodyreaction taking place on the surface of the red blood cells. Thiscondition is referred to as haemolytic disease of the new-born Erythroblastosis foetalis . The new born baby can be saved byreplacing its blood with Rh ve blood. With every successivepregnancy the antibody level increases in the blood stream of themother and subsequent foetuses, if the baby is also Rh ve he shewill suffer from serious haemolytic disease of the new born. Withthe advancement in technology, it is possible to transfuse blood tothe foetus when still in the mother s womb and save the child. In recent years, it has also been found that the haemolyticdisease of the new-born can be prevented AUTHOR anti-rhesus globulin which coats the surfaces of red bloodcells thus preventing the antigen-antibody reactions. NAME 10Complete the table below AUTHOR your classmatesTable 1.6: Blood groupsStudy Question24. Name the dreaded disease associated with blood transfusion. Lymphatic SystemAnimals particularly vertebrates have an additional transport systembesides the blood system. This is known as lymphatic system andit supplies all the regions of the body just like blood system. Thelymphatic system is made of narrow, thin walled tubes known aslymph vessels which branch to form lymph capillaries in which afluid known as lymph is transported. See figure 1.26.Fig.1.26: Lymphatic SystemLymphThis is a fluid similar to blood plasma except that it contains lessproteins. It is formed as a result of ultra-filtration of blood from thenarrow blood capillaries. As blood circulates it reaches the bodytissues through the blood capillaries that form a network throughoutthe tissues. The pumping force from the heart together with thenarrow lumens of the capillaries exert a high pressure that forcesthe fluid part of the blood to filter out of the capillary walls into thesurrounding tissues."}
{"text": "It is formed as a result of ultra-filtration of blood from thenarrow blood capillaries. As blood circulates it reaches the bodytissues through the blood capillaries that form a network throughoutthe tissues. The pumping force from the heart together with thenarrow lumens of the capillaries exert a high pressure that forcesthe fluid part of the blood to filter out of the capillary walls into thesurrounding tissues. This filtrate consists of all the constituents ofblood plasma except the blood cells and the proteins. This isbecause the blood cells and proteins are too large to filter out of thecapillary walls. The fluid is known as tissue fluid or intercellularfluid. Once formed the tissue fluid bathes the cells of the tissuessupplying them with oxygen, food and other useful substances. The cells absorb these substances and pass out carbon IV oxide and other waste products in exchange. Most of the tissue fluidthen returns to the blood system through the venule end of thecapillaries. This is due to the lower hydrostatic pressure of the bloodat the venule and compared to that at the arteriole end of thecapillary. The excess tissue fluid, however, drains into the lymphvessels where it is known as lymph. The lymph glands produce antibodies and lymphocytes. Immune responsesImmune responses are reactions of the body that are as a result ofintroduction of antigens. They involve the production of antibodiesor leucocytes which combine with antigens. An antibody is achemical substance, usually a protein, which is formed in the bloodwhen an antigen is introduced into the tissue of a human being orany other animal. An antibody has a chemical composition which iscomplimentary to the antigen against which it reacts. This meansthat a particular antibody combines with or responds only to aparticular antigen to make it harmless. Antibodies are produced AUTHOR or proteins invade the body, some lymphocytes startproducing antibodies which are complimentary to them. The bonemarrow and the thymus gland also begin to produce morepolymorphs phagocytes and lymphocytes respectively. Types of ImmunityNatural Immunity NAME Natural immunity is inherited and controlled."}
{"text": "This meansthat a particular antibody combines with or responds only to aparticular antigen to make it harmless. Antibodies are produced AUTHOR or proteins invade the body, some lymphocytes startproducing antibodies which are complimentary to them. The bonemarrow and the thymus gland also begin to produce morepolymorphs phagocytes and lymphocytes respectively. Types of ImmunityNatural Immunity NAME Natural immunity is inherited and controlled. This trait can betransmitted from parent to offsprings. NAME or Artificial ImmunityAcquired immunity can either be naturally or artificially induced. When attacked AUTHOR , chicken pox, measles,poliomyelitis, and mumps the people who recover completely fromthese diseases develop resistance to any subsequent infectionsfrom the same diseases. If these people become infected again AUTHOR pathogens , they do not become seriously ill. This isknown as acquired immunity. In some instances people who havebeen exposed to milder forms of a disease develop a resistance tothe acute forms of the disease, e.g. those who have been exposedto the tuberculosis bacteria may not be affected AUTHOR the same disease although they had neversuffered from the acute disease before. On the other hand, a personwho has never been exposed to the tuberculosis bacteria is likely toget seriously ill with the disease. Artificial acquired immunity occurs when a mild form of adisease-causing organism is injected into the body of a healthyperson. The infection stimulates the production of the correspondingantibody which then destroys the pathogens. The body thereafterretains the memory of the structure of this antigen in itslymphocytes. When the body is attacked AUTHOR , itproduces the specific antibodies which destroy the disease causingorganisms. This type of immunity is called artificial acquiredimmunity. What happens is that, on coming into contact withspecific antigens a group of B lymphocytes called committed cells in the lymph nodes undergo cell division to produce a group oflarge plasma cells. The plasma cells synthesise the antibodies whichare released into the lymph and eventually reach the blood. In theblood the antibodies destroy the invading organisms. A smallnumber of plasma cells remain in the lymph nodes for years, evenafter the antibodies have eliminated the original infection and areremoved from the blood."}
{"text": "The plasma cells synthesise the antibodies whichare released into the lymph and eventually reach the blood. In theblood the antibodies destroy the invading organisms. A smallnumber of plasma cells remain in the lymph nodes for years, evenafter the antibodies have eliminated the original infection and areremoved from the blood. This system provides a very rapidresponse to any subsequent infection AUTHOR artificially inducing immunity has now beenadopted in many countries and many lives are saved from variousdiseases like smallpox, measles, poliomyelitis and tuberculosis. Thefirst work on immunisation was AUTHOR EdwardJenner in 1797 who used a vaccine to prevent a smallpox attack. Hehad observed that most milkmaids did not suffer from smallpoxafter they had suffered from cowpox. He carried out an experimentby first making some scratches on a healthy boy and introducingsome pus from a pox vesicle of a woman suffering from cowpox. Later he introduced some pus taken from a woman suffering fromsmallpox into the boy s body. NAME observed that the boy did not contract smallpox,though he only developed mild symptoms of the disease. Thus theboy had been immunised against the deadly disease because a mildantigen cowpox virus produced antibodies against the smallpox. Currently, the method of producing vaccines involves thetreatment of the disease causing organisms so that they areweakened. This treatment of pathogens is called attenuation. Theattenuated bacteria or viruses are then introduced into the body ofa healthy person or animal AUTHOR Theattenuated bacteria or viruses stimulate the production of specificantibodies AUTHOR next time the body gets infectedby the pathogens, there will be no serious illness caused. Vaccinesgenerally contain attenuated disease causing organisms. Thesevaccines are currently produced commercially. The reaction of thebody to cowpox vaccine is an example of active immunisation. Similarly, the body actively makes its own antibodies against someantigens e.g. measles, whooping cough and poliomyelitis. In somecases the artificially acquired immunity is permanent andimmunisation is done only once in a lifetime. In some cases a booster vaccination is required to maintain immunity e.g. againstcholera, since the immunity lasts for a short time."}
{"text": "In somecases the artificially acquired immunity is permanent andimmunisation is done only once in a lifetime. In some cases a booster vaccination is required to maintain immunity e.g. againstcholera, since the immunity lasts for a short time. Artificial passive acquired immunity is achieved whenantibodies from another source e.g. serum, are directly introducedinto the body of a person. The serum containing the antibodies iscalled antiserum, and it may be effective for only a few weeks. This type of immunity is called passive because the body is notactivated to produce its own antibodies. In newly born babiesantibodies pass from milk produced AUTHOR , so providing thebabies with passive immunity to some diseases for a period of time. Study Questions25. Explain how immunity is achieved in human beings.26. Name two types of immunity you know.27. List three diseases that are effectively controlled throughvaccination. NAME of VaccinationVaccination protects individuals from infections of many diseasessuch as smallpox, tuberculosis and poliomyelitis and it prevents thespread of the diseases. Diseases like smallpox, tuberculosis andtetanus used to be killer diseases but now, due to the developmentof vaccines, individuals can be protected from them. It is nowbelieved that smallpox has been eliminated from the world since1977. Pregnant mothers should be immunised against tetanus atleast once before giving birth. Table 1.7: Immunisation for childrenPlate 1.5: Vaccination against various diseases is done when need arise Courtesyof EA Standard In children, vaccination against certain diseases is done at differenttimes. Immediately after birth, the baby should be immunisedagainst tuberculosis and polio. The baby should then receive acompound vaccine against whooping cough and tetanus. Thecompound vaccination should be repeated after 10-14 weeks. At theage of nine months, the child should be vaccinated against measles. Measles is a major child-killer disease. Vaccinations should be given at regular intervals see table1.7 . For example, booster injections of vaccines against polio inbabies have to be given regularly after every four weeks, for thefirst 16 weeks. It is also recommended that healthy children shouldbe exposed to chickenpox when young for the attack is severe whenthe children mature. Immunisation against other diseases should be done as advisedby the health officers."}
{"text": "Vaccinations should be given at regular intervals see table1.7 . For example, booster injections of vaccines against polio inbabies have to be given regularly after every four weeks, for thefirst 16 weeks. It is also recommended that healthy children shouldbe exposed to chickenpox when young for the attack is severe whenthe children mature. Immunisation against other diseases should be done as advisedby the health officers. Usually, people of all ages are vaccinated ifthere is an outbreak of diseases like cholera, see plate 1.5.Apart from immunisation the control of diseases can also bedone AUTHOR into and out of infectedareas. This method is called quarantine. It can be done atinternational, national or local levels. Facilities like water wells, should not be shared as long as thequarantine is in force. Internationally, before one enters anothercountry, one must be vaccinated against various diseases, andcertificates of vaccination obtained. In schools and homes, peoplesuffering from infectious diseases should be isolated to avoidinfection of healthy people. This minimises the spread of disease. Allergic reactionsAn allergy is a hypersensitive reaction to an antigen AUTHOR the combination of an antibody with an antigenproduces a violent reaction or severe damage to the body. Allergicpeople are hypersensitive to materials like dust, pollen grains, somefoods, some drugs and certain air pollutants. The allergy manifests itself in various ways. In some people, oneating certain foods, rashes appear on the skin. Some drugs e.g.penicillin, chloroquine and aspirin can also cause rashes on the skin. Other allergic reactions are itching, sneezing, vomiting or difficultiesin breathing. The allergic conditions are brought about when the body reactsby overproducing antibodies against harmless antigens. Theantibody-antigen reaction takes place on the surface of cells thatburst open, releasing a chemical substance called histamine,Histamine increases the permeability of the epithelial cells thusmaking them take in fluid and swell up. The intercellular spaces toobecome filled with fluid, and swell. Histamine also causesinflammation and pain. A severe condition called anaphylaxissometimes occurs, in which blood vessels get dilated and thislowers the blood pressure to the extent of causing death. This ishow bee stings can cause death."}
{"text": "Histamine also causesinflammation and pain. A severe condition called anaphylaxissometimes occurs, in which blood vessels get dilated and thislowers the blood pressure to the extent of causing death. This ishow bee stings can cause death. Avoiding the allergens allergycausing substances or administration of the antihistamine drugscan control this. Organ TransplantsCurrently, a lot research is being done on organ and tissueregeneration and human immune system. Surgeons can replacedamaged tissues of organs using similar organs from other personsor animals e.g. the pig, in transplant operations. It has also beenpossible to transplant kidneys, liver, spleen, reproduction organs,parts of skin and limbs. Parts of organs or tissues transplanted on tolarger parts of recipient are called grafts. It is known that although two organisms belong to the samespecies, their immune systems may be so different that grafts maybe rejected AUTHOR cases grafts involving identicaltwins or those from same individual are not rejected. The grafts may be rejected because the body of the hostrecognises the new tissue or organ as foreign to it. The donor tissuehas antigens to which the host s leucocytes produce antibodies andthe tissue may be rejected; if not, the graft will take or beaccepted. Some transplants of hearts, kidneys, cornea of the eye,lungs and bone marrow have been carried out AUTHOR immune response of the host. A substance calledinterferon is also used to suppress rejection of grafts. In organtransplants, sophisticated machines are used to keep the organs tobe transplanted and the patient alive. Other suggested activities1. Stem ringing experiment on translocation. 2. Visit to a health clinic to collect data information on: i Allergies ii Blood groups iii High blood pressure iv HIV AIDS in the school locality. Revision Questions1. Figure 1.27 is a longitudinal section of the root apex. I Label the parts A to E. ii State the function of parts labelled C, D and E. iii Label zones 1-2. Iv What are the differences between zone 2 and 3?Figure 1.272. Figure 1.28 is a plan diagram from a cross-section ofdicotyledonous plant stem."}
{"text": "What were theblood groups of the two samples?15. People can die when they inhale gases from burning charcoal inpoorly ventilated rooms. Explain how this death comes about.16. A State two proteins in the blood which are responsible fordetermining the blood group of a person. B Give two reasons why a transport system is necessary inhigher animals.17. State any two adaptations of red cells to their functions. 18. What do you understand AUTHOR ? 19. A Explain the differences between: i blood plasma and serum. Ii blood and lymph. Iii tissue fluid and blood plasma. B State the functions of the plasma.20. A Draw a large labelled diagram of internal structure of amammalian heart. B Describe the circulation in the heart. C Describe the working of the heart.21. A Describe two diseases and two disorders of blood vessels. Identify the causes of the disorders in a above and listtheir symptoms and treatment. B In a certain person, blood took a long time to clot after acut. What vitamin deficiency was the person likely to havebeen suffering from?22. A What do you understand AUTHOR ? B State and discuss the two types of immunity. C What is a vaccination? State the role of vaccination inproviding immunity. D What causes allergies? CHAPTER TWOGaseous Exchange2.1 IntroductionThe process AUTHOR oxygen and carbon IV oxide are passed across the respiratory surface is known asgaseous exchange. This is brought about AUTHOR between the body of living organisms and thesurrounding medium. In simple organisms, oxygen is absorbed bythe exposed surface of the body AUTHOR organisms, there are special organs such as lungs or gillswhich absorb oxygen and remove carbon IV oxide from the body. The importance of gaseous exchange in the living organisms isto promote oxygen intake for respiration and facilitate carbon IV oxide removal from the body as a wasted product of metabolism.2.2 NAME in PlantsGaseous exchange in plants involves two main respiratory gases:carbon IV oxide and oxygen. During daytime green plants take incarbon IV oxide and oxygen. The carbon IV oxide taken in isused for photosynthesis and oxygen produced as a by-product ofphotosynthesis is released into the atmosphere."}
{"text": "In morecomplex organisms, there are special organs such as lungs or gillswhich absorb oxygen and remove carbon IV oxide from the body. The importance of gaseous exchange in the living organisms isto promote oxygen intake for respiration and facilitate carbon IV oxide removal from the body as a wasted product of metabolism.2.2 NAME in PlantsGaseous exchange in plants involves two main respiratory gases:carbon IV oxide and oxygen. During daytime green plants take incarbon IV oxide and oxygen. The carbon IV oxide taken in isused for photosynthesis and oxygen produced as a by-product ofphotosynthesis is released into the atmosphere. However some ofthe oxygen produced is used in the same plant for respiration. Butsince the rate of photosynthesis proceeds faster than respiration atdaytime, excess oxygen produced is removed. However, respirationcannot provide enough carbon IV oxide for photosynthesis atdaytime hence more carbon IV oxide diffuses into the leaves. Atnight respiration proceeds in absence of photosynthesis in greenplants, hence plants take in oxygen for respiration but give outcarbon IV oxide. Plants do vary in their size and thus influence thesurface area to volume ratio for gaseous exchange. Whether insimple or complex plants, gaseous exchange takes place bydiffusion across the respiratory surface. In plants such as the flowering plants, stomata in the leavesand lenticels in the woody stems and roots provide surfaces forgaseous exchange. NAME 1 a To investigate the release of carbon IV oxide AUTHOR a plant one boiled and another keptfresh , boiling tubes 2 , bicarbonate indicator solution red incolour and aluminium foil. Procedure1. Obtain a freshly plucked leaf of a plant.2. Put a litre of diluted bicarbonate indicator in the boiling tubethat has been covered with aluminium foil and label A.3. Using a piece of thread, suspend the leaf above the indicator inthe boiling tube.4. Place a cork to cover the mouth of the boiling tube as shown infigure 2.1.5. Set up a control with a boiled leaf and label B.6. Keep the apparatus on the side bench for at least one hour. Note: Bicarbonate indicator is red at the beginning of theexperiment. Study Questions1."}
{"text": "Place a cork to cover the mouth of the boiling tube as shown infigure 2.1.5. Set up a control with a boiled leaf and label B.6. Keep the apparatus on the side bench for at least one hour. Note: Bicarbonate indicator is red at the beginning of theexperiment. Study Questions1. Note the colour change of the bicarbonate indicator in practicalactivity 1 a above.2. Explain the colour change. Fig. 2.1: Release of carbon IV oxide AUTHOR 3. Why are boiling tubes covered with aluminium foil? NAME 1 b To investigate the release of oxygen AUTHOR , glass funnel, beaker, boiling tube, wooden block,wooden splints, sodium hydrogen carbonate and source of heat. Procedure1. Set up the experiment as shown in figure 2.2.2. Place the set-up in the sunlight to allow photosynthesis to takeplace. Fig. 2.2: Release of oxygen AUTHOR 3. Leave the set-up in the sunlight until sufficient gas has collectedin the boiling tube.4. Test the gas collected using a glowing splint. Study Questions4. What happens when the gas collected is brought near a glowingsplint?5. Identify the gas produced above and explain how plantsproduce it. Structure and function of the stomataStomata are tiny openings on the leaf surface bordered AUTHOR guard cells are the only green cells of theepidermis. The inner sides of the guard cell are not attached to thewalls of the adjacent epidermal cells. Stomata occur mainly on thelower side of the leaf but less frequently on the upper side of theleaf surface that receive direct sunlight. Stomata open mostly atdaytime but close at night. However, their distribution on the leafsurface is related to the habitat. The stomata allow gaseousexchange to take place in the plants. Guard cells also control theopening and closing of the stomata. The guard cells are adapted totheir function AUTHOR cell walls. Seefigure 2.3 a and b .Fig. 2.3: a Stoma closedThe Mechanisms of Opening and Closing ofStomataThis process of opening and closing of stomata has been explainedby various theories."}
{"text": "The guard cells are adapted totheir function AUTHOR cell walls. Seefigure 2.3 a and b .Fig. 2.3: a Stoma closedThe Mechanisms of Opening and Closing ofStomataThis process of opening and closing of stomata has been explainedby various theories. One such theory is the photosynthetic theorybased on the sugar formation AUTHOR cells tobring about cell turgor. During the daytime the chloroplast of guardcells produces sugar through the process of photosynthesis. Thissugar accumulates in the guard cells causing the osmotic pressureof the sap vacuoles of the cells to increase. This leads to drawing ofwater from the neighbouring cells AUTHOR thusbecome turgid and bulge outwards making the stomata to open. Atnight, however, sugar is converted to starch which accumulates inthe guard cells. The osmotic pressure of the guard cells then falls asthe cells lose turgidity due to water loss to the adjacent epidermalcells. This condition results in the guard cells becoming flaccid anddraw towards one another leading to the closure of the stomata. The above theory has been found unsatisfactory, as there are someplants whose stomata open at night and close at daytime. Another possible explanation of stomatal closing and opening isin the conversion of sugar to starch and vice versa in the guardcells. The starch sugar interconversion theory is under the influenceof pH through enzyme action. For example, during the dayphotosynthesis takes place in guard cells using carbon IV oxide. The pH in the guard cells tends to rise as the conditions becomeless acidic as carbon IV oxide is continuously used up. Theincreasing pH favours the conversion of starch into glucose. Theglucose being osmotically active, brings about an osmotic effectthat result in water being drawn into the guard cells. Consequently,the guard cells become turgid and bulge outwards making thestomata to open. At night carbon IV oxide is hardly used up asphotosynthesis does not take place. Carbon IV oxide, thereforeaccumulates in the guard cells resulting in the lowering of pH. Thisfavours the conservation of glucose into starch. Fig. 2.3 b Stoma openThe latter is osmotically inactive and therefore the guard cells donot gain water."}
{"text": "Carbon IV oxide, thereforeaccumulates in the guard cells resulting in the lowering of pH. Thisfavours the conservation of glucose into starch. Fig. 2.3 b Stoma openThe latter is osmotically inactive and therefore the guard cells donot gain water. Due to the resulting flaccid state of the guard cells,the stomata close. The closure may not be complete and somegaseous exchange may still take place at night. Mechanism of NAME in PlantsThe process of gaseous exchange in aerial roots, stems and leavesof both aquatic and terrestrial plants is the same. For gaseousexchange to take place, a concentration gradient must existbetween the atmospheric air outside and that in the interior of theroot, stem or leaf. This will permit oxygen to diffuse from theatmospheric air outside where its concentration is high, into theplant where its concentration is kept low due to utilisation inrespiration. Similarly, carbon IV oxide will diffuse out as ametabolic waste product along a concentration gradient into theatmosphere. Fig.2.4: A transverse section of a water lily showing the large airspacescharacteristic to hydrophytesStomata and Habitats of PlantsStomata are also modified in a number of ways depending on thehabitat in which the plant is growing. For example, xerophytes plants adapted to living in dry areas often have fewer stomatathat are smaller in size than those of hydrophytes plants in wetareas . These stomata are found mainly on the lower surface of theleaves. In some xerophytes the stomata are sunken and in othersthey open during the night and tend to close during daytime. Thepartial opening during the daytime allows for gaseous exchange. The modifications mentioned above, help in water conservation inthe tissues of the plant and at the same time reduce water lossfrom the plants AUTHOR are aquatic plants or plants growing in water. Some of these aquatic plants, are not completely submerged, forexample nymphea. They have many stomata that are large in size. Their stomata are mainly found on the upper surface of leaves. These stomata allow the hydrophytes to release excess water tothe atmosphere."}
{"text": "Thepartial opening during the daytime allows for gaseous exchange. The modifications mentioned above, help in water conservation inthe tissues of the plant and at the same time reduce water lossfrom the plants AUTHOR are aquatic plants or plants growing in water. Some of these aquatic plants, are not completely submerged, forexample nymphea. They have many stomata that are large in size. Their stomata are mainly found on the upper surface of leaves. These stomata allow the hydrophytes to release excess water tothe atmosphere. The hydrophytes also have aerenchyma tissuewith large air spaces to store air for gaseous exchange as shown infigure 2.4.The mesophytes terrestrial plants growing in moist areas orareas with adequate water supply have a fairly large number ofstomata of medium size found on both surfaces of the leaves inmore or less equal numbers. Structure and Function of LenticelsLenticels are openings found on the stems and roots of some woodyplants and usually are formed AUTHOR Theseopenings permit gaseous exchange to take place between theinterior of the plant and the outside AUTHOR takes place on the moist surfaces of cells underthe lenticels. However, in some aquatic plants such as themangrooves, plants that grow in muddy salty waters on beaches lenticels in specialised breathing aerial roots called pneumatophoresallow gaseous exchange to take place. See figure 2.5 and plate 2.1. Fig. 2.5: The structure of the lenticelPlate 2.1: Pneumatophores of the mangroovesPractical Activity 2To observe permanent slides of transverse sections ofleaves and stemsRequirementsPermanent slides of mesophyte, zerophyte and hydrophyte leaves,stems and light microscope. Procedure1. Place each slide in turn on the stage of the microscope andobserve.2. Draw a labelled plan diagram of each specimen observed. Study Question6."}
{"text": "2.5: The structure of the lenticelPlate 2.1: Pneumatophores of the mangroovesPractical Activity 2To observe permanent slides of transverse sections ofleaves and stemsRequirementsPermanent slides of mesophyte, zerophyte and hydrophyte leaves,stems and light microscope. Procedure1. Place each slide in turn on the stage of the microscope andobserve.2. Draw a labelled plan diagram of each specimen observed. Study Question6. How are the structures observed related to gaseous exchange,for the mesophyte, xerophyte and hydrophyte?2.3 NAME in AnimalsTypes and Characteristics of RespiratorySurfaces in AnimalsVarious types of respiratory surfaces have been developed bydifferent animals to facilitate gaseous exchange depending on theanimal s size, activity and the environment in which it operates. Table 2.1: Types of respiratory surfaces in animalsType of respiratorysurfaceEnvironment or mediumof operationExample oforganism i Cell membraneWaterAmoeba ii Gill filaentsWaterFish iii TracheolesAirInsects iv Alveoli lungsAir Mammals Birds Frogs Reptiles v Skin vi Buccal cavityWaterAirFrogEarthwormAirFrogThe respiratory surface is the basic unit of any breathing systemupon which gaseous exchange takes place AUTHOR ,the respiratory surface must meet the conditions listed below toallow gaseous exchange to take place effectively. These are: i It must have a large surface area. Ii It must always be a moist surface. Iii It should possess a rich capillary network. Iv It must be a thin membrane. The above-mentioned conditions constitute characteristics of mostrespiratory surfaces. NAME in ProtozoaThe example of the amoeba, a member of the kingdom protoctistais used to represent protozoa. The amoeba is a single-celled aquaticorganism whose entire body surface is always in contact with thesurrounding water. The organism is small and has a large surfacearea exposed to its aquatic environment. It therefore does not needan elaborate gaseous exchange system since its gaseous exchangecan be adequately met AUTHOR membrane. Oxygen dissolved in the surrounding water, diffuses across themembrane into the cytoplasm."}
{"text": "The amoeba is a single-celled aquaticorganism whose entire body surface is always in contact with thesurrounding water. The organism is small and has a large surfacearea exposed to its aquatic environment. It therefore does not needan elaborate gaseous exchange system since its gaseous exchangecan be adequately met AUTHOR membrane. Oxygen dissolved in the surrounding water, diffuses across themembrane into the cytoplasm. In a similar manner, carbon IV oxide and other soluble wastes diffuses out through themembrane into the surrounding water along a concentrationgradient as illustrated in figure 2.6. Fig. 2.6: Gaseous exchange in an amoebaGaseous Exchange in InsectsInsects are generally small animals. The small size is quiteadvantageous to the animal in terms of gaseous exchange sincesurface area to volume ratio remains large. However, being largerthan amoeba, there is need for the development of a breathingsystem. This system is made up of a large network of air tubes thatform a tracheal system. The system penetrates into all parts of thebody to improve on the efficiency of gaseous exchange. Figure 2.7shows the tracheal system of a grasshopper. Fig. 2.7: The tracheal system of an insectThe tracheal system of an insect which forms its breathing systemconsists of spiracles and tracheolesSpiracles are external openings present on either side of theabdomen and thorax of an insect through which air from theatmosphere enters the body. Each spiracle is supplied with amuscular valve, that controls its opening and closing, and also withhairs to prevent excessive loss of water from the body tissues byevaporation. The spiracles then open into large tracheal tubes called tracheawhich are arranged in definite pattern and penetrate the wholebody space of an insect. These air tubes are reinforced with spiralbands of chitin to keep them open. The trachea then subdivide intofiner air tubes called tracheoles, which ramify the body tissue of theanimal for direct supply of individual cells with oxygen. Since thetracheoles lack the spiral bands of chitin, they permit gaseousexchange across their thin moist walls. See figure 2.8.Fig."}
{"text": "The trachea then subdivide intofiner air tubes called tracheoles, which ramify the body tissue of theanimal for direct supply of individual cells with oxygen. Since thetracheoles lack the spiral bands of chitin, they permit gaseousexchange across their thin moist walls. See figure 2.8.Fig. 2.8: The branching of the tracheaMechanism of NAME in theTracheal System of an InsectAir is drawn into and out of the tracheal system AUTHOR wall. In wasps and bees, abdominalsegments are moved in and out length-wise, while in locusts andcockroaches the segments are moved laterally. When spiracle valves are open, air is drawn into the trachealsystem. After that the valves close and air is forced along thesystem AUTHOR diffuses into the tissuefluid and into the cells due to a higher oxygen diffusion gradient. Likewise carbon IV oxide diffuses out of tissue cells and into fluidsthen into the tracheal system due to a carbon IV oxide diffusiongradient as shown in figure 2.8.The thoracic spiracle valves close as the abdominal spiraclevalves open and the gas is released through the spiracle openingsin the abdomen of the insect. Insects which live in water also carry out gaseous exchange inwater. Insects such as the dragon fly or may fly larvae nymphs usetracheal gills that are seen as paired plates on either side of theabdomen as shown in figure 2.9.Fig.2.9: Position of may fly nymph tracheal gills However, most of the aquatic insects have an elaboratetracheal system and are not truly aquatic because they need tocome to the surface to breathe. For example, mosquito larvae havetheir spiracles near the rectum carried on a tube called respiratorysiphon. This siphon is opened when the larva comes to the surfaceof the water to take in air and is closed AUTHOR Larvae come to the surface of water periodically tobreathe and position themselves as seen in figure 2.10 a ."}
{"text": "For example, mosquito larvae havetheir spiracles near the rectum carried on a tube called respiratorysiphon. This siphon is opened when the larva comes to the surfaceof the water to take in air and is closed AUTHOR Larvae come to the surface of water periodically tobreathe and position themselves as seen in figure 2.10 a . In thepupa stage, a pair of siphons open just behind the head piercethrough the water surface to allow for gaseous exchange as shownin figure 2.10 b .Fig.2.10 a : The breathing structures of a mosquito larvaSome adult insects like water beetles and water bugs use bubblesof air trapped AUTHOR on their body surfaces. The air bubbles give these insects a silvery appearance. But likemost other aquatic animals, they first come to the surface toreplenish their stock of air. However, others still use the respiratorydevice, plastron for gaseous exchange. The plastron is a pile ofvery fine non-washable hairs which cover the cuticle for somedistance around the spiracle to hold off water and also to maintaina film of air over the body surface. Fig.2.10 b : The breathing structures of a mosquito pupaPractical Activity 3Observation of breathing movements of an insectRequirementsLive specimens of grasshopper locust cockroach, boiling tube andhand lens. Procedure1. Place the insect in a boiling tube and close.2. Using a hand lens observe the insect in the boiling tube. Recordthe observation and variations of the abdominal movements andspiracles of the insect.3. Remove the insect, hold it AUTHOR the hand lensobserve the abdominal side. Study Questions7. Count and record the number of spiracles on the abdomen ofthe insect used in practical activity 3.8. Draw the abdomen and show the position and shape of thespiracles. NAME in a fishFish live in water in that contains oxygen and other gases aredissolved in it. The breathing system of a bony fish consists of themouth or buccal cavity, gills, opercular cavity and the operculum. See figure 2.11 a . Fig."}
{"text": "Draw the abdomen and show the position and shape of thespiracles. NAME in a fishFish live in water in that contains oxygen and other gases aredissolved in it. The breathing system of a bony fish consists of themouth or buccal cavity, gills, opercular cavity and the operculum. See figure 2.11 a . Fig. 2.11 a : The position of the gills in a bony fishThe gills of a fish consist of a long curved bony structure calledgill bar. It is from the gill bar that most gill filaments arise. The gillfilaments trail in water to provide a large surface area for gaseousexchange. When a fish is lifted out of water, the surface tensioncauses the gill filaments to clump together thus reducing theeffective area of the respiratory surface. Arising from the other sideof the gill bar facing the mouth are the gill rakers. These appearas teeth-like structures whose function is to prevent food and anysolids present in water from reaching the delicate gill filaments. Theblood vessels from the body enter into the gill bar and branch intothe gill filaments as blood capillaries. These delicate structures areprotected in the bony fish AUTHOR on either side ofthe body near the head known as the operculum. See figure2.11 b .Fig. 2.11 b : A gill of a fishMechanism of NAME in the NAME FishThe floor of the mouth cavity is lowered AUTHOR of the floor of the mouth increases thevolume of the mouth cavity but reduces the pressure. As a resultwater flows into the mouth through the open cavity. Meanwhileeach closed operculum on either side of the mouth bulges outwardsto cause reduction of pressure in the gill cavity so that watercontaining dissolved oxygen then flows from the mouth cavity to thegill chamber over the gills. See figure 2.12.Fig. 2.12: Movement of water over gillsWhen all this is happening, the higher external pressurepresses the flexible free edge of each operculum against the side ofthe mouth of the fish. Each operculum in this case acts as a valve toensure that water enters only through the mouth. The mouth thencloses and muscles raise the floor of the mouth cavity."}
{"text": "2.12: Movement of water over gillsWhen all this is happening, the higher external pressurepresses the flexible free edge of each operculum against the side ofthe mouth of the fish. Each operculum in this case acts as a valve toensure that water enters only through the mouth. The mouth thencloses and muscles raise the floor of the mouth cavity. This forcesthe remaining water in the mouth to flow towards the gill chamber. Water entering the mouth has a higher concentration of oxygenthan in the gill filaments. Due to this difference, oxygen diffusesfrom water flowing over the gills into the blood through the thinwalls of the blood capillaries. The oxygen absorbed then combineswith haemoglobin in the blood of the fish and is then transported toall parts of the body. On the other hand the carbon IV oxideconcentration in the blood capillaries of the gill filaments is higherthan that in water. This difference causes carbon IV oxide todiffuse out of the blood into the flowing water through the walls ofthe blood capillaries. To facilitate maximum gaseous exchange between the waterflowing over the gills and the blood in the gills, a steepconcentration gradient must be maintained across the respiratorysurface. For this reason, water and blood flow in opposite directionswithin the respiratory surface. This is the counter-current flowsystem. As the movement of blood and water continues in oppositedirections within the respiratory surface, oxygen diffuses out of thewater into the blood and carbon IV oxide from blood into water. AUTHOR leaves the respiratory surface, it has as muchoxygen as the water. This is so because as water moves along, lessand less oxygen diffuses out of it as blood becomes more and moreconcentrated with oxygen. See figure 2.13.Fig. 2.14. The counter current flow system across the gillsPractical Activity 4To examine the structure of a gillRequirementsFresh fish, scissors or scalpel, water in a beaker and handlens microscope. Procedure1. With a pair of scissors or scalpel cut out the operculum at thebase where it is attached to the body wall.2. Using the same pair of scissors or scalpel cut out a complete gillfrom the gill chamber.3. Put the gill in water.4. Observe and draw a complete gill. 5."}
{"text": "Put the gill in water.4. Observe and draw a complete gill. 5. Examine a gill filament using a hand lens or under the lowpower of a microscope. Study Questions9. Draw the structure of the gill filament from the observations youmade in practical activity 4.10. Suggest how the total surface area of the gills in a fish can beestimated. State the significance of a large surface area of thegills to the fish.11. How is the gill of a fish adapted to its function?Mechanisms of NAME inAmphibiansAmphibians AUTHOR land and in water. This doublehabitation calls for special adaptation in gaseous exchange. Theyachieve this AUTHOR of gaseous exchange. These are:1. Gaseous exchange through lining of the buccal cavity.2. Gaseous exchange through the lungs.3. Gaseous exchange through the skin. Since the amphibians have neither ribs nor diaphragm, themechanisms which causes ventilation cannot be the same as thosein mammals. Air is therefore forced into and out of the lungs AUTHOR The example of frog is used in this section as arepresentative of the amphibians. Buccal Mouth CavityAir is taken or expelled from the mouth cavity AUTHOR of the mouth. The lining of the mouth cavity ismoist and oxygen from the air dissolves in it. Under the linings ofthe mouth, there is a rich supply of blood capillaries and oxygendiffuses into the blood and is carried AUTHOR ofthe body. Carbon IV oxide from the tissues is brought AUTHOR cavity where it diffuses out. The LungsThe lungs lie in the body cavity of the amphibian. When the nostrilsare closed, the air can be forced into the lungs AUTHOR floor of the mouth. The air reaches the alveoli sacs ofthe lungs that are well supplied with blood through a large networkof blood capillaries. The oxygen in the air dissolves into the moistinner lining of the alveoli. It then diffuses into the blood across thewall of the capillaries, combines with haemoglobin in the red bloodcells and is transported to all parts of the body."}
{"text": "The air reaches the alveoli sacs ofthe lungs that are well supplied with blood through a large networkof blood capillaries. The oxygen in the air dissolves into the moistinner lining of the alveoli. It then diffuses into the blood across thewall of the capillaries, combines with haemoglobin in the red bloodcells and is transported to all parts of the body. The carbon IV oxide from the tissues is carried AUTHOR into thealveoli, then pumped out AUTHOR the mouthcavity. The SkinFrogs have a thinner and moist skin than the toads. Beneath theskin is a large network of blood capillaries. Oxygen from the air andfrom the water diffuses through the skin into the blood stream. Onthe other hand carbon IV oxide in the blood diffuses out of theblood capillaries through the moist skin into the surrounding waterand air. Toads do not use the skin surface for gaseous exchangenormally except when they are hibernating. See figure 2.15.Fig.2.15: The surfaces of gasesous exchange in frogMechanisms of NAME inMammalsBreathing system in mammals consists of the following structures:lungs, trachea, chest cavity made of ribs and intercostal muscles,diaphragm and nostrils or nose as shown in figure 2.16 on page 60.The human being is used as a representative of mammals. NoseThe nose has two openings called nostrils which let in air into theair passages. As air moves in the passages, it is warmed andmoistened. The lining of nasal cavity of the nose also houses thesense organs for smell. The LarynxThe larynx is also the voice box. It is located on top of the trachea. Its muscle fibres and the vocal cords control the pitch of the voice. TracheaThe trachea is a tube made up of rings of cartilage which ensurethat it does not collapse during breathing. The lumens of thetrachea are lined with ciliated epithelium. The cilia beat in wavesand move the mucus and foreign particles towards the pharynxaway from the lungs. As the trachea enters the lungs, it divides intotwo branches called bronchi singular bronchus .LungsLungs are found in the chest cavity."}
{"text": "The lumens of thetrachea are lined with ciliated epithelium. The cilia beat in wavesand move the mucus and foreign particles towards the pharynxaway from the lungs. As the trachea enters the lungs, it divides intotwo branches called bronchi singular bronchus .LungsLungs are found in the chest cavity. They are enclosed in a doublemembrane known as pleural membrane. One part of the membraneadheres tightly to the lungs and the other covers the inside of thethoracic cavity. The space between these membranes is known asthe pleural cavity. It is filled with pleural fluid which reduces frictionand therefore make the lungs move freely in the chest cavity duringbreathing. Fig. 2.16: The structure of the lung of a human beingWithin the lungs, each bronchus divides into small tubes calledbronchioles. The bronchioles branch and terminate in groups of tinyair sacs called alveoli singular alveolus hence the spongy nature ofthe lungs. The alveolus is covered AUTHOR bloodcapillaries as shown in figure 2.16 c on page 60. NAME 5To display the respiratory system of a mammalRequirementsFreshly killed rats or rabbits , dissecting board or tray, dissectingpins, scissors, scalpels, forceps, hand lens, cotton wool, water anddrinking straw. Procedure1. Dissect the mammal using the procedure in the dissecting guideand display the following: i trachea ii rib cage iii the bronchi iv the lungs v diaphragm. Study Questions12. Connect the straw to the trachea of the animal in practicalactivity 5 and carefully blow air into the trachea, notice whathappens to the lungs. Count the number of lobes on the lungs and note the number inyour note book.13. Draw and label the respiratory system of the animal in thedissection. NAME of NAME is accomplished AUTHOR air pressure ofthe thoracic cavity. The thoracic cavity is enclosed AUTHOR the vertebral column at the back and sternum in front. The ribs are covered AUTHOR , and below the cavity isthe diaphragm."}
{"text": "Connect the straw to the trachea of the animal in practicalactivity 5 and carefully blow air into the trachea, notice whathappens to the lungs. Count the number of lobes on the lungs and note the number inyour note book.13. Draw and label the respiratory system of the animal in thedissection. NAME of NAME is accomplished AUTHOR air pressure ofthe thoracic cavity. The thoracic cavity is enclosed AUTHOR the vertebral column at the back and sternum in front. The ribs are covered AUTHOR , and below the cavity isthe diaphragm. The diaphragm is a muscular sheet of tissueextending across the floor of the cavity between the thoracic cavityand abdomen. It curves upwards to form a dome shape. Breathing mechanism involves two processes: inspiration inhalation , and expiration exhalation . Inspiration is breathing in,and expiration is breathing out. These two processes are broughtabout AUTHOR and diaphragm. See figure 2.17 onpage 62.Inspiration InhalationThis process occurs when the thoracic cavity increases in volumeand therefore decreases in pressure. A number of movements areinvolved during the enlargement of the thoracic cavity. Duringinspiration the external intercostal muscles contract while theinternal intercostal muscles relax. This movement pulls the ribsupwards and outwards. The diaphragm, which is domeshapedflattens AUTHOR muscles. The flattening of thediaphragm together with the outward movement of the ribsincreases the volume of the thoracic cavity and decreases thepressure inside it. Atmospheric pressure being higher than pressureinside the thoracic cavity, forces air to rush into the lungs throughthe nose and trachea hence inflating the lungs. Figure 2.17 a summarises these movements. Expiration ExhalationThis process occurs when the volume of the thoracic cavitydecreases and the pressure inside it increases. This is broughtabout AUTHOR : the external intercostal muscles relax whilethe internal intercostal muscles contract bringing the ribs down totheir original position. At the same time the muscles of thediaphragm relax and it regains its original shape. These movementsdecrease the volume of the thoracic cavity and increase thepressure inside it. Thus air is forced out of the lungs through the airpassages into the atmosphere."}
{"text": "At the same time the muscles of thediaphragm relax and it regains its original shape. These movementsdecrease the volume of the thoracic cavity and increase thepressure inside it. Thus air is forced out of the lungs through the airpassages into the atmosphere. See figure 2.17 b for the summary. Epee, tomes nt nee Diopeagmrcine ondrenrs to donehapa dacs lame of orsDiaplesgnflaened crease line of raeFig. 2.17: Movement of ribs during breathingPractical Activity 6 a To investigate the movement of the lungs and diaphragm ina model thoracic cavityRequirementsTwo balloons, bell jar, rubber stopper with a hole, y-shapedconnector and rubber sheet. Procedure1. Set up the apparatus as shown in figure 2.18.Fig. 2.18: To investigate the rib action during breathing using a model2. Pull down the rubber sheet at the base of the bell jar.3. Observe what happens to the balloons.4. Release the rubber sheet slowly and observe what happens tothe balloons. Study Question14. In what ways is this model similar or dissimilar to the working ofthe thorax of a living mammal? NAME 6 b To investigate the rib action during breathing using a modelRequirementsPieces of timber hardboard, nails and a string. Procedure1. Loosely join up the pieces of timber as in figure 2.19. Ensurethat there is free movement where the timbers are joined. Fig. 2.19: Model illustrating the action intercostals muscle in moving ribs2. Tie pieces of string A and B at points X and X1 respectively.3. Make corresponding holes Y and Y1 on the cross timbers ribs so that the string can move at Y or Y1 when moved.4. Pull down string A at O1.5. Notice what happens to the ribs and the sternum.6. Now pull up string B at O1.7. Notice what happens to the ribs and the sternum.8. Record and explain the above observation. Exchange of Gases in the AlveolusThe alveoli and the blood capillaries are made of very thin walls. The wall of the alveolus is covered AUTHOR whichdissolves oxygen in the inhaled air."}
{"text": "Notice what happens to the ribs and the sternum.8. Record and explain the above observation. Exchange of Gases in the AlveolusThe alveoli and the blood capillaries are made of very thin walls. The wall of the alveolus is covered AUTHOR whichdissolves oxygen in the inhaled air. Since oxygen concentration inthe blood is lower than in the alveolus, it diffuses through theepithelium, the capillary wall, the plasma and into the red bloodcells where it combines with haemoglobin. Carbon IV oxide in thecapillaries surrounding the alveoli is at a higher concentration thaninside the alveoli. Hence it diffuses into the alveoli. See figure 2.20.Water vapour passes out of the blood AUTHOR 2.2 shows the estimated percentage of different gases in inhaledand exhaled air. Table 2.2: Percentage composition of gases in inhaled andexhaled airGas in inhaled air in exhaled airOxygen2016.9Carbon IV dioxide0.034.0Nitrogen and other gases79.9779.97Regulation of BreathingBreathing movements normally take place unconsciously. In thebrain there is a region called medulla oblongata which controlsbreathing movements. As the carbon IV oxide in the bloodreaches this region it triggers this part of the brain to send impulsesto the rib muscles and the diaphragm, which in turn respondappropriately. This makes breathing to continue on and on. Fig. 2.20: Gaseous exchange in the alveolusDuring vigorous activity the concentration of carbon IV oxideincreases in the body tissues. As a result of this, more carbon IV oxide diffuses into the blood and reaches the medulla oblongata. The high concentration of carbon IV oxide in blood triggers themedulla oblongata to increase the rate of breathing. Increased rateof breathing helps to increase the amount of oxygen in the bloodthereby meeting the demands of the increased tissue respiration. Factors affecting the rate of breathing inhumans1. ExerciseDuring vigorous physical activity the rate of breathing increases soas to meet the increased oxygen demand. Faster breathing alsoeliminates the extra carbon IV oxide produced AUTHOR 2. AgeYounger people have a higher demand for oxygen."}
{"text": "ExerciseDuring vigorous physical activity the rate of breathing increases soas to meet the increased oxygen demand. Faster breathing alsoeliminates the extra carbon IV oxide produced AUTHOR 2. AgeYounger people have a higher demand for oxygen. They thereforehave faster breathing rate.3. EmotionsGenerally the body emotions affect the production of hormoneadrenaline which increases the general metabolism and henceincreased rate of breathing. Examples include fear, anxiety andfright.4. TemperatureGenerally when the temperature is high there is a tendency in therate of gaseous exchange to increase. However, if the temperatureis too high the breathing rate will reduce.5. HealthOne effect of illness is fever. The temperature of the body tends toincrease hence increased metabolic rate, which leads to higher rateof breathing. Some respiratory diseases block the respiratory tractmaking breathing difficult. Study Question15. Suggest how altitude may affect the rate of breathing. Lung volumesLungs of an adult can hold approximately 5 500 cm3 of air whencompletely filled. This volume is known as lung capacity. Howeverthis volume is not reached normally. During normal breathing, asmall volume of air about 500 cm3 is taken in and out of the lungs. This volume of air is referred to as the tidal volume. A person is capable of having a forced inhalation in addition tothe tidal volume. This additional volume is called inspiratoryreserve volume and reaches about 2 000 cm3. The tidal volumeplus inspiratory reserve volume forms what is referred to asinspiratory capacity. After normal exhalation, it is possible toforce out extra volume of air. This volume is referred to asexpiratory reserve volume and can be up to 1 300 cm3. It is alsopossible to have the deepest possible exhalation. Such a volume ofair, which can only be forcibly pushed out of the lungs, is called thevital capacity. However, it is not possible to force all air out of the lungs evenafter the deepest exhalation. The air that normally remains in lungsis referred to as the residual volume and is about 1 500 cm3. Seefigure 2.21 for a graphical representation. Fig. 2.21: Lung volumes in a human beingPractical Activity 7Effect of exercise on the rate of breathingRequirementsStop watch wrist watch. Procedure1."}
{"text": "The air that normally remains in lungsis referred to as the residual volume and is about 1 500 cm3. Seefigure 2.21 for a graphical representation. Fig. 2.21: Lung volumes in a human beingPractical Activity 7Effect of exercise on the rate of breathingRequirementsStop watch wrist watch. Procedure1. Pair up, one of you to be the subject and the other to record.2. When the subject is relaxed and breathing normally, the partnerwill count the number of inhalations per minute.3. Repeat this for a period of three minutes and record in table2.3.4. The subject should run around the laboratory and come back tothe laboratory. Count the number of inhalations as before. Table 2.3: Effect of exercise on breathing InhalationsTime min Before exercise 1After exercise 2 3Study Question16. From your results explain the effect of exercise on the rate ofbreathing. NAME 8To compare the amount of carbon IV oxide in the inhaledand the exhaled airRequirementsTest-tubes, glass tubing, rubber tubing, corks, a T-shaped connectorand calcium hydroxide solution. Procedure1. Set up the apparatus as shown in figure 2.22.2. Controlling the breath, slowly breathe out through the mouthinto the mouth piece several times.3. Notice what happens to the solution in test-tubes A and B.4. Now breathe in slowly through the mouth AUTHOR A and B.5. Notice what happens to the solution in test-tubes A and B.Study Question17. Explain the changes in calcium hydroxide solution in the testtubes in practical activity 8.Diseases of the Respiratory SystemRespiratory diseases are those which affect the breathing structuresand make gaseous exchange in animals difficult. They include:1. AsthmaAsthma is a common respiratory disease caused by: i Allergy to the respiratory structure due to pollen grains,atmospheric dust, animal s fur, scents from certain drugs, foodsand flowers. Fig. 2.22: Set-up for comparing amounts of carbon dioxide taken in and out ii Lung or bronchial infections AUTHOR."}
{"text": "AsthmaAsthma is a common respiratory disease caused by: i Allergy to the respiratory structure due to pollen grains,atmospheric dust, animal s fur, scents from certain drugs, foodsand flowers. Fig. 2.22: Set-up for comparing amounts of carbon dioxide taken in and out ii Lung or bronchial infections AUTHOR problem comes in form of attacks which are mild orsevere. When the weather is cloudy and chilly, or exposure to the causativeagents listed in i above, the attacks are more frequent. Thepatient may have difficulty in breathing because of the constrictionof air channels caused AUTHOR ,therefore, produces a characteristic wheezing sound accompaniedby the feeling of suffocation. Treatment and ControlTreatment and control of asthma consist of: i The spraying of a muscle-relaxant directly into the bronchialtubes. Ii Injection of drugs or oral application of pills prescribed AUTHOR iii Avoiding the causative agents.2. BronchitisThis is an inflamation of the bronchial tubes. There are two types ofbronchitis, namely; acute bronchitis and chronic bronchitis. A Acute bronchitisThis is widespread illness in children and frail adults. It is causedby: i A complication of the common cold when one is exposed tolow temperatures especially in high attitudes. It results into thechilling of the body, giving way to bacterial infection. Ii A complication resulting from a previous disease attack forexample measles, dengue, whooping cough and influenza. Theclinical symptoms include: headache, mild fever and coughingthat are accompanied AUTHOR The illness may clear in a few days or may persist forseveral months. B Chronic BronchitisChronic bronchitis develops after several repeated attacks of acutebronchitis. It is a fatal condition which makes the sufferer disabledand unfit to work. Its symptoms are: i Production of phlegm thick sputum that is greenish oryellow in colour due to pus from respiratory surface. Ii The patient has difficulty in breathing and finds it difficult towalk or sleep unless propped up in bed to ensure that thebronchial tubes are not clogged. Treatment and ControlPatients should seek early medical assistance when the illness isstill in its early stage.3."}
{"text": "Theclinical symptoms include: headache, mild fever and coughingthat are accompanied AUTHOR The illness may clear in a few days or may persist forseveral months. B Chronic BronchitisChronic bronchitis develops after several repeated attacks of acutebronchitis. It is a fatal condition which makes the sufferer disabledand unfit to work. Its symptoms are: i Production of phlegm thick sputum that is greenish oryellow in colour due to pus from respiratory surface. Ii The patient has difficulty in breathing and finds it difficult towalk or sleep unless propped up in bed to ensure that thebronchial tubes are not clogged. Treatment and ControlPatients should seek early medical assistance when the illness isstill in its early stage.3. NAME cough results from acute infection of the respiratory tractby a bacterium called Bordetella pertussis. The disease is endemicin Kenya. The symptoms are: i Prolonged coughing and vomiting. Ii Conjunctival haemorrhage accompanied AUTHOR iii Severe bronchopneumonia. Iv Convulsions and coma. V Ulcers and cardiac failure or complications. Vi Malnutrition signs for protein and energy deficiency due torepeated vomiting with difficulty in feeding. Treatment i Complicated cases should be admitted to hospital forspecialised care and administration of antibiotics. Ii Patients should be fed on a balanced diet. Control: Children should be immunised at an early age.4. PneumoniaPneumonia is an inflammation of the lungs AUTHOR of pneumonia caused AUTHOR : i Lobar pneumonia caused AUTHOR attack of pneumonia occur after a short incubationperiod followed by: a coughing b fevers c chest pains and d deposits of fluid in the lungs. The invasion proceeds from the throat spreading to other parts ofthe body. This sets on when the patient s body is completelyweakened. TreatmentThe patient should use antibiotics which include penicillin andsulphonamides. Control i Avoid overcrowded places. Ii Provide good ventilation in living premises.5. Pulmonary TuberculosisTuberculosis is a respiratory disease caused AUTHOR."}
{"text": "This sets on when the patient s body is completelyweakened. TreatmentThe patient should use antibiotics which include penicillin andsulphonamides. Control i Avoid overcrowded places. Ii Provide good ventilation in living premises.5. Pulmonary TuberculosisTuberculosis is a respiratory disease caused AUTHOR It is airborne, but occasionally it isspread through infected cow s milk or other fluids taken as a meal. The symptoms include: i General weight loss. Ii Coughing, sometimes with sputum containing blood. Iii Slight afternoon fever. The bacterium destroys lung tissues making it hard for the patientto breathe. It may eventually result into death. Treatment involves use of antibiotics especially, streptomycin. Control i Detection of the disease in its early stages AUTHOR ii Pasteurisation of milk. Iii Vaccination of the population using BCG Bacille CalmetteGuerin .6. Lung CancerCancer is an uncontrolled cell growth in the body resulting intotissue tumour or enlargement. The tumour can be benign whichaffects cells at a single point or malignant when affected cellsbreak away and spread to other parts of the body .There are no specific causes for lung cancer but it may resultfrom: i Smoking, in which the mucal walls of the bronchial tubes areblocked with deposits of tar from the cigarette smoke. Tarcontains cancer-causing carcinogenic substances that cantrigger uncontrollable growth of the lung cells. Ii Inhalation of cancer-causing substances such as asbestos dustsor exposure to: a radiation e.g. X-ray, gamma rays, cosmic rays. B Radio-active substances e.g."}
{"text": "The tumour can be benign whichaffects cells at a single point or malignant when affected cellsbreak away and spread to other parts of the body .There are no specific causes for lung cancer but it may resultfrom: i Smoking, in which the mucal walls of the bronchial tubes areblocked with deposits of tar from the cigarette smoke. Tarcontains cancer-causing carcinogenic substances that cantrigger uncontrollable growth of the lung cells. Ii Inhalation of cancer-causing substances such as asbestos dustsor exposure to: a radiation e.g. X-ray, gamma rays, cosmic rays. B Radio-active substances e.g. uranium. C Substances that alter the genetic composition of a cell e.g.mustard gas, sulphur dioxide used as a preservative infoodstuff. Lung cancer destroys the lung cells and tissues and as a result thisinterferes with free exchange of respiratory gases, which mayeventually lead to death. TreatmentThis involves: i Surgery to remove the tumour. Ii Radiotherapy to destroy cancerous cells. Iii Chemotherapy to relieve the patient of pain and to destroy thecancer cells. Iv The combination of several drugs each toxic to cancer cellsenhances the treatment programme i and ii above. V AUTHOR passively and in foodpreservatives. Study Question18. Suggest how too much dust particles may affect therespiratory system. Revision Questions1. What is meant AUTHOR ? Name the gasesexchanged. 2. Explain why the respiratory surface has to be: a thin, b moist.3. Explain how the following are adapted to their functions. A Guard cell. B Aerenchyma tissue.4. List the environmental factors influencing the opening andclosing of stomata.5. State the advantages and disadvantages of having stomata oneither side of the leaves.6."}
{"text": "Explain how the following are adapted to their functions. A Guard cell. B Aerenchyma tissue.4. List the environmental factors influencing the opening andclosing of stomata.5. State the advantages and disadvantages of having stomata oneither side of the leaves.6. Samples of atmosphere and exhaled air were analysed AUTHOR oxygen and carbon IV oxide content. The following are the results, expressed in volumes perthousand. I Amount of oxygen in atmosphere 200. Ii Amount of oxygen in exhaled air 160. Iii Amount of carbon IV oxide in atmosphere 300. Iv Amount of carbon IV oxide in exhaled air 41.Explain the difference in volume of each gas between theatmosphere and the exhaled air.7. For each of the following animals, name the structures whichare the sites of gaseous exchange during breathing in: a Mammals, amphibians, and insects. B Explain the significance of branching of the tracheal systeminto fine tubes in an insect.8. A Compare the mechanism of gaseous exchange in an insectand a mammal. B Explain why a fish has to pass large amounts of watercontinuously over its gills during gaseous exchange.9. In an experiment to analyse a sample of air, a J-tube was usedto find out the amount of carbon IV oxide and oxygen in thesample. The length of the sample air in the J-tube was 8 cm andafter mixing it with some sodium hydroxide solution for someminutes, the length was reduced to 7.6 cm. When pyrogallic acidwas also made to mix with the sample of air for some minutes,the length reduced further to 6.6 cm. A What was the percentage of: i Oxygen? Ii Carbon IV oxide in the air sample? Show yourworking. B Explain the role of sodium hydroxide solution and pyrogallicacid in the experiment.10. In insects, a rare disease has been found to attack therespiratory system. Name the parts of an insect which are mostlikely to be damaged AUTHOR reason for youranswer.11."}
{"text": "In insects, a rare disease has been found to attack therespiratory system. Name the parts of an insect which are mostlikely to be damaged AUTHOR reason for youranswer.11. The following are events which take place during expiration in amammal. I The diaphragm and intercostal muscles relax. Ii The diaphragm returns to its original dome-shape. Iii The rib cage moves inwards. Iv The pressure in the thoracic cavity increases. A List the correct sequence of events which take place duringexpiration. B Explain what would happen to breathing in a mammal ifthe intercostal muscles were damaged AUTHOR 12. Figure 2.23 is intended to show a respiratory surface forgaseous exchange in a mammal. Suggest the corrections thatshould be made to the diagram before gaseous exchange cantake place. Fig. 2.2313. Figure 2.24 is an experiment set up to investigate gaseousexchange in living organisms. After every ten minutes each test-tube was gently shaken. A Name the test-tubes in which there will be a colour change. B Suggest the test-tube in which the indicator would changecolour fastest. Give reasons for your answer.14. A student divided a small air tight box into two chambers with awire mesh. In one chamber he kept a number of rats and in theother a number of potted plants. What was likely to happen ifthe box was placed in the dark for two hours? Explain youranswer.15. The apparatus in figure 2.25 can be used to demonstrate themechanism of breathing in a mammal. Fig. 2.24 a What structures in a mammal are represented AUTHOR : i The rubber balloon? Ii The syringe barrel? Iii The plunger? B If the plunger is pulled away from the balloon, what willhappen to the rubber balloon?Fig. 2.2516. In an experiment, the rate of gaseous exchange wasdetermined and recorded as shown in the table below. Usingthese figures, suggest which plant gaseous exchange structureswere responsible for these observed figures. Table 2.24StructureGaseous exchange in AApproximately 97BApproximately 2.5CApproximately 0.517."}
{"text": "2.2516. In an experiment, the rate of gaseous exchange wasdetermined and recorded as shown in the table below. Usingthese figures, suggest which plant gaseous exchange structureswere responsible for these observed figures. Table 2.24StructureGaseous exchange in AApproximately 97BApproximately 2.5CApproximately 0.517. In the year 2003 a new disease called NAME RespiratorySyndrome SARS emerged in China and within a short period oftime, it had killed people in Europe, America, Canada and Africa. It is mainly transmitted through air. I Name the organs that are likely to be infected. Ii What would be the easiest way of preventing the spread ofthe disease from one person to the other or country tocountry? CHAPTER THREERespiration3.1 IntroductionRespiration is the process AUTHOR chemicallybroken down in all living cells to release energy, carbon IV oxide,water or alcohol. Respiration takes place slowly and is controlled bymany different types of respiratory enzymes so that energy isproduced continuously and in small amounts. Respiration should not be confused with gaseous exchange. Notethat whereas respiration is a chemical process taking place insidetissue cells, gaseous exchange is a purely physical process whichtakes place at respiration surfaces. The term respiration asdescribed in this chapter is sometimes referred to as tissuerespiration or internal respiration. NAME 1To investigate what gas is given off when food is burntRequirementsAny of the following foods starch powder, crushed beans, maizeflour, milk powder .Test-tubes, calcium hydroxide solution, rubber stopper, anhydrouscobalt chloride paper, source of heat, delivery tube and retort stand. Procedure1. Place some food sample in a dry test-tube and insert a oneholed rubber stopper into the mouth of the test-tube.2. Hold the test-tube containing the food sample horizontally. 3. Pour a little calcium hydroxide solution into another test-tubeand support it.4. Using a delivery tube connect the two test-tubes ensuring thatthe free end of the delivery tube into the calcium hydroxide asillustrated in figure 3.1.Fig. 3.1: Set-up for investigating the gas given off when food is burnt5."}
{"text": "Pour a little calcium hydroxide solution into another test-tubeand support it.4. Using a delivery tube connect the two test-tubes ensuring thatthe free end of the delivery tube into the calcium hydroxide asillustrated in figure 3.1.Fig. 3.1: Set-up for investigating the gas given off when food is burnt5. Heat the test-tube containing the food sample strongly.6. Observe and record what happens to the food sample, calciumhydroxide solution and the upper sides of the test-tube with thefood sample.7. Disconnect the apparatus and rub anhydrous cobalt II chloridepaper on the inner upper side of the test-tube containing thefood sample.8. Record the colour change observed on the cobalt II chloridepaper. Study Question1. What conclusion can you draw from the above results ofpractical activity 1?Significance of NAME living organisms require energy all the time. The energy isobtained from food substances which are either taken in ormanufactured during photosynthesis. Examples of foods which canprovide large amounts of energy are carbohydrates like starch andglucose and fats. The energy derived from these food substancesas a result of respiration is used for such activities as muscularcontraction, conduction of nerve impulses, secretion of enzymes,growth, repair of worn out tissues, functioning of body organs suchas kidneys, heart and brain. However, some of the energy is alsolost in form of heat. Tissue respiration takes place mainly in cell organelles calledmitochondria. Structure and Function of a mitochondrionFig. 3.2: The structure of the mitochondrionMitochondria are small round or rod shaped cell organelles found incells and provide sites for respiratory activity. Living cells such asthe kidney cells, the flight muscle of insects and birds, the spermcells and muscle cells have high energy requirements andconsequently possess large numbers of mitochondria. The structure of mitochondria is shown in figure 3.2. It has twomembranes, the outer and inner membranes that are separated byfluid filled spaces. The inner membrane folds into projections insidethe matrix called cristae. The cristae provide a large surface areafor respiratory activities."}
{"text": "It has twomembranes, the outer and inner membranes that are separated byfluid filled spaces. The inner membrane folds into projections insidethe matrix called cristae. The cristae provide a large surface areafor respiratory activities. Enzymes are bound to the cristae. Types of NAME are two types of respiration namely aerobic and anaerobic. Aerobic RespirationAerobic respiration is the process in which food substances such asglucose are broken down in the presence of oxygen in tissue cells torelease energy, water and carbon IV oxide. The total energyreleased at the end of respiration oxidation is very high. If all theenergy were released at once in the form of heat, it would burn thebody cells. To protect the cells from burning the heat energy isreleased in small quantities in stages. This energy is used to bring about a chemical reaction in whicha compound in the cell called adenosine diphosphate ADP combines with an inorganic phosphate molecule to form anothercompound called adenosine triphosphate ATP . This reaction issummarised as follows:The following equation summarises the process of aerobicrespiration in plants and animals. Molecules of adenosine trisphosphate ATP store the energyreleased in respiration in their bonds and avails it to cells readilywhen required. The chemical equation as represented above gives the falseimpression that respiration involves only one chemical reaction. Thewhole process in fact involves a series of many reactions. A specificenzyme catalyses each of these reactions. In broad terms,respiration takes place in two major phases and each phase consistof a series of reactions. First phaseThe earliest stages of respiration take place without using oxygen. These stages involves a series of chemical reactions which occur inthe cytoplasm of the cell. A compound with a three-carbon moleculecalled pyruvic acid is formed from glucose. The breakdown ofglucose is called glycolysis. What happens after pyruvic acid isformed depends on whether oxygen is available for use or not. Ifoxygen is not supplied to the cell, then pyruvic acid is then partiallybroken down to lactic acid in animals or to ethyl alcohol ethanol and carbon IV oxide in plants. See chart below. In glycolysis, one molecule of glucose yields two molecules of ATP.Alcohol production occurs in plant tissues and duringfermentation AUTHOR."}
{"text": "What happens after pyruvic acid isformed depends on whether oxygen is available for use or not. Ifoxygen is not supplied to the cell, then pyruvic acid is then partiallybroken down to lactic acid in animals or to ethyl alcohol ethanol and carbon IV oxide in plants. See chart below. In glycolysis, one molecule of glucose yields two molecules of ATP.Alcohol production occurs in plant tissues and duringfermentation AUTHOR The alcohol accumulatesin these organisms provided oxygen is excluded. Second phaseThis phase takes place in the matrix of the mitochondria. It involvesa series of enzymecontrolled reactions that require oxygen. Thepyruvic acid formed in the first phase is further oxidised AUTHOR enzymatic reactions Kreb s cycle into carbon IV oxide, energy and water as the end products. In this reaction shown above, one molecule of glucose yields 38molecules of ATP.For the above process to be maintained in the living cells, thefollowing conditions are necessary: The cells must be provided with glucose or food. Oxygen must be taken in and react with the glucose. There must be respiratory enzymes to catalyse the reaction. Favourable temperature should be maintained for efficientenzyme functioning. The end products of the reaction i.e. carbon IV oxide, waterand energy must be constantly removed from the mitochondrion. NAME 2To investigate production of heat AUTHOR , soaked bean seeds, vacuum flasks, cotton wooland two thermometers, 10 formalin methanol and retort stand. Procedure1. Soak the seeds for 24 hours and then divide them into twoequal portions.2. Boil one portion of seeds for ten minutes, let them cool andwash them in 10 per cent formalin.3. Fill one vacuum flask with fresh not boiled seeds and the otherone with boiled seeds.4. Place a thermometer in each flask such that the bulb issurrounded AUTHOR 5. Hold each thermometer with cotton wool as shown in figure 3.3and record the initial temperature.6. Record the temperature every morning and evening for a week. Fig. 3.3: Set-up for investigating production of heat AUTHOR 2. What does production of heat in the germinating beans imply?3."}
{"text": "Record the temperature every morning and evening for a week. Fig. 3.3: Set-up for investigating production of heat AUTHOR 2. What does production of heat in the germinating beans imply?3. Explain AUTHOR in i above is produced. NAME in Plants and AnimalsAnaerobic respiration is the process AUTHOR glucose are broken down without using oxygen. It takes place inthe cytoplasm. The glucose is not broken down completely intocarbon IV oxide and water to release energy, as is the case ofaerobic respiration. Instead, an intermediate compound, alcohol inplants and lactic acid in animals, is produced. The incompletebreakdown of glucose result into production of less energy than incase of aerobic respiration breakdown of glucose is complete. Theprocess of anaerobic respiration is summarised as shown below. In the absence of oxygen, most plant and animal tissues can respireanaerobically for a limited period. It is essential, however, that theyget rid of the end products lactic acid in animals and in plantsethanol and carbon IV oxide immediately. This is because theseend products become toxic to the organism if they are left toaccumulate within the cells. Anaerobic respiration that results in the accumulation of alcoholis referred to as fermentation. Fermentation occurs when bacteriaor yeast break down simple sugars into energy, carbon IV oxideand alcohol. Some bacteria break down alcohol into ethanoic acidthrough anaerobic respiration. Similarly the break down of sugar inmilk AUTHOR production of energy and lactic acidwhich causes milk to become sour. NAME This is the oxygen required to get rid of the lactic acid thataccumulates in the body tissues when the supply of oxygen is lessthan the demand. Under these conditions, the animal tissues respirethrough anaerobic respiration and this causes lactic acid toaccumulate in the muscles. The lactic acid might cause fatigue andresult in muscle crumps. Another example of anaerobic respirationin animals is when a short distance runner or diver holds his or herbreath while running or diving. The oxygen debt incurred here is paid back AUTHOR quickly and more deeplyin order to increase the supply of oxygen during the recovery periodafter the race. Figure 3.4 shows a panting athelete."}
{"text": "Another example of anaerobic respirationin animals is when a short distance runner or diver holds his or herbreath while running or diving. The oxygen debt incurred here is paid back AUTHOR quickly and more deeplyin order to increase the supply of oxygen during the recovery periodafter the race. Figure 3.4 shows a panting athelete. Fig. 3.4: Oxygen debt in a panting athleteDuring the process of paying back the oxygen debt, the lacticacid is oxidised to carbon IV oxide, water and energy whenoxygen is available or it is taken to the liver and converted intoglycogen. Application of NAME inIndustries and at homeMan has applied the knowledge of anaerobic respiration in hiseveryday life for a long time with limited understanding of thephysiology of the process. Products of fermentation such as alcohol,wines, yoghurt and cheese are some of the examples. NAME ,bread baking industry uses yeast and so is the beer brewing anddistillery industry. Power alcohol used as a substitute for petrol isproduced through fermentation. The production of vinegar ethanoicacid citric acid, oxalic acid, butyric acids and some drugs alsodepends on fermentation. These chemicals are of great commercialvalue. The type of alcoholic drink produced AUTHOR nature of the sugar solution used. Forexample, fermentation of apple juice produces cider, grape juiceproduces wine, and malt extract from germinating barley producesbeer. Distillation of some of the products of fermentation gives riseto stronger alcoholic drinks called spirits. For example, distillingwine makes brandy. Other applications of anaerobic respiration include biogasproduction for cooking, lighting and making of compost manure. NAME 3To investigate the gas produced during fermentationRequirementsBoiling tube, measuring cylinder, test-tubes, thermometer, deliverytube, rubber stopper, 10 glucose solution, yeast, kerosene oil,retort stand and means of heating. Procedure1. Boil about 20 cm3 of glucose in a tube, cool to 40 OC add someyeast.2. Pour onto the glucose and yeast suspension some kerosene oil.3. Leave this for about one hour.4."}
{"text": "Boil about 20 cm3 of glucose in a tube, cool to 40 OC add someyeast.2. Pour onto the glucose and yeast suspension some kerosene oil.3. Leave this for about one hour.4. Put some calcium hydroxide in test-tube connect this test-tubeto the boiling tube using the delivery tube and rubber stopper. See figure 3.5. Fig. 3.5: FermentationStudy Questions4. Record the changes that occur in the calcium hydroxide and inthe boiling tube.5. What gas is produced?Aerobic and anaerobic respiration are similar because they bothproduce energy. However, they have various differences as shown intable 2.1. NAME and AnaerobicAerobic RespirationAnaerobic Respiration i Oxygen is necessary forthe process to take place. The use of oxygen ensuresa complete combustion oroxidation of the substrate. I Oxygen is not requiredhence the substrate is notbroken down completely. Ii High amounts of energyare released hence anefficient way of obtainingenergy. The amount ofenergy released from onemolecule of sugar is 2880KJ. 38 ATP molecules . Ii Low amounts of energyare released hence it is aninefficient method ofobtaining energy. Theamount of energyreleased from onemolecule of sugar is 210KJ. 2ATP molecules . Iii The substrate iscompletely broken down tocarbon IV oxide andwater. Iii The substrate is notcompletely broken downand as a result lactic acidor alcohol is produced. Iv The end products arewater and carbon IV oxide which diffuses out ofthe cells and is excretedbefore it accumulates inthe body to toxic levels. Iv The end products arealcohol in plants and lacticacid in animals. Both ofthese end-products aretoxic to cells accumulatein the body. V Water molecules areproduced. V Water molecules are notproduced. Vi Over a short period oftime, energy is notreleased faster. Vi Over a short period oftime, energy is releasedfaster. Respiratory SubstratesRespiratory substrates are energy-rich food substances which whenoxidised release energy e.g."}
{"text": "Theamount of energyreleased from onemolecule of sugar is 210KJ. 2ATP molecules . Iii The substrate iscompletely broken down tocarbon IV oxide andwater. Iii The substrate is notcompletely broken downand as a result lactic acidor alcohol is produced. Iv The end products arewater and carbon IV oxide which diffuses out ofthe cells and is excretedbefore it accumulates inthe body to toxic levels. Iv The end products arealcohol in plants and lacticacid in animals. Both ofthese end-products aretoxic to cells accumulatein the body. V Water molecules areproduced. V Water molecules are notproduced. Vi Over a short period oftime, energy is notreleased faster. Vi Over a short period oftime, energy is releasedfaster. Respiratory SubstratesRespiratory substrates are energy-rich food substances which whenoxidised release energy e.g. carbohydrates, fats and proteins. Carbohydrates are the main source of energy in respiration. These are mainly in the form of simple sugars such as glucose,fructose and galactose. They provide about 17 KJ per gram or 2 898KJ Mole when completely oxidised. Whereas plants synthesise their own food substances cellulose, starch and sugars , animals obtain most of these foodsubstances AUTHOR of the plant organs rich inthese food substances include maize, cassava, rice, fruits, yams,bananas, sweet potatoes, sugar cane and sorghum. Fats produce more energy than carbohydrates or proteins. When one gram of fat is completely oxidised it produces about 38KJ of energy. Plants synthesise fats and oils and store them inseeds, leaves and fruits. Some animals obtain them AUTHOR animal products. Plants that are rich in fats andoils include sesame, groundnuts, sunflower, coconut, cashew nutsand castor oil seeds. Some of the animal products rich in fatsinclude fatty meat, milk, ghee, cheese and butter. Fats are not themain substrates of respiration because they are not very solubleand therefore are not easily transported to the sites of respiration. It will also require more oxygen to oxidise one gram of fat than onegram of glucose. Proteins are not normally used in respiration."}
{"text": "Plants that are rich in fats andoils include sesame, groundnuts, sunflower, coconut, cashew nutsand castor oil seeds. Some of the animal products rich in fatsinclude fatty meat, milk, ghee, cheese and butter. Fats are not themain substrates of respiration because they are not very solubleand therefore are not easily transported to the sites of respiration. It will also require more oxygen to oxidise one gram of fat than onegram of glucose. Proteins are not normally used in respiration. However, inextreme cases of starvation the cells may use proteins to obtainenergy. Proteins are first broken into amino acids. Amino acids arethen deaminated broken down further and oxidised. One gram ofprotein produces 22 KJ when completely oxidised. Proteins aremainly found in plant leaves, seeds and fruits. Some of the plantsrich in proteins are beans, peas, sunflower, groundnuts, sesame andcashew nuts. Animals obtain proteins AUTHOR inproteins or on other animals or animal products such as lean meat,milk, eggs and cheese. NAME and its SignificanceRespiratory quotient RQ is a ratio showing the relationshipbetween the amount of carbon IV oxide used against the amountof oxygen used in respiration. Where carbohydrates such as sucrose and glucose are completelybroken down to carbon IV oxide, water and energy, the amount ofcarbon IV oxide produced almost balances the amount of oxygenconsumed. In this case of complete aerobic respiration of sugars,the RQ ratio is 1.0.The value of RQ varies with the type of substrates andconditions under which they are respired. RQ can therefore rangefrom less than one to more than one. The respiratory quotients givean indication of the type of substrate oxidised and whether aerobicrespiration, anaerobic respiration or both are taking place. For example, in respiration of fat the RQ is about 0.7. Thiswould mean that the amount of carbon IV oxide produced is lessthan the amount of oxygen used. RQ values for carbohydrates andproteins are 1.0 and 0.9 respectively. A value of less than oneindicates higher consumption of oxygen and lower production ofcarbon IV oxide. This would represent anaerobic respiration inwhich alcohol and carbon IV oxide are produced."}
{"text": "RQ values for carbohydrates andproteins are 1.0 and 0.9 respectively. A value of less than oneindicates higher consumption of oxygen and lower production ofcarbon IV oxide. This would represent anaerobic respiration inwhich alcohol and carbon IV oxide are produced. Respirationquotient also depends on age, temperature of the surrounding andstate of health of the organism. Factors affecting the rate of respirationFactors that affect the rate of respiration also affect the energyrequirements in organisms. Refer to chapter five of students bookone .Study Question6. State five factors that affect energy requirements in organisms. Other factors include:1. Oxygen ConcentrationRespiration is affected AUTHOR available in thetissues. When the amount of oxygen is low the rate of respirationslows down. When the amount of oxygen is high, the rate ofrespiration increases. In diving animals the oxygen concentration intheir environment is low. Hence, soon after they dive, the cardiacfrequency drastically decreases bradycardia and the arterioles ofall the vital body organs constrict so that oxygen can be deliveredto the vital organs that cannot endure oxygen deprivation e.g. thebrain and the heart. As a result of this, less oxygen reaches other body tissues andorgans hence their respiration rate reduces.2. Substrate concentrationThe primary respiratory substrate in the tissues is sugar. Whensugar concentration increases the rate of respiration also increases. The reverse is also true.3. HormonesCertain hormones in the body such as adrenaline and thyroxine areknown to increase respiratory activities.4. Surface area: Volume ratio Body size The surface area to volume ratio affects the rate of respiration. Ifthe surface area to volume ratio is high, the organism would losemore heat energy. As more energy is lost to the surrounding morewill be required to replace the lost energy hence higher rate ofrespiration. Revision Questions1. A Define the term respiration. B Distinguish between gaseous exchange respiration.2. Explain the significance of respiration in living organisms.3. A What is the role of mitochondrion in respiration? B State how the mitochondrion is structurally adapted to itsfunction.4. Explain the meaning of the following terms: i NAME RQ . Ii Oxygen debt. Iii Basal metabolic rate BMR . 5."}
{"text": "A What is the role of mitochondrion in respiration? B State how the mitochondrion is structurally adapted to itsfunction.4. Explain the meaning of the following terms: i NAME RQ . Ii Oxygen debt. Iii Basal metabolic rate BMR . 5. Describe what happens in the two phases of aerobic andrespiration.6. What is the economic importance of anaerobic respiration inindustry?7. A List the differences between aerobic and anaerobicrespiration. B What is the significance of anaerobic respiration? C Give examples of food in your community which provide uswith a lot of energy.8. Figure 3.6 illustrate an experiment on germinating peas. Fig. 3.6 a i What changes are observable at the end of theexperiment in figure 3.6 b ? Explain the change. Ii What chemical change is taking place in thegerminating peas? B If water had been used instead of potassium hydroxidesolution in the experiments, what would be observed?9. A student set up an experiment using soaked and dry seeds asshown in figure 3.7. Fig. 3.7 a State the objective of this experiment and the observationsmade after 24 hours. B Account for the observations made in a above. C Suggest why vacuum flasks were used in the experiment. D What alteration would you make in the set-up to make theresults more reliable?10. In an experiment on respiration, the rate of carbon IV oxideproduction in pea seedlings was recorded under differenttemperature, as shown in the table below. A Using the same axes, plot graphs to show carbon IV oxide production at each temperature against time. Let timebe on the horizontal axis. B What is the optimum respiration temperature for thisexperiment? Explain how the answer is arrived at. C Suggest reasons for the shape of the graph whentemperature was maintained at 40OC. CHAPTER FOURExcretion and Homeostasis4.1 IntroductionExcretion is a process AUTHOR andeliminate waste products formed during metabolic processes, fromtheir bodies. These waste products include carbon IV oxide,nitrogenous wastes, excess water, mineral salts, tannins, quinineand resins."}
{"text": "C Suggest reasons for the shape of the graph whentemperature was maintained at 40OC. CHAPTER FOURExcretion and Homeostasis4.1 IntroductionExcretion is a process AUTHOR andeliminate waste products formed during metabolic processes, fromtheir bodies. These waste products include carbon IV oxide,nitrogenous wastes, excess water, mineral salts, tannins, quinineand resins. If these substances were left to accumulate in the cellsor in the tissue fluid surrounding the cells, they would becomepoisonous or toxic to the cells. This would also alter the conditionsunder which cells function efficiently, leading to their death. It istherefore necessary to remove these waste products as quickly asthey are formed in order to provide a suitable working environmentfor the cells. A suitable working environment for cells can be established ifthe waste products and excess substances are kept at very low andnarrow ranges within and around the cells. Metabolic processesapart from producing these substances, release energy some ofwhich is in form of heat and therefore alter body temperature. Others, such as acidic and alkaline substances alter the pH of bodyfluids. All these factors have adverse effects on the metabolism ofthe body. Organisms therefore, have a self-adjusting mechanismcalled homeostasis that functions to maintain a steady state in theinternal environment of living organisms in order to provideoptimum conditions for body metabolism. Excretion, egestion and secretion are terms that denoteprocesses of releasing substances in or from the bodies of livingorganisms and therefore require to be understood. Egestion is aprocess that results in the removal of undigested materials fromfood vacuoles or alimentary canals of animals. The undigested foodmaterials which may not have entered into cells, to take part inmetabolism may be released as solid remains from the body. However, the digested food materials which enter the body tissuesare broken down. The waste products formed are removed from thebody AUTHOR hand, secretion is the release ofcertain useful substances produced AUTHOR , enzymes, oxalates, sebum and mucus. Plants and animals have various methods of disposing of wasteproducts and those methods involve diffusion and evaporation fromthe body. Excretion in PlantsPlants have not evolved complex organs for direct elimination oftheir wastes mainly because there is very little accumulation oftoxic wastes, for example, nitrogenous wastes."}
{"text": "The waste products formed are removed from thebody AUTHOR hand, secretion is the release ofcertain useful substances produced AUTHOR , enzymes, oxalates, sebum and mucus. Plants and animals have various methods of disposing of wasteproducts and those methods involve diffusion and evaporation fromthe body. Excretion in PlantsPlants have not evolved complex organs for direct elimination oftheir wastes mainly because there is very little accumulation oftoxic wastes, for example, nitrogenous wastes. Secondly, the mainwaste products are formed slowly from breakdown ofcarbohydrates. Often these wastes are reutilised AUTHOR include carbon IV oxide, oxygen and water. The gases are removed from the plant AUTHOR and lenticels. Some plants may store other wastes in their tissues, but in anon-toxic form. Some of these tissues or organs age and drop offfrom the plants for example leaves, flowers, fruits, and the bark. The substances stored include tannins, resins, calcium oxalate,calcium carbonate and alkaloids. Caffeine, nicotine, quinine andmorphine are examples of alkaloids stored in these tissues. NAME of Plant ExcretoryProductsTannins are deposited in dead tissues of wood and barks of treesfor example, acacia, mangrove and wattle tree. Commercially,tannin is used in treatment of leather. It combines with animalproteins to form a complex compound that is not easily brokendown AUTHOR tannin are also sprinkled onred-hot pots to give them their characteristic attractive colourpatterns. Caffeine is stored in coffee berries and tea leaves. It is takenas a mild stimulant that increases mental activity and reducesfatigue. Quinine is a waste product stored in the bark of cinchona treeand aloe leaves. Human beings use it for the treatment of malaria. Cocaine is obtained from leaves of coca plant. It is used as alocal anaesthetic. If taken in large quantities it causes greatphysical and mental defects and addiction. Cannabis is stored in fruits, flowers and leaves of Cannabissativa bhang . It is extracted and used in the manufacture ofdrugs. Nicotine is found in leaves of tobacco plants and is used inmanufacture of insecticides and narcotic drugs."}
{"text": "If taken in large quantities it causes greatphysical and mental defects and addiction. Cannabis is stored in fruits, flowers and leaves of Cannabissativa bhang . It is extracted and used in the manufacture ofdrugs. Nicotine is found in leaves of tobacco plants and is used inmanufacture of insecticides and narcotic drugs. Human beingssmoke it through cigarettes. Rubber is made from latex of rubber plant. It is used in shoeindustry. Sapodilla tree produces the type of latex that is used in themanufacture of chewing gum. Colchicine is an alkaloid derived from a plant that is used ingenetics in plant and animal breeding research and in cancertherapy. Gum arabica is an exudate from some varieties of acaciatrees, used in food processing and printing industry. Papain is obtained from raw pawpaw fruit skins. It contains aproteolytic substance used in food industry as a meat tenderiser. Khat from Khat edulis Miraa is chewed to act as a mildstimulant and used for medicinal purposes. CAUTION: Most of these plant products are many times misused inwhat is nowadays called drug abuse. In this, some of theseproducts such as khat, cocaine and cannabis are used without adoctors approval as stimulants. This behaviour is destructive toones health and is ill advised. Use of most of these substances inthe above mentioned manner is illegal in many countries. The samecase applies in trading in them. NAME 11. From the school surrounding locality find out those plants thatare of medicinal value.2. List any other economic importance of such plants. Excretion and Homeostasis in UnicellularOrganismsMost simple organisms such as protozoa live in aquaticenvironment. Their waste products include carbon IV oxide andnitrogenous wastes. Protozoa such as amoeba and paramecium depend on diffusionas a means of excretion. Their bodies have high surface area tovolume ratio that provide large surface area for gaseous exchangeand excretion to take place AUTHOR."}
{"text": "List any other economic importance of such plants. Excretion and Homeostasis in UnicellularOrganismsMost simple organisms such as protozoa live in aquaticenvironment. Their waste products include carbon IV oxide andnitrogenous wastes. Protozoa such as amoeba and paramecium depend on diffusionas a means of excretion. Their bodies have high surface area tovolume ratio that provide large surface area for gaseous exchangeand excretion to take place AUTHOR diffuse from cytoplasm, where they are at a highconcentration, across the cell membrane into the surrounding waterwhere their concentration is low. Another method of excretion is AUTHOR and paramecium live in an aquatic environment that ishypotonic to their body fluid, hence there is excess inflow of waterby osmosis. Excess water and dissolved chemicals accumulate inthe contractile vacuole. On reaching maximum size, a contractilevacuole moves to cell surface and bursts releasing the contents tothe surrounding. Soon afterwards, other contractile vacuoles form inthe cytoplasm accumulate more waste contents and the processcontinues. See figure 4.1 a , b and c . Fig. 4.1: Excretion in AmoebaExcretion in AnimalsExcretion in animals is carried out AUTHOR ofspecialised tissues and organs. This is because their bodies arecomplex and have greater number of cells, such that simplediffusion would not suffice as a method of excretion. The excretorytissues and organs include flame cells of platyhelminthes,nephridia of annelida, malpighian tubules of insects, gills,lungs, liver and kidneys of vertebrates. These organs are specialised to function in different environmentssuch as aquatic marine and fresh water and terrestrial. Excretion in NAME main excretory organs in mammals such as human beings arelungs, kidneys, skin and liver. These organs are discussed in greaterdetail in the sub-topics that follow this. Structure and function of mammalian skinThis is the largest body organ as it covers the whole body surfaceand even continues into many body openings like nostrils, mouthand ears."}
{"text": "This is because their bodies arecomplex and have greater number of cells, such that simplediffusion would not suffice as a method of excretion. The excretorytissues and organs include flame cells of platyhelminthes,nephridia of annelida, malpighian tubules of insects, gills,lungs, liver and kidneys of vertebrates. These organs are specialised to function in different environmentssuch as aquatic marine and fresh water and terrestrial. Excretion in NAME main excretory organs in mammals such as human beings arelungs, kidneys, skin and liver. These organs are discussed in greaterdetail in the sub-topics that follow this. Structure and function of mammalian skinThis is the largest body organ as it covers the whole body surfaceand even continues into many body openings like nostrils, mouthand ears. The main functions of the skin are: a Protection of the underlying tissues from entry of microorganisms, physical damage and ultra violet rays from the sun. B Regulation of body temperature. C Excretion of salts, excess water and traces of urea. D Reception of stimuli of heat, cold, pain, touch and pressure. E Synthesis of vitamin D. f Storage of fat. The skin is composed of two main layers. These are the upper layercalled the epidermis and the inner layer called the dermis. Seefigure 4.2. The epidermis is made up of three other layers that arediscussed later. Fig. 4.2: Structure of mammalian skin1. The malpighian layer: It is the innermost of the epidermallayers and is made up of actively dividing cells that give rise to anew epidermis. The cells have pigment granules called melaninthat gives colour to skin and also give protection against harmfulultraviolet rays from the sun.2. Granular layer is the middle layer of epidermis and consists ofliving cells that have granules. It gives rise to the cornified layer.3. Cornified layer is the outermost layer. It is made up offlattened dead cells that become filled with a tough flexiblesubstance called keratin. This layer is very important because itprovides protection against mechanical damage and invasion ofbacteria. It also reduces loss of water AUTHOR are continuously lost through friction and replacedfrom beneath AUTHOR."}
{"text": "This layer is very important because itprovides protection against mechanical damage and invasion ofbacteria. It also reduces loss of water AUTHOR are continuously lost through friction and replacedfrom beneath AUTHOR varies in the body,for example, it is thickest in areas of high friction like palms ofhands and soles of feet but thinnest on lips and eyeballs. The dermis is comparatively thicker than the epidermis. Manystructures such as blood vessels, nerve endings, lymphaticvessels, sweat glands and hair follicle are found in the dermis.4. Blood vessels and lymphatic vessels: Blood vessels containblood that supplies nutrients and oxygen to skin tissues andremove waste products and carbon IV oxide. Blood also helpsin temperature regulation. Lymphatic vessels drain excess tissuefluid.5. Nerve endings: The nerve cells which detect changes from theexternal environment thus creating awareness within the bodyof changes in temperature cold and heat , pressure and touch.6. Sweat glands are made up of a coiled tubule of secretory cellswhich extend into long tubules that opens on the surface of theskins as sweat pores. The secretory cells in the coiled tubuleabsorb excess water, mineral salts, traces of urea, lactic acid andcarbon IV oxide from the surrounding blood vessels andtissues. These substances are secreted into the tubule lumen toform sweat, which flow through the sweat duct to the skinsurface. Sweat glands are involved in body temperatureregulation through loss of excess heat AUTHOR 7. Hair originates from a deep infolding of the epidermis thatforms hair follicle. The hair follicle is lined with granular andmalpighian layers of epidermis. At the base of the hair is adermal or hair papilla from which hair root develops. The hairfollicle is supplied with sensory nerve to increase sensitivity ofthe skin and blood vessels for supply of nutrients and removal ofwaste products. Each hair is made up of a base called hair rootand hair shaft which protrudes outwards. Growth of the hair isdue to continuous addition of new dead cells at the base of thehair. Erector pili muscles are attached to the follicle at one endand on the other end to the epidermis."}
{"text": "Each hair is made up of a base called hair rootand hair shaft which protrudes outwards. Growth of the hair isdue to continuous addition of new dead cells at the base of thehair. Erector pili muscles are attached to the follicle at one endand on the other end to the epidermis. These muscles undergocontraction and relaxation to alter the angle between the hairshaft and skin and therefore vary the amount of air trappedbetween the hair and skin, a phenomenon that is important intemperature regulation.8. Sebaceous glands are attached to the follicle. The glandsopen into the follicle. They secrete sebum which keeps the hairand epidermis flexible and waterproof. Sebum containsantiseptic substances for protection against bacteria.9. Subcutaneous layer: This is a layer of fat beneath the dermisand binds the skin to muscles and other organs deep in thebody. It acts as a storage region for fats and an insulation layeragainst heat loss. NAME 2To observe the structure of the mammalian skinRequirementsPermanent slides of mammalian skin longitudinal section andmicroscopes. ProcedureObserve the slides provided under a microscope using low powerand medium power of the microscope. Study Questions1. Draw and label the structures observed.2. For the structures identified, state their functions. The LungsIn mammals, birds, reptiles and amphibians, carbon IV oxideformed during tissue respiration is removed from the body AUTHOR of animals, the lungs are made up of manysmall air sacs called alveoli. The alveoli have a thin, elastic, singlelayer of epithelium. Below this layer is a dense network ofcapillaries. Blood capillaries around the alveoli have a higherconcentration of carbon IV oxide than that in the alveoli space. This creates a concentration gradient that causes carbon IV oxideto diffuse out of the blood into the alveoli. The carbon IV oxide isthen expelled from the lungs through a process of exhalation. Forthe lung structure refer to chapter 2 of this book .Structure and Function of the KidneyThe kidneys are important organs in the body whose functions areexcretion, osmoregulation, ionic balance and regulation of pH. Amammal has a pair of kidneys located in the lumbar region of thedorsal part of the abdominal cavity."}
{"text": "The carbon IV oxide isthen expelled from the lungs through a process of exhalation. Forthe lung structure refer to chapter 2 of this book .Structure and Function of the KidneyThe kidneys are important organs in the body whose functions areexcretion, osmoregulation, ionic balance and regulation of pH. Amammal has a pair of kidneys located in the lumbar region of thedorsal part of the abdominal cavity. They are beanshaped and darkred in colour. The right kidney is more anterior than the left. NAME are the adrenal glands that secrete hormones. A kidneyis convex on one side and concave on the other side. The concaveside has a depression called hilum through which enters a renalartery to supply blood and renal vein to remove blood. From thehilum also leaves a large thick walled tube called ureter that linksthe kidney to an elastic thin-walled urinary bladder. The uretertransports urine from the kidney to the bladder, which temporarilystores the urine. When the urinary bladder is full, sphincter muscleslocated at the base of the bladder relax and urine is released viathe urethra. In males the urethra is long and is joined to thereproduction system unlike in females. See figure 4.3. Fig. 4.3: A generalised urinary system of a mammalA longitudinal section of mammalian kidney shows three distinctregions which include cortex, medulla and pelvis. The cortex whichis dark red in colour is placed to the inner convex surface. Themedulla which is red in colour, lies towards the centre of the kidneyand extends, in form of conical structures called pyramids. Thesepyramids open into swollen cavity called pelvis. The pelvis, which iswhitish in colour, narrows to form the ureter. The human kidneycontains urinary tubules known as nephrons. A human kidneycontains about five million nephrons. See figure 4.4 a and b . Fig. 4.4 a : Longitudinal cross-section of a mammalian kidneyFig. 4.4 b : Section through cortex and medullaPractical Activity 3To observe the structure of a mammalian kidneyRequirementsA mammalian kidney e.g. goats or any other available ones and ascalpelProcedure1. Observe the kidney provided.2. Draw and label the kidney showing external features.3."}
{"text": "This blood is rich in nitrogenous wastes e.g. urea. It alsocontains dissolved food substances, plasma, proteins, mineral ions,hormones and oxygen. The afferent arteriole entering the glomerulus is wider than theefferent arteriole leaving it. The narrowness of the efferent arterioleproduces both resistance to blood flow and back pressure whichcreate extremely high pressure in the glomerulus. Secondly therenal artery branches directly from the dorsal aorta whose bloodflow is at high pressure. These builds up high pressure within theglomerulus. Due to this pressure the liquid part of the blood anddissolved substances of low molecular sizes including urea, glucose,salts and amino acids are forced out of the glomerulus into thecavity of the Bowman s capsule. Large sized molecules in theplasma such as proteins and blood cells are not filtered out becausethe walls of capillaries of glomerulus and Bowman s capsule havevery small pores. Hence the blood which remains is rich in plasmaproteins and has little water. This process is known asultrafiltration and the filtrate formed is called glomerularfiltrate. The filtrate then flows from the capsular space into theproximal convoluted tubule of the nephron. As the filtrate flowsalong the renal tubules, most of the filtered substances in theglomerular filtrate, useful to the body are selectively reabsorbedback into the blood. In the proximal convoluted tubule, all theglucose, amino acids, some water and mineral salts are activelyreabsorbed against a concentration gradient a process thatrequires energy. For efficient reabsorption the proximal convolutedtubule is adapted in the following ways:Fig. 4.6: The structure of the kidney nephron i Cells lining the tubule have numerous mitochondria whichprovide the necessary energy in form of ATP. Ii Cells of the tubule have microcilli which increases the surfacearea. Iii The tubule is long and highly coiled to provide a large surface. Iv The coiling of the tubule reduces the speed of the flow of thefiltrate thereby giving more time for efficient reabsorption. V The tubule is well supplied with blood capillaries. The loop of Henle forms an area where salts especially sodiumchloride are reabsorbed into the blood."}
{"text": "For efficient reabsorption the proximal convolutedtubule is adapted in the following ways:Fig. 4.6: The structure of the kidney nephron i Cells lining the tubule have numerous mitochondria whichprovide the necessary energy in form of ATP. Ii Cells of the tubule have microcilli which increases the surfacearea. Iii The tubule is long and highly coiled to provide a large surface. Iv The coiling of the tubule reduces the speed of the flow of thefiltrate thereby giving more time for efficient reabsorption. V The tubule is well supplied with blood capillaries. The loop of Henle forms an area where salts especially sodiumchloride are reabsorbed into the blood. The U-shaped loop isgenerally longer and has a counter current flow establishedbetween the flow of filtrate and the large supply of blood in vessels. Active transport is involved in the reabsorption of sodium salts. Toregulate the intake of sodium salt, a hormone called aldosteroneis secreted AUTHOR of salt in bloodstimulates adrenal glands to secrete more aldosterone hormoneand therefore more salt is reabsorbed from the filtrate and viceversa. When the filtrate reaches the distal convoluted tubule, acontrolled amount of water is reabsorbed into the blood AUTHOR in two ways, first being due to the activeintake of sodium salt into the blood at the loop of Henle whichincreases the osmotic pressure of the blood. The second factorinvolves a hormone known as antidiuretic hormone ADH . Thishormone is secreted AUTHOR hormoneincreases the permeability of the tubule and blood capillaries towater. When there is excess water in the body for example, as aresult of excessive intake of fluids, the osmotic pressure of theblood falls causing the pituitary gland to reduce its secretion of ADHinto the blood. Water reabsorption in the tubule is thereby reducedand results in the production of large amounts of dilute urine. If, forexample, the body has lost excessive water through sweating,thereby raising the blood pressure, the pituitary gland will releasemore ADH which results in increased water reabsorption from thetubule into the blood."}
{"text": "When there is excess water in the body for example, as aresult of excessive intake of fluids, the osmotic pressure of theblood falls causing the pituitary gland to reduce its secretion of ADHinto the blood. Water reabsorption in the tubule is thereby reducedand results in the production of large amounts of dilute urine. If, forexample, the body has lost excessive water through sweating,thereby raising the blood pressure, the pituitary gland will releasemore ADH which results in increased water reabsorption from thetubule into the blood. This results in the production of little amountsof concentrated urine. It should also be noted that the distal convoluted tubule hassome modifications similar to those found in the proximalconvoluted tubule, that is, a large surface area, being surroundedby many blood capillaries and having a wall one cell thick. The filtrate in the collecting tubule becomes urine and tricklesdown into the collecting duct where it joins urine from the collectingtubules of other nephrons. The urine then flows into the pelvis viathe pyramid and is finally emptied into the urinary bladder throughthe ureter. About 1 to 2 litres of urine trickles into the urinarybladder in a day. In the urinary bladder, about 250 millilitres of urinewill initiate the urge to urinate. The sphincter muscles relax and theurine is passed out. The resultant urine composition of a healthyperson may be as follows:Water 95 Urea 2 Uric acid0.030 Creatinine 0.1 Salts of Na , K , Cl PO4 3 1.4 Ammonia 0.04 Proteins 0.0 Glucose 0.0 The quantity and concentration of urine in animals is affected byterrestrial, aquatic, desert conditions, the physiological and thestructural adaptations of the animals. For instance, in a desert rat,water reabsorption is maximised AUTHOR long loopof Henle. Study Questions1. Explain why glucose and proteins are absent in urine.2. Describe how to test for the presence of glucose and proteins inurine.3."}
{"text": "It is fatal if not treated. Kidney FailureIn situations where a kidney fails to function, the person can stilllead a normal life using the other kidney. However, if both kidneysmalfunction the individual will still survive if treated promptly. Suchtreatment can be administered in two forms. These are: a Kidney dialysis. B Kidney transplant. NAME and its StructureThe liver is the second largest organ after the skin and is a specialorgan of excretion because many excretory products are producedby it. It lies immediately beneath the diaphragm and is made up ofseveral lobes. It receives more blood per unit time than any otherpart of the body other than the heart. It receives blood from twoblood vessels, namely the hepatic portal vein and the hepaticartery. Blood flows out of the liver through the hepatic vein. The liver consists of a large number of lobules. Each lobule ismade up of many liver cells. The cells are arranged radially arounda central blood vessel which is a branch of the hepatic vein. Theblood supply to each lobule is from two sources, the hepaticartery and the hepatic portal vein. These vessels branchbetween the liver lobules. Between the plates of liver cells are channels called canaliculiwhich receive bile. The bile moves outwards to the periphery of thelobules where it collects into bile duct. See figure 4.7 a and b . Fig. 4.7 a : Structure of the LiverFig. 4.7 b : The liver lobulesThe Functions of the NAME liver performs many functions that contribute a lot tohomeostasis. There are:DeaminationAmino acids one absorbed from the gut, they are used in synthesisof proteins of the body. Excess amino acids or proteins cannot bestored in the body since the body does not have a mechanism forsuch storage. Excess amino acids not used, are broken down in aprocess of deamination. In this process the amino group NH2 ofthe amino acid is removed and used to form ammonia. Theammonia is taken into the ornithine cycle which is a series ofreactions resulting to the formation of urea, a less toxic substancethan ammonia."}
{"text": "Excess amino acids not used, are broken down in aprocess of deamination. In this process the amino group NH2 ofthe amino acid is removed and used to form ammonia. Theammonia is taken into the ornithine cycle which is a series ofreactions resulting to the formation of urea, a less toxic substancethan ammonia. The process is summarised as shown in theequation at the bottom of the page: The urea formed is releasedinto the blood stream and is eventually passed out in the urinethrough the kidney. DetoxificationSome of the metabolic activities of the liver result into theproduction of toxic substances which if left to accumulate, woulddestroy or harm the tissues of the body. The liver also receivesharmful substances AUTHOR , food or drinks. It thereforemakes these substances harmless and eliminate the substances inharmless forms in a process called detoxification. The liver cellsthrough oxidation, reduction, and combination with othersubstances carry out this process of detoxification. For example,hydrogen peroxide produced AUTHOR brokendown AUTHOR water and oxygen which areharmless. This enzyme is found in the liver. You will investigate thisaspect in NAME 4 .ThermoregulationThe liver carries out many metabolic reactions some beingendothermic while others are exothermic. Under conditions of lowtemperature the hypothalamus sends impulses to liver to increaseexothermic reactions producing more heat that is distributedthroughout the body AUTHOR worn out red blood cells is also broken down inthe liver and the residual pigments urochrome which give urine ayellow tinge is eliminated AUTHOR , bilirubin excreted via bilejuice into alimentary canal. Regulation of Plasma ProteinsPlasma protein are important components of the body. Majority ofthem are synthesised from amino acids in the liver. These includealbumin, fibrinogen, prothrombin and antibodies. Many of these areinvolved in regulatory mechanism of homeostasis. Digesting anddeaminating excess proteins also regulate their quantities. Erythrocytes have a life span of about 120 days after which they aretaken to the liver where they are broken down. Haemoglobin isbroken into a haem group and globin."}
{"text": "Many of these areinvolved in regulatory mechanism of homeostasis. Digesting anddeaminating excess proteins also regulate their quantities. Erythrocytes have a life span of about 120 days after which they aretaken to the liver where they are broken down. Haemoglobin isbroken into a haem group and globin. Globin is digested into aminoacids and enters the amino acid pool while the haem group ischanged in biliverdin and bilirubin and taken to gall bladder. Theseare later released into the gut as bile and then passed out throughfaeces. These two substances give faeces its characteristic browncolour. Other functions of the liver include the manufacture of redblood cells during the foetus stage, formation and elimination ofexcess cholesterol which is an important component cell membrane,regulation of fat metabolism, storage of blood, storage of vitaminsB, C, E, K and minerals. The other major function of the liver is blood sugar regulation. This will be discussed under homeostasis. NAME 4To investigate the effect of enzyme catalase on hydrogenperoxideCatalase is an enzyme present in living tissues of plants andanimals. Its role in living tissues is to break down hydrogenperoxide H2O2 produced during cellular respiration. Hydrogenperoxide is a highly toxic chemical substance which should not beallowed to accumulate in the tissues. RequirementsFresh piece of liver, 20 hydrogen peroxide, boiling tube, woodensplint, source of heat, scalpel and measuring cylinder. Procedure1. Measure 2 cm3 of the 20 hydrogen peroxide and put this inthe boiling tube.2. Cut a small piece of liver and put it into the boiling tube.3. Immediately test for the gas being produced using a glowingsplint.4. Record your observations.5. Write an equation for the reaction that occurs.6. What do you conclude from the experiment? NAME and DisordersLiver CirrhosisThis is the contraction and hardening of the liver due to death ofliver cells. A fibrous tissue replaces the dead cells. The disease iscaused AUTHOR such as alcohol, attack byeither bacteria or virus and liver parasites. Symptoms are slow in development and are normally seenwhen the disease is at advanced stages."}
{"text": "What do you conclude from the experiment? NAME and DisordersLiver CirrhosisThis is the contraction and hardening of the liver due to death ofliver cells. A fibrous tissue replaces the dead cells. The disease iscaused AUTHOR such as alcohol, attack byeither bacteria or virus and liver parasites. Symptoms are slow in development and are normally seenwhen the disease is at advanced stages. These symptoms includebody weakness, loss of weight, indigestion, poor appetite, pain inthe upper right quarter of the abdomen and occasional vomiting ofbloody material. If a large portion of liver is damaged, death mayresult. Control and Treatment a Avoid excess alcohol intake. B Avoid fatty diet. C Take adequate diet and varied easily digestible food. D Have bed rest most of the time. E Low salt intake. F Consult a doctor. HepatitisThis is the inflammation of the liver. It is a viral disease and twotypes are known namely: Hepatitis A and B. Hepatitis A is morecommon among children and young adults. It is infectious and is passed from one person to anotherthrough contact of body fluids, contaminated food, milk and water. The symptoms appear between two to six weeks. These includeloss of appetite, nausea, fatigue, jaundice yellow of skin andabdominal pain. Hepatitis B is common in adults. It is transmittedthrough contaminated injections, instruments and other implementsthat pierce the skin and lead to exchange of fluids such as blood,semen and saliva. Symptoms appear between three to four months. Hepatitis B is more serious than A because it is difficult to cure andcause more deaths. ControlProper disposal of sewage, vaccination, bed rest, and prescribeddiet. JaundiceThis is characterised AUTHOR and skin. Itresults from failure of the liver to excrete all the bile pigments fromred blood cell haemoglobin breakdown. The bile pigmentaccumulates in blood and hence the yellowing of the skin. Thishappens due to blockage of bile duct or destruction of the liver as incirrhosis and hepatitis or mass destruction of red blood cells incirculation as in erythroblastosis foetalis. HomeostasisAn organism lives in an environment that keeps on changing inmany of its factors, for example temperature, availability of water,food and fresh air."}
{"text": "Itresults from failure of the liver to excrete all the bile pigments fromred blood cell haemoglobin breakdown. The bile pigmentaccumulates in blood and hence the yellowing of the skin. Thishappens due to blockage of bile duct or destruction of the liver as incirrhosis and hepatitis or mass destruction of red blood cells incirculation as in erythroblastosis foetalis. HomeostasisAn organism lives in an environment that keeps on changing inmany of its factors, for example temperature, availability of water,food and fresh air. Similarly, changes occur in the body of theorganism due to the different metabolic activities and the effectsbrought about AUTHOR the environment. Many ofthese changes disrupt biological reactions being carried out in theorganism and lead to adverse effects on the health of the organism. A process that adjusts these changes in the body of an organism tooptimum standards or levels and therefore brings about a steadystate is called homeostasis. To understand the mechanism of homeostasis, there is need todistinguish two aspects of the environment to the organism that is,internal and external environments. The external environment is the immediate surrounding of theorganism. It may be aquatic or terrestrial. The internal environmentis the immediate surrounding of the body cells. It is the tissue orinterstitial fluid which surrounds cells in the body. It is formed fromblood plasma in capillaries. There are also other factors in theintercellular fluid that tend to fluctuate. These include osmoticpressure, temperature, ionic concentration and pH. These factorsthat must be kept at steady state or equilibrium in order for thecells to function properly. Principles of HomeostasisVarious body systems such as circulatory, excretory, endocrine hormonal and nervous, work in a co-ordinated way to bring abouthomeostasis. In order to maintain a state of balance in the internalenvironment, these systems work on a feed back mechanism. There are two types of feedback mechanisms: a Negative feedbackWhen a factor in the body such as temperature or blood sugarlevel drops below or shoots above the normal, it is detected andcorrective action is taken. Such an action is either: i An increase in the level if it was dropping or ii A decrease in the level if it was increasing. The response bringing about such corrective measures is callednegative feedback. It restores the condition to normal. Fig."}
{"text": "In order to maintain a state of balance in the internalenvironment, these systems work on a feed back mechanism. There are two types of feedback mechanisms: a Negative feedbackWhen a factor in the body such as temperature or blood sugarlevel drops below or shoots above the normal, it is detected andcorrective action is taken. Such an action is either: i An increase in the level if it was dropping or ii A decrease in the level if it was increasing. The response bringing about such corrective measures is callednegative feedback. It restores the condition to normal. Fig. 4.8: A generalised scheme of a homeostatic control process b Positive feedbackIn positive feedback, a change below or above the normal is notcorrected. Instead, what is meant to be corrective action leadsto further undesirable change from the normal as illustrated inthe figure 4.8 above. Role of Hypothalamus in Thermo-regulationThe hypothalamus is a small region between the cerebrum andcerebellum part of the brain. It acts as a thermo-regulatory centre. It has numerous temperature receptor cells which detect theslightest changes in body temperature. The external temperatureaffecting the body is determined AUTHOR relay the impulse to the hypothalamus throughthe sensory nerves. The internal temperatures are detected AUTHOR flows in the brain. The hypothalamus also controls other homeostatic processese.g. Osmoregulation and blood sugar regulation. Skin and Thermo-regulationThe mammalian skin plays a very important role inthermoregulation. The parts of the skin that are concerned withthermo-regulation are:Sweat GlandsSome animal possesses sweat glands on their skin. When the bodytemperature increases, the sweat glands increase the rate of sweatproduction. Water in the sweat evaporates AUTHOR latent heat of vaporisation from the body and a cooling effectresults. Hair and Erector pili MusclesWhen the body temperature lowers the erector pili muscles arestimulated to contract. This makes the hairs to stand erect on thebody surface, thus trapping more air. Air, being a bad conductor ofheat insulates the body against heat loss AUTHOR."}
{"text": "Water in the sweat evaporates AUTHOR latent heat of vaporisation from the body and a cooling effectresults. Hair and Erector pili MusclesWhen the body temperature lowers the erector pili muscles arestimulated to contract. This makes the hairs to stand erect on thebody surface, thus trapping more air. Air, being a bad conductor ofheat insulates the body against heat loss AUTHOR , when it is hot the erector pili muscle relaxes,thus trapping little air hence heat can be lost from the body surface. Blood VesselsWhen body temperature lowers blood vessels in the skin constrict vasoconstriction and blood is diverted to a shunt system. Thisreduces blood flow to the skin and more blood is stored in thespleen as an adaptation to lose less heat. Dilation of blood vessels vasodilation increases blood flow to the skin encouraging heatloss when body temperature is too high. NAME : Thick subcutaneous fat is a good insulatoragainst heat loss. Animals in cold areas have thick subcutaneousfatty layers for this purpose. Organisms in warm areas have thinfatty layer to encourage more heat loss to environment. Once the temperature changes are detected AUTHOR , the hypothalamus sends impulses to the appropriateresponding tissues of the skin that responds as shown in figure 4.9.One feature characteristic of mammals is that they arehomoiotherms endotherms . This refers to the fact their bodytemperature is maintained at a constant body temperature despitewide fluctuations in the temperature of the external environment. Lower vertebrates and invertebrates have a body temperature thatdepends much more on the external temperature. Their bodytemperatures are within a few degrees of that of the environment. These animals are called poikilotherms ectotherms . One majorproblem facing these animals is how to conserve this heat andmaintain an optimum body temperature. Homoiotherms and poikilotherms gain or lose heat throughtheir body surfaces skin AUTHOR , conduction, convection and evaporation. Animals regulate their body temperature AUTHOR their body temperature mainly byphysiological activities. These includes, depending on internalsources of heat. Because of this, they are described asendothermic."}
{"text": "One majorproblem facing these animals is how to conserve this heat andmaintain an optimum body temperature. Homoiotherms and poikilotherms gain or lose heat throughtheir body surfaces skin AUTHOR , conduction, convection and evaporation. Animals regulate their body temperature AUTHOR their body temperature mainly byphysiological activities. These includes, depending on internalsources of heat. Because of this, they are described asendothermic. Poikilotherms rely more on heat derived from theenvironment than metabolic heat in order to raise their bodytemperature and are described as ectothermic. Metabolic activities of the body are increased to raise heatproduction when the body temperature is low. These metabolicactivities are lowered when the body temperature is to be lowered. Shivering is an involuntary rhythm of contraction of muscles thatserves to generate heat during low temperatures. It is initiated bythe hypothalamus. Fig. 4.9: A homeostatic control of body temperature in a mammalIncreased metabolic rate of the liver generates extra heatwhich is distributed throughout the body. Insulatory mechanisms also control the extent of heat gainor heat loss through the physical processes of heat transfer. Theseinclude hair movements, sweating and dilation or constriction ofsuperficial blood vessels as shown in the flow chart in figure 4.9.There are many behavioural activities that organismsperform in order to regulate body temperature. These areclustering, coiling, putting on heavy clothes, burrowing, basking,migrating, hibernation and aestivation. Migration is seen in manyhomoitherms and poikilotherms where there is a movementcovering long distances AUTHOR avoid unfavourableclimatic factors or food shortage. Other animals hibernate go intodeep sleep due to cold conditions or aestivate go into deep sleepdue to dry and hot conditions to avoid the harsh environmentalconditions. Ectotherms or poikilotherms have bodies that easily gain orlose heat from or to the enviroment. They will move toenvironments where temperature is close to their optimum. Lizardsand snakes, bask on rocks in order to warm their bodies on cool,sunny mornings. Heat is gained through conduction and radiation. On hot days they move to cooler places in burrows or under shades. Body size and heat lossThe amount of heat produced AUTHOR animalbody is proportional to its mass."}
{"text": "They will move toenvironments where temperature is close to their optimum. Lizardsand snakes, bask on rocks in order to warm their bodies on cool,sunny mornings. Heat is gained through conduction and radiation. On hot days they move to cooler places in burrows or under shades. Body size and heat lossThe amount of heat produced AUTHOR animalbody is proportional to its mass. Large animals produce more heatthan smaller ones. However, the rate of heat loss from the animalbody is directly proportional to its surface area to volume ratio. Large animals have a smaller surface area to volume ratiocompared to small animals e.g. the surface area to volume ratio ofan adult elephant is about 70 times smaller than that of a rat. Thismeans that each cubic unit of a rat s body has 70 times more areaavailable for heat loss as compared to an elephant. A rat willtherefore lose body heat much faster than an elephant. It follows that in order to maintain a given body temperature,smaller animals will require to raise their metabolic rate to a muchhigher level than large animals. Therefore the smaller animalsrequire a plentiful supply of food to provide the necessaryrespiratory substrates. In addition to the mechanisms outlined above animals alsohave developed adaptive features that help in body temperatureregulation. These are structural adaptations which control theextent of heat loss or gain on a long term basis. They includepossession of fur or hair and large quantities subcutaneous fatlayers as in the polar bear. Desert animals like the camel possesstissues tolerant to high temperatures. Study Question4. People in the tropics tend to be thin and tall compared to thosein the arctic regions who tend to be short and plump. Account forthese observations in relation to body temperature regulation. Osmoregulation Water and NAME The relative amounts of water and solutes in the blood, tissue fluidand protoplasm determine their osmotic pressure. If the osmoticpressure of these fluids were to change, drastic events would occursuch that metabolic activities of the cells would be hampered."}
{"text": "People in the tropics tend to be thin and tall compared to thosein the arctic regions who tend to be short and plump. Account forthese observations in relation to body temperature regulation. Osmoregulation Water and NAME The relative amounts of water and solutes in the blood, tissue fluidand protoplasm determine their osmotic pressure. If the osmoticpressure of these fluids were to change, drastic events would occursuch that metabolic activities of the cells would be hampered. Forexample, if the osmotic pressure of the tissue fluid falls below thatof cells, the cells will take in water AUTHOR , swell and may burst. On the other hand, cells would lose water and shrink if the osmoticpressure of tissue fluid was higher than that of the cells. Osmoregulation attempts to maintain an optimum osmotic pressurein the body tissues and fluids that is favourable to normalfunctioning of cells. The body gains water through drinking, food taken in andmetabolic water and loses through sweat, faeces, urine and exhaledair. These losses and gains produce corresponding changes in thequantities of salts and water. The balance is mainly carried out bythe kidney and neuro-endocrine hypothalamus and pituitary gland system. When the osmotic pressure of the blood rises as a result ofdehydration, the hypothalamus is stimulated and sends impulsesto the pituitary gland which releases a hormone called antidiuretichormone ADH or vasopressin into the blood. On reaching thekidney, the distal convoluted tubules and collecting tubules becomemore permeable to water which is then reabsorbed into the bloodstream. Consequently the osmotic pressure of the blood is loweredand concentrated urine is produced. When the osmotic pressure ofthe blood falls due to a large intake of water, the pituitary gland isless stimulated. This results to reduced release of ADH into theblood stream. The kidney tubules become less permeable to waterand less reabsorption of water into blood stream takes place. Theosmotic pressure of blood rises and dilute urine is produced. Regulation of Ionic ContentSalts dissolve in water and then undergo dissociation to form ions. For example sodium chloride forms sodium Na and chloride Cl- ions."}
{"text": "This results to reduced release of ADH into theblood stream. The kidney tubules become less permeable to waterand less reabsorption of water into blood stream takes place. Theosmotic pressure of blood rises and dilute urine is produced. Regulation of Ionic ContentSalts dissolve in water and then undergo dissociation to form ions. For example sodium chloride forms sodium Na and chloride Cl- ions. These ions and many others such as potassium K ,magnesium Mg2 , calcium Ca2 and phosphates PO4 3- areimportant in body processes like protein synthesis, respiration,nervous co-ordination and muscle contraction. Their balance in bodymust be regulated within narrow ranges of their optimumconcentrations for efficient functioning of these processes. A hormone called aldosterone, which is produced AUTHOR , regulates the level of sodium ions. When the level of sodiumions is low in the blood, adrenal glands are stimulated to releasealdosterone into the blood which then stimulate loop of Henle ofkidney and the gut to reabsorb sodium ion into the blood. If thesodium ions concentration in the blood rises above optimum level,adrenal glands produce less aldosterone into the blood and lessamounts of sodium ions are absorbed. It should be realised that assodium ions are absorbed in the blood, chloride ions follow in orderto neutralise the charge on the sodium ions. Diabetes InsipidusWhen the pituitary gland is unable to produce antidiuretic hormoneor produces it in inadequate amount, the kidney tubules are unableto reabsorb water from the glomerular filtrate. This leads toproduction of a large amount of dilute urine a condition known asdiuresis . The patient becomes dehydrated and has to compensatefor the loss AUTHOR water. NAME of the Skin in Salt and Water balanceAlthough the skin is not the main organ of osmoregulation, it hassweat glands which secrete waste products of metabolism such aswater, mineral salts especially sodium chloride. These wastes arelost in form of sweat through the pores in the skin. About 99 of the sweat is water while the remaining 1 ismainly mineral salts. The water and mineral salts lost in the sweatcontribute to osmotic changes of the body cells and fluids."}
{"text": "The patient becomes dehydrated and has to compensatefor the loss AUTHOR water. NAME of the Skin in Salt and Water balanceAlthough the skin is not the main organ of osmoregulation, it hassweat glands which secrete waste products of metabolism such aswater, mineral salts especially sodium chloride. These wastes arelost in form of sweat through the pores in the skin. About 99 of the sweat is water while the remaining 1 ismainly mineral salts. The water and mineral salts lost in the sweatcontribute to osmotic changes of the body cells and fluids. On a hotday, the body loses a lot of water and some mineral salts, resultingin a sensation of thirst being felt due to tissue dehydration. Theosmotic balance is, however, restored AUTHOR , and intake of mineral salts in the diet. Regulation of NAME sugars, galactose and fructose taken to the liver from thealimentary canal AUTHOR converted to glucose. Glucose is then broken down to release energy and excess isconverted to glycogen and stored in the liver or converted into fatsand stored in adipose tissues. Some glucose flows in the generalcirculation of blood and is maintained within a narrow range of 90to 100 mg per 100 cm3 of blood. Fluctuations do occur due to largesupply or increased utilisation of glucose. The liver carries out the control of these events through twohormones produced AUTHOR glucagon arethe two pancreatic hormones produced AUTHOR thepancreas in the islets of langerhans and released into the bloodstream. Their effects are carried out in the liver. Functions of insulinin many cases are antagonistic to those of glucagon. For example,high concentration of insulin in the liver converts excess glucose toglycogen for storage, inhibits change of glycogen to glucose,converts glucose into fats and increases breakdown of glucose torelease energy. Glucagon at high concentration increasesbreakdown of glycogen into glucose, also fats, proteins and aminoacids to glucose. Generally insulin tends to lower glucoseconcentration in the blood while glucagon increases it. It alsomeans that a low sugar content in the blood stream stimulatespancreas to release glycagon and inhibits production of insulin andvice versa."}
{"text": "4.11 a Name the structures labelled A to F. b i Explain how the hair in human beings helps in keepingthe body warm. Ii Explain other methods AUTHOR to keep thebody warm.2. Figure 4.12 illustrates a mammalian nephron. Use it to answerthe questions that follow. A Explain what happens to the concentration of sodium ionsbetween 1 and 2. B What would happen to the functioning of portion 3 in theabsence of anti-diuretic hormone ADH . C What would happen at point 4 if there was partialconstriction at point 5? D Suggest adaptive structural differences between nephronsof a desert animal for example, kangaroo rat, and those of afresh water fish, for example tilapia. Fig. 4.123. A State two advantages which a constant temperature givesmammals and birds over other animals. B How does body size affect heat loss in an animal? C How does sweating increase heat loss in mammal? 4. The graph on page 105 shows the relation ship between skintemperature, hypothalamic temperature and rate of energy lossby evaporation for a person in a warm chamber kept at 40OC.The person drank iced water at the points labelled X, Y, Z. a Suggest one reason why the temperature and evaporationrate remained relatively constant during the first 20minutes. B From the graphs, explain the relationships betweenhypothalamic temperature and rate of sweating. C Suggest why the skin temperature rises shortly afterdrinking iced water. Ei so amma sf 94 iow omyFig. 4.13Fig. 4.145. A What is homeostasis? B Explain the homeostatic role of kidney in mammals.6. The quantity of urine passed per day in four mammals of thesame species, in their natural habitats was S, T, U and V. Theresults are shown in figure 4.14.Which of the four animals is likely to be living in a fresh waterlake? Explain the reasons for your answer.7. The surface area to volume ratio of three animals A, B and Cwas determined. The amount of urine produced per hour bythese animals in a specific habitat was also determined. The results are as shown in the table below."}
{"text": "Explain the reasons for your answer.7. The surface area to volume ratio of three animals A, B and Cwas determined. The amount of urine produced per hour bythese animals in a specific habitat was also determined. The results are as shown in the table below. Study the data and; a Plot three graphs on the same axis of the amount of urineproduced against time. B Name the animal that is likely to be more active at anygiven time. Give reasons for your answer. C Which animal is likely to lose less water in a desertenvironment?8. A Describe how carbon IV oxide is removed from the bloodin the lungs. B Explain the role of the kidney in the purification of blood.9. A Explain the term excretion and name the parts that carryout the excretory process in fresh water porotozoa, insects,fish and mammals. B List the excretory products produced AUTHOR named above in each organism.10. Using named examples, explain how animals regulate theirbody temperature and relate this to their body size.11. The internal environment of an organism requires to be keptconstant for the survival of the organism. Discuss.12. Explain the cause of diabetes mellitus. How can it be controlled?13. Explain the role of the following in homeostasis: a Skin. B Liver. C Hypothalamus.14. What is the difference between homoitherms and ectotherms poikilotherms ? 15. A Name the conditions under which urine production isincreased in mammals. B What is meant AUTHOR ? C What is diabetes insipidus? D Describe how the kidney functions as an osmoregulatoryorgan.16. Name two common diseases that affect the liver and the kidney. For each of the diseases given above, describe the mode ofinfection and control measures.17. A Name any four organic waste products in plants. B Describe the mechanisms of excretion AUTHOR."}
{"text": "B What is meant AUTHOR ? C What is diabetes insipidus? D Describe how the kidney functions as an osmoregulatoryorgan.16. Name two common diseases that affect the liver and the kidney. For each of the diseases given above, describe the mode ofinfection and control measures.17. A Name any four organic waste products in plants. B Describe the mechanisms of excretion AUTHOR Water 7Active Transport 1, 8Acute Bronchitis 68Adenosine Triphosphate 74, 75Adhesive Force 12Adrenal Glands 103Aerenchyma Tissue 52Aerobic Respiration 74Aestivate 100Agglutinins 35Agranulocytes 34Aldosterone 92, 101Allergic Reactions 42Anaerobic Respiration 77Angiosperms 11Antibodies 40Anti-coagulant 37Antidiuretic Hormone 92Antigens 40Aorta 19Apical Meristem 3Application of NAME 78Arteries 25Arteriosclerosis 32Artificial NAME 40Artificial NAME 41Asthma 67Atrio-ventricular Valve 22Attenuation 41Behavioural Activities 100Blood 18Blood NAME 36Blood Groups 36 NAME 37Bowman s Capsule 90Bronchitis 68Caffeine 84Cannabis 84Capillaries 25Capillarity 12Capillary Attraction 9Carboxyhaemoglobin 34Cardiac Muscles 21, 24Carriers 9Chlorenchyma 6Chronic Bronchitis 68Circulation in the Heart 22Circulatory System 18Cocaine 84Cohesion Force 9, 12Colchicine 84Collecting Tubule 90Companion Cell 17Composition of Blood 32Concentration Gradient 7, 8Contractile Vacuoles 85Cornified Layer 86Cortex 4, 6Cortex Collenchyma 6Counter NAME 57, 92Cristae 74Cuticular Transpiration 9Deamination 95Defects of NAME 31Dermis 85Detoxification 95Diabetes Insipidus 101Diabetes Mellitus 103Diaphragm 61Diastole 23Dicotyledon Roots 4Dicotyledon Stem 7 NAME 3Diffusion 1Diffusion 48Diffusion, 9Diseases of the NAME 67Drug Abuse 84Egestion 83Endodermis 4Epidermis 6, 85Erector NAME 87, 98Ethyl Alcohol 75Excretion and Homeostasis 83Excretion in Animals 85Excretion in Plants 83Excretory Products 84Expiratory NAME 65Fermentation 77Function of lenticels 52Function of NAME 88Gaseous Exchange 48Gaseous Exchange in Amphibians 58Gaseous Exchange in Animals 53Gaseous Exchange in Insects 54Gaseous Exchange in Mammals 59Gaseous Exchange in Plants 48, 51Gaseous Exchange in Protozoa 53Gill Filaments 56Gill Rakers 56Gills 85Glomerular Filtrate 91Glomerulus 90Glucagon 102Glycolysis 75Grafts 43Granular layer 86Granulocytes 34Guard Cells 50Gum Arabica 84Gymnosperms 11Haemocoel 18Haemoglobin elimination 95Haemolytic Disease 38Heartbeat 24Hepatic vortal vein 94Hepatitis 96Hibernate 100Higher Organisms 1Homeostasis 83Homeostasis 97Homoiotherms 99Human NAME AIDS 37Hydrophytes 51Hypertension 32Hypothalamus 98, 101Immune Responses 40Importance of NAME 48Insulatory mechanisms 100Insulin 102, 103Internal Respiration 73Islets of Langerhans 102Khat 84Kidney 85Kidney Diseases 93Kidney Failure 93Kidney Stones 93Lactic Acid 75Leaf Fall 13Lenticular Transpiration 9Lignin 7Liver 85Liver Diseases 96Liver structure 93Loop of Henle 90, 92Lower Organisms 1Lung Cancer 69Lung Volumes 65Lungs 85Lymph 39 NAME 38Lymphatic System 38Lysins 35Malpighian Layer 86Mammalian NAME 19Mammalian Skin 85Means of Transport 1Mechanism of Breathing 61Medulla Oblongata 65Mineral Salts 8, 9Mitochondria 74Monocotyledon Roots 4Monocotyledon Stem 3, 7Myogenic 24Negative Feedback 97Nephridia 85Nephritis 93Nephron 98, 90Nephron in Excretion 90Operculum 56Opsonins 35Organ Transplants 43Organic Products of Photosynthesis 17Osmoregulation 100Osmosis 1, 7, 9Osmotic Pressure 7Oxygen Debt 77Oxyhaemoglobin 33Pacemaker 24Pancreas 102Papain 84Parenchyma Tissue 6Pericardium 21Pericycle 4Phagocytes 34Phloem 1, 4, 17Piliferous Layer 4Pith 7Plasma 32Platelets 35Platyhelminthes 85Pneumatophores 52Pneumonia 69Poikilotherms 99Polymorphs 34Positive Feedback 98Posterior NAME 29Potometer 16Primary Functions of Roots 2Principles of Homeostasis 97Products of Photosynthesis 7Products of Photosynthesis 17Protein Fibrils 17Protozoa 84Proximal convoluted tubule 90Pteridophytes 11Pulmonary Circulation 19Pulmonary Tuberculosis 69Quinine 84Red NAME 33Regulation of NAME 101Regulation of NAME 95Reserve Volume 65Respiration 73Respiratory Quotient 80Respiratory Substrates 79Respiratory Surface 48Rhesus Factor 38Root Cap 3Root NAME 4, 7, 8Root HairsRoot Pressure 9, 12Rubber 84Sclerenchyma 6Sebaceous Glands 87Second Phase 76Semilunar Valves 22Sieve Plates 17Significance of Respiration 12, 74Sino NAME 24Skin and Thermo-regulation 98Specialised Stems 5Spiracles 54Spongy Mesophyll 9, 10Stem 5, 6Stomata 50Stomata and Habitats of Plants 51Stomatal Transpiration 9Structure of the Heart 22Subcutaneous Layer 87, 99Suberised Epidermis 4Supply of Materials 1Sweat Glands 87, 98Systemic Circulation."}
{"text": "Name two common diseases that affect the liver and the kidney. For each of the diseases given above, describe the mode ofinfection and control measures.17. A Name any four organic waste products in plants. B Describe the mechanisms of excretion AUTHOR Water 7Active Transport 1, 8Acute Bronchitis 68Adenosine Triphosphate 74, 75Adhesive Force 12Adrenal Glands 103Aerenchyma Tissue 52Aerobic Respiration 74Aestivate 100Agglutinins 35Agranulocytes 34Aldosterone 92, 101Allergic Reactions 42Anaerobic Respiration 77Angiosperms 11Antibodies 40Anti-coagulant 37Antidiuretic Hormone 92Antigens 40Aorta 19Apical Meristem 3Application of NAME 78Arteries 25Arteriosclerosis 32Artificial NAME 40Artificial NAME 41Asthma 67Atrio-ventricular Valve 22Attenuation 41Behavioural Activities 100Blood 18Blood NAME 36Blood Groups 36 NAME 37Bowman s Capsule 90Bronchitis 68Caffeine 84Cannabis 84Capillaries 25Capillarity 12Capillary Attraction 9Carboxyhaemoglobin 34Cardiac Muscles 21, 24Carriers 9Chlorenchyma 6Chronic Bronchitis 68Circulation in the Heart 22Circulatory System 18Cocaine 84Cohesion Force 9, 12Colchicine 84Collecting Tubule 90Companion Cell 17Composition of Blood 32Concentration Gradient 7, 8Contractile Vacuoles 85Cornified Layer 86Cortex 4, 6Cortex Collenchyma 6Counter NAME 57, 92Cristae 74Cuticular Transpiration 9Deamination 95Defects of NAME 31Dermis 85Detoxification 95Diabetes Insipidus 101Diabetes Mellitus 103Diaphragm 61Diastole 23Dicotyledon Roots 4Dicotyledon Stem 7 NAME 3Diffusion 1Diffusion 48Diffusion, 9Diseases of the NAME 67Drug Abuse 84Egestion 83Endodermis 4Epidermis 6, 85Erector NAME 87, 98Ethyl Alcohol 75Excretion and Homeostasis 83Excretion in Animals 85Excretion in Plants 83Excretory Products 84Expiratory NAME 65Fermentation 77Function of lenticels 52Function of NAME 88Gaseous Exchange 48Gaseous Exchange in Amphibians 58Gaseous Exchange in Animals 53Gaseous Exchange in Insects 54Gaseous Exchange in Mammals 59Gaseous Exchange in Plants 48, 51Gaseous Exchange in Protozoa 53Gill Filaments 56Gill Rakers 56Gills 85Glomerular Filtrate 91Glomerulus 90Glucagon 102Glycolysis 75Grafts 43Granular layer 86Granulocytes 34Guard Cells 50Gum Arabica 84Gymnosperms 11Haemocoel 18Haemoglobin elimination 95Haemolytic Disease 38Heartbeat 24Hepatic vortal vein 94Hepatitis 96Hibernate 100Higher Organisms 1Homeostasis 83Homeostasis 97Homoiotherms 99Human NAME AIDS 37Hydrophytes 51Hypertension 32Hypothalamus 98, 101Immune Responses 40Importance of NAME 48Insulatory mechanisms 100Insulin 102, 103Internal Respiration 73Islets of Langerhans 102Khat 84Kidney 85Kidney Diseases 93Kidney Failure 93Kidney Stones 93Lactic Acid 75Leaf Fall 13Lenticular Transpiration 9Lignin 7Liver 85Liver Diseases 96Liver structure 93Loop of Henle 90, 92Lower Organisms 1Lung Cancer 69Lung Volumes 65Lungs 85Lymph 39 NAME 38Lymphatic System 38Lysins 35Malpighian Layer 86Mammalian NAME 19Mammalian Skin 85Means of Transport 1Mechanism of Breathing 61Medulla Oblongata 65Mineral Salts 8, 9Mitochondria 74Monocotyledon Roots 4Monocotyledon Stem 3, 7Myogenic 24Negative Feedback 97Nephridia 85Nephritis 93Nephron 98, 90Nephron in Excretion 90Operculum 56Opsonins 35Organ Transplants 43Organic Products of Photosynthesis 17Osmoregulation 100Osmosis 1, 7, 9Osmotic Pressure 7Oxygen Debt 77Oxyhaemoglobin 33Pacemaker 24Pancreas 102Papain 84Parenchyma Tissue 6Pericardium 21Pericycle 4Phagocytes 34Phloem 1, 4, 17Piliferous Layer 4Pith 7Plasma 32Platelets 35Platyhelminthes 85Pneumatophores 52Pneumonia 69Poikilotherms 99Polymorphs 34Positive Feedback 98Posterior NAME 29Potometer 16Primary Functions of Roots 2Principles of Homeostasis 97Products of Photosynthesis 7Products of Photosynthesis 17Protein Fibrils 17Protozoa 84Proximal convoluted tubule 90Pteridophytes 11Pulmonary Circulation 19Pulmonary Tuberculosis 69Quinine 84Red NAME 33Regulation of NAME 101Regulation of NAME 95Reserve Volume 65Respiration 73Respiratory Quotient 80Respiratory Substrates 79Respiratory Surface 48Rhesus Factor 38Root Cap 3Root NAME 4, 7, 8Root HairsRoot Pressure 9, 12Rubber 84Sclerenchyma 6Sebaceous Glands 87Second Phase 76Semilunar Valves 22Sieve Plates 17Significance of Respiration 12, 74Sino NAME 24Skin and Thermo-regulation 98Specialised Stems 5Spiracles 54Spongy Mesophyll 9, 10Stem 5, 6Stomata 50Stomata and Habitats of Plants 51Stomatal Transpiration 9Structure of the Heart 22Subcutaneous Layer 87, 99Suberised Epidermis 4Supply of Materials 1Sweat Glands 87, 98Systemic Circulation. 19Systole 23, 36Thermoregulation 95Thromboplastin 36Thrombosis 31Tissue Fluid 39Tissue Respiration 73, 74Trachea 59Tracheal System 55Tracheids 10Tracheoles 54Translocation of NAME 17Transpiration 9, 11, 12, 13, 14, 52Transpiration Pull 11Transpiration Rate 14Transpiration Stream 9, 11Transport 1Transport NAME 18Transport NAME 18Transport of Substances 1Types of Immunity 40Types of Respiration 74Ultra Filtration 25, 26Ultrafiltration 91 NAME 37Universal Recipient 37Uptake of NAME 2Vaccination 41Varicose Veins 32Vascular Bundle 1, 3, 4, 7Veins 25Ventricles 22Venules 27Vessels 10White NAME 34Xerophytes 51Xylem 1, 4, 10Xylem Vessels 10Xylem Vessels 7Zone of NAME 3 NAME Book s a well witonbiology book hat aime at equipping students with knowledge, attudes and ils that can enable them explo tho environment responseis the second book in the secondary biology seras published AUTHOR."}
{"text": "A Name any four organic waste products in plants. B Describe the mechanisms of excretion AUTHOR Water 7Active Transport 1, 8Acute Bronchitis 68Adenosine Triphosphate 74, 75Adhesive Force 12Adrenal Glands 103Aerenchyma Tissue 52Aerobic Respiration 74Aestivate 100Agglutinins 35Agranulocytes 34Aldosterone 92, 101Allergic Reactions 42Anaerobic Respiration 77Angiosperms 11Antibodies 40Anti-coagulant 37Antidiuretic Hormone 92Antigens 40Aorta 19Apical Meristem 3Application of NAME 78Arteries 25Arteriosclerosis 32Artificial NAME 40Artificial NAME 41Asthma 67Atrio-ventricular Valve 22Attenuation 41Behavioural Activities 100Blood 18Blood NAME 36Blood Groups 36 NAME 37Bowman s Capsule 90Bronchitis 68Caffeine 84Cannabis 84Capillaries 25Capillarity 12Capillary Attraction 9Carboxyhaemoglobin 34Cardiac Muscles 21, 24Carriers 9Chlorenchyma 6Chronic Bronchitis 68Circulation in the Heart 22Circulatory System 18Cocaine 84Cohesion Force 9, 12Colchicine 84Collecting Tubule 90Companion Cell 17Composition of Blood 32Concentration Gradient 7, 8Contractile Vacuoles 85Cornified Layer 86Cortex 4, 6Cortex Collenchyma 6Counter NAME 57, 92Cristae 74Cuticular Transpiration 9Deamination 95Defects of NAME 31Dermis 85Detoxification 95Diabetes Insipidus 101Diabetes Mellitus 103Diaphragm 61Diastole 23Dicotyledon Roots 4Dicotyledon Stem 7 NAME 3Diffusion 1Diffusion 48Diffusion, 9Diseases of the NAME 67Drug Abuse 84Egestion 83Endodermis 4Epidermis 6, 85Erector NAME 87, 98Ethyl Alcohol 75Excretion and Homeostasis 83Excretion in Animals 85Excretion in Plants 83Excretory Products 84Expiratory NAME 65Fermentation 77Function of lenticels 52Function of NAME 88Gaseous Exchange 48Gaseous Exchange in Amphibians 58Gaseous Exchange in Animals 53Gaseous Exchange in Insects 54Gaseous Exchange in Mammals 59Gaseous Exchange in Plants 48, 51Gaseous Exchange in Protozoa 53Gill Filaments 56Gill Rakers 56Gills 85Glomerular Filtrate 91Glomerulus 90Glucagon 102Glycolysis 75Grafts 43Granular layer 86Granulocytes 34Guard Cells 50Gum Arabica 84Gymnosperms 11Haemocoel 18Haemoglobin elimination 95Haemolytic Disease 38Heartbeat 24Hepatic vortal vein 94Hepatitis 96Hibernate 100Higher Organisms 1Homeostasis 83Homeostasis 97Homoiotherms 99Human NAME AIDS 37Hydrophytes 51Hypertension 32Hypothalamus 98, 101Immune Responses 40Importance of NAME 48Insulatory mechanisms 100Insulin 102, 103Internal Respiration 73Islets of Langerhans 102Khat 84Kidney 85Kidney Diseases 93Kidney Failure 93Kidney Stones 93Lactic Acid 75Leaf Fall 13Lenticular Transpiration 9Lignin 7Liver 85Liver Diseases 96Liver structure 93Loop of Henle 90, 92Lower Organisms 1Lung Cancer 69Lung Volumes 65Lungs 85Lymph 39 NAME 38Lymphatic System 38Lysins 35Malpighian Layer 86Mammalian NAME 19Mammalian Skin 85Means of Transport 1Mechanism of Breathing 61Medulla Oblongata 65Mineral Salts 8, 9Mitochondria 74Monocotyledon Roots 4Monocotyledon Stem 3, 7Myogenic 24Negative Feedback 97Nephridia 85Nephritis 93Nephron 98, 90Nephron in Excretion 90Operculum 56Opsonins 35Organ Transplants 43Organic Products of Photosynthesis 17Osmoregulation 100Osmosis 1, 7, 9Osmotic Pressure 7Oxygen Debt 77Oxyhaemoglobin 33Pacemaker 24Pancreas 102Papain 84Parenchyma Tissue 6Pericardium 21Pericycle 4Phagocytes 34Phloem 1, 4, 17Piliferous Layer 4Pith 7Plasma 32Platelets 35Platyhelminthes 85Pneumatophores 52Pneumonia 69Poikilotherms 99Polymorphs 34Positive Feedback 98Posterior NAME 29Potometer 16Primary Functions of Roots 2Principles of Homeostasis 97Products of Photosynthesis 7Products of Photosynthesis 17Protein Fibrils 17Protozoa 84Proximal convoluted tubule 90Pteridophytes 11Pulmonary Circulation 19Pulmonary Tuberculosis 69Quinine 84Red NAME 33Regulation of NAME 101Regulation of NAME 95Reserve Volume 65Respiration 73Respiratory Quotient 80Respiratory Substrates 79Respiratory Surface 48Rhesus Factor 38Root Cap 3Root NAME 4, 7, 8Root HairsRoot Pressure 9, 12Rubber 84Sclerenchyma 6Sebaceous Glands 87Second Phase 76Semilunar Valves 22Sieve Plates 17Significance of Respiration 12, 74Sino NAME 24Skin and Thermo-regulation 98Specialised Stems 5Spiracles 54Spongy Mesophyll 9, 10Stem 5, 6Stomata 50Stomata and Habitats of Plants 51Stomatal Transpiration 9Structure of the Heart 22Subcutaneous Layer 87, 99Suberised Epidermis 4Supply of Materials 1Sweat Glands 87, 98Systemic Circulation. 19Systole 23, 36Thermoregulation 95Thromboplastin 36Thrombosis 31Tissue Fluid 39Tissue Respiration 73, 74Trachea 59Tracheal System 55Tracheids 10Tracheoles 54Translocation of NAME 17Transpiration 9, 11, 12, 13, 14, 52Transpiration Pull 11Transpiration Rate 14Transpiration Stream 9, 11Transport 1Transport NAME 18Transport NAME 18Transport of Substances 1Types of Immunity 40Types of Respiration 74Ultra Filtration 25, 26Ultrafiltration 91 NAME 37Universal Recipient 37Uptake of NAME 2Vaccination 41Varicose Veins 32Vascular Bundle 1, 3, 4, 7Veins 25Ventricles 22Venules 27Vessels 10White NAME 34Xerophytes 51Xylem 1, 4, 10Xylem Vessels 10Xylem Vessels 7Zone of NAME 3 NAME Book s a well witonbiology book hat aime at equipping students with knowledge, attudes and ils that can enable them explo tho environment responseis the second book in the secondary biology seras published AUTHOR adopts the TUPAC system of naming Tho content isin four broad topics namely: Transport in plants animals, Gaseous exchange, Respiration and."}
{"text": "IndexAbsorption of Water 7Active Transport 1, 8Acute Bronchitis 68Adenosine Triphosphate 74, 75Adhesive Force 12Adrenal Glands 103Aerenchyma Tissue 52Aerobic Respiration 74Aestivate 100Agglutinins 35Agranulocytes 34Aldosterone 92, 101Allergic Reactions 42Anaerobic Respiration 77Angiosperms 11Antibodies 40Anti-coagulant 37Antidiuretic Hormone 92Antigens 40Aorta 19Apical Meristem 3Application of NAME 78Arteries 25Arteriosclerosis 32Artificial NAME 40Artificial NAME 41Asthma 67Atrio-ventricular Valve 22Attenuation 41Behavioural Activities 100Blood 18Blood NAME 36Blood Groups 36 NAME 37Bowman s Capsule 90Bronchitis 68Caffeine 84Cannabis 84Capillaries 25Capillarity 12Capillary Attraction 9Carboxyhaemoglobin 34Cardiac Muscles 21, 24Carriers 9Chlorenchyma 6Chronic Bronchitis 68Circulation in the Heart 22Circulatory System 18Cocaine 84Cohesion Force 9, 12Colchicine 84Collecting Tubule 90Companion Cell 17Composition of Blood 32Concentration Gradient 7, 8Contractile Vacuoles 85Cornified Layer 86Cortex 4, 6Cortex Collenchyma 6Counter NAME 57, 92Cristae 74Cuticular Transpiration 9Deamination 95Defects of NAME 31Dermis 85Detoxification 95Diabetes Insipidus 101Diabetes Mellitus 103Diaphragm 61Diastole 23Dicotyledon Roots 4Dicotyledon Stem 7 NAME 3Diffusion 1Diffusion 48Diffusion, 9Diseases of the NAME 67Drug Abuse 84Egestion 83Endodermis 4Epidermis 6, 85Erector NAME 87, 98Ethyl Alcohol 75Excretion and Homeostasis 83Excretion in Animals 85Excretion in Plants 83Excretory Products 84Expiratory NAME 65Fermentation 77Function of lenticels 52Function of NAME 88Gaseous Exchange 48Gaseous Exchange in Amphibians 58Gaseous Exchange in Animals 53Gaseous Exchange in Insects 54Gaseous Exchange in Mammals 59Gaseous Exchange in Plants 48, 51Gaseous Exchange in Protozoa 53Gill Filaments 56Gill Rakers 56Gills 85Glomerular Filtrate 91Glomerulus 90Glucagon 102Glycolysis 75Grafts 43Granular layer 86Granulocytes 34Guard Cells 50Gum Arabica 84Gymnosperms 11Haemocoel 18Haemoglobin elimination 95Haemolytic Disease 38Heartbeat 24Hepatic vortal vein 94Hepatitis 96Hibernate 100Higher Organisms 1Homeostasis 83Homeostasis 97Homoiotherms 99Human NAME AIDS 37Hydrophytes 51Hypertension 32Hypothalamus 98, 101Immune Responses 40Importance of NAME 48Insulatory mechanisms 100Insulin 102, 103Internal Respiration 73Islets of Langerhans 102Khat 84Kidney 85Kidney Diseases 93Kidney Failure 93Kidney Stones 93Lactic Acid 75Leaf Fall 13Lenticular Transpiration 9Lignin 7Liver 85Liver Diseases 96Liver structure 93Loop of Henle 90, 92Lower Organisms 1Lung Cancer 69Lung Volumes 65Lungs 85Lymph 39 NAME 38Lymphatic System 38Lysins 35Malpighian Layer 86Mammalian NAME 19Mammalian Skin 85Means of Transport 1Mechanism of Breathing 61Medulla Oblongata 65Mineral Salts 8, 9Mitochondria 74Monocotyledon Roots 4Monocotyledon Stem 3, 7Myogenic 24Negative Feedback 97Nephridia 85Nephritis 93Nephron 98, 90Nephron in Excretion 90Operculum 56Opsonins 35Organ Transplants 43Organic Products of Photosynthesis 17Osmoregulation 100Osmosis 1, 7, 9Osmotic Pressure 7Oxygen Debt 77Oxyhaemoglobin 33Pacemaker 24Pancreas 102Papain 84Parenchyma Tissue 6Pericardium 21Pericycle 4Phagocytes 34Phloem 1, 4, 17Piliferous Layer 4Pith 7Plasma 32Platelets 35Platyhelminthes 85Pneumatophores 52Pneumonia 69Poikilotherms 99Polymorphs 34Positive Feedback 98Posterior NAME 29Potometer 16Primary Functions of Roots 2Principles of Homeostasis 97Products of Photosynthesis 7Products of Photosynthesis 17Protein Fibrils 17Protozoa 84Proximal convoluted tubule 90Pteridophytes 11Pulmonary Circulation 19Pulmonary Tuberculosis 69Quinine 84Red NAME 33Regulation of NAME 101Regulation of NAME 95Reserve Volume 65Respiration 73Respiratory Quotient 80Respiratory Substrates 79Respiratory Surface 48Rhesus Factor 38Root Cap 3Root NAME 4, 7, 8Root HairsRoot Pressure 9, 12Rubber 84Sclerenchyma 6Sebaceous Glands 87Second Phase 76Semilunar Valves 22Sieve Plates 17Significance of Respiration 12, 74Sino NAME 24Skin and Thermo-regulation 98Specialised Stems 5Spiracles 54Spongy Mesophyll 9, 10Stem 5, 6Stomata 50Stomata and Habitats of Plants 51Stomatal Transpiration 9Structure of the Heart 22Subcutaneous Layer 87, 99Suberised Epidermis 4Supply of Materials 1Sweat Glands 87, 98Systemic Circulation. 19Systole 23, 36Thermoregulation 95Thromboplastin 36Thrombosis 31Tissue Fluid 39Tissue Respiration 73, 74Trachea 59Tracheal System 55Tracheids 10Tracheoles 54Translocation of NAME 17Transpiration 9, 11, 12, 13, 14, 52Transpiration Pull 11Transpiration Rate 14Transpiration Stream 9, 11Transport 1Transport NAME 18Transport NAME 18Transport of Substances 1Types of Immunity 40Types of Respiration 74Ultra Filtration 25, 26Ultrafiltration 91 NAME 37Universal Recipient 37Uptake of NAME 2Vaccination 41Varicose Veins 32Vascular Bundle 1, 3, 4, 7Veins 25Ventricles 22Venules 27Vessels 10White NAME 34Xerophytes 51Xylem 1, 4, 10Xylem Vessels 10Xylem Vessels 7Zone of NAME 3 NAME Book s a well witonbiology book hat aime at equipping students with knowledge, attudes and ils that can enable them explo tho environment responseis the second book in the secondary biology seras published AUTHOR adopts the TUPAC system of naming Tho content isin four broad topics namely: Transport in plants animals, Gaseous exchange, Respiration and. Exeretion, andHomeostasis, Topics ae inveduced n'a simple and precise language and relate to the knowodge ganed eater. To enhance easier understanding of conceps, terminologies areefined belore use."}
{"text": "19Systole 23, 36Thermoregulation 95Thromboplastin 36Thrombosis 31Tissue Fluid 39Tissue Respiration 73, 74Trachea 59Tracheal System 55Tracheids 10Tracheoles 54Translocation of NAME 17Transpiration 9, 11, 12, 13, 14, 52Transpiration Pull 11Transpiration Rate 14Transpiration Stream 9, 11Transport 1Transport NAME 18Transport NAME 18Transport of Substances 1Types of Immunity 40Types of Respiration 74Ultra Filtration 25, 26Ultrafiltration 91 NAME 37Universal Recipient 37Uptake of NAME 2Vaccination 41Varicose Veins 32Vascular Bundle 1, 3, 4, 7Veins 25Ventricles 22Venules 27Vessels 10White NAME 34Xerophytes 51Xylem 1, 4, 10Xylem Vessels 10Xylem Vessels 7Zone of NAME 3 NAME Book s a well witonbiology book hat aime at equipping students with knowledge, attudes and ils that can enable them explo tho environment responseis the second book in the secondary biology seras published AUTHOR adopts the TUPAC system of naming Tho content isin four broad topics namely: Transport in plants animals, Gaseous exchange, Respiration and. Exeretion, andHomeostasis, Topics ae inveduced n'a simple and precise language and relate to the knowodge ganed eater. To enhance easier understanding of conceps, terminologies areefined belore use. Emerging issues such as environmentalCconcervaton and substance abuse ae also dealt with where they areolovant. Neat and procise Musrations have beon wisely Used tofenhance learning. Practical activiies and study questions arentogated within the subtopes at thet relevant teaching pons, Aso, at the end of each topic, there are revision question that assistthe leamers to evaluate themselves, Answers t0 all questions."}
{"text": "Emerging issues such as environmentalCconcervaton and substance abuse ae also dealt with where they areolovant. Neat and procise Musrations have beon wisely Used tofenhance learning. Practical activiies and study questions arentogated within the subtopes at thet relevant teaching pons, Aso, at the end of each topic, there are revision question that assistthe leamers to evaluate themselves, Answers t0 all questions.areprovided in the accompanying Teachers Guide. NAME Guide 9 e a lopcal approach 10 the teaching ofeach of the topics. NAME Book together with the Teachers Guide provide anexcellent interpretation ofthe curent 8.4.4 syllabusCover Photograph: Stunts display the vanspor systom in arab."}
{"text": "1. Studg pictures A, B ond C betow.xxxxxxxxoF rcltlAxxxxxxxxHu0 .0 .20t 72. Ldentifg the ospects of Sociol Studies shown in the pictures obove.3. Shore gour findings in closs. F KeM pexfim sSociol Studies is o eorning oreq thot includes Historg, Geogrophg ond Citizenship. Picture A is Congo River showing on ospect of Geogrophg. Picture B ore BerberVitloges in Morocco, showing on ospect of Historg. Picture C is onidentitg cord showing on qspect of Citizenship.1Coreer ond EntrepreneuriolOpportunities in Sociot StudiesThe studg of Sociol Studies provides us with coreers ond entrepreneurio opportunities indifferent fields. Cqreers ore occupotions undertqken for o significont period of o person's ife ond with opportunities for progress in ife. For exomple,teoching ond engineering orecoreers. Entrepreneurship is the octivitg of setting up o business or toking on finonciolrisks with the hope of moking o profit. L. Studg the foltowing pictures.ldentifg the coreer ond entrepreneuriol opportunities shown in the picturesShore gour findings in ctoss.1. Reod whot Corot ond John ore soqing obout the importqnce of Sociol Studies. Corol2.3.2' Socio Studies enobles us to solve present problemsond in certoin cqses, predict whot might hoppen infuture.'. Sociol Studies inspires potriotism ond notionotismomong citizens.lt enobtes people to oppreciote ondtoke pride in their notionol heritoge.'. Sociol Studies provides the eqrner with on openingto o we l-poging coreer in teoching, ow, business ondodministrotion.lmportonce of Sociol Studies for Personol Developmentond Service to Humonitg. Sociq Studies helps us to understond our noturotlenvironments such os ond, oir, woter ond climqte.. Socio Studies hetps us to oppreciote the eorth osthe homelond of humon kind.."}
{"text": "Reod whot Corot ond John ore soqing obout the importqnce of Sociol Studies. Corol2.3.2' Socio Studies enobles us to solve present problemsond in certoin cqses, predict whot might hoppen infuture.'. Sociol Studies inspires potriotism ond notionotismomong citizens.lt enobtes people to oppreciote ondtoke pride in their notionol heritoge.'. Sociol Studies provides the eqrner with on openingto o we l-poging coreer in teoching, ow, business ondodministrotion.lmportonce of Sociol Studies for Personol Developmentond Service to Humonitg. Sociq Studies helps us to understond our noturotlenvironments such os ond, oir, woter ond climqte.. Socio Studies hetps us to oppreciote the eorth osthe homelond of humon kind.. lt helps us to understond our cutture.. Sociolstudies helps us to enhonce teodership skitls. John2. Using digitot devices or other resources, find out wogs in which Sociol Studies isimportont for personol development ond service to humonitg.3. Broinstorm on the importonce of Sociol Studies for personol devetopment ondservice to humonitg.4. Shore gour findings in closs.1. Grode 7 eorners ofTownship Junior Secondorg were osked to reseorch on theimportonce of Sociol Studies for: o personot development."}
{"text": "Broinstorm on the importonce of Sociol Studies for personol devetopment ondservice to humonitg.4. Shore gour findings in closs.1. Grode 7 eorners ofTownship Junior Secondorg were osked to reseorch on theimportonce of Sociol Studies for: o personot development. B service to humonitg. The tobte betow shows some of the points theg were qbte to find out:lmportonce of Sociol Studies forpersonoI developmentlmportonce of Sociol Studies forservice to humonitgaHelps one to understond the reolwortd oround us. Helps us to utitise the ovoilobleresources to serve humonitg. Helps us to become good citizens. Hetps us to oppreciote ond retotewetlwith other people.aHetps us to know the current offoirs.aaaaaaaaaaaComptete the toble bg finding out other wogs in which Socio Studies is importontfor personol development ond service to humonitg.ln which wogs do gou think the studg of Sociot Studies con help gou in: o persono development. B service to humonitg.3Coreer Opportunities Retoted to Sociol Studies in Kengoond GtobotlgUsing print or digitot resources,find out coreers in SociotStudies in Kengo ond globottg. Write down the coreers thot gou find out. Shore gour findings in closs.t 2.3.1.Studg the diogrom below on different coreer options reloted to Sociol Studies.2. Using the diogrom, cotegorise the coreer options into Historg, Geogrophg ondCitizenship. The first one hos been done for gou. GeogrophgHistorgCitizenshipLqnd economicsArchoeologgPubtic qdministrotion2. Discuss the professions gou would be interested in from the ones listed in the tobte.3. Hotd on open forum discussion on coreer choices in Sociot Studies.4."}
{"text": "Using the diogrom, cotegorise the coreer options into Historg, Geogrophg ondCitizenship. The first one hos been done for gou. GeogrophgHistorgCitizenshipLqnd economicsArchoeologgPubtic qdministrotion2. Discuss the professions gou would be interested in from the ones listed in the tobte.3. Hotd on open forum discussion on coreer choices in Sociot Studies.4. Moke summorg points on the sgmposio.4SOCIAL STUDIES-Ff KeM pes xtwSome of the coreers in Sociot Studies inctude working os o museum curotor, lond economist,towger, climototogist, urbon plonner, orchoeotogist, ecotogist, pilots, omong others. D 2- ldentifg the business octivities shown in the pictures o to d .3. Using digitotdevices,print medio or other resources,find out other entrepreneuriolopportunities for Sociql Studies in our societg4. Shore your findings in ctoss. KeS pointsSome of the entrepreneurio opportunities for Sociot Studies in our societg inctudepotterg, bosketrg, ecotourism, horticulture, ogroforestrg ond fishing omong others.5LEntrepreneurio Opportunities for Sociol Studies in theSocietg1. Studg the pictures.tk L. Reod oloud the messoges on the poster. RanchingFishingDairy farmingHorticultureoke o Poster on entrePreneuopportunies reloted totes tn oursocietg.3. Displog the posters ot q strqtegic ptoce in school. A is o cqreful pton or method of deoting with on issue. Is the stoteof being mote or femole in retotion to sociol ond culturol roles. Orefixed generol ideos or imoges thot ossume thot o person behoves in o porticulor wog. Stereotgpes limit ospirotions qnd devetopment of tolents. Theg creote gender differences. These differences ought to be oddressed using oppropriote strotegies.6Activitgpoirs1."}
{"text": "Displog the posters ot q strqtegic ptoce in school. A is o cqreful pton or method of deoting with on issue. Is the stoteof being mote or femole in retotion to sociol ond culturol roles. Orefixed generol ideos or imoges thot ossume thot o person behoves in o porticulor wog. Stereotgpes limit ospirotions qnd devetopment of tolents. Theg creote gender differences. These differences ought to be oddressed using oppropriote strotegies.6Activitgpoirs1. Studg the pictures below.iai!I2. Whot cqn Uou see in the pictures?3. Discuss how gender stereotgpes ore being oddressed in pictures o to d . Givereosons for gour onswers.d Ke P m sWe con oddress gender stereotupes in coreer ond entrepreneuriol opportunitiesretoted to Sociq Studies through the fottowing strotegies:i Committing ond encouroging both moles ond femotes to toke o futl ronge ofcoreers ond business opportunities.ii Ensuring representotion of both genders in eodership.,,,. R Treoting both moles ond femoles equollg bg using texts ond curricutor thot doesnot promote gender bios.,. Ir Devetop poticies, lows ond decision moking processes thot represent both motesond femotes.7 r b ,c till lj; fGrode 7 eorners developed the fottowing rules thot discouroge gender stereotgpesin cqreer choices. Reod them oloud.2.Discuss ond moke rutes for gour grode to discourqge gender stereotgpes. Biologicot Differences Devoid of Stereotgpes in CoreerChoices ond Entrepreneuriol Opportunities in SociotStudiesThere ore biologicol differences between mole ond femqle people. For exomple, moleshove big muscles, hove brooder cheSts ond grow more hoir."}
{"text": "Givereosons for gour onswers.d Ke P m sWe con oddress gender stereotupes in coreer ond entrepreneuriol opportunitiesretoted to Sociq Studies through the fottowing strotegies:i Committing ond encouroging both moles ond femotes to toke o futl ronge ofcoreers ond business opportunities.ii Ensuring representotion of both genders in eodership.,,,. R Treoting both moles ond femoles equollg bg using texts ond curricutor thot doesnot promote gender bios.,. Ir Devetop poticies, lows ond decision moking processes thot represent both motesond femotes.7 r b ,c till lj; fGrode 7 eorners developed the fottowing rules thot discouroge gender stereotgpesin cqreer choices. Reod them oloud.2.Discuss ond moke rutes for gour grode to discourqge gender stereotgpes. Biologicot Differences Devoid of Stereotgpes in CoreerChoices ond Entrepreneuriol Opportunities in SociotStudiesThere ore biologicol differences between mole ond femqle people. For exomple, moleshove big muscles, hove brooder cheSts ond grow more hoir. Femoles on the other hondhove ess developed muscles ond less hoir growth on their bodies. Using print or digitol resources, find out the biotogico difference between mqle ondfemole ond comptete the toble below. Femotes.,. We wit respect and listen to both bogs and girts in their coreer choices'.,. We shott protect the dignitg oJ evergone when theg choose o careerond entrepreneurlo opportunitg oJ their cholce',,, Weshat encour age each.other to toke up atttgpes oJ careers regardtessof one's gender.\". We shatl not shout ot, insutt or shut down ongone when ctassmatesexpress interest in certain careers or buslnesses oJ their choice. We shatt shore new ideas thot dlscouroge gender stereotupes n careerond business cholces. Our Grode Seven Rutes81.:Moles1. Look qt the picture to gour right.2."}
{"text": "Femoles on the other hondhove ess developed muscles ond less hoir growth on their bodies. Using print or digitol resources, find out the biotogico difference between mqle ondfemole ond comptete the toble below. Femotes.,. We wit respect and listen to both bogs and girts in their coreer choices'.,. We shott protect the dignitg oJ evergone when theg choose o careerond entrepreneurlo opportunitg oJ their cholce',,, Weshat encour age each.other to toke up atttgpes oJ careers regardtessof one's gender.\". We shatl not shout ot, insutt or shut down ongone when ctassmatesexpress interest in certain careers or buslnesses oJ their choice. We shatt shore new ideas thot dlscouroge gender stereotupes n careerond business cholces. Our Grode Seven Rutes81.:Moles1. Look qt the picture to gour right.2. Use the picture to exptoin whg gouthink gender stereotgpes ctre notgood for our societg.1. Reod whqt Engineer Jone qnd Chef John ore soging obout coreer choices andentrepreneuriol opportunities in Sociot Studies. Mg nome is Engineer Jone. I om qpetroleum engineer. I design onddevelop methods of extrocting oilond gos. Being s womon does notprevent development of mU cqreer osqn engineer.l love mg job. Mg nome is Chef John. I om q chef. I prepore o tgpes of foods, be itloco or exotic. I otso troin peoptein cotering services."}
{"text": "Being s womon does notprevent development of mU cqreer osqn engineer.l love mg job. Mg nome is Chef John. I om q chef. I prepore o tgpes of foods, be itloco or exotic. I otso troin peoptein cotering services. Being o mondoes not offect mU coreer os o chef. I love mg job.2.Discuss other wogs of recognising biologicol differences devoid of stereotgpes incqreer choices cnd entrepreneuriol opportunities in Sociol Studies. Shore gour ideos in ctoss.3.t 9.j rgl ' Keg pointsBiotogicol differences should never be o hindronce to one's coreer choice ond entrepreneuriol'opportunitie S;Aoth mcte qnd ffiglqiltpitd be given equolopportunities to pursue their:dresms. Demonstroting Respect for One's Gender ldentitg in Pursuitof Sociot Studies Coreers ond Entrepreneuriot OpportunitiesGender identitg is the personolsense of one's own gender. People mog express themselvesdepending on the gender identitg ossigned to them. Gender identitg is different from sex. For most peopte, gender identitg otigns with the gender on individuol wos ossigned ot birch.1. Reqd the messoges on the posters thot the teorners ore hotdingMy brothercolledPeter. He is o chief. Pefer loves his joband is respected byeveryone in thecommunity. Besides his job, heis also a husbandand a fother.2. Creote posters on respect for one's gender identitg in pursuitSociol Studiescoreers ond entrepreneuriol opportunities.3."}
{"text": "Reqd the messoges on the posters thot the teorners ore hotdingMy brothercolledPeter. He is o chief. Pefer loves his joband is respected byeveryone in thecommunity. Besides his job, heis also a husbandand a fother.2. Creote posters on respect for one's gender identitg in pursuitSociol Studiescoreers ond entrepreneuriol opportunities.3. Disptog the posters in closs ond oppreciqte eoch other's work. Keg BointsWe shoutd never discriminote ogoinst ongone becouse of gender. We con demonstroteresPect for one's gender identitg in pursuit of Sociol Studies coreers ond entrepreneuriolopportunities through the foltowing wous: o treoting eoch other with respect regordtess of gender ond choice of coreers orentrepreneuriol opportu n ities; b complementing the ochievements of others in their cqreers ond entrepreneurio opportunities; c being gender responsive bg toking octions to correct gender bios ond discriminqtion. D ensuring thot no one is mistreoted, morginolised or discriminoted ogoinst becouseof their gender.10.as,rf ScIA',,, it, :.i: ,,,,; refers to the strength of relotionships ond the sense of sotidoritgqmong members of o communitg lt is the extent of connectedness ond solidoritg omonggroups in societg. Sociol Studies ptogs o verg importont rote in promotion of sociotcohesion in our societg.1. Studg the fotlowing diogrom showing wogs in which Sociot Studies promotessociol cohesion. Role of Sociol Studies in Promoting Sociol CohesionPreservationof social andRespect forhumanrightsResolvingconflictspeacefully2. Discuss the messoges on the diogrom on how SociolStudies promotes sociolcohesion.3."}
{"text": "Sociol Studies ptogs o verg importont rote in promotion of sociotcohesion in our societg.1. Studg the fotlowing diogrom showing wogs in which Sociot Studies promotessociol cohesion. Role of Sociol Studies in Promoting Sociol CohesionPreservationof social andRespect forhumanrightsResolvingconflictspeacefully2. Discuss the messoges on the diogrom on how SociolStudies promotes sociolcohesion.3. Moke o closs presentotion. A KeU poin sSociolStudies promotes sociolcohesion in the foltowing woUS; o it enobles eorners to ocquire positive interpersonqt retotions thot enoble them toretote we with eqch other; b it enobles the leorners to develop o sense of belonging with communities, cutturo groups ond neighbours which promote unitg ond sotidority; . It enobles leorners to respect ond oppreciote humqn rights thus enhoncing socio cohesion.11Preservationof humanrightsof theEnhancespatriotismculturalidenti r. :, I : I.r1. Discuss with gour porents or guordions coreers ond entrepreneuriot qctivitiesthot people in gour communitg engoge in.2. List the coreers ond entrepreneuriol octivities in gour exercise book.3. Shore gour work with the rest of the closs. Sociol Studies mokes us owcre ond hetps to creote concern for the welfqre of others. We sre olso oble to protect ond conserve our environment thus promoting potriotism. Using the dictionorg, find out the meoning of the fotlowing words ond phroses: o Coreer b Socio cohesion c EntrepreneurioI opportunitg d Gender stereotgpes \" Personoldevetopmentew wogn12s1. Exptoin the meoning of Sociol Studies.2. Ln which wogs does Sociol Studies help in: o personol devetopment, b service to humonitg3. Ldentify coreer opportunities retoted to Sociol Studies in Kengo ond globottg.4."}
{"text": "Exptoin the meoning of Sociol Studies.2.ln which wogs does Sociol Studies help in: o personol devetopment, b service to humonitg3.ldentify coreer opportunities retoted to Sociol Studies in Kengo ond globottg.4.Discuss the entrepreneuriol opportunities qvoiloble for Sociol Studies leonners inKengo.5.Hightight strotegies thot con be used to oddress gender stereotgpes ossocioredwith coreer choices ond entrepreneurio opportunities in Socio Studies.6.Discuss how one con recognise biologicql differences devoid of stereotgpes inchoosing coreers ond entrepreneuriol opportunities in Sociol Studies.7.Exploin wogs in which one con show respect for on individuot's gender identitg inpursuit of Sociol Studies coreers ond entrepreneuriol opportunities.8.ln which wogs does the studg of Sociol Studies promote sociol cohesion in thesocietg?9.How do coreers ond entrepreneuriol opportunities from Sociol Studies serve setfond humonitg?10.How con we demonstrote respect for one's gender identitg in pursuit of coreersond entrepreneuriol opportunities in Sociol Studiesl11.How con we qddress gender stereotgpes qssocioted with coreer choices ondentrepreneuriol opportunities in Socio Studies?"}
{"text": "RATIONALIZED PRE-TECHNICAL STUDIES GRADE 7 NOTES Strand 1: FOUNDATION OF PRE-TECHNICAL STUDIES. 1.1-Introduction to Pre-technical studies Pre-technical studies is a series of learning areas written to provide practical experiences that support the acquisition of skills in technical areas derived from computer science and business studies. Components of Pre-technical studies. Pre-technical studies is a technical learning area comprising of: Pre-technical studies a learning area that involves acquiring practical skills and experience in technical area. Computer science the study of computers and how computer technology can be used to solve problems. Business study-involves study of activities that involves production, distribution and consumption of goods and services aimed at making profits. The role of Pre-technical studies in day today life. It gives learners the skills they need to think critically and solve problems as well as preparing them for a technical digital future. Facilitates development of appropriate skills and knowledge gained from the learning areas such as computer science and business studies. Offers a wide range of careers in Pre-technical area such as in safety and material handling, in computer science such as programmers, software engineering and in business studies such as accountant, traders, manager, bankers and shopkeeper. Pre-technical studies promotes independence and self-learning through various skills enhancing chances of creating employment opportunities and self-employment in individual. It equips learners with skills to use when observing personal safety and safety in working environment. What is safety? Safety is a situation where one avoids causing harm, discomfort or sickness to self and to others when carrying out the daily activities. Examples of safety measures include: Wearing face mask to prevent spreading of airborne diseases or breathing in dirty air. Buckling a safety belt while in a vehicle to avoid falling off the seat in case of emergency brakes. Wearing hand gloves when working to avoid injury and dirt to the hands when working. Wearing gum boots to protect the feet from injury when working in areas with mud or sharp objects. Wearing an overall to guard against soiling clothes. Potential safety threats in a work environment. Potential safety threats in work environment can either be physical or online. Physical threats at workplaces. Physical safety threats include: Sharp edged tools and objects that can easily cut or poke someone."}
{"text": "Potential safety threats in a work environment. Potential safety threats in work environment can either be physical or online. Physical threats at workplaces. Physical safety threats include: Sharp edged tools and objects that can easily cut or poke someone. Disarranged rooms where one can easily tumble and fall. Naked electric wires that can easily cause electric shock. Poorly lit rooms where one can easily know oneself against objects. Poorly stored items on the shelves where they can easily fall off and hit someone. Working without protective gear where one can easily be hurt or injured. Rooms with wet slippery floors where one can easily slip and fall. Online threats at a workplace. Every online user should ensure they stay safe online by protecting themselves and others from online threats. Examples of online threats at work place include: Malware virus attack. Hacking. Data theft. Cyberbullying. Friend requests from unknown people. Phishing attacks. Ransomware-attempts to encrypt data and calling for ransom to release it or unlock code 1.2 - Safety in the work environment. Online safety rules and regulations in the work environment. Online safety is keeping safe from possible threats that a computer user may experience while engaging in activities through the internet. It includes: Protecting and managing personal information. Avoiding harmful or illegal content. To avoid online fraud, always buy online items from secure and trusted sites. Also, watch out for scams that come in form of messages and emails. Do not accept friend requests from strangers. Some strangers are hackers who might access your personal information and even take over your accounts. Phishing is an online fraud system used to steal private data such as login usernames and passwords. Use strong passwords that cannot be crashed easily in case your password is compromised. Consider changing it right away. Always back up your data and keep your computer security updated. Physical threats to digital devices. Physical threats to a computer include: Fluids such as water, milk and juice that can damage different parts of the devices. Theft."}
{"text": "Physical threats to digital devices. Physical threats to a computer include: Fluids such as water, milk and juice that can damage different parts of the devices. Theft. Damage caused by natural disasters, fire and impact of falls. Corrosion caused by excessive humidity and dampness. Exposed cables in the computer room. Hardware failure Ways of mitigating reducing physical threats to digital devices. To prevent physical threats, the following should be done. Do not carry water into the computer room or near the computer. Do not use old and loose power extension cables in a computer room. They produce sparks that can cause fire in the computer room. Replace loose power extension cables because they may lead to unstable power supply. Use voltage controllers to curb unstable power supply in the computer room. Equip computer rooms with fire extinguishers that do not use water, the computer room can be fit with automatic fire detectors that will detect fire or smoke and alert the personnel in charge for quick action. Tuck computer cables in trunks or carefully lay them down under the desks in order to prevent falls in the computer room. Place computers on strong furniture to prevent them from falling. Restrict access to computer rooms. Secure the computer room with strong windows and doors to control theft of computers. To increase the security level, you can install CCTV cameras and also employ security personnel. Use computer cable locks to control theft in the computer room. Use dehumidifiers to control excess humidity and dampness. Ensure there is enough ventilation or free circulation of air in the computer room. Fit window curtains and air conditioners in the computer room to control and filter dust particles from entering the room. Cover computers with dust covers when they are not in use. Ideas and practices on how to personal and sensitive data from the public when online: To keep personal and sensitive data from the public when online, the following can be done: Protect and manage personal information. Do not accept friend requests from strangers. Avoiding harmful or illegal content. Buy online items from secure and trusted sites. Installation of antivirus software. Backing up data. Use of strong passwords."}
{"text": "Installation of antivirus software. Backing up data. Use of strong passwords. Log out from your online accounts after using public internet to browse. Do not communicate with strangers online. Safety Rules and Regulations at Work. Safety rules and regulations exist in all workplaces. They are principles that govern the actions and procedures to keep the works property and the environment safe. Some of the general safety rules and regulations include: To ensure that you know how to safely perform the task. To ensure you know the hazards of the task and how to protect yourself. To wear the required personal protective equipment necessary for the task. To always work clear of suspended loads. To always keep your mind and eyes on the task at hand. To obey all warning signs and barricades. To inspect all tools and equipment to ensure they are not defective before using them. Do not perform a task under unsafe conditions and report any unsafe tools, equipment or hazardous conditions. All chemicals containers should be well labelled and covered. Maintain good housekeeping at workplace all the time. A computer is an electronic device that process or converts data into information. A computer receives, stores, organizes and processes data into information. The word computer came from Latin word computare which means to calculate. A computer uses programs that are sets of instructions which a computer follows to perform tasks. What is Data? Data refers to raw facts such as numbers, symbols, images and letters that are not processed and have no meaning to the user. Data is plural while in singular it is datum. Data is not meaningful to the user until it is processed. Examples of Data include: Texts. Images. Sound. Videos. What is information? Information refers to processed data that is meaningful to the user. Information is meaningful to the user. List the examples of computers used today. The following are examples of computers: Notebook. Desktop. Laptop. Tablets."}
{"text": "Examples of analogue computers include: speedometer and mercury thermometer. Digital computers. They included modern computers like laptops, tablets, desktops and smartphones. They are designed to perform calculations and logic operations at high speed. They accept the raw data as input and process it with programs stored in its memory to produce the desired output. Hybrid computers. They combined best features of the analogue computers such as speed and those of the digital computers such as internal memory. They are used in specialized applications where both analogue signals and convert them into digital form before processing. Examples of hybrid computers are fuel pump and the analogue blood pressureClassifying Computers According to Purpose 1. General purpose computers They are most common computers that can perform most common tasks such as word processing, calculations, draw, play music and send electronic mails. General purpose computers are mostly used in schools, hotels, hospitals and at homes. 2. Special purpose computers. They are computers designed to carry out specific tasks only. They are mainly used in manufacturing industries, traffic control systems, weather forecasting, robotic systems, satellites and ATM machines. Classifying Computers According to Purpose 1. Supercomputer. It is the biggest. It is the most expensive. It is the fastest and most powerful computer for big data processing. It is able to process many instructions in a second. It is mainly used in application requiring complex mathematical calculations such as in- flight simulation in aerospace, in weather forecasting and in satellite launching. 2. Mainframe computers. They are the largest and most expensive after super computers. They have a higher processing power which can handle thousands of connected peripheral devices or users at the same time. They store large amount of data, instructions and information. Most government institutions use mainframe computers to store data, calculate interest rates and customer balances. 3. Mini computers. They are smaller, less powerful and less expensive than main frame and super computers. They are more expensive and powerful than personal computers. They provide a centralized location for data, information and programs. They are also used to perform calculations and process business transactions. 4. Microcomputers. They are the least powerful, smallest and cheapest computers. They are also called personal computers."}
{"text": "Microcomputers. They are the least powerful, smallest and cheapest computers. They are also called personal computers. They are called microcomputers because their processing device is called a microprocessor. They are designed to be used by one person at a time. They are used in offices, schools, businesses, media houses or to keep records, prepare lesson plans and to browse. 2.1Fundamentals of communication. STRAND 2- COMMUNICATION Meaning of Communication. Communication is the process of sharing information through a channel from the sender to the receiver. Importance of communication in the work environment. Good communication ensures making decision is easier. Communication helps to build positive relationships, teamwork and trust at workplaces. Good communication helps to achieve greater goals. Communication enables managers shares goals with shareholders both inside and outside the organisation. It gives managers permission to stimulate behaviour changes in employees and suppliers and to inspire loyalty from the employees and customers. It allows managers to convince employees and unions to abandon counterproductive practices, managers persuade leaders to provide financing and it permits managers to calm angry customers and impress new ones. Preventing misunderstanding and conflicts. Improving customer services. Meeting goals and earning success. Promoting creativity and innovation. Advancing individual career prospects. ICT Tools in Communication. Emails-used to exchange information over the internet to other individuals. Mobile phones- allows calling and messaging in communication. Computers -computer provide various communication channels such as emailing, video calling etc. Videos and web conferencing- Video conferencing has a focus on face-to-face communication. Web conferencing has a focus on interaction and collaboration such as document sharing. Social networking - use of dedicated websites and applications to interact with other users. Online collaboration - using the internet and online tools to collaborate. Softwares like word processor are used to design letters and memos that are used to pass information in business. Social media is used to give immediate response to customer needs. Challenges of the internet. Ways of overcoming Internet challenges. Benefits and challenges of the internet. Internet enables communication worldwide through emails, chat services and video calls. Enable E-learning through video teachings and research has enabled learners and researchers to get information."}
{"text": "Benefits and challenges of the internet. Internet enables communication worldwide through emails, chat services and video calls. Enable E-learning through video teachings and research has enabled learners and researchers to get information. The internet is a source of entertainment where people listen to music, watch videos, sports and even play online games through the internet. Business flourish by using internet for online shopping and marketing of their products. Uploading, downloading and sharing data has been made easier with the internet. The banking sector has embraced online banking. Sending and receiving money is now faster and more convenient because of the internet. Some job seekers use the internet to find and apply for jobs online. Causes antisocial behaviour due to too much use or addiction. Causes laziness. Hacking and computer viruses are online threats associated with the internet. Some internet activities such as online gambling and posting of illicit photos and videos are indicators of moral decay. Personal data can be compromised through the internet and used to commit crimes such as fraud and cyber bullying. Sometimes the internet contains misleading and false information. Using updated software and antivirus programs to prevent data attacks by viruses. Having strong and different passwords that cannot be cracked also protect data from being compromised. Practising self-control through limiting the time spent on the internet and shutting down devices to avoid internet distractions. Always watching out for scam messages and emails in order to prevent online fraud. Parents, teachers and guardians monitoring all online activities done by their children and advising them on how to use the internet wisely. Not sharing personal information. Benefits of the Internet. Importance of Drawing as a means of Communication. Drawing are types of diagrams used for communication to show the shape and structure of a given idea or product. Technical fields use drawings to draw designs of different items before they are made. Types of drawing used in technical fields. Drawing involves making marks on a surface to create images of forms and shapes. Artistic drawing these are drawings that allows the communication of emotions, ideas or feelings."}
{"text": "Types of drawing used in technical fields. Drawing involves making marks on a surface to create images of forms and shapes. Artistic drawing these are drawings that allows the communication of emotions, ideas or feelings. Examples of artistic drawing include: Illustrations -drawings for people to visualize and understand the picture by picture rather than through text. Portraits-drawn pictures in which the face is dominant. Caricature drawing or painting in which features have been distorted and exaggerated in order to mock or satirize the subject e.g., cartoon Graffiti-drawings made in public spaces such as public walls or buildings using spray paints. Illustration. Portrait. 2.2 - Introduction to drawing. Differences between Artistic and Technical Drawings. Caricature. Graffiti. Technical drawings these are drawings made to scale to communicate specific idea on how a physical object function or is constructed. They are made to give a precise and detailed view of an object. They give information about how an object function or how it is constructed. Examples of technical drawings: Architectural drawings. Structural drawing. Mechanical systems drawings. Electrical drawings, Feature Technical drawings Artistic drawing 1 Purpose A technical drawing is used to provide accurate measurement of an object to scale. An artistic drawing is used to express one s ideas, to decorate or to give pleasing appearance to a surface. 2 Presentation The technical drawings are presented on a convenient. The artistic drawings are done on any material and in all sizes. 3 Dimensioning and precision. Technical drawing MUST be precise and accurate in dimension. The artistic drawing need not and do not obey the rules of dimensions, shape or proportion. 4 Emotions, feelings and sentiments The technical drawings do not take care of feelings or sentiments of a person. They are factual, functional, productive and result-oriented. The artistic drawings involve expression of feelings and sentiments. 5 Interpretation The technical drawings must be interpreted in the same way all over the globe regardless of the geographical boundaries, religions or nations The interpretation of the drawing is strictly left to the individual or the onlooker. Types of Lines used in drawing and their application."}
{"text": "The artistic drawings involve expression of feelings and sentiments. 5 Interpretation The technical drawings must be interpreted in the same way all over the globe regardless of the geographical boundaries, religions or nations The interpretation of the drawing is strictly left to the individual or the onlooker. Types of Lines used in drawing and their application. Drawing lines and shapes using drawing instruments Name of the line How the line is used in technical drawing Construction line A faint line used for sketching and drawing the initial details of a drawing Centre line used to show hole centres and centre positions of rounded features Hidden line how edges, surfaces and corners which cannot be seen. Phantom line long-short-short-long lines most often used to show the travel or movement of an object or a part in alternate positions Break line used to show where an object is broken to save drawing space or reveal interior features. Drawing line define the edges of a form Dimension line a thin, solid line that shows the extent and direction of a dimension Leader line A line that connects a data label and its associated data point Cutting line Type of line HorizontalVertical Diagonal Parallel Perdendicular Thick and thin CurvedZigzag Wavy Spiral Dotted ......................................................................................... Basic symbols and abbreviations used in drawing. Symbol Meaning 1 Diameter 2 Perpendicularity. 3 Centerline. 4 Radius 5 Square6 Basic abbreviations used in drawing. 1. DRG -means drawing. 2. A F means across flat. 3. A C means across corners. 4. I D means inner diameter. 5. O D means outer diameter. STRAND 3-MATERIALS FOR PRODUCTION. Meaning and types of Economic Resources. Resources are all the materials available in our environment which are accessible, economically feasible and culturally sustainable and help us to satisfy our needs and wants. Economic resources are the resources used for carrying out economic activities. The main classes of economic resources are: Land. Labour. Capital. Entrepreneurship. Characteristics of Economic Resources used for production of goods and services. Uneven distribution-economic resources are not found in all places. Scarcity- these resources are not enough to satisfy all human wants. Economic resources have alternative uses. Usefulness-Economic resources have utility and they are useful. Mobility-They can be transported from one place to another."}
{"text": "Economic resources have alternative uses. Usefulness-Economic resources have utility and they are useful. Mobility-They can be transported from one place to another. Combinability-Economic resources can be combined to produce different goods and services. Monetary Value-Economic resources are measured in terms of money. Therefore, they have monetary value. They can change ownership. Classification and Types of economic resources in Kenya. There are example types of economic resources in Kenya. They include mountains, minerals, machineries, land, information, sunshine, rainwater, lakes, rivers, oceans, etc. There are three types of economic resources namely; Human-made resources Natural resources. Human resources. 1. Human-made economic resources. They are resources that are created by human beings through various productive activities. They include: Tarmac roads. Machineries. Dam Watch etc 3.1 Economic Resources. 2. Natural economic resources. -. They are resources that exists in nature. -. They are found in natural environment. -. They include: Mountains. Rivers. Lakes. Wind. Sun. Natural forests etc. 3. Human economic resources. -. They are also referred to as labour or people who provide human services. -. For example; Teachers. Drivers. Painters. Nurses. Differences between metallic and non-metallic materials as economic resources. Distinction between metallic and Non-metallic materials. Metallic materials Non-metallic materials Some rust They do not rust. They have definite shape. Liquids and air do not have a definite shape but solids have a definite shape. They produce a sharp loud sound on knocking. Sonorous . They produce a dull sound on knocking. They are more reflective. They are less reflective, except glasses. They are generally smooth. They are generally rougher when not polished. They heat up faster when put under the sun. They heat up slowly. They are hotter than non-metals when under the sun. They are cooler than metals when put under a shade. They cool faster when put under a shade. They cool slowly when put under a shade. They are colder than non-metals under cold weather. They are warmer than metals under cold weather."}
{"text": "They cool slowly when put under a shade. They are colder than non-metals under cold weather. They are warmer than metals under cold weather. They are not easy to break. They are easier to break than metals. 3.2 Metallic Materials. Sustainable ways of using economic resources. Reusing and saving resources. Avoid wastage and use of non-environmental pollutants. Safeguarding natural resources air, water, land etc.,. For the benefit of present and future generations through careful planning or management as appropriate. Adopting efficient technology. Investing in renewable energy sources. Reducing usage or consumption of economic resources through reusing and recycling. The capacity of the earth to produce important renewable resources must be maintained and whenever practicable, restored or improved. The non-renewable resources of the earth must be employed in such a way as to guard against the danger of their future exhaustion and to ensure that benefits from such employment are shared by all mankind. A metal is a solid material which is typically hard, shiny, malleable, fusible and ductile. Metallic materials are materials that have properties of metal. They have good electrical and thermal conductivity. Metals are mostly identified by the items made from them. The types of materials include: Metals include: Copper. Iron. Aluminium. Steel. Silver among others. A. Shiny metals such as copper, silver and gold for decorative arts, jewellery and coins. B. Iron and steel for structures like buildings, furniture and vehicle parts. Physical properties of Ferrous and non-ferrous metals. C. Copper for electric wires. D. Aluminium for cams, bottle tops and caps, household appliances and utensils, airplanes. E. Bronze for church and school bells. Ferrous metals are metals that consists mostly of iron and small amount of other elements. Some of the physical properties of ferrous metals include: Magnetism-ferrous metals are highly attracted to a magnet. Heat conductivity- ferrous metals are better conductors of heat than non-ferrous materials. 3.3 Non-metallic materials. Categorization of Non-metallic materials as either synthetic or natural. Appearance-ferrous metals have a silvery colour."}
{"text": "3.3 Non-metallic materials. Categorization of Non-metallic materials as either synthetic or natural. Appearance-ferrous metals have a silvery colour. Electricity conductivity ferrous metals are poor conductors of electricity than nonferrous metals. Non-ferrous metals are metals that do not have any iron in them at all. Some of the physical properties of non-ferrous materials include: Magnetism-non-ferrous metals are not magnetic. Heat conductivity- non-ferrous metals are poor conductors of heat than ferrous metals. Appearance- non-ferrous metals like gold have a more colourful appearance than ferrous metals. Electricity conductivity- non-ferrous metals like copper are better conductors of electricity than ferrous metals. Non-metallic materials found in the environment. Non-metals include: Wood. Stones. Textile. Soil. Glass. Leather. Plastic. Rubber. Water. Air among others Non-metallic materials can be categorized as synthetic or natural. Synthetic materials include plastics, manufactured glass, manufactured fibres, polythene, ink, paints and drugs among others. Natural non-metallic materials include plant and animal products such as wood, wool, bones and skin among others. They also include inorganic material such as stones, minerals, sand, clay and ballast among others. Physical state Non-metals can exist in all the three physical stats; solid, liquid and gaseous. Hardness Non-metals are generally soft. Some of the solid non-metals are quite soft. They can easily be cut with a knife. Brittleness Non-metallic materials are brittle because they break down into pieces on hammering. Decomposition Natural non-metallic decompose rot after sometime. Synthetic non- metallic materials do not decompose easily. Combustibility Non-metallic materials generally burn in fire, except earth and mineral products. Heat conduction Non-metallic materials do not conduct heat. This means that non-metals do not allow heat to pass through them. Shininess Natural non-metallic materials are dull. Synthetic non-metals appear a little shiny. Physical properties of non-metallic materials."}
{"text": "Shininess Natural non-metallic materials are dull. Synthetic non-metals appear a little shiny. Physical properties of non-metallic materials. STRAND 4- TOOLS PRODUCTION. A measuring tool is a device used to measure a physical quantity such as length, time, weight, angle, volume and temperature. A marking tool is a device used to indicate a point on a surface to obtain accurate size and shape. Common measuring and marking tools are: Steel rule-also called steel ruler. A flat metallic tool with a calibrated surface. Made from stainless steel. Can either be flexible or rigid with different thickness. Uses: Measure length of an object or distance between 2 points. To draw straight lines. To guide cuts. Fields in which ruler is used: geometry, welding and fabrication, technical drawing, architecture and construction. Tape measure-also called measuring tape. A flexible tool marked millimetres, centimetres and inches. There are different types of measuring tapes. Tape measure is made up of materials such as fiberglass, cloth, plastic, metal ribbon or strip. Uses: used to measure length of an item and distances between points. Measures a round curved object because it is flexible in nature. Fields it is used: Masonry, plumbing, electrical installation, surveying, crafts and woodworking. 4.1 - Measuring Marking Tools. Measuring tools. Square it is a measuring device that consists of two straight edges set at right angles to each other. There are different types of squares. Uses: used to measure and ensure that two perpendicular surfaces are at a right angle. Used in different fields to ensure that joints and corners of objects are truly square. Fields in which square is used: Woodwork, masonry, mechanical engineering and plumbing among others. Try square Mason s square Calipers - it is a measuring tool that consists of two adjustable jaws. There are different types of calipers. Uses: Use to measure thickness and ouside dinensions of an object like tennis ball or bottle. Used to measure the internal dimensions of hollow objects like a rectangular tube or cylindrical pipe. Fields in which callipers are used:science, woodwork, metalwork and other mechanical trades."}
{"text": "Uses: Use to measure thickness and ouside dinensions of an object like tennis ball or bottle. Used to measure the internal dimensions of hollow objects like a rectangular tube or cylindrical pipe. Fields in which callipers are used:science, woodwork, metalwork and other mechanical trades. Inside callipers Outside callipers Vernier calipers. Micrometer screw gauge - also called a micrometer. It is a measuring instrument with a G-frame with an adjustable spindle. Uses: Used to measure the diameter of wires and thickness of small sheets such as glass or plastic. Fields in which callipers are used:metal working and other mechanical fields. Spirit level-it is a tool consisting of a sealed glass tube partially filled with a liquid, containing an air bubble. Used to determine if a surface is vertical or horizontal. Uses: Used to indicate how horizontal or vertical a surface or an item is. Fields in which callipers are used:masonry, carpentry, surveyor, plumber, metalworker and other interior designers. Thermometer- it is an instrument that is used to measure the temperature. It can be digital or analogue. Uses: Used to measure the tempereture of solids like food, liquids like water or gas like air. Fields in which callipers are used: widely used in industry and technology, in medicine and in research. Plumb bob also called plummet. It is a weight with a pointed tip on the bottom, which can be suspended from a string to give a vertical line. Uses: Used in construction industry to ensure that a vertical installation such as a wall is perfectly vertical. Examples of real-life situations of uses of plumb bob include: -ensuring a wall is vertical when constructing. -ensuring fencing posts are vertical during fencing. Fixing a foor fram. Installation of ceiling lights or pot lights and hanging of pictures. Installing wallpapers. Fields in which callipers are used:construction, masonry. Measuring cylinder-a calibrated glass or plastic cylinder. Uses: Used to measure volume of liquids and to determine volume of a solid by measuring displacement of a liquid. Fields in which callipers are used: laboratories, veterinaery and human services to measure drugs, chemicals and medicines."}
{"text": "Measuring cylinder-a calibrated glass or plastic cylinder. Uses: Used to measure volume of liquids and to determine volume of a solid by measuring displacement of a liquid. Fields in which callipers are used: laboratories, veterinaery and human services to measure drugs, chemicals and medicines. Stop watch- a stop watch is a time measuring device with buttons, which you press at the beginning and at the end of a timed event. Uses: Used to measure the time interval of an event. Fields in which callipers are used: areas where accurate timing of events is required. Such as sports activities and laboratory experiments. Voltmeter-it is also known as a voltage meter. It is an electric measuring instrument with a letter V marked on the face. Uses: Used to measure voltage across the two terminals in an electrical circuit. Used by electrical technician s to chack input and output voltage of electrical equipment such as moter, batterries, medical equipment, electrical panel boards, plastic machinery and electrical devices. Ammeter-it is also known as ampere meter. It an electric measuring instrument with letter A marked on the face. Uses: Used to measure the amount of electric current in a closed circuit. Fields in which callipers are used:used by electrical technicians. Ohmmeter-it is an electric measuring instrument with a symbol marked on the face. Marking tools. Multimeter- it is a digital electric measuring instrument that can measure multiple electrical properties. Weighing balance- it is also called a weighing scale. It is an instrument that is used to determine the weight or mass of an object. They are of different types. Uses: Used to determine the weight of test materials and sampling amounts that require high degree of accuracy. Fields in which callipers are used:laboratories in pharmaceuticals, educational, food and beverage, chemical and industrial. Electronic weighing balance Spring balance Beam balance Pencil a thin piece of woof with a rod of black or coloured lead through the middle. Uses: Mark lines and centres for cutting or joining. Fields in which callipers are used:carpentry, tailoring, geometry etc. A pencil Scriber it is a metallic hand tool with hard sharpened ends. Uses: Mark line on metal or wood."}
{"text": "Fields in which callipers are used:carpentry, tailoring, geometry etc. A pencil Scriber it is a metallic hand tool with hard sharpened ends. Uses: Mark line on metal or wood. Can be used together with a straight edge or square. Fields in which callipers are used: woodwork, tiling, clay works and metalwork. Scriber Marking gauge it is also called scratch. It is a tool with a small pin. Uses: Used to mark aline parallel to the edge of the piece of work. Fields in which callipers are used:used in woodwork joinery and sheet metal operations to mark out lines for cutting or other operations. A marking gauge. Tailor s chalk it is a thin flat piece of hard chalk used by tailors and dressmakers. Uses: Used to mark guides on a fabric to indicate where it needs to be cut, folded or stitched. Field where it is used: tailoring Sliding bevel it is also called a bevel square. It is a tool with adjustable blade angles. Uses: Used to set an angle to be marked ob itens like timber, metal, tile or brick. Fields in which callipers are used: woodwork, tiling, clay works and metalworks. Punch a punch is a shard sharp ended tool. There are two types of punches. Centre punch and dot punch. Uses: Can be used to make indent in materials such as metal, leather, rubber, wood or plastics. It is used to showa point where a hole is to be drilled. Fields in which callipers are used: metalwork, woodwork and leatherwork. Centre punch Dot punch Marking knife it is also called a striking knife. It is a tool that is either single beveled or double beveled. Uses:Dual purpose measuring and marking tools. Used to make markings on workpieces. Used to cut a visible line that can then be used to guide a hand saw, chisel or plane when making woodworking joints and others operations, Fields in which callipers are used: woordworking. Single bevel Double bevel. Spacing wheel it is a leather marking tool with evenly spaced spikes pn a wheel."}
{"text": "Used to cut a visible line that can then be used to guide a hand saw, chisel or plane when making woodworking joints and others operations, Fields in which callipers are used: woordworking. Single bevel Double bevel. Spacing wheel it is a leather marking tool with evenly spaced spikes pn a wheel. Uses: Used in the leather industry to mark a line a long which stitching can be done, It is also used to mark points where holes can be punched. Fields in which callipers are used: leather work spacing wheel Odd-leg caliper -it is an instrument that consists of two curved, hinged legs. Uses: To measure and transfer thickness and distance to a workplace. Draw a line at a set distance from the edge of an object. Field where it is used: Woodwork, tiling, clay work and metal work. Divider -a divider is a measuring instrument of two straight adjustable legs hinged together and ending in sharp points. Uses: Used to mark off equal distances on a surface. Divide lines into equal parts. Mark arcs and circles on a surface. Fields area used: Surveying. Technical drawing. Engineering. Construction Trammel an instrument for drawing large arcs or circles on a surface. It consists of a beam with two sliding parts. Uses: Used to transfer measurements. To mark arcs. Lay out circles that are too big for normal compass or dividers. Fields area where It is used: Construction. Care for measuring and Marking tools. Caring for measuring and marking tools is the process of keeping them in good working condition even when they are not being used. Some of the ways of caring for measuring and marking tools include the following: - Clean the measuring and marking tools after every use. -. Lubricate instruments properly to avoid corrosion and wearing out of the moving parts. -. Ensure proper storage of the measuring and marking tools after use. The store should be cool and dry, well organised without staking tools directly on each other. -. Ensure proper handling of measuring and marking tools to avoid rough and sudden shocks that could damage the tools or lead to mis-calibration. -. Ensure measuring tools are only services by qualified and certified professionals."}
{"text": "The store should be cool and dry, well organised without staking tools directly on each other. -. Ensure proper handling of measuring and marking tools to avoid rough and sudden shocks that could damage the tools or lead to mis-calibration. -. Ensure measuring tools are only services by qualified and certified professionals. -. Use the measuring and marking tools for their right purposes only. What is the importance of measuring and marking tools in the work environment? They allow for the accurate determination of lengths, widths, diameters and other dimensions. By accurately and measuring and checking dimensions, workers can ensure that the items they make meet the required standard and specifications. This leads to improved quality and safety of the items produced. Measuring and marking tools enable workers to produce similar items with uniform size and capacity across the world. For example, vehicle parts, building components etc. Use of measuring and marking tools ensures safety in many practices e.g., in building construction where accurate measurements and marking of the components helps to ensure stability and loading capacity. Measuring and marking tools are useful in the designing and planning of different items. Architects, engineers and interior designers use these tools to measure spaces, create accurate drawings and mark locations for different items and ensuring they fit well. 4.2 Production of Goods Services. STRAND 4- TOOLS PRODUCTION Meaning of Production in the Community. -. Production is the creation of goods or provision of services to satisfy human needs and wants. -. It involves extraction, manufacturing, processing, construction, trade and service provision. Importance of Production. Goods and services are made available for members of the community through production. Production provides employment for people in the community. Workers who engage in production gain skills. The standard of living od people in the community improves. GOODS AND SERVICES. Meaning of Goods and Services. Goods are physical items or commodities that can be touched and felt and used to satisfy human wants. Services are intangible activities which cannot be touched and felt and do not deliver a tangible commodity. A market is a place where buyers and sellers meet or interact to buy goods and services such as food market, supermarket, the stock market and bond market. Human beings require goods and services to satisfy increasing human wants. Great services lead to better customer loyalty, higher revenues and lower costs. Types and importance of goods and services found in the local market."}
{"text": "Human beings require goods and services to satisfy increasing human wants. Great services lead to better customer loyalty, higher revenues and lower costs. Types and importance of goods and services found in the local market. Goods can be grouped into different types as follows. Free goods and economic goods. Free goods are goods that are naturally provided like sunshine, rain, oceans. Economic goods are commodities which have money value that can be used to satisfy human needs and wants. Producer goods and consumer goods. Producer goods are used in producing other goods. They include machines, equipment and tools. Consumer goods are final products that are bought and used by consumers. They include microwaves, fridges, t-shirts and candles. Perishable goods and durable goods. Perishable goods are goods that go bad easily unless stored using very special facilities. These goods include meat, milk and vegetable Durable goods are goods that are used for a long period of time for example radio, furniture or building among others. Public goods and private goods. Public goods are goods that are enjoyable by all citizens like roads, airports, rivers, public hospitals, public parks, railway or churches. Private goods are goods that are owned by individuals such as personal cars, private schools, private land among others. Distinguishing Characteristics between goods and services. GOODS SERVICES Goods are tangible Services are intangible. Goods can be separated from the seller. Services cannot be separated from the service provider. Goods can be stored for future use. Services cannot be stored for future use. Goods have a significant time gap between Services are purchased and consumed together. Production and consumption. Goods can be seen. In order to provide services, you need physical tools. Goods can be spoiled over time. Services are rendered directly by one person to another and they expire. Goods can be standardized. Quality of services can be standardized. Goods can be transported from one place to another. Services cannot be transported from one place to another. Factors of Production, Importance, Characteristics and Rewards for the factors of Production in the Community. Resources are used in production of goods and services. These resources are called factors of production. They payment for each factor of production is known as reward. There are four factors of production namely: Land. Capital. Labour. Entrepreneurship."}
{"text": "Capital. Labour. Entrepreneurship. Land It is defined as agricultural land, commercial real estate and natural resources such as oil, gas etc. Labour. It is made up of the individuals who are responsible for the development of goods and services. Capital goods. Such as tools, equipment and machinery are part of the capital category. Entrepreneurship. It includes visionaries and innovators who are behind the production process. Characteristics of Factors of Production. LAND. Land is limited. Therefore, it cannot be increased. Land is a natural resource. Productivity of land can be increased. Land production quality varies. Land cannot be moved from one place to another. LABOUR Labourers can move from one place to another. They have skills. Labour cannot be stored. Labour is a basic production factor. CAPITAL. It is a human-made resources. They reduce with time when used. They can be improved with technology. They can be moved from one place to another. ENTREPRENEURSHIP. They hire employees. They start and control the business. They pay for all other factors of production. They take all risks that cone with the business. Ethical and unethical practices in production of goods and services. Ethical practices: Transparency. Safety. Social and environmental responsibility. Fairness etc. Product quality. Unethical practices: Low quality of product-Poor quality products will lead to losing many customers. Low quantity of products -Giving consumers less products than what they paid for can lead to consumer concern. Overpricing -Putting higher prices to the commodities can lead to consumers concerns. Hoarding -In some occasions, outlet hide products to create a shortage so that prices can rise up. Therefore, affecting the price of goods and services. Safety of products. Consumers are concerned about the safety of the products that they buy. Outlets should ensure that goods and services that they produce are good for consumer use."}
{"text": "Safety of products. Consumers are concerned about the safety of the products that they buy. Outlets should ensure that goods and services that they produce are good for consumer use. Harmful ingredients-Ingredients used in production of goods and services should not be harmful to the consumers. STRAND 5- ENTREPRENEURSHIP. Meaning of entrepreneur, social entrepreneur and entrepreneurship. Entrepreneur -this is a person who identifies business opportunity and provides necessary resources to start and run the business. A social entrepreneur -this is an entrepreneur who pursues a project that has the potential to solve problems affecting people in a community. Entrepreneurship this is the process of identifying a business opportunity and providing the necessary resources to start and run the business with the aim of making a profit. Importance of entrepreneurship to an individual. Provides a career opportunity for the entrepreneur. Provides profit from the business activities leading to improved living standards. Creates a source of income for the entrepreneur. Importance of entrepreneurship to the community. It addresses the need of people by providing goods and services. Entrepreneurship results to creation of jobs and source of lively hoods for community members. Entrepreneurship leads to advancement in technology and better infrastructure through innovation. It leads to use or utilization of locally available resources hence creating revenue for the government. It contributes to taxes. It provides consumers with a variety of products leading to production of different products and improvement in quality of various products. Qualities of an entrepreneur in business. Risk taker-Have patience and dedication to work on an idea until it succeeds. Creative and innovative-they come up with ideas that are unique and can help solve problems. Have ability to make and follow a budget faithful. Curiosity-they keep looking for new business opportunities Are willing to adapt to changes to help sustain the business in the face of hardship and changing needs. Decisive-they make firm decisions in different situations and stand by them Focused-ensure their businesses remain successful in the long-term. 5.1-Introduction to Entrepreneurship. Sources and ways of generating idea of Business ideas for a business venture. A business idea is the thought that is in the mind of an entrepreneur concerning a potential business opportunity."}
{"text": "5.1-Introduction to Entrepreneurship. Sources and ways of generating idea of Business ideas for a business venture. A business idea is the thought that is in the mind of an entrepreneur concerning a potential business opportunity. Sources of business ides include the following: - Advertisements in media such as in newspapers, magazines, radios and television. The internet is a rich source of business ideas. One can get ideas from various internet sources such as blogs, websites and social media platforms. Hobbies- one can make money from what he or she does during their free time. Complaints- this is feedback given by unsatisfied customers. Attending exhibitions and trade fairs. Travelling it exposes a person to different ways of doing things. Family and friends they could suggest different business ideas, some of which are from their own experiences. Entrepreneurs observe the environment and identify the gaps that need to be addressed. Entrepreneurs pick ideas from personal experiences. Ways of generating business ideas. One can generate ideas for a business venture by: Consulting family and friends. Creating focus groups. Analysing quality of goods and services offered by other businesses. Talking with dissatisfied customers to know what they prefer. Building on professional training and skills. Evaluating a business opportunity to determine viability. Evaluating business opportunities refers to considering them against certain factors to determine if they are viable. A viable business opportunity is one that can be turned into a profitable business by an entrepreneur. An entrepreneur should evaluate strengths, weaknesses, threats and opportunities of the business opportunity. Factors that an entrepreneur should consider to determine business viability include the following: Right skills to run a particular business venture. Knowledge about a product and the market. Profitability of the product. Competition from other businesses. Resources available to the entrepreneur. Availability of relevant technology to support the business. 5.2Money. Factors that enhance business success in the community. The following are factors that entrepreneurs should consider to enhance success in business: Understanding the customer needs. Fair pricing of products. Maintaining good relations with the customers. Keeping proper business records. Observing government laws and regulations."}
{"text": "Maintaining good relations with the customers. Keeping proper business records. Observing government laws and regulations. Choosing the right products. Having a clear business plan. Money is anything which is generally accepted as a medium of exchange. What are the uses of Money? Money serves as a medium of exchange and people use money to pay for goods and services. Money serves as a store of value. You do not need to spend it immediately because it will still hold its value the next day or year. Money serves as a unit of account, which means that it is used to measure and record financial transactions or buying and selling of goods and services. Money serves as a means of transfer of immobile properties. One can sell or buy immovable properties such as land by use of money. Features characteristics of Money For anything to serve as money, it must have the following characteristics: Acceptability: The item must be acceptable to everyone. Durability: The material used to make money must be able to last long without getting torn, defaced or losing its shape or texture. Divisibility: Money should be easily divisible into smaller units denominations but still maintains it value. Cognizability: The material used to make money should be easily recognized. This helps reduce chances of forgery. It also helps people to differentiate between various denominations. Homogeneity: Money should be made using a similar material so as to appear identical. This eliminates any risk of confusion and forgeries. Portability: - Money should be easy to carry regardless of its value. Stability in value: The value of money should remain fairly stable over a given time period. Liquidity: - it should be easily convertible to other forms of wealth assets . Scarcity: - It should be limited in supply. If it is abundantly available its value will reduce. Not easy to forge- money should not be easy to imitate. The new generation of Kenyan currency is divided into nine 9 denominations as follows."}
{"text": "If it is abundantly available its value will reduce. Not easy to forge- money should not be easy to imitate. The new generation of Kenyan currency is divided into nine 9 denominations as follows. -. 1 shilling - 5 shillings - 10 shillings - 20 shillings - 50 shillings - 100 shillings - 200 shillings - 500 shillings - 1000 shillings There are several special characteristics security features that make each Kenyan note unique. Security features on each not is identified by feeling, looking and tilting. The table below helps to identify these characteristics or security features on every Kenyan currency note. The security features when you Feel Look Tilt 1. Feel the word KENYA. 2. Feel the value 50 . 3. Feel 1 bar The watermark of a perfect lion s head, the text CBK and the value of the note 50 . The security thread appears as a continuous line. The security thread changes colour from red to green. The 200, 500 and 1000 notes have additional rainbow colours on the thread. The golden band on the note shows the value of the bank note 50 1. Feel the word KENYA. 2. Feel the value 100 . The watermark of a perfect lion s head, the text CBK and the value of the note The security thread changes colour from red to green. The 200, 500 and 1000 notes have Key Security features in the Kenyan Currency. Denomination 50 notes 100 notes 200 notes 500 notes3. Feel 2 bars. 100 . The security thread appears as a continuous line. Additional rainbow colours on the thread. The golden band on the note shows the value of the bank note 100 1. Feel the word KENYA. 2. Feel the value 200 . 3. Feel 3 bars. The watermark of a perfect lion s head, the text CBK and the value of the note 200 . The security thread appears as a continuous line. The security thread changes colour from red to green. Has additional rainbow colours on the thread."}
{"text": "The security thread appears as a continuous line. The security thread changes colour from red to green. Has additional rainbow colours on the thread. The golden band on the back of the note shows the value of the bank note 200 1. Feel the word KENYA. The watermark of a perfect lion s head, The security thread changes colour from red to green. Pg. 46 Themes and Symbols on the Kenyan currency. 1000 notes 2. Feel the value 500 . 3. Feel 4 bars. The text CBK and the value of the note 500 . The security thread appears as a continuous line. Has additional rainbow colours on the thread. The golden band on the back of the note shows the value of the bank note 500 1. Feel the word KENYA. 2. Feel the value 1000 . 3. Feel 4 bars. The watermark of a perfect lion s head, the text CBK and the value of the note 1000 . The security thread appears as a continuous line. The security thread changes colour from red to green. Has additional rainbow colours on the thread. The golden band on the back of the note shows the value of the bank note 1000 Denomination Note image The animal presentedpg. 47 50-shilling note BUFFALO 100-shilling note LEOPARDpg. 48 200-shilling note RHINO 500-shilling note LIONELEPHANT pe. 49pg."}
{"text": "47 50-shilling note BUFFALO 100-shilling note LEOPARDpg. 48 200-shilling note RHINO 500-shilling note LIONELEPHANT pe. 49pg. 50 Theme-Green energy Kenya has a lot of resources and potential when it comes to producing sustainable energy. One of the Africa s largest wind farms is located at Loyangalani in Kenya. Kenya has become a global pioneer in green energy production because of geothermal electric generation at Olkaria. Kenya hopes to live in a cleaner world. Theme-Agriculture. Maize tea and livestock. Agriculture is a key driver of the economy and a source of income for the majority of Kenyans, Kenya is known for its tea, coffee, horticulture and other crops. Livestock rearing is also part of many Kenyans culture. Theme-social services. Medical services-education-athletics. Kenya s social structure is both diverse and distinctive. Since independence, our athletes have kept Kenya on the map across the world. The government has made great efforts to improve the health of its population, particularly young people. Our education system has generated some of the world s top academics Theme-tourism. Beach-Parks-Simba Kenya is in the center of the world s tourist map. The country attracts millions of tourists who come to enjoy the sand, sun and parks. The Maasai Mara is one of the world s most well know parks. It is also famous for the annual wildebeest migrations, which is considered one of the world s natural wonders. Kenya is famous for having lions, known as Simba. Governance. Themes found on Kenyan currencypg. 51 5.3 Financial goals."}
{"text": "It is also famous for the annual wildebeest migrations, which is considered one of the world s natural wonders. Kenya is famous for having lions, known as Simba. Governance. Themes found on Kenyan currencypg. 51 5.3 Financial goals. National assembly. The concept of governance is deeply rooted in the Kenyan culture. National assembly is at the top of the pyramid, reflecting the people s will and exercising their power. The Republic of Kenya s legislative authority comes from the people and is vested in and exercised by Parliament. It is a key component of the country s functional government. Meaning and importance of setting goals as used in financial management. Financial management this is the process involving how an individual or an organisation plans, controls and monitors usage of money for defined purposes. Goal setting in financial management - is the process of coming up with targets on how to earn, have and spend. Pg. 52 Financial goals are categorized into three groups: Short-term financial goals. Medium-term financial goals. Long-term financial goals. Short-term financial goal is one accomplished in one year or less. A medium-term financial goal can take between 2 to 5 years. A long-term financial goal is one that can take more than 5 years to accomplish. Importance of setting up goals. Helps one to set priorities and focus on them. Provides motivation to keep moving forward even when faced with unexpected challenges. It provides how much money to save. Enables a person to tract progress towards the goals over time enhancing accountability. Helps to determine the best tools and methods that would support the efforts to achieve them. Financial discipline-this is the practice of making informed decisions about earning, spending and saving money. Importance of financial discipline. Enables one to achieve financial goals. Reduces stress and anxiety by giving one control over his or her finances. Helps one to build wealth by saving and making right investment decisions. It gives one a good credit score when one is able to make timely payments on loans and bills. This helps to avoid interests and penalties for late payment. Factors to consider when setting up financial goals."}
{"text": "It gives one a good credit score when one is able to make timely payments on loans and bills. This helps to avoid interests and penalties for late payment. Factors to consider when setting up financial goals. Apply SMART goal setting approach to know if the gal is Specific, Measurable, Achievable, Relevant and Time-bound. Deciding what matters most-prioritise the needs and wants in order of importance. Know the period within which one wants to achieve the goals. Analyse obstacles or challenges that may be encountered. Monitor progress to make sure that you are meeting the targets. Searching for resources to search for information on setting up goals. You can find information on setting financial goals by using various sources such as: Visiting business sites on the internet. Reading business magazines and business news section in newspapers. Asking for information about setting personal goals from your parents. Talking to business people in your locality as resources persons. Formulating financial goals for individual development. Write a financial goal that is SMART. Create a timeline for the goal by defining whether is long-term, medium term or short- term. Determine how much money you need for the goal. Break it down into months or years. Write down what you need to do to help you achieve your goal. Implement and assess your financial goape.3."}
{"text": "JUNIOR SCHOOL2o24 GRADE 8 AGRICULTURE Oscar MwangiSOIL CONSERVATION: INTRODUCTION Soil provides the nutrients essential for plant growth, animal life, and millions of microorganisms. However, if soil becomes unhealthy, unstable, or polluted, the life cycle stops. Soil conservation refers to the protection and management of soil resources to prevent their degradation and promote sustainable land use practices. It is an important field of study and practice aimed at preserving the productivity, fertility, and health of soils for future generations. Soil is a vital natural resource that plays a crucial role in supporting plant growth, water filtration, carbon storage, and providing a habitat for various organisms. Threats to soil conservation The primary threats to soil conservation are Chemical contamination The use of pesticides can contaminate the soil, as well as nearby vegetation and water sources, with harmful chemicals. In addition to contamination, chemicals used on crops can be toxic to important beneficial insects, such as bees, as well as fish and bird populations. A Good example is the growing use of pesticides, herbicides and toxic fertilizers. Slash and burn Slash-and-burn farming is the practice of burning and clearing forests to make way for farmland. This method kills plant species and displaces wildlife from their natural habitats. Land cleared using slash and burn is only used while it s productive for farming. Once it loses its fertility, another patch of forest is identified for clearing. This unsustainable process repeats endlessly, preventing soil from recovering sufficiently to support healthy ecosystems. Land overuse, overgrazing, etc. Overuse of land can limit soil s ability to play its part in the global climate cycle. For example, overcutting forests and woodlands for timber and overgrazing pastures can far outpace the natural regrowth of vegetation, subjecting soil to increased exposure to erosionImportance of Soil Conservation Soil conservation is of paramount importance due to the following reasons: Preserving Agricultural Productivity: Healthy and fertile soil is essential for sustaining agricultural productivity. Soil conservation practices help prevent soil erosion, nutrient depletion, and degradation, ensuring that the land remains productive for farming. By conserving soil, we can maintain high yields, improve food security, and support sustainable agriculture. Protecting Ecosystems and Biodiversity: Soil is a crucial component of terrestrial ecosystems, supporting diverse plant and animal life. Soil conservation helps preserve natural habitats, including forests, grasslands, and wetlands, which are home to a variety of species."}
{"text": "By conserving soil, we can maintain high yields, improve food security, and support sustainable agriculture. Protecting Ecosystems and Biodiversity: Soil is a crucial component of terrestrial ecosystems, supporting diverse plant and animal life. Soil conservation helps preserve natural habitats, including forests, grasslands, and wetlands, which are home to a variety of species. By protecting soil, we maintain the balance of ecosystems and safeguard biodiversity. Water Quality and Quantity: Healthy soil acts as a natural filter, purifying water as it infiltrates through the soil layers. Soil conservation practices reduce runoff and erosion, preventing sediment and pollutants from reaching water bodies. By preserving soil, we maintain water quality, prevent contamination, and ensure the availability of clean water resources. Climate Change Mitigation: Soils play a significant role in mitigating climate change through carbon sequestration. Healthy soils store organic carbon, helping to reduce greenhouse gas emissions in the atmosphere. By practising soil conservation, such as promoting organic matter content and reducing soil disturbance, we enhance carbon storage and contribute to climate change mitigation efforts. Mitigating Soil Erosion: Soil erosion is a natural process, but human activities can accelerate it to alarming levels. Erosion leads to the loss of topsoil, which contains essential nutrients for plant growth. Soil conservation practices, such as contour ploughing, terracing, and cover cropping, help control erosion and preserve valuable topsoil, ensuring long-term land productivity. Methods of Soil Conservation There are several effective methods and techniques for soil conservation. Here are some commonly used methods: Grassed waterways gr sometimes also called grass waterways are wide, shallow channels that are installed where water runoff usually concentrates in an agricultural field. They are planted with permanent vegetation, meaning they might be mowed, but the plants are never plowed or killed intentionally Stone lines are constructed along the contours to slow down the speed of runoff, reduce soil erosion, and enhance water infiltration. In addition, the stone barrier blocks and settles down the sediments transported from the upper slopes. Stone constructions are often used to rehabilitate eroded and abandoned land Trash lines are ideally 0.5m to 1.0m wide and 0.5m high. Advantages of using trash lines They conserve top soil by trapping or reducing the speed of run-off. When they compose they turn into manure and boost soil fertility."}
{"text": "Stone constructions are often used to rehabilitate eroded and abandoned land Trash lines are ideally 0.5m to 1.0m wide and 0.5m high. Advantages of using trash lines They conserve top soil by trapping or reducing the speed of run-off. When they compose they turn into manure and boost soil fertility. Trash lines increase soil water infiltration since they tend to hold the water longer Bund is an engineering measure of soil conservation, used for creating obstruction across the path of surface runoff to reduce the velocity of flowing water. It retains the running off water in the watershed and thus to helps to control soil erosion. Bunds are simply embankment like structures, constructed across the land slopeCrop rotation Instead of planting the same crop year after year on the same plot of land, crop rotation involves planning out growing seasons for different crops. This method of sustainable agricultureExternal link:open in new requires long-term planning, with crops changed every season. In addition to improving soil health and organic matter, crop rotationExternal link:open in new reduces the need for fertilizer and pesticides, lowering costs. It also helps prevent excess chemicals from entering water supplies, improving water quality. Contour Plowing: Plowing along the contour lines of the land helps to slow down water runoff, reduce erosion, and retain moisture in the soil. This technique involves creating furrows or ridges that follow the natural contours of the land. Terracing: Terracing is the construction of broad, level platforms on steep slopes. By creating terraces, water runoff is slowed down, allowing it to infiltrate the soil and reducing erosion. Terraces also help to retain moisture and provide flat areas for planting crops. Windbreaks: Windbreaks are rows of trees or shrubs planted along the edges of fields or across wind-exposed areas. They help to reduce wind speed, minimise wind erosion and protect the soil. Windbreaks also provide habitat for wildlife and contribute to biodiversity. Strip Cropping: Strip cropping involves planting different crops in alternating strips or bands across a field. This method helps to break up the flow of water and reduce erosion. The alternating strips of different crops also help to improve nutrient uptake and reduce pest and disease problems. Conservation Tillage: Conservation tillage practices involve reducing or eliminating the amount of soil disturbance during planting and cultivation. This includes techniques such as no-till, where seeds are planted directly into untilled soil, and reduced tillage, where minimal soil disturbance occurs."}
{"text": "Grey Water Recycling Grey water makes up roughly 60 of household waste water. This waste water is from baths, sinks, washing machines and dish washers. As the cheapest and simplest technique, capturing of the grey water is done in a bucket or drain, and used for the farm or garden. Contour Trenching Also known as the fanya juu technique, trench contouring entails digging of trenches along contour lines where water flows down the hill and soil thrown upslope to form an embankment which traps the run-off water and sediment, while still penetrating the soil below. Through this technique, though tedious in implementation and maintenance, crops can be grown in low rainfall seasons from the subsoil water reserve gathered. Example of Fanya juu technique Fog Harvesting Fog harvesting is best done at night and early mornings during the cold season in mountain faced regions or plains; e.g. Kajiado County and Coastal areas. Air is cooled to a point where it can no longer retain water vapour, hence forming ground level clouds. These clouds water droplets are captured in a synthetic plastic mesh net, that is hoisted with two posts planted in the ground which drain the water in a gutter; then transferred in tanks. This technique is easy to replicate, cheap and the level of technology and maintenance is simple. Groundwater Ponds Using an artificial pond laid a few meters below the ground, increases the chances of a better harvest of rain water runoff. This water can be used for irrigation and livestock drinking water. Compared to construction of a borehole, laying of a synthetic membrane on dug out grounds is cheaper, and traps the runoff water. These ponds vary in size depending on the size of the farm. They are easy to manage and are cost effective. Gutter Installation This roof catchment system has been used for decades as a traditional means of water harvesting technique. The water can be harvested in small scale or large scale for the purpose of irrigation, livestock, drinking or all of the fore mentioned. The size of the storage tank is dependent on the owners financial ability and water usage. With gutter installation, water runs down the strip iron sheets which are bent at an angle and nailed onto the roof, suspended with galvanized wires. The water is drained into a storage reservoir placed on the ground. SQUARE FOOT GARDENING Square foot gardening is the practice of dividing the growing area into small square sections, typically 1 foot 30 cm on a side, hence the name."}
{"text": "With gutter installation, water runs down the strip iron sheets which are bent at an angle and nailed onto the roof, suspended with galvanized wires. The water is drained into a storage reservoir placed on the ground. SQUARE FOOT GARDENING Square foot gardening is the practice of dividing the growing area into small square sections, typically 1 foot 30 cm on a side, hence the name. The aim is to assist the planning and creating of a small but intensively planted vegetable garden square allows you to get a high yield from a small area It's especially beneficial to gardeners who don't have much time or farm space. Square-foot gardening typically starts with a 4x4-foot raised garden bed filled with amended soil, then subdivided into 1-foot squares with markers like lattice strips. You then plant the appropriate number of plants in each square. You determine this by plant size. This method optimizes your space and reduces the effort needed to go from planting to harvest. Preparing square foot garden Follow this guide to square-foot gardening based on a grid of 1x1 foot squares and grow more vegetables than you can imagine with less work. Follow the steps below to start your square-foot garden. 1. Pick the Correct Location for Square-Foot Gardening As with most vegetable gardens, a square-foot garden must be where the ground is relatively flat and gets at least 6 to 8 hours of full sun daily. Avoid low areas that may turn into puddles after a hard rain. You may want to choose a spot near your house to make watering, weeding, harvesting, and other garden chores more convenient and harder to overlook. 2. Build a Raised Garden Bed The most common configuration for square-foot raised garden beds is 4x4 feet. At this size, most gardeners can reach the middle from any side. Plus, this size divides easily into a grid of sixteen 1x1-foot squares. Make your sides at least 6 inches deep. Growing root vegetables such as carrots call for sides that are 12 inches deep. To make a 6-inch-tall raised bed for square-foot gardening in a flash, buy four planter wall blocks which have 2-inch slots on four sides and four 4-foot-long 2x6s at your local home center. Set the blocks approximately 4 feet apart on level ground to form a square. Connect two blocks by sliding a 2x6 board into the respective 2-inch slots."}
{"text": "To make a 6-inch-tall raised bed for square-foot gardening in a flash, buy four planter wall blocks which have 2-inch slots on four sides and four 4-foot-long 2x6s at your local home center. Set the blocks approximately 4 feet apart on level ground to form a square. Connect two blocks by sliding a 2x6 board into the respective 2-inch slots. Repeat with the remaining boards and blocks to create a 4x4-foot frame in about 15 minutes. Use a more durable material such as pressuretreated lumber or cedar for a long-lasting frame. 3. Fill the Raised Garden Bed You've built the frame for a raised garden bed; now you need to fill it with soil. You may be wondering if you need special soil for square-foot gardening. You can use what you have as long as you amend it which is a good idea for any garden . First, loosen and aerate the ground soil. Then mix in enough compost and extra topsoil if needed to fill the frame. Work compost into the soil at the rate of one-third by volume such as a 2-inch layer of compost into 6 inches of soil . Soil Amendments Nutrients If you want to be more scientific about it, you should test your soil to determine its composition. Once you have that information, add the right amendments in the correct proportions to achieve the best-growing medium for a vegetable garden. Another option: Prepare the soilless mix advocated by Mel Bartholomew rather than amending your ground soil. Follow this formula: one-third compost, one-third peat moss, and one-third vermiculite. You'll need 8 cubic feet of it to fill a bed with 6-inch sides and 16 cubic feet to fill a bed with 12-inch sides. This mix is pricey, but it creates a weed-free bed that's high in nutrients and retains moisture. Blend the ingredients well whether you amend the existing soil or create a new soilless mix. Some gardeners use a portable concrete mixer plugged into a household outlet to get a uniform texture and distribution of particle sizes. No mixer? No problem. Blend all the ingredients on top of a tarp, then shovel the mixture into the frame. To get a speedier start on planting, skip the mixing and fill the frame with high-quality bagged garden soil from a nursery or gardening center."}
{"text": "No problem. Blend all the ingredients on top of a tarp, then shovel the mixture into the frame. To get a speedier start on planting, skip the mixing and fill the frame with high-quality bagged garden soil from a nursery or gardening center. Once the bed is filled and you've raked the soil or soilless mix smooth, create a square-foot garden grid using lattice strips, PVC pipes, or even string. Use nails or screws to attach the grid to the sides of the frame. Being able to see each square-foot section clearly simplifies planting. If you like, cover the prepared garden with a thin layer of fine mulch to conserve soil moisture and slow down the growth of weeds. 4. Plant Your Favorite Vegetables If you're building more than one raised square-foot garden bed, leave enough space between them to roll a wheelbarrow. The formula for planting is simple: one extra-large plant per 1x1-foot square; four large plants per square; nine medium plants per square; and 16 small plants per square. Here's an idea of what you can fit in each square: one vine tomato, pepper plant, sukumawiki or eggplant; four bush tomatoes, heads of cabbage, or heads of lettuce; nine onions or beets; or 16 radishes. Zucchini needs nine of the 16 squares for just one specimen, but you can plant other vegetables in the remaining seven squares. Vegetables or fruits that spread such as watermelons require a separate bed. Planting Seeds If planting seeds, plant one seed per hole spaced appropriately for the mature plant. Look on the back of the packet for instructions. Poke a finger through the mulch into the soil, drop in a small amount of vermiculite, then the seed, and cover it with more vermiculite a material that will help keep the seeds moist while it's sprouting . Mist the newly planted seeds daily, so the soil doesn't dry out. Once plants are established, water them approximately once a week. Transplanting Vegetables If you're transplanting vegetables from a nursery or gardening center, use the same spacing method mentioned earlier. Place plants in the dirt, leaving a shallow depression around each one to help hold water. You may want to shade newly planted vegetables to protect them from wilting. Water daily for a few days, and then remove the shade and water weekly. 5."}
{"text": "You may want to shade newly planted vegetables to protect them from wilting. Water daily for a few days, and then remove the shade and water weekly. 5. Maintain Your Garden Yes, square-foot gardening may take a little less work than traditional gardening, but you still have to pay attention to your produce. Watering Schedule You need to water when the soil feels dry, but you won't waste water on any exposed soil between traditional rows. Don't water from overhead. Instead, use a small container to water each plant individually pouring the water into the depressions you made when you planted them. Don't panic; it will still take less than 10 minutes to water a 4x4-foot garden this way. If your schedule permits, water in the morning. You'll need to water more often on days that are hot or windy because the soil will dry out faster. Weeding Your Garden Plan on weeding every week, but either pull weeds when they're small or use scissors to cut weeds off at the base instead of pulling them up by the roots or using a hoe. You don't want to disturb the roots of vegetables growing nearby. Make it easy on yourself by weeding every time you walk by the bed or only one square at a time. Because weedswon't compete with your vegetables for nutrients, you probably won't need to fertilize. Pest Control Inspect your garden daily to spot insect trouble early. Either hand-pick and destroy insects or spray the soft-bodied ones with insecticidal soap. Knock aphids off of plants by spraying them with a hose. CROP MANAGEMENT Crop pest A pest can be described as any organism capable of causing damage to crop plant. Types of Crop Pest. Important pests of crop plants are grouped into the following classes: i insect; ii birds; iii rodents; iv monkeys; v man; vi nematodesClassification of insect pests Insects pests can be classified into various groups based on their mode of feeding. These groups of insect pest include: 1. Biting and chewing insects; 2. Piercing and sucking insects; 3. Boring insects. 4. Biting and Chewing Insects: These insect mouth-parts which enable them to bite and chew plant Examples include: termites, grasshoppers, leaf worms, army worms, mantis, locust, beetles, etc. 5."}
{"text": "4. Biting and Chewing Insects: These insect mouth-parts which enable them to bite and chew plant Examples include: termites, grasshoppers, leaf worms, army worms, mantis, locust, beetles, etc. 5. Piercing and sucking insects: These insect pests possess strong mouthparts called proboscis stuck liquid from materials from plants tissues. Examples include aphids, cotton strainers, mealy bugs, scale insects, capsids or mirids, white flies, etc. 6. Burrowing insects: These insects including their larvae are capable of burrowing into plant parts and destroying the tissues of the plant or fruits or seeds. Examples include: bean beetles, stem burrowers, maize weevils and rice weevilsCrop pestsAphids ois Ogres ArT ForContig Pant Cut wormsCaterpillar Vegetables attacked by pests Kale Spinach... Tomatoes Onions ... Carrots ... etcEffects or economic importance of insect pests in crop production 1. Insects pest destroy crops in the field through their biting, chewing, boring, sucking and defoliation activities 2. They cause reduction in viability of stored produce 3. Spot of injuries by insets may predispose crops to disease attact. 4. They increase the cost of production during the course of controlling them 5. They render vegetables and fruits unattractive and unmarketable 6. Some are carriers or vectors of diseases. 7. The profits of farmers are reduced 8. They reduce the quality of produce either in the store or in the field 9. They generally reduce the yield of crops 10. They can also cause total death of crop plants. What you need to know about insects pests Not all insects are pests. Some bugs are beneficial to the garden. These good guys are known as beneficial insects, and they can greatly benefit your garden by consuming pest insects that would otherwise feast on your plants."}
{"text": "What you need to know about insects pests Not all insects are pests. Some bugs are beneficial to the garden. These good guys are known as beneficial insects, and they can greatly benefit your garden by consuming pest insects that would otherwise feast on your plants. Examples Of Beneficial Insects Include: Playing mantises Robber flies Hoverflies Assassin bugs Ground beetles Ladybugs Green lacewings Spiders Soldier beetles How to Control Pests in Crops Pests can be controlled by implementing: Chemical control; Cultural control, including crop rotation, use of locally adapted and or pest-resistant or -tolerant varieties, sanitation, and the manipulation of planting and harvest dates to avoid pests; Biological control by using natural enemies of pests; Mechanical control through cultivation practices or pest trapping; Biotechnology. .. Cultural Control: By cultural control, it is meant those methods of planting, growing and harvesting a crop which will prevent or lessen insect damage. This method consists of a slight departure from the usual time of planting, sowing or harvesting the crops or changing the plan of crop rotation, weed control, disposal of the crop remnants after harvest. Planting good seeds and resistant varieties are very important in controlling some insect pests. Since cultural methods are usually economical, they are especially useful against pests of low unit-value crops. Practices which reduce the chances of buildup of pest populations may hold them below the level which will cause economic damage. Such methods are particularly applicable to field crops and forests. Knowledge of the life history or bionomics of a pest species is essential to the effective use of cultural control methods. The principle of the weakest link or most vulnerable part of the life cycle usually applies. The environment is changed by altering farming practices at the correct time so as to kill the pests or to slow down their multiplication. In this way, the method is aimed more at prevention than at cure. If the environment is unfavorable, the pest may not reach a population level which will cause serious damage. Cultural controls are often used when chemical or biological methods have not yet been devised for an injurious species. Cleanup of the sources of infestation and changes in the planting or harvesting time are particularly important when no effective method of killing the pest is known. However, these methods are also used in combination with other controls: 1."}
{"text": "Cultural controls are often used when chemical or biological methods have not yet been devised for an injurious species. Cleanup of the sources of infestation and changes in the planting or harvesting time are particularly important when no effective method of killing the pest is known. However, these methods are also used in combination with other controls: 1. Control by Planting Pest Resistant Varieties: Seeds of healthy plants preferably of a resistant variety only should be sown as far as possible. Certain varieties are naturally resistant or less susceptible to insect attack e.g. certain varieties of wild apples are immune to aphid attacks while most of the cultivated varieties are very susceptible. Hence, by interbreeding wild with cultivated variety, a strain can be evolved which yield good fruits and shall also will be immune to pests. 2. Tolerance to Insect Infestation: A variety may be infected by insects yet survive and show less injury than others because of its ability to replace injured parts such as leaves and rootlets. 3. Ploughing in Relation to Insect Control:The plough if used at right time is a good tool for combating many insect pests; it disturbs or kills them, eradicates weeds upon which they might feed and breed, exposes them to natural enemies or to weather control and buries them so deeply that few adults can emerge. A thorough stirring of the soil before planting is an indirect method for controlling the corn root aphids, because, it breaks up ant colonies, kills many aphids and prevents the growth of weeds on which they live until corn roots are available. 4. Clean Cultivation: Clean cultivation means the removal of weeds, plant residues, and other materials from the fields and growing only healthy crops. The destruction of crop residues is a very good preventive measure for controlling certain species of insects e.g. caterpillars or beetles. The elimination of remaining effectively stops further insect breeding by cutting of their food supply and shelter. Many insects infesting crops will develop on weeds which may or may not be related to these crops botanically. Hence, weed control is a good practice for reducing insect infestation. Damage due to Leptocorisa is very serious when paddy fields are surrounded by weeds which provide a good shelter to the pests till the ears have been formed in them."}
{"text": "Many insects infesting crops will develop on weeds which may or may not be related to these crops botanically. Hence, weed control is a good practice for reducing insect infestation. Damage due to Leptocorisa is very serious when paddy fields are surrounded by weeds which provide a good shelter to the pests till the ears have been formed in them. Similarly various species of red hairy caterpillar, Amsacta moorei, Amsacta collaris and other species of this insect are polyphagous and lay eggs on a number of weeds and on emergence the caterpillars feed on the weeds and then migrate to the nearby fields of any crop. 5. Crop Rotation: Crop rotation is effective as preventive measures against insects that feed on relatively few plant species or where the insects are incapable of long distance migration but crop rotation is useless against a general feeder. If one and the same crop is grown every year the insect population is bound to increase due to abundance of food material. On the contrary, if crops are grown in rotation or alternate years e.g. a crop of one plant family followed by that of different family e.g. barley grown in spring may be followed by legumes or pulses and then wheat in winter and so on. The crops of the same family e.g. cotton, and lady s finger okra belonging to the same family Malvaceae must not follow same year. Mixed crops are sometimes useful as pests do not thrive in large number. 6. Flooding or Irrigation: Where water is available, it is sometime possible to destroy insects by flood or irrigation of the field. Flooding rice fields destroys many sugarcane borers. Similarly other burrowing insects e.g. crickets, grasshoppers, beetles and bugs come out of the ground after flooding the fields. They either die their natural death or readily picked up by birds. Ploughing followed by heavy irrigation within 30 days destroys many pink boll worms. The sugarcane and wheat crops can be saved from the attack of termites by irrigation. 7. Fertilizing: Nitrogenous fertilizers in some soils tend to increase the susceptibility of sorghum to damage by attack of some insects. As a result of proper manuring the plant growth is stimulated. The healthy and vigorous plants can easily resist the attack to which the weaklings would have surrendered. 8. Pruning and Thinning: Some pests are normally carried from old crop to the new one."}
{"text": "The healthy and vigorous plants can easily resist the attack to which the weaklings would have surrendered. 8. Pruning and Thinning: Some pests are normally carried from old crop to the new one. Pruning and thinning decrease the intensity of attack. Infested plant shoots and dead hearts must be immediately removed. Ratooning should be avoided and there should be plenty of intervals between harvesting a crop and sowing a new one. 9. Time of Planting and Harvesting: Time of planting and harvesting has great influence on insect infestation e.g. early maturing cotton is not attacked by pink boll worm in areas where moth do not emerge early. Late planted wheat escapes oviposition by hessian flies in America because the plants do not emerge until most of the flies have disappeared as they are very short lived. Similarly early sowing of rice in the Punjab between the 3rd week of May and mid-June is helpful in protecting it from the attack of rice borer, Tryporyza incertulas so the time should be so regulated that the crop may not be worth the attack at the active period of the pests. 10. Closed Season:An insect species limited in its feeding to one crop may be eradicated by not growing this crop for a year or two. This has been done with success in isolated areas for eradicating the pink boll worm. Such a closed season consists in not growing cotton for a period of several months. 11. Destruction of Volunteer Crops: Volunteer crops are those which grow from self-sown seeds, and stubble crops are those which sprout from roots or stubbles stumps , may be a source of insect infestation and they should be destroyed by ploughing or other means. 12. Trap Crop: A trap crop is a small planting often only a few rows, made somewhat earlier than the main planting for the purpose of diverting insects away from the main crop. The trap crop can either be harvested early or cut and used as fodder before a generation of the insect can be completed. Otherwise it will serve as a breeding ground for the pest which will then attack the main crop in large numbers. The plant species used for trap crop should be one that is very attractive to the insect. The preferred host plants can also be grown around the main crop and when the pest has appeared it can be cut and destroyed."}
{"text": "Otherwise it will serve as a breeding ground for the pest which will then attack the main crop in large numbers. The plant species used for trap crop should be one that is very attractive to the insect. The preferred host plants can also be grown around the main crop and when the pest has appeared it can be cut and destroyed. The other methods of cultural control are early cutting of crop, rate and depth of planting, sowing, separation of complimentary host plants, pasturing the heavy infected crops and drying out the soil etc. Physical and Mechanical Control: The protection of crops and foods from insect attack by physical and mechanical means is the simplest and most effective method. Such measures consist of destruction of insects by mechanical means, burning, trapping, protective screens or barriers, use of high or low temperature, soaking in water and drying. 1. Hand Picking: When only a few plants are infected, certain large conspicuous species may be removed from the plants by hand and destroyed just by pressing the abdomen or dipping them in kerosenized water. 2. Mechanical Means: A rotary blow has been found to destroy over 96 of white grubs as well as cut worms, army worms and other caterpillars. The cutting wheel is thirty two inches in diameter and fourteen inches wide and carries sixteen steel blades. It operates by power take off from a tractor at 150 rpm. 3. Trapping: The insects may be turned into a tray by light and baits or the trap may be mobile and drawn across a field. 4. Light Traps: The attraction of nocturnal insects to light is a common observation and the light traps have been invented and tested for killing crop pests. The attractiveness of an artificial light depends upon its candle power and colour. A yellow light will attract 60 fewer insects than a white light of the same candle power and brightness. The insects attracted by light may be destroyed as they hit electric grid or they may be drowned in water and oil after they have been turned into the trap. 5. Bait Traps: Baits are a form of control whereby insects are attracted to a selected spot on which they can be easily removed. Bait traps have been found to be very effective in controlling the nocturnal insects like cockroaches, crickets, caterpillars and nocturnal moths. 6. Temperature Treatments: a Low Temperature Control: Low temperature extremes are fatal to insects of stored grains."}
{"text": "Bait traps have been found to be very effective in controlling the nocturnal insects like cockroaches, crickets, caterpillars and nocturnal moths. 6. Temperature Treatments: a Low Temperature Control: Low temperature extremes are fatal to insects of stored grains. Usually a temperature of 28 C or lower for at least several hours will kill most of the insects. Tribolium confusum can be killed in 24 h when exposed to subzero temperatures. Low temperatures are utilized for the control of insects in mills, warehouses and similar establishments. B High Temperature Control: High temperatures are also fatal to other species and can be used to kill them. Heating cotton seeds to a temperature of 65.5 C for 30 seconds will kill all pink boll worms in the seeds. Temperature of 48.8-51.6 C in all plants of a flour mill for 10-12 h will kill all insects exposed to such temperature. Exposing the infested grains to the sun also kill all the adults of the stored grain insects. 7. Physical Barriers: The protection of crops from insects by barrier is possible in case of crawling and migratory insects. Treated paper barriers and dust barriers are also used. Trenches are also used to stop army worms. Similarly water channels can be used for checking the migration of crawling insects. 8. Burning: Although destroying insects by burning their shelters is sometime practicable, burning pastures and woodland to destroy insects should not be recommended. It has been found that such practices reduce soil fertility and increases soil erosion. Furthermore, it fails to destroy injurious species but does eradicate many beneficial forms. Both cutting away dead hearts and burning them in time save valuable crops from destruction. Burning the field refuse and stubbles, are the other useful ways of pest control. 9. Sieving and Winnowing: It is possible only for domestic purposes. 10. Flooding: It is well known that a large number of insects breed and dwell in the soil, which may be destroyed by flooding the fields with water. There are several other simple methods through which a number of pest infestation can be controlled but the mechanical method of insect pest control involves a lot of labour like shaking the trees and killing the insects either in the larval or adult stages. Biological Control: The term biological control means control of insects by several biological agencies such as parasites, predators and pathogens."}
{"text": "Flooding: It is well known that a large number of insects breed and dwell in the soil, which may be destroyed by flooding the fields with water. There are several other simple methods through which a number of pest infestation can be controlled but the mechanical method of insect pest control involves a lot of labour like shaking the trees and killing the insects either in the larval or adult stages. Biological Control: The term biological control means control of insects by several biological agencies such as parasites, predators and pathogens. The introduction of sterile males in a normal population and use of sex attractants have been reported to bring about effective biological control. The theoretical basis of the biological control defends on the existence of a natural enemy. The effective natural enemy can be deduced to have the following characteristics: i High searching ability, ii High degree of host specificity or preference, iii Good reproductive capacity relative to the host iv Good adaptation to a wide range of environmental conditions. The most essential characteristic is high searching ability. It should be borne in mind that a really effective enemy may be scarce in its native home because it regulates the host population at low level. There usually is one best enemy for each species in a given habitat and one frequently is sufficient for complete biological control, often, however, a second or third enemy species may add to host population regulation and may in fact be necessary to achieve satisfactory biological control. The best enemy species may differ for different host habitats. Hence there is generally no single best natural enemy extending throughout the range of a pest species. With these qualities the introduced natural enemy by itself or in conjunction with other mortality factors is expected to prevent outbreak of the pest species or at least to drop down major population fluctuations. The essential principle of biological control is to maintain a state of biological equilibrium of a living organism. This biological equilibrium is normally maintained by a set of forces called environmental resistance. Often the biological equilibrium of a living organism is disturbed either due to environmental or biotic factors and consequently a particular organism multiplies and spreads in a unlimited manner so as to assume the status of a pest. The inherent ability of an organism to survive and to reproduce within a given time and under optimal environmental conditions is known as biotic potential. Biotic potential is a force opposed to environmental resistance. It takes into account the number of young produced per female in each reproduction, the number of reproduction in a given time and the sex ratio of the species."}
{"text": "The inherent ability of an organism to survive and to reproduce within a given time and under optimal environmental conditions is known as biotic potential. Biotic potential is a force opposed to environmental resistance. It takes into account the number of young produced per female in each reproduction, the number of reproduction in a given time and the sex ratio of the species. Advantages of Biological Control: Only a limited number of introduced pests have been successfully exterminated with chemicals. It would seem wiser in many instances to attempt a biological control programme which might reduce pest populations below the level which causes economic damage. Biological control has the tremendous advantage that, if successful, it becomes self-sustaining and integrated into the normal environment of the control area. If pest populations are reduced to the point where economic damage is negligible, the control programme is a success. Biological controls tend to be particularly useful on low unit-value crops where complete control may not be required or where chemicals are not recommended. Pests of field and forage crops, forests, and range may be economically controlled by biological methods; chemical controls against such pests may be impractical. A biological control destined to be fully effective will be easily and quickly established. If an imported parasite or predator is not established within three years of careful releases under good conditions for its development, the programme may be justifiably discontinued. Types of Biological Control: There are 4 main types of biological control viz.:. I Introduction of parasites, ii Predators, iii Pathogenic organisms such as bacteria, viruses and fungi etc. And iv Removal of fertile males and creating sterility in males by gamma radiation and introducing these sterile males in a normal population. In addition to these 4 main types, there is a fifth type of biological control where the indigenous parasite of the locality is being utilized for this purpose. 1. Parasites: Parasitic insects develop as larvae on or in a single host individual from eggs generally laid on, in or near the host and usually consume all or most of the host body, killing the host and then pupate, either within or outside the host. The free living adult parasite emerges from the pupa and starts the next generation a new by actively searching for host in which to oviposit. They tend to attack only one host stage i.e. eggs, larvae, or pupae, although there is also some overlapping in certain cases, adult insects do not serve as hosts."}
{"text": "The free living adult parasite emerges from the pupa and starts the next generation a new by actively searching for host in which to oviposit. They tend to attack only one host stage i.e. eggs, larvae, or pupae, although there is also some overlapping in certain cases, adult insects do not serve as hosts. Very often life cycles are commonly short, ranging from 10 days to 2 weeks or so in mid-summer but correspondingly longer in cold weather. In general, they all have great potential rates of increase. According to the species one or more parasitic larvae may characteristically develop per host individual, thus we have either solitary or gregarious parasitism. Sometimes two different species of larvae develop from eggs laid in the same host. This is multiple parasitism. There is also ectoparasitism and endoparasitism, depending upon whether the larva develops externally or internally. The major groups occur in two orders of insects viz. Hymenoptera and Diptera. 2. Predators: Predator insects differ from parasitic ones in that the larvae or nymphs, as the case may be, require several to many prey individuals to attain maturity. The adults generally deposit their eggs near the prey population and after hatching the active mobile immature search out and consume prey individuals. This need of larvae or nymphs to search is an important distinction from parasitic forms whose larvae develop on a single host individual and thus have the advantage of not having to discover additional hosts. Adults of many species are also predatory. There may be one or several generations to one of the prey. Larvae and nymphs as well as corresponding adults may be predaceous or only one stage may exhibit the habit. 3. Pathogens: Pathogenic microorganisms attack insects and have life cycles more or less characteristic or similar microorganisms developing in other groups of animals. Insects are probably subject to as wide as variety of disease as are the vertebrates. Except for the fungi, disease organisms gain entry in the host via mouth or the digestive tract, i.e. the insect host must eat plant or other food contaminated with pathogen. In case of fungi, entrance is gained through the insect integument and free water or very high humidity is generally required. Thus, fungi tend to be restricted to moist environments."}
{"text": "The insect host must eat plant or other food contaminated with pathogen. In case of fungi, entrance is gained through the insect integument and free water or very high humidity is generally required. Thus, fungi tend to be restricted to moist environments. However, fungi do have advantage of attacking sucking insects which because of the nature of their feeding on sap, tend to be fairly free of disease caused by microorganisms because they rarely ingest them. Virtually no insect disease organisms occur in mammals and none have been recorded from man. Thus they are safe to use in biological control even in large scale microbial spraying operations. 4. Genetic Methods: Genetic pest control implies the manipulation and use of genetic material in a manner injurious to pest insects. The control of insect pest populations by the release of sterile males has been demonstrated with at least five insect species. This spectacular technique has been termed autocidal control and involves using an insect species to bring about its own self-destruction. It is accomplished by irradiating laboratory reared males of the species to an extent sufficient to disrupt the genetic function of the sperm nucleus but not appreciably interfere with the normal ability of the male to mate or of the sperm to penetrate the egg of the female. However, such fertilized eggs fail to develop so a wild female mated with a sterilized male produces no progeny. If sterile males are released in large enough number in relation to the wild population they will fertilize more females than will the wild males. The advantage is cumulative in each generation hence eradication may be achieved within a few generations under ideal conditions. The boll weevil is reported to have been eradicated from a small isolated field by the release of chemically sterilized males. Chemosterilants have been under intensive investigation but are not as yet practical. They offer the advantage of treating the wild population directly and thus avoiding the mass rearing necessary with gamma radiation. Use of Pheromones: The ability of an insect to locate a mate and to copulate once it has been found is often directed by natural specific chemicals produced by the insect called pheromones. Natural chemical attractants and mating stimulants have been shown to occur in many pest insects. They are often effective in incredibly small concentrations; one caged virgin female of the introduced pine sawfly attracted over 11000 males. Some have been chemically identified and even synthesized. Its high specificity for particular target insects however makes this approach highly desirable."}
{"text": "They are often effective in incredibly small concentrations; one caged virgin female of the introduced pine sawfly attracted over 11000 males. Some have been chemically identified and even synthesized. Its high specificity for particular target insects however makes this approach highly desirable. Such phenomena gave rise to the intriguing idea of using these natural or artificial pheromones to attract and trap insects, to lure them to contact poisons, chemosterilants or pathogens and to mask the location of females by saturating the environment with synthetic sex pheromones. Such techniques could offer highly specific control methods with little or no ecological side effects. It appears that adequate control from pheromones or attractants probably can only result if they are so highly effective as to be able to reduce the pest population to low level in the treated area and are used over a large area so that immigration of the pest from the outside would not negate the effort. Pheromone traps are commonly used for controlling various moths Heliothis, Spodoptera, Leucinodes etc. Chemical Control: Recent discoveries of new synthetic insecticides have sparked exciting advances and major breakthroughs in the control of insect enemies. Chemicals have subdued pests that once caused wide spread crop destruction, death of domestic animals and epidemics of insect borne human diseases. The modern insecticides are both effective and reliable. The whole world is resorting to them more and more for the solution of many insect problems. The chemicals which kill the insects by their chemical action are termed as insecticides. They are used for the protection of men, domestic animals, crops, agricultural products from the attack of insects when other methods fail to control the pests. Insecticides are seldom used in full strength but are formulated in a variety of ways to make them easier for application. Formulations of Insecticides: Following are the common formulations of insecticides viz.:. 1 Dusts, 2 Granular formulations, 3 Insecticide-fertilizer mixtures, 4 Wettable powders, 5 Solutions, 6 Emulsifiable concentrates, 7 Aerosoles, 8 Fumigants and 9 Miscellaneous formulations. Whatever may be the formulations the poisonous chemical present in an insecticide must penetrate the vital organs and tissues of the insect and ultimately kill it."}
{"text": "Insecticides are seldom used in full strength but are formulated in a variety of ways to make them easier for application. Formulations of Insecticides: Following are the common formulations of insecticides viz.:. 1 Dusts, 2 Granular formulations, 3 Insecticide-fertilizer mixtures, 4 Wettable powders, 5 Solutions, 6 Emulsifiable concentrates, 7 Aerosoles, 8 Fumigants and 9 Miscellaneous formulations. Whatever may be the formulations the poisonous chemical present in an insecticide must penetrate the vital organs and tissues of the insect and ultimately kill it. 1 Dusts: Insecticidal dusts are those powders which are used dry and mixed with or impregnated with certain organic materials or pulverised minerals powders such as talc, pyrophyllite, bentonite etc. These minerals are called carriers or vehicles since they carry the insecticide. Dusts are blown to deposit on plants by dusting machinery or blowers. Ground to a fine size, most dust will pass through a 325 mesh screen and range in size from 1 to 40 . The finished dust may be 0.1 to 25 active material. In dust form, in general, the toxicity of an insecticide increases as the particle size decreases. 2 Granular Formulations: These are similar to dusts except for larger particle size. The range of particle size in a granular product is designated by a two figures mesh classification e.g. 30 60 means that virtually all the insecticide granules will pass through a standard 30-mesh sieve while a negligible quantity will pass through a standard 60 mesh sieve. Some of the common granular formulations are 16 30, 20 40, 24 48 and 30 60. Granular insecticides are generally used as dressings on or in the soil and may be applied with fertilizer spreaders or special granule applicators. 3 Insecticide Fertilizer Mixtures: Insecticide fertilizer mixtures may be formulated by adding granular insecticides to commercial fertilizers or by spraying insecticides directly on to the fertilizer. Such mixtures are applied at the regular fertilizing time to provide both plant nutrients and control of soil insects."}
{"text": "Granular insecticides are generally used as dressings on or in the soil and may be applied with fertilizer spreaders or special granule applicators. 3 Insecticide Fertilizer Mixtures: Insecticide fertilizer mixtures may be formulated by adding granular insecticides to commercial fertilizers or by spraying insecticides directly on to the fertilizer. Such mixtures are applied at the regular fertilizing time to provide both plant nutrients and control of soil insects. 4 Wettable Powders: These are similar to dusts but they are meant to be diluted and suspended in water and used as spray. To make an insecticidal dust act in this manner a dispersing and wetting agent is added to the formulation. They are more concentrated than dust as they may contain as high as 75 toxicant. 5 Solutions:Many of the modern synthetic insecticides are insoluble in water but soluble in organic solvents. These soluble insecticides in solution form are used directly for insect control. They are however seldom used on plants because of their phytotoxic reaction. 6 Emulsifiable Concentrates: The most common and versatile formulation is the emulsifiable concentrate. This formulation consists of an insecticide, a solvent for the insecticide and an emulsifying agent. Mixing the concentrate with water forms an emulsion. The solvent used may evaporate quickly after spraying leaving a deposit of toxicant after the water has evaporated. The use of an emulsifying agent serves several purposes; it makes possible the diluting of a water insoluble chemical with water, it reduces the surface tension of the spray thus allowing it to spread and wet the treated surface more effectively, helps the spray and make a better contact with the insect cuticle. Generally oil soluble emulsifying substance is used. Normally emulsions are unstable and break up into their component parts. This action is termed breaking. For spraying on plants a quick breaking mixture is preferred. Since this results in heavier deposits of toxicant. 7 Insecticidal Aerosols: Aerosols are minute particles suspended in air or fog or smoke. The diameter of these particles range from 0.1 to 50 . The dispersion of insecticide into aerosol form may be accomplished by burning, vapourising with heat, atomizing mechanically or releasing through a small hole an insecticide that has been dissolved in a liquified gas. The last method of aerosol preparation gives the popular aerosol bomb."}
{"text": "The diameter of these particles range from 0.1 to 50 . The dispersion of insecticide into aerosol form may be accomplished by burning, vapourising with heat, atomizing mechanically or releasing through a small hole an insecticide that has been dissolved in a liquified gas. The last method of aerosol preparation gives the popular aerosol bomb. 8 Fumigants:Insecticides used in the gaseous form are known as fumigants. Fumigants are most often formulated as liquids under pressure and are held in tanks. When the liquid is released in open air it changes back to a gas, quite often fumigants are a mixture of two or more gases. 9 Miscellaneous Formulations: There are certain insecticides which are special formulations meant for specific uses. Often insecticides are stuffed in large pills and capsules and introduced into the stomach of animal. Insecticides may be mixed in shampoos, intended for use on house pets waxes for use on floors may contain an insecticide. Poison baits consist of toxicants combined with food stuff attractive to the insect pests. All these types of insecticides are special formulations designed for special purposes. Synergists: Some chemicals have the property of greatly increasing toxicity of certain insecticides. When the increased toxicity is markedly greater than the sum of the two used separately, it is termed a synergistic action. Most synergists have been used with pyrethrum or allethrin etc. Synergistic action is important because it provides a means for a more effective insecticide and it reduces the cost of control. Legal Control: Legal control is the lawful regulation of areas to eradicate, prevent or control infestation or reduce the damage caused by insects. This mainly involves the use of quarantines and pest control procedures. The central and state officials often work with local community or districts as in mosquito or locust control projects. Crop Harvesting: Harvesting: Have you ever wondered how we get food grains supplied neat and cleaned directly to the shop? Yes, farmers are using traditional and modern techniques for harvesting the crops grown. There are various stages to harvesting a variety of crops when the particular crop attains its maturity. Harvesting the crops at matured levels gives high income, and good quality produces. If the crops such as pulses, cereals, oilseeds, etc.,. Are left in the field for too long after maturity without harvesting, it can lead to the predisposition of pests."}
{"text": "Maturity indices are a set of indicators that tell us when our crops have reached their optimal stage for harvest, based on various factors like size, color, texture, or taste. Here are some maturity indices for vegetables that are commonly sold in the local markets. These indices can serve as a guide for growers and consumers in determining the ideal time to harvest and purchase these crops for optimal flavor and quality. Tomato For local markets in the Philippines, tomatoes are typically harvested when they have reached the breaker stage, which is when the fruit has just started to changecolor from green to red. This is because the market demand for tomatoes is usually for ripe, red tomatoes that are ready for immediate consumption. It is important for growers to keep in mind that tomatoes that are picked too early will not ripen properly and may not have the desired flavor or texture. On the other hand, overripe tomatoes may be too soft and have a shorter shelf life. Eggplant Eggplants should be harvested at the right stage of maturity to ensure good quality and yield. Commercial maturity for eggplant is generally reached when the fruit has reached its full size and firmness, and has developed a glossy, smooth skin with a uniform color. The fruit should have a dark purple or black color, be firm to the touch, and have a slight give when gently squeezed. The calyx, or stem, should be green and firmly attached to the fruit. It is important to note that overly matured eggplants may have a bitter taste. Squash When the squash is ripe, its color becomes dull or matte, and it loses its sheen. Another indication is the hardness of the skin. When the skin of the squash becomes hard and difficult to puncture, it is a sign that it is mature and ready for harvest. Additionally, the tendril near the stem of the squash plant starts to dry out and turn brown when the squash is mature. The leaves of the plant may also start to wilt or yellow when the squash is ready to be harvested. Onion Onions are ready for harvest when their leaves start to turn yellow and fall over. This is an indication that the plant has stopped growing and the bulbs have reached their full size. The outer skin of the onion bulb should also be dry and papery. Once the leaves have fallen over and the skin is dry, the onion bulbs can be pulled from the ground and left to dry for a few days in a cool, dry, and well-ventilated area."}
{"text": "This is an indication that the plant has stopped growing and the bulbs have reached their full size. The outer skin of the onion bulb should also be dry and papery. Once the leaves have fallen over and the skin is dry, the onion bulbs can be pulled from the ground and left to dry for a few days in a cool, dry, and well-ventilated area. After drying, the onions can be cleaned, trimmed, and stored. Garlic The timing of garlic harvest is determined by the maturity of the bulbs, which is indicated by the drying and browning of the leaves. When approximately one-half of the leaves have turned yellow or brown and have begun to dry out, it is time to harvest the garlic bulbs. Bitter gourd Bitter gourds are harvested when they have reached a length of 4-6 inches and a diameter of about one inch. The color should also be dark green, which indicates that it is still young and tender. The seeds inside the bitter gourd should be small and white, which indicates that the vegetable is still young and has not yet matured. Cucumber Cucumbers are typically harvested when they are young and tender for best flavor and texture. Cucumbers intended for the local market are usually harvested when they are still green, although some varieties may have a slightly yellow or white coloration. Over-ripe cucumbers will turn yellow or orange and are no longer suitable for the market. Cucumbers intended for fresh consumption should have a crisp texture and a slightly sweet, mild flavor. Overly matured cucumbers may have a bitter or unpleasant taste. It is important for growers and consumers to know the maturity indices of vegetables because it helps ensure that the vegetables are harvested at the optimal time for consumption or processing. For growers, knowledge of maturity indices can help them plan their planting and harvesting schedule, as well as manage their resources more efficiently. For consumers, knowing the maturity indices can help them choose the freshest and most nutritious vegetables, as well as get the best value for their moneyMethods of Harvesting There are three essential methods of cutting the crop or harvesting. 1. Hand Harvesting Manual Harvesting: Hand harvesting is a method of gathering grains, fruits, vegetables, leaves, etc.,. By hand or manually. Fig: Hand Harvesting 2. Harvesting with Hand Tools: Farmers use a few tools to harvest the crops."}
{"text": "Cleaning, fumigation, and drying are done to the stockroom before the grains are stored or deposited. The grains are later transported to dissimilar places throughout the year. Importance of Harvesting 1. Harvesting crops by using advanced technology reduces the wastage of grains and increases in quality and quantity. 2. The direction of cutting fruits, grains and vegetables are very important during harvesting to save the quality of the fruits and also, we should see that the tools used should not damage the plant. 3. Harvesting at the right stage enriches the quality of grains or seed protection. Summary Harvesting is the act of gathering the edible parts of the plant after they approach the stage of maturity. Harvesting of crops is done using many tools and types of machinery in the agricultural fields. The tools that are used while harvesting, such as sickle, axe, etc.,. To harvest the crops like paddy, wheat, maize, grass, etc. Hand harvesting, harvesting with hand tools and harvesting with machinery are the three harvesting methods. Reaping, threshing, cleaning and hauling are the four stages of harvesting. The importance of harvesting crops by using advanced technology reduces the wastage of grains and increases in quality and quantity. Post-Harvest Management Best Practices and Methods Reducing post-harvest loss is critical. Great post-harvest management will help address the growing concerns around food sustainability. What does post-harvest mean? Post-harvest process is the stage that immediately follows the harvest. The final quantity and quality of the product depends on it. Appropriate pre-harvest practices and harvesting the crop at the right time using adequate farming equipment are also important in order to optimize the overall postharvest output. Additionally, post-harvest management includes various steps such as: Drying: This decreases the moisture levels to ensure safe storage and prevents grain germination. It also reduces the risk of fungal attack and contamination by aflatoxin, maximizing the quality of crops retained. Threshing Shelling: Threshing or shelling of grains helps to reduce the required storage capacity and minimize the susceptibility of the grain to pests. Cleaning Winnowing: This involves removing any foreign matter from the grain, such as leaf, stalk, or empty seeds, in order to optimize its market value. Storage: Protecting the grain from climatic changes and contamination by insects and pests is crucial. Various post-harvest grain storage methods can accomplish this."}
{"text": "Cleaning Winnowing: This involves removing any foreign matter from the grain, such as leaf, stalk, or empty seeds, in order to optimize its market value. Storage: Protecting the grain from climatic changes and contamination by insects and pests is crucial. Various post-harvest grain storage methods can accomplish this. Transport: Grains sold to buyers are transported to warehouses or markets where they are made available to the common folk. Minimize post-harvest losses and preserve produce by correctly following the steps above. How does grain storage play a major role? Agricultural products are stored before they are made available and accessible to the public. The storage process keeps grains, whether in bags or in bulk, in a storage structure. The structure, designed to protect the stored product for a short or long period, hosts the grains awaiting movement to other locations. Grain storage occurs at three levels: producer s level, trader s level, and urban organization storage level. Storing it is necessary for the following reasons: To provide a uniform supply of food throughout the year. Grains are produced seasonally while consumption is a constant. To provide reserve for contingencies such as flood, drought, pandemics, and other calamities. To speculate a good price either in domestic or in export markets. Hence storage is fundamental to the concept of food security. What happens if grain storage is improper? The main cause of deterioration of grain quality and decrease in grain quantity is improper storage. This can occur due to: Weather changes: Changes in climatic conditions such as rain, humidity, increased dampness, moisture; heat can harm the grain quality and seed viability. Infestation: Unfavorable environmental conditions can also make the grain more vulnerable to infestation by insects, pests, and molds. Incorrect Grain Storage resulting in post-harvest losses In fact, rodents and birds often attack incorrectly stored grains. They can not only feed on the grain, but also contaminate it with their urine, droppings, and hair feathers. These problems caused due to improper storage result in post-harvest losses in the form of: Weight loss of the agricultural produce. The grain is prone to rancidity or it may undergo sprouting, over-ripening if not stored properly. There is loss in quality and market value of the produce. Furthermore, the nutritive value of the grain also decreases."}
{"text": "The grain is prone to rancidity or it may undergo sprouting, over-ripening if not stored properly. There is loss in quality and market value of the produce. Furthermore, the nutritive value of the grain also decreases. What are the correct post-harvest storage methods?Proper grain storage methods are the key to reducing post-harvest losses. The quantity of produce and the duration of storage are important to choose the proper storage method. Storage in bags: Storing grains in bags is convenient for short-term storage when grains are intended to be moved early. Short term storage duration requires few measures against insects. Loose storage: Large quantities of grains can be stored in loose bulk storage. Requirements for correct storage are: A good storage site: Ventilate and keep the site cool. Have a strong roof to protect from high winds and rain. Ideally, raise the site off the ground to prevent ground water soaking into the stored grains. Produce in suitable condition: Ensure that the crop going into the store is in good condition, cleaned and well dried. It is also necessary to store the grain at the right moisture content. Intake of grain is orderly and controlled: Maintain the air-tight barrier each time the storage unit is opened and closed. Quality maintenance ensured: Keep stored grains in the shade to protect them from rodents and birds. Security against theft and loss: Keep the storage area locked in order to limit access. Any loss is identifiable and accountable: Regularly inspect the store to maintain the condition of crops throughout the storage period. Adherence to these requirements helps to know the quantity stored at any given time, decrease the grain loss during storage, and quickly recognize the causal agents of losses and accordingly control them. Hermetic storage Hermetic Bags by Save Grain Bags A post-harvest storage technology, Hermetic storage protects grain by creating an oxygen-deficient and carbon dioxide-rich atmosphere that is incompatible with the survival or breeding of pests. It creates an airtight and moisture-tight barrier, preserving the agricultural products in their optimal form."}
{"text": "CREATION Origin of sin and its consequences Gen: 3-11 Introduction Man and woman fell from the Garden of Eden. This experience is expla-ined in genesis chapter 3 verse 4; chapter 6 verse 9 and chapter 11. In these verses, the Bible is teaching about sin, which made Adam and Eve fall. Sin is defined as iniquity, and guilt. It is to miss a mark, to transgress. Sin is a rebellion or an offence against God. Sin originated with the disobedience of Adam and Eve. They had been commanded not to eat of the fruits of the tree of knowledge of good and evil the tree in the middle of the Garden of Eden. But Adam and Eve ate the fruit after being deceived by the serpent. Man had the power to resist temptation but instead he yielded. Genesis Chapter 3 verse 6 states that man wanted to be wise and thought how wonderful it would be to become wise hence sin arises from the lack of knowledge of God, from the denial of trust of God. The consequences of sin After sinning, we the human race and sinners: 1 Replaced friendship with God with fear of God. 2 Lost innocence. What had been innocent and good became shameful. Adam and Eve became ashamed of their nakedness, something they had never felt before they sinned against God. 3 Lost good relationship with God. The good relationship between God and man was betrayed. Human beings were alienated from God. The Lord God sent him out of the Garden of Eden 4 Damaged the perfect relationship between man and woman. The Lord said to the woman You will have desire for your husband, yet you will be subject to him . 5 Pain became part of human experience. I will greatly multiply your pain in child bearing . 6 Man began toiling and struggling to meet his needs You will have to work hard and sweat to make the soil produce anything 7 The home of man, and the earth itself was placed under a curse. Cursed is the ground because of you. Enmity between man and wild animals emerged. 9 Man began to die. Death sentence is passed upon all men. You will return to the ground you are dust 10 Man began to hate. Man developed murderous feelings in his heart, for example Cain killed Abel, his younger brother. 11 Man changed and became prone to sin."}
{"text": "You will return to the ground you are dust 10 Man began to hate. Man developed murderous feelings in his heart, for example Cain killed Abel, his younger brother. 11 Man changed and became prone to sin. 12 Life span of man was reduced see Gen. 6:3 I will not allow people to live forever, they will live no longer than 120 years 13 Man s language was confused by God after the flood read Gen.11: 7 14 Sin led to embarrassment, mistrust, suffering, pain, pride, arrogance and death. Summary Disobedience of God by Adam and Eve brought serious sin consequences to humanbeings. Sin brings sadness and suffering to man even today. Activity In groups of two or three, discuss the origin and consequences of sin. CONCEPT OF EVIL Introduction In this lesson, we shall discuss the concept of evil as told by the traditi-onal African religion and the biblical writings. We shall study similarities and differences of evil from the two religions. What is evil? In the traditional African society, evil was an offence against God, spirits and ancestors. It was also viewed as an offence against another person or community. Evil was also a misfortune that can befall an individual or a community. What are the causes of evil? Many of the traditional African societies do not associate God with evil. God is not the creator of evil. Some communities believe that evil is an external power that exists on its own. Thus in the traditional African society, evil was understood or explained as something mysterious that was caused by several people and things. These were:a Evil spirits b Ancestral spirits due to disobedience to them c Some animals like the chameleon are sources of evil. The Akamba believed that chameleons brought evil. Other communities believed that if an owl cries near one s homestead, it is a sign of evil. D People with mystical powers for example magic, sorcery, and witchcraft are evils e If a member of a community breaks a taboo by disobedience, this action may bring evil spirits. F The spirits of the dead; cause evil; if they are not remembered or respected. Evil spirits cause harm and violence."}
{"text": "D People with mystical powers for example magic, sorcery, and witchcraft are evils e If a member of a community breaks a taboo by disobedience, this action may bring evil spirits. F The spirits of the dead; cause evil; if they are not remembered or respected. Evil spirits cause harm and violence. Consequences of evil in traditional African society These were many and ranged from a Barrenness b Drought c Epidemics d Madness e Sickness f Death g Drowning h Burning in a house i War j Physically and mentally handicapped children l Rebellious children Values needed to overcome temptationsSkills needed to overcome temptations Recognize Your Tendency to Sin James 1:14 explains that we are tempted when we become enticed by our own natural desires. The first step toward overcoming temptation is to recognize the human tendency to be seduced by our own fleshly cravings. The temptation to sin is a given, so don't be surprised by it. Expect to be tempted daily, and be prepared for it. The apostle Peter reminds us to stay on the lookout: Be alert and of sober mind. Your enemy the devil prowls around like a roaring lion looking for someone to devour. 1 Peter 5:8, NIV Flee From Temptation But remember that the temptations that come into your life are no different from what others experience. And God is faithful. He will keep the temptation from becoming so strong that you can't stand up against it. When you are tempted, he will show you a way out so that you will not give in to it. When you come face to face with temptation, look for the way out the way of escape that God has promised. Then skedaddle. Flee. Run as fast as you can. Resist Temptation with the Word of Truth Hebrews 4:12 says that God's Word is living, active, and powerful. Did you know you can carry a weapon that will make your thoughts obey Jesus Christ? According to Ephesians 6:17, one of our weapons is the Word of God: The weapons we fight with are not the weapons of the world. On the contrary, they have divine power to demolish strongholds."}
{"text": "Did you know you can carry a weapon that will make your thoughts obey Jesus Christ? According to Ephesians 6:17, one of our weapons is the Word of God: The weapons we fight with are not the weapons of the world. On the contrary, they have divine power to demolish strongholds. We demolish arguments and every pretension that sets itself up against the knowledge of God, and we take captive every thought to make it obedient to Christ. 2 Corinthians 10:4 5, NIV Jesus overcame the devil's temptations in the wilderness with the Word of God. If it worked for him, it will work for us. And because Jesus was fully human, he is able to identify with our struggles and give us the exact help we need for overcoming temptation. While it can be helpful to read God's Word when you're being tempted, sometimes that's not practical. Even better is to practice reading the Bible daily so that eventually you have so much of it on the inside, you are ready whenever temptation strikes. If you are reading the Bible regularly, you will have the full counsel of God at your disposal. You will start to have the mind of Christ. When temptation comes knocking on your door, all you'll have to do is draw your weapon, aim, and fire. Refocus Your Mind and Heart with Praise How often have you been tempted to sin when your whole heart was fully concentrated on worshiping the Lord? I'm guessing your answer is never. Praising God takes our focus off of self and puts it on God. You may not be strong enough to resist temptation on your own, but as you focus on God, he will inhabit your praises. He will give you the strength to resist and walk away from the temptation. Psalm 147 might be a good place to start: Praise the Lord. How good it is to sing praises to our God, how pleasant and fitting to praise him! Psalm 147:1, NIV Repent Quickly When You Fail In several places, the Bible tells us the best way to resist and overcome temptation is to flee from it 1 Corinthians 6:18; 1 Corinthians 10:14; 1 Timothy 6:11; 2 Timothy 2:22 . Even still, we fall from time to time. When we fail to flee temptation, eventually we will give in and fall."}
{"text": "Psalm 147:1, NIV Repent Quickly When You Fail In several places, the Bible tells us the best way to resist and overcome temptation is to flee from it 1 Corinthians 6:18; 1 Corinthians 10:14; 1 Timothy 6:11; 2 Timothy 2:22 . Even still, we fall from time to time. When we fail to flee temptation, eventually we will give in and fall. Having a more realistic view knowing that at times you will fail should help you to repent quickly when you do. Failing is not the end of the world, but it is dangerous to persist in your sin. Going back to the book of James, verse 1:15 explains that sin \"when it is full-grown, gives birth to death.\". Continuing or persisting in sin leads to spiritual death, and often even physical death. That is why it's best to repent quickly when you know you've fallen into sin Others include: 1. Keep yourself busy 2. Avoid comparison as it triggers temptations 3. Avoid watching negative films, movies etc. 4. Keep your mind focused and positive 5. Seek help where needed be God s plan of salvation After the fall of man, God took steps to heal the damaged situation and relationship between Him and Adam and Eve. GOD: 1. Provided clothing of skin to Adam and Eve. 2. Looked for Adam and Eve since they were hiding from His presence. 3. Provided Adam and Eve with the knowledge to find different foods. 4. Declared enmity between man and the snake. 5. Hinted at the ultimate victory of man when He said that the seed of the woman would crush the snake or serpent s head. The serpent would attack the heel of man and woman. All through the Old Testament, and the New Testament, we see God s plan of salvation being manifested. For instance, GOD chose and separated Abraham from other communities. The children of Israel led by Moses were delivered from Egypt,. God sent prophets to teach and warn the Israelites of the dangers of sin. Finally God sent his only son Jesus Christ to die on the cross to save human kind. SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL AFRICAN VIEW OF EVIL AND BIBLICAL CONCEPT OF SIN Similarities Both the Biblical and traditional African view or agree that 1 God is supreme."}
{"text": "God sent prophets to teach and warn the Israelites of the dangers of sin. Finally God sent his only son Jesus Christ to die on the cross to save human kind. SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL AFRICAN VIEW OF EVIL AND BIBLICAL CONCEPT OF SIN Similarities Both the Biblical and traditional African view or agree that 1 God is supreme. God is neither the creator nor author of evil 2 Sin comes from the disobedience of God by human beings 3 Evil and misfortune are God s curse to man Biblical while the traditional African society sees evil as curses by ancestors, and elders. Both curses lead to misfortunes. 4 The result of sin and evil is human sufferings 5 Sin and evil lead to man being separated from God 6 God is the guardian of law and order 7 Human beings have the ability to overcome evil Differences 1 Biblical account emphasizes personal nature of sin while in the African concept; sin is more social and communal 2 Biblical account attributes evil to disobedience while African concept attributes evil not only to disobediences but other external forces. 3 Biblical accounts offer a message of hope to overcome evil while African concept doesn t offer a solution to sin and evil. 4 Traditional African concept all forms of suffering as a result of sin while in the Bible suffering is not always a result of sin. Questions 1 Explain the differences between the two creation stories 2 State the traditional African view of creation 3 Explain how human beings continue with the work of creation 4 What is the origin of sin and evil according to traditional African society? 5 Give three consequences of sin as stated in Genesis 6 State the consequences of evil according to African traditional societies 7 Trace God s plan of salvation of human kindCompare biblical and traditional African understanding of evil and sin. 9 What does the command Subdue the earth in Genesis 1 verse 28 mean? THE BIBLE CALL OF ABRAHAM BACKGROUND TO THE CALL OF ABRAHAM Genesis 11:24-32, 12 Introduction The background to the call of Abraham is found in the first book of the bible. This is Genesis which is a Greek word meaning Beginning . The relationship between Adam and God was good but after Adam disobeyed GOD, their relationship changed because of sin by Eve and Adam. After sometime, God repaired this relationship by calling Abraham and offering salvation."}
{"text": "This is Genesis which is a Greek word meaning Beginning . The relationship between Adam and God was good but after Adam disobeyed GOD, their relationship changed because of sin by Eve and Adam. After sometime, God repaired this relationship by calling Abraham and offering salvation. Background -Abraham lived with his father Terah at a place called Ur. Abraham s father lived among people who worshiped many gods. One of the god s whom people of Ur worshipped was the moon. This worship of many gods is referred to as polytheism. -The family of Terah moved from Ur to Haran. While at Haran, God called Abraham at 75 years old. He was told to . Leave your country, your relatives and your father s home and go to a land that I am going to show you . Abraham obeyed God s call. He left Haran for a land that was unknown to him. He took his property his wife Sarah and his nephew lot. At the time of the call of Abraham, he was known as Abram and his wife Sarai. God changed their names to Abraham and Sarah. Abraham means Father of many nations while Sarah means mother of nations. -On arrival in Canaan, he travelled and came to a place called Schechem. God appeared to him once more. Abraham built an altar for the lord at this place. Altars are places of worship. They were regarded as holy and were manifestations of God s presence. An altar was made of stones. -After sometime, he separated with his nephew Lot due to their servants having strife over water for their livestock. Abraham left Canaan due to feminine. He went to Egypt. Activity 1. Where did Lot settle? 2. Read GENESIS, chapter 11 24 32 and chapter 12 1 9 FAITH AND GOD S PROMISES TO ABRAHAM HEBREWS 11: 1 6 THE MEANING OF FAITH -Faith is a strong belief, a complete trust or confidence in someone or something. It is also a firm belief, which is not based on any scientific or logical proof. Faith in God is an attitude of complete trust in God. It is not based on concrete or tangible objects. Faith is manifested in the ways of life of a believer. -Abraham is an example of someone who had faith in God. He showed his faith in action in several ways."}
{"text": "Faith is manifested in the ways of life of a believer. -Abraham is an example of someone who had faith in God. He showed his faith in action in several ways. HOW ABRAHAM DEMONSTRATED HIS FAITH IN GOD 1. Although Abraham was old, he left Haran to go to a strange unknown land of Canaan. 2. After he settled in Canaan, Abraham was assured by God of his protection and was given other promises such as he will get a son, and Abraham believed God. Sarah gave birth to a son when she was 90 years old and Abraham was around 120 years old. This was as the lord had promised Abraham. 3. The son was named Isaac that means laughter because Sarah had laughed when she was told that she would have a child in her old age. The child Isaac was circumcised when he was eight 8 days old. 4. Abraham was told by God to circumcise all males in his household including himself. He obeyed. 5. When Abraham was asked to sacrifice his son Isaac to God, he was ready to do so. 6. Abraham believed that God would fulfill all the promises he had given to him 7. Abraham demonstrated his faith by building altars GOD S PROMISES TO ABRAHAM GENESIS 12:2-3, 15:1-21, 21, 17:1-8, 17:15-18 A promise is giving an assurance of something to someone. The promises God gave to Abraham were that:1. God told him he would give him a land. His descendants would be given the land of Canaan to dwell in 2. His name would be made famous 3. His descendants will be many. Abraham would be made a great nation. 4. God would protect him 5. He was promised a son of their own 6. God would bless him 7. God would bless those who bless him and curse those who curse him 8. Abraham was promised that he would die in peace and in an old age 9. His descendants would be strangers in a foreign land but afterwards would come out with great possessions. THE RELEVANCE OF THE PROMISES MADE BY GOD TO ABRAHAM TO CHRISTIANS TODAY Gen."}
{"text": "Abraham was promised that he would die in peace and in an old age 9. His descendants would be strangers in a foreign land but afterwards would come out with great possessions. THE RELEVANCE OF THE PROMISES MADE BY GOD TO ABRAHAM TO CHRISTIANS TODAY Gen. 12: 2 3, 15: 1 21, 21:1 7, 17: 15 18 God called Abraham from idol worship in the same way God continues to call people to serve him. 1 Through Abraham, God had a plan to restore the relationship between man and God 2 Christians receive the promises of blessings from God through Abraham Gods promises to Abraham fulfilled through Christians 3 As Abraham left his own people, Christians should leave their sinful lives and put their whole trust in God. 4 Abraham is seen as the descendant not only of the Israelites but also of Christians 5 Christians have faith that God fulfils promises to them as he did to Abraham 6 Christians are assured of God s protection 7 Through God s dealing with Abraham, God shows that he values a personal relationship with human kind. Through Jesus Christ Christians enter into an everlasting covenant with God. Just like Abraham entered into a covenant with God. 9 The promise to Abraham of Canaan Promised Land is to Christians the hope for new land heaven 10 God continues to make promises to those who believe him 11 Abraham is the ancestor Father of all believers COVENANT Definition. A covenant is a solemn agreement between two persons or two groups of people. An agreement is between two separated parties. It s a pact, a treaty. When it is a covenant, it conveys a union or partnership. Characteristics components of a covenant There are components or features that must be in a covenant. A covenant must have a ceremony, sign, witnesses, promises vows oaths, obligations consequences, and participants. A covenant establishes a sacrificial bond between the parties involved. There are obligations or rules by which the parties must abide by, adhere to and observe in order to keep the covenant. A covenant is an agreement and if it is broken, there are consequences for breaking it. In the Bible, there are many covenants. Examples of covenants in the Bible 1. Adamic covenant Agreement between God and Adam 2."}
{"text": "Items for sacrifice Three 3 years olds: heifer, goat, ram and a dove and a pigeon. Abraham then cut these animals into two halves and placed them opposite each other. The birds were not split. After it was dark, smoking fire and a flaming torch suddenly appeared and passed between the pieces of animals. Towards evening, Abraham fell into a deep sleep. While he slept the Lord appeared to him and told him that: His descendants will be strangers in a foreign land and be slaves for 400 years. But they will come out of this land with a lot of wealth and God will punish the nation that will enslave Israelites. He, Abraham will live up to a ripe age, and die in peace. Then the Lord made a covenant with Abraham and promised to give him and his descendants the land of Canaan. God himself passed through the sacrifices and bound himself to keep the promises. IMPORTANCE OF THE COVENANT BETWEEN GOD AND ABRAHAM GEN. 15: 1- 19 God bound himself in a personal relationship with a human being As God passed through the meat, he showed Abraham he would always protect him. This passed on to the descendants of Abraham This covenant between God and Abraham begins a lasting relationship between God and all the nations of the earth. Throughout this covenant God was initiating his plan of salvation for human kind The promises made to Abraham were fulfilled in New Testament blood of the lamb death of Jesus Christ It emphasized the importance of faith followed by obedience that Abraham shared. COVENANTS IN MODERN LIFE AND THEIR IMPORTANCE Modern covenants are a Marriage b Baptism c Oath of loyalty and d Ordination of clergy Marriage ceremony: In marriage, the bride, bridegroom and their families come together. When the two families come together a relationship is developed. They make an agreement and both sides are seriously involved in the ceremony, whether the marriage is civil or religious. During the marriage ceremony the couple makes vows promises to each other, before a priest pastor and the congregation. Two officials witness theseagreements. Rings are exchanged as a sign of a lasting relationship. A certificate is given in some cases as a testimony sign of this agreement. There is eating and drinking."}
{"text": "Rings are exchanged as a sign of a lasting relationship. A certificate is given in some cases as a testimony sign of this agreement. There is eating and drinking. Baptism: In a Christian baptism, a covenant is entered into between the believer and God. The believer makes vows before God. The priest and the whole congregation witness this agreement. In some churches, a card is issued to the person who has been baptized as a sign of Christian membership. The baptized can now take the Holy Communion, which is a Christian Ceremony. But when an infant is baptized, parents take the vows on behalf of the child. Loyalty oath: Leaders in public service for example the president, ministers, Members of Parliament, and Governors are sworn in before they take over their new responsibilities. They swear take an oath and promise to carry out their duties firmly and without fear or favor. Ordination of the clergy: Church leaders, nuns and priests take oaths and make vows to God and to the congregation in a ceremony attended by worshippers. The importance of modern day covenants They bind different groups They act as a security They strengthen relationships They unite people together They create loyalty They create peace, harmony and bring a sense of permanence THE TESTING OF ABRAHAM S FAITH GEN. 22: 1 18 God tested Abraham s faith by asking him to go and sacrifice his only son Isaac. This was the son he loved so much. He was to travel to Mount Moniah. On reaching Mt. Moriah, he built an altar, and arranged wood on it. He tied up his son Isaac and placed him on the altar on top of the wood. He lifted a knife to kill him. But the Angel of the Lord called out to him from heaven. Abraham! Abraham! Do not lay a hand on the boy Do not do anything to him. Now I know you that you fear God, because you have not withheld from me your son, your only son v 11-12 . Abraham had obedient reverence for God became he did not keep back his only son from God. God provided a ram for sacrifice. He named the mountain the Lord provided God was pleased with Abraham and promised him blessings, many descendants victory, and protection."}
{"text": "Abraham had obedient reverence for God became he did not keep back his only son from God. God provided a ram for sacrifice. He named the mountain the Lord provided God was pleased with Abraham and promised him blessings, many descendants victory, and protection. Activity Read Genesis 12:1 9, 15:1 6, 17:23 24, 21:1 7, 22:1-19 IMPORTANCE OF FAITH IN CHRISTIAN LIFE TODAY 1. A Christian today is acceptable to God through his faith in God through Jesus Christ. Without faith it is impossible to please God. 2. A Christian can only serve God if he has faith in him. Faith enables a Christian to serve God 3. Faith enables a Christian to accomplish what appears to be impossible 4. Through faith, Christians are able to trust God to fulfill his promises to them 5. Faith is the foundation of the Christians salvation 6. Faith in God gives a Christian the power to overcome all temptations. 8. Christians should expect to have their faith tested just like Abraham was. 9. Faith enables Christians to patiently wait on God s promises 10. Christians through faith in God help the poor, make right decisions and are able to understand and know God better. JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION IMPORTANCE OF CIRCUMCISION TO ABRAHAM AND HIS DESCENDANTS GEN. 17: 1 16 The rite of circumcision was started by Abraham and has been practiced by the Jews up to the present times. In the Old Testament, it was important because: i Through circumcision: God assured Abraham that he would fulfill His promises to him. Ii Circumcision was a sign that Abraham and his descendants had entered into a covenant with God. It was an outward sign of inner faith. Iii Circumcision was a mark of identity for the Jews iv It was a sign of obedience to God v It was an acceptance of God as the only true God and their willingness to remain faithful to him In the New Testament vi Circumcision doesn t qualify one to be a child of God. One is accepted as a Christian without circumcision as long as they have faith in God. Vii A true descendant of Abraham is the Christian who truly believes in God and lives according to His will regardless of colour, race or creed."}
{"text": "Iii Circumcision was a mark of identity for the Jews iv It was a sign of obedience to God v It was an acceptance of God as the only true God and their willingness to remain faithful to him In the New Testament vi Circumcision doesn t qualify one to be a child of God. One is accepted as a Christian without circumcision as long as they have faith in God. Vii A true descendant of Abraham is the Christian who truly believes in God and lives according to His will regardless of colour, race or creed. CIRCUMCISION IN AFRICAN COMMUNITIES Circumcision is one of the rites of passage among the African people. It marks the transition from one stage to another. Many ethnic communities in Kenya still practice the rite of circumcision. During circumcision ceremonies, prayers are offered to God for the well-being of the initiates those who are being circumcised and the prosperity of the whole community. Initiates learn secrets of their community and society. They are taught myths, origin, religious beliefs, and sex education. In some communities, initiates are given new names or ornaments to signify their new status. JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION Similarities In both Jewish and African communities, circumcision: a Is a mark of identity b Provided a sense of belonging c Was observed as a religious experience d was compulsory e Was a tradition passed from one generation to another f Is a time for shedding blood g Was a time for offering prayers to God for the well-being of the initiates h Was a time for giving gifts i Was a ceremony for initiation j Was a time for giving the initiates names k Took place in sacred places. Differences In Jewish community, i. Circumcision was a rite for boys while in African society it was for both boys and girls. But it was for boys in a few communities. Ii. Boys were circumcised when aged 8 days while in the African society; it was between 15 to 25 years old. Iii. Circumcision was for boy s organ while in African societies several forms of initiation were done, for example, removal of teeth, and body piercing among others. Iv."}
{"text": "Iii. Circumcision was for boy s organ while in African societies several forms of initiation were done, for example, removal of teeth, and body piercing among others. Iv. Circumcision was a command from God while for the African communities it was in obedience to customary law where ancestors were invoked to protect the initiates. Among the African societies v. Circumcision was a rite of passage from childhood to adulthood while for the Jews it was not. Vi. The initiates were given specialized education while the Jews were not. Vii. The initiates were grouped into age groups, and were secluded from the community while among the Jews it was not so. Viii. The rite of circumcision according to seasons while the Jews once a child is born, they are circumcised on the 8th day. Ix. After circumcision, the initiates were allowed to marry, enter a warrior group, own property but for the Jews the initiate was still a child. Questions 1.Explain why Abraham is referred to as the father of faith2. Give five actions from the life of Abraham that shows his faith to God 3. List some of the promises God gave to Abraham 4. Compare and contrast the Jewish and traditional African practice of circumcision 5. What is the importance of faith to Christians? 6. State the elements of a covenant 7. Give examples of covenants in the bible and the modern society 8. Discuss the circumstances that led God to enter into a covenant relationship with Abraham. LEADERSHIP IN ISRAEL Introduction When the Israelites had settled in Canaan, they did not have an earthly King. Their unseen ruler was God. Such a community was called a Theocratic community. God ruled through some judges who were appointed. The role of judges in Israel 1. They led the Israelites into war against enemies such as the Philistines. 2. They settled disputes among the people. 3. They acted as spiritual leaders and officiated in worship. 4. They offered sacrifice on behalf of the people. 5. Some of the judges acted as the prophets of God. 6. The judges foretold the future. 7. The judges condemned the injustices in Israel. 8. They reminded the people of Gods ways. Reasons why the Israelites demanded for a King 1 Samuel 8:1-9 They demanded to be given a King because: - 1. Samuel had grown old."}
{"text": "They reminded the people of Gods ways. Reasons why the Israelites demanded for a King 1 Samuel 8:1-9 They demanded to be given a King because: - 1. Samuel had grown old. 2. He had imposed his sons Joel and Abijah as judges over the Israelites. 3. The two sons were not like their father for they lacked leadership skills. 4. They were corrupt and took bribes. 5. They wanted a King so that they would be like other nations in Canaan. 6. They wanted a stable political government ruled by law and order. 7. They had been influenced by political government of the Canaanites. 8. They wanted a king who would lead them into war against their enemies such as the Philistines and bring back the Ark that had been taken. 9. They wanted an earthly king who they could see and consult in time of problems Reasons against Kingship in Israel 1 Sam 8:10-20 Samuel was very upset by the request for a King because: 1. By demanding an earthly King, it meant that they had rejected Yahweh as their king. 2. They were going to lose their identity as Gods chosen people 3. The leaders to be appointed were going to lack leadership qualities. 4. The King would oppress them. 5. Some of their sons would be recruited to serve as soldiers in his army. 6. Others would be put into forced labor. 7. Their daughters would be put to work as cooks and perfumers. 8. The king would take the best of their flock. 9. The king would take their lands and good vineyards. 10.At that time, they would cry to God but God will not listen to them; the people refused to listen to Samuels warning and went ahead with their demand for a king. So the Lord told Samuel to do as they wanted. The Choosing of Saul as the first King of Israel 1Sam 9:10 After the Israelites had appealed to Samuel that they wanted a King, Samuel told the Lord what the people had said and the Lord instructed him to do, as they wanted. Saul the son of Kish was appointed as the first King of Israel. Achievements of King Saul 1. He was Gods choice who was to save the Israelites from the power of the Philistines. 2."}
{"text": "Achievements of King Saul 1. He was Gods choice who was to save the Israelites from the power of the Philistines. 2. He received the spirit of God, which made him to prophesy like one of the prophets of God. 3. He fought and conquered the Israelite e.g. the Amorites, the Moabites and the Amalekites. Failures of King Saul 1 Sam 13, 15, 18:6-9, 28:3-15, 3 1. He offered sacrifices to God at Gilgal yet he was not a priest. 2. He spared Agag the king of the Amalekites. 3. He spared the best sheep and cattle of the Amalekites for selfish gain. 4. He cheated Samuel that he wanted to offer the animals as sacrifice to God. 5. He listened to the voice of his subjects and army to spare the animals and Agag. 6. He became jealous and plotted to kill David. 7. He consulted a medium so that he could talk to the spirit of Samuel. 8. He killed the priest of God, 1 Sam 22. 9. He committed suicide when he went to war against the Philistines Lessons Learnt from the Failures of King Saul 1. Christians should obey Gods command and prophets 2. It is important to have faith in God. 3. A Christian needs to be patient. 4. Christians should not be influenced by greed for wealth and earthly desires. 5. God does not value incense sacrifice instead he is more pleased with obedience 6. Leaders need not to be jealous of others Saul was jealous and plotted to kill David. 7. There is need to respect every ones responsibility. 8. Saul never respected the position of Samuel. Choosing of David as the king of Israel 1sam 16:1-15 David was the son of Jesse from the tribe of Judah. God instructed Samuel to go and anoint David to succeed Saul as a King of Israel. Achievements of King David 1. He was chosen by God. God told Samuel to come and anoint him as king of Israel. 2. He was a skilled Musician and composed the book of Psalms that is used in the church even today 1Sam 16:14-23 . 3."}
{"text": "2. He was a skilled Musician and composed the book of Psalms that is used in the church even today 1Sam 16:14-23 . 3. He brought back the Ark of the Covenant from the house of Abinadab to Jerusalem with great celebration. The Ark had been taken away by the enemies. 2Sam 6:15 . 4. He conquered the city of Jerusalem and made it its capital city. 2sam; 5:6-25 . 5. He was a brilliant military commander. The name David means Army Commander. He waged successful wars against Moab, Ammor, Amelekite and Aram. 6. He killed Goliath who was a great warrior of the Philistines because he had great faith in God. 1Sam 17 . 7. He expanded the boundaries of Israel through military conquest. 8. He was a good administrator. He administered through law and justice to all people. He chose wise leaders to advise him. 9. David was a humble king who was ready to repent whenever he committed a sin. He repented after taking Uriahs wife. 2 Sam: 11 . 10.He was publicly anointed as a King of Israel. He was made king over Judah and was later accepted by the whole Israel. 11.He established good diplomatic relations with the surrounding nations for example;he signed a treaty with Syria and through the treaty Israel benefited both economically and politically. 12.He laid foundation of building the great temple which was later completed by Solomon. 2Sam 7:1-17 . 13.God promised to establish an everlasting kingdom for David where his descendants would live in peace. Jesus is a descendant of King David. 14. He united the Northern and Southern kingdom and made it into one nation. David as the ancestor of Jesus 2 Sam 1:29, Luke 1:26-33 Nathans prophesy about the Messiah is seen as having been fulfilled in the work of Jesus Christ in the following ways: - Jesus Christ who was the Messiah is seen as being born from Davids lineage. Mathew in the Genealogy of Jesus tells that Jesus was a descendant of King David. Matt 1:1 . Jesus was born in Bethlehem, which was referred to as the city of David."}
{"text": "Mathew in the Genealogy of Jesus tells that Jesus was a descendant of King David. Matt 1:1 . Jesus was born in Bethlehem, which was referred to as the city of David. Luke 2:4 In their sermons, the early apostles like Paul and Peter made a number of references to Jesus as a descendant of King David. Romans: 1:3-5 . The blind man at Jericho hailed Jesus as son of David and looked to him to restore his sight. Lk 18:35-36 . During Triumphant entry into Jerusalem, Jesus was hailed by the crowd as the Messiah descendant from the house of King David. Math. 21:9 . Angel Gabriel told Mary that the son would be great and will be called the son of the Most-High . Lk. 1:26-33 . Jesus foster father was a direct descendant of King David Qualities of a Good Leader drawn from David 1. Modern rulers should be courageous and ready to die with and for their subjects like David was a strong Military Commander. 2. Modern leaders should have faith in God and realize that authority comes from God. 3. Leaders should be thankful to God. David was thankful not only to God but also to his people. 4. Modern leaders should be loyal to their oath of office. David kept his without favoring some people. 5. Leaders should be kind. David was a kind leader. He pardoned many of those who had offended him. 6. A good leader should be humble. David was a humble person. He consulted Gods prophets. 7. A leader should be able to admit his mistakes. David realized his mistakes and asked for forgiveness. 8. Modern leaders should be willing to delegate duty as David did. David had a team of advisors and administrators. Achievements and failures of king Solomon After David died, his son Solomon took over as king in Israel. Achievements of king Solomon 1Kings 4:29, 3:16, 4:20-27, 10:14, 11:3 1. He was considered to have been a wise ruler. The wisdom was given by God. 2. He built the great temple and dedicated if for the service of the Lord. 3. He brought the Ark of the Covenant into the temple. 4. He established trade links with the neighbouring communities and made Israel a prosperous nation. 5."}
{"text": "Rehoboam told them to go and come after three days. He then went and consulted the elders who told him to do as the people had said. He ignored the advice of the elders and went to his fellow young men who advised him to be even harsher than his father was. When the people went back to him he said he refused to relax his rule. When the people heard this, they rebelled against him and established the Northern kingdom that came to be known as Israel with Jeroboam as the king. Importance of the Temple to the Jewish People 1.The temple symbolized Gods presence among the Israelites.2.It was a house where the Israelites offered prayers to God.3.It was the place where the first-born male children were dedicated to God.4.The temple was a place where the Israelites offered sacrifices to God.5.The Ark of the Covenant, which symbolized Gods presence, was kept in the temple.6.It was a place where the priests and prophets resided.7.The rites of purification were carried out in the temple.8.It acted as a symbol of unity in Israel.9.The Jewish ceremonies such as the Passover feast and the feast of the Tabernacle were formed in the temple.10.The temple also served as a commercial centre. The animals for sacrifice were brought in the temple.11.The temple acted as a court. The Jewish elders sat in the temple to judge cases. The Sanhedrin It acted as a training place for the priests, Rabiis and scribes. It was where the people were taught the Mosaic Laws."}
{"text": "Re-inventing CBC for possible solutions 1 HEALTH EDUCATION GRADE 7 JUNIOR SECONDARY LESSON NOTESRe-inventing CBC for possible solutions 1 HEALTH AND NUTRITION a. Introduction to health Education Health - a state of complete physical, mental and social well-being and not merely the absence of disease and infirmity\" Health education is a profession of educating people about health. Areas within this profession encompass: environmental health, physical health, social health, emotional health, intellectual health, and spiritual health, as well as sexual and reproductive health education. Health education can be defined as the principle by which individuals and groups of people learn to behave in a manner conducive to the promotion, maintenance, or restoration of health. However, as there are multiple definitions of health, there are also multiple definitions of health education. Importance of Health Education The importance of health education impacts many areas of wellness within a community, including: Chronic disease awareness and prevention Injury and violence prevention Maternal and infant health Mental and behavioral health Nutrition, exercise and obesity prevention Tobacco use and substance abuse It stimulates people s awareness and skills Health programs engage skilled professionals who meet the community to talk about simple ways to develop and sustain health. They learn from practised health workers and pick up skills such as first aid. Experts teach them about their weaknesses which make themRe-inventing CBC for possible solutions 2 susceptible to diseases and infections. Deterioration of health is often unpredictable. Hence there is the requirement to search for skills to handle such challenges. Health education elevates the student s understanding of health It allows them to develop their physical, social, and emotional health values. When students meet more well-informed people, they learn from them and are ready to metamorphose this knowledge. Some of the information they obtain includes precautions when engaging in acts such as sexual intercourse. Students can get this information from lectures at their institution and educate others when they are back in the community. It inspires the youth to boost and keep up their health Being a part of health education programs lets the student see for themselves what it takes to be hale and hearty. They are inspired to eat healthy food and take part in the exercise. By learning that, they start thinking properly about their health principles."}
{"text": "It inspires the youth to boost and keep up their health Being a part of health education programs lets the student see for themselves what it takes to be hale and hearty. They are inspired to eat healthy food and take part in the exercise. By learning that, they start thinking properly about their health principles. Young people have the liveliness to exercise and require an incentive to be active in improving their health and that of the general public at large. Health education improves the quality of life It encompasses good health habits that are accepted by health experts to improve the quality of life. The people come to know about their wrong practices and realize that they need to change or improve their habits. They alter their habits and better them so that their standards can improve appreciably. For example, they learn to engage in protected sexual intercourse to avoid or minimize the spread of STDs. It also reduces premature deaths The community must study about the diverse methods to stop the propagation of diseases and infections. People can set up sufficiently to battle epidemics and thwart deaths and suffering. The youth and children are most susceptible to early deaths when infections and diseases hit badly. Vaccinations may be administered at no cost during health education programs to prevent premature deaths. It is sensible to attend to such plans when the chance presents itself. Career Opportunities in Health education They include: Public health officer Nutritionist Health promotion officers Community health workers CHW Doctors Nurses Occupational therapistRe-inventing CBC for possible solutions 3 Psychologist Clinical officers Physiotherapist Health Promotion activities These activities may be many but limited. They include: Helping People Who Smoke Quit Increasing Access to Healthy Foods and Physical Activity Preventing Excessive Alcohol Use Promoting Lifestyle Change and Disease Management Promoting Women s Reproductive Health Promoting Clinical Preventive Services Promoting Community Water Fluoridation Promoting Mental Health and Emotional Well-Being Promoting Better Sleep Handwashing Physical exercise b. Health Promotion Health promotion is the process of enabling people to increase control over, and to improve, their health. It moves beyond a focus on individual behaviour towards a wide range of social and environmental interventions. As a core function of public health, health promotion supports governments, communities and individuals to cope with and address health challenges."}
{"text": "Health Promotion Health promotion is the process of enabling people to increase control over, and to improve, their health. It moves beyond a focus on individual behaviour towards a wide range of social and environmental interventions. As a core function of public health, health promotion supports governments, communities and individuals to cope with and address health challenges. This is accomplished by: building healthy public policies, creating supportive environments, and strengthening community action and personal skills Common health concerns in the community Physical Activity and Nutrition - Research indicates that staying physically active can help prevent or delay certain diseases, including some cancers, heart disease and diabetes, and also relieve depressionRe-inventing CBC for possible solutions 4 and improve mood. Inactivity often accompanies advancing age, but it doesn't have to. Check with your local churches or synagogues, senior centers, and shopping malls for exercise and walking programs. Like exercise, your eating habits are often not good if you live and eat alone. It's important for successful aging to eat foods rich in nutrients and avoid the empty calories in candy and sweets. Overweight and Obesity - Being overweight or obese increases your chances of dying from hypertension, type 2 diabetes, coronary heart disease, stroke, gallbladder disease, osteoarthritis, sleep apnea, respiratory problems, dyslipidemia and endometrial, breast, prostate, and colon cancers. Tobacco - Tobacco is the single greatest preventable cause of illness and premature death Substance Abuse - Substance abuse usually means drugs and alcohol. HIV AIDS - Mental Health - Dementia is not part of aging. Dementia can be caused by disease, reactions to medications, vision and hearing problems, infections, nutritional imbalances, diabetes, and renal failure. There are many forms of dementia including Alzheimer's Disease and some can be temporary. With accurate diagnosis comes management and help. The most common late-in-life mental health condition is depression. If left untreated, depression in the elderly can lead to suicide. Injury and Violence Environmental Quality Immunization Access to Health Care Ways of promoting of promoting wellness in individuals 1. Take Proper Sleep: It may seem to be the most common advice, but trust me most of the people don t follow the basic strep towards their overall wellbeing. Our body needsRe-inventing CBC for possible solutions 5 proper sleep and rest to heal and renew the energy to function properly. This healing is essential for physical and mental activity throughout the day."}
{"text": "Take Proper Sleep: It may seem to be the most common advice, but trust me most of the people don t follow the basic strep towards their overall wellbeing. Our body needsRe-inventing CBC for possible solutions 5 proper sleep and rest to heal and renew the energy to function properly. This healing is essential for physical and mental activity throughout the day. Sufficient sleep regulates the hormones that are directly related to our mood and emotions. Most often when you feel an irritated or emotional imbalance, chances are high that your body lacks in taking enough sleep. An adult body needs nearly 6 to 7 hours of sleep per day. So make sure you take enough sleep. 2. Eat a Balanced Diet: Sleep alone is not going to give you the required benefits. You need to eat a healthy and balanced diet and ensure your body receives enough amount of nutrition. The food you consume determines how healthy your inner system is. Moreover, it also helps in determining your emotional health and mental illnesses such as depression. When your body lacks essential nutrients, it leads to serious health problems. Moreover, you end up facing emotional distress and anxiety. Health and wellness experts suggest that you should eat fruits and vegetables in sufficient amount. Moreover, eating nuts and lentil also strengthens your heart. Try to avoid caffeine, sugar and processed food as much as possible. 3. Expose Your Body to Sunlight: Vitamin D deficiency leads to several problems such and Seasonal Affective Disorder or SAD. When you are exposed to sunlight, it causes the release of endorphins also called happiness hormones that is responsible for the productivity of the brain. So, take some time out of your routine and spend some time in sunlight. But makes sure you wear sunblock to prevent sunburn. 4. Deal with Stress: Although it is difficult to avoid stress nowadays, however, it is definitely possible to deal with it. It is very important to learn to deal with stress in aRe-inventing CBC for possible solutions 6 smart and effective way. For that, try to avoid the situations that cause stress. If your stress is unmanageable, note down the causes of stress as well as what actions can you take to improve your reaction, mood, and even situation? 5. Exercise Daily: When you remain physically active and exercise daily, your blood flow improves in your entire body. With the increased blood flow, the number of oxygen increases and you feel more energetic, fresh and mentally active. 6."}
{"text": "Exercise Daily: When you remain physically active and exercise daily, your blood flow improves in your entire body. With the increased blood flow, the number of oxygen increases and you feel more energetic, fresh and mentally active. 6. Stay Away from Smoking and Alcohol: If you keep drinking and smoking, no matter how much you spend on your health and how hard you try, your efforts are going to be wasted. Quit smoking and drinking to ensure you lead a healthy life. 7. Be Social, as Much as You Can: Isolation and lack of communication are the two biggest reasons for depression, mental and physical illnesses. No matter how busy your family and work life is, try to dedicate some time to friends and socialize with them. A man cannot stay healthy without interacting with other people. Communicating with others lowers the stress level. If you have heard of laughter therapy, it also has the same purpose to reduce the stress in which you laugh with other people. Everyone needs acceptance and friendship that is fulfilled only when you socialize with others. 8. Use clean and safe water 9. Develop hygienic practices Challenges to health promotion and solutions Lack of proper communication channels - To identify the best communication channels, and to understand the dynamics of the targetRe-inventing CBC for possible solutions 7 population, conduct focus groups, surveys, or other assessments about how they receive information. Lack of community motivation - Conduct education and outreach to identify community awareness of health concerns, determine community members expectations, and to motivate individuals to achieve better health outcomes. Cultural and social issues - Many rural communities have deeply rooted traditions and cultures around food, lack of trust for medical professionals and outsiders, and or social beliefs around certain behaviors. Make a conscious effort to recognize and understand these norms before implementing the program and develop strategies to address them. Involving members from the target population in this process can help achieve cultural competency and encourage participation. Resources and sustainability - Rural communities have finite financial, technological, and workforce resources. Program staff may be involved in other activities and commitments. To create sustainable support for the program, focus on a shared vision and involve partner organizations and a larger body of community stakeholders. Barriers to participation - Local circumstances such as geography can influence program implementation and operations. The program design should accommodate lengthy travel times, availability of or lack of transportation, childcare needs, and site availability to minimize potential barriers to program participation. C."}
{"text": "Barriers to participation - Local circumstances such as geography can influence program implementation and operations. The program design should accommodate lengthy travel times, availability of or lack of transportation, childcare needs, and site availability to minimize potential barriers to program participation. C. Nutrients and their functions in the body Macro and micronutrients The nutrients your body needs to promote growth and development and regulate bodily processes can be divided into two groups: macronutrients and micronutrients. Macronutrients are the nutrients your body needs in larger amounts, namely carbohydrates, protein, and fat. These provide your body with energy, or calories. Re-inventing CBC for possible solutions 8 Macronutrients are the elements in food that you need to grow and function normally. All macronutrients are obtained through the diet as the body can t produce them on its own. Carbohydrates, protein, and fat are the three main suppliers of nutrition in your diet. While all macros provide valuable energy to your body, they each fulfil different functions. O Carbohydrates are the sugars, starches and fibers found in fruits, grains, and vegetables. They re the most important source of quick energy in your diet because they re easily broken down into glucose, which the muscles and brain use to function. O While carbohydrates are found in healthy foods like vegetables, they re also found in unhealthy foods like cakes and doughnuts, which has given them a bad reputation in various diets. O The important distinction to make in this instance is between simple and complex carbohydrates. The difference between the two is the chemical structure which affects how quickly the sugar is absorbed by the body. O Simple carbohydrates, or bad carbohydrates, generally release sugar faster because they are made with processed and refined sugar and don t contain any vitamins, minerals, or fibers. Complex, or goodRe-inventing CBC for possible solutions 9 carbohydrates , are processed more slowly and are filled with various nutrients. Re-inventing CBC for possible solutions 10 Proteins are made up of amino acids and function as hormones, enzymes, and an antibody in the immune system. They make up parts of bodily structures like connective tissues, skin, hair, and muscle fibres. Unlike carbohydrates, proteins don t serve as a direct source of energy, but work like building blocks for other structures in the body."}
{"text": "Re-inventing CBC for possible solutions 10 Proteins are made up of amino acids and function as hormones, enzymes, and an antibody in the immune system. They make up parts of bodily structures like connective tissues, skin, hair, and muscle fibres. Unlike carbohydrates, proteins don t serve as a direct source of energy, but work like building blocks for other structures in the body. The nutritional value of a protein is measured by the quantity of essential amino acids that it contains, which varies depending on the food source. Animal products, such as meat and fish, contain all of the essential amino acids. Soy products, quinoa, and the seeds of a leafy green called Amaranth also contain all of the essential amino acids. Plant proteins usually lack at least one amino acid, so eating a combination of different plant proteins throughout the day is important for vegetarians and vegans. The recommended daily intake of protein is between 0.75 grams and 1 gram per kilogram of your body weight. Re-inventing CBC for possible solutions 11 The distinction between saturated and unsaturated fats is important because your body only needs the latter. Unsaturated fats regulate metabolism, maintain the elasticity of cell membranes, improve blood flow, and promote cell growth and regeneration. Fats are also important in delivering fat-soluble vitamins, A, D, E and K into the body. While your body doesn t necessarily need saturated fats, they do provide your body with cholesterol, which plays an important role in hormone production. Your body does produce its own cholesterol, but a small amount introduced through your diet can help build cell membranes, produce hormones like oestrogen and testosterone, help your metabolism work, produce vitamin D, and produce bile acids which help digest fat and absorb nutrients. However, a diet rich in cholesterol can increase the risk of heart disease. Fats should make up between 30 35 per cent of your daily caloric intake, with a maximum of 10 per cent of that being saturated fats. Re-inventing CBC for possible solutions 12 Micronutrients are the nutrients your body needs in smaller amounts, which are commonly referred to as vitamins and minerals."}
{"text": "However, a diet rich in cholesterol can increase the risk of heart disease. Fats should make up between 30 35 per cent of your daily caloric intake, with a maximum of 10 per cent of that being saturated fats. Re-inventing CBC for possible solutions 12 Micronutrients are the nutrients your body needs in smaller amounts, which are commonly referred to as vitamins and minerals. Re-inventing CBC for possible solutions 13 Like macronutrients, your body doesn t produce micronutrients in the quantities that it needs, so eating a diet rich in vitamins and minerals is essential for a healthy body. Vitamins are organic and can be broken down by elements such as heat, air, or acid which means they can denature when cooked or exposed to air, making it slightly more difficult to ensure you re getting them in your diet. Minerals on the other hand are inorganic and aren t broken down in this way. This means that your body absorbs the minerals in the soil and water your food has come from. Each vitamin and mineral has a specific role in your body, and the best way to ensure you re meeting all your bodily needs is by eating a healthy, varied diet. Not only are micronutrients crucial for nearly every process in your body, they can also act as antioxidants. In the right quantity, they protect your body against disease and deficiencies. Eating a balanced diet promotes this and improves your chances of getting a variety of minerals and vitamins through your food into your bloodstream. While they work together, vitamins and minerals have different tasks in the body."}
{"text": "In the right quantity, they protect your body against disease and deficiencies. Eating a balanced diet promotes this and improves your chances of getting a variety of minerals and vitamins through your food into your bloodstream. While they work together, vitamins and minerals have different tasks in the body. One of the main functions of vitamins is to help release the energy found in the food that you eat Vitamins help build protein and help your cells multiply They make collagen, which helps heal wounds, support blood vessel walls, and promote healthy bones and teethRe-inventing CBC for possible solutions 14 Vitamins keep your eyes, skin, lungs, digestive tract and nervous system in good condition They build your bones, protect your vision, and interact with each other to help your body absorb the vitamins it needs to They protect you against diseases Minerals maintain the correct balance of water in your body They promote healthy bones and stabilise the protein structures that you get from the protein you eat, including those that make up your hair, skin, and nails They get the oxygen moving around your body Minerals assist in your ability to taste and smellRe-inventing CBC for possible solutions 15 There are multiple food items that fulfil both macro and micronutrient functions. Incorporating these foods into your diet will allow your body to function at an optimal level. Other than oxygen and water, the food you eat is the only input your body has to perform the functions it needs for you to go about your daily life. The better quality the input, the better your body will be able to function and perform. Signs and symptoms of common macro and micronutrient deficiencies and measures for intervention Nutrients are the organic substances congregated inside the food and used by the body for the maintenance of life and growth. We get nutrients needed for our body from the food we consume i.e. rich in nutrients, for the proper growth and functioning of body. In absence of nutritious food, various health problems and deficiency diseases collides in our bodies."}
{"text": "We get nutrients needed for our body from the food we consume i.e. rich in nutrients, for the proper growth and functioning of body. In absence of nutritious food, various health problems and deficiency diseases collides in our bodies. Re-inventing CBC for possible solutions 16 Some of the common results occurred due to nutritional deficiencies are: Marasmus Kwashiorkor Goiter Anemia Night blindness Scurvy Rickets etc MUSCLES JOINTSMuscle crsmping: agri B82 6uti 8.8688 ParaMago Cac demaling 1 86 Poss Conk sar 83.917, fokc ack knracks inthe comer ofthe moth 2 Weak tooth enamel Varna DKShoeiPain ongue 5285, FlleComo omed or tate:Bumps onthe beck f the ams Varn ADryer veoh shins A Unusual pve arnEssen: arc Ree dring menstruation: 6Dermat BoteRedvetcn mars 2 5 Han PA amen 2 foeNereuonesrnabity 1b. 65 naomi 63 85 8605Disinenron 82 312 Re-inventing CBCAggpossible solutionsRe-inventing CBC for possible solutions 18 Macro nutrients Major deficiency disorder Symptoms Prevention Mitigation measures Carbohydrates Diabetic ketoacidosis, hyperosmolar coma, hypoglycemia -Energy loss and fatigue -Weight loss, -Constipation -Balanced diet. -Educate children on the importance of carbohydrates. -Maintain a healthy body weight -Awareness on the importance of balanced diet Fats Heart disease, stroke, kidney problems, pediatric obesity, childhood obesity, metabolic syndrome -Small bumps on back of upper arms. -Variation of skin. -Mixed oily and dry skin -Regular exercise -Low intake of oily foods -Educate children on the effects of junk foods. -Maintain a healthy body weight -Awareness on the importance of fats and its adequate intake. Proteins Kwashiorkor, marasmus and hypoalbuminemia -Loss of muscle mass. -Increased risk of bone fractures. -Risk of infections. -Inhibit proper body growth in children -Establishment of nutrition centers, therapeutic feeding centers."}
{"text": "-Maximum zinc intake can cause symptoms that range from nausea and vomiting to impaired immune system functioning. For this reason, adults older than age 19 should not take more than 40 mg of zinc a day. -Improving the processes by which Zn moves from the soil into the plant and eventually into the edible part of the grain that has the potential to mitigate problems associated with Zn deficiency in crops and humans. -Awareness of the importance of animal-source foods in the diet for infants and young children Vitamin A Night blindness, xerophthalmia, -Slowing growth and development in fetus, raise risk of anemia in pregnant women, -Vision disturbances, joint pain. -Behavior modification where high intake of vitamin A rich foods -Dietary modification: Home and community provisioning to increase availability of vitamin A rich foods. -Gardening Project to Increase Production and Consumption of Vitamin A-Rich Foods -Small animal husbandry and fish Production to increase household and community availability of preformed Vitamin A Sources -Multi-Mix Complementary and Weaning Foods Folate Vitamin B6 Megaloblastic anemia, neural tube and other birth defects, heart disease, stroke -Mood Changes -Weakened immune function. Tiredness and low energy -Optimum amount intake of vitamin B6 rich foods. -Use of vitamin b6 drugs in correct way. -Increase Production and Consumption of Vitamin B6-Rich FoodsRe-inventing CBC for possible solutions 21 -Tingling and Pain in Hands and Feet -Seizures -Sore, Glossy Tongue. Cobolamine Vitamin B12 Megaloblastic anemia -Constipation, diarrhea -Nerve problems like numbness or tingling, -Vision loss -Mental problems like depression, or behavioral changes -Optimum amount intake of vitamin B12 rich foods. -RDA vitamin B12 is 2.4 mcg for men and women age 19 and over. Pregnant women have slightly higher requirements: 2.6 and 2.8 mcg per day, respectively. -Since the body is able to store enough vitamin B12 to meet its needs for several months, vitamin B12 deficiency is extremely rare among healthy people whose daily diet includes foods that are naturally rich in or enriched with vitamin B12. Thiamine Vitamin B1 Beriberi Wernicke and Korsakov syndromes -Fatigue."}
{"text": "Pregnant women have slightly higher requirements: 2.6 and 2.8 mcg per day, respectively. -Since the body is able to store enough vitamin B12 to meet its needs for several months, vitamin B12 deficiency is extremely rare among healthy people whose daily diet includes foods that are naturally rich in or enriched with vitamin B12. Thiamine Vitamin B1 Beriberi Wernicke and Korsakov syndromes -Fatigue. -Irritability -Reduced Reflexes. -Tingling Sensation in Arms and Legs. -Muscle Weakness. -Blurry Vision. -Nausea -Improved nutrition, removal alcohol consumption -Consumption of animal products. -Increase production and consumption of vitamin B1-rich foods Riboflavin Vitamin B2 Nonspecific fatigue, eye changes, dermatitis, brain dysfunction, impaired iron absorption -Dryness and cracking of the skin -Red, dry tongue called magenta tongue. -Recommended Dietary Allowance RDA is 1.3 milligrams daily for men and 1.1 mg for women. A higher dose of 3 mg per day can help to prevent cataracts. -Increase production and consumption of vitamin B2-rich foodsRe-inventing CBC for possible solutions 22 -Skin rash. -Anemia. -Weakness and fatigue. -Vision problems Niacin Vitamins B3 Pellagra -Thick, scaly-pigmented rash on skin when exposed to sunlight. -Swollen mouth and bright red tongue. -RDA of niacin for adult males is 16 milligrams mg a day and for adult women who aren t pregnant, 14 mg a day Increase production and consumption of vitamin B3-rich foods Vitamin B6 Dermatitis, neurological disorders, convulsions -Skin Rashes. -Mood Changes. -Weakened immune function. -Tiredness and Low Energy. -Seizures. -Optimum amount intake of vitamin B6 rich foods. -Use of vitamin b6 drugs in correct way. -Increase production and consumption of vitamin B6-rich foods Vitamin C Scurvy fatigue, hemorrhages -Rough, Bumpy Skin."}
{"text": "-Optimum amount intake of vitamin B6 rich foods. -Use of vitamin b6 drugs in correct way. -Increase production and consumption of vitamin B6-rich foods Vitamin C Scurvy fatigue, hemorrhages -Rough, Bumpy Skin. -Corkscrew-Shaped Body Hair -Bright Red Hair Follicles -Spoon-Shaped Fingernails with Red Spots or Lines -Dry, Damaged Skin -Slowly Healing Wounds The United States U.S. Office of Dietary Supplements ODS advice the following intake of vitamin C: -Up to 6 months: 40 mg, as normally supplied though breastfeeding -During pregnancy, women should consume 85 mg of vitamin C, rising to 120 mg while breastfeeding. -Promotion of health research projects on vitamin C deficiency and its associated factors. -Increase production and adequate consumption of vitamin C-rich foodsRe-inventing CBC for possible solutions 23 -Smokers need 35 mg more than nonsmokers do every day. Vitamin D Rickets, osteomalacia, osteoporosis, colorectal cancer -Bone and Back Pain -Depression -Impaired Wound Healing -Bone Loss -Hair Loss -Muscle Pain -Increase vitamin D supplement -Eat foods rich in vitamin D -Increase exposure to natural sunlight -Maintain a healthy body weight -Monitoring and treating medical conditions: -Using vitamin D supplements Calcium Decreased bone mineralization, rickets, osteoporosis -Tingling Fingers-Muscle crampsLethargy-Poor appetite -Reducing intake of caffeineInclusion of dairy products in daily diet-Educate children on the importance of dairy products. -Maintain a healthy body weight -Monitoring and treating medical conditionsRe-inventing CBC for possible solutions 24 Role of water and dietary fiber in promoting health THE WAY FIBER ACTS Fiber strengthens the consistency to food which forces you to chew properly and break the food up. Fiber is, in general, non-digestible and will end up intact in the large intestine colon . Fiber absorbs water up to five times its weight and expands as it passes through the bowel. In summary, fiber has a recognized role in regulating gastro-intestinal function, particularly in helping to prevent constipation. SOURCES AND RECOMMENDED QUANTITIES There are three food groups which are excellent sources of fiber, they are : Cereals e.g."}
{"text": "The first part is called the duodenum. The jejunum is in the middle and the ileum is at the end. The large intestine includes the appendix, cecum, colon, and rectum. The appendix is a fingershaped pouch attached to the cecum. The cecum is the first part of the large intestine. The colon is next. The rectum is the end of the large intestine. Functions of the various parts of the human digestive system The digestive process Organ Movement Mouth ChewingRe-inventing CBC for possible solutions 27 Organ Movement Esophagus Peristalsis Stomach Upper muscle in stomach relaxes to let food enter, and lower muscle mixes food with digestive juice Small intestine Peristalsis Pancreas None Liver None Large intestine Peristalsi Mouth. Food starts to move through your GI tract when you eat. When you swallow, your tongue pushes the food into your throat. A small flap of tissue, called the epiglottis, folds over your windpipe to prevent choking and the food passes into your esophagus. Esophagus. Once you begin swallowing, the process becomes automatic. Your brain signals the muscles of the esophagus and peristalsis begins. Lower esophageal sphincter. When food reaches the end of your esophagus, a ringlike muscle called the lower esophageal sphincter relaxes and lets food pass into your stomach. This sphincter usually stays closed to keep what s in your stomach from flowing back into your esophagus. Stomach. After food enters your stomach, the stomach muscles mix the food and liquid with digestive juices. The stomach slowly empties its contents, called chyme, into your small intestine. Small intestine. The muscles of the small intestine mix food with digestive juices from the pancreas, liver, and intestine, and push the mixture forward for further digestion. The walls of the small intestine absorb water and the digested nutrients into your bloodstream. As peristalsis continues, the waste products of the digestive process move into the large intestine. Large intestine. Waste products from the digestive process include undigested parts of food, fluid, and older cells from the lining of your GI tract. The large intestine absorbs water and changes the waste from liquid into stool. Peristalsis helps move the stool into your rectum. Re-inventing CBC for possible solutions 28 Rectum."}
{"text": "The large intestine absorbs water and changes the waste from liquid into stool. Peristalsis helps move the stool into your rectum. Re-inventing CBC for possible solutions 28 Rectum. The lower end of your large intestine, the rectum, stores stool until it pushes stool out of your anus during a bowel movement. How does my digestive system break food into small parts my body can use? As food moves through your GI tract, your digestive organs break the food into smaller parts using: motion, such as chewing, squeezing, and mixing digestive juices, such as stomach acid, bile, and enzymes Mouth. The digestive process starts in your mouth when you chew. Your salivary glands make saliva, a digestive juice, which moistens food so it moves more easily through your esophagus into your stomach. Saliva also has an enzyme that begins to break down starches in your food. Esophagus. After you swallow, peristalsis pushes the food down your esophagus into your stomach. Stomach. Glands in your stomach lining make stomach acid and enzymes that break down food. Muscles of your stomach mix the food with these digestive juices. Pancreas. Your pancreas makes a digestive juice that has enzymes that break down carbohydrates, fats, and proteins. The pancreas delivers the digestive juice to the small intestine through small tubes called ducts. Liver. Your liver makes a digestive juice called bile that helps digest fats and some vitamins. Bile ducts carry bile from your liver to your gallbladder for storage, or to the small intestine for use. Gallbladder. Your gallbladder stores bile between meals. When you eat, your gallbladder squeezes bile through the bile ducts into your small intestine. Small intestine. Your small intestine makes digestive juice, which mixes with bile and pancreatic juice to complete the breakdown of proteins, carbohydrates, and fats. Bacteria in your small intestine make some of the enzymes you need to digest carbohydrates. Your small intestine moves water from your bloodstream into your GI tract to help break down food. Your small intestine also absorbs water with other nutrients. Re-inventing CBC for possible solutions 29 Large intestine. In your large intestine, more water moves from your GI tract into your bloodstream. Bacteria in your large intestine help break down remaining nutrients and make vitamin K. Waste products of digestion, including parts of food that are still too large, become stool."}
{"text": "In your large intestine, more water moves from your GI tract into your bloodstream. Bacteria in your large intestine help break down remaining nutrients and make vitamin K. Waste products of digestion, including parts of food that are still too large, become stool. Common conditions and diseases affecting the digestive system Some digestive diseases and conditions are acute, lasting only a short time, while others are chronic, or long-lasting. They include acid reflux heartburn - Gastroesophageal reflux GER happens when your stomach contents come back up into your esophagus. Gastroesophageal reflux disease GERD is a more severe and longlasting condition in which GER causes repeated symptoms or leads to complications over time. Symptoms Causes Gastroesophageal reflux GER and gastroesophageal reflux disease GERD commonly cause symptoms such as heartburn and regurgitation. GERD may develop when your lower esophageal sphincter becomes weak or relaxes when it shouldn t. constipation - Constipation is a condition in which you may have fewer than three bowel movements a week; stools that are hard, dry, or lumpy; stools that are difficult or painful to pass; or a feeling that notRe-inventing CBC for possible solutions 30 all stool has passed. You usually can take steps to prevent or relieve constipation. Diarrhoea - Diarrhea is loose, watery stools three or more times a day. Diarrhea may be acute, persistent, or chronic. Acute diarrhea is more common than persistent or chronic diarrhea. Complications of diarrhea are dehydration and malabsorption. Indigestion dyspepsia - Indigestion is a general term that describes a group of gastrointestinal symptoms that occur together, including pain, a burning feeling, or discomfort in your upper abdomen; feeling full too soon while eating; and feeling uncomfortably full after eating. Food poisoning - Food poisoning is an infection or irritation of your digestive tract that spreads through foods or drinks. Food poisoning is most often acute, and most people get better on their own without treatment. In some cases, food poisoning leads to serious complications, such as dehydration. Liver disease - The liver has many important functions, including digesting your food and processing and distributing nutrients. There are many kinds of liver diseases and conditions. Some, like hepatitis, are caused by viruses. Others can be the result of drugs or drinking too much alcohol."}
{"text": "Liver disease - The liver has many important functions, including digesting your food and processing and distributing nutrients. There are many kinds of liver diseases and conditions. Some, like hepatitis, are caused by viruses. Others can be the result of drugs or drinking too much alcohol. Long-lasting injury or scar tissue in the liver can cause cirrhosis. Jaundice, or yellowing of the skin, can be one sign of liver disease. Stomach and duodenal ulcers - A peptic ulcer, or stomach or duodenal ulcer, is a sore on the lining of your stomach or duodenum. PepticRe-inventing CBC for possible solutions 31 ulcers can lead to complications such as bleeding, perforation, penetration, or blockage in your stomach or duodenum. Gas in the digestive tract - A gas is a substance that has no fixed size or shape. The gas inside your digestive tract is made of air and other gases. Gas typically leaves your digestive tract through your mouth when you belch or through your anus when you pass gas. Gas normally enters your digestive tract when you swallow air and when bacteria in your large intestine break down certain undigested carbohydrates. Others include: - Worms - Hernia - Pancreatitis - Crohns disease Ways of preventing common conditions and diseases affecting the human digestive system. 1. Eat small, frequent mealsRe-inventing CBC for possible solutions 32 Prevent indigestion, bloating and heartburn by changing how often you eat without increasing your overall calorie intake. Instead of three meals a day, enjoy four to five smaller meals and eat them slowly. Taking time to chew food properly makes you feel full, which can help prevent overeating that can cause gas, bloating, heartburn and indigestion. 2. Drink plenty of water and limit alcohol Water helps your body flush waste and toxins, and helps your colon eliminate waste, which prevents constipation. The amount of water you need every day may depend on numerous factors, such as activity level, geographic location and temperature. If you have questions about how much water you need per day, check with your doctor. Make sure you also limit your alcohol consumption, . Alcohol interferes with acid secretion and nutrient absorption. Too much alcohol can contribute to heartburn, diarrhea and liver issues. 3. Exercise regularly Daily physical activity can help your body s digestive system move things along and eliminate waste."}
{"text": "Too much alcohol can contribute to heartburn, diarrhea and liver issues. 3. Exercise regularly Daily physical activity can help your body s digestive system move things along and eliminate waste. Try walking, cycling, swimming, using an elliptical trainer or hiking. 4. Maintain a healthy body weight Extra kilograms, especially around the midsection, can make digestive issues, such as heartburn, gas and burping, worse. If you need to lose weight, you don t need to rush it. Make easy, small changes for healthy weight loss. 5. Eat a balanced diet Stay away from fried, greasy foods that are hard to digest, Instead, fill your plate with fiber-rich foods, like cherries, grapes, bell peppers, beans, whole grains and nuts. Re-inventing CBC for possible solutions 33 Add fish to your list of healthy foods as well. The omega-3 fatty acids in fish can improve digestive issues by stabilizing cell walls to reduce inflammation. Probiotic-containing foods also help with digestion. Probiotics, such as yogurt and kefir, contain good bacteria that can fight any bad bacteria lurking in your gut. 6. Manage your stress level Stress can cause butterflies in your stomach. A sad experience can be gutwrenching. The reason is because your brain has a direct impact on your stomach. B. Excretory System The excretory system is a passive biological system that removes excess, unnecessary materials from the body fluids of an organism, so as to help maintain internal body reactions and prevent damage to the body. The organs include: - Kidney - Skin - Respiratory system Functions of the skin - Provides a protective barrier against mechanical, thermal and physical injury and hazardous substances. -. Prevents loss of moisture. -. Reduces harmful effects of UV radiation. -. Acts as a sensory organ touch, detects temperature . -. Helps regulate temperature. -. An immune organ to detect infections etc. -. Production of vitamin D. Causes of common skin conditions and diseasesRe-inventing CBC for possible solutions 34 - Bacteria trapped in your pores or hair follicles. -. Conditions that affect your thyroid, kidneys or immune system. -. Contact with environmental triggers, such as allergens or another person s skin. -. Genetics - Fungus or parasites living on your skin. -. Medications, such as the ones that treat inflammatory bowel disease IBD . -. Viruses. -. Diabetes. -. Sun."}
{"text": "- Viruses. -. Diabetes. -. Sun. Signs and symptoms of skin diseases - Discolored skin patches abnormal pigmentation . -. Dry skin. -. Open sores, lesions or ulcers. -. Peeling skin. -. Rashes, possibly with itchiness or pain. -. Red, white or pus-filled bumps. -. Scaly or rough skin. Ways of preventing skin diseases - Avoid sharing utensils, personal items or cosmetics. -. Disinfect objects you use in public spaces, such as gym equipment. -. Drink plenty of water and eat a nutritious diet. -. Limit contact with irritants or harsh chemicals. -. Sleep seven to eight hours per night. -. Use sun protection to prevent sunburn and other sun damage. -. Wash your hands regularly with soap and water. Importance of a healthy skinRe-inventing CBC for possible solutions 35 As the largest organ of your body, the skin plays the role of first line of defense in keeping you safe from infections and other unfriendly elements. It is for this reason that your skin needs to be in good health always. The following are benefits of a healthy skin. -. Protection from infection: Your skin protects your body from the many viruses and bacteria you are exposed to daily. Healthy skin also helps you react better to important changes around you by feeling pain or pressure. -. Protection against UV: It also protects you from the rays of the sun specifically ultraviolet light that can damage cells - The supply of vitamin D: Healthy skin produces vitamin D when exposed to the sun, and vitamin D is important for many body functions. C. Circulatory system The circulatory system cardiovascular system pumps blood from the heart to the lungs to get oxygen. The heart then sends oxygenated blood through arteries to the rest of the body. The veins carry oxygen-poor blood back to the heart to start the circulation process over. Your circulatory system is critical to healthy organs, muscles and tissues. Re-inventing CBC for possible solutions 36 Structure and function of the hearteee tremeesasRecinventing CBG solutionsRe-inventing CBC for possible solutions 38 Blood vessels Your heart pumps blood through three types of blood vessels: - Arteries carry oxygen-rich blood from your heart to your body s tissues. The exception is your pulmonary arteries, which go to your lungs. -. Veins carry oxygen-poor blood back to your heart."}
{"text": "Re-inventing CBC for possible solutions 36 Structure and function of the hearteee tremeesasRecinventing CBG solutionsRe-inventing CBC for possible solutions 38 Blood vessels Your heart pumps blood through three types of blood vessels: - Arteries carry oxygen-rich blood from your heart to your body s tissues. The exception is your pulmonary arteries, which go to your lungs. -. Veins carry oxygen-poor blood back to your heart. -. Capillaries are small blood vessels where your body exchanges oxygen-rich and oxygen-poor blood. -. The right atrium receives blood from the veins that has already circulated through the body and pumps it over to the right ventricle. -. The right ventricle passes the blood on to the pulmonary artery, which sends it to the lungs to pick up oxygen. -. The left atrium receives the now oxygen-rich blood from the lungs and pumps it into the left ventricle. -. The left ventricle pumps the oxygen-rich blood to the body through a large network of arteries. The contractions of the left ventricle, the strongest of the four chambers, are what create blood pressure in the body. Your heart s main function is to move blood throughout your body. Your heart also: - Controls the rhythm and speed of your heart rate. -. Maintains your blood pressure. Causes of common conditions and diseases of the circulatory system. Cardiovascular disease is a group of diseases affecting your heart and blood vessels. These diseases can affect one or many parts of your heart and or blood vessels. A person may be symptomatic physically experiencing the disease or asymptomatic not feeling anything at all . Cardiovascular disease includes heart or blood vessel issues, including: - Narrowing of the blood vessels in your heart, other organs or throughout your body. Re-inventing CBC for possible solutions 39 - Heart and blood vessel problems present at birth. -. Heart valves that aren t working right. -. Irregular heart rhythms. What are cardiovascular disease risk factors? You may be more likely to develop cardiovascular disease if you have risk factors such as: - High blood pressure hypertension . -. High cholesterol hyperlipidemia . -. Tobacco use including vaping . -. Type 2 diabetes. -. Family history of heart disease. -. Lack of physical activity. -. Having excess weight or obesity. -. Diet high in sodium, sugar and fat. -. Overuse of alcohol. -. Misuse of prescription or recreational drugs."}
{"text": "- Diet high in sodium, sugar and fat. -. Overuse of alcohol. -. Misuse of prescription or recreational drugs. -. Gestational diabetes. -. Chronic inflammatory or autoimmune conditions. -. Chronic kidney disease. Symptoms of heart issues - Chest pain angina . -. Chest pressure, heaviness or discomfort, sometimes described as a belt around the chest or a weight on the chest. -. Shortness of breath dyspnea . -. Dizziness or fainting. -. Fatigue or exhaustion. Symptoms of blockages in blood vessels throughout your body - Pain or cramps in your legs when you walk. Re-inventing CBC for possible solutions 40 - Leg sores that aren t healing. -. Cool or red skin on your legs. -. Swelling in your legs. -. Numbness in your face or a limb. This may be on only one side of your body. -. Difficulty with talking, seeing or walking. Conditions and diseases of the circulatory system - Valve disease: Tightening or leaking in your heart valves structures that allow blood to flow from one chamber to another chamber or blood vessel . -. Coronary artery disease: Problem with your heart s blood vessels, such as blockages. -. Heart failure: Problem with heart pumping relaxing functions, leading to fluid buildup and shortness of breath. -. Aortic disease: Problem with the large blood vessel that directs blood from your heart to your brain and the rest of your body, such as dilatation or aneurysm. -. Cerebrovascular disease: Issue with the blood vessels that deliver blood to your brain, such as narrowing or blockages. Ways of preventing common conditions and diseases of the circulatory system - Avoiding all tobacco products. -. Managing other health conditions, such as Type 2 diabetes, high cholesterol or high blood pressure. -. Achieving and maintaining a healthy weight. -. Eating a diet low in saturated fat and sodium. -. Exercising at least 30 to 60 minutes per day on most days. -. Reducing and managing stress. Importance of a healthy circulatory systemRe-inventing CBC for possible solutions 41 1. To maintain cholesterol and blood pressure High cholesterol levels increase your risk for developing cardiovascular disease, but that s not all. Unhealthy cholesterol in the blood can also lead to heart attack and stroke, according to the American Heart Association. High blood pressure levels are even more threatening to your overall health."}
{"text": "To maintain cholesterol and blood pressure High cholesterol levels increase your risk for developing cardiovascular disease, but that s not all. Unhealthy cholesterol in the blood can also lead to heart attack and stroke, according to the American Heart Association. High blood pressure levels are even more threatening to your overall health. Besides a heightened risk for heart attack, stroke and heart failure, you re also more likely to develop peripheral artery disease, angina, vision loss and kidney disease or failure. 2. To reduce feelings of depression Did you know that cardiovascular disease can increase your chance of feeling depressed? Research shows that 33 percent of heart attack victims end up showing depressive symptoms. 3. To lower your risk of developing dementia There s a connection between heart health and mental well-being, but it goes beyond feelings of depression. Research shows that poor heart health is also associated with dementia. When you don t properly take care of your heart with smart lifestyle decisions you re narrowing your blood vessels, which then limits the amount of blood that can get to the brain. Without proper blood flow, your brain can t work the way it s supposed to and you may have trouble making decisions, reasoning with others and remembering familiar faces and places. MENTAL AND EMOTIONAL HEALTH a. Mental health Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood. Re-inventing CBC for possible solutions 42 Over the course of your life, if you experience mental health problems, your thinking, mood, and behavior could be affected. Many factors contribute to mental health problems, including: - Biological factors, such as genes or brain chemistry - Life experiences, such as trauma or abuse - Family history of mental health problems Mental illness, also called mental health disorders, refers to a wide range of mental health conditions disorders that affect your mood, thinking and behavior. Examples of mental illness include depression, anxiety disorders, schizophrenia, eating disorders and addictive behaviors."}
{"text": "Re-inventing CBC for possible solutions 42 Over the course of your life, if you experience mental health problems, your thinking, mood, and behavior could be affected. Many factors contribute to mental health problems, including: - Biological factors, such as genes or brain chemistry - Life experiences, such as trauma or abuse - Family history of mental health problems Mental illness, also called mental health disorders, refers to a wide range of mental health conditions disorders that affect your mood, thinking and behavior. Examples of mental illness include depression, anxiety disorders, schizophrenia, eating disorders and addictive behaviors. Importance of mental health - Positive mental health allows people to: - Realize their full potential - Cope with the stresses of life - Work productively - Make meaningful contributions to their communities Ways to maintain positive mental health include: - Getting professional help if you need it - Connecting with others - Staying positive - Getting physically active - Helping others - Getting enough sleep - Developing coping skills Signs and symptoms of mental illness and disorders - Feeling sad or down - Confused thinking or reduced ability to concentrate - Excessive fears or worries, or extreme feelings of guilt - Extreme mood changes of highs and lows - Withdrawal from friends and activitiesRe-inventing CBC for possible solutions 43 - Significant tiredness, low energy or problems sleeping - Detachment from reality delusions , paranoia or hallucinations - Inability to cope with daily problems or stress - Trouble understanding and relating to situations and to people - Problems with alcohol or drug use - Major changes in eating habits - Sex drive changes - Excessive anger, hostility or violence - Suicidal thinking Measure to prevent mental health - Seek help from your primary care provider. -. Reach out to a close friend or loved one. -. Contact a minister, spiritual leader or someone else in your faith community. -. Being active - Eating well - Staying in touch - Quality sleep - Self-acceptance b."}
{"text": "- Reach out to a close friend or loved one. -. Contact a minister, spiritual leader or someone else in your faith community. -. Being active - Eating well - Staying in touch - Quality sleep - Self-acceptance b. Mental health in the community Factors affecting mental health These factors are both psychological and social - childhood abuse, trauma, or neglect - social isolation or loneliness - experiencing discrimination and stigma, including racism - social disadvantage, poverty or debt - bereavement losing someone close to you - severe or long-term stress - having a long-term physical health condition - unemployment or losing your jobRe-inventing CBC for possible solutions 44 - homelessness or poor housing - being a long-term carer for someone - drug and alcohol misuse - domestic violence, bullying or other abuse as an adult - significant trauma as an adult, such as military combat, being involved in a serious incident in which you feared for your life, or being the victim of a violent crime - physical causes for example, a head injury or a neurological condition such as epilepsy can have an impact on your behaviour and mood. It's important to rule out potential physical causes before seeking further treatment for a mental health problem . Although lifestyle factors including work, diet, drugs and lack of sleep can all affect your mental health, if you experience a mental health problem there are usually other factors as well. Life style activities that promote positive mental wellbeing strategies - Getting professional help if you need it - Connecting with others - Staying positive - Getting physically activeRe-inventing CBC for possible solutions 45 - Helping others - Getting enough sleep - Developing coping skills - Participating in health clubs - Journaling USE OF MEDICINE a. Safe use of medicine Medicines, often referred to as drugs, are used to prevent or treat diseases and other health conditions. Medicines can be obtained by a prescription or over the counter OTC . Prescribed and prescribed medicine Prescribed medication is medicine that you can only have if the doctor has given you a prescription for it, such as antibiotics. Non-prescribed medication is medicine that you can buy over the counter from the chemist or pharmacist, for example aspirin or cough medicine. Non-prescribed medicines are sometimes called homely remedies ."}
{"text": "Prescribed and prescribed medicine Prescribed medication is medicine that you can only have if the doctor has given you a prescription for it, such as antibiotics. Non-prescribed medication is medicine that you can buy over the counter from the chemist or pharmacist, for example aspirin or cough medicine. Non-prescribed medicines are sometimes called homely remedies . Instructions on a prescription - Labelling and Package Leaflet in More Detail - Route of Administration - Name of the Pharmacist or Pharmacy - Ingredients of the Medicine - Content of Active Substance in Pharmaceutical Preparations - Units - For the indication of strength or amounts of active substances and excipients the following physical parameters are used: volume, mass and or quantity, with units according to theRe-inventing CBC for possible solutions 46 international system SI . The following units and derived units are used: - Dose - Dose and frequency are indicated, if necessary at what times of the day. In case of variable doses on demand the maximum use per 24 h and sometimes a maximum per week should be stated. Additional instructions may be needed, i.e. Shake well before use , or Take with meals , depending on the type of medicine. -. Expiry Date and Beyond-Use Date - Expiry date and storage instructions are legally required on the label of all medicines. After the expiry date the manufacturer cannot guarantee the quality and safety of the product, no matter whether the package has been opened or not - Storage - Storage instructions that are important for the usage period should be on the label e.g. Keep refrigerated, or Store at room temperature . -. Instructions on Use - Oral and Written Instructions - When dispensing medicines, oral instructions on use should be given in the pharmacy together with additional written information as appropriate. The way patients or caregivers receive instructions is one of the factors determining the quality of their manipulations with the medicine. Also it is important to try to understand a patient s capabilities, language skills and situation. Research has shown that demonstrating, followed by copying by the patient, and additional written instructions all lead to better results, compared to just oral instructions. -. Packaging - Opening a package in the right way may require explanation e.g. eye drop bottles, suppository strips, orally disintegrating tablets . Sometimes a user may prefer a specific container, for instance a jar instead of a tube for ointments. -. Way of Use - Tablet Types - Solid oral dosage forms need explanation on the type."}
{"text": "Eye drop bottles, suppository strips, orally disintegrating tablets . Sometimes a user may prefer a specific container, for instance a jar instead of a tube for ointments. -. Way of Use - Tablet Types - Solid oral dosage forms need explanation on the type. An effervescent tablet has to be dissolved before use, but small dispersible tablets could also be swallowed as a whole, with a glass of water. Taking the medicine with water is allowed, but not necessary in orally disintegrating tablets, which are designed to disintegrate on the tongue. -. Dividing Tablets - Dividing or breaking tablets is another point of interest, and not only when it is mentioned in the prescription, or as a means of obtaining the prescribed dose. In many cases patients divide tablets on their own initiative, to ease swallowing or because they want to take a lower dose. Re-inventing CBC for possible solutions 47 - - The package leaflet does not always indicate whether a tablet may be divided, and the presence of a score line does not guarantee that splitting is possible or even allowed - - Measuring Liquids - In pharmacy preparations packaging and measuring devices are part of the design of a product. In other words, attention should be paid to the feasibility of measuring the expected quantities with the supplied device from the container chosen."}
{"text": "In many cases patients divide tablets on their own initiative, to ease swallowing or because they want to take a lower dose. Re-inventing CBC for possible solutions 47 - - The package leaflet does not always indicate whether a tablet may be divided, and the presence of a score line does not guarantee that splitting is possible or even allowed - - Measuring Liquids - In pharmacy preparations packaging and measuring devices are part of the design of a product. In other words, attention should be paid to the feasibility of measuring the expected quantities with the supplied device from the container chosen. -. Dangers of using unprescribed medicine on human health or Over the Counter medicine - You don t know how this medication may interact with prescription medications or over the counter aids that you are also currently taking - This medication may be dangerous for an individual with your specific medical conditions ie, if you have liver damage, kidney dysfunction or heart disease Re-inventing CBC for possible solutions 48 - You may think the medication is one drug while it s actually another due to similarities in names ie, sertraline and cetirizine - You could simply be allergic to the medication - The medication could be in the wrong dose for someone of your age, weight, or sex or for someone with your medical history - You may not know whether the medication needs to be taken with or without food - The medication may have serious short term or even long lasting side effects that you are unaware of - The medication may have the potential to be habit-forming ie, have a risk of causing addiction Common effects of medicine in the body Some common examples mild adverse effects related to drugs include: - Constipation - Skin rash or dermatitis - Diarrhea - Dizziness - Drowsiness - Dry mouth - Headache - Insomnia - Nausea Examples of more serious effects include: - Suicidal thoughts - Abnormal heart rhythms - Internal bleedingRe-inventing CBC for possible solutions 49 - Cancer Correct use of medicine - Follow instructions. Read all medicine labels and be sure to follow instructions. Don t take a larger dose of a medicine, thinking it will help you more. This could be very dangerous and even deadly. And don t skip or take half doses of a prescription drug to save money. Talk with your doctor or pharmacist if you can t afford the medicine. -. Take medicine on time. Some people use meals or bedtime as reminders to take their medicine. Other people use charts, calendars, or weekly pill boxes."}
{"text": "- Take medicine on time. Some people use meals or bedtime as reminders to take their medicine. Other people use charts, calendars, or weekly pill boxes. You can also set timers and write reminders to take your medication. Medication reminder apps for smartphones are becoming more popular; these apps can help you remember when and how to take your medications each day. -. Turn on a light. Don t take medicine in the dark; you might make a mistake. -. Report problems. Call your doctor right away if you have any trouble with your prescriptions, OTC medicines, or supplements. There may be something else you can take. -. Ask your loved ones for help. Take a friend or relative with you to your doctor s appointments if you think you may need help understanding or remembering what the doctor tells you. -. Check before stopping. Take prescription medicine until it s finished, or your doctor says it s all right to stop. Note that some medicines are supposed to be taken only as needed. -. Don t share. Do not take medicines prescribed for another person or give yours to someone else. Proper ways of storing medicine Know that heat, air, light, and moisture may damage your medicine. Store your medicines in a cool, dry place. For example, store it in your dresser drawer or a kitchen cabinet away from the stove, sink, and any hot appliances. You can also store medicine in a storage box, on a shelf, or in a closet. Re-inventing CBC for possible solutions 50 If you are like most people, you probably store your medicine in a bathroom cabinet. But the heat and moisture from your shower, bath, and sink may damage your medicine. Your medicines can become less potent, or they may go bad before the expiration date. Pills and capsules are easily damaged by heat and moisture. Aspirin pills break down into vinegar and salicylic acid. This irritates the stomach. Always keep medicine in its original container. Take the cotton ball out of the medicine bottle. The cotton ball pulls moisture into the bottle. Ask your pharmacist about any specific storage instructions. Keep children safe. Always store your medicine out of reach and out of sight of children. Store your medicine in a cabinet with a child latch or lock. Re-inventing CBC for possible solutions 51 FIRST AID AND BASIC LIFE SUPPORT a."}
{"text": "Always store your medicine out of reach and out of sight of children. Store your medicine in a cabinet with a child latch or lock. Re-inventing CBC for possible solutions 51 FIRST AID AND BASIC LIFE SUPPORT a. First aid Emergency care or treatment given to an ill or injured person before regular medical aid can be obtained Contents of the first aid kit and their uses A basic first aid kit may contain: - plasters in a variety of different sizes and shapes - small, medium and large sterile gauze dressings - at least 2 sterile eye dressings - triangular bandages - cr pe rolled bandages - safety pins - disposable sterile gloves - tweezers - scissors - alcohol-free cleansing wipes - sticky tape - thermometer preferably digital - skin rash cream, such as hydrocortisone or calendula - cream or spray to relieve insect bites and stings - antiseptic cream - painkillers such as paracetamol or infant paracetamol for children , aspirin not to be given to children under 16 , or ibuprofen - antihistamine cream or tablets - distilled water for cleaning wounds - eye wash and eye bathRe-inventing CBC for possible solutions 52 precautions to observe while offering first aid to an injured person - washing hands and other skin surfaces; - wearing gloves, masks, and protective eyewear; - wearing protective suits, gowns or aprons; - Being careful with sharp objects; - disinfecting all contaminated surfaces; - using designated disposal containers; - using protective resuscitation masks for cardiopulmonary resuscitation CPR ; - not eating, drinking, applying cosmetics or lip balm, smoking, or handling contact lenses where exposure may occur; and - contacting the environmental services staff who is trained to clean spills of bodily fluids. Methods for safe disposal of first aid materials A clearly labelled first aid waste bin will be supplied and maintained in the following way: - Fitted with a bag that can be sealed and removed each day if required ; - Cleaned and sanitized daily if required ; - Located in a suitable place that is not readily accessible to children. B."}
{"text": "Check that there's nothing embedded in the wound. If there is, take care not to press down on the object. Re-inventing CBC for possible solutions 54 Instead, press firmly on either side of the object and build up padding around it before bandaging, to avoid putting pressure on the object itself. If nothing is embedded: apply and maintain pressure to the wound with your gloved hand, using a clean pad or dressing if possible; continue to apply pressure until the bleeding stops use a clean dressing to bandage the wound firmly if bleeding continues through the pad, apply pressure to the wound until the bleeding stops and then apply another pad over the top and bandage it in place; don't remove the original pad or dressing, but continue to check that the bleeding has stopped If a body part, such as a finger, has been severed, place it in a plastic bag or wrap it in cling film and make sure it goes with the casualty to hospital. Always seek medical help for bleeding unless it's minor. Burns and scalds If someone has a burn or scald: cool the burn as quickly as possible with cool running water for at least 10 minutes, or until the pain is relieved while cooling the burn, carefully remove any clothing or jewellery, unless it's attached to the skin if you're cooling a large burnt area, particularly in babies, children and elderly people, be aware that it may cause hypothermia it may be necessary to stop cooling the burn to avoid hypothermia cover the burn loosely with cling film; if cling film isn't available, use a clean, dry dressing or non-fluffy material; don't wrap the burn tightly, because swelling may lead to further injury don't apply creams, lotions or sprays to the burn For chemical burns, wear protective gloves, remove any affected clothing, and rinse the burn with cool running water for at least 20 minutes to wash out the chemical. If possible, determine the cause of the injury. Re-inventing CBC for possible solutions 55 In certain situations where a chemical is regularly handled, a specific chemical antidote may be available to use. Be careful not to contaminate and injure yourself with the chemical, and wear protective clothing if necessary. Choking The information below is for choking in adults and children over one year old."}
{"text": "Re-inventing CBC for possible solutions 55 In certain situations where a chemical is regularly handled, a specific chemical antidote may be available to use. Be careful not to contaminate and injure yourself with the chemical, and wear protective clothing if necessary. Choking The information below is for choking in adults and children over one year old. Mild choking If the airway is only partly blocked, the person will usually be able to speak, cry, cough or breathe. In situations like this, a person will usually be able to clear the blockage themselves. If choking is mild: encourage the person to cough to try to clear the blockage ask them to try to spit out the object if it s in their mouth don't put your fingers in their mouth to help them because they may accidentally bite you If coughing doesn t work, start back blows Severe choking If choking is severe, the person won t be able to speak, cry, cough or breathe, and without help they ll eventually become unconscious. To help an adult or child over one year old: Stand behind the person and slightly to one side. Support their chest with one hand. Lean the person forward so that the object blocking their airway will come out of their mouth, rather than moving further down. Give up to five sharp blows between the person s shoulder blades with the heel of your hand the heel is between the palm of your hand and your wrist . Check if the blockage has cleared. If not, give up to five abdominal thrustsRe-inventing CBC for possible solutions 56 Abdominal thrusts shouldn't be used on babies under one year old, pregnant women or obese people. To perform abdominal thrusts on a person who is severely choking and isn t in one of the above groups: Stand behind the person who is choking. Place your arms around their waist and bend them well forward. Clench one fist and place it just above the person's belly button. Place your other hand on top of your fist and pull sharply inwards and upwards. Repeat this up to five times. The aim is to get the obstruction out with each chest thrust, rather than necessarily doing all five. If the obstruction doesn't clear after three cycles of back blows and chest thrusts, ask for an ambulance, and continue until help arrives. The person choking should always be seen by a healthcare professional afterwards to check for any injuries or small pieces of the obstruction that remain."}
{"text": "The aim is to get the obstruction out with each chest thrust, rather than necessarily doing all five. If the obstruction doesn't clear after three cycles of back blows and chest thrusts, ask for an ambulance, and continue until help arrives. The person choking should always be seen by a healthcare professional afterwards to check for any injuries or small pieces of the obstruction that remain. Drowning If someone is in difficulty in water, don't enter the water to help unless it's absolutely essential. Once the person is on land, if they're not breathing, open the airway and give five initial rescue breaths before starting CPR. If you're alone, perform CPR for one minute before phoning for emergency help. If the person is unconscious but still breathing, put them into the recovery position with their head lower than their body and phone an ambulance immediately. Continue to observe the casualty to ensure they don't stop breathing or that their airway becomes obstructed. Electric shock domestic Re-inventing CBC for possible solutions 57 If someone has had an electric shock, switch off the electrical current at the mains to break the contact between the person and the electrical supply. If you can't reach the mains supply: don't go near or touch the person until you're sure the electrical supply has been switched off once the power supply has been switched off, and if the person isn't breathing, call for an ambulance Afterwards, seek medical help - unless the electric shock is very minor. Fractures It can be difficult to tell if a person has a broken bone or a joint, as opposed to a simple muscular injury. If you're in any doubt, treat the injury as a broken bone. If the person is unconscious, has difficulty breathing or is bleeding severely, these must be dealt with first, by controlling the bleeding with direct pressure and performing CPR. If the person is conscious, prevent any further pain or damage by keeping the fracture as still as possible until you get them safely to hospital. Assess the injury and decide whether the best way to get them to hospital is by ambulance or car. For example, if the pain isn t too severe, you could transport them to hospital by car. It's always best to get someone else to drive, so that you can deal with the casualty if they deteriorate for example, if they lose consciousness as a result of the pain or start to vomit."}
{"text": "If you think someone has swallowed a poisonous substance, call to get immediate medical help and advice. The effects of poisoning depend on the substance swallowed, but can include vomiting, loss of consciousness, pain or a burning sensation. The following advice is important: Find out what's been swallowed, so you can tell the paramedic or doctor. Re-inventing CBC for possible solutions 59 Do not give the person anything to eat or drink unless a healthcare professional advises you to. Do not try to cause vomiting. Stay with the person, because their condition may get worse and they could become unconscious. If the person becomes unconscious while you're waiting for help to arrive, check for breathing and, if necessary, perform CPR. Don't perform mouth-to-mouth resuscitation if the casualty's mouth or airway is contaminated with the poison. Don't leave them if they're unconscious because they may roll onto their back, which could cause them to vomit. The vomit could then enter their lungs and make them choke. If the casualty is conscious and breathing normally, put them into the recovery position and continue to monitor their conscious state and breathing. Shock In the case of a serious injury or illness, it's important to look out for signs of shock. Shock is a life-threatening condition that occurs when the circulatory system fails to provide enough oxygenated blood to the body and, as a result, deprives the vital organs of oxygen. This is usually due to severe blood loss, but it can also occur after severe burns, severe vomiting, a heart attack, bacterial infection or a severe allergic reaction anaphylaxis . The type of shock described here isn't the same as the emotional response of feeling shocked, which can also occur after an accident. Signs of shock include:Re-inventing CBC for possible solutions 60 - pale, cold, clammy skin - sweating - rapid, shallow breathing - weakness and dizziness - feeling sick and possibly vomiting - thirst - yawning - sighing Seek medical help immediately if you notice that someone has any of the above signs of shock. Lie the person down if their injuries allow you to and, if possible, raise and support their legs - use a coat or blanket to keep them warm - don't give them anything to eat or drink - give them lots of comfort and reassurance - monitor the person if they stop breathing, start CPR and re-alert the emergency services Stroke The FAST guide is the most important thing to remember when dealing with people who have had a stroke."}
{"text": "The type of shock described here isn't the same as the emotional response of feeling shocked, which can also occur after an accident. Signs of shock include:Re-inventing CBC for possible solutions 60 - pale, cold, clammy skin - sweating - rapid, shallow breathing - weakness and dizziness - feeling sick and possibly vomiting - thirst - yawning - sighing Seek medical help immediately if you notice that someone has any of the above signs of shock. Lie the person down if their injuries allow you to and, if possible, raise and support their legs - use a coat or blanket to keep them warm - don't give them anything to eat or drink - give them lots of comfort and reassurance - monitor the person if they stop breathing, start CPR and re-alert the emergency services Stroke The FAST guide is the most important thing to remember when dealing with people who have had a stroke. The earlier they receive treatment, the better. Phone for emergency medical help straight away. If you think a person has had a stroke, use the FAST guide: Facial weakness is the person unable to smile evenly, or are their eyes or mouth droopy? Arm weakness is the person only able to raise one arm? Speech problems is the person unable to speak clearly or understand you? Time to phone for emergency help if a person has any of these symptoms CPR- cardiopulmonary resuscitation What to do after an incidentRe-inventing CBC for possible solutions 61 If someone is injured in an incident, first check that you and the casualty aren't in any danger. If you are, make the situation safe. When it's safe to do so, assess the casualty and, if necessary, call for an ambulance. You can then carry out basic first aid. Assessing a casualty The 3 priorities when dealing with a casualty are commonly referred to as ABC, which stands for: Airway Breathing Circulation Airway If the casualty appears unresponsive, ask them loudly if they're OK and if they can open their eyes. If they respond, you can leave them in the position they're in until help arrives. While you wait, keep checking their breathing, pulse and level of response: are they alert? Do they respond to your voice? Do they respond to pain? Is there no response to any stimulus are they unconscious ?"}
{"text": "Do they respond to your voice? Do they respond to pain? Is there no response to any stimulus are they unconscious ? If there's no response, leave the casualty in the position they're in and open their airway. If this isn't possible in the position they're in, gently lay them on their back and open their airway. To open the airway, place one hand on the casualty s forehead and gently tilt their head back, lifting the tip of the chin using two fingers. This moves the tongue away from the back of the throat. Don't push on the floor of the mouth, as this will push the tongue upwards and obstruct the airway. If you think the person may have a spinal injury, place your hands on either side of their head and use your fingertips to gently lift the angle of the jaw forward and upwards, without moving the head, to open the airway. Take care not to move the casualty s neck. However, opening the airway takes priority over a neck injury. This is known as the jaw thrust technique. Breathing To check if a person is still breathing: look to see if their chest is rising and falling listen over their mouth and nose for breathing sounds feel their breath against your cheek for 10 seconds If they're breathing normally, place them in the recovery position so their airway remains clear of obstructions and continue to monitor normal breathing. Gasping or irregular breathing is not normal breathing. Re-inventing CBC for possible solutions 62 If the casualty isn't breathing, phone for an ambulance and then begin CPR. Circulation If the casualty isn't breathing normally, then you must start chest compressions immediately. Agonal breathing is common in the first few minutes after a sudden cardiac arrest when the heart stops beating . Agonal breathing is sudden, irregular gasps of breath. This shouldn't be mistaken for normal breathing and CPR should be given straight away. Safety precautions to observe for prevention of accidents and injuries Avoid slips and falls Repair damage to flooring that could cause someone to trip and keep hallways clear of clutter. Outside, ensure all walkways are shoveled and salted immediately after snow falls. Be aware of electrical hazards If you have several items plugged in at desks, make sure you invest in an Uninterruptible Power Supply to protect computers and keep the power from spiking. If renovations are being done that involve electrical systems, move staff to a safe work area."}
{"text": "Outside, ensure all walkways are shoveled and salted immediately after snow falls. Be aware of electrical hazards If you have several items plugged in at desks, make sure you invest in an Uninterruptible Power Supply to protect computers and keep the power from spiking. If renovations are being done that involve electrical systems, move staff to a safe work area. Limit manual handling and lifting If jobs require people to lift items regularly, ensure a system is in place to get at hard-to-reach items. If they need to lift heavy objects, make sure employees have the tools they need and know how to operate them safely. Keep a well-stocked first aid kit in plain sight If you have a large office, place several kits throughout the area and make sure someone on staff is trained in first aid. Create an emergency action planRe-inventing CBC for possible solutions 63 Outlines emergency exits, practice fire drills, co-ordinate safe meeting places and create a system to account for employees whereabouts. Promote fire safety Identify potential fire hazards in your office and train staff how to use fire extinguishers. Avoid injuries by storing items safely Place heavier items lower to the ground and distribute weight evenly in cabinets and on shelves. Help reduce back pain and repetitive strain injuries Make sure desk chairs are properly adjusted, and computer monitors are at the right height for each user. Proper ergonomics will aid the longevity and health at desks all day. C. Road safety Road safety, pedestrians and passengers Road safety - teaching people how to behave safely when driving or crossing the road: Pedestrian - a person who is walking, especially in an area where vehicles go Passenger - a person who is travelling in a vehicle but is not driving it, flying it, or working on it: Factors that contribute to road accidents Over Speeding: Most of the fatal accidents occur due to over speeding. It is a natural psyche of humans to excel. If given a chance man is sure to achieve infinity in speed. Re-inventing CBC for possible solutions 64 Drunken Driving: Consumption of alcohol to celebrate any occasion is common. But when mixed with driving it turns celebration into a misfortune. Alcohol reduces concentration. It decreases reaction time of a human body. Limbs take more to react to the instructions of brain. It hampers vision due to dizziness. Alcohol dampens fear and incite humans to take risks."}
{"text": "Limbs take more to react to the instructions of brain. It hampers vision due to dizziness. Alcohol dampens fear and incite humans to take risks. Distraction to Driver: Though distraction while driving could be minor but it can cause major accidents. Distractions could be outside or inside the vehicle. The major distraction now a days is talking on mobile phone while driving. Act of talking on phone occupies major portion of brain and the smaller part handles the driving skills. This division of brain hampers reaction time and ability of judgement. This becomes one of the reasons of crashes. One should not attend to telephone calls while driving. If the call is urgent one should pull out beside the road and attend the call. Some of the distractions on road are: 1.Adjusting mirrors while driving 2.Stereo Radio in vehicleRe-inventing CBC for possible solutions 65 3.Animals on the road 4.Banners and billboards. The driver should not be distracted due to these things and reduce speed to remain safe during diversions and other kind of outside distractions. Avoiding Safety Gears like seat belts and helmets: Use of seat belt in four-wheeler is now mandatory and not wearing seat belt invites penalty, same in the case of helmets for two wheeler drivers. Wearing seat belts and helmet has been brought under law after proven studies that these two things reduce the severity of injury during accidents. Wearing seat belts and helmets doubles the chances of survival in a serious accident. Safety Gears keep you intact and safe in case of accidents. Two wheeler deaths have been drastically reduced after use of helmet has been made mandatory. One should use safety gears of prescribed standard and tie them properly for optimum safety. Direct Consequences of Accidents: 1 Fatality Death 2. Injury 3. Property Damage Ways of preventing road accidents Education and awareness about road safety Strict Enforcement of Law Engineering: a Vehicle design b Road infrastructure Keep distance Don t drive while dizzy or under the influence of alcohol Drive at the right speedRe-inventing CBC for possible solutions 66 Do not use your phone while driving. Road safety signs and signals men at work - used to alert drivers of upcoming road work. Orange is used on this sign because it is one of the most visible colors to the human eye, and can be noticed above other traffic signs on the road."}
{"text": "Property Damage Ways of preventing road accidents Education and awareness about road safety Strict Enforcement of Law Engineering: a Vehicle design b Road infrastructure Keep distance Don t drive while dizzy or under the influence of alcohol Drive at the right speedRe-inventing CBC for possible solutions 66 Do not use your phone while driving. Road safety signs and signals men at work - used to alert drivers of upcoming road work. Orange is used on this sign because it is one of the most visible colors to the human eye, and can be noticed above other traffic signs on the road. U- turn pedestrian crossingRe-inventing CBC for possible solutions 67Re-inventing CBC for possible solutions 68 ENVIRONMENTAL HEALTH AND SANITATION a. Environmental health Environmental health is the branch of public health that: focuses on the relationships between people and their environment; promotes human health and well-being; and fosters healthy and safe communities. Environmental health is a key part of any comprehensive public health system. The field works to advance policies and programs to reduce chemical and other environmental exposures in air, water, soil and food to protect people and provide communities with healthier environments. The major causes of environmental issues are: - Pollution - Solid Waste - Deforestation - Global Warming - Depletion of Natural Resource Importance of environmental healthRe-inventing CBC for possible solutions 69 1. Reduces risk of diseases Over the past two years, we have seen the severe damage that harmful microbes and pathogens such as the coronavirus pandemic can cause. Environmental health awareness can prevent disease outbreaks and reduce the burden of disease. 2. Enhances quality and length of life When all of the criteria for human life, such as food safety and shelter, are provided and maintained, length and quality of life increase. 3. Increases biodiversity and habitat protection We need biodiversity for our ecosystems and animal kingdoms to thrive. By raising environmental health awareness, we can enforce better protection for the creatures and plants around us. 4. Limits global warming The gradual increase of global temperatures is not something we can outrun. But there are specific measures that we can put in place to slow it down and find solutions. Human activities are responsible for almost all of the increase in greenhouse gases in the atmosphere over the last 150 years. How can the environment affect our health? If we want to survive and thrive as a species, it is vitally important that we tend to the environment's needs just as much as our own."}
{"text": "Human activities are responsible for almost all of the increase in greenhouse gases in the atmosphere over the last 150 years. How can the environment affect our health? If we want to survive and thrive as a species, it is vitally important that we tend to the environment's needs just as much as our own. Here are just some ways that environmental health hazards can trigger poor human health. 1. Respiratory diseases Air-borne pollutants and toxins can filter into our lungs and cause severe respiratory diseases. Ensuring a high level of air quality will prevent these kinds of diseases. 2. Increased risk of waterborne diseasesRe-inventing CBC for possible solutions 70 Cholera, diarrhea, dysentery, hepatitis A, typhoid, and polio can all be transmitted by poor water and sanitation. Contaminated drinking water is estimated to cause 485 000 diarrhoeal deaths each year. People living in low-income communities are most at risk for infectious diseases, especially waterborne diseases. 3. Danger from natural disasters Even the healthiest environment cannot escape the occasional natural disaster. But environmental health procedures can reduce their impact significantly. 4. Lack of nutrition Lack of nutrition often looks like a lack of healthy and affordable grocery stores near homes. This is called a food desert. Without proper access to nutrient-dense food, our bodily systems cannot function optimally. Every human has a right to live in an environment that supports their health, not degrades it. Environmental factors affecting human healthRe-inventing CBC for possible solutions 71 1. Chemical Safety Different chemicals can impact human health in different ways, and often, exposure to dangerous or foreign substances creates health vulnerabilities. The chemical safety field is concerned with minimizing the effects of both natural and synthetic chemicals. 2. Air Pollution Studies have shown that air pollution effects on humans are a significant public health concern, not only because of their role in climate change, but also because exposure to air pollution can increase morbidity and mortality. 3. Climate Change and Natural Disasters Another environmental issue with serious ramifications for human health is climate change, along with the increase in natural disasters that has accompanied the shift in Earth s climate. 4. Diseases Caused by Microbes Diseases caused by microbes also known as microorganisms present another area of public health concern. Trillions of microbes exist within the human body, and they also live in water, soil, and air. 5. Infrastructure Issues Infrastructure issues can also have a major impact on community health."}
{"text": "Trillions of microbes exist within the human body, and they also live in water, soil, and air. 5. Infrastructure Issues Infrastructure issues can also have a major impact on community health. Examples include the following: Poorly maintained roads increasing risk of car accidents Lack of access to clean drinking water Lack of local health care infrastructure, such as clinics capable of giving vaccinations 6. Poor Water Quality A number of factors can contribute to poor water quality, including industrial waste and pollution, lack of access to proper water treatment and sanitation services, and outdated plumbing infrastructure. Re-inventing CBC for possible solutions 72 Measures to curb environmental factors affecting health As we all know, the primary cause of environmental issues is human activity. Therefore, the following are the specific measures taken to reduce the environmental issues: - Plant more trees - Reduce the use of automobiles - Use renewable sources of energy - Reuse and recycle waste products - Disposal of solid and harmful waste properly - Sensitization and advocacy - Environmental clean up Importance of a healthy environment - Limits effects of respiratory diseases - Reduces risk to waterborne diseases - Reduces occurrence of natural disasters like drought - More of nutritive foods b. Types of Environmental contaminants Environmental contaminants are chemicals that accidentally or deliberately enter the environment, often, but not always, as a result of human activities. Some of these contaminants may have been manufactured for industrial use and because they are very stable, they do not break down easily. If released to the environment, these contaminants may enter the food chain. Other environmental contaminants are naturally-occurring chemicals, but industrial activity may increase their mobility or increase the amount available to circulate in the environment, allowing them to enter the food chain at higher levels than would otherwise occur. They include: Biological contaminants - Biological contaminants include bacteria, viruses, animal dander and cat saliva, house dust, mites, cockroaches, and pollen. Re-inventing CBC for possible solutions 73 There are many sources of these pollutants. By controlling the relative humidity level in a home, the growth of some sources of biologicals can be minimized. A relative humidity of 30-50 percent is generally recommended for homes. Standing water, water-damaged materials or wet surfaces also serve as a breeding ground for molds, mildews, bacteria and insects. House dust mites, the source of one of the most powerful biological allergens, grow in damp, warm environments."}
{"text": "A relative humidity of 30-50 percent is generally recommended for homes. Standing water, water-damaged materials or wet surfaces also serve as a breeding ground for molds, mildews, bacteria and insects. House dust mites, the source of one of the most powerful biological allergens, grow in damp, warm environments. Sources pollens, which originate from plants viruses, which are transmitted by people and animals mold bacteria, which are carried by people, animals, and soil and plant debris household pets, which are sources of saliva and animal dander skin flakes droppings and body parts from cockroaches, rodents and other pests or insects viruses and bacteria The protein in urine from rats and mice is a potent allergen. When it dries, it can become airborne. Contaminated central air handling systems can become breeding grounds for mold, mildew and other sources of biological contaminants and can then distribute these contaminants through the home Many of these biological contaminants are small enough to be inhaled. Biological contaminants are, or are produced by, living things. Biological contaminants are often found in areas that provide food and moisture or water. For example: damp or wet areas such as cooling coils, humidifiers, condensate pans or unvented bathrooms can be moldy draperies, bedding, carpet and other areas where dust collects may accumulate biological contaminants Health Effects from Biological Contaminants Some biological contaminants trigger allergic reactions, including: hypersensitivity pneumonitis allergic rhinitis some types of asthma Infectious illnesses, such as influenza, measles and chicken pox are transmitted through the air. Molds and mildews release disease-causing toxins. Symptoms of health problems caused by biological pollutants include:Re-inventing CBC for possible solutions 74 sneezing watery eyes coughing shortness of breath dizziness lethargy fever and digestive problems Chemical contaminants - Chemical contaminants are substances that are unintentionally present in food or feed. These substances may be present in food as a result of various stages of its production, processing or transport. They might also result from environmental contamination. Chemical contaminants may be harmful to humans and animals. The most relevant food and feed contaminants include: Natural toxins naturally occurring substances that are produced by different organisms."}
{"text": "They might also result from environmental contamination. Chemical contaminants may be harmful to humans and animals. The most relevant food and feed contaminants include: Natural toxins naturally occurring substances that are produced by different organisms. Examples include plant toxins such as alkaloids or mycotoxins. Environmental contaminants substances that are released into air, water or soil often as a result of industrial or agricultural activities. They can also enter the food and feed chain. Environmental contaminants include polychlorinated biphenyls PCBs , dioxins, persistent chlorinated pesticides, and brominated flame retardants but also metals such as arsenic, cadmium, lead and mercury. Process contaminants chemicals that naturally form in food and feed during industrial processes or cooking, such as acrylamide and furan. Gases this includes: Nitrogen oxides, Sulphur dioxide, carbon monoxide, lead among others. Heavy metals - The main threats to human health from heavy metals are associated with exposure to lead, cadmium, mercury and arsenic. Mercury, lead, chromium, cadmium, and arsenic have been the most common heavy metals that induced human poisonings. Effects of Environmental on human health Environmental contaminants can make people sick. Different contaminants can cause a variety of health problems. Common health problems fromRe-inventing CBC for possible solutions 75 environmental contaminants include breathing problems such as asthma , heart disease, and some types of cancer. Ways of preventing and controlling environmental contamination In the energy sector, pollution prevention can reduce environmental damages from extraction, processing, transport and combustion of fuels. Pollution prevention approaches include: increasing efficiency in energy use; use of environmentally benign fuel sources. In the agricultural sector, pollution prevention approaches include: Reducing the use of water and chemical inputs; Adoption of less environmentally harmful pesticides or cultivation of crop strains with natural resistance to pests; and Protection of sensitive areas."}
{"text": "Difference between cleaning and disinfection of equipment and surfaces for infection control Cleaning removes dirt, dust and other soils from surfaces. Sanitizing removes bacteria from surfaces. Disinfecting kills harmful bacteria and viruses from surfaces. Infection control prevention measures - Hand hygiene - Environmental hygiene - Cleaning and disinfecting equipment s - Safe handling and disposal of wastes - Respiratory hygiene and Cough etiquette - Use of protective gear - Vaccination - Body screening Making a personal protective Equipment PROJECTRe-inventing CBC for possible solutions 78 HUMAN REPRODUCTIVE HEALTH a. Pubertal growth and development Puberty is the time in life when a boy or girl becomes sexually mature. It is a process that usually happens between ages 10 and 14 for girls and ages 12 and 16 for boys. It causes physical changes, and affects boys and girls differently. Girls may start normal puberty as early as age 7 or not start at all until age 15. For boys it is usually anywhere between ages 9 and 15. Physical changes i. Girls - The first sign of puberty is usually breast development. -. Then hair grows in the pubic area and armpits. -. Menstruation or a period usually happens last. Ii. BoysRe-inventing CBC for possible solutions 79 - Puberty usually begins with the testicles and penis getting bigger. -. Then hair grows in the pubic area and armpits. -. Muscles grow, the voice deepens, and facial hair develops as puberty continues. -. Your voice deepens. -. You may have nighttime emissions or \"wet dreams.\". Emotional changes in girls and boys during Puberty 1. Feeling overly sensitive During puberty, since your body undergoes many changes, it is common to feel uncomfortable about them and become overly sensitive about your physical appearance. As a result you may feel irritated quite easily, lose your temper or feel depressed. It will be useful to be aware of the changes in your behaviour and talk about it with someone that you're comfortable talking to. 2. Looking for an identity Since you are in the process of becoming an adult, you may feel inclined to figure out what makes you unique as a person. There is also a general tendency that you associate more with your friends than your family members. Psychologically, it may be because your friends are going through a similar phase as you."}
{"text": "Looking for an identity Since you are in the process of becoming an adult, you may feel inclined to figure out what makes you unique as a person. There is also a general tendency that you associate more with your friends than your family members. Psychologically, it may be because your friends are going through a similar phase as you. You may try to figure out how you are different fromRe-inventing CBC for possible solutions 80 others and how you fit into the world. This may eventually lead to some sort of a struggle to become more independent of your parents and family. 3. Feeling uncertain Since you're not completely an adult and are not a child anymore, puberty can potentially lead to uncertain times. As a transition phase, you may begin to wonder and think about new and unfamiliar aspects of life such as career, livelihood and marriage. Since, all of this is new and unfamiliar when you start thinking along these directions, you may feel uncertain about the future. This uncertainty becomes more evident when the expectations that people close to you have from you also change. You may be expected to take on greater responsibilities than what was expected from you as a child. Eventually you will grow into your new roles and become more certain about yourself, but this process will take its own time depending on how you respond to this situation. Re-inventing CBC for possible solutions 81 4. Peer pressure With the onset of puberty, your conversations with your friends will increase. Your peer group and you are likely to be influenced by what you see around you in popular media and the culture that is represented through them. You might often pick up on what's in and what's out in terms of the way you dress, your language and even your behaviour depending upon what you see. This maybe uncomfortable at times and would probably even change your likes and dislikes. It's also one of the ways in which you struggle to fit in with your peers. These events can lead to a gap between what is perceived as appropriate by your parents and your friends. 5. Conflicting thoughts Since you are somewhere in between as a teenager during puberty, you may feel stuck between how you were as a child and how you wish to be as an adult. For example, you might want to be more independent and at the same time, might also look for support from your parents. Another example could be along the lines of whether you wish to give up on your interests that you had as a child to be able to fit in with your friends."}
{"text": "Conflicting thoughts Since you are somewhere in between as a teenager during puberty, you may feel stuck between how you were as a child and how you wish to be as an adult. For example, you might want to be more independent and at the same time, might also look for support from your parents. Another example could be along the lines of whether you wish to give up on your interests that you had as a child to be able to fit in with your friends. As a result you may feel conflicted and look for clarity. Re-inventing CBC for possible solutions 82 6. Mood swings To add to the uncertainty and conflicting thoughts, you may also experience frequent and sometimes extreme changes in your mood. For example, sometimes your mood will swing between feeling confident and happy to feeling irritated and depressed in a short span of time. These frequent swings in how you feel are called mood swings. They may occur due to shifting levels of hormones in your body and other changes taking place during puberty. 7. Feeling conscious about self The onset of puberty can vary on an individual basis. Therefore the way you grow maybe different from the way your friends grow. This can make you conscious about the way you're growing up and your body. These experiences are more pronounced for girls because they develop faster and earlier than boys. Also the changes in their bodies such as development of breasts and widening of hips are more noticeable. This may make them feel more conscious about their body in presence of their peers of the same age groupRe-inventing CBC for possible solutions 83 8. Getting sexual feelings Puberty is also the phase after which you develop sexual maturity. Sexual maturity is the stage of your life when you can have children. One aspect of sexual maturity is being curious about sex and also about bodies of people that you are attracted to. With the onset of puberty, it is normal for a boy or a girl to be sexually attracted to people that they would want be more than 'just friends' with. You may also feel sexually excited by normal everyday activities such as reading a romantic novel or watching a romantic scene on television. These feelings are normal and there is nothing to feel guilty about. You may have many questions about sex. It is a good idea to talk to a mature adult like your mother, doctor or a counselor with whom you're comfortable discussing sex. Social changes in boys and girls during puberty Identity Young people are busy working out who they are and where they fit in the world."}
{"text": "You may have many questions about sex. It is a good idea to talk to a mature adult like your mother, doctor or a counselor with whom you're comfortable discussing sex. Social changes in boys and girls during puberty Identity Young people are busy working out who they are and where they fit in the world. You might notice your child trying out new things like clothing styles, subcultures, music, art or friendship groups. Friends, family, media and culture are some of the influences on your child s choices in these years. Re-inventing CBC for possible solutions 84 Independence Your child will probably want more independence about things like how they get around and where they go, how they spend their time and who with, and what they spend money on. As your child becomes more independent, it ll probably mean some changes in your family routines and relationships, as well as your child s friendships. Responsibility Your child might be keen to take on more responsibility both at home and at school. This could include things like cooking dinner once a week or being on the school council. Sometimes you might need to encourage a move towards more responsibility. New experiences Your child is likely to look for new experiences, including risky experiences. This is normal as your child explores their own limits and abilities, as well as the boundaries you set. Your child also needs to express themselves as an individual. But because of how teenage brains develop, your child might sometimes struggle with thinking through consequences and risks before they try something new. Values This is the time your child starts to develop a stronger individual set of values and morals. Your child will question more things. Your words and actions help shape your child s sense of right and wrong. Influences Friends and peers might influence your child, particularly your child s behaviour, appearance, interests, sense of self and self-esteem. You still have a big influence on long-term things like your child s career choices, values and morals. Sexual identityRe-inventing CBC for possible solutions 85 Your child might start to have romantic relationships or go on dates . But these aren t always intimate relationships. For some young people, intimate or sexual relationships don t occur until later on in life. Media The internet and social media can influence how your child communicates with friends and learns about the world. They have many benefits for your child s social development, but also some risks. Talking with your child is the best way to protect them from social media risks and ensure their internet safety."}
{"text": "Media The internet and social media can influence how your child communicates with friends and learns about the world. They have many benefits for your child s social development, but also some risks. Talking with your child is the best way to protect them from social media risks and ensure their internet safety. Personal Hygiene needs during puberty Personal hygiene is the practice of keeping your body clean and healthy. -. Bathing at least twice a day. -. Avoid picking, popping, or squeezing pimples. This can lead to scars and infection. -. Wear clean clothes every day. Change socks and underwear daily. If clothes smell bad, we smell bad. -. Wear protective clothing, including a hat and sunglasses that block UV light. -. Avoid the sun when its rays are strongest, between 10 am and 4 pm. -. Keep hands and fingernails clean. Wash hands before and after eating, after using the bathroom, after sneezing or coughing into the hand, and whenever dirty. -. Trim nails every week or two. Cut them straight across. Then, round them in a small curve. Use manicure scissors, clippers, and or nail file. Re-inventing CBC for possible solutions 86 Once your child reaches puberty, they will begin to menstruate or have nocturnal emissions. You can help your child manage these rites of passage by talking about them before they happen. Here are tips for personal care: Explain menstruation periods to your child. Provide menstrual products and explain how to use them. Discuss how often to change them, how to dispose of them, and how to clean the vulva from front to back to avoid infection. Explain nocturnal emissions wet dreams to your child. Teach them how to wash up and change damp bedsheets. Assure your child that this is a typical part of puberty and is different than bed-wetting. Discuss pleasure and masturbation with your child. Explain that selftouching is an activity that is done in private. Expect your child to want more privacy and time in the bathroom. Discuss family rules about sharing the bathroom and the importance of asking for consent before entering a private space, such as a bathroom or bedroom. Measures for management of menstrual hygiene These hygiene practices can help you stay healthy and comfortable during your period: Wear lightweight, breathable clothing such as cotton underwear . Tight fabrics can trap moisture and heat, allowing germs to thrive. Change your menstrual products regularly."}
{"text": "Measures for management of menstrual hygiene These hygiene practices can help you stay healthy and comfortable during your period: Wear lightweight, breathable clothing such as cotton underwear . Tight fabrics can trap moisture and heat, allowing germs to thrive. Change your menstrual products regularly. Trapped moisture provides a breeding ground for bacteria and fungi. Wearing a pad or period underwear for too long can lead to a rash or an infection. Keep your genital area clean. Wash the outside of your vagina and bottom every day. When you go to the bathroom, wipe from the front of your body toward the back, not the other way. Use only water to rinse your vulva. The vagina is a selfcleaning organ. Changing the natural pH balance of your vagina by washing or using chemicals to cleanse out the vagina can be harmful and may result in yeast infection or bacterial vaginosis. Use unscented toilet paper, tampons, or pads. Scented hygiene products can irritate the skin and impact your natural pH balance. Drink enough liquids. This can help wash out your urinary tract and help prevent infections, like vaginal candidiasis. Track and monitor your period. Your menstrual cycle is a valuable marker for your overall health. Irregular periods can be a sign of conditions like diabetes, thyroid dysfunction, and celiac disease. You can track your period on a calendar or with an app on your phone designed for this purpose. Re-inventing CBC for possible solutions 87 Visit a healthcare provider for your annual check-up. An annual well-woman exam is a full check-up includes a pap smear, a pelvic exam, and a breast exam. These exams are essential for good reproductive health as they can catch early signs of cancer or other health issues. Myths and Misconceptions on menstrual experience in the communityRe-inventing CBC for possible solutions 88Re-inventing CBC for possible solutions 89 Not every woman gets her period and not every female who gets a period considers themselves a woman. Transgender men and nonbinary people may get their periodsTrusted Source, just as transgender women and nonbinary people might not have periods. Menstruation isn t always just a woman s issue. It s a human issue."}
{"text": "Transgender men and nonbinary people may get their periodsTrusted Source, just as transgender women and nonbinary people might not have periods. Menstruation isn t always just a woman s issue. It s a human issue. Re-inventing CBC for possible solutions 90 Identifying an intersex Person Intersex people are born with biological characteristics that don t fit inside the strict binary of female and male. At birth a clitoris that s larger than expected a penis that s smaller than expected no vaginal opening a penis without a urethra opening at the tip the opening might instead be on the underside At Puberty Monthly pains increased, and breasts grew significantly. Closed vagina At adulthood - identifying with the same sex - growth of two organs male and female - Two gender characteristics showing at the same time - One organ is inactive b. Reproductive Health Reproductive health is a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity, in all matters relating to the reproductive system and to its functions and processes. Reproductive health implies that people are able to have a satisfying and safe sex life and that they have the capability to reproduce and the freedom to decide if, when and how often to do so. Re-inventing CBC for possible solutions 91 The three components of reproductive health are - family planning, sexual health, and maternal health. 1. Family planning - Family planning is one of the most important components of reproductive health. As defined by the WHO, family planning is the ability of a couple to anticipate and attain their desired number of offspring with proper spacing and timing between their births. This can be achieved via taking proper precautions and birth control methods. The use of contraceptives and treatment of involuntary infertility is an important part of family planning. 2. Sexual Health: This component of reproductive health deals with sexual relationships with a positive approach. It does not only deal with the proper use of contraceptives for unwanted pregnancies but also with the prevention of Sexually Transmitted Diseases STDs or sexually transmitted infections STI . 3. Maternal health: It mainly refers to taking care of a woman s health during the period of her pregnancy and to providing her the proper access to all the medical care and assistance that might be needed in cases of emergency. Importance of reproductive health 1. It aids in making the youth understand sexual health. 2."}
{"text": "Importance of reproductive health 1. It aids in making the youth understand sexual health. 2. It helps in creating awareness among the crowd that falls under the category of adolescence as this is the phase when hormonal changes in the body take place leading to the development of reproductive interest. 3. It helps in the prevention of sexually transmitted infections such as AIDS or HIV. 4. It keeps the mother and the child away from infectious diseases and helps in delivering a healthy baby. 5. Complete knowledge regarding early pregnancy, problems like infertility or problems to conceive, male sexual problems, birth control methods,Re-inventing CBC for possible solutions 92 pregnancy, and post-childbirth care of the mother and baby can be achieved and taken care of. 6. Adolescents can follow safe sexual practices and not get involved in wrong methods and illegal practices. Practices that enhance reproductive health Have frequent intercourse, especially 5 days before and after ovulation. Don t smoke. Limit alcohol. Cut back on caffeine if you re a woman. Stay at a healthy weight. Women who are too heavy or too thin may have reduced fertility. Heat exposure can lower sperm count in men, so wear loose underwear, avoid hot tubs, and don t rest your laptop computer near your scrotum. Get plenty of sleep. Try to avoid night shift work, which can disrupt hormone production. Exercise regularly, but don t overdo it! Excess exercise can interfere with ovulation. Limit vigorous exercise to 5 hours or less per week if you re trying to get pregnant. Take folic acid supplements to improve ovulation and, if you conceive, prevent birth defects. Limit meat in your diet. Eat more fish rich in omega-3 fatty acids or plant-based proteins, which may improve ovulation. Practices that affect reproductive health Female genital mutilation FGM female genital mutilation also called female genital cutting or female circumcision as any procedure which involves the partial or total removal of the external female genitalia see Figure 5.1 or which causes any other injury to the female genital organs whether for cultural or any other nontherapeutic reasons. Instruments used include knives, scissors, razors, andRe-inventing CBC for possible solutions 93 pieces of glass. Occasionally sharp stones and cauterization burning are used."}
{"text": "Practices that affect reproductive health Female genital mutilation FGM female genital mutilation also called female genital cutting or female circumcision as any procedure which involves the partial or total removal of the external female genitalia see Figure 5.1 or which causes any other injury to the female genital organs whether for cultural or any other nontherapeutic reasons. Instruments used include knives, scissors, razors, andRe-inventing CBC for possible solutions 93 pieces of glass. Occasionally sharp stones and cauterization burning are used. Early marriage Early marriage is a common practice in many regions. Parents often wish to see their daughters married and to see grandchildren before they die. People also practice early marriage for traditional reasons. If a girl is not married at an early age, other members of the community may think she must be too unattractive or ill-behaved to get a husband. This attitude usually causes shame to both the girl and her family. Early marriage is associated with many health and social consequences. These include: Health impacts of early marriage: Early pregnancy, which may lead to nutritional deficiencies for the mother and child Increased risk of death due to pregnancy-related causesRe-inventing CBC for possible solutions 94 Risks to baby include premature birth, low birth weight reflecting poor nutritional status , fetal loss, and neonatal mortality death of the newborn within the first 28 days of life Vaginal tear and fistula Sexual abuse Young married girls are less likely to participate in decision making. Social impacts of early marriage: Disrupts life of the victim Limited opportunity for education and employment Higher likelihood of broken marriage Rural-urban migration which may predispose them to prostitution, STIs, HIV and AIDS Stigma, and low self-esteem. Polygamy It is a form of marriage in which a person marries more than one spouse. Polygyny from Greek words: poly many; gyny woman refers to a polygamy in which a man has two or more wives. About 25 of married women in Kenya are in polygynous unions . It is usual for a young girl to be married to an older married man. Re-inventing CBC for possible solutions 95 Myths and misconceptions about reproductive health in the community 1."}
{"text": "About 25 of married women in Kenya are in polygynous unions . It is usual for a young girl to be married to an older married man. Re-inventing CBC for possible solutions 95 Myths and misconceptions about reproductive health in the community 1. Infertility is much more common among women -Infertility doesn t just affect women. In the Kenya, 10 15 percent of couples are infertile, and both men and women can equally contribute to infertility. Causes of infertility in males may include: Abnormal sperm production or function Problems with the delivery of sperm Overexposure to certain environmental factors Damage related to cancer and its treatment Causes of infertility in females may include: Ovulation disorders Uterine or cervical abnormalities Fallopian tube damage or blockage Endometriosis Primary ovarian insufficiency early menopause Pelvic adhesions Damage related to cancer and its treatment 2. Men reach their sexual peak at a younger age than women - Many people believe that men and women have different sexual peaks or ages where they can perform at their sexual best. However, sexual desire, performance, and frequency constantly fluctuate and are related to many factors beyond just your age. 3. Sperm can only live for a short time after it s released - After ejaculation, a male s sperm can actually live in the female reproductive tract for upRe-inventing CBC for possible solutions 96 to five days, even if you thoroughly wash yourself after sex. For this reason, if a man has sex with a woman, even a few days before she ovulates or before she s in her fertility window, there's still a chance a pregnancy could occur. 4. You can t get an STI from oral or anal sex - You can get an STI from any kind of sex vaginal, oral, or anal or by close intimate contact with a partner. However, using protection like a latex condom during any type of sexual activity is proven to significantly lower your risk of getting or transmitting STIs. 5. STIs can only be transmitted when symptoms are present - This is false. In many cases, an STI may not cause symptoms, but can still exist in your body and be spread to sexual partners. Even without symptoms, STIs can harm one s health."}
{"text": "STIs can only be transmitted when symptoms are present - This is false. In many cases, an STI may not cause symptoms, but can still exist in your body and be spread to sexual partners. Even without symptoms, STIs can harm one s health. That s one reason why it s important to get regularly tested for STIs as there may not be any obvious warning signs of an infection. 6. You can get an STI from sitting on a toilet seat - STIs are transmitted through sexual intercourse, close intimate contact, or the exchange of bodily fluids. STIs can only live on surfaces for a short amount of time so it s very unlikely that someone could receive an infection from sitting on a toilet seat unless they had an open sore or cut touching the seat. 7. You can t get HIV from getting a tattoo - Though often less common than other routes of transmission, it is possible to contract HIV from getting a tattoo or body piercing if the instrument in this case the needle is not sterile and has someone else s blood on it or the ink has been shared. 8. You can t get pregnant on your period - While conception is most likely when intercourse occurs a few days before or during ovulation, it is still possible to get pregnant during your period. Sperm can live in the female body for up to five days after sexual intercrouse under the right conditions, so in some cases sperm can fertilize an egg a few days after it has been released in ovulation. 9. The withdrawal method is effective in preventing pregnancy- Yes, you can get pregnant from the withdrawal or pull out method, so it s preferred to always use protection like a condom during intercourse if pregnancy is not desired. One reason why? A male s pre-ejaculatoryRe-inventing CBC for possible solutions 97 fluid can contribute to a pregnancy as this fluid contains sperm cells making conception possible even if the withdrawal method is used. 10. You can t get an STI if you use a condom - While condoms are 98 effective in preventing STIs, it s still possible for sexually active individuals to get an STI any time they have sex, even if a condom is used. That s why it s a good idea to regularly test for STIs even if you make sure to always use condoms during sex."}
{"text": "Eventually, the random motion of all the potassium permanganate particles results in the purple colour being equally dispersed throughout the water. The process appears slow as the dissolved particles collide with the water molecules and each other, slowing their progress. Changes of state of matter A change of state is a physical change in a matter. They are reversible changes and do not involve any changes in the chemical makeup of the matter. Common changes of the state include melting, freezing, sublimation, deposition, condensation, and vaporization. Why matter states changes It is possible that we have seen changes in the state of matter as the ice cubes melt into liquid water, or when the water boils and turns into vapour but have we ever thought about the reason behind this? The changing states of matter occur as the matter absorbs or loses energy. When an object absorbs energy, molecules and atoms accelerate their movement and this increased energy kinetics can push particles so that they alter their state. The energy that is absorbed is typically thermal or heat energy. Changing States of Matter There are generally three types of matter: liquid, solid, and gas. In the solid state, the particles or molecules are tightly together which is why they possess an intenseintermolecular force of attraction. The liquid states of particles, however, are apart from one another and thus have less force to attract them. In the case of gas, the particles are extremely far from one another and exhibit a negligible force of attraction. If there are changes in the temperature or pressure of a material, the change of states of matter takes place. The state of matter can be changed by changing temperature and pressure. The impact of temperature changes on states of matter shifting will be directly related to changes in the interaction between molecules that make up the substance. If the temperature drops, particles can soften into a robust structure. The diagram below depicts the change of states of matter through different types of processes taking place in those states: Here to understand this phenomenon we can take an example of the conversion of ice into water. In this conversion, the ice which is a solid form of water gets changed into water which is the liquid form itself. This change in the state occurs due to a process known as melting, and in this process, when kept at a higher temperature the solid ice gets converted into liquid water. In melting, mainly the liquefaction of ice takes place."}
{"text": "O Frost formation: When the temperature drops below 0 C, water vapour in the air condenses directly into solid ice crystals. O Water boiling: When water is heated, it changes from liquid state to gas state steam . O Condensation of water vapour: When water vapour in the air cools below 100 C, it changes from gas state to liquid state and condenses to form liquid water droplets. O Sublimation: An example of sublimation is when solid dry ice frozen carbon dioxide changes into carbon dioxide gas without melting. Causes and Effects of Changing States of Matter The main cause of change in states of matter is due to the addition or loss of energy in the state of a substance that is altered physically. This phenomenon is connected with the movement of molecules. Solids possess very little kinetic energy, meaning that they only vibrate and keep the bonds of chemical strength. If the energy source is placed in e.g. heat energy, which can later be converted into kinetic energy then the molecules begin spinning and vibrating faster, which causes the strength of the bonds to diminish. If a certain amount of heating is applied this is different for each substance, for example, the melting point of the water is 0 C while the boiling point is 100 C those molecules will be moving towards the point of not remaining in their original form. When energy levels are reduced and reversed, the process begins again. Whereas, the effects of change in the state of matter are only two which are mentioned as well as explained below: o Change in Temperature: The temperature change occurs in states of a matter when it undergoes heat transfer to its surroundings. When a substance is placed in surroundings of a different temperature, heat is exchanged between the substance and the surroundings, causing both to achieve an equilibrium temperature. So when an ice cube is exposed to heat, its water molecules absorb heat energy from the surrounding atmosphere and begin to move more energetically, causing the water ice to melt into liquid water. O Change in Pressure: The change in pressure occurs in states of a matter only when it undergoes liquefaction. We can understand this effect from the examples of smoke rising all over the stage at performances or parties. Dry ice is the only thing that exists solid carbon dioxide . The solid carbon dioxide is kept at high pressure and instantly melts when pressure is reduced down to 1 bar. The space between particles of the material is what determines its physical state."}
{"text": "Dry ice is the only thing that exists solid carbon dioxide . The solid carbon dioxide is kept at high pressure and instantly melts when pressure is reduced down to 1 bar. The space between particles of the material is what determines its physical state. In the end, when pressure is applied to the gas, it is compressed into a liquid. Then, the pressure applied to liquids becomes solid. Pressure does not affect solids. If pressure is applied to the material and the chemical state of the substance shifts from liquid to gas and after that, liquid changes to solid. Experiments of Changing States of Matter Below are mentioned three experiments that depict all the five processes that take place during the change of state of matter: o If we take an ice cube and put it in a bowl then after some time it will melt into water. This depicts the conversion of a solid into liquid due to the process of melting which took place due to an increase in the temperature of the substance. Now if we put that bowl that has water in a freezer, then the water will again solidify into ice and again change its state. This phenomenon occurs due to the conversion of liquid into solid by the process of freezing. Freezing can only take place when the temperature of a substance is decreased. O Now if you put a bowl filled with water outside your home in the sun then after some days there will be no water. Due to an increase in the temperature, the liquid water changes its form into gaseous water vapour which depicts the process of evaporation taking place. Now to depict condensation we can take a bottle and fill it with some chilled water and as time goes by we can see small droplets of water outside of thebottle which occurred due to the process of condensation taking place. Condensation occurs when the gaseous water vapours come in contact with the cold water having a decreased temperature; they start to solidify and get converted into liquid water again. O If we take some dry ice and put it in a bowl then after some time we can see that the dry ice will disappear. This occurs due to the process of sublimation taking place in it. Sublimation converts the solid into a gaseous form and it occurs only when the temperature is increased. To reverse this process we can decrease the temperature as well as pressure and the atmospheric dry ice will again solidify. Applications of Changing States of Matter The phenomenon of change of states of matter can be found in the following examples: 1."}
{"text": "They are also called chemical changes There are many differences between physical and chemical changes and it is important to understand them to be able to understand these concepts clearly. The comparisons and differences between physical and chemical changes are given below along with their examples. To understand physical and chemical properties and changes better, it is important to know what they are. Differences between Physical and Chemical Change Physical Change Chemical Change When a substance undergoes a physical change, its composition remains the same despite its molecules being rearranged. When a substance undergoes a chemical change, its molecular composition is changed entirely. Thus, chemical changes involve the formation of new substances. Physical change is a temporary change. A chemical change is a permanent change. A Physical change affects only physical properties i.e. shape, size, etc. Chemical change both physical and chemical properties of the substance including its composition A physical change involves very little to no absorption of energy. During a chemical reaction, absorption and evolution of energy take place. Some examples of physical change are freezing of water, melting of wax, boiling of water, etc. A few examples of chemical change are digestion of food, burning of coal, rusting, etc. Generally, physical changes do not involve the production of energy. Chemical changes usually involve the production of energy which can be in the form of heat, light, sound, etc. In a physical change, no new substance is formed. A chemical change is always accompanied by one or more new substance s . Physical change is easily reversible i.e original substance can be recovered. Chemical changes are irreversible i.e. original substance cannot be recovered. Thus, it can be understood that the primary difference between physical and chemical changes is that physical changes are reversible, whereas chemical changes are usually not. Test your Knowledge on Difference Between Physical And Chemical Change QUESTIONS AND ANSWERS Q1 How can you tell the difference between physical and chemical changes? The appearance or form of matter changes during a physical change, but the type of matter in the substance does not. A chemical change, on the other contrary, results in the creation of at least one new substance with new properties. Q2. Why is it important to know the difference between physical and chemical changes? It s essential to recognise the difference between chemical and physical changes. Several changes are obvious, but there are some fundamental concepts to be aware of. Physical changes usually refer to changes in the physical state of stuff. When two or more molecules interact, chemical changes occur on a molecular level. Q3."}
{"text": "Physical changes usually refer to changes in the physical state of stuff. When two or more molecules interact, chemical changes occur on a molecular level. Q3. What are the examples of physical and chemical changes? Examples of chemical changes would be burning, cooking, rusting, and rotting. Examples of physical changes could be boiling, melting, freezing, and shredding. Most physical changes can be reversed if sufficient energy is provided. Q4. How to tell whether it s a physical or chemical change? Check for indications that a chemical change has taken place. The following are indications of a chemical change: Gas is created. Bubbles can occur in liquids. An odour is created. The colour of the substance changes. Sound is generated. There is a shift in the temperature. The environment either heats up or cools down. Light is generated. A precipitate develops. Reversing the change is difficult or impossible. Q5. What are three forces that can cause a physical change? Forces such as motion, temperature, and pressure can create physical changes. Oxygen in the air reacts with sugar, and the chemical bonds are destroyed. Elements and compounds Elements are pure substances which are composed of only one type of atom. Compound is substances which are formed by two or more different types of elements that are united chemically in fixed proportions. Elements and Their Symbols Chemical elements are the basic building blocks of matter. Elements are referred to by their names and their symbols. This makes it easier to write chemical structures and equations. Examples The first 20 elements of the periodic table are listed below. These elements include some of the most abundant in the universe hydrogen, oxygen, carbon as well as some of the most unusual phosphorus, boron . 1. H - Hydrogen 2. He - Helium 3. Li - Lithium 4. Be - Beryllium 5. B - Boron 6. C - Carbon 7. N - Nitrogen 8. O - Oxygen 9. F - Fluorine 10. Ne - Neon 11. Na - Sodium 12. Mg - Magnesium 13. Al - Aluminum 14. Si - Silicon 15. P - Phosphorus 16. S - Sulfur 17. Cl - Chlorine 18. Ar - Argon 19. K Potassium 20."}
{"text": "Cl - Chlorine 18. Ar - Argon 19. K Potassium 20. Ca - Calcium Notice that the symbols are one- and two-letter abbreviations for their names, with a few exceptions where symbols are based on old names. For example, potassium is K for kalium, not P, which is already the element symbol for phosphorusCommon Metals Magnesium: It has a symbol of Mg. Calcium: It has a symbol of Ca. Chromium: It has a symbol of Cr. Iron: It has a symbol of Fe. ... Zinc: It has a symbol of Zn. Mercurys-Hg Gold-Au Tin Sn Uses of elements 1. Hydrogen - Rocket propellant, chemical reagent, potential alternative fuel, coolant for electrical equipment, airship lifting gas. 2. Helium - Lifting gas for balloons airships, coolant for superconductors. Shielding gas for welding. 3. Lithium - Batteries, psychiatric medications, constituent in light structural metals. 4. Beryllium - Light, hard, strong structural metal, x-ray transparent materials. 5. Boron - Composite materials, cleaning agents, semiconductors, chemical reagents. 6. Carbon - Structural material, jewellery diamonds , basis for all organic compounds, adsorbent material, pencils. 7. Nitrogen - Primary component of the atmosphere, fertilizer production, rocket propellants, shielding gas for welding. 8. Oxygen - Primary active component of atmosphere, medical use, rocket propellant, steelmaking, support of combustion. 9. Fluorine - Toothpaste, pharmaceuticals, etching of glass, rocket propellant for use outside the atmosphere . 10. Neon - Electric signs, lasers. 11. Sodium - Table salt, glassmaking, baking soda, reducing agent. 12. Magnesium - Structural material, dietary supplement, flashbulbs, fireworks. 13. Aluminium - Structural material, ceramics aluminium oxide . 14. Silicon - Semiconductors, glassmaking, abrasives, structural material. 15. Phosphorus - Fertilizers, rust remover phosphoric acid , matches. 16. Sulphur - Primary starting material for sulphuric acid which has MANY uses , vulcanized rubber, detergents, odorant in natural gas, fungicide. 17."}
{"text": "What is an easy way to remember the first 20 elements? You just need to remember 2 sentences First Sentence - Hi Hello Listen Be. B.C. News On Friday Night. Hi-H-Hydrogen Hello-He-Helium Listen-Li- Lithium B.-Be-Beryllium B.-B-Boron C.-C-Carbon News-N-Nitrogen On-O-Oxygen Friday-F-Fluorine Night-Ne-Neon Second sentence - Natives Might All Sing Party Songs Clearly Arousing Kitty Cats Natives-Na-Sodium Might-Mg-Magnesium All-Al-Aluminium Sing-Si-Silicon Party-P-Phosphorus Songs-S-Sulfur Clearly-Cl-Chlorine Arousing-Ar-Argon Kitty-K-Potassium Cats-Ca-CalciumOXYGEN Preparation of oxygen One of the most common methods for the laboratory preparation of oxygen is by the method of preparation of oxygen by simply treating hydrogen peroxide in a particular manner so that it decomposes to form water and oxygen from which then, the oxygen can be extracted. Oxygen is one of the most important and basic elements found in the earth s atmosphere. All living animals need oxygen in the air to survive. Without oxygen, there would be no trace of life on earth. Apart from being one of the basic elements on earth for a living being to survive, it is important in a lot of other areas as well. Oxygen is used in medical applications, commercial and industrial practices all over the world. It is very much possible to manufacture oxygen in a laboratory. Apart from the necessary apparatus, the main ingredients required to make oxygen in a laboratory are hydrogen peroxide and manganese IV oxide. It must be noted that hydrogen peroxide is the main ingredient for the preparation and the manganese IV oxide acts as a catalyst to enhance the speed of the process. Laboratory Preparation of Oxygen https: www.youtube.com watch?v nkeniDKGs6Q There are a lot of laboratory processes for producing oxygen. Among them, one of the most common ways of preparation of oxygen is in a laboratory by the method of preparation of oxygen by simply treatinghydrogen peroxide in a particular manner so that it decomposes to form water and oxygen from which then, the oxygen can be extracted. Produce oxygen by heating potassium manganate VII , then identify it with a glowing splint This experiment should take 30 minutes."}
{"text": "Laboratory Preparation of Oxygen https: www.youtube.com watch?v nkeniDKGs6Q There are a lot of laboratory processes for producing oxygen. Among them, one of the most common ways of preparation of oxygen is in a laboratory by the method of preparation of oxygen by simply treatinghydrogen peroxide in a particular manner so that it decomposes to form water and oxygen from which then, the oxygen can be extracted. Produce oxygen by heating potassium manganate VII , then identify it with a glowing splint This experiment should take 30 minutes. Equipment Apparatus Eye protection Test tube holder Ceramic wool Test tube Spatula Bunsen burner Splints Heat-proof mat Chemicals Potassium manganate VII Health, safety and technical notes Always wear eye protection. When KMnO4 is heated, tiny particles shoot out. These are trapped by the ceramic wool. Potassium manganate is an oxidiser and harmful,Procedure 1. Place two spatula measures of potassium manganate VII in a test tube. 2. Place a small piece of ceramic wool near the top of the test tube. This stops fine dust escaping. 3. Gently heat the test-tube containing the potassium manganate VII . 4. Light a splint and extinguish it, to make a glowing splint . 5. Place the glowing splint just above the top of the test tube. Keep heating the test tube. The splint should relight. 6. Scrape out the ceramic wool. Let the test tube cool to room temperature and then wash it out. 7. Notice the colours produced when the test tube is washed out. 8. Record your observations. Conclusion Oxygen is one of the most important and basic elements found in the earth s atmosphere. All living animals need oxygen in the air to survive. Without oxygen, there would be no trace of life on earth. Over the years, scientists have discovered multiple ways of preparation of oxygen in laboratories and also identified other diverse uses of this gas. Oxygen is used in medical applications, commercial, and industrial practices. There are a lot of different methods of preparing oxygen and different methods may have different purity rates of the concerned gas."}
{"text": "Water extinguishers are coloured signal red. Other extinguishers will be predominantly signal red with a label, band or circle covering at least 5 of the surface area of the extinguisher in a second colour indicating the contents of the extinguisher. Fire Rating All extinguishers capable of extinguishing class A, B or F fires carry a fire rating which is indicated by a number and letter eg 13A, 55B . The number is indicating the size of fire it can extinguish under test conditions. The larger the number, the larger the fire it can extinguish. The letter indicates the fire classification as above. Class C, D and the electrical symbol do not carry a numerical rating. All extinguishers capable of extinguishing class F fires have a rating based on 4 benchmark tests using 5, 15, 25 and 75 litres of sunflower oil. The oil is heated to auto-ignition and allowed to pre-burn for 2 minutes. The fire is then extinguished and no re-ignition shall occur within 10 minutes of extinguishing the fire. Chosing Fire Extinguishers The following factors should also be considered when siting fire extinguishers: Extinguishers should normally be sited on escape routes on all floors at what is called fire points . They should be fixed in a location where the extinguisher can be reached quickly. The best place is near a door leading to a place of safety or near a specific fire risk. They should be fixed where they can be easily seen. Fixing them inside cupboards or behind doors will waste valuable time if a fire breaks out. Do not place them over cookers or heaters or in places of extreme temperatures, hot or cold. Extinguishers should be fixed at an elevated height, so that the carrying handle is 1m from the floor for heavier units heavier than 4kg and 1.5m for smaller units. Extinguishers should be within reasonable distance from any fire risk: 1. Class A: 30m 2. Class B: 10m 3. Class C: 30m 4. Class D: case-by-case basis, by expert advice 5. Class F: 10m If you have to travel through doorways, the maximum travel distances need to be reduced."}
{"text": "Only tackle a fire in its very early stages Always put your own and other peoples safety first On discovering the fire, immediately raise an alarm Make sure you can escape if you need to and never let a fire block your exitIf you cannot put out the fire or if the extinguisher becomes empty, get out and get everyone else out of the building immediately, closing all doors behind you as you go. Then ensure the fire brigade has been called Fire Triangle Trying to understand the seemingly endless list of fire safety regulations can be a complex and confusing task. Whether you are attempting to identify the different types of fire extinguisher and their appropriate uses or are learning about the benefits of a fire blanket, it is vital to remember that the various stringent rules are there for a reason and this reason ultimately relates to the fire triangle. Something usually taught in school, the fire triangle which is also known as the combustion triangle is a simple model for understanding the chemical reaction which must occur to create a fire. It is composed of three elements fuel, heat and oxygen which must all be present for a fire to ignite. It also demonstrates the interdependence of these ingredients in creating and sustaining a fire and teaches us that removing any one of these elements would prevent or extinguish the fire. The fire triangle is often used as a basic form of fire safety training and looks at the dynamics of fire itself. By looking at and understanding this in more detail, it is much easier to grasp the need for, and details of, fundamental fire regulations so let s get back to basics Fuel In order for a fire to start there must be a material to burn and this is referred to as the fuel. Fuel is any kind of combustible material, including paper, oils, wood, gases, fabrics, liquids, plastics and rubber. The fuel for a fire is usually characterised by its moisture content, size, shape and quantity and this will determine how easily the fuel will burn and at what temperature. Heat In addition to a fuel source, heat must be present in order for ignition to take place. All flammable materials give off flammable vapours which, when heat is present, combust. Heat is also responsible for the spread and maintenance of fire as it removes the moisture from nearby fuel, warming the surrounding area and pre-heating fuel in its path, enabling it to travel and develop with greater ease. Oxygen As well as fuel and heat, fires also need oxygen to stay alight."}
{"text": "All flammable materials give off flammable vapours which, when heat is present, combust. Heat is also responsible for the spread and maintenance of fire as it removes the moisture from nearby fuel, warming the surrounding area and pre-heating fuel in its path, enabling it to travel and develop with greater ease. Oxygen As well as fuel and heat, fires also need oxygen to stay alight. Ambient air is made up of approximately 21 oxygen and, as most fires only require at least 16 oxygen to burn, it acts as the oxidising agent in the chemical reaction. This means that when the fuel burns, it reacts with the oxygen to release heat and generate combustion. Extinction of the fire To stop a fire, one of the three elements of the fire triangle must be removed. So, if a fire runs out of fuel, it will smoulder out; if you can cool a fire down it will lose heat and go out; and if the oxygen is removed it will suffocate. Therefore, attempts at combatting a fire and also preventing a fire are based upon these principles. Fire blankets, for example, suppress a fire, removing the oxygen and, as a result, putting it out. Similarly, fire extinguishers are developed to eliminate one of the three elements such as water fire extinguishers which cool the fire down and remove any heat. By the same codes of practice, fire prevention methods are also developed in relation to the chemical reaction which occurs when fire takes place. Undertaking safety steps such as storing flammable liquids away andmaking sure piles of paper or fabric are not left near any possible heat sources are highly important. By using this fundamental fire safety knowledge, the prevalence of fires and the damage they cause can be significantly reduced."}
{"text": "GRADE 8 CREATIVE ARTS AND SPORTS NOTES STRAND ONE: FOUNDATIONS OF CREATIVE ARTS AND SPORTS Definition of creative arts and sport: Creative Arts This is a description of various artistic activities that allow performers to use their imaginations, creativity, and express ideas through a variety of mediums to passage a message to the audience. Sport A sport is any activity involving physical or mental effort combined with skills in which an individual or a team or teams compete against another or others for entertainment. Roles of creative arts and sports The roles of creative arts and sports are divided into two different types namely: - Economic roles - Social roles Social roles of creative arts and sports Creates a sense of identity-bring people together, creating shared experiences that help to foster a sense of community and collective identity. Creative arts and sports promote cohesion through teamwork. Through creative arts and sports culture is preserved-it ensures that our history and traditions are not forgotten, and that future generations can appreciate and learn from them. Creative arts and sports inspire creativity, talents and abilities. Creative arts and sports provide provides us with entertainment through components such as music, dance, drama, narratives, films and movies, various sports i.e., soccer, basketball, netball, volley ball. Help develop problem solving skills Learning resilience and perseverance Make one to gain confident Economic roles of creative arts and sports Creative arts and sports provide employment opportunities such as artists, musicians, referees, sports coaches, sports doctors, choreographers. Trainers, teachers etc. One can earn income through activities related to creative arts and sports hence eradicating poetry. Through creative arts and sports, a country can earn or generate tax revenue. Boosts revenue collection Creative arts and sports attract investments which in turn increases job opportunities. Creative arts and sports stimulate growth of economy through sectors such as tourism. Encourages tourism Create employment opportunitiesTourist attractions sites preservation of culture 1.2 Components of creative arts and sports Creative arts are made of the following components: Visual arts -creative art forms appreciated through sense of sight such as; Drawing. Painting. Sculpture. Montage. Collage Play - a written work that tells a story through action and speech and is meant to be acted on a stage."}
{"text": "Rhyme 8. Tone 9. MoodEndurance and agility of physical Agility This is the ability to move and change the direction and position of the body quickly and effectively while under control. It requires quick reflexes, coordination, balance, speed, and correct response to the changing situation. Agility training has been included in several endurance training programs. Maximum oxygen consumption rate is a direct measurement of an individual's endurance capacity and its relationship to agility has not been studied. Endurance- refers to your body's physical capability to sustain an exercise for an extended period. It's made up of two components: cardiovascular endurance muscular endurance. Cardiovascular endurance is the ability of your heart and lungs to fuel your body with oxygen Physical activities that build up endurance Brisk walking or jogging. Yard work mowing, raking Dancing. Swimming. Biking. Climbing stairs or hills. Playing tennis or basketball Pitch This is a property of a sound and especially a musical tone that is determined by the frequency of the waves producing it. Bass staff On the bass clef, the notes going through the lines on the staff from the bottom up are G, B, D, F and A. To make it easy to remember these notes, we use the sentence Good Boy Deserves Fruit Always . The notes going through the spaces on the bass clef from the bottom up are A, C, E, and G. 1. Lines: The lines of the bass staff, from bottom to top, correspond to the notes G, B, D, F, and A. A handy phrase to remember this is Good Boys Do Fine Always . 2. Spaces: The spaces, from the lowest to the highest, represent the notes A, C, E, and G. A ledger lineThis is a small line that extends the stave when we run out of room. With the ledger line drawn, we can place the A. Next, let's discuss the Bass Clef also called the F Clef . The staff line in between the two dots of the clef is F. Ledger lines G major scale piano G major is a musical key that has G as the tonic."}
{"text": "Replace the mask immediately if it is damaged or soiled. Skin and Body Protection PPE includes the following categories to protect employees from physical hazards: Head Protection PPE includes hard hats and headgears and should be required for tasks that can cause any force or object falling to the head. Safety Tips: Ensure that there are no dents or deformities on the shell and connections are tightened inside. Do not store in direct sunlight as extreme heat can cause damage. Choose appropriate cleaning agents as it can weaken the shells of hard hats and may eliminate electrical resistance. Always replace a hard hat if it was used for any kind of impact, even if the damage is unnoticeable. Body Protection PPE includes safety vests and suits that can be used for tasks that can cause body injuries from extreme temperatures, flames and sparks, toxic chemicals, insect bites and radiation. Safety Tips: Ensure that they are clean and free from cuts and burns. Always get a good fit to ensure full body protection. Ensure bodysuit is heat-resistant clothing when working with hightemperature hazards. Hands Protection PPE includes safety gloves and should be used for tasks that can cause hand and skin burns, absorption of harmful substances, cuts, fractures or amputations. Safety Tips: Ensure hand protection fits perfectly with no spaces and is free from cuts, burns, and chemical residue. Always replace them if any sign of contamination was observed. Use rubber gloves when working with heat and electricity to reduce the risk of burn or electrical shock. Foot Protection PPE includes knee pads and safety boots and should be used for tasks that can cause serious foot and leg injuries from falling or rolling objects, hot substances, electrical hazards, and slippery surfaces. Safety Tips: Ensure boots have slip-resistant soles that can protect against compression and impact. Ensure the sole plate is in good condition to prevent punctures. Fall Protection PPE includes safety harnesses and lanyards and should be strictly used for tasks that can cause falling from heights and serious injury or death. Safety Tips: Ensure that the straps are free from tears, deformities, and burn marks. Check the buckles if connected securely and tightly. Dispose of the equipment if used after a falling incident. Hearing Protection PPE includes ear muffs and plugs and should be used for tasks that can cause hearing problems and loss of hearing."}
{"text": "Check the buckles if connected securely and tightly. Dispose of the equipment if used after a falling incident. Hearing Protection PPE includes ear muffs and plugs and should be used for tasks that can cause hearing problems and loss of hearing. Safety Tips: Ensure the equipment fit the ear canal perfectly. It is recommended to use formable earplugs to fit different sizes of ear canals. Use protectors that reduce noise exposure to an acceptable level to have room for communication. Ensure earplugs are clean and in good condition. Other examples of PPE include: safety glasses or goggles safety shoes high-visibility clothing or vests heat-resistant gloves anti-vibration gloves welding PPE such as helmets and flame-resistant clothing chemical-resistant suits or aprons safety harnesses and lanyards Use PPE always and anywhere where necessary. Observe the instructions for use, maintain them well and check regularly if they still offer sufficient protection. Why is it Important to wear PPE? Prevent unnecessary injury in the workplace; protect employees from excessive chemical exposure; prevent the spread of germs and infectious diseases including COVID-19; help businesses comply with regulatory requirements Improve employee productivity and efficiency. Supports worker during work e.g. safety shoes, safety rope Important safety rules in the workplace Here are examples of safety rules in a workplace: 1. Follow the dress code It is important to dress according to the workplace dress code. This may prohibit jewelry or open-toe shoes, for example. Often a workplace may require employees to wear specific footwear and long sleeves and pants in order to protect against common workplace accidents. Dress codes can promote professionalism and also help keep employees safe. 2. Wear safety gear Safety gear is necessary in labs, around machinery and on construction sites, for example. Companies include safety gear in the dress code when it is necessary for your job. Safety gear is a precaution against hazardous materials and potentially dangerous working conditions. 3. Maintain personal hygieneMaintain your personal hygiene, such as cleanliness, to help prevent illness at work. Good hygiene can also help promote health and self-esteem, which reduces risks. 4. Take responsibility for your personal safety To take responsibility for your personal safety means ensuring that you follow safety procedures. If employees rely on themselves to keep the workplace safe, this can create a safe environment for all."}
{"text": "4. Take responsibility for your personal safety To take responsibility for your personal safety means ensuring that you follow safety procedures. If employees rely on themselves to keep the workplace safe, this can create a safe environment for all. Responsibility also prevents negligence, which can limit on-the-job accidents. 5. Maintain a clean workspace It is important to keep your desk or other personal workspaces clean. Be sure to put away supplies when they are not in use. Gathering necessary materials before starting a task can help keep a clean workspace. Maintaining your work area promotes organization and attentiveness, both aspects of promoting safety in the workplace. 6. Follow work procedures A company creates work procedures to help comply with safety protocols and best practices, so if you follow work procedures, safety standards are likely met. It is important to follow procedures even if you think performing a task differently might save time. Often there'll be an employee handbook or safety station where the company provides their work procedures. 7. Learn how to act in an emergency Learn emergency protocols including where to go in case of a fire or during a natural disaster such as a tornado. Much like work procedures, companies design emergency protocols with strong consideration for safety regulations. Knowing where to go or how to behave during an emergency protects you as well as your coworkers. 8. Report accidents if they occurReport accidents to the managers or other personnel when they occur. If you injure yourself or cause an accident, be sure to report it and follow procedure immediately to help reduce the risks of further harm or endangering coworkers. This helps to get proper treatment for your injury and addresses the possible causes of the incident to prevent it from happening again. It is important to follow company policy and report even minor incidents. Your employer may require a written report of the incident as well. 9. Report unsafe conditions If you observe an unsafe practice or condition such as faulty equipment, it is helpful to report this so that personnel can address the situation and make corrections to prevent an incident. Unsafe conditions pose a threat to your coworkers and to you, so reporting a potentially dangerous situation is in the best interest of all employees. Consider marking any unsafe condition to protect others who may encounter it while you go to report it. 10. Lift objects carefully Professionals advise lifting by squatting and using your knees when picking items up instead of bending at your waist because this can cause strain on your back and may result in injury. Use equipment if necessary or ask for help in lifting heavy items."}
{"text": "10. Lift objects carefully Professionals advise lifting by squatting and using your knees when picking items up instead of bending at your waist because this can cause strain on your back and may result in injury. Use equipment if necessary or ask for help in lifting heavy items. Back pain is a common workplace injury that you can avoid with proper posture and using caution in actions that you often repeat at work, such as carrying materials. 11. Operate machinery that you are familiar with Only operate machinery that employers authorize you to use. Some types of workplace equipment, such as forklifts, require training. Training can prevent misuse and provide proper safety knowledge and skill for machines. It is important to become familiar with all equipment that is in regular use at work. 12. Use break times Taking breaks can maximize employee attentiveness because they are well-rested. Breaks provide other benefits, such as time to relax and reduce stress. Duringbreaks, you may need to sit or stretch to maintain personal safety and prevent muscle injury. 13. Stay in your work zone While working, try to stay in your designated work area. This allows you to be familiar with your surroundings and increases the likelihood that you understand the rules of conduct in the area. If you visit another working area, try to find a professional who can help you navigate the area so you are confident in your surroundings. 14. Stay alert and attentive Being alert and attentive to your surroundings in a work environment helps identify risks. It is important to limit distractions as well and ensure you focus on tasks at work. Taking care to be mentally present while working helps you actively follow procedures and practice caution. 15. Keep exits clear Try to keep walkways clear and take care not to block exits. This prevents falls and helps people leave the room or building safely and quickly in the event of an emergency. In small spaces keeping walkways clear can be difficult but it may be useful to practice a walk-through to ensure that employees can maneuver safely around equipment. 16. Ask for help If you require assistance, ask for help. This greatly reduces the risk of having an accident and helps foster a safe work environment by setting an example. Refer to company protocol when performing tasks or operating equipment, and if protocol suggests doing a task with another employee, do not attempt the task alone. 17. Use caution signs Use caution signs when applicable. For example, wet floor signs prevent slips on a floor after you mop or after a spill."}
{"text": "17. Use caution signs Use caution signs when applicable. For example, wet floor signs prevent slips on a floor after you mop or after a spill. Areas at work may require barriers or signs when equipment such as forklifts are in use. Another example is road signs to notify drivers of workers or highway cleanup crews. It is important to placecaution signs while working and read and obey caution signs placed by others. 18. Use proper equipment Use the equipment a procedure recommends to help prevent an accident. Companies usually provide equipment to limit strain on employees and to comply with safety regulations. It is also important to learn how to operate any equipment that is available before using it for work. 19. Eat in designated areas Employers sometimes restrict food and drink to specific areas at work to prevent spills, contamination and unsafe conditions. Having liquids around machines risks spills that can cause malfunctions and eating where you work can cause contamination and possibly result in illness. If your workplace requests employees eat in a certain place or restrict food and drinks in a work environment, it is important to observe this rule. 20. Follow safety guides Follow all safety guides put in place to protect you and your coworkers. Companies design safety rules to prevent incidents. Sometimes rules result from a previous accident which is why it is important to report your injuries as well as unsafe conditions. If you do not understand why a safety rule exists, you can ask your employer for clarification. 21. Use tools, equipment and machinery properly Proper use of tools and machinery can prevent injuries. Only operate machines you are trained or certified to use and ensure that they are cleaned and maintained regularly. You should always use machines and equipment for their intended purposes. Use equipment such as a wheelbarrow or a forklift to help you lift and move heavy items to prevent straining or injuring yourself. 22. Report any unsafe conditions Fix any unsafe conditions or workplace hazards as soon as you notice them. If it is dangerous for you to remove the risk, notify a supervisor right away. 23. Wear all necessary safety gear Always wear the necessary safety equipment. The proper safety gear in your workplace could be reflective gear, fire-retardant clothing, industrial work wear or something as simple as nonslip shoes. Be sure to always wear a breathing mask if your space has debris or dust, or if you have to deal with toxic or dangerous chemicals or fumes. 24. Keep your workplace clear from clutter Having a clean workspace will positively impact your job satisfaction and keep you and your coworkers free from danger."}
{"text": "Be sure to always wear a breathing mask if your space has debris or dust, or if you have to deal with toxic or dangerous chemicals or fumes. 24. Keep your workplace clear from clutter Having a clean workspace will positively impact your job satisfaction and keep you and your coworkers free from danger. You could trip and fall over scattered objects and they could hide another hazard you cannot see. 25. Stay hydrated Drink enough water to remain alert and avoid dehydration. Even in the winter, it is essential to stay hydrated with water and warm liquids to prevent lightheadedness and lack of focus. 26. Practice good posture when sitting or lifting Use ergonomic desks and keyboards to avoid straining your wrists and arms. Sit up straight, keep your shoulders in line with your hips and lift with your legs when you are moving objects. Poor posture can cause strain on your back, neck and shoulders, which can lead to serious injury. 27. Take regular breaks Look away from your computer screen regularly to avoid eye strain. Taking regular breaks allows your body an opportunity to rest from the tasks you are doing. When you return, you will be more focused and have a higher level of concentration. 28. Be aware of your surroundings Being aware of your surroundings is paramount to avoiding workplace injuries. Here are some things to be aware of in your environment: Look for spills or items on the floor that could be tripped over. Note the appropriate safety equipment and gear for each task you are doing. Choose mechanical aids such as a forklift or wheelbarrow to help lift items and encourage others to do the same. Keep emergency exits clear and uncluttered so they are accessible in the event of an emergency. Use tools and machines properly to avoid injury and encourage other workers to do the same. Label hazardous areas and materials with appropriate signage. Know where the first aid kits are and which staff members are trained to administer first aid if an injury occurs. Know of the emergency procedures in the event of a fire, flood or earthquake. Only use secure, steady ladders and never use boxes or anything else as an improvised ladder. Test railings first before using them to make sure they are secured properly. 29. Never take shortcuts Procedures exist to keep workers safe. Though skipping a step or not wearing safety gear may save you time, it isn t worth getting injured over. Use every tool and machine according to the instructions. 30."}
{"text": "Though skipping a step or not wearing safety gear may save you time, it isn t worth getting injured over. Use every tool and machine according to the instructions. 30. Remain aware of new safety procedures Though it is the responsibility of the company to make staff aware of new safety procedures, it is your responsibility to make sure that you fully understand the information. If you re unsure about a new procedure, ask questionsBenefits of a safe and healthy work environment - Summary The safer the work environment, the more productive it is. Productive employees are an asset to all companies. For instance, productive employees can produce more output in less time, reducing operational costs. Workplace safety promotes the wellness of employees and employers alike. Better safety equates to better health. Healthier employees do tasks more efficiently, and they are happier in general. There are very few accidents in a safe working environment. This results in less downtime for safety investigations and reduces costs for worker s compensation. This also reduces the time needed for employees to heal from injuries. Damage to industrial equipment creates costs for replacement and repair. Avoiding workplace injuries and damage to industrial equipment will incur fewer expenses and increase profit. If employers are concerned about the safety of their employees, the employees are more confident and comfortable in general. Also, absenteeism rates drop, and employees are more focused on doing their tasks. 1. Increased productivity and efficiency As mentioned earlier, your employees need to focus entirely on their work, and to do so, they need to be relieved of the worries and stress that come with unsafe and unhealthy working conditions. If the employees at your workplace are constantly under the stress regarding the future of themselves as well as their dependents, they will not be able to live up to the amount of productivity and efficiency that is required of them, and which is necessary for the company. 2. Reduced compensation cost As the common saying goes, Prevention is better than cure . Indeed, instead of having to pay a huge sum to compensate for poor employee health, it is much easier to invest in a healthy and safe workplace. Every time an unfortunate accident or health hazard occurs, you will have to bear the expenses of both the compensation claims of your employees and well the hiring costs for temporary staff. Not to mention, these incidents would also come up with a huge ordeal of paperwork."}
{"text": "If all, or at least most, companies engage in a safe and healthy work environment, it will create a more sustainable, and safer work environment overall. Ways to Promote Health and Safety in the Workplace Now that we have gone into why you should have a healthy and safe workplace, let s focus on answering this question, how can you promote health and safety in the workplace! 1. Safety training Comprehensive safety training, including various safety programs and training courses on fire safety, handling of safety equipment, emergency exits, and more safety practices, should be provided to your employees right when they are on boarded. Also, the training should be reinforced at repeated intervals to keep your employees updated about their safety measures. 2. Wellness programs Wellness programs are a collection of initiatives undertaken by employers to encourage health and fitness and other healthy habits amongst employees. They act as preventive measures to intercept illnesses even before they occur so that you can cut off the weed right at the root. 3. Paid leaves It is quite normal for your employees to fall sick at some point. Thus, it is imperative to offer them paid leaves, so that they can take some time off and fully recover. It is also important so that in case of contagious diseases, they do not spread the disease to your other employees, thus risking their safety. 4. Regular checkups and Medical consultations It is always a good idea to catch disease at its first stage and ward it off at the earliest. This means getting regular checkups. Simultaneously, in situations of emergencies, it is very handy to have medical consultations by professionals. By offering these facilities to your employees, you can save them a lot of inconveniences, and encourage healthy behavior. 5. Reward good health and safety practices A great way to make good habits stick is to reward them with proper incentives. Incentives can be something as simple as a discount coupon or name the Employee of the Week. This will also add to the job satisfaction factor of your employees. FIRES Consequences of Fire Fires can be devastating and cause significant damage to property and human life. Unfortunately, fires can happen anywhere and at any time, and it is essential to know the most common causes to prevent them from happening. The consequences of fire can devastate the natural environment, human life, and property. Some of the most significant consequences of fire include: 1. Property Damage Fires can cause significant damage to property, including buildings, vehicles, and personal belongings."}
{"text": "Loss Of Productivity A loss of productivity is another significant consequence of fires. After a fire, employees may need to spend time cleaning up and repairing the damage caused by the fire, which can take away from their regular work duties. Additionally, there may be insurance claims to file and paperwork to complete, which can be time-consuming and further disrupt the workday. The longer the disruption lasts, the greater the impact on productivity, which can have financial consequences for the business. 7. Increased Insurance Premiums Increased insurance premiums are another potential consequence of workplace fires. After a fire, a business may see an increase in its insurance premiums. This is because insurance companies view businesses that have experienced a fire as higher risk and more likely to file a claim in the future. As a result, insurers may increase the premiums for the business s property and liability insurance policies. These higher premiums can significantly impact the business s bottom line. 8. Damage To Brand Reputation Damage to brand reputation is another significant consequence of workplace fires, particularly if the incident receives media coverage. A fire at a business can attract significant media attention, damaging the company s brandreputation. Customers may perceive the business as unsafe or unreliable, leading to a loss of trust and decreased revenue. Additionally, negative publicity can spread quickly through social media, further damaging the business s reputation. The impact on brand reputation can be particularly devastating for small businesses, which may have fewer resources to recover from the damage caused by the fire. 9. Occupational Health And Safety Issues Occupational health and safety issues are another potential consequence of workplace fires. Fires can release hazardous materials like smoke, chemicals, and other toxic substances. This can pose a serious risk to the health and safety of employees, particularly those who work close to the fire or are responsible for cleaning up the aftermath. In addition, firefighters and other first responders who respond to the fire may also be at risk for exposure to these hazardous materials. 10. Financial Loss Financial loss is another significant consequence of workplace fires. Repairing or replacing damaged equipment, materials, and property can add up quickly and significantly impact a business s finances. In addition, the business may experience a loss of revenue due to the interruption of normal operations or the need to close temporarily. This can be particularly difficult for small businesses that may not have the financial resources to absorb the costs of a workplace fire. Furthermore, if the business cannot recover from the financial losses caused by the fire, it may have to close permanently. 11."}
{"text": "This can be particularly difficult for small businesses that may not have the financial resources to absorb the costs of a workplace fire. Furthermore, if the business cannot recover from the financial losses caused by the fire, it may have to close permanently. 11. Regulatory Fines And Penalties Regulatory fines and penalties would be another potential consequence of workplace fires, especially if the fire was caused by violating safety regulations. Regulatory agencies such as OSHA Occupational Safety and Health Administration can investigate workplace fires and determine whether any safety regulations were violated. The agency may impose fines and penalties on the business if violations are found. These fines and penalties can be significant and add to the financial losses caused by the fire. Causes of Fire in the Workplace There are many potential causes of fires in the workplace, and employers and employees need to be aware of them to minimize the risk of a fire occurring. Some common causes of fires in the workplace include: 1. Electrical Problems Electrical problems are among the leading causes of workplace fires. These issues can occur in any industry and result in significant damage, injuries, and even fatalities. The following are some common electrical problems that can lead to fires in the workplace:A. Overloading Electrical Circuits And Outlets Overloading occurs when too many devices or appliances draw power from the same electrical circuit or outlet. This can cause the circuit to overheat, resulting in a fire. Common signs of overloading include flickering lights, warm or discolored outlets, and frequently tripped circuit breakers. To prevent overloading, ensure that the electrical load does not exceed the capacity of the circuit or outlet, and avoid using multiple high-wattage appliances simultaneously. B. Damaged Or Frayed Wiring Damaged or frayed wiring can expose the conductor, leading to electrical shorts and sparking. This can ignite nearby flammable materials, causing a fire. Regularly inspect the wiring for signs of damage, and replace any damaged or frayed wires immediately. Also, ensure that all electrical work is performed by a licensed electrician. C. Misuse Of Extension Cords And Power Strips Extension cords and power strips can contribute to fires if they are improperly used. Overloading power strips, using damaged extension cords, or running cords under carpets or through walls can cause overheating and create fire hazards. When using extension cords and power strips, follow the manufacturer s guidelines and ensure they are rated for the intended use. Additionally, avoid using them as a long-term solution for powering equipment. D."}
{"text": "When using extension cords and power strips, follow the manufacturer s guidelines and ensure they are rated for the intended use. Additionally, avoid using them as a long-term solution for powering equipment. D. Outdated Electrical SystemsOlder buildings may have outdated electrical systems not designed to handle the power demands of modern technology. This can lead to overloading and other electrical hazards. If you suspect your workplace has an outdated electrical system, consult a licensed electrician to assess the system and make any necessary upgrades. E. Tips For Preventing Electrical Fires To minimize the risk of electrical fires in the workplace, consider the following tips: Regularly inspect and maintain electrical systems, including wiring, outlets, and circuit breakers. Replace damaged or frayed wiring immediately. Use extension cords and power strips according to the manufacturer s guidelines and avoid overloading them. Upgrade outdated electrical systems to meet modern power demands. Train employees on properly using electrical equipment and reporting any potential electrical hazards. By addressing these common electrical problems, you can help reduce the risk of workplace fires and create a safer environment for employees. 2. Smoking Materials Improper use and disposal of smoking materials, such as cigarettes, cigars, and ecigarettes, are leading causes of workplace fires. These fires can result insignificant property damage, injuries, and even fatalities. To minimize the risk of fires caused by smoking materials, consider the following: A. Cigarettes, Cigars, And E-Cigarettes When not extinguished properly, smoking materials can smolder for hours before igniting nearby flammable materials, such as paper, upholstery, or trash. In addition, malfunctioning e-cigarettes and their batteries have been known to cause fires and explosions. B. Designated Smoking Areas And Proper Disposal Of Smoking Materials To reduce the risk of fires related to smoking materials: Create designated smoking areas away from flammable materials and building entrances. These areas should be clearly marked and equipped with appropriate receptacles for disposing of cigarette butts and other smoking materials. Train employees on adequately disposing of smoking materials and ensuring they are fully extinguished before disposal. Regularly clean and maintain smoking areas, including removing accumulated cigarette butts and other debris. C. Fire-Resistant Materials And Ashtrays In designated smoking areas, use fire-resistant materials, such as metal or ceramic ashtrays, to minimize the risk of fires."}
{"text": "Regularly clean and maintain smoking areas, including removing accumulated cigarette butts and other debris. C. Fire-Resistant Materials And Ashtrays In designated smoking areas, use fire-resistant materials, such as metal or ceramic ashtrays, to minimize the risk of fires. Regularly empty and clean ashtrays to prevent the buildup of smoking materials. Additionally, consider providing fireresistant trash receptacles in smoking areas to prevent fires caused by the improper disposal of smoking materials. D. Implementing A Smoking Policy In The Workplace A comprehensive smoking policy can help reduce the risk of fires related to smoking materials. This policy should include the following: Designating specific smoking areas and ensuring that employees are aware of their locations. Providing guidelines for the proper disposal of smoking materials. Regularly communicating the importance of fire safety related to smoking materials. Enforcing the policy consistently and addressing any violations promptly. Addressing the risks associated with smoking materials can help protect your workplace from fires and create a safer environment for employees. 3. Human Error Human error is often a contributing factor in workplace fires. Mistakes or oversights can lead to dangerous situations and increase the risk of fires. Here are some common human errors that can cause fires and how to address them: A. Unattended Cooking or Heating Appliances Leaving cooking or heating appliances unattended can lead to overheating or ignition of nearby flammable materials. To prevent fires caused by unattended appliances: Encourage employees to always stay in the area when using cooking or heating appliances. Set timers to remind employees to check on appliances regularly. Ensure that all appliances are turned off and unplugged when not in use. B. Improper Storage of Flammable MaterialsInappropriately storing flammable materials, such as chemicals, solvents, or combustible materials, can increase the risk of fires. To prevent fires related to the improper storage of flammable materials: Follow industry-specific guidelines and regulations for the storage of flammable materials. Clearly label flammable materials and store them in designated, wellventilated areas away from ignition sources. Train employees on the proper handling and storage of flammable materials. C. Inadequate Training On Fire Safety Procedures Lack of proper training can lead to mistakes and oversights that increase the risk of fires."}
{"text": "Train employees on the proper handling and storage of flammable materials. C. Inadequate Training On Fire Safety Procedures Lack of proper training can lead to mistakes and oversights that increase the risk of fires. To ensure employees are well-prepared to prevent and respond to fires: Provide regular fire safety training, including fire prevention strategies, proper use of fire extinguishers, and evacuation procedures. Conduct fire drills to familiarize employees with evacuation routes and procedures. Encourage employees to report any potential fire hazards or concerns to management. D. Tips For Reducing Human Error-Related Fires Reducing the risk of fires caused by human error involves creating a culture of safety and vigilance. Consider these tips to minimize human error-related fires: Establish clear guidelines and procedures for fire prevention and safety. Train employees on fire safety procedures and the proper use of equipment. Encourage open communication about potential fire hazards and the importance of reporting concerns. Regularly evaluate and update fire safety procedures to address new risks or changes in the workplace. By addressing human error, you can significantly reduce the risk of workplace fires and create a safer environment for employees. 4. Combustible Dust Combustible dust is a serious fire hazard in certain industries, especially those that process powders, grains, or other finely divided materials. This dust can accumulate on surfaces and equipment and ignite, causing a fire or explosion. Here are some common combustible dust-related fire hazards and ways to address them: A. Industries At Risk For Combustible Dust Fires Industries that handle, process, or store combustible dust are at risk for fires and explosions. These industries include food processing, chemical manufacturing, wood processing, and metalworking. To minimize the risk of fires caused by combustible dust: Identify potential sources of combustible dust in the workplace. Train employees on the hazards of combustible dust and the importance of proper housekeeping and ventilation. B. Proper Housekeeping And Dust Control Measures Proper housekeeping and dust control measures can help prevent the accumulation of combustible dust and minimize the risk of fires. To control combustible dust: Develop and implement a comprehensive housekeeping program that regularly cleans all surfaces and equipment, particularly those that come into contact with combustible dust. Use vacuum systems equipped with explosion-proof and dust-tight fittings to collect combustible dust."}
{"text": "Proper Housekeeping And Dust Control Measures Proper housekeeping and dust control measures can help prevent the accumulation of combustible dust and minimize the risk of fires. To control combustible dust: Develop and implement a comprehensive housekeeping program that regularly cleans all surfaces and equipment, particularly those that come into contact with combustible dust. Use vacuum systems equipped with explosion-proof and dust-tight fittings to collect combustible dust. Use wet cleaning methods, such as mopping and damp sweeping, to prevent dust generation. C. Proper Ventilation Systems Proper ventilation systems can help control combustible dust buildup and reduce the risk of fires. To ensure proper ventilation: Install an effective ventilation system that provides adequate airflow and removes combustible dust. Ensure that ventilation systems are regularly inspected and maintained by qualified personnel. Monitor airflow and air quality in areas where combustible dust is present. Addressing combustible dust-related fire hazards can protect your workplace from fires and explosions. It s essential to train employees on the hazards of combustible dust, implement proper housekeeping and dust control measures, and ensure that ventilation systems are designed and maintained to control the buildup of combustible dust. 5. Arson Intentional fires set by employees or outsiders can cause significant damage to the workplace, jeopardizing the safety of employees and visitors. These fires can bechallenging to prevent, but implementing certain security measures can help deter arson. Here are some common arson-related fire hazards and ways to address them: A. Intentional Fires Set By Employees Or Outsiders Arson is a deliberate act of setting fires, and it can be difficult to prevent or predict. Motivations for arson can vary from vandalism or theft to revenge or personal conflicts. To minimize the risk of arson: Implement security measures, such as surveillance cameras, guards, and access control systems, to deter and detect potential arsonists. Train employees on the importance of fire safety and report any suspicious activities or behaviour. Conduct background and reference checks on all job applicants, especially those with access to flammable materials or sensitive workplace areas. B. Security Measures To Deter Arson Security measures can help deter arson and minimize its impact. To secure your workplace from arson: Install surveillance cameras in strategic locations, including entrances, exits, and areas with flammable materials. Use access control systems to limit access to sensitive areas of the workplace."}
{"text": "Security Measures To Deter Arson Security measures can help deter arson and minimize its impact. To secure your workplace from arson: Install surveillance cameras in strategic locations, including entrances, exits, and areas with flammable materials. Use access control systems to limit access to sensitive areas of the workplace. Hire security guards to patrol the premises, especially during non-business hours. Conduct regular fire safety and security training for employees. C. Fire-Resistant Building Materials And Design Fire-resistant building materials and designs can help prevent the spread of fires caused by arson. To minimize the damage caused by arson: Use fire-resistant materials like concrete, brick, or steel to construct the building. Install fire-resistant doors and windows, and keep them closed when not in use. Ensure the building has fire suppression systems, such as sprinklers and fire extinguishers. Regularly inspect and maintain fire suppression systems to ensure their proper functioning. By implementing security measures and using fire-resistant building materials and design, you can help prevent and minimize the impact of fires caused by arson. It s also essential to remain vigilant and create a culture of safety that encourages employees to report any suspicious activities or behavior. 6. Heating Equipment Heating equipment is another common cause of fires in the workplace, especially during colder months. To minimize the risk of fire, it s essential to properly maintain and operate these devices. Here are some potential heating-related fire hazards and ways to address them: A. Space Heaters Space heaters can be a convenient way to provide additional warmth in the workplace, but they also pose a fire risk if not used correctly. To prevent fires related to space heaters, follow these guidelines: Ensure that space heaters are placed on a stable, level surface and at least three feet away from flammable materials such as curtains, furniture, or paper products. Never leave space heaters unattended or running overnight. Use space heaters with built-in safety features, such as tip-over switches and overheat protection. Plug space heaters directly into the wall outlet and avoid using extension cords or power strips. Regularly inspect space heaters for damage or malfunction and discontinue use if any issues are found. B. Central Heating Systems Central heating systems, including forced-air, radiant, and baseboard heating, can cause fires if not properly maintained."}
{"text": "Regularly inspect space heaters for damage or malfunction and discontinue use if any issues are found. B. Central Heating Systems Central heating systems, including forced-air, radiant, and baseboard heating, can cause fires if not properly maintained. To reduce the risk of central heating-related fires: Schedule annual inspections and maintenance by a licensed professional. Regularly clean and replace air filters to prevent dust and debris buildup, which can cause overheating. Keep vents and air ducts free of obstructions to ensure proper airflow. C. Boiler And Furnace Malfunctions Boilers and furnaces produce heat in many commercial and industrial settings. Malfunctions in these systems can result in fires or even explosions. To prevent boiler and furnace-related fires: Schedule regular inspections and maintenance by a qualified professional. Safety devices like pressure relief valves and flame supervision systems function correctly. Monitor for signs of overheating, leaks, or other potential hazards, and address any issues promptly. D. Proper Maintenance And Safety Precautions For Heating Equipment By following proper maintenance and safety precautions, you can significantly reduce the risk of fires caused by heating equipment in the workplace: Schedule regular inspections and maintenance for all heating equipment. Train employees on the safe use and operation of heating devices, including space heaters and central heating systems. Establish clear guidelines for the placement and use of space heaters. Monitor heating equipment for signs of malfunction or potential hazards and address any issues promptly. These steps to ensure the safe operation of heating equipment will protect your workplace from fires and contribute to a more comfortable and productive work environment. 7. Poor Housekeeping Poor housekeeping can contribute significantly to workplace fires. The accumulation of clutter, waste materials, and debris can block emergency exits, create fire hazards, and impede the ability of employees to evacuate the building quickly. Here are some common poor housekeeping-related fire hazards and ways to address them: A. Accumulation Of Clutter And Waste Materials The accumulation of clutter and waste materials can create fire hazards by providing fuel for fires and impeding the ability of employees to evacuate the building quickly. To prevent fires caused by clutter and waste materials: Implement a comprehensive housekeeping program that includes regular cleaning of all surfaces and areas of the workplace. Encourage employees to keep their work areas clean and free of clutter."}
{"text": "Accumulation Of Clutter And Waste Materials The accumulation of clutter and waste materials can create fire hazards by providing fuel for fires and impeding the ability of employees to evacuate the building quickly. To prevent fires caused by clutter and waste materials: Implement a comprehensive housekeeping program that includes regular cleaning of all surfaces and areas of the workplace. Encourage employees to keep their work areas clean and free of clutter. Establish procedures for properly disposing of waste materials, such as paper, cardboard, and other combustible materials. B. Blocked Emergency Exits And Fire Doors Blocked emergency exits and fire doors can prevent employees from quickly evacuating the building in the event of a fire. To prevent fires caused by blocked emergency exits and fire doors: Ensure that all emergency exits and fire doors are clearly marked and accessible. Develop and practice emergency evacuation plans to ensure employees are familiar with evacuation routes and procedures. Regularly inspect emergency exits and fire doors to ensure they function correctly. C. Regular Cleaning And Maintenance Schedules Regular cleaning and maintenance schedules are essential in preventing fires caused by poor housekeeping. To maintain a clean and safe workplace: Establish regular cleaning and maintenance schedules for all areas of the workplace. Train employees on the importance of housekeeping and the proper use of cleaning equipment and supplies. Conduct regular inspections of the workplace to identify and address potential fire hazards. By addressing poor housekeeping-related fire hazards, you can protect your workplace from fires and ensure the safety of employees and visitors. It s essential to implement a comprehensive housekeeping program, ensure that emergency exits and fire doors are accessible, and establish regular cleaning and maintenance schedules to maintain a safe and healthy workplace. 8. Mechanical Friction Mechanical friction can generate heat and sometimes lead to workplace fires. Overheated machinery, equipment, or their components can ignite flammable materials, liquids, or dust in the vicinity. Here are some common mechanical friction-related fire hazards and ways to address them: A. Overheated Machinery And Equipment Machinery and equipment can overheat due to friction between moving parts, excessive use, or mechanical failures. Overheating can cause fires by igniting nearby flammable materials or even the lubricants used in the equipment. To prevent fires related to overheated machinery and equipment: Ensure that machinery and equipment are operated according to the manufacturer s guidelines."}
{"text": "Overheated Machinery And Equipment Machinery and equipment can overheat due to friction between moving parts, excessive use, or mechanical failures. Overheating can cause fires by igniting nearby flammable materials or even the lubricants used in the equipment. To prevent fires related to overheated machinery and equipment: Ensure that machinery and equipment are operated according to the manufacturer s guidelines. Monitor equipment for signs of overheating, such as excessive noise, vibration, or smoke, and address any issues promptly. Maintain proper ventilation in areas where machinery and equipment help dissipate heat. B. Lack Of Proper Maintenance Fires caused by mechanical friction can often be attributed to a lack of proper maintenance. Poor maintenance can lead to excessive wear, misalignments, and other issues that increase friction and the risk of fires. To prevent fires related to poor maintenance: Establish a regular maintenance schedule for all machinery and equipment, including cleaning, lubrication, and inspection of components for wear or damage. Follow the manufacturer s recommendations for maintenance and repairs. Train employees on the importance of machinery and equipment maintenance and their role in preventing fires. C. Importance Of Regular Inspections And Repairs Regular inspections and timely repairs are crucial in preventing fires caused by mechanical friction. Inspections can identify potential issues before they lead to overheating or other hazards. To ensure the safety of your workplace: Schedule regular inspections of machinery and equipment by qualified personnel. Address any identified issues or concerns promptly, including repairs or replacements of worn or damaged components. Maintained detailed records of inspections, repairs, and maintenance to track the condition of machinery and equipment over time. By addressing mechanical friction-related fire hazards, you can protect your workplace from fires and ensure the safe operation of machinery and equipment. 9. Flammable Liquids And GasesFlammable liquids and gases are present in many workplaces and pose a significant fire hazard if not stored and handled properly. These substances can ignite easily and spread quickly, causing fires and explosions. Here are some common flammable liquid and gas-related fire hazards and ways to address them: A. Common Flammable Substances In The Workplace Many workplaces commonly use flammable substances, including gasoline, solvents, paints, propane, and natural gas. Identifying all flammable substances in the workplace is crucial to minimize the risk of fires. B. Proper Storage And Handling Procedures Proper storage and handling procedures can help prevent flammable liquids and gas ignition."}
{"text": "Conduct regular safety audits to ensure that employees are following safety protocols. B. Failure To Report Potential HazardsEmployees who fail to report potential fire hazards, such as damaged electrical cords, malfunctioning equipment, or blocked fire exits, can also contribute to workplace fires. To prevent fires caused by failure to report potential hazards: Encourage employees to report any potential fire hazards immediately. Develop a system for reporting and addressing potential fire hazards. Conduct regular inspections to identify potential fire hazards. By addressing negligence-related fire hazards, employers can help prevent workplace fires and protect the safety of employees and visitors. Training employees on safety protocols, encouraging them to report potential hazards, and conducting regular inspections to ensure the workplace is safe and free of fire hazards is essential. Conclusion Fires can cause devastating consequences, and it is important to understand their causes to prevent them from occurring. While some causes of fires are unavoidable, such as natural disasters, others can be prevented with proper education and precautions. Some common causes of fires include cooking equipment, electrical malfunctions, smoking materials, candles, and heating equipment. These causes can be prevented by specific actions such as ensuring proper ventilation, installing smoke detectors, and correctly using the equipment. It is important to be vigilant and take necessary precautions to prevent fires from occurring and protect yourself and your property from their devastating consequences. Remember that prevention is the key to avoiding these dangerous and destructive events. Injuries caused by fire in the work environment a. Burn Injuries There are four categories, or degrees, of burn injuries, signifying the depth to which tissue is damaged: First degree burns. This injury is comparable to sunburn. The victim can expect minor pain and redness erythema on the epidermis, the top layer of skin. Generally, the burn will heal over a few days. Some evidence suggests that these burns may be associated with an increased risk of skin cancer later in life. Second degree burns. The damage extends to the lower layers of the skin the papillary or reticular dermis. Blisters form, and the site is moist and extremely painful to the touch. Bacterial infection and cellulitis are risks with this category of burns. Healing may require several weeks to a month. Third degree burns. The skin is charred at all layers and appears dry and leathery. The site is usually painless because of nerve damage."}
{"text": "Third degree burns. The skin is charred at all layers and appears dry and leathery. The site is usually painless because of nerve damage. Natural healing is impossible; the skin must be surgically excised and skin grafts used. The chance of infection is very high. Fourth degree burns. The skin is incinerated at all layers; muscle tissue and bone are charred. Severe nerve damage renders the injury site painless. Thisis a life-threatening injury that may require amputation or extensive plastic surgery. The risk of infection and gangrene is very high. B. Respiratory Injuries The combination of suffocation also called asphyxiation and smoke inhalation during a Wilmington residential fire can be devastating. Breathing injuries are the primary causes of death in U.S. house fires. There are three different components of these injuries: Oxygen-depleted air. A burning fire consumes oxygen from the air. The remaining mix of nitrogen, carbon monoxide, and carbon dioxide cannot keep a person alive. Carbon monoxide is toxic and bonds more closely than oxygen to the hemoglobin in the blood, making it difficult to revive a patient with oxygen therapy alone. Prolonged exposure to oxygen-depleted air causes confusion, drowsiness, and death. Inhaled hot gases. Inhaling super-heated combustion products can scorch and scar nasal passages and lung tissue. This can lead to permanent and disabling lung problems. Smoke. Smoke consists of carbon particles, ash, volatile organic compounds, and a variety of toxic gases including hydrogen sulfide. These can damage the respiratory system permanently, congest or obstruct breathing, and cause seizures and coma. Fire Hazards and Control Measures Fire hazards refer to any situation, substance, or event that has the potential to cause a fire or increase the likelihood of a fire occurring. Fire hazards, including homes, workplaces, and public buildings, can be found everywhere. Control measures are actions taken to minimize or eliminate the risk of a fire occurring. Some common fire hazards include: 1. Electrical Fires Electrical fires are caused by faulty wiring, overloaded circuits, or malfunctioning electrical appliances. They can occur due to damaged or frayed cords, improper use of extension cords, and outdated or non-compliant electrical systems. Electrical fires are particularly dangerous because they can start inside walls and spread rapidly, often going unnoticed until significant damage has occurred."}
{"text": "Electrical Fires Electrical fires are caused by faulty wiring, overloaded circuits, or malfunctioning electrical appliances. They can occur due to damaged or frayed cords, improper use of extension cords, and outdated or non-compliant electrical systems. Electrical fires are particularly dangerous because they can start inside walls and spread rapidly, often going unnoticed until significant damage has occurred. Regular inspection and maintenance of electrical systems and practicing safe usage of electrical appliances can help prevent electrical fires. 2. Cooking Fires Cooking fires are the leading cause of home fires and injuries. They typically occur when food or cooking oil overheats, creating flames that can quickly spread to nearby combustible materials. Unattended cooking, grease buildup, and the improper use of cooking appliances contribute to the risk of cooking fires. To prevent these fires, it is essential to never leave cooking unattended, keep flammable items away from heat sources, and properly maintain and clean cooking appliances. 3. Heating Equipment Fires Heating equipment, such as furnaces, space heaters, and fireplaces, can cause fires when they malfunction or are used improperly. These fires often occur when combustible materials are placed too close to heating devices or when heating equipment is not adequately maintained. To prevent heating equipment fires, follow manufacturer guidelines for usage and maintenance, keep flammable materials at a safe distance, and have heating systems inspected regularly by a professional. 4. Smoking-Related Fires Smoking-related fires typically occur when lit cigarettes, cigars, or pipes come into contact with flammable materials like upholstery, bedding, or curtains. These fires can be particularly deadly, as they often start when occupants are asleep or unaware. To prevent smoking-related fires, never smoke in bed, ensure proper disposal of smoking materials in fire-resistant containers, and avoid smoking while under the influence of alcohol or medication that may cause drowsiness. 5. Arson And Intentional Fires Arson is the deliberate act of setting fire to a property intending to cause damage or harm. These fires can be challenging to predict and prevent, often resulting from criminal or malicious intent. However, implementing security measures, such as surveillance cameras and access control systems, can deter potential arsonists and help identify them if a fire does occur. 6. Combustible Dust Fires Combustible dust fires can occur in industrial settings where fine particles of materials, such as wood, coal, or metal, accumulate and become airborne. If these particles come into contact with an ignition source, they can create a powerful explosion."}
{"text": "3. Fire-Resistant Building Materials And Design Utilizing fire-resistant building materials and design techniques can slow fire spread and limit structural damage. These materials, such as fire-resistant drywall, insulation, and doors, can withstand high temperatures and help maintain the structural integrity of the building during a fire. The fire-resistant design also includes creating fire compartments and providing adequate means of escape to ensure occupants can exit safely in the event of a fire. 4. Fire Detection And Alarm Systems These systems are designed to detect the presence of fire, smoke, or high temperatures and alert occupants or emergency services. Smoke detectors sense the presence of smoke, while heat detectors identify rapid temperature increases. Gas detectors, on the other hand, detect the presence of combustible or toxic gases. These devices can be connected to a central alarm system, which will notify occupants and emergency services in case of a fire. 5. Fire Suppression Systems Fire suppression systems are designed to control or extinguish fires, minimizing damage and protecting occupants. Fire extinguishers are portable devices that use chemicals, foam, or other agents to smother a fire. Sprinkler systems are installed in buildings and release water when triggered by heat or smoke. Clean agent systems use inert gases or chemicals to suppress fires without causing harm to people or the environment. These systems can be automatic or manual, depending on the specific application. 6. Emergency Planning And Preparedness This involves creating fire escape plans, conducting fire drills and training, and establishing emergency communication systems. Fire escape plans are essential for ensuring occupants know the quickest and safest routes to exit a building in case of a fire. Regular fire drills and training sessions help familiarize occupants with evacuation procedures and the proper use of fire safety equipment. Emergency communication systems, such as public address systems and emergency call boxes, allow for rapid dissemination of information during a crisis, enabling people to respond efficiently and effectively. 7. Systems Of Work Systems of work must be designed to minimize fire risk. The degree to which this is done and the exact procedures implemented should be decided through the risk assessment process. An example of a safe system of work applied to fire safety is using a permit-to-work system to control hot work where naked flames or a significant ignition source will be created . Typical Precautions For Control Of Hot Work: Combustible and flammable materials are removed from the work area. Items that cannot be removed are covered with fire-retardant blankets. The floor is swept clean. Any wooden floor is damped down."}
{"text": "Items that cannot be removed are covered with fire-retardant blankets. The floor is swept clean. Any wooden floor is damped down. A suitable fire extinguisher is at hand. A fire-watcher is present in the area while the work is carried out. The work area is visited routinely after the work has finished checking the area for smoldering. 8. Good Housekeeping Good housekeeping is fundamental to fire safety and is about keeping the workplace: Waste-free by removing waste regularly e.g. emptying full litter bins so that it does not build up and increase the fire risk as a potential fuel source. Tidy so that combustible and flammable materials are returned to safe storage after use e.g. solvents returned to the solvent store . Well-ordered so that fuel and ignition sources separate e.g. ensuring fan heaters are not obstructed . Pedestrian routes should also be kept clear e.g. with no obstructions by the fire-escape door , so they can be used during a fire evacuation. Fire escape plansIf on fire Stop, Drop, Cover and Roll Smother the flames with a blanket Move away from heat source First aid for burn injuries Protect your own safety at all times For all burns apply cold running tap water for at least 20 minutes If running water not available, wet 2 cloths and alternate them onto the burn every 2 minutes Keep the rest of the body warm Do NOT use ice, butter, creams, etc. Remove clothing and jewellery as they can hold heat on the burn and jewellery can stop blood flow to the burn. Seek medical attention for any burn bigger than a 20 cent coin, or that blisters or if there are any concerns. Ensure that all adults in the household know and understand proper first aid. Where appropriate, children should be taught general first aid principles. STOoPStrip hot clothes jewellery. Turn on cool tap never use ice .Run burn under cool water for10 minutes. Keep the rest of theperson warm. Organise medical assistance 999, A E, GP .Protect burn with cling film orclean cloth Do not use dressings,fluffy cloth, creams or lotions ."}
{"text": "In these situations, it is crucial to shut off the power supply first before extinguishing the fire using an appropriate fire extinguisher. Class D Fires Class D fires involve combustible metals, such as magnesium or titanium. These fires require special extinguishing agents designed for Class D fires, as regular extinguishing methods may be ineffective or even dangerous. Evacuation Procedures In the event of a fire, quick and safe evacuation is vital. Here are the key steps to follow during an evacuation: Alerting Others Immediately notify others about the fire by activating fire alarms or verbally informing them. Time is of the essence, and early warning can save lives. Assessing the Situation Before moving towards an exit, assess the situation for any potential hazards or obstacles. If necessary, choose an alternative evacuation route. Escaping Safely Move swiftly but calmly towards the nearest exit, following the predetermined escape plan. Crawl low if there is smoke, as cleaner air is closer to the floor. Do not use elevators during a fire. Fire Safety in Specific Settings Fire safety practices may vary depending on the specific setting. Here are some considerations for different environments:Home Fire Safety Install smoke detectors on each floor of your home. Keep flammable materials away from heat sources. Develop and practice a family fire escape plan. Teach children about fire safety and the hazards of playing with fire. Workplace Fire Safety Familiarize yourself with workplace fire safety protocols and evacuation plans. Attend fire safety training sessions provided by your employer. Keep work areas clean and free from clutter. Report any potential fire hazards to the appropriate authority. School Fire Safety Schools should have well-maintained fire alarm systems and conduct regular fire drills. Educate students about fire safety and the importance of following fire evacuation procedures. Ensure that fire exits are clearly marked and accessible. Have a designated assembly area for students and staff during evacuations. Fire Safety Equipment and Maintenance Regular maintenance of fire safety equipment ensures its effectiveness when needed. Consider the following: Fire Sprinkler Systems Fire sprinkler systems automatically detect and suppress fires. Regular inspections and maintenance are essential to ensure their proper functioning. Fire Alarm Systems Fire alarm systems provide early warning of a fire. Test these systems regularly and replace batteries as needed. If a fire alarm is faulty, report it immediately for prompt repair. Fire Extinguisher Maintenance Fire extinguishers should be inspected and serviced annually by professionals. Ensure that they are easily accessible, properly labeled, and have clear instructions for use."}
{"text": "If a fire alarm is faulty, report it immediately for prompt repair. Fire Extinguisher Maintenance Fire extinguishers should be inspected and serviced annually by professionals. Ensure that they are easily accessible, properly labeled, and have clear instructions for use. Conclusion Fire safety is a critical aspect of protecting ourselves and others from the devastating consequences of fires. By understanding fire safety principles, implementing preventive measures, and being prepared to respond effectively, we can minimize the risk of fires and mitigate their impact. Additionally, knowledge of basic first aid techniques for fire-related injuries equips us to provide immediate assistance and support to those in need. Remember, fire safety is a collective responsibility. By taking proactive measures, spreading awareness, and practicing fire safety in our homes, workplaces, and schools, we can create a safer environment for everyone. Firefighting methods Cooling method The principle of this fire extinguishing method is to spray the fire extinguishing agent directly on the burning object to reduce the temperature of combustion below the ignition point and stop the combustion. Or spray the fire extinguishing agent on the material near the fire source, so that it will not form a new fire point due to the heat radiation of the flame. The cooling fire extinguishing method is one of the main methods of fire extinguishing, and water and carbon dioxide are commonly used as fire extinguishing agents to cool down and extinguish the fire. The fire extinguishing agent does not participate in the chemical reaction in the combustion process during the fire extinguishing process. This method is a physical fire extinguishing method. Isolation method The isolation fire extinguishing method is to isolate or remove the burning material from the surrounding unburned combustible material, interrupt the supply of combustible material, and stop the combustion due to lack of combustible material. The specific methods are:1. Remove combustible, combustible, explosive and combustion-supporting materials near the fire source; 2. Close the valves of combustible gas and liquid pipelines to reduce and prevent combustible substances from entering the combustion zone; 3. Try to block the scattered flammable and combustible liquids; 4. Demolition of flammable buildings adjacent to the fire source to form a space zone to prevent the spread of fire. Asphyxiation The suffocation fire extinguishing method is a fire extinguishing method that prevents the air from flowing into the combustion zone or uses the incombustible zone or dilutes the air with incombustible substances, so that the burning substance does not get enough oxygen and extinguishes."}
{"text": "Try to block the scattered flammable and combustible liquids; 4. Demolition of flammable buildings adjacent to the fire source to form a space zone to prevent the spread of fire. Asphyxiation The suffocation fire extinguishing method is a fire extinguishing method that prevents the air from flowing into the combustion zone or uses the incombustible zone or dilutes the air with incombustible substances, so that the burning substance does not get enough oxygen and extinguishes. The specific method is: 1. Cover the burning material with incombustible or non-combustible substances such as sand, cement, wet sack, wet quilt; 2. Spraying water spray, dry powder, foam and other fire extinguishing agents to cover the burning material; 3. Fill containers and equipment in fire with water vapor, nitrogen, carbon dioxide and other inert gases; 4. Airtight fire buildings, equipment and holes; 5. Spray non-combustible gas or non-combustible liquid such as carbon dioxide, nitrogen, carbon tetrachloride, etc. Into the combustion area or on the combustion materialElectrical accidents Electrical hazards A hazard is something that has the potential to cause harm. Electricity is a hazard, as it can cause severe injury and even death. The main hazards are: Contact with live electrical parts resulting in electric shock and burns. Electrical faults, causing fires. Fire or explosions from electricity igniting a flammable or explosive atmosphere. Uncontrolled electrical hazards can cause Electrical injuries. Severe pain Heart failure Breathing difficulties Muscle spasms, which can cause other injuries such as fractures Tissue, nerve and muscle damage Burns Electrocution Arc flash Electric shock Other serious injuries Fires or explosions, posing a threat to life, property, and the overall safety of a place and its occupantsElectric shock A person can receive an electric shock if they come into contact with live electrical parts or if electricity arcs. An electric shock can result in minor or severe harm. It can also cause death, which is known as electrocution. Coming into contact with live electrical parts can: Cause severe pain. Stop the heart from beating properly. Prevent a person from breathing."}
{"text": "Coming into contact with live electrical parts can: Cause severe pain. Stop the heart from beating properly. Prevent a person from breathing. Cause muscle spasms, which can cause other injuries such as fractures. Cause tissue, nerve and muscle damage. The injuries from an electric shock are varied and will depend on: The voltage and current The higher the voltage and current, the likelihood of death increases. However, just 50 volts AC can cause a person s heart to stop and prevent breathing. The path of the current If it travels through vital organs, it can cause more damage. The length of exposure to the current Injuries will be more severe if exposed for longer. The resistance Wet skin reduces resistance and allows for the current to flow more freely. It is the electrical current that makes electricity dangerous, as it can flow through the body. Alternating current AC is considered more dangerous than direct current DC , as it can cause internal damage even at a smaller magnitude. However, both AC and DC are dangerous, above a particular voltage, and have different effects on the body. The voltage allows the current to enter the body, as it reduces the resistance. It is not always the electric shock that causes injury either. It can contribute to other accidents, e.g. falling from a ladder whilst working at height. Burns When an electrical current flows through the body, it heats tissues as it travels, which can cause severe burns and internal tissue damage. Electrical burns can be severely disabling and can leave extensive scarring. Severe burns may even result in major surgery and amputations. Burns are more common with high voltages, but they can occur at 230 volts if the current flows for longer. Burns can also occur when a person: Receives an electric shock due to arcing jumping . Arcing also creates ultraviolet radiation, which can damage a person s eyes. Touches electrical equipment that has become hot due to a fault thermal burns . Is caught in a fire caused by an electrical fault. Fire and explosion Workers do not have to come into direct contact with electricity to be harmed by it. Electricity can be an ignition source, which can cause fires and even explosions if there is an explosive atmosphere. Electrical accidents involving fires and explosions can result in multiple fatalities, severe injuries and extensive property damage."}
{"text": "Fire and explosion Workers do not have to come into direct contact with electricity to be harmed by it. Electricity can be an ignition source, which can cause fires and even explosions if there is an explosive atmosphere. Electrical accidents involving fires and explosions can result in multiple fatalities, severe injuries and extensive property damage. Injuries can vary depending on the seriousness of the fire explosion and how far a person is from the event. Most electrical accidents and injuries occur as a result of the following: Not isolating electrical installations and equipment properly before working on them. Working on or near live electrical systems thought to be dead. Inadequate information and instruction provided on electrical risks. A lack of training and competence to undertake tasks involving electricity. Inadequate training is one of the main causes of electrical accidents. An unsafe safe system of work. Using electrical equipment in wet conditions or touching it with wet hands. Faulty, damaged and defective electrical systems, wiring and equipment. Misuse of electrical equipment and appliances. Poor design, construction and installation of electrical installations and wiring. Overloading of electrical systems causing them to overheat, e.g. plugging too many devices into a circuit and using incorrectly rated fuses. Inadequate maintenance, inspection and testing of electrical systems and equipment. The risk of an electrical accident will be higher for those working directly on or adjacent to live electrical equipment and with higher voltages. However, all workers and others on the premises are at some risk where electricity is used in the workplace In addition to the hierarchy of control, other measures can also minimize electrical risks. Here are some tips: Do Ensure the power supply is regularly tested by a competent person and taken out of service if unsafe. Keep isolators and other electrical systems clear at all times and clearly identify them with signs. Ensure anyone working with electricity is trained and competent. The level required will depend on the task, e.g. maintenance of electrical equipment will require a higher level of training and competence. Use portable electrical equipment safely, e.g. not misusing it, using it for its intended purpose and storing it properly after use. Fully pull out electrical extension reels when in use to prevent overheating. When defrosting raw foods, keep them away from other foods to prevent cross-contamination. Complete a pre-use check of electrical equipment to ensure it is safe."}
{"text": "Fully pull out electrical extension reels when in use to prevent overheating. When defrosting raw foods, keep them away from other foods to prevent cross-contamination. Complete a pre-use check of electrical equipment to ensure it is safe. Switch off and unplug electrical equipment during maintenance, cleaning, repairing or adjusting. Switch off all non-essential electrical equipment at the end of the working day. Not only is this safer, but it also saves energy. Do not Do not overload sockets, as this can cause overheating and fire. Do not force a plug into a socket if it does not fit. Do not route electrical cables where they could be damaged or where someone could trip. Use cable protectors if they cannot be re-routed. Do not use electrical equipment with wet hands or near water. Do not keep liquids by electrical equipment, e.g. open drinks next to computers. Do not plug multiple extension leads together daisy-chaining . Do not pull electrical equipment out of a socket by its lead. Always grip the plug. Electrical shock: First aid The danger from an electrical shock depends on the type of current, how high the voltage is, how the current traveled through the body, the person's overall health and how quickly the person is treated. An electrical shock may cause burns, or it may leave no visible mark on the skin. In either case, an electrical current passing through the body can cause damage inside the body, cardiac arrest or other injury. Under certain circumstances, even a small amount of electricity can be fatal. When to contact your doctor A person who has been injured by contact with electricity should be seen by a health care provider. Symptoms of an electrical injury Often, the main symptom of the electrical injury is a skin burn. High-voltage injuries may cause severe internal burns. If muscle damage is extensive, it swells to the extent that the arteries are compressed. Toddlers who bite or suck on extension cords can burn their mouth and lips, causing added deformities and growth problems of the face and other facial structures. A minor shock may cause muscle pain causing the person to startle and or fall. The electricity may also cause abnormal heart rhythms causing heart problems or exacerbating current ones. The nerves and brain may also be affected which may cause memory and behavioral problems."}
{"text": "A minor shock may cause muscle pain causing the person to startle and or fall. The electricity may also cause abnormal heart rhythms causing heart problems or exacerbating current ones. The nerves and brain may also be affected which may cause memory and behavioral problems. Caution Don't touch an injured person who is still in contact with an electrical current. Call your local emergency number if the source of the burn is a high-voltage wire or lightning. Don't get near high-voltage wires until the power is turned off. Overhead powerlines usually aren't insulated. Stay at least 20 feet about 6 meters away farther if wires are jumping and sparking. Don't move a person with an electrical injury unless there is immediate danger. When to seek emergency care Call your local emergency number if the injured person experiences: Severe burns Confusion Difficulty breathing Heart rhythm problems Cardiac arrest Muscle pain and contractions Seizures Loss of consciousness Take these actions immediately while waiting for medical help: 1. Turn off the source of electricity, if possible. If not, use a dry, nonconducting object made of cardboard, plastic or wood to move the source away from you and the injured person. 2. Begin CPR if the person shows no signs of circulation, such as breathing, coughing or movement. 3. Try to prevent the injured person from becoming chilled. 4. Apply a bandage. 5. Separate the person from the current source before giving any first aid. 6. Call the emergency number or nearby medical responders if available . 7. If the electricity source cannot be turned off, use insulating objects such as brooms or chair to push the person affected away from the currentElectrical Injuries: first aid Electrical injuries occur when an electrical current passes through the body that causes inadvertent damage and burns to the internal organs thereby affecting their functions. Faulty electrical lines, machinery and appliances may result in an electrical injury. Others causes of electrical injuries may occur with contact with household wiring or power lines. There are a number of factors that determine the intensity of the injury such as the type of current, the duration of exposure and many others. This page will outline the symptoms and management of an electrical burn. This page is for learning purposes only."}
{"text": "There are a number of factors that determine the intensity of the injury such as the type of current, the duration of exposure and many others. This page will outline the symptoms and management of an electrical burn. This page is for learning purposes only. To learn to recognize and manage minor and severe electrical burns register for a Canadian standard first aid course with one of our training providers. First Aid for an electrical injury Check for breathing Separate the person from the current source before giving any first aid. Turn off the electrical current, unplug the cord, turn off or remove the fuse from the fuse box. Simply turning off the appliance or machine may not stop the electricity flow. Call the emergency number or nearby medical responders if available If the electricity source cannot be turned off, use insulating objects such as brooms or chair to push the person affected away from the current. Do not use wet or metal objects and ensure that you are standing on something dry and does not conduct electricity such as rubber mat or newspapers Once the person is away the source of electricity, check the person s airway and breathing pattern as well as the person s pulse. If you notice a burn in the person s body, remove the clothing over the affected area and rinse the burned area with cool running water until the pain subsides. Do not apply anything ice, water, toothpaste or ointments on the affected site; do not break the blisters; never remove the dead skin. If the person fainted and become unconscious, lay him down his back with his head slightly lower than the rest of the body and cover him with a warm blanket. If you suspect cervical or spine injury related to electrical injury, never move the person. Speak to a doctor about medication for pain. Composite materials A composite material is a combination of two materials with different physical and chemical properties. When they are combined they create a material which is specialized to do a certain job, for instance to become stronger, lighter or resistant to electricity. They can also improve strength and stiffness."}
{"text": "Composite materials A composite material is a combination of two materials with different physical and chemical properties. When they are combined they create a material which is specialized to do a certain job, for instance to become stronger, lighter or resistant to electricity. They can also improve strength and stiffness. The reason for their use over traditional materials is because they improve the properties of their base materials and are applicable in many situations Common composite materials include Masonry and reinforced concrete Composite wood, such as Plywood Reinforced plastics, such as fiberglass Ceramic matrix composites Metal matrix composites Various other advanced composite material What are the Different Types? Some common composite materials include: Ceramic matrix composite: Ceramic spread out in a ceramic matrix. These are better than normal ceramics as they are thermal shock and fracture resistant Metal matrix composite: A metal spread throughout a matrix Reinforced concrete: Concrete strengthened by a material with high tensile strength such as steel reinforcing bars Glass fibre reinforced concrete: Concrete which is poured into a glass fibre structure with high zirconia content Translucent concrete: Concrete which encases optic fibres Engineered wood: Manufactured wood combined with other cheap materials. One example would be particle board. A specialty material like veneer can also be found in this composite Plywood: Engineered wood by gluing many thin layers of wood together at different angles Engineered bamboo: Strips of bamboo fibre glued together to make a board. This is a useful composite due to the fact it has higher compressive, tensile and flexural strength than wood Parquetry: A square of many wood pieces put together often out of hardwood. It is sold as a decorative piece Wood-plastic composite: Either wood fibre or flour cast in plastic Cement-bonded wood fibre: Mineralized wood pieces cast in cement. This composite has insulating and acoustic properties Fiberglass: Glass fibre combined with a plastic which is relatively inexpensive and flexible Carbon Fibre reinforced polymer: Carbon fibre set in plastic which has a high strength-to-weight ratio Sandwich panel: A variety of composites that are layered on top of each other Composite honeycomb: A selection of composites in many hexagons to form a honeycomb shape. Papier-m ch : Paper bound with an adhesive."}
{"text": "It is sold as a decorative piece Wood-plastic composite: Either wood fibre or flour cast in plastic Cement-bonded wood fibre: Mineralized wood pieces cast in cement. This composite has insulating and acoustic properties Fiberglass: Glass fibre combined with a plastic which is relatively inexpensive and flexible Carbon Fibre reinforced polymer: Carbon fibre set in plastic which has a high strength-to-weight ratio Sandwich panel: A variety of composites that are layered on top of each other Composite honeycomb: A selection of composites in many hexagons to form a honeycomb shape. Papier-m ch : Paper bound with an adhesive. These are found in crafts Plastic coated paper: Paper coated with plastic to improve durability. An example of where this is used is in playing cards Syntactic foams: Light materials created by filling metals, ceramics or plastics with micro balloons. These balloons are made using either glass, carbon or plastic Careers related to use of composite materials Careers in the fibre glass and plastics industry 1. Grinder Primary duties: Grinders are responsible for operating, maintaining and repairing machines that break large plastics into smaller pieces for processing purposes. They follow specified instructions and engage in a variety of grinding activities. Grinders work closely with other plastics employees to prevent loss of production and keep production efficient. Prior to a grinding operation, they inspect machinery to prevent any potential malfunctions. They also lubricate the grinding wheels so the machine is able to grind more effectively. After grinding plastics, they may also use hand tools to file or finish the surface of the plastic product. 2. Blow molding technician Primary duties: Blow molding technicians are responsible for operating machines that mold plastic objects by blowing air into the plastic, causing it to expand. They assemble blow molding machines, maintain them and make repairs as necessary. They also provide instructions to the employees who cut and prepare the molded parts. Blow molding technicians ensure the general cleanliness of blow molding machines and may perform thorough inspections of both the machines and any blow molding equipment prior to using them. They may also assist with thetraining of additional molding personnel and educate them about important safety processes. 3. Patternmaker Primary duties: Patternmakers are responsible for creating plastic foundry patterns and making sure that patterns conform to the desired specifications. They use measuring instruments like scales and micrometers to measure plastic items and operate machines like drill presses to produce more distinct patterns."}
{"text": "3. Patternmaker Primary duties: Patternmakers are responsible for creating plastic foundry patterns and making sure that patterns conform to the desired specifications. They use measuring instruments like scales and micrometers to measure plastic items and operate machines like drill presses to produce more distinct patterns. They may also adapt or repair a damaged pattern or a template and use computer-aided design software to produce new designs. Patternmakers frequently work with plastic manufacturers and other professionals to ensure their patterns are accurate. 4. Plastic manufacturer Primary duties: Plastic manufacturers are responsible for molding, casting and assembling products made from plastic, including combs, dishes, toys, car parts and a number of other items. They ensure the machines that help to construct the items function properly. During blow molding, injection molding and compression molding, they engage in quality control processes to ensure the products meet the specified requirements. They may use blenders or color mixers to produce colored plastic materials and mix different colors together. When working around hot machines and plastics and drilling and cutting plastic parts, manufacturers often employ safety precautions to prevent potential accidents. 5. Quality control technician Primary duties: Quality control technicians are responsible for performing inspections of finished plastic goods, checking the dimensions of goods to ensure they're compliant with desired specifications, monitoring for various defects and establishing a system to report and repair defects. Technicians often help to train the plastics employees who create and assemble the plastic goods and instruct them on how to best exceed customer expectations and produce high-quality goods. They create and implement a set of quality control standards and communicate any quality issues to production managers and supervisors. They may also conduct regular audits of a facility's overall operations. 6. Production supervisorPrimary duties: Production supervisors are responsible for managing and leading plastics and manufacturing employees. They coordinate production activities with suppliers to optimize machines, employees and processes. Production supervisors create production schedules for employees to follow to ensure the timely shipment of goods, review production and operating reports, help solve maintenance and manufacturing issues, document operations procedures and establish channels of communication to allow for additional accountability between management and employees. They may also assist with the preparation of new moldings, equipment and supplies, and train and educate new plastics employees on production processes. 7. Mold maker Primary duties: A mold maker in the plastics industry is responsible for producing precision moldings and ensuring that they can mass-produce each molding with a high degree of accuracy. Precision moldings are plastic moldings that eventually become high-quality consumer goods. Mold makers mix modeling materials with other substances to create molds."}
{"text": "Mold maker Primary duties: A mold maker in the plastics industry is responsible for producing precision moldings and ensuring that they can mass-produce each molding with a high degree of accuracy. Precision moldings are plastic moldings that eventually become high-quality consumer goods. Mold makers mix modeling materials with other substances to create molds. They also adapt and modify molds for plastic injection moldings and other operations. Prior to the molding process, a mold maker might use measuring and gauging tools to perform an inspection before a large-scale molding operation. They may also provide assistance to millwrights and machinists during the injection molding process. 8. Maintenance manager National average salary: 70,148 per year Primary duties: Maintenance managers in the plastics industry are responsible for making repairs to manufacturing equipment, improving injection molding and managing other maintenance employees. They help manage the movement of plastic molds to and from manufacturing facilities, track expenditures and labor costs to ensure compliance with the manufacturing facility's budget and implement programs to reduce costs and improve production processes. They also manage bids for construction work and research new processes to implement to improve output. Maintenance managers frequently monitor plastics employees to ensure they're in compliance with health, safety and environmental regulations and ordinances. 9. Assembler Primary duties: In the plastics industry, assemblers are responsible for assembling a variety of plastic products, in addition to tools and machinery. They create, decorate and package finished goods according to specifications and work instructions. Assemblers often inspect and test the finished goods for defects prior to packaging them and notify a production manager if they find any. They may also label the product according to available instructions and meet with supervisors and other plastics personnel to discuss the implementation of new safety regulations and work standards. 10. Plastics engineer Primary duties: Plastics engineers are responsible for designing and creating materials, molds, tools and other items made from plastic. They develop and assemble new injection molding equipment, manage plastics projects, provide other engineers with assistance during the plastics production process and ensure other engineers follow any applicable safety requirements. They also work to find ways to lower the cost of manufacturing and analyze customer requirements to ensure all molded products are of high quality. Plastics engineers may also perform tests of the finished products and establish specifications for new product designs. 11. Injection mold operator Primary duties: Injection mold operators are responsible for assembling and operating machines that shape plastic."}
{"text": "Plastics engineers may also perform tests of the finished products and establish specifications for new product designs. 11. Injection mold operator Primary duties: Injection mold operators are responsible for assembling and operating machines that shape plastic. They implement quality control measures to ensure each mold meets the required specifications, manage any issues that might arise during the molding process, make any necessary repairs to machinery and perform routine maintenance and order new parts, if necessary. Injection mold operators help to ensure that the work environment is safe and that all employees follow any applicable health and safety regulations. They may assemble a variety of molding equipment according to design directions or building blueprints and clean the equipment after using it. 12. Plant manager Primary duties: Plant managers in the plastics industry are responsible for the daily operations of a plastics department or manufacturing facility. They helpsupervise plastics employees and provide them with regular operational and developmental training. Plant managers develop and implement strategic plans to enhance production and make quality improvements. They review manufacturing processes and look for opportunities to make innovations, reduce costs and improve the quality of finished goods. They may also research different types of plastics to determine which ones are likely to be the most effective Careers in Construction With Salaries and Duties The construction industry offers a variety of careers with work on commercial, industrial, private or civil engineering projects. Whether new construction, renovations and remodeling or performing maintenance and repairs, the construction field is a strong employment option for many. Knowing about the various careers in construction and what they do and earn can help you decide if it's the field for you. 1. Tile setter Primary duties: A tile setter covers walls, floors, ceilings and stairs with various tile materials, like ceramic, porcelain, marble, terrazzo or mosaic. They mix and apply setting materials like grout, ensure the proper placement and clean the tilesafter installation. Tile setters often work for construction companies or masonry contractors or are self-employed. 2. Drywall finisher Primary duties: A drywall finisher measures, cuts and sets drywall panels around mechanical structures, wall frames or other building elements and can create simple or ornamental surfaces through various application methods and tools. They apply the finish material and restore or maintain plaster or putty on partitions, ceilings and interior or exterior walls. Drywall finishers even out dents, apply the desired coating or color and level off the top layers of the exterior of a building. 3. Quantity surveyor Primary duties: A quantity surveyor is responsible for setting and managing the budgets for construction projects."}
{"text": "Drywall finishers even out dents, apply the desired coating or color and level off the top layers of the exterior of a building. 3. Quantity surveyor Primary duties: A quantity surveyor is responsible for setting and managing the budgets for construction projects. They visit job sites and review blueprints to prepare estimates, and they negotiate contracts to secure specific prices for their clients. Quantity surveyors also complete administrative tasks, such as documents detailing and recording project costs and reconciling project versus company finances. 4. Roofer Primary duties: A roofer is a skilled trade worker who specializes in roof construction. They replace, repair or install the roof on nearly any type of architecture from single-family homes and garages to large-scale buildings, like hospitals, schools or shopping malls. They are knowledgeable about various roofing styles, like gabled, flat, gambrel or hip roofs. Roofers help customers or project managers choose from tiles, wood shingles, metal or other roofing materials and coordinate to ensure projects finish on time. 5. Elevator technician Primary duties: An elevator technician, also called an elevator mechanic, installs, assembles, replaces or maintains large equipment like elevators, escalators, moving walkways, or chairlifts. They may do large-scale installations, like assembling several pieces of each equipment type at an airport or shopping mall, or do smaller installations, like one elevator in an office building. 6. Sprinkler fitter Primary duties: A sprinkler fitter is a type of plumber who installs, modifies, inspects, tests, and repairs sprinkler systems. They install new fixtures or repair and replace outdated ones by soldering and welding tubes, pipes and fittings. Sprinkler fitters also educate the public about the importance of fire prevention and using sprinkler systems, doing speaking engagements or working with community leaders. Most sprinkler fitters work for plumbing or construction companies, though some are independent contractors. 7. Foreperson Primary duties: A foreperson coordinates and supervises a crew of workers within their trade, like masonry, electricians or general contractors. They keep track of schedules, project deadlines or milestones, deliveries or supplies and ensure workers skillfully do their job. Forepeople can also work within subsets of the construction field, too, like hardscaping and landscaping on the exterior spaces of construction projects, for example. 8. Millwright Primary duties: A millwright handles the installation, maintenance and setup of industrial machinery and equipment used on construction sites."}
{"text": "Forepeople can also work within subsets of the construction field, too, like hardscaping and landscaping on the exterior spaces of construction projects, for example. 8. Millwright Primary duties: A millwright handles the installation, maintenance and setup of industrial machinery and equipment used on construction sites. They use specialized tools, like welders or hydraulic bolters, to align and replace the individual parts of machinery. Millwrights also handle moving machinery on- and off-site. 9. Cabinetmaker Primary duties: A cabinetmaker reads architectural blueprints and builds the woodwork, cabinetry, furniture and other ornamental design elements for a project. They work with materials like laminate, wood and fiberglass to build or repair pieces. Most cabinetmakers work for furniture manufacturers, construction companies and contractors or are self-employed. 10. Glazier Primary duties: A glazier is a construction worker who works with glass installation. From insulated glass that keeps warm or cool air to tempered glass that breaks less, glaziers install or replace windows, mirrors, skylights, storefronts, display cases or shower doors. Some glaziers also work with plastic, marble, granite and other glass substitutes used in construction. 11. Solar installer Primary duties: A solar installer, sometimes called a photovoltaic PV installer, assembles and maintains rooftops or other systems that turn sunlight into energy. They read renderings to measure, cut and bold the framing and solar modules and perform electrical current checks to ensure the system works under code and standards. 12. Sheet metal mechanic Primary duties: A sheet metal mechanic fabricates and installs thin metal sheets for various construction applications. They fasten metal seams, weld, bold and build support framework. Sheet metal mechanics often work for fabrication plants, construction companies, factories or even aircraft builders. 13. Civil engineer Primary duties: A civil engineer designs and oversees public construction and public works projects, such as airports, bridges and roads. They research potential project locations to learn about the areas, use software to design structures and present their ideas. Civil engineers often have administrative tasks, such as submitting permits, managing the project and preparing 14. Structural engineer Primary duties: A structural engineer is a specialized type of civil engineer focused on developing structures that withstand pressure, such as bridges and dams. They evaluate existing structures or plans for structures to determine how gravity and lateral loads may affect them, prepare cost estimates, submit permits and supervise construction. When necessary, structural engineers may advise on the best way to demolish structures safely."}
{"text": "Structural engineer Primary duties: A structural engineer is a specialized type of civil engineer focused on developing structures that withstand pressure, such as bridges and dams. They evaluate existing structures or plans for structures to determine how gravity and lateral loads may affect them, prepare cost estimates, submit permits and supervise construction. When necessary, structural engineers may advise on the best way to demolish structures safely. 15. Architect Primary duties: An architect draws plans and designs buildings, whether for new construction, redevelopment or renovation. They have high-level design and drawing skills to create safe, functional and unique designs for projects of all sizes, like housing developments, libraries, airports, government buildings, churches, shopping plazas, highways and city planning projects. Career options in ceramics include: Pottery or ceramics instructor General art teacher Ceramic artist Pottery designer Ceramic manufacturer Assistant Professor- Design Ceramics Ceramic Engineer Ceramic and Glass Designer Design Studio Assistant Model Maker Product Designer Careers in the paper industry 1. Production operator Primary duties: A production operator is a manufacturing professional who works in assembly lines to inspect and complete products. These operators assess line machine performance to troubleshoot potential issues for production efficiency. Production operators remove defective materials or products from assembly lines to ensure quality control measures. 2. Print technicianPrimary duties: A print technician manages printing equipment, programming and set up. These technicians review product specifications to calibrate printers with the correct color control or page arrangement settings. Print technicians collect printed pages for cutting, compressing, assembling and binding. 3. Screen printer Primary duties: A screen printer works with their clients to develop print designs, patterns and stencils. These professionals operate printers, mix and load ink, along with preparing materials for printing. Screen printers perform maintenance on their machines to reduce potential errors, such as inkblots, smudges or misprints. 4. Printer Primary duties: A printer manages the development of print product designs and implementation. These professionals may design books, labels or newspapers, along with deciding on printing methods to accomplish those designs. Printers supervise print orders to ensure they remain consistent with client demands. 5. Production worker Primary duties: A production worker packages completed products in the manufacturing process. These workers review products and process them on conveyor belts for final packaging. Production workers operate packing machinery, along with cleaning and maintaining them for a safe work environment. 6."}
{"text": "These workers review products and process them on conveyor belts for final packaging. Production workers operate packing machinery, along with cleaning and maintaining them for a safe work environment. 6. Press operator Primary duties: A press operator operates presses to produce an image or text on materials. These operators develop printing plates with their client's desired designs, along with setting up machinery to ensure that prints are successful and free of errors. Press operators clean and maintain their equipment to ensure printing accuracy. 7. Wood finisher Primary duties: A wood finisher handles chemical treatment products to achieve certain effects or looks on wood products. These finishers sand, shape and treatwood with solutions to alter their texture, color and durability. Wood finishers might spray, brush or rub finishing products to restore or seal them. 8. Print manager Primary duties: A print manager oversees printing production processes and product quality. These managers train and supervise printing personnel to maintain operational standards. Print managers review completed print products to identify errors and areas for improvement with workflow or equipment management. 9. Bindery operator Primary duties: A bindery operator is a publishing professional who operates paper binding machinery. These operators inspect and prepare binding materials to ensure accuracy. Bindery operators remove unwanted products or byproducts from machine operating areas to maintain a clean and safe work environment. 10. Framer Primary duties: A framer is a construction professional who builds or repairs wooden frames for buildings. These professionals may specialize in framing for residential, commercial or industrial buildings or for floors, roofs or walls. Framers read blueprints and communicate with contractors to determine wood materials and construction methods. 11. Sales associate Primary duties: A sales associate is a company or brand representative who provides customers with product recommendations or solutions. These associates engage customers and answer their questions to persuade them to purchase a product. Sales associates listen to customer demands to help them find the product that fits their needs. 12. Maintenance mechanic Primary duties: A maintenance mechanic programs and repairs machinery. These mechanics test and troubleshoot equipment to identify problem areas and perform repairs. Maintenance mechanics perform preventative maintenance and parts replacements to ensure machine functionality and optimization. 13. Laboratory technician Primary duties: A laboratory technician is a scientific professional who provides research and experimentation support. These technicians label, categorize and document laboratory samples, along with operating equipment to test them. Laboratory technicians enter their test results in a 14. Quality specialist Primary duties: A quality specialist tests and reviews products for defects or malfunctions. These specialists assess component qualities and functions to determine if they meet product specifications."}
{"text": "Laboratory technicians enter their test results in a 14.Quality specialist Primary duties: A quality specialist tests and reviews products for defects or malfunctions. These specialists assess component qualities and functions to determine if they meet product specifications. Quality specialists identify inconsistencies and develop strategies to minimize production errors for higherquality results.15.General manager Primary duties: A general manager handles the daily operations of a business, from staffing to marketing. These managers hire, train and supervise personnel to enforce business standards and safety regulations. General managers perform business evaluations to identify areas for improvement and implement goals and budgets.16.Carpenter Primary duties: A carpenter is a construction professional who installs and repairs wood structures. These professionals inspect frameworks and wood components to identify damages and develop methods to repair or improve them. Carpenters work with other construction professionals, such as installers, inspectors or roofers."}
{"text": "Disadvantages Flavour and some color may be lost from the food into liquid. Loss of nutrients especially water-soluble vitamins may be high. Foods to Boil Eggs: Hard- and soft-boiled eggs require different stovetop boiling times. Generally speaking, aim for 5 minutes for a soft yolk, and 6-7 for a hard-cooked egg. For more details, see my other egg cooking techniques, including one in the Instant Pot. Pasta: Every pasta is different, but the goal is to boil until the pasta is al dente, or to the tooth. Ideally, the pasta should still provide some resistance instead of being completely soft all the way through. Potatoes and root vegetables: Depending on the density and size of the potato or root vegetable, this can vary. It is considered cooked when the tip of a sharp knife can be inserted easily into the vegetable without too much resistance. Blanching vegetables: No more than a few moments for green vegetables like broccoli, green beans, and spinach. Grains: Every grain has its own unique cooking time, so read the instructions carefully. Spelt, farro, quinoa, millet, wheat berries all cook up beautifully with boiling. Rice: If you don t use a rice cooker, boiling rice is the next best way to cook it. Brown, wild, and black varieties all take much longer than any of the white rices, so plan accordingly and read the instructions on the label of each carefully. Some rice requires exact measurements of water for an accurate rice-towater ratio, while others can be boiled freely in water and then drained. Ways to Make Water Boil Faster The old adage of a watched pot never boils seems true if you ve ever waited an eternity for a large stock pot of water to heat up. If you re wondering what you can do to speed up the process, there s some science that suggests that adding a water-soluble substance like salt or sugar to the liquid can lower the boiling temperature somewhat and make that water boil faster. If that doesn t appeal to you, put the lid on your pot and that should help. Safety Rules The boiling utensil should be matched with the quantity of food to be cooked. If not enough space is available water will spill as it boils. The food handler should take care when placing foods into or removing items from, boiling liquids."}
{"text": "If it hasn t, all is not lost: just filter it out with a strainer or coffee filter. Once your starch has cooled enough to handle, spray it generously on your fabric and press as desired. If you desire more or less stiffness in your fabric, you can alter the recipe to suit your needs. Safety precautions to be observed when carrying our various special treatments - Wearing protective equipment s - Washing hands regularly - Ensure surfaces are dry and not watery to avoid falls - Chemical disinfection should be used with a lot of care.- Always check for objects inside clothing s that can cause injury - Ensure you carry out special treatment in open place or laundry room."}
{"text": "There are two main mouse types: optical and mechanical. The optical mouse uses an electronic eye to detect movement and is easier to clean. The mechanical mouse uses a rolling ball to detect movement and requires regular cleaning to work properly. Mouse alternatives There are other devices that can do the same thing as a mouse. Many people find them easier to use, and they also require less desk space than a traditional mouse. The most common mouse alternatives are below. Trackball: A trackball has a ball that can rotate freely. Instead of moving the device like a mouse, you can roll the ball with your thumb to move the pointer. Touchpad: A touchpad also called a track pad is a touchsensitive pad that lets you control the pointer by making a drawing motion with your finger. Touchpads are common on laptop computers. Assembling and disassembling computer case Part1: How to assemble a CPU step by step This part is all about CPU assembling. Specifically, you have to be very careful with this process. Following are the steps to assemble CPU: 1. Take Inventory 2. Make space and time 3. Prepare your CPU case 4. Install motherboard 5. Install the processor 6. Install the processor heat sink 7. Install the RAM 8. Install SMPS 9. Install the HDD 10. Install CD DVD drive 11. Connect Expansion cards 12. Install SYS Rear cooling fan 13. Bus cable connection 14. Power Cable connection 15. Front Panel connector connection1. Take Inventory: Before you start, take inventory of your parts. Make sure you have the following components and tools with you. 1. Case Tower Cabinet 2. Motherboard 3. Processor 4. Heat Sink and CPU Fan 5. SMPS 6. Hard disk drive 7. CD DVD drive 8. RAM 9. CMOS Battery 10. A good screwdriver sets 2. Make Space, Make Time: Building a PC takes space. You can use your dining room table to build your PC. So, make sure you have plenty of working space and a few hours to proceed with minimal interruption. You must work on a flat, stable tabletop surface or bare floor, where you have room to lay out all of the items, to begin with, assemble. 3. Prepare your CPU cabinet: Now it is time to prepare the case."}
{"text": "You must work on a flat, stable tabletop surface or bare floor, where you have room to lay out all of the items, to begin with, assemble. 3. Prepare your CPU cabinet: Now it is time to prepare the case. Remove the case cover from the CPU cabinet. You need to check Screw brass standoffs are perfectly placed or not. If it is not in a proper position, in that case, you need to position them accurately. Always check the manual and follow their instructions 4. Install the motherboard: Fig: motherboard and Back panel cover You must take great care, especially when installing the motherboard. First, remove the motherboard of its packaging and put it on top of the antistatic bag it came in. Remember, you always want to safeguard your components from potentially hazardous static electricity. 1. You need to secure the motherboard onto the PC case chassis and inspect carefully for any visible defects. 2. Next, review the motherboard handbook, to make sure you are familiar with the motherboard layout and understand which socket is which. Manuals are immensely helpful, usually easy to read, and include illustrations instructions. 3. Check the layout of the sockets on the motherboard. And confirm that the ports on your motherboard s back panel match the holes on the case s Input output I O shield installed in your case. If it is necessary, then remove the old I O shield bytapping it firmly a few times with the thicker end of a screwdriver. And then replace it with the shield that came with the new motherboard. 4. You need carefully position the motherboard on top of the brass standoffs. After that line up all the holes, use the screws that accompanied the case to fasten down the motherboard. 5. Don t forget to place the CMOS in the proper position. 5. Install the processor CPU : Fig: CPU placement 1. Use the unlocking mechanism to open the CPU socket which is, usually a lever. 2. Carefully line up the pins and place the chip in its socket; it will fit only when oriented correctly. An arrow or a missing pin on one corner of the chip will show you how to line things up. 3. Align with the triangular symbol with the processor and socket key marks, as shown in the Figure. 4. Lower the lever to lock the CPU into place. 6. Install the CPU heat sink: You should follow the manufacturer instructions to install the heat sink and the cooling fan."}
{"text": "Lower the lever to lock the CPU into place. 6. Install the CPU heat sink: You should follow the manufacturer instructions to install the heat sink and the cooling fan. If you bought an OEM CPU and a separate heat sink, then you need to spread a thin layer of the thermal grease over the chip. The thermal grease ensures proper transfer of heat. There are some heat sinks that come with this grease already applied. In that case, you don t need to use thermal grease over the chip. 1. Attach the clip that holds the heat sink in place, keeping in mind that it may require a fair amount of force. Again, follow the instructions that came with the heat sink. They will show you how to fit it correctly. If you are in doubt, you can visit the manufacturer s website for more information. 2. Plug the CPU fan s power connector into the proper connector on the motherboard. 7. Install RAM memory: Fig: Install RAM 1. Unlock the two tabs from both ends of the RAM slot. 2. To install the RAM, insert them into the proper sockets and push down firmly but evenly until the clips on both sides of the socket pop into place. If yourmotherboard supports dual-channel memory, consult the user manual to determine which pairs of RAM sockets you should use. 8. Install the Power Supply Unit SMPS : Fig: Install Power supply unit SMPS 1. Place the SMPS inside the CPU cabinet in the proper position. If you are not able to find the correct location, then check the manual. 2. Final steps, to install SMPS, you need to tighten the screw to secure the SMPS to the case. 9. To install HDD: You can see a 3.5 inch bay inside the CPU cabinet. If you are unable to find it, then check the manual of the case to identify the bay location. Place the HDD inside the bay properly and tighten the screw. Fig: Install drives 10. To install CD DVD: You can see a 5.25 inch bay inside the CPU cabinet. If you are unable to find it, check the manual of the case to identify the bay location. Place the CD DVD inside the CPU cabinet to align with the 5.25-inch bay. And, finally, you need to tighten all the screws to hold firmly. 11. Install Expansion cards: Expansion cards help to increase the functionality of your computer. You can place Expansion cards on the motherboard."}
{"text": "11. Install Expansion cards: Expansion cards help to increase the functionality of your computer. You can place Expansion cards on the motherboard. Fig: Install Expansion Cards PCI compatible expansion cards can place on the PCI slots of the motherboard. PCI-e compatible expansion cards can place on the PCI-e slots of the motherboard. Video cards or graphics cards can place on the AGP slot of the motherboard. You must know about various parts of a motherboard such that, you can effortlessly identify the different connectors. 12. Install Sys Rear cooling fan: Cooling FansFind the location where you can place the Sys Rear cooling Fan. Generally, SYS Rear cooling can place below the SMPS. Fig: Cooling fans 13. Bus cable connection: Amazingly, bus cable or data cable connections are prime connections. Bus cable helps to share information or data between the storage device and motherboard. Sata-pata bus and connector If your motherboard has a SATA Bus connector, then you need to use SATA cables. AND if your motherboard has a PATA Bus connector, then you can use PATA cable or IDE cable. In general, two bus cables need to connect inside the CPU. First, Bus cable connects the HDD and motherboard. And the second Bus cable connects the CD DVD drive and motherboard. 14. Power Cable connection: Fig: Cable connection This one is the final step of assembling a CPU. You need to provide power to the different parts of the CPU. Plug the ATX power connector from your power supply into the matching port on your motherboard. 1. You can find a 20 24 pins ATX power connector port on the motherboard. The 20 24 pins ATX power connector cable coming from SMPS needs to connect here. Check the lock system in both ends of the connector and the port, and place it properly. As always, refer to your motherboard s manual for the exact locations. 2. There is another 4-pins ATX power connector port, you can find on the motherboard. You can locate this port near the processor socket. You must connect the 4-pins power connector in this port properly. 15. Front Panel connector connection: Use your motherboard user manual and find the description of front-panel connectors. First, attach each of the tiny leads from the power and reset switches. After that, the hard-disk activity lights, the PC speaker, and any front-panel USB to the corresponding pin on your motherboard. Part2: How to assemble PC This one is the final part of assembling a computer system."}
{"text": "First, attach each of the tiny leads from the power and reset switches. After that, the hard-disk activity lights, the PC speaker, and any front-panel USB to the corresponding pin on your motherboard. Part2: How to assemble PC This one is the final part of assembling a computer system. 1. Check your keyboard connector port. If it is a USB connector, then connect your keyboard into the proper USB port. And if it is a PS 2 connector, then connect to the correct, PS 2 port. 2. Same steps you need to follow to connect your mouse into the proper port. 3. You require a VGA Video Graphic Array cable to connect the monitor and CPU. Find the 15 pins male connector on the backside of the CPU cabinet and your monitor. Use the VGA cable to connect the CPU cabinet and the monitor. Finally, you need to tighten the lock screws. 4. If you have a speaker, you can connect the speaker on the backside of your CPU cabinet. To get sound from the speaker, you need to plug the speaker s cable with the Aux port. 5. And if you have a printer, you can connect the printer on the backside of your CPU cabinet. These days, you can connect your speaker BUS cable on the USB port. Finally, connects power to the various parts of your computer. You have to connect the power cable with the CPU case, monitor, speaker, and printer. Check your PC Set-Up: It is time to turn on your system and check your PC set up. Make sure the keyboard, mouse, and monitor are all plugged into the appropriate ports on the back of the PC. Plug the power cord back in, and turn the machine on. To boot a computer you need hardware and software. Till now you have understood to assemble a computer. If you want to work on that computer you need to install an Operating System. If you do not know how to install an operating system on a computer, check the following two articles: Disassembling a PC? Disassembling a PC means disconnecting the different components of a PC. Steps for disassembling a PC Generally, people want to know both assemble and disassemble steps of a computer. Therefore I am sharing my ideas to help you to assemble and disassemble a computer system. 1. Unplugged the AC power supply to the PC from the wall socket 2. Remove the Cover or chassis or case. 3."}
{"text": "Unplugged the AC power supply to the PC from the wall socket 2. Remove the Cover or chassis or case. 3. Unplugged bus cables and ATX power cables 4. Remove Adapter Cards if any 5. Now Remove the processor and the heat sink and fan 6. Remove hard disk and CD DVD drives 7. Next, remove the Memory Modules 8. Remove the Power Supply SMPS 9. Finally, Remove the Motherboard1. Unplugged the AC power supply to the PC from the wall socket This one is the first step to begin a PC disassemble process. Always remember first disconnect all the power supply connected to your computer system before starting to remove parts. 2. Remove the case covering Loose the screws and remove the case covering to access the inside parts of the CPU cabinet case. 3. Unplugged bus cables and ATX power cables Disconnect all the cables one by one inside the CPU case. First, disconnect ATX power cables from the motherboard. After that, disconnect power supply cables, bus cables from the HDD SSD, and motherboard. 4. Remove adapter cards if any If any adapter is connected then, disconnect the card from the motherboard. 5. Remove the processor and the heat sink and fan Now its time to remove the heat sink from the motherboard. Generally, the CPU fan and the heat sink attach together. If it is separated in that case, you need to remove the fan first after that, you can remove the CPU heat sink. In the final step, unlock the processor socket and remove the processor from the motherboard carefully. 6. Remove hard disk and CD DVD drives Its time to remove the other parts of the computer system. Remove the Hard disk drive or SSD from the motherboard. You can also remove the CD DVD drive from the CPU case. Sometimes, to remove CD DVD drive from the CPU case, you need to remove the front cover of the CPU cabinet case first. After that, you can remove the ROM drives. 7. Remove memory modules In this process, you do remove the RAM from the motherboard. First, unlock the RAM from both ends and pull the RAM carefully. 8. Remove the Power Supply Unit PSU Already you know, SMPS supplies power to the various parts of the computer system. Here you need to remove the SMPS from the CPU cabinet case. 9. Remove the motherboard The final step of the PC disassemble process is this one."}
{"text": "Here you need to remove the SMPS from the CPU cabinet case. 9. Remove the motherboard The final step of the PC disassemble process is this one. Carefully remove the motherboard from the CPU cabinet case. Note: Remember, bolts or screws are the very essential things. They help to make rigid, all the parts used inside the computer. To remove any part from the computer system mostly, you need to take out bolts first. Here in PC disassemble steps, I have ignored that portion. Conclusion Assembling and disassembling a computer system is not a difficult task but requires keen observation and knowledge of the different components of thesystem. You need to be extra careful when fitting in these components and make sure that they are not fitted forcefully but firmly. In case of hardware failure or to install new add-on cards, you need to have good knowledge to assemble and disassemble a computer system Major parts of a computer case https: www.youtube.com watch?v HB4I2CgkcCo Inside a computer Have you ever looked inside a computer case, or seen pictures of the inside of one? The small parts may look complicated, but the inside of a computer case isn't really all that mysterious. This lesson will help you master some of the basic terminology and understand a bit more about what goes on inside a computer. Motherboard The motherboard is the computer's main circuit board. It's a thin plate that holds the CPU, memory, connectors for the hard drive and optical drives, expansion cards to control the video and audio, and connections to your computer's ports such as USB ports . The motherboard connects directly or indirectly to every part of the computer. CPU processor The central processing unit CPU , also called a processor, is located inside the computer case on the motherboard. It is sometimes called the brain of the computer, and its job is to carry out commands. Whenever you press a key, click the mouse, or start an application, you're sending instructions to the CPU. The CPU is usually a two-inch ceramic square with a silicon chip located inside. The chip is usually about the size of a thumbnail. The CPU fits into the motherboard's CPU socket, which is covered by the heat sink, an object that absorbs heat from the CPU. A processor's speed is measured in megahertz MHz , or millions of instructions per second; and gigahertz GHz , or billions of instructions per second. A faster processor can execute instructions more quickly."}
{"text": "The CPU fits into the motherboard's CPU socket, which is covered by the heat sink, an object that absorbs heat from the CPU. A processor's speed is measured in megahertz MHz , or millions of instructions per second; and gigahertz GHz , or billions of instructions per second. A faster processor can execute instructions more quickly. However, the actual speed of the computer depends on the speed of many different components not just the processor. RAM random access memory RAM is your system's short-term memory. Whenever your computer performs calculations, it temporarily stores the data in the RAM until it is needed. This short-term memory disappears when the computer is turned off. If you're working on a document, spreadsheet, or other type of file, you'll need to save it to avoid losing it. When you save a file, the data is written to the hard drive, which acts as long-term storage. RAM is measured in megabytes MB or gigabytes GB . The more RAM you have, the more things your computer can do at the same time. If you don't have enough RAM, you may notice that your computer is sluggish whenyou have several programs open. Because of this, many people add extra RAM to their computers to improve performance. Hard drive The hard drive is where your software, documents, and other files are stored. The hard drive is long-term storage, which means the data is still saved even if you turn the computer off or unplug it. When you run a program or open a file, the computer copies some of the data from the hard drive onto the RAM. When you save a file, the data is copied back to the hard drive. The faster the hard drive, the faster your computer can start up and load programs. Power supply unit The power supply unit in a computer converts the power from the wall outlet to the type of power needed by the computer. It sends power through cables to the motherboard and other components. If you decide to open the computer case and take a look, make sure to unplug the computer first. Before touching the inside of the computer, you should touch a grounded metal object or a metal part of the computer casing to discharge any static buildup. Static electricity can be transmitted through the computer circuits, which can seriously damage your machine. Expansion cards Most computers have expansion slots on the motherboard that allow you to add various types of expansion cards. These are sometimes called PCI peripheral component interconnect cards."}
{"text": "Static electricity can be transmitted through the computer circuits, which can seriously damage your machine. Expansion cards Most computers have expansion slots on the motherboard that allow you to add various types of expansion cards. These are sometimes called PCI peripheral component interconnect cards. You may never need to add any PCI cards because most motherboards have built-in video, sound, network, and other capabilities. However, if you want to boost the performance of your computer or update the capabilities of an older computer, you can always add one or more cards. Below are some of the most common types of expansion cards. Video card The video card is responsible for what you see on the monitor. Most computers have a GPU graphics processing unit built into the motherboard instead of having a separate video card. If you like playing graphics-intensive games, you can add a faster video card to one of the expansion slots to get better performance. Sound card The sound card also called an audio card is responsible for what you hear in the speakers or headphones. Most motherboards have integrated sound, but you can upgrade to a dedicated sound card for higher-quality sound. Network card The network card allows your computer to communicate over a network and access the Internet. It can either connect with an Ethernet cable or through a wireless connection often called Wi-Fi . Many motherboards have built-in network connections, and a network card can also be added to an expansion slot. Bluetooth card or adapter Bluetooth is a technology for wireless communication over short distances. It's often used in computers to communicate with wireless keyboards, mice, and printers. It's commonly built into the motherboard or included in a wireless network card. For computers that don't have Bluetooth, you can purchase a USB adapter, often called a dongleTHE MOTHERBOARD Power supplyfor CPUfan24pins ATMountingPete xt PetesMotherboard Definition of the Motherboard A motherboard is the main circuit board inside a computer that connects the different parts of a computer together. It has sockets for the CPU, RAM and expansion cards and it also hooks up to hard drives, disc drives and front panel ports with cables and wires. Motherboard is also known as a mainboard, planar board or logic board, system board, mobo or MB. It links all the individual parts of a computer together and also, allows the CPU to access and control these separate parts. Other than bridging internal components, the motherboard ports also allows you to connect external devices to the computer."}
{"text": "Motherboard is also known as a mainboard, planar board or logic board, system board, mobo or MB. It links all the individual parts of a computer together and also, allows the CPU to access and control these separate parts. Other than bridging internal components, the motherboard ports also allows you to connect external devices to the computer. Such external devices would include the monitor, speakers, headphones, microphone, keyboard, mouse, modem and other USB devices. Functions of the Motherboard The functions of a computer motherboard are as follows: i. The motherboard acts as the central backbone of a computer on which other modular parts are installed such as the CPU, RAM and hard disks. Ii. The motherboard also acts as the platform on which various expansion slots are available to install other devices interfaces. Iii. The motherboard is also responsible to distribute power to the various components of the computer. Iv. They are also used in the coordination of the various devices in the computer and maintain an interface among them. V. Some of the Sizes in which the motherboards are available are : BTX, ATX, mini-ATX, micro-ATX, LPX, NLX etc.. Types of Motherboards A computer s motherboard is typically the largest printed circuit board in a machine s chassis. It distributes electricity and facilitates communication between and to the central processing unit CPU , random access memory RAM , and any other component of the computer s hardware. There is a broad range of motherboards, each of which is intended to be compatible with a specific model and size of the computer. To comprehend what motherboards are and what they do, we must first examine their various types and specifications. 1. Advanced Technology AT motherboard Due to their larger physical dimensions which can be measured in hundredths of millimeters , these motherboards do not work properly with computers that fall into the category of smaller desktops. A larger physical size makes it more difficult to install new hardware drivers. The power connections on these motherboards are in the form of sockets and plugs with six prongs each. Due to the difficulty in recognizing these power connections, users often have issues while trying to connect and operate them. In the 1980s, motherboards of this sort were all the rage, and they continued to be manufactured far into the 2000s. 2. Standard ATX motherboard ATX is an enhanced version of the AT motherboard that Intel created in the 1990s."}
{"text": "In the 1980s, motherboards of this sort were all the rage, and they continued to be manufactured far into the 2000s. 2. Standard ATX motherboard ATX is an enhanced version of the AT motherboard that Intel created in the 1990s. Its name means advanced technology extended, and its initials stand for advanced technology. Unlike AT, it is much more compact and enables the associated components to be interchanged. The connection elements have witnessed significant progress and development. 3. Micro ATX motherboardThe length and width of these motherboards, measured in millimeters, are also 244 mm size metrics will differ as per the manufacturer . This motherboard has fewer ports and slots than the Standard ATX board. Users who do not want excessive connections and subsequent upgrades, like adding more RAM, an extra GPU, or other Peripheral Component Interconnect PCI cards, are better suited for this kind of motherboard than others. This motherboard may be installed in any case with enough space to accommodate 244 mm by 244 mm. It can also be installed in larger cases that are compatible with Standard ATX or eXTENDED ATX motherboards. 4. Extended ATX motherboard The dimensions of this motherboard are 344 millimeters by 330 millimeters dimensions will differ with different manufacturers . This motherboard supports a single or a twin CPU configuration and has up to eight RAM slots. Additionally, it has a higher number of PCIe where e is for Express and PCI slots, which may be used to add PCI cards for a wide range of applications. Workstations and servers are both able to use this software. There is sufficient room on all eATX motherboards, making them ideal for desktop computers, thanks to the significant space provided for airflow and the attachment of various components. 5. Flex ATX motherboard These ATX Form Factor mainboards do not enjoy the same degree of popularity as their ATX Form Factor counterparts. They are the ones within the ATX family that are considered the most compact. They were designed to occupy a minimal amount of space and had a minimal price tag. Flex ATX is a modification of mini ATX that Intel created between 1999-2000. It is a motherboard standard. 6. Low-Profile EXtended LPX motherboardIn comparison to previous iterations, this has two significant enhancements."}
{"text": "4. RAM memory RAM slots connect the random access memory RAM to the motherboard. RAM allows the computer to temporarily store files and programs that are being accessed by the CPU. Computers with more RAM capacity can hold and process larger files and programs, thus enhancing performance. However, RAM contents are erased when the computer is shut down. A computer usually has two RAM slots. However, some computers have up to four RAM slots in the motherboard to increase the available memory. 5. Basic input output BIOS system The BIOS contains the firmware of the motherboard. It consists of instructions about what to do when the computer is turned on. It is responsible for initializing the hardware components and loading the computer s operating system. The BIOS also allows the computer s operating system to interact and respond with input and output devices such as a mouse and keyboard. In some motherboards, the legacy BIOS is replaced by the modern extensible firmware interface EFI or the unified extensible firmware interface UEFI . UEFI and EFI allow the computer to boot faster, provide more diagnostic andrepair tools, and provide a more efficient interface between the operating system and computer components. 6. Chipsets The chipsets of a computer control how the computer hardware and buses interact with the CPU and other components. Chipsets also determine the amount of memory users can add to a motherboard and the type of connectors that the motherboard can have. The first type of chipset is the northbridge chipset. The northbridge manages the speed at which the CPU communicates with the components. It also controls the processor, the AGP video slot, and the RAM. The second type of chipset is the southbridge chipset. The southbridge chipset controls the rest of the components connected to the computer, including communication between the processor and expansion ports such as USB ports and sound cards. 7. Cooling fans The heat generated when electric current flows between components can make a computer run slowly. If too much heat is left to build up unchecked, it could damage computer components. Thus, a computer performs better when kept cool. Cooling fans increase the airflow, which helps to remove heat from the computer. Some elements, such as video adapter cards, have dedicated cooling fans. 8. Adapter cards and expansion slots Adapter cards are integrated into the motherboard to enhance a computer s functionality. Examples include sound and video adapters. The expansion slots allow users to install compatible adapter cards."}
{"text": "Adapter cards and expansion slots Adapter cards are integrated into the motherboard to enhance a computer s functionality. Examples include sound and video adapters. The expansion slots allow users to install compatible adapter cards. Examples of expansion slots include the peripheral component interconnect PCI slot, the AGP slot which enables the insertion of video cards , the PCI Express serial bus slot, and the PCI-extended slot. 9. CMOS batteryThe CMOS battery is a small round battery found on the motherboard of every computer. It provides power to the complementary metal oxide semiconductor CMOS chip. The CMOS chip stores BIOS information and computer settings, even when powered down. The CMOS battery allows users to skip resetting BIOS configurations, such as boot order, date, and time settings, each time they power on their computer. 10. Storage devices Storage drives store data permanently or retrieve data from a media disk. The storage devices can either be installed in the computer as hard drives or in removable drives that can connect to the computer through the USB ports. Hard disk drives HDD or solid-state drives SSD are computers primary storage drives. Computers with SSDs execute tasks much faster and perform better than HDDs. Users can also use optical drives such as compact discs to store information. 11. Front panel connectors Front panel connectors connect the light-emitting diode LED lights on the front of the case to the hard drive, the power button, the reset button, and the internal speaker for testing. Some USB and audio devices also have LED lights. These front panel connectors are usually plugged into small pins on the motherboard. Although the pins are grouped and color-coded, their layout structure varies depending on the model of the motherboard. 12. Power connector The power connector provides an electric supply to the computer to function as intended. The power supply connector has 20 pins and converts 110-V AC power into -12-Volt, -5-Volt, and 3.3-Volt direct current DC power. Functions of a Motherboard The following are seven functions of a motherboard:1. Manages data flow The BIOS component of the motherboard ensures that the operating system interacts well with input and output devices, such as the keyboard and mouse, to process instructions. This ensures that the data sent to the computer moves as expected to perform the intended purpose. It also manages data flow through its USB ports, allowing for data transfer between devices. Additionally, it ensures the processor can access information from the RAM to boost efficiency. 2."}
{"text": "It also manages data flow through its USB ports, allowing for data transfer between devices. Additionally, it ensures the processor can access information from the RAM to boost efficiency. 2. Conserves resources The motherboard saves consumers time, energy, and money by connecting all the computer connects. The motherboard provides a platform on which manufacturers can connect all the necessary components to ensure that the computer functions. Thus, saving consumers time and energy as they do not have to assemble and connect different parts manually. Moreover, collecting the individual components can prove costly as consumers would be forced to incur additional transport and other miscellaneous costs. 3. Optimizes power distribution The motherboard provides and distributes power optimally. Computers require electricity to function. The motherboard has a power connector plugthat connects the computer to a power source and converts it into a form of electrical power that the computer can use. After that, the motherboard ensures that the electric current is distributed optimally to different system components. The motherboard has an integrated circuit technology with pre-defined connections that ensure each element gets the necessary power. Moreover, the circuits ensure less energy is consumed to make the computer an energyefficient machine. 4. Drives communication The motherboard makes communication between different components easier. For a computer to process a particular set of instructions, sometimes it may require several components to communicate and work together to complete the task. In such scenarios, the motherboard relies on its circuit technology to enable communication between these components. The motherboard may also depend on some of its components, such as the CPU, BIOS, expansion ports, and USB ports, to interact with the computer s operating system. 5. Enhances performance The motherboard boosts the capabilities of a computer. Motherboards often transform the capabilities of a computer. For instance, they have additional features and functionalities, such as built-in sound and video capabilities that can enhance the computer s output. Motherboards also allow users to connect peripheral devices such as printers, enabling computers to perform additional tasks such as printing documents. Additionally, users can expand and upgrade factory-made motherboard parts such as memory slots or hard disks to boost the capabilities of their computers. 6. Improves reliability A good motherboard boosts the overall reliability of the computer. A highquality motherboard provides a stable foundation for its components to operate on. A good motherboard has proper cooling, and its integrated circuit technology is set in place. These factors enable it to control the computer s hardware efficiently by ensuring that each element functions as expected andcommunicates with the other components."}
{"text": "Data bus 3. Control bus The buses connect the CPU microprocessor to each of the memory and I O devices. The CPU is involved in sending or receiving information to or from memory location, input or output device, and a secondary memory device FDD or HDD . When the CPU sends data to a device or memory, it is called WRITE operation and when the CPU receives data it is called READ operation. The functions of buses are described now. Address Bus The address bus is unidirectional, information flows over it only in one direction, from the CPU to the memory or I O devices. The CPU generates addresses on the lines of the address bus. Each of the addresses corresponds to one memory location or one I O device. When the CPU wants to communicate with READ or WRITE , a certain memory location or I O device, it places the appropriate address on its address output. This address is then decoded to select the desired memory location or I O device. This decoding process usually requires address decoder circuits. Microprocessor local buses Data Bus The data bus is bidirectional and data can flow to the CPU through it. The data bus can be either input or output depending on whether the CPU performs a READ or a WRITE operation. During READ operation the data bus receives data that has been placed on the data bus by memory or I O device selected by the address. During WRITE operation the data bus acts as the output and places data on the data bus which are sent to a selected memory location or I O device. Control Bus The control bus consists of a set of signals that are used to synchronize the activities of separate microcomputer elements. Some of these control signals are sent by the CPU to the other components to tell them the type of operation in progress. The I O devices can send control signals to the CPU. Read Write, Rest, and interrupt are examples of control signals used in a microcomputer. Other busesCOMPUTER MONITOR OR VIDEO DISPLAY UNIT TYPES, AND FEATURES VDU 1. Short for visual display unit, VDU is an any device used with computers to display text and images. For example, a flat-panel display and a projector are both examples of VDUs. However, VDU most commonly describes the CRT cathode ray tube monitor, a now archaic standard replaced by flat-panel display methods like LED lightemitting diode . Early VDUs had a 13\" screen size."}
{"text": "For example, a flat-panel display and a projector are both examples of VDUs. However, VDU most commonly describes the CRT cathode ray tube monitor, a now archaic standard replaced by flat-panel display methods like LED lightemitting diode . Early VDUs had a 13\" screen size. By the mid-1990s, 15\" and 17\" VDU screen sizes became more common, with some 20\" screen sizes being released. By the early 2000s, flat-panel monitors with 15\" and 17\" screen sizes gained popularity and started replacing CRT monitors. 2. Short for video display unit, VDU is a computing device that allows input from a user and output to a display, like a computer monitor. A VDU consists of a display device and a keyboard and could include a mouse. In the United States, it is sometimes known as a video display terminal or VDT video display terminal . Please note The computer monitor is an output device that is used to display softcopy data that is processed on the system unit. A computer monitor is also known as a screen or Visual Display Unit VDU . Some types of computer monitors are CRT, LCD, TFT, Plasma, OLED, LED, touch screen, and curved screens. To acquire a new computer screen, some of the features to consider are resolution, size, technology, refresh rate, video connector, aspect ratio, and viewing angle among other factors. Types of Computer monitors Computer monitors have evolved from the bulky big Cathode Ray Tube monitor to the ultra-slim curved screen that we have today. Some of the computer monitor types that you will find in the market include: 1. Cathode Ray Tube CRT . These are the oldest types of computer monitors and they used the technology of cathode rays. On the back of the screen, there is a cathode gun that shot rays through a vacuum into the screen. The screen has an anode and material that glows when hit by the electrons. The rays hit the glowing material and the image is created appropriately. The monitor had a long back side because the front and cathode gun had to be at a distance for it to give the best results. 2. Liquid Crystal Display LCD . They used the crystal liquid which is easy to be manipulated and changed when light strikes it. Compared to CRT they are lightweight, slimmer, and use less power. 3."}
{"text": "They used the crystal liquid which is easy to be manipulated and changed when light strikes it. Compared to CRT they are lightweight, slimmer, and use less power. 3. Light emitting diode LED It uses the light-emitting diode as the backlight which makes it slim because it doesn t need the distance that is required in CRT. They produce images with high resolution, are slimmer, less bulky, and produce less heat and less power. 4. Organic Light Emitting Diode OLED It is the latest technology an improvement from LED but still very expensive to produce in bulky. It has an organic substrate that glows when electricity is passed through it. They use less power and they are even slimmer because they don t need backlight since the substrate can produce light. 5. Touchscreens monitors Currently, computer screens are manufactured to take instruction from the human touch. An operating system such as Microsoft Windows 8 and above versions was developed to support a touch screen operation. There are 4 main technologies used for touch screens. A. Capacitive touch screen These screens use the capacitor concept which stores charge. Since the human body has electrical charges when you touch the screen at a specific position you discharge that particular point. The information is then sent to the processor which interprets what needs to be done. They are mostly used on smartphones in today s applications. B. Resistive touch screen The resistive screen uses the concept of resistors where it has two layers with a gap between them. For it to be effective the user has to press and not just touch because the two layers must make contact at the point where it has been pressed. When it is pressed the point can be identified and interpreted appropriately. These touch screens can be touched with a finger and any other objectthat can exact pressure and not a must that it has electrical changes. C. Infrared touch monitors They have an infrared emitter and receiver which create an invisible grid of rays. When you touch the screen you disrupt the ray transmission which is then recorded as a touch. D. Surface acoustic wave monitor These touch screens use sound waves to detect the touch. They have transducers and receivers on the opposite corners of the screen. When you touch the screen you disrupt the sound wave which is sensed as a touch command. 6. Plasma display panel They are flat-panel types of screens made up of small cells containing plasma. Plasma contains charged particles ions and electrons ."}
{"text": "6. Plasma display panel They are flat-panel types of screens made up of small cells containing plasma. Plasma contains charged particles ions and electrons . When electricity is passed through them they emit light which forms an image. They are not common computer screens because they are more economical for big-size screens. 7. Curved computer monitor These are replacing flat screen monitors by offering a curved viewing screen. They offer a better viewing angle compared to a flat screen Factors to consider when choosing a good computer monitor1. Resolution: It is the number of pixels that can be displayed per inch of the screen. The higher the number the more clear the image that is displayed. 3. Aspect ratio: It is the ratio of the length horizontal and width vertical of the monitor. It determines how the image will be stretched on the screen. The main ratios are 4:3 and 16:10. 4. Viewing angle: It is the angle where you can view the image without distortion. CRT screens had a wide viewing angle than LCD screens. 5. Power consumption: LCD uses the least power compared to CRT and OLED type of technology. Less power means power is conserved and also it reduces overheating. 6. Technology: screen comes from different technology modes as discussed in different types above. The technology will determine the image quality, cost, and user preference. 7. Connector video input: latest video connector for monitors is HDMI. However, to be on the safe side you should have a computer screen that supports more than one way of connecting. If you are buying a screen for an already existing system unit make sure you check which is a compatible type of supported connection. 8. Ergonomics: most users spend more time on the screen and would like to get a screen design for comfort. Select a screen that has height adjustability, and can change screen brightness and contrast among other designs. 9. Refresh rate: this is the rate at which the screen can refresh the displayed image per second. A higher refresh rate means the image will be clear and it will not look like it hangs. It is measured in hertz and the higher the better. Most computer screens have 144Hz. 10. Contrast and brightness: contrast ratio is how dark the black part is and how bright the white parts of an image can get. While brightness is the measure of light that the screen can produce. 11. Built-in speakers: latest monitor come with an inbuilt speaker that can be used to complement the system unit speakers."}
{"text": "While brightness is the measure of light that the screen can produce. 11. Built-in speakers: latest monitor come with an inbuilt speaker that can be used to complement the system unit speakers. 12. USB port: USB port is a common connector interface in today s devices including screens. They can be used to load data without even connecting to the system unit. For future improvement and use, you can select a monitor that has a USB port. Types of computer screen connectors Every computer offers a connection port that allows the computer monitor to be connected to the system unit so that it can receive data being transmitted. Most monitors are connected using a VGA cable. The cable connects the VGA card which translates the information from the system unit into images and text that the user can be able to view. Other screen connectors are AUX, HDMI, DVI, and Display Port. Structure of Visual Display Unit The structure of a Visual Display Unit VDU can vary depending on the specific type of device, but most VDUs have several key components in common. Here is a general overview of the structure of a VDU:1. Display panel: This is the part of the VDU that actually displays the visual information. It is typically made of a thin layer of crystal or plastic, and can display images using a variety of technologies, such as liquid crystal display LCD or organic light-emitting diode OLED . 2. Backlight: Many VDUs, especially those used in portable devices, use a backlight to illuminate the display panel. This helps to make the images on the screen more visible in low light conditions. 3. Circuitry: The VDU contains a number of electronic circuits that control the display panel, the backlight, and other components of the device. 4. Housing: The VDU is typically enclosed in a housing or casing that protects the internal components and provides a way to mount the device. 5. Input output I O ports: The VDU may have one or more I O ports that allow it to receive data or signals from other devices, such as a computer or a cable TV box. 6. Power supply: Most VDUs require a source of power, which may be supplied through a power cord or a built-in battery. Functions of Visual Display Unit Some specific functions of a VDU include: 1. Displaying text and graphics: VDUs use a screen to display text and graphics, which can include text documents, spreadsheets, websites, and more. 2."}
{"text": "Functions of Visual Display Unit Some specific functions of a VDU include: 1. Displaying text and graphics: VDUs use a screen to display text and graphics, which can include text documents, spreadsheets, websites, and more. 2. Providing a visual interface: VDUs allow users to interact with a computer or other device by providing a visual interface through which users can see and understand the information being processed and input commands and data. 3. Allowing for multitasking: VDUs allow users to work on multiple tasks at the same time by displaying multiple windows or programs on the screen. 4. Supporting high-resolution displays: Some VDUs support highresolution displays, which can provide a more detailed and accurate representation of the information being displayed. 5. Providing connectivity: VDUs may have connectivity options, such as HDMI or DisplayPort, which allow users to connect the VDU to other devices, such as a computer or a television. Uses of Visual Display Unit Visual Display Units VDUs , also known as computer monitors, are used in a wide range of applications. Some common uses of VDUs include: 1. Office work: VDUs are commonly used in office environments to display text documents, spreadsheets, and other business-related information. 2. Education: VDUs are used in classrooms and educational settings to display educational materials and videos, and to allow students to interact with educational software. 3. Entertainment: VDUs are used to display movies, television shows, and video games, and they can also be used to access streaming services like Netflix or Hulu. 4. Gaming: VDUs are often used in conjunction with gaming consoles or PC gaming systems to display video games. 5. Design and graphics: VDUs are used by designers and graphic artists to create and edit graphics and other visual content. 6. Medical and scientific research: VDUs are used in medical and scientific research to display data and images, such as MRI scans or microscopy images. 7. Military and aviation: VDUs are used in military and aviation applications to display maps, navigation information, and other data. 8. Industrial and manufacturing: VDUs are used in industrial and manufacturing settings to display production data, machine status, and other information. Benefits of Visual Display Unit Visual Display Units VDUs , also known as computer monitors, offer a number of benefits, including: 1."}
{"text": "8. Industrial and manufacturing: VDUs are used in industrial and manufacturing settings to display production data, machine status, and other information. Benefits of Visual Display Unit Visual Display Units VDUs , also known as computer monitors, offer a number of benefits, including: 1. Improved productivity: VDUs allow users to work more efficiently by providing a clear and easy-to-read display of text and graphics. 2. Multitasking: VDUs allow users to work on multiple tasks at the same time by displaying multiple windows or programs on the screen. 3. High-resolution displays: Some VDUs support high-resolution displays, which can provide a more detailed and accurate representation of the information being displayed. 4. Connectivity: VDUs may have connectivity options, such as HDMI or Display Port, which allow users to connect the VDU to other devices, such as a computer or a television. 5. Easy to use: VDUs are generally easy to use, with simple controls and an intuitive interface. 6. Energy efficient: Many modern VDUs are energy efficient, which can help reduce electricity consumption and reduce the environmental impact of using a computer. 7. Customization: VDUs can be customized to meet the specific needs of the user, such as adjusting the display settings to reduce eye strain or to optimize the display for specific tasks. 8. Access to information: VDUs allow users to access a vast amount of information and data that is stored on computers, which can be useful for research, education, and more. Limitations of Visual Display Units VDUs Visual Display Units VDUs , also known as computer monitors, have a few limitations, including: 1. Limited viewing angles: Some VDUs have limited viewing angles, which means that the display may appear distorted or washed out if viewed from certain angles. 2. Limited display size: The size of a VDU is limited by the size of the screen, which may not be large enough to display certain types of information or graphics. 3. Limited color depth: Some VDUs may not support a wide range of colors, which can impact the accuracy and quality of the display. 4. Limited refresh rate: The refresh rate of a VDU refers to how often the display is updated, and a lower refresh rate can result in a less smooth and responsive display. 5."}
{"text": "4. Limited refresh rate: The refresh rate of a VDU refers to how often the display is updated, and a lower refresh rate can result in a less smooth and responsive display. 5. Limited resolution: The resolution of a VDU refers to the number of pixels on the screen, and a lower resolution can result in a less detailed and accurate display. 6. Limited lifespan: Like all electronic devices, VDUs have a limited lifespan and may need to be replaced after a certain period of time. 7. Cost: VDUs can be expensive, particularly high-end models with advanced features. 8. Environmental impact: The production and disposal of VDUs can have an impact on the environment, as they contain materials and chemicals that can be harmful if not properly managed. Hazards of Visual Display Unit There are a few potential hazards associated with using Visual Display Units VDUs , also known as computer monitors, including: 1. Eye strain: Prolonged use of a VDU can cause eye strain, which can cause symptoms such as dry eyes, blurred vision, and headache. 2. Repetitive strain injury: Repetitive actions, such as typing or using a mouse, can cause repetitive strain injuries, such as carpal tunnel syndrome. 3. Back pain: Poor posture while using a VDU can cause back pain, particularly if the workstation is not set up correctly. 4. Electromagnetic fields: Some VDUs emit electromagnetic fields, which have been linked to an increased risk of cancer and other health problems. However, the risks associated with electromagnetic fields from VDUs are generally considered to be low. EXAMPLES OF VDULCD vs LED Displays: The Differences When it comes to choosing between LCD and LED displays, the decision can often be confusing. At first glance, they may seem identical, but there are key differences in their construction, performance, and energy efficiency. In simple terms, LED displays are a type of LCD with a unique backlighting system, and they tend to offer better image quality and power efficiency than standard LCDs. LCD Displays LCD, which stands for Liquid Crystal Display, utilizes a panel of liquid crystal molecules to create images. These molecules twist and untwist to control the amount of light passing through them. However, they do not produce light on their own. Instead, they use a separate backlight or reflector to illuminate the liquid crystals. The backlight in traditional LCD panels is often a Cold Cathode Fluorescent Lamp CCFL ."}
{"text": "However, they do not produce light on their own. Instead, they use a separate backlight or reflector to illuminate the liquid crystals. The backlight in traditional LCD panels is often a Cold Cathode Fluorescent Lamp CCFL . While these displays offer good image quality, they have some limitations. Generally, they consume more power and are bulkier than their LED counterparts. Moreover, they may not provide as high contrast or as vibrant colors. LED Displays LED, or Light Emitting Diode displays, are essentially a type of LCD display. The key difference lies in the backlighting system. Instead of using CCFL, LEDdisplays use tiny light-emitting diodes to illuminate the liquid crystals. This change in lighting source opens up a range of benefits. Firstly, LED displays are more energy efficient. LEDs consume less power than CCFL, making them a greener choice. Secondly, they allow for a slimmer and lighter design, making them ideal for modern, sleek devices. One of the critical advantages of LED displays is the potential for greater picture quality. In LED displays, the diodes can be dimmed or brightened individually. This feature, known as local dimming, enhances the contrast ratio, making blacks appear deeper and whites brighter. Consequently, images are more vibrant and lifelike. PRINTERS Different Types of Printers and Their Functions: What Are the Types of Printers? Thermal Transfer Printers Thermal printers use heat to create an image on special thermal paper. They provide direct thermal and thermal transfer, and they re commonly used in receipt printers, shipping label printers, and fax machines. Additionally, they re fast, quiet, and don t require ink or toner. However, the print quality of a thermal printer may fade, and the paper can be expensive. Dye-Sublimation PrintersDye-sublimation printers use heat to transfer dye onto special paper or other materials like fabric or plastic. They re popular for high-quality photo printing and creating customized items like mugs and T-shirts. Additionally, they produce vibrant, long-lasting prints with excellent color accuracy, but the cost of consumables ink and paper can be relatively high. And they re not ideal for standard office documents. 3D Printers 3D printers create three-dimensional objects by layering material often plastic on top of itself based on a digital 3D model."}
{"text": "The best part? UV printing offers vibrant colors and durability on various surfaces. However, initial equipment costs can be high, and maintenance may be needed to keep the printer functioning optimally. Digital Presses Digital presses make a great choice for commercial printing and publishing. They re high-volume printing machines suitable for large quantities of books, brochures, and other printed materials. They offer fast, consistent, high-quality printing for large print runs. However, they re expensive and may require specialized training to operate effectively. In summary, there s a wide array of printers, each designed for specific purposes and printing needs. Choosing the right printer depends on the type of documents or images you need to print, the printing volume, and your budget. Consider your requirements carefully to select the printer that best suits your needs, whether for everyday home use, office tasks, creative projects, or industrial applications. Other Types of Printers 9. Plotters HP 9862A Calculator Plotter Example: HP Design Jet T210 A plotter prints vector graphics by drawing lines on paper using a pen. Some plotters use markers to draw multiple, continuous lines onto paper, while some use knives to cut a material like leather or vinyl. The latter is called cutting plotters. These devices have been phased out by computer-controlled printing machines. However, cutting plotters are still used in many industries. Pros Prints on large sheets of paper with high resolution Draws a single pattern more than one thousand times with no degradation Works with various materials, including cardboard, plywood, plastic, and aluminum Cons Expensive and larger than a conventional printer 8. Impact Printers The impact printer physically presses an inked ribbon against the page. Its plastic or metal head strikes the ink ribbon, whereby the ribbon is pressed against the page, and the specific character impression is printed on the paper. Although this mechanism is quite old, impact printers are still widely used in workplaces and industries. Many different types of impact printers have been developed to date. The most common ones are:8.1 Line Printers IBM 1403 line printer Example: Printronix P7-1500N line matrix printer As the name suggests, Line printers print one line of text at a time the full width of the page . They use a continuous feed of paper instead of individual cut sheets. And they can print up to 2,500 lines per minute."}
{"text": "The most common ones are:8.1 Line Printers IBM 1403 line printer Example: Printronix P7-1500N line matrix printer As the name suggests, Line printers print one line of text at a time the full width of the page . They use a continuous feed of paper instead of individual cut sheets. And they can print up to 2,500 lines per minute. Pros High-speed printing More durable Low operating costs Consumables are less harmful to the environment Cons Low print quality and cannot print graphics Very noisy, requires sound-absorbing cases 8.2 Dot Matrix Printers Epson LX310 Example: Tvs MSP 250 In a dot matrix printer, the pins are arranged in one or multiple vertical columns. The print head which contains several pins moves up and down or in a back and forth motion and prints by striking an ink-soaked cloth ribbon against the page. This is just like a typewriter, but it can also print arbitrary patterns and not just particular characters. A character printed by a dot matrix printer is actually an accumulation of multiple dots on a very small region of the paper. The printer can be used for text, multiple fonts, and basic graphical printing. The outputs, however, have a dotted appearance. Pros Low printing cost Reliable Prints on multipart forms or carbon copies Useful for data logging Cons Slow speed Limited print quality They can be used to print multiple copies at the same time with the help of carbon copying. Thus, they are widely installed in offices and shops where multipart forms are required. 8.3 Daisy Wheel Printers The daisy wheel and print head on a Diablo D-25 printerExample: Commodore DPS 1101 A daisy wheel printer contains a disk and attached extension on which molded metal characters are mounted. When printing, the printer rotates the disk to each character and strikes it into an ink ribbon to create characters on paper. Pros Can use heavy paper grades and fan-fold paper Can create carbon copies Low costs and maintenance Cons Slow speed Low print quality 7. Minilab Printers SureLab D870Example: Epson Sure Lab D1070DE Minilabs are small photographic-developing and printing systems that are used in several retail stores to provide quick photo finishing services."}
{"text": "When printing, the printer rotates the disk to each character and strikes it into an ink ribbon to create characters on paper. Pros Can use heavy paper grades and fan-fold paper Can create carbon copies Low costs and maintenance Cons Slow speed Low print quality 7. Minilab Printers SureLab D870Example: Epson Sure Lab D1070DE Minilabs are small photographic-developing and printing systems that are used in several retail stores to provide quick photo finishing services. A minilab machine is made of two systems: a film processor and a printer paper processor . Pros Perfect for photo processing High-capacity ink packs Prints on double- or single-sided sheet media Provides better exposed, color-corrected prints in less than 30 minutes Cons Quite pricey Larger and bulkier and than typical printers The Agfa and Kodak minilab machines use C41b chemistry to process films and RA-4 chemistry to process the paper. Depending on the device capabilities and operator s expertise, films can be ready for collection within 20 minutes. 6. Thermal PrintersF2C portable thermal printer Example: Polono Label Printers A thermal printer is made of three components: Thermal head: Generates heat to produce an image on the page Platen: A roller that moves the page Spring: Holds the printhead and paper together by applying small pressure The printer passes paper with a thermochromic coating over a print head. This print head contains several electrically heated elements, typically arranged as a line of small, closely spaced dots. The coating on the paper turns black in the region where it is heated, generating an image. These printers can have a resolution of up to 1,200 DPI. Although most of them print black and white monochrome text, some produce twocolor images. Due to decent print quality, speed, and portability, thermal printers are widely used in the banking, retail, grocery, healthcare, and airline industries. Voucher printers in slot machines, information kiosks, and point of sale systems are some of the commercial applications of these printers."}
{"text": "Although most of them print black and white monochrome text, some produce twocolor images. Due to decent print quality, speed, and portability, thermal printers are widely used in the banking, retail, grocery, healthcare, and airline industries. Voucher printers in slot machines, information kiosks, and point of sale systems are some of the commercial applications of these printers. Pros More quiet and faster than dot matrix printers Easier to use as there is less use of software involved Requires less maintenance Comes in various models and sizes Cons Prints fewer colors The high heat limits wax and resin choices They are also used to generate sub-seafloor seismic imagery and print real-time records of side-scan sonar. In the data processing field, they are used for quickly creating hard copies of continuous hydrographic or seismic records. 5. Dye-sublimation PrintersTexart RT-640 Example: Texart XT-640 High-Volume Dye-Sublimation Printer Dye-sublimation printers utilize heat to transfer dye onto materials like card, paper, fabric, or plastic. They use the CMYO cyan, magenta, yellow, over coating system to deposit the ink on the surface one color at a time. The ink is deposited via a heat press, which ultimately changes from solid to gas hence the name sublimation and enters the material. The process is carried out at lower temperatures and higher pressures. Small heating elements on the print head change temperatures quickly to lay different amounts of dye. Polyester and polyester resin-coated substances are the perfect materials for this printing technique. Pros Allows printing on rigid surfaces Print thousands of colors using four-color ink CMYK Best for creating ID cards and photographic prints Short learning curveCons The item may lose color over the months Specific type of ink is required Professional and consumer dye-sublimation printers are developed for creating photographic prints, ID cards, license plates, etc. And since these printers are available in various sizes and styles, consumers can print on various products like mouse pads, coffee mugs, handbags, smartphone cases, dresses, pillows, and more. 4. Solid Ink Printers Example: HP Laserjet M209DW As the name suggests, these printers use solid ink instead of fluid ink or toner powder."}
{"text": "And since these printers are available in various sizes and styles, consumers can print on various products like mouse pads, coffee mugs, handbags, smartphone cases, dresses, pillows, and more. 4. Solid Ink Printers Example: HP Laserjet M209DW As the name suggests, these printers use solid ink instead of fluid ink or toner powder. The printer melts the ink which is usually a waxy resinbased polymer to print images on paper or any substrate. This is how the process goes: small pucks or spheres of solid ink are stored in a hopper. From there, they are transferred to the printhead and melted as per the requirement. Pros Provides precise prints with bright colors Can print on many different types of media Less waste generated compared to inkjet or laser printers Suitable for intermittent use with long periods of downtime Cons The printer need to pause and reheat in between prints Ink may clog printhead nozzles This type of printer can create large graphic images with bright and vivid colors at reasonable costs. It is suitable for users who always have to print in color and require high-quality images. And since the solid ink doesn t dry out over time, you don t have to order new cartridges when you need to print something after a long time. 3. 3D PrintersPrusa I3 MK3S Example: Tronxy X5SA Pro 3D printers are based on a technique called additive manufacturing. They create a physical three-dimensional object from a CAD computeraided design or digital model. It involves adding materials such as powder grains or composites or bio-materials layer by layer at the millimeter scale. Unlike injection molding and CNC machining that uses various cutting tools to make objects, 3D printers require no cutting tools. They construct objects directly onto the built platform. Pros Enables fast design and production Gives you the flexibility to create anything that fits within its build volume Minimize waste Cost-effective Cons Not yet versatile enough to work with most materials Requires post processing Depending on the type of printer, material used, and size of the object, a print takes several hours to complete. The finished object often requires post-processing like sanding, paint, or other conventional finishing touches to achieve the desired surface finish. 3D printing processes can be categorized into 7 groups: 1. Vat photo polymerization 2."}
{"text": "The finished object often requires post-processing like sanding, paint, or other conventional finishing touches to achieve the desired surface finish. 3D printing processes can be categorized into 7 groups: 1. Vat photo polymerization 2. Material Extrusion 3. Sheet Lamination 4. Directed Energy Deposition 5. Material Jetting 6. Binder Jetting 7. Powder Bed Fusion Modern 3D printers are advanced enough to create complex structures and geometries that would be otherwise impossible to build manually. They can be used to build a range of objects, from simple prototypes to intricate final products, such as medical instruments, aircraft parts, ecofriendly buildings, and even artificial organs using layers of human cells. 2. Liquid Inkjet PrintersHP Smart Tank 530 Example: Canon PIXMA G3260 The inkjet printer creates an image by propelling droplets of ink onto paper or plastic substrates. Its print head moves back and forth as the paper feeds through rollers. The complete image is made of thousands of minuscule dots, like the pixels on a television screen. These dots are extremely small between 50 and 70 microns in diameter and positioned very precisely with resolutions up to 1200 x 1440 DPI. Also, these dots can have multiple colors combined together to produce high-quality pictures. Pros Quieter than impact printers Practically no warm uptime Really good at producing natural shades and colors Easy to set up and use Cons Liquid ink can dry out when stored for a longer period of time Expensive ink refillsLiquid inkjet printers perform best on nonporous paper and slightly heavy bond paper with a hard surface that effectively prevents colors from bleeding. They are available in many different varieties and sizes, ranging from small cost-efficient consumer models to expensive professional machines. While most home inkjet printers are lightweight and have low per-page costs, commercial machines are larger and print on a broader range of materials. 1. Laser Printers Pantum M6602NW Example: HP OfficeJet 5255 Laser printers have become a common consumer product, often used along with personal computers. Their working principle involves electrophotographic, which is the same technique used in photocopy machines. To create a high-quality image, the laser printer continuously passes a laser beam back and forth over a photoreceptor drum. This drum is nothing but a negatively charged cylinder."}
{"text": "Their working principle involves electrophotographic, which is the same technique used in photocopy machines. To create a high-quality image, the laser printer continuously passes a laser beam back and forth over a photoreceptor drum. This drum is nothing but a negatively charged cylinder. It collects positively chargedpowdered ink toner and transmits the image to paper. The paper is then slightly heated to permanently fuse the image onto it. The standard resolution in most laser printers is 600 DPI, whereas the high-end production machine can have a resolution of 2,400 DPI. Plus, they can print at a much faster rate than inkjet printers. A high-end model can print about 12,000 monochrome pages per hour or 6,000 colored pages per hour. However, they don t print color photos as well as inkjet printers do. That s why most photographers and designers prefer inkjet printers for gallery-quality photos. Pros Fast printing speed Noiseless Produces high-quality monochrome prints Mechanical components are reliable and durable Cons High initial investment cost Not suitable for high quality graphics Laser printers are well suited for office use due to their capability to quickly print large amounts of documents. Overall, they are excellent for text, documents, and printing medium-quality color photos1.1 LED Printers OKI MC853dn Example: Xerox VersaLink C7000DN LED light-emitting diode printers are generally grouped with laser printers because they use a similar technique for creating text or graphics. Both use a toner, drum, and fuser to provide high-quality prints. However, LED printers have an array of light-emitting diodes instead of a laser and mirror. Since LED printers contain fewer moving parts, they are more reliable and efficient than traditional laser printers. Plus, they are cheaper to manufacture and less prone to mechanical wear. Pros Contains fewer moving parts Inexpensive and reliable Noiseless Provides excellent image quality Cons High initial cost Slower printing speed than laser printersFactors to consider when selecting a printer Choosing the best printer can be overwhelming with so many options. To help you decide which type of new printer you should buy, consider the following factors and your specific needs: Printing Purpose Home Use: If you need a printer primarily for occasional home use, like printing documents, school assignments, or family photos, an inkjet printer should suffice."}
{"text": "Plus, they are cheaper to manufacture and less prone to mechanical wear. Pros Contains fewer moving parts Inexpensive and reliable Noiseless Provides excellent image quality Cons High initial cost Slower printing speed than laser printersFactors to consider when selecting a printer Choosing the best printer can be overwhelming with so many options. To help you decide which type of new printer you should buy, consider the following factors and your specific needs: Printing Purpose Home Use: If you need a printer primarily for occasional home use, like printing documents, school assignments, or family photos, an inkjet printer should suffice. They re affordable and can handle a variety of printing tasks. Small Businesses: A laser printer is a good choice for a small office or home office SOHO where you must print frequently. It offers fast and efficient text printing. Color or Black and White Consider an inkjet or color laser printer if you need to print in color. For basic black-andwhite documents, a monochrome laser printer is cost-effective. Print Volume For bulk printing, a laser printer with a high page-per-minute PPM rate and a large paper tray may be more suitable. Inkjet printers make a better choice for lower print volumes. Printing Photos If you re into photography and want to print photos, a dedicated photo printer or a highquality color inkjet printer with photo capabilities is a good choice. Consider other costs like glossy photo paper for the printing process, maintenance, etc. Size and Space Consider the available space where you plan to put the printer. Consider a compact inkjet printer if you have a small space, as laser printers can be larger. All-in-One or Single Function An all-in-one a multifunction printer combines printing, copying, scanning, and even faxing in one machine. It s convenient for saving space and money if you need these functions. Connectivity Options Ensure the printer you choose has the connectivity options you need. Common features include USB, Wi-Fi, Bluetooth, and mobile printing capabilities. Cost Considerations Think about both the upfront cost of the printer and the long-term cost of consumables like ink or toner cartridges. Some printers may be inexpensive initially but cost more to maintain. Brand and Model Consider reputable brands known for quality and reliability. Read reviews and compare printer models within your budget. Additional Features Some printers have extra features like automatic duplex double-sided printing, touchscreen controls, and memory card slots for direct photo printing."}
{"text": "Brand and Model Consider reputable brands known for quality and reliability. Read reviews and compare printer models within your budget. Additional Features Some printers have extra features like automatic duplex double-sided printing, touchscreen controls, and memory card slots for direct photo printing. Assess whether these features matter to you. Compatibility Ensure the printer is compatible with your computer s operating system. Most modern printers support Windows and macOS, but it s always good to check. Warranty and Support Check the warranty, warranty extensions, and available customer support for the printer. Extremely reliable customer service can be crucial if you encounter any issues. Environmental Considerations If you re eco-conscious, look for printers with energy-saving features, recyclable ink or toner cartridges, and eco-friendly certifications. In summary, the type of printer you should buy depends on your specific needs and budget. Consider your printing volume, fast print speeds, whether you need color printing, available space, and any extra features for high-quality prints you require. It s also a good idea to read reviews and compare prices before deciding. Considering these factors, you can find a printer that suits your print jobs and helps you achieve your printing goals efficiently. How to Print a Document from Your Computer 1 Make sure that your printer is connected and turned on. If your printer connects over Wi-Fi, this will mean making sure that you're on the same Internet network as your printer; otherwise, you'll need to plug your printer's USB cable into your computer. Check your printer's manual to confirm how to set it up if you haven't already done so. Be sure to update your printer drivers. 2 Open the document you want to print. This could be a PDF, Word document, Excel spreadsheet, or even photos. Use the File Explorer to find the file if needed. 3 On your keyboard, press Ctrl P . This is the keyboard shortcut to open the print menu. You can also manually open the print menu by clicking the printer icon. In some apps, you'll need to click File and then Print. The print menu may look different depending on the application used to open your file. 4 Select your printer. Click the \"Printer\" drop-down box, then click your printer's name. If you don't see your printer, you'll need to add it. 5 Select a number of copies. In the \"Copies\" box, type in the number of copies of the document that you'd like to print."}
{"text": "First we ll tell you what RAM memory alternatively referred to as main memory, primary memory, or system memory, Random Access Memory RAM in a computer system, it is also sometimes known as read-write memory or RWM, then we ll go over how RAM works in Macintosh s and pcs. Also, there are different kinds of RAM, including VRAM, PRAM, DRAM and SRAM . Random access memory RAM This is the most common type of main memory. It is called random access memory RAM because ; its content can be read directlyregardless of the sequence in which it was stored. As opposed to ROM, the content in RAM is held temporarily and its content is lost once the computer is turned off. Characteristics of random access memory RAM are: 1.Data can be read retrieved and written stored in it. 2 .RAM is a temporary volatile storage because its content disappears when the computer is switched off. 3.Its content is user defined i.e. the user dictates what is to be contained in the RAM. Types of RAM There are two types of-RAM namely, static RAM SRAM and dynamic DRAM .Static RAM is very fast compared to dynamic RAM and holds its content as long as there is power. Dynamic RAM on the other hand can only hold its content for a short while even when power is all .To maintain the content of dynamic RAM, the memory chip is designed in away that its content is refreshed automatically rewritten severally per second. Static RAM is more expensive. It is mostly used to make special types of memories. Special purpose memories Apart from ROM and RAM there are several types of special purpose memories found inside the CPU or in the input and output devices. These memories are vital because they increase the overall performance of data and instructions moving in and out of the CPU. These memories include buffers, registers and cache memory. Buffers This is a temporary holding place that may be part of the CPU or built in an input or output device. Because the CPU is very fast compared to the input or output devices, buffers provide temporary storage so that the CPU is set free to carry out other activities instead of waiting for all data to be entered or information to be output. For example since a printer cannot work at the speed of a CPU, the printer buffers temporarily holds the output to be printed hence freeing the CPU to perform other functions. Buffers can hold more than one piece of data at a time."}
{"text": "Example: 453 This number is the answer 321 145413 1284 321 x 4 1284 1701 Subtract 1284 from 1454 and bring down the 1 1605 321 x 5 1605 963 Subtract 1605 from 1701 and bring down the 3 963 321 x 3 963 0 Subtract 963 from 963 Exercise 3 Do these calculations. Show your method. Not just an answer. A 432 128 - 248 529 b 164 600 196 4169 GM 2023 c 35 x 78 d 5 822 16 e 80 357 619 450 f 231 609 218 344 g 27 x 39 h 9 206 28 Exercise 4 1. Use the HORIZONTAL METHOD a 456 350 239 b 648 352 371 2. Use the VERTICAL METHOD a 1 226 x 82 b 3 437 x 24 HCF and LCM The HCF and LCM are numbers that share the same factors. These are called common factors and you can find the highest common factor, HCF, of two or more numbers. You can also find the lowest common multiple, LCM, of two or more numbers. Example: The multiples of 12 are 12 ; 24; 36; 48; 60; 72 ; 84; and the multiples of 15 are 15; 30; 45; 60; 75; 90; which means that the LCM of 12 and 15 is 60. You can use the prime factor method for finding the LCM or an HCF . For example: 12 2 x 2 x 3 and 15 3 x 5 so the LCM is 2 x 2 x 3 x 5 which contains all possible prime factors of both numbers. The HCF of 12 and 15 is 3 as that is the highest factor common to both numbers."}
{"text": "12 GM 2023 Complete the sums below using BODMAS BOMDAS. No CALCULATORS are allowed. Show all working out. A 30 X 12 4 0f 20 b 17 x 25 x 24 2 10 x 10 c 24 14 x 25 5 d 235 80 x 50 10 215 of 8 e 200 20 285 95 8 4 f 790 1 000 125 50 10 g 50 35 of 75 32 h 470 692 x 10 20 630 PROBLEM SOLVING: BRAIN TEASER Two lighthouse beacons can be seen from the top of a hill. These two beacons start flashing at the same time. One beacon flashes every 4 minutes and the other flashes every 9 minutes. Calculate how long it will be before they both flash at the same time again. Use your 4 x and 9 x table to calculate. Exercise 8 There are special rules that apply to the number zero and the number one. 1. What happens to numbers when you multiply or divide by 1? Solve these problems. A 28 1 b 28 1 c 8 344 1 d 8 344 1 e What can you conclude about multiplying or dividing by 1? 13 GM 2023 2. What happens to numbers when you add or subtract 0? Solve these problems. A 429 0 b 429 0 c 5 360 0 d What can you conclude about adding or subtracting 0. 3. What happens when we multiply by 0? A What does it mean when we say 4 0? 4. What happens when we divide 0 by a whole number? A 0 4 b 0 8 c 0 58 d 0 347 5. What happens when we divide by zero?"}
{"text": "What happens when we divide 0 by a whole number? A 0 4 b 0 8 c 0 58 d 0 347 5. What happens when we divide by zero? A 4 0 b 8 0 c 58 0 d 347 0 RATIO AND RATE RATIO A ratio is used to compare the sizes of two or more quantities that use the same unit of measurement. A ratio of 5:6 means that for every 5 of the first quantity, there are 6 of the second quantity. Ratio can also be written as a fraction. In the ratio 5:6, the first quantity would be written as 511. The second quantity would be written as611. Ratios can be simplified, e.g., 10:12 can be simplified to 5:6. Another example: The ratio of an original price of a coat to the sale price is R300:R210. We simplify this to 10:714 GM 2023 RATE A rate is used to compare the sizes of two or more quantities that use different units of measurement, e.g., hours h , minutes m , Rands R , millimeters mm , centimeters cm , etc. Exercise 9 1. Simplify the ratio 32:16. 2. Write the fraction 32 48 in its simplest form. 3. Now write the ratio 32:48 in its simplest form. 4. The ratio of women engineers to men engineers in a construction company is 2:7. A There are six women engineers. How many men engineers are there in the company? B How many engineers are there in the company altogether? C What fraction of the total number of engineers are women? D The company decides to improve their gender equality. The company wants to change the ratio of women engineers to men engineers to 2:5. The company cannot afford to employ more than 28 engineers in total. When the company achieves this ratio, how many women engineers and men engineers would they have? SHARING A WHOLE IN A GIVEN RATIO Share R 2 250,00 in the ratio 3:2:1 This means 3:2:1 that 3 2 1 6 parts of the whole 2 250."}
{"text": "CONVERTING FRACTIONS To convert an improper fraction to a mixed number, simply divide the number by the denominator: Example: 12 5 12 5 2 r 2 We write this as 2 25 To convert a mixed number to an improper fraction, multiply the whole number by the denominator. Add the numerator to this. Write this answer as the numerator and keep the denominator the same. Examples: 8 Multiply 8 by 2, and then add 1 This will give you a total of 17 The improper fraction will therefore be 172 Exercise 12 1. Convert the improper fractions to mixed numbers: 3 15 1000125 2. Convert the mixed numbers to improper fractions: 1323; 17811; 437; 6415; 971218 GM 2023 Equivalent fractions SIMPLIFYING FRACTIONS To simplify a fraction, you must reduce the fraction to its smallest form. To do this, you need to divide both the numerator and the denominator by the same highest common factor. Example:12 30 The highest number that can fit into both 12 and 30 is 6. 6 is therefore the highest common factor HCF Divide the numerator and denominator by the highest common factor. E.g. 12 30 66 25 SO: 12 30 25 NB: A common fraction must always be written in the simplest form! Exercise 13 1. Equivalent fractions a 3035 7 b 1144 1 c 6390 7 d 911 99 19 GM 2023 2."}
{"text": "12 30 66 25 SO: 12 30 25 NB: A common fraction must always be written in the simplest form! Exercise 13 1. Equivalent fractions a 3035 7 b 1144 1 c 6390 7 d 911 99 19 GM 2023 2. Simplifying fractions 1890 ; 32545 ; 946112 ; 52460 FRACTIONS OF QUANTITIES When asked to work out a fraction of a quantity, use one of the following methods: Method 1: 110 of 30 Bodmas Rule: of becomes x 110 301 Multiply numerators, then denominators 3010 Reduce answer to simplest form 31 3 Method 2: 110 of 30 by 10; x1 3 Exercise 14 a 34 of 200 b 710 of 150 c 58 of 800 d 45 of 375 GIVING PARTS OF QUANTITIES AS FRACTIONS First change the amounts to the same unit of measurement. Write both amounts as fractions. Reduce the fraction to its simplest form. Example: What fraction is 20c of R2? R2 200c Same unit of measurement 20200 2010 Both amounts as fractions 110 Simplest form 20 GM 2023 Exercise 15 1. Solve the problems given below, in your books, and remember to show your workings: a What is 34 of 640? B What is 23 of 900? C What fraction is 58 of 800? D What is 56 of 300? E What fraction is 14 hours of 1 week? Exercise 16 1. Complete by filling in , or . Show your working out: a 20 b 10 c 60 d 18 e 8 f 102 2. Arrange these fractions in descending order, show your working out: a 4 6 79 b 2 6 812 3."}
{"text": "5 3 2 6. 6 of 3 2 Exercise 20 1. A baker uses 1 45 of a 10kg bag of flour each day. How much flour does he use? A In a day b In a week 2. A recipe for biscuits makes 24 biscuits. A baker needs to make 3 34 of that amount. How many biscuits will he make? 3. Kimera is given R240. Her mother tells her to spend 38 on flour, 15 on sugar and to bring home the change. A What fraction of the money will she bring home? B How much money will this be? 4. Oliver s petrol tank is 45 full. His car will use 1215 of this amount to complete its next journey. What fraction of petrol will be used? 23 GM 2023 5. A shop keeper grants a discount of 23 off a damaged product so that he can clear a space for his new stock. The original sale price is R330. How much will the customer pay for the damaged product? 6. Siya is given R450 for his birthday. He uses 15 to buy shoes, 115 on CDs, 16 for games and 12 on clothes. A What fraction of the money has been spent? B How much change will he receive? 7. There are 185 learners in a Grade Seven group. 35 of these learners are girls. How many boys are there? DECIMAL FRACTIONS What is a decimal fraction? A decimal fraction is a number that is written with a comma. Decimals are commonly used to indicate temperature, length, mass, money, and other forms of measurement. Proper common fractions can be expressed in a decimal form e.g. 4,9 4 910 If we have 9 units and we add 1 more, we now have a Ten. Each place value on the left is 10 times bigger than the one on the right, e.g."}
{"text": "Example: 493,64 700 496,64 100 733 GM 2023 4,9664 7 0,705 Exercise 28 1. Complete the following: a 71,435 7 d 24,1 4 b 6,257 5 e 288,144 12 c 837,84 6 2. Write down the answers to the following: a 165,2 1000 d 143 725,811 1000 b 18,976 10 e 0,8 100 c 0,0731 100 3. Use any method to complete the following: a 29,185 50 b 571,424 700 c 32,13 9000 d 146,5 20 e 8166,128 400 FINANCIAL MATHS Money in South Africa: The rand, sign R: and the code ZAR , is the currency of South Africa and is issued by the South African Reserve Bank. It gets its name from the Witwatersrand, the ridge upon which Johannesburg is built and where most of South Africa s gold deposits were found. The rand has the symbol R and is equal to 100 cents, symbol c . 34 GM 2023 FINANCES PROFIT, LOSS AND DISCOUNT Profit is the surplus remaining after total costs are deducted from total revenue. Revenue means your income. Profit can be calculated in different ways. Normally when we talk about a 10 profit, we calculate it on the cost price. We sometimes also refer to a 10 mark-up. Example: If I sell a football which cost me R200,00 for R220,00, I made a 10 profit. Loss is the excess of expenditure over income. Discount is the amount deducted from the asking price before payment. Remember that profit and loss do not only apply to businesses but also to your personal income. Exercise 29 Are you making a profit or a loss in these examples. How much profit or loss? 1a You are buying sweets for 45c and selling them for 65c each."}
{"text": "Exercise 29 Are you making a profit or a loss in these examples. How much profit or loss? 1a You are buying sweets for 45c and selling them for 65c each. I made a profit loss of amount per sweet. B You are buying pencils for R2,00 each and selling them for R2,40 each to your friends. You manage to sell 40 pencils. I made a profit loss of amount . C On Saturdays you hire a stall at the local flea-market for R50,00. You are buying juice for R1.50 each and selling them for R2,50 each. Last Saturday it was cold, and you only managed to sell 40. I made a profit loss of amount . D You are buying biscuits in large packets of 100 for R10,45 per packet. You are selling to your friends for 30c per biscuit. During the first break, you manage to sell 75 biscuits. I made a profit loss of amount . E You are buying fruit directly from the market and selling it to your neighbours, friends, and family. Last weekend you bought 3 boxes of bananas. Each box contained 12 bunches of 12 bananas each. Each box cost you R75,00. You managed to sell 80 of35 GM 2023 the bananas at 65c each before the rest were too ripe and you had to throw them away. I made a profit loss of amount . 2a You are buying sweets for 45 c each and you want to make a 25 profit. How much must you sell them for? Amount . B You are buying pens for R1,27 each and you want to make a 17 profit. How much must you sell them for? Amount . C On Sundays you hire a stall at the local flea-market for R50,00. You buy juice for R1,50 per box and you normally sell 200 units per Sunday. If you want to make a 35 profit after paying for the stall, how much must you ask per fruit juice? Amount . FINANCES - BUDGET Do you know what a budget is? Can I have my own budget or is it only for adults? Budget is the estimate of cost and revenues over a specific period."}
{"text": "FINANCES - BUDGET Do you know what a budget is?Can I have my own budget or is it only for adults?Budget is the estimate of cost and revenues over a specific period. Budget is like a scale where you try to balance your income and your expenses. Important: Your income should always outweigh your expenses. Creating a budget is the most important step in controlling your money. The first rule of budgeting is: Spend less than you earn!Example: If you received a R250,00 allowance pocket money per month and another R80 for your birthday, you cannot spend more than R330,00 for the entire month. Net income is, like profit, the surplus remaining after all costs are deducted from total gross revenue. If the expenses exceed the income, we call it a shortage. It is always a bright idea to SAVE for a RAINY day!FINANCES- LOANS AND INTEREST What is a loan?What is interest?A loan is a sum of money that an individual or a company lends to an individual or a company with the objective of gaining profits from interest when the money is paid back.36 GM 2023 Interest is the fee charged by a lender to a borrower for the use of borrowed money, usually expressed as an annual percentage of the amount borrowed, also called interest rate. There are two kinds of interest: Simple and compound. Simple or flat rate interest is usually paid each year as a fixed percentage of the amount borrowed or lent at the start. With compound interest, you also pay interest on the interest!The simple interest formula is as follows: Interest Principal x Rate x Time Where: Interest is the total amount of interest paid. Principal is the mount lent or borrowed. Rate is the percentage of the principal charged as interest each year. Time is the time in years to pay back the loan. It is never a good idea to BORROW money. Rather SAVE until you can afford to buy something!END OF TERM 1 AND WE MADE IT!"}
{"text": "All art uses some blend of many or all of these aspects in order to be pleasing to the eye or to communicate its message. For example, Grant Wood's Fall Plowing uses a blend of color, repetition, line, shape and balance to bring his piece to life. He uses bold greens, yellows and reds, hard, flowing crop lines, and repetition of fun shapes to guide the viewer's eye over what seems to be a fairly serene scene of a freshly plowed field. To analyze the visual elements of visual arts one has to Consider the composition, colors, textures, size, space, and other visual and material attributes of the artwork The seven principles of visual arts 1. Balance refers to the visual weight of the elements of the composition. It is a sense that the painting feels stable and \"feels right.\". Imbalance causes a feeling of discomfort in the viewer. Balance can be achieved in 3 different ways: Symmetry, in which both sides of a composition have the same elements in the same position, as in a mirror-image, or the two sides of a face. Asymmetry, in which the composition is balanced due to the contrast of any of the elements of art. For example, a large circle on one side of a composition might be balanced by a small square on the other side Radial symmetry, in which elements are equally spaced around a central point, as in the spokes coming out of the hub of a bicycle tire. Contrast This is the difference between elements of art in a composition, such that each element is made stronger in relation to the other. When placed next to each other, contrasting elements command the viewer's attention. Areas of contrast are among the first places that a viewer's eye is drawn. Contrast can be achieved by juxtapositions of any of the elements of art. Negative Positive space is an example of contrast. Complementary colors placed side by side is an example of contrast. Notan is an example of contrast. Emphasis This is when the artist creates an area of the composition that is visually dominant and commands the viewer's attention. This is often achieved by contrast. Movement is the result of using the elements of art such that they move the viewer's eye around and within the image. A sense of movement can be created by diagonal or curvy lines, either real or implied, by edges, by the illusion of space, by repetition, by energetic mark-making."}
{"text": "This is often achieved by contrast. Movement is the result of using the elements of art such that they move the viewer's eye around and within the image. A sense of movement can be created by diagonal or curvy lines, either real or implied, by edges, by the illusion of space, by repetition, by energetic mark-making. Pattern is the uniform repetition of any of the elements of art or any combination thereof. Anything can be turned into a pattern through repetition. Some classic patterns are spirals, grids, weaves. For examples of different pattern types see the Artlandia Glossary of Pattern Design. A popular drawing practice is Zentangles, in which an abstract or representational outline is divided into different areas, each of which contains a unique pattern. Rhythm This is created by movement implied through the repetition of elements of art in a nonuniform but organized way. It is related to rhythm in music. Unlike pattern, which demands consistency, rhythm relies on variety. Unity Variety You want your painting to feel unified such that all the elements fit together comfortably. Too much unity creates monotony, too much variety creates chaos. You need both. Ideally, you want areas of interest in your composition along with places for your eye to rest. PAINTING Colour wheel Colour wheel a diagram used in the visual arts to represent the colours of the visible spectrum and their relationships to one another. The colours are arranged systematically into a circle, with each hue usually falling into one of three categories: 1. Primary2. Secondary 3. Intermediate. Colour gradation strip for colour contrast Start with your chosen colour at the top of the column on your palette cool blues below the cool blue column, warm reds below the warm red column and apply in a broad band on your canvas. Back to your palette, add white to your colour and mix it in the column below the first colour. Still life drawing Still Life drawing is literally creating a two dimensional image of inanimate objects. Various media are used to emphasize a skill or topic. Still Life drawings created as preliminary studies for paintings are typically pencil, pastels, or pen and ink. A still life drawing is created by placing objects in a design setting that utilizes available light and contrasts in shapes in an eye pleasing manner. The artist sketches the basic shapes first and continues to fill in details and or color until the desired outcome is achieved."}
{"text": "What Is Time Signature 3 4? The time signature or meter 3 4 is show in the music as a 3 above a 4. This comes before the music starts but after the clef and key signature. The 3 stands for 3 beats per measure and the 4 tells us that each beat is a quarter note. This means that the notes in each measure will add to three quarter notes. See if you can spot the three quarter note beats in this line of music. Now here it is with the beats labelled. Master Time Signatures With Our Free Mini Course Get 10 video lessons complete with worksheets and quiz to learn about simple, compound and irregular meters. How To Count In 3 4 3 4, like all meters, has a distinctive feel to it. We count 3 4 as 1..2 3 .1 2 .3 and you can see this on the music below. These three quarter-note beats are counted regardless of how those beats are divided up. Here is a piece by Chopin. It contains more complex rhythms with a variety of note lengths, however this piece would still counted with three quarter-note beat. Can you spot where each beat falls? Now here it is with the beats added. 3 4 Is A Simple, Triple Time Signature There are three broad types of time signature: simple, compound and irregular. Simple time signatures have beats that divide into two. Compound time signatures have beats that divide into three and irregular time signatures have a mixture of beats. In time signature 3 4 each beat is a quarter note and therefore can be divided into TWO eighth notes. This makes 3 4 a Simple Time Signature. It is a Triple time signature because there areThe notes below show how each quarter note beat in 3 4 time can be divided into two eight notes. Athletics and Montage Athletics is a sport that includes a number of events involving running, jumping, throwing or walking. Middle distance races. Middle distance race starts with a standing start, athletes start from an upright, standing position the crouch forward with one foot about 18 inches behind the other. The leading foot and shoulder both point forward. The upper body should not be twisted. Strategies applied by middle distance runners during a race: Pacing Stride length Recovery. Pacing rate at which an athlete runs."}
{"text": "The upper body should not be twisted. Strategies applied by middle distance runners during a race: Pacing Stride length Recovery. Pacing rate at which an athlete runs. An athlete knows how long it takes him or her to cover a certain distance. Stride length it is the uniform length of steps taken during running. Recovery - It is a stop, walk or slow jog made after striding. It helps an athlete to catch a breath and relax before striding again which helps in developing speed and running skills. Middle-distance running events are track races longer than sprints, up to 3000 metres. The standard middle distances are the 800 metres, 1500 metres and mile run, although the 3000 metres may also be classified as a middle-distance even MONTAGE is the production of a rapid succession of images in a motion picture to illustrate an association of idea. Photomontage. Photomontage is the process and the result of making a composite photograph by cutting, gluing, rearranging and overlapping two or more photographs into a new image. It is assembly of images that relate to each other in some way to create a single work or part of a work of art. Photomontage is an image constructed from collaged photographs. Characteristics shown in photomontage. Superimposition-combine two images to create something new. Use of pictures. Emphasis on shape. MELODY Composing melody A melody is a collection of musical tones that are grouped together as a single entity. Most compositions consist of multiple melodies working in conjunction with one another. In a rock band, the vocalist, guitarist, keyboardist, and bassist are all playing melodies on their respective instruments. The basic process of melody writing is to create a musical sequence of notes, often referred to as a line, that's interesting and pleasing to the listener. This is done by using pitch notes and rhythm beats . Melodies are most often built using scales or modes. There are a few ways to extend a melody, depending on the style of music and the desired effect. Here are a few methods that may be helpful: Repeat and vary the melody. Repeat the melody multiple times, with slight variations each time. This can create a sense of familiarity and build tension. Add a countermelody. Introduce a new melody that complements the original melody."}
{"text": "This can create a sense of familiarity and build tension. Add a countermelody. Introduce a new melody that complements the original melody. This can create a sense of harmony and depth. Use harmonic progression. Change the chords that the melody is played over. This can create a sense of movement and tension. Add a coda. Add a section at the end of the melody that provides a sense of closure. NETBAL Netball is a ball sport played on a rectangular court by two teams of seven players. The primary objective is to shoot a ball through the defender's goal ring while preventing the opposing team from shooting through their own goal ring. Passes in netball 1. Chest pass in Net ball. Chest pass is a way of throwing the ball to a teammate where the ball is released and received at the chest level. The pass is usually used when the teammates are not far from each other. Learning points for the chest pass. 1. Grip Spread your fingers out behind the ball to form a W formation, holding it at chest height with your elbows out in front of you. 2. Stance. Face the direction you want the ball to go in. Step forwards with your dominant foot as you begin to straighten your arms. 3. Execution of the pass. Push the ball away from your body at chest height by powerfully extending the arms forwards and flicking the wrists. Follow through with the arms, wrists, hands and fingers in the direction of the throw. Chest pass drills Dodging and marking in Netball. Dodging is a technique used to counter the marking attempts. It is applied by members of the team in control of the ball. The player being marked attempts to get free from the marker and move into space to receive a pass. It may involve changing pace and use of deceptive body actions to put the marking player off balance. Deceptive means misleading or trickiness while off-balance means not steady or stable. Intercept means block a pass or prevent it from reaching destination or to block something from happening. Body movements used by a player when dodging an opponent. Using bending or leaning movements with the body trunk to the left or right or left once or repeatedly. Sprinting off from the marker. Sprinting and stopping. Extending the left or right arm away from the opponent."}
{"text": "Sprinting off from the marker. Sprinting and stopping. Extending the left or right arm away from the opponent. Marking is a technique used by a team that is not in possession of the ball to prevent an opponent from receiving a pass. The intention is to obstruct passes made by the team in control of the ball. A player can mark an opponent in possession of the ball or an opponent without the ball. Marking opponent with the ball. Marking opponent without the ball. Body movements used by a player when marking an opponent. Standing in front of the player being marked. Standing beside the player being marked. Raising hands up or to the side to reach the path of the ball. Stepping forward, or sideways while avoiding any obstruction. Things to learn when dodging and marking stance. Marking a player without the ball. Establish the basic stance for marking with body weight on your toes. Take a position slightly in front of the player you intend to mark. Be on your toes, with knees slightly bent, ready to catch the ball or move in the direction of the opponent. The hands should be on the side of the body. React quickly when the opponent being marked makes any movement, move in the direction of the opponent using short steps, shuffle sideways without crossing the feet. Focus on both the ball and the player and forth from one place to another. Activity. Guided by the teacherDemonstrate Basic stance for dodging, marking, body movement for dodging and marking. Footwork in Netball. Landing techniques. In netball, the ball is played using hands. During play, the players may: Run to doge an opponent or to reach a ball. Jump to catch a high ball or rebound from the ring. Stop the running action suddenly to dodge an opponent or avoid getting to an offside position. Land on the floor or the ground as dedicated by the laws of gravity in integrated science and as guided by the law of the game. However, players need to land safely for safety and healthy living. There are two landing techniques in Netball: The double foot landing. Single foot landing. Pivoting."}
{"text": "Batik fabrics often include colorful, intricate, ornamental designs. What are two types of batik art? There are several different varieties of batik art. Two main types include hand-painted or drawn and stamped, block printed, or machine-printed. What is the batik method? The traditional batik method includes the drawing of a pattern on fabric, then the application of hot wax on the pattern, the dyeing of the fabric, removal of the wax, or some wax, then sometimes additional rounds of dyeing. The parts under the wax are not dyed. Other methods than the aforementioned traditional method exist. Light and Dry Crackle Effects has been formulated to create dry, cracked floors on the undersurfaces of vehicles, dioramas and vignettes. This product has been developed for the creation of scale crackle effects. On an acrylic base, use a thin coat and let dry. Descant recorder or Any other western instrumentDescant recorder, is the third-smallest instrument of the modern recorder family and is usually played as the highest voice in four-part ensembles SATB soprano, alto, tenor, bass . Recorders made today are designed after originals preserved in museums and based on historical evidence regarding dimensions, materials and pitch. Recorders come in many different sizes. The main kinds, from small to large, are: sopranino, descant soprano , treble alto , tenor and bass. Examples of western solo instruments. Instruments Playing technique Fingering chart for the G scale. Violin Bowing on the strings Guitar. Plucking the strings Trumpet in B flat Blowing air while producing a buzzing sound. Tones can be varied by pressing the valves. Xylophone Hitting the bars with a small mallet. Each piece of wood is a different length so it produces different sounds when they are hit. Piano Pressing on the keys. Playing the recorder using appropriate techniques. The following techniques are used to play descant recorder: Tonguing. Gently say tu when blowing air into the recorder. Embouchure. This is how one places their mouth on the recorder s mouthpiece to ensure that no air is lost when blowing into the instrument. Fingering. Correct placement of the fingers on the recorder. As a rule, the left hand is always at the top part of the recorder. All the holes must be tightly covered to prevent leakage of air."}
{"text": "Correct placement of the fingers on the recorder. As a rule, the left hand is always at the top part of the recorder. All the holes must be tightly covered to prevent leakage of air. Blowing. Blow warm air into the recorder. Blowing gently gives a good sound. Blowing too hard generates unpleasant sounds. Slurring. This is the technique of playing more than two notes in one breath. This involves only the movement of fingers while the airflow is constant. Staccato. Playing notes in a detached manner. Notes to be played staccato have a dot above or below the note. Tone quality. Listen carefully to the sound you produce when you blow into the recorder. Blowing gently and having consistent air gives a good tone. Blend and balance. Being able to listen to what the other in an ensemble are playing helps to blend and create a balanced sound. Interpret performance directions when playing the descant recorder. You should be able to play melodies on the descant recorder while observing the following directions: a. Repeat. Repeat signs are two dots that are placed before or after a double bar line. Whey they are placed after a double bar line, it means it is the start of the repeat. However, when they are placed before a double line, it means the end of repeat. B. 1st and 2nd ending The two lines above the staff mean that one will avoid playing 1 notes when repeating. This applies where there is a repeat and the last part of the melody is different from the first one. C. Da capo al fine It is often abbreviated as D.C al Fine. It means one goes back to the beginning of the piece and plays to the point written. D. Dal segno al fine. It is often abbreviated as D.S al fine. It means you go back to a point in the piece of music with the sign and play or sing to the bar marked Fine end then stop. E. Accent. The note with sign is played with emphasis. F. Fermata. This sign means that you can hold the note a little longer that its given time value or number of counts. G. Dynamics. This refers to how quietly or loudly a piece of music should be played. Italian terms are used to indicate dynamics in the piece of music. Dynamics English meaning."}
{"text": "This refers to how quietly or loudly a piece of music should be played. Italian terms are used to indicate dynamics in the piece of music. Dynamics English meaning. Pianissimo pp Very soft Piano p Soft Mezzo piano mp Moderately soft Mezzo forte mf Moderately wide. Forte f Loud. Fortissimo ff Very loud. H. Tempo. This term is used to refer to how fast or slow a piece of music can be played. Italina terms are used to indicate what tempo the music is played Tempo terms English meaning. Andante At a walking pace 73-77 beats per minute Allegro Fast 109-132 beats per minute Adagio Slow ss-65 beats per minute Lento Slowly 40-45 beats per minute VerseVerse is writing arranged in lines which have rhythm and which often rhyme at the end. ... A slim volume of verse. I have been moved to write a few lines of verse. Synonyms: poetry, poems, lyrics, rhyme More Synonyms of verse Composing a verse Start by committing your main ideas to paper, then go back and refine them later. Draw on devices like simile and metaphor to tell your story in a way that's engaging to the listener. Don't just explain the action give life to it through concrete images and unexpected turns of phrase. VOLLEYBAL Volleyball is a team sport in which two teams of six players are separated by a net. Each team tries to score points by grounding a ball on the other team's Overarm and Jump serve in Volley. Over arm serve. Over arm serve is where a player tosses the ball with one hand and strikes it in the air above their head with the other hand so that it crosses the net and lands into the opponents side. Safety instructions. Ensure you perform thorough warm up activities. Avoid congestion by maintaining a safe distance from your peers. Follow instructions. Jump serve in Volleyball. This is a type of serve where the serving player increases power and serve height by jumping to hit the ball when serving in volleyball. Minor Games and basic rules. Minor games are small sided games that help you practice skills learnt in volleyball while applying the rules of the games. Safety precaution. Never fist hit the ball as you could hit someone s face. Do not swing on the post."}
{"text": "Safety precaution. Never fist hit the ball as you could hit someone s face. Do not swing on the post. Do not go under the net, always walk around the nets. Do not throw the ball over the net, roll it under the net. Diagram of human figures playing Volley. Student activities monitored and instructed by the teacher Draw human figures of players serving or volleying a ball. C Serve the ball using the jump serve over a net. D Perform the volley for skill acquisition, KENYAN FOLK DANCE Classifying Kenyan folk dance African folk songs are classified according to the following. Their origin. Occasion. Function. Type. A. Community of origin. -. African songs can be classified according to their origin. -. The origin in this case means the community they are drawn from. -. Therefore, songs belong to a particular community such as luhya, luo, gikuyu, gusii. Kuria, Kamba, iteso, giriama, digo, Pokomo, gabra, nandi, Kipsigis, Marakwet, pokot, turkana and taita. -. These songs are passed on by oral tradition from one generation to the next. -. The music is related to the culture of a particular or region. For example, you can identify the culture od a particular community or region by their dressing, languageused, musical instruments, props, body adornments, ornaments, body movements, vocal embellishments used to enrich music, style of sing and tone among others. B. Occasion. -. African folk songs can also be categorized according to occasions they are performed. -. For example: - naming folk songs. -. Initiation folk songs. -. Marriage folk songs. -. War folk songs. -. Funeral folk songs. -. Worship folk songs among others. C. Function. Folk songs belong to the people with a common culture. Therefore, folk songs keep people connected to their cultures and heritage. They give history of the people and their culture. Folk songs usually pass important information, stories, messages and history from generation to generation. Folk songs are used to express emotions. They narrate stories of joy and sorrows in the simplest way. Folk songs are used as a means of unifying the community members when they come together to sing."}
{"text": "Folk songs are used to express emotions. They narrate stories of joy and sorrows in the simplest way. Folk songs are used as a means of unifying the community members when they come together to sing. This also creates positive outcomes or consequences if they do not watch their actions and intention. Some of the folk songs are purely for entertainment, enjoyment by performers and the audience. D. Type. African folk songs can also be classified according to the type such as: Lullabies. Dirges. Love songs. Protest songs. Children s songs among others. Creating improvised implements to use in performance of Folkdance songs. Folk dances are performed by different participants who plays different roles as follows: Soloist-person who leads the rest of the participants in singing the melodies and dancing during the performance of the dance. Response group-they provide an answer to the soloist during the dance. Instrumentalist-plays instruments to accompany a dance. Dancers- makes dance movements and formation in response to the songs and instruments. Along side the participants, folk song dances also require other implements so help in identifying different cultures and diversities such as costumes, ornaments, body adornments, body make ups, props etc. During a folk-dance performance, participants wear specially designed cloths, hides or skins called costumes. Costumes are made using locally available materials such as sisal fibre, sisal string, comb and pair of scissors. The participants also decorate their bodies using different paints to make patterns. This is called body adornments. Body adornments are made using the following materials: Water paints. Chalk powder. Objects or items of different shapes and sizes like bottle tops, water bottles, combs, folk and other design shaped objects. Dancers also use beads, necklaces, bracelets and anklets during the dance performance. These are called ornaments. Body ornaments are made using locally available materials such as: Pieces of thread. Pair of scissors. Grains such as beans, maize soaked in water to make them soft A needle. The costumes, body adornments and ornaments vary from one community to another expressing different cultures in Kenya. The following are social importance of songs to the pastoralists: Songs they sing accompany their journey to facilitate movements."}
{"text": "Grains such as beans, maize soaked in water to make them soft A needle. The costumes, body adornments and ornaments vary from one community to another expressing different cultures in Kenya. The following are social importance of songs to the pastoralists: Songs they sing accompany their journey to facilitate movements. They songs are sung during their herding sessions to take away boredom. They are a source of unity and collaboration among the community members. They educate on the importance of the animals and other resources. They tell the history of the community. General uses of Folk songs. As a source of entertainment. As a source of cultural and national unity. In teaching subjects such as history, literature and geography among others. To educate. To rebuke. To advise. To worship. To encourage. To promote culture. To give moral teachings. Economic importance of the songs. Economic importance or economic significance of something refers to the monetary or trade value of an item. Songs have economic importance to individuals, the cultural community and even the country. General these are the economic importance of folk songs: Performers can earn money or income by performing folk songs at private parties. Folk song musicians also earn a living by offering singing lessons. Some musicians are employed as singers or trainers of folk songs by some institutions such as cultural centres, universities and schools among others. Folk songs musicians also earn the country foreign exchange when they perform outside the country. Folk musicians also earn the country revenue when they pay taxes. Folk musicians can be independent artists by recording and selling their music. Indigenous Kenyan craft Baketry Kenya's artistic heritage also includes a rich tradition of traditional crafts, such as beadwork, woodcarving, pottery, and basket weaving. These crafts have been passed down through generations and are often used for practical purposes as well as for ceremonial and decorative purposes basketry items made using coil techniques This method is widely used throughout the world in making strong, fairly rigid objects for daily use: partitions for dwellings, baskets to be carried on the back, cages, and fish traps with a Mediterranean variety composed of three layers of standards and a knotted thread . Swimming Breast stroke in swimming."}
{"text": "Indigenous Kenyan craft Baketry Kenya's artistic heritage also includes a rich tradition of traditional crafts, such as beadwork, woodcarving, pottery, and basket weaving. These crafts have been passed down through generations and are often used for practical purposes as well as for ceremonial and decorative purposes basketry items made using coil techniques This method is widely used throughout the world in making strong, fairly rigid objects for daily use: partitions for dwellings, baskets to be carried on the back, cages, and fish traps with a Mediterranean variety composed of three layers of standards and a knotted thread . Swimming Breast stroke in swimming. Breast stroke is a stroke in which the arms are pushed forward and then swept back in a circular movement, while the legs are tucked in towards the bod and then kicked out in a sideways and backward movement. Description of the prone body position. The body lies in a horizontal position in the water with the head in line, with the spine and the face in the water, eyes looking down. The arms are extended forward and the legs are held close together, toes pointed. The breast stroke begins with a forceful push from the poolside in order to generate some propulsion, which results in a glide. The body moves in a smooth, continuous and effortless motion while lying on the stomach and glides in a horizontal position. From the glide phase, the propulsive arm action takes place and then the leg action as the arms recover. The body is then in a streamlined glide for a short moment in each before the next stroke begins. Glide. For effective gliding in the water, the body should be well streamlined. This can be affected by the underwater recovery movements, as the propulsive force remain still and streamlined. For example, as the legs kick to provide propulsion, the arms should be extended forward to create the ideal streamlined body position at the front. Similarly, as the arms pull around, the legs should be in the glide phase to create the same streamlined body position at the back. Gliding helps to make the breast stroke movement smooth and reduces the effort required by the arms to move forward, resulting on a more efficient swimming technique. It is important to cultivate a glide so that the proper sequence of arms-breath-leg - glide can be established. The breast stroke starts with the arm pull, breathe, then the kick and finally the glide in a streamlined position. Prone body postion and glide."}
{"text": "It is important to cultivate a glide so that the proper sequence of arms-breath-leg - glide can be established. The breast stroke starts with the arm pull, breathe, then the kick and finally the glide in a streamlined position. Prone body postion and glide. Stand waist-deep in water, with knees bent or feet flat against the side of the pool. You can hold onto the side of the pool with one hand for support. Breathe in and put your face in the water. Puch off the wall and glide to the prone body position. Lie flat, head facing down with your body in line with the water surface. Keep your face down and arms extended forward. Your eyes should look downwards and slightly forward to avoid straining the neck. Keep your shoulders, hips and legs horizontal as possible, and keep your hips as close as possible to the surface. Do not let your hips drop in the water. Stretch your legs behind with toes pointed but slope your body slightly to allow the legs to stay beneath the water. Keep your neck and shoulders as relaxed as possible to aid the arm action and reduce strain. Keep your body straight and streamlined to make swimming easier and enhance speed. The head movement should be kept to a minimum, and the shoulder should remain level throughout the stroke. Arm action. The arm pull technique is needed to assist the leg movement and also to keep the breast stroke streamlined and efficient. Cath phase. I. Begin with the glide position, arms extended out in front of you, fingers and hands together, palms facing downwards. Ii. Pitch your hand outwards and downwards to an angle of about 45 degrees at the start of the catch phase. Iii. Pull your arms outwards and downwards until they are appropriately shoulderwidth apart. Your elbows should begin to bend, and your shoulders to roll inwards at the end of the catch phase. Propulsive phase. Sweep your arms downwards and inwards, and let the hands pull to their deepest point. The elbows bend to 900 and remain high. At the end of the down sweep, your hands, your hands should sweep inwards and slightly upwards. The elbow should tuck into the side as you pull your hand inwards towards the chest and the chin. Recovery phase. Your hands should recover by stretching forward in a streamlined position."}
{"text": "The elbow should tuck into the side as you pull your hand inwards towards the chest and the chin. Recovery phase. Your hands should recover by stretching forward in a streamlined position. They should recover under, on, or over the water surface ready to restart the arm action. Leg action. The legs are the powerhouse of the breast stroke, and the full leg kick should be a simultaneous and flowing action, resulting in a powerful boost that propels the whole stroke. I. Start with your legs straight and together. Ii. Bend your knees and bring the heels towards your seat with the sole of the feet facing outwards for the frog kick . Iii. Sweep the legs outwards and download in a flowing circular path. The heels and soles of your feet should drive around and back to provide power and propulsion to the stroke. Iv. Squeeze legs together to come back together to the starting streamlined position with the toes pointed. Breathing action. -. Breast stroke breathing occurs naturally as the breast technique has a body lift, which gives the ideal breathing point for each stroke. Breathing in takes place every time your arms pull back to all the body to lift and the head to rise. Lift your shoulders to bring your face out of the water to breath. Don t raise your head, let the head naturally rise with the shoulders so your chin is resting just above the water. Inhale through your mouth before letting your shoulder drop as you sweep with your arms. Breath out as your legs kick back and extend your arms forward. The head returns to the water to exhale as the arms stretch forward to begin their recovery phase. Timing. A well-executed breast stroke timing sequence is key to achieving a smooth and efficient swimming stroke as you will effortlessly glide through the water. A. Try to time your arm action and leg kick so there is always something propelling you through water. B. The arms will be propulsive while the legs recover and the legs propulsive while the arms recover. C. To coordinate the leg kick, the arm strokes, and the breathing, think of the phrase pull, breath, kick, glide d. As your arms complete the power phase, take a breath, and then draw your feet toward the hips. E. When your arms are about halfway through the recovery phase, begin the leg action."}
{"text": "B. The arms will be propulsive while the legs recover and the legs propulsive while the arms recover.c. To coordinate the leg kick, the arm strokes, and the breathing, think of the phrase pull, breath, kick, glide d. As your arms complete the power phase, take a breath, and then draw your feet toward the hips.e. When your arms are about halfway through the recovery phase, begin the leg action.f. Time the arm strokes and kick so that the arms and legs are both at their full length as the kick finishes.g. Rest in the phase position as your body glides through the water. Then the glide begins to slow down, it is time to start another stroke. Water treading To maintain an upright position in deep water by moving the feet with a walking movement and the hands with a downward circular motion."}
{"text": "1 GILBERT MWANGI O711510486 KALOLENI JUNIOR SCHOOL CREATIVE ARTS AND SPORTS TERM 1 2024 LESSON NOTES Foundations of Creative Arts and Sports Introduction to Creative Arts and Sports By the end of the Sub Strand, the learner should be able to: a describe categories of Creative Arts and Sports, b outline the relationships among the categories of Creative Arts and Sports, c create a chart on the categories of the Creative Arts and Sports, d appreciate the categories of Creative Arts and Sports Foundations of Creative Arts and Sports Components of Creative Arts and Sports describe the components of Visual Arts, b describe elements of a story, c perform activities demonstrating the components of fitness, d execute basic elements of Music, e appreciate the components of Creative Arts and Sports Introduction to Creative Arts and Sports. What is creative arts? Creative Arts is a description of various artistic activities that allow performers to use their imaginations, creativity, and express ideas through a variety of mediums to passage a message to the audience. What is sports? A sport is any activity involving physical or mental effort combined with skills in which an individual or a team or teams compete against another or others for entertainment. 2 Roles of Creative arts and sports in the society. Social roles of Creative arts Sports. Creates a sense of identity-bring people together, creating shared experiences that help to foster a sense of community and collective identity. Creative arts and sports promote cohesion through teamwork. Through creative arts and sports culture is preserved-it ensures that our history and traditions are not forgotten, and that future generations can appreciate and learn from them. Creative arts and sports provide provides us with entertainment through components such as music, dance, drama, narratives, films and movies, various sports i.e., soccer, basketball, netball, volley ball. Economic roles of Creative arts and Sports. Creative arts and sports provide employment opportunities such as artists, musicians, referees, sports coaches, sports doctors, choreographers. Trainers, teachers etc. One can earn income through activities related to creative arts and sports hence eradicating poetry. Through creative arts and sports, a country can earn or generate tax revenue. Boosts revenue collection Creative arts and sports attract investments which in turn increases job opportunities."}
{"text": "There are different genres of Performing Arts namely music, drama, dance, film and elocution. They can also be referred to as the disciplines of Performing Arts. 2. Each discipline is divided into smaller areas, for example music vocal and instrumental music , drama skit and play , dance Creative and folk dances , film documentaries, fiction films and elocution verse, narrative . These are known as the genres of Performing Arts. 3. Ln some cases, several disciplines can be used together in a particular performance. For example, songs can be used in narratives and skits to make them more interesting poetry is used with background music, while a movie trailer uses drama, film and music. Activity 3: Discussing the Importance of Performing Arts in Society 1. Performing Arts are used as a medium of self-expression. 2. Through Performing Arts, talents are identified and developed. 3. Performing Arts are a source of entertainment. 4. They promote cultural appreciation, unity and cohesion when people come together to watch a performance 5. Performing Arts enables the learner to develop skills that can help him or her to solve the issues and challenges of everyday life. 9 Importance of doing research of art Preparation for a presentation Factors to consider when making preparation and presentation of art research . 1. Relevance of the content It is important that the information in the presentation is relevant to the main topic. This help in preventing the speaker and the audience from talking about things not related to them. The information should be well organized starting from what the audience knows to providing new information 2. Oral presentation When making oral presentation, use appropriate language and expressions. Remember also to maintain eye contact with the audience. 3. Team work Every member of the group should actively participate in the activities. All members should take part in carrying out tasks during presentations. These includes: preparations, organization sample artwork, operating the equipment and answering questions from the audience. All members should demonstrate respect for one another and unity when carrying out the group activity. Guidelines to follow when making a presentation on categories of arts 1. Introductions Introduce yourself and member of the group to the audience. Give the tittle of the presentation. 2."}
{"text": "Introductions Introduce yourself and member of the group to the audience. Give the tittle of the presentation. 2. Body of the presentation Discuss the meaning of the arts Give as many examples of the arts as possible Show actual samples, pictures or drawing to emphasize your points Demonstrate where necessary10 Conclusion Ask the audience whether there are questions of contributions Answer the questions confidently, ask other group members, the audience of the teacher if you are not able to give a response to the question. When there are not more questions, thank the audience for the co- operation. Presentation and appreciation categories of arts A presentation involves talking to an audience about the topic, an idea or a product. The main purpose of a presentation is to pass information and persuade an audience about a certain idea or topic. Elements of presentation Speaker of the presenter The role of the presenter is to communicate with the audience. The speaker also controls the presentation. The presenter should involve the audience and other members of the group during presentation. The audience These are people the presenter will communicate with. It is important to maintain attention of the audience by involving them through questions and asking them to participate in some activities. The content This is the information you will pass to the audience. The resources used in the presentation These may include o samples of artwork o presentation software o charts o posters11 Career pathways in the arts Career pathways - is an area of study taken so as to lead and prepare someone for a specific career. The arts is a wide a field that has very many opportunities. Careers in the art range from traditional fine art emerging digital and media design. The artist therefore, has an opportunity to choose a career pathway that is interesting and suits their individual abilities in the world of work. Careers Path in Secondary school The arts are offered as two subjects in lower secondary: performing and Visual arts. Performing arts include: - music - dance - theatre and film Visual and applied art: - fine art - applied art - time based media Pupil s activities Pg. 1012 Presentation on career pathways in the Art When making a presentation on the career in the arts, follow the same procedure as in the categories of the arts. Make sure you have done a good research and that you have enough point for the presentation."}
{"text": "In small groups, sing songs that have the semiquaver patterns. 3. Recite the following rhythmic patterns using French Rhythm names and clap them. 16 Use common words or names of the members in the class to practise the rhythmic patterns with semiquavers, for example: apple juice, ripe mango, mama mboga etc. 17 Activity 3: Grouping Notes into Beats in Simple Time 1. Notes of small value such as quavers and semiquavers are joined together to form a crotchet beat. This is known as grouping notes. 2. A horizontal line, known as a beam, is used to connect two or more notes of small value to form a crotchet beat. 3. The number of beams in a group is equal to the number of flags or tails in the separate notes. 4. The following shows how the notes are grouped into beats. Note 1. Music is made up of strong and weak beats. 2. The strong beat is shown by the use of a symbol known as an accent insert 3. The strong beat can recur every two, three or four beats. 4. With the help of your teacher, clap the rhythmic patterns below, stressing the strong beats in each. 18 1. The repetition of the strong beat after either two, three or four beats is known as meter. 2. In written music short vertical lines, known as bar lines, are used to separate the groups of beats into twos, threes or fours. These groups of beats are known as bars. The first beat of every bar is accented and double bar lines are used at the end. 3. The meter of music is shown using a symbol of two numbers, one on top of the other. This is a called a time signature. The top number shows the number of beats in a bar and the bottom number shows the value of the beats. 19 The number 4 is used at the bottom because there are four crotchet beats in a semibreve. 4. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats. Activity 4: Writing Rhythms in Simple Time on Monotone. Can You Recall? 1. A time signature is a symbol made up of two numbers that shows the meter of a piece of music. 2. Music is divided into strong and weak beats. 3."}
{"text": "Demonstrations for javelin a. Grip in javelin Place the javelin along the length of your plan Hold the javelin at the back of the cord Keep the point of the javelin pointed in the direction you want to throw Keep the javelin lined up with your eyes Keep your grip relaxed Types of grips in javelin There are three types of grip in javelin a. The American grip b. The V grip c. The finish grip22 a. The American grip Here you Place your thumb and the first two joints of you index finger behind the cord The V grip hold the javelin between your index and middle fingers, behind the cord. The finish grip: place your thumb and the first tow joints of your index finger behind the cord, while the index finger supports the shaft of the javelin. Extend the index finger further away. Leaning points in javelin Carriage 1. Hold the javelin near your head above your shoulder 2. The javelin should point down towards the ground slightly. 23 3. Ensure the javelin is parallel to the ground. 4. Look at the direction of your through. Approach run After you have the javelin in position, begin running towards your target with the javelin Keep your hips high and down on the balls of your feet Let your free arms swing across your body Extend the arm carrying the javelin fully behind you. Keep your head facing in the direction of your target Turn so that the left side of your body faces your target. Cross over. Place yourright foot on the ground and your left foot forward and elevated. A. Put your right ahead in a lean back positions b. Pull the javelin back a little further so that the tip is lined up with your eyebrows c. Keep the right foot close to the ground d. Let the right heel touch the ground e. As the right foot moves forward, move the left foot up and lean your trunk back at 115 degree angle. F. Place your right foot on the ground and you left leg forward and elevated g. Direct your shoulder and hips towards your left target. H. Wait for your left foot to touch the ground i. Straighten your torso j. Turn your face toward the direction of the throw with the javelin parallel to your shoulder k."}
{"text": "Write tonic sol-fas of the melody below the staff. Remember \"doh' is the note that gives the key its name, for example, in C major, doh is C, 4. Practise singing the tonic sol-fas of the melody, first in crotchets and then using the correct rhythm. Notice the movement of successive notes in each of the melodies. Stepwise motion is where the interval between any two neighbouring notes is not more than a step on the scale. In some cases there can be more than a step between two successive notes of a melody. This type of motion is called skipwise motion or movement by leaps. Each melody has a shape, which depends on the successive movement of notes. A melody can move upwards, downwards, in waves forming a curve and so on. This is referred to as the melodic shape or contour. Activity 3: Creating 1-bar Melodies in Simple Time on Treble Clef Things To Remember Before you begin creating a melody, you should: draw the staff, add the treble clef, write the key signature of the scale you want to use, and write the time signature you will use. Work in Pairs 1. What are the qualities of a good melody as was discussed in the previous activity? 2. Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A. 3. Sing or play the melody you have created. 4. Describe the melodic motion and shape or contour. 28 5. What is the first and the last note in each of the melodies? Activity 4: Playing or Singing Melodies Created by Self and Others Can You Recall? What are the qualities of a good melody? Work in pairs 1. Take turns to play each other's melodies. 2. Discuss the qualities in each of the melodies played. Group Activity With the guidance of your teacher, use mobile apps or computer software to create, notate and play back 4-bar melodies. Activity 5: Appreciating Melodies Composed by Self and Others Listen and Learn 1. You have created 4-bar melodies in simple time in the major scales of C, G, D and A 2. In pairs, take turns to sing or play or use: digital devices to listen to and appraise each other's melodies. 3. Take turns to sing your melodies to the class."}
{"text": "Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teams 6. Courageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situations 7. Peripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone. Body feign in handball Body feigns are performed by using the trunk legs. They involve a shift of balance and weight. This can be done with or without the ball. Body feigns are used to free the player from an opponent and get a better position for receiving or passing the ball. Types of dodging technics include: a. Single feign dodge b. Double feign dodge37 Single feign dodge In group of five players, form two lines facing one another 5m apart Players approach each other In closing to one another, each of them performs a single feign to the opposite side. Leaning point for double feign dodge Take a position at least 5m in front of an opponent Make a short run and break it with a double foot landing referred to as a zero step Lean towards either the right or left and repeat the feigning. Complete the original intended love. Drill 1: Pair feign dodge In pairs without the ball, stand facing each other One of you to practice the double feign dodge Repeat three times and switch roles Drill 2: Quinque drill In groups of five, place a cone in the court and make a line facing the cone Sprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handball Dribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribbling 1. High dribble 2."}
{"text": "Dribbling in handball Dribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribbling 1. High dribble 2. Low dribble38 Demonstrating low dribble Stand with the feet shoulder-width apart The knees should be slightly bent and body weight on the balls of the feet Push the ball downwards using the wrist and the fingers for better control The arm of the non- dribbling hand should be extended outwards from the body for balance Use a pump like action to bounce the ball repeatedly with the enough force so that it bounces slightly above knee level. This constitutes a low level. Control the ball by flexing the wrist and the fingers Bounce the ball below knee level for a low dribble Keep the head up and avoid looking at the ball Learning points for high dribble Stand with the feet shoulder- width apart Keep erect with a slight lean forward and body weight on the balls of the feet Push the ball downwards using the wrist and the fingers for better control The arm of the non-dribbling hand should be extended outwards from the body for balance Use a pump like action to bounce the ball repeatedly with enough force so that it bounces slightly above knee level for a high. This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handball Drill 1: Step and dribble Take three steps, make one dribble and take three more steps."}
{"text": "This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handball Drill 1: Step and dribble Take three steps, make one dribble and take three more steps. Increase the number of dribbles between three- step sections At the end of the sequence, make a shot or a pass Drill 2: Walking drill Walk across the court with a ball five times making a high dribble Repeat the drill using a low dribble Drill 3: The cone drill Place seven cones in a line 1.5m apart In groups of five, practice zigzag movement pattern in and out of the cones one at a time Start with a low dribble and later a high dribble39 As you perfect the dribble, make more challenging by shortening the distance between the cones Drill 4:The court drill Individually dribble a ball along a court marking using high and low dribbles. Use a movement pattern of three high dribble and three low dribbles. SHOOTING IN HANDBALL Shooting it involves throwing the ball in to the opponent s goal to make a score. Safety measures to be observed when performing shooting in handball Never aim to hit or injure the goalkeeper with the ball. Take turn and shoot one player at a time Warm up adequately before starting the shooting activity Adhere to the instructions given by the instructor Be conscious of the nature of the floor or the ground while making a falling or a dive shot . . . Types of shots in handball include: a Jump shot b Dive shot c Running shot d Falling shot e Lob shot40 Demonstrating jump shot A jump shot is where a player can shoot from a stationary position and gain horizontal distance and the releasing powerfully towards the goal at the highest point of the jump. Make a shot run with a maximum of three steps while gripping the ball Make a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running short Running shot is executed while the player is in motion making the three steps progression."}
{"text": "Make a shot run with a maximum of three steps while gripping the ball Make a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running short Running shot is executed while the player is in motion making the three steps progression. Make two or three steps towards the attacking goal end then make a shot at the goal Follow through with a swing of the throwing hand41 Demonstrating a dive shot Take a position outside the 6m line facing the attacking goal. Take off with both feet high and the head fast towards the goal area. Release the ball while airborne and land in the goal area with the body low. Convert your landing into a roll for safety. Learning points for falling shot Take a position outside the 6m line facing the goal. With the feet firm on the floor outside the goal area, fall towards the goal area . Release the ball before contacting the goal area with the hands or any other part of the .body Learning points for lob shot Take a position outside the 6m line Face the goalkeeper who may have moved closer to you in defense Throw the ball in a curved path over the goalkeeper Flick the wrist to give the ball direction and accuracy."}
{"text": "Learning points for falling shot Take a position outside the 6m line facing the goal. With the feet firm on the floor outside the goal area, fall towards the goal area . Release the ball before contacting the goal area with the hands or any other part of the .body Learning points for lob shot Take a position outside the 6m line Face the goalkeeper who may have moved closer to you in defense Throw the ball in a curved path over the goalkeeper Flick the wrist to give the ball direction and accuracy. 42 Drills for shooting in handball Drill 1: Step and shoot In groups of five make a line facing the goal with the leader at the free throw line The leader makes a pass to the first player in the line The player makes 3 steps and then a jump shot After making a jump shot the player joins the line from the back Repeat the activity3 times then change to practice a running shot Drill 2: Drill and shoot In a group of four players, make a line at the substitution zone facing the goal where you intend to shoot Use a high dribble to move towards the goal area On reaching the free throw line, catch the ball and make a jump shot Retrieve the ball and run along the goal line to the corner and then along the sideline to join your teammates After three attempts change and practice a running shot Drill 3: Corner drill In a group of five, make a line at the corner of the court The leader to stand at a point within the court The first player in the line to run along the goal area line When at a comfortable position, catch the ball from the group leader and make a dive short. Pupils activities Pg. 35. 43 Creating and Performing in Creative Arts and Sports Western Solo Instrument Western Solo Instruments Activity 1: Tuning the Descant Recorder or Any Other Solo Western Instrument Study the following instruments and answer the questions that follow. 1. What can you see? 2. With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. 3. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. 4."}
{"text": "3. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. 4. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument. Activity 2: Playing the Scale Of C Major On Staff What I need to know 1. Western instruments have different fingering charts to guide in playing of different pitches. 2. Use digital devices to download the fingering charts for the instrument of choice. 3. Below is the fingering chart for the Descant Recorder showing the notes of the scale of C major. Descant Recorder Fingering Chart44 Individual Activity 1. Practise playing the notes of the scale of C major ascending and descending on your instrument using the fingering chart. 2. On a digital device, watch videos to learn how to play the scale of C major. 3. Use the fingering provided to the play the notes C D EF G A B C' on the descant recorder. 4. Practise playing the scale in ascending and descending order. Group Activity Play familiar tunes in the scale of C major on your instrument. Activity 3: Sight Reading Simple Melodies in C Major To do individually and in groups. 45 1. Look at the clef below. 2. Check the key signature and keep the key in your head while playing 3. Look at the time signature. 4. Clap or tap the rhythms of each of the melodies before you play them. 5. Locate the notes on the instrument. 6. Look at the melodies and play. 1. Sight-reading is playing of music without prior preparation. 2. Your teacher will provide 2-bar melodies for you to sight-read. 3. Do so without referring to the fingering chart or tapping the rhythms before playing. Activity 4: Playing with Appropriate Techniques 1. Every instrument has specific techniques to be applied while playing. For example, for strings there is bowing, plucking, strumming, fingering; and for wind, there is tonguing, blowing and fingering. 2. All the techniques when well applied ensure good tone quality. How To Produce a Good Tone on The Descant Recorder 1. Blow gently into the descant recorder as you make the sound du with the tongue. This is referred to as tonguing and it helps to produce a clear sound. 2. Do not blow too hard into the recorder because it will make a high pitch sound. 3."}
{"text": "2.Do not blow too hard into the recorder because it will make a high pitch sound.3.If you are having trouble producing a sound after lots of practice, clean your recorder. Cover the air hole below the mouthpiece and blow in hard.46 Activity 5: Observing Performance Directions What I Need to Know 1.Performance directions are words, phrases or signs showing the appropriate tempo, dynamics, articulation and repeats in a piece of music.2.The directions help to enhance the overall effect in a performance.3.With your teacher s guidance, play various melodies observing the performance directions shown.4.Your teacher will also help you search for short duets in C major to be played in pairs and groups.47 Creating and Performing in Creative Arts and Sports Football."}
{"text": "Is the most advanced creature to appear on earthImportance of Fossil Records. Fossils refer to the preserved remains of plants and animals that are found beneath the surface of the earth. Fossil records help to understand how human beings evolved, lived, adapted and changed their physical appearance in the past. Fossil records have the following importance:Provide past evidence on how plants and animals adapted to their environment. Helps to establish evolutionary relationship between organisms and their ancestors. Fossil records help to establish the time period in which organisms lived. Fossil records help archeologists and other natural scientists to place important events and species in the appropriate historical and geographical era. Fossil records of humans help us to understand the social, political and economic life of man over years. They give us information on the culture of humans, clothing, food, and beliefs in the past. Fossil records give us information on the economic activities of man such as the animals they hunted, crops they cultivated, fishing among others. Fossil records give us information on the type and uses of tools and other materials used by humans in farming, hunting, war or religious activities over the years. They provide evidence of Africa being the cradle of humanity. Locations of human remains discovered in Africa. Prehistoric sites are places where man s remains which are evident of his past existence were found. The oldest known human remains in Africa were discovered in Ethiopia, dating back to around 200,000 years ago. The following are a few examples of where and when pre-historic human remains have been discovered in Africa. Other places are:Fort Ternan Kenya where Ramapithecus or Kenyapithecus were found. Changes that took places in humans as a result of evolution. Evolution of human beings has been a continuous process resulting from various changes and adaptations. These changes are characterized in their teeth, arms, body shape, brain size, structure of their legs and shape of their head. These changes were important for them to adapt to new environmental conditions for survival. Human beings evolved to walk on two legs, freeing their hands for tool use and enhancing mobility. Overtime, the human brain had grown, leading to advanced cognitive abilities. They developed the ability to make and use tools. Humans developed language, enabling communication. Evolution influenced teeth, adapting them to a diverse diet including plants and animals. Humans evolved complex social structures, forming family units and communities."}
{"text": "Humans developed language, enabling communication. Evolution influenced teeth, adapting them to a diverse diet including plants and animals. Humans evolved complex social structures, forming family units and communities. Humans have had reduced hair on the bodies. 1.2 Early civilization. Places of origin of early visitors to the East Africa coast. East Africa was visited by visitors from Europe and Asia. They included the following:ArabsPortuguese. Indian. Persians. Chinese. Greek. Egyptians. Phoenicians. Romans. Syrians. Swahili civilization along the East African Coast. The east African coastline is a long stretch made up of Somali, Kenya, Tanzania and Mozambique. Swahili civilization developed from the interactions between local bantu speaking communities and the Arab traders who visited the East African Coast. They practiced a blend of Islam and traditional African religions. They changed the culture, religions, economic and even social way of life. They came up with new clothing designs to blend with different cultures. This includes Kanga, kanzu and taqiyah. They also introduced special Swahili foods such as biryani, pilau, mahamri among others. Swahili people were known for their skills in trading, fishing and seafaring. They established city-states such as Kilwa, Mombasa and Zanzibar which later become centres of trade. They traded their goods such as gold, ivory and slaves. They built impressive religious structures such as mosques and houses made from makuti, coral stones and lime. The Swahili people constructed dhows which were small wooden boats that helped them navigate along the East African Coast of the Indian Ocean. They also had networks of trade routes that connected them to other parts of Africa and the Middle East. Over time, European powers established colonies in East Africa. They abolished the slave trade, which had a significant source of wealth for the Swahili city-state. However, the Swahili people and their culture still thrive along the East African Coast to date. The Swahili language is spoken by people of Kenya, Tanzania, Uganda and even Democratic Republic of Congo. Factors that led to the growth of East Africa city-states. Bantu migration and arrival of the Arabs. Migration of Bantu speaking people to the east African coast where they interacted with the Arabs. Bantus practiced agriculture while Arabs were traders. This helped in the establishment of trading centres that grew into city-states. Trade."}
{"text": "Bantus practiced agriculture while Arabs were traders. This helped in the establishment of trading centres that grew into city-states. Trade. There were trading activities between the East Africa merchants and traders from India, China, Persia and Arabia. The East African cities exported agricultural products and slaves. Monsoon winds. Facilitated the movement of vessels of traders to travel from one coast to another. Rise of Islam. Conversion of Islam linked Swahili states to massive trade networks that crossed the coastal area. Good deep natural harbours. The natural harbours along the coast ensured the safe docking of vessels. Swahili language and culture. City-states are considered the product of Swahili language and cultural heritage. Best practices of early civilization that contributed to the development of the modern world. Ancient Egypt was the beginning o building designs and construction of permanent buildings we have today. The hieroglyphics form of writing in Egypt used to keep records developed into modern writing and education. Knowledge of planning and predicting of seasons based on the calendar started in the early civilisation. Today, it has been developed further to include weather forecasting in predicting accurate changes in weather. Industrial development in the ancient Kingdom was based on simple skills. Copper and tin were used in ancient Egypt to make items. Today, most of the industries use metals and alloys to make construction and infrastructural equipment. The modern irrigation technology borrows a lot from the ancient irrigation techniques such as shadoof irrigation. This has been applied in the agricultural sector. Tools such as jembes or hoes used in farming today were developed in the ancient civilisation. The political structure of the modern government resembles the government structure adopted in early civilisation. The current civilization owes its development to the ancient based on the following reasons:1.3 Population growth in Africa. Population growth is determined to carrying out a national census and comparing the outcome with the previous census outcome. Population growth can either be positive or negative. Positive population growth results when the birth rates and immigration rates are higher than death rates and emigration rates. This results in rapid population growth. Negative population growth rate occurs when there are some people leaving a population through death or emigration as compared to those joining it through birth and immigration. This results in slow population growth. Population growth is the change of population size in a region over a period of time. Several factors influence population growth. These include:Migration. High birth rate. Reduced death rate etc."}
{"text": "These include:Migration. High birth rate. Reduced death rate etc. Population census data among countries in Africa, is counted and analysed to guide the government in planning and making decisions that affect lives of many people. Causes of Population growth in Africa. Population growth in Africa is influence by various causes and has both positive and negative effects. Population growth in Africa is caused by:High fertility rates-African countries have high birth rates due to cultural, social and economic factors such as early marriages, limited access to contraceptives and traditional beliefs that value large families. Declining mortality rates-improved healthcare, access to clean water and advancement in medical technology have led to lower infant and child mortality rates. Urbanization-rapid urbanization in Africa has led to increased migration from rural areas to cities in search of better opportunities. This contributes to growth of population. Lack of education-lack of education limits individual understanding of the family planning methods and contraceptives which results in high birth rates. Natural calamities- natural calamities such as drought and famine results in high deaths in Africa. This slows down the rate of population growth. Effects of population growth in Africa. Over-exploitation of resources. Unemployment and poverty due to few employment opportunities. Shortage of social amenities. Increased innovation. Development of urban centres due to increased population. Food insecurity. Increased crime rates. Ready markets for goods and services. Increase in supply of human labour. Types of Migration in Africa. Deforestation to provide human settlement. Strain on limited resources such as land, water and food and in infrastructure and services such as housing, transportation and sanitation. Loss of culture and diminishing of trust among citizens. Rise in dependency ratio which increases the economic pressure on the work force. Migration refers to the movement of people from one place to another. The place that people move from is called the place of origin. The place people move to is called the place of destination. People migrate due to different reasons. There are different types of migration as follows: Internal migration-this is the movement of people within a country. Internal migration has the following types of migration as well. Rural to urban migration-migration involving people moving from rural areas to urban area. Urban to Rural migration-involve moving from urban areas to rural areas. Rural to rural migration-involves moving rural areas to other rural areas. Urban to urban migration-involves moving from one urban centre to another. External migration- migration of people from their country to other countries."}
{"text": "Rural to rural migration-involves moving rural areas to other rural areas. Urban to urban migration-involves moving from one urban centre to another. External migration- migration of people from their country to other countries. Effects of migration in Africa. Development of urban centres due to increase in population. Congestion of urban areas dur to increase in the population. Migration results in cultural diversity. Growth of slums due to poor living conditions. Pressure on public services such as schools, housing and healthcare. Separation of families. Money sent to home countries in form of remittances boost the local economy. Results in rural areas having more elderly people as the younger ones migrate in search of a better life. Demographic trends in Kenya. Kenya s demographic trend have been changing over the years. Population growth-Kenya s population has been growing steadily over the years, and it is currently estimated to around 50m people. Urbanization-more and more Kenyans are moving from rural areas to urban centers in search of better opportunities. This has led to the growth of cities like Nairobi, Mombasa and Kisumu. Age structure-Kenya has a relatively young population, with large proportion of people under age of 30. This has implication for education, employment and social services. Ethic diversity-Kenya is the home to many different ethic groups, each with its own language and culture. This diversity can be a source of strength, nut also present challenges in terms of national unity. Health and mortality- Kenya had made significant progress in improving health outcomes recently, but challenges remain. Infant mortality rates are still high and HIV AIDS continues to be a major public concern. STRAND 2 PEOPLE AND RELATIONSHIPS. 2.1 Building Self-esteem. Building self-esteem refers to the process of developing a positive perception and belief in one s own worth and abilities. It involves recognizing and appreciating one s strengths, accomplishment and unique qualities, while accepting and learning from mistakes and setbacks. Factors that influence self-esteem in day-to-day life. There are many factors that can influence a persons self-esteem in day-to-day life. The factors include:Positive interactions such as showing empathy and acts of kindness can boost our selfesteem while negative interaction can lower it. Accomplishing personal goals or achieving success in different areas of life can increase our self-esteem. Negative body image can lead to low self-esteem while positive body image can boost it."}
{"text": "The factors include:Positive interactions such as showing empathy and acts of kindness can boost our selfesteem while negative interaction can lower it. Accomplishing personal goals or achieving success in different areas of life can increase our self-esteem. Negative body image can lead to low self-esteem while positive body image can boost it. Supportive environment can boost our self-esteem while a negative environment can lower it. Unrealistic beaty standards and expectations can lead to low self-esteem. Ways of building a healthy self-esteem for promotion of social cohesion. A healthy self-esteem is important in promoting social cohesion. It helps to enhance positive interactions and respect for others. We can build a healthy self-esteem by:Believing in yourself and embracing your strengths and weaknesses. Celebrating successes and achievements. Maintaining a positive attitude. Being king to yourself by doing things you enjoy, practising positive self-talk among others. Promoting body positivity and unhealthy body image. Being assertive. Healthy esteem in social interactions. Healthy esteem involves demonstrating confidence, self-worth and self-acceptance in our thoughts, behaviours and interaction with others. We can exhibit show a healthy self-esteem by; Being confident in ourselves. Setting goals and working towards achieving them. Seeking support or guidance when faced with challenges. Handling criticism positively. Practising self-care such as maintaining personal hygiene and doing physical exercise. Values that enhance healthy self-esteem in day-to-day life. Integrity. Responsibility. Patience. Love. Kindness. Respect. 2.2 Emotional care. Emotional care refers to one s well being and the ability to cope with challenges in life and recognise our own feelings and the emotions of those around us. Ways of dealing with difficult emotions in daily life. Difficult emotions refer to feelings that are challenging to manage. They include:Anger. Sadness. Fear. Loneliness. Guilt. Anxiety. Shame. Difficult emotions can be overwhelming and may lead to distress, elf criticism and reduced self-esteem. We should manage difficult emotions in a healthy manner that I not harmful to ourself and others. We can deal with difficult emotions by:Recognizing and accepting that difficult emotions are a natural part of the human experience. Identifying the emotions. Seeking support from others. Finding what triggered the emotions. Engaging in physical activities. Guiding and counselling. Real life situations that require emotional intelligence in day-to-day interactions."}
{"text": "Engaging in physical activities. Guiding and counselling. Real life situations that require emotional intelligence in day-to-day interactions. Emotional intelligence refers to the ability to recognise, understand and manage our own emotions as well as the emotions of others. Rel-life situations that require emotional intelligence in day-to-day interactions can be encountered in various environments such as:School environment. Family environment. Social environment. Emotional intelligence is important because:It helps individuals make better decisions. It helps one to manage emotions. It helps to maintain healthy relationships with others. You can be described as having emotional intelligence if you show the following qualities:Self-awareness-recognise and understand one s emotions, strengths and weaknesses. Self-regulation -ability to control one s emotions, stay calm under pressure and in challenging situations. Self-motivation -involves staying focuses, setting goals and maintaining a positive attitude, especially when faced with challenges. Empathy -involves understanding and appreciating the feelings of others and responding with compassion and support. Social skills -ability to build and maintain healthy relationships. It also involves effectively communicating with others. Exhibiting emotional intelligence. We can exhibit emotional intelligence by:Recognizing and understanding your own emotions. Learn to manage and control your emotions. Identify our emotional triggers. Finding positive ways of coping with stress and difficult emotions. Journaling the emotions experience. Understanding and appreciating the feelings of others. 2.3 Resilience. Resilience is the ability to bounce back and recover from adversity, challenges or stressful situations. It is the ability to cope with challenges while maintaining a positive mindset. Resilient individuals are able to persevere in the face of setbacks, learn from failures and fin solutions to problems. Situations thar require resilience in day-to-day life. Resilience is important because it helps to approach challenges with a positive attitude. Circumstances that require resilience include:Dealing with chronic or terminal illness. Overcoming grief after loss of a loved one. Failure. Losses in business. Practising a new skill. Rejection or discrimination. Characteristics of a resilient person. The following are characteristics of a resilient person. Problem solver-willing to find solutions for the challenges they are facing. Positive attitude-maintains a positive mindset even when faced with challenges. They believe that they can overcome the challenges they face. Flexible-they can easily adopt to changing circumstances. They are open to new ideas and can change."}
{"text": "They believe that they can overcome the challenges they face. Flexible-they can easily adopt to changing circumstances. They are open to new ideas and can change. Perseverance-not giving up easily, even when things get tough. It involves staying committed to one s goals and working hard to achieve them. Emotionally intelligent-they are able to recognise, understand and manage their emotions when faced with challenges. Confident-believes in themselves and their abilities. This helps them stay motivated and confident, even when faced with challenges. Growth attitude resilient people view challenges as opportunities for growth and learning. Self-awareness resilient people understand their emotions, strengths and weakness. Good communicator resilient individuals often possess good communication skills, which enable them to express their needs, thoughts and emotions effectively. Accepting a resilient person accepts reality and face challenges head-on, instead of avoiding them. Values that enhance effectiveness in resilience in life. Courage -resilient people show courage by tackling challenges, risks and persisting even when faced with setbacks. Patience-resilient people show patience by thinking long-term, setting achievable goals and staying positive even when faced challenges. Integrity -resilient individuals show integrity by staying true to their values and acting ethically in tough situations. Humility-resilient individuals display humility by seeking help when needed. Gratitude -resilient individuals express gratitude by focusing on the positive aspects of their lives and showing appreciation, regardless of the circumstances. Ways of Building Resilience in different situations. Knowing when to ask for help. Developing a positive mindset. Embracing change. Building your self-esteem. Managing stress positively. Improving your problem-solving skills and coping strategies. 2.4 Socio-Cultural diversity and inclusion. Socio-cultural diversity refers to social, cultural, racial and ethnic backgrounds that exists in different communities. It can be seen the way people dress, the food they eat, languages they speak, the festivals they celebrate and the social interactions they engage in. Socio-cultural diversity refers to social and cultural characteristics that exist among people. It includes differences in aspects such as ethnicity, nationality, language, religion, gender, age and socio-economic status. Inclusion refers to the practice of giving people from diverse background equal access to opportunities without discrimination or exclusion based on factors such as race, gender, beliefs or ability."}
{"text": "Socio-cultural diversity refers to social and cultural characteristics that exist among people. It includes differences in aspects such as ethnicity, nationality, language, religion, gender, age and socio-economic status. Inclusion refers to the practice of giving people from diverse background equal access to opportunities without discrimination or exclusion based on factors such as race, gender, beliefs or ability. Ways of celebrating various socio-cultural diversity in the community. We can celebrate cultural diversity by:Participating in music and drama festivals which represents various cultures. Celebrating Utamaduni day. Organizing and participating in cultural festivals. Encouraging intermarriages between people from different races and ethnic communities. Interacting freely with people from different religious, race, ethnic communities among others. Cooking and eating dishes from different cultures. Promoting respect for socio-cultural and inclusion in society. We can promote respect for social-cultural diversity and inclusion in he following ways:Learning about different cultures. Participating in cultural events of other communities. Participating in the Kenya Music and Drama Festivals. Creating awareness about socio-cultural diversity and inclusion. Preserving cultural artefacts in museums and cultural centres. Respecting and celebrating various socio-cultural diversities. 2.5 Building healthy relationships. Relations refers to connections between individuals. Engaging in healthy relationships in day-to-day. Ways of building health relationship include:Effective communication. Empathy. Respect. Trust. Resolving conflicts. Building healthy relationships for sustainable lifestyle. Tips for building healthy relationships for sustainable lifestyles. Shared values. Communication. Educate and inspire. Shared activities. Volunteer together. We can build healthy relationships which will enable us to support healthy lifestyles by engaging in activities such as:Planting trees. Engaging in physical exercises. Engaging in business enterprises. Cleaning waste in the community. Signs that indicate unhealthy relationship. Poor communication. Lack of trust. Disrespectful behaviour. Physical abuse. Emotional abuse. Repeated patterns of conflict. Characteristics of an unhealthy relationships. Unhealthy relationships often involve difficulties in effectively expressing needs and feelings. Unhealthy relationships involve dishonesty which results in lack of trust. Unhealthy relationships can exhibit disrespect through constant criticism. Unhealthy relationships involve jealous. Values that enhance healthy relationships in life. Trust-allows people to feel safe, protected and connected. Respect -promotes consideration in relationships. Unity -involves a sense of togetherness, shared goals and support for each other. This strengthens the bond in a relationship."}
{"text": "Respect -promotes consideration in relationships. Unity -involves a sense of togetherness, shared goals and support for each other. This strengthens the bond in a relationship. Gratitude -can improve relationship by enhancing a positive outlook and appreciation for others. Love -involves care, respect and affection which creates a nurturing and positive environment that contributes to emotional wellbeing in relationships. Empathy - -allows people to understand and share their feelings which enhances understanding in relationships. 2.6 Peaceful Conflict resolution. Conflict is a disagreement or argument between individuals or groups of people. It can arise to differences in opinion, interest or belief. Situations that may lead to conflict in a family. Poor communication -leads to misunderstandings and disagreements. Competition such as sibling rivalry. Parental comparison between siblings. Unequal distribution of house chores. Differences in valueStressCharacteristics of a peaceful family. Provides support, love and care for its members. Maintains open and honest communication, allowing each member to express their thoughts, feelings and concerns without fear of judgment. Spends quality time together and engages in activities that strengthens their bond. Family members shows respect towards each other, creating an environment where each person feels important and valued. They have conflict resolution mechanism or strategies, allowing them to address disagreements and challenges in a healthy. Family members provide emotional support, celebrate accomplishments and offer encouragement during tough times. Non-violent ways of solving family conflict. Non-violent methods of resolving conflict are approaches and strategies that aim to address disagreements and disputes without resorting to physical violence or harm. Some of the non-violent methods of resolving family conflict include:Negotiation- family members should discuss and find a solution that meets everyone s needs. Problem-solving- involves willingness to identify the issue that resulted in the conflict and solving them. Both parties should find lasting solution to the problem. Mediation-involves a neutral third party to help in communication and amicable solutions. Apologizing -family members should apologise for harmful actions and words. Forgiveness - family members should forgive each other to promote peace. Importance of resolving family conflicts peacefully. Maintains healthy and positive relationship. Sets a positive example for the family. Reduces stress and tension within the family. Promotes understanding and empathy among family members. STRAND 3 COMMUNITY SERVICE LEARNING. 3.1 Community Service-Learning Project. A community service project refers to a voluntary initiative undertaken to solve a specific need or improve the well-being of the community."}
{"text": "STRAND 3 COMMUNITY SERVICE LEARNING. 3.1 Community Service-Learning Project. A community service project refers to a voluntary initiative undertaken to solve a specific need or improve the well-being of the community. Identifying a problem or a gap in the community. The following are ways to determine the gaps or needs in the community. Classroom discussion where learners discuss and share their observations and experiences regarding community needs. Field trips to community centres, shelters or NGOs working in the area may assist learners to interact with individuals involved in community development, who knows more about gaps they address and the needs they fulfil. Conducting survey where learners design and distribute questionnaires to their peers, family members and community members to gather their opinions on community needs. Conducting media analyses where learners analyse local news articles, social media platforms or online community forums to understand the concern and needs expressed by the community members. Implementing the plan for solving the identified problem. Set clear objectives. Break down the project into tasks. Assign responsibilities for individuals responsible for each task. Set deadlines for each task. Gather the resources required for the project. Perform the tasks allocated as planned. Regularly monitor the progress of each activity. Assess the effectiveness of the solution implemented and measure the impact achieved making adjustments where necessary. Benefits of Community Service Learning. Give us opportunity to apply what you have learnt in classroom to real-life situation. Helps to develop skills such as problem-solving, critical thinking, communication, collaboration and leadership. One gains better understanding of social issues and needs facing our communities. Boosts our self-esteem and personal growth s we overcome challenges while conducting he project. Community benefits from the project. Encourages diversity since learners from different backgrounds participate in shared projects. STRAND 4 NATURAL AND HISTORIC BUILT ENVIRONMENTS. 4.1 Map reading and interpretation. A map is a representation of an area, drawn to scale and showing various features such as roads, rivers and landmarks. Map reading is the process of interpreting and analysing information presented on a map. Marginal information to interpret maps. Marginal information refers to the information and additional facts found around the margin or border of a map. The information is always given on the margin of the map sheet. Elements of a map. They include: Title. Frame. Key. Compass direction. Scale. THE FOLLOWING ARE ELEMENTS OF MARGINAL INFORMATION."}
{"text": "Compass direction. Scale. THE FOLLOWING ARE ELEMENTS OF MARGINAL INFORMATION. A topographical map is a representation of the earth s physical features and manmade features in details. These features include:Rivers. Roads. Railways. Mountains among others. Types and Uses of Scales on maps. A scale is a ratio of distance on the map to the corresponding distance on the ground. It helps in understanding the relationship between distance on the map and actual distance in the physical world. There are 3 types of scale as follows:Statement scale. Representative scale. Linear scale. Statement scale. This is a written description of the relationship between the distance on the map and the distance on the actual ground. For example,A statement scale might say:1 centimetre represents 100 kilometres. Representative scale. This is a ratio scale that expresses the relationship between the distance on the map and the distance on the actual ground. For example, a representative scale might be expressed as 1:10,000, which means that one unit on the map represents 10,000 of the same units on the ground. It is also referred to as a fraction scale. Linear scale. A linear scale is a graphic representation of the relationship between the distance on the map and the distance on the ground. It is usually shown as a bar or line with markings that indicate the distance on the map and the corresponding distance on the ground. Uses of scales on Maps. Used to measure distance on maps and compare them to actual distance on the ground. They are used to determine level of details that a map can display. Scales enable us to draw a map expressing the actual distance on a small flat surface. Scales can be used to determine the shortest route to follow when navigating. Converting scalesConverting representative fraction scale RF into linear scaleNOTE:Scales used on maps can be representative, linear or statement. Scales are important as they enable us to find actual distance on the ground. They also enable us to determine details presented by a map. This is determined by the size of maps. The size of maps is determined by scale. This can be:Small scale maps -this is a map that has a scale larger than 1:1000,000. Medium scale maps this is a map whose scale range from 1:25,000 to 1:50,000."}
{"text": "The areas of all the strips are added together. For example, in the following field in a map, Find the length of each strip, calculate the area of each and add all the areas of the rectangle strips. Use of grid squares. This methos is used in most topographical maps which always have grid squares formed by eastings and northings and they are drawn to a scale of 1:50,000 with each square representing an area of 1km2. To calculate area of an irregular shape on the map, use the following procedure. Mark complete squares and record their number, multiply the total number with 1km2. Calculate half squares using different marks, the total number of half squares should be divided by 2 and then multiplied by 1km2. Add the total area of complete squares to the total area of the half squares to get the total area of the feature. Methods of representing relief on topographical maps. Relief of an area means the physical appearance of the land surface in term of shape, size, height above see level elevation and slope. Earth surface is made up of various natural features such as water bodies, landforms and rocks. A location s relief is the difference between the highest and lowest elevations. On topographical maps, some features are represented using different methods as shown in the table. Ways in which vegetation is represented on a topographical map. Colouring different colours are used to represent different types vegetation. Symbols different symbols can be used to represent different types of vegetation such as trees, crops among others. Text label -labels with text explaining the type of vegetation can be used. Interpreting Physical features on a map. Topographical features have numerous physical features indicated on them and represented differently. The relief features are widely shown by means of contours. Contours on the maps occupy patterns with respect to the shape of the landforms relief features . Relief on topographical maps are represented using different lines. The lines are arranged differently depending on the type of relief being represented as shown in the table below. 4.2 Weather and Climate. Weather refers to the atmospheric conditions of a particular place at a specific time, such as temperature, humidity, precipitation and wind. Climate refers to the long-term patterns of weather in a particular area, including average temperatures, precipitation levels and other meteorological factors. Factors influencing weather and climate in Africa."}
{"text": "Weather refers to the atmospheric conditions of a particular place at a specific time, such as temperature, humidity, precipitation and wind. Climate refers to the long-term patterns of weather in a particular area, including average temperatures, precipitation levels and other meteorological factors. Factors influencing weather and climate in Africa. DISTRIBUTION AND CHARACTERISTICS OF CLIMATIC REGIONS IN AFRICA. Characteristics of Equatorial Climate. Temperatures are very high throughout the year, averaging to about 260 C. The hottest months in the year are march and September when the sun is overhead at the equator. Daily temperature range is very small about 30C. Humidity us high throughout the year. It mainly receives convectional rainfall. The rain falls mainly in the afternoons. Rainfall falls mainly over a short period of time, about 15-20 minutes. The rainfall is heavy and falls throughout the year, averaging about 2,000 mm. Characteristics of Tropical climate. Found alongside east African coast. High rainfall is experienced ranging between 100mm to 2000mm per year. There is moderate temperature of about 220 C due to low altitude. The region receives convectional rainfall due to nearness to large water bodies. There is high humidity throughout the year due to high rate of evaporation. It has two main seasons wet and dry. Modified equatorial climate. Mostly located close to large water bodies. Experiences long rains between march to may and short rains between October to December. Modified tropical climate. Mostly located in the high lands of Africa such as the Ethiopian highlands, East Africa rift highlands, Kenya and Tanzanian highlands. Desert climate. Also known as a rid climate. Evaporation rate are high making it difficult for plants to survive. Hot and dry winds cause low rainfall. It is experienced in areas such as Sahara Desert, Nubian desert and Kalahari deserts in Africa. 4.3 Vegetation in Africa. Vegetation refers to the plant life that grows in a particular region or area. It includes all types of plants such as trees, shrubs, grasses and flowers. Factors influencing vegetation distribution in Africa. Climate. Drainage. Pest. Soil. Human activities. Altitude. Government policy. Relief. Characteristics of major vegetation regions in Africa. Natural vegetation in Africa includes:Tropical rainforest. Savannah vegetation. Desert vegetation. Semi desert vegetation."}
{"text": "Savannah vegetation. Desert vegetation. Semi desert vegetation. Mediterranean vegetation. Mountain vegetation. Mangrove vegetation. Tropical rainforest. Found in equatorial type of climate that experiences high rainfall. The emergent layer is made of giant trees that are taller than average canopy trees. Vegetation is ever green, thick and dense. The leaves of plants are broad. Trees in the vegetation zone are mainly hardwood such as oak, mahogany, teak, ebony and ironwoods among others. Savannah vegetation. Grasses have deep roots. Trees are often deciduous hence they shed leaves during dry season to conserve water. Tree have deep roots for search of water. Vegetation zone is dominated by various grass species which can grow tall and form dense carpet across the landscape. Trees are scattered with main trees being acacia and baobab. This vegetation is a home to large herbivores such as elephants, giraffes, zebras and antelopesThis vegetation zone experiences distinct wet and dry seasons. Desert vegetation. Little or no plants. Animals can stay for long without water. Plants germinate after a long period of time. Plants grow to taller heights. Plants are short and mostly shrubs. There are special places with water known as oasis. Semi desert vegetation. Has short, scanty and thorny bushes. Vegetation have adaptations that enable them to preserve water such as thick stems, small needle-like leaves and thorn to scare away animals. Vegetation is usually drought resistant. Mediterranean vegetation. Trees have thick back and wax coated leaves that help them reduce transpiration. Citrus fruits such as oranges, olives and grapes are commonly cultivated. Mountain vegetation. This type of vegetation is found in high mountains in Africa. The vegetation is not uniform all over the mountain due to the effects of altitude, soil, winds and other local physical variations. Mountain vegetation is characterized by rapid changes in vegetation due to changes in altitude. The vegetation zones on a mountain include:4.4 Historical sites and monuments in Africa. Africa has many historical sites and monuments such as fort Jesus, Kilwa, great Zimbabwe. The Giza pyramids, Meroe, Timbuktu and Robben IslandImportance of historical sites and monuments for preservation of cultural heritage. Historical sites and monuments are important to a country because:They are sites of tourist attraction. The earn a country foreign exchange through tourism."}
{"text": "The Giza pyramids, Meroe, Timbuktu and Robben IslandImportance of historical sites and monuments for preservation of cultural heritage. Historical sites and monuments are important to a country because:They are sites of tourist attraction. The earn a country foreign exchange through tourism. They create jobs for people who work on the sites. Some sites and monuments serve as cultural and religious centres. Historical sites preserve some aspects of architectural development. Historical sites and monuments represent tangible remains of society. Ways of conserving historical sites and monuments in Africa. Cleaning the historic sites and monuments. Regularly monitor the conditions of the historical sites and monuments to identify any changes or threats. Avoid writing on the walls of the historic sites and monuments. St regulations and laws governing the use of historic sites and monuments. Create awareness to the community members for them to conserve the sites and monuments. Decorating the places to make them more attractive. Reconstruct worn-out parts. STRAND 5 POLITICAL DEVELOPMENTS AND GOVERNANCE. 5.1 The Constitution. A constitution is the rule book for state or country. It sets the basic principles by which the state or country is governed. Components of the Constitution of Kenya. Preamble- sets out guiding principles and objectives of the constitution. Bill of rights outlines the fundamental rights and freedoms of all individuals in Kenya. Structure of the government-establishes the three arms of government-the Executive, Legislature and Judiciary- and goes a head to define their powers and functions. Devolution-provides for the establishment of country government and outlines their powers and functions. Citizenship-defines who is considered a citizen of Kenya and outlines the rights and responsibilities of citizenship. Land and responsibilities- Sets out principles for the management and use of land and the protection of the environment. Leadership and integrity- Establishes standards of ethical conduct for public officers and provides for mechanisms to ensure accountability. Elections-sets out the principles and procedures for conducting elections in Kenya. Public finance-outlines principles of public fianc management, including budgeting, taxation and public debt. National security provides for the security of Kenya and outline the roles and responsibility for security agencies. Amendment of the constitution-sets out the procedures for amending the constitution. The roles of the three arms of government in reference to the relevant chapters in the constitution. Interrelationship between the three arms of Government. The interrelationship between the three arms of government are crucial for the functioning of a democratic government."}
{"text": "The roles of the three arms of government in reference to the relevant chapters in the constitution. Interrelationship between the three arms of Government. The interrelationship between the three arms of government are crucial for the functioning of a democratic government. The executive branch proposes laws and policies which are then debated and approved by the legislature branch. The judiciary, in turn, ensures that these laws are constitutional and applied fairly. The executive branch also relies on the judiciary to resolve disputes and interpret the law. Additionally, the legislature branch has the power to impeach the President or other government officials if they are found to have committed serious misconduct. The guiding principles in the Constitution of Kenya. Leadership principles in the constitution of Kenya. Accountability-leaders are responsible for their actions and decisions. Inclusivity-leaders should promote diversity and ensure equal opportunities for all. Transparency-leaders should be open and honest in their dealings. Participatory -leaders should involve citizens in decision making processes,Good governance -leaders should promote efficiency, effectiveness and fairness. Integrity principles in the constitution of Kenya. Honesty-leaders should be truthful and trustworthy. Ethics -leaders should adhere to moral and ethical standards. Anti-corruption -leaders should fight against corruption and promote integrity. Public interest -leaders should prioritise the welfare of the public. Accountability -leaders should be answerable for their actions and use of public resources. Ways of upholding constitutional principles of leadership and integrity in daily interactions with each other. Uphold the constitutional principles of leadership and integrity in daily interactions. Lead by example and demonstrate ethical behaviors. Act with honesty, transparency and accountability. Respect the rights and dignity of others. Promote equality, fairness and justice in all interactions. Foster a culture of trust, teamwork and collaboration. Make decisions based on the best interest of the people and the nation. Strive for excellency and continuous improvement in all endeavours. Embrace diversity and inclusivity in our interactions. Uphold the rule of law and ensure equal access to justice for all. Exhibiting good leadership intended in Chapter Six of the Constitution of Kenya. Good leadership in chapter six of the constitution is intended to promote integrity, transparency and accountability. It emphasizes the need for leadership to be honest, ethical and responsible in their actions and decisions. The chapter also emphasizes the importance of leadership being servants of the people and working towards the well-being of the citizens. Good leadership in chapter six encourages leaders to uphold the values of national unity, inclusivity and respect for diversity."}
{"text": "It emphasizes the need for leadership to be honest, ethical and responsible in their actions and decisions. The chapter also emphasizes the importance of leadership being servants of the people and working towards the well-being of the citizens. Good leadership in chapter six encourages leaders to uphold the values of national unity, inclusivity and respect for diversity. It also highlights the need for leaders to promote social justice, equality and freedoms of all individuals. The chapter emphasizes the need for leaders to promote national values and principles of governance. Good leadership in chapter six aims to foster a culture of good governance and ethical conduct among leaders. 5.2 Human Rights. Human rights are defined as the fundamental rights that all human beings possess regardless of their race, national or ethnic origin, residence, religion or any other status. Respecting and protecting human rights in the community. Respecting human rights involves recognizing the inherent dignity and equality of every individual. It is our daily duty to advocate for and ensure that community practices protect individual freedoms. Everyone should feel free from unwarranted harm. Listening to other s perspective, avoiding making assumptions and fostering an atmosphere of mutual respect in interaction are some of the ways to respect human rights. We should stand up against discrimination when you witness it, promote inclusivity, and ensure that everyone in the community is treated fairly. Investigating how children s rights are violated in the society. Children, like everyone else have fundamental rights that are crucial for their well-being and development. The include the right to education, health and protection. Children are more often vulnerable to violations of their rights due to their age, dependency on adults and lack of access to adults. We should find out whether children have access to quality education, and if any barriers or discriminations exist based on gender or social-economic status. Collaborating with local authorities, Non-governmental organizations and child protection agencies to ensure children s voice and experience are heard will uphold children s right. Empowering children as active participants equips communities to address root causes of rights violations. By investigating how children s rights are violated, we can shine a light on areas that need improvement, advocate for change.,. And work towards creating a society where every child s rights are protected and respected. The rights of children as stipulated in the children s Act, 2022 and African charter on the right and welfare to the child."}
{"text": "Empowering children as active participants equips communities to address root causes of rights violations. By investigating how children s rights are violated, we can shine a light on areas that need improvement, advocate for change.,. And work towards creating a society where every child s rights are protected and respected. The rights of children as stipulated in the children s Act, 2022 and African charter on the right and welfare to the child. World children day was established in 1954 as a Universal Children Day and it is celebrated on 2oth November annually. O This day aimed to promote international togetherness, awareness among children worldwide and improving children s welfare. It is an important date as it is the date in 1959 when the UN General Assembly adopted the Declaration of the Rights of the Child. It is also the date in 1989 when the UN General Assembly adopted the Convention on the Rights of the Child. The Children Act, 2022 is a law in our country that outlines the rights of children and ensure their well-being. It covers things like education, healthcare and protection from abuse. The African charter is an international treaty that was adopted by the African Union to protect the rights and welfare of children across the continent. It includes similar rights as the Children Act but also emphasizes on cultural values and traditions. Both the children s act and the African charter recognizes the right to education, healthcare and protection from abuse and exploitation. They also emphasize the right to a name, nationality and family. The Children Act,2022 is a revision on the Children s Act,2001. Promoting protection of human rights in the society. You can do the following to promote and protect human rights. Demonstrating respect for human rights in your daily interactions. Raising awareness about human rights. Educating yourself on various human rights. Encouraging diversity and inclusivity. Participating in local initiatives that promote human rights, such as volunteering at children homes, hospitals among others. 5.3 Citizenship. Global citizenship is the concept that all people of the world are members of a worldwide community. A global citizen is someone who is aware of and understands the wider world and their place in it. They take an active role in their community and work with others to make the planet more peaceful, sustainable and fair. Factors that promote Eastern Africa and African citizen in the community. Civic education-actively participating in community life shows our commitment to the well-being of our African community."}
{"text": "They take an active role in their community and work with others to make the planet more peaceful, sustainable and fair. Factors that promote Eastern Africa and African citizen in the community. Civic education-actively participating in community life shows our commitment to the well-being of our African community. Environment stewardship -caring for the environment ensures the well-being of our African communities. Cultural celebration -celebrating our diverse cultures strengthens our sense of being Africans. Educational programs-learning about African history empowers us to actively contribute to our community. Language promotion -promoting our language helps preserve our unique African heritage. Trade collaborating economically withing East Africa contributes to our collective prosperity. Qualities and responsibilities of a global citizen in the world today. Responsibilities of a global citizen. Respecting human rights. Supporting sustainable development. Valuing other s dignity. Respecting and cherishing diversity. Understanding global issues. Understanding how countries in the world are interconnected and interdependent. Advocating greater international cooperation with other nations. Qualities of a global citizen. Open-mindedness Empathy. Courageous. Patient. Similarities in the ways in which the selected Nobel Prize Winner responded to injustice and unfair situations in the society. Wangari Maathai and Mahatma Gandhi. They were committed advocates for non-violent resistant and civil disobedience as powerful tools for social and political change. Both Maathai ad Gandhi were champions of women s rights. Maathai s Green Belt Movement was a symbol of women s rights efforts both at home and abroad. Gaandhi was a vocal advocate for women s education and empowerment. Gandhi and Maathai were instrument in addressing socio-economic issues. Gandhi focused on poverty and the caste system while Maathai tackled deforestation and environmental degradation. Both leaders exhibited global citizenship. They recognised that their actions could have a broader impact. Both leaders engaged in political activism to challenge oppressive systems and governance. Maathai was involved in Kenya politics, advocating for democracy and environmental conservation. Gandhi, through his leadership in the Indian National Congress played a key role in India s struggle for independence. 5.4 Essential skills in Critical thinking. Critical thinking is the process of analyzing and evaluating information or situations in a logical and objective manner. Essential skills for critical thinking in different situations. The following are critical thinking skills. Creativity- thinking and coming up with ideas out of nothing. Generate ideas or solutions especially when traditional approaches are insufficient."}
{"text": "The following are critical thinking skills. Creativity- thinking and coming up with ideas out of nothing. Generate ideas or solutions especially when traditional approaches are insufficient. Problem solving -use systematic approaches to address challenges and find solutions, often involving multiple steps and testing different strategies. Analysis- ability to break down complex information or situations into their constituent s parts, examine each to understand how they relate to the whole. Open Mindedness -this encourages individuals to explore various potential solutions and approaches to a problem. Communication- involves sharing ideas with others in order to find solutions. Hinderance to critical thinking in different circumstances. Pressure from the society Peer pressure. Emotions. Fear of failure. Lack of information. Importance of critical thinking. Enhance problem solving skills by encouraging individuals to analyse situations. Enables individuals to make well-informed decisions based on a thorough analysis of available information. It promotes creativity encouraging individuals to explore different perspective, think outside the box and generate ideas. Individuals with strong critical thinking skills express their ideas more clearly and engage in constructive discussions, contributing to effective communications. 5.5 Developing of Creative thinking. Developing creative thinking involves cultivating the ability to generate and explore new ideas, think outside the box and approach problems from different points of view. Creative thinking is the ability to generate new ideas, concepts or solutions by approaching problems and challenges in innovative and imaginative way. It involves breaking free from traditional thought patterns, explore different perspective and making connections between seemingly unrelated concepts. Creative thinking is not limited to art, it also applied to problem solving, decision making and various aspects of daily life. The following are characteristics of creative thinking. Originality-ability to generated ideas that are unique. Flexibility being open minded and adaptable to change. Fluency ability to produce many ideas or solutions. Elaboration develop and expand upon ideas to add depth and richness. Risk taking willingness to step outside of ones comfort zone and explore unconventional solutions. Complexity to understand and deal with difficult problems or concepts-Common challenges in creative thinking. Distractions -things that take away your attention such as noise, notifications or interruptions that disrupt your focus and flow of ideas. Mental blocks are obstacles that stop creative thinking. Can come from stress, depression or preconceived ideas, making it had to think creative. Lack of inspiration. Peer influence. Self-doubts. The following are ways to overcome challenges in creative thinking."}
{"text": "Peer influence. Self-doubts. The following are ways to overcome challenges in creative thinking. Embrace failure as part of creative thinking process and use it as a learning point. Take breaks to clear your mind when stuck. Challenge negative self-talks by recognizing your strengths and achievements. Work in a conducive environment that has no distractions. Seek inspiration from various sources. Values that enhance creative thinking in day-to-day life. Courage-allow one to experiment, try new things. Curiosity -drives exploration and spark new ideas which contribute ro creative thinking Perseverance. Resilience -encourages perseverance in the face of creative challenges. Empathy-promotes collaboration and the integration of diverse points of view which enrich creative thinking. Making ethical choices ensures that innovative solutions are not compromised by unethical practices. Integrity. Ways of developing creative thinking in different context. Using imaginations and innovation as you carry out different activities. Sharing ideas with others. Participating in learning such as field trips and hand-on activities. Embrace experimentation of alternative approaches to problems-solving and idea generation. Collaborate with different people to expose yourself to a variety of perspectives and ideas. Importance of Creative thinking. Improves collaboration and understanding, as creative thinkers can covey ideas in engaging ways which facilitate positive social interactions. Promotes resourcefulness by encouraging individuals to find alternative solution with limited resources. Fosters a community s ability to respond to evolving challenges and embrace positive change. Enhances a sense of persona; accomplishment and fulfilment through the exploration and realization of creative ideas. Improves your problem-solving skills. Develops and grows your personality. Boosts your confidence. It enables you to have freedom of thought. It promotes your entrepreneurial skills. Makes your easier and more convenient. It improves your productivity quality of life. 5.6 Process of problem-Solving. Problem solving is the process of analysing and understanding a problem. It involves identifying its cause and deciding on a solution which solves the problem and prevents it from being repeated. The Rational problem-solving model in different Context. Rational problem-solving means thinking carefully, considering facts and following a stepby-step method to find the best solution to a problem. A rational problem-solving model involves a systematic approach to addressing challenges. It is designed to help individuals make well-informed choices by following a series of step to identify problems or opportunities, analyse alternatives and select the best solution."}
{"text": "Rational problem-solving means thinking carefully, considering facts and following a stepby-step method to find the best solution to a problem. A rational problem-solving model involves a systematic approach to addressing challenges. It is designed to help individuals make well-informed choices by following a series of step to identify problems or opportunities, analyse alternatives and select the best solution. The following are steps of the rational problem-solving model:Identify the problem clearly defining and understanding the issue or challenge. Choose a decision style. Develop alternatives. Choosing the best solution. Implement solutions Evaluate the decision. Obstacles to problem-solving in society. Effective problem-solving skills in social interactions. The following are effective problem-solving skills in social interactions:CommunicationActive listeningNegotiationConflict resolutionDecision makingFlexibilitypatienceValues that enhance problem-solving. Empathy o Integrity.o Respect. Responsibility. Roles of values in problem-solving. Values serve as guiding principles that help individuals and communities determine what is important and morally right. Values influence the ethical considerations in decision-making process. Values often emphasize social responsibilities and the well-being of others."}
{"text": "GRADE 7 PERFORMING ARTSLESSON NOTES COMPLETE TERM 1, 2,3 1. PERFORMING ARTSIntroduction to Performing Arts Basic ElementsActivity 1: Defining Performing ArtsPerforming Arts can be defined as cultural and creative activities prepared and staged for an audience. Activity 2: Identifying the Various Disciplines of Performing ArtsThere are different genres of Performing Arts namely music, drama, dance, film and elocution. They can also be referred to as the disciplines of Performing Arts. Each discipline is divided into smaller areas, for example music vocal and instrumental music , drama skit and play , dance Creative and folk dances , film documentaries, fiction films and elocution verse, narrative . These are known as the genres of Performing Arts. Ln some cases, several disciplines can be used together in a particular performance. For example, songs can be used in narratives and skits to make them more interesting poetry is used with background music, while a movie trailer uses drama, film and music. Activity 3: Discussing the Importance of Performing Arts in SocietyPerforming Arts are used as a medium of self-expression. Through Performing Arts, talents are identified and developed. Performing Arts are a source of entertainment. They promote cultural appreciation, unity and cohesion when people come together to watch a performancePerforming Arts enables the learner to develop skills that can help him or her to solve the issues and challenges of everyday life. RhythmActivity 1: Clapping Rhythmic Patterns Incorporating the SemiquaverA quaver is half the value of the crotchet. A semiquaver is half the value of a quaverTwo quavers make a crotchet while, four semiquavers make a crotchet. The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-te-fe and ta-fa-teActivity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their Corresponding RestsClass ActivityWith the help of your teacher, listen to various pieces of music and identity where the semiquavers are round. In small groups, sing songs that have the semiquaver patterns. Recite the following rhythmic patterns using French Rhythm names and clap them."}
{"text": "The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-te-fe and ta-fa-teActivity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their Corresponding RestsClass ActivityWith the help of your teacher, listen to various pieces of music and identity where the semiquavers are round. In small groups, sing songs that have the semiquaver patterns. Recite the following rhythmic patterns using French Rhythm names and clap them. Use common words or names of the members in the class to practise the rhythmic patterns with semiquavers, for example: apple juice, ripe mango, mama mboga etc. Activity 3: Grouping Notes into Beats in Simple TimeNotes of small value such as quavers and semiquavers are joined together to form a crotchet beat. This is known as grouping notes. A horizontal line, known as a beam, is used to connect two or more notes of small value to form a crotchet beat. The number of beams in a group is equal to the number of flags or tails in the separate notes. The following shows how the notes are grouped into beats. Note1. Music is made up of strong and weak beats. 2. The strong beat is shown by the use of a symbol known as an accent insert 3. The strong beat can recur every two, three or four beats. 4. With the help of your teacher, clap the rhythmic patterns below, stressing the strong beats in each. The repetition of the strong beat after either two, three or four beats is known as meter. In written music short vertical lines, known as bar lines, are used to separate the groups of beats into twos, threes or fours. These groups of beats are known as bars. The first beat of every bar is accented and double bar lines are used at the end. The meter of music is shown using a symbol of two numbers, one on top of the other. This is a called a time signature. The top number shows the number of beats in a bar and the bottom number shows the value of the beats. The number 4 is used at the bottom because there are four crotchet beats in a semibreve. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats."}
{"text": "The number 4 is used at the bottom because there are four crotchet beats in a semibreve. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats. Activity 4: Writing Rhythms in Simple Time on Monotone. Can You Recall? A time signature is a symbol made up of two numbers that shows the meter of a piece of music. Music is divided into strong and weak beats. The strong beats occur after every bar line. Grouping of notes makes it easier to read music. Group ActivityWith the help of your teacher, write down 2-bar rhythms in simple time on monotone. Use all the rhythmic patterns you have learnt so farTake turns clapping your written rhythms. You can also take turns to tap and write down each other's rhythms. Your teacher will assist you to write down the rhythms of familiar songs in simple timeActivity 5: Appreciating Music in Simple TimeClass ActivityListen to the song \"pease porridge hot\" played by your teacher:With the help of your teacher, study the song to find out what its time signature is. Practise beating time for the different time signatures. The conducting patterns in simple duple, triple and quadruple. Listen to a variety of excerpts that will be played by your teacher. You will be assisted to beat time for each of them. Individual ActivityListen carefully to the rhythmic patterns which will be played by your teacher. Write down the rhythmic patterns in your exercise book. Group ActivityYour teacher will play some rhythmic patterns tor you. In groups, write down the dictated rhythmic patterns. PitchActivity 1: Writing Musical Notes on Treble StaffCan You Recall? 1. Pitch is the highness or lowness of sound. 2. A scale is made up of eight notes d -d1. Pitches can be represented using the letters A, B, C, D, E, Fand G. Music is written on a set of five horizontal lines and four spaces between them, known as the staff. The lines and spaces are numbered upwards. 4 The lines are numbered 1 to 5, while the spaces are numbered 1-4 starting from the bottom."}
{"text": "Music is written on a set of five horizontal lines and four spaces between them, known as the staff. The lines and spaces are numbered upwards. 4 The lines are numbered 1 to 5, while the spaces are numbered 1-4 starting from the bottom. A symbol is written at the beginning of the staff to determine the position of the pitch names A, B, C, D, E, F, G on the lines and spaces. The symbol is called a clef. The treble clef fixes the second line as the note G. It touches the second line severally and therefore it is also known as the G clef. Practise drawing the treble clef by joining the dotted lines starting from the Second line. Join the dots 1-64 to make the treble clef. Practise drawing several treble clefs on the staff belowThis is how the lines and spaces are named. The word for spaces is F-A-C-E. The lines are E-G-B-D-E. Here are some fun ways to remember the order of the lines. Every Good Boy Does Fine. Eleven Girls Bring Donuts Friday. Can you come up with other interesting sentences to help you remember this? Share with your classmates. Below are the notes in the treble clef compared to the notes on the keyboard. You will notice a short line below and above the treble staff on which other notes are written. This short line is used to extend the staff to include notes whose pitches are lower or higher than the five lines and spaces. This line is referred to as a ledger line. Activity 2: Describing Melodic IntervalsWhat I Need to KnowAn interval is the distance in pitch between two notes. The smallest interval on the major scale is a semitone. It can be found between m-f and t-d1 in the major scale. All the other notes are a tone apart. Kodaly Hand SignsSing the major scale using hand signs to hear the sounds of semitones and tones. The semitone intervals are found between E- F and B-C on the keyboard. Note that they do not have a black key in between them. The interval between a black key and the adjacent white key is a semitone. Since the black keys do not have letter names, we use special symbols known as accidentals to name them. An accidental is a symbol that alters the pitch of a note by a semitone."}
{"text": "The interval between a black key and the adjacent white key is a semitone. Since the black keys do not have letter names, we use special symbols known as accidentals to name them. An accidental is a symbol that alters the pitch of a note by a semitone. There are three commonly used accidentals: sharp , flat b and natural . The sharp raises the pitch of a note by a semitone as shown on the keyboard as shown on the following page. The flat b lowers the pitch of a note by a semitone as shown on the keyboard below. The natural cancels the effect of either a sharp or a flat b previously encountered. It, therefore, restores the note to its original state. Practise writing the three accidentalsSharp Raises by a semitoneFlat b Lowers by a semitoneNatural Cancels out previous or b 9. Each black key has two letter names relating to the white note on either side. 10. On the staff, the accidentals are written before the note. On the pitch they appear after the letter. 11. Looking at the notes C and D there are two letter names apart and so this interval is a 2nd. 12. Looking at the notes C and E there are three letter notes apart and so this interval is a 3rd. There are two ways of describing an interval: numerically by counting the number of note names in between the two notes and by quality using an adjective or descriptor determined by the number of semitones in between the two notes . Unison is the simplest interval as it involves a note and its repetition, for example, when you play the note C followed by the same note C. It is called a perfect unison. The smallest interval between two notes is a semitone. It is round between a white key and the adjacent black key or between the two white keys without a black key in between, that is, E - Fand B-C. An interval of a semitone is a 2nd. A second with only one semitone is known as a minor 2nd. A 2nd with two semitones in between the notes is a major 2nd. Thirds can also exist as either minor or major. A minor 3rd has three semitones in between the notes, whereas a major 3rd has four semitones."}
{"text": "Sing the melodies in tonic sol-fa. Use hand signs to indicate the tonic sol-fas as you sing the melodies. NarrativeA narrative is a story or an account of events or experiences whether true or fictitious imaginative. The person who tells a story is known as a story teller or a narrator. A narrative is told to a person or people. The person or people watching a narrative is called an audience. A narrative is an account of events or experiences narrated by a narrator to an audience. It could also be defined as a story told by a storyteller to an audienceActivity 2: The Elements of a NarrativeIn a narrative, there is a logical sequence or flow of events. This is known as the storyline or the plot. The plot of a narrative usually has a conflict. A conflict refers to the obstacles, setbacks or challenges that the main character has to overcome before the story ends. The action or events in a narrative must take place at a specific place or a physical location. The place where the events in a narrative take place is known as the setting. A narrative has characters. Characters can be human beings or non-human beings. A narrator uses characters to advance the story. Narratives are used to pass important messages to the society. These messages are called themes. A theme is the lesson that is learnt from the narrative at the end of the narration. It is also referred to as the message. Some people call it the moral of the story. Most of the themes addressed in the narratives are contemporaryActivity 3: Demonstrating the Qualities of a Good Story-TellerThe qualities of a good storyteller are:Good storytellers have good memory. They should be able to memorize the story and narrate it afresh every time they meet a new audienceGood storytellers are creative, original and imaginative. They recreate the story afresh or anew each time it is narrated. They make the story relevant to the audience by using it to address or refer to contemporary issues. Good storytellers are confident, courageous and determined. They do not panic or tremble while narrating They face the audience directly without being shy. They do not avoid looking at the audience by facing down, looking sideways or looking up. Good storytellers speak loudly in order to be heard by everybody in the audience. Speaking loudly does not mean shouting. Good storytellers know how to use their voices to make the story interesting."}
{"text": "Good storytellers speak loudly in order to be heard by everybody in the audience. Speaking loudly does not mean shouting. Good storytellers know how to use their voices to make the story interesting. They can imitate the voices of the characters to make it sound real. They also vary their voices to make sure the story is not boring. Sometimes they even sing songs contained in their narratives. Good storytellers use parts of their bodies to tell the story. They use gestures and body movements to drive home the messages in their stories. Good storytellers use their facial expressions to capture the mood in the narrative. Good storytellers utilize space by making relevant stage movements,Good storytellers involve the audience in their story. VerseActivity 1: Describing the Basic Elements of a VersePoems are written to be performed or to be read aloud to an audience. Poems a have a definite structure that is easily recognized. They have lines. A line of a poem is the equivalent of a sentence in prose. In poetry, poets intentionally use broken lines to create rhythm and musicality in a poem. A poem has stanzas. A stanza is a collection of several lines in a poem. A stanza is the equivalent of paragraph in prose writing However, not all poems are divided into stanzas. Some poems like Sunset only have one stanza. Poems often use language musically. Certain sounds, letters, words, phrases or lines are repeated to create rhythm. When some words on the same line of a poem begin with similar consonant sounds, we call that alliteration. When some words on the same line of a poem have similar vowel sounds, we call that assonance. When some words, phrases or lines are repeated in a poem, we call it repetition. Poems are short in nature. The poet uses fewer words to communicate a lot of information. Unlike prose and drama, a poet selects words carefully and uses fewer words to communicate a lot of information. Poems communicate strong feelings. Poems convey heavy emotions. Poets carefully select words that are packed with emotions so as to affect the readers emotionally. With the help of your teacher, write down the words which have high emotions in the poems in the previous page. With the help of your teacher:Identify words that appeal to the various senses of your body in each of the poems on page 39. Identify similes, metaphors, personification and exaggeration that are used in the poems on page 38."}
{"text": "With the help of your teacher, write down the words which have high emotions in the poems in the previous page. With the help of your teacher:Identify words that appeal to the various senses of your body in each of the poems on page 39. Identify similes, metaphors, personification and exaggeration that are used in the poems on page 38. Activity 2: Discussing Theme in VerseWhen listening to the performance of a poem, we pay attention to what the poem is about. We get to know what the poem is about by paying attention to:The character speaking in the poem- the persona. The experiences of the character speaking in the poem-what he or she goes through and what he or she says. From what the persona says or goes through in the verse, we are able to get the message of the verse. The message in the verse is also known as the theme of the verse. Most themes address issues that affect the society. Verses convey certain values in the society that we must learn. Activity 3: Reading a Verse to Convey MeaningWhen reading a verse in order to convey meaning:Firstly, we have to read the poem once just to have a feel of the verse. Secondly, we have to read the poem while observing the punctuation marks. This helps to bring out the intonation in the poem. Intonation is the rising or falling of the voice while reading. Thirdly, we have to read the poem in order to emphasize the content words. Content words are the words that carry the meaning or message of each line. Such words are usually nouns, verbs and adjectives. The next step is to read while observing the stressed and unstressed syllables in each word. This ensures that the rhythm of the verse comes out well during the reading. The last step is the reading of the verse so as to bring out the various emotions in different words, phrases or lines. For example, if we read very fast, we want to convey emotions of excitement, anxiety or tension, we read slowly when expressing sadness or lamentation; we read loudly when emphasizing something reading loudly does not mean shouting or screaming ; we read softly to express emotions of love, persuasion reading softly does not mean we should be inaudible . SkitActivity 1: Describing, Structure and Themes of a SkitSkit -This is a short performance intended to educate or inform. It is usually performed in an informal set up. It requires little preparation."}
{"text": "SkitActivity 1: Describing, Structure and Themes of a SkitSkit -This is a short performance intended to educate or inform. It is usually performed in an informal set up. It requires little preparation. It is meant to be acted. Structure - It is the general organization of a skit. It refers to how the story in the skit is laid out from the beginning, middle to the end. It entails the following:Plot - How the story in a skit is brought out from the beginning, middle to the end. It shows the following:The beginning - The introduction or beginning of the story. It is the first important event from which the rest of the plot develops. Here, the audience asks, what next? A series of events that follow and where characters are introduced and the problem or conflict is made known, characters are seen to struggle to solve the problem they are experiencing, leading to the climax. Middle - When the plot reaches Climax, it is at its most important part. It is the turning point that determines the outcome of the conflict and when the problem is resolved. The ending - From the climax, a series of events leading to the end of the story followMilestones - This is the series of events that show how the plot unfolds from beginning to the end. They show the problems or the challenges that the character or characters are facing and their struggles to solve them. Theme - This refers to the issues being addressed in the skit. Most are contemporary issues that affect us in the society. It gives us the message in the skit. Characters-These are the people taking part in the various roles in a skit. They are the actors and actresses. The main character is called the protagonist, while the villain or the character who is in conflict with the main character is referred to as the antagonist. Support characters serve various roles in the skit. Setting - When and where the action is taking placeConflict - Problems, challenges or issues being experienced by the characters that need to be resolved. Language - Manner of communicating or the choice of words used to bring out the desired message effectively. It varies from one character to another depending on the role. Activity 2: Discussing the Importance of Improvisation and Use of Dialogue in a SkitIn a dialogue, the exact words of the speakers are used. It refers to the speeches or lines that the character says. It is the most critical part of a skit."}
{"text": "Activity 2: Discussing the Importance of Improvisation and Use of Dialogue in a SkitIn a dialogue, the exact words of the speakers are used. It refers to the speeches or lines that the character says. It is the most critical part of a skit. It carries the information that the writer wishes to convey to the audience. Person's thoughts and feelings are revealed through his or her tone of voice and way the word is spoken. Language should be appropriate for the character. How a person interacts with others is based on his or her responses and how much or how often he or she speaks. It is through a dialogue that a character is developed. Stage directions such as Mary: disgusted should be minimized and character dialogue to be self-explanatory. Shortened form is often used as well as hesitation markers like, mm...I...um... and interjections like ouch! Hurray! Wow! Improvisation is the acting of a scene without prior preparation. It is not scripted. One should avoid negative ideas that may not build the improvisation. Always keep the focus of the scene clear. Keep questions direct. Build stories on the spot, use your mind but, do not over-think. To make improvisation successful;Do not try to be better than those in the group, work with them. One must connect with the other players. Do not deliberately make a joke out of everything. Use your body to perform different actions. It builds confidence and imaginative and creative abilities. Activity 3: Discussing Functions of Costumes and Props in a SkitCostumes are clothes and accessories worn by the actors to portray character. They can indicate style, genre and period, as well as give clue about the character. Props, which is short for properties, are the other items used in the skit apart from costume such as hand props like walking stick, fly whisk or spear. They can also be movable items on stage that ad in telling the story. They help to tell the story. They help in identification of the character s . They help the actors get into character. They communicate details of a character's personality to the audience and bring out different aspects of the character. Help actors to transform into new and believable persons. They immediately tell the audience what is going on. They indicate time and place of the skit, that is, the settingIt is of utmost importance to learn of items from other cultures and understand them. This is called appreciation. 2."}
{"text": "They indicate time and place of the skit, that is, the settingIt is of utmost importance to learn of items from other cultures and understand them. This is called appreciation. 2. CREATINGRhythmActivity 1: Outlining Factors to Consider When Creating a Rhythmic PatternWhat I need to knowA good rhythm has a variety of rhythmic patterns. In order to achieve unity, some rhythmic patterns can be used more than once repeated . The number of notes in each bar should correspond to the time signature. Activity 2: Interpreting Rhythmic Patterns in Simple TimePlay or sing the short melodies provided. 2. The time signature will guide you to emphasize the main beat, and the number of beats in every bar. 3. Write down the French rhythm names below each melody, then tap or clap them while reciting. 4. In groups, clap the following 2-bar rhythms as you recite the French rhythm names. Activity 3: Improvising Rhythmic Accompaniments to Tunes in Simple TimeWhat I Need to KnowPercussive instruments are used to provide rhythmic accompaniment. The rhythmic accompaniments can be written or improvised based on the main beat. Sing familiar tunes in Simple time and improvise accompaniment on drum or any other percussive instrument. For example: Maua mazuri can be accompanied using any of the following rhythmic patterns. Activity 4: Creating Rhythms in Simple TimeCan You Recall? 1. Rhythms are created by combining various rhythmic patterns. 2. In simple time, and time signatures are used. 3. The first beat in every bar in simple time is an accented beatIndividual ActivityCombine the rhythmic patterns you have learnt to create 2-bar rhythms in simple time and write them down in your exercises book. Work In PairsTake turns to clap or tap the rhythms you have created as the other recites the French rhythm names. Activity 5: Appreciating Rhythms in Simple TimeRhythm PuzzleMelodyActivity 1: Identifying Qualities of a Good MelodyThe melodies move in stepwise motion with a few leaps. The melodies begin on notes d, m or s and end on d. They have a good melodic contour. They have several rhythmic patterns."}
{"text": "The melodies begin on notes d, m or s and end on d. They have a good melodic contour. They have several rhythmic patterns. Activity 2: Interpreting 4-bar Melodies in Simple TimeSing the melodies below and take note of the melodic contourTo interpret a melody, the following should be done:Identify the clef, key signature and time signature. Tap the rhythms of the melody. Write tonic sol-fas of the melody below the staff. Remember \"doh' is the note that gives the key its name, for example, in C major, doh is C,Practise singing the tonic sol-fas of the melody, first in crotchets and then using the correct rhythm. Notice the movement of successive notes in each of the melodies. Stepwise motion is where the interval between any two neighbouring notes is not more than a step on the scale. In some cases there can be more than a step between two successive notes of a melody. This type of motion is called skipwise motion or movement by leaps. Each melody has a shape, which depends on the successive movement of notes. A melody can move upwards, downwards, in waves forming a curve and so on. This is referred to as the melodic shape or contour. Activity 3: Creating 1-bar Melodies in Simple Time on Treble ClefThings To RememberBefore you begin creating a melody, you should: draw the staff, add the treble clef, write the key signature of the scale you want to use, and write the time signature you will use. Work in PairsWhat are the qualities of a good melody as was discussed in the previous activity? Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A. Sing or play the melody you have created. Describe the melodic motion and shape or contour. What is the first and the last note in each of the melodies? Activity 4: Playing or Singing Melodies Created by Self and OthersCan You Recall? What are the qualities of a good melody? Work in pairsTake turns to play each other's melodies. Discuss the qualities in each of the melodies played. Group ActivityWith the guidance of your teacher, use mobile apps or computer software to create, notate and play back 4-bar melodies."}
{"text": "Work in pairsTake turns to play each other's melodies. Discuss the qualities in each of the melodies played. Group ActivityWith the guidance of your teacher, use mobile apps or computer software to create, notate and play back 4-bar melodies. Activity 5: Appreciating Melodies Composed by Self and OthersListen and LearnYou have created 4-bar melodies in simple time in the major scales of C, G, D and AIn pairs, take turns to sing or play or use: digital devices to listen to and appraise each other's melodies. Take turns to sing your melodies to the class. PERFORMING ARTS GRADE 7 NOTES TERM 2NarrativeActivity 1: Creating A NarrativeCan you recall? Name the qualities of a good narrator. The process of developing a theme of a narrative begins with an idea. An idea is an issue that is affecting the society and which you have a strong feeling about. When you decide to compose a narrative on this issue, it becomes a theme of the narrative. We can develop themes of narratives from various sources such as:Our daily experiences the daily conversations that we have with our classmates, schoolmates, friends, family, relatives and even neighbours. The things we observe within our environment. What we watch on television or listen on the radio. What we read in books, magazines or newspapers. Issues that are trending on the media. Activity 2: Creating a Narrative StoryCan you recall? Name four sources of ideas for scripting a narrative. Narratives are created in order to educate the audience about a chosen theme. A good story begins with the introduction. This is the beginning point of the narrative. At this point:The audience is told about where the action of the narrative is taking place setting . The audience is told who the main characters is name and what he or she wants to achieve in the story the goal . The main problem that the main character faces is introduced to the audience conflict . As the main character struggles to overcome the initial problem, he or she encounters other problems that prevent him from overcoming the first problem. These are called milestones. At some point in the narrative the problems may become too much for the main character until he or she seems defeated and cannot fight anymore because he or she has finished all the efforts and tricks. This is the point of no return. This point is called the climax of the story."}
{"text": "At some point in the narrative the problems may become too much for the main character until he or she seems defeated and cannot fight anymore because he or she has finished all the efforts and tricks. This is the point of no return. This point is called the climax of the story. The last point in the narrative is when the main character finally manages to overcome all his or her problems. This is called the conflict resolution. It marks the end of the story. Activity 3: Creating Characters in A NarrativeCan you recall? Define the following terms:Setting. Beginning. Goal. Middle. Milestone. EndingThere are two types of characters in narratives:The main character. The minor characters. The main character is the one that the story is about. He or she is the one who carries the story. Most events in the story revolve around the main character. The minor characters play very important roles in the narrative:Some support the main character to achieve his or her goals. Some oppose the main character or create problems and trouble for the main character. When minor characters support or create problems for the main character they help in creating milestones in the story. Activity 4: Writing A Narrative ScriptCan you recall? Who is a main character? What are the functions of the minor characters? Writing is the process of putting the narrative that has been created into a written text. A narrative text is a written story of the narrative that is going to be performed. Before writing a narrative ensure that all milestones are plotted. These are the series of events in the narrative. As we write the story, we use descriptive words that make the story interesting,In the written text, the following should be well described in order to help the audience to understand them:The introductionThe setting. The goal. The conflict. The beginning. The middle. The ending. VerseActivity 1: identifying a theme for a verse scriptCan you recall? How can you read a poem in order to bring out its meaning? The theme of a verse is an issue that affects the society. People who write poems get their themes from:Their own personal experiences in homes, school, mosques, churchesor even at the places of work. What they observe other people do or go through in life. What they watch or listen to using digital devices such as televisions,radios and computers. What is trending on the media. What they read in the newspapers or magazines. Activity 2: Writing A PoemCan you recall?"}
{"text": "What is trending on the media. What they read in the newspapers or magazines. Activity 2: Writing A PoemCan you recall? What is a theme of a verse? From which sources do poets get the ideas for writing their poems? Before you write a verse, you must decide on the theme you want to write about. After identifying a theme, you have to come up with one topic under that theme that you will write the poem about. It is good to write a poem about your own experiences that are related to the topic you have chosen. As you write a poem, you must choose a character who will tell the experiences you want him or her to share the poem with people. This is the person speaking in your poem. We call this person the persona. After writing a few stanzas of the poem, keep it in the portfolio for future use. This enables you to go and think about the poem you are writing. As you think about it you will discover many things that will help you to improve on the poem to make it better. The poem that you have kept for future use is known as the draft. A draft is a script of a poem that is still being worked on. It is an incomplete verse script. Activity 3: Using Poetic Devices to Write a VerseCan you recall? Who is a persona in a poem? What is a draft? Writing a poem is a process. The first stage which you have already done is called the drafting stage. The second stage is called the reworking stage. Reworking on a poem can be done several times. In the reworking stage the following things take place:Poetic devices are included in the poem. Some of the poetic devices are:rhyme - words at the end of different lines end with similar sounds. Repetition some words, phrases or lines are repeated in the poems. You can compare things in the poem using similes and metaphors. You can also use personification by making non-human beings like animals and plants to behave like human beings. Words that describe emotions are also introduced in the poem to add emotions to it. Can You Recall? Define the following terms:Rhyme. Simile. Alliteration. Metaphor. Assonance. Personification. Repetition. Activity 4: Improvising PropsA prop is an item that a performer of the verse uses to demonstrate an action."}
{"text": "Personification. Repetition. Activity 4: Improvising PropsA prop is an item that a performer of the verse uses to demonstrate an action. Examples of props include: balls, caps, hats, stethoscopes, school bags, pens, pencils, books, Bibles and jembes. Props are made from locally-available materials such as carton boxes, manila papers, sugar bags, plywoods and sticks. We do not use real objects as props. Props must be improvised. SkitCreating A Scenario for A ScriptCan you recall? What is a dialogue? Who is a character? What are costumes and props? Tell your partner about some issues that you have already come across in the skits learnt in the previous lessons. Creation of a skit means coming up with a skit. It begins with an idea which makes up the story. Ideas for a skit can be got from:Our own experiences or other peoples experiences. What we watch on television, listen to on radio, read in newspapers or from happenings in the social media. Idea determines the theme or message to be communicated. One needs to decide who will be in the story and what will happen. One needs to think of the problem that arises and needs to be solved. Think of where actions will take place. Always remember to answer the who, the what and the where. Scenario is thus, the storyline or framework or outline of the plot. It is the summing up of what is going on or what the situation is. It is essentially a story with characters and situations. It must be believable. Activity 2: Improvising Costumes, Props and Make-UpCan you recall? What are costumes? What are props? What is the importance of costumes, props and make-up in a skit? Costume design is the creation of clothing for the overall appearance of character or performer. Improvisation is to make or do something by using locally-available materials. It provides an alternative to the original. Improvised items should convey the desired message just as the original material. It involves serious thinking, creativity, communication and coming together of different opinions. Make-up enhances the illusion that the actor has become the character, It is used to cover all the exposed parts that are not covered by the costume won by the actor. It helps in easy interpretation of the skit and its location. Activity 3: Scripting for Stage -Language and Style. Can you recall? What is a scenario?"}
{"text": "Activity 3: Scripting for Stage -Language and Style. Can you recall? What is a scenario? What are milestones? What is a dialogue? While scripting a skit, it is of utmost importance to note the following:Milestones: They bring show problems or issues that the characters are faced with in skits and how they try to resolve them. They show the expectation in a skit or how it will flow from the beginning to the end. They develop the story line. They guide you in writing the script of a skit. Characters: the audience interacts with the skit through the characters and their speech. The main characters as well as the support characters must be believable. Clear description of the characters is important in the writing of a dialogue in a skit. Language and Style: concerns itself with the use of words with maximum effect. One needs to avoid unnecessary words that may hinder the development of the story and character. The language used should be appropriate to the character s in question. It should define them, for instance, a skit with a police officer, street child and a lawyer, will not use the same language for all. While the street child is likely to use sheng , the doctor should use formal language and the officer, a semi-formal language. Copying: is the use of other people s work without their approval. Thus, when writing a script use your own ideas. Activity 4: Using Locally Available Resources in A SkitCan you recall? What is improvisation of costume, prop and make-up? What is the importance of make-up in a skit? Name some materials that can be used for improvisation. Watching skits from other communities helps us to respect one another. Understanding skits from other communities makes us to understand and enjoy watching skits from those communities This is referred to as appreciation,Using locally-available materials as costumes, props and make-up boosts our creativity and imagination. 3. PERFORMINGFolk SongsActivity 1: Classifying Kenyan Folk Songs According to Origin, Type and FunctionWith the guidance of the teacher, watch live or recorded performance of Kenyan folk songs. Discuss any observations you make about the common aspects, such as:The community of origin. The participants are they male, female, young, old, mixed? Body movements. Costumes used by the participants. Instruments used to accompany the performance. A folk song is a traditional song originating from a particular community."}
{"text": "Costumes used by the participants. Instruments used to accompany the performance. A folk song is a traditional song originating from a particular community. It is performed in the native language. It is passed down from generation to generation orally. Folk songs can be:Solo - involving one performer singing. Solo and response - involves singing or leading the performance and a group responding. Group - involves a group singing without a soloist. Folk songs are associated with other activities in the community, such as weddings, child birth, naming, burial among others. Talk ActivityTalk about various social activities in the community where folk songs are performed. Activity 2: Social Economic Uses of Folk SongsWith the help of your teacher or resource person, watch live or recorded performances of folk songs. For each folk song, fill in the following table. Group ActivityDiscuss the social and economic uses of folk songs in Kenyan and Western communities, during various occasions as follows:Childbirth. Naming ceremony. Singing games. Initiation. Marriage. Funeral. Work songs. Other social gatherings. Individual ActivityStudy the following pictures and answer the questions that follow. State the occasion shown in each of the pictures. Which type of folk song is being performed? 3. Identify the costumes used by the participants. 4. What kind of message is being passed by the participants? Activity 3: Performing Solo and Group Folk Songs1. With the help of your teacher, parent or guardian, watch or listen to various folk songs. Select a folk song to be performed in class. In groups, select one solo and one group folk song. Learn the selected folk songs, for presentation. Use appropriate costumes, body movements and instruments to accompany your performance2. Discuss the techniques used in performing Kenyan folk songs. Activity 4: Report WritingYou have discussed, learnt and performed different types of Kenyan folk songs. Write a report on the folk songs in your community. In groups, collect a variety of folk songs and classify them according to origin, type, function and occasion. Kenyan IdiophonesActivity 1: Classification of IdiophonesCan you recall? Percussion instruments produce sound when hit, shaken or scraped. Study the pictures and name the instruments. How are the instruments played? Idiophones are percussion instruments. They produce sound by vibration of the instrument itself. Home ActivityUse digital devices to watch clips of various percussion instruments and identify the idiophones."}
{"text": "Idiophones are percussion instruments. They produce sound by vibration of the instrument itself. Home ActivityUse digital devices to watch clips of various percussion instruments and identify the idiophones. Collect photographs of various Kenyan percussion instruments and name the idiophones. Idiophones are either melodic or non-melodic. Idiophones are further categorized by the way they are played. They can be shaken, clapped, stamped, plucked, scraped and struck. Here are examples of idiophones from Kenyan communities. Add more instruments on the list. Activity 2: Role of Idiophones in A Performance1. Idiophones are mostly rhythmic and, therefore, enhance the rhythmic aspects of a performance such as:Keep time or maintain pace,Providing rhythmic accompaniment,Providing rhythmic variety. Activity 3: Care and Maintenance Procedures For Idiophones. Idiophones are made from different materials such as wood, animal skins and metals. For proper care and maintenance of the instruments, note the following:i Keep them away from water. Keep them away from fire. Avoid dropping them. Replace or repair damaged parts. Store them properly by hanging or placing them on a shelf or cupboard. 3. In groups, apply proper care and maintenance techniques on the idiophones available in school. Activity 4: Techniques of Tuning IdiophonesMelodic idiophones require tuning from time to time. This ensures that they stay in pitch for the case of melodic idiophones. With the help of your teacher or resource person, discuss the various ways of tuning idiophones. In groups, practise tuning idiophones available in school. Activity 5: Performance ProjectGroup ActivityL. Select any available idiophones and tune them applying proper techniques. In groups, select various idiophones to form a percussion band. Take turns to play different instruments in the percussion band. Practise and perform in a percussion band in class, school or community functions. Western Solo InstrumentsActivity 1: Tuning the Descant Recorder or Any Other Solo Western InstrumentStudy the following instruments and answer the questions that follow. What can you see? With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument."}
{"text": "With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument. Activity 2: Playing the Scale Of C Major On StaffWhat I need to knowWestern instruments have different fingering charts to guide in playing of different pitches. Use digital devices to download the fingering charts for the instrument of choice. Below is the fingering chart for the Descant Recorder showing the notes of the scale of C major. Descant Recorder Fingering ChartIndividual ActivityPractise playing the notes of the scale of C major ascending and descending on your instrument using the fingering chart. On a digital device, watch videos to learn how to play the scale of C major. Use the fingering provided to the play the notes C D EF G A B C' on the descant recorder. Practise playing the scale in ascending and descending order. Group ActivityPlay familiar tunes in the scale of C major on your instrument. Activity 3: Sight Reading Simple Melodies in C MajorTo do individually and in groups. Look at the clef below. Check the key signature and keep the key in your head while playingLook at the time signature. Clap or tap the rhythms of each of the melodies before you play them. Locate the notes on the instrument. Look at the melodies and play. 1. Sight-reading is playing of music without prior preparation. 2. Your teacher will provide 2-bar melodies for you to sight-read. 3. Do so without referring to the fingering chart or tapping the rhythms before playing. Activity 4: Playing with Appropriate TechniquesEvery instrument has specific techniques to be applied while playing. For example, for strings there is bowing, plucking, strumming, fingering; and for wind, there is tonguing, blowing and fingering. All the techniques when well applied ensure good tone quality. How To Produce a Good Tone on The Descant RecorderBlow gently into the descant recorder as you make the sound du with the tongue. This is referred to as tonguing and it helps to produce a clear sound. Do not blow too hard into the recorder because it will make a high pitch sound. If you are having trouble producing a sound after lots of practice, clean your recorder."}
{"text": "This is referred to as tonguing and it helps to produce a clear sound. Do not blow too hard into the recorder because it will make a high pitch sound. If you are having trouble producing a sound after lots of practice, clean your recorder. Cover the air hole below the mouthpiece and blow in hard. Activity 5: Observing Performance DirectionsWhat I Need to KnowPerformance directions are words, phrases or signs showing the appropriate tempo, dynamics, articulation and repeats in a piece of music. The directions help to enhance the overall effect in a performance. With your teacher s guidance, play various melodies observing the performance directions shown. Your teacher will also help you search for short duets in C major to be played in pairs and groups. Kenyan Folk DanceActivity 1: Classification of Kenyan Folk DancesWith the teacher s guidance, watch performances of folk dances from diverse Kenyan communities. Group ActivityDiscuss the performances you have watched and categorize them in terms of the following:Gender of the performers. Occasion. Age of the performers. Community of origin. With the guidance of the teacher or resource persons, discuss the function, themes or messages in the folk dances. Here are examples of dances from Kenyan communities. Add more to the list. Activity 2: Providing Background Information of Kenyan Folk DanceGroup ActivityWith the help of the teacher, select a folk dance and get the following information about it. Title. Community. Gender. Theme. Occasion. 2. Write the information in your exercise book. 3. Take turns to present the information you collected on a folk dance from your community. Activity 3: Performing A Kenyan Folk Dance with Appropriate Dance MovementsClass ActivityWatch performances of folk dances from different communities and observe the movements in them. Group ActivitySelect a Kenyan folk dance from the ones you have watched. Learn the dance movements, keeping to the traditional idiom. Perform the dance before the class. Activity 4: Singing Songs Appropriate for The DanceWith the help of your teacher, resource person, parent or guardian, write down the words of the songs used in the folk dance. Learn singing the songs to be used in the folk dance performance articulating the words clearly. Activity 5: Using Appropriate Music Instruments, Costumes, D cor and Props in A Kenyan Folk DanceGroup ActivityIdentify and source for the music instruments to be used in the dance. Learn playing the musical instruments."}
{"text": "Learn singing the songs to be used in the folk dance performance articulating the words clearly. Activity 5: Using Appropriate Music Instruments, Costumes, D cor and Props in A Kenyan Folk DanceGroup ActivityIdentify and source for the music instruments to be used in the dance. Learn playing the musical instruments. Collect costumes and props to be used. Get the material for the body adornment. Practise and present a performance of a Kenyan folk dance incorporating the appropriate music instruments, costumes, d cor and props. Use digital devices to record each group s performance for sharing and review. NarrativeActivity 1: Selecting A Narrator and The Support Cast for Our NarrativeCan you recall? Describe the process of writing a narrative script. After coming up with a narrative script, a process called casting follows. Casting is the process of selecting a group of performers who will perform certain roles in a given performance. A narrative has the main narrator or narrators and the support cast. The main narrator is selected based on the qualities of a good narrator. The support cast is selected based on the roles they are supposed to play in the narrative. Most narratives have dancers, singers and instrumentalists. The support cast helps the narrators to enhance the narrative. Activity 2: Designing A Rehearsal ProgrammeCan you recall? What is casting? What should be considered when casting narrators? Rehearsals are important when preparing a narrative for performance. It is important to have a rehearsal programme that guides you when to rehearse, especially when you are free. A good rehearsal programme should allow room for individual rehearsal, group rehearsal and team rehearsal. Activity 3: Rehearsing the NarrativeCan you recall? What should be considered when making a rehearsal timetable? Rehearsal is a continuous process. We have to keep on rehearsing until the narrative communicates the message well and is entertaining. Rehearsals help the narrator and the support cast to memorise and internalise their lines. Rehearsals help the narrator and the support cast to improve on their gestures, voice variation, facial expressions and stage movements. Rehearsals help the narrator and the support cast to introduce aspects in the narrative that make it interesting such as asking the audience rhetorical questions, song and dance, riddles, proverbs and even jokes or funny lines that are relevant to the narrative. The other members of the class who are not participating in the narrative are important during rehearsals."}
{"text": "Rehearsals help the narrator and the support cast to improve on their gestures, voice variation, facial expressions and stage movements. Rehearsals help the narrator and the support cast to introduce aspects in the narrative that make it interesting such as asking the audience rhetorical questions, song and dance, riddles, proverbs and even jokes or funny lines that are relevant to the narrative. The other members of the class who are not participating in the narrative are important during rehearsals. They help the narrators to internalise their lines, use appropriate gestures, facial expressions and voice variations. Their work is to correct mistakes and encourage the cast to improve. Their input can add value to the performance of the narrative. 1 can also rehearse during my free time at home as follows:Before a friend. Before a digital video recording device. Activity 4: Designing Props and Costumes for The NarrativeCan you recall? What is the importance of rehearsal? How are rehearsals conducted? Costumes are very important in a narrative. Costumes help us to know the setting of the story. The costume won by the narrator s helps us to identify who the main character is in the story. The costumes worn by the support cast help in enhancing the message in the story. They may also help us to understand who the other characters in the narrative are. In a narrative we use very few props. This is because the narrative relies more on telling the story or narrating. The props only enhance the telling of the story. VerseActivity 1: The Persona s Point of View and Meaning In A VerseThe persona is the voice speaking in a poem. Poets use the persona to express their viewpoints about certain issues in the society. In this poem, the poet has created a dog as a persona so as to criticise the inhuman treatment of domestic pets. The persona could also be seen symbolically as a domestic worker who is lamenting about the inhumane treatment he receives from his boss. We need to use empathy when reading a poem. When we put ourselves in the shoes of the persona, empathy helps us to understand the meaning of the verse. We get to know the meaning and point of view of the persona by paying attention to the words in the poem. The choice of words in a poem is called diction. The choice of words in a poem helps us to decide the facial expressions to be used to enhance the meanings of those words."}
{"text": "We get to know the meaning and point of view of the persona by paying attention to the words in the poem. The choice of words in a poem is called diction. The choice of words in a poem helps us to decide the facial expressions to be used to enhance the meanings of those words. The choice of words used helps us to decide on which gestures and dramatisation to be used on the selected words. Activity 2: Expressing the Performance Features of A verseCan You Recall? What is the importance of empathy when reading a verse? What is diction in a verse? What is tone? The performance of a verse begins with the script. The script must be poetic. It must have a poetic language with poetic devices. The voice is an important aspect of a verse performance. The voice is used to communicate the various emotions brought out in the verse. Voice variation is important as it creates variety and breaks the boredom created by using only one tone. Facial expressions are used to bring out the mood and emotions in the verse. They are determined by the words in the verse. Gestures are used to demonstrate actions in the verse. In a verse, we are encouraged to use minimal gestures and rely on the voice and face more for communication. Stage movements are important in a verse performance. In verse, performers move on stage for a reason. They do not just move unnecessarily. Activity 3: Rehearsing the VerseCan you recall? Define the following terms:Facial expressions. Voice variation. Tempo variation. Gestures. Body movement. Stage movement. Can you draw a rehearsal timetable like the one you drew for the narrative? Remember to allocate time for individual, group and team rehearsal. When rehearsing a verse, one needs to memorise and internalise a poem. For us to internalise the poem, we must put ourselves in the shoes of the characters in the verse and begin to feel like them. This is called empathy. We should also draw a lot from our own past experiences of a similar experience as the one the character in the verse is going through. These experiences help us to bring out the best feelings through the voice and the face. Meaningful gestures, body movements and stage movements are helpful in verse performance. We can rehearse in many ways as follows:Before our friends so that they can correct our errors. Before our classmates so that they can give us a feedback. We can record ourselves rehearsing then view and correct our mistakes."}
{"text": "We can rehearse in many ways as follows:Before our friends so that they can correct our errors. Before our classmates so that they can give us a feedback. We can record ourselves rehearsing then view and correct our mistakes. Activity 4: Performing the VerseCan you recall? How does one internalise a poem? How many ways of rehearsing can you recall? Before performance of a verse, casting has to be done. This is the selecting of the people who will perform the verse. The criteria for selecting those who perform a poem is based on the following:Voice quality. Ability to vary voice. Ability to use facial expressions. Ability to use gestures well. Flexibility in stage movement. When performing a verse, the following should be considered:Mastery of the poem. The use of voice to display the different emotions in the verse. The use of facial expressions to bring out the different moods in the poem. The use of relevant gestures. The use of relevant body movements. The use of relevant stage movements. Verses can be performed as solo verses or choral verses. Solo verses are performed by one person, while choral verses are performed by more than one person. SkitActivity 1: Describing Scenario, Milestones, Role PlayCan you recall? What is improvisation? What are milestones? What is a scenario? Role play takes place between two or more people who act out roles from a particular scenario. It builds self-confidence while handling the situations in life and making correct reactions to situations. Appreciating other peoples efforts enhances love and respect towards each other. Activity 2: Auditioning and Casting for A SkitCan you recall? What is role-play? What is the importance of role-play? Group ActivityGet the skit devised in Activity 1 to use for auditions. In your groups, select members that will represent you in the auditioning panel to select the best actors for the various roles and the support cast. Run the lines on the skit and select the best members to represent the group. Class ActivityAuditioning panel to sit at the front of the class. Actors are selected to present the part of the skit allocated to them. Using the scenarios given in the skits the panel finds the best possible talents for various roles. All the actors to demonstrate their suitability and skills. Members can also be given various other tasks to perform as they say a few lines."}
{"text": "Using the scenarios given in the skits the panel finds the best possible talents for various roles. All the actors to demonstrate their suitability and skills. Members can also be given various other tasks to perform as they say a few lines. Activity 3: Manipulating Voice, Body and Space in Delivery of a SkitPlot is the series of related events that take place before the audience. It brings out the storyline. Milestones show the issues, problems or conflicts being addressed in the skit from the onset to when they are resolved. Body language entails the use of non-verbal expressions. These are all the expressions that do not make use of words. For example, facial expressions, body movements and gestures. A lot of communication between humans is through the body and this must be well manipulated to bring out the right message. Voice should be well used so that the audience can hear and understand the actor. It should be loud enough and not too loud. Pitch should be as natural as possible. The pace in speaking is dictated by the response at hand. Tone is brought out through the use of words by the actor. Space: This includes the place where the action takes place. Actors need to be aware of not only their place on stage but also of the other actors so that they can interact well. Position on stage affects everything in a skit thus, it is of utmost importance to be aware of space and utilise it well. Rostrum and parts of the set can be used to create levels in a skit. All these help to develop the character and the story. Activity 4: Using of Props, Costumes and Make-Up to Enhance Performance of a SkitCan you recall? The importance of costumes. '. The importance of props in a skit. The importance of make-up. The importance of voice, body and space while acting. Rehearsing is practising a skit in preparation for a presentation. It involves going over or running through the lines. It involves learning lines, character work, warming-up, taking direction, staging and basically bringing everything together. Project: Rehearse the scripted skit in readiness for presentation."}
{"text": "It involves going over or running through the lines. It involves learning lines, character work, warming-up, taking direction, staging and basically bringing everything together. Project: Rehearse the scripted skit in readiness for presentation. KLB TOP SCHOLAR PERFORMING ARTS GRADE 7 NOTES TERM 3CRITICAL APPRECIATIONKENYAN FOLK MUSICActivity 1: Identifying Media of Performance, Components and Messages in Kenyan Folk MusicWatch performances of various Kenyan folk music and identify the medium of performance as:Vocal only. Vocal with instrumental accompaniment. Instrumental only. Watch performances of various Kenyan folk music and identify the components in them as:The performers soloist, respondents or dancers, instrumentalists . Songs. Instruments. Costumes, d cor and props. Dance movements. In groups, discuss the messages and values passed in Kenyan folk music. Activity 2: Describing the Style of Performance and Expressing Personal FeelingsWatch performances of Kenyan folk music and describe the styles as:Solo - involving only one person either singing or playing instrument s or both. Solo-response involves a soloist as a leader and a response group. Choral - involves group performing without a soloist. In groups, discuss personal feelings, mood and attitudes towards Kenyan folk music you have watched and listened to. Kenyan Folk DanceActivity 1: Analysing the Components of Kenyan Folk Dance PerformanceWatch various folk dances from different Kenyan communities and in groups, discuss the components in each of them:SongsVocal ornamentationInstrumental accompanimentPerformers soloist, singers or dancers Costumes and d corProps and artefactsDance steps, formations, patterns and transitionsWith the guidance of the teacher, discuss the messages and values passed through Kenyan folk dance performances. Group ActivityDescribe the sequence of events in a folk dance performance as:EntryMain partClimaxExit. Individual ActivitySelect one of the folk dance performances you have watched and write down a detailed report about it. The report should include the following:Title of the dance. Community of origin. Gender and age-group of performers. Occasion. Performers soloist, singers, dancers, instrumentalists . Style of performance solo, group . Vocal ornamentation. Costumes and d cor. Props and artefacts."}
{"text": "Vocal ornamentation. Costumes and d cor. Props and artefacts. Dance steps, movements, formations and transitions. NarrativeActivity 1: Appreciating the story of the narrativeCan you recall? What is a costume? What is a prop? What is the importance of costumes and props in a narrative? When appreciating a narrative, we begin by looking at the theme, a good theme addresses important issues that affect the people in the community. We also look at the storyline or plot of the narrative. We also look at how entertaining the narrative is. We also appreciate a narrative by looking at the language used. If the language is too difficult, then it becomes hard for us to understand and appreciate the narrative. Activity 2: Appreciating the Narrator S And the Narration TechniquesCan you recall? Do you remember all the narratives you have watched using a digital device? Do you remember the narrative that was performed by your classmates? There are three common narration techniques in Kenyan context used in narratives:Solo narration, where one narrator tells the story single-handedly from the beginning to the end. Tandem narration, where two narrators narrate the story together at the same time. Relay narration, where more than two narrators take turns to narrate the story. Unlike the tandem narration where two narrators speak at the same time, in relay narration each narrator waits for their turn to narrate. When a narrator s turn reaches, he or she is given a baton that allows them to narrate. A baton is anything that is handed over to the next narrator such as a walking stick, a school bags, a sweater. Good narrators use their voices to recreate the story afresh as well as hold the attention of the audience. They also use mimicry or imitation of the characters in the narratives. The narrators also communicate well using gestures, facial expressions, body movements and stage movements. Activity 3: Appreciating the Role of Costumes and Props as Well As The Audience in Narrative PerformancesCan you recall? List the three narration techniques or styles that were covered in the previous activity. Costumes define the main narrator of a narrative. The costume of the main narrator may help in identifying who the main character is in the story. The costumes of the support cast help in identifying the other characters in the story. Generally, costumes help us to understand the narrative. The props used in narratives enhance the story."}
{"text": "The costumes of the support cast help in identifying the other characters in the story. Generally, costumes help us to understand the narrative. The props used in narratives enhance the story. In narratives it is recommended that fewer props be used since the empbhasis is on narrating the story rather than dramatising. The audience plays a very important role in the performance of a narrative. The audience responds to the narrators in different ways:They may cheer, applaud, clap if the story reaches an exciting moment or if they are happy with what the main character is doing. They may jeer or boo if the main character does something irritating or unpleasant. They may sigh with relief if the main character manages to successfully go through a terrifying experience. They may nod their heads in agreement or shake their heads in disagreement. They may use facial expressions such as smiling at events they like, frowning at events they dislike or sneer at events they hate. They may join in song and dance depending on how interesting the narrator has been. They may also respond to questions posed or riddles thrown at them. VerseActivity 1: Evaluating A Verse Themes, Poetic LanguageCan you recall? What is the difference between a choral and a solo verse? What do we consider when performing a verse? What criteria do we use when selecting people to perform a verse? The process of appreciating verse begins with identifying the type of verse being performed. A solo verse is performed by one person. A choral verse is performed by more than one person. We also need to appreciate the verse by identifying the theme being addressed in the poem. We appreciate the poem more if the theme being addressed is about the issues affecting our community. This makes us to identify with the verse more. We appreciate a verse as a poem if the language used in it is poetic. We appreciate the language is poetic if we are able to identify poetic devices in it. Common poetic devices are repetition, rhyme, rhythm, alliteration, assonance, similes, metaphors and personification. Activity 2: Evaluating Verse Voice and CharactersCan you recall? Apart from the type of verse being presented, what else do we consider when appreciating a verse? We appreciate a verse to see whether the performers are projecting the voices or not. Voices that are well projected are said to be audible. Voice projection is not shouting. Shouting is irritating to the ear."}
{"text": "Voices that are well projected are said to be audible. Voice projection is not shouting. Shouting is irritating to the ear. Speaking very softly is also not pleasant to the ear since we strain to hear what is being recited. We appreciate a verse when there is voice variation. Voices are usually varied to communicate certain messages. The pitch can be either high or low depending on the message to be communicated. We appreciate verses by assessing whether there is speed variation in recitation. Speed variation means the performers recite very fast or very slowly at certain moments in the verse. They may recite very fast when they are celebrating or when there is a quarrel between two characters in the verse. They may recite slowly to show a sad mood or during a lamentation by one character. We appreciate a verse if we are able to identify the different characters speaking in the verse. In a solo verse, we may have only one character who takes many roles alone. In a choral verse, we have several characters doing different roles. Activity 3: Evaluating A Verse Using of Body and MovementsCan you recall? Give your teacher the answers to the home activity you did previously. We appreciate a verse by looking at how the performers use different facial expressions to show different moods in the verse. We appreciate a verse by looking at how the performers use gestures to communicate different messages. We appreciate a verse by looking at how the recitors use body movements to communicate important messages. We appreciate a verse by looking at how the performers use stage movements, and how important those movements are in communicating the message to the audience. SkitActivity 1: Evaluating Plot and Thematic Concerns in A SkitCan you recall? What is a plot in a skit? What is a theme in a skit? In evaluation of plot, check if the plot has communicated the message effectively. Conflict in a skit should be resolved. Thematic concerns should be contemporary and should bring out desired moral values. Activity 2: Evaluating Character Development, Use of Body, Voice and Space to Communicate Message in SkitCan you recall? What do you look for in evaluating a plot in a skit? What do you look for in evaluating them in a skit? Character s physical voice and energy levels must be appropriate for character roles. Stage space must show different locations and actions. Activity 3: Evaluating Role of Costume and Make-Up in Depicting CharacterCan you recall?"}
{"text": "Character s physical voice and energy levels must be appropriate for character roles. Stage space must show different locations and actions. Activity 3: Evaluating Role of Costume and Make-Up in Depicting CharacterCan you recall?How do you evaluate character?How do we appreciate use of body, voice and space in a skit?We appreciate the use of costumes, props and make-up when they help to define or depict the intended character effectively. PERFORMING ARTS IN SOCIETYPerforming Arts in SocietyActivity 1: Social and Economic Roles of Performing Arts in The SocietyPerforming Arts is a medium of expression, knowledge and understanding for an individual and the society. Performing Arts is a tool that is reflective of the society. It teaches society about itself and can be used to educate people about their current situation. Performing Arts provides us with an opportunity to engage the mind, body and emotions, and to explore and express our talents. It boosts creativity and innovativeness. It promotes physical and personal development. It promotes self-confidence and self-belief. It fosters trust between participants. It unifies people across regions. It creates cultural awareness. Performing Arts is a career opportunity for singers, actors, comedians, dancers and other performers. It promotes tourism as visitors watch presentations from different cultures. Activity 2: Using Performing Arts to Address Pertinent and Contemporary IssuesPerforming Arts helps the learner to relate with real issues and challenges in the society and equips them with skills and knowledge on how to solve them. Performing Arts provides a platform to address difficult issues in the society. Some of these issues could be gender violence, racism, marginalization, disability, and politics. Performing Arts can be used to instill values like integrity, responsibility, respect, peace, and unity. Performing artists can reach a wider audience by collaborating with the broadcast media to air their works. They can also record them in studios and distribute to the general public. Activity 3: Making Connections Between Performing Arts and Real Life SituationsPerforming Arts has physical and emotional benefits to the participants. It encourages us to make meaningful and open communication even when faced with difficult situations in life. Participating in Performing Arts boosts one s confidence, enabling one to contribute ideas, views and personal feelings in every day interactions."}
{"text": "Nutrition security Nutrition security means consistent access, availability, and affordability of foods and beverages that promote well-being, prevent disease, and, if needed, treat disease, particularly among racial ethnic minority, lower income, and rural and remote populations including Tribal communities and Insular areas. Kitchen garden Kitchen garden is the growing of fruits and vegetables at the backyard of house by using kitchen waste water. Otherwise called as Home garden or Nutrition garden or Kitchen gardening or Vegetable gardening. Advantages of Kitchen garden : Supply fresh fruits and vegetables high in nutritive value.tyReasons For Kitchen Garden 1.Clean air: Your balcony, terrace or courtyard can become your green lungs amidst the dust and dirt around you. The more you plant, the more fresh air with good oxygen you get. 2.Herbs detox: Herbs are quite essential in our food which helps in detoxifying and healing properties in our body. Few herbs and plants that are easy to maintain in kitchen garden are: lemon grass, coriander, cilantro, mint, tulsi, celery, fenugreek, spinach. 3.Aesthetics matter: Plants make your home greener, more peaceful, uplift your mood and make you feel more positive. 4. Stay grounded: Modernisation uproots us from the mother earth. As the ancient sages say, our body is made of five components that includes earth, water, ether, air and fire. So it is very important to stay connected with earth. 5.Organic vegetables: Growing own fruits and vegetables can offer the opportunity to reduce the amount of pesticides that are used commercially, making them healthier6. Compost your waste: Plant fertilisers, made by decaying organic materials, like kitchen wastes, will help your plants grow faster, while helping you to get rid of your garbage 7.Cheap and easy: Kitchen gardens can help you grow things at home and bring down the need to buy from the market, hence, save money on food purchase. 8.Recycle and use: You can recycle vegetables in your kitchen garden. For example, you can collect your unwanted vegetables and make compost for it and use it again for compost, growing new vegetables and herbs. 10. Health friendly: It is a great way to engage the whole family in physical activity. Gardening is known to reduce levels of stress hormones. Crops for kitchen garden Seeds or seedlings."}
{"text": "Health friendly: It is a great way to engage the whole family in physical activity. Gardening is known to reduce levels of stress hormones. Crops for kitchen garden Seeds or seedlings. Common foods to grow include leafy greens such as spinach, leafy onions, sukumawiki, lettuce, tomatoes, terere, strawberries, herbs-mint, dhania, broccoli, cauliflower and even potatoes. Types of kitchen gardens. 1. Hanging kitchen gardens in Kenya Hanging kitchen gardens are perfect for small spaces or if you want to save on countertop space. Herbs and leafy greens do well in hanging gardens, as they don t need a lot of root room to grow. Just make sure to water your plants regularly so the soil doesn t dry out. Advantages: Offers a unique decoration for your kitchen Gives you the opportunity to grow your own herbs and spices Saves counter space Provides fresh air Can be a fun project for the whole family Cons: Requires regular watering May attract pests Must be positioned in a sunny spot Limited growing space Requires some initial set-up 2. Container kitchen gardens in KenyaContainer gardening is another great option for small spaces or those who want to move their garden around easily. You can use just about any type of container from pots and barrels to old wheelbarrows as long as it has drainage holes. Be sure to choose plants that are well-suited for container gardening, such as tomatoes, strawberries, and peppers. Advantages: They are less expensive than in-ground gardens. Are easier to set up and take care of. They can be placed almost anywhere, including on patios, decks, and balconies. Can help to save water since the soil is not exposed to the elements. They can produce a lot of food in a small space. Cons: The plants may not get enough sunlight if they are placed in a shaded area. The roots may become entangled if the containers are placed too close together. The plants may become stressed if they do not have enough room to grow. The soil may need to be replaced more often than in an inground garden. There is a greater risk of pests and diseases with container gardens than with in-ground gardens in Kenya. 3. Raised bed kitchen gardens in Kenya Raised beds are a great way to grow a variety of vegetables, herbs, and fruits."}
{"text": "There is a greater risk of pests and diseases with container gardens than with in-ground gardens in Kenya. 3. Raised bed kitchen gardens in Kenya Raised beds are a great way to grow a variety of vegetables, herbs, and fruits. They re perfect for small spaces or areas with poor soil quality. Just be sure the bed is at least 6 inches deep so roots have enough room to grow. Also, make sure the sides of the bed are tall enough so you can reach in without stepping on your plants this will help prevent compacting the soil . Advantages: They take up less space than traditional gardens, so they re perfect for small yards or patios. The soil in raised beds warms up faster in the spring, so you can plant earlier. You can control the quality of the soil more easily, so your plants will be healthy and thrive. Because they re elevated, raised beds are easier on your back and knees when you re gardening. They re also more attractive than traditional gardens, so they can enhance the curb appeal of your home. Cons: They can be more expensive to set up than traditional gardens, since you ll need to buy lumber and soil. They require more watering than traditional gardens, since the soil tends to dry out quicker. The soil in raised beds can also get too hot in the summer, which can damage plants or hinder their growth. 4. In-ground kitchen gardens in KenyaIn-ground gardens are the most traditional type of kitchen garden. If you have the space, an in-ground garden is a great way to grow a large variety of plants. Be sure to choose soil that s well-suited for your climate and plant choices. For example, if you live in an area with hot summers, opt for sandy soil that will drain well and won t bake your plants in the heat. Advantages: You can design them to fit your specific needs and the space you have available. They can include features such as built-in irrigation and drainage systems. You can choose from a wide variety of plants to grow. They can be beautiful and add curb appeal to your home. They can increase your property value. Cons: They require more initial investment than above-ground gardens. They require more maintenance than above-ground gardens. They are subject to soil erosion and compaction if not properly cared for."}
{"text": "Cons: They require more initial investment than above-ground gardens. They require more maintenance than above-ground gardens. They are subject to soil erosion and compaction if not properly cared for. They can attract pests and diseases if not properly managed. They may require special permits or permission from your homeowner s association or local government. 5. Indoor kitchen gardens: If you don t have any outdoor space or if you want to extend your growing season, consider starting an indoor kitchen garden in Kenya. Many vegetables, herbs, and fruits can be grown indoors with the right setup. Just make sure you choose a sunny spot in your home and use to grow lights if needed. ADVANTAGES: No pests or bad weather to ruin your plants! You can grow a wide variety of plants indoors. Indoor gardens are low maintenance. They can add color and life to any room. You can control the environment, making it ideal for growing delicate plants. CONS: Not all plants will do well indoors. You need adequate lighting to grow indoor plants successfully. Some plants require a lot of space, so they may not be suitable for small homes or apartments. Indoor gardens can be expensive to set up, especially if you need to buy special equipment like grow lights. If you re not careful, your indoor garden can become a breeding ground for mould and mildew. 6. Potager kitchen gardenA Potager is a type of kitchen garden that s designed for both beauty and function. These gardens are typically laid out in a symmetrical or geometric pattern and often feature ornamental plants as well as edible ones. If you have the space, consider adding a small pond or fountain to your potager this will not only add to its visual appeal but also provide a home for beneficial insects like dragonflies and frogs. PRO: A potager kitchen garden is a great way to have fresh herbs and vegetables right at your fingertips. They are also visually appealing and can add a touch of beauty to your yard or patio. They are easy to care for and don t require a lot of space. Potager kitchen gardens in Kenya are also great for entertaining since they can be used as a conversation piece. They are also a great way to get kids interested in gardening and eating healthy."}
{"text": "They are easy to care for and don t require a lot of space. Potager kitchen gardens in Kenya are also great for entertaining since they can be used as a conversation piece. They are also a great way to get kids interested in gardening and eating healthy. CONS: The biggest con of having a potager kitchen garden is that it can be costly to set up. They also require regular maintenance in order to keep them looking their best. If you have pets, you ll need to be careful that they don t dig in the garden and disturb the plants. Bad weather can also damage your potager kitchen garden 7. Permaculture kitchen garden Permaculture is all about working with nature instead of against it. In a permaculture kitchen garden in Kenya, plants are grown close together so they can support each other for example, tall plants may provide shade for shorter ones . Companion planting is often used in permaculture gardens, which means different types of plants are planted next to each other to deter pests or improve yields. For example, garlic repels many common insect pests so it could be planted near tomatoes or cabbage just make sure you don t plant too much of any one thing as this can throw off the balance . Advantages: A permaculture kitchen garden can provide a family with most of their fresh produce needs year-round. These types of gardens in Kenya are designed to be lowmaintenance, meaning less work for the gardener. The use of companion planting and other natural methods means that permaculture gardens are typically more pest and disease resistant than conventional gardens. Water usage is often much lower in permaculture gardens due to the use of mulch and other water-conserving techniques. Permaculture gardens can be beautiful, incorporating edible plants into the design. Cons: Permaculture gardens can take some time to establish, especially if you are starting from scratch. You may need to learn some new gardening techniques if you want to start a permaculture kitchen garden. You may need to make some changes to your cooking habits if you want to make the most of your permaculture garden. 8. Vertical kitchen garden in KenyaA vertical garden is a great way to save space and grow a variety of plants. There are many different ways to create a vertical garden, from trellises and lattices to hanging baskets and shelves."}
{"text": "8. Vertical kitchen garden in KenyaA vertical garden is a great way to save space and grow a variety of plants. There are many different ways to create a vertical garden, from trellises and lattices to hanging baskets and shelves. Just make sure you choose plants that are appropriate for the type of support you re using. For example, vines will need something to climb on while smaller herbs or leafy greens can be grown in shallow containers without much root room. Advantages: You can grow a lot of plants in a small space. The plants get more sun than they would if they were on the ground. You can control the environment around the plants more easily. It looks cool. You can use the water that drains from the plants to water other plants. Cons: You have to water the plants more often because they dry out faster. The plants are more susceptible to pests and diseases. If you don t have a good support system, the plants can fall over and die. It can be difficult to harvest the plants. You have to be careful not to overwater the plants, or they will rot. 9. Hydroponic kitchen garden in Kenya Hydroponics is a method of growing plants in water instead of soil. This can be done with just about any type of plant, but it s especially well-suited for leafy greens like lettuce and spinach which don t need deep roots . Hydroponic gardens in Kenya are often used indoors since they take up very little space and can be controlled more easily than outdoor gardens for example, you can adjust the temperature and humidity levels . Advantages: They are very space efficient since the plants are grown vertically in a small footprint. They can be set up indoors, so even if you live in an apartment you can still grow your own food. Hydroponically grown plants tend to be more nutrient-dense than soil-grown plants, so you get more bang for your buck, nutritionally speaking. Since hydroponic gardens use less water than traditional gardens, they are more environmentally friendly. They are also less likely to attract pests and diseases since the plants are not growing in dirt. Cons: There are some drawbacks to hydroponic kitchen gardens as well: They can be expensive to set up, depending on the size and complexity of the system you choose."}
{"text": "Since hydroponic gardens use less water than traditional gardens, they are more environmentally friendly. They are also less likely to attract pests and diseases since the plants are not growing in dirt. Cons: There are some drawbacks to hydroponic kitchen gardens as well: They can be expensive to set up, depending on the size and complexity of the system you choose. They require some basic knowledge of plant nutrition and physiology in order to be successful. If not properly maintained, hydroponic gardens can become breeding grounds for mould and other pathogens. 10. Staircase kitchen garden in KenyaA staircase garden is a type of vertical garden that s perfect for small spaces. These gardens are typically built on staircases or other types of raised platforms. Plants are grown in shallow containers, which can be placed close together to save space. Be sure to choose plants that don t need deep roots, such as herbs and leafy greens. ADVANTAGES: A staircase kitchen garden is a great way to make use of vertical space. Staircase kitchen gardens in Kenya are perfect for small spaces. They are easy to build and maintain. Staircase kitchen gardens are aesthetically pleasing. They can be used to grow a variety of plants and vegetables. CONS: Staircase kitchen gardens can be expensive to build. They require a lot of maintenance. The stairs can be dangerous if they are not built properly. They can be difficult to access for people with disabilities. Pests and diseases can easily spread in a staircase kitchen garden. 11. Simple drip garden12. Tyre kitchen garden 13. Multi storey kitchen garden14. Food robe kitchen garden15, Sack kitchen garden16. Wick irrigation kitchen garden17. Moist bed kitchen garden 18. Aquaponics kitchen garden19. Yard small kitchen garden20. Cone kitchen garden 21. Micro-kitchen gardenStarting a kitchen garden To start a kitchen garden in Kenya, you will need to find a sunny spot in your yard and prepare the soil. You can then choose what vegetables or herbs you would like to grow. Once you have chosen your plants, you will need to plant them in the prepared soil and water them regularly. Step 1: Find a sunny spot in your yard and prepare the soil."}
{"text": "You can then choose what vegetables or herbs you would like to grow. Once you have chosen your plants, you will need to plant them in the prepared soil and water them regularly. Step 1: Find a sunny spot in your yard and prepare the soil. You will need to find an area in your yard that gets a lot of sunlight. Then, you will need to till the soil and add some compost or manure. Step 2: Choose what vegetables or herbs you would like to grow. Decide which plants you want to grow in your garden. Some popular choices include tomatoes, peppers, carrots, and lettuce. You can also choose to grow herbs such as basil or oregano. Step 3: Plant your seeds or seedlings. Plant the seeds or seedlings in the prepared soil and water them regularly. You will need to keep an eye on your plants and make sure they have enough water and sunlight. Harvest your vegetables or herbs when they are ready! What are the benefits of growing a kitchen garden in Kenya? There are many benefits to growing a kitchen garden. Some of these include: Getting fresh fruits, vegetables, and herbs that are pesticide-free Saving money by not having to buy produce at the grocery store Having a relaxing hobby that gets you outside in the fresh air Improving your physical health by getting exercise while gardening Boosting your mental health by reducing stressWhat are the best types of vegetables and fruits to grow in a kitchen garden? FOOD AND NUTRITION COOKING STARCHY CARBOHYDRATES https: www.youtube.com watch?v r9ZrT5vtVv0 Why is food cooked? Food may be contaminated with harmful microbes that can cause disease. The high temperature involved in cooking brings about chemical changes in food and kills these microbes. Cooking also makes food easier to digest and improves the food s appearance, texture and flavour. These are a few examples of ways to cook food, and notice that all of these methods involve heating the food to a high temperature: Baking Boiling Steaming Grilling FryingHeat transfer when cooking During cooking, heat is transferred from the source of heat to the food through conduction e.g. grilling steak on a grilling pan sitting on a stove , convection e.g. running cold water over frozen food to speed up thawing process and or radiation roasting marshmallow over fire ."}
{"text": "These are a few examples of ways to cook food, and notice that all of these methods involve heating the food to a high temperature: Baking Boiling Steaming Grilling FryingHeat transfer when cooking During cooking, heat is transferred from the source of heat to the food through conduction e.g. grilling steak on a grilling pan sitting on a stove , convection e.g. running cold water over frozen food to speed up thawing process and or radiation roasting marshmallow over fire . Check out the resources below to learn more why food is cooked and how heat is transferred conduction, convection and radiation . We know that cooking gets the food hot. It makes what is otherwise unsafe to be consumed raw, safe to eat. In order to do so, food has to be put in an oven or on the stovetop and be subjected to a source of heat. When the heat transfers from something that is hot, such as a flame or a pot of boiling water, to the food, this process is called heat transfer. There are three types of heat transfer: conduction, convection and radiation. What distinguishes them is the manner in which the heat in transferred. Without a medium, heat cannot be transferred. The different ways that heat transfer can be accomplished determines how the food is cooked and what the end result will be. Convection Heat is transferred via liquids and gases. Fast moving molecules of the convection medium collide with the slower molecules in the food and heat them up. As warmer areas of a liquid or gas rise to cooler areas, it forms a continuous circulation pattern. These convection currents can be observed when water is boiling in a pot. Convection that takes place through air occurs in a convection oven. Compared to traditional ovens, ovens using convection are usually the better choice as it has fas to circulate the air around. On the contrary, traditional ovens mostly rely on radiation off the oven walls and is therefore a more eficient method of heat transfer. It heats food faster and reduces cooking times by at least 25 . Below are some examples of convection heating. Baking and roasting Boiling and steaming Running cold water over frozen food, which transfers heat into the food to thaw it more quickly Radiation Heat is transferrred via electromagnetical waves."}
{"text": "Fibre-rich vegetables. ... Beans. How Heat Affects Foods and Their Flavors Posted on June 8, 2021 by MadgeTech MarketingStarches Starch is the most common carbohydrate in human diets, whether it s natural or is added to foods. As heat is applied to starch it absorbs moisture from its surroundings and becomes softer. This process is called gelatinization and is the reason pasta and rice double in size and soften when cooked. Gelatinization begins at 150 F. EFFECT OF OVERHEATING IN FOODNandhini Ramanathan Nandhini Ramanathan I am a foodtechnology student Leadership self-motivated team work Published Aug 30, 2023 Follow HOW HEAT AFFECTS FOOD During the heating process or the cooking of food, a complex series of physical and chemical changes take place. These changes vary according to the heating method and time exposed, but may ultimately include changes in nutrient composition, fat content, moisture, flavor, smell, texture, and color. The longer the food is heated, and the higher the temperature, the greater the nutrient loss. When we look at commercially prepared dog food or even home cooking as preparation, the heat applied during the extrusion process, grilling or microwaving contribute to the reduction in nutritional value most of the time. Graph Protein goes through certain physical and chemical changes when it is heated and cooked pg 88, SACN When the proteins in food are heated, they coagulate. An example of this can be observed in the proteins found in eggs which become denatured and coagulate during the heating process. The heat disrupts the hydrogen bonds and non-polar hydrophobic interactions. The bonds are disrupted by increasing the kinetic energy and causing the molecules to vibrate so rapidly and violently. Researchers have observed that single amino acid digestibilities, especially for aspartic acid and cysteine, which are known to be heat-sensitive, revealed a disproportionate reduction when tested in the commercially processed food compared to when tested alone. Protein that is exposed to hot temperatures, shrinks and loses moisture. This usually occurs at temperatures between 160 and 185 degrees Fahrenheit. When animal sources of protein are cooked slowly, any connective tissues present in the meat are likely to dissolve."}
{"text": "Protein that is exposed to hot temperatures, shrinks and loses moisture. This usually occurs at temperatures between 160 and 185 degrees Fahrenheit. When animal sources of protein are cooked slowly, any connective tissues present in the meat are likely to dissolve. Heat does not destroy the protein in food, but it may reduce the overall content Dextrinisation: The reaction of dry heat on the surface of food which changes starch to dextrin, e.g. toast. Gelatinisation: The process of thickening which takes place when a mixture of starch and liquid is heated. Ways to retain nutrients while cooking Prolonged exposure to water, heat, and light may cause some foods to lose nutritional value like vitamin B1, vitamin C and polyphenols. Here are simple tips which will help you retain nutrients while enjoying your favourite foods. Have a look! 02 11Rule for washingAlways wash the vegetables first and then chop them. Chopping first and then washing takes away the nutrition of your food. 03 11Don t chop small Do not chop vegetables into very small pieces as most of the nutients will be destroyed when they come in contact with air. The best way is to chop the vegetable into larger chunks. 04 11Water usageCook vegetables in smaller amounts of water. Boiling in too much water damages the nutrients. It is best advised to cook the veggies covered on low flame in their own water. 05 11Heating your foodAvoid re-heating of food as it destroys the chemical structure of nutrients and vitamins. 06 11Loss of mineralsAs soon as you chop veggies, you should cook them as the vitamins and minerals are secure in their cells as once they are exposed to light and air, the nutrient contents can be destroyed. 07 11Excess waterDo not throw away the excess water drained after boiling rice or vegetables. The excess water is loaded with nutrients and it can used in preparing gravies, kneading dough or serve it as a refreshment drink. 08 11Root rulesRoot vegetables like potato, ginger, turnip and carrots should be boiled with skins and the peel should be removed after boiling. Boiling with peels helps the nutrients to migrate to the centre of the vegetables which helps in better retention of its nutrients. 09 11Baking sodaDon't use baking soda when cooking vegetables. Although it helps in retaining color of the vegetables as well as speeds up the cooking process, but destroys the vitamin C content of the veggies."}
{"text": "Boiling with peels helps the nutrients to migrate to the centre of the vegetables which helps in better retention of its nutrients. 09 11Baking sodaDon't use baking soda when cooking vegetables. Although it helps in retaining color of the vegetables as well as speeds up the cooking process, but destroys the vitamin C content of the veggies. 10 11Fresh food Eating fresh food is an good idea because the depletion of nutrients could be slowed down. Another reason is the quicker you consume it, the more nutrients can be gained from it. Try eating within 4 hours of cooking your food Check for aflatoGuidelines to minimize nutrient losses during preparation 1. Choose fresh foods that are not over-ripe, bruised, cut or scraped. 2. Peel thinly or cook inn their skins,jacket 3. Aim at golden brown whenncooking indry heat. 4. Use enough water to cover 5. Cooknthem for the appropriate time 6. Blend starchy flavours with cold water before cooking 7. Stirbthoroughly and continuously over low heat 8. Wash vegetables before cutting. Soaking or washing time should be reduced to minimize nutrient loss. 9. Cut vegetables into big pieces so that exposure of vitamins to water is less while cooking and washing. 10. Use a vegetable peeler to remove skin as it helps remove only a very thin layer of skin. 11. Use minimum water for cooking. Bring the water to boil and add the vegetables to cook. 12. Cook vegetables by steaming and pressure cooking to conserve nutrients. 13. Cover the vessel with a lid while cooking as it hastens cooking. 14. Vegetables salads should be prepared just before serving to conserve nutrients. 15. Use acids such as lime juice or vinegar to salads as it prevents loss of Vitamin C since Vitamin C is stable in acid. 16. Store foods in a cool, dark place. 17. When boiling, add the raw food to the boiling water rather than to cold water. 18. Steaming is a way of cooking with a minimum amount of water. 19. If possible use the cooking water for gravies, sauces or soups as it is a source of watersoluble vitamins and elements minerals . 20. Cook for the minimum time necessary to make the food palatable and safe. 21. Do not use baking soda to help keep the green colour of vegetables, as this increases loss of vitamin C. 22. Do not use copper utensils."}
{"text": "Do not use baking soda to help keep the green colour of vegetables, as this increases loss of vitamin C. 22. Do not use copper utensils. Copper helps to destroy vitamin C. 23. Soak whole pulses overnight and other dhals for one hour before cooking. Safety in preparing and cooking starchy carbohydrates Choose foods processed for safety. ... Cook food thoroughly. ... Don t cook root tubers when they have any green, damaged ir sprouting bits Check aflatoxins in cereals or grains before cooking Eat cooked foods immediately. ... Store cooked foods carefully. ... Reheat cooked foods thoroughly. ... Avoid contact between raw foods and cooked foods. ... Wash hands repeatedly. ... Keep all kitchen surfaces meticulously clean. Explain four factors to consider when setting a table. The number of people taking the meal as this determine the number of covers to be laid. The meal to be served as this ensures that all the tableware is available. Number of courses dishes as this enables one to set the cover for the courses. Tableware as this determines their placement. Type of meal service as each type has its own way of laying the table. The type of dinners determines the way of table setting e.g. ages, special needs. A center piece should be available for beauty enhance appetite. Provide adequate space to avoid overcrowding for comfort. Ensure the room is clean for hygiene. The table cloth should be well laundered for neatness. Table appointments should be clean for hygiene enhance appetite Essentials for table settingplace setting for one person is a \"cover.\". 2. The plate, flatware and placemat should be 1-1 2\" from the table edge to allow for an attractive table and safety. 3. Flatware is placed in order of use from the outside in. 4. The napkin should be folded in a square or rectangle and placed so that the open edge is toward the plate. 5. Allow 20-24 inches for each place setting or cover. 6. Use only flatware and plates that are necessary for the specific meal. 7. Table cloth - the center fold should fall exactly on the center line of the table. The cloth then drops evenly on both sides. The cloth should hang over the table no more than 10-12 inches."}
{"text": "Table cloth - the center fold should fall exactly on the center line of the table. The cloth then drops evenly on both sides. The cloth should hang over the table no more than 10-12 inches. 8. Tables should be set according to these principles; art, common sense, concern for comfort for those eating and courtesy. 9. A good centerpiece is: - in scale with the table - is low so people opposite each other can see across the table - can be placed anywhere on table as long as table looks well-balanced - can be part of the meal salad, fruit bowl, dessert, etc. Skip to document University High School Books Sign in My Library Information AI Chat Mealsfor special groups and occasion Used in meal planning Course Nutrition and dietetics DND 2204 36 documents University Thika School of Medical and Health Sciences More info Uploaded by: Anonymous Student Thika School of Medical and Health Sciences Comments Please sign in or register to post comments. Students also viewed Types of management styles Diseases of the Small Intestines Meal preparation units and equipments Background OF Medical Terminologies Inborn Errors OF Metabolism GIT disorders Upper - GIT Notes Related documents Lifespan notes on adolescents,adults,elderly Parenteral nutrition Criteria for Formula Selection Commonly used equipment in enteral feeding and parenteral Community Partnership Skills 1 Notes Principles OF Human Nutrition notes Preview text MEAL PLANNING FOR VARIOUS GROUPS AND SPECIAL OCCASIONS Unit objectives By the end of this unit, the learner should be able to: 1. Identify the various groups of individual with different nutritional needs 2. Describe on how to prepare and serve meals to meet their recommended allowance individually 3. Explain the need for the nutritional requirement in the lifespan and occupation 8 Introduction A nutritious and wholesome balanced diet is a key to good health. A well-balanced diet includes eating the right amount of foods from the five main food groups. Most people will have three main meals a day. No single food contains all nutrients the body needs so it is important to eat a wide variety. The right amount of different nutrients can increase life expectancy by keeping the heart and body healthy, and preventing many long-term illnesses."}
{"text": "Most people will have three main meals a day. No single food contains all nutrients the body needs so it is important to eat a wide variety. The right amount of different nutrients can increase life expectancy by keeping the heart and body healthy, and preventing many long-term illnesses. Body weight can be kept to an acceptable level through healthy eating, leading to a fitter and more active lifestyle. Nutrition is one of the factors that contributes to the wellness of an individual. A balanced diet, when plannedcarefully, provides adequate energy and nutrients for growth, health maintenance, disease prevention and therefore it is essential for our whole lifespan. There is a number of factors to be considered when planning meals. Factors to be considered in meal planning for different categories Figure 1: Factors to be considered in meal planning for different categories Different examples of occasions are Fiesta, birthday, weddings, anniversaries, Christmas, Mother s day, Father s day, Baptismale.t. It important to plan meals for different occasions success of occasion depends on how well it is planned- from the decors, house arrangement and the food that must be specially chosen, prepared and served Foods, techniques and equipment C. Kitchen equipment must be safe and reliable if it is to be used to prepare and serve food for special occasions. Remember that: facilities must be appropriate for the number of guests being served if the celebration is to be held at a venue away from home, the host or caterer must consider what equipment and facilities are available cutlery, plates and storage space in refrigerators, freezers, cupboards and benches must be organised before the event to avoid any last-minute shortages kitchen equipment such as hand mixers, microwave ovens, blenders and stoves must be tested and checked before the event to detect any faulty equipment only equipment that saves time should be used the preparation and cleaning of some equipment outweighs its value oven, refrigerator and freezer temperatures must be tested to see that they are suitable for keeping food safe and so preventing any risk of food poisoning equipment should be cleaned before and after use to ensure proper hygiene stored equipment can often attract insects, rodents and cockroaches there must be enough serving equipment such as spoons, forks and tongs-when people swap serving utensils, cross-contamination can easily occur. Small- and large-scale meal preparation The size of an event can have a great impact on the preparation involved."}
{"text": "Kitchen equipment must be safe and reliable if it is to be used to prepare and serve food for special occasions. Remember that: facilities must be appropriate for the number of guests being served if the celebration is to be held at a venue away from home, the host or caterer must consider what equipment and facilities are available cutlery, plates and storage space in refrigerators, freezers, cupboards and benches must be organised before the event to avoid any last-minute shortages kitchen equipment such as hand mixers, microwave ovens, blenders and stoves must be tested and checked before the event to detect any faulty equipment only equipment that saves time should be used the preparation and cleaning of some equipment outweighs its value oven, refrigerator and freezer temperatures must be tested to see that they are suitable for keeping food safe and so preventing any risk of food poisoning equipment should be cleaned before and after use to ensure proper hygiene stored equipment can often attract insects, rodents and cockroaches there must be enough serving equipment such as spoons, forks and tongs-when people swap serving utensils, cross-contamination can easily occur. Small- and large-scale meal preparation The size of an event can have a great impact on the preparation involved. Planning an event for five or ten people is very different from organising an event for hundreds of guests. Planning ahead allows the host to organise an appropriate menu according to the information they have on the number of guests attending. This planning is necessary to: - avoid excessive waste of food and money - avoid the embarrassment of running short of food - ensure that the food is the best choice for the event. When catering for small numbers of guests, it is relatively easy to estimate rough quantities of food. When catering for large numbers of guests, a rough guess or estimate is not suitable. Every caterer follows a set of guidelines. A host must consider the factors listed when planning a menu. Consideration to consider in planning meals for special occasions 1. Factors to consider in meal planning a. Food Budget - refers to the amount of money needed for the food to be prepared. It should be prepared ahead of time b. Tools, Facilities and Equipment- menu you have planned can only be prepared if you have the needed tools, facilities and equipment c."}
{"text": "Food Budget - refers to the amount of money needed for the food to be prepared. It should be prepared ahead of time b. Tools, Facilities and Equipment- menu you have planned can only be prepared if you have the needed tools, facilities and equipment c. Time and Energy Available plan meals which will make reasonable demand on time and energy to save time and energy it is advisable to plan dishes you are familiar with and that you have skills and ability in preparing them. Plan cooking dishes which do not use the same equipment since it takes time for one dish to be cooked plan dishes that will not require last minute attention 2. Food Preferences of Guests - consider what dishes would the guests love to eat and what popular and special in a given culture or regions. Consider special nutritional needs 3. Goals in Preparing Meals for special occasions it is important to set goals that will not only satisfy the palate but also promote health and wellbeing of every guest. The meal should be nutritionally adequate, economically feasible, aesthetically satisfying, palatable and hygienically prepared 4. Nutritionally adequate means the meal has enough nutrients to make the body healthy. It contains all nutrients needed by the body like carbohydrates, fats, proteins, vitamins, and minerals. Use the Three Basic Food Groups as guide 5. Economically feasible Food budget is enough to meet the food expenditures food budget should be reasonable and affordable 6. Aesthetically satisfying every dish is pleasing, deliciously inviting and satisfying it should appeal to the senses and to the appetite. There should be a variety of colorThe calorific requirement is generally higher in men than in women because men have larger body size, and they are more physically active and have more lean muscle mass. 8.1 Age groups i. Infants breast feeding is the safest and most desirable method of nourishment Human milk is considered the ideal starting food, with most of the nutritional requirements. However breast feeding should not be relied on exclusively for optional nutrition beyond the sixth mouth of the infant s life. For twins, optimum is 3-4 months. O Interval of feeding: Breast feeding should be started as soon as possible after birth if a mother and a baby are okay. A baby should be allowed to feed on demand and may suckle 1215 times day."}
{"text": "For twins, optimum is 3-4 months. O Interval of feeding: Breast feeding should be started as soon as possible after birth if a mother and a baby are okay. A baby should be allowed to feed on demand and may suckle 1215 times day. However a common routine is that of 10-15 times during the day. After such feed a baby should be burped to remove the air swallowed together with milk by allowing the baby on the mothers knee or shoulders. For the first days the baby should be suckle both breast for only a few minutes each time to prevent any nipple sores or cracks. About 150ml of human milk per kg body weight the baby is getting enough milk if satisfied at a 12-20 times feeding, falls asleep promptly and sleep quietly for several hours, and also makes satisfactory weight gains from week to week. Duration of breastfeeding: sufficient until about 6 months of age, should continue for 2 years or even longer. Refer: duration of breast milk Replacement of breast milk Is the process of feeding an infant child who is not receiving any breast milk with a diet that provides all the nutrients a child needs Introduction of solid foods before the age of 4-6 months is not recommended due to immaturity of gastrointestinal tract and kidneys to handle solid food. After that, solid foods could be introduced gradually and individually. The typical order of introduction begins with cereal, usually iron-fortified ones, vegetables, fruits, eggs and then meat. A waiting period of 4-5 days before the introduction of another new food is recommended to make sure no allergic reaction or intolerance. It s only recommended when the AFASS criteria can be met. AFASS A -ACCEPTANCE: no barriers replacement feeding Barriers can be cultural, social and also due to fear of stigma and discrimination F- FEASIBLE: mother or the family has adequate time, knowledge ,skills and other resources to prepare the replacement food and feed the infant up to 12 times in 24 hours A- AFFORDABLE: Mother, family, community or even the health system support can pay for the cost of purchasing, preparing and using replacement feeding without compromising the health and nutrition of the entire family."}
{"text": "This can lead to serious health problems, nutrient deficiencies and eating disorders in later life iv. Adults Growth is usually completed by the age of 25 years. The aims of nutrition during adult years are to obtain adequate energy and nutrients to maintain a healthy body weight and prevention of chronic diseases through appropriate food choices. Adulthood is a period when an individual begins to experience and cope with numerous changes in the realms of work, family and education. Healthy eating and lifestyle are important for them to cope with stress and maintain health. The calorific requirement begins to decrease after the age of 25 years as basal metabolic rates decrease. People during adult years may not get as much exercise as they did in earlier years. Thus, when appetite and food intake do not decrease, there is a common tendency toward weight gain during this period. An intake of 3,500 calories more than the body needs for maintenance and activities will result in a weight gain of 500 grams fat. A person who overeats by only 120 calories a day equal to a can of soft drink can gain 6kilograms in 1 year. Therefore, it is important to reach energy balance to maintain a healthy weight i. energy intake equals energy output . This can be achieved by eating less energydense foods, and increasing physical activities as exercise will increase the number of calories burned. Healthy eating and lifestyle are encouraged during adult years to maintain health and prevention of chronic diseases v. Elderly Physiological, psychosocial and economic changes of the elderly affect their nutrition status. The body s function changes with age. Metabolic rate slows down, bones become less dense and lean muscle mass is reduced. Eye-sight,hearing, taste and smell are less acute and poor dentition is common. The secretion of digestive enzymes and hydrochloric acid is diminished which in turn impairs digestion and absorption of nutrients such as vitamin B12. The reduced muscle tone of the intestine may result in constipation in an elderly. The loss of spouse or close friends, physical disabilities, poor health, feeling of loneliness and uselessness may diminish an elderly s ability to shop, cook and also his her appetite to eat. Retirement of the elderly results in decreased income and this may affect one s choice of food. Some may choose foods by cost rather than nutrient content."}
{"text": "Adequate folate intake is important for adult women before pregnancy to prevent neural tube defects in infant. The iron requirement is highfor women throughout the childbearing years to replace blood loss during menstruation. Fruits and vegetables are important source of vitamins A, C, folate , minerals potassium , phytochemicals, and fiber. A diet high in fruits and vegetables are associated with lower risk of chronic diseases. For manual workers, meals should be a balanced diet rich in carbohydrates such as rice, noodles and pasta or bread to provide enough energy to work. Manual work increases sweating which in turn increases the loss of water and electrolytes. It is essential to increase fluid intake water, juice, soup to regulate body temperature and avoid dehydration. People with a sedentary lifestyle e. office workers, require to pay attention to energy balance to maintain a healthy body weight. Reduced physical activity together with an excessive energy intake from a large portion of energy-dense foods such as fast food, snacks increase the risk of obesity and other chronic disease in later life. The modern busy lifestyle has made fast food become popular because it is convenient and time-saving. High consumption of food in restaurants and fast food shops result in higher intake of fat, trans-fat, salt and sugar while the intake in fruits and vegetables is low. Meals for office workers should be rich in nutrients but low in energy. It is recommended to include more vegetables and fruits as they are rich in dietary fiber and low in calories, instead of energy dense snacks such as ice-cream, chocolates and chips. They are also rich in vitamins, minerals and phytochemicals that are beneficial to health and may help to prevent chronic diseases. Higher fiber diet is also more filling and helps to prevent constipation. Energy-dense foods and alcohol should be eaten in moderation only. E Elderly A balanced nutrient-dense diet is essential for maintaining good health of the elderly. Good nutritional status can help to prevent chronic disease and speed up recovery from illness, surgery or broken bones. An elderly s diet should include varied choices of food with most of the calories from carbohydrates, moderate in protein while low in fat, salt and sugar. Adequate protein is essential for tissue repairing, synthesis of immune cells and hormones. Lean meat or poultry without skin and low fat dairy products are good protein choices."}
{"text": "An elderly s diet should include varied choices of food with most of the calories from carbohydrates, moderate in protein while low in fat, salt and sugar. Adequate protein is essential for tissue repairing, synthesis of immune cells and hormones. Lean meat or poultry without skin and low fat dairy products are good protein choices. Elderly are also encouraged to have adequate fruits, vegetables, whole grains products and legumes. These foods are rich source of vitamins, minerals and fiber. Adequate fiber and fluid can help to prevent constipation. Foods for breakfast should include enough carbohydrates noodles, whole meal bread, breakfast cereals, and congee and moderate protein foods lean meat, milk and dairy products, eggs . Lunch and dinner choices can follow the principles of healthy eating with cereals or cereal products as major food, moderate amount of fish, seafood, legumes, egg and lean meat. It is advised to prepare foods with low fat cooking methods such as steaming, boiling, stewing, grilling and stir-frying with little oil. Chinese family dinner usually consists of 2-3 dishes that are shared by family members, whereas western style dinner usually includes soup, appetizer, main dish, dessert and or a drink that are served on an individual basis. Healthy snacks such as low fat dairy products, sandwich, fruits, whole meal biscuits, chestnuts, sweet corn can supplement main meals for those with additional nutrition needs and small appetite. 8 Meal planning for special occasions celebrations; such as social gatherings, parties and festivals should take into consideration of the occasion, venue, age and number of guests, style of meal sit down or buffet type, Chinese or Western meal and special food if necessary. Prepare appropriate tableware, napkins, tablecloth and home decorations flowers or other ornaments , seats and tables for celebrations or parties. Background of guests, their age, gender, total number, food preference, nutritional needs and special ethnic or religion are factors for consideration when planning meals. A good meal should be nutritious, well cooked with careful combination of foods and flavors. For example, food for a birthday party for school-age children should be colorful, attractive, and easy to manage, in bite size, small packs and include more body building foods for growth. Dishes can be prepared using different methods e."}
{"text": "A good meal should be nutritious, well cooked with careful combination of foods and flavors. For example, food for a birthday party for school-age children should be colorful, attractive, and easy to manage, in bite size, small packs and include more body building foods for growth. Dishes can be prepared using different methods e. grilling, baking, boiling to give various texture e. soft, firm, crispy and served either hot or cold. Special food can be prepared for special occasions or festivals e. birthday cake for birthday party; Easter chocolate eggs for Easter festival, Chinese turnip cake for Chinese New Year etc. It is also advised to shop and plan for food in advance to allow changes of food in the menu if they are not available. Meals for outing; should be well planned and prepared. Depending on the duration of the outing, the meal should provide enough nutrients and energy to sustain daily activities as that from amain meal. It should be well-balanced by choosing foods from the three basic food groups and to include a suitable drink. Choose foods that are easy to eat, pack and carry, and can be kept for a longer time such as bread, fruits, packed drinks or canned foods. Use thermal containers with insulation or spaces for ice packs to keep food drinks at a safe temperature to avoid bacterial growth. Food can be packed in a plastic box for easy transport to avoid crushing damage. Download AI Quiz 00 SaveShare Document continues below Discover more from: Nutrition and dieteticsDND 2204 Thika School of Medical and Health Sciences 36 documents Go to course 6 Steps OF DIET Planning questions Nutrition and dietetics100 2 55 Tsmhs Nutrition Intervention IN Hivaids Module Nutrition and dieteticsNone 1 What Is Behavioral Psychology With Duties and Specialties Indeed Nutrition and dieteticsNone 1 Difference Between Cognitive and Behavioral Psychology Compare the Difference Between Similar Terms Nutrition and dieteticsNone 17 Milk oils and other food production notes Nutrition and dieteticsNone 2 Commonly used equipment in enteral feeding and parenteral Nutrition and dieteticsNone fruits vegetables, meats, dairy products, fats sweets . Main energy source should come dairy products, dried or fresh fruits, wholemeal biscuits, unsweetened soy bean milk."}
{"text": "Food can be packed in a plastic box for easy transport to avoid crushing damage. Download AI Quiz 00 SaveShare Document continues below Discover more from: Nutrition and dieteticsDND 2204 Thika School of Medical and Health Sciences 36 documents Go to course 6 Steps OF DIET Planning questions Nutrition and dietetics100 2 55 Tsmhs Nutrition Intervention IN Hivaids Module Nutrition and dieteticsNone 1 What Is Behavioral Psychology With Duties and Specialties Indeed Nutrition and dieteticsNone 1 Difference Between Cognitive and Behavioral Psychology Compare the Difference Between Similar Terms Nutrition and dieteticsNone 17 Milk oils and other food production notes Nutrition and dieteticsNone 2 Commonly used equipment in enteral feeding and parenteral Nutrition and dieteticsNone fruits vegetables, meats, dairy products, fats sweets .Main energy source should come dairy products, dried or fresh fruits, wholemeal biscuits, unsweetened soy bean milk. Company About Us Ask AI Studocu World University Ranking 2023 E-Learning Statistics Doing Good Academic Integrity Jobs Blog Dutch Website Contact Help F.A.Q. Contact Newsroom Legal Terms Privacy Policy Cookie Statement View our reviews on Trustpilot English Rest of the World Copyright 2023 StudeerSnel B.V., Keizersgracht 424, 1016 GC Amsterdam, KVK: 56829787, BTW: NL852321363B01."}
{"text": "GRADE 7 LESSON NOTES TERM1,2,3STRAND ONECONSERVING AGRICULTURAL ENVIRONMENTSoil pollution controlDef: Soil pollution - refers to anything that causes contamination of soil and reduces the soil quality. It occurs when the substances causing the pollution reduce the quality of the soil and convert the soil inhabitable for microorganisms and macro organisms living in the soil. Soil contamination or soil pollution can occur either because of human activities or because of natural processes. However, mostly it is due to human activities. The soil contamination can occur due to the presence of chemicals such as pesticides, herbicides, ammonia, petroleum hydrocarbons, lead, nitrate, mercury, naphthalene, etc. In an excess amount. Causes of Soil PollutionSoil pollution is a complex occurrence, and it can be triggered by a variety of things and activities, from the littering of cigarette butts to excess use of chemical fertilizers. Every cause is linked with another. It is quite difficult to pinpoint one particular cause. However, the leading causes are listed below. Industrial Activity - Industrial activity has been the biggest contributor to the problem of soil pollution, especially since the amount of mining and manufacturing has increased. Most industries are dependent on extracting minerals from the earth. As a result, the industrial waste lingers on the soil surface for a long time and makes it unsuitable for use. Agricultural Activities - The utilization of chemicals has gone up tremendously since technology has provided us with modern pesticides and fertilizers. They are full of chemicals that are not produced in nature and cannot be broken down by it. As a result, they seep into the ground after they mix with water and slowly reduce the fertility of the soil. Waste Disposal - While industrial waste is sure to cause contamination, there is another way in which we are adding to the pollution. Every person excretes a certain amount of personal waste in the form of urine and feces. While much of it moves into the sewer system, there is also a large amount that is dumped directly into landfills in the form of diapers. Even the sewer system ends at the landfill, where the biological waste pollutes the soil and water. Accidental Oil Spills - Oil leaks can happen during the storage and transport of chemicals. This can be seen at most of the fuel stations. The chemicals present in the fuel reduces the quality of soil and make it unsuitable for cultivation."}
{"text": "Accidental Oil Spills - Oil leaks can happen during the storage and transport of chemicals. This can be seen at most of the fuel stations. The chemicals present in the fuel reduces the quality of soil and make it unsuitable for cultivation. These chemicals can enter into the groundwater through the soil and make the water undrinkable. Acid Rain - Acid rain is caused when pollutants present in the air mix up with the rain and fall back on the ground. The polluted water could dissolve away some of the essential nutrients found in the soil and change the structure of the soil. Effects of soil pollutionSoil influences almost all aspects of our daily lives. Sometimes we fail to understand it. As a result of this, we sometimes fail to understand the effect that soil pollution has on our daily lives. Polluted soil means stunted crops or even a toxic underground water table. Some major effects of soil pollution are:Effect on Health of Humans - Considering how soil is the reason we are able to sustain ourselves, the contamination of it has major consequences for our health. Crops and plants that are grown on polluted soil absorb much of the pollution and then pass it on to us. This could explain the sudden increase in small and terminal illnesses. The soil pollution can even lead to widespread famines if the plants are unable to grow in it. Effect on Growth of Plants - The ecological balance of any system is affected due to the widespread contamination of the soil. Most plants are unable to adapt when the chemistry of the soil changes so radically in a short period of time. Fungi and bacteria found in the soil that bind it together begin to decline, which creates an additional problem of soil erosion. The fertility of the soil slowly diminishes, making land unsuitable for agriculture and any local vegetation to survive. The soil pollution causes large tracts of land to become hazardous to health. Unlike deserts, which are suitable for their native vegetation, such land cannot support most forms of life. Decreased Soil Fertility - The toxic chemicals present in the soil can decrease soil fertility and therefore decrease the soil yield. The contaminated soil is then used to produce fruits and vegetables, which lack quality nutrients and may contain some poisonous substances to cause serious health problems in people consuming them. Poisoning of the Underground Water Table - Soil pollution also leads to the poisoning of the underground water table. Since this water is stored beneath the layers of the soil, the toxins in the soil could easily percolate slowly and steadily into the water table."}
{"text": "The contaminated soil is then used to produce fruits and vegetables, which lack quality nutrients and may contain some poisonous substances to cause serious health problems in people consuming them. Poisoning of the Underground Water Table - Soil pollution also leads to the poisoning of the underground water table. Since this water is stored beneath the layers of the soil, the toxins in the soil could easily percolate slowly and steadily into the water table. Possible Solutions to Soil PollutionSoil pollution is a complex problem that ought to be solved. It is essential that we all realize how important soil is to us. The earlier we realize this, the better we will be able to solve the problem of soil pollution. It is a complex problem, and thus, it requires everyone, from an individual to the government, to work in complete unison. Listed below are a few things that could help in reducing soil pollution. Reduced Use of Chemical Fertilizers - Chemical fertilizers do more harm than good. While proper amounts could enhance the fertility of the soil, an excess of it actually poisons the soil. The excess of chemical fertilizers could pollute the soil in several ways. It could mess with the pH levels of the soil. It could also destroy the good microorganisms in the soil. Not only that, but the runoff from such soils also causes water pollution as well. Thus, using chemical fertilizers is like a double-edged sword. Reforestation and Afforestation Should Be Promoted - One of the major causes of soil pollution is soil erosion, which is caused due to deforestation. It is natural that, with an ever-growing population, humankind needs more and more space to expand their civilization. Often, it is achieved at the cost of the health of the soil. To prevent this from happening, reforestation of a deforested area should be promoted. Also, afforestation should be promoted and encouraged in the barren lands. The roots of the plants bind the soil particles together and even capture good microorganisms in the soil. It also ensures the maintenance of the underground water table. Recycle and Reuse Products - These steps not only reduce waste generation but also ensure that soil pollution is reduced. At present, plastic forms a significant portion of the generated waste. More often than not, this wastes are buried in landfills. In these landfills, these plastics and other materials decompose slowly and release toxic materials into the soil. These toxic substances are very harmful to the health of the soil and are a major source of soil pollution."}
{"text": "More often than not, this wastes are buried in landfills. In these landfills, these plastics and other materials decompose slowly and release toxic materials into the soil. These toxic substances are very harmful to the health of the soil and are a major source of soil pollution. By reusing and recycling things, we would ensure that lesser wastes are dumped in these landfills, and this, in turn, would reduce soil pollution. Promote Use of Natural Manure - Natural manure is one of the best sources of nutrients for the soil. It is harmless and completely organic. It adds essential nutrients to the soil and restores the health of the soil. It has no harmful by-products that could harm the soil or the environment in any way. Create awareness - In order to ensure that a problem like soil pollution is solved, it is essential that every individual must get involved. It is with their involvement that things can work out better. Awareness programs could be designed so that people understand soil pollution better. If people are aware, they will help, even subconsciously. Safe farming practices that prevent soil pollutionDifferent types of soil conservation methods ensure long-term usage of land and keep it productive for future generations. Let s consider their benefits in regard to soil conservation. Conservation Tillage - The conservation tillage aims at addressing wind and water erosion by covering the earth with vegetation either crops or their residues and limiting the number of tilling operations. Another significant aspect is to choose the proper time for field operations, depending on the soil types. For example, clay ones are better to till after harvesting while other types are better to plow before seeding. Contour Farming - The soil conservation method proves efficient in slope territories and suggests planting species along the contour. Rows up and down the slope provoke soil erosion due to water currents while rows along the contour restrain it. An impact of terracing is similar: it also helps to conserve soil and reduce its degradation processes. Strip Cropping - In this case, farmers combine high-growing crops with low-growing ones for the sake of wind protection, like when corn grows in strips with forage crops. The strip cropping practice works even better when high-growing crops are intensified in the sides where winds blow most frequently. An extra benefit is the organic matter material from the low crops. Windbreaks - As the name suggests, this soil conservation practice is used to reduce the power of winds and its disruptive effect on soil. These are trees or bushes to shelter crops from snow and winds planted in several rows."}
{"text": "An extra benefit is the organic matter material from the low crops. Windbreaks - As the name suggests, this soil conservation practice is used to reduce the power of winds and its disruptive effect on soil. These are trees or bushes to shelter crops from snow and winds planted in several rows. Depending on the number of rows, we can distinguish windbreaks properly up to five rows and shelterbelts six and more . Crop Rotation - Crop rotation vs. mono-cropping farming suggests changing agro species instead of planting one and the same for many subsequent seasons. Farmers applying this soil conservation method reap numerous benefits. Crop rotation helps them improve the earth structure with diverse root systems, to mitigate pest establishments, and to add nitrogen to the land with legumes known as nitrogen-fixing plants. Cover Crops - This soil conservation technique is another way to avoid bare soils and additionally benefit from planting cover crops secondary species in-between growing cash crops for different reasons like to:produce forage and grazing material for cattle;provide green manure;assist in weed control;retain moisture;ensure a natural environment for microorganisms and minor animals;balance nitrogen concentration either releasing or accumulating it with certain plants . Buffer Strips - These are trees and bushes on the banks of water bodies to prevent sediment, water wash offs. Their roots fix the soil to avoid slumping and erosion, canopies protect from excessive sunlight to water inhabitants and falling leaves are a source of organic matter and food of minor aquatic animals. Integrated Pest Management - Pests are a great nuisance to agriculturalists and have been a major issue to tackle while chemicals poison nature leaking to water and the atmosphere. It is important to eliminate synthetic herbicides replacing them with organic ones or establishing biological enemies of pests whenever possible, rotating crop species to minimize increasing pest populations in the same field for years, and using alternative techniques in complex. Benefits of Soil ConservationHumankind in general and farmers in particular benefit from numerous advantages of soil conservation. This agricultural practice contributes to sustainability in a number of ways:Boosts earth quality and productivity. Maintaining the natural environment for earth-dwelling organism s increases fertility and reduces the necessity of chemical fertilizing, thus boosting yields and saving costs at the same time. Mitigates erosion. Soil conservation methods to reduce erosion and depletion help agriculturalists to avoid the expansion of new lands when territories become infertile. Promotes water infiltration and increases its storage. The soil conservation technique of minimum tillage vs."}
{"text": "Soil conservation methods to reduce erosion and depletion help agriculturalists to avoid the expansion of new lands when territories become infertile. Promotes water infiltration and increases its storage. The soil conservation technique of minimum tillage vs. conventional plowing affects soil moistureby reducing cracking and evaporation as well as rising the infiltration rate. Aids air and water purification. The importance of soil conservation relates to water supplies, and the earth functions as a natural filter to purify water. Soil conservation mitigates the concentration of pollutants and sediments. In its turn, water is the basic condition to dissolve nutrients for plants. Soil carbon sequestration and reduced chemical applications contribute to air purity, too. Gives food and shelter for wildlife. Land with growing vegetation is a living environment for animals; it is not only the source for nourishment but their home as well. When the well is dry, we know the worth of water. Benjamin Franklin, Poor Richard s Almanack for 1733Water conservation methods in farmingMulch - We cannot overemphasize the importance of mulching. Mulch is something laid on the surface of the soil to protect the soil from the air, water and the sun. To mulch, first weed the soil then spread a thick layer of organic mulch on the soil. Examples of organic mulches are:Chopped leavesStrawGrass clippingsWood chipsShredded barkPine needlesMulching helps save time and labour as it discourages weeds and pests and conserve water through reduced evaporation. Irrigate early morning or dusk - At the hottest and driest time of the year it is most efficient to water your crops in the morning or in the evening. This avoids water loss from evapotranspiration water evaporating from the land and leaves of plants . Evaporation happens most in the midday sun. Don t over-water - It s a common misconception that plants would be happy with lots of water all of the time. But often farmers are over-watering crops unnecessarily. Save water! Plants will only take what they need and then all that extra water goes to waste through evaporation, run-off or infiltration. Check for leaks and damage - If you ve already invested in an irrigation system, make sure you re not losing any water before it reaches the crops. Irrigation pipes and equipment can become damaged or blocked which causes leaks."}
{"text": "Plants will only take what they need and then all that extra water goes to waste through evaporation, run-off or infiltration. Check for leaks and damage - If you ve already invested in an irrigation system, make sure you re not losing any water before it reaches the crops. Irrigation pipes and equipment can become damaged or blocked which causes leaks. Thoroughly check your equipment for leaks and repair them so that all the water you have gets to the crops. Drip Irrigation - Drip irrigation systems deliver water directly to a plant s roots, reducing the evaporation that happens with spray watering systems. Timers can be used to schedule watering for the cooler parts of the day, further reducing water loss. Importance of water conservation in farmingIt minimizes the effects of drought and water shortages. By reducing the amount of water we use, we can better protect against future drought years. It helps to preserve our environment. Reducing our water usages reduces the energy required to process and deliver it to homes, businesses, farms, and communities, which, in turn, helps to reduce pollution and conserve fuel resources. It helps to preserve our environment. Reducing our water usages reduces the energy required to process and deliver it to homes, businesses, farms, and communities, which, in turn, helps to reduce pollution and conserve fuel resources. Water retention structures to conserve surface runoffWater Retention Structures means a structure designed to retain a large volume of waterThere are various methods of water retention to conserve surface runoff, this include:Water retention Ditches -Ditches are man-made waterbodies that are used mainly to drain the land. Earth Basins - is an area of land where all flowing surface water converges to a single pointWater retention pits is an artificial pond with vegetation around the perimeter and a permanent pool of water in its design. Minimum tillage practices that conserve water in farmingTillage practices refer to the tillage operations carried out between the harvest and following sowing cultivation operation. Tillage, crop rotation and soil cover are practices related to pesticide and nutrient runoff, soil erosion, soil compaction etc."}
{"text": "Earth Basins - is an area of land where all flowing surface water converges to a single pointWater retention pits is an artificial pond with vegetation around the perimeter and a permanent pool of water in its design. Minimum tillage practices that conserve water in farmingTillage practices refer to the tillage operations carried out between the harvest and following sowing cultivation operation. Tillage, crop rotation and soil cover are practices related to pesticide and nutrient runoff, soil erosion, soil compaction etc. Some of the minimum tillage practices include: Use of herbicides;Uprooting slashing;Use of cash crops;Limiting cultivation to the point planting;Proper timing of cultivation;MulchingThere are other different tillage practices distinguished are:Conservation tillageConventional tillageZero tillageConservation tillage can include the following systems:Strip tillage or zonal tillage refers to a system where strips 5 to 20 cm in width are prepared to receive the seed whilst the soil along the intervening bands is not disturbed and remains covered with residues. The system causes more soil disturbance and provides less cover along the rows than zero tillage. Tined tillage or vertical tillage refers to a system where the arable land is prepared with equipment which does not invert the soil and which cause little compaction. For this reason, the surface normally remains with a good cover of residues on the surface. Ridge tillage is a system of ridges and furrows. The ridges may be narrow or wide and the furrows can be parallel to the contour lines or constructed with a slight slope, depending on whether the objective is to conserve moisture or to drain excess moisture. The ridges can be semi-permanent or be constructed each year which will govern the amount of residue material that remains on the surface. Conventional tillageRefers to the arable land treated by conventional tillage which involves inversion of the soil, normally with a moldboard or a disc plough as the primary tillage operation, followed by secondary tillage with a disc harrow. Zero tillageRefers to the arable land on which no tillage is applied between harvest and sowing. Zero tillage is a minimum tillage practice in which the crop is sown directly into soil not tilled since the harvest of the previous crop. Weed control is achieved by the use of herbicides and or appropriate mulching and stubble is retained for erosion control."}
{"text": "Zero tillageRefers to the arable land on which no tillage is applied between harvest and sowing. Zero tillage is a minimum tillage practice in which the crop is sown directly into soil not tilled since the harvest of the previous crop. Weed control is achieved by the use of herbicides and or appropriate mulching and stubble is retained for erosion control. AgroforestryIt s the cultivation and use of trees and shrubs with crops and livestock in agricultural systems. Characteristics of AgroforestryWhile selecting tree species for agroforestry systems, the following desirable characteristics should be taken into consideration. Though all desirable characters are not found in a single species, but their multiple uses are taken care of. Tree species selected should not interfere with soil moistureTree species selected for agroforestry should have very less water requirementShould not compete with main agricultural crops for water. Tree species should be deep tap rooted so that they can draw water from deep strata of the soil. Tree species should not compete for plant nutrientsTree species should not utilize more plant nutrientsThey should help in building soil fertility,Leguminous tree species which fix atmospheric nitrogen in their roots should be prefered. The root system and root growth characteristics should ideally result in to exploration of soil layers that are different to those being trapped by agricultural crops. Tree species should not compete for sunlightTree species should not interrupt sunlight falling on the crops. Tree species should be light branching in their habit. Trees permit the penetration of light into the ground and promote better crop, pasture growth and yield. Tree species can withstand pruning operation if it possess dense canopy. Tree species should have high survival rate and easy establishmentTrees species should have high survival percentage,Leave little or no gaps after transplanting. Hardy tree species are easy to establish. They have less mortality percentage because they can tolerate transplanting shocks easily. Trees should have the ability to regenerate lateral roots within a short period of time after transplanting. Tree species should have fast growing habit and easy managementTree species for agroforestry system should be essentially fast growing,Rapid growth, especially in the early years,Tree should have short rotation the period between planting and final harvesting Fast growing speciesTree species should have wider adaptabilityA tree species selected for agroforestry combinations must have a wider adaptability."}
{"text": "They have less mortality percentage because they can tolerate transplanting shocks easily. Trees should have the ability to regenerate lateral roots within a short period of time after transplanting. Tree species should have fast growing habit and easy managementTree species for agroforestry system should be essentially fast growing,Rapid growth, especially in the early years,Tree should have short rotation the period between planting and final harvesting Fast growing speciesTree species should have wider adaptabilityA tree species selected for agroforestry combinations must have a wider adaptability. Tree species should have high palatability as a fodderMost of the Indian farmer s rear livestock separately and cut and carry method of fodder production is quite prevalent. Therefore, in agroforestry, farmer must select those tree species which are palatable to livestock and had a high digestibility. Tree species should have shelter conferring and soil stabilization attributesSome tree species, because of their inherent growth habit and adaptability, are especially helpful in providing protection for soils, crops and livestock. Tree species should have capability to withstand management practicesMany agroforestry systems demand extensive pruning and lopping of the trees in order to maximize production. In such cases, the trees must be able to withstand such treatment without drastically restricting growth rate. Tree species should have nutrient cycling and nitrogen fixation attributesWithin an agroforestry system, trees can play an important role in recycling nutrients, leached down through the soil profile and minerals released from weathering parent material such as rocks and sediments. These nutrients are used in the growth and development of the tree, many returning to the top-soil in form of dead leaves, twigs, flowers and seeds which slowly decompose on the surface, or are eaten by animals. Although all trees play some role in maintaining the nutrient status of the soil through recycling. Deciduous trees drop most of their leaves in autumn leaving a thick mat of leaves on the ground, whereas most evergreen species maintain some level of litter fall throughout the year. Another important factor is the ability of many tree species to convert atmospheric nitrogen into organic nitrogen for their own use through complex symbiotic relationship between Rhizobium bacteria and their fine roots. The bacteria form nodules on the roots which can convert nitrogen gas, as it is in the atmosphere, into usable nitrogen for the plant. The litter of these nitrogen fixing trees is generally high in nitrogen, thus increasing the nitrogen status of the soil."}
{"text": "Another important factor is the ability of many tree species to convert atmospheric nitrogen into organic nitrogen for their own use through complex symbiotic relationship between Rhizobium bacteria and their fine roots. The bacteria form nodules on the roots which can convert nitrogen gas, as it is in the atmosphere, into usable nitrogen for the plant. The litter of these nitrogen fixing trees is generally high in nitrogen, thus increasing the nitrogen status of the soil. Tree species should have thin barkSpecies selected for agroforestry combinations should not shed its bark regularly but it should retain for longer period as bark shedding creates unhygienic conditions for under-ground crop. Tree species should be free from chemical exudationsThe species selected for agroforestry combination must be free from chemicals as these chemicals affect the growth of under-ground crops. Tree species should have easily decomposable leavesThe suitable tree species for agroforestry will be that one in which fallen leaves decompose with fast rate. The leaves of most of the legume tree species are small in size, decompose quickly and easily, and add a large quantity of organic matter and nutrients to the soil. Tree species having broad leaves such as teak, mango and banyan should not be preferred for agroforestry system. They contain more fibre matter and also require longer time for decomposition. Further, broad leaves when fall on the tender crop plants, block their photosynthetic activities. Tree species should have their multiple usesThe selected tree species should have multiple uses. The tree should yield more than one of the main produce like fuelwood, leaf fodder, edible fruit, edible flower and fibre. Tree species should have high yield potentialHigh yield potential is the most important criterion of selection of tree species for agroforestry systems as the main aim is to obtain overall more output per unit area. Care should be taken before collection of seeds and seedlings that they are being procured from reliable source. Suitable tree species for agroforestry Leucaena leucocephala Gravillea robusta Calliandra catothrysus Mangifera indica Sesbania sesban Lantana camara Cajanus cajanCHARACTERISTICS OF AGRICULTURAL CROPS FOR AGROFORESTRYa Agricultural crops should be short duration and quick growing. B They should be at least partially tolerant to shade."}
{"text": "Care should be taken before collection of seeds and seedlings that they are being procured from reliable source. Suitable tree species for agroforestry Leucaena leucocephala Gravillea robusta Calliandra catothrysus Mangifera indica Sesbania sesban Lantana camara Cajanus cajanCHARACTERISTICS OF AGRICULTURAL CROPS FOR AGROFORESTRYa Agricultural crops should be short duration and quick growing. B They should be at least partially tolerant to shade. C Most of them should belong to Leguminous family. D They should respond well to high density tree planting. E They should bear some adverse conditions, like water stress and or excess of watering;f Crops should return adequate organic matter to soil through their fallen leaves, root system, stumps, etc. G Crops should appropriately be fitted in intensive or multiple cropping system. Advantages Importance of agroforestrySaves labour since some operations can be done at once for both plants and treesGives higher combined yieldProvide wide variety of agricultural produceReduces the risks of total failureCrops benefit from nitrogen fixing trees. Trees help in holding the soil firmlySome trees act as livestock fodder. Provides a wider variety of agricultural produce. Disadvantages of AgroforestryMechanization is difficult. Use of pesticides and fertilizer may be difficult. Productivity may suffer because the skills for managing the different treesSTRAND TWOCROP PRODUCTIONPreparation of planting sitePreparing land for planting is one of the most important parts of cultivating abundance. Whether you're planting fruit trees, wildlife corridors, or an annual garden, prepping the soil in the first place is the best way to set yourself up for success over the long haul. There are numerous methods that you can use for preparing land for planting that will help me make the living world around me come alive."}
{"text": "Productivity may suffer because the skills for managing the different treesSTRAND TWOCROP PRODUCTIONPreparation of planting sitePreparing land for planting is one of the most important parts of cultivating abundance. Whether you're planting fruit trees, wildlife corridors, or an annual garden, prepping the soil in the first place is the best way to set yourself up for success over the long haul. There are numerous methods that you can use for preparing land for planting that will help me make the living world around me come alive. One-Time TillingMulch AloneSheet MulchingDouble DiggingSolarizingAnimals focus on chickens and pigs Crop establishmentCategories of planting materialsTypes of Planting Materials Seeds seasoning herbs, legumes, corn Seedlings most vegetable crops Cuttings cassava, potato, yam, ginger, dasheen, tannia, eddoes Suckers banana, plantain Budded grafted plants fruit trees Certain Factors need to be considered when you are choosing planting matter or seedlings from nurseries or plant shop. Environmental Factors The surroundings should be free from overgrown bushes, generally clean, no waterlogged conditions Seedlings should be in conditions that are free from excess shade. If seedlings have too much shade they do not harden off and they have difficulties when they are transplanted. Seedling CharacteristicsThe seedlings should:1. Be of the appropriate age seedlings with 4-6 healthy green leaves 2. Be free from pests and diseases3. Have healthy white roots good root development, with no balling of roots 4. Show vigorous, healthy growth5. Be of uniform appearance6. Have the proper Shoot to Root ratio 2:1 Methods of planting various cropsBroadcasting: Generally, the seeds are broadcast-sown and later planked. This method of sowing is easier and area coverage is quick. However, uniform population cannot be maintained since the seeds are not placed in uniform depth and germination may not be uniform. The skill of the labour is important to sow the seeds evenly covering the entire field. Broadcast-sowing is normally practiced under dryland condition. Seed requirement is generally high for broadcast sowing. Sowing behind the country plough: In this method, sowing is taken up behind the country plough operation."}
{"text": "Broadcast-sowing is normally practiced under dryland condition. Seed requirement is generally high for broadcast sowing. Sowing behind the country plough: In this method, sowing is taken up behind the country plough operation. Seeds are dropped in the furrow opened during ploughing and subsequently covered while the next adjoining furrow is formed. Bold seeded crops like groundnut are sown by this method in drylands. It is important to take up sowing at the appropriate soil moisture so that the depth of sowing is uniformly maintained. Drill sowing or drilling: Drill sowing is one of the best methods that provides uniform plant population since seeds are uniformly dropped in the furrows. Animal drawn or power operated seed drills are used for this purposes; seed cum fertilizer drill can also be used. By this way, depth of sowing can be maintained; fertilizer can also be applied simultaneously. Pelleting of small sized seeds may reduce the risk of irregular dropping. Since sowing is taken up in lines, intercultural operations can be easily practiced. It is possible to take up sowing of intercrops also. Dibbling: In the method, a seed or few seeds are put in a hole and covered. Under irrigated condition, seeds are dibbled in lines or on the sides of the ridges maintaining optimum intra- row spacing, e.g. maize and cotton. Though this method is laborious and time consuming, it gives rapid and uniform germination and the requirement of seed is less than in broadcasting. Methods of Plant PropagationCuttingThis is cutting the vegetative part of the plant leaf, stem, and root and then planting it again to regenerate the whole plant. The three types of cutting are named after the plant part being detached cut:Stem cuttingLeaf cuttingRoot cutting2. DivisionThis is a suitable technique for perennials plants that live for more than two years . It involves dividing the plant by digging and moving it to an already prepared site. This helps the plant to rejuvenate and reduce water and nutrient competition. 3. LayeringIn this technique, the attached and bent branch of the plant is covered with soil and allowed to root. After the emergence and development of roots that specific part of the plant is cut and allowed to grow as a new plant. This is called layering . 4."}
{"text": "After the emergence and development of roots that specific part of the plant is cut and allowed to grow as a new plant. This is called layering . 4. GraftingThis involves cutting a twig of one plant and joining it with the stem of another plant in such a manner that they form a unit and function as one plant. It is a bit of a complex process but allows you to bring the desired character to your plant. However, be sure to sterilize your hands and tools to make sure you don t transfer any infections during the process. 5. BuddingIn this method, a cut is made in the rootstock and a single bud with little or no wood is inserted into it in such a way that they unite and grow as a new plant. Time of planting depends on the following factorsSoil and weather conditionsThe kind of crop to be planted. The time the produce is desired. CROP MANAGEMENTAdoption of best crop management practices improves crop productivity and can contribute to greater yields with improved quality. Crop management is the set of agricultural practices performed to improve the growth, development and yield of crops. It begins with a seedbed preparation, sowing of seeds and crop maintenance; and ends with crop harvest, storage and marketing. The timing and sequence of agricultural practices depend upon several factors, such as winter or spring crops; harvested products such as grain, hay and silage; sowing methods-broadcast and row-crops; and, plants age, soil, climate and weather conditions. Physical methods of weedingManual controlManual control is the use of the hands or handheld tools to deal with. An advantage of manual control is that it minimizes soil disturbance, and decreases the likelihood of erosion and seed germination. Hand pullingHand pulling aims to remove the entire plant, including its roots, from the soil. This method is useful for small-scale infestations. It is best to hand-pull weeds after rain, when soil is moist. Sturdy gloves should be worn to avoid prickles, blisters or sap burns to the skin. It is not appropriate for all weed species, such as those with underground bulbs. Hand tools such as broad knives and trowels can be used to remove underground parts of weeds such as bulbs that may reshoot. In some cases it is necessary to dig out the crown of the plant. This requires the growing part of the plant to be cut beneath the ground using a knife."}
{"text": "Hand tools such as broad knives and trowels can be used to remove underground parts of weeds such as bulbs that may reshoot. In some cases it is necessary to dig out the crown of the plant. This requires the growing part of the plant to be cut beneath the ground using a knife. Grubbing or chippingThis method requires weeds to be dug out using a mattock or chip hoe. Depending on the plant, it may be important to expose the root system, and remove the crown. In some cases, the mattock or chip hoe is used to cut the stem of the plant below the ground. This method is useful when the ground is hard. Gloves should be worn to avoid blisters. Mechanical controlMechanical control is the use of powered tools and machinery to manage weeds and is best suited to larger infestations. Care should be taken to minimise soil disturbance. Slashing, mowing, dozing, pushing and fellingAt times, controlling weeds using mechanical methods is preferred. However, care should be taken when machinery is used in the process. Disturbing the soil with mechanical control can:increase the likelihood of seed germinationdamage native vegetation. Bulldozers and chainsaws can be used on woody and tree weeds where they are pushed or felled and finally snigged dragged away . These methods are only suitable in certain situations, as they create high levels of soil and vegetation disturbance. Also, shoots and seedlings require follow-up attention. Grading or scalping the top layer of soil is an effective method of removing a seedbank. As this method greatly disturbs the soil, it is best suited for areas that are to undergo complete rehabilitation. Earth UpEarthing up refers to the act of heaping soil around the root zone of the potato plant. It is one of the primary production practices that must be done to increase the potato yield. Advantages of earthing upimproves tuber formation expansion roots pods formationImproves drainage around the cropConserves water soilFacilitates harvesting of tuber cropsRoot protectionManaging plant spacesThinningWhen the young seedlings are too close to each other, they do not grow well. They do not find enough nourishment in the soil and their leaves do not have enough room to develop. Leave only the strongest plants and remove the others. This is called thinning."}
{"text": "They do not find enough nourishment in the soil and their leaves do not have enough room to develop. Leave only the strongest plants and remove the others. This is called thinning. When you take out the seedlings that are small, diseased or misshapen, be very careful not to damage the seedlings which remain in the beds. At the end, pack down the earth around the base of the plants and water them. StakingVegetables with long and weak stems, for example beans and tomatoes, need stakes. A stake is a stick firmly embedded in the earth. It is best to use hard wood, which does not rot. PruningCertain vegetables, like tomatoes, beans, eggplant, need pruning. Nip off surplus buds. Then there will be more fruits and they will be bigger. GappingWhen the seeds fail to germinate, empty spaces are seen within the rows. This if left unfilled can make the farmer incur losses as a result of low yields. The filling up of these spaces or the replacement of ungerminated seeds is called gapping. Advantages of thinning and gappingBoth thinning and gap filling ensures ideal plant population and optimum utilization of sunlight, space, nutrients, moisture and other inputs which ultimately increases yield. Crop hardeningHardening, or \"hardening off,\" is the process of allowing a plant to transition from a protected indoor or greenhouse environment to the harsh outdoor conditions of fluctuating spring temperatures, wind, and full sun exposure. A gradual introduction of these outdoor stresses will cause the plant to accumulate carbohydrates, to trigger more root development, to reduce the amount of freeze-prone water in the plant, and to actually thicken its cell walls. Plant growth will change from soft and supple to much firmer and harder. Hardening TimetableStart the process of moving plants outdoors about two weeks before the weather will be favorable enough for the particular plant to live outdoors. Check seed package instructions or inquire where you purchase seedlings as to when the plant can tolerate outdoor conditions. Keep in mind that air temperature is often warmer than soil temperature. This Vegetable Planting and Transplanting Guide provides guidance for when some popular crops can be planted outdoors. Hardening ProcessWhen temperatures are at least 45-50 , move plants outdoors to a shady, protected spot. Initially place in the shaded, sheltered location for two to three hours."}
{"text": "Demand stricter laws for the protection of animals. ... Shelter an animal in need. Importance of Human treatment of animalsImproved levels of animal health and care will deliver better animal welfare, more efficient livestock production, safer animal-sourced foods and healthier, improved livelihoods. Animals that are well fed and watered, kept in clean and comfortable conditions, and that are handled well with opportunities to express important behaviours are less likely to die prematurely or show poor growth than less well cared for animals. They are more productive with more efficient use of resources such as time, labour and feed for livestock production bringing benefits including improved food security and greater income. Furthermore, avoiding stress before slaughter reduces contamination of meat with harmful bacteria and affects the quality, and value of the meat. Animal welfare is therefore also environmental protection. However, it is not only animals in stables or private households that need to be protected, but also animals in the wild. There they need above all plenty of space, clean water, fresh air, and sufficient food and shelter. General Management of PetsCharacteristics of petsDependent on Humans to Live A pet needs to be given food, water, and shelter by its owner. Being domesticated means the animal depends on its owner for all of its care. Lives in a Home A pet lives in a home. Some pets such as parakeets and hamsters live in cages. Alternatively, dogs and cats wander freely around a home and may have their own bed to sleep in. Needs a Veterinarian s Care Pets need care from a veterinarian. The type of healthcare a pet needs depends on what type of pet it is. An iguana and a beagle need completely different types of vet care! Some Pets Can Be Trained A dog can learn how to sit, stay, and heel in a course of obedience training. Parrots can be taught to talk, and some cats can be taught by humans to do tricks. Devoted to Its Owner Pets are often devoted to their owners. They can establish a trust with their owner over time. In fact, some pets want to be with their owners 24 7! Provides Companionship A pet is meant to be a companion to its owner. Pets are Different from a Therapy Animal A therapy animal receives specific training in order to provide support and care to its owner. As an example, some therapy dogs are trained to recognize the signs of a seizure in their owner."}
{"text": "Provides Companionship A pet is meant to be a companion to its owner. Pets are Different from a Therapy Animal A therapy animal receives specific training in order to provide support and care to its owner. As an example, some therapy dogs are trained to recognize the signs of a seizure in their owner. The dog responds by trying to get the person to a safe place. Alternatively, a pet is there strictly as a companion. Different from a Farm Animal A cow or a chicken living on a farm serves a specific purpose. A cow provides milk while a chicken lays eggs to be eaten or sold. This makes farm animals a little different than traditional pets. Can Be Common or Uncommon When you think of a pet you probably picture a dog, a cat, a bird, a fish, or a gerbil. Those are common choices for pets. Some people prefer less common or exotic pets such as snakes, iguanas, spiders, and ferrets. As long as an owner can offer appropriate care, many animals can live happily as pets. Cannot Survive in the Wild One of the main characteristics separating pets from other animals is a pet can t survive in the wild. It has been domesticated or raised under a person s care. So, releasing a pet snake into the wild doesn t mean it will know how to find food or shelter. In fact, it will likely die. Different types of pets reared in the communityA pet is a domesticated animal that lives with an individual or family. There are popular, well-known pets like dogs and catsDogsCatRodentsFishBirdsTurtlesSnakeFactors to consider when selecting a pet for rearingChoose a pet that will suit your lifestyle and surroundings. For instance:How often are you home? If you work long hours, a dog may not be a good choice of pet, as all dogs require lots of companionship. In this case, pets such as fish might be more suitable. How large is your backyard, and do you have good fencing? If you have a small backyard or poor fencing, then a dog may not be a good choice. You could consider a pet such as a cat that lives indoors with you. Are you prepared to have more than one pet? Some types of animals, such as birds and rabbits, need the company of each other to stay happy and healthy. How much money can you afford to spend on your pet?"}
{"text": "Are you prepared to have more than one pet? Some types of animals, such as birds and rabbits, need the company of each other to stay happy and healthy. How much money can you afford to spend on your pet? All pets are expensive even animals that are cheap to purchase, like fish, birds and guinea pigs, can cost a lot of money when it comes to buying and setting up tanks, cages and hutches. Some dog breeds will cost more to keep than others. Large dogs need more food, some breeds of dogs need regular clipping of their coats. Are you renting? Your landlord may not let you to own a cat or a dog. You may want to consider other pets such as fish. Do you live in an apartment? Some birds, such as parrots, can be very noisy, and may attract complaints from neighbours. You may want to consider a quiet pet such as a cat, or fish. Do you have young children? Some types of pets tolerate children better than others. Are you prepared to have your pet inside with you? Dogs should not be left in the backyard all day they need to spend time inside the house with you, in order to remain happy and healthy. Does your council require cats to be confined to your property? If so, you must be prepared to have your cat live inside with you, or to buy or build cat proof fencing or a cat enclosure. How much time do you have to exercise your pet? Dogs need daily walks. Some breeds of dog are more energetic than others and may need longer or more frequent walks. How much time do you have to train your pet? Dogs, particularly puppies or young dogs, need time spent on toilet training and basic obedience training. Puppies and kittens also require lots of socialization, and regular small meals throughout the day, during the first 6 months of life. You may be better off adopting an adult dog or cat, who is already house trained and socialized. Acquiring a pet for rearingAdoption is the best choiceAdoption of a pet from a shelter is the best way to find a new companion. There are many animals in shelters waiting for a new home to call their own, including a large variety of breeds, sizes, and ages of animals. Some shelters also rehome small mammals such as rabbits, guinea pigs and hamsters who are often sadly taken to shelters when the children they have been bought for have lost interest in caring for them."}
{"text": "Acquiring a pet for rearingAdoption is the best choiceAdoption of a pet from a shelter is the best way to find a new companion. There are many animals in shelters waiting for a new home to call their own, including a large variety of breeds, sizes, and ages of animals. Some shelters also rehome small mammals such as rabbits, guinea pigs and hamsters who are often sadly taken to shelters when the children they have been bought for have lost interest in caring for them. The benefit of rehoming from a reputable animal shelter is that the animals will have been assessed both in terms of their health and behaviorallyBrokers,pet stores,neighbors,professional breeders,commercial kennels,puppy mills, and animal sheltersManagement practices in rearing of petsColostrum feedingWeaningDisbudding - Arresting the horn growth at an early age, when the horn root is in the bud stage is called disbudding. Ear taggingCastrationVaccination schedule for adult animalsDisinfectionQuarantineIsolation of sick animalsInsuring the animalsDisposal of carcassRecord maintenancePreparation of Animal productsDifferent animal products include:meat and meat products, poultry products meat and eggs , fish, shellfish, dairy products milk and cheese , and non-food products such as fiber wool, mohair, cashmere, and leather Factors to consider when grading eggsThe grade is determined by theinterior quality of the eggthe appearance and condition of the egg shell. Eggs of any quality grade may differ in weight size . Weight or VolumecleanlinessSize,ColourFactors considered in detecting defects when grading eggsblood spot,meat spot,mold,stuck yolk,addled egg andembryonic growthProcessing raw honeyThe process of honey harvesting and extraction most likely happens on separate days."}
{"text": "Ear taggingCastrationVaccination schedule for adult animalsDisinfectionQuarantineIsolation of sick animalsInsuring the animalsDisposal of carcassRecord maintenancePreparation of Animal productsDifferent animal products include:meat and meat products, poultry products meat and eggs , fish, shellfish, dairy products milk and cheese , and non-food products such as fiber wool, mohair, cashmere, and leather Factors to consider when grading eggsThe grade is determined by theinterior quality of the eggthe appearance and condition of the egg shell. Eggs of any quality grade may differ in weight size . Weight or VolumecleanlinessSize,ColourFactors considered in detecting defects when grading eggsblood spot,meat spot,mold,stuck yolk,addled egg andembryonic growthProcessing raw honeyThe process of honey harvesting and extraction most likely happens on separate days. These are the tools required:Honey Harvest1 beekeepers suite - mesh helmet and folding veil would do it, with some layers of clothes2 smoker with fuel dry branches, leaves, etc. And a lighter3 frame super - where frames with honey combs will be put for transportation4 sting resistant gloves5 hive tool - to move the frames, scrape wax, etc. Honey Extraction1 heated knife - to unseal honey cells2 uncapping fork - to unseal honey cells missed by the heated knife3 tub for wax honey4 extractor! -. Fancy cylindrical piece of equipment, used to extract honey5 food-grade bucket - to catch honey out of the extractor6 double sieve - catches wax and impurities as honey is poured from extractor7 containers - final destination of honey before consumptionThe process of honey harvesting and extraction most likely happens on separate days. These are the tools required:HarvestingLight the smoker. Use dry branches, hay or newspaper. The smoke dulls the bees' receptors, and prevents them from releasing the alarm odor, a volatile pheromone. The smoke also makes bees gorge on honey, which further pacifies themPrepare SupersThe frames with honey comb are transported in supers. Have them handy. You may also want to have a cloth to cover the super with frames full of honey to prevent bees or other insects from getting to them."}
{"text": "The smoke also makes bees gorge on honey, which further pacifies themPrepare SupersThe frames with honey comb are transported in supers. Have them handy. You may also want to have a cloth to cover the super with frames full of honey to prevent bees or other insects from getting to them. Open SesameUsing the hive tool, lift the hive lid and blow some smoke in the hive. Open lid slowly. Our bees were pretty calm, but that is not always the case! Honey Frame InspectionPull the frames out of the super and inspect the honey combs. Depending on how busy the bees were, how warm it was and if the hive didn't swarm you will know how much honey you have. ExtractionNow the best part! Take the frame of capped honey. Mount the frame above the tub for wax and honey. Use the heated knife to unseal the cells. Lean the heated knife on the edges of the frame and under 30 degree angle and move \"fast\" - don't linger too long, it burns the honey! Repeat for both sides of the frame. The heated knife takes off most of the caps. For the leftover ones, use the uncapping fork and gently shave off the caps. Pour Out Slowly! Place your food-grade bucket under the extractor spigot. Use a double sieve to catch the wax and impurities as the honey starts pouring out of the extractor. Prepare ContainersWash your jugs, jars or whatever containers you will put the honey in. Air dry. Extracting honey without a honey extractorFor small apiaries, harvesting honey without an extractor can be a fun and inexpensive option. We ll cover two methods that do not require an extractor: the crush and strain method, and the cut comb method. Both of these extraction methods sacrifice comb, meaning your bees will need to draw out new comb before they can produce more honey which can mean a smaller harvest the next year. This may factor into your decision about which method you use. The crush and strain method is a low-cost honey processing technique. You simply scrape the honeycomb off of the frame into a bucket, then crush the comb. Place a sieve in another bucket or container, pour the crushed comb into the sieve, and strain it overnight. This process may be best suited for hobby beekeepers who only have one or two hives."}
{"text": "You simply scrape the honeycomb off of the frame into a bucket, then crush the comb. Place a sieve in another bucket or container, pour the crushed comb into the sieve, and strain it overnight. This process may be best suited for hobby beekeepers who only have one or two hives. The honey will move more quickly in a warm room, and you may be able to get more honey if you stir the crushed combs a few times and scrape large wax flakes off of the inside of the strainer. Cut comb honey is an elegant way to package and use your harvest. There are tools available for cutting and packaging comb, but a good-quality kitchen knife does the job nicely, as well. This method works only for frames that contain wireless wax foundation or no foundation you cannot use this method with frames that use plastic foundations, and wired wax foundation will limit the sizes and shapes of combs you can cut. Choose frames that are fully capped and sealed this indicates that the honey will have the right amount of moisture to prevent spoiling. Importance of sorting and grading eggsSorted eggs bring more money to the investor than unsorted. It reduces wastage. Separates eggs into grades of quality. A bad egg can be dangerous to consume and negatively affect someone's health. Importance of processing raw honeyimproves the honey's appearance,increases its shelf-life, andkills yeast cells that can affect the taste of the honey. It can prevent fermentation. It delays crystallization. Removes impurities. STRAND FOURAGRICULTURE AND TECHNOLOGYoff season cropping techniquesOff season cultivation refers to the production outside of their typical cropping cycle. The main objective of off season cultivation is to produce and supply to the market during their lean period. Importance Advantages of off season croppingIt helps in the more effective and efficient use of land and farm resources. The per-unit result of off-season planting is excellent. Consumers nowadays prefer fresh veggies even when they are not in season, and off-season vegetable cultivation can meet this need. It is sometimes feasible to gain foreign exchange by exporting fresh veggies. It is a great source of preventive food that also contributes to nutritional security. It's a good choice for seed production. Technologies for off season croppingDrip irrigationCrop yields can increase through improved water and fertility management and reduced disease and weed pressure. When drip irrigation is used with polyethylene mulch, yields can increase even further."}
{"text": "Construction of suspended garden designRefer to learner s bookVALUE ADDITION TECHNIQUESValue-added agriculture generally focuses on production or manufacturing processes, marketing or services that increase the value of primary agricultural commodities, perhaps by increasing appeal to the consumer and the consumer's willingness to pay a premium over similar but undifferentiated products. Benefits include:increased income,employment creation,improved food safety,food security,nutritional benefits andgreater consumer confidence. There are four major ways that value is added to crops along the value chain:product transformation, e.g. frying, dryingdistribution,storage, andadded service. The value of farm products can be increased by cleaning, cooling, cooking, combining, churning, culturing, grinding, extracting, drying, handcrafting, packaging and distributing, as well as by adding information, education or entertainment,Adding value to groundnutsApart from just eating them raw or cooked, groundnuts can be used to produce oil, paste, flour or sauce used in cakes and cookies obtained by grinding nuts, and peanut butter. Adding value to PotatoesThis can be done through boiling, frying, smashing. Learners to check on how to add value on other productsImportance of addition on crop produce explained Increased revenue. Any addition adds a percentage of increased financial value to the produce and has the effect of improving the incomes of the local farmers. Value addition allows the farmer to focus on the consumer while producing and through meeting expectations, he can create a loyal market around the product. Increased shelf life is a benefit any farmer would want. The longer the product can stay without getting spoilt, the more the guarantee one has of a product selling at their preferred price and time. Milk for instance, hardly lasts over 24 hours but with boiling, it can last more days while with further processing into ghee, the same milk can last months. With value addition comes increased bargaining power. Brand Creation is one of the de facto results of value addition and a fact that your product can be directly identified with you or your farm which is important in an industry where customers exercise a lot of brand loyalty. It allows them to always and readily identify with you as well as win you more referral customers. Value addition creates employment opportunities for people who work there like; industrial chemists, food processors, factory laborersWastage and disposal of unwanted refuse is curtailed since they can be made into different quality products."}
{"text": "Brand Creation is one of the de facto results of value addition and a fact that your product can be directly identified with you or your farm which is important in an industry where customers exercise a lot of brand loyalty. It allows them to always and readily identify with you as well as win you more referral customers.value addition creates employment opportunities for people who work there like; industrial chemists, food processors, factory laborersWastage and disposal of unwanted refuse is curtailed since they can be made into different quality products. This helps to ensure zero waste and protect the environment."}
{"text": "GRADE 8 RATIONALIZED AGRICULTURE AND NUTRITION LESSON NOTESSTRAND 1-CONSERVING AGRICULTURAL ENVIRONMENT1.1 -Soil Conservation Measures. Soil conservation measures refers to a combination of practices done or taken to prevent the loss of soil through soil erosion. Reasons Importance for Soil conservation. To keep top soil in its place. To maintain fertility in the soil. To maintain soil productivity. Helps to increase agricultural production promotes food security. Methods of soil conservation in agricultural environment. Strip cropping. Grassed water ways. Stone lines. Trash lines. Soil bunds. A. Strip cropping. It is the growing of crops in a way that crops that have little soil cover like maize are grown in alternating strips with those that have good ground cover such as sweet potatoes. Permanent vegetation such as grass can also be used as strips. The role of strip crop is it prevents loss of soil through surface runoff. B. Grassed water ways. Grassed waterways are natural or man-made shallow channels in which excess rain water flows. Grass and other vegetations are planted to grow in the channels. When surface run off is directed in the channels, the vegetation in the channels lower the speed of run off and also traps eroded soil. C. Stone lines. These are stones of different sizes heaped in a line along the contour to prevent loss of soil down the slope through run off. Stone lines reduce speed of run off increasing water infiltration especially in semi-arid areas. Water infiltration is the downward entry of water into the soil from the surface. Stone lines are suitable in gently slopes. D. Trash lines. Trash lines are plant materials or crop residues remains arranged along the contour in a cultivated field. Trash lines help to reduce runoff hence preventing loss of soil from land. They also increase water infiltration into the soil. Trash line should be 1 m wide and 0.5 m high. E. Soil bunds. A bund refers to a heap of compacted soil made along the contours. Grasses can be grown on top of the bunds to hold soil together firmly. Bunds help to reduce the volume of water flowing downwards in a cultivated field after rain fall. Bunds enhance water infiltration. NOTE:Most structures constructed to conserve the soil are made along the contour line. Therefore, it is very important to establish the contour lines first before construction of the structures."}
{"text": "Bunds enhance water infiltration. NOTE:Most structures constructed to conserve the soil are made along the contour line. Therefore, it is very important to establish the contour lines first before construction of the structures. Contour lines are established to guide the position of the soil conservation measures. Contour farming is the farming carried out across the slope rather than up and down. Therefore, contour lines run across the slope and not up and down. A farm layout is a drawn plan that shows various farm enterprises and where they are placed in the farm. A farm layout is a plan of how various farm components enterprises are arranged and set up on the farm. A farm model guides the farmer to locate various farm activities and structures for convenience. What is the importance of Farm layout? It helps in maximum utilization use of land. Farm enterprise are orderly arranged. Local available material that can be used to make a farm model in school include: Cartons. Cardboards. Soil. Papier mache. 1.2 -Water Harvesting and StorageIn rainy season, a lot of water goes in waste. This water can be harvested and stored then used for farming purposes. Methods of harvesting and storing water for farming purposes. There are various methods used to harvest and store water for farming purposes. Use of rooftops. Use of diversion channels. Directs water into water ponds and water tanks. Water ponds. Shallow water pans. Tanks. Shallow water pansGrass should be planted around the shallow water pan to:Control soil erosion. Control sedimentation. Constructing Shallow water pan. Measure desired size of the structure. -. Dig out soil to the desired length and width with depth between 1 to 3 metres. Make conveyor or small channels that directs surface runoff to the structure. Water pondConstruction of a water pond. Mark desired measurements on ground. Dig out the soil. Place a polythene liner evenly covering the sides and the base. Reinforce the liner by placing soil in the upper part around the pond. Plant grass around the pond to control erosion and sedimentation. Make channels to transfer surface runoff. Water tanks. Water tanks can be used to collect surface runoff or water from the rooftops. Ensure water flow into the tank by removing any materials such as gravel, sediments from the sieve entrance of the tank. Gutters should be fixed around the house to collect water when it rains and direct it to the tank through pipes for storage."}
{"text": "Water tanks can be used to collect surface runoff or water from the rooftops. Ensure water flow into the tank by removing any materials such as gravel, sediments from the sieve entrance of the tank. Gutters should be fixed around the house to collect water when it rains and direct it to the tank through pipes for storage. Underground water tank Elevated water tankFactors to consider when setting up a water harvesting and storage unit at home or at school. Location. Accessibility. Type of crop to be irrigated using water. Size of the farm. Dimension of the storage unit. The slope of the land. The cost of the work. Importance of harvesting and storing water. Harvesting and storing water helps to supplement other sources of water. It provides water during shortage and in dry seasons. Water is available through out. Reduces cost of farming. Excess water from the rain is utilized. Helps to prevent destruction of infrastructures such as buildings and roads by surface runoff. Maintenance of water harvesting and storage structures. Plant grass around the water pans and water ponds to control soil erosion and sedimentation and to stabilize the embankments. Remove foreign material in water found in water pans, ponds and tanks. Structures such as water pans and water pons should be fenced. Water tanks should be cleaned and foreign materials such as gravel, twigs, leaves sieved out during water entry. Clean the gutters to remove accumulated materials. Uses of water harvested and stored on the farm. Watering irrigating crops. Watering animals. Domestic uses such as washing, cleaning items etc. Types of water storage tanks. Water tanks can be:Plastic. Metallic. Concrete. They can also be elevated placed on top of the ground or underground. STRAND 2- FOOD PRODUCTION PROCESSES2.1 Kitchen and Backyard Gardening. Food security is an important aspect of a healthy society. To promote food security, household should embrace kitchen gardens. A kitchen garden ensures regular and ready supply of fresh vegetables, fruits and herbs. Food security exists only when all people at all times have access to sufficient, safe and nutritious food that meets their dietary needs and food preference for healthy living. Kitchen garden is any convenient size of a plot, space or structure located in a home where a variety of crops are grown mainly for family consumption. The role of a kitchen garden in food and nutrition security. To produce safe, fresh food that is accessible to the family."}
{"text": "Kitchen garden is any convenient size of a plot, space or structure located in a home where a variety of crops are grown mainly for family consumption. The role of a kitchen garden in food and nutrition security. To produce safe, fresh food that is accessible to the family. It is a reliable source of green leafy vegetables, herbs, fruits, legumes and cereals for home consumption. Growing of both seasonal and off-season crops that ensures steady supply of nutritious food. Help family to meet their nutritional needs and promotes healthier lifestyles. Generates income from sale of surplus excess produce. Helps to save family income direct towards purchase of vegetables, fruits and others. Provide alternative when staple foods are not in stock. Helps to increase food production. Some form of kitchen gardening use recycled materials like plastics hence contributes to environmental conservation. Innovative technologies for kitchen garden. Increase in population and urbanization has led to limited space that can be used to establish large gardens. Innovative technologies ensure proper use of the small available space for maximum production. The main aim of innovative gardening is to maximize the small available space with proper water conservation, measures in crop production. Examples of innovative kitchen gardens include:Container. Wick. Hanging pots. Tyre. Multistore gardens. Simple drip. Organic sack garden. Most of the kitchen gardens focus on vertical gardens which keeps the crops off the ground as compared to horizontal gardening. Benefits of innovative gardens. Use locally available materials. Requires little amount of water. Easy to manage because less labour is required. Makes good use of little space. Some are portable-can be moved from one area to another. High productivity or yields. Aesthetic value around the compound. Ideal for urban areas and congested homesteads. 2.2 Poultry Rearing in a Fold. Poultry rearing is the keeping of domesticated birds such as chicken, ducks, turkeys, geese, pigeons, guinea fowls and ostriches. Poultry are kept for production of meat, eggs and other products. Poultry folds. Structural appearance of a poultry fold. A fold is a portable structure used for rearing poultry in an open piece of land where they can access sunlight, vegetation to supplement their feeds and can also exercise. Feed and water troughs are placed inside the folds. The fold can be moved from one place to another for the birds to eat fresh vegetation. Poultry folds are portable triangular shaped structures."}
{"text": "Feed and water troughs are placed inside the folds. The fold can be moved from one place to another for the birds to eat fresh vegetation. Poultry folds are portable triangular shaped structures. A fold has two sections, one is roofed and the other is left open but fitted wih wire mesh to secure the birds. The fold has a door fitted on one side. Materials used in the Construction of a poultry fold. Poultry folds are constructed using locally available materials. This makes it cheap and easy to construct them. Materials for constructing a poultry fold include:NOTE:Smaller folds have rollers and wheels that helps to move them from place to place. Some folds structures have wire mesh at the base to allow droppings to pass through to the ground. Fencing staples can be used instead of nails. The size of the fold depends on the number and type of poultry reared. Rearing practices of poultry in a fold. There are various practices which are carried out when rearing poultry in a fold. These rearing practices includes: Moving the fold to new sites regularly for the birds to feed on fresh vegetation. Ensure birds are provided with clean water. Ensure hygiene is maintained in the poultry fold. The fold should be strong enough to secure birds and kept in a safe place. The fold should be sheltered from the rain to avoid wetness. It should be placed in such a way that the open side is away from direct winds to avoid drought. How to rear Poultry in a fold. Sitting. Where to place your fold Ensure the fold is placed in an area: Protected from rain and direct wind. With enough security. That can be easily accessible. With enough vegetation. Stocking the folds. Place chicks into the fold carefully in the early hours of the day for them to familiarize with the environment. Place the right number of birds in the fold to avoid overcrowding which encourages diseases. Feeding. Provide enough feed depending on the stages of growth. Place feed in the feeding troughs. Move fold unit from one place to another to enable birds to eat fresh vegetation. Watering. Provide clean water in waterers. Sanitation. Maintain high standards of hygiene in the folds by cleaning the waterer, feed troughs and poultry folds. Vaccination."}
{"text": "How fresh fish is processed. Fresh fish need to be processed immediately after being harvested from water to prevent spoilage. Various processes are carried out to prepare fresh fish for transportation, storage and consumption. Fish is prepared after harvesting by:Scaling-removal of scales. Gutting-removal of gut or the alimentary canal. Cleaning-washing the fish with clean water. These processes usually slow down the growth of micro-organisms and keep it fresh before use. Procedure followed when processing fresh fish. Specific methods of processing fish for consumption, storage and transportation are as follows:Inspect and select fresh fish for processing. Start the process as follows. A. Scaling. Rinse fish to remove slime. Place fish on a chopping board or tray with absorbent paper. Hold fish firmly by the tail and use a fish scaling tool or back of a knife to scrape off the scales moving from the tail to head on both sides Rinse the fish in clean water to remove any loose scales. Run your fingers over the fish skin to make sure that all scales have been removed. B. Gutting. Lie the fish on its side on either a chopping board or a tray. Make a cut in the belly of the fish at the tail-end and cut through the skin to the head. Insert your fingers into the belly through the cut opening and remove internal organs by easily pulling them out. Place them on a separate plate or tray. Rinse the inside of the fish with cold water until the water becomes clear. Use a kitchen paper or towel to dry the fish. Cleaning. Clean the fish thoroughly before and after gutting. Use cold water when cleaning fish. Salting. Use the fish that have been well prepared by scaling, gutting and properly cleaned. Place the fish on a flat clean surface or tray where they will remain after salting. Sprinkle layers of salt on all the parts of the fish. Leave the fish in layers of slat for at least 2 days. Keep the salted fish in a cool dry place. Frying fish Select a clean well-prepared fish. Heat oil in a saucepan and dip the fish to cook for 4 to 5 minutes."}
{"text": "Keep the salted fish in a cool dry place. Frying fish Select a clean well-prepared fish. Heat oil in a saucepan and dip the fish to cook for 4 to 5 minutes. Remove the fish from the oil using a draining spoon. Place the fish on a mesh tray to drain excess oil. NOTE: Processing fish should be carried out in a hygienic environment to prevent contamination. Cold water should always be used when cleaning fish to remove all the blood. This prevents deterioration due to multiplication of bacteria. Gutting fish may sometimes include the complete removal of the gills and the fins. Salting draws water from the fish increasing its shelf life. How to dress poultry carcass. Quality of poultry products can be linked to a variety of factors such as handling at slaughter. Poultry dressing procedures should be done in a hygienic manner in order to produce products fit for human consumption. When dressing poultry carcass, some parts can be detached and packed separately. However, the whole carcass can be packed with the parts attached. Poultry thighs poultry gizzardsDressing a poultry carcass. The following practices are carried out to dress the poultry carcass. Beheading-restrain the poultry well and cut the neck muscles with a sharp knife. Defeathering-scald the bird into hot water of a temperature of 550 C for about 2 minutes to loosen the feather. Remove and pluck off loose feathers completely. Singeing-hold the defeathered bird over a flame for a few minutes to burn the hair like structures left on the skin. Washing-wash the whole bird in clean cold water to remove the surface dirt. Prepare the poultry carcass for various purposes as follows. Place the carcass on its back on a clean surface or chopping board. Remove oil gland with a knife. Remove the offals by:Make a cut above the vent but avoid cutting too deep. Press on the breast and insert fingers through the cut made on the vent. Grab the visceral and pull them out avoiding too much pressures to prevent puncturing the gall bladder. Slit the neck skin to remove the crop, trachea and Oesophagus. Place the internal organs on a separate plate. Cutting the carcass into various pieces."}
{"text": "Slit the neck skin to remove the crop, trachea and Oesophagus. Place the internal organs on a separate plate. Cutting the carcass into various pieces. Cut joints between thigh and the body and separate the thigh and the leg at the joint. Cut the joint between the wings and the body and then separate the wings. Cut the breast into two parts by separating the muscle in front of the keel. Cut the backbone and neck strip into 3 pieces each. Separate the gizzard, liver and the heart from the other internal organs. Cut open the wall of the gizzard lengthwise to the lining to remove hard grit and then peel out the lining. Wash these organs in cold water and then pack them. Pack all the pieces in clean storage bags as required. NOTES: High hygiene standards should be maintained when handling raw poultry meat to avoid contamination which can lead to food poisoning. Complete bleeding of carcass prevents discolouration of the meat due to formation of clots in the muscles. The clots attract micro-organisms. Care should be taken not to burst gall bladder as this makes the meat bitter. Pieces from poultry carcass are packed separately and sold at different prices. What is the importance of processing fresh fish and dressing poultry carcass? It adds value to the meat. Keeping quality of both fish and poultry products is increased hence prolonged shelf life. Packing poultry pieces separately enables selling at a higher price than the whole carcass. 2.5 Preserving Meat and Milk. Animals gives products such as milk, meat, eggs, honey, hides and skin. Some of the products easily go bad, hence they should be preserved to increase their shelflife. Methods of preserving milk and meat in the locality. Milk and meat deteriorate in quality with time. They should be well preserved to prolong their shelf-life and availability. Food preservation is the process of preventing food from spoilage. There are various methods of preserving milk and meat. Methods used in preserving milk include:Boiling. Fermentation. Methods used to preserve meat include:Sun drying. Smoking. Salting. Preservation of Milk and Meat at household level. Common methods of preserving milk are:Fermentation-Fermentation of milk produces certain acid that preserves milk. Boiling or pasteurization of milk-boiling milk kills micro-organisms by exposing them to high temperatures at the milk boiling point."}
{"text": "Preservation of Milk and Meat at household level. Common methods of preserving milk are:Fermentation-Fermentation of milk produces certain acid that preserves milk. Boiling or pasteurization of milk-boiling milk kills micro-organisms by exposing them to high temperatures at the milk boiling point. This method preserves fresh milk. Common methods of preserving meat are:Sun drying-it removes moisture from meat making the action of micro-organism difficult. Meat is cut into small pieces, sundried and then packaged. Smoking-meat is covered with a layer of smoke which stops action of micro-organisms. Salting-salt is applied on the surface of pieces of meat or dipped in a highly concentrated salt solution know as brine. This salt solution dehydrates removes water the micro-organisms and stops their action on meat. What is the importance of preserving milk and meat? It increases the shelf-life of both milk and meat. It makes the two products available for a longer period of time hence enhancing food security. Strand 3 -HYGIENE PRACTICES. 3.1-Cleaning the Kitchen. Methods of removing dirt from the kitchen surfaces. Food should be prepared and cooked in a clean and orderly environment. A dirty kitchen can be a breeding place for other harmful living things such as pests and flies which can lead to health hazards. There are may ways of removing dirt from kitchen surface. The methods depend on types of dirt found on the surfaces. Methods of removing dirt from kitchen surfaces. Sweeping-Done using a broom, brush and dustpan. Dusting-it is done after sweeping a room. It ensures any dust that may have been blown in the air and deposited on the surface is removed. Wiping -it is used to remove fixed dirt on the surfaces that can be damaged by scrubbing. Surfaces that are wiped include furniture, ornaments, walls and windows. Scrubbing-this is where warm soapy water is used to together with a hard scrubbing brush. Vacuum cleaning-a vacuum cleaner is used to remove loose dirt from the surfaces which is sucked into a dirt bag attached to the vacuum cleaner and it is disposed of after cleaning. Mopping-this is the removal of fixed dirt from a surface by using a mop, bucket, water and detergents. State the reasons for cleaning the Kitchen. A kitchen must be kept clean at all times. Frequency of cleaning depends on type of fuel used and amount of cooking done."}
{"text": "State the reasons for cleaning the Kitchen. A kitchen must be kept clean at all times. Frequency of cleaning depends on type of fuel used and amount of cooking done. Therefore, cleaning the kitchen is necessary for the following reasons:To preserve clean kitchen appearance. To prolong life of a surface, dirt can destroy the surface if allowed to accumulate. Psychological satisfaction of the user. To cut down cost of cleaningTypes of leaning for a kitchen. Daily cleaning. It is the removal of loose dirt from the kitchen surfaces on daily basis. It involves the following methods:Sweeping. Brushing. Dusting. Suction cleaning. Weekly cleaning. Involves the removal of both loose and fixed dirt. It involves:Sweeping. Dusting. Scrubbing. Wiping. Special cleaning. This is the thorough cleaning that is done occasionally when it is necessary. For example,Cleaning the chimney to remove soot,Painting the walls. Cleaning different kitchen surfaces. Strand 4- PRODUCTION TECHNIQUEStogether in position with stitches. This has to be done neatly and securely for the item to look presentable and to last long. A seam is any part of the garment or clothing article where two or more pieces of fabric are joined together using permanent stitches. Seam line is also referred to as the stitching line, construction line or fitting line. It is the line where permanent stitches are worked. Seam allowance is the distance between the seam line and the cutting line. It is usually1.5cm wide. Seam turning is the amount of fabric between the cutting line and the seam line. Types of Seams used in clothing construction. There are many types of seams used in clothing construction. The type of seam used depends on the desired outlook and stitching effects required. Open seam. Plain seam. Overlaid seam French seam. Machine fell seam double stitched Run and fell seam. Factors to consider when choosing seams in clothing construction. Type of garment-Frequent laundered garments are preferably made using a plain seam because the turnings of the plain seam are neatened together making it to remain closed during laundering. Type of fabric- heavy fabrics require seams that are not bulky to prevent the seam from becoming too thick, for example, an open seam can be used for heavy fabrics because it is not bulky. Position of the seam on the garment- some seams are more suitable for some areas of garment than others."}
{"text": "Type of garment-Frequent laundered garments are preferably made using a plain seam because the turnings of the plain seam are neatened together making it to remain closed during laundering. Type of fabric- heavy fabrics require seams that are not bulky to prevent the seam from becoming too thick, for example, an open seam can be used for heavy fabrics because it is not bulky. Position of the seam on the garment- some seams are more suitable for some areas of garment than others. For example, a plain seam is more suitable for the armhole seam as compared to open seam. The effect desired-when a decorative effect is required, seams such as machine fell and overlaid seams that are constructed show on the right side of fabric when used. Qualities of A well-made seam. A well-made seam should have some specific qualities as follows. Should be firmly stitched. Should be accurately stitched on the fitting line. Should be neatly stitched. Should be properly matched where two or ore seams meet. Should be of appropriate width. Should be well-pressed and flat. MAKING SEAMS. The most commonly used seams in garment construction are the open and plain seam. They lie flat when finishing pressed or ironed and can be used in most types of articles. Open Seam. An open seam is a simple seam that has been stitched and pressed open. STUDENT ACTIVITIES GUIDED BY THE TEACHERMaking an open seam. Requirements. 2 pieces of cloth 10 cm by 1o cm . A pair of scissors. Tape measure. Tailor s chalk. Hand sewing needle. Sewing thread. Pins. A table and well threaded sewing machine. Method. I. Measure 1.5 cm seam allowance from the top edge of each fabric. Mark the stitching line. Ii. Place the two pieces right side facing each other. Match the stitching lines and the raw edges. Pin the two pieces together at intervals to hold them firmly. Take along the stitching lines. Vi. Remove the pins. Machine stitch along the stitching line and remove the tackling stitches. Press the seam open on both the wrong side and the right side. Open Seams. A plain seam is a simple seam that has been stitched and pressed to one side. Plain sea, is a flat seam which is used in most clothing and articles."}
{"text": "Open Seams. A plain seam is a simple seam that has been stitched and pressed to one side. Plain sea, is a flat seam which is used in most clothing and articles. It is made the same way as an open seam but unlike the open seam which is neatened by opening and finishing each seam turning separately, the plain seam is neatened by stitching the edges of the seam turnings together. Making a plain seam. Requirements. 2 pieces of cloth 1ocm by 10cm A pair of scissors. Tailor s chalk. A tape measure. Hand sewing needle. Thimble. Sewing thread. Pins. A table. A well threaded sewing machine. Method. Measure 1.5 cm seam allowance from the top edge of each fabric. Mark the seam line. Place the two pieces of fabric right sides facing. Match the fitting lines and the raw edges. Pin the two pieces of fabric together at intervals along the seam line to hold them firmly. Tack on the seam line and remove the pins. Remove the tacking stitches. Press the seam flat on the wrong side. 4.1 Innovative Waterer Project. Water is an essential requirement in animals just like in plants. Animals should drink clean and adequate water every day. Providing enough and clean water is a challenge for human beings and animals. Therefore, innovative economical ways of using available water to take care of domestic animals. Types of animal waterer used by the community. Domestic animals are provided water in containers called waterers. Different domestic animals use different types of waterers. Some waterers are left open for the animals to drink water directly while others are automatic. The types of waterer used for watering animals in the community depends on the type of domestic animals kept. Large animals such as cattle, camel. Donkeys, sheep, goat and pigs use open containers and troughs constructed as part of their houses. Small animals such as rabbits and poultry use small containers cutout from jerrycans and hanged on the walls of their cages. Challenges of the existing animal waterers used by domestic animals in the community. Use of poorly constructed waterers-leads to inadequate water intake by the animals. Lack of skills in handling the waters. Poor placement of the waters. Poor usage by the animals leading to spillage and contamination of water. Provision of water to animals is a tiresome process discouraging community members from keeping domestic animals. Provision of less spacious waterers for large number of animals."}
{"text": "Poor usage by the animals leading to spillage and contamination of water. Provision of water to animals is a tiresome process discouraging community members from keeping domestic animals. Provision of less spacious waterers for large number of animals. Uses of innovative waterers. An innovative waterer is an equipment that is designed to improve the ease and efficiency at which drinking water is provided to an animal. It can be used to solve challenges of the existing waterer in the community. The type of innovative waterer depends on the farmers preference and the skill to use the waterer. The community household can be assisted to innovate and construct better waterer for their animals. Waterer should be made with materials that are durable, easily available and affordable. Containers for any type of chemical should nor be used for waterers, unless they are cleaned thoroughly with detergent before use. Innovative techniques for watering small domestic animals. An innovation means an idea generated in the mind and then created into reality. We can improve the existing waterer in the community to solve the challenges of watering animals or create new better waterer. Different groups can create their own innovations and select the innovation that has less cost. Requirements for functionality of Waterers. Should be workable. Should be easy to use. Should be easy to clean. Should have efficient overflow control system to prevent spillage. Should have a mechanism of adding water easily to avoid time wasting. Should be heavy enough to prevent animals from toppling it off the ground. Provision of Water to animals using the innovative waterer constructed. If waterer are placed at a higher point ,water remain clean for a long time. Waterer contaminated with feeds should be changed immediately. Accidental water spillage increases humid conditions in animals houses and should be controlled. Importance of using innovative waterer in animal rearing. Innovative waterer are made with locally available materials to suit needs of the farmer and of particular animals. They are economical and affordable. They are easy to operate and maintain. 4.3- ICT In Agricultural Support Services. ICT stands for Information Communication and Technology. ICT had become an important tool in agriculture when carrying out agricultural practices. ICT devices such radio, televisions, phones, computer softwares are used together with other applications to improve agricultural activities by accessing important information. Agricultural support services. Farmers need agricultural services which supports farming operations. The services can be obtained from ICT."}
{"text": "Agricultural support services. Farmers need agricultural services which supports farming operations. The services can be obtained from ICT. Examples of agricultural support services that farmers can obtain from field officers, print media through the use of ICT devices include:Weather forecasting-information on weather to help farmers make decisions related crop growth, irrigation, time of fertilizer application, pest and diseases control etc. Input supply ICT devices provide input and information on seeds, pesticides, soil testing, crop spraying, fertilisers and herbicides. Extension services use of radios, televisions, mobile phones and videos can help farmers access useful agricultural information instead of having to visit or visited by an extension officer. Market information farmers use ICT tools to access information on demand, supply and pricing of various agricultural commodities. ICT helps farmers to reach out to potential buyers who offer higher prices for their products. Banking services farmers can use ICT tools to compare various services offered by different financial institutions to make an informed decision on which to adopt. Accessing Agricultural support services using ICT. Agricultural support services can be accessed using available ICT search engines. ICT tools such as radios, television, computers, mobile phones, data projectors, software programs, printers and scanners can be used to get agricultural support services. The internet plays a greater role in enabling farmers access such information. Ethical and Security considerations in use of ICT platforms. ICT platforms should be used with precautions and responsibly. This ensures privacy personal data and information about companies involved. It also ensures ICT data is not erased or interfered with. When using ICT platforms, only concentrate on the target information to enhance efficiency in agricultural practices. The following are some of the ethical issues in ICT:Personal privacy. Refers to protection of personal data that is linked to other information about an individual causing emotional distress and harm such as physical, financial and professional to such an individual. Access right. Refers to permission granted to a user to perform a particular operation on a computer. Access rights restricts the user to specific operations only. Harmful actions. These are actions that can lead to loss of information, property and ownership. These damages cause security concerns to the user from the public. Copyright issues. Refers to legal rights given to investor for a fixed number of years to print, publish, perform, film or record literacy, artistic, or musical material. It allows inventors only to reproduce such work. Piracy. Refers to using unlicensed copies of software for operations by producing more copies than is licensed for."}
{"text": "It allows inventors only to reproduce such work. Piracy. Refers to using unlicensed copies of software for operations by producing more copies than is licensed for. Security Threats to ICT.Computer viruses-are malicious programs that interferes with normal functioning of the computer by causing damage to data softwares. Unauthorised access-gaining access without permission to a network, computer system, an application, data or other resources. Data loss-refers to intentional or unintentional destruction of information caused by a person or a process from within or outside the organization. Cyber-crime-refers to criminal activities carried out by means of computer or the internet. Examples include compromised IoT devices, stolen credit card information, hacking into government website, theft of user accounts etc."}
{"text": "GRADE 8 PRE- TECHNICAL STUDIES RATIONALIZED LESSON NOTESSTRAND 1: FOUNDATION OF PRETECHNICAL STUDIES1.1 FIRE AND DATA SAFETYImportance of safety in a work environment. Reduces financial losses needed to repair damaged property. Increases business rating because of customer and worker satisfaction. Reduces job losses that comes from permanent injuries. Reduces financial losses needed for medical expenses. Reduces damage to property because of lower number of accidents at workplaces. Reduces cases of injury because of lower number of accidents at workplaces. It improves productivity. Causes of fire in a work environment. Some of the possible causes of fire outbreak in the work environment include:Faulty equipment such as extension cables in places such as kitchens, offices, workshop or warehouses. Fires when performing tasks such as welding, flame cutting or grinding. This work generates heat, sparks or flames to cause fire. Improper storage of flammable and combustible materials such as flammable liquids or charcoal in workplace. Human errors such as using equipment such as electric cooker incorrectly, not reporting faulty machinery as well as leaving cooking food unattended may lead to fire accidents. Injuries caused by fire at work places. Injuries caused by fire occurs when you get in contact with open fire or burning objects. Some of the injuries caused by fire in a work environment include:Burns-where fire raises temperature of the skin and tissues causing the tissues and cells to die. Smoke chocking- where the victim suffers obstructed breathing, seizures and comas. Chemical poisoning from inhaling poisonous fumes such as carbon monoxide. Shock where a victim develops abnormal heart rhythm and becomes unconscious. Prevention of fire outbreaks in a work environment. Ways of preventing fire outbreak in the environment include:Providing enough safety and security at work premises. Keeping a work environment clean and orderly. Being cautious when performing activities using open fire. Having all equipment well services and maintained. Allowing for easy access to electrical switches and fire alarm equipment. Storing and handling flammable materials and liquids with care. Types of fire injuries and their first aid requirements. Different types of fire injuries require different First aid approaches. The first aid for different fire injuries are as follows:Performing First Aid for fire burns. Assess find out the situation to ascertain your own safety. Immediately get the person away from the heat sources to stop the burning."}
{"text": "The first aid for different fire injuries are as follows:Performing First Aid for fire burns. Assess find out the situation to ascertain your own safety. Immediately get the person away from the heat sources to stop the burning. Cool the burn with cool or lukewarm running water for 20 minutes. Remove any clothing or jewellery that is near the burnt area of the skin. Do not move anything stuck to the skin. Make sure the person keeps warm using a warm cover such as blanket, but take care not to rub it against the burnt area. Cover the burn by placing a layer of cling film over it. If the injury is on the face, sit up as much as possible, rather than lying down. This helps to reduce swelling. Performing First Aid for smoke choking. Remove casuality from smoke or toxic exposure to a safe and more ventilated open space. Sit casuality upright and loosen clothing around the neck and airways. If the casuality has breathing difficulties, call for assistance to take him or her to the hospital. Performing First Aid for smoke poisoning. Move the casuality or victim to a safer place with fresh air if you can. Sit the person or lay them down on their side, not their back. If the victim has breathing difficulties, get emergency help to take him or her to hospital. Performing First Aid for shock. Lay the person down, and if possible, elevate their feet about 30cm unless the head, neck or back is injured or you suspect broken hip or leg bones. Do not raise the person s head or turn the person on the side if they are vomiting or bleeding from the mouth. Keep the person warm and comfortable. If the victim has breathing difficulties, get emergency help o take him or her to the hospitalFire fighting methods at work environment. There are four fire fighting methods applicable in a work environment. These are:Cooling method. This is where the temperature of the burning materials is reduced to slow down the burning. A suitable example is where cold water is used to put out a fire. Smothering method. This is where the supply of oxygen to the burning object is cut out to slow down the burning process. An example is covering a burning object with a fire blanket or sand. Starving method. This method involves the following activities:Removing combustible items from the vicinity of the fire. Removing the parts of the burning material from the mass of burning material."}
{"text": "1.2 -Computer Hardware. Computer hardware are the physical parts of the computer that are tangible. The physical parts of the computer make up the computer hardware. Computer hardware is made up the following categories of:Central processing unit. Input devices that are also subcategorized into keying, pointing, scanning, voice input, touch screen, digitizer, digital cameras. Output devices subcategorized into softcopy output devices and hardcopy output devices. Storage devices subcategorized into fixed and removable devicesCategories of the computer hardware. The computer hardware is grouped into the following categories:Input devices. Output devices. Storage devices. Central processing unit. CPU They include; mouse, keyboard, touchpad, joystick, scanner, camera, microphone and stylus. CPU-it processes the data entered into the computer according to the instruction given by the computer user. It is the brain of the computer and it is also called the processor. It is made up of Arithmetic Logic Unit. ALU , Control Unit and the registers. It retrieves and executes instructions by coordinating and processing all the functions of a computer. Output device-they are used to give out information from the computer. Examples of output devices include monitor, speakers, plotter, headphones, projectors and printer. Storage devices-they are used to store data and information. They save data, information, computer softwares and running operations. Examples of storage devices include hard disk, memory card, flash disk and external hard disks. Selecting Appropriate Hardware for different situations. Different computer hardware components are used in different situations depending on the tasks to be performed. Examples. For a taxi driver to communicate with his client he as to use a phone. To accurately capture item prices in a super market a scanner is used. During presentations a speaker and projector are required alongside a computer. Input devicesA computer works faster after receiving data. The data is entered in the computer system using input devices. Therefore, the work of input devices is to enable a computer user to enter data that needs to be processed and the instructions on how to process it. Categories of Input device. Input devices are categorized according to how they are used to enter data into the computer. They are hardware components that help in providing data and instructions to a digital device. The categories are as follow:Pointing input devices- they control a pointer or cursor on the screen. They include mouse, touchpads, joystick, light pen, mice and trackballs."}
{"text": "They are hardware components that help in providing data and instructions to a digital device. The categories are as follow:Pointing input devices- they control a pointer or cursor on the screen. They include mouse, touchpads, joystick, light pen, mice and trackballs. Keying input devices- they help in entering data by pressing the keys on them. They include keyboard, keypads, and television remotes. Scanning input device- they capture data directly from the source and convert it into a form a computer can understand. They include barcode readers, optical character readers, optical mask readers, magnetic stripe reader and magnetic ink character readers. Voice input devices-they enter data and instructions into a computer in form of speech. The microphone is an example of a voice input device. Touch screen input devices -they enter data into a device by touching the screens that have electronic keyboards such as touch screen keypads. Digitizers they are also called graphic tables or drawing tablets. They convert analog touch input into digital signals that the device s processor can understand. This allows users to interact with the device through touch, tapping, swiping and pinching. They are devices that allows you to input drawings, sketches and handwritten notes into a computer. They consist of a flat surface and a stylus or pen-like instrument that you use to draw or write on the surface. Others Input devices categoriesGaming controller-they are used when playing computer games. Example includes joystick and steering wheel. Visual and imaging devices-They include digital camera, image scanner and video recorders. Appropriate input devices for different situations. Factors to consider when selecting input devices. User needs-the device should meet the need of the user. Type of data to be input. Available space for the input devices. Volume of the data to be input. Accuracy of the input devices. Cost of the input devices-the device shot be affordable. Compatibility-it is the ability of the input devices to work with the existing computer hardware. The device should be able to work together with other available devices in the computer. Reusing Input devices to minimize wastage. Input devices that are in good condition can be reused to minimize waste. Computers keyboards can be used to make: book covers, pencil holders, key holders, rings and fridge notes. A computer mouse can be used to make toys, soap dishes, toothbrush holders and Christmas tree decorations. Obsolete and dysfunctional input devices can be sent to recycling facility where they will be recycled to make new products. Output Devices."}
{"text": "A computer mouse can be used to make toys, soap dishes, toothbrush holders and Christmas tree decorations. Obsolete and dysfunctional input devices can be sent to recycling facility where they will be recycled to make new products. Output Devices. Processed data can be given out in form of audio, text, pictures, graphics or videos. Output devices are used to give out information from the computer. Output devices of a computer. Output devices are peripheral devices that give out information from a computer to the user. Examples of output devices are: monitors, printers, actuators, plotters, speakers, earphones and projectors. Functions of Output devices. MonitorIt displays data in text and graphics. Speakers. Gives information in form of sound or audio. Headphones earphones. Produce audio information. Printers. Produce text or picture on paper. Projectors. Gives visual information by projecting it on a flat smooth like wall or a white board. Plotters. Produces digital created graphics and drawings. A plotter uses a pen to draw lines on paper. Actuators. A part of a device or machine that helps to create physical movement using signals from a computer. Braille embosser. A device that presses dots onto paper for people with visual impairment to read using their fingers. Categories of Computer Output devicesSoftcopy output devices. They give intangible output in form of text, audios and videos. These devices include; monitors, speakers and projectors. Hardcopy output devices. They give tangible output that is in form of printed text or graphics. Examples of hardcopy output devices are printers and plotters. Advantages and disadvantages of Softcopy and Hardcopy output. Advantages of hardcopy Disadvantages of hardcopyIt is considered permanent data as editing It is expensive to produce as it requires and changing is not easy. Paper, ink and printer. It does not need electricity, special devices It is not easy to move from one place to or software to display show another. When properly stored it is not easily lost It requires a lot of physical storage space. It is not subjected to data stealing and cyber It can be stolen or destroyed through wearattacks and tear or be subjected to factors such asfire and water. Advantages of softcopy Disadvantages of softcopyIt is easy to move from one place to It is vulnerable to cyber and data stealing. Another."}
{"text": "A nonvolatile memory used to store data in computers, digital cameras, universal serial bus, flash drives and mp3 players. Data in flash memory can be electrically erased and new data stored in it. Location of Fixed storage devices in a computer. Some fixed storage devices in a computer such as the hard disk and solid-state drive are usually found in the drive bay of the computer case or on underside of a laptop. Some solid-state drives are embedded on the motherboard. Internal flash drives are mostly located in small portable devices such as mobile phones and cameras. How data is stored Written and retrieved read from fixed storage devices. Writing data or saving data means storing data. Data is written on a fixed storage device by:Creating new files. Downloading. Copying or moving files and saving them in a computer storage device. Reading Data, retrieving data or opening data is same as getting data back from its location. When data is opened or a file is accessed in a fixed storage device then the data is read. Give the advantages and disadvantages of Fixed storage devices in a computer. The following table clearly gives the advantages and disadvantages of Fixed storage devices. How to manage waste from fixed storage devices:Always reuse the devices if still in good conditions or sell at a lower price. Return the device its manufacturer for reuse or recycling. Take the device to an e-waste management center for recycling and proper disposal. Removable storage devicesThese are portable storage devices that are not housed or fixed inside the computer case. The have to be connected or attached to a computer system through a port so that data can be read from or written to them. They can be used for backup and store and transfer of data from one computer to another. Types of Removable storage devices. External hard drives. Universal Serial Bus USB Flash drive. Memory drives. Memory cards. Compact discs CDs . Digital versatile discs DVDs . Blu-ray discs. Removable storage devices are used in a computing environment because:They are portable and can be used for transporting data and information from one computer to another. They can be used to back up data away from the computer in case the original data is lost or damaged. They can be read from or written to easily without affecting the operations of the computer. They enable sharing of information and data among computer users. They can store and be used to install critical applications like operating system in a computer."}
{"text": "They can be read from or written to easily without affecting the operations of the computer. They enable sharing of information and data among computer users. They can store and be used to install critical applications like operating system in a computer. Factors to consider when selecting a removable storage device for use:Advantages of removable storage devices over fixed storage devices. Easy transfer of data and sharing between computer and users. Portable-can store data while outside or not attached to a computer. Easily read from and written to. 1.3-Consumer and Investor Protection. Consumer protection refers to measures by either the government of NGO or consumers to avoid exploitation of consumers by business people. It is a deliberate attempt to safe guard consumers against exploitation or malpractices in business. Investor protection -Importance of consumer protection. Prevents consumers from access poor quality goods and services. Prevents consumers from purchase of goods and services under unhygienic conditions and environment. Protects consumers from over priced goods and services. Protects consumer against underweight goods and inadequate services. Protects consumers against illegal goods and services. Protects consumers against harmful goods and services. Protects consumers against hoarding of goods to create an artificial shortage. Ways in which consumers and investors protect themselves. Educate members on their rights as consumers. Ensure regular supply of goods to avoid hoarding to create shortages. Ensure health and safety regulations are followed. Forming consumer associations to deal with all consumer related issues. Ways in which the government protects consumers and investors. Form laws that protect consumers such as public health act to ensure health and safety standards are met. Encourage formation of consumer organisations to deal with consumers interests. Encourage businesses to conduct their affairs in a way that does not exploit consumers interests. Ways in which Non-Governmental Organisations protect consumers and investors. Ensure standards are maintained by bot h producers and traders. Customer protection by informing customers on their rights. STRAND 2-COMMUNICATION. 2.1-Business Communication. Communication is the process of sharing information through a channel from the sender to the receiver. Business communication is the exchange of information between a business organization and its customers or between people within and outside a company. When business communication is done correctly, everyone can do their job, all of which increases productivity and even creativity. A communication channel is a medium or method that is used to deliver a message to an intended audience."}
{"text": "Business communication is the exchange of information between a business organization and its customers or between people within and outside a company. When business communication is done correctly, everyone can do their job, all of which increases productivity and even creativity. A communication channel is a medium or method that is used to deliver a message to an intended audience. Forms of communication channels used in Business. Oral verbal communication channels. Written communication channels. Audio-visual communication channels. Oral verbal communication channels. It involves speaking and listening by both the sender and the receiver. Examples of oral communication channels include: Face to face conversations. Group presentations. Telephone calls. Speeches. Lectures. Advantages and disadvantages of oral communication channels. Written communication channels. They involve use of text to pass information. The text can be handwritten, printed or shared using digital communication devices. Examples of written channels of communication in businesses are: Emails. Letters. Memos. Reports. Circulars. Short message services SMS Newsletters. Advantages and disadvantages of written communication channels. Audio-visual communication channels. It involves a combination of different content forms such as text, audio, images, video and animation. Examples are: social media platforms. Blogs. Televisions. Video-conferencing. Websites. Advantages and disadvantages of audio-visual communication channels. Factors considered when selecting channels of communication. Cost of the channel. Urgency of the message. Number of people receiving the message. Confidentiality of the message. Reliability of communication. Nature of the message: whether it is urgent, private or confidential. Need for immediate feedback. Supporting technology: both the sender and the receiver should have supporting tools to ensure the message is delivered successfully, for example mobile phones and internet connectivity. 2.2-Plain Scale Drawing. Plain scale drawing involves drawing a line that has been divided into a specific number of equal parts. The first part of the line is subdivided into equal smaller portions or units. It can be used to represent two units, a unit or a fraction of a unit. Plain scale is used in engineering drawings to measure up to two units such as metre and decimeters or feet and inches. Interpreting a plain scale used in drawing."}
{"text": "It can be used to represent two units, a unit or a fraction of a unit. Plain scale is used in engineering drawings to measure up to two units such as metre and decimeters or feet and inches. Interpreting a plain scale used in drawing. A representative fraction R.F is the ration od the size of a feature on a drawing to its true size on the object. It is expressed in fraction form as R FA plain scale can be constructed using the example below. Example 1.:On a drawing, 1 cm represents 1,5m on the ground. Draw a plain scale to measure up to 30m in 5m interval. Show the length of 27m on the scale. Steps to follow. Step 1Determine the scale to use. In our case 1cm represents 1.5m or 150cm. In this example, it is appropriate to use Centimetres. Step 2. Calculate the Representative fraction, R.FR.F measurement on the map divided by measurement on the ground. R.F 1cm 1.5m R.F 1 150. R.F 1:150. Step 3. Calculate the maximum length of the scale to read 30 metres length. Measurement on map R. F x measurement on the ground. Measurement on map 1 150 x3000 Measurement on map 20. Step 4Draw a straight line 20cm long and divide it into 6 equal parts. Divide again first part into 5 equal parts. Indicate the number on the points on the line as shown. To show length 27m, draw a line AB above the scale with and B at 25 m mark on the main scale. Extend the line for point A to be at point 2m on the smaller scale. Complete the drawing with all details. Example 2:On a scale 1:150, determine the length of line PQ as shown in the figure. Give your answer in metres. Steps to follow. Determine where line begins on the main scale. In this example, point Q is at the 15m mark. Determine the point on the smaller scale where the line reaches. From the diagram above, point P is between 2 and 3 on the smaller scale. Therefore, this point represents 2.5m from 0."}
{"text": "Determine the point on the smaller scale where the line reaches. From the diagram above, point P is between 2 and 3 on the smaller scale. Therefore, this point represents 2.5m from 0. Combine the two values such that 15 is the value on main scale, while 2.5 is the value from smaller scale. Therefore, length of the line PQ is 15 2.5 17.5 m. Example 3On a drawing of scale 1.5, the length of a line is a s shown in the diagram. The unit of the scale is decimeters. Determine the length of the line in centimetres. Determine where the line begins on the main scale. In this came point is at 9cm mark. Determine the point on the smaller scale where the line reaches. From this case it is 8 mark representing a length of 8cm. Combine the two values such that: 90cm 9dm is the value rom main scale and 8cm is the value from smaller scale, 90 cm 8cm 98cm. Hence the length of the line 98cm. 2.3 Visual Programming. Introduction. Visual programming is developing applications using graphical components and figures. These graphical components and figures mostly include images and video clips. Types of visual programming applications. Visual programming is also called block-based programming. It is a way of creating applications using graphical components and figures. This is mostly done through the use of code blocks and drag-and drop processes. The most common examples of visual programming applications are:Microsoft MakeCode. Scratch. Code.org. Sprite box. Microsoft Visual Studio. Roblox. Minecraft. Visual programming applications are used because they are easy and interesting to use. They also help in creating stories, animations and videos that entertain users. Launching a visual programming application. Type the word Scratch in the search box. The Scratch application will appear. Click on the Scratch application to launch it. Alternatively, click Start. Scroll down to category S then click on Scratch App. The application will launch. Visual Programming Features. Features of Scratch. Scratch is a visual programming language that can be used to create interactive stories, games and animations."}
{"text": "Visual Programming Features. Features of Scratch. Scratch is a visual programming language that can be used to create interactive stories, games and animations. Features of scratch include:The menu bar-it contains the fie menu used to save and load projects and the view menu which displays rulers, grid lines, status, zoom in and out options. The black palette-it contains a coloured set of code blocks that are used to program and give instructions to the sprite. The stage-it is the main working area where the sprite moves and performs according to the given code of instruction. Backdrops pane-it is the part used to add a back ground to the project. Functions of the features of Scratch. A sprite is a small graphic character that performs actions such as moving around the stage. The script area is also called the coding area; it is where codes scripts are created for a sprite to do a specific action. Codes are dragged and dropped here then snapped together to create a program. Code blocks are blocks shaped differently and are used to create codes in Scratch. The codes connect to each other vertically like a jigsaw. The sprite info shows information about the size of each sprite. The sprite pane displays all the sprites in a project. A selected sprite has a blue border around it. NBTo move the sprite, add a move block from the motion category. To add sound, click on sound category and choose a sound block. To move the sprite back, use a negative value on the move back block. The block can be repeatedly severally to generate the desired animation. Terminologies used in visual programming applications. The start option commands the sprite to perform moves, it is represented by a green flag. When you click stop the sprite ends its moves. Reserved words are also known as key words. These are words with a special meaning to the programming application. In scratch they are words that we cannot edit on the blocks. They include when, by and change. The rules that should be followed when writing a program using an application are called syntax. Input statement are blocks that are used to create animations. Output statements are outcomes of the processed instructions that are programmed using clocks. These are the actions viewed on the stage when the blocks are executing. Control structures are the blocks that allow selecting or repeating execution of certain blocks or instructions. A backdrop is the background for the stage. Backdrops can be changed from the gallery or photo in the computer."}
{"text": "Control structures are the blocks that allow selecting or repeating execution of certain blocks or instructions. A backdrop is the background for the stage. Backdrops can be changed from the gallery or photo in the computer. The sensing category helps one to enable input from the mouse, keyboard and other input devices. IF is used to choose between two output. For example, it can be used to perform mathematical calculations and state whether the answer given is correct or notSTRAND 3-MATERIALS FOR PRODUCTION. 3.1 Composite Materials. Identification of Composite materials. A composite material is formed by combining two or more materials of different characteristics. Some of the composite materials found in the locality include:Composition of composite materials. Different composite materials are made of different materials as described in the table below. Uses of Composite materials. Some of the uses of composite materials are explained as follows:In sports industry, composite materials are used to make various games and sports items. O Composite materials are used to make body parts of vehicles and bicycles. Composites materials are used to make customer goods and electronics such as mobile phones, television sets, radios and calculators. At home, composite materials are used to make hand tools and furniture. In construction industry, composites like concrete are used to build houses and to construct roads and bridges among other structures. In medical engineering, composite materials are used to make artificial body parts and implants. In transport industry, composite materials are used to make the body parts of vehicles, aeroplane, ships and boats among others. It is also used to make travelling bags and briefcases. NOTE:Artificial body parts are also called prosthetics. Prosthetics limbs are given to substitute missing body parts. These body parts may have been lost in an accident or through amputation. The prosthetic body parts help people with missing limbs to function properly and with ease despite the missing body partsCareers in use of Composite materials. Masonry-involves use of mortar, stones and concrete to construct structures. Pottery- involves use of mud to make pots, dishes, mugs, vases and other types of artworks. Interior design involves use of papier mache and manufactured boards to decorate interior of houses and motor vehicles. Sculpting -involves uses of clay, fiberglass, stone or concrete to make sculptures. Boat construction -involves use of fiberglass to construct boats that are light and resistant to corrosion."}
{"text": "Interior design involves use of papier mache and manufactured boards to decorate interior of houses and motor vehicles. Sculpting -involves uses of clay, fiberglass, stone or concrete to make sculptures. Boat construction -involves use of fiberglass to construct boats that are light and resistant to corrosion. Carpentry involves use of manufactured boards to make furniture, construct ceilings and other finishes in a building. Importance of composite materials used in the locality. Promote recreation that improves health. Providing employment. Use of manufactures boards such as blockboards, softboards or chipboards to reduce deforestation through recycling of waste. Improves the appearance in landscaping of compounds3.2 -Ceramic materials. A ceramic material is made by mixing clay, earthen elements like silica, kaolin, alumina and feldspar, and water. The material is thoroughly kneaded, shaped into desired forms and baked before being covered in decorative, waterproof, paint-like substances called glazes. Some ceramic materials like sea shells occur naturally. The common type of ceramic materials are:Earthenware- clay heated at temperatures of between 10000C and 11500C. An example is clay used to make pot. Stoneware clay heated at an average temperature of 12000C until it appears like glass. An example is material used to make a stoneware mug. Porcelain -clay mixed with glass and heated at high temperature of between 12000C and 14500C. Example is material used to make a porcelain cup. Most common ceramics materials found in the locality. Ceramic tiles. Glass. Backed clay bricks. Clay tiles. Physical properties of Ceramic materials. Ceramic materials break easily when crushed. Ceramic materials are poor conductors of electricity. Ceramic materials have a hard surface which is difficult to scratch. Ceramic materials are resistant to corrosion. Ceramic materials do not absorb water. Ceramic materials do not bend. Ceramic materials do not burn. Uses of ceramic materials. In electrical and electronic engineering, ceramics are used to make items like resistors, semiconductors and inductors etc. Ceramic materials are used to make a variety of pottery items like pots and utensils. In the manufacturing industry, ceramics are used to make a variety of household utensils."}
{"text": "In electrical and electronic engineering, ceramics are used to make items like resistors, semiconductors and inductors etc. Ceramic materials are used to make a variety of pottery items like pots and utensils. In the manufacturing industry, ceramics are used to make a variety of household utensils. Ceramics are used in plumbing works to make drainage installations and sanitary fittings such as toilets and wash basins,In construction, ceramics like bricks and tiles are used in building construction for walling, roofing and finishing materials. In beautification, ceramics are used to produce items like flower vase, lamp stand and souvenirs. STRAND 4 -TOOLS AND PRODUCTION. 4.1 Cutting tools. Identify and uses of various cutting tools. A cutting tool is a device that is used to chop, split, shape or remove excess materials from a workpiece. The common cutting tools are as follows:Knife-a small tool that has a sharp metal blade fastened to a handle. Its purpose is to cut cords, cutting and scrapping hides, reshaping timber, carving, cutting paper and kitchen work. Utility knife Skiving knifePanga-it is also called a machete. It is a tool made of a broad metallic blade with shapes. Used to chop wood as well as cut tree branches, shrubs and long weeds. Mainly used in fields of woodwork, construction and gardening. Axe-an axe is a woodwork tool. It is used to cut, split and shape wood. It is used to in the woodwork conversion industry as well as in the stone carving industry. Scissors-it is a tool that has to blades joined together at the middle so that the sharp edges can slide each other. They are of different types such as tailors scissors, barber s scissors, paper scissors and surgical scissors. They are used for cutting cloth, foil and paper, among othersScissors are used in fields like textile, medicine, beauty and leisure industry. Shears-a tool that has two blades joined together at the middle so that the sharp blades slide against each other,They are of different types. They are used to cut tough materials like leather, canvas and rubber. Shears are used by workers in leather industry, furniture industry and interior design. Carton shears. Leather shears. Snips-they are hand tools used to cut sheet metals and other tough materials. They come in different sizes. Mainly used in area such as construction, sheet metal work and leather industry."}
{"text": "Snips-they are hand tools used to cut sheet metals and other tough materials. They come in different sizes. Mainly used in area such as construction, sheet metal work and leather industry. Secateurs-also called pruning shears-It is a cutting tool that looks like a pair of strong, heavy scissors. Used to prune flowers and small branches of shrubs, Main used in gardening and landscaping among others. Hand saw-a hand tool with toothed edge. Comes in different types. Main used in the field of woodwork, carpentry, gardening and building construction. Used to:Cut wood and wood products. Cat joints in carpentry and woodwork. Prune trees and large shrubs. Hack saw-it is a cutting tool made of thin blade held across a frame. Used to cut through thin materials such as plastic or metal pipes in the fields of plumbing, steel fixing, electrical installations and metal workPlane- a general purpose woodwork tool for smothering the surface of timber by removing excess material. It is used for shaving wood to provide uniformity to the wooden surface. Mainly used in carpentry and woodwork. Chisel-a hand tool with a characteristic shaped cutting edge of blade on its ends. Comes in different types. Used for carving, cutting and shaping hard materials such as wood, stone or metal. Used in fields like woodwork, metal work, masonry and stone carving. Cold chisel Wood chisel Stone chiselStrap cutter-it is a handheld tool with a sharp blade. Used to cut long lengths of leather materials into consistent widths. It is used in the leather industry to cut strap blanks such as belts, guitar straps etc. Bolt cutter-it is a tool with two handles and two short blades. It is used to cut bolts, chains, padlocks and wire mesh. Mainly used in mechanical engineering and metal work. Pipe cutter-also called tube cutter, a pipe cutter us a type of tool used by plumbers to cut pipes. Pipe cutters come in different shapes and designs. It is used to cut pipes and tubes. Pipe cutters come in different shapes and sizes. Mainly used by plumbers and other tradespeople. Scrapper- it is a hand tool that has a small handle and a metallic or plastic blade, Used to remove a wide range of materials from various surfaces such as walls and floors. Care for cutting tools."}
{"text": "Mainly used by plumbers and other tradespeople. Scrapper- it is a hand tool that has a small handle and a metallic or plastic blade, Used to remove a wide range of materials from various surfaces such as walls and floors. Care for cutting tools. Caring for cutting tools is the process of keeping them in good condition even when they are not being used. Some of the ways of caring for cutting tools in the work environment are: Inspect tools regularly as some manufacturers have specific instructions for how to use cutting tools that are the right size and type for the job. Follow the correct procedure for using every cutting tool. Keep your cutting tools, sharp and in good condition. Always carry pointed tools with the points and heavy ends facing down. Never carry cutting tools in your pocket. Keep your punches and chisels in good conditions because mushroomed heads can slip and cause injuries. Don t use a cutting tool without a handle. Clean the cutting tool after use and return it to its proper storage place. Never place cutting tools where they hang on the edge of a bench. Store cutting tools vertically, with the points and heavy end facing down. Frequently clean and oil your scissors, snips and shears. Fit protective guards to sharp edges to prevent injury to you and damage to the tool. Importance of Cutting Tools. The importance of cutting tools in a work environment includes: Cutting tools enable workers to cut, shape and remove materials like metals, wood and plastics among others for use to make desired items in different work environment. It enables preservation of extra material from workplace. This enables the worker to only use materials that is required to make an item and leave the rest for others uses, thus lowering of cost of production. Cutting tools like saws, drills and blades are designed to make accurate cuts. They enable a worker achieve specific dimensions, angles and shapes required for a particular task or project. Cutting tools improve the appearance of items made by removing excess materials making the surface smoother. Working tools are used to accurately cut workpieces and their joints to the required size and shape. This enables the cut pieces and joints to fit properly. Some cutting tools have specialized uses."}
{"text": "Working tools are used to accurately cut workpieces and their joints to the required size and shape. This enables the cut pieces and joints to fit properly. Some cutting tools have specialized uses. For example, mechanical workplaces, specialize cutting tools are used for shaping and modifying components and body parts for vehicle and building among others. 4.2 - Production UnitA production unit is a business enterprise that uses economic resources to provide goods and services for sale, with aim of making a profit. Examples of production units in your locality. Posho milli. Salon. Barber shop. Welding. Cybercafe etc. Factors that determine the size of a production unit:Volume of output large unit produce goods on large scale while small unit produce goods in small scale. Area covered by the premises a unit covering large floor area is considered large while a unit covering a small floor area is considered small. Number of workers -a large unit has many workers while a small unit has few workers. Methods of production- highly mechanized unit with capital-intensive method of production are considered large. Small unit uses labour-intensive methods. Size of the market controlled- when a business controls a large portion of the total market, it is considered big. When a business controls a small portion of the total market, it is considered small. Capital invested- if a lot of capital is invested in a unit, it is considered big. Incase small amount of capital is invested in a unit; it means that the unit is small. Volume of sales- large units make large amount of sales, while small units make small amounts of sales. Factors to consider when locating a production unit. Access to raw materials- raw materials should be readily available at affordable. Availability of labour-skilled and unskilled labour should be easy to access. Market-production units are usually located close to the market to cut on distribution costs. Government policies-to encourage production, the government may implement policies such as reduced taxes on imported raw materials, providing free land and building supporting infrastructure for business. Such like policies could be aimed at influencing location of production units in certain areas. Access to electricity and water supply-these are important in the operations of productions units. Access to supporting services such as banking, insurance and warehousing. Access to social amenities to be used by employees and their family. STRAND 5- ENTERPRENEURSHIP. 5.1 Bookkeeping."}
{"text": "Access to social amenities to be used by employees and their family. STRAND 5- ENTERPRENEURSHIP. 5.1 Bookkeeping. Book keeping -This is the practice of recording and tracking on a regular basis the financial transactions of a business. It is done to keep records of a business which can be used anytime in decision making. Importance of Book keeping in entrepreneurship. Making accurate budgeting possible. Book keeping provides important information that helps in Helps an entrepreneur prepare for taxes. Book keeping maintain organized records in a business. It also enables proper reporting to investors, aiding in setting and monitoring business goals, ensuring compliance with government regulations. Book keeping reveals the financial status of a business. Classifying business transactions in entrepreneurship. Business transactions in entrepreneurship can be classified as:Cash transactions. Credit transactions. Cash transaction- is a transaction where payment is settled immediately. Credit transaction is a transaction in which payment is settled or done at a later date as agreed by the parties. Advantages of cash transaction. It is simple and faster. Use of cash transactions makes it easier to budget and stick to it. It helps to avoid any additional charges. Personal information is protected. Disadvantages of cash transactions. Carrying large amount of money can be risky making parties involved vulnerable to theft and robbery. May involve cases of fake money being used. Advantages of Credit transactions. It provides a record of transactions. Disadvantages of credit transactions. Customers may go bankrupt and fail to pay as agreed earlier. Credit transaction may come with charges and interests. Calculating assets, liabilities and Capital using the Bookkeeping formula. What is an asset? Assets are resources belonging to a business. They are things owned by the business. Examples of assets include:Money in hand cash Money in bank accounts. Properties such as buildings, machinery, furniture, crops and livestock, motor vehicles, tock or goods for sale. Money other businesses owes you. What is a liability? Liabilities are debts you owe other business and other people. Main examples of liabilities are:Creditors money owed by the business to supplier Bank loans. Bank overdrafts. What is Capital? Capital is the amount of investment the business owner put or used to start a certain business. Book keeping formulaAssets liabilities capital. To calculate the Assets:Calculate all the liabilities and adding them to the capital."}
{"text": "Capital is the amount of investment the business owner put or used to start a certain business. Book keeping formulaAssets liabilities capital. To calculate the Assets:Calculate all the liabilities and adding them to the capital. That means for one to find the capital used to start a certain business they have to calculate all the liabilities and subtract from all the total assets owned by the business. 5.2 Income Budgeting. Income-this is the money earned on a regular basis as payment of work done or as earning from an investment or business. A person can earn income when employed or self-employed. Categories of income sources. Active sources of income. This are income sources that require one to work to earn from them. Examples of active sources of income are:Fees. Wages. Salaries. Passive sources of income. These are sources of income resulting from work done to create an asset, painting or a block. These sources generate income for the owner without the person actively participating in the income generating process. Examples of passive sources of income are:Rent. Dividends. Interest. Royalties income earned from abilities and talents such as musician. Importance of budgeting in day-to day life. A budget is an estimate of how one plans to spend income over a certain period of time. Budgeting is the process of making a plan on how to spend income. Importance of budgeting. Helps one to have a clear picture of the amount of income that one had and how to spend it. Helps to control spending, therefore enables people to live within their means. Helps one to make and implement a saving plan. Helps to identify and avoid unnecessary expenses. Ways of Spending money wisely in day-to-day life. Spending is the act of using money to pay for goods and services. Spending money wisely is about strictly buying items on budget and purchasing them at reasonable prices. One should make a priority list with items to spend money on. Some ways in which money is spend include:Paying for basic needs such as food, clothes, water and healthcare. Paying rent. Paying school fees. Impulsive buying this is the tendency to buy items that a person had not planned for. Ways of spending money wisely in day-to-day life. Make a budget and stick to it. Find out the prices of items in various shops and market for comparison purpose. Avoid impulsive buying by only purchasing items that are budgeted for."}
{"text": "Make a budget and stick to it. Find out the prices of items in various shops and market for comparison purpose. Avoid impulsive buying by only purchasing items that are budgeted for. Buy in cash and make sure you carry enough cash for what you want to buy. Buying items on discount. Preparing a simple budget for personal finance management. A format of budget sample. Step 1: list all your income of the month. Step 2: list all things you want to spend money on and their prices. Start with the most urgent needs to the least urgent wants. Step 3: Calculate the total cost of all the items you want to buy. Compare the total cost with the total amount to be spent, in your budget. If the total cost exceeds your budget, adjust your list by removing the least important items. Step 4: Buy the items you have budgeted for. Sale of dairy products 15,300. Sale of poultry products 15,000. Sale of vegetables 5,500. Expenses Amount Ksh. Savings 4,000. Food 5,000. Rent 8,000. School fees 7,500. Medical insurance 500. Transport 2,000. Airtime 1,500. Television subscription 800. Internet 2,000. Donations to charity 1,000. Entertainment 1,500. Task. Calculate Mr. Gitau s total: a. Income:Income 15,300 15,000 3500 sh.33,800. B. Expenses. Expenses 400 5000 8000 7500 500 2000 1500 800 2000 1000 1500 sh.30,200. Ethical and unethical practices in budgeting and spending. Ethical practices in budgeting and spending include:Make budget and strictly following it. Balance income and expenses and adjusting to situations accordingly. Determining the amount one needs to save before spending money. Avoiding to carry excess cash when going for shopping. Unethical practices in budgeting and spending include:Unethical practices are bad behaviours or practices people adopt when spending money. These practices include:Spending money without a budget. Making a budget and not strictly following it. Misusing money because of bad influence, for example, entertaining friends when family needs have not been met. Postponing paying bills and clearing debts when one has money."}
{"text": "Making a budget and not strictly following it. Misusing money because of bad influence, for example, entertaining friends when family needs have not been met. Postponing paying bills and clearing debts when one has money. Accumulating many unnecessary debts. 5.3 -Marketing of Goods Services. Meaning and importance of marketing. A market is where buyers and sellers interact to facilitate the exchange of goods and services. Marketing is the process of promoting and selling goods and services. Consumer is any person who buys goods and services for their personal use. Goods, produces and services offered should target a specific market or consumers of the goods or services. Marketing should target specific consumers. Sources of information about the market and its potential customers. Sources of information about the market and its potential customers include the following:Family and friends. Internet from websites and social media platforms or sites. Mass media such as radio, television and newspapers. Business dealings in similar products and services. Organisations that conduct research about markets. Customers of business dealings in similar products. Factors to Consider when selecting a suitable market for goods and services. The number of traders selling goods and services that are similar. Accessibility of the market. Consumers taste and preferences-levels of income and living standards. The living standard of consumers. Consumer potential-involves considering consumers spending habits, consumers purchasing potential. Competition-one must consider the extent o competition as well as the strength of the competitor. Market size-one needs to access whether the market is large enough for him to capture market share. Demographic trends such as size, level of income. Marital status. Market cost and budget. Physical infrastructure. Market acceptance. ICT Platforms used for marketing goods and services. The following platforms are used for marketing goods and services. Mobile phones that are used to communicate with consumers who are in different places. Radios are used to advertise and promote goods to many consumers. Television can be used to market goods and services to the consumers. Social media such as Facebook, WhatsApp, Twitter among others have become the best platforms to market goods and services. Internet provides platforms for marketing goods and services through online newspapers and magazines. Emails can be used to market goods and services. Methods of gathering information about the market and its potential customers:Observation-watch and note people behaviours to know their taste and preferences. Interviews-involves questions and answers. Surveys-gather information by asking targeted questions to a sample group of people. Focus on group discussions-gather information from a group of people who represents target market."}
{"text": "GRADE 7 CREATIVE ARTS AND SPORTS TERM 1 LESSON NOTESIntroduction to Creative Arts and Sports. What is creative arts? Creative Arts is a description of various artistic activities that allow performers to use their imaginations, creativity, and express ideas through a variety of mediums to passage a message to the audience. What is sports? A sport is any activity involving physical or mental effort combined with skills in which an individual or a team or teams compete against another or others for entertainment. ROLES OF CREATIVE ARTS AND SPORTS IN THE SOCIETY. Social roles of Creative arts Sports. Creates a sense of identity-bring people together, creating shared experiences that help to foster a sense of community and collective identity. Creative arts and sports promote cohesion through teamwork. Through creative arts and sports culture is preserved-it ensures that our history and traditions are not forgotten, and that future generations can appreciate and learn from them. Creative arts and sports provide provides us with entertainment through components such as music, dance, drama, narratives, films and movies, various sports i.e., soccer, basketball, netball, volley ball. Economic roles of Creative arts and Sports. Creative arts and sports provide employment opportunities such as artists, musicians, referees, sports coaches, sports doctors, choreographers. Trainers, teachers etc. One can earn income through activities related to creative arts and sports hence eradicating poetry. Through creative arts and sports, a country can earn or generate tax revenue. Boosts revenue collection Creative arts and sports attract investments which in turn increases job opportunities. Creative arts and sports stimulate growth of economy through sectors such as tourism. Encourages tourism Components of Creative Arts and Sports. Creative arts is made of the following components:Visual arts -creative art forms appreciated through sense of sight such as; Play - a written work that tells a story through action and speech and is meant to be acted on a stage. Music - Music is a collection of coordinated sound or sounds. Making music is the process of putting sounds and tones in an order, often combining them to create a unified compositionDance dance is the movement of the body in a rhythmic way, usually to music and within a given space, for the purpose of expressing an idea or emotion. Principles of Visual arts. There are two principles of visual arts namely:Principle of dominance in Visual Arts."}
{"text": "Making music is the process of putting sounds and tones in an order, often combining them to create a unified compositionDance dance is the movement of the body in a rhythmic way, usually to music and within a given space, for the purpose of expressing an idea or emotion. Principles of Visual arts. There are two principles of visual arts namely:Principle of dominance in Visual Arts. Dominance is when a single element is so large and or different compared to the rest of the design that it dominates. It grabs your attention. Famous examples include the London Eye that dominates the skyline of London or the Ashoka Lions that dominate the Indian Passport and other official documents. Principle of Proportion in Visual arts. Proportion refers to the dimensions of a composition and relationships between height, width and depth. How proportion is used will affect how realistic or stylized. Proportion also describes how the sizes of different parts of a piece of art or design relate to each other. Proportion in any art is the relative size of objects in relation to each other or corresponding to the other elements as a whole. Basic Elements of a play. The theme refers to the message meaning that is intended to be expressed in the story. In other words, it is the main idea or the lesson to be learned from the story. Examples of themes in plays include: justice, loyalty. Drugs, bullying, human rights etc. Character- this is a person or individual taking part in the play or drama that may have defined personal qualities and or histories. Plot- A plot is a sequence of events within a play that tells a story. A plot is what makes a story. Five components make up a plot: exposition, rising action, climax, falling action, and resolution. Conflict and theme help drive the plot forward. Language- Language in drama is represented as spoken language or, in other words, as speech. In drama, language refers to the particular manner of verbal expression, the diction or style of writing, or the speech or phrasing that suggests a class or profession or type of character. Setting- The setting is the time and place in which the story takes placeElements of Music in Creative Arts. Sound-any tone with characteristics such as controlled pitch and timbreRhythm- Rhythm is the pattern of sound, silence, and emphasis in a songMelody- a melody is a combination of pitch and rhythm."}
{"text": "In drama, language refers to the particular manner of verbal expression, the diction or style of writing, or the speech or phrasing that suggests a class or profession or type of character. Setting- The setting is the time and place in which the story takes placeElements of Music in Creative Arts. Sound-any tone with characteristics such as controlled pitch and timbreRhythm- Rhythm is the pattern of sound, silence, and emphasis in a songMelody- a melody is a combination of pitch and rhythm. Harmony-harmony, in music, the sound of two or more notes heard simultaneously. Elements of Dance in Creative Arts. Body - In dance, the body is the mobile figure or shape, felt by the dancer, seen by others. The body is sometimes relatively still and sometimes changing as the dancer moves in place or travels through the dance area. The body is the mobile instrument of the dancer and helps inform us of what is moving. Action This is what a dancer does, for example travelling, turning, elevation, gesture, stillness, use of body parts, floor-work and the transference of weightSpace Space refers to the area through which the dancer's body moves. Time - It is an essential part of choreographing and performing dance. It helps us to stay together when we dance in unison, identify the beat and the rhythm of how we move and provide stimulus for choreography. CATEGORIES OF ARTSARTS - This is a general term used to describe expression of creative human skill, feeling and imaginations. This is mainly appreciated for beauty and emotional value. The arts can be experienced through the following:Sense of lightHearingTouchSmellTasteEntrepreneurshipThis is the process of setting up, developing and running a business with the aim of getting profit. It requires marketing goods, services and new ideas in order to make profit. 1. Visual artsThese are arts forms appreciated through the sense of sight. They are appreciated for their emotional power and beauty e.g. Drawing paintingmontagecollageApplied ArtsApplied Arts are related to visual arts but involved making anddecorating of everyday items. These items are for practical use or utilitarian purposesPerforming ArtsPerforming arts involves performance or presentation to the audience."}
{"text": "They are appreciated for their emotional power and beauty e.g. Drawing paintingmontagecollageApplied ArtsApplied Arts are related to visual arts but involved making anddecorating of everyday items. These items are for practical use or utilitarian purposesPerforming ArtsPerforming arts involves performance or presentation to the audience. Artist use the following in performing artsBody movementFacial expressionVoices artistic expressionIt can be done live to an audience or recorded for future useWritten or Literacy artThis writing of stories that have artistic and cultural value. They display the beauty of speech and language to convey meaning. It may be inform of stories novels, script writing and spoken films and poetry. The main reason for doing research is to get new information about a specific area. It also help you get different views and what people think about an issue. Researching on the categories of art will enable you find out about a wide area in the Art. 1. PERFORMING ARTSIntroduction to Performing Arts Basic ElementsActivity 1: Defining Performing Arts Performing Arts can be defined as cultural and creative activities prepared and staged for an audience. Activity 2: Identifying the Various Disciplines of Performing ArtsThere are different genres of Performing Arts namely music, drama, dance, film and elocution. They can also be referred to as the disciplines of Performing Arts. Each discipline is divided into smaller areas, for example music vocal and instrumental music , drama skit and play , dance Creative and folk dances , film documentaries, fiction films and elocution verse, narrative . These are known as the genres of Performing Arts. Ln some cases, several disciplines can be used together in a particular performance. For example, songs can be used in narratives and skits to make them more interesting poetry is used with background music, while a movie trailer uses drama, film and music. Activity 3: Discussing the Importance of Performing Arts in SocietyPerforming Arts are used as a medium of self-expression. Through Performing Arts, talents are identified and developed. Performing Arts are a source of entertainment. They promote cultural appreciation, unity and cohesion when people come together to watch a performancePerforming Arts enables the learner to develop skills that can help him or her to solve the issues and challenges of everyday life."}
{"text": "Through Performing Arts, talents are identified and developed. Performing Arts are a source of entertainment. They promote cultural appreciation, unity and cohesion when people come together to watch a performancePerforming Arts enables the learner to develop skills that can help him or her to solve the issues and challenges of everyday life. Importance of doing research of artPreparation for a presentationFactors to consider when making preparation and presentation of art research . 1. Relevance of the contentIt is important that the information in the presentation is relevant to the main topic. This help in preventing the speaker and the audience from talking about things not related to them. The information should be well organized starting from what the audience knows to providing new informationOral presentationWhen making oral presentation, use appropriate language and expressions. Remember also to maintain eye contact with the audience. Team workEvery member of the group should actively participate in the activities. All members should take part in carrying out tasks during presentations. These includes: preparations, organization sample artwork, operating the equipment and answering questions from the audience. All members should demonstrate respect for one another and unity when carrying out the group activity. Guidelines to follow when making a presentation on categories of arts1. Introductions Introduce yourself and member of the group to the audience. Give the tittle of the presentation. 2. Body of the presentationDiscuss the meaning of the artsGive as many examples of the arts as possibleShow actual samples, pictures or drawing to emphasize your points Demonstrate where necessaryConclusionAsk the audience whether there are questions of contributionsAnswer the questions confidently, ask other group members, the audience of the teacher if you are not able to give a response to the question. When there are not more questions, thank the audience for the co- operation. Presentation and appreciation categories of arts A presentation involves talking to an audience about the topic, an idea or a product. The main purpose of a presentation is to pass information and persuade an audience about a certain idea or topic. Elements of presentation Speaker of the presenterThe role of the presenter is to communicate with the audience. The speaker also controls the presentation. The presenter should involve the audience and other members of the group during presentation. The audienceThese are people the presenter will communicate with. It is important to maintain attention of the audience by involving them through questions and asking them to participate in some activities."}
{"text": "The presenter should involve the audience and other members of the group during presentation. The audienceThese are people the presenter will communicate with. It is important to maintain attention of the audience by involving them through questions and asking them to participate in some activities. The contentThis is the information you will pass to the audience. The resources used in the presentationThese may include o samples of artwork o presentation software o chartso postersCareer pathways in the artsCareer pathways - is an area of study taken so as to lead and prepare someone for a specific career. The arts is a wide a field that has very many opportunities. Careers in the art range from traditional fine art emerging digital and media design. The artist therefore, has an opportunity to choose a career pathway that is interesting and suits their individual abilities in the world of work. Careers Path in Secondary schoolThe arts are offered as two subjects in lower secondary: performing and Visual arts. Performing arts include: - musicdancetheatre and filmVisual and applied art: - fine artapplied arttime based mediaPupil s activities Pg. 10Presentation on career pathways in the ArtWhen making a presentation on the career in the arts, follow the same procedure as in the categories of the arts. Make sure you have done a good research and that you have enough point for the presentation. Present your points in a simple and clear language that everyone will understand. Present your points in the simple and clear language that everyone will understand. Be careful when talking in a simple and eye contact with your audience. Respect others and appreciate their contributions. Categories of Visual ArtsThe visual arts can be classified as either two dimensional or three dimensional. The two dimensional art forms can be also written as 2D, while three dimensional written as 3D. The 2D FormsThese are art forms that only have length and width. These artworks are done on flat surfaces and have no depth. Examples of 2D artwork are:DrawingPaintingMontageThe 3D arts FormsThese are artwork with length, width and heightThese types of artwork have volumeThey can be turned around and viewed from more than one direction. Some examples of 3D artwork are:PotteryBasketryOrnamentsPresentation on the categories of 2D and 3d Arts Pupils activities page 19."}
{"text": "These artworks are done on flat surfaces and have no depth. Examples of 2D artwork are:DrawingPaintingMontageThe 3D arts FormsThese are artwork with length, width and heightThese types of artwork have volumeThey can be turned around and viewed from more than one direction. Some examples of 3D artwork are:PotteryBasketryOrnamentsPresentation on the categories of 2D and 3d Arts Pupils activities page 19. Creating and Performing in Creative Arts and Sports Composing rhythmRhythmActivity 1: Clapping Rhythmic Patterns Incorporating the SemiquaverA quaver is half the value of the crotchet. A semiquaver is half the value of a quaverTwo quavers make a crotchet while, four semiquavers make a crotchet. The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-tefe and ta-fa-teActivity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their Corresponding RestsClass ActivityWith the help of your teacher, listen to various pieces of music and identity where the semiquavers are round. In small groups, sing songs that have the semiquaver patterns. Recite the following rhythmic patterns using French Rhythm names and clap them. Use common words or names of the members in the class to practise the rhythmic patterns with semiquavers, for example: apple juice, ripe mango, mama mboga etc. Activity 3: Grouping Notes into Beats in Simple TimeNotes of small value such as quavers and semiquavers are joined together to form a crotchet beat. This is known as grouping notes. A horizontal line, known as a beam, is used to connect two or more notes of small value to form a crotchet beat. The number of beams in a group is equal to the number of flags or tails in the separate notes. The following shows how the notes are grouped into beats. NoteMusic is made up of strong and weak beats. The strong beat is shown by the use of a symbol known as an accent insert The strong beat can recur every two, three or four beats. With the help of your teacher, clap the rhythmic patterns below, stressing the strong beats in each."}
{"text": "NoteMusic is made up of strong and weak beats. The strong beat is shown by the use of a symbol known as an accent insert The strong beat can recur every two, three or four beats. With the help of your teacher, clap the rhythmic patterns below, stressing the strong beats in each. The repetition of the strong beat after either two, three or four beats is known as meter. In written music short vertical lines, known as bar lines, are used to separate the groups of beats into twos, threes or fours. These groups of beats are known as bars. The first beat of every bar is accented and double bar lines are used at the end. The meter of music is shown using a symbol of two numbers, one on top of the other. This is a called a time signature. The top number shows the number of beats in a bar and the bottom number shows the value of the beats. The number 4 is used at the bottom because there are four crotchet beats in a semibreve. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats. Activity 4: Writing Rhythms in Simple Time on Monotone. Can You Recall? A time signature is a symbol made up of two numbers that shows the meter of a piece of music. Music is divided into strong and weak beats. The strong beats occur after every bar line. Grouping of notes makes it easier to read music. Group ActivityWith the help of your teacher, write down 2-bar rhythms in simple time on monotone. Use all the rhythmic patterns you have learnt so farTake turns clapping your written rhythms. You can also take turns to tap and write down each other's rhythms. Your teacher will assist you to write down the rhythms of familiar songs in simple timeActivity 5: Appreciating Music in Simple TimeClass ActivityListen to the song \"pease porridge hot\" played by your teacher:With the help of your teacher, study the song to find out what its time signature is. Practise beating time for the different time signatures. The conducting patterns in simple duple, triple and quadruple. Listen to a variety of excerpts that will be played by your teacher. You will be assisted to beat time for each of them. Individual ActivityListen carefully to the rhythmic patterns which will be played by your teacher."}
{"text": "Ensure the javelin is parallel to the ground. Look at the direction of your through. Approach runAfter you have the javelin in position, begin running towards your target with the javelinKeep your hips high and down on the balls of your feetLet your free arms swing across your bodyExtend the arm carrying the javelin fully behind you. Keep your head facing in the direction of your targetTurn so that the left side of your body faces your target. Cross over. Place yourright foot on the ground and your left foot forward and elevated. Put your right ahead in a lean back positionsPull the javelin back a little further so that the tip is lined up with your eyebrowsKeep the right foot close to the groundLet the right heel touch the groundAs the right foot moves forward, move the left foot up and lean your trunk back at 115 degree angle. Place your right foot on the ground and you left leg forward and elevatedDirect your shoulder and hips towards your left target. Wait for your left foot to touch the groundStraighten your torsoTurn your face toward the direction of the throw with the javelin parallel to your shoulderPosition your throwing and hand above shoulder level. ReleaseThrough the javelin with your arms as high as possiblePlant you left heels and thrust forward with your right footPull back with your left arm keeping it parallel to your right shoulderMove your throwing shoulder over your left legLift your left leg and move your throwing arm, with the elbow placed high and close to the midline. Release the javelin with your arm over your head in front of you. Follow throughLet your throwing arm travel diagonally across your body. For examples if you are throwing with your right arms, it should end up infront of your left side. Keep your left foot on the ground. Let the right leg pass the left foot and then stop you. Finish by standing on your right foot, with your left leg up behind you. Your right shoulder will turn left, with your chest facing to the left. PUPILS ACTIVITIESLearner to discuss various drills in javelin with the guidance of the teacherKLB TOP SCHOLAR PAG 47Creating and Performing in Creative Arts and Sports Composing MelodyMelodyActivity 1: Identifying Qualities of a Good MelodyThe melodies move in stepwise motion with a few leaps."}
{"text": "Finish by standing on your right foot, with your left leg up behind you. Your right shoulder will turn left, with your chest facing to the left. PUPILS ACTIVITIESLearner to discuss various drills in javelin with the guidance of the teacherKLB TOP SCHOLAR PAG 47Creating and Performing in Creative Arts and Sports Composing MelodyMelodyActivity 1: Identifying Qualities of a Good MelodyThe melodies move in stepwise motion with a few leaps. The melodies begin on notes d, m or s and end on d. They have a good melodic contour. They have several rhythmic patterns. Activity 2: Interpreting 4-bar Melodies in Simple TimeSing the melodies below and take note of the melodic contourTo interpret a melody, the following should be done:Identify the clef, key signature and time signature. Tap the rhythms of the melody. Write tonic sol-fas of the melody below the staff. Remember \"doh' is the note that gives the key its name, for example, in C major, doh is C,Practise singing the tonic sol-fas of the melody, first in crotchets and then using the correct rhythm. Notice the movement of successive notes in each of the melodies. Stepwise motion is where the interval between any two neighbouring notes is not more than a step on the scale. In some cases there can be more than a step between two successive notes of a melody. This type of motion is called skipwise motion or movement by leaps. Each melody has a shape, which depends on the successive movement of notes. A melody can move upwards, downwards, in waves forming a curve and so on. This is referred to as the melodic shape or contour. Activity 3: Creating 1-bar Melodies in Simple Time on Treble ClefThings To RememberBefore you begin creating a melody, you should: draw the staff, add the treble clef, write the key signature of the scale you want to use, and write the time signature you will use. Work in PairsWhat are the qualities of a good melody as was discussed in the previous activity? Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A. Sing or play the melody you have created. Describe the melodic motion and shape or contour."}
{"text": "Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A. Sing or play the melody you have created. Describe the melodic motion and shape or contour. What is the first and the last note in each of the melodies? Activity 4: Playing or Singing Melodies Created by Self and OthersCan You Recall? What are the qualities of a good melody? Work in pairsTake turns to play each other's melodies. Discuss the qualities in each of the melodies played. Group Activity With the guidance of your teacher, use mobile apps or computer software to create, notate and play back 4-bar melodies. Activity 5: Appreciating Melodies Composed by Self and OthersListen and LearnYou have created 4-bar melodies in simple time in the major scales of C, G, D and AIn pairs, take turns to sing or play or use: digital devices to listen to and appraise each other's melodies. Take turns to sing your melodies to the class. Creating and Performing in Creative Arts and Sports HandballHandball Passes and reception in handballPassing is delivering the ball to a team mate during play in a handball game. Passing the ball helps in;Speeding up the gameCreating scoring chancesBreaking tight defenseReleasing pressure during playExpressing creative abilities during playQualities of a good passAccurate so that a player has no problem catching the ball. Fast and timely to exploit the play chance promptly. Useful a pass should be directed to that player whose position may disadvantage the opponent. Types of passesThere are three types of passes, namely;Jump passSide passFlick pass1. Jump passA jump pass is where a player leaps in to the air and throws the ball to a teammate before landing. It is completed at the peak of the jump with a player in control releasing the ball to the teammateStages of execution in jump pass a. PreparationTake off from the ground either on a single or double foot. Bring the passing arm high and back above the level of the headBring the non- passing arm slightly in front of your body Keep shoulders high and head up b. ExecutionAs you bring the passing arm forward to release the ball, pull the non-passing arm backwards at hip level."}
{"text": "PreparationTake off from the ground either on a single or double foot. Bring the passing arm high and back above the level of the headBring the non- passing arm slightly in front of your body Keep shoulders high and head up b. ExecutionAs you bring the passing arm forward to release the ball, pull the non-passing arm backwards at hip level. Release the ball to your teammate with a follow through and wrist action. 2. Side passA side pass is also known as wrist passes and is the most common way of passing the ball across the width of the court. This movement is called ball circulation. Stages of execution in side passa. PreparationStand with feet slightly closer together than shoulder-width apart from the target,the receiver should be on your right or left sideHold the ball on the passing hand with palm facing downIf the pass is to be made at the right side, hold the ball with the right hand , if the pass is to be made on the left side, hold the ball with the left handb. Executionswing the passing arm across the body from left to right when passing towards the right directionrelease the ball with full extension of the arm with a wrist actionstep sideways towards the direction of the pass for a follow- through3. Flick passA flick pass is an action made using the passing arm which quickly propels the ball forward. The release action of the ball is terminated with a forward wrist action. A. PreparationTake a staggered stance with the leg of the non- passing arm leading. Hold the ball with one hand in an open palm, fingers well spread behind it at shoulder levelThe non-passing arm should be extended outwards for balanceEyes should be focused on the target b. ExecutionStep with trailing foot forwardPush the ball forward towards the receiverRelease the ball by flexing the wrist and the fingers forward for a follow- through. This generates power to propel the ball and give it directions. ReceptionReception is the act of receiving the ball with one or both hands. The catch may vary from high level to medium or low level. Points for reception of the balla. PreparationStand on the balls of your feet shoulder-width apart facing the direction of the ball."}
{"text": "The catch may vary from high level to medium or low level. Points for reception of the balla. PreparationStand on the balls of your feet shoulder-width apart facing the direction of the ball. Extend your hands towards the ballMove forward to meet the oncoming ballKeep your arms pointed towards the ballYour hands should form a tunnel shape of a W formation ready to receive the ball. Preparation to catchb. TerminationOn contact with the ball, wrap the fingers around it and bend the elbows bring the ball towards the chest. Ensure the thumbs are behind the ball and get in to a ready position for your next action. Drills in hand ballsDrill 1: jump passingIn pairs, stand apart. Take three steps toward your partner and then take offPass the ball using a jump pass and walk back to your siting positionYour partner also takes three steps and then passes te ball back to you using a jump pass. Drill 2. Flick passIn groups of four, stand in a square formation, ass the ball around the square using flick. Drill 3: two line drillPlayer to form two linesThe leaders pass the ball using a flick passAfter making the pass, the leader joins the line from behindEnsure everyone get a chance to pass the ballSide pass drillsDrill 1: side passingIn pairs, stand 3m apart side by side. Pass the ball to one another using a wrist passDrill 2: pass curveIn groups of four, stand three meters apart in a semi-circleThe player with the ball to be at the extreme endPass the ball from right to left without skipping any playerWhen the ball reaches the end, pass the ball back to the leftDrill 3: down court drillIn pairs, stand 3 m apart facing the goal, walk down the court passing the ball using the side pass. Change the pace to a jog and continue passing the ball each other up and down the courtPupils activity Pg. 22Footwork in handball Principles of good landingLanding on the balls of the feetKnees should be slightly bent to cushion the shock on the impact of landingThis is also referred to as knee- deep landing. Stepping progression skills in handballDrill 1: individually jump, catch a ball and land on one foot."}
{"text": "Change the pace to a jog and continue passing the ball each other up and down the courtPupils activity Pg. 22Footwork in handball Principles of good landingLanding on the balls of the feetKnees should be slightly bent to cushion the shock on the impact of landingThis is also referred to as knee- deep landing. Stepping progression skills in handballDrill 1: individually jump, catch a ball and land on one foot. Drill 2: in pairs, stand 3m apart facing each other, jump, and catch a ball and land on both feetDrill 3: a the players are in circular formation passing and catching the ballb Catch the ball from a side pass land on both feet and take three steps and then pass it to the next player using a side pass. Drill 4: a the players are in a triangular formation passing and catching the ballb Catch the ball from a flick pass and land on both feet, take three steps andthen pass the ball using a flick pass. Drill 5:a in a group six form a line formationb Practice catching the ball and landing on both feet. Use a jump pass while passing. Dodging and marking in handball DodgingWhen dodging, a player may use body actions that mislead the defending player. It enables the attacking player to go past the defender and score goals with ease. MarkingMarking is a defensive action that limits the chances of attacking players gaining possession of the ball. Qualities of a good playerObservant the marking player needs to pay attention to the attackers who are likely to gain possession of the ball and drive forwardGood positioning ability to position himself or herself appropriately between the attacking player and their defending goalQuick time reaction this helps the marking player respond to unexpected tactical actions by the attacking players. Resilience and persistence the marking player should never give up on playing a defensive role. Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teamsCourageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situationsPeripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone."}
{"text": "Qualities of a good playerObservant the marking player needs to pay attention to the attackers who are likely to gain possession of the ball and drive forwardGood positioning ability to position himself or herself appropriately between the attacking player and their defending goalQuick time reaction this helps the marking player respond to unexpected tactical actions by the attacking players. Resilience and persistence the marking player should never give up on playing a defensive role. Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teamsCourageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situationsPeripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone. Body feign in handballBody feigns are performed by using the trunk legs. They involve a shift of balance and weight. This can be done with or without the ball. Body feigns are used to free the player from an opponent and get a better position for receiving or passing the ball. Types of dodging technics include:Single feign dodgeDouble feign dodgeSingle feign dodgeIn group of five players, form two lines facing one another 5m apartPlayers approach each otherIn closing to one another, each of them performs a single feign to the opposite side. Leaning point for double feign dodgeTake a position at least 5m in front of an opponentMake a short run and break it with a double foot landing referred to as a zero step Lean towards either the right or left and repeat the feigning. Complete the original intended love. Drill 1: Pair feign dodgeIn pairs without the ball, stand facing each otherOne of you to practice the double feign dodgeRepeat three times and switch rolesDrill 2: Quinque drillIn groups of five, place a cone in the court and make a line facing the coneSprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handballDribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly."}
{"text": "Complete the original intended love. Drill 1: Pair feign dodgeIn pairs without the ball, stand facing each otherOne of you to practice the double feign dodgeRepeat three times and switch rolesDrill 2: Quinque drillIn groups of five, place a cone in the court and make a line facing the coneSprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handballDribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribblingHigh dribbleLow dribbleDemonstrating low dribbleStand with the feet shoulder-width apartThe knees should be slightly bent and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non- dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with the enough force so that it bounces slightly above knee level. This constitutes a low level. Control the ball by flexing the wrist and the fingersBounce the ball below knee level for a low dribbleKeep the head up and avoid looking at the ballLearning points for high dribbleStand with the feet shoulder- width apartKeep erect with a slight lean forward and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non-dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with enough force so that it bounces slightly above knee level for a high. This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handballDrill 1: Step and dribbleTake three steps, make one dribble and take three more steps."}
{"text": "This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handballDrill 1: Step and dribbleTake three steps, make one dribble and take three more steps. Increase the number of dribbles between three- step sectionsAt the end of the sequence, make a shot or a passDrill 2: Walking drillWalk across the court with a ball five times making a high dribbleRepeat the drill using a low dribbleDrill 3: The cone drillPlace seven cones in a line 1.5m apartIn groups of five, practice zigzag movement pattern in and out of the cones one at a timeStart with a low dribble and later a high dribbleAs you perfect the dribble, make more challenging by shortening the distance between the conesDrill 4:The court drill Individually dribble a ball along a court marking using high and low dribbles. Use a movement pattern of three high dribble and three low dribbles. SHOOTING IN HANDBALLShooting it involves throwing the ball in to the opponent s goal to make a score. Safety measures to be observed when performing shooting in handballNever aim to hit or injure the goalkeeper with the ball. Take turn and shoot one player at a timeWarm up adequately before starting the shooting activityAdhere to the instructions given by the instructorBe conscious of the nature of the floor or the ground while making a falling or a dive shot. . Types of shots in handball include:Jump shotDive shotRunning shotFalling shotLob shotDemonstrating jump shotA jump shot is where a player can shoot from a stationary position and gain horizontal distance and the releasing powerfully towards the goal at the highest point of the jump. Make a shot run with a maximum of three steps while gripping the ballMake a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running shortRunning shot is executed while the player is in motion making the three steps progression."}
{"text": "Make a shot run with a maximum of three steps while gripping the ballMake a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running shortRunning shot is executed while the player is in motion making the three steps progression. Make two or three steps towards the attacking goal end then make a shot at the goalFollow through with a swing of the throwing handDemonstrating a dive shotTake a position outside the 6m line facing the attacking goal. Take off with both feet high and the head fast towards the goal area. Release the ball while airborne and land in the goal area with the body low. Convert your landing into a roll for safety. Learning points for falling shotTake a position outside the 6m line facing the goal. With the feet firm on the floor outside the goal area, fall towards the goal area . Release the ball before contacting the goal area with the hands or any other part of the .bodyLearning points for lob shotTake a position outside the 6m lineFace the goalkeeper who may have moved closer to you in defense Throw the ball in a curved path over the goalkeeper Flick the wrist to give the ball direction and accuracy."}
{"text": "Learning points for falling shotTake a position outside the 6m line facing the goal. With the feet firm on the floor outside the goal area, fall towards the goal area . Release the ball before contacting the goal area with the hands or any other part of the .bodyLearning points for lob shotTake a position outside the 6m lineFace the goalkeeper who may have moved closer to you in defense Throw the ball in a curved path over the goalkeeper Flick the wrist to give the ball direction and accuracy. Drills for shooting in handballDrill 1: Step and shootIn groups of five make a line facing the goal with the leader at the free throw lineThe leader makes a pass to the first player in the lineThe player makes 3 steps and then a jump shotAfter making a jump shot the player joins the line from the backRepeat the activity3 times then change to practice a running shotDrill 2: Drill and shootIn a group of four players, make a line at the substitution zone facing the goal where you intend to shootUse a high dribble to move towards the goal areaOn reaching the free throw line, catch the ball and make a jump shotRetrieve the ball and run along the goal line to the corner and then along the sideline to join your teammatesAfter three attempts change and practice a running shotDrill 3: Corner drillIn a group of five, make a line at the corner of the courtThe leader to stand at a point within the courtThe first player in the line to run along the goal area lineWhen at a comfortable position, catch the ball from the group leader and make a dive short. Pupils activities Pg. 35. CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS WESTERN SOLO INSTRUMENTWestern Solo InstrumentsActivity 1: Tuning the Descant Recorder or Any Other Solo Western Instrument Study the following instruments and answer the questions that follow. What can you see? With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument."}
{"text": "With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument. Activity 2: Playing the Scale Of C Major On StaffWhat I need to knowWestern instruments have different fingering charts to guide in playing of different pitches. Use digital devices to download the fingering charts for the instrument of choice. Below is the fingering chart for the Descant Recorder showing the notes of the scale of C major. Descant Recorder Fingering ChartIndividual ActivityPractise playing the notes of the scale of C major ascending and descending on your instrument using the fingering chart. On a digital device, watch videos to learn how to play the scale of C major. Use the fingering provided to the play the notes C D EF G A B C' on the descant recorder. Practise playing the scale in ascending and descending order. Group Activity Play familiar tunes in the scale of C major on your instrument. Activity 3: Sight Reading Simple Melodies in C Major To do individually and in groups. Look at the clef below. Check the key signature and keep the key in your head while playingLook at the time signature. Clap or tap the rhythms of each of the melodies before you play them. Locate the notes on the instrument. Look at the melodies and play. Sight-reading is playing of music without prior preparation. Your teacher will provide 2-bar melodies for you to sight-read. Do so without referring to the fingering chart or tapping the rhythms before playing. Activity 4: Playing with Appropriate TechniquesEvery instrument has specific techniques to be applied while playing. For example, for strings there is bowing, plucking, strumming, fingering; and for wind, there is tonguing, blowing and fingering. All the techniques when well applied ensure good tone quality. How To Produce a Good Tone on The Descant RecorderBlow gently into the descant recorder as you make the sound du with the tongue. This is referred to as tonguing and it helps to produce a clear sound. Do not blow too hard into the recorder because it will make a high pitch sound. If you are having trouble producing a sound after lots of practice, clean your recorder. Cover the air hole below the mouthpiece and blow in hard."}
{"text": "Do not blow too hard into the recorder because it will make a high pitch sound. If you are having trouble producing a sound after lots of practice, clean your recorder. Cover the air hole below the mouthpiece and blow in hard. Activity 5: Observing Performance DirectionsWhat I Need to KnowPerformance directions are words, phrases or signs showing the appropriate tempo, dynamics, articulation and repeats in a piece of music. The directions help to enhance the overall effect in a performance. With your teacher s guidance, play various melodies observing the performance directions shown. Your teacher will also help you search for short duets in C major to be played in pairs and groups. Creating and Performing in Creative Arts and SportsFootball."}
{"text": "INTEGRATED SCIENCEGRADE 7CBC JUNIOR SECONDARYSTRAND ONESCIENTIFIC INVESTIGATIONNOTE: Integrated science is taught through inquiry-based learning approaches with an emphasis on the 5Es: engagement, exploration, explanation, elaboration and evaluation. Integrated Science: What is integrated science? Integrated Science is an interdisciplinary approach to science education that seeks to connect and integrate concepts and ideas from different branches of science, such as biology, chemistry, physics, and earth science. Components of Integrated scienceThe components of Integrated Science may vary depending on the curriculum and educational approach, but typically include:Basic scientific concepts: students learn about fundamental scientific principles and theories, such as the nature of matter and energy, the structure of the universe, and the process of evolution. Laboratory experiences: hands-on experiments and investigations provide students with opportunities to apply scientific concepts and methodologies. Problem solving and inquiry: students learn to use scientific reasoning and inquiry to design experiments, analyze data, and make informed conclusions. Scientific literacy: students learn to critically evaluate scientific information, understand the impact of science and technology on society, and appreciate the ethical considerations involved in scientific research. Integration of scientific concepts: the curriculum emphasizes connections between different branches of science and the interplay between science, technology, and society. Pathways related to integrated ScienceThe provision of pathways at senior school is based on the aspiration that all learners can be successful in life. These pathways are contained in one-word STEM Science, Technology, Engineering and Mathematics Subjects in the STEM pathway includePure ScienceStudents in this track shall be expected to join a university or other middle level college to pursue careers in area such as education, medicine, pharmacy, science BSc , industrial science and actuarial science. Some will be able to join the world of work under experienced persons and later undergo further training and apprenticeships to advance their skills. Applied SciencesThe Applied science track provides a specialization opportunity for learners who have demonstrated the interest, abilities and aptitude to pursue a career in applied sciences. The track builds on the competencies acquired at lower secondary in the areas of mathematics and integrated science. It equips learners with the knowledge, skills and attitudes necessary for advanced careers in applied sciences offered in middle level colleges and universitiesStudents graduating from this track shall be expected to join middle level colleges or universities to pursue careers in areas such as agricultural engineering, computer engineering, foods science and technology, business and hospitality and home economics."}
{"text": "Applied SciencesThe Applied science track provides a specialization opportunity for learners who have demonstrated the interest, abilities and aptitude to pursue a career in applied sciences. The track builds on the competencies acquired at lower secondary in the areas of mathematics and integrated science. It equips learners with the knowledge, skills and attitudes necessary for advanced careers in applied sciences offered in middle level colleges and universitiesStudents graduating from this track shall be expected to join middle level colleges or universities to pursue careers in areas such as agricultural engineering, computer engineering, foods science and technology, business and hospitality and home economics. They shall also be able to join the world of work where they shall work under the guidance of a specialist as they advance their skills on the job, through apprenticeships or further training. The pure and applied sciences curriculum shall prepare learners to graduate with a senior school national certificate that will open the following career opportunities for them:Enroll directly into a university for a degree in science related subjects. Enroll into middle level colleges for a diploma in science related fields. Join the world of work to work under skilled personnelTechnical and EngineeringThe schools shall prepare learners with foundational skills in applied sciences and moderntechnology. Emphasis shall be on the understanding and practical application of basic principles of science and mathematics in various fields such as engineering, design, agriculture, business, computers and data processing, environmental and resource management and health. Career opportunities related to Integrated ScienceEnvironmental managerForensic laboratory technicianHealth education specialistLaboratory technicianPublic health advisor analystResearch assistantScientific journalistSoftware DeveloperDentistDoctorForensic scientistGeneticistLawyerMarine biologistNeuroscientistNurseNutritionistOptometristPharmacistPhysiotherapistPsychiatristUrban plannerTeacher ProfessorVeterinarianVirologistImportance of Integrated ScienceLearning in the 21st century should have context, be linked to community life, be student centered and be collaborative. Learning has context mean that the content of learning material must be associated with the real world. In this way, the material discussed in the school is close to the daily life of the students. In learning process, students more involved actively to construct their competences. Construction of competencies in learning is done collaboratively. Hence, these four principles of learning are the essence of the 21st century learning."}
{"text": "In learning process, students more involved actively to construct their competences. Construction of competencies in learning is done collaboratively. Hence, these four principles of learning are the essence of the 21st century learning. Integrated science learning is a good way to apply the essence of learning in the 21st century. In integrated science learning students are encouraged to connect the learning materials content to real-world contexts. Students are involved actively in exploring the real-world contexts which relevant to the learning material, conducting the collaborative investigation, and communicating the results of the investigation. Thus, the learning can be implemented holistically, authentically, meaningfully and actively. Aims to improve students understanding on the environmentImportance of Scientific KnowledgeAnd that knowledge is useful for all sorts of things:designing bridges,slowing climate change, andprompting frequent hand washing during flu season. Scientific knowledge allows us to develop new technologies,solve practical problems, andmake informed decisions both individually and collectively. Laboratory safetyA place equipped for experimental study in a science or for testing and analysis. A research laboratory. Broadly: a place providing opportunity for experimentation, observation, or practice in a field of study. Common hazards and their symbolsHazard pictograms alert us to the presence of a hazardous chemical. The pictograms help us to know that the chemicals we are using might cause harm to people or the environment. Here are a few of them. Biohazard It provides warning on lab equipment that may contain biohazardous materials like blood samples. Causes of accidents in the laboratory1. CHEMICALSIf you handle chemicals, you need to wear protective gloves. Treat chemicals with the necessary caution, measure chemicals carefully, contain potentially irritating or hazardous chemicals and use only approved containers when you re transferring chemicals. Chemical burns should be treated by flushing the affected area with a large amount of cool, running water for at least 15 minutes. If the burn area is large or if the affected person is dizzy or weak, call 911. If you work in a chemistry lab, ensure you are taking the proper steps to be safe around the chemicals in your workplace. 2. HEATExercise caution when handling hot items. Hastily or improperly handling these items without the correct tools can cause serious burns. Workers should be properly using water baths, tongs and cooling equipment. Be careful not to touch hot surfaces with your bare hand."}
{"text": "Hastily or improperly handling these items without the correct tools can cause serious burns. Workers should be properly using water baths, tongs and cooling equipment. Be careful not to touch hot surfaces with your bare hand. If you suffer a heat burn in the lab, run the burned area under cool water for five minutes. 3. CUTS AND SCRAPESUsing sharp tools in the laboratory setting can cause scrapes and cuts. Workers may also use sharp objects, such as needles and razor blades, or need to clean up broken glass. To avoid cutting yourself on these items, carefully wrap them so that you can safely carry and dispose of them. 4. CONTAMINATIONAvoiding contamination is key to ensuring safety in the lab setting. Though the advice to wash your hands may seem quite basic, it s an important procedure to avoid contamination. After you interact with any foreign substance, you should wash your hands thoroughly. Protect your skin and clothing with the proper equipment, such as gloves, glasses and a lab coat. You can contaminate areas outside of the lab if you carry bacteria or other substances on your clothing or skin, which can cause the spread of illnesses and other dangers. 5. Inhaling SubstancesAnother common type of lab accident is inhalation. If you inhale chemicals or gases in a space that isn t properly ventilated, you may experience nausea, headaches or fainting. Ensure you follow proper procedures for ventilation, such as using ventilation fans and measuring the amount of gas emitted in a room. 6. FIRESWhen working with hot surfaces and flammable materials, fires become a common danger. Review and practice the proper procedures to ensure you minimize the risk of fire in the laboratory. All flammable materials should be properly stored and sealed. Inspect burners for leaks to avoid sudden flares. 7. SPILLS AND BREAKSIn the lab, glass beakers may be dropped and break. Liquids may be spilled. Generally, these accidents are caused by rushing, being negligent and not properly following procedures. While you work, move carefully through every step. Moving slowly but more steadily will be much better for the safety of yourself and your colleagues. Though students have a responsibility to themselves and their colleagues to exercise proper safety measures and follow protocol, the laboratory environment itself should also follow guidelines from the Occupational Safety and Health Administration OSHA to provide workers with safe working conditions."}
{"text": "While you work, move carefully through every step. Moving slowly but more steadily will be much better for the safety of yourself and your colleagues. Though students have a responsibility to themselves and their colleagues to exercise proper safety measures and follow protocol, the laboratory environment itself should also follow guidelines from the Occupational Safety and Health Administration OSHA to provide workers with safe working conditions. Lack of warning labels and signsInadequate eye and face protection against chemical and environmental hazardsLack of protection against hazardous sources of energy, such as electric powerInadequate respiratory protection for working with gases, chemicals and smokeFirst Aid safety measures for common laboratory accidentsGeneral course of actionRELOCATE everyone in the immediate work area to a safe location. ALERT-CONFINE- If it can be done safely, close doors to confine the area where the emergency occurred. Post an Emergency Hangtag on the door s to prevent reentry by other personnel. EVACUATE the building through the nearest exit. Do not run. Do not use elevators. REPORT to your designated meeting site. REENTER once the lab has been cleared by emergency personnel. First Aid: Eye Exposure to Hazardous ChemicalForcibly hold both eyes open under an emergency eyewash to ensure an effective wash behind both eyelids. If contact lenses are being worn, remove the contacts while flushing. Continue flushing the eyes underneath the eyewash until emergency personnel arrive. Report the injury to your principal investigator and or laboratory facility manager. First Aid: Skin ExposureWash affected area s with tepid water from an emergency safety shower. Take care not to break skin. Remove or cut off contaminated clothing while rinsing. Do not pull contaminated clothing over the head. For chemical and thermal burns, flush affected area s with water from the safety shower, if indicated in safety data sheet. For blood, biological, or radiological exposures use soap and water. Keep flushing affected area s underneath the safety shower until emergency personnel arrive. Report the injury to your principal investigator and or laboratory facility manager. First Aid: Inhalation of Chemical Vapors, Fumes or SmokeIf exposed individual is unconscious, do NOT enter the lab if a possibility of oxygen depletion, toxic vapors, or an explosive atmosphere exists. If exposed individual is conscious, move the person to fresh, uncontaminated air. Report the injury to your principal investigator and or laboratory facility manager."}
{"text": "First Aid: Inhalation of Chemical Vapors, Fumes or SmokeIf exposed individual is unconscious, do NOT enter the lab if a possibility of oxygen depletion, toxic vapors, or an explosive atmosphere exists. If exposed individual is conscious, move the person to fresh, uncontaminated air. Report the injury to your principal investigator and or laboratory facility manager. First Aid: Chemical IngestionIf safe to do so, move affected individual to an uncontaminated area. Do not induce vomiting or drink water or other liquids unless instructed to do so by emergency personnel. Report the injury to your principal investigator and or laboratory facility manager. Importance of safety in the laboratoryLaboratory safety is an essential part of ensuring the health and safety of workers and researchers in laboratory settings. Laboratories can be hazardous environments with various potential risks, including chemical spills, fires, explosions, and exposure to hazardous substances. Lab safety is important because it can prevent injury, keep us from making mistakes and save lives. Lab safety equipment can prevent injury. Lab safety equipment can help you avoid making mistakes. Lab safety equipment can save lives. Safety is important when working in the lab because it helps you avoid injury, keep yourself from making mistakes and save lives of others who may be nearby when an accident happens, or if there is a fire or other emergency situation that needs to be handled quickly and safely by someone who knows what they're doing before the situation gets out of hand. Following lab safety rules is part of being a good citizen. Following lab safety rules is part of being a good citizen. When you follow lab safety rules, you are doing your part to keep everyone safe. You are protecting yourself, your peers and coworkers, and everyone around you. Lab safety rules help prevent accidents and injuries, which means they can also save lives. We should follow the lab safety protocols to stay safe and healthy! By following the lab safety protocols, you will stay safe and healthy. It is absolutely critical that you follow all the rules of your lab protocol when conducting experiments in the lab. This allows you to avoid accidents and contamination, which can cause injury or illness. You should always wear protective clothing goggles, gloves and a face mask to keep yourself safe from hazardous materials such as chemicals or glass shards if an accident occurs in the laboratory. You should never eat or drink anything in the laboratory because it could easily contaminate your food with chemicals or bacteria potentially harmful for consumption by humans!"}
{"text": "This allows you to avoid accidents and contamination, which can cause injury or illness. You should always wear protective clothing goggles, gloves and a face mask to keep yourself safe from hazardous materials such as chemicals or glass shards if an accident occurs in the laboratory. You should never eat or drink anything in the laboratory because it could easily contaminate your food with chemicals or bacteria potentially harmful for consumption by humans! Basic Science SkillsBasic skills in science1. ObservingThis is the most basic skill in science. Observations are made by using the 5 senses. Good observations are essential in learning the other science process skills. Examples:The learner will be blind folded and make observations using the sense of touch. The learner will create observations about a coin using the 5 senses. The learner will mix primary colors to create more colors. 2. CommunicatingIt is important to be able to share our experiences. This can be done with graphs, diagrams, maps, and spoken word. Examples:The learner will create a line graph showing the relationship between speed and the mass of a marble. The learner will discuss possible errors with other classmates. 3. ClassifyingAfter making observations it is important to notice similarities, differences, and group objects according to a purpose. It is important to create order to help comprehend the number of objects, events, and living things in the world. Examples:The learner will use a magnet to classify objects as magnetic or nonmagnetic. The learner will use a balance and sort objects according to mass. The learner will combine different liquids with water to determine which is more or less dense. 4. InferringAn inference is an explanation based on an observation. It is a link between what is observed and what is already known. Examples:The learner will write a conclusion at the end of each investigation. The learner will create inferences about observations they made about a mystery object. I infer it is solid rather than hollow. 5. MeasuringMeasuring is important in collecting, comparing, and interpreting data. It helps us classify and communicate with others. The metric system should be used to help understand the scientific world. Examples:The learner will find the mass of different liquids that have the same volume. The learner will use technology to find the speed of a toy truck. The learner will measure the distance a marble travels. 6. PredictingWhat do you think will happen? It is an educated guess based on good observations and inferences about an observed event or prior knowledge."}
{"text": "6. PredictingWhat do you think will happen? It is an educated guess based on good observations and inferences about an observed event or prior knowledge. Examples:The learner will predict what is a box based on observations using the sense of touch. The learner will write a hypothesis about the effect of increasing the salt on the buoyancy of an egg. 7. Manipulative skillIn science, manipulative skills emphasize the use and handling of scientific apparatus and chemical substances during scientific investigation in the laboratory. Importance of reading packing labels on products quantitiesIt helps in knowing the quantity of the productIt helps in knowing the product specifications like:Conditions for storageDate of expiryHow to use the productPossible side effectsWhat to do in case of emergenciesHow to dispose the product among othersSI UnitsThe International System Of Units SI is the metric system that is used universally as a standard for measurements. SI units play a vital role in scientific and technological research and development. SI unit is an international system of measurements that are used universally in technical and scientific research to avoid the confusion with the units. Having a standard unit system is important because it helps the entire world to understand the measurements in one set of unit systems. Following is the table with base SI units:There are 7 SI base units. The seven units along with their SI unit and symbol are given below:Unit of length, meter m : Meter is the SI unit of length and is defined by taking the fixed value of the speed of light in vacuum. It is expressed as m.s-1. Unit of mass, kilogram kg : Kilogram is the SI unit of mass and is defined by taking the fixed value of the Planck constant. It is expressed as kgUnit of time, second s : Second is the SI unit of time and is defined by taking the fixed value of Cesium frequency. Unit of electric current, ampere A : Ampere is the SI unit of electric current and is defined by taking the fixed value of the elementary charge. Unit of thermodynamic temperature, Kelvin K : Kelvin is the SI unit of thermodynamic temperatureUnit of the amount of substance, mole mol : Mole is the SI unit of the amount of substance and is defined by the fixed value of Avogadro constant NA."}
{"text": "It is expressed as kgUnit of time, second s : Second is the SI unit of time and is defined by taking the fixed value of Cesium frequency. Unit of electric current, ampere A : Ampere is the SI unit of electric current and is defined by taking the fixed value of the elementary charge. Unit of thermodynamic temperature, Kelvin K : Kelvin is the SI unit of thermodynamic temperatureUnit of the amount of substance, mole mol : Mole is the SI unit of the amount of substance and is defined by the fixed value of Avogadro constant NA. Unit of luminous intensity, candela cd : Candela is the SI unit of luminous intensity and is defined by the fixed value of the luminous efficacy. Laboratory apparatusAn apparator apparatus are scientific tools equipment used in performing scientific experiments. The conventional apparator used in performing scientific experiments is called standard apparator apparatus. If the conventional standard apparator apparatus is not available, an improvised apparator apparatus may be used in performing scientific experiments. An improvised apparator apparatus is one used in performing a scientific experiment for a standard apparator apparatus. Most standard apparatus in a school chemistry laboratory are made of glass because: i Glass is transparent and thus reactions interactions inside are clearly visible from outside ii Glass is comparatively cheaper which reduces cost of equipping the school chemistry laboratory iii Glass is comparatively easy to clean wash after use. Iv Glass is comparatively unreactive to many chemicals. Apparatus are designed for the purpose they are intended in a school chemistry laboratory:Apparatus for measuring volume1. Measuring cylinderMeasuring cylinders are apparatus used to measure volume of liquid solutions. They are calibrated graduated to measure any volume required to the maximum. Measuring cylinders are named according to the maximum calibrated graduated volume e.g."}
{"text": "Measuring cylinderMeasuring cylinders are apparatus used to measure volume of liquid solutions. They are calibrated graduated to measure any volume required to the maximum. Measuring cylinders are named according to the maximum calibrated graduated volume e.g. 10ml measuring cylinder is can hold maximum calibrated graduated volume of 10mililitres 10 cubic centimetres 50ml measuring cylinder is can hold maximum calibrated graduated volume of 50mililitres 50 cubic centimetres 250ml measuring cylinder is can hold maximum calibrated graduated volume of 250mililitres 250 cubic centimetres 1000ml measuring cylinder is can hold maximum calibrated graduated volume of 1000mililitres 1000 cubic centimetres 2. BuretteBurette is a long and narrow thin apparatus used to measure small accurate and exact volumes of a liquid solution. It must be clamped first on a stand before being used. It has a tap to run out the required amount out. They are calibrated graduated to run out small volume required to the maximum 50ml 50cm3. The maximum 50ml 50cm3 calibration graduation reading is at the bottom .This ensure the amount run out from a tap below can be determined directly from burette reading before and after during volumetric analysis. Burettes are expensive and care should be taken when using them. 3. I PipettePipette is a long and narrow thin apparatus that widens at the middle used to measure and transfer small very accurate exact volumes of a liquid solution. It is open on either ends. The maximum 25ml 25cm3 calibration graduation mark is a visible ring on one thin end. To fill a pipette to this mark, the user must suck up a liquid solution upto a level above the mark then adjust to the mark using a finger. This requires practice. Ii Pipette fillerPipette filler is used to suck in a liquid solution into a pipette instead of using the mouth. It has a suck, adjust and eject button for ensuring the exact volume is attained. This requires practice. 4. Volumetric flask. A volumetric flask is thin narrow but widens at the base bottom. It is used to measure very accurate exact volumes of a liquid solution. The maximum calibration graduation mark is a visible ring."}
{"text": "A volumetric flask is thin narrow but widens at the base bottom. It is used to measure very accurate exact volumes of a liquid solution. The maximum calibration graduation mark is a visible ring. Volumetric flasks are named according to the maximum calibrated graduated volume e.g. 250ml volumetric flask has a calibrated graduated mark at exact volume of 250mililitres 250centimetres 1l volumetric flask has a calibrated graduated mark at exact volume of one litre 1000 cubic centimeters 2l volumetric flask has a calibrated graduated mark at exact volume of two litres 2000 cubic centimeters 5. Dropper teat pipetteA dropper teat pipette is a long thin narrow glass rubber apparatus that has a flexible rubber head. A dropper teat pipette is used to measure very small amount drops of liquid solution by pressing the flexible rubber head. The numbers of drops needed are counted by pressing the rubber gently at a time b Apparatus for measuring mass1. Beam balanceA beam balance has a pan where a substance of unknown mass is placed. The scales on the opposite end are adjusted to balance with the mass of the unknown substance. The mass from a beam balance is in grams. 2. Electronic electric balance. An electronic electric balance has a pan where a substance of unknown mass is placed. The mass of the unknown substance in grams is available immediately on the screen. C Apparatus for measuring temperatureA thermometer has alcohol or mercury trapped in a bulb with a thin enclosed outlet for the alcohol mercury in the bulb. If temperature rises in the bulb, the alcohol mercury expand along the thin narrow enclosed outlet. The higher the temperature, the more the expansionOutside, a calibration graduation correspond to this expansion and thus changes in temperature. A thermometer therefore determines the temperature when the bulb is fully dipped in to the substance being tested. To determine the temperature of solid is thus very difficult. D Apparatus for measuring timeThe stop watch clock is the standard apparatus for measuring time. Time is measured using hours, minutes and second. Common school stop watch clock has start, stop and reset button for determining time for a chemical reaction. This requires practice. E Apparatus for scooping1."}
{"text": "The narrow mouth ensures no spillage. Conical flasks are named according to the maximum volume they can hold e.g. 250ml Conical flasks hold a maximum volume of 250mililitres 250 cubic centimeters 500ml Conical flasks hold a maximum volume of 500ml 1000 cubic centimeters 5. Round bottomed flaskA round bottomed flask is a moderately narrow glass apparatus with a wide round base and no calibration graduation. Round bottomed flask thus carry hold exact volumes of liquids that have been measured using other apparatus. The narrow thin mouth prevents spillage. The flask can also hold weighed solids. A round bottomed flask must be held clamped when in use because of its wide narrow base. 6. Flat bottomed flaskA flat bottomed flask is a moderately narrow glass apparatus with a wide round base with a small flat bottom. It has no calibration graduation. Flat bottomed flasks thus carry hold exact volumes of liquids that have been measured using other apparatus. The narrow thin mouth prevents spirage. They can also hold weighed solids. A flat bottomed flask must be held clamped when in use because it s flat narrow base is not stable. G Apparatus for holding unstable apparatus during heating . 1. Tripod standA tripod stand is a three legged metallic apparatus which unstable apparatus are placed on during heating .Beakers. Conical flasks, round bottomed flask and flat bottomed flasks are placed on top of tripod stand during heating . 2. Wire gauze meshWire gauze mesh is a metallic iron plate of wires crossings. It is placed on top of a tripod stand: i Ensure even distribution of heat to prevent cracking glass apparatus ii Hold smaller apparatus that cannot reach the edges of tripod stand3 Clamp standA clamp stand is a metallic apparatus which tightly hold apparatus at their neck firmly. A clamp stand has a wide metallic base that ensures maximum stability. The height and position of clamping is variable. This require practice4. Test tube holderA test tube holder is a hand held metallic apparatus which tightly hold test boiling ignition tube at their neck firmly on the other end. Some test tube holders have wooden handle that prevent heat conduction to the hand during heating. 5. Pair of tong."}
{"text": "Some test tube holders have wooden handle that prevent heat conduction to the hand during heating. 5. Pair of tong. A pair of tong is a scissor-like hand held metallic apparatus which tightly hold firmly a small solid sample on the other end. 6. Gas jarA gas jar is a long wide glass apparatus with a wide base. It is open on one end. It is used to collect put gases. This requires practice. H Apparatus for holding directing liquid solutions funnels to avoid spillage . 1. Filter funnelA filter funnel is a wide mouthed mainly plastic apparatus that narrow drastically at the bottom to a long extension. When the long extension is placed on top of another apparatus, a liquid solution can safely be directed through the wide mouth of the filter funnel into the apparatus without spirage. Filter funnel is also used to place a filter paper during filtration. 2. Thistle funnelA thistle funnel is a wide mouthed glass apparatus that narrow drastically at the bottom to a very long extension. The long extension is usually drilled through a stopper cork. A liquid solution can thus be directed into a stoppered container without spillage3. Dropping funnelA dropping funnel is a wide mouthed glass apparatus with a tap that narrow drastically at the bottom to a very long extension. The long extension is usually drilled through a stopper cork. A liquid solution can thus be directed into a stoppered container without spillage at the rate determined by adjusting the tap. 4. Separating funnelA separating funnel is a wide mouthed glass apparatus with a tap at the bottom narrow extension. A liquid solution can thus be directed into a separating funnel without spillage. It can also safely be removed from the funnel by opening the tap. It is used to separate two or more liquid solution mixtures that form layers immiscible. This requires practice. H Apparatus for heating Burners1. Candle, spirit burner, kerosene stove, charcoal burner jiko are some apparatus that can be used for heating. Any flammable fuel when put in a container and ignited can produce some heat. 2. Bunsen burnerThe Bunsen burner is the standard apparatus for heating in a Chemistry school laboratory. It was discovered by the German Scientist Robert Wilhelm Bunsen in1854. A Diagram of a Bunsen burnerA Bunsen burner uses butane laboratory gas as the fuel."}
{"text": "Bunsen burnerThe Bunsen burner is the standard apparatus for heating in a Chemistry school laboratory. It was discovered by the German Scientist Robert Wilhelm Bunsen in1854. A Diagram of a Bunsen burnerA Bunsen burner uses butane laboratory gas as the fuel. The butane laboratory gas is highly flammable and thus usually stored safely in a secure chamber outside Chemistry school laboratory. It is tapped and distributed into the laboratory through gas pipes. The gas pipes end at the gas tap on a chemistry laboratory bench .If opened the gas tap releases butane laboratory gas. Butane laboratory gas has a characteristic odor smell that alerts leakages open gas tap. The Bunsen burner is fixed to the gas tap using a strong rubber tube. The Bunsen burner is made up of the following parts: i Base plate to ensure the burner can stand on its own ii Jet-a hole through which laboratory gas enters the burner iii Collar sleeve-adjustable circular metal attached to the main chimney burell with a side hole entry. It controls the amount of air entering used during burning. Iv Air hole- a hole entry formed when the collar side hole is in line with chimney side hole. If the collar side hole is not in line with chimney side hole, the air hole is said to be closed If the collar side hole is in line with chimney side hole, the air hole is said to be open v Chimney- tall round metallic rod attached to the base plate. B Procedure for lighting igniting a Bunsen burner1. Adjust the collar to ensure the air holes are closed. 2. Connect the burner to the gas tap using a rubber tubing. Ensure the rubber tubing has no side leaks. 3. Turn on the gas tap. 4. Ignite the top of the chimney using a lighted match stick gas lighter wooden splint. 5. Do not delay excessively procedure iv from iii to prevent highly flammable laboratory gas from escaping leaking. Parts and functions of a microscopeA compound microscope is a high-power microscope that has higher magnification levels than a low-power or dissection microscope. It is used to examine tiny specimens like cell structures that cannot be viewed at lower magnification levels. A compound microscope is made up of both structural and optical components."}
{"text": "Parts and functions of a microscopeA compound microscope is a high-power microscope that has higher magnification levels than a low-power or dissection microscope. It is used to examine tiny specimens like cell structures that cannot be viewed at lower magnification levels. A compound microscope is made up of both structural and optical components. The 3 basic structural components are the head, arm and base. The body or head comprises the optical parts present in the upper part of the microscopeThe arm connects and supports the base and head of the microscope. Also, it is used to carry the microscope. Base of the microscope supports the microscope and comprises the illuminatorThe optical part of the microscope includes:EyepieceEye tubeObjective lensesNosepieceAdjustment knobsStageIlluminatorCondenser and condenser focus knobDiaphragmThe ocular or eyepiece is what an observer looks through and is present in the upper portion of the microscope. The eyepiece tube clasps the eyepieces which are positioned above the objective lens. The objective lenses are the main optical lenses. They range in various magnifications from 4x to 100x and generally include 3 to 5 lenses on a single microscope. Nosepiece houses the objective lenses. The fine and coarse focus knobs are the adjustment knobs that are often used to focus the microscope. They are coaxial knobs. This means the focusing system of both fine and coarse focus are mounted on the same axis. There is also a condenser focus knob which moves the condenser up or down to control the lightingThe stage is where the specimen to be viewed is placed. A mechanical stage is often used when working on a specimen at a higher magnification. This is when delicate movement of the specimen is required. Stage clips are operated to hold the slide in place. To see different areas of the specimen, the observer must physically move the slide. A separate knob is present to move the slide in the mechanical stage. The aperture is a tiny hole in the stage via which the transmitted light enters the stage. An illuminator acts as the light source and is typically located at the microscope s base. Most light microscopes operate on halogen bulbs with low voltage and also have variable and continuous lighting control within the base. A condenser is typically used to gather and focus the illuminator s light onto the specimen. It is found beneath the stage and is often observed in conjunction with a diaphragm or iris."}
{"text": "Most light microscopes operate on halogen bulbs with low voltage and also have variable and continuous lighting control within the base. A condenser is typically used to gather and focus the illuminator s light onto the specimen. It is found beneath the stage and is often observed in conjunction with a diaphragm or iris. Iris or Diaphragm regulates the amount of light that reaches the specimen. It is situated above the condenser but beneath the stage. Functions of MicroscopeThe primary function of a microscope is to study biological specimens. A microscope solely functions on two concepts magnification and resolution. Magnification is simply the ability of the microscope to enlarge the image. Whereas the ability to analyse minute details depends on the resolution. Compound and dissection microscopes are the two types of microscopes that are mostly used in schools for educational purposes. Functions of compound microscopeIt simplifies the study of viruses and bacteria. They are used in pathology labs to make an easy diagnosis of diseases. They are also used in forensic laboratories to identify human fingerprints. Common school laboratory safety rulesThe following safety guideline rules should be followed by chemistry laboratory users: i Enter the laboratory with permission in an orderly manner without rushing pushing scrabbling. Ii Do not try unauthorized experiments. They may produce flammable, explosive or toxic substances that affect your health. Iii Do not taste any chemical in the laboratory. They may be poisonous. Iv Waft gas fumes to your nose with your palm. Do not inhale smell gases directly. They may be highly poisonous toxic. V Boil substances with mouth of the test tube facing away from others and yourself. Boiling liquids spurt out portions of the hot liquid. Products of heating solids may be a highly poisonous toxic gas. Vi Wash with lots of water any skin contact with chemicals immediately. Report immediately to teacher laboratory technician any irritation, cut, burn, bruise or feelings arising from laboratory work. Vii Read and follow safety instruction. All experiments that evolve produce poisonous gases should be done in the open or in a fume chamber. Viii Clean your laboratory work station after use. Wash your hand before leaving the chemistry laboratory. Ix In case of fire, remain calm, switch of the source of fuel-gas tap. Leave the laboratory through the emergency door. Use fire extinguishers near the chemistry laboratory to put of medium fires. Leave strong fires wholly to professional fire fighters."}
{"text": "Leave the laboratory through the emergency door. Use fire extinguishers near the chemistry laboratory to put of medium fires. Leave strong fires wholly to professional fire fighters. X Do not carry unauthorized item from a laboratory. MIXTURES, ELEMENTS AND COMPOUNDSMixturesA mixture is a combination of two or more pure substances which can be separated by physical means. There are two types of mixtures:General Properties of MixturesMixtures are made up of two or more substances that are not chemically combined with each other. The properties of mixtures are listed below. The components of a mixture each keep their original properties. The separation of components can be easily done. The proportion of the components is variable. Examples of MixturesCrude oil: A mixture of organic compounds mainly hydrocarbons Seawater: A mixture of various salt and water. Air: a mixture of various gases like oxygen, carbon dioxide, nitrogen, argon, neon, etc. Ink: A mixture of coloured dyes. Gunpowder: A mixture of sulfur, potassium nitrate and carbon. There are two main types of mixtures: homogeneous mixtures and heterogeneous mixtures. The types of mixtures are discussed below. Heterogeneous MixtureWhat is a Heterogeneous Mixture? A mixture of sand mixed with salt is an example of a heterogeneous mixture. Heterogeneous mixtures possess different properties and compositions in various parts i.e. the properties are not uniform throughout the mixture. Examples of Heterogeneous mixtures air, oil, water, etc. Homogeneous MixtureWhat is a Homogeneous Mixture? Sugar mixed with water is the most common example of a homogeneous mixture. Homogeneous mixtures can be defined as the mixtures which possess the same properties and combination throughout their mass. Examples of Homogeneous mixtures alloys, salt, and water, alcohol in water, Cup of Coffee, Mouthwash, DetergentPure And Impure Substancesa substance is said to be pure if it is made up of only one kind of molecule or particle. Pure substances normally cannot be separated by simple physical methods and are largely classified as elements and compounds. Substances are either pure or impure. A pure substance is one which contains only one substance. An impure substance is one which contains two or more substances. A pure substance is made up of a pure solid, pure liquid or pure gas."}
{"text": "A pure substance is one which contains only one substance. An impure substance is one which contains two or more substances. A pure substance is made up of a pure solid, pure liquid or pure gas. Characteristics of Pure SubstanceThey are perfectly homogenous in nature. They are made up of only one kind of atoms or molecules. They have a fixed composition. It has fixed density, melting point and boiling point etc. Characteristics of Impure SubstanceIt does not have any specific properties; the properties of the mixture are a result of the average properties of all the constituents. It is formed as a result of a physical change. They have a variable composition. The mixtures are either heterogeneous or homogenous mixture in nature. Melting Point and boiling PointThe melting point is usually defined as the point at which materials changes from a solid to a liquid. The boiling point of a liquid is the temperature at which the vapour pressure of the liquid becomes equal to the atmospheric pressure of the liquid s environment. At this temperature, the liquid is converted into a vapour. The boiling point of the liquid depends upon the pressure of the surrounding. When the liquid is at high pressure, it has a higher boiling point than the boiling point at normal atmospheric pressure. The boiling point of different liquids is different for a given pressureThe boiling point for any material is the temperature point at which the material transforms into the gas phase in the liquid phase. This happens at 100 degrees centigrade for water. The Celsius scale was in fact created on the basis of the ice water melting point and the liquid water vapor boiling point. Each substance carries its own boiling point. The boiling point of a substance is dependent on the pressure of its surroundings. In mountainous terrains where the altitude is high , the pressure of the atmosphere is relatively lower than the atmospheric pressure at sea level. This is the reason why food cooks at a slower pace in mountainous areas the lower atmospheric pressure causes water to boil at temperatures below 100oC . When all the particles in the liquid phase have been transformed into the gas phase, the temperature begins to rise again, as long as heat is still being applied to the surrounding system. As the temperature starts to increase, so does the particle s kinetic energy. Boiling Point of WaterWater can boil, raise temperature or decrease air pressure, in two ways. At sea level, it is the pressure of air that causes water to boil at 100oC."}
{"text": "As the temperature starts to increase, so does the particle s kinetic energy. Boiling Point of WaterWater can boil, raise temperature or decrease air pressure, in two ways. At sea level, it is the pressure of air that causes water to boil at 100oC. Water can boil at a much lower temperature in vacuum, where there s no air. That is, if not for the skin that keeps the blood pressurized, body temperature would be sufficient to cause the blood to boil with water. At low air pressure the water boils significantly below 100oC at temperatures. The boiling point of water is the temperature at which the liquid water vapor pressure is equal to the pressure surrounding the body, and the body transforms into a vapour. The boiling point is the temperature for a particular liquid to boil at. For example, the boiling point for water, at a pressure of 1 atm, is 100 degrees Celsius. A liquid s boiling point depends upon the liquid s temperature, atmospheric pressure, and vapor pressure. Melting point of iceFor ice, the melting point is 0 C or 273K. The chemical element with the highest melting point is tungsten 3410 C , which is used for making filaments in light bulbs. During the melting process, till all the ice melts, the temperature of the system does not increase until after the melting point is reached. The whole of the supplied heat energy is consumed in increasing the potential energy of the ice molecules. The kinetic energy of the molecule does not increase further, and the temperature does not increase, so long as the melting continues. The quantity of heat required to completely change 1 kg of ice into water at atmospheric pressure at its melting point is called latent heat of fusion. METHODS OF SEPARATING MIXTURESMixtures can be separated from applying the following methods: a DecantationSediments can be separated from a liquid by pouring out the liquid. This process is called decantation. ExperimentPut some sand in a beaker. Add about 200cm3 of water. Allow sand to settle. Pour off water carefully into another beaker. ObservationSand settles at the bottom as sediments. Less clean water is poured out. ExplanationSand does not dissolve in water. Sand is denser than water and thus settles at the bottom as sediment. When poured out, the less dense water flows out."}
{"text": "ExplanationSand does not dissolve in water. Sand is denser than water and thus settles at the bottom as sediment. When poured out, the less dense water flows out. B FiltrationDecantation leaves suspended particles in the liquid after separation. Filtration is thus improved decantation. Filtration is the method of separating insoluble mixtures particles solids from a liquid. Experiment: To separate soil and water using filtrationFold a filter paper to fit well into a filter funnel. Place the funnel in an empty 250 cm3 beaker. Put one spatula end full of soil into 50cm3 of water. Stir. Put the soil water mixture into the filter funnel. ObservationsClean water is collected below the filter funnel. Soil remains above the filter paper. ExplanationA filter paper is porous which act like a fine sieve with very small holes. The holes allow smaller water particles to pass through but do not allow bigger soil particles. The liquid which passes through is called filtrate. The solid which do not pass through is called residue. Set up of apparatusIn industries, filtration is used in engine filters to clean up air. C EvaporationEvaporation is a method of separating a solute solid from its solution. This involves heating a solution solvent and solute to vapourize the solvent out of the solution mixture leaving pure solute solid. If a mixture contain insoluble solid, they are filtered out. Experiment: To separate a mixture of soil and salt sodium chloride . Procedure:Put one spatula end full of soil on a filter paper. Put one spatula full of common salt sodium chloride into the same filter paper. Mix well using the spatula,. Place about 200cm3 of water into a beaker. Put the contents of the filter paper into the water. Stir thoroughly using a glass stirring rod for about one minute. Fold a filter paper into a filter funnel. Pour half portion of the contents in the beaker into the filter funnel. Put the filtrate into an evaporating dish. Heat on a water bath. Observation i On mixingColourless crystals and brown soil particles appear on the filter paper. Ii On adding waterCommon soil dissolves in water. Soil particles do not dissolve in water. Iii On filtrationColourless liquid collected as filtrate below the filter funnel paper."}
{"text": "Ii On adding waterCommon soil dissolves in water. Soil particles do not dissolve in water. Iii On filtrationColourless liquid collected as filtrate below the filter funnel paper. Brown residue collected above the filter funnel paper. Iv On evaporationColourless crystals collected after evaporationExplanationSolid mixture of sand and common salt take the colors of the two. On adding water, common salt dissolves to form a solution. Soil does not because it is insoluble in water and thus forms a suspension. On filtration, a residue of insoluble soil does not pass through the filter paper. It is collected as residue. Common salt solution is collected as filtrate. On heating the filtrate, the solvent water evaporate vaporize out of the evaporating dish leaving common salt crystals. Vapourization evaporation can take place even without heating. This is the principle process of drying wet clothes on the hanging line. Set up of apparatus d DistillationDistillation is an improved evaporation where both the solute and the solvent in the solution are separated collected. Distillation therefore is the process of separating a solution into constituent solid solute and the solvent. It involves heating the solution to evaporate vaporize the solvent out. The solvent vapour is then condensed back to a liquid. Salty sea water can be made pure through simple distillation. Any mixture with a large difference 40oC in boiling point can be separated using simple distillation. E Fractional distillationFractional distillation is an improved simple distillation used specifically to separate miscible mixtures with very close near boiling points. Fractional distillation involves: i Heating the mixture in a conical round bottomed flat bottomed flask. The pure substance with a lower boiling point and thus more volatile evaporates boils vaporize first.e.g. Pure ethanol has a boiling point of 78oC.Pure water has a boiling point of 100 oC at sea level one atmosphere pressure. When a miscible mixture of ethanol and water is heated, ethanol vaporizes boils evaporates first because it is more volatile. Ii The conical round bottomed flat bottomed flask is connected to a long glass tube called fractionating column. The purpose of the fractionating column is to offer areas of condensation for the less volatile pure mixture."}
{"text": "When a miscible mixture of ethanol and water is heated, ethanol vaporizes boils evaporates first because it is more volatile. Ii The conical round bottomed flat bottomed flask is connected to a long glass tube called fractionating column. The purpose of the fractionating column is to offer areas of condensation for the less volatile pure mixture. The fractionating column is packed with glass beads broken glass porcelain shelves to increase the surface area of condensation of the less volatile pure mixture. Iii When the vapors rise they condense on the glass beads broken glass porcelain shelves which become hot. When the temperature of the glass beads broken glass porcelain shelves is beyond the boiling point of the less volatile pure substance, the pure substance rise and condensation take place on the glass beads broken glass porcelain shelves at a higher level on the fractionating column. The less volatile pure substance trickles drips back down the fractionating column or back into the conical round bottomed flat bottomed flask to be heated again. E.g. If the temperature on glass beads broken glass porcelain shelves is beyond 78oC, the more volatile pure ethanol rise to condense on the glass beads broken glass porcelain shelves higher in the fractionating column. Water condenses and then drip trickle to the glass beads broken glass porcelain shelves lower in the fractionating column because it is less volatile. Iv The fractionating column is connected to a Liebig condenser. The Liebig condenser has a cold water inlet and outlet circulation. The more volatile mixture that reach the top of the fractionating column is condenses by the Liebig condenser into a receiver. It is collected as the first fraction. V At the top of the fractionating column, a thermometer is placed to note monitor the temperature of the boiling mixtures. Pure substances have constant fixed boiling point. When one mixture is completely separated, the thermometer reading rises. E.g. the thermometer reading remains at78oC when ethanol is being separated. When no more ethanol is being separated, the mercury alcohol level in the thermometer rises. Vi The second subsequent fractions are collected in the receiver after noting a rise the mercury alcohol level in the thermometer. E.g. the thermometer reading rises to 100oC when water is being separated."}
{"text": "Vi The second subsequent fractions are collected in the receiver after noting a rise the mercury alcohol level in the thermometer. E.g. the thermometer reading rises to 100oC when water is being separated. It is passed through the Liebig condenser with the cold water inlet and outlet circulation. It is collected different receiver as the second subsequent fraction. Vii Each fraction collected should be confirmed from known physical chemical properties characteristic. ExampleEthanolEthanol is a colourless liquid that has a characteristic smell .When it is put in a watch glass then ignited, it catches fire and burn with a blue flame. WaterWater is a colourless liquid that has no smell odour .When it is put in a watch glass then ignited, it does not catch fire. Set up of apparatusIndustrial application of Fractional distillationOn a large scale,fractional distillation is used: i In fractional distillation of crude oil in an oil refinery. Crude oil is a mixture of many fractions. When heated in a furnace, the different fractions separate out according to their boiling point. In Kenya,fractional distillation takes place at Changamwe in Mombasa. Ii In fractional distillation of air. Air contain a mixture of three main useful gases which are condensed by cooling to very low temperature -200oC to form a liquid. The liquid is then heated. Nitrogen is the most volatile -196 oC and thus comes out as the first fraction. Argon at -186 oC is the second fraction. Oxygen at -183 oC is the last fraction. The three gases are very useful industrial gases. Sublimation depositionSome solids on heating do not melt to a liquid but change directly to a gas. The process by which a solid changes to a gas is called sublimation. The gas cools back and changes directly to a solid. The process by which a gas changes to a solid is called deposition. Sublimation and deposition therefore are the same but opposite processes."}
{"text": "The gas cools back and changes directly to a solid. The process by which a gas changes to a solid is called deposition. Sublimation and deposition therefore are the same but opposite processes. Some common substances that undergo sublimation deposition include: i Iodine ii Carbon IV oxide iii Camphor iv ammonium chloride v Iron III chloride vi Aluminum III chloride vii benzoic acidIf a mixture has any of the above as a component, then on heating it will change to a gas and be deposited away from the source of heating. ProcedurePlace about one spatula full of ammonium chloride crystals into a clean dry 100cm3 beaker. Add equal amount of sodium chloride crystals into the beaker. Swirl to mix. Place the beaker on a tripod stand. Put about 100cm3 of water into another beaker. Place carefully the beaker containing water on top of the beaker containing the solid mixture. Light ignite a burner and heat the solid. Set up of apparatus:Observation i With ammonium chloride common salt mixtureWhite fumes produced. White sublimate depositedColourless residue left ii With Iodine common salt mixturePurple fumes produced. Dark grey sublimate depositedColourless residue leftExplanation i On heating a mixture of ammonium chloride and common salt, a white fume of ammonium chloride is produced. The white fumes solidify as white sublimate on the cooler parts. Common salt remains as residue. Chemical equation:Ammonium chloride solid Ammonium chloride gas ii On heating a mixture of Iodine and common salt, a purple fume of Iodine vapour is produced. The purple fumes solidify as dark grey sublimate on the cooler parts. Common salt remains as residue. Chemical equation:Iodine solid Iodine gasChromatographyChromatography is a method of separating components of a solution mixture by passing it through a medium where the different components move at different rates. The medium through which the solution mixture is passed is called absorbent material. Paper chromatography is a method of separating colored dyes by using paper as the absorbent material. Since dyes are insoluble do not dissolve in water, ethanol and propanone are used as suitable solvents for dissolving the dye."}
{"text": "The medium through which the solution mixture is passed is called absorbent material. Paper chromatography is a method of separating colored dyes by using paper as the absorbent material. Since dyes are insoluble do not dissolve in water, ethanol and propanone are used as suitable solvents for dissolving the dye. Practically, a simple paper chromatography involve placing a dye material on the absorbent material, adding slowly a suitable soluble solvent on the dye material using a dropper, the solvent spread out on the absorbent material carrying the soluble dye away from the origin. The spot on which the dye is initially originally placed is called baseline. The farthest point the solvent spread is called solvent front. The farthest a dye can be spread by the solvent depend on: i Density of the dye-the denser the dye, the less it spread from the basely ne by the solvent. Ii Stickiness of the dye-some dyes sticks on the absorbent material more than other thus do not spread far from baseline. Experiment: To investigate the colors in inkProcedureMethod 1Place a filter paper on an empty beaker. Put a drop of black blue ink in the centre of the filter paper. Wait for about one minute for the ink drop to spread. Using a clean teat pipette dropper add one drop of ethanol propanone. Wait for about one minute for the ink drop to spread further. Add about twenty other drops of ethanol waiting for about one minute before each addition. Allow the filter paper to dry. Experiment: To investigate the colors in inkProcedureMethod 2Cut an 8 centimeter thin strip of a filter paper. At about 3cm on the strip, place a drop of ink. Place the filter paper in a 10cm length boiling tube containing 5cm3 of ethanol. Ensure the cut strip of the filter paper just dips into the ethanol towards the ink mark. Cover the boiling tube. Wait for about twenty minutes. Remove the boiling tube and allow the filter paper to dry. Set up of apparatusExplanationWhen a drop of ink is placed on an absorbent material it sticks. On adding an eluting solvent, it dissolves the dye spread out with it. The denser and sticky pure dye move least. The least dense sticky pure dye move farthest. A pure dye will produce the same chromatogram spot if the same eluting solvent is used on the same absorbent material."}
{"text": "The denser and sticky pure dye move least. The least dense sticky pure dye move farthest. A pure dye will produce the same chromatogram spot if the same eluting solvent is used on the same absorbent material. Comparing the distance moved by a pure dye with a mixture, the coloured dyes in a mixture can be deduced as below:Example 1The chromatogram of pure dyes A, B ,C and a dye mixture D is shown below Determine the pure dyes present in D. On the diagram show: i the solvent front ii Baseline Iii the most soluble pure dye i Solvent extractionSolvent extraction is a method of separating oil from nuts seeds. Most nuts contain oil. First the nuts are crushed to reduce their size and increase the surface area. A suitable volatile solvent is added. The mixture is filtered. The filtrate solvent is then allowed to crystallize leaving the oil fat. If a filter paper is rubbed smeared with the oil fat, it becomes translucent. This is the test for the presence of oil fat. Experiment: To extract oil from Macadamia nut seedsProcedureCrush Macadamia nut seeds form the hard outer cover .Place the inner soft seed into a mortar. Crush add a little sand to assist in crushing . Add a little propanone and continue crushing. Continue crushing and adding a little propanone until there is more liquid mixture than the solid. Decant filter. Put the filtrate into an evaporating dish. Vapourize the solvent using solar energy sunlight. Smear rub a portion of the residue left after evaporation on a clean dry filter paper. Observation ExplanationPropanone dissolve fat oil in the macadamia nuts. Propanone is more volatile lower boiling point than oil fat. In sunlight solar energy, propanone evaporate vaporize leaving oil fat has a higher boiling point .Any seed like corn, wheat , rice, soya bean may be used instead of macadamia seed. When oil fat is rubbed smeared on an opaque paper, it becomes translucent. CrystallizationCrystallization is the process of using solubility of a solute solid to obtain the solute solid crystals from a saturated solution by cooling or heating the solution. A crystal is the smallest regular shaped particle of a solute."}
{"text": "When oil fat is rubbed smeared on an opaque paper, it becomes translucent. CrystallizationCrystallization is the process of using solubility of a solute solid to obtain the solute solid crystals from a saturated solution by cooling or heating the solution. A crystal is the smallest regular shaped particle of a solute. Every solute has unique shape of its crystals. Some solutions form crystals when heated. This is because less solute dissolves at higher temperature. Some other solutions form crystals when cooled. This is because less solute dissolves at lower temperature. Experiment; To crystallize copper II sulphate VI solutionProcedure:Place about one spatula full of hydrated copper sulphate VI crystals into 200cm3 of distilled water in a beaker. Stir. Continue adding a little more of the hydrated copper sulphate VI crystals and stirring until no more dissolve. Decant filter. Cover the filtrate with a filter paper. Pierce and make small holes on the filter paper cover. Preserve the experiment for about seven days. Observation ExplanationLarge blue crystals formedWhen hydrated copper II sulphate crystals are placed in water, they dissolve to form copper II sulphate solution. After some days water slowly evaporate leaving large crystals of copper II sulphate. If the mixture is heated to dryness, small crystals are formed. Using MagnetsMixtures containing substances that are attracted by magnets can be separated using a magnet. We can separate iron from a mixture of sand and iron, as only the iron is attracted to the magnet. ACIDS, BASES AND INDICATORSIn a school laboratory: i An acid may be defined as a substance that turns litmus red. Ii A base may be defined as a substance that turns litmus blue. Litmus is lichen found mainly in West Africa. It changes its colour depending on whether the solution it is in, is basic alkaline or acidic. It is thus able to identify show whether another substance is an acid, base or neutral. Iii An indicator is a substance that shows whether another substance is a base alkaline,acid or neutralCommon naturally occurring acids include:Most commonly used acids found in a school laboratory are not naturally occurring. They are manufactured. They are called mineral acids. Common mineral acids include:Mineral acids are manufactured to very high concentration."}
{"text": "They are manufactured. They are called mineral acids. Common mineral acids include:Mineral acids are manufactured to very high concentration. They are corrosive causes painful wounds on contact with the skin and attack reacts with garments clothes metals. In a school laboratory, they are mainly used when added a lot of water. This is called diluting. Diluting ensures the concentration of the acid is safely low. Bases are opposite of acids. Most bases do not dissolve in water. Bases which dissolve in water are called alkalis. Common alkalis include:Common bases which are not alkali include:Indicators are useful in identifying substances which look-alike. An acid-base indicator is a substance used to identify whether another substance is alkaline or acidic. An acid-base indicator works by changing to different colors in neutral, acidic and alkaline solutions dissolved in water. Experiment: To prepare simple acid-base indicatorProcedure a Place some flowers petals in a mortar. Crush them using a pestle. Add a little sand to assist in crushing. Add about 5cm3 of propanone ethanol and carefully continue grinding. Add more 5cm3 of propanone ethanol and continue until there is enough extract in the mortar. Filter the extract into a clean 100cm3 beaker. B Place 5cm3 of filtered wood ash, soap solution, ammonia solution, sodium hydroxide, hydrochloric acid, distilled water, sulphuric VI acid, sour milk, sodium chloride, toothpaste and calcium hydroxide into separate test tubes. C Put about three drops of the extract in a to each test tube in b . Record the observations made in each case. Sample observationsThe plant extract is able to differentiate between solutions by their nature. It is changing to a similar colour for similar solutions. I Since lemon juice is a known acid, then sulphuric VI and hydrochloric acids are similar in nature with lemon juice because the indicator shows similar colors. They are acidic in nature. Ii Since sodium hydroxide is a known base alkali, then the green colour of indicator shows an alkaline basic solution. Iii Since pure water is neutral, then the orange colour of indicator shows neutral solutions. In a school laboratory, commercial indicators are used. A commercial indicator is cheap, readily available and easy to store."}
{"text": "Iii Since pure water is neutral, then the orange colour of indicator shows neutral solutions. In a school laboratory, commercial indicators are used. A commercial indicator is cheap, readily available and easy to store. Common indicators include: Litmus, phenolphthalein, methyl orange, screened methyl orange, bromothymol blue. Experiment:Using commercial indicators to determine acidic, basic alkaline and neutral solutionsProcedurePlace 5cm3 of the solutions in the table below. Add three drops of litmus solution to each solution. Repeat with phenolphthalein indicator, methyl orange, screened methyl orange and bromothymol blue. Sample resultsThe universal indicatorThe universal indicator is a mixture of other indicator dyes. The indicator uses the pH scale. The pH scale shows the strength of bases and acids. The pH scale ranges from 1-14.These numbers are called pH values: i pH values 1, 2, 3 shows a substance is strongly acid ii pH values 4, 5, 6 shows a substance is a weakly acid iii pH value 7 shows a substance is a neutral iv pH values 8, 9, 10, 11 shows a substance is a weak base alkali. V pH values 12, 13, 14 shows a substance is a strong base alkaliThe pH values are determined from a pH chart. The pH chart is a multicolored paper with each colour corresponding to a pH value.i.e i red correspond to pH 1, 2, 3 showing strongly acidic solutions. Ii Orange yellow correspond to pH 4, 5, 6 showing weakly acidic solutions. Iii Green correspond to pH 7 showing neutral solutions. Iv Blue correspond to pH 8, 9, 10, 11 showing weakly alkaline solutions. V Purple dark blue correspond to pH 12,13,14 showing strong alkalis. The universal indicator is available as: i Universal indicator paper pH paper ii Universal indicator solution. When determining the pH of a unknown solution using i pH paper then the pH paper is dipped into the unknown solution. It changes turn to a certain colour. The new colour is marched compared to its corresponding one on the pH chart to get the pH value."}
{"text": "A woman is generally most likely to get pregnant fertile if she has sex a few days before, and during ovulation. Menstrual CycleEach month during the years between puberty and menopause, a woman s body goes through a number of changes to get it ready for a possible pregnancy. This series of hormone-driven events is called the menstrual cycle. During each menstrual cycle, an egg develops and is released from the ovaries. The lining of the uterus builds up. If a pregnancy doesn t happen, the uterine lining sheds during a menstrual period. Then the cycle starts again. Menstrual phaseThe menstrual phase is the first stage of the menstrual cycle. It s also when you get your period. This phase starts when an egg from the previous cycle isn t fertilized. Because pregnancy hasn t taken place, levels of the hormones estrogen and progesterone drop. The thickened lining of your uterus, which would support a pregnancy, is no longer needed, so it sheds through your vagina. During your period, you release a combination of blood, mucus, and tissue from your uterus. You may have period symptoms like these:crampstender breastsbloatingmood swingsirritabilityheadachestirednesslow back painOn average, women are in the menstrual phase of their cycle for 3 to 7 days. Some women have longer periods than others. Identifying common issues related to Menstrual cycleEvery woman s menstrual cycle is different. Some women get their period at the same time each month. Others are more irregular. Some women bleed more heavily or for a longer number of days than others. Your menstrual cycle can also change during certain times of your life. For example, it can get more irregular as you get close to menopause. One way to find out if you re having any issues with your menstrual cycle is to track your periods. Write down when they start and end. Also record any changes to the amount or number of days you bleed, and whether you have spotting between periods. Any of these things can alter your menstrual cycle:Birth control. The birth control pill may make your periods shorter and lighter. While on some pills, you won t get a period at all. Pregnancy. Your periods should stop during pregnancy. Missed periods are one of the most obvious first signs that you re pregnant. Uterine fibroids."}
{"text": "Your periods should stop during pregnancy. Missed periods are one of the most obvious first signs that you re pregnant. Uterine fibroids. These noncancerous growths in your uterus can make your periods longer and heavier than usual. Eating disorders. Anorexia, bulimia, and other eating disorders can disrupt your menstrual cycle and make your periods stop. Here are a few signs of a problem with your menstrual cycle:You ve skipped periods, or your periods have stopped entirely. Your periods are irregular. You bleed for more than seven days. Your periods are less than 21 days or more than 35 days apart. You bleed between periods heavier than spotting . If you have these or other problems with your menstrual cycle or periods, talk to your healthcare provider. Managing issues related to the menstrual cyclestopping smokingusing heating pads, hot water bottles, or warm baths to ease paintrying gentle forms of exercise, such as walkingmanaging stress and making time for relaxationavoiding caffeine, alcohol, and refined sugar in the 2 weeks before a periodgetting enough sleep each nightFertilization and implantation in human beings Fertilization in humans refers to the fusion of male and female gametes that facilitates the development of a new organism. Fertilization is the natural life process, which is carried out by the fusion of both male and female gametes, which results in the formation of a zygote. In humans, the process of fertilization takes place in the fallopian tube. During this process, semen comprising thousands of sperms are inseminated into the female vagina during coitus. The sperms move towards the uterus and reach the opening of the fallopian tube. Only a few sperms will succeed in reaching the opening of the fallopian tube. Both sperm and egg can show their vitality only to a limited period. Sperm is alive for 48-72 hours in a female reproductive system, whereas the egg can be fertilized for 24 hours before it is released. Only one sperm will succeed in fertilising the ovum, by penetrating its cell membrane and depositing the male genetic material into the female cell, where the two nuclei fuse. The fertilised ovum zygote immediately becomes resistant to penetration by any other sperm arriving later."}
{"text": "Sperm is alive for 48-72 hours in a female reproductive system, whereas the egg can be fertilized for 24 hours before it is released. Only one sperm will succeed in fertilising the ovum, by penetrating its cell membrane and depositing the male genetic material into the female cell, where the two nuclei fuse. The fertilised ovum zygote immediately becomes resistant to penetration by any other sperm arriving later. After fertilisation occurs, the zygote remains in the fallopian tube for about 72 hours, and during this time it develops rapidly, as you will see in the next section. Early development of the embryoFrom the moment of fertilisation until the eighth week of pregnancy, the developing human is called an embryo. While these changes are taking place in the early embryo, it is moving along the fallopian tube towards the uterus. This takes five to seven days. Between five to seven days after fertilisation, the blastocyst reaches the uterus and embeds itself in the thickened endometrium lining of the uterus . This process is called implantation, and if the embryo survives it is the beginning of a pregnancy. However, the embryo may not implant, or it may not survive for more than a few days. In this case, it is shed from the uterus as the endometrium breaks down, and it passes out of the vagina in the menstrual fluid. The loss of a very early pregnancy in this way is very common, and the woman does not even know that she was momentarily pregnant. Human Excretory systemSkinThe skin is the largest organ of the body, with a total area of about 20 square feet. The skin protects us from microbes and the elements, helps regulate body temperature, and permits the sensations of touch, heat, and cold. Skin has three layers:The epidermis, the outermost layer of skin, provides a waterproof barrier and creates our skin tone. Acts as a protective barrier: The epidermis keeps bacteria and germs from entering your body and bloodstream and causing infections. It also protects against rain, sun and other elements. Makes new skin: The epidermis continually makes new skin cells. These new cells replace the approximately 40,000 old skin cells that your body sheds every day. You have new skin every 30 days. Protects your body: Langerhans cells in the epidermis are part of the body s immune system. They help fight off germs and infections."}
{"text": "You have new skin every 30 days. Protects your body: Langerhans cells in the epidermis are part of the body s immune system. They help fight off germs and infections. Provides skin color: The epidermis contains melanin, the pigment that gives skin its color. The amount of melanin you have determines the color of your skin, hair and eyes. People who make more melanin have darker skin and may tan more quickly. The dermis, beneath the epidermis, contains tough connective tissue, hair follicles, and sweat glands. Has collagen and elastin: Collagen is a protein that makes skin cells strong and resilient. Another protein found in the dermis, elastin, keeps skin flexible. It also helps stretched skin regain its shape. Grows hair: The roots of hair follicles attach to the dermis. Keeps you in touch: Nerves in the dermis tell you when something is too hot to touch, itchy or super soft. These nerve receptors also help you feel pain. Makes oil: Oil glands in the dermis help keep the skin soft and smooth. Oil also prevents your skin from absorbing too much water when you swim or get caught in a rainstorm. Produces sweat: Sweat glands in the dermis release sweat through skin pores. Sweat helps regulate your body temperature. Supplies blood: Blood vessels in the dermis provide nutrients to the epidermis, keeping the skin layers healthy. The deeper subcutaneous tissue hypodermis is made of fat and connective tissue. Cushions muscles and bones: Fat in the hypodermis protects muscles and bones from injuries when you fall or are in an accident. Has connective tissue: This tissue connects layers of skin to muscles and bones. Helps the nerves and blood vessels: Nerves and blood vessels in the dermis middle layer get larger in the hypodermis. These nerves and blood vessels branch out to connect the hypodermis to the rest of the body. Regulates body temperature: Fat in the hypodermis keeps you from getting too cold or hot. The skin s color is created by special cells called melanocytes, which produce the pigment melanin. Melanocytes are located in the epidermis. The Urinary systemThe body takes nutrients from food and converts them to energy. After the body has taken the food components that it needs, waste products are left behind in the bowel and in the blood."}
{"text": "Melanocytes are located in the epidermis. The Urinary systemThe body takes nutrients from food and converts them to energy. After the body has taken the food components that it needs, waste products are left behind in the bowel and in the blood. The kidney and urinary systems help the body to eliminate liquid waste called urea, and to keep chemicals, such as potassium and sodium, and water in balance. Urea is produced when foods containing protein, such as meat, poultry, and certain vegetables, are broken down in the body. Urea is carried in the bloodstream to the kidneys, where it is removed along with water and other wastes in the form of urine. Two kidneys. This pair of purplish-brown organs is located below the ribs toward the middle of the back. Their function is to:Remove waste products and drugs from the bodyBalance the body's fluidsRelease hormones to regulate blood pressureControl production of red blood cellsTwo ureters. These narrow tubes carry urine from the kidneys to the bladder. Muscles in the ureter walls continually tighten and relax forcing urine downward, away from the kidneys. Bladder. This triangle-shaped, hollow organ is located in the lower abdomen. It is held in place by ligaments that are attached to other organs and the pelvic bones. The bladder's walls relax and expand to store urine, and contract and flatten to empty urine through the urethra. The typical healthy adult bladder can store up to two cups of urine for two to five hours. Urethra. This tube allows urine to pass outside the body. The brain signals the bladder muscles to tighten, which squeezes urine out of the bladder. At the same time, the brain signals the sphincter muscles to relax to let urine exit the bladder through the urethra. When all the signals occur in the correct order, normal urination occurs. Facts about urineNormal, healthy urine is a pale straw or transparent yellow color. Darker yellow or honey colored urine means you need more water. A darker, brownish color may indicate a liver problem or severe dehydration. Pinkish or red urine may mean blood in the urine."}
{"text": "Darker yellow or honey colored urine means you need more water. A darker, brownish color may indicate a liver problem or severe dehydration. Pinkish or red urine may mean blood in the urine. Diseases and conditions that cause chronic kidney disease include:Type 1 or type 2 diabetesHigh blood pressurean inflammation of the kidney's filtering units glomeruli an inflammation of the kidney's tubules and surrounding structuresother inherited kidney diseasesProlonged obstruction of the urinary tract, from conditions such as enlarged prostate, kidney stones and some cancersRecurrent kidney infection, also called pyelonephritisHeart cardiovascular diseaseSmokingObesityBeing Black, Native American or Asian AmericanFamily history of kidney diseaseAbnormal kidney structureOlder ageFrequent use of medications that can damage the kidneysSigns and symptoms of Kidney DiseasesSigns and symptoms of chronic kidney disease develop over time if kidney damage progresses slowly. Loss of kidney function can cause a buildup of fluid or body waste or electrolyte problems. Depending on how severe it is, loss of kidney function can cause:NauseaVomitingLoss of appetiteFatigue and weaknessSleep problemsUrinating more or lessDecreased mental sharpnessMuscle crampsSwelling of feet and anklesDry, itchy skinHigh blood pressure hypertension that's difficult to controlShortness of breath, if fluid builds up in the lungsChest pain, if fluid builds up around the lining of the heartTo reduce your risk of developing kidney disease:Follow instructions on over-the-counter medications. When using nonprescription pain relievers, such as aspirin, ibuprofen Advil, Motrin IB, others and acetaminophen Tylenol, others , follow the instructions on the package. Taking too many pain relievers for a long time could lead to kidney damage. Maintain a healthy weight. If you're at a healthy weight, maintain it by being physically active most days of the week. If you need to lose weight, talk with your doctor about strategies for healthy weight loss. Don't smoke. Cigarette smoking can damage your kidneys and make existing kidney damage worse. If you're a smoker, talk to your doctor about strategies for quitting. Support groups, counseling and medications can all help you to stop. Manage your medical conditions with your doctor's help."}
{"text": "If you're a smoker, talk to your doctor about strategies for quitting. Support groups, counseling and medications can all help you to stop. Manage your medical conditions with your doctor's help. If you have diseases or conditions that increase your risk of kidney disease, work with your doctor to control them. Ask your doctor about tests to look for signs of kidney damage. How can I protect my skin? You lose collagen and elastin as you age. This causes the skin s middle layer dermis to get thinner. As a result, the skin may sag and develop wrinkles. While you can t stop the aging process, these actions can help maintain healthier skin:Apply sunscreen every day even if you re mostly indoors . Choose a sunscreen with a broad-spectrum sun protection factor SPF of at least 30. Don t tan indoors or outdoors. Tanning causes skin damage. It ages skin and can cause skin cancer. Find healthy ways to manage stress. Stress can make certain skin conditions worse. Perform regular skin and mole checks to look for changes that may be signs of skin cancer. Quit smoking and using tobacco products. Nicotine and other chemicals in cigarettes and electronic cigarettes age skin faster. Use gentle cleansers to wash your face in the morning and at night. Shower regularly and apply moisturizing lotion to prevent dry skin. Effects of cosmetics on healthHeadachesHair problems- Extensive use of chemical based hair products could lead to dandruff, scalp redness, thinning of hair, and even loss of hair. Long term use of hair color could also lead to hair discoloration. Acne - Some types of makeup which are in the form of liquids and creams clog the pores in your skin. This leads to the formation of blackheads, which when not cleaned regularly can form acne. Skin allergies - hemicals known as Parabens which include ethyl-paraben, butyl-paraben, and isopropyl-paraben are used as preservatives to prevent bacterial growth in cosmetics. Parabens can cause various allergic reactions like skin irritation, blotches, and blemishes on the skin. Eye infections - Layers of eye makeup can be damaging to your eyes as it also slips into your eyes through the corners causing irritation. Premature aging - When you use skin products for a longer period of time, the chemicals present tend to permanently damage your skin. With time, you could begin to see skin ageing signs likes wrinkles or patchiness on your face and body."}
{"text": "Eye infections - Layers of eye makeup can be damaging to your eyes as it also slips into your eyes through the corners causing irritation. Premature aging - When you use skin products for a longer period of time, the chemicals present tend to permanently damage your skin. With time, you could begin to see skin ageing signs likes wrinkles or patchiness on your face and body. While makeup does help you hide or cover flaws in your skin, the long term effects could be counterproductive. Also, considering how big the anti-ageing products market is, cosmetic companies have no incentive to reduce the ageing effects of makeup. Cancer - Many of the chemical based cosmetics available in the stores today contain toxic ingredients that could cause cancer. With regulations in place, there is testing being done on the ingredients before the products can be sold. Ry and avoid products with the following ingredients. Formaldehyde and formaldehyde-releasing preservativesPhenacetinCoal tarBenzeneUntreated or mildly treated mineral oilsEthylene oxideChromiumCadmium and its compoundsArsenicCrystalline silica or quartz Skin discoloration- Skin products like sunscreens, moisturizers, toners, and creams contain agents that bleach or darken the skin. Cosmetic products that use poor quality ingredients which have not been regulated can lead to skin discoloration. The effect could be patches, pigmentation, uneven skin tone, redness, and freckles. FORCE AND ENERGYStatic electricityStatic electricity is an imbalance of electric charges within or on the surface of a material or between materials. A static electric charge can be created whenever two surfaces contact and have worn and separated, and at least one of the surfaces has a high resistance to electric current. The effects of static electricity are familiar to most people because people can feel, hear, and even see the spark as the excess charge is neutralized when brought close to a large electrical conductor for example, a path to ground , or a region with an excess charge of the opposite polarity positive or negative Contact-induced chargeIn high-school science demonstrations involving rubbing different materials together e.g., fur against an acrylic rod . Contact-induced charge separation causes your hair to stand up and causes \"static cling\" for example, a balloon rubbed against the hair becomes negatively charged; when near a wall, the charged balloon is attracted to positively charged particles in the wall, and can \"cling\" to it, appearing to be suspended against gravity ."}
{"text": "A static electric charge can be created whenever two surfaces contact and have worn and separated, and at least one of the surfaces has a high resistance to electric current. The effects of static electricity are familiar to most people because people can feel, hear, and even see the spark as the excess charge is neutralized when brought close to a large electrical conductor for example, a path to ground , or a region with an excess charge of the opposite polarity positive or negative Contact-induced chargeIn high-school science demonstrations involving rubbing different materials together e.g., fur against an acrylic rod . Contact-induced charge separation causes your hair to stand up and causes \"static cling\" for example, a balloon rubbed against the hair becomes negatively charged; when near a wall, the charged balloon is attracted to positively charged particles in the wall, and can \"cling\" to it, appearing to be suspended against gravity . There are two ways of charging objectsrubbingBy using the method of friction, positive charge is developed on one of the bodies and negative charge on the other. When these two bodies are brought close, they attract. Some objects have tendency to gain positive charge example glass and ebonite rod while some objects have the tendency to gain negative charge example silk . InductionWhen an uncharged object is placed very close to a charged conductor without touching, the nearer end acquires a charge opposite to the charge on the charged conductors and the two bodies attract. This is called charging by induction. The net charge on the bodies remains the same and body is charged until they are kept close or brought in contact. Effects of force between charged objectsLike charges repel each other; unlike charges attract. Thus, two negative charges repel one another, while a positive charge attracts a negative charge. The attraction or repulsion acts along the line between the two charges. Forces are exerted by charged objects. Two electrically charged objects can exert a force on each other without directly touching. This force is an example of a non-contact force. Forces can attract and repel. Two objects with the same type of charge will repel, whilst two oppositely charged objects attract. The force between unlike charges is called electrostatic attraction. The force between like charges is called electrostatic repulsion. Electrostatic forces can cause movement. Similar to other forces, electrostatic forces can cause movement. Electrostatic attraction causes objects to move closer together, whilst electrostatic repulsion causes objects to move further away from each other."}
{"text": "Electrostatic forces can cause movement. Similar to other forces, electrostatic forces can cause movement. Electrostatic attraction causes objects to move closer together, whilst electrostatic repulsion causes objects to move further away from each other. If we think back to our example with the rod and the cloth, the positive rod will attract the negative cloth, so they will move closer together. Uses of static chargesAlthough static electricity can be a nuisance like getting shock when you touch a doorknob or having static cling on your clothes it has a number of beneficial uses. The forces of attraction between charged particles caused by static electricity are used in air pollution control, xerography and automobile painting. Questions you may have include:How is static electricity used in air pollution control? How does a Xerox machine work? How is static electricity used to paint cars? Pollution controlStatic electricity is used in pollution control by applying a static charge to dirt particles in the air and then collecting those charged particles on a plate or collector of the opposite electrical charge. Such devices are often called electrostatic precipitators. SmokestacksFactories use static electricity to reduce pollution coming from their smokestacks. They give the smoke an electric charge. When it passes by electrodes of the opposite charge, most of the smoke particles cling to the electrodes. This keeps the pollution from going out into the atmosphere. Air freshenersSome people purchase what are called air ionizers to freshen and purify the air in their homes. They work on a similar principle as the smokestack pollution control. These devices strip electrons from smoke molecules, dust particles, and pollen in the air, just as what happens in creating static electricity. These charged dust and smoke particles are then attracted to and stick to a plate on the device with the opposite charge. After a while, much of the pollution is drawn from the air. Since charged particles will also stick to neutral surfaces, some of them can stick to the wall near the ionizer, making it very dirty and difficult to clean. XerographyYour photocopier or Xerox machine uses static electricity to copy print to a page. This is done through the science of xerography. One version of this device electrically charges ink so that it will stick to the paper in the designated areas. Another version of a photocopier uses charges to stick the ink to a drum, which then transfers it to the paper. Painting carsSome automobile manufacturers use static electricity to help them paint the cars they make."}
{"text": "One version of this device electrically charges ink so that it will stick to the paper in the designated areas. Another version of a photocopier uses charges to stick the ink to a drum, which then transfers it to the paper. Painting carsSome automobile manufacturers use static electricity to help them paint the cars they make. The way this works is that they first prepare the car's surface and then put it in a paint booth. Next, they give the paint an electrical charge and then spray a fine mist of paint into the booth. The charged paint particles are attracted to the car and stick to the body, just like a charged balloon sticks to a wall. Once the paint dries, it sticks much better to the car and is smoother because it is evenly distributed. Safety measures when dealing with static chargesUse of the following in the workplace may be necessary to prevent charge accumulation that can lead to static electricity:nonmetal handrailsinsulated doorknobsnonconductive shieldsantistatic wrist strapsstatic dissipating bootsantistatic or conductive clothingElectrical EnergySources of electricityElectricity cannot be mined from the ground like coal. So it is called a secondary source of energy, meaning that it is derived from primary sources, including coal, natural gas, nuclear fission reactions, sunlight, wind, and hydropower. Most direct uses of primary energy are limited to generating heat and motion. Electric circuitWhen there are two or more electrical devices in a circuit with an energy source, there are a couple of basic ways by which we connect them. They can either be connected in series or in parallel combinations. A series circuit is a circuit in which two components share a common node and the same current flows through them. However, in a parallel circuit, components share two common nodes. SeriesA circuit is said to be connected in series when the same current flows through all the components in the circuit. In such circuits, the current has only one path. Let us consider the household decorative string lights as an example of a series circuit. This is nothing but a series of multiple tiny bulbs connected in series. If one bulb fuses, all the bulbs in the series do not light up. ParrallelA circuit is said to be parallel when the electric current has multiple paths to flow through. The components that are a part of the parallel circuits will have a constant voltage across all ends."}
{"text": "If one bulb fuses, all the bulbs in the series do not light up. ParrallelA circuit is said to be parallel when the electric current has multiple paths to flow through. The components that are a part of the parallel circuits will have a constant voltage across all ends. Electric conductorsThe are two typesconductorsnon-conductorsApplications of ConductorsConductors are quite useful in many ways. They find use in many real-life applications. For example,Mercury is a common material in thermometer to check the temperature of the body. Aluminium finds its use in making foils to store food. It is also used in the production of fry pans to store heat quickly. Iron is a common material used in vehicle engine manufacturing to conduct heat. The plate of iron is made up of steel to absorb heat briskly. Conductors find their use in car radiators to eradicate heat away from the engine. Applications of InsulatorsAs insulators resist the flow of electron, they find worldwide applications. Some of the common uses include:Thermal insulators, disallow heat to move from one place to another. Hence, we use them in making thermoplastic bottles. They are also used in fireproofing ceilings and walls. Sound insulators help in controlling noise level, as they are good in absorbance of sound. Thus, we use them in buildings and conference halls to make them noise-free. Electrical insulators hinder the flow of electron or passage of current through them. So, we use them extensively in circuit boards and high-voltage systems. They are also used in coating electric wire and cables. Electrical appliancesThe term appliance can be defined as, \"a device or apparatus or equipment designed to perform an application or task, other than industrial, benefited in our personal life that uses some kind of technology\". USE OF APPLIANCESWhen we consider the demands of our work schedules, whether be it in our house or office or in the exterior work place, appliances lower the stress levels almost everywhere. An appliance is designed to cater a function in our personal life, and use the following five main functional categories: Lighting, Heating, Cooling, Mechanical Work, and Information Knowledge Processing. For example, a light bulb does lighting, an oven does heating, a refrigerator does cooling, a hand mixer does mechanical work, and a smart phone does information knowledge processing."}
{"text": "USE OF APPLIANCESWhen we consider the demands of our work schedules, whether be it in our house or office or in the exterior work place, appliances lower the stress levels almost everywhere. An appliance is designed to cater a function in our personal life, and use the following five main functional categories: Lighting, Heating, Cooling, Mechanical Work, and Information Knowledge Processing. For example, a light bulb does lighting, an oven does heating, a refrigerator does cooling, a hand mixer does mechanical work, and a smart phone does information knowledge processing. Home Appliances or Domestic Appliances or Household Appliances are devices or equipment that assists in household functions such as cooking, cleaning, food preservation, lighting, and entertainmentAn Electric Appliance is a device or apparatus that uses to perform a function in our personal life, other than industrial, with the help of electrical energy. Some of the major appliances are:Air conditioner Room: 750-1500 wattsAudio System: 10-100 wattsBlender: 300 wattsBlow dryer: 1000 wattsCeiling fan: 10-70 wattsClothes dryer: 4000 wattsCoffee Maker: 800 wattsCoffee Pot: 200 wattsCooking Range: 1250-3200 wattsCompact Fluorescent Lamp: 18 wattsComputer: 50-250 wattsFood Blender: 390 wattsFrying Pan: 1200 wattsGarage door opener: 350 wattsHand Drill: 250-1000 wattsHeater: 1500 wattsHot Plate: 1200 wattsIron: 1000 wattsLaptop: 80-150 wattsTelevision: 70-250 wattsToaster: 800-1500 wattsWashing machine Automatic: 500 wattsSAFETY MEASURES WHEN HANDLING ELECTRICAL APPLIANCESNever overload a power socket. Too many plugs in a socket will draw a large current and generate heat in the wires which can result in overloading. Never touch an electrical socket. You can receive an electric shock by doing so. Do not wet electrical appliances, plugs, or sockets. Disconnect the appliance while cleaning it. Do not touch electric poles, high voltage wires, etc.,. With your hands or any metal."}
{"text": "Do not wet electrical appliances, plugs, or sockets. Disconnect the appliance while cleaning it. Do not touch electric poles, high voltage wires, etc.,. With your hands or any metal. Uses of ElectricityEntertainmentHealthcareEngineeringTransport and CommunicationOutdoorsHouseholdCommercialOfficeFuelSpaceUses of Electricity in EntertainmentListening to music on MP3 players. Watching Television. Playing movies on DVDs, VCDs or VCRs runs on electricity. Uses of Electricity in HealthcareSurgical operationsDoctors need a powerful light during an operation on a patientWithout electricity, the operation can prove fatal. Uses of Electricity in EngineeringConstructions of buildings and structures for the convenience of people require electricity in every step. Building houses, installing gates and windows, welding of materials require current electricity to operate the machines. Uses of Electricity in Transport and CommunicationReaching places or communicating from a different corner of the world is only possible because of electricity. A power cut during airline travel can be dangerous. Uses of Electricity outdoorsThe street lights on the road use electricity to function, even the pool requires electricity to heat the water in colder regions. The lawnmower, which is used to cut grass uses electricity to operate. The water sprinkler for the grass on the lawn uses electricity as well. Uses of Electricity in HouseholdStarting from toaster to refrigerator, microwave, washing machine, dishwasher, electrical chimney, and many more appliances which are simple to use and made for the convenience of day-to-day activities use electricity to function. Uses of Electricity in commercial placesFor the production of various materials, the factory uses heavy machinery which always runs on electricity. Even the magnets which are of a giant like structures require electricity to keep it charged for lifting heavy metals. Uses of Electricity in OfficeWe go to work in offices in which most things run on electricity. The lights, lifts, AC, coffee machine, ID card reader, biometric scanners and everything else requires electricity. Uses of Electricity as fuelElectrical energy comes under renewable energy, and we can produce it using most of the natural resources available to us. Today, things which were running on fossil fuels, such as cars and bikes, are now made in such a way that it runs on electricity like solar-powered , which will be more convenient in the future. Uses of Electricity in SpaceThe satellites and probes which are sent from the earth for space expeditions run on electricity."}
{"text": "Uses of Electricity as fuelElectrical energy comes under renewable energy, and we can produce it using most of the natural resources available to us. Today, things which were running on fossil fuels, such as cars and bikes, are now made in such a way that it runs on electricity like solar-powered , which will be more convenient in the future. Uses of Electricity in SpaceThe satellites and probes which are sent from the earth for space expeditions run on electricity. The electricity is generated with the help of a generator or is battery powered. MagnetismA magnet is an object that produces a magnetic field around itselfMagnets are classified into two groups natural and artificial magnets based on how they achieved their magnetism and for how long they retain their magnetic abilities and on their magnetic field. Natural magnets occur in nature and are much weaker than artificial magnets. Natural magnets Natural magnets occur in nature and have a weak magnetic field. Lodestones are a common example of natural magnets. Artificial magnets Artificial magnets can be produced by man-made means and have a stronger magnetic field. They can also be shaped as required. When an artificial magnet is shaped in the form of a bar, it is called a bar magnet. Properties of Bar MagnetA bar magnet has properties similar to any permanent magnet. It has a north pole and a south pole at two ends. Even if you break a bar magnet from the middle, both the pieces will still have a north pole and a south pole, no matter how many pieces you break it in. Its magnetic force of it is the strongest at the poles. If this magnet is suspended freely in the air with a thread, it will not come to rest until the poles are aligned in a north-south position. A Mariner s Compass uses this property to determine direction. If two bar magnets are placed close to each other, their unlike poles will attract and like poles will repel each other. A bar magnet will attract all ferromagnetic materials such as iron, nickel and cobalt. The magnetic force between two moving charges may be described as the effect exerted upon either charge by a magnetic field created by the other. Magnetic and non-magnetic materialsSubstances that are attracted by a magnet are called magnetic substances. Example: Iron, cobalt, nickel, etc. Substances that are not attracted by a magnet are called non-magnetic materials. Example: Aluminium, copper, wood, etc."}
{"text": "Example: Iron, cobalt, nickel, etc. Substances that are not attracted by a magnet are called non-magnetic materials. Example: Aluminium, copper, wood, etc. Force between like and unlike poles of a magnetUses of a magnetVarious Applications and Uses of MagnetsWe might be using computers in our day-to-day lives but never wondered about the presence of a magnet inside it. Magnetic elements on a hard disk help to represent computer data, which is later read by the computer to extract information. Magnets are used inside TVs, sound speakers and radios. The small coil of wire and a magnet inside a speaker transforms the electronic signal to sound vibrations. Magnets are used inside a generator to transform mechanical energy into electrical energy. In contrast, other kinds of motors use magnets to change electrical energy to mechanical energy. Electrically charged magnets can help cranes to move large metal pieces. Magnets are used in filtering machines that separate metallic ores from crushed rocks. It is also used in food processing industries for separating small metallic pieces from grains etc. Magnets are used in MRI machines which are used to create an image of the bone structure, organs, and tissues. Even magnets are used to cure cancer. At home, you use magnets when you stick a paper on the refrigerator in order to remember something. Attaching a magnetic bottle opener to the fridge can come in handy. We often use pocket a compass to find out directions when we are on a trek. The pocket compass uses a magnetic needle to point north. The dark strip on the back of debit and credit cards is magnetic and is used to store data like computers hard drives. Magnets can help collect all the nails which are scattered on the ground after a repair job."}
{"text": "STRAND 1 FOUNDATIONS OF CREATIVE ARTS. WHAT IS CREATIVE ARTSIntroduction to Creative Arts and Sports. Creative Arts is a description of various artistic activities that allow performers to use their imaginations, creativity, and express ideas through a variety of mediums to passage a message to the audience. What is sports? A sport is any activity involving physical or mental effort combined with skills in which an individual or a team or teams compete against another or others for entertainmeRoles of Creative arts and sports in the society. Creates a sense of identity-bring people together, creating shared experiences that help to foster a sense of community and collective identity. Creative arts and sports promote cohesion through teamwork. Through creative arts and sports culture is preserved-it ensures that our history and traditions are not forgotten, and that future generations can appreciate and learn from them. Creative arts and sports inspire creativity, talents and abilities. Creative arts and sports provide provides us with entertainment through components such as music, dance, drama, narratives, films and movies, various sports i.e., soccer, basketball, netball, volley ball. Creative arts and sports provide employment opportunities such as artists, musicians, referees, sports coaches, sports doctors, choreographers. Trainers, teachers etc. One can earn income through activities related to creative arts and sports hence eradicating poetry. Through creative arts and sports, a country can earn or generate tax revenue. Boosts revenue collection Creative arts and sports attract investments which in turn increases job opportunities. Creative arts and sports stimulate growth of economy through sectors such as tourism. Encourages tourism Creative arts is made of the following components:Visual arts -creative art forms appreciated through sense of sight such as;Drawing. Painting. Sculpture. Montage. CollagePlay - a written work that tells a story through action and speech and is meant to be acted on a stage. Music - Music is a collection of coordinated sound or sounds. Making music is the process of putting sounds and tones in an order, often combining them to create a unified compositionDance dance is the movement of the body in a rhythmic way, usually to music and within a given space, for the purpose of expressing an idea or emotion. Principles of Visual arts. There are two principles of visual arts namely:Principle of dominance. Principle of proportion. Principle of dominance in Visual Arts."}
{"text": "There are two principles of visual arts namely:Principle of dominance. Principle of proportion. Principle of dominance in Visual Arts. Dominance is when a single element is so large and or different compared to the rest of the design that it dominates. It grabs your attention. Famous examples include the London Eye that dominates the skyline of London or the Ashoka Lions that dominate the Indian Passport and other official documents. Principle of Proportion in Visual arts. Proportion refers to the dimensions of a composition and relationships between height, width and depth. How proportion is used will affect how realistic or stylized. Proportion also describes how the sizes of different parts of a piece of art or design relate to each other. Proportion in any art is the relative size of objects in relation to each other or corresponding to the other elements as a whole. Basic Elements of a play. Theme - What is the meaning of theme in element of drama? The theme refers to the message meaning that is intended to be expressed in the story. In other words, it is the main idea or the lesson to be learned from the story. Examples of themes in plays include: justice, loyalty. Drugs, bullying, human rights etc. Character- this is a person or individual taking part in the play or drama that may have defined personal qualities and or histories. Plot- A plot is a sequence of events within a play that tells a story. A plot is what makes a story. Five components make up a plot: exposition, rising action, climax, falling action, and resolution. Conflict and theme help drive the plot forward. Language- Language in drama is represented as spoken language or, in other words, as speech. In drama, language refers to the particular manner of verbal expression, the diction or style of writing, or the speech or phrasing that suggests a class or profession or type of character. Setting- The setting is the time and place in which the story takes placeElements of Music in Creative Arts. Sound-any tone with characteristics such as controlled pitch and timbre Rhythm- Rhythm is the pattern of sound, silence, and emphasis in a song Melody- a melody is a combination of pitch and rhythm. Harmony-harmony, in music, the sound of two or more notes heard simultaneously. Elements of Dance in Creative Arts. Body - In dance, the body is the mobile figure or shape, felt by the dancer, seen by others."}
{"text": "It helps an athlete to catch a breath and relax before striding again which helps in developing speed and running skills. Photomontage. Photomontage is the process and the result of making a composite photograph by cutting, gluing, rearranging and overlapping two or more photographs into a new image. It is assembly of images that relate to each other in some way to create a single work or part of a work of art. Photomontage is an image constructed from collaged photographs. Characteristics shown in photomontage. Superimposition-combine two images to create something new. Use of pictures. Emphasis on shape. Composing Melody. Netball. Chest pass in Net ball. Chest pass is a way of throwing the ball to a teammate where the ball is released and received at the chest level. The pass is usually used when the teammates are not far from each other. Learning points for the chest pass. 1. Grip Spread your fingers out behind the ball to form a W formation, holding it at chest height with your elbows out in front of you. 2. Stance. Face the direction you want the ball to go in. Step forwards with your dominant foot as you begin to straighten your arms. 3. Execution of the pass. Push the ball away from your body at chest height by powerfully extending the arms forwards and flicking the wrists. Follow through with the arms, wrists, hands and fingers in the direction of the throw. Chest pass drillsDodging and marking in Netball. Dodging is a technique used to counter the marking attempts. It is applied by members of the team in control of the ball. The player being marked attempts to get free from the marker and move into space to receive a pass. It may involve changing pace and use of deceptive body actions to put the marking player off balance. Deceptive means misleading or trickiness while off-balance means not steady or stable. Intercept means block a pass or prevent it from reaching destination or to block something from happening. Body movements used by a player when dodging an opponent. Using bending or leaning movements with the body trunk to the left or right or left once or repeatedly. Sprinting off from the marker. Sprinting and stopping. Extending the left or right arm away from the opponent. Marking is a technique used by a team that is not in possession of the ball to prevent an opponent from receiving a pass."}
{"text": "Sprinting and stopping. Extending the left or right arm away from the opponent. Marking is a technique used by a team that is not in possession of the ball to prevent an opponent from receiving a pass. The intention is to obstruct passes made by the team in control of the ball. A player can mark an opponent in possession of the ball or an opponent without the ball. Marking opponent with the ball. Marking opponent without the ball. Body movements used by a player when marking an opponent. Standing in front of the player being marked. Standing beside the player being marked. Raising hands up or to the side to reach the path of the ball. Stepping forward, or sideways while avoiding any obstruction. Things to learn when dodging and marking stance. Marking a player without the ball. Establish the basic stance for marking with body weight on your toes. Take a position slightly in front of the player you intend to mark. Be on your toes, with knees slightly bent, ready to catch the ball or move in the direction of the opponent. The hands should be on the side of the body. React quickly when the opponent being marked makes any movement, move in the direction of the opponent using short steps, shuffle sideways without crossing the feet. Focus on both the ball and the player and forth from one place to another. Activity. Guided by the teacherDemonstrateBasic stance for dodging, marking, body movement for dodging and marking. Footwork in Netball. Landing techniques. In netball, the ball is played using hands. During play, the players may:Run to doge an opponent or to reach a ball. Jump to catch a high ball or rebound from the ring. Stop the running action suddenly to dodge an opponent or avoid getting to an offside position. Land on the floor or the ground as dedicated by the laws of gravity in integrated science and as guided by the law of the game. However, players need to land safely for safety and healthy living. There are two landing techniques in Netball: The double foot landing. Single foot landing. Pivoting. Pivoting is the act of turning with one foot on the ground while the other foot makes repeated short steps. Picoting:Helps the player develop balance after landing. It helps the player turn away from the defender who may be marking. Helps in locating teammates who may be well-positioned to receive the pass. Things to learn in Pivoting."}
{"text": "It helps the player turn away from the defender who may be marking. Helps in locating teammates who may be well-positioned to receive the pass. Things to learn in Pivoting. Land one foot and maintain balance. Maintain a firm grip of the ball. Keep the landing foot grounded with knees slightly bent. Keep the head up and the trunk upright. Step with the non-landing foot and turn around. Keep the ball close to the body. 2.5 Descant recorder or Any other western instrument. Examples of western solo instruments. The following techniques are used to play descant recorder:Tonguing. Gently say tu when blowing air into the recorder. Embouchure. This is how one places their mouth on the recorder s mouthpiece to ensure that no air is lost when blowing into the instrument. Fingering. Correct placement of the fingers on the recorder. As a rule, the left hand is always at the top part of the recorder. All the holes must be tightly covered to prevent leakage of air. Blowing. Blow warm air into the recorder. Blowing gently gives a good sound. Blowing too hard generates unpleasant sounds. Slurring. This is the technique of playing more than two notes in one breath. This involves only the movement of fingers while the airflow is constant. Staccato. Playing notes in a detached manner. Notes to be played staccato have a dot above or below the note. Tone quality. Listen carefully to the sound you produce when you blow into the recorder. Blowing gently and having consistent air gives a good tone. Blend and balance. Being able to listen to what the other in an ensemble are playing helps to blend and create a balanced sound. Interpret performance directions when playing the descant recorder. You should be able to play melodies on the descant recorder while observing the following directions: a. Repeat. Repeat signs are two dots that are placed before or after a double bar line. Whey they are placed after a double bar line, it means it is the start of the repeat. However, when they are placed before a double line, it means the end of repeat. 1st and 2nd endingThe two lines above the staff mean that one will avoid playing 1 notes when repeating. This applies where there is a repeat and the last part of the melody is different from the first one. Da capo al fineIt is often abbreviated as D.C al Fine."}
{"text": "1st and 2nd endingThe two lines above the staff mean that one will avoid playing 1 notes when repeating. This applies where there is a repeat and the last part of the melody is different from the first one. Da capo al fineIt is often abbreviated as D.C al Fine. It means one goes back to the beginning of the piece and plays to the point written. Dal segno al fine. It is often abbreviated as D.S al fine. It means you go back to a point in the piece of music with the sign and play or sing to the bar marked Fine end then stop. Accent. The note with sign is played with emphasis. Fermata. This sign means that you can hold the note a little longer that its given time value or number of counts. G. Dynamics. This refers to how quietly or loudly a piece of music should be played. Italian terms are used to indicate dynamics in the piece of music. H. Tempo. This term is used to refer to how fast or slow a piece of music can be played. Italina terms are used to indicate what tempo the music is played2.6 Volleyball. Overarm and Jump serve in Volley. Over arm serve. Over arm serve is where a player tosses the ball with one hand and strikes it in the air above their head with the other hand so that it crosses the net and lands into the opponents side. Safety instructions. Ensure you perform thorough warm up activities. Avoid congestion by maintaining a safe distance from your peers. Follow instructions. Jump serve in Volleyball. This is a type of serve where the serving player increases power and serve height by jumping to hit the ball when serving in volleyball. Minor Games and basic rules. Minor games are small sided games that help you practice skills learnt in volleyball while applying the rules of the games. Safety precaution. Never fist hit the ball as you could hit someone s face. Do not swing on the post. Do not go under the net, always walk around the nets. Do not throw the ball over the net, roll it under the net. Diagram of human figures playing Volley. Student activities monitored and instructed by the teacher Draw human figures of players serving or volleying a ball. Serve the ball using the jump serve over a net. Perform the volley for skill acquisition,Play. Swimming. Breast stroke in swimming."}
{"text": "Perform the volley for skill acquisition,Play. Swimming. Breast stroke in swimming. Breast stroke is a stroke in which the arms are pushed forward and then swept back in a circular movement, while the legs are tucked in towards the bod and then kicked out in a sideways and backward movement. Description of the prone body position. The body lies in a horizontal position in the water with the head in line, with the spine and the face in the water, eyes looking down. The arms are extended forward and the legs are held close together, toes pointed. The breast stroke begins with a forceful push from the poolside in order to generate some propulsion, which results in a glide. The body moves in a smooth, continuous and effortless motion while lying on the stomach and glides in a horizontal position. From the glide phase, the propulsive arm action takes place and then the leg action as the arms recover. The body is then in a streamlined glide for a short moment in each before the next stroke begins. Glide. For effective gliding in the water, the body should be well streamlined. This can be affected by the underwater recovery movements, as the propulsive force remain still and streamlined. For example, as the legs kick to provide propulsion, the arms should be extended forward to create the ideal streamlined body position at the front. Similarly, as the arms pull around, the legs should be in the glide phase to create the same streamlined body position at the back. Gliding helps to make the breast stroke movement smooth and reduces the effort required by the arms to move forward, resulting on a more efficient swimming technique. It is important to cultivate a glide so that the proper sequence of arms-breath-leg - glide can be established. The breast stroke starts with the arm pull, breathe, then the kick and finally the glide in a streamlined position. Prone body postion and glide. Stand waist-deep in water, with knees bent or feet flat against the side of the pool. You can hold onto the side of the pool with one hand for support. Breathe in and put your face in the water. Puch off the wall and glide to the prone body position. Lie flat, head facing down with your body in line with the water surface. Keep your face down and arms extended forward. Your eyes should look downwards and slightly forward to avoid straining the neck. Keep your shoulders, hips and legs horizontal as possible, and keep your hips as close as possible to the surface."}
{"text": "Keep your face down and arms extended forward. Your eyes should look downwards and slightly forward to avoid straining the neck. Keep your shoulders, hips and legs horizontal as possible, and keep your hips as close as possible to the surface. Do not let your hips drop in the water. Stretch your legs behind with toes pointed but slope your body slightly to allow the legs to stay beneath the water. Keep your neck and shoulders as relaxed as possible to aid the arm action and reduce strain. Keep your body straight and streamlined to make swimming easier and enhance speed. The head movement should be kept to a minimum, and the shoulder should remain level throughout the stroke. Arm action. The arm pull technique is needed to assist the leg movement and also to keep the breast stroke streamlined and efficient. Cath phase. Begin with the glide position, arms extended out in front of you, fingers and hands together, palms facing downwards. Pitch your hand outwards and downwards to an angle of about 45 degrees at the start of the catch phase. Pull your arms outwards and downwards until they are appropriately shoulderwidth apart. Your elbows should begin to bend, and your shoulders to roll inwards at the end of the catch phase. Propulsive phase. Sweep your arms downwards and inwards, and let the hands pull to their deepest point. The elbows bend to 900 and remain high. At the end of the down sweep, your hands, your hands should sweep inwards and slightly upwards. The elbow should tuck into the side as you pull your hand inwards towards the chest and the chin. Recovery phase. Your hands should recover by stretching forward in a streamlined position. They should recover under, on, or over the water surface ready to restart the arm action. Leg action. The legs are the powerhouse of the breast stroke, and the full leg kick should be a simultaneous and flowing action, resulting in a powerful boost that propels the whole stroke. Start with your legs straight and together. Bend your knees and bring the heels towards your seat with the sole of the feet facing outwards for the frog kick . Sweep the legs outwards and download in a flowing circular path. The heels and soles of your feet should drive around and back to provide power and propulsion to the stroke. Squeeze legs together to come back together to the starting streamlined position with the toes pointed. Breathing action. -. Breast stroke breathing occurs naturally as the breast technique has a body lift, which gives the ideal breathing point for each stroke."}
{"text": "Squeeze legs together to come back together to the starting streamlined position with the toes pointed. Breathing action. -. Breast stroke breathing occurs naturally as the breast technique has a body lift, which gives the ideal breathing point for each stroke. Breathing in takes place every time your arms pull back to all the body to lift and the head to rise. Lift your shoulders to bring your face out of the water to breath. Don t raise your head, let the head naturally rise with the shoulders so your chin is resting just above the water. Inhale through your mouth before letting your shoulder drop as you sweep with your arms. Breath out as your legs kick back and extend your arms forward. The head returns to the water to exhale as the arms stretch forward to begin their recovery phase. Timing. A well-executed breast stroke timing sequence is key to achieving a smooth and efficient swimming stroke as you will effortlessly glide through the water. Try to time your arm action and leg kick so there is always something propelling you through water. The arms will be propulsive while the legs recover and the legs propulsive while the arms recover. To coordinate the leg kick, the arm strokes, and the breathing, think of the phrase pull, breath, kick, glide As your arms complete the power phase, take a breath, and then draw your feet toward the hips. When your arms are about halfway through the recovery phase, begin the leg action. Time the arm strokes and kick so that the arms and legs are both at their full length as the kick finishes. Rest in the phase position as your body glides through the water. Then the glide begins to slow down, it is time to start another stroke. Water treading. To maintain an upright position in deep water by moving the feet with a walking movement and the hands with a downward circular motion African folk songs are classified according to the following. Their origin. Occasion. Function. Type. A. Community of origin. African songs can be classified according to their origin. The origin in this case means the community they are drawn from. Therefore, songs belong to a particular community such as luhya, luo, gikuyu, gusii. Kuria, Kamba, iteso, giriama, digo, Pokomo, gabra, nandi, Kipsigis, Marakwet, pokot, turkana and taita."}
{"text": "The origin in this case means the community they are drawn from. Therefore, songs belong to a particular community such as luhya, luo, gikuyu, gusii. Kuria, Kamba, iteso, giriama, digo, Pokomo, gabra, nandi, Kipsigis, Marakwet, pokot, turkana and taita. These songs are passed on by oral tradition from one generation to the next. The music is related to the culture of a particular or region. For example, you can identify the culture od a particular community or region by their dressing, language used, musical instruments, props, body adornments, ornaments, body movements, vocal embellishments used to enrich music, style of sing and tone among others. B. Occasion. African folk songs can also be categorized according to occasions they are performed. For example:naming folk songs. Initiation folk songs. Marriage folk songs. War folk songs. Funeral folk songs. Worship folk songs among others. C. Function. Folk songs belong to the people with a common culture. Therefore, folk songs keep people connected to their cultures and heritage. They give history of the people and their culture. Folk songs usually pass important information, stories, messages and history from generation to generation. Folk songs are used to express emotions. They narrate stories of joy and sorrows in the simplest way. Folk songs are used as a means of unifying the community members when they come together to sing. This also creates positive outcomes or consequences if they do not watch their actions and intention. Some of the folk songs are purely for entertainment, enjoyment by performers and the audience. D. Type. African folk songs can also be classified according to the type such as:Lullabies. Dirges. Love songs. Protest songs. Children s songs among others. Creating improvised implements to use in performance of Folkdance songs. Folk dances are performed by different participants who plays different roles as follows:Soloist-person who leads the rest of the participants in singing the melodies and dancing during the performance of the dance. Response group-they provide an answer to the soloist during the dance. Instrumentalist-plays instruments to accompany a dance. Dancers- makes dance movements and formation in response to the songs and instruments."}
{"text": "Response group-they provide an answer to the soloist during the dance. Instrumentalist-plays instruments to accompany a dance. Dancers- makes dance movements and formation in response to the songs and instruments. Along side the participants, folk song dances also require other implements so help in identifying different cultures and diversities such as costumes, ornaments, body adornments, body make ups, props etc. During a folk-dance performance, participants wear specially designed cloths, hides or skins called costumes. Costumes are made using locally available materials such as sisal fibre, sisal string, comb and pair of scissors. The participants also decorate their bodies using different paints to make patterns. This is called body adornments. Body adornments are made using the following materials:Water paints. Chalk powder. Objects or items of different shapes and sizes like bottle tops, water bottles, combs, folk and other design shaped objects. Dancers also use beads, necklaces, bracelets and anklets during the dance performance. These are called ornaments. Body ornaments are made using locally available materials such as:Pieces of thread. Pair of scissors. Grains such as beans, maize soaked in water to make them soft A needle. The costumes, body adornments and ornaments vary from one community to another expressing different cultures in Kenya. The following are social importance of songs to the pastoralists:Songs they sing accompany their journey to facilitate movements. They songs are sung during their herding sessions to take away boredom. They are a source of unity and collaboration among the community members. They educate on the importance of the animals and other resources. They tell the history of the community. General uses of Folk songs. As a source of entertainment. As a source of cultural and national unity. In teaching subjects such as history, literature and geography among others. To educate. To rebuke. To advise. To worship. To encourage. To promote culture. To give moral teachings. Economic importance of the songs. Economic importance or economic significance of something refers to the monetary or trade value of an item. Songs have economic importance to individuals, the cultural community and even the country. General these are the economic importance of folk songs:Performers can earn money or income by performing folk songs at private parties. Folk song musicians also earn a living by offering singing lessons. Some musicians are employed as singers or trainers of folk songs by some institutions such as cultural centres, universities and schools among others."}
{"text": "General these are the economic importance of folk songs:Performers can earn money or income by performing folk songs at private parties. Folk song musicians also earn a living by offering singing lessons. Some musicians are employed as singers or trainers of folk songs by some institutions such as cultural centres, universities and schools among others. Folk songs musicians also earn the country foreign exchange when they perform outside the country. Folk musicians also earn the country revenue when they pay taxes. Folk musicians can be independent artists by recording and selling their music."}
{"text": "1. What is the definition of 'shelf life' in the context of animal products? -. Shelf life refers to the length of time that animal products remain safe to consume and retain their quality under specified storage conditions. 2. Why is it important to understand the shelf life of animal products? -. Understanding shelf life helps in ensuring food safety, minimizing waste by proper storage, and maintaining the nutritional quality of the products. 3. List some methods used to preserve meat in local communities. -. Common methods include salting, smoking, and sun drying. 4. How does smoking preserve meat? -. Smoking preserves meat by impregnating it with smoke s antimicrobial and antioxidant properties, which inhibit the growth of bacteria and prolong shelf life. 5. What method would you use at home to preserve meat and why? -. Freezing might be preferred for its simplicity and effectiveness in keeping meat safe and preserving its nutritional value. 6. Describe the steps involved in the salting method of preserving meat. -. Meat is first cleaned, then salt is applied generously to all surfaces. The meat is left to sit in salt, which draws out moisture and inhibits bacterial growth. 7. What are the benefits of using modern technology in preserving meat? -. Modern technology, such as vacuum packing and refrigeration, extends shelf life, maintains meat quality, and reduces the risk of foodborne illnesses. 8. How can Maria s family preserve milk to ensure it does not spoil? -. Maria s family can preserve milk by boiling or fermenting it to produce yogurt, all of which kill bacteria and extend the milk's usability. 9. Which method do you use to preserve milk at home and why? -. Boiling due to its simplicity and effectiveness in destroying pathogens, or refrigeration for keeping milk fresh without altering its taste. 10. What are the hygiene practices important for preserving meat and milk? -. Practices include maintaining cleanliness of storage areas, using clean utensils and equipment, and ensuring the meat and milk are handled minimally to avoid contamination. 11. Discuss the advantages of pasteurization in milk preservation. -. Pasteurization eliminates harmful bacteria without significantly changing the nutritional content or flavor of milk, making it safer for consumption. 12. What is the role of temperature control in the preservation of animal products? -. Temperature control is crucial as it helps in slowing down the growth of microorganisms and the rate of chemical changes which spoil the product. 13. How does fermentation extend the shelf life of milk products?"}
{"text": "- Temperature control is crucial as it helps in slowing down the growth of microorganisms and the rate of chemical changes which spoil the product.13.How does fermentation extend the shelf life of milk products?- Fermentation converts lactose into lactic acid, lowering the pH and creating an environment unsuitable for many bacteria, thus preserving the milk product.14.Explain how vacuum sealing affects the preservation of meat.- Vacuum sealing removes air from the packaging, reducing oxidative rancidity and slowing microbial growth, thereby extending the meat's shelf life.15.What are the signs that preserved meat has gone bad?- Signs include off odors, slimy texture, discoloration, and mold growth.16.Why is it important to package animal products properly for preservation?- Proper packaging protects the product from environmental contaminants, physical damage, and moisture loss or gain, all of which can affect quality and safety.17.Describe a traditional method of meat preservation used in your community.- Traditional methods might include air drying or fermenting, depending on local practices and climate conditions.18.How do cultural practices influence methods of animal product preservation?- Cultural practices can dictate preferences for certain preservation methods based on taste, the availability of resources, and historical usage.19.What innovations in animal product preservation have emerged in recent years?- Innovations include the use of natural preservatives, improvements in canning technology, and the development of biodegradable packaging materials.20.Evaluate the effectiveness of traditional vs.modern preservation methods for meat.- Traditional methods are often sustainable and adapted to local conditions but may not achieve the shelf life and safety standards of modern methods, which are generally more controlled and efficient but can be resource-intensive."}
{"text": "GRADE 7 TERM 1LIFE SKILLS EDUCATION LESSON NOTESPERSONAL MANAGEMENT SKILLSSELF AWARENESSSELF AWARENESS means having an accurate understanding of ourselves. That includes knowing our strengths, weakness, values, emotions and hopes and how they influence our behaviour in different circumstances. Describing self in relation to the five dimensions of a human beingEvery person should understand themselvesPhysicallySociallyPsychologicallySpirituallyEconomicallyThose who are self aware can objectively evaluate themselves, manage their emotions, align their behaviour with their values and understand how others perceive them. The physical qualities are the things we can see in someone. These include their height, weight, skin colour and any other feature that can be seen in someone. Physical awareness also means that one understands the different gender roles and expectation. For example both boys and girls should be aware of the different changes that takes place in their bodies as they grow and developA person who is physically self aware understands that no physical feature makes someone lesser human beings. They take pride in how they appear and do not wait for validation from other peopleBeing socially aware means that one understands how they react to different social situations and effectively modify their interactions with other people so that they achieve the best results. Psychotically awareness refers to one s preparedness to tackle the challenges that they face in their daily life. A person who is psychologically aware always gives themselves positive affirmation before they confront their challenges. Spiritual awareness means one being aligned with the values they hold dear. It also means working towards finding one s higher purpose. Spiritual awareness enables one to understand the religious beliefs and values that align with their purposeEconomic awareness means one understanding, accepting and seeking to improve their social status in the community. One who is economically aware understands that different people are at different stages in life and everybody else is always eeking to climb a step higher in the social ladder. Identifying personal talents and abilitiesEveryone is good at something. People are good at different activities and skills because they have different strengths. A talent is an inborn ability within a person which makes them excel in a certain activity without actually learning or acquiring it. Talents require recognition so that they can be shaped to the benefit of their owners. People have used their talents to develop themselves as well as make an impact in their communitiesAn ability is someone capacity to do something. It is always acquired through constant practise or training. It is something anyone can have."}
{"text": "People have used their talents to develop themselves as well as make an impact in their communitiesAn ability is someone capacity to do something. It is always acquired through constant practise or training. It is something anyone can have. Making use of our talents and abilities to make a positive impact in the society makes us happy. It is important we can say we are at our bestPupil s activityPage 4-7Dealing with contemporary challenges for self improvementContemporary challenges are challenges we face in the present day. Dome of them are emerging while others have persisted for a while. Examples of modern day challenges includeInternet and online addictionCyber bullyingAddiction to bettingDrug abusePeer pressureUnhealthy eating habitsIf not handled properly, these challenges can affect the normal growth and development of an individualA person who is self aware will not subject themselves to situations that may be a threat to their normal well being. They also tend to know how to handle the challenges whenever they find themselves in such situationsSelf esteemSelf esteem refers to how we feel about ourselves and our abilitiesSelf esteem results from the picture we create about ourselves. This is informed by feedback from other people and the expectations of the societyHigh and low self esteemWhen we create a good picture of ourselves, for example by being responsible for our actions, we feel good about ourselves. This raises our self esteemHaving a high self esteem means generally holding yourself in positive regard. It means one s positive thoughts about themselves outweigh any of negativity. When we create a bad picture of ourselves, for example by not holding ourselves accountable for our actions. We lower our self esteem. Low self esteem is the feeling of not being satisfied with one self. People with low self esteem view themselves in a more negative and critical light. This can affect individual mental well being. Having a high self esteem is important because it enables one toBe themselves and stay in line with their purpose, goals, values and visions in life."}
{"text": "People with low self esteem view themselves in a more negative and critical light. This can affect individual mental well being. Having a high self esteem is important because it enables one toBe themselves and stay in line with their purpose, goals, values and visions in life. Have the ability to express and be able to defend their actions and stand by their principlesAppreciate different opinions leading to positive relations with peopleBe able to face their challenges and overcome themEffects of low esteem includeIt leads to individuals having negative feelingsOne can indulge in drug abuseOne can develop trouble perceiving and relating to situations and peopleIt results in constant fear and guilt which can affect an individual advancement in life hence not being able to realise their full potentialFactors that influence self esteemHaving a self esteem is important for our mental health and well being. Self esteem can be influenced byParents and familyFriends and peersEducationChildhoodAgeMediaOne s own perception or belief about themselvesOne can enhance their self esteem byHaving positive thought about themselvesIdentifying and challenging their negative beliefsBuilding good relations or friendshipTaking on challenges, accepting what is not perfect and being ready to learn new thingsPractising self careMaking room for healthyBecoming mindful of your thoughts and actionsTaking actions based on needs rather than wantsIdentifying their accomplishments and celebrating themselvesManaging emotionsEmotions are personal human feelings that control our moods. They are the driving forces behind our behaviourTypes of emotions in different situationsEmotions can be positive or negativeWhen experience positive emotions during our happy or high momentsWhen we feel low or angry, we experience negative emotionsPeople who accept positive emotions are more likely to cope with stress, are optimistic and are always ready to listen and help othersThose who embrace negative emotions are always unhappy, depressed, gloomy and do not want to talk to other peopleThe different types of emotions includeHappinessSadnessAngerJoySurpriseBoredomFearExcitementReliefAwkwardnessManaging emotions positively under different circumstancesEmotional situations are basic parts of life. Sometimes we struggle with how to deal with them effectively. It can be tempting to act on what you feel right away, but that does not fix the situations caused the emotions."}
{"text": "They are the driving forces behind our behaviourTypes of emotions in different situationsEmotions can be positive or negativeWhen experience positive emotions during our happy or high momentsWhen we feel low or angry, we experience negative emotionsPeople who accept positive emotions are more likely to cope with stress, are optimistic and are always ready to listen and help othersThose who embrace negative emotions are always unhappy, depressed, gloomy and do not want to talk to other peopleThe different types of emotions includeHappinessSadnessAngerJoySurpriseBoredomFearExcitementReliefAwkwardnessManaging emotions positively under different circumstancesEmotional situations are basic parts of life. Sometimes we struggle with how to deal with them effectively. It can be tempting to act on what you feel right away, but that does not fix the situations caused the emotions. More often than not, it leads to more problemsDuring an emotional moment, one shouldPause, sit down, take a deep breath and ask themselves what happened before they started feeling emotionalIdentify and state why they are feeling that wayAcknowledge the emotion and make sense of what they are feeling and understand that it is normal to feel that wayAllow themselves to feel that particular emotionEvaluate critically how they should react. Their reactions should not worsen the already bad situation. Emotions can also be handled by diverting one s attention to things that are exciting or things that actually matter. One can play games or engage in their hobbies as a way of managing different emotionsEmotions should never be suppressed. Suppressing emotions means actively pushing uncomfortable thoughts, feelings or memories out of one s consciousness simply because you do not know how to handle them. Suppressing emotions can cause different health conditions like depression, high blood pressure, low energy and heart diseasesAlways communicate what you need and face your emotions with the aim of making things better for you and those you interact with."}
{"text": "One can play games or engage in their hobbies as a way of managing different emotionsEmotions should never be suppressed. Suppressing emotions means actively pushing uncomfortable thoughts, feelings or memories out of one s consciousness simply because you do not know how to handle them. Suppressing emotions can cause different health conditions like depression, high blood pressure, low energy and heart diseasesAlways communicate what you need and face your emotions with the aim of making things better for you and those you interact with. The effects of negative emotions on self and othersNegative or poorly managed emotions can lead toSomeone feeling miserable and sadSomeone disliking self and othersLack of confidence and self esteemConflicts among friends and family membersGradual loss of sensible thinking and judgementDelay in progress in different aspects of lifeLifestyle diseases for example depressionNegative emotions hold us back and delay our progressManaging stressStress can be defined as state of emotional tension resulting from unfortunate or demanding circumstances, some of which we do not have any controlIt is also being overwhelmed with or being unable to cope with emotional or mental pressureA person who is stressed has the following characteristicsFrequent headachesExhaustions or trouble sleepingIs easily annoyedDepressionBecoming less social, lovely and sadThe common sources of stressProblems with friends, siblings or parentsFinancial problems in the familyNegative thoughts or feelings about oneselfBullyingStress can be managed. Its effects can be positive or negative depending on how it has ben managed. Effects of stress in day to day livesWithdrawal from othersAnger and violenceAnxietySchool drop outsMental breakdownPoor decision makingDepression and lack of motivationLack of sleepManaging stressful situationsThe activities we choose to engage in can influence how we control our moods."}
{"text": "The effects of negative emotions on self and othersNegative or poorly managed emotions can lead toSomeone feeling miserable and sadSomeone disliking self and othersLack of confidence and self esteemConflicts among friends and family membersGradual loss of sensible thinking and judgementDelay in progress in different aspects of lifeLifestyle diseases for example depressionNegative emotions hold us back and delay our progressManaging stressStress can be defined as state of emotional tension resulting from unfortunate or demanding circumstances, some of which we do not have any controlIt is also being overwhelmed with or being unable to cope with emotional or mental pressureA person who is stressed has the following characteristicsFrequent headachesExhaustions or trouble sleepingIs easily annoyedDepressionBecoming less social, lovely and sadThe common sources of stressProblems with friends, siblings or parentsFinancial problems in the familyNegative thoughts or feelings about oneselfBullyingStress can be managed. Its effects can be positive or negative depending on how it has ben managed. Effects of stress in day to day livesWithdrawal from othersAnger and violenceAnxietySchool drop outsMental breakdownPoor decision makingDepression and lack of motivationLack of sleepManaging stressful situationsThe activities we choose to engage in can influence how we control our moods. Stressful situations can be positively dealt with by simply concentrating on the things that boost our mood and make us feel appreciatedDuring stressful situations, you canRead interesting storiesOrganise your roomDo relaxation exercisesPlay with your favourite petListen and dance to your favourite tunesAsk for help from friends, family members or teachersMake a gratitude list a list of what you are grateful or proud of achieving COMMUNITY SERVICE LEARNINGCommunityA community refers to people living in the same area or people who have common interestThe following are some of the characteristics of people in a communityThey live in the same geographical areaThey share common goals, challenges and aspirationsThey have similar interest or social networkCommunity serviceCommunity service is work performed by a group for the benefit or betterment of their community without expecting any form of compensationExamples of place where people can offer community services includeCommunity libraryHospitalsMarket placeChildren s homeHomes for the elderlyWe do community services becauseIt keeps one in regular contact with others and help them develop a solid support system which turns protect them against stress and depression."}
{"text": "Its effects can be positive or negative depending on how it has ben managed. Effects of stress in day to day livesWithdrawal from othersAnger and violenceAnxietySchool drop outsMental breakdownPoor decision makingDepression and lack of motivationLack of sleepManaging stressful situationsThe activities we choose to engage in can influence how we control our moods. Stressful situations can be positively dealt with by simply concentrating on the things that boost our mood and make us feel appreciatedDuring stressful situations, you canRead interesting storiesOrganise your roomDo relaxation exercisesPlay with your favourite petListen and dance to your favourite tunesAsk for help from friends, family members or teachersMake a gratitude list a list of what you are grateful or proud of achieving COMMUNITY SERVICE LEARNINGCommunityA community refers to people living in the same area or people who have common interestThe following are some of the characteristics of people in a communityThey live in the same geographical areaThey share common goals, challenges and aspirationsThey have similar interest or social networkCommunity serviceCommunity service is work performed by a group for the benefit or betterment of their community without expecting any form of compensationExamples of place where people can offer community services includeCommunity libraryHospitalsMarket placeChildren s homeHomes for the elderlyWe do community services becauseIt keeps one in regular contact with others and help them develop a solid support system which turns protect them against stress and depression. It challenges one to do difficult tasks and learn positive qualities such as patience, empathy and accountabilityIt helps one learn new skills such s first aid skills, landscaping skills, leadership skills and problem solving skills among others in the communityIt offers one an opportunity to help those in need hence gain self fulfilmentCommunity service learningCommunity service learning CSL refers to a combination of classroom learning and community learning service. It give learners an opportunity to work with the community members to solve local problemsIt also offers learners an opportunity to connect classroom learning with real life experiences in their school community and the neighbourhood."}
{"text": "Stressful situations can be positively dealt with by simply concentrating on the things that boost our mood and make us feel appreciatedDuring stressful situations, you canRead interesting storiesOrganise your roomDo relaxation exercisesPlay with your favourite petListen and dance to your favourite tunesAsk for help from friends, family members or teachersMake a gratitude list a list of what you are grateful or proud of achieving COMMUNITY SERVICE LEARNINGCommunityA community refers to people living in the same area or people who have common interestThe following are some of the characteristics of people in a communityThey live in the same geographical areaThey share common goals, challenges and aspirationsThey have similar interest or social networkCommunity serviceCommunity service is work performed by a group for the benefit or betterment of their community without expecting any form of compensationExamples of place where people can offer community services includeCommunity libraryHospitalsMarket placeChildren s homeHomes for the elderlyWe do community services becauseIt keeps one in regular contact with others and help them develop a solid support system which turns protect them against stress and depression. It challenges one to do difficult tasks and learn positive qualities such as patience, empathy and accountabilityIt helps one learn new skills such s first aid skills, landscaping skills, leadership skills and problem solving skills among others in the communityIt offers one an opportunity to help those in need hence gain self fulfilmentCommunity service learningCommunity service learning CSL refers to a combination of classroom learning and community learning service. It give learners an opportunity to work with the community members to solve local problemsIt also offers learners an opportunity to connect classroom learning with real life experiences in their school community and the neighbourhood. This is done through curricular and co-curricular programmes and projectsThe focus of CSL is not only learning but also service to the community an the beneficiary is not only the learner but also the community servedThe major goal of CSL is to educate learners about their roles as engaged citizens and leaders in the communityExamples of CSL activities includeSteps involved in carrying out CSL projectA project is a series of tasks that need to be completed to reach a specific outcomeA community services learning project can therefore be defined as a series of learning and services tasks are aimed to meet an identified need or solve an identified problem in the communityTo plan and carry out a CSL activity, one must follow these stepsIdentification of the problem in the communityThis done through discussions with different people conducting surveys and reading or watching news on community needs."}
{"text": "It challenges one to do difficult tasks and learn positive qualities such as patience, empathy and accountabilityIt helps one learn new skills such s first aid skills, landscaping skills, leadership skills and problem solving skills among others in the communityIt offers one an opportunity to help those in need hence gain self fulfilmentCommunity service learningCommunity service learning CSL refers to a combination of classroom learning and community learning service. It give learners an opportunity to work with the community members to solve local problemsIt also offers learners an opportunity to connect classroom learning with real life experiences in their school community and the neighbourhood. This is done through curricular and co-curricular programmes and projectsThe focus of CSL is not only learning but also service to the community an the beneficiary is not only the learner but also the community servedThe major goal of CSL is to educate learners about their roles as engaged citizens and leaders in the communityExamples of CSL activities includeSteps involved in carrying out CSL projectA project is a series of tasks that need to be completed to reach a specific outcomeA community services learning project can therefore be defined as a series of learning and services tasks are aimed to meet an identified need or solve an identified problem in the communityTo plan and carry out a CSL activity, one must follow these stepsIdentification of the problem in the communityThis done through discussions with different people conducting surveys and reading or watching news on community needs. Doing all these will help you identify a need or a gap that needs to be solved. A gap or problem is the difference between where we are and where we want to be. Learners intending to do a CSL activity brainstorm and discuss to come up with one problem for the project of activityDesigning solutions to the problemsDuring this stage, listen to as many suggestions on the solutions as possible. Narrow down to the most cost effective but efficient solution to the problemPlan to implement the solution when, what, who, how In this stage think about the possible steps, resources, the learning skills required, shared responsibilities and the time it will take to complete the projectWhen planning one should ask themselves questions likeWhat will we accomplish? How long will the project take? Who will we work with? How can we engage people of different talents, abilities and perspectives? What training sensitivity is required for us or our patrons to accomplish the goals? What needs to be accomplish our goals? Who will do want?"}
{"text": "What training sensitivity is required for us or our patrons to accomplish the goals?What needs to be accomplish our goals?Who will do want?What resources do we need to be successful and how will we get them?Implementation of the solutionThis is the stage where you set out offer a solution to the problem or implement your planAction is taken by volunteering, serving or being an advocate for something. As you take the action it is important to document the actions through pictures , videos, reports, journals or any other formReporting and reflectingThis is an ongoing process and it happens before writing and after the action stage. The different means of reflection include writing journals, discussions, songs, skirts, diagrams, reports, taking pictures or videos and so onReflecting helps one to examine what they learnt and analyse whether the projects made a difference. One also gets to examine how they feel about volunteering. INTERPERSONAL RELATIONSHIP SKILLSHEALTHY RELATIONSHIPS."}
{"text": "GRADE 7 RATIONALIZED AGRICULTURE AND NUTRITION LESSON NOTESSTRAND ONE -CONSERVATION OF RESOURCES. 1.1 Controlling soil PollutionIt is very important to human beings and animals to conserve the agricultural environment. This can be done by learning about soil pollution and how to control it when carrying out agricultural farming activities or practices. Soil pollution is the contamination of soil with harmful substances. The harmful substances in the soil are known as pollutants or contaminantsCauses of soil pollution in farmingExcessive use of artificial fertilizers. -. These fertilizers introduce pollutants such as Nitrogen compounds and heavy metals into the soil which accumulate in the soil to toxic levels and become harmful to crops and soil living organisms. Excessive use of agricultural chemicals agrochemicals such as herbicides and pesticides. -. These chemicals become pollutants when they get into the soil. They accumulate into the soil and become toxic to soil living organisms. Throwing plastic wastes in the garden. -. Plastic wastes are not broken down by soil living organisms. They contaminate the soil and interfere with the growing crops or reduces agricultural space. Throwing Chemical containers. -. Chemical leftovers from these containers get into the soil and become pollutants. The pollutants accumulate to toxic levels and become harmful to the soil living organisms. Surface run off carrying contaminated water- Surface run-off that contains any contaminants deposits them to the soil when passing over. Industrial wastes- Waste from industries have dangerous chemicals and heavy metals if not disposed off well ends up in the soil. The contaminants get into the soil and affect soil micro-organisms. What is the effect of soil pollution? It causes production of crops that are not safe for consumption or use by human beings. This poses health risks. Soil pollution also affects soil fertility and soil pH affecting agricultural production. This affects food security. Control of soil pollutionHow can soil pollution be controlled in Farming? Soil should be protected from pollution to make agricultural produce safe. Safe soil pollution control practices are measures that are taken to reduce the pollutants in the soil. Safe Soil pollution Control measures include the following methods:o Reusing of plastic materials such as using bottles for drip irrigation. O Use of correct types and amount of artificial fertilizer and agrochemicals. O Safe disposal of used agricultural chemical containers. O Safe disposal of plastic wastes, containers and straws. O Recycling waste materials into other useful products."}
{"text": "O Safe disposal of used agricultural chemical containers. O Safe disposal of plastic wastes, containers and straws. O Recycling waste materials into other useful products. O Practicing organic farming which is the growing of crops and rearing livestock without using artificial fertilisers and agricultural chemical. O Planting trees and cover crops to reduce surface run-off than carry contaminants and distribute over the soil surface. Creating Awareness on Prevention of Soil Pollution in Framing. The farming community may not know that the practices they carry out on the farm pollute the soil. We can make the members of the community aware of soil pollution by creating a message to make them aware of soil pollution and how to prevent it. Therefore, the awareness message on soil pollution is aimed at sensitizing members of the public on the harmful effects of soil pollutants in farming. The awareness message should target the different categories of the people in the community. The awareness message should be designed to educate the public on a wide range of soil pollution control measures such as:Safe disposal of used agricultural chemical containers. Use of correct types and amount of fertilisers and agricultural chemicals. Reusing of plastic materials such as using bottles for drip irrigation. Safe disposal of plastic wastes, containers and straws. Recycling waste materials into other useful products. Practicing organic farming which is the growing of crops and rearing livestock without using artificial fertilisers and agricultural chemical. Planting trees and cover crops to reduce surface run-off than carry contaminants and distribute over the soil surface. The awareness message can be passed using the following methods:Dramatization. Presenting songs. Poems. Displaying posters etc. 1.2 -Constructing Water Retention structures. In rainy seasons a lot of water flows into rivers in form of surface runoff and finally gets into lakes and oceans. Surface run off is the water flowing on the ground after a heavy rainfall. The water may be conserved to be used for farming during the dry season. Surface run off causes a lot of damage to property if not properly collected Some of the damages caused by surface run off include:Soil erosion. Deposits contaminants such as fertilizer, oil, pesticides and dirt into water bodies causing water pollution. Destruction to crops. Destruction to buildings and other infrastructure such as roads. Surface run off is conserved or collected in structures such as:Water retention ditches. Earth basins. Water retention pits. What is the importance of conserving water in Farming?"}
{"text": "Earth basins. Water retention pits. What is the importance of conserving water in Farming? Surplus or excess water can be conserved and used during the times of water scarcity in the farm. Conserving water reduces the cost of farming. This is because money that would be used to buy water in the farm is saved. Conserving water ensures availability of water for human life and livestock. A lot of water is wasted during rainy season. Rain water which forms surface run-off after heavy downpour is prevented from damaging property. A trench is constructed along the contour to collect and hold surface off when there is heavy rainfall. The trench should be dug along the contours. The surface run-off collects at the retention ditch as it rains. The water collected in the water retention ditches is used by the crops growing around it. Steps followed when constructing a water retention ditch. Determine the contour lines using an A-frame. Mark the contour lines with pegs. Dig the soil along the marked line to make a trench about 0.6m or 60 cm deep and 60 cm wide. Remove the soil with a spade and throw it downward to form an embankment. Plant grass or any other crop on the embarkmentPhotographs showing water retention ditches2. Construction of an earth basin. An earth basin is a small pond or a depression that is constructed on the surface of land to collect surface run-off water after rains for use in farming. Water is collected in the earth basin when there is heavy rainfall and also runoff collects in the earth basin. Water is drawn from the earth basin for irrigation. An earth basin holds surface runoff form the surrounding area. It can store this water long after the rains. This water is used in growing crops. Steps followed when constructing an earth basin. Clear the area where the earth basin is to be constructed. Excavate the basin by digging the soil and throwing it to the sides to form an embarkment. Leave the upper side of the basin open to allow the flow of run odd into the basin. Plant a crop or grass around the earth basin to prevent soil erosion. This are small depression in which crops grow and are used to trap water around the base of the crop to be used by the crop. This reduces run-off. Surface runoff collects in water retention pits when it is raining. The water collected in the retention pits may be used to grow crops such as vegetables, bananas and Napier grass."}
{"text": "This reduces run-off. Surface runoff collects in water retention pits when it is raining. The water collected in the retention pits may be used to grow crops such as vegetables, bananas and Napier grass. Water retention pits traps surface run off and allow it to seep into the soil. A series of pits may be dug into the ground where run off occurs and the pits joined with furrows so that when one pits is full, water can spill over to the next pit. Steps followed when constructing a water retention pit. Measure the spacing of the pits and mark with pegs. Dig the pits about 20-30 cm deep and spaced at 90 cm. The pits are planted with a crop. They help to hold surface run-off preventing soil erosion. Photographs showing water retention pits with crops in them. Crops that can be established in water retention structures:Bananas. Arrow roots. Napier grass. Sugarcane. 1.3 -Conserving Food Nutrients. Ways of conserving vitamins and mineral salts in vegetables during food handling, preparation and cooking. Washing - Wash vegetables before cutting. Soaking or washing time should be reduced to minimize nutrient loss.it is advisable to wash vegetables with cool water rather than hot water. It is also advisable to wash vegetables before cutting. Avoid cutting then washing as this may cause leaching of nutrients. Peeling Most vegetables have more nutrients preserved when consumed with out peeling. Therefore, excessive peeling should be avoided to ensure more nutrients are conserved. Cutting most vegetables loss nutrients once cut because they are exposed to air. Therefore, it is advisable after cutting vegetable they should be stored in air tight containers. Ensure you remove excess air from the containers. Cooking time -cooking time affects nutrients such as vitamin C which is lost when cooking food for long time. This is also determined with cooking method used. Incase boiling is much involved and cooking time is long, then the vegetable tend to lose a lot of nutrients. Covering - cooking vegetables with the lid on can help to retain some of the watersoluble vitamins, such as vitamin C and the B vitamins, by trapping steam inside the pot and reducing the amount of nutrient loss through leaching into the cooking water. Ways to cook vegetables to preserve nutrientsChoose the right chopping method. The wrong chopping method can also lead to loss of nutrients. ... Be careful about the size of the vegetables. ... O Cook food for the right time. O Use the right amount of water."}
{"text": "... o Cook food for the right time. O Use the right amount of water. O Avoid re-heating the food. 1.4 -Growing Trees. Importance of Trees in conserving the environment. Trees are planted to help conserve the environment and provide other benefits to farmers. Farmers derive various benefits from trees such as:Timber poles. Firewood. Shade. Food and livestock feed. Organic matter that increases soil fertility. Conservation of both soil and water. Difference between afforestation, reafforestation and deforestation. Afforestation refers to planting trees where tress had never existed. Reafforestation means planting of tress where forests have been cleared. Deforestation-this is indiscriminate removal of trees from forested areas. Roles of tress in soil and water conservationThey protect the soil from raindrop erosion by reducing the force with which it fall on the ground. Trees provide shade hence reducing loss of moisture through evaporation. Trees act as windbreaks preventing wind erosion. Roots of trees binds the soil particles together. Trees also reduce speed of running water thus reducing its erosive power which reduces soil erosion. Tree leaves decay decompose to supply humus to the soil which improves soil fertility and water infiltration. Agroforestry-refers to the growing of crops, trees and rearing of animals on the same piece of land. The planting of trees and shrubs helps to conserve soil and water as described in the roles of trees above. State and explain nine nursery management practice done in a tree nursery. Mulching-alight mulch should be applied to prevent excessive evaporation and moderate soil temperatures. Watering-tree nursery should be watered regularly preferably in the mornings and evenings. Weed control-weeds should be removed through uprooting to avoid competition for nutrients and moisture. Pricking out-where seedlings are overcrowded, some should be removed pricked out and planted in another nursery bed. Root pruning-regular root pruning is done to make lifting of seedlings easier during transplanting and reduce chances of damage to seedlings. Shading-a shade should be erected over the nursery to reduce the impact of raindrop hence controlling splash erosion. Pest and disease control- sterilize the soil through heat treatment or application of appropriate chemicals. Hardening off-practice of preparing seedlings to adapt to the prevailing conditions in the seedbed.it is achieved through gradual reduction of shade and reduced watering."}
{"text": "Shading-a shade should be erected over the nursery to reduce the impact of raindrop hence controlling splash erosion. Pest and disease control- sterilize the soil through heat treatment or application of appropriate chemicals. Hardening off-practice of preparing seedlings to adapt to the prevailing conditions in the seedbed.it is achieved through gradual reduction of shade and reduced watering. Transplanting-should be done at the onset of rains to give young trees a good start. This makes the soil to stick around the roots and makes it easy for removal of polythene sleeves during transplanting. After transplanting seedlings should be watered, mulched then provided with a temporary shade to conserve moisture. Care and management of trees. Protection-young trees should be protected from damage by animals. This can be done for individual trees or the entire farm. Pruning and training-pruning is the removal of extra or unwanted parts of plants. The unwanted parts may be due to breakages, overcrowding, pest or disease attack and low productivity. Grafting old trees-this is the practice of uniting two separate woody stems, root stock and scion. Old agroforestry trees that have good characteristics can be used to unite with scions from different trees that are compatible with it. STRAND 2-FOOD PRODUCTION PROCESSES. 2.1-Preparing planting sites and establishing crops. Determine appropriate tilth for selected planting materials. Planting sites are prepared according to the type of planting materials. Different planting materials require different planting sites preparations. The size of the planting materials determines the soil fineness or the tilth of the planting site. Soil tilth refers to the degree of fineness or coarseness of a soil in relation to its suitability for planting a specified planting material. Soil tilth is described as fine, medium or coarse depending on the physical condition of the soil. Small sized planting materials require fine tilth. Examples of crops that require fine tilth include:Millet. Sorghum. Wheat. Medium sized planting materials requires medium tilth. Examples of crops that require medium tilth include:Maize. Beans. Large sized planting materials require coarse tilth. Examples of crops that require coarse tilth include:Tubers. Suckers. Cuttings. 2.2 - Selected Crop Management Practices. Crop management is a set of practices carried out in an already established crop on the field to provide it with proper conditions for healthy growth."}
{"text": "Cuttings. 2.2 - Selected Crop Management Practices. Crop management is a set of practices carried out in an already established crop on the field to provide it with proper conditions for healthy growth. Weeding in a Crop FieldFarmers should get rid of weeds that grow in crop fields by removing them physically. Weeds should be removed in crops to avoid competition for nutrients and moisture with established crops. There are various methods used to control weeds in the farm. Some are physical, cultural, chemical and biological methods. Chemical methods are where farmers use herbicides to control weeds. Biological methods are where farmers use living organisms to control weeds. Cultural methods farmers used some farming practice to control weeds in the farm such as mulching. Physical methods involve where farmers use mechanical force to remove weeds. Farmers can use the following physical methods to remove weeds:Uprooting. Tilling. Slashing. Uprooting weeds- refer to pulling out the roots of weeds from the soil. Slashing weeds-involves the use of a cutting tool such as a slasher, sickle or pangas to cut off weeds at the ground level to remove their shoots. Tilling-involves breaking and turning slight cultivation the soil to remove weeds using a jembe or a panga. Thinning and Gapping in a Crop Field. Thinning is the removal of excess seedlings in a crop field. When farmers carry out thinning, they uproot excess plants from the garden to prevent overcrowding. Gapping is the replacement of seeds that did not germinate or dried after planting. In gapping farmer replace crops that refuse to grow may be due to pest and diseases. Thinning helps to prevent overcrowding of plants which causes competition for nutrients, sunlight and moisture. When thinning, care must be taken to avoid damaging the roots of the remaining plants. Thinned-out plants can be used for gapping or as livestock feed. Carrying out thinning and gapping helps to maintain optimum plant spacing and optimum plant population in the crop field. Earthing Up in Crop Production. Earthing up is the heaping of soil around the base or root zone of the crop. Earthing up is carried out to strengthen the roots and hold them firmly in the soil. In tubers, earthing up provides room for tubers to increase in size. Earthing up helps to conserve moisture around the base of the growing crops. Earthing up encourages development of propping roots in cereal crops like maize."}
{"text": "In tubers, earthing up provides room for tubers to increase in size. Earthing up helps to conserve moisture around the base of the growing crops. Earthing up encourages development of propping roots in cereal crops like maize. This prevents lodging falling of crops after bearing in cereals. Hardening in Crop Management. Hardening is a practice carried out after harvesting crops to prepared produce for storage. It is also called curing if produce. Hardening harvested produce makes their skins tough to avoid peeling and rotting in the store. It is also known as curing in some crops. Tubers such as Irish potatoes and bulbed onions are hardened just before harvesting to prepare them for storage by heaping the produce under shade and covering with grass for about four days. They are turned daily to ensure even drying. Hardening prevents the delicate skin of Irish potato tubers from peeling off during storage. Hardening also helps to remove excess water in mature bulbed onions preventing rotting in the store. Hardening can be done both in the field immediately after harvesting the crops. Hardening makes the crop not to lose quality during transportation. Importance of Management Practices in Crop Production. Crop management involves agricultural practices carried out to improve the growth and development of crops throughout their growth period. Crop management practices are specific to specific crops. Well managed crops make maximum use of soil as a resource and give good returns to the farmer s efforts. Management practices are important because; Improves crop yields for food security. Improves the quality of produce. This makes the produce attractive and marketable. Good management practices increase the storage shelf life of the produce. 2.3 Preparing Animal Products: Eggs Honey. Most domestic animals are keep for their products. Animal products include milk, meat, eggs, honey, skin, wool and fur. Sorting and Grading Eggs. Sorting is the process of placing items into a certain order so that they can be analysed in a more effective way. Grading is classifying items according to quality or size. Sorting separates eggs according to the following factors:Size Cleanliness. Shell Colour. Texture. Shape. Quality. When sorting and grading, eggs are examined carefully and then separated according to their size, weight, conditions of the shell, shell colour, shape and cleanliness. The graded eggs should be placed in plastic or cardboard trays. The broad end of the egg should be packed facing upwards."}
{"text": "When sorting and grading, eggs are examined carefully and then separated according to their size, weight, conditions of the shell, shell colour, shape and cleanliness. The graded eggs should be placed in plastic or cardboard trays. The broad end of the egg should be packed facing upwards. Eggs should be handled with care during sorting and grading to prevent breakages and loss. Eggs on clean cardboard tray Eggs on clean plastic tray Reasons for sorting and grading eggs. For incubation purposes. For selling purposes. When marketing eggs consider what the consumers or buyers want. Consumers will buy most attractive products. Consumers prefer eggs with strong smooth shells and those that are clean. Therefore, sorting and grading eggs has the following importance. High quality eggs fetch high market prices. Grading encourages farmers to produce high quality eggs, assuring the of high profits. Sorting of eggs helps to grade them. Buyers prefer large eggs for consumption. Those who need eggs for incubation usually but the medium sized eggs. Consumers prefer eggs with strong, smooth shells and those that are clean. Processing of HoneyHoney processing is the extracting of honey from the combs to make it easy to package into containers. Honey combs are harvested from the bee hive or any site where the honey bees have built their combs. Raw honey may also be in form of honey crushed and stored with combs together. Comb honey may contain some impurities. Steps followed when processing honeyCollect all the tools required such as muslin cloth, glass bottle, wooden spoon and wooden rods. Break the honey combs into small pieces. Place the broken pieces of honey combs on a muslin cloth. Wrap honey combs with the muslin cloth. Crush and strain honey from honey combs into a container using the wooden rods. Honey combs to broken into small pieces. Place the broken pieces of honey combs on a muslin cloth. Wrap honey combs with the muslin clothCrush and strain honey combs into a container using the wooden rods. Packing Honey. Once honey is harvested from the combs, it is packed into suitable containers for use or storage or for sale. Honey stored in suitable containers remain clean and safe for consumption and can be stored for longer period of time. Honey should be stored in containers that do not allow moisture into honey. When honey is stored in an open place, it absorbs moisture from the atmosphere and spoils quickly."}
{"text": "Honey stored in suitable containers remain clean and safe for consumption and can be stored for longer period of time. Honey should be stored in containers that do not allow moisture into honey. When honey is stored in an open place, it absorbs moisture from the atmosphere and spoils quickly. Honey should be stored in plastic, glass or Aluminium containers and sealed tightly to prevent air and moisture from getting into the honey. Packed honey should be stored at room temperature in a dry place to avoid crystallization. Honey stored in closed containers that do not allow in moisture. Importance of Processing Raw Honey. To ensure clean and quality honey is produced. To obtain other products such as bee wax. To make honey safe for consumption. To remove impurities such as wax, dead bees, bee wings and legs. To enable honey, stay for longer period without spoiling before use. To add value to the final product. Processing makes honey lighter and easier to transport. The Value of Preparing Animal Products. Some animal products cannot be used in their raw form until they are prepared or processed first. Animal products need to be transported from where they are produced to where they consumers are located hence the need to prepare them. Unprocessed animal products get spoilt quickly if stored fro along time. Processing and packing animal s products prevents interference with product quality. Preparing animals products through processing adds vale and increases the consumer s choice for many products. 2.4 Cooking: Grilling, Roasting Steaming. Good cooking allows us to enjoy a healthy meal and snacks. Participating in preparation of food enables you to learn different methods and improves your skills in cooking. There are different methods of cooking food. The choice of a cooking method is determined by several factors. Factors determining the choice of a cooking method. The type of food to be cooked. Time available. Fuel or means of cooking. Equipment available. Methods of cooking different types of foods. 1. Grilling. This is dry method of cooking food. Grilling food is done by using direct heat, over, under or In front of a fire. It can be done using an electric, gas or charcoal grill. Grilling is a very popular method of cooking during festivities. Some of the foods suitable for grill include green maize, plantains, fish, beef, chicken, sausages, tomatoes and bacon. Equipment used for grilling food. Charcoal grill. Electric grill. Gas grill. Improvising grilling equipment. Requirements. Wire mesh. A stand."}
{"text": "Requirements. Wire mesh. A stand. Charcoal holder. Guidelines for cooking food by Grilling method. The following guidelines should be followed when grilling different types of foods to ensure the food is well cooked. Foods to be grilled for example, meat, should not be too thick to allow them to cook properly. The grill should be preheated to the correct temperature before. The food must be attended to constantly to prevent burning or over-cooking. The food should be turned frequently to ensure even cooking. Safety measures during grilling of food. Wear protective clothing to prevent contaminants from coming into contact with the food surfaces and equipment. The hair should be entirely covered and kitchen shoes worn. Hands should be washed before handling food, after visiting toilet, handling money, refuse, touching other parts of the body or blowing the nose. Finger nails should be kept short and clean. Jewellery such as rings, watches and bracelets should not be worn as they trap dirt. Bad habits such as smoking or tasting food using fingers should be avoided. -. Persons with contagious diseases should not handle food. Planning, preparing, cooking and presenting grilled food. Grilled Chicken. Requirements. A grill. Tongs. Fork. Tray. Chopping board. Knife. Ingredients. 1 chicken leg. 1 head garlic crushed. 1 small piece of crushed ginger. Lemon juice. Salt. A little oil. Method. Clean the chicken under running water and dry it using paper towels. Make deep cuts into the chicken to spread the meat and allow the marinade to penetrate. Marinate in a mixture of salt, ginger, garlic, lemons and oil for about 1 hour. Heat up the grill and place the chicken on a rack. Grill on medium heat and brush with oil from time basting until cooked on both sides. Serve the chicken. NOTE: Should chicken not be available, practice grilling other locally available foods such as green bananas, green maize, fish and tomatoes. Presenting Grilled chicken. Requirements. The grilled chicken. Carving knife. Carving board. Platter. 4 plates. 4 forks. 4 knives. A clean table cloth. Method. Use clean utensils. Cut the grilled chicken into small pieces and place them on a platter. Garnish the grilled chicken. This means using other foods like sliced tomatoes and onion rings to make it attractive. Accompany the grilled chicken with a carbohydrate and vegetable of choice."}
{"text": "Garnish the grilled chicken. This means using other foods like sliced tomatoes and onion rings to make it attractive. Accompany the grilled chicken with a carbohydrate and vegetable of choice. NOTE Should chicken not be available, practice presenting other grilled locally available foods such as bananas, green maize, fish and tomatoes. What are the advantages of Grilling food? Grilled food has less calories and fat content. Grilling is a quick and easy method of cooking. Nutrients are preserved as there is little loss. What are the disadvantages of Grilling method of cooking? Requires constant supervision. Inconvenient. Some skill is needed. Fire and burn hazards. Health concerns. 2. Roasting. Roasting is a dry method of cooking. The food is cooked close to a strong source of heat in an oven. Examples of food that can be roasted include tender cuts of meat, potatoes and green bananas. An oven. Equipment suitable for Roasting food. Roasting can be done using very basic kitchen equipment such as:Guidelines for cooking food by Roasting. The following guidelines should be followed when roasting different types of food. The meat to be roasted should be seasoned before putting it in the roasting pan. The food to be roasted should be of good quality. Frequent basting is necessary to keep meat moist and ensure even cooking. Basting involves the application of fat, oil or any other juices on meat during roasting to keep it moist. Do not prick the surface of meat as this will allow juices to drain out and leave the roasted meat dry. The kitchen thread is used to tie the meat to maintain its shape during roasting. Safety measure during Roasting. Wear oven gloves when putting food in and removing it from the oven. Place the hot roasting pan on a heat proof mat after removing it from the oven. When cutting the hot meat, hold it firmly with a fork. Be careful when using hot ash to roast to avoid burns. Planning, Preparing, Cooking and Presenting roasted food. Roast Potatoes. Requirements. A cooker. A skewer. Ingredients. 10 small potatoes. 1 tablespoon oil. 1 4 tablespoon salt. 1 tablespoon crushed garlic. MethodPeel the potatoes and parboil them for 10 minutes. Drain the water from the potatoes. In a larger bowl, combine oil, garlic and salt. Stir the potatoes until evenly covered. Place potatoes in a single layer on roasting pan."}
{"text": "In a larger bowl, combine oil, garlic and salt. Stir the potatoes until evenly covered. Place potatoes in a single layer on roasting pan. Roast for 30 minutes in the preheated oven turning occasionally to brown on all sides. Presenting Roasted potatoes. Requirements. Roast potatoes. 1 tomato. Parsley or coriander. Serving dish. 4 plates. 4 forks. 4 knives. A clean table cloth. Method o Use lean utensils. O Serve the roast potatoes in the serving dish. O Garnish the roast potatoes with sliced tomatoes and parsley. What are the advantages of Roasting food? Nutrients especially vitamins are preserved. Creates an appealing texture and taste for food as well as improves appearance of food. Roasting does not require special skills and equipment. What are the disadvantages of Roasting food? It takes time for thorough and effective coking to be done. 3. Steaming. This is a type of cooking method where food is cooked using steam from boiling water. The food may or may not come into contact with the steam. Steaming is suitable for vegetables, fish fillet and cake puddings. Steamed foods are light and easy to digest. Steamed food is therefore, suitable for sick people and people who are recovering from sickness. Steamed food does not lose nutrients. They also retain their natural flavours. During steaming, different dishes can be cooked at the same time. This helps to save on time and fuel. Equipment suitable for steaming food. A food steamer. Improvised steaming equipment. Steaming equipment can be improvised using:The plate method of steaming food. The bowl method of steaming food. A colander. An improvised steamer. Procedure for streaming foods. Guidelines on steaming foods. Steam must be produced continuously when steaming. The water bath must, therefore, have enough water. This ensures that the pan containing the boiling water is not damaged. In order to maintain the temperature of the water bath, always add into it boiling water. Iii. The steamer or pan must have a tight-fitting lid to avoid loss of steam. Iv. When using a commercial steamer, follow the manufacturer s instructions. Safety precautions when steaming food. Be careful when removing the lid to prevent scalding. Be careful when removing the water bath from the cooker. Remove the lid towards self to prevent scalding. Use kitchen gloves to remove the host sufuria from the cooker."}
{"text": "Be careful when removing the water bath from the cooker. Remove the lid towards self to prevent scalding. Use kitchen gloves to remove the host sufuria from the cooker. Planning, preparing, cooking and presenting steamed food. Steamed spinach. Ingredients. 2 bunches of spinach. 2 litres of water. 1 4 tale spoon salt. Method. Wash the spinach. Remove the stacks. Shred the spinach and put it in a bowl. Add salt and stir. Cover the bowl with a fitting lid. Place it in a bigger sufuria with the water bath. Boil the water for five minutes. Stand back when removing the lid to prevent scalding. Be careful when removing the sufuria with boiling water from the cooker. Remove and serve. Presenting steamed vegetables. You will require:Steamed spinach. Serving dish. 4 plates. 4 knifes. A clean table cloth. Methods. Use clean utensils. Serve in a serving dish. Garnish the steamed vegetables. Importance of steaming. Steamed food is light and easy to digest. Advantages of Steaming food. Steamed food is healthier. Steamed food does not lose nutrients and appearance. Steamed food retains its natural flavour. During steaming different dished can be cooked at the same time hence saves energy. Disadvantages of steaming food. Requires great care to avoid scalds. STRAND 3- HYGIENE PRACTICES. 3.1 Hygiene in Rearing Animals. Hygiene practices in rearing of domestic animals. When rearing animals, farmers are advices to maintain high hygiene standards. This helps to prevent spread of diseases and also in production of high-quality produce. The following are hygiene practices in rearing animals:Animals should be provided with clean feeder. This enables feeding of clean food that is not contaminated. Provide animals with clean waterer. Animal house should be thoroughly cleaned and have adequate ventilation for free air circulation. Ensure animals are cleaned to prevent any spread of diseases and parasites. Tools used on animals should be sterilized before using on other animals. Equipment used to handle animals products should be thoroughly cleaned after usage. 3.2 Laundry loose coloured items. Reason for laundering loose coloured clothes. Clothes that can easily loose their colour during laundry should be handled with care in order to keep them colourful for longer. If proper care is not taken during laundry, the loose dye may discolour other clothes therefore damaging them."}
{"text": "Reason for laundering loose coloured clothes. Clothes that can easily loose their colour during laundry should be handled with care in order to keep them colourful for longer. If proper care is not taken during laundry, the loose dye may discolour other clothes therefore damaging them. Materials used for laundering loose coloured clothes. Different materials are used for laundering loose coloured articles. Some of these materials include:Vinegar. Salt. Lemon. Procedure used for laundering a loose coloured article. Loose coloured articles will fade if they are not cared for properly during the laundry process. Fading makes clothes less attractive. Requirements; Basin. Warm and cold water. Bar soap or mild detergent. Salt. Vinegar or lemon. Iron box. Loose coloured article. PegsProcedure;use mild detergent or bar soap to help minimise loss of colour. Wash the article in warm soapy water using kneading and squeezing method. This method involves gently applying pressure on the article repeatedly while it is still in the soapy water and squeezing it gently. Rinse the article in warm water to remove all traces of soap and dirt. Make the final rinse in cold water into which salt and vinegar has been added. Salt helps to fix the colour while vinegar and lemon brightens colours. Squeeze the article to remove excess water Hang the article to inside out under the shade to avoid the colour from fading, do not hand loose coloured clothes near other clothes to prevent transfer of colour. Iron the article from the wrong side when slightly damp using a moderately hot iron. Air the article so that it can dry completely. Fold and store appropriately in a clean place. Measures to be observed when laundering-coloured clothes. Loose coloured clothes should not be soaked to prevent loss of colour. Loose coloured clothes should be washed using a mild a detergent to minimise loss of colour. Loose coloured clothes should be washed using kneading and squeezing method to prevent loss of colour. Loose coloured clothes should not be wrung to prevent loss of colour. Salt is added to the final rinsing water to fix colour. Vinegar and lemon can also be added to the final rinsing water to brighten colour. Loose coloured clothes should be hanged inside out under the shade to prevent the colour from fading. Loose coloured clothes should not be hanged close to or overlapping each other to prevent transfer of colour. STRAND 4 PRODUCTION TECHNIQUES. 4.1 Sewing Skills: Knitting."}
{"text": "Loose coloured clothes should not be hanged close to or overlapping each other to prevent transfer of colour. STRAND 4 PRODUCTION TECHNIQUES. 4.1 Sewing Skills: Knitting. What is knitting? Knitting refers to the process of constructing fabric. It can either be done by hand or machine. It is achieved by applying continuous yarn or set of yarn to form a series of interlocking loops. Tools used in knitting include:A pair of scissors-cut yarn after finishing knitting. Knitting needles-used for hand knitting to produce knitted fabric. Yan-used for knitting. Tape measure-used to measure size of items being made. Basic knitting stitches. Knitting process is based on two simple stiches, namely the knit stich and the purl stich. Therefore, the basic knitting stitches are knit and purl. A knit stich look like a flat V-shaped and is mainly found on the right side of a knitted article. A purl stich looks like a raised bump on both sides of a knitted article. The following items can be knitted at home:Tool bags. Scarfs. Gloves. Mats. Table wipers. Safety precautions to observe when knitting Ensure you work in a well-lit area. When cutting using a pair of scissors, keep fingers away from the blades. Do not use your teeth to cut yarn. Do not sit too close to each other as you knit. Store scissors, all knitting materials and tools properly after use. Ways of taking care and storing knitting tools and materials. Always put scissors in scissors case after use. Wind yarns neatly after use and store them in a box. Avoid dropping pair of scissors. Oil scissors regularly and store knitting equipment in a clean dry place. Framed suspended gardens are structures which are creatively build to provide space and support for crops to be grown vertically. Suitable Crops for Suspended Gardening. Framed suspended gardens are suitable for growing climbing, shallow rooted and crops whose fruits are not too heavy to be supported by the frames and ornamental plants. Suspended gardens are suitable for growing off-season crops that require small spaces, use of little water and grow quickly. Kitchen gardens made of framed structures serve as a quick way of providing fresh vegetables, fruits and herbs to households at low cost. Creeping crops such as squash, sweet melon, cucumber, butternuts, creeping beans and strawberries can grow well when given support."}
{"text": "Suspended gardens are suitable for growing off-season crops that require small spaces, use of little water and grow quickly. Kitchen gardens made of framed structures serve as a quick way of providing fresh vegetables, fruits and herbs to households at low cost. Creeping crops such as squash, sweet melon, cucumber, butternuts, creeping beans and strawberries can grow well when given support. Suitable sites to prepare Framed Structures for Suspended Gardens. Framed gardens can be used as movable free standing structures in places where a temporary garden is needed since they can be moved easily. They can also be attached to other structures like fences, walls or balconies to save valuable floor space. Suspended gardens are also called hanging gardens which are used to grow crops in small spaces. Hanging gardens are artistically build structures that provide space and support for crops in the aerial space. The gardens can be made on framed vertical structures placed along fences, gates, pathways and on different types of trellises as shown in the pictures below. Arbor arch-this are arch-shaped structures whose walls and roof consists of open framework to support creeping and climbing crops. Pergola-This is an outdoor garden structure with a roof made of cross-beams where creeping and climbing crops are grown to provide shade along sidewalks, passageways or sitting areas. In the School Compound Framed structures can be prepared in following areas. Near school gates for beauty. At school roundabouts. At the flag posts. Along walls of the hostelsFramed suspended wall gardensArbor arch garden. Suspended boxes garden. Pergola gardens. Framed Structures designs for Suspended gardens. The designs for suspended gardens depend on the materials, space available and the sites for the gardens, though the owners choice and preferences are considered. When designing framed structures for suspended gardens, it is important to consider the following:The shape the garden will take. The space available for the garden. The site where the garden is to be placed in relation to the surrounds. The type of plants to be grown in the framed structures. The sketch plans should show measurement to give an idea of the amount of materials required. The plans should also specify the types of materials to be used. The material selected by farmer for constructions of suspended framed garden should have the following characteristics Cheap. Easily available. Long lasting. Easy to work with. Examples of the material for construction of the framed suspended gardens can be:Available timber. Left over wires. Nails."}
{"text": "Examples of the material for construction of the framed suspended gardens can be:Available timber. Left over wires. Nails. Metal bars. Wooden planks. Poles. Construction of Framed Structures for suspended gardens. The type and size of framed structures for the suspended gardens to be constructed depend on the space and available materials. The following types of farmed gardens can be constructed. Arbor arch gardens. Triangular wooden framed gardens. Pergola gardens. Suspended boxes gardens. Tyre gardens. Trellis gardensProcedure for constructing wooden boxes. Cut the pieces of wood for the frames of the boxes. Join the wood pieces with nails or screws at the four corners to make the frames. Fix a wire mesh at the bottom of the frame and hold with staples. Fix a plywood piece to hold back the wire mesh from outside and secure with nails. The box is ready for use. Its depth depends on the crop to be planted. Establishment of Selected Off-season Crops on Suspended gardens. Framed suspended gardens are appropriately used for growing off-season crops since it is possible to economise the little water available. The gardens should be placed where they will get a lot of sunshine but sheltered from the winds. The framed structures can be placed one over the other to form wooden staircase garden as shown in the following photograph. Crops established in the framed suspended gardens needs to be given care in order to grow strong and healthy to give expected produce. The management practices carried on the off-season crops in suspended gardens help crops to grow strong and health. The management practices are carried out on daily basis according to assigned tasks. The practices are carried out as follows:Weeding-done by uprooting weeds. Mulching-done by spreading dry leaves or pebbles around the base of the plant. Watering-dine by use of drip irrigation using pipes or perforated pipes or bottles. Wick irrigation is also recommended. Pests and disease control-done by uprooting or removing the affected plant parts. Care should be taken when carrying the management practices to avoid damaging the crops. Observe safety precautions when working with tools and equipment. We should make the school community aware of the importance of using framed suspended garden to grow off-season crops in our schoolWhen educative messages are used, the school community is made aware of how to grow crops in small areas. Various methods of disseminating passing out the educative messages can be used."}
{"text": "Observe safety precautions when working with tools and equipment. We should make the school community aware of the importance of using framed suspended garden to grow off-season crops in our schoolWhen educative messages are used, the school community is made aware of how to grow crops in small areas. Various methods of disseminating passing out the educative messages can be used. These methods include:Printing the messages on T-shirts, caps, key holders and wrist bands, then selling or wearing these items during holidays or school open days. Printing posters with the message and placing them in open places such as head teacher s waiting room at school gates, school canteen and all the notice boards. Role playing and reciting poems during school open days. Most agricultural products are perishable. This means they are easily spoilt when stored for a long period after harvesting. Hence, they need to be processed to increase the storage. Meaning of Value Addition in Crop Produce. Value addition is the process of changing a product from its original form to a better form. It involves transforming of raw materials into forms that can have a long storage shelf life and are more profitable in the market. Value addition involves changing raw agricultural produce into new products which have more value. Value added products have a long storage life. Examples of value addition in crop produce are as shown below. Fresh mango fruits to dried mango pulp. Groundnuts in pods to parked roasted groundnuts. Raw potatoes tuber to Fried and packed potato crisps, Raw cassava root tuber to Dried and milled cassava flour. Adding value to a product can be done in a number of different ways which give us new products. Some methods used include: drying, frying and roasting. They help to remove excess water from the crop produce. It prevents fungal attacks on the produce which brings about rotting. Processing Crop Produce for Value Addition. Processing crop produce changes them from their raw form into a better form which can be easily used. The method of value addition depends on the type of crop produce, uses of the produce and the length of storage intended. Some value addition processes are lengthy and expensive but they produce a stable product for consumption or sale. The methods of adding value to selected crop produce are as follows. Comparison between Processed and Raw Crop Produce. Processed crop produce have many benefits to the farmer and the consumer or example:They sell at higher prices than the raw produce in the market."}
{"text": "The methods of adding value to selected crop produce are as follows. Comparison between Processed and Raw Crop Produce. Processed crop produce have many benefits to the farmer and the consumer or example:They sell at higher prices than the raw produce in the market. Processed produce have a longer storage life span than the raw product. Importance of Value Addition in Crop Produce. Value addition in crop produce plays a role in reducing food wastage, improving food security and conserving the agricultural environment. Value addition of crop produce helps to:Increase the storage life of produce. Improve the selling price of produce for the farmer. Reduces the loss of produce after harvesting. It makes the produce attractive to the customers and therefore increases the demand of the produce. It makes the crop produce available in the market for a longer time and hence promotes food security. It makes it possible to store produce in small space. It makes transportation of produce easier and less costly. Water is used for washing clothes. Hard water contains calcium and magnesium salts. It is wasteful during laundry work since more soap is required to form lather. It forms scum with soap and can, therefore, discolour clothes. It also causes scales and fur to be deposited in machines and pipes. Soft water is water that does not contain dissolved salts of calcium and magnesium. It readily forms lather with soap. Warm water easily lathers with soap. Cold water is usually used for final rinsing to freshen articles. Soap. Soap is used together with water to remove dirt. There are soaps and soapless detergents. Soap detergents are made of animal fats or vegetable oils while soapless detergents are made of chemicals. Forms of Soap and soapless detergents. Soaps and soapless detergents are available in different forms depending on their use. Examples of soap detergents. Liquid soaps are soaps that come in liquid form. Cake or bar soap are soaps that are in solid or bar shape and are mostly used for laundry. Toilet soaps are used for skin care, they have high content of fat and have more moisturising properties than bathing soaps. Medicated soaps contain substances that destroy or remove harmful bacteria from the skin. Examples of soapless detergents. Foam soaps are liquid soaps which are dispended through a special pump mechanism that mixes the liquid soap with air to produce a foam. Powder soaps are soaps in powder foam. They are more affordable and effective."}
{"text": "Foam soaps are liquid soaps which are dispended through a special pump mechanism that mixes the liquid soap with air to produce a foam. Powder soaps are soaps in powder foam. They are more affordable and effective. Liquid soaps come in liquid form and are meant for washing dishes and cleaning hands. Paste soaps are semi solid soaps that look like bar soaps which have not hardened. NOTE: Soaps like vanilla soap, peppermint soap, tea soap and lemon grass soap have oils from those herbs or plants. They have a good fragrance. Basic ingredients and substances added during soap making. The major raw materials used in production of soap are:Fats. Alkali. Examples of oils or fats used to make soap include palm oil, coconut oil, cotton-seed oil, olive oil, tallow or mutton fats. The alkali lye used to make soap include caustic soda. The best water to use in soap making is rain water or distilled water. Other substances can be added to enhance the properties of the soap during manufacturing process. These include:Dirt suspending agents holds particles of dirt in suspension. Fragrance perfumes are added to enhance good scent. Dyes colourants are used to improve appearance of the soap in terms of colour. Disinfectants are added to destroy disease causing bacteria and microorganisms. Qualities of an effective cleaning agents. An effective cleaning agent is important in household cleaning if good results are to be achieved. A good effective cleaning household agent has the following qualities characteristics features. Should be gentle on the hand. Lathers easily with water. It should have an appealing fragrance. It should not contain substances that can harm fabric. It should have good cleansing power in both warm and cold water. It should rinse easily and leave no streaks or scum. Preparing homemade soap using natural, safe and locally sustainable ingredients. Soap is made from fats or vegetable oils with and alkali. The purpose or quality of soap determines the ingredients to use in making soap. For example. Soap with high oil content is gentle to the skin. Preparing homemade soap using natural ingredients. Requirements. 2 tablespoons salt. 2 teacups water. Kg fat. A cooker. 1 teacup ashes. Rubber gloves. Method. Sieve the ashes into a clear container. Bean pods and maize stalk ashes are the best because they are fine."}
{"text": "Method. Sieve the ashes into a clear container. Bean pods and maize stalk ashes are the best because they are fine. Add the two cups of water into the container and stir well. Strain the liquid into another container using fine cotton cloth. This liquid is called lye. Leave it to stand for 24 hours. Place the fat in a small pan or sufuria and melt it over heat. Add the lye to the melted fat stirring all the time, using a stick. Let the mixture boil slowly while stirring. Add salt and continue stirring until most of the water evaporates and the soap is almost ready to solidify. Pour the liquid into a mould and leave it to cool and harden. Remove the soap from the mould and cut it into the desired pieces and store in a dry place. CAUTION.Wear protective gear. Handle fire with care. Ensure fire is put off when not in use. Always add the lye carefully to the melted fat while stirring. Salt is added to hasten the hardening process. NOTE: Ensure there is enough air circulation for proper drying. To improve the soap you may add one or more of the following. Dye. Perfume. Disinfectant. Glycerin. The Use of safe and locally sustainable resources in preparing home-made soap. Homemade soap manufactured from locally sustainable resources are safe to use. These soaps can be improved so as to have better appeal in various ways."}
{"text": "GRADE 7 PHYSICAL EDUCATION AND SPORTS LESSON NOTESSTRAND 1.0 GAMESNetball is a team sport where the ball is played using hands. During the play the player runs to dodge an opponent or reach the ball, he she may also jump to catch high ball or a rebound from the ring. Chest pass in netballThis is a way of throwing the ball to team mate where the ball is released and received at the chest level. The pass is usually used when the teammates are not far from each other. Making a chest passGripPut your fingers on each side of the ball with your thumb behind the ball and your fingers spread in W formation. The ball should be at the chest level. Your elbow should be pointing out wards. StanceStand with your feet comfortably should- width apart facing the target. Execution of the passExtend the arms fully towards the direction of the passFlick the wrist and the finger as you release the ballStep in the direction of the pass for a follow throughComplete the action with the palm facing outwards and fingers spread. Pupil s activities Pg. 3. DRILL: Line and passResources neededAn open areaAge- appropriate netball or improvised ballField markers or chalk. Making line and pass drillMake a line behind one another facing the team leader at a point 5m away from the learners passing the ball. The leading learner passes the ball to the leader and joins the line from the back. The team leader passes the ball to the next waiting the learner using the chest pass. Repeat until every leaner gets a chance to perform a chest pass. Execution of Pass. Note: communicate with your peers when performing the task to enhance learning of English, Kiswahili or indigenous languages. Chest pass in motionIn pairs stand 3m apart facing the goalPass the ball to your teammate using a chest passAfter passing the ball to your teammate, jog to the point ahead to receive the ballRepeat the activity until you reach the goal end of the court . DODGING AND MARKING IN NETBALLDodging is a technique use to counter the marking attempt. It is applied by members of the team in control of the ball. The player being marked makes attempt to get free from the marker and move into space to receive pass. It may involve changing pace and use of deceptive body action to put the marking player of balance."}
{"text": "It is applied by members of the team in control of the ball. The player being marked makes attempt to get free from the marker and move into space to receive pass. It may involve changing pace and use of deceptive body action to put the marking player of balance. MarkingThis is a technique used by the team that is not in possession of the ball to prevent an opponent from receiving a pass. This intention is to obstruct passes made by the team in control of the ball. A player can mark an opponent in possession of the all or an opponent without ball. Body movement when marking an opponentStanding in front of the player being marked. Standing beside the player being marked. Raising hands up or to the side to reach the path of the ball. The hands should be on the side of the body. React quickly when the opponent being marked. Make any movement, move in the same direction using short steps, and shuffle sideways without crossing the feet. Focus on both the ball and player being marked. Marking a player with the ball. Take a position in front of the opponent 0.9m apartEstablish a basic stance with feet not more than should width apartKeep the body upright and eyes on the ballHands should be straight up and moving with the position of the ball. B. marking a player without a ballStand close to you opponent. Establish a basic stance with feet not more than shoulder- width apartKnees should be slightly bend and body weight on the balls of the feet for better response and ease in change of direction. Keep eyes focused on the player with the ball. Anticipate the movement of your opponent and move appropriately. Making in spaceSometimes the ball is passed in space and not directly to the player. Body movement to use when dodging an opponentUsing bending or leaning movement with the body trunk to left or right or leftSprinting off from the markerSprinting and stoppingExtending the left or right arms away from the opponentWays of dodging used in netball gameChanging the speedRemain still and move at the same speed with our markerSuddenly sprint or slow down at once to displace your markerReceive the ball and land in readiness to attachSingle feignFeign is a situation when one pretends to be affected by feeling in a netball game. It mainly happens when attacking an opponent with a ball in a netball court."}
{"text": "Making in spaceSometimes the ball is passed in space and not directly to the player. Body movement to use when dodging an opponentUsing bending or leaning movement with the body trunk to left or right or leftSprinting off from the markerSprinting and stoppingExtending the left or right arms away from the opponentWays of dodging used in netball gameChanging the speedRemain still and move at the same speed with our markerSuddenly sprint or slow down at once to displace your markerReceive the ball and land in readiness to attachSingle feignFeign is a situation when one pretends to be affected by feeling in a netball game. It mainly happens when attacking an opponent with a ball in a netball court. Establish a basic dodging stance in front of you marker with the feet not more than shoulder- width apart and knees slightly bent and weight on the balls of the feet. Pretend to move to the left and then move to the right to receive the ball. Double feignStand in front of the markerEstablish basic dodging stance with feet not more that should width apart, knees slightly bent and weight on the balls of the feet. Pretend to move to the left then right and finally move to the left to receive the ball. Sprint into a spaceRemain close to your markerStand with feet shoulder width apart, knees slightly bent and weight on the balls of the feet. Make an unexpected sprint into space and receive the ball. Drills in markingMirror drillin mirror drill dodging and marking technique the defender stands a slight distance in front of the attacker, there defender therefore respond to the movement made by attacker. If the attacker moves to the right, the defender mirrors the same movement and moves to the right. Four sphere drillHere five players draw four spheres in a rectangular formation and another circle at the Centre. The four circles are then numbered 1,2,3,4The player practicing the marking starts at the Centre of the circle. When the teachers call out the sphere number, the player at the Centre moves quickly to that sphere to mark and then move back to the Centre sphere. Four sphere variation drillplayer take position 1,2,3,4the pass is from player 1 to player 1After a pass is made the player at the Centre sprint to mark the player receiving the ball then moves back to the Centre."}
{"text": "The four circles are then numbered 1,2,3,4The player practicing the marking starts at the Centre of the circle. When the teachers call out the sphere number, the player at the Centre moves quickly to that sphere to mark and then move back to the Centre sphere. Four sphere variation drillplayer take position 1,2,3,4the pass is from player 1 to player 1After a pass is made the player at the Centre sprint to mark the player receiving the ball then moves back to the Centre. Repeat the drill as the ball is passed around the circle. Keep substituting the Centre player to give others an opportunity to practicesAfter marking, the learner goes back to the Centre circle. This is repeated until all learners get a chance to practice marking. Drills for dodgingThe dodging triadPlace three cones to form an isosceles triangle with a height of 5m and a base of 4m. Two of you stand at the centre of the baseline and behind one behind the other. The learner with the ball stands at the furthest tip of the triangle. The leading learner at the base acts as the defender while the trailing learner acts as the attacker. The trailing learner performs a single feint to the left and dashes to receive the ball at the right edge of the triangular formation. The trailing learner performs a double feint to receive the ball at the right edge of the triangular formation. The trailing learner sprints to the center of the formation and receives the ballLearners keep changing roles until they all practice the single feint, double feign and sprint dodge. Activity 5 page. 10Footwork in netballThere are two landing techniques in netballDouble foot landingSingle foot landingMaking Double foot landingStart with a short run and take off. Make a short run and spring off the floor with both feet into a jump. When making a double foot landing a player should :Maintain an upright posture and keep the arms out for balanceLand with the feet shoulder- width apart and body weight equally distributed on both feet for balanceLand with knees slightly bent and knees, hips and ankles to cushion the landing impact. Making single foot landingTake-off to make the body airborne. Make a short run and spring off the floor with one foot in to a jumpIf you take off on the right; land on your left foot."}
{"text": "When making a double foot landing a player should :Maintain an upright posture and keep the arms out for balanceLand with the feet shoulder- width apart and body weight equally distributed on both feet for balanceLand with knees slightly bent and knees, hips and ankles to cushion the landing impact. Making single foot landingTake-off to make the body airborne. Make a short run and spring off the floor with one foot in to a jumpIf you take off on the right; land on your left foot. If you take off on the left; land on your right foot. Contact the floor with the balls of the foot first, with the knees, ankles and hips slightly bent. Place the other foot on the ground quickly to absorb the impact and help with balanceMaintain a low body position for stability and safety. PivotingPivoting is the act of turning with one foot on the ground while the other foot makes repeated short steps. Pivoting;Helps the player develop balance after landingHelps the player turn away from the defender who may be markingHelps in locating teammates who may be well positioned to receive the pass. Drill 1; the beelineUse an open safe playing area to perform the drill. Carry out the activity without using a ball. Form groups of five and stand in a line behind one another. Ensure you are well spaced in the lineThe leading learner in the line to take off from both feet and land on bothOther learners to follow the leaders performing a double foot take- off and a double foot landingDrill 2; the beeline with the ballForm groups of five stand in a line behind one anotherEnsure you are well spaced in the lineLet the leader of the group and the leading learner in the line to make a short run, the ball up, jump, catch the ball and make a double foot landing. Other learners to follow and imitate the leaders actions. Drill 3; the sickleForm group of five members to adapt sickle formation and their leader to take a position in front and at the Centre of the sickle. The leader passes the ball to teammates in the arc."}
{"text": "Other learners to follow and imitate the leaders actions. Drill 3; the sickleForm group of five members to adapt sickle formation and their leader to take a position in front and at the Centre of the sickle. The leader passes the ball to teammates in the arc. The teammates to catch the ball and make a single foot landingDrill 4; the Y drillLearners to adapt a Y formationThe leader of the group to be at the Centre of the Y formation and in possession of the ballThe leading learner in the line sprints to right or to the left to receive the ball from the leader, make a single foot landing and then pivot. HandballPasses and reception in handballPassing is delivering the ball to a team mate during play in a handball game. Passing the ball helps in;Speeding up the gameCreating scoring chancesBreaking tight defenseReleasing pressure during playExpressing creative abilities during playQualities of a good passAccurate so that a player has no problem catching the ball. Fast and timely to exploit the play chance promptly. Useful a pass should be directed to that player whose position may disadvantage the opponent. Types of passesThere are three types of passes, namely;Jump passSide passFlick passJump passA jump pass is where a player leaps in to the air and throws the ball to a teammate before landing. It is completed at the peak of the jump with a player in control releasing the ball to the teammateStages of execution in jump passPreparationTake off from the ground either on a single or double foot. Bring the passing arm high and back above the level of the headBring the non- passing arm slightly in front of your bodyKeep shoulders high and head upExecutionAs you bring the passing arm forward to release the ball, pull the non-passing arm backwards at hip level. Release the ball to your teammate with a follow through and wrist action. Side passA side pass is also known as wrist passes and is the most common way of passing the ball across the width of the court. This movement is called ball circulation."}
{"text": "Release the ball to your teammate with a follow through and wrist action. Side passA side pass is also known as wrist passes and is the most common way of passing the ball across the width of the court. This movement is called ball circulation. Stages of execution in side passPreparationStand with feet slightly closer together than shoulder-width apart from the target ,the receiver should be on your right or left sideHold the ball on the passing hand with palm facing downIf the pass is to be made at the right side, hold the ball with the right hand , if the pass is to be made on the left side, hold the ball with the left handExecutionswing the passing arm across the body from left to right when passing towards the right directionrelease the ball with full extension of the arm with a wrist actionstep sideways towards the direction of the pass for a follow- throughFlick passA flick pass is an action made using the passing arm which quickly propels the ball forward. The release action of the ball is terminated with a forward wrist action. Stages of executionPreparationTake a staggered stance with the leg of the non- passing arm leading. Hold the ball with one hand in an open palm, fingers well spread behind it at shoulder levelThe non-passing arm should be extended outwards for balanceEyes should be focused on the targetExecutionStep with trailing foot forwardPush the ball forward towards the receiverRelease the ball by flexing the wrist and the fingers forward for a follow- through. This generates power to propel the ball and give it directions. ReceptionReception is the act of receiving the ball with one or both hands. The catch may vary from high level to medium or low level. Points for reception of the ballPreparationStand on the balls of your feet shoulder-width apart facing the direction of the ball. Extend your hands towards the ballMove forward to meet the oncoming ballKeep your arms pointed towards the ballYour hands should form a tunnel shape of a W formation ready to receive the ball. Preparation to catchTerminationOn contact with the ball, wrap the fingers around it and bend the elbows bring the ball towards the chest. Ensure the thumbs are behind the ball and get in to a ready position for your next action. Drills in hand ballsDrill 1: jump passingIn pairs, stand apart."}
{"text": "Preparation to catchTerminationOn contact with the ball, wrap the fingers around it and bend the elbows bring the ball towards the chest. Ensure the thumbs are behind the ball and get in to a ready position for your next action. Drills in hand ballsDrill 1: jump passingIn pairs, stand apart. Take three steps toward your partner and then take offPass the ball using a jump pass and walk back to your siting positionYour partner also takes three steps and then passes te ball back to you using a jump pass. Drill 2. Flick passIn groups of four, stand in a square formation, ass the ball around the square using flick. Drill 3: two line drillPlayer to form two linesThe leaders pass the ball using a flick passAfter making the pass, the leader joins the line from behindEnsure everyone get a chance to pass the ballSide pass drillsDrill 1: side passingIn pairs, stand 3m apart side by side. Pass the ball to one another using a wrist passDrill 2: pass curveIn groups of four, stand three meters apart in a semi-circleThe player with the ball to be at the extreme endPass the ball from right to left without skipping any playerWhen the ball reaches the end, pass the ball back to the leftDrill 3: down court drillIn pairs, stand 3 m apart facing the goal, walk down the court passing the ball using the side pass. Change the pace to a jog and continue passing the ball each other up and down the courtPupils activity Pg. 22Footwork in handballPrinciples of good landingLanding on the balls of the feetKnees should be slightly bent to cushion the shock on the impact of landingThis is also referred to as knee- deep landing. LandingStepping progression skills in handballDrill 1: individually jump, catch a ball and land on one foot. Drill 2: in pairs, stand 3m apart facing each other, jump, and catch a ball and land on both feetDrill 3: a the players are in circular formation passing and catching the ballb Catch the ball from a side pass land on both feet and take three steps and then pass it to the next player using a side pass."}
{"text": "22Footwork in handballPrinciples of good landingLanding on the balls of the feetKnees should be slightly bent to cushion the shock on the impact of landingThis is also referred to as knee- deep landing. LandingStepping progression skills in handballDrill 1: individually jump, catch a ball and land on one foot. Drill 2: in pairs, stand 3m apart facing each other, jump, and catch a ball and land on both feetDrill 3: a the players are in circular formation passing and catching the ballb Catch the ball from a side pass land on both feet and take three steps and then pass it to the next player using a side pass. Drill 4: a the players are in a triangular formation passing and catching the ballb Catch the ball from a flick pass and land on both feet, take three steps and then pass the ball using a flick pass. Drill 5:a in a group six form a line formationb Practice catching the ball and landing on both feet. Use a jump pass while passing. Dodging and marking in handballDodgingWhen dodging, a player may use body actions that mislead the defending player. It enables the attacking player to go past the defender and score goals with ease. MarkingMarking is a defensive action that limits the chances of attacking players gaining possession of the ball. Qualities of a good playerObservant the marking player needs to pay attention to the attackers who are likely to gain possession of the ball and drive forwardGood positioning ability to position himself or herself appropriately between the attacking player and their defending goalQuick time reaction this helps the marking player respond to unexpected tactical actions by the attacking players. Resilience and persistence the marking player should never give up on playing a defensive role. Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teamsCourageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situationsPeripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone. Body feign in handballBody feigns are performed by using the trunk legs. They involve a shift of balance and weight."}
{"text": "Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teamsCourageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situationsPeripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone. Body feign in handballBody feigns are performed by using the trunk legs. They involve a shift of balance and weight. This can be done with or without the ball. Body feigns are used to free the player from an opponent and get a better position for receiving or passing the ball. Types of dodging technics include:Single feign dodgeDouble feign dodgeSingle feign dodgeIn group of five players, form two lines facing one another 5m apartPlayers approach each otherIn closing to one another, each of them performs a single feign to the opposite side. Leaning point for double feign dodgeTake a position at least 5m in front of an opponentMake a short run and break it with a double foot landing referred to as a zero stepLean towards either the right or left and repeat the feigning. Complete the original intended love. Drill 1: Pair feign dodgeIn pairs without the ball, stand facing each otherOne of you to practice the double feign dodgeRepeat three times and switch rolesDrill 2: Quinque drillIn groups of five, place a cone in the court and make a line facing the coneSprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handballDribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribblingHigh dribbleLow dribbleDemonstrating low dribbleStand with the feet shoulder-width apartThe knees should be slightly bent and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non- dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with the enough force so that it bounces slightly above knee level."}
{"text": "Drill 1: Pair feign dodgeIn pairs without the ball, stand facing each otherOne of you to practice the double feign dodgeRepeat three times and switch rolesDrill 2: Quinque drillIn groups of five, place a cone in the court and make a line facing the coneSprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handballDribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribblingHigh dribbleLow dribbleDemonstrating low dribbleStand with the feet shoulder-width apartThe knees should be slightly bent and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non- dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with the enough force so that it bounces slightly above knee level. This constitutes a low level. Control the ball by flexing the wrist and the fingersBounce the ball below knee level for a low dribbleKeep the head up and avoid looking at the ballLearning points for high dribbleStand with the feet shoulder- width apartKeep erect with a slight lean forward and body weight on the balls of the feetPush the ball downwards using the wrist and the fingers for better controlThe arm of the non-dribbling hand should be extended outwards from the body for balanceUse a pump like action to bounce the ball repeatedly with enough force so that it bounces slightly above knee level for a high. This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handballDrill 1: Step and dribbleTake three steps, make one dribble and take three more steps."}
{"text": "This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handballDrill 1: Step and dribbleTake three steps, make one dribble and take three more steps. Increase the number of dribbles between three- step sectionsAt the end of the sequence, make a shot or a passDrill 2: Walking drillWalk across the court with a ball five times making a high dribbleRepeat the drill using a low dribbleDrill 3: The cone drillPlace seven cones in a line 1.5m apartIn groups of five, practice zigzag movement pattern in and out of the cones one at a timeStart with a low dribble and later a high dribbleAs you perfect the dribble, make more challenging by shortening the distance between the conesDrill 4:The court drillIndividually dribble a ball along a court marking using high and low dribbles. Use a movement pattern of three high dribble and three low dribbles. SHOOTING IN HANDBALLShooting it involves throwing the ball in to the opponent s goal to make a score. Safety measures to be observed when performing shooting in handballNever aim to hit or injure the goalkeeper with the ball. Take turn and shoot one player at a timeWarm up adequately before starting the shooting activityAdhere to the instructions given by the instructorBe conscious of the nature of the floor or the ground while making a falling or a dive shot. . . Types of shots in handball include:Jump shotDive shotRunning shotFalling shotLob shotDemonstrating jump shotA jump shot is where a player can shoot from a stationary position and gain horizontal distance and the releasing powerfully towards the goal at the highest point of the jump. Make a shot run with a maximum of three steps while gripping the ballMake a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running shortRunning shot is executed while the player is in motion making the three steps progression. Make two or three steps towards the attacking goal end then make a shot at the goalFollow through with a swing of the throwing handDemonstrating a dive shotTake a position outside the 6m line facing the attacking goal."}
{"text": "Bend the other leg at the knee for more force upward. Demonstration for a running shortRunning shot is executed while the player is in motion making the three steps progression. Make two or three steps towards the attacking goal end then make a shot at the goalFollow through with a swing of the throwing handDemonstrating a dive shotTake a position outside the 6m line facing the attacking goal. Take off with both feet high and the head fast towards the goal area. Release the ball while airborne and land in the goal area with the body low. Convert your landing into a roll for safety. Learning points for falling shotTake a position outside the 6m line facing the goal. With the feet firm on the floor outside the goal area, fall towards the goal area . Release the ball before contacting the goal area with the hands or any other part of the .bodyLearning points for lob shotTake a position outside the 6m lineFace the goalkeeper who may have moved closer to you in defenseThrow the ball in a curved path over the goalkeeperFlick the wrist to give the ball direction and accuracy. Drills for shooting in handballDrill 1: Step and shootIn groups of five make a line facing the goal with the leader at the free throw lineThe leader makes a pass to the first player in the lineThe player makes 3 steps and then a jump shotAfter making a jump shot the player joins the line from the backRepeat the activity3 times then change to practice a running shotDrill 2: Drill and shootIn a group of four players, make a line at the substitution zone facing the goal where you intend to shootUse a high dribble to move towards the goal areaOn reaching the free throw line, catch the ball and make a jump shotRetrieve the ball and run along the goal line to the corner and then along the sideline to join your teammatesAfter three attempts change and practice a running shotDrill 3: Corner drillIn a group of five, make a line at the corner of the courtThe leader to stand at a point within the courtThe first player in the line to run along the goal area lineWhen at a comfortable position, catch the ball from the group leader and make a dive short. Pupils activities Pg. 35. STRAND 2.0 ATHLETICSIt entails all track events taking place in the field."}
{"text": "Pupils activities Pg. 35. STRAND 2.0 ATHLETICSIt entails all track events taking place in the field. They include:Long jumpJavelinSprintMiddle distancehurdleLong jumpThis is a field even that involved jumping for distance. The jump is done in progressive stages namely:approachtake offflightlandingApproach - this is running on the runway with constant number of strides. An athlete strives to top speed before takeoff. Take off- this is where the contact with the ground is broken after attaining maximum speed. It is done on a single leg. Gaining maximum height away from the take off board is good in order to cover long distance. Flight - is when the body is in the air after take- off. During flight, an athlete can use these techniques:sailhandhitch lackSafety rules to observe. Attempt jump, one learner at a timeDo not attempt jump unless the landing pit is clearUse the long jump pit filled with sand or any suitable material from your environment. Do not land outside the landing pitEnsure all raking of the sand pit or proper arrangement of the material being used on the landing pit. The approachMark a starting pointStart your run from a standing positionBegin the run with a marked forward lean to develop speed but before reaching the takeoff board , be uprightBe on the ball of the feet when sprinting with a natural head position, eyes focused beyond the pit and not at the take off board. Repeat several times. . The take offPrepare for takeoff in the latter phases of your approach runLower the hips then raise them into the take off phaseYour hips should be slightly forwardPlace your take off foot slightly ahead of the hips and strike the take off boards on the mid linePlace your final two- foot contacts flat on the take off board. LandingDuring landing, the athlete should aim at getting the heels as far away and ahead from the takeoff board as possibleTurn on one side and allow the forward momentum to carry the body past the landing position."}
{"text": "Cross over. Place your right foot on the ground and your left foot forward and elevated. Put your right ahead in a lean back positionsPull the javelin back a little further so that the tip is lined up with your eyebrowsKeep the right foot close to the groundLet the right heel touch the groundAs the right foot moves forward, move the left foot up and lean your trunk back at 115 degree angle. Place your right foot on the ground and you left leg forward and elevatedDirect your shoulder and hips towards your left target. Wait for your left foot to touch the groundStraighten your torsoTurn your face toward the direction of the throw with the javelin parallel to your shoulderPosition your throwing and hand above shoulder level. ReleaseThrough the javelin with your arms as high as possiblePlant you left heels and thrust forward with your right footPull back with your left arm keeping it parallel to your right shoulderMove your throwing shoulder over your left legLift your left leg and move your throwing arm, with the elbow placed high and close to the midline. Release the javelin with your arm over your head in front of you. Follow throughLet your throwing arm travel diagonally across your body. For examples if you are throwing with your right arms, it should end up infront of your left side. Keep your left foot on the ground. Let the right leg pass the left foot and then stop you. Finish by standing on your right foot, with your left leg up behind you. Your right shoulder will turn left, with your chest facing to the left. PUPILS ACTIVITIESLearner to discuss various drills in javelin with the guidance of the teacherKLB TOP SCHOLAR PAG 47SPRINT START IN ATHLETICSThe sprint start is intended to propel you into the race as fast as possible. When an athlete breaks technique, his or her speed decreases and he or she has a greater chance of fatiguing sooner. The best way to work on correct form is to begin by watching experts perform these movements. A starting block - is a fixed object with an angled surface which the athletes use to push off from at the start of the race. It helps to increase the starting speed of an athlete."}
{"text": "The best way to work on correct form is to begin by watching experts perform these movements. A starting block - is a fixed object with an angled surface which the athletes use to push off from at the start of the race. It helps to increase the starting speed of an athlete. Ways of making a starting blockPlace the start of the block rail one step from the start linePosition the front block two steps from the start linePosition the back block three steps from the start linePlace your feet so that the tip of your running shoes touch the trackYour bodyweight should push into blocksKneel on the back legsPlace your hands wider hand shoulder width apart behind the starting line. Keep your finger together and thumb in. Types of sprint start in athleticsBunch or bullet startMedium startElongated startBunch or bullet start the toes of the rear foot are approximately leveled with the heel of the front foot. Both feet are placed well back from the starting lineMedium start The knee of the rear leg is placed opposite at a point in the front half of the front foot. Elongated start - the knee of the rear leg is level with or slightly behind the heel of the front foot. Athletics rulesPerform the given warm up activities before participationCheck the ground to ensure that it is not slippery and does not obstaclesUse the lane assigned to your throughoutFollow the sprint start commands when starting a raceEnsure that the starting blocks being used is firmly fixed on the ground. Pupils activity 6 pg 5151-52RUNNING IN SPRINT RACESReaction time - is the time interval between an external signal and your response to it. An examples is hearing a starting gun or a whistle and taking off towards the finish lineAcceleration - is the rate at which the body changes its speed. For examples, in the first 30m of a 100m sprint s speed will be increasing. Drill 1: Reaction timeOn a flat ground, stand on a free space in groups of fourMark a line on the groundThree of you to assume a sprint position of your choiceThe fourth learner will give the sprint commandsOn the command go, takeoff ensuring a quick take offChange roles ensuring that everyone performs and give commandsGive honest feedback on the reaction of the go signal and be truthful."}
{"text": "An examples is hearing a starting gun or a whistle and taking off towards the finish lineAcceleration - is the rate at which the body changes its speed. For examples, in the first 30m of a 100m sprint s speed will be increasing. Drill 1: Reaction timeOn a flat ground, stand on a free space in groups of fourMark a line on the groundThree of you to assume a sprint position of your choiceThe fourth learner will give the sprint commandsOn the command go, takeoff ensuring a quick take offChange roles ensuring that everyone performs and give commandsGive honest feedback on the reaction of the go signal and be truthful. Drill 2: accelerationOn the flat ground , stand on a free space in groups of fourMark a starting line and a finishing line on the groundThe learner will give the sprint commandsOn the command go , take off quickly after the go signalApply force on the ground with feet pushing back against the trackKeep your head in line with the body with eyes on the finish line. Cut the upward with your hands to help maintain positive accelerationChange roles ensuring that everyone performs and give commandsGive honest feedback on the reaction on the reaction and acceleration and be truthfulDrill 3: maintainingOn the flat ground, stand on a free space in group of fourMake a starting line and a finishing line on the groundThree of your assume a sprint technique of our voiceThe fourth leaner should give sprint commandMove your eyes slightly and fastAccelerate towards the finishing lineMaintain the speed by keeping your knees highDrive your arms harder to push through the final meters of the raceChange roles ensuring that everyone performs and give commandsGive honest feedback on the reaction, accelerations and ensure you are truthful. Finishing technique in sprint racesThere are several ways of finishing sprint races. Characteristics of the sprint finish methodsRun through techniquesThe athlete crosses the finish line with full speedThey stop several metres ahead of the finish lineIt is mainly used by beginnersDrop finishPerformed when an athlete is just one step to the finishing lineAn athlete bends both arms backwards and tries to touch the tape with the chest. It is performed at the last movement when an athlete reaches the finishing lineAn athlete shrugs the shoulder that is opposite the tape by turning the chest sideways into the tape."}
{"text": "Finishing technique in sprint racesThere are several ways of finishing sprint races. Characteristics of the sprint finish methodsRun through techniquesThe athlete crosses the finish line with full speedThey stop several metres ahead of the finish lineIt is mainly used by beginnersDrop finishPerformed when an athlete is just one step to the finishing lineAn athlete bends both arms backwards and tries to touch the tape with the chest. It is performed at the last movement when an athlete reaches the finishing lineAn athlete shrugs the shoulder that is opposite the tape by turning the chest sideways into the tape. SimilaritiesThey are sprint finish techniquesThey are used at the end of a sprint raceThe movement of the arms distinguishes one from another. They are applied a step to the finishing line or upon reaching the finishing lineRules during sprint racePreform the warm up activities given before participationUse the lane located to your throughout when racingEnsure that the finishing area is clear before your start a race. PUPILS ACTIVITIES PG 59BATON CHANGE RELAYRelay running is a race in which athletes compete as a team. It consists of four stages: with four members from different teams. When a team member complete a specified distances, he or she passes on a baton to the next team member standing at the end of the distance he or she has covered. The baton is passed on until the fourth athlete in the team completes his or her distance with the baton in hand. Relay races in athletics4x100m - four athletes either male or female run 100m each4 x 100 relay races - four athletes run 400m eachThe sprint medley relay -Mixed relayUpsweep method of baton change in relayThis involves the coming athlete passing the baton upwards into the receiving handsIn this method, the hand is extended back at hip level. The hand is fully open forming a V between the thumb and forefinger. The baton is moved upward onto the extended hand of the outgoing runner. Safety rules:Hand over the baton at the designated zoneDo not through the batonCarry the baton throughout the raceDo not exist your line until its clear and safe to do so without impeding athletes in the other lanesPHYSICAL FITNESS AND HEALTHPre exercise assessment of flexibility, balance and coordination."}
{"text": "Strand 1.1: Foundations of Pre-Technical Studies - Fire and Data SafetyLesson 1: Understanding Fire CausesCauses of Fire:Flammable Substances:Chemicals: Used in laboratories e.g., solvents, fuels . Common Materials: Such as paper, wood, fabric, and oily rags. Gases: Like propane and butane used in workshops. Lesson 2: Preventing FirePreventing Fires:Proper Storage:Flammable materials stored in designated areas with proper ventilation. Separate storage for different types of materials to prevent chemical reactions. Regular Maintenance:Checking electrical equipment for wear and tear, frayed wires, or damaged plugs. Ensuring machinery is well-lubricated to prevent overheating. Safety Protocols:Clearing workspaces from unnecessary clutter to reduce fire hazards. Displaying and following emergency evacuation plans. Lesson 3: Firefighting TechniquesFirefighting Techniques:Cooling:Using water hoses or fire extinguishers to cool down the flames. Emergency showers for individuals with chemical burns. Smothering:Utilizing fire blankets to cover flames and cut off their oxygen supply. Deploying foam-based fire suppressants to smother liquid fires. Interrupting:Using fire extinguishers with appropriate agents for different fire types e.g., ABC fire extinguishers . Explanation: ABC fire extinguishers are versatile and effective for three classes of fires - A ordinary combustibles , B flammable liquids , and C electrical fires . Lesson 4: Data Threat AnalysisThreats to Data:Malware:Viruses, including trojans, worms, spyware, ransomware, and adware. Phishing: Attempts to trick individuals into revealing sensitive information through fake emails or websites. Hacking:Unauthorized access by individuals seeking to manipulate or steal data. Data breaches where sensitive information is accessed without permission. Data Corruption:Software bugs causing unexpected errors and data loss. Hardware failures, such as a malfunctioning hard drive leading to data corruption. Lesson 5: Securing Electronic DataSecuring Data:Use Strong Passwords:Combine uppercase and lowercase letters, numbers, and symbols e.g., P ssw0rd . Avoid easily guessable passwords, like \"password\" or \"123456.\"Regularly Back Up Data:Use external devices like USB drives, external hard drives, or cloud services e.g., Google Drive . Schedule automatic backups to ensure consistent data protection."}
{"text": "Lesson 5: Securing Electronic DataSecuring Data:Use Strong Passwords:Combine uppercase and lowercase letters, numbers, and symbols e.g., P ssw0rd . Avoid easily guessable passwords, like \"password\" or \"123456.\"Regularly Back Up Data:Use external devices like USB drives, external hard drives, or cloud services e.g., Google Drive . Schedule automatic backups to ensure consistent data protection. Install and Update Antivirus Software:Choose reputable antivirus software and keep it up-to-date to guard against new threats. Enable real-time scanning for continuous protection. Lesson 6: Hands-On ApplicationHands-On Application:Creating a Strong Password:Utilize a mix of letters, numbers, and symbols to enhance complexity. Avoid personal information, like birthdays or names, to strengthen security. Backing Up Important Files:Use external hard drives, USB drives, or cloud services like Dropbox, OneDrive, or iCloud. Regularly review and update the backup strategy based on evolving needs. Running an Antivirus Scan:Schedule regular scans to detect and remove potential threats automatically. Perform manual scans after downloading new files or visiting unfamiliar websites. Key Inquiry QuestionsImportance of Fire Safety:Protect Lives and Property:By preventing injuries, fatalities, and damage to structures. Avoid Disruptions in Work Environments:Ensuring uninterrupted workflow and maintaining productivity. Prevent Injuries and Ensure a Safe Working Atmosphere:Fostering a secure and comfortable workplace for all individuals. Strand 1.0: Foundations of Pre-Technical StudiesSub Strand 1.2: Computer Hardware 11 lessons Lesson 1: Introduction to Computer HardwareComputer Hardware:Physical parts of a computer system, including tangible components that can be touched and seen. Explanation: Computer hardware comprises the physical elements that make up a computer, allowing it to function. These components include devices such as keyboards, monitors, hard drives, and more. Lesson 2: Categories of Computer HardwareInput Devices:Keying devices e.g., keyboards . Pointing devices e.g., mice, trackpads . Scanning devices e.g., scanners . Voice input devices e.g., microphones . Touchscreen and digitizer. Digital cameras. Output Devices:Hardcopy e.g., printers . Softcopy e.g., monitors, speakers . Storage Devices:Fixed e.g., hard disk drives, SSDs . Removable e.g., USB drives, external hard drives ."}
{"text": "Softcopy e.g., monitors, speakers . Storage Devices:Fixed e.g., hard disk drives, SSDs . Removable e.g., USB drives, external hard drives . Input devices get data, output devices display information, and storage devices save data. Lesson 3: Categories DiscussionGroup Discussion Outcomes:Identify scenarios where voice input devices are more suitable than keying devices. Discuss real-world applications of storage devices in various industries. Explanation: Engaging in group discussions helps explore diverse perspectives and understand practical applications of different hardware categories. Lesson 4: Matching Devices to CategoriesMatching Activity:Associate hardware devices with categories. Ensure clear understanding of input, output, and storage devices. Explanation: This hands-on activity reinforces the connection between specific devices and their respective hardware categories. Lesson 5: Task Performance Using HardwareHands-On Experience:Use input devices for data entry. Generate output using devices. Save and retrieve data from storage devices. Explanation: Performing tasks with various hardware devices enhances practical skills and demonstrates how these components work together. Lesson 6: Importance of Computer HardwareImportance Discussion:Discuss how computer hardware enhances user experiences. Recognize the integral role of hardware in performing tasks. Explanation: Recognizing the importance of computer hardware encourages an appreciation for its role in making technology functional and user-friendly. Top of FormStrand 1: Foundations of Pre-Technical Studies - Substrand 1.3: Consumer and Investor ProtectionLesson 1: Importance of Consumer and Investor ProtectionObjective: Explain the importance of consumer and investor protection in Kenya. Importance of Protection:Safeguarding the rights of consumers and investors is crucial for a fair and just marketplace. Building trust and confidence in economic activities is achieved through effective protection measures. Examples:Consumer protection ensures fair pricing, quality products, and ethical business practices. Investor protection fosters confidence in financial markets, encouraging investment and economic growth. Lesson 2: Analyzing Protection Mechanisms in KenyaObjective: Analyze ways in which consumers and investors are protected in Kenya. Regulatory Mechanisms:Laws and policies ensure fair trade and protect against fraud. The Competition Authority of Kenya enforces competition laws for fair market practices. Institutional Protection:Government bodies like the Capital Markets Authority regulate financial markets for stability. The Central Bank of Kenya protects consumers and investors by ensuring financial system integrity. Examples:Consumer Protection Laws:The Consumer Protection Act safeguards consumers from deceptive and unfair trade practices."}
{"text": "Institutional Protection:Government bodies like the Capital Markets Authority regulate financial markets for stability. The Central Bank of Kenya protects consumers and investors by ensuring financial system integrity. Examples:Consumer Protection Laws:The Consumer Protection Act safeguards consumers from deceptive and unfair trade practices. It addresses issues like product safety, misleading advertising, and unfair contract terms to protect consumer rights. Capital Markets Act:The Capital Markets Act empowers regulators to protect investors through various mechanisms. Regulators can license and supervise market intermediaries like brokers and investment advisors to ensure ethical standards. Ways in which the Capital Markets Act Empowers Regulators to Protect Investors:Licensing and Supervision: Regulators can license and supervise market intermediaries to ensure adherence to ethical standards without compromising investor interests. Market Surveillance: Regulators can use advanced surveillance systems to monitor and detect market manipulation, insider trading, and other fraudulent activities. Enforcement of Disclosures: Companies are mandated to provide accurate and timely information to the public. Regulators enforce these requirements to ensure investors have access to essential information for informed decision-making. Investor Education: Regulators implement educational programs to empower investors with knowledge, helping them make informed investment decisions without falling victim to scams or unethical practices. Market Integrity: The Act enables regulators to maintain market integrity by preventing and investigating any form of market abuse, ensuring a fair and transparent trading environment. Lesson 3: Government Financial RegulatorsObjective: Explore the Government financial regulators in Kenya. Institutional Roles:Government bodies like the Capital Markets Authority regulate financial markets. The Central Bank of Kenya ensures stability and protects the interests of consumers and investors. Examples:Capital Markets Authority CMA :Regulates securities to protect investors by ensuring fair, efficient, and transparent capital markets. Enforces rules on disclosure, preventing insider trading, and promoting market integrity. Central Bank of Kenya CBK :Protects consumers through monetary policy and financial stability. Manages inflation to ensure price stability, safeguarding the purchasing power of consumers. Maintains a stable banking sector, ensuring the safety of deposits and protecting consumers' financial interests. Lesson 4: Protecting Oneself from ExploitationObjective: Protect oneself from exploitation. Practical Strategies for Protection:Be an informed consumer; verify product information before making purchases. Read and understand contracts thoroughly before entering into transactions to avoid exploitation. NGO Involvement:Non-Governmental organizations like the Consumer Federation of Kenya advocate for consumer rights."}
{"text": "Practical Strategies for Protection:Be an informed consumer; verify product information before making purchases. Read and understand contracts thoroughly before entering into transactions to avoid exploitation. NGO Involvement:Non-Governmental organizations like the Consumer Federation of Kenya advocate for consumer rights. Ways NGOs Protect Consumers:Legal Advocacy: NGOs may engage in legal actions to challenge unfair business practices on behalf of consumers. Public Awareness Campaigns: NGOs conduct campaigns to educate the public about their rights, empowering them to make informed choices. Policy Advocacy: NGOs work towards influencing policies that enhance consumer protection laws and regulations. Consumer Helplines: Provide platforms for consumers to report grievances and seek advice, ensuring a responsive mechanism for dispute resolution. Critical Thinking Questions:Why does the Government protect consumers and investors? Government intervention ensures fairness, transparency, and stability in the marketplace, fostering economic growth. How do consumers protect themselves from exploitation by traders? By being informed, verifying information, and understanding their rights, consumers can avoid falling victim to unfair practices. Strand 2: CommunicationSubstrand 2.1: Business CommunicationLesson 1: Importance of Business CommunicationObjective: Understand the importance of business communication. Business Communication:Business communication refers to the exchange of information within and outside an organization to facilitate its operations and success. Examples:Intra-organizational communication involves emails, memos, and meetings. External communication includes advertisements, press releases, and social media. Critical Thinking Questions:Why is business communication important? Business communication is crucial for effective operations, information sharing, and success. Lesson 2: Selecting Channels of CommunicationObjective: Learn to choose appropriate communication channels. Factors for Selection:Urgency:Consider how quickly the information needs to be conveyed. Urgent matters may require immediate channels like phone calls or face-to-face meetings. Confidentiality:Determine the sensitivity of the information. Private matters might demand more secure channels such as encrypted emails. Nature of the Message:Assess the type of information being communicated. Complex details may be better suited for written channels like emails, while simple updates could use instant messaging. Case Study Analysis: Ethical and Unethical Practices in Business CommunicationEthical Practices:Clear Communication:Providing accurate and transparent information. For example, clearly stating product specifications in advertising materials. Respect for Privacy:Protecting sensitive information and respecting privacy. For instance, ensuring customer data is securely handled. Honesty:Providing truthful and unbiased information."}
{"text": "Respect for Privacy:Protecting sensitive information and respecting privacy. For instance, ensuring customer data is securely handled. Honesty:Providing truthful and unbiased information. An example is transparently communicating any potential delays in project timelines. Professionalism:Maintaining a professional tone and demeanor in written and verbal communication. For example, using formal language in official documents and meetings. Unethical Practices:Misleading Information:Providing false or misleading information to gain an advantage. For instance, exaggerating product features in marketing. Bullying or Harassment:Using communication to intimidate or harm others. An example is sending threatening messages to colleagues. Lack of Transparency:Withholding crucial information to manipulate perceptions. For example, not disclosing potential risks to investors. Plagiarism:Presenting someone else's work or ideas as one's own. This could involve copying a competitor's marketing strategy without attribution. Debates:Engage in debates on the importance of ethical practices in communication. Critical Thinking Questions: 2. How do people communicate in a business environment? Through various channels like emails, meetings, advertisements, and official documents. Substrand 2.2: Plain Scale DrawingLesson 3: Plain Scale Drawing FundamentalsObjective: Understand and apply plain scale drawing skills. Plain Scale Drawing:Involves creating accurate representations of objects or spaces using a uniformly divided scale. Essential for architects, engineers, and designers for precise communication of measurements. Features of a Plain Scale:Evenly spaced divisions representing specific measurements. Numerical scale and markings indicating units of measurement. Importance of Drawing Figures to Scale:Ensures accurate representation of objects in drawings. Facilitates clear communication of design and dimensions. Prevents misunderstandings and errors in construction or manufacturing. Visual Aids and Practical Exercises:Use drawing instruments to construct a plain scale. Practice drawing plane figures to a given plain scale. Additional Points:Precision in Design:Enables precise design and planning in architecture and engineering. Standardization:The use of standard scales ensures consistency and compatibility. Critical Thinking Questions:What is the importance of drawing figures to scale? Drawing to scale ensures accuracy in representing objects and designs. Why are plane figures drawn to scale? Drawing to scale facilitates clear communication of design and dimensions. Substrand 2.3: Visual ProgrammingLesson 4: Introduction to Programming and Visual ProgrammingObjective: Understand the basics of programming and visual programming. Programming:Creating sets of instructions that computers can understand and execute. Allows automation of tasks and application development."}
{"text": "Expected Outcome:Understanding how the combination of different materials enhances properties. General Properties of Composite Materials:High strength-to-weight ratio:Meaning: These materials are strong but not heavy. Resistance to corrosion:Meaning: They do not easily corrode or deteriorate. Versatility in applications:Meaning: Can be used in various ways due to their adaptability. Lesson 3: Uses of Composite Materials in the LocalityObjective: Relate composite materials to their use in a work environment. Additional Examples of Composite Materials:Kevlar composites Kevlar fibers, resin . Metal matrix composites. Expected Outcome:Understanding diverse applications in construction, manufacturing. Uses and Importances:Fiberglass:Uses:Boat construction, aircraft components. Importance:High strength, lightweight. Plywood:Uses:Furniture, construction. Importance:Structural stability, flexibility. Kevlar Composites:Uses:Bulletproof vests, sports equipment. Importance:High tensile strength. Lesson 4: Acknowledging the Importance of Composite MaterialsObjective: Acknowledge the importance of composite materials used in the locality. Core Competency Development:Enhance communication and collaboration skills. Values Emphasis:Promote the value of peace by respecting diversity. Pertinent and Contemporary Issues:Emphasize online safety when exploring information on composite materials. Link to Other Subjects:Relate concepts to non-metals in Integrated Science. Substrand 3.2: Ceramic MaterialsLesson 5: Identifying Ceramic MaterialsObjective: Identify common ceramic materials in the locality. Ceramic Materials:Materials made through the process of firing or baking materials like clay. Examples:Pottery, ceramic utensils, glass, shells. Porcelain, earthenware, stoneware. Ceramic Firing Process:Baking Method: Ceramics are baked in a special oven called a kiln. Critical Thinking Question:How can ceramic materials be identified? Recognizable by the firing or baking process, often visible in their appearance. Lesson 6: Physical Properties of Ceramic MaterialsObjective: Describe the physical properties of ceramic materials. Investigation:Investigate physical properties of ceramic materials. Additional Physical Properties:Hardness, electrical insulation, durability. Brittle in nature easily breaks when force is applied . Expected Outcome:Understanding the significance of ceramic materials in various applications. General Properties of Ceramic Materials:High melting points:Meaning: They require high temperatures to melt."}
{"text": "Brittle in nature easily breaks when force is applied . Expected Outcome:Understanding the significance of ceramic materials in various applications. General Properties of Ceramic Materials:High melting points:Meaning: They require high temperatures to melt. Excellent thermal and electrical insulation:Meaning: They are good at resisting heat and electricity. Hard and brittle:Meaning: They are tough but easily breakable. Lesson 7: Matching Ceramic Materials to Their UsesObjective: Use a chart to match ceramic materials to their uses in the work environment. Examples of Matching:Pottery: Decorative items, storage containers. Glass: Windows, containers, tableware. Porcelain: Dinnerware, decorative items. Expected Outcome:Practical understanding of how different ceramic materials serve specific purposes. Uses and Importances:Pottery:Uses:Decorative items, storage containers. Importance:Heat resistance, aesthetic appeal. Glass:Uses:Windows, containers, tableware. Importance:Transparency, versatility. Porcelain:Uses:Dinnerware, decorative items. Importance:Elegant appearance, durability. Strand 4: Tools and ProductionSubstrand 4.1: Cutting ToolsLesson 1: Identifying Cutting ToolsObjective: Learn to identify cutting tools used in the work environment. Cutting Tools:Instruments designed for cutting materials. Examples:Snips cutting thin materials like wires , chisels cutting and shaping wood , handsaws cutting wood , planes smoothing wood , hacksaws cutting metal , scrapers removing material from surfaces , knives cutting various materials , strippers removing insulation from wires , cutters cutting various materials . Critical Thinking Question:Why should cutting tools be cared for? Ensures longevity, safety, and optimal performance. Lesson 2: Selecting Cutting Tools for TasksObjective: Select cutting tools for given tasks in a workplace. Discussion:Discuss the use of cutting tools in the work environment. Learning to Learn:Acquire the skill of working collaboratively when discussing cutting tool use. Lesson 3: Observing Cutting Tool UseObjective: Use audio-visual aids to observe the use of cutting tools in the work environment. Audio-Visual Aids:Videos and images demonstrating safe and efficient use. Lesson 4: Demonstrating Safe Use of Cutting ToolsObjective: Demonstrate safe use of cutting tools to perform specific tasks. Critical Thinking and Problem Solving:Acquire evaluation and decision-making skills during demonstrations."}
{"text": "Audio-Visual Aids:Videos and images demonstrating safe and efficient use. Lesson 4: Demonstrating Safe Use of Cutting ToolsObjective: Demonstrate safe use of cutting tools to perform specific tasks. Critical Thinking and Problem Solving:Acquire evaluation and decision-making skills during demonstrations. Lesson 5: Performing Tasks Using Cutting ToolsObjective: Carry out given tasks using cutting tools. Practical Application:Application of learned skills in real-life scenarios. Lesson 6: Maintaining and Storing Cutting ToolsObjective: Learn to care for cutting tools in the work environment. Caring for Cutting Tools:Keep tools clean and dry. Regularly oil moving parts. Sharpen blades as needed. Store in a designated place. Use the right tool for the right job. Discussion:Discuss the importance of maintaining and storing cutting tools. Values:Emphasize responsibility in observing safety precautions. Lesson 7: Acknowledging the Importance of Cutting ToolsObjective: Recognize the importance of cutting tools in the work environment. Pertinent and Contemporary Issues:Emphasize safety when demonstrating the use of cutting tools. Link to Other Subjects:Relate the use of cutting tools to farm and kitchen tools in Agriculture and Nutrition. Substrand 4.2: Production UnitLesson 8: Explaining Factors in Locating a Production UnitObjective: Explain the factors considered when locating a production unit. Definition:A production unit is a facility or space where goods or services are produced or provided. Factors Influencing Location of Production Unit:Accessibility:Proximity to transportation for the movement of goods and services. Market Proximity:Nearness to the target market for easy distribution. Resource Availability:Availability of raw materials and resources. Labor Force:Accessibility to skilled or available labor. Infrastructure:Presence of necessary infrastructure like power and water supply. Lesson 9: Analyzing Factors Determining Production Unit SizeObjective: Analyze the factors determining the size of a production unit. Factors Determining Production Unit Size:Market Demand:Adjusting size based on market needs and demand. Resource Availability:Utilizing available resources efficiently. Technology:Incorporating technology for increased production efficiency. Economies of Scale:Achieving cost advantages with increased production. Financial Considerations:Available budget and financial feasibility. Lesson 10: Locating a Production Unit in a Suitable AreaObjective: Locate a production unit in a suitable area. Research Outcome:Identify suitable areas based on factors affecting the location of a production unit."}
{"text": "Financial Considerations:Available budget and financial feasibility. Lesson 10: Locating a Production Unit in a Suitable AreaObjective: Locate a production unit in a suitable area. Research Outcome:Identify suitable areas based on factors affecting the location of a production unit. Lesson 11-15: Application of Knowledge in Practical ScenariosObjective: Apply knowledge gained in real-life situations. Practical Scenarios:Engage in hands-on activities related to locating and assessing production units. Examples of Production Units:Posho Mill:Location influenced by proximity to a community, accessibility to maize, and power supply. Salon:Located where the target market, typically residential areas, is easily accessible. Barber Shop:Positioned in areas with high foot traffic for increased visibility and accessibility. Welding Workshop:Located in an industrial area with ample space and proximity to raw materials. Cybercaf :Situated where there is demand for internet services, often in commercial or educational hubs. Strand 5: EntrepreneurshipSubstrand 5.1: BookkeepingLesson 1: Understanding Basic Terms in BookkeepingBookkeeping:Explanation: Bookkeeping is the systematic recording, organizing, and storing of financial transactions in a business. Key Terms:Transactions:Explanation: Business activities that involve money. Financial Statements:Explanation: Documents summarizing the financial activities of a business. Assets:Explanation: Resources owned by a business, such as cash, inventory, or property. Liabilities:Explanation: Debts or obligations a business owes to external parties. Equity:Explanation: The residual interest in the assets of the entity after deducting liabilities. Capital:Explanation: The owner's investment in the business; the difference between assets and liabilities. Lesson 2: Importance of Bookkeeping for a BusinessImportance:Provides financial clarity. Assists in decision-making. Ensures legal compliance. Lesson 3: Calculating Assets, Liabilities, and CapitalEquation:Assets Liabilities Capital. Example:Calculated Asset: If a business has ksh10,000 in the bank asset , owes ksh2,000 to suppliers liability , then the capital is ksh8,000. Lesson 4: Case Study Analysis of Cash and Credit TransactionsCase Study:Example scenarios differentiating between cash and credit transactions. Lesson 5: Costing, Pricing, and Profit CalculationCosting and Pricing:Costing:Explanation: The process of determining the expenses involved in producing a product or service."}
{"text": "Example:Calculated Asset: If a business has ksh10,000 in the bank asset , owes ksh2,000 to suppliers liability , then the capital is ksh8,000. Lesson 4: Case Study Analysis of Cash and Credit TransactionsCase Study:Example scenarios differentiating between cash and credit transactions. Lesson 5: Costing, Pricing, and Profit CalculationCosting and Pricing:Costing:Explanation: The process of determining the expenses involved in producing a product or service. Pricing:Explanation: Setting a selling price for a product or service. Financial Aspect of Product Pricing:Calculating costs, determining a competitive price, and ensuring profitability. Lesson 6: Components of Financial StatementsComponents:Statement of Financial Position:Assets, liabilities, and equity. Cash Flow Statement:Inflows and outflows of cash. Income Statement:Revenue, expenses, and profit. Lesson 7: Drawing Simple Financial StatementsPractical Application:Creating visual representations using learned concepts. Substrand 5.2: Income and BudgetingLesson 8: Sources of Income for an IndividualSources of Income:Employment salary, business profits, rental income, dividends, etc. Lesson 9: Importance of BudgetingImportance:Ensures financial discipline. Facilitates goal achievement. Minimizes overspending. Lesson 10: Wise Spending and Budget PreparationWise Spending:Prioritize needs over wants. Look for discounts and deals. Budget Preparation:Budgeting:Explanation: The process of creating a plan for how to spend money. Importance of Budgeting:Ensures financial discipline. Facilitates goal achievement. Minimizes overspending. Lesson 11: Ethical and Unethical Practices in Income and BudgetingEthical Practices:Honest reporting, responsible spending. Unethical Practices:Fraudulent reporting, overspending. Substrand 5.3: Marketing of Goods and ServicesLesson 12: Meaning and Importance of MarketingMarketing:Explanation: Marketing involves promoting, selling, and distributing goods or services. Importance:Increases brand visibility. Attracts potential customers. Boosts sales. Lesson 13: Sources of Information about the MarketInformation Sources:Market research reports, customer feedback, sales data. Lesson 14: Factors in Selecting a Suitable MarketFactors in Selecting a Suitable Market:Geographic location, target demographics, competition, consumer behavior."}
{"text": "Boosts sales. Lesson 13: Sources of Information about the MarketInformation Sources:Market research reports, customer feedback, sales data. Lesson 14: Factors in Selecting a Suitable MarketFactors in Selecting a Suitable Market:Geographic location, target demographics, competition, consumer behavior. Lesson 15: ICT Tools in MarketingDigital Tools:Examples: Social media platforms, email marketing, search engine optimization. Substrand 5.4: Saving and InvestmentLesson 16: Reasons for Saving and InvestmentReasons:Wealth accumulation, financial security, future planning. Lesson 17: Methods of Saving and InvestmentMethods:Saving accounts, fixed deposits, mutual funds, real estate. Lesson 18: Creating a Simple Saving and Investment PlanPractical Exercise:Creating a personalized financial plan with specific goals. Lesson 19: Ethical and Unethical Practices in Saving and InvestingEthical Practices:Transparent reporting, responsible investing. Unethical Practices:Fraudulent schemes, risky investments. Lesson 20: Researching Ethical and Unethical PracticesResearch Outcome:Identifying and understanding ethical and unethical practices in saving and investment. Top of FormTop of FormTop of Form."}
{"text": "GRADE 7 TERM 1BUSINESS STUDIES LESSON NOTESBUSINESS AND MONEY MANAGEMENTIntroduction to business studiesBusiness 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 profitsBusiness studies- it is the study of the activities that are carried out in and around production, distribution and consumption of goods and servicesGoods These are items which are tangible i.e. can be touched and felt e.g. furniture, buildings, bread. EtcServices These are actions or activities that may be sold. They are intangible e.g. teaching, banking, hairdressing etcProduction 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 etcConsumption Refers to using of goods service mostly done by consumersConcept of business studies in KenyaCommerceIt is the Study of trade and aids to trade. This component will help you understand how goods are distributed from where they are produced to where they are requiredTrade is the exchange of goods and services for other goods or services or for money. AccountingIt s a systematic way of recording keeping accurate business records arising from trading activities for decision making. Financial literacyThis is the ability to understand effectively use various financial skillsThese skills include personal financial management, budgeting and investing. EconomicsIt s the study of how human beings strive to satisfy their unlimited needs and wants using limited resources available. Human wants are the desires that people strive to satisfy using goods and services. Resources Things that are required in order to satisfy human wantsEntrepreneurshipIt s the study of activities involved in identifying a business opportunity and acquiring necessary resources to start a business. Importance of business studiesIt equips us with the knowledge and skills to successfully start and run a businessIt helps us to appreciate the importance activities in the provision of goods and services. It assists individuals in acquiring skills for wise buying and sellingIt helps us understand the country s economyIt assists individuals in acquiring self discipline and positive attitude towards work. It helps us understand the role of communication and modern technology in business management. It provides us with the knowledge and skills necessary for identifying business opportunities. It helps us understand and appreciate the role of government in business activities."}
{"text": "It helps us understand the role of communication and modern technology in business management. It provides us with the knowledge and skills necessary for identifying business opportunities. It helps us understand and appreciate the role of government in business activities. It helps understand and appreciate the basic economic issues that affect society such as increase in prices of goods and services. It creates a firm foundation for further education and training in business and other career development. Careers and opportunities related to business studiesA career refers to a job, a profession or an occupation that one chooses as one s life s work. A career helps one to earn money or make a living. Some of these jobs includeTeacherBookkeeper or accountant a person who keeps records of business transactions, inspects and analyse financial accounts. Salesperson a person whose job is to sell products or services. Self employed people- some people utilise the skill and knowledge learned from business studies to start and manage their businesses. BankerMarketerEntrepreneurMoneyMoney is anything that is generally accepted as a medium of exchange for goods and servicesMoney can be in form of notes and coins. Uses of MoneyAs a medium of exchangeMoney can be exchanges for another good or services because it is generally acceptable by everyone. As a standard of deferred or future payment. Money can be used to pay for goods or services at a later date. This is known as deferred payment. This is allowed because money is acceptable by everyone. As a store of valueMoney is used in storing wealth for example savings. Money stored or saved retains its value for many years. As a measure of valueMoney determines the worth and value of goods and services. Expensive goods and services have a higher value than cheap goods and services. As a unit of account. Money makes accounting possible because the worth of goods and services are measure in money. Different goods and services are calculated and recorded according to the money used to acquire them. Transfer of immovable assets. Some properties like land and buildings cannot be moved from one place to another but can sell them and use the money obtained to buy a land or a building in different placeKey security features of the Kenyan currencyThe Kenyan money has the following security features which help the people of Kenya to identify real Kenya money from fake money. The word Kenya can be felt on all the notes. The value of each note can be felt."}
{"text": "Some properties like land and buildings cannot be moved from one place to another but can sell them and use the money obtained to buy a land or a building in different placeKey security features of the Kenyan currencyThe Kenyan money has the following security features which help the people of Kenya to identify real Kenya money from fake money. The word Kenya can be felt on all the notes. The value of each note can be felt. At the edge of each note, there are a number of bars according to the value of the currency that is 1 bar for shs 50, 2 bars for shs 100, 3 bars for shs 200There is a watermark of a perfect lion s head, the text CBK and the value of the bank note in each note. A watermark can only be revealed when the note is held up against light. The security thread appears as a continuous line. The security thread colour from red to green on all banknotes. The 200, 500, 1000 notes have additional rainbow colours on the thread. The golden band on the back of the notes show the value of each noteThemes and symbols on the Kenyan currencyThe Kenyan currency symbolises significant aspects of the nation which serve as a means of passing knowledge, conserving culture and promoting the country s global image. The face of all notes bear the image of KICC, one of the most common and known landmark in our country. It also shows a photo of our founding first president . All the Kenyan currencies have symbols of Kenya big five animals such as lion. Leopard, rhino, giraffe and buffalo. Eah note has a dove to symbolise a peaceful Kenya. All Kenyan currencies have the coats of arms. The coats of arms of Kenya features two lions, a symbol of protection, holding spears and traditional east African shiels. The shield and spears symbolises unity and defence of freedom. Each of the Kenyan currencies or notes symbolises various themes that promote different aspects of the country."}
{"text": "The coats of arms of Kenya features two lions, a symbol of protection, holding spears and traditional east African shiels. The shield and spears symbolises unity and defence of freedom. Each of the Kenyan currencies or notes symbolises various themes that promote different aspects of the country. The 50 shillings note symbolises the theme of green energyThe 100 shillings note symbolises the theme of agricultureThe 200 shillings note symbolises the theme of social servicesThe 500 shillings note symbolises the theme of tourismThe 1000 shillings note symbolises the theme of governanceThe coins continue to promote Kenya tourism sector by promoting kenya s famous animals that is elephant for kshs 20 coin, lion for ksh 10 coin, rhino for ksh 5 coin and giraffe for kshs 1 coin. Personal goalsA goal is an aim that someone tries to achieve through hard work and planning. A personal goal is an aim that is meant to motivate a person to achieve what they want in life. They can be short term or long term. Importance of setting personal goals for self developmentProvides a clear path to success. When one sets goals, they give him or her the steps to follow so that tasks are completed according to importance. Helps improve time management and organisation skills. If one knows exactly what he or she wants to achieve and knows the steps required to achieve it, there isles room for delaying or postponing. Increase motivationWhen we achieve one short term goal after the other, we become motivated and work even harder. Measures progress. Setting clear goals makes it easier for one to track his or her progress. Gives focus and purposesSetting goals determines a clear pathway to success, allowing one to focus on what needs to get done. Boost self confidence. When one starts making progress towards achieving his or her goals, one starts to believe in themselves and become more confident. Factors to consider when setting personal goals for self-developmentSpecificThe goal should be very precise with no room for misinterpretation. MeasurableThe progress of the goal set should be easy to trackAchievableThe goal should be attainable. Set goals that can actually be done. RelevantThe short term goal should contribute to your broader goal."}
{"text": "MeasurableThe progress of the goal set should be easy to trackAchievableThe goal should be attainable. Set goals that can actually be done. RelevantThe short term goal should contribute to your broader goal. RealisticGoals should relate to your personal strengths snd abilitiesTime boundThe goal should have a defined start and end dateNBSMARTSetting personal goals for self developmentTechnology has provided tools or devices that we can use for setting personal goals. ICT devices like computers and software programs can help us in setting goals to improve our lives. They can help us set measure to track our goals. They can also remind us on the times we should be doing an activity that was planned through alarms and schedulesPupil s activityPage 27-29Talents and abilitiesA talent is an inborn or natural ability to be good at something especially without being taught. It is something you are naturally good at and you enjoy doing like drawing, singing, dancingAbility is the skill to do a particular task that is acqire through learning training or practise. Distinguishing between talents and abilities of learners in schoolDifferenceTalent is an inborn special skill while ability is a skill acquired by a person through training and experience. Talent is God given gift while ability is a skill in which you put your effort and time to develop. Talent is often possessed by a few people while ability can be acquired by any person who is interested. Talent require coaching while ability require training. Talent is hidden and needs recognition while ability requires developmentWays of nurturing talents and abilitiesNurturing talent and abilities involves offering ways to promote and encourage people to develop their skills and demonstrate their talents. Everyone has a talent. However it is important to be in environments that helps us discover them early as possible. Once we have identified our talents and abilities, we should demonstrate and improve them as much as possible. Skills need to be practised and improved for them to be helpful in our lives. We can nature skills by engaging in activities like talent shows, creating clubs like drama, music and journalism among others. Sports teams can also help in nurturing sports skills. In a business environment, employees can encourage the workers to be creative and share their skills and ideas. They can also provide skills development programs that help the employees to improve and acquire more skills. Nurturing talents and abilities in a business motivates and encourages people to be more productive."}
{"text": "In a business environment, employees can encourage the workers to be creative and share their skills and ideas. They can also provide skills development programs that help the employees to improve and acquire more skills. Nurturing talents and abilities in a business motivates and encourages people to be more productive. This can improve different areas of the business and make it profitable. Demonstrating personal talents and abilities in schoolPupil s activityPage 36Relating talents and abilities to career opportunities in the worldIdentifying our talents and developing abilities helps us to realise the careers we can purse in the future. Apart from having the knowledge to do something, we should also develop the skills required to perform various tasks. Having the right abilities to do a job is an important aspects of a person s careerHaving the talent to perform the task makes the job more enjoyable since one naturally has the skill needed to perform the tasks. We can use our God given talents and abilities to earn livingPupil s activityPage 36-38Ethical issues related to the use of talents and abilities in businessEthics is a set of beliefs about what is morally right and wrongThe following are some of the ethical issues relating to use of talents and abilities in business. DiscriminationIn a business environment, people should not be advantaged or disadvantaged according to the talents and abilities they do or do not have. Harassment. We should not use talents and abilities to treat people who do not share talents and abilities unfairly. Unethical accounting. We should not use our talents and abilities to mislead or give false informationNepotism and favouritismNepotism is when someone is given advantage for being a family member. Favouritism occurs when a person is treated better than others because of one reason or the other. Pupil s activityPage 39-41BUSINESS AND ITS ENVIRONMENTBUSINESS ACTIVITIESBusiness environment these are the business surroundings which may be internal or externalNeeds and wants as used in business studiesA business should provide things that people need and want to make a profitNeedsIs a good or a service that a person must have to live. They include basic needs like shelter, food and clothingWithout this needs, we can fall sick, causing us to require products like medicine and services like healthcareNeeds remain the same, doesn t keep on changing."}
{"text": "Favouritism occurs when a person is treated better than others because of one reason or the other. Pupil s activityPage 39-41BUSINESS AND ITS ENVIRONMENTBUSINESS ACTIVITIESBusiness environment these are the business surroundings which may be internal or externalNeeds and wants as used in business studiesA business should provide things that people need and want to make a profitNeedsIs a good or a service that a person must have to live. They include basic needs like shelter, food and clothingWithout this needs, we can fall sick, causing us to require products like medicine and services like healthcareNeeds remain the same, doesn t keep on changing. Lack of basic needs may lead to deathWantsIs a good or a service that a person would like to have but not for survival. Therefore we can live without wantsWants are unlimited. This means that human beings get enough of their wants. Wants keep on changing and increasing as we progress in lifeSometimes we can mistake a want for a need. For instance clothes are needs but expensive designer clothes are wants. We should learn to differentiate our need and wants to live effectively and within our means. A business develops and provides products and services to satisfy its customers needs and wants. Scarcity, choice, scale of preference and opportunity costScarcity is the lack of enough resources to acquire goods and services that satisfy a consumer s needs and wantsScarcity of money can limit what one can afford at one particular time. Therefore we must use whatever resources available wisely by selecting goods and services we need most. Due to scarcity of resources a consumer can be forced to chose between or amongst completing needs or wants. Choice is the ability of a buyer to decide between goods or sevices to buy from a range of possible options. A customer can make and use a list of goods or services that they require to make a choice. Scale of preference is a list of goods and services in their order of importance to the consumer. For example when going to supermarket you can list goods you want to buy starting with most to the least important. When a customer picks one item instead of another, they forego the value of the unchosen item, this is known as opportunity cost. Opportunity cost is the next best forgone alternative after choosing another good or service."}
{"text": "For example when going to supermarket you can list goods you want to buy starting with most to the least important. When a customer picks one item instead of another, they forego the value of the unchosen item, this is known as opportunity cost. Opportunity cost is the next best forgone alternative after choosing another good or service. Scarcity, choice, a scale of preference and opportunity cost is important in making economic or financial decisionsScarcity, choice, a scale of preference and opportunity cost are all related to one economic fact that resources are limited while human wants are unlimited. A Resource is something that can be used to achieve an aim or goal. Preparing a scale of preference-Preparing a sale of preference involves arranging wants in their order of importance, from the most urgent or important to the least urgent or important. -When preparing a scale of preference, one should know the resources available and the wants and needs required. Making a scale of preference helps a person toDecide which goods to buy according to their importance or priority and resources available. Manage their finances well by buying only the most important thingsEfficiently use available resourcesMake reasonable choices when purchasing goods. Maximise the satisfaction of needs and wants using limited resources-A scale of preference can be used by both the consumer and the business person to make decisionsFor instance if there is a demand for a particular good, business person can use a scale of preference and compare the scarcity of resources against the demand for the good. When making a scale of preference needs come before wants. Need for business activities for self and the communityBusiness activities involve the production and scale of goods and services with an aim of making profit. Business activities make it possible for a business to provide and satisfy the needs and wants of the consumer and the community. The main business activities includeExtractionProcessingManufacturingDistribution and transportationConstructionTradingProvision of servicesExtraction means obtaining goods from their natural setting e.g mining, farming, lumbering etcProcessing of raw materials it is changing the form of goods without combining it with other goodsManufacturing combining different raw materials to come up with one final product e.g. table is made of wood, glue, nails and varnishConstruction involves building structures like Rails, road and buildingsDistribution of goods Spreading of goods from the manufacturers to the users. Done by distributorsTrade Buying and selling of goods with the aim of making profits."}
{"text": "The main business activities includeExtractionProcessingManufacturingDistribution and transportationConstructionTradingProvision of servicesExtraction means obtaining goods from their natural setting e.g mining, farming, lumbering etcProcessing of raw materials it is changing the form of goods without combining it with other goodsManufacturing combining different raw materials to come up with one final product e.g. table is made of wood, glue, nails and varnishConstruction involves building structures like Rails, road and buildingsDistribution of goods Spreading of goods from the manufacturers to the users. Done by distributorsTrade Buying and selling of goods with the aim of making profits. Done by tradersProvision of services Selling services to consumers e.g. hairstylist, car washersBusiness activities create employment for self and other people in the communityBusiness activities help individuals improve their standard of living due to increased income from the profit earned. Business activities use available resources within societies to create goods and services. Business activities help to offer alternative goods that may not be easily available in the community. Trading activities in the communityTrading is an activity that involves buying and selling of goods and services with the aim of making profitPeople who are involved in trading activities are called traders."}
{"text": "Business activities use available resources within societies to create goods and services. Business activities help to offer alternative goods that may not be easily available in the community. Trading activities in the communityTrading is an activity that involves buying and selling of goods and services with the aim of making profitPeople who are involved in trading activities are called traders. Examples of traders areProducersWholesalersRetailersA retailer buys goods from the producer or wholesalers and sells them to consumers at a slightly higher price in order to make profitRetailer exist in two main groups,Large scale retailers supermarkets, departmental stores, hypermarkets, chain stores, mail order storesLarge scale retailers deal in a variety of goods and mainly operate in urban centresSmall scale retailers canteens and kiosksThese are commonly ran and owned by one personThey deal with small and fast moving goods like foodstuffsSmall scale retailers are further divide into twoSmall scale retailers with shops such as single shops, kiosksSmall scale retailers without shop such as automatic vending machines, open air markets, roadside sellersThe roles of a retailer includeThey serve as the link between consumer and producerThey break goods into smaller quantities for consumer to buyThey package and grade goodsThey provide the customer with many products so that they can choose the one that best satisfies their needsThe retailer may provide after sale services like delivery and installation of goods for the consumerA retailer at times sells goods to the consumer on credit, thereby providing credit facilitiesA consumer is a person who buys goods for use, not for reselling. Consumers buy goods from retailers hence enabling them to make their business. A wholesaler is a trader who buys goods in large quantities from producers and then sells them to retailersThe roles of wholesalers includeBreaking bulkWholesalers divide a product into smaller quantities for the convenieve of the buyerBrandingWholesalers assign a given identity, name and mark by which it will be sold. This helps to differentiate the products from a similar productSortingWholesalers select and arrange goods as per their size, weight, colour and qualityBlendingWholesalers mix different grades of products to achieve the desired colours, tastes or qualitiesPackingWholesalers put products in packets, boxes, bottles or cartoonsGradingWholesalers differentiate goods as per their qualities."}
{"text": "Consumers buy goods from retailers hence enabling them to make their business. A wholesaler is a trader who buys goods in large quantities from producers and then sells them to retailersThe roles of wholesalers includeBreaking bulkWholesalers divide a product into smaller quantities for the convenieve of the buyerBrandingWholesalers assign a given identity, name and mark by which it will be sold. This helps to differentiate the products from a similar productSortingWholesalers select and arrange goods as per their size, weight, colour and qualityBlendingWholesalers mix different grades of products to achieve the desired colours, tastes or qualitiesPackingWholesalers put products in packets, boxes, bottles or cartoonsGradingWholesalers differentiate goods as per their qualities. This makes it easier to price goodsGoods and servicesGoods are things that we can touchServices refer to the activities that people or organisation do or provide to get paid to satisfy the needs or wants of a consumerTypes of goodsProducer and consumer goodsProducer 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 etcEconomic goods and non economic goodsEconomic goods are goods with a price and are generally limited in supplyNon economic goods are free goods with no price. These are also known as free goodsIntermediate goods and finished goodsIntermediate goods cannot be used until they are further processedExample: cottonFinished goods have already been transformed into final products for consumptionExample: clothesTypes of servicesCommercial servicesBusiness use these services in conducting various business activitiesThey include banking services, insuranceSocial servicesThese are essential public services."}
{"text": "E.g. food, clothing, furniture, cosmetics, medicine etcEconomic goods and non economic goodsEconomic goods are goods with a price and are generally limited in supplyNon economic goods are free goods with no price. These are also known as free goodsIntermediate goods and finished goodsIntermediate goods cannot be used until they are further processedExample: cottonFinished goods have already been transformed into final products for consumptionExample: clothesTypes of servicesCommercial servicesBusiness use these services in conducting various business activitiesThey include banking services, insuranceSocial servicesThese are essential public services. They are provide by the government or other organisations such as non profit organisationsInclude services in education, sanitation, medical facilitiesPersonal services direct servicesThese are services provide by an individual according to their personal needsThey include teaching, healthcareImportance of goods and servicesGoods and services help satisfy consumer needs and wantsBusiness make money by producing and selling goods and servicesGoods and services ensure the community of businessSelling goods and services is a source of incomeDistinguishing between goods and servicesCharacteristics of goods and servicesThe characteristics of goods and services can be used to distinguish or differentiate goods and servicesGoods are tangible that is they can be touches and feltServices are intangible that is they cannot be touched or feltGoods can be separated from the sellerServices cannot be separated from the service providerOwnership of goods can be transferred from the seller to the buyerServices cannot be transferred to the clientGoods can be stored for future useServices cannot be stored for future useGoods can be quantified in various shapes and sizesServices cannot be quantifiedThe quality of goods can be standardisedthe quality of services cannot be standardisedGoods can be seen while services cannot be seenSources and places for buying goods and servicesGoods can be obtained from various sources and places. These places and sources include open air markets, kiosks, supermarkets online marketsServices are acquired from different service providers such as barbershops, transport operators, lawyers offices, they can be located at different placesGoods and services can be obtained through online markets platforms through websites and applicationsExamples of online services include online banking, where people can conduct banking transactions such online cash withdrawals and payments."}
{"text": "These are also known as free goodsIntermediate goods and finished goodsIntermediate goods cannot be used until they are further processedExample: cottonFinished goods have already been transformed into final products for consumptionExample: clothesTypes of servicesCommercial servicesBusiness use these services in conducting various business activitiesThey include banking services, insuranceSocial servicesThese are essential public services. They are provide by the government or other organisations such as non profit organisationsInclude services in education, sanitation, medical facilitiesPersonal services direct servicesThese are services provide by an individual according to their personal needsThey include teaching, healthcareImportance of goods and servicesGoods and services help satisfy consumer needs and wantsBusiness make money by producing and selling goods and servicesGoods and services ensure the community of businessSelling goods and services is a source of incomeDistinguishing between goods and servicesCharacteristics of goods and servicesThe characteristics of goods and services can be used to distinguish or differentiate goods and servicesGoods are tangible that is they can be touches and feltServices are intangible that is they cannot be touched or feltGoods can be separated from the sellerServices cannot be separated from the service providerOwnership of goods can be transferred from the seller to the buyerServices cannot be transferred to the clientGoods can be stored for future useServices cannot be stored for future useGoods can be quantified in various shapes and sizesServices cannot be quantifiedThe quality of goods can be standardisedthe quality of services cannot be standardisedGoods can be seen while services cannot be seenSources and places for buying goods and servicesGoods can be obtained from various sources and places. These places and sources include open air markets, kiosks, supermarkets online marketsServices are acquired from different service providers such as barbershops, transport operators, lawyers offices, they can be located at different placesGoods and services can be obtained through online markets platforms through websites and applicationsExamples of online services include online banking, where people can conduct banking transactions such online cash withdrawals and payments. Economic resourcesA resource is anything needed to accomplish a task or satisfy a need or a wantEconomic resources are the inputs used to produce goods and services for satisfaction of human needs and wants. Economic resources are those resources that require human effort to produce goods and services."}
{"text": "These places and sources include open air markets, kiosks, supermarkets online marketsServices are acquired from different service providers such as barbershops, transport operators, lawyers offices, they can be located at different placesGoods and services can be obtained through online markets platforms through websites and applicationsExamples of online services include online banking, where people can conduct banking transactions such online cash withdrawals and payments. Economic resourcesA resource is anything needed to accomplish a task or satisfy a need or a wantEconomic resources are the inputs used to produce goods and services for satisfaction of human needs and wants. Economic resources are those resources that require human effort to produce goods and services. They includeSoilMineralsMachinesVehiclesBuildingsToolsCharacteristics of economic resourcesCan change ownershipEconomic resources can change ownership from one person to another through sale or donationsHave utilityUtility means usefulness. Economic resources can be used to produce other goods and servicesScarce in supplyEconomic resources are not available in sufficient quantitiesHave monetary valueThey have a value that can be exchanges for ownershipHave alternative useEconomic resources may be put into different usesEg car owner may rent it for businessCan be complementaryDifferent economic resources may be consumed together such as a car with petrolCan be combinedDifferent economic resources are combined to produced the final productFor example a wooden chair is made using nails, timber and vanishTypes of economic resourcesHuman made resources artificial resourcesAre made by people to be used in producing goods and servicesExamples: machines, factories, vehiclesThese things aid the production of goods and services and make work easierHuman resourcesAre people who have the skills required in producing goods and servicesExamples; drivers, technicians, salespeople, farmers, carpenters, bakersNatural resourcesAre things that are naturally found in the environment and are important in the production of goods and resources. Examples; water, land, forests, mineralsThe distribution of economic resources is uneven. This means that different regions or places may have different types of resources. Example certain regions have rivers while others do notSustainable ways of using economic resources in KenyaSuitable use of economic resources mans using resources in a way that ensures we meet our own needs without affecting the ability of future generations to meet their needs."}
{"text": "Examples; water, land, forests, mineralsThe distribution of economic resources is uneven. This means that different regions or places may have different types of resources. Example certain regions have rivers while others do notSustainable ways of using economic resources in KenyaSuitable use of economic resources mans using resources in a way that ensures we meet our own needs without affecting the ability of future generations to meet their needs. Suitable use of resources aims ensure that future generation can be able to utilise economic resources to produce the products and services they needSome of the ways to sustainably use economic resources includePlanting trees after cutting down other tressTreating industrial wastes before disposing them to water bodies or releasing them int the airProtecting soil from the erosion to improve farm produceRecycling plastics and other harmful materials instead of dumping them anyhow. Tools, instruments or machines should be properly maintained. Employees or labourers should be treated well and paid fairly. This ensures their availability for future projectsEconomic resources are important and therefore should be used responsibly. Our community needs economic resources because of the following reasonsThey are used to create goods and services which satisfy human needs and wantsThey are a means of development because they are the key to the improved economic growth of a countryEconomic resources create employment opportunities for the people who utilise themEconomic resources create wealth and eradicate povertyResources mapping and classification of local economic resourcesPupil s activityPage 80-81Business communicationCommunication is the process of passing information from one person to another. Communication in business involves sharing information between people within and outside a businessImportance of communication in businessIt helps in decision makingGood communication provides all the necessary information that helps to make quality decisionsIt enhances public relationshipsGood communication enables the business to create a good image for the publicIt improves customer servicesCommunication enables the business to create good image for the publicIt helps give instructionsEffective communication helps business to get work done by issuing procedures and ordersIt enhances good relationship between business owners and employeesEffective communications ensure business owners and employees have a good working relationshipIt promotes business innovationSharing information stimulates creativity and innovation among the employeesIt increase productivityGood communication, motivates wor kers which increases productivityUse of ICT tools in business communicationTechnology has changed and improved how information is exchanged, shared in a business environment."}
{"text": "This ensures their availability for future projectsEconomic resources are important and therefore should be used responsibly. Our community needs economic resources because of the following reasonsThey are used to create goods and services which satisfy human needs and wantsThey are a means of development because they are the key to the improved economic growth of a countryEconomic resources create employment opportunities for the people who utilise themEconomic resources create wealth and eradicate povertyResources mapping and classification of local economic resourcesPupil s activityPage 80-81Business communicationCommunication is the process of passing information from one person to another. Communication in business involves sharing information between people within and outside a businessImportance of communication in businessIt helps in decision makingGood communication provides all the necessary information that helps to make quality decisionsIt enhances public relationshipsGood communication enables the business to create a good image for the publicIt improves customer servicesCommunication enables the business to create good image for the publicIt helps give instructionsEffective communication helps business to get work done by issuing procedures and ordersIt enhances good relationship between business owners and employeesEffective communications ensure business owners and employees have a good working relationshipIt promotes business innovationSharing information stimulates creativity and innovation among the employeesIt increase productivityGood communication, motivates wor kers which increases productivityUse of ICT tools in business communicationTechnology has changed and improved how information is exchanged, shared in a business environment. ICT is defined as a set of digital technological resources used to create, store, share and exchange information. There are numerous ICT tools used in business communication. They include computers laptops, printers, scanner, software programs, SmartphoneThese tools can be connected to the internet to improve communication in a business environmentThe internet allows information through electronic mails, online meetings, social media platforms, video and web conferencing, websitesComputers, phones and smart televisions can be connected to the internet to enable communication the business environmentProduction of goods and servicesProduction refers to the creation of goods and services to satisfy consumer needs and wants. Production involves transforming raw materials into finished goods and transporting the goods to reach the consumerThe final product becomes more useful when the consumer uses it."}
{"text": "There are numerous ICT tools used in business communication. They include computers laptops, printers, scanner, software programs, SmartphoneThese tools can be connected to the internet to improve communication in a business environmentThe internet allows information through electronic mails, online meetings, social media platforms, video and web conferencing, websitesComputers, phones and smart televisions can be connected to the internet to enable communication the business environmentProduction of goods and servicesProduction refers to the creation of goods and services to satisfy consumer needs and wants. Production involves transforming raw materials into finished goods and transporting the goods to reach the consumerThe final product becomes more useful when the consumer uses it. Therefore the goods and services produced must have utility to the userUtility refer to the ability of goods or services to satisfy human needs or wantsImportance of productionIt makes use of the available resources to make goods and servicesIt creates employment opportunitiesIt provides goods and services required to satisfy human needs and wantsIt improves trade in a country. This contribute to the economy of the countryFactors of production, their importance, characteristics and rewardsFactors or production are the resources needed to produce goods and servicesThey includeLandLabourCapitalEntrepreneurship."}
{"text": "GRADE 7 VISUAL ARTS LESSON NOTES TERM 1STRAND 1.0 THE ARTS AND ENTREPRENEURSHIPCATEGORIES OF ARTSARTS - This is a general term used to describe expression of creative human skill, feeling and imaginations. This is mainly appreciated for beauty and emotional value. The arts can be experienced through the following:Sense of lightHearingTouchSmellTasteEntrepreneurshipThis is the process of setting up, developing and running a business with the aim of getting profit. It requires marketing goods, services and new ideas in order to make profit. Visual artsThese are arts forms appreciated through the sense of sight. They are appreciated for their emotional power and beauty e.g. DrawingpaintingmontagecollageApplied ArtsApplied Arts are related to visual arts but involved making and decorating of everyday items. These items are for practical use or utilitarian purposesPerforming ArtsPerforming arts involves performance or presentation to the audience. Artist use the following in performing artsBody movementFacial expressionVoices artistic expressionIt can be done live to an audience or recorded for future useWritten or Literacy artThis writing of stories that have artistic and cultural value. They display the beauty of speech and language to convey meaning. It may be inform of stories novels, script writing and spoken films and poetry. The main reason for doing research is to get new information about a specific area. It also help you get different views and what people think about an issue. Researching on the categories of art will enable you find out about a wide area in the Art. Importance of doing research of artPreparation for a presentationFactors to consider when making preparation and presentation of art research . Relevance of the contentIt is important that the information in the presentation is relevant to the main topic. This help in preventing the speaker and the audience from talking about things not related to them. The information should be well organized starting from what the audience knows to providing new informationOral presentationWhen making oral presentation, use appropriate language and expressions. Remember also to maintain eye contact with the audience. 3. Team workEvery member of the group should actively participate in the activities. All members should take part in carrying out tasks during presentations. These includes: preparations, organization sample artwork, operating the equipment and answering questions from the audience."}
{"text": "Team workEvery member of the group should actively participate in the activities. All members should take part in carrying out tasks during presentations. These includes: preparations, organization sample artwork, operating the equipment and answering questions from the audience. All members should demonstrate respect for one another and unity when carrying out the group activity. Guidelines to follow when making a presentation on categories of artsIntroductionsIntroduce yourself and member of the group to the audience. Give the tittle of the presentation. 2. Body of the presentationDiscuss the meaning of the artsGive as many examples of the arts as possibleShow actual samples, pictures or drawing to emphasize your pointsDemonstrate where necessaryConclusionAsk the audience whether there are questions of contributionsAnswer the questions confidently, ask other group members, the audience of the teacher if you are not able to give a response to the question. When there are not more questions, thank the audience for the co- operation. Presentation and appreciation categories of artsA presentation involves talking to an audience about the topic, an idea or a product. The main purpose of a presentation is to pass information and persuade an audience about a certain idea or topic. Elements of presentationSpeaker of the presenterThe role of the presenter is to communicate with the audience. The speaker also controls the presentation. The presenter should involve the audience and other members of the group during presentation. The audienceThese are people the presenter will communicate with. It is important to maintain attention of the audience by involving them through questions and asking them to participate in some activities. The contentThis is the information you will pass to the audience. The resources used in the presentationThese may includesamples of artworkpresentation softwarechartspostersCareer pathways in the artsCareer pathways - is an area of study taken so as to lead and prepare someone for a specific career. The arts is a wide a field that has very many opportunities. Careers in the art range from traditional fine art emerging digital and media design. The artist therefore, has an opportunity to choose a career pathway that is interesting and suits their individual abilities in the world of work. Careers Path in Secondary schoolThe arts are offered as two subjects in lower secondary: performing and Visual arts. Performing arts include:musicdancetheatre and filmVisual and applied art:fine artapplied arttime based mediaPupil s activities Pg."}
{"text": "The artist therefore, has an opportunity to choose a career pathway that is interesting and suits their individual abilities in the world of work. Careers Path in Secondary schoolThe arts are offered as two subjects in lower secondary: performing and Visual arts. Performing arts include:musicdancetheatre and filmVisual and applied art:fine artapplied arttime based mediaPupil s activities Pg. 10Presentation on career pathways in the ArtWhen making a presentation on the career in the arts, follow the same procedure as in the categories of the arts. Make sure you have done a good research and that you have enough point for the presentation. Present your points in a simple and clear language that everyone will understand. Present your points in the simple and clear language that everyone will understand. Be careful when talking in a simple and eye contact with your audience. Respect others and appreciate their contributions. Categories of Visual ArtsThe visual arts can be classified as either two dimensional or three dimensional. The two dimensional art forms can be also written as 2D, while three dimensional written as 3D. The 2D FormsThese are art forms that only have length and width. These artworks are done on flat surfaces and have no depth. Examples of 2D artwork are:DrawingPaintingMontageThe 3D arts FormsThese are artwork with length, width and heightThese types of artwork have volumeThey can be turned around and viewed from more than one direction. Some examples of 3D artwork are:PotteryBasketryOrnamentsPresentation on the categories of 2D and 3d ArtsPupils activities page 19. 2.0 PICTURE MARKINGOne point perspective DrawingPerspective is the way objects appear it each other depending on the distance from and position of the viewer. Perspective drawing is therefore a technique of showing an illusion of depth and distance on a flat surface. When forms are drawn in perspective, those that are near the viewer appear larger and clearer than those further away from the viewer. Perspective drawing can be applied in all categories of drawing including landscape and still life drawing. Through perspective drawing, a 2d D drawing is made to appear 3 dimensional. This makes the drawing appear more realisticMaterials and tools required in drawingPencilRulesPaperEraserComponent of perspectiveIn order to draw in perspective."}
{"text": "Perspective drawing can be applied in all categories of drawing including landscape and still life drawing. Through perspective drawing, a 2d D drawing is made to appear 3 dimensional. This makes the drawing appear more realisticMaterials and tools required in drawingPencilRulesPaperEraserComponent of perspectiveIn order to draw in perspective. It is important to consider the projection lines or convergence lines, vanishing point and horizon. As described below. Projection or convergence linesThese are parallel lines on an object which appear to converge as they recede from the viewer. When projected further they will appear to meet at a point. Vanishing pointsThis is a point where the projected lines appear to meet. The vanishing point will always be found at the horizon. Horizon pointIn nature, the horizon is the line along where the sky appear to meet the ground, however, in perspective drawing is used to refer to a horizontal lines drawn along the vanishing point. Horizon lineProjection linesOne point perspectiveA one perspective is created in a drawing that has only one vanishing point. Where drawing a picture in one point perspective, the planes directly facing the viewer are flat and made up of horizontal and vertical lines. The planes facing the viewer are created by using projection lines that appear to meet at one vanishing point. For example, when you look at a straight road directly in front of you. It appears to narrow and converge at a point in a distance; a one point perspective can be created from different angles or eye view. Eye viewEye view in a composition is determined by the position of the viewer; a drawing can be done from worm s eye. Normal eye view or bird s eye view. Worm s eye viewNormal eye viewWorm s eye viewThis is a view of an object from below. When observing an object from the worm s eye viewer will see mainly the bottom of the object. Normal eye viewAt normal eye view, the object being observed is at the same level as the viewer s eyes. In this view point, the observer will see mainly the sides of the objects. Bird s eye viewThis is a view of an object from above. In bird s view, the viewer will see mainly top of an object. The vanishing point in the bird s eye view can be at the side as shown in the table below. Drawing cuboid in one point perspectiveA cuboid is a three dimensional that has six rectangular faces."}
{"text": "In bird s view, the viewer will see mainly top of an object. The vanishing point in the bird s eye view can be at the side as shown in the table below. Drawing cuboid in one point perspectiveA cuboid is a three dimensional that has six rectangular faces. It can also have four rectangular and two square faces. Examples of cuboids are package boxes, books suitcases and building blocks. Drawing cuboid from Normal eye viewAt normal eye view the cuboid is at the same level with the viewer s eyes. When observing a cuboid from the same level as the eyes, the viewer will see mainly the sides of the object. Procedure of drawing a cuboid from normal eye viewDrawing a Cuboid from Bird s Eye viewIn bird eye view the object being drawn is viewed from above. When observing a cuboid from bird s eye view, the viewer will see the object from the top. Procedure of Drawing a Cuboid from Bird s Eye viewDrawing a cuboid from Worms Eye ViewIn worms eye view, the object drawn is viewed from below. When observing a cuboid from worm s eye view. The object will be above the viewer. Still life compositionA still life is a drawing of non- living objects arranged on a surface. Still life drawing can be done from observation, memory or imagination. A composition means arranging or placing different objects together. Procedure of preparing a still life compositionPrepare the surface where the object will be placedSelect the object whose basic forms are cuboid from your environment. Examples of such objects are packaging boxes, large books, mathematic set and building blocksPlace the objects that have a variety of colours, dimension and sizes to create a center of focus. Place the objects on the surface with some overlappingPlace large object at the centerMake the object parallel to other so that can be drawn In one point perspective. Procedure of making still life composition with a cuboidPAINTINGPainting is a picture making technique involving the application of colour on a surface. The use of colour enables the artists to express ideas in pictorial compositions. The subject matter in these compositions could be human forms, animals, sceneries and also objects of different types."}
{"text": "This is a gradation strip showing how a colour gradually reduces or increases its intensity. Procedure to paint an intensity scaleValue gradation stripA value gradation strip is also known as a value chart. It refers to a strip showing a colour reducing or increasing in darkness or lightness. The value of a colour can be changed into two ways:By adding white to make the colour lighter. This is referred to as tinting. By adding black to make the colour darker. This is referred to as shading. Procedure to paint a value gradation strip by tinting and Shading."}
{"text": "GRADE 7 TERM 1CRE LESSON NOTESINTRODUCTION TO CREImportance of studying CREThe meaning of studying CRECRE involves the study of religious beliefs and practices of Christians. It is the study of how human beings depend on God and how God intervenes to save human beings. CRE is a subject studied in Kenyan schools to develop the mind, behaviour and character of the learners. It is also a subject that shows God s relationship with man. Importance of studying CREStudying CRE is important becauseIt makes one understand that God the Father, the Son and the Holy Spirit operate as one. It helps one dispute knowledge and attitude s to make the right decisions in life. Enables one think critically and make moral decisions on challenges affecting one s life and the societyOne becomes exposed to cultural heritage, enhancing national unity through respect for each community. One develops as a whole person, body, soul and spiritOne becomes courageous in the study of creation one is empowered to utilise the ability to control God s creationIt helps you relate with each other well through care and hospitalityThe moral values you acquire helps you to take care of the environmentOne acquires respect for oneself and hence living a productive lifeOne acquires the principle of sharing and social justice, enabling them to coexist with othersOne acquires the skills that enable him or her promote economic developmentIt enables one to acquire ICT skills as they search for more knowledgeOne develops communication skills through discussion and debate with other learners. NBIt provides answers to life mysteries e.g. the question of life after death, the origin of mankind, etc. It enables students to develop vivid awareness of God and how God reveals himself. It is a career subject, whose learners major in Law and theological training. It instils respect, protection and conservation of God s creation. It highly promotes human dignity. It helps students to appreciate their culture as well. It equips the youth with life skills such as critical thinking, which enables them to face challenges wisely. With regard to national goals of education, it promotes national development by instilling a positive attitude towards work. It equips learners with values that promote economic development. It helps learners to understand themselves better. It enables students to see the power of God controlling their own lives. It enables students to respond adequately to God s teachings and to relate well to others. It is a service of natural guidance. It promotes cultural integration. It promotes social equality and justice."}
{"text": "It is a service of natural guidance. It promotes cultural integration. It promotes social equality and justice. How CRE helps us to relate well with othersIt has helped developed skills as ability to listenIt helps acquire values such as respect for self and othersIt helps someone to make moral decisions. This helps people to associate with the right peopleObedience to God s command of loving our neighbour teaches us to care about others. Moral and religious values acquired from studying of CREHumilityRespectHard workDisciplineHonestyIntegrityResponsibilityUnityLoveHospitalityCREATIONAccounts of CreationThe Biblical accounts of creationFirst accountSecond accountThe first biblical account of creationGenesis 1:131, 2:1-4It gives record on what was created within the first 6 days. Humans beings were created lastFrom the first account of creation, we learn God is all powerful because He created the universe with one command. He is a God or order. He created the universe and everything in it in an orderly manner. God is the provider. He provides for human beings to meet their needs. Leisure time was instituted. The second Biblical account of creationGenesis 2;4-25In the second account of creation, there was no one to cultivate the land when God created the universe. God took soil from the ground and formed man. God breathed life into himHuman beings were created first. Man was created out of dustGod breathed life into mans nostrilsMan was put into the Garden of Eden. The tree of knowledge and life giving stood in the middle of the garden. Men was commanded to use everything in the garden except tree of knowledge of good and evilThe forbidden fruit from the tree was not supposed to be eaten. Eating from the tree would result to death. God gave man the responsibility to take care of the environmentGod created all birds and all animalsMan was given the responsibility of naming all the creaturesHe named all the birds and animals, but none was suitable helper for himAdam became lonely. A woman was created out of Adam s rib for companionship and a helper."}
{"text": "Eating from the tree would result to death. God gave man the responsibility to take care of the environmentGod created all birds and all animalsMan was given the responsibility of naming all the creaturesHe named all the birds and animals, but none was suitable helper for himAdam became lonely. A woman was created out of Adam s rib for companionship and a helper. Attributes nature of God from the Genesis stories of creationGod is omnipotent all powerfulGod is orderly and perfectGod is omnipresent everywhereGod is transcendentGod is the sustainer providerGod is the sole creatorHe is a moral GodHe is a loving GodHe is a spiritHe is everlasting self existenceGod is source of goodnessGod is HolyGod is a workerThere is only one God. Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things."}
{"text": "A woman was created out of Adam s rib for companionship and a helper. Attributes nature of God from the Genesis stories of creationGod is omnipotent all powerfulGod is orderly and perfectGod is omnipresent everywhereGod is transcendentGod is the sustainer providerGod is the sole creatorHe is a moral GodHe is a loving GodHe is a spiritHe is everlasting self existenceGod is source of goodnessGod is HolyGod is a workerThere is only one God. Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. Differences in the two biblical accounts of creationNBThere is a chronological order of events in the first account of creation as opposed to the secondIn the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribsIn the first account, creation is out of the command let there be , yet, in the second, man is made out of dustIn the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animalsA Sabbath day allocated for rest appears on the first while in the second account it wasn t mentionedThe Garden of Eden mentioned in the second account wasn t in the firstIn the second creation account are four rivers Tigris, Euphrates, Gihon and Pishon , which were not mentioned in the firstMan was given a responsibility to till the land in the second but not in the firstIn the second account, the forbidden tree appears but this misses in the first accountIn the first account, God created human beings for procreation while in the second account they were created for companionshipThe second account of creation is human centred while the first does not shore this."}
{"text": "Attributes nature of God from the Genesis stories of creationGod is omnipotent all powerfulGod is orderly and perfectGod is omnipresent everywhereGod is transcendentGod is the sustainer providerGod is the sole creatorHe is a moral GodHe is a loving GodHe is a spiritHe is everlasting self existenceGod is source of goodnessGod is HolyGod is a workerThere is only one God. Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. Differences in the two biblical accounts of creationNBThere is a chronological order of events in the first account of creation as opposed to the secondIn the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribsIn the first account, creation is out of the command let there be , yet, in the second, man is made out of dustIn the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animalsA Sabbath day allocated for rest appears on the first while in the second account it wasn t mentionedThe Garden of Eden mentioned in the second account wasn t in the firstIn the second creation account are four rivers Tigris, Euphrates, Gihon and Pishon , which were not mentioned in the firstMan was given a responsibility to till the land in the second but not in the firstIn the second account, the forbidden tree appears but this misses in the first accountIn the first account, God created human beings for procreation while in the second account they were created for companionshipThe second account of creation is human centred while the first does not shore this. It is man centredIn the first account God created in union with the spirit Holy Trinity while in the second account God is aloneIn the first account human beings were created last while in the second they came firstThe first account takes six days to be complete unlike the second where days were not mentionedIn the first account, God appreciates everything he creates."}
{"text": "Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. Differences in the two biblical accounts of creationNBThere is a chronological order of events in the first account of creation as opposed to the secondIn the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribsIn the first account, creation is out of the command let there be , yet, in the second, man is made out of dustIn the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animalsA Sabbath day allocated for rest appears on the first while in the second account it wasn t mentionedThe Garden of Eden mentioned in the second account wasn t in the firstIn the second creation account are four rivers Tigris, Euphrates, Gihon and Pishon , which were not mentioned in the firstMan was given a responsibility to till the land in the second but not in the firstIn the second account, the forbidden tree appears but this misses in the first accountIn the first account, God created human beings for procreation while in the second account they were created for companionshipThe second account of creation is human centred while the first does not shore this. It is man centredIn the first account God created in union with the spirit Holy Trinity while in the second account God is aloneIn the first account human beings were created last while in the second they came firstThe first account takes six days to be complete unlike the second where days were not mentionedIn the first account, God appreciates everything he creates. We are not told this in the second. Importance of learning about creationHelps us to know and understand God s creation work."}
{"text": "It is man centredIn the first account God created in union with the spirit Holy Trinity while in the second account God is aloneIn the first account human beings were created last while in the second they came firstThe first account takes six days to be complete unlike the second where days were not mentionedIn the first account, God appreciates everything he creates. We are not told this in the second. Importance of learning about creationHelps us to know and understand God s creation work. Helps to appreciate God s great workHelps us to know how the first account differs from the second oneSimilarities and differences between the biblical account and African creation storiesAfricans view creationAfricans believe that creation originated from God the creator. Each community has a myth that explains its originAfricans see God as mysterious in his deeds, for they fail to explain how he created the earth. Africans see human beings as special and that God creates everything for them. God provided the first human beings with all the necessities of life. The first people lived happily with God and lacked nothing. Marriage was mainly for procreation. Similarities - biblical account and African creation storiesIn both, God is the sole creator. Man is the climax of creation. God is supreme. In both, man was given a wife for company. God is portrayed as a potter. God is the providerCreation of human took place at the end of the creation of thingsBetween the biblical account and African creation storiesIn biblical view, the order of creation is given, while the order of creation in the traditional view is not mentionedIn biblical view , everything was created to benefit human beings, some communities believe that god gave specific things to specific communitiesChristian responsibility over animals, fish and birdsBiblical teaching on responsibility given to human beings over animals birds and fishChristians have stewardship over Gods creation and they should care for everything in itOur responsibility is to take care of these creations and use them for our benefits but in a responsibly wayPupil s activityPage 19-20Ways in which Christians apply biblical teachings to protect animals , fish and birdsAccording to Genesis 2:15-20 and James 3;7 human beings are give authority to name and tame animals , birds and fish."}
{"text": "In both, man was given a wife for company. God is portrayed as a potter. God is the providerCreation of human took place at the end of the creation of thingsBetween the biblical account and African creation storiesIn biblical view, the order of creation is given, while the order of creation in the traditional view is not mentionedIn biblical view , everything was created to benefit human beings, some communities believe that god gave specific things to specific communitiesChristian responsibility over animals, fish and birdsBiblical teaching on responsibility given to human beings over animals birds and fishChristians have stewardship over Gods creation and they should care for everything in itOur responsibility is to take care of these creations and use them for our benefits but in a responsibly wayPupil s activityPage 19-20Ways in which Christians apply biblical teachings to protect animals , fish and birdsAccording to Genesis 2:15-20 and James 3;7 human beings are give authority to name and tame animals , birds and fish. The responsibility to name the animals and birds means man was given authority to control all the creaturesTaming animals is a show of authority over them. Pupil s activityPage 20-21Ways in which Christians promote and protect animals, fish and birdsThere are different strategies for taking care of God s creatures likeConstructing good houses for domestic animalsFencing our farms well to keep away wild animalsAnimals need food, shelter and security to be healthy. Pupil s activityPage 21-22Reducing conflicts between human beings and wild animalsThe Kenya constitution protects animals from violence, overworking them when they are unwell, starvation, denial of water, abandonment, poisoning, careless surgery procedures, hunting and killing them. We should learn to co exist with wild animals to reduce conflicts with them. Pupil s activityPage 22-23Importance of protecting animals, fish and birdsAnimals, fish and birds are important to human beingsThey provide food, clothing and income. Some animals provide manure for farming. Animals are companions and help us to workTheir products support dairy industries, wool industries, leather and fishing industries. These sectors employ many peopleBirds help in the pollination of plants. As a result human beings, animals and birds also get food."}
{"text": "Animals are companions and help us to workTheir products support dairy industries, wool industries, leather and fishing industries. These sectors employ many peopleBirds help in the pollination of plants. As a result human beings, animals and birds also get food. Pupil s activityPage 22-25Christian responsibility over plantsDifferent plants found in the environmentPupil s activityPage 27-28Responsibilities given to human beings over plantsGenesis 1:29, Genesis 2:15, Psalms 104:14They were to be in charge of the Garden of EdenTo eat from the fruits of the gardenTo take care of God s creation. God has provide us with plants. Human being have been given the responsibility to take care of the plants to benefit themselves and animals. We care for plants by applying manure, weeding, watering and spraying pesticides. We also take care protecting them from animals that feed themPupil s activityPage 28How Christians apply biblical teachings on the care for plants and conserve the environmentHuman beings have a responsibility to conserve the environment. We can conserver the environment byThrough afforestation and reafforestationEvading eradicating environmental pollution. Use of proper farming methods e.g. contours farming. Conserving water towers. Through provision of education, geared towards teaching people how to cope with the environment. Carrying out irrigationWays in which prudent use of plants contributes to economic growthPrudent use of plants contributes to economic growth. Prudent is the careful use of what you have to benefit you now and in the future. Prudent use of plants means taking care of plants, using what they produce carefully so that they can benefit us now and in the futureEconomic growth is an increase of plants in the production of goods and services from one period of time to another. It is good to take care of plants and harvest them properly. These practices will ensures that there is food for consumption. The surplus can be sold to avoid wastage and earn revenue. Storing farm produce well after harvest is important. One can use the harvest for a period and save the farmer from buying the same foodstuff in the future. The money which would have been used to purchase similar produce is used for other purpose. Well stores seeds can be planted in the future, saving one from buying the same farm input."}
{"text": "One can use the harvest for a period and save the farmer from buying the same foodstuff in the future. The money which would have been used to purchase similar produce is used for other purpose. Well stores seeds can be planted in the future, saving one from buying the same farm input. Reforestation and replanting crops ensure that one has enough to use and at the same time, ensure a regular supply of the produce to the farmer. This contributes to steady source of income. African teachings on responsibility over plants and animalsThere are different types of plants and animals that Africans keep. Some crops initially grown by specific African communities in specific geographical locationsThe Africans took care of plants and animals as a responsibility from GodTypes of indigenous plantsCassavaSweet potatoesMilletSorghumYamsPumpkinsArrowrootsTypes of indigenous animalsCattleChickenBeesGoatsCamelsDonkeyThe importance of taking care of plants and animals in African contextThey were sources of food. The plants provided medicinal herbsOther plants provided wood for construction of houses and making utensilsWood was used as a source of energyPlants and animals provided materials for making musical instruments like kayambaSome plants and animals were also used as totems. Animals provided skins and hides for making clothesSome animals like dogs provide security to manOther were used as pack animals and others were used for transport. Example donkeyAnimal horns were used for horn blowing which was means of communication. Ways in which Africans promoted care and conservation of all types of plantsThe Africans protected plants by weeding, pruning, mulching, shading, trapping and scaring away animals that fed on the plants. They also preserved seeds of the plants to last longer during dry periods and to protect them from small such as rats and weevils. This conservation ensured that Africans had seeds to plants during the rainy seasons. Preserved seeds and plants served as source of food during drought. Africans used fire to make plants sprout out more serving as food for the animals."}
{"text": "This conservation ensured that Africans had seeds to plants during the rainy seasons. Preserved seeds and plants served as source of food during drought. Africans used fire to make plants sprout out more serving as food for the animals. How Africans ensured protection of all types of animals and birdsAfrican ensured protection of all animals, fish and birds in different waysPupil s activityPage 42How Africans ensured protection of fishAvoid overfishingUse of proper netsPupil s activityPage 43How Africans promoted health of animalsAfricans cared for and protected domestic animals against wild animals by fencing their compounds and sleeping in the same place with the animals. They scared away wild animals that predated on their domestic animals by using different methods. Eg use of scarecrows, fire, noiseIn the events of disease. Africans treated their animals using selected plants such as Aloe vera while making them healthier by providing lick stones with mineral salts. They knew how to take care of animals during birth which ensured the growth in population. Animal products such as meat were preserved to last long for use during drought. Preservation was a way of ensuring food was not wastedYoung animals were left to suckle up to a time when they could eat grass and other types of vegetation. THE BIBLEFUNCTION OF THE BIBLEThe Bible is the inspired word of God. How the Bible is used in different places and occasionsThe Bible is used when taking oaths in courts of law. It is used in schools and colleges for learning, during graduation ceremonies, prayers and research. It is used in statehouse or during state functions, during the swearing in ceremonies and prayers. It is used in churches and during crusades for preaching. It is used at home for personal use during prayer time and home studyIn hospitals when praying for the sickSome Christians use the Bible before travelling to pray for journey merciesImportance of BibleJohn 1:1-2, Proverbs 30:5-6It contains the word of GodIt gives hope to ChristiansIt helps us to understand biblical truthsThe Bible helps a person to discover the will of GodGod speaks to people through the scripturesThe Bible corrects people when they are wrong and teaches them to do right. Christians should used exemplary lives."}
{"text": "It is used in churches and during crusades for preaching. It is used at home for personal use during prayer time and home studyIn hospitals when praying for the sickSome Christians use the Bible before travelling to pray for journey merciesImportance of BibleJohn 1:1-2, Proverbs 30:5-6It contains the word of GodIt gives hope to ChristiansIt helps us to understand biblical truthsThe Bible helps a person to discover the will of GodGod speaks to people through the scripturesThe Bible corrects people when they are wrong and teaches them to do right. Christians should used exemplary lives. God protects those whose seek his protection and rebukes liarsThe Bible is the word of God and it was written by people who inspired by the spirit of God. The Bible unites people of God, strengthens the faith of the belivers and outlines values for quality Christian living. How the Bible is used to spread the word of GodThe Bible is used in spreading the word of God in the following ways:Christians songs are composed using Bible messagesThe Bible is distributed to individuals to read the word of GodIt is used for instructing and teaching new converts of Christian doctrineIt is used to take oaths therefore, increasing the faith of those who participateChristians translate the Bible to vernacular so that many people can read and understand. The role of the Bible for holistic growthHolistic growth involves physical, emotional, social, intellectual and spiritual growth. The Bible helps Christians to grow holisticallyHow the Bible promotes spiritual growthSpiritual growth includesIncreasing your knowledge and understanding of the word of GodIncrease in faith and trust in GodDeveloping Christ-like qualitiesRole of the Bible in promoting physical growthPupil s activityPage 51Role of the Bible in promoting moral growthMoral growth is the process of developing proper attitudes and behaviuour towards other people based on cultural norms and lovePupil s activityPage 51Role of the Bible in promoting social, emotional and intellectual growthSocial growthThe Bible tells us that everyone is created in God s image. Therefore we should not discriminate against others. We should help those in need, respect and love our neighbour as we love ourselvesEmotional growthThe Bible builds our emotions. When facing sad and difficult situations. It brings us close to God."}
{"text": "We should help those in need, respect and love our neighbour as we love ourselvesEmotional growthThe Bible builds our emotions. When facing sad and difficult situations. It brings us close to God. God provides everything for our enjoyment and we should express our joy to him. Intellectual growthAs we grow in strength, the Bible helps us to grow in wisdom. God gives us the ability to comprehend, think, reason and remember. The Bible helps us to make correct decisions for quality Christian living. How God s word inspires different services among ChristiansChristian service is demonstration of who we are in Christ. The Bible teaches people to love God and humankind. Helping the needy in the society improves a person s relationship with GodService offered to others is part of Christian living and makes the world a better place to live. Serving others makes one happy and enriches other people s lives. The word of God has inspired different services among Christians. For example, Christians visit the orphans, give them food, clothes and even take them to school. Christians donate food, money and medicine to help people suffering when disasters like floods, accidents earthquakes, drought and famine occurChristians support refugees by counselling, educating and giving medical care. They also offer shelter, food and sometimes employment. For people who are unable to attend church service, the gospel is taken to them through crusades and public rallies. Divisions of the BibleThe Bible has 2 divisionsOld testaments - 39 booksNew testaments 27 booksWhy are there two divisions of the BibleThe two divisions were written at different times in human historyThe two divisions were addressed to different people and individualsThe messages contained in the two testaments address different issues that were of specific concern to the people addressed. Importance of the two divisions of the Bible to ChristiansThe old testaments talks about how the world was created, the Exodus of Israelites and Ten Commandments given to Moses by God. The testaments also includes real life storiesThe function of this testament is to teach Christians through the experiences of other people throughout history. Several books also foretell the arrival of the Messiah and the end of the world. The New Testament focuses more on the life and teachings of Jesus and the early church. The stories are narrated through gospels and emphasise the importance of the sacrifices of Jesus. The function of the New testaments is to lead people to follow the example of Jesus more closely."}
{"text": "The New Testament focuses more on the life and teachings of Jesus and the early church. The stories are narrated through gospels and emphasise the importance of the sacrifices of Jesus. The function of the New testaments is to lead people to follow the example of Jesus more closely. The other books, written by various authors also talk about the end of the world. The books of the old testaments according to classificationOLD TESTAMENTIt was originally written in Hebrew. It was written before Jesus Christ came to exist physically. It was later translated to Greek and other languages. The following are groups of books in the Old Testament respective of their appearance. Torah Pentateuch law mosaic. Historical books. Major Prophets Books. Minor prophet books. Torah Pentateuch law mosaic. They were written by Moses. GenesisExodusLeviticusNumbersDeuteronomyGenesis means origin or beginningExodus means coming out or departureNumbers means censusLeviticus explains rules and regulation of priests. The Ten Commandments Decalogue are found in the book of exodus and Deuteronomy. Historical books. Contains the history of what happened to the Israelites and its neighbours. Poetic wisdom booksMajor prophetic booksMinor prophetic booksNB:Genesis is the first book of the Bible and the Old Testament. Malachi is the last book of the Old Testament. The books of the New testaments according to classificationThe New Testament is the period after Christ is born, it is the fulfilment of tthe old testament prophecies of Jesus. NEW TESTAMENTIt was originally written in Greek. Written after Christ. The groups of books found in the new testament are:Gospel books. Historical books. Pauline epistles. General epistles. Prophetic bookGospel booksThey explain the events in life of Jesus from birth to his ascension in Bethany. Gospel books are divided into two groups:Synoptic booksNon- synoptic book. Synoptic BooksThey explain full life history of JesusThey are: Matthew, mark and Luke. Non- Synoptic Book. It does not explain full history of Jesus. It is the book of John. Historical bookActs of apostleThe writer of acts of apostle was Luke. It explains the life of believers in the early church."}
{"text": "It is the book of John. Historical bookActs of apostleThe writer of acts of apostle was Luke. It explains the life of believers in the early church. Pauline epistlesThese are letters which were written by Paul while he was in prison. They areRomans1 Corinthians2 CorinthiansGalatiansEphesiansPhilippiansColossians1 Thessalonians2 Thessalonians1 timothy2 TimothyTitusPhilemonGeneral epistlesWritten by different writers who were inspired by God. Prophetic booksRevelation apocalypse disclosureIt was written by John after having a vision on Patmos Island. Revelation contains the writings about the last days. NB;Matthew is the first book of the New Testament. Revelation is the last book of the Bible and the New Testament. Bible translationTo translate means to express spoken or written words in a language that is different from one that was initially used. How people benefited from different translations of the BibleSpread of the word of God and the general growth of the church. Higher demand for formal education in Africa so as to read the Bible. It increased the number of Africans in church leadership. Unity of mankind, especially through ecumenism. It made African Christians more active than passive. Africans leaned foreign languages e.g. English. Many missionaries were able to learn African languages. African languages developed from oral to written form. Introduction of new concepts and terms into local languages. Development of African theology. Many employment opportunities. For instance, people are employed to work for the Bible Society of Kenya. Emergence of African indigenous churches. Africans rediscovered their culture and developed confidence in it. Fast growth of the printing industry. Establishment of Bible societies in Africa e.g."}
{"text": "Africans rediscovered their culture and developed confidence in it. Fast growth of the printing industry. Establishment of Bible societies in Africa e.g. the Bible society of KenyaReasons that led to the translations of the Bible into local languagesTo enable the word of God to reach more peopleTo train local people to take leadership skillsTo facilitate the expansion of the churchTo indigenise ChristianityTo establish local translation society for example Kenya s Bible societyThe different translations of the BibleWhen missionaries began to evangilise in African there was a need to translate the Bible into local languages of the local people to have the scripture in a language they could understandToday the Bible has been translated into local languagesIn Kenya , the Bible society of Kenya is the main body mandated to translate the BibleSome of the translated Bibles include Kamba, Swahili, kikuyu, Kimiiru kimeru, Somali, Samburu, Borana, Luhyia BiblesThe different versions of the BibleA version is the construction of the languages that a translator of the Bible uses in their workThe Revised Standard Version;Good News;King James Bible;The Living Bible;The Jerusalem Bible;The New International Version;The Gideon International Bible;The Holy Bible;The New English Bible;The Jerome Bible;The African Bible;The Common Bible;The New Life Version;The Authorised Bible;The New King James VersionSocial effects of the translation of the Holy Bible into local languagesPeople can now read the Bible in their local languags and understand it betterIt has led to the development of African independent churchesIt has led to the development of local languages which have ben put down in written formAfricans have become leaders in their established churches as catechists, priests , pastors and deaconsEconomic effects of the translation of the holy Bible into local languagesIt has led to the establishment of BIBLE translations societies. The societies offer employment opportunitiesIt has led to the development of the Christian printing press and bookshops."}
{"text": "Establishment of Bible societies in Africa e.g. the Bible society of KenyaReasons that led to the translations of the Bible into local languagesTo enable the word of God to reach more peopleTo train local people to take leadership skillsTo facilitate the expansion of the churchTo indigenise ChristianityTo establish local translation society for example Kenya s Bible societyThe different translations of the BibleWhen missionaries began to evangilise in African there was a need to translate the Bible into local languages of the local people to have the scripture in a language they could understandToday the Bible has been translated into local languagesIn Kenya , the Bible society of Kenya is the main body mandated to translate the BibleSome of the translated Bibles include Kamba, Swahili, kikuyu, Kimiiru kimeru, Somali, Samburu, Borana, Luhyia BiblesThe different versions of the BibleA version is the construction of the languages that a translator of the Bible uses in their workThe Revised Standard Version;Good News;King James Bible;The Living Bible;The Jerusalem Bible;The New International Version;The Gideon International Bible;The Holy Bible;The New English Bible;The Jerome Bible;The African Bible;The Common Bible;The New Life Version;The Authorised Bible;The New King James VersionSocial effects of the translation of the Holy Bible into local languagesPeople can now read the Bible in their local languags and understand it betterIt has led to the development of African independent churchesIt has led to the development of local languages which have ben put down in written formAfricans have become leaders in their established churches as catechists, priests , pastors and deaconsEconomic effects of the translation of the holy Bible into local languagesIt has led to the establishment of BIBLE translations societies. The societies offer employment opportunitiesIt has led to the development of the Christian printing press and bookshops. Leadership in the Bible: MosesExodus 2:11-13, exodus 3:1-2, Exodus 6:12During the call of Moses, god told Moses that he had heard the cry of his people Israelites God wanted to send Moses to the king of Egypt so that he could lead his people out of the countryCharacteristics of a good leaderGod fearing."}
{"text": "The Bible society of KenyaReasons that led to the translations of the Bible into local languagesTo enable the word of God to reach more peopleTo train local people to take leadership skillsTo facilitate the expansion of the churchTo indigenise ChristianityTo establish local translation society for example Kenya s Bible societyThe different translations of the BibleWhen missionaries began to evangilise in African there was a need to translate the Bible into local languages of the local people to have the scripture in a language they could understandToday the Bible has been translated into local languagesIn Kenya , the Bible society of Kenya is the main body mandated to translate the BibleSome of the translated Bibles include Kamba, Swahili, kikuyu, Kimiiru kimeru, Somali, Samburu, Borana, Luhyia BiblesThe different versions of the BibleA version is the construction of the languages that a translator of the Bible uses in their workThe Revised Standard Version;Good News;King James Bible;The Living Bible;The Jerusalem Bible;The New International Version;The Gideon International Bible;The Holy Bible;The New English Bible;The Jerome Bible;The African Bible;The Common Bible;The New Life Version;The Authorised Bible;The New King James VersionSocial effects of the translation of the Holy Bible into local languagesPeople can now read the Bible in their local languags and understand it betterIt has led to the development of African independent churchesIt has led to the development of local languages which have ben put down in written formAfricans have become leaders in their established churches as catechists, priests , pastors and deaconsEconomic effects of the translation of the holy Bible into local languagesIt has led to the establishment of BIBLE translations societies. The societies offer employment opportunitiesIt has led to the development of the Christian printing press and bookshops. Leadership in the Bible: MosesExodus 2:11-13, exodus 3:1-2, Exodus 6:12During the call of Moses, god told Moses that he had heard the cry of his people Israelites God wanted to send Moses to the king of Egypt so that he could lead his people out of the countryCharacteristics of a good leaderGod fearing. Ready to serveHardworkingGood decision makerGentleHave respectHonestHumbleLoyalLovingPeacefulBe a role modelHave integrityHow God prepared Moses for LeadershipExodus 2:11-13, Exodus 3:1-2, Exodus 6:12In the society leaders are prepared to take up their position in different ways, for example through trainingLike today leaders, God prepared Moses for leadership in different waysSpeaking from a miraculously burning bush, God says he will send Moses to lead His people from Egyptian slaveryThis mission was overwhelming to Moses."}
{"text": "The societies offer employment opportunitiesIt has led to the development of the Christian printing press and bookshops. Leadership in the Bible: MosesExodus 2:11-13, exodus 3:1-2, Exodus 6:12During the call of Moses, god told Moses that he had heard the cry of his people Israelites God wanted to send Moses to the king of Egypt so that he could lead his people out of the countryCharacteristics of a good leaderGod fearing. Ready to serveHardworkingGood decision makerGentleHave respectHonestHumbleLoyalLovingPeacefulBe a role modelHave integrityHow God prepared Moses for LeadershipExodus 2:11-13, Exodus 3:1-2, Exodus 6:12In the society leaders are prepared to take up their position in different ways, for example through trainingLike today leaders, God prepared Moses for leadership in different waysSpeaking from a miraculously burning bush, God says he will send Moses to lead His people from Egyptian slaveryThis mission was overwhelming to Moses. He responded to Gods call with doubt. He did not see himself as the best person to free the jews or an appropriate leader for the task. However God often calls the most unlikely people to accomplish his greatest tasksGod prepare Moses for leadership by making him witness the suffering of the Hebrews under the EgyptiansGod prepare Moses to solve conflicts among his people and the IsraelitesLife in the desert made Moses bold and ready to face hardshipAs a shepherd, Moses learnt to be keen and responsible in leading IsraelitesRoles performed by Moses during the ExodusMoses was the prophet who led Israelites out of slavery in Egypt and brought them to the edge of the promised landMoses played various roles during the exodusHe asked Israelites to trust in god and not to be afraidHe interceded on behalf of the IsraelitesHe led the people of Israel away from the red sea. The seas waters separated when Moses lifted his rod and held it over the sea. Moses sought for providences for the people of Israel when they were in the wilderness. God responded to his prayer and made bitter water fit to drink. Moses received the laws God had given the people of Israel."}
{"text": "Moses sought for providences for the people of Israel when they were in the wilderness. God responded to his prayer and made bitter water fit to drink. Moses received the laws God had given the people of Israel. The laws would help to safeguard their relationship with God and among themselvesMoses also appointed judges to help him administering justice among isrealiteis . He taught the Israelites the ten commandments and advertised them to obeyQualities of Moses that Christians can emulateResponsibilityObedienceHonestyJusticeAdvantages of choosing good leaders in the societyA good leader, among other qualities should be God fearing, trustworthy, a team player, obedient, responsible, and humble. Good leadership promotes peace, love, unity and development of many nationLeaders should follow the example of Moses. Pupil s activityPage 75THE LIFE AND MINISTRY OF JESUS CHRISTBACKGROUND TO THE BIRTH OF JESUS CHRISTProphecies about the coming of Jesus ChristThe coming of Jesus Christ was predicted by many prophets such as Isaiah and Jeremiah. A prophecy is a prediction of what will happen in the future. It is declared by a prophet who is inspired by the spirit of God. Prophets communicate God s message, condemns evils in the society, give hope to people, anoint kings and teach people the ways of GodIsaiah s prophecy about the coming of Jesus ChristIsaiah 9:6-7Isaiah prophesied thatThe messiah shall be calledWonderful counsellorMighty GodEternal fatherPrince of peaceThe messiah shall sit upon the throne of David and shall rule with justice and righteousness foreverJeremiah prophecy about the coming of Jesus ChristJeremiah 23:5-6Jeremiah prophesied thatThe messiah would be a righteous king from the house of DavidThe messiah shall execute justice and righteous in the landHe shall guarantee security and safety in the land of Israel."}
{"text": "A prophecy is a prediction of what will happen in the future. It is declared by a prophet who is inspired by the spirit of God. Prophets communicate God s message, condemns evils in the society, give hope to people, anoint kings and teach people the ways of GodIsaiah s prophecy about the coming of Jesus ChristIsaiah 9:6-7Isaiah prophesied thatThe messiah shall be calledWonderful counsellorMighty GodEternal fatherPrince of peaceThe messiah shall sit upon the throne of David and shall rule with justice and righteousness foreverJeremiah prophecy about the coming of Jesus ChristJeremiah 23:5-6Jeremiah prophesied thatThe messiah would be a righteous king from the house of DavidThe messiah shall execute justice and righteous in the landHe shall guarantee security and safety in the land of Israel. He shall be called the lord of righteousness He would bring salvation upon JudahHe would reign as a kingHe would rule wiselyFulfilment of the Old Testament prophecies about the coming of Jesus ChristMathew 1:18-23, Jeremiah 23:5-6, Isaiah 9:6-7The annunciation and the birth of John the BaptistLuke 1:5-25To announce means to make known. The old testaments said that John the Baptist was to prepare the way for the Messiah. Angel Gabriel announced the birth of John the Baptist during the reign of king Herod. Angel Gabriel appeared to Zechariah, who was a priest in the temple. Both Zechariah and his wife Elizabeth were advanced in age and did not have children , Elizabeth was barren. Zechariah, the priest was burning incense at the temple when Angel Gabriel appeared to himThe angel told him that his wife Elizabeth would bear him a son. His name would be John."}
{"text": "Both Zechariah and his wife Elizabeth were advanced in age and did not have children , Elizabeth was barren. Zechariah, the priest was burning incense at the temple when Angel Gabriel appeared to himThe angel told him that his wife Elizabeth would bear him a son. His name would be John. The angel said the following about the child that would be bornThe child would bring joy and gladness to manyHe will be great before the LordHe will not drink wine or strong drinkHe will be filled with the Holy SpiritHe will bring back many of the people of Israel to the lord their GodHe would be source of joy to his parentsHe will go ahead of the lord strong and mightyHe will prepare people for the LordZechariah, due to his old age, could not believe the Angel s message. The angel told him that he would be dump until all was fulfilled. His wife conceived after five months. Relating the birth of John the Baptist to the coming of Jesus ChristLuke 3:16, John 1:29-30Jesus was the son of God whom John the Baptist had come to prepare the way for. John the Baptist introduced Jesus as the lamb of God who takes away the sins of the world. John acknowledged Jesus as one before himJesus was greater than John the BaptistHow Christians apply the message of John the BaptistSkills that Christians need to avoid evils condemned by John the BaptistCreative thinkingEnables one to have ideas on how to avoid evilCritical thinkingEnables one to make an informed judgement not to commit sinDecision makingHelps us to make moral decisions that are appropriateSelf esteemHave a feeling of self worthAssertivenessExpress one s actions with confidenceAppreciating the fulfilment of the Old TESTAMENT PropheciesPupil s activityPage 86-87The birth and childhood of Jesus ChristEvents that took place during the annunciation and the birth of Jesus ChristLuke 1:26-38An event is something that takes place and it is of importance. The annunciation of the birth of Jesus Christ was importantDuring the sixth month of Elizabeth s pregnancy . Angel Gabriel was sent to a virgin woman named Mary, who was engaged to Joseph, a descendant of King David."}
{"text": "John acknowledged Jesus as one before himJesus was greater than John the BaptistHow Christians apply the message of John the BaptistSkills that Christians need to avoid evils condemned by John the BaptistCreative thinkingEnables one to have ideas on how to avoid evilCritical thinkingEnables one to make an informed judgement not to commit sinDecision makingHelps us to make moral decisions that are appropriateSelf esteemHave a feeling of self worthAssertivenessExpress one s actions with confidenceAppreciating the fulfilment of the Old TESTAMENT PropheciesPupil s activityPage 86-87The birth and childhood of Jesus ChristEvents that took place during the annunciation and the birth of Jesus ChristLuke 1:26-38An event is something that takes place and it is of importance. The annunciation of the birth of Jesus Christ was importantDuring the sixth month of Elizabeth s pregnancy .angel Gabriel was sent to a virgin woman named Mary, who was engaged to Joseph, a descendant of King David. Mary was troubled and he the angel told her not to be afraid for she had found favour in the LordThe angel announced the following concerning Jesus to maryHe shall bear a sonHe shall be called JesusHe will be greatHe will be called the son of the Most High God. He will rule over the house of Jacob forever. The Lord would give Him the throne of his Father, DavidHis kingdom would last foreverHe will be conceived through the power of the Holy SpiritEvents that took place during the Birth of Jesus ChristLuke 2:1-20."}
{"text": "SOCIAL STUDIESa. Career and entrepreneurial opportunities in Social StudiesThe main goal of teaching social studies is to teach students to become good citizens. We are living in a diverse society one that requires knowledge of social studies to succeed. With a social studies background, children become adults that can participate civilly in our democratic society. Social studies connect students with the real world. Specific topics within social studies that are studied in school coursework include:geography,anthropology,economics,history,sociology,political science, andcivics. Importance of social studiesBetter Reading And LearningSocial studies is one area in education where content integration is key. Students are given reading material that corresponds with the currentlearning topics. Giving reading materials in context helps students become better readers. They also become better learners because they are asked to use analysis, critical thinking, and writing to show understanding. Citizen Responsibilities And ValuesHow can we expect young people to contribute positively to society, engage in discourse, and thrive in a democratic society if they are not exposed to the topics and aspects of history and life that made society the way it is? Students need an understanding of history, political science, culture, and all humanities to be able to understand why it is important to be a good citizen. Cultural UnderstandingStudents should be exposed to cultures far beyond what they experience personally every day. Not every student has the opportunity to interact with other cultures on a daily basis. We need students to learn about, understand, and appreciate cultural differences if we expect them to have meaningful interactions with people of all backgrounds in the future. Economic EducationEconomics is a crucial part of social studies, whether studied on its own, or as a part of history, anthropology, or political science. By learning economics, young people understand how their financial decisions have an impact on their future, as well as the future of society. Critical ThinkingCritical thinking is a part of social studies students are taught to evaluate others decisions and make connections between influences andcircumstances. Young people get the opportunity to learn from others mistakes through social sciences. Real-World UnderstandingStudying social sciences gives students an understanding of the real world around them. Students learn about places, cultures, and events around theworld, what conspired to make them the way they are, and can make inferences about how the rest of the world works."}
{"text": "Young people get the opportunity to learn from others mistakes through social sciences. Real-World UnderstandingStudying social sciences gives students an understanding of the real world around them. Students learn about places, cultures, and events around theworld, what conspired to make them the way they are, and can make inferences about how the rest of the world works. Political SkillsFrom social studies classes, students learn about government, political ideas, country economy and resources, and more. Students gain political skills by analyzing and evaluating existing systems and imaging the future of the place in which they live. Respect HistoryHistory is what made the world the way it is, and it is essential that people study it in order to have an appreciation for and understanding of the way the world works. Learning about history is what makes it possible to learn from the past and plan for the future. Career opportunities related to social studies Social workStatistically, and probably unsurprisingly, the majority of Social Studies graduates go on to work in the broad field known as social work . CounsellingAnother popular career option for Social Studies graduates is to complete some further education and come a counsellor. Prison services and probationAs part of your Social Studies degree you ll look at the legal system and ask important questions about crime and punishment. If you have a particular interest in this area then a career in the probation or prison service might appeal to you. Roles could be administrative or you could be working in direct contact with offenders and those on probation. Community developmentThis is similar to jobs in social work but you ll be dealing with the community on a larger scale rather than on an individual or family basis. Roles in community development have the overall goal of improving the lives of a larger group, sometimes within a specific geographical area or people who have specific needs. Some career opportunities that one would pursue from studying Social Studies in Kenya and globally includeteaching,surveying,law,archeology,political science,diplomacy and meteorology. Entrepreneurial opportunities for Social studies in the societyTherefore, 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, and exploit opportunities in an attempt to create social value. Further, they use a wide range of market-driven resources and other resources to create this transformation."}
{"text": "Entrepreneurial opportunities for Social studies in the societyTherefore, 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, and exploit opportunities in an attempt to create social value. Further, they use a wide range of market-driven resources and other resources to create this transformation. Social enterprises which serve the financially poor population. In these markets, the profit margins are very low and the risks are high. Further, in certain sectors like microfinance, there is a constant debate as to whether a commercial operation can fulfil the needs of the poorest client groups more effectively than modified NGO models. In this niche, some examples of social entrepreneurship organizations are micro-clinics in low-income zones, affordable irrigation tools to poor farmers, etc. New and challenging markets where the entrepreneur is required to incur heavy expenses to stimulate demand and create opportunities. This is due to the prevalent stigma and the challenges faced in acclimatizing people to newer and more complex technologies as well as challenging perceptions about certain services which need to be provided by the state. Some examples are offering counselling services to people living with HIV AIDS or other socially marginalized groups, micro insurance products for farmers, etc. Markets for products which offer environmental benefits but are not fully commercially competitive. Many environment-friendly business lines are completely commercially viable. However, there are many others which are suitable for hybrid social entrepreneurship. Strategies for addressing Gender stereotype associated with career choices and Entrepreneurial opportunitiesA gender stereotype is a generalized view or preconception about attributes, or characteristics that are or ought to be possessed by women and men or the roles that are or should be performed by men and women. Gender stereotypes can be both positive and negative for example, women are nurturing or women are weak . Gender stereotyping is the practice of ascribing to an individual woman or man specific attributes, characteristics, or roles by reason only of her or his membership in the social group of women or men."}
{"text": "Strategies for addressing Gender stereotype associated with career choices and Entrepreneurial opportunitiesA gender stereotype is a generalized view or preconception about attributes, or characteristics that are or ought to be possessed by women and men or the roles that are or should be performed by men and women. Gender stereotypes can be both positive and negative for example, women are nurturing or women are weak . Gender stereotyping is the practice of ascribing to an individual woman or man specific attributes, characteristics, or roles by reason only of her or his membership in the social group of women or men. Revising text books;ensuring that teachers receive gender training;implementing programmes to encourage girls to pursue education and employment in non-traditional fields;undertaking public information and education programmes to change attitudes concerning the roles and status of men and women;taking measures to train public officials and the judiciary to ensure that stereotypical prejudices and values do not affect decision-making;emphasizing through awareness raising activities the importance of women s participation in decision making roles;adopting measures, including temporary special measures, to eliminate occupational segregation based on gender stereotypes;adopting positive measures to expose and modify harmful genders stereotypes within the health sector;addressing gender stereotypes ing that impairs or nullify equality in marriage and family relations, including through implementing comprehensive policyand awareness raising initiatives designed to overcome stereotypical attitudes about the roles and responsibilities of women and men in family and societyRoles of SST for promotion of Social cohesionPromotion of equality for everyone in the societyEnhancing justice for everyone in the societyRespect for oneself, and others in their opinions and choicesPromoting unity of the society regardless of the differencesCreating awareness on the need for social cohesion. Introducing activities that promote social cohesionNATURAL AND BUILT ENVIRONMENTSa. Maps and Map workA map is a representation of the whole or part of the earth s surface drawn to scale. Shows outline of objects on the groundDrawn as if the drawer was above the groundIt shows detailsMost of the features are indicated by symbols. Position, shape and Size of AfricaSize: Africa is the world's second-largest and second-most populous continent, after Asia in both cases. At about 30.3 million km2 11.7 million square miles including adjacent islands, it covers 6 of Earth's total surface area and 20 of its land area."}
{"text": "Multiply the distance through one degree of latitude by the number of latitudes between the two places. Example: Find the longitudinal straight line distance between place A 45 N and place B 11 N. Solution-Distance covered through one degree of latitude 111km. -Number of latitudes between place A and place B 45 -11 34 -Longitudinal straight line distance 111km 34 3774kmLongitude Longitudes are imaginary lines that run from North to South on a map. The longitude of a place is the angular distance of that place measured in degrees. This distance is measured from the centre of the earth to the East or West of the Greenwich meridian called longitude 0 . Longitudes are also called Meridians. They meet at the North and South poles. There are 360 of longitude which is equal to 360 of acircle. Major longitude are;Longitude 0 - Greenwich MeridianLongitude 180 East or West - International date lineCHARACTERISTICS OF LONGITUDESThey meet at the North and South poles. They run from North to South. They are measured in degrees, East or West of the Greenwich meridian. Lines of longitudes have equal lengths. Lowest longitude is longitude 0 and the highest longitude is longitude 180HOW TO CALCULATE LOCAL TIME FROM LONGITUDESStep 1: Find out the difference in longitudes between two places given. Step 2: Convert or change the difference in longitude to time, if the difference in degrees is more than 15 , multiply it by 4 minutes. Step 3: Adjust the time according to the position of the longitude if it is east, we add but if it is west, we subtract time. Example 1: What is the local time at Madres in India on longitude 80 E, if local time in Yokadouma in Cameroon on longitude 15 E is 4 p.m.? Solution Step 1: Longitudes difference 80 -15 65 Step 2: Convert longitude difference to time: 65 4mins 260mins 4hrs20mins Step 3: Add or subtract time4hrs20mins 4pm 8:20pm Because longitude 80 E is in the East."}
{"text": "Step 3: Adjust the time according to the position of the longitude if it is east, we add but if it is west, we subtract time. Example 1: What is the local time at Madres in India on longitude 80 E, if local time in Yokadouma in Cameroon on longitude 15 E is 4 p.m.? Solution Step 1: Longitudes difference 80 -15 65 Step 2: Convert longitude difference to time: 65 4mins 260mins 4hrs20mins Step 3: Add or subtract time4hrs20mins 4pm 8:20pm Because longitude 80 E is in the East. Example 2: What is the local time in Baghdad 45 E, 35 N when it is noon in Bombay 75 E, 18 N. Solution1 75 - 45 30 2 30 15 2hrs or 30 4mins 60mins 2hrs12 noon - 2hrs 10 amExercisesIf the time in Accra Ghana on longitude 0 is 12noon. What will be the local time in Philadelphia U.S.A on longitude 70 W.? What is the local time of Yaound 15 E and 5 N, when G.M.T is 8:00 am? The longitude difference for a town in the East and another in the west is obtained by adding the longitudes. DIFFERENCES BETWEEN LONGITUDES AND LATTITUDESLOCATION OF PLACES USING LONGITUDES AND LATTITUDESLongitudes and latitudes are used to locate places on a map. The Greenwich meridian is the starting point for al longitude readings. Lines to the East of Greenwich meridian are measured in degrees and readings are followed by letter E, example: 35 E and vice-versa. All latitudes above the equator are measured in degrees north of the Equator and readings are followed by letter N. example: 15 N. Readings measured to the south of the equator are followed by letter S. example: 15 S. To be more accurate, we use degrees and minutes. 1 degree is equal to 60 minutes."}
{"text": "Example: 15 S. To be more accurate, we use degrees and minutes. 1 degree is equal to 60 minutes. For example;-Cameroon is located on latitude 5 00'N and longitude 12 30'E,-Yaound - 3 51'N and 11 31'E,-Bertoua - 4 34'N and 13 42'E,- Douala - 4 05'N and 9 45'E. Picture, plan and Map- A map is a representation of the whole or part of the earth s surface drawn to scale. Picture:It is an image of a real object. Gives details in their visible shapes and sizesCan be inform of free hand, drawing, painting or a photographNot drawn to scalePlan:Outline of something drawn to scale. Also drawn as if a person was directly above the groundIt represents a very small placeThe scale is large to show details e.g. house planGives specific informationTypes of Maps used in Social StudiesClassified according to the purpose for which each map is drawn. Topographical Maps: This shows selected natural physical features on a small portion of a country. Atlas maps: this is a collection of maps in one volume. Sketch maps: maps which are roughly drawn. A good sketch map should have the following characteristics:Neat and clearTitleFrameKeyCompass directionUses of MapsSketch maps are used to summarize information for easy reference. Used for locating other countries. Used for comparing sizes of countries. For locating climatic regions of different parts of the world. Give information on distribution of geographical phenomena e.g. vegetation on the earth s surface. Help travelers to find their way. Used to calculate distance of a certain place. Used to locate physical features like landforms. Earth and Solar SystemSOLAR SYSTEMThe solar system is made up of the sun and the 8 planets. It is also called a planetary system. These planets include; Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Recent discoveries prove that Pluto is now a dwarf planet. These planets revolve around the sun in a path called Elliptical orbit. The sun is at the center of the solar system. It is made up of burning gases and has a temperature of about 6000 C. Some planets have smaller heavenly bodies that move around them called satellites."}
{"text": "The sun is at the center of the solar system. It is made up of burning gases and has a temperature of about 6000 C. Some planets have smaller heavenly bodies that move around them called satellites. The smallest planet is Mercury. It is the hottest and nearest planet to the sun. Mars which is the fourth planet has 2 satellites. Jupiter is the largest planet and has 13 satellites. The Earth is the third planet from the sun and the only planet where life exists. It has one natural satellite called the moon. The moon takes 29 days to 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 system and a collection of other stars form the galaxy. The galaxy in which our solar system is found is called the Milky Way. THE SIDE OF THE EARTHThe total area of the earth is about 510,100,779 km . The distance measured round the edge of the equator is about 40,085km. It is called the Equatorial circumference. The polar circumference is 39,995km. The Equatorial diameter is the straight line distance that crosses the earth through the equator. It is about 12,762km. The polar diameter is about 12,722km. EVIDENCE TO SHOW THAT THE EARTH IS SPHERICAL IN SHAPEThere are many evidences to show that the earth is spherical in shape. These are:Sunrise and SunsetThe earth rotates from West to East. Places in the East therefore receive sunlight before places in the West. All places on the earth would not receive sunlight at the same time if the earth was flat. Sunrises and Sunset at different times on curved surface. Ship's Visibilitywhen a ship is observed at a distance from the sea, one will first see the smoke, and later the funnel before the entire ship. This shows that the sea surface is curved. If the earth was flat, the whole ship could be seen at once. Eclipse of the Moonwhen the earth comes between the sun and the moon, the earth's shadow that falls on the moon is a dark circle. If the earth was flat, its shadow would be circular. Travelling round the WorldWhen somebody travels from a particular point A to the same direction, the person will come back to the same point. If the earth was flat, this could not be possible."}
{"text": "If the earth was flat, its shadow would be circular. Travelling round the WorldWhen somebody travels from a particular point A to the same direction, the person will come back to the same point. If the earth was flat, this could not be possible. Aerial PhotographPhotographs taken from rockets, show that the earth is spherical in shape. Proves from other Heavenly BodiesOther heavenly bodies like the sun, the stars, and the planets are spherical in shape. These show that the earth is also spherical. Origin of the earthTheories explaining the origin of the EarthThe Passing star theoryA star with a greater gravitational pull than the sun passed by the sun. It drew off a stream of gaseous material from the sun. The material split, cooled and condenses to form planets set in orbit around the sun. Some smaller materials formed the moon and other heavenly bodies. Nebula cloud theoryThe 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 transition from an undifferentiated cloud to a star system complete with planets and moons takes about 100 million years. All planets revolve around the sun in the same direction. This would be possible if they all formed from a cloud of debris around a star proto sun The model of the sun is mainly made of hydrogen. The composition of sun can be measured using helioseismology which agrees with the theory that star is formed as a giant ball of hydrogen generating heat by nuclear fusion in the core. Effects of Rotation and Revolution of the earth in the solar systemROTATION OF THE EARTHRotation 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 it takes one full day for the earth to turn from the International Date Line and back to it. The earth rotates once through 360 in 24 hours, 180 in 12 hours, 15 in 1hour and 1 in 4 minutes. Effects of the Earth s RotationRotation of the earth causesDay and nightDeflection of winds and ocean currentsThe rising and falling of tidesDifference in timeDay and NightAs the earth rotates from W to E, places in the east experiences daylight before places in the west."}
{"text": "That is it takes one full day for the earth to turn from the International Date Line and back to it. The earth rotates once through 360 in 24 hours, 180 in 12 hours, 15 in 1hour and 1 in 4 minutes. Effects of the Earth s RotationRotation of the earth causesDay and nightDeflection of winds and ocean currentsThe rising and falling of tidesDifference in timeDay and NightAs the earth rotates from W to E, places in the east experiences daylight before places in the west. This is because places in the east are under sunlight, while places in the west are away from the sun when rotation starts. Deflection of Wind and Ocean TidesRotation of the earth causes winds and ocean currents to be deflected. They are deflected to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The Rising and Falling of TidesTide is the rising and falling of sea level during the day. It is caused by the earth s rotation. During rotation, the sun and the moon attract some parts of the earth due to gravitational force. Where the force of gravity is much, the ocean bulges along the coast causing high tides. Where the force of gravity is less low tides are produced. Differences in TimeThe earth takes 24 hours to complete a rotation of 360 , and 1 hour to turn 15 . Longitudes which are 15 apart will therefore take 1 hour difference in time. The time in the east is always ahead of the time in the west. This is because, places in the east experience sunlight before those in the west. Example; during the 2014 world cup competition in Brazil football matches were been played there during the day, but they were watched at the same time, on Cameroon television in the evening. REVOLUTION OF THE EARTHThe effects of revolution include are;Varying lengths of day and night. Changing attitude of the midday sun. Changes in season. Varying Lengths of Day and NightDue to the inclination of the earth s axis, there are changes in the length of days and nights time during the year. On the 21st of June the sun is directly on the tropic of cancer in the North Pole at midday. During this period, the length of day light increases as latitude increases."}
{"text": "Varying Lengths of Day and NightDue to the inclination of the earth s axis, there are changes in the length of days and nights time during the year. On the 21st of June the sun is directly on the tropic of cancer in the North Pole at midday. During this period, the length of day light increases as latitude increases. In the south, length of day decreases because the sun does no rise there. This period is called summer solstice. On March 21st and September 23rd at noon, the sun is directly on the equator. During this time, the earth has equal hours of daylight and equal hours of darkness. This period is called Equinox equal days and nights. 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 in the southern hemisphere increases as latitude increases. In the Northern hemisphere there is darkness. Changing Altitude of the Midday SunAs a result of the earth s inclination, there are changes in the altitude of the midday sun on the 21st of June at midday; the sun is directly on the tropic of cancer in the North Pole. On the 23rd of September, the sun is on the equator at midday. On the 22nd of December, the sun is on the tropic of Capricorn at midday. Changes in SeasonChanges in the length of day and night time and the altitude of the midday sun cause a rise and fall in temperature during the year. The period of the year, when temperature rises is called summer while the period when temperature falls is called winter. In summer, temperature increases the weather is bright and days are longer than nights. From the 23rd of June to the 23rd of September, it is summer in the Northern hemisphere. In Cameroon, it is the warm rainy season. The north is directly under the sun. In winter, from the 22nd December to 21st March temperature falls and places are colder. During this time, nights are longer than days and less heat are received. In Cameroon, it is the cold dry season. From the 23rd of September to the 23rd of December, it is autumn in the Northern hemisphere. Spring season begins from the 21st of March to 21st June in the Southern hemisphere. During this period, nights and days are equal."}
{"text": "From the 23rd of September to the 23rd of December, it is autumn in the Northern hemisphere. Spring season begins from the 21st of March to 21st June in the Southern hemisphere. During this period, nights and days are equal. DAWN AND TWILIGHTDawn is a brief period between sunrise and full day. Twilight is the period between sunset and complete darkness. Internal structure of the earth in the solar systemThe earth s structure is made up of several layers. These layers consist of;The earth s crust or lithosphere, The mantle or the mesosphere and The core or the bryosphere. THE MAIN LAYERS OF THE EARTHThe Earth s Crust Lithosphere This is the outermost layer of the earth made up of solid hard rocks. Its thickness varies from 6km to 40km. It is divided into two layers. These layers are;Sial Continental crust Sima Oceanic crust SialA sial is the continental crust that moves up the continents. It is made up of igneous, sedimentary and metamorphic rocks with minerals such as silica and aluminum. It is lighter with an average density of 1.7. SimaThis is the oceanic crust that makes up the ocean floor. It is heavier with an average density of 3.0. It has mainly basaltic rocks with minerals such as silica and magnesium. The lighter continental crust seems to be floating on the denser oceanic crust. The Mantle Mesosphere The mantle is also called the mesosphere. It is much thicker and is about 2900km 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. This is the layer where magma is formed. The Core Bryosphere The core is the center of the earth and the hottest zone. It is about 6700km thick. This layer is below the mantle. It is also rich in iron and Nickel Ni . The core is subdivided in two parts. The outer core,The inner core. The outer core is in the molten state and the inner core is in the solid state and consist mainly iron Fe . These layers are separated from each other by boundaries called discontinuities."}
{"text": "The outer core,The inner core. The outer core is in the molten state and the inner core is in the solid state and consist mainly iron Fe . These layers are separated from each other by boundaries called discontinuities. WeatherElements of weatherThey include:TemperatureAir Atmospheric PressureWind Speed Direction HumidityPrecipitationVisibilityClouds Type Cover Sunshine DurationFactors considered when siting a weather stationThe area should be away from building trees tall objectsThe ground should be free from floodingThe area should have a wide view open spaceThe area should be secureThe ground should be gently slopingWeather and climate are very important to man and his environment, the most important benefit of weather and climate is that they bring rain, snow and other forms of precipitation. This precipitation or rain is what sustains all living things on the earth surface humans, plant, animal, and other microorganisms . Without a constant supply of water on the earth, it would be difficult to predict what sorts of crops could be cultivated in a given region. If a change in climate were to alter the weather so that it produced too little or too much water, it will still have a major impact on agriculture and livestock. Weather and climate affect the distributions of plants and animals across various biomes of the world. For instance, the tundra biome the Antarctica tundra is characterized by a cold and dry climate, it supports very little species of plants and animals, while the marine biome is colder at the pole, but warmer at the equator- it supports various species of plants and animals. However, both biomes are constantly sharpened by the changes in atmospheric conditions. The natural ecosystem is constantly influenced by the activities of weather and climate, hence, places with extreme dry climate desert environments are the best locations for mining of minerals and metals that are used for many production industries such as electronics. On the other hand, the rain forest environment, which receives much rainfall, is a home to various plant species in which some are known for their pharmaceutical benefits. The study of weather and climate is obviously important to man as it helps one to determine future climatic changes in some specific parts of the world. Weather and climate are very important aspects of mans natural environment; they create awareness as to what might happen on daily or yearly basis."}
{"text": "On the other hand, the rain forest environment, which receives much rainfall, is a home to various plant species in which some are known for their pharmaceutical benefits. The study of weather and climate is obviously important to man as it helps one to determine future climatic changes in some specific parts of the world. Weather and climate are very important aspects of mans natural environment; they create awareness as to what might happen on daily or yearly basis. Such awareness helps us to prepare ahead of the upcoming disasters that may occur in the future and also to find possible ways to adapt to such situations. Such phenomena are, for example hail, heavy rainfall, sleet, ice, etc. Weather forecast are also important as they warn us about the dangers of some natural occurrences or disaster that may occur in our natural environment 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 to cultivate, the cloth to wear, and the kind of food to eat, lastly, it determines where and the nature of houses we live in. Constructing weather instrumentsLearners to construct the following instruments in reference to their learner s book: Materials should be sourced locally. Rain gaugeWind vaneWindsock HISTORICAL INFORMATIONSources of Historical InformationHistorical sources of information are classified into three categories:Written they include:BooksArchivesJournalsNovelsPaintingsMagazinesDiariesConstitutionsPeriodicalsUnwritten- they IncludeOral tradition- this is the passing of information from one generation to the other by word of mouth. Archaeology is the study of human remains and artefacts. Anthropology- it is the study of man s past culture, beliefs and economic activitiesLinguistic is the language and its variations across many cultures as well as similarities. Genetics - Genetics is the study of heredity in general and of genes in particular. Paleontology - scientific study of life of the geologic past that involves the analysis of plant and animal fossils, including those of microscopic size, preserved in rocks."}
{"text": "Anthropology- it is the study of man s past culture, beliefs and economic activitiesLinguistic is the language and its variations across many cultures as well as similarities. Genetics - Genetics is the study of heredity in general and of genes in particular. Paleontology - scientific study of life of the geologic past that involves the analysis of plant and animal fossils, including those of microscopic size, preserved in rocks. Electronic SourcesMicrofilmsFilmsVideosRadioTelevisionComputer databasesDifference between Primary and Secondary sources of Historical informationA primary source is an original document containing a firsthand account of the event being studied, created at or about the time the event occurred. For example:LettersJournals DiariesMapsGovernment Documents StatisticsPhotographs or FilmAutobiographiesNews AccountsA secondary source is a secondhand account, or a history of the event that was created at some point after the event occurred, or a source created by parties who were not personally involved in the event. For example:TextbooksRetrospective magazine articlesScholarly journal articlesResearch books on topicWebsitesWays of preserving sources of Historical informationPreservation involves maintaining an object or information in a format that ensures the continued use and accessibility of the information provided. It includes developing criteria for selecting materials that have cultural or historical importance and assessing their preservation needs; halting the deterioration of materials by providing a stable environment and proper supplies and equipment for storage; developing and implementing policies for the safe use of materials; and providing the resources necessary to engage in an on-going preservation program committed to the continued existence of valued materials. Preservation also includes preparing for potential disasters such as floods, fires, tornadoes, and earthquakes. Ways include:The use of paper that is acid-free serves as a long-term solution for preserving information. In addition to environmental controls, papers containing valuable information should not be subjected to direct sunlight, ultraviolet rays, or fluorescent light, all of which can weaken paper and fade writing. Also, paper should not be handled while eating or drinking, as food and drink near books can attract insects and rodents that may damage the paper. As with all types of media that contain valuable information, paper should not be stored in attics, basements, or places where mold and mildew may develop or already be present. Books should be stored on metal shelves or sealed wooden shelves and should be shelved upright."}
{"text": "Also, paper should not be handled while eating or drinking, as food and drink near books can attract insects and rodents that may damage the paper. As with all types of media that contain valuable information, paper should not be stored in attics, basements, or places where mold and mildew may develop or already be present. Books should be stored on metal shelves or sealed wooden shelves and should be shelved upright. Photos should be stored in an environment that does not have high temperature and high humidity or excessive fluctuations in temperature and humidity. Do not scratch of damage surfaces of computer disks. Spread Awareness: The most important way to preserve sources of history is to spread awareness about the historic importance of the architecture and scriptures etc. By this method people may be able to volunteer in the preservation. Conduct Research: Research of historical resources would not only help discover new sources but also preserve older ones. Establish Museums: Museums can preserve and portray the historical resources. Conduct Workshops: Workshops can be held among people on how to conduct research and lead preservation projects. Influence Government: Government can fund preservation projects. Influencing them is very important. Establish Preservation Department: A government of the country must establish a governmental depart that takes care of the preservation of historical sources. It must fund projects and lead them too. Donate in the Field: People who give importance to history and know its significance must donate for the preservation projects etc. Initiate Event: Events related to preservation must be conducted in order to motivate people to work for the preservation. Encourage Students: Students of history and architecture should visit these sites in order to increase their interest in preservation of the sites etc. Importance of sources of Historical InformationThey include:They help in future research on different culturesThey can help in predicting the futureThey help us understand our pastThey help in understanding the dynamics in society i.e. politicsThe help in understand how communities, races interact. PEOPLE AND POPULATIONHuman OriginTraditional stories of human originOrigins of Human BeingsA number of theories have been put forward to explain the origin of human beingsThe creation theory. The mythical traditional theoryAmong African communities, there are myths about their origin all of them pointing to the fact that the first man was created by God. Some examples include;Among the Agikuyu, their God Ngai created the first man, Gikuyu. He the provided him with a wife, Mumbi."}
{"text": "The mythical traditional theoryAmong African communities, there are myths about their origin all of them pointing to the fact that the first man was created by God. Some examples include;Among the Agikuyu, their God Ngai created the first man, Gikuyu. He the provided him with a wife, Mumbi. He gave him land at Mugurwe wa Gathanga. One of the myths among the Nandi state that the first two people, male and female came from the knees of a giant man, when the knees began swelling and later burs for the two to come out from each of the either knees. Religious stories about the origin of Human KindThe Creation theoryThe Jews, Christians and Muslims recognize the creation story as narrated in the first book of Bible and in Qur an. It says that the whole universe was created by God. That God also created man, woman and all living things and all non-living creatures. Man was created in God s own image and woman created to provide man with companionship. Factors proving that africa is the cradle of mankindSeveral archeological sites have been found in AfricaPresence of savannah grassland where man could hunt and gather foodWarm tropical climate, ideal for early man's existenceAfrica is centrally located geographically, making it possible for early man to migrate to other regions as the continents were driftingSeveral tools and weapons remains have been discovered in the continent. Ways of recording traditional stories about the origin of human kind in the societyThrough memoryThrough computersWritten in booksThrough videosThrough songsThrough drawingsEarly CivilizationState, Kingdom and empireEmpireKingdomAn empire is a sovereign state consisting of several countries or peoples subject towards the authority of a single person often an emperor or empress. A kingdom consists of land from the same region or area head under the nominal rule of king or queen. An empire is always ruled by a singular authority, in this case, being the emperor empressA kingdom can have more than one ruler at a time. In the event it has two kings it is known as a diarchy and a kingdom ruled by many kings is known as an oligarchyAn empire grows larger by expanding and absorbing individual states and nations. For better administration, a representative of the emperor, who acts as the governor of the region will carry out day-to-day administrative functions."}
{"text": "An empire is always ruled by a singular authority, in this case, being the emperor empressA kingdom can have more than one ruler at a time. In the event it has two kings it is known as a diarchy and a kingdom ruled by many kings is known as an oligarchyAn empire grows larger by expanding and absorbing individual states and nations. For better administration, a representative of the emperor, who acts as the governor of the region will carry out day-to-day administrative functions. A kingdom will transition into an empire when it absorbs other city-states through conquest until it grows more than its original size. Usually, an emperor or empress is the absolute authority who makes critical decisions regarding the empire, but in certain setups, the voice of powerful aristocrats are also heeded. A king or queen is the absolute authority, but in the case of a constitutional monarchy, its authority may be limited by a parliament or any other ruling body of ministers. State: a political organization of society, or the body politic, or, more narrowly, the institutions of government. Ancient kingdoms includeEgyptGreat ZimbabweKingdom of KongoAncient EgyptAncient Egypt can be thought of as an oasis in the desert of northeastern Africa, dependent on the annual inundation of the Nile River to support its agricultural population. The country s chief wealth came from the fertile floodplain of the Nile valley, where the river flows between bands of limestone hills, and the Nile delta, in which it fans into several branches north of present-day Cairo. Between the floodplain and the hills is a variable band of low desert that supported a certain amount of game. The Nile was Egypt s sole transportation artery. Ancient Egypt has come to be regarded as man's first civilization. This history of ancient Egypt began some 10. 000B.C. when North Africa experienced a drier climate which corresponded with the end of the last Ice Age in the world. In about 7000B.C some hunters entered the valley of the River Nile in search of animals for food and also fish for food. Later, these hunters settled in large numbers and started an agricultural revolution. As towns grew, the people became more organized. The leaders of the first Egyptian settlements were said to have religious powers with which they could 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, the first Egyptian kingdom was established in about 3500B. C."}
{"text": "The leaders of the first Egyptian settlements were said to have religious powers with which they could 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, the first Egyptian kingdom was established in about 3500B. C. From that date till 332B. C. thirty 30 dynasties reigned and ruled in Ancient Egypt. The manifestation of Ancient Egyptian civilization under these rulers pharaohs of the various dynasties is the main subject of this chapter, But before delving into the various aspects of organization in Ancient Egypt, it is necessary to know the factors that favoured the rise and growth of Ancient Egypt and its civilization. Factors that led to the Rise of Ancient EgyptThe existence of River Nile- these served to help in the following functions:It served to protect against predators and attack from other kingdomsIt provided a mean of transport for the peopleIt provided water for agriculture. Basin irrigation was majorly used to water farms. It had also fish which used as food as well sold for economic gainthe Nile helped to unite people on the east and west banks, making trade and exchanges between the villages, towns and cities possible. The Nile River had a religious significance and even had a god of its own, called Osiris. Egypt's geographical position at the center of the Middle East has always given it an edge. It was considered a channel of knowledgebetween Europe and africa as well Mesopotamia. In technology, medicine, and mathematics, ancient Egypt achieved a relatively high standard of productivity and sophistication. They were the first to introduce mummification, medicine, agriculture, fermentation, engineering and architecture. The ancient Egyptians were pioneers in astronomy: their expertise played an important role in determining the annual flooding of the Nile, and aligning the pyramids towards the pole star. Good leaders: Ancient Egypt was also fortunate to have very able and wise leaders, especially during the years of the first dynasties. The influence of other civilizations: Following the creation of the state of Ancient Egypt, contacts were made with othercivilizations as time passed. Some of these contacts helped to greatly enrich the civilization of Egypt. For example, theAncient Egyptians learned to fight war on horseback from the Hyksos, people from Asia who conquered Egypt in 1730B. c. Ancient Egypt also learned much from the Sumerians, The Hebrews and Babylonians from Asia."}
{"text": "For example, theAncient Egyptians learned to fight war on horseback from the Hyksos, people from Asia who conquered Egypt in 1730B. c. Ancient Egypt also learned much from the Sumerians, The Hebrews and Babylonians from Asia. They also borrowed from the Greek and Roman civilizations from Europe. These peoples also borrowed much from Ancient Egypt's civilization. Religion: The worship of gods like those of the Nile, the sun and many others helped to bring the people of Ancient Egypttogether. This unity was very helpful to the construction of Egypt's rich civilization. Existence of fertile lands that led to rise of productivityExistence of a bigger population that provided labour to the farms as well as market for goods. The existence of good transport network that ensure delivery of crop produce. The knowledge of weather and climatic conditions also ensured their success in agriculture. Introduction and adoption of iron technology in Africa by 1000AD, which enabled the Egyptians to make and use iron tools like ploughs, which made farming more efficient. Availability of food crops that had already become indigenous to Egypt, e.g. wheat and barley. Availability of many tamable animals in Egypt e.g. goats and sheepGreat ZimbabweGreat Zimbabwe is the name for the stone remains of a medieval city in southeastern Africa. It is composed of three parts, including the Great Enclosure shown here . It is believed to have been a royal residence or a symbolic grain storage facility. Great Zimbabwe is the name of the stone ruins of an ancient city near modern day Masvingo, Zimbabwe. People lived in Great Zimbabwe beginning around 1100 C.E. but abandoned it in the 15th century. The city was the capital of the Kingdom of Zimbabwe, which was a Shona Bantu trading empire. Zimbabwe means stone houses in Shona. Great Zimbabwe was part of a large and wealthy global trading networkFactors leading to the rise of the Great Zimbabwe EmpireThe decline of Mapungubwe from around 1300, due to climatic change. This was a neighboring kingdom. The greater availability of gold in the hinterland of Great Zimbabwe. Due to its marketability, it attracted many traders. The existence of trading activities e.g. Cattle, gold, copper coins with as far as China. The existence of good leadership also contributed to its faster rise."}
{"text": "The existence of trading activities e.g. Cattle, gold, copper coins with as far as China. The existence of good leadership also contributed to its faster rise. Kingdom KongoKongo, former kingdom in west-central Africa, located south of the Congo River present-day Angola and Democratic Republic of the Congo . According to traditional accounts, the kingdom was founded by Lukeni lua Nimi about 1390. Originally, it was probably a loose federation of small polities, but, as the kingdom expanded, conquered territories were integrated as a royal patrimony. Soyo and Mbata were the two most powerful provinces of the original federation; other provinces included Nsundi, Mpangu, Mbamba, and Mpemba. The capital of the kingdom was Mbanza Kongo. The capital and its surrounding area were densely settled more so than other towns in and near the kingdom. This allowed the manikongo king of Kongo to keep close at hand the manpower and supplies necessary to wield impressive power and centralize the state. Factors leading to the rise of Kingdom of KongoIt is generally acknowledged that alliances and military conquest contributed to the rise of the Kingdom of Kongo. Alliances between tribes were solidified through intermarriage, mutual agreements, and cooperation under one centralized monarch or \"nkani\". The kingdom of Kongo prospered in trade - this was in Ivory, copper, salt, cattle hides and slaves. Existence of a working population - the kingdom produced its own goods via specialised groups of craftworkers such as weavers who produced the famous raffia fabrics of Kongo , potters, and metalworkers. The existence of shell currency- the spiral nzimbu shells which originally came from Luanda, an offshore island located some 240 km away. Initially used as a means of storing wealth and as a standardmeasure of the value of other goods, the shells came to be used like coins to pay for goods and labour. The existence of a highly centralized rule by a single monarch or nkani who appointed regional governors throughout his territory. These governors, in turn, appointed local officials and collected tribute such as ivory, millet, palm wine, and leopard and lion skins from local chiefs, which were passed on to the king at Mbanza Kongo. Tributes were paid at lavish annual ceremonies which involved much feasting and beer-drinking."}
{"text": "The existence of a highly centralized rule by a single monarch or nkani who appointed regional governors throughout his territory. These governors, in turn, appointed local officials and collected tribute such as ivory, millet, palm wine, and leopard and lion skins from local chiefs, which were passed on to the king at Mbanza Kongo. Tributes were paid at lavish annual ceremonies which involved much feasting and beer-drinking. In return for their offerings, chiefs and officials received the king's favour, military protection, and some material rewards such as food delicacies and clothing. The existence of Congo river- this provided a means of transport as well as water for agriculture among other things. The existence of rich mineral minerals like copper which were extracted and exported by traders who came from middle east. Contributions of Early Civilization to the modern world. The early civilization contributed to the modern world in the following ways. Expansion and modernization of modern agriculture- this involved use of irrigation methods and mechanization. Modification of seeds was also a result of early civilization. E.g. Basin Irrigation in Egypt. In the field of medicine- it contributed to various inventions likemummification preservation of the dead , treatment of fractured bones as well as development of vaccines. E.g. In EgyptExpansion of knowledge- this was done through dissemination of information in books, patches, scrolls as well as establishment of learning institutions. Like early education institutions were found in Egypt. Fermentation in modern day dates back to early civilization in Egypt. Use of currency in trade in modern day to day dates back to early civilization e.g. the use of shell currency in Kingdom Kongo. In the field of Engineering early civilization enabled construction of buildings by use of Angles E.g. Construction of Pyramids in Egypt. In architecture this involved aligning the pyramids towards the pole star and also know the level of flooding during flooding seasons of the Nile. Inventions in the transport system was as a results of early civilization. E.g. two wheeled, four wheeled hard carts. In politics- early civilization contributed a lot in establishment of various states and countries as well other modern Kingdoms. This was further enhanced by constitutions or by-laws that guided the early civilization governments. Social Organization of selected African Communities up to the 1900Social organization revolves around way of life for the following selected African communities."}
{"text": "In politics- early civilization contributed a lot in establishment of various states and countries as well other modern Kingdoms. This was further enhanced by constitutions or by-laws that guided the early civilization governments. Social Organization of selected African Communities up to the 1900Social organization revolves around way of life for the following selected African communities. The Ogiek - The Okiek Ogiek , sometimes called the Ogiek or Akiek although the term Akiek sometimes refers to a distinct subgroup , are a Southern Nilotic ethnic group native to Tanzania and Southern Kenya in the Mau Forest , and Western Kenya in the Mount Elgon Forest a hunter-gatherer society, living in western KenyaThe Zulu - are a Nguni ethnic group native to Southern Africa. The Zulu people are the largest ethnic group and nation in South Africa, with an estimated 10 12 million people, living mainly in the province of KwaZulu- Natal. They originated from Nguni communities who took part in the Bantu migrations over millennia. As the clans integrated together, the rulership of Shaka brought success to the Zulu nation due to his improved military tactics and organization. Zulus take pride in their ceremonies such as the Umhlanga, or Reed Dance, and their various forms of beadwork. The art and skill of beadwork takes part in the identification of Zulu people and acts as a form of communication and dedication to the tribe and specific traditions. The men and women both serve different purposes in society in order to function as a whole. Today the Zulu people predominantly believe inChristianity, but have created a syncretic religion that is combined with the Zulu's prior belief systems. 3 Ahsante - The Asante were one of the Akan-speaking peoples who settled in the forest region of modern Ghana between the 11th and 13th centuries. The separate Asante chiefdoms were united by Osei Tutu in the 1670s and in 1696 he took the title of Asantehene king and founded the Asante empire. In Asante, the family line is matrilineal - inheritance passes from the mother to her children. The Golden Stool is also passed down matrilineally, to one of the king's maternal nephews."}
{"text": "During Shaka s reign, however, circumcision was abolished. Marriage was restricted until one served in the army for a period of 40 years. At this age, the military men could be retired at the same time with the females of an appropriate age for marriage. The Zulu were divided in social classes called clans, traditionally the royal clan provided kings and chiefs while warrior come from the class of commonersThe Zulu worshiped their gods and the most important was the god of the war. The king controlled all social affairs and was the biggest social figure. Polygamy was common among the ZuluSocial Organization of the Asante up to the 1900The Kingdom was composed of many communities who spoke the Akan language. The Asante were organized in clansMarriage between members of the same clan was prohibitedInheritance of property was matrimonial. The community was bound together by the Golden stoolThere was an annual cultural festival odwira held at kumasi to honour the ancestors. The society was divided into social classes stratificationThe kings were regarded as semi-divine religious tradersThe Asante were polytheists worshipped many gods and goddessesThe ancestors mediated between god and the peopleThe Asante had a supreme God called NyameSimilarities in the social organization of the Ogiek, Zulu and AhsanteAll were organized into clansAll had a belief in a supernatural being in different ways. They all believed in the existence of ancestral spiritsThey all had ceremonies at different times of the year. All practiced Marriage. Differences in the social Organization of the Ogiek, Zulu and AhsanteHuman Diversity and inclusionDiversity recognizes that, though people have things in common with each other, they are also different many ways. Inclusion is where those differences are seen as a benefit, and where perspectives and differences are shared, leading to better decisions. Personality differences that differentiate peopleWhile personality shows what you are outside or what you are to the world, character reveals what you are inside. As these are directly related to a person s attitude and behaviour, most people get confused between these two easily. Personality refers to the combination of qualities, attitude and behaviour, that makes a person distinct from others."}
{"text": "Personality differences that differentiate peopleWhile personality shows what you are outside or what you are to the world, character reveals what you are inside. As these are directly related to a person s attitude and behaviour, most people get confused between these two easily. Personality refers to the combination of qualities, attitude and behaviour, that makes a person distinct from others. Personality implies Who we seem to bePersonality is a set of personal qualitiesThe personality is the mask or the identity of a personPersonality is subjectivePersonality is the outer appearance and behaviour of a person. The personality of an individual may change with time. Personality, does not need validation and support of the societythe Personality attributes that differentiates us include:AuthenticityAuthenticity relates to how genuine you are. You may show this by providing honest answers and being true to yourself in your interview. When you're working, you may demonstrate authenticity by showing howyou truly feel each day. It's also important to act and treat others professionally. ConfidenceConfidence in your abilities, education and qualifications may distinguish you from other candidates. They may help you better explain how an organization could benefit from hiring you. Aim to present yourself confidently in your interview without seeming like you're bragging. CuriosityCuriosity is a beneficial attribute in the workplace because it encourages you to continue to acquire new skills and knowledge. This may help you learn more about new industries or clients, or motivate you to try new things. DiligenceDiligence encompasses various soft skills, such as attention to detail and organization. It fosters a commitment to success and ensures everything in a project is accurate. One way to demonstrate diligence is to follow all directions specifically, showing your comprehension skills and ability to do what's asked of you. EmpathyEmpathy refers to the ability to relate to others and understand their emotions. It's a crucial attribute to help employees understand each other and work well as a team. GenerosityGenerosity involves helping others, especially when you may not benefit from the situation. This may help your co-workers appreciate you more and create a more positive and supportive work environment. While you may show generosity by offering to help a co-worker with their tasks, it may also be as simple as complimenting someone on their achievements or providing them with constructive feedback to improve their future performance. HonestyHonesty is essential for creating trust among co-workers."}
{"text": "This may help your co-workers appreciate you more and create a more positive and supportive work environment. While you may show generosity by offering to help a co-worker with their tasks, it may also be as simple as complimenting someone on their achievements or providing them with constructive feedback to improve their future performance. HonestyHonesty is essential for creating trust among co-workers. It helps show that you can be trusted with your responsibilities. IntegrityIntegrity relates to how well you represent and follow your morals. This involves acting as a good role model for others, speaking truthfully and behaving honourably. KindnessKindness refers to your compassion and forgiveness of others. PerseverancePerseverance shows your ability to remain motivated to succeed in any circumstances. PositivityPositivity may help you remain committed to your work and create a pleasant work environment. SociabilitySociability is important because it helps ensure conducive environment for everyone. Some roles may require more social skills than others. Engaging others in conversation and encouraging them to talk may help show your sociability. TransparencyTransparency, like honesty, relates to being open about your experience and qualifications. Desirable and undesirable personality attributes in a multi-cultural Societymulticulturalism: A characteristic of a society that has many different ethnic or national cultures mingling freely. Desirable characteristics: These are characteristics such as being hardworking, or displaying honesty and integrity. Undesirable characteristics: These are ones such as lying and stubbornness. Desirable characteristics are known as qualities and undesirable characteristics are known as personality defects. Characteristics have been grossly grouped in these two categories. Qualities bring about general well-being and have an overall positive effect on the person and one s interactions. Defects on the other hand bring mental anguish both to the person having them and the people he interacts with. Undesirable personality attributesManipulative and deceptive practicesFind yourself unable of asking for what you want and need, instead bending others to your will in order to get what you want and need? Why you believe you are doing the correct thing is understandable. Even if you want something badly enough, it may be difficult to simply come out and say so. One who is preoccupied with himself herselfYou re out with your friends, and you re the kind of person that spends the whole time talking about yourself. Quick to JudgeWhen you have a negative opinion of someone, it is one thing."}
{"text": "Even if you want something badly enough, it may be difficult to simply come out and say so. One who is preoccupied with himself herselfYou re out with your friends, and you re the kind of person that spends the whole time talking about yourself. Quick to JudgeWhen you have a negative opinion of someone, it is one thing. When youreally tell them, that s another story. No one wants to be in the company of someone who is always criticizing them for their appearance, their diet, or their words. Negative and gloomy. What if you re one of those people who sees the glass as half-empty? In our world, there are many different types of people that believe in different things. Being one of these people is completely OK. This becomes an issue when you cause everyone else in your immediate vicinity to fall along with you. The PerfectionistsWhat exactly is wrong with being a perfectionist? This is a question that only a perfectionist would ask. Despite the fact that there is nothing wrong with wanting things to go smoothly, when your life gets too concerned with the little details, it becomes a major issue. Not just for yourself, but also for others in your immediate vicinity. The pursuit of perfection is then mirrored in the eyes of your friends and others in your immediate vicinity. And no one will ever be able to live up to such expectations. At the end of the day, they are forgotten. Different components of Human identify in a multi-cultural societyOthers include:Race ethnicityClassAgeWays of applying inclusion in day to day interactionsMindful communication: listen more, talk carefullyCommunication is the first aspect to work on. Often, if used inappropriately, our words can express wrong intentions or create misunderstandings. Here are some examples:When addressing a group, avoid using gender-specific words such as ladies , dudes , men , guys . Especially in the presence of gender non-conforming or mixed gender individuals, appellations may turn out to be misplaced, cause miss gendering, and cut off group members. Avoid assertive language and words: Introduce your contribution with In my opinion or According to my experience or Based on what I ve read and learned . Leave space for questions and replies, make sure you do not lecture when you get involved in a conversation."}
{"text": "Especially in the presence of gender non-conforming or mixed gender individuals, appellations may turn out to be misplaced, cause miss gendering, and cut off group members. Avoid assertive language and words: Introduce your contribution with In my opinion or According to my experience or Based on what I ve read and learned . Leave space for questions and replies, make sure you do not lecture when you get involved in a conversation. Challenge stereotypesUnconscious biases, prejudices, lack of information, influence of the media, and teachings coming from our cultural and social beliefs may all impact the way that we interact with others. For example, we are often informed by the beliefs and value systems we are exposed to, includingthrough our family and friends and the things we learned at school. These deeply ingrained belief and value systems can also lead to actions and reactions that can sometimes be exclusive and unfair. Avoid assumptionsOne of the most common mistakes in everyday interactions is to make assumptions. Assumptions are a difficult starting point because they take for granted that our audience shares the same requirements and experiences as we do. Although assumptions are often developed unconsciously, it is important to recognize the moment when we apply them in our interactions with others. For example, it is important to avoid assumptions about the gender of the person or groups we are speaking with and always try to use gender inclusive language. If you meet a disabled person, do not assume what they are able or not able to do something. Be aware of your privilegesTalking about privileges can be difficult and often very uncomfortable. However, being aware of our own privileges is a crucial first step to adapting a more inclusive attitude. A privilege can be defined as a right, license, or exemption from duty or liability granted as a special benefit, advantage, or favor Privileges are social, political, and cultural constructions that are translated into hierarchical relationships in our everyday and professional lives. Part of a broader system, these constructions are solidified through structural and institutional dynamics, and they serve to reinforce fabricated societal divisions based on perceived or constructed divisions and or pretenses. Peace and Conflict resolutionPeace is a concept of societal friendship and harmony in the absence of hostility and violence. In a social sense, peace is commonly used to mean a lack of conflict such as war and freedom from fear of violence between individuals or groups. Conflict is simply differing ideas or actions, often related to the selfish pursuit of needs known and unknown that end in a state of unrest."}
{"text": "Peace and Conflict resolutionPeace is a concept of societal friendship and harmony in the absence of hostility and violence. In a social sense, peace is commonly used to mean a lack of conflict such as war and freedom from fear of violence between individuals or groups. Conflict is simply differing ideas or actions, often related to the selfish pursuit of needs known and unknown that end in a state of unrest. It is a necessary and permanent part of life. The important thing to remember is that conflict is natural. It can be a slight conflict that causes no harm or an egregious conflict that results in irreparable damage. Contribution of personal peace to a responsible citizenPersonal Peace is often referred to as intrapersonal peace or inner peace. It means peace with oneself. When you have personal peace, it means you accept yourself the way you are, no matter how you look outside, or what you think about yourself: spirit, soul, and body. This also comes as a result of a deep and better personal understanding. Its helps in avoiding conflicts between individuals It helps improve work place and home relationships It helps in understanding others betterIts helps us to assist others without much strainIts helps us develop desirable personality attributes that can help us achieve much. It helps be accommodative of others despite our varied opinion and actionsPersonal characteristics that express a state of peaceAll suffering is a result of imbalance physically, mentally or spiritually. Being charitableBeing self-disciplineStraightforwardCompassion for all creaturesAbsence of greedRadiance of characterForgivenessPatienceFreedom from hateApproaches that can promote one s inner peaceControlling your stressTaking a mental health day, morning or momentReading spiritual literatureChanging our perspective - Much turmoil and anguish come from sticking to your own personal perspective. You may get bent out of shape when the other person cannot see things the way you do. You can expend a lot of time and energy trying to get someone to see your point of view, and leave yourself exhausted and frustrated. Practice Non-JudgmentFocus on serving - People prone to worry have the what if syndrome. You let worry and anxiety overtake your every thought. What if I don t make enough money? What if I lose my job? What if the person I love doesn t love me back? With each thought, your mind spirals into chaos. When you place your focus on helping and serving, somehow the anxiety goes away."}
{"text": "What if the person I love doesn t love me back? With each thought, your mind spirals into chaos. When you place your focus on helping and serving, somehow the anxiety goes away. As you become more relaxed, you ll notice that many of the things you were worried about disappear. Every time you start the what ifs, replace them with the phrases, How can I help? And How can I serve? Importance of enhancing PeacePeace makes sure that you do not go on the medicines to run your life. Peace helps you keep mentally and physically fit. Peace ensures that you are aware of yourself. Peace helps you take better decisions. Peace gives you strength and you stay calm when things go unexpectedly. Peace gives you the freedom to do experiments in your life. Peace helps you put things in order. Peace enlightens you. Peace helps you see things as they are. Peace makes you intelligent and increases your EQ. Peace connects you better with other people. Peace helps you understand the surroundings. Peace to the mind is like base to the home, roots to the tree. F. Slavery and Servitudeforms of slavery and servitude in Traditional African SocietySlavery is when someone actually owns you like a piece of property. 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 forms include. Human Trafficking: Human Trafficking sees people being forcibly moved and recruited using violence or threats in order for them to be exploited for labor, prostitution, marriage, etc. Forced Labour: Forced Labour is where someone is forced toundertake work against their will and threatened with violence. Debt bondage: Debt bondage is where those trapped in poverty are forced to borrow money from others and can then be forced to work in order to pay back this debt. This is one of the most common types of slavery. Forced and early marriage: Forced and or early marriage is wheresomeone has been forced to marry against their will and or with the threat of violence consequences. Domestic servitude The Indian Ocean TradeThe Indian Ocean trade routes connected Southeast Asia, India, Arabia, and East Africa, beginning at least as early as the third century BCE. This vast international web of routes linked all of those areas as well as East Asia particularly China ."}
{"text": "Forced and early marriage: Forced and or early marriage is wheresomeone has been forced to marry against their will and or with the threat of violence consequences. Domestic servitude The Indian Ocean TradeThe Indian Ocean trade routes connected Southeast Asia, India, Arabia, and East Africa, beginning at least as early as the third century BCE. This vast international web of routes linked all of those areas as well as East Asia particularly China . Long before Europeans \"discovered\" the Indian Ocean, traders from Arabia, Gujarat, and other coastal areas used triangle-sailed dhows to harness the seasonal monsoon winds. Domestication of the camel helped bring coastal trade goods such as silk, porcelain, spices, in cense, and ivory to inland empires, as well. Enslaved people were also traded. The Indian Ocean trade was a world of Islamic merchants ferrying porcelain from China to the Swahili Coast, ivory to India, cotton to Indonesia, spices to Arabia, and so on. Regional cultures, politics, religions, and entire histories were exchanged through the Indian Ocean Trade. Factors leading to the development of Indian Ocean slave TradeAvailability of items of trade encouraged traders to come to the coastThe high demand for goods trade items from the Kenyan coast by consumers in The outside world led to increased tradeThe existence of local trade among the Africans along the coast provided a base upon which the Indian Ocean trade developed. The Monsoon winds facilitated the movement of vessels ships to and from the coast thus enabling the merchants to take part in the trade. The Indian Ocean provided access to traders from Asia and Europe. The relative peace political stability provided conducive environment for trade. The availability of credit facilities from Indian Banyans money lenders enabled many people to take part in tradeExistence of enterprising merchants at the coast foreign lands promoted trading links enabled trade to flourish. The natural harbors along the coast ensured safe docking of ships for loading and unloading of items of tradeAdvancement in ship boat building led to better sailing vessels thus increased trading activities to and from the coast. Availability of slavesOrganization of the Indian Ocean Slave Trade in 15th CenturyThe Indian Ocean Trade began with small trading settlements around 800 A.D., and ended in the 1500s when Portugal invaded and tried to run the trade for its own profit. As trade intensified between Africa and Asia, powerful city-states flourished along the eastern coast of Africa."}
{"text": "The natural harbors along the coast ensured safe docking of ships for loading and unloading of items of tradeAdvancement in ship boat building led to better sailing vessels thus increased trading activities to and from the coast. Availability of slavesOrganization of the Indian Ocean Slave Trade in 15th CenturyThe Indian Ocean Trade began with small trading settlements around 800 A.D., and ended in the 1500s when Portugal invaded and tried to run the trade for its own profit. As trade intensified between Africa and Asia, powerful city-states flourished along the eastern coast of Africa. These included Kilwa, Sofala, Mombasa, Malindi, and others. The city-states traded with inland kingdoms likeGreat Zimbabwe to obtain gold, ivory, and iron. These materials were then sold to places like India, SoutheastAsia, and China. These were Africa s exports in the Indian Ocean Trade. These items could be sold at a profit because they were scarce in Asian countries. 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 were not available in Africa at the time. These were Africa s imports in the Indian Ocean Trade. The city-states along the eastern coast of Africa made ideal centers of trade. An important attraction was the gold obtained from inland kingdoms. The gold was needed mainly for coins, although it was also used for works of art, ornamentation on buildings, and jewelry. And, the city-states were easy to reach from Asia by ship because of the favorable wind and ocean currents. Ships had no trouble docking at the excellent ports and harbors located on the coasts of the city-states, making it easy to unload and load cargo. And ,merchants, tired after their long overseas journey, enjoyed the fine restaurants, lodging, and entertainment offered by the port cities. Finally, East Africa was a peaceful region, and the few conflicts that did occur were small and brief. All of these factors created an ideal setting for import-export companies to conduct business. Many of the merchants from the Arabian peninsula, India, and Southeast Asia stayed in the city-states of East Africa. Interracial marriages were not uncommon, and gradually over the centuries, a new and distinct ethnic group developed, known as the Swahili."}
{"text": "All of these factors created an ideal setting for import-export companies to conduct business. Many of the merchants from the Arabian peninsula, India, and Southeast Asia stayed in the city-states of East Africa. Interracial marriages were not uncommon, and gradually over the centuries, a new and distinct ethnic group developed, known as the Swahili. Today millions of Swahili people live in the nations of East Africa, where the Swahili language is widely spoken. You can take Swahili courses at many colleges here in the U.S. The Swahili language is a mixture of the Arabic, Hindi, and Bantu languages. The Swahili city-states steadily grew and prospered, and were a major world economic power by the 1400s. Although the city-states were famous throughout Africa and Asia, no European countries knew of them. You can imagine the surprise, then, of Portuguese captain Vasco da Gama when, in 1498, he came upon the bustling port cities of Sofala, Kilwa, Mombasa, and Malindi as he sailed up the eastern coast of Africa. He and his crew were welcomed by each of the cities he visited, although neither his ships nor the European itemsthey attempted to trade were of much interest to the Swahili governments. Social Injustices committed on the Africans during Indian Ocean Slave trade in the 15th CenturyIt fueled conflict between the communities as demands for slaves increased leading to insecurityIt created class through emergence of wealthy merchants who displayed high standards of living. African religion was downtrodden as intermarriages between Arabs and Africans led to rise of Swahili speakers which were converted to ChristianityIt led to erosion of African culture this because as the interaction with arabs continued African culture was bound to diminish. Slavery reduced African dignity as they were just seen as dogs to be in chainsMany were thrown into waters if they had no valueAfrican women working as domestic workers we mistreated through bodily harm and sexual harassment. Many children remained orphans as the fathers and mothers were taken as slaves during the trade. It led change of roles as the fatherless children were now forced to seek means of survival. It led to destruction of African families and homes through torturing and separation of the bond that tied these familiesIt led to rise in many orphan children and widows as the able men were taken captives as slaves."}
{"text": "Many children remained orphans as the fathers and mothers were taken as slaves during the trade. It led change of roles as the fatherless children were now forced to seek means of survival. It led to destruction of African families and homes through torturing and separation of the bond that tied these familiesIt led to rise in many orphan children and widows as the able men were taken captives as slaves. Geographical regions covered by Indian ocean trade in AfricaPopulation Distribution in AfricaPopulation distribution means the pattern of where people live. World population distribution is uneven. Places which are sparsely populated contain few people. Places which are densely populated contain many people. Factors influencing Population distribution in Africa ClimateAreas which experience conducive climates especially adequate and reliable rainfall together with mild and moderate temperature attract a dense population than desert and semi desert lands with low and unreliable rainfall. ReliefThe nature of relief greatly influences population by either attracting or discourage settlement. For example, in extremely high relief regions, the temperatures are too cold for human settlement and the ruggedness too hinder construction of homes and communication lines. On the other hand, gently rolling slopes attract dense settlement because they are easy to construct communication lines and settlement. VegetationDense forests such as those in the Congo basin, hinder rapid population settlement because they are very difficult to clear, water logged and contain vectors that cause diseases to man and there are wild animals which are dangerous to human life. On the other hand, savannah grasslands are densely populated because they are easy to clear and their climate is conducive for human survival. Government policyThe government policy may either attract or discourage settlement. Some areas may be gazette by law for example national parks, Game reserves or forest reserves. Government may also encourage settlement by establishing settlement schemes and resettle people from densely populated areas. Utilization of natural resourcesThe exploitation of natural resources for example minerals may attract human settlement while seeking for employment. UrbanizationThe growth of towns and cities is also a very important facilities influencing population distribution in Africa. Urban centres provide a good number of functions which attract people to them. For example cheap power, trading activities, good accommodation, good medical care, cheap and constant transport, clean water, higher institutions of learning, government offices, recreation centres, and the like. Political stabilityAreas that are unstable and insecure have got low populations e.g. Karamoja where there is a lot of cattle rustling compared to areas that are generally politically stable and secure hence attracting dense settlementse.g."}
{"text": "For example cheap power, trading activities, good accommodation, good medical care, cheap and constant transport, clean water, higher institutions of learning, government offices, recreation centres, and the like. Political stabilityAreas that are unstable and insecure have got low populations e.g. Karamoja where there is a lot of cattle rustling compared to areas that are generally politically stable and secure hence attracting dense settlementse.g. Towns like Kampala and Mombasa. Densely and sparsely populated areas in AfricaSettlement patterns in Africanucleated settlement:Nucleated settlements are ones where the houses are grouped closely together, often around a central feature like a church, pub or village green. Linear settlements are settlements where the buildings are constructed in lines, often next to a geographical feature like a lake shore, a river or following a road. Where linear settlements follow a road, the road often predates the settlement. Dispersed settlement:Dispersed settlements are ones where the houses are spread out over a wide area. They are often the homes of farmers and can be found in rural areas. FIELD WORKField work is the process of observing and collecting data about people, cultures, and natural environment s. Types of field workField Excursion-Visiting an area near or far from the school to see geographical phenomena then note down and discuss later in class. AimReinforce what has been learnt in classGain more geographical knowledgeIdentify and appreciate geographical featuresIdentify problems of geographical interestField Research-Systematic problem solving done by experts in which scientific methods of collecting, recording and analyzing data are used. Field Study-Study conducted within a neighbourhood in which one theme is pursuede.g. A study of a local farm . Methods of data collection and recording in field workSurveys and QuestionnairesSurveys and questionnaires, in their most foundational sense, are a means of obtaining data from targeted respondents with the goal of generalizing the results to a broader public. Almost everyone involved in data collection, especially in the business and academic sector relies on surveys and questionnaires to obtain credible data and insights from their target audience. InterviewsAn interview is accurately defined as a formal meeting between two individuals in which the interviewer asks the interviewee questions in order to gather information. An interview not only collects personal information from the interviewees, but it is also a way to acquireinsights into people s other skills."}
{"text": "Almost everyone involved in data collection, especially in the business and academic sector relies on surveys and questionnaires to obtain credible data and insights from their target audience. InterviewsAn interview is accurately defined as a formal meeting between two individuals in which the interviewer asks the interviewee questions in order to gather information. An interview not only collects personal information from the interviewees, but it is also a way to acquireinsights into people s other skills. ObservationsThe observation method of data collection involves seeing people in a certain setting or place at a specific time and day. Essentially, researchers study the behavior of the individuals or surroundings in which they are analyzing. This can be controlled, spontaneous, or participant-based research. Methods of data analysis and presentation in field workLearners to refer to their bookChallenges and solutions in carrying out field workPhysical obstructions i.e. tall buildings, hills, trees hence may hinder one from observing certain features or accessing some areas. Abrupt weather changes e.g. rainy, fog, misty, windy. Avoid mentioning sunshine. Language barrierInadequate toolsObsolete tools outdated toolsHostile respondentsGetting biased and exaggerated information. Procedures in carrying out field workIdentify and acquire researchers of the fieldIt is essential to acquire researchers who are specialized in the field of research. Moreover, their experience in the field will help them undergo the further steps of conducting the field research. Identify the topic of researchPost acquiring the researcher, they will work on identifying the topic of research. The researchers are responsible for deciding what topic of research to focus on based on the gaps observed in the existing research literature. Identify the right method of researchAfter fine tuning the research topic, researchers define the right method to approach the aim and objectives of the research. Visit the site of the study and collect dataBased on the objectives, the observations begin. Observers Researchers go on field and start collecting data either by visual observation, interviews or staying along with the subjects and experiencing their surroundings to get an in-depth understanding. Analyze the data acquiredThe researchers undergo the process of data analysis once the data is collected. Communicate the resultsThe researchers document a detailed field study report, explaining the data and its outcome. Giving the field study a suitable conclusion. RESOURCES AND ECONOMIC ACTIVITIESEarly AgricultureAreas where early agriculture was practiced in selected geographical regions."}
{"text": "Communicate the resultsThe researchers document a detailed field study report, explaining the data and its outcome. Giving the field study a suitable conclusion. RESOURCES AND ECONOMIC ACTIVITIESEarly AgricultureAreas where early agriculture was practiced in selected geographical regions. They included:RiftvalleyEgyptNubiaCrops grown and animals kept Crops in rift valleyMilletMaizebeans,cassava,sorghum,pigeon peasAnimals keptCowsGoatsSheepDogsCrops grown in Egyptemmer a wheat-grain ,chickpeas and lentils,lettuce,onions,garlic,sesame,wheat,barley,papyrus, Animals kept in Egyptcattle,goats,pigs,ducks,cows, and geese. Crops grown in Nubiagrains,peas,lentils,dates, and possibly melons Animals kept were mainly cows. Method of irrigation used in ancient EgyptBasinEgyptians developed and utilized a form of water management known as basin irrigation. This practice allowed them to control the rise and fall of the river to best suit their agricultural needs. A crisscross network of earthen walls was formed in a field of crops that the river would flood. When the floods came, the water would be trapped in the basins formed by the walls. This grid would hold water longer than it would have naturally stayed, allowing the earth to become fully saturated for later planting. Once the soil was fully watered, the floodwater that remained in the basin would simply be drained to another basin that was in need of more waterShadoofThe shadoof is used to lift water from a water source onto land or into another waterway or basin. The mechanism comprises a long counterbalanced pole on a pivot, with a bucket attached to the end of it. It is generally used in a crop irrigation system using basins, dikes, ditches, walls, canals, and similar waterways. CanalThese were constructed along the farms to transport water to others regions. NilometerA nilometer was used to predict flood levels. This instrument was a method of marking the height of the Nile over the years. Nilometers were spaced along the Nile River."}
{"text": "NilometerA nilometer was used to predict flood levels. This instrument was a method of marking the height of the Nile over the years. Nilometers were spaced along the Nile River. They acted as an early warning system, alerting these early people that waters were not as high as usual, so they could prepare for drought or for unusually high floodwaters. Contribution of the Nile valley agriculture to world civilizationThe Nile River is one of the most well-known rivers in the world. The Nile River Valley was vital to the success of several ancient civilizations. The Nile River allowed the earliest civilizations to flourish in spite of the surrounding harsh desert climate. The Nile River Valley includes not just the river, but the surrounding banks and low lands that benefit from the river flooding. For ancient civilizations, the Nile River Valley was a source of food and income. When the water crested in October, the land was prime for planting crops such as wheat, barley, and papyrus. Ancient civilizations developed irrigation systems to redirect water and enhance the growing season. In addition, the river was plentiful with fish, which could be sold or traded. The Nile River served as a mode of transportation. Ancient civilizations were able to maneuver the waters to trade between the cities along the banks. The mobility encouraged growth in villages along the river. Ancient Egyptians greatly valued the Nile River; it was the center of their existence. The Nile River was celebrated in paintings and myths. The cycle of the Nile marked the change of season. Egyptian beliefs were interwoven with the Nile River. The Egyptians viewed the Nile River Valley as a gift from the gods; it was a portal between humans and gods. To Egyptians, the river was part of their identity and showed great reverence for it. It led to inventions in the field of agriculture like methods of irrigation and agricultureIt led to development of transport system that ensured transportation of crop produce. It led to the development of methods of food storage in order to be used for long of for the future. It also contributed to the invention in the field of medicine like perseveration of the dead, healing fractured bones. The knowledge of weather forecast in Egypt also contributed in the modern day weather forecast. The knowledge of mathematics in agricultural daily activities also contributed to modern day mathematics like Pythagoras. There was increased production, hence food supply was regular. Sufficient and nutritional foods led to increase in population. Surplus agricultural production resulted to trade, e.g., food was exchanged with pots and tools."}
{"text": "There was increased production, hence food supply was regular. Sufficient and nutritional foods led to increase in population. Surplus agricultural production resulted to trade, e.g., food was exchanged with pots and tools. There was invention of writing, arithmetic and geometry due to the need to keep records. The writings were referred to as Hieroglyphics. Shadoof irrigation methods were developed that put more land into use. Urban centres emerged, e.g., Memphis, Thebes. Farmers settled more permanently and improved their living standards. Religion developed, e.g., god was associated with farming, offering to gods was practised. As a result of the agriculture practised along the banks of the Nile, people settled there. Those settlements grew in size and became urban centres within the ancient Egyptian Kingdom. -Importance of domestication of plants and animals in africa Domestication is the process of hereditary reorganization of wild animalsand plants into domestic and cultivated forms according to the interests of people. In its strictest sense, it refers to the initial stage of human mastery of wild animals and plants. The first attempts at domestication of animals and plants apparently were made in the Old World during the Mesolithic Period. Dogs were first domesticated in Central Asia by at least 15,000 years ago by people whoengaged in hunting and gathering wild edible plants. The first successful domestication of plants, as well as goats, cattle, and other animals which heralded the onset of the Neolithic Period. Domestication of vegetatively reproducing plants, such as those with tubers, probably preceded domestication of the seed plants cereals, legumes, and other vegetables. There are a number of factors that made it necessary for human beings to discover agriculture. These were:There were climatic changes that caused the animals to migrate farther from their previous locations. Due to an increase in human population, the natural environment could not provide adequate food. Thus, there was a need for a regular supply of food. People and animals competed for food leading to scarcity of food. This forced people adopt cultivation. Similarly, over hunting on the part of man depleted the stocks of animals that he could rely on for food. Natural disasters such as floods or forest fires would kill the animals and vegetation making it necessary for human beings to domesticate plants and animals. Hunting and gathering had become an insecure source of food as man would occasionally return empty handed having failed to catch game."}
{"text": "Similarly, over hunting on the part of man depleted the stocks of animals that he could rely on for food. Natural disasters such as floods or forest fires would kill the animals and vegetation making it necessary for human beings to domesticate plants and animals. Hunting and gathering had become an insecure source of food as man would occasionally return empty handed having failed to catch game. Figure 3.1 shows some of the areas along the Nile Valley where early agriculture was practised. Hunting as well as gathering would sometimes be hindered by unfavourable weather conditions, e.g., snow or rain that would make it uncomfortable for man to go and hunt. Hunting and gathering was tiring and streneous due to the constant movement that was required as man followed the animals during their migration. Besides food, man also domesticated animals and crops because of their economic value. For instance, animals provided him with clothing, i.e., from their hides and skins. Man domesticated animals for other purposes like their use in transport. Some animals like the dog assisted him in hunting and provided him with security. Domestication has the following importance sDomestication of plants and animals ensured steady supply of food. Products like skin were used for clothing and beddings hence keeping man warm. Bones were used to make ornaments and needles hence decorating man. Animals like donkey, horses and oxen were used as a means of transport and for pulling ploughs this was later used much in agriculture to make cultivation easier. The dog gave man companionship and security. Animals were traded for other items. Economic Organization of selected African communities up to 1900Economic organization of the OgiekThey were farmers as they kept bees and were known as beekeepers and also they grew vegetables. They were also hunters and gathers. They hunted and trapped wild animals. Various tools were used, including: clubs, spears, bows and arrows. They also practiced trade with the honey they had harvested. They also practiced traditional craft like basketry, weaving among othersThey were also skilled iron workers as they made tools using ironEconomic organization of the ZuluThey participated in the local trade where they exchanged commodities such as fish, salt and cloth with their neighbours, Goan and Go. They participated in the long distance trade as middlemen between traders from North Africa and those from the South. Their main commodities of trade were salt, gold kolanuts and slaves."}
{"text": "They also practiced traditional craft like basketry, weaving among othersThey were also skilled iron workers as they made tools using ironEconomic organization of the ZuluThey participated in the local trade where they exchanged commodities such as fish, salt and cloth with their neighbours, Goan and Go. They participated in the long distance trade as middlemen between traders from North Africa and those from the South. Their main commodities of trade were salt, gold kolanuts and slaves. They grow crops such as kolanuts and grain kept animalsThey practiced crafts especially the manufacture of items such as baskets and pots. They practiced iron working and made tools like hoes, bangles and arrowsThey practiced hunting and gathering of fruits and roots. They practiced mining activitiesThey practiced fishingEconomic organization of The AhsanteThey participated in the local trade where they exchanged commodities such as fish, salt and cloth with their neighbours, Goan and Go. They participated in the long distance trade as middlemen between traders from North Africa and those from the South. Their main commodities of trade were salt, gold kolanuts and slaves. They grow crops such as kolanuts and grain kept animalsThey practiced crafts especially the manufacture of items such as baskets and pots. They practiced iron working and made tools like hoes, bangles and arrowsThey practiced hunting and gathering of fruits and roots. They practiced mining activitiesThey practiced fishingSimilarities in economic activities practiced by selected African communitiesThey all practiced tradeThey were all hunters and gatherersThey all practiced iron workingThey all practiced traditional craftThey also practiced farmingDifference in economic activities practiced by selected African communitiesInternal Dynamics and Transformation In AfricaInternal dynamics in Africa has to do with changes that are taking place in Africa that greatly affect how people relate and behave. Transformation - a complete change in the appearance or character of something or someone. In Africa it s the complete change in the appearance of African continentTransformation brought by introduction of money in africaimpacts of the introduction of money economy in traditional african societyINTRODUCTIONMoney was introduced to Africa by the EuropeansBefore colonial period, Africans practiced barter tradeactual goods exchanged with other goods e.g."}
{"text": "They practiced mining activitiesThey practiced fishingSimilarities in economic activities practiced by selected African communitiesThey all practiced tradeThey were all hunters and gatherersThey all practiced iron workingThey all practiced traditional craftThey also practiced farmingDifference in economic activities practiced by selected African communitiesInternal Dynamics and Transformation In AfricaInternal dynamics in Africa has to do with changes that are taking place in Africa that greatly affect how people relate and behave. Transformation - a complete change in the appearance or character of something or someone. In Africa it s the complete change in the appearance of African continentTransformation brought by introduction of money in africaimpacts of the introduction of money economy in traditional african societyINTRODUCTIONMoney was introduced to Africa by the EuropeansBefore colonial period, Africans practiced barter tradeactual goods exchanged with other goods e.g. animals would be exchanged with food grains, millet, sorghum, cow-peas, children exchanged for food during famineTrade merchants from Asia had introduced into Africa forms of currency such as the cowrie shells, gold and the Indian rupeesEuropeans introduced currency still used todayECONOMYCareful management of resources, finances, income and expenditure of a family, a business enterprise, community or a country. The economy of a country is to be well managed if it has the ability to meet the social economic needs of her members. Development - it s measured by the healthy of its economy in the provision of health, education, housing, sanitation, employment longevity of life, decrease of maternal and child mortality. MONEY ECONOMYUse of money as a means of exchange in economic activities e.g. banking, investment, insurance, payment of goods and services. REASONS FOR MONEY INTRODUCTIONColonization brought a lot of changes such as unoccupied land declared Crown land for colonialistsTax introduction Africans were supposed to pay taxes to the government. Taxes were paid in form of moneyIntroduction of formal education School fees was introduced. Fees were paid in form of moneyIntroduction of modern medical services People paid medical services using moneyEmergence of new lifestylesConverts to Christianity were emphasized on to have materials, hence had to work to improve their living standards. They built houses, took their children to schools practiced modern family techniques hence had to use money."}
{"text": "Taxes were paid in form of moneyIntroduction of formal education School fees was introduced. Fees were paid in form of moneyIntroduction of modern medical services People paid medical services using moneyEmergence of new lifestylesConverts to Christianity were emphasized on to have materials, hence had to work to improve their living standards. They built houses, took their children to schools practiced modern family techniques hence had to use money. IMPACT OF THE INTRODUCTION OF MONEY ECONOMY IN AFRICAIntroduction of wage labourBreak up of family ties as people migrated from rural to urban areas in search of employmentAfrican land taken by the colonialists, reducing people to squatters hence need to workThere was creation of a gap between people the rich and the poor Emergence of vices e.g. corruption, bribery, prostitution, robbery Deterioration of cherished African values e.g. bride wealth has become commercialized, customs lost etcLoss of African human dignity. Africans had to pay taxes to the colonial government. They were forced to work in European farms so as to get money. They worked under dehumanizing conditionsProduction of traditional food crops declined replaced by cash crops Individual ownership of land was emphasized. Land could be sold at willThere was increase of rural urban migration leaving the rural people less educatedExploitation of the poor by the rich poor wages, overcharging prices on foods. Destruction of the natural environment to create room for building projects, urban centresThe cost of living increased. Almost everything is acquired by money. Uses of money in economy tradeMoney as medium of exchange solves the barter s problem of lack of double coincidence of wants as money has separated the acts of sale and purchase. You can sell goods for money to whosoever wants it and with this money you can buy goods from whosoever wants to sell them. Money as measure unit of value or a unit of account solves the barter s problem of absence of common measure unit of value. Money serves as a unit of value or unit of account and acts as a yardstick to measures exchange value of all commodities. The value of each good or service is expressed as price i.e. money units which guides both consumer and producer to make a transaction. Thus money makes keeping of business account possible. Money as store of value solves the barter s problem of difficulty in storing wealth or generalised purchasing power ."}
{"text": "Money units which guides both consumer and producer to make a transaction. Thus money makes keeping of business account possible. Money as store of value solves the barter s problem of difficulty in storing wealth or generalised purchasing power . Moreover, money in convenient denominations like Indian coins of 5, 10, 20, 50, 100 paise and currency notes of 2, 5, 10, 100, 500, and 1,000 solves the barter s problem of absence or lack of divisibility. Coins of less than 50 parcent are no longer in use now. Money as standard of deferred payments helps to solve the barter problem of lack of standard of deferred payment. Again, it helps to make contracts which involve future payments. Doubtlessly money helps in removing the difficulties of barter system. Money helps in maximizing consumers satisfaction and producers profit. It helps and promotes saving. Money promotes specialization which increases productivity and efficiency. It facilitates planning of both production and consumption. Money can be utilized in reviving the economy from depression. Money enables production to take place in advance of consumption. It is the institution of money which has proved a valuable social instrument of promoting economic welfare. The whole economic science is based on money; economic motives and activities are measured by money. Comparison in the use of money in currency trade and barter trade in africaThe primary difference between barter and currency systems is that a currency system uses an agreed-upon form of paper or coin money as an exchange system rather than directly trading goods and services through bartering. Both systems have advantages and disadvantages, although currency systems are more widely used in modern economies. Bartering systems were used within the local community, but advances in technology and transportation make it possible for modern society to barter on a global level. Bartering has its limitations, which led to the creation of currency systems. Currency serves as a medium of exchange, resolving mismatched demands associated with the barter system. In early civilizations, common agreed-upon goods, such as animal skins or salt, served as a currency that individuals could exchange for goods and services. Most nations use fiat currency in a monetary currency system."}
{"text": "Currency serves as a medium of exchange, resolving mismatched demands associated with the barter system. In early civilizations, common agreed-upon goods, such as animal skins or salt, served as a currency that individuals could exchange for goods and services. Most nations use fiat currency in a monetary currency system. Sustainable use of resourcessustainable use of natural resources means the use of renewable natural resources at a rate that does not exceed the resource s capacity for regeneration, does not impair the resource s ecological functions and services, and does not jeopardize the ability of future generations at the same location to enjoy the resource in equal abundance. Sustainable use of resources includes:Regulation of all kinds of pollution air, land, water Creating public awareness on the use of resources and the importance of conserving. Using sustainable ways in agriculture to conserve the environment. Avoid use of chemicals. Using alternative sources clean and renewable sources of energy that conserve the environment. Recycling wastes to avoid waste accumulation in the environment that would in return destroy the environment. Reduce, reuse, and recycle. Cut down on what you throw away. Follow the three \"R's\" to conserve natural resources and landfill space. Planting trees - Trees provide food and oxygen. They help save energy, clean the air, and help combat climate change. POLITICAL DEVELOPMENT AND GOVERNANCEa. Political development in africa up to 1900. Political Organization of the Ogiek community up to 1900The political system was based on the lineage family system. Two or more related families formed a lineage. The lineage was responsible for enforcing traditional laws and order. The eldest person in the lineage acted as the spokesperson. The smallest unit was the family headed by the father. Political Organization of the Zulu community up to 1900The kingdom was highly centralized with the king as the head and traditional chiefs under him. The king was assisted by the traditional chiefs and military Indunas for effective control of the society. The traditional council of elders played an important role in Zulu society. They advised the king on the important matters of the state. However, during the time of Shaka, their role declined. The king had powers to appoint and to dismiss any of his officials. They were there answerable to him. Zulu kingdom had a strong standing army with the king acting as the commander in chief. The arm was well-trained, equipped and ready to fight at any time."}
{"text": "They were there answerable to him. Zulu kingdom had a strong standing army with the king acting as the commander in chief. The arm was well-trained, equipped and ready to fight at any time. The army was on alert to defend or offend the Zulu enemies. The army lived in barracks called settlements and this among other included the settlement of Bulawayo. The army was divided into age regiments each under a military commander called an Induna. Each military settlement had a section of royal women headed by senior women and acted as spies for the king on the Indunas. The Indunas were not allowed to hold meetings without consent and permission from the king. This was to stop any conspiracy against the king. Succession to the Zulu throne was hereditary. That is the king s eldest son could inherit the Zulu throne. The conquered area formed the outer provinces of the Zulu state. Each province was under the military Induna and assisted by the chief. Political Organization of the Ahsante community up to 1900The Asante Empire was centralized state divided into three divisions namely. The nucleaus Kumasi states outside Kumasi Amatoo and the conquered states. The overall ruler of the Empire was Asantahene. Kimasi was under the direct control of the Asantahene. The conquered states were ruled by their kings but treated as provinces of Asante. Asantahene appointed representatives in each conquered sate. The Asantahene ruled with the help of a confederacy of Kings Omanhene . Confederacy council. They took an oath of allegiance to ensure Loyalty to the Asantahene. The Omanhene represented the Asantahene in the conquered states Omanhene, Sone autonomy but were expected to pay tribute to the Asantahene and contribute soldiers in times of war. The Empire had a standing army which defended conquered other states and maintained law and order in the Empire. Religion played an important army which defended conquered other states and maintained law and order in the Empire. The sacred Golden stool which was introduced in the 18th century by Asantahene Osei. Tutu strengthened unity in the Empire. It was kept at the headquarters, Kumasi. Each Omanhene was given a symbolic black stool to signify unity of purpose in the province. The empire had a well-established judicial court system based at Kumasi and was headed by the Asantahene."}
{"text": "It was kept at the headquarters, Kumasi. Each Omanhene was given a symbolic black stool to signify unity of purpose in the province. The empire had a well-established judicial court system based at Kumasi and was headed by the Asantahene. The Omanhene were given powers to try minor cases at the provinces. The empire has a strong economic base that depended mainly on taxes and profit derived from the long distance trade. This strong economy aimed the empire. The concept of scramble and partition of africaThe Scramble and Partition of Africa - the Scramble for Africa also called the Partition of Africa, or the Conquest of Africa was the invasion, annexation, division, and colonization of most of Africa by seven Western European powers during a short period known to historians as the New Imperialism between 1881 and 1914 . Various European Groups that came to AfricaFactors that led to the presence of Europeans in Africa Economic factorsDue to the industrial revolution in Europe in the 19th century, they required:Markets for their manufactured goodsRaw materials to feed their industriesAreas to invest their surplus capitalEuropean traders sought protection from their home countries when faced with competitionNeed for agricultural land in Africa to grow food cropsNeed for cheap labour from Africa to produce raw materialsSpeculation about the availability of minerals in Africa. Political FactorsBismarck and the rise of GermanyRise of nationalismThe proof of a country s prestige superiority was through acquisition of colonies. A country that did not acquire colonies would open the gates to political decadence. Strategic factorsThe Egyptian question It revolved around the ownership of the Suez Canal Both Britain and France had economic interests in Egypt Their clash culminated in the British occupation of Egypt in order to protect the River Nile and British interests in India. French activities in West Africa and the Congo It accelerated the scramble for the search for colonies in Africa. King Leopold's of Belgium activities in the Congo King Leopold created the 'Congo Free State in 1884 This precipitated a crisis in Africa which culminated in the convening of an international conference in 1884-1885 i.e. the Berlin Conference. Social factorsThe Missionary FactorThe missionaries came to Africa to spread Christianity, civilize the Africans, abolish slave trade and encourage legitimate trade."}
{"text": "King Leopold's of Belgium activities in the Congo King Leopold created the 'Congo Free State in 1884 This precipitated a crisis in Africa which culminated in the convening of an international conference in 1884-1885 i.e. the Berlin Conference. Social factorsThe Missionary FactorThe missionaries came to Africa to spread Christianity, civilize the Africans, abolish slave trade and encourage legitimate trade. In case of problems, they sought for protection from their mother countries. Public OpinionMajority of people in Europe favoured acquisition of colonies. Rise of RacialismEuropeans felt they were a superior race to others since they were industrialized. They had a duty to civilize AfricansCecil Rhodes once remarked we are the first race in the world and the more of the world inhabit, the better it is for the human race. Growth of European PopulationThey needed their colonies to act as outlets for their surplus produceHumanitarian factorHumanitarian groups in Europe who had campaigned against slave trade urged their home governments to occupy Africa to facilitate effective abolition of slavetrade. African countries and their colonizersBritain East Africa - Kenya, Uganda Central Africa - Nyasaland, Northern Rhodesia, southern Rhodesia North East Africa - British Somaliland Southern Africa - Bechuanaland, Swaziland, Basutoland, Union of South Africa. North Africa - Egypt, Sudan West Africa - Gold Coast, Nigeria, Gambia, Sierra Leone. France North East Africa - Eritrea, French Somaliland West Africa - Senegal, Ivory Coast, Dahomey, Upper Volta, Guinea, Mali, Belgium, Niger, Mauritania. Central Africa - Chad, French Central Africa, French Congo North Africa - Tunisia, Algeria, Morocco. Germany East Africa - Tanganyika Central Africa - Rwanda, Burundi West Africa - Togo, Cameroon South West Africa."}
{"text": "These rules help the country to execute its policies and procedures without any disputes or issues. These provisions aid the nation to evade the possibilities of threats related to a civil war breakdown. Forms the fundamental structure of the governmentAnother advantage of the constitution is that it describes all the cultural and legal aspects under which governmental institutions and people s bodies will be regulated. This becomes very significant when there arefrequently occurring overseas communications by international organizations in the personal affairs of the nation. Grants the right to the people to choose their governmentThe constitution gives the power to the citizens to choose the government of their choice. Based on their performance and contribution in the development of the nation, people can decide the best government official to serve the nation. Protects the right of the individualThe constitution safeguards the rights of the citizens in terms of self- expression, religious practice, non-discriminatory treatment, fair criminal procedures and more. It states that the government is answerable to the people via conducting free and regular elections. Governs the distribution of powerThe Constitution states the power and authority of every governing body. Doing this, it enables every entity that is related to the country to learn about the power that the legal body and the government holds. The information that the constitution states also help to define the duties of the parties involved. It could be a governmental institution, a firm or the masses of the nation. The Constitution administers the relation between the people and the government so that none of the parties can misuse the power in any manner. Superior to all regulations and rules of the countryThe constitution is supreme of all the other laws and regulations of the country. This implies that for any provision to circulate in the nation, it has to be approved by the constitution. It also implies that every law enacted by that government needs to be in conformism with the Constitution. Specifies the objectives of a nationAnother important role of the constitution is that it mentions the strategic, political, and other objectives of the nation. These goals are what a country is focusing to accomplish in the coming years. It could be related to democracy, socialism, national integration, and secularism. Grants fundamental rights to peopleIt is the constitution of a nation that assures provision and rights for any individual or a set of people to ensure their overall well-being and dignity in society. The constitution aids the people to avail the fundamental rights that they are entitled to."}
{"text": "It could be related to democracy, socialism, national integration, and secularism. Grants fundamental rights to peopleIt is the constitution of a nation that assures provision and rights for any individual or a set of people to ensure their overall well-being and dignity in society. The constitution aids the people to avail the fundamental rights that they are entitled to. These rights include the right to life, right to freedom, right to property, and right to engage freely in the existing democratic system. All these fundamental rights are safeguarded by the Constitution. Controls power transferBesides the welfare of its citizens, and regulating the tasks of the country, the constitution has the power to transfer the supremacy of the nation during a national emergency. This power of the constitution is exercised in those 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 cause severe destruction to a specific area of the nation or civil war breakdown. National Values as enshrined in the constitution of Kenyapatriotism, national unity, sharing and devolution of power, the rule of law, democracy and participation of the people;human dignity, equity, social justice, inclusiveness, equality, human rights, non-discrimination and protection of the marginalized;good governance, integrity, transparency and accountability; andsustainable development. Ways of upholding and protecting the constitution of KenyaThey include:Defending the rights of every individualObeying the rights and privileges of every individualObeying court orders. Participating on National elections. Holding our leaders to account and uphold adherence to the constitutionObeying the laws stated in the constitution. Electing leaders who obey the rule of law. DemocracyDemocracy is a system of government in which laws, policies, leadership, and major undertakings of a state or other polity are directly or indirectly decided by the people, Characteristics of democracyLegitimacy: A legitimate government is one put in place, accepted and recognized by the people, it is a major feature of a democratic system of government that power vests in the people of the state. Therefore, a government in place without the approval of the people is not a legitimate government and as such cannot claim to be a democracy."}
{"text": "Electing leaders who obey the rule of law. DemocracyDemocracy is a system of government in which laws, policies, leadership, and major undertakings of a state or other polity are directly or indirectly decided by the people, Characteristics of democracyLegitimacy: A legitimate government is one put in place, accepted and recognized by the people, it is a major feature of a democratic system of government that power vests in the people of the state. Therefore, a government in place without the approval of the people is not a legitimate government and as such cannot claim to be a democracy. Rule of law: the rule of law is the supremacy of the law of a state overevery citizen or any other person residing in that state, this means that nobody is above the law no matter his status in the society. This is important in a democracy especially a representative democracy to act as a form of check and balance in the powers of the elected representatives so that they do not develop any illusions of being better than the people who elected and thereby empowered them. Public opinion: public opinion has to do with the aggregate of the individual point of view as regards a particular matter by a significant population of a community or state as the case may be. Since democracy is a government of the people, the opinion of the said people cannot be overemphasized in determining issues in the government that will be to their benefit or detriment. Periodic and transparent elections: For the people to be an active partof their government especially in a representative democracy, provisions must be made for a periodic, free and fair election which will be conducted after sufficient political education to the people so as to aid them in making informed choices in electing their representatives at the poll on the election day. Separation of powers: In a direct democracy, the decision resides in every member of the community and in the representative democracy where the people elect leaders to handle the affairs of the state, thereis separation of powers into different arms of government so as to allow for necessary checks and balances in the powers and administration of the separate arms of government. Fundamental human right: In a democracy, the fundamental human rights of the citizens like right to life, right to fair hearing, right to dignity of the human person, right to personal liberty and others must be upheld according to the constitution of such country based on the major constituent of democracy which is the people."}
{"text": "Preventing abuse of power. In democracies, elected officials are responsible for carrying out the will of those who elected them. If they misuse their position, they won t be re-elected. Role of citizens in a democratic representationFirst, a citizen in a democracy should have the duty to vote. If it were up to me, voting would be a requirement. What is wonderful about a democracy is that we choose who will represent us. There is no point to a democracy in which we do not participate. Second, a citizen in a democracy should have an obligation to understand the powers and duties of the government, generally set forth in a constitution. If we do not know this, the government that does not act properly has no checks upon it and can avoid carrying out its duties. Third, a citizen in a democracy should have the responsibility of knowing his or her rights, which are also generally set forth in a constitution. If we do not know what our rights are, they are meaningless. Fourth, a citizen in a democracy should always know who his or her representatives are. If we do not know who is representing us, we do not know whether or not that person is representing us properly, to whom we should complain if that is the case, or to whom we should state our own opinions and preferences. Fifth, a citizen in a democracy should assume the responsibility of being informed about the issues that affect the country as a whole, for example, the economy, immigration policy, environmental policy, and foreign policy. Sixth, a citizen in a democracy is also a citizen of the world and as such, should be informed about the major issues that affect other countries. These inevitably have an impact on the citizen. A drought in one country mightmean providing foreign aid or might mean a rise in prices of a commodity that the citizen needs. Seventh, a citizen should be concerned and informed about local conditions, those that affect him or her most directly, what a city is doing about urban blight or homeless people. This is one of the most important aspects of living in a democracy when a citizen is informed, since the information closest to home is usually the best information, and this provides one's greatest opportunity to participate in the democratic process. Eighth, a citizen should be willing to pay taxes, since without taxes to provide a democratic government, there would be no democracy. A democracy must provide for all of its citizens. Ninth, a citizen must have a duty to obey the law."}
{"text": "Eighth, a citizen should be willing to pay taxes, since without taxes to provide a democratic government, there would be no democracy. A democracy must provide for all of its citizens. Ninth, a citizen must have a duty to obey the law. A democracy cannot exist in a lawless society, and without the willingness of citizens to obey the law, which is really a social contract, no government has the wherewithal to police a nation of lawbreakers, and anarchy results. Tenth, a citizen must support public education in every way possible, through the payment of taxes, through local volunteer efforts, through affording this system the respect to which it should be entitled. Public education is the foundation of democracy, meant to educate children to be responsible and knowledgeable participants in the democratic process. Education is our power to perpetuate the democracy. Characteristics of various types of democracies in governanceDemocracy is the best approach to learning what each social or ethnic group wants, particularly in a diverse country like Kenya. The five characteristics of democracy are as follows:Elected Representative: The people choose their representatives to serve as their leaders. Hence, people are entitled to take part in making decisions. Independent Judiciary: Conflicts are settled more democratically because the court is independent of the government. Civil Liberties: People can access civil freedoms like freedom of speech and expression. Organized Opposition Party: A well-organized opposition party is crucial to democracy because it serves as a check on the executive branch. Rule of Law: In a democracy, the rule of law is upheld, and everyone is subject to the law. In the eyes of the law, the law is supreme, and all citizens are treated equally. Ways of applying democratic values during interaction with othersMaking contributions to the day to day activities of the countryTaking responsibility for their actions, by making rules and laws together and supporting themParticipating in decision-making processes of the country, relating it with the democratic processes such as councils, parliaments, government and voting. Showing understanding of how changes are effected in the country and the society as a whole. Evaluating the effectiveness of different ways in which change can be brought and implemented at different stages in life. Participating effectively in school and community-based activities. Human Rightshuman rights as those rights which are inherent in our state of nature and without which we. Cannot live as human beings. The first generation of human rights is civil and political rights."}
{"text": "Human Rightshuman rights as those rights which are inherent in our state of nature and without which we. Cannot live as human beings. The first generation of human rights is civil and political rights. The second generation of human rights includes economic, social and cultural rights and thethird generation of human rights are called solidarity rights. The first generation rights i.e., civil and political rights are the initial form of natural rights. These rights developed during the English Revolution of the 17th century and the French and American Revolution of the 18th century. The key theme underlying these rights is liberty. The first generation rights include:the right to life,the right to liberty, andthe right to property andhave expanded to include non-discrimination,freedom from arbitrary arrest,freedom of thought,freedom of religion,freedom of movement etc. These rights are often seen as a manifestation of negative rights since they can be enjoyed only when there is a restriction upon others. The key documents to understand the content of the first generation of human rights are Article 3 to Article 21 of the UN Declaration and the International Covenant of Civil and Political Rights of 1966 which came into force in 1976. In the twentieth century, especially post World War II, second- generation rights began to earn a greater prominence. The economy of countries was torn by war and there was massive destruction as a result of the world wars. Therefore, the effort for economic, social and cultural rights developed during the twentieth century. The rights rely on socialist assumptions and the underlying theme is equality which is in contrast to first- generation rights and the notion of liberty. The second-generation rights include:the right to work,the right to health care,the right to education,the right to social security etc. Therefore, these rights are seen as a manifestation of positive rights as they place a claim on the state and a duty to oblige for action, for example, welfare provisions. The third generation of rights emerged post-1945 and are referred to as solidarity rights. This is for the simple reason that these rights are concerned with social groups and society on the whole rather than an individual. They are therefore seen as collective rights. The underlying theme of the third-generation rights is fraternity. Usually, these rights are shaped by the difficulties faced by the countries of the Global South. These rights include:the right to development,the right to environmental protection,the right to self-determination,the right to peace etc."}
{"text": "The underlying theme of the third-generation rights is fraternity. Usually, these rights are shaped by the difficulties faced by the countries of the Global South. These rights include:the right to development,the right to environmental protection,the right to self-determination,the right to peace etc. The Stockholm Convention of Human Environment of 1972 and the Earth Summit of 1992 at Rio can be analyzed to understand these rights. Classification of human rightsCivil and political rightsThe rights that protect the life and personal liberty of a person are called civil rights. They are necessary to maintain the dignity of a person. These include rights like the right to life, liberty and security of a person, the right to privacy, the right to own property, freedom of thought, religion and movement. Political rights are such rights that allow a person to participate in governmental activities. These include rights like the right to vote and the right to be elected. The nature of such rights is different, but they are interrelated to each other. Both these rights are covered in the International Covenant on Civil and Political Rights. These rights are also called first-generation rights. The following civil and political rights are recognized in the declaration of human rights by the United Nations:Right to life, personal liberty, and securityFreedom from slaveryThe prohibition against torture and inhuman treatmentEquality before the law and equal protectionRemedy before national tribunalsFreedom from arrest, which is arbitrary in natureRight to a fair trial and public hearing by an impartial tribunalFreedom from ex-post-facto lawsRight to privacyRight to nationalityRight to own propertyRight to freedom of religion and conscienceFreedom of expressionFreedom to conduct a peaceful assemblyTake part in government activitiesFundamental rightsSome human rights are guaranteed to the citizens of the state through constitutional provisions and cannot be infringed upon at any cost, even by the state authorities. These are termed as fundamental rights. Theexpression fundamental rights is stated in declarations and constitutional provisions of many states. The Virginia Declaration of 1776 states that men are free and independent and have certain inherent rights. The French Declaration of Rights of Man and Citizen, 1789 provides that men are born free and have equal rights. The Indian Constitution guarantees six fundamental rights to the citizens of the country."}
{"text": "The Virginia Declaration of 1776 states that men are free and independent and have certain inherent rights. The French Declaration of Rights of Man and Citizen, 1789 provides that men are born free and have equal rights. The Indian Constitution guarantees six fundamental rights to the citizens of the country. These are:Right to EqualityRight to freedomRight to religionCultural and educational rightsRight against exploitationRight to constitutional remediesNatural rightsThe history of human rights is rooted in ancient times and the philosophical concepts of natural law and thus, also termed natural rights. Plato was one of the first writers to give a standard ethical code of conduct. Aristotle opined that rights change as per the different kinds of circumstances faced by society from time to time. Since human rights are universally applicable to every person in the world it is similar to natural rights. Natural rights have been derived from natural law which opines that law must reflect moral reasoning and must be related with morals imbibed in a person or set by the society. On the other hand, positivism states that human rights are a result of enactments of statutes and orders by law which comes with various sanctions attached to it. Moral rightsHuman rights that determine the spiritual and moral conduct of a person are termed moral rights. They are primarily contained in moral rights as they highlight various moral values that cannot be highlighted by any set of institutional rights. They promote moral values like respect for everyone, brotherhood, secularism, protection of life, peace in society, etc. Human rights also put moral obligations on the state and people not to violate and infringe on the rights of other people. If done so, it will be punished as per the provisions of the set statute. Legal rightsThe rights that are recognized by the legal system of a country are called legal rights. The two essential elements of these rights are:The holder of the right, andA person bound by duty. Rights and duties are correlated to each other. A person cannot have a right without any corresponding duty. A person having a right also has a duty not to violate another person s rights. Human rights are given to every individual irrespective of any considerations, and the state has the corresponding duty to protect the rights of its citizens. Article 2 of the Universal Declaration of Human Rights lays down that it is the primary duty of the state to promote, protect, and implement all human rights throughvarious measures and legislative provisions."}
{"text": "A person having a right also has a duty not to violate another person s rights. Human rights are given to every individual irrespective of any considerations, and the state has the corresponding duty to protect the rights of its citizens. Article 2 of the Universal Declaration of Human Rights lays down that it is the primary duty of the state to promote, protect, and implement all human rights throughvarious measures and legislative provisions. The government of any state should pass any such laws which infringe on the rights of the people. Economic rights, cultural Rights and social rightsThese rights are also called freedoms and guarantee a person the minimum necessities of life. These are also included in the International Covenant on Economic, Social and Cultural Rights. These form a part of positive rights as the state is required to frame policies and provisions to implement such rights. These rights are based on the concept of social equality and are second-generation rights. These rights include the right to work, social security, physical and mental health, and education. The various economic, cultural, and social rights recognized by the Universal Declaration of Human Rights are as follows:Right to social securityRight to work and choice of employmentRight to restRight to standard living and healthRight to educationFreedom to participate in cultural lifeRight to social and international orderCharacteristics of human rightsHuman rights are universal in nature which means that they are given to every individual irrespective of his her caste, creed, race, religion, nationality and place of birth. These are inalienable rights. Many philosophers believe that these are natural rights given by God and cannot be taken away or changed by anyone. These are indivisible and interdependent rights. If a government gives one right then it has to protect the other rights of its citizens. For example, it is the duty of government to protect the right of fair hearing and provide food, shelter and clean environment to its citizens in order to protect the right to life of its citizens. They are inherent to each person and available since birth. They are not lost if the man is not familiar with his rights or if he does not use his rights. For example if a person is not aware of his right toconsult the advocate then it does not mean that his right is finished. It is then the duty of authorities to provide him with free legal aid or tell him his rights. They protect the dignity and personality of humans. Rights like right to life, right to liberty, right against arbitrary arrest and punishment etc protect the dignity of a person."}
{"text": "It is then the duty of authorities to provide him with free legal aid or tell him his rights. They protect the dignity and personality of humans. Rights like right to life, right to liberty, right against arbitrary arrest and punishment etc protect the dignity of a person. Sources of Human Rights International treatiesThese are the most important sources of human rights. There are multiple treaties on human rights which are binding on the states who are party to such treaties. For example, the European Convention on Human Rights, the American Convention, the African Charter on Human Rights, and People s Rights. International customsThese rights have acquired the status of customary international law by their practice and, thus, are binding on all the states irrespective of their consent. Many of these rights are a part of customary international law and thus known as a source of human rights. International instrumentsThere are several declarations, resolutions, and recommendations related to human rights that have been adopted by the United Nations as a source of such rights. Some of these are the Universal Declaration of Human Rights 1948 , declarations adopted at the Tehran Conference 1968 and the Vienna Conference 1993 . Judicial decisionsThe International Court of Justice serves as another important source of human rights by setting up precedents and decisions in various disputes and case laws relating to violations of human rights. Official documentsDocuments and journals like Human Rights Law Journal, Human Rights Review, European Law Review, and other collective official work under the United Nations serve as the source of human rights. Concept of Equity and non-discrimination in fostering solidarityEquality affirms that all human beings are born free and equal. Equality presupposes that all individuals have the same rights and deserve the same level of respect. All people have the right to be treated equally. This means that laws, policies and programs should not be discriminatory, and also that public authorities should not apply or enforce laws, policies and programs in a discriminatory or arbitrary manner. Non-discrimination is an integral part of the principle of equality. It ensures that no one is denied their rights because of factors such as race, colour, sex, language, religion, political or other opinion, national or social origin, property or birth. In addition to those grounds, discrimination on certain other grounds may also be prohibited. These grounds include age, nationality, marital status, disability, place of residence within a country and sexual orientation. When do I need to consider the rights of equality and non- discrimination?"}
{"text": "In addition to those grounds, discrimination on certain other grounds may also be prohibited. These grounds include age, nationality, marital status, disability, place of residence within a country and sexual orientation. When do I need to consider the rights of equality and non- discrimination? You will need to consider the rights of equality and non-discrimination whenever you are working on legislation, a policy or a program that draws distinctions between people or groups based on any of the following grounds:racesexdisability, orage. You will also need to consider the rights of equality and non- discrimination whenever you are working on legislation, a policy or a program that draws distinctions between people or groups based on:colourlanguagereligionpolitical or other opinionnational or social originpropertybirthnationalitymarital statusplace of residence within a country, orAfrican DiasporasAfrican Diaspora is the term commonly used to describe the mass dispersion of peoples from Africa during the Transatlantic Slave Trades, from the 1500s to the 1800s. This Diaspora took millions of people from Western and Central Africa to di erent regions throughout the Americas and the Caribbean. Factors that contributed to the presence of African Diasporas across the worldEuropean nations hand links with West Africa hence the shipping of many Africans from trans Saharan trade. African chiefs had developed a taste for European goods such as glass, clothes, rum and fire arms which in turn made them sell many Africans as slaves to the Europeans. The establishment of mines and plantations and in new lands increased the demand for slaves to provide labour in the farms and mines. The increased demand of raw materials by European industries resulted in an increased in demand for slaves in America to work on the plantationsShip building technology improved with building of larger ships with a greater capacity for such slaves. These factors among others highly contributed to the shipping of many Africans to the Diaspora majorly as slaves. Countries inhabited by African Diasporas in 1960These countries included:United states of AmericaBrazilFranceFranceThe African diaspora in France is one of the largest in the world. Their members are from its former colonies in Africa and from its overseas territories in the Caribbean. The largest African community in Africa is the Algerians 730.000 . Until it gained independence in 1962, Algeria was a part of the French territory."}
{"text": "Their members are from its former colonies in Africa and from its overseas territories in the Caribbean. The largest African community in Africa is the Algerians 730.000 . Until it gained independence in 1962, Algeria was a part of the French territory. France also had strong ties with Morocco and today Moroccans are the second largest group of immigrants in France 670.000 . African immigrants came to France in consequence of the colonization process and, from the 60s onwards, to seek employment. United StatesA quarter of the African-American population in Boston, Miami and New York were born abroad and 8 percent of the total of African Americans in the US were born outside the country xv . Ever since the Immigration and Nationality act in 1965 and the opening of new legal channels, African immigrants have started to come to the US. 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 the middle classes. Latin AmericaAfrican immigrants came to South America and the Caribbean as a result of the transatlantic slave trade. In the 1780s, slavery started to be criticized by the Christian Church, philosophers and economists and, as countries gained independence, slavery was abolished. Over time, African descendants influenced most aspects of everyday life. Carnival, which used to be only celebrated by Afro-Latinos, has now become a public holiday in Brazil. Unlike African Diasporas in the rest of Latin America who combine their African past with the culture of their host country, African descendants in the Caribbean who account for more than 90 of the population, are in search of a new national identity. They donot define themselves in terms of Africans but rather as Jamaican or Haitian nationals, for instance. They came to terms with their past and no longer need to think of themselves as Africans. Role of the Diasporas in political development in AfricaPan-AfricanismPan-Africanism unifies the cultural and political world of African diasporas and the self-determination of people from Africa, or at least of African origin, as well as the people of African descent resident outside Africa. Initially, there was an anti- slavery and anti-colonial movement amongst black people of Africa and the Diaspora in the late nineteenth century. Since then, the aims of Pan-Africanism have evolved through the ensuing decades ."}
{"text": "Role of the Diasporas in political development in AfricaPan-AfricanismPan-Africanism unifies the cultural and political world of African diasporas and the self-determination of people from Africa, or at least of African origin, as well as the people of African descent resident outside Africa. Initially, there was an anti- slavery and anti-colonial movement amongst black people of Africa and the Diaspora in the late nineteenth century. Since then, the aims of Pan-Africanism have evolved through the ensuing decades . This movement had its origin in the United States in the late nineteenth century, thanks to the work of the advocate M.M. Garvey. He stated the idea of creating a common state in Africa to welcome back all the African Americans. Later on, Du Bois claimed the need to gain full rights, both in Africa and in the countries in which African communities resided, created by the forced migration represented by the slave trade in the previous centuries. Pan-Africanism gained legitimacy with the founding of the African Association in London in 1897, and the first Pan-African conference was held, again in London, in 1900 when Henry Sylvester Williams, the power behind the African Association, and his colleagues were interested in uniting the African Diaspora, and gaining political rights for those of African descent . Between 1919 and 1945, Du Bois organized several conferences, which increased and expanded the influence on the development of the African descendants emancipation movement in the Americas and Europe, as a way of nationalism in colonial Africa. Moreover, between the world wars, Pan-Africanism became more related and influenced by communism and trade unionism, especially through the writings of George Padmore, Isaac Wallace-Johnson, Frantz Fanon, Aim C saire, Paul Robeson, CLR James, WEB Du Bois, and Walter Rodney. Significantly, Pan-Africanism had expanded beyond the continent into Europe, the Caribbean and America. WEB Du Bois organized a series of Pan-African Congresses in London, Paris, and New York in the first half of the twentieth century. International awareness of Africa was also heightened by the Italian invasion of Abyssinia Ethiopia in 1935. As a result, many leaders struggling for the independence from European colonial dominations were formed in this cultural and political context of Pan-Africanism. Among these, N. Nkrumah, J. Nyerere, A. Toure, M."}
{"text": "Nkrumah, J. Nyerere, A. Toure, M. Keita. The Pan-African ideal also inspired the emergence of regional groupings, some of which were short-lived, due to the immediate emergence of nationalistic feelings or tribal differences. Role of African Diasporas in promotion of African Unity in Society todayThey have promoted equality for Africans whenever they are. They helped in forming organizations that today still unite Africans e.g. in terms of educationThrough their contributions they have helped shape economic developments in africaThey have affirmed the worth of black people and therefore rejected the inferiority ascribed by racist thought in the late 19th and 20th CsIt helped to launch the struggle for rights and equality for black people in the diaspora and Africa as wellGlobal CitizenshipA global citizen is someone who is aware of and understands the wider world and their place in it. They are a citizen of the world. They take an active role in their community and work with others to make our planet more peaceful, sustainable and fairer. Global citizenship involvesExploring local and global connections and our views, values and assumptionsExploring issues of social justice locally and globallyExploring the complexity of global issues and engaging with multiple perspectivesApplying learning to real-world issues and contextsOpportunities to make informed, reflective action and be heardInterconnectedness and interdependence among countriesInterconnectedness refers to the ability to understand and function in an increasingly multicultural, international, yet interconnected environment. It fosters the development of individuals to become successful professionals, civic leaders, and informed citizens in a diverse national and global society. Interdependence is measured by the costs of severing the relationship or the benefits of developing it . The higher the costs to one country, the greater is the degree of dependence of that country. Why countries interconnect and interdepend on each other IndustrializationIndustrialization leads to the advancement of economies which in turn triggers the in- house manufacturing of several products. When a country specializes in the production of a certain product, it then needs to import other products from other countries. An example is that of Asia Pakistan ; it specializes in the manufacturing of footballs however leather and other preparatory materials are imported from China. Producing specialized goods enhances production efficiency and therefore, most countries only focus on their specialties, providing a narrow range of goods and services."}
{"text": "When a country specializes in the production of a certain product, it then needs to import other products from other countries. An example is that of Asia Pakistan ; it specializes in the manufacturing of footballs however leather and other preparatory materials are imported from China. Producing specialized goods enhances production efficiency and therefore, most countries only focus on their specialties, providing a narrow range of goods and services. This creates economic interdependence among nations; the need for outsourcing or importing other products for the fulfillment of basic needs. Economy advancementAs an economy develops, it focuses on establishing more industries and manufacturing more goods within the country's premises. This can lead to the creation of raw materials and other labor services from within the country or from neighboring economies. Regional ProductionOne main reason for high economic interdependence among economies is the region- specific production. Different regions observe different weather, different soil, and other conditions. Within such circumstances, they specialize in the production of certain goods and crops only, while other necessities are fulfilled by importing goods. For example, China is one major exporter of Apples, it produces more than 41 million tons of apples each year. Blessed by the perfect climate and land to harvest apples, China is an expert in harvesting Apples. On the other hand, America exports Maize, Soybean, and Milk. Both of these countries exchange their products with each other and are economically interdependent. Labor SpecializationAnother main driving force of Economic interdependence is Labor Specialization. When too many similar products are produced by one nation or a party, the production becomes specialized and economic interdependence takes place. That party then formstrading relationships with other parties for the supply of products and services that they cannot produce. EducationThis is to enhance diffusion of knowledge among countries as they share knowledge on different disciplines. E.g. hiring of specialists like Doctors and nurses across various countries. Positive effects of globalization at local and National LevelsAccess to New CulturesGlobalization makes it easier than ever to access foreign culture, including food, movies, music, and art. This free flow of people, goods, art, and information is the reason you can have Thai food delivered to your apartment as you listen to your favorite UK-based artist or stream a Bollywood movie. The Spread of Technology and InnovationMany countries around the world remain constantly connected, so knowledge and technological advances travel quickly."}
{"text": "Positive effects of globalization at local and National LevelsAccess to New CulturesGlobalization makes it easier than ever to access foreign culture, including food, movies, music, and art. This free flow of people, goods, art, and information is the reason you can have Thai food delivered to your apartment as you listen to your favorite UK-based artist or stream a Bollywood movie. The Spread of Technology and InnovationMany countries around the world remain constantly connected, so knowledge and technological advances travel quickly. Because knowledge also transfers so fast, this means that scientific advances made in Asia can be at work in the United States in a matter of days. Lower Costs for ProductsGlobalization allows companies to find lower-cost ways to produce their products. It also increases global competition, which drives prices down and creates a larger variety of choices for consumers. Lowered costs help people in both developing and already- developed countries live better on less money. Higher Standards of Living Across the GlobeDeveloping nations experience an improved standard of living thanks to globalization. Access to New MarketsBusinesses gain a great deal from globalization, including new customers and diverse revenue streams. Companies interested in these benefits look for flexible and innovative ways to grow their business overseasAccess to New TalentIn addition to new markets, globalization allows companies to find new, specialized talent that is not available in their current market. For example, globalization givescompanies the opportunity to explore tech talent in booming markets such as Berlin or Stockholm, rather than Silicon Valley. Negative effects of Globalization at National and local levelsLoss of Cultural IdentityWhile globalization has made foreign countries easier to access, it has also begun to meld unique societies together. The success of certain cultures throughout the world caused other countries to emulate them. But when cultures begin to lose their distinctive features, we lose our global diversity. TerrorismIt is a significant problem in most developed countries. Due to worldwide integration, 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 of terrorists came to a foreign country with a worker visa having a hidden goal to perform a terrorist attack. It s a problem that has posed fear among citizens who can t trust their neighbors. Unfortunately, terrorists recruit young people, residents of the country and make them believe they are doing the right things. That s why there are fear, mistrust, and tension in society."}
{"text": "It s a problem that has posed fear among citizens who can t trust their neighbors. Unfortunately, terrorists recruit young people, residents of the country and make them believe they are doing the right things. That s why there are fear, mistrust, and tension in society. Job InsecurityBefore globalization, skilled people got employment in government sectors and companies where they received high salaries. Job opportunities were waiting for those who completed colleges and earned a degree. People would resign a job and quickly get another. Due to globalization, there are many people seeking employment all over the world. Employers take advantage of cheap labor. One can get a dismissal because of a slight mistake as the employer can find a skilled worker who is ready to be paid less. Price InstabilityPrice instability is a significant effect of globalization on business. Some people establish industries overseas where they get cheap raw materials and labor. They can cut production costs and sell their goods at a low price. Due to competition, some high- quality products differ in prices. No matter how the World Trade Organization has tried to control price fluctuation, their efforts are not successful. These companies reach out toconsumers using modern technology. Successful businesses are for those who can find a competitive advantage and especially make high-quality products for a low price. Currency FluctuationInternational trade buys and sells products using the US dollar. The price of dollar fluctuates day-to-day in developing countries, this results in imbalanced economy and unnormal prices for goods and services. National currencies are affected the most by IGOs. Qualities of Global Citizen in the modern SocietyGlobal citizens try to understand other people and have empathy for them. Global citizens act fairly in their choices, their decisions, and their words. Global citizens believe that they are just as important as everyone else. Global citizens believe that all people are equal. They do not think of some groups or individuals as superior or inferior to others. Global citizens accept differences and do not react with hostility to people who are different from them. Global citizens are willing to help and cooperate with others. Global citizens have their own ideas and express them, but they are open to changing them if they are proved wrong. Global citizens are curious and want to learn more about the world. Global citizens look after the environment and don t waste things. Global citizens believe they can make a positive difference in the worldHow to contribute to the wellbeing of the international community while maintaining a sense of rootedness to KenyaOffer social support like Aid to affected countries."}
{"text": "Global citizens are curious and want to learn more about the world. Global citizens look after the environment and don t waste things. Global citizens believe they can make a positive difference in the worldHow to contribute to the wellbeing of the international community while maintaining a sense of rootedness to KenyaOffer social support like Aid to affected countries. Enhance social trustSupport members living harmoniously togetherFoster civic engagementEmpower all members to participate in global democracy. Global GovernanceGlobal governance encompasses activities that transcend national boundaries at the international, transnational, and regional levels and is based on rights and rules that are enforced through a combination of economic and moral incentives. Guiding principles of leadership and integrity in promotion of good governanceselection on the basis of personal integrity, competence and suitability, or election in free and fair elections;objectivity and impartiality in decision making, and in ensuring that decisions are not influenced by nepotism, favouritism, other improper motives or corrupt practices;selfless service based solely on the public interest, demonstrated by honesty in the execution of public duties; andthe declaration of any personal interest that may conflict with public duties;accountability to the public for decisions and actions; anddiscipline and commitment in service to the people. Formation of Organization of African Unitywas an intergovernmental organization established on 25 May 1963 in Addis Ababa, Ethiopia, with 32 signatory governments. One of the main heads for OAU's establishment was Kwame Nkrumah of Ghana. It was disbanded on 9 July 2002 by its last chairman, South African President Thabo Mbeki, and replaced by the African Union AU . Achievements of OAUOAU fought against colonialism, through its liberation committee, OAU succeeded in mobilizing funds, arms and support for the countries that were still under colonial rule. This saw the liberation of several countries like Angola, South Africa and Namibia. After its successful completion of the decolonization task, the liberation committee of OAU was dissolved in 1994OAU upheld the idea of African unity through the annual conferences where it managed to bring the different heads of states together, they did not only discuss the important matters affecting the continent but also came to know and understand each other better, this contributed towards African unity."}
{"text": "Achievements of OAUOAU fought against colonialism, through its liberation committee, OAU succeeded in mobilizing funds, arms and support for the countries that were still under colonial rule. This saw the liberation of several countries like Angola, South Africa and Namibia. After its successful completion of the decolonization task, the liberation committee of OAU was dissolved in 1994OAU upheld the idea of African unity through the annual conferences where it managed to bring the different heads of states together, they did not only discuss the important matters affecting the continent but also came to know and understand each other better, this contributed towards African unity. OAU settled inter state conflicts between Uganda and Kenya 1987, Somalia and Ethiopia in 1970, Morocco and Mauritania over the western Sahara republic 1976, Somalia and Kenya, Uganda and Tanzania 1978 79, Uganda and Congo, Uganda and Sudan, OAU always came in to mediate peace and prevent large scale and prolonged wars. OAU helped in dismantling Apartheid by 1994; it used diplomatic talks, mobilized moral, financial and military support in order to weaken the Apartheid regime. It convinced the super powers to impose sanctions against Apartheid South Africa and encouraged the formation of frontline states that is Mozambique, Angola, and Zambia against South Africa. OAU promoted economic development in Africa that is in 1963 set up the African Development Bank in Abidjan in Cote-de-viore Ivory Coast, it obtained funds from multi national co-operations and rich Arab states for development. In 1993 at Abidjan OAU proposed the formation of an African economic community. OAU supported regional economic integrations after realizing that the idea of continental economic integration will take long to mature, such groupings like ECOWAS for West Africa, PTA and COMESA for East, central and South Africa, the SADC were formed and through these, unity and social economic advancement were spearheaded. OAU made efforts to end civil wars; in 1972 it negotiated a peace settlement over the Sudanese civil war, this helped to put the civil war to an end for a period of ten years. Even after the war resumed in 1983, it still made efforts to reconcile the SPLA guerilla movement with Khartoum government. It also intervened in the civil wars in Burundi, Mozambique, Nigeria and Angola."}
{"text": "OAU condemned secessionions for example it took an uncompromising positions against, Biafran secession, Katanga secessions this helped to bring togetherness within those states and some how nationalism was realized. OAU promoted democratic governance in Africa and took a firm ground to condemn coups and political assassinations in addition the principle of one man one vote was upheld, Africa realized different elections for example in Kenya Moi gavein to Kibaki through elections. All these were achievements that could not be under estimated. OAU defended human rights by setting up a human rights charter on 21st October 1986 signed by 30 out of 52 African states and from then they started fighting human rights abuses and encouraged Africans states to set up human rights commissions with in their countries. This has helped to reduce on human suffering on the African continent. OAU constantly spoke against neo-colonialism and Africans were encouraged to build self sustaining economies and avoid accepting decisions from the West. This some how enhanced African independence. Challenges faced by OAUInability by member states to meet their annual subscription and the problem of defaulters. Lack of military high command. Ideological differences among African members of states. Countries supported rebel activities in each other s country. Most countries remained very poor and liable to neo-colonialism. OAU was faced with a problem of language barrier. OAU was faced with a problem of prolonged European domination in Africa which drained most of its resources especially South Africa, Namibia and the Portuguese colonies of Angola, Mozambique and Guinea Bissau. The colonial legacy was another problem where Africans remained loyal to their former colonial masters; there were sharp differences between the Anglo-phone and Franco-phone. The problem of coup detas. Divisions influenced by cold war politics. Economic rivalry between African countries. Greed for political power. Boarder conflicts for example Amin wanted to extend the Ugandan boarder. Corruption and embezzlement. Poor infrastructure like roads. Assassinations of African leaders who had it at heart. Failures of OAUFailure to air out political differences of African states, during the Nigerian civil war of 1967-70, Tanzania, Zambia, Ivory Coast plus Gabon remained in total isolation with Nigeria because they supported the Biafran secession. This was blamed on OAU because it had not made enough sensitization in the need for African unity. OAU failed to create a standing army that would solve African problems."}
{"text": "Failures of OAUFailure to air out political differences of African states, during the Nigerian civil war of 1967-70, Tanzania, Zambia, Ivory Coast plus Gabon remained in total isolation with Nigeria because they supported the Biafran secession. This was blamed on OAU because it had not made enough sensitization in the need for African unity. OAU failed to create a standing army that would solve African problems. It only relied on soliciting support from African countries in times of crisis and therefore it failed to iron out dictators like Jean Bodel Bokasa of Central Africa, failed to end Amin s rule in a short period, people like Mugabe of Zimbabwe and Ghadafi of Libya did not uphold on to the democratic principles of elections and this created confusion in African politics. OAU failed to end Neo-colonialism throughout its existence, African countries were depending on the former colonial masters and to make matters worse the 1982 OAU summit that was to take place in Libya flopped because of the influence of USA and it was shifted to Addis Ababa. Therefore it is urged that OAU failed to achieve the desire for total independence. The OAU failed to attain the desired unity of Africa. African countries throughout its existence were more concerned about their home problems rather than the continental issues. This created divisions against the future unity envisaged by its founders. OAU failed to end inter state conflicts for example between 1977 and 1978 Ethiopia was at war with Somalia around 1979 Tanzania and Uganda were also at war, this disunity hampered economic development. OAU failed to amend the OAU charter which emphasized the principle of non interference in the affairs of other states, the dictators always used this clause to prolong their stay in power and abuse human rights a case in point is Apartheid South Africa which constantly called OAU members to respect the non interference clause, other leaders like Ghadafi always told other leaders to mind their own business. OAU failed to establish an economic integration of the continent, African states remained very poor and surprisingly 90 of the total trade in Africa was done outside the continent thus regional groupings like COMESA, Preferential Trade Area PTA , SADCC failed to realize their objectives."}
{"text": "OAU failed to end inter state conflicts for example between 1977 and 1978 Ethiopia was at war with Somalia around 1979 Tanzania and Uganda were also at war, this disunity hampered economic development. OAU failed to amend the OAU charter which emphasized the principle of non interference in the affairs of other states, the dictators always used this clause to prolong their stay in power and abuse human rights a case in point is Apartheid South Africa which constantly called OAU members to respect the non interference clause, other leaders like Ghadafi always told other leaders to mind their own business. OAU failed to establish an economic integration of the continent, African states remained very poor and surprisingly 90 of the total trade in Africa was done outside the continent thus regional groupings like COMESA, Preferential Trade Area PTA , SADCC failed to realize their objectives. OAU failed to safeguard the sovereignty and respect of the members states for example in 1968 USA troops bombed Libyan cities of Benghazi and Tripoli, in Congo the Belgian troops occupied without the blessing of the OAU, various military take over were partly influenced by foreign countries and Africa did not rested yet OAU did not do enough guarding. OAU failed to enforce non-alignment as member states became aligned either to the east or the West for example where as Kenya adopted capitalism, Tanzania adopted socialism which limited continental unity. OAU failed to discipline member states which did not pay their membership for example Chad and Rwanda for long refused to pay this fee. According to the 1995 statistics out of 53 countries only 17 fully paid and it was estimated that about 583 million dollars were in debts. OAU was also faced with personal conflicts, misunderstandings by Heads of states in Africa for example Nyerere boycotted the OAU summit in Uganda in 1975 because of personal conflicts with Amin, Nasser and Nkrumah disagreed on the form of unity to adopt in Africa. All these were blamed on OAU for failure to create peace and unity. OAU failed to prevent assassinations of African leaders and Africa lost dynamic and political leaders like Lumumba, Sylvanus Olympio of Togo, Anwal Sadat of Egypt, Melicio Ndadaye of Burundi, Juvenile Habyarimana of Rwanda, and the people who were believed would ensure unity in Africa. OAU failed to iron out differences between black Africans and the Arab North Africans."}
{"text": "All these were blamed on OAU for failure to create peace and unity. OAU failed to prevent assassinations of African leaders and Africa lost dynamic and political leaders like Lumumba, Sylvanus Olympio of Togo, Anwal Sadat of Egypt, Melicio Ndadaye of Burundi, Juvenile Habyarimana of Rwanda, and the people who were believed would ensure unity in Africa. OAU failed to iron out differences between black Africans and the Arab North Africans. This was significant in the 1977 OAU summit in Somalia. The Arabs wanted a Somali to be elected as secretary General of OAU as opposed to a black from Zambia. This almost fragmented Africa into the Arab North and Black South. However this was solved by the election of a Cameroonian. OAU failed to protect human rights. Most African states were headed by dictators like Amin, Mobutu Seseko, Sun Abacha who even banned political parties, censored the press but OAU simply condemned and could not remove such dictators. Failure to improve the social welfare of Africans. Africans remained very poor, suffered from curable diseases like Bilharzia, there was poor feeding and mal- nutrition yet OAU did little or nothing to improve on this. Failure to stop ethnic nationalism in Africa. OAU completely failed to stop the 1967 to 1979 Nigerian civil war, failed to unite Southern and Northern Sudan andthus the crisis continued. It failed to cement relations between the Hutus and the Tutsis in Rwanda thus it is argued that the Cardinal objective of peace and stability was not fully achieved. OAU failed to improve on the transport network in Africa which hampered economic progress for example the plan to construct the Trans-African high way from Mombasa to Lagos and from Johannesburg to Tripoli never materialized and this endangered African unity. OAU failed to eradicate the white settlers in Kenyan highlands, Ethiopian highlands, South Africa and Zimbabwe. Formation of African Union AU The African Union AU was officially launched in July 2002 in Durban, South Africa, following a decision in September 1999 by its predecessor, the OAU to create a new continental organisation to build on its work."}
{"text": "OAU failed to improve on the transport network in Africa which hampered economic progress for example the plan to construct the Trans-African high way from Mombasa to Lagos and from Johannesburg to Tripoli never materialized and this endangered African unity. OAU failed to eradicate the white settlers in Kenyan highlands, Ethiopian highlands, South Africa and Zimbabwe. Formation of African Union AU The African Union AU was officially launched in July 2002 in Durban, South Africa, following a decision in September 1999 by its predecessor, the OAU to create a new continental organisation to build on its work. The decision to re-launch Africa s pan- African organisation was the outcome of a consensus by African leaders that in order to realise Africa s potential, there was a need to refocus attention from the fight for decolonisation and ridding the continent of apartheid, which had been the focus of the OAU, towards increased cooperation and integration of African states to drive Africa s growth and economic development. Aims of A.UAchieve greater unity and solidarity between African countries and their the peopleDefend the sovereignty, territorial integrity and independence of its Member States;Accelerate the political and socio-economic integration of the continent;Promote and defend African common positions on issues of interest to the continent and its peoples;Encourage international cooperationPromote peace, security, and stability on the continent;Promote democratic principles and institutions, popular participation and good governance;Promote and protect human and peoples rights in accordance with the African Charter on Human and Peoples Rights and other relevant human rights instruments;Establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations;Promote sustainable development at the economic, social and cultural levels as well as the integration of African economies;Promote cooperation in all fields of human activity to raise the living standards of African peoples;Coordinate and harmonise the policies between the existing and future Regional Economic Communities for the gradual attainment of the objectives of the Union;Advance the development of the continent by promoting research in all fields, in particular in science and technologyWork with relevant international partners in the eradication of preventable diseases and the promotion of good health on the continent."}
{"text": "Formation of African Union AU The African Union AU was officially launched in July 2002 in Durban, South Africa, following a decision in September 1999 by its predecessor, the OAU to create a new continental organisation to build on its work. The decision to re-launch Africa s pan- African organisation was the outcome of a consensus by African leaders that in order to realise Africa s potential, there was a need to refocus attention from the fight for decolonisation and ridding the continent of apartheid, which had been the focus of the OAU, towards increased cooperation and integration of African states to drive Africa s growth and economic development. Aims of A.UAchieve greater unity and solidarity between African countries and their the peopleDefend the sovereignty, territorial integrity and independence of its Member States;Accelerate the political and socio-economic integration of the continent;Promote and defend African common positions on issues of interest to the continent and its peoples;Encourage international cooperationPromote peace, security, and stability on the continent;Promote democratic principles and institutions, popular participation and good governance;Promote and protect human and peoples rights in accordance with the African Charter on Human and Peoples Rights and other relevant human rights instruments;Establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations;Promote sustainable development at the economic, social and cultural levels as well as the integration of African economies;Promote cooperation in all fields of human activity to raise the living standards of African peoples;Coordinate and harmonise the policies between the existing and future Regional Economic Communities for the gradual attainment of the objectives of the Union;Advance the development of the continent by promoting research in all fields, in particular in science and technologyWork with relevant international partners in the eradication of preventable diseases and the promotion of good health on the continent. Ensure the effective participation of women in decision-making, particularly in the political, economic and socio-cultural areas;Develop and promote common policies on trade, defence and foreign relations to ensure the defence of the Continent and the strengthening of its negotiating positions;Invite and encourage the full participation of the African Diaspora as an important part of our Continent, in the building of the African Union."}
{"text": "The decision to re-launch Africa s pan- African organisation was the outcome of a consensus by African leaders that in order to realise Africa s potential, there was a need to refocus attention from the fight for decolonisation and ridding the continent of apartheid, which had been the focus of the OAU, towards increased cooperation and integration of African states to drive Africa s growth and economic development. Aims of A.UAchieve greater unity and solidarity between African countries and their the peopleDefend the sovereignty, territorial integrity and independence of its Member States;Accelerate the political and socio-economic integration of the continent;Promote and defend African common positions on issues of interest to the continent and its peoples;Encourage international cooperationPromote peace, security, and stability on the continent;Promote democratic principles and institutions, popular participation and good governance;Promote and protect human and peoples rights in accordance with the African Charter on Human and Peoples Rights and other relevant human rights instruments;Establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations;Promote sustainable development at the economic, social and cultural levels as well as the integration of African economies;Promote cooperation in all fields of human activity to raise the living standards of African peoples;Coordinate and harmonise the policies between the existing and future Regional Economic Communities for the gradual attainment of the objectives of the Union;Advance the development of the continent by promoting research in all fields, in particular in science and technologyWork with relevant international partners in the eradication of preventable diseases and the promotion of good health on the continent. Ensure the effective participation of women in decision-making, particularly in the political, economic and socio-cultural areas;Develop and promote common policies on trade, defence and foreign relations to ensure the defence of the Continent and the strengthening of its negotiating positions;Invite and encourage the full participation of the African Diaspora as an important part of our Continent, in the building of the African Union. Achievements of A.UAfrican Union has contributed the following among its members states:Conflict Resolution, Peace SecurityInfrastructure Energy DevelopmentAgricultural DevelopmentTrade Industrial DevelopmentVisa Free AfricaDemocracy, Law Human RightsPromoting Health NutritionMigration, Labour EmploymentPromoting Sports CultureEducation, Science TechnologyYouth DevelopmentEconomic Integration Private Sector DevelopmentDiaspora Civil Society EngagementGender Equality Development Challenges of A.UInadequate preparation in response to climatic challenges across Africa."}
{"text": "Aims of A.UAchieve greater unity and solidarity between African countries and their the peopleDefend the sovereignty, territorial integrity and independence of its Member States;Accelerate the political and socio-economic integration of the continent;Promote and defend African common positions on issues of interest to the continent and its peoples;Encourage international cooperationPromote peace, security, and stability on the continent;Promote democratic principles and institutions, popular participation and good governance;Promote and protect human and peoples rights in accordance with the African Charter on Human and Peoples Rights and other relevant human rights instruments;Establish the necessary conditions which enable the continent to play its rightful role in the global economy and in international negotiations;Promote sustainable development at the economic, social and cultural levels as well as the integration of African economies;Promote cooperation in all fields of human activity to raise the living standards of African peoples;Coordinate and harmonise the policies between the existing and future Regional Economic Communities for the gradual attainment of the objectives of the Union;Advance the development of the continent by promoting research in all fields, in particular in science and technologyWork with relevant international partners in the eradication of preventable diseases and the promotion of good health on the continent. Ensure the effective participation of women in decision-making, particularly in the political, economic and socio-cultural areas;Develop and promote common policies on trade, defence and foreign relations to ensure the defence of the Continent and the strengthening of its negotiating positions;Invite and encourage the full participation of the African Diaspora as an important part of our Continent, in the building of the African Union. Achievements of A.UAfrican Union has contributed the following among its members states:Conflict Resolution, Peace SecurityInfrastructure Energy DevelopmentAgricultural DevelopmentTrade Industrial DevelopmentVisa Free AfricaDemocracy, Law Human RightsPromoting Health NutritionMigration, Labour EmploymentPromoting Sports CultureEducation, Science TechnologyYouth DevelopmentEconomic Integration Private Sector DevelopmentDiaspora Civil Society EngagementGender Equality Development Challenges of A.UInadequate preparation in response to climatic challenges across Africa. Organizational Structure of AFRICAN UNIONFactors which can promote continental Interconnectedness and interdependenceIntroduction of one currency for African countriesExpansion of roads that link African countriesIntroduction of free trade across the African continentEnhancing of cultural exchanges among African CommunitiesSpecialization in production of goods and servicesUse of IT in enhancing and linking countries across Africa."}
{"text": "Ensure the effective participation of women in decision-making, particularly in the political, economic and socio-cultural areas;Develop and promote common policies on trade, defence and foreign relations to ensure the defence of the Continent and the strengthening of its negotiating positions;Invite and encourage the full participation of the African Diaspora as an important part of our Continent, in the building of the African Union. Achievements of A.UAfrican Union has contributed the following among its members states:Conflict Resolution, Peace SecurityInfrastructure Energy DevelopmentAgricultural DevelopmentTrade Industrial DevelopmentVisa Free AfricaDemocracy, Law Human RightsPromoting Health NutritionMigration, Labour EmploymentPromoting Sports CultureEducation, Science TechnologyYouth DevelopmentEconomic Integration Private Sector DevelopmentDiaspora Civil Society EngagementGender Equality Development Challenges of A.UInadequate preparation in response to climatic challenges across Africa. Organizational Structure of AFRICAN UNIONFactors which can promote continental Interconnectedness and interdependenceIntroduction of one currency for African countriesExpansion of roads that link African countriesIntroduction of free trade across the African continentEnhancing of cultural exchanges among African CommunitiesSpecialization in production of goods and servicesUse of IT in enhancing and linking countries across Africa. Developing the education sector."}
{"text": "STRAND 1.0: FOUNDATIONS OF PRE -TECHNICAL STUDIESComponents of Pre-Technical Studies as a Learning Area:Foundations of Pre-Technical Studies:Explanation: Introduction to fundamental concepts and principles related to pre-technical subjects. Example: Understanding safety regulations, basic technical terminology, and problem-solving approaches. Safety in the Work Environment:Explanation: Focus on identifying and mitigating potential safety threats in various work environments. Example: Learning about workplace hazards and safety protocols in industries such as manufacturing or construction. Communication:Explanation: Developing communication skills essential for effective collaboration and information sharing in technical fields. Example: Practicing clear communication in technical project reports or during team discussions. Technical Drawing and Design:Explanation: Introduction to basic technical drawing techniques and design principles. Example: Creating engineering drawings or architectural plans using drafting tools. Basic Computer Skills:Explanation: Acquiring foundational skills in using computers and digital tools relevant to technical fields. Example: Learning to use software for data analysis, drafting, or programming. Materials and Tools Handling:Explanation: Understanding the properties of materials and safe handling of tools used in technical activities. Example: Demonstrating proper use of woodworking tools or laboratory equipment. Problem Solving:Explanation: Developing critical thinking and problem-solving skills applicable to technical challenges. Example: Analyzing and solving engineering problems or troubleshooting technical issues. B Role of Pre-Technical Studies in Day-to-Day Life:Safety Awareness:Explanation: Pre-Technical Studies instill a sense of safety awareness, contributing to a safer daily environment. Example: Knowing how to identify and address potential safety hazards at home or in public spaces. Effective Communication:Explanation: The communication skills learned aid in clear and concise interactions in personal and professional life. Example: Communicating ideas effectively in everyday conversations or writing clear emails. Problem-Solving Skills:Explanation: The problem-solving skills acquired are applicable to addressing challenges in various aspects of life. Example: Solving household issues or addressing technical glitches in personal devices. Understanding Materials:Explanation: Knowledge of materials helps in making informed decisions when purchasing or using products. Example: Choosing appropriate materials for DIY projects or understanding product labels. Basic Computer Literacy:Explanation: Basic computer skills enhance digital literacy, essential in today's technology-driven world. Example: Using computers for online communication, research, or online transactions. C Embracing Pre-Technical Studies in Career Development:Industry-Relevant Skills:Explanation: Pre-Technical Studies provide foundational skills applicable to a wide range of technical careers."}
{"text": "Basic Computer Literacy:Explanation: Basic computer skills enhance digital literacy, essential in today's technology-driven world. Example: Using computers for online communication, research, or online transactions. C Embracing Pre-Technical Studies in Career Development:Industry-Relevant Skills:Explanation: Pre-Technical Studies provide foundational skills applicable to a wide range of technical careers. Example: Applying technical drawing skills in architecture or engineering professions. Career Specialization:Explanation: Exposure to different components helps students identify and specialize in specific technical areas. Example: Choosing a career in electronics after gaining skills in handling electronic components. Adaptability in Technological Fields:Explanation: Pre-Technical Studies foster adaptability to emerging technologies, a crucial aspect in evolving careers. Example: Easily transitioning to new software or tools in a tech-oriented workplace. Safety Compliance:Explanation: Understanding safety regulations enhances workplace safety compliance in technical professions. Example: Adhering to safety protocols in a manufacturing or laboratory setting. Effective Collaboration:Explanation: Communication skills developed in Pre-Technical Studies contribute to successful collaboration in team-based technical projects. Example: Working effectively with colleagues on engineering projects or collaborative research. Lesson 1: Brainstorming on Safety ThreatsDiscussion Points:Physical Safety Threats: Wet floors, exposed wiring, faulty machinery. Online Safety Threats: Cyberbullying, phishing emails, unauthorized access. Explanation:Collaborative brainstorming helps us identify a broad range of safety threats, considering both physical and online aspects. Lesson 2: Research on Safety HazardsResearch Findings:Physical Safety Hazards: Chemical exposure, ergonomic risks, inadequate lighting. Online Safety Hazards: Malware, social engineering attacks, data breaches. Explanation:Researching safety hazards provides us with in-depth knowledge about potential risks in both physical and digital work environments. Lesson 3: Research on Physical and Online Threats to Digital DevicesResearch Findings:Physical Threats to Digital Devices: Theft, natural disasters, hardware failure. Online Threats: Impersonation, hacking, unknown friend requests. Explanation:Identifying specific threats helps us develop targeted strategies to protect digital devices both physically and online. Lesson 4: Sharing Ideas on Data PrivacyShared Ideas:Using strong, unique passwords. Avoiding clicking on suspicious email links. Being cautious about sharing personal information online. Explanation:Sharing and practicing data privacy ideas enhance our ability to keep personal and sensitive information secure. Key Inquiry Questions:Why is safety in the work environment important?"}
{"text": "Being cautious about sharing personal information online. Explanation:Sharing and practicing data privacy ideas enhance our ability to keep personal and sensitive information secure. Key Inquiry Questions:Why is safety in the work environment important? Discussion Points:Prevents accidents, injuries, and ensures a positive work environment. Contributes to overall well-being and productivity. How can online threats be safeguarded against? Discussion Points:Being vigilant and cautious online. Using strong passwords and avoiding suspicious links. Lesson 5: Discussing Safety Rules and RegulationsDiscussed Rules:Wearing Personal Protective Equipment PPE . Adhering to fire evacuation procedures. Reporting hazards promptly. Explanation:Understanding and discussing safety rules ensures a collective commitment to maintaining a secure work environment. Lesson 6: Role Play on Safety for Self and OthersRole Play Scenarios:Responding to a simulated fire alarm. Demonstrating proper tool usage. Handling a simulated phishing attempt. Explanation:Role-playing helps us apply safety practices in real-life scenarios, fostering a culture of safety within the team. Overall Understanding:Recognizing safety threats, both physical and online, is crucial for preventing accidents and maintaining a secure work environment. Knowledge of safety rules and regulations contributes to creating a culture of safety within our organization. Regular observation and adherence to safety practices enhance our ability to contribute to a healthy and productive work environment. Appreciating the importance of safety involves understanding its impact on individual well-being, team dynamics, and overall organizational success. Lesson 1: Brainstorming on Computer TermsBrainstorm on Terms:Computer:Definition: A device that processes data to produce information. Example: Personal computers, laptops, servers. Data:Definition: Raw facts and figures that are input into a computer. Example: Numbers, text, images. Information:Definition: Processed data that conveys meaning and is useful to the user. Example: Analyzed data in a report, a graph representing statistical information. Explanation:Brainstorming helps in defining and understanding key terms related to computers, data, and information. Lesson 2: Characteristics of a ComputerDiscussion on Characteristics:Speed:Definition: The rate at which a computer processes tasks. Example: High-speed processors allow quick task execution. Accuracy:Definition: The ability of a computer to perform tasks without errors. Example: Accurate calculations in spreadsheet software. Versatility:Definition: The capability of a computer to handle various tasks and applications. Example: Computers can be used for word processing, graphic design, and gaming."}
{"text": "Example: Accurate calculations in spreadsheet software. Versatility:Definition: The capability of a computer to handle various tasks and applications. Example: Computers can be used for word processing, graphic design, and gaming. Reliability:Definition: The dependability of a computer to perform consistently. Example: Enterprise-level servers are designed for high reliability. Diligence:Definition: The ability of a computer to perform repetitive tasks without fatigue. Example: Automated data entry tasks performed with diligence. Storage:Definition: The capacity of a computer to store data and information. Example: Hard drives and solid-state drives used for data storage. Consistency:Definition: The uniformity in performance and behavior. Example: Consistent user interface across different software versions. Explanation:Discussing characteristics provides a comprehensive understanding of what makes a computer efficient and effective. Lesson 3: Video Clip on Classification of ComputersDownload and Watch a Video Clip:Classification of Computers. Explanation:Visual learning through a video clip enhances understanding of how computers are classified based on various criteria. Lesson 4: Discussion on Classification of ComputersDiscussion on Classification Criteria:Functionality:Definition: How a computer is designed to operate and the tasks it can perform. Example: Personal computers for general use, servers for data storage and retrieval. Purpose:Definition: The reason a computer is used, such as gaming, business, or scientific research. Example: Gaming computers with high-end graphics cards, business computers for office tasks. Size:Definition: The physical dimensions of a computer, influencing portability. Example: Desktops for stationary use, laptops for portability, tablets and smartphones for mobility. Explanation:Discussing the classification of computers based on functionality, purpose, and size provides insights into their diverse applications in user environments. Lesson 5: Interaction with Different Types of ComputersInteraction with Computers:Performed Tasks:Word processing on a desktop computer. Internet browsing on a laptop. Graphic design on a high-performance workstation. Explanation:Hands-on interaction enhances practical understanding and application of computer concepts in real-world scenarios. Key Inquiry Question:Why are there different classes of computers? Discussion Points:Different user needs require specialized computers. Diverse applications and performance requirements lead to the existence of various computer classes. Overall Understanding:Recognizing key terms and understanding their meanings lays the foundation for computer concepts. Detailed discussions on characteristics provide insights into what makes a computer efficient and reliable. Visual learning through a video clip enhances our understanding of computer classification."}
{"text": "Overall Understanding:Recognizing key terms and understanding their meanings lays the foundation for computer concepts. Detailed discussions on characteristics provide insights into what makes a computer efficient and reliable. Visual learning through a video clip enhances our understanding of computer classification. Practical interaction with different types of computers reinforces our ability to apply computer skills in real-world scenarios. The key inquiry question prompts us to think critically about the necessity for different classes of computers based on user requirements and applications. Lesson 1: Brainstorming and Presentation on CommunicationBrainstorming Session:Meaning of Communication:Exchange of information, ideas, and thoughts. Importance of Communication in the Work Environment:Enhances collaboration. Improves decision-making. Fosters a positive work culture. Presentation:Highlights:Clear communication is crucial for organizational success. Examples of effective communication leading to successful projects or initiatives. Overall Explanation:Understanding the meaning and importance of communication forms the foundation for effective workplace interaction. Lesson 2: Role Play on Effective CommunicationRole Play Scenario:Situation:Team members working on a project need to coordinate tasks. Demonstration:Clear communication channels, active listening, and addressing misunderstandings promptly. Overall Explanation:Role-playing helps internalize the significance of clear and concise communication in professional settings. Lesson 3: Research on ICT Tools in CommunicationResearch Findings:ICT Tools Explored:Email, mobile phones, computers, video and web conferencing tools, social networking, online collaboration. Insights:Email for formal communication, video conferencing for virtual meetings, social networking for informal interactions. Overall Explanation:Researching ICT tools provides insights into the diverse technologies used for workplace communication. Lesson 4: Discussion on ICT Tools in CommunicationDiscussion Highlights:Email:Formal written communication. Mobile Phones:Quick and direct communication. Video Conferencing:Virtual meetings for remote collaboration. Social Networking:Informal communication and networking. Overall Explanation:Discussing ICT tools helps recognize their functions and applications in various communication scenarios. Lesson 5: Use of ICT Tools and Internet for CommunicationActivity Highlights:Practical Scenarios:Sending professional emails, participating in a video conference, collaborating on an online document. Skills Developed:Effective use of communication tools in a simulated workplace environment. Overall Explanation:Hands-on experience using ICT tools and the internet enhances practical communication skills in a technological environment. Lesson 6: Discussion on Benefits and Challenges of the InternetDiscussion Points:Benefits:Global communication, instant access to information, collaborative opportunities. Challenges:Security concerns, information overload, potential for misinformation."}
{"text": "Overall Explanation:Hands-on experience using ICT tools and the internet enhances practical communication skills in a technological environment. Lesson 6: Discussion on Benefits and Challenges of the InternetDiscussion Points:Benefits:Global communication, instant access to information, collaborative opportunities. Challenges:Security concerns, information overload, potential for misinformation. Overall Explanation:Understanding the benefits and challenges of the internet enables informed and responsible use in a work context. Overall Summary:Importance of Communication:Recognizing the critical role of communication in fostering a positive work environment, ensuring clarity, and promoting effective teamwork. ICT Tools in Communication:Understanding and utilizing a variety of ICT tools to enhance workplace communication. Practical Application:Using ICT tools and the internet to simulate workplace communication scenarios, fostering practical skills. Role of Effective Communication:Acknowledging how effective communication contributes to workplace success, collaboration, and overall productivity. Critical Analysis:Evaluating the benefits and challenges of the internet, ensuring responsible and secure communication practices in a professional setting. Lesson 1: Discussing the Importance of DrawingBrainstorming on Importance:Visual Communication: Drawing facilitates the expression of ideas and information visually. Precision in Technical Fields: Drawing is crucial for conveying accurate and detailed information in technical and engineering contexts. Creative Expression: In art, drawing allows for creative expression and subjective interpretation. Overall Explanation:Initiating the course by discussing the diverse importance of drawing in various contexts. Lesson 2: Brainstorming on Technical and Artistic DrawingBrainstorming on Technical Drawing:Precision: Technical drawings emphasize accuracy and precise measurements. Engineering Applications: Used in engineering and technical fields for schematic representation. Brainstorming on Artistic Drawing:Aesthetics: Artistic drawings focus on aesthetic expression and creativity. Subjective Interpretation: Allows for personal interpretation and creativity. Overall Explanation:Distinguishing between technical and artistic drawing through brainstorming. Lesson 3: Research on Artistic and Technical DrawingResearch Findings:Artistic Drawing:Emphasis on aesthetics, creativity, and subjective expression. Technical Drawing:Emphasis on precision, accuracy, and application in technical fields. Overall Explanation:Researching to understand the specific characteristics and applications of artistic and technical drawing. Lesson 4: Practicing Printing Numbers and LettersPractical Exercise:Activity:Practice printing numbers and letters of the alphabet as used in drawing. Overall Explanation:Hands-on practice improves the learner's ability to reproduce numbers and letters accurately in drawings."}
{"text": "Overall Explanation:Researching to understand the specific characteristics and applications of artistic and technical drawing. Lesson 4: Practicing Printing Numbers and LettersPractical Exercise:Activity:Practice printing numbers and letters of the alphabet as used in drawing. Overall Explanation:Hands-on practice improves the learner's ability to reproduce numbers and letters accurately in drawings. Lesson 5: Types of Lines in DrawingVisual Aid Exploration:Visual Aids:Explore information on types of lines and their application in drawing thick and thin continuous, dashed, and chain . Overall Explanation:Using visual aids to enhance understanding of the application of different types of lines in drawing. Lesson 6: Drawing Various Types of LinesDrawing Practice:Activity:Draw various types of lines thick and thin continuous, dashed, and chain . Overall Explanation:Practical drawing activities improve proficiency in creating different types of lines. Lesson 7: Sketching Basic Symbols and AbbreviationsActivity:Activity:Sketch basic symbols , , R, , and abbreviations DRG, A F, A C, I D, O D used in drawing. Overall Explanation:Learning to illustrate symbols and abbreviations enhances the ability to communicate specific information in drawings. Lesson 8: Audio-Visual Study of Symbol and Abbreviation ApplicationsAudio-Visual Aids:Study:Use audio-visual aids to understand the application of symbols and abbreviations in drawing. Overall Explanation:Utilizing audio-visual aids deepens understanding of how symbols and abbreviations are applied in drawing. Key Inquiry Question:Why is drawing referred to as a universal way of communication? Discussion Points:Visual Language: Drawing transcends linguistic barriers through a universally understood visual language. Common Understanding: Symbols and representations in drawings have a common, universally understood meaning. Overall Understanding:Importance of Drawing:Acknowledging drawing as a powerful means of communication, spanning both technical precision and artistic expression. Distinguishing Technical and Artistic Drawing:Understanding the unique characteristics and applications of technical and artistic drawing. Practical Skills:Developing practical skills in printing numbers and letters, drawing various types of lines, and sketching symbols and abbreviations. Appreciation for Drawing:Recognizing the role of drawing in conveying information precisely and creatively across diverse fields. Lesson 1: Brainstorming on Methods of DimensioningBrainstorming:Linear Dimensioning:Measuring length in a straight line."}
{"text": "Practical Skills:Developing practical skills in printing numbers and letters, drawing various types of lines, and sketching symbols and abbreviations. Appreciation for Drawing:Recognizing the role of drawing in conveying information precisely and creatively across diverse fields. Lesson 1: Brainstorming on Methods of DimensioningBrainstorming:Linear Dimensioning:Measuring length in a straight line. Radial Dimensioning:Measuring from a central point, often used in circular objects. Angular Dimensioning:Measuring angles between lines or shapes. Arc Dimensioning:Measuring curved shapes or arcs. Overall Explanation:Beginning the sub-strand with a diverse understanding of methods for dimensioning in plane geometry. Lesson 2: Illustrating Types of Lines Used in DimensioningVisual Aid Exploration:Visual Aids:Extension lines: Indicate the points between which the measurement is taken. Dimension lines: Indicate the measured length. Leader lines: Connect features to the dimension lines. Overall Explanation:Visualizing and understanding the roles of various lines used in dimensioning. Lesson 3: Constructing Combined ShapesActivity:Constructing Shapes:Combining circles, rectangles, and triangles to create complex shapes. Example: Combining a circle and a rectangle to form a cylinder. Overall Explanation:Hands-on activity to build a foundation for understanding and constructing combined shapes. Lesson 4: Dimensioning Combined Shapes in Plane GeometryDiscussion:Forms of Dimensioning:Parallel Dimensioning: Dimensions are placed parallel to the dimension lines. Chain Dimensioning: Dimensions are linked together for efficiency. Combined Dimensioning: Utilizing a combination of both parallel and chain dimensioning. Overall Explanation:Discussing and understanding different forms of dimensioning for combined shapes. Lesson 5: Visual Aid Exploration of Combined ShapesVisual Aid Exploration:Visual Aids:Identifying combined shapes in visual aids, such as architectural plans or mechanical diagrams. Lesson 6: Drawing Combined ShapesDiscussion:Techniques:Discussing step-by-step techniques to draw combined shapes accurately. Example: Drawing a complex machinery part involving circles and rectangles. Overall Explanation:Understanding the process and techniques involved in accurately drawing combined shapes. Lesson 7: Research on Methods of Dimensioning Combined ShapesResearch Findings:Electronic or Print Media Search:Exploring the latest methods of dimensioning combined shapes through electronic or print media sources. Example: Researching online articles or engineering manuals. Overall Explanation:Researching to gain insights into the most effective and modern methods of dimensioning for combined shapes."}
{"text": "Lesson 7: Research on Methods of Dimensioning Combined ShapesResearch Findings:Electronic or Print Media Search:Exploring the latest methods of dimensioning combined shapes through electronic or print media sources. Example: Researching online articles or engineering manuals. Overall Explanation:Researching to gain insights into the most effective and modern methods of dimensioning for combined shapes. Lesson 8: Drawing and Dimensioning Combined ShapesActivity:Activity:Drawing and dimensioning combined shapes in plane geometry using the learned techniques. Example: Drawing a combination of geometric shapes found in a blueprint. Overall Explanation:Applying acquired knowledge and skills to draw and dimension complex shapes accurately. Key Inquiry Question:How are combined shapes applied in day-to-day life? Discussion Points:Architecture:Combining shapes in architectural designs for buildings or bridges. Manufacturing:Creating machinery parts with combined shapes for efficiency. Product Design:Incorporating combined shapes in product designs for functionality and aesthetics. Overall Understanding:Methods of Dimensioning:Grasping the nuances of linear, radial, angular, and arc dimensioning along with the types of lines used. Construction of Combined Shapes:Learning to construct and dimension combined shapes, understanding the importance of different forms of dimensioning. Practical Application:Applying the learned concepts to real-world scenarios, embracing the use of plane geometry in architecture, manufacturing, and product design. Lesson 1: Exploring Economic ResourcesBrainstorming and Presentation:Meaning of Economic Resources:Resources utilized in the production of goods and services to meet human needs. Characteristics:Limited availability, utility in production, and potential for satisfying human wants. Example: Fertile land for agriculture, which is limited but essential for producing food. Overall Explanation:Commencing the sub-strand with a detailed understanding of economic resources and their key characteristics. Lesson 2: Characteristics of Economic ResourcesResearch and Sharing:Print or Digital Media Search:Exploration of various sources to understand the characteristics of economic resources. Example:Limited availability implies that resources are finite and must be managed efficiently to meet the ever-growing human needs. Characteristics of Economic Resources in Point Form:Limited Availability:Resources are finite and not infinite. Utility in Production:Resources are used to produce goods and services. Potential to Satisfy Human Wants:Resources contribute to meeting human needs and desires. Overall Explanation:Understanding the essential characteristics of economic resources through research and shared insights."}
{"text": "Utility in Production:Resources are used to produce goods and services. Potential to Satisfy Human Wants:Resources contribute to meeting human needs and desires. Overall Explanation:Understanding the essential characteristics of economic resources through research and shared insights. Lesson 3: Classification of Economic Resources in KenyaCase Study Analysis:Case Study:Analyzing a case study on the classification and types of economic resources in Kenya. Examples of Economic Resources in Kenya:Agriculture: Land for crop cultivation and livestock rearing. Minerals: Deposits of minerals like gold, soda ash, and titanium. Tourism: Natural attractions like wildlife, national parks, and beaches. Classification of Economic Resources in Kenya:Renewable Resources:Resources that can be naturally replenished, such as agricultural land and forests. Non-renewable Resources:Limited resources like minerals that cannot be quickly replenished. Overall Explanation:Gaining practical insights into the economic landscape of Kenya through a focused case study. Lesson 4: Metallic and Non-Metallic Materials as Economic ResourcesDiscussion:Distinguishing Characteristics:Metallic materials e.g., iron, copper and non-metallic materials e.g., wood, rubber as economic resources. Examples:Metallic Materials: Iron used in construction and copper in electrical wiring. Non-Metallic Materials: Wood for construction and rubber for tire production. Overall Explanation:Understanding the distinct characteristics of metallic and non-metallic materials in the context of economic resources. Lesson 5: Resource Mapping in the Local CommunityActivity:Resource Mapping:Conducting resource mapping to identify and document economic resources within the local community. Example:Identifying agricultural areas, water sources, and potential mining sites. Overall Explanation:Applying practical knowledge to recognize economic resources in the immediate environment through resource mapping. Lesson 6: Sustainable Use of Economic ResourcesBrainstorm and Presentation:Sustainable Practices:Brainstorming and presenting sustainable ways of using economic resources in Kenya. Examples of Sustainable Practices:Adopting renewable energy sources like solar and wind power. Implementing efficient waste management to minimize environmental impact. Overall Explanation:Emphasizing the importance of sustainable practices to ensure the longevity and responsible use of economic resources. Lesson 1: Introduction to Metallic MaterialsBrainstorming and Research:Brainstorming:Exploring prior knowledge about metallic materials. Research:Utilizing print or digital media to gather information on metallic materials. Example:Discussing common types of metallic materials like iron, aluminum, and copper."}
{"text": "Lesson 1: Introduction to Metallic MaterialsBrainstorming and Research:Brainstorming:Exploring prior knowledge about metallic materials. Research:Utilizing print or digital media to gather information on metallic materials. Example:Discussing common types of metallic materials like iron, aluminum, and copper. Lesson 2: Checklist for Identifying Metallic MaterialsPractical Activity:Checklist Preparation:Collaborating to prepare a checklist for identifying types of metallic materials. Example:Steel: Recognizing its strength and applications in construction. Lesson 3: Physical Properties ExaminationGroup Activity:Physical Properties Examination:Conducting practical activities to examine the physical properties of metallic materials. Properties Examined:Magnetism, conductivity of heat and electricity, appearance. Example:Exploring the conductivity of copper and its relevance in electrical applications. Lesson 4: Discussion on Physical PropertiesGroup Discussion:Discussion:Engaging in a group discussion on the physical properties of metallic materials. Example:Discussing how the physical properties make certain metallic materials suitable for specific applications. Lesson 5: Matching Materials to their UseInteractive Activity:Matching Activity:Collaborating in an interactive activity to match metallic materials to their uses. Example:Connecting aluminum to its use in aircraft manufacturing due to its lightweight properties. Lesson 6-10: In-depth Exploration of Metallic MaterialsIn-depth Study:Focused Study on Specific Materials:Distributing research responsibilities for in-depth exploration of specific metallic materials. Example:Steel: Investigating its versatility and roles in construction and automotive industries. Key Inquiry Question:Why are metallic materials important in day-to-day life? Group Discussion:Collaborating to discuss and understand the significance of metallic materials in various aspects of daily life. Discussion Points:Construction:Essential in building structures and infrastructure. Transportation:Key component in vehicle manufacturing. Electronics:Vital for electronic devices and wiring. Overall Understanding:Identification of Metallic Materials:Collaboratively identifying various metallic materials commonly used in a work environment. Physical Properties Examination:Engaging in hands-on activities to understand the physical properties of metallic materials. Application in the Work Environment:Collaboratively relating metallic materials to their specific uses in the work environment. Appreciation for Metallic Materials:Developing a collective appreciation for the importance of metallic materials in various aspects of day-to-day life. 10 Examples of Metallic Materials in the Work Environment:Steel:Physical Properties:High strength, durability, and resistance to corrosion. Uses:Construction of buildings, bridges, and infrastructure."}
{"text": "Appreciation for Metallic Materials:Developing a collective appreciation for the importance of metallic materials in various aspects of day-to-day life. 10 Examples of Metallic Materials in the Work Environment:Steel:Physical Properties:High strength, durability, and resistance to corrosion. Uses:Construction of buildings, bridges, and infrastructure. Aluminum:Physical Properties:Lightweight, corrosion-resistant, and excellent conductivity. Uses:Aircraft manufacturing, packaging, and electrical wiring. Copper:Physical Properties:Excellent electrical conductivity, malleability, and corrosion resistance. Uses:Electrical wiring, plumbing, and electronic components. Iron:Physical Properties:High strength, magnetic properties, and versatility. Uses:Construction, manufacturing of machinery, and automotive industry. Brass:Physical Properties:Combination of copper and zinc, corrosion-resistant, and aesthetically pleasing. Uses:Musical instruments, decorative items, and plumbing fittings. Bronze:Physical Properties:Combination of copper and tin, corrosion-resistant, and high strength. Uses:Sculptures, bearings, and marine applications. Titanium:Physical Properties:Lightweight, corrosion-resistant, and high strength. Uses:Aerospace components, medical implants, and sports equipment. Zinc:Physical Properties:Corrosion-resistant, malleable, and conductive. Uses:Galvanizing steel, batteries, and die-casting. Nickel:Physical Properties:Corrosion-resistant, magnetic properties, and high melting point. Uses:Alloying agent in stainless steel, batteries, and electronic devices. Lead:Physical Properties:Dense, malleable, and corrosion-resistant. Uses:Batteries, radiation shielding, and construction. Physical Properties of Metallic Materials:Strength:Ability to withstand an applied force without breaking or deforming. Conductivity:Ability to conduct electricity or heat. Magnetism:Ability to be attracted or repelled by a magnet. Malleability:Ability to deform under pressure, usually into thin sheets. Ductility:Ability to undergo significant deformation before rupture or breaking. Corrosion Resistance:Ability to withstand deterioration due to chemical reactions with the environment. Density:Mass per unit volume, indicating the compactness of the material. Melting Point:Temperature at which a solid turns into a liquid. 10 Uses of Metallic Materials:Construction of buildings and infrastructure. Electrical wiring for power distribution. Manufacturing of machinery and equipment. Automotive industry for vehicle production. Aerospace components for aircraft manufacturing. Medical implants and equipment."}
{"text": "Automotive industry for vehicle production. Aerospace components for aircraft manufacturing. Medical implants and equipment. Plumbing fittings for water distribution. Electronic components in various devices. Battery production for energy storage. Marine applications for corrosion-resistant materials. Importance of Metallic Materials:Structural Integrity:Essential for building sturdy and durable structures. Versatility:Used across various industries due to their unique properties. Conductivity:Crucial for electrical wiring, facilitating the transmission of electricity. Magnetic Properties:Valuable in applications such as motors and generators. Corrosion Resistance:Ensures longevity and durability, particularly in outdoor environments. Weight Savings:Lightweight materials like aluminum contribute to fuel efficiency in transportation. Aesthetics:Metals like brass and bronze are valued for their visual appeal in decorative items. Medical Applications:Used in medical implants and devices due to biocompatibility. Environmental Benefits:Recyclability of many metallic materials reduces environmental impact. Economic Impact:Plays a crucial role in the manufacturing sector, contributing to economic development and job creation. 3.0 Materials for Production3.3 Non-Metallic Materials 10 Lessons Learning Objectives: By the end of this sub-strand, you should be able to: a Identify non-metallic materials found in the locality, b Categorize non-metallic materials as either synthetic or natural, c Describe the physical properties of non-metallic materials found in the locality, d Relate non-metallic materials to their uses in the locality, e Appreciate the use of non-metallic materials in production. Lesson 1: Introduction to Non-Metallic MaterialsBrainstorming and Research:Brainstorming:Discussing what comes to mind when thinking about non-metallic materials. Research:Using print or digital media to explore and gather information on non-metallic materials. Discussion:Group discussion on identified materials like wood, stone, plastics, paper, rubber, cement, glass, and ceramics. Lesson 2: Categorization of Non-Metallic MaterialsSorting Activity:Activity:Sorting materials into synthetic and natural categories. Example:Natural: Wood, Stone, RubberSynthetic: Plastics, Paper, CementDiscussion:Exploring the characteristics that define synthetic and natural materials. Lesson 3: Physical Properties ExaminationPractical Activities:Practical Exercises:Hands-on activities examining the physical properties of non-metallic materials. Properties Examined:Color, Texture, Hardness, Fire Resistance."}
{"text": "Example:Natural: Wood, Stone, RubberSynthetic: Plastics, Paper, CementDiscussion:Exploring the characteristics that define synthetic and natural materials. Lesson 3: Physical Properties ExaminationPractical Activities:Practical Exercises:Hands-on activities examining the physical properties of non-metallic materials. Properties Examined:Color, Texture, Hardness, Fire Resistance. Example:Examining the color and texture of wood and stone, testing hardness and fire resistance. Lesson 4: Discussion on Physical PropertiesGroup Discussion:Discussion:Engaging in a group discussion on the importance of various physical properties. Example:Discussing the significance of fire resistance in materials like ceramics. Lesson 5: Matching Materials to their Use in the LocalityInteractive Activity:Matching Activity:Group activity to match non-metallic materials to their specific uses in the locality. Example:Matching rubber to its use in local industries for manufacturing. Lesson 6-10: In-depth Exploration of Non-Metallic MaterialsIn-depth Study:Focused Study on Specific Materials:Devoting each lesson to in-depth exploration of specific non-metallic materials. Example:Wood: Understanding its versatility and applications in construction and furniture. Key Inquiry Question:Why are non-metallic materials important? Group Discussion:Collaborative discussion on the importance of non-metallic materials. Discussion Points:Versatility: Used in diverse applications from construction to daily consumer goods. Sustainability: Natural materials contribute to sustainable practices. Functionality: Each material has unique properties catering to specific needs. Overall Understanding:Identification of Non-Metallic Materials:Recognizing various non-metallic materials commonly found in the locality. Categorization:Understanding the classification of non-metallic materials as either synthetic or natural. Physical Properties Examination:Engaging in hands-on activities to understand the physical properties of non-metallic materials. Application in the Locality:Relating non-metallic materials to their specific uses in the local context. Appreciation for Non-Metallic Materials:Developing a collective appreciation for the importance of non-metallic materials in various aspects of production and daily life. Non-Metallic Materials Found in the Locality:Wood Natural :Physical Properties:Color: Varies based on the type of wood, e.g., oak, pine. Texture: Grainy or smooth. Hardness: Varies, but generally less hard than metals. Uses:Construction, furniture, paper production. Stone Natural :Physical Properties:Color: Varied, e.g., granite, limestone."}
{"text": "Hardness: Varies, but generally less hard than metals. Uses:Construction, furniture, paper production. Stone Natural :Physical Properties:Color: Varied, e.g., granite, limestone. Texture: Ranges from rough to smooth. Hardness: Generally hard. Uses:Construction, sculptures, decorative purposes. Plastics Synthetic :Physical Properties:Color: Diverse colors based on additives. Texture: Can be smooth or textured. Hardness: Varies from flexible to rigid. Uses:Packaging, containers, toys, medical devices. Paper Natural :Physical Properties:Color: Typically white or brown. Texture: Can be smooth or coarse. Hardness: Relatively soft. Uses:Writing, printing, packaging. Rubber Natural Synthetic :Physical Properties:Color: Usually black or brown. Texture: Elastic and flexible. Hardness: Soft. Uses:Tires, hoses, footwear, seals. Cement Synthetic :Physical Properties:Color: Gray when dry. Texture: Powdery when dry, hardens when mixed with water. Hardness: Becomes very hard when cured. Uses:Construction, building foundations. Glass Synthetic :Physical Properties:Color: Transparent or tinted. Texture: Smooth and brittle. Hardness: Hard and brittle. Uses:Windows, containers, optical lenses. Ceramics Natural Synthetic :Physical Properties:Color: Varies, often earthy tones. Texture: Smooth and brittle. Hardness: Hard. Uses:Pottery, tiles, insulators. Concrete Synthetic :Physical Properties:Color: Gray. Texture: Rigid and coarse. Hardness: Very hard. Uses:Construction, infrastructure. Natural Fiber Natural :Physical Properties:Color: Varies based on the fiber source. Texture: Natural, often soft. Hardness: Flexible. Uses:Textiles, rope, mats. Importance of Non-Metallic Materials:Versatility:Non-metallic materials are versatile and can be adapted for various purposes. Sustainability:Natural materials contribute to sustainable practices and are often renewable. Insulation:Non-metallic materials like rubber and plastics are excellent insulators of electricity and heat. Aesthetics:Materials like wood, stone, and ceramics contribute to the aesthetic appeal of products. Lightweight:Many non-metallic materials are lightweight, making them suitable for various applications. Corrosion Resistance:Non-metallic materials are not prone to corrosion, making them durable in certain environments."}
{"text": "Aesthetics:Materials like wood, stone, and ceramics contribute to the aesthetic appeal of products. Lightweight:Many non-metallic materials are lightweight, making them suitable for various applications. Corrosion Resistance:Non-metallic materials are not prone to corrosion, making them durable in certain environments. Customization:Non-metallic materials can be easily molded and shaped for specific applications. Biocompatibility:Some non-metallic materials, like certain plastics and ceramics, are biocompatible, making them suitable for medical applications. Cost-Effective:Non-metallic materials are often more cost-effective than metals, making them accessible for various industries. Innovation:Non-metallic materials continue to drive innovation in various fields, from construction to electronics. 4.0 Tools and Production4.1 Measuring and Marking Out Tools 18 Lessons Learning Objectives: By the end of this sub-strand, learners should be able to: a Identify measuring and marking out tools in the work environment, b Select measuring and marking out tools for a given task, c Use measuring and marking out tools to perform a given task, d Care for measuring and marking out tools in the work environment, e Recognize the importance of measuring and marking out tools in the work environment. Lesson 1-3: Introduction to Measuring ToolsBrainstorming and Identification:Brainstorming:Encouraging learners to think about tools used for measurement. Identification:Utilizing visual aids and real-life examples to identify measuring tools. Lesson 4-6: Introduction to Marking Out ToolsBrainstorming and Identification:Brainstorming:Exploring what learners already know about marking out tools. Identification:Identifying marking out tools in the work environment using visual aids. Lesson 7-9: Discussion on the Use of Measuring and Marking Out ToolsGroup Discussion:Topic:Discussing the relevance and significance of measuring and marking out tools. Examples:Engaging learners with real-world examples of precision and accurate measurements. Lesson 10-12: Selecting Appropriate Tools for TasksInteractive Activity:Task Assignment:Assigning tasks and guiding learners to choose the right measuring and marking out tools. Example:Providing a scenario where they need to measure a specific length and select the appropriate tool. Lesson 13-15: Research on Tool UseResearch Activity:Information Search:Guiding learners to use available resources to understand the practical use of tools. Group Discussion:Sharing findings and discussing applications in different industries."}
{"text": "Example:Providing a scenario where they need to measure a specific length and select the appropriate tool. Lesson 13-15: Research on Tool UseResearch Activity:Information Search:Guiding learners to use available resources to understand the practical use of tools. Group Discussion:Sharing findings and discussing applications in different industries. Lesson 16-18: Practical Demonstration and MaintenancePractical Demonstration:Demonstrations:Showing how to use measuring and marking out tools for specific tasks. Care and Maintenance:Teaching the importance of caring for and maintaining tools for prolonged use. Key Inquiry Questions:Why are measuring and marking out tools important in a work environment? Group Discussion:Encouraging learners to share thoughts on precision, efficiency, and avoiding errors in work tasks. How are measuring and marking out tools used in a work environment? Practical Exercises:Engaging learners in hands-on tasks to apply the knowledge acquired during the lessons. Overall Understanding:Tool Identification:Ensuring learners can identify a variety of measuring and marking out tools. Selection and Use:Teaching the skill of selecting the right tool for specific tasks and using them effectively. Importance of Precision:Emphasizing the significance of precision and accuracy in various work environments. Care and Maintenance:Instilling the habit of caring for and maintaining tools to ensure longevity and optimal performance. Measuring Tools:Tape Measure:Use:Measuring longer distances, especially in construction and carpentry. Steel Rule:Use:Providing precise measurements for smaller objects in various industries. Calipers:Use:Measuring the distance between two opposite sides of an object with great accuracy, commonly used in engineering and machining. Weighing Balance:Use:Determining the weight of objects, crucial in laboratories and scientific experiments. Stopwatch:Use:Measuring time intervals, essential in sports, manufacturing, and scientific research. Ammeter:Use:Measuring electrical current flow in a circuit, vital for electrical troubleshooting and maintenance. Voltmeter:Use:Measuring electrical voltage, critical for analyzing and maintaining electrical systems. Divider:Use:Dividing distances into equal parts in various precision applications such as metalworking and woodworking. Try-Square:Use:Ensuring the accuracy of right angles in woodworking and metalworking. Marking Gauge:Use:Creating straight lines and accurate measurements on wood and other materials. Dot Punch:Use:Creating precise reference points on metal surfaces for drilling or machining."}
{"text": "Try-Square:Use:Ensuring the accuracy of right angles in woodworking and metalworking. Marking Gauge:Use:Creating straight lines and accurate measurements on wood and other materials. Dot Punch:Use:Creating precise reference points on metal surfaces for drilling or machining. Scriber:Use:Marking precise lines on metal or other materials, often used in metalworking and machining. Pencil:Use:Basic tool for marking on various materials, from paper to wood. Marking Knife:Use:Producing precise markings on wood or other soft materials, commonly used in woodworking. Electronic Level:Use:Measuring the inclination or tilt of an object, crucial in construction and carpentry. Importance of Precision and Accuracy:Quality Assurance:Ensures the production of high-quality products or services. Safety:Critical in industries where precision is vital for safety, such as aerospace or medical equipment manufacturing. Cost Efficiency:Reduces material wastage and unnecessary rework, leading to cost savings. Customer Satisfaction:Precision ensures that products meet or exceed customer expectations. Care and Maintenance:Regular Cleaning:Keep tools clean to prevent inaccuracies caused by dirt or debris. Proper Storage:Store tools in designated places to avoid damage and misplacement. Regular Calibration:Calibrate tools regularly to maintain accuracy. Avoiding Impact:Handle tools with care to prevent damage to delicate components. Importance of Care and Maintenance:Prolonged Lifespan:Regular care extends the lifespan of tools, providing long-term utility. Consistent Accuracy:Well-maintained tools maintain their accuracy, ensuring reliable measurements. Reduced Downtime:Properly cared-for tools are less likely to malfunction, reducing downtime in work processes. Cost Savings:Regular maintenance reduces the need for frequent replacements, saving on costs. Safety:Properly maintained tools are safer to use, preventing accidents due to malfunction or inaccurate measurements. 4.0 Tools and Production4.2 Production of Goods and Services 8 Lessons Learning Objectives: By the end of this sub-strand, learners should be able to: a Explain the benefits of production to the community, b Distinguish between goods and services found in the local market, c Describe the factors of production in the community, d Analyze the ethical and unethical practices in the production of goods and services, e Participate in production activities in the community."}
{"text": "Cost Savings:Regular maintenance reduces the need for frequent replacements, saving on costs. Safety:Properly maintained tools are safer to use, preventing accidents due to malfunction or inaccurate measurements. 4.0 Tools and Production4.2 Production of Goods and Services 8 Lessons Learning Objectives: By the end of this sub-strand, learners should be able to: a Explain the benefits of production to the community, b Distinguish between goods and services found in the local market, c Describe the factors of production in the community, d Analyze the ethical and unethical practices in the production of goods and services, e Participate in production activities in the community. Lesson 1-2: Meaning and Benefits of ProductionBrainstorming and Presentation:Brainstorming:Open discussion on what \"production\" means to learners. Encourage sharing of ideas and personal experiences related to production. Presentation:Introduction to the concept of production, emphasizing its importance to individuals and the community. Lesson 3-4: Goods and Services in the Local MarketDiscussion and Presentation:Discussion:Differentiating between goods and services through group discussion. Presentation:Provide examples and characteristics of goods and services found in the local market. Lesson 5-6: Factors of ProductionCase Study Analysis:Case Study:Analyzing a case study on a local business, identifying factors of production involved. Discussion:Engage in a discussion on the importance of land, labor, capital, and entrepreneurship in the production process. Lesson 7-8: Ethical and Unethical Practices in ProductionResearch and Discussion:Research:Individual or group research on ethical and unethical practices in production. Discussion:Facilitate a group discussion where learners share their findings and insights. Encourage critical thinking on the consequences of such practices. Key Inquiry Question:Why are factors of production important? Discussion:Engage learners in a group discussion exploring the critical role factors of production play in economic activities and community development. Overall Understanding:Benefits of Production:Emphasize the positive impacts of production on community development, economic growth, and individual well-being. Goods and Services:Ensure a clear understanding of the distinctions between tangible goods and intangible services available in the local market. Factors of Production:Reinforce the importance of land, labor, capital, and entrepreneurship in the production process. Ethical Practices:Encourage learners to think critically about ethical practices that contribute positively to the community and economy."}
{"text": "Goods and Services:Ensure a clear understanding of the distinctions between tangible goods and intangible services available in the local market. Factors of Production:Reinforce the importance of land, labor, capital, and entrepreneurship in the production process. Ethical Practices:Encourage learners to think critically about ethical practices that contribute positively to the community and economy. Community Participation:Motivate learners to actively participate in community production activities for hands-on experience. Application of Knowledge:Real-World Application:Discuss real-world examples where the knowledge gained about production can be applied. Ethical Decision-Making:Encourage learners to think about making ethical decisions in their personal and community production activities. Active Citizenship:Emphasize the role of active citizenship in contributing positively to community development through ethical and productive practices. 1. Production:Definition: Production refers to the process of creating goods and services by utilizing various resources and transforming inputs into outputs. It involves the creation and provision of products or services that fulfill human needs and wants. Benefits of Production:Economic Growth: Production contributes significantly to economic growth by generating income, employment, and business opportunities. Improved Living Standards: The availability of goods and services enhances the quality of life by providing the necessities and conveniences people require. Innovation and Technological Advancement: Production drives innovation as businesses seek efficient ways to create and deliver goods and services. Global Trade: It facilitates global trade, allowing countries to specialize in what they do best and exchange goods and services internationally. Community Development: Local production fosters community development by creating a network of interconnected businesses and services. 2. Distinguishing Goods and Services:Goods:Definition: Tangible, physical products that can be touched, seen, and stored. Examples: Clothing, electronics, furniture, cars. Characteristics: Tangibility, durability, and the ability to be stored. Services:Definition: Intangible actions or tasks performed to meet a need or desire. Examples: Education, healthcare, consulting, transportation. Characteristics: Intangibility, perishability cannot be stored , and inseparability produced and consumed simultaneously . 3. Factors of Production:Land:Role: Natural resources used in the production process. Examples: Agricultural land, minerals, water resources. Labor:Role: Human effort and skills applied to the production of goods and services. Examples: Workers, employees, skilled professionals. Capital:Role: Tools, machinery, and financial resources used in production. Examples: Factories, computers, money for investment."}
{"text": "Examples: Workers, employees, skilled professionals. Capital:Role: Tools, machinery, and financial resources used in production. Examples: Factories, computers, money for investment. Entrepreneurship:Role: Innovation, risk-taking, and organizing resources for production. Examples: Business owners, innovators, risk-takers. 4. Ethical and Unethical Practices in Production:Ethical Practices:Fair Labor Practices: Treating workers fairly, providing safe working conditions, and paying a living wage. Environmental Sustainability: Adopting eco-friendly production methods and minimizing environmental impact. Honest Marketing: Providing accurate information to consumers about products and services. Community Engagement: Contributing positively to the communities in which production activities take place. Unethical Practices:Exploitative Labor: Unfair treatment of workers, including low wages, long hours, and poor working conditions. Environmental Harm: Ignoring environmental regulations, leading to pollution and resource depletion. False Advertising: Deceptive marketing practices that mislead consumers about product attributes. Sweatshop Labor: Using cheap and exploitative labor practices, often in developing countries. 5.0 Entrepreneurship5.1 Introduction to Entrepreneurship 8 lessons Learning Objectives:By the end of this sub-strand, the learner should be able to:a Explain the Importance of Entrepreneurship:Discuss the significance of entrepreneurship for both individuals and communities. B Describe the Qualities of an Entrepreneur in Business:Identify and articulate the key qualities that define a successful entrepreneur. C Explore Sources of Business Ideas for a Business Venture:Utilize available resources to investigate and present various sources of business ideas. D Analyse the Factors Considered When Evaluating the Viability of a Business Opportunity:Evaluate the critical factors involved in assessing the feasibility of a business opportunity. E Evaluate the Factors That Enhance Success in a Business:Examine and assess the factors contributing to success in a business venture. F Practice Entrepreneurship for Self and Community Development:Engage in practical entrepreneurial activities aimed at personal and community development. Learner's Guided Activities:Brainstorm and Present the Meaning of 'Entrepreneur' and 'Entrepreneurship':Encourage learners to collectively define the terms 'entrepreneur' and 'entrepreneurship. 'Discuss and Present on the Importance of Entrepreneurship:Facilitate discussions on the significance of entrepreneurship at both individual and community levels."}
{"text": "E Evaluate the Factors That Enhance Success in a Business:Examine and assess the factors contributing to success in a business venture. F Practice Entrepreneurship for Self and Community Development:Engage in practical entrepreneurial activities aimed at personal and community development. Learner's Guided Activities:Brainstorm and Present the Meaning of 'Entrepreneur' and 'Entrepreneurship':Encourage learners to collectively define the terms 'entrepreneur' and 'entrepreneurship. 'Discuss and Present on the Importance of Entrepreneurship:Facilitate discussions on the significance of entrepreneurship at both individual and community levels. Download and Watch a Video Clip or Use Resources on Entrepreneurial Qualities:Instruct learners to use multimedia resources to understand and present the qualities of a successful entrepreneur. Conduct Self-Assessment on Entrepreneurial Qualities:Guide learners in assessing their own entrepreneurial qualities and areas for improvement. Search for and Present the Meaning and Sources of Business Ideas:Direct learners to utilize available resources to explore and present various sources of business ideas. Compile a List of Business Ideas and Determine Viability:Task learners with compiling a list of potential business ideas and conducting an analysis to determine their viability. Read, Analyze, and Present a Case Study on Factors Enhancing Business Success:Assign a case study for learners to read, analyze, and present key factors that contribute to the success of a business. Practice Entrepreneurship for Self and Community Development:Engage learners in practical entrepreneurial activities with the goal of fostering both personal and community development. These learning activities aim to provide a comprehensive understanding of entrepreneurship, from conceptual foundations to practical applications. 1. Meaning of 'Entrepreneur' and 'Entrepreneurship':Entrepreneur:Individual who initiates and operates a business, taking on financial risks with the goal of profit. Someone willing to innovate, create, and manage a venture. Entrepreneurship:The process of designing, launching, and running a new business. Involves the willingness to take risks and create something new in the pursuit of opportunities. 2. Significance of Entrepreneurship at Both Individual and Community Levels:Individual Level:Economic Growth: Enables individuals to create wealth and achieve financial independence. Self-Reliance: Empowers individuals to rely on their skills and ideas for income. Innovation: Fosters creativity and the pursuit of personal goals. Community Level:Job Creation: Entrepreneurs establish businesses that generate employment opportunities. Economic Stability: Diversifies the economy, reducing dependence on specific industries."}
{"text": "Innovation: Fosters creativity and the pursuit of personal goals. Community Level:Job Creation: Entrepreneurs establish businesses that generate employment opportunities. Economic Stability: Diversifies the economy, reducing dependence on specific industries. Community Development: Sparks innovation, improves living standards, and contributes to social well-being. 3. Qualities of a Successful Entrepreneur:Innovative Thinking:Ability to generate new ideas and approaches. Risk-Taking Ability:Willingness to take calculated risks for potential rewards. Leadership Skills:Capacity to guide and inspire a team toward common goals. Adaptability and Resilience:Ability to navigate challenges and adapt to changing circumstances. Vision and Goal-Oriented:Clear vision for the business and the ability to set and achieve goals. 4. Meaning and Sources of Business Ideas:Meaning of Business Ideas:Concepts or plans that have the potential to be developed into a profitable business. Sources of Business Ideas:Market Trends: Identifying emerging needs and preferences in the market. Personal Experiences: Solving problems based on personal challenges or observations. Industry Gaps: Identifying areas where current products or services are lacking. Technology and Innovation: Utilizing advancements to create novel products or services. 5. Key Factors Contributing to the Success of a Business:Effective Business Planning:Developing a comprehensive business plan with clear goals and strategies. Market Research and Understanding Customer Needs:Conducting thorough market analysis to identify target audiences and their needs. Strong Leadership and Management:Competent leadership to guide the team and effective management of resources. Adaptation to Changing Market Conditions:Flexibility to adjust strategies based on market dynamics. Financial Management and Sustainability:Sound financial practices ensuring the long-term viability of the business. 5.0 Entrepreneurship5.2 Money 10 lessons Learning Objectives:By the end of this sub-strand, the learner should be able to:a Identify the Characteristics of Money as a Medium of Exchange:Recognize and understand the fundamental features that define money as a medium of exchange. B Explain the Uses of Money in Day-to-Day Life:Articulate the various ways in which money is utilized in everyday activities. C Describe the Key Security Features of the Kenyan Currency:Analyze and understand the security measures embedded in the Kenyan currency. D Analyse the Themes and Symbols on the Kenyan Currency:Investigate and interpret the thematic elements and symbols present on Kenyan currency."}
{"text": "B Explain the Uses of Money in Day-to-Day Life:Articulate the various ways in which money is utilized in everyday activities. C Describe the Key Security Features of the Kenyan Currency:Analyze and understand the security measures embedded in the Kenyan currency. D Analyse the Themes and Symbols on the Kenyan Currency:Investigate and interpret the thematic elements and symbols present on Kenyan currency. E Appreciate the Use of Money in Day-to-Day Life:Develop an understanding and appreciation for the role of money in daily activities. Learner's Guided Activities:Brainstorm and Present the Meaning and Characteristics of Money:Facilitate discussions and presentations on the definition and key characteristics of money. Share Experiences on the Use of Money for Buying Goods and Services:Encourage learners to share personal experiences related to the use of money for purchasing goods and services. Discuss and Present on the Uses of Money:Engage learners in discussions and presentations exploring the diverse uses of money. Use Print or Digital Media to Search for Information on the Uses of Money:Instruct learners to utilize print or digital media to gather information on various applications of money. Use Kenyan Currency to Observe Key Security Features:Guide learners in using Kenyan currency to observe and understand the security features incorporated into the currency. Brainstorm and Present Themes and Symbols on the Kenyan Currency:Facilitate brainstorming sessions and presentations on the themes and symbols depicted on Kenyan currency. Use Different Denominations of Kenyan Currency to Examine Themes and Symbols:Instruct learners to explore various denominations of Kenyan currency, examining and interpreting the themes and symbols present. These activities aim to provide learners with a comprehensive understanding of money, including its characteristics, uses, security features, and the symbolic elements embedded in the national currency. 1. Meaning and Characteristics of Money:Meaning:Definition: Medium of exchange that is widely accepted in transactions for goods, services, or settlement of debts. Function: Facilitates economic transactions, eliminating the need for barter. Characteristics:Durability: Should withstand wear and tear. Portability: Easily carried and transferred. Divisibility: Can be divided into smaller units. Uniformity: Each unit is the same in terms of value and features. Limited Supply: Controlled to maintain value. Acceptability: Universally recognized and accepted. 2. Use of Money for Buying Goods and Services:Medium of Exchange:Facilitates transactions between buyers and sellers."}
{"text": "Acceptability: Universally recognized and accepted. 2. Use of Money for Buying Goods and Services:Medium of Exchange:Facilitates transactions between buyers and sellers. Store of Value:Enables saving and holding value for future use. Unit of Account:Serves as a standard measure of value for goods and services. Standard of Deferred Payment:Allows for agreements to pay in the future. Convenience:Enhances the ease and efficiency of transactions. 3. Kenyan Currency Key Security Features:Watermark:Prominent images visible when held against light. Security Thread:Thin metallic thread with text and images. Color-Shifting Ink:Color changes when viewed from different angles. Microprinting:Tiny text or patterns that are difficult to reproduce. Raised Printing:Certain elements are raised to the touch. See-Through Feature:Design elements that align when the note is held up to the light. 4. Themes and Symbols on the Kenyan Currency:Big Five Series Current :Features iconic African wildlife such as lions, elephants, rhinos, buffaloes, and leopards. Effigy of Kenyatta Series Previous :Portraits of Jomo Kenyatta, Kenya's first president. Historical Figures:Depictions of notable individuals in Kenyan history. Cultural Symbols:Symbols representing Kenya's diverse cultures and heritage. 5. List of Different Kenyan Currency, Their Themes, Symbols, and Meaning:Current Series: Big Five 2019 - Present Denominations: Various, including 50, 100, 200, 500, and 1000 shillings. Themes and Symbols: Wildlife representing the \"Big Five\" animals in Africa. Meaning: Celebrates Kenya's rich biodiversity and tourism. Previous Series: Effigy of Kenyatta 1986 - 2019 Denominations: Various, including 5, 10, 20, 50, 100, 200, 500, and 1000 shillings. Themes and Symbols: Portraits of Jomo Kenyatta, Kenya's first president. Meaning: Honors Kenya's founding leader and emphasizes national pride. Other Commemorative Series: Various e.g., 2010 Constitution Series Denominations: Vary based on the commemorative event. Themes and Symbols: Reflect the significance of the commemorated event. Meaning: Commemorates historical events, achievements, or milestones in KenyaThemes and Symbols on Kenyan Currency:National landmarks. Wildlife. National heroes."}
{"text": "Meaning: Commemorates historical events, achievements, or milestones in KenyaThemes and Symbols on Kenyan Currency:National landmarks. Wildlife. National heroes. Cultural artifacts. Agriculture and farming. Transport and infrastructure. Economic activities. Education and knowledge. Independence and freedom. National unity and diversity. Examples of Kenyan Currency and Their Themes:1000 Kenyan Shillings - Elephants Wildlife . 500 Kenyan Shillings - Jomo Kenyatta National Hero . 200 Kenyan Shillings - SGR Train Transport and Infrastructure . 100 Kenyan Shillings - Buffalo Wildlife . 50 Kenyan Shillings - Green Energy Economic Activities . 20 Kenyan Shillings - Giraffes Wildlife . 10 Kenyan Shillings - Coffee Farming Agriculture . 5 Kenyan Shillings - The Big Five Wildlife . 2 Kenyan Shillings - Tourism National Landmarks . 1 Kenyan Shilling - The Coat of Arms National Unity . 5.0 Entrepreneurship5.3 Financial Goals 10 lessons Learning Objectives:By the end of this sub-strand, the learner should be able to:a Explain the Importance of Setting Goals in Financial Management:Articulate the significance of establishing clear financial objectives for effective financial management. B Analyse the Factors to Consider When Setting Financial Goals:Evaluate the key considerations and factors influencing the establishment of financial goals. C Formulate Financial Goals for Individual Development:Develop and articulate personalized financial goals aligned with individual development. D Observe Financial Discipline in Financial Management:Practice and adhere to financial discipline in the management of personal finances. Learner's Guided Activities:Discuss and Present the Meaning and Importance of Setting Goals in Financial Management:Engage learners in discussions and presentations on the definition and significance of setting financial goals. Discuss and Present the Importance of Financial Discipline:Explore and present the importance of maintaining financial discipline for long-term financial well-being. Brainstorm and Present on the Factors to Consider When Setting Financial Goals:Facilitate brainstorming sessions and presentations on various factors that should be considered when setting financial goals. Use Print or Digital Media to Search for Information on Setting Financial Goals:Instruct learners to use print or digital media to gather information and insights on effective strategies for setting financial goals."}
{"text": "Discuss and Present the Importance of Financial Discipline:Explore and present the importance of maintaining financial discipline for long-term financial well-being. Brainstorm and Present on the Factors to Consider When Setting Financial Goals:Facilitate brainstorming sessions and presentations on various factors that should be considered when setting financial goals. Use Print or Digital Media to Search for Information on Setting Financial Goals:Instruct learners to use print or digital media to gather information and insights on effective strategies for setting financial goals. Set Specific Measurable Achievable Realistic and Time-Bound SMART Financial Goals:Guide learners in the practical application of the SMART criteria to set well-defined financial goals. Guiding Questions for Reflection:Why is it Important for an Individual to Set Financial Goals? Encourages learners to reflect on the personal benefits and motivation behind setting financial goals. What are the Factors to Consider When Setting Financial Goals? Guides learners in analyzing and understanding the various considerations that influence effective financial goal-setting. 1. Meaning and Importance of Setting Goals in Financial Management:Meaning:Definition: Establishing clear and achievable objectives for one's financial future. Purpose: Provides a roadmap for financial decision-making and resource allocation. Involves: Identifying financial aspirations, such as savings targets, investment goals, and debt reduction plans. Importance:Direction and Focus:Guides financial decisions by providing a clear sense of direction. Motivation:Fosters motivation by creating tangible targets to work towards. Resource Allocation:Helps prioritize spending and saving based on identified goals. Measuring Progress:Enables individuals to track and measure their financial progress. Financial Security:Enhances financial stability and security over the long term. 2. Importance of Financial Discipline:Avoids Impulsive Decisions:Financial discipline prevents impulsive spending or investment decisions. Encourages Saving:Fosters a habit of regular saving, contributing to financial stability. Debt Management:Helps in managing and reducing debts systematically. Consistent Investment:Encourages disciplined and consistent investment practices. Long-Term Financial Health:Contributes to overall financial well-being by promoting responsible financial behavior. 3. Factors to Consider When Setting Financial Goals:Specificity:Clearly define each financial goal to avoid ambiguity. Measurability:Establish quantifiable metrics to track progress. Achievability:Set goals that are realistic and attainable based on current financial circumstances. Relevance:Align goals with personal values and overall financial objectives. Time-Bound:Set a timeframe for each goal to create a sense of urgency and accountability."}
{"text": "Achievability:Set goals that are realistic and attainable based on current financial circumstances. Relevance:Align goals with personal values and overall financial objectives. Time-Bound:Set a timeframe for each goal to create a sense of urgency and accountability. Flexibility:Allow for adjustments to goals as life circumstances change. Risk Consideration:Assess and mitigate potential risks associated with each financial goal.4.Specific Measurable Achievable Realistic and Time-Bound SMART Financial Goals:Specific:Clearly define the goal, answering who, what, where, when, and why. Measurable:Establish quantifiable criteria for tracking progress. Achievable:Ensure the goal is realistic and attainable within current constraints. Realistic:Set goals that are practical and aligned with available resources. Time-Bound:Assign a specific timeframe for achieving the goal. Example: Saving 5,000 for an emergency fund within the next 12 months. Importance of Setting Financial Goals:Financial planning and stability. Wealth accumulation. Budgeting and expense management. Future investments. Emergency fund creation. Retirement planning. Achievement of personal aspirations. Education and skill development. Homeownership. Improved quality of life. Factors to Consider When Setting Financial Goals:Clear and specific objectives. Measurable outcomes. Achievable within a set timeframe. Realistic and aligned with personal values. Consideration of income and expenses. Evaluation of risk tolerance. Adjustment for life changes. Periodic reassessment and updates. Consultation with financial advisors. Consistent tracking of progress. Formulating SMART Financial Goals:Specific, Measurable, Achievable, Realistic, Time-bound. Observing Financial Discipline:Budgeting and expense tracking. Avoiding impulsive spending. Regular saving and investing. Debt management and reduction. Emergency fund creation. Continual financial education. Planning for major life events. Seeking professional financial advice. Reviewing and adjusting financial plans. Adapting to changing economic conditions. Top of FormTop of FormTop of FormTop of FormTop of FormTop of FormTop of FormTop of FormTop of FormTop of Form."}
{"text": "1. What is the importance of heat transfer methods like conduction, convection, and radiation in cooking foods? -. These methods are crucial for cooking food evenly and efficiently, each using different means to transfer heat into food, affecting the texture, flavor, and nutritional value. 2. How does the method of heat transfer affect the nutritional content of foods? -. Different methods can either preserve nutrients or lead to their loss; for example, slow cooking at lower temperatures generally preserves nutrients better than high-temperature methods. 3. What are simple sugars, and can you provide examples? -. Simple sugars are basic forms of carbohydrates that digest quickly, such as glucose and fructose, found in fruits and sweetened foods. 4. Explain the concept of double sugars with examples. -. Double sugars, or disaccharides, consist of two linked sugar molecules, like sucrose table sugar and lactose milk sugar . 5. What are starchy foods, and why are they important in the diet? -. Starchy foods like potatoes, rice, and bread are primary sources of energy and provide essential nutrients, including fiber. 6. Describe the effect of dry heat on carbohydrate-rich foods. -. Dry heat methods like baking or roasting can cause caramelization and dextrinization, enhancing flavor and changing texture. 7. How does moist heat affect carbohydrate-rich foods like rice? -. Moist heat, such as boiling or steaming, gelatinizes starch, making grains like rice softer and easier to digest. 8. What are the nutritional changes that occur when carbohydrates are exposed to heat? -. Heat can break down vitamins and alter starches and sugars, affecting their digestibility and caloric content. 9. How can you conserve food nutrients when cooking carbohydrate-rich foods? -. Methods include using minimal water for boiling, avoiding overcooking, and incorporating steaming to preserve vitamins and minerals. 10. Why is it important to observe safety measures when cooking carbohydrate-rich foods? -. Ensuring safety, like avoiding cross-contamination and cooking foods to safe temperatures, prevents foodborne illnesses. 11. What are the requirements for boiling carbohydrates like porridge? -. Adequate water to cover the food, consistent heat to maintain a steady boil, and occasional stirring to prevent sticking. 12. Outline the steps to follow when cooking porridge to ensure it is well-cooked. -. Measure the water and porridge mix, bring to a boil, then simmer while stirring frequently until the mixture thickens and cooks thoroughly. 13."}
{"text": "Outline the steps to follow when cooking porridge to ensure it is well-cooked. -. Measure the water and porridge mix, bring to a boil, then simmer while stirring frequently until the mixture thickens and cooks thoroughly. 13. What are the effects of heat on food like maize when grilling? -. Grilling maize can develop flavor through caramelization and may reduce some nutrient levels like vitamin C. 14. What are the methods of heat transfer applicable when grilling foods? -. Radiation from the heat source cooks the food, creating distinctive charred flavors and textures. 15. Why is it necessary to understand different cooking methods for carbohydrate-rich foods? -. Different methods can affect the taste, texture, nutritional value, and overall digestibility of carbohydrate-rich foods. 16. What are the factors to consider during the table setting in meal presentation? -. Consider the occasion, the number of guests, the menu items, and the cultural context of the meal. 17. How do you properly set a table for meal presentation? -. Arrange tableware according to the sequence of courses, with utensils placed in the order of use from outside in. 18. What are the requirements for table setting when serving meals? -. Clean and appropriate tableware, a clean tablecloth, and utensils arranged neatly and functionally for each diner. 19. Explain the guidelines for planning meals for special occasions. -. Include a variety of foods to cater to different dietary needs, ensure the menu fits the event's formality, and prepare foods that can be easily served and eaten at the event. 20. How should you prepare carbohydrate-rich foods to maximize nutrient retention? -. Use cooking methods that require less water and shorter cooking times, such as steaming or microwaving, to preserve water-soluble nutrients. 21. What is meal presentation and why is it important? -. Meal presentation involves arranging food attractively on the plate, enhancing the dining experience by appealing to the senses. 22. Discuss the importance of meal planning in nutritional balance. -. Meal planning helps ensure that all food groups and essential nutrients are appropriately included across meals, promoting a balanced diet. 23. How does food presentation affect the perception of a meal's quality? -. Attractive food presentation can enhance perceived taste and satisfaction, makingthe meal more enjoyable. 24. Describe how to ensure food safety in meal preparation. -. Follow hygiene practices like washing hands and surfaces, cook foods to safe temperatures, and store foods properly before and after preparation. 25."}
{"text": "Describe how to ensure food safety in meal preparation.- Follow hygiene practices like washing hands and surfaces, cook foods to safe temperatures, and store foods properly before and after preparation.25.What are the health considerations when preparing meals for individuals with allergies?- Avoid cross-contamination, use allergen-free ingredients, and clearly communicate menu contents to guests.26.How do cultural preferences impact meal planning and food preparation?- Cultural preferences dictate the selection of ingredients, cooking methods, and how food is served and eaten, reflecting community traditions and values.27.Why is dietary diversity important in meal planning?- Dietary diversity ensures a range of nutrients are consumed, supporting overall health and reducing the risk of nutrient deficiencies.28.How can one incorporate seasonal produce into meal planning?- Use seasonal fruits and vegetables as they are fresher, more flavorful, and often more affordable, enhancing the nutritional quality of meals.29. What techniques can be used to enhance the flavor of meals without adding excessive salt? -. Use herbs, spices, citrus, and vinegar to add flavor depth and complexity without relying heavily on salt.30.Explain the role of aesthetics in food preparation and presentation.- Aesthetics in food preparation enhances the dining experience, making meals more appealing and enjoyable through visual presentation techniques."}
{"text": "GRADE 7 BUSINESS STUDIES NOTES TERM 1,2,3STRAND ONEBUSINESS AND MONEY MANAGEMENT SKILLSIntroduction to Business StudiesBusiness: Any activity that is carried out by an individual or anorganization concerning provision of goods and services with a viewto making profit. Business studies: Is the study examination of the business activities in society. These activities are related to the production of goods andprovision of services. -It can also be defined as the study of activities that are carried out inand around production, distribution and consumption of goods andservices. Components of Business studiesBusiness studies consist of the following disciplinesa. Commerceb. Accountingc. Economicsd. Office practicee. EntrepreneurshipCommerceThis is the study of trade and aids to trade. Trade refers to the exchange of goods and services for other goods and services or money. Aids to trade are human activities services that assist trade to take place. EconomicsThis is the study of how human beings strive to satisfy their endless wants using the available scarce resources. AccountingThis refers to a systematic way of recording business activities which all usedfor decision making. Office practiceThis refers to all activities that are carried out in an office e.g. communication, filling, clerical work, reproduction of documents etc. EntrepreneurshipThis is the study of activities involved in the process of identifying a business opportunity and acquiring the necessary resources to start and run a business. The person who carries out these activities is referred to as an entrepreneur. Importance of Business studiesSome of the benefits of learning business studies include:i. Assists the learners members of the society to acquire knowledge and awareness of business terminologies which are necessary when discussing business issues such as profit and loss. Ii. Assists the individuals in appreciating the role of business in society in provision of goods and services. Iii. It enables the learners to acquire basic knowledge, skills and attitudes necessary for the development of self and the nation by starting and operating business. Iv. Equips the members of society with knowledge and skills necessary to start and run a business comfortably. V. Makes the members of society to appreciate the need for good business management practicesvi. Assists individual to acquire self-discipline and positive attitude towards workvii. Equips individual with abilities to promote co-operation in society through tradeviii. Enables the individual to understand the role of government in business activitiesix."}
{"text": "Assists individual to acquire self-discipline and positive attitude towards workvii. Equips individual with abilities to promote co-operation in society through tradeviii. Enables the individual to understand the role of government in business activitiesix. Equips individuals with abilities to understand the role of communication and information technology in modern business managementx. Helps the individuals to develop positive attitudes towards the environmentxi. Equips the individual with knowledge and skills required to evaluate business performancexii. It helps individual to develop various intellectual abilities such as inquiry, critical thinking, analysis, interpretation, rational judgement, innovation and creativity. Xiii. It enables learners to acquire skills for wise buying and selling. Xiv. It creates a firm foundation for further education and training in business and other related fields. Xv. It enables one to understand and appreciate the basic economic issues that affect the society such as increase in prices of goods and services. Career opportunities in the field of business studiesAuditor. Logistics analyst. Human resources specialist. Accountant. Operations analyst. Marketing manager. Financial advisor. Financial analystEntrepreneurMoneywhatever serves society in four functions: as a medium of exchange, a store of value, a unit of account, and a standard of deferred payment. Money is power if you utilize it with knowledge. Money is dangerous if you are greedy for money and utilize it without thought. Vijay SharmaUses of Money in daily lifeFirst, money serves as a medium of exchange, which means that money acts as an intermediary between the buyer and the seller. Instead of exchanging accounting services for shoes, the accountant now exchanges accounting services for money. This money is then used to buy shoes. To serve as a medium of exchange, money must be very widely accepted as a method of payment in the markets for goods, labor, and financial capital. Second, money must serve as a store of value. In a barter system, we saw the example of the shoemaker trading shoes for accounting services. But she risks having her shoes go out of style, especially if she keeps them in a warehouse for future use their value will decrease with each season. Shoes are not a good store of value. Holding money is a much easier way of storing value. You know that you do not need to spend it immediately because it will still hold its value the next day, or the next year. This function of money does not require that money is a perfect store of value."}
{"text": "Holding money is a much easier way of storing value. You know that you do not need to spend it immediately because it will still hold its value the next day, or the next year. This function of money does not require that money is a perfect store of value. In an economy with inflation, money loses some buying power each year, but it remains money. Third, money serves as a unit of account, which means that it is the ruler by which other values are measured. Money fulfills your personal and family needs and desires:Money has the power to buy goods and services. With money, a person can fulfill his daily living needs and desires. With money, you can buy food, clothes, a home, a car, holiday tour packages, and gifts. With money, you can buy a high-speed internet connection and good quality equipment for work and business. Key security features of the Kenyan CurrencyThemes and symbols in the Kenyan currencyPersonal GoalsGoals are defined as the desired states that people seek to obtain, maintain, or avoid. Personal goals are goals related to your work, relationship, finances, and other aspects of life. There are three types of goals- process, performance, and outcome goals. Process goals are specific actions or processes of performing. For example, aiming to study for 2 hours after dinner every day. Process goals are 100 controllable by the individual. Performance goals are based on personal standard. For example, aiming to achieve a 3.5 GPA. Personal goals are mostly controllable. Outcome goals are based on winning. For a college student, this could look like landing a job in your field or landing job at a particular place of employment you wanted. Outcome goals are very difficult to control because of other outside influences. Process, performance, and outcome goals have a linear relationship. This is important because if you achieve your process goals, you give yourself a good chance to achieve your performance goals. Similarly, when you achieve your performance goals, you have a better chance of achieving your outcome goal. General Goal Setting Tipsset both short- and long-term goalsset SMART goalsset goals that motivate youwrite your goals down and put them in a place you can seeadjust your goals as necessaryRecognize and reward yourself when you meet a goalSet all three types of goals- process, performance, and outcome but focus on executing your smaller process goals to give you the best chance for success!"}
{"text": "This is important because if you achieve your process goals, you give yourself a good chance to achieve your performance goals. Similarly, when you achieve your performance goals, you have a better chance of achieving your outcome goal. General Goal Setting Tipsset both short- and long-term goalsset SMART goalsset goals that motivate youwrite your goals down and put them in a place you can seeadjust your goals as necessaryRecognize and reward yourself when you meet a goalSet all three types of goals- process, performance, and outcome but focus on executing your smaller process goals to give you the best chance for success! Specific highly detailed statement on what you want to accomplish use who, what, where, how etc. Measurable- how will you demonstrate and evaluate how your goal has been met? Attainable- they can be achieved by your own hard work and dedication- make sure your goals are within your ability to achieveRelevant- how do your goals align with your objectives? Time based- set 1 or more target dates- these are the by whens to guide your goal to successful and timely completion include deadlines, frequency and dates Be Clear About Your Purpose in LifeFirst, be clear about your purpose in life. Having a clear vision in life gives you direction. You know where you are coming from and where you are going. The destination is definite, and this gives you a foundation for your goal setting. Why These Goals? Having a foundation for goal setting gives you a destination. The next step is to look at the goals you have in mind and ask yourself why these goals in specific. Let s say you want to get from Nairobi to Mombasa. You can walk, run, hire a taxi, take a bus, take a train or take a flight. In the end, you will have to choose one means of transport to get you to Mombasa. If you take a bus, ask yourself why the bus? Why not walk or take a flight? If you can answer the why in your goals. And hopefully, your answer will not be because everyone is doing it, then you are on the right path. Do The Goals Motivate You? Do you get motivated when you look at your goals? Remember your why. If the answer to your why is because everyone is doing it, the motivation is going to low."}
{"text": "Do you get motivated when you look at your goals? Remember your why. If the answer to your why is because everyone is doing it, the motivation is going to low. When challenges set in and everyone gives up, you will give up with them or give up when others are still on the move. Set goals that motivate you. Motivation has to come from the heart. Remember, this is a journey. It is not a destination in itself. Your inner drive will keep you moving when the going gets tough. You Goals Must Be Specific To YouYour goals have to be specific to you. Do not set random goals just because that is what is expected from you. Let s say you have a target to meet at the end of the month set by your company. The targets are not specific to you. In most cases, they are distinct to your department but general to you and your colleagues. A successful person will take the targets set and personalize them. What is it you want to achieve at the end of the month as far as the goals set for your team are concerned? Do you want to meet the exceptions, or do you want to exceed them? Set your weekly and daily goals to reflect what you want to achieve as an individual. Goals Have To Be Relevant To Your Higher Purpose In LifeYour goals must be relevant to your higher purpose in life. If not, you will deviate from your purpose or vision. Set goals to reflect, and feed your cause. The danger in working on plans that don t align with your purpose or mission, you end up working for other people. Proverbs 16:3 New International Version NIV Commit to the Lord whatever you do, and he will establish your plans. Starting to Set Personal GoalsYou set your goals on a number of levels:First you create your \"big picture\" of what you want to do with your life or over, say, the next 10 years , and identify the large-scale goals that you want to achieve. Then, you break these down into the smaller and smaller targets that you must hit to reach your lifetime goals. Finally, once you have your plan, you start working on it to achieve these goals. This is why we start the process of setting goals by looking at your lifetime goals. Then, we work down to the things that you can do in, say, the next five years, then next year, next month, next week, and today, to start moving towards them."}
{"text": "Finally, once you have your plan, you start working on it to achieve these goals. This is why we start the process of setting goals by looking at your lifetime goals. Then, we work down to the things that you can do in, say, the next five years, then next year, next month, next week, and today, to start moving towards them. Step 1: Setting Lifetime GoalsThe first step in setting personal goals is to consider what you want to achieve in your lifetime or at least, by a significant and distant age in the future . Setting lifetime goals gives you the overall perspective that shapes all other aspects of your decision making. To give a broad, balanced coverage of all important areas in your life, try to set goals in some of the following categories or in other categories of your own, where these are important to you :Career What level do you want to reach in your career, or what do you want to achieve? Financial How much do you want to earn, by what stage? How is this related to your career goals? Education Is there any knowledge you want to acquire in particular? What information and skills will you need to have in order to achieve other goals? Family Do you want to be a parent? If so, how are you going to be a good parent? How do you want to be seen by a partner or by members of your extended family? Artistic Do you want to achieve any artistic goals? Attitude Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets you? If so, set a goal to improve your behavior or find a solution to the problem. Physical Are there any athletic goals that you want to achieve, or do you want good health deep into old age? What steps are you going to take to achieve this? Pleasure How do you want to enjoy yourself? You should ensure that some of your life is for you! Public Service Do you want to make the world a better place? If so, how? Spend some time brainstorming these things, and then select one or more goals in each category that best reflect what you want to do. Then consider trimming again so that you have a small number of really significant goals that you can focus on. Talents and AbilitiesFor many people, the words talent and ability are interchangeable."}
{"text": "Spend some time brainstorming these things, and then select one or more goals in each category that best reflect what you want to do. Then consider trimming again so that you have a small number of really significant goals that you can focus on. Talents and AbilitiesFor many people, the words talent and ability are interchangeable. Understanding the difference between them can make all the difference in how we live and work. Here at Pro spur, one of the first lessons we share with our players is recognizing their talent vs. their ability. So what is the difference? Talent is what you ve been given. Ability is how you grow the talent you ve been given. Right now, there are more than 8,000 pro players in Minor League baseball. Do you know how many of those players have enough talent alone to make it to the Big Leagues and stay there? The answer: not that many. Ways of Nurturing talentsCreate an Open CultureFirms are a product of multiple people s contributions. Each worker should feel like their words have weight and that their input is valued. Everything starts with the workplace culture, which gives new starters the confidence to stick around and keeps more experienced personnel grounded and loyal. Encourage employees to speak up if they have any concerns or thoughtful ideas. Develop Mentoring SchemesMentoring is an enormous part of nurturing talent. However, finesse is required in how your company approaches it. Vague instances of encouragement aren t enough to keep workers motivated and performing well. Introduce AutomationWorkers with many responsibilities can soon become overwhelmed. The most overworked staff members may find little time to focus on their own professional development. Automation can ease these burdens somewhat. These technologies can assume many of the admin tasks a worker needs to do. Signing paperwork, scheduling updates, responses to routine emails these are all tasks automation can oversee instead of the employee. Work-related stress can be reduced as a result. Offer FlexibilityNurturing talent can t be done under overly rigid work practices. Employees need to grow both personally and professionally and to do so effectively, they need a level of control. Keep InnovatingYour business needs to aspire to be greater constantly. Only then can you expect your workers to adopt a similar attitude. Of course, your business may be more concerned about surviving rather than thriving these days. Irrespective of your circumstances or the economic conditions you re facing, your company must keep pushing to innovate and excel within its industry."}
{"text": "Only then can you expect your workers to adopt a similar attitude. Of course, your business may be more concerned about surviving rather than thriving these days. Irrespective of your circumstances or the economic conditions you re facing, your company must keep pushing to innovate and excel within its industry. Personal Talents and AbilitiesCommunication. Interpersonal skills. Leadership. Problem-solving. Time management. Adaptability. Critical thinking. Organization. Five kinds of talent categories:Self-conceptual talents like self-awareness, self-regulation, self-motivation, and self-confidence. Social talents like social awareness, communication, relationship management, collaboration, and influence. General talents like language skills, mathematical abilities, reasoning, visual-spatial processing, and learning abilities. Specific expertise like strategic thinking, arts, writing, research, sports, design, storytelling, and kinesthetic abilities. Fun talents any cool talents such as exceptional taste, ventriloquism ability to make your voice appear from somewhere else or with delay , and hypermobility, to name a few. Ethical Issues related to use of talents and abilities in businessEthical issues in business occur when a decision, activity or scenario conflicts with the organization s or society's ethical standards. Both organizations and individuals can become involved in ethical issues since others may question their actions from a moral viewpoint. 1. Discrimination and harassmentTwo of the most significant ethical issues that HR professionals and managers face are discrimination and harassment. The consequences of discrimination and harassment in the workplace can negatively impact the finances and reputation of the organization. Many countries have anti-discrimination laws to protect employees from unfair treatment. Some anti-discrimination areas include:Age: Organizations and internal policies cannot discriminate against employees who are older. Disability: To prevent disability discrimination, it's important to accommodate and provide equal treatment for employees with mental or physical disabilities. Equal pay: Equal pay focuses on ensuring that all employees receive equal compensation for similar work, regardless of religion, gender or race. Pregnancy: Pregnant employees have a right not to be discriminated against on account of their pregnancy. Race: Employees should receive equal treatment, regardless of ethnicity or race. Religion: Employees' religious beliefs should not affect how anyone within the organization treats them. Sex and gender: An employee's sex and gender identity should not influence their treatment while working at an organization. 2. Ethics in accounting practicesLaws require organizations to maintain accurate bookkeeping practices."}
{"text": "Sex and gender: An employee's sex and gender identity should not influence their treatment while working at an organization. 2. Ethics in accounting practicesLaws require organizations to maintain accurate bookkeeping practices. Unethical accounting practices are a serious issue, especially for publicly traded companies. The legislation specifies financial report requirements aimed at protecting shareholders and consumers. All organizations have to keep accurate financial records and pay taxes to attract investment and business partners regardless of the size of the company. 3. Nepotism or favoritismAs a hiring manager or HR professional, you may want to employ an acquaintance or family member because of your connection to them. Even if you adhere to recruitment policies to ensure a fair process, some employees may still consider this as nepotism or favoritism. Favoritism occurs when managers treat some employees better than others for no professional reason. This can reduce productivity and job satisfaction in other employees, which may negatively impact the entire organization. 4. Workplace health and safetyAll employees have a right to a safe working environment and work conditions. Importance of Nurturing talents and abilitiesNurturing internal talent can benefit your business in many ways:Facilitate success. Nurturing the talent you already have allows you to facilitate opportunities for cross-training, career development and networking. Create a culture of innovation and empowerment. Nurturing your existing talent creates a culture of innovation and empowerment, in which employees know they are valued and they are motivated to strive for excellenceOpen leadership opportunities. Nurturing the talent of your teams enables you to foster a culture in which leadership opportunities abound. STRAND TWOBUSINESS AND ITS ENVIRONMENTBusiness activitiesNeeds and wantsScarcity, Choice, Scale of preference and opportunity costThe basic concept or elements of economics are:wants,scarcity,scale of preference,choice andopportunity cost. WantsWants simply means the desire or wish to own goods or services that give satisfaction. Goods include things such as cars, radios, food, houses, books, etc.,. That is tangible commodities , while services includes hair dressing, the services of an actor, etc that is intangible commodities . Want s are also called ENDS. As these basic needs are satisfied, other needs will arise. That is why we say that human wants are insatiable. This is because human wants are unlimited while resources used in satisfying them are limited."}
{"text": "As these basic needs are satisfied, other needs will arise. That is why we say that human wants are insatiable. This is because human wants are unlimited while resources used in satisfying them are limited. SCARCITYScarcity refers to the limited available resources used in satisfying the unlimited human wants. These resources are scarce relative to their demand. It is as a result of scarcity of resources that needs the study of economics very essential in order to find alternative uses of these scarce resources. The available resources cannot satisfy all human wants. Since human wants are unlimited or insatiable relative to the available resources, we have to choose the most pressing ones and leave others that are less important because resources are scare. As a student you will need to buy school materials, e.g exercise books worth 100.00 but you have only 50.00. It can be seen that the money you have 50.00 , which is your resources, will not be sufficient to buy all you need. The available resources within the environment can never at any time be in abundance to satisfy all human wants. If resources were to be unlimited or abundant, no economics problem would arises and there would be no need for a study of economics. Scarcity is the central or basic economic problemsSCALE OF PREFERENCEScale of preference refers to a list of unsatisfied wants arranged in order of their relative importance. A scale of preference refers to a list of unsatisfied wants arranged in order of priority or importance. This aids decision-making. The most pressing needs are ranked first followed by the less pressing ones. In other words, it is a list showing the order in which we want to satisfy our wants arrange in order of priority. The drawing of scale of preference will make it easier for choice to be made. In order to achieve maximum satisfaction with limited resources at their disposal, an individual, firm and unsatisfied wants in order of priority. Each individual is assumed to have a scale of preference. This is because economics theory assumes that people always behave rationally and would satisfy their most pressing want first. For example, a student might rank his wants in following order according to their level of importance:Pair of school uniformExercise booksWrist watchDictionaryScientific calculatorAn arm chairIf he is to choose between items 1 and 4, he chooses the first. Scale of preference of individuals, firms and the government differ from time to time."}
{"text": "This is because economics theory assumes that people always behave rationally and would satisfy their most pressing want first. For example, a student might rank his wants in following order according to their level of importance:Pair of school uniformExercise booksWrist watchDictionaryScientific calculatorAn arm chairIf he is to choose between items 1 and 4, he chooses the first. Scale of preference of individuals, firms and the government differ from time to time. IMPORTANCE OF SCALE OF PREFERENCERanking of needsFinancial prudenceIdentification of highest priorityRational choiceEfficient utilization of limited resourcesOptimum allocation of resourcesMaximization of satisfactionThe importance of scale of preference can be paraphrased this way also:It helps individuals to rank their needs in order of importance. It helps us to manage our resources properly. It helps both individuals and government to identify the most important needs. It enhances optimum allocation of resources. It helps individuals, firms and government in the efficient utilization of resources. It helps economic agents to maximize their satisfaction. It helps individuals to make rational decision. CHOICEChoice can be defined as a system of selecting or choosing one out of a number of alternatives. Human wants are many and we cannot satisfy all of them because of our limited resources. We therefore, decide which of the wants we can satisfy first. Choice arises as a result of numerous human wants and the scarcity of the resources used in satisfying these wants. OPPORTUNITY COSTOpportunity cost is also known as a real cost or time cost. The concept of opportunity cost is used in economics to express cost in terms of foregone or sacrificed alternatives. Opportunity cost means the alternative foregone or sacrifice made in order to satisfy another want. It is the satisfaction of one s want at the expense of another want. Types of Business activitiesPeople carry out different business activities in order to earn income. Business activities are activities which involve the provision of goods or services with an aim of earning a profit. Activities done without the intention of making profit are referred to asnon-business activities. Business activities may be grouped into the following seven categories:a ExtractionThis involves obtaining goods from their natural setting e.g. mining, farming, lumbering, fishing, quarrying e.t.cb Processing-This involves the conversion of raw materials into moreuseful products without combining it with other goods."}
{"text": "Activities done without the intention of making profit are referred to asnon-business activities. Business activities may be grouped into the following seven categories:a ExtractionThis involves obtaining goods from their natural setting e.g. mining, farming, lumbering, fishing, quarrying e.t.cb Processing-This involves the conversion of raw materials into moreuseful products without combining it with other goods. Examples hereinclude milling grinding flour, refining oil, tanning of skins and hides,conversion of iron into steel e.t.cc Manufacturing-This involves combining different raw materials tocome up with one final product. Such activities include bread baking,making a table e.t.cd Construction-This involves building of structures such asbridges, ships, aeroplanes, houses, roads, railways e.t.ce Distribution of goods-This refers to the activities involved in movinggoods from where they are produced to where they are needed. Peoplewho carry out distribution are called distributors. Examples ofdistributors are wholesalers and retailers. F Trade-Activities in this category involve the buying and selling ofgoods with a view of making a profit. People involved in trade are calledtraders. G Provisions of Services-Activities in this category involve human acts which could be mental or physical. These include activities such as haircutting, hair styling, car-washing, nursing, teaching, driving, and entertaining e.t.c. Purpose of Business activityProvides goods and services from limited resources to satisfy unlimited wantsScarcity is the result of the economic problem limited resources and unlimited wantsChoice is necessary for scarce resources. This leads to opportunity costsSpecialization is required to make the most out of sourcesBusiness activityCombines factors of production to create goods and servicesGoods and services satisfy peoples wantsEmploys people and pays them wages so they can consume other productsBusiness objectivesAll businesses have objectives or aims to achieve. Their objectives may vary depending on the type of business and the situation the business is in. The most common objectives are:Profit: Profit is what keeps a company going and is the main objective of most businesses. Normally a business will try to obtain a satisfactory level of profits so they do not have to work long hours to pay too much tax. Increase added value: Value added is the difference between the price and material costs of a product. E.g.: If the price when selling a pen is Ksh."}
{"text": "Normally a business will try to obtain a satisfactory level of profits so they do not have to work long hours to pay too much tax. Increase added value: Value added is the difference between the price and material costs of a product. E.g.: If the price when selling a pen is Ksh. 3 and it costs Ksh.1 in material, the value added would be Ksh.2. However, this does not take in account overheads and taxes. Added value could be increased by working on products so that they become more expensive finished products. One easy example of this is a mobile phone with a camera would sell for much more than one without it. Of course, you will need to pay for the extra camera but as long as prices rise more than costs, you get more profit. Growth: Growth can only be achieved when customers are satisfied with a business. When businesses grow they create more jobs and make them more secure when a business is larger. The status and salary of managers are increased. Growth also means that a business is able to spread risks by moving to other markets, or it is gaining a larger market share. Bigger businesses also gain cost advantages, called economies of scale. Survival: If a business do not survive, its owners lose everything. Therefore, businesses need to focus on his objective the most when they are: starting up, competing with other businesses, or in an economic recession. Service to the community: This is the primary goal for most government owned businesses. They plan to produce essential products to everybody who need them. These business objectives or aims can conflict because different people in a business want different things at different times. Goods and servicesTypes of goods and servicesWe desire to have all the things to satisfy our present and future wants. Thus, our desire is for all those things that satisfy our wants. All these things are either material goods or services. If something is not wanted by anybody it will not be called a good or service. Therefore, we can divide the things that we wants into two categories: i Goods and ii Services. Goods are material things wanted by human beings. They can be seen or touched. Services are non-material things. These cannot be seen or touched only their effects are felt. When we are hungry, we take food. When we fall sick, we take medicines. When we study, we use book, notebook, pen, paper etc. All these are examples of goods which satisfy some of our wants."}
{"text": "When we fall sick, we take medicines. When we study, we use book, notebook, pen, paper etc. All these are examples of goods which satisfy some of our wants. All the things which satisfy human wants are good. However, wants for haircut, washing of cloths, mending of shoes, stitching of cloths, studying in a school or a college etc. Are not satisfied by goods. These are satisfied by the services performed by a barber, washer man, cobbler, tailor and teacher etc. So some of our wants are satisfied by goods and some by services. Hence, all the human wants can be satisfied by goods and services. Classification of Goods and Services:Goods and services are of many types. However, these can be classified into some broad groups. These are discussed below: i Free Goods and Economic goods:The goods which have unlimited supply and are provided as free gift of nature. The goods which are not man-made and do not have to pay anything to get them. These goods are known as Free Goods . For example, air, sea, water, sunlight, sand in the desert etc. On the other hand, goods like vegetables, grains, minerals, fruits, fishes etc. Which are neither man-made nor unlimited supply of nature are known as Economic Goods All these goods are sold and purchased in the market only. Ii Free Services and Economic Services:Services which cannot be bought in the market and which are only rendered out of love, affection etc. Are known as Free Services . For example, all services given by the parents to their children are free services. However, all the services that can be bought in the market are Economic Services . Services rendered by doctors, teachers, lawyers, barbers, cobblers etc. Are the example of economic services. Iii Consumer Goods and Capital Goods:The goods which are directly used by the consumer for the purposes of consumption are known as Consumer Goods The example of consumer goods are bread, biscuit, butter, jam, rice, fish, egg, shoes, shirts, fan, book, pen, cooking gas etc. On the other hand, all the goods which are not directly used to satisfy consumption but which are used in further production are called Producer Goods or Capital Goods . The examples are seeds, fertilizers, tools, machines, raw materials etc."}
{"text": "Iii Consumer Goods and Capital Goods:The goods which are directly used by the consumer for the purposes of consumption are known as Consumer Goods The example of consumer goods are bread, biscuit, butter, jam, rice, fish, egg, shoes, shirts, fan, book, pen, cooking gas etc. On the other hand, all the goods which are not directly used to satisfy consumption but which are used in further production are called Producer Goods or Capital Goods . The examples are seeds, fertilizers, tools, machines, raw materials etc. Iv Consumer Services and Producer Services:When services are used directly by consumers to satisfy their wants, they are called consumer services. When services are used by producers to produce other goods and services, they are called producer services. When the tailor stitches our shirt, it is a consumer service However when the tailor stitches a shirt for a readymade garments shop, the service rendered by him is a producer service. V Single Use and Durable Use Goods:Goods both consumer goods and producer goods which are only used or consumed for single time or only once are known as single use goods. Bread, milk, fruits, vegetables etc. Are the example of single use consumer goods. On the other hand, seeds, fertilizers, raw materials etc. Are the example of single use producer goods. Some goods both consumer goods and producer goods can be used for a considerable period, that is, they can be used again and again. They are called durable use goods. For example, table, chair, cloths, shoes etc. Are the durable use consumer goods. On the other hand, tube wells, tractors, pump-sets etc. Are the example of durable use producer goods, vi Private Goods and Public Goods:On the basics of ownership goods can be classified into two groups. All the goods which are owned by private bodies are called private goods. For example, a car, a house, a motor bike, a mobile phone, books, a television set etc. Are the private goods. There are large number of goods which are collectively owned by the society, the public or the government. These are called public or government goods. For example, roads, bridges, hospitals, government schools etc. Are the public goods or the social goods or the government goods. Economic ResourcesCharacteristics of economic resourcesTypes of economic resources in KenyaWhat Are Economic Resources?"}
{"text": "For example, roads, bridges, hospitals, government schools etc. Are the public goods or the social goods or the government goods. Economic ResourcesCharacteristics of economic resourcesTypes of economic resources in KenyaWhat Are Economic Resources? Economic resources are the different factors of production used to produce all goods and services in the economy. Economic theory is primarily concerned with allocating these resources so that the production of goods and services is done most efficiently and effectively. There are four general types of economic resources:Land or natural resourcesLaborCapitalEntrepreneurial abilitySustainable ways of using economic resourcesEconomic sustainability is the practice of conserving natural and financial resources to create long-term financial stability. A system that's sustainable can last far into the future with minimal negative impacts. In finance, this can mean reducing the worldwide consumption of valuable resources to ensure they're available to future generations to create financial stability and wealth. For example, by reducing the usage of fossil fuels and focusing on alternative fuel sources, companies, governments and consumers can help reduce the global impact of emissions and pollution from fossil fuels. Here are some examples of economic stability:Alternative energyAlternative energy sources, such as wind power, solar power and hydropower, can offer a more sustainable, clean and affordable solution to energy needs. Much of the world depends on fossil fuels like coal, oil and gasoline, which have a limited supply and create greenhouse gas emissions. Alternative energy sources depend on infinite natural processes or resources, which may make them more sustainable and affordable in the long term. Reducing fossil fuel consumption can help reduce tax burdens for consumers, decrease the costs of environmental impacts and create more energy equity among low-income populations, which can increase economic productivity. Sustainable agricultureMany farms are adopting sustainable agricultural practices to reduce soil degradation, which occurs from over-farming, and to reduce animal product consumption. Reducing food consumption and focusing on regenerative farming can help improve soil health, crop yields and the quality of farmed food and resources. Regenerative farming is a practice farmers use to rotate crops for better soil health, instead of farming the same crops, like corn, all year. Improving soil health and reducing animal product consumption can help keep food costs low, reduce carbon emissions and environmental damage and encourage better habits. Recycling and pollution reductionRecycling and reducing pollution is a common economic and environmental stability practice that can help increase the value of materials."}
{"text": "Regenerative farming is a practice farmers use to rotate crops for better soil health, instead of farming the same crops, like corn, all year. Improving soil health and reducing animal product consumption can help keep food costs low, reduce carbon emissions and environmental damage and encourage better habits. Recycling and pollution reductionRecycling and reducing pollution is a common economic and environmental stability practice that can help increase the value of materials. For example, a company producing aluminum cans can sustain operations by recycling used cans and creating molten aluminum for recasting, instead of mining for aluminum ore. This practice can reduce the company's environmental impact, saving the region both cleanup and restoration costs and reducing the organization's mining costs. Reducing pollution can also help reduce worldwide cleanup and restoration costs and the costs of climate change. Sustainable fisheriesCreating more sustainable fisheries can help reduce the environmental and economic impact of overfishing the oceans. Side effects of overfishing can include population declination, bycatch, or catching other species along with fish, and fishing equipment made of plastics and other materials discarded in waterways. Adopting more sustainable practices, like reducing fish consumption worldwide and reducing bycatch and fishing pollution, could create a more sustainable fishing environment, resulting in more stable profits and economic health for the fishing industry. It can also help ocean populations recover, which is crucial for ecosystems across the globe. Resource MappingResource mapping is a strategy for identifying and analyzing the programs, people, services, and other resources that currently exist in the country. This information can help leaders better assess the needs of the country and to make informed decisions about where to focus change efforts. Mapping StepsReach consensus on the parameters of the map select a goal to map. Select the data to be collected based on these parameters determine what types of resources you would like to collect. Develop tools to collect your data. Collect data with help from stakeholders. Conduct a community or environmental scan. Synthesize, analyze, and interpret your data. Communicate your findings. Set priorities. Develop related products. Importance of economic ResourcesResources are significant because: i They satisfy human wants both individual and social, ii They are a source or possibility of assistance, iii They are a means of development and support, iv They are an expedient, v They have capacity to take advantage of opportunities, and vi One relies on them for aid, support and supply."}
{"text": "Set priorities. Develop related products. Importance of economic ResourcesResources are significant because: i They satisfy human wants both individual and social, ii They are a source or possibility of assistance, iii They are a means of development and support, iv They are an expedient, v They have capacity to take advantage of opportunities, and vi One relies on them for aid, support and supply. Business communicationCommunication is an essential element in the success of any business. The process of transferring information from one person to another, within and outside the business environment, is termed as Business Communication. The term Business Communication is derived from general communication which is associated with business activities. In other terms, communication between business parties or people for business-related tasks is considered as Business Communication. Business Communication includes different aspects like marketing, public relations, customer relations, corporate and interpersonal communication, etc. Basic elements of Business communication:SenderBusiness informationReceiverFeedbackImportance of business communicationHelps in increasing productivity: Effective business communication increases the productivity of staff by boosting up teamwork. It creates a trustworthy and understanding environment among employers and employees. Effective communication is related to cooperating with employees and understanding their needs and desires. By doing so, employees are able to accomplish their tasks more effectively and efficiently. Also, the scope of doing mistakes or errors during their work minimizes due to effective communication. Helps in increasing customers: Customers are an important part of any business and effective business communication can facilitate in attracting new customers and retain the current customers. A well-defined marketing strategy and public relations campaign run by an organization generates the interest of customers in its goods or services and helps in building the corporate image in customers. Enhances business partnerships: Business Communication also improves partnerships in business. It plays a significant role in dealing with external business clients or vendors. Vendors may be required to communicate on products regularly for improvements. Also, an effective and harmonious relationship with other businesses determines the further success of an organization. A business unit that has developed its image as an entity for easy partnership through its effective communication can attract other business units for forming business relationships with them. Facilitates innovations in business: Effective business communication helps in business innovations as well as it facilitates employees to convey their ideas and suggestions openly. Similarly, at the time of launching any new product in the market, effective communication ensures the performance of the sales team, market acceptance of the product, fast delivery of products in the market, etc."}
{"text": "A business unit that has developed its image as an entity for easy partnership through its effective communication can attract other business units for forming business relationships with them. Facilitates innovations in business: Effective business communication helps in business innovations as well as it facilitates employees to convey their ideas and suggestions openly. Similarly, at the time of launching any new product in the market, effective communication ensures the performance of the sales team, market acceptance of the product, fast delivery of products in the market, etc. Information exchange: Business communication is required by an organization for exchanging information with internal and external stakeholders. This helps in achieving its goals effectively. Preparation of plans and policies: Through effective business communication, organizations can make their plans and policies properly. Relevant information is required for preparing these plans and policies. Through communication, different managers source information through reliable channels. Helps in solving problems or issues: Through different communication channels, managers get information about different routine and non-routine issues and based upon that they can take required actions to sort out those issues. Facilitates decision-making: Effective decisions require up-to-date information. Using effective communication, managers can acquire information from different sources and can utilize it for making correct decisions. Reduces chances of conflicts: Through effective communication different business parties can exchange information in a smooth way. This results in fewer conflicts, controversies, arguments between them. Business Communication MethodsDifferent methods of communicating in a business are as below:In-person Face-to-Face Business Communication: In-person communication is the most common and preferred method of business communication. As it is generally in the form of meetings or conferences which is face to face communication format. This requires refined in-person skills. This method also includes non-verbal communication i.e. body language. While having a conversation between two or more people in business, body language like gestures, facial expression, etc. Also play a vital role in communicating a person s attitude towards others. Communication by email system: An e-mail has become the most widely used communication system in any business. Due to its feature of sending and receiving mass or multiple messages at a time, email is considered as one of the preferred methods in business communication. It also increases efficiency as emails can be sent and responded in fast mode. The conversation through email can be among two or more than two people and is the best substitute for formal face to face meetings as discussions can be done in an email system."}
{"text": "Due to its feature of sending and receiving mass or multiple messages at a time, email is considered as one of the preferred methods in business communication. It also increases efficiency as emails can be sent and responded in fast mode. The conversation through email can be among two or more than two people and is the best substitute for formal face to face meetings as discussions can be done in an email system. Web conferencing: In the web conferencing method of business communication, the internet is being used for communication in meetings, conferences, presentations, seminars, and imparting training. It includes features like sharing of files, screens, real-time chatting, recording, etc. This can be considered as the most effective way of interacting with people sitting at different locations. Web conferencing is done by using the phone teleconferencing or video equipment videoconferencing . Written communication: Written business communication is a formal and detailed form of communication than other methods. Different written communication tools include formal letters, brochures, posters, etc. Other methods: There are other business communication methods like an instant messaging system. This technology is easy to use as one can easily connect with people while working offsite and have conversations without waiting so long. They also include WhatsApp, phone calls. Production of goods and servicesProduction: Refers to the creation of goods and services or increasing their usefulness through activities such as transporting them to where they are required. People who are involved in production of goods and services are referred to as producers. NdependenceImportance of ProductionTo produce is independence. If you don t produce, you will have to consume what has been produced. In this case, you have no choice but to the available options. People choose to be free and independent. The need for various goodsAvailability of goods and services: Production helps to ensure that goods and services are madeIncrease in wealth of people: Production assists people to accumulate wealth as a result of continuous employment. Importance of productionIncrease in export potential: Production also assists a state or nation to boost her export of goods and services to other nations. Acquisition of skills: The engagement of people in production leads them to acquire special skillsCharacteristics of Factors of ProductionMeaning: Factors of production refer to agents, components or resources which are combined together to produce goods and services. There are four factors of production. These are:Labour - is skillful: Labour becomes skillful through education and training."}
{"text": "Acquisition of skills: The engagement of people in production leads them to acquire special skillsCharacteristics of Factors of ProductionMeaning: Factors of production refer to agents, components or resources which are combined together to produce goods and services. There are four factors of production. These are:Labour - is skillful: Labour becomes skillful through education and training. Labour is a human factor: Labour is a human factor hence its supply can easily be controlled importance of productionLabour requires motivation: For labour to perform efficiently and increase its productivity, it must be motivated in one way or the other. Importance of productionLabour is not predictable: Labour as a factor of production cannot be easily predicted. Labour is not fixed: The supply of labour, unlike land, is not fixed as it varies in quantity and quality. Labour is perishable: Knowledge can diminish overtime as a result of continued unemployment, under-employment, age and death. Labour controls other factors of production: Labour controls and combines all other factors of production to make them more meaningful to the society. Labour has initiative: Labour can act on its own initiative. Classification of factors of productionCharacteristics of land as a factors of productionFixed supply: The total land area of earth in the sense of the surface area available to men is fixed. Therefore, the supply of lands is strictly limited. It is, no doubt, possible to increase the supply of land in a particular region to some extent through reclamation of land from sea areas or deforestation. No cost of production: Since land is a gift of nature, it has no cost of production. Since land is already in existence, no costs are to be incurred in creating it. In this sense, land differs from both labour which has to be reared, educated and trained and capital which has to be created by using labour and other scarce resources or by spending money . Differences in fertility: Another important feature of land is that it is not homogeneous. All grades plots of land are not equally productive or fertile. Some grades of land are more productive than others. And Ricardo argued that rent arises not only due to scarcity of land as a factor but also due to differences in the fertility of the soil. Mobility:Land is not geographically mobile. But, it is occupationally mobile. In most parts of India, for example, land has many alternative uses."}
{"text": "Mobility:Land is not geographically mobile. But, it is occupationally mobile. In most parts of India, for example, land has many alternative uses. It might be used for farmland, roads, rail ways, airlines, public parks, playgrounds, resi dential housing, office buildings, shopping complex, and so on. Some of the land, for example, in hill area, of say, Shillong, or Darjeeling, has an extremely limited degree of occupational mobility, being useful perhaps for sheep grazing, golf course or as a centre of tourism. Return: The income received by the owner of land is known as rent. It may be noted that rent is usually paid for something more than the use of land or another natural resource, but includes also an element of payment for another factor which is involved in making the resource available in a usable form. Characteristics of Capital as a factor of productionCapital is manmade factor of productionIts mobileIt s a passive factor of productionTypes of capitalFixedWorkingventureCharacteristics of an entrepreneurX-tics of an entrepreneurConsumer concerns addressed in the production of goods and servicesLearners to check on thisMarketing of Goods and ServicesA market can be defined as a place where buyers and sellers meet to exchange goods, services and other relevant information is called a market. Both these parties can meet in a city, state, province, country and region. The market may be a physical or virtual. The one party seller sells a product or service to a buyer for money benefits. Most of the time there are more than single buyers and seller in the marketplace. The value and prices of product and service are based on the law demand and supply in the market. Types of MarketsPhysical Markets. Any physical market is a place where buyers and sellers physically meet that involve both parties in a transaction in exchange for money. Few good examples are departmental stores, shopping malls and retail storesVirtual Markets Internet Markets. Todays business environment such type of markets are increasing on a fast track. It is a place where the seller offers goods and services via online platform i.e. internet. Buyers and sellers are not required to physically meet or interact. Examples are Freelancer.com, Amazon.com. Auction Market. An auction market is a place where sellers and buyers indicate the lowest and highest prices they are willing to exchange."}
{"text": "Examples are Freelancer.com, Amazon.com. Auction Market. An auction market is a place where sellers and buyers indicate the lowest and highest prices they are willing to exchange. This exchange takes place when both the sellers and buyers agree on a price. A good example is the New York Stock Exchange NYSE . What is Market SizeMarket size refers to the total number of people in a specific market who has the potential to buy and sell products and services. Whenever companies launch a new product they are very interested to know the market size. For any market, two factors are very importantTotal number of buyers and sellersTotal money in the market on the annual basisMarketingMarketing is a process by which a product or service is introduced and promoted to potential customers. Without marketing, your business may offer the best products or services in your industry, but none of your potential customers would know about it. Without marketing, sales may crash and companies may have to close. Types of MarketingWhere your marketing campaigns live depends entirely on where your customers spend their time. It's up to you to conduct market research that determines which types of marketing -- and which mix of tools within each type -- is best for building your brand. Here are several types of marketing that are relevant today, some of which have stood the test of time:Internet marketing: Inspired by an Excedrin product campaign that took place online, the very idea of having a presence on the internet for business reasons is a type of marketing in and of itself. Search engine optimization: Abbreviated \"SEO,\" this is the process of optimizing content on a website so that it appears in search engine results. It's used by marketers to attract people who perform searches that imply they're interested in learning about a particular industry. Blog marketing: Blogs are no longer exclusive to the individual writer. Brands now publish blogs to write about their industry and nurture the interest of potential customers who browse the internet for information. Social media marketing: Businesses can use Facebook, Instagram, Twitter, LinkedIn, and similar social networks to create impressions on their audience over time. Print marketing: As newspapers and magazines get better at understanding who subscribes to their print material, businesses continue to sponsor articles, photography, and similar content in the publications their customers are reading. Search engine marketing: This type of marketing is a bit different than SEO, which is described above. Businesses can now pay a search engine to place links on pages of its index that get high exposure to their audience."}
{"text": "Print marketing: As newspapers and magazines get better at understanding who subscribes to their print material, businesses continue to sponsor articles, photography, and similar content in the publications their customers are reading. Search engine marketing: This type of marketing is a bit different than SEO, which is described above. Businesses can now pay a search engine to place links on pages of its index that get high exposure to their audience. It's a concept called \"pay-per-click\" -- I'll show you an example of this in the next section . Video marketing: While there were once just commercials, marketers now put money into creating and publishing all kinds of videos that entertain and educate their core customers. The 4 Ps of MarketingEssentially, these 4 Ps explain how marketing interacts with each stage of the business. ConsumersA consumer is any individual or group that uses goods or services. Generally, this means an individual who pays for goods or services, although sometimes the good or service is not paid for, but is instead received as a gift or favor. Usually, the term is used when referring to the demand side of the market. For example, in economics, it is often said that consumers are influenced by price when they make their buying decisions. Following are the things that customers look at for before buying a product. 1 Price: The price of the product is the first thing that almost 80 of the customers look at before buying a product. Because every customer has their own budget and they usually tend to spend within the budget unless they get some extraordinary quality. 2 Experience: Nowadays, everyone is busy and they want to buy things which are easily available and also there are so many alternatives available in the market for a certain product. Therefore, it is important to make the shopping experience as well as the quality of the product excellent. So, they don t move to some other product. 3 Design: Design of the product should be attractive. 4 Functionality: The product should have all the functionalities that a customer expects while buying a product. 5 Convenience: The product and services should be convenient for the customer, otherwise, he she will not buy the product. 6 Reliability: The product should be reliable and it should meet the customer s needs every single time. 7 Compatibility: The product should be compatible with the other products that the customer is already using. Following is a list of different types of customers. Need-based customers :These customers shop for only specific products when they need them."}
{"text": "7 Compatibility: The product should be compatible with the other products that the customer is already using. Following is a list of different types of customers. Need-based customers :These customers shop for only specific products when they need them. They already know the section they are heading to when they enter a store. They usually don t require an assistant to choose a product because they usually have knowledge about the product they want to buy. Therefore, it is very important to approach them with a planned strategy. Loyal customers :These types of customers are very important for a business. This segment of the customers should be kept satisfied. They not only stay loyal to the company but also praise and recommend the product to their family and friends. Therefore, they also help the company to market its product by word -of mouth free of cost. Usually, this segment of customers is small and they hardly make 20 of the total customers, but they are responsible for generating the maximum part of the total revenue of the company. 3 Discount customers :These are the types of customers who never buy a product on full price. They always look for a discount on the product they want to buy. Such customers never shop for anything off-sale. These types of customers make the biggest portion of total customers of a company. Discount customers are the least loyal customers and they easily move on when getting better offers by some other company. Impulsive customers :Impulsive customers segment is a bonus segment for any business, as these customers don t shop as per their need or because of ongoing sale. The shopping of these types of customers is highly influenced by their current mood. They usually tend to buy a product, if, at the time of shopping, they find it useful and good at that point in time. Potential customers:Potential customers are not your customer yet, but they just need a little bit of convincing and assistance to make a purchase. These types of customers need a little bit of encouragement and attention before buying your product. To deal with such customers, you should show them some value and assist them by providing information about the products they are interested in."}
{"text": "Potential customers:Potential customers are not your customer yet, but they just need a little bit of convincing and assistance to make a purchase. These types of customers need a little bit of encouragement and attention before buying your product. To deal with such customers, you should show them some value and assist them by providing information about the products they are interested in. Factors to consider when selecting a suitable market for goods and servicesThe product to be sold or producedPersonnel to manage the businessAmount of finance and other resources requiredThe market to be served customers Types of employees requiredProjection level of achievement in future in terms of profit The name for the businessAn attractive market has the following characteristics:It is sizeable large enough to be profitable given your operating cost. Only a tiny fraction of the consumers in China can afford to buy cars. However, because the country s population is so large nearly 1.5 billion people , more cars are sold in China than in Europe and in the United States, depending on the month . Three billion people in the world own cell phones. But that still leaves three billion who don t Corbett, 2008 . It is growing. The middle class of India is growing rapidly, making it a very attractive market for consumer products companies. People under thirty make up the majority of the Indian population, fueling the demand for Bollywood Indian-made films. It is not already swamped by competitors, or you have found a way to stand out in a crowd. IBM used to make PCs. However, after the marketplace became crowded with competitors, IBM sold the product line to a Chinese company called Lenovo. Either it is accessible or you can find a way to reach it. Accessibility, or the lack of it, could include geographic accessibility, political and legal barriers, technological barriers, or social barriers. For example, to overcome geographic barriers, the consumer products company Unilever hires women in third-world countries to distribute the company s products to rural consumers who lack access to stores. The company has the resources to compete in it. You might have a great idea to compete in the wind-power market. However, it is a business that is capital intensive. What this means is that you will either need a lot of money or must be able to raise it. You might also have to compete with the likes of T. Boone Pickens, an oil tycoon who is attempting to develop and profit from the wind-power market."}
{"text": "What this means is that you will either need a lot of money or must be able to raise it. You might also have to compete with the likes of T. Boone Pickens, an oil tycoon who is attempting to develop and profit from the wind-power market. Does your organization have the resources to do this? It fits in with your firm s mission and objectives. Consider TerraCycle, which has made its mark by selling organic products in recycled packages. Fertilizer made from worm excrement and sold in discarded plastic beverage bottles is just one of its products. It wouldn t be a good idea for TerraCycle to open up a polluting, coal-fired power plant, no matter how profitable the market for the service might be. ICT platforms for marketing Goods and servicesThey include:Online advertising many businesses advertise through banners on websites. It provides to the customers quickly and easy response. Email marketing it s a form of direct marketing. It s very fast and less expensive. Social media marketing it s a collection of online communication channels. It s a community based input, interaction, content sharing and collaboration. Examples include: Facebook, Twitter, WhatsApp, TiktokBlogging Target marketing- it s about attracting a customer who will buy what you are selling. AdvantagesAnywhere, anytime marketingCost effectiveFastBy using ICT, we can market anywhere, anytime in the world without being their physically. STRAND THREEGOVERNMENT AND GLOBAL INFLUENCE IN BUSINESSGovernment and businessGovernment involvement in business activities is one of the commercial duties it owes its citizens. It is the one that provides the necessary environment for investments to be undertaken by itself, or by the local and foreign investors. This, the government may do in various ways, these include;a Producing goods and servicesb Distributing goods and servicesc Advising producers and tradersd Promoting trade and economic developmente Protecting consumers against exploitation by producers and tradersf As a consumer of goods and servicesReasons for Government involvement in businessThe following are the major reasons for the government s involvement and participation in business activities;1 To prevent exploitation of the public by private businesspersons especially in the provision of essential goods and services such as sugar, transport, communication etc. The Kenya Bureau of standards KEBS regulates the quality of goods consumed in Kenya."}
{"text": "It is the one that provides the necessary environment for investments to be undertaken by itself, or by the local and foreign investors. This, the government may do in various ways, these include;a Producing goods and servicesb Distributing goods and servicesc Advising producers and tradersd Promoting trade and economic developmente Protecting consumers against exploitation by producers and tradersf As a consumer of goods and servicesReasons for Government involvement in businessThe following are the major reasons for the government s involvement and participation in business activities;1 To prevent exploitation of the public by private businesspersons especially in the provision of essential goods and services such as sugar, transport, communication etc. The Kenya Bureau of standards KEBS regulates the quality of goods consumed in Kenya. 2 To provide essential goods and services in areas where private individuals and organizations are unwilling to venture because of low profits high risks involved. 3 To provide essential goods and services which private organizations and individuals are unable to provide due to the large amount of initial capital required b e.g. generation of electricity, establishment of airlines etc. 4 To attract foreign investment by initiating major business projects5 To stimulate economic development in the country e.g. by providing social services6 To provide goods and services which are too sensitive to be left in the hands of the private sector e.g. provision of firearms. 7 To create employment opportunities by initiating projects such as generation of electricity. 8 To prevent foreign dominance of the economy by investing in areas where the locals are not able to9 To redistribute wealth where returns are very high10 To prevent establishment of monopolies. Roles METHODS OF GOVERNMENT INVOLVEMENT IN BUSINESSThe government gets involved in business activities through the following methods: i RegulationThis refers to Rules and restrictions the government requires business units to follow in their business activities. Through this method, the government ensures high quality goods and services and puts in control measures to protect consumers from exploitation. The government regulation measuresinclude;a LicensingA license is a document that shows that a business has been permitted by the government to operate. It is usually issued upon payment of a small fee. Licensing is the process of issuing licenses to businesses. Some of the reasons why the government issues licenses include; Regulating the number of businesses in a given place at any given time to avoid unhealthy competition."}
{"text": "It is usually issued upon payment of a small fee. Licensing is the process of issuing licenses to businesses. Some of the reasons why the government issues licenses include; Regulating the number of businesses in a given place at any given time to avoid unhealthy competition. To control the type of goods entering and leaving the country. To ensure there are no illegal businesses. To ensure that traders engage only in trade activities that they have been licensed for. To ensure that those who engage in professional activities meet the requirements of the profession. To raise revenue for the government. B Ensuring standards enforcing standards; The government regulates business activities by setting standards that businesses should and ensuring that the standards are adhered to. To achieve this purpose, the government has established bodies such as; Kenya bureau of standards KEBS whose main responsibility is to set standards especially for the manufactured goods and see to it that the set standards are adhered to met. Goods that meet such standards are given a diamond mark of quality, to show that they are of good quality. The ministry of public health to ensure that businesses meet certain standards as concerning facilities before such businesses can be allowed to operate. Such standards may include clean toilets, clean water and well aerated buildings. C Legislation; The Government may come up with rules and regulations laws that regulate business activities e.g. banning hawking in certain areas, matatus required to carry certain number of passengers e.t.c. Ii TrainingThe government takes keen interest in training and advising people in business about business management strategies and better ways of producing goods and services. The government offers these services through seminars and courses. This is mainly done by the Kenya Business Training Institute K.B.T.I . Iii Trade promotionThis is a government initiated and supported policy to encourage local business people to enter into business. This is aimed at increasing the volume and variety of goods and services traded in. Trade promotion is classified as either external trade promotion or internaltrade promotion. Legal Requirements for Starting and operating a simple business in KenyaBusiness PermitA business permit indicates that you are licensed to operate by the local county government. KRA PINA Kenya Revenue Authority PIN is among the legal requirements that you need to start a business in Kenya. It is used to facilitate tax compliance with all Kenyans and businesses required to file their tax returns yearly."}
{"text": "Legal Requirements for Starting and operating a simple business in KenyaBusiness PermitA business permit indicates that you are licensed to operate by the local county government. KRA PINA Kenya Revenue Authority PIN is among the legal requirements that you need to start a business in Kenya. It is used to facilitate tax compliance with all Kenyans and businesses required to file their tax returns yearly. TAXATION IN KENYATax: is a compulsory payment by either individuals or organizations to thegovernment without any direct benefit to the payer. Taxation-refers to the process through which the government raises revenue by collecting taxes. Purposes reasons for taxationi. Raising revenue for government expenditure. This is the main reason for taxation. Ii. Discouraging controlling consumption of certain commodities e.g. alcohol and cigarattes which are considered to be harmful. Iii. Discouraging importation of certain commodities in order to protect local industries. This is done by imposing heavy taxes on such commodities. Iv. Controlling inflation. Taxation reduces money supply by reducing peoples disposable income thereby controlling inflation. V. Reducing inequality in income distribution; this is done by taxing the rich heavily and using the finances raised in provision of goods and services that benefit the poor. Vi. Influencing locations of businesses. This is done by taxing businesses located in urban areas heavily and those in rural areas lightly hence businesses moving to rural areas. Vii. Correcting unfavorable balance of payments. High taxes are imposed on imported commodities thereby discouraging their importation leading to an improvement in the balance of payments. Viii. To protect the key selectors of the economy such as the agricultural sector, by stimulating their growth. Factors that determine the amount of money raised through taxationi. Distribution of incomesii. Social and political factorsiii. Honesty and efficiency of tax authoritiesiv. Citizens level of real incomev. Economic structure of the country i.e. relative size of the country s commercial and subsistence sectors. Principles of taxationThese are the characteristics that a good tax system should have. They are also referred to as the cannons of taxation. A good tax system should be;Equitable principle of equity-Every subject of the state should pay tax in proportion to their income. Certain principle of certainty-The tax that an individual should pay should be clear in terms of the amount, time and manner in which it should be paid."}
{"text": "They are also referred to as the cannons of taxation. A good tax system should be;Equitable principle of equity-Every subject of the state should pay tax in proportion to their income. Certain principle of certainty-The tax that an individual should pay should be clear in terms of the amount, time and manner in which it should be paid. The government should also be fairly certain of the amount of tax expected so that planning can be easier. Convenient principle of convenience-Tax levied ought to be convenient to both the contributor and collector, it should be levied at a time when the payer has money and mode of payment should be convenient to both the payer and the payeeEconomical principle of economy-The cost of collecting and administeringthe tax should be lower than the tax so collected. Flexible principle of flexibility-It should be readily adaptable to changing economic times i.e. when the economic conditions of the people improve it should give raised revenue e.g. VATAbility to pay non-oppressive-A tax system should be designed in a way that the amount charged is not too high to the extent that the contributors are unable to pay or is discouraged from working hard. Diversified principle of diversity-There should be different types of taxes so that the tax burden is on different groups in the society. This also ensures that the government has money at all times. Simplicity-A good tax system should be simple enough to be understood by each tax payer. This will motivate them to pay tax. Elastic principle of elasticity-The tax system should be able to generate more revenue for the government by targeting items of mass consumption. STRAND FOURFINANCIAL RECORDS IN BUSINESSBusiness TransactionsA business transaction is a deal between two or more people involving exchange of goods and services in terms of money. Business transaction may take place on cash basis; in which case goods are paid for before or on delivery or a short while after deliveryBusiness transaction may also take place on credit basis; which means payment is made after a specified period from the date of delivery of the goods or the provision of the servicesa Documents used at the inquiry stageThis is the first stage in transaction. An inquiry is a request by a prospective buyer for information on available goods and services."}
{"text": "STRAND FOURFINANCIAL RECORDS IN BUSINESSBusiness TransactionsA business transaction is a deal between two or more people involving exchange of goods and services in terms of money. Business transaction may take place on cash basis; in which case goods are paid for before or on delivery or a short while after deliveryBusiness transaction may also take place on credit basis; which means payment is made after a specified period from the date of delivery of the goods or the provision of the servicesa Documents used at the inquiry stageThis is the first stage in transaction. An inquiry is a request by a prospective buyer for information on available goods and services. It is aimed at establishing the following; Whether the goods or services required are available for sale The quality or nature of the products available The prices at which the goods or services are being sold The terms of sale in respect to payment and delivery of goods or services Some of the documents used at this stage include;i Letter of inquiry;This is a letter written by a potential buyer to the seller to find out the goods and services offered by the seller. A letter of inquiry can be general or specific. A specific letter of inquiry seeks for information about a particular product. Reply to an inquiryThe seller may reply to the letter of inquiry by sending any of the following documents;-Price list-A catalogue-Quotation-A tenderi A price listThis is a list of items sold by the trader together with their prices. The information contained in a price list is usually brief and not illustrated and may include;-Name and address of the Seller-List of the goods and services-The recommended unit prices of the products -Any discounts offeredPrice list show the prices of the commodities at that time. Ii A catalogue; A catalogue is a basket which briefly describes the goods a seller stocks. It is normally sent by the seller to the buyer when the buyer sends a general letter of inquiry."}
{"text": "The information contained in a price list is usually brief and not illustrated and may include;-Name and address of the Seller-List of the goods and services-The recommended unit prices of the products -Any discounts offeredPrice list show the prices of the commodities at that time. Ii A catalogue; A catalogue is a basket which briefly describes the goods a seller stocks. It is normally sent by the seller to the buyer when the buyer sends a general letter of inquiry. It usually carries illustrations on the goods stocked, and could be in the form of attractive and colorful picturesThe content of a catalogue includes the following; Name and address of the seller Details of the products to be sold; inform of pictures and illustrations The prices of the products After-sales services offered by the seller Packaging and posting expenses to be incurred Delivery services to be used Terms of sale-Catalogues carry more information than the price list and they are more expensive to print. Iii Quotation; This is a document sent by a seller to a buyer in response to a specific letter of inquiry. It specifies the conditions and terms under which the seller is willing to supply the specified goods and services to the buyer. The content of a quotation includes the following;-Name and address of Seller-Name and address of the buyer-Description of goods to be supplied -Prices of the commodities-Terms of sale i.e. discounts, time of supply, delivery-Total of the goods to be suppliedQuotations are normally in form of letters, but many large-scale businesses have pre-printed quotations forms which they readily send to the potential customers. Iv A TenderThis is a document of offer to sell sent by a seller to a buyer in response to an advertised requestTenders contain the following;-Date when the tender advertisement was made -Mode of payment-Date of making document -Discounts given-Name and address of prospective seller called the tenderer-The prices at which the goods can be provided-Period of delivery -Mode of delivery-Tenders are delivered in sealed envelopes which are opened by the buyer on a specified dateThe winning tender is usually awarded on the of the lowest quoted price although the buyer is not obliged to accept this especially if quality is likely to be lowTenders are not binding unless accepted by the buyer."}
{"text": "The content of a quotation includes the following;-Name and address of Seller-Name and address of the buyer-Description of goods to be supplied -Prices of the commodities-Terms of sale i.e. discounts, time of supply, delivery-Total of the goods to be suppliedQuotations are normally in form of letters, but many large-scale businesses have pre-printed quotations forms which they readily send to the potential customers. Iv A TenderThis is a document of offer to sell sent by a seller to a buyer in response to an advertised requestTenders contain the following;-Date when the tender advertisement was made -Mode of payment-Date of making document -Discounts given-Name and address of prospective seller called the tenderer-The prices at which the goods can be provided-Period of delivery -Mode of delivery-Tenders are delivered in sealed envelopes which are opened by the buyer on a specified dateThe winning tender is usually awarded on the of the lowest quoted price although the buyer is not obliged to accept this especially if quality is likely to be lowTenders are not binding unless accepted by the buyer. B Documents used at the order stageAfter receiving replies to inquiry in form of price list, catalogue or Quotation, a prospective buyer will study the terms and conditions stated in them, and then may decide to buy products or not. I An OrderIf a prospective buyer decides to purchase an item s , he or she then places an orderAn order is a document sent by a potential buyer to a seller requesting to be provided with specified products under specified terms and conditions-An order issued for goods is called a local purchase order LPO An order issued for services is called a local service order LSO Ways of making an orderi Filling an order form. This is a pre-printed document that is used for making ordersii Writing an order letteriii Sending an e-mail, faxing or sending a short text messageiv Giving a verbal order. Verbal orders have the disadvantage in that they can be misunderstood and there would be no record of items ordered-Where written orders are made, the potential buyer keeps a copy of the order for use in verifying the goods ordered when they are delivered."}
{"text": "I An OrderIf a prospective buyer decides to purchase an item s , he or she then places an orderAn order is a document sent by a potential buyer to a seller requesting to be provided with specified products under specified terms and conditions-An order issued for goods is called a local purchase order LPO An order issued for services is called a local service order LSO Ways of making an orderi Filling an order form. This is a pre-printed document that is used for making ordersii Writing an order letteriii Sending an e-mail, faxing or sending a short text messageiv Giving a verbal order. Verbal orders have the disadvantage in that they can be misunderstood and there would be no record of items ordered-Where written orders are made, the potential buyer keeps a copy of the order for use in verifying the goods ordered when they are delivered. -A written order may contain the following; Name and address of the buyer Name and address of the 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 deliveryii Acknowledgement noteOn receiving the order, the seller sends the buyer an acknowledgement note An acknowledgement note is a document sent by the seller to the prospective buyer to inform him her that the order has been received and it is being acted upon. After sending the acknowledgement note, the seller has to decide whether to extend credit to the buyer or not. At this stage, the seller has the following options;i If the seller is convinced that the buyer is credit worthy, arrangements are made to deliver the ordered goods or services to the buyer. Ii If the seller is not sure of credit worthiness of the buyer, a credit status inquiry can be issued to the buyer s bankers or to other suppliers who deal with the buyer to ascertain the credit worthiness. Iii If the buyer is not credit worthy then a polite note or a pro forma invoice can be sent to him herA proforma invoiceThis is a document sent by the seller to the buyer requesting the buyer to make payment for goods or services before they are delivered. It indicates that the seller is not willing to grant the buyer credit."}
{"text": "Ii If the seller is not sure of credit worthiness of the buyer, a credit status inquiry can be issued to the buyer s bankers or to other suppliers who deal with the buyer to ascertain the credit worthiness. Iii If the buyer is not credit worthy then a polite note or a pro forma invoice can be sent to him herA proforma invoiceThis is a document sent by the seller to the buyer requesting the buyer to make payment for goods or services before they are delivered. It indicates that the seller is not willing to grant the buyer credit. Functions of a proforma invoicei A polite way of asking for payment before the goods are deliveredii Sent when the seller does not want to give creditiii Used by importers to get customers clearance before goods are deliverediv Issued to an agent who sells goods on behalf of the sellerv Show what the buyer would have to pay if the order is approvedvi Can be used to serve as a quotationCircumstances under which a pro-forma invoice may be used If the seller does not want to give credit If the seller wants to sell goods through an agent If the seller wants to get clearance for imported goods If the seller wants it to function as a quotation If the seller wants to inform the buyer what he she pay if the order is approved e.t.cDocuments used at the Delivery stageAfter the seller has accepted the order sent an acknowledgement note and where necessary the pro-forma invoice, the seller then prepares the goods for delivery to the buyer. This can be done in the following ways; The seller can ask the buyer to collect the goods The seller can deliver the goods to the buyer using his her own means of transport The goods can be delivered to the buyer through public transport The services s can be rendered to the buyer at the sellers or the buyer s premises or at any convenient place. The main documents that are used at this stage are;i Packing note; Before delivery goods are packed for dispatch. This is a document prepared by the seller showing the goods contained packed in every container, box or carton being delivered to the buyer-A copy of the packing note is packed with the goods to make help the buyer have a spot check."}
{"text": "This can be done in the following ways; The seller can ask the buyer to collect the goods The seller can deliver the goods to the buyer using his her own means of transport The goods can be delivered to the buyer through public transport The services s can be rendered to the buyer at the sellers or the buyer s premises or at any convenient place. The main documents that are used at this stage are;i Packing note; Before delivery goods are packed for dispatch. This is a document prepared by the seller showing the goods contained packed in every container, box or carton being delivered to the buyer-A copy of the packing note is packed with the goods to make help the buyer have a spot check. The contents of a packing note include;-Description of goods packed-Quantities of goods packed-The means of deliveryNOTE: A packing not does not contain prices of goods. This ensures that those people involved in checking and transporting goods do not know the value of goods. This is done as a precaution against theft. Ii Advice note; This is a document sent by the seller to the buyer to inform the buyer that the ordered goods have been dispatched. It is usually sent through the fastest means possible. -It contains the following;-The means of delivery -A description of the goods-The quantity dispatched -Date-Name and address of buyer and sellerFunctions of an advice notea Informing the buyer that the goods are on the way so that in case of any delay in delivery, the buyer can make inquiriesb Alerting the buyer so that necessary arrangements can be made for payments when the goods arrivec Can serve as an acknowledgement note, where one is not sent iii Delivery note; This is a document sent by the seller to the buyer to accompany the goods being delivered. -A delivery note is always made in triplicate 3 , one copy remains with the seller and two sent to the buyer. -When the goods reach the buyer, he she confirms that the goods are the ones ordered for and that they are in the right condition by comparing the delivery note, the order and the goods. If the buyer is satisfied with the goods, he she signs the two copies, retains the original and send the copy back to the seller. This serves as evidence that the goods have been received in the right condition and in the right quantities. -Some businesses keep delivery books in which the buyer signs to indicate that goods have been received in good condition."}
{"text": "-When the goods reach the buyer, he she confirms that the goods are the ones ordered for and that they are in the right condition by comparing the delivery note, the order and the goods. If the buyer is satisfied with the goods, he she signs the two copies, retains the original and send the copy back to the seller. This serves as evidence that the goods have been received in the right condition and in the right quantities. -Some businesses keep delivery books in which the buyer signs to indicate that goods have been received in good condition. A delivery book is used by the seller if he she delivers goods by himself herself as an alternative to a delivery noteThe content of a delivery note includes the following;a. Name and address of the sellerb. Name and address of the buyerc. Date of deliveryd. Delivery note numbere. Description of the goods deliveredf. Quantities of the goods deliveredg. Space for the buyer to sign and comment on the condition of the goods received. Iv Consignment noteThis is a document prepared by a transporter to show that he she has been hired to deliver specified goods to a particular buyer. This document is used when goods are delivered to the buyer by public means of transport e.g. by trains. -The seller is the consignor, the buyer is the consignee and the goods the consignment-The transporting company prepares the consignment note and gives the seller to complete and sign. The seller then returns the note to the transporter carrier who takes it together with the goods to the buyer. -On receiving the goods, the buyer signs the consignment note as evidence that the goods were actually transported. The content of a consignment note includes the following; Details of the goods to the transported Name address of seller consignor Name and address of buyer consignee Terms of carriage and conditions of transporting the goods The transportation cost Handling information Destination of goodsv Goods Received note; This is a document sent by the buyer to the seller to inform him her that goods sent have been received. It usually prepared in duplicate, the original is sent to the seller and the copyretained by the buyer. The contents of the goods received note include; Date of the document Name and address of the buyer Name and address of the seller Corresponding purchase order Details of goods received Date the goods were received."}
{"text": "The content of a consignment note includes the following; Details of the goods to the transported Name address of seller consignor Name and address of buyer consignee Terms of carriage and conditions of transporting the goods The transportation cost Handling information Destination of goodsv Goods Received note; This is a document sent by the buyer to the seller to inform him her that goods sent have been received. It usually prepared in duplicate, the original is sent to the seller and the copyretained by the buyer. The contents of the goods received note include; Date of the document Name and address of the buyer Name and address of the seller Corresponding purchase order Details of goods received Date the goods were received. Vi Returned goods note Damaged goods note; If goods are damaged on the way, the buyer may return them to the seller. The buyer may also return goods for other reasons e.g. Wrong type of goods Excess goods Wrong quality goods-When the goods are returned, the buyer informs the seller of the return by sending a goods returned note. -A goods returned note is a document sent by a buyer to a seller to inform him her that certain goods are being returned to the seller. -Where the goods are returned because of damage, the note may be referred to as the damaged goods note. The contents of the goods returned note include; Details of goods that have been returned to the seller Date goods are returned The number of GRN Order number Delivery number Name and address of both buyer and seller-When the seller receives the note together with the goods, he issues a credit noted Documents used at the invoicing stageThis stage involves the seller requesting or demanding for payment from the buyer for the goods or services delivered. Some of the documents used at this stage include:a InvoiceThis is a document sent to the buyer by the seller to demand for payment for goods delivered or services rendered. There are two types of invoices namely:a Cash invoice-This is sent when payment is expected immediately after delivery thus acting as a cash sale receiptb A credit invoice-This is sent when a buyer is allowed to pay at a later date. Functions of an invoicei It shows the details of goods sold i.e."}
{"text": "Some of the documents used at this stage include:a InvoiceThis is a document sent to the buyer by the seller to demand for payment for goods delivered or services rendered. There are two types of invoices namely:a Cash invoice-This is sent when payment is expected immediately after delivery thus acting as a cash sale receiptb A credit invoice-This is sent when a buyer is allowed to pay at a later date. Functions of an invoicei It shows the details of goods sold i.e. quantity delivered, unit price, total value of the goods and terms and conditions of sale. Ii It is a request to the buyer to make paymentiii It serves as an evidence that the buyer owes the seller a certain amount of moneyiv It is used as a source document in recording the transaction in the book of accounts. The contents of an invoice include the following: Invoice number Name and address of the seller Name and address of the buyer Date document is prepared Details of goods repaired Unit prices of goods delivered Total value of goods Discounts offered E and O.E printed at the bottomThe letters E and O.E Errors and Omissions Excepted means the seller reserves the right to correct any errors and omissions made in the invoice.-On receiving the invoice, the buyer verifies the contents using the local purchase order and the delivery note. If the invoice is in order, the buyer makes arrangements to pay the amount stated. Businesses which offer services issue a document called a bill, which serves the purpose of an invoice. B Credit noteThis is a document sent by the seller to the buyer credit buyer to correct an overcharge. It is used to inform the buyer that the amount payable by him her has been reducedAn overcharge is an excess amount charged beyond the right price. Causes of overcharge may include; Arithmetical errors like wrong addition Price overcharges Inclusion of wrong or unordered items in the invoice Failure to deduct the allowable discounts Return of goods damaged goods Failure to note the return by the buyer of packing cases or containers used to deliver goods to him her Use of wrong price list. -The purpose of the credit note is to reduce the total invoice amount by the amount of the overcharge. -A credit note is usually printed in red to distinguish it from other documents."}
{"text": "Causes of overcharge may include; Arithmetical errors like wrong addition Price overcharges Inclusion of wrong or unordered items in the invoice Failure to deduct the allowable discounts Return of goods damaged goods Failure to note the return by the buyer of packing cases or containers used to deliver goods to him her Use of wrong price list. -The purpose of the credit note is to reduce the total invoice amount by the amount of the overcharge. -A credit note is usually printed in red to distinguish it from other documents. -Contents of a credit note include; Name and address of the seller and the buyer Credit note number Date document is prepared Description and value of goods returned by buyer in case that was done Total overchargeReasons why a seller would send a credit note to a buyer circumstances under which a credit note is sent to a buyer. -When there is an overcharge in an invoice-When the original invoice had indicated items that were not supplied-When the buyer returns empty cases crates that had been charged in the invoice. -When the buyer returns some goods to the seller-If the buyer was entitled to a discount which was not given or taken care of in the invoice. C Debit noteThis is a document sent by the seller to the buyer to correct an undercharge on the original invoice. It is used to inform the buyer that the amount payable by him has been increased. -A debit note acts as an additional invoice. -An undercharge arises when amount charged on products is less than their right price. Causes of undercharge include: Price undercharges on items Arithmetic errors mistaken in calculation Omission of items in the invoice Retention of crates and containers that were not involved by the buyer Deductions of more discount than what was give intendedCircumstances under which a debit note will be sent to the buyera When there is an undercharge in the invoiceb If the buyer had been given a discount that was not due to himc If some items had been omitted in the original invoiced If the buyer decides to retain some empty containers or cratesDifferences Between a debit note and a credit noteDocuments used at the payment stageThis is the final stage of a credit business transaction."}
{"text": "-A debit note acts as an additional invoice. -An undercharge arises when amount charged on products is less than their right price. Causes of undercharge include: Price undercharges on items Arithmetic errors mistaken in calculation Omission of items in the invoice Retention of crates and containers that were not involved by the buyer Deductions of more discount than what was give intendedCircumstances under which a debit note will be sent to the buyera When there is an undercharge in the invoiceb If the buyer had been given a discount that was not due to himc If some items had been omitted in the original invoiced If the buyer decides to retain some empty containers or cratesDifferences Between a debit note and a credit noteDocuments used at the payment stageThis is the final stage of a credit business transaction. It takes place after the invoice has been received and ascertained to be correct or where necessary, corrections made. The documents used at the payment stage include;i ReceiptThis is a document issued to the buyer by the seller as proof that payment has been made. -Payment can be done in cash, cheque, other forms of money or in kind-The receipt also serves as a source document for making entries in books of accounts. Contents of the receipt include; Date of payment Name of the person making payment Name of person institution receiving payment Amount paid in words and figures Means of payment Receipt number Signature of person issuing the receipt. -The issuance of a receipt by the seller to the buyer after receiving payment marks the end of the credit transaction between the seller and the buyer where payment has been done in full -A receipt serves the same purpose as the cash sale slipii Statement of AccountThis is a document prepared by the seller and sent to the buyer, giving a summary of all the dealings transactions between them during a particular period of time, usually a month. It has the following details; Date when it was prepared Name and address of the seller Name and address of the buyer Account number Date column-where the date of each transaction is recorded Particulars Details column-where the explanation of each transaction is shown Money column-Debit column-increases in the amounts payable due to credit sales or under charge correction."}
{"text": "Contents of the receipt include; Date of payment Name of the person making payment Name of person institution receiving payment Amount paid in words and figures Means of payment Receipt number Signature of person issuing the receipt. -The issuance of a receipt by the seller to the buyer after receiving payment marks the end of the credit transaction between the seller and the buyer where payment has been done in full -A receipt serves the same purpose as the cash sale slipii Statement of AccountThis is a document prepared by the seller and sent to the buyer, giving a summary of all the dealings transactions between them during a particular period of time, usually a month. It has the following details; Date when it was prepared Name and address of the seller Name and address of the buyer Account number Date column-where the date of each transaction is recorded Particulars Details column-where the explanation of each transaction is shown Money column-Debit column-increases in the amounts payable due to credit sales or under charge correction. -Credit column-Decrease in the amounts payable due to overcharges corrected or payments recorded. -Balance column-Amount owing after each transaction Balance outstanding Any discounts allowed to the buyer Date when the buyer is expected to clear the balance Terms of credit e.t.c. -The statement of account enables the buyer to ascertain the correctness of the transactions which have taken place with the seller over the stated period. Iii IOUAn IOU I owe you is a document written by the buyer and sent to the seller to acknowledge a debt. -It does not specify date when settlement will be made.-It acts as evidence that a debt exists. Methods of payments for goods and servicesThese are the methods or ways the buyer may use to settle debts arising froma business transaction. These are various means of payments that can be used. These means of payments can be put into the following groups;i Cashii Means of payment provided by the post officeiii Means of payments provided by the commercial banksiv Means of payments which arise from private arrangements between sellers and buyersv Other means of payment. E.g. Mobile transaction, Online payments like paypali CashThis refers to the use of notes and coins to make payments."}
{"text": "These are various means of payments that can be used. These means of payments can be put into the following groups;i Cashii Means of payment provided by the post officeiii Means of payments provided by the commercial banksiv Means of payments which arise from private arrangements between sellers and buyersv Other means of payment. E.g. Mobile transaction, Online payments like paypali CashThis refers to the use of notes and coins to make payments. Currency notes and coins are issued by the central Bank of Kenya and are therefore legal tender-Legal tender means everyone is obliged by law to accept them as a means of payment i.e. no one can refuse to accept them as they are backed by the law. Notes and coins are available in different denominations as follows; Coins; 5cents, 50cents, sh.1, sh.5, sh.10 and sh.40Notes; sh.10.sh.20, sh.50, sh.100, sh.200, sh.500 and sh.1000. -Coins are suitable for settling small debts and are acceptable as legal tender up to a certain maximum e.g. 50cents coins the maximum is sh20 and sh.1 the maximum is ksh.100. Advantages of cash as a means of payment:i It is the only means of payment which is a legal tenderii Convenient for settlement of small debtsiii Convenient to people with or without bank accountsiv Cash is readily usableDisadvantages of cash as a means of paymenti Not convenient to carry aroundii Cash can be lost or stolen easily as it is readily usableiii Payment is difficult to prove unless a receipt is issuedCircumstances under which cash payment is appropriatei Where the amounts involved are smallii Where the payee receiver does not accept other means of paymentiii Where cash is the only means availableiv Where the payee requires cash money urgentlyv Where there is need to avoid expenses associated with other means of paymentsii Means of payments provided by the banksCommercial banks are financial institutions that accept deposits to and withdrawals from them. They also lend money to customers. Examples of commercial banks include:Commercial bank of Kenya, National bank of Kenya, Barclays bank, andCo-operative bank e.t.c-There are various means of payments provided by the commercial banks. They are:a."}
{"text": "Advantages of cash as a means of payment:i It is the only means of payment which is a legal tenderii Convenient for settlement of small debtsiii Convenient to people with or without bank accountsiv Cash is readily usableDisadvantages of cash as a means of paymenti Not convenient to carry aroundii Cash can be lost or stolen easily as it is readily usableiii Payment is difficult to prove unless a receipt is issuedCircumstances under which cash payment is appropriatei Where the amounts involved are smallii Where the payee receiver does not accept other means of paymentiii Where cash is the only means availableiv Where the payee requires cash money urgentlyv Where there is need to avoid expenses associated with other means of paymentsii Means of payments provided by the banksCommercial banks are financial institutions that accept deposits to and withdrawals from them. They also lend money to customers. Examples of commercial banks include:Commercial bank of Kenya, National bank of Kenya, Barclays bank, andCo-operative bank e.t.c-There are various means of payments provided by the commercial banks. They are:a. Chequesb. Bank drafts bankers chequesc. Credit transfersd. Standing orderse. Travellers chequesf. Telegraphic transfersg. Debit cardsh."}
{"text": "Travellers chequesf. Telegraphic transfersg. Debit cardsh. Electronic fund Transfer E.F.T a ChequesThis is a written order by an account holder with the bank drawer to the bank drawee to pay on demand a specified amount of money to the named person payee or the bearerParties to a chequei Drawer-This is the person or institution who writes and issues the cheque. He is usually a current account holder with the bankii Payee-The person or institution to be paidiii Drawee-The bank where the drawer has an account Details on a cheque; they include: Date when it is issued Name of the drawer The name of the payee, except in bearer cheques The name of the drawee bank and branch from where it is issued Amount to be paid in figures and in words The account number of the drawer The signature of the drawer The cheque number and bank code The appropriate revenue stampsTypes of chequesi Open chequesii Crossed chequesiii Bearer chequesiv Order chequesi Open chequesThis is acheque that can be presented for payment over the counter. Youpresent it and cash is paid to you. Ii Crossed chequesThis is acheque that bears two parallel lines on the face. This means the cheque cannot be cashed over the counter. The cheque is deposited in an account payee s account The payee then withdraws the money from his her accountA crossed cheque can be opened by the drawer signing twice on its face.-A crossing can be general or special-General crossing-general crossings only contains the two parallel lines. This implies that the cheque will be paid through any bank in which it is deposited.-Special crossings-Has other instructions included in the crossing i.e; Not negotiable-Means the cheque can be transferred by the payee to a third party, but he third cannot transfer the cheque only the original payee can transfer the cheque Account payee only-Means the cheque should be deposited in the account of the payee. Not transferable-Means there is no negotiation or transfer of the chequeiii Bearer cheques-This cheque does not have the name of the payee written on it."}
{"text": "The cheque is deposited in an account payee s account The payee then withdraws the money from his her accountA crossed cheque can be opened by the drawer signing twice on its face.-A crossing can be general or special-General crossing-general crossings only contains the two parallel lines. This implies that the cheque will be paid through any bank in which it is deposited.-Special crossings-Has other instructions included in the crossing i.e; Not negotiable-Means the cheque can be transferred by the payee to a third party, but he third cannot transfer the cheque only the original payee can transfer the cheque Account payee only-Means the cheque should be deposited in the account of the payee. Not transferable-Means there is no negotiation or transfer of the chequeiii Bearer cheques-This cheque does not have the name of the payee written on it. The person presenting it to the bank is the one who is paid. Iv Order cheque-The cheque bears the name of the payee. The bank pays this particular payee the amount stated in the cheque after proper identificationDishonouring a chequeA cheque is dishonored if the bank refuses to pay and returns the cheque to the drawer. -A cheque can be dishonored due to the following reasons:i. Insufficient funds in the accountii. If the signature on the cheque differs from the drawers specimen signature in the bank. Iii. If the cheque is stalc i.e. presented for payment after six months from the date of issue. Iv. If the cheque is post dated-meaning the cheque is presented for payment earlier than the date on the chequev. If the amount in figures is different from the amount in wordsvi. If there are alterations on the cheque which are not countersigned by the drawervii. If the cheque is torn, dirty or defauld making it illegibleviii. If the account holder drawer is dead and the bank is aware of the factix. If the drawer instructs the bank not to pay the particular chequex. If the cheque contains errors which need to be correctedxi. If the drawer becomes bankrupt or insanexii. If the drawer has closed his her account. Advantages of using chequesi They are more secure than notes and coins because if they are lost or stolen, they can be traced to the person who cashed them."}
{"text": "If the drawer becomes bankrupt or insanexii. If the drawer has closed his her account. Advantages of using chequesi They are more secure than notes and coins because if they are lost or stolen, they can be traced to the person who cashed them. Ii They are convenient to carry and can be used to pay large sum of money which would be otherwise inconvenient to pay using cashiii They can be transferred to a third party to make payment cheques are negotiableiv Payment can be made by cheque without the need to travel to make paymentv They provide a record of payment because of the counterfaits. The counterfaits acts as proof that payment has been made. Vi Under special circumstances, they can be cashed or discounted before maturity. Disadvantages of using chequesi Cheques can be dishonoredii Requires the payee to go to the bank and in some cases to have an accountiii The drawer pays some charges e.g. charges for the cheque bookiv Can only be issued by an account holder the drawer must have an accountv They are not readily acceptable by everybodyvi They do not provide immediate cashCircumstances under which a cheque is appropriate as a means of payment Where the amount of money involved is large Where the policy of the business demands so Where a cheque is the only means available Where there is need to avoid other risks associated with other means of paymentsb Bank drafts Banker s cheques-This is a cheque drawn on a bank i.e. a cheque drawn by one bank to another requesting the latter bank to pay a named person or institution a specified sum of money and charge it to the drawing bank-It can also be drawn by a bank on the request of a customer. The customer fills in an application form obtained from a bank and hands it over to the bank together with the money she wants to transfer and a commission for the service. -The bank then prepares the cheque and gives it to the applicant who can then send it to the payee-A bank draft has the drawing bank s guarantee for payment. It is therefore more readily acceptable than personal cheques. -It is suitable when urgency is desired in the payment as it is more readily acceptable."}
{"text": "-The bank then prepares the cheque and gives it to the applicant who can then send it to the payee-A bank draft has the drawing bank s guarantee for payment. It is therefore more readily acceptable than personal cheques. -It is suitable when urgency is desired in the payment as it is more readily acceptable. C Credit transferThis is a means of payment provided by commercial banks to their current accounts holders who want to pay many people using one cheque at the same time-One cheque is drawn and is usually accompanied by a list of the people to be paid, the amount to be paid to each person and the addresses of the bank branches where the payment is to be made. -The bank then ensures that a credit transfer is affected to the various bank branches and each payee is paid-A credit transfer is usually used by employers to pay salaries to their staff members. D Standing orderThis is an instruction to a bank by an account holder to pay a named person or an organization a fixed amount of money at regular intervals over a specified period of time or until stopped-It is a very useful means of payment for business people as it enables them to regularly pay their recurrent bills e.g. water, insurance, electricity, loan payment, hire purchase payment e.t.ce Traveler s chequesThis is a cheque drawn by one bank to another requesting the latter to pay a specified sum of money to a named bearer, who usually would have bought that cheque from issuing bank. The cheque holder pays the value of the cheque plus the charges for the services to the issuing bank. -Travellers cheques are usually issued in fixed denominations and are very convenient for travel purposes, hence their name. They enable a person to travel without having to carry a lot of cash. The cheques are also readily acceptable as a means of payment. F Telegraphic TransfersThis is a method means of transferring money offered by commercial banks to anybody who wants to send money to another. The sender is required to fill an application form and provide the followinginformation among others:-His her name -The amount of money to be remitted-Name of the payee -The bank where the money would be paid. The applicant is charged a commission and telegraph fee. The paying bank sends a telegram to the payee who has to identify himself herself before the payment is madeThe method is fast and safe. G Debit cardsThese are plastic cards issued by financial institutions e.g."}
{"text": "The applicant is charged a commission and telegraph fee. The paying bank sends a telegram to the payee who has to identify himself herself before the payment is madeThe method is fast and safe. G Debit cardsThese are plastic cards issued by financial institutions e.g. banks that enables a person to purchase goods and services from any business that accepts them. Debit cards are used to make payments from money held in ones accounts and are therefore an alternative to cash payments. Examples are ATM cards. H Electronic Fund Transfer E.F.T EFT is a method of transferring money from one account to another where computers are used. The sender is required to fill an electronic fund transfer form provided by the bank which instructs the bank to transfer money from his her account to a named account. Information is then sent to the payee s bank electronically and the amount in the account is increased accordingly. The method is very fast. Iii. Means of payments provided by the post officeThe post office provides means of payments that can be used to transfer money from one person to another. The means of payments provided by the post office to facilitate paymentsincludes,a. Money ordersb. Posta payc. Postal ordersd. Postage stampse. Premium bondsa Money ordersA money order facilitates the transfer of money from one person to another through the post office and or bank A money order is usually for a specified sum of money usually purchased with cash from the post officeA person wishing to send money using this method visits a post office and completes an application form. Some of the details contained given in the form include: The amount of money to be remitted Name of the payee The name of the post office where the money order will be cashed Name and address of the sender Whether the money order is to be ordinary or sent by telegraph Whether the sender wishes to be informed if the money has been paid Whether the money is to be paid through a bank account or at the post office counter. The application form, money to be remitted and commission for the service is handed to the post office cleark who prepares the money order and gives it to the sender who may post it or send it to the payee."}
{"text": "Premium bondsa Money ordersA money order facilitates the transfer of money from one person to another through the post office and or bank A money order is usually for a specified sum of money usually purchased with cash from the post officeA person wishing to send money using this method visits a post office and completes an application form. Some of the details contained given in the form include: The amount of money to be remitted Name of the payee The name of the post office where the money order will be cashed Name and address of the sender Whether the money order is to be ordinary or sent by telegraph Whether the sender wishes to be informed if the money has been paid Whether the money is to be paid through a bank account or at the post office counter. The application form, money to be remitted and commission for the service is handed to the post office cleark who prepares the money order and gives it to the sender who may post it or send it to the payee. -Telegraphic money orders, the post office sends a telegram to the payee informing him her to go to the post office and claim the money.-Before payment is made, the payee must; Identify himself herself by producing an ID card Identify the person who sent the money. -The sender of the money is left with a counterfoil which serves as evidence that money was sent and it can be used to reclaim the money if it did not reach the payee-Money order may be open or crossed. A crossed money order bears two parallel lines drawn diagonally on its face and must be deposited in the bank account of the payee. It cannot be cashed over the counter at the post office. -An open money order can be presented for payment at the post officecounter. Circumstances under which money order is appropriatea Where it is the only means availableb Where other means are not acceptablec Where there is need to avoid inconveniences or risks associated with other meansb Posta payThis is an Electronic Fund Transfer EFT service offered by the postal corporation of Kenya, for sending and receiving money instantly from various destinations both locally and internationally."}
{"text": "It cannot be cashed over the counter at the post office. -An open money order can be presented for payment at the post officecounter. Circumstances under which money order is appropriatea Where it is the only means availableb Where other means are not acceptablec Where there is need to avoid inconveniences or risks associated with other meansb Posta payThis is an Electronic Fund Transfer EFT service offered by the postal corporation of Kenya, for sending and receiving money instantly from various destinations both locally and internationally. -The person sending money fills in a form called send form giving the following details; Name, address and telephone number of sender Name, address and telephone number of receiver Pay city, town and location of the receiver Signature of the sender Amount to be sent-The sender hands over the form, the amount of money to be sent and the commission to the post office clerk for processing-The transfer is done via the internet through a machine that gives a twelvedigit number for the transaction called the Transaction control number TCN .The sender then conveys this number, amount sent and pay location to the recipient and instructions to the recipient to visit the namedpost office for payment. This message is usually conveyed through the quickest means possible such as a telephone call-The sender is given a copy of the processed send form as proof that money has been sent. The post office retains the original for record purposes.-When the receiver visits the post office, he she will fill a receiver form giving the following details;i The transaction number i.e. the twelve-digit number ii The expected amountiii The name, address and telephone number of the senderiv The city town or location of the senderv Signature of the receiverThe receiver then identifies himself or herself by producing an ID card or passport before receiving the money."}
{"text": "This message is usually conveyed through the quickest means possible such as a telephone call-The sender is given a copy of the processed send form as proof that money has been sent. The post office retains the original for record purposes.-When the receiver visits the post office, he she will fill a receiver form giving the following details;i The transaction number i.e. the twelve-digit number ii The expected amountiii The name, address and telephone number of the senderiv The city town or location of the senderv Signature of the receiverThe receiver then identifies himself or herself by producing an ID card or passport before receiving the money. Advantages of using Posta pay as a means of paymenti Accessibility-Posta pay outlets post offices are located countrywide to eliminate movement over long distances to get moneyii Ease of use-Sending or receiving money is easy as one only needs to fill a form which is processed immediatelyiii Speed-the transfer of money is instant fast iv Security-Confidentiality in the transmission of money is provided and money is only paid to the person intendedv Convenience-Posta pay services are offered for long hours during the day and pay locations are conveniently locatedvi Affordability-Posta pay services are relatively affordable as large amounts can be sent at reasonable costs. C Postal orders-Postal orders are sold by the post office for the purpose of remitting money-They are available in fixed denominations of sh.5, 10.20,40,60,80,100 and 200-On buying a postal order, the sender pays for both the face value of the postal order and a commission charged for the service-Postal orders just like money orders are issued with counterfoils that the sender will keep as evidence of remittance in case the person to whom he she remits the money does not receive it. The sender writes the name of the payee on the postal order as a safety measure. Payment to the bearer can be made in any post office with postal order facilitiesPostal orders may also be crossed or open see crossed and ordinary money orders iv Other means of paymenta Credit cardsb Mobile money transfer services e.g. M-pesa."}
{"text": "The sender writes the name of the payee on the postal order as a safety measure. Payment to the bearer can be made in any post office with postal order facilitiesPostal orders may also be crossed or open see crossed and ordinary money orders iv Other means of paymenta Credit cardsb Mobile money transfer services e.g. M-pesa. A Credit cards plastic money -These are plastic cards that enable a person to purchase goods or services on credit from any business willing to accept the card-They are both a means of payment and a term of paymentb Mobile money transfer services e.g. M-pesa-This is a means of money transfer services provided by mobile phone service providers to their customers subscribers -It can only be used to transfer money between people subscribed to the same mobile phone network e.g. from one safaricom subscriber to another safaricom subscriber, Airtel to Airtel e.t.c-The sender must register for the money transfer service and is issued with a PIN personal identification number -When money is sent, both the sender and the receiver will receive a message confirming the transfer. -A person can send money anytime anywhere so long as he she has value in his her m-pesa, pesa pap account. -Each mobile service provider has a range of value that can be transferred using this method. -A small transaction fee is charges for the transfer i.e. for sending and withdrawingBenefits of mobile money transfer servicesi. Confidentiality-The secret PIN protects the value in the customer s accountii. Ease of use-The service is easy to use as the agents assists to carry out transactioniii. Speed-Money transfer is an instant service conveyed to the receiver via the short message service SMS iv. Convenience-The service is convenient to both the sender and the receiver, as they only need to go to the nearest agent money can be sent deposited or received anywhere v. Accessibility-The agents e.g. m-pesa agents are located in most parts of towns and also in rural areas. Money can hence be sent and received anywhere and anytime. Vi. Affordability-The service charges are very low for registered users and very affordable for non-registered usersvii."}
{"text": "Money can hence be sent and received anywhere and anytime.vi. Affordability-The service charges are very low for registered users and very affordable for non-registered usersvii. Security-Relatively secure when the sender uses the correct phone number of the receiverImportance of financial documents in record keeping in businessKnowing Your Financial Situation - You need to know where your company stands daily, weekly, monthly, quarterly, and annually. Are you making money, is your client base increasing or decreasing, do you have enough money in the bank to meet your obligations, are you meeting the goals you set for your business?Without this knowledge, you have little or no control over your business. You need to know how much inventory you have on hand, how much you need to order when you need to order, the credit terms your suppliers offer, the balance in your bank account to cover your payments for running your business such as rent, utilities, office supplies, inventory, employees wages, and payroll taxes. Also, you are likely to be in non-compliance with local, state, and federal regulations without proper controls on your finances. Meeting Your Tax Obligationshelps to maximize all the expenses you claim and reduce your tax obligationsmakes it quicker to prepare your accounts at year-endgives you the information you need to run your business and help it growhelps you plan for tax paymentshelps identify the strengths and weaknesses in your businesshelps manage changes and improvements in your businesswill help you plan to meet financial commitments such paying creditors or employeesmakes it easier to get a loan or sell your businessavoids over under tax paymentshelps identify if your business is liable for paying VAT to KRAmakes it easier to distribute profits to shareholders as dividends or for partnerships where both profits and losses have to be shared."}
{"text": "GRADE 7 TERM 1SOCIAL STUDIES LESSON NOTESCAREER AND ENTREPRENEURIAL OPPORTUNITIES IN SOCIAL STUDIESSocial studies is a learning area that includes History, Geography and CitizenshipThe study of social studies provides us with career and entrepreneurial opportunities in different fields. Careers are occupations undertaken for a significant period of a person s life and with opportunities for progress in lifeEntrepreneurship is the activity of setting up a business or taking on financial risks with hope of making a profitImportance of social studies for personal development and service to humanitySocial studies prepares learners to join various career pathwaysLearners are able to utilise available resources to come up with entrepreneurial projects which help them meet their needs. By learning political development and governance learners are exposed to different styles of leadershipBy understanding systems of government, learners are able to make informed decisions once they take up leadership roles in future for the benefit of the communityThe historical understanding of some prominent people in the past is key in shaping learners futureSocial studies encourages learners to appreciate different cultures, values and traditions from national and global perspective which can be adopted in our localitylearners are able to integrate key aspects of the constitution such as integrity when making decision about governanceLearning of key aspects on democracy, rule of law, responsible citizenry helps learners living harmoniously in the society. Skills and knowledge in personality, human identity and personal well being in promoting inner peace are all meant to enhance understanding of personal growth and developmentResearch skills in field work equip learners with data collection, analysis and presentation skills that will help in solving problems affecting our societyCareer opportunities related to social studiesLaw -Advocate -LawyerGeology Museology CartographyUrban planningMeteorology and climatologyAviationArchaeologyMedicineTeachingSurveyEngineeringEntrepreneurial opportunities for social studiesSome of the entrepreneurial opportunities for social studies in our socisty includePotteryBasketryEcotourismHorticultureAgro forestryFishingDairy farmingGender stereotypes associated with career choices and entrepreneurial opportunities in social studiesGender is the state of being male or female in relation to social and cultural roles. Stereotypes are fixed general ideas or images that assume that a person behaves in a particular way. Stereotypes limit aspirations and development of talents. They create gender differences. These gender differences ought to be addressed using appropriate strategies."}
{"text": "Stereotypes limit aspirations and development of talents. They create gender differences. These gender differences ought to be addressed using appropriate strategies. A strategy is a careful plan or method of dealing with an issueWe can address gender stereotypes in career and entrepreneurial opportunities related to social studies through the following strategiesCommitting and encouraging both males and females to take a full range of careers and business opportunitiesEnsuring representation of both genders in leadershipTreating both males and females equally by using texts and circular that does not promote gender biasDevelop policies, law and decision making process that represent both males and femalesRecognising biological difference devoid of stereotypes in career choices and entrepreneurial opportunities in social studiesThere are biological differences between male and female people. Biological difference should never be a hindrance to one s career choice and entrepreneurial opportunitiesBoth male and female should be given equal opportunities to pursue their dreamsDemonstrating respect for one s gender identity in pursuit of social studies careers and entrepreneurial opportunitiesNATURAL AND HISTORIC BUILT ENVIRONMENT IN AFRICAMAPS AND MAPWORKA map is a representation of the earth or part of it on a flat surface. Position of AfricaAfrica lies between latitude 37 N and 35 S and on longitude 18 W and 52 E. Separated by water from all other continent except at the point where it joins Asia."}
{"text": "Biological difference should never be a hindrance to one s career choice and entrepreneurial opportunitiesBoth male and female should be given equal opportunities to pursue their dreamsDemonstrating respect for one s gender identity in pursuit of social studies careers and entrepreneurial opportunitiesNATURAL AND HISTORIC BUILT ENVIRONMENT IN AFRICAMAPS AND MAPWORKA map is a representation of the earth or part of it on a flat surface. Position of AfricaAfrica lies between latitude 37 N and 35 S and on longitude 18 W and 52 E. Separated by water from all other continent except at the point where it joins Asia. Mostly Easterly point is called ras hafun cape guardafui Mostly westerly is cape verdeMostly northerly is cape bonMostly southerly is cape agulhasAfrica is connected to sinai peninsula by suez canalSeparated from Spain by strait of gibraltarSeparated from Arabia by strait of bab el-mandebShape of AfricaThe northern half is very wide while the southern is much narrowerAt the cape guardafui extends outwards in the shape of a horn therefore the horn of AfricaSize of AfricaAfrica is the second largest continent in the worldHas an area of about 30.3 million square kilometres 20 of the total land surface It measures 8000 km from north to south and 7400km from east to westOther continentsAsia 43608000km2Africa 30335000km2North America 25349000km2South America 17611000km2Antarctica 13340000km2Europe 10498000km2Australia 8923000km2Countries that makes up the Africa continentAfrica has the largest number of countries in the world making o total of 55 countriesAlgeria2381741km2Angola1246700km2Benin115773km2Botswana600372km2Burkina faso274200km2Burundi28490km2Cameroon475900km2Cape verde7275km2Central africa republic622984km2Chad1284000km2Comoros2117km2Congo 34965km2C te d ivoire322463km2Djibouti23310km2DR congo2345409km2Egypt1101449km2Equatorial guinea28051km2Eritrea124320km2Ethiopia1221900km2Gabon267667km2Gambia11369km2Ghana238537km2Guinea 245957km2Guinea bisau36125km2Kenya582648km2Lesotho30460km2Liberia111369km2Libya1775000km2Madagascar592900km2Malawi118484km2Mali1240192km2Mauritania1030700km2Mauritius2040km2Morocco724730km2Mozambique802000km2Niger1267000km2Namibia824295km2Nigeria923773km2Rwanda26338km2S o Tome principe964km2Senegal196192km2Seychelles453km2Sierra leone72325km2Somalia626541km2South africa1221037km2South sudan644329km2Sudan1886068km2Eswatini 17368km2Tanzania947419km2Togo56785km2Tunisia164154km2Uganda236036km2Western sahara252120km2Zambia752618km2Zimbabwe390759km2The largest country in Africa is Algeria while the smallest is Seychelles."}
{"text": "Position of AfricaAfrica lies between latitude 37 N and 35 S and on longitude 18 W and 52 E. Separated by water from all other continent except at the point where it joins Asia. Mostly Easterly point is called ras hafun cape guardafui Mostly westerly is cape verdeMostly northerly is cape bonMostly southerly is cape agulhasAfrica is connected to sinai peninsula by suez canalSeparated from Spain by strait of gibraltarSeparated from Arabia by strait of bab el-mandebShape of AfricaThe northern half is very wide while the southern is much narrowerAt the cape guardafui extends outwards in the shape of a horn therefore the horn of AfricaSize of AfricaAfrica is the second largest continent in the worldHas an area of about 30.3 million square kilometres 20 of the total land surface It measures 8000 km from north to south and 7400km from east to westOther continentsAsia 43608000km2Africa 30335000km2North America 25349000km2South America 17611000km2Antarctica 13340000km2Europe 10498000km2Australia 8923000km2Countries that makes up the Africa continentAfrica has the largest number of countries in the world making o total of 55 countriesAlgeria2381741km2Angola1246700km2Benin115773km2Botswana600372km2Burkina faso274200km2Burundi28490km2Cameroon475900km2Cape verde7275km2Central africa republic622984km2Chad1284000km2Comoros2117km2Congo 34965km2C te d ivoire322463km2Djibouti23310km2DR congo2345409km2Egypt1101449km2Equatorial guinea28051km2Eritrea124320km2Ethiopia1221900km2Gabon267667km2Gambia11369km2Ghana238537km2Guinea 245957km2Guinea bisau36125km2Kenya582648km2Lesotho30460km2Liberia111369km2Libya1775000km2Madagascar592900km2Malawi118484km2Mali1240192km2Mauritania1030700km2Mauritius2040km2Morocco724730km2Mozambique802000km2Niger1267000km2Namibia824295km2Nigeria923773km2Rwanda26338km2S o Tome principe964km2Senegal196192km2Seychelles453km2Sierra leone72325km2Somalia626541km2South africa1221037km2South sudan644329km2Sudan1886068km2Eswatini 17368km2Tanzania947419km2Togo56785km2Tunisia164154km2Uganda236036km2Western sahara252120km2Zambia752618km2Zimbabwe390759km2The largest country in Africa is Algeria while the smallest is Seychelles. Offshore island also form part of Africa;SeychellesSao Tome and principeMauritiusComorosMadagascarCape verdeLocating places and features on a map using latitudes and longitudesWhen giving the position of a place or features we with start with the latitude and then longitudeMajor latitudes and longitudesMajor longitude is called prime meridian also called Greenwich meridianIn Africa it passes through:Ghana Accra AlgeriaBurkina fasoMaliAll other longitudes are measured and named from prime meridian up to 180 on both sidesMajor latitude are 3 passing through AfricaEquator 0 - divides Africa into two partsIt passes through;GabonCongoDR congoUgandaKenyaSomaliaTropic of cancer 231 2 north of equatorIt passes through;Western saharaMaliMauritaniaAlgeriaLibyaEgyptTropic of capricorn 231 2 south of equatorIt passes through:NamibiaBotswanaSouth africaMozambiqueMadagascarOther important lines of latitude are far from africa are:Arctic circle 661 2 NAntarctic circle 661 2 SCalculating the time of different places in the world using longitudesRotation of the earth- This is movement of earth on its own axisDistance between longitudes is measured in degreesThere are 360 meridians or longitudesOne complete rotation is 360 The direction of the rotation is from west to east i.e."}
{"text": "Separated by water from all other continent except at the point where it joins Asia. Mostly Easterly point is called ras hafun cape guardafui Mostly westerly is cape verdeMostly northerly is cape bonMostly southerly is cape agulhasAfrica is connected to sinai peninsula by suez canalSeparated from Spain by strait of gibraltarSeparated from Arabia by strait of bab el-mandebShape of AfricaThe northern half is very wide while the southern is much narrowerAt the cape guardafui extends outwards in the shape of a horn therefore the horn of AfricaSize of AfricaAfrica is the second largest continent in the worldHas an area of about 30.3 million square kilometres 20 of the total land surface It measures 8000 km from north to south and 7400km from east to westOther continentsAsia 43608000km2Africa 30335000km2North America 25349000km2South America 17611000km2Antarctica 13340000km2Europe 10498000km2Australia 8923000km2Countries that makes up the Africa continentAfrica has the largest number of countries in the world making o total of 55 countriesAlgeria2381741km2Angola1246700km2Benin115773km2Botswana600372km2Burkina faso274200km2Burundi28490km2Cameroon475900km2Cape verde7275km2Central africa republic622984km2Chad1284000km2Comoros2117km2Congo 34965km2C te d ivoire322463km2Djibouti23310km2DR congo2345409km2Egypt1101449km2Equatorial guinea28051km2Eritrea124320km2Ethiopia1221900km2Gabon267667km2Gambia11369km2Ghana238537km2Guinea 245957km2Guinea bisau36125km2Kenya582648km2Lesotho30460km2Liberia111369km2Libya1775000km2Madagascar592900km2Malawi118484km2Mali1240192km2Mauritania1030700km2Mauritius2040km2Morocco724730km2Mozambique802000km2Niger1267000km2Namibia824295km2Nigeria923773km2Rwanda26338km2S o Tome principe964km2Senegal196192km2Seychelles453km2Sierra leone72325km2Somalia626541km2South africa1221037km2South sudan644329km2Sudan1886068km2Eswatini 17368km2Tanzania947419km2Togo56785km2Tunisia164154km2Uganda236036km2Western sahara252120km2Zambia752618km2Zimbabwe390759km2The largest country in Africa is Algeria while the smallest is Seychelles. Offshore island also form part of Africa;SeychellesSao Tome and principeMauritiusComorosMadagascarCape verdeLocating places and features on a map using latitudes and longitudesWhen giving the position of a place or features we with start with the latitude and then longitudeMajor latitudes and longitudesMajor longitude is called prime meridian also called Greenwich meridianIn Africa it passes through:Ghana Accra AlgeriaBurkina fasoMaliAll other longitudes are measured and named from prime meridian up to 180 on both sidesMajor latitude are 3 passing through AfricaEquator 0 - divides Africa into two partsIt passes through;GabonCongoDR congoUgandaKenyaSomaliaTropic of cancer 231 2 north of equatorIt passes through;Western saharaMaliMauritaniaAlgeriaLibyaEgyptTropic of capricorn 231 2 south of equatorIt passes through:NamibiaBotswanaSouth africaMozambiqueMadagascarOther important lines of latitude are far from africa are:Arctic circle 661 2 NAntarctic circle 661 2 SCalculating the time of different places in the world using longitudesRotation of the earth- This is movement of earth on its own axisDistance between longitudes is measured in degreesThere are 360 meridians or longitudesOne complete rotation is 360 The direction of the rotation is from west to east i.e. anticlockwise direction."}
{"text": "Mostly Easterly point is called ras hafun cape guardafui Mostly westerly is cape verdeMostly northerly is cape bonMostly southerly is cape agulhasAfrica is connected to sinai peninsula by suez canalSeparated from Spain by strait of gibraltarSeparated from Arabia by strait of bab el-mandebShape of AfricaThe northern half is very wide while the southern is much narrowerAt the cape guardafui extends outwards in the shape of a horn therefore the horn of AfricaSize of AfricaAfrica is the second largest continent in the worldHas an area of about 30.3 million square kilometres 20 of the total land surface It measures 8000 km from north to south and 7400km from east to westOther continentsAsia 43608000km2Africa 30335000km2North America 25349000km2South America 17611000km2Antarctica 13340000km2Europe 10498000km2Australia 8923000km2Countries that makes up the Africa continentAfrica has the largest number of countries in the world making o total of 55 countriesAlgeria2381741km2Angola1246700km2Benin115773km2Botswana600372km2Burkina faso274200km2Burundi28490km2Cameroon475900km2Cape verde7275km2Central africa republic622984km2Chad1284000km2Comoros2117km2Congo 34965km2C te d ivoire322463km2Djibouti23310km2DR congo2345409km2Egypt1101449km2Equatorial guinea28051km2Eritrea124320km2Ethiopia1221900km2Gabon267667km2Gambia11369km2Ghana238537km2Guinea 245957km2Guinea bisau36125km2Kenya582648km2Lesotho30460km2Liberia111369km2Libya1775000km2Madagascar592900km2Malawi118484km2Mali1240192km2Mauritania1030700km2Mauritius2040km2Morocco724730km2Mozambique802000km2Niger1267000km2Namibia824295km2Nigeria923773km2Rwanda26338km2S o Tome principe964km2Senegal196192km2Seychelles453km2Sierra leone72325km2Somalia626541km2South africa1221037km2South sudan644329km2Sudan1886068km2Eswatini 17368km2Tanzania947419km2Togo56785km2Tunisia164154km2Uganda236036km2Western sahara252120km2Zambia752618km2Zimbabwe390759km2The largest country in Africa is Algeria while the smallest is Seychelles. Offshore island also form part of Africa;SeychellesSao Tome and principeMauritiusComorosMadagascarCape verdeLocating places and features on a map using latitudes and longitudesWhen giving the position of a place or features we with start with the latitude and then longitudeMajor latitudes and longitudesMajor longitude is called prime meridian also called Greenwich meridianIn Africa it passes through:Ghana Accra AlgeriaBurkina fasoMaliAll other longitudes are measured and named from prime meridian up to 180 on both sidesMajor latitude are 3 passing through AfricaEquator 0 - divides Africa into two partsIt passes through;GabonCongoDR congoUgandaKenyaSomaliaTropic of cancer 231 2 north of equatorIt passes through;Western saharaMaliMauritaniaAlgeriaLibyaEgyptTropic of capricorn 231 2 south of equatorIt passes through:NamibiaBotswanaSouth africaMozambiqueMadagascarOther important lines of latitude are far from africa are:Arctic circle 661 2 NAntarctic circle 661 2 SCalculating the time of different places in the world using longitudesRotation of the earth- This is movement of earth on its own axisDistance between longitudes is measured in degreesThere are 360 meridians or longitudesOne complete rotation is 360 The direction of the rotation is from west to east i.e. anticlockwise direction. One complete rotation takes 24 hoursAll places found in the east of the Greenwich meridian will see sunrise first and therefore they are one hour ahead of those to the westEffects of rotation of the earthDifferences in time along different longitudesOccurrence of day and night24hrs 360 1hr ?"}
{"text": "Offshore island also form part of Africa;SeychellesSao Tome and principeMauritiusComorosMadagascarCape verdeLocating places and features on a map using latitudes and longitudesWhen giving the position of a place or features we with start with the latitude and then longitudeMajor latitudes and longitudesMajor longitude is called prime meridian also called Greenwich meridianIn Africa it passes through:Ghana Accra AlgeriaBurkina fasoMaliAll other longitudes are measured and named from prime meridian up to 180 on both sidesMajor latitude are 3 passing through AfricaEquator 0 - divides Africa into two partsIt passes through;GabonCongoDR congoUgandaKenyaSomaliaTropic of cancer 231 2 north of equatorIt passes through;Western saharaMaliMauritaniaAlgeriaLibyaEgyptTropic of capricorn 231 2 south of equatorIt passes through:NamibiaBotswanaSouth africaMozambiqueMadagascarOther important lines of latitude are far from africa are:Arctic circle 661 2 NAntarctic circle 661 2 SCalculating the time of different places in the world using longitudesRotation of the earth- This is movement of earth on its own axisDistance between longitudes is measured in degreesThere are 360 meridians or longitudesOne complete rotation is 360 The direction of the rotation is from west to east i.e. anticlockwise direction. One complete rotation takes 24 hoursAll places found in the east of the Greenwich meridian will see sunrise first and therefore they are one hour ahead of those to the westEffects of rotation of the earthDifferences in time along different longitudesOccurrence of day and night24hrs 360 1hr ? 360 1 24 15Therefore 1hr 15 or 360 24 60 minutes 1440min 1440 360 1 4minI Hr the earth covers 15 and 1 it covers 4 minutesCalculating time of places found to the east of Greenwich MeridianExample 1The time in Accra 0 is 7.00am.calculate time in bermbera 45 E1hr 15 ?"}
{"text": "Used to locate physical features like landforms. THE EARTH AND THE SOLAR SYSTEMSolar system is the group of heavenly bodies comprising the sun and the planets. The origin of the solar systemThe passing star theoryA star with a greater gravitational pull passed near the sunIt attracted large quantities of gaseous materials from the sunThe materials split, cooled and condensed to form planetsThe planets were set in orbit by the passing starThe nebula cloud theoryThere was a slowly rotating cloud of dust and gas called NebulaIt cooled and began to contactRotation speed increased and successive rings of gaseous materials were formed. The rings condensed to form planetsThe central gaseous material remained as the sunSize of the earthEquatorial diameter-12756kmEquatorial circumference-40085kmPolar diameter-39995kmSurface area of the earth-510 106 km2Water surface - 73 . MERCURYNearest from the sunIts 58m km from the sunHas no satellitesTakes approximately 88 earth days to revolve around the sunVenus2nd planet from the sunIt s 108m km from the sunOne of the brightest planetsCan be seen clearly with naked eyesTakes approximately 225 earth days to revolve around the sunSlightly smaller than the earthHas no satellitesTogether with the earth they are called twin planets due to having many similaritiesMarsAlso called The Red Planet because when it s observed through a telescope it appears reddish. The 4th from the sunSlightly smaller than the earthApproximately 228m km from the sunTakes 687 earth days to revolve around the sunBetween Mass and Jupiter there are small celestial bodies called planetoids. Has no satellite."}
{"text": "MERCURYNearest from the sunIts 58m km from the sunHas no satellitesTakes approximately 88 earth days to revolve around the sunVenus2nd planet from the sunIt s 108m km from the sunOne of the brightest planetsCan be seen clearly with naked eyesTakes approximately 225 earth days to revolve around the sunSlightly smaller than the earthHas no satellitesTogether with the earth they are called twin planets due to having many similaritiesMarsAlso called The Red Planet because when it s observed through a telescope it appears reddish. The 4th from the sunSlightly smaller than the earthApproximately 228m km from the sunTakes 687 earth days to revolve around the sunBetween Mass and Jupiter there are small celestial bodies called planetoids. Has no satellite. Jupiter5th planet from the sunApproximately 778m km from the sunLargest in the universeRotates on its own axis at very fast speedHas flattened poles due to its fast speed of rotationHas very thick layers of ice on its surfacetakes 12 earth years to revolve around the sunHas 16 satellitesSaturn6th planet from the sunSecond largest planetApproximately 1427m km from the sunTakes 29 earth years to revolve around the sunHas a ring around itHas 18 satellitesUranus7th planet from the sunAbout 4 times bigger than the earthApproximately 2870m km from the sunAlso rotates very fastAlso has flattened poles due to fast speed of rotationIt appears greenish foe being surrounded by methane gasHas 8 satellitesTakes 84 earth years to revolve around the sunNeptuneOne of the farthest from the sun8th planet from the sunApproximately 4497m km from the sunHas 8 satellitesTakes 165 earth years to revolve around the sunVery similar in size, colour and character with UranusThe shape of the earthThe shape of the earth is called geoid ovoid oblate spheroid due to being an imperfect sphere by being wide at the equator and flat at the poles."}
{"text": "The 4th from the sunSlightly smaller than the earthApproximately 228m km from the sunTakes 687 earth days to revolve around the sunBetween Mass and Jupiter there are small celestial bodies called planetoids. Has no satellite. Jupiter5th planet from the sunApproximately 778m km from the sunLargest in the universeRotates on its own axis at very fast speedHas flattened poles due to its fast speed of rotationHas very thick layers of ice on its surfacetakes 12 earth years to revolve around the sunHas 16 satellitesSaturn6th planet from the sunSecond largest planetApproximately 1427m km from the sunTakes 29 earth years to revolve around the sunHas a ring around itHas 18 satellitesUranus7th planet from the sunAbout 4 times bigger than the earthApproximately 2870m km from the sunAlso rotates very fastAlso has flattened poles due to fast speed of rotationIt appears greenish foe being surrounded by methane gasHas 8 satellitesTakes 84 earth years to revolve around the sunNeptuneOne of the farthest from the sun8th planet from the sunApproximately 4497m km from the sunHas 8 satellitesTakes 165 earth years to revolve around the sunVery similar in size, colour and character with UranusThe shape of the earthThe shape of the earth is called geoid ovoid oblate spheroid due to being an imperfect sphere by being wide at the equator and flat at the poles. The position of the earth in the solar systemThe 3rd planet from the sunThe earth and the heavenly bodies make the universeThe only planet that supports lifeThe home of manApproximately 149m km from the sunTakes 365 days to revolve around the sunHas one satellite, the moonRotation of the earthMovement of the earth on its own axis imaginary line through the centre from N pole to S poleRotates through 360 Takes 24 hours day to complete 1 rotationRotates in an anticlockwise direction west to east Effects of Rotation of the EarthCreates day and night because at any one time one side of the earth faces the sun day and the other remains in darkness night ."}
{"text": "Has no satellite. Jupiter5th planet from the sunApproximately 778m km from the sunLargest in the universeRotates on its own axis at very fast speedHas flattened poles due to its fast speed of rotationHas very thick layers of ice on its surfacetakes 12 earth years to revolve around the sunHas 16 satellitesSaturn6th planet from the sunSecond largest planetApproximately 1427m km from the sunTakes 29 earth years to revolve around the sunHas a ring around itHas 18 satellitesUranus7th planet from the sunAbout 4 times bigger than the earthApproximately 2870m km from the sunAlso rotates very fastAlso has flattened poles due to fast speed of rotationIt appears greenish foe being surrounded by methane gasHas 8 satellitesTakes 84 earth years to revolve around the sunNeptuneOne of the farthest from the sun8th planet from the sunApproximately 4497m km from the sunHas 8 satellitesTakes 165 earth years to revolve around the sunVery similar in size, colour and character with UranusThe shape of the earthThe shape of the earth is called geoid ovoid oblate spheroid due to being an imperfect sphere by being wide at the equator and flat at the poles. The position of the earth in the solar systemThe 3rd planet from the sunThe earth and the heavenly bodies make the universeThe only planet that supports lifeThe home of manApproximately 149m km from the sunTakes 365 days to revolve around the sunHas one satellite, the moonRotation of the earthMovement of the earth on its own axis imaginary line through the centre from N pole to S poleRotates through 360 Takes 24 hours day to complete 1 rotationRotates in an anticlockwise direction west to east Effects of Rotation of the EarthCreates day and night because at any one time one side of the earth faces the sun day and the other remains in darkness night . Causes deflection of winds and ocean currents in the N hemisphere to the left and in the S hemisphere to the right."}
{"text": "Jupiter5th planet from the sunApproximately 778m km from the sunLargest in the universeRotates on its own axis at very fast speedHas flattened poles due to its fast speed of rotationHas very thick layers of ice on its surfacetakes 12 earth years to revolve around the sunHas 16 satellitesSaturn6th planet from the sunSecond largest planetApproximately 1427m km from the sunTakes 29 earth years to revolve around the sunHas a ring around itHas 18 satellitesUranus7th planet from the sunAbout 4 times bigger than the earthApproximately 2870m km from the sunAlso rotates very fastAlso has flattened poles due to fast speed of rotationIt appears greenish foe being surrounded by methane gasHas 8 satellitesTakes 84 earth years to revolve around the sunNeptuneOne of the farthest from the sun8th planet from the sunApproximately 4497m km from the sunHas 8 satellitesTakes 165 earth years to revolve around the sunVery similar in size, colour and character with UranusThe shape of the earthThe shape of the earth is called geoid ovoid oblate spheroid due to being an imperfect sphere by being wide at the equator and flat at the poles. The position of the earth in the solar systemThe 3rd planet from the sunThe earth and the heavenly bodies make the universeThe only planet that supports lifeThe home of manApproximately 149m km from the sunTakes 365 days to revolve around the sunHas one satellite, the moonRotation of the earthMovement of the earth on its own axis imaginary line through the centre from N pole to S poleRotates through 360 Takes 24 hours day to complete 1 rotationRotates in an anticlockwise direction west to east Effects of Rotation of the EarthCreates day and night because at any one time one side of the earth faces the sun day and the other remains in darkness night . Causes deflection of winds and ocean currents in the N hemisphere to the left and in the S hemisphere to the right. It causes rising and falling of ocean tides."}
{"text": "The position of the earth in the solar systemThe 3rd planet from the sunThe earth and the heavenly bodies make the universeThe only planet that supports lifeThe home of manApproximately 149m km from the sunTakes 365 days to revolve around the sunHas one satellite, the moonRotation of the earthMovement of the earth on its own axis imaginary line through the centre from N pole to S poleRotates through 360 Takes 24 hours day to complete 1 rotationRotates in an anticlockwise direction west to east Effects of Rotation of the EarthCreates day and night because at any one time one side of the earth faces the sun day and the other remains in darkness night . Causes deflection of winds and ocean currents in the N hemisphere to the left and in the S hemisphere to the right. It causes rising and falling of ocean tides. Causes time difference between longitudesEffects of Rotation of the Earth on human activitiesRevolution of the earthMovement of the earth in its orbit around the sun. It s in anticlockwise direction. The orbit of the earth s revolution is elliptical. Takes 365 days in a year or 366 days in a leap year every 4 years . The sun moves from the tropic of cancer to the equator and then towards tropic of Capricorn and back to the tropic of cancer. 21st march and 23rd September are called equinoxes because the length of day and night is equal. The sun is vertically overhead at noon at the equator. 21st June is called summer solstice because its summer in the N hemisphere. The sun is vertically overhead at noon at the tropic of cancer. 22nd December is called winter solstice because its winter in the S. hemisphere. The sun is vertically overhead at noon at noon at the tropic of Capricorn. Solstice is the period of maximum tilting of the earth towards the sun. Effects of the Revolution of the earthCauses the four seasons summer, autumn, winter and spring due to the movement of overhead sun causing changes in the heat belt. Causes variation of day and night s lengths due to the earth s axis being inclined to the path of revolution at an angle of 60 . Equinoxes have equal lengths of day and night."}
{"text": "Effects of the Revolution of the earthCauses the four seasons summer, autumn, winter and spring due to the movement of overhead sun causing changes in the heat belt. Causes variation of day and night s lengths due to the earth s axis being inclined to the path of revolution at an angle of 60 . Equinoxes have equal lengths of day and night. Summers have longer days and shorter nights. Winters have longer nights and shorter days. Causes changes in the altitude of the midday sun due to the earth s orbit being elliptical. Highest altitude during equinoxLowest altitude during solsticesCauses lunar eclipse due to revolution bringing the earth in line with the sun and the moon. Effects of the Revolution of the earth on human activitiesThe internal structure of the earthA. Crust LithosphereOutermost layer of the earthMade of soils and other loose deposits of sandThe dominant rocks are granites. Extends 0-50kmHas 2 layers1. SialAlso called continental crustMade of light coloured rocksCalled sial because it s made up of silica and aluminium. 2. SimaAlso called oceanic crustMainly made of basaltic rocks which are brittle. Called sima because it is made of silica magnesium and iron. B. Mohorovicic Discontinuity Moho A definite zone of discontinuity between the crust and the mantle. Was discovered by Dr. Andrija Mohorovicic in 1909. The Mantle AsthenosphereLayer lying between the crust and the coreMade of iron and magnesiumHas two layersUpper mantleRocks are more elastic than those of sima. Temperature is about 1000 c. lower mantleRocks are like very viscous liquid. Temperature ranges between 1000 c to 3000 c. Gutenberg DiscontinuityA definite zone of discontinuity between mantle and core. Core barysphere CentrosphereThe innermost central layer of the earth. Has 2 layersOuter CoreComposed of very dense rocksMade up of nickel and ironTemperatures are up to 3700 c. Inner CoreA solid mass of mainly ironTemperatures are estimated to be 4500 c to 5000 c. F."}
{"text": "Has 2 layersOuter CoreComposed of very dense rocksMade up of nickel and ironTemperatures are up to 3700 c. Inner CoreA solid mass of mainly ironTemperatures are estimated to be 4500 c to 5000 c. F. The AtmosphereLayer of gases surrounding the earth. The earth revolves with it because its held onto it by gravityIt s about 330km thick. Composition of the AtmosphereGases-exist as a mixtureSmoke particlesDust particlesWater vapourG. hydrosphereOcean and seasWEATHERWeather is the daily atmospheric conditions of a place at a particular time. ELEMENTS OF WEATHERTemperatureMeasure or degree of hotness or coldness of a placeHumidityThe amount of water vapour or moisture in the atmospherePrecipitationAll forms of moisture which fall from the atmosphere to the earth s surfaceRainfall is a form of precipitation formed from clouds that in form of water dropletsAtmospheric pressureWindMoving air on the surface of the earthSunshineDirect rays of sunlight on the surface of the earthCloud coverMass of tiny droplets of water or ice formed through condensationAnalysis and interpretation of weather conditionsDiurnal daily Temperature range-Difference between the maximum and minimum temperature for any one day. Mean Daily Temperature-Average of the maximum and the minimum daily temperatures. Mean Monthly temperature-Sum of mean daily temperatures in a month divided by the number of days in that month. Mean Monthly minimum Temperature-Sum of daily minimum temperatures divided by the number of days in that month. Mean Monthly Maximum Temperature-Sum of daily maximum temperatures divided by the number of days in that month. Mean Annual Temperature-Sum of mean monthly temperatures divided by 12. Mean Annual Temperature Range-Difference between the highest and the lowest mean monthly temperatures in a year. Monthly Rainfall Total-Sum of rainfall recorded in a month. Annual Rainfall Total-Sum of monthly rainfall totals for 12 months. Mean Monthly Rainfall-Sum of rainfall totals for a particular month over several years divided by the number of the years of observation. Mean Annual Rainfall-Sum of mean monthly rainfall for 12 months of the year."}
{"text": "Annual Rainfall Total-Sum of monthly rainfall totals for 12 months. Mean Monthly Rainfall-Sum of rainfall totals for a particular month over several years divided by the number of the years of observation. Mean Annual Rainfall-Sum of mean monthly rainfall for 12 months of the year. Factors to consider when siting a weather stationWeather Station-A place where observation, measuring and recording of weather elements is doneFactors to Be Taken Into Account When Sitting a Weather StationOpen spaceAn open place where there is little obstruction of weather elements. Accessible placeAccessible place so that recording can be done easily. Gently sloping landA fairly level or gently sloping ground 5 so that it s easy to position weather instruments. SecurityThe place should have securityThe place should provide a wide view of the surrounding landscape and the sky. The site should be free from flooding. . Constructing selected instruments for measuring elements of weatherInstruments for Measuring Elements of WeatherThermometer- measures temperatureHygrometer- measures humidityRain gauge-measures rainfallBarometer-measures air pressureSunshine recorder-measures sunshine duration and intensityWind vane measures wind directionAnemometer-measures wind speedConstructing a wind stockPUPIL S ACTIVITYPAGE 52Materials neededA paper cupClay and plasticineA pinDrinking strawMarker penA white circular cardboardSquare and triangular paper cuttingsA pencil with a rubber headConstructing a rain gaugePUPIL S ACTIVITYPAGE 53Materials neededA 2-litre plastic bottleRulerA ballpoint penMasking tapeA scalpel or pair of scissorsConstructing a WindsockPUPIL S ACTIVITYPAGE 53-54Materials neededCylindrical bagStringA scalpelWater paintsAn empty plastic fat magarine tinMasking tape or cellotapeA pole with a pointed endPainting brushes or chewed sticksSignificance of weather to humanHelps us to be aware of natural calamities related to weather before they occur so as to take precautionary measures. Guiding tourists on when to visit national parks. Helps farmers to plan their activities such as planting, harvesting, etc. Ensures air and water transport is carried out safely."}
{"text": "Guiding tourists on when to visit national parks. Helps farmers to plan their activities such as planting, harvesting, etc. Ensures air and water transport is carried out safely. Helps sporting people to plan their training and competition schedules. Helps people to plan many other activities such as mining, electricity generation, holiday events, etc. Helps fishing communities to plan their activitiesHistorical informationSources of historical information in the societyMonumentsCavesHistorical picturesFolk songsOld coinsRecorded folk storiesArchaeological sitesTextbooksArticlesMythsArtefacts,FossilsPrimary and secondary sources of informationPrimary source is historical information that are created during the time period studied or were created at a later age by participant in even being practisedSecondary source is historical information that interprets or analyses a historical phenomenonWays of preserving historical informationSignificance of historical information in providing evidence of past accountsPEOPLE AND POLPULATIONHUMAN ORIGINTRADITIONAL STORIES ON HUMAN ORIGINThis is an attempt by communities of people to explain their origin. It is given through Oral Traditions, myths and legends. It mainly states that the first people were created by GodKikuyu communityAccording to the Agikuyu, God Ngai appeared and created their ancestors Gikuyu and Mumbi at Mukurwe Wa Gathanga near present day MurangaGikuyu and Mumbi gave birth to 9 daughters who later formed the nine classBukusuThe bukusu of wetern Kenya belives that the fist man was called Mwambu. He was made from mud by WELE KHAKABA God the creator at a place called Mumbo which means west. God created a wife for him. Mwambu and his wife moved from Mumbo to the foothills of Mt. Masaba-mt elgon- where their descendants grew in numbers to become the Abaluhya communityMaasaiOnce upon a time Enkai God owned all the cattle in the world. One day he opened the sky and replaced all the cattle he owned from heaven to earth using a long rope."}
{"text": "Mwambu and his wife moved from Mumbo to the foothills of Mt. Masaba-mt elgon- where their descendants grew in numbers to become the Abaluhya communityMaasaiOnce upon a time Enkai God owned all the cattle in the world. One day he opened the sky and replaced all the cattle he owned from heaven to earth using a long rope. Enkai created 3 communities on earthThe Torrobo also the Ogiek , the gikuyu whom God bless with seed and grain and the Maasai whom God blessed with all the cattle of the worldAkamba communityThe akamba community believes that God was called Mulungu. He created the first man MUNDU and woman KIVETI. They were then placed on top of Nzaui Hill in makueni. He blessed them with children and livestockNandi communityAccording to the Nandi, the first two people came from the knees of a giant man, which began to swell until they burst. A man came from one knee and a woman from the other. These became the ancestors of the Nandi-speaking people of Kenya. This is an example of myths in certain communities that do not directly refer to God s creation. RELIGIOUS STORIES ON HUMAN ORIGINThis presents man and everything else as having been created by God. It is contained mainly inThe Bible used by Christians God created the heaven and earth according to Genesis chapter 2The Quran used by Muslims . Islam believes that all living and non living things were created by AllahHinduThe universe was created by Brahma. He is regarded as the hindu god of creationFactors proving that Africa is the cradle of humankindAfrican Savannas were ideal for primates. The moist, warm and varied climate supported animal and plant life. Archaeological sites were discovered in the Great Lakes region of eastern Africa and along the Great Rift Valley. This confirms that hominids were living in this region by the time the rift valley was being formed. The earliest apes and various animals may have first lived around what is now Lake Victoria and the rift valley, then some went northwards into Europe and Asia. This was because, at that time, areas along the Equator especially central and west Africa were covered in thick forest."}
{"text": "This confirms that hominids were living in this region by the time the rift valley was being formed. The earliest apes and various animals may have first lived around what is now Lake Victoria and the rift valley, then some went northwards into Europe and Asia. This was because, at that time, areas along the Equator especially central and west Africa were covered in thick forest. Around the Great lakes of East Africa was the Savannah grassland with scattered trees and bushes . It was in this environment that man had his first home. Due to earth quakes and volcanic eruptions during the formation of the great rift valley, allot of dust was brought up, which covered places where hominids had left their weapons, tools, their own bones, and those of other animals. These became archaeological sites in east AfricaRemains found in Africa especially Eastern Africa are evidence that Africa is the cradle of mankind. Evolution is a natural process of gradual and continuous change of living organisms from a lower simpler state to a better-adapted complex and superior one. Archaeological site or prehistoric siteIs a place where human remains were foundArchaeologistsAre scientists who excavated the human remains for studyFossilsHuman remainsSTAGES OF MAN S EVOLUTIONRamapithecus also called kenyapithecusThe 15-12 million year-old remains of Ramapithecus were found by Mary and Louis Leakey at Fort Ternan near kericho and also at Samburu hills and in the Lakes Turkana and Baringo basins. Ramapithecus and other manlike creatures were also discovered in Europe, India and China. Characteristics of RamapithecusHe was manlike. He had small canines. He was quadrapedal he moved on his four limbs , though he occasionally walked on two legsAustralopithecus southern ape zinjathropusRemains of Australopithecus were found at Taung in Botswana in 1924 by Raymond Dart, at Olduvai Gorge in Tanzania by Mary Leakey in 1959 and throughout eastern Africa e.g. regions around Lake Natron in Tanzania, Lake Turkana in Kenya and Omo River valley in Ethiopia. Characteristics of AustralopithecusHe was the earliest most manlike hominid."}
{"text": "He was quadrapedal he moved on his four limbs , though he occasionally walked on two legsAustralopithecus southern ape zinjathropusRemains of Australopithecus were found at Taung in Botswana in 1924 by Raymond Dart, at Olduvai Gorge in Tanzania by Mary Leakey in 1959 and throughout eastern Africa e.g. regions around Lake Natron in Tanzania, Lake Turkana in Kenya and Omo River valley in Ethiopia. Characteristics of AustralopithecusHe was the earliest most manlike hominid. He had a pelvis and leg that were similar to modern man s. He was bipedal walked on two limbs . Could defend themselves. Could attack their enemies. Could see or sense impending danger from a distance. Could grasp objects with ease. May have been hairy, short and strong. Had a large face and low forehead. Had stereoscopic vision. Had much larger teeth, skull and jaws. His brain was smaller than modern man s, but larger than that of the most intelligent ape: the Gorilla. Homo habilis Practical man . This was the first species of the genus Homo. His two and a half to one and a half million- year old remains were found at Olduvai Gorge by Jonathan Leakey in 1964, Hadar and Omo River valley in Ethiopia and Koobi-For a in the lake Turkana area in 1972. Characteristics of HomohabilisHe was five feet tall. He had a skull similar to modern man s in shape. He was omnivorous. He could grasp objects. He made and used tools. HOMOERECTUS upright man . Homoerectus lived between two million to two hundred thousand years ago. He was five and a half feet tall. He was bipedal walked on two legs . He made and used tools, such as hand-axes, crude spears and arrowheads from stone,bone and wood. Homo sapiens Thinking Intelligent man . Homo sapien appeared between two hundred thousand and a hundred and fifty thousand years ago. Characteristics of HomosapienHe was under six feet tallHe had small teeth. He had a steep and well-rounded forehead. He had long straight legs. He made a variety of more refined tools i.e."}
{"text": "He had a steep and well-rounded forehead. He had long straight legs. He made a variety of more refined tools i.e. microliths. He was a fisherman and hunter-gatherer. He domesticated plants and animals. Remains of Homosapien were found at:Eliye springs near Lake Turkana,Kanjera and Kanam in Kenya,Bodo and Omo river valley in Ethiopia,Ngaloba in Tanzania. EARLY CIVILASATION IN AFRICAMeaning of state, kingdom and EmpireStateA territory is considered as an organised political community under one governmentEmpireAn extensive group of semi autonomous states ruled by one rulerKingdomA state or territory ruled by a king or queenThe ancient EgyptFactors that led to growth of Ancient Egypt CivilizationPresence of river nileIt the annual flood of river nile and the use of shadoof method of irrigation boosted agricultureEarly technologyIt ushered in the bronze stage where copper and tin were used to make simple tools such as chisels and needlesArtisans also made pots for storage and cookery purposes using potter s wheelPopulationHigh population in Ancient Egypt provided ready manpower and marketStrong military and leadershipThey ensured growth of the kingdom through conquests and assimilation of conquered neighbours into the empireUse of hieroglyphicThe formal writing helped keep reliable and accurate records in religion, government and historyUse of the calendarTracking of days and monitoring events such as annual flooding of the nile, planting and harvesting periodSpecialised workersThey worked in various institutions. They helped in keeping recods in the Egyptian empire. They recorded harvest, finances and historyThe Great ZimbabweGreat Zimbabwe was a city near Masvingo in the central part of the modern day Zimabwe, Mozambique and Botstwana. It existed between 1000BC to 1500BCZimbabwe is a shone word meaning stone houses Great Zimbabwe had a centralized government with hereditary kings."}
{"text": "They helped in keeping recods in the Egyptian empire. They recorded harvest, finances and historyThe Great ZimbabweGreat Zimbabwe was a city near Masvingo in the central part of the modern day Zimabwe, Mozambique and Botstwana. It existed between 1000BC to 1500BCZimbabwe is a shone word meaning stone houses Great Zimbabwe had a centralized government with hereditary kings. This system of government led to the rise and growth of the kingdomFactors that led to the growth of the Great Zimbabwe civilizationStrong agricultural economyExistence of several minerals deposits such as gold, copperTradeStrong leadershipAcquisition of firearms in exchange of goodsStrong armyReligious beliefs brought them togetherThe kingdom of KongoFactors that led to the growth of kingdom of KongoStrategic location of the kingdomFavourable climate and the kingdom its closeness to congo river which supported agriculture throughout the yearArrival of PortugueseReligionTradeChristianityLocating ancient kingdoms on a map of AfricaPupil s activityPage 77-78Contributions of early African civilisation to the modern worldModern civilisation owes ts current development to the ancient civilization. Ancient Egypt was the beginning of building designs and construction of permanent buildings we have today. The hieroglyphics form of writing in Egypt used to keep records developed into the modern writing and educationThe knowledge of planning and prediction of seasons based on calendar started in the early civilisation. Today it is has been developed further to include weather forecasting in predicting accurate changes. The industrial development in the ancient kingdoms was based on simple skill. Copper and tin were used in ancient Egypt to make items. Today most of the industries use metals and alloys to make construction and infrastructural equipment. The modern irrigation technology barrows a lot from the ancient irrigation techniques such as shadoof."}
{"text": "Copper and tin were used in ancient Egypt to make items. Today most of the industries use metals and alloys to make construction and infrastructural equipment. The modern irrigation technology barrows a lot from the ancient irrigation techniques such as shadoof. This has been applied in the agricultural sectorTools such as jembes hoes used in farming today were developed in the ancient civilisationThe political structure of modern government resembles the early civilisation govermentSocial organisation of selected African communities up to 1900Locating areas by the Ogiek, Zulu and Asante communities in AfricaPUPILS ACTIVITYPAGE 81Social organisation of the Ogiek community up to 1900Ogiek are southern nilotic speakersMost of them live in the county of nakuru, mau and mt elgon forestsFamily was the basic unit among the ogiek communityThe lineage was responsible for enforcing traditional law and orderFather was head of the familyThe ogiek were polygamousThere was division of labour among the ogiek communityMen provide for the family needs, provide leadership and securityWomen worked in homestead, bear children and do household choresChildren helped with household chores, cultivating in farms and artisanshipThe ogiek were a patriarchal society- men owned property and passed it to their sonsThe ogiek believed in one supreme being called TororetThey believed also in the existence of ancestral spirits called OiikThey had diviners who could foretell the future using supernatural powersBoth boys and girls were initiatedBoys ceremony was called tumdo op wentGirls ceremony was called tumbo op tiipikIntiated boys of the same age group sets known as ipindaThe ogiek used plants and herbs from forest for treating diseasesSocial organisation of the Zulu community up to 1900Zulu are Ngni people, bantu speakingThey occupy Kwazulu natal province in South africaIn the Ngumi languages izulu means heaven or weatherThe zulu clans referred to as the isizweThe zulu society was organised into parilineal sibs. The sibs were further divide into lineages which were composed of descendants of a common ancestorMost households comprised extended families who lived in one household called kraalMen inherited everything. Inheritance was patrilinealThe zulu people were polygamous."}
{"text": "This has been applied in the agricultural sectorTools such as jembes hoes used in farming today were developed in the ancient civilisationThe political structure of modern government resembles the early civilisation govermentSocial organisation of selected African communities up to 1900Locating areas by the Ogiek, Zulu and Asante communities in AfricaPUPILS ACTIVITYPAGE 81Social organisation of the Ogiek community up to 1900Ogiek are southern nilotic speakersMost of them live in the county of nakuru, mau and mt elgon forestsFamily was the basic unit among the ogiek communityThe lineage was responsible for enforcing traditional law and orderFather was head of the familyThe ogiek were polygamousThere was division of labour among the ogiek communityMen provide for the family needs, provide leadership and securityWomen worked in homestead, bear children and do household choresChildren helped with household chores, cultivating in farms and artisanshipThe ogiek were a patriarchal society- men owned property and passed it to their sonsThe ogiek believed in one supreme being called TororetThey believed also in the existence of ancestral spirits called OiikThey had diviners who could foretell the future using supernatural powersBoth boys and girls were initiatedBoys ceremony was called tumdo op wentGirls ceremony was called tumbo op tiipikIntiated boys of the same age group sets known as ipindaThe ogiek used plants and herbs from forest for treating diseasesSocial organisation of the Zulu community up to 1900Zulu are Ngni people, bantu speakingThey occupy Kwazulu natal province in South africaIn the Ngumi languages izulu means heaven or weatherThe zulu clans referred to as the isizweThe zulu society was organised into parilineal sibs. The sibs were further divide into lineages which were composed of descendants of a common ancestorMost households comprised extended families who lived in one household called kraalMen inherited everything. Inheritance was patrilinealThe zulu people were polygamous. Men married many wives and lived with them with the extended family in the kraal."}
{"text": "The sibs were further divide into lineages which were composed of descendants of a common ancestorMost households comprised extended families who lived in one household called kraalMen inherited everything. Inheritance was patrilinealThe zulu people were polygamous. Men married many wives and lived with them with the extended family in the kraal. Men paid dowry in terms of cows and gifts during the weeding day umaboThe zulu community believed in Umhlanga or reeds dance ceremonyBeadwork was a prominent wttire that worn at the UmahlangaBeadworks was a sign of communicationIt also symbolised wealth status of a personZulu believed in one God called uNkulunkuluThe controlled day to day human life of the Zulu communityThe zulu had traditional mediceine men who treated the sickSocial organisation of the Asante community up to 1900Asante are Akan speaking peopleThey live in the central part of the Modern day GhanaAre organsised into clans whch is headed by a chiefEach clan speaks its own dialect of the Aken languageThey believe in one supreme creator called NyameAncestors were believed to connect people to NyameAsante empire leader was called AsateheneHe also acted as a spiritual leaderOmamhene and chiefs were all religious leaders who presided over religious ceremoniesGolden stool was th symbol of national unity in the Aasnte empireIt symboised ones and authority from the AsanteheneIt was based in Kumasi, the capital of Asant empireOdwira festival was an annual ceremonyThey believed in the spirits of the departed rulersAsante were socially stratified into 5 main divions1st division king and those close to the kingLived in the capital of KumasiWere wealthy and lived in luxury2nd division consisted of the chiefs and top officials who assisted the king in enforcing law and order3rd division those who had acquired a lot of wealth hence respect in the society4th division comprised of ordinary farmers, traders and fishermen5th division the lowest class was for the slavesAsante families were extebded and matrilineal mother s brother was the legal guardian of her childrenAsante were experts in form of decoration, logos, arts, sculture and potteryThese were known as Adinkra symbolsComparing the social organisation of thr Ogiek, Zulu, and Asante community up to 1900Human diversity and inclusionPersonality attributes which make individuals different from othersPersonality attributes are qualities or characteristics that differentiate the character, action and attitude of a person from one anotherDesirable and undesirable personality attributes in a multicultural societyPeace and conflict resolutionPeaceA state of calmness when there is no warConflict resolutionThis is the process or act of solving or settling a disagreement."}
{"text": "Inheritance was patrilinealThe zulu people were polygamous. Men married many wives and lived with them with the extended family in the kraal. Men paid dowry in terms of cows and gifts during the weeding day umaboThe zulu community believed in Umhlanga or reeds dance ceremonyBeadwork was a prominent wttire that worn at the UmahlangaBeadworks was a sign of communicationIt also symbolised wealth status of a personZulu believed in one God called uNkulunkuluThe controlled day to day human life of the Zulu communityThe zulu had traditional mediceine men who treated the sickSocial organisation of the Asante community up to 1900Asante are Akan speaking peopleThey live in the central part of the Modern day GhanaAre organsised into clans whch is headed by a chiefEach clan speaks its own dialect of the Aken languageThey believe in one supreme creator called NyameAncestors were believed to connect people to NyameAsante empire leader was called AsateheneHe also acted as a spiritual leaderOmamhene and chiefs were all religious leaders who presided over religious ceremoniesGolden stool was th symbol of national unity in the Aasnte empireIt symboised ones and authority from the AsanteheneIt was based in Kumasi, the capital of Asant empireOdwira festival was an annual ceremonyThey believed in the spirits of the departed rulersAsante were socially stratified into 5 main divions1st division king and those close to the kingLived in the capital of KumasiWere wealthy and lived in luxury2nd division consisted of the chiefs and top officials who assisted the king in enforcing law and order3rd division those who had acquired a lot of wealth hence respect in the society4th division comprised of ordinary farmers, traders and fishermen5th division the lowest class was for the slavesAsante families were extebded and matrilineal mother s brother was the legal guardian of her childrenAsante were experts in form of decoration, logos, arts, sculture and potteryThese were known as Adinkra symbolsComparing the social organisation of thr Ogiek, Zulu, and Asante community up to 1900Human diversity and inclusionPersonality attributes which make individuals different from othersPersonality attributes are qualities or characteristics that differentiate the character, action and attitude of a person from one anotherDesirable and undesirable personality attributes in a multicultural societyPeace and conflict resolutionPeaceA state of calmness when there is no warConflict resolutionThis is the process or act of solving or settling a disagreement. Peace and conflict for personal well being."}
{"text": "GRADE 7 TERM 1PRE-TECHNICAL STUDIES LESSON NOTESSAFETYPersonal safetyObserving personal safety is doing activities that will protect us from accidents or getting injured. Potential hazards relating to personal safetyUnsafe conditions or objects that harm us or cause injuries to us are known as potential safety hazardsExamples of potential safety hazards in day to day life areFires and hot surfaces which can cause burnsSharp tools like knives which can cause cutsSpills on floors which can cause fallsPoorly disposed waste such as fruit peels which can cause fallsHeavy objects like rocks, stones which can roll over us or fall on usItems or objects that are properly kept on high shelves which can fall on usPoisonous chemicals that are not store properly can harm us if we touch or drink them. Poorly arranged equipments such as desks that can cause fallsExposed naked electric wires that can lead to shocksPoorly ventilated rooms that can lead to suffocationDemonstrating safety while performing various tasks in the localityExamples of task that we can do in our locality include digging, splitting firewood, pruning plants, riding bicyclesSome of the safety measures to observe while forming the above different tasks includeAlways clean spills on the floor immediately to avoid fallsKeep a safe distance from your friend when performing tasks such as diggingAsk for help when you want to get things that are out of your reachAlways be alert around fire. Avoid loose clothing when near firesUse kitchen gloves or a piece of cloth to hold hot kitchen tools and equipmentHandle different tools or equipments with careWear appropriate protective clothing when performing different tasksEg wear gumboots while collecting and disposing wasteHandling tools and equipments safely while performing tasksGeneral safety rules and regulations for various tasksThe various task we do at home or school can expose you and other people to safety hazards. You should follow general safety rules when performing these task to avoid injuries to self and others."}
{"text": "Poorly arranged equipments such as desks that can cause fallsExposed naked electric wires that can lead to shocksPoorly ventilated rooms that can lead to suffocationDemonstrating safety while performing various tasks in the localityExamples of task that we can do in our locality include digging, splitting firewood, pruning plants, riding bicyclesSome of the safety measures to observe while forming the above different tasks includeAlways clean spills on the floor immediately to avoid fallsKeep a safe distance from your friend when performing tasks such as diggingAsk for help when you want to get things that are out of your reachAlways be alert around fire. Avoid loose clothing when near firesUse kitchen gloves or a piece of cloth to hold hot kitchen tools and equipmentHandle different tools or equipments with careWear appropriate protective clothing when performing different tasksEg wear gumboots while collecting and disposing wasteHandling tools and equipments safely while performing tasksGeneral safety rules and regulations for various tasksThe various task we do at home or school can expose you and other people to safety hazards. You should follow general safety rules when performing these task to avoid injuries to self and others. The general safety rules includeWork in a place with proper ventilationEnsure you are working in a place that has enough lightingAvoid crowding in the working areaEnsure the working area is well arranged when working and after workingUse tools and equipments for their correct purposeEnsure all the tools you are using are in good working conditionsDo not touch sharp edges of cutting tools or test their sharpness with your handEnsure that your hands are dry before touching electric plugs or electrical appliances that have been plugged inDo not pull heavy materials or objects towards your bodyIf working with or near fire, always stay alert and use moderate flameStore tools and equipments safely after useCareers related to safetyA career is a profession which one trains for, acquires the skills and applies them for a long periodCrossing guardsThese are people who help children or adults to cross busy roadsSafety engineersThese are people who monitor a working environment and inspects buildings and machines. They later recommend the safety precautions to be observed in the working environmentLife guardsThese are people who help children and adults to swim safely. There also ensure that all people are following rules set by the swimming place."}
{"text": "The general safety rules includeWork in a place with proper ventilationEnsure you are working in a place that has enough lightingAvoid crowding in the working areaEnsure the working area is well arranged when working and after workingUse tools and equipments for their correct purposeEnsure all the tools you are using are in good working conditionsDo not touch sharp edges of cutting tools or test their sharpness with your handEnsure that your hands are dry before touching electric plugs or electrical appliances that have been plugged inDo not pull heavy materials or objects towards your bodyIf working with or near fire, always stay alert and use moderate flameStore tools and equipments safely after useCareers related to safetyA career is a profession which one trains for, acquires the skills and applies them for a long periodCrossing guardsThese are people who help children or adults to cross busy roadsSafety engineersThese are people who monitor a working environment and inspects buildings and machines. They later recommend the safety precautions to be observed in the working environmentLife guardsThese are people who help children and adults to swim safely. There also ensure that all people are following rules set by the swimming place. Attends to those who face challenges while swimmingRisk managerThis person researches and makes a report on the safety of a particular work and the hazards that are expected. Environment health and safety consultantsThey perform some roles similar to those of safety engineersThey offer advice on how to minimise health and safety risks in the workplaceImportance of safety in day to day lifeIt is important to observe safety when performing different tasks at home, in school or in the communityYou should always keep your working areas clean and orderly to avoid accidents, injuries and illness. When you are free from injuries you can work well, attend school as expected, reduce hospital bills and live healthyINJURIESAn injury is damage to your body. Types of injuriesExamples of common injuries includeScaldsFracturesSprainsBurnsCutsPricksBruisesCauses of injuries in the localityCutsCaused by sharp tools and equipments like knivesCan also be cause by sharp furniture corners or rough edgesBurnsAre caused by touching open flames, hot objects like sufuriasMay also be caused by chemicals and electricityScaldsAre caused by touching hot liquids like boiling water, hot tea."}
{"text": "Environment health and safety consultantsThey perform some roles similar to those of safety engineersThey offer advice on how to minimise health and safety risks in the workplaceImportance of safety in day to day lifeIt is important to observe safety when performing different tasks at home, in school or in the communityYou should always keep your working areas clean and orderly to avoid accidents, injuries and illness. When you are free from injuries you can work well, attend school as expected, reduce hospital bills and live healthyINJURIESAn injury is damage to your body. Types of injuriesExamples of common injuries includeScaldsFracturesSprainsBurnsCutsPricksBruisesCauses of injuries in the localityCutsCaused by sharp tools and equipments like knivesCan also be cause by sharp furniture corners or rough edgesBurnsAre caused by touching open flames, hot objects like sufuriasMay also be caused by chemicals and electricityScaldsAre caused by touching hot liquids like boiling water, hot tea. May also be caused by steam from boiling foods or waterMinor fracturesOccurs after falls or slipsMay also occur when there is abnormal movement during activities or sudden change of speed during movementFirst aid procedures for cutsYou will need clean water, a bandage, cotton wool and an antiseptic or salty waterWash your handsApply gentle pressure around the cut with a clean piece of cloth or cotton wool until bleeding stopsClean the cut with clean water. Do not use soapOnce the cut is clean and is not bleeding, apply some antisepticCover the cut with a bandage or clean piece of cloth to keep away dirtFirst aid procedures for minor fracturesYou will need ice cubes, a bandage or a clean piece of clothLet the injured person rest and avoid moving the injure part completelyPlace an ice pack on the injure part to prevent swellingWrap the affected part in a soft bandage to compress itRaise the injure part higher than other body partsFirst aid procedures for burnsYou will need cold water and a clean piece of clothMove away from the source of burnRemove clothing or jewellery around the burnt areaCool the burn under cold running water for about 5 minutes."}
{"text": "Types of injuriesExamples of common injuries includeScaldsFracturesSprainsBurnsCutsPricksBruisesCauses of injuries in the localityCutsCaused by sharp tools and equipments like knivesCan also be cause by sharp furniture corners or rough edgesBurnsAre caused by touching open flames, hot objects like sufuriasMay also be caused by chemicals and electricityScaldsAre caused by touching hot liquids like boiling water, hot tea. May also be caused by steam from boiling foods or waterMinor fracturesOccurs after falls or slipsMay also occur when there is abnormal movement during activities or sudden change of speed during movementFirst aid procedures for cutsYou will need clean water, a bandage, cotton wool and an antiseptic or salty waterWash your handsApply gentle pressure around the cut with a clean piece of cloth or cotton wool until bleeding stopsClean the cut with clean water. Do not use soapOnce the cut is clean and is not bleeding, apply some antisepticCover the cut with a bandage or clean piece of cloth to keep away dirtFirst aid procedures for minor fracturesYou will need ice cubes, a bandage or a clean piece of clothLet the injured person rest and avoid moving the injure part completelyPlace an ice pack on the injure part to prevent swellingWrap the affected part in a soft bandage to compress itRaise the injure part higher than other body partsFirst aid procedures for burnsYou will need cold water and a clean piece of clothMove away from the source of burnRemove clothing or jewellery around the burnt areaCool the burn under cold running water for about 5 minutes. You can also deip the part in cold waterCover the burnt area with a loosely clinging clean piece of clothFirst aid procedures for scaldsYou will need cold water, a clean piece of cloth or bandageRemove clothing or jewellery where the injury has occurredPlace the injured area under cold water for about 20 minutesDo not pop the blister or blisters if they formCover the scalded area with a loosely clinging clean piece of cloth or gauzeSafety measures that minimise injuries in the localityCareers related to first aid and management of injuriesFist aid is important because it helps to save lives and reduce pain. It also makes the affected people feel cared for."}
{"text": "Do not use soapOnce the cut is clean and is not bleeding, apply some antisepticCover the cut with a bandage or clean piece of cloth to keep away dirtFirst aid procedures for minor fracturesYou will need ice cubes, a bandage or a clean piece of clothLet the injured person rest and avoid moving the injure part completelyPlace an ice pack on the injure part to prevent swellingWrap the affected part in a soft bandage to compress itRaise the injure part higher than other body partsFirst aid procedures for burnsYou will need cold water and a clean piece of clothMove away from the source of burnRemove clothing or jewellery around the burnt areaCool the burn under cold running water for about 5 minutes. You can also deip the part in cold waterCover the burnt area with a loosely clinging clean piece of clothFirst aid procedures for scaldsYou will need cold water, a clean piece of cloth or bandageRemove clothing or jewellery where the injury has occurredPlace the injured area under cold water for about 20 minutesDo not pop the blister or blisters if they formCover the scalded area with a loosely clinging clean piece of cloth or gauzeSafety measures that minimise injuries in the localityCareers related to first aid and management of injuriesFist aid is important because it helps to save lives and reduce pain. It also makes the affected people feel cared for. The following are common careers related to first aid and management of injuriesEmergency repose nursesParamedicsAmbulance driversFire fightersFlight attendantsProfessional baby sittersLifeguardsGames instructorsGym instructorsImportance of observing safetyPrevent unnecessary injuries or even deathAvoid lost timeIncrease productivityPupil s activityPage 21-22MATERIALSAny useful substance is called a materialCOMMON MATERIALSTimberSandStonesIdentifying common materials in the localityDifferent localities have different common materialsExamples of common materials aremetalsSoilReedsSisal fibresHides and skinsTreesDiatomiteSoapstoneSoda ashFluorsparCategorising common materials in the locality as either metallic or non metallicPupil s activityPage 24-25Distinguishing between metallic and non metallic materialsPhysical properties of materials found in the localityCareers related to materials in the localitycarpentrycarvingmasonryweldingpotteryweavingblacksmithfarmingminingImportance of materials found in the localitycreate job employment opportunitiesimproves the standard of people living in the localityMETALSMetals occur naturally within the earth s surfaceThey are mined and converted into forms that are easy to useMetals are used to make various items we use in our day to day lifeDifferent types of metals in the localitySome metals exist in pure form or as alloysAn alloy is a combination of a metal with another metal or metal with a non metalExamples of pure metalAluminiumIronZincSilverCopperLeadMagnesiumTinGoldExamples of alloysSteelBrassBronzeMetals can be identified easily by their surface appearancePhysical properties of metalsIdentification of a metal by its physical appearance is not a sure way of knowing the exact type of metalThere are some other physical properties that we need to consider to correctly identify the metalsMetals can further be identified asFerrous and non ferrousMagnetic and non magneticConductors and non conductors of heatConductors and non conductors of electricityFerrous and non ferrousFerrous metals are metals that contain iron in its original form or alloys or ironNon ferrous metal are metals that contain ironMagnetic and non magneticMagnetic metals are metals that are attract by magnet if it is brought near."}
{"text": "You can also deip the part in cold waterCover the burnt area with a loosely clinging clean piece of clothFirst aid procedures for scaldsYou will need cold water, a clean piece of cloth or bandageRemove clothing or jewellery where the injury has occurredPlace the injured area under cold water for about 20 minutesDo not pop the blister or blisters if they formCover the scalded area with a loosely clinging clean piece of cloth or gauzeSafety measures that minimise injuries in the localityCareers related to first aid and management of injuriesFist aid is important because it helps to save lives and reduce pain. It also makes the affected people feel cared for. The following are common careers related to first aid and management of injuriesEmergency repose nursesParamedicsAmbulance driversFire fightersFlight attendantsProfessional baby sittersLifeguardsGames instructorsGym instructorsImportance of observing safetyPrevent unnecessary injuries or even deathAvoid lost timeIncrease productivityPupil s activityPage 21-22MATERIALSAny useful substance is called a materialCOMMON MATERIALSTimberSandStonesIdentifying common materials in the localityDifferent localities have different common materialsExamples of common materials aremetalsSoilReedsSisal fibresHides and skinsTreesDiatomiteSoapstoneSoda ashFluorsparCategorising common materials in the locality as either metallic or non metallicPupil s activityPage 24-25Distinguishing between metallic and non metallic materialsPhysical properties of materials found in the localityCareers related to materials in the localitycarpentrycarvingmasonryweldingpotteryweavingblacksmithfarmingminingImportance of materials found in the localitycreate job employment opportunitiesimproves the standard of people living in the localityMETALSMetals occur naturally within the earth s surfaceThey are mined and converted into forms that are easy to useMetals are used to make various items we use in our day to day lifeDifferent types of metals in the localitySome metals exist in pure form or as alloysAn alloy is a combination of a metal with another metal or metal with a non metalExamples of pure metalAluminiumIronZincSilverCopperLeadMagnesiumTinGoldExamples of alloysSteelBrassBronzeMetals can be identified easily by their surface appearancePhysical properties of metalsIdentification of a metal by its physical appearance is not a sure way of knowing the exact type of metalThere are some other physical properties that we need to consider to correctly identify the metalsMetals can further be identified asFerrous and non ferrousMagnetic and non magneticConductors and non conductors of heatConductors and non conductors of electricityFerrous and non ferrousFerrous metals are metals that contain iron in its original form or alloys or ironNon ferrous metal are metals that contain ironMagnetic and non magneticMagnetic metals are metals that are attract by magnet if it is brought near. Non magnetic metals are not attracted by a magnetConductors of heat in metalsCopperAluminiumGraphiteSilverGoldSteel spoonConduction of electricityZinc stripSilver stripNBMetals are good conductors of heat and electricity although some metals may be better conductors than others."}
{"text": "It also makes the affected people feel cared for. The following are common careers related to first aid and management of injuriesEmergency repose nursesParamedicsAmbulance driversFire fightersFlight attendantsProfessional baby sittersLifeguardsGames instructorsGym instructorsImportance of observing safetyPrevent unnecessary injuries or even deathAvoid lost timeIncrease productivityPupil s activityPage 21-22MATERIALSAny useful substance is called a materialCOMMON MATERIALSTimberSandStonesIdentifying common materials in the localityDifferent localities have different common materialsExamples of common materials aremetalsSoilReedsSisal fibresHides and skinsTreesDiatomiteSoapstoneSoda ashFluorsparCategorising common materials in the locality as either metallic or non metallicPupil s activityPage 24-25Distinguishing between metallic and non metallic materialsPhysical properties of materials found in the localityCareers related to materials in the localitycarpentrycarvingmasonryweldingpotteryweavingblacksmithfarmingminingImportance of materials found in the localitycreate job employment opportunitiesimproves the standard of people living in the localityMETALSMetals occur naturally within the earth s surfaceThey are mined and converted into forms that are easy to useMetals are used to make various items we use in our day to day lifeDifferent types of metals in the localitySome metals exist in pure form or as alloysAn alloy is a combination of a metal with another metal or metal with a non metalExamples of pure metalAluminiumIronZincSilverCopperLeadMagnesiumTinGoldExamples of alloysSteelBrassBronzeMetals can be identified easily by their surface appearancePhysical properties of metalsIdentification of a metal by its physical appearance is not a sure way of knowing the exact type of metalThere are some other physical properties that we need to consider to correctly identify the metalsMetals can further be identified asFerrous and non ferrousMagnetic and non magneticConductors and non conductors of heatConductors and non conductors of electricityFerrous and non ferrousFerrous metals are metals that contain iron in its original form or alloys or ironNon ferrous metal are metals that contain ironMagnetic and non magneticMagnetic metals are metals that are attract by magnet if it is brought near. Non magnetic metals are not attracted by a magnetConductors of heat in metalsCopperAluminiumGraphiteSilverGoldSteel spoonConduction of electricityZinc stripSilver stripNBMetals are good conductors of heat and electricity although some metals may be better conductors than others. Uses of metals in the localityCareers related to uses of metalsImportance of metalsMetals are important in the locality in many waysPeople purse careers related to metals, they earn a livingIt helps people improve their living standardsMetals are important in making most items such as kitchen and farming tools which will be used to perform different tasks within the households."}
{"text": "The following are common careers related to first aid and management of injuriesEmergency repose nursesParamedicsAmbulance driversFire fightersFlight attendantsProfessional baby sittersLifeguardsGames instructorsGym instructorsImportance of observing safetyPrevent unnecessary injuries or even deathAvoid lost timeIncrease productivityPupil s activityPage 21-22MATERIALSAny useful substance is called a materialCOMMON MATERIALSTimberSandStonesIdentifying common materials in the localityDifferent localities have different common materialsExamples of common materials aremetalsSoilReedsSisal fibresHides and skinsTreesDiatomiteSoapstoneSoda ashFluorsparCategorising common materials in the locality as either metallic or non metallicPupil s activityPage 24-25Distinguishing between metallic and non metallic materialsPhysical properties of materials found in the localityCareers related to materials in the localitycarpentrycarvingmasonryweldingpotteryweavingblacksmithfarmingminingImportance of materials found in the localitycreate job employment opportunitiesimproves the standard of people living in the localityMETALSMetals occur naturally within the earth s surfaceThey are mined and converted into forms that are easy to useMetals are used to make various items we use in our day to day lifeDifferent types of metals in the localitySome metals exist in pure form or as alloysAn alloy is a combination of a metal with another metal or metal with a non metalExamples of pure metalAluminiumIronZincSilverCopperLeadMagnesiumTinGoldExamples of alloysSteelBrassBronzeMetals can be identified easily by their surface appearancePhysical properties of metalsIdentification of a metal by its physical appearance is not a sure way of knowing the exact type of metalThere are some other physical properties that we need to consider to correctly identify the metalsMetals can further be identified asFerrous and non ferrousMagnetic and non magneticConductors and non conductors of heatConductors and non conductors of electricityFerrous and non ferrousFerrous metals are metals that contain iron in its original form or alloys or ironNon ferrous metal are metals that contain ironMagnetic and non magneticMagnetic metals are metals that are attract by magnet if it is brought near. Non magnetic metals are not attracted by a magnetConductors of heat in metalsCopperAluminiumGraphiteSilverGoldSteel spoonConduction of electricityZinc stripSilver stripNBMetals are good conductors of heat and electricity although some metals may be better conductors than others. Uses of metals in the localityCareers related to uses of metalsImportance of metalsMetals are important in the locality in many waysPeople purse careers related to metals, they earn a livingIt helps people improve their living standardsMetals are important in making most items such as kitchen and farming tools which will be used to perform different tasks within the households. Can earn the government foreign exchange if imported to other countriesNon metallic materialsAre any materials both synthetic and natural which do not contain metalDistinguishing between synthetic and natural non metallic materialsNatural materials are those that exists on their own in or the earth without any actions of humankind."}
{"text": "Non magnetic metals are not attracted by a magnetConductors of heat in metalsCopperAluminiumGraphiteSilverGoldSteel spoonConduction of electricityZinc stripSilver stripNBMetals are good conductors of heat and electricity although some metals may be better conductors than others. Uses of metals in the localityCareers related to uses of metalsImportance of metalsMetals are important in the locality in many waysPeople purse careers related to metals, they earn a livingIt helps people improve their living standardsMetals are important in making most items such as kitchen and farming tools which will be used to perform different tasks within the households. Can earn the government foreign exchange if imported to other countriesNon metallic materialsAre any materials both synthetic and natural which do not contain metalDistinguishing between synthetic and natural non metallic materialsNatural materials are those that exists on their own in or the earth without any actions of humankind. They may be part of the earth material or from plants and animals. Synthetic materials are those that are created by human beings through different process. Natural non metallic materials include soil, timber, reeds, rubber, stones, hides and skins, plant fibres like banana fibres, sisal fibres, cotton and linenCategorising non metallic materials in the locality as either natural or syntheticPupil s activityPage 43-44Physical properties of non metallic materialsDifferent types of non metallic materials have different propertiesUses of non metallic materials in the localityFibres like cotton and line are used to make cloths. Cloths re then made into different types of garments that we wear. Rubber is used to make Items such as tyres, erasers and footwearTimber or wood is used to make furniture, doors, floors, ceilings and walls of some houses. Wood is used as fuel in most homes. Different types of soil have different usesSand soil is mixed with ballast, cement and water to make concrete for constructon. Loam soil is used for farmingClay soil is used in pottery and brick making. Grasses and reeds are used to make items like mats, baskets and broomsGrasses are also used as roofing materialsHides and skins are used to make shoes, belts and bagsGlass is used to make window panes and household items like furniture and utensils."}
{"text": "Different types of soil have different usesSand soil is mixed with ballast, cement and water to make concrete for constructon. Loam soil is used for farmingClay soil is used in pottery and brick making. Grasses and reeds are used to make items like mats, baskets and broomsGrasses are also used as roofing materialsHides and skins are used to make shoes, belts and bagsGlass is used to make window panes and household items like furniture and utensils. It is also used in making laboratory equipments such as test tubes. Plastic is used to make items such as utensils, cutlery, footwear, buckets, basinsMinerals such as soda ash are used to manufacture soap, paper and glass. Careers related to processing and use of non metallic materialsROPE MAKINGRope makers harvest sisal fibres, dry and use them to make ropesBuilding and constructionsBuilders use timber, grass, clay and other materials to construct houses. Brick makingBrick makers make bricks from clay soil. LoggingLoggers are authorised to cut trees selectively from a given area to get logs. Saw milling. Saw millers cut the logs into timber or shapes them into boards. CarpentryCarpenters use timber and boards to make furniture and other useful items. PotteryPotters make pots and other earthen items. Some potters may also use of cement or concrete to make flower pots and flower vasesWEAVINGWeavers make baskets, mats brooms, and other items from grasses and reedsPlastic straws can also be made in weavingFARMINGCrop farmers cultivate the soil using hand tools or farm machinery and plants crops into itGLASS SMITHINGThis is a career where people are involved in making objects out of glassSHOE MAKINGShoe makers make shoes from non metallic materials like leather, rubber and plasticIdentifying common problems in the communityPupil s activityPage 50-51Effects of common Problems affecting the communityPupil s activityPage 52-5Skills need to solve problems in the communitySome of the problems can be solved by learners, intervention of adults, experts or the governmentWhen solving these problems, we apply some of the technical skills that we have learnt."}
{"text": "CarpentryCarpenters use timber and boards to make furniture and other useful items. PotteryPotters make pots and other earthen items. Some potters may also use of cement or concrete to make flower pots and flower vasesWEAVINGWeavers make baskets, mats brooms, and other items from grasses and reedsPlastic straws can also be made in weavingFARMINGCrop farmers cultivate the soil using hand tools or farm machinery and plants crops into itGLASS SMITHINGThis is a career where people are involved in making objects out of glassSHOE MAKINGShoe makers make shoes from non metallic materials like leather, rubber and plasticIdentifying common problems in the communityPupil s activityPage 50-51Effects of common Problems affecting the communityPupil s activityPage 52-5Skills need to solve problems in the communitySome of the problems can be solved by learners, intervention of adults, experts or the governmentWhen solving these problems, we apply some of the technical skills that we have learnt. We can also involve other members of the community who have the skills and experienceExample of technical skills areMasonry skillsAre applied where structures such as houses, water pans and animal housing need to be constructedCarpentry skillsAre applied when joining pieces of wood to make desired itemsDesign and drawing skillsAre applied where items or structures need to be sketched or drawn before they are madeFarming skillsAre applied when carrying out activities such as digging, planting, weeding and when using farming tools and equipmentsSewing skillsAre applied when joining and mending pieces of fabric to make desired itemsWelding skillsAre applied when joining materials to make desired itemsTOOLSHOSEHOLD HAND TOOLSA TOOL is any instrument held in the hand and used to do work."}
{"text": "PotteryPotters make pots and other earthen items. Some potters may also use of cement or concrete to make flower pots and flower vasesWEAVINGWeavers make baskets, mats brooms, and other items from grasses and reedsPlastic straws can also be made in weavingFARMINGCrop farmers cultivate the soil using hand tools or farm machinery and plants crops into itGLASS SMITHINGThis is a career where people are involved in making objects out of glassSHOE MAKINGShoe makers make shoes from non metallic materials like leather, rubber and plasticIdentifying common problems in the communityPupil s activityPage 50-51Effects of common Problems affecting the communityPupil s activityPage 52-5Skills need to solve problems in the communitySome of the problems can be solved by learners, intervention of adults, experts or the governmentWhen solving these problems, we apply some of the technical skills that we have learnt. We can also involve other members of the community who have the skills and experienceExample of technical skills areMasonry skillsAre applied where structures such as houses, water pans and animal housing need to be constructedCarpentry skillsAre applied when joining pieces of wood to make desired itemsDesign and drawing skillsAre applied where items or structures need to be sketched or drawn before they are madeFarming skillsAre applied when carrying out activities such as digging, planting, weeding and when using farming tools and equipmentsSewing skillsAre applied when joining and mending pieces of fabric to make desired itemsWelding skillsAre applied when joining materials to make desired itemsTOOLSHOSEHOLD HAND TOOLSA TOOL is any instrument held in the hand and used to do work. A hand tool is any tool that is powered by hand in order to perform an activityIdentifying household hand toolsScissorsTape measureHammerKnifeChiselSpadeMalletPliersRakeAxeCategorising household tools according to their useUsing household hand tools to perform different tasksPANGACan be use to cut grassHold the pang firmly by the handle with one handHold the grass with the other handMaintain a safe distance between the panga and the hand holding the grassLift the panga and cut the grassTAPE MEASUREPut the piece of timber on a fat surfaceCarefully put the hook of the tape measure at the edge of the timberAsk your friend to hold the end of the tape measure."}
{"text": "Some potters may also use of cement or concrete to make flower pots and flower vasesWEAVINGWeavers make baskets, mats brooms, and other items from grasses and reedsPlastic straws can also be made in weavingFARMINGCrop farmers cultivate the soil using hand tools or farm machinery and plants crops into itGLASS SMITHINGThis is a career where people are involved in making objects out of glassSHOE MAKINGShoe makers make shoes from non metallic materials like leather, rubber and plasticIdentifying common problems in the communityPupil s activityPage 50-51Effects of common Problems affecting the communityPupil s activityPage 52-5Skills need to solve problems in the communitySome of the problems can be solved by learners, intervention of adults, experts or the governmentWhen solving these problems, we apply some of the technical skills that we have learnt. We can also involve other members of the community who have the skills and experienceExample of technical skills areMasonry skillsAre applied where structures such as houses, water pans and animal housing need to be constructedCarpentry skillsAre applied when joining pieces of wood to make desired itemsDesign and drawing skillsAre applied where items or structures need to be sketched or drawn before they are madeFarming skillsAre applied when carrying out activities such as digging, planting, weeding and when using farming tools and equipmentsSewing skillsAre applied when joining and mending pieces of fabric to make desired itemsWelding skillsAre applied when joining materials to make desired itemsTOOLSHOSEHOLD HAND TOOLSA TOOL is any instrument held in the hand and used to do work. A hand tool is any tool that is powered by hand in order to perform an activityIdentifying household hand toolsScissorsTape measureHammerKnifeChiselSpadeMalletPliersRakeAxeCategorising household tools according to their useUsing household hand tools to perform different tasksPANGACan be use to cut grassHold the pang firmly by the handle with one handHold the grass with the other handMaintain a safe distance between the panga and the hand holding the grassLift the panga and cut the grassTAPE MEASUREPut the piece of timber on a fat surfaceCarefully put the hook of the tape measure at the edge of the timberAsk your friend to hold the end of the tape measure. Pull back the tape measure across the timber to let more tape outLet out the tape until it stretches across the whole length of the timberLook at the point where the tape align with the end of the timberRead the measurement in centimetres and record in your notebookCarefully let the tape measure to roll back into the casingStore the tape measure carefullyHAMMERWear protective eye googlesEnsure there is no one behind you to avoid injuriesGrip the hammer by the end of the handleLine the nail and the piece of wood that you want to hammerHold the nail on the surface of the wood and gently tap the nail with the hammer until it holds in placeOnce the nail is in place, increase the hammering force to drive the rest of the nail into the wood."}
{"text": "We can also involve other members of the community who have the skills and experienceExample of technical skills areMasonry skillsAre applied where structures such as houses, water pans and animal housing need to be constructedCarpentry skillsAre applied when joining pieces of wood to make desired itemsDesign and drawing skillsAre applied where items or structures need to be sketched or drawn before they are madeFarming skillsAre applied when carrying out activities such as digging, planting, weeding and when using farming tools and equipmentsSewing skillsAre applied when joining and mending pieces of fabric to make desired itemsWelding skillsAre applied when joining materials to make desired itemsTOOLSHOSEHOLD HAND TOOLSA TOOL is any instrument held in the hand and used to do work. A hand tool is any tool that is powered by hand in order to perform an activityIdentifying household hand toolsScissorsTape measureHammerKnifeChiselSpadeMalletPliersRakeAxeCategorising household tools according to their useUsing household hand tools to perform different tasksPANGACan be use to cut grassHold the pang firmly by the handle with one handHold the grass with the other handMaintain a safe distance between the panga and the hand holding the grassLift the panga and cut the grassTAPE MEASUREPut the piece of timber on a fat surfaceCarefully put the hook of the tape measure at the edge of the timberAsk your friend to hold the end of the tape measure. Pull back the tape measure across the timber to let more tape outLet out the tape until it stretches across the whole length of the timberLook at the point where the tape align with the end of the timberRead the measurement in centimetres and record in your notebookCarefully let the tape measure to roll back into the casingStore the tape measure carefullyHAMMERWear protective eye googlesEnsure there is no one behind you to avoid injuriesGrip the hammer by the end of the handleLine the nail and the piece of wood that you want to hammerHold the nail on the surface of the wood and gently tap the nail with the hammer until it holds in placeOnce the nail is in place, increase the hammering force to drive the rest of the nail into the wood. Remove your hand and hit the nail completely inside the woodStore your hammer safely after useCare and maintenance of household hand toolsClean the tools after useReplace broken handles if anySharpen blades of cutting toolsTighten loose screws and nuts of tools like sawsOil moving parts of tools like pliersStraighten bents and teeth of sawsStore tools safely in a clean dry place after useYou can hang saws on a hookWhen storing tools with metallic parts for a long period of time, oil the metallic parts to avoid rusting."}
{"text": "A hand tool is any tool that is powered by hand in order to perform an activityIdentifying household hand toolsScissorsTape measureHammerKnifeChiselSpadeMalletPliersRakeAxeCategorising household tools according to their useUsing household hand tools to perform different tasksPANGACan be use to cut grassHold the pang firmly by the handle with one handHold the grass with the other handMaintain a safe distance between the panga and the hand holding the grassLift the panga and cut the grassTAPE MEASUREPut the piece of timber on a fat surfaceCarefully put the hook of the tape measure at the edge of the timberAsk your friend to hold the end of the tape measure. Pull back the tape measure across the timber to let more tape outLet out the tape until it stretches across the whole length of the timberLook at the point where the tape align with the end of the timberRead the measurement in centimetres and record in your notebookCarefully let the tape measure to roll back into the casingStore the tape measure carefullyHAMMERWear protective eye googlesEnsure there is no one behind you to avoid injuriesGrip the hammer by the end of the handleLine the nail and the piece of wood that you want to hammerHold the nail on the surface of the wood and gently tap the nail with the hammer until it holds in placeOnce the nail is in place, increase the hammering force to drive the rest of the nail into the wood. Remove your hand and hit the nail completely inside the woodStore your hammer safely after useCare and maintenance of household hand toolsClean the tools after useReplace broken handles if anySharpen blades of cutting toolsTighten loose screws and nuts of tools like sawsOil moving parts of tools like pliersStraighten bents and teeth of sawsStore tools safely in a clean dry place after useYou can hang saws on a hookWhen storing tools with metallic parts for a long period of time, oil the metallic parts to avoid rusting. Careers related to household hand toolsMasonryPlumbingMechanicsElectrical installationsBuilding and constructionsThe role of household hand tools in the communityPerform tasks easily as they improve efficiencySave on time required to perform different tasksDo simple repairs at homeThis helps us to save money that would be required to pay experts to perform the repairsFarming hand toolsFarming hand tools are tools that are powered by hand and used to perform different tasksIdentifying farming hand toolsSlasherPangaRakeJembePruning shearsGarden forkSickleGarden trowelAxeFork jembeCategorising farming hand tools according to their usesUsing farming hand tools to perform different tasksCare and maintenance of farming hand toolsWe maintain and care for farming tools so that they serve as for a long timeWe can care for farming hand tools by:cleaning them after useoiling the metallic parts of tools such as pangas to prevent rustingsharpening the cutting adgesreplacing broken handlesoiling the moving parts of tools such as secateurs to reduce frictionstoring the tools safely after useCareers related to farming hand toolscrop farmingThis is a common career in our country because agriculture is the backbone of our economy."}
{"text": "Pull back the tape measure across the timber to let more tape outLet out the tape until it stretches across the whole length of the timberLook at the point where the tape align with the end of the timberRead the measurement in centimetres and record in your notebookCarefully let the tape measure to roll back into the casingStore the tape measure carefullyHAMMERWear protective eye googlesEnsure there is no one behind you to avoid injuriesGrip the hammer by the end of the handleLine the nail and the piece of wood that you want to hammerHold the nail on the surface of the wood and gently tap the nail with the hammer until it holds in placeOnce the nail is in place, increase the hammering force to drive the rest of the nail into the wood. Remove your hand and hit the nail completely inside the woodStore your hammer safely after useCare and maintenance of household hand toolsClean the tools after useReplace broken handles if anySharpen blades of cutting toolsTighten loose screws and nuts of tools like sawsOil moving parts of tools like pliersStraighten bents and teeth of sawsStore tools safely in a clean dry place after useYou can hang saws on a hookWhen storing tools with metallic parts for a long period of time, oil the metallic parts to avoid rusting. Careers related to household hand toolsMasonryPlumbingMechanicsElectrical installationsBuilding and constructionsThe role of household hand tools in the communityPerform tasks easily as they improve efficiencySave on time required to perform different tasksDo simple repairs at homeThis helps us to save money that would be required to pay experts to perform the repairsFarming hand toolsFarming hand tools are tools that are powered by hand and used to perform different tasksIdentifying farming hand toolsSlasherPangaRakeJembePruning shearsGarden forkSickleGarden trowelAxeFork jembeCategorising farming hand tools according to their usesUsing farming hand tools to perform different tasksCare and maintenance of farming hand toolsWe maintain and care for farming tools so that they serve as for a long timeWe can care for farming hand tools by:cleaning them after useoiling the metallic parts of tools such as pangas to prevent rustingsharpening the cutting adgesreplacing broken handlesoiling the moving parts of tools such as secateurs to reduce frictionstoring the tools safely after useCareers related to farming hand toolscrop farmingThis is a common career in our country because agriculture is the backbone of our economy. In crop farming, we use jembes, ploughsgardeningGardeners use different hand tools when planting weedinglandscaping and planningLandscapers use farming hand tools to perform tasks such asWeeding and mulching landscape bedsTrimming small trees, hedges and shrubsPlanting shrubs, flowers and treesRemoving unwanted, dead or damaged treesWelding and blacksmithingWelders and blacksmiths take part in making and repairing metallic parts of farming hand toolsCarpentryCarpenters make items using board and timber."}
{"text": "Remove your hand and hit the nail completely inside the woodStore your hammer safely after useCare and maintenance of household hand toolsClean the tools after useReplace broken handles if anySharpen blades of cutting toolsTighten loose screws and nuts of tools like sawsOil moving parts of tools like pliersStraighten bents and teeth of sawsStore tools safely in a clean dry place after useYou can hang saws on a hookWhen storing tools with metallic parts for a long period of time, oil the metallic parts to avoid rusting. Careers related to household hand toolsMasonryPlumbingMechanicsElectrical installationsBuilding and constructionsThe role of household hand tools in the communityPerform tasks easily as they improve efficiencySave on time required to perform different tasksDo simple repairs at homeThis helps us to save money that would be required to pay experts to perform the repairsFarming hand toolsFarming hand tools are tools that are powered by hand and used to perform different tasksIdentifying farming hand toolsSlasherPangaRakeJembePruning shearsGarden forkSickleGarden trowelAxeFork jembeCategorising farming hand tools according to their usesUsing farming hand tools to perform different tasksCare and maintenance of farming hand toolsWe maintain and care for farming tools so that they serve as for a long timeWe can care for farming hand tools by:cleaning them after useoiling the metallic parts of tools such as pangas to prevent rustingsharpening the cutting adgesreplacing broken handlesoiling the moving parts of tools such as secateurs to reduce frictionstoring the tools safely after useCareers related to farming hand toolscrop farmingThis is a common career in our country because agriculture is the backbone of our economy. In crop farming, we use jembes, ploughsgardeningGardeners use different hand tools when planting weedinglandscaping and planningLandscapers use farming hand tools to perform tasks such asWeeding and mulching landscape bedsTrimming small trees, hedges and shrubsPlanting shrubs, flowers and treesRemoving unwanted, dead or damaged treesWelding and blacksmithingWelders and blacksmiths take part in making and repairing metallic parts of farming hand toolsCarpentryCarpenters make items using board and timber. They also replace wooden handles of farming hand toolsSugarcane cuttingSugarcane cutters use pangas and machetes to harvest sugarcanes from farmsFencingPeople who erect and repair fences use tools such as pliers, jembes, shovels and hammers in their work."}
{"text": "Careers related to household hand toolsMasonryPlumbingMechanicsElectrical installationsBuilding and constructionsThe role of household hand tools in the communityPerform tasks easily as they improve efficiencySave on time required to perform different tasksDo simple repairs at homeThis helps us to save money that would be required to pay experts to perform the repairsFarming hand toolsFarming hand tools are tools that are powered by hand and used to perform different tasksIdentifying farming hand toolsSlasherPangaRakeJembePruning shearsGarden forkSickleGarden trowelAxeFork jembeCategorising farming hand tools according to their usesUsing farming hand tools to perform different tasksCare and maintenance of farming hand toolsWe maintain and care for farming tools so that they serve as for a long timeWe can care for farming hand tools by:cleaning them after useoiling the metallic parts of tools such as pangas to prevent rustingsharpening the cutting adgesreplacing broken handlesoiling the moving parts of tools such as secateurs to reduce frictionstoring the tools safely after useCareers related to farming hand toolscrop farmingThis is a common career in our country because agriculture is the backbone of our economy. In crop farming, we use jembes, ploughsgardeningGardeners use different hand tools when planting weedinglandscaping and planningLandscapers use farming hand tools to perform tasks such asWeeding and mulching landscape bedsTrimming small trees, hedges and shrubsPlanting shrubs, flowers and treesRemoving unwanted, dead or damaged treesWelding and blacksmithingWelders and blacksmiths take part in making and repairing metallic parts of farming hand toolsCarpentryCarpenters make items using board and timber. They also replace wooden handles of farming hand toolsSugarcane cuttingSugarcane cutters use pangas and machetes to harvest sugarcanes from farmsFencingPeople who erect and repair fences use tools such as pliers, jembes, shovels and hammers in their work. Livestock farmingLivestock farmers use pangas for chopping napier grass for their livestockImportance of farming toolsFarming hand tools helps us in performing different tasks in the frm."}
{"text": "In crop farming, we use jembes, ploughsgardeningGardeners use different hand tools when planting weedinglandscaping and planningLandscapers use farming hand tools to perform tasks such asWeeding and mulching landscape bedsTrimming small trees, hedges and shrubsPlanting shrubs, flowers and treesRemoving unwanted, dead or damaged treesWelding and blacksmithingWelders and blacksmiths take part in making and repairing metallic parts of farming hand toolsCarpentryCarpenters make items using board and timber. They also replace wooden handles of farming hand toolsSugarcane cuttingSugarcane cutters use pangas and machetes to harvest sugarcanes from farmsFencingPeople who erect and repair fences use tools such as pliers, jembes, shovels and hammers in their work. Livestock farmingLivestock farmers use pangas for chopping napier grass for their livestockImportance of farming toolsFarming hand tools helps us in performing different tasks in the frm. This helps to improve efficiency with then results to productivityDRAWINGTYPES OF DRAWINGSDrawing are types of diagrams used for communication to show the shape and structure of a given idea or product. Technical fields use drawings to draw designs of different items before they are madeTypes of drawing used in technical fieldsDrawing involves making marks on a surface to create images of forms and shapes. Artistic drawing are made to visualize an idea and portray the general shape of an item, building or product. They give a 3D view of an object. Technical drawings are made to give a precise and detailed view of an object. They give information about how an object functions or how it is constructed. Distinguishing artistic and technical drawingsArtistic and technical drawing can be distinguished using the characteristics likePurposeTechnical drawing provide accurate information about an object to allow easy manufacturing or repairArtistic drawing are done to express one s idea while beautifying the appearance of an object, a surface or a placePresentationTechnical drawings are drawn on surface such as tracing paper, ammonia print or computer screens and are usually in standard sizes. Artistic drawings can be drawn on paper, boards, walls canvas or fabric. These drawings do not have standard sizeInterpretationTechnical drawing must be drawn to scale such that they are interpreted uniformly regardless of the geographical boundaries."}
{"text": "Distinguishing artistic and technical drawingsArtistic and technical drawing can be distinguished using the characteristics likePurposeTechnical drawing provide accurate information about an object to allow easy manufacturing or repairArtistic drawing are done to express one s idea while beautifying the appearance of an object, a surface or a placePresentationTechnical drawings are drawn on surface such as tracing paper, ammonia print or computer screens and are usually in standard sizes. Artistic drawings can be drawn on paper, boards, walls canvas or fabric. These drawings do not have standard sizeInterpretationTechnical drawing must be drawn to scale such that they are interpreted uniformly regardless of the geographical boundaries. The interpretation of artistic drawings depends on the viewerLevel of precisionTechnical drawing have to be drawn to scale for the accurate production and maintenance of the productArtistic drawing show the general appearance of the product hence do not consider dimensions, shape or proportionUses of artistic and technical drawing in different fieldsUses of artistic drawingsThey are used to understand how the object or building will appear when in real lifeThey help to keep records of historical eventsThey are used to express imagination and creativityThey represent feelings, actions and ideasThey help us to develop observation and interpretative skills in order to understand the worldUses of technical drawingThey bridge communication between designers and producersThey guide people in careers such as engineering when constructing and repairing different structuresEg. An engineer relies on technical drawings to make some parts of machinesTechnical drawing are used to represent objects whose dimensions follow set of international standardsApplications of drawings in various careersPeople in careers that use both artistic and technical drawings includeArchitectsThey use artistic drawings to show the outward appearance of the building and how the building will be intergraded with other items within its localityThey also use technical drawings to show the actual measurements and location of features such as windows and doors within the designConstruction workersThey use artistic drawings to create the finishing designs of the floor, roofs and walls."}
{"text": "These drawings do not have standard sizeInterpretationTechnical drawing must be drawn to scale such that they are interpreted uniformly regardless of the geographical boundaries. The interpretation of artistic drawings depends on the viewerLevel of precisionTechnical drawing have to be drawn to scale for the accurate production and maintenance of the productArtistic drawing show the general appearance of the product hence do not consider dimensions, shape or proportionUses of artistic and technical drawing in different fieldsUses of artistic drawingsThey are used to understand how the object or building will appear when in real lifeThey help to keep records of historical eventsThey are used to express imagination and creativityThey represent feelings, actions and ideasThey help us to develop observation and interpretative skills in order to understand the worldUses of technical drawingThey bridge communication between designers and producersThey guide people in careers such as engineering when constructing and repairing different structuresEg. An engineer relies on technical drawings to make some parts of machinesTechnical drawing are used to represent objects whose dimensions follow set of international standardsApplications of drawings in various careersPeople in careers that use both artistic and technical drawings includeArchitectsThey use artistic drawings to show the outward appearance of the building and how the building will be intergraded with other items within its localityThey also use technical drawings to show the actual measurements and location of features such as windows and doors within the designConstruction workersThey use artistic drawings to create the finishing designs of the floor, roofs and walls. They also use technical drawing to determine the location of doors, windows and other fixtures within the buildingElectriciansThey use technical drawing to identify the position of electrical ducts within a building wiring, installation or repairThey also use artistic drawings to determine the neatness and finish requires after installation or repair of electrical systemsInterior designersThey use artistic drawings when visualising the style, colour and other suitable to useThey also use technical drawings to determine the placement of different furnishing within a room or a buildingPlumbersThey use artistic drawings to identify how to finish an area after installation of drainage pipes and other fixtures in the buildingsThey use technical drawings to identify access points to areas having blockages or repairing repairs within the drainage points of a buildingProduct designersThey use artistic drawings to identify how different shapes, colours, images and writing will appear on a given object."}
{"text": "The interpretation of artistic drawings depends on the viewerLevel of precisionTechnical drawing have to be drawn to scale for the accurate production and maintenance of the productArtistic drawing show the general appearance of the product hence do not consider dimensions, shape or proportionUses of artistic and technical drawing in different fieldsUses of artistic drawingsThey are used to understand how the object or building will appear when in real lifeThey help to keep records of historical eventsThey are used to express imagination and creativityThey represent feelings, actions and ideasThey help us to develop observation and interpretative skills in order to understand the worldUses of technical drawingThey bridge communication between designers and producersThey guide people in careers such as engineering when constructing and repairing different structuresEg. An engineer relies on technical drawings to make some parts of machinesTechnical drawing are used to represent objects whose dimensions follow set of international standardsApplications of drawings in various careersPeople in careers that use both artistic and technical drawings includeArchitectsThey use artistic drawings to show the outward appearance of the building and how the building will be intergraded with other items within its localityThey also use technical drawings to show the actual measurements and location of features such as windows and doors within the designConstruction workersThey use artistic drawings to create the finishing designs of the floor, roofs and walls. They also use technical drawing to determine the location of doors, windows and other fixtures within the buildingElectriciansThey use technical drawing to identify the position of electrical ducts within a building wiring, installation or repairThey also use artistic drawings to determine the neatness and finish requires after installation or repair of electrical systemsInterior designersThey use artistic drawings when visualising the style, colour and other suitable to useThey also use technical drawings to determine the placement of different furnishing within a room or a buildingPlumbersThey use artistic drawings to identify how to finish an area after installation of drainage pipes and other fixtures in the buildingsThey use technical drawings to identify access points to areas having blockages or repairing repairs within the drainage points of a buildingProduct designersThey use artistic drawings to identify how different shapes, colours, images and writing will appear on a given object. They use technical drawings to determine the size, material and shape of the product when viewed from different positions such as top, bottom and sidesImportance of drawing in day to day lifeSome of the objects created from drawing are vehicles, roads, houses, furniture and electronicsDrawing helps us to learn to write and think creatively, develop hand to eye coordination and conceptualise ideasDrawing instruments and equipmentsDrawing can be done using a variety of instruments and equipments."}
{"text": "An engineer relies on technical drawings to make some parts of machinesTechnical drawing are used to represent objects whose dimensions follow set of international standardsApplications of drawings in various careersPeople in careers that use both artistic and technical drawings includeArchitectsThey use artistic drawings to show the outward appearance of the building and how the building will be intergraded with other items within its localityThey also use technical drawings to show the actual measurements and location of features such as windows and doors within the designConstruction workersThey use artistic drawings to create the finishing designs of the floor, roofs and walls. They also use technical drawing to determine the location of doors, windows and other fixtures within the buildingElectriciansThey use technical drawing to identify the position of electrical ducts within a building wiring, installation or repairThey also use artistic drawings to determine the neatness and finish requires after installation or repair of electrical systemsInterior designersThey use artistic drawings when visualising the style, colour and other suitable to useThey also use technical drawings to determine the placement of different furnishing within a room or a buildingPlumbersThey use artistic drawings to identify how to finish an area after installation of drainage pipes and other fixtures in the buildingsThey use technical drawings to identify access points to areas having blockages or repairing repairs within the drainage points of a buildingProduct designersThey use artistic drawings to identify how different shapes, colours, images and writing will appear on a given object. They use technical drawings to determine the size, material and shape of the product when viewed from different positions such as top, bottom and sidesImportance of drawing in day to day lifeSome of the objects created from drawing are vehicles, roads, houses, furniture and electronicsDrawing helps us to learn to write and think creatively, develop hand to eye coordination and conceptualise ideasDrawing instruments and equipmentsDrawing can be done using a variety of instruments and equipments. These instruments and equipments helps us to make neat and accurate drawingsDrawing instruments and equipments used in technical drawingPencilsTee squaresDrawing boardsDrawing pensRulersSharpenersDrawing templatesErasersPair of compassUses of drawing instruments and equipmentsDrawing lines and shapes using drawing instrumentsCare and maintenance of drawing instruments and equipmentsClean them well after useAvoid dropping the instruments or equipments. This prevents them from cracking and breakingSharpen pencils when necessary."}
{"text": "They use technical drawings to determine the size, material and shape of the product when viewed from different positions such as top, bottom and sidesImportance of drawing in day to day lifeSome of the objects created from drawing are vehicles, roads, houses, furniture and electronicsDrawing helps us to learn to write and think creatively, develop hand to eye coordination and conceptualise ideasDrawing instruments and equipmentsDrawing can be done using a variety of instruments and equipments. These instruments and equipments helps us to make neat and accurate drawingsDrawing instruments and equipments used in technical drawingPencilsTee squaresDrawing boardsDrawing pensRulersSharpenersDrawing templatesErasersPair of compassUses of drawing instruments and equipmentsDrawing lines and shapes using drawing instrumentsCare and maintenance of drawing instruments and equipmentsClean them well after useAvoid dropping the instruments or equipments. This prevents them from cracking and breakingSharpen pencils when necessary. Do not press the pencil lead on a hard surface when sharpeningUse each instrument or equipment for its intended purposeEg measuring tools should be used for measuringAlways store the instruments and equipments safely when they are not in useNBDrawing instruments and equipments are cared for and maintained well in order for them to work well and make neat and accurate drawings. Uses of drawing instruments and equipments in various careersArchitectsUse different drawing instruments to design good buildingsInterior designersUse drawing instruments and skills to help people plan and decorate the spaces they live inFashion designersUse drawing instruments to come up with creative ideas on how different outfits should be made. Most of the clothes we wear were design by somebodyFashion designers work closely with tailorsTailorsUse drawing instruments to draw designs of clothes before they are madeIllustratorsDraw pictures both in hard copies and in digital formMost of the pictures in textbooks were drawn by illustratorsCarpentersDraw furniture before making themFreehand sketchingFree hand sketching is drawing without the use of measuring instrumentsHow to sketch lines freehandDifferent types of lines are used in freehand sketchingThe measurement, direction and thickness of the lines can be varied to enhance the mood and character portrayed in the drawingsHow to sketch two dimensional shapes using freehand."}
{"text": "GRADE 8 RATIONALIZED INTEGRATED SCIENCELESSON NOTES COMPLETESTRAND 1- MIXTURES, ELEMENTS AND COMPOUNDS. ELEMENTS AND COMPUNDSMeaning of Atoms, Elements, molecules and Compounds. Matter is anything that occupies space and has mass. Matter is composed of pure substances and mixtures. The pure substances are can be element and compounds while the mixtures can either be uniform or non-uniform. An element is a substance that cannot be decomposed into simpler substances by chemical or physical means. An element is a pure substance which cannot be made simpler using chemical means. Elements are the building blocks of matter. Everything around is made up of an element or elements. An element is made of atoms. Atoms of the same element are identical. A compound is pure substance that consists of atoms of two or more elements that are chemically joined together. Compounds are formed when atoms of different elements react. Compounds can be broken down into elements through chemical reactions. Sodium and chlorine are elements that combine chemically to form sodium chloride which is a compound. Relating common elements to their symbols. Pure substances either elements or compounds has a unique name and symbol. A symbol is a sort -hand notation for the chemical name of an element. Chemical symbols are used instead of names by scientists because they are much easier, convenient and universally recognized. Compounds are represented by a chemical formula. A chemical symbol is usually derived from first letter of the English name of the element. It is also derived from Latin name of the element. For example,H is the chemical symbol of hydrogen. O is the chemical symbol of Oxygen. K is the chemical symbol of potassium. For potassium the K is derived from Latin word Kalium. Some elements might start with same first letters, such as Carbon, Calcium, Chlorine and Copper have their names starting with letter C, therefore letter C can not be used to represent all of them as chemical symbol. The first letter C is assigned to represent Carbon, while the rest of the elements are assigned two letters from their name as follows. Carbon represented by C. Calcium represented by Ca. Chlorine represented by ClCopper represented by Cu from Latin word cuprumThe first letter of a symbol is always capitalized, while the second letter is written in small letters. Compounds are combinations of two or more elements."}
{"text": "Calcium represented by Ca. Chlorine represented by ClCopper represented by Cu from Latin word cuprumThe first letter of a symbol is always capitalized, while the second letter is written in small letters. Compounds are combinations of two or more elements. A chemical formula is an expression that shows the elements in a compound and the relative proportions of those elements. Water is composed of Hydrogen and Oxygen in the ration 2:1. The chemical formula of water is H2O. Sodium chloride also called common salt is composed of Sodium and Chlorine in the ration 1:1. The chemical formula for Sodium chloride is NaCl. Application of common elements in our day-to-day life. Food nutrients are chemical compounds found in foods. These nutrients are used by the body to function properly and maintain health. Examples of food nutrients include:Proteins. Fats. Carbohydrates. Vitamins. Mineral salts. Food nutrients are made up o various elements such as: carbon, hydrogen, oxygen and nitrogen. Various food sources that contain various elements. Plants receive water, mineral and other nutrients from the soil which are carried to the other parts of the plantThere are various mineral elements present in the soil that are absorbed by the roots of plants. The following are some of the important mineral elements required by plants:Phosphorus magnesium they are essential for the growth, development and reproduction of the plant. Potassium increases the quality of fruits and vegetables. Various elements are used in manufacture of different toiletries that we use in day-to-day life. Some toiletries, for example toothpaste contains flouride compounds to prevent tooth decay while soaps and detergents contain a compound of potassium. Importance of various elements and compounds. Gold:Gold is a precious metal. It is widely used to make jewellery as it is fairly soft and easy to work with. It is attractive in appearance and neither rust or discolours. Silver:It is a precious metal. It is used in making jewellery but it tends to discolour. It is also used in making cutlery, teapots and medals. Iron:It is one of the most useful metals. It is strong, can be sharpened and it is easy to work with. Many items are made of iron or steel. Steel is a combination of iron and carbon. Steel is important in construction. Gold and silver:They are precious metals elements that occur naturally and have high market value."}
{"text": "Steel is a combination of iron and carbon. Steel is important in construction. Gold and silver:They are precious metals elements that occur naturally and have high market value. In some cases, Gold and silver can be used as currency. In other cases, these precious metals have various uses such as in electronics, medical technology and awards therefore gold and silver valuable to many businesses. Gold is more valuable because it is rare than silver. Information on Packaging labels. Substances purchased contain various elements that are part of ingredients. The elements present are usually indicated in the information found on the packaging labels. Few examples are given below. Toothpaste- contains sodium flouride, zinc sulphate and sodium hydroxide. Body lotion contains sodium hydroxide and other compoundsLiquid handwash contains sodium chloride. Baking powder contains sodium hydroxide carbonate. Curry powder contains sodium. Tomato source contains a compound of sodium. Margarine-contains a preservative that is a compound of potassium. Beef cubes-contains a compound of iron and a compound of sodium. Bottled water-contains calcium, sodium, potassium, magnesium and other common elements. 1.2 -Physical and Chemical changes. Matter is anything that occupies space and has mass. All solids, liquids and gases are made up of matter. The three states of matter have different physical properties. These properties depend on intermolecular forces. Intermolecular forces are forces that hold the particles of matter together. Properties of different states of matter. Solids have a definite shape which does not change on its own unless use of external forces such as breaking it into smaller pieces. For example, when a stone is place on a table, or a plate or a tin, it does not change its shape according to the item it is place in or on. A liquid has no definite shape. That means a liquid changes its shape to take the shape of the container or vessel in which it is put. A liquid also changes its shape when spilled on the floor. For example, when a liquid id poured in two different containers, the liquid will display two different shapes that resemble or are similar to the container they are placed in. This means liquids lack a definite shapeGases-a gas has no definite shape. A gas changes its shape to look like that of container in which it is held in. For example, when a balloon is inflated with air, the air inside takes the shape of the balloon."}
{"text": "This means liquids lack a definite shapeGases-a gas has no definite shape. A gas changes its shape to look like that of container in which it is held in. For example, when a balloon is inflated with air, the air inside takes the shape of the balloon. Solids, liquids and gases are different in terms of their volumes. Solids. When a solid is totally immersed in a liquid, the volume of the displace liquid is equivalent, equal to the volume of the solid. The volume of the stone remains the same when place in two different measuring cylinders. Therefore, solids have a definite shape. Liquids. The volume of water poured in a measuring cylinder remains unchanged even when it is transferred from one measuring cylinder to other measuring cylinders of different capacities. For example, if you pour 30ml of water in a 50mli measuring cylinder, its reading will be 30ml. If the same water is transferred to a 100ml measuring cylinder, the reading will still remain 30ml. Therefore, liquids have a definite shape just like solids. Gases. A given mass of a gas can occupy different volumes in different containers. This is an indication that gases, do not have a fixed volume. Solids, liquids and gases are different in terms of their Compressibility. Compressibility is the ability of a substance to be reduced in volume or size by applying force or pressure on it. Compressibility can also be defined as how much a given volume of matter decreases when pressed. When a bottle id filled with air, it can easily be squeezed compared to one filled up with water. If the two are replaced with sand, we cannot squeeze the bottle anymore. This experiment proves that gases are highly compressible, liquids have little compressibility while solids are incompressible. Occupies entire volume of container. Their particles move freely because the intermolecular forces are very weak. This makes particles to move far apart from each other and can be brough closer when pressure is applied. This is the reason gases are highly compressible. Their properties lie between those of gases and solids. Their intermolecular forces in liquids are weaker than in solids but stronger than in gases. The particles in liquids do not move freely as in gases, therefore, it is difficult to compress liquids since the liquid particles can move but keep same volume. Particles in solids are very close to each other closely packed and the intermolecular forces between the particles are very strong."}
{"text": "Their intermolecular forces in liquids are weaker than in solids but stronger than in gases. The particles in liquids do not move freely as in gases, therefore, it is difficult to compress liquids since the liquid particles can move but keep same volume. Particles in solids are very close to each other closely packed and the intermolecular forces between the particles are very strong. The strong forces keep the particles in fixed position. This is the reason why solids are hard, firm and rigid. Therefore, solids are incompressible. C. Solids, liquids and gases are different in terms of their ability to flow. Particles in liquids can move from one place to another, therefore, a liquid can flow and change shape. This makes liquids such as water to flow from a tap to fill a jar or a bucket. This is applied when pouring tea in a cup. Solids have particle that do not move therefore solids cannot flow. Gases have freely moving particles which can be moved from an area. For example, when you breathe, you force air gas into and out of your lungs. This is an indication that gas flow in and out of the body. This is also applied when cooking gas flows from the gas cylinders to the burners when cooking. Therefore, liquids and gases can flow while solids cannot flow. Summary of properties of different states of matter. Pure and Impure substances. When two pure substances are mixed together, they form a mixture. A mixture is an impure substance. Therefore, a pure substance is any material that is not a mixture at all. The melting and boiling points of pure and impure substances can be determined. Melting point of pure substances Ice . It is the temperature at which a solid change into liquid state. The melting point of ice is the temperature at which ice is converted from its solid state to its liquid state. Heat from a heat source is used to melt the ice. The thermometer helps to note the temperature at which the ice melts. After the initial and final readings are taken, it will be observed that once the ice attained its melting temperature 0oC , the temperature remains the same until all the ice is converted into liquid state. Pure solids have specific melting points. Therefore, it means that ice is a pure substance. Melting point of Impure substances Candle wax . The melting point of candle wax is the temperature at which the solid materials turns into liquid by heating it ."}
{"text": "Therefore, it means that ice is a pure substance. Melting point of Impure substances Candle wax . The melting point of candle wax is the temperature at which the solid materials turns into liquid by heating it . The melting point of candle wax ranges between 46oC to 68 oC. Therefore, it means that candle wax is an impure substance. Impure substances do not have specific melting points. The presence of impurities affects the melting point of the substances. Determining Boiling points of Pure and Impure substances. Procedure for the experiment above. Put about 10cm3 of distilled water on a boiling tube. Close the tube with a stopper that has two holes. Pass a thermometer through one hole. Immerse the thermometer bulb into the water. Push and L shaped tube through the other hole as shown above. Heat the apparatus using a small flame. Observe the changes in temperature and record your observations. Cool the apparatus and remove the stopper. Add a spoonful of salt to some water stir to dissolve all the salt to form a salty water solution. Repeat the above experiment using a salty water solution in place of pure distilled water. Observe changes in temperature, record your observation. What conclusion have you made. At what temperature does water pure water boil? At what temperature does water with dissolved salt impure water boil Compare your observations. Observations and conclusion Explanation. When distilled water is heated, the temperature of the water rises to about 100oC. After this, the temperature remains constant not changing for some time. The heat absorbed changes liquid water into water vapour or steam. Pure water has a definite or specific boiling point. Salty impure water has a range of boiling temperatures above 100oC. Impurities cause a rise in temperatures of the boiling point of liquids. The greater the impurities in the given solution, the higher the boiling point. Therefore, we can use the boiling point to determine the purity of a liquid. Temporary and Permanent Changes in SubstancesTemporary Physical changes. Experiment to demonstrate physical change. Requirements:A pair of tongs. An iron pin. A source of heat such as burning candle or Bunsen burner and writing materials. Procedure:Hold iron pin using a pair of tongs over a burning flame from either a candle or Bunsen burner for sometime. Remove the pin from the flame after noticing any changes you can observe."}
{"text": "A source of heat such as burning candle or Bunsen burner and writing materials. Procedure:Hold iron pin using a pair of tongs over a burning flame from either a candle or Bunsen burner for sometime. Remove the pin from the flame after noticing any changes you can observe. Observations, Explanation conclusion. Iron pin becomes red-hot when heated. After sometime the iron pin regains its original colour on cooling. This indicates that the iron pin went through a temporary change on heating. Any change in properties such as shape, size, colour and state of a substance is called a physical change. Physical changes are reversible. When a change is reversible is said to be temporary. This is demonstrated when the heated red-hot iron pin regains its original colour after cooling. Temporary chemical changesExperiment to demonstrate temporary chemical changes. Requirements:Safety googles. Two test tubes. Delivery tube right-angled Beaker 250ml . Bunsen burner. Clamp. Stand. 5g of hydrated copper II sulphate. Procedure:- Put 5g of powdered blue hydrated copper II sulphate in the test tube. -. Set up the experiment as shown below. Heating blue hydrated copper II sulphateObservation, Explanation and Conclusion. When blue hydrated copper II sulphate is heated in the test tube as show above, it turns colour from blue to white. This because it loses water which was making it hydrated. After losing water, it become white anhydrous copper II sulphate. When water is added to the white anhydrous copper II sulphate, it turns back to its original blue colour. The chemical change that had occurred is reversed. Some chemical changes are therefore temporary and can be reversed easily. These changes are referred to as temporary chemical changes or reversible chemical changes. Other examples of temporary chemical changes include the following;On mixing baking soda and vinegar, a chemical reaction produces carbon IV oxide gas. This gas causes the mixture to bubble. Once the gas escapes into the air, the reaction stops and the mixture returns to its original state. Freezing, melting and vapourisation of waterPermanent Chemical changesExperiment to demonstrated permanent chemical change. Requirements:5cm magnesium ribbon. A source of heat. Sand paper. A pair of tongs. Writing materials. Procedure:Clean the magnesium ribbon by rubbing it with sand paper. Examine the appearance of the magnesium ribbon."}
{"text": "Writing materials. Procedure:Clean the magnesium ribbon by rubbing it with sand paper. Examine the appearance of the magnesium ribbon. Hold the ribbon with a pair of tongs over a burning candle or Bunsen burner for a few minutes. Caution:Burning magnesium ribbon produces a very bright flame that can damage your eyes. Avoid looking directly at the flame. Observation, Explanation Conclusion. Magnesium ribbon burns with a bright light forming a white ash. If the magnesium ribbon is not shining it may take long to ignite. Therefore, is advisable to clean the ribbon by rubbing it with sand paper since it is coated with an oxide layer that prevents it from burning. Burning magnesium ribbon form a substance called magnesium oxide. A change in which one or more substances are formed is known as chemical change. A chemical change is also known as permanent change. Most chemical changes are irreversible in nature. Chemical changes are important in life. Example of chemical changes include:Digestion of food in the body. O Ripening of fruits. Fermentation of grapes. Applications of changes of state of matter in day-to-day life. Change of state of matter has many applications in day-to-day life. Some of these changes are:Refrigerators. -. Liquids evaporate and absorbs heat in the process. A refrigerator works by using a liquid to remove heat from the food items inside and transfer it to the surrounding. The liquid is first heated and then cooled at the back of the fridge where the heat is removed. The process of changing liquid to gas cools the food. Ice cream vendor. -. Ice cream vendors place ice inside their ice cream carts. The ice absorbs heat from the container surrounds and change to a gas. This leaves the inside of the ice cream cart cold, thus maintaining the ice cream in frozen state. Melting metals. -. Metals are heated to a molten state making it possible to shape and form them into desired objects or structures. Generating electricity. -. Water can be converted to steam, which can in turn be used to drive turbines to generate electricity. Fog formation. -. Fog forms when water vapour gaseous state condenses. During condensation, molecule of water of water vapour combine to make tiny liquid water droplets that are suspended in the air. Fog reduces visibility. Some animals such as insects, depend on fog as a source of water, especially in desert climate. -Classes of Fire. Fires can be classified between four and seven classes."}
{"text": "Some animals such as insects, depend on fog as a source of water, especially in desert climate. -Classes of Fire. Fires can be classified between four and seven classes. The following are six classes of fire mostly widely used and accepted. Fire control measures. To prevent the start and spread of fire, one or more components should be removed from the fire triangle. A fire triangle in a simple model of understanding the components of fire which are fuel, heat and oxygen. Therefore, to control fire one or more components should be removed from the fire triangle as follows: Removing fuel:Use fire-resistant materials where possible. This will help to prevent the fire from starting and spreading. Removing heat:Water is mostly used to remove the heat from fire. A water fire extinguisher would be the safest way of doing this. However, these extinguishers cannot be used on all types of fire. Removing oxygen:It is important to remove oxygen gas from fore triangle to prevent spread of a fire. This can be achieved by using either a carbon IV oxide or a form fire extinguisher. Fire extinguisher come in different types depending on the kind of environment you are in. Some places such as school, work or home, one or more types of fire extinguishers may be required. The following are different types of fire extinguishers and the classes of fire they put. Other items that can be used to control fire. In addition to the fire extinguishers, the following items can also be used to control fire. Sand-it absorbs heat and cuts off the supply of oxygen. Sand can be used to put out class A, D and F fires. Fire blanket-it is useful in putting out class F fires and wrapping around a person whose clothing is on fire. Rights to safety and access to information. At school, home and workplace you are supposed to be safe. These paces should take the following precautions for our safety:Avoid build up of rubbish that can fuel fire. Put measures in place to detect fires and warn people quickly in case fires start. This can be done successfully by installing smoke detectors and fire alarms or bells. Have correct fire fighting equipment to put out a fire quickly. Keep fire exits and escape routes clearly marked and unobstructed at all times. Give proper training on emergency procedures to follow, including fire drills. Access to information on flammable substances is important for the following reasons."}
{"text": "Keep fire exits and escape routes clearly marked and unobstructed at all times. Give proper training on emergency procedures to follow, including fire drills. Access to information on flammable substances is important for the following reasons. It makes us aware of all hazards fire and explosion of the materials we are handling. Helps us to know which of the materials or products we are working with are flammable. Helps us to remove sources of ignition sparks, smoking, flames or hot surfaces when working with flammable and combustible products. Helps to use approved equipment, including labelled safety containers, for flammable liquids. Helps to know the proper personal protective equipment to use when handling hazardous liquids. Helps us to know how to handle emergencies fires, spills, personal injury involving the hazardous materials we work with. Fire safety posters we should be aware in the environment we are in. Strand 2 LIVING THINGS THEIR ENVIRONMENT. 2.1 The Cell. Cells make up the structure of living organisms and carry out various biological processes. Organisms such as amoeba are composed of a single cell hence are said to be unicellular. Organisms such as plants and animals are composed of many cells hence are said to be multicellular. Therefore, a cell is defined as the basic unit of structure and functions in organisms. To observe the cell, a powerful magnifying instrument called a microscope is used. A microscope enlarges the image of objects when observed and improves the resolution of the image. Plant and animal cell structures as seen under a light microscope. The following diagram shows the components of a plant cell as seen under a light microscope. Components of a plant cell. The following diagram shows different components of the animal cell as seen under a light microscope. Components of an animal cell. Comparing plant and animal cells. Plant and animal cells have slight differences in their internal structures while sone features are common in both. The figures below show the components of both plant and animal cells as seen under a light microscope. Similarities between a plant cell and an animal cell. They both have the cell membrane. Both have nucleus within themFunctions of the cell structures found in plants and animals cells. Magnification of Cells. Magnification of a specimen is the measure of how much bigger a specimen is when it is viewed through a hand lens or microscope compared to its original size. Magnification is usually expressed using X before the digits, for example, X2, X10 and X20."}
{"text": "Writing materials. Procedure:pour some water in a beaker. Put a drop of the dye or ink in the water. What observations do you make after a few minutes? Observation, explanation and conclusion. After a few minutes, the ink or dye spread throughout the water in the beaker. The ink pr dye spread from the region where it was highly concentrated to region in water where it was in low concentration. Diffusion is defined as the movement of molecules from a region of high concentration to a region of low concentration. Experiment demonstrating diffusion in gases. Requirements: A bottle of perfume of scented flowers. Procedure:Place the scented flower in a corner of the classroom. Remove the stopper of the perfume, hold it a few centimetres away from your friend s nose. Observation, explanation and conclusion. After a few seconds, you and your classmates will be able to smell the scent of the flower or perfume. This is due to diffusion. The scent of the flower and perfume molecules diffuse the air to their nose. Molecules in the scent of flower or perfume moved from the region of high concentration and spread evenly towards the region of low concentration. Diffusion in gases also makes it possible for us to smell things, for example, flower, food being cooked and also foul smells. Roles of diffusion in Living things. Plants absorb minerals salts from soil through diffusion. Nutrients such as glucose and amino acids move from the small intestines into bloodstream of animals by diffusion. Cells and unicellular organisms such as amoeba get rid of waste substance through diffusion. Gaseous exchange is the process through which gases are transferred across cell membrane to either enter or leave the blood. This process is done by diffusion in human beings in the alveoli in lungs. Oxygen gas moves from alveoli where is it is highly concentrated to the blood capillaries where it is lowly concentrated. On the other hand, carbon IV oxide moves from the capillaries where it is highly concentrated into the alveoli where it is lowly concentrated to be exhaled out. Factors that affect the rate of diffusion. Concentration gradient-molecules move from region of high concentration to that of low concentration. The greater the difference in concentration between high and low regions, the faster the rate of diffusion. Temperature-high temperature increases energy and therefore faster movement of molecules. This increases the rate of diffusion. Mass of particles- heavy particles move slowly hence slower rate of diffusion."}
{"text": "Temperature-high temperature increases energy and therefore faster movement of molecules. This increases the rate of diffusion. Mass of particles- heavy particles move slowly hence slower rate of diffusion. Light particles on the other hand move fast hence faster rate of diffusion. -Diffusion distance- rate of diffusion depends on distance that particles have to travel in order to be evenly distributed within available space. Medium of diffusion- particles diffuse faster through gases than liquids. Surface area to volume ration- diffusion occurs faster in smaller organisms as compared to larger organisms. This is because small organisms have a large surface area to volume ratio. OSMOSIS. Experiment to demonstrate osmosis process. Requirements:Procedures:Moisten a piece of visking tube and rubber between your fingers to open it. O Tie one end of the visking tubing tightly with a thread. Put the dye concentrated sugar solution in the Visking tubing using a measuring cylinder. O Insert one end of capillary tube to the open end of the visking tubing and tie that end. Slowly lower it into a beaker containing distilled water and hold the capillary tube with a clamp. O Mark the level of dyed concentrated sugar solution in the capillary tube at the beginning of the experiment. Leave the experiment for about 20 minutes. Observe and record your resultsQuestions to answer. What happens to the level of the dye concentrated sugar solution in the capillary tube after 20 minutes? The level of the dye concentrated sugar solution increases in the capillary tube. Why did the above change take place? Water is highly concentrated in the beaker than in the visking tubing. Water moves from where is it more into the visking tubing across the visking tubing where it is less hence making the visking tubing to swell. Explain the biological process taking place in the experiment. Osmosis takes place since water moves from the beaker where it is highly concentrated to the visking tube where is lowly concentrated. What is the role of the visking tubing in the experiment? The visking tubing acts as a semipermeable membrane. What can we compare the visking tubing with in living cells? The cell membrane. Observation and explanation. The concentration of water outside the visking tubing is higher than the concentration of water inside the visking tubing. Water moves in through the pores in the semi-permeable membrane of the Visking tubing by osmosis because of the differences in concentration inside and outside the visking tubing."}
{"text": "Observation and explanation. The concentration of water outside the visking tubing is higher than the concentration of water inside the visking tubing. Water moves in through the pores in the semi-permeable membrane of the Visking tubing by osmosis because of the differences in concentration inside and outside the visking tubing. Osmosis is the random movement of water solvent molecules from there they are more to where they are less through a semi-permeable membrane. Osmosis can also be defined as the random movement of water solvent molecules from a dilute solution to a more concentrated solution through a semi-permeable membrane until the concentration on each side is equal. Visking tubing is similar to the cell membrane. It is also a semi-permeable membrane, it has tiny holes pores that allows small molecules through but prevents large molecules from passing through. Investigating the process of Osmosis using plant materials. Requirements:Raw potato tuber. -. Distilled water. Table salt. -. A measuring cylinder. Boiled potato. -. A scalpel. Labels. -. A spatula. Petru dishes. -. Writing material. Clock or wrist watch. Procedure:Label two petri dish A and B. Half fill each petri dish with equal volume of distilled water. Using a scalpel, peel a raw potato tuber and trim both if its ends. Make a scoop cavity in one of the ends. Using a scapula, place a given amount of salt in the cavity. Carefully place the set-up in petri dish labelled A and note the time. Repeat step 3 and 5, this time using a previously boiled potato. Place it in a petri dish and label it B. Leave the set up for 40 minutes. Observe and record. Questions to answer. Why is it necessary to peel off the potato tuber before carrying out this experiment? Explain the changes in the petri dish A and B. What biological process is being investigated? Observation and explanation. It is necessary to peel off potato tubers so as to expose large surface area and expose the inner cells that are permeable for osmosis. Petri dish A-water moves up by osmosis through the potato cells then dissolves the table salt in the cavity. Petri dish B-the slat did not dissolve because no water moved by osmosis in to the cavity."}
{"text": "It is necessary to peel off potato tubers so as to expose large surface area and expose the inner cells that are permeable for osmosis. Petri dish A-water moves up by osmosis through the potato cells then dissolves the table salt in the cavity. Petri dish B-the slat did not dissolve because no water moved by osmosis in to the cavity. This is because the boiled potatoes have destroyed semi-permeable cells membranes that cannot carry out osmosis. The process being investigated is osmosis in living cells. Factors affecting the rate of osmosis. Temperatures -rate of osmosis increases with increase in temperature. This is because increase in temperature increases energy of the molecules. Concentration gradient- osmosis increases where the difference in concentration of water molecules is higher. Type of semi-permeable membrane- larger number of pores, the faster the rate of osmosis. Role of osmosis in living things. In plants Osmosis plays the following roles:Absorption of water from the soil-roots absorb water from the soil by osmosis. Support-some plants have cells that absorb water, become turgid hence providing support to the plants. Feeding in insectivorous plants-insectivorous plants such as pitcher plant prey on insects. They trap insects when there is a sudden change in their stiffness when disturbed by the insect. Trapped insects are digested to provide the plant with nitrogen. In animals, Osmosis plays the following roles:Absorption of water in the human body. Excretion-this is the removal of waste products from the body. Urine is the main product through which excess water is excreted from the body. Kidneys filter urine to control the amount of water lost. This happens through osmosis. Similarities and difference between osmosis and diffusion. Similarities. Both are mean to equalize concentration of two solutions. Both are passive transport processes, i.e., they do not require any energy to occur. In both, particles move from an area of higher concentration to an area of low concentration. Differences. Osmosis happens in liquid medium while diffusion happens in liquids, gases and even solids. Semi-permeable membrane is required in osmosis while in diffusion no membrane is needed. Osmosis requires water for movement of particles while diffusion does not require water. In osmosis there is only one way for particles to flow while in diffusion particles can flow in any direction."}
{"text": "Semi-permeable membrane is required in osmosis while in diffusion no membrane is needed. Osmosis requires water for movement of particles while diffusion does not require water. In osmosis there is only one way for particles to flow while in diffusion particles can flow in any direction. 2.3 Reproduction in Human Beings. Menstrual cycle. Menstrual cycle consists of natural changes that occur to the body of a female human being every month in preparation to pregnancy. A menstrual cycle lasts between 28-35 days. However, this can vary between female and from one cycle to the next. The cycle depends on hormones. Hormones are chemical messengers in the body. They direct the body on what to do and when to do it. The menstrual cycle is a process controlled by hormones in the female body. The menstrual cycle is divided in to the following phases:Challenges related to the Human menstrual cycle. Irregular periods. This can be determined by finding out how long your menstrual cycles are. You can determine your personal menstrual length by counting from day 1 of your period to day 1 of your next period. Day 1 means the first day of the actual flow. It is normal to have menstrual cycles that are between 21 and 35 says. Your periods are irregular if it tends to come more frequently than every 21 days or less often than 35 days. If the circle length falls in the normal range but varies by 7 to 9 days from the cycle to cycle that is a sign of an irregular period too. For example, if one is 25 days and the next is 33 days, your cycles would be considered irregular. Absent periods. In some cases, some females may fail to get periods. Others might not get their first period by the age of 16 years. Other cases when some females stop getting their regular periods for 6 months or more. Irregular bleeding. Bleeding very little or no bleeding at all with each menstrual cycle is another challenge related to the menstrual cycle. Light or lack of bleeding can result from being extremely underweight or overweight. If you are overweight, losing weight might help to make your periods regular. If you are underweight, slow and steady weight gain may help to regulate your menstrual circle. Excessive bleeding is another challenge related to the menstrual cycle. Bleeding is considered heavy if it interferes with normal activities."}
{"text": "If you are underweight, slow and steady weight gain may help to regulate your menstrual circle. Excessive bleeding is another challenge related to the menstrual cycle. Bleeding is considered heavy if it interferes with normal activities. However, though common, you should see a doctor. Heavy periods can be a sign of a health problem. Painful periods. Most women experience menstrual cramps before or during their period at some point in their lives. For some of them it is part of the regular monthly routine. However, if the cramps are painful and persistent, you should see a doctor. A doctor can prescribe hormonal medication that can help control heavy bleeding. If one experiences heavy bleeding, an iron supplement might help to prevent anaemia. Mild to moderate pain or cramps can be lessened reduced by taking an appropriate pain reliever. Taking a warm bath might also help to relieve cramps. Surgery can also be performed. If symptoms persist, always visit a doctor. Fertilization and Implantation. Fertilization is the fusion of a sperm with an ovum in the oviduct also called the fallopian tube. During sexual intercourse, thousands of sperms are released into the vagina by the penis. Sperms swim through the cervix into the uterus up to the oviduct. Few sperms that reach the ovum try to penetrate it. Only one sperm penetrates the ovum. When the sperm penetrates the ovum, the surface of the sperm fuses with the nucleus of the ovum to form a zygote. The zygote moves from the oviduct and enters the uterus, attaching itself to the uterus walls. This process is called implantation. Once implantation has taken place, the zygote is now referred to as an embryo. Symptoms and prevention of common STIs. HIV aid. Symptoms. Chronic diarrhea. High fever and night sweating. Weight loss. Patient becomes very thin and weak. Prevention. Abstain from unnecessary sex. Self control in drinking. Carry out blood transfusion only in extreme need and consider safety. Gonorrhea. Symptoms. Vaginal discharge with bad odours. Penis becomes sore at the tip. Urination is difficult and painful. If untreated it spreads to rest of the organs blocking passages. Prevention. Avoid unnecessary sexual behaviours. Abstain from sexual intercourse. Faithfulness in marriage is encouraged. Syphilis."}
{"text": "Abstain from sexual intercourse. Faithfulness in marriage is encouraged. Syphilis. Symptoms. Sore resembling blisters appear at site of infection. Rashes appear on the skin. Patient feels feverish, suffers body pains and loses hair. Can be prevented by using same measures as in gonorrhea. HerpesSymptoms. Painful sores on the genitals. Blisters may disappear. Can be prevented by;Not indulging in promiscuous sexual behavior. Being faithful in marriage. Avoiding sexual contact with an HSV-II infected personStrand 3 FORCE ENERGY. 3.1 Transformation of energy. Energy is the ability to do workEnergy is not visible, has no mass and neither does it occupy space. Energy exists in different forms. Energy transformation is the process of changing one form of energy to another. Forms of energy in nature. Forms of energy in nature include:Heat or thermal energy. Sound energy. Electromagnetic energy. Nuclear energy. Electrical energy. Chemical energy. Mechanical energy- divided into potential and kinetic energy. Heat energy. Heat is a form of energy transferred from one body to another due to difference in temperature. In an experiment where a metal rod on which different pins are attached using candle wax is heated on a source of heat, the pins start to fall starting with one closest to the source of heat. This means heat flows through the metallic rod from the burning candle to the other end of metallic rod. Sound energy. Sound energy is the energy associated with vibration or disturbance of bodies or particles. Such as striking a drum with a piece of wood or plucking the wire. Nuclear energy. Nuclear energy is the energy that results from nuclear reactions in the nucleus of atom. Very large amounts of energy can be released when changes take place within the nucleus of an atom. Examples of these changes are nuclear fission in which a nucleus breaks down to give two smaller nucleus or nuclear fusion where two small nuclei join to form one big nucleus and radioactive decay in which the nucleus of an element change to different nucleus by releasing certain particles. Electrical energy. Electrical energy is energy produced by flow of electric charges electrons Chemical energy. Is a type of energy stored in atoms and molecules that make up a substance. For example, a thermometer records a higher temperature reading after the steel and vinegar are mixed. This reaction of vinegar and steel wool produces heat."}
{"text": "Is a type of energy stored in atoms and molecules that make up a substance. For example, a thermometer records a higher temperature reading after the steel and vinegar are mixed. This reaction of vinegar and steel wool produces heat. People and other living things get their energy needs from the chemical energy stored in food. Other sources are dry cells and fuels. Mechanical energy. Mechanical energy is the energy possessed by a body due to its motion or due to its position. It can either be kinetic or potential energy or both. When an object is falling down through air, it possesses both potential energy PE and kinetic energy KE due to its speed as it falls. The sum of its PE and KE is its mechanical energy. Mechanical energy kinetic energy potential energy. In conclusion. Kinetic energy is possessed by a moving body while potential energy is possessed by a body due to its position. The sum of an object s kinetic energy and potential energy is its mechanical energy. Potential energy. When a stone is held and released to fall on the ground, this indicates that the stone had stored energy due to its position that made it to start moving down after it had been released. The energy possessed by a body e.g., the stone due to its position above the ground is known as gravitational potential energy. In the same way, when a compressed spring or a stretched catapult is released, it goes back to its original shape and size. This indicates that the spring had stored energy due to compression. The energy possessed by a body dur to compression for example the spring or stretch for example a catapult is called elastic potential energy. Kinetic energyKinetic energy is the energy possessed by a moving object. Examples of objects that possess Kinetic energy KE include:Moving air. Rotating windmills. Falling water. A person running. Any moving object in general. Classifications of energy sources. Energy sources are classified either as renewable sources and non-renewable sources. Renewable energy sources-this are energy sources that cannot be depleted or they can be used again and again. Examples are solar energy, water and wind. Non-renewable energy sources are energy sources that can be depleted and are limited. That means they are completely used and can not be replaced such as fossil fuels like coal and petroleum. Demonstrating energy transformation in nature. Using a flash light. When using a flashlight, the circuit closes. Chemical energy is transformed into electrical energy in the dry cells."}
{"text": "Using a flash light. When using a flashlight, the circuit closes. Chemical energy is transformed into electrical energy in the dry cells. The electrical energy is then converted into light energy. The torch bulb therefore lights which is light energy. Chemical energy to Electrical energy to Light energyUsing a basketball. When you dribble a basketball, the ball had potential energy at its starting point above the ground. The potentials energy is converted to kinetic energy as the ball starts o fall to the ground. Some of the energy is lost on impact as it produces sound and generate heat as it hits the floor When the ball bounces back, it may not return to its starting height. If your hand is there to put more energy into the ball by pushing it down again , the ball can continue to bounce up and down and the energy will shift back and forth between potential and kinetic energy. Potential energy to kinetic energy to potential energy. Appliances whose working rely on energy transformation. Bulb electrical energy -light energy. Solar panels-solar energy to electrical energy. Hammer-potential energy to kinetic energy. Diodes-electrical energy to light energy. Moving coil microphone-electrical energy to sound energy. Electrical heater-electrical energy to heat energy. Dynamo-mechanical energy to electrical energy. Motor-electrical energy to mechanical energy. Safety measures associated with energy transformation. Road accidents. In case an accident, a moving vehicle has kinetic energy that is transformed into other forms incase of head-on collision with another vehicle or a stationery object. Most of kinetic energy is converted to other forms of energy as the vehicle undergoes permanent deformation that causes it to bend and twist. This is a destructive mechanical energy. Some kinetic energy is converted to heat energy and sound energy. Accidents caused by fire. Heat is produced during energy transformation from one form to another. Heat can cause fire accidents, especially when electrical energy is transformed to thermal energy through the use of various appliances. Accidental fires can also be caused by lighting when electrical energy is transformed into heat energy. We should take precaution when handling electrical appliances. We should also observe safety measures during a thunderstorm. Accident associated with the use of electricity. At home various appliances that transform electrical energy into other forms of energy such as light, sound and heat. These appliances include:Electrical heater. Television sets. Iron boxes etc. Risks or accidents associated with use of electricity include electrical shocks, electrical burns and electric fires."}
{"text": "Television sets. Iron boxes etc. Risks or accidents associated with use of electricity include electrical shocks, electrical burns and electric fires. To reduce electricity accidents the following should be done:Move electrical appliances away from water. Repair any faulty wirings. Replace faulty appliances. Health hazard from bright light. Some energy transformation produces very bright light that can damage the eyes, for example in welding Electrical energy is transformed into heat and light energy. This produces a very bright spark of flame that is a health hazard. Welders and other people nearby should wear protective welding shield to avoid exposure to the bright light from the flame. Loud sounds. Various transformations of energy results in production of sound. For example, a motor converts electrical energy into mechanical energy. The mechanical rotation of the fan, blenders and other appliance produces sound. In our environment, sound can be classified into loud or soft sound. Loud sounds such as loud music and shouting or screaming are not good for the environment. Loud soud affect living things by:Causing irritation. Damaging our eardrumsTo reduce loud sounds, we should do the following:Use more efficient appliances that minimise production of loud sound. Wear hearing protection devices to protect our ears from loud sounds. Common types of hearing protection devices include: Earplugs. Earmuffs3.2 Pressure I. Meaning of pressure. Pressure is defined as the force acting normally per unit area. Normally here means at a right angle or perpendicularly. For example,If two leaners of equal mass walked on mud and the boy pus on flat-sole shoes while the girl wears sharp-high heeled shoes, which of the two would make deeper impression on the muddy ground? In the scenario above, the girl makes deeper impressions on the muddy ground than the boy. This is because the weight of the boy is spread over a large surface area than that of the girl. The greater the force weight acts on, the less the effect or impression made on the muddy surface. The sharp heel shoes of the girl have a small surface area in contact with the ground. The smaller the area the deeper the impressions or more sinking than the shoes of the boy for the same weightExample 2,If a leaner has two identical bags, but one has wider shoulder strap and the other has narrow shoulder straps. If the learner places same books with similar weight in the two bags, which bag will the learner feel the straps squeezing more into their shoulder?"}
{"text": "The sharp heel shoes of the girl have a small surface area in contact with the ground. The smaller the area the deeper the impressions or more sinking than the shoes of the boy for the same weightExample 2,If a leaner has two identical bags, but one has wider shoulder strap and the other has narrow shoulder straps. If the learner places same books with similar weight in the two bags, which bag will the learner feel the straps squeezing more into their shoulder? In this case, the bag with narrow straps will produce more squeezing effect than that one with wider straps for the same force weight of books carried. This is because, pressure is high when the surface area is small, and it is low when the surface area is large. Therefore, pressure is the force acting normally per unit area. Pressure in liquids. Pressure is represented by a symbol P It is defined as force acting normally per unit area applied to the surface of an object. Pressure increases as the force increases. In mathematical terms, pressure can be expressed as:Pressure ForceAreaSI unit for Force is measured in Newtons N SI unit for Area is measured in m2. ThereforePressure Force F N Area A m2 Form the equation, we obtain unit of pressure as N m2 Pressure can also be measured in Pascal Pa where1N m2 1 Pascal Pa Experiment to demonstrate pressure in solids. Use two different knives. One that is sharp and one that is blunt to cut an orange. Make an observation of the process. From the observation, It is easier to cut an orange with a sharp knife than with a blunt knife. This is because, while cutting, the sharp knife has very small area of contact with the orange. When using the blunt edge of the knife, the force requires to apply for cutting the orange is over a large area. The sharp knife has a smaller area that produces a greater cutting effect. The blunt knife has a large area that produces a lesser cutting effect. The cutting effect is equivalent to pressure. For the same applied force, pressure is higher with a smaller area and it is less with a large area. It is easier to cut with a sharp knife, axe, panga than trying to cut with a blunt knife, axe or panga. A farm tractor has wide wheels that prevent it from sinking into the soil because pressure is distributed over a large area of the wide wheels."}
{"text": "For the same applied force, pressure is higher with a smaller area and it is less with a large area. It is easier to cut with a sharp knife, axe, panga than trying to cut with a blunt knife, axe or panga. A farm tractor has wide wheels that prevent it from sinking into the soil because pressure is distributed over a large area of the wide wheels. A trailer or trailers are fitted with many wheels to reduce pressure exerted on the road since the wheels increase surface area. Demonstrating pressure exerted by objects of different cross-sectional area. The block below has a weight of 20kg. Use it to:Determine maximum pressure it exerts in a surface. Determine the minimum pressure it exerts on a surface. G 10N Kg1m1.5m2mPressure is calculated by dividing Force over Area F A From the block above Force, F is given as 20kg. Change 20k into Newtons N this is done by multiplying the weight given in Kg by the gravitational force g 10N kg Therefore, F 20 x 10N kg 200 N. To calculate the maximum m pressure the block exerts on the surface. To calculate minimum pressure the block exerts on the surface. Use the force provided divided by the largest area of the block. If a force is exerted on a small area of contact, it will exert higher or more pressure than if the same force is exerted over a large area. Since weight of force of a brick is constant does not change , a higher pressure is exerted on the sand when the brick lands on narrow face than when it lands on the wide face. The narrow face therefore, produces a deeper depression on the sand than the wide face. Example 2. Suppose the mass of a learner is 40kg and the total area of her feet is 500cm2. What pressure does the girl exert when standing on one of her feet? Assume het feet have equal area. G 10g Kg Solution. Pressure F A. Force the student exerts on the ground is her weight, which is 40kg x 10N Kg. 400 N. Area 500cm2 2 250 cm2. Change area form cm2 to m2. 1m2 10000cm2. ?"}
{"text": "Change area form cm2 to m2. 1m2 10000cm2. ? 250cm2 250 10000 0.025m2Substitute the values into the formula. Pressure Force Area 400N 0.025m216,000N m2Example 3. A mass of 50kg exerts a pressure of 2000N m2. What area is in contact with the ground? Pressure Force Area Pressure 2000N m2. Area? To be determined. 2000N m2 50kg x 10N kgAreaTherefore, area Force Pressure. Force 500N. Pressure is given as 2000N m2 Area 500N 2000N m2. 0.25m2. Pressure in liquids. Demonstrating that a liquid exerts equal pressure at the same depth. Use an empty bottle or cylindrical container. Drill holes all round near the bottom of the bottle at the same height from the bottom of the bottle. Close the holes using cellotape and fill the bottle with water, remove the cellotape at once. Explain your observation. Observation and explanation. If you observe the jest coming of the bottle, you will notice that they fall at equal distances on all sides of the bottle only if the pressure of water at the depth of the holes in the bottle is the same. Therefore, we conclude that:A liquid exerts pressure on the walls of its container. A liquid exerts pressure at the same depth. The formation of fountains of water from the leaking pipes of water supply tells is that water exerts pressure on the walls of its container. Demonstrating that pressure in liquids increases with depth. ABCIf a bottle is filled with water and equal size holes made from the bottom to the tops as show above. You will observe that after opening all the holes, water jet fall in different horizontal distances depending on the depth they are on the bottle. For example, in the diagram above. The water jet C is observed to move the farthest horizontally. As the depth from the surface decreases like in hole A and B, the distance from the container to where the jet strikes decrease, indicating a lower pressure by the water. The weight of the liquid acts downwards. The more the depth, the more the liquid is above the point."}
{"text": "As the depth from the surface decreases like in hole A and B, the distance from the container to where the jet strikes decrease, indicating a lower pressure by the water. The weight of the liquid acts downwards. The more the depth, the more the liquid is above the point. This increases the weight causing more pressure at that level. The pressure at this level acts on the container, on any object in water and on the liquid below this level. Determining pressure in liquids. The pressure exerted by a liquid at a particular point is determined by the following:Depth. Density of the liquid. Acceleration due to gravity g 10N Kg Formular for pressure at appoint in liquidsPressure Force Area F A Pressure exerted at the bottom of the cylinder F A Volume of the liquid base are x height Ah. Mass of the liquid; m volume x density Ah x p. Weight of the liquid mass x gravitational field strength force exerted. Weight of the liquid; W F mg Ah g. Therefore pressure Ah gAP h g. From the formula, pressure at a given point in liquids depends on the following:Depth or height of the liquid. Density of the liquid. Acceleration due to gravity g 10N kg Applications of pressure in solids and liquids in day-to-day life. Applications of pressure in solids. Animals such as elephants and camels have broad feet to reduce the pressure exerted on the ground when walking. Cutting tool- cutting tools like a panga, saw and knives have very small surface area of contact at their cutting edges. When a force is applied to cut an object, the small surface area results in high pressure which makes cutting easier. Wooden plank- when a wooden plank is placed on a soft ground surface it increases the surface area in contact between the wheel barrow and the ground. As a result, the pressure exerted on the ground by the wheel barrow is reduced. Digging-edge of a jembe is sharp to reduce surface area when jembe is driven into the ground. This exerts high pressure making digging easier. Football boots-they have studs that are sharp to reduce area of contact and increase pressure on the football pitch. This provides a player with a better grip on the ground. School bag shoulder pads- they are made wide so that they reduce the pressure applied on the shoulder."}
{"text": "Football boots-they have studs that are sharp to reduce area of contact and increase pressure on the football pitch. This provides a player with a better grip on the ground. School bag shoulder pads- they are made wide so that they reduce the pressure applied on the shoulder. This makes one comfortable as narrow strap increase pressure on the shoulders causing pain. Application of pressure in liquids. Construction of dams-walls of a dam have thicker bottom to help withstand high pressure of water due to depth. Water supply-water tanks are erected high or elevated on high grounds so that water has enough pressure to flow to a house. Intravenous transfusion IV -this a is method of putting fluids, for example blood, into the bloodstream of a patient. In this method, a bottle is hung at high position to ensure that the fluid in the IV bottle have enough pressure to flow into the vein of the patient."}
{"text": "GRADE 7 TERM 1COMPUTER SCIENCE LESSON NOTESFOUNDATION OF COMPUTER SCIENCEComputer conceptsDefinitionComputerAn electronic device that accepts data from a user, Processes the data using given instructions, stores it and presents it in a desired formatDataRaw facts which include numbers, texts, images, audios or videos that input into a computerInformationData that has been processed and made meaningful to the userExamples of computersNotebooksSmartphonesMacbookPDADesktop computerLaptopIpadTabletSmartwatchServerEach examples of computers have different features that enable them to serve differentCharacteristics of a computerSpeedA computer works at a higher speed than human beingsStorageComputers have storage space that can hold large amounts of data and informationMultitaskingComputers can perform more than one tasks at the same timeAccuracyComputers give information without errors if given the correct data and instructionsUser dependantComputer cannot work without instructions from the userVersatilityComputers have ability to perform a variety of task complex and simple ReliabilityThe electronic components in modern computer have very low failure rate. The modern computer can perform very complicated calculations without creating any problem and produces consistent reliable results. DiligenceComputers, unlike frail human beings, do not become bored or tired or lose concentration when performing highly repetitive work. If a computer has to perform a certain calculation on a million numbers, it will calculate the first and the last with equal diligence. This enables trust to be placed in the results generated by computers, and confidence to be replaced in their ability neither of which can always be replaced in humans! Function of a computerStores data and informationProcess data into information using given instructionsAccepts data from the userA computer gives out information to the userUses of computers to perform daily activitiesAccessing internetPaying online billsHome school tutoringStock takingStages of computer processing cycleComputer processing cycle is the stage or events that takes place from the time data is entered into the computer to the time is given to the user."}
{"text": "If a computer has to perform a certain calculation on a million numbers, it will calculate the first and the last with equal diligence. This enables trust to be placed in the results generated by computers, and confidence to be replaced in their ability neither of which can always be replaced in humans! Function of a computerStores data and informationProcess data into information using given instructionsAccepts data from the userA computer gives out information to the userUses of computers to perform daily activitiesAccessing internetPaying online billsHome school tutoringStock takingStages of computer processing cycleComputer processing cycle is the stage or events that takes place from the time data is entered into the computer to the time is given to the user. Model of a computerAdvantages of using a computerComputer process data faster than human beingsComputers keep data and information secureComputers can store a lot of data in a small physical spaceComputer can do the same repeatedly without getting tires or boredComputer are able to perform different types of jobs at the same timeA computer is reliable because it consistently does what it is supposed to do. Computers have a very big storage capacity and can store data and information for a very long timeInformation given by computers after processing has no error because they work under instructions and are always accurateDisadvantages of using a computerUse of computer has caused people to lose jobs because computers process data within a shorter timeUse of computers for long hours leads to health problem like headaches, eye strainsComputer lack intelligence. They cannot determine what is wrong or right. If given wrong data, they give out wrong informationPeople sometimes become too dependent on computers."}
{"text": "Computers have a very big storage capacity and can store data and information for a very long timeInformation given by computers after processing has no error because they work under instructions and are always accurateDisadvantages of using a computerUse of computer has caused people to lose jobs because computers process data within a shorter timeUse of computers for long hours leads to health problem like headaches, eye strainsComputer lack intelligence. They cannot determine what is wrong or right. If given wrong data, they give out wrong informationPeople sometimes become too dependent on computers. This affects their creativity and ability to do simple tasksInformation and data stored in computers is at risk of theft and misusePeople use the internet to perform online crimes and fraudOnline threats such as cyber bulling are on the increase with the increased use of computers and the internetElectronic waste from computers contains chemicals that destroy the environmentApplication areas of computersEducationFor online readingTo maintain class notes and registersFor research and to do assignmentsBusinessTo make paymentsTo keep recordsTo order for goodsTo sell goods and services onlineBankingTo facilitate online and internet bankingTo operate ATM machinesFor money transfer from one bank to anotherTo keep account and customer informationHealth careTo conduct researchTo store patient dataManufacturingTo model and design products for example airplaneTo test functionality of machines they are manufacturedTo automatic process in manufacturing companiesGovernmentTo offer government services online through platforms such as Nemis and ecitizenTo store data and informationCommunicationTo send and receive messagesFor making video and voice callsEngineering designTo design houses, roads and buildings."}
{"text": "They cannot determine what is wrong or right. If given wrong data, they give out wrong informationPeople sometimes become too dependent on computers. This affects their creativity and ability to do simple tasksInformation and data stored in computers is at risk of theft and misusePeople use the internet to perform online crimes and fraudOnline threats such as cyber bulling are on the increase with the increased use of computers and the internetElectronic waste from computers contains chemicals that destroy the environmentApplication areas of computersEducationFor online readingTo maintain class notes and registersFor research and to do assignmentsBusinessTo make paymentsTo keep recordsTo order for goodsTo sell goods and services onlineBankingTo facilitate online and internet bankingTo operate ATM machinesFor money transfer from one bank to anotherTo keep account and customer informationHealth careTo conduct researchTo store patient dataManufacturingTo model and design products for example airplaneTo test functionality of machines they are manufacturedTo automatic process in manufacturing companiesGovernmentTo offer government services online through platforms such as Nemis and ecitizenTo store data and informationCommunicationTo send and receive messagesFor making video and voice callsEngineering designTo design houses, roads and buildings. Engineers and designers use programmes like computer aided design for designingMarketingMarketing of goods and servicesTo design and create marketing contentInsuranceComputers are used to keep records about customersComputers are used to manage money transactionsHomeFor entertainment like watching moviesFor security purpose like storing and displaying data from CCTV camerasEvolution of computersEvolution stages of computersComputers have evolved from the abacus to digital devicesThe AbacusIt is believed to have been invented 4000years agoIt was made of a wooden frame with rods fitted across, with round beeads that slide along the rodMechanical devicesNapier s bones 1617Pascaline or pascal s calculator 1642Stepped reckoer 1671-1674Jacquard loom 1801-1804Difference engine 1820-1822Analytical engine 1834-1838Electromechanical devicesTabulating machine 1880-1888Atanasoff berry computer ABC 1937-1942Mark 1 1937 1944Electronic digital computersDigital computers are now classified into five generations with each having improved from the previous oneTasks performed by computers at different evolution stagesDifference engine and analytical engineThe difference engine and the analytical engine were designed by Charles Babbage."}
{"text": "If given wrong data, they give out wrong informationPeople sometimes become too dependent on computers. This affects their creativity and ability to do simple tasksInformation and data stored in computers is at risk of theft and misusePeople use the internet to perform online crimes and fraudOnline threats such as cyber bulling are on the increase with the increased use of computers and the internetElectronic waste from computers contains chemicals that destroy the environmentApplication areas of computersEducationFor online readingTo maintain class notes and registersFor research and to do assignmentsBusinessTo make paymentsTo keep recordsTo order for goodsTo sell goods and services onlineBankingTo facilitate online and internet bankingTo operate ATM machinesFor money transfer from one bank to anotherTo keep account and customer informationHealth careTo conduct researchTo store patient dataManufacturingTo model and design products for example airplaneTo test functionality of machines they are manufacturedTo automatic process in manufacturing companiesGovernmentTo offer government services online through platforms such as Nemis and ecitizenTo store data and informationCommunicationTo send and receive messagesFor making video and voice callsEngineering designTo design houses, roads and buildings. Engineers and designers use programmes like computer aided design for designingMarketingMarketing of goods and servicesTo design and create marketing contentInsuranceComputers are used to keep records about customersComputers are used to manage money transactionsHomeFor entertainment like watching moviesFor security purpose like storing and displaying data from CCTV camerasEvolution of computersEvolution stages of computersComputers have evolved from the abacus to digital devicesThe AbacusIt is believed to have been invented 4000years agoIt was made of a wooden frame with rods fitted across, with round beeads that slide along the rodMechanical devicesNapier s bones 1617Pascaline or pascal s calculator 1642Stepped reckoer 1671-1674Jacquard loom 1801-1804Difference engine 1820-1822Analytical engine 1834-1838Electromechanical devicesTabulating machine 1880-1888Atanasoff berry computer ABC 1937-1942Mark 1 1937 1944Electronic digital computersDigital computers are now classified into five generations with each having improved from the previous oneTasks performed by computers at different evolution stagesDifference engine and analytical engineThe difference engine and the analytical engine were designed by Charles Babbage. The difference engine was a simple calculatorWhen he was unable to complete the difference engine, he started on the analytical engine which was advancement of the difference engineDifference between the difference engine and the analytical engineUsing computer that existed at different evolution stagesPupil s activityPage 17Contemporary technology and sustained development of computersGeneration of computersComputer technology has been advancing in many ways since the invention of the first electronic digital computerIdentifying generations of computers1ST generation 1940-19562nd generation 1956-19633rd generation 1964-19714th generation 1971-19805th generation 1980 present and beyondCharacteristics of different computer generationsCharacteristics of 1ST generation computers 1940-1956Entered data using punched cards, paper tape and magnetic tapeProduced information in form of print outsWere very expensiveWere very large in sizeUsed alot of powerProduced a lot of heatWere very slowExamplesENIAEDVACUNIVACIBM 7011BM 750Characteristics of 2ND generation computersIncreased data processing speedWere very expensive to buyWere more reliable as compared to the first generationConsumed less powerWere smaller in size compared to the first generationUsed punched cards to enter dataExamplesIBM 1620IBM 7094CDC 1604CDC 3600UNIVAC 1108Characteristics of 3RD generation computersHad faster processing speed than the previous generationConsumed less power and emitted less heat as compared to the other generationBecame relatively cheaper and therefore available for commercial useWere smaller in size than the second generationHad larger storage for dataUsed a mouse and keyboard to enter dataWere more accurateExampleIB 360 SERIESPDPIBM 370 SERIESCharacteristics of 4TH generation computersWere vry fast and more reliableWere cheap and more easily availableWere much smaller in size and therefore portableIntroduced the use of personal computersWere able to connect to the internetHad very to large storage up to several hundred megabytesUsed a keyboard and a mouse to enter dataUsed screens and printers to five informationProduced less heat and could be cooled using a fanExamplesIBM 308 AND 4300 SERIES, STAR 1000, APPLE II CRAYCharacteristics of 5TH generation computersHave very large storage capacityCan use more than one processor at the same timeCan perform more than one task at the same timeAre cheaper and readily available even for personal useAre much faster than other generation computersLed to development of AI artificial intelligenceAre easier to useExamplesDesktopLaptopTabletsApplying technologies of different computer generations in daily lifeClassification of computersTypes of computersThere are different types of computers used different purposeMini computersMainframe computersAnalogue computersHybrid computersSpecial purpose computersMicro computersSuper computersDigital computersGeneral purpose computersAnalogue Computers:The word \"Analogue\" means continuously varying in quantity."}
{"text": "This affects their creativity and ability to do simple tasksInformation and data stored in computers is at risk of theft and misusePeople use the internet to perform online crimes and fraudOnline threats such as cyber bulling are on the increase with the increased use of computers and the internetElectronic waste from computers contains chemicals that destroy the environmentApplication areas of computersEducationFor online readingTo maintain class notes and registersFor research and to do assignmentsBusinessTo make paymentsTo keep recordsTo order for goodsTo sell goods and services onlineBankingTo facilitate online and internet bankingTo operate ATM machinesFor money transfer from one bank to anotherTo keep account and customer informationHealth careTo conduct researchTo store patient dataManufacturingTo model and design products for example airplaneTo test functionality of machines they are manufacturedTo automatic process in manufacturing companiesGovernmentTo offer government services online through platforms such as Nemis and ecitizenTo store data and informationCommunicationTo send and receive messagesFor making video and voice callsEngineering designTo design houses, roads and buildings. Engineers and designers use programmes like computer aided design for designingMarketingMarketing of goods and servicesTo design and create marketing contentInsuranceComputers are used to keep records about customersComputers are used to manage money transactionsHomeFor entertainment like watching moviesFor security purpose like storing and displaying data from CCTV camerasEvolution of computersEvolution stages of computersComputers have evolved from the abacus to digital devicesThe AbacusIt is believed to have been invented 4000years agoIt was made of a wooden frame with rods fitted across, with round beeads that slide along the rodMechanical devicesNapier s bones 1617Pascaline or pascal s calculator 1642Stepped reckoer 1671-1674Jacquard loom 1801-1804Difference engine 1820-1822Analytical engine 1834-1838Electromechanical devicesTabulating machine 1880-1888Atanasoff berry computer ABC 1937-1942Mark 1 1937 1944Electronic digital computersDigital computers are now classified into five generations with each having improved from the previous oneTasks performed by computers at different evolution stagesDifference engine and analytical engineThe difference engine and the analytical engine were designed by Charles Babbage. The difference engine was a simple calculatorWhen he was unable to complete the difference engine, he started on the analytical engine which was advancement of the difference engineDifference between the difference engine and the analytical engineUsing computer that existed at different evolution stagesPupil s activityPage 17Contemporary technology and sustained development of computersGeneration of computersComputer technology has been advancing in many ways since the invention of the first electronic digital computerIdentifying generations of computers1ST generation 1940-19562nd generation 1956-19633rd generation 1964-19714th generation 1971-19805th generation 1980 present and beyondCharacteristics of different computer generationsCharacteristics of 1ST generation computers 1940-1956Entered data using punched cards, paper tape and magnetic tapeProduced information in form of print outsWere very expensiveWere very large in sizeUsed alot of powerProduced a lot of heatWere very slowExamplesENIAEDVACUNIVACIBM 7011BM 750Characteristics of 2ND generation computersIncreased data processing speedWere very expensive to buyWere more reliable as compared to the first generationConsumed less powerWere smaller in size compared to the first generationUsed punched cards to enter dataExamplesIBM 1620IBM 7094CDC 1604CDC 3600UNIVAC 1108Characteristics of 3RD generation computersHad faster processing speed than the previous generationConsumed less power and emitted less heat as compared to the other generationBecame relatively cheaper and therefore available for commercial useWere smaller in size than the second generationHad larger storage for dataUsed a mouse and keyboard to enter dataWere more accurateExampleIB 360 SERIESPDPIBM 370 SERIESCharacteristics of 4TH generation computersWere vry fast and more reliableWere cheap and more easily availableWere much smaller in size and therefore portableIntroduced the use of personal computersWere able to connect to the internetHad very to large storage up to several hundred megabytesUsed a keyboard and a mouse to enter dataUsed screens and printers to five informationProduced less heat and could be cooled using a fanExamplesIBM 308 AND 4300 SERIES, STAR 1000, APPLE II CRAYCharacteristics of 5TH generation computersHave very large storage capacityCan use more than one processor at the same timeCan perform more than one task at the same timeAre cheaper and readily available even for personal useAre much faster than other generation computersLed to development of AI artificial intelligenceAre easier to useExamplesDesktopLaptopTabletsApplying technologies of different computer generations in daily lifeClassification of computersTypes of computersThere are different types of computers used different purposeMini computersMainframe computersAnalogue computersHybrid computersSpecial purpose computersMicro computersSuper computersDigital computersGeneral purpose computersAnalogue Computers:The word \"Analogue\" means continuously varying in quantity. The analogue computers accept input data in continuous form and output is obtained in the form of graphs."}
{"text": "Engineers and designers use programmes like computer aided design for designingMarketingMarketing of goods and servicesTo design and create marketing contentInsuranceComputers are used to keep records about customersComputers are used to manage money transactionsHomeFor entertainment like watching moviesFor security purpose like storing and displaying data from CCTV camerasEvolution of computersEvolution stages of computersComputers have evolved from the abacus to digital devicesThe AbacusIt is believed to have been invented 4000years agoIt was made of a wooden frame with rods fitted across, with round beeads that slide along the rodMechanical devicesNapier s bones 1617Pascaline or pascal s calculator 1642Stepped reckoer 1671-1674Jacquard loom 1801-1804Difference engine 1820-1822Analytical engine 1834-1838Electromechanical devicesTabulating machine 1880-1888Atanasoff berry computer ABC 1937-1942Mark 1 1937 1944Electronic digital computersDigital computers are now classified into five generations with each having improved from the previous oneTasks performed by computers at different evolution stagesDifference engine and analytical engineThe difference engine and the analytical engine were designed by Charles Babbage. The difference engine was a simple calculatorWhen he was unable to complete the difference engine, he started on the analytical engine which was advancement of the difference engineDifference between the difference engine and the analytical engineUsing computer that existed at different evolution stagesPupil s activityPage 17Contemporary technology and sustained development of computersGeneration of computersComputer technology has been advancing in many ways since the invention of the first electronic digital computerIdentifying generations of computers1ST generation 1940-19562nd generation 1956-19633rd generation 1964-19714th generation 1971-19805th generation 1980 present and beyondCharacteristics of different computer generationsCharacteristics of 1ST generation computers 1940-1956Entered data using punched cards, paper tape and magnetic tapeProduced information in form of print outsWere very expensiveWere very large in sizeUsed alot of powerProduced a lot of heatWere very slowExamplesENIAEDVACUNIVACIBM 7011BM 750Characteristics of 2ND generation computersIncreased data processing speedWere very expensive to buyWere more reliable as compared to the first generationConsumed less powerWere smaller in size compared to the first generationUsed punched cards to enter dataExamplesIBM 1620IBM 7094CDC 1604CDC 3600UNIVAC 1108Characteristics of 3RD generation computersHad faster processing speed than the previous generationConsumed less power and emitted less heat as compared to the other generationBecame relatively cheaper and therefore available for commercial useWere smaller in size than the second generationHad larger storage for dataUsed a mouse and keyboard to enter dataWere more accurateExampleIB 360 SERIESPDPIBM 370 SERIESCharacteristics of 4TH generation computersWere vry fast and more reliableWere cheap and more easily availableWere much smaller in size and therefore portableIntroduced the use of personal computersWere able to connect to the internetHad very to large storage up to several hundred megabytesUsed a keyboard and a mouse to enter dataUsed screens and printers to five informationProduced less heat and could be cooled using a fanExamplesIBM 308 AND 4300 SERIES, STAR 1000, APPLE II CRAYCharacteristics of 5TH generation computersHave very large storage capacityCan use more than one processor at the same timeCan perform more than one task at the same timeAre cheaper and readily available even for personal useAre much faster than other generation computersLed to development of AI artificial intelligenceAre easier to useExamplesDesktopLaptopTabletsApplying technologies of different computer generations in daily lifeClassification of computersTypes of computersThere are different types of computers used different purposeMini computersMainframe computersAnalogue computersHybrid computersSpecial purpose computersMicro computersSuper computersDigital computersGeneral purpose computersAnalogue Computers:The word \"Analogue\" means continuously varying in quantity. The analogue computers accept input data in continuous form and output is obtained in the form of graphs. It means that these computers accept input and give output in the form of analogue signals."}
{"text": "The difference engine was a simple calculatorWhen he was unable to complete the difference engine, he started on the analytical engine which was advancement of the difference engineDifference between the difference engine and the analytical engineUsing computer that existed at different evolution stagesPupil s activityPage 17Contemporary technology and sustained development of computersGeneration of computersComputer technology has been advancing in many ways since the invention of the first electronic digital computerIdentifying generations of computers1ST generation 1940-19562nd generation 1956-19633rd generation 1964-19714th generation 1971-19805th generation 1980 present and beyondCharacteristics of different computer generationsCharacteristics of 1ST generation computers 1940-1956Entered data using punched cards, paper tape and magnetic tapeProduced information in form of print outsWere very expensiveWere very large in sizeUsed alot of powerProduced a lot of heatWere very slowExamplesENIAEDVACUNIVACIBM 7011BM 750Characteristics of 2ND generation computersIncreased data processing speedWere very expensive to buyWere more reliable as compared to the first generationConsumed less powerWere smaller in size compared to the first generationUsed punched cards to enter dataExamplesIBM 1620IBM 7094CDC 1604CDC 3600UNIVAC 1108Characteristics of 3RD generation computersHad faster processing speed than the previous generationConsumed less power and emitted less heat as compared to the other generationBecame relatively cheaper and therefore available for commercial useWere smaller in size than the second generationHad larger storage for dataUsed a mouse and keyboard to enter dataWere more accurateExampleIB 360 SERIESPDPIBM 370 SERIESCharacteristics of 4TH generation computersWere vry fast and more reliableWere cheap and more easily availableWere much smaller in size and therefore portableIntroduced the use of personal computersWere able to connect to the internetHad very to large storage up to several hundred megabytesUsed a keyboard and a mouse to enter dataUsed screens and printers to five informationProduced less heat and could be cooled using a fanExamplesIBM 308 AND 4300 SERIES, STAR 1000, APPLE II CRAYCharacteristics of 5TH generation computersHave very large storage capacityCan use more than one processor at the same timeCan perform more than one task at the same timeAre cheaper and readily available even for personal useAre much faster than other generation computersLed to development of AI artificial intelligenceAre easier to useExamplesDesktopLaptopTabletsApplying technologies of different computer generations in daily lifeClassification of computersTypes of computersThere are different types of computers used different purposeMini computersMainframe computersAnalogue computersHybrid computersSpecial purpose computersMicro computersSuper computersDigital computersGeneral purpose computersAnalogue Computers:The word \"Analogue\" means continuously varying in quantity. The analogue computers accept input data in continuous form and output is obtained in the form of graphs. It means that these computers accept input and give output in the form of analogue signals. The output is measured on a scale."}
{"text": "The analogue computers accept input data in continuous form and output is obtained in the form of graphs. It means that these computers accept input and give output in the form of analogue signals. The output is measured on a scale. The voltage, current, sound, speed, temperature, pressure etc. Values are examples of analogue data. These values continuously increase and decrease. The analogue computers are used to measure the continuous values. The thermometer is an example of analogue device because it measures continuously the length of a mercury column. Digital Computers:The word \"Digital\" means discrete. It refers to binary system, which consists of only two digits, i.e. 0 and 1. Digital data consists of binary data represented by OFF low and ON high electrical pulses. These pulses are increased and decreased in discontinuous form rather than in continuous form. Hybrid Computers:The hybrid computers have best features of both analogue and digital computers. These computers contain both the digital and analogue components. In hybrid computers, the users can process both the continuous analogue and discrete digital data. These are special purpose computers. These are very fast and accurate. These are used in scientific fields. Inhospitals, these are used to watch patient's health condition in ICU Intensive Care Unit . These are also used in telemetry, spaceships, missiles etc. SupercomputerIs the most powerful and fastest, and also very expensiveMainframe computerAre large-scale computers but supercomputers are larger than mainframe."}
{"text": "Inhospitals, these are used to watch patient's health condition in ICU Intensive Care Unit . These are also used in telemetry, spaceships, missiles etc. SupercomputerIs the most powerful and fastest, and also very expensiveMainframe computerAre large-scale computers but supercomputers are larger than mainframe. Mini computerAre smaller in size, have lower processing speed and also have lower cost than mainframeMicrocomputersAre known as personal computers or simply PCsAre meant for personal use by single users eg laptop, PDASpecial purpose computerComputers designed to carry out specific tasks eg ATMGeneral purpose computerComputers that can perform most common tasks eg word processingCriteria used to classify computersAppropriate computers to use in different situationsPupil s activityPage 33Use of embedded computers in daily lifeAn embedded computer is a computer designed to perform a specific functionEmbedded computers are used in different devices for exampleATM machines have a computer that facilitates withdrawal of money, cash deposit and checking bank balanceCars have computer system to control the realises of airbags when a sensor detects an accidentEmbedded computers also sense when one applies emergency brakes and prevent the wheels of the vehicle from locking and skidding through antilock braking systemMicrowaves have a computer that commands the heating element to turn on and off. It calculates time, display time and rotates the plateMp3 and DVD players are able to store, read data and play music and videosDrones have computers that enable user to control them."}
{"text": "SupercomputerIs the most powerful and fastest, and also very expensiveMainframe computerAre large-scale computers but supercomputers are larger than mainframe. Mini computerAre smaller in size, have lower processing speed and also have lower cost than mainframeMicrocomputersAre known as personal computers or simply PCsAre meant for personal use by single users eg laptop, PDASpecial purpose computerComputers designed to carry out specific tasks eg ATMGeneral purpose computerComputers that can perform most common tasks eg word processingCriteria used to classify computersAppropriate computers to use in different situationsPupil s activityPage 33Use of embedded computers in daily lifeAn embedded computer is a computer designed to perform a specific functionEmbedded computers are used in different devices for exampleATM machines have a computer that facilitates withdrawal of money, cash deposit and checking bank balanceCars have computer system to control the realises of airbags when a sensor detects an accidentEmbedded computers also sense when one applies emergency brakes and prevent the wheels of the vehicle from locking and skidding through antilock braking systemMicrowaves have a computer that commands the heating element to turn on and off. It calculates time, display time and rotates the plateMp3 and DVD players are able to store, read data and play music and videosDrones have computers that enable user to control them. The computers in drones enable them to capture images and videos and transmit them to the usersDigital watches have computers to display time in numbers and set an alarm clockUsing different types of computers in performing tasksPupil s activityPage 35-6Computer user environmentComputer user environment is an area equipped with devices, facilities and other components that provide suitable conditions for the use of computersExamples are cyber cafe and computer laboratoriesFactors to consider when setting up a computer user environmentAccessibilityComputer user environment should be set up in a place where the intended user can easily reachGood lightingThe room should be well itVentilationThe environment should be well ventilated, have free circulation of air and be free from heat, dust and moisture which can damage a computer systemPower sourceA computer user environment should have a reliable source of power to prevent loss of data and damage of computersSpaceThe floor space should allow free movement of people using the computer user environmentSecurityA computer user environment should be secure with strong doors and windows."}
{"text": "Mini computerAre smaller in size, have lower processing speed and also have lower cost than mainframeMicrocomputersAre known as personal computers or simply PCsAre meant for personal use by single users eg laptop, PDASpecial purpose computerComputers designed to carry out specific tasks eg ATMGeneral purpose computerComputers that can perform most common tasks eg word processingCriteria used to classify computersAppropriate computers to use in different situationsPupil s activityPage 33Use of embedded computers in daily lifeAn embedded computer is a computer designed to perform a specific functionEmbedded computers are used in different devices for exampleATM machines have a computer that facilitates withdrawal of money, cash deposit and checking bank balanceCars have computer system to control the realises of airbags when a sensor detects an accidentEmbedded computers also sense when one applies emergency brakes and prevent the wheels of the vehicle from locking and skidding through antilock braking systemMicrowaves have a computer that commands the heating element to turn on and off. It calculates time, display time and rotates the plateMp3 and DVD players are able to store, read data and play music and videosDrones have computers that enable user to control them. The computers in drones enable them to capture images and videos and transmit them to the usersDigital watches have computers to display time in numbers and set an alarm clockUsing different types of computers in performing tasksPupil s activityPage 35-6Computer user environmentComputer user environment is an area equipped with devices, facilities and other components that provide suitable conditions for the use of computersExamples are cyber cafe and computer laboratoriesFactors to consider when setting up a computer user environmentAccessibilityComputer user environment should be set up in a place where the intended user can easily reachGood lightingThe room should be well itVentilationThe environment should be well ventilated, have free circulation of air and be free from heat, dust and moisture which can damage a computer systemPower sourceA computer user environment should have a reliable source of power to prevent loss of data and damage of computersSpaceThe floor space should allow free movement of people using the computer user environmentSecurityA computer user environment should be secure with strong doors and windows. It should also have system in place to prevent unauthorised accessFire fighting equipmentShould be available at all times in case of a fireUser friendlyThe computer user environment should be made user friendly by ensuring there is comfortable furnitureProper cablingShould be done from the power sources to the devicesThe cable must be insulated and laid away from busy areas of the room to prevent people from getting electrocuted or trippingResources for setting up a computer user environmentWhen setting up a computer user environment, you needDesks and chairsComputer systemExtension cards and electrical cablesGood lightingPrintersScannerProjectorUPSSafety precautions and practise in the computer user environmentDo not eat or drink in a computer user environmentDo not touch naked wiresOnly allow authorised people."}
{"text": "It calculates time, display time and rotates the plateMp3 and DVD players are able to store, read data and play music and videosDrones have computers that enable user to control them. The computers in drones enable them to capture images and videos and transmit them to the usersDigital watches have computers to display time in numbers and set an alarm clockUsing different types of computers in performing tasksPupil s activityPage 35-6Computer user environmentComputer user environment is an area equipped with devices, facilities and other components that provide suitable conditions for the use of computersExamples are cyber cafe and computer laboratoriesFactors to consider when setting up a computer user environmentAccessibilityComputer user environment should be set up in a place where the intended user can easily reachGood lightingThe room should be well itVentilationThe environment should be well ventilated, have free circulation of air and be free from heat, dust and moisture which can damage a computer systemPower sourceA computer user environment should have a reliable source of power to prevent loss of data and damage of computersSpaceThe floor space should allow free movement of people using the computer user environmentSecurityA computer user environment should be secure with strong doors and windows. It should also have system in place to prevent unauthorised accessFire fighting equipmentShould be available at all times in case of a fireUser friendlyThe computer user environment should be made user friendly by ensuring there is comfortable furnitureProper cablingShould be done from the power sources to the devicesThe cable must be insulated and laid away from busy areas of the room to prevent people from getting electrocuted or trippingResources for setting up a computer user environmentWhen setting up a computer user environment, you needDesks and chairsComputer systemExtension cards and electrical cablesGood lightingPrintersScannerProjectorUPSSafety precautions and practise in the computer user environmentDo not eat or drink in a computer user environmentDo not touch naked wiresOnly allow authorised people. Avoid welcoming strangersOrganise your desks before leavingEnter and exit quietly from the computer user environmentDo not rush or push each otherAvoid carrying pointed objects near computersRemove shoes entry to minimise dustAlways follow the proper procedure for starring and shutting down the computer to avoid loss of dataEmerging trends in computer user environmentIntroduction of smartphones and small portable computers has made it easier for people to access computer servicesThis means that the computer user environment is no longer confined within walls."}
{"text": "The computers in drones enable them to capture images and videos and transmit them to the usersDigital watches have computers to display time in numbers and set an alarm clockUsing different types of computers in performing tasksPupil s activityPage 35-6Computer user environmentComputer user environment is an area equipped with devices, facilities and other components that provide suitable conditions for the use of computersExamples are cyber cafe and computer laboratoriesFactors to consider when setting up a computer user environmentAccessibilityComputer user environment should be set up in a place where the intended user can easily reachGood lightingThe room should be well itVentilationThe environment should be well ventilated, have free circulation of air and be free from heat, dust and moisture which can damage a computer systemPower sourceA computer user environment should have a reliable source of power to prevent loss of data and damage of computersSpaceThe floor space should allow free movement of people using the computer user environmentSecurityA computer user environment should be secure with strong doors and windows. It should also have system in place to prevent unauthorised accessFire fighting equipmentShould be available at all times in case of a fireUser friendlyThe computer user environment should be made user friendly by ensuring there is comfortable furnitureProper cablingShould be done from the power sources to the devicesThe cable must be insulated and laid away from busy areas of the room to prevent people from getting electrocuted or trippingResources for setting up a computer user environmentWhen setting up a computer user environment, you needDesks and chairsComputer systemExtension cards and electrical cablesGood lightingPrintersScannerProjectorUPSSafety precautions and practise in the computer user environmentDo not eat or drink in a computer user environmentDo not touch naked wiresOnly allow authorised people. Avoid welcoming strangersOrganise your desks before leavingEnter and exit quietly from the computer user environmentDo not rush or push each otherAvoid carrying pointed objects near computersRemove shoes entry to minimise dustAlways follow the proper procedure for starring and shutting down the computer to avoid loss of dataEmerging trends in computer user environmentIntroduction of smartphones and small portable computers has made it easier for people to access computer servicesThis means that the computer user environment is no longer confined within walls. It goes where a person has access to a computing device goesMobile phone companies have made connectivity easy by availing network services to the people."}
{"text": "It should also have system in place to prevent unauthorised accessFire fighting equipmentShould be available at all times in case of a fireUser friendlyThe computer user environment should be made user friendly by ensuring there is comfortable furnitureProper cablingShould be done from the power sources to the devicesThe cable must be insulated and laid away from busy areas of the room to prevent people from getting electrocuted or trippingResources for setting up a computer user environmentWhen setting up a computer user environment, you needDesks and chairsComputer systemExtension cards and electrical cablesGood lightingPrintersScannerProjectorUPSSafety precautions and practise in the computer user environmentDo not eat or drink in a computer user environmentDo not touch naked wiresOnly allow authorised people. Avoid welcoming strangersOrganise your desks before leavingEnter and exit quietly from the computer user environmentDo not rush or push each otherAvoid carrying pointed objects near computersRemove shoes entry to minimise dustAlways follow the proper procedure for starring and shutting down the computer to avoid loss of dataEmerging trends in computer user environmentIntroduction of smartphones and small portable computers has made it easier for people to access computer servicesThis means that the computer user environment is no longer confined within walls. It goes where a person has access to a computing device goesMobile phone companies have made connectivity easy by availing network services to the people. This made it easy to access computer services anywhere at any timePhysical parts of a computerWhat are the physical parts of a computer?"}
{"text": "Avoid welcoming strangersOrganise your desks before leavingEnter and exit quietly from the computer user environmentDo not rush or push each otherAvoid carrying pointed objects near computersRemove shoes entry to minimise dustAlways follow the proper procedure for starring and shutting down the computer to avoid loss of dataEmerging trends in computer user environmentIntroduction of smartphones and small portable computers has made it easier for people to access computer servicesThis means that the computer user environment is no longer confined within walls. It goes where a person has access to a computing device goesMobile phone companies have made connectivity easy by availing network services to the people. This made it easy to access computer services anywhere at any timePhysical parts of a computerWhat are the physical parts of a computer? Functions of the physical part of a computerMonitorUsed to displaying information for example pictures and textKeyboardUsed for typing and giving instructions to the computerThe system unitContains the devices oof a computer that Process data and gives information such as CPUSpeakers and headphonesAre used for listening to music and audio filesPrinterIs used for printing text on paperMouseIs used for selecting items and giving instructions to the computer by clickingFlash disksIs used for storing and transferring informationScannerIs used to take images of paper documents and displaying them on a computerCablesAre used to connect different parts of a computerConnecting the physical parts of the computerPupil s activityPage 45-46How to minimise wastage in computer usageWe can reuse or recycle the physical parts of a computerFor exampleIf a device is in good working condition but longer in use it can be sold for some money to someone who will reuse itSuch devices can also be donated to people who need themA computer monitor can also be used as a television screen with little modificationWe can transform a system unit to a lockable cabinet by removing the inside components and installing a lock. Physical parts of a computer can be used to make art for example the keys of the keyboardThe physical parts of a computer can be sent to the manufacturer or sent to a recycling centre where they are taken apart, their components sorted and recycled."}
{"text": "This made it easy to access computer services anywhere at any timePhysical parts of a computerWhat are the physical parts of a computer? Functions of the physical part of a computerMonitorUsed to displaying information for example pictures and textKeyboardUsed for typing and giving instructions to the computerThe system unitContains the devices oof a computer that Process data and gives information such as CPUSpeakers and headphonesAre used for listening to music and audio filesPrinterIs used for printing text on paperMouseIs used for selecting items and giving instructions to the computer by clickingFlash disksIs used for storing and transferring informationScannerIs used to take images of paper documents and displaying them on a computerCablesAre used to connect different parts of a computerConnecting the physical parts of the computerPupil s activityPage 45-46How to minimise wastage in computer usageWe can reuse or recycle the physical parts of a computerFor exampleIf a device is in good working condition but longer in use it can be sold for some money to someone who will reuse itSuch devices can also be donated to people who need themA computer monitor can also be used as a television screen with little modificationWe can transform a system unit to a lockable cabinet by removing the inside components and installing a lock. Physical parts of a computer can be used to make art for example the keys of the keyboardThe physical parts of a computer can be sent to the manufacturer or sent to a recycling centre where they are taken apart, their components sorted and recycled. Interacting with physical parts of a computerPupil s activityPage 48-49Hands on skills conceptsStarting a computerSwitch on the power sourcePress the power button of the monitor then press the power button of the system unit to start your computerWait for the computer to finish the booting processClick on your user account. Type your username, enter your password and press enter to sign in to the computerShutting down a computerClose all the programs that may still be runningClick on the start button and select the power buttonClick the power button. A window showing power option will appearClick shut down for the computer to undergo the shut down processFunction of the keys on a computer keyboardDelete Del key. It is used to erase characters to the right of the cursor, i.e., from left to right ."}
{"text": "Type your username, enter your password and press enter to sign in to the computerShutting down a computerClose all the programs that may still be runningClick on the start button and select the power buttonClick the power button. A window showing power option will appearClick shut down for the computer to undergo the shut down processFunction of the keys on a computer keyboardDelete Del key. It is used to erase characters to the right of the cursor, i.e., from left to right . EscHomePg upPg dnEndBackspace key - It has a backward arrow marked on it. Used to erase characters to the left of the cursor i.e., from right to left on the same line . When pressed, it makes the cursor move one space backwards and the immediate letter or number to the left is erased. CrtlTabCaps lockEnterShiftA Cursor is a blinking underscore or a vertical beam I that shows where the next character to be typed will appear. Categories of keys of a computer keyboardAlphanumeric keysKeys are labeled with alphabetic letters A-Z, numbers arranged in a line 1,2, ..0 respectively and symbols like:?, ,. Etc. This group also includes the following keys: cap lock, enter tab. Space bar and backspace. Caps lock key: Pressing this key let's the user type in upper case-letters, capitals To switch back to lower case letters simply press the same key again. Enter key return key : Pressing this key forces the text cursor to move to the beginning of the next line. A cursor is a blinking underscore - or a vertical beam I that shows where, the next character to be typed will appear. The enter key is also used to instruct .the computer to execute a command that has been selected on the screen. Tab key: This key is used to move the text cursor at set intervals on the same line e.g. 10 mm, 20 mm etc. The space bar: This bar creates a space between words during typing. The backspace key: This key deletes characters from right to left on the same line. Function keysFunction keys are usually located along the top of the keyboard. They are labeled FI, F2 up to FI2. They are used for tasks that occur frequently in various programs."}
{"text": "A click often selects an object. Double clicking: This means pressing the left button twice in quick succession. Double clicking usually opens a file or starts a programRight clicking: Pressing the right hand side mouse button once displays a list of commands from which the user can make a selection. This list of commands is called a shortcut menu or context sensitive menu. It is called a context sensitive menu because the commands on it apply to the right clicked item. Drag and drop: This is whereby the user drags an item from one location on the screen to another. The procedure to accomplish this operation is as follows:1. Point to the item you want to drag. 2. Press the left hand side mouse button and hold it down3. Slide the mouse until the pointer reaches the desired position on the screen. 4. Finally release the mouse button and the item will be dropped in the new location. Scrolling the sliding movement of images, videos or text across a display screen either vertically or horizontallyInteracting with the keyboard and pointing devices of a computerPupil s activityPage 58-60Computer system overviewA system is a set of things working together to achieve a common goal or objectiveA computer system is a collection of parts that work together to receive, process, manage and present data and informationIdentification of computer system componentsThe computer system consist of 3 componentshardwareThese are physical components of a computer system that you can touchExamples: keyboard, mouse, monitor, CPUsoftwareThese are a set of instructions that direct a computer on what to do during processing."}
{"text": "4. Finally release the mouse button and the item will be dropped in the new location. Scrolling the sliding movement of images, videos or text across a display screen either vertically or horizontallyInteracting with the keyboard and pointing devices of a computerPupil s activityPage 58-60Computer system overviewA system is a set of things working together to achieve a common goal or objectiveA computer system is a collection of parts that work together to receive, process, manage and present data and informationIdentification of computer system componentsThe computer system consist of 3 componentshardwareThese are physical components of a computer system that you can touchExamples: keyboard, mouse, monitor, CPUsoftwareThese are a set of instructions that direct a computer on what to do during processing. They include operating system and programs like MS WORD, MS EXCELliveware of peoplewareThese are the users who command or direct computers to perform given taskThis term also refers to the people that develop the software and hardware components of a computerFunctions of a computer componentscomputer hardwareaccepts data and instructionsprocess datastores dataproduces informationcommunicates with devices and userscomputer softwaremanages computer resourcesprovides computer interfacestores and retrieves data and instructionsdoes mathematical calculationlivewaredesigns and develops software and hardwareoperates a computer systementers datacontrols computer environmentUsing computer system componentsPUPIL S ACTIVITYPAGE 63Linkage among components of a computer systemThe liverware uses hardware components to input data and give instructions to softwareThe software in turn process the data and executes the instructions then gives the information through hardware. The information is then used by the liveware for decision making or fed back into the computer as dataImportance of computer systems in the societyBusinessComputer systems have enabled efficiency in record keeping, allowing long process to take a shorter time through automation."}
{"text": "Scrolling the sliding movement of images, videos or text across a display screen either vertically or horizontallyInteracting with the keyboard and pointing devices of a computerPupil s activityPage 58-60Computer system overviewA system is a set of things working together to achieve a common goal or objectiveA computer system is a collection of parts that work together to receive, process, manage and present data and informationIdentification of computer system componentsThe computer system consist of 3 componentshardwareThese are physical components of a computer system that you can touchExamples: keyboard, mouse, monitor, CPUsoftwareThese are a set of instructions that direct a computer on what to do during processing. They include operating system and programs like MS WORD, MS EXCELliveware of peoplewareThese are the users who command or direct computers to perform given taskThis term also refers to the people that develop the software and hardware components of a computerFunctions of a computer componentscomputer hardwareaccepts data and instructionsprocess datastores dataproduces informationcommunicates with devices and userscomputer softwaremanages computer resourcesprovides computer interfacestores and retrieves data and instructionsdoes mathematical calculationlivewaredesigns and develops software and hardwareoperates a computer systementers datacontrols computer environmentUsing computer system componentsPUPIL S ACTIVITYPAGE 63Linkage among components of a computer systemThe liverware uses hardware components to input data and give instructions to softwareThe software in turn process the data and executes the instructions then gives the information through hardware. The information is then used by the liveware for decision making or fed back into the computer as dataImportance of computer systems in the societyBusinessComputer systems have enabled efficiency in record keeping, allowing long process to take a shorter time through automation. They have also brought about online advertisement and sales using the internetCommunicationComputers are connected through networks allowing for faster cheaper and safer communication across the globeShoppingPeople today can shop online for goods and services and pay for them using online channels enabled by computer systemsSocialisingComputer systems have made it possible for people to socialise and conduct viral meetings through various social media platformsEmploymentComputer systems have provided employment opportunitiesEg software development and designEntertainmentPeople can access a variety of music, films and computer games on their computersEducationThe internet is a huge information resources that is easily accessible compared to textbooks."}
{"text": "They include operating system and programs like MS WORD, MS EXCELliveware of peoplewareThese are the users who command or direct computers to perform given taskThis term also refers to the people that develop the software and hardware components of a computerFunctions of a computer componentscomputer hardwareaccepts data and instructionsprocess datastores dataproduces informationcommunicates with devices and userscomputer softwaremanages computer resourcesprovides computer interfacestores and retrieves data and instructionsdoes mathematical calculationlivewaredesigns and develops software and hardwareoperates a computer systementers datacontrols computer environmentUsing computer system componentsPUPIL S ACTIVITYPAGE 63Linkage among components of a computer systemThe liverware uses hardware components to input data and give instructions to softwareThe software in turn process the data and executes the instructions then gives the information through hardware. The information is then used by the liveware for decision making or fed back into the computer as dataImportance of computer systems in the societyBusinessComputer systems have enabled efficiency in record keeping, allowing long process to take a shorter time through automation. They have also brought about online advertisement and sales using the internetCommunicationComputers are connected through networks allowing for faster cheaper and safer communication across the globeShoppingPeople today can shop online for goods and services and pay for them using online channels enabled by computer systemsSocialisingComputer systems have made it possible for people to socialise and conduct viral meetings through various social media platformsEmploymentComputer systems have provided employment opportunitiesEg software development and designEntertainmentPeople can access a variety of music, films and computer games on their computersEducationThe internet is a huge information resources that is easily accessible compared to textbooks. Learners are also able to learn online without the need to attend classes physicallyComputer hardware conceptsCategories of hardware in a computer systemComputer hardware components are classified asInput devicesOutput devicesCPUStorage devicesFunctions of computer hardware categoriesInput devicesEnables user to enter data that needs processing and the instructions on how to process itExamples: mouse, keyboard, touchpad, light pen, joystick, scanner, microphoneCPUProcess the data entered into a computer according to the instructionsOutput devicesPresent information that has been processed in different forms for example text, sound and picturesExamples of output devices: monitor, printer, speakers, projector, plotter, headphonesStorage devicesSaves data, information, computer software and running operationsExamples: hard disk, memory card, flash diskSelecting appropriate hardware for different situationsConsiderReliabilityCostUsing different elements of computer hardwarePupil s activityPage 71-73Input devicesEnables user to enter data that needs processing and the instructions on how to process itInput devices in a computer systemExamples: mouse, keyboard, touchpad, light pen, joystick, scanner, microphone, barcode scanner, digital camera, capacitive and infra-red touch screens, 2D and 3D scannersCategories of input devicesSelecting appropriate input devices for different situationsWhen selecting input devices you can consider the following factorsUser needsThe device should meet the need of the userCostThe device should be affordable according to user s budgetFunctionalityDevices should serve the purpose it was intendedUser friendlinessThe device should be easy to useCompatibility with hardwareDevices selected should be able to connect and work together with other available devices in the computerLevel of expertiseDevices selected should meet the technical skills of the user."}
{"text": "The information is then used by the liveware for decision making or fed back into the computer as dataImportance of computer systems in the societyBusinessComputer systems have enabled efficiency in record keeping, allowing long process to take a shorter time through automation. They have also brought about online advertisement and sales using the internetCommunicationComputers are connected through networks allowing for faster cheaper and safer communication across the globeShoppingPeople today can shop online for goods and services and pay for them using online channels enabled by computer systemsSocialisingComputer systems have made it possible for people to socialise and conduct viral meetings through various social media platformsEmploymentComputer systems have provided employment opportunitiesEg software development and designEntertainmentPeople can access a variety of music, films and computer games on their computersEducationThe internet is a huge information resources that is easily accessible compared to textbooks. Learners are also able to learn online without the need to attend classes physicallyComputer hardware conceptsCategories of hardware in a computer systemComputer hardware components are classified asInput devicesOutput devicesCPUStorage devicesFunctions of computer hardware categoriesInput devicesEnables user to enter data that needs processing and the instructions on how to process itExamples: mouse, keyboard, touchpad, light pen, joystick, scanner, microphoneCPUProcess the data entered into a computer according to the instructionsOutput devicesPresent information that has been processed in different forms for example text, sound and picturesExamples of output devices: monitor, printer, speakers, projector, plotter, headphonesStorage devicesSaves data, information, computer software and running operationsExamples: hard disk, memory card, flash diskSelecting appropriate hardware for different situationsConsiderReliabilityCostUsing different elements of computer hardwarePupil s activityPage 71-73Input devicesEnables user to enter data that needs processing and the instructions on how to process itInput devices in a computer systemExamples: mouse, keyboard, touchpad, light pen, joystick, scanner, microphone, barcode scanner, digital camera, capacitive and infra-red touch screens, 2D and 3D scannersCategories of input devicesSelecting appropriate input devices for different situationsWhen selecting input devices you can consider the following factorsUser needsThe device should meet the need of the userCostThe device should be affordable according to user s budgetFunctionalityDevices should serve the purpose it was intendedUser friendlinessThe device should be easy to useCompatibility with hardwareDevices selected should be able to connect and work together with other available devices in the computerLevel of expertiseDevices selected should meet the technical skills of the user. Using input devices to perform tasksPupil s activityPage 77Reusing input devices to minimise wastageInput devices which are still functional can be used in the following waysOld and functional keyboards can be sold or donated to be reused with other compatible computer systemInput devices which are in good condition and not in use can be donated to people who need them in the communityFunctional computer inputs can be used to set up other computersObsolete and dysfunctional input devices can be sent to recycling facility where they will be recycled to make new products."}
{"text": "They have also brought about online advertisement and sales using the internetCommunicationComputers are connected through networks allowing for faster cheaper and safer communication across the globeShoppingPeople today can shop online for goods and services and pay for them using online channels enabled by computer systemsSocialisingComputer systems have made it possible for people to socialise and conduct viral meetings through various social media platformsEmploymentComputer systems have provided employment opportunitiesEg software development and designEntertainmentPeople can access a variety of music, films and computer games on their computersEducationThe internet is a huge information resources that is easily accessible compared to textbooks. Learners are also able to learn online without the need to attend classes physicallyComputer hardware conceptsCategories of hardware in a computer systemComputer hardware components are classified asInput devicesOutput devicesCPUStorage devicesFunctions of computer hardware categoriesInput devicesEnables user to enter data that needs processing and the instructions on how to process itExamples: mouse, keyboard, touchpad, light pen, joystick, scanner, microphoneCPUProcess the data entered into a computer according to the instructionsOutput devicesPresent information that has been processed in different forms for example text, sound and picturesExamples of output devices: monitor, printer, speakers, projector, plotter, headphonesStorage devicesSaves data, information, computer software and running operationsExamples: hard disk, memory card, flash diskSelecting appropriate hardware for different situationsConsiderReliabilityCostUsing different elements of computer hardwarePupil s activityPage 71-73Input devicesEnables user to enter data that needs processing and the instructions on how to process itInput devices in a computer systemExamples: mouse, keyboard, touchpad, light pen, joystick, scanner, microphone, barcode scanner, digital camera, capacitive and infra-red touch screens, 2D and 3D scannersCategories of input devicesSelecting appropriate input devices for different situationsWhen selecting input devices you can consider the following factorsUser needsThe device should meet the need of the userCostThe device should be affordable according to user s budgetFunctionalityDevices should serve the purpose it was intendedUser friendlinessThe device should be easy to useCompatibility with hardwareDevices selected should be able to connect and work together with other available devices in the computerLevel of expertiseDevices selected should meet the technical skills of the user. Using input devices to perform tasksPupil s activityPage 77Reusing input devices to minimise wastageInput devices which are still functional can be used in the following waysOld and functional keyboards can be sold or donated to be reused with other compatible computer systemInput devices which are in good condition and not in use can be donated to people who need them in the communityFunctional computer inputs can be used to set up other computersObsolete and dysfunctional input devices can be sent to recycling facility where they will be recycled to make new products. Central processing unitThe CPU is the part of a computer that process dataLocating the CPU in a computer systemPupil s activityPage 80-81NBMotherboard is a frame which holds and allows communication between the components of the computer systemThe CPU is located on the motherboardFunctional elements of the CPU in a computer systemThe CPU performs all types of data processing operations in a computer systemCPU has 3 componentsControl unitArithmetic logic unitSpecial memoryArithmetic and logic unit ALUPerforms calculations like addition and subtractionIt also performs logical operations which mainly involve comparison of dataControl unitCoordinates movement of data between the processor and the memorySpecial memoryStores data and information required during processing."}
{"text": "Learners are also able to learn online without the need to attend classes physicallyComputer hardware conceptsCategories of hardware in a computer systemComputer hardware components are classified asInput devicesOutput devicesCPUStorage devicesFunctions of computer hardware categoriesInput devicesEnables user to enter data that needs processing and the instructions on how to process itExamples: mouse, keyboard, touchpad, light pen, joystick, scanner, microphoneCPUProcess the data entered into a computer according to the instructionsOutput devicesPresent information that has been processed in different forms for example text, sound and picturesExamples of output devices: monitor, printer, speakers, projector, plotter, headphonesStorage devicesSaves data, information, computer software and running operationsExamples: hard disk, memory card, flash diskSelecting appropriate hardware for different situationsConsiderReliabilityCostUsing different elements of computer hardwarePupil s activityPage 71-73Input devicesEnables user to enter data that needs processing and the instructions on how to process itInput devices in a computer systemExamples: mouse, keyboard, touchpad, light pen, joystick, scanner, microphone, barcode scanner, digital camera, capacitive and infra-red touch screens, 2D and 3D scannersCategories of input devicesSelecting appropriate input devices for different situationsWhen selecting input devices you can consider the following factorsUser needsThe device should meet the need of the userCostThe device should be affordable according to user s budgetFunctionalityDevices should serve the purpose it was intendedUser friendlinessThe device should be easy to useCompatibility with hardwareDevices selected should be able to connect and work together with other available devices in the computerLevel of expertiseDevices selected should meet the technical skills of the user. Using input devices to perform tasksPupil s activityPage 77Reusing input devices to minimise wastageInput devices which are still functional can be used in the following waysOld and functional keyboards can be sold or donated to be reused with other compatible computer systemInput devices which are in good condition and not in use can be donated to people who need them in the communityFunctional computer inputs can be used to set up other computersObsolete and dysfunctional input devices can be sent to recycling facility where they will be recycled to make new products. Central processing unitThe CPU is the part of a computer that process dataLocating the CPU in a computer systemPupil s activityPage 80-81NBMotherboard is a frame which holds and allows communication between the components of the computer systemThe CPU is located on the motherboardFunctional elements of the CPU in a computer systemThe CPU performs all types of data processing operations in a computer systemCPU has 3 componentsControl unitArithmetic logic unitSpecial memoryArithmetic and logic unit ALUPerforms calculations like addition and subtractionIt also performs logical operations which mainly involve comparison of dataControl unitCoordinates movement of data between the processor and the memorySpecial memoryStores data and information required during processing. Most of the CPU operations are performed by the ALUThe control unit moves data between the ALU and the special memory and also tell the ALU what to do."}
{"text": "Using input devices to perform tasksPupil s activityPage 77Reusing input devices to minimise wastageInput devices which are still functional can be used in the following waysOld and functional keyboards can be sold or donated to be reused with other compatible computer systemInput devices which are in good condition and not in use can be donated to people who need them in the communityFunctional computer inputs can be used to set up other computersObsolete and dysfunctional input devices can be sent to recycling facility where they will be recycled to make new products. Central processing unitThe CPU is the part of a computer that process dataLocating the CPU in a computer systemPupil s activityPage 80-81NBMotherboard is a frame which holds and allows communication between the components of the computer systemThe CPU is located on the motherboardFunctional elements of the CPU in a computer systemThe CPU performs all types of data processing operations in a computer systemCPU has 3 componentsControl unitArithmetic logic unitSpecial memoryArithmetic and logic unit ALUPerforms calculations like addition and subtractionIt also performs logical operations which mainly involve comparison of dataControl unitCoordinates movement of data between the processor and the memorySpecial memoryStores data and information required during processing. Most of the CPU operations are performed by the ALUThe control unit moves data between the ALU and the special memory and also tell the ALU what to do. The ALU then process data and store the result in a special memoryTypes of processors in computing devicesThere are 6 types of CPUCPUs are classified according to the number of cores they haveThe core of a CPU receives instructions and perform calculations, or operations to satisfy the received instructionsPerforming tasks using computers with different processorsPupil s activityPage 84-85Processors receive input data, process it and generates results. It computes data and receives instructions in almost all actins carried out in a computer."}
{"text": "Most of the CPU operations are performed by the ALUThe control unit moves data between the ALU and the special memory and also tell the ALU what to do. The ALU then process data and store the result in a special memoryTypes of processors in computing devicesThere are 6 types of CPUCPUs are classified according to the number of cores they haveThe core of a CPU receives instructions and perform calculations, or operations to satisfy the received instructionsPerforming tasks using computers with different processorsPupil s activityPage 84-85Processors receive input data, process it and generates results. It computes data and receives instructions in almost all actins carried out in a computer. Processors determines the speed with which a computing device processes informationComputers with fast processors have high processing power and often give information fasterOutput devicesPresent information that has been processed in different forms for example graphics, tactile or text, sound audio , video and picturesOutput devices of a computer systemMonitor, printer, speakers, projector, plotter, headphones, Braille embosserFunctions of output devices in a computer systemMonitorDisplay data in text and graphicsSpeakersGives information in form of soundHeadphonesProduce audio informationPrintersProduce text or picture information on a paperProjectorsGives visual information by projecting it on a flat smooth surface like a wall or white boardPlottersProduces digital created graphics and drawingsPlotters use a pen to draw lines on paperActuatorA part of a device or machine that helps to create physical movement using signals from a computerBraille embosserA device that presses dots onto paper for people with visual impairment to read using their fingersCategories of computer output devicesNBHardcopy refers to data printed out on paperIt could be text, photographs, illustrations or any data that can be printedSoft copy is information stored and displayed in a computerSelecting appropriate out devicesFactors that you consider when selecting output devices areOutput qualityUser friendlinessUser needsSuitability to the function it is supposed to carry outCompatibility with the available devicesThe cost of purchasing and maintaining the output devicesUses of output devicesWe care and use output devices safely byKeeping the devices away from water and dustAvoiding exposure to foods and fluidsAlways powering off the devices after useConnecting only with compatible devicesCleaning and servicing the devices regularlyEnsuring secure connection of the devices before useTechnological trends in development of output devicesOutput devices have constantly been replace with new devices due to improved technology from innovatorsTechnological trends enables fast evolution of output devices which suit user needs better, are cost effective, friendly to the environment, secure and able to multitaskComputer displays which are used to create clear, high quality, digital displaysWireless speakers and headphones which are more portable, have noise cancelling capability and produce better sound qualityBetter Braille embossers that give better quality Braille while producing very little noise."}
{"text": "The ALU then process data and store the result in a special memoryTypes of processors in computing devicesThere are 6 types of CPUCPUs are classified according to the number of cores they haveThe core of a CPU receives instructions and perform calculations, or operations to satisfy the received instructionsPerforming tasks using computers with different processorsPupil s activityPage 84-85Processors receive input data, process it and generates results. It computes data and receives instructions in almost all actins carried out in a computer. Processors determines the speed with which a computing device processes informationComputers with fast processors have high processing power and often give information fasterOutput devicesPresent information that has been processed in different forms for example graphics, tactile or text, sound audio , video and picturesOutput devices of a computer systemMonitor, printer, speakers, projector, plotter, headphones, Braille embosserFunctions of output devices in a computer systemMonitorDisplay data in text and graphicsSpeakersGives information in form of soundHeadphonesProduce audio informationPrintersProduce text or picture information on a paperProjectorsGives visual information by projecting it on a flat smooth surface like a wall or white boardPlottersProduces digital created graphics and drawingsPlotters use a pen to draw lines on paperActuatorA part of a device or machine that helps to create physical movement using signals from a computerBraille embosserA device that presses dots onto paper for people with visual impairment to read using their fingersCategories of computer output devicesNBHardcopy refers to data printed out on paperIt could be text, photographs, illustrations or any data that can be printedSoft copy is information stored and displayed in a computerSelecting appropriate out devicesFactors that you consider when selecting output devices areOutput qualityUser friendlinessUser needsSuitability to the function it is supposed to carry outCompatibility with the available devicesThe cost of purchasing and maintaining the output devicesUses of output devicesWe care and use output devices safely byKeeping the devices away from water and dustAvoiding exposure to foods and fluidsAlways powering off the devices after useConnecting only with compatible devicesCleaning and servicing the devices regularlyEnsuring secure connection of the devices before useTechnological trends in development of output devicesOutput devices have constantly been replace with new devices due to improved technology from innovatorsTechnological trends enables fast evolution of output devices which suit user needs better, are cost effective, friendly to the environment, secure and able to multitaskComputer displays which are used to create clear, high quality, digital displaysWireless speakers and headphones which are more portable, have noise cancelling capability and produce better sound qualityBetter Braille embossers that give better quality Braille while producing very little noise. They also recognise speech and give speech feedback, making them user friendlyPrinters which produce better quality hardcopies, can be secured using passwords, are compact, cost effective and easy to usePorts and cablesPortA physical slot of a computer through which peripheral devices are connected."}
{"text": "It computes data and receives instructions in almost all actins carried out in a computer. Processors determines the speed with which a computing device processes informationComputers with fast processors have high processing power and often give information fasterOutput devicesPresent information that has been processed in different forms for example graphics, tactile or text, sound audio , video and picturesOutput devices of a computer systemMonitor, printer, speakers, projector, plotter, headphones, Braille embosserFunctions of output devices in a computer systemMonitorDisplay data in text and graphicsSpeakersGives information in form of soundHeadphonesProduce audio informationPrintersProduce text or picture information on a paperProjectorsGives visual information by projecting it on a flat smooth surface like a wall or white boardPlottersProduces digital created graphics and drawingsPlotters use a pen to draw lines on paperActuatorA part of a device or machine that helps to create physical movement using signals from a computerBraille embosserA device that presses dots onto paper for people with visual impairment to read using their fingersCategories of computer output devicesNBHardcopy refers to data printed out on paperIt could be text, photographs, illustrations or any data that can be printedSoft copy is information stored and displayed in a computerSelecting appropriate out devicesFactors that you consider when selecting output devices areOutput qualityUser friendlinessUser needsSuitability to the function it is supposed to carry outCompatibility with the available devicesThe cost of purchasing and maintaining the output devicesUses of output devicesWe care and use output devices safely byKeeping the devices away from water and dustAvoiding exposure to foods and fluidsAlways powering off the devices after useConnecting only with compatible devicesCleaning and servicing the devices regularlyEnsuring secure connection of the devices before useTechnological trends in development of output devicesOutput devices have constantly been replace with new devices due to improved technology from innovatorsTechnological trends enables fast evolution of output devices which suit user needs better, are cost effective, friendly to the environment, secure and able to multitaskComputer displays which are used to create clear, high quality, digital displaysWireless speakers and headphones which are more portable, have noise cancelling capability and produce better sound qualityBetter Braille embossers that give better quality Braille while producing very little noise. They also recognise speech and give speech feedback, making them user friendlyPrinters which produce better quality hardcopies, can be secured using passwords, are compact, cost effective and easy to usePorts and cablesPortA physical slot of a computer through which peripheral devices are connected. All input and output devices of a computer are connected on the portsCableA chord that connects and enables transfer of data or power from one device to anotherA computing system has ports and cables that enable communication between the differebt components of a computerIdentifying cables and portsPupil s activityPage 97Types of cables and ports used in a computerThere are 2 types of cablesPower cablesThese allow for power transmission and distribution from the source to all computer hardware componentsData cablesThese carry data and allows for communication between devices in a computing systemRelate cables to their corresponding ports in a computerPupil s activityPage 100Connecting cables to their corresponding portsPupil s activityPage 101-102NBPorts enable the connection of output and input devices to aPorts allow computers to connect to networksComputer setupSetting up a computer is connecting all the hardware devices and preparing software programmes for a computer to function properly."}
{"text": "Processors determines the speed with which a computing device processes informationComputers with fast processors have high processing power and often give information fasterOutput devicesPresent information that has been processed in different forms for example graphics, tactile or text, sound audio , video and picturesOutput devices of a computer systemMonitor, printer, speakers, projector, plotter, headphones, Braille embosserFunctions of output devices in a computer systemMonitorDisplay data in text and graphicsSpeakersGives information in form of soundHeadphonesProduce audio informationPrintersProduce text or picture information on a paperProjectorsGives visual information by projecting it on a flat smooth surface like a wall or white boardPlottersProduces digital created graphics and drawingsPlotters use a pen to draw lines on paperActuatorA part of a device or machine that helps to create physical movement using signals from a computerBraille embosserA device that presses dots onto paper for people with visual impairment to read using their fingersCategories of computer output devicesNBHardcopy refers to data printed out on paperIt could be text, photographs, illustrations or any data that can be printedSoft copy is information stored and displayed in a computerSelecting appropriate out devicesFactors that you consider when selecting output devices areOutput qualityUser friendlinessUser needsSuitability to the function it is supposed to carry outCompatibility with the available devicesThe cost of purchasing and maintaining the output devicesUses of output devicesWe care and use output devices safely byKeeping the devices away from water and dustAvoiding exposure to foods and fluidsAlways powering off the devices after useConnecting only with compatible devicesCleaning and servicing the devices regularlyEnsuring secure connection of the devices before useTechnological trends in development of output devicesOutput devices have constantly been replace with new devices due to improved technology from innovatorsTechnological trends enables fast evolution of output devices which suit user needs better, are cost effective, friendly to the environment, secure and able to multitaskComputer displays which are used to create clear, high quality, digital displaysWireless speakers and headphones which are more portable, have noise cancelling capability and produce better sound qualityBetter Braille embossers that give better quality Braille while producing very little noise. They also recognise speech and give speech feedback, making them user friendlyPrinters which produce better quality hardcopies, can be secured using passwords, are compact, cost effective and easy to usePorts and cablesPortA physical slot of a computer through which peripheral devices are connected. All input and output devices of a computer are connected on the portsCableA chord that connects and enables transfer of data or power from one device to anotherA computing system has ports and cables that enable communication between the differebt components of a computerIdentifying cables and portsPupil s activityPage 97Types of cables and ports used in a computerThere are 2 types of cablesPower cablesThese allow for power transmission and distribution from the source to all computer hardware componentsData cablesThese carry data and allows for communication between devices in a computing systemRelate cables to their corresponding ports in a computerPupil s activityPage 100Connecting cables to their corresponding portsPupil s activityPage 101-102NBPorts enable the connection of output and input devices to aPorts allow computers to connect to networksComputer setupSetting up a computer is connecting all the hardware devices and preparing software programmes for a computer to function properly. Problems experienced when setting up computerslack of skills in setting up computersdifficulty matching cables to their respective portsinability to identify and correct failed connectionslack of skills in installing operating systemslack of reliable power source to power devicesdamaged or broken cable pins due to improper fixingeg forcing a cable to a wrong portdamaged hardware devices that do not workcomputer and monitor not turning on due to faulty power cables or improper fixing of cables to the power supplyHow to set up a computersetting up a new computersetting up a laptopPupil s activityPage 104-106Setting up computersThe following are tools and equipments need for computer set upsystem unitMonitorScrewdriverSpeakersCablesUPSKeyboardPower testerSurge protectorMousePower extension cablesSome ways of ensuring safety when setting up computers includeEnsure there is a stable power supply that can power on a computer before the connectionUse a UPS or surge protector for power connection to the CPU and monitorMake sure your hands are completely dry to avoid electric shock and damaging any computer parts with moistureHandle all the parts of a computer with care."}
{"text": "They also recognise speech and give speech feedback, making them user friendlyPrinters which produce better quality hardcopies, can be secured using passwords, are compact, cost effective and easy to usePorts and cablesPortA physical slot of a computer through which peripheral devices are connected. All input and output devices of a computer are connected on the portsCableA chord that connects and enables transfer of data or power from one device to anotherA computing system has ports and cables that enable communication between the differebt components of a computerIdentifying cables and portsPupil s activityPage 97Types of cables and ports used in a computerThere are 2 types of cablesPower cablesThese allow for power transmission and distribution from the source to all computer hardware componentsData cablesThese carry data and allows for communication between devices in a computing systemRelate cables to their corresponding ports in a computerPupil s activityPage 100Connecting cables to their corresponding portsPupil s activityPage 101-102NBPorts enable the connection of output and input devices to aPorts allow computers to connect to networksComputer setupSetting up a computer is connecting all the hardware devices and preparing software programmes for a computer to function properly. Problems experienced when setting up computerslack of skills in setting up computersdifficulty matching cables to their respective portsinability to identify and correct failed connectionslack of skills in installing operating systemslack of reliable power source to power devicesdamaged or broken cable pins due to improper fixingeg forcing a cable to a wrong portdamaged hardware devices that do not workcomputer and monitor not turning on due to faulty power cables or improper fixing of cables to the power supplyHow to set up a computersetting up a new computersetting up a laptopPupil s activityPage 104-106Setting up computersThe following are tools and equipments need for computer set upsystem unitMonitorScrewdriverSpeakersCablesUPSKeyboardPower testerSurge protectorMousePower extension cablesSome ways of ensuring safety when setting up computers includeEnsure there is a stable power supply that can power on a computer before the connectionUse a UPS or surge protector for power connection to the CPU and monitorMake sure your hands are completely dry to avoid electric shock and damaging any computer parts with moistureHandle all the parts of a computer with care. Place each component carefully on a hard flat surface."}
{"text": "All input and output devices of a computer are connected on the portsCableA chord that connects and enables transfer of data or power from one device to anotherA computing system has ports and cables that enable communication between the differebt components of a computerIdentifying cables and portsPupil s activityPage 97Types of cables and ports used in a computerThere are 2 types of cablesPower cablesThese allow for power transmission and distribution from the source to all computer hardware componentsData cablesThese carry data and allows for communication between devices in a computing systemRelate cables to their corresponding ports in a computerPupil s activityPage 100Connecting cables to their corresponding portsPupil s activityPage 101-102NBPorts enable the connection of output and input devices to aPorts allow computers to connect to networksComputer setupSetting up a computer is connecting all the hardware devices and preparing software programmes for a computer to function properly. Problems experienced when setting up computerslack of skills in setting up computersdifficulty matching cables to their respective portsinability to identify and correct failed connectionslack of skills in installing operating systemslack of reliable power source to power devicesdamaged or broken cable pins due to improper fixingeg forcing a cable to a wrong portdamaged hardware devices that do not workcomputer and monitor not turning on due to faulty power cables or improper fixing of cables to the power supplyHow to set up a computersetting up a new computersetting up a laptopPupil s activityPage 104-106Setting up computersThe following are tools and equipments need for computer set upsystem unitMonitorScrewdriverSpeakersCablesUPSKeyboardPower testerSurge protectorMousePower extension cablesSome ways of ensuring safety when setting up computers includeEnsure there is a stable power supply that can power on a computer before the connectionUse a UPS or surge protector for power connection to the CPU and monitorMake sure your hands are completely dry to avoid electric shock and damaging any computer parts with moistureHandle all the parts of a computer with care. Place each component carefully on a hard flat surface. Be careful not to drop any partsEnsure your computer has enough room to allow for proper ventilation. If there is no free flow of air the computer can be damaged or cause fire."}
{"text": "Place each component carefully on a hard flat surface. Be careful not to drop any partsEnsure your computer has enough room to allow for proper ventilation. If there is no free flow of air the computer can be damaged or cause fire. Be sure to connect all cables to the appropriate portsIf a cable does not connect easily to a port, don t forcefully push it in to avoid damaging it. Check that you are connecting it to the right port and that the pins and holes alignManage cables properly when setting up a computer. Ensure nothing is pressing on them and that they are not located in a place where they can be stepped on or tripped overDo not spill foods or liquids on the computerAlways switch on the monitor before the CPU to display any errors or messages while bootingSetting up computers for usePupil s activityPage 109Overcoming challenges experienced when setting up a computerResearching and learning how to set up a computer properlyResearching and learning how to match cables to their respective parts checking that all connections are properly madeReplacing or repairing damaged partsEnsuring that there is a reliable source of powerObserving safety precautions when setting up a computerPractising booting computersTo tell that a computer is properly setup, we must switch it on and see if all the components are working well. This process is called booting up a computerThe steps of booting a computer are as followsSwitch on the main power supply on the socketIf the computer is connected to the UPS, switch its power button on. Switch on the monitor by pressing the power buttonSwitch on the system unit by pressing the power buttonUpon switching the system unit on , the computer performs a power on self test where the computer checks hat al components are connected and functioning wellThe computer then displays the name of the operating system followed by a display of icons on the computer monitor."}
{"text": "JUNIOR SECONDARYCHRISTIAN RELIGIONS EDUCATION NOTES TERM 1,2,3COMPETENCE BASED CURRICULUMSTRAND COVEREDSTRAND 1- INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION. STRAND 2- CREATION. STRAND 3- THE BIBLE. STRAND 4- THE LIFE MINISTRY OF JESUS CHRIST. STRAND 5- THE CHURCH. STRAND 6- CHRISTIAN LIVING TODAYStrand 1 INTRODUCTION TO CRECRE involves the study of religious beliefs and practices of Christians. Christian Religious Education is a subject that deals with God and how he reveals Himself to human beings. It is the study of how human beings depend on God and how God intervenes to save human beings. CRE is a subject studied in Kenyan schools to develop the mind, behaviour and character of the learners. It is also a subject that shows God s relationship with man. Studying CRE is important because:It makes one understand that God the Father, the Son and the Holy Spirit operate as one. It helps one dispute knowledge and attitude s to make the right decisions in life. Enables one think critically and make moral decisions on challenges affecting one s life and the societyOne becomes exposed to cultural heritage, enhancing national unity through respect for each community. One develops as a whole person, body, soul and spiritOne becomes courageous in the study of creation one is empowered to utilise the ability to control God s creationIt helps you relate with each other well through care and hospitalityThe moral values you acquire helps you to take care of the environmentOne acquires respect for oneself and hence living a productive lifeOne acquires the principle of sharing and social justice, enabling them to coexist with othersOne acquires the skills that enable him or her promote economic development 12.It enables one to acquire ICT skills as they search for more knowledgeOne develops communication skills through discussion and debate with other learners. NBIt provides answers to life mysteries e.g. the question of life after death, the origin of mankind, etc. It enables students to develop vivid awareness of God and how God reveals himself. It is a career subject, whose learners major in Law and theological training. It instils respect, protection and conservation of God s creation. It highly promotes human dignity. It helps students to appreciate their culture as well."}
{"text": "It instils respect, protection and conservation of God s creation. It highly promotes human dignity. It helps students to appreciate their culture as well. It equips the youth with life skills such as critical thinking, which enables them to face challenges wisely. With regard to national goals of education, it promotes national development by instilling a positive attitude towards work. It equips learners with values that promote economic development. It helps learners to understand themselves better. It enables students to see the power of God controlling their own lives. It enables students to respond adequately to God s teachings and to relate well to others. It is a service of natural guidance. It promotes cultural integration. It promotes social equality and justice. How CRE helps us to relate well with othersIt has helped developed skills as ability to listenIt helps acquire values such as respect for self and othersIt helps someone to make moral decisions. This helps people to associate with the right peopleObedience to God s command of loving our neighbours teaches us to care about others. 5. Moral and religious values acquired from studying of CREHumilityRespectHard workDisciplineHonestyIntegrityResponsibilityUnityLove 10.HospitalityStrand 2CREATIONFirst accountSecond accountThe first biblical account of creationGenesis 1:131, 2:1-4It gives record on what was created within the first 6 days. Humans beings were created last. From the first account of creation, we learn God is all powerful because He created the universe with one command. He is a God or order. He created the universe and everything in it in an orderly manner. God is the provider. He provides for human beings to meet their needs. Leisure time was instituted. The second Biblical account of creation Genesis 2;4-25In the second account of creation, there was no one to cultivate the land when God created the universe. God took soil from the ground and formed man. God breathed life into himHuman beings were created first. Man was created out of dustGod breathed life into man s nostrilsMan was put into the Garden of Eden. The tree of knowledge and life giving stood in the middle of the garden. Men was commanded to use everything in the garden except tree of knowledge of good and evilThe forbidden fruit from the tree was not supposed to be eaten. Eating from the tree would result to death."}
{"text": "The tree of knowledge and life giving stood in the middle of the garden. Men was commanded to use everything in the garden except tree of knowledge of good and evilThe forbidden fruit from the tree was not supposed to be eaten. Eating from the tree would result to death. God gave man the responsibility to take care of the environmentGod created all birds and all animalsMan was given the responsibility of naming all the creaturesHe named all the birds and animals, but none was suitable helper for himAdam became lonely. A woman was created out of Adam s rib for companionship and a helper. Attributes nature of God from the Genesis stories of creationGod is omnipotent all powerfulGod is orderly and perfectGod is omnipresent everywhereGod is transcendentGod is the sustainer providerGod is the sole creatorHe is a moral GodHe is a loving GodHe is a spiritHe is everlasting self-existenceGod is source of goodnessGod is HolyGod is a workerThere is only one GodThe sole giver of life. Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things."}
{"text": "A woman was created out of Adam s rib for companionship and a helper. Attributes nature of God from the Genesis stories of creationGod is omnipotent all powerfulGod is orderly and perfectGod is omnipresent everywhereGod is transcendentGod is the sustainer providerGod is the sole creatorHe is a moral GodHe is a loving GodHe is a spiritHe is everlasting self-existenceGod is source of goodnessGod is HolyGod is a workerThere is only one GodThe sole giver of life. Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. P a g eDifferences in the two biblical accounts of creationNBThere is a chronological order of events in the first account of creation as opposed to the secondIn the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribsIn the first account, creation is out of the command let there be , yet, in the second, man is made out of dustIn the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animalsA Sabbath day allocated for rest appears on the first while in the second account it wasn t mentionedThe Garden of Eden mentioned in the second account wasn t in the firstIn the second creation account are four rivers Tigris, Euphrates, Gihon and Pishon , which were not mentioned in the firstMan was given a responsibility to till the land in the second but not in the firstIn the second account, the forbidden tree appears but this misses in the first accountIn the first account, God created human beings for procreation while in the second account they were created for companionshipThe second account of creation is human centered while the first does not shore this."}
{"text": "Attributes nature of God from the Genesis stories of creationGod is omnipotent all powerfulGod is orderly and perfectGod is omnipresent everywhereGod is transcendentGod is the sustainer providerGod is the sole creatorHe is a moral GodHe is a loving GodHe is a spiritHe is everlasting self-existenceGod is source of goodnessGod is HolyGod is a workerThere is only one GodThe sole giver of life. Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. P a g eDifferences in the two biblical accounts of creationNBThere is a chronological order of events in the first account of creation as opposed to the secondIn the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribsIn the first account, creation is out of the command let there be , yet, in the second, man is made out of dustIn the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animalsA Sabbath day allocated for rest appears on the first while in the second account it wasn t mentionedThe Garden of Eden mentioned in the second account wasn t in the firstIn the second creation account are four rivers Tigris, Euphrates, Gihon and Pishon , which were not mentioned in the firstMan was given a responsibility to till the land in the second but not in the firstIn the second account, the forbidden tree appears but this misses in the first accountIn the first account, God created human beings for procreation while in the second account they were created for companionshipThe second account of creation is human centered while the first does not shore this. It is man centeredIn the first account God created in union with the spirit Holy Trinity while in the second account God is aloneIn the first account human beings were created last while in the second they came firstThe first account takes six days to be complete unlike the second where days were not mentionedIn the first account, God appreciates everything he creates."}
{"text": "Similarities in the two biblical accounts of creationIn both accounts, God is the sole creatorIn both God created male and femaleIn both, human beings are specialIn both God provides for human beingsIn both, human beings are given domination over the rest of the creationThe uniqueness of human beings is brought forth in the second accountsMan shares in the life of God since he is made in the likeness of GodCreation involves both the living and non-living things. P a g eDifferences in the two biblical accounts of creationNBThere is a chronological order of events in the first account of creation as opposed to the secondIn the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribsIn the first account, creation is out of the command let there be , yet, in the second, man is made out of dustIn the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animalsA Sabbath day allocated for rest appears on the first while in the second account it wasn t mentionedThe Garden of Eden mentioned in the second account wasn t in the firstIn the second creation account are four rivers Tigris, Euphrates, Gihon and Pishon , which were not mentioned in the firstMan was given a responsibility to till the land in the second but not in the firstIn the second account, the forbidden tree appears but this misses in the first accountIn the first account, God created human beings for procreation while in the second account they were created for companionshipThe second account of creation is human centered while the first does not shore this. It is man centeredIn the first account God created in union with the spirit Holy Trinity while in the second account God is aloneIn the first account human beings were created last while in the second they came firstThe first account takes six days to be complete unlike the second where days were not mentionedIn the first account, God appreciates everything he creates. We are not told this in the second. Importance of learning about creationHelps us to know and understand God s creation work. Helps to appreciate God s great workHelps us to know how the first account differs from the second one 4."}
{"text": "We are not told this in the second. Importance of learning about creationHelps us to know and understand God s creation work. Helps to appreciate God s great workHelps us to know how the first account differs from the second one 4. Similarities and differences between the biblical account and African creation stories Africans view creationAfricans believe that creation originated from God the creator. Each community has a myth that explains its originAfricans see God as mysterious in his deeds, for they fail to explain how he created the earth. Africans see human beings as special and that God creates everything for them. God provided the first human beings with all the necessities of life. The first people lived happily with God and lacked nothing. Marriage was mainly for procreation. Similarities biblical account and African creation storiesIn both, God is the sole creator. Man is the climax of creation. God is supreme. In both, man was given a wife for company. God is portrayed as a potter. God is the providerCreation of human took place at the end of the creation of things. Between the biblical account and African creation storiesIn biblical view, the order of creation is given, while the order of creation in the traditional view is not mentionedIn biblical view, everything was created to benefit human beings, some communities believe that god gave specific things to specific communities3. 4. 5. Christian responsibility over animals, fish and birdsBiblical teaching on responsibility given to human beings over animal s birds and fishChristians have stewardship over Gods creation and they should care for everything in it. God created human beings and gave them responsibilities over living creatures. Our responsibility is to take care of these creations and use them for our benefits but in a responsibly way. The bible teaches that God gave human beings the responsibility of taking care of all wild and domestic animals, fish and birdsWays in which Christians apply biblical teachings to protect animals, fish and birdsAccording to Genesis 2:15-20 the bible teaches us that God placed man in the Garden of Eden to cultivate and guard it. God formed animals from the soil and brought them to man who was asked to give them names. God expected human beings to take responsibility over animals, fish and birds found in the Garden of Eden. In James 3:7, the Bible teaches that human beings have the ability to tame all creatures such as wild animals, birds, reptiles and fish."}
{"text": "God formed animals from the soil and brought them to man who was asked to give them names. God expected human beings to take responsibility over animals, fish and birds found in the Garden of Eden. In James 3:7, the Bible teaches that human beings have the ability to tame all creatures such as wild animals, birds, reptiles and fish. The bile gives human beings the responsibility and authority over God s creation. Taming animals is a show of authority over them. Ways in which Christians protect and care of animals, fish and birdsConstructing good houses for domestic animalsFencing our farms well to keep away wild animals. Feeding animals, fish and birds. Providing clean water for them to drink or taking them to rivers and streams to drink water. Protecting wild and domestic animals, fish and birds from bad people who kill them. Ensuring that domestic animals are comfortable in places where they stay, eat and sleep. Treating animals when they get sick. Creating orphanage, game parks, game reserves and national parks for wild animals. Lobbying the government to make and implement laws that protect animals, fish and birds. Creating sanctuaries for different types of birds. Educating citizens on the importance of protecting animals, fish and birds. Reasons why Christians take care of animals, fish and birds. To obey God s commands of taking responsibility over animals, fish and birds. To preserve God s living creatures on land, sea and air. To set a good example to other citizens on the need to take care of living creatures. To ensure the preservation of animals, fish and birds so that they do not become extinct. To ensure that animals, fish and birds are available as sources of food for human beings. To ensure that they continue with the responsibility of being co-creators with God by conserving the environment. Reducing conflicts between human beings and wild animalsThe Kenya constitution protects animals from violence, overworking them when they are unwell, starvation, denial of water, abandonment, poisoning, careless surgery procedures, hunting and killing them. Importance of protecting animals, fish and birdsThey provide food, clothing and income. Some animals provide manure for farming. Animals are companions and help us to workTheir products support dairy industries, wool industries, leather and fishing industries. These sectors employ many peopleBirds help in the pollination of plants. As a result, human beings, animals and birds also get food."}
{"text": "Animals are companions and help us to workTheir products support dairy industries, wool industries, leather and fishing industries. These sectors employ many peopleBirds help in the pollination of plants. As a result, human beings, animals and birds also get food. Practising good stewardship by taking care of animals, fish and birds. A steward is someone who manages property on behalf of others. Good stewardship refers to the careful and responsible ways of taking care of something or different situations. Good stewardship is important as it helps in taking care of God s creation and conserving the environment. Christians are called to be good stewards of God s creation. Christian responsibility over plantsDifferent plants found in the environmentResponsibilities given to human beings over plantsGenesis 1:29, Genesis 2:15, Psalms 104:14The bible teaches that God provided all kinds of grain and all kinds of fruits for food for human beings. He also provided grass and leafy plants as food for wild animals and birds. The bible also teaches that God gave human beings the Garden of Eden to cultivate and guard. God makes grass for cattle and plants for human beings to use. He expects human beings to grow their own crops for food. The responsibilities were:They were to be in charge of the Garden of EdenTo eat from the fruits of the gardenTo take care of God s creation. God has provided us with plants. Human being has been given the responsibility to take care of the plants to benefitthemselves and animals. We care for plants by applying manure, weeding, watering and spraying pesticides. We also take care protecting them from animals that feed themApplying Biblical teachings on the Care for Plants to conserve the environment. Plants are important as they contribute to the wellbeing of people. There are different ways of taking care of plants such as:Planting tree seedlings every rainy season. Watering plants during the dry season. Weeding around crops in farms and gardens. Pruning trees so that they grow in a healthy way. Mulching around crops so that they can keep moisture for a long time. Avoiding cutting trees carelessly. Planting tree seedlings to replace trees that are cut. Reasons why Christians take care of trees plants and animals. To conserve the environment. They were sources of food. Trees provide grain, fruits and other foods for people. Plants provide shade for people and a good environment for birds."}
{"text": "They were sources of food. Trees provide grain, fruits and other foods for people. Plants provide shade for people and a good environment for birds. Plants give us fresh air. Some plants like coffee, tea and sugarcane are grown for economical use. Some plants are used to make medicine for human beings and animals. Other plants provided wood for construction of houses and making utensils. Wood was used as a source of energyPlants and animals provided materials for making musical instruments like kayambaAnimals provided skins and hides for making clothesSome animals like dogs provide security to man. Other were used as pack animals and others were used for transport. Example donkeyAnimal horns were used for horn blowing which was means of communication. Contribution of Responsible Use of Plants to economic growth. Economic growth is the process of acquiring money and other resources progressively on a continuous basis. Responsible use of plants contributes to growth of the economy in the following ways:Cash crops like coffee, tea and sugarcane are grown and sold for money. Food crops like maize, bananas and cassava provide food for families. The surplus excess is sold to bring income to individuals and families. Fruit plants like oranges, mangoes and apples provide fruits that are important for our health. They can also be sold for money. Some plants give us timber that is used for building and making furniture. Plants like palms and sunflower give us oil for cooking and for industrial use. Some plants such as neem and aloe vera are used in the making of medicine that is used to treat sick people. Napier grass, shrubs and ordinary grass are used to fee domestic animalsUse and Misuse of natural resources as God s creation. Natural resources are material available in the universe that can be used to meet the needs of people. Natural resources are created by God. Natural resources include:Forests. Rivers. Soil. Sun. Animals and plants. Different natural resources are found in different places where communities live. People use some of the resources in the following ways. How does Human beings benefit from Natural resources? Air is important to human beings, plants and animals as without it there is no life. Soil provides nutrients for plants to grow. Sunlight provides us with warmth and it is a source of Vitamin D. Plants also need sunlight to grow healthy. Wildlife attracts tourists who bring money and contribute to the economy of the country. Minerals provide raw material for industries."}
{"text": "Plants also need sunlight to grow healthy. Wildlife attracts tourists who bring money and contribute to the economy of the country. Minerals provide raw material for industries. Forests attract rainfall and clean the air we breathe. Forests act as catchment areas for rainwater and a good source of rivers and springs. Water is important for survival of human beings, animals and plants. Some natural resources like coal and oil provide fuel or energy to run vehicles or factories. How People Misuse Natural resources. Deforestation-cutting down of trees and not planting new ones. Putting heaps of garbage that spoil the environment. Garbage heaps are breeding grounds for flies and other insects. Overgrazing-keeping many animals that eat everything in an environment leasing to wind erosion and death of some animals due to droughts. Soil erosion due to poor farming methods. Burning bushes and agricultural waste. The smoke pollutes the air that we breathe. Effects of Misusing Natural resources. Leads to soil degradation. This means overusing the soil making it lose its nutrients hence leading to the growing crops being unproductive. Leads to deforestation. This is where forests are destroyed through cutting down trees without replacing them. Damages the ecosystem. This refers to damage of the way plants, animals and other organisms work together to keep life going. Leads to Water shortage. It leads to water shortage in rivers and streams dry up due to careless cutting down of trees, thus destroying water catchment areas. Leads to pollution of air and water. This is through irresponsible human activities such as disposing waste into water bodies and smoke from industries. Biblical Teaching on good use of Gods creation. The bible teaches us on good use of God s creation, for example:Genesis 2:15 teaches us to cultivate land in a good way and take care of it. Exodus 23:10-11 teaches that we need to give land a period of rest after cultivating it for a period of time. During the time the land is resting, the poor people and animals should be allowed to eat whatever plants grow on it. Deuteronomy 20:19 teaches that we should no t cur down or destroy fruit trees but to eat fruitsWays in which Africans promoted care and conservation of all types of plantsThe Africans protected plants by weeding, pruning, mulching, shading, trapping and scaring away animals that fed on the plants."}
{"text": "Exodus 23:10-11 teaches that we need to give land a period of rest after cultivating it for a period of time. During the time the land is resting, the poor people and animals should be allowed to eat whatever plants grow on it. Deuteronomy 20:19 teaches that we should no t cur down or destroy fruit trees but to eat fruitsWays in which Africans promoted care and conservation of all types of plantsThe Africans protected plants by weeding, pruning, mulching, shading, trapping and scaring away animals that fed on the plants. They also preserved seeds of the plants to last longer during dry periods and to protect them from small such as rats and weevils. This conservation ensured that Africans had seeds to plants during the rainy seasons. Preserved seeds and plants served as source of food during drought. Africans used fire to make plants sprout out more serving as food for the animals. How Africans promoted health of animalsAfricans cared for and protected domestic animals against wild animals by fencing their compounds and sleeping in the same place with the animals. They scared away wild animals that predated on their domestic animals by using different methods. Eg use of scarecrows, fire, noise. In the events of disease. Africans treated their animals using selected plants such asAloevera while making them healthier by providing lick stones with mineral salts. They knew how to take care of animals during birth which ensured the growth in population. Animal products such as meat were preserved to last long for use during drought. Preservation was a way of ensuring food was not wasted. Young animals were left to suckle up to a time when they could eat grass and other types of vegetation. Strand 3THE BIBLEFUNCTION OF THE BIBLEThe Bible is the inspired word of God. How the Bible is used in different places and occasionsThe Bible is used when taking oaths in courts of law. It is used in schools and colleges for learning, during graduation ceremonies, prayers and research. It is used in statehouse or during state functions, during the swearing in ceremonies and prayers. It is used in churches and during crusades for preaching."}
{"text": "It is used in schools and colleges for learning, during graduation ceremonies, prayers and research. It is used in statehouse or during state functions, during the swearing in ceremonies and prayers. It is used in churches and during crusades for preaching. It is used at home for personal use during prayer time and home studyIn hospitals when praying for the sickSome Christians use the Bible before travelling to pray for journey merciesJohn 1:1-2, Proverbs 30:5-6It contains the word of GodIt gives hope to ChristiansIt helps us to understand biblical truthsThe Bible helps a person to discover the will of GodGod speaks to people through the scripturesThe Bible corrects people when they are wrong and teaches them to do right. Christians should live exemplary lives. God protects those whose seek his protection and rebukes liarsThe Bible is the word of God and it was written by people who inspired by the spirit of God. The Bible unites people of God, strengthens the faith of the believers and outlines values for quality Christian living. The Bible is used in spreading the word of God in the following ways:Christians songs are composed using Bible messagesThe Bible is distributed to individuals to read the word of GodIt is used for instructing and teaching new converts of Christian doctrineIt is used to take oaths therefore, increasing the faith of those who participateChristians translate the Bible to vernacular so that many people can read and understand. Holistic growth involves physical, emotional, social, moral, intellectual and spiritual growth and development in all aspects of a person s life. The Bible helps Christians to grow holistically for example: The Bible promotes spiritual growth when we read and meditate on the Word of God, worship with others and pray. The bible promotes moral growth by teaching us right from wrong and good from evil such as obeying our parents or guardians and other authorities an avoiding sin and its consequences. On social growth, the bible teaches us how to relate well with one another through observing values such as love, respect, humility and peace. Emotionally, the bible teaches us to uphold positive emotions such as joy, love and happiness. We also learn to manage negative emotions such as anger, fear, jealousy, envy and greed. In physical growth, the bible teaches us that God created us in His own image and likeness."}
{"text": "Emotionally, the bible teaches us to uphold positive emotions such as joy, love and happiness. We also learn to manage negative emotions such as anger, fear, jealousy, envy and greed. In physical growth, the bible teaches us that God created us in His own image and likeness. It also teaches that we should maintain our bodies holy because they are the temples of Holy Spirit. It teaches us to avoid sins like sexual immorality, drunkenness and greed which can destroy our bodies. Spiritual growth includesIncreasing your knowledge and understanding of the word of GodIncrease in faith and trust in GodDeveloping Christ-like qualitiesChristian service is demonstration of who we are in Christ. The Bible teaches people to love God and humankind. Helping the needy in the society improves a person s relationship with God. Service offered to others is part of Christian living and makes the world a better place to live. Serving others makes one happy and enriches other people s lives. The word of God has inspired different services among Christians. For example, Christians visit the orphans, give them food, clothes and even take them to school. Christians donate food, money and medicine to help people suffering when disasters like floods, accidents earthquakes, drought and famine occurChristians support refugees by counselling, educating and giving medical care. They also offer shelter, food and sometimes employment. For people who are unable to attend church service, the gospel is taken to them through crusades and public rallies. Offering guidance and counselling to the youth. Taking care of the environment as part of God s creation. The Bible has 2 divisionsOld testaments 39 booksNew testaments 27 booksThe two divisions were written at different times in human historyThe two divisions were addressed to different people and individualsThe messages contained in the two testaments address different issues that were of specific concern to the people addressed. It makes it possible to identify the order of the books. It makes referencing easy. It makes it possible to relate a Biblical theme with the book in which it is found, for example, the theme of creation is found in the book of Genesis. The old testaments talk about how the world was created, the Exodus of Israelites and Ten Commandments given to Moses by God. The testaments also include real life stories. The function of this testament is to teach Christians through the experiences of other people throughout history."}
{"text": "The old testaments talk about how the world was created, the Exodus of Israelites and Ten Commandments given to Moses by God. The testaments also include real life stories. The function of this testament is to teach Christians through the experiences of other people throughout history. Several books also foretell the arrival of the Messiah and the end of the world. The New Testament focuses more on the life and teachings of Jesus and the early church. The stories are narrated through gospels and emphasise the importance of the sacrifices of Jesus. The function of the New testaments is to lead people to follow the example of Jesus more closely. The other books, written by various authors also talk about the end of the world. It was originally written in Hebrew. It was written before Jesus Christ came to exist physically. It was later translated to Greek and other languages. The following are groups of books in the Old Testament respective of their appearance. Torah Pentateuch law mosaic. Historical books. Major Prophets Books. Minor prophet books. Torah Pentateuch law They were written by Moses. Genesis means origin or beginningExodus means coming out or departureNumbers means censusLeviticus explains rules and regulation of priests. The Ten Commandments Decalogue are found in the book of exodus and Deuteronomy. Historical books. Contains the history of what happened to the Israelites and its neighbours. They are 12 books in this group written by different authorsPoetic wisdom booksThey are also known as the writings or the wisdom books. There are five in number. Prophetic booksThey are 17 in number. They are subdivided into major prophets books and minor prophets. The terms major and minor are used to refer to the amount of content in the books. Therefore, major prophetic books have more content than the minor prophet booksMinor prophetic booksNB: Genesis is the first book of the Bible and the Old Testament. Malachi is the last book of the Old Testament. The books of the New testaments according to classification The New Testament is the period after Christ is born, it is the fulfilment of tthe old testament prophecies of Jesus. NEW TESTAMENTIt was originally written in Greek. Written after Christ. The 27 books in the new testament are classified into four groups: The Gospels."}
{"text": "NEW TESTAMENTIt was originally written in Greek. Written after Christ. The 27 books in the new testament are classified into four groups: The Gospels. Historical books. The Epistles. Prophetic books. They explain the events in life of Jesus from birth to his ascension in Bethany. Gospel books are divided into two groups:Synoptic booksNon- synoptic book. Synoptic BooksThey explain full life history of Jesus They are:Matthew. MarkLuke. Non- Synoptic Book. It does not explain full history of Jesus. It is the book of John. Acts of apostleThe writer of acts of apostle was St. Luke. The book of Acts explains the life of believers in the early church. These are letters which were written by Paul while he was in prison. It comprises of 21 books. 13 of which were written by Paul while other were written by different authors. Prophetic booksAn example is the book of Revelation. It is also called Apocalypse of John meaning revelation to John. It was written by John after having a vision on Patmos Island. Revelation contains the writings about the last days. NB;Matthew is the first book of the New Testament. Revelation is the last book of the Bible and the New Testament. Bible translationTo translate means to express spoken or written words in a language that is different from one that was initially used. It also means the process of changing written or spoken information from one language to another. A version refers to the style of the language used in the translation of Bible text. Old testament was translated from the original Hebrew language into Greek in the 3rd century BCE Before Christ Era . This translation is called septuagint because it was translated by 70 scholars. Later in the 4th century, the Old testament was translated into Latin. This translation was called Vulgate. In the 16th century, the Bible was translated into different European languages for example the Germain Lutheran Bible and the English King James version. During the missionaries period in Africa, the Bible was further translated into many African languages, for example Johan Ludwig Krapf translated parts of the Old testament and New Testament into Kiswahili. During the 20th century the Bible was translated into many Kenyan languages such as:a. kikuyu-1951 b. kikamba-1956."}
{"text": "In the 16th century, the Bible was translated into different European languages for example the Germain Lutheran Bible and the English King James version. During the missionaries period in Africa, the Bible was further translated into many African languages, for example Johan Ludwig Krapf translated parts of the Old testament and New Testament into Kiswahili. During the 20th century the Bible was translated into many Kenyan languages such as:a. kikuyu-1951 b. kikamba-1956. C. Dholuo-1963. D. Kimeru-1964. E. Kalenjin-1969. F. Pokomo-2005. G. Rendille-2018. The Bible Society of Kenya BSK continues with the work of translating the Bible. CHRISTAINAS IN Kenya use different versions of the Bible. Some versions are easy to read and understand while other are difficult. The following are examples of the Bible versions;Good News Bible. Revised Standard Version RSV New International Version NIV The African Bible. The Youth Bible. New King James Version NKJV New Living Translation Bible Version. King James Bible. The Jerusalem Bible. The Gideon International Bible. The Holy Bible. The New English Bible. The Jerome Bible. The Common Bible. The New Life Version. The Authorized BibleHow people benefited from different translations of the BibleSpread of the word of God and the general growth of the church. Higher demand for formal education in Africa so as to read the Bible. It increased the number of Africans in church leadership. Unity of mankind, especially through ecumenism. It made African Christians more active than passive. Africans leaned foreign languages e.g. English. Many missionaries were able to learn African languages. African languages developed from oral to written form. Introduction of new concepts and terms into local languages. Development of African theology. Many employment opportunities. For instance, people are employed to work for the Bible Society of Kenya. Emergence of African indigenous churches. Africans rediscovered their culture and developed confidence in it. Fast growth of the printing industry. Establishment of Bible societies in Africa e.g. the Bible society of KenyaReasons that led to the translations of the Bible into local languagesTo enable the word of God to reach more people. To train local people to take leadership skills. To facilitate the expansion of the church. To indigenise Christianity."}
{"text": "To train local people to take leadership skills. To facilitate the expansion of the church. To indigenise Christianity. To establish local translation society for example Kenya s Bible society. To enable the local people read the bible and understand it. To encourage development of local languages. The different translations of the Bible When missionaries began to evangilise in African there was a need to translate the Bible into local languages of the local people to have the scripture in a language they could understand. Today the Bible has been translated into local languages. In Kenya, the Bible society of Kenya is the main body mandated to translate the Bible. Some of the translated Bibles include Kamba, Swahili, kikuyu, Kimiiru kimeru, Somali, Samburu, Borana, Luhyia Bibles. It has enabled the spread of the word of God to local communities. People can now read the Bible in their local languages and understand it betterIt has deepened the faith of individual Christians. It has made it possible for individual Christians to be actively in church activities like teaching Sunday school and conducting Bible studies. It enabled Africans to rediscover their own cultural identity. This is because through reading the Bible, they are able to differentiate between biblical Christianity and western culture. It enhanced establishment of African independent churches and schools. It offered job opportunities for example, people are employed as Bible translators, copy typists, secretaries etc. It enabled growth of business such as bookshops and printing press. Improving the standards of living among the local people. This is made possible through employment opportunities and establishment of businesses. Improving money circulation. This happens through buying and selling of items related to Bible translation. It has led to the development of African independent churchesIt has led to the development of local languages which have been put down in written form. Africans have become leaders in their established churches as catechists, priests, pastors and deacons. Exodus 2:11-13, exodus 3:1-2, Exodus 6:12 During the call of Moses, God told Moses that he had heard the cry of his people Israelites . God wanted to send Moses to the king of Egypt so that he could lead his people out of the countryCharacteristics of a good leader God fearing."}
{"text": "Africans have become leaders in their established churches as catechists, priests, pastors and deacons. Exodus 2:11-13, exodus 3:1-2, Exodus 6:12 During the call of Moses, God told Moses that he had heard the cry of his people Israelites . God wanted to send Moses to the king of Egypt so that he could lead his people out of the countryCharacteristics of a good leader God fearing. Ready to serve Hardworking Good decision maker Gentle Have respect Honest Humble Loyal Loving Peaceful Be a role model Have integrityExodus 2:11-13, Exodus 3:1-2, Exodus 6:12In the society leaders are prepared to take up their position in different ways, for example through training. Like today leaders, God prepared Moses for leadership in different ways. Speaking from a miraculously burning bush, God says he will send Moses to lead His people from Egyptian slavery. This mission was overwhelming to Moses. He responded to Gods call with doubt. He did not see himself as the best person to free the Jews or an appropriate leader for the task. However, God often calls the most unlikely people to accomplish his greatest tasks. -God prepare Moses for leadership by making him witness the suffering of the Hebrews under the Egyptians. -God prepare Moses to solve conflicts among his people and the Israelites. -Life in the desert made Moses bold and ready to face hardship. -As a shepherd, Moses learnt to be keen and responsible in leading IsraelitesThe Roles performed by Moses during the Exodus. Moses was the prophet who led Israelites out of slavery in Egypt and brought them to the edge of the promised land. Moses played various roles during the exodus. Encouraging the Israelites not to be afraid of the Egyptians. Assuring the people of Israel that God would fight for themGuiding the Israelites through crossing the Red sea and in the desert. Responding to the needs of the people when they needed water to drink. Praying to God for help when the Israelites complained. Delegating some of the leadership responsibilities to capable men according to their abilities."}
{"text": "Responding to the needs of the people when they needed water to drink. Praying to God for help when the Israelites complained. Delegating some of the leadership responsibilities to capable men according to their abilities. Teaching the Israelites God s commands on how to live and what to do. Preparing Joshua to succeed him as a leader of the people. Warning the Israelites on what would happen to them if they disobeyed God. Mediating between God and the Israelites. Leadership Qualities of Moses that Christians can emulate HumilityMoses showed humility because he sought God s guidance before making a decision. He also took advice from his father in-law Jethro. Christians lean that it is important to be humble in order to succeed in their responsibilities. Courage. Moses showed courage as he led the Israelites to cross the Red sea and through the wilderness. Christians should be courageous in their work. Empathetic. Moses identified himself with the problems of the people he led and sought solutions. Christians learn that it is important to show empathy to other people. Prayerful. Moses prayed to God whenever he faced problems in his leadership. Christians too should be prayerful in order to overcome the challenges that they face. Obedience. When he was called by God, Moss showed obedience. Christians learn that obeying God is important. MentorshipMoses prepared Joshua to succeed him as a leader. Christians learn that it is important to prepare other people for future leadership. Advantages of choosing good leaders in the societyA good leader, among other qualities should be God fearing, trustworthy, a team player, obedient, responsible, and humble. Good leadership promotes peace, love, unity and development of many nationsLeaders should follow the example of Moses. Strand 5THE LIFE AND MINISTRY OF JESUS CHRIST. BACKGROUND TO THE BIRTH OF JESUS CHRISTProphecies about the coming of Jesus ChristThe coming of Jesus Christ as messiah was predicted by many prophets in the Old testament such as Isaiah and Jeremiah. The word Messiah comes from the Hebrew word Meshiach which means the anointed one. A prophecy is a prediction of what will happen in the future. It is declared by a prophet who is inspired by the spirit of God."}
{"text": "The word Messiah comes from the Hebrew word Meshiach which means the anointed one. A prophecy is a prediction of what will happen in the future. It is declared by a prophet who is inspired by the spirit of God. Some of the roles played by prophets included:Communicating God s message to his people. Condemns evils in the society. Give hope to people. Anoint kings. Teach people the ways of God. Isaiah s prophecy about the coming of Jesus ChristIsaiah s prophesy acts as an announcement of the birth of Jesus Christ, his righteousness, his earthly government and His just Kingdom which would be everlasting. Isaiah 9:6-7Isaiah prophesied that The messiah shall be calledWonderful counsellor. Mighty God. Eternal father. Prince of peace. The messiah shall sit upon the throne of David and shall rule with justice and righteousness forever. The kingdom established by the prophesied King would have the following characteristic. It would be powerful and continue to grow. It would always be at peace. The king would rule well and exercise justice. It would last forever. Jeremiah prophecy about the coming of Jesus ChristJeremiah 23:5-6Jeremiah prophesied that The messiah would be a righteous king from the house of David. The messiah shall execute justice and righteous in the land. He shall guarantee security and safety in the land of Israel. He shall be called the lord of righteousness He would bring salvation upon Judah. He would reign as a king. He would rule wisely. The king would ensure that Judah is a safe from all her enemies and Israel lives in peace. Mathew 1:18-23, Jeremiah 23:5-6, Isaiah 9:6-7Since the birth of Jesus Christ, the title Messiah and King were used several times to refer to Him. The word Christ is a Greek word which means Messiah or savior."}
{"text": "The king would ensure that Judah is a safe from all her enemies and Israel lives in peace. Mathew 1:18-23, Jeremiah 23:5-6, Isaiah 9:6-7Since the birth of Jesus Christ, the title Messiah and King were used several times to refer to Him. The word Christ is a Greek word which means Messiah or savior. According to Matthew 1:18-23, the coming of Jesus Christ fulfilled the Old Testament prophecies about the Messiah in the following ways: The old testament prophecy that Messiah would be born in the lineage of David was confirmed when God sent Angel Gabriel to a young man named Joseph who was engaged to Mary the mother of Jesus Christ. Joseph came from the lineage of King David. Jesus was born of a virgin. He was conceived through the power of the Holy Spirit as prophesied by prophet Isaiah. Isaiah s prophecy that the Messiah would be named Immanuel is fulfilled in Angel Gabriel s message to joseph that Mary s son would be called Immanuel Matthew 1:23 The promise of a son was fulfilled when Mary bore a son and named Him Jesus. The title given to the promised Messiah by prophet Jeremiah which is The Lord Our Salvation id fulfilled when the promised son is given the name Jesus which means Saviour because He would save his people from sins. The annunciation and the birth of John the BaptistLuke 1:5-25To announce means to make known. The old testaments said that John the Baptist was to prepare the way for the Messiah. Angel Gabriel announced the birth of John the Baptist during the reign of king Herod the Great. In the kingdom there lived an old couple Zechariah and Elizabeth. Zechariah mean God has remembered while Elizabeth means God has sworn. They were good and God fearing but they did not have a child because Elizabeth was a barren which was shameful and humiliating situation for a woman among the Jews. Zechariah was a priest from a priestly family of the Levites called Abijah. As a priest his duty was to burn incense at the altar. As Zechariah was doing his duty Angel Gabriel appeared to him and stood at the right side of the altar. The rest of the people were outside praying. Zechariah was afraid upon seeing the angel. The angel said to him, Don t be afraid, Zechariah!"}
{"text": "The rest of the people were outside praying. Zechariah was afraid upon seeing the angel. The angel said to him, Don t be afraid, Zechariah! God has heard your prayer, and your wife Elizabeth will bear you a son. You are to name him John, Luke 1:13 the name John means Gods is gracious . The angel informed Zechariah that John the Baptist would have the following roles:Zechariah could not believe the angel s message since he was an old man and his wifewas also old and barrenWhen he doubted the angel, he was struck dumb and he remained so until the baby was born. Meanwhile when he came out he could not speak to people who were waiting for him, they realized that he had received a vision in the temple. After sometime his wife conceived and she remained indoors for five months. Relating the birth of John the Baptist to the coming of Jesus ChristLuke 3:16, John 1:29-30The birth of john the Baptist relates to the coming of Jesus Christ as the Messiah in the following ways:a. Baptism. During his preaching, John the Baptist reminded his listeners that someone greater than him was coming whose sandals he was not worthy to untie. This person was Jesu Christ. While John baptized them with water, he said that Jesus Christ would baptize them with Holy spirit and fire. B. Repentance. John the Baptist prepared the way for Jesus Christ by preaching repentance, though repentance, the people were prepared to receive Jesus Christ. C. Recognizing Jesus as the Messiah. John the Baptist recognized that Jesus Christ was the promised Messiah and Lamb of God who takes a way the sin of the world John 1:29 this meant that John the Baptist was not the Messiah but a forerunner of the Messiah. Ways in which Christians apply the message of John the Baptist in their lives todayWhen John the Baptist started preaching, he went to the whole of Jordan and the surrounding region proclaiming the Kingdom of God. People of all walks of life came to listen to him and to undergo baptism, which was his main message. John the Baptist Message. Message to the crowd. John the Baptist urged his listeners to have a total change of heart and confess their sins so that God would forgive them. He warned them against God s judgement."}
{"text": "Message to the crowd. John the Baptist urged his listeners to have a total change of heart and confess their sins so that God would forgive them. He warned them against God s judgement. They assumed that since they were the descendants of Abraham, God could not punish them. John emphasized that the mere factof being children of Abraham, was not sufficient for the Jews to escape Gods punishment. He urged those who have to share with those who don t have. Whatever has two shirts must give one to the man who has none, and whoever has food must share it Message to the tax collectors. He advised tax collectors not to collect more than what was required of them. Message to the solders. He advised solders not to take money from anyone by force. Not to accuse anyone falsely. To be content with their pay. How do Christian apply John the Baptists message in the modern day society? All the evils condemned by John the Baptist are still present in the current modern day society. Christians apply the message of John the Baptist in their lives today in the following ways. Christians share what they have with those who are in need. They repent their sins to God. Christians are expected to be honest in what they do and obey the laws that govern them. Christians should not take what belongs to other people by force. Christians should not accuse others falsely. Christians should be content with what they are paid. Values that Christians need to avoid evils condemned by John the Baptist. Courage- Christians should make up their minds not to engage in evils practices and stand up for what they believe even in the face of strong condemnation. Kindness- Christians should be friendly, generous and considerate of others especially in times of need and difficulties. Honesty- Christians should be truthful and sincere in their interaction with others. Social justice- Christians should promote fairness and equity across all aspects of society. Creative Thinking-Enables one to have ideas on how to avoid evil. Critical thinking- Enables one to make an informed judgement not to commit sin. Decision making -Helps us to make moral decisions that are appropriate. Self-esteem- Have a feeling of self worthAssertiveness- Express one s actions with confidence."}
{"text": "Critical thinking- Enables one to make an informed judgement not to commit sin. Decision making -Helps us to make moral decisions that are appropriate. Self-esteem- Have a feeling of self worthAssertiveness- Express one s actions with confidence. The birth and childhood of Jesus ChristEvents that took place during the annunciation and the birth of Jesus Christ Luke 1:26-38An event is something that takes place and it is of importance. The annunciation of the birth of Jesus Christ was important. During the sixth month of Elizabeth s pregnancy. Angel Gabriel was sent to a virgin. Woman named Mary, who was engaged to Joseph, a descendant of King David. Mary was troubled and he the angel told her not to be afraid for she had found favour in the Lord. The angel announced the following concerning Jesus to Mary. He shall bear a son. He shall be called Jesus. He will be great. He will be called the son of the Most High God. He will rule over the house of Jacob forever. The Lord would give Him the throne of his Father, David. His kingdom would last forever. He will be conceived through the power of the Holy Spirit. Events that took place during the Birth of Jesus Christ Luke 2:1-20a. God sends Angel Gabriel to Mary. God sent angel Gabriel to a town in Galilee called Nazareth. The angel was to deliver a message to Mary, a young woman who was engaged to Joseph. Joseph was a descendant of King David. B. The angel appeared to Mary and gave her special greeting. When the angel appeared to Mary he greeted her, peace be with you! The Lord is with you and has greatly blessed you! Luke 1:28 c. Mary was deeply troubled. Mary was greatly troubled by the angel s greetings. She wondered what is meantd. Angel Gabriel delivers God s message to Mary. The angel told Mary that she would become pregnant, give birth to a son and name him Jesus. E. Description of Mary s son. Angel Gabriel described Mary s unborn child who would be the Messiah as followsJesus was going to be great and would be called the son of the Most High. He would be given the throne of His father David. Jesus was going to be an everlasting king and his kingdom would have no end. F. The angel explains his message to Mary."}
{"text": "He would be given the throne of His father David. Jesus was going to be an everlasting king and his kingdom would have no end. F. The angel explains his message to Mary. Mary wondered how she would conceive as she was still a virgin. The angel explained to her that she was going to conceive through the power of the Holfy spirit. To confirm that this would be possible. Angel Gabriel told Mary that her relative Elizabeth who had been barren was six months pregnantg. Mary submits to the will of God. Mary finally accepted the angel s message and submitted herself to God s will. I am the Lord s servant, said Mary; may it happen to me as you have said. Luke 1:38 The birth of Jesu Christ took place in Bethlehem, in Judea, during the rule of Emperor Augustus Caesar. Mary and Joseph travelled to Bethlehem, the birth place of Joseph, who was a descendant of King David. People were supposed to be counted from their original home areas. While in Bethlehem, the time came for Mary to have her child. There was no place available to rest for rooms in the inns were fully booked. The baby was, therefore, born where Joseph and Mary had settled in for the night. Mary wrapped him in clothes and laid him in a manger. In the countryside close by, there were shepherds who lived in the fields, an angel of the Lord appeared to them and they were afraid. The angel calmed them down and informed them the Savior had been born. The angel also gave them signs so as to identify the baby. They would find the baby wrapped in clothes and lying in a manger. Soon after this, a choir of other angels appeared singing praises to God. After the angel s message, the shepherds went to visit the baby. They found the baby lying in a manger as they had been told. They repeated what the angel had told them about the baby and all who heard it were surprised. The shepherds then returned, praising God for all they had heard and seen. Events that took place during the dedication of Jesus ChristIn obedience to the Law of Moses, Mary and Joseph took Jesus to the temple in Jerusalem to dedicate him to the Lord. They also went to offer a sacrifice if a pair of doves or two young pigeons as required by the law of the Lord."}
{"text": "The shepherds then returned, praising God for all they had heard and seen. Events that took place during the dedication of Jesus ChristIn obedience to the Law of Moses, Mary and Joseph took Jesus to the temple in Jerusalem to dedicate him to the Lord. They also went to offer a sacrifice if a pair of doves or two young pigeons as required by the law of the Lord. A good, God fearing man named Simeon led by the Holy Spirit, went into the temple when the parents of Jesus brought him for dedication. Simeon took Jesus into his arms and gave thanks to God. Anna, an 84 years old prophetess, who never left the temple; fasting and praying also arrived and gave thanks to God. She spoke about Jesus to all who were waiting for God to set Jerusalem free. Mary and Joseph were amazed at the things Simeon said about Jesus. He blessed them. Simeon prophesied that Jesus was chosen by God for the destruction and the salvation of many in Israel. He said many people would speak against him and his mother would face some of the suffering. Importance of the dedication of Jesus. The dedication of Jesus was important in the following ways:Obedience to the Law of the Lord. The dedication of Jesus Christ was important because it was an act of obedience to the Law of the Lord. Every firstborn male is to be dedicated to the Lord! . Luke 2:23 . By doing so, Mary and Joseph fulfilled their obligation as it was the requirement of every parent to observe the Law. Jesus Christ was recognised as the promised Messiah. Jesu Christ was recognised as the promised Messiah through Prophet Simeon who was led by Holy Spirit. Prophetess Anna also affirmed that indeed Jesu Christ was the promised Messiah. A show of Humility. The parents offering of a pair of doves during the ceremony was a sign that Jesus Christ was born in a poor family. This was important because Jesus praised humility and despised the proud throughout his ministry. From the time of his birth, he was a humble king. For example. He was laid in a manger and visited by the shepherds who were considered the poorest among Israelites. Prophecy about Jesus Christ s mission. Simeon foretold that Jesus Christ had been chosen by God for the destruction and salvation of many in Israel. Prophecy about Jesus Christ s rejection."}
{"text": "Prophecy about Jesus Christ s mission. Simeon foretold that Jesus Christ had been chosen by God for the destruction and salvation of many in Israel. Prophecy about Jesus Christ s rejection. Simeon also foretold Jesus Christ s rejection which would cause great sorrow to His mother. The Boy Jesus with Elder at the Temple. When Jesus Christ was 12 years old, He went with His parents to Jerusalem for the Passover festival. After the festival, the parents began walking back to Nazareth. When they had travelled for a day, they realized that Jesus Christ was not among them. They looked for Him among their relatives and friends and did not find Him. They went back to Jerusalem to look for Him. They found him on the third day in the temple sitting with the Jewish teachers and asking them questions. All those who heard Him were amazed by His intelligence. When Mary and Joseph saw Jesu, they were astonished. His mother asked Him why He had caused them so much anxiety. Jesus answered them: Did you not know that I must be in my Father shouse? This meant that Jesus was already aware of His unique relationship with God. He knew he was Christ whose mission was to bring salvation to human kind. Jesus Christ went back to Nazareth with His parents where He was obedient to them. He grew in wisdom and favour with God and people. Values Christians learn from the birth and childhood of Jesus. Responsibility- parents should raise children in a Godly way like parents of Jesus. Obedience- Christians should obey their parents like Jesus Christ obeyed His parents. RespectLoveIntegritysharingStrand 5THE CHURCHSelected Forms of WorshipBiblical teaching on selected forms of worship. The bible teaches about different forms of worship such as:Music. Singing. Dancing. Fasting. Prayer. For example, we learn from the Bible texts that:Miriam the prophetess, sister to Aaron and Moses, and the women of Israel took tambourines to sing and dance in celebrations of God s victory over the Egyptians through Moses. God has taken away the mourning of His people and has made their hearts to dance with joy. The Psalmist calls people of God to sing to the Lord a new song; a song that proclaims the goodness of the Lord to all. The Psalmist invites people to praise God for His greatness, strength and the mighty things He has done."}
{"text": "God has taken away the mourning of His people and has made their hearts to dance with joy. The Psalmist calls people of God to sing to the Lord a new song; a song that proclaims the goodness of the Lord to all. The Psalmist invites people to praise God for His greatness, strength and the mighty things He has done. They are encouraged to do this with musical instruments like cymbals, trumpets, harps, lyres, flutes, drums and dancing. As we worship God, we should praise, make music, sing and dance using various musical instruments. Importance of Prayer and fasting to Christians. Prayer is talking to God requesting help or expressing gratitude for favours received. Fasting is abstaining from food or drink in order to purify oneself before God. Prayer is important in a Christians life because: It makes us to be like Jesus and reveals to us the heart and mind of God. It enables us to have an intimate relationship with God. Prayer is an act of obedience to God because God asks us to pray all the time. Fasting is an act of worship that increases our desire for God. Fasting strengthens our faith in God. Lesson Christians learn from the Bible verses on Fasting and Prayer. Jesus had returned from Jordan full of the Holy spirit and was led by THE Spirit to the desert where He fasted for forty days and forty nights. Jesus was hungry after the forty- day fasting. There were some prophets and teachers in the church at Antioch. Barnabas, Simeon called the Black , Lucius from cyrene Manaen who had been brought up with Herod the governor and Saul. While they were serving Lord and fasting, the Holy spirit asked them to set apart Barnabas and Saul for Him, to do the work that He had called them to do. The prophets and teachers fasted and prayed, placed their hands-on Barnabas and Saul and sent them off. That Jesus taught the Lords Prayer to the disciples. We should be joyful always, pray at all times and be thankful in all circumstances as this is what God requires from our lives in union with Christ Jesus. Through praying before meals. Praying during crusades. Praying with the family before going to bed. Fasting to purify ourselves before prayer. Fasting for 40 days during lent to imitate Jesus fasting in the wilderness."}
{"text": "Praying with the family before going to bed. Fasting to purify ourselves before prayer. Fasting for 40 days during lent to imitate Jesus fasting in the wilderness. Praying in church and at home fellowships with others. Fasting when we want to defeat temptations form the devil. The Role of the Church in Education and Health. Education is the process of acquiring knowledge, skills, attitudes and values through institutions of learning and from life. The church has contributed towards education in the following ways: Introduced western formal education by starting schools as a means of spreading the Gospel of Jesus Christ. The church has taught Africans literacy and numeracy. It has encouraged local communities to send their children to school. It has translated the bible into local languages. It has taught Africans vocational skills in agriculture, masonry, cookery and carpentry. It has helped to develop local languages into written forms. It has developed textbooks, dictionaries and story books and other learning materials. It has provided bursaries to needy students for learning. It has established schools, colleges and universities as institutions of learning. It has promoted social, moral and spiritual development of learners. It has provided well trained workers for the church and government. It has promoted character building in learners. Reason why the church established schools in Kenya. To spread the Good news of Jesus Christ or evangelization. To teach Christians Religious Education. To teach people how to read and write, numeracy and technical skills like carpentry, joinery, masonry, agriculture, hygiene and domestic science. The role of the church in Health. Health is the state of being free from illness or injury. It is also the state of complete well being physical, socially. Mentally and spiritually. The church plays the following roles in health:Employment of health workers. Establishment of clinics and hospital especially among the needy. Providing chaplaincy services to the sick. Training medical personnel like nurseries, midwives, doctors and laboratory technicians. Providing medical equipment and medicine. Preaching to patients through provision of healthcare. Barriers to effective church mission work in health and education. The church currently faces the following challenges in its mission works:Cultural interference. Some cultures do not support formal education and medical services. Political interference."}
{"text": "The church currently faces the following challenges in its mission works:Cultural interference. Some cultures do not support formal education and medical services. Political interference. Government agencies sometimes frustrates the church s effort to participate in education and health care. Cults and religions. Such as Kavonokya which discourages its congregants from seeking formal education and health care services. Lack of support. From some parents or guardians as key stakeholders in their children s education and wellbeing. Insufficient funds. To sponsor and cater for the majority of poor and less fortunate. Love. Social justice. Responsibility. Respect. Strand 6CHRISTIAN LIVING TODAYHuman sexuality refers not only to the physical-sexual characteristics of male andfemale; but to the whole personal development of a girls and a boy as they grow towards manhood and woman hood. Sexuality makes us human. It influences how we behave towards the opposite sex and what we feel about ourselves. Besides maturing physically, boys and girls develop inwardly in mind, feelings or emotions and in spiritual understanding. The changes that boys and girls experience are normal and they should be taken positively. Changes that boys and girls experience at adolescence. Healthy and unhealthy relationships. Relationships between boys and girls are normal especially when they reach adolescence. This is the period between 10-19 years. During this time, boys and girls grow in every way: physically, mentally, emotionally, socially and spiritually. Young people want to be in the company of the opposite sex and those with whom they share common interests. This is also a period of searching for identity or trying to understand who one is. Adolescents love socializing and pursuing interests in sports, academics and interacting with interactive media like television, video games, computer and smartphones. They also love dressing up, going to church and helping others. It is very important to be in a heathy relationship that is affirming and can help you grow. Unhealthy relationships should be avoided. What are the life skills needed to maintains healthy relationships? Assertiveness. Decision making. Critical thinking. Problem solving. Communication. Answer the following question. What circumstances leads to unhealthy relationships? Dishonesty. Controlling others. Jealousy. Avoiding sexual temptationsSexual temptation is being persuaded or seduced into engaging in sexual acts. Sexual temptation leads to sexual immorality."}
{"text": "Jealousy. Avoiding sexual temptationsSexual temptation is being persuaded or seduced into engaging in sexual acts. Sexual temptation leads to sexual immorality. As a Christian, in order to lead a godly life, it is important to avoid temptations and tempting places. Christians can avoid temptation by:Praying to God for strength to withstand any temptations. Making a decision to always do the right thing. Keeping good and supportive friends. Engaging in productive and interesting leisure activities. Remove the temptations. Listen to the guidance of the Holy spirit. Teachings from Bible verses on Sexuality. 1 Corinthians 6:9,18Children of God who have been filled with the Holy spirit should be physically and spiritually pure. They should avoid sexual immorality because the sexually immoral will not inherit the Kingdom of God. We should flee from sexual sin. Sexual immorality unlike other sins affects the bodies. Those guilty of sexual immorality sin their own bodies. We should use our bodies to glorify God. Consequences of engaging in sex before marriage. Sex before marriage is a sin. Sex before marriage decreases one s chance of getting marriage. One risk getting sexually transmitted diseases and HIV AIDS. Sex before marriage distracts one from other important areas of life like studying and pursuing a career. Christian Marriage and Family. Marriage is a union between a man and a woman who decide to have lasting relationship. Family is a special group that is made up of parents and their children,It is the basic social unit of a society. A family has its foundation in marriage. There are different types of families in Kenya as follows. Nuclear family. Single parent family. Extended family. Step family. Grandparent family. Child headed family. Biblical teachings on Marriage. Marriage was ordained by God. Marriage is for companionship, so a man and a woman will leave their parents and be joined together in marriage. Marriage is between a man and a woman. Married couples are encouraged to be faithful to each other and to jealously guard their love. Christian husbands are the leaders of families and should love their wives like Christ loves the church. Wives should respect or submit to their husbands as they would to Christ. Both husbands and wives should respect each other without being abusive. Some of the Requirements of a Christian marriage are:Loving each other unconditionally. Respecting each other. Treating each other with dignity."}
{"text": "Some of the Requirements of a Christian marriage are:Loving each other unconditionally. Respecting each other. Treating each other with dignity. Bearing and raising children in a godly way. Complementing and supporting each other. Both parties must be adult at the time of the marriage. Bible teaches that:Children should respect their parents so that God may give them long lives. Children are a gift from God and are a blessing. They offer protection to parents from enemies. Children should be taught right from wrong by their parents and look to Christ alone for their salvation. Parents should not provoke their children to anger. Instead, they should bring them up with Christian discipline and teachings. Taking them through courtship seminars. Teaching them what the Bible teaches about marriage and family. Encouraging virtues and values among young people. Teaching young people skills of resolving conflicts within marriages. Teaching young people to model good behavior to their children. Teaching them how to manage finances and investments in marriage. Why it is important for marriages and families to have harmonious relationships. God intends marriages and families to be based on love and companionship. God wants children to be raised in peaceful and harmonious marriages and families. Marriages and families should be based on respect for one another. Without peace, love and harmony, marriages and families would break up easily. Children should grow up in a nurturing environment where their emotional, mental, spiritual and social needs are met. Children learn how to treat others and solve conflicts depending on the ways they were raised. Skills young people need to contribute towards families. Be form and friendly. Make right choices or decisions. Solve problems peacefully. Think creatively before you act. Alcohol, Drugs and Substance Use. Types of Drugs commonly abused by youth in Kenya today. Alcohol refers to a chemical substance found in drinks such as beer, wine and liquor. It is made through chemical process know as fermentation that uses sugar and yeast. A drug is any substance which when taken into living organisms may alter some of their functions. Alcohol, drugs and substances use refers to the consumption of alcohol, drugs and other illegal substances. Abuse refers to wrong or inappropriate use of something. Common drugs abused in Kenya are as follows. A. Tobacco-it is usually taken in form of cigarettes or snuff. B. Khat or Miraa-this is a wild growing shrub whose leaves and stacks are chewed to induce excitement. C. Clue sniffing- this is a volatile drug that makes the consumer intoxicated."}
{"text": "A. Tobacco-it is usually taken in form of cigarettes or snuff. B. Khat or Miraa-this is a wild growing shrub whose leaves and stacks are chewed to induce excitement. C. Clue sniffing- this is a volatile drug that makes the consumer intoxicated. D. Cocaine- this is a narcotic drug derived from coca plant leaves. E. Morphine-this is a narcotic drug obtained from opium. F. Bhang-it comes from a plant known as Indian hemp. Bhang is also known as marijuanaor cannabis sativa. G. Heroine-it is a substance made from morphine which is highly addictive. Reasons why young people abuse drugs today. People today abuse alcohol, drugs and other substances because of various reasons. Some of the reasons are:Idleness-when people have too much time for themselves with nothing constructive to do, they might experiment with alcohol and drugs to get excitement and they get addicted. Frustrations-During difficult frustrating moments, some people indulge in alcohol and other drugs in order to cope. Example of frustrating situations include family disputes and failing to do well in school. Having too much money-when young people receive more money than they need , they get tempted to buy alcohol and drugs which they abuse with time and become addicted. Financial stress- people with little or no money for their basic needs feel insufficient, troubled and miserable. Such people might get tempted to become peddlers, pushers and users of drugs so as to get money. Bad examples from adults-young people from homes and environment where parents and other people abuse drugs are likely to be influenced to use and abuse drugs. Negative peer influence-in social gatherings, a person may be sidelined if they do not do what others are doing. Young people start abusing alcohol and other drugs because they fear to appear primitive and to lose friends. Availability of Drugs in the Kenyan markets- some drugs are readily available and also affordable thus making it easy for those interested to access them. Media influence-commercial advertising and movies promote use and abuse of alcohol and drugs because they link success and power to their consumption. Parental neglect of children-some parents are not available for their children and this makes the children to feel neglected and unloved. Sometimes such children may indulge in alcohol and drugs use as a way of getting their parents attention."}
{"text": "Media influence-commercial advertising and movies promote use and abuse of alcohol and drugs because they link success and power to their consumption. Parental neglect of children-some parents are not available for their children and this makes the children to feel neglected and unloved. Sometimes such children may indulge in alcohol and drugs use as a way of getting their parents attention. Permissiveness and decline in moral values-some young people feel that they have the right to do whatever pleases them regardless of the opinions of their parents or guardians and other authorities. They go against the regulations that govern good morals in the family and society. Some of them end up becoming alcohol, drugs and substance abusers. Effects of alcohol, drugs and substance use on individual and families. A. Effects on IndividualsAlcohol, drugs and substance abuse have negative influence on individuals and families. These negative influences include the following: Poor health-many drugs users do not eat well either because they lack appetite or they buy drugs instead of food stuffs. Some consume alcohol on an empty stomach and this can affect the liver and the digestive system. Lack of concentration in school and at work-this happens because alcohol and drugs destroy brain cells. School dropouts-if the abuse of alcohol and drugs is not curbed on time, the user might eventually fail to complete their education courses. Vulnerable to risky behavior-alcohol and drugs abusers lower a person s ability to make proper moral decisions. As a result, some people engage in sexual activities and contract HIV AIDS and other sexually transmitted diseases. Violence and unruly behavior-some people get drunk and disorderly and thus commit crimes such as robbery and violence. Imprisonment-one can be imprisoned for being a drug and substance dealer or for committing crimes from the result of using alcohol, drugs and substances. B. Effects on Families. Misuse of family resources- this affects family projects negatively as resources are spent on alcohol, drugs and substances abuse rather than on development. Financial strains-when family income is spent on alcohol, drugs and substances, the family strains financially. Family conflicts-this could be as a result of negligence, misuse of family resources and violence by alcohol, drugs and substance users. Consequently, family members are deprived of peace and harmony. Poverty and poor living standards-this can happen as a result of inability to work well or use of family resources for medication and rehabilitation of an addicted family member."}
{"text": "Family conflicts-this could be as a result of negligence, misuse of family resources and violence by alcohol, drugs and substance users. Consequently, family members are deprived of peace and harmony. Poverty and poor living standards-this can happen as a result of inability to work well or use of family resources for medication and rehabilitation of an addicted family member. Separation and divorce-when conflicts withing the family are too much; they lead to separation of family members or divorce. Juvenile delinquency-this is a situation where young child gets involved in criminal activities. It can happen as a result of lack of proper parental guidance or disobedience from children. Young children who are alcohol and drug abusers can also get involved in the crime. This affects family stability. Biblical teachings on alcohol, drugs and substance use. Getting drunk with wine destroys a person. It is better to seek to be filled with the Holy spirit than to drink wine. Drinking too much makes one foolish and stupid. Our bodies are the temple of God and so they should not be contaminated with alcohol and drugs. God is not happy with those who destroy their bodies with alcohol, drugs and substances abuse. Alcohol, drug and substance abuse can make someone to miss the Kingdom of God. Values needed to avoid alcohol, drugs and substance use. Obedience-young people to obey instructions and guidance of their parents and authorities. Respect-people to respect themselves and othersResponsibility-it helps one to make right decisions and take the right actions to avoid alcohol and drugs. Diligence-hardworking people are not idle and they are able to earn what they need for their use hence avoid being lured into illegal practices. Perseverance- helps you to bear with hard situations. Patience-this is ability to wait for something to happen or a situation to change. It helps someone to avoid alcohol and drugs. Skills that would help to avoid alcohol, drugs and substance use. Self-awareness. Self-esteem. Self-confidence. Coping with emotions. Assertiveness. Decision making. Effective communication. Critical thinking. Gambling as a form of addiction. Gambling means taking part in any game or activity in which one risks loss pf money or valuable items in order to win money. Types of Gambling. There are three types of gambling. Commercial gambling for example lotteries and number games. Sports betting such as horse betting, poker and other card games. Electronic gambling; gambling using machines."}
{"text": "Commercial gambling for example lotteries and number games. Sports betting such as horse betting, poker and other card games. Electronic gambling; gambling using machines. Biblical teaching on Gambling. Wealth that is easily acquired is also easily lost. Honest people are blessed by God with a happy life. However, those who are in a hurry to get rich suffer ruin. The urge to get rich leads to temptations and this leads to a disaster. Causes of Gambling in the Society. Desperation to get money easily. Curiosity to know about gambling. Desire to have a thrilling experience of winning. Urge to be a successful gambler. Using gambling as a means of coping with daily stresses and life. Drug or alcohol addiction. Media influence through advertisements by betting companies. Bad influence from adults especially parents. Effects of Gambling on individual and families. Effects of gambling on individual and families are both physical and mental. Many individual and families have trouble coping with the effects. Effects of Gambling on individuals include:Depression, for example, when an individual cannot cope with piling debts resulting in lack of sleep, ulcers, headaches and anxiety. Low self-esteem when one feels judged by others. Isolation from family and friends due to constant blaming and condemnation. Engaging in criminal behaviours like stealing to get more money for gambling. Suicide when one cannot repay debts or cope with the loss of money. Violence against the family, for example, when a child or spouse asks for money for household use. Feelings of shame, hurt, anger and fear. Loss of friends due to constant borrowing of money. Effects of Gambling on Families include:Loss of family wealth, property and other possessions. Emotional problems like shame, anger and distrust of the person concerned. Physical and emotional abuse of spouse and children. Families struggling to pay bills. Health problems among family members like depression, ulcers, lack of sleep, headaches and muscle pains. Isolation of family from other relatives and friends due to shame. Establishment of recovery and rehabilitation centres to help those who are addicted togambling. Provision of psycho-social support to those who express the desire to be cured from addiction to gambling. Provision of guiding and counselling services. Spiritual support through Bible reading and prayers. Medical help to treat mental and emotional disorders. Family therapy to enable family members cope with the situation. Awareness creation on the dangers of gambling through the school curriculums. Bible teachings on Gambling."}
{"text": "Family therapy to enable family members cope with the situation. Awareness creation on the dangers of gambling through the school curriculums. Bible teachings on Gambling. The bible encourages us to work hard to acquire wealth instead of looking for easy ways like gambling. Love of money is a source of all types of evil. Those that are very eager to acquire money like gamblers, forget their faith and become sorrowful in the process. The bible encourages us to keep our lives free from the love of money and to be satisfied with what we have. It also affirms that God never abandons us. This means that we should avoid earning money through gambling. The bible advices us to exercise self-control over any evil that pull over our minds and body. We should be faithful and stand up for God s way. What strategies can an individual use to overcome gambling? Find activities that will distract one from the temptation to gamble. Be focused on what is important in your life. Set new goals for yourself every in order to overcome gambling urge. Find a healthier activity to replace gambling. Remind oneself that gambling results in losses not winnings. Journal one s experience and successes every day. Be thankful to God for life and support to overcome gambling. Join a support group that will support one, during difficult moments. Values of leading a free gambling life. Living a healthy life free from anxiety, depression and stress. Living a successful and peaceful family life free of violence. Experiencing financial wellbeing for an individual and the family. Having healthy interpersonal relations with family and friends. Having positive use of leisure time. Skills and values that can help a person to avoid Gambling. Self-awareness. Assertiveness. Decision making. Integrity. Responsibility. Critical thinking. Love. Respect. Social Media. Social media platforms are channels through which individuals and groups create and share information over the internet. Examples of social media platforms used by young people today. Instagram. WhatsApp. Twitter. Tiktok. Facebook. Snapchat. Messenger. Telegram. YouTube. They can pose dangers like kidnapping, raping and killings. They can introduce us to antisocial behaviours like cyber bullying. They can recruit us to criminal groups, for example terrorism. They can cause distress to our family members. They can introduce us to drug and substance use. They may convince us to drop out of school. They may introduce us to age inappropriate content online. They may introduce us to ungodly groups. They may lure us into subscribing to inappropriate sites."}
{"text": "They may introduce us to age inappropriate content online. They may introduce us to ungodly groups. They may lure us into subscribing to inappropriate sites. They may lead us to steal from our parents in order to buy more data bundles. Cyber bullying. This is sending threatening, frightening or upsetting messages through social media platforms. Stalking. This is repeatedly monitoring another person online for purpose of harassment or invading their privacy. Time depletion. A lot of time is spent online at the expense of studies or work especially where one is addicted to social media. Perpetuating criminal activities. Such as kidnapping, extortion, fraud, child pornography and terrorist activities. Trolling. This is abusing or commenting negatively on other s posts on social media platforms and causing them distress. Clout chasing. This is the desperation to gain popularity or following on social media through all means including sharing immoral contents. Spreading fake news. The spread of false and malicious information is very rampant on social media. Gossip. This is discussing or talking ill of other people. Impersonation. This is pretending to be someone else and opening pseudo accounts in their names for criminal purposes. Pornography. Some youth are introduced to sex related content through social media sites. Response or Reactions to or in case of Cyber bullying. Do not respond to cyber bullying. If you do, the bullying becomes a cycle and worsens instead of solving. Do not bully them back or retaliate. Maintain your cool nature and do not allow anger to lead you to sin. Tell a trusted adult like a teacher, parent or guardian, close relatives or friends. Tell the cyber bully that it hurts you, therefore, they should stop it. Block the cyber bully from accessing your social media platforms. Save evidence by taking screenshots of events where you are bullied. Do not take their actions to heart to prevent it from lowering your self-esteem. Christian values to apply while using different Social media platforms. Love. Respect. Humility. Responsibility. Integrity. Skills to apply while using different Social media platforms. Assertiveness-to be firm when saying no to strangers and negative social media influence. Critical thinking-analyse content and the consequences of sharing it before posting it on social media platforms. Empathy-to consider other s feelings before sharing information on social media platforms."}
{"text": "FOARDAION,-s6iuyoay pup suonoweaypads ssaudxe 02 pauuuoyied auawenrows pasiu06.0 1 S14. 42UDq-Fivowsoy pun fipojeus wupfiys Busn spunos yoquewebub.s0 UO SIS. I8MHL a6on6upj jo sanyonb ino pu wipfiys sasn pun aBnxs uo pautiojsed utioj 29004 O 1 SIL.-Bunop ySno.up a602s D uo pawuioyied uoR 0 SI sI4j, :DUIDIG-suay Bulwwiopsay jo 521496 Buymorjoy a4p WsDay IA 2m\"9PO46 SP ULsqujog 6ujus027 19819, ;' aa eangoyd yous fig pamuosoidea 1 soup oauo6 oun fypuop pup mojaq soan2yd ayp fipnys sdnoa6 uy parinys Bupr9 Sqay Buyunsoysag Jo s24u25up sauo yay 024pu pun Besnscanerfeelings about it4, Share your ideas in class, Explore4. Use the table below to write other genres in Column B that can be combinedwith a genre in Column A. 2. Draw the chart above on paper and display it for the class to see. Importance of Performing Arts in society Getting StartedName the functions or ceremonies where you have watched performances:of songs, dances, stories, short plays and verses in your community. Learning PointsPerforming Arts genres such as drama, poetry, music and dance provide us with entertainment. ;. They can also be used to talk about things happening in society ;Most importantly, they con be used to educate young persons and society as a whole. AcaTalk it over41."}
{"text": "Learning PointsPerforming Arts genres such as drama, poetry, music and dance provide us with entertainment. ;. They can also be used to talk about things happening in society ;Most importantly, they con be used to educate young persons and society as a whole. AcaTalk it over41. In groups, recall the performances you have watched,NOT FOR SALEBesnscanersnofi PUD sesuDUo,Jed soy isua sosue6 SuIUiqWor seM0WK ssnosiq nto ot gp nee seauoB peurquio piv sooupuiio sed ony fluo 10 S81 O9PIA yprOM sdnou6 uy 4AAA SEs09p uo id92u09 mouos poanponuyoqon 9249 pn0 smo om 90008 Bux quo s upulo 6d oi saY 11U9 Om9 2uOUO 0d aUo Uy 50:u06 wuevoyp Bus \"Vona10qo 0 96ouno2u0 cr s.ue6 sasayp auquon sonny s2ubULO Jad ay GuLinp a2uDp pups P 4010 B4a YA 3NfS D BADY UD Nofi e duiOxe 104 eouDULJOLIedPouiqulo aq uD so1ua6 wos jew ows ays ap 2IsnWY puDdjexfuoas poy ayn e2uoWojad D paysiom JoAD nofl OADpaving bua5 Suy Buywiuojieg uy sound asip 043 Buown sdiysuonDjoy SS0 ay yay sGulpuy unofi axoys -y anogo som soupwuojied yp 20 adu9sap Jataq D pup paysiom nofi sa2uDULo Iad aya Jo 2s D UMOP aLUMA pauuojiad a40 sosuo6 aussoyip oi Moy aAIOsqQ 7Fuyunuiuos anofi woyy sosuowojied pap4or04 40 941 Y 20m sdnou6 Up z a40 dx3 Beanscamer32."}
{"text": ";They can also be used to talk about things happening in society ;Most importantly, they con be used to educate young persons and society as a whole. AcaTalk it over41. In groups, recall the performances you have watched,NOT FOR SALEBesnscanersnofi PUD sesuDUo,Jed soy isua sosue6 SuIUiqWor seM0WK ssnosiq nto ot gp nee seauoB peurquio piv sooupuiio sed ony fluo 10 S81 O9PIA yprOM sdnou6 uy 4AAA SEs09p uo id92u09 mouos poanponuyoqon 9249 pn0 smo om 90008 Bux quo s upulo 6d oi saY 11U9 Om9 2uOUO 0d aUo Uy 50:u06 wuevoyp Bus \"Vona10qo 0 96ouno2u0 cr s.ue6 sasayp auquon sonny s2ubULO Jad ay GuLinp a2uDp pups P 4010 B4a YA 3NfS D BADY UD Nofi e duiOxe 104 eouDULJOLIedPouiqulo aq uD so1ua6 wos jew ows ays ap 2IsnWY puDdjexfuoas poy ayn e2uoWojad D paysiom JoAD nofl OADpaving bua5 Suy Buywiuojieg uy sound asip 043 Buown sdiysuonDjoy SS0 ay yay sGulpuy unofi axoys -y anogo som soupwuojied yp 20 adu9sap Jataq D pup paysiom nofi sa2uDULo Iad aya Jo 2s D UMOP aLUMA pauuojiad a40 sosuo6 aussoyip oi Moy aAIOsqQ 7Fuyunuiuos anofi woyy sosuowojied pap4or04 40 941 Y 20m sdnou6 Up z a40 dx3 Beanscamer32. Brainstorm the importance of the performances you watched in the soci,3."}
{"text": "AcaTalk it over41. In groups, recall the performances you have watched,NOT FOR SALEBesnscanersnofi PUD sesuDUo,Jed soy isua sosue6 SuIUiqWor seM0WK ssnosiq nto ot gp nee seauoB peurquio piv sooupuiio sed ony fluo 10 S81 O9PIA yprOM sdnou6 uy 4AAA SEs09p uo id92u09 mouos poanponuyoqon 9249 pn0 smo om 90008 Bux quo s upulo 6d oi saY 11U9 Om9 2uOUO 0d aUo Uy 50:u06 wuevoyp Bus \"Vona10qo 0 96ouno2u0 cr s.ue6 sasayp auquon sonny s2ubULO Jad ay GuLinp a2uDp pups P 4010 B4a YA 3NfS D BADY UD Nofi e duiOxe 104 eouDULJOLIedPouiqulo aq uD so1ua6 wos jew ows ays ap 2IsnWY puDdjexfuoas poy ayn e2uoWojad D paysiom JoAD nofl OADpaving bua5 Suy Buywiuojieg uy sound asip 043 Buown sdiysuonDjoy SS0 ay yay sGulpuy unofi axoys -y anogo som soupwuojied yp 20 adu9sap Jataq D pup paysiom nofi sa2uDULo Iad aya Jo 2s D UMOP aLUMA pauuojiad a40 sosuo6 aussoyip oi Moy aAIOsqQ 7Fuyunuiuos anofi woyy sosuowojied pap4or04 40 941 Y 20m sdnou6 Up z a40 dx3 Beanscamer32. Brainstorm the importance of the performances you watched in the soci,3. Discuss the importance of Performing Arts as a learning area to you, Through Performing Arts, individuals and societies are able to express thems,2."}
{"text": "In groups, recall the performances you have watched,NOT FOR SALEBesnscanersnofi PUD sesuDUo,Jed soy isua sosue6 SuIUiqWor seM0WK ssnosiq nto ot gp nee seauoB peurquio piv sooupuiio sed ony fluo 10 S81 O9PIA yprOM sdnou6 uy 4AAA SEs09p uo id92u09 mouos poanponuyoqon 9249 pn0 smo om 90008 Bux quo s upulo 6d oi saY 11U9 Om9 2uOUO 0d aUo Uy 50:u06 wuevoyp Bus \"Vona10qo 0 96ouno2u0 cr s.ue6 sasayp auquon sonny s2ubULO Jad ay GuLinp a2uDp pups P 4010 B4a YA 3NfS D BADY UD Nofi e duiOxe 104 eouDULJOLIedPouiqulo aq uD so1ua6 wos jew ows ays ap 2IsnWY puDdjexfuoas poy ayn e2uoWojad D paysiom JoAD nofl OADpaving bua5 Suy Buywiuojieg uy sound asip 043 Buown sdiysuonDjoy SS0 ay yay sGulpuy unofi axoys -y anogo som soupwuojied yp 20 adu9sap Jataq D pup paysiom nofi sa2uDULo Iad aya Jo 2s D UMOP aLUMA pauuojiad a40 sosuo6 aussoyip oi Moy aAIOsqQ 7Fuyunuiuos anofi woyy sosuowojied pap4or04 40 941 Y 20m sdnou6 Up z a40 dx3 Beanscamer32. Brainstorm the importance of the performances you watched in the soci,3. Discuss the importance of Performing Arts as a learning area to you, Through Performing Arts, individuals and societies are able to express thems,2. Performing Arts prepare you for future careers in entertainment, music, rag,Public speaking, television or film."}
{"text": "Listen to the song ! Am a Musician or any other sung or played by yourteacher or resource person.2. Sing the song as you tap the rhythms of each syllable,3, Repeat the song, replacing the word guitar with the name of anotherinstrument, for example, trumpet played as pa-ro-ra-ra, po-ra-ra-ra, pa-rara-ra,ram,pa-Fa-ra-ra,ram,pa-ra-ta-Fa, Fam, pa-ra-Fa-ta, Pa-ra-ra-Fa,pa-rara-ra,ram, po-ra-ra-ra, pa-ra-ra-ra, ram. Recite the French rhythm names equivalent to the note values in the song I am a Musician instead of the syllables of the song. NOT FORSALECB camscannermiquaver in relation to the longer note vl,This table shows the position ofthe s Taa-aa-ao-aa 1 semibreve J staoco 4 tavea 2 minims yy es ai Do of 0 ta-te tate ? A oo,; rota te-fe tafa te-fe ta-fa te-fe to-fa te-fe A semiquaver is a note that result from dividing the quaver into two. A semiquaver is represented by a filled notehead, or dot, and a sterwith 2 ais 2 ,To draw a semiquaver, draw a circle, colour in the circle then add a stem on wo tails always on the right hand. NSS In duration of one crotchet,there are two quavers,with the French rhythm names.ta and te respectively The frst quaver, ta is equivalent to two semiquavers. The French rhythm names of these semiquavers are ta and fa. The second quaver te is equivalent to another two semiquavers, The French rhythm names of these semiquavers are te and fe Property of theGovernment of Kenye 59 camscanner2."}
{"text": "Sing the song as you tap the rhythms of each syllable,3, Repeat the song, replacing the word guitar with the name of anotherinstrument, for example, trumpet played as pa-ro-ra-ra, po-ra-ra-ra, pa-rara-ra,ram,pa-Fa-ra-ra,ram,pa-ra-ta-Fa, Fam, pa-ra-Fa-ta, Pa-ra-ra-Fa,pa-rara-ra,ram, po-ra-ra-ra, pa-ra-ra-ra, ram. Recite the French rhythm names equivalent to the note values in the song I am a Musician instead of the syllables of the song. NOT FORSALECB camscannermiquaver in relation to the longer note vl,This table shows the position ofthe s Taa-aa-ao-aa 1 semibreve J staoco 4 tavea 2 minims yy es ai Do of 0 ta-te tate ? A oo,; rota te-fe tafa te-fe ta-fa te-fe to-fa te-fe A semiquaver is a note that result from dividing the quaver into two. A semiquaver is represented by a filled notehead, or dot, and a sterwith 2 ais 2 ,To draw a semiquaver, draw a circle, colour in the circle then add a stem on wo tails always on the right hand. NSS In duration of one crotchet,there are two quavers,with the French rhythm names.ta and te respectively The frst quaver, ta is equivalent to two semiquavers. The French rhythm names of these semiquavers are ta and fa. The second quaver te is equivalent to another two semiquavers, The French rhythm names of these semiquavers are te and fe Property of theGovernment of Kenye 59 camscanner2. Clap the following patterns:JJG mebelow. In pairs, recite French rhythm names of the rhythmic patternPublish ake0 JHJ J3Ji JGJ BGR Te, UJ12Q ou12.J nd dd lif wdimeee The semiquavers in a steady crotchet beat appear as egy,IT ens ITD onong orsTalk it over41."}
{"text": "NOT FORSALECB camscannermiquaver in relation to the longer note vl,This table shows the position ofthe s Taa-aa-ao-aa 1 semibreve J staoco 4 tavea 2 minims yy es ai Do of 0 ta-te tate ? A oo,; rota te-fe tafa te-fe ta-fa te-fe to-fa te-fe A semiquaver is a note that result from dividing the quaver into two. A semiquaver is represented by a filled notehead, or dot, and a sterwith 2 ais 2 ,To draw a semiquaver, draw a circle, colour in the circle then add a stem on wo tails always on the right hand. NSS In duration of one crotchet,there are two quavers,with the French rhythm names.ta and te respectively The frst quaver, ta is equivalent to two semiquavers. The French rhythm names of these semiquavers are ta and fa. The second quaver te is equivalent to another two semiquavers, The French rhythm names of these semiquavers are te and fe Property of theGovernment of Kenye 59 camscanner2. Clap the following patterns:JJG mebelow. In pairs, recite French rhythm names of the rhythmic patternPublish ake0 JHJ J3Ji JGJ BGR Te, UJ12Q ou12.J nd dd lif wdimeee The semiquavers in a steady crotchet beat appear as egy,IT ens ITD onong orsTalk it over41. In pairs, use illustrations to discuss how the quaver beat con be suit,organised to create different metric feels.2. Share your ideas in class,41. Ina song, some syllables have longlengths. In music, the diferent lengths durations of sound are represer, symbols known os notes. The length of a given sound is therefore refer.08 note value or a note duration, 2. The semibreve has a note value or note duration of four counts. Thessrepresented by the French rhythm name toa-aa-ao-aa. The minim lat counts. Its French rhythm name is taa-aa."}
{"text": "Thessrepresented by the French rhythm name toa-aa-ao-aa. The minim lat counts. Its French rhythm name is taa-aa. The crotchet is one count longFrench rhythm name is taa.3. Thecrotchetis further divided into two to form two quavers. The French ry: name of the first quaver is ta and that of the second quaver iste. J d Dd erowienesddtaa ta - te tate4, Aquaver lasts for half a crotchet beat - so there are two to the time of acrote:5. A semiquaver lasts for a quarter of a crotchet beat - so there are four totime of a crotchet. Pambsa 2228 onExplore41. In groups, with the help of your teacher, find words that can help in identthe semiquaver patterns equivalent to the crotchet. For example:moo llchi nja ku - ku tof ofa tee cro co le cafe srontorr tat pore Bcunscanne QtateieJDMTata tefe The semiquaver patterns in a crotchet beat to-fa te-fe, ta te-fe, to-fa te In groups, with the help of a teacher or a resource person, sing the rhymeInky Pinky Ponky. Inky Pinky Ponky,Father had a donkey,Donkey die, Father cry,Inky Pinky Ponky.4. Write down the words of the rhyme.2.. Divide these words into syllables.3. Clap the steady pulse of the rhythm as you sing.44. Clap or top each syllable os you sing the rhyme.5. What do you notice about the lengths of sound of the sylables? Learning Points Asyllable is part:words that are madky is made of two syllables.12 The steady beat isthe underlying pulse in the music.saa it anScaner of aword or a whole word that contains sound. Examples offe up of one sjlable are cry, 'e' and die . The word pin Other examples are wa-pi,ku-jpi-ta and we-ka."}
{"text": "Learning Points Asyllable is part:words that are madky is made of two syllables.12 The steady beat isthe underlying pulse in the music.saa it anScaner of aword or a whole word that contains sound. Examples offe up of one sjlable are cry, 'e' and die . The word pin Other examples are wa-pi,ku-jpi-ta and we-ka. Aural recognition of the semiquaver Getting StartedIn groups, with the help of the teacher:Sing the song Gari la moshi. Group 1 will sing the words as they. The equivalent French rhythm names as thelap to each syllable of the vy,Group 2 will recitto these words. Interchange roles in above. Identify semiquaver patterns equivalent to a crotchGari ta Moshiyet in the music; ta tefe tafate ofa tofe tatei Ga-rila mo shi sna e-nda wa-pitatete tate tafa tefe tarfa tee' chicki cha-kano-mai-go wake? Chiki cha-kaiv. Listen to rhythmic patterns played by the teacher or resource person cidentify the rhythmic patterns of the semiquaver. Recite the French rhythm names of the following patterns in groups:1 J no 21wJ 1 OOM!Ani mmsAMM Property of theGovernment of Kenya CB camscannerLearning PointsThe semqvver ater that correspond to aerotchet beat ore dod. D dd and 69d among otherMelodies and rhythmic patterns dictated for aural recognition containthese patterns. The patterns, thus are played among other notes and restsfor recognition. Aural recognition of the music is realised by clapping back, singing back andreciting the patterns using the pattern words or the French rhythm Talk it over1. Ingroups, discuss the best ways of recognising the rhythmic patterns incorporatingthe quaver and semi quaver in a given song or rhythmic pattern,2. Present your findings in class,1. Always clap the main beat the crotchet beat in simple time before listen 4for the various notes in a rhythmic pattern. ! 2 Work on exercises reciting French rhythm names of notes as you clap.3. Rehearse with rhythmic patterns. Wite the equivalent note symbols to each French rhythm names such as:i."}
{"text": "CamScannerLearning PointsIn order to make reading and interpretation of music easy and precise, notes re grouped into beats and bars. Metre or time signature, bar lines and beamscore important in note grouping. In order to play music, one needs to know its time signature or metre. Metrerofers to the basic beat that you respond to in the music by dancing, clapping, nodding or tapping. In music notation, metre is represented by numbers arrangedtke a fraction fr example, 4 and among others.3 These figures are the music tie signature, Hence denoted as time, time 4cor 4 time, The top figure tells the number of beats found in a bar, while the bottom number represents the value of each beat The lower figure, 4, represents the value of a crotchet quarter note 4imple time is when the beats of apiece of music can be divided into twos. Simple time signatures are described in two ways ether with the description uple, triple or quadruple, Every time signature has strong and weak beats. In time, there are two beats per bar. The first beat is a strong beat, while the second is weak. Notes are normally beamed together to make up one crotchet beat. Here are some ? Examples, ee the diagram below: Strong weak Strong weak The cener ofthe measurein tie is between beats one and two,s0 remember:do not beam over it!Again, the quarter note is equivalent to one beat, so wecan have a maximum of four quaver notes per beat and eighth semiquavernotes per beat. Beaming and grouping of notes in time Notes with less rhythmic value than a crotchet, such as an quaver or semiquaver,have tails attached to them. Connecting several notes with tails is called beaming. Beaming notes together is important because it makes shect sue gy certo rend4 In simple time, these notes are grouped relative or equal to the crotchet beat, 1.Two quavers DD axe joined by one tine as, J2.Fourseiqunes NAN rejoined by eo nes os adNOT FORSALE 15 59 camscanner."}
{"text": "Based CurriculumTable of contentBusiness and Money Management.4.1. Introduction to Business Studies...Concept of Business Studie:Importance of Business Studies...Careers and opportunities related to BUAssessment Questions. Key security features of the Kenyan currency. Themes and symbols on the Kenyan currency Meaning and importance of setting personal goals for se-developmentFactors to consider when setting personal goals for self development Setting personal goals for self-developmentAssessment Questions...1.4. Talents and Abilities...Distinguishing between talents and abilities of learnersWays of nurturing talents and abilities. Demonstrating personal talents and abilities in schoo!jes to career opportunities in the world,23 Relating talents and abilEthical issues related to the use of talents and abilities in business. Assessment Question:Business and its Environment.2.4. Business ActivitiesNeeds and wants as used in Business Studies. Scarcity, choice, scale of preference and opportunity cost. Preparing a scale of preference...Need for business activities for selfand the community Trading activities in the communityAssessment Questions. Ge Pero wy kico - 2022 Beanscaoner252.6a32 Goods and Services. Types and importance of goods and services..Distinguishing between goods and services...Sources and places for buying goods and services. Assessment Questions. Economic Resources.. Meaning and types of economic resource:Characteristics of economic resources. Sustainable ways of using economic resources in Kenya. Resource mapping and classification of local economic resources...Assessment Question:Business CommunicationMeaning and importance of communication in business,Use of ICT tools in business communication. NS. Assessment QuestProduction of Goods and Services..Meaning and importance of production.. we 90Factors of production their importance, characteristics and their rewards..93,Consumer concerns to be addressed in the production of goods andservices,Assessment Questions. 102 Marketing of Goods and Services. Market, marketing and consumei soFactors to consider when selecting a suitable market for goods andservices. ,ICT platforms used for marketing goods and services. Assessment Questions. Government and Business... weet for government involvement in business in Kenya 2Aenean ent fr starting and operating simple business in Kenya 12?Questions... vs aTaxation in Kenya, iaMeani 1g Of tax and taxation.."}
{"text": "Ge Aovroved by kico - 2022 Bcunscannejor the questions that follow.1. All learners are om holidaer tun her grocery busine pps mother F 5: He yp holiday, Tito wanted to hel id fruits at their ruhow his mother plants VeR re dstlan her a ame1 i ante pwn an els he 0 her many hysports the produce tobetotoRead the followinTito has just complete 1 Dy, arby bookshop to buy some Business,wi take in Grade Seven. He wanted to JearyTrp smother trun her Busines. Tito reap phis is what he learnt: One day, Tito decidetextbooks, a subject which heabout businesses so that he 6the components of Business Studies i Commerce This component wil help you understand how goods orproduce ar transported rom where they are produced t0 where theyare required. I Accounting This component will help you to practise keeping accuratebusiness records arising from trading activities buying and selling fordecision making. Ii Financial teracy This component will help you to apply knowledge nd skills to effectively use various financial sklls. These skills includebudgeting savings and investing. Jv Economics This component will help you to understand how humanbeings attempt to satisfy their needs and wants using the limitedresources available, Resources are the things that are required in orderto satisfy human wants and needs. Entrepreneurship This component will teach you the activities involvedin identiying a business opportunity and acquiring the necessaryresources to stort and run a busines, Questions1 Identify the activities tha1 Tito's mother hhad to2 Why did Tito want to buy Business 5 aa3 How can Tito use what he learnt tpUse whatperform for her business.tudies textbook?help his nfi Smother run her business?ponents of Business Studies, 3 learnt to explain the1C- 2m Bcunscanne23 b Business Studies fo Learning business helps us a The components of Business Stubigett Bhat pital task olable, watch theising any digital device avfink to understand the concerts and compo utp Feingurtcom badesa share what you Hearn with classmate,oR studies and any Busine You ean fitask."}
{"text": "All learners are om holidaer tun her grocery busine pps mother F 5: He yp holiday, Tito wanted to hel id fruits at their ruhow his mother plants VeR re dstlan her a ame1 i ante pwn an els he 0 her many hysports the produce tobetotoRead the followinTito has just complete 1 Dy, arby bookshop to buy some Business,wi take in Grade Seven. He wanted to JearyTrp smother trun her Busines. Tito reap phis is what he learnt: One day, Tito decidetextbooks, a subject which heabout businesses so that he 6the components of Business Studies i Commerce This component wil help you understand how goods orproduce ar transported rom where they are produced t0 where theyare required. I Accounting This component will help you to practise keeping accuratebusiness records arising from trading activities buying and selling fordecision making. Ii Financial teracy This component will help you to apply knowledge nd skills to effectively use various financial sklls. These skills includebudgeting savings and investing. Jv Economics This component will help you to understand how humanbeings attempt to satisfy their needs and wants using the limitedresources available, Resources are the things that are required in orderto satisfy human wants and needs. Entrepreneurship This component will teach you the activities involvedin identiying a business opportunity and acquiring the necessaryresources to stort and run a busines, Questions1 Identify the activities tha1 Tito's mother hhad to2 Why did Tito want to buy Business 5 aa3 How can Tito use what he learnt tpUse whatperform for her business.tudies textbook?help his nfi Smother run her business?ponents of Business Studies, 3 learnt to explain the1C- 2m Bcunscanne23 b Business Studies fo Learning business helps us a The components of Business Stubigett Bhat pital task olable, watch theising any digital device avfink to understand the concerts and compo utp Feingurtcom badesa share what you Hearn with classmate,oR studies and any Busine You ean fitask. A uss and presentUse what you learnt Learning following terms: a Business b Business Studies ech the definition othe correct term 25 sumption Const Definition iFay The creation of goods and servicesFo The movement of goods and services fromproducer to the u the use of goods and services."}
{"text": "He wanted to JearyTrp smother trun her Busines. Tito reap phis is what he learnt: One day, Tito decidetextbooks, a subject which heabout businesses so that he 6the components of Business Studies i Commerce This component wil help you understand how goods orproduce ar transported rom where they are produced t0 where theyare required. I Accounting This component will help you to practise keeping accuratebusiness records arising from trading activities buying and selling fordecision making. Ii Financial teracy This component will help you to apply knowledge nd skills to effectively use various financial sklls. These skills includebudgeting savings and investing. Jv Economics This component will help you to understand how humanbeings attempt to satisfy their needs and wants using the limitedresources available, Resources are the things that are required in orderto satisfy human wants and needs. Entrepreneurship This component will teach you the activities involvedin identiying a business opportunity and acquiring the necessaryresources to stort and run a busines, Questions1 Identify the activities tha1 Tito's mother hhad to2 Why did Tito want to buy Business 5 aa3 How can Tito use what he learnt tpUse whatperform for her business.tudies textbook?help his nfi Smother run her business?ponents of Business Studies, 3 learnt to explain the1C- 2m Bcunscanne23 b Business Studies fo Learning business helps us a The components of Business Stubigett Bhat pital task olable, watch theising any digital device avfink to understand the concerts and compo utp Feingurtcom badesa share what you Hearn with classmate,oR studies and any Busine You ean fitask. A uss and presentUse what you learnt Learning following terms: a Business b Business Studies ech the definition othe correct term 25 sumption Const Definition iFay The creation of goods and servicesFo The movement of goods and services fromproducer to the u the use of goods and services. Ers. Present your discussion in class."}
{"text": "A uss and presentUse what you learnt Learning following terms: a Business b Business Studies ech the definition othe correct term 25 sumption Const Definition iFay The creation of goods and servicesFo The movement of goods and services fromproducer to the u the use of goods and services. Ers. Present your discussion in class. Tual or a group of people that Businessis carried out by an individdiols buying and selling goods and services with the aim of making profit.the study of activities carried out in and around theconsumption of goods and services.to understand how individuals or a group ofvelop goods and services to satisfy their production, distribution andpeople organise, plan and act to customers.dies include:dy of trade and aids to trade. Trade refers othe exchange of goods and services for other goods and services OFfos money. Aids of trade are human activities that assist trade to takeplace, They include communication, transport, banking, warehousing,insurance and advertising.ae Ge rproved by KID - 2022 i Commerce: This is the stu CamScanneros1 ery is refers to the systefrom ttleny activiti ii Accounting: 7business records ardecision making ii Economies: This is the study of how human beinto satisy their endless wants using available scare rengawants are unlimited, meaning endless whereas theTmited, meaning scarce in supply neFinancial literacy: This is the ability to apply knowledgeof keepin,Which str, w Savinginvesting, Me cutship: This fs the study of the process of idenopportunity and acquiring the resources needed sug person who performs these activities is nnaw an entrepreneur:iach1. Use any Business Studies related textbook or a dictionary to find out thmeaning of the following terms as used in Business Studies: a production b distribution consumption a goods and services.2. Present your findings during clubs and societies, Importance of Business Studies ekeStudy the pictures below and answer the questions that follow. An unsuccessful business Approved by KICD - 2022 aEa .9 camscannerA successful business- wha sethoaltrene between the two businejo you think one bncand knoyvtedge do you think ab better than the other?"}
{"text": "Aids of trade are human activities that assist trade to takeplace, They include communication, transport, banking, warehousing,insurance and advertising.ae Ge rproved by KID - 2022 i Commerce: This is the stu CamScanneros1 ery is refers to the systefrom ttleny activiti ii Accounting: 7business records ardecision making ii Economies: This is the study of how human beinto satisy their endless wants using available scare rengawants are unlimited, meaning endless whereas theTmited, meaning scarce in supply neFinancial literacy: This is the ability to apply knowledgeof keepin,Which str, w Savinginvesting, Me cutship: This fs the study of the process of idenopportunity and acquiring the resources needed sug person who performs these activities is nnaw an entrepreneur:iach1. Use any Business Studies related textbook or a dictionary to find out thmeaning of the following terms as used in Business Studies: a production b distribution consumption a goods and services.2. Present your findings during clubs and societies, Importance of Business Studies ekeStudy the pictures below and answer the questions that follow. An unsuccessful business Approved by KICD - 2022 aEa .9 camscannerA successful business- wha sethoaltrene between the two businejo you think one bncand knoyvtedge do you think ab better than the other? Wwhat shill on should hie.4 person can get from Business Studies, we skills and Knowl tiyplaie teyg task nye any appropriate digital device avallable to wateh the video in the,4 Teena ink tps Ainy hem 620 tothe video to learn why Business Studies fs important,Share what you learn with your p ow ca final any Business Stules related textbook and find the information1rou ne nt dasimportance of Business Studies:piscuss and pr 1, Discuss th a tothe learner b tothe community o tothe country eonomy. . Note down your points and share them with the rest of class. Debate ALA . Use the following question to conduct a debate. Should Business Studies be a compulsory or an optional subject in school?2. Note down what you have learnt from the debate3."}
{"text": "Note down your points and share them with the rest of class. Debate ALA . Use the following question to conduct a debate. Should Business Studies be a compulsory or an optional subject in school?2. Note down what you have learnt from the debate3. Write a short essay explaining the importance of Business Studies. A Ttequips us with the knowledge and skills needed to start and run abusiness. 0 Ithelpsusto.appreciate the importance of business activities in the provisionof goods and services. 0 Itassists individuals in acquiring skills for wise buying and selling, 0 Ithelps us understand the count Itassists individualtowards work. Y's economy.in acquiring self-discipline and a positive attitude ea Approved by KICD - 2022BesnscanerI F helps us understand the role of communication and modern techno ,business management 2 Itprovides us with the knowledge and slbusiness opportunities. H Whelps us understand and appreactivities. Helps us understand and appre society, such as the increase in prices of goods and series i eereates a foundation for further education and training in business,\"my nec sary for identifying ate the roe of vernment in busin othe baste economic issues that aj,B. Careers and opportunities related to BusinessStudies one keeneObserve the people in the following pictures and answer the questions. Questions:1. Have you ever seen such people in your school or community?2. What do you think they do to earna living?3 Which components of Business Studies can the people in the pictures apply todo their jobs? Explain,Read the following interview and discuss the questions that follow,Hellen: Hello Patrick, welcome to the interview. Patrick: Thank you. 1am happy to be here. Approved by ktco -2022 aBeanscamermeant to encourage the youth to be their own bosses. Todaellen :nllen Py share with the viewers how you started your business it all begun with a hobby. Patrick:Foes Han! Sounds good! Tell us morepavick ove nature and exploring va ous places in our county. Used to visitppeautiful places in our community. Gee, So you wanted everyone to experience the excitement and joy of allHellenPatHellen:ike Yes; exactly!"}
{"text": "Sounds good! Tell us morepavick ove nature and exploring va ous places in our county. Used to visitppeautiful places in our community. Gee, So you wanted everyone to experience the excitement and joy of allHellenPatHellen:ike Yes; exactly! I told my friendssin the community?and family about the idea and they helped e spread the wore! About my business. Every weekend, we would ments all over the community. My youngest sister wasdeveloped and shared pictures online. Jul natural si the beau meplace adve' good with social media so sheSocial media is a very powerful tool in business: patricks Indeed, Hellen. Got many bookings for the adventure rips weHellen:uvertised. The money deposited by the people helped me to rent aehicle that was used for the first trip. The profit from the trip helped mepay my friends and family for their hard work. I also used the profit topay some of my bills. Wow! I will sign up and come to experience the trips soon. Patrick: That would be nice. Bring your friends too. Hellen:I see you used to be an accountant before starting your own business. Tellus more about that. Patrick: After the business grew, I decided to quit my job as an accountant andfocus full time on my business. Hellen: That's good. Do you still apply your skills as an accountant in yourbusiness?Patrick: Yes, do all the financial record keeping for my business. Also manage all the money that comes in and goes out of the business. What did you study in school?Patrick: I took Business Studies in secondary. I did very well and studied a degreein finance at the university level. Questions. A Patrick Start his own business?;. Wus atk slob before he started his own business?4 Using the dalogue dat u :k used to successfully run his business?5 omenlalnes ep lain what self-employment means.i tudies help Patrick start his business?HowCan self-employment help the community? Approved by KICD - 2022Besnscaner4Study the following newspajfollow."}
{"text": "Questions. A Patrick Start his own business?;. Wus atk slob before he started his own business?4 Using the dalogue dat u :k used to successfully run his business?5 omenlalnes ep lain what self-employment means.i tudies help Patrick start his business?HowCan self-employment help the community? Approved by KICD - 2022Besnscaner4Study the following newspajfollow. Tisement and discus the qs,on Witch ulema neeuerl Ie Moonstone!RYU OM Us MODE ALL OnseteR MU Skunk ye toar cesyun!n, specialising in Business Studiesig experience.a degree in educateae Strictly 3 or more yes Must have good communication Should be a problem solver,Duties of the Business Studies Teacher Teach and deliver Business Studies lessons Beaccountable for leamer's mastery of learning outcomes, Apply technology devices to facilitate lessons to enhance leaQuestions1. Whatis the name ofthe job being advertised in the newspaper?2. Describe the acalemic qualifications forthe job.3. Discuss the duties ofthe Business Studies teacher.4. Discuss other careers related to Business Studies. Digital ask o 1. Use any appropriate digital device available to you to watch the videoprovided in the following link. Fttps: tinyurlcom vexhnt k2. Use the video to answer the following questions: a Which careers are related to Business Studies? State theres of one ofthe careers discussed in the video. ORFind a newspaper or a magazine andrelevant textbooks with career opporWrite the requirements foridentify the job advertisements otities related to Business Studies.the careersand share your findings with the clas. Approved ty KICD - 2022 a 59 camscannernn ng n that one chooses as oa job, a profession oF an occupya cere werle Acarecrhapsone earn woney orm Studying business and oth jects helps us to qualify fa anita the sins sector some these osincide: i Teacher A person c aching businesstudies at different levels of education. ShaneBookkeeper or Accountant A person who keeps records of businessnspeets and analyses financial accounts. I."}
{"text": "Use the video to answer the following questions: a Which careers are related to Business Studies? State theres of one ofthe careers discussed in the video. ORFind a newspaper or a magazine andrelevant textbooks with career opporWrite the requirements foridentify the job advertisements otities related to Business Studies.the careersand share your findings with the clas. Approved ty KICD - 2022 a 59 camscannernn ng n that one chooses as oa job, a profession oF an occupya cere werle Acarecrhapsone earn woney orm Studying business and oth jects helps us to qualify fa anita the sins sector some these osincide: i Teacher A person c aching businesstudies at different levels of education. ShaneBookkeeper or Accountant A person who keeps records of businessnspeets and analyses financial accounts. I. Salesperson A person whose job sto sell products or services,Suitemployed people Some people utilise the skills and knowledgepent iron Business Studies to start and manage thelr businessesPiineee innersgut the roles ofthe following people in their jobs: accountant a entrepreneurlevelop a role-play to demonstrate the roles of ii transactio 1. Find a banker b marketer2, Work in groups or pairs to dthe careers you have learnt about.3, Present the role-play in class. Tip: You can use books, parents or guardians,digital devices to find the information you need.family members, newspaper oF assets GstonsWhat is Business Studies?Mention five importance of Business StuExplain the five components of Business Studies. Identity any five career opportunities related to Business studies. Approved by KICD - 2022 CamScannerTick aw inthe boxes of the progress checklist ppelow correctly."}
{"text": "Salesperson A person whose job sto sell products or services,Suitemployed people Some people utilise the skills and knowledgepent iron Business Studies to start and manage thelr businessesPiineee innersgut the roles ofthe following people in their jobs: accountant a entrepreneurlevelop a role-play to demonstrate the roles of ii transactio 1. Find a banker b marketer2, Work in groups or pairs to dthe careers you have learnt about.3, Present the role-play in class. Tip: You can use books, parents or guardians,digital devices to find the information you need.family members, newspaper oF assets GstonsWhat is Business Studies?Mention five importance of Business StuExplain the five components of Business Studies. Identity any five career opportunities related to Business studies. Approved by KICD - 2022 CamScannerTick aw inthe boxes of the progress checklist ppelow correctly. Seek guidance fro,your teacher where necessa i we fastudies in Kenya.0-4 a Lean examine the concept of Business 5 si p lean explain the importance of Business uss Studies in dlit g Hean explore career oppo should improve in the following areas: camscannerling goods and services to make profit, buyers andIn the process of biedium of exchange for goods and servilors use money asa n sellshare your experiencesfa Whatdo you use to pay for goods ors vy What do you think we shall learn in this sub strand?fies? A, Uses of moneystudy the pictures and discuss the quest ns that follow. Jo a Questions1. Describe what is happening in the pictures. Identify what the people are using to buy different goods and services3. How are the people in the pictures using money? . Using the pictures, define the term money.5."}
{"text": "Describe what is happening in the pictures. Identify what the people are using to buy different goods and services3. How are the people in the pictures using money? . Using the pictures, define the term money.5. Mention other ways we use money in our day-to-day lives.he the conversation and answer the questions that follow.fries: Good morning, Mr Niengavpn: Good morning, Mr juma,Lhope you are fine today.vehi Am well, however, I have a problem.ch What is the problem?mv Hers to withdraw some money from my savings account usingink app but it looks like the system is down. Approved by KICD - 2022BeamscannerMp Nong: Lam sorry to hear thatAtelama, Thank you! Lcatled the bank and they told ne to waThey are upelatiny until tomo,a the system, oy,nto to help?FON Mr NiengsMe fama, Thank you Schools are opening towJ my children needWed a nyos. However, Lato not have the mone Neyto pay you now, pair of shoeJat L will sell the school shoes on credit, slong as you p, Mr Njonga: It ,time. 0pte jumas Oh, ehank you. I promise to pay you tomerMe Njenga: No problem. Lnow you always do, Greet your children for me,Me Juma: Lwill greet them, See you tomorrow. Questions:1. When did Mr Juma promis2. Wdentify two uses of monWhy do you think Mr Juma saved his money in the bank? 4. Mention other places where people save money. Read the following story and answer the questions that follow. E to pay for the pair of shoes?from the conversation. Mr Kefa and his family wanted to relocateMr Keer town Mr Kefa wanted 10 lly scandtrucehis land and the house he had built beforerelocating. Mrs Kefa gave him an idea to Pice:ksH15Wfionadvertise their property for sale in thenewspaper. Calor More formation:One week later, Mr Kefa was called by alady who was interested in buying hisproperty. The lady came to see the property that was advertised. She liked the laneand the house and therefore paid Mr Kefa the full amount."}
{"text": "Calor More formation:One week later, Mr Kefa was called by alady who was interested in buying hisproperty. The lady came to see the property that was advertised. She liked the laneand the house and therefore paid Mr Kefa the full amount. Mr Kefa transferred tht ownership of the property to the lady. O7ssss9762 Questions:1. What did Mr Kefa want to sell?2. Why did Mr Kefa want to sell his property?What did the lady do before Mr Kefa transferred his property to the lady?Explain the use of money in the story.4 Approved by KICD - 2022 12 Besnscanerpiscuss and present dayhat you learnt in the previous learning tasks, discuss the following Louuses of money: Astandard of future payment. Ameasure of value. Jo tra sfer of property that cannot be moved. Your discussion with the classital task rd - OCDigi1. Use any appropriate digital device available to you to watch the video in thefollowing link:ugpss tinyurcom 2s330gyy2 c video to explain how money is used.vare what you have Feart in your class grOUPS.OR any Business Studies related textbook todo this task: Fa. Use th3 4, You can also use erally accepted as a medium of exchange foring that is geffnotes and coins.ices. Money can be in form o!din the following ways:ey is used as a means of exchange forrally acceptable by everyone:- Money can be used tohis is known as deferredle by everyone at a Money is anythgoods and servi o Money can be use i Asa medium of exchange Mon goods and services since itis gene! I Asa standard of deferred or future paymerpay for a good or a service at a later date. Thpayment. This is allowed because money is acceptablall times. Iii As a store of value savings. Money stored or iv As a measure of value goods and services. Expensive goods andthan cheap goods and services. V Asa unit of account - Money makes accounting possible because theworth of goods and services are measured in money. Different goodsnd service are eaculated and recorded according tothe money usedtoacquire them."}
{"text": "Money stored or iv As a measure of value goods and services. Expensive goods andthan cheap goods and services. V Asa unit of account - Money makes accounting possible because theworth of goods and services are measured in money. Different goodsnd service are eaculated and recorded according tothe money usedtoacquire them. Toring wealth for example saved may retain its value for many years. Money determines the worth and value of services have a higher valueMoney is used in st EG orettytcrme CamScanneranyter of tnfui fer i innnnerste swt Aan ane fe ap tbt i H199 : Line ee ranvennmie valine, Aaaeets inve hacker a htee, wn,sunne ite dies Aibe Save ane tlie tai tue mitered Set 4ilies tov aretbonn Bie ane ens we Het net ne tin etntey ANIADiag a baie ay a allel be ifereni heeyh ynaean an oly erie tw ohare thal eapetieneernp we eri 7 tly menmure or vk your patfan tune theytah rnedtinin ab enchannee hy etantne of eter ree paneCo nit oteeanit A valvetoy otane nb allea ning, te engeonte Weltedtenn yout aetna he oe 00 your ehanearate 1 nn att yt Fear vtrity features of the Kenyan currency Key Sect acanawor the queattins that allOMWw y i QuestsJn te wens tthe plete2 Aww awe ase the toys ate petro? Taka each tenn at ant iemtity ny etals written 0 41 qWty at yan tt the tts ha the etal you ete?"}
{"text": "Expensive goods andthan cheap goods and services. V Asa unit of account - Money makes accounting possible because theworth of goods and services are measured in money. Different goodsnd service are eaculated and recorded according tothe money usedtoacquire them. Toring wealth for example saved may retain its value for many years. Money determines the worth and value of services have a higher valueMoney is used in st EG orettytcrme CamScanneranyter of tnfui fer i innnnerste swt Aan ane fe ap tbt i H199 : Line ee ranvennmie valine, Aaaeets inve hacker a htee, wn,sunne ite dies Aibe Save ane tlie tai tue mitered Set 4ilies tov aretbonn Bie ane ens we Het net ne tin etntey ANIADiag a baie ay a allel be ifereni heeyh ynaean an oly erie tw ohare thal eapetieneernp we eri 7 tly menmure or vk your patfan tune theytah rnedtinin ab enchannee hy etantne of eter ree paneCo nit oteeanit A valvetoy otane nb allea ning, te engeonte Weltedtenn yout aetna he oe 00 your ehanearate 1 nn att yt Fear vtrity features of the Kenyan currency Key Sect acanawor the queattins that allOMWw y i QuestsJn te wens tthe plete2 Aww awe ase the toys ate petro? Taka each tenn at ant iemtity ny etals written 0 41 qWty at yan tt the tts ha the etal you ete? Answer the questions that follow.1a veh ailing otinal fea the following seenMaken was traveling sebnoo ws- py the comtuctor The eaatuetor took the pe fron Maken at he light, She ava cliektng f somrettg Ht the we, THe candietor ey nl gave Maker the enna ane reaped the CamScanner vi Transfer of immovable assets An asset is anything that has curren,fiture economic value, Assets inclu a use ad \" 207Some properties like land and buildings cannot be moves Sein, nyplace to another but one can sell them and use the money Ned y,buy a land or a building ina different place. Pinasshare their experience, or any family membetlowing ways!"}
{"text": "Different goodsnd service are eaculated and recorded according tothe money usedtoacquire them. Toring wealth for example saved may retain its value for many years. Money determines the worth and value of services have a higher valueMoney is used in st EG orettytcrme CamScanneranyter of tnfui fer i innnnerste swt Aan ane fe ap tbt i H199 : Line ee ranvennmie valine, Aaaeets inve hacker a htee, wn,sunne ite dies Aibe Save ane tlie tai tue mitered Set 4ilies tov aretbonn Bie ane ens we Het net ne tin etntey ANIADiag a baie ay a allel be ifereni heeyh ynaean an oly erie tw ohare thal eapetieneernp we eri 7 tly menmure or vk your patfan tune theytah rnedtinin ab enchannee hy etantne of eter ree paneCo nit oteeanit A valvetoy otane nb allea ning, te engeonte Weltedtenn yout aetna he oe 00 your ehanearate 1 nn att yt Fear vtrity features of the Kenyan currency Key Sect acanawor the queattins that allOMWw y i QuestsJn te wens tthe plete2 Aww awe ase the toys ate petro? Taka each tenn at ant iemtity ny etals written 0 41 qWty at yan tt the tts ha the etal you ete? Answer the questions that follow.1a veh ailing otinal fea the following seenMaken was traveling sebnoo ws- py the comtuctor The eaatuetor took the pe fron Maken at he light, She ava cliektng f somrettg Ht the we, THe candietor ey nl gave Maker the enna ane reaped the CamScanner vi Transfer of immovable assets An asset is anything that has curren,fiture economic value, Assets inclu a use ad \" 207Some properties like land and buildings cannot be moves Sein, nyplace to another but one can sell them and use the money Ned y,buy a land or a building ina different place. Pinasshare their experience, or any family membetlowing ways! ;. He following wT measure of valuere of value 1, Ask your parent, guardian on how they use money in a medium of exchange h standard of deferred paymentJrthe uses of money tfe stosing the experiences 6 unitof account2."}
{"text": "Toring wealth for example saved may retain its value for many years. Money determines the worth and value of services have a higher valueMoney is used in st EG orettytcrme CamScanneranyter of tnfui fer i innnnerste swt Aan ane fe ap tbt i H199 : Line ee ranvennmie valine, Aaaeets inve hacker a htee, wn,sunne ite dies Aibe Save ane tlie tai tue mitered Set 4ilies tov aretbonn Bie ane ens we Het net ne tin etntey ANIADiag a baie ay a allel be ifereni heeyh ynaean an oly erie tw ohare thal eapetieneernp we eri 7 tly menmure or vk your patfan tune theytah rnedtinin ab enchannee hy etantne of eter ree paneCo nit oteeanit A valvetoy otane nb allea ning, te engeonte Weltedtenn yout aetna he oe 00 your ehanearate 1 nn att yt Fear vtrity features of the Kenyan currency Key Sect acanawor the queattins that allOMWw y i QuestsJn te wens tthe plete2 Aww awe ase the toys ate petro? Taka each tenn at ant iemtity ny etals written 0 41 qWty at yan tt the tts ha the etal you ete? Answer the questions that follow.1a veh ailing otinal fea the following seenMaken was traveling sebnoo ws- py the comtuctor The eaatuetor took the pe fron Maken at he light, She ava cliektng f somrettg Ht the we, THe candietor ey nl gave Maker the enna ane reaped the CamScanner vi Transfer of immovable assets An asset is anything that has curren,fiture economic value, Assets inclu a use ad \" 207Some properties like land and buildings cannot be moves Sein, nyplace to another but one can sell them and use the money Ned y,buy a land or a building ina different place. Pinasshare their experience, or any family membetlowing ways! ;. He following wT measure of valuere of value 1, Ask your parent, guardian on how they use money in a medium of exchange h standard of deferred paymentJrthe uses of money tfe stosing the experiences 6 unitof account2. Write down your understandingshared,classmate.snare what you leat with YoU\"of the Kenyan currency3.B."}
{"text": "Answer the questions that follow.1a veh ailing otinal fea the following seenMaken was traveling sebnoo ws- py the comtuctor The eaatuetor took the pe fron Maken at he light, She ava cliektng f somrettg Ht the we, THe candietor ey nl gave Maker the enna ane reaped the CamScanner vi Transfer of immovable assets An asset is anything that has curren,fiture economic value, Assets inclu a use ad \" 207Some properties like land and buildings cannot be moves Sein, nyplace to another but one can sell them and use the money Ned y,buy a land or a building ina different place. Pinasshare their experience, or any family membetlowing ways! ;. He following wT measure of valuere of value 1, Ask your parent, guardian on how they use money in a medium of exchange h standard of deferred paymentJrthe uses of money tfe stosing the experiences 6 unitof account2. Write down your understandingshared,classmate.snare what you leat with YoU\"of the Kenyan currency3.B. Key Security featuresswer the questions that follow.study the pltures and answerl wm fl \" F nmthe pictures. Identify the itemsHow do we use the items in the pictures?Look at each item again and identify any details written or printed on them. Why do you think the items have the details you identified? Ekeba the flowing scenario and answer the questions that follow.cena was travelling to school using a bus. She used a fis ili; i BBay th conductor. The conductor took the not from Makona and rand agaistlight. She was checking for something in the note."}
{"text": "She used a fis ili; i BBay th conductor. The conductor took the not from Makona and rand agaistlight. She was checking for something in the note. The conductor accepted themoney and gave Makena the remaining balance.z Ge Aoroved by KicD 2022 aBeamscannertions: What do you think the conductor wanted towhy did the conductor check the note Tit beanote?accepting i?what other ways can the conductor use to checkWek the note?piseuss other features that differentiateoe fenuite Kenyan money 4rom fheeosesate article and answer the questions that folkat follow,ormer president Uhuru Kenyatia The new noes have minJ alntane thewatermark that should be ane enong with the Central BankGovernor on thespi anced Kenya new generayonpens ha adhere 1 Me standardscatlined by the 2010 Constitution. Themores have specialised featuressel ep in distinguishing the realto fom the fakes. Three of theraed features a erent whichpe felt when touched.word Kenyaborder of the notfora ksh, SOnote, there should bersd bar, a Ksh.100 note shouldhave two, a Ksh. 200 note should havethee and Ksh. 500 and Ksh. 1000 notes dold have four and five respectively. Questions:1 Why did the former president and theKenyan notes?Using the article, what security features show you 0 IMadaraka Day of the front and the back of the nate whwe note when raised against the light,The sene security thread that was presenin the old notes was also maintainedbut enhanced with a slight difference incolour. When held at an angle or tle,the security thread should change coloarfrom red to green onal ots, The thea for Ksh, 200, Kh, 00 andKesh, 1000 notes should have aiionalhorizontal lines in rainbow colours forKh. 50 and Ksh. 100 notes they shouldremain diagonal and in green for a0authentic oe An all new golden band IaFruroduced a8 the only security Fateainigue tothe back ofall the noes."}
{"text": "When held at an angle or tle,the security thread should change coloarfrom red to green onal ots, The thea for Ksh, 200, Kh, 00 andKesh, 1000 notes should have aiionalhorizontal lines in rainbow colours forKh. 50 and Ksh. 100 notes they shouldremain diagonal and in green for a0authentic oe An all new golden band IaFruroduced a8 the only security Fateainigue tothe back ofall the noes. Theagonal ie on a guine ate shoultsplay the value ofthe note source: piselivecoe, Jane 201 also been Central Bank Gover?wan notes have?do the new Ken:identify each Set4Use actual money that your teacher w!feature mentioned in the article.nor release newDiscuss and present Ay1. Discuss the following questions: a Do you think itis important to has b Why do you think coins have security 2. Present your discussion in class.curity features In OWT CUFFEngy eatures? The following security feKenya money from Fak The Kenyan money haKenya to differentiate re Sumpleof Keyan currency with abelted secur features-The word Kenya can be felt onal the notes. The value of each noteof each note, there can be felt.js a number of bars according to the value ot atthe edgethe currency, that is;bar Ksh. 50 A bbars - Ksh. 5002bars Ksh. 100 5 bars Ksh. 1000.3hars Ksh. 200sea watermark of perfect lion's head, the text CBK and the value of 4. Therthe bank note in each note.isheld up against the light.5, The security thread appears as a continuous line, -Thesecurity thread changes colour from red to green on all banknotes-T 200, 500 and 1000 notes have additional rainbow colours on the thread The golden band on the back of the notes show the value of each note. A watermark can only be revealed when the note CB camscannerrat betty the coins jee 1 shulting coin 5 shillings coin1. Find the following coins ro shillings coin ingsyour parent or 20st2 Youe3. Share your findings in class."}
{"text": "Observe and study all the Kenyan notes and identify the following, infort a different types of green energy b different sectors of agriculture c different types of social services.in the2. Discuss how the themes and symbols of the Kenyan currency help ingrowth and development of different sectors of Kenya's economy:3. Present your discussion in class.mation Ga Poproved by KICD - 2022 4CB camscannerpigital taskUsing any appropriate digital device available, visit aprovided in the following link. Wetband ead the contenthetps: www.centralbankgo.ke wp-content uploads 2019Generation-Banknotes-Pamphlet pdf Zaplonds 2019 06 New- Find the description of the themes of each Kenyan note,fave learnt about the different themes of the Kenyan Note down what you hicurrency.oRYou can also use newspapers, magazines or relevant textbooks to do this task taspects of the nation which serve The Kenyan currency symbolise significantving culture and promoting the as a means of passing knowledge, consecountry s global uniqueness. The face ofall notes bear the image of Kenyatta International Convention on and known landmarks in our country.o Centre KIC , one of the most commItalso shows a photo of our first president Mzee Jomo Kenyatta. Q Allthe Kenyan currencies have symbols of Kenya's Big Five animals, such aslion, leopard, rhino, giraffe and buffalo. Symbolise a peaceful Kenya. Ave the coat of arms. The coat of arms of Kenyaholding spears and a traditionalbolise unity and defence of a Each note has a dove to c All Kenyan currencies bifeatures two lions, a symbol of protection,East African shield. The shield and spears symlfreedom. Each of the Kenyan currencies or notes symbolises various themes thatpromote different aspects of the country. For instance: i The 50 shilling note symbolises the theme of green enerBy: ii The 100 shilling note symbolises the theme of agriculture. Ii ."}
{"text": "The coat of arms of Kenyaholding spears and a traditionalbolise unity and defence of a Each note has a dove to c All Kenyan currencies bifeatures two lions, a symbol of protection,East African shield. The shield and spears symlfreedom. Each of the Kenyan currencies or notes symbolises various themes thatpromote different aspects of the country. For instance: i The 50 shilling note symbolises the theme of green enerBy: ii The 100 shilling note symbolises the theme of agriculture. Ii . The 200 shilling note symbolises the theme of social services. Iv The 500 shilling note symbolises the theme of tourism. V The 1000 shilling note symbolises the theme of governance. G The coins continue to promote Kenya's tourism sector by promoting Kenya'sfamous animals, that is, elephant for Ksh 20 coin, lion for Ksh 10, rhino forKsh 5, and giraffe for Ksh 1 coin0 Approved by KICD - 2022 Beanssaonernotes, that i, the butfalo for ksh, 59yNote: These animals are also found on thethe lion for ksh. 500 note angleopard for ksh. 100 note, rhino for ksh, 200 noteselephant for ksh, 1000ot,theerry eens 1. With the guidance of any family a How do you use money in you Gb How does your parent or euardian 6 How does the community Use money?trovernment use money a How does the portance of money in the economy.0 run the country?2, Writea short essay to describe the 3, Present the essay tothe 25S : What do you understand by the term money?12, Explain four uses of money . Ow can we identify genuine Kenyan MOn y from fake ones? Whats the theme of Kenya's one thousand note?txplin the themes and symbols on the Kenyan currency:List the animals used in Kenya's currency. Tick inthe boxes of the progress checklist bel your teacher where necessary.low correctly. Seek guidance from Outcome Yes No1. Teanexplain the meaning of money and its uses in day-todaylife 2. Tean identify the key security features of Kenyan currency."}
{"text": "Tick inthe boxes of the progress checklist bel your teacher where necessary.low correctly. Seek guidance from Outcome Yes No1. Teanexplain the meaning of money and its uses in day-todaylife 2. Tean identify the key security features of Kenyan currency. '. 3. Lcandescribe themes and symbols in the Kenyan currency. 1 should improve and do better in the following areas: Ge Mrroesoyteco 202 eaCB camscanner1.3 Personal Goalsor meet.while others are achieved after a long period of time. A. Meaning and importance of setting personal goalsfor self-developmentShare your experiences a What targets do you have for yourself? B When do you plan to achieve these targets? C What can you do to achieve these targets? Ruck The following is the diary ofa Grade 7 learner. Read itand answer thequestions. My Goals for This Week4. Lwill finish my homework before supper each day.2. I will practise and solve one mathematical problem everyday.3, Iwill learn a new word every day to improve myvocabulary,Questions:1. Why do you think the learner came up with the goals or targets?2. How will setting goals or targets help the learner improve himself or herself?3. Explain the meaning of a goal.eu heseRead the following story and answer the questions. Kamau had a dream and a desire to become a doctor when he grows up. He wantedtobecome a doctor so that he could help the people in his village get good healthcareservices. Approved by KICD - 2022 Besnscaner4Kamau shared his vision with his parents and his teachers Hs Pars Prom,help and support his goals The teachers guided him about the SUDICCIS Nene,to do well in order to become a doctor. His long:Kamau wrote down short-term goals that helped him achieve FTA gu,becoming a doctor. He wrote them on two pieces of paper 2 Pp em inroom and on his classroom desk. 4 and responsible wSetting goals, helped Kamau become more organised TN iden ametime He dd not spend much time watching tlevsi\" 2 ow mare content followingKamau achieved one goal after another, he became rath to achieving hig :voals created. He was on the Bayclear path that his goals created."}
{"text": "They can be short-term or long-term goals. A shortterm goal is somethi i- in future 12asec ig you want to do in the near ii A long-term goal is somethiin the future Br rwetnnco-m ayBcunscanneifadevelopment in the following 0 Setting personal goals ts tmpartant for 8gets goals, they give him completed according, tOways iy Provides a elefor her the steps to follow simportance, ft success. When Onwo that tasks are kills. Fone knowsvehieve and the steps required to1, oF postponines short-term goal after the es agor she wants 0is tess room for dels . When weecome motivated and work eoats makes it eas!ww for one to track w ating clear jer for one tOspss Setting goals determines 2 clear pathway toTo focus on what needs to et donerts making progress towards To believe in themselves andsuccess, allowing oneconfidence, When one stagoals, one starts vi Boosts seachieving his or hbecome more confident. Micaela deanas , Find out some of the goals your parents, guardian oF family members haveset for themselves. Find out why the goals they have set are import3, Share what you find in your class groups. Ant to them. B. Factors to consider when setting personal goals forself-developmentPucks1. Read and analyse the following scenarios. Teka ad Tofu are two brothers. They are normally given pocket money of 50shillings on weekdays when they go to school. Their parents give them thismoney to help them buy break time snacks while at school. One day, whileis econ where walking home from school, they saw two nice watches.1e watches were on display in one of the electronic sho, : The watch cost 500 hundred shillings. Ps imthelocalmarkesTeka set a goal to buy one of the watches. He wai. He wanted to sav imoney every day so that he could buy the watch after only two week Toreyday, Teka saved all of his pocket money. He did not buy any break time snack.ee Approved by KICD - 2022 CamScannerhare the bungee ex He decidTokawent hanety."}
{"text": "He wai. He wanted to sav imoney every day so that he could buy the watch after only two week Toreyday, Teka saved all of his pocket money. He did not buy any break time snack.ee Approved by KICD - 2022 CamScannerhare the bungee ex He decidTokawent hanety. Nesney he had SaveTofu also wanted to ay one OEE WATSspe ta gy the wate: AEE ESwad herman af of hs packxo Bg y the wateduring break time. He 2 Answer the flowing questionska and TofuWhat personal goal did T8hho do you think achieved his Between the 100 SHDURESAse the following ators ISS the goals set by Teka ang Achievable u RealisticHint: You cam use the dictionary BS What other crs souk we consider when Seting PersPekand answer the questions that followRead the following conversationHello, Chengo. Yesterday, ight and realised that measured my Titooverweightchengo: Ieloos ike the holidays were good 10.708,Tito: Imade a goal for mysefto improve Ty health and fitness level. My goestoloose five kilograms in one month.go: How do you plan to achieve that goal? Will remove unhealthy foods from myChengo: That isa good start.also do some exercises like running, jogging and eeling,from time to time. Diot and start eating healthy Tito: TilChengo: That sounds fun. Will be joining youTito: That would be great I will also be measuring my weight even!track my progress. CChengo: lke your plan, You are sure to achieve your goal within your hin SatuniyQuestions1, Whatis Tito's goal?2. How will Tito's goal improve his health?3. What makes Tito's goal a good goal? Camscannerpiscuss and present Sd. The following are some of the factors we sh3 ersonal goals Read them out To hould considerWorkin groups and discuss each factor.discussion with the class. Use examples to help the rest of the class when setting 4."}
{"text": "What makes Tito's goal a good goal? Camscannerpiscuss and present Sd. The following are some of the factors we sh3 ersonal goals Read them out To hould considerWorkin groups and discuss each factor.discussion with the class. Use examples to help the rest of the class when setting 4. Share yourunderstand. Digital task oe ; he link provided and learn the factors to consider whenls, hetps: tinyurl.com SfsuBt3kORFind Life Skills or CRE textbooks from the library to do this task.243, Share what you learn with your parent, guardian or a friend. Jte watch the video in t1setting personal goa 1. Read the following story. Sandra and Limo are two smartalways afraid to raise their hands and answerthe teacher gives out a group discussion,anything to contribute in their groups. Yet tand know the answers to most of the questions. Grade Seven learners. However, they arequestions in class. Wheneverthe two learners hardly sayhey always have good ideassdra and Limo an assignment. He asked themOne day, the teacher gave Sane their fear. The twoto set personal goals that will help them overcomlearners set the following long-term goal for themselves: Lwill be confident enough to speak in front of the class by the end of theschool term. 2. The following table is a list of the short-term goals set by Sandra attohelp them achieve their long-term goal Study them closely.nd Limo Personal goals The factors:S cons, Iwill raise my hand when the cherwacker ReeTeast five times ina Measurabl Te Twill raise my hand atto answer questions. Week to answer questo mes iraise Timefall the times Iraise Time e Iwill keep a record 0 omy hand in class.what Specific Twill gain more confidenc now and in public speaking.- fe Fra count the times raised my hand i Achievable fter school.class on Friday af arners considered in setting ect ecorrect factor that thele 3, Matchthgoal. A When setting personal goals,help increase the chances of achieving the goals set i Specific: The goal Should be very precise with no Foor?"}
{"text": "The twoto set personal goals that will help them overcomlearners set the following long-term goal for themselves: Lwill be confident enough to speak in front of the class by the end of theschool term. 2. The following table is a list of the short-term goals set by Sandra attohelp them achieve their long-term goal Study them closely.nd Limo Personal goals The factors:S cons, Iwill raise my hand when the cherwacker ReeTeast five times ina Measurabl Te Twill raise my hand atto answer questions. Week to answer questo mes iraise Timefall the times Iraise Time e Iwill keep a record 0 omy hand in class.what Specific Twill gain more confidenc now and in public speaking.- fe Fra count the times raised my hand i Achievable fter school.class on Friday af arners considered in setting ect ecorrect factor that thele 3, Matchthgoal. A When setting personal goals,help increase the chances of achieving the goals set i Specific: The goal Should be very precise with no Foor? Formisinterpretationmeasurable: The progress of the goal set should be e259 fol achievable: The goal should be attainable. Set goals that accadone. Iv Relevant: The short-term goals should contribute f your bro2 u Realistic: Goals should relate to your persona strengths 21 should have a defined start andend vi Time-bound: The 20 remember these factors: SMART. B Weean use a short term to o Other factors such as resources should also be considered in setGane eed specific resources. DE achieved.tus or goals that help 4 We should set goals that are relevant tOlives and ourselves as human beings. Approved by KICD - 2022 eaCB camscanner , Setting personal goals for self-developmentPTT mauisulren below want 0 TheeTina Hetlot My nudies Teacher when I grow up. HowevTam very weak in the following subjects:Mathematics, English, Kiswahili and Businessstudies. Help me set a personal go:improve in the subjects an sal that can help me d achieve my dream. Hi, my name is Tofu. I love to draw."}
{"text": "HowevTam very weak in the following subjects:Mathematics, English, Kiswahili and Businessstudies. Help me set a personal go:improve in the subjects an sal that can help me d achieve my dream. Hi, my name is Tofu. I love to draw. My dreamjs to become an artist when I grow up. Help me set personal goals that can help meimprove my drawing skills. Toft Hint: Use SMART to help the learners.2 Usethe following to help Tina and Tofu to set their goals. Personal goal Long-term :ee eS eesShort-term goals: Routine Review Tick Achievements Date achieved How have improved or developed myself 4, Approved by KICD - 2022 CamScannerEmeneestions that follow. Read the following story and answer the que:1 join the athletics teIt was the beginning ofa new school yea. Abel wanted :his school. He went tothe teacherin Share of the teat and asked intheTeal He went tothe eae pt prove a ia psafor only ten minutes before he started breathin psy Hs Bear 35so fast and he was dripping with sweat. Abel do son runing nd tact The teacher told Abel that he did not qualify 01\" the atl am butheacontinue training and come for trials later. Abel was disappointed but he did not give UIa month away. Therefore, Ibe asked his fatbet 0 helD tai hn e en te \"before the competitions. Abel and bis father rented aay waning sheea computer software. The software reminded him er 1c ims could ytHis father gave him his smartphone pda stpuate 30 tat Be on me Heese ant time he ran every day. THEICT devices he uset Inehis improvement and his fitness level p. The athletiecompettions were, Questions:1. What goal did Abel set for himself?2. Isthe goal a SMART goal? Give reasons for your answerWhat tools did Abel use for seting ls? How can we use ICT tools for setting goals?BYR Mind Spot 1."}
{"text": "What goal did Abel set for himself?2. Isthe goal a SMART goal? Give reasons for your answerWhat tools did Abel use for seting ls? How can we use ICT tools for setting goals?BYR Mind Spot 1. Answer the following question a What do you want to achieve atthe end of the school term? What career oF ob do you want when you grow UP?Ue the answers tothe questions above to set SMART personal goals:Write your goals in your exercise book or record them on any appropriICT device available to you. Present your goals in class. Describe how the personal goals you have set will contribute to selfdevelopment.45. Approved by KICD - 2022 eaCB camscannerersonalefor setting P a Technology has provided tools or devices that we can Us ispoals, oe ike computers:ces li Information and Communication Technotogy CT devs can. HelP USsmartphones, and smartwatches and software ogsetting, goals to improve our lives. Jind us onalso rem! They can help us set measures to track our goals THEY SO sy eough alarmsthe times we should be doing an activity that Was platand schedules.atic ams kfind out some of the . With the help of your parent, guardian or digital devicesICT devices we can use for setting personal goals.2. Practice using the ICT devices to set personal goals:3, You canalso use your exercise book to set personal goals.4, Share what you learn with your class group. 1. What is the meaning of the term personal goals ? 2. State and explain five reasons why setting person:3, Analyse the factors to consider when setting person:al goals is important.al goals. Self-assessment Tice in the boxes ofthe progress checklist below correctly. Seek guidance fromyour teacher where necessary. Outcome Yes No1, Lean explore the meaning and importance of settingpersonal goals for self-developmer J Tean analyse the factors to consider when setting personal goals for self-development.31 ean set personal goals for self development.4 can use ICT devices or exercise books for setting personal goals for self-development. Should improve and do better in the following areas: ."}
{"text": "Seek guidance fromyour teacher where necessary. Outcome Yes No1, Lean explore the meaning and importance of settingpersonal goals for self-developmer J Tean analyse the factors to consider when setting personal goals for self-development.31 ean set personal goals for self development.4 can use ICT devices or exercise books for setting personal goals for self-development. Should improve and do better in the following areas: . BBE roetysnco 202Beanscanner1.4 Talents and Abilities We all have abilitiuse my re abies and talents that makeore car atentand a lity to mean the same. In this sub st shall learntalents and abilities. Awe sat erndifferent from each Other Maything. However, these ty!how to different A. Distinguishing between talents and abilities oflearners in schoolShare your experiences 2 What skill do you have that you we! B What skills do you have that you learnt? Describe the two skills in class. A From the skills you have mentioned i which skill isa talent? Ii which skill is an ability?pictures and discussre born with? Uss the questions that foll Approved by KICD 2 CB camscannerQuestions: Identify the skills demonstrated in the pictures. Which ofthe skills shown inthe pictures isa talent or an ability?for your answer. An ability? Give reasonsUsing your discussion, a talentMention other talents anddefine the following terms o abilityabilities that you know or have experienced, following conversation about the difference between a talent and an Read theability aa: Hello, Jul Have you prepared for the talents and abilities show for theMonday lesson?ju: Yes 1 have. Have vgritten an interesting story to read in class, Writing Is mytalent. Pia: Huh! Is that not an ability?juliz No. That is my talent. Love writing stories to entertain people.rea remember the teacher taught us that a talent isa skill that we are born with.forexample my talent is dancing, My Parents told me that I started dancing when I was j st four years: old.ju You are right. Attend writing classes every week to be taught how to writefood stories."}
{"text": "That is my talent. Love writing stories to entertain people.rea remember the teacher taught us that a talent isa skill that we are born with.forexample my talent is dancing, My Parents told me that I started dancing when I was j st four years: old.ju You are right. Attend writing classes every week to be taught how to writefood stories. Also put in ot of effort 60 write good storiessua; also go to dancing school but not tbe taught but to improve and learn new Questions:12dance styles.ree your point. Know what talent will demonstratends always Tell me!tei el jokes to make people laugh. My talent is comedy. My fritell me that lam funny. I always say things that make them laugh. Yes! Now you have gotten it. That s your ct us practise what wewill present. True talent. L iscussed in the conversation.talents and abilities as explained in the Identify the talents and abilitiesIdentify the differences betweenconversation,How else can we differentiate between talents and abilities?RS rvestsnco- mm CamScannerDiscuss and present , 2Present ge,LDiscuss and complete the following table to distinguish betan ability. Talent a Atalentis an inborn skill. Ability requires time and ony, he developes Talents hidden and needsrecognition. D Talent requires coaching tonurture 2. Share and your understanding of each differences in your 2."}
{"text": "L iscussed in the conversation.talents and abilities as explained in the Identify the talents and abilitiesIdentify the differences betweenconversation,How else can we differentiate between talents and abilities?RS rvestsnco- mm CamScannerDiscuss and present , 2Present ge,LDiscuss and complete the following table to distinguish betan ability. Talent a Atalentis an inborn skill. Ability requires time and ony, he developes Talents hidden and needsrecognition. D Talent requires coaching tonurture 2. Share and your understanding of each differences in your 2. Share and compare your work with a classmate, 59 camscannerAtalwithout being tadoing, like drawing, singing, 0 nabilty is the skill to doa patraining or practice. The followingare the difference Talent isan inborn special skill white abil2 person through training and experienceTalent isa God given git while ability is asktime and effort to develop. Talent is often possessed by afew people while ability can be acquiredby any person who is interested. Iy Talent requires coaching while ability requires training. X Talent ishidden and needs recoBn jon while ability requiresdevelopment. Dancing, among others.cular task that is acquired through le ss between a talent and an ability.isa skill that is acquired by o ii which you put your0 Picea nschsn or any family member: With the help of your parents, Bua\" a Identify our talents and abies, o Discuss how your talents and abilities can help you in the future. C Mentify people with special talents and abilities in your community. A . Find ut how they use thelr talents and abilities in their lives.2, Present your findings in classuring talents and abilities B. Ways of nurttstudy and discuss the following pictures. EG vrrostsrecoam CamScannerQuestions: What is happening in the pictures?Identify the taHow are the talHow can the even lents and abilities being demonstrated in nic andabilitiesofthe learnersin the pictpusinesses?abilities."}
{"text": "Find ut how they use thelr talents and abilities in their lives.2, Present your findings in classuring talents and abilities B. Ways of nurttstudy and discuss the following pictures. EG vrrostsrecoam CamScannerQuestions: What is happening in the pictures?Identify the taHow are the talHow can the even lents and abilities being demonstrated in nic andabilitiesofthe learnersin the pictpusinesses?abilities. In the pictures promotMention some of the ways of promoting talents am\"MancheRead the following article and discuss the questions 1 organised the an,In 2020, the Turkana County government andthe 10ca oe al fs coal Diy Tourism and Cultural festival known as Tobong! Loe. The WNT Fatat showcasing the diffrent talents and abilities of the POOP a.advertised the event in all major radio and television St2UO1\" aWhen the day came, people from different parts of Kenya 2000S at TePanel rural Turkana were fully booked that some people WerH TN A tu,pe croeners from diferent schootsin the county performed ACT WadingGnas and dances, Some recited pocms and dramatised interes gs The festival was successful and the County Government paid aferent peopl iparticipated in the festival Turkana County was also showcased to the people gKenya and the world at large. At follow. Questions:1. Identify the talents and the abilities mentioned in the news article.2, Discuss the way the Turkana County government nurtured talents andabilities3, How did nurturing talents and abil ies benefit the businesses in the county?Discuss and present My1 Discuss how the following people encourage your talents and abilities: a teachers and school b parents or guardians community. Discuss on ways of nurturing talents and abilities for business purposes. Present your findings in class."}
{"text": "At follow. Questions:1. Identify the talents and the abilities mentioned in the news article.2, Discuss the way the Turkana County government nurtured talents andabilities3, How did nurturing talents and abil ies benefit the businesses in the county?Discuss and present My1 Discuss how the following people encourage your talents and abilities: a teachers and school b parents or guardians community. Discuss on ways of nurturing talents and abilities for business purposes. Present your findings in class. ForeedbyRco-202 amBesnscanergs YO Mind Qpotout oval the fatlowstiyg tater welled skilled and be able to transfer the Wo want aut enyptayees to beccovcitoment Gooner euistomers as well Wihat ao yous think the statornent means?nya bop How MELEEalents and abilities ean help aUso the statInsite, Nurturing talents ant abilities involve offering ways to promote and oneoutage people to develop their skills and demonstrate their talents.it is important to be in environments thatww o Everyone nt, Howevehelp us discover them as early as possible,lo Once weave denied our talents and abittes, we should demo strate andinaprove thon as much as posible. Skills nee! To be practised and improvedfor them to be helpful in our lives. 0 We can nurture skills by engaginglub like drama, music anc! Journalism among othersalsa help in nurturing sports skills. E tna business environment, employees can encourage the workers totye creative and share theit skills and ideas. They can also provide skillsdlovelopment programs that help the employees to improve and acquireamore skills. 0 Nurturing talents and abi aa business motivates and encouragespeople to be more productive. This can improve different areas of thebusiness and make it profitable,Gece needWith the help of your parents, guardians or any family member: . Ind out how talents and abilities are applied in businesses,talents can help a business. Activities like talent shows, creatingSports teams can Find out how promoting and nurtuShare your finding with the class."}
{"text": "This can improve different areas of thebusiness and make it profitable,Gece needWith the help of your parents, guardians or any family member: . Ind out how talents and abilities are applied in businesses,talents can help a business. Activities like talent shows, creatingSports teams can Find out how promoting and nurtuShare your finding with the class. Rwvevesty cco -202 Besnscaner2 7 Mind Spotfollowing statement.employees to become excited, skilled and be able tocustomers as well ote ead these want ourexcitement 0 04 or thequestions: What do you tik theUse the statement 10 fatement me sxplain how nurturing talents and abilities can hean help a offering ways to promote andlents and abilities involvesmonstrate their talents, Nurturing talpeourage people to cevelop ter skis and dejp Everyone has is important to be in environments that talent. However,help us discover them as early a8 possible. O Oncewe haveidentified our talents and abilities, we should demonstrate andimprove tem as muchas possible. Skis need to be practised and improvedforthem to be helpful in our lives. A Wecan martare skis by engaging activities like talent shows, creatingvrabs ike drama, musicand journalism amon others. Sports teams canSiso help in nurturing sports skills: e Inabasiness environment, employers encourage the workers totereative and share their skillsand ideas. They c2h also provide skillsimprove and acquiredevelopment programs t more skills 1 Nurturing talents and abilities ina business 1people to be more productive. This ean improve different abusiness and make it profitable.tinea need With help of your parents, guardians or any family member: . Find out how talents and abilities are applied in businessesFind out how promoting and nurturing talents can help a business3. Share your finding with the class. Hat help the employees totivates and encouragesreas of theC. Demonstrating personal talents and abilities In sEUG a Sc eth different ways learners L Diseusschool and the community, hoal and the community anes?2 lents ant 1. Identify one talent oF Make a costume andtalent orabillty. ."}
{"text": "Hat help the employees totivates and encouragesreas of theC. Demonstrating personal talents and abilities In sEUG a Sc eth different ways learners L Diseusschool and the community, hoal and the community anes?2 lents ant 1. Identify one talent oF Make a costume andtalent orabillty. . Ask forassistaneeand demonstrate your sarent oF ftean abtty i any oF he Flowing fromyo 4. Practisplacesand events fe daring parent a elas uty clubs or societies 9 assemblyp. Relating talents and abilities to career opportunities; in the worldMPT eaeinthass the questions that ng pictures and di Look at the peop!follow. By Questions1. Doyou know any of the people in the pictures?2. Identify their careers and how they use their talents to 5. Discuss the talents required for the above career opportunities. J4 Mention other people you know that have used their talents or alll\" their careers. Arn income: Approved by KICD - 2022 ee dCB camscannerPheead the following story a Tina and Sandra arefor his job whilvould help hini develop andalso help him in storit Tina and Sandra wanted father to show them. Everydaughtethet They also s! Tina and Sandra's abilitytheir careers for the future.expertsListen to the resource person your teacher will invite to class. Note down everything you learn about talents, abilities and careeopportunities . Jek the resource person anything you would like fo know about careers,talents and abilities. Share what you learn with your parents or guardian. ET ecaesund answer the questions that follow:siblings. Their father bought simple desktop computer to usea home. He was a writer. He wanted to have 2 digital device that write stories as fast as possible. The computer would1g his short stories for future publishing. 9 know how the computer worked. They asked theirFriday evening and on weekends, father would teach WisShow to operate the computer. The two siblings Were quick learners."}
{"text": "The computer would1g his short stories for future publishing. 9 know how the computer worked. They asked theirFriday evening and on weekends, father would teach WisShow to operate the computer. The two siblings Were quick learners. Byfe they wwere in Grade 12, they had become exPPrts in operating computers.ad up for Computer Studies classes and learnt coding skills.to understand how computers work helped them choose on their skills and became They continued to improvesmputer scientist. Sandra studied for an up to become a cor Tina gre' Information Technology degree. Questions:1 abilities described in the storyWhat are the talents oFabilities influenced the careers of Tina, SandraDiscuss how these talents orand their father. How do you think computer skils are related to the careers that Tina andDiscuss how talents and abilDiscuss the careers you can pursue with the talents and abilities you have. Share your discussion in class. Aa Gi revered ny cd 2002Beanscannr9 Mind Spot3 questions that follow, asuver thFras for HUFL AA MCCry are the best 1 C-CUrTgal pate Un KL BOOK in,i curricula books. However,buy the books needed. Read the following seenario andA school in Kinnoto Village ISthe talents and abilities of slactivities inthe region. The seo!"}
{"text": "Aa Gi revered ny cd 2002Beanscannr9 Mind Spot3 questions that follow, asuver thFras for HUFL AA MCCry are the best 1 C-CUrTgal pate Un KL BOOK in,i curricula books. However,buy the books needed. Read the following seenario andA school in Kinnoto Village ISthe talents and abilities of slactivities inthe region. The seo! 9rary andl replace them with theschool does not have enon Questions: a How can the leraise money for the Hibr b Mentiontheiimportance ot muriin income.ors use thet ti ents and abilities tO Help the schygtalentsand abilitiesin generaiy it weir possible castate he flowing tants ane abilities C0 possilopportunities: : Tatents and abilities a Drawinfo Singing a ehloCompateee a Identifying our talents and developing abilities helps us to realise the caree b d we can pursue in the future. Apart from having the knowledge to do something, we should also devel?the skills required to perform various tasks. Having the right abilities to do a job is an important aspect of a person career:Having the talent to perform the task makes the job more enjoyable sitone naturally has the skill needed to perform the tasks. We can use our God given talents and al Approved by KICD - 2022 eaiia kidly member how their talents and Ask your parents, guardian or any f 1abilities helped them in choosing their careers.2. The following are some of the common abilities that almost al jobs requirea person to have: a computer skills b communication skills time management skills. With the help of your parent or guardian, find out why are these skillsimportant in careers?3, Share your work in class. E, Ethical issues related to the use of talents andabilities in businesslz:Read the following story and anskijuais naturally gifted in mathematiproblems was eto allow him to work as ahelp his uncle to run one of hisaccount for everything in the s! Goods that were sold,One day, Kijua spilled ten litres o!panicked."}
{"text": "The seo! 9rary andl replace them with theschool does not have enon Questions: a How can the leraise money for the Hibr b Mentiontheiimportance ot muriin income.ors use thet ti ents and abilities tO Help the schygtalentsand abilitiesin generaiy it weir possible castate he flowing tants ane abilities C0 possilopportunities: : Tatents and abilities a Drawinfo Singing a ehloCompateee a Identifying our talents and developing abilities helps us to realise the caree b d we can pursue in the future. Apart from having the knowledge to do something, we should also devel?the skills required to perform various tasks. Having the right abilities to do a job is an important aspect of a person career:Having the talent to perform the task makes the job more enjoyable sitone naturally has the skill needed to perform the tasks. We can use our God given talents and al Approved by KICD - 2022 eaiia kidly member how their talents and Ask your parents, guardian or any f 1abilities helped them in choosing their careers.2. The following are some of the common abilities that almost al jobs requirea person to have: a computer skills b communication skills time management skills. With the help of your parent or guardian, find out why are these skillsimportant in careers?3, Share your work in class. E, Ethical issues related to the use of talents andabilities in businesslz:Read the following story and anskijuais naturally gifted in mathematiproblems was eto allow him to work as ahelp his uncle to run one of hisaccount for everything in the s! Goods that were sold,One day, Kijua spilled ten litres o!panicked. He did not want to get into trskills in mathematics anAt the end of the month, Kijua s uncleperformance of the Kiosk. Aftedifference between the amountHe asked Kijua to explain, Kijua felt bad for what he had dswer the questions that follow:ics, He loved numbers and solving mathematicalhis uncle asked Kijua's parentshis shops. Kijua was happy tohelped his uncle toie store and theffortless for him. During the holidays, k attendant in one ofis businesses."}
{"text": "Aftedifference between the amountHe asked Kijua to explain, Kijua felt bad for what he had dswer the questions that follow:ics, He loved numbers and solving mathematicalhis uncle asked Kijua's parentshis shops. Kijua was happy tohelped his uncle toie store and theffortless for him. During the holidays, k attendant in one ofis businesses. At the kiosk, Kijua hop. He recorded all the goods in th f cooking oil. When he realised his mistake, heouble with his uncle. Kijua decided to use hisdd wrote in the kiosk book that the cooking oil was sold out.took all the kiosk books to study the r analysing the books, he realised that there was ain the bank and the amount recorded in the books.jone. He knew itwas wrong. He had no choice but to tell his uncle the truth,Questions: What is Kijua s talent or ability?How did Kijua use his talent or ability to help his uncle at his shop?From the story, what did Kijua do that was wrong?Did Kijua use his talent or ability correctly. What was the right thing that Kijua should have done after spilling the cookingoil?Using the story, explain the term ethiEBS rrvroesyntco- 2a Besnscanerexperienced when using our 7. Suggest other ethical issues that can beand abilities in business. A . Ethies isa set of beliefs about what is moray ight and 7008. Hb The following are some of the ethical issues relating to the use of talenabilities in business: i Discrimination In a business environment, people should nc 5,hdvantaged or disadvantaged according the talents and 2b they do or do not have.i Fee ent - We should not use our talents and 2b 22 Seasavo not share the same talents and abilities unfairly, ii Unethical accounting - We should not Ot our talents and abilaren or give out false information. For example it the case of in Learning Task 11.Nepotism is when someone is given iv Nepotism and favouritism ly member."}
{"text": "A . Ethies isa set of beliefs about what is moray ight and 7008. Hb The following are some of the ethical issues relating to the use of talenabilities in business: i Discrimination In a business environment, people should nc 5,hdvantaged or disadvantaged according the talents and 2b they do or do not have.i Fee ent - We should not use our talents and 2b 22 Seasavo not share the same talents and abilities unfairly, ii Unethical accounting - We should not Ot our talents and abilaren or give out false information. For example it the case of in Learning Task 11.Nepotism is when someone is given iv Nepotism and favouritism ly member. Favouritism occurs whe:advantage for being a familperson is treated better than others because of one reason or hetGinter keeneguardian or any family member:ed to the use of talents and With the help ofa parent,1. A . Describe the following ethical issues relatabilities in a business environment. I nepotism b Find out how it can affect a business environment. A favouritism2, Present your findings in class. Define the following terms: a atalent b anability. State four differences between talents and abilities. Give four examples of talents and abilities. What are some of the ways the school can nurture talents and abilities?State three importance of nurturing talents and abilities in business. Approved by KICD - 2022 aBeanssaoner6. What career opportunities are related to talents and abilities?7. List some of the ethical issues related to eList som to the use of talents and abilities inssment Self-assi Tick in the boxes of the progress checklist below correctly. Seek guidance froyour teacher where necessary. M Outcome T es NoGstinguish between talents and abilities of learners feanin school. T can identify ways of nurturing talents and abilities for business purpose. Tcan demonstrate personal talents and abil 1 can relate talents and abilities to career 0 the world. T ean identify ethical Issues related to use of talents andabilities in business. Should improve and do better in the following are2.ities in school."}
{"text": "Seek guidance froyour teacher where necessary. M Outcome T es NoGstinguish between talents and abilities of learners feanin school. T can identify ways of nurturing talents and abilities for business purpose. Tcan demonstrate personal talents and abil 1 can relate talents and abilities to career 0 the world. T ean identify ethical Issues related to use of talents andabilities in business. Should improve and do better in the following are2.ities in school. Ypportunities in Ga Prvrord by kicD 202BeanssaonerBusiness and its Environmey,2.1 Business Activitiessearnt what a business is andits primary goal A busines2s so that it can make profit. One of these activities invok nt consumers require. As a business person, one, and find out what the customer needs beforay lead to losses and eventually the cos Instrand 1, wevarious activitiegoods and services tharket for their businesssilable. Failure to do so m: thethebusiness. A. Needs and wants as used in Business StudiesShare your experiencesWhat are some of the things you think a human being must have in orderStudy the following pictures and discuss the questions that follow: bappening in the pictures? What things must we h wa hing to live?things can we live without?CB camscanner4, Use your answers in Question 2 to complete the followin our Needs Our watFoo house or shelter h Atel Ime ksaid ead the following story and answer the questions that follow. For long time, Mr Dalmas and his wife have struggled to provide for their family.ages from Mr Dalmas humble obs can only manage V0 afford the family what theyWad to survive. Mr Dalmas always uses the litle money he makes to buy food, payfor rent, buy some simple clothes and pay school fees for his children. However, Mrpatmas sil believes in his dream of making the lives of his family better and morefomfortable. He, therefore, works very hard. Next to Mr Dalmas home lives Mr Havi and his family. New ford his family s needs and desire. Justa fev weeks 280, he bought expensivetoys and clothes for his children. He also transferred them to an expensive privateseal in the outskirts of the town."}
{"text": "A Abusiness should provide things that people need and want to makea prof b Anced is a good ora service that a person must have to live, As humans,have basic needs such as shelter, food and clothing. Without these needs, we can fall sick, causing us to require products lttmedicine and services like healthcare. Extended lack of basic needs can eattodeath, a Awant is a good or a service that a person would like to have but not\"survival. Therefore, we can live without wants, Wants are unlimited. This means that human beings cannot get enoughtheir wants. 9 Approved by KICD - 2022 geXNBeanssaonerlife. On the other 0 Wants keep on chan h We should learn to diferent and wants to live efficiently andwithin our means. Abvusiness develops nd provides products and services to satity Itscustomers needs andsean that wants are les valuable in our lives. . With the help of your parent, guardian or any family member: a listsome items that you commonly buy at home and for school. B group each ofthe tems in your lista either a need or isntse items listed.recent you table h class and explain why youneed orsvant theB. Scarcity, choice, scale of preference and opportunitycostenedRead the following story and answer the questions that follow. Mike is in Grade 5 at Kuleta Primary school. He askedPenshis parents for Ksh 200 to buy some school supplies. He wrote list ofall the items he wanted to buy and walked Exercise Books toanearby kiosk. EraserMike read his shopping list as the kiosk attendant RulerWatchbrought the items. Those will cost you Ksh 400. Ksh 70 for the books,XKsh 40 for the eraser, Ksh 90 for the ruler and Ksh 200forthe watch the kiosk attendant said.acta neue down The mone head was onl hal. Of the money hefor the items on his lst. Mike decided attere pyr the ens ons ded to pick only the items that heQuestions:1. What items did Mike want to buy?2: ou Mike buy all the items in his list? Explain,you were Mike, what items would you choose to buy?"}
{"text": "Mike decided attere pyr the ens ons ded to pick only the items that heQuestions:1. What items did Mike want to buy?2: ou Mike buy all the items in his list? Explain,you were Mike, what items would you choose to buy? Explain why. Approved by KICD - 2022, Beanscaner4 js: Make alist of the items you would choose to buy from the lisHow would the list help Mike make a choice?Discuss and present adass the following tern,1, Use the answers you gave in Learning task 3 to disc a scarcity b choice. 72. How do the concepts above affect the ability of a consumer 0 satisty 1h,needs and wants?3. Present your discussion to the class. EauekesnesRead the following conversation an The employees at Carpenters Unitedactivities ofthe day.eds. Lately,Carpenter 1:Carpenter 2: Carpenter 1Carpenter 2:Carpenter 1Carpenter 2:Carpenter I:Carpenter 2:Carpenter 1Carpenter 2:Questions:cestions that follow.answer the auhave a meeting to d scuss and Organ tiWe should start making b many customers have beeasking for beds. We will mal we satisly the needof our customers.agree, However, wehaveahugeorder from Kongole Junior Secondaryterre to make desks and chairs. We should Focus the resources wehave on making desks.bet we can make more profit of over Ksh 200,000 by selling bna ves I think we can divide the timber into two piles, ne er making beds and the other for desks. Thatis a good idea. We will make money from both. However, if we divide the timber, we will not be able to make theke a lot of money if required number of desks, Also, we do not have enough tlie an money. Qur resources are limited. I did not think of that. Let us just stick to making desks. We will have to forego the profits we would have made from the beds.understand, wish we had enough resources. We would have matlot of profit from our furniture. True, but remember, resources are always limited. Therefore, \"eshould use the resources available to do the things that are moreimportant first.1."}
{"text": "We will have to forego the profits we would have made from the beds.understand, wish we had enough resources. We would have matlot of profit from our furniture. True, but remember, resources are always limited. Therefore, \"eshould use the resources available to do the things that are moreimportant first.1. Why did the carpenters choose to make desks instead of beds? Approved by KICD - 2022 eeCB camscanner2, What did the carpenters forego by choosing to make d3, What isthe meaning of limited resources?4 Identify the limited resources mentioned inthe comat you understand by Opportunitynd a scale of prefere Describe W work hand-in-hand 6. Explain how limited resourcesBBD Mind spotstudy the following pictures and describechoices people make. Individual Business Governmentow limited resources influence the MACHINE AMACHINE B? R Digital task 1. Using any digital device available to you, search and find more informationabout the following terms. A scarcity b choice 0 scale of preference a opportunity cost. 2 Provide an example of a business-related situation where you can use the terms above OR3, You can also use Business Studies textbooks in your school or communitylibrary to do your research. 4. Present your findings in clas. Jquite goods and Srvie; a Se ara is the lack of enough resources t0 asatisfy a consumer's needs or wants:nat one can afford ay,For example, searcty of money can limit 90wurces available yiettparticular time. Therefore, we must use whane er resol Me Wise,by b Choice is the ability of a buyer 0buy from a range of possible options consumer canbe forced to choose peewee? OF amongst competing neg,oor wants. This is due to scarcity of fesoureesodsandservices if theirorde ofimpern,ihe supermarket, you canto the consumer. For examples tot i, ligthe goods you want to buy, stating with MSE to the least important. Customer can make and use a ist of 00S OF services that they requiremake a choice. A When a customer picks oneof the unchosen item."}
{"text": "OF amongst competing neg,oor wants. This is due to scarcity of fesoureesodsandservices if theirorde ofimpern,ihe supermarket, you canto the consumer. For examples tot i, ligthe goods you want to buy, stating with MSE to the least important. Customer can make and use a ist of 00S OF services that they requiremake a choice. A When a customer picks oneof the unchosen item. This is knOpportunity cost isthe next best fore p00d or service. Notes Sear, choice a sale of preference, and opportunity cost areimportant in making economic or financial decisions. I Scarcity, chotce, a scale of preference and opportunity cost are allrelated to one economic fact that resources are limited not enough while human wants are unlimited.:. Idee hersIn your class groups:1, Use what you have leUs what you ae arnt about opportunity cost and limited resources 2. Present the role-play in your clubs and societies, se or coose te BOOMS OF SEV, 6 Ascaleofpreferenceisalistof item instead of another, they forego the valeown as the opportunity cost. Therefor,sgone alternative after choosing anothe: Gi Merron by K1cD 2CB camscanner , Preparing a scale of preferencecali:the parents in the following pleture are doling wat 6100 1 Nea emo We onty have 5,000 sitihy tothe 8900 J 5 setter eraNee e10 few watch 1500 stiots buy all the items on their list? Give a reason.an the pareting the parent's lst, what tems or bills do you think ae the most importato spend on? Explain why.he list help the parents satisfy their needs?king the list?How can t What do you think the parents considered when mal4na.ge below and answer the questions that follow.sookSmars junior Secondary Schoolisanewlyuiltschoolin the community."}
{"text": "Therefor,sgone alternative after choosing anothe: Gi Merron by K1cD 2CB camscanner , Preparing a scale of preferencecali:the parents in the following pleture are doling wat 6100 1 Nea emo We onty have 5,000 sitihy tothe 8900 J 5 setter eraNee e10 few watch 1500 stiots buy all the items on their list? Give a reason.an the pareting the parent's lst, what tems or bills do you think ae the most importato spend on? Explain why.he list help the parents satisfy their needs?king the list?How can t What do you think the parents considered when mal4na.ge below and answer the questions that follow.sookSmars junior Secondary Schoolisanewlyuiltschoolin the community. Beforessmiting learners, the owners and administrators needed to buy some items fordhe achool The administrators came up with alist of few things the school needed. They were as follows: furniture atthe cost of Ksh 400,000, kitchen equipment atthe cost of Ksh 200,000, laboratory equipment at the cost of Ksh 100,000, librarybooks atthe cost of Ksh 300,000, and a school bus at the cost of Ksh 1,500,000. BookSmarts School owners had only Ksh 1,000,000 left in the project fund. ARead the short passaj questions . Imagine you are part of Book Smarts Junior Secondary School'sadministration, make a scale of preference list of items the new schoolshould buy. Include the prices as well2 Which items did the school fail to purchase? Give a reason.:. Hu psotbusineses ented rm Book Smart anor Secondary Scho?xplain the importance of a scale of preference for the following people: consumer b producer. BS TS Mind SpotAsa learner, you have personal needs and wants. Lst themPrepare a scale of preference using your personal needs and wantsGive reasons for the order of the items. Share the list you make with your classmate. 1g wants in th a Preparing a scale of preference involves arrani orderimportance."}
{"text": "BS TS Mind SpotAsa learner, you have personal needs and wants. Lst themPrepare a scale of preference using your personal needs and wantsGive reasons for the order of the items. Share the list you make with your classmate. 1g wants in th a Preparing a scale of preference involves arrani orderimportance. :. When preparing a scale of preference, on should know the resourcesavailable and the wants and needs required. C Makinga scale of preference helps person fo: i decide which goods to buy according to thelr Importance or Pris and resources available i manage their finances well by buying only the most Important things iii . Efficiently use available resources iv make reasonable choices when buying goods iv maximise the satisfaction of needs and wants using limited resoures a Ascaleofpreferencecanbeusedby both theconsumer and thebusinesspers:to make decisions. For instance, if there is a demand for a particular goot a businessperson can use a scale of preference and compare the scarcity!resources against the demand for the good. Note: When making a scale of preference, needs should come before wants. D. Need for business activities for self and the community EET nceStudy the pictures and answer the questions that follow. Gj Proroved by kico - 2022 ee 59 camscannertions Fenty the aces ng place in the pictures.fens the pictures benefit a business?3 doyoutinkteal jesin the picturesareknownas'hnon rreimportance of the business activites in th ore netoan individual toacommunity.aiseuss the Follow business activities. Vehicle distributing tea leaves. Acustomer buying tealeaves. In ee L the pictures to discuss te following business activities: eatraction b processingi distribution a trading.be theaetivtes above help a community and its members?nt your discussion in class. Ee oomDiscuss and present 1 71Manufacturing is one of the bu!products below. Res involved iN prod, sss activiti page oO iscuss the questions below: a What is manufacturing? B What is the difference betmanufacturing and processing?through manufacturing?ed to produce the produween Nlproduced Which other products are2."}
{"text": "In ee L the pictures to discuss te following business activities: eatraction b processingi distribution a trading.be theaetivtes above help a community and its members?nt your discussion in class. Ee oomDiscuss and present 1 71Manufacturing is one of the bu!products below. Res involved iN prod, sss activiti page oO iscuss the questions below: a What is manufacturing? B What is the difference betmanufacturing and processing?through manufacturing?ed to produce the produween Nlproduced Which other products are2. Mention ather business activites Perrand get them to the customer4. White a short report discussing the need for each activity YOU ment,the community. Iuction and sale of goods and seri, ess activities involves the prodB with the aim of making profit.ble for a business to provide and satis.s make it possi y the consumers and the community.activities include: This involves obtaining b Business activitiesneeds and wants of Themain businessor removing goods from i Extraction ature setting, such as fishing, farming, mining, quarrying lumbering. Il Processing This involves converting raw materials into mtining other materials, suchaseristproducts withoutadding or com! Wheat into wheat flour Manufacturing - This involves combiningdevelop a final product. For example, a b wood, glue, nails and varnish. Iv Dison and transportation - This involves moving pro where they were produced to where they areneeded. Thisdistributors such as wholesalers. Yarenceded 0 Construction This involves building structures such as stall iden or buildings."}
{"text": "Mention any other roles of retailers that you know. Approved by KICD - 2022 a CB camscannerpropriate digital devices or Huws Stesscan be elassiled Give enamulee t ean actly Ua faves yng a eli, ods andgoorls and servicesjm of making profinvolved intsia,with tewhoanclude ptbuys goods frotly hln two main groups,le retaile called traders. E ding activitiesamples ofmtjacers, wholesalers and retalers1m producers or wholesalers andrsa and sells therner price in order to make profit, athe large scale retailers such as thesuch as canteens and kiosks. Us for use, not for reselling. People exist ineetsand small saln who buys goodretailer toa customer include: the link between consumers andl producers smaller quantities for consumers to buy. Superperso consti Ww They break goods into: They package and grade goods.the consumer with manyfv Theyprovidethane tat best satisfies thelr needs. The retailer may provide after sale serviofgoods for the consumer uy Arete at times sells goods to the consumer on credit therebyproviding credit facilitiesconsumers buy goods from retail business. Tetailers are divided into two: i small scale retailers - Thestperson. They deal with smaland foodstuffs, Small scale ret Small scale retailers with shops such as singlestmobile shops, kiosks and market stalls. Small scale retailers without shops suc! Machines, itinerant traders, open air markesellers.products o that they can choose ices like delivery and installation0 lers hence enabling them to make thelr ran and owned by onegoods like detergentsed into two:hops, tied shops,ty are commonlyII and fast movingtailers are further dividhas automatic vendingcet traders and roadside E ronnc CamScannery i Large scale retailers deal in a variety of goods and mainly,in urban centres. They include supermarkets, debartmenhypermarkets, chain stores, mail order stores: wholesaler isa trader who buys goods in Farge quantities from py,and then sells them to retailers."}
{"text": "Superperso consti Ww They break goods into: They package and grade goods.the consumer with manyfv Theyprovidethane tat best satisfies thelr needs. The retailer may provide after sale serviofgoods for the consumer uy Arete at times sells goods to the consumer on credit therebyproviding credit facilitiesconsumers buy goods from retail business. Tetailers are divided into two: i small scale retailers - Thestperson. They deal with smaland foodstuffs, Small scale ret Small scale retailers with shops such as singlestmobile shops, kiosks and market stalls. Small scale retailers without shops suc! Machines, itinerant traders, open air markesellers.products o that they can choose ices like delivery and installation0 lers hence enabling them to make thelr ran and owned by onegoods like detergentsed into two:hops, tied shops,ty are commonlyII and fast movingtailers are further dividhas automatic vendingcet traders and roadside E ronnc CamScannery i Large scale retailers deal in a variety of goods and mainly,in urban centres. They include supermarkets, debartmenhypermarkets, chain stores, mail order stores: wholesaler isa trader who buys goods in Farge quantities from py,and then sells them to retailers. I The services to wholesalers to prot i They relieve producers some eosts uchbulk. I They ducers include:15 storage by buyinglucers to retailers. Tii They seadve rd promotion 0 behalf producers. Iv They pass feedback from retailers 0 the me cers a v They finance the producers by paying for the orders Whey mal The services of wholesalers to retailers include: ; i Breaking bulk of the goods and selling tO retailers install quay. Ii Transporting and then distributing goods '0 retailers prinoperation. Ii Avallinga wide varity of goods from different producers. Iv Offering discount facilities to the retailers. V Passing information from producers to the retailers. Vi Packing, blending sorting and grading goods on behalf of retails i. With the help of a classmate, analyse the trading activities that take picthe following environments: school il community2, Identify the importance of trading,3."}
{"text": "They include supermarkets, debartmenhypermarkets, chain stores, mail order stores: wholesaler isa trader who buys goods in Farge quantities from py,and then sells them to retailers. I The services to wholesalers to prot i They relieve producers some eosts uchbulk. I They ducers include:15 storage by buyinglucers to retailers. Tii They seadve rd promotion 0 behalf producers. Iv They pass feedback from retailers 0 the me cers a v They finance the producers by paying for the orders Whey mal The services of wholesalers to retailers include: ; i Breaking bulk of the goods and selling tO retailers install quay. Ii Transporting and then distributing goods '0 retailers prinoperation. Ii Avallinga wide varity of goods from different producers. Iv Offering discount facilities to the retailers. V Passing information from producers to the retailers. Vi Packing, blending sorting and grading goods on behalf of retails i. With the help of a classmate, analyse the trading activities that take picthe following environments: school il community2, Identify the importance of trading,3. Share what you learn with your parent, guardian or classmate.1, State the meaning of needs and wants,2. Distinguish between needs and wants.3. Explain the meaning of the follo ig terms as used in Business Studiesa Choi3 Sony b Scale of preferenceit Opportunity cost4. What is theiWhat isthe importance of a scale of preference in satisfying persoml Approved by KICD - 2022 ee CamScanneryrgelf-assesin the boxes ofList six t PGive puteomeea3 beanneeds and wants. Na fy the need for business activities for self and 77 Lean justi the community. Tean analyse trading activities In community.in the following areas:Ishotld improve and do better i,7 can distinguish between ne Business Studies. Nee the meaning o can define the mea scale of preference athe satisfayes of business activities.veasons that make business activites important inthe community.sment 1 where necessary. Te ning of the terms scarcity, choice,ind opportunity cost in relation 0the progress chechlist below correctly. Seek guidSeek guidance from of consumer needs and wants."}
{"text": "Na fy the need for business activities for self and 77 Lean justi the community. Tean analyse trading activities In community.in the following areas:Ishotld improve and do better i,7 can distinguish between ne Business Studies. Nee the meaning o can define the mea scale of preference athe satisfayes of business activities.veasons that make business activites important inthe community.sment 1 where necessary. Te ning of the terms scarcity, choice,ind opportunity cost in relation 0the progress chechlist below correctly. Seek guidSeek guidance from of consumer needs and wants. Prepare a scale of preference satisfy personal a Approved by KICD - 2022CB camscanner2.2 Goods and ServicesWe have learnt how business activities help in 1\" and wants, These needs and wants can be inthe orfoods and servicesthe satisfaction of consy,n of goods OF Servicg,A. Types and importance of 9 ekeStudy the following pictures and discuss the0 questions. Questions:i. What is happening in the pictures?What are the people in the pictures buying and selling?3. Explain the differences between the things being bought and sold in pictures. 4... Mention some of the things you buy in your day-to-day life. Discuss and present day 1. Use what you have learnt in Learning Task 1 to discuss the following: a meaning of a goodj b meaning ofa service c examples of goods and servi2. Present your discussion in class. Be verve by kico 2022 Ps BesnscanerYoon me Business Studies teacher gave Grade Seven tearFee arya research task. The task reaied them reat Makin juniorsectyoks ad computers to search for information about yan ey and seveces. Here is what they foun pes of gos and Types of goodsProducer goods and consumer goods 0 reducer goods are those goods used in the production of othergoods. They include equipment, machines and tools. Consumergoods are goods that are ready to satisy the needs and wants ofconsumers. They include food, clothes, utensils, medicine amongothers. Economic goods and non-economic goods omic goods are goods with a price and are generally limited in supply. People must pay a price co obtain them. Nomeconomic goods are free goods with no price."}
{"text": "Use any appropriate digitfollowing types of goods: a perishable goods and d b publicand private good material goods and non-material goods. Present your findingformation about thetal device to find out in durable goodsclass. ORtextbook to search for the information you need . Vsea Busines Sue a Goods are things that we can touch, b Services refer to the activities that people or organisations do or provide get paid to satisfy the needs or wants of a consumer. There are various ways to classify goods and services. For example, wecategorise them based on who uses them, on the stage of production andi economic life.i d The importance of goods and services includ Goods and services help to satisfy consumer needs and wants.tin oe make money by producing and selling goods and servicesjoods and serviceLees raion ensure the continuity of businesses. Be and services is a source of income. GQ rrr oy xc0 -2072 onCB camscannerme Further earning tankmily member o help of any swith the: Make a table using the types of onus anil serve1 have loroAn yOue COM ay i y goods and servine your table in class: ishing between goods and spistingu!:3 of Goods and services ket place. Ppeussthe services and goods we can Duy 21ee neaead following conversation and answer te westions that folloPend Good afternoon, Mama JuniorManofanior: Good afternoon, Pendo. How areyou today?Pendo: Am well, I have come to buy somecabbages, tomatoes and fruits, hope you have them.lajunior: Yes, Thave them. You can check whichtes ones you prefer:Okay, last time I bought tomatoesworth Ksh 300. Unfortunately, myridge got spoiled the same day, 0 ceded up sharing the tomatoes ithi neighbours, so today I need more tomatoes. Ea GE mvevests co m2 CamScannerMama junior:Pendo:Mama JuniorPendo:Mama Junior:Pendo: Mama Junior:Questions: What goods did PendoIdentify the type of serviIdentify the characteristics 0Using the conversation, how can Mention any business that proviayut the tomatoes to yourxr to throw them aywithout spoiling."}
{"text": "You can check whichtes ones you prefer:Okay, last time I bought tomatoesworth Ksh 300. Unfortunately, myridge got spoiled the same day, 0 ceded up sharing the tomatoes ithi neighbours, so today I need more tomatoes. Ea GE mvevests co m2 CamScannerMama junior:Pendo:Mama JuniorPendo:Mama Junior:Pendo: Mama Junior:Questions: What goods did PendoIdentify the type of serviIdentify the characteristics 0Using the conversation, how can Mention any business that proviayut the tomatoes to yourxr to throw them aywithout spoiling. T, you did well by giving 0neighbours. Some people could pre!because tomatoes cannot stay 101 That's true, Mama Junior: think! Have what I came for, King,me how much should pay. 500. Y Those goods will cost you Ksh Here you go. Do you know someone me these shopping bags? My ae ee traYe Lt call Mr Mui He swell KNOW TTY anspn,andl delivery services. He has just finisl me hs,and pineapples to a local hotel. Thank you so much. Thanks, Pendo. Kindly be alittle patient as we wait forMr yy,want to buy from Mama Junior?ces described in the passage:the goods mentioned in the conversationyou distinguish services from goods,ides goods or services in your communitynekstudy the following picture and discuss the questions that follow. Questions:1 What service is being provided in the picture?2. Discuss the following: a can the service be seen or touched? Qe Pevrondtykico. 2022 eaeBeanscannerwd?the future? One of the ths a Ur Parents5 education transportation communication Services differences between goods and services.pitethefoowingtable isd om ne joes Services Goods ean be touched. Thats they are tangible. Po b Servies cannot be seem. 0 Goods can be separated from iG theseller or producer. A The quality of services cannot J be the same. Goods can be stored."}
{"text": "0 Goods can be separated from iG theseller or producer. A The quality of services cannot J be the same. Goods can be stored. E lo i Services donot change!\". Value cover time.royed by KICD - 2022 camscannerJen she did er monty,he decided t0 20 online 1 ,okinggoil After yaywe living room door.fy 4.5\"id for the delivery. My. Is.2.Read the followingplMrs Kayai forgot to buy cookinat the community superar ahecsupermarket s websiteto \"4minutes, Mrs Kayai heard: solrman delivering her COOKIE or anvery happy and went an 0.600What did Mrs Kayai pay f0 3.Share your work with other classi wa a service or agood?ates: eescan be used to distinguish or dy The characteristics of goodsand services oods and services. Characteristics of goods include: a Goods are tangible. This means that goods can be touched, b Goods can be separated from the seller. 0 Ownership of goods can be transferred from the seller to the bydone through trade. Goods can be stored for future use. Goods can be quantified in various shapes and si The quality of goods can be standardised. This means that goods cemade uniform in terms of size and qualityGoods can change in quality over time. For example furniture and wie may lose value over time. Other goods such as land increase value. D te G x h Goods can be seen. Characteristics of services include: a Services are intangible, that is, they cannot be touched nor felt. 0 Services cannot be separated from the service provider. Service cannot be transferred from the provider to the consumer. 4 Services cannot be stored for future use. Ser ices cannot be quantified, 1 The quality of a service'y ofa service cannot be standa: 2 Services cannot be seen Mises Ge Mente 2n camscanner."}
{"text": "21. TRANSPORT AND COMMUNICATIONThis topic entails :-Definition of transport and communicationIdentifying modes of transport and types of communication. Location of major lines of transport in Africa. Outlining the role of transport and communication in economic development of Africa. Discussing problems facing transport and communicationin Africa and the efforts being made to solve them. Explanation of the role of the Great Lakes and the St. Lawrence Sea Way in the conomies of USA and Canada. 1. A i State four factors that influence transport and communication ii State three problems facing transport and communication in Africa b The diagram below shows the Great Lakes St Lawrence Seaway: i Name the lakes marked A, B, C. ii Why was the St. Lawrence Sea way constructed between the Great Lakes and thePacific Ocean? Iii Identify the problems that initially existed along the seaway and how they were solved c State four advantages of the Mombasa-Nairobi pipeline. D Discuss the role of transport and communication in development2. A i What is transport? Ii Name three forms of land transport commonly used in Kenya b Below is a sketch map of the Great Lakes and St. Lawrence Sea Way. Use it to answerquestion i below: i Name;- The Canals marked N and Q- The lakes marked R and P- The port marked M ii Explain four ways in which the Great lakes and St. Lawrence Seaway has contributedto the economies of U.S.A and Canada c State four ways in which communication has contributed to economic development of Kenya d State any four problems facing air transport in Africa3. A Define the term communication b State two recent developments that have taken place in Kenya to improve communication c State two problems facing telephone as a means of communication in Kenya4.a State three benefits that Kenya would derive from road linkage with the rest of EastAfrican countries b Give two major problems experienced by users of Kenyan roads5. A i Give two forms of land transport ii State any four disadvantages of water transport b Explain any five ways in which transport and communication is important to the economy c Explain three attempted solution to African transport and communication problems d i Define canal transport ii Name the two major canals of the world6."}
{"text": "Use it to answerquestion i below: i Name;- The Canals marked N and Q- The lakes marked R and P- The port marked M ii Explain four ways in which the Great lakes and St. Lawrence Seaway has contributedto the economies of U.S.A and Canada c State four ways in which communication has contributed to economic development of Kenya d State any four problems facing air transport in Africa3. A Define the term communication b State two recent developments that have taken place in Kenya to improve communication c State two problems facing telephone as a means of communication in Kenya4.a State three benefits that Kenya would derive from road linkage with the rest of EastAfrican countries b Give two major problems experienced by users of Kenyan roads5. A i Give two forms of land transport ii State any four disadvantages of water transport b Explain any five ways in which transport and communication is important to the economy c Explain three attempted solution to African transport and communication problems d i Define canal transport ii Name the two major canals of the world6. The table below shows the number shows the number of passengers that used railwaytransport in selected countries in 1966 and 1977. Use it to answer questions a and b a i Using a scale of 1cm to represent 20,000 million passengers, draw comparative bar graphsbased on the data above ii State two advantages of using bar graphs in representing data b Calculate the percentage increase in railway passenger transport in Canada between1966 and 1977 c Explain three factors that hinder the development of railway links among African countrie d One of the problems facing road transport is the high frequency of accidents. Explain threeconditions of roads in Kenya that may lead to accidents7. A i Name three types of communication mainly used in Kenya ii State two advantages of pipelines as a means of transport b i Whys is air transport not very commonly used in Kenya? Ii Explain four roles of transport and communications in the economic development of Africa c i State three objectives of constructing the St. Lawrence Seaway ii Name two canals on the St. Lawrence Seaway8."}
{"text": "11. VEGETATIONThe topic entails:Definition of vegetationDiscussing the factors influencing the distribution of vegetationIdentifying and describing the characteristics of major vegetation regions of Kenya and the worldDiscussing the significance of vegetation and explain their uses within the local environment1. A Name two areas of the world with temperate grasslands. B Explain how the characteristics of the vegetation in climate B are adapted to the. Environmental conditions2. The diagram below shows mountain vegetation zones, use it to answer the questions that follow. A i Name the vegetation zone marked X,Y,Z. ii Give four char characteristic of tropical savannah vegetations b Explain how the following factors influence vegetation: i Aspect ii Human activities c Name the specific countries of the world where the following grassland vegetation types arefound:- i Velds ii Pampas iii Dawns d Explain three factors that have led to a decline of natural grassland in Kenya3. A i Define the term natural vegetation ii State thee climatic factors influencing distribution of vegetation b i Give two zones of the temperate grasslands ii State five characteristics of coniferous forests c Explain four ways in which vegetation of the Nyika region of Kenya has adapted to theregion of Kenya has experienced in the area d Give five factors that have led to a decline of the natural grasslands in Kenya4. The map below shows major vegetation zones of the world. Use it to answer the questionsthat follow: a Identify the temperate grasslands marked Y and Z b Explain four ways in which desert vegetation are adapting to the extremely harshconditions5. The map below shows the location of some vegetation regions of Africa. Use it to answerthe questions that follow:5. A i Name the grassland region marked Lii Describe the characteristics of the natural vegetation found in the shaded area Pb i Explain four ways in which the vegetation found in the area marked Q adapts to theenvironmental conditions of the regionc i Give two reasons why the mountain top has no vegetationii State two ways in which vegetation is of significance to the physical and humanenvironments6."}
{"text": "The map below shows the location of some vegetation regions of Africa. Use it to answerthe questions that follow:5. A i Name the grassland region marked Lii Describe the characteristics of the natural vegetation found in the shaded area Pb i Explain four ways in which the vegetation found in the area marked Q adapts to theenvironmental conditions of the regionc i Give two reasons why the mountain top has no vegetationii State two ways in which vegetation is of significance to the physical and humanenvironments6. A i Name two types of vegetation ii Give two physiographic factors influencing vegetation distribution b The diagram below shows vegetation zones of a S.Africa mountain. Use it to answerthe question below:- b i Name the zones a, b, c, d ii Give one reason why there is no vegetation cover on to p of the mountain c i State the names given to temperate grassland vegetation in:-- North America- Argentina ii Explain three used of Savanna vegetation d Explain four characteristics of Tropical desert vegetation7. A The map below shows the grasslands of the world. Use it to answer the questions that follow:- i Name the grasslands marked S, T, Y and Z. ii State any four characteristics of temperate grasslands.8. A i What is meant by derived vegetation? Ii Mention three factors that influence the vegetation of a place.b i Give three natural vegetation zones on mount Kenyaii Name three temperate grasslands found in the worldiii Describe the characteristics of the hot desert vegetation9.a Explain three causes of the decline of the areas under forests in Kenya b Explain four factors that limit the exploitation of tropical rain forests in Africa."}
{"text": "3. WEATHER AND CLIMATE The topic entails:- i Defining weather and stating its elements ii Explaining conditions necessary for siting a weather station. Iii Use instruments to measure elements of weather iv Analyse and interpret data on weather conditions v Description of the structure and composition of the atmosphere vi Explain factors influencing weather vii Carrying out a field study on weather station viii Distinguish between weather and climate ix Explain the factors that influence climate x Description of the characteristics of the climatic regions of Kenya. Xi Description of characteristics of major climatic regions of the World. Xii Accounting for the causes of aridity and desertification xiii Explaining the effects and possible solutions to aridity and desertification xiv Discussing the causes and impact of climate change on physical and human environment 1. State three causes of desertification. 2. A i Differentiate the term aridity and desertification ii Differentiate between weather and climate b State two causes of temperature inversion c Explain the occurrence of a land breeze 3. A Give three characteristics of the inter- tropical convergence zone b i State three natural causes of climate change ii Explain four consequences of climate change on the physical environment c Give four reasons why some areas within the equatorial belt do not experience true equatorial climate 4. A Describe the climatic conditions experienced in the Kenya highlands b Explain four effects of folding to human activities 5. A Distinguish between weather and climate b State six characteristics of equatorial climate 6. A Explain how the following factors influence climate: i Ocean currents ii Altitude b Study the map of Africa below and answer the following questions: i Describe the characteristics of climate marked A. 7. A State three conditions necessary for the formation of dew b State two climatic reasons why the government should evict settlers from the Mau forest complex in the Rift valley of Kenya 8. A i What is a fog? Ii State any two conditions necessary for the formation of fog. B Name any two isothermic layers of the atmosphere. 9. A What is an air mass? B Give two climatic characteristics of the Inter-Tropical Convergence Zone ITCZ 10."}
{"text": "9. A What is an air mass? B Give two climatic characteristics of the Inter-Tropical Convergence Zone ITCZ 10. A Describe two characteristics of a mountain climate b i State two human causes of climate change ii Explain three consequences of climate change c Four classes intend to visit a weather station near your school to study the instruments for measuring weather element:- i Describe how you would use a rain gauge to measure rainfall ii Name two instruments you would find inside a Stevenson screen 11.a What do you understand by: i Micro- climate ii Green house effect b Name two weather recording instruments that are placed in a Stevenson s screen 12. A What is an air mass? B What two conditions favour formation of air mass?13. A What is the Inter-tropical convergence Zone? B Account for any four characteristics of tropical rainforests.14. A What is an air mass? B Study the diagram below and name the air masses marked A, B , C and DKey LP- Low Pressure HP- High Pressure 15 a i What is global warming? Ii Give any four causes of climate change. Iii Name four Green house gases b i Explain five effects of climate change ii Identify with evidence two climatic aspects that could have influenced the distribution of vegetation 16. A Differentiate between: i Aridity and desertification b Give three reasons why the recording of weather data at a weather station may be inaccurate c State two qualities that makes Stevenson screen suitable for its workZ X Y 17.The map below shows the climatic regions of Kenya a Use it to answer the question a and b . A Name the climatic region name 2 and 3 b State three characteristics of climatic region marked 7 18.The map of Africa below shows the different climatic regions of Africa. Use it to answer question 18. A .a i Identify the climatic types marked X and Yii Name any four characteristics of the climate marked Z b i Briefly explain the green house effect and the global warming ii Explain three effects of climatic change on the physical environment c Explain how the following factors influence climate i Altitude ii Continentality iii Ocean currents."}
{"text": "12. FORESTRYThe topic entails:-Definition of forest and forestryDiscussing factors influencing the distribution and types of natural forests. Discussing the significance of forests and forest products in KenyaIdentifying and explaining problems facing forestry in KenyaDiscussing ways and means of managing and conserving forest. Comparing and contrasting softwood forests in Kenya and Canada. Demonstrating the ability to manage and conserve forests and forest resources. 1. A Give three reasons for over-exploitation of hardwoods in Africa. B State four measures taken to conserve forests in Kenya. C i Name two major lumbering maritime provinces in Eastern Canada. Ii Explain the factors that have favoured forestry in Canada. D Explain three differences between softwoods in Kenya and Canada. 2. A i What is agro-forestry? Ii State four reasons why agro-forestry is being encouraged. 3. A i Distinguish between pure and mixed forests ii Show how natural forests differ from planted forests in Kenya c i State three measures that are being taken in Kenya to conserve forests ii Explain three factors favouring the exploitation of softwoods in Canada4. A Define agro forestry b Outline four benefits of agro forestry c Explain how the following factors influence growth of forests; i Altitude ii Aspect d Explain three measures being undertaken to conserve forests in Kenya e Give four consequences of forest depletion in Kenya5. A i Distinguish between indigenous and exotic forest ii Explain four ways in which natural forests differ from planted forests b Explain three factors that influence the distribution of forests in Kenya c State three measure that are being taken to conserve forests6. A i What is forestry? Ii Explain three factors that favour the growth of natural forests on the Kenya highlands b Explain five problems hindering the exploitation of tropical hardwood forests c i Explain three measures that the government of Kenya is taking to conserve forestsin the country ii State three factors that have led to the reduction of the area under forest in Mau forest7. A i Distinguish between forestry and forest ii Discuss the influence of the following factors on the destruction of natural forestsa Climateb Human activitiesc Topography8."}
{"text": "A i What is forestry? Ii Explain three factors that favour the growth of natural forests on the Kenya highlands b Explain five problems hindering the exploitation of tropical hardwood forests c i Explain three measures that the government of Kenya is taking to conserve forestsin the country ii State three factors that have led to the reduction of the area under forest in Mau forest7. A i Distinguish between forestry and forest ii Discuss the influence of the following factors on the destruction of natural forestsa Climateb Human activitiesc Topography8. A Explain three measures which have been taken to manage forests in Kenya b Give the differences between the soft wood forests in Kenya andCanada, under the following headings: i Species ii Problems iii Marketing d Your class intends to carry out a field study on the erotic trees of the Kenya highlands:- i Name two types of tree species they are likely to observe ii Identify three methods you will use to record the data in the field9. A Define the term agro-forestry b Name three topical hardwoods found in Kenya c Name one indigenous soft wood found in Kenya."}
{"text": "18. WILDLIFE AND TOURISMThis topic entails:Definition of wildlife, tourism and ecotourismDistinction between: a Game reserves, National Parks, and Sanctuaries b Domestic tourism and International tourismExplaining factors influencing; a The distribution of wildlife in East Africa. B Tourism in KenyaLocation of national parks, major game reserves and sanctuaries on a map of East Africa. Identification and discussion of tourist attractions in Kenya. Discussion of the significance of wildlife in East Africa. Discussion of:- a Problems facing wild life in East Africa. B Problems facing and associated with tourism in Kenya. Discussion of the management and conservation of wildlife in East Africa. Discussion of the future of tourism in Kenya. Comparison and contrast between tourism in Keya and Switzerland.1. Use the map of East Africa below to answer questions a i MAP OF EAST AFRICAi Name the national parks marked P, Q, and R2. A State two differences between a National Park and a Game Reserve b State three measures being taken to conserve wildlife in Kenya3. A Differentiate between game reserves ands game parks b State three ways in which human activities are a threat to wildlife4. A What is balance of payment? B Identify three problems that face traders dealing with primary goods5. A Why are some parts of Kenya not developed for tourism? B State two factors that hinder domestic tourism in Kenya.6. A State three problems facing wildlife conservation in Kenya. B State two human factors that have made Switzerland a major tourist destination."}
{"text": "22. TRADEThis topic entails :-Identifying and defining types of tradeDiscussing factors influencing tradeIdentifying major exports and imports of KenyaDiscussing significance of trade to KenyaDiscussing problems facing trade in KenyaRole played by selected trading blocks in the economies of their respective regions.1.Use the diagram below to answer question 5a and 5ba Identify the type of trade shown aboveb State problems country X is likely to face in the trade shown above2. A Give two types of international trade b State two reasons why there is less trade between Kenya and other African countries3. A State two problems facing trade in Kenya. B Give three benefits of regional trading blocs.4. A Outline two objectives of the common market for Eastern and Southern Africa COMESA b State two efforts made by the Kenya government to enhance external trade5.a i Differentiate between visible and invisible exportsii Name three invisible exports from Kenyab i Apart from the Economic Community of West African States ECOWAS name twoother regional trading blocks in Africaii Identify three member countries of ECOWASiii Explain five economic benefits of the Economic Community of West Africastates ECOWAS 6. A What is balance of payment? B Identify three problems that face traders dealing with primary goods7. A Distinguish between visible and invisible export. B State three negative effects of a country over relying on import goods."}
{"text": "17. FISHINGThe topic entails:Definition of fishing and fisheries. Explaining the factors influencing fishingAccounting for the location of the major fishing grounds of the world. Describing type sand methods of fishingDiscussing fresh water and marine fisheries in East AfricaAssessing the significance of the fishing industry in KenyaDiscussing problems facing fishing in Kenya and their possible solutionsComparing and contrasting fishing activities in Keya and JapanExplaining ways and means of managing and conserving fresh water and marine fisheries. The map below shows some major fishing grounds n the world. Use it to answer questions below:1. A i Name the countries marked P and Q ii Explain four conditions that favour fishing in the shaded coastal water2. A The diagrams below represent some fishing methods a i Name methods R and S b Describe how each of the two methods are used in fishing c Explain three measures used to conserve fish in Kenya3. A i What is fish farming? Ii Explain three measures that have been undertaken by the government of Kenyato encourage fish farming. B Explain four problems which face marine fishing in Kenya. C i Name three fishing grounds in the Northern Hemisphere. Ii Explain three physical factors that favour fishing in Japan. 4. A Differentiate between veins and lodes. B State the effects of dereliction5. A i Name two methods of fishing. Ii Name two types of fish caught along the Eastern Coast of Canada. B Explain how the following factors favour fishing:- i Indented Coastline ii Ocean Currents c Explain four ways in which fisheries in Kenya can be conserved. 6. I Give three methods used to preserve fish. Ii Explain three problems experienced by fishermen in Lake Victoria. 7. State four reasons why marine fisheries in Kenya are under-developed8."}
{"text": "19. ENERGYThis topic entails:Definition of energyDiscussion of sources and types of energy. Discussion of the development of electric power projects in Kenya and Uganda. Identifying and locating other power projects in AfricaExplaining the significance of energyExplaining the impact of the energy crisis in the world. Discussing ways and means of managing and conserving energy. Identifying sources and uses of energy within the local environment. 1. A Name two oil producing countries in the midddle East b Give three contributions of oil to the economies of Middle East countries2. A What is a multi-purpose project? B Name two multi-purpose projects in Africa3. A i Name five renewable sources of energy ii State three disadvantages and three advantages of wind as source of energy b i What is geothermal power? Ii Name two areas in Kenya which have a potential for producing geothermal power d Explain three measures taken by the Kenyan government to conserve energy4.a i What is energy crisisii State four causes of energy crisisb i Name three non- renewable sources of energyii Apart from seven forks Dam project name two other hydro electric plants in Kenyaiii Explain four factors that favoured the establishment of seven forks dam projectc State two effects of energy use on environment5. A Give three advantages of suing solar energy b Identify the hydro-power stations marked P, Q and R in the diagram c Explain any five ways in which energy contributes to the growth of the economy d i Explain any three problems associated with energy crisis ii Suggest any three ways to minimize energy wastage6. A Define the term renewable sources of energy. B i Explain four physical factors influencing the generation of hydro-electric power. Ii Outline three limitations in the production of geothermal power in Kenya. C i Explain any four negative effects of the energy crisis in the world. Ii State four possible methods that the government of Kenya can use to conserve energy. 7. A Explain the impact of the oil crisis to Kenya b What measures has the Kenyan government carried out to conserve energy8.a What is energy crisis? B State three environmental impact of energy crisis in Kenya9."}
{"text": "7. A Explain the impact of the oil crisis to Kenya b What measures has the Kenyan government carried out to conserve energy8.a What is energy crisis?b State three environmental impact of energy crisis in Kenya9. A Name two sources of thermal electricity b Explain four benefits Kenya would get by striking oil in Isiolo c Explain three measures taken by the Kenya government to manage and conserve energy d Form four students of Nyabisawa Girls carried out a field study at Olkaria Geothermalpour stations10. I State three preparation they made prior to the study ii State three methods of data collection they could have used iii State three uses of Geothermal energy they learnt11. A i Name two non-renewable sources of energy ii Explain four physical factors that influence the location of hydroelectric power station b i What is energy crisis? Ii State three causes of energy crisis iii Explain two effects of energy crisis12. A List two renewable fossil fuels b Identify any three functions of hydro power reservoir other than power generation c State three reasons why Kenya spent so little on importing maize during the year 2002 d i Name two provinces in Kenya where maize is grown on large scale ii State any two uses of maize13. A Name the dams marked E, F and G b Differentiate between renewable and non-renewable sources of energy. C Explain three factors that influenced the location of Owen falls dam in Uganda d Explain four problems that hinder development of Hydro-electric power projects in Africa."}
{"text": "A The diagram below represents an eclipse. Use it to answer the following questions: i Name the type of eclipse ii Identify the parts marked Q and T b State three effects of the rotation of the earth9.a State three reasons why the interior of the earth is known to be very hotb Give two effects of the elliptical shape of the earth10. A i What is an equinoxal date? Ii Name two equinoxal dates iii State two changes caused by the earth s revolution around the sun11.The diagram below represents the internal structure of the earth. Use it to answer question a. a Name the arts named u, v and xb Describe the characteristics ofi Crust ii Core."}
{"text": "3. WEATHER AND CLIMATE1. -population pressure leading to clearing of forestclimatic changes global warming destruction of ozone layeraccidental firespoor methods of farming overgrazing2. A i Aridity refers to a state of dryness or deficiency of rainfall in an area whiledesertification refers to the encroachment of desert like conditions intoproductive or arable land ii Weather atmospheric condition of a place over a short period of timeClimate- Average weather condition of a given place over a long periodb - Moist warm air meets dry cold air mass- Mountain slopes adjacent to a valley cause anabatic and katabatic windsc - Sea heats faster than the land during the day- Air over the sea rises creating low pressure over the sea- Cooler air over the land blows towards the sea- Cool air from the land is called land breeze3. A - Zone of low pressure- High temperature- High convectional rainfall- Trade winds converge here- Moves with movement of the sun b i -Variation of solar output- Volcanic eruption- Variations in the earth s orbital characteristics- Variation in atmospheric carbon dioxideiii - Increase in temperature causing rise in sea level due to melting ice- Changes in wind speed causing erosion- Changes in seasons leading to severe drought- Increase in precipitation causing flooding of large areasc - Relief features such as high mountains influence temperature and rainfall patternPresence of large water bodies that modify temperatures of the surrounding lands through breezesContinentality- many regions are in the interior of the continents making them receive low amounts of rainsWinds- some areas are influenced by cold onshore winds that lower temperature of the surroundings4."}
{"text": "-population pressure leading to clearing of forestclimatic changes global warming destruction of ozone layeraccidental firespoor methods of farming overgrazing2. A i Aridity refers to a state of dryness or deficiency of rainfall in an area whiledesertification refers to the encroachment of desert like conditions intoproductive or arable land ii Weather atmospheric condition of a place over a short period of timeClimate- Average weather condition of a given place over a long periodb - Moist warm air meets dry cold air mass- Mountain slopes adjacent to a valley cause anabatic and katabatic windsc - Sea heats faster than the land during the day- Air over the sea rises creating low pressure over the sea- Cooler air over the land blows towards the sea- Cool air from the land is called land breeze3. A - Zone of low pressure- High temperature- High convectional rainfall- Trade winds converge here- Moves with movement of the sun b i -Variation of solar output- Volcanic eruption- Variations in the earth s orbital characteristics- Variation in atmospheric carbon dioxideiii - Increase in temperature causing rise in sea level due to melting ice- Changes in wind speed causing erosion- Changes in seasons leading to severe drought- Increase in precipitation causing flooding of large areasc - Relief features such as high mountains influence temperature and rainfall patternPresence of large water bodies that modify temperatures of the surrounding lands through breezesContinentality- many regions are in the interior of the continents making them receive low amounts of rainsWinds- some areas are influenced by cold onshore winds that lower temperature of the surroundings4. A - Temperature varies between 17C to 24CLower slopes have higher temperatures than upper slopesMean annual range of temperature is between 3C to 5CRainfall is received throughout the yearRainfall is high 1000 -15000 mmRainfall is double maximaRainfall is relief- orographicHigh rain on the wind ward slopesRainfall is caused by S.E tradeCoolest months are between June and August b - Fold mountains receive heavy rainfall snow falls give rise to many rivers forHEP, irrigation, water for domestic and industrial useWind wards sides receive high rainfall which promote agriculture forest growthLeeward side have violent wind which destroy cropsFolding leads to exposer of some minerals or bring minerals near surface for miningFolding hinders construction of communicationFolding acts as barriers during warsFolding offer sceneries which attract tourists hence foreign exchangeFolds mountains make visibility poor hence hindering air transport5."}
{"text": "A i Aridity refers to a state of dryness or deficiency of rainfall in an area whiledesertification refers to the encroachment of desert like conditions intoproductive or arable land ii Weather atmospheric condition of a place over a short period of timeClimate- Average weather condition of a given place over a long periodb - Moist warm air meets dry cold air mass- Mountain slopes adjacent to a valley cause anabatic and katabatic windsc - Sea heats faster than the land during the day- Air over the sea rises creating low pressure over the sea- Cooler air over the land blows towards the sea- Cool air from the land is called land breeze3. A - Zone of low pressure- High temperature- High convectional rainfall- Trade winds converge here- Moves with movement of the sun b i -Variation of solar output- Volcanic eruption- Variations in the earth s orbital characteristics- Variation in atmospheric carbon dioxideiii - Increase in temperature causing rise in sea level due to melting ice- Changes in wind speed causing erosion- Changes in seasons leading to severe drought- Increase in precipitation causing flooding of large areasc - Relief features such as high mountains influence temperature and rainfall patternPresence of large water bodies that modify temperatures of the surrounding lands through breezesContinentality- many regions are in the interior of the continents making them receive low amounts of rainsWinds- some areas are influenced by cold onshore winds that lower temperature of the surroundings4. A - Temperature varies between 17C to 24CLower slopes have higher temperatures than upper slopesMean annual range of temperature is between 3C to 5CRainfall is received throughout the yearRainfall is high 1000 -15000 mmRainfall is double maximaRainfall is relief- orographicHigh rain on the wind ward slopesRainfall is caused by S.E tradeCoolest months are between June and August b - Fold mountains receive heavy rainfall snow falls give rise to many rivers forHEP, irrigation, water for domestic and industrial useWind wards sides receive high rainfall which promote agriculture forest growthLeeward side have violent wind which destroy cropsFolding leads to exposer of some minerals or bring minerals near surface for miningFolding hinders construction of communicationFolding acts as barriers during warsFolding offer sceneries which attract tourists hence foreign exchangeFolds mountains make visibility poor hence hindering air transport5. A Weather is the daily condition of atmosphere taken in short period usually 24hrswhile climate is the average weather condition taken for a period of 30 35 yrsb - High rainfall no marked dry season 1500mm 2000 mm High temperatures throughout the year 24 27 High humidity throughout the year with relative humidity about 80 Rainfall throughout the yearSmall temperature range 4 CDouble maxima March May and Oct Nov Major winds are South East and North EastLow pressure all the year Doidrums Equatorial lowRainfall mainly convectional falling in the afternoon accompanied with lightening and thunderstormThick cloud cover all the year thick cumulonimbus clouds6."}
{"text": "A - Zone of low pressure- High temperature- High convectional rainfall- Trade winds converge here- Moves with movement of the sun b i -Variation of solar output- Volcanic eruption- Variations in the earth s orbital characteristics- Variation in atmospheric carbon dioxideiii - Increase in temperature causing rise in sea level due to melting ice- Changes in wind speed causing erosion- Changes in seasons leading to severe drought- Increase in precipitation causing flooding of large areasc - Relief features such as high mountains influence temperature and rainfall patternPresence of large water bodies that modify temperatures of the surrounding lands through breezesContinentality- many regions are in the interior of the continents making them receive low amounts of rainsWinds- some areas are influenced by cold onshore winds that lower temperature of the surroundings4. A - Temperature varies between 17C to 24CLower slopes have higher temperatures than upper slopesMean annual range of temperature is between 3C to 5CRainfall is received throughout the yearRainfall is high 1000 -15000 mmRainfall is double maximaRainfall is relief- orographicHigh rain on the wind ward slopesRainfall is caused by S.E tradeCoolest months are between June and August b - Fold mountains receive heavy rainfall snow falls give rise to many rivers forHEP, irrigation, water for domestic and industrial useWind wards sides receive high rainfall which promote agriculture forest growthLeeward side have violent wind which destroy cropsFolding leads to exposer of some minerals or bring minerals near surface for miningFolding hinders construction of communicationFolding acts as barriers during warsFolding offer sceneries which attract tourists hence foreign exchangeFolds mountains make visibility poor hence hindering air transport5. A Weather is the daily condition of atmosphere taken in short period usually 24hrswhile climate is the average weather condition taken for a period of 30 35 yrsb - High rainfall no marked dry season 1500mm 2000 mm High temperatures throughout the year 24 27 High humidity throughout the year with relative humidity about 80 Rainfall throughout the yearSmall temperature range 4 CDouble maxima March May and Oct Nov Major winds are South East and North EastLow pressure all the year Doidrums Equatorial lowRainfall mainly convectional falling in the afternoon accompanied with lightening and thunderstormThick cloud cover all the year thick cumulonimbus clouds6. A i - Warm ocean currents raise temperature of the adjustment land warm currentincrease rainfall- Cold ocean current lower temperature of the regions lower rainfall create drynessii High areas have low temperatures Mt areas receive high rainfallMountain sides facing sun are warmer than sides facing away from sun Aspect b i - Rainfall of double maxima- High temperatures throughout the year about 270 C- Low temperature range- Rainfall falls throughout the year- Rainfall is high average 2000mm- Low pressure due to over head sun- Rainfall is mainly convectional- High humidity content7."}
{"text": "A - Temperature varies between 17C to 24CLower slopes have higher temperatures than upper slopesMean annual range of temperature is between 3C to 5CRainfall is received throughout the yearRainfall is high 1000 -15000 mmRainfall is double maximaRainfall is relief- orographicHigh rain on the wind ward slopesRainfall is caused by S.E tradeCoolest months are between June and August b - Fold mountains receive heavy rainfall snow falls give rise to many rivers forHEP, irrigation, water for domestic and industrial useWind wards sides receive high rainfall which promote agriculture forest growthLeeward side have violent wind which destroy cropsFolding leads to exposer of some minerals or bring minerals near surface for miningFolding hinders construction of communicationFolding acts as barriers during warsFolding offer sceneries which attract tourists hence foreign exchangeFolds mountains make visibility poor hence hindering air transport5. A Weather is the daily condition of atmosphere taken in short period usually 24hrswhile climate is the average weather condition taken for a period of 30 35 yrsb - High rainfall no marked dry season 1500mm 2000 mm High temperatures throughout the year 24 27 High humidity throughout the year with relative humidity about 80 Rainfall throughout the yearSmall temperature range 4 CDouble maxima March May and Oct Nov Major winds are South East and North EastLow pressure all the year Doidrums Equatorial lowRainfall mainly convectional falling in the afternoon accompanied with lightening and thunderstormThick cloud cover all the year thick cumulonimbus clouds6. A i - Warm ocean currents raise temperature of the adjustment land warm currentincrease rainfall- Cold ocean current lower temperature of the regions lower rainfall create drynessii High areas have low temperatures Mt areas receive high rainfallMountain sides facing sun are warmer than sides facing away from sun Aspect b i - Rainfall of double maxima- High temperatures throughout the year about 270 C- Low temperature range- Rainfall falls throughout the year- Rainfall is high average 2000mm- Low pressure due to over head sun- Rainfall is mainly convectional- High humidity content7. A - Air should be calm so that it can remain in contact with the ground longenough to be cooled below dew point- Day time should be warm to speed up evaporation and provide a lot of water in the air- There should be cloudless nightsb - To increase precipitation in the area- To regulate in the area- Forest to help air purification8."}
{"text": "A Weather is the daily condition of atmosphere taken in short period usually 24hrswhile climate is the average weather condition taken for a period of 30 35 yrsb - High rainfall no marked dry season 1500mm 2000 mm High temperatures throughout the year 24 27 High humidity throughout the year with relative humidity about 80 Rainfall throughout the yearSmall temperature range 4 CDouble maxima March May and Oct Nov Major winds are South East and North EastLow pressure all the year Doidrums Equatorial lowRainfall mainly convectional falling in the afternoon accompanied with lightening and thunderstormThick cloud cover all the year thick cumulonimbus clouds6. A i - Warm ocean currents raise temperature of the adjustment land warm currentincrease rainfall- Cold ocean current lower temperature of the regions lower rainfall create drynessii High areas have low temperatures Mt areas receive high rainfallMountain sides facing sun are warmer than sides facing away from sun Aspect b i - Rainfall of double maxima- High temperatures throughout the year about 270 C- Low temperature range- Rainfall falls throughout the year- Rainfall is high average 2000mm- Low pressure due to over head sun- Rainfall is mainly convectional- High humidity content7. A - Air should be calm so that it can remain in contact with the ground longenough to be cooled below dew point- Day time should be warm to speed up evaporation and provide a lot of water in the air- There should be cloudless nightsb - To increase precipitation in the area- To regulate in the area- Forest to help air purification8. A i A fog is a mass of water droplets suspended in the lower atmosphere which limitsvisibility to less than a kilometerii - Air must have abundant moisture- The night should be clear cloudless to facilitate terrestrial radiation- The air should be clam gentle air currents to help the water droplets in suspensionb - Troposphere- Stratosphere- Mesopause9."}
{"text": "A i - Warm ocean currents raise temperature of the adjustment land warm currentincrease rainfall- Cold ocean current lower temperature of the regions lower rainfall create drynessii High areas have low temperatures Mt areas receive high rainfallMountain sides facing sun are warmer than sides facing away from sun Aspect b i - Rainfall of double maxima- High temperatures throughout the year about 270 C- Low temperature range- Rainfall falls throughout the year- Rainfall is high average 2000mm- Low pressure due to over head sun- Rainfall is mainly convectional- High humidity content7. A - Air should be calm so that it can remain in contact with the ground longenough to be cooled below dew point- Day time should be warm to speed up evaporation and provide a lot of water in the air- There should be cloudless nightsb - To increase precipitation in the area- To regulate in the area- Forest to help air purification8. A i A fog is a mass of water droplets suspended in the lower atmosphere which limitsvisibility to less than a kilometerii - Air must have abundant moisture- The night should be clear cloudless to facilitate terrestrial radiation- The air should be clam gentle air currents to help the water droplets in suspensionb - Troposphere- Stratosphere- Mesopause9. A -it is a large volume of air whose temperature and humidity are fairly uniformand covers an extensive surface areab -it experiences high temperature-it is a zone of low pressure and the doldrums-the zone migrates to the north and south of the equator with apparent movement ofthe overhead sun-it is a zone where the S.E and N.E trade winds converge-it is associated with convectional rain and thunderstorms10.a - Temperature decreases with increase in altitude. -. Rainfall increases with height upto 300m then it starts to decrease- Windward slopes are wetter than leeward slopes. -. Atmospheric pressure decreases with increasing altitude. -. Local winds are common, they blow up slope during the day and down slopeduring night. -. In temp. Regime slopes facing the equator are warmer than those facing the polesb i - Increases air pollution from industrial activities. -. Deforestation uncontrolled logging."}
{"text": "- In temp. Regime slopes facing the equator are warmer than those facing the polesb i - Increases air pollution from industrial activities. -. Deforestation uncontrolled logging. Ii - Widespread changes in the natural ecosystem with grasslands and deserts areasexpanding as forested areas shrinks. -. Possible rise in temp. May increase evaporation rates leading increased rainfallin some areas. -. Increased rainfall will cause flooding of low lying areas. -. Water stored in polar glacier will melt leading to rise in sea levels and flooding ofcoastal lands. -. In temperate regions, winters are likely to be wetter and summer drier. -. Wetter warmer conditions may increase pests diseases thereby affecting humans,crops livestock. -. Change in climate is likely to cause extinction of various plants and animal species. -. Possible drought might increase in most parts of the world. -. Cause in change in agricultural activities massive crop failure leading to foodshortage. C i - A rain gauge consists of a funnel, metallic cylindrical container and a collecting jar. When it rains, water from direct rain drops collects into the jar through the funnelThe water collected is then poured into a graduated in mm measuring cylinder. The readings taken recorded. C ii - Thermometers six thermometers. -. Hygrometer. 11. A i - This is climatic conditions in a restricted area due to small differences of aspectslope, vegetation and human landscapesii It is a condition where the incoming solar radiations pass through the atmospherewhile the outgoing terrestrial radiation is blocked by gases clouds atmospheremaking the earth retain the terrestrial radiation re-radiation. This makes earth tobe warmer than it would have been it is a condition where the atmospherebalances the incoming and outgoing terrestrial radiation making the earth toretain optimum heatb - A thermometer maximum and minimum six s thermometer- A hygrometer wet and dry bulb thermometers12a -body of air wind with uniform conditions moving in a given directionb -same temperature-air pressure-move from H.P to L.P-earth s movement13."}
{"text": "11. A i - This is climatic conditions in a restricted area due to small differences of aspectslope, vegetation and human landscapesii It is a condition where the incoming solar radiations pass through the atmospherewhile the outgoing terrestrial radiation is blocked by gases clouds atmospheremaking the earth retain the terrestrial radiation re-radiation. This makes earth tobe warmer than it would have been it is a condition where the atmospherebalances the incoming and outgoing terrestrial radiation making the earth toretain optimum heatb - A thermometer maximum and minimum six s thermometer- A hygrometer wet and dry bulb thermometers12a -body of air wind with uniform conditions moving in a given directionb -same temperature-air pressure-move from H.P to L.P-earth s movement13. A Tropical convergence zone is a low pressure belt that lies between the tropicswhere the North East and South East trade winds convergeb - The forest is evergreen due to high rainfall and abundant sunshine- The trees grow tall to complete for sunlight- Trees have broad leaves to encourage water loss through evapo-transpiration transpire excess water due to high rainfall- these are mainly hardwoods due to abundant sunshine- Trees have buttressed roots to support their great heights and large trunks in thewet soils. -. Tree roots go deep into the ground for anchorage- There are many tree species due to the tropical conditions. -. The forest has little underground because the canopies block sunlight from reaching theground- The forests have numerous lianas climbers which twine around the tall trees to reachsunlight in the dense forest. -. Trees grow rapidly due to the high temperatures and high rainfall14. A It is large volume of air wind with similar uniform temperature humidity and coversover a large area and flows over along distanceb A- North East polar windsB- South West westerlies S. West windsC - North east trade windsD - South East trade winds15."}
{"text": "- Trees grow rapidly due to the high temperatures and high rainfall14. A It is large volume of air wind with similar uniform temperature humidity and coversover a large area and flows over along distanceb A- North East polar windsB- South West westerlies S. West windsC - North east trade windsD - South East trade winds15. A i - Global warming is the increase of average temperatures on earth as result of greenhouse effect gases reflecting back to earth part of heat radiationii - The orbital position of the earth or effect of the distance of the earth fromthe sunHigh amount of carbon dioxide in the air from industriesThe volcanic emption raise heat temperatureHigh amount of solar radiation reaching the earth due to depletion of Ozone layeriii - Carbon dioxide CO2 - Chlorofluorocarbons CFS - Methane- Nitrous oxide N2O b i - Change in the ecosystems with grass land and deserts expanding whileforests shrinkRise in the sea level due to thawing of glaciers that leads to flooding of coastal low landsRise in global temperatures leading to increased rainfall due to increased evaporationWetter winters and dry summers in temperature regionsShrinking water bodies e.g. lakes, rivers and drying up of streamsReduced animal and plant species due to adaptation difficultiesExtinction of some species of flora and faunaLow production of food due to failing soil fertility and absence of rain too much of rainfallin other areas ii - High rainfall evidenced by many permanent rivers- Cool temperatures from high altitudes e.g. 2000m16. A Aridity is dryness insufficient rainfall, while desertification is the expansion encroachment of desert conditionsb - Use off defective instruments - Personnel my have inadequate limited skills - Vagaries of nature such as earth tremous c - painted white to prevent over heating - raised to a height of 121m to prevent contact with direct radiation from theearth s surface - it has louvers at the side to allow free air circulation 17."}
{"text": "Lakes, rivers and drying up of streamsReduced animal and plant species due to adaptation difficultiesExtinction of some species of flora and faunaLow production of food due to failing soil fertility and absence of rain too much of rainfallin other areas ii - High rainfall evidenced by many permanent rivers- Cool temperatures from high altitudes e.g. 2000m16. A Aridity is dryness insufficient rainfall, while desertification is the expansion encroachment of desert conditionsb - Use off defective instruments - Personnel my have inadequate limited skills - Vagaries of nature such as earth tremous c - painted white to prevent over heating - raised to a height of 121m to prevent contact with direct radiation from theearth s surface - it has louvers at the side to allow free air circulation 17. A - 2-modified tropical climate of the highland- 3-modified equatorial climate of the lake basinb - it receives very low rainfall of less than 250mm annuallythe mean annual temperature are high above 29 clarge diurnal range of temperatureday temperature are highhumidity is lowsand storms are common occurrencethere are occasional floods caused by sporaduramthe region is under the influence of dry north east trade winds19. A i X MediterraneanY Equatorial climateii - Rainfall is low below 250mm per yearRainfall is erratic unreliableOccasional flash floodsTemperatures are high throughout the yearIntense solar radiationDiurnal range of temperature is large extreme hot days and cold nightsHigh rates of evaporationSkies are clear high terestial radiationLow humidityStrong dusty windsb i - Green house effect is general increase of the temperatures of the globe dueto increase in the level of CO2 and other green houses gases."}
{"text": "A Aridity is dryness insufficient rainfall, while desertification is the expansion encroachment of desert conditionsb - Use off defective instruments - Personnel my have inadequate limited skills - Vagaries of nature such as earth tremous c - painted white to prevent over heating - raised to a height of 121m to prevent contact with direct radiation from theearth s surface - it has louvers at the side to allow free air circulation 17. A - 2-modified tropical climate of the highland- 3-modified equatorial climate of the lake basinb - it receives very low rainfall of less than 250mm annuallythe mean annual temperature are high above 29 clarge diurnal range of temperatureday temperature are highhumidity is lowsand storms are common occurrencethere are occasional floods caused by sporaduramthe region is under the influence of dry north east trade winds19. A i X MediterraneanY Equatorial climateii - Rainfall is low below 250mm per yearRainfall is erratic unreliableOccasional flash floodsTemperatures are high throughout the yearIntense solar radiationDiurnal range of temperature is large extreme hot days and cold nightsHigh rates of evaporationSkies are clear high terestial radiationLow humidityStrong dusty windsb i - Green house effect is general increase of the temperatures of the globe dueto increase in the level of CO2 and other green houses gases. This result intoa condition where the incouncy solar radiation passes through the atmospherewhile the outgoing terrestrial radiation s blocked by the gases and the cloudsii Increase in temperatureEffectsRainfall increaseMelting of ice capsRise in sea levelHigh evaporationAbnormal growth of plantsChange in rainfall patternEffectsFloodingsRise in sea levelDroughtSoil erosion by waterChange in seasonal patternsEffectsSevere winter short summerDroughtShifting of vegetation zonesExtinct of some speciesChange in winds-More frequent more destructive- High waves- Flooding- Wind erosion wind stormsc i - Temperature decreases with increasing height above sea level."}
{"text": "A - 2-modified tropical climate of the highland- 3-modified equatorial climate of the lake basinb - it receives very low rainfall of less than 250mm annuallythe mean annual temperature are high above 29 clarge diurnal range of temperatureday temperature are highhumidity is lowsand storms are common occurrencethere are occasional floods caused by sporaduramthe region is under the influence of dry north east trade winds19. A i X MediterraneanY Equatorial climateii - Rainfall is low below 250mm per yearRainfall is erratic unreliableOccasional flash floodsTemperatures are high throughout the yearIntense solar radiationDiurnal range of temperature is large extreme hot days and cold nightsHigh rates of evaporationSkies are clear high terestial radiationLow humidityStrong dusty windsb i - Green house effect is general increase of the temperatures of the globe dueto increase in the level of CO2 and other green houses gases. This result intoa condition where the incouncy solar radiation passes through the atmospherewhile the outgoing terrestrial radiation s blocked by the gases and the cloudsii Increase in temperatureEffectsRainfall increaseMelting of ice capsRise in sea levelHigh evaporationAbnormal growth of plantsChange in rainfall patternEffectsFloodingsRise in sea levelDroughtSoil erosion by waterChange in seasonal patternsEffectsSevere winter short summerDroughtShifting of vegetation zonesExtinct of some speciesChange in winds-More frequent more destructive- High waves- Flooding- Wind erosion wind stormsc i - Temperature decreases with increasing height above sea level. This is becauseatmospheric air at low altitude is denser than high above. Heat loss is greater at highaltitude than at lower altitudeRise in altitude cause fall in temperature and a cooling effect that causes condensation of moisture in the air. This leads to precipitation forming at high altitudeAtmospheric pressure is higher at low altitude and lower at high altitude. This is because the weight of the atmospheric air at low altitude is more than at high altitudeii In summer, coastlands are relatively cooler than in land areas."}
{"text": "Heat loss is greater at highaltitude than at lower altitudeRise in altitude cause fall in temperature and a cooling effect that causes condensation of moisture in the air. This leads to precipitation forming at high altitudeAtmospheric pressure is higher at low altitude and lower at high altitude. This is because the weight of the atmospheric air at low altitude is more than at high altitudeii In summer, coastlands are relatively cooler than in land areas. This is because thewinds bring the cooling effect of the sea to the land, by the time winds reach inlandthey are heated by warm land resulting in higher temperature over the interior ofthe landIn winter the onshore winds bring the warming effect of the sea into the land causing a rise in temperature. By the time these winds reach the interior of the land, they are cooled by cold land thus enhancing the low temperatureOnshore winds cause a lot of rain in the coastal areas throughout the year. This is because the wind picks up moisture over the sea and drop it on the nearby land. The continental interiors receive less rain, mainly in summer, because the winds have dropped mot of the moisture in the coastal landsiii Ocean currentsCold ocean currents bring about the cooling effect in the temperatureAlso bring a dry effect because the cold air is not able to riseWarm ocean currentsBring a warm effect rise in temperature Heavy rainfall because the warm air is able to rise and condense to form rainfall."}
{"text": "9. INTERNAL LAND-FORMING PROCESSESThis area covers :-Earth MovementsFoldingFaultingVulcanicityEarth QuakesIt entails:Definition of earth movementsExplaining the causes of horizontal and vertical earth movements. Explaining theories of continental drift and plate tectonicsDefining folding, faulting and vulcanicity and earthquakes. Explaining theDescription of types of folds, faults, and forms of vulcanicityExplaining the resultant features due to folding, faulting and vulcanicityExplain causes of earth quakes. Describing how earth quakes are measuredAccount for the world distribution of earth quake ones, fold mountain systems and features resulting from faulting and vulcanicityExplaining the significance of the resultant features of folding, faulting, vulcanicity and the effects of earth quakes. 1. A Composite volcanob i What are earthquakes? Ii Name two types of earthquakes wavesiii Explain three ways in which volcanic mountains positively influence human activities2. A Using well labeled diagrams, distinguish between a simple symmetrical fold and anasymmetrical fold. B i Name two fold mountains of the Alpine Orogenyii With the aid of well labeled diagrams, describe how a fold mountain is formed. C Explain three positive effects of folding on the physical human environment. 3. A State three ways in which the earth s crust is affected by the earthquakes b State two evidences of continental drift theory c Name three types of plate tectonic boundaries4. A i What are tectonic plates ii Give any two examples of oceanic plates:- b Describe how the following cause earth movements: i Isostatic adjustment ii Magma movement in the crust iii Convectional currents in the mantle. 5. A Give any two natural causes of earthquakes b Name three characteristics of the rift valley lakes of Kenya6. A State three characteristics of the rift valley lakes of Kenya b i What are earth quakes? Ii Name three types of earth quake wavesc . Differentiate between extension boundaries and compression boundaries. 7 a. i What is an earthquakeii Give two ways in which earthquakes can be predictedb State two ways in which faulting interferes with transport and communication lines. 8."}
{"text": "7 a. i What is an earthquakeii Give two ways in which earthquakes can be predictedb State two ways in which faulting interferes with transport and communication lines. 8. The diagram below represents a feature resulting form faulting a Name the feature b Name part x and y c Give three negative of an earthquake9. A Differentiate between hot springs and geysers b The feature below show an extrusive landform in a volcanic area c Using well labelled diagrams, describe how the following are formed: i An anticlinal fault ii An overthrust fold d i Explain any three ways in which features resulting from volcanicity are a problemto people ii Describe how subsidence can lead to formation of a caldera. 10. A What is the plate tectonic theory ? B Name three types of tectonic plate boundaries. C Explain two evidences that support continental drift theory. 11. A i Name two fold mountains in Africa apart from Atlas mountains ii Differentiate between symmetrical and asymmetrical folds iii Apart from symmetrical and asymmetrical folds, name other types of folds b i With the aid of well labeled diagrams explain the formation of fold mountains ii Give two-examples of fold mountains in North America12.a Effects of the elliptical shape of the earths orbitb Mention three causes of the earth movements13.a List two characteristics of destructive plate boundaryb Outline three natural causes of earthquakesb State two effects of earthquakes on crystal rocks14.a List two factors that determine the degree of folding in rocksb State three effects of faulting on drainage systems15. A State any one evidence that support the theory of the drifting of continents b i Apart from Africa, name any two other continents that form the Gondwanaland ii What is panthalassa? 16.a Give two reasons why hardwood trees species in Kenya are in danger of extractionb State three problems that affect forestry in Canada17."}
{"text": "A i Name two fold mountains in Africa apart from Atlas mountains ii Differentiate between symmetrical and asymmetrical folds iii Apart from symmetrical and asymmetrical folds, name other types of folds b i With the aid of well labeled diagrams explain the formation of fold mountains ii Give two-examples of fold mountains in North America12.a Effects of the elliptical shape of the earths orbitb Mention three causes of the earth movements13.a List two characteristics of destructive plate boundaryb Outline three natural causes of earthquakesb State two effects of earthquakes on crystal rocks14.a List two factors that determine the degree of folding in rocksb State three effects of faulting on drainage systems15. A State any one evidence that support the theory of the drifting of continents b i Apart from Africa, name any two other continents that form the Gondwanaland ii What is panthalassa?16.a Give two reasons why hardwood trees species in Kenya are in danger of extractionb State three problems that affect forestry in Canada17.The diagram below shows a simple fold a i Name the part marked A, B and C ii Name two fold mountains outside Africa iii Give thee landform associated with folded regions b With the aid of well labeled diagram describe the process of formation of Fold Mountain c Explain four ways in which folding influences human activities."}
{"text": "20. INDUSTRYThis topic entails :-Definition of industry and industrializationExplaining the factors that influence the location and development of industriesDescribing types of industriesAccounting for the distribution of industries in KenyaExplaining the significance of industrialization to KenyaDiscussing the problems of industrialization and possible solutionsComparing and contrasting aspects of industrialization in selected countries. Carrying out field work on an industry in the local environment.1. Give five effects of liberalization of the oil industry in Kenya.2. A Define the term industrial inertia. B State three factors that make industrialists prefer to locate their plants near alreadyestablished industries. C Explain three benefits that would result from rural electrification in Kenya3. A Define the term industrial inertia b State three negative effects of industrialization4. A Differentiate between a factory and industry b Name any three types of tertiary industry."}
{"text": "3. WEATHER AND CLIMATEThe topic entails:-Defining weather and stating its elementsExplaining conditions necessary for siting a weather station. Use instruments to measure elements of weatherAnalyse and interpret data on weather conditionsDescription of the structure and composition of the atmosphereExplain factors influencing weatherCarrying out a field study on weather stationDistinguish between weather and climateExplain the factors that influence climateDescription of the characteristics of the climatic regions of Kenya. Description of characteristics of major climatic regions of the World. Accounting for the causes of aridity and desertificationExplaining the effects and possible solutions to aridity and desertificationDiscussing the causes and impact of climate change on physical and human environment1. State three causes of desertification. 2.a i Differentiate the term aridity and desertificationii Differentiate between weather and climateb State two causes of temperature inversionc Explain the occurrence of a land breeze3. A Give three characteristics of the inter- tropical convergence zoneb i State three natural causes of climate changeii Explain four consequences of climate change on the physical environmentc Give four reasons why some areas within the equatorial belt do not experience trueequatorial climate4. A Describe the climatic conditions experienced in the Kenya highlands b Explain four effects of folding to human activities5. A Distinguish between weather and climate b State six characteristics of equatorial climate6. A Explain how the following factors influence climate: i Ocean currents ii Altitude b Study the map of Africa below and answer the following questions: i Describe the characteristics of climate marked A. 7. A State three conditions necessary for the formation of dew b State two climatic reasons why the government should evict settlers from the Mauforest complex in the Rift valley of Kenya8. A i What is a fog? Ii State any two conditions necessary for the formation of fog. B Name any two isothermic layers of the atmosphere. 9. A What is an air mass? B Give two climatic characteristics of the Inter-Tropical Convergence Zone ITCZ 10."}
{"text": "9. A What is an air mass? B Give two climatic characteristics of the Inter-Tropical Convergence Zone ITCZ 10. A Describe two characteristics of a mountain climate b i State two human causes of climate change ii Explain three consequences of climate change c Four classes intend to visit a weather station near your school to study the instrumentsfor measuring weather element:- i Describe how you would use a rain gauge to measure rainfall ii Name two instruments you would find inside a Stevenson screen11.a What do you understand by:i Micro- climateii Green house effectb Name two weather recording instruments that are placed in a Stevenson s screen12. A What is an air mass? B What two conditions favour formation of air mass?13. A What is the Inter-tropical convergence Zone? B Account for any four characteristics of tropical rainforests.14. A What is an air mass? B Study the diagram below and name the air masses marked A, B , C and DKeyLP- Low PressureHP- High Pressure15 a i What is global warming? Ii Give any four causes of climate change. Iii Name four Green house gases b i Explain five effects of climate change ii Identify with evidence two climatic aspects that could have influenced the distribution of vegetation16. A Differentiate between: i Aridity and desertification b Give three reasons why the recording of weather data at a weather station may be inaccurate c State two qualities that makes Stevenson screen suitable for its work17.The map below shows the climatic regions of Kenya a Use it to answer the question a and b. a Name the climatic region name 2 and 3 b State three characteristics of climatic region marked 718.The map of Africa below shows the different climatic regions of Africa. Use it to answerquestion 18. A .a i Identify the climatic types marked X and Yii Name any four characteristics of the climate marked Zb i Briefly explain the green house effect and the global warmingii Explain three effects of climatic change on the physical environmentc Explain how the following factors influence climatei Altitudeii Continentalityiii Ocean currents."}
{"text": "21. TRANSPORT AND COMMUNICATION1. A i Demand- Availability of infrastructure- Topography terrain- Capital availability- Political factor- Historical factors- Climateii Difficult terrain This makes it difficult to develop transport and communicationi.e the great rift valley, the rugged scarps inselberg and numerous rocks out crops- Harsh environments e.g. Sahara desert and many isolated others- The harsh desert climate associated with low population. Suvch makes ituneconomical to construct the transport and communication facilities- Non navigable riversThis is due to1. Fluctuating water levels2. Presence of rock outcrops3. Rugged terrain i.e. many rivers have rapids waterfalls b i A L. MichiganB L. HuronC L. Erieii - To provide cheap water transport for bulky commodities like coal and iron ore toindustrial centres around the great lakesTo shorten the route to external markets especially for wheat from Canadian prairies and manufactured goods from the Great lakesTo expand manufacturing industries along the entire route, provide employment and develop townsIncrease agricultural production and tourismOpen up this part of America for international tradeTo easy strain on American railwaysTo increase HEP production along parts of the Seaway e.g. at Niagra waterfall and at dams constructed along the routeiii The long sault and Lachine rapids between Ontario and Montreal hinderednavigation. Aterfalls e.g. Niagra was preserved for HEPand tourist attraction. Thiswas solved by construction of alternative route i.e. Welland canala- Shallow ports e.g. Montreal that could not handle large ships they were dredged anddeepened- Problems of trans- shipment along the seaway causing delay. Seaway has beenwidened to accommodate large ships and these can now sail through the waterway without stoppingc - Reduces deterioration of Nairobi Mombassa highway due to reduction of tankers-Has reduced cases of accidents especially on Nairobi Mombasa highway- Very fast and convenient means of transporting such highly risky products since the products are firmly sealed in the pipe- Less labour used after installations i.e."}
{"text": "Welland canala- Shallow ports e.g. Montreal that could not handle large ships they were dredged anddeepened- Problems of trans- shipment along the seaway causing delay. Seaway has beenwidened to accommodate large ships and these can now sail through the waterway without stoppingc - Reduces deterioration of Nairobi Mombassa highway due to reduction of tankers-Has reduced cases of accidents especially on Nairobi Mombasa highway- Very fast and convenient means of transporting such highly risky products since the products are firmly sealed in the pipe- Less labour used after installations i.e. cuts down on labour costs- It cuts down on occurrences of fuel spillage and pollution causes by derailment oraccidents on trail or roads- Different kinds of petroleum products for various industrial and domestic uses can beconveyed one pipeline- Ensures constant supply of petroleumd - It has promoted international cooperation created by no distance- has led to expansion of trade for aircraft goods especially those with perishable goodsto international market without delay-Has provided many people with employment opportunities e.g. pilots, engineers e.t.c. -. Has resulted in loss of life especially when passenger plane crashes people die in largenumbers- It has resulted into environmental pollution through discharge of wastes and fuel intothe space- Has led increased terrorism through plane jacking2. A i Transport is the movement of goods and people from one place to anotherii Road, pipe land, railwayb i N 500 canalQ New York state Barge canal. Lakes marked O Lake Michigan P - Lake EriePort marked M Duluth. Ii - Accessibility to raw materials which has led to extensive industrial development inthe area. Cheap means of transport in import and exports has encouraged interval and international trade. Provision of H.E.P from the dams f or both domestic and individual use. Growth of port and towns like Duluth etc. Have become points for various economic activities. The sea way is a tourist attraction which generate income in the region. Employment opportunities have been created in the transport industry thus raising the living standard of the local people. The lakes and the dams are a source of water for both domestic and industrial use."}
{"text": "The sea way is a tourist attraction which generate income in the region. Employment opportunities have been created in the transport industry thus raising the living standard of the local people. The lakes and the dams are a source of water for both domestic and industrial use. The two countries earn some revenue from toll charfes levied on ships that use the routec - Communication enhances tradeMany people are employed in the communication sector. It promotes international and domestic tour ism. Governments disseminate information through the media. Communication promotes international understanding which lead to increased trade thus boosting economic development. -. African governments do not have adequate capital for modern transportequipment system. Stiff competition from well established air lines in the developed countries. High insurance cost of planes discourages investment in air transport. Mismanagement of African national air lines incur huge losses. Some regions in Africa are not served by direct flights and thus increases the cost of travelling to passengers. Small low volume of passengers and cargo makes it expensive for some airlines to operate. Insecurity in some parts of Africa is also discouraging the use of air transport. 3. A Communication is the exchange of information, ideas a, messages or opinions amongpeople. B - Liberalization of airwaves licensing of more private radio stations TV stations. Introduction of the fiber optic cable to enhance communication via internet e-mail fax telefax Licensing many companies to provide cell phone services. Liberalization of the press. Expansion of telephone facilities. Liberalization of postal services. High competition from faster and more efficient electronic mail. High cost of installation. Vandalism of telephone equipment. MismanagementPoor reception overlapping of telephone line. 3. C - High competition from faster and more efficient electronic mail. High cost of installation. Vandalism of telephone equipment. MismanagementPoor reception overlapping of telephone line. 4. A - Trade would grow and develop in Kenya- There will be more diplomatic ties with rest of East African states."}
{"text": "MismanagementPoor reception overlapping of telephone line. 4. A - Trade would grow and develop in Kenya- There will be more diplomatic ties with rest of East African states. -. More Kenyans will get employment in other East African countries- Kenya would earn more revenue paid y the users form East African statesb - Inadequate road signs make the drivers to cause accidents- Slippery roads lead to accidents- pot-holed roads surface cause vehicles to breakdown- Traffic jams, especially in urban centres cause delays- Narrow roads bridges makes the drivers to strain and cause accidents- Inadequate drainage system of roads especially in towns cause accidents5. A i Road- Railway5. A ii - Fluctuations interruptions e.g. freezing- Obstacles usually unseen- Limited network- Incase of accident loses are certain and enormous- Relatively slow- Expensive ports habours facilities- May be in uneconomical areas- Contribute to water pollutionb - Influence of choice of location of economic activities moving of raw materials finishedProducts- Expands markets size possible to move goods and transfer information- Employment creation reduce unemployment improve living standards- Information movement hence tourism hence forex- Revenue through tax development- Dissemination of information brings about change- Leads to urbanization. C - Creation of trans Africa high ways to increase connectivity- Creation of international railways to increase connectivity- Regional economic integration to increase trade hence the need for networks- Establishment of natural networks and transport communication companies to increaselocal transport communicationd i - It is an artificial water wayii - Suez- Panama6. A i ii - Easy to construct draw- Easy to compare- Easy to read- Give clear visual impression- Depict data more accurately6. B 6000-4800 1200x1004800 4800 25 6."}
{"text": "C - Creation of trans Africa high ways to increase connectivity- Creation of international railways to increase connectivity- Regional economic integration to increase trade hence the need for networks- Establishment of natural networks and transport communication companies to increaselocal transport communicationd i - It is an artificial water wayii - Suez- Panama6. A i ii - Easy to construct draw- Easy to compare- Easy to read- Give clear visual impression- Depict data more accurately6. B 6000-4800 1200x1004800 4800 25 6. C - African countries have railways of different gauges which make it difficult for them to join- The counties were colonized by different European powers who constructed railways totransport raw materials from the interior to the ports within their own colonies- Political difference different political ideology political stability among Africanscountries hinder efforts to construct railway line to link them- African counties produce similar goods hence there is limited trade between them andthis oes not warrant them to construct rail way lines- Railways are expensive to construct inadequate capital and hence expensive to construct- Parts of Africa are unproductive so it would be uneconomical to construct railway lines- Variation in train has hindered the development of various lines6. D - narrow roads where heavy traffic limit ease of movement and overtaking- the pot-holes sections of the roads may cause tyre burst vehicle breakdown maymake drivers who are avoiding potholes crass vehicles- The narrow bridges may cause vehicles to crash- Sub-standard surface may cause vehicles to skid overturn- Dusty roads ay reduce visibility leading to accidents- 4 - muddy roads during rainy seasons may cause vehicles to collide7. ."}
{"text": "Iii Canal marked R Soo Canaliv Part marked S Dulult. B - Provides easy means of transport for both imports and exports, thus encouraginginternal and external trade. -. It has led to growth of parts and towns along its course. -. Due to accessibility top raw materials, there has been industrial development in the area. -. The dams along the route provide hydro-electric power for industrial and domestic use. -. The sea way is a tourist attraction which generates income in the region. -. The sea way has created employment opportunities in the transport and industrialsector raising the standards of living of the people in the area. -. Tariffs charged earns the country incomes. C - Most rivers in Africa pass through different climatic regions with alternating wet and dryseasons. This makes the volume of water fluctuate from season to season making itdifficult to use the rivers. -. Many rivers in Africa have rapids and water falls which hinder the movements of vessels. -. Some rivers in Africa have floating vegetation that makes if difficult for vessels to movethrough them. -. Many rivers in Africa are either short, too shallow or too swift making navigation onthem difficult. -. Rivers are affected by siltation at their mouths and along their courses. This reduces itsdepth required for the vessels to move. -. African countries have insufficient capital to use in the development of water ways,ports and for purchasing vessels. -. African countries have inadequate technology. This hinders the process of developingriver transport. -. Some rivers in Africa flow across different countries. This calls for negotiation betweencountries concerned. This hinders the development of river transport. -. Most of the rivers pass through unproductive areas making it uneconomical to developd i - Liberalization of airwaves licensing of more private radio stations T.V. stations . -. Introduction of E- mail internet Fax. E.t.c- Introduction of mobile phones cell phones pagers. -. Expansion of telecommunication facilities to new areas. -. Liberalization of postal services. Ii -Development of other faster and more efficient means of communication e.g. electronicmail has led to reduces use of telephones. -. High costs of installation and maintenance of telephone lines limit the number of thesubscribers. -. Vandalism of the telephone equipment renders most of the telephone servicesunavailable to would be users."}
{"text": "Electronicmail has led to reduces use of telephones. -. High costs of installation and maintenance of telephone lines limit the number of thesubscribers. -. Vandalism of the telephone equipment renders most of the telephone servicesunavailable to would be users. -. Mismanagement in the organization that provides telephone services has made itdifficult to expand the services to many areas of the country. -. Poor reception overlapping of the telephone lines limit the use of the facility descriptionby natural hazards. -. Lack of modernization of telephone in some areas causes delay and discourages theuse of telephones. 9. A Is the parking of goods in large standardized box like structure which once filledin a factory exporter can be transportedb - Saves space in ships as their dimension is more or less uniform. -. It speeds up the process of handling goods hence saves time. -. It is relatively cheap as it requires little labour. Reduce loss of goods as they are sealedat the exporter premises and delivered to the importer without the seal being broken. -. Reduces loss of goods through breakages and spoilage. -. Checking of goods is fairly easy. 10 . A i - Facilitates faster business transactions due to fast means of transport henceincreasing volume of tradeThrough M- Pesa and M- Kesho it has facilitated money transfer for business hence increasing trade transactions and investmentIt has created employment which improves the living standards of the peopleThe company pays taxes which are used to improve other sectors of the economyii - Facilitates theft cases aids stealingIt is expensive to acquire the device and to maintain itHealth associated risks e.g."}
{"text": "- Checking of goods is fairly easy.10 . A i - Facilitates faster business transactions due to fast means of transport henceincreasing volume of tradeThrough M- Pesa and M- Kesho it has facilitated money transfer for business hence increasing trade transactions and investmentIt has created employment which improves the living standards of the peopleThe company pays taxes which are used to improve other sectors of the economyii - Facilitates theft cases aids stealingIt is expensive to acquire the device and to maintain itHealth associated risks e.g.hearing impairment and cancerCan easily be lostLack of network coverage in some areasNoise pollution over ringingb - Most rivers are seasonalMany major rivers are unnavigable due to presence of water weeds, cataracts and water fallsMeanders on some rivers make the distance longer than land routesMany rivers flow through empty or inhospitable lands with little economic valueSiltation especially near the river mouth makes the channels shallowc - Construction of super high ways where by each country is responsible forconstruction of the stretch within her national boundaries to improve linkageof countries- Establishment of regional trade blocs that spearhead the development andmanagement of transport network among member states ensures good transportnetwork in AfricaNegotiations among leaders of various African nations to provide security to avoid high way robbery."}
{"text": "17. FISHING1. A i P Norway Q- Japanii - The areas have cool waters which have abundant planktons-main food for fish- The areas have shallow continental shelves which allow light to penetrate for planktonsto grow- Convergence of warm and cool current results in upwelling of ocean waters bringing mineral for fish and plankton form sea bed to the surface- Cool waters encourages thriving of numerous fish species- Most of the coasts are indented providing secure bedding grounds for fish- The sheltered bays provide suitable sites for building fishing ports- The large population in these areas provides ready market- The rugged landscape limits agriculture thus people turn to alternative economic activity- Cool climate provides natural preservation for fish2. A i R TrawlingS Basket fishing b i Basket fishing- The basket channel shaped to allow easy entry for fish- At the mouth, there is a non-return valve which restricts the outward. The basket isheld in the position with ropes stones sticks downstream- The basket is left in that attracted position for sometime then removed for landing of fish ii Trawling- A bag shaped net is attached to the ship trawler- The nets mouth is kept open by other boards- The upper art if kept a float by corks floats- Weights are used to keep the lower parts of the net at the sea bed- The trawler drags along the net- After sufficient fish is caught the net is hauled to the trawlerc - Fishing is restricted to specific reasons to allow for breeding and maturing of fish- Standardizing size of nets to ensure fingerlings are not cangut- Licenses are issued to prospective fishermen to control their number and to ensure there eis no over-fishing- Fish farming is being encouraged to ensure sufficient supply of fish. -. There is restriction of the disposal of untreated waste into the sea- Artificial fertilization is carried out in special hatcheries to sustain the supply of fish restocking of over fished waters3."}
{"text": "A i R TrawlingS Basket fishing b i Basket fishing- The basket channel shaped to allow easy entry for fish- At the mouth, there is a non-return valve which restricts the outward. The basket isheld in the position with ropes stones sticks downstream- The basket is left in that attracted position for sometime then removed for landing of fish ii Trawling- A bag shaped net is attached to the ship trawler- The nets mouth is kept open by other boards- The upper art if kept a float by corks floats- Weights are used to keep the lower parts of the net at the sea bed- The trawler drags along the net- After sufficient fish is caught the net is hauled to the trawlerc - Fishing is restricted to specific reasons to allow for breeding and maturing of fish- Standardizing size of nets to ensure fingerlings are not cangut- Licenses are issued to prospective fishermen to control their number and to ensure there eis no over-fishing- Fish farming is being encouraged to ensure sufficient supply of fish. -. There is restriction of the disposal of untreated waste into the sea- Artificial fertilization is carried out in special hatcheries to sustain the supply of fish restocking of over fished waters3. A i It is the rearing of fish in pondsii - The government through the fisheries department has set up fish ponds andhatcheries as demonstration farmsEstablishment of research institutions to investigate aspects of fish farming breeding diseasesExpansion of markets through intensified campaigns aimed at encouraging more people to eat fishExtension officers have been sent to the field to advise on fish farming techniquesThe government has encouraged the establishment of co-operatives which give credit facilities to fish farmersEstablishment of national food policy which encourages diversification of food aid as source of protein leading to setting up of fish farmsb - Inadequate storage and preservation facilities which cause heavy losses on theanded catch leading to low catchOccurrence of strong sea waves causing accidental drowning destruction of fish vesselsPoor fishing equipment which confine the fishermen to a few metres of continental shelf leading to low catchSparse population in the north coast and alternative economic activities in the south coast that lead to small market for fishHigh prices of fish which discourage many people from eating it regularlyLocal fishermen face stiff competition from foreign fishermen mainly from Korea and Japan who have adequate and advanced facilities for deep sea fishingWarm Mozambique currents and deep continental shelf which discourage the flourishing of fishRegular coastline few sheltered bays hence few sites for fish landing and breeding groundsc i - North-West AtlanticNorth-East AtlanticNorth East pacificNorth West Pacificii - Presence of extensive and shallow continental shelf which allow light to penetrate to the sea bed encouraging the growth of planktons used as fish foodUpwelling of ocean waters caused by convergence of warm Kuroshio and cold Oyashio currents bring minerals for planktons from the sea bed hence attracting fishJapan has indented coastline several bays which provide secure breeding grounds for fishSheltered bays provide suitable site for building ports landing sites e.g."}
{"text": "The basket isheld in the position with ropes stones sticks downstream- The basket is left in that attracted position for sometime then removed for landing of fish ii Trawling- A bag shaped net is attached to the ship trawler- The nets mouth is kept open by other boards- The upper art if kept a float by corks floats- Weights are used to keep the lower parts of the net at the sea bed- The trawler drags along the net- After sufficient fish is caught the net is hauled to the trawlerc - Fishing is restricted to specific reasons to allow for breeding and maturing of fish- Standardizing size of nets to ensure fingerlings are not cangut- Licenses are issued to prospective fishermen to control their number and to ensure there eis no over-fishing- Fish farming is being encouraged to ensure sufficient supply of fish. -. There is restriction of the disposal of untreated waste into the sea- Artificial fertilization is carried out in special hatcheries to sustain the supply of fish restocking of over fished waters3. A i It is the rearing of fish in pondsii - The government through the fisheries department has set up fish ponds andhatcheries as demonstration farmsEstablishment of research institutions to investigate aspects of fish farming breeding diseasesExpansion of markets through intensified campaigns aimed at encouraging more people to eat fishExtension officers have been sent to the field to advise on fish farming techniquesThe government has encouraged the establishment of co-operatives which give credit facilities to fish farmersEstablishment of national food policy which encourages diversification of food aid as source of protein leading to setting up of fish farmsb - Inadequate storage and preservation facilities which cause heavy losses on theanded catch leading to low catchOccurrence of strong sea waves causing accidental drowning destruction of fish vesselsPoor fishing equipment which confine the fishermen to a few metres of continental shelf leading to low catchSparse population in the north coast and alternative economic activities in the south coast that lead to small market for fishHigh prices of fish which discourage many people from eating it regularlyLocal fishermen face stiff competition from foreign fishermen mainly from Korea and Japan who have adequate and advanced facilities for deep sea fishingWarm Mozambique currents and deep continental shelf which discourage the flourishing of fishRegular coastline few sheltered bays hence few sites for fish landing and breeding groundsc i - North-West AtlanticNorth-East AtlanticNorth East pacificNorth West Pacificii - Presence of extensive and shallow continental shelf which allow light to penetrate to the sea bed encouraging the growth of planktons used as fish foodUpwelling of ocean waters caused by convergence of warm Kuroshio and cold Oyashio currents bring minerals for planktons from the sea bed hence attracting fishJapan has indented coastline several bays which provide secure breeding grounds for fishSheltered bays provide suitable site for building ports landing sites e.g. HakkadateRugged landscape mountains with infertile soil in some areas which does not favour agriculture hence make people resort to fishingNumerous islands had exposed provided the fishermen access to marine lifeThe area has cool waters which encourage thriving of fish4."}
{"text": "- There is restriction of the disposal of untreated waste into the sea- Artificial fertilization is carried out in special hatcheries to sustain the supply of fish restocking of over fished waters3. A i It is the rearing of fish in pondsii - The government through the fisheries department has set up fish ponds andhatcheries as demonstration farmsEstablishment of research institutions to investigate aspects of fish farming breeding diseasesExpansion of markets through intensified campaigns aimed at encouraging more people to eat fishExtension officers have been sent to the field to advise on fish farming techniquesThe government has encouraged the establishment of co-operatives which give credit facilities to fish farmersEstablishment of national food policy which encourages diversification of food aid as source of protein leading to setting up of fish farmsb - Inadequate storage and preservation facilities which cause heavy losses on theanded catch leading to low catchOccurrence of strong sea waves causing accidental drowning destruction of fish vesselsPoor fishing equipment which confine the fishermen to a few metres of continental shelf leading to low catchSparse population in the north coast and alternative economic activities in the south coast that lead to small market for fishHigh prices of fish which discourage many people from eating it regularlyLocal fishermen face stiff competition from foreign fishermen mainly from Korea and Japan who have adequate and advanced facilities for deep sea fishingWarm Mozambique currents and deep continental shelf which discourage the flourishing of fishRegular coastline few sheltered bays hence few sites for fish landing and breeding groundsc i - North-West AtlanticNorth-East AtlanticNorth East pacificNorth West Pacificii - Presence of extensive and shallow continental shelf which allow light to penetrate to the sea bed encouraging the growth of planktons used as fish foodUpwelling of ocean waters caused by convergence of warm Kuroshio and cold Oyashio currents bring minerals for planktons from the sea bed hence attracting fishJapan has indented coastline several bays which provide secure breeding grounds for fishSheltered bays provide suitable site for building ports landing sites e.g. HakkadateRugged landscape mountains with infertile soil in some areas which does not favour agriculture hence make people resort to fishingNumerous islands had exposed provided the fishermen access to marine lifeThe area has cool waters which encourage thriving of fish4. A - A vein is a small crack containing minerals deposited in crystalline form whilea code is a large crack containing minerals in crystalline form b - Waste of agricultural land Waste of industrial land Ugliness where the land has lost its beauty Health and accident hazards 5."}
{"text": "A i It is the rearing of fish in pondsii - The government through the fisheries department has set up fish ponds andhatcheries as demonstration farmsEstablishment of research institutions to investigate aspects of fish farming breeding diseasesExpansion of markets through intensified campaigns aimed at encouraging more people to eat fishExtension officers have been sent to the field to advise on fish farming techniquesThe government has encouraged the establishment of co-operatives which give credit facilities to fish farmersEstablishment of national food policy which encourages diversification of food aid as source of protein leading to setting up of fish farmsb - Inadequate storage and preservation facilities which cause heavy losses on theanded catch leading to low catchOccurrence of strong sea waves causing accidental drowning destruction of fish vesselsPoor fishing equipment which confine the fishermen to a few metres of continental shelf leading to low catchSparse population in the north coast and alternative economic activities in the south coast that lead to small market for fishHigh prices of fish which discourage many people from eating it regularlyLocal fishermen face stiff competition from foreign fishermen mainly from Korea and Japan who have adequate and advanced facilities for deep sea fishingWarm Mozambique currents and deep continental shelf which discourage the flourishing of fishRegular coastline few sheltered bays hence few sites for fish landing and breeding groundsc i - North-West AtlanticNorth-East AtlanticNorth East pacificNorth West Pacificii - Presence of extensive and shallow continental shelf which allow light to penetrate to the sea bed encouraging the growth of planktons used as fish foodUpwelling of ocean waters caused by convergence of warm Kuroshio and cold Oyashio currents bring minerals for planktons from the sea bed hence attracting fishJapan has indented coastline several bays which provide secure breeding grounds for fishSheltered bays provide suitable site for building ports landing sites e.g. HakkadateRugged landscape mountains with infertile soil in some areas which does not favour agriculture hence make people resort to fishingNumerous islands had exposed provided the fishermen access to marine lifeThe area has cool waters which encourage thriving of fish4. A - A vein is a small crack containing minerals deposited in crystalline form whilea code is a large crack containing minerals in crystalline form b - Waste of agricultural land Waste of industrial land Ugliness where the land has lost its beauty Health and accident hazards 5. A i - Trawling."}
{"text": "HakkadateRugged landscape mountains with infertile soil in some areas which does not favour agriculture hence make people resort to fishingNumerous islands had exposed provided the fishermen access to marine lifeThe area has cool waters which encourage thriving of fish4. A - A vein is a small crack containing minerals deposited in crystalline form whilea code is a large crack containing minerals in crystalline form b - Waste of agricultural land Waste of industrial land Ugliness where the land has lost its beauty Health and accident hazards 5. A i - Trawling. -. Line fishing- Use of barriers- Use of herbs - skinning- Harpooning- Use of baskets - Use of gills nets- Use of hand lanesii Cod- halibut- haddock- flounder - hake- herring- mackerel b i - Sheltered inlets and estuaries form ideal sites for fishing villages and ports. -. They also offer ideal site for fish breeding because of calm water and availability of the planktons. Ii - When warm currents meet cold currents the temperature of water is regulated. -. This condition is ideal for the survival of fish. -. Convergence of these currents improve circulation of oxygen and dispersal of nutrients for the fish c i Provision of the necessary infrastructure such as transport routes to enableexploitation of fishing grounds located in remote areas. This will reduce over exploitation on a few accessible fishing grounds like L. Victoria. Fishing FarmingThe development of fish farms complements the fish being caught from natural watersRestocking of over fished grounds. Over fished waters are restocked using finger lings from hatcheries or obtaining them from the overpopulated fishing grounds. International agreements on territorial waters. Countries have full sovereignty over territorial water extending for 19 km from the coast. A further 19 km zone in which the coastal state can take action against those whobreak the law. 6. I Smoking.- Sun drying. -. Salting- Use of refrigerator. Ii - The fishermen are required to have a licence from the governmentThis prohibits illegal fishing, over fishing and indiscriminate fishing. -. Inadequate capital. Most of the fishermen use traditional methods of fishing which greatly reduces their catch. They lack adequate funds to enable them purchase modern fishing gear and refrigeration equipment."}
{"text": "- Inadequate capital. Most of the fishermen use traditional methods of fishing which greatly reduces their catch. They lack adequate funds to enable them purchase modern fishing gear and refrigeration equipment. --Introduction of new species. The introduction of new fish species in the lake has affected the breeding of indigenous fish. For example Nile Perch was introduced in the lake in 1960s, it now accounts for more than 80 of the fish harvests, after having caused the disappearance of more than 200 endemic fish species and yet it s not a popular species. -. Presence of weeds. Fishing in lake Victoria is greatly hampered by the grown of water hyacinth along the shores of the lake. The weed chokes the fishing boats, hence the infested areas are avoided by fishermen, yet they contain a lot of fish. -AccidentsAccidents affecting fishermen are common on L. Victoria. Have canoes and boats capsize in the lake due to the strong winds and storms prevailing in the areas. The fishermen loose their fishing gear and equipment, as some of them drone. -. Regional Conflicts. There has been boundary conflict between Kenya and Uganda over Migingo Island on L. Victoria. This has caused the fishermen to have fear since most of them are molested or attacked by Uganda Security groups. 7. -. The continental shelf is narrow- Poor transport connection to the fisheries- Local fishermen do not have adequate capital- The coastline is fairly straight- the water is too warm for fish breeding lack of upwelling of water- There is low demand for fish- Fishermen lack modern equipment preservation facilities storage facilities- Inadequate skills inadequate research technology- Competition from developed countries8. A i - Seine nets- Trawler nets- Gill nets- Drift netsii - West N."}
{"text": "7. -. The continental shelf is narrow- Poor transport connection to the fisheries- Local fishermen do not have adequate capital- The coastline is fairly straight- the water is too warm for fish breeding lack of upwelling of water- There is low demand for fish- Fishermen lack modern equipment preservation facilities storage facilities- Inadequate skills inadequate research technology- Competition from developed countries8. A i - Seine nets- Trawler nets- Gill nets- Drift netsii - West N. America- N.E Asiab - Over fishing reduced stocksPollution killing fishingPoor transport network delay reaching market go badPoor market fish imports reduced earningsInadequate capital poor equipment preservation marketingFish diseases death of fishWeeds difficulty to fishBoundary conflicts fighting destruction of equipmentc - Source of income employment reduce unemployment improve livingstandardsTourist attraction sports marine park forex for developingRich in nutrients healthDevelopment of industryHealth feed on mosquito- reduce malariaFeeder roads improve transportForex country developmentd - Sagana- Kabaru- Kibos- Homa bay- Aruba- Haller park nature trail9. A i -Pelagic-Dermersal-nadromousii - Presence of numerous foods that form inlets which provide good breeding grounds for fish- The ruggedness of the immediate land discourage agriculture and livestock farming thus making fishing a good alternative- The prevailing warm Atlantic drift makes the area ice free throughout the year thus fishing is carried out- The grounds have large continental shelf which are abundant in plankton- The dense population in western Europe provides a ready market for fish- The low temperature conditions in high latitudes encourages flourishing of fish- The highly developed technology in the region has contributed to the development of fishingiii - Formulation of law against indiscriminate fishing- Restocking the over fished areas- Licensing fishermen and use of standardized nets of permitted mesh sizes- Prohibiting disposal of effluents into fisheries- Introduction of new species in the existing fisheries- Research of fish species their habit and migratory trends- Personal should be trained on how to manage fisheries10 a - Drifting method."}
{"text": "A i - Seine nets- Trawler nets- Gill nets- Drift netsii - West N. America- N.E Asiab - Over fishing reduced stocksPollution killing fishingPoor transport network delay reaching market go badPoor market fish imports reduced earningsInadequate capital poor equipment preservation marketingFish diseases death of fishWeeds difficulty to fishBoundary conflicts fighting destruction of equipmentc - Source of income employment reduce unemployment improve livingstandardsTourist attraction sports marine park forex for developingRich in nutrients healthDevelopment of industryHealth feed on mosquito- reduce malariaFeeder roads improve transportForex country developmentd - Sagana- Kabaru- Kibos- Homa bay- Aruba- Haller park nature trail9. A i -Pelagic-Dermersal-nadromousii - Presence of numerous foods that form inlets which provide good breeding grounds for fish- The ruggedness of the immediate land discourage agriculture and livestock farming thus making fishing a good alternative- The prevailing warm Atlantic drift makes the area ice free throughout the year thus fishing is carried out- The grounds have large continental shelf which are abundant in plankton- The dense population in western Europe provides a ready market for fish- The low temperature conditions in high latitudes encourages flourishing of fish- The highly developed technology in the region has contributed to the development of fishingiii - Formulation of law against indiscriminate fishing- Restocking the over fished areas- Licensing fishermen and use of standardized nets of permitted mesh sizes- Prohibiting disposal of effluents into fisheries- Introduction of new species in the existing fisheries- Research of fish species their habit and migratory trends- Personal should be trained on how to manage fisheries10 a - Drifting method. -. Seining method. -. Lining method. B - It is washed by cold ocean current which influence temperature of water favouringthe survival of fish. -. It has plenty of planktons than the Eastern coasts. -. It has sheltered inlets harbours which favour the thriving of fish and construction of fishharbours. 11. A - Seining- Trawling. -. Line fishing."}
{"text": "11. VEGETATION1. A - Pampas of Argentina- Veldt of S. Africa- Downs of Australia- Steppe of Asia- Prairies of N. Americab State three characteristics of temperate grasslands. B - Almost airless except along water courses- Grass is tall and nutritious in most areas- Grass is shorter, tougher less nutritious in drier areas- Grass withers in autumn- It sprouts in springii - Some trees are umbrella shaped to reduce evaporation below the stems- Some plants have long roots to reach the water table below- Some plants have thick fleshy succulent leaves to store water- Some plants grass wither in absence of rainfall but have abiding to recover quickly when rain falls- Some plant seeds remain dormant for long periods awaiting the start of rainfall- Some plants have thin leaves spiky waxy needle like leaves to reduce water loss2. A i X-rainforestY-bamboo forestZ-heath and moorlandii - it consist of a mixture of tree and grassin wetter areas the grass are tall and close to each otherin drive areas the grass are shorter and tuftedgrass dominate the vegetationtrees are shorter and more scatteredtrees are umbrella shapedacacia trees are a dominant speciessome trees i.e. bamboo have thick barksriver valleys have trees and thick bushesduring drought grass withers trees shed their leavesb i Areas on leeward slope of mountains have different vegetation from those on windward slope because they received different amount of rainfall ii Settlement, farming and mining interferes with original vegetation leading to growth ofsecondary and dissertation c i south Africa ii Argentina iii New Zealand . D The frequent outbreak of bush fires destroys the grass retarding its regeneration the increasing human population is encroaching into the grasslands replacing them with settlement and cultivated land pests such as army worms locust destroy the grass and the vegetation degenerations into a semi- desert type wild and domestic animals overgraze and cause stunted growth of grass 3."}
{"text": "A i X-rainforestY-bamboo forestZ-heath and moorlandii - it consist of a mixture of tree and grassin wetter areas the grass are tall and close to each otherin drive areas the grass are shorter and tuftedgrass dominate the vegetationtrees are shorter and more scatteredtrees are umbrella shapedacacia trees are a dominant speciessome trees i.e. bamboo have thick barksriver valleys have trees and thick bushesduring drought grass withers trees shed their leavesb i Areas on leeward slope of mountains have different vegetation from those on windward slope because they received different amount of rainfall ii Settlement, farming and mining interferes with original vegetation leading to growth ofsecondary and dissertation c i south Africa ii Argentina iii New Zealand . D The frequent outbreak of bush fires destroys the grass retarding its regeneration the increasing human population is encroaching into the grasslands replacing them with settlement and cultivated land pests such as army worms locust destroy the grass and the vegetation degenerations into a semi- desert type wild and domestic animals overgraze and cause stunted growth of grass 3. A i -Natural vegetation is the plant cover that exists in an area without the interferenceof external modifying influence especially people and their animalsii -Temperature-Precipitation rainfall -Sunlight-Windb i -The prairies of N. America -The veid of S Africa -The pampas of Argentina -The downs of Australia and New Zealand ii -They are conical in shape-They have needle-shape leaves-In most coniferous forests a thick carpet of mosses occur-Forest species are generally few and large tracts of forests can consist of only one ortwo species of tree occurs in pure stands -Most of the species are softwoods which mature faster-Most species are evergreen but a few she their leaves eg fir,pine and larch."}
{"text": "D The frequent outbreak of bush fires destroys the grass retarding its regeneration the increasing human population is encroaching into the grasslands replacing them with settlement and cultivated land pests such as army worms locust destroy the grass and the vegetation degenerations into a semi- desert type wild and domestic animals overgraze and cause stunted growth of grass 3. A i -Natural vegetation is the plant cover that exists in an area without the interferenceof external modifying influence especially people and their animalsii -Temperature-Precipitation rainfall -Sunlight-Windb i -The prairies of N. America -The veid of S Africa -The pampas of Argentina -The downs of Australia and New Zealand ii -They are conical in shape-They have needle-shape leaves-In most coniferous forests a thick carpet of mosses occur-Forest species are generally few and large tracts of forests can consist of only one ortwo species of tree occurs in pure stands -Most of the species are softwoods which mature faster-Most species are evergreen but a few she their leaves eg fir,pine and larch. -. Trees have a widely spread shallow root system for utilizing moisture from the top soilsince most of the time subsoil is permafrostedc -some plants have thick leaves and banks for storing water. -some plants produce seeds which lie dormant for along time and germinates when therain falls-some plants sheds leaves during the onset of the dry season to reduce loss of waterthrough transpiration-trees in the region have long rots to tap water from the water table below-tress in the region are umbrella shaped to provide shade that reduces the rate ofevaporation around the stem. D - Frequent outbreak of bush fires destroy grass and retard its regeneration-frequent drought destroy the grass and so the vegetation degeneration into a semi-desert type. -overgrazing of domestic and wild animals causes stunted growth of grasses-human activities due to increased population which encroaches grasslands-pests such as army worms and locusts destroy the grass, thus reducing the rate ofgrowth4."}
{"text": "-some plants produce seeds which lie dormant for along time and germinates when therain falls-some plants sheds leaves during the onset of the dry season to reduce loss of waterthrough transpiration-trees in the region have long rots to tap water from the water table below-tress in the region are umbrella shaped to provide shade that reduces the rate ofevaporation around the stem. D - Frequent outbreak of bush fires destroy grass and retard its regeneration-frequent drought destroy the grass and so the vegetation degeneration into a semi-desert type. -overgrazing of domestic and wild animals causes stunted growth of grasses-human activities due to increased population which encroaches grasslands-pests such as army worms and locusts destroy the grass, thus reducing the rate ofgrowth4. A X - VeldtZ - Stepperb - Some plants have a short life-cycle this enables them to survive during the shortperiod of wetness. -. Most are salt tolerant Halophytes to enable them survive in the saline soils of thedeserts. -. Most plants have succulent leaves that store water to enable them survive the longdrought period. -. Some plants have fibrous stems which they use as breathing surface. -. Most have deep roots to reach the deeper water table. -. Some have spines thorns which protect them from browsing animals. -. Some are drought resistant deciduous which enable them shed their leaves duringdry season. 5."}
{"text": "- Some have spines thorns which protect them from browsing animals. -. Some are drought resistant deciduous which enable them shed their leaves duringdry season. 5. A i L is savanna park savanna ii - The vegetation is tropical rainforest equatorial forest- The forest consist of mixed variety of tree species- The trees shed their leaves at different times of the year ever green- The trees are tall with large trunks- The trees have broad; leaves drip tipped leaves- The trees take long to mature- The tree species are mainly hard woods- The forest trees grow close together- The forest has numerous lianas climbing plants epiphytes- Some of the trees have buttress roots- The forest has crowns that form three distinct canopies layersb i - Some plants have thick fleshy succulent leaves barks to enable them store water- Some have long roots to tap the ground water- Some have no leaves have thin spiky waxy needle- like leaves to reduce transpiration- Some plants have shiny surfaces to reflect light- Plant seeds remain dormant awaiting the short rains- Some plants have thick hard barks to reduce transpiration- Some plants wilt in the absence of moisture that have a quick recovery ability- Some plants have thorns to protect themselves from browsing animals- Most plants are stunted dwarf like due to the harsh conditions- Some plants are quick sprouting to take advantage of the short lived desert rays- Some plants have underground bulbs that remain dormant awaiting short the rainsc i - The temperatures are too low to support vegetation- The surface is mainly bare rock, so no soil has formed to support vegetation- Water is always in a frozen state, i.e. snow, so it is not available to plantsii - Vegetation is of aesthetic value as it adds beauty to the landscape- Vegetation binds soil together using its roots. Its aerial parts reduce the impact of raindrops on the soil. In this way, it protects the soil against erosion- Plant remains decay to become humus. This improves the fertility of the soil- Some plants are of medicinal value to people."}
{"text": "Its aerial parts reduce the impact of raindrops on the soil. In this way, it protects the soil against erosion- Plant remains decay to become humus. This improves the fertility of the soil- Some plants are of medicinal value to people. Their leaves, barks or roots are extracted and prepared into medicines, both traditional and modern- Some trees are used in the manufacture of paper while others are used for the manufacture of plywood, veneer or production of timber- Some plants are eaten by people e.g. bamboo shoots6. A i - Natural vegetation- Derived vegetation- Cultivated vegetationii - altitude - aspect - terrain and drainageb i A-health and moorlandB-bamboo forest C-rain forest D-savanna grasslandii -too cold for plants to survive covered by snow -rocky surfacec i prairiesPampasii - Grazing the plenty tall and short grasses are used for grazing livestock and wildanimals- Reduces soil erosion-savanna vegetation act as soil cover hence reduces soilerosion- Habitat for bees and wild animals-trees in savanna are habitat for bees which provide honey and home foe wild animals e.g. gazelles, giraffe- Some shrubs and herbs growing in the savanna are used as medicine- Fuel-trees provide wood fuel and fuel wood for the people in the tropics- Gross increases humus in the soil making areas suitable for cereal farming e.g. wheat and maized - some plants have long roots to enable them tap water far deep the ground - some pants have shallow root system which enables them to take moisture from thesoil layers- some plants have sunken stomata and waxy leaves to reduce rate oftransportation - some plants have succulent stems to allow them store water - some plants are short lived i.e. Complete their cycle within the short wet period - some plants e.g. tubers and corns remain dormant during dry spell until wet periodstimulate7."}
{"text": "A i - It is a plant cover existing naturally in a place but has been interfered with by manii - AltitudeAspectSoilClimate temperature rainfallMan s activitiesb i - Savanna vegetationRainforestBamboo forestsHealth and moorlandii - prairiessteppesdownsveldiii - some have thick fleshy succulent leaves barkssome have long tap rootssome have no leaves have thin spiky waxy needle like leavessome plants have thick hard barkssome plants have thornssome plants are stunted dwarf likeshrubs are commonsome plants spout during wet seasons short time 9.a - fire-often ,large areas of forests are destroyed by accidental and sometimesintended fire.such forests takes long to recoverdiseases causes by pests and parasites attack mainly the planted forests causing many trees to diehuman activity settlement charcoal burning logging have destroyed many forests areas of which are transformed in to farms and grasslandsover-exploitation leads to depletion of certain tree species such as Meru oak, camphor and Elgon teak.these trees take long to maturegovernment policy of degazetting of some forests made people free to clear many forested areasprolonged droughts lead to degeneration of forests some of which take long to recover b Rain forest have closely set trees with these districts canopies. This crowns and closeness of the trees form a dense shade for the lower layer which makes arvesting cumbersome. Most trees are tall, and have huge trunks. This makes them cumbersome to be harvested and most of them are heavy to be transported. High amount of rainfall. This forest lies within the equatorial climatic region where high amount of rainfall isreceived throughout the year. This means that harvesting of trees can not take place throughout the year because of the very dump condition in the forest and general disturbance caused too much rains. Tree species are not found in pure standsRainforest do not have pure stand and this become a problem if one need to harvest only one species meaning moving from one part of the forest to another as one harvest. Majority of the species are hardwood.-These species are hard to be cut and also heavy to be transported."}
{"text": "22. TRADE1. A - Bilateral tradeb - Low earnings due export of agricultural products and raw materials which have low valueHeavy expenditure due to importation of manufactured goods which are expensiveUnpredictable production since agriculture she relies on for export depends on climate which is unreliable2. A - Bilateral- Multilateralb - Similar products- Limited transport communication links- Colonial patterns of trade- Limited manufactured goods- Prohibitive tariffs to protect local industries3. A - Scarcity of goodsInadequate capital supplyHigh costs of getting trading permits licencesLowly developed roads transport networkTrade barriersHigh cases of poverty among the peopleInadequate market buildingsInsecuritySmuggling of essential goodsb - They have helped crate cooperation among member states- Member states have a longer market for their goods- The expanded market ha promoted industrial development- Goods have been made cheaper for people in the region through reduction of tariffs- Employment opportunities have been created through industrial development- Member states are able to invest in joint development projects like railway construction. -. Trade in the regions has boosted agricultural development- The common market has made people of the member state enjoy a variety of commodities- There is reduced reliance on goods and services from other parts of the world4. A - To eliminate taxes on goods produced within the member countries. -. To enable the member states to increase use of their raw materials. -. To enable people in the region to interact and exchange ideas freely. -. To reduce unnecessary competition among member states. -. To promote transport communication between the countries. -. To create a common market for the goods produced in the member countries. -. To establish a common bank COMESA bank to aid transaction. B - Improving infrastructures. -. Joining trading blocs such as COMESA, EAC. -. Creating Export Processing Zones. EPZ to promote the volume of exports."}
{"text": "- Joining trading blocs such as COMESA, EAC.- Creating Export Processing Zones. EPZ to promote the volume of exports.5.a i Visible exports are tangible goods sent o other countries for sale while invisibleexport are transactions between countries which lead to monetary returnsii -Tourism-Financial services-Transport services-Loans grants Aidsb i - COMESA- Southern African Development Community SADC ii BerlinNigerNigeria GhanaBurkina fasoMauritaniaLiberiaMaliGuineaSenegalTogoCape townCote de voireGambiaGuinea BisauCamerooniii - Encouraged the development of industries-Phased out all customs and tariffs on goods originating within West Africa-Improvement of tele- communication-Exchange of technology-Campaigned for the sale of petroleum from Nigeria to member states at reduced prices6.a Balance of payment is the difference between visible exports and imports and also invisible exports and inputs in the value of trade taking place between two countries.b - They are perishable. Some are bulky making transportation difficult. Are of low valueThey are exhaustible supply may fluctuate negatively depending on season. Inadequate capital for expansion since a large capital outlay is needed.a Visible exports are tangible goods sent to other countries for sale while invisibleexports are transactions between countries which lead to monetary returns likeinterest and dividends on the foreign investments b - Hinder growth of home infant industries due to stiff competition slowsindustrializationCreates a state of dependency on developed countries slows exploitation of national resourcesHinder diversification of the economyThe country experiences unfavorable balance of trade retards economic developmentWhenever there is poor relationship with the trading partner the country experiences shortage of the import goodsThe country spends her foreign exchange reserve on imports faces devaluation of her localcurrency."}
{"text": "25. MANAGEMENT AND CONSERVATION OF THE ENVIRONMENT1 i Land pollution Is the contamination of the land through improper disposal of wasteii - Spraying of crops with chemicals contaminates the land by affecting soilcomposition- Careless dumping of domestic waste and industrial waste contaminates land- Burning of vegetation during land- Preparation leads to death of micro- organisms making the land unsuitable for plants to survive- Poor disposal of non- biodegradable material like plastic and polythene papers contaminates the landiii - Bad Odour leading to air pollution- Accumulation of domestic and industrial wastes on the road side blocks the drainage system- Mounds of wastes are a breeding ground for flies, mosquitoes and rodents which cancause outbreak of diseases- Injuries can result from broken bottles, rusted metals and iron2. A ii - Its best economic use of land because Agriculture does not do well in those areas. -. Population is low and this reduces conflicts between man and animals. -. It requires extensive land that is only available in those areas. -. It reduces the conflict of resettling people. B - Polluted water cause death of aquatic animals. -. High concentration of organic and inorganic nutrients in water causes electrificationin lakes. -. Water pollution causes diseases to animalsc i - When a river contains excess waters which it cannot hold within its channel. -. When the level of the sea or lake rises due to increased rainfall. -. Exceptional heavy rainfall like El nino results in excess water on land. -. When a dam built across a valley breaks, the water in the reservoir floods lower landdown stream. -. When massive earthquake occurs on the seabed causes tsunami which causesflooding in coastal areas. C ii - Construction of dykes, dams and levees. These can be constructed across rivers tocontrol the speed of water amount of water flowing downstream. -. Reforestation on slopes and river banks reduces surface run off and erosion increasesthe rate of water infiltration in the ground. -. Improving and diverting river channels. -. Shallow rivers can be dredged to increase their depth. Rivers with meanders ca bestraightened to enable water flow swiftly. Tributaries can be drenched to reduce thevolume of water getting into the main river. D - To sustain human life. -. To protect endangered species. -. For sustainable utilization of resources. -. For aesthetic value."}
{"text": "- To protect endangered species. -. For sustainable utilization of resources. -. For aesthetic value. -. For future generations posterity. -. To curb global warming. 3. A - Hooting and roaring off engines by motor vehicles- Reverting of machines in rolling mills and welding- Banging of metal containers by Jua kali artisans- High pitched music played in vehicles, dance and disco halls, homes and religiousgathering- Aircrafts as they take off or land in airports- Blasts from mines and celebrations e.g. Dawalib - Rise in blood pressure and tension of muscles physical stress- Affects the nervous system causing neurosis and irritation- Damage of eardrums causing deafnessa Desertification- Lightning- Windstorms- Pest and diseases- Pollution4. A - Earth quakesb i - Nyando- Nzoia- Yala- Kuja Guchaii - the stagnant water becomes breeding ground for vectors that cause water relateddiseases. -. Floods cause loss of property lives- Floods cause soil water logging which lower crop production- Floods wash away crops leading to food shortages famine- Floods wash away bridges roads telephone lines air field disrupting transport andcommunication- People are dispatched by floods are made homelessc - the garbage man result to foul smell air pollution which is hazardous to human health- when it rains the dumped waste garbage is washed to rivers causing water pollution- garbage can be a breeding ground for rodents flies cockroaches which can causediseases outbreak e.g. plague- accumulation of garbage leads to blockage of roads drainage systems- garbage heaps are eye sore as they made the environment uglyd i - burning waste materials- digging pits throwing rubbish- minimizing use of harmful chemicals use of organic manure- creating public awareness on the dangers of land pollution and how to control it- recycling of waste materials- government logislation against dumping- setting up proper garbage collections programmesii - strong winds destroy trees- wind blow off roofs of houses- winds cause strong see storms and lead to boats capsizing communication lines aredestroyed destruction of transport lines- winds cause soil erosion- winds spread air-borne disease- winds spread bush fires5."}
{"text": "A - Earth quakesb i - Nyando- Nzoia- Yala- Kuja Guchaii - the stagnant water becomes breeding ground for vectors that cause water relateddiseases. -. Floods cause loss of property lives- Floods cause soil water logging which lower crop production- Floods wash away crops leading to food shortages famine- Floods wash away bridges roads telephone lines air field disrupting transport andcommunication- People are dispatched by floods are made homelessc - the garbage man result to foul smell air pollution which is hazardous to human health- when it rains the dumped waste garbage is washed to rivers causing water pollution- garbage can be a breeding ground for rodents flies cockroaches which can causediseases outbreak e.g. plague- accumulation of garbage leads to blockage of roads drainage systems- garbage heaps are eye sore as they made the environment uglyd i - burning waste materials- digging pits throwing rubbish- minimizing use of harmful chemicals use of organic manure- creating public awareness on the dangers of land pollution and how to control it- recycling of waste materials- government logislation against dumping- setting up proper garbage collections programmesii - strong winds destroy trees- wind blow off roofs of houses- winds cause strong see storms and lead to boats capsizing communication lines aredestroyed destruction of transport lines- winds cause soil erosion- winds spread air-borne disease- winds spread bush fires5. A i S Mt. Kenya Nationa ParkT- Amboseli Naitonal ParkU Tsavo National Parkii Malindi Marine parkbi - Pie-historic sites e.g. Gedi ruinsSandy beachesCaves, cliffs coral reefs coastal landforms Warm, sunny weatherPeople s cultureii - Ensures maximum use of less productive land e.g. arid and semi-arid regionsSource of foreign exchange through payment of fees at entry points gates to parks reservesCreation of employment opportunities as guides in parks, lodges e.t.c. Protection and conservation of endangered species e.g. rhinos, elephants e.t.c."}
{"text": "Arid and semi-arid regionsSource of foreign exchange through payment of fees at entry points gates to parks reservesCreation of employment opportunities as guides in parks, lodges e.t.c. Protection and conservation of endangered species e.g. rhinos, elephants e.t.c. For future generation prosperityEnhances research promotes education in plants and animal speciesFor aesthetic purpose recreationHas stimulated the need to build roads and airstrips connecting parks with urban areas opening up remote areas. Promoted diversification of the economy from over-relying on agriculture to tourismiii - Illegal hunting poaching of wildlife game leads to extinction of some animal speciesOverstocking of wild animals leading to destruction of the natural environment overgrazingFrequent drought leading to loss of animals through starvation and deathHuman wildlife conflict leading to destruction of crops and death of people, through high costs of compensationInadequate capital limits governemnt conservation effort especially to construct game parksPollution of the environment leading to loss of wildlifeFire outbreaks which destroy vegetations animalsPests and diseases e.g feline immune deficiency virus that threatens lion population6. A - To get in contact with the park management and seek permission for the visit-To identify and engage the services of a tour guide- To identify the methods to be used in data collection- To formulate the relevant objectives and hypotheses-To assemble the appropriate equipment for the study- To help in estimating the cost of the study- To prepare an appropriate work schedule- To determine the appropriate routes to be followed- To identify possible problems that may be experienced and ways of avoiding them b - Offering incentives like reduced tariff rates by hotels during the low season for local people- Lowering the entrance fees for local people into national parks and game reserves- Encouraging employers to offer incentive holidays to their employees- Promote domestic tourism through the media- Encourage young people to tour their country by establishing wildlife clubs in schools7. A - Desertification. LightningWind stormPests and diseasesPollutionb - DeforestationPoor agricultural activities e.g overgrazing, monoculture, overcroping etcIncrease in population. Bush fireGlobal warmingc - To ensure proper utilization of resources without damage. To sustain human life since it wholly dependent on the resources for survivial."}
{"text": "LightningWind stormPests and diseasesPollutionb - DeforestationPoor agricultural activities e.g overgrazing, monoculture, overcroping etcIncrease in population. Bush fireGlobal warmingc - To ensure proper utilization of resources without damage. To sustain human life since it wholly dependent on the resources for survivial. To preserve the asthetic value such as landscape and vegetation of her environment. To protect the endangered species of plants and animals.8.a - Management of environment refer to the effective planning and control of theprocesses that could harm the environment while.- Conservation of environment refers to the protection and presentation of naturalresources from destruction wastage or loss.b - For sustenance of human life. To protect endangered species. For aesthetic value. To interlize natural resourcesFor future generations. To preserve cultural heritage.c - Gases from factories corrode roofs of houses. Some poisonous gases lead to earth to form acid rain which is harmful to life. Smog and smoke reduce visibility which way lead to road air accidents.d i - Control soil erosionRegular inspection of factoriesSetting up recycling plants. Treatment of sewage. Managing garbage collect and disposal well. Use of unleaded fuelProper legislation. Ii - Age of the populationSocial economic status of the population. Culture of the people.9.a - Pollution is the contamination of the environment with substances which are harmful or - poisonous to human, plants and animal life.b - Land Soil Ground pollution. Water pollutionNoise pollution.10.a - FloodingLighteningPests diseasesHailstormsDusts stormsLandslidesPollutionSoil erosionfire."}
{"text": "1373.10CHRISTIAN RELIGIOUS EDUCATION 313 3.10.1 Christian Religious Education Paper 1 313 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com1383.10.2 Christian Religious Education Paper 2 313 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "A Explain the role of prophets in the Old Testament. 6 marks 4. A Explain the role of prophets in the Old Testament. 6 marks b State b State sevenseven ways in which the rich oppressed the poor during the time of Prophet Amos. 7 marks ways in which the rich oppressed the poor during the time of Prophet Amos. 7 marks c In what ways is the Church in Kenya promoting justice in the society. 7 marks c In what ways is the Church in Kenya promoting justice in the society. 7 marks 5. A Outline 5. A Outline sevenseven problems that Nehemiah encountered in rebuilding the wall of Jerusalem. 7 marks problems that Nehemiah encountered in rebuilding the wall of Jerusalem. 7 marks b Explain the significance of the symbolic act of buying land by prophet Jeremiah. 6 marks b Explain the significance of the symbolic act of buying land by prophet Jeremiah. 6 marks c State c State sevenseven relevance of prophet Jeremiah s suffering to Christians today. 7 marks relevance of prophet Jeremiah s suffering to Christians today. 7 marks 6. A Explain the importance of rituals performed during a naming ceremony in Traditional African 6. A Explain the importance of rituals performed during a naming ceremony in Traditional African communities. 7marks communities. 7marks b What is the responsibility of the living towards the ancestors in traditional African Communities? B What is the responsibility of the living towards the ancestors in traditional African Communities? 7 marks 7 marks c State c State sixsix factors that undermine the role of medicine men in Kenya today. 6 marks factors that undermine the role of medicine men in Kenya today. 6 marks MECS CLUSTER JOINT EXAMINATION MECS CLUSTER JOINT EXAMINATION FORM FOUR, 2023 FORM FOUR, 2023 313 2 CRE PAPER 2 TIME: 2 Hours 1. A Outline Isaiah s prophecy concerning the role of Messiah according to Isaiah 61:1-2. 6marks b Describe the incidence when Jesus accompanied his parents for the Passover in Jerusalem at the age of 12 years. 7marks c Explain seven importance of singing in a Christian service. 7marks 2. A Outline seven teachings of John the Baptism about Jesus."}
{"text": "7marks c Explain seven importance of singing in a Christian service. 7marks 2. A Outline seven teachings of John the Baptism about Jesus. 7marks b Outline the incidence in which Jesus raised Jairus daughter. Luke 8:40-56 . 7marks c How is the church in Kenya healing the sick? 6 marks 3. A Narrate the parable of the good Samaritan Luke 10:25-27 7marks b Outline six accusations that were made against Jesus during the trial. Luke 22:66-23:1-3 . 6marks c State seven ways of how Christians are being persecuted today. 7mks 4. A Outline seven teachings about Jesus from Peter s message on the day of Pentecost. 7 marks b Explain the unity of believers as expressed in the concept of the Church. Ephesians 5:21-32 . 8marks c Outline the role played by the youth in the church today. 5marks 5. A Identify five sources of Christians Ethics. 5mks b Outline eight causes of homosexuality in Kenya today. 8mks c Give reasons why the church is involved in the fight against HIV and Aids. 7mks 6. A Give six advantages of a monogamous marriage. 6mks b State seven similarities in the Traditional African and Christians view on work. 7mks c State seven consequences of denying employees rest. 7mks www.freekcsepapstpaers.comPage 11 LUGARI SUB-COUNTY EXAMINATION, 2023. Kenya Certificate of Secondary Education 313 1 CRE PAPER 1 TIME: 2 HOURS 1. A Explain seven reasons why the use of the bible is central in the study of C.R.E. 7mks b Explain effects of sin from the fall of human beings in Genesis 3: 7- 23 6mks c Explain factors hindering Christians to carry out effective evangelization in Kenya? 7mks 2. A Identity how Abraham demonstrated his acts of faith in God."}
{"text": "7mks b Identify the teaching of John the Baptist. 7mks c Give six reasons why children should take part in church activities. 6mks 2. A Outline Jesus teaching on watchfulness and readiness Luke 12: 35-48 . 7mks b Describe the parable of the Good Samaritan Luke 10: 29-39 . 8mks c Give five reasons why some Christians find it difficult to help the needy. 5mks 3. A Give seven reasons why it was necessary for Jesus to have the last supper with his disciples. 7mks b Describe how Jesus revealed himself to the two men going to Emmaus. 6mks c List seven reasons why Jesus appeared to His disciples after resurrection. 7mks 4. A Explain the gifts of the Holy Spirit as taught by Saint Paul. 7mks b Explain the New Testament teaching on the people of God? 6mks c State seven causes of disunity in the church in Kenya today. 7mks 5. A State seven ways in which self-employment is important in Kenya today? 7mks b Outline seven factors that may lead to miss use of leisure. 7mks c What is the role of the church in promoting self-employment? 6mks 6. A Outline the traditional African concept of wealth. 6mks b Give eight reasons why corruption is wide spread in Kenya today? 8mks c Explain six ways the church is using to eradicate poverty in Kenya. 6mks www.freekcsepapstpaers.comPage 20 CEKENAS I, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 TIME: 2 HOURS 1. A Give the traditional African understanding of creation 7mks b Identify SEVEN teachings on the relationship between human beings and the environment from the Genesis stories of creation 7mks c Give six reasons why the Bible reading is important to Christians 6mks 2."}
{"text": "8mks c Explain six ways the church is using to eradicate poverty in Kenya. 6mks www.freekcsepapstpaers.comPage 20 CEKENAS I, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 TIME: 2 HOURS 1. A Give the traditional African understanding of creation 7mks b Identify SEVEN teachings on the relationship between human beings and the environment from the Genesis stories of creation 7mks c Give six reasons why the Bible reading is important to Christians 6mks 2. A Explain the importance of God s covenant with Abraham 7mks b Outline conditions that the Israelites were given by God during the renewal of the Sinai covenant Exodus 34:10-26 7mks c Give challenges Christians face while practicing their faith in God in Kenya today 6mks 3. A Identify ways in which King Jeroboam contributed to religious schism between Judah and Israel 7mks b Outline reasons why Elijah faced danger and hostility as a prophet of God 7mks c Give six lessons that a Christian can learn about social injustices from the story of Naboth s vineyard 6mks 4. A Give six titles given to the prophets in the Old Testament 6mks b Outline ways in which the Israelites practiced hypocrisy in religion during the time of Prophet Amos 7mks c Give SEVEN ways through which Christians fight hypocrisy in the church today. 7mks 5. A Outline the stages followed in the renewal of the covenant during the time of Nehemiah 8mks b Give six reasons why Nehemiah carried out religious reforms in Judah 6mks c What lessons do Christians learn from the renewal of the covenant by Nehemiah? 6mks 6."}
{"text": "7mks 5. A Outline the stages followed in the renewal of the covenant during the time of Nehemiah 8mks b Give six reasons why Nehemiah carried out religious reforms in Judah 6mks c What lessons do Christians learn from the renewal of the covenant by Nehemiah? 6mks 6. A State six ways through which human beings communicate with the spirit world in T.A.S 6mks b Outline why divorce was rare in Traditional African communities 7mks c Give seven consequences of breaking taboos in traditional African Communities 7mks CEKENAS I, 2023 313 2 CHRISTIAN RELIGIOUS EDUCATION PAPER 2 TIME: 2 HOURS 1. A Outline Jeremiah s prophecies about the Messiah Jeremiah 23:5-6 7mks b What was angel Gabriel s message about John to Zechariah during the annunciation? Luke 1:13-17. 7mks c State six lessons Christians learn from the lives of Zechariah and Elizabeth 6mks 2. A Describe the healing of the Gerasene Demoniac in Luke 8:26-39 8mks b State six characteristics of true discipleship from the sermon on the plain. 6mks c Identify ways through which Christians can show concern for the sick 6mks 3. A Outline the message delivered by Jesus during the last supper 8mks b Give six reasons why Judas Iscariot betrayed Jesus 6mks c Why should Christians take part in the Lord s Supper? 6mks 4. A How are the gifts of the Holy Spirit misused in the church today? 6mks b Identify four teachings of Saint Paul on the similarities between the church and husband-wife relationship 8mks c Outline six activities that the church engages in to demonstrate their love for others in the society today 6mks 5."}
{"text": "6mks 4. A How are the gifts of the Holy Spirit misused in the church today? 6mks b Identify four teachings of Saint Paul on the similarities between the church and husband-wife relationship 8mks c Outline six activities that the church engages in to demonstrate their love for others in the society today 6mks 5. A Outline the Christian teaching on marriage 8mks b Identify six ways in which responsible parenthood is demonstrated by Christians today 6mks c Give six ways in which the church is helping to solve the problem of domestic violence in Kenya today 6mks 6. A Identify seven reasons why people work 7mks b Give seven factors that a Christian employer should consider to determine a just wage. 7mks c Write down consequences of denying employees rest 6mks www.freekcsepapstpaers.comPage 29 BOKAKE FORM FOUR FORM FOUR CLUSTER EXAMS, 2023, 2023 313 1 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 PAPER 1 TIME: 2 Hours TIME: 2 Hours 1. A State six similarities found in both Biblical and traditional African views on creation. 6 marks b Outline the responsibilities given to human beings by God from the biblical creation stories in Genesis 1 and 2. 6 marks c Identify eight ways in which people in traditional African communities take care of God s Creation 8 marks 2. A Describe the incidence when Abraham was willing to sacrifice his son Isaac Genesis 22:1-19 . 6 marks b Give four differences between the Jewish and traditional African practice of circumcision. 8 marks c State six ways in which Christians identify themselves in the society today. 6 marks 3. A Identify seven characteristics of the Canaanite religion. 7 marks b State the challenges faced by Elijah during his prophetic ministry in Israel. 6 marks c Give seven ways in which Christians fight corruption today. 7 marks 4. A Identify ways in which Israelites disobeyed God in the time of Prophet Amos. 6 marks b Outline the teaching of prophet Amos on Israel election."}
{"text": "7 marks 4. A Identify ways in which Israelites disobeyed God in the time of Prophet Amos. 6 marks b Outline the teaching of prophet Amos on Israel election. 7 marks c Give ways in which the church is promoting social justice in Kenya today. 7 marks 5. A Outline the suffering of prophet Jeremiah during his ministry. 6 marks b Identify seven occasions when Nehemiah prayed. 7 marks c State the importance of prayer in the life of a Christian. 7 marks 6. A Explain the significance of rituals conducted during the naming ceremonies in traditional African communities. 7 marks b Which moral values were acquired during marriage in traditional African communities? 7 marks c Give reasons why traditional African feared death. 6 marks BOKAKE FORM FOUR FORM FOUR CLUSTER EXAMS, 2023, 2023 313 1 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 PAPER 1 TIME: 2 Hours TIME: 2 Hours 1 a . State six Jewish expectations of the messiah 6mks b With reference to the incident when Jesus was dedicated to God, outline what Simeon and Anna revealed about His life and mission Luke 2:22-40 7mks c Identify reasons why children are dedicated to God at an early age. 7mks 2 a Explain Jesus teachings on the qualities of true discipleship Luke6:27-49 6mks b Relate the incident in which Jesus raised widow s son in Nain Luke 7:11-17 8mks c Give six ways the church is continuing with the healing ministry of Jesus Christ."}
{"text": "6 marks BOKAKE FORM FOUR FORM FOUR CLUSTER EXAMS, 2023, 2023 313 1 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 PAPER 1 TIME: 2 Hours TIME: 2 Hours 1 a . State six Jewish expectations of the messiah 6mks b With reference to the incident when Jesus was dedicated to God, outline what Simeon and Anna revealed about His life and mission Luke 2:22-40 7mks c Identify reasons why children are dedicated to God at an early age. 7mks 2 a Explain Jesus teachings on the qualities of true discipleship Luke6:27-49 6mks b Relate the incident in which Jesus raised widow s son in Nain Luke 7:11-17 8mks c Give six ways the church is continuing with the healing ministry of Jesus Christ. 6mks 3 a Outline seven instructions that Jesus gave to seventy two disciples when He sent them on a mission Luke10:1-24 7mks b Describe the parable of the Pharisee and the tax collector Luke 18:9-14 7mks c Give any six reasons why a Christian should pray 6mks 4 a State the teachings of Jesus on the role of the Holy Spirit 7mks b Outline ways in which Christians can identify those who are led by the Holy Spirit among themselves. 6mks c How are the gifts of the Holy Spirit manifested in the church in Kenya today 7mks 5 a Outline St."}
{"text": "7mks 2 a Explain Jesus teachings on the qualities of true discipleship Luke6:27-49 6mks b Relate the incident in which Jesus raised widow s son in Nain Luke 7:11-17 8mks c Give six ways the church is continuing with the healing ministry of Jesus Christ. 6mks 3 a Outline seven instructions that Jesus gave to seventy two disciples when He sent them on a mission Luke10:1-24 7mks b Describe the parable of the Pharisee and the tax collector Luke 18:9-14 7mks c Give any six reasons why a Christian should pray 6mks 4 a State the teachings of Jesus on the role of the Holy Spirit 7mks b Outline ways in which Christians can identify those who are led by the Holy Spirit among themselves. 6mks c How are the gifts of the Holy Spirit manifested in the church in Kenya today 7mks 5 a Outline St. Paul s teachings on love 1corinthians 13 7mks b Explain the teachings of Peter concerning the people of God 1peter 2:9-10 6mks c State ways in which Christians can prevent divisions in the church in Kenya today 7mks 6 a Identify the main sources of Christian ethics 6mks b Explain Christian teaching on human sexuality 8mks c How is the church helping the youth to deal with the temptation of pre-marital sex 6mks www.freekcsepapstpaers.comPage 39 KIGUMO FORM FOUR EXAM, 2023 FORM FOUR EXAM, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION Paper 1 Time: 2 Hours 1. A Show seven ways in which the study of CRE promotes economic development. 7 mks b From the creation stories outline seven activities performed by God in the second creation account. 7mks c State six Ways in which people in the traditional African Society take care of God s creation. 6mks 2."}
{"text": "7 mks b From the creation stories outline seven activities performed by God in the second creation account. 7mks c State six Ways in which people in the traditional African Society take care of God s creation. 6mks 2. A Explain the importance of Gods covenant with Abraham 7 mks b Give seven reasons why Moses was successful in leading the Israelites out of Egypt. 7 mks c What s the Importance of the Passover to the Israelites 6 mks 3. A Identify seven ways through which King Solomon fulfilled Samuel s prophecy 7 mks b Give six life skills one can apply to fight inter- denominational conflicts. 6 mks c Mention seven ways that may influence some Christians to turn away from God. 7mks 4. A Explain five categories of true prophets in the Old Testament 5 mks b Outline eight teaching of prophet Amos on the day of the lord. 8 mks c State seven ways in which Christians can avoid God s punishment. 7 mks 5. A Describe the content of Prophet Jeremiah s letter to exiles in Babylon. 7 mks b Describe the stages followed in the renewal of the covenant during the time of Nehemiah 6 mks c List seven moral values that a Christian can acquire from the life of prophet Jeremiah. 7mks 6. A Mention seven places of worship in the traditional African communities 7 mks b Give seven reasons as to why killing was condemned in the traditional African community. 7 mks c Give six factors that have affected kinship systems in the traditional African communities today. 6 mks KIGUMO FORM FOUR EXAM, 2023 FORM FOUR EXAM, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION Paper 1 Time: 2 Hours 1. A State the Psalmist s prophecies concerning the messiah Psalms 41:9,110:1-7 7mks b What did Prophet Simeon and Anna the prophetess reveal about the life and mission of Jesus during dedication?"}
{"text": "7 mks c Give six factors that have affected kinship systems in the traditional African communities today. 6 mks KIGUMO FORM FOUR EXAM, 2023 FORM FOUR EXAM, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION Paper 1 Time: 2 Hours 1. A State the Psalmist s prophecies concerning the messiah Psalms 41:9,110:1-7 7mks b What did Prophet Simeon and Anna the prophetess reveal about the life and mission of Jesus during dedication? 7mks c Identify seven reasons why Christians present gifts to knew born babies 6mks 2. A Describe the parable of the sower Lk.8:4-15 8mks b Give five instructions that Jesus gave to the twelve disciples when he sent them on a mission 5mks c Identify seven Ways in which the church in Kenya is continuing with the healing ministry of Jesus Christ. 7mks 3. A Narrate the incident when Jesus healed a blind beggar near Jericho. Lk.18:35-43 8mks b Describe how Jesus revealed himself to the two men going to Emmaus Lk.24:13-31 7mks c Give reasons why Christians should be discouraged from taking part in mob justice. 5mks 4 a Outline Jesus teaching about the role of the Holy Spirit. 7mks b Explain the teaching of Peter concerning the people of God 1st Peter 2:9-10 7mks c State six factors that hinder effective cooperation among Christians in Kenya today 6mks 5 a Give seven similarities between the Traditional African view of work and Christian view of work 7mks b Mention six duties and responsibilities of an employer 6mks c Outline reasons why Christians condemn idleness in the modern society. 7mks 6 a Give seven reasons why Christians are opposed to Euthanasia. 7mks b Identify six negative effects of deforestation 6mks c Outline seven ways in which Christians can conserve the environment."}
{"text": "7mks b Explain the teaching of Peter concerning the people of God 1st Peter 2:9-10 7mks c State six factors that hinder effective cooperation among Christians in Kenya today 6mks 5 a Give seven similarities between the Traditional African view of work and Christian view of work 7mks b Mention six duties and responsibilities of an employer 6mks c Outline reasons why Christians condemn idleness in the modern society. 7mks 6 a Give seven reasons why Christians are opposed to Euthanasia. 7mks b Identify six negative effects of deforestation 6mks c Outline seven ways in which Christians can conserve the environment. 7mks www.freekcsepapstpaers.comPage 48 MWAKICAN FORM 4 JOINT EXAMINATION, 2023 KENYA CERTIFICATE OF SECONDARY EDUCATION C.R.E PP1 TIME: 2 HOURS Answer any five questions 1. A Explain how the study of Christian Religious Education in secondary schools promotes national unity 7mks b Identify four differences between the African concept of evil and biblical concept of sin 8mks c State five ways in which human beings fail to carry out responsibilities given to them by God at creation 5mks 2. A Give six reasons why the Israelites broke the covenant they had made with God while at Mount Sinai 6mks b Identify eight conditions that God gave the Israelites during the renewal of the Sinai covenant 8mks c State ways in which Christians show respect to their leaders 6mks 3. A Identify seven characteristics of the Canaanite religion 7mks b Outline five ways in which God revealed himself to the Israelites during the time of Elijah. 5mks c State reasons that may influence some to turn away from God 8mks 4. A Identify six characteristics of false prophets in the old Testament 6mks b State seven teachings of prophet Amos on social justices and responsibility 7mks c How is the church promoting social justice in Kenya today? 7mks 5."}
{"text": "5mks c State reasons that may influence some to turn away from God 8mks 4. A Identify six characteristics of false prophets in the old Testament 6mks b State seven teachings of prophet Amos on social justices and responsibility 7mks c How is the church promoting social justice in Kenya today? 7mks 5. A Describe the stages followed by Nehemiah during the renewal of the covenant 7mks b Give reasons why Nehemiah carried out religious reforms in Judah 7mks c State six lessons Christians learn from the renewal of the covenant by Nehemiah 6mks 6. A State ways in which people in Traditional African communities communicated with God 5mks b Give eight reasons for singing and dancing during initiation ceremonies in Traditional African communities 8mks c Outline reasons why witchcraft is feared in Traditional African community 7mks MWAKICAN FORM 4 JOINT EXAMINATION, 2023 KENYA CERTIFICATE OF SECONDARY EDUCATION C.R.E PP2 TIME: 2 HOURS Answer any five questions 1. A Outline Isaiah s prophecy about the messiah on the suffering servant in Isaiah 53. 8mks . B Describe the message of angel Gabriel to Mary according to Luke 1:26-38 6mks c Outline six lessons on family relationships drawn from the incident when Jesus accompanied his parents to the temple at the age of twelve 6mks 2. A Explain seven teachings of John the Baptist in the wilderness in Luke 3:1 - 20. 7 marks b Describe the healing of the epileptic boy in Luke 9:37 - 43. 7 marks c What do Christians learn about Jesus from the feeding of the five thousand in 6 marks 3. A Identify six signs of end times. 6mks b Describe the celebration of the Lord s Supper as found in Luke 22:14 - 23. 7mks c Identify seven importance of the Last Supper to Christians today. 7mks 4. A State the teaching of Jesus on the role of the Holy Spirit. 7mks b Identify seven characteristics of the people of God in the New Testament."}
{"text": "7mks 4. A State the teaching of Jesus on the role of the Holy Spirit. 7mks b Identify seven characteristics of the people of God in the New Testament. 7mks c Outline ways in which Christians promote unity in Kenya today. 6mks 5. A Explain the Christian teaching on responsible sexual behavior. 8mks b State the ways used by traditional Communities to prevent pre-marital sex among the youth. 5mks c What are the effects of HIV AIDS on Kenyans families today? 7marks 6. A Give seven reasons why it is necessary that a Christian should work. 7mks b State the role of professional ethics and ethos in a work place. 6mks c What is the purpose of leisure to the life of a Christian? 7mks www.freekcsepapstpaers.comPage 57 MOKASA EXAMINATIONS 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 TIME: 2 HOURS 1 a Explain how the study of C.R.E shapes the moral life of a student 7mks . B Identify seven reasons why church leaders in Kenya take vows before starting their mission 7mks . C Give six ways through which a Christian can avoid sin 6mks . 2 a Describe the incident in which Abraham was willing to sacrifice his son Isaac 8mks . B Identify seven ways in which God prepared Moses for his future leadership task 7mks . C Give five reasons why Christians are commanded not to steal 5mks . 3 a Identify seven roles of Samuel as a judge in Israel 7mks . B State seven promises that were given to King David through Prophet Nathan 7mks . C What lessons can modern political leaders learn from King David? 6mks . 4 a State the importance of prophets in Israel 7mks . B Outline seven forms of punishment prophesied by Amos to Israel and Judah 7mks . C State the relevance of Amos teaching on Israel s election to Christians today 6mks . 5 a Explain four symbolic actions related to hope and restoration as demonstrated by prophet Jeremiah 8mks ."}
{"text": "7 marks 2. A Describe the incident when Jesus calmed the storm Luke 8:22-25 8 marks b Give seven reasons why Jesus used parables in his teachings. 7 marks c State five lessons about Jesus from the incident when he calmed the storm. 5 marks 3 a Relate the parable of the shrewd manager Luke 16:1-13 7 marks b Identify seven areas of conflict between Jesus and religious leaders in Jerusalem 7 marks c State six ways in which people misuse their wealth today 6 marks 4 a Explain peters teachings on the characteristics of the people of God 1 peter 2:9-10 7marks b Give ways in which the use of the gifts of the Holy Spirit brought disunity in the church of Corinth 7marks c Identify six ways in which the fruit of kindness has been abused in Kenya today 6marks 5 a Outline the measures taken in traditional African communities to discourage pregnancy before marriage 7marks b State seven similarities between the Christian and the traditional African marriage 7marks c State the challenges that children from single parent families face in Kenya 6marks 6 a State seven ways of acquiring wealth in Traditional African Societies 7marks b State Jesus teachings on wealth 7marks c Give six reasons why Christians should condemn bribery and corruption in society 6marks www.freekcsepapstpaers.comPage 66 SUKELLEMO JOINT EXAMS, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 TIME: 2 HOURS Instructions: This paper consists of six questions. Answer any five questions. Answer completely the questions chosen. 1. A Give reasons why the Bible is considered as the word of God. 7 marks b Outline the translation of the Bible from the original language to local languages. 8 marks c Identify five ways in which the Bible is misused in Kenya today. 5 marks 2. A Describe the incident when Abraham was willing to sacrifice his son Isaac. 6 marks b Give eight similarities between the Jewish and traditional African practice of circumcision."}
{"text": "5 marks 2. A Describe the incident when Abraham was willing to sacrifice his son Isaac. 6 marks b Give eight similarities between the Jewish and traditional African practice of circumcision. 8 marks c State six reasons why church leaders take vows before starting their missions 6 marks 3. A Explain seven ways used by King David to promote the worship of Yahweh in Israel. 7 marks b With reference to 1st King 21: 17-29, give the forms of punishment prophesied by Elijah to King Ahab and Queen Jezebel. 7 marks c What lessons can Christians learn about social justice from the story of Naboth s vineyard? 6 marks 4. A Identify reasons why God sent prophets to Israel. 7 marks b Outline the teaching of Prophet Amos on the remnant and restoration. 7 marks c State six reasons why Christians are encouraged to repent their sins. 6 marks 5. A State the evils condemned by Prophet Jeremiah during the temple sermon. 6 marks b Explain the circumstances that led the Israelites to be taken to exile in Babylon during the time of Prophet Jeremiah. 8 marks c Give six lessons Christians learn from Prophet Jeremiah s temple sermon. 6 marks 6. A Identify regulations that an expectant mother is required to observe in Traditional African Communities. 7 marks b Give seven reasons why sacrifices are made in African Traditional societies. 7 marks c Outline reasons why witchcraft is feared in Traditional African Communities. 6 marks www.freekcsepapstpaers.comPage 67 SUKELLEMO JOINT EXAMS, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 2TIME: 2 HOURS Instructions: This paper consists of six questions. Answer any five questions. Answer completely the questions chosen."}
{"text": "6 marks www.freekcsepapstpaers.comPage 67 SUKELLEMO JOINT EXAMS, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 2TIME: 2 HOURS Instructions: This paper consists of six questions. Answer any five questions. Answer completely the questions chosen. 1. A State six similarities in the annunciation of the birth of John the Baptist and that of Jesus Christ 6marks b Basing your answer on infancy narrative in luke1:40-56 describe what happened when Mary visitedElizabeth 8marks c Outline six lessons Christians learn about family relationship from the incident when Jesusaccompanied his parents for the Passover festival 6marks 2. A With reference to the sermon on the plain, state six teachings of Jesus on how human beings should relate to one another 6marks b Describe the incident in which Jesus calmed the storm Luke 8: 22 - 25 . 8marks c Give the lessons that Christians learn from the transfiguration of Jesus. 6marks 3. A Give reasons why Jesus used the parable of the lost son in his teaching 6marks b With the reference to the story of rich man and Lazarus, explain teaching of Jesus on proper use ofwealth Luke 16 :19-31 7marks c Give seven ways in which Christians prepare for the second coming of Jesus 7marks 4. A Outline what peter said about Jesus on the day of Pentecost 6marks b Explain how the unity of believers is expressed in the image of the body of Christ. 8marks c State six factors that hinder effective cooperation among Christians today 6marks 5. A Outline six Similarities between the Traditional African and Christian view onHuman sexuality 6marks b Give six effects of divorce on children in Kenya today 6marks c Identify eight ways in which the Church is helping to solve the problem of domestic violence inKenya today."}
{"text": "Answer any five questions. Answer completely the questions chosen. 1. A State six similarities in the annunciation of the birth of John the Baptist and that of Jesus Christ 6marks b Basing your answer on infancy narrative in luke1:40-56 describe what happened when Mary visitedElizabeth 8marks c Outline six lessons Christians learn about family relationship from the incident when Jesusaccompanied his parents for the Passover festival 6marks 2. A With reference to the sermon on the plain, state six teachings of Jesus on how human beings should relate to one another 6marks b Describe the incident in which Jesus calmed the storm Luke 8: 22 - 25 . 8marks c Give the lessons that Christians learn from the transfiguration of Jesus. 6marks 3. A Give reasons why Jesus used the parable of the lost son in his teaching 6marks b With the reference to the story of rich man and Lazarus, explain teaching of Jesus on proper use ofwealth Luke 16 :19-31 7marks c Give seven ways in which Christians prepare for the second coming of Jesus 7marks 4. A Outline what peter said about Jesus on the day of Pentecost 6marks b Explain how the unity of believers is expressed in the image of the body of Christ. 8marks c State six factors that hinder effective cooperation among Christians today 6marks 5. A Outline six Similarities between the Traditional African and Christian view onHuman sexuality 6marks b Give six effects of divorce on children in Kenya today 6marks c Identify eight ways in which the Church is helping to solve the problem of domestic violence inKenya today. 8marks 6. A outline eight ways through which Christians demonstrate responsible parenthood 8marks b Outline the importance of professional codes of Ethics. 6marks c State six reasons why Christians condemn idleness 6marks www.freekcsepapstpaers.comPage 76 IGAMBA NG'OMBE 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER ONE 2 HOURS Instructions: This paper consists of six questions. Answer any five questions. Answer completely the questions chosen. 1."}
{"text": "Answer any five questions. Answer completely the questions chosen. 1. A Give reasons why the Bible is referred to as a Library. 6 marks b Describe the translation of the Bible from the original languages to local languages. 8 marks c State SIX ways in which the Bible is used to spread the gospel. 6 marks 2. A Describe the covenant ceremony between God and Abraham Gen 15:1-19 . 6 marks b Explain four characteristics of the covenant demonstrated in the covenant between God and Abraham. 8 marks c Identify five examples of covenant made in Kenya today. 5 marks 3. A Explain the failures of King Saul as the King of Israel. 6 marks b Describe how Elijah fought against corruption among the people of Israel. 6 marks c Outline ways in which the church and certain individuals are fighting for social justice in modern society. 6 marks 4. A Explain how prophetic messages were written. 6 marks b Outline the characteristics of the false prophets in the Old Testament. 7 marks c Highlight seven ways in which Christians practice hypocrisy today. 7 marks 5. A Explain different occasions when Nehemiah prayed. 8 marks b Outline the problems that Nehemiah encountered in the rebuilding of the wall of Jerusalem. 7 marks c What is the importance of prayer in the life of a Christian today? 6 marks 6. A How did the aged in Traditional African Communities prepare their family members before they die? 7 marks b State the Traditional African Understanding of the spirits. 5 marks c What is the responsibility of the living towards the ancestors in Traditional African Communities? 8 marks www.freekcsepapstpaers.comPage 77 IGAMBA NG'OMBE 313 2 CHRISTIAN RELIGIOUS EDUCATION PAPER TWO 2 HOURS Instructions: This paper consists of six questions. Answer any five questions. Answer completely the questions chosen. 1. A Outline Nathans prophecy about the Messiah 2 Sam 7:3-17 . 7 marks b What do Christians learn about the person and mission of John the Baptist from the message of angel Gabriel to Zechariah 7 marks c How should a Christian couple respond to the problem of childlessness? 7 marks 2."}
{"text": "A Outline Nathans prophecy about the Messiah 2 Sam 7:3-17 . 7 marks b What do Christians learn about the person and mission of John the Baptist from the message of angel Gabriel to Zechariah 7 marks c How should a Christian couple respond to the problem of childlessness? 7 marks 2. A Outline what Jesus said about John the Baptist to his Disciples 6 marks b Describe the person of Jesus and His Destiny according to Luke 9: 18-27 7 marks c Give the lessons that Christians learn from the transfiguration of Jesus. 7 marks 3. A With reference to the story of the rich man and Lazarus, explain the teaching of Jesus on the proper use of wealth. Luke 16:19-31 7 marks b Outline six signs of the end times as taught by Jesus Luke 21:5-38 6 marks c Give seven ways in which Christians are preparing themselves for the second coming of Jesus Christ. 7 marks 4. A Explain how unity of believers is expressed in the image of the bride. 6 marks b State the fruits of the Holy Spirit according to Galatians 5: 22-23 8 marks c Explain six ways in which the gift of the Holy Spirit can be abused in the church today 6 marks 5. A What are the similarities between the Christians and African traditional understanding of human sexuality 6 marks b Identify seven sources of Christian ethics 7 marks c Give reasons why Christians in Kenya condemn homosexuality 7 marks 6. A Give ways through which wealth is acquired today. 7 marks b Outline reasons why Christians support blood transfusion and organ transplant 6 marks c Explain reasons why deforestation is rampant in Kenya today 7 marks www.freekcsepapstpaers.comPage 87 MURANG A SOUTH, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 TIME: 2 HOURS 30 MINUTES Answer any five questions. 1. A Give seven reasons why the Bible is referred to as a Library."}
{"text": "7 marks b Outline reasons why Christians support blood transfusion and organ transplant 6 marks c Explain reasons why deforestation is rampant in Kenya today 7 marks www.freekcsepapstpaers.comPage 87 MURANG A SOUTH, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 TIME: 2 HOURS 30 MINUTES Answer any five questions. 1. A Give seven reasons why the Bible is referred to as a Library. 7 marks b Outline seven teachings about human beings from the genesis stories of creation 7 marks c State ways in which Christian cares for God s creation today 6 marks 2. A State six characteristics of the covenant between God and Abraham. 6 marks b Describe how the Israelites broke the covenant they had made with God at Mount Sinai Exodus 32: l-30 8 marks c Identify six challenges that Christians face while practicing their faith in Kenya today 6 marks 3. A State seven Ways which show that king Solomon turned away from the covenant way of life. 7 marks b Outline conditions that made it difficult for Prophet Elijah to stop idolatry in Israel. 6 marks c Identify seven qualities of Prophet Elijah that a Christian leader should possess. 7 marks 4. A State seven characteristics of false prophets in the Old Testament. 7 marks b Describe Prophet Amos teaching about the day of the Lord. 7 marks c Give six ways through which a Christians can assist the church leaders to perform their duties effectively 6 marks 5. A Explain four symbolic acts used by prophet Jeremiah to demonstrate God s judgment and punishment to the Israelites 8 marks b Outline the final reforms carried out by Nehemiah to restore the worship of God in Judah 7 marks c Give five ways through which Christians settle disagreements among themselves. 5 marks 6."}
{"text": "7 marks c Give six ways through which a Christians can assist the church leaders to perform their duties effectively 6 marks 5. A Explain four symbolic acts used by prophet Jeremiah to demonstrate God s judgment and punishment to the Israelites 8 marks b Outline the final reforms carried out by Nehemiah to restore the worship of God in Judah 7 marks c Give five ways through which Christians settle disagreements among themselves. 5 marks 6. A List seven duties of diviners in traditional African communities 7 marks b Outline practices in Traditional African communities that show their belief in life after death 7 marks c Give six reasons why disputes over land were rare in traditional African communities 6 marks MURANG A SOUTH, 2023 313 2 CHRISTIAN RELIGIOUS EDUCATION PAPER 2 TIME: 2 HOURS 30 MINUTES Answer any five questions. 1. A Outline Nathan s prophecies concerning the messiah 2 Samuel 7: 12-17. 7 marks b Give seven differences between the work of John the Baptist and that of Jesus Christ. 7 marks c State ways in which Christians show their appreciation to God s favor. 6 marks 2. A Identify six reasons why Jesus chose the twelve disciples. 6 marks b Describe the incident in which Jesus healed the demonic man in Gerasene Lk 8:26-39 8 marks c Give six ways through which the church continues with the healing ministry of Jesus. 6marks 3. A Outline Jesus teachings on watchfulness and readiness Luke: 12: 35-48 7 marks b Identify seven signs of the end times as taught by Jesus Luke 21: 7-19 7 marks c Give six reasons why Christians should have faith in God. 6 marks 4. A Explain the teachings of Peter concerning the people of God. 1Peter 2:1-6 . 6 marks b State six ways in which the Holy Spirit was manifested on the day of Pentecost. 6 marks c Give eight causes of disunity among the Christians in Kenya today. 8 marks 5. A Outline seven importances of the professional codes of ethics. 7 marks b State seven Christian teaching on marriage."}
{"text": "8 marks 5. A Outline seven importances of the professional codes of ethics. 7 marks b State seven Christian teaching on marriage. 7 marks c Give six reasons why virginity is encouraged in both African communities and Christianity. 6 marks 6. A Give seven reasons why laws are important in Kenya. 7 marks b State seven reasons why bribery and corruption is widespread in Kenya today. 7 marks c Outline ways in which people misuse wealth in Kenya today 6 marks www.freekcsepapstpaers.comPage 96 CEKENAS II, 2023 FORM FOUR EXAMINATION Kenya Certificate of Secondary Education K.C.S.E 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER ONE TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES This paper consist of six questions. Each question carries 20 marks 1. A Identify seven reasons why the Bible is considered the word of God. 7marks b State reasons why the Bible had to be compiled into its present form by early Christians. 6marks c Give seven versions of the Bible used in Kenya today. 7marks 2. A Describe the call of Abraham 8marks b Give seven similarities between the Jewish and the African Traditional practice of circumcision 7marks c Identify the challenges that Christians face while practising their faith 6marks 3. A State seven characteristics of the Canaanite religion 7marks b State seven factors which led to the widespread of idolatry in Israel during the time of Prophet Elijah 7marks c State six challenges faced by church leaders in carrying but their work. 6marks 4. A State the teachings of prophet Amos on the Day of the Lord 7marks b Give seven reasons why prophet Amos was against the way the Israelites worshipped God. 7marks c Identify ways in which the church in Kenya is promoting justice in the society 6marks 5. A Outline the measures taken by Nehemiah to restore the Jewish community after the completion of the wall of Jerusalem 8marks b State six reasons why Nehemiah introduced the policy of separation of Jews from foreigners 6marks c State six importance of prayer in the life of a Christian 6marks 6."}
{"text": "A State the teachings of prophet Amos on the Day of the Lord 7marks b Give seven reasons why prophet Amos was against the way the Israelites worshipped God. 7marks c Identify ways in which the church in Kenya is promoting justice in the society 6marks 5. A Outline the measures taken by Nehemiah to restore the Jewish community after the completion of the wall of Jerusalem 8marks b State six reasons why Nehemiah introduced the policy of separation of Jews from foreigners 6marks c State six importance of prayer in the life of a Christian 6marks 6. A Identify seven responsibilities of living towards the ancestors in traditional African communities 7marks b Give seven reasons why oaths were administered in traditional African communities 7marks c State six factors that have affected the traditional African people s dependence on God 6marks www.freekcsepapstpaers.comPage 97 CEKENAS II, 2023 FORM FOUR EXAMINATION Kenya Certificate of Secondary Education K.C.S.E 313 2 CHRISTIAN RELIGIOUS EDUCATION PAPER TWO TIME 2 hours INSTRUCTIONS TO CANDIDATES This paper consist of six questions. Each question carries 20 marks 1. A Explain ways in which Jesus fulfilled the Old Testament prophesies about the Messiah 7marks b State six differences between the annunciation of Jesus and John the Baptist. 6mark c Identify seven lessons Christians learn from the annunciation of the birth of John the Baptist 7marks 2. A Describe the healing of the man with a withered hand in Luke 6:6-11. 7marks b With reference to the sermon on the plain. State Jesus teachings on how human beings should relate with one another. 7marks c Identify six ways through which the church in Kenya is continuing with the healing ministry of Jesus Christ. 6marks 3. A Describe the events that took place from time Jesus was arrested up to when he was sentenced to death. 7marks b Outline six Jesus teachings on the power of faith. 6marks c Give ways through which Christians demonstrate their faith in God. 7marks 4. A Explain how the unity of believers is expressed in the image of the bride."}
{"text": "6marks c Give ways through which Christians demonstrate their faith in God. 7marks 4. A Explain how the unity of believers is expressed in the image of the bride. 7marks b Identify six examples of relationships based on false love in Kenya today. 6marks c Outline the role played by the youth in the church in Kenya today. 7marks 5. A Outline seven causes of homosexuality in Kenya today. 7marks b State the Christians teaching on marriage. 7marks c How is the government assisting in the Jua Kali sector as a way of solving the problem of unemployment. 6marks 6. A Give seven negative effects of the introduction of money economy on traditional African communities. 7marks b What are the effects of pollution on the environment? 7marks c Identify reasons why Christians should donate blood. 6marks www.freekcsepapstpaers.comPage 107 EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 313 1 CHRISTIAN RELIGIOUS EDUCATION C.R.E Paper 1 2 Hours INSTRUCTIONS TO CANDIDATES a The paper consists of six questions. B Answer any five questions. C Each question carries 20 marks. 1. A Explain seven reasons why the Bible is considered the word of God. 7 marks b Outline ways in which God demonstrated his love for human beings in the Genesis stories of the fall of mankind. 7 marks c How do Christians strengthen their faith in God? 6 marks 2. A State the promises God made to Abraham during his call in Genesis 12:1 9. 7 marks b What did Abraham learn about God during his call? 7 marks c Explain the significance of the promises given to Abraham to Christians today. 6 marks 3. A Describe the characteristics of the local Canaanite religion. 7 marks b State the challenges faced by Elijah during his prophetic ministry in Israel. 6 marks c Identify ways in which Christians fight corruption in Kenya today. 7 marks 4. A Explain the role of prophets in the old testament."}
{"text": "6 marks c Identify ways in which Christians fight corruption in Kenya today. 7 marks 4. A Explain the role of prophets in the old testament. 7 marks b What message of hope does prophet Amos give to Israel if they turned back to God? 7 marks c Why do Christians repent their sins? 6 marks 5. A Outline the measures taken by Nehemiah to restore the Jewish community after the completion of the wall of Jerusalem. 7 marks b Identify the problems Nehemiah faced as a governor of Judah. 7 marks c What lessons do Christians learn from the leadership of Nehemiah? 6 marks 6. A Outline the roles of priests in Traditional African Communities. 6 marks b State seven importance of kinship ties in traditional African communities. 7 marks c Outline the factors that have affected kinship system in the traditional African community today. 7 marks www.freekcsepapstpaers.comPage 108 EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 313 1 CHRISTIAN RELIGIOUS EDUCATION C.R.E Paper 1 2 Hours INSTRUCTIONS TO CANDIDATES a The paper consists of six questions. B Answer any five questions. C Each question carries 20 marks. 1. A With reference to the infancy narratives in Luke 1:5-50, describe what took place when Mary visited Elizabeth 7marks b Explain what the Magnificat reveals about the nature of God 6marks c Give the importance of singing in a Christian church service 7marks 2. A What do Christians learn from the incident when Jesus was baptized 6marks b Describe the temptations of Jesus in the wilderness. 7marks c Outline seven lessons that Christians learn from the temptation of Jesus 7marks 3. A Narrate the parable of the lost son- Luke 15:11-32 8marks b Give reasons why Jesus used the parables of the lost in his teaching 6marks c How do the church help to bring back members who have fallen from their faith? 6 marks 4."}
{"text": "7marks c Outline seven lessons that Christians learn from the temptation of Jesus 7marks 3. A Narrate the parable of the lost son- Luke 15:11-32 8marks b Give reasons why Jesus used the parables of the lost in his teaching 6marks c How do the church help to bring back members who have fallen from their faith? 6 marks 4. A Explain the teachings of Peter concerning the people of God 7marks b In what ways do Christians identify those who led by the Holy spirit among themselves. 6 marks c What is the role of the holy spirit in the church today 7marks 5. A State the similarities in the traditional and Christian view on marriage 7marks b Give reasons why young people are choosing to remain unmarried in Kenya today. 7marks c Identify the ways in which the church is helping to solve the problem of domestic violence in Kenya today 6marks 6. A Outline the traditional African concept of wealth 6marks b . Identify the causes of poverty in traditional African societies 6marks c How can Christians in Kenya help to reduce the gap between the rich and the poor in Kenya today? 8 marks www.freekcsepapstpaers.comPage 116 4. A . Explain the teaching of Peter concerning the people of God 1Peter 2:9-10 Believers are the chosen people of God. Race They are a holy nation since they are expected to lead righteous lives. They are appointed to speak about the wonderful deeds of God. They belong to God form a family of God s own possession. They act as a royal priesthood by performing priestly tasks such as conducting church services and preaching. They are called from darkness to light their live have been transformed and should not be dominated by evil. They were once outside the covenant way of life. They were once not a people. They are led by the mercies of God they have received God s grace. 7x1 7marks b In what ways can Christians identify those who are led by the Holy Spirit among themselves?"}
{"text": "They were once outside the covenant way of life. They were once not a people. They are led by the mercies of God they have received God s grace. 7x1 7marks b In what ways can Christians identify those who are led by the Holy Spirit among themselves? By listening to confessions of Christians, they should confess Jesus as Lord and savior. By analyzing the kind of doctrine they preach or teach, it should be centered on Jesus Christ. By examining the lives of fellow Christians, whether they possess the fruits of the Holy Spirit. When a believer does not use the gifts the Holy Spirit for selfish gain or motive. When a Christian gives glory to God after performing a miracle. When Christians lead people to Christ. By observing their way of life and behavior, it should not be led by the flesh. 6x1 6mark c What is the role of the holy spirit in the church today 7mark The holy spirit enables Christians to make the right decisions He gives the believers deep understanding revelation of Gods purpose for them Helps believers to know who Jesus is aspire to live Christ like lives It strengthens Christians faith It gives them power to perform miracles It enables Christians to speak in tongues interpret tongues It enables Christians to prophesy preach the word of God It enables Christians to distinguish between spirits It enables Christians to do work of mercy kindness charity It convicts people of their sins lead them to repentance It unites believers as one body of Christ 7x1 7marks 5. A State four similarities between the Christian and traditional African view on marriage. In both, marriage is ordained by God. In both, marriage is for companionship. In both, marriage is for procreation. In both, marriage should be permanent. In both, the husband and wife should respect each other. In both, marriage gives couples new social status. In both, faithfulness in marriage is encouraged. In both, re- marriage is encouraged after the death of a spouse."}
{"text": "In both, marriage gives couples new social status. In both, faithfulness in marriage is encouraged. In both, re- marriage is encouraged after the death of a spouse. In each, the husband is the head of the family . 8x1 8marks b. Give six reasons why some young people are choosing to remain unmarried in Kenya today. They have experienced incidents of broken marriages. In order to pursue their career education. They are not ready to take responsibilities of marriage. Poverty and inadequate resources to start a family. Permissiveness allows many to satisfy their sexual lust with who marriage commitment. Failure to get expected ideal partner. Marriage is no longer a communal duty but an individual decision. Religious commitment Low self-esteem lack of confidence fear of being jilted failed relationships. 6 marks www.freekcsepapstpaers.comPage 117 d Identify ways in which the church is helping to solve the problem of domestic violence in Kenya today. 6marks Offering guidance and counseling to couples who are affected. Holding seminar and conference for couples. Developing mass media programs on family relationships. Praying for families. Teaching on the need for love, respect and tolerance in marriage. Visiting members in their homes to encourage them. Giving material assistance to the needy In order to reduce tension. Condemning all forms of violence. Settling disputes among couples. 6x1 6marks 6. A Outline the tradition African concept of wealth. Wealth is a blessing from God. Wealth is shared with the needy in the society. It is part and parcel of human existence. It is measured in the amount of property, wives and children. It can be individually and communally owned. Wealth is acquired through hard work. Wealth is acquired through inheritance and gifts. Wealth determines one s social status."}
{"text": "Wealth is acquired through hard work. Wealth is acquired through inheritance and gifts. Wealth determines one s social status. 6x1 6marks b Identify causes of poverty in the African traditional society Lack of inheritance Raids where family fall a victim to raiders Natural calamities Sickness which makes one unable to work Broken taboos leading to curses Death that leaves children as orphans Laziness 6x1 6marks c In which ways can the church help to narrow the gap between the poor and the rich Advocate for the cancellation of foreign debts that cripple the economy Christians advocate for good governance in the country The rich should be taxed in order to provide revenue that support services which benefit the poor Christian should pay taxes. Creation of jobs by both government and private sector to ensure the majority are in gainful employment The government initiate programs that support the poor The government should provide essential services to the poor Prices of the basic goods should be regulated to enable the poor access the goods By exercising fairness and avoid corruption Christians call on the government to be accountable for her citizens Advocating application of virtues that promote equality Providing education to the poor in the society Through training the poor to equip them with skills for self- reliance 8x1 8marks www.freekcsepapstpaers.comPage 118 GATUNDU SOUTH JOINT EXAM, 2023 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 TIME: 2 HOURS 1. A Explain ways in which the study of CRE in secondary school has promoted morality in the Society 7marks b Identify seven literary forms used in the writing of the Bible, giving examples. 7marks c Outline six ways in which Christians in Kenya use the Bible. 6marks 2. A With reference to Genesis 12:1-9,Outline seven promises given to Abraham by God 7marks b Narrate Abrahams attempt to sacrifice his son Isaac Gen 22:1-19 7marks c Identify six challenges that Christian face while practicing their faith in God."}
{"text": "7marks c Outline six ways in which Christians in Kenya use the Bible. 6marks 2. A With reference to Genesis 12:1-9,Outline seven promises given to Abraham by God 7marks b Narrate Abrahams attempt to sacrifice his son Isaac Gen 22:1-19 7marks c Identify six challenges that Christian face while practicing their faith in God. 6marks 3. A How did prophet Samuel promote the worship Yahweh in Israel. 7marks b . Identify seven characteristics of the Canaanite religion. 7marks c Explain six effects of idolatry in Israel during the time of Prophet Elijah. 6marks 4. A State ways in which prophets in the old testament communicated Gods message to the people 7marks b Explain six teachings of prophet Amos on the day of the lord 6marks c State seven ways in which the church leaders misuse their position in Kenya today? 7marks 5. A Identify seven evils that prophet Jeremiah condemned in Judah 7 marks b State seven occasions when Nehemiah prayed. 7marks c State six importance of prayers in the life of a Christian. 6marks 6. A What was the role of ancestors in the Traditional African Communities 7marks b Outline the causes of death in traditional African communities 7marks c Explain the significance of rituals performed after the death of a person in traditional African communities. 6marks GATUNDU SOUTH JOINT EXAM, 2023 313 2 CHRISTIAN RELIGIOUS EDUCATION PAPER 2 TIME: 2 HOURS 1 a Outline Jeremiah s prophecies about messiah JER 23:5-6 7marks b Describe the message of Angel Gabriel to Mary according to Luke 1;26-38 7marks c Outline six lessons Christian learn about family relationship from the incident when Jesus accompanied his parents in the temple at the age of twelve 6marks 2. A Outline eight teachings of john the Baptist 8marks b . Describe the healing of the man with leprosy Luke 5:12-14 6marks c State six problems that Christian leaders face in their work in Kenya today."}
{"text": "6marks GATUNDU SOUTH JOINT EXAM, 2023 313 2 CHRISTIAN RELIGIOUS EDUCATION PAPER 2 TIME: 2 HOURS 1 a Outline Jeremiah s prophecies about messiah JER 23:5-6 7marks b Describe the message of Angel Gabriel to Mary according to Luke 1;26-38 7marks c Outline six lessons Christian learn about family relationship from the incident when Jesus accompanied his parents in the temple at the age of twelve 6marks 2. A Outline eight teachings of john the Baptist 8marks b . Describe the healing of the man with leprosy Luke 5:12-14 6marks c State six problems that Christian leaders face in their work in Kenya today. 6marks 3. A outline Jesus teachings on watchfulness and readiness 7marks b Give seven signs of end times as taught by Jesus in Luke 21:5-38 7marks c Outline ways in which Christians prepare themselves for end times 6marks 4. A Explain how peter s life was transformed on the day of Pentecost .Acts 2:1-40 7marks b Outline the characteristics of the people of God . 1peter 2:9-10 6marks c . Give seven ways how harmony between the Church and the State is promoted by Christians in Kenya today. 7marks 5. A outline the sources of Christian ethics 7marks b Give seven reasons why Christians in Kenya condemn homosexuality 7marks c . Give six ways in which the church is trying to reduce the rate of unemployment in Kenya today 6marks 6. A Give seven reasons why Christians pay taxes to the government of Kenya 7marks b Outline seven obstacles to effective maintenance of law and order in Kenya today 7marks c How can the youth in the church carry out environmental restoration in Kenya today 6marks www.freekcsepapstpaers.comPage 128 IMENTI SOUTH EXAMINATION, 2023 313 1 CRE PAPER 1 TIME: 2 HRS INSTRUCTIONS: This paper consists of six questions. Answer any FIVE questions only. Each question carries 20 marks. 1."}
{"text": "Answer any FIVE questions only. Each question carries 20 marks. 1. A Give six reasons why the learning of Christian Religious Education promotes equity. 6 marks b Identify the books in the Bible referred to as Apocrypha. 7 marks c State seven ways in which Christians can avoid sin. 7 marks 2. A Describe the covenant ceremony between God and Abraham according to Gen 15. 8 marks b State the importance of circumcision to Abraham and his descendants. 6 marks c Write down six reasons why Christians condemn female circumcision in Kenya today. 6 marks 3. A State the achievements of Solomon as the King of Israel. 7 marks b Outline the forms of punishment prophesied by Elijah to King Ahab and Jezebel according to 1 kings 21:17-25 6 marks c List the forms of corruption that Elijah would condemn in Kenya today. 7 marks 4. A State six reasons why God sent prophets to the Israelites. 6 marks b Outline the teaching of prophet Amos on Israel election. 7 marks c Identify seven reasons that keep people away from the true worship of God today. 7 marks 5. A Outline ways in which the Israelites worshipped before the Babylonian exile. 7 marks b State seven occasions when Nehemiah prayed. 7 marks c Give lessons learnt from Nehemiah s prayer life. 6 marks 6. A List down the factors that influence naming of children in traditional African communities. 8 marks b Identify six aspects of traditional African religion that have been integrated into Christian life. 6 marks c Outline various ways in which a child is made to be responsible member in the community. 6 marks www.freekcsepapstpaers.comPage 129 IMENTI SOUTH EXAMINATION, 2023 313 1 CRE PAPER 1 TIME: 2 HRS INSTRUCTIONS: This Paper consists of six questions. Answer any FIVE questions only. Each question carries 20 marks. 1. A Outline Micah s prophecy about the Messiah. Micah 5:1-5 6 marks b Relate Angel Gabriel s message to Mary concerning the child to be born."}
{"text": "1. A Outline Micah s prophecy about the Messiah. Micah 5:1-5 6 marks b Relate Angel Gabriel s message to Mary concerning the child to be born. 6 marks c State eight ways thought which Christians in Kenya express joy for the birth of Jesus. 8 marks 2. A Describe the raising of Jairus daughter according to Luke 8:40-56. 8 marks b State the teaching of Jesus concerning John the Baptist according to Luke 7:24-35 6 marks c Identify lessons that Christians learn from the incident when Jesus raised Jairus daughter. 6 marks 3. A Narrate the parable of the Gold coins according to Luke 19:11-27. 7 marks b Give reasons why Jesus appeared to his disciples, after resurrection. 6 marks c List seven virtues a Christian can acquire from the parable of the gold coins. 7 marks 4. A State reasons why Jesus sent the holy spirit to the disciples after his ascension. 7 marks b Explain how the unity of believers is expressed in the image of the bride. 6 marks c Identify ways in which Christians can promote unity in their work place. 7 marks 5. A Identify five sources of Christian ethics. 5 marks b State four similarities between the traditional African and the Christian view on human sexuality. 8 marks c Give reasons why the church condemns homosexuality. 7 marks 6. A State reasons why virginity is encouraged in both Traditional African communities and Christianity. 6 marks b Explain seven factors that have led to the increase in intermarriages among communities in Kenya today. 7 marks c Identify seven ways through which the church in Kenya strengthens family relationships in the society. 7 marks www.freekcsepapstpaers.comPage 138 KASSU JET EXAMINATION, 2023 Kenya Certificate of Secondary Education 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES This paper consist of six questions. Answer any five questions in this paper. 1."}
{"text": "7 marks www.freekcsepapstpaers.comPage 138 KASSU JET EXAMINATION, 2023 Kenya Certificate of Secondary Education 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES This paper consist of six questions. Answer any five questions in this paper. 1. A Explain how the learning of Christian Religious Education in secondary school Promotes the goal of national development 6marks b With reference to the story of the fall of human beings in Genesis 3, state seven effects of Sin. 7marks c Outline seven ways on how the church can help bring back members who have fallen from their faith. 7 marks 2. A Describe the incident in which Abraham was willing to sacrifice his son Isaac at Mt. Moriah. 8 marks b . Describe how God prepared the Israelites for the making of Mt. Sinai covenant. 7 marks c . Identify challenges that Christians face while practicing their faith. 5 marks 3. A . Identify six ways in which Jeroboam contributed to religious schism between Judah and Israel. 7 marks b . State the conditions that made it difficult for Prophet Elijah to stop idolatry in Israel. 6 marks c . State lessons that Christians learn from prophet Elijah prophetic mission. 7marks. 4. A Give four differences between prophets in the Old Testament and Traditional African communities. 8 marks b Outline six ways in which God will punish Israel during the time of Amos. 6 marks c Identify ways in which Christians in Kenya can avoid Gods punishment. 6 marks 5. A Describe the meaning of the symbolic act of buying land by prophet Jeremiah. 6 marks b Outline the stages for the renewal of covenant during the time of Nehemiah. 7 marks c Identify seven ways in which the Government of Kenya support church leaders in their work. 7 marks 6. A Give six reasons why sacrifices are made in traditional African communities. 6 marks b Explain the meaning of life and its wholeness according to Traditional African Community. 7 marks c State 7 reasons why female circumcision is being discouraged in Kenya today."}
{"text": "A Give six reasons why sacrifices are made in traditional African communities. 6 marks b Explain the meaning of life and its wholeness according to Traditional African Community. 7 marks c State 7 reasons why female circumcision is being discouraged in Kenya today. 7 marks www.freekcsepapstpaers.comPage 139 KASSU JET EXAMINATION, 2023 Kenya Certificate of Secondary Education 313 2 CHRISTIAN RELIGIOUS EDUCATION PAPER 2 TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES This paper consist of six questions. Answer any five questions in this paper. 1. A State Jeremiah s prophecies about the Messiah Jeremiah 23:5-6 6marks b Outline the events that took place when Mary visited Elizabeth in Luke 1:25-56 7marks c What lessons do Christians learn about the nature of God from the Magnificat? 7marks 2. A Describe the baptism of Jesus. Luke 3:21-22. 6 marks b Narrate the healing Gerasene demoniac Luke 8: 26 -39. 7 marks c What do Christians learn about Jesus from the healing of the Gerasene demoniac? 7marks 3. A Outline Jesus teachings on watchfulness and readiness Luke 12:35-48 7marks b Identify seven causes of conflicts between Jesus and Jewish religious leaders in Jerusalem. 7marks c State six causes of disunity in our churches today 6 marks 4. A Explain six teachings of Peter concerning the people of God. 1 Peter 2: 9 10 6 marks b Identify the fruit of the Holy Spirit as taught by Saint Paul in Galatians 5: 22 23. 7 marks c Outline seven ways in which the gifts of the Holy Spirit are being misused in the church today. 7 marks 5. A State six importance of Ethics in the society. 6 marks b Give seven reasons why some people choose to be celibates. 7 marks c Explain seven ways through which the church in Kenya ensures marriage institution is strong and stable. 7 marks 6."}
{"text": "6 marks b Give seven reasons why some people choose to be celibates. 7 marks c Explain seven ways through which the church in Kenya ensures marriage institution is strong and stable. 7 marks 6. A Give seven reasons why Christians are opposed to Euthanasia. 7 marks b State six effects of pollution on the environment. 6 marks c Identify ways through which Christians can help control desertification. 7 marks www.freekcsepapstpaers.comPage 149 MATHIRA WEST SUB-COUNTY SCHOOLS JOINT EVALUATION Kenya Certificate of Secondary Education K.C.S.E 313 1 CHRISTIAN RELIGIOUS EDUCATION PAPER 1 2 HOURS Instructions to candidates This paper consists of six questions Answer any five questions. Each question carries 20 marks ANSWER ANY FIVE QUESTIONS 1. A Explain seven reasons why the use of the bible is central in the study of C.R.E. 7 mks b Explain effects of sin from the fall of human beings in Genesis 3: 7- 23. 6 mks c Explain factors hindering Christians to carry out effective evangelization in Kenya. 7mks 2. A Identity eight ways in which Abraham demonstrated his acts of faith in God. 8mks b What were the conditions given to the Israelites during the renewal of the Sinai covenant? 7mks c Give five importance of the Decalogue to Christians Today. 5mks 3. A Identify Areas which show King Ahab as a failure in Israel. 6 mks b Explain the nature of the Canaanite Religion. 8mks c . List six importance of the temple in Jerusalem to the Israelites. 6mks 4. A Explain four ways in which prophetic messages were written down. 8mks b Give seven ways in which God would punish Israel for her evils according to prophet Amos. 7mks . C How does the church in Kenya punish errant members? 5mks . 5. A Outline the sufferings of prophet Jeremiah during his ministry. 7mks . B Give reasons why Nehemiah carried out religious reforms in Judah. 6mks ."}
{"text": "7 marks c State seven lessons Christians learn from the suffering and death of Jesus 7marks 4 a Identify seven Saint Paul s teaching on Love 1 Corinthians 13 . 7marks b Outline teachings of Peter concerning the people of God 1st Peter 2:9-10 7marks c Give six ways through which Christians can promote unity among themselves in Kenya today. 6marks 5 a Give eight advantages of a monogamous marriage. 8 marks b Explain six reason why Christian families find it difficult to live in harmony. 6 marks c Outline the advantages of a prayer in a Christian family. 6 marks 6 a State seven ways in which Christians can use their wealth to glorify God. 7 marks b Identify seven reasons why Christians are against Euthanasia. 7 marks c Give six ways in which science and technology has promoted immorality in the society today. 6 marks www.freekcsepapstpaers.comPage 160 MBORANU II FORM FOUR JOINT EVALUATION, 2023 313 1 C.R.E PAPER 1 TIME: 21 2 HOURS INSTRUCTIONS TO CANDIDATES a This paper consists of Six Questions. B Answer ANY Five Questions. C Each Question contains 20 Marks d Candidates should answer the questions in English. 1. A Give any Six literary forms which have been used in writing of the Bible 6 Marks b State Seven reasons why the Bible is referred to as library of books 7 Marks c State reasons why Christians should read the Bible 7 Marks 2. A What conditions were the Israelites given during the renewal of the covenant 7 Marks b How did God show He had a great plan for Moses from his birth and childhood? 6Marks c Identify Seven lessons that Christians learn about God from the ten plagues experienced in Egypt. 7 Marks 3. A Explain Six ways in which the Temple of Jerusalem was central to worship in Israel. 6 Marks b State Eight features of the local Canaanite religion. 8 Marks c Identify Six factors that have affected the worship of God Today 6 Marks 4."}
{"text": "6 marks 3. A Describe the incidence in which Jesus had the last supper with his disciples in Luke 22:1-38. 7 marks b Give six reasons why Jesus used bread and wine during the last supper. 6 marks c Explain the importance of celebrating the Holy Communion in church today. 7 marks 4 a State the teachings of Jesus on the role of the Holy Spirit. 6 marks b Describe how the theme of the unity of believers is expressed in the image of the body of Christ. 1 cor 12:12 27 7 marks c State the factors that bind members of the church as one body today. 6 marks 5. A Outline the importance of professional code of ethics. 7 marks b Explain the relationship between work and leisure in the Christian view. 7marks c In what way can Christians use leisure to glorify God. 6 marks 6. A State ways in which science and technology has helped to improve human life. 8 marks b Outline the reasons why the church in Kenya is opposed to cloning. 6 marks c State the reasons why Christians should donate blood. 6 marks www.freekcsepapstpaers.comPage 170 MUMIAS WEST JOINT EXAMS Kenya Certificate of Secondary Education 313 1 Christian Religious Education Paper 1 Time: 2 Hours This paper consists of six questions. Answer any five questions. Answer completely the questions chosen. 1. A Identify five poetic books in the Bible. 5 marks b Explain four effects of translating the Bible from original language into African local languages. 8 marks c Outline seven ways in which Christians in Kenya use the Bible today. 7 marks 2. A Describe the call of Abraham in Genesis 12:1-9. 7 marks b Give six reasons why Israelites broke the covenant at Mt. Sinai. 6 marks c What do Christians learn about the nature of God from the Exodus? 7 marks 3. A List six judges that ruled in Israel. 6 marks b Outline seven failure of King Saul. 7 marks c Give seven factors that have led to the increase of Christians denominations in Kenya today. 7 marks 4."}
{"text": "6 marks b Outline seven failure of King Saul. 7 marks c Give seven factors that have led to the increase of Christians denominations in Kenya today. 7 marks 4. A Identify six reasons why prophet Amos was against the way the Israelites worshipped God. 6 marks b Explain the vision of the basket of summer fruits shown to prophet Amos by God. Amos 8:1-3 7 marks c How does the church punish errant members in Kenya today? 7 marks 5. A Describe the personal life of prophet Jeremiah. 8 marks b Outline the stages followed in the renewal of the covenant during the time of Nehemiah. 6 marks c State six lessons Christians learn from prophet Jeremiah s temple sermon. 6 marks 6. A Give six reasons why children are important in traditional African communities. 6 marks b Explain seven factors contributing to harmony and mutual responsibility in African Traditional communities 7 marks c Identify seven factors that have affected kinship ties in the traditional African communities today. 7 marks www.freekcsepapstpaers.comPage 171 MUMIAS WEST JOINT EXAMS Kenya Certificate of Secondary Education 313 2 Christian Religious Education Paper 2 Time: 2 Hours a This paper consists of six questions. B Answer any five questions.. c Answer completely the questions chosen. 1. A Outline the Jeremiah s prophecy concerning the coming messiah Jer. 23:5-6 7marks b From the story of the early life of Jesus up to the time He was twelve years, Identify ways through which He is seen as coming from a poor background 8marks c Give reasons why children should take part in church activities 5marks 2. A State the teachings of John the Baptist as the forerunner of Jesus Christ 6marks b Describe the temptation of Jesus in the wilderness Luke 4: 1 13 . 8marks c What do Christians learn about Jesus from his temptations? 6 marks 3. A Outline six teachings of Jesus on the cost of true discipleship 6marks b Describe the triumphant entry of Jesus to Jerusalem: Luke 19:28-40 8marks c Identify six reactions of various people who witnessed Jesus crucifixion."}
{"text": "8marks c What do Christians learn about Jesus from his temptations? 6 marks 3. A Outline six teachings of Jesus on the cost of true discipleship 6marks b Describe the triumphant entry of Jesus to Jerusalem: Luke 19:28-40 8marks c Identify six reactions of various people who witnessed Jesus crucifixion. 6marks 4. A Outline six teaching of Jesus on the role of the Holy spirit 6marks b Explain the teachings of peter concerning the people of God 1st Peter 2: 9 - 10 . 8marks c State how kindness as a fruit of the Holy Spirit is abused in the Church in Kenya today. 6marks 5. A Outline six sources from where Christians draws their ethical judgment 6marks b State the similarities between Traditional African and Christian view on human Sexuality 7marks c Identify effects of irresponsible sexual behaviour. 7marks 6. A Identify factors that led to introduction of money economy in Africa 5marks b State eight factors that cause poverty in Kenya. 8marks c Outline measures that the government has taken to reduce poverty in the society. 7marks www.freekcsepapstpaers.comPage 181 NTIMARU SUB-COUNTY CLUSTER EXAMS Kenya Certificate of Secondary Education 313 1 C.R.E Paper 1 2 Hours Instructions to candidates This paper consist of six questions. Answer any five questions in this paper. 1. A State six responsibilities given to human beings in Genesis 1 and 2. 6 marks b Explain four ways in which God s love for human beings is manifested after the fall of humankind in Genesis 3 - 11. 8 marks c Identify six methods used to punish evil doers in traditional African communities. 6 marks 2. A Outline ways in which God prepared Moses to be the future leader of his people. 7 marks b Explain the meaning of symbolic acts carried out by the Israelites on the night of Passover. 8 marks c Identify five attributes of God, Christians learn from the night of Passover. 5 marks 3. A Identify eight characteristics of the local Canaanite religion."}
{"text": "Answer any five questions in this paper.1.a Outline the Psalmist s prophecies concerning the Messiah. 5mks b Explain four ways in which Jesus contradicted the popular Jewish expectations of the Messiah. 8mks c How do Christians demonstrate their belief in Jesus as the Messiah? 7mks 2.a Describe the raising of the widow s son in Nain. Luke 7:11-17. 8mks b Identify five ways through which the church continues with the healing ministry of Jesus Christ 5mks c What lessons do Christians learn from the transfiguration of Jesus 7mks 3.a Identify seven events that took place between death and burial of Jesus Luke 23:44-56 7mks b How did Jesus reveal himself to the two men going to Emmaus 6mks c Give seven lessons that Christians learn from the triumphant entry into Jerusalem 7mks 4.a Identify peter s message on the day of Pentecost. 7mks b Explain the unity of believers in the analogy of the body of Christ 8mks c Give six factors that bring mis-understanding among the church leaders today 6mks 5.a Explain seven Christian teachings on male female relationship. 7mks b Give reasons why some people do not marry 7mks c Outline six reasons why a Christian should not resort to a strike 6mks 6.a Give seven ways through which wealth is acquired today 7mks b Identify reasons why laws are important in the society today 7mks c State six ways in which Christian can help control desertification. 6mks."}
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{"text": "For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale."}
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{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCIL.Kenya Certificate of Secondary Education231 3 BIOLOGY PRACTICAL Nov. 2019 - 1 hours Name Index Number se Date Candidate's Signatur Instructions to candidates g a Write your name and index number in the spaces provided above, 6 Sign and write the date of examination in the spaces provided above. 6 Answer all the questions inthe spaces provided. You are required to spend the first 15 minutes of the 1 hours allowed for this paper readingthe whole paper carefully before commencing your work. 0 Additional pages must not be inserted. F This paper consists of 7 printed pages. G Candidates should check the question poper to ascertain that all the pages are printed as Indicated and that no questions are missing. H Candidates should answer the questions in English,For Examiner's Use Only Maximum Candidate'sQuestion Score ScoreH 1 132 23 16Total Score 40 2019 The Kenya Nationa! Examinations Council23 3919381 Turn over21 Youare provided with specimens F and G, obtained from different plant species. Observe themtogether with photographs F and H and answer the questions that follow. Note: Do not destroy specimens F and G as you will need them for question 2. State how plants represented by specimen F and photographs E and H protect themselves. Specimen F 1 mark Photograph E- mark Photograph H. 1 mark Kenya Certificate of Secondary Education, 2019919381 2303Gi State the likely habitat of each ofthe plants in a i , giving a reason in each case,Specimen F 2 marks Habitat Reason Photograph E marks Habitat. Soon Reason Photograph H. marks Habitat b Examine the leaves of specimen G. Deseribe two observable features ofthese leaves that help the plant conservewater, 2 marks Besides ea structure, explain two mechanisms that help the plant in b abovenot to dy up during the dry season, Q marks Kenya Cerificate of Secondary Education, 2019919381 BUS Turn over You are provided with specimens labelled J and KC in addition to F and G and photographs E.and H used in question 1 ."}
{"text": "1 mark Kenya Certificate of Secondary Education, 2019919381 2303Gi State the likely habitat of each ofthe plants in a i , giving a reason in each case,Specimen F 2 marks Habitat Reason Photograph E marks Habitat. Soon Reason Photograph H. marks Habitat b Examine the leaves of specimen G. Deseribe two observable features ofthese leaves that help the plant conservewater, 2 marks Besides ea structure, explain two mechanisms that help the plant in b abovenot to dy up during the dry season, Q marks Kenya Cerificate of Secondary Education, 2019919381 BUS Turn over You are provided with specimens labelled J and KC in addition to F and G and photographs E.and H used in question 1 . A Follow the dichotomous key below to identify E, F, G, H, J and K. 1. Leaf margin smooth soon a Goto? B Leaf margin serrated rugged nnnese GO1O32 a Leaf parallel-veined pe K b Leaf net-veined or Gots3. A Leaf with thomy edges u b Leaf edges not thomy 4 Leaf large b Leaf tiny .a5. A Leafon thorny stem b Leaf not on stem Fill the table below indicating the steps used to identify the leaves of each specimen orphotograph. 6 marks Leat Steps followed aielzlola b Besides leaf features found in the dichotomous key above, state two otherfeatures that can be used to identify leaves. 2 marks Kenya Certificate of Secondary Education, 2019919381 2313wes5Gi State the complementary characteristics that define the leaf features stated inOO. Marks The habit ofa plant in its environment is referred to as being a tree, shrub or herb,depending on its height. Suggest the habits ofthe plants from which specimen F and photograph H wereobtained, marks You are provided with specimens L and M which are types of teeth from the same mammalObserve these specimens together with photographs N and P and answer the questions thatfollow. With a reason in each case, name the type of tooth represented by specimens L.and M."}
{"text": "6 marks Leat Steps followed aielzlola b Besides leaf features found in the dichotomous key above, state two otherfeatures that can be used to identify leaves. 2 marks Kenya Certificate of Secondary Education, 2019919381 2313wes5Gi State the complementary characteristics that define the leaf features stated inOO. Marks The habit ofa plant in its environment is referred to as being a tree, shrub or herb,depending on its height. Suggest the habits ofthe plants from which specimen F and photograph H wereobtained, marks You are provided with specimens L and M which are types of teeth from the same mammalObserve these specimens together with photographs N and P and answer the questions thatfollow. With a reason in each case, name the type of tooth represented by specimens L.and M.Specimen L, marks Name: Specimen M marks Kenya Certificate of Secondary Education, 2019919381 2313 Turn overi Draw and label specimen L. 2 marks Gif State two functional differences between specimens L and M. 2 marks b State the diet of the mammals from which photographs N and P below were obtained,giving a reason in each case.gg N P Photograph N 2 marks Diet. Reason Kenya Certificate of Secondary Education, 2019919381 2303Gi Photograph P 2 marks Name the joint labelled K on photograph P. mask Explain two features of the joint named in c i above that makes it adapt to itsfunction. Marks THIS IS THE LAST PRINTED PAGEKenya Certificate of Secondary Education, 201919381 203."}
{"text": "For more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.com."}
{"text": "1mark For More Free KCSE past papers visit www.freekcsepastpapers.com ii Give reason for your answer in b i above. 1mark c Name two disorders in humans that are determined by sex linked genes 2marks d Explain how comparative embryology is an evidence for organic evolution . 2marks 3. A Name the causative agent for the following respiratory diseases. 2marks i whooping cough. Ii Pneumonia b Describe how oxygen in the alveolus reaches the red blood cells . 4marks c How are the pnematophores adapted to their function ? 2marks 4. A the diagram below represents a section of the human brain. I Name the structure labeled Pand R.For More Free KCSE past papers visit www.freekcsepastpapers.com ii State two functions of the part labeled Q b i Name two reproductive hormones secreted by the pituitary gland in women. 2marks ii State one function of each of the hormones named in b i above 2marks 5. A The diagram below represents a flower. I On the diagram , name two structures where meosis occurs. 2 marks .. ii How is the flower adapted to prevent self-pollination? B The diagram below represents a human reproductive organ. For More Free KCSE past papers visit www.freekcsepastpapers.com i Explain two adaptations of the structure labeled L to its functions 2 marks Explain the role of gland labeled KSECTION B 40 MARKS Answer 6 compulsory and either question 7 or 8 in the spaces provided afterquestion 8.6. A An experiment was carried out to investigate the population of a certainmicro-organism. Two petri-dishes were used . Into the petri-dish labeled m ,60cm3of a culturemedium was placed while 30cm3 of the same culture medium was placed inpetri-dish labeled N.Equal numbers of the micro- organisms were introducedin both petri-dishes . The set-ups were then incubated at 350c. The number ofmicro-organisms in each petri-dish was determined at irregular intervals for aperiod of 60 hours ."}
{"text": "Into the petri-dish labeled m ,60cm3of a culturemedium was placed while 30cm3 of the same culture medium was placed inpetri-dish labeled N.Equal numbers of the micro- organisms were introducedin both petri-dishes . The set-ups were then incubated at 350c. The number ofmicro-organisms in each petri-dish was determined at irregular intervals for aperiod of 60 hours . The results were as shown in the table below i On the same axes , draw the graphs of relative number of micro-organisms againsttime on the grid provided. 7 marks M600Relativenumber ofmicriorganismsN400Time in hours60For More Free KCSE past papers visit www.freekcsepastpapers.com ii After how many hours was the difference between the two populations greatest ? 1 mark iii Work out the difference the two populations at 50 hours 2 marks iii iv With a reason state the effect on the population of micro-organisms in petri-dish M ifthe temperature Was raised to 600c after 20 hours . 2marks v Account for the shape of the curve for population in petri-dish N between46hours and 59 hours."}
{"text": "The set-ups were then incubated at 350c. The number ofmicro-organisms in each petri-dish was determined at irregular intervals for aperiod of 60 hours . The results were as shown in the table below i On the same axes , draw the graphs of relative number of micro-organisms againsttime on the grid provided. 7 marks M600Relativenumber ofmicriorganismsN400Time in hours60For More Free KCSE past papers visit www.freekcsepastpapers.com ii After how many hours was the difference between the two populations greatest ? 1 mark iii Work out the difference the two populations at 50 hours 2 marks iii iv With a reason state the effect on the population of micro-organisms in petri-dish M ifthe temperature Was raised to 600c after 20 hours . 2marks v Account for the shape of the curve for population in petri-dish N between46hours and 59 hours. 3marks b Explain how osmotic pressure in the human blood is maintained at normal level. 5marks When the osmotic pressure of the blood increases beyond the normal level osmoreceptors hypothalamus detects this and stimulates the pituitary gland to secrets release more ADH vasopressins which make kidney tubules morepermeable to water ; and more water is reabsorbed into the blood ; reducing theosmotic pressure to the normal level ; Acc reverseWhen osmotic presser falls below the nomal level the osmoreptors in thehypothalamus detect this the pitituary gland is less stimulated Non little lesspermeable to water hence less water is absorbed into the blood ; increasing theosmotic level when op is highwhen there is too much Na aq the blood adrenal cortex responds by secreting lessaldosterone; which causes less Na aq to be absorbed from the kidney tubules intothe blood; lowering the sodium ions level when op is lowwhen there is too low Na ions or Na aq in the blood adrenal cortex responds bysecreting more adolsterone which causes more Na to be reabsorbed from thekidney tubules into the blood ; raising the Na level7. A Explain how structural features in terrestrial plants affect their rate oftranspiration ."}
{"text": "The number ofmicro-organisms in each petri-dish was determined at irregular intervals for aperiod of 60 hours . The results were as shown in the table below i On the same axes , draw the graphs of relative number of micro-organisms againsttime on the grid provided. 7 marks M600Relativenumber ofmicriorganismsN400Time in hours60For More Free KCSE past papers visit www.freekcsepastpapers.com ii After how many hours was the difference between the two populations greatest ? 1 mark iii Work out the difference the two populations at 50 hours 2 marks iii iv With a reason state the effect on the population of micro-organisms in petri-dish M ifthe temperature Was raised to 600c after 20 hours . 2marks v Account for the shape of the curve for population in petri-dish N between46hours and 59 hours. 3marks b Explain how osmotic pressure in the human blood is maintained at normal level. 5marks When the osmotic pressure of the blood increases beyond the normal level osmoreceptors hypothalamus detects this and stimulates the pituitary gland to secrets release more ADH vasopressins which make kidney tubules morepermeable to water ; and more water is reabsorbed into the blood ; reducing theosmotic pressure to the normal level ; Acc reverseWhen osmotic presser falls below the nomal level the osmoreptors in thehypothalamus detect this the pitituary gland is less stimulated Non little lesspermeable to water hence less water is absorbed into the blood ; increasing theosmotic level when op is highwhen there is too much Na aq the blood adrenal cortex responds by secreting lessaldosterone; which causes less Na aq to be absorbed from the kidney tubules intothe blood; lowering the sodium ions level when op is lowwhen there is too low Na ions or Na aq in the blood adrenal cortex responds bysecreting more adolsterone which causes more Na to be reabsorbed from thekidney tubules into the blood ; raising the Na level7. A Explain how structural features in terrestrial plants affect their rate oftranspiration . 13 marks b Explain how the human skin brings about cooling of the body on a hot day . 7marks 8. A Describe the exoskeleton and its functions in insects . 13marks b Describe how accommodation in the human eye is brought about whenfocusing on a near object ."}
{"text": "The results were as shown in the table below i On the same axes , draw the graphs of relative number of micro-organisms againsttime on the grid provided. 7 marks M600Relativenumber ofmicriorganismsN400Time in hours60For More Free KCSE past papers visit www.freekcsepastpapers.com ii After how many hours was the difference between the two populations greatest ? 1 mark iii Work out the difference the two populations at 50 hours 2 marks iii iv With a reason state the effect on the population of micro-organisms in petri-dish M ifthe temperature Was raised to 600c after 20 hours . 2marks v Account for the shape of the curve for population in petri-dish N between46hours and 59 hours. 3marks b Explain how osmotic pressure in the human blood is maintained at normal level. 5marks When the osmotic pressure of the blood increases beyond the normal level osmoreceptors hypothalamus detects this and stimulates the pituitary gland to secrets release more ADH vasopressins which make kidney tubules morepermeable to water ; and more water is reabsorbed into the blood ; reducing theosmotic pressure to the normal level ; Acc reverseWhen osmotic presser falls below the nomal level the osmoreptors in thehypothalamus detect this the pitituary gland is less stimulated Non little lesspermeable to water hence less water is absorbed into the blood ; increasing theosmotic level when op is highwhen there is too much Na aq the blood adrenal cortex responds by secreting lessaldosterone; which causes less Na aq to be absorbed from the kidney tubules intothe blood; lowering the sodium ions level when op is lowwhen there is too low Na ions or Na aq in the blood adrenal cortex responds bysecreting more adolsterone which causes more Na to be reabsorbed from thekidney tubules into the blood ; raising the Na level7. A Explain how structural features in terrestrial plants affect their rate oftranspiration . 13 marks b Explain how the human skin brings about cooling of the body on a hot day . 7marks 8. A Describe the exoskeleton and its functions in insects . 13marks b Describe how accommodation in the human eye is brought about whenfocusing on a near object . 7marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "2493.26ARABIC 503 3.26.1 Arabic Paper 1 503 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com250For More Free KCSE Past papers Visit www.freekcsepastpapers.com251For More Free KCSE Past papers Visit www.freekcsepastpapers.com2523.26.2 Arabic Paper 2 503 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com253For More Free KCSE Past papers Visit www.freekcsepastpapers.com254For More Free KCSE Past papers Visit www.freekcsepastpapers.com255For More Free KCSE Past papers Visit www.freekcsepastpapers.com256For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education4443 2 AGRICULTURE Paper2 THEORY Nov. 2019 - 2 hours Name ... Index Number Candidate's Signature Date Instr ns to candidates a Write your name and iidex number in the spaces provided above. B Sign and write the date of examination in the spaces provided above: c This paper consists of three sections; A, B and C. a Answer all the questions in sections A and B.fe Answer any two questions in section C. All answers should be written in the spaces provided. G This paper consists of 16 printed pages. H Candidates should check the question paper to ascertain thaindicated and that no questions are missing. Candidates should ansiver all the questions in English Il the pages are printed as For Examiner's Use Only Section uestion Maximum CandidatesA 1-15 30B 1619 20c 2020Total Score 90 2019 The Kenya National Examinations Council43 2919348 Turn over4. State four characteristics of animals which require a high maintenance ration,919348SECTION A 30 marks Answer all the questions inthis section inthe spaces provided. State four effects of fleas in poultry. Name two breeds of dairy cattle withthe highest butter fat content milk yield State four ways in which vaccines are administered to livestock, 2 marks 1 mark 1 mark 2 marks 2 marks 44372 Kenya Certificate of Secondary Education, 201935, State four microbial activites that occur in the rumen. 2 marks 6. Name four pests that attack bees. 2 marks 7. Name four mineral deficiency livestock disorders. 2 marks 8. State four control measures for fowl typhoid, 2 marks Kenya Certificate of Secondary Education, 201944372919348 Turn overML919348State the function of each of the following: a mallet 4 mark b trocar and canula Amari garden tine mark 2 stock and die mark State four maintenance practices carried out on a wheelbarrow. Marks State four 1 of biogas as a source of power on the farm."}
{"text": "2 marks 8. State four control measures for fowl typhoid, 2 marks Kenya Certificate of Secondary Education, 201944372919348 Turn overML919348State the function of each of the following: a mallet 4 mark b trocar and canula Amari garden tine mark 2 stock and die mark State four maintenance practices carried out on a wheelbarrow. Marks State four 1 of biogas as a source of power on the farm. 2 marks Kenya Certificate of Secondary Education, 201944372312, Site four functional differences between dise and mouldboard ploughs. 13, State four advantages ofthe Kenya Top Bar Hive K.BH, over the log hive 14, Distinguish between the following practices as used in livestock production: a tupping and serving ringing and raddling 2 marks 2 marks 1 mark 0 mark Kenya Certificate of Secondary Education, 201944372919348 Turn over615, a Name the causal organism for East Coast Fever. Csmarky te three ways in which infectious diseases spread from one animal to another. B State three ways in which infectious diseases sp ae SECTION B 20 marks Answer all the questions in this section inthe spaces provided.16. The diagram below illustrates a practice in poultry rearing. A Identify the practice. Mark b Name the part labellede 1 mark F 0 mark Kenya Certificate of Secondary Education, 2019919348 4027 Explain wo activities not shown in the illustration but very important fo the practice to1own in the illustration but very important race 17. The diagram below shows the reproductive system ofa hen. OvaryGC Name the part labelled K ma b State one function of each ofthe parts labelled6 0 mark 1 mark Kenya Create of Secondary Edecation, 201919348 919348 8 Whats the maximum number of eggs a hen can lay ina day? 1 mark Gi Givea reason for your answer in c i above. Mark 18, The diagram below illustrates a treatment practice for a cow s udder infected with mastitis. Name the causal organism for mastitis."}
{"text": "1 mark Gi Givea reason for your answer in c i above. Mark 18, The diagram below illustrates a treatment practice for a cow s udder infected with mastitis. Name the causal organism for mastitis. 1 mark Explain the treatment practice illustrated. 0 mark How is mastitis infection detected in a lactating cow? 1 marky How is an infected cow handled during milking to prevent spread of the disease to otheranimals? 2 marks \"Kenya Certificate of Secondary Education, 2019402 Identify the farm structure. Mark State the function of the part labelled L. 1 mark State one disadvantage of the roofing material used on the farm structure, 1 mark State two ways in which te structure is made ready fr grain storage. Marks srificate of Secondary Education, 2019Kenya Cereal OsTurn over348a2. 10SECTION C 40 marks Answer any guestions from thi setion nthe spaces provided after question 22.Slate ve disadvantages of artificial insemination, 6 maris G marks o 919348 Slate five differences between ruminant and non-ruminant digestive systems. Describe anaplasmosis gall sickness disease under the following sub-headings: causal organism 1 markGi modes of transmission 2 marks Gil symptoms 4 marks Gv control measures. 3 marks State the functions of any six parts ofa piggery unit 6 marks Explain six disadvantages of animal drawn implements 6 marks State eight symptoms of tapeworm infestation in cattle. 8 marks Explain five precautions taken by dary farmers to ensure clean milk production. 10 marks Describe how chicken is dressed forsale. 10 marks Kenya Certificate of Secondary Education, 201944372."}
{"text": "K.C.S.E 2012C.R.E PAPER 2 1. A Outline Micah's prophecies about the Messiah Micah 5: 1-5 . 7 marks b With reference to Luke 1:13 -17, outline the message of angel Gabriel about John to Zechariah. 7 marks c Give three lessons Christians learn from the incident when Jesus was dedicated. 6 marks 2. A Describe the incident when Jesus was baptised in river Jordan by John the Baptist Luke 3: 21-22 . 5 marks b Outline seven reasons why Christians undergo baptism. 7 marks c Explain the importance of transfiguration of Jesus to Christians today. 8 marks 3. A Describe the incident of the healing of the ten lepers. 7 marks b Explain the teaching of Jesus on the power of faith Luke 17: 1- 37 . 8 marks c What lessons do Christians learn from the parable of the ten pounds? Luke 19:11-27 5 marks 4. A Explain how the unity of believers is expressed in the image of the body of Christ. 8 marks b State six reasons why the use of the gifts of the Holy Spirit brought disunity in thechurch at Corinth. 6 marks c In what ways do the Christians in Kenya demonstrate the New Testament teaching on unity? 6 marks 5. A Identify five sources of Christian ethics. 5 marks b Give seven reasons why Christians in Kenya condemn homosexuality. 7 marks c Explain how responsible parenthood is demonstrated by Christians in Kenya today. 8 marks 6. A Outline the traditional African concept of wealth. 6 marks b Give eight reasons why corruption is widespread in Kenya today. 8 marks c Explain six ways the church is using to eradicate poverty in Kenya today. 6 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "Check www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning material."}
{"text": "2763.29BUSINESS STUDIES 565 3.29.1 Business Studies Paper 1 565 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com277For More Free KCSE Past papers Visit www.freekcsepastpapers.com278For More Free KCSE Past papers Visit www.freekcsepastpapers.com279For More Free KCSE Past papers Visit www.freekcsepastpapers.com2803.29.2 Business Studies Paper 2 565 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com281For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "4marks 1 mark Express 10500 in terms of its prime factors.13 Ww Three police posts X, Y and Z. are such that Y is 50 km on a bearing of 060 from X while Zis 70 km from Y and on a bearing of 300 from X.Using a suitable scale, draw a diagram to represent the above situation. Determine the smallest positive number P such that 10S00P is a perfect cube. 2 marks 1s G marks 6 Determine the distance, in km, of Z from X.16 Asmall cone of height 8 cm is cut off from a bigger cone to leave a frustum of height 16 em. If the volume of the smaller cone is 160 em , find the volume of the frustum. Marks 1 mark SECTION If 50 marks Answer any five questions inthis section inthe spaces provided. A solid consists of a cone and a hemisphere. The common diameter of the cone and 0 the hemisphere is 12 cm and the slanting height of the cone is 10 cm. Calculate correct to two decimal places: the surface area ofthe solid; 3 marks Gi the volume of the solid. 4 marks b Ifthe density of the material used to make the solid is 1.3 gem , calculate its mass in 3 marks kilograms.261Makau made a journey of 700 km partly by train and partly by bus. He started his journey at8.00 a.m. by train which travelled at SO kni h. After alighting from the train, he took a lunchbreak of 30 minutes. Ie then continued his journey by bus which travelled at 75 knvh. Thewhole journey took 11 hours. Determine: the distance travelled by bus; 4 marks i the time Makau started travelling by bus. Marks b The bus developed a puncture after travelling 1874 km. It took 15 minutes toreplace the wheel. Find the time taken to complete the remaining part of the journey. G marks The producto the maces a AS -05 is a singutr matin2 P. Po p-2Find the value of p."}
{"text": "It took 15 minutes toreplace the wheel. Find the time taken to complete the remaining part of the journey. G marks The producto the maces a AS -05 is a singutr matin2 P. Po p-2Find the value of p. 3 marks Asaleswoman eared a fixed salary of Ksh.x and a commission of Ksh y for eachitem sold. In a certain month she sold 30 items and earned a total of Ksh 0 000. The following month she sold 40 items and earned a total of Ksh 56 000. Form two equations in x andy. Marks Solve the equations in above using matrix method. G marks iil In the third month she earned Ksh 68 000. Find the mumber of items sold, marksIna triangle ABC, BC 8 cm, AC 12 cm and angle ABC 120 . A Calculate the length of AB, correct to one decimal place. 4 marks b If BCiis the base of the triangle, calculate, correct to one decimal place: the perpendicular height of the triangle; marks Gi the area of the triangle; 2 marks Gi the size of angle ACB. Marks Using the trapezium rule with seven ordinates, estimate the area of the region bounded by the curve y x? 6x L, the lines x 0, y 0 andx 6. S marks Caloulate: the area of the region in a above by integration; G marks iil the percentage error of the estimated area to the actual area of the region,correct to two decimal places. 2 marks 2622 The displacement, s metres, of a moving particle ater r seconds is given by,5-28 SP MHD,Determine: the velocity ofthe particle when 3 seconds; B marks b the value of when the particle is momentarily at rest; GB marks the displacement when the particle is momentarily at rest; 2 marks the acceleration of the particle when 3 seconds. 2 marks In the figure below, ABCD is a trapezium."}
{"text": "For more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.com."}
{"text": "K.C.S.E YEAR 2010PAPER 12.a Distinguish between a deliquescent and a hygroscopic substance. 2 marks b Give one use of hygroscopic substance in the laboratory. 1 mark 3. A What is meant by the terms: 2 marks a. elementb. Atomic number b The formula for a chloride of titanium is TiCl3. What is the formuaof its sulphate? 1 mark 3. What is the name given to each of the following:a Ability of a metal to be made into a wire: 1 mark b Minimum energy required for a chemical reaction to start; 1 mark c Type of force that hold atoms of noen together? 1 mark 4. Draw the structure and give the name of the three alkaline having molecularformula C5H10 3 marks 5. Hydrate cobalt II chloride exists as pink crystals and anhydrous cobalt II chloride is a blue powder. Describe a laboratory experiment that can be usedto show that the action of heat on hydrated cobalt II chloride is a reversiblereaction. 3 marks 6. Aluminium oxide reacts with both acids and bases.a Write an equation for the reaction between aluminium oxide andhydrochloric acid. 1 mark b Using the equation in a above, calculate the number of moles ofhydrochloric acid that would react completely with 153.0g of aluminiumoxide. AL 27.0, 0 16.0 2 marks 7. Complete the table below by writing the poduct formed at the electrodesduring the electrolysis of the electrolytes given in the table. 3 marks ElectrolyteProduct atanodeProduct at cathodeAqueous sodiumsulphate using inertelectrodesoxygen 1 2mark Hydrogen 1 2mark Aqueous copper II sulphate usingcopper electrodesCopper ions 1mark Copper metal 1mark 8. The pressure of nitrogen gas contained in a 1dm3 cylinder at -1960C was 107Pascals. Calculate the:a Volume of the gas at 250C and 105 Pascals. 1 marks b Mass of nitrogen gas Molar volume of gas is 24dm3, N 14.0 1 marks 9."}
{"text": "AL 27.0, 0 16.0 2 marks 7. Complete the table below by writing the poduct formed at the electrodesduring the electrolysis of the electrolytes given in the table. 3 marks ElectrolyteProduct atanodeProduct at cathodeAqueous sodiumsulphate using inertelectrodesoxygen 1 2mark Hydrogen 1 2mark Aqueous copper II sulphate usingcopper electrodesCopper ions 1mark Copper metal 1mark 8. The pressure of nitrogen gas contained in a 1dm3 cylinder at -1960C was 107Pascals. Calculate the:a Volume of the gas at 250C and 105 Pascals. 1 marks b Mass of nitrogen gas Molar volume of gas is 24dm3, N 14.0 1 marks 9. Carbon -14,146C, is used in carbon dating. It decays to form nitrogen, 147N.The graph below shows the amount of carbon -14 left in a sample against itsage in years.a Write a nuclear equation for the decay process of carbon -14. 1 mark b From the graph, determine the;i Half-life of carbon -14; 1 mark ii Percentage of carbon -14 in a sample whose age is 1950 years. 1 mark 10.The figure below shows an energy cycle. H2 g O2 g H1 187.8kJmol-1H2O2 l H2 -285.8kJmol-1 H3H2O l O2 g a Give the name of the enthalpy change H1. 1 mark b Determine the value of H3. 2 marks 11.Hydrogen sulphide is a highly toxic and flammable gas."}
{"text": "The pressure of nitrogen gas contained in a 1dm3 cylinder at -1960C was 107Pascals. Calculate the:a Volume of the gas at 250C and 105 Pascals. 1 marks b Mass of nitrogen gas Molar volume of gas is 24dm3, N 14.0 1 marks 9. Carbon -14,146C, is used in carbon dating. It decays to form nitrogen, 147N.The graph below shows the amount of carbon -14 left in a sample against itsage in years.a Write a nuclear equation for the decay process of carbon -14. 1 mark b From the graph, determine the;i Half-life of carbon -14; 1 mark ii Percentage of carbon -14 in a sample whose age is 1950 years. 1 mark 10.The figure below shows an energy cycle. H2 g O2 g H1 187.8kJmol-1H2O2 l H2 -285.8kJmol-1 H3H2O l O2 g a Give the name of the enthalpy change H1. 1 mark b Determine the value of H3. 2 marks 11.Hydrogen sulphide is a highly toxic and flammable gas. It is normallyprepared in a fume chamber.a Name two reagents that can be used to prepare hydrogen sulphide in thelaboratory. 1 mark b One of the uses of hydrogen sulphide is to produce sulphur as shown in thefollowing equation;2H2S g SO2 g 3S s 2H2O l Identify the reducing agent in this reaction and give a reason for youranswer. 1 mark c Other than production of sulphuric IV acid, state one commercial use ofsulphur. 1 mark 12.A beaker contained 75.0cm3 of aqueous copper II sulphate at 23.70C. whenscrap iron metal was added to the solution, the temperature rose to 29.30C.a Write an ionic equation for the reaction that took place. 1 mark b Given that the mass of copper deposited was 5.83g, calculate the molarenthalpy change in kJmol-1."}
{"text": "It decays to form nitrogen, 147N.The graph below shows the amount of carbon -14 left in a sample against itsage in years.a Write a nuclear equation for the decay process of carbon -14. 1 mark b From the graph, determine the;i Half-life of carbon -14; 1 mark ii Percentage of carbon -14 in a sample whose age is 1950 years. 1 mark 10.The figure below shows an energy cycle. H2 g O2 g H1 187.8kJmol-1H2O2 l H2 -285.8kJmol-1 H3H2O l O2 g a Give the name of the enthalpy change H1. 1 mark b Determine the value of H3. 2 marks 11.Hydrogen sulphide is a highly toxic and flammable gas. It is normallyprepared in a fume chamber.a Name two reagents that can be used to prepare hydrogen sulphide in thelaboratory. 1 mark b One of the uses of hydrogen sulphide is to produce sulphur as shown in thefollowing equation;2H2S g SO2 g 3S s 2H2O l Identify the reducing agent in this reaction and give a reason for youranswer. 1 mark c Other than production of sulphuric IV acid, state one commercial use ofsulphur. 1 mark 12.A beaker contained 75.0cm3 of aqueous copper II sulphate at 23.70C. whenscrap iron metal was added to the solution, the temperature rose to 29.30C.a Write an ionic equation for the reaction that took place. 1 mark b Given that the mass of copper deposited was 5.83g, calculate the molarenthalpy change in kJmol-1. Specific heat capacity of solution 4.2Jg-1 K-1,density of solution 1.0gcm-3, Cu 63.5 2 marks 13.Some animal and vegetable oils are used to make margarine and soap."}
{"text": "It is normallyprepared in a fume chamber.a Name two reagents that can be used to prepare hydrogen sulphide in thelaboratory. 1 mark b One of the uses of hydrogen sulphide is to produce sulphur as shown in thefollowing equation;2H2S g SO2 g 3S s 2H2O l Identify the reducing agent in this reaction and give a reason for youranswer. 1 mark c Other than production of sulphuric IV acid, state one commercial use ofsulphur. 1 mark 12.A beaker contained 75.0cm3 of aqueous copper II sulphate at 23.70C. whenscrap iron metal was added to the solution, the temperature rose to 29.30C.a Write an ionic equation for the reaction that took place. 1 mark b Given that the mass of copper deposited was 5.83g, calculate the molarenthalpy change in kJmol-1. Specific heat capacity of solution 4.2Jg-1 K-1,density of solution 1.0gcm-3, Cu 63.5 2 marks 13.Some animal and vegetable oils are used to make margarine and soap. Givethe reagents and conditions necessary for converting the oils into:a Margarine 2 marks b Soap 1 mark 14.Using electrons in thee outermost energy level, draw the dot . And cross x diagrams for the molecules H2O and C2H4. H 1, C 6, O 8 2 marks i H2Oii C2H4b The formula of a complex ion is Zn NH3 42 . Name the type of bond that islikely to exist between zinc and ammonia in the complex ion. 1 mark 15.Carbon II oxide is described as a silent killer a State one physical property of carbon II oxide that makes it a silentkiller 1 mark b State and explain one chemical property that makes carbon II oxidepoisonous to human beings 2 marks 16.A sample of fertilizer is suspected to be calcium ammonium nitrate."}
{"text": "Givethe reagents and conditions necessary for converting the oils into:a Margarine 2 marks b Soap 1 mark 14.Using electrons in thee outermost energy level, draw the dot . And cross x diagrams for the molecules H2O and C2H4. H 1, C 6, O 8 2 marks i H2Oii C2H4b The formula of a complex ion is Zn NH3 42 . Name the type of bond that islikely to exist between zinc and ammonia in the complex ion. 1 mark 15.Carbon II oxide is described as a silent killer a State one physical property of carbon II oxide that makes it a silentkiller 1 mark b State and explain one chemical property that makes carbon II oxidepoisonous to human beings 2 marks 16.A sample of fertilizer is suspected to be calcium ammonium nitrate. Describechemical tests for each of the following ions in the sample:a Calcium ions; 2 marks b Ammonium ions. 1 mark 17.Analysis of a compound showed that it had the following composition:69.42 carbon, 4.13 hydrogen and the rest oxygen.a Determine the empirical formula of the compound. C 12.0, H 1.0, O 16.0 2 marks b If the mass of one mole of the compound is 242, determine its molecularformula 1 mark 18.The diagram below represents set up for large scale manufacture ofhydrochloric acid. Study it and answer the questions that follow.a Name substance X 1 mark b What is the purpose of the glass beads? 1 mark c Give two uses of hydrochloric acid. 1 mark 19.The half equations involved in a cell are:2H2O l 2e H2 g 2OH- aq : E - 0.83VO2 g 2H2O l 4e 4OH- aq : E 0.40Va Write the oveall equation for the electrochemical cell. 1 mark b Calculate he e.m.f."}
{"text": "Describechemical tests for each of the following ions in the sample:a Calcium ions; 2 marks b Ammonium ions. 1 mark 17.Analysis of a compound showed that it had the following composition:69.42 carbon, 4.13 hydrogen and the rest oxygen.a Determine the empirical formula of the compound. C 12.0, H 1.0, O 16.0 2 marks b If the mass of one mole of the compound is 242, determine its molecularformula 1 mark 18.The diagram below represents set up for large scale manufacture ofhydrochloric acid. Study it and answer the questions that follow.a Name substance X 1 mark b What is the purpose of the glass beads? 1 mark c Give two uses of hydrochloric acid. 1 mark 19.The half equations involved in a cell are:2H2O l 2e H2 g 2OH- aq : E - 0.83VO2 g 2H2O l 4e 4OH- aq : E 0.40Va Write the oveall equation for the electrochemical cell. 1 mark b Calculate he e.m.f. Generated by a battery consisting of ten cells. 1 mark c State one environment advantage of using these cells in spacecrafts. 1 mark 20.In an experiment to prepare nitrogen I oxide, ammonium nitrate was gentlyheated in aflask.a Write the equation for the reaction that took place in the flask. 1 mark b State and explain how the gas was collected. 1 mark c A sample of the gas was tested with damp blue and red litmus papers. What observations were made?21.The use of CFCs has been linked to depletion of the ozone layer.a What does CFC stand for? 1 mark b Explain the problem associated with the depletion of the ozone layer 1 mark c State another environment problem caused by CFCs 1 mark 22.Nitrogen and hydrogen react to form ammonia gas as shown in the followingequation:N2 g 3H3 g 2NH3 g : H is negativea The figure below shows how the percentage of ammonia gas in theequilibrium mixture change with temperature. Explain why the percentage of ammonia gas change as shown in the figure. 2 marks b On the axes below, sketch a graph showing how the percentage of ammoniagas in equilibrium mixture changes with pressure."}
{"text": "C 12.0, H 1.0, O 16.0 2 marks b If the mass of one mole of the compound is 242, determine its molecularformula 1 mark 18.The diagram below represents set up for large scale manufacture ofhydrochloric acid. Study it and answer the questions that follow.a Name substance X 1 mark b What is the purpose of the glass beads? 1 mark c Give two uses of hydrochloric acid. 1 mark 19.The half equations involved in a cell are:2H2O l 2e H2 g 2OH- aq : E - 0.83VO2 g 2H2O l 4e 4OH- aq : E 0.40Va Write the oveall equation for the electrochemical cell. 1 mark b Calculate he e.m.f. Generated by a battery consisting of ten cells. 1 mark c State one environment advantage of using these cells in spacecrafts. 1 mark 20.In an experiment to prepare nitrogen I oxide, ammonium nitrate was gentlyheated in aflask.a Write the equation for the reaction that took place in the flask. 1 mark b State and explain how the gas was collected. 1 mark c A sample of the gas was tested with damp blue and red litmus papers. What observations were made?21.The use of CFCs has been linked to depletion of the ozone layer.a What does CFC stand for? 1 mark b Explain the problem associated with the depletion of the ozone layer 1 mark c State another environment problem caused by CFCs 1 mark 22.Nitrogen and hydrogen react to form ammonia gas as shown in the followingequation:N2 g 3H3 g 2NH3 g : H is negativea The figure below shows how the percentage of ammonia gas in theequilibrium mixture change with temperature. Explain why the percentage of ammonia gas change as shown in the figure. 2 marks b On the axes below, sketch a graph showing how the percentage of ammoniagas in equilibrium mixture changes with pressure. 23.The curves below shows how the electronic conductivity of hydrochloric andethanoic acids vary with concentration. Explain why the electrical conductivity of 0.01M hydrochloric acids ishigher than that of 0.01M ethanoic acid. 2 marks 24.Describe how a solid sample of the double salt, ammonium iron II sulphate,can be prepared using the following reagents; Aqueous ammonia,sulphuric VI acid and iron metal. 3 marks 25.A sample of river water was divided into three portions."}
{"text": "Study it and answer the questions that follow.a Name substance X 1 mark b What is the purpose of the glass beads? 1 mark c Give two uses of hydrochloric acid. 1 mark 19.The half equations involved in a cell are:2H2O l 2e H2 g 2OH- aq : E - 0.83VO2 g 2H2O l 4e 4OH- aq : E 0.40Va Write the oveall equation for the electrochemical cell. 1 mark b Calculate he e.m.f.generated by a battery consisting of ten cells. 1 mark c State one environment advantage of using these cells in spacecrafts. 1 mark 20.In an experiment to prepare nitrogen I oxide, ammonium nitrate was gentlyheated in aflask.a Write the equation for the reaction that took place in the flask. 1 mark b State and explain how the gas was collected. 1 mark c A sample of the gas was tested with damp blue and red litmus papers. What observations were made?21.The use of CFCs has been linked to depletion of the ozone layer.a What does CFC stand for? 1 mark b Explain the problem associated with the depletion of the ozone layer 1 mark c State another environment problem caused by CFCs 1 mark 22.Nitrogen and hydrogen react to form ammonia gas as shown in the followingequation:N2 g 3H3 g 2NH3 g : H is negativea The figure below shows how the percentage of ammonia gas in theequilibrium mixture change with temperature. Explain why the percentage of ammonia gas change as shown in the figure. 2 marks b On the axes below, sketch a graph showing how the percentage of ammoniagas in equilibrium mixture changes with pressure.23.The curves below shows how the electronic conductivity of hydrochloric andethanoic acids vary with concentration. Explain why the electrical conductivity of 0.01M hydrochloric acids ishigher than that of 0.01M ethanoic acid. 2 marks 24.Describe how a solid sample of the double salt, ammonium iron II sulphate,can be prepared using the following reagents; Aqueous ammonia,sulphuric VI acid and iron metal. 3 marks 25.A sample of river water was divided into three portions. The table belowshows the test carried out on the portions and the observations made. TestObservationInferenceTo the first portion,1cm3 of soapsolution was addedNo lather formedThe second portionwas boiled, cooledand 1cm3 of soapsolution was addedNo lather formed."}
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{"text": "377 BOOKFLYER PRECISE PUBLISHERS c Replace lens A with lens B. Fix the plane mirror at the back of lens B. Repeat the procedure in b above. Measure the distance 2 between the screen and lens B. 2 cm d Remove the mirror from the lens holder. Set the distance d between lens A and lens B to be 65cm. Adjust the position of screen II to obtain a sharp image of the cross wires on it. Measure the distance V between lens B and screen II. Repeat the experiment D cm 65 67 69 71 73 77 80 V cm 7marks f On the axes provided below, plot the graph of v y-axis against d. 3marks 5 04 0V cm For More Free KCSE past papers visit www.freekcsepastpapers.com378 BOOKFLYER PRECISE PUBLISHERS f On the axis provided below, plot the graph of v y axis against d. 3marks V cm d cm g I From the graph, at d 70cm. Determine; I. the value of v. 1mark II. The slope S of the graph. 3marks For More Free KCSE past papers visit www.freekcsepastpapers.com379 BOOKFLYER PRECISE PUBLISHERS ii Given that K determine the value of K. 2marks iii determine the value of m given that m S 2marks K Question 2 You are provided with the following; - A voltmeter - A diode with ends labelled B and C - A 1k resistor - A 50 potentiometer - 3 dry cells and a cell holder - A switch - 8 connecting wires at least 4 with crocodile clips - Proceed as follows; a Set up the circuit as shown in figure 3. B i Connect the crocodile clip K to point A. Adjust the potentiometer by turning the knob until the voltmeter reading is maximum. Maximum voltmeter reading volts."}
{"text": "B i Connect the crocodile clip K to point A.Adjust the potentiometer by turning the knob until the voltmeter reading is maximum. Maximum voltmeter reading volts. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.com380 BOOKFLYER PRECISE PUBLISHERS ii Without adjusting the potentionmeter, disconnect the crocodile clip K from point A and connect it to point B.record the voltmeter reading. Voltmeter reading volts. 1mark iii Explain why the voltmeter reading in b i is different from that in b ii . 2marks c Disconnect the crocodile clip K from point B and connect it to point A.Adjust the potectiometer so that the voltmeter reading VA is 1.0V.Disconnect the crocodile clip K from A and connect it to point B.Record the voltmeter reading VB.VB volts. 1mark d By adjusting the potentiometer to obtain other values of VA when K is at A shown in table 2, repeat the procedure in c to obtain the corresponding values of VB when K is at B and complete the table. VA V VB V I 1.5 2.0 2.5 3.0 3.5 4.0 For More Free KCSE past papers visit www.freekcsepastpapers.com381 BOOKFLYER PRECISE PUBLISHERS c On the grid provided, plot a graph of I y axis against VB.f Use the graph to determine the resistance of the diode when the current is 0.45A. 3marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
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{"text": "2 marks 4Give themainform of transport used in the Trans-Saharan Trade. 1 mark 5Name two groups of people that were involved in the Trans-Atlantic Trade. 2 marks 6Statetwo negative effects of the developmentof motor vehicle transport. 2 marks 7Give two inventions that revolutionalized the textile industry in Britain duringthe 18thCentury. 2 marks 8Identify the main factor that contributed to the growth of Athens in AncientGreece. 1 mark 9State two European activities in Africa before 1850."}
{"text": "2 marks 4Give themainform of transport used in the Trans-Saharan Trade. 1 mark 5Name two groups of people that were involved in the Trans-Atlantic Trade. 2 marks 6Statetwo negative effects of the developmentof motor vehicle transport. 2 marks 7Give two inventions that revolutionalized the textile industry in Britain duringthe 18thCentury. 2 marks 8Identify the main factor that contributed to the growth of Athens in AncientGreece. 1 mark 9State two European activities in Africa before 1850. 2marks 10State one way in which African collaboration with Europeans hastenedcolonization ofAfrica. 1 mark 11Give the main reason why the European powers held Berlin Conference of 1884to 1885. 1 mark 12State one way in which the rise of dictators in Europe contributed to theoutbreak of the Second World War. 1 mark 13Givetwoeconomic benefits enjoyed by members of the Commonwealth. 2 marks 14Give the main reason why the Pan African movement was formed at thebeginningFor More Free KCSE past papers visit www.freekcsepastpapers.comof the 20th Century. 1 mark 15Name one financial institution established by the African Union. 1 mark 16Identify two factors which have undermined the exploitation of mineral resourcesin theDemocratic Republic of Congo since independence. 2 marks 17State two ways in which poor infrastructure has slowed down economicdevelopment inTanzania since independence. 2 marks SECTION B 45 marks Answer any three questions from this section.18. A State three disadvantages of hunting as an economic activity of the early man. 3 marks b Explain six benefits of settling in villages during the Late Stone Age period. 12 marks 19 a Give three uses of \"wind as a source of energy in the ancient times. 3 marks b Explain six effects of iron working technology on African communities before the 19thcentury 12 marks 20 a State five; economic activities of the Asante during the 19th century. 5marks b Describe the social organization of the Buganda Kingdom during the pre-colonialperiod. 10 marks a Outline five grievances by Africans against apartheid in South Africa. 5 marks b Explain five challenges faced by African nationalists in their struggle for amajorityrule in South Africa. 10 marks SECTION C 30 marks Answer any two questions from this section. For More Free KCSE past papers visit www.freekcsepastpapers.com22."}
{"text": "2 marks 4Give themainform of transport used in the Trans-Saharan Trade. 1 mark 5Name two groups of people that were involved in the Trans-Atlantic Trade. 2 marks 6Statetwo negative effects of the developmentof motor vehicle transport. 2 marks 7Give two inventions that revolutionalized the textile industry in Britain duringthe 18thCentury. 2 marks 8Identify the main factor that contributed to the growth of Athens in AncientGreece. 1 mark 9State two European activities in Africa before 1850. 2marks 10State one way in which African collaboration with Europeans hastenedcolonization ofAfrica. 1 mark 11Give the main reason why the European powers held Berlin Conference of 1884to 1885. 1 mark 12State one way in which the rise of dictators in Europe contributed to theoutbreak of the Second World War. 1 mark 13Givetwoeconomic benefits enjoyed by members of the Commonwealth. 2 marks 14Give the main reason why the Pan African movement was formed at thebeginningFor More Free KCSE past papers visit www.freekcsepastpapers.comof the 20th Century. 1 mark 15Name one financial institution established by the African Union. 1 mark 16Identify two factors which have undermined the exploitation of mineral resourcesin theDemocratic Republic of Congo since independence. 2 marks 17State two ways in which poor infrastructure has slowed down economicdevelopment inTanzania since independence. 2 marks SECTION B 45 marks Answer any three questions from this section.18. A State three disadvantages of hunting as an economic activity of the early man. 3 marks b Explain six benefits of settling in villages during the Late Stone Age period. 12 marks 19 a Give three uses of \"wind as a source of energy in the ancient times. 3 marks b Explain six effects of iron working technology on African communities before the 19thcentury 12 marks 20 a State five; economic activities of the Asante during the 19th century. 5marks b Describe the social organization of the Buganda Kingdom during the pre-colonialperiod. 10 marks a Outline five grievances by Africans against apartheid in South Africa. 5 marks b Explain five challenges faced by African nationalists in their struggle for amajorityrule in South Africa. 10 marks SECTION C 30 marks Answer any two questions from this section. For More Free KCSE past papers visit www.freekcsepastpapers.com22. A Name three communes which were established by the French in Senegal during thecolonial period. 3marks b Describe the structure of the British Colonial administration in Northern Nigeria. 12 marks 23."}
{"text": "2 marks 4Give themainform of transport used in the Trans-Saharan Trade. 1 mark 5Name two groups of people that were involved in the Trans-Atlantic Trade. 2 marks 6Statetwo negative effects of the developmentof motor vehicle transport. 2 marks 7Give two inventions that revolutionalized the textile industry in Britain duringthe 18thCentury. 2 marks 8Identify the main factor that contributed to the growth of Athens in AncientGreece. 1 mark 9State two European activities in Africa before 1850. 2marks 10State one way in which African collaboration with Europeans hastenedcolonization ofAfrica. 1 mark 11Give the main reason why the European powers held Berlin Conference of 1884to 1885. 1 mark 12State one way in which the rise of dictators in Europe contributed to theoutbreak of the Second World War. 1 mark 13Givetwoeconomic benefits enjoyed by members of the Commonwealth. 2 marks 14Give the main reason why the Pan African movement was formed at thebeginningFor More Free KCSE past papers visit www.freekcsepastpapers.comof the 20th Century. 1 mark 15Name one financial institution established by the African Union. 1 mark 16Identify two factors which have undermined the exploitation of mineral resourcesin theDemocratic Republic of Congo since independence. 2 marks 17State two ways in which poor infrastructure has slowed down economicdevelopment inTanzania since independence. 2 marks SECTION B 45 marks Answer any three questions from this section.18. A State three disadvantages of hunting as an economic activity of the early man. 3 marks b Explain six benefits of settling in villages during the Late Stone Age period. 12 marks 19 a Give three uses of \"wind as a source of energy in the ancient times. 3 marks b Explain six effects of iron working technology on African communities before the 19thcentury 12 marks 20 a State five; economic activities of the Asante during the 19th century. 5marks b Describe the social organization of the Buganda Kingdom during the pre-colonialperiod. 10 marks a Outline five grievances by Africans against apartheid in South Africa. 5 marks b Explain five challenges faced by African nationalists in their struggle for amajorityrule in South Africa. 10 marks SECTION C 30 marks Answer any two questions from this section. For More Free KCSE past papers visit www.freekcsepastpapers.com22. A Name three communes which were established by the French in Senegal during thecolonial period. 3marks b Describe the structure of the British Colonial administration in Northern Nigeria. 12 marks 23. A State three permanent members of the United Nations Security Council. 3 marks b Explain six ways in which the United Nations provides humanitarian assistance. 12 marks 24 a Identify three categories of members of the Executive in the United States ofAmerica. 3marks b Describe six functions of the Federal Government of the United States of America. 12 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
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{"text": "933.6.2 Chemistry Paper 2 233 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com94For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com95For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com96For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com97For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com98For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com99For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com1003.6.3 Chemistry Paper 3 233 3 For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com101For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com102For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com103For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com104For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com853.6CHEMISTRY 233 3.6.1 Chemistry Paper 1 233 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com86For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com87For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com88For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com89For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com90For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com91For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com92For More Free KCSE Past papers Visit www.freekcsepastpapers.comFor More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "NameIndex Number565 1 Candidate s SignatureBUSINESS STUDIESPaper 1 Date.............................Nov. 20162 hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationBUSINESS STUDIES Paper 12 hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date o f examination in the spaces provided above. C Answer all the questions in the spaces provided in the question paper. D This paper consists of 12 printed pages. E Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. F Candidates should answer the questions in English. For Examiner s Use OnlyQuestion13MarksQuestionMarksTOTALMARKS916160 2016 The Kenya National Examinations CouncilTurn overfor free past papers visit: www.freekcsepastpapers.com21. State four external factors that may negatively influence the operations of a business. 4 marks i ii iii iv 2. Highlight four benefits of a business plan to an entrepreneur. 4 marks 0 ......................................................................................................................................................................... ii iii iv 3. State four ways in which a good filing system may facilitate the operations of an office. 4 marks i ii 916160Kenya Certificate of Secondary Education, 2016565 1for free past papers visit: www.freekcsepastpapers.com3 iii iv 4. Highlight four activities that may be carried out in a stock exchange market. 4 marks i ............................................................................................................................................. ii iii iv 5. Outline four circumstances under which a co-operative society may be dissolved. 4 marks i ............................................................................................................................................. ii iii iv 916160Kenya Certificate of Secondary Education, 2016565 1Turn overfor free past papers visit: www.freekcsepastpapers.com46. Outline four methods that the government of Kenya uses to regulate business activities. 4 marks i ii iii iv 7. State four ways in which a youthful population may be useful to an economy. 4 marks i ............................................................................................................................................. ii iii iv 8."}
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{"text": "1493.14ART DESIGN 442 3.14.1 Art Design Paper 1 442 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com150For More Free KCSE Past papers Visit www.freekcsepastpapers.com151For More Free KCSE Past papers Visit www.freekcsepastpapers.com152For More Free KCSE Past papers Visit www.freekcsepastpapers.com153For More Free KCSE Past papers Visit www.freekcsepastpapers.com1543.14.2 Art Design Paper 2 Practical 442 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com155For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "Marks Kenya Certificate of Secondary Education, 2019919417 223es19417 6Given that R and T are related by the equation Log R Log K n Log T, determine thevalue of; oan 1 mark K 2 marks Kenya Cerificate of Secondary Edueation, 20192323Question 2 You are provided with the following: Ametre rule Asstand, boss and clamp Apiece of sting A20g mass A50g mass A measuring cylinder containing water Aconcave mirtor Ascreen Acandle Pieces of sewing threadsg Amimor holder Lens holder Proceed as follows:PART A Using string, suspend the metre rule on the stand so that it balances horizontally a itscenter of gravity. Record the centimetre mark at which the metre rule balances. Centimetre mark senso CRY 0 mark With the metre rule balanced at its centre of gravity, suspend a 20g mass ata distance of30em from the centre of gravity. Suspend the 50g mass on the other side ofthe centre oferavity and adjust its position until the rue is balanced, See figure 3. 2 String ITT TTT T metre rate208 50g, Figure 3 Kenya Certificate of Secondary Education, 2019919417 2323 Turn overRecord the distance d of the 50g mass from the centre of gravity.em Record the volume of the water in the measuring cylinder provided. VE omen 0 mark 0 mark Gi Immerse the 20g mass fully into the water and adjust the positon of the 50g mass so that the rule balances horizontally,Record the volume V, of the water plus 20g mass and the distance d, of the 50 mass from the centre of gravity. Mark 1 mark 1 mark G marks gGil Determine the volume of the water displaced U1 Determine the weight of the water displaced. Density of water I gem i . ."}
{"text": "2 String ITT TTT T metre rate208 50g, Figure 3 Kenya Certificate of Secondary Education, 2019919417 2323 Turn overRecord the distance d of the 50g mass from the centre of gravity.em Record the volume of the water in the measuring cylinder provided. VE omen 0 mark 0 mark Gi Immerse the 20g mass fully into the water and adjust the positon of the 50g mass so that the rule balances horizontally,Record the volume V, of the water plus 20g mass and the distance d, of the 50 mass from the centre of gravity. Mark 1 mark 1 mark G marks gGil Determine the volume of the water displaced U1 Determine the weight of the water displaced. Density of water I gem i ..a Use the principle of moments to determine the apparent weight ofthe 20g mass hen fully immersed in water. G 10.Nkg\" Calculate the weight of the 20g mass in air g 10 Nig! Kenya Certificate of Secondary Education, 201919417 2323 2 marks 1 mark g9 Determine the apparent loss in weight of the 20 mass. 1 mark PARTB Light the candle and place it at distance u 20cm in front ofthe concave mirror. Adjust the position ofthe screen until a sharp image of the candle flame is obtained. See figure 4.Figure 4 Read and record the distance v between the sereen and the mirror. Q mark i Determine:1 emineionnottieminrgtentucn 2, iy Mev gen f my Kenya Certificate of Secondary Education, 20192323919417 Turn over Repeat part e for distance u, Read and record the distance v, between the screen and the mirror. 1 mark ii Determine the magnification m, ofthe mirror. 1 mark iii Hence determine f, Determine the average value off. Mark THIS IS THE LAST PRINTED PAGE.Kenya Cerificate of Secondary Education, 2019919417 2323."}
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{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education101 3 ENGLISH Paper 3 Creative Composition and Essays Based on Set Texts Nov. 2019 - 2 hours Candidate's Signature ... Instructions to candidates 2 . Write your name and index number in the spaces provided above. Sign and write the date of examination in the spaces provided above. C Answer three questions only. A Questions one and two are compulsory. 0 In question three choose only one of the optional texts you have prepared on. 9 Where a candidate presents work on more than one optional text, only the first one toappear will bo marked. G Each of your essays must not exceed 450 words. H All answers should be written in the answer booklet provided. I This paper consists of 16 printed pages. Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. K Candidates must answer the questions in English. For Examiner's Use Onlycvewion Me Soaros 3 20Twulssoe 2019 The Kenya National Examinations Council1013919249 Turn overAnswer three questions only.1. Imaginative Composition Compulsory 20 marks Either Write a story beginning with the following sentence: Lwas mistaken to have thought that the night would be like other peaceful nightsOr Write a composition on the advantages and disadvantages of the internet.2. The Compulsory Set Text 20 marks HR, Ole Kulet, Blossoms of the SavannahIrresponsible decisions can lead to serious consequences, Referring closely to H.R. Ole Kulet inBlossoms of the Savannah, write an essay in support of this statement.3. The Optional Set Texts 20 marks Answer any one of the following three questions. Either TheShort StoryMoran Ed. ,. Memories We Lost and Other StoriesWrite a composition on the evils of war, using illustrations from The President byMariatu Kamara,Or DramaDavid Mulwa, InheritanceUL-gotten wealth can never bring true happiness."}
{"text": "The Compulsory Set Text 20 marks HR, Ole Kulet, Blossoms of the SavannahIrresponsible decisions can lead to serious consequences, Referring closely to H.R.Ole Kulet inBlossoms of the Savannah, write an essay in support of this statement.3. The Optional Set Texts 20 marks Answer any one of the following three questions. Either TheShort StoryMoran Ed. ,. Memories We Lost and Other StoriesWrite a composition on the evils of war, using illustrations from The President byMariatu Kamara,Or DramaDavid Mulwa, InheritanceUL-gotten wealth can never bring true happiness. Write a composition in support ofthisstatement, drawing examples from Lucuna Kasoo s life. Or TheNovelJohn Steinbeck, The PeartDesire without limits can be a source of agony both to ourselves and our family members. Using illustrations from The Pearl, write an essay in support of this statement. Kenya Cerificate of Secondary Education, 2019919249 1003."}
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{"text": "Www.freekcsepastpapers.comPage 1 CEKENAS MOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 1 CHEMISTRY Paper 1 Theory TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES 1.All working must be clearly shown where necessary.2.Mathematical tables and silent electronic calculations may be used1.Give two difference between a thistle funnel and a dropping funnel 2marks 2.Give names of the following processes used toa Separate calcium carbonate from water 1mark b Separate a mixture of nitrogen and Helium 1mark 3.The table below shows some solutions and their pH valueSolution pH values P 1.5 Q 6.0 R 14.0 S 8.0 Which of the above solutions is likely to be of a Sodium carbonate 1mark b Solution with high concentration of Hydrogen ions 1mark 4.In the laboratory preparation of oxygen gas, Hydrogen peroxide is used.a Name the catalyst used 1mark b Write a balanced chemical equation for the reaction 1mark 5.State three observation made when a piece of potassium metal is dropped into cold water giving a reason for each. 3marks 6.In the extraction of iron, the iron ore is reduced to iron in a blast furnacea Name the main ore used in extraction of iron 1mark b What is the main reducing agent in the blast furnace 1mark c Write the equation for the reaction through which the iron ore is reduced to iron in the blast furnace. 1mark 7.Draw the structure of the followinga Mg 1mark b Hydroxonium ion 1mark 8.When 27.8g of hydrated aluminium oxide OXHOAl was heated to a constant mass 20.6 g of aluminiumoxide was obtained. Determine the value of X Al 27, O 16, H 1 3marks 9.In the Haber process, the industrial manufacture of ammonia is given by the following equation gggNHHN2 molkJH 97 a Name one source of nitrogen gas used in this process 1mark b Name the catalyst used in the above reaction 1mark c What is the effect of increasing temperature on the yield of ammonia?"}
{"text": "Www.freekcsepastpapers.comPage 1 CEKENAS MOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 1 CHEMISTRY Paper 1 Theory TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES 1.All working must be clearly shown where necessary.2.Mathematical tables and silent electronic calculations may be used1.Give two difference between a thistle funnel and a dropping funnel 2marks 2.Give names of the following processes used toa Separate calcium carbonate from water 1mark b Separate a mixture of nitrogen and Helium 1mark 3.The table below shows some solutions and their pH valueSolution pH values P 1.5 Q 6.0 R 14.0 S 8.0 Which of the above solutions is likely to be of a Sodium carbonate 1mark b Solution with high concentration of Hydrogen ions 1mark 4.In the laboratory preparation of oxygen gas, Hydrogen peroxide is used.a Name the catalyst used 1mark b Write a balanced chemical equation for the reaction 1mark 5.State three observation made when a piece of potassium metal is dropped into cold water giving a reason for each. 3marks 6.In the extraction of iron, the iron ore is reduced to iron in a blast furnacea Name the main ore used in extraction of iron 1mark b What is the main reducing agent in the blast furnace 1mark c Write the equation for the reaction through which the iron ore is reduced to iron in the blast furnace. 1mark 7.Draw the structure of the followinga Mg 1mark b Hydroxonium ion 1mark 8.When 27.8g of hydrated aluminium oxide OXHOAl was heated to a constant mass 20.6 g of aluminiumoxide was obtained. Determine the value of X Al 27, O 16, H 1 3marks 9.In the Haber process, the industrial manufacture of ammonia is given by the following equation gggNHHN2 molkJH 97 a Name one source of nitrogen gas used in this process 1mark b Name the catalyst used in the above reaction 1mark c What is the effect of increasing temperature on the yield of ammonia? Explain 2marks 10."}
{"text": "1mark 7.Draw the structure of the followinga Mg 1mark b Hydroxonium ion 1mark 8.When 27.8g of hydrated aluminium oxide OXHOAl was heated to a constant mass 20.6 g of aluminiumoxide was obtained. Determine the value of X Al 27, O 16, H 1 3marks 9.In the Haber process, the industrial manufacture of ammonia is given by the following equation gggNHHN2 molkJH 97 a Name one source of nitrogen gas used in this process 1mark b Name the catalyst used in the above reaction 1mark c What is the effect of increasing temperature on the yield of ammonia? Explain 2marks 10. Describe the correct process of heating a liquid in a test-tube using a bunsen burner. 3marks 11. Draw a labelled diagram of a set up that can be used to prepare dry sample of carbon IV oxide using calciumcarbonate 3marks 12. A Draw structural formulae of two positional isomers with molecular formula C4H8 2marks b Study the equation below and answer the questions that followHClClHCClHC 146i State the condition under which this reaction occurs 1mark www.freekcsepastpapers.comPage 2 ii Give the general name of this type of reaction 1mark 13. A Define hydration energy 1mark b Given that the lattice energy of NaCl is 781kJ mol and hydrated energy of Na and Cl are -390kJ mol and 384kJ mol respectively. Calculate the heat of solution of one mole of NaCl s using energy cycle. 3marks 14. 240cm3 of nitrogen I oxide gas takes 16 seconds to diffuse through a certain porous pot. 300cm3 of x takes 12 seconds to diffuse through the same pot calculate the relative molecular mass of gas x. N 14, O 16 3marks 15. Draw a well labelled diagram that can be used during electrolysis of molten sodium chloride in the laboratory 3marks 16."}
{"text": "300cm3 of x takes 12 seconds to diffuse through the same pot calculate the relative molecular mass of gas x. N 14, O 16 3marks 15. Draw a well labelled diagram that can be used during electrolysis of molten sodium chloride in the laboratory 3marks 16. The figure below describes the manufacture of detergent B a What type of detergent is B 1mark b Draw the structure of detergent B 1marks c State two disadvantage of using detergent B 2marks 17. Use the flow chart below to answer the question below a Explain the observation in step II 1mark b Name the process that takes place when flower petals are put into solution T 1mark c Reaction in step I takes place only in presence of moisture. Give a reason for this 1mark 18. The diagram below represent a dry cell with Zinc can and graphite as the electrodes and ammonium chloride paste as an electrolyte a Write an ionic equation for the reaction taking place at i Anode 1mark ii Cathode 1mark b State the property of carbon powder that make it suitable for use in the cell 1mark c State one other substance that could be used in place of manganese IV oxide 1mark 19. The diagram bellow represents part of periodic table. Use it to answer the question that follow. A Q Z W X a Write the electronic arrangement for the stable ion formed by X 1mark b Write an equation for the reaction between W and Q 1mark c Compare the ionization energy of element A and Z. Explain. 2marks Zinc can Ammonium chloride Carbon manganese iv oxidewww.freekcsepastpapers.comPage 3 20. Write equations to show the effect of heat on each of the following a Ammonium nitrate 1mark b Potassium nitrate 1mark c Anhydrous iron II sulphate 1mark 21."}
{"text": "Explain. 2marks Zinc can Ammonium chloride Carbon manganese iv oxidewww.freekcsepastpapers.comPage 3 20. Write equations to show the effect of heat on each of the following a Ammonium nitrate 1mark b Potassium nitrate 1mark c Anhydrous iron II sulphate 1mark 21. When excess chlorine gas is bubbled through diluted sodium hydroxide solution; the resulting solution act as a bleaching agent a Write an equation for the reaction between chlorine gas and sodium hydroxide solution 1mark b Name the bleaching agent 1mark c Write an equation to show the bleaching and explain how it occurs 2marks 22 Alpha and beta particles can be distinguished using papers, aluminium foil and an electric field complete the diagram below to show how this is done 3marks 23. During electrolysis of magnesium sulphate, a current of 0.3A was passed for 30 minutes calculate the volume of gas produced at the anode molar gas volume 24dm3, IF 96500C 3marks 24. Starting with sodium metal, describe how a sample of crystal of sodium hydrogen carbonate may be prepared 3marks 25. When 20cm3 of 0.5M sulphuric VI acid was mixed with 20cm3 of 1M NaOH, the temperature of the solution rose from 24.0oC to 32.0oC calculate the molar heat of neutralisation. Specific heat capacity of the solution is 4.2Jg-1density is 1g cm3 3marks 26."}
{"text": "Starting with sodium metal, describe how a sample of crystal of sodium hydrogen carbonate may be prepared 3marks 25. When 20cm3 of 0.5M sulphuric VI acid was mixed with 20cm3 of 1M NaOH, the temperature of the solution rose from 24.0oC to 32.0oC calculate the molar heat of neutralisation. Specific heat capacity of the solution is 4.2Jg-1density is 1g cm3 3marks 26. The table below shows the test carried out on a sample of water and results obtained Sample Test Observation A Addition of NaOH solution drop wise until in excess White precipitate soluble in exess B Adding of NH3 aq solution White precipitate C Addition of dilute HNO3 followed by Ba NO3 2 White precipitate a Identify the anion present in the water 1mark b Write the ionic equation for the reaction in C 1mark c Write the formula of the complex ion in A 1mark www.freekcsepastpapers.comPage 4 CEKENAS MOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 2 Chemistry PAPER 2 Theory TIME: 2 HOURS 1. The grid below represents part of the periodic table. Study it and answer the questions that follow. The letters do not represent the actual symbol of elements. G I V K J L M a i Select elements which belong to the same chemical family 1mark ii Write the formulae of ions for two elements in the same period 1mark b The first ionization energies of two elements K and M at random are 577kJ mol and 494kJ mol. I Write equations for the 1st ionisation energies for elements K and M and indicate their energies 2marks ii Explain the answer in b i 1mark iii Write the formula of the compound formed when I and L react 1mark iv Give one use of element L 1mark c I How do the reactivity of elements K and L compare? Explain 2marks II Element L and M form chlorides."}
{"text": "G I V K J L M a i Select elements which belong to the same chemical family 1mark ii Write the formulae of ions for two elements in the same period 1mark b The first ionization energies of two elements K and M at random are 577kJ mol and 494kJ mol. I Write equations for the 1st ionisation energies for elements K and M and indicate their energies 2marks ii Explain the answer in b i 1mark iii Write the formula of the compound formed when I and L react 1mark iv Give one use of element L 1mark c I How do the reactivity of elements K and L compare? Explain 2marks II Element L and M form chlorides. Complete the table by writing the formulae of each chloride and state the nature of the solutions 2marks Element Formula of chloride Nature of chloride solution L M III The chloride of element M vaporizes easily while its oxide has a high melting point. Explain 2marks IV Which elements forms a trivalent: a Cation mark b Anion mark 2. I The following is a structure of an organic compound. A Which organic series does the compound belong? 1mark b Give the structures and names of the reactants that form the above compound 2marks ii The table shows structural formula of some organic compounds Compound Structural formula A CH3CH2CH2CH3 B CH3CH2COOH C CH3CHCH2 D CHCCH3 E CH3CH2CH2CH2OH a Give the chemical test that can be used to identify compound C. 1mark b Compare the boiling points of compound E and A 2marks c State and explain the observation made when Sodium carbonate is added to compound G. 2marks d Write an equation to show the reaction between compound E and magnesium metal and give the name of the product formed. 2marks e The following is a structure of a section of a polymerwww.freekcsepastpapers.comPage 5 i Draw the structure of the monomer 1mark ii Give the name of the polymer 1mark iii State one use of the polymer. 1mark 3."}
{"text": "2marks d Write an equation to show the reaction between compound E and magnesium metal and give the name of the product formed. 2marks e The following is a structure of a section of a polymerwww.freekcsepastpapers.comPage 5 i Draw the structure of the monomer 1mark ii Give the name of the polymer 1mark iii State one use of the polymer. 1mark 3. A Dry chlorine gas was passed over heated iron resulting in P. P was dissolved in water resulting in the formation of a solution of P. To a little of the solution P a few drops of Sodium hydroxide were added and solid Q was obtained. I Name substance P and Q 2marks II Write equations to show how substances P and Q were formed. 2marks III Name a suitable drying agent for chlorine gas 1mark b Chlorine burns in dry ammonia gas as shown in the diagram below. I Identify solid N 1mark ii A colourless and odourless gas is produced. Identify the gas 1mark iii Write the equation for the burning of chlorine in dry ammonia gas 1mark iv 3g of divalent metal X atomic mass 24 react with dilute hydrochloric acid. Calculate the volume of hydrogen gas produced at STP. X 12, H 1 molar gas volume at STP 22.4dm3 3marks v When excess chlorine was bubbled into hot concentrated sodium hydroxide, the following reaction occurred. LaqaqaqgOHNaClNaClONaOHCl3 . In which product did chlorine under oxidation. Explain 2marks 4. A Aqueous potassium sulphate was electrolysed using platinum electrodes in a cell. I Shows the product formed at the anode and cathode with the help of an equation 2marks Anode Cathode ii Why would it not be advisable to electrolyse aqueous potassium sulphate using potassium metal electrodes?"}
{"text": "Explain 2marks 4. A Aqueous potassium sulphate was electrolysed using platinum electrodes in a cell. I Shows the product formed at the anode and cathode with the help of an equation 2marks Anode Cathode ii Why would it not be advisable to electrolyse aqueous potassium sulphate using potassium metal electrodes? 1mark b Use the standard electrode potential for elements A, B, C, D and F given below to answer that follow; E0 volts 87.2.0200.038.2290.222 aqgaqaqaqaqaqaqsaqFeFDeDCeCBeBAeA I Which element is likely to be hydrogen? Explain 1mark II What is the Eo value of the strongest reducing agent? 1mark III In the space provided draw a labelled diagram of the electrochemical cell that would be formed when the half cells of elements B and D are combined. 3marks IV Calculate the Eo value of the electrochemical cell constructed in III above 1mark c During electrolysis of aqueous copper ii sulphate using copper electrodes, a current of 0.2 amperes was passed through the cell for 5 hours. I Write an ionic equation for the reaction that took place at the anode 1mark ii Determine the change in mass of the anode which occurred as a result of electrolysis CFaradayICu96500,5.63 1mark Chlorine gas Dry ammonia White fumes of solid Nwww.freekcsepastpapers.comPage 6 5. A The diagram below represents the electrolytic cell used for extraction of aluminium. I Write the formula of the main ore in which aluminium is extracted 1mark ii Explain why the ore is first dissolved in hot concentrated sodium hydroxide."}
{"text": "I Write an ionic equation for the reaction that took place at the anode 1mark ii Determine the change in mass of the anode which occurred as a result of electrolysis CFaradayICu96500,5.63 1mark Chlorine gas Dry ammonia White fumes of solid Nwww.freekcsepastpapers.comPage 6 5. A The diagram below represents the electrolytic cell used for extraction of aluminium. I Write the formula of the main ore in which aluminium is extracted 1mark ii Explain why the ore is first dissolved in hot concentrated sodium hydroxide. 2maks iii Write equations for the reactions that takes place at I The anode 1mark II The cathode 1mark iv State why the graphite lining is used as the cathode 1mark v Give two reasons for mixing aluminium oxide with cryolite in the electrolyte cell 2marks b Aluminium is resistant to corrosion while iron corrodes very fast. I Why is aluminium not used to make window frames? 1mark II State one reason why galvanised iron is resistant to corrosion even when the protective surface of zinc is broken? 1mark III Write an equation to show the reaction between aluminium and concentrated sodium hydroxide solution 1mark IV Explain how one word obtain aluminium oxide given the following; aluminium chloride solid, sodium hydroxide solid and distilled water. 3marks 6. A What are isotopes 1mark b The table below shows the isotopic composition of naturally occurring neon particle Ne2210 Abundance 9.2 0.3 90.5 i Which is the most stable isotope of Neon? Explain 2marks ii Calculate the relative mass of Neon 2marks iii Balance the nuclear equation below NC6 1mark iv Distinguish between nuclear fission and nuclear fusion. 1mark c Bismuth undergoes radioactive decay. The table below shows the mass of Bismuth remaining at different times."}
{"text": "Explain 2marks ii Calculate the relative mass of Neon 2marks iii Balance the nuclear equation below NC6 1mark iv Distinguish between nuclear fission and nuclear fusion. 1mark c Bismuth undergoes radioactive decay. The table below shows the mass of Bismuth remaining at different times. Time min 0 6 12 22 38 62 100 mass of Bismuth remaining g 50 41.5 32.5 23 14.5 6 1.5 i Plot a graph of mass of bismuth remaining vertical axis against time. 3marks ii From the graph determine I Mass of Bismuth remaining after 30 minutes 1mark II The half-life of bismuth. 1mark III What would happen to the rate of disintegration of bismuth if the temperature is increased? Explain 2marks d State one application of radio isotopes in agriculture 1mark www.freekcsepastpapers.comPage 7 CEKENAS MOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 3 CHEMISTRY Paper 3 CONFIDENTIAL REQUIREMENTS 1. Solid E 2. 50cm3of solution F 3. 80cm3of solution H 4. 0.5g of solid K 5. 0.5g of solid L 6. Distilled water 7. Burette 8. Pipette 9. Pipette filter 10. Label 11. 250ml volumetric flask 12. Two 250ml conical flasks 13. Test tube holder 14. 2 boiling tube 15. 6 test tubes 16. Stopwatch 17. 10ml measuring cylinder 18. Spatula 19. 0.5g sodium hydrogen carbonate 20. 5cm3of ethanol 21. Filter paper 3 pieces 22. Filter funnel 23. Blue and red litmus paper Access to 1. 0.1M BaCl2 2. 2M HCl 3. 2M Ammonia solution 4. 2M NaOH 5. 2M H2SO4 acid 6. Source of heat 7. Phenolphthalein indicator Preparations 1."}
{"text": "2M H2SO4 acid 6. Source of heat 7. Phenolphthalein indicator Preparations 1. Solid E 5cm magnesium ribbon 2. Solution F 2M HCl 3. Solution H 0.375M NaOH 4. Solid K sodium benzoate 5. Solid L Ammonium aluminium sulphatewww.freekcsepastpapers.comPage 8 CEKENAS MOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 3 Chemistry PRACTICAL Paper 3 TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES 1. Answer all the questions in the spaces provided 2. All working must be clearly shown where necessary. 3. You are not allowed to start working with the apparatus for the first 15 minutes. This time is to enable you read the question paper and make sure you have all the requirements. 1. You are provided with: - Magnesium ribbon solid E - 2M hydrochloric acid, solution F - 0.375M sodium hydroxide, solution H You are required to determine i The rate of reaction between magnesium and hydrochloric acid ii The mass of 1cm length of magnesium ribbon PROCEDURE 1 Step 1: Cut out five pieces of exactly 1cm length of magnesium ribbon solid E. Carefully fill the burette with solution F. Step 2: Drain from the burette 10cm3 solution F into a test tube. Put one piece of magnesium ribbon into the tube and immediately start a stopwatch. Record the time taken for the magnesium ribbon to completely react. Step 3: Transfer all the contents of the test tube into a 250ml volumetric flask. Rinse the test tube with distilled water and put in into the volumetric flask. Step 4: Repeat step 2 and 3 by placing 9cm3 of solution F and 1cm3 of distilled water shake the contents before use. After each experiment transfer the mixture into the volumetric flask. Repeat the procedure using contents in test tube 3, 4 and 5 as shown in the table below."}
{"text": "Step 4: Repeat step 2 and 3 by placing 9cm3 of solution F and 1cm3 of distilled water shake the contents before use. After each experiment transfer the mixture into the volumetric flask. Repeat the procedure using contents in test tube 3, 4 and 5 as shown in the table below. RETAIN THE SOLUTION IN THE VOLUMETRIC FLASK FOR USE IN PROCEDURE II Table I Test tube number 1 2 3 4 5 Volume of solution F cm3 10 9 8 7 6 Volume of water added cm3 0 1 2 3 4 Time taken seconds t1 sec-1 5mks a i Plot a graph of rate t1 , against volume of solution F. 3mks ii Use the graph to determine the time taken for 1cm length of magnesium to dissolve if volume of water added is 1.5cm3 . 2mks iii a In terms of rate of reaction, explain the shape of the graph 2mks PROCEDURE II Add distilled water into the solution in the 250ml volumetric flask up to the mark. Label it as solution G. Clean the burette and fill it with Sodium hydroxide, solution H. Pipette 25cm3 of solution G into 250ml conical flask. Add 2 drop of phenolphthalein indicator and titrate it with solution H from the burette. Record your results in table below Table II 4mks I II III Final burette reading cm3 Initial burette reading cm3 Volume of solution H used cm3 www.freekcsepastpapers.comPage 9 b Determine the i Average volume of solution H used. 1mk ii Number of moles of hydrochloric acid in 250cm3 of solution G. 2mks iii Number of moles of hydrochloric acid solution F that reacted with solid E. 2mks iv The mass of magnesium ribbon that reacted. Mg 24 . 2mks v Mass of 1cm length magnesium ribbon. 1mk 2. You are provided with solid K."}
{"text": "On adding 3cm3of 2M sodium hydroxide to a simple of solution B, a white precipitate C is formed that dissolves to form a colourless solution D on adding more sodium hydroxide. On adding 2M aqueous ammonia, a white precipitate E is formed which dissolves in excess aqueous ammonia. On adding 5cm3 of 1M lead II nitrate to a sample of solution B a white precipitate G is formed which remains on heating. Identify: 3marks a Gas A b Solution B c Precipitate C d Solution D e Precipitate E f Precipitate G 4. Potassium sulphite solution was prepared and divided into two portions. The first portion gave a white precipitate when reacted with lead II nitrate. On addition of dilute nitric V acid the white precipitate disappeared. A Give the identity of the compound which formed as the white precipitate. 1mark b Write the equation for the reaction between dilute nitric V acid and the compound whose formula is written in a above. 1mark c What observation would be made if one drop of potassium dichromate solution was added to the second portion followed by dilute sulphuric VI acid? 1mark 5. A What name is given to the process by which an alkanol is formed from a carbohydrate? 1 mark b Explain why the solubility of ethane in water is lower than that of ethanol. 1 mark 6. Study the standard reduction potential given and answer the questions that follow. The letters are not the actual symbols of the elements . E volts M2 aq 2e M s -0.76 N2 aq 2e N s -2.37 P aq e P s 0.80 Q2 aq 2e Q s : -0.14 a The standard reduction potential for Fe 2 aq is -0.44 volts. Explain why M would be more effective in protecting iron from rusting than P. 2 marks b Calculate the E value for the cell represented as M s M2 aq P aq P s . 1 mark 7."}
{"text": "Explain why M would be more effective in protecting iron from rusting than P. 2 marks b Calculate the E value for the cell represented as M s M2 aq P aq P s . 1 mark 7. A State Charles s law. 1mark b A sealed glass tube containing air at s.t.p was immersed in water at 1000c. Assuming that there was no increase in the volume of the glass tube due to the expansion of the glass, calculate the pressure of the inside tube. Standard pressure 760mmHg, standard temperature 273K 2marks 8. A Methane reacts with oxygen as shown by the equations I and II below: I CH4 g 2O2 g CO2 g 2H2O l II 2CH4 g 302 g 2CO g 4H2O l Which one of the two reactions represents the complete combustion of methane? Explain. 1 marks b 80cm3 of methane was reacted with 150cm3 of oxygen forming carbon IV oxide and water. If the resultant mixture was allowed to cool to room temperature: Calculate the volume of: i Carbon IV oxide formed 1 mark ii The unreacted gaseous mixture. Mark www.freekcsepastpapers.comPage 20 9. An isotope of Uranium; 23492 decays by emission of an alpha particle to form thorium Th a Write the equation for the nuclear reaction undergone by the isotope. 1 mark b Explain why it is not safe to store radioactive substances in containers made from aluminum sheets. 1 mark c Give one use of radioactive isotopes in agriculture 1mark 10. Consider the following reaction at equilibrium. PCl5 g PCl3 g Cl2 g Complete the table below to show the effect of different factors on the position of equilibrium. Factor Effect on the equilibrium position i Decrease pressure ii Removing chlorine iii Adding Helium gas to mixture 3marks 11. Sulphur burns in air to form sulphur IV oxide. A simple energy level diagram for the reaction is given below."}
{"text": "Describe you would prepare a pure sample of zinc carbonate starting with zinc oxide. 3marks 16. A The diagram below shows a structure of water molecules. Name the bonds labeled R - mark S - mark b Using dot and cross x diagram show bonding in; i Potassium chloride K 19 Cl 17 1mark ii Carbon tetrachloride C 6, Cl 17 1mark www.freekcsepastpapers.comPage 21 17. I In an experiment to determine solubility of solid P in water at 250C, the following results were obtained. Mass of empty evaporating dish 24.2g Mass of evaporating dish saturated solution 40.4g Mass of evaporating dish dry solid P 28.4g Using the information above calculate the solubility of solid P at 250C in g 100g of water. 2marks ii State one precaution observed when carrying out the experiment in i above 1 1mark 18. I On complete combustion of a hydrocarbon 0.88g of carbon iv oxide and 0.36g of water were formed calculate the molecular formula of the hydrocarbon given that relative molecular mass of the hydrocarbon is 70. C 12, H 1, O 16 2marks ii Draw the structural formula of the hydrocarbon in i above and give its name 1mark 19. The table below shows solutions and their PH values. Solution PH value L 2.0 M 7.0 N 14.0 i Select two solutions that will react with calcium metal. Give a reason. 2marks ii Which solution is likely to be that of sodium chloride solution? 1mark 20. During the extraction of aluminium, cryolite is added to molten aluminium oxide. I State the function of cryolite during the process 1mark ii Give two reasons why aluminium is used in making overhead cables. 2marks 21. The diagram below represents a paper chromatogram of pure inks marked 1, 2, 3 and 4. Ink 5 is a mixture that contains inks 1 and 4 only."}
{"text": "2marks 21. The diagram below represents a paper chromatogram of pure inks marked 1, 2, 3 and 4. Ink 5 is a mixture that contains inks 1 and 4 only. A Give a reason why ink 1 moves faster to the solvent front than ink 2. 1mark b Show on the chromatogram diagram the: i chromatography of ink 5. 1mark ii The baseline 1mark 22. A What is the half life? 1mark b X g of a radioactive element was reduced to 12.5g in 15.6years. If the half life of the element is 5.2years. Calculate the value of X. 2marks 23. Study the table below and answer the question that follow. The letters do not represent the actual symbols of the element. Formula of ion Electron configuration W2 2 V2- 2.8 X3 2.8 U2 2.8 Y- 2.8.8 a Select letters representing elements found in; i The same group and name the group 1mark Letters Group .. ii Period three and name the period. 1mark Letters ..Period . B What is the family name given the group members to which element Y belongs 1mark 24. Both anhydrous calcium chloride and anhydrous copper II sulphate are put in separate petri dishes in the laboratory and left overnight. A What was the observable difference made in the morning? 2marks www.freekcsepastpapers.comPage 22 b Name the process represented by each change. 1mark Anhydrous calcium chloride: Anhydrous copper II sulphate: 25. Plastics are made from petroleum products. A Name two plastics derived from ethene and give their use. 2marks b State one disadvantage of continuous use of plastics 1mark 26."}
{"text": "Plastics are made from petroleum products. A Name two plastics derived from ethene and give their use. 2marks b State one disadvantage of continuous use of plastics 1mark 26. Dilute hydrochloric acid and Sodium sulphite were reacted as shown in the set-up below: a Name the gas produced in the flask 1mark b Write a chemical equation for the reaction taking place 1mark c Give two reasons why no gas was collected in the gas jar. 1mark 27. Temporary water hardness can be removed by boiling; a What is hard water? 1mark b Write a chemical equation to show how temporary hardness can be removed by boiling. 1mark c State one advantage of hard water. 1mark 28. Study the set-up below and answer the questions that follow; a Name gas X . 1mark b State the condition which is not indicated on the diagram for gas X to be formed. 1mark 29. Calculate the number of moles of ammonia in 8.9dm3 of the gas at s.t.p Molar gas volume at s.t.p 22.4dm3, L 6.0 x 1023 mol-1 1mark Gas X Chlorine water Gas jar Sodium sulphite Dilute HCl aq www.freekcsepastpapers.comPage 23 EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 233 2 CHEMISTRY PAPER 2 TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES 1. Answer all the questions 2. KNEC or electronic calculators may be used in calculations. 3. All working MUST be shown clearly where necessary. 1. The table below shows some elements in the periodic table. Use it to answer the questions that follow. The letters are not the actual symbols of the elements. F A G E B D C i Select the most reactive metal. Explain. 1mk ii Write the formula of the compound formed between element G and D. 1mk iii Compare the following with explanations: I The electric conductivity of A and E. 2mks II The atomic radius of B and D."}
{"text": "1mk ii Write the formula of the compound formed between element G and D. 1mk iii Compare the following with explanations: I The electric conductivity of A and E. 2mks II The atomic radius of B and D. 2mks iv Which element has the highest ionisation energy? Explain. 2mks v Show on the periodic table above an element Z belonging to period 4 and group VI. 1mk vi Element C has relative atomic mass of 40.2 and has two isotopes of mass 39 and 42. Calculate the relative abundance of each isotope. 3mks 2. The scheme below shows a series of reactions starting with propan-I-ol. Study it answer the questions that follow. A Name the type of reaction that takes place in: i Step I 1mk ii Step II 1mk b Write the equation for the reaction that takes place in step III. 1mk c Name the substances labelled: A, C, D and E. 2 mks d Draw the structural formula of the product C. 1mk e Name the process in step IV 1mk f Name compound B and state the type of reaction involved in its formation. 2mks g If the relative molecular mass of B is 35700, determine the value of n. 2mks www.freekcsepastpapers.comPage 24 h Below are structures of two cleaning agents X and Y. X: R COO - Na i Identify the cleaning agent suitable to be used with water containing magnesium chloride. 1mk ii State one advantage of using cleaning agent Y. 1mk 3. Study the reaction scheme shown below and answer the questions that follow. A Identify the following: i Metal S 1mk ii Green precipitate T: 1mk iii Blue precipitate U: 1mk b Write ionic equation for the reaction that takes place in step II. 1mk c i Distinguish between a strong acid and a weak acid."}
{"text": "Study the reaction scheme shown below and answer the questions that follow. A Identify the following: i Metal S 1mk ii Green precipitate T: 1mk iii Blue precipitate U: 1mk b Write ionic equation for the reaction that takes place in step II. 1mk c i Distinguish between a strong acid and a weak acid. 1mk ii A student tested pH value of solutions using universal indicator and obtained the following results: Solution A B C D E Colour Blue Violet Red Green Yellow PH 10 14 1 7 5 Classification Neutral Complete the table by classifying the solutions as strongly acid, weakly acid, strongly basic, weakly basic. 2mks iii Identify two solutions likely to react with aluminium oxide. Give a reason. 2mks 4. A Use the diagram below and answer the questions that follow: The above experiment was performed using a carbon electrode and another electrode. I Identify electrode B. 1mk ii Name the colourless gas Y. 1mk iii Explain why no gas was observed in X. 1mk iv Write chemical equation for the reaction which occur at electrode: A: 1mk B: 1mk b Study the reduction potentials below and answer the questions that follow. Half cell E Volts A2 aq 2e- A s 0.34 B aq e- B s -2.92 12 C2 g e- C- aq 2.87 i Identify the weakest oxidizing agent. 1mk ii Calculate the e.m.f of the cell that would produce highest output voltage. 2mkswww.freekcsepastpapers.comPage 25 iii Write the cell representation for the cell formed in ii above. 1mk c In electrolysis of dilute magnesium sulphate using inert electrodes, a current of 2.5A was passed through the electrolyte for 1 hour 20 minutes. Calculate the volume of the gas produced at the anode at standard temperature and pressure s.t.p. IF 96500C, molar volume at s.t.p 22.4 dm3 3mks 5."}
{"text": "1mk c In electrolysis of dilute magnesium sulphate using inert electrodes, a current of 2.5A was passed through the electrolyte for 1 hour 20 minutes. Calculate the volume of the gas produced at the anode at standard temperature and pressure s.t.p. IF 96500C, molar volume at s.t.p 22.4 dm3 3mks 5. A Define standard enthalpy of combustion of a substance. 1mk b Study the heats of combustion shown below: H2 g O2 g H2O l H -393KJmol-1 C s O2 g CO2 g H -286KJmol-1 C3H8 5O2 g 3CO2 g 4H2O l H -2218KJmol-1 i Draw an energy level diagram linking heat of formation of propane C3H8 with its heat of combustion of its constituent elements. 2mks ii Use the information above to calculate heat of formation of propane. 2mks c A given mass of propane was used to heat one litre of water. The temperature of water rose from 25oC to 50.5oC Specific heat capacity of water 4.2Jg-1K-1 i Calculate the heat change for the reaction. 2mks ii Find the mass of propane burnt C 12; H 1 2mks d Calculate the calorific value of propane. 2mks e Apart from heating value, state two other factors to consider when choosing a fuel. 2mks 6. A The diagram below shows preparation of nitric V acid in the laboratory. I Name solid E. 1mk ii Give the reason why apparatus used is all made of glass. 1mk iii Write the equation for the reaction between solid E and concentrated sulphuric VI acid. 1mk iv State and explain two observations made during the experiment. 2mks b During the industrial manufacture of nitric V acid, a mixture of purified dry ammonia and air is passed through a catalyst at 900oC."}
{"text": "1mk iii Write the equation for the reaction between solid E and concentrated sulphuric VI acid. 1mk iv State and explain two observations made during the experiment. 2mks b During the industrial manufacture of nitric V acid, a mixture of purified dry ammonia and air is passed through a catalyst at 900oC. A series of reactions take place leading to production of concentrated nitric V acid. I Name the catalyst used. 1mk ii Give three reactions in order in which they occur leading to production of nitric V acid. 3mks iii Give one use of nitric V acid in agriculture. 1mk 7. A Name the main ore from which sodium metal is extracted. 1mk b The diagram below shows Down s cell for extraction of sodium. Study it and answer the questions that follow. Www.freekcsepastpapers.comPage 26 i Identify the following: I Gas Q 1mk II Electrode R 1mk III Liquid P 1mk ii Write equation for the reaction which takes place at the cathode. 1mk iii State the role of the following in the cell. I Calcium chloride 1mk II Steel diaphragm 1mk iv State one use of sodium metal. 1mk c i Give the name and formula of the major ore from which copper is extracted. 1mk ii Draw a diagram of a set up used in the electrolytic purification of blister copper."}
{"text": "I Calcium chloride 1mk II Steel diaphragm 1mk iv State one use of sodium metal. 1mk c i Give the name and formula of the major ore from which copper is extracted. 1mk ii Draw a diagram of a set up used in the electrolytic purification of blister copper. 2mks EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 233 3 CHEMISTRY PRACTICAL Paper 3 CONFIDENTIAL INSTRUCTIONS TO SCHOOLS In addition to the normal fittings and apparatus in the laboratory, each candidate would need the following: Solid P in a boiling tube 100 cm3 of solution Q 1 Burette 1 Pipette 1 Filter funnel 1 Label 1 Pipette filler 1 Thermometer 250 cm3 volumetric flask 1 Conical flask 1 Test tube holder Water bath 1g Solid E 4cm3 liquid G supplied in a test tube 1 Boiling tube 6 test tubes in a test tube rack Distilled water in a water bottle 2 Filter papers 10cm3 measuring cylinder 1 blue and 1 red litmus papers 1 wooden splint 1 Watch glass ACCESS TO Source of heat Phenolphthalein indicator supplied with a dropper 2M sodium hydroxide solution supplied with a dropper 2M ammonia solution supplied with a dropper Sodium chloride solution supplied with a dropper Barium nitrate solution supplied with a dropper Nitric v acid supplied with a dropper Acidified potassium manganate vii supplied with dropper Universal indicator supplied with a dropper pH chart PREPARATION Solution Q is 0.2M sodium hydroxide Solid P is 4.5 g oxalic acid supplied in a boiling tube Solid E is a mixture of 0.5g aluminium sulphate and 0.5 g zinc carbonate."}
{"text": "1mk c i Give the name and formula of the major ore from which copper is extracted. 1mk ii Draw a diagram of a set up used in the electrolytic purification of blister copper. 2mks EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 233 3 CHEMISTRY PRACTICAL Paper 3 CONFIDENTIAL INSTRUCTIONS TO SCHOOLS In addition to the normal fittings and apparatus in the laboratory, each candidate would need the following: Solid P in a boiling tube 100 cm3 of solution Q 1 Burette 1 Pipette 1 Filter funnel 1 Label 1 Pipette filler 1 Thermometer 250 cm3 volumetric flask 1 Conical flask 1 Test tube holder Water bath 1g Solid E 4cm3 liquid G supplied in a test tube 1 Boiling tube 6 test tubes in a test tube rack Distilled water in a water bottle 2 Filter papers 10cm3 measuring cylinder 1 blue and 1 red litmus papers 1 wooden splint 1 Watch glass ACCESS TO Source of heat Phenolphthalein indicator supplied with a dropper 2M sodium hydroxide solution supplied with a dropper 2M ammonia solution supplied with a dropper Sodium chloride solution supplied with a dropper Barium nitrate solution supplied with a dropper Nitric v acid supplied with a dropper Acidified potassium manganate vii supplied with dropper Universal indicator supplied with a dropper pH chart PREPARATION Solution Q is 0.2M sodium hydroxide Solid P is 4.5 g oxalic acid supplied in a boiling tube Solid E is a mixture of 0.5g aluminium sulphate and 0.5 g zinc carbonate. Liquid G is 4 cm3 of ethanol supplied in a stoppered test tubewww.freekcsepastpapers.comPage 27 EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 233 3 CHEMISTRY Paper 3 PRACTICAL TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES Answer all questions."}
{"text": "1mk ii Draw a diagram of a set up used in the electrolytic purification of blister copper. 2mks EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 233 3 CHEMISTRY PRACTICAL Paper 3 CONFIDENTIAL INSTRUCTIONS TO SCHOOLS In addition to the normal fittings and apparatus in the laboratory, each candidate would need the following: Solid P in a boiling tube 100 cm3 of solution Q 1 Burette 1 Pipette 1 Filter funnel 1 Label 1 Pipette filler 1 Thermometer 250 cm3 volumetric flask 1 Conical flask 1 Test tube holder Water bath 1g Solid E 4cm3 liquid G supplied in a test tube 1 Boiling tube 6 test tubes in a test tube rack Distilled water in a water bottle 2 Filter papers 10cm3 measuring cylinder 1 blue and 1 red litmus papers 1 wooden splint 1 Watch glass ACCESS TO Source of heat Phenolphthalein indicator supplied with a dropper 2M sodium hydroxide solution supplied with a dropper 2M ammonia solution supplied with a dropper Sodium chloride solution supplied with a dropper Barium nitrate solution supplied with a dropper Nitric v acid supplied with a dropper Acidified potassium manganate vii supplied with dropper Universal indicator supplied with a dropper pH chart PREPARATION Solution Q is 0.2M sodium hydroxide Solid P is 4.5 g oxalic acid supplied in a boiling tube Solid E is a mixture of 0.5g aluminium sulphate and 0.5 g zinc carbonate. Liquid G is 4 cm3 of ethanol supplied in a stoppered test tubewww.freekcsepastpapers.comPage 27 EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 233 3 CHEMISTRY Paper 3 PRACTICAL TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES Answer all questions. You are not allowed to start working with the apparatus for the first 15 minutes of the 2 hours allowed for this paper."}
{"text": "2mks EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 233 3 CHEMISTRY PRACTICAL Paper 3 CONFIDENTIAL INSTRUCTIONS TO SCHOOLS In addition to the normal fittings and apparatus in the laboratory, each candidate would need the following: Solid P in a boiling tube 100 cm3 of solution Q 1 Burette 1 Pipette 1 Filter funnel 1 Label 1 Pipette filler 1 Thermometer 250 cm3 volumetric flask 1 Conical flask 1 Test tube holder Water bath 1g Solid E 4cm3 liquid G supplied in a test tube 1 Boiling tube 6 test tubes in a test tube rack Distilled water in a water bottle 2 Filter papers 10cm3 measuring cylinder 1 blue and 1 red litmus papers 1 wooden splint 1 Watch glass ACCESS TO Source of heat Phenolphthalein indicator supplied with a dropper 2M sodium hydroxide solution supplied with a dropper 2M ammonia solution supplied with a dropper Sodium chloride solution supplied with a dropper Barium nitrate solution supplied with a dropper Nitric v acid supplied with a dropper Acidified potassium manganate vii supplied with dropper Universal indicator supplied with a dropper pH chart PREPARATION Solution Q is 0.2M sodium hydroxide Solid P is 4.5 g oxalic acid supplied in a boiling tube Solid E is a mixture of 0.5g aluminium sulphate and 0.5 g zinc carbonate. Liquid G is 4 cm3 of ethanol supplied in a stoppered test tubewww.freekcsepastpapers.comPage 27 EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 233 3 CHEMISTRY Paper 3 PRACTICAL TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES Answer all questions. You are not allowed to start working with the apparatus for the first 15 minutes of the 2 hours allowed for this paper. This time is to enable you to read the questions paper and make sure you have all the chemicals and apparatus that you may need."}
{"text": "Liquid G is 4 cm3 of ethanol supplied in a stoppered test tubewww.freekcsepastpapers.comPage 27 EASTERN CLUSTER EVALUATION - 2023 Kenya Certificate of Secondary Education K.C.S.E 233 3 CHEMISTRY Paper 3 PRACTICAL TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES Answer all questions. You are not allowed to start working with the apparatus for the first 15 minutes of the 2 hours allowed for this paper. This time is to enable you to read the questions paper and make sure you have all the chemicals and apparatus that you may need. All working must be clearly shown where necessary. 1. You are provided with:- 4.5g of solid P in a boiling tube. Solution Q, 0.2M sodium hydroxide. Phenolphthalein indicator. You are required to determine: i Solubility of solid P at different temperatures. Ii The value of n in the formula HX n 2H2Oof solid P. Procedure I a Fill the burette with distilled water. Using the burette, add 4.0cm3 of distilled water to solid P in a boiling tube. Heat the mixture in a water bath while stirring with a thermometer to about 700C until all the solid dissolves. B Allow the solution to cool while stirring with the thermometer and note the temperature at which crystals of solid P start to appear. Record this temperature in table I. c Using the burette, add 2.0cm3 of distilled water to the contents of the boiling tube. Heat the mixture in a water bath while stirring with the thermometer until all the solid dissolves. D Allow the mixture to cool while stirring and note the temperature at which crystals of solid P start to appear. E Repeat the procedure c and d three more times, heating the solution in a water bath and record the temperature in the table I. Retain the contents of the boiling tube for use in procedure II. F Complete the table by calculating the solubility of solid P at the different temperatures."}
{"text": "E Repeat the procedure c and d three more times, heating the solution in a water bath and record the temperature in the table I. Retain the contents of the boiling tube for use in procedure II. F Complete the table by calculating the solubility of solid P at the different temperatures. The solubility of a substance is the mass of that substance that dissolves in 100cm3 100gm of water at a particular temperature. TABLE I Volume of water in boiling tube cm3 Temperatures at which crystals of solid P first appear 0C Solubility of solid P g 100g of water 4 6 8 10 12 5mks i On the grid provided, plot a graph of solubility P against temperature. 3mks ii Using your graph, determine the temperature at which 100g of solid P would dissolve in 100cm3 of water. 1mk iii Determine the solubility of solid P at 550C. 1mk Procedure II Transfer the contents of the boiling tube from Procedure I into 250ml volumetric flask. Rinse the boiling tube and the thermometer with distilled water and add to the volumetric flask. Add more distilled water to make up the mark. Label this solution P. Fill the burette with solution P. Using a pipette and pipette filler place 25.0cm3 of solution Q into a conical flask. Titrate solution Q with solution P using phenolphthalein indicator. Www.freekcsepastpapers.comPage 28 Table II I II III Final burette reading cm3 Initial burette reading cm3 Volume of P used cm3 4mks Calculate the: i Average volume of solution P used in the experiment. 1mk ii Number of moles of sodium hydroxide used in solution Q. 1mk iii Concentration of solution P in moles per dm3 given that the relative formula mass of P, HX n 2H2O is 126. 2mks iv Number of moles of HX n 2H2O used in solution P. 1mk v The number of moles of sodium hydroxide required to react with one mole of P."}
{"text": "A Give the name of the Structure. 1mk b What is the total number of electrons used for bonding in a molecule of the structured Named in a 2mks 8. The purple color of a solution containing manganese vii ions disappears when iron ii ions are added. The ionic equation for the reaction which occurs is; MnO 4 aq 5Fe2 aq 8H aq Mn2 aq 5Fe3 aq 4H2O l With reasons state which substance is acting as a; 2 mks i Reducing agent. Ii Oxidizing agent. Www.freekcsepastpapers.comPage 40 9. 3.1g of an organic compound containing carbon, hydrogen and oxygen only produced 4.4g of carbon iv and 2.0 of water on combustion a Calculate its empirical formulae 2mk b Calculate its molecular formula if its mass 90. 1mk 10. Esters, fats and polyesters all contain the ester linkage. The structural formula of the ester is given below. Name two chemicals that could be used to make this ester and draw their structural formulae. Show all bonds. 2mks 11. An iron sculpture was produced to commemorate the anniversary of founder of a certain village. To prevent it from rusting, the village elder attached it by a wire to a block of zinc which was stored underground out of sight. I Explain how the village elder s action would prevent the rusting of the sculpture. 1mk ii What name is given to this method of preventing rusting? 1mk iii List down two other ways in which rusting of the statue could be prevented. 1mk 12. 50cm3 ammonia gas diffuses through a small orifice in 20 seconds. How long will it take a similar volume of propane C3H8 to diffuse through the same orifice under the same conditions of temperature and pressure? C 12.0, H 1.0, N 14.0 3mks 13. A what observations would be made if hydrogen sulphide gas was bubbled through a solution of Copper II sulphate."}
{"text": "The letters do not represent the actual symbols of elements. R S N Q T U P a Indicate in the grid the position of an element represented by letter V, whose atomic number is 14. 1mk b Select a letter which represents a monoatomic gas. 1mk c Write an equation for the reaction between Q and T 1mk 17. The table below shows ammeter readings recorded when two equimolar solutions were tested separately. Electrolyte Current A Dilute Sulphuric VI Acid Ethanoic Acid 7.2 4.0 Explain the difference in the ammeter readings. 1mk www.freekcsepastpapers.comPage 41 18. A student set up the apparatus for the preparation of carbon IV oxide gas as shown below. Study the set up and answer the questions that follow. A Explain using an equation why the reaction in apparatus Y occurs for a very short time then stops. 1mk b What is the purpose of passing the gas through potassium hydrogen carbonate? 1mk c State and explain why there is no sample of carbon IV oxide gas collected. 1mk 19. Describe how a solid of ammonium sulphate can be prepared starting with 100cm3 of 2M ammonium hydroxide 20. Study the scheme below and answer the questions that follow. A Write an equation for the formation of white fumes Y. 1 mk b What is the function of solid W in the reaction? 1 mk c Identify gas V. 1 mk 21. Explain the effect of the following on the rate of reaction in terms of the collisions theory; 3mks a Increase in concentration b Change in pressure c Use of catalyst 22. Explain each of the following observations. A Soft drinks fizz when the cap is removed from the bottle. 1mk b Diamond does not conduct electricity while graphite does. 1mk c Pure nitric V acid is colourless but during its laboratory preparation, it appears yellow. 1mk 23. Polyvinyl chloride PVC is an example of an addition polymer whose monomer is Chloroethene. A What is a polymer? 1mk b What is meant by addition polymerization?"}
{"text": "The grid below shows part of the periodic table. Study it and answer the questions that follow. The letters do not represent the true symbols of the elements. I II III IV V VI VII VIII a b Which element forms ions with charge of -2? Explain your answer. 2mks c Which element is the most reactive metal? 1mk d Name the chemical family to which element B and G belong. 1mk e What is the nature of the oxide formed by C? 1mk f How does the reactivity of H compare with that of E? Explain. 2mks g Write a balanced equation between B and Chlorine. 1mk h Explain how the atomic radii of F and G compare. 2mks i If the oxides of B and D are separately dissolved in water, what effects will their aqueous solutions have on litmus paper? 2mks 2. A i State what is meant by dynamic equilibrium . 1mk ii Dichromate VI ions are orange in colour while chromate VI ions are yellow. Consider the following equilibrium. Cr2 7 2 2OH- aq 2Cr 4 2 2H2O 1 State and explain the observations that will be made if sulphuric VI acid is added to the mixture. 2mks b One of the reactions in the manufacture of Nitric V acid involves catalytic oxidation of ammonia as shown in the equation. 4NH3 g 502 g 4NO g 6H2O g ; -90kjmol-1 The reaction is carried out at a pressure of 10 atmospheres and a temperature of 9000C. i Other than Nitric V acid, name another product that is formed. 1mk ii State and explain the effect on the position of equilibrium if the reaction is carried out; I at 10 atmospheres pressure and 4500C. 2mks II at 9000C and 20 atmospheres pressure."}
{"text": "I Other than Nitric V acid, name another product that is formed. 1mk ii State and explain the effect on the position of equilibrium if the reaction is carried out; I at 10 atmospheres pressure and 4500C. 2mks II at 9000C and 20 atmospheres pressure. 2mks III In the absence of a catalyst. 1mk c State and explain the effect on the rate of the reaction if the reaction is carried out at 10 atmospheres and 4500C. 2mks d A factory uses 100kg of ammonia each day to produce 160kg of nitrogen II oxide. Calculate the percentage yield of nitrogen II oxide. 3mks A K B C D E F G Hwww.freekcsepastpapers.comPage 44 3. The scheme below shows reactions of some organic compounds. Study it and answer the following questions. A Give the name and draw the structural formula of compound P. 2mks b Give the reagents and conditions necessary for carrying out:- i Step I 1mk ii Step II 2mks c Give the name of the type of reaction that takes place in:- i Step 1 ii Step II iii Step IV d Name reagent Q. e Write an equation forming compound T 1Mk f Draw the structural formula of M and give its name 1Mk g I Name compound K 1Mk II If the relative molecular mass of K is 84,000, determine the value of n C 12, H 1 2Mks 4. The following data was obtained during an experiment to determine the molar heat of combustion of methanol. Volume of water used 100cm3 Initial temperature of water 220C Final temperature of water 380C Mass of methanol Lamp before burning 88.10g Mass of methanol Lamp after burning 87.78g a Calculate:- i The highest temperature change."}
{"text": "E Write an equation forming compound T 1Mk f Draw the structural formula of M and give its name 1Mk g I Name compound K 1Mk II If the relative molecular mass of K is 84,000, determine the value of n C 12, H 1 2Mks 4. The following data was obtained during an experiment to determine the molar heat of combustion of methanol. Volume of water used 100cm3 Initial temperature of water 220C Final temperature of water 380C Mass of methanol Lamp before burning 88.10g Mass of methanol Lamp after burning 87.78g a Calculate:- i The highest temperature change. 1mk ii The mass of methanol burnt 1mk iii The number of moles of methanol used in the experiment C 12, O 16, H 1 . 1mk iv The heat change in the experiment. 2mks Density of water 1g cm3, specific heat capacity of water 4.2 Jg-1K-1 v The molar heat of combustion of methanol. 2mks vi Write the thermochemical equation for the combustion of methanol. 1mk vii In the space provided, sketch a simple energy level diagram for the above change, showing activation energy. 2mks 5. A Study the standard electrode potentials for the half cells given below and answer the questions that follow. The letters do not represent the actual symbols of the elements . Half cells E Volts N aq e N s -2.92 J aq e J s 0.52 K aq e K2 g 0.00 G2 g e G- aq 1.36 M2 aq 2e M s -0.44 i Identify the strongest reducing agent. Give a reason for your answer. 1mk ii Which two half cells would produce the highest potential difference when combined."}
{"text": "Half cells E Volts N aq e N s -2.92 J aq e J s 0.52 K aq e K2 g 0.00 G2 g e G- aq 1.36 M2 aq 2e M s -0.44 i Identify the strongest reducing agent. Give a reason for your answer. 1mk ii Which two half cells would produce the highest potential difference when combined. 1mk iii Explain whether the reaction represented below can take place. 2mks 2N aq M s 2N s M2 aq www.freekcsepastpapers.comPage 45 b 100cm3 of 2M Sulphuric VI acid was electrolyzed using the set-up represented by the diagram below. I Name electrode A and B 1mk ii Write an equation for the reaction that produces gas L. 1mk iii Describe how gas K can be identified. 1mk iv Explain the difference in. I The volume of the gases produced at the electrodes. 1mk II Brightness of the bulb if 100cm3 of 2M ethanoic acid was used in place of sulphuric VI acid. 1mk 6. A The diagram below was used to prepare hydrogen chloride gas which was passed over heated iron powder. I Give a pair of reagents that will produce hydrogen chloride gas in flask A. 1mk ii Name the substance in flask B. 1mk iii State the observation made in the combustion tube. 1mk iv Write an equation for the reaction in the combustion tube. 1mk b i Identify the gas that burns at the jet. 1mk ii Explain why the gas in b i is burned. 1mk c Give reasons why excess hydrogen chloride gas is dissolved using the funnel arrangement. 1mk d State what will be observed when the reaction in the combustion tube is complete. 1mk www.freekcsepastpapers.comPage 46 7."}
{"text": "1mk c Give reasons why excess hydrogen chloride gas is dissolved using the funnel arrangement. 1mk d State what will be observed when the reaction in the combustion tube is complete. 1mk www.freekcsepastpapers.comPage 46 7. A Define radioactivity. 1mk b Give two differences between chemical and nuclear reactions. 2mks c Study the diagram below and answer the questions that follow. I What property of radiations is being investigated by the illustration above. 1mk ii Give the name of the radiation B and give a reason. 1mk e Below is the radioactive decay starting with 21483 Bi, study it and answer the questions that follow. I Identify the radiations emitted at: - 1mk Step 1 Step V ii Write a nuclear equation for step II. 1mk e State one application of radioactivity in: - i Medicine 1mk ii Agriculture 1mk f State two dangers associated with radioactivity. 1mk g The decay rates of a sample of radioisotope of Bismuth at different time. Intervals as indicated in the following table. Time Hours 0 5 10 15 20 25 Rate of disintegration in counts 5-1 730 570 455 365 292 232 i Draw a graph of disintegration rate against time. 3mks ii Determine the half-life of Bismuth. 1mk www.freekcsepastpapers.comPage 47 LUGARI JOINT EVALUATION EXAMINATION, 2023 233 3 Chemistry Paper 3 PRACTICAL CONFIDENTIAL In addition to the apparatus and fittings found in a chemistry laboratory, each candidate will require the following: 1. About 100cm3 of 0.2m hydrochloric acid labelled solution S 2. Accurately weighed 2.4g of anhydrous sodium carbonate. 3. 250ml volumetric flask 4. 50ml measuring cylinder 5. Distilled water 6. 250ml empty beaker 7. Glass rod 8. About 50cm3 of 0.5m sulphuric VI acid labelled solution G 9."}
{"text": "250ml empty beaker 7. Glass rod 8. About 50cm3 of 0.5m sulphuric VI acid labelled solution G 9. About 70cm3 of 1m sodium hydroxide solution labelled solution F 10. 10ml measuring cylinder 11. 100ml empty beaker 12. 0-110 C thermometer 13. One burette 0-50ml 14. One 25.0ml pipette 15. One pipette filler 16. Retort stand 17. 2 labels 18. Two conical flasks 250ml 19. One boiling tube 20. Six dry test tubes in a test tube rack 21. Methyl orange indicator 22. One filter funnel 23. A white tile 24. Metallic spatula 25. 1.5 g of solid C 26. 1g of solid P 27. About 0.5g anhydrous sodium carbonate. Access to i Means of heating ii 2m NaoH solution with a dropper iii 2m ammonia solution with a dropper iv 0.5m sodium chloride solution with a dropper v 1m sulphuric VI acid with a dropper NOTE 1. Solid C is lead ii nitrate 2. Solid P is oxalic acid 3. Solution F is sodium hydroxide solution prepared by dissolving 40g of it in 1 litre of solution 4. Solution S is 0.2m Hydrochloric acid prepared by dissolving 17.2cm3 of concentrated hydrochloric acid in 1 litre. 5. Solution G is 0.5m sulphuric vi acid prepared by dissolving 27.5cm3 of concentrated sulphuric vi acid in 1 litre of solution Density 1.84g cm3 6."}
{"text": "Solution S is 0.2m Hydrochloric acid prepared by dissolving 17.2cm3 of concentrated hydrochloric acid in 1 litre. 5. Solution G is 0.5m sulphuric vi acid prepared by dissolving 27.5cm3 of concentrated sulphuric vi acid in 1 litre of solution Density 1.84g cm3 6. 0.5m sodium chloride solution is prepared by dissolving 29.25g of solid sodium chloride in 1 litre of solutionwww.freekcsepastpapers.comPage 48 LUGARI JOINT EVALUATION EXAMINATION, 2023 233 3 Chemistry Paper 3 Practical 2 HRS INSTRUCTIONS TO CANDITATES a Answer all the questions b You are NOT allowed to start working with the apparatus for the first 15 minutes of the 2 hrs allowed for this paper. This time is to enable you to read the question paper and make sure you have all the chemicals and apparatus that you may need. C All working must be clearly shown where necessary. 1. You are provided with - Solution S 0.2m Hydrochloric acid solution - N grams of anhydrous sodium carbonate - Methyl orange indicator You are required to prepare a solution of sodium carbonate and then standardize it with hydrochloric acid solution. Procedure Transfer all the N grams of sodium Carbonate into a 250ml volumetric flask Add 100cm3 of distilled water and shake till all the solid dissolves. Add more distilled water up to the 250ml mark and label it solution P using a measuring cylinder, transfer 50cm3 of solution P into a clean 250ml beaker and add 50cm3 of distilled water. Stir well with a glass rod and label it solution T. Pipette 25.0cm3 of solution T and place it into a conical flask, add 3 drops of methyl orange indicator and titrate with solution S from the burette. Record your results in the table I below. Repeat the titration two more times and complete the table below."}
{"text": "Pipette 25.0cm3 of solution T and place it into a conical flask, add 3 drops of methyl orange indicator and titrate with solution S from the burette. Record your results in the table I below. Repeat the titration two more times and complete the table below. 3mks I II III Final burette reading cm3 Initial burette reading cm3 Volume of S used cm3 a Calculate the average volume of solution S used 1mk b i Calculate the number of moles of solution S used. 2mks ii Write a balanced chemical equation for the reaction between solution T and S 1mk iii Calculate the number of moles of sodium carbonate solution in 25cm3 of solution T. 2mks iv Calculate the number of moles of sodium carbonate in 100cm3 of solution T 2mks v Calculate the number of moles of sodium carbonate in 50cm3 of the original solution P 1mk c Given that Na 23.0, C 12.0, O 16.0 Calculate i. The mass of sodium carbonate N grams that were dissolved to make solution P 2mks ii. The concentration of sodium carbonate solution P in moles per litre 2mks 2. You are provided with 1M sodium hydroxide solution F. 0.5m Solution of an acid solution G. You are required to determine the molar heat of neutralization of sodium hydroxide with acid G. Procedure Place six test tubes on the test tube rack. Using 10cm3 measuring cylinder measure 5cm3 portions of solution G and place them into each of the six test tubes. Measure 25cm3 of solution F using a 50cm3 measuring cylinder and place it into a 100cm3 beaker. Measure the temperature of this solution F and record it in table II below. Pour the first portion of the 5cm3 of solution G from the test-tube into the beaker containing 25cm3 of solution F. Stir with the thermometer and record the highest temperature of the mixture pour the second portion of solution G, stir carefully and record the highest temperature of this mixture."}
{"text": "2mks 2. State two functions of a fume chamber in a laboratory. 2mks 3. The diagram below shows a structure of water molecule. 4. Two samples of water were put in separate beakers. They were boiled for some time and allowed to cool. Equal volumes of soap were added to each sample and stirred. Water in beaker C readily formed lather with soap while water in beaker D required more soap to lather. I Write the formula of one salt likely to be in water in beaker. 2mks a C b D ii Name one method that can be used to soften water in beaker D. 1mk 5. Describe how you would prepare lead ii sulphate given the following reagents: dilute nitric v acid, distilled water, sodium sulphate solid and lead metal. 3mks 6. During manufacture of sulphuric vi acid, sulphur iv oxide is oxidised to sulphur vi oxide in the presence of vanadium oxide catalyst as shown below: The reaction is carried out at a pressure of 3 atmospheres and a temperature of 4500C. State and explain the effect on the yield of sulphur vi oxide if the reaction is: a Carried out at 3 atmospheres and 6000C. 2mks b In absence of a catalyst. 2mks 7. A Hydrogen gas was passed over 4.64g of an oxide of iron in a combustion tube until there was no further change. The mass of the final substance was found to be 3.36g. Determine the empirical formula of the oxide. Fe 56, O 16 . 3mks b State the property of hydrogen demonstrated in the experiment above. 1mk 8. Atoms of element X exist as 14 6X and 12 6 X. a What name is given to the two types of atoms? 1mk b Use dot and x diagram to represent electrons draw the atomic structure of x. 2mks 9. Hydrogen sulphide gas was passed through a solution of iron ii chloride. I State two observations made."}
{"text": "2mks 9. Hydrogen sulphide gas was passed through a solution of iron ii chloride. I State two observations made. 2mks ii Write an equation for the reaction taking place in i above. 1mk 10. Two clean iron nails of the same size were connected with wire to magnesium and silver stripes as shown. State and explain the observation made on nail x and y if they were left in the open for 2 weeks. 2mks Name the bonds labelled. 2mks i A ii Bwww.freekcsepastpapers.comPage 59 11. The diagram below shows an incomplete setup used to prepare sulphur iv oxide in the laboratory. A Identify solid H. 1mk b Complete the set up above to show how dry sulphur iv oxide may be collected. 2mks 12. Some average bond energies are given below. Bond Energy in kJ MOL C-C 348 C-H 414 Cl- Cl 243 H-Cl 340 C Cl 432 Determine whether the reaction below is exothermic or endothermic. 3mks C2 H6 g Cl2 g C2H5Cl g HCl g 13. Study the scheme below and answer questions that follow. 14. Ethanedioic acid H2C2O4 is used instead of methanoic acid HCOOH to prepare carbon ii oxide in the laboratory. It gives equal volume of carbon ii oxide and carbon iv oxide. A Write an equation for the dehydration of ethanedioic acid. 1mk b Explain how pure carbon II oxide can be obtained from the mixture. 2mks 15. The diagram below represents a set-up of apparatus used to investigate the effect of an electric current on lead ii bromide. A Describe the observation made at electrode C. 2mks b State two applications of electrolysis. 1mk a Identify reagent A. 1mk b Name process B 1mk c What does PVC stand for? 1mk www.freekcsepastpapers.comPage 60 16. The set up below was used to investigate a property of ammonia gas."}
{"text": "1mk b Name process B 1mk c What does PVC stand for? 1mk www.freekcsepastpapers.comPage 60 16. The set up below was used to investigate a property of ammonia gas. I What property of ammonia gas is being investigated? 1mk ii The experiment above is commonly known as the fountain experiment ; explain. 2mks iii Identify another gas that may be used instead at ammonia gas. 1mk 17. Draw a well labelled diagram to show how crystals of sodium chloride can be obtained from sodium chloride solution. 3mks 18. A Define the term solubility. 1mk b 40g of a saturated solution yields 15g of salt when evaporated to dryness. Calculate the solubility of the salt. 2mks 19. Increased levels of carbon ii oxide leads to global warming. Give two reasons why the amount of carbon iv oxide in the atmosphere is increasing gradually. 2mks 20. Explain the observation made when a blue litmus paper is dipped in methylbenzene in which hydrogen chloride gas is bubbled through. 2mks 21. The reaction between hydrogen gas and oxygen releases energy. A student drew the reaction profile for the reaction between hydrogen gas and oxygen gas. State two errors made when drawing the reaction profile. 2mks 22. Both water 18 and hydrogen sulphide 34 are molecular substances. However water has a higher boiling point than hydrogen sulphide. Explain. 2mks 23. The grid below represents part of a periodic table. Study it and answer the questions that follow. E A X R G C Q a How do the atomic radii of R and G compare. 1mk b How do the pH of the oxides of A and E compare. 1mk c On the grid, indicate with a tick the position of K which is found on the third period and forms K3- ions. 1mk www.freekcsepastpapers.comPage 61 24. The curves below were obtained when equal volumes of nitric v acid of same concentration were reacted with 25.0g of calcium carbonate, labelled Y. In one case, the acid was first warmed before the reaction."}
{"text": "1mk www.freekcsepastpapers.comPage 61 24. The curves below were obtained when equal volumes of nitric v acid of same concentration were reacted with 25.0g of calcium carbonate, labelled Y. In one case, the acid was first warmed before the reaction. A Which curve represents the reaction involving warm nitric v acid? 1mk b Sketch the curves obtained if the graph of the volume of CO2 produced against time were plotted. NB: on the same axis . 2mks 25. I State two observations made when a small piece of potassium metal is put in a beaker full of water. 2mks ii Name the group of the periodic table to which potassium belongs. 1mk 26. When a hydrocarbon with formula CxHy burns in chlorine gas, black specks and a colourless gas are obtained. A To which homologous series does the hydrocarbon belong? 1mk b Write the general equation for the reaction between the hydrocarbon and chlorine gas. 1mk 27. The diagram below represents a set up for large scale manufacture of hydrochloric acid. Study it and answer the questions that follow. I Name the substance X. 1mk ii What is the purpose of glass beads? 1mk iii Give one use of hydrochloric acid. 1mk 28. When 25cm of 0.5M HCl is added to 25cm of 0.5M NaOH, the temperature of the solution rose from 230C to 260C. Given that the density of the solution is 1g cm and its specific heat capacity is 4.2Jg 1k 1. A Determine the amount of heat evolved that caused the temperature to rise. 1mk b Work out the molar enthalpy of neutralization for this reaction. 2mks www.freekcsepastpapers.comPage 62 BUURI FORM 4 JOINT EXAMINATION, 2023 233 2 Chemistry PAPER 2 TIME: 2 HOURS Instructions to candidates 1. Answer all the questions. 2. Mathematical tables and scientific calculators may be used. 3. All working must be clearly shown where necessary. 1. The diagram shows part of the Periodic Table."}
{"text": "All working must be clearly shown where necessary. 1. The diagram shows part of the Periodic Table. The letters are not the actual symbols of the elements. A Compare the reactivity between elements Q and T. 2mks b Explain the electrical conductivity of the chloride of element T. 2mks c Compare the melting and boiling points of elements R and S. 2mks d Write an equation for the second ionization energy of element Q. 1mk e How does the atomic and ionic radius of each of the following elements compare? I Element T. 1 mks ii Element P 1 mks f Compare atomic radius of elements R and Q. 1 mks g Explain the difference in the melting points of the oxides of element Q and the oxide of element R. 1 mks 2. A The diagram below shows the structure of an allotrope of sulphur b Study the flow chart below and answer the questions that follow. I Write the equation for the reactions in: I. Step I. 1mk II. Step II. 1mk ii State two observations made in step II. 2mks iii Explain the observations made in: I. Step IV. 1 mks II. Step V. 1 mks iv State one use of gas T. 1mk i What are allotropes? 1mk ii Identify the allotrope shown in the diagram above. 1mk iii State two properties of the allotrope above. 2mks www.freekcsepastpapers.comPage 63 3. Next to each letter, A to F, in the table below is the molecular formula of an organic compound. A Choose a molecular formula above that represents an organic compound below. Write down only the letter A to F next to the question numbers i A haloalkane mk ii An alcohol mark iii An unsaturated hydrocarbon mark iv A product of thermal cracking of compound C."}
{"text": "Next to each letter, A to F, in the table below is the molecular formula of an organic compound. A Choose a molecular formula above that represents an organic compound below. Write down only the letter A to F next to the question numbers i A haloalkane mk ii An alcohol mark iii An unsaturated hydrocarbon mark iv A product of thermal cracking of compound C. mark b If compound F is a carboxylic acid, write down the following: i The structural formula of a functional isomer an isomer with a different functional group of F. 1mk ii The IUPAC name of a functional isomer of F. 1mk c Compound B is a monomer used to make a polymer. Write down the: i Definition of a polymer. 1mk ii IUPAC name of the polymer. 1mk iii Balanced equation for the polymerisation reaction 1mk d Compound A is used as a reactant in the production of compound D. i Name the type of reaction that takes place. 1mk ii State two changes that can be made to the reaction conditions in d i to obtain compound B, instead of D, as product. 2mks 4. The flow chart below summarizes the extraction of Zinc, study it and answer the questions that follow. A Name the process represented by A and B 2mks b Identify the reagents required for process B, C and D 3mks c Write a chemical equation of the reaction that occurs in process B 1mk d With an aid of a diagram, explain how you would obtain a pure sample of Zinc by process E. 2mks e State two uses of Zinc metal 2mks 5. A The table below gives some values of standard enthalpies of formation Hf ."}
{"text": "A Name the process represented by A and B 2mks b Identify the reagents required for process B, C and D 3mks c Write a chemical equation of the reaction that occurs in process B 1mk d With an aid of a diagram, explain how you would obtain a pure sample of Zinc by process E. 2mks e State two uses of Zinc metal 2mks 5. A The table below gives some values of standard enthalpies of formation Hf . Substance F2 g CF4 g HF g Hf kJmole 1 0 680 269 The enthalpy changes for the reaction C2H6 g 7F2 g 2CF4 g 6HF g is 2889 kJ mol 1. Use this value and the standard enthalpies of formation in Table 2 to calculate the standard enthalpy of formation of C2H6 g . 3mks b In an experiment to determine the enthalpy of solution of concentrated sulphuric VI acid Specific gravity 1.84gcm-3 the following procedure was used: - A clean 250.0 cm3 glass or plastic beaker is wrapped with a newspaper leaf. -. About 50.0 cm3 of tap water is measured into the beaker and the steady temperature noted. -. The beaker is held in a tilted position and 2.0 cm3 of and sulphuric acid added into the waterwww.freekcsepastpapers.comPage 64 i Why was the beaker wrapped with newspaper leaf? 1mk ii Why was the acid added into water and not vice versa? 1mk iii Explain the reason for tilting the beaker during addition of the acid into water. 2mks iv Calculate the molar enthalpy of solution of concentrated sulphuric VI acid given that T for the reaction T 1oC. Density of water 1gcm-3; specific heat capacity of water 4.2kJkg-1K-1 . 4mks 6."}
{"text": "2mks iv Calculate the molar enthalpy of solution of concentrated sulphuric VI acid given that T for the reaction T 1oC. Density of water 1gcm-3; specific heat capacity of water 4.2kJkg-1K-1 . 4mks 6. A Consider the electrochemical cell represented by the cell notation below, where X is an unknown metal: Pt s Fe2 aq , Fe3 aq X aq X s The cell potential of this cell was found to be 0.03 V. i Write down the type of electrochemical cell illustrated above. 1mk ii What does the single line in the above cell notation represent? 1mk iii Write down the half-reaction that takes place at the anode in the above cell. 1mk iv Given that: Half reaction E volts Fe3 aq e Fe2 aq 0.77 Ag aq e Ag s 0.80 Na aq e Na s 2.87 K aq e K s 2.92 Identify X with the aid of a calculation. 2mks b The diagram below shows the apparatus that can be used to electrolyse dilute Sulphuric acid. Study it to answer the questions that follow. I Identify the gases H and G I. H 1mk II. G 1mk ii What happens to the concentration of the Sulphuric acid during the process with time? Explain 2mks iii During the electrolysis a current of 0.72A was passed through the electrolyte for 15 minutes. Calculate the volume of gas H produced. 1 Faraday 96,500C, molar gas volume 24 dm3 at r.t.p . 3mks 7. A i What is a salt? 1mk ii Write the formula of any two double salts. 1mk b A student has found that her sample of potassium nitrate is contaminated with small amounts of a green solid."}
{"text": "A i What is a salt? 1mk ii Write the formula of any two double salts. 1mk b A student has found that her sample of potassium nitrate is contaminated with small amounts of a green solid. She picks out a small piece of the green solid and finds that it is insoluble in water. I Describe how you would make a pure sample of potassium nitrate from the impure mixture. 3mks ii The student believes that the green solid is copper II carbonate. Describe a series of 3 tests that the student could use to confirm this. 6 marks Test Procedure Observations Conclusion 1 2 3 c In an experiment 50g of a saturated solution of a salt X was heated to dryness in an evaporating dish. The mass of crystals when weighed gave a reading of 2.7g. Determine the solubility of the salt. 2mks www.freekcsepastpapers.comPage 65 BUURI FORM 4 JOINT EXAMINATION, 2023 233 3 Chemistry PAPER 3 Practical CONFIDENTIAL Requirements for candidates In addition to the apparatus and fittings found in a Chemistry laboratory, each candidate will require the following. 1. About 100cm3 of solution F 2. About 50cm3 of solution G 3. 30cm3 of solution M 4. 30cm3 of solution N 5. One burette 0 50ml 6. One pipette 25ml 7. Two conical flasks 8. 100ml measuring cylinder 9. 200ml or 250ml beaker 10. About 500ml distilled water 11. Phenolphthalein indicator 12. Thermometer 0 1100C 13. Source of strong heat preferably Bunsen burner 14. Clock or stop watch 15. 2 boiling tubes 16. One CLEAN METALLIC spatula 17. 6 clean dry test-tubes 18. One test-tube holder 19. At least 6cm length of universal indicator paper 20. 0.5g of sodium hydrogen carbonate 21. PH chart pH 1 14 22. Bromine water supplied with a dropper 23. 0.5g of solid K oxalic acid. 24."}
{"text": "Bromine water supplied with a dropper 23. 0.5g of solid K oxalic acid. 24. 0.5g of solid P Sodium sulphite The students should have access to the following a. 2.0M NaOH solution with a dropper b. 1.0M barium nitrate solution with a dropper c. Bromine water with a dropper d. Acidified potassium manganate vii with a dropper e. 2.0M HCl with a dropper 1. Bromine water is prepared by adding 1ml of liquid bromine to 100cm3 of distilled water and shaking thoroughly in a fume cupboard. 2. Acidified potassium permanganate is prepared by adding 3.16g of solid potassium permanganate to 400cm3 of 2M sulphuric acid and diluting to one litre of solution using distilled water. 3. Solution M is made by dissolving 12.6g of oxalic acid in 400cm3 distilled water and making it to 1 litre. 4. Solution N is prepared by dissolving 3.16g of potassium manganate VII in 200cm3 of 2M sulphuric acid and adding more water to make 1 litre 5. Solution F is prepared by dissolving 4g of sodium hydroxide pellets in about 800cm3 of distilled water and diluting it to one litre solution. 6. Solution G is prepared by dissolving 9.0g of oxalic acid ethan-1,2-dioic acid in 200cm3 of distilled water and diluting it to 250cm3 solution. Www.freekcsepastpapers.comPage 66 BUURI FORM 4 JOINT EXAMINATION, 2023 233 3 Chemistry Paper 3 TIME: 2HRS 15MINS INSTRUCTIONS TO CANDIDATES 1. Answer all the questions. 2. All working must be clearly shown where necessary. 3. You are not allowed to start working with the apparatus for the first 15 minutes. This time is to enable you read the question paper and make sure you have all the requirements. 1."}
{"text": "1 mark b 50cm3 of carbon IV oxide diffuses through a porous plate in 15 seconds. Calculate the time taken by 75cm3 o nitrogen IV oxide to diffuse through the same plate under similar conditions. C 12, O 16, N 14 3 marks 21. A Give equations to show the reactions that take place when: i Magnesium reacts with dilute hydrochloric acid. 1 mark ii Iron reacts with steam. 1 mark b Give one industrial use of the gas produced in the reactions in a i and a ii above. 1 mark 22. The grid below is a section of the periodic table. The letters do not represent the actual symbol of the elements. Use it to answer the questions that follow. K C F H D E G I J a How does the electronegativity vary from H to J. 1 mark b Give the formula of the compound between E and J. 1 mark c State the nature of the oxide formed by E. 1 mark 23. Potassium consists of three isotopes with mass numbers Y, 40 and 41 having relative abundances 93.1 , 0.01 and 6.89 respectively. Determine the value of Y given the atomic number of potassium is 19 and its relative atomic mass is 39.1379 3 marks 24. The set up below was used to react dry chlorine gas with iron powder. The product Z was collected in flask B. HeatProduct ZCalcium oxideFlask BDry Cl 2 g Iron powder a Identify product Z. 1 mark b i What property of product Z makes it possible to be collected as shown in the diagram. 1 mark ii Explain why calcium oxide is preferred to calcium chloride. 1 mark 25. A molecule of one of the elements is shown below. I Identify the element. 1 mark ii Explain why this element has a higher boiling point compared to that oxygen. 2 marks iii Write an equation to show the reaction between this element with oxygen. 1 mark 26. Boilers used for boiling hard water are normally covered with scales after some time. A What is the chemical name for boilers scales? 1 mark b How is the boiler scale removed?"}
{"text": "Boilers used for boiling hard water are normally covered with scales after some time. A What is the chemical name for boilers scales? 1 mark b How is the boiler scale removed? 1 mark 27. State Charle s law. 1 mark www.freekcsepastpapers.comPage 80 IMENTI SOUTH EXAMINATIONS, 2023 Kenya Certificate of Secondary Education 233 2 CHEMISTRY Paper 2 Theory TIME: 2 HOURS INSTRUCTIONS: Answer ALL the questions. Electronic calculators may be used. All working must be clearly shown where necessary. 1. The grid below shows part of the periodic table. Study it and answer the questions that follow. The letters does not represent the actual symbol of the elements P R Q V S T U a i Select an element that can form an ion with a charge of -2. 1 mark ii What type of structure will the chloride of Q have? 1 mark iii Explain how the reactivity of R and S can be compared. 2 marks b 2.5g of Q react completely with 1.2dm3 of gas R at s.t.p i Write a balanced equation for the reaction between Q and R. 1 mark ii Determine R.A.M of Q. Molar gas volume at s.t.p 22.4 dm3 3 marks c T and V reacts with oxygen to form an oxide. I State the nature of oxide of T and V 2 marks ii Write down the formula of the oxides formed between T and oxygen and V and oxygen. 2 marks 2. A The diagram below shows a set up used to obtain nitrogen gas in an experiment. IceLiquid RWaterNitrogen gasCopper II oxideTube KDry ammonia gas i Name liquid R. 1 mark ii What observation would be made in the tube K after heating for same time? 1 mark iii Write an equation for the reaction that took place in tube K. 1 mark b i If 320cm3 of ammonia gas reacted with copper II oxide, calculate the volume of nitrogen gas produced. 1 mark ii The mass of copper II oxide that reacted."}
{"text": "1 mark iii Write an equation for the reaction that took place in tube K. 1 mark b i If 320cm3 of ammonia gas reacted with copper II oxide, calculate the volume of nitrogen gas produced. 1 mark ii The mass of copper II oxide that reacted. Cu 63.5, O 16.0, 1 mole of a gas occupies 24 litres at r.t.p 2 marks iii At the end of the experiment the pH of the liquid R in the U-tube was found to be about 10.0. Explain. 1 mark c Why is it advisable to obtain nitrogen from air instead of ammonia? 1 mark www.freekcsepastpapers.comPage 81 d A beaker containing concentrated hydrochloric acid was brought near a gas jar containing concentrated ammonia solution. I What observation was made? 1 mark ii Write the equation for the reaction. 1 mark e State two uses of ammonia gas. 2 marks 3. The following is the procedure that was used to obtain the solubility of salt R in water at 25oC. Study it and answer the questions that follows. Salt R was dissolved in water until no more could dissolve. The mixture was then cooled to 25oC and allowed to settle. A dry evaporating dish and dry watch glass were weighed. Some of the solution was decanted into the dish, covered with the watch glass and then weighed. The solution was evaporated to dryness over a small flame. The residue, the dish and the watch glass were weighed. The residue was heated repeatedly until a constant mass was obtained. The below results were obtained: Mass of dish watch glass 50.60g Mass of solution dish watch glass 80.60g Mass of residue dish watch glass 62.60g a Use the data to answer the questions that follows. I What is the purpose of the watch glass in such an experiment? 1 mark ii Why would the heating be continued until a constant mass was obtained? 1 mark iii Calculate the mass of the solution. 1 mark iv Calculate the mass of the residue. 1 mark v Calculate the mass of water."}
{"text": "1 mark iii Calculate the mass of the solution. 1 mark iv Calculate the mass of the residue. 1 mark v Calculate the mass of water. 1 mark vi Calculate the solubility of salt R in g per 100g of water at 25oC. 2 marks b Hard water has both advantages and disadvantages. Give one advantage and one disadvantage. I Advantage 1 mark ii Disadvantage 1 mark c Using an equation, explain how addition of sodium carbonate is used to remove water hardness. 2 marks 4. A Two reagents that can be used to prepare chlorine gas are manganese IV oxide and concentrated hydrochloric acid. I Write an equation for the reaction. 1 mark ii Give the formula of another reagent that can be reacted with concentrated hydrochloric acid to give chlorine gas. 1 mark iii Describe how chlorine could be dried in the laboratory. 1 mark c In another experiments dry chlorine gas was reacted with aluminium as shown. HeatGuard tabDry chlorine gasAluminiumA i Name substance A. 1 mark ii Write an equation for the reaction that took place in the combustion tube. 1 mark iii 0.84g of aluminium reacted completely with chlorine gas. Calculate the volume of chlorine gas used. Al 27.0, Cl 35.5 3 marks iv Name one substance that can be put in the guard tube. 1 mark www.freekcsepastpapers.comPage 82 5. A student set up apparatus as shown below to determine the molar enthalpy of displacement for the reaction between zinc and copper II sulphate solution. ThermometerPolystyrene cup25cm of 0.2M copper II sulphatePlastic cup3 An excess of powdered zinc was added to 25cm3 of 0.2M copper II sulphate solution and stirred. The temperature of the solution was noted to have risen from 24oC to 32oC. a Define the term Molar heat of displacement. 1 mark b Explain why polystyrene cup was used instead of glass beaker. 1 mark c Write an ionic equation for the reaction that took place."}
{"text": "Solid A is 4.0g oxalic acid COOH 2 2H2O accurately measured and placed in a stoppered boiling tube 2. Solution B is 0.25M NaOH prepared by dissolving 10g NaOH pellets in 600cm3 of water and topping up to 100cm3 solution with distilled water 3. Solution C is prepared by dissolving a mixture of aluminium nitrate and sodium sulphite NaSO3 i.e 10g aluminum nitrate and 10g sodium sulphate in 600cm3 of distilled water and topping up to 1000cm3 solution with distilled water 4. Solid D is maleic acid 5. Potassium iodide is prepared by dissolving 21.4g of solid K in 1000cm3 of solution Prepare the quantity you require 6. 2M ammonia solution is prepared by dissolving 123cm3 of ammonia in 1000cm3 of ammonium hydroxide solution 7. 2M NaOH is prepared by dissolving 80g of HaOH pellets in 1000cm3 of solution 8. Lead II nitrate solution is prepared by dissolving 33.1g of Lead II nitrate in 1000cm3 of solution Prepare the quantity you require 9. Barium nitrate solution is prepared by dissolving 26.1g of solid barium nitrate in 1000cm3 of solution prepare the quantity you require 10. Nitric V acid is prepared by dissolving 145cm3 of concentrated nitric V acid in 1000cm3 of solution prepare the quantity you require 11. KMnO4 is prepared by dissolving 3.2g KMnO4 in 400cm3 of 2.0M sulphuric VI acid and topping up to 1000cm3 of solution using distilled water 12. Bromine water of prepared by dissolving 1cm3 of bromine water is a fumed chamber. Www.freekcsepastpapers.comPage 86 IMENTI SOUTH EXAMINATIONS, 2023 Kenya Certificate of Secondary Education 233 3 CHEMISTRY PAPER 3 PRACTICAL TIME: 214 HOURS INSTRUCTIONS Read the procedure carefully, perform the experiments and answer the questions."}
{"text": "KMnO4 is prepared by dissolving 3.2g KMnO4 in 400cm3 of 2.0M sulphuric VI acid and topping up to 1000cm3 of solution using distilled water 12. Bromine water of prepared by dissolving 1cm3 of bromine water is a fumed chamber. Www.freekcsepastpapers.comPage 86 IMENTI SOUTH EXAMINATIONS, 2023 Kenya Certificate of Secondary Education 233 3 CHEMISTRY PAPER 3 PRACTICAL TIME: 214 HOURS INSTRUCTIONS Read the procedure carefully, perform the experiments and answer the questions. The first 15minutes of the 214 hours allowed for this paper are meant for reading through the paper to confirm that all the apparatus and reagents are provided. Mathematical tables and electronic calculators may be used. All working must be clearly shown where necessary. Question 1 You are provided with, Solid A 4.0g COOH 2 XH2O Solution B 0.25M NaoH You are supposed to i Determine the solubility of A at different temperatures. Ii Determine the amount of water of crystallization X in solid A. Procedure A Into the boiling tube containing solid A, add 4cm3 of distilled water. Using a 10ml measuring cylinder. Stir with the thermometer while heating the mixture until all the solid dissolves. Withdraw from heat and allow the mixture to cool while stirring you may use a water bath . Record the temperature at which crystals 1st appear in the table I below. Add 2cm3 more of distilled water to make a total of 6cm3 and repeat the above procedure. Repeat the above procedure two 2 more times and complete table I below. RETAIN the content of boiling tube for procedure B. Table 1 Volume of water added 4 6 8 10 Solubility g 100g of water Temperature at which crystals appear 6 marks i Plot a graph of solubility of A against temperature. 3 marks ii From your graph determine the solubility of A at 60oC. 1 mark Procedure B Transfer the content of the boiling tube into a 250ml volumetric flask. Add distilled water upto the mark."}
{"text": "Complete the table below by selecting the appropriate pH for each substance from pH values 1.0, 4.0, 7.0 and 11. 3mks Substance pH Sodium carbonate Lemon juice Sodium chloride 4. The structure below represents a portion of an additional polymer. A Draw the structure of monomer. 1mk b If the portion of the polymer has a relative molecular mass of 1000, calculate the number of monomer in the portion. 2mks 5. You are provided with the following: copper turnings, dilute sulphuric VI acid and source of heat. Describe fully how you would prepare copper II sulphate crystals 3mks 6. The set up below was used to study the reaction between ammonia and air in the absence of a catalyst. A State the observation in the above set up. 1mk www.freekcsepastpapers.comPage 97 b What condition is necessary for ammonia to burn as shown above? 1mk . C Write an equation for the burning of ammonia 1mk 7. The table below shows properties of chloride of period 3 elements. Study and answer the questions that follow. Chloride Mpt 0c Bpt 0c Physical state at room temperature. Sodium chloride 801 1467 Solid Magnesium chloride 714 1437 Solid Aluminium chloride 180 Sublimes Solid Phosphorus v chloride 32 -75 Liquid a Explain why sodium chloride has a high melting point and boiling point while aluminium chloride sublimes 2mks b Compare the nature of the solution formed when both magnesium chloride and aluminium chloride are dissolved in water. Explain. 2mks 8. When gas A is heated at constant pressure its volume changes as shown in the sketch below. A Name the law that gas A obeys. 1mk b A certain mass of a gas has volume of 271cm3 at 310k and 750mmHg pressure. Calculate the temperature in 00c that the same gas would occupy 283cm3 at 750mmHg pressure. 2mks 9. Study the set-up of apparatus below and answer the questions that follow."}
{"text": "Calculate the temperature in 00c that the same gas would occupy 283cm3 at 750mmHg pressure. 2mks 9. Study the set-up of apparatus below and answer the questions that follow. A Write the equation for the reaction that occur in tube V 1mk b State one industrial use of gas W 1mk c Name another metal that can be used in tube V instead of magnesium. 1mk 10. The following chemical tests were carried out on separate sample of solution labelled A. The observations made were recorded as shown below. Test Observation i Addition of sodium hydroxide White precipitate soluble in excess ii Addition of ammonium hydroxide White precipitate insoluble in excess iii Addition of hydrochloric acid Effervescence iv Addition of acidified potassium manganite VII Its color remains purple a Identify the possible ions present in solution A. 1mk b Write the formula of the compound formed in chemical test i 1mk c State one application of a complex ion. 1mk www.freekcsepastpapers.comPage 98 11. Iron objects can corrode when exposed to the atmosphere. I Corrosion involves the oxidation of iron .State what is meant by oxidation. 1mk ii Painting iron objects prevents corrosion. Explain how painting prevents iron from corrosion. 1mk iii Corrosion of iron objects can be prevented by painting or electroplating. State another way that can prevent corrosion. 1 mk 12. Dry ammonia gas was passed through heated oxide of lead of mass 4.78g until there was no further change. The mass of the residue was found to be 4.14g. Determine the formula of the oxide if its molecular mass is 239g. Pb 207, O 16 3mk 13. The schematic diagram for the manufacture of sodium carbonate is shown below. A Write an equation for the reaction of formation of ammonium chloride and substance A. 1mk b State how the following are carried out i Process 1 1mk ii Process 2 1mk 14. The table below shows the solubility of salt X at various temperatures."}
{"text": "A Write an equation for the reaction of formation of ammonium chloride and substance A. 1mk b State how the following are carried out i Process 1 1mk ii Process 2 1mk 14. The table below shows the solubility of salt X at various temperatures. Temperature 0c Solubility g 100g of H2O 0 36 40 30 80 25 100 i A saturated solution of the salt at 400c was heated at 1000c. State and explain the observation made. 1mk ii Calculate the mass of salt formed when a saturated solution of the salt at 00c is heated to 1000c. 1mk 15. The figure below shows the apparatus used by students to study the electrolysis of molten lead II iodide. A In the diagram label the anode. 1mk b When the switch was on, the bulb did not light. Explain. 1mk c State and explain the observation made at the anode. 1mk www.freekcsepastpapers.comPage 99 16. The table below shows information about some hydrocarbons complete the table to show the names and structures of these hydrocarbons 3mks Name Structure Name Structure i ii iii 3- Methylpentane 17. A Hydrogen sulphide gas was bubbled into an aqueous solution of iron ii chloride. State and explain the observations made. 2mks b Write the equation for the reaction that took place 1mk 18. Excess magnesium powder was added to 25cm3 of 1M copper ii chloride solution. The temperature of solution increased by 430c. Density of solution 1g cm3, specific heat capacity 4.2 J g K Determine; a The heat of reaction 1mk b The molar heat of displacement of copper 2mk 19. The grid below is part of the periodic to table. Use it to answer the question that follow."}
{"text": "Density of solution 1g cm3, specific heat capacity 4.2 J g K Determine; a The heat of reaction 1mk b The molar heat of displacement of copper 2mk 19. The grid below is part of the periodic to table. Use it to answer the question that follow. The letters are not the actual symbol of the elements P S T W X M Y R Z a Draw a dot and cross x diagram to show the structure of elements T, 1mk b Write an equation for the reaction that occurs when element R in solid form react with an aqueous solution containing ions of element P 1mk c J is an element that belongs to the 4th period of the periodic table and reacts by gaining one electron. Show the position of J in the grid. 1mk 20. 15.7 g of an organic acid RCOOH was dissolved in 600cm3 of water and more water added to make one litre of solution. 25.0cm3 of this solution was found to require 21.5cm3 of 0.207 M potassium hydroxide solution for complete neutralization. C 12, O 16, H 1 i Determine the formula mass of the acid 3mks ii Calculate the mass of R 1mk 21. The set up below shows the apparatus for preparation of nitrogen i oxide. I Name solid X 1mk ii What precaution is taken when heating solid X 1mk b Nitrogen i oxide doesn t burn but a burning magnesium ribbon continues burning in the gas. Explain 1mk www.freekcsepastpapers.comPage 100 22. Study the flow chart below and answer the questions that follow. A Name substance Y and Z 1mk b Write an equation for the formation of solid X 1mk c State one use of solution C 1mk 23. A Phosphorous has a melting point of 440C or 5900C . Explain 1mk b Why is phosphorous stored under water 1mk c Using dot and cross diagrams, draw the structure of aluminium oxide 1mk 24. A gold rings contain 3.94g of gold."}
{"text": "A Phosphorous has a melting point of 440C or 5900C . Explain 1mk b Why is phosphorous stored under water 1mk c Using dot and cross diagrams, draw the structure of aluminium oxide 1mk 24. A gold rings contain 3.94g of gold. Calculate the number of gold atoms in the ring. Avogadro s constant 6.02 1023, Au 197 2mks 25. A student accidentally placed a small amount of charcoal in a solution labelled concentrated nitric v acid. A State and explain the observation made 2mk b Write the equation for the reaction 1mk 26. A Name two reagents that are used to prepare ethyne 1mk b Propanol and butanol are third and fourth members respectively of the same homologous series. State and explain how their boiling points compare. 2mks 27 Using a well labelled diagram show how to prepare and collect dry sulphur iv oxide starting with copper turnings. 2mks www.freekcsepastpapers.comPage 101 CEKENAS PREMOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 2 CHEMISTRY PAPER 2 TIME: 2 HOURS INSTRUCTION TO THE CANDIDATES 1. All working must be clearly shown where necessary. 2. Mathematical tables and silent electronic calculations may be used 1. A The grid below shows part of the periodic table. Study it and answer the questions that follow. Letters do not represent the actual symbols E S P U V M X Y N i Select an element which forms an ion with a charge of -3 1mark ii Name the type of structure that the chloride of Y would have. Explain 2marks iii How does the reactivity of M compare with that of N. Explain 2marks iv 1.3g of P completely burns in chlorine and consumes 1.2 litres of the gas."}
{"text": "1mark www.freekcsepastpapers.comPage 102 3. A Crude oil is a mixture of several compounds which are separated in a refinery as shown below. I What is the name of the apparatus above 1mark ii What is the name of the process which is used in separation of crude oil 1mark iii What physical property of the compounds in the mixture does the separation depend on. 1mark iv Use the letter A to G to describe where the following could be formed: 1mark I The fraction that represent gases II The fraction that represents the largest molecules 1mark b The scheme below was used to prepare a cleansing agent. Study it and answer the questions that follow. I What name is given to the type of cleansing agent prepared by the method above 1mark ii Name the chemical substance added in step II 1mark iii What is the purpose of adding the chemical substance named above. 1mark c i Identify the following substances 1mark A C ii Name process I and II 1mark iii Draw the structure of the organic product formed when compound N reacts with methanol 1mark iv Explain how you would distinguish compound N and C 1mark 4. A i Sea water contains approximately 3 sodium chloride. Describe how sodium chloride is obtained from sea water 3marks ii The solubility of sodium chloride is 36.2g in 100g of water at 300c. Determine the concentration in moles per litre of a saturated aqueous sodium chloride at 300c. Na 23, Cl 35.5 density of water 1g cm3 2marks b Water containing hydrogen carbonate, HCO3-and calcium ions, Ca2 is said to be hard. Explain how these ions get into sources of water. 2marks www.freekcsepastpapers.comPage 103 c Analysis of river water sample showed the presence of the following ions: Mg2 , Na , Cl , 24SO i Name the type of water hardness present in the sample 1mark ii Identify two methods used to remove this type of hardness."}
{"text": "Na 23, Cl 35.5 density of water 1g cm3 2marks b Water containing hydrogen carbonate, HCO3-and calcium ions, Ca2 is said to be hard. Explain how these ions get into sources of water. 2marks www.freekcsepastpapers.comPage 103 c Analysis of river water sample showed the presence of the following ions: Mg2 , Na , Cl , 24SO i Name the type of water hardness present in the sample 1mark ii Identify two methods used to remove this type of hardness. 2marks d Study the information in the table below and answer the questions that follow. Salt Solubility in g 100g water At 400C At 600C Na NO3 38 24 Na Cl 101 52 A mixture containing 31g NaNO3 and 47g NaCl in 100g of water at 600c was cooled to 400c. A Which salt crystallizes out and by what mass 1mark b Identify the method used to obtain crystals 1mark 5. A The diagram below shows the Frasch process used for extraction of sulphur. Use it to answer the questions that follow. I Identify X 1mark ii Why is it necessary to use superheated water in this process? 1mark iii State two physical properties of sulphur that makes it possible for it to be extracted by this method 2marks b The diagram below shows part of the process in the manufacture of sulphuric VI acid. Study it and answer the questions that follow. I Write an equation for the reaction in the absorption chamber 1mark ii Explain how the acid is obtained after the reaction in the absorption chamber 1mark iii State two roles of the heat exchanger 2marks iv How is pollution controlled in the above process 1mark www.freekcsepastpapers.comPage 104 c Complete the table below to show the observation made and property when sulphur IV oxide is bubbled through the following. 3marks Substance Observation Property Acidified potassium Dichromate VI solution 1mark mark Moist hydrogen sulphide 1mark mark 6."}
{"text": "Study it and answer the questions that follow. I Write an equation for the reaction in the absorption chamber 1mark ii Explain how the acid is obtained after the reaction in the absorption chamber 1mark iii State two roles of the heat exchanger 2marks iv How is pollution controlled in the above process 1mark www.freekcsepastpapers.comPage 104 c Complete the table below to show the observation made and property when sulphur IV oxide is bubbled through the following. 3marks Substance Observation Property Acidified potassium Dichromate VI solution 1mark mark Moist hydrogen sulphide 1mark mark 6. A Use the following data to calculate the enthalpy change for the decomposition of calcium carbonate Ca s O2 g Ca O s H -635kJmol-1 Ca s C s 3 2O2 g Ca CO3 s H - 1207kJ mol C s O2 g CO2 g H -394kJ Mol 2marks b State two factors to consider when choosing a fuel 1mark c The diagram below represents a set up used to determine the molar heat of combustion of ethanol. Calculate: i Heat given out during the experiment density of water 1g cm3, C 4.2kJ kg k 2marks ii Molar heat of combustion C 12, O 16, H 1 2marks iii Write the thermochemical equation for the combustion of ethanol 1mark d i State Hess s law 1mark ii Study the information below and answer the questions that follow. MgCl2 s Mg2 g 2 Cl- g H 2487kJ mol."}
{"text": "A Use the following data to calculate the enthalpy change for the decomposition of calcium carbonate Ca s O2 g Ca O s H -635kJmol-1 Ca s C s 3 2O2 g Ca CO3 s H - 1207kJ mol C s O2 g CO2 g H -394kJ Mol 2marks b State two factors to consider when choosing a fuel 1mark c The diagram below represents a set up used to determine the molar heat of combustion of ethanol. Calculate: i Heat given out during the experiment density of water 1g cm3, C 4.2kJ kg k 2marks ii Molar heat of combustion C 12, O 16, H 1 2marks iii Write the thermochemical equation for the combustion of ethanol 1mark d i State Hess s law 1mark ii Study the information below and answer the questions that follow. MgCl2 s Mg2 g 2 Cl- g H 2487kJ mol. MgCl2 s aq Mg Cl2 aq H2 -170 kJ mol 2Cl- g aq 2Cl- aq H3 -762kJ mol a Name the enthalpies H1 and H2 1mark b Determine the enthalpy for the reaction 2marks Mg2 g aq Mg 2 aq 7. A Study the flow chart below and use it to answer the questions that follow."}
{"text": "MgCl2 s Mg2 g 2 Cl- g H 2487kJ mol. MgCl2 s aq Mg Cl2 aq H2 -170 kJ mol 2Cl- g aq 2Cl- aq H3 -762kJ mol a Name the enthalpies H1 and H2 1mark b Determine the enthalpy for the reaction 2marks Mg2 g aq Mg 2 aq 7. A Study the flow chart below and use it to answer the questions that follow. Results: Initial water temperature 22.00C Final water temperature 44.50C Mass of lamp before burning 126.5g Mass of lamp after burning 125.0gwww.freekcsepastpapers.comPage 105 I Name: R, S and T 3marks II Write the chemical equation for the reaction between i R and concentrated sulphuric VI acid 1mark ii T and hydrochloric acid 1mark III What is the role played by R in the reaction in II i above 1mark b Study the flow chart below and use it to answer the questions that follow."}
{"text": "MgCl2 s aq Mg Cl2 aq H2 -170 kJ mol 2Cl- g aq 2Cl- aq H3 -762kJ mol a Name the enthalpies H1 and H2 1mark b Determine the enthalpy for the reaction 2marks Mg2 g aq Mg 2 aq 7. A Study the flow chart below and use it to answer the questions that follow. Results: Initial water temperature 22.00C Final water temperature 44.50C Mass of lamp before burning 126.5g Mass of lamp after burning 125.0gwww.freekcsepastpapers.comPage 105 I Name: R, S and T 3marks II Write the chemical equation for the reaction between i R and concentrated sulphuric VI acid 1mark ii T and hydrochloric acid 1mark III What is the role played by R in the reaction in II i above 1mark b Study the flow chart below and use it to answer the questions that follow. I Write the formula of the metal ion in solution W 1mark ii Name the white precipitate Q 1 mark iii What property of the white precipitate is illustrated in step II and III 1mark iv Write the equation for the reaction taking place in step II 1mark www.freekcsepastpapers.comPage 106 CEKENAS PREMOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 3 CHEMISTRY PAPER 3 CONFIDENTIAL INSTRUCTIONS In addition to the laboratory facilities each student requires the following: About 50cm3 of solution P About 80cm3 of solution Q Two pieces of solid M A burette A pipette and pipette filler 50cm3 measuring cylinder Thermometer A stop watch A 250ml volumetric flask A 250ml empty beaker A 100ml plastic beaker One label 2 conical flasks Complete stand About 10cm3of liquid L in a stopped boiling tube."}
{"text": "A Study the flow chart below and use it to answer the questions that follow. Results: Initial water temperature 22.00C Final water temperature 44.50C Mass of lamp before burning 126.5g Mass of lamp after burning 125.0gwww.freekcsepastpapers.comPage 105 I Name: R, S and T 3marks II Write the chemical equation for the reaction between i R and concentrated sulphuric VI acid 1mark ii T and hydrochloric acid 1mark III What is the role played by R in the reaction in II i above 1mark b Study the flow chart below and use it to answer the questions that follow. I Write the formula of the metal ion in solution W 1mark ii Name the white precipitate Q 1 mark iii What property of the white precipitate is illustrated in step II and III 1mark iv Write the equation for the reaction taking place in step II 1mark www.freekcsepastpapers.comPage 106 CEKENAS PREMOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 3 CHEMISTRY PAPER 3 CONFIDENTIAL INSTRUCTIONS In addition to the laboratory facilities each student requires the following: About 50cm3 of solution P About 80cm3 of solution Q Two pieces of solid M A burette A pipette and pipette filler 50cm3 measuring cylinder Thermometer A stop watch A 250ml volumetric flask A 250ml empty beaker A 100ml plastic beaker One label 2 conical flasks Complete stand About 10cm3of liquid L in a stopped boiling tube. Six test tubes and a test tubes rack About 10cm3of solutions R in boiling tube Wooden splint Spatula Filter paper and filter funnel Access to Source of heat."}
{"text": "B ALL working MUST be clearly shown where necessary. C Mathematical table and silent electronic calculators may be used. 1. You are provided with: i Solution P which is a monobasic acid solution. Ii 2cm long magnesium ribbon labelled metal M. iii 0.5M sodium hydroxide solution Q You are required to: a Calculate the mass of the 2cm long metal M. b Determine the molarity of the dibasic acid solution P. PROCEDURE 1 Measure exactly 40cm3 of solution P using 50ml measuring cylinder and transfer it into a 100ml plastic beaker. Measure the temperature of the solution after every thirty seconds for the first sixty and record in table I below. At exactly 90 seconds add the 2cm long solid M and record the temperature of the solution after every thirty seconds up to 300 seconds RETAIN THIS SOLUTION FOR PROCEDURE II BELOW Table I Time sec 0 30 60 90 120 150 180 210 240 270 300 Temperature X 4marks a Draw a graph of temperature against time in the grid provided below. 3marks b From the graph determine the highest temperature change, T 1mark c Calculate the heat change for the reaction above in kJ 1mark Density of solution 1g cm3 specific Heat capacity of solution 4.2Jg-K-mol- d i Given that the molar enthalpy reaction between metal M and acid P is 1590kJmol , determine the number of moles of metals M in the 2cm long pieces. 1mark e Given that R.A.M of Magnesium is 24.1. Calculate the mass of the 2cm long ribbon 1mark PROCEDURE II Transfer all the solution formed from procedure I into a 250ml volumetric flask. Add distilled water to the mark, transfer the solution into a 250ml beaker and this solution as P1. Fill the burette with solution Q Pipette 25cm 3 of solutions P1 into a 250 ml conical flask. Titrate solution Q against P1 using phenolphthalein indicator and record your results in table II below. Repeat the titration two more times to get consider values."}
{"text": "The diagram below shows part of the Frasch process used for extraction of sulphur. Use it to answer the questions that follow. A Identify X 1mk b Why is it necessary to use superheated water and hot compressed air in this process? 1mk c State two physical properties of sulphur that makes it possible for it to be extracted by this method. 1mk 10. Hydrogen sulphide gas was bubbled through a solution of zinc nitrate for some time. I. State observation made. 1mk ii. Where should the experiment be carried out and why? 1mk iii. Write the equation of the reaction that occurs. 1mk 11. Calcium carbonate reacts with dilute sulphuric VI acid to form a gas and a salt. I. Write an equation for the above reaction. 1mk ii. Why would the above reactants not be suitable for preparation of the above gas in the laboratory? 2mks 12. A student prepared ammonia gas and bubbled it in a solution of copper II sulphite as shown below. A State the observation made in the beaker after; i. A short while 1 mk ii. A long while 1 mk b Write the formula of the ion formed in the beaker in a ii above. X Heat Mixture of NH4Cl and Ca OH 2 Beaker Copper II sulphate solution 15atm www.freekcsepastpapers.comPage 119 13. Study the table below and answer the question that follow. Solution pH A 3.0 B 14.0 C 8.0 i. In which solution will phenolphthalein indicator be colourless? Explain 1mk ii. Which of the solutions can be used to relieve a heartburn. Explain 1mk iii. Which two solutions can react with zinc oxide. 1 mk 14. The diagram below shows a set up that was used to show the part of air used in burning. A Given that phosphorous was in excess, draw a diagram of the set up at the end of the experiment when there was no further observable change. 1 mk b Suggest of one modification that can be made to the apparatus if the percentage of air used is to be determined."}
{"text": "How will increase in pressure affect the yield of nitrogen II oxide? 1mk 20. After 7.5 hrs the percentage of a certain nuclide in a sample of ore was found to be 12.5 . A What is meant by the term half-life? 1mk b Determine the half-life of the nuclide. 2mks 21. Name the following compound. Ii. CH3 COOCH2CH2CH3 1 mk b Complete the equation below. 1mk Inverted gas jar A piece of burning phosphorous Waterwww.freekcsepastpapers.comPage 120 22. The diagram below represented a set up that was used to react Lithium with water. Study it and answer the question that follow. A Complete the diagram to show how the gas formed can be collected. 1mk b Write an equation for the reaction that takes place. 1mk c Why would it not be advisable to use potassium in place of lithium in the above set up. 1mk 23. During extraction of aluminium. Aluminium oxide with melting point of 20540C is electrolysed but the temperature is maintained between 8000C and 9000C. a Explain why electrolysis is not carried at 20540C 1mk b How can the temperature be lowered from 20540C to about 8000C 1mk c State one use of aluminium. 1 mk 24. The scheme below represents reactions starting with solid X. i. Identify solid X. 1mk ii. Write an ionic equation to show formation of white precipitate. 1 mk iii. Why would gas S not form a white precipitate with solution of sodium hydroxide. 25. The electrode potentials for elements C and D are given below. C 2 aq 2 e- C s E - 0.38V D 2 aq 2 e- D s E -0.67V Is it advisable to store a nitrate solution of C in a container made of element D? Explain showing your working. 3 mks 26. A Water is polar. What is meant by the term polar?"}
{"text": "Name the catalyst Y. 1mk II. State one commercial use of sulphuric VI acid. 1mk d i. The copper obtained from the chamber N is not pure. Draw a labelled diagram to show the set up you would use to refine the copper by electrolysis. 2mks ii. Given that the mass of copper obtained from the above extraction was 210kg. Determine the percentage purity of the ore copper pyrites if 810kg of it was fed to the 1st roasting furnace. Cu 63.5, Fe 56, D 32 3mks 4. Use the standard electrode potentials given below to answer the questions that follow. A Select two half cells which when connected give the lowest electromotive force e.m.f 1mk b Calculate the e.m.f of the cell formed by combining the half cells in a above. 1mk c Select the; i. Strongest oxidizing agent. 1 2 mk ii. Strongest reducing agent 1 2 mk d A cell was set up using lead and zinc electrodes as shown below. I. Write the half cell equation for the half cell in which oxidation takes place. 1 mk ii. Write the overall cell equation. 1mk iii. What is the role of the salt bridge? 2mks e An iron knife was electroplated using chromium. The knife was thoroughly cleaned and weighed before being dipped in the electrolyte used. I. Why is it necessary to clean the knife before electrolysis is carried out. 1mk ii. A current of 0.75A was passed through the electrolyte for one hour and 4 minutes. The mass of chromium deposited on the knife was 0.52g. Determine the valency of chromium. 1F 96500C, Cr 52 2mks 5. The sketch below represents a graph obtained when zinc granules were reacted with excess 0.2M sulphuric acid in the presence of a catalyst in a conical flask placed on an electronic balance. Www.freekcsepastpapers.comPage 124 a i Write an equation for the reaction that took place. 1mk ii. Explain why there is loss in mass."}
{"text": "Www.freekcsepastpapers.comPage 124 a i Write an equation for the reaction that took place. 1mk ii. Explain why there is loss in mass. 1mk b Sketch on the same axes, the curve obtained when: I: Same mass of zinc powder was used under the same conditions. Label it P. 1mk II: No catalyst was used. Label it N. 1 mk c In the contact process, sulphur IV oxide is converted to sulphur VI oxide in the catalytic chamber in which a dynamic equilibrium is reached. 2 SO2 aq O 2 g 2SO 2 g H -97kJ Mol i. What is meant by dynamic equilibrium? 2mks ii. State and explain how each of the following would affect the position of the equilibrium. I. Decrease in pressure. 2mks II. Decrease in temperature. 2mks d An equilibrium exists between chromate and dichromate ions as shown below. 2CrO4 2- aq 2H Cr2O7 2- aq H2O l yellow aq Orange State and explain the observation made when aqueous sodium hydroxide is added to the above mixture. 2mks 6. A The table below shows properties of chlorine, bromine and iodine. Complete the table by giving the missing information in i , ii and iii 3mks b Chlorine gas is prepared by reacting concentrated hydrochloric acid with manganese IV oxide. I. Write the equation for reaction between concentrated hydrochloric acid and manganese IV oxide. 1mk ii. What is the role of manganese IV oxide in this reaction. 1mk c i. Iron II chloride reacts with chlorine gas to form substance E. Identify substance E. 1mk ii. During the reaction in c i above, 6.30g of iron II chloride were converted to substance E. Calculate the volume of chlorine used."}
{"text": "1mk ii. During the reaction in c i above, 6.30g of iron II chloride were converted to substance E. Calculate the volume of chlorine used. 3mks Cl 35.5, Molar gas volume at room temperature 24000cm3, Fe 56 d Draw and name the structure of the compound formed when excess chlorine gas is reacted with ethane gas. 2mks e Give two industrial uses of chlorine. 2mks 7. In an experiment 50cm3 of 1.0M sodium hydroxide solution was placed in a suitable apparatus and 5.0cm3 portion of hydroxide acid were added. The resulting mixture was stirred with a thermometer and temperature recorded after each addition. Volume of HCl cm3 5 10 15 20 25 30 35 40 45 50 Temperature 0C 21.5 22.5 24.0 25.0 26.0 27.0 27.5 27.5 27.0 26.5 a Plot a graph of temperature against volume of the acid added. 3mks b i. From the graph determine volume of HCl used to neutralize 50cm3 of 1M NaOH. 1mk ii. Hence determine concentration of the HCl in moles per litre. 3mks c i. Calculate the amount of heat produced in the reaction Specific heat capacity 4.2 kjKg-1 k-1 and density of the solution 1g cm3 2 mks ii. Hence calculate the molar enthalpy of neutralization of sodium hydroxide. 1mk www.freekcsepastpapers.comPage 125 KIRINYAGA CENTRAL EFFECTIVE 40 JOINT EXAMINATION, 2023 233 3 CHEMISTRY PAPER 3 CONFIDENTIAL Each candidate should have the following :- 1. 90cm3 of solution X. 2. 100cm3 of solution Y. 3. 120cm3 of solution Z. 4. 6 test tubes in a rack and 1 boiling tube. 5. 50ml measuring cylinder. 6. A conical flask. 7. A burette. 8. A 25ml pipette. 9."}
{"text": "8. A 25ml pipette. 9. A thermometer -100C 1100C 10. Stopwatch. 11. About 15cm3 of liquid Q. 12. Watch glass. 13. Test tube holder. 14. 0.1g NaHCO3. 15. A dropper. 16. 1g ammonium iron II sulphate hexahydrate. Labelled solid T NH4 2 SO4FeSO4.6H2O 17. 500cm3 distilled water in a wash bottle. 18. Metallic spatula. 19. One blue litmus paper and one red litmus paper. Access to:- 1. 2M NaOH with own dropper. 2. 0.1M acidified potassium dichromate VI with a dropper. 3. 0.2Macidified barium nitrate with own dropper. 4. 20 hydrogen peroxide with own dropper. 5. 2M NH4OH with own dropper. 6. 0.02M acidified potassium manganate VII with a dropper. 7. Bunsen burner flame. Solution preparation confidential. 1. Solution X- Ferrous Ammonium sulphate. Prepared by dissolving 34g of Ferrous Ammonium Sulphate in 1000cm3 of distilled water. Note that this solution should be prepared the morning of the exam and also per shift to prevent oxidation. 2. Solution Y Acidified potassium manganate VII . Prepared by dissolving 3g of potassium Manganate vii crystals in 800cm3 of distilled water then adding 200cm3 of 2M sulphuric VI acid. 3. Solution Z Oxalic acid. Prepared by dissolving 6.3g of oxalic acid in 1000cm3 of water. 4. Acidified potassium dichromate VI is prepared by dissolving 29.4g in 200cm3 2M sulphuric VI acid and top up to 1litre using distilled water. 5. Acidified barium nitrate is prepared by dissolving 52.3g of barium nitrate in 200cm3 of HNO3 and top up the solution with distilled water to 1l 1000cm3 6. Liquid Q is ethanol."}
{"text": "1 mk b Given that the equation for the reaction between solution Y and X is: MnO- 4 aq 8H aq 5Fe 2 aq Mn2 aq 5Fe3 aq 4H2O l Determine i. The number of moles of iron II salt, solution X in 25cm3 of the solution used. 1 mk ii. The concentration of solution X in moles per litre. 1 mk iii. The relative formula mass of the iron II salt. 1mk iv. The value of n in the formula FeSO4 NH4 2SO4.nH2O. 1mk Fe 56, N 14, S 32, O 16, H 1 Procedure 2 Using a burette place 1 cm3 of solution Y in each of the 5 test tubes on the rack. Measure 20cm3 of solution Z into a boiling tube using a measuring cylinder. Put a thermometer into solution Z in the boiling tube and warm it until it attains a temperature of 400C. Place the boiling tube in the rack and add the first portion of solution Y in the test tube and immediately start the start watch. Record the time taken for the purple colour to be decolourised in the table 2 below. Repeat the procedure above with 20cm3 solution Z at 500C, 600C, 700C and 800C to fill table 2. Clean the test tubes and the burette immediately you finish the experiment. Table 2 4 mks Temperature of solution Z 0C 40 50 60 70 80 Time taken for colour to decolourise sec t Rate 1 t sec-1 a On the grid below, plot a graph of rate l t against temperature 0C . 3mks b From the graph, determine the time for decolourisation of the mixture if temperature of solution was 580C. 1mk c Explain how the rate of reaction between solution Y and solution Z varies with change in temperature. 2mks www.freekcsepastpapers.comPage 127 2. You are provided with organic liquid Q."}
{"text": "Give one reason why they have low melting points. 1 mark 3. A heavy metal P was dissolved in dilute nitric acid to form a solution of compound P NO3 2. Portions of the resulting solution were treated as follows: i To the first portion a solution of dilute hydrochloric acid is added, where a white precipitate S is formed, which dissolves on warming. Ii The second portion is treated with two drops of 2M Sodium hydroxide solution where a white precipitate T is formed. The white precipitate dissolved in excess sodium hydroxide to form a colourless solution. Iii A solution of potassium iodide is added to the third portion where a yellow precipitate U is formed. Iv When the resulting solution is evaporated to dryness and heated strongly a yellow solid V is formed and a brown gas W and a colourless gas X are formed. A. Identify the substances P, S, T, U, V, W 3 marks b. Write an ionic equation of the reaction that occurs in part iii 1 mark A B C Fwww.freekcsepastpapers.comPage 137 4. 100cm3 of air is continuously passed through a combustion tube connected to two syringes as shown below. The combustion tube contains some clean granules of copper metal which are heated. The process is repeated until there is no further change in the volume of air. The volume of air remaining is 80cm3 i State one observation made in the combustion tube 1mark ii Work out the percentage of air used after the reaction 1mark iii List two gases remaining after the reaction 1 mark iv Would the reaction take place if it is repeated with magnesium in place of copper metal explain 1mk 5. The electronic configuration of the ions of X3 and Y are 2, 8 and 2, 8 respectively. I . Write the electronic configuration of the neutral atoms of X and Y 1 mark ii . Write the formula of the compound formed between element X and O 1 mark iii . Compare the atomic radius of element X and Y 2 marks 6. The diagram below represents an experiment which was carried out by a student, to investigate the effect of passing an electric current on molten sodium chloride. I . Molten sodium chloride is a binary electrolyte."}
{"text": "The diagram below represents an experiment which was carried out by a student, to investigate the effect of passing an electric current on molten sodium chloride. I . Molten sodium chloride is a binary electrolyte. State the meaning of the term binary electrolyte. 1 mark ii . State two observations made at the anode 1 mark iii . Write an equation to show what happens at the cathode. 1 mark iv Show the direction of flow of electrons on the set up mark 7. 100cm3 of propane gas diffuses through a porous plug in 20 seconds. How long would it take for 80cm3 of methane gas to diffuse through the same plug? C 12, H 1 3marks Combustion tubeSyringe AHeated Copper MetalSyringe BGraphite electrodeBeakerMolten Sodium Chloridewww.freekcsepastpapers.comPage 138 8. The graphs below were drawn when 15g of marble chips in different physical states were reacted with 50cm3 of 2M Hydrochloric acid. They are drawn by measuring the volume of carbon iv oxide produced with time. A Which curves corresponds to the reactions involving powdered calcium carbonate and large sized marble chips with the dilute acid. I Powdered calcium carbonate 1 mark ii Large sized calcium carbonate 1 mark b All the graphs eventually flatten out at the same level but at different time. Why do the graphs flatten out at the same level? 1 mark c Why is curve A very steep at any given point compared to the other curves 1 mark 9. One mole of ethane gas was mixed with excess chlorine gas in a gas jar at room temperature and kept in dark conditions. On observation, no reaction occurred in the dark conditions. On exposure to light the chlorine gas was decolourised. A State the importance of light in the above reaction. 1 mark b Write an equation for the reaction that occurs once the mixture is exposed to light.1mark c Name the organic product formed in the above reaction 1mark 10. Below is an equation showing an equilibrium Br2 aq H2O l Br aq 2H aq OBr aq State and explain the observation that would be made if some drops of concentrated sodium hydroxide solution were introduced to the equilibrium mixture 3 marks 11."}
{"text": "A State the importance of light in the above reaction. 1 mark b Write an equation for the reaction that occurs once the mixture is exposed to light.1mark c Name the organic product formed in the above reaction 1mark 10. Below is an equation showing an equilibrium Br2 aq H2O l Br aq 2H aq OBr aq State and explain the observation that would be made if some drops of concentrated sodium hydroxide solution were introduced to the equilibrium mixture 3 marks 11. A mixture of dilute nitric acid 50 water 50 acid was reacted with copper turnings in a round bottomed flask. I Name the gas that is produced in the above case. 1 mark ii Write a balanced equation to show the reaction 1 mark iii State two physical properties of the gas evolved above. 1 mark 12. The molar enthalpy of combustion of propanol is 1560Kjmol 1 i Write an equation to show the combustion of ethanol completely in oxygen 1 mark ii Calculate the amount of energy in joules released when10g of propanol is burnt in excess oxygen 2 marks iii The practically obtained value of enthalpy of combustion of propanol is less than the value obtained from books. Give two reasons for the above variation. 1 mark 13. Given a solid sample of calcium carbonate and sodium chloride, explain how you can obtain some pure crystals of sodium chloride. 3 marks Volume of Co 4050Curve ACurve BCurve CTime4050www.freekcsepastpapers.comPage 139 14 The solubility curves below shows the solubility of two salts A and B in water. Study it and answer the questions that follow: i Which salt is more soluble in water at 70oc 1mark ii Work out the amount of salt that would saturate 50gm of water at 120sc 2mark 15. 3.78g of a hydrated salt of iron II sulphate, FeSO4, in H2O were heated until all the water of crystallization was driven off. The anhydrous salt left had a mass of 1.52g. Determine the formula of the hydrated salt."}
{"text": "3.78g of a hydrated salt of iron II sulphate, FeSO4, in H2O were heated until all the water of crystallization was driven off. The anhydrous salt left had a mass of 1.52g. Determine the formula of the hydrated salt. Fe 56, S 32, H 1, O 16 3 marks 16. A steady current of 0.2 Amperes was passed through molten silver bromide for 80 minutes. I . Calculate the quantity of electricity that passed through the set up. 1 mark ii . Calculate the mass of product deposited at the cathode. 1F 96500C; Ag 108, Br 80 2 marks 17. The apparatus set up below was used to prepare an anhydrous solid P i Identify solid P 1 mark ii Write an equation for formation of solid P 1 mark iii Suppose the gas used in the set up was dry hydrogen chloride gas; what would be the product obtained after the reaction? Give a reason for your answer 1020 40 60 80 100 120 140Salt ASalt BSolubility g per 100g of H o2Temp C 0DryChlorine gasDrying agent MIron wireSolid Pwww.freekcsepastpapers.comPage 140 18. A radioactive cobalt Co6128 undergoes decay by emitting a beta particle and forming Nickel atom, a Write a balanced decay equation for the above change 1 mark b If a sample of the cobalt has an activity of 1000 counts per minute, determine the time it would take for its activity to decrease to 62.50 if the half-life of the element is 30years 2 marks c Define the term half-life. 1 mark 19."}
{"text": "Give a reason for your answer 1020 40 60 80 100 120 140Salt ASalt BSolubility g per 100g of H o2Temp C 0DryChlorine gasDrying agent MIron wireSolid Pwww.freekcsepastpapers.comPage 140 18. A radioactive cobalt Co6128 undergoes decay by emitting a beta particle and forming Nickel atom, a Write a balanced decay equation for the above change 1 mark b If a sample of the cobalt has an activity of 1000 counts per minute, determine the time it would take for its activity to decrease to 62.50 if the half-life of the element is 30years 2 marks c Define the term half-life. 1 mark 19. The table below gives the solubility of potassium bromide and potassium sulphate at 0oc and 40oC Substance Solubility g 100g H2O at 0oc 40oC Potassium bromide 55 75 Potassium sulphate 10 12 When an aqueous mixture containing 60g of potassium bromide and 7g potassium sulphate in 100g of water at 80oc was cooled to 0oC, some crystals were formed a Identify the crystals 1mark b Determine the mass of the crystals 1mark c Name the method used to obtain the crystals 1mark 20. The table below gives some information about the melting and the likely structures in substances V, W, and X. Complete the table by filling the missing Information in the spaces numbered. I, II and III 3marks Element Structure Example Melting point V Grant Metallic i High W ii F2 Low X iii Si Very high 21. Use for diagram below to answer the questions that follows:- a Name the letter that corresponds to: i Activation energy of the reaction 1mark ii Change in energy for the overall reaction. 1mark b The reaction exothermic or endothermic. Explain. 2mark www.freekcsepastpapers.comPage 141 22. Study the set up below and answer the question that follows a Write an equation for the reaction which takes place in the combustion tube."}
{"text": "Explain. 2mark www.freekcsepastpapers.comPage 141 22. Study the set up below and answer the question that follows a Write an equation for the reaction which takes place in the combustion tube. 1mark b What property of gas Z to allows it to be collected as shown in the diagram . 1mark c Identify gas Z 1mark 23. The setup below was used to prepare dry sample or hydrogen sulphide gas. A Complete the diagram to show how the gas was collected. 1mark b Identify the following solids; H J 2marks 24. The table below shows the atomic and ionic radius of some elements. Element Atomic Radius nm Ionic radius nm U V W X 0.174 0.203 0.099 0.136 0.099 0.133 0.181 0.065 a Classify X as a metal or non-metal. Explain 1mark b Identify the element which is the strongest reducing agent. 1mark c Which element forms an anion? 1mark www.freekcsepastpapers.comPage 142 WEITHAGA JOINT MOCK EXAMINATIONS, 2023 Kenya Certificate of Secondary Education 233 2 Chemistry PAPER 2 Theory TIME: 2 HOURS 1. I The table below shows properties of some elements represented by symbols W, X, Y and Z. Study the information in the table and answer the questions that follows Element No. Of protons Atomic radius nm Boiling point 0C W 2 0.93 -269 X 10 1.31 -246 Y 18 1.54 -186 Z 36 1.89 -152 a Write down the electron arrangement for elements W and X 1mk b In which group of the periodic table are the elements in the table above? Give the name of the group 2mks c Explain why the atomic radius of W is smaller than that of X 1mk d state one use of element X 1mk II. The section below represents part of the periodic table. Study it and answer the questions that follow. The letters are not the actual symbol of the elements. Q X B H M T Y A V Z S a Select the least reactive non-metal."}
{"text": "Study it and answer the questions that follow. The letters are not the actual symbol of the elements. Q X B H M T Y A V Z S a Select the least reactive non-metal. 1mk b Which of the elements has the greatest tendency of forming covalent compounds in nature? Explain your choice. 1mk c Explain why the atomic radius of T is smaller than that of M. 2mks d Compare the electrical conductivity of element X and B. 2mks 2. Two half cells were connected as shown to form a voltaic cell. The reduction potentials are given. Pb2 aq 2e Pb s E 0.13V Fe2 aq 2e Fe s E 0.44V a Calculate the e.m.f of the cell. 1mk b Sodium chloride is used as the salt bridge. State the two functions of the salt bridge. 2mks c Show the direction of the electron flow in the external circuit. 1mk d The e.m.f of the cell will reduce with time. Give a reason for this. 1mk www.freekcsepastpapers.comPage 143 e During electrolysis of water acidified with Sulphuric acid, two gases were produced at the electrodes: i State which ions are preferentially discharged at the electrodes. Explain with aid of half ionic equations. Anode. 1mk Cathode. 1mks ii Calculate the volume of the gases at s.t.p produced when a current of 0.025A is passed for 4 hours. 1 Faraday 96500C 3mks 3. A The fermentation of glucose is catalysed by enzymes from yeast. Yeast is added to aqueous glucose, the solution starts to bubble and becomes cloudy as more yeast cells are formed. C6H12O6 aq 2C2H5OH aq 2CO2 g The reaction is exothermic. Eventually the fermentation stops when the concentration of ethanol is about 12 . I On a large scale, the reaction mixture is cooled. Suggest a reason why this is necessary. 1mk ii Why does the fermentation stop? Suggest one reasons."}
{"text": "An experiment was carried out using magnesium ribbon and dilute hydrochloric acid of different concentrations. The time needed to produce 50cm3 of the gas for every experiment was recorded in a table. Concentration of HCl moles per litre 2.0 1.75 1.50 1.25 1.00 0.75 0.50 0.25 Time seconds 8.8 10.0 11.7 14.0 17.5 18.7 35.0 70.0 time1 Sec-1 a Complete the table above for 1 time. 4mks b Plot a graph of rate i.e 1 time against concentration. 3mks www.freekcsepastpapers.comPage 144 c From your graph determine the concentration needed to produce 50cm3 of hydrogen gas when time is 15.0 seconds 1mk d From your graph state the relationship between the rate of reaction and concentration. Give a reason. 1mk e A state of equilibrium between dichromate vi and chromate ions is established as shown below Cr2O72- aq 2OH- aq 2CrO42- aq H2O l Orange Yellow i What is meant by dynamic equilibrium? 1mk ii State and explain observation made, when a few drops of Hydrochloric acid are added to equilibrium mixture 2mks 5. A Read the following passage and answer the questions. A salt K was heated with slaked lime calcium hydroxide . A colourless gas L with a characteristic smell and turns red litmus paper blue was evolved. A large quantity of this gas was passed through an inverted filter funnel into Copper II sulphate solution, and a deep blue solution M was obtained. I Identify gas L 1mk ii What is K most likely to be? 1mk iii Write an equation for the reaction between K and slaked lime 1mk iv ."}
{"text": "1mk ii What is the identity of metal F. 1mk iii State the name of the ore from which metal F is extracted. 1mk iv Explain why the metal loses its lustre when exposed to air. 1mk v What is the function of wire gauze shell that separates the anode from the cathode? 1mk vi Write a chemical equation for the reaction between metal F and ammonia 1mk vii Apart from being a deoxidizing agent, state two other uses of metal F. 1mks b During extraction of aluminium by electrolysis, molten cryolite is used instead of water and the anode must be replaced from time to time. I State the main ore from which aluminium is extracted 1mk ii Explain why cryolite is preferred over water 1mk iii Give a reason why the anode is replaced from time to time. 1mk iv Extraction of aluminium is very expensive compared to other metals like Iron, explain 1mk 8. A Consider the following reaction: A2 g B2 g 2AB g , H 75 kJ Sketch an energy level diagram showing the relative activation energies for the catalysed and uncatalysed reactions using the axes below. 2mks b The following data was obtained during an experiment Mass of ethanol burnt 0.2g Mass of water in the calorimeter 200g Specific heat capacity of water 4.2 jg-1k-1 Initial temperature of water 23.5 0C Final temperature of water 28.0 0C i How was the mass of ethanol that burnt determined? 1mk ii How much heat was required to raise the temperature of water from 23.5 0C to 28.00C? 2mks iii Two assumptions were made in calculating the enthalpy of combustion for ethanol. State them. 1mk iv Determine the molar enthalpy of combustion of ethanol. C 12,H 1,O 16 2mks v Write a thermochemical equation for the combustion of ethanol given the accurate value for enthalpy of combustion is 1368 kJmol-1."}
{"text": "11. 400cm2 of distilled water. 12. Means of labeling. 13. About 0.5g of NaHCO3 Solid A. 14. 5cm3 of solution D. 15. About 1g of solid R. 16. Bunsen burner. Access to: 2M aqueous ammonia solution supplied with a dropper. Phenolphthalein indicator supplied with a dropper. 0.5M KI solution. 2M HCL 2M NaOH Zinc granules. 0.5 g Acidified KMnO4 supplied with a dropper. Acidified K2Cr2O7 supplied with a dropper. Solution D is a mixture of Pb NO3 2 and Cu NO3 2 ratio 1:1 Solid R is a maleic acid. Www.freekcsepastpapers.comPage 164 MURANG A EXTRA COUNTY SCHOOLS EXAMINATION. Kenya Certificate of Secondary Education 233 1 Chemistry Paper 1 Theory TIME: 2 HOURS 1 a Bauxite is the chief ore found in the extraction of Aluminium. Name two impurities found in bauxite 2mks b Name the chief ores of both zinc and copper 1mk i zinc ii copper 2. A Identify the products formed when dinitrogen tetra oxide is dissolved in water 2mks b Write the balanced equation for the reaction above 1mk 3. State one use of the following substances 3mks i AgBr ii CaSO4.XH2O iii Tincture of iodine 4. The grid below represents part of the periodic table. Study it and answer the questions that follow .The letters given do not represent the actual symbols of the elements. A B C D E F G H i Select the element that can form a divalent anion mk . Ii Name type of structure would the oxide of C have? Mk . Iii How does the melting point of A compare with that of E? Mk ."}
{"text": "Mk . Iii How does the melting point of A compare with that of E? Mk . Iv 2.6 g of B reacts completely when heated with 2.42 litres of chlorine gas Cl2 at s.t.p, calculate the relative atomic mass of B. 1 mole of gas occupies 22.4 litres at s.t.p. 112mk . 5. Explain the differences in bleaching properties of chlorine and sulphur use equations where necessary 3mks 6. Metals K and N were connected to form a cell as shown in the diagram below. Their reduction potentials are as shown below: K aq K s - 0.17V N aq N s 1.1 6Vwww.freekcsepastpapers.comPage 165 i P is made by dipping a filter paper in a solution of sodium nitrate, on the salt bridge show the direction of flow of ions 1mk ii On the diagram, show the flow of electrons 1mk iii Write the equation for the half-cell reaction that occurs at 1mk Metal K electrode........................................................................... Metal N electrode........................................................................... 7. Write equations for the reactions between the following metals and steam. 3mks Iron Zinc Copper 8. Study the diagram below and answer the questions that follow. A. Name 1mk i Solid V ....... ii Gas W b. Describe a chemical test for chloride ions 2mks 9. Starting with ethanol, describe how a sample of tetrachloroethane can be prepared 3mks 10. A solution of bromine in water is a chemical reaction in equilibrium. The reaction involved is represented by the equation below; Br2 aq H2O l 2H aq Br- aq OBr- aq Yellow Colourless i State and explain the observation made when dilute sulphuric VI acid is added to the mixture at equilibrium. 2mks ii Define the term dynamic equilibrium 1mk 11."}
{"text": "A solution of bromine in water is a chemical reaction in equilibrium. The reaction involved is represented by the equation below; Br2 aq H2O l 2H aq Br- aq OBr- aq Yellow Colourless i State and explain the observation made when dilute sulphuric VI acid is added to the mixture at equilibrium. 2mks ii Define the term dynamic equilibrium 1mk 11. Apart from downward delivery name another method that can be used to collect the following gases 2mks i Nitrogen IV oxide Sulphur VI oxide ii Name one gas that can be dried using anhydrous calcium oxide 1mk 12. Starting with magnesium metal describe how a sample of magnesium carbonate can be prepared. 3mks 13. With aid of well labelled diagrams show how a sample of sodium chloride, iodine and sand can be separated 3mks 14. Explain the following 3mks i Why number of protons and electrons are equal in an atom ii The role of neutrons in the nucleus of an atom iii Cations are positively charged 15. A In an experiment 10.6g of a mixture of a anhydrous Sodium Carbonate and Sodium chloride were dissolved in water to make 100cm3 of solution .25cm3of this solution required 20cm3 of 1M Hydrochloric acid solution for complete neutralization. I Calculate the number of moles of Hydrochloric acid used 1mk ii Write a balanced equation for the above reaction. 1mk iii Calculate the mass of Sodium Carbonate in 25 cm3 of this mixture. 1mk 16. Briefly describe how caffeine can be extracted from tea leaves. 3mks 17. State the two roles of platinized-platinum in a standard hydrogen electrode 2mks 18."}
{"text": "Briefly describe how caffeine can be extracted from tea leaves. 3mks 17. State the two roles of platinized-platinum in a standard hydrogen electrode 2mks 18. Explain the following 3mks i Yellow phosphorus is stored under water ii Sodium is stored under paraffin oil iii Lime water and not potassium hydroxide is used to test for carbon iv oxide Solution of a sodium salt Solid V Gas W which turns K2Cr2O7 paper from orange to green BaCl2 aq HCl aq www.freekcsepastpapers.comPage 166 18. Study the information below and use it to answer the questions that follow H lattice MgCl2 - 2477kjmol-1 H hydration Cl-1 aq -363kjmol-1 H hydration Mg 2 aq -1891jmol-1 i Differentiate between hydration energy and lattice energy? 1mks ii Calculate the heat of solution of Magnesium Chloride 2mks 19. Nylon 6,6 is formed from two monomers, hexan-1,6-dioic acid adipic acid and hexan-1,6-diamine hexamethylene diamine through condensation polymerisation as shown in the diagrams below. A. Define condensation polymerisation 1mk b. Write the equation for the formation of Nylon 6,6 2mks 20. According to Bronsted-Lowry theory, define an acid 1mk NH3 aq H2O l NH4 aq OH- aq Identify the species that acts as; i A base. Explain . 1mks ii An acid. . Explain .. 1mk 21. A Explain how painting prevents iron from rusting 1mk b. Apart from protection from rusting state another reason for electroplating 1mk c. What is sacrificial protection, use an example to explain your answer. 2mks 22. The structure of RCOO-Na below represents a type of cleansing agent. Describe how the cleansing agent removes grease from a piece of cloth. 3mks 23."}
{"text": "The structure of RCOO-Na below represents a type of cleansing agent. Describe how the cleansing agent removes grease from a piece of cloth. 3mks 23. The diagram below represents a jiko when in use. Study it and answer the questions that follow. I Write equations for the reactions that occur in region I: B 1 mk II: C 1 mk ii Explain what happens in region A. 1 mks 24. A compound contains 82.75 carbon and the rest is Hydrogen. C 12, H 1 a Determine its empirical formula. 2 Mrks b Determine the molecular formula if its molecular mass is 58. 1 Mks 25. Determine the oxidation state of manganese in the following; 3mks KMnO4 Mn2O3 26. Explain why the melting point of magnesium oxide is 3080 C while that of carbon IV oxide is -79oC. 2mks Region A Region B Region C Air inwww.freekcsepastpapers.comPage 167 MURANG A EXTRA COUNTY SCHOOLS EXAMINATION. Kenya Certificate of Secondary Education 233 2 Chemistry PAPER 2 Theory TIME: 2 HOURS 1. A The graph below represents the trend in melting points of elements in period 3. Study it and use it to answer the questions that follow i Explain the trend in melting point between Aluminum and Phosphorous. 2 marks ii Give a reason why Argon has the lowest melting point 1 mark b The table below shows the properties of several elements. Study it and use it to answer the questions that follow. Element Atomic radius nm Ionic radius nm P 0.136 0.065 Q 0.174 0.099 R 0.099 0.181 S 0.203 0.133 i Giving a reason, identify the nonmetal 2 marks ii Given that, element P and S belong to the same period of the periodic table, identify the element with a lower ionization energy. Explain. 2 marks c An element X forms an ion with the formula X2 . The electronic configuration of the ion is 2.8 i State the group and period to which element X belongs."}
{"text": "Explain. 2 marks c An element X forms an ion with the formula X2 . The electronic configuration of the ion is 2.8 i State the group and period to which element X belongs. 1mark Group .. . Period ii Draw dot and cross diagram showing bonding when X combines with chlorine 1 mark d Explain the following observations; i Carbon has more than one melting point 1 mark ii Silicon and phosphorous are in the same period but at room temperature, the oxide of silicon is a solid, while the oxide of sulphur is gaseous 1 mark 2. A Determine the oxidation state of the element indicated in brackets 3 marks i. MnO4 Mn ii. K2 Cr2 O7 Cr iii. H3PO4 P www.freekcsepastpapers.comPage 168 b Below is a list of standard reduction potentials of some elements. Use it to answer the questions that follow. A 2 aq 2e A s 0.34 V N 2 aq 2e N s 0.76 V G aq 2e G s 0.00 V Y 2 aq 2e Y s 0.88 V L 2 aq 2e L s 2.16 V i Identify the strongest reducing agent 1 mark ii Explain why a solution containing A2 ions cannot be stored in a container made of metal N 1 mark iii The half cells of Y and L were combined to form an electrochemical cell. I Draw a well labelled diagram of the cell formed 3 marks II Calculate the e.m.f of the cell formed above 1 mark c The diagram below shows the set up used to investigate electrolysis of dilute sulphuric VI acid solution i Identify product X and Y 1 mark ii Write an equation for the reaction at the anode 1 mark iii Explain what happens to the solution after 2 hrs sometime 1 mark 3. Study the diagram below and use it to answer the questions that follow a."}
{"text": "A 2 aq 2e A s 0.34 V N 2 aq 2e N s 0.76 V G aq 2e G s 0.00 V Y 2 aq 2e Y s 0.88 V L 2 aq 2e L s 2.16 V i Identify the strongest reducing agent 1 mark ii Explain why a solution containing A2 ions cannot be stored in a container made of metal N 1 mark iii The half cells of Y and L were combined to form an electrochemical cell. I Draw a well labelled diagram of the cell formed 3 marks II Calculate the e.m.f of the cell formed above 1 mark c The diagram below shows the set up used to investigate electrolysis of dilute sulphuric VI acid solution i Identify product X and Y 1 mark ii Write an equation for the reaction at the anode 1 mark iii Explain what happens to the solution after 2 hrs sometime 1 mark 3. Study the diagram below and use it to answer the questions that follow a. During the experiment, the following data was collected Volume of water 400 cm3 Initial temperature of water 23.00 C Final temperature of water 35.00 C Initial mass of lamp and ethanol 99.07 g Final mass of lamp and ethanol 98.23 g Specific heat capacity 4.2 kJ Kg-1 K- Calculate the; i Temperature change 1 mark ii Heat change for the reaction 2 marks iii Mass of ethanol that reacted 1 mark iv Molar enthalpy of combustion of ethanol C 12, H 1.0, O 16.0 2 marks www.freekcsepastpapers.comPage 169 b."}
{"text": "I Draw a well labelled diagram of the cell formed 3 marks II Calculate the e.m.f of the cell formed above 1 mark c The diagram below shows the set up used to investigate electrolysis of dilute sulphuric VI acid solution i Identify product X and Y 1 mark ii Write an equation for the reaction at the anode 1 mark iii Explain what happens to the solution after 2 hrs sometime 1 mark 3. Study the diagram below and use it to answer the questions that follow a. During the experiment, the following data was collected Volume of water 400 cm3 Initial temperature of water 23.00 C Final temperature of water 35.00 C Initial mass of lamp and ethanol 99.07 g Final mass of lamp and ethanol 98.23 g Specific heat capacity 4.2 kJ Kg-1 K- Calculate the; i Temperature change 1 mark ii Heat change for the reaction 2 marks iii Mass of ethanol that reacted 1 mark iv Molar enthalpy of combustion of ethanol C 12, H 1.0, O 16.0 2 marks www.freekcsepastpapers.comPage 169 b. Use the information in the table below to answer the questions that follow Na g Cl- g NaCl s H1 776 kJ Mol Na g aq Na aq H2 390 kJ Mol Cl- g aq Cl- aq H3 384 kJ Mol i Give the name of 2 marks H1 .. H3 .. ii Using an energy cycle diagram, calculate the molar enthalpy of solution of sodium chloride 3 marks 4. Study the flow diagram below and use it to answer the questions that follow. A. Name substance; H , T F 3 marks b. State the conditions for 2 marks i. Step 1 ii. Step 2 c. Write an equation for the reaction in 2 marks i. Step 6 ii. Step 5 d. Draw the structural formula of substance M 1 mark e."}
{"text": "Describe three successive tests he would carry out to confirm the solid is zinc and give the observations expected in each test. 3marks Test Procedure Expected observation 1 2 3www.freekcsepastpapers.comPage 171 7. The diagram below shows the laboratory preparation of ammonia gas. Study it and use it to answer the questions that follow. A. Name the reactants used 1 mark b. Give the role of calcium oxide 1 mark c. State 2 physical properties of ammonia gas 1 mark d. Write an equation for the reaction 1 mark e. Ammonia reacts with oxygen in the presence of a catalyst to produce nitric V acid industrially. I Name the catalyst used 1 mark ii Describe how the product in e above is converted to nitric V acid 2 marks f. Ammonia and sulphuric VI acid are reacted to form a fertilizer. I Write an equation for the reaction. 1 mark ii Calculate the volume of ammonia required at STP to manufacture 1500kg of the fertilizer at STP N 14.0, H 1.0, S 32, O 16.0, MGV at STP 22.4L 3 marks www.freekcsepastpapers.comPage 172 MURANG A EXTRA COUNTY SCHOOLS EXAMINATION. Kenya Certificate of Secondary Education 233 3 Chemistry PAPER 3 PRACTICAL 1. You are provided with; solution P, potassium manganate VII solution Q, containing 6.3 g litre of dibasic acid H2X.nH2O Solution R, containing 4.0 g litre of Sodium hydroxide solution. You are required to determine: a The value of n in H2X.nH2O b How the rate of reaction of solution P with solution Q varies with change in temperature. Procedure 1 Fill the burette with solution Q. Pipette 25cm3 of solution R into a conical flask and titrate solution Q with solution R using phenolphthalein indicator. Record your results in table I below and repeat the titration two more times and complete the table: Table I."}
{"text": "Phenolphthalein indicator 2. Source of heat 3. 2M Pb NO3 2 aq 4. 2M HNO3 aq 5. 0.5M Ba NO3 2 aq 6. 2M Ammonia solution 7. 2M NaOH 8. Acidified KMnO4 solution 9. 2M HCl aq NOTES 1. Solution Q is 0.05M oxalic acid 2. Solution P is 0.01M potassium manganate vii solution. 3. Solution R is 0.1M sodium hydroxide solution. 4. A hot Water bath prepared by placing about 200 cm3of water in a 250ml beaker. 5. Solid V mixture NH4 2SO4 and Al2 SO4 3 in the ratio 1: 1 6. Solid T is maleic acid crystals. 7. Acidified KMnO4 is made by dissolving 3.169 of the solid KMnO4 in about 500 cm3of 2M H2S04 acid and diluting to one litre of solution. Www.freekcsepastpapers.comPage 187 MUMIAS WEST JOINT EVALUATION TEST, 2023 Kenya Certificate of Secondary Education 233 1 CHEMISTRY Paper 1 Theory TIME: 2 HOURS 1. A mixture of magnesium powder and copper powder was reacted with dilute hydrochloric acid. The solution was then filtered. Name: a i The residue 1mk ii The filtrate 1mk b Write an ionic equation for the reaction that takes place 1mk 2. Aluminium chloride solution changes the blue litmus paper red. Explain this observation 2mks 3. The diagram below shows the set-up that can be used to prepare and collect oxygen gas. Study it and answer the questions that follow. A Identify two mistakes from the diagram which must be corrected for one to collect dry oxygen gas 2mks b What property of oxygen gas makes it possible to be collected over water? 1mk 4. The table below gives information on four elements by letters K, L, M and N. Study it and answer the questions that follow."}
{"text": "1mk 4. The table below gives information on four elements by letters K, L, M and N. Study it and answer the questions that follow. The letters do not represent the actual symbol of the elements. Element Electron arrangement Atomic radius nm Ionic radius nm Q 2.8.2 0.136 0.065 R 2.8.7 0.099 0.181 S 2.8.8.1 0.203 0.133 T 2.8.8.2 0.174 0.099 a Which two elements have similar chemical properties? Explain 2mks b What is the most likely formula of the oxide of R? 1mk c Which element is a non-metal. Explain 1mk 5. A fixed mass of a gas has a volume of 250cm3 at a temperature of 270C and 750mmHg pressure. Calculate the volume the gas would occupy at 420C and 750mmHg pressure. 3mks 6. Zinc metal and Hydrochloric acid react according to the following equation Zn s 2HCl aq ZnCl2 aq H2 g 1.96g of zinc were reacted with 100cm3 of 0.2M Hydrochloric acid, a Determine the reagent that was not enough 2mks www.freekcsepastpapers.comPage 188 b Calculate the total volume of hydrogen gas that was liberated at S.T.P conditions Zn 65.4, molar gas volume 22.4 litres at S.T.P 1mks 7. A Explain how a sample of CH3CH2OH could be distinguished from a sample of CH3COOH by a chemical test 2mks b Give the name of the type of compound formed when the a above are reacted . 1mk 8. A polymer has the following structure a Draw the repeating unit of the polymer 1mk b A sample of this polymer is found to have a molecular mass of 5194."}
{"text": "A Explain how a sample of CH3CH2OH could be distinguished from a sample of CH3COOH by a chemical test 2mks b Give the name of the type of compound formed when the a above are reacted . 1mk 8. A polymer has the following structure a Draw the repeating unit of the polymer 1mk b A sample of this polymer is found to have a molecular mass of 5194. Determine the number of monomers on the polymer H 1.0, C 12.0, N 14.0 2mks 9. Describe how the following reagents can be used to prepare lead II sulphate: Solid potassium sulphate, solid lead II carbonate, dilute nitric acid and distilled water. 3mks 10. Explain why the enthalpy of neutralization of ethanoic acid with sodium hydroxide is different from that of Hydrochloric acid with sodium hydroxide. 3mks 11. Use the information below to answer the questions that follow: Equation: Enthalpy of formation. I H2 g O2 g H2O l H1 -286kJmol-1 ii C s O2 g CO2 g H2 -394kJmol-1 iii 2C s 3H2 g O2 g C2H5OH l H3 -277kJmol-1 Calculate the molar enthalpy of combustion of ethanol, given that: C2H5OH l 3O2 g 2CO2 g 3H2O l 3mks 12. The structure shown below represent two cleansing agents A and B. Which cleansing agent would be more suitable for washing in water containing magnesium sulphate? Explain 2mks b Identify the Soapy detergent . 1mk 13. M grammes of a radioactive isotope decayed to 5 grammes in 100 days. The half life of the isotopes is 25 days. A What is meant by half life?"}
{"text": "M grammes of a radioactive isotope decayed to 5 grammes in 100 days. The half life of the isotopes is 25 days. A What is meant by half life? 1mks b Calculate the initial mass M of the radioactive isotope 2mks 14. Complete the diagram to show how a sample of dry ammonia gas can be prepared in the laboratory. 3mks 15. 30cm3 of hydrogen gas was exploded with 10cm3 of oxygen gas at room temperature and pressure. Calculate the total volume of the mixture at; a 1000C 2mks b 700C 1mk www.freekcsepastpapers.comPage 189 16. Study the scheme below and answer the questions that follow a Write the formula of the cation present in the yellow solution F 1mk b What property of chlorine is shown in step I 1mk c Write an equation for the reaction in step III 1mk 17. A student set up the experiment below to collect gas K. The glass wool was heated before heating the zinc powder. A Why was it necessary to heat the moist glass wool before heating the zinc powder 2mk b What observations were made in the test tube 1mk 18. Using dots and crosses to represent the outermost electrons, draw the structure to show the bonding in CO2. C 6, O 8 . 3mks 19. Calculate the mass of nitrogen IV oxide gas that would occupy the same volume as 10g of hydrogen gas at the same temperature and pressure. H 1.0, N 14.0, O 16.0 3mks 20. Below is a table of reduction potentials and voltage of some half cells."}
{"text": "2mks 27. In an experiment to study the properties of concentrated nitric acid, a mixture of the acid and wood charcoal was heated in a boiling tube. A What observations were made? Explain your answer 2mks b Write an equation for the reaction that took place in the boiling tube 1mk www.freekcsepastpapers.comPage 191 MUMIAS WEST JOINT EVALUATION TEST, 2023 Kenya Certificate of Secondary Education 233 2 Chemistry PAPER 2 Theory TIME: 2 HOURS 1. Study the flow chart that follows and answer the questions that follow. A Name the following 3mrks i Reagent E and Reagent S ii Compound F iii Reagent G iv Compound B v Compound C vi Compound O b Name the type of reaction in steps 2, 4. 8 and 9. 2mrks c State any one condition necessary for steps 3, 4, 8 and 10 to take place 2mrks d Draw the structure of compounds P, F and O 3mrks e Steps 5 and 9 are similar and lead to the same products. State and explain one difference in the observations made when steps 5 and 9 are separately carried out. 2mrks f Write chemical equations for the reactions that take place in steps 2 and 8. 2mrks 2. A Distinguish between an element and a molecule. 2mks b The diagram below represents part of the periodic table. Use it to answer the questions that follow. The letters do not represent the actual symbols of the elements F C G H D E J K i Which metallic element shown on the table has the highest electrical conductance? Explain 2mks www.freekcsepastpapers.comPage 192 ii Write the formula of the compound formed between E and G 1mk iii How do the first ionization energies of elements C and D compare? Explain. 2mks iv The melting point of E and K are 1120oC and -34oC respectively. In terms of structure and bonding, explain why there is a large difference in the melting point of E and K."}
{"text": "Explain. 2mks iv The melting point of E and K are 1120oC and -34oC respectively. In terms of structure and bonding, explain why there is a large difference in the melting point of E and K. 2mks v Indicate on the grid the position of element L which forms L3- ions with electronic configuration 2.8.8. 1mk vi Element J reacts with dilute sulphuric VI acid at room temperature to produce 0.4dm3 of gas. Determine the mass of J which was reacted with dilute sulphuric VI acid. Molar gas volume at rtp is 24dm3, relative atomic mass of J 27 3mks 3. The graph that follows shows the solubility curves for some three common salts. Study it and answer the questions that follow. A Which of the three salts has the highest solubility at 200C? 1mrk b Which of the three salts has the lowest solubility at 300C? 1mrk c State the temperature at which the solubility of sodium chloride is the same as that of potassium nitrate and state the solubility of these salts at this temperature. 2mrks d The solubility of potassium nitrate is 137g 100g of water at 700C and 110g 100g of water at 600C. The solubility of potassium chlorate is 32g 100g of water at 700C and 25g 100g of water at 600C. Predict what will happen when 100g of water containing 130g of potassium nitrate and 20g of potassium chlorate is cooled from 700C to 600C. 2mrks e 100g of water at 600C containing 100g of potassium nitrate and 22g of potassium chlorate v was cooled to 200C. All the crystals formed were filtered. I Calculate the mass of each salt filtered out. 2mrks ii Determine the composition of the solution at 200C after filtration. 2mrks iii Determine the total mass of the solution at 200C after filtration. 2mrks 4 a Define the following terms. 3mrks i. Enthalpy of formation. Ii. Enthalpy of combustion."}
{"text": "A Identify the following substances 2mks i Solid A ii Gas D. iii Solid Q. iv Solution M. b Write a chemical equation for the reaction in step I. 1mk c Write chemical equation for the formation of the following compounds. 3mks i Solid G. ii Gas D. iii Light blue solution C. iv State the confirmatory test for oxygen gas. 1mk v Write the ionic equation for reaction taking place in process P. 1mk vi State two uses of oxygen. 2mks 7. A State Charles law 1mk b Complete the following table by interconverting the following temperatures and filling in the missing volumes assuming that the volumes apply to the same mass of gas at constant pressure. 5mrks Temperature in 0C Temperature in K Volume in litres 195 156 8 312 -234 c A certain gas occupies 700cm3 at -700C. If pressure remains constant, at what temperature in 0C will its volume increase by a factor of 3? 4mrkswww.freekcsepastpapers.comPage 195 MUMIAS WEST JOINT EVALUATION TEST, 2023 Kenya Certificate of Secondary Education 233 3 Chemistry PRACTICAL Paper 3 TIME: 2 HOURS 1. You are provided with: Sodium hydroxide labeled solution A 0.128M hydrochloric acid labeled solution B Carboxylic acid labeled solution C Solution D prepared by diluting 25cm3 of solution A with distilled water to 150cm3 of solution You are required to: i Standardize solution D with solution B ii Determine the ratio between sodium hydroxide, solution A and the carboxylic acid, solution C iii Determine the concentration of C in moles per litre. Procedure 1 Fill the burette with solution B. Pipette 25cm3 of solution D into 250cm3 conical flask. Add 2 drops of phenolphthalein indicator and titrate with solution B. Record your results in table 1 below. Repeat the titration two more times and complete the table."}
{"text": "Add 2 drops of phenolphthalein indicator and titrate with solution B. Record your results in table 1 below. Repeat the titration two more times and complete the table. Table 1 4marks I II III Final burette reading cm3 Initial burette reading cm3 Volume of solution B used cm3 a Determine the average volume of solution B used. 1mark b Calculate the concentration in moles per litre of sodium hydroxide in : i Solution D 2marks ii Solution A 2marks PROCEDURE 2 Using a clean burette, place 16cm3 of solution C into a boiling tube. Take the initial temperature of the solution in the boiling tube and record it in the table 2. Using a clean measuring cylinder, measure 4cm3 of solution A into 100cm3 beaker and add it to solution C in the boiling tube. Stir the mixture immediately with the thermometer and record in Table 2 the maximum final temperature reached. Repeat the experiment with the other set volumes of solution C and A in Table 2 and complete it. Rinse the thermometer and the boiling tube with distilled water after each experiment. Table 2 6Marks Volume of solution C, cm3 16 12 8 6 4 2 Volume of solution A, cm3 4 8 12 14 16 18 Final temperature OC Initial temperature OC Change in temperature, c On the grid provided, plot a graph of change in temperature vertical axes against the volume of sodium hydroxide, solution A d From the graph, determine the volume of sodium hydroxide solution A required to neutralize the carboxylic acid 1mark www.freekcsepastpapers.comPage 196 e Calculate the volume of carboxylic acid, solution C used for neutralization 1mark f Calculate the: i Ratio between the volumes of solution A and C 2marks ii Concentration in moles per litre of carboxylic acid, solution C Assume the volume ratio is the same as the mole ratio 2marks 2. You are provided with solid E. Carry out the tests below and record your observations and inferences in the spaces provided. A Divide E into halves."}
{"text": "Filter funnel 3. Pipette 25cm3 4. One pipette filler 5. 0.3g of solid G 6. Two 250ml conical flasks 7. About 120ml of solution A 8. About 100ml of solution B 9. About 60ml of solution C 10. About 100ml of solution D 11. One 10ml measuring cylinder 12. Thermometer -10 110OC 13. 100ml plastic beaker 14. Two boiling tubes 15. One test tube holder 16. 2 red and 2 blue litmus papers 17. 1g of solid E 18. 0.5g of solid F 19. 6 clean dry test tubes 20. About 500ml distilled water Access to the following: 1. 2.0M sodium hydroxide supplied with a dropper 2. 0.5M Lead II nitrate supplied with a dropper 3. Bunsen burner 4. Phenolphthalein indicator supplied with a dropper 5. 2M sulphuric VI acid 6. Bromine water supplied with a dropper 7. Acidified potassium manganate VII supplied with a dropper NOTES AND PREPARATION 1. Solution A is made by dissolving 48g of sodium hydroxide in 500cm3 of distilled water and diluting to make one litre. 2. Solution B is made by dissolving 12cm3 of concentrated hydrochloric acid in about 600cm3 of distilled water and diluting it to one litre. 3. Solution C is prepared by dissolving 76g of oxalic acid in 600cm3 of distilled water and diluting to one litre 4. Solution D is prepared by dissolving 4g of sodium hydroxide in 600cm3 of distilled water and diluting to one litre. 5. Solid G is NaHCO3 6. Solid E is calcium chloride 7. Solid F is benzoic acidwww.freekcsepastpapers.comPage 213 KIRINYAGA WEST SCHOOL BASED EXAMINATION, 2023 233 1 CHEMISTRY PAPER 1 Theory TIME: 2 HOURS Instructions to candidates a. Answer ALL the questions. B. Mathematical tables and electronic calculators may be used."}
{"text": "100cm3 of oxygen diffuse through an opening in 10 seconds while 150cm3 of unknown gas takes 12 seconds. Calculate the molecular mass of gas x. O 16.0 3mks 6. In a titration experiment 25cm 3 of sodium hydroxide solution containing 8.0g per litre was required for complete neutralization of 0.245g of diabasic acid. Calculate the relative molecular mass of the acid. Na 23, O 16, H 1.0 3mks www.freekcsepastpapers.comPage 214 7. Use the information below and answer the questions that follow. A Identify solid x. 1mk b Name gas w. 1mk c Write an equation between yellow solid and sulphuric VI acid. 1mk 8. Oxide of M was found to react with dilute hydrochloric acid and potassium hydroxide. What type of oxide is M oxide? 1mk 9. A 100g of radioactive substance was reduced to 6.25g within 15.6 years. Calculate the half life of the substance. 2mks b Study the nuclear reaction given in the scheme below and answer the question that follow. C127 Write an equation for the nuclear reaction in step II. 1mk 10. The information below relates to elements D E F and H. The letters do not represent the actual symbols of the elements. I. E displaces H from an aqueous solution containing ions H. ii. Hydrogen gas reduces heated oxide of D but doesn t reduce heated oxide of H. iii. F liberates hydrogen gas from cold water but E doesn t. a Write an equation for the reaction between E and ions of H. Both B and D are in group II of the periodic table. 1 mk b Arrange the elements in order of their increasing reactivity. 1mk 11. The table below shows some information about elements A1, A2, A3 and A4 which are in the same group of the periodic table. Use the information to answer the questions that follow. Element 1st ionization energy kJ Mol A1 500 A2 420 A3 400 A4 520 i. What is meant by the term ionization energy?"}
{"text": "Use the information to answer the questions that follow. Element 1st ionization energy kJ Mol A1 500 A2 420 A3 400 A4 520 i. What is meant by the term ionization energy? 1mk ii. Select the most reactive element. Give a reason for your answer. 1mk iii. Arrange the element according to increase in atomic radii. 1mk 12. A factory uses 200kg of ammonia each day to produce 120kg of nitrogen II oxide. Calculate the percentage yield of nitrogen II oxide. 3mks 13. Dry hydrogen chloride gas was passed over heated iron turnings as shown in the diagram below. A What was observed in the combustion tube during the experiment? 1mk b Write down the equation for the reaction taking place in the combustion tube. 1 mk c Identify the colour of the flame D. 1mk Step 1 Step 2 Heat Iron fillings Dry hydrogen chloride Flame Dwww.freekcsepastpapers.comPage 215 14. A gaseous hydrocarbon contains 80 carbon by mass. Given that 2dm3 of the compound at r.t.p has a mass of 2.5g. Calculate the molecular formula of the compound. C 12, H 1, Molar gas volume at r.t.p 24dm3 3mks 15. A When potassium nitrate is heated it decomposes. Write a balanced equation for the thermal decomposition of potassium nitrate. 1mk b How would you test for the gas produced in the process? 1 mk c State one use of the gas formed on decomposition. 1mk 16. Study the scheme below and answer the questions that follow. A Identify gas C. 1 mk b State one disadvantage of using platinum asbestos catalyst. 1 mk c Give the most appropriate catalyst. 1 mk 17. Study the flow chart below and answer the questions that follow. I. Give; I. The name of process that takes place in step I and II. 1 mk Step I Step II 1 mk II. The name and formula of substance N. 1 mk ii. The relative molecular mass of K is 15680. Calculate the number of monomers that make up K."}
{"text": "1 mk ii. The relative molecular mass of K is 15680. Calculate the number of monomers that make up K. 1mk 18. Below is a flow chart that shows the process of obtaining substance C from ammonia gas at an optimum temperature of 9000C and in presence of a catalyst. A Name raw materials used in Haber process. 1mk b Identify catalyst used to convert ammonia into substance c. 1mk c Write an equation leading to formation of substance C. 1mk 19. When hydrogen peroxide is mixed with little manganese IV oxide, a colourless gas is evolved. A Identify the gas. 1mk b What is the purpose of manganese IV oxide? 1 mk c How is the gas a above prepared in large scale? 1mk 20. Hydrogen sulphide gas was bubbled in a test tube containing a solution of Nitric V acid. A State and explain the observation that was made. 2mks b Write an equation for the reaction that took place. 1mk www.freekcsepastpapers.comPage 216 21. A Name two gaseous pollutants emitted from a car exhaust. 1mk b What is a pollutant? 1 mk 22. A In the space provided below draw a diagram to represent the apparatus that can be used to prepare hydrogen gas from a reaction of steam and metal x that is divalent. 2 mks b Write a balanced chemical equation for a above . 1 mk 23. The table below shows the relative molecular masses and the boiling points of; Explain why the boiling point of butan 1 ol is higher than that of butane. 2mks 24. Study the thermochemical equations below and answer the questions that follow."}
{"text": "The table below shows the relative molecular masses and the boiling points of; Explain why the boiling point of butan 1 ol is higher than that of butane. 2mks 24. Study the thermochemical equations below and answer the questions that follow. C s O 2 g ----- CO 2 g H C -39.3kJ Mol H 2 g O 2 g ------ H2O g H C - 286kJ Mol 3C s 4H 2 g ------- C3H 8 g Hf 103.6kJ Mol Calculate the heat of combustion of propane C3H8 3mks 25. Study the figure below and answer the questions that follow. I. Name process T. 1 2 mk ii. Name the substance represented by R. 1 2 mk iii. Write the formula of complex ion present in solution W. 1 mk iv. Write the equation for the reaction taking place in step P. 1 mk 26. The following equations show the dissociation of two acids. I. rH aq r- aq H aq II. PH aq P- aq H aq a Which of the two acids is a weak acid? Give a reason for your answer. 2 mks b Give a difference between a dilute acid and weak acid. 1mk 27. Element Z has three isotopes 36Z, 38Z 40Z and the abundance of the element is 0.34 , 0.06 and 99.6 respectively. Calculate the relative atomic mass of Z. 2mks 28. Describe the chemical tests that would distinguish between C3H8O and C2H4O2. 2 mks 29. Study the information given in the table below and answer the questions that follow."}
{"text": "Describe the chemical tests that would distinguish between C3H8O and C2H4O2. 2 mks 29. Study the information given in the table below and answer the questions that follow. Half reactions Electrode potential E V P 2 aq 2e - P s 0.34 Q aq e- Q s 0.80 R 2 aq 2e- R s -2.87 V 2 aq 2e- V s -0.13 W 2 aq 2e- W s -2.71 U3 aq e- U 2 s 0.68 Construct an electrochemical cell that will produce the largest e.m.f. 3mks www.freekcsepastpapers.comPage 217 KIRINYAGA WEST SCHOOL BASED EXAMINATION, 2023 233 2 CHEMISTRY PAPER 2 Theory TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES 1. Answer all questions in the English. 2. Mathematical tables and electronic calculators may be used. 3. All working must be clearly shown where necessary. 1. A The grid below shows part of the periodic table. Study it and answer the questions that follow. The letters do not represent the actual symbols of the elements. I State an element that can form an ion with a charge of -2. 1 2mk ii What type of structure will a chloride of Q have? 1 2mk iii Explain how the reactivities of V and W compare. 2mks iv Compare the atomic radius of T and S. Explain. 2mks v 2.5g of a Q react completely with 1.2dm3 of gas R at s.t.p I. Write a balanced equation for the reaction between Q and R. 1mk II. Determine the R.A.M of Q Molar Volume of a gas at s.t.p 22.4dm3 2mks b Study the information given below and answer the questions that follow."}
{"text": "Write a balanced equation for the reaction between Q and R. 1mk II. Determine the R.A.M of Q Molar Volume of a gas at s.t.p 22.4dm3 2mks b Study the information given below and answer the questions that follow. Formula of compound Nacl MgCl2 Al2Cl6 SiCl4 PCl5 Boiling point 0C 1470 1420 Sublimes 60 75 Melting point 0C 800 710 800 -70 90 i Why is the fomula of aluminium chloride given as Al2Cl6 and not AlCl3. 1mk ii Give a chloride that is a liquid at room temperature. Explain 1mk iii Explain the difference in melting point of NaCl and PCl5. 2mks 2. Study the flow chart below and answer the questions that follow. Www.freekcsepastpapers.comPage 218 a Identify i Substance F 1 2mk ii Liquid D 1 2mk iii Gas Y 1 2mk iv Gas X 1 2mk b Name and draw the structure of compounds; b T 2mks c X 2mks c Identify the type of reaction and condition for changing X to CH3CH2Cl. 1mk d Name the type of reaction that i Leads to the formation of CH3CH2COOH. 1mk ii Leads to the formation of substance W. 1mk d Write an equation that results in formation of product Z. 1mk e What is the effect on the continued use of substance T to the environment? Explain. 2mks 3. A The diagram below is part of a set up used to prepare and collect dry chlorine gas. I Complete the diagram to show how dry chlorine gas can be collected. 2mks ii Name another substance that can be used instead of Manganese IV oxide. 1mk ii Write an equation for the following I. Chlorine reacting with Iron. 1mk II. Chlorine reacting with hot concentrated sodium hydroxide solution."}
{"text": "Chlorine reacting with Iron. 1mk II. Chlorine reacting with hot concentrated sodium hydroxide solution. 1mk iv An oxide of chlorine of mass 1.83g was found to contain 1.12g of oxygen. Determine the empirical formula of the oxide. O 16, Cl 35.5 3mks v Other than manufacture of hydrochloric acid name two other uses of chlorine. 1mk b Two solutions containing cations P and Q were separately added to solutions containing chloride ions. In both cases a white precipitate was formed. To each a few drops of nitric V acid were added. The chloride compound of P and Q warmed. The chloride compound of Q dissolved while that of P did not. I Identify the metal ions of P and Q. 1mk ii Write ionic equations for the reaction that occurred when cations of P and Q reacted with chloride ions. 2mks 4. A The set up below was used during electrolysis of aqueous iron II sulphate using inert electrodes. Study it and answer the questions that follow. Concentrated HCl Manganese IV oxide Aqueous Iron II Sulphatewww.freekcsepastpapers.comPage 219 i Name a suitable material for the electrodes. 1mk ii Identify the cations present in the solution. 1mk iii On the diagram label the cathode. 1mk iv Write an ionic equation for the reaction that took place at the anode. 1mks v Explain the changes that occurred in the concentration of iron II sulphate solution during the experiment. 2mks b The information below is about the standard reduction potentials of four half cells. Study it and answer the questions that follow. Letters do not represent the actual symbols of the elements. Half cell E value V F2 aq 2e- 2F- aq 0.54 G2 aq 2e- G s -0.44 H2 aq 2e- H s 0.34 2J aq 2e- J2 g 0.00 i Identify the strongest reducing agent. Explain."}
{"text": "Letters do not represent the actual symbols of the elements. Half cell E value V F2 aq 2e- 2F- aq 0.54 G2 aq 2e- G s -0.44 H2 aq 2e- H s 0.34 2J aq 2e- J2 g 0.00 i Identify the strongest reducing agent. Explain. 1mk ii Write the equation for reaction which takes place when solid G is added to a solution containing H2 aq ions 1mk iii Calculate the E value of the reaction in ii above. 1mk iv If element G becomes the reference electrode calculate the new standard electrode potential for element H. 1mk c Calculate the mass of chlorine liberated during the electrolysis of molten sodium chloride when a current of 2A is passed for 4 minutes. Cl 35.5 2mks 5. A Define the following terms. I Half-life 1mk ii Nuclear fission 1mk b The table below gives percentage of a radioactive isotope of Bismuth that remains after decaying at different times. Time in min 0 6 12 22 38 62 100 Percentage of Bismuth 100 81 65 46 29 12 3 i On a graph paper plot the percentage of Bismuth remaining against time. 3mks ii Using the graph determine the original mass of the Bismuth Isotope given that the mass that remained after 70 minutes was 0.16g. 2mks c Radioactive Carbon 14 decays by emitting beta particle to form N-14, write a nuclear equation for the reaction. 1mk d State one use of radioactive Isotope in: i Medicine 1mk ii Industry 1mk 6. An excess Zinc powder was added to 200cm3 of Copper II sulphate solution. The mixture was stirred with a thermometer and the temperature noted. The temperature rose from 220C to 28.20C and 1.58g of Copper was deposited. A Write ionic equation for the reaction that took place."}
{"text": "The mixture was stirred with a thermometer and the temperature noted. The temperature rose from 220C to 28.20C and 1.58g of Copper was deposited. A Write ionic equation for the reaction that took place. 1mk b Why was excess Zinc powder used? 1mk c Besides the temperature rise state two other observations made as the mixture was stirred. 2mks d Using the information above calculate the molar enthalpy of deposition of copper by zinc. R.A.M of copper 63.5, Specific heat capacity 4.18KjKg-1 k-1 4mks e Using the result of d above draw an energy level diagram of deposition of copper by zinc. 2mks f If this experiment was repeated using Iron fillings instead of zinc powder how would you expect the molar enthalpy of displacement to compare with one obtained in d above. Explain. 2mks www.freekcsepastpapers.comPage 220 4. Iron is obtained from haematite using a blast furnace shown in the figure below. A State two raw materials required for the production of iron other than iron oxide. 1mk b Write an equation for the reaction in which carbon IV oxide is converted to carbon II oxide. 1mk c Explain why the temperature in the region marked Y is higher than that of the incoming hot air. 2mks d State one physical property of molten slag other than density that allows it to be separated from molten iron as shown. 1mk e One of the components of the waste gases is nitrogen IV oxide. Describe the adverse effects it has on the environment. 2mks f Iron from the blast furnace contains 5 carbon. I Describe how the car bon content is reduced. 2mks ii Why is it necessary to reduce the carbon content? 1mk www.freekcsepastpapers.comPage 221 KIRINYAGA WEST SCHOOL BASED EXAMINATION, 2023 233 3 CHEMISTRY PAPER 3 CONFIDENTIAL In addition to the sittings and apparatus found in a chemistry laboratory, each candidate will require the following; - 120 cm3 of solution T."}
{"text": "I Describe how the car bon content is reduced. 2mks ii Why is it necessary to reduce the carbon content? 1mk www.freekcsepastpapers.comPage 221 KIRINYAGA WEST SCHOOL BASED EXAMINATION, 2023 233 3 CHEMISTRY PAPER 3 CONFIDENTIAL In addition to the sittings and apparatus found in a chemistry laboratory, each candidate will require the following; - 120 cm3 of solution T. - 100 cm3 of solution E - 100cm3 of solution F - 3 cm of polished magnesium ribbon labelled solid M - 1 label - 50 ml burette - 25 ml pipette - 2 conical flasks - Thermometer - White file - Complete stand - 250ml volumetric flask - White plain piece of paper. -. Distilled water. -. 50ml measuring cylinder. -. 10ml measuring cylinder. -. 100ml plastic beaker - Stop watch - Filter funnel. -. 1 boiling tube. -. 5 test tubes in a rack. -. 0.2g of solid sodium hydrogen carbonate approximate . -. Solid K - Solid Q - Filter funnel - Test tube holder - 1 filter paper. -. Metallic spatula. -. Source of heat Access to: - Bunsen burner. -. 2M sodium hydroxide solution with a dropper. -. 0.5 M sodium sulphate solution with a dropper. -. 0.5M barium nitrate solution with a dropper. -. 0.5M lead ii nitrate solution with a dropper. -. Acidified potassium manganate VII solution with a dropper. -. Acidified potassium dichromate VI solution with a dropper. -. Phenolphthalein indicator with a dropper. NOTES 1. Solid Q , 1 g zinc chloride 2. Solid K, crushed paracetamol panadol 0.5g 3. Solution E is 2M hydrochloric acid. 4. Solution F is 0.2M sodium hydroxide solution. 5. Solution T is 0.15M sodium thiosulphate. 6. Solid M is 3 cm polished magnesium ribbon."}
{"text": "Solution T is 0.15M sodium thiosulphate. 6. Solid M is 3 cm polished magnesium ribbon. Www.freekcsepastpapers.comPage 222 KIRINYAGA WEST SCHOOL BASED EXAMINATION, 2023 233 3 CHEMISTRY PAPER 3 Practical TIME: 2 HOURS 15 MINUTES Instructions to candidates a. Answer ALL the questions. B. Mathematical tables and electronic calculators may be used. C. All working MUST be clearly shown where necessary. 1. You are provided with; - Solution E, containing 2M hydrochloric acid. -. Solution F, containing 0.2M sodium hydroxide. -. Solid M, Magnesium ribbon. -. Solution T, containing 0.15M sodium thiosulphate. You are required to; i. Determine molar heat of reaction between magnesium and hydrochloric acid. Ii. Determine rate of reaction between hydrochloric and sodium thiosulphate. Procedure 1 i Place 20cm3 of solution E into 100ml plastic beaker and measure the intial temperature of solution E. Initial temperature of solution E 0C 1 2 mk ii Add all the solid M provided to solution E and stir the mixture with a thermometer. Measure the maximum temperature of the solution. Maximum temperature of the solution 0C. 1 2 mk iii Transfer the resulting solution formed into a 250ml volumetric flask, add distilled water upto the mark. Shake the mixture well and label it as solution G. iv Fill the burette with solution G upto 0.0cm3 mark. Pipette 25cm3 of solution F into a clean conical flask and add 2-3 drops of phenolphthalein indicator. V Titrate solution G against solution F until the pink colour turns colourless. Repeat the titration two more times and record the values in table 1 below. A Table 1 4 mks Experiment i ii iii Final burette reading Initial burette reading Volume of solution G used cm3 b Calculate the average volume of solution G used. 1 mk c Calculate the number of moles of sodium hydroxide solution F used. 1 mk d Calculate the number of moles of hydrochloric acid; i. In the average volume of solution G used."}
{"text": "A Explain the role of common salt in defrosting ice on roads in ice cold countries. 1 mark b Explain why the long-term effects of use of common salt is costly to motorists. 1 mark 13. Given the equation below NH3 aq H2O l NH4 aq OH- aq Identify the species that acts as; H HHHwww.freekcsepastpapers.comPage 234 i A base. Explain 1 mark ii An acid. Mark 14. A State Grahams law of diffusion. 1mark b The rate of diffusion of Sulphur IV oxide gas through a porous material is 40cm3s 1. Calculate the rate of diffusion of carbon IV oxide gas through the same porous material S 32,O 16,C 12 2 marks 15. Describe how a solid sample of lead II chloride can be prepared using the following reagents: dilute nitric acid, dilute hydrochloric acid and lead carbonate 3 marks 16. The production of ammonia is given by the equation i State and explain the effect of addition of dilute hydrochloride acid on equilibrium. 2 marks ii Explain the effect of increase in temperature on the yield of ammonia. 2 marks 17. Cr2O72- 14 H aq 6Fe2 Cr23 7H2O l 6Fe3 . The above equation show a redox reaction a Calculate the oxidation state of chromium in Cr2O72- 2 marks b What is the role of H in the above reaction. 1 mark 18. A Define the standard heat of formation. 1 mark b Draw energy cycle diagram to show how the standard heat of formation of ethanol C2H5OH can be determined from standard heats of combustion of its elements. 2 marks c Given that HC C - 393kJmole-1, HC H2 -286kJmole-1 and HC C2H5OH - 1368kJmole-1. Calculate the enthalpy of formation of C2H5OH. 2 marks 19."}
{"text": "2 marks c Given that HC C - 393kJmole-1, HC H2 -286kJmole-1 and HC C2H5OH - 1368kJmole-1. Calculate the enthalpy of formation of C2H5OH. 2 marks 19. 3.78g of a hydrated salt of iron II sulphate, FeSO4, in H2O were heated until all the water of crystallization was driven off. The anhydrous salt left had a mass of 1.52g. Determine the formula of the hydrated salt. Fe 56, S 32, H 1, O 16 3 marks 20. A steady current of 0.2 Amperes was passed through molten silver bromide for 80 minutes. A Calculate the quantity of electricity that passed through the set up. 1 mark b Calculate the mass of product deposited at the cathode. 1F 96500C; Ag 108, Br 80 2 marks c If a sample of cobalt has an activity of 1000 counts per minute, determine the time it would take for its activity to decrease to 62.50 if the half-life of the element is 30 minutes. 2 marks 21. The apparatus set up below was used to prepare an anhydrous solid P a Write an equation for formation of solid P 1 mark b Suppose the gas used in the set up was dry hydrogen chloride gas; what would be the product obtained after the reaction? Give a reason for your answer. 1 mark 22. Aluminium is obtained from the ore with the formula Al2O3. 2H2O. The ore is first heated and refined to obtain pure aluminium oxide Al2O3 . The oxide is then electrolysed to get Aluminium and oxygen gas using carbon anodes and carbon as cathode. A Give the common name of the ore from where aluminium is extracted from. Mark b What would be the importance of heating the ore first before refining it? 1 mark c The refined ore has to be dissolved in cryolite first before electrolysis. Why is this necessary?"}
{"text": "Mark b What would be the importance of heating the ore first before refining it? 1 mark c The refined ore has to be dissolved in cryolite first before electrolysis. Why is this necessary? 1 mark d Why are the carbon anodes replaced every now and then in the cell for electrolysing aluminium oxide? 1 mark 23. Use the cell representation below to answer the questions that follow V s V3 aq Fe2 aq Fe s i Write the equation for the cell reaction 1 mark ii If the E.M.F of the cell is 0.30 volts and the E value for V3 aq V s is -0.74V, calculate the E of Fe2 aq Fe s 2 marks 24. When 50cm3 1M potassium hydroxide was reacted with 50cm3 of 1M hydrochloric acid, the temperature rose by 80C. When the same volume of Potassium hydroxide was reacted with 50cm3 of 1M Pentanoic acid, the temperature rose by 30C. www.freekcsepastpapers.comPage 235 i Give reasons for the above difference in temperature. 2 marks ii Write an equation to show dissociation of pentanoic acid? 1 mark 25. The following is structural formula of polyester. OCHOCOO2CH2CH2C a Draw the structural formula and name the alkanoic acid and alkanol that react to form the polymer. 2 marks b Give one use of polyester. 1 mark 26. A heavy metal P was dissolved in dilute nitric acid to form a solution of compound P NO3 2. Portions of the resulting solution were treated as follows: a To the first portion a solution of dilute hydrochloric acid is added, where a white precipitate S is formed, which dissolves on warming. B The second portion is treated with two drops of 2M Sodium hydroxide solution where a white precipitate T is formed. The white precipitate dissolved in excess sodium hydroxide to form a colourless solution. C A solution of potassium iodide is added to the third portion where a yellow precipitate U is formed."}
{"text": "B The second portion is treated with two drops of 2M Sodium hydroxide solution where a white precipitate T is formed. The white precipitate dissolved in excess sodium hydroxide to form a colourless solution. C A solution of potassium iodide is added to the third portion where a yellow precipitate U is formed. D When the resulting solution is evaporated to dryness and heated strongly a yellow solid V is formed and a brown gas W and a colourless gas X are formed. Identify the substances P, S, T, U, V, W. 3 marks 27. The graphs below were drawn when 15g of marble chips in different physical states were reacted with 50cm3 of 2M Hydrochloric acid. They are drawn by measuring the volume of carbon iv oxide produced with time. A Which curves corresponds to the reactions involving powdered calcium carbonate and large sized marble chips with the dilute acid? I Powdered calcium carbonate mark ii Large sized calcium carbonate mark b All the graphs eventually flatten out at the same level but at different time. Why do the graphs flatten out at the same level? 1 mark c Why is curve A very steep at any given point compared to the other curves? 1 mark Volume of Co 50Curve A Curve BCurve CTime4050www.freekcsepastpapers.comPage 236 28. Sodium thiosulphate was reacted with dilute hydrochloric acid in a round bottomed flask as shown below. The gas evolved was collected by downward delivery in a gas jar. A Write an equation to show the reaction going on in the reaction in vessel. 1 mark b State the observation noted on the filter paper. Give a reason for your answer. 1 mark c Give a reason why the filter paper soaked in the acidified potassium chromium VI is used at the top of the flask 1 mark Dilute hydrochloric acidCardboard covermoisty filter paper soaked in acidified potassium chromium vi solutionsodium thiosulphatewww.freekcsepastpapers.comPage 237 FORM IV TRIAL 2 EXAMINATIONS, 2023 Kenya Certificate of Secondary Education K.C.S.E 233 2 CHEMISTRY Paper 2 THEORY Time: 2 Hours 1."}
{"text": "State how the two substances differ as conductors of electric current. 2marks 2. Study the flow chart below and answer the questions that follow. Www.freekcsepastpapers.comPage 238 R CONa O a Name ore N 1mark b Explain why the ore is first dissolved in excess sodium hydroxide solution. 1mark c Name the major compound present in the residue. 1mark d Give the formula of the aluminium compound present in solution 1mark e i Explain how to obtain aluminium hydroxide from solution X 1mark ii Write equation for reaction that takes place in e above 1mark iii What is the role of cryolite in the extraction of aluminium. 1mark f Aluminium is a good conductor of electricity. State two uses of aluminium based on this property. 2marks g If sodium carbonate is added to aluminium nitrate solution, effervescence occurs. Explain. 2marks 3. Study the flow chart below and answer the questions that follow. A Give the names of the following i Compound K 1mark ii Substance Y 1mark iii Product obtained in step 4 1mark b Identify the type of reaction that takes place in step 1 and give one other condition necessary for the reaction other than the temperature indicated. Type of reaction . 1mark Condition 1mark c Draw the structural formula of the following i Polymer M 1mark ii Acid Q 1mark d Give the industrial application for the reaction in step 3 1mark e Write chemical equations for the reactions in step 6 and step 7. 2marks f The following are structures of two cleansing agents. R SO Na In the table below, give one advantage and one disadvantage of each of them. 2marks Cleansing Agent Advantage Disadvantage R-COO-Na R-OSO3-Na 4. The standard reduction potentials for five half cells are shown in the table below. Study it and answer the questions that follow. The letters do not represent the actual symbol of elements ."}
{"text": "The standard reduction potentials for five half cells are shown in the table below. Study it and answer the questions that follow. The letters do not represent the actual symbol of elements . Elements E Volts i 09.1 aqaqAeA ii 13.022 SaqQeQ iii 37.222 SaqReRwww.freekcsepastpapers.comPage 239 iv 34.022 SaqYeY v 00.0222 SaqSeS I a With a reason, identify the strongest reducing agent. 1mark b Which half-cell is likely to be hydrogen? 1mark c Write an equation for the reaction between two half cells in ii and IV . 1mark d Calculate the e.m.f of the cell in c above. 2mark II. The diagram below represents a mercury cell that can be used in the industrial manufacture of sodium hydroxide. Study it and answer the questions that follow:- a Name: i Raw material introduced at 2. Mark ii Another substance that can be used in the cell instead of graphite. Mark b Identify the by-product that comes out at I. 1 mark c Write an equation for the reaction: - i That occurred at the anode. 1 mark ii In which sodium hydroxide was produced. 1 mark d Give two reasons why mercury is recycled. 2 marks e State one use of sodium hydroxide 1mark 5. The flow chart below illustrates two industrial processes. Haber process and the contact process. A Name the process of obtaining nitrogen from atmospheric air. 1mark b List TWO sources of obtaining large volumes of hydrogen for industrial use. 2 marks c Write equation for Haber process. 1mark d Name the catalysts for: 1mark i Haber process ii Contact processwww.freekcsepastpapers.comPage 240 e Identify substances: 1mark i D ."}
{"text": "1mark b List TWO sources of obtaining large volumes of hydrogen for industrial use. 2 marks c Write equation for Haber process. 1mark d Name the catalysts for: 1mark i Haber process ii Contact processwww.freekcsepastpapers.comPage 240 e Identify substances: 1mark i D . Ii C . F Give ONE major use of compound D 1mark g Write an equation for dilution of C with water. 1mark h A farmer has three plots each measuring 0.25 acres. He applied nitrogenous fertilizers as follows. -. Plot A 250 kg of ammonium phosphate - plot B 250 kg of urea CO NH2 2 - Plot C 250kg of ammonium nitrate Which plot received the highest nitrogen content? 3marks H 1, N 14, 0 16. P 31, C 12. 6. Study the diagram below and answer the questions which follow. I State two observations made when hydrogen gas pass over hot Lead II oxide. 2marks ii Write the equation for the reaction which occurs in the combustion tube. 1mark iii What property of hydrogen is shown in the experiment above. 1mark iv Identify liquid M and describe the test for its purity 2marks v What would be observed if MgO was used instead of Lead II Oxide: Explain 2marks vi What is the colour of the flame 1mark vii Write a chemical equation of the reaction producing the flame. 1mark vii Apart from hydrogen peroxide, state two other reagents that can be used to prepare oxygen gas. 1mark viii Write an equation to show how hydrogen gas is formed from the reagents chosen in vii above. 1mark 7. I."}
{"text": "Repeat procedure II three more times and record the temperatures in table 1. RETAIN the contents of the boiling tube for use in PROCEDURE II. TABLE 1 Volume of water in the boiling tube cm3 Crystallization temperature C Solubility of solid P in g 100 g of water 4 6 8 10 12 4marks a Complete table 1 above by working out the solubility. 1 mark b On the graph provided, plot a graph of solubility of solid P against crystallization temperature. 3marks c From the graph, determine; i The solubility of solid P at 50 C 1 mark ii The temperature at which 65 g of solid P would dissolve in 100 g of water 1 mark Procedure II i Transfer the contents of the boiling tube from PROCEDURE I into a clean 250 ml volumetric flask. Ii Add distilled water up to the mark iii Label the resulting solution as solution P iv Fill the burette with solution P v Pipette 25cm3 of solution L into a conical flask. Add three drops of phenolphthalein indicator vi Titrate solution P against solution L to an accurate end point. Record your results in table 2 below. 4 marks TABLE 2 1 2 3 Final burette reading Initial burette reading Volume of solution P used cm3 www.freekcsepastpapers.comPage 243 a Calculate Average volume of solution P used. 1mark b i Moles of solution L used. 1 mark ii Moles of solution P used. 1 mark iii Moles of solution P in 250 cm3 of solution P 1 mark iv The relative formula mass of P. 1 mark c Determine the value of n in the formula; H2C2O4.nH2O H 1, C 12, O 16 2marks 2. You are provided with solid E. Carry out the experiments below. Write your observations and inferences in the spaces provided. Place all solid E into a boiling tube. Add about 20cm3 of distilled water and shake. Retain the contents of the boiling tube."}
{"text": "Place all solid E into a boiling tube. Add about 20cm3 of distilled water and shake. Retain the contents of the boiling tube. Observations inferences 1 mark 1 mark Use 2cm3 of solution E, in a test tube in each experiment i, ii, iii, iv and v i. To experiment i, Add two drops of aqueous Sulphuric vi acid Observations inferences 1 mark 1 mark ii. To experiment ii, add NaOH solution drop wise till in excess. Observations inferences 1 mark 1 mark iii. To experiment iii, dip a stirring rod into the solution, place the rod in a non-luminous flame. Observations inferences 1 mark 1 mark iv. To experiment iv, add two drops of lead ii nitrate solution. Observations inferences 1 mark 1 mark v. To experiment v, add a piece of aluminium foil followed by sodium hydroxide solution and warm. Test the gas given out with litmus papers. Observations inferences 2 marks 1 mark 3. You are provided with liquid Q. carry out the tests below. Write your observations and inferences in the spaces provided. I . To 2 cm3 of liquid Q in a test tube, add universal indicator Observations inferences 1 mark 1 mark ii . Place 3 drops of liquid Q on a watch glass and ignite. Observations inferences 1 mark 1 mark iii . To 2 cm3 of liquid Q in a test tube , add two or three drops of acidified potassium dichromate VI and warm Observations inferences 1 mark 1 markwww.freekcsepastpapers.comPage 250 GATUNDU SOUTH JOINT EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 1 CHEMISTRY PAPER 1 THEORY 2 HOURS Answer all the questions. 1. Describe the non luminous flame of a Bunsen burner and give a reason why it s preferred when heating substances in the laboratory. 3mks 2. The table below gives some properties of gases M and N Describe how one would obtain a sample of gas N from a mixture of gases M and N 2mks 3. The following results were obtained trying to determine the solubility of copper II sulphate in water at 400 C."}
{"text": "Hydrogen sulphide gas was bubbled through a solution of zinc nitrate for some time. I State the observation made. 1mark ii Where should the experiment be carried out and why? 1mark iii Write the equation of the reaction that occurs 1mark 25. 25cm3 of 0.12M Potassium Hydroxide solution required 30cm3 of a solution of a dibasic acid H2X for complete neutralization. The acid contained 3.15g per 500cm3 solution. Calculate i The molarity of the acid solution. 2marks ii The relative molecular mass of the acid. 1mark www.freekcsepastpapers.comPage 254 26. In the Haber process, the industrial manufacture of ammonia is given by the following equation; i Give one source of the Hydrogen that is used in the process 1 mk ii Name the catalyst used in the above reaction iii What is the effect of increasing temperature on yield of ammonia? Explain. 1 mk 27. Study the diagram shown below to answer the questions that follow. The curve shows heating curve of water in the laboratory. I At what temperature does the water boil? 1mark ii Is the curve for a pure water or impure water? Give a reason for your answer. 2marks iii Give the effect of impurities on the boiling point of water. 1mark 2 23ggHN 1 KJmolHNHgwww.freekcsepastpapers.comPage 255 GATUNDU SOUTH JOINT EXAMINATION, 2023 Kenya Certificate of Secondary Education 233 2 CHEMISTRY PAPER 2 THEORY 2 HOURS INSTRUCTIONS TO CANDIDATES Answer ALL questions. Mathematical tables and electronic calculators may be used. All workings must be clearly shown where necessary. 1. The flow chart given shows an analysis of mixture K that contains two salts. Study it and answer the question that follows. A Name substances L, M and N 1 marks b What condition is necessary for step 1 to take place?"}
{"text": "The flow chart given shows an analysis of mixture K that contains two salts. Study it and answer the question that follows. A Name substances L, M and N 1 marks b What condition is necessary for step 1 to take place? 1mark c State the colour changes that the metal oxide undergoes when hot and cold 1mark d Write down an equation to show how i Solution N is formed 1mark ii Colourless solution A and NH3 aq are formed. 1mark e When excess NaOH aq is added to a solution N a white precipitate is formed which subsequently dissolves. Give the name and formula of the complex ion formed 1mark f Ammonia gas bubbled into water forms a solution which conducts electricity whereas the solution formed when it is bubbled through methylbenzene does not. Explain. 2 marks g Boilers used for boiling hard water are normally covered with boiler scales after sometime. I What is the chemical name for boiler scales? 1 mark ii Describe how the boiler scales can be removed? 1 marks www.freekcsepastpapers.comPage 256 2. A The diagram below shows a set-up of apparatus that can be used to prepare nitrogen IV oxide. Study it and use it to answer the questions that follow i Write the equation for the reaction that takes place in the boiling tube. 1mark ii Explain why lead II nitrate is preferred over other metal nitrates in this experiment. 2marks iii Describe how gas A can be identified. 1mark iv Name liquid B 1mark b Consider the following reaction: N2 g 3H2 g 2NH3 g H 75KJ Sketch an energy level diagram showing the relative activation energies for the catalysed and uncatalysed reactions using the axes below. 2 marks Energy KJ Reaction path c Given that the lattice energy of calcium chloride is 2237kJmol 1 and the hydration energy of Ca2 aq -1650kJmol 1 and Cl aq -364kJmol 1. Calculate the enthalpy of solution of calcium chloride."}
{"text": "1mark iv Name liquid B 1mark b Consider the following reaction: N2 g 3H2 g 2NH3 g H 75KJ Sketch an energy level diagram showing the relative activation energies for the catalysed and uncatalysed reactions using the axes below. 2 marks Energy KJ Reaction path c Given that the lattice energy of calcium chloride is 2237kJmol 1 and the hydration energy of Ca2 aq -1650kJmol 1 and Cl aq -364kJmol 1. Calculate the enthalpy of solution of calcium chloride. 2 marks d i Define the term Heat of atomization of a compound. 1mark ii Use the following information to answer the questions that follow. C s O2 g CO2 g H 393kJmol 1 H2 g O2 g H2O g H 285kJmol 1 C2H5OH l 3O2 g 2CO2 g 3H2O g H 1370kJmol 1 Calculate the heat of formation of ethanol. 2marks 3. Study the table below and answer the questions that follow. The letter do not represent the actual symbols of the elements Element A B C D E F G H Atomic number 11 12 13 14 15 16 17 18 Boiling point 0c 890 1110 2470 2360 280 445 -34.2 -186 Formula of Oxide BO E2O5 G2O Boiling point of oxide of 0c 1193 3075 2045 1728 563 -72 -91 a Complete the table to show the formulae of the oxides of A, C, D, and F. 2marks b State the period to which the element above belong to."}
{"text": "Study the table below and answer the questions that follow. The letter do not represent the actual symbols of the elements Element A B C D E F G H Atomic number 11 12 13 14 15 16 17 18 Boiling point 0c 890 1110 2470 2360 280 445 -34.2 -186 Formula of Oxide BO E2O5 G2O Boiling point of oxide of 0c 1193 3075 2045 1728 563 -72 -91 a Complete the table to show the formulae of the oxides of A, C, D, and F. 2marks b State the period to which the element above belong to. 1mark Lead II nitrate Heat Boiling tube Liquid B Gas A Warm water Icewww.freekcsepastpapers.comPage 257 c Select an oxide that reacts with both dilute hydrochloric acid and potassium hydroxide solution. 1mark d Write an equation for the reaction between the oxide of A and water. 1mark e Explain the difference in boiling point of the chlorides of B and C. 2marks f Write the formula of the compound formed between E and G. 1mark g Explain the difference in the atomic radii of elements D and H. 2marks 4. The flow diagram below is for the extraction of zinc. A Name the chief ore from which zinc is extracted. 1mark b Describe how froth floatation is carried out 2marks c Name the process taking place at I and II 2marks d Explain how zinc liquid is changes to zinc granules. 1mk e Identify the reagent used at stage II. 1 mark f Name two major environmental pollutants likely to be released into the atmosphere 1 mark g Zinc sulphide and sulphuric acid react according to the following equation: ZnS S H2SO4 aq ZnSO4 aq H2S g 2.91g of zinc sulphide reacted with 100cm of 0.2M sulphuric acid. Determine the limiting reagent in this reaction. Zn 65.0, S 32.0 ."}
{"text": "1mk b i Draw a diagram to show how an aluminium spoon can be electroplated with copper. 2 marks ii In the experiment to electroplate aluminium spoon, 0.2 amperes were passed through the solution for 1,930 seconds. The mass of the aluminium spoon increased from 6.35 to 6.478 g. Find the charge on a copper ion. 1 Faraday 96,500 coulombs, Cu 64 . 3 marks Step I Step II Step III Step IV Step V MnO2www.freekcsepastpapers.comPage 259 c The diagram below represents a mercury cell that can be used in the industrial manufacture of sodium hydroxide. Study it and answer the questions that follow: I Name: i Raw material introduced at 2. Mark ii Another substance that can be used in the cell instead of graphite. Mark II Identify the by-product that comes out at I. 1 mark III Write an equation for the reaction:- i That occurred at the anode. 1 mark ii In which sodium hydroxide was produced. 1 mark IV Give two reasons why mercury is recycled. 1 mark 7. A Petrol is a mixture of hydrocarbons used as a fuel and is obtained from crude oil by fractional distillation. I Define the term fractional distillation 1mk ii Name two gases that pollute the atmosphere as a result of burning in internal combustion engines. 1mk iii Tetraethyl lead is an anti-knock additive that is added to petrol. This petrol additive is however being phased out. Give a reason to this. 1mk iv CF2Cl2 is present in aerosols. Explain how it is a hazard to the atmosphere and give its systematic name. 1 mark v One of the hydrocarbons present in petrol is 3,3-dimethylpentane. C7H16 11O2 7CO2 8H2O, H -4800Kj I. What mass of carbon IV oxide would be produced when 5g of C7H16 were burned? C 12, H 1, O 16 2mks II."}
{"text": "C7H16 11O2 7CO2 8H2O, H -4800Kj I. What mass of carbon IV oxide would be produced when 5g of C7H16 were burned? C 12, H 1, O 16 2mks II. Draw the structural formula of 3,3-dimethylpentane. 1mk b Perspex is a synthetic polymer formed from the monomer below. I Draw a polymer with three repeat units. 1 mark ii A sample of Perspex has a mass of 100,000g. Calculate the number of monomers in the Perspex. 1 mark 1www.freekcsepastpapers.comPage 260 c Sodium hexandecanoate sodium palmate commonly known as Imperial Leather soap is manufactured by hydrolysis of palmitic acid using sodium hydroxide as shown. Write the formula of the Imperial Leather soap and the product V. 2 marks Imperial Leather soap Product V Product V 3NaOH Imperial Leather soapwww.freekcsepastpapers.comPage 261 GATUNDU SOUTH JOINT EXAMINATIONS, 2023 Kenya Certificate of Secondary Education 233 3 CHEMISTRY PAPER 3 CONFIDENTIAL Requirements for each candidate 1. 150 cm3 of solution A 2. 200 cm3 of solution B 3. 60 cm3 of solution X 4. 150 cm3 of solution Z 5. Pipette 6. Burette 7. Thermometer 8. Stop watch 9. 2 conical flasks 10. 1 boiling tube 11. 7 test tubes 12. 2 filter paper and a filter funnel 13. Clean spatula 14. 10 ml measuring cylinder 15. 50 ml 100 ml measuring cylinder 16. Solid Q 1g Na2 CO3 : PbCO3 1:2 17. Solid M. Crushed paracetamol.1 tablet per candidate ACCESS i 2M HNO3 ii 2M HCl iii 2M NH3 iv Acidified KMnO4 v Acidified K2Cr2O7 vi Bromine vii Source of heat viii Tripod stand ix Wire gauze NOTES a."}
{"text": "Solid Q 1g Na2 CO3 : PbCO3 1:2 17. Solid M. Crushed paracetamol.1 tablet per candidate ACCESS i 2M HNO3 ii 2M HCl iii 2M NH3 iv Acidified KMnO4 v Acidified K2Cr2O7 vi Bromine vii Source of heat viii Tripod stand ix Wire gauze NOTES a. Solution B 0.04 M acidified KMNO4 b. Solution A Ferrous ammonium sulphate Fe SO4 NH4 2 SO4 X H2O made by dissolving 8.5 g in 50 cm3 of 2M H2SO4 making it to 250 cm3 c. Solution X which is prepared by dissolving 75.6 g of glucose in about 500 cm3 of distilled water, then making it up to the liter. D. Solution Z, 2 M Sulphuric vi acid. Www.freekcsepastpapers.comPage 262 GATUNDU SOUTH JOINT EXAMINATIONS, 2023 Kenya Certificate of Secondary Education 233 3 CHEMISTRY Paper 3 PRACTICAL Time: 2 Hours Instructions to candidates Answer all the questions You are NOT allowed to start working with the apparatus for the first 15 minutes of the 2 Hours allowed for this paper. This time is to enable you to read the question paper and make sure you have all the chemicals and apparatus that you may need. Mathematical tables and silent electronic calculators may be used. All working must clearly be shown where necessary. 1. A You are provided with; i Solution A Ferrous ammonium sulphate FeSO4. NH4 2SO4. XH2O containing 8.5g in 250cm3 of solution ii Solution B 0.04 M acidified potassium manganite VII You are required to determine the value of X in FeSO4. NH4 2SO4. XH2O Procedure I Fill the burette with solution B. Pipette 25.0cm3 of solution A into a clean conical flask and titrate until the solution turns pink. Record your results in table I below."}
{"text": "1 mark ii The concentration of solution A in moles per litre 1 marks iii The concentration of solution A in grams per litre 1 marks iv The relative formula mass of iron II salt 1 marks v The value of X in the formula FeSO4. NH4 2 SO4.XH2O Fe 56, N 14, S 32, O 16 1 mark b You are provided with 2.0 M sulphuric vi acid labeled as solution Z 0.42 M glucose solution labeled as solution X 0.04 M potassium manganate vii labeled as solution B You are required to determine the rate of reaction between aqueous glucose solution and acidified potassium manganate vii at different temperatures. Procedure i Using the 10 cm3 measuring cylinder, place 10 cm3 of solution B into the conical flask ii Rinse the 10 cm3 measuring cylinder and use it to measure 10 cm3 of solution of solution X. Keep it for step belowwww.freekcsepastpapers.comPage 263 iii Using the 100cm3 or the 50 cm3 measuring cylinder, measure 25 cm3 of solution Z and add it into the conical flask, containing solution B, Heat the mixture to slightly above 65 0c and then remove it from the heat source. Iv Allow the mixture in step 3 to cool to 650c, then add the 10 cm3 of solution X and immediately start the stop watch. V Stir the mixture and note the time taken for the colour of the mixture to change from purple to colourless. Record the time taken in the table below. Vi Rinse the conical flask and the 10 cm3 measuring cylinder and repeat the procedure at temperatures of 600 c, 550c , 500c,and 450c respectively. Record the time taken in the table below in each case. Vii Complete the table by calculating the reciprocal of time 1 t Temperature of the solutions 0c 65 60 55 50 45 Time taken for the purple colour to disappear s 1 t sec- 5mks I. Plot a graph of 1 t y axis against the temperature at the point when the solution becomes colourless 3mks II ."}
{"text": "Record the time taken in the table below in each case. Vii Complete the table by calculating the reciprocal of time 1 t Temperature of the solutions 0c 65 60 55 50 45 Time taken for the purple colour to disappear s 1 t sec- 5mks I. Plot a graph of 1 t y axis against the temperature at the point when the solution becomes colourless 3mks II . From the graph a Determine the time that the reaction would take if the temperature at which the solution becomes colourless is 52.50c 2mks b Determine the rate of reaction if the temperature at which the solution becomes colourless is 470c 1mk c Explain the shape of the graph 1mk 2. You are provided with solid Q Carry out the following tests and record your observations and inferences in the spaces provided, a Add about 15 cm3 of distilled water to solid Q and shake. Filter and retain both the filtrate and the residue. I To about 2 cm3 of the filtrate add ammonia solution drop wise until in excess Observations Inferences 1 mark 1 mark ii To about 2 cm3 of the filtrate add a few drops of dilute hydrochloric acid. Observations Inferences 1 mark 1 mark b i Put the residue in a test tube and add about 10cm3 of dilute nitric v acid and wait for about five minutes To 2 cm3 of the solution add 2 to 3 drops of barium nitrate Observations Inferences 1 mark 1 mark ii To 2 cm3 of the solution add ammonia solution drop wise until in excess Observations Inferences 1 mark 1 mark iii .To 2 cm3 of the solution add 2 to 3 drops of potassium iodide solution Observations Inferences 1 mark 1 mark www.freekcsepastpapers.comPage 264 3. You are provided with organic solid M, Carry out the tests below."}
{"text": "KNEC Mathematical tables and silent non-programmable electronic calculators may be used. 3. All working MUST be clearly shown where necessary 1. A Explain the condensation process using the kinetic theory of matter. 1mk b Name one chemistry laboratory apparatus that can be used to measure accurate volume of a solution 1mk 2. Study the flow chart below and answer the questions that follow: a Identify i Q 1 2 mk ii R 1 2 mk b State two uses of Polyvinylchloride 1mk 3. Naphthalene is soluble in ether but not in water and has a melting point of 800C.You are provided with a mixture of powdered naphthalene, Sodium Chloride and Zinc Carbonate. Describe briefly how Naphthalene can be obtained from the mixture. 3mk 4. A Name a suitable solvent for extracting an indicator from flowers. 1mk b Give a reason why the solvent named in a above is used 1mk 5. Using the elements Chlorine, Calcium and Phosphorus, a Select Elements that will form an Oxide whose aqueous solution has a PH of Less than 7. 1mk b Write an Equation for the reaction between Calcium Oxide and dilute Hydrochloric Acid. 1mk c Give one use of Calcium oxide. 1mk 6. When steam was passed over heated charcoal as shown below, Hydrogen and carbon II Oxide were formed. Www.freekcsepastpapers.comPage 276 a Write the equation for the reaction that takes place 1mk b Name one common use of carbon II Oxide and Hydrogen gas. 1mk 7. A State Grahams Law of Diffusion. 1mks b Determine how long it would take for a given volume of ammonia gas to diffuse through a porous plug , If the same volume of hydrogen chloride takes 48 seconds to diffuse under the same conditions. 3mks 8. In an experiment it was found out that 0.28g of iron powder reacted with 0.53g of chlorine. Use this information to write a balanced equation to represent the reaction. Fe 56, Cl 35.5 . 3mks 9."}
{"text": "Use this information to write a balanced equation to represent the reaction. Fe 56, Cl 35.5 . 3mks 9. A What is meant by atomic number? 1mk b An element P has a mass number of 35 and atomic number 17.Draw a diagram showing the Composition of electrons and the composition of the nucleus of its atom. 2mks 10. The table below shows properties of some elements P, Q, R and S which belong to the same period of the periodic table. The letters are not the actual symbols of the elements. Element P Q R S M.P 0C 1410 98 -101 660 Atomic Radius 0.117 0.186 0.099 0.143 Electrical conductivity P00v Good Non conductor Good a Arrange the elements in the order they would appear in the period. Give reasons. 2mks b Select the metallic element which is the better conductor of electricity. Give a reason. 2mks 11. Distinguish between polar substances and non-polar substances 1mk 12. Starting with copper describe how a pure sample of copper II carbonate can be prepared. 3mks 13. Study the setup below and answer the questions that follow: a Write an equation for the reaction between ammonia and copper II Oxide 1mk b During the experiment the colour of the contents in the water trough changed .State the colour observed and give an explanation. 2mks 14. A Define the molar heat of displacement 1mk b The following ionic equation represents the reaction between metal Z and aqueous Y2 Z s Y2 aq Z2 aq Y s H -VE Draw an energy level diagram to represent the reaction 2mks 15. A Why is graphite preferred for use as a non-greasy lubricant 2mk b Brine is electrolysed using graphite as electrodes .State the products formed at i Anode 1mk ii Cathode 1mk 16. A Sulphur IV Oxide is bubbled through acidified Potassium Manganate VII . State and Explain the observation made. 2mks b What is meant by vulcanisation?"}
{"text": "1mk 21. A State the Le Chatelier s principle 1mk b Carbon II oxide gas reacts with steam according to the equation. CO g H20 g H2 g CO 2 g What would be the effect of increasing pressure of the system at equilibrium .Explain 2mks 22. Given the following half cell equations; P2 aq 2e- P S E -2.37V Q2 aq 2e- S E -0.76V a Write an equation for the cell reaction. 1mk b Calculate the E value for the cell 1mk c Write the cell representation for the electrochemical cell formed. 1mk 23. A hydrated salt has the following composition by mass. Iron 20.2 , oxygen 23.0 , Sulphur -11.5 and water 45.3 . Determine the empirical formula of the salt. Fe 56, S 32, O 16, H 1 3 mks 24. Give the systematic names of the following compounds 3mks a CH3 CH CH3 CH2 CH3 b CH3 CH2CH2 CH Br CH2 OH c HOCH2 CH2 CH2OH 25. Using a well labelled diagram, illustrate how an iron bungle can be electroplated using silver 3mks 26. Study the sequence of reactions below and answer the questions that follow; Mg Air Nitrogen Magnesium nitride Step I Step II Step III Ammonia. A Name the process in step I 1mk b Name the reagent that can be used in step III. 1mk www.freekcsepastpapers.comPage 278 c Write a balancing Equation for step II 1mk 27. When an aqueous solution of compound W was mixed with a few drops of Bromine water, the colour of the mixture remained yellow. When another portion of W was reacted with acidified potassium dichromate VI , the colour of the mixture changed from orange to green. A What conclusion can be made from the use of i Bromine water?"}
{"text": "All working MUST be clearly shown where necessary 1. Study the figure below and answer the questions that follow a Write the formula of the organic compounds P and S 2mks b Name the types of reaction, the reagents and conditions for the reactions in the following steps 4mrks Reaction Reagent condition Step I Step II c Name the reagent R 1mrk d Draw the structural formula of T and give its name i Structural Formula 1Mk ii Name 1mk e If the relative molecular mass of U is 42000, determine the value of n C 12, H 1 2mrks f State the reasons why C2H4 burns with more smoky flame than C2H6 1mrk 2. The heat of solution of magnesium chloride is 1278 kJ Mol. Given that the lattice energy of magnesium chloride is -3933kJ Mole and hydration energy of magnesium is -1891kJ Mol a Draw an energy level diagram to show this information 2mrks b Calculate the hydration energy of chloride ions 2mrks c The enthalpies of combustions of methane, carbon and hydrogen are -886.7, -393.5 and -285.7 kJ Mol respectively. Use the information given to calculate molar heat of formation of methane 2mrks d State two measures taken to reduce pollution by vehicles 2mrks www.freekcsepastpapers.comPage 280 3 In an experiment to study the reactions between German silver an alloy of Nickel, Zinc and Copper and excess sulphuric VI acid, the data below was recorded. It showed the volume of gas collected after every one minute. Use it to answer the questions that follow."}
{"text": "An excess of copper carbonate is added to 50.0cm3 of 2M sulphuric VI acid in a beaker and the mixture warmed until no further reaction takes place. The warm mixture is then filtered and the filtrate evaporated until the volume reduced to 20.0cm3. The mixture is allowed to cool and the crystals formed dried and weighed. A Write the ionic equation for the reaction 1mrk b Give reason for adding excess copper carbonate 1mrk c Give reasons for warming the mixture 1mark d How does one determine the end of the reaction 1mrk e Why is it necessary to filter the reaction mixture after the end of reaction 1mrk f It is advisable not to evaporate the filtrate to dryness. Give two reasons 2mrks g Determine the mass of anhydrous copper ii sulphate formed 3mrks CU 64, S 32, O 16, H 1 h Give reasons as to why crystals of Lead II sulphate are not prepared using lead carbonate and Sulphuric VI acid as outlined in the experiment above 2mrks 5. The diagram below represents a mercury cell chlor-alkali process that can be used in the industrial manufacture of sodium hydroxide. Study it and answer the questions that follow. Www.freekcsepastpapers.comPage 281 a i Name the raw materials introduced at 1 and 2. 2 marks ii Identify a substance that can be used as anode. 1 mark iii Write equations for the reactions taking place at: Cathode 2 marks Decomposer 1 mark iv Give two reasons why mercury is recycled. 2 marks v How is the aqueous sodium hydroxide purified? 1 mark vi State one use of sodium hydroxide. 1 mark b If a factory produces 1000 kg of sodium hydroxide in every 24 hours, calculate the required current per day. H 1.0, Na 23.0, O 16.0 2 marks 6."}
{"text": "1 mark vi State one use of sodium hydroxide. 1 mark b If a factory produces 1000 kg of sodium hydroxide in every 24 hours, calculate the required current per day. H 1.0, Na 23.0, O 16.0 2 marks 6. Study the following diagram below and use it to answer the questions that follow:- a Identify ions present in solid R 1mrk b Identify Solid V 1mk Solution S- 1 mk Solution T- 1mk c Write an equation leading to the formation of substance Z 1mrk d What is the identity of? Brown gas- 1mk Colorless gas- 1mk Yellow solid 1mk e What name is given to the reaction in step 2? 1mrk f State and explain the observation that would be made if sodium carbonate solution was added to solution S 1mk www.freekcsepastpapers.comPage 282 7. The table below represents part of the periodic table. The letters do not represent the actual symbols of the elements. Study it and answer the questions that follow: S P Z T D Q C X J R a To which family do element P, Q and R belong? 1mrk b Write the electronic arrangements of stable ions of D and C 2mrks c Compare melting point of chlorides of Z and T 2mrks d Select the most reactive metallic element 1mrk e Give one use of element Q 1mrk f Compare the atomic radius of element Z and J 2mrks g Element B forms an ion B3- with electron arrangement of 2.8.8. Place it on the periodic grid above 1mrks h Write the formula of the compound formed when elements X and D react 1mk i Explain the trend of reactivity of element Z, C and J 1mk www.freekcsepastpapers.comPage 283 KIGUMO CLUSTER EXAMINATION, 2023 Kenya Certificate of Secondary Education KCSE 233 3 CHEMISTRY PAPER 3 CONFIDENTIAL Requirements to Candidates In addition to the fittings and apparatus found in a chemistry laboratory, each candidate will require."}
{"text": "Study it and answer the questions that follow: S P Z T D Q C X J R a To which family do element P, Q and R belong? 1mrk b Write the electronic arrangements of stable ions of D and C 2mrks c Compare melting point of chlorides of Z and T 2mrks d Select the most reactive metallic element 1mrk e Give one use of element Q 1mrk f Compare the atomic radius of element Z and J 2mrks g Element B forms an ion B3- with electron arrangement of 2.8.8. Place it on the periodic grid above 1mrks h Write the formula of the compound formed when elements X and D react 1mk i Explain the trend of reactivity of element Z, C and J 1mk www.freekcsepastpapers.comPage 283 KIGUMO CLUSTER EXAMINATION, 2023 Kenya Certificate of Secondary Education KCSE 233 3 CHEMISTRY PAPER 3 CONFIDENTIAL Requirements to Candidates In addition to the fittings and apparatus found in a chemistry laboratory, each candidate will require. 1. Solid A 4.8 g of oxalic acid in a boiling tube 2. 100cm3 solution B 0.2M NaOH 3. Thermometer -10 C 110 C 4. One 50ml burette 5. Filter funnel 6. Pipette and pipette filler 7. One label 8. 250ml volumetric flask 9. Two 250ml conical flasks 10. About 300cm3 of distilled water 11. Bunsen burner 12. 0.5g of solid F maleic acid 13. 0.5g of solid V iron iii sulphate 14. 6 test-tubes in a rack 15. Boiling tubes 2 16. Test tube holder Access to the following; 1. Phenolphthalein indicator supplied with a dropper 2. 2M NaOH supplied with a dropper 3. Dilute nitric V acid supplied with a dropper 4. 0.5M Pb NO3 2 supplied with a dropper 5. 0.5g NaHCO3 supplied with a dropper 6."}
{"text": "Dilute nitric V acid supplied with a dropper 4. 0.5M Pb NO3 2 supplied with a dropper 5. 0.5g NaHCO3 supplied with a dropper 6. Acidified K2Cr2O7 supplied with a dropper 7. Acidified KMnO4 supplied with a dropper 8. Bromine water NB Each of the solutions in Bottle should be supplied with a dropper. Preparations Solution B is prepared by dissolving 8.0g of NaOH pellets in 600cm3 of distilled H2O then making it to one litre of solution Acidified potassium permanganate is prepared by dissolving 3.16g of solid KMnO4 in 400cm3 of 1M H2SO4 acid and making it to one litre of solution. Www.freekcsepastpapers.comPage 284 KIGUMO CLUSTER EXAMINATION, 2023 Kenya Certificate of Secondary Education KCSE 233 3 CHEMISTRY Practical Paper 3 Time: 2 Hours Kenya Certificate of Secondary Education a Answer ALL the questions b KNEC Mathematical tables and electronic calculators may be used for calculations c All working MUST be clearly shown where necessary 1. You are provided with; - 4.8g of solid A which is a hydrated acid with formula H2C2O4.nH2O - Solution B, a 0.2M sodium hydroxide solution. You are required to determine: Solubility of solid A Procedure 1 Fill the burette with distilled water Place solid A in the boiling tube. Transfer 4cm3 of distilled water from the burette into the boiling tube containing solid A. Heat the mixture while stirring with the thermometer to a temperature of 75 C. Allow the solution to cool while stirring with a thermometer. Record the temperature at which the crystals start to form in the table below Add a further 2cm3 of distilled water from the burette to the mixture Repeat procedure iv and v above and record the crystallization temperature. Complete the table below by adding the volumes of distilled water as indicated."}
{"text": "Allow the solution to cool while stirring with a thermometer. Record the temperature at which the crystals start to form in the table below Add a further 2cm3 of distilled water from the burette to the mixture Repeat procedure iv and v above and record the crystallization temperature. Complete the table below by adding the volumes of distilled water as indicated. PRESERVE THE CONTENTS Volume of distilled water cm3 Crystallization temperature Solubility of solid A in g 100g of water 4.0 6.0 8.0 10.0 12.0 14.0 6marks a On the grid provided, plot a graph of solubility of solid A y axis against crystallization temperature. 3 marks b From the graph determine; i The solubility of solid A at 80 C 1 mark ii The temperature at which 34g of A dissolves in 50g of water 1 mark iii Describe the trend of the graph 1 Mk Procedure II Transfer the contents of the boiling tube in procedure I to a clean 250ml volumetric flask. Add distilled water to the mark Label the resulting solution as C Fill the burette with solution C Pipette 25cm3 of solution B into a clean conical flask. Add three drops of phenolphthalein indicator Titrate C against B to an accurate end point. Www.freekcsepastpapers.comPage 285 Record your results in table II below Table II 4 mks Calculate; a Average volume of C used 1mark b Moles of solution B used 1mark c Moles of solution C given that 2 moles of B react with 1 mole of C. 1 mark d Concentration of solution C in moles per litre 1 mark 2. A You are provided with: - Solid V, which could be iron III sulphate - 1 M nitric acid - 1 M sodium hydroxide - Source of heat - Distilled water - 0.1 M Lead II nitrate solution i From the reagents provided, describe three tests that may be carried out consecutively to confirm if solid V is iron III sulphate. Write the tests and expected observations in the spaces provided."}
{"text": "1 mark d Concentration of solution C in moles per litre 1 mark 2. A You are provided with: - Solid V, which could be iron III sulphate - 1 M nitric acid - 1 M sodium hydroxide - Source of heat - Distilled water - 0.1 M Lead II nitrate solution i From the reagents provided, describe three tests that may be carried out consecutively to confirm if solid V is iron III sulphate. Write the tests and expected observations in the spaces provided. Test 1 Expected Observations 1 mark 1 mark Test 2 Expected Observations 1 mark 1 mark Test 3 Expected Observations 1 mark 1 mark ii Carry out the tests described in a above using solid V and record the observations and inferences in the spaces provided. Test 1 Observations Inferences 1 mark 1 mark Test 2 Observations Inferences 1 mark 1 mark Test 3 Observations Inferences 1 mark 1 mark I II III Final burette reading in cm3 Initial burette reading in cm3 Volume of solution C used in cm3www.freekcsepastpapers.comPage 286 3. You are provided with solid F carry out the tests below write your observations and inferences in the spaces provided a. Place the half of solid F in a boiling tube and add 12cm3 of distilled water divide the resulting solution into five portions b. To the first portion add acidified potassium manganate VII and warm Observations Inference 1 marks 1 marks c. To the second portion add acidified potassium dichromate VI solution and warm Observations Inference 1 marks 1 marks d. To the third portion add NaHCO3 Observations Inference 1 marks 1 marks e. Test the forth portion add bromine water Observations Inference 1 marks 1 marks www.freekcsepastpapers.comPage 294 BOKAKE JOINT EXAMINATIONS, 2023 Kenya Certificate of Secondary Education 233 1 CHEMISTRY Paper 1 Theory TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES 1. All working must be clearly shown where necessary. 2."}
{"text": "Na 23, O 16, H 1, S 32 3mks 6. Describe how you can extract oil from ground nuts? 3marks 7. Passing a small quantity of carbon iv oxide through calcium hydroxide, forms a white precipitate which dissolves when excess carbon IV oxide is bubbled through. A Name the white precipitate. Mk b Explain using a chemical equation why the white precipitate dissolves in excess carbon IV oxide. 1 mks c What will happen when solution in b above is boiled? 1mk 8. The scheme below represents some reactions starting with a white solid A. a Identify solid A 1mk b Write an equation for the reaction between solid B and 2M sulphuric VI acid. 1mk c Write ionic equation for the formation of colourless solution Z. 1mk 9. Some reaction of metals P, Q, R and S are given below. Metal Reaction with water Reaction with dilute hydrochloric acid P A few bubbles form slowly in water Vigorous reaction. Gas is given off Q Vigorous reaction , metal melts gas given off Explosive reaction Should not be attempted R No reaction No reaction S Does not react with cold water. Hot metal reacts with steam Steady fizzing a Arrange the metals in order of the reactivity starting with the least reactive. 1mk b Write a chemical equation for the reaction between metal Q and water 1mk c Which of the metals could be copper? Explain. 1mk 10. The diagram below shows the laboratory preparation of hydrochloric acid. A State the condition necessary for the reaction to occur. 1mk b Write a chemical equation for the reaction between sodium chloride and concentrated sulphuric VI acid. 1mk c Give one reason why an inverted funnel is used instead of delivery tube. 1mk 11. Use the reaction scheme below to answer the questions that follow. A Draw the structure of alkanol X. 1mk b Name process Y. 1mk www.freekcsepastpapers.comPage 296 c Write the molecular formula of the 5th member in which propene belong. 1mk 12."}
{"text": "1mk b Name process Y. 1mk www.freekcsepastpapers.comPage 296 c Write the molecular formula of the 5th member in which propene belong. 1mk 12. Study the reaction below and answer the questions that follow NH3 g H2O l NH4 aq OH- aq a Define the term acid 1mk b Identify an acid in the above reaction 1mk c Explain your answers in b above 1mk 13. Define; a Solubility 1mk b The solubility of Iron II Sulphate crystals is 22oC is 15.65g per 100g of water. Calculate the mass of iron II sulphate crystals in 45g of saturated solution at the same temperature. 2mks 14. In an attempt to prepare a gas, Njeri added concentrated hydrochloric acid to Potassium manganate. The products were then passed through two wash bottles containing water and concentrated sulphuric acid a Name the gas prepared 1mk b Name the purpose of wash bottle: i Containing water? 1mk ii Containing concentrated sulphuric acid? 1mk 15. A fixed mass of gas occupies 200 cm3 at a temperature of 230c and a pressure of 740 mm Hg. Calculate the volume of the gas at -250c and 790 mm Hg pressure. 2mks 16. Study the table below and answer the questions that follow a Calculate the enthalpy change for the following reaction 2mks C2H4 g Br2 g C2H4Br2 g b Name the type of reaction that took place in a above 1 mark 17. Study the diagram below and answer the questions that follow: a What do H1 and H2 represent? H1 1mkwww.freekcsepastpapers.comPage 297 H2 1mk b Write an expression to show the relationship between H1, H2 and H3. 1mk 18."}
{"text": "Study the diagram below and answer the questions that follow: a What do H1 and H2 represent? H1 1mkwww.freekcsepastpapers.comPage 297 H2 1mk b Write an expression to show the relationship between H1, H2 and H3. 1mk 18. Nitrogen and hydrogen react reversibly according to the equation:- N2 g 3H2 g 2NH3 g ; H -92kjmol-1 How would the yield of ammonia be affected by: i A increase in temperature. 2mks ii An increase in pressure. 1mk 19. Study the information in the table below and answer the questions that follow: Element Atomic radius nm Ionic radius nm W 0.114 0.195 X 0.072 0.136 Y 0.133 0.216 Z 0.099 0.181 a Would these form part of a metallic or a non-metallic group? Explain 1 mks b Suggest an element in the table above likely to be the most reactive. Explain 1 mks 20. Give the IUPAC names of the following compounds: 3mks i CH3COOCH2CH3 ii CH3CH2COOH iii 21. The structure below represents a cleansing agent. A State the type of cleansing agent represented above 1mk b State one advantage and one disadvantage of using the above cleansing agent. 2mks 22. The grid below represents part of the periodic table. Study it and answer the questions that follow: i Identify the element that gains electrons most readily 1mk ii Which of the metal is most reactive? Explain 1mk iii What name is given to the family of elements to which elements X and T belong? 1mk 23. 3.52g of Carbon IV Oxide and 1.40g of water are produced when a mass of a hydrocarbon is completely burnt in oxygen. Determine the empirical formula of the hydrocarbon; H 1 , C 12, O 16 3mks 24. A Hydrogen can reduce coppers Oxide but not aluminium oxide."}
{"text": "3.52g of Carbon IV Oxide and 1.40g of water are produced when a mass of a hydrocarbon is completely burnt in oxygen. Determine the empirical formula of the hydrocarbon; H 1 , C 12, O 16 3mks 24. A Hydrogen can reduce coppers Oxide but not aluminium oxide. Explain 1mk b When water reacts with potassium metal the hydrogen produced ignites explosively on the surface of water. I What causes this ignition? 1mk ii Write an equation to show how this ignition occurs 1mkwww.freekcsepastpapers.comPage 298 25. The diagram below shows the extraction of sulphur by Frasch process. State the uses of pipes A, B and C. 3mks 26. The set-up below was used to prepare dry sample of hydrogen sulphide gas a i Complete the diagram to show how the gas was collected 2mks ii Identify the following:- I. Solid H mk II. Solid I mk 27. Define the following terms: a Malleability. 1mk b Ductility. 1mk c Give an example of element with the above properties. 1mkwww.freekcsepastpapers.comPage 299 BOKAKE JOINT EXAMINATIONS, 2023 233 2 CHEMISTRY PAPER 2 THEORY 2 HOURS Instructions to candidates a Answer all the questions. B Non-programmable silent electronic calculators and KNEC mathematical tables may be used. C All working must be clearly shown where necessary. 1. The set up below shows the reagents that can form hydrogen gas in a laboratory. A Complete the diagram to show how a dry sample of hydrogen gas can be collected. 3 marks b Write the chemical equation for above reaction. 1 mark c Why is it not advisable to use calcium in this method to prepare hydrogen? 1 mark d Why is it advisable to discard the first jar of the gas collected? 1 mark e The set-up below was used to investigate some of the properties of hydrogen gas. I State the observation made in the combustion tube. 1 mark ii Write down the equation leading to formation of liquid L."}
{"text": "1 mark e The set-up below was used to investigate some of the properties of hydrogen gas. I State the observation made in the combustion tube. 1 mark ii Write down the equation leading to formation of liquid L. 1 mark iii What property of hydrogen is being investigated? 1 mark iv Why is potassium oxide not used to investigate this property of hydrogen gas? 1 mark v Hydrogen gas is used in hydrogenation of oils. What do you understand by the term? Hydrogenation? 1 mark vi Give any two other industrial uses of hydrogen gas. 2 marks www.freekcsepastpapers.comPage 300 2. The chart below represents the main steps in the large-scale manufacture of sodium carbonate. A Name substances A and B. 2 marks b Write down the chemical equation leading to formation of C. 1 mark c A stream of cold water is made to circulate around chamber X. What does this suggest about the reaction taking place. 1 mark d Name the process that takes place in chamber Y. 1 mark e State any two by-products recycled in the process. 2 marks f Give any two uses of sodium carbonate. 1 mark g In an experiment, wood charcoal was mixed with concentrated sulphuric VI acid in a test-tube. The mixture was then placed over a Bunsen-burner flame for some time. I Write down the chemical equation of the reaction that takes place. 1 mark ii State the property of concentrated sulphuric VI acid investigated in i above. 1 mark 3. A Ethyne gas can be prepared in the laboratory by action of water on a certain compound M i Name compound M . 1 mark ii Write an equation for the reaction taking place between compound M and water. 1mark iii Name the homologous series in which ethyne belongs. 1mark iv State one commercial use of ethyne. 1 mark b The scheme below represents some reactions of ethyne. Study it and answer the questions that follow. I Name compound P and draw its structural formula."}
{"text": "1 mark b The scheme below represents some reactions of ethyne. Study it and answer the questions that follow. I Name compound P and draw its structural formula. 2 marks ii Identify the reagents used in: I Process R 1 mark II Step I 1 mark iii Draw the repeating unit in polymer T. 1 mark iv Name polymer T ... 1 mark v Give one use of polymer T 1 mark www.freekcsepastpapers.comPage 301 4. In the preparation of Copper carbonate, copper was burnt in air and the product collected. Dilute sulphuric acid was added and the mixture filtered and cooled. Sodium carbonate solution was added to the filtrate and the content filtered. The residue was washed and dried to give a green powder. A Give the chemical name of the product formed when Copper burns in air 1mk b Write a chemical equation that leads to the formation of the green powder. 1mk c i Name filtrate collected after sodium carbonate was added 1mk ii Name the green powder. 1mk d Write chemical equation for the reaction between product in a and acid. 1mk e Write an ionic equation to show the formation of the green powder 1mk f Write an equation to show what happened when green powder is strongly heated. 1mk g Using a diagram, describe how a salt can be obtained from the filtrate in c i above 3mks 5. The grid below shows a section of the periodic table. The letters do not represent the actual symbols of the elements. K L M N P Q R S T V W a Name the family to which element P belongs. 1mark b Which two elements will form carbonates that do not decompose on heating. 1 mark c With a reason, identify an element in period three with the largest atomic radius."}
{"text": "K L M N P Q R S T V W a Name the family to which element P belongs. 1mark b Which two elements will form carbonates that do not decompose on heating. 1 mark c With a reason, identify an element in period three with the largest atomic radius. 2marks d Write the formula of the compound formed between L and M 1 mark e State two uses of element R and for each use, state property of element R that makes it possible for the use i Use 1mark Property mark ii Use 1 mark Property mark f Using dots and cross x , show bonding in the compound formed between R and oxygen. 2 marks g In terms of structure and bonding, explain why the boiling point of the oxide of L is higher than that of N. 2 marks h Calculate the volume of the gas produced when 1.95g of element W reacts with water W 39, Molar gas volume at S.T.P 24,000cm3 2 marks 6. A The diagram below represents the extraction of Sulphur by the Frasch process. I Identify and state the use of the substances that pass through tubes A and C. 2 marks ii Rhombic and monoclinic are allotropes of Sulphur. They are inter convertible as shown below Rhombic Monoclinic I. What does the temperature 96 C represent? 1 mark II. State the difference in crystalline appearances between rhombic and monoclinic crystals. L mark b The following scheme represents the steps followed in the contact process, study it and answer the questions which follow. Rhombicwww.freekcsepastpapers.comPage 302 i Name solid A. 1 mark ii Name two impurities removed by the purifier. 1 mark iii Why is it necessary to remove impurities? 1 mark iv Write chemical equations for the reactions which occur in the; Catalytic chamber 1 mark Diluter 1 mark v State the optimum temperature used in the catalytic chamber. 1 mark vi Why is sulphur VI oxide gas not dissolved in water directly. 1mark 7."}
{"text": "Molar volume at s.t.p 22.4dm3, zn 65 2 marks e On the same axis, draw a sketch of the graph that would be obtained if the zinc granules are reacted with 1.0M hydrochloric acid. 1 mark www.freekcsepastpapers.comPage 303 BOKAKE JOINT EXAMINATIONS, 2023 Kenya Certificate of Secondary Education 233 3 CHEMISTRY Practical 3 Time 2 hours 1. You are provided with the following o 4cm of magnesium ribbon o 2M hydrochloric acid solution A You are require to determine the rate of reaction of magnesium with hydrochloric acid PROCEDURE Take four 100cm3 plastic beaker and label them 1,2,3,4 To the first beaker, place 10cm3 of 2M hydrochloric acid. To the second beaker place 8cm3 of acid and 2cm3 of distilled water. To the third beaker place 6cm3 of acid and 2cm3 of distilled water. To the forth beaker place 4cm3 of acid and 6cm3 of distilled water. Cut the magnesium ribbon into 4 parts of 1cm each Place a piece of 1cm magnesium ribbon into the first beaker and start the stop watch Record the time taken for the magnesium ribbon to disappear completely. Record it in the table below. Repeat this procedure with beaker 2, 3 and 4 to complete the table. 4mks Beaker 1 2 3 4 Volume of acid cm3 10 8 6 4 Volume of water cm3 0 2 4 6 Time second a Plot a graph of volume of acid cm3 against time sec in the graph provided. 3mks b From the graph determine; i Time taken for magnesium to disappear completely at 5cm3 1mk ii Volume of the acid in which magnesium takes 100 seconds to disappear completely 1mk c The rate of reaction for the reaction at 100secs 2mks d Name one factor been investigated above that can affect the rate of reaction 1mk B. You are provided with Solution B containing 4."}
{"text": "4mks Beaker 1 2 3 4 Volume of acid cm3 10 8 6 4 Volume of water cm3 0 2 4 6 Time second a Plot a graph of volume of acid cm3 against time sec in the graph provided. 3mks b From the graph determine; i Time taken for magnesium to disappear completely at 5cm3 1mk ii Volume of the acid in which magnesium takes 100 seconds to disappear completely 1mk c The rate of reaction for the reaction at 100secs 2mks d Name one factor been investigated above that can affect the rate of reaction 1mk B. You are provided with Solution B containing 4. 26g of potassium dichromate VI per litre K2Cr2O7 Solution C containing 39.2g of ammonium ferrous sulphate per litre NH4 2SO4 .FeSO4.nH2O You are required to: 1. Determine the concentration of solution B in moles per litre 2. Determine the value of n in the formula of compound C PROCEDURE Fill the burette with solution B. Pipette 25cm3 of it and transfer into a conical flask. Titrate against C until the colour turns green. Record your results in the table below."}
{"text": "1713.17METALWORK 445 3.17.1 Metalwork Paper 1 445 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com172For More Free KCSE Past papers Visit www.freekcsepastpapers.com173For More Free KCSE Past papers Visit www.freekcsepastpapers.com174For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
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{"text": "1-The method of switching the starting winding is by a centrifugal switch. 1 This allows the starting winding to be switched off before the motor reaches its normal speed. 1-Once the motor reaches its normal speed, it runs with only one winding energized. 14 marks b i Load current I2 VP 1 24024000100A cm 21 ii For an ideal transformerOutput power input power 21 I2 voltagepower 21Input current I2 48024000cm 21 50A 21For More Free KCSE Past papers Visit www.freekcsepastpapers.com585 iii Transformer ratio 1 1N2N1V2V14802401:2 13 marks13. A 4 marks b Lamp electrodesSix items labelled 21 3Correctness 1 Total 4 marksFor More Free KCSE Past papers Visit www.freekcsepastpapers.com586Operation- When the supply is switched on with starter switch closed, current flows through inductor L and through lamp electrodes E.-This initial currents heats the lamp electrodes in readiness for striking the lamp.- The starting switch is now opened making a sudden interruption in the current flowing through the inductor and causing a high voltage to be induced.-The voltage starts a discharge between the two lamp electrodes and current rises rapidly due to the inductor.-The starter switch is left open while the lamp is alight, the electrodes maintaining their operating temperature as long as they continue to pass the discharge current.5 marks14. A i Heating.-A ferromagnet metal alloy is heated to bright red hot 1 then allowed to cool in a powerful magnetic field. 1 ii Stroking-This involves stroking a piece of hard steel with one pole of magnet along the length of metal piece. 1 At the end of each stroke the magnet is lifted up and taken through a reasonable curve. The starting end takes the same polarity as the stroking pole of the magnet. 14 marks b 218 parts 21 4 marksLow high current circuit 2 marksTOTAL 6 marksFor More Free KCSE Past papers Visit www.freekcsepastpapers.com587- When the remote switch is closed. Current flows through the coil making it an electromagnet. 1-The electromagnet attracts the armature which closes the circuit."}
{"text": "14 marks b 218 parts 21 4 marksLow high current circuit 2 marksTOTAL 6 marksFor More Free KCSE Past papers Visit www.freekcsepastpapers.com587- When the remote switch is closed. Current flows through the coil making it an electromagnet.1-The electromagnet attracts the armature which closes the circuit.1-The load in the controlled circuit then operates and when the switch is opened, the load stops to operate.19 marks15. A OR gate ii NAND gate 6 x 21 3 marks b Truth table for NAND gateABQInputs 4 x 21 2Output 4 x 21 24 marks c - Inspect the top plug, cable and kettle for burn-out signs.1- Open the top plug 21 and check for loose connections.- Check for fuse continuity.1- Check for continuity of cables conductors.1- Remove the element and check continuity 1 of the element.1 216 marksFor More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "Www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 222 IMENTI SOUTH 312 1 GEOGRAPHY PAPER 1 SECTION A 25 marks Answer all the questions in this section 1. A Differentiate between physical and human environment. 2 marks b State three reasons why it s important to study Geography. 3 marks 2. A Define a meteor. 2 marks b State three characteristics of comets. 3 marks 3. A What is a mineral? 2 marks b Give three examples of non-metallic minerals. 3 marks 4. A Define climate change. 2 marks b List three common events that are associated with climate change. 3 marks 5. Give five characteristics of tundra climates. 5 marks SECTION B 75 marks Answer question 6 compulsory and any other two questions from this section 6. Study the map provided Kisumu East map extract, East Africa 1:50,000 Kenya and answer the questions that follow. A i Give six figure grid reference for the trigonometric station SKP 21. 2 marks ii Measure the distance of the provincial regional boundary from the water works station 0199 to 0997 in kilometers. 2 marks b Describe how relief has influenced settlement in the area covered by the map. 6 marks c Name two types of natural vegetation found in the area covered by the map. 2 marks d Citing evidence from the map, state three social functions of Kisumu East. 6 marks e i Draw a rectangle measuring 16cm by 12cm to enclose the area bound by Eastings 95-98 and Northings 80-83. On the rectangle mark and name; Lake Swamp River Luando 6 marks ii Name the title of the map. 1 mark 7. A i What is soil degeneration? 2 marks ii Name three types of soil degeneration. 3 marks b i State two factors that contribute to soil leaching. 2 marks ii List five characteristics of desert soils. 5 marks iii State three importance of soil texture."}
{"text": "3 marks b i State two factors that contribute to soil leaching. 2 marks ii List five characteristics of desert soils. 5 marks iii State three importance of soil texture. 3 marks c Students from your school carried out field study of soils found in Nyika Plateau. I State three methods they are likely to use to collect data. 3 marks ii Give three characteristics of soils that they are likely to study. 3 marks d State four ways of managing and conserving soils in Kenya. 4 marks 8. A i What is a river divide. 1 mark ii Describe three ways by which a river transports its load. 6 marks b Describe the characteristics of a river in its Old Stage. 7 marks c Describe each of the following drainage systems and patterns. I Superimposed drainage system. 3 marks ii Centripetal drainage pattern. 2 marks d You have planned to carry out a field study of a river in its youthful stage. I State two ways in which you would prepare for the study. 2 marks ii Name two features you are likely to study. 2 marks iii List two problems you are likely to experience during the study. 2 marks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 223 9. A i What are earthquakes. 2 marks ii Name three belts of the world associated with earthquakes. 3 marks iii Give four reasons why the above belts are associated with earthquakes. 4 marks b Describe the characteristics of the following earthquake waves. Primary waves. 3 marks c Explain four natural causes of earthquakes. 8 marks d Give five effects of earthquakes to human activities. 5 marks 10. A i What is underground water. 2 marks ii List three sources of underground water. 3 marks iii State four factors that influence the occurrence of underground water. 4 marks iv State three importance of underground water. 3 marks b Give three conditions necessary for the development of Karst scenery. 3 marks c The following diagram represents a feature found in a Karst Scenery. Use it to answer the questions that follow. I Name the parts labelled X and Z."}
{"text": "3 marks c The following diagram represents a feature found in a Karst Scenery. Use it to answer the questions that follow. I Name the parts labelled X and Z. 2 marks ii Describe the formation of the feature marked Y 3 marks d State the significance of a Karst landscape. 5 marks IMENTI SOUTH 312 2 GEOGRAPHY PAPER 2 SECTION A 25 marks Answer all the questions in this section 1. A State two factors that are considered in determining mining method. 2 marks b List down three uses of soda ash mined in L. Magadi. 3 marks 2. A Differentiate between forests and forestry. 2 marks b State three features of soft wood forests. 3 marks 3. A Identify two characteristics of intensive commercial agriculture. 2 marks b List down three physical factors favouring dairy farming in Denmark. 3 marks 4. A State two aims of setting up of Perkerra irrigation scheme. 2 marks b List down three physical factors that influenced the location of Mwea-Tebere irrigation. 3 marks 5. A Define the term fishing. 2 marks b State three ways in which the convergence of cold and warm ocean current affect fishing. 3 marks X Y Zwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 224 SECTION B 75 marks Answer question 6 compulsory and any other two questions from this section 6.a i List down three factors that determine the distribution of forests in Kenya. 3 marks ii Study the data in the following table and answer questions that follows. The table shows the status of forests in Kenya between 2006 to 2009. In hectares. Year Area Open woodland Indigenous Tree farm lands Private plantation forests 2006 6800 4700 2400 800 2007 7200 3800 2000 400 2008 6400 1400 1900 500 2009 5400 4600 2000 700 Calculate the percentage decrease in the area under open woodland forest in Kenya. 3 marks b i Draw a compound bar graph to represent the data above. Use a scale of 1cm represent 1000 hactares."}
{"text": "Year Area Open woodland Indigenous Tree farm lands Private plantation forests 2006 6800 4700 2400 800 2007 7200 3800 2000 400 2008 6400 1400 1900 500 2009 5400 4600 2000 700 Calculate the percentage decrease in the area under open woodland forest in Kenya. 3 marks b i Draw a compound bar graph to represent the data above. Use a scale of 1cm represent 1000 hactares. 8 marks ii State three advantages of using compound bar graph to represent data. 3 marks c Explain the differences of exploitation of soft wood in Kenya and Canada under the following headings. I Period of harvesting. 2 marks ii Transportation. 2 marks d Highlight four ways in which the clearing of forests has affected the natural environment in Kenya. 4 marks 7.a i Name two fossil fuels and energy minerals found on the earth crust. 2 marks ii State two alluvial mining methods applied in East Africa. 2 marks b i List down three main conditions needed for the formation of petroleum reservoir. 3 marks ii Describe the process of gold processing in South Africa. 8 marks c Students of Mbea school wanted to carry out a field study on mining around their school. I The students used questionnaire to collect data. State three considerations they had while preparing the questionnaire. 3 marks ii The students wanted to analyse the data collected from the field. List down four ways theycould use in data analysis. 4 marks d What three problems could the students have experienced during the field study? 3 marks 8.a i Name two areas within western region sugar Belt where large scale sugarcane cultivation ispracticed. 2 marks ii Explain three human requirements that favour sugarcane growing in Kenya."}
{"text": "4 marks d What three problems could the students have experienced during the field study? 3 marks 8.a i Name two areas within western region sugar Belt where large scale sugarcane cultivation ispracticed. 2 marks ii Explain three human requirements that favour sugarcane growing in Kenya. 3 marks b i Name two diseases which affect sugarcane. 2 marks ii List down two disadvantages of shade trees in cocoa cultivation. 2 marks c Explain four contributions of cocoa to Ghana s economy. 8 marks d Briefly describe the process of cocoa cultivation in Ghana. 5 marks e Name three cocoa growing areas in Ghana. 3 marks 9.a i Define the term fisheries. 2 marks ii State two importance played by the presence of indented coastline in fishing industry. 2 marks b i Apart from indented coastline explain four factors that have contributed to large scalefishing in North-west pacific. 8 marks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 225 ii Name three fish species found in inland fishing grounds which have large economic value. 3 marks c Give five limitations hindering the development of marine fishing in East Africa. 5 marks d i State three conservation methods advocated by Kenya Government in fishing industry. 3 marks ii Name two methods used in deep sea fishing. 2 marks 10. A i Differentiate between wildlife and tourism. 2 marks ii List down two features of game reserve. 2 marks b Explain four factors influencing the distribution of wildlife in E. Africa. 8 marks c i State three reasons why National parks have been established in Kenya. 3 marks ii List down four reasons why domestic tourism is encouraged in Kenya. 4 marks d Explain three differences between tourism in Kenya and Switzerland. 6 marks IMENTI SOUTH GEOGRAPHY PAPER 1 MARKING SCHEME 1. A Differentiate between physical and human environment. 2mks Physical environment refers to features that are natural although their presence have influenced human activities while human environment comprises of activities of people on the earths surface. 2mks b State three reasons why it is important to study Geography. 3mks It promotes awareness on sustainable use of resources."}
{"text": "2mks Physical environment refers to features that are natural although their presence have influenced human activities while human environment comprises of activities of people on the earths surface. 2mks b State three reasons why it is important to study Geography. 3mks It promotes awareness on sustainable use of resources. It prepares one for career opportunities. It enables learners to manage time properly. It promotes the development of skills and critical thinking. It creates awareness about the country and the rest of the World. It helps promote national and international understanding. 2. A Define a meteor 2mks These are heavenly bodies which burn up and disappear as they enter the earths atmosphere from the universe. B State three characteristics of comets. 3mks They move along oval-shaped orbits. Have a head made up of frozen gases,. Dust particles and rocks. The sun is located at one end of their orbit. The tail disappears as the move near the sun. 3. A What is mineral 2mks This is naturally occurring, crystalline, organic substance with a definite chemical and physical properties. B Give three examples of non-metallic minerals. Coal - Sulphur - Petroleum Potash - Silicates - Graphite Asbestos - Nitrates - Trona Flousphar - Phosphates - Diamond 3mks 4. A Define climate change. 2mks This is the establishment of a new environmental and atmospheric states with change sin elements such as temperature and precipitation, or long term shifts in temperatures and other weather patterns. B List three common climatic events that are associated with climate change. 3msk Floods Drought Frost Heat waves www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 237 MOKASA 1 JOINT EXAMINATION 312 1 GEOGRAPHY PAPER 1 SECTION A: 25 MARKS Answer ALL questions in this section. 1. A What is physical Geography? 2marks b Give three divisions of physical Geography. 2marks 2. State four effects of rotation of the earth 4marks 3. The diagram below represents zones of natural vegetation on a mountain. Use it to answer questions that follow a Identify the vegetation zones marked X and Y."}
{"text": "State four effects of rotation of the earth 4marks 3. The diagram below represents zones of natural vegetation on a mountain. Use it to answer questions that follow a Identify the vegetation zones marked X and Y. 2marks b State four characteristics of tropical rainforest vegetation. 4marks 4. A Identify two erosional processes in a desert landscape. 2marks b Describe deflation as wind erosional process 3marks 5. A Define a lake 2marks b Give three reasons why some rift valley lakes are fresh water. 3marks SECTION B Answer question 6 and any other two question in this section. 6. A Study the map of Kisumu East 1:50,000 sheet 116 2 provided and answer the following questions. I What type of map is Kisumu East map extract? 1mark ii Give two scales that have been used in the map extract. 2marks iii What is the bearing of the trigonometrical station at grid square 0383 from the Air Photo Principal Point at grid square 0281? 2marks b . I . Measure the length of the All Weather Road Bound Surface B2 1 from the junction at Grid square 9793 to the western edge of the map extract. Give your answer in kilometer. 2marks ii . What is the altitude of the highest point in the area covered by the map? 2marks c . Draw a rectangle measuring 16cm by 10cm to represent the area enclosed by Eastings 02 and 10 P X Tropical Rainforest Y Height in metreswww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 238 and Northing 90 and 00. 1mark On the rectangle, mark and name the following. 4marks Nyando escarpment. All Weather Road Bound Surface C543 1 Prison Agricultural Sugar Research Station. D . I. Describe the drainage of the area covered by the map. 5marks ii. Citing evidence from the map, identify three social services offered in Kisumu Municipality. 6marks 7. A . The diagram below shows the structure of the earth. Use it to answer the question that follows. I. Name the parts marked : 2marks P Q ii."}
{"text": "Use it to answer the question that follows. I. Name the parts marked : 2marks P Q ii. Describe the composition of the crust 5marks b . I. Define the term solar system. 2marks ii. Using a well labelled diagram describe the occurrence of the solar eclipse. 5marks c . I. What is climate change? 2marks ii. State four human activities which contribute to greenhouse effect. 4marks iii. Mention effects of global warming on human activities. 5marks 8. A i What are earth movements? 2marks ii State three causes of earth movements? 3marks b Describe how a recumbent fold is formed. 4marks c i Apart from a recumbent fold, name two other types of folds. 2marks ii Name four features resulting from folding apart from fold mountains. 4marks iii . Name two examples of fold mountains in Africa. 2mks d Explain four significance of folding to human activities. 8marks 9. A . I. Define the term hydrological cycle. 2marks ii. Give three processes of hydrological cycle. 3marks b . I. State three factors that influence river erosion. 3marks ii. Describe the following river erosion processes. Abrasion 3marks Solution. 3marks c . I. Apart from arcuate delta, name two other types of coastal delta. 2marks ii. Explain three conditions necessary for delta formation. 6marks d . State three factors which influence the formation of river drainage patterns. 3marks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 239 10 a. Give two places in East Africa that are permanently covered by ice 2marks b. i. Identify three ways in which glaciers move 3marks ii. Explain factors that influence the movement of ice. 4marks c. i. Describe how the hanging valleys are formed 6marks ii. State three significance of lowland glacial features to human activities 3marks d Your class plans to carry out a field study on glaciation on the slopes of Mt. Kenya."}
{"text": "3marks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 239 10 a. Give two places in East Africa that are permanently covered by ice 2marks b. i. Identify three ways in which glaciers move 3marks ii. Explain factors that influence the movement of ice. 4marks c. i. Describe how the hanging valleys are formed 6marks ii. State three significance of lowland glacial features to human activities 3marks d Your class plans to carry out a field study on glaciation on the slopes of Mt. Kenya. I. What preparations will you make before the actual study 4 marks ii. Identify three methods that you will use to collect data during your study 3 marks MOKASA I JOINT EXAMINATION 312 2 GEOGRAPHY Paper 2 SECTION A: 25 MARKS Answer ALL questions in this section 1. State five importance of studying geography. 5 marks 2. A Define the term mining. 2 marks b State four benefits of soda ash to the economy of Kenya. 4 marks 3. Reasons why a country should deserve her forest. 5 marks 4. A What is mixed farming? 2 marks b State three characteristics of shifting cultivation. 3 marks 5. Identify stages involved in land reclamation in Netherlands. 5 marks SECTION B Answer question 6 and any other TWO questions from this section. 6. The table below shows the value of some Kenya s mineral exports from 2000 to 2003. Use it to answer questions a . Value of Kenya s mineral exports million Ksh. MINERAL YEAR 2000 2001 2002 2003 Soda Ash 13,200 8,300 7,300 12,400 Petroleum products 4,200 4,500 4,700 6,100 Cement 7,300 7,800 7,400 8,900 a i Using a scale of 1cm represent 1000 million Kenya shillings, draw a comparative bar graph to represent the data shown. 8 marks ii State three advantages of using comparative bar graphs to represent statistical data. 3 marks b Describe how deep shaft mining method is used in exploitation of minerals."}
{"text": "Value of Kenya s mineral exports million Ksh. MINERAL YEAR 2000 2001 2002 2003 Soda Ash 13,200 8,300 7,300 12,400 Petroleum products 4,200 4,500 4,700 6,100 Cement 7,300 7,800 7,400 8,900 a i Using a scale of 1cm represent 1000 million Kenya shillings, draw a comparative bar graph to represent the data shown. 8 marks ii State three advantages of using comparative bar graphs to represent statistical data. 3 marks b Describe how deep shaft mining method is used in exploitation of minerals. 6 marks c i Name two leading gold mining areas in South Africa. 2 marks ii Explain three ways in which gold mining has contributed to the economy of South Africa. 6 marks 7. A i Name three counties in Kenya where maize is grown in large scale farming. 3 marks ii Explain three physical conditions that favour maize cultivation in Kenya. 6 marks iii Explain measures that the government of Kenya had undertaken to improve maize farming. B i Name two exotic breeds of dairy cattle reared in Kenya. 2 marks ii Explain three ways in which dairy farming in Kenya is different from dairy farming in Denmark. 6 marks 8. A i Distinguish between forests and forestry. 2 marks ii Name three exotic species of softwood trees in Kenya. 3 marks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 240 iii State four reasons why the government encourages agroforestry. 4 marks b Explain the following problems facing forestry in Kenya. I Encroachment. 2 marks ii Game damage 2 marks iii Forest fires 2 marks iv Excision. 2 marks c Compare softwood forests in Kenya and Canada under the following subheadings. I Distribution of soft woods. 2 marks ii Tree harvesting 2 marks iii Period of harvesting 2 marks iv Transportation of logs. 2 marks 9. A What is land reclamation?"}
{"text": "2 marks ii Tree harvesting 2 marks iii Period of harvesting 2 marks iv Transportation of logs. 2 marks 9. A What is land reclamation? 2 marks b Explain four methods used to rehabilitate lad in Kenya. 8 marks i and gabions. Ii Mulching of land c i State four significance of irrigation schemes in Kenya. 4 marks ii Outline four problems facing irrigation schemes in Kenya. 4 marks d i Give four factors influencing the location of Mwea-Tebere irrigation schemes. 4 marks ii Mention three difference between land reclamation in Kenya and Netherlands. 3 marks 10. A i Distinguish between a national park and a game reserve. 2 marks ii State three reasons why the government establishes national parks in Kenya. 3 marks b i Name three tourist attractions at the coast of Kenya. 3 marks ii Explain the socio-economic benefits of tourism in Kenya. 6 marks c i Give three reasons why high tourism potential areas benefit more from tourism. 3 marks ii Explain four measures that Kenyan government should take in order to attract more tourists. 8 marks MOKASA 1 JOINT EXAMINATION. 312 1 GEOGRAPHY PAPER 1 MARKING SCHEME. SECTION A: 25 MARKS Answer ALL questions in this section. 1. A What is physical Geography? 2marks It is the branch of geography that deals with the formation of physical features land forming processes. B Name three divisions of physical Geography. 3marks geomorphology spatial geography climatology oceanology pedology 2. State four effects of rotation of the earth. 4marks Cause day and night Causes falling and rising of ocean tides. Causes deflection of winds and ocean currents. Causes variation in the speed of air masses. Www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 222 IMENTI SOUTH 312 1 GEOGRAPHY PAPER 1 SECTION A 25 marks Answer all the questions in this section 1. A Differentiate between physical and human environment."}
{"text": "Causes variation in the speed of air masses. Www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 222 IMENTI SOUTH 312 1 GEOGRAPHY PAPER 1 SECTION A 25 marks Answer all the questions in this section 1. A Differentiate between physical and human environment. 2 marks b State three reasons why it s important to study Geography. 3 marks 2. A Define a meteor. 2 marks b State three characteristics of comets. 3 marks 3. A What is a mineral? 2 marks b Give three examples of non-metallic minerals. 3 marks 4. A Define climate change. 2 marks b List three common events that are associated with climate change. 3 marks 5. Give five characteristics of tundra climates. 5 marks SECTION B 75 marks Answer question 6 compulsory and any other two questions from this section 6. Study the map provided Kisumu East map extract, East Africa 1:50,000 Kenya and answer the questions that follow. A i Give six figure grid reference for the trigonometric station SKP 21. 2 marks ii Measure the distance of the provincial regional boundary from the water works station 0199 to 0997 in kilometers. 2 marks b Describe how relief has influenced settlement in the area covered by the map. 6 marks c Name two types of natural vegetation found in the area covered by the map. 2 marks d Citing evidence from the map, state three social functions of Kisumu East. 6 marks e i Draw a rectangle measuring 16cm by 12cm to enclose the area bound by Eastings 95-98 and Northings 80-83. On the rectangle mark and name; Lake Swamp River Luando 6 marks ii Name the title of the map. 1 mark 7. A i What is soil degeneration? 2 marks ii Name three types of soil degeneration. 3 marks b i State two factors that contribute to soil leaching. 2 marks ii List five characteristics of desert soils. 5 marks iii State three importance of soil texture."}
{"text": "3 marks b i State two factors that contribute to soil leaching. 2 marks ii List five characteristics of desert soils. 5 marks iii State three importance of soil texture. 3 marks c Students from your school carried out field study of soils found in Nyika Plateau. I State three methods they are likely to use to collect data. 3 marks ii Give three characteristics of soils that they are likely to study. 3 marks d State four ways of managing and conserving soils in Kenya. 4 marks 8. A i What is a river divide. 1 mark ii Describe three ways by which a river transports its load. 6 marks b Describe the characteristics of a river in its Old Stage. 7 marks c Describe each of the following drainage systems and patterns. I Superimposed drainage system. 3 marks ii Centripetal drainage pattern. 2 marks d You have planned to carry out a field study of a river in its youthful stage. I State two ways in which you would prepare for the study. 2 marks ii Name two features you are likely to study. 2 marks iii List two problems you are likely to experience during the study. 2 marks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 253 Encourage domestic tourism through intensified local marketing to increase number of tourists during low peak tourist season. WETHAGA JOINT EXAMINATION. END OF TERM 2 EXAMINATION - YEAR 2023 312 1. GEOGRAPHY PAPER 1. SECTION A . 25 MARKS . 1 a What is geography? 2mks b Name three divisions of physical geography. 3mks 2 a Give two theories that explain the origin of the Solar system. 2mks b State three characteristics of the moon. 3mks 3 a Differentiate between a watershed and a catchment area. 2mks b The diagram below shows a river capture. Name the parts marked: K , L M 3mks 4 a Define the term earthquake. 2mks b Give three earthquake zones of the world. 3mks 5 a Name three forms of precipitation common in Kenya."}
{"text": "Name the parts marked: K , L M 3mks 4 a Define the term earthquake. 2mks b Give three earthquake zones of the world. 3mks 5 a Name three forms of precipitation common in Kenya. 3mks b Give two reasons why recording of data at school weather station may be inaccurate. 2mks SECTION B. Answer question six and any other two questions in this section. 6 Study the map of Kisumu East 1:50,000 sheet 116 2 provided and answer the following questions. A i What type of map is Kisumu East. 1mk ii In which hemisphere does Kisumu East lie. 1mk iii Measure the length of provincial boundary to the West of easting 00 and give your answer in kilometres. 2mks iv Identify three Physical features found on grid square 9594. 3mks v Give the longitudinal extent of the map. 2mks b i Using a scale of 1cm to represent 20 metres, draw a cross section from grid reference 950950 to grid reference 020970. 5mks ii On your cross section indicate the following features. A River Awach. 1mk b All weather road bound surface 1mk c Sugar plantation 1mk iii Calculate the vertical exaggerator of the map. 2mks c Explain three factors that have favored the growing of sugarcane in the area as evidenced from the map. 6mks 7 a . I Define the term folding. 2mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 254 ii State two factors influencing the extent to which sedimentary rocks can be folded. 2mks b i Apart from Nappe fold, name three other types of folds. 3mks ii With aid of a well labeled diagram, describe low a nappe fold is formed. 8mks iii Name three countries where Alps mountains are found. 3mks c Apart from fold mountains name two other features that result from folding. 2mks d Students from a school are planning to carry out a field study on folded area."}
{"text": "8mks iii Name three countries where Alps mountains are found. 3mks c Apart from fold mountains name two other features that result from folding. 2mks d Students from a school are planning to carry out a field study on folded area. I State three activities they would carry out during the study. 3mks ii Name two secondary sources of information they would use to prepare for the field study. 2mks 8 a i Define the term Sea. 2mks ii Give two types of oceanic islands. 2mks b Explain three factors that determine the rate of coastal erosion. 6mks . C i Give three causes of ocean currents. 3mks ii Name three ocean currents along the Western coast of Africa. 3mks d You are planning to carry out a field study on coastal features. I Identify three resultant features of emerged highland coast you are likely to find. 3mks ii State three reasons why it is important to conduct a pre-visit. 3mks iii State three follow ups activities you would do after study. 3mks 9 a i What are hypabysal rocks. 2mks ii Name three examples of hypabysal rocks. 3mks b i State three factors that influence rock metamorphism. 3mks ii Describe the following processes of formation of metamorphic rocks. A Dynamic metamorphism. 4mks b Thermal metamorphism. 4mks c i State three characteristics of sedimentary rocks. 3mks ii Highlight two characteristics of minerals. 2mks d. Identity four uses of rocks. 4mks 10 a The diagram below shows a well developed soil profile. Use it to answer questions. I Name the soil layers marked. Q, R S ii Describe the characteristics of layer marked P. 4mks b i What is soil catena? 2mks ii Indentify three classes of soil based on soil order. 3mks c i Name two soil forming processes. 2mks ii State three factors that determine the soil colour. 3mks d i . State four factors that influence soil formation."}
{"text": "2mks ii State three factors that determine the soil colour. 3mks d i . State four factors that influence soil formation. 4mks ii Explain how the following farming practices can cause soil degradation. Www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 255 a Burning. 2mks b Continuous application of fertilizers on farmland. 2mks WEITHAGA JOINT EXAMINATION. 312 2 GEOGRAPHY PAPER 2 SECTION A. 25 MARKS Answer all questions in this section. 1. A Name two countries to which Kenya exports petroleum products. 2mks b State three factors that influence external trade in Kenya. 3mks 2. A Apart from the sun, name three other sources of electricity. 3mks b Give two advantages of using solar energy. 2mks 3. A What is industrial inertia. 2mks b Mention three examples of cottage industries in Kenya. 3mks 4. A Name two exotic breeds of commercial beef cattle reared in Kenya. 2mks b Give three challenges facing nomadic pastoralism in Kenya. 3mks 5. A Name two forests reserves found in the coastal region of Kenya. 2mks b State three ways in which the clearing of forests has affected the natural environment. 3mks SECTION B: Answer questions 6 and any other two questions. 6. Use the table below to answer the questions that follows. Kenya s agricultural production in 000 tonnes. YEARS CROPS. 2010 2011 2012 2013 TEA 81,000 62,000 44,000 101,000 COFFEE 37,000 53,000 71,000 68,000 WHEAT 12,000 8,000 12,000 16,000 a i Using a vertical scale of 1cm represents 10,000 tonnes, draw a comparative bar graph to represent the above data. 8mks ii State three advantages of using comparative bar graph to represent statistical data. 3mks b Give four physical factors that influence the growing of tea in Kenya."}
{"text": "2010 2011 2012 2013 TEA 81,000 62,000 44,000 101,000 COFFEE 37,000 53,000 71,000 68,000 WHEAT 12,000 8,000 12,000 16,000 a i Using a vertical scale of 1cm represents 10,000 tonnes, draw a comparative bar graph to represent the above data. 8mks ii State three advantages of using comparative bar graph to represent statistical data. 3mks b Give four physical factors that influence the growing of tea in Kenya. 4mks c i Explain four problems facing small scale tea farming in Kenya. 8mks ii Mention two ways in which processed tea is marketed in Kenya. 2mks 7. A i Name three categories of minerals. 3mks ii Identify three factors that influence the occurrence of minerals. 3mks b Explain how the following factors influence exploitation of minerals. I Transport. 4mks ii Level of technology. 4mks c i Describe shaft mining method. 5mks ii Outline three challenges faced by shaft miners. 3mks . D Name the areas where the following minerals are mined in Kenya. I Diatomite. 1mk ii Salt. 1mk www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 256 iii Titanium. 1mk 8. A i Name the method of irrigation used in Perkerra irrigation scheme. 1mk ii Identify three crops grown in Perkerra irrigation scheme. 3mks b State four problems facing irrigation farming in Kenya. 4mks c i Define a polder. 2mks ii Name three areas which makes the zuider zee project in Netherlands. 3mks iii State four ways in which the salinity of the polders is reduced in the Netherlands. 4mks iv Explain four benefits of the Zuider Zee project in Netherlands. 8mks 9. A. i Define environmental conservation. 2mks ii Apart from floods and drought name four environmental hazards."}
{"text": "A. i Define environmental conservation. 2mks ii Apart from floods and drought name four environmental hazards. 4mks b State four importance s of conserving the environment. 4mks c i Name two areas in Kenya which are prone to flooding. 2mks ii Explain four measures to control floods. 8mks d Students from Gitige Secondary School carried out a field Study on land pollution in Nairobi city. I State two methods they used to collect the data. 2mks ii Outline any three reasons they found to be contributing to high rate of land pollution in Nairobi. 3mks 10. A Define the term eco-tourism. 2mks b Explain how the following factors influence tourism in Kenya. I Climate. 2mks ii Tour companies. 2mks iii Scenery. . 2mks c i Identify two physical tourist attraction sites in Switzerland. 2mks ii State four problems associated with tourism in Kenya. 4mks d i Give three problems that are associated with low tourist season in Kenya. 3mks ii Explain four ways in which the County Governments in Kenya would promote sustainable tourism. 8mks WEITHAGA JOINT EXAMINATION PAPER 1 - 312 1 MARKING SCHEME. SECTION A : 25 Marks. Answer all questions in this section. 1 a What is geography? 2mks It is the study of earth as a home of mankind. Study of distribution and interrelationship of various phenomena on the earth in relationship to man. B Name three divisions of physical geography. 3mks Geology. Biogeography. Geomorphology. Pedology. Hydrology. Climatology. 2 a Give two theories that explain the origin of the Solar system. 2mks Passing star theory. Nebula Cloud theory. Www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 272 MURANG A EXTRA COUNTY JOINT EXAMINATION 312 1 GEOGRAPHY SECTION A. 1. A Define the following terms. I Geography 1mk ii Habitat 1mk b Give three branches of geography."}
{"text": "2mks iv Name two types of natural vegetation in the area covered by the map 2mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 273 b Calculate the area of the Kisumu municipality. Give your answer in square kilometers km 2mks c Measure the length of the all-weather road bound surface from the junction at grid reference 974911 to the edge of the map, grid reference 950968 2mks d Citing evidence, give three social functions of Kisumu town. 6mks e i Using a scale of 1cm to represent 200 metres, draw a cross-section from grid reference 970980 to 030989. 4mks ii On it mark and name the following Steep slope 1mk Motor able road 1mk Nyangori river 1mk iii Calculate the vertical exaggeration. 2mks 7. A i Define the term folding 2mk ii State three factors that influence folding. 3mks b i Briefly describe the continental drift theory. 5mks ii State 2 evidences supporting the above theory of continental drift. 2mks c i Using a well labelled diagram, explain how conventional currents theory may lead to formation of Fold Mountains. 6mks ii Highlight the signifance of Fold Mountains to human activities. 5mks iii Give two theories that explain the formation of Fold Mountains apart from convectional currents theory. 2mks 8. A Define the following terms i Glaciation 1mk ii Ice-berg 1mk b Give two reasons why there are no ice sheets in Kenya 2mks c The diagram below shows a glaciated landscape use it to answer questions that follow. I Identify the feature labelled M and N 2mks ii Name two process through which N is formed. 2mks iii Describe how feature marked N is formed. 5mks d i Name two types of moraines. 3mks ii Explain two factors that determine the speed of ice movement. 4mks d Students from a school near Mt."}
{"text": "5mks d i Name two types of moraines. 3mks ii Explain two factors that determine the speed of ice movement. 4mks d Students from a school near Mt. Kenya were planning to carry out afield study of the glaciated e features on top of the mountain. I State two reasons why they needed a route map. 2mks ii Give three challenges they would likely face during their field study. 3mks 9. A i Define the term underground water. 1mk ii Give three sources of underground water. 3mks iii Explain 3 factors that influence the occurrence of underground water. 6mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 274 b The diagram below shows an artesian well. I Name the parts marked X and Y. 2mks ii State four conditions necessary for the formation of artesian wells. 4mks iii Explain two significance of underground water to human activities. 4mks c You intend to carry out a field study in a Karst landscape. I Give two reasons why it is necessary to carry out a pre-visit before the study. 2mks ii Give three follow up activities that you were engaged in after the actual study. 3mks 10. A i Name three factors that influence the formation of soil. 3mks ii Name three processes of soil formation. 3mks b Apart from texture, name other properties of soil. 3mks c i What is soil degeneration? 2mks ii Explain three ways in which farming practices may lead to loss of soil fertility. 6mks iii State how soil acidity is reduced. 2mks d i Draw a simple labelled diagram of profile of a mature soil. 4mks ii Distinguish between soil profile and soil catena. 2mks MURANG A EXTRA COUNTY JOINT EXAMINATION 312 2 GEOGRAPHY SECTION A 25MARKS Answer all the questions in this section 1 a Give the relationship between Geography and Agriculture. 2mks b State three significance of learning Geography."}
{"text": "4mks ii Distinguish between soil profile and soil catena. 2mks MURANG A EXTRA COUNTY JOINT EXAMINATION 312 2 GEOGRAPHY SECTION A 25MARKS Answer all the questions in this section 1 a Give the relationship between Geography and Agriculture. 2mks b State three significance of learning Geography. 3mks 2. A What is horticulture? 2mks b State three advantages of using green house in horticulture farming 3mks 3. A Name two minerals mined in South Africa 3mks b State three problems facing mining industry in South Africa 3mks 4. A State two factors necessary for a land to be reclaimed 3mks b Give three uses of polder land in Netherlands 3mks 5. Give four ways in which Kenya will benefit as a result of oil discovery in Turkana County 4mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 275 SECTION B Answer question 6 and any other two questions in this section. 6. The table below shows total number of livestock in Kenya in 1986 and 1996 Type of livestock Number in millions 1986 1996 Cattle 19.0 20.7 Sheep 17.0 26.7 Goats 18.5 27.3 Chicken 20.0 40 a i Using a scale 1cm representing 5 million livestock, draw a comparative bar graph to represent the above given data. 8mks ii State three advantages of comparative bar graph 3mks b i Explain three factors that favour beef farming in Argentina 6mks ii Name two exotic breeds of cattle reared in commercial ranches in Kenya 2mks c Explain three ways which the government of Kenya assists nomadic pastoralists to improve the quality of their livestock 6mks 7. A i Name three tree species found in the softwood forest of Canada."}
{"text": "The table below shows total number of livestock in Kenya in 1986 and 1996 Type of livestock Number in millions 1986 1996 Cattle 19.0 20.7 Sheep 17.0 26.7 Goats 18.5 27.3 Chicken 20.0 40 a i Using a scale 1cm representing 5 million livestock, draw a comparative bar graph to represent the above given data. 8mks ii State three advantages of comparative bar graph 3mks b i Explain three factors that favour beef farming in Argentina 6mks ii Name two exotic breeds of cattle reared in commercial ranches in Kenya 2mks c Explain three ways which the government of Kenya assists nomadic pastoralists to improve the quality of their livestock 6mks 7. A i Name three tree species found in the softwood forest of Canada. 3mks ii State physical factors that favor the growth of softwood forest in Canada 3mks b State four characteristics of softwood forest in Canada 4mks c Give three reasons why it is necessary to carry out afforestation programmes in Kenya forest 3mks d State the differences between softwood forest of Canada and kenya under the following sub- headings: i Species 2mks ii Mode of transportation 2mks iii Harvesting 2mks e Explain three significance of forests in kenya to human activities. 6mks 8. A State three physical conditions that favour sugar cane growing in the lake Victoria basin in Kenya. 3mks b Describe the cultivation of sugarcane in Kenya. 6mks c Explain five problems facing sugarcane farming in Kenya. 10mks d Your class visited a sugar factory for a field study on sugar processing. I Outline four stages of sugar processing that the class may have observed. 4mks ii Name two by-products of sugar that the class may have identified during the study. 2marks 9. A i What is wildlife?"}
{"text": "4mks ii Name two by-products of sugar that the class may have identified during the study. 2marks 9. A i What is wildlife? 2mks ii Give three factors that favour the establishment of national park at Tsavo 3mks iii Mention four tourists attractions in kenya . 4mks b Explain four factors that hinder the development of domestics tourism in Kenya 4mks c State four problems associated with tourism industry in Kenya 4mks d Explain four benefits of tourism in the economy of Kenya 8mks 10. A i Name TWO types of fishing. 2mks ii State THREE reasons why marine fisheries are under developed in Kenya. 3mks iii State FOUR solutions to the problems facing the fishing industry in Kenya. 4mks b i Give TWO modern methods of fish preservation. 2mks ii Describe the basket method of fishing. 5mks c i Name THREE countries in the North West Atlantic fishing ground. 3mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 276 ii Compare fishing in Kenya and Japan under the following subheadings: Continental shelf 2mks Coastline 2mks Ocean currents 2mks MURANG A EXTRA COUNTY JOINT EXAMINATION MARKING SCHEMES GEO PP1 SECTION A. 1. A Define the following terms. I Geography 1mk The scientific study of earth as the home of mankind Study of distribution and interrelationship of the natural and human phenomena on earth s surface ii Habitat 1mk Physical condition that influence development and behavior of living organisms b Give three branches of geography. 3mks Physical geography Human Practical Geography 2. A Name two elements of weather that can be recorded at a school station. 2mks Wind Rain Temperature Humidity Sunshine Atmosphere pressure Cloud cover b Give three reasons why the recording of data at a school station may be inaccurate. 3mks Human error Interference with instruments Poor siting of weather stations Extreme weather conditions Natural calamities 3."}
{"text": "Give your answer in square kilometers km 2mks Full squares 5 Half square 172 5 172 13.5 km - 0.5 c Measure the length of the all-weather road bound surface from the junction at grid reference 974911 to the edge of the map, grid reference 960959. 2mks 5.4km 0.1 5.3 5.5 km www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 278 d Citing evidence explain three social functions of Kisumu town. 6mks Water supply centre evidenced by water works Education center evidenced by prison Health center evidenced by a school Religious center evidenced by church Administrative center evidenced by prison e i Using a scale of 1cm to represent 200 metres, draw a cross-section from grid reference 970980 to 030989. 4mks ii On it mark and name the following Steep slope 1mk Motor able road 1mk Nyangori river 1mk T-1mrk, y-1mk, SP and EP-1mk, labelled y axis- 1mk iii Calculate the vertical exaggeration. 2mks V.E Vertical scale Horizontal scale 1200 200 x 5001 2.5 times 7. A i Define the term folding 2mk Folding is the bending or distortion of crustal rocks which make them bend upwards and downwards due to compressional forces. Ii State three factors that influence folding. 3mks Rock type flexibility or elasticity of a rock Strength or intensity of the compressional forces Temperature within rocks The age of sedimentary rockswww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 279 b i Briefly describe the continental drift theory. 5mks It states the earth was initially a large land mass called Pangae."}
{"text": "A i Define the term folding 2mk Folding is the bending or distortion of crustal rocks which make them bend upwards and downwards due to compressional forces. Ii State three factors that influence folding. 3mks Rock type flexibility or elasticity of a rock Strength or intensity of the compressional forces Temperature within rocks The age of sedimentary rockswww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 279 b i Briefly describe the continental drift theory. 5mks It states the earth was initially a large land mass called Pangae. It was surrounded by a great sea called panthalasa Later pangea broke up into two blocks namely Laurasia and Gondwanaland. The blocks were separated by a narrow sea called Tethys Eventually laurasia broke and formed the Northern continents e.g Europe and America while Gondwanaland formed southern like Africa ii State 3 evidences supporting the above theory of continental drift. 3mks The jig saw fit of continental margins Geological structure Sea floor spreading Climatology Distribution of ancient glacial deposits The mid atlantic ridge Paleontological evidences Palaeomagnetic studies i Using a well labelled diagram, explain how conventional currents theory may lead to formation of fold mountains. 6mks The hot molten mantle rocks has convectional currents that move in a circular motion from the bottom towards the crust. The currents exert a frictional drag on the sima rocks This make the crustal rock to move horizontally which generates the compressional forces . The compressional forces squeeze sedimentary rocks materials which bend to form fold mountains. D-2mks T-4mks ii Highlight the signifance of Fold Mountains to human activities. 4mks Fold mountains provide beautiful scenery that attract tourist hence bring foreign exchange Wind ward slopes of fold mountain receive heavy precipitation rainfall which encourage settlement agriculture Some fold mountains have exposed valuable mineral deposits which are mined for income industrial raw materials Some fold mountains act as a barrier to transport and communication lines difficult and expensive. Rugged nature of Folds Mountains hinder settlement agricultural activities."}
{"text": "D-2mks T-4mks ii Highlight the signifance of Fold Mountains to human activities. 4mks Fold mountains provide beautiful scenery that attract tourist hence bring foreign exchange Wind ward slopes of fold mountain receive heavy precipitation rainfall which encourage settlement agriculture Some fold mountains have exposed valuable mineral deposits which are mined for income industrial raw materials Some fold mountains act as a barrier to transport and communication lines difficult and expensive. Rugged nature of Folds Mountains hinder settlement agricultural activities. Www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 280 iii Give two theories that explain the formation of Fold Mountains apart from convectional currents theory. 2mks Contraction theory Plate tectonics theory 8. A Define the following terms i Glaciation 1mk Process through which moving ice erodes,transport and deposits material on the earth s surface to form glacial features ii Ice-berg 1mk A large block of ice broken from ice sheets and floating in seas oceans b Give two reasons why there are no ice sheets in Kenya 2mks Kenya experiences high temperatures under which ice cannot form Most parts of Kenya have low altitude lowlands. Kenya is found at low latitude regions equatorial areas c The diagram below shows a glaciated landscape use it to answer questions that follow."}
{"text": "Www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 280 iii Give two theories that explain the formation of Fold Mountains apart from convectional currents theory. 2mks Contraction theory Plate tectonics theory 8. A Define the following terms i Glaciation 1mk Process through which moving ice erodes,transport and deposits material on the earth s surface to form glacial features ii Ice-berg 1mk A large block of ice broken from ice sheets and floating in seas oceans b Give two reasons why there are no ice sheets in Kenya 2mks Kenya experiences high temperatures under which ice cannot form Most parts of Kenya have low altitude lowlands. Kenya is found at low latitude regions equatorial areas c The diagram below shows a glaciated landscape use it to answer questions that follow. I Identify the feature labelled M and N 2mks M- Arete N- Tarn corrie lakes cirque lake ii Name two process through which N is formed. 2mks Plucking process Abrasion process iii Describe how feature marked N is formed. 5mks Snow accumulates in a pre-existing hallow on a mountain side Snow gets compacted into ice to form cirque glacier Through abrasion the floor aand the sides are eroded deepening the hollow Plucking process erodes the back walls steepening them A series of these processes results to formation of deep arm shaped depression called corrie The depression filled melt water to form a lake called a tarn d i Name two types of moraines. 3mks Lateral moraine Media moraine Terminal moraine Ground sub-glacial moraine Recessional moraine Glacial moraine ii Explain two factors that determine the speed of ice movement. 4mks Temparature changes Width of the glacier channel Thickness and height of the glacierwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 281 Gradient of the slope Nature of the rock surface friction e Students from a school near Mt. Kenya were planning to carry out afield study of the glaciated features on top of the mountain."}
{"text": "Kenya is found at low latitude regions equatorial areas c The diagram below shows a glaciated landscape use it to answer questions that follow. I Identify the feature labelled M and N 2mks M- Arete N- Tarn corrie lakes cirque lake ii Name two process through which N is formed. 2mks Plucking process Abrasion process iii Describe how feature marked N is formed. 5mks Snow accumulates in a pre-existing hallow on a mountain side Snow gets compacted into ice to form cirque glacier Through abrasion the floor aand the sides are eroded deepening the hollow Plucking process erodes the back walls steepening them A series of these processes results to formation of deep arm shaped depression called corrie The depression filled melt water to form a lake called a tarn d i Name two types of moraines. 3mks Lateral moraine Media moraine Terminal moraine Ground sub-glacial moraine Recessional moraine Glacial moraine ii Explain two factors that determine the speed of ice movement. 4mks Temparature changes Width of the glacier channel Thickness and height of the glacierwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 281 Gradient of the slope Nature of the rock surface friction e Students from a school near Mt. Kenya were planning to carry out afield study of the glaciated features on top of the mountain. I State two reasons why they needed a route map. 2mks To identify direction to take To estimate distance they would cover To estimate time they are likely to take To plan a schedule of a activities working programme ii Give three challenges they would likely face during their field study. 3mks Ice accumulation may hinder transportation Steep landcape making roads impassible Attack by wild animals eg. Snakes. Accidents may occur eg. Falling due to the steep slopes 9. A i Define the term underground water. 1mk It is water that is found beneath the earth surface Is water found in the pores of a permeable rock underground and above an impermeable rock layer."}
{"text": "Accidents may occur eg. Falling due to the steep slopes 9. A i Define the term underground water. 1mk It is water that is found beneath the earth surface Is water found in the pores of a permeable rock underground and above an impermeable rock layer. Ii Give three sources of underground water. 3mks Rain water lakes seas rivers Melt water melting ice Magmatic water plutonic water iii Explain 3 factors that influence the occurrence of underground water. 6mks Evaporation rate- high evaporation leads to less infiltration Low evaporation leads to more infiltration Level of ground saturation dry soil absorb more water to make underground water while saturated wet soils have little infiltration. Vegetation cover- presence of vegetation cover reduce run-off hold water on the ground water has enough time to infiltrate, while bare grounds has more run-off hence little infiltration. Amount of precipitation rainfall. Slope gradient- flat ground has more infiltration as water remains in place and has enough time to sink steep slopes have ru-off and little water infiltration. B The diagram below shows an artesian well. I Name the parts marked X and Y. 2mks x Aquifer permeable rock y Impermeable rockwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 282 ii State four conditions necessary for the formation of artesian wells. 4mks The mouth of the well must be lower than the water intake area for water to flow out naturally. The artesian well be sunk to reach below water table in the permeable rock for it to have water permanently. Permeable rock aquifer must be sandwiched between two impermeable rocks to hold water. The permeable rock aquifer must outcrop in a region of adequate water supply high rainfall a lake bed in order to absorb water of underground water. Iii Explain two significance of underground water to human activities. 4mks Form springs which are a source of rivers that provide water for domestic industrial irrigation uses. Underground water forms oasis wells that provide water for domestic industrial uses. Underground water sustains growth of crops plant animal life."}
{"text": "4mks Form springs which are a source of rivers that provide water for domestic industrial irrigation uses. Underground water forms oasis wells that provide water for domestic industrial uses. Underground water sustains growth of crops plant animal life. Spring oasis wells attract settlement development of towns Hot springs geysers formed by underground water during vulcanicity are used to generate geothermal power c You intend to carry out a field study in a Karst landscape. I Give two reasons why it is necessary to carry out a pre-visit before the study. 2mks To familiarizes the students with the area To determine the suitability of the area of study To estimate the cost of study and plan accordingly. To identify any problem is likely to encounter during the study It is useful in designing a working schedule ii Give three follow up activities that you were engaged in after the actual study. 3mks Discussing the findings Drawing sketches Analyzing the data Interpreting the data Writing reports 10. A i Name three factors that influence the formation of soil. 3mks Parent material Time Climate Living organisms Gradient relief ii Name three processes of soil formation. Lateralization Humification Salinization podzolisation b Apart from texture, name other properties of soil. 3mks Thickness Water Porosity Colour Temperature Lime content c i What is soil degeneration? 2mks It is the loss of soil fertility or soil deterioration decline in usefulness of soil due to physical chemical and biological factors. Www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 283 ii Explain three ways in which farming practices may lead to loss of soil fertility. 6mks Overgrazing leads to removal of vegetation exposing soil to agent of erosion. Frequent ploughing weaken soil structure make it easy for agents of soil erosion. Burning crop remains and bushes destroy, organic matter. Over use of agro chemicals change soil P.H and make it poor. Plough up and down the slope create channels for run-off which takes away soil nutrients. Iii State how soil acidity is reduced."}
{"text": "Over use of agro chemicals change soil P.H and make it poor. Plough up and down the slope create channels for run-off which takes away soil nutrients. Iii State how soil acidity is reduced. 2mks Adding lime content i.e calcium hydroxide to the soil Draining of swampy stagnant environment to improve soil aeration Planting of water tolerant sapping plants in swampy zones to improve the drainage condition. D i Draw a simple labelled diagram of profile of a mature soil. 4mks ii Distinguish between soil profile and soil catena. 2mks Soil profile is the vertical arrangement of different layers of soil from the surface to the bed rock while soil catena is the sequence of different soils layers down a slope. MURANG A EXTRA COUNTY JOINT EXAMINATION MARKING SCHEMES GEO PP2 Answer all the questions in this section 1 a . Give the relationship between Geography and Agriculture. 2x1mks Agriculture uses geography to determine suitable climatic areas for crop growing and livestock keeping while Geography studies farming systems, their distribution and the factors affecting farming activities. B . State three significance of learning Geography. 3x1mks Geography helps learners to develop skills which are used to study the environment. It teaches methods of collecting and representing geographical information It enables learners to understand and appreciate different environmental influences of societies Encourages international awareness and cooperation Geography teaches how to manage time properly through field work Geography is a tool of better citizenship Geography is a career subject eg. Geography teacher Geography helps us to acquire positive attitudes and values in society. 2. A What is horticulture? 2mks Is the cultivation of vegetables, fruits and flowers for commercial purposes b State three advantages of using green house in horticulture farming Any 3x1 3mks Climatic hazards such as hailstones stong winds excessive rainfall can be controlled It is easy to control weeds plants are grown throughout the yearwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 284 Pests diseases is easily controlled .it is easier to control the amount of moisture that the flowers require 3."}
{"text": "2. A What is horticulture? 2mks Is the cultivation of vegetables, fruits and flowers for commercial purposes b State three advantages of using green house in horticulture farming Any 3x1 3mks Climatic hazards such as hailstones stong winds excessive rainfall can be controlled It is easy to control weeds plants are grown throughout the yearwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 284 Pests diseases is easily controlled .it is easier to control the amount of moisture that the flowers require 3. A Name two minerals mined in South Africa Any 2x1 2mks Gold Diamond Coal Silver Iron ore Uranium copper b Give three problems facing mining industry in South Africa Any 3x1 3mks some mines are very deep thus expensive difficult to mine competition for skilled labour from other sectors of the economy inadequate water supply for processing minerals some mines are closed due to exhaustion of minerals collapse of mines causes heavy losses of lives 4. A State three factors necessary for a land to be reclaimed Any 3x1 3mks The land should be large extensive The land should be accessible for easy transportation Availability of gentle sloping land for mechanization Availability of capitals to initiate the project The climate should be suitable for the intended agricultural activities. Skilled man power should be available to make reclamation viable b Give three uses of polder land in Netherlands Any 3x1 3mks Its used for cultivation of crops It is for settlement Its used for establishment of transport network Its use for setting up industries Its used for pasture land for dairy animals 5. Give four ways in which Kenya will benefit as a result of oil discovery in Turkana county Any 4x1mks It will open the area as a result of constructing roads Exports of oil will earn Kenya more foreign exchange Development of social amenities will improve the living standard of the people Employment in oil field industries will improve living standard of the people It will lead to rise and expansion of towns SECTION B Answer question 6 and any other two questions from this section 6."}
{"text": "A State three factors necessary for a land to be reclaimed Any 3x1 3mks The land should be large extensive The land should be accessible for easy transportation Availability of gentle sloping land for mechanization Availability of capitals to initiate the project The climate should be suitable for the intended agricultural activities. Skilled man power should be available to make reclamation viable b Give three uses of polder land in Netherlands Any 3x1 3mks Its used for cultivation of crops It is for settlement Its used for establishment of transport network Its use for setting up industries Its used for pasture land for dairy animals 5. Give four ways in which Kenya will benefit as a result of oil discovery in Turkana county Any 4x1mks It will open the area as a result of constructing roads Exports of oil will earn Kenya more foreign exchange Development of social amenities will improve the living standard of the people Employment in oil field industries will improve living standard of the people It will lead to rise and expansion of towns SECTION B Answer question 6 and any other two questions from this section 6. The table below shows total number of livestock in Kenya in 1986 and 1996 Type of livestock Number in millions 1986 1996 Cattle 19.0 20.7 Sheep 17.0 26.7 Goats 18.5 27.3 Chicken 20.0 40 a i Using a scale 1cm representing 5 million livestock, draw a comparative bar graph to represent the above given data. 8mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 285 T-1MK Y AXIS-1MK X AXIS-1MK KEY-1MK BARS-EACH GROUP 2MKS ii State three advantages of comparative bar graph Any 3x1 3mks Easy to construct draw Easy to interprete read It gives good visual impression."}
{"text": "Give four ways in which Kenya will benefit as a result of oil discovery in Turkana county Any 4x1mks It will open the area as a result of constructing roads Exports of oil will earn Kenya more foreign exchange Development of social amenities will improve the living standard of the people Employment in oil field industries will improve living standard of the people It will lead to rise and expansion of towns SECTION B Answer question 6 and any other two questions from this section 6. The table below shows total number of livestock in Kenya in 1986 and 1996 Type of livestock Number in millions 1986 1996 Cattle 19.0 20.7 Sheep 17.0 26.7 Goats 18.5 27.3 Chicken 20.0 40 a i Using a scale 1cm representing 5 million livestock, draw a comparative bar graph to represent the above given data. 8mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 285 T-1MK Y AXIS-1MK X AXIS-1MK KEY-1MK BARS-EACH GROUP 2MKS ii State three advantages of comparative bar graph Any 3x1 3mks Easy to construct draw Easy to interprete read It gives good visual impression. B i Explain three factors that favour beef farming in Argentina 3x2mks Replacement of coarse grasses with alfalfa corn has improved the quality of pastures for the beef cattle Cross breeding of the traditional cattle with higher quality breeds Hereford Aberdeen Angus improved the quality of the yield The warm and wet maritime climate of the area makes grazing of cattle possible throughout the year Availability of water supplied using wind pumps ensures constant supply of water for cattle Availability of vast land pampas which was suitable for cattle grazing encourages beef ranching Availability of market both local external encourages the farmers to expand the beef industry Availability of refrigeration facilities enables beef to reach far off market while still fresh Well developed railway network which help in transporting beef cattle to factories Any 2x3 6mrks ii Name two exotic breeds of cattle reared in commercial ranches in Kenya."}
{"text": "The table below shows total number of livestock in Kenya in 1986 and 1996 Type of livestock Number in millions 1986 1996 Cattle 19.0 20.7 Sheep 17.0 26.7 Goats 18.5 27.3 Chicken 20.0 40 a i Using a scale 1cm representing 5 million livestock, draw a comparative bar graph to represent the above given data. 8mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 285 T-1MK Y AXIS-1MK X AXIS-1MK KEY-1MK BARS-EACH GROUP 2MKS ii State three advantages of comparative bar graph Any 3x1 3mks Easy to construct draw Easy to interprete read It gives good visual impression. B i Explain three factors that favour beef farming in Argentina 3x2mks Replacement of coarse grasses with alfalfa corn has improved the quality of pastures for the beef cattle Cross breeding of the traditional cattle with higher quality breeds Hereford Aberdeen Angus improved the quality of the yield The warm and wet maritime climate of the area makes grazing of cattle possible throughout the year Availability of water supplied using wind pumps ensures constant supply of water for cattle Availability of vast land pampas which was suitable for cattle grazing encourages beef ranching Availability of market both local external encourages the farmers to expand the beef industry Availability of refrigeration facilities enables beef to reach far off market while still fresh Well developed railway network which help in transporting beef cattle to factories Any 2x3 6mrks ii Name two exotic breeds of cattle reared in commercial ranches in Kenya. Any 2x1mrks Aberdeen Angus Hereford Galloway Charolais Shorthorn Sahiwalwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 286 c Explain three ways which the government of Kenya assists nomadic pastoralists to improve the quality of their livestock Any 6x1 6mks The government has set up demonstration ranches to educate the pastoralists on better ways of keeping livestock Cattle dips have been constructed to control pests employ veterinary hence improving the quality of cattle Boreholes dams have been constructed to provide water for the livestock Roads have constructed to enable the pastoralists to transport their animals to the market make services accessible to farmers It strengthens community education to teach pastoralists better livestock management The government encourages group ranching to enable the pastoralists to view livestock keeping as a commercial undertaking It has revived Kenya meat commission that buys animals from farmers to slaughter 7."}
{"text": "8mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 285 T-1MK Y AXIS-1MK X AXIS-1MK KEY-1MK BARS-EACH GROUP 2MKS ii State three advantages of comparative bar graph Any 3x1 3mks Easy to construct draw Easy to interprete read It gives good visual impression. B i Explain three factors that favour beef farming in Argentina 3x2mks Replacement of coarse grasses with alfalfa corn has improved the quality of pastures for the beef cattle Cross breeding of the traditional cattle with higher quality breeds Hereford Aberdeen Angus improved the quality of the yield The warm and wet maritime climate of the area makes grazing of cattle possible throughout the year Availability of water supplied using wind pumps ensures constant supply of water for cattle Availability of vast land pampas which was suitable for cattle grazing encourages beef ranching Availability of market both local external encourages the farmers to expand the beef industry Availability of refrigeration facilities enables beef to reach far off market while still fresh Well developed railway network which help in transporting beef cattle to factories Any 2x3 6mrks ii Name two exotic breeds of cattle reared in commercial ranches in Kenya. Any 2x1mrks Aberdeen Angus Hereford Galloway Charolais Shorthorn Sahiwalwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 286 c Explain three ways which the government of Kenya assists nomadic pastoralists to improve the quality of their livestock Any 6x1 6mks The government has set up demonstration ranches to educate the pastoralists on better ways of keeping livestock Cattle dips have been constructed to control pests employ veterinary hence improving the quality of cattle Boreholes dams have been constructed to provide water for the livestock Roads have constructed to enable the pastoralists to transport their animals to the market make services accessible to farmers It strengthens community education to teach pastoralists better livestock management The government encourages group ranching to enable the pastoralists to view livestock keeping as a commercial undertaking It has revived Kenya meat commission that buys animals from farmers to slaughter 7. A i Name three tree species found in the softwood forest of Canada."}
{"text": "B i Explain three factors that favour beef farming in Argentina 3x2mks Replacement of coarse grasses with alfalfa corn has improved the quality of pastures for the beef cattle Cross breeding of the traditional cattle with higher quality breeds Hereford Aberdeen Angus improved the quality of the yield The warm and wet maritime climate of the area makes grazing of cattle possible throughout the year Availability of water supplied using wind pumps ensures constant supply of water for cattle Availability of vast land pampas which was suitable for cattle grazing encourages beef ranching Availability of market both local external encourages the farmers to expand the beef industry Availability of refrigeration facilities enables beef to reach far off market while still fresh Well developed railway network which help in transporting beef cattle to factories Any 2x3 6mrks ii Name two exotic breeds of cattle reared in commercial ranches in Kenya. Any 2x1mrks Aberdeen Angus Hereford Galloway Charolais Shorthorn Sahiwalwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 286 c Explain three ways which the government of Kenya assists nomadic pastoralists to improve the quality of their livestock Any 6x1 6mks The government has set up demonstration ranches to educate the pastoralists on better ways of keeping livestock Cattle dips have been constructed to control pests employ veterinary hence improving the quality of cattle Boreholes dams have been constructed to provide water for the livestock Roads have constructed to enable the pastoralists to transport their animals to the market make services accessible to farmers It strengthens community education to teach pastoralists better livestock management The government encourages group ranching to enable the pastoralists to view livestock keeping as a commercial undertaking It has revived Kenya meat commission that buys animals from farmers to slaughter 7. A i Name three tree species found in the softwood forest of Canada. Any 3x1 3mks Western hemlock Birch Pine Cedar Spruce Douglas fir cypress ii State three physical factors that favor the growth of softwood forest in Canada Any 3x1 3mks high rainfall throughout the year has promoted the growth of forest the ruggedness of the landscape is unsuitable for agriculture leaving forestry as the best alternative thin soil is suitable for growth of softwood forest high altitude is suitable for growth of forest b state four the characteristics of softwood forest in Canada 4mks the trees are conical in shape the tree species occur in pure stands the tree grow tall and have straight trunks the tress have narrow needle like leaves the trees bear cones the trees have wide shallow roots the forest are evergreen the forest have no undergrowth the trees are flexible to resist strong winter wind c Give three reasons why it is necessary to carry out afforestation programs in Kenya forest Any 3x1 3mks to protect water catchment areas which are sources of rivers that provide water for irrigation HEP generation trees roots soil particles together thus protect it from erosion by wind water to create scenic beauty which attract tourists thus earn foreign exchange used to develop other sectors of economy to expand the habitat for wildlife thus conserving its future generation to provide continuous supply of wood fuel to provide foreign exchange by reducing importation of forest products to provide continuous supply of raw material for paper makingwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 287 d State the differences between softwood forest in Canada and Kenya under the following subheadings i The tree species 2mks Canada has exotic tree species while kenya has both exotic and indigenous ii Mode of transport of logs In Canada logs are transported using roads, railways and waterways while in kenya majorly by roads and railways."}
{"text": "Any 2x1mrks Aberdeen Angus Hereford Galloway Charolais Shorthorn Sahiwalwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 286 c Explain three ways which the government of Kenya assists nomadic pastoralists to improve the quality of their livestock Any 6x1 6mks The government has set up demonstration ranches to educate the pastoralists on better ways of keeping livestock Cattle dips have been constructed to control pests employ veterinary hence improving the quality of cattle Boreholes dams have been constructed to provide water for the livestock Roads have constructed to enable the pastoralists to transport their animals to the market make services accessible to farmers It strengthens community education to teach pastoralists better livestock management The government encourages group ranching to enable the pastoralists to view livestock keeping as a commercial undertaking It has revived Kenya meat commission that buys animals from farmers to slaughter 7. A i Name three tree species found in the softwood forest of Canada. Any 3x1 3mks Western hemlock Birch Pine Cedar Spruce Douglas fir cypress ii State three physical factors that favor the growth of softwood forest in Canada Any 3x1 3mks high rainfall throughout the year has promoted the growth of forest the ruggedness of the landscape is unsuitable for agriculture leaving forestry as the best alternative thin soil is suitable for growth of softwood forest high altitude is suitable for growth of forest b state four the characteristics of softwood forest in Canada 4mks the trees are conical in shape the tree species occur in pure stands the tree grow tall and have straight trunks the tress have narrow needle like leaves the trees bear cones the trees have wide shallow roots the forest are evergreen the forest have no undergrowth the trees are flexible to resist strong winter wind c Give three reasons why it is necessary to carry out afforestation programs in Kenya forest Any 3x1 3mks to protect water catchment areas which are sources of rivers that provide water for irrigation HEP generation trees roots soil particles together thus protect it from erosion by wind water to create scenic beauty which attract tourists thus earn foreign exchange used to develop other sectors of economy to expand the habitat for wildlife thus conserving its future generation to provide continuous supply of wood fuel to provide foreign exchange by reducing importation of forest products to provide continuous supply of raw material for paper makingwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 287 d State the differences between softwood forest in Canada and Kenya under the following subheadings i The tree species 2mks Canada has exotic tree species while kenya has both exotic and indigenous ii Mode of transport of logs In Canada logs are transported using roads, railways and waterways while in kenya majorly by roads and railways. Iii Harvesting In Canada harvesting is done through clear cutting while kenya there is selective harvesting of trees e Explain three significances of forests in kenya to human activities."}
{"text": "A i Name three tree species found in the softwood forest of Canada. Any 3x1 3mks Western hemlock Birch Pine Cedar Spruce Douglas fir cypress ii State three physical factors that favor the growth of softwood forest in Canada Any 3x1 3mks high rainfall throughout the year has promoted the growth of forest the ruggedness of the landscape is unsuitable for agriculture leaving forestry as the best alternative thin soil is suitable for growth of softwood forest high altitude is suitable for growth of forest b state four the characteristics of softwood forest in Canada 4mks the trees are conical in shape the tree species occur in pure stands the tree grow tall and have straight trunks the tress have narrow needle like leaves the trees bear cones the trees have wide shallow roots the forest are evergreen the forest have no undergrowth the trees are flexible to resist strong winter wind c Give three reasons why it is necessary to carry out afforestation programs in Kenya forest Any 3x1 3mks to protect water catchment areas which are sources of rivers that provide water for irrigation HEP generation trees roots soil particles together thus protect it from erosion by wind water to create scenic beauty which attract tourists thus earn foreign exchange used to develop other sectors of economy to expand the habitat for wildlife thus conserving its future generation to provide continuous supply of wood fuel to provide foreign exchange by reducing importation of forest products to provide continuous supply of raw material for paper makingwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 287 d State the differences between softwood forest in Canada and Kenya under the following subheadings i The tree species 2mks Canada has exotic tree species while kenya has both exotic and indigenous ii Mode of transport of logs In Canada logs are transported using roads, railways and waterways while in kenya majorly by roads and railways. Iii Harvesting In Canada harvesting is done through clear cutting while kenya there is selective harvesting of trees e Explain three significances of forests in kenya to human activities. 6mrks Tree provide timber products which can be used in buildind and construction. Some trees acts are extracted to make herbal medicine."}
{"text": "Iii Harvesting In Canada harvesting is done through clear cutting while kenya there is selective harvesting of trees e Explain three significances of forests in kenya to human activities. 6mrks Tree provide timber products which can be used in buildind and construction. Some trees acts are extracted to make herbal medicine. Some trees are sources of food eg. Fruits Forests act as a habitat of wild animals which attract tourist bringing foreign exchange. 8. A State three physical conditions that favour sugar cane growing in the lake Victoria basin in Kenya. 3x1mks High temperatures 21 c-27 C High and well distributed rainfall 1200-1500mm annually . Dry and sunny weather during harvesting to increase sugar accumulation in the cane. Deep well drained soils. Undulating gently sloping land for machinery to be used and for easier transportation of cane to factories. B Describe the cultivation of sugarcane in Kenya. 6x1mks Shallow furrows are made across the field at intervals of 1.2m-1.8m apart. Pieces of sugarcane cuttings are laid horizontally in the furrows. They are covered lightly with the soil which they grow a cluster of shoots called stool. Nitrogenous fertilizer is applied when plants are growing at a high rate. Weeding is done when the crop is fairly short. After about 14 months the cane is ready for harvesting. After harvesting two ratoons the stools are dug out, land tilled and new sets are planted. C Explain five problems facing sugarcane farming in Kenya. 5x2mks Pests e.g. termites which attack setts lowering the farmers yield. Diseases e.g. sugarcane mosaic which causes the crop to become stunted with leaves becoming yellow. Mismanagement of some sugar factories resulting in their closure and subsequent loss of income and jobs. Inability of some factories to cope with supply of cane from out-growers due to low production capacity and outdated technology. Local sugar industry faces competition from cheap imported sugar from COMESA countries. Strikes by cane farmers and transporters due to inadequate pay resulting in drop in output. Frequent fires which destroy many hectares of cane annually. Your class visited a sugar factory for a field study on sugar processing."}
{"text": "Strikes by cane farmers and transporters due to inadequate pay resulting in drop in output. Frequent fires which destroy many hectares of cane annually. Your class visited a sugar factory for a field study on sugar processing. I Outline four stages if sugar processing that the class may have observed. 4x1mks Washing Cutting into small pieces Crushing and squeezing the juice Suspension and precipitation of non-sugars Boiling of the juice crystallizationwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 288 ii Name two by-products of sugar that the class may have identified during the study. Any2x1 2mrks Molasses is used as a sweetener for livestock feeds. Bagasse or fibre left after squeezing the juice is used as fuel for boilers, for preparing pulp for making paper used for making cement and fertilizer bags and as fodder or manure. Filter cake resulting from filtration process is used as manure for cane 9. A i What is wildlife? Any 2x1 2mks Are the animals fauna and plants flora existing in their natural habitat ii Give three factors that favor the establishment of national park at Tsavo Any 3x1 3mks Availability of large tracts of land sparsely populated land Availability of wide variety of vegetation which provides food for wild animals The harsh climatic conditions that discourage farming settlement thus wildlife conservation is the best alternative land use The vegetation found in Tsavo are provides habitat for wild animals Mzima springs river Tsavo and voi provides drinking water for animals iii sandy beaches the great riftvalley the flamingos b Explain four factors that hinder the development of domestic tourism in Kenya Any 4x2 8mks The roads leading to the tourist site are poorly maintained."}
{"text": "Filter cake resulting from filtration process is used as manure for cane 9. A i What is wildlife? Any 2x1 2mks Are the animals fauna and plants flora existing in their natural habitat ii Give three factors that favor the establishment of national park at Tsavo Any 3x1 3mks Availability of large tracts of land sparsely populated land Availability of wide variety of vegetation which provides food for wild animals The harsh climatic conditions that discourage farming settlement thus wildlife conservation is the best alternative land use The vegetation found in Tsavo are provides habitat for wild animals Mzima springs river Tsavo and voi provides drinking water for animals iii sandy beaches the great riftvalley the flamingos b Explain four factors that hinder the development of domestic tourism in Kenya Any 4x2 8mks The roads leading to the tourist site are poorly maintained. This discourages people from visiting such sites There is low public awareness of tourist sites due to inadequate publicity Tourists attractions are familiar to local people hence they fail to appreciate their beauty and value Negative attitude towards local tourism limits the number of people who engage in tourism Insecurity from gangsters in the national parks game reserves scare people away from visiting them The high accommodation in the game lodges discourages local tourism 2marks each c State four problems associated with tourism industry in Kenya Any 4x1 4mks Tourism have led to increase in drug abuse A number of youths especially at the coast dropped out of school to become tour guides beach boys curio sellers Tourism has led to the spread of diseases such STIs Tourism has led to pollution of environment national parks game reserves Other emphasis on tourism has led to the neglect of other sectors of the economy It has to increase in crime insecurity It has encouraged poaching illegal collection of marine resources It has led to international terrorism piracy Erosion of social value culture d Explain four benefits of tourism in the economy of Kenya Any 4x2 8mks It provides employment opportunities in hotels, transport sectors thus reducing unemployment raising the standard of living Kenya earn foreign exchange which is used to develop other economic sectors The need for food in tourist hotels and lodges has stimulated the growth of agricultural sector Tourists provide a ready market for trade items such as handicrafts and curio thus earn Kenyans a direct income Construction of roads to tourist sites also benefits the local people in transport their products to the market general development of the country Establishment of National parks has enabled Kenyan to protect preserve its rich cultural heritage Tourism encourages cultural exchange which provides international co-operationwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 289 10."}
{"text": "A i What is wildlife? Any 2x1 2mks Are the animals fauna and plants flora existing in their natural habitat ii Give three factors that favor the establishment of national park at Tsavo Any 3x1 3mks Availability of large tracts of land sparsely populated land Availability of wide variety of vegetation which provides food for wild animals The harsh climatic conditions that discourage farming settlement thus wildlife conservation is the best alternative land use The vegetation found in Tsavo are provides habitat for wild animals Mzima springs river Tsavo and voi provides drinking water for animals iii sandy beaches the great riftvalley the flamingos b Explain four factors that hinder the development of domestic tourism in Kenya Any 4x2 8mks The roads leading to the tourist site are poorly maintained. This discourages people from visiting such sites There is low public awareness of tourist sites due to inadequate publicity Tourists attractions are familiar to local people hence they fail to appreciate their beauty and value Negative attitude towards local tourism limits the number of people who engage in tourism Insecurity from gangsters in the national parks game reserves scare people away from visiting them The high accommodation in the game lodges discourages local tourism 2marks each c State four problems associated with tourism industry in Kenya Any 4x1 4mks Tourism have led to increase in drug abuse A number of youths especially at the coast dropped out of school to become tour guides beach boys curio sellers Tourism has led to the spread of diseases such STIs Tourism has led to pollution of environment national parks game reserves Other emphasis on tourism has led to the neglect of other sectors of the economy It has to increase in crime insecurity It has encouraged poaching illegal collection of marine resources It has led to international terrorism piracy Erosion of social value culture d Explain four benefits of tourism in the economy of Kenya Any 4x2 8mks It provides employment opportunities in hotels, transport sectors thus reducing unemployment raising the standard of living Kenya earn foreign exchange which is used to develop other economic sectors The need for food in tourist hotels and lodges has stimulated the growth of agricultural sector Tourists provide a ready market for trade items such as handicrafts and curio thus earn Kenyans a direct income Construction of roads to tourist sites also benefits the local people in transport their products to the market general development of the country Establishment of National parks has enabled Kenyan to protect preserve its rich cultural heritage Tourism encourages cultural exchange which provides international co-operationwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 289 10. A i Name TWO types of fishing."}
{"text": "Any 2x1 2mks Are the animals fauna and plants flora existing in their natural habitat ii Give three factors that favor the establishment of national park at Tsavo Any 3x1 3mks Availability of large tracts of land sparsely populated land Availability of wide variety of vegetation which provides food for wild animals The harsh climatic conditions that discourage farming settlement thus wildlife conservation is the best alternative land use The vegetation found in Tsavo are provides habitat for wild animals Mzima springs river Tsavo and voi provides drinking water for animals iii sandy beaches the great riftvalley the flamingos b Explain four factors that hinder the development of domestic tourism in Kenya Any 4x2 8mks The roads leading to the tourist site are poorly maintained. This discourages people from visiting such sites There is low public awareness of tourist sites due to inadequate publicity Tourists attractions are familiar to local people hence they fail to appreciate their beauty and value Negative attitude towards local tourism limits the number of people who engage in tourism Insecurity from gangsters in the national parks game reserves scare people away from visiting them The high accommodation in the game lodges discourages local tourism 2marks each c State four problems associated with tourism industry in Kenya Any 4x1 4mks Tourism have led to increase in drug abuse A number of youths especially at the coast dropped out of school to become tour guides beach boys curio sellers Tourism has led to the spread of diseases such STIs Tourism has led to pollution of environment national parks game reserves Other emphasis on tourism has led to the neglect of other sectors of the economy It has to increase in crime insecurity It has encouraged poaching illegal collection of marine resources It has led to international terrorism piracy Erosion of social value culture d Explain four benefits of tourism in the economy of Kenya Any 4x2 8mks It provides employment opportunities in hotels, transport sectors thus reducing unemployment raising the standard of living Kenya earn foreign exchange which is used to develop other economic sectors The need for food in tourist hotels and lodges has stimulated the growth of agricultural sector Tourists provide a ready market for trade items such as handicrafts and curio thus earn Kenyans a direct income Construction of roads to tourist sites also benefits the local people in transport their products to the market general development of the country Establishment of National parks has enabled Kenyan to protect preserve its rich cultural heritage Tourism encourages cultural exchange which provides international co-operationwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 289 10. A i Name TWO types of fishing. 2mks Pelagic Demersal Fresh water Inshore ii State THREE reasons why marine fisheries are under developed in Kenya."}
{"text": "This discourages people from visiting such sites There is low public awareness of tourist sites due to inadequate publicity Tourists attractions are familiar to local people hence they fail to appreciate their beauty and value Negative attitude towards local tourism limits the number of people who engage in tourism Insecurity from gangsters in the national parks game reserves scare people away from visiting them The high accommodation in the game lodges discourages local tourism 2marks each c State four problems associated with tourism industry in Kenya Any 4x1 4mks Tourism have led to increase in drug abuse A number of youths especially at the coast dropped out of school to become tour guides beach boys curio sellers Tourism has led to the spread of diseases such STIs Tourism has led to pollution of environment national parks game reserves Other emphasis on tourism has led to the neglect of other sectors of the economy It has to increase in crime insecurity It has encouraged poaching illegal collection of marine resources It has led to international terrorism piracy Erosion of social value culture d Explain four benefits of tourism in the economy of Kenya Any 4x2 8mks It provides employment opportunities in hotels, transport sectors thus reducing unemployment raising the standard of living Kenya earn foreign exchange which is used to develop other economic sectors The need for food in tourist hotels and lodges has stimulated the growth of agricultural sector Tourists provide a ready market for trade items such as handicrafts and curio thus earn Kenyans a direct income Construction of roads to tourist sites also benefits the local people in transport their products to the market general development of the country Establishment of National parks has enabled Kenyan to protect preserve its rich cultural heritage Tourism encourages cultural exchange which provides international co-operationwww.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 289 10. A i Name TWO types of fishing. 2mks Pelagic Demersal Fresh water Inshore ii State THREE reasons why marine fisheries are under developed in Kenya. 3 mks The continental shelf is narrow The coastline is fairly straight and lies few indentations The waters are relatively warm for the growth of plantations The fishermen have inadequate capital to purchase modern fishing equipment Fishermen have inadequate skills."}
{"text": "A i Name TWO types of fishing. 2mks Pelagic Demersal Fresh water Inshore ii State THREE reasons why marine fisheries are under developed in Kenya. 3 mks The continental shelf is narrow The coastline is fairly straight and lies few indentations The waters are relatively warm for the growth of plantations The fishermen have inadequate capital to purchase modern fishing equipment Fishermen have inadequate skills. There is low demand for marine fish locally There is limited market due to competitors from the developed countries. Iii Identify FOUR solutions to the problems facing the fishing industry in Kenya. 4 mks The government should encourage the development of cooperatives to enable the fishermen to market t their fish Roads leading to the freshwater lake should be developed trouble to enable fish to reach the market fast. The government and local financial institutions should make funds available for fishermen through offering loans to assist them purchase fishing equipment Legislation against dumping should be enforced so that pollution of fisheries can be reduced treatment of industrial effluents before releasing them into the rivers and lakes Licensing of fishermen by the government can assist in monitoring the number of fishermen hence reducing overfishing. B i Give TWO modern methods of fish preservation. 2 mks Canning Refrigeration ii Describe the basket method of fishing. 5 mks The basket is funnel shaped to allow entry for fish The basket is lowered in water with the mouth facing downstream in a river in a lake the basket is placed facing any direction At the mouth of the basket there is a valve which restricts the outward movement or escape of fish once inside the basket The basket is held in place by rope stones sticks to prevent it from being swept downstream It is left in the water for some time after which the fish are removed. At the mouth of the basket there is a valve which restricts the outward movement or escape of fish once inside the basket The basket is held in place by rope stones sticks to prevent it from being swept downstream It is left in the water for some time after which the fish are removed. C i Name THREE counties in the North West Atlantic fishing ground."}
{"text": "5 mks The basket is funnel shaped to allow entry for fish The basket is lowered in water with the mouth facing downstream in a river in a lake the basket is placed facing any direction At the mouth of the basket there is a valve which restricts the outward movement or escape of fish once inside the basket The basket is held in place by rope stones sticks to prevent it from being swept downstream It is left in the water for some time after which the fish are removed. At the mouth of the basket there is a valve which restricts the outward movement or escape of fish once inside the basket The basket is held in place by rope stones sticks to prevent it from being swept downstream It is left in the water for some time after which the fish are removed. C i Name THREE counties in the North West Atlantic fishing ground. 3 mks Mexico USA Canada ii Compare fishing in Kenya and Japan under the following subheadings: Continental shelf 2 mks Kenya has a deep narrow continental shelf discouraging the growth of planktons while Japan has broad shallow and extensive continental shelf favoring the growth of planktons Coastline 2 mks www.freekcsepastpapers.comGEOGRAPHY PAPER 1 2 290 Kenya has an almost straight regular coastline discouraging the breeding of fish while Japan has an irregular indented coastline encouraging the breeding of fish. Ocean currents 2 mks Kenya experiences warm waters because of the warm Mozambique current thereby discouraging the survival of fish while Japan experiences cool waters caused by the meeting of cold Oya Siwo and warm Kuro Siwo currents that is ideal for the survival of fish. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 1 CEKENAS END OF TERM TWO EXAM-2023 312 1 GEOGRAPHY PAPER 1 SECTION A 1. A What is geography 2marks b Give two types of environment 2marks 2. The diagram below represents the structure of the earth. Use it to answer the questions. A Name: i the part marked P and R 2marks ii three features that makes up part marked Q 3marks 3. A Differentiate between folding and faulting 2marks b Name three relief features formed as a result of folding 3marks 4."}
{"text": "Use it to answer the questions. A Name: i the part marked P and R 2marks ii three features that makes up part marked Q 3marks 3. A Differentiate between folding and faulting 2marks b Name three relief features formed as a result of folding 3marks 4. A Apart from physical weathering, give two other types of weathering 2marks b List four physical weathering processes that takes place in Arid areas 4marks 5. A What is drainage pattern 2marks b Give three types of drainage system 3marks SECTION B Answer question 6 and any other TWO questions from this section 6. Study the map of Kisumu East 1:50,000 sheet 116 2 provided and answer the questions a i What type of map is Kisumu East map extract?"}
{"text": "State two items you would include in the schedule 2marks iii Give two methods of data collection you will use while in field 2marks 8 a what is lava 2marks b The diagram below shows some intrusive volcanic features i Name the features marked X, Y and Z 3marks ii Describe how the following features are formed Sill 4marks Lopolith 4marks c Describe the composition of composite volcano 4marks d Explain four ways in which volcanic features influence human activity 8marks 9 a i Define an ocean 2marks ii State three types of seas 3marks b i Give three characteristics of the continental shelf 3marks ii Describe the following processes of wave erosion along the coast Abrasion 2marks Hydraulic action 2marks Solution 2marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 3 c The diagram below shows a breaking sea wave; use it to answer the questions below i Name the features marked H, J, K 3marks ii With the aid of well labeled diagrams describe the process through which a stack is formed 8marks 10 a what is soil 2marks b i List three components of soil 3marks ii Explain how the following factors influence soil formation Parent rock 4marks Topography 4marks c Draw a well labeled diagram of mature soil profile 4marks d Explain four ways in which human activities may lead to soil erosion 8marks CEKENAS END OF TERM TWO EXAM-2023 312 2 GEOGRAPHY PAPER 2 SECTION A 25mks Answer all questions in this section 1 a . Differentiate between forestry and agro forestry 2mks b State three significance of forest products to Kenya 3mks 2 a . Give two ways in which fertility influence population 2mks b State three consequences of high population growth rate 3mks 3 The sketch map below shows the Great Lakes and ST. Lawrence Seaway."}
{"text": "Differentiate between forestry and agro forestry 2mks b State three significance of forest products to Kenya 3mks 2 a . Give two ways in which fertility influence population 2mks b State three consequences of high population growth rate 3mks 3 The sketch map below shows the Great Lakes and ST. Lawrence Seaway. Use it to answer question awww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 4 a Name; i The lake marked J 1mk ii The river marked K 1mk iii the port marked L and M 2mks b Give two reasons why it is difficult to transport goods from Mombasa to Lagos by road 2mks 4 a . What is geothermal power? 2mks b Name two areas in Kenya which is potential for producing geothermal power 2mks 5 a Give two causes of floods 2mks b State three measures which can be undertaken to reduce the destruction caused by floods 3mks SECTION B Answer question 6 and any other two questions in this section 6. The table below shows the value in terms of billions US Dollars of Kenya s Import and Export between the year 2003 and 2008. Use it to answer the questions bellow Years Value in Billion US Dollars 2003 2004 2005 2006 2007 2008 Imports 3.00 3.70 4.10 5.10 6.60 8.54 Exports 2.10 2.50 2.58 3.17 3.60 4.10 TOTAL 31.04 18.05 Value of Kenya s Import and Export a ."}
{"text": "2mks b Name two areas in Kenya which is potential for producing geothermal power 2mks 5 a Give two causes of floods 2mks b State three measures which can be undertaken to reduce the destruction caused by floods 3mks SECTION B Answer question 6 and any other two questions in this section 6. The table below shows the value in terms of billions US Dollars of Kenya s Import and Export between the year 2003 and 2008. Use it to answer the questions bellow Years Value in Billion US Dollars 2003 2004 2005 2006 2007 2008 Imports 3.00 3.70 4.10 5.10 6.60 8.54 Exports 2.10 2.50 2.58 3.17 3.60 4.10 TOTAL 31.04 18.05 Value of Kenya s Import and Export a . I Calculate the balance of payment in the year 2008 2mks ii Using a scale of 1cm to represent 0.5 billion, draw a simple comparative bar graph on the data above from the year 2005 to 2008 8mks iii A part from comparative bar graph, name two other methods that can be used to represent the above data 2mks iv State two reasons why Kenya s export is generally low 2mks b i List three major imports to Kenya from Japan 3mks ii Explain four measures the Kenyan government is taking to reduce the unfavorable balance of trade 8mks 7."}
{"text": "The table below shows the value in terms of billions US Dollars of Kenya s Import and Export between the year 2003 and 2008. Use it to answer the questions bellow Years Value in Billion US Dollars 2003 2004 2005 2006 2007 2008 Imports 3.00 3.70 4.10 5.10 6.60 8.54 Exports 2.10 2.50 2.58 3.17 3.60 4.10 TOTAL 31.04 18.05 Value of Kenya s Import and Export a . I Calculate the balance of payment in the year 2008 2mks ii Using a scale of 1cm to represent 0.5 billion, draw a simple comparative bar graph on the data above from the year 2005 to 2008 8mks iii A part from comparative bar graph, name two other methods that can be used to represent the above data 2mks iv State two reasons why Kenya s export is generally low 2mks b i List three major imports to Kenya from Japan 3mks ii Explain four measures the Kenyan government is taking to reduce the unfavorable balance of trade 8mks 7. A i State four characteristics of nomadic pastoralism 4mks ii Name three beef cattle breeds kept in Kenya 3mks b Compare beef farming in Kenya and Argentina 8mks c Explain three problems facing beef farming in Kenya 6mks d State four measures that the government of Kenya has taken to improve beef farming 4mks 8 a Distinguish between an urban settlement and rural settlement 2mks b State two factors which influence the development of each the following patterns of settlement 2mks i Dispersed settlement pattern 2mks ii Linear settlement pattern 2mks c Explain four factors that influenced the location of Mombasa town 8mks d i Outline four ways in which the port of Mombasa and Rotterdam differ 8mks ii State three benefits of urbanization 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 5 9 a i What is domestic tourism 2mks ii Explain four factors which are hindering domestic tourism in Kenya 8mks b State five reasons why domestic tourism should be encouraged in Kenya 5mks c Explain three factors which have made Switzerland a major tourist destination in Europe 6mks d State four problems associated with tourism in Kenya 4mks 10."}
{"text": "Use it to answer the questions bellow Years Value in Billion US Dollars 2003 2004 2005 2006 2007 2008 Imports 3.00 3.70 4.10 5.10 6.60 8.54 Exports 2.10 2.50 2.58 3.17 3.60 4.10 TOTAL 31.04 18.05 Value of Kenya s Import and Export a . I Calculate the balance of payment in the year 2008 2mks ii Using a scale of 1cm to represent 0.5 billion, draw a simple comparative bar graph on the data above from the year 2005 to 2008 8mks iii A part from comparative bar graph, name two other methods that can be used to represent the above data 2mks iv State two reasons why Kenya s export is generally low 2mks b i List three major imports to Kenya from Japan 3mks ii Explain four measures the Kenyan government is taking to reduce the unfavorable balance of trade 8mks 7. A i State four characteristics of nomadic pastoralism 4mks ii Name three beef cattle breeds kept in Kenya 3mks b Compare beef farming in Kenya and Argentina 8mks c Explain three problems facing beef farming in Kenya 6mks d State four measures that the government of Kenya has taken to improve beef farming 4mks 8 a Distinguish between an urban settlement and rural settlement 2mks b State two factors which influence the development of each the following patterns of settlement 2mks i Dispersed settlement pattern 2mks ii Linear settlement pattern 2mks c Explain four factors that influenced the location of Mombasa town 8mks d i Outline four ways in which the port of Mombasa and Rotterdam differ 8mks ii State three benefits of urbanization 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 5 9 a i What is domestic tourism 2mks ii Explain four factors which are hindering domestic tourism in Kenya 8mks b State five reasons why domestic tourism should be encouraged in Kenya 5mks c Explain three factors which have made Switzerland a major tourist destination in Europe 6mks d State four problems associated with tourism in Kenya 4mks 10. The map below shows some location of some minerals in East Africa a Name the minerals mined in the area marked J, K and L."}
{"text": "I Calculate the balance of payment in the year 2008 2mks ii Using a scale of 1cm to represent 0.5 billion, draw a simple comparative bar graph on the data above from the year 2005 to 2008 8mks iii A part from comparative bar graph, name two other methods that can be used to represent the above data 2mks iv State two reasons why Kenya s export is generally low 2mks b i List three major imports to Kenya from Japan 3mks ii Explain four measures the Kenyan government is taking to reduce the unfavorable balance of trade 8mks 7. A i State four characteristics of nomadic pastoralism 4mks ii Name three beef cattle breeds kept in Kenya 3mks b Compare beef farming in Kenya and Argentina 8mks c Explain three problems facing beef farming in Kenya 6mks d State four measures that the government of Kenya has taken to improve beef farming 4mks 8 a Distinguish between an urban settlement and rural settlement 2mks b State two factors which influence the development of each the following patterns of settlement 2mks i Dispersed settlement pattern 2mks ii Linear settlement pattern 2mks c Explain four factors that influenced the location of Mombasa town 8mks d i Outline four ways in which the port of Mombasa and Rotterdam differ 8mks ii State three benefits of urbanization 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 5 9 a i What is domestic tourism 2mks ii Explain four factors which are hindering domestic tourism in Kenya 8mks b State five reasons why domestic tourism should be encouraged in Kenya 5mks c Explain three factors which have made Switzerland a major tourist destination in Europe 6mks d State four problems associated with tourism in Kenya 4mks 10. The map below shows some location of some minerals in East Africa a Name the minerals mined in the area marked J, K and L. 3mks b i Identify two provinces where gold is mined in South Africa 2mks ii Describe the processing of gold from the time the ore is lifted to the surface 5mks c Explain four contribution of gold to South Africa 8mks d State three problems of diamond mining in South Africa 3mks e Explain two effects of mining on the environment 4mks CEKENAS END OF TERM TWO EXAM-2023 GEOGRAPHY PAPER 1 MARKING SCHEME 1."}
{"text": "A i State four characteristics of nomadic pastoralism 4mks ii Name three beef cattle breeds kept in Kenya 3mks b Compare beef farming in Kenya and Argentina 8mks c Explain three problems facing beef farming in Kenya 6mks d State four measures that the government of Kenya has taken to improve beef farming 4mks 8 a Distinguish between an urban settlement and rural settlement 2mks b State two factors which influence the development of each the following patterns of settlement 2mks i Dispersed settlement pattern 2mks ii Linear settlement pattern 2mks c Explain four factors that influenced the location of Mombasa town 8mks d i Outline four ways in which the port of Mombasa and Rotterdam differ 8mks ii State three benefits of urbanization 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 5 9 a i What is domestic tourism 2mks ii Explain four factors which are hindering domestic tourism in Kenya 8mks b State five reasons why domestic tourism should be encouraged in Kenya 5mks c Explain three factors which have made Switzerland a major tourist destination in Europe 6mks d State four problems associated with tourism in Kenya 4mks 10. The map below shows some location of some minerals in East Africa a Name the minerals mined in the area marked J, K and L. 3mks b i Identify two provinces where gold is mined in South Africa 2mks ii Describe the processing of gold from the time the ore is lifted to the surface 5mks c Explain four contribution of gold to South Africa 8mks d State three problems of diamond mining in South Africa 3mks e Explain two effects of mining on the environment 4mks CEKENAS END OF TERM TWO EXAM-2023 GEOGRAPHY PAPER 1 MARKING SCHEME 1. A What is geography It s the descriptive study of the distribution and inter-relationship of natural and human features phenomena on the earth surface the study of the earth as home of mankind."}
{"text": "The map below shows some location of some minerals in East Africa a Name the minerals mined in the area marked J, K and L. 3mks b i Identify two provinces where gold is mined in South Africa 2mks ii Describe the processing of gold from the time the ore is lifted to the surface 5mks c Explain four contribution of gold to South Africa 8mks d State three problems of diamond mining in South Africa 3mks e Explain two effects of mining on the environment 4mks CEKENAS END OF TERM TWO EXAM-2023 GEOGRAPHY PAPER 1 MARKING SCHEME 1. A What is geography It s the descriptive study of the distribution and inter-relationship of natural and human features phenomena on the earth surface the study of the earth as home of mankind. 1 2 2marks b Give two types of environment physical environment human man made environment 2 1 2marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 19 EASTERN CLUSTER EXAMINATION 2023 312 1 GEOGRAPHY PAPER 1 JULY AUGUST 2023 SECTION A: Answer all questions in this section 1. A The diagram below shows the internal structure of the earth. Use it to answer the question below. Name the parts marked X and Y. 2 marks b State two characteristics of the troposphere. 2 marks 2. A Identify two scales used to measure the intensity of an earthquake. 2 marks b Give three major earthquake zones of the world. 3 marks 3.. The diagram below shows different vegetation zones in tropical lands a. i. Name the type of vegetation marked B, C and D 3marks ii. Account for the poor vegetation coverage at part E. 2 marks 4. A Differentiate between river rejuvenation and river capture. 2 marks b Highlight any three conditions necessary for river capture to occur. 3 marks 5."}
{"text": "A Differentiate between river rejuvenation and river capture. 2 marks b Highlight any three conditions necessary for river capture to occur. 3 marks 5. The diagram below shows the water zones in the earth s surface Heaviest rainfall at 1500 to 3500m Windwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 20 i Name the water zones labeled A, B and C. 3 marks ii Outline any three factors that influence the existence of underground water. 3 marks SECTION B:Answer question six 6 and any other two questions from this section. 6. Study the map of Kisumu East 1:50000 sheet 116 2 provided and answer the questions that follow. A i Identify two scales that have been used in the map. 2 marks ii Calculate the bearing of the trigonometrical Station SKP 21 in grid square 0383 from Air Photo Principal Point 73 in grid square 0286. 2marks iii Give the six figure grid reference of Bonjoge school in Nyando escarpment. 2marks b Describe the drainage of the area covered by the map 6 marks c i Using a vertical scale of 1cm represents 20 metres draw a cross section along northing 98 from easting 95 to easting 01. 4marks i On it mark and name the following: - Regional boundary 1mark - River 1mark - Road 1mark ii Calculate the vertical exaggeration V.E of the section 2marks d Citing evidence from the map give four social functions of Kisumu Town 4marks 7. A i Differentiate between rocks and minerals. 2 marks ii Give three ways in which rocks can be classified. 3 marks b i Name one example at each of the following types of sedimentary rocks. Chlorides. 1 mark Arenaceous. 1 mark Carbonaceous. 1 mark ii Describe how sedimentary rocks are formed through physical processes. 4 marks c i State three changes that occur in rocks during metamorphism."}
{"text": "1 mark Carbonaceous. 1 mark ii Describe how sedimentary rocks are formed through physical processes. 4 marks c i State three changes that occur in rocks during metamorphism. 3 marks ii Give two reasons why sedimentary rocks are dominant along the Kenyan Coasts. 2 marks d Students from Ngariama secondary School carried a field study on rocks in their county. I State three reasons why it would be necessary for them to conduct a reconnaissance to the study area. 3 marks ii Give two methods they used to record data. 2 marks iii State three importance of rocks they identified. 3 marks 8. A i Differentiate between faulting and folding. 2 marks ii Name two types of folds. 2 marks b i Listthree theories that explain the formation of Fold Mountains. 3 marks ii With the aid of labelled diagrams describe the formation of an overthrust fold. 6 marks c Students from Kirinyaga School intends to conduct a field study on land forms around their school. I State two objectives of their study. 2 marks iii List any two methods they would use to present their data. 2 marks iii Give two follow up activities they would be engaged in. 2mks d Explain three significance of Fold Mountains to man. 6 marks 9. A i Give two causes of horizontal movement of ocean waters. 2mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 21 ii The diagram below shows parts of a wave. Name the parts marked W, X and Y 3 marks b i Name three types of submergent coasts. 3 marks ii Explain the three processes involved in marine erosion 6 marks c Using well labeled diagrams, explain how the following coastal features are formed. Stacks 4 marks Beaches 4 marks d State three ways which Kenya benefits from her coastal features. 3 marks 10."}
{"text": "3 marks ii Explain the three processes involved in marine erosion 6 marks c Using well labeled diagrams, explain how the following coastal features are formed. Stacks 4 marks Beaches 4 marks d State three ways which Kenya benefits from her coastal features. 3 marks 10. A i State four constituents of soil 4 marks ii Distinguish between illuviation and elluviation 1 mark iii Identify the three soil orders 3 marks b i Draw a well labelled diagram of a mature soil profile 5 marks ii Explain how the following factors influence soil formation Nature of the parent rock 4 marks Time 3 marks c You intend to carry out a field study on soils around the school. I Identify two natural causes of soil degeneration you observed 2 marks ii Formulate three objectives of your study. 3 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 22 EASTERN CLUSTER EXAMINATION 2023 312 2 GEOGRAPHY JULY AUGUST 2023 SECTION A: QUESTION 1-5 1. A Give two by-products obtained from sugarcane. 2mks b State three problems facing sugarcane farming in Kenya. 3mks 2. A What is land rehabilitation? 2mks b Give three physical factors that favours irrigation farming in Mwea irrigation scheme. 3mks 3. A Differentiate between Transport and Communication. 2mks b State the causes of the decline in the use of letter writing as a means of communication in Kenya. 3mks 4. A Outline three functional zones of an ideal urban centre. 3mks b What two benefits would there be if more commuters in urban centres in Kenya used public transport. 2mks 5. A Name two areas in Kenya along the Rift valley that are prone to lightning. 2mks b Give three problems caused by lightning. 3mks SECTION B. Answer question 6 and any other TWO questions from this section 6."}
{"text": "2mks b Give three problems caused by lightning. 3mks SECTION B. Answer question 6 and any other TWO questions from this section 6. The table below shows the number of visitors in 000 to selected national parks in Kenya for the years 2011-2013.Use it to answer the questions that follow. National parks 2011 2012 2013 Nairobi 150 155 158 Amboseli 202 210 212 Tsavo 354 372 375 L.Nakuru 320 325 328 Masai mara 250 255 260 Sibiloi 120 133 135 TOTALS a i What is the difference in the number of visitors who visited the parks in 2012 and 2013. 2mks ii Calculate the percentage increase in the number of visitors between the year 2011 and 2012. 6mks b i Draw a divided rectangle 15 cm long to represent the number of visitors in selected national Parks in Kenya in 2011. Show your calculations. 10mks ii State three advantages of using divided rectangle to represent geographical data. 3mks c Give four reasons why there is an increase in the number of visitors visiting various national parks in Kenya from year 2011 to 2013. 4mks 7. A Identify three factors that influence the occurrence of minerals. 3mks b i Apart from open cast ,name two other mining methods. 2mks ii Explain three ways in which open cast mining method affects the environment. 6mks c i Name three oil exporting countries in the Middle East. 3mks ii Give three factors that may have influence the extraction of petroleum in Kenya. 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 23 d Explain four ways in which petroleum mining in Kenya will promote the economy of the Country. 8mks 8. A i Differentiate between forest and forestry. 2mks ii Give four reasons why agro-forestry is being encouraged in Kenya. 4mks b Use the map of Kenya below to answer the following questions."}
{"text": "A i Differentiate between forest and forestry. 2mks ii Give four reasons why agro-forestry is being encouraged in Kenya. 4mks b Use the map of Kenya below to answer the following questions. B Name the forest reserves marked H, J and K. 3mks c Give four differences between softwood forests in Kenya and Canada. 8mks d Explain four measures being taken by the government of Kenya to control human encroachment on forested areas. 8mks 9. A i Name two indigenous species of cattle reared by Nomadic pastoralists in Kenya. 2mks ii Give four challenges facing nomadic pastoralism in Kenya. 4mks b State five features of Nomadic pastoralism in Kenya. 5mks c Outline three similarities of commercial beef cattle farming in Kenya and Argentina. 3mks d Explain four measures taken by the government of Kenya to improve beef cattle farming. 8mks 10. A Identify two types of internal trade. 2mks b Give three factors that limit trade among the member states of the Common Market for Eastern and Southern Africa COMESA . 3mks c Explain four measures which Kenya may Take to reduce the unfavourable balance of trade. 8mks d Some students carried out a field study on trade in the nearby town. I State two methods they will use to collect data. 2mks ii Outline three factors they will consider as they prepare working schedule. 3mks iii Give three activities they will undertake while in the field. 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 41 GATUNDU SOUTH SUB - COUNTY FORM FOUR JOINT EVALUATION TEST 2023 312 1 GEOGRAPHY PAPER 1 SECTION A Answer all the questions in this section. 1. A Identify two areas studied under practical Geography. 2 marks b State three significance of learning Geography 3 marks 2. A State three characteristics of the Tropical Desert vegetation that helps them adapt to the desert climate. 3 marks b Explain two ways in which vegetation influences climate of an area."}
{"text": "2 marks b State three significance of learning Geography 3 marks 2. A State three characteristics of the Tropical Desert vegetation that helps them adapt to the desert climate. 3 marks b Explain two ways in which vegetation influences climate of an area. 2marks 3. A Name two types of lakes formed due to volcanicity. 2marks b State three characteristics of Lake Magadi 3marks 4. A Apart from tourist attraction give one significance of each of the glaciation features below. I Fiord 1 mark ii Outwash plain 1 mark b State three factors that lead to glacial deposition. 3 marks 5. A Identify two deserts on the rain shadow of Drakensberg mountains. 2 marks b Apart from relief barriers state three natural causes of aridity. 3 marks SECTION B Answer question 6 and any other two questions in this section. 6. Study the map of Kisumu East 1: 50000 sheet 116 2 provided and use it to answer the following questions. A i Identify any two relief features in the map provided and give their location. 2 marks ii Calculate the area of the section enclosed by regional or provincial boundary at Nyangori. 2 marks iii Identify any three missing marginal information in the map provided. 3 marks b Describe the drainage of the area covered by the map. 5 marks c Explain any three factors influencing agriculture in the area covered by the map. 6 marks d Citing evidence from the map, identify two social services offered at Nyagbongo 4 marks e Give three uses of Kisumu East map. 3 marks 7. A i The diagram below shows features of wave erosion. Identify the features marked: A,B,C and D 4 marks ii Explain any three processes of wave erosion: 6 marks A B D Cwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 42 b Using a well labeled diagram, describe how a spit is formed. 6 marks c Students of a school in Gatundu Sub County intend to carry out a field study on the features along the coast Kenya."}
{"text": "A i The diagram below shows features of wave erosion. Identify the features marked: A,B,C and D 4 marks ii Explain any three processes of wave erosion: 6 marks A B D Cwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 42 b Using a well labeled diagram, describe how a spit is formed. 6 marks c Students of a school in Gatundu Sub County intend to carry out a field study on the features along the coast Kenya. I Name any three main wave depositional features that they are likely to identify. 3marks ii State three reasons why they would carry out a reconnaissance study. 3marks iii Give three disadvantages of using observation to collect data. 3marks 8. A i Differentiate between orogenic and epeirogenic earth movements 2marks ii Describe the origin of continents according to the theory of plate tectonics. 4marks b i Apart from an over thrust fold, name three other types of folds. 3marks ii Explain three theories on the formation of fold mountains. 10marks c Explain three negative effects of folding to human activities. 6marks 9. A i Distinguish between minerals and rocks 2marks ii Describe the following characteristics of minerals colour. 2marks tenacity 2marks hardness 2marks b i What are sedimentary rocks? 2marks ii State three characteristics of sedimentary rocks. 3marks iii Explain two reasons why sedimentary rocks are widespread in the coastal plain of Kenya 4marks c. Describe how the following sedimentary rocks were formed i mechanically formed 4marks ii organically formed 4marks 10. A i Name any two sources of underground water. 2marks ii Give four conditions necessary for the formation of a karst landscape 4marks iii Describe the formation of a stalagmite. 5marks b i Name two water erosional features on a desert landscape 2marks ii Describe the formation of zeugens. 4marks iii Explain four significance of desert landforms to human activities. 8marks ."}
{"text": "5marks b i Name two water erosional features on a desert landscape 2marks ii Describe the formation of zeugens. 4marks iii Explain four significance of desert landforms to human activities. 8marks . GATUNDU SOUTH EVALUATION EXAM GEOGRAPHY 312 2 PAPER 2 JULY AUGUST 2023 1. A What is forestry? 2mks b List three factors that determines the distribution of forests in Kenya 3mks 2. A Name three types of sedimentary rocks in terms of formation. 3mks b Give two uses of diamond 2mks 3. A Apart from rivers identify other two types of inland waterways used for transport in Africa 3mks b State three reasons why there is limited use of river transport in Africa. 3mks 4. A Define the term fisheries 2mks b State three ways in which marine fisheries in Kenya can be conserved 3mks 5. A What is energy crisis? 2mks b State three disadvantages of solar energy 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 43 SECTION B: ANSWER QUESTION 6 AND ANY OTHER TWO QUESTIONS FROM THIS SECTION 6. The table below shows three main crops produced in Kenya between 1998 and 2000. Use it to answer question a and b CROP AMOUNT IN METRIC TONS 1998 1999 2000 Wheat 70,000 130,000 140,000 Maize 200,000 300,000 350,000 coffee 240,000 250,000 280,000 a i Using a scale of 1cm to represent 50,000 metric tons, draw a simple comparative bar graph to represent the above information 8mks ii State two advantages of using comparative bar graphs 2mks b Calculate the percentage increase in coffee production between the year 1998 and 2000."}
{"text": "2mks b State three disadvantages of solar energy 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 43 SECTION B: ANSWER QUESTION 6 AND ANY OTHER TWO QUESTIONS FROM THIS SECTION 6. The table below shows three main crops produced in Kenya between 1998 and 2000. Use it to answer question a and b CROP AMOUNT IN METRIC TONS 1998 1999 2000 Wheat 70,000 130,000 140,000 Maize 200,000 300,000 350,000 coffee 240,000 250,000 280,000 a i Using a scale of 1cm to represent 50,000 metric tons, draw a simple comparative bar graph to represent the above information 8mks ii State two advantages of using comparative bar graphs 2mks b Calculate the percentage increase in coffee production between the year 1998 and 2000. 2mks c i State four human requirements for successful production of maize in Kenya 4mks ii Name three pests that attack the maize crop in Kenya 3mks d Explain three reasons why Kenya imports maize and wheat yet it is a producer of the same commodities 6mks 7. A i Name three types of minerals 3mks ii State three ways in which minerals occurs 3mks b i Describe the shaft mining method 5mks ii Outline three challenges faced in shaft mining method. 3mks c i Explain four problems facing the mining industry in Kenya. 8mks d Highlight three ways in which mining derelicts can be reclaimed 3mks 8. A i Apart from draining of swamps give four other methods through which Land has been reclaimed in Kenya. 4mks ii Explain four physical factors that influenced the location of Perkerra Irrigation scheme. 8mks b i Name the three crops grown in the polders in the Netherlands 3mks ii Describe the stages of reclamation of land from the sea in the Netherlands."}
{"text": "A i Apart from draining of swamps give four other methods through which Land has been reclaimed in Kenya. 4mks ii Explain four physical factors that influenced the location of Perkerra Irrigation scheme. 8mks b i Name the three crops grown in the polders in the Netherlands 3mks ii Describe the stages of reclamation of land from the sea in the Netherlands. 6mks c State four benefits of land reclamation in the Netherlands 4mks 9. A i Name two counties in Kenya where tea is grown in large Scale 2mks ii Describe the stages involved in processing of tea. 5mks b Explain four physical conditions necessary for the growth of tea. 8mks c State four problems facing tea farming in Kenya 4mks d You plan to carry out a field study in a tea farm. I Give four reasons why you need a route map for the study. 4mks ii Identify two methods you would use to collect data 2mks 10. A i Define the term environment 2mks ii Explain three measures undertaken by the Government of Kenya to manage and conserve the environment 6mks b i Apart from floods and drought, name three other environmental hazards experienced in Kenya. 3mks ii Give three causes of droughts in Kenya. 3mks iii Explain two measures taken to combat floods in Kenya 4mks c You are planning to carry out a field study on pollution in your nearby town. I Formulate three hypothesis for your study 3mks ii Give two reasons why it would be necessary to carry out a reconnaissance."}
{"text": "3mks ii Give three causes of droughts in Kenya. 3mks iii Explain two measures taken to combat floods in Kenya 4mks c You are planning to carry out a field study on pollution in your nearby town. I Formulate three hypothesis for your study 3mks ii Give two reasons why it would be necessary to carry out a reconnaissance. 2mks iii Give two follow up activities that you would have after the field study 2mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 58 BOKAKE JOINT EVALUATION EXAM 312 1 GEOGRAPHY SECTION A Answer all the questions in this section 1 a Give the forces which have contributed to the geoid shape of the Earth 3 marks b Name the minerals that make up the core of the Earth 2 marks 2 a Give three causes of earthquakes 3 marks b Name two major earthquakes zones of the world 2 marks 3 a Apart from aspect, list three other factors that influence the distribution of natural vegetation 3 marks b State two ways through which aspect influences the distribution of natural vegetation 2 marks 4 a State three conditions necessary for the development of Karst scenery 3 marks b Give two reasons why there are few settlements in Karst landscapes 2 marks 5 a Give two causes of river rejuvenation 2 marks b Identify three features that result from river rejuvenation 3 marks SECTION B Answer question 6 and any other two questions from this section. 6 Study the map of Kisumu East 1:50000 provided and answer the following questions. A i What is the bearing of the trigonometrical station at Grid reference 081980 from the rock out crop at grid reference 071992. 2 marks ii Measure the length of the all weather road bound surface B 2 1 from the junction at grid reference 974911 to the edge of the Map, grid reference 947967. Give your answer in kilometers . 2 marks iii Draw a rectangle 10m by 15cm to represent the area covered by the map."}
{"text": "A i What is the bearing of the trigonometrical station at Grid reference 081980 from the rock out crop at grid reference 071992. 2 marks ii Measure the length of the all weather road bound surface B 2 1 from the junction at grid reference 974911 to the edge of the Map, grid reference 947967. Give your answer in kilometers . 2 marks iii Draw a rectangle 10m by 15cm to represent the area covered by the map. On a rectangle, mark and name: 1 mark A lake 1 mark A plantation 1 mark River Luando 1 mark b i Describe the relief of the area covered by the map. 4 marks ii Explain how relief has influenced settlement in the area covered by the map. 4 marks c Citing evidence from the map, give three economic activities carried out in the area covered by the map. 3 marks d Students from the school at Masogo grid square 0681 carried out a field study of the course of River Ombeyi. I State three findings they are likely to have come up with. 3 marks ii Give three advantages of studying rivers through field work. 3 marks 7 a i What is a rock? 2 marks ii Give two examples of plutonic igneous rocks. 2 marks b Describe the processes of formation of each of the following types of sedimentary rocks: i Mechanically formed. 4 marks ii Organically formed 4 marks c State five characteristics of rocks 5 marks d You are planning to carry out a field study on rocks within the local environment. I List three methods you would use to collect data 3 marks ii State three problems you are likely to encounter during the study. 3 marks iii Give two economic uses of rocks. 2 marks 8. A i Apart from an over thrust fold, name three other types of folds. 3 marks ii Describe the formation of an over thrust fold. 6 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 59 b i Name the young fold mountains found in the following continents Africa 1 mark Europe."}
{"text": "A i Apart from an over thrust fold, name three other types of folds. 3 marks ii Describe the formation of an over thrust fold. 6 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 59 b i Name the young fold mountains found in the following continents Africa 1 mark Europe. 1 mark Asia 1 mark North America. 1 mark ii Apart from Fold Mountains, name four other features resulting from folding. 4 marks c Explain four effects of folding on physical environment 8 marks 9 a i Define an ocean. 2 marks ii Explain the three causes of variation in the amount of salt in ocean water. 6 marks b i Identify three processes involved with wave erosion. 3 marks ii With the aid of well labelled diagrams, describe the process through which a wave cut platform is formed. 8 marks c You intend to carry out a field study on types of features resulting from wave deposition along the coast i Identify three methods you would use to record data 3 marks ii Give three depositional features you are likely to observe during field study 3 marks 10 a i What is soil structure ii Explain how the following factors influence soil formation. 2 marks Time 2 marks Parent rock b Describe the following properties of soil. 2 marks Soil texture. 2 marks Soil porosity 2 marks Soil colour. 2 marks c State four negative effects of soil erosion d You are planning to carry out field study on soil around your school. 4 marks i State four preparations that you will make for the study 4 marks ii Give three reasons why it is important to study soils through the field study 3 marks BOKAKE JOINT EVALUATION EXAM 312 2 GEOGRAPHY PAPER 2 1. State four characteristics of shifting cultivation 4mks 2. Give the difference between softwood forests in Kenya and Canada under the following sub-headings. A Distribution of softwood forests: 2mks b Transportation of the logs: 2mks 3."}
{"text": "State four characteristics of shifting cultivation 4mks 2. Give the difference between softwood forests in Kenya and Canada under the following sub-headings. A Distribution of softwood forests: 2mks b Transportation of the logs: 2mks 3. A Differentiate between land reclamation and land rehabilitation 2mks b State two ways in which each of the following problems experienced at the Mwea Irrigation Scheme can be solved. I Low prices of rice. 2mks ii Fluctuating water levels in the irrigation canals 2mks 4. Give five reasons why it is necessary to conserve wildlife in Kenya 5mks 5. I Name three main hydroelectric power stations along the river Tana 3mks ii Apart from providing electric power, state three other benefits of the dams along the River Tana 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 60 6. The table below shows the total number of dairy cattle reared in the Kenya Highlands in the years 2021 and 2022. Use it to answer to question a Types of dairy cattle 2021 2022 Friesian 942000 965000 Ayrshire 120000 154000 Jersey 97000 128000 Guernsey 94000 103000 Fleckvieh Simmental 19000 24000 Sahiwal 29000 41000 a i State the type of the dairy cattle with highest increase between 2021 and 2022 1mk ii Calculate the percentage increase of Friesian dairy cattle between 2021 and 2022 2mks iii Draw a divided rectangle 15 cm long to represent the data above for the year 2021 and show your calculations 10mks iv State two advantages of using divided rectangle to represent geographic data 2mks b Explain two human factors that favor dairy farming in the Kenya Highlands 4mks c Explain three ways in which dairy farming in Kenya is different from dairy farming in Denmark 6mks 7. A State three physical conditions that favor coffee growing in the Central Highlands of Kenya 3mks b Describe the stages involved in coffee production from picking to marketing."}
{"text": "The table below shows the total number of dairy cattle reared in the Kenya Highlands in the years 2021 and 2022. Use it to answer to question a Types of dairy cattle 2021 2022 Friesian 942000 965000 Ayrshire 120000 154000 Jersey 97000 128000 Guernsey 94000 103000 Fleckvieh Simmental 19000 24000 Sahiwal 29000 41000 a i State the type of the dairy cattle with highest increase between 2021 and 2022 1mk ii Calculate the percentage increase of Friesian dairy cattle between 2021 and 2022 2mks iii Draw a divided rectangle 15 cm long to represent the data above for the year 2021 and show your calculations 10mks iv State two advantages of using divided rectangle to represent geographic data 2mks b Explain two human factors that favor dairy farming in the Kenya Highlands 4mks c Explain three ways in which dairy farming in Kenya is different from dairy farming in Denmark 6mks 7. A State three physical conditions that favor coffee growing in the Central Highlands of Kenya 3mks b Describe the stages involved in coffee production from picking to marketing. 8mks c Explain four problems facing coffee farming in Brazil 8mks d Your geography class carried out a field study on a coffee farm i State four methods the class may have used to collect data 4mks ii During the field study the class collected data on quantities of coffee produced in the farm in the last five years. State two methods the class may have used to present the data. 2mks 8. A i What is visible trade? 2mks ii List three major imports to Kenya from Japan. 3mks b Explain four factors that influence internal trade in Kenya. 8mks c State four ways in which trade is of significance to Kenya. 4mks d Explain four benefits which the member states of ECOWAS have derived from the creation of the trading bloc 8mks 9."}
{"text": "2marks b Give the details of each of the following seasons; i Equinox 1mark ii Summer solstice 1mrks iii Winter solstice 1marks 4. A Explain how the presence of cold ocean current influences the climate of the adjacent coastlands. 4marks 5. A What is folding? 2marks b Name one fold mountain in; i North America 1mark ii Africa 1mark iii South America 1 mark SECTION B 75 MARKS 6. You have been provided with a map extract of Kisumu east sheet 116 2 1:5000, study the map and answer the following questions. A Apart from the map provided, name the other two types of maps. 2marks b Calculate the area of Kisumu municipality. Give your answer in kilometers. 3marks c Describe the drainage of the area covered by the map. 4marks d What is the longitudinal extend of the area covered by the map. 2marks e Give the six figure grid reference of the trigonometric station near Muhoroni-Kisumu road. 2marks f Explain how relief has influenced settlement in the area covered by the map. 6 marks g i Draw a cross section between grid reference 070940 and 070000. Use the scale 1cm to represents 250m. Marks ii On the cross section mark and name the all-weather roads bound surface , Nyando escarpment and a hill. 6marks 7. A Describe the following characteristic of minerals. I Colour 2marks ii Clearage 2marks iii Hardness 2marks b i Give two types of igneous rocks 2marks ii Explain three conditions necessary for the growth of coral polyps 6marks c State four uses of rocks 4marks d You are planning to carry out a field study on the rocks within your school environment. I Give two secondary sources of information you could use to prepare the field study."}
{"text": "A Describe the following characteristic of minerals. I Colour 2marks ii Clearage 2marks iii Hardness 2marks b i Give two types of igneous rocks 2marks ii Explain three conditions necessary for the growth of coral polyps 6marks c State four uses of rocks 4marks d You are planning to carry out a field study on the rocks within your school environment. I Give two secondary sources of information you could use to prepare the field study. 2marks ii State why you would need the following items during the field study; A fork jembe 1 mark Carrier bag 1mark iii Suppose during the field study you collect marble, sandstone and granite, classify each of this samples according to its mode of formation. 3marks 8. A Give three processes that lead to formation of lakes. 2marks b i Describe how Lake Victoria was formed. 4marks ii Explain how Lake Victoria influences climate of the surrounding areas. 6marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 76 c i a part from Lake Magadi, name two other lakes within the rift valley in lakes that have high level of salinity. 2marks ii Explain three causes of salinity in Lake Magadi. 6marks d Give four economic uses of lakes other than mining. 4marks 9. A State three characteristics of desert soil. 3marks b Identify two factors that contribute to soil leaching. 2marks c Explain how each of the following factors influences the formation of soil; i Nature of the parent rocks 2marks ii Time 2marks iii Topography 2marks d i Define soil profile. 2marks ii The diagram below represent a well developed soil profile. State the characteristics of horizon A e Explain four ways in which human activities contribute to loss soil fertility. 4 marks . 10. A i Define underground water. 2 marks ii Explain how the following factors influence availability of Underground water. Slope of the land 2mks Vegetation cover 2mks b i State three conditions that are necessary for the formation of an Artesian well."}
{"text": "A i Define underground water. 2 marks ii Explain how the following factors influence availability of Underground water. Slope of the land 2mks Vegetation cover 2mks b i State three conditions that are necessary for the formation of an Artesian well. 3 mrks ii State three problems that are associated with an artesian well. 3 marks c i Differentiate between a Karst scenery and Karst region. 2 marks ii The diagram below shows the underground features in limestone areas. Identify the features marked X, Y and Z. 3 marks d Form four students of a school are planning to carry out a field study on a Karst landscape aroundwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 77 their school. I Name two surface features are likely to identify. 2 marks ii Give three reasons why they needed a working schedule. 3 marks iii Why was it necessary for them to divide into groups during their study? 3 marks LUGARI CONSTITUENCY EVALUATION 2023 312 2 GEOGRAPHY PAPER 2 SECTION A Answer all the questions in this section. 1 a Why is Geography a unique subject ? 2 marks b Give three branches of human Geography, 3 marks 2 a Differentiate between a forest and forestry. 2 marks b State three factors that have hindered exploitation of equatorial rainforest in Africa. 3 marks 3. A Define mining 2 marks b Name three exotic breed of dairy cattle reared in Kenya 3 marks 4. A Name two major imports from Europe to Kenya. 2 marks b State three problems facing developing countries in international trade. 3 marks 5. A State TWO factors which have led to the growth of Mombasa as a major sea port 2 mks b Name a town in Kenya where each of the following industries is located. 3 marks Oil refinery- Paper manufacturing- Motor vehicle assembly- SECTION B Answer question 6 and any other two questions from this section. 6. A The table below shows the area under the horticultural crops in Kenya between 2000 and 2002."}
{"text": "4 marks b Explain three problems that are likely to face a country experiencing a high population growth rate. 6 marks c Describe four ways in which the population of Kenya differs from that of Sweden. 8 marks 8. A i Differentiate between land reclamation and land rehabilitation 2 marks ii Identify three methods of land reclamation in Kenya 3 marks b i State four physical factors that influenced the location of Mwea Tebere irrigation scheme 4marks ii Explain four problems facing Mwea Tebere irrigation scheme 8 marks c i Name two major land reclamation projects that were undertaken in Netherlands 2 marks ii Give three differences between land reclamation in Kenya and the Netherlands. 6 marks 9 a i. what is flooding 2mks ii. Name THREE rivers that cause large scale flooding, 3mks iii. State FOUR ways in which people are affected by floods. 4mks b i. What is pollution. ? 2mks ii. Explain three ways in which farming activities contribute to water pollution. 6mks c i. Explain THREE measures taken by the government to manage and conserve the environment. 6mks ii Name two Non Governmental organization NGOs concern with environmental conservation. 2mkswww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 79 10 a Using the map below, name the following National parks and game reserves. A,B,C and D . 4mks b i List four problems facing wildlife conservation in Kenya. 4mks ii Give three reasons why there has been an increase in the tourist visiting Kenya 2003-2006 3mks c i State two characteristics of eco-tourism 2mks ii Explain the measures the Kenya government is undertaking to improve domestic tourism 6mks d Explain three physical factors favouring tourism in Switzerland 6mks LUGARI SUB-COUNTY GEOGRAPH PAPER 1 MARKING SCHEME- 1."}
{"text": "A,B,C and D . 4mks b i List four problems facing wildlife conservation in Kenya. 4mks ii Give three reasons why there has been an increase in the tourist visiting Kenya 2003-2006 3mks c i State two characteristics of eco-tourism 2mks ii Explain the measures the Kenya government is undertaking to improve domestic tourism 6mks d Explain three physical factors favouring tourism in Switzerland 6mks LUGARI SUB-COUNTY GEOGRAPH PAPER 1 MARKING SCHEME- 1. A What is atmosphere 2marks an envelope of gases held on the earth s surface by force of gravity b Name the three transition layers of the atmosphere 3marks Tropopause Stratopause Mesopause 2 a Explain two ways in which vegetation in the Nyika region of Kenya find adapted to the climatic condition experienced at the areas. 4marks Trees have long tap roots to tap water beneath Trees are umbrella shaped to provide shade that reduces the rate of evaporation around the stem Some plants have waxy needle like leaves to reduce loss of water through evaporation Some plants produce some seeds that are dormant for a long time and germinate when the rain falls. Some shed their leaves during dry season to reduce transpiration b Name two ways in which biological weathering takes place. 2 marks Through the action of plants Through the action of animals Through the action of people. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 92 NTIMARU SUB-COUNTY CLUSTER EXAMS 312 1 GEOGRAPHY PAPER 1 JULY AUGUST 2023 - 2 HOURS SECTION A Answer all the questions in this section 1. A State the effects of the following on the shape of the earth i Centripetal force 1mk ii Centrifugal force 1mk iii Force of gravity 1mk b Give two proofs that the interior of the earth is hot. 2mks 2. A What is temperature inversion? 2mks b Name three layers of the atmosphere 3mks 3. A The following is a diagram showing an earthquake hit area at a tectonic boundary."}
{"text": "A What is temperature inversion? 2mks b Name three layers of the atmosphere 3mks 3. A The following is a diagram showing an earthquake hit area at a tectonic boundary. Use it to answer the questions that follows Identify the parts labeled A,B,C 3mks b Identify two types of earthquake waves 2mks 4. The diagram below shows a section of a river. Use it to answer the questions that follow a Name the features marked S and T 2mks b State three conditions that are necessary for the formation of the feature marked S 3mks 5. A What is a lake? 2mks b Identify three reasons why most lakes in the rift valley are salty 3mkswww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 93 SECTION B Answer question 6 and two other questions from this section Use the map of NYERI 1:50,000 provided to answer the questions that follow 6. A i Calculate the latitudinal extent of the area covered by the map 2mks ii Give the magnetic declination when the map was taken. 1mk iii Calculate the area of Nyeri forest to the East of easting 69 and North of northing 56.Give your answer in km2 2mks b i Identify two human features in grid square 7353. 2mks ii Name three vegetation in the area covered by the map 3mks c i Citing evidence from the map, explain three economic activities in the area covered by the map. 6mks ii What is the direction of Tusha welfare centre from Nyeri Hill forest 1mk iii Identify two hydrographic features in the area covered by the map 2mks d i Describe the relief of the area covered by the map 4mks ii Identify two scales used on the map 2mks 7. A i What is a desert?"}
{"text": "2mks ii Name three vegetation in the area covered by the map 3mks c i Citing evidence from the map, explain three economic activities in the area covered by the map. 6mks ii What is the direction of Tusha welfare centre from Nyeri Hill forest 1mk iii Identify two hydrographic features in the area covered by the map 2mks d i Describe the relief of the area covered by the map 4mks ii Identify two scales used on the map 2mks 7. A i What is a desert? 2mks ii Name two typoes of desert landscapes 2mks b Describe how wind transports materials on the desert surface using the following processes i Surface creep 2mks ii Saltation 2mks c Using well labelled diagrams,explain how Bacharn is formed 8mks d You intend to carry out a field study in an arid area near your school. I State two reasons for carrying out a pre visit 2mks ii Apart from Barchan, state three depositional features they are likely to have identified 3mks iii State four positive effects of desert features to man they are likely to identify4mks 8. A Define the term folding 2mks b Name three types of folds 3mks c Explain four ways in which fold mountains influence climate 8mks d i Name two folds mountains in Africa 2mks ii Apart from Fold Mountains name two features resulting from folding. 2mks e Explain four ways in which fold mountains influence human activities 8mks 9. A Apart from savannah vegetation, name three vegetations regions found in Kenya 3mks b Describe four characteristics of savanna vegetation 4mks c Name the temperate grassland found in the following countries. 3mks i Canada ii Russia iii Australia d Explain the causes of the decline of the areas under forests in Kenya 8mks e i You intend to carry out a study on vegetation around your school. Give three reasons why you may need a working schedule. 3mks ii Give four uses of vegetation you are likely to identify during the study. 4mks 10."}
{"text": "Give three reasons why you may need a working schedule. 3mks ii Give four uses of vegetation you are likely to identify during the study. 4mks 10. A Differentiate between an ocean and sea 2mks b Name three types of islands in the ocean 3mks c i State three factors influencing deposition by ocean waves 3mks ii List four features resulting from wave erosion 4mks d With the aid of well labeled diagram, describe the formation of a fringing reef 5mks e Explain four importance of oceans to human activities 8mkswww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 94 NTIMARU SUB-COUNTY CLUSTER EXAMS 312 2 GEOGRAPHY Paper 2 JULY AUGUST 2023 - 2 Hours SECTION A 25 MARKS Answer all questions in this section 1. A Define mining 2mks b State three roles of soda ash to the economy of Kenya 3mks 2. A Name two forest reserves in Kenya 2mks b State three characteristics of equatorial rainforest 3mks 3. A Name any two exotic breeds of beef cattle reared in Kenya 2mks b Give three physical conditions that favour beef farming in Argentina 3mks 4. A List two types of non-renewable sources of energy 2mks b State three causes of energy crisis in the world 3mks 5. A Name three types of industries based on the level of production 2mks b State two problems of industrialization 3mks SECTION B 75 MARKS Answer question 6 and any other two questions from this section. 6. The table below shows the number of tourists who visited Kenya from European countries for a period of four years. No. Of tourists 2011 2012 2013 2014 Germany France Italy Spain 600 430 330 180 820 620 440 200 700 410 350 230 850 730 600 420 a i Using a vertical scale of 1cm represent 200 tourists, present the above data using a compound bar graph."}
{"text": "The table below shows the number of tourists who visited Kenya from European countries for a period of four years. No. Of tourists 2011 2012 2013 2014 Germany France Italy Spain 600 430 330 180 820 620 440 200 700 410 350 230 850 730 600 420 a i Using a vertical scale of 1cm represent 200 tourists, present the above data using a compound bar graph. 9mks ii State three advantages of using compound bar graph as a method of data presentation. 3mks b Explain how the following factors influence tourism in Kenya i Climate 2mks ii Transport 2mks c Identify two major national parks in Kenya 2mks d Explain the significance of tourism industry in Switzerland 8mks 7. A i Distinguish between land reclamation and land rehabilitation 2mks ii Name any three methods used to rehabilitate land in Kenya 3mks b Explain three physical factors which influenced the location of Mwea Irrigation Scheme 6mks c Name two projects that were used to reclaim land in the Netherlands 2mks d Describe how land was reclaimed from the sea in the Netherlands 8mks e State four the differences between land reclamation in Kenya and the Netherlands 4mks 8. A i Name two counties in Kenya where sugarcane is grown in large scale. 2mks ii State four physical requirements that favour sugarcane growing. 4mks b Describe how sugarcane is processed. 8mks c State four uses of sugar. 4mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 95 d Students of Manyatta High School are planning to conduct a field study of Sony Sugar factory at Awendo. I State any two objectives of their study. 2mks ii Give three reasons why the reconaissance is necessary. 3mks iii Identify any two possible problems they are likely to encounter during the study. 2mks 9."}
{"text": "2mks ii Give three reasons why the reconaissance is necessary. 3mks iii Identify any two possible problems they are likely to encounter during the study. 2mks 9. A i Define trade 1mk ii Name three types of monetary trade. 3mks b i What do you understand by adverse balance of trade. 2mks ii Identify three visible exports from Kenya 3mks c Name any two regional trade blocs in Africa. 2mks d Explain four roles played by trade in Kenya 8mks e Explain three challenges facing trade in Kenya. 6mks 10. A Distinguish between settlement and urbanization. 2mks b State four factors that influence settlement. 4mks c Study the diagram below and use it to answer the questions that follow. I Identify the type of settlement pattern shown above. 1mk ii State four factors that can lead to the development of the above settlement pattern 4mks d Explain four factors that contributed to the growth of Kisumu as a lake port. 8mks e Explain three effects of urbanization. 6mks NTIMARU SUB COUNTY EXAMINATION-2023 312 1 GEOGRAPHY MARKING SCHEME SECTION A 1. State the effects of the following on the shape of the earth a Centripetal force 1mk The force pulls the north pole and south pole towards each other thus causing the flattening of the poles b Centrifugal force Causes bulging of the earth at equator due to variation in rotation towards the equator c Force of gravity 1mk Pulls materials to the Centre of the earth thus causing the rounding effect to the shape of the earth b Give two proofs that the interior of the earth is hot. 2mks Materials from volcanic eruption are very hotwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 108 MUMIAS SUB-COUNTY MOCK EXAMINATION 2023 312 1 GEOGRAPHY PAPER 1 SECTION A: Answer all the questions in this section 1. The diagram below shows the internal structure of the earth."}
{"text": "State the effects of the following on the shape of the earth a Centripetal force 1mk The force pulls the north pole and south pole towards each other thus causing the flattening of the poles b Centrifugal force Causes bulging of the earth at equator due to variation in rotation towards the equator c Force of gravity 1mk Pulls materials to the Centre of the earth thus causing the rounding effect to the shape of the earth b Give two proofs that the interior of the earth is hot. 2mks Materials from volcanic eruption are very hotwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 108 MUMIAS SUB-COUNTY MOCK EXAMINATION 2023 312 1 GEOGRAPHY PAPER 1 SECTION A: Answer all the questions in this section 1. The diagram below shows the internal structure of the earth. A Name the parts labelled P, Q and R. 3marks b State three characteristics of the inner core. 3marks 2. A Give two local winds that are found in Kenya. 3 marks b State three conditions that are necessary for formation of dew. 3 marks 3. Explain how the following factors influence climate. Oceans currents 2marks Forests 2marks 4. A Define a lake 2marks b State two reasons why some rift valley lakes are fresh water. 2marks 5. A Apart from desertification, name two other environmental hazards experienced in Kenya. 3 marks b State two causes of desertification. 2 marks SECTION B Answer question 6 and any other two questions in this section 6. Study the map of Kisumu East 1:50000 provided and answer the following questions. I What is the bearing of the trigonometrical station at Grid reference 081980 from the rock out crop at grid reference 071992. 1 mark ii Measure the length of the all weather road bound surface B25 3 from the junction at grid reference 968884 all the way to the edge of the area covered by the map in the east at GR 100816. Give your answer in kilometers ."}
{"text": "I What is the bearing of the trigonometrical station at Grid reference 081980 from the rock out crop at grid reference 071992. 1 mark ii Measure the length of the all weather road bound surface B25 3 from the junction at grid reference 968884 all the way to the edge of the area covered by the map in the east at GR 100816. Give your answer in kilometers . 2 marks iii Using a vertical scale of 1cm to represent 100metres, draw a Cross-section between GR:040940 and 040990. 4 marks On it mark and name; - the escarpment. 1 mark - Power transmission line. 1 mark - Plantation. 1 mark b i Describe the relief of the area covered by the map. 4 marks ii Explain how relief has influenced settlement in the area covered by the map. 2 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 109 c Citing evidence from the map, give three economic activities carried out in the area covered by the map other than crop growing. 3 marks d Students from the school at Mosongo Grid square 0681 carried Out a field study of the course of the river Ombeyi. I State three findings they are likely to have come up with. 3 marks ii Give three advantages of studying rivers through fieldwork. 3 marks 7. A i Define the solar system. 2 marks ii The local time at Manaul 600W 1130 Hours. What is the time in Nairobi, 370 E? 3 marks b i State five characteristics of the mantle in the interior of the earth. 5 marks ii Outline the evidence which supports the theory of continental drift 4 marks 8. A i Distinguish between minerals and rocks. 2 marks ii Describe the following characteristics of minerals: Colour. 2 marks Tenacity. 2 marks Hardness. 2 marks b i What are sedimentary rocks? 2 marks ii State three characteristics of sedimentary rocks. 3 marks iii Explain two reasons why sedimentary rocks are widespread in the coastal plain of Kenya."}
{"text": "6 marks ii State five ways of conserving soils 3 marks MUMIAS SUB-COUNTY MOCK EXAMINATION 2023 312 2 GEOGRAPHY Paper 2 . SECTION A 25MKS 1. A What is human geography? 2mks b List three areas covered in practical geography 3mks 2. A State three physical conditions that favour large scale sugarcane growing in Kenya 3mks b Name two areas where sugarcane is grown in large scale in Kenya. 2mks 3.. a What do you understand by: i Fisheries 1mk ii Fish farming 1mk b State three human factors influencing fishing 3mks 4 a Name two international airports in Kenya. 2mks b Give three reasons why there is limited use of river transport in Africa 3mks 5 a Define the term urbanization. 2mks b Suggest three problems experienced by rapidly growing urban centres. 3mks SECTION B Answer question 6 and any other two questions from this section. 6. The photograph below shows an activity in Kenya. Use it to answer question a and b a i Identify the type of photograph shown above 1mk ii State any two evidence in the photograph supporting a i above 2mks iii Draw a rectangle measuring 15cm by 10cm to represent the area covered by the photograph. On it sketch and label four main features shown on the photograph 6mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 112 b i Identify two features from the photograph that shows the area is dry 2mks ii Name two counties in Kenya where the photograph might have been taken 2mks c i Explain four problems facing pastoralism in Kenya 8mks d You intent to carry out a field study in the area shown by the photograph i State two problems you are likely to encounter 2mks ii List any two follow-up activities you would carry out after the field study 2mks 7."}
{"text": "The photograph below shows an activity in Kenya. Use it to answer question a and b a i Identify the type of photograph shown above 1mk ii State any two evidence in the photograph supporting a i above 2mks iii Draw a rectangle measuring 15cm by 10cm to represent the area covered by the photograph. On it sketch and label four main features shown on the photograph 6mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 112 b i Identify two features from the photograph that shows the area is dry 2mks ii Name two counties in Kenya where the photograph might have been taken 2mks c i Explain four problems facing pastoralism in Kenya 8mks d You intent to carry out a field study in the area shown by the photograph i State two problems you are likely to encounter 2mks ii List any two follow-up activities you would carry out after the field study 2mks 7. A i A part from shaft mining list two other types of underground mining 2mks ii Give three by-products obtained when crude oil is refined 3mks b i Explain four ways in which the mining of soda ash contributes to the economy of Kenya 8mks ii Explain three negative effects of mining on the environment. 6mks c Explain how the following factors influence the occurrence of minerals i Evaporation 2mks ii Vulcanicity. 2mks iii Metamorphism 2mks 8. A i Define re-afforestation 2 marks ii State four reasons why afforestation should be encouraged in Kenya 4 marks iii Name three provinces in Canada where forestry in practiced on large scale. 3 marks b Explain three problems that hinder the Kenya government efforts to manage and conserve forest. 6 marks c Explain three factors that favour the growth of natural forest on the slopes of Mount Kenya 6 marks d Identify four factors that favour exploitation of forest in Canada. 4 marks 9. A i What is a polder? 1mk ii Name two methods used in land rehabilitation in Kenya."}
{"text": "4 marks 9. A i What is a polder? 1mk ii Name two methods used in land rehabilitation in Kenya. 2mks iii State three measures used to control tsetse flies in Lambwe Valley 3mks b i Name two Rivers which are sources of water to Mwea Irrigation Scheme. 2mks ii Name two subsistence crops grown in Mwea Irrigation scheme. 2mks iii Explain three human factors, which influenced the location of Mwea Irrigation Settlement. 6mks c i State three benefits of the Delta Plan Project. 3mks ii Outline three similarities of land reclamation in Kenya and the Netherlands. 6mks 10. A i Define eco-tourism 1mk ii Name two Game Reserves found in the Rift valley of Kenya 2mks iii Give the differences between National Parks and Game Reserves 4mks b i State three factors that hinder domestic tourism in Kenya 3mks ii Give two negative effects of tourism in Kenya 2mks c i Give two differences between tourist attractions in Kenya and those of Switzerland 2mks ii Give two reasons why domestic tourism is encouraged in Kenya 2mks iii Explain three physical factors favouring tourism in Switzerland 6mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 129 KASSU JET JOINT EXAMINATION 312 1 GEOGRAPHY PAPER 1 JUNE 2023 SECTION A Answer all the questions in this section. 1. A What is the relationship between Geography and Mathematics? 2 marks b Identify three branches of Geography. 3 marks 2. A Use the diagram below to answer the questions that follow: i What type of Eclipse is represented by the diagram? 1 mark ii Explain how the eclipse above occurs. 2 marks b What is the time at Hola on 400E when the time at Tema on 00 longitude is 12:00 noon? 2 marks 3. A Apart from Fold Mountains, name three other features resulting from folding."}
{"text": "2 marks b What is the time at Hola on 400E when the time at Tema on 00 longitude is 12:00 noon? 2 marks 3. A Apart from Fold Mountains, name three other features resulting from folding. 3 marks b State two factors that determine the folding of crustal rocks. 2 marks 4. A Give three reasons why some Lakes of Kenya have saline water. 3 marks b Outline two economic uses of lakes. 2 marks 5. A What is natural vegetation? 2 marks b State three characteristics of the Mediterranean type of vegetation. 3 marks SECTION B 6. Study the map of Kisumu East 1:50,000 Sheet 116 2 provided and answer the following questions. A i What is the vertical interval of the map extract? 1 mark ii Using the marginal information, give the magnetic variation of the area when the map extracts was drawn. 1 mark iii Measure the length of the regional boundary from the map edge at grid square 9999 to Northing 97. Give your answer in kilometres. 2 marks iv What is the approximate height of the seasonal swamp in the Kano plains? 2 marks b i Using a vertical scale of 1 centimetre to represent 50 metres draw a cross section from grid reference 080920 to grid reference 080980. 4 marks On it, mark and label the following: I. Sugarcane plantation 1 mark II. Steep slope 1 mark III. All weather road bound surface C543 1. 1 mark ii Calculate the vertical exaggeration of the cross section. 2 marks c Describe the characteristics of the big profile of river Luando 6 marks d Citing evidence from the map, explain two factors that favour trade in the area covered by the map. 4 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 130 7. A i What is a rock?"}
{"text": "2 marks c Describe the characteristics of the big profile of river Luando 6 marks d Citing evidence from the map, explain two factors that favour trade in the area covered by the map. 4 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 130 7. A i What is a rock? 2 marks ii Describe the following characteristics of mineral: Tenacity 2 marks Lusture 2 marks Cleavage 2 marks b i Name two examples of intrusive igneous rocks. 2 marks ii Describe the formation of Plutonic rocks. 4 marks c Explain three significance of rocks to the economy of Kenya. 6 marks d Your class is planning to carry out a fieldwork on rocks around your school. I Outline three activities you would engage in before the study. 3 marks ii State two challenges you are likely to face during the field study. 2 marks 8. A Outline two ways in which river water flows within the channel. 2 marks b i State three factors that influence river erosion. 3 marks ii Describe how the river erodes through the following processes; Hydraulic action 4 marks Solution 2 marks c Using a well labeled diagram, describe how the following feature are formed: Interlocking spurs 4 marks Natural levees 4 marks d Explain three negative effects of rivers. 6 marks 9. A i Differentiate between Vulcanicity and volcanicity. 2 marks ii Describe how lava plateau is formed. 4 marks iii The diagram below shows some intrusive features formed by vulcanicity. Use it to answer questions below. I. Name the features marked E, F and G. 3 marks II. Explain how feature marked E is formed. 4 marks b Students carried out a field study on volcanic rocks. I Give four reasons why it is necessary to collect rock samples during such a field study. 4 marks ii State two problems they are likely to have experienced during the field study. 2 marks iii Outline two follow-up activities."}
{"text": "I Give four reasons why it is necessary to collect rock samples during such a field study. 4 marks ii State two problems they are likely to have experienced during the field study. 2 marks iii Outline two follow-up activities. 2 marks c i Give three causes of Earthquakes. 3 marks ii Name three natural major earthquake zones of the world. 3 marks 10. A i What is soil contena? 2 marks ii Give three factors that determine the colour of soil. 3 marks iii State three ways in which mulching helps in soil conservation. 3 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 131 b Explain how the following forming practices cases soil erosion. I Burning 4 marks ii Over cultivation 4 marks iii Give two economic uses of soil. 2 marks c You are supposed to carry out a field study of an eroded area: i State three methods you would use to control soil erosion. 3 marks ii What would be disadvantages of using secondary methods of collecting data in this kind of study? 2 marks iii Identify the methods you would use to record the observations. 2 marks KASSU-JET JOINT EXAMINATION 312 2 GEOGRAPHY Paper 2 JUNE 2023 SECTION A Answer all the questions in this section. 1 a What is Practical Geography? 2 marks b State three skills learned in Practical Geography. 3 marks 2. A Name two underground methods of mining. 2 marks b Give three ways in which derelict land can be rehabilitated. 3 marks 3. A Name two cereal crops grown in Mwea Tebere. 2 marks b State three ways in which salinity of the polders is reduced in the Netherlands. 3 marks 4. A Give two deep sea methods of fishing. 2 marks b State three problems experienced in the marketing of fish in Kenya. 3 marks 5. A Name two towns in Kenya where motor vehicle assembling plants are located. 2 marks b Give three characteristics of the cottage industry in India."}
{"text": "3 marks 5. A Name two towns in Kenya where motor vehicle assembling plants are located. 2 marks b Give three characteristics of the cottage industry in India. 3 marks SECTION B Answer question 6 and any other TWO questions from this section. 6. The table below shows four principal crops produced in Kenya in 2000 and 2001. Use it to answer question a and b. a i Which crop had the highest change in production between 2000 and 2001? 2 marks ii Calculate the percentage increase in crop production in Kenya between 2000 and 2001. 2 marks b Using a scale of 1cm to represent 100,000 metric tonnes, draw a compound bar graph to represent the data on the table above. 7 marks c i What is dairy farming? 2 marks ii Name two exotic dairy breeds of cattle reared in Kenya. 2 marks Crop Amount in metric tons 2000 2001 Wheat 70,000 130,000 Maize 200,000 370,000 Coffee 98,000 55,000 Tea 240,000 295,000 TOTAL 608,000 850,000www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 132 iii Explain the problems facing dairy cattle farming in Kenya. 4 marks d i Explain why dairy farming is highly developed in Denmark than Kenya. 4 marks ii Give two significance of dairy farming in Kenya and Denmark. 2 marks 7. A i What is forestry? 2 marks ii State three significance of agro-forestry. 3 marks b i Name three indigenous hard wood tree species found in Kenyan forests. 3 marks ii Explain four problems facing natural forests in Kenya today. 8 marks c i Name two areas under large scale softwood forests in Canada. 2 marks ii Compare forestry in Kenya and Canada under the following sub-headings. Period of tree harvesting. 2 marks Tree harvesting 2 marks Transportation of logs. 2 marks 8. A i What is visible trade?"}
{"text": "2 marks Tree harvesting 2 marks Transportation of logs. 2 marks 8. A i What is visible trade? 2 marks ii Suppose you were an international business man, list three industrial goods you would import from Japan. 3 marks b Explain four factors that influence internal trade in Kenya. 8 marks c Why do you think trade is important in Kenya? 4 marks d Explain two benefits which member states of ECOWAS derive from the formation of the trading bloc. 4 marks e Your class intends to carry out a field study on the Nairobi Internation Trade Fair. I State two methods you would use to collect data. 2 marks ii State two reasons why a pre-visit will be necessary. 2 marks 9. A Distinguish between population distribution and population density. 2 marks b The table below shows the population of a country in Western Europe in 1000. Use it to answer part i iii . Age group Male Female 0 4 450 455 5 9 447 449 10 14 448 450 15 19 454 458 20 24 480 472 25 29 630 632 30 34 635 639 35 39 642 671 40 44 670 638 45 49 636 568 50 54 562 641 54 - 59 633 639 60 64 631 634 65 69 451 452 70 74 470 468 75 79 460 459 80 451 453 i Using a scale of 1cm to 100,000 people, draw a population pyramid from the above data. 7 marks ii State five characteristics of the above population structure as shown by the pyramid. 5 marks iii Explain four problems likely to be experienced due to the population trend in the abovewww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 133 country. 4 marks c i What is mortality rate?"}
{"text": "7 marks ii State five characteristics of the above population structure as shown by the pyramid. 5 marks iii Explain four problems likely to be experienced due to the population trend in the abovewww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 133 country. 4 marks c i What is mortality rate? 2 marks ii State five measures that have been taken in Kenya to reduce infant mortality. 5 marks 10. A Differentiate between environmental conservation and environmental management. 2 marks i State five ways in which the government of Kenya promotes environmental conservation. 5 marks ii Give four reasons why it is necessary to conserve the environment. 4 marks b i Apart from floods, name three other environmental climatic hazards. 3 marks ii Name three areas prone to flooding in Kenya. 3 marks iii Explain four measures that can be used to control floods in Kenya today. 8 marks KASSU JET JOINT EXAMINATION 312 1 GEOGRAPHY PAPER 1 MARKING SCHEME SECTION A Answer all the questions in this section. 1. A What is the relationship between Geography and Mathematics? 2 marks Geographical concepts are applied in calculating direction bearing in mathematics. While in mathematical formulae and principles are used in Geography to calculate area, distance, eman, bearing, percentage, density, etc. B Identify three branches of Geography. 3 marks Human and economic geography Physical geography 2. A Use the diagram below to answer the questions that follow: i What type of Eclipse is represented by the diagram? 1 mark Solar eclipse ii Explain how the eclipse above occurs. 2 marks b What is the time at Hola on 400E when the time at Tema on 00 longitude is 12:00 noon? 2 marks Difference in degrees 400 10 4 min 400 x 4 160 minutes 16060 2 hr 40 min 12:00 2:40 mins 14:40 hrs or 2:40 pm 3. A Apart from Fold Mountains, name three other features resulting from folding."}
{"text": "2 marks b What is the time at Hola on 400E when the time at Tema on 00 longitude is 12:00 noon? 2 marks Difference in degrees 400 10 4 min 400 x 4 160 minutes 16060 2 hr 40 min 12:00 2:40 mins 14:40 hrs or 2:40 pm 3. A Apart from Fold Mountains, name three other features resulting from folding. 3 marks Rolling plans Ridge and valley landscape Inter-montane plateaus Inter-montane basins Synclinal valleys depressions b State two factors that determine the folding of crustal rocks. 2 marks Strength of intensity of the compressional force Temperature within rocks The age of sedimentary rockswww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 134 4. A Give three reasons why some Lakes of Kenya have saline water. 3 marks High temperature in the locality of the lakes which leads to high evaporation rates resulting in the accumulation of salts in the lakes Some lakes are fed by underground streams or underground water containing large amount of dissolved salts. Some lakes have salty bed rocks which get dissolved water in the lakes Some rivers and run-off water draining into the lakes bring in large amounts of dissolved salts. B Outline two economic uses of lakes. 2 marks Fresh water lakes provide fresh water for domestic and industrial use Fresh water lakes provide irrigation water thus promoting agriculture Man-made lakes are used to generate HEP for domestic and industrial uses Some lakes provide a cheap means of transport thus promoting trade Some lakes have valuable minerals that are exploited for income and as industrial raw-materials Some lakes are sources of fish which promotes the fishing industry some lakes are sources of fish which promotes the fishing industry many lakes attract tourists for recreation thus bringing in foreign exchange 5. A What is natural vegetation? 2 marks Natural vegetation is the plant cover growing in an area without interference by man or animals. B State three characteristics of the Mediterranean type of vegetation."}
{"text": "A What is natural vegetation? 2 marks Natural vegetation is the plant cover growing in an area without interference by man or animals. B State three characteristics of the Mediterranean type of vegetation. 3 marks Waterlogged areas support swamp vegetation Most forests have thick forests Some plants are evergreen Most trees are of moderate height with few branches Dry areas have woody and scrub vegetation Some areas have shrubs, thickets and thorn bush SECTION B 6. Study the map of Kisumu East 1:50,000 Sheet 116 2 provided and answer the following questions. A i What is the vertical interval of the map extract? 1 mark 20 meters ii Using the marginal information, give the magnetic variation of the area when the map extracts was drawn. 1 mark 2032 iii Measure the length of the regional boundary from the map edge at grid square 9999 to Northing 97. Give your answer in kilometres. 2 marks km 0.1 6.0 6.2 km iv What is the approximate height of the seasonal swamp in the Kano plains? 2 marks Above 1140m and below 1160 metres above the seasonal b i Using a vertical scale of 1 centimetre to represent 50 metres draw a cross section from grid reference 080920 to grid reference 080980. 4 marks On it, mark and label the following: I. Sugarcane plantation 1 mark II. Steep slope 1 mark III. All weather road bound surface C543 1. 1 mark www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 135 ii Calculate the vertical exaggeration of the cross section. 2 marks V.E. . . . ."}
{"text": "1 mark www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 135 ii Calculate the vertical exaggeration of the cross section. 2 marks V.E. . . . . . X 10 meters 2 x 1 2 marks c Describe the characteristics of the big profile of river Luando 6 marks The river has many meanders The river has many tributes that form a dentritic pattern The river is permanent The river has distributaries delta Some parts of the long profile have several swamps River Luando flows from the North Eastern direction The river flows on a wide valley. 6 x 1 6 marks d Citing evidence from the map, explain two factors that favour trade in the area covered by the map. 4 marks There is presence of many roads which enable easy movement of goods and services in the area. Presence of many market centres town which provide opportunities for trade to take place. Availability of track commodities due to presence of cotton ginnery flour mill sugarcane plantation which are necessary for trade. 2 x 2 4 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 136 7. A i What is a rock? 2 marks It is a combination of mineral particles cemented together to make the solid part of the earth s crust. Ii Describe the following characteristics of mineral: Tenacity 2 marks Tenacity is the ability of a mineral to withstand the tearing, crushing or breaking."}
{"text": "A i What is a rock? 2 marks It is a combination of mineral particles cemented together to make the solid part of the earth s crust. Ii Describe the following characteristics of mineral: Tenacity 2 marks Tenacity is the ability of a mineral to withstand the tearing, crushing or breaking. Lusture 2 marks Lustre is the ability of a mineral to reflect light. Cleavage 2 marks Cleavage is the tendency of a mineral to break into some given patterns. B i Name two examples of intrusive igneous rocks. 2 marks Granite Perioditite Diorite Syenite Gabbro ii Describe the formation of Plutonic rocks. 4 marks Earth movements form cracks in the earth s crust. Due to intense heat and pressure, magma in the earth s interior is forced to intrude the earth s crust. The intruding magma may get trapped in the earth s crust. The magma cools and solidify to form coarse grained rocks due to slow cooling. C Explain three significance of rocks to the economy of Kenya. 6 marks Some rocks weather to form deep soils which are used for agriculture thus generates income for many people. Some rocks weather to form unique features that create a beautiful sceneries that attract tourists thus generates income for the country when tourists visit to see them. Some rocks provide building and construction materials thus promoting the building industry. Soap stones are curved into artifacts which are sold to generate income. Rock salts are sources of food for people and animals which improves their diet. Some rocks are source of gemstones for ornamental value which are sold for income. Some rocks are used to make fertilizers which are important for agriculture. Some rocks reserve underground water which is exploited for domestic, agricultural and industrial use. Some sedimentary rocks reserve fossil fuels which are exploited to produce energy for domestic and industrial use. Some rocks have valuable mineral which are exploited and sold to generate income for the country. D Your class is planning to carry out a fieldwork on rocks around your school. I Outline two activities you would engage in before the study. 2 marks Seeking permission from the relevant authorities. Setting the objectives and hypotheses. Reading more about the topic of study. Holding discussions on the topic of study. Carrying out a pre-visit reconnaissance."}
{"text": "As the water retreats, pressure in the cracks is released suddenly. Repeated compression and widening of the cracks causes the rocks to break shatter. The retreating water carries away loose rock particles. The force of moving water and eddying currents sweep away the loose materials in the channels. Iii Solution 2 marks This is the corrosive effect of river water on the rocks over which the river flows. Soluble minerals in the river channel are dissolved by river water or presence of organic acids. The dissolved load is then carried downstream in solution form. C Using a well labeled diagram, describe how the following feature are formed: Interlocking spurs 4 marks Highlight projections into the river valley which appear as they fit each other. Formation A river flows swiftly in its youthful stage. When it meets a resistant rock, the river flows swiftly around it instead of cutting through, so it forms a winding course. The river erodes the outer banks of the winding channel than the inner banks because of strong water currents. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 138 This causes the bends to be more pronounced hence the formation of interlocking spurs. The outer bank are undercut becomes river cliff bluff while materials are deposited the inner bank forming gentle sloping banks called slip off slope. Natural levees 4 marks Raised river banks embankments which are made of alluvial materials. Formation During heavy rains, river floods and spills over its banks. Due to this, the speed of the water suddenly reduces. Coarser materials are deposited immediately near the river banks and fine materials are carried further on to the flood plain. Coarse materials also accumulate on the river bed. After the flood, the volume of water subsides and the river returns to the river channel, so deposited occur on the river bed. With time repeated deposition causes the river bed and the river banks to be raised. The raised river banks are then referred to as natural levees. D Explain three negative effects of rivers. 6 marks Rivers flood causing loss of life, displacement of people and destruction of property. River water can be a medium of spreading waterborne diseases such as bilharzia and malaria. Some rivers are wide and deep acting as barriers to transport and communication and also make it difficult an expensive."}
{"text": "6 marks Rivers flood causing loss of life, displacement of people and destruction of property. River water can be a medium of spreading waterborne diseases such as bilharzia and malaria. Some rivers are wide and deep acting as barriers to transport and communication and also make it difficult an expensive. Some rivers harbor dangerous wild animals which can kill human being e.g. crocodiles, hippos and snakes. 9. A i Differentiate between Vulcanicity and volcanicity. 2 marks Vulcanicity is the process through which liquid gaseous and solid materials are forced out of the earth s interior into the rocks of the crust or ejected to the surface. While volcanicity is the process where molten rock from the earth s interior called magma reaches from earth s surface to form extrusive volcanic features. Ii Describe how lava plateau is formed. 4 marks Earth movements form many fissures or vents in the rocks or he crust. Ultra-basic magma reaches the ground surface through the fissures or vents in a quiet eruption. The highly fluid hot lava flows and spreads out on the earth s surface to cover long distance and wide areas. The lava fills and cover valleys and depressions on the earth s surface. The lava cools and solidifies to cover an extensive fairly flat lowland area called a lava plain. Successive eruptions leads to accumulation of thick layers of lava forming a solid layers of lava of extensive and fairly flat upland are called a lava plateau. Iii The diagram below shows some intrusive features formed by vulcanicity. Use it to answer questions below. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 139 I. Name the features marked E, F and G. 3 marks E Dyke F Batholith G Laccolith II. Explain how feature marked E is formed. 4 marks Earth movements form a vertical or an inclined vent across the crustal rock layers. Magma is forced upwards through the vents magma cools and solidifies slowly inside the vent forming a wall-like mass of intrusive igneous rocks called a dyke. B Students carried out a field study on volcanic rocks."}
{"text": "4 marks Earth movements form a vertical or an inclined vent across the crustal rock layers. Magma is forced upwards through the vents magma cools and solidifies slowly inside the vent forming a wall-like mass of intrusive igneous rocks called a dyke. B Students carried out a field study on volcanic rocks. I Give four reasons why it is necessary to collect rock samples during such a field study. 4 marks There is no field laboratory where the rock samples can be analyzed There is no adequate time in the field To enable them build a collection of rock samples It would expose more students to their findings through display of their findings To create interest ii State two problems they are likely to have experienced during the field study. 2 marks Some students may be injured by the rocks Inability to collect the right samples Inaccessibility of some sample sites The heavy weight of the rock samples hence difficult to carry. Iii Outline two follow-up activities. 2 marks Discussing the findings in class in groups Writing reports in essay form Calculation of percentages, means, medians Laboratory testing of samples Presentation of data using methods such as graphs c i Give three causes of Earthquakes. 3 marks Movement of tectonic plates Gravitative pressure Movement of magma within the rocks Folding and faulting of rocks of the crust Isostatic adjustment Energy release from the mantle ii Name three natural major earthquake zones of the world. 3 marks Circum Pacific belt Mediterranean East Indies belt Mid-Atlantic ocean belt Great Rift valley belt 10. A i What is soil catena? 2 marks Soil catena is the sequence of difficult soils from the same parent rock on a slope. Ii Give three factors that determine the colour of soil. 3 marks The type of parent rock The amount of organic matter humus The chemical composition minerals The amount of water in the soil iii State three ways in which mulching helps in soil conservation. 3 marks Plant materials used decompose increasing soil humus It protects the soil against wind erosion It protects the helps to increase infiltration rate of water in the soil. It helps reduce water loss from the soil retain soil moisture."}
{"text": "3 marks The type of parent rock The amount of organic matter humus The chemical composition minerals The amount of water in the soil iii State three ways in which mulching helps in soil conservation. 3 marks Plant materials used decompose increasing soil humus It protects the soil against wind erosion It protects the helps to increase infiltration rate of water in the soil. It helps reduce water loss from the soil retain soil moisture. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 140 b Explain how the following forming practices cases soil erosion. I Burning 4 marks Burning destroys micro-organisms which are essential for the formation of humus which binds soil particles together Burning destroys vegetable matter that protects the soil against erosion Burning destroys the nitrogen fixing bacteria making the soil less fertile and therefore few plants and less protection of the soil. Burning loosens the soil making it susceptible to erosion. Ii Over cultivation 4 marks Over cultivation leads to exhaustion of certain minerals from the soil making it infertile and bore leading to its erosion. Over cultivation leads to loosening of soils particles there by encouraging soil erosion. Iii Give two economic uses of soil. 2 marks It is used as row material in industry pottery glass making brick making Soils supports agriculture Some soils contain valuable minerals Some soils have medicinal value food It is used in building and construction c You are supposed to carry out a field study of an eroded area: i State three methods you would use to control soil erosion. 3 marks Construction of gabions Afforestation reaforestation Construction of drainage trenches Construction of check dams Filling in the gullies ii What would be disadvantages of using secondary methods of collecting data in this kind of study? 2 marks Recorded data could be out of date Conditions under which such data was collected may be changed Obtaining records on the particular soil area may be difficult. Iii Identify the methods you would use to record the observations."}
{"text": "3 marks Construction of gabions Afforestation reaforestation Construction of drainage trenches Construction of check dams Filling in the gullies ii What would be disadvantages of using secondary methods of collecting data in this kind of study? 2 marks Recorded data could be out of date Conditions under which such data was collected may be changed Obtaining records on the particular soil area may be difficult. Iii Identify the methods you would use to record the observations. 2 marks Photographing Motor taking Video recording Field sketchingwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 141 KASSU-JET JOINT EXAMINATION 312 2 GEOGRAPHY PAPER 2 MARKING SCHEME JUNE 2023 SECTION A Answer all the questions in this section. 1 a What is practical geography? 2 marks Practical geography is the study of practical skills which enhances interpretation and understanding of geographical phenomena. B State three practical skills learned in practical Geography. 3 marks Map reading Photograph interpretation Data analysis Methods of data connection Methods of data recording Methods of data presentation. Time management 2. A Name two methods of underground mining. 2 marks Shaft method Drilling method Solution method Adit method b Give three ways in which derelict land can be reclaimed. 3 marks Planting trees Creating a park to attract tourist Introducing agriculture Landscaping for settlement farming Refilling the holes 3. A Name two cereals grown in Mwea Tebere. 2 marks Rice Maize popcorns Green grams Beans b State three ways in which salinity of the folders is reduced in the Netherlands. 3 marks Chemicals are applied to lower salts in the soils. Fresh water is flashed to the soils to remove excess salts. Reeds are planted to use up the excess salt. Continuous pumping of water from the polders. 4. A Give two methods used in deep sea fishing. 2 marks Trawling Drifting Line fishing b State three problems experienced in the marketing of fish in Kenya. 3 marks Some fishing areas are far from the markets and roads are in poor condition thus fish goes bad enroute."}
{"text": "A Give two methods used in deep sea fishing. 2 marks Trawling Drifting Line fishing b State three problems experienced in the marketing of fish in Kenya. 3 marks Some fishing areas are far from the markets and roads are in poor condition thus fish goes bad enroute. Fishermen lack appropriate storage and preservation facilities. There are limited local markets due to cultural beliefs. The external markets are limited by tight restrictions competition from other producers. The limited number of fish species limits the market. 5. A Name two towns in Kenya where motor vehicle assembling plants are located. 2 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 142 Nairobi Mombasa Thika b Give three characteristics of the cottage industry in India. 3 marks They rely on simple machines They are labor intensive They are owned by families They use locally available materials. They produce . For local markets They are widespread in the country. SECTION B Answer question 6 and any other TWO questions from this section. 6. The table below shows four principal crops produced in Kenya in 2000 and 2001. Use it to answer question a and b. a i Which crop had the highest change in production between 2000 and 2001? 2 marks ii Calculate the percentage increase in crop production in Kenya between 2000 and 2001. 2 marks b Using a scale of 1cm to represent 100,000 metric tons, draw compound bar graphs to represent data on the table above. 7 marks c i What is dairy farming? 2 marks This is the practice of keeping cattle for milk the rearing of cattle for the purpose of milk production. Ii Name two exotic dairy breeds of cattle reared in Kenya. 2 marks Fresian Holstein Ayshire Guernsey Jersey Alderney Swiss brown iii Explain the problems facing dairy cattle farming in Kenya. 4 marks Stiff competition from imported milk and milk products makes the industry unstable. Poor management of dairy co-operatives result to misappropriation for funds hence delayed payment to farmers. Inadequate capital to buy the necessary farm inputs hence minimizing mechanization of the farming makes it difficult to plan ahead."}
{"text": "4 marks Stiff competition from imported milk and milk products makes the industry unstable. Poor management of dairy co-operatives result to misappropriation for funds hence delayed payment to farmers. Inadequate capital to buy the necessary farm inputs hence minimizing mechanization of the farming makes it difficult to plan ahead. Prolonged drought unreliable rainfall leads to shortage of pasture leading to poor quality breeds. Outbreak of diseases weaken and even kill the cattle which is a loss to farmers. Expensive farm inputs leads to reduced quality hence reducing profit margin. Inadequate feeds water during the dry seasons leads to undernourishment of cattle and thus low yields. Crop Amount in metric tons 2000 2001 Wheat 70,000 130,000 Maize 200,000 370,000 Coffee 98,000 55,000 Tea 240,000 295,000 TOTAL 608,000 850,000www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 143 Stiff competition from alternative land uses e.g. horticulture, tea and coffee lowers the quantity of milk products. Low prices make farmers unable to plan ahead. Poor storage facilities cooling centres cause the milk to go bad leading to heavy losses to farmers. Exploitation by middlemen leads to low prices. Poor feeder roads in the production areas makes the milk perish before reaching the markets creating loss to farmers. D i Explain why dairy farming is highly developed in Denmark than Kenya. 4 marks Denmark s dairy farming is highly mechanized since capital is available that leads to high production while in Kenya, there is limited mechanization due to inadequate capital Dairy farming in Denmark is highly specialized while in Kenya most farmers practice mixed farming. Dairy farming in Denmark is least affected by climatic variations. In Denmark artificial Insemination AI or extension services are widely used unlike in Kenya artificial insemination or extension services are limited to few farms. Research is widely extensive while research in Kenya is limited. In Denmark co-operative movement is highly developed while in Kenya dairy co-operative movement is less developed. Ii Give two significance of dairy farming in Kenya and Denmark. 4 marks Export of some milk and milk products earns the country foreign exchange. Milk is a raw material for milk processing industries hence promote industrialization."}
{"text": "Ii Give two significance of dairy farming in Kenya and Denmark. 4 marks Export of some milk and milk products earns the country foreign exchange. Milk is a raw material for milk processing industries hence promote industrialization. Many people are employed in dairy farms in may parts of the country. Commercial dairy farming is a source of income to the farmers. Dairy farming has contributed to the development of roads in areas where it is practiced. Milk and milk products are a source of nutrious nutritious food especially in vitamins and proteins. The government collects revenue through taxation on sale of dairy products. 7. A i What is forestry? 2 marks It is the science of planting and managing and exploitation of forest resources. Ii State three significance of agro-forestry. 3 marks It maximizes land use as both crops and trees are a source of income. It provides raw materials for the industries It promotes high water retention on the land The trees supply wood fuel needs. The leaf litter decomposes thus adding humus to the soil. Livestock waste is used as manure. Some trees provide fodder for the animals. Some trees have medicinal value. Trees provide aesthetic beauty. It helps to conserve soil by minimizing soil erosion. Trees act as wind breakers to the young crops. Trees creates a micro-climate b i Name three indigenous hard wood tree species in Kenyan forests. 3 marks Meru oak Camphor Elgon teak Mangrove Mvuli East Africa Olivewww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 144 ii Explain four problems facing natural forests in Kenya today. 8 marks Increased human population leading to illegal encroachment for settlement and agriculture thus destroying large forested areas. Increased population of wildlife animals that debark or uproot trees thus destroying large forested areas. Eg. Elephants. Forest fires destroy large areas of forests which take long time to recover. Prolonged drought that dry and degenerate forest trees which take long time to recover. Plant diseases and pests which attack trees e.g. the white aphid which attack and destroy some valuable planted trees species reducing land under forest. Over exploitation of some tree species which take long to mature."}
{"text": "Plant diseases and pests which attack trees e.g. the white aphid which attack and destroy some valuable planted trees species reducing land under forest. Over exploitation of some tree species which take long to mature. Government policy of de-gazetting some forests has led to clearing of many forested areas. Illegal logging thereby reducing the indigenous tree species. C i Name two areas under large scale softwood forests in Canada. 2 marks New found land Nova scotia British Columbia New Brunswick Prince Edward Island ii Compare forestry in Kenya and Canada under the following sub-headings. Period of tree harvesting. 2 marks In Canada logging is done in winter and early spring while in Kenya cutting is done throughout the year Tree harvesting 2 marks In Canada, it is done through clear cutting while in Kenya it is done through selective cutting Transportation of logs. 2 marks In Canada logs are transported using melt water in rivers while in Kenya transportation is by roads. In Kenya transportation is expensive while in Canada it is cheaper. 8. A i What is visible trade? 2 marks Visible trade involves exchange of goods between countries Visible trade involves import and export of goods ii Suppose you were an international business man, list three industrial goods you would import from Japan. 3 marks Automobiles Motor vehicles parts Textiles Machinery electronic appliances radios TVs Watches precision instruments b Explain four factors that influence internal trade in Kenya. 8 marks The demand for a variety of domestically produced goods, leads to expansion of trade. The cultural differences lead to distinctive specialization in production of goods for exchange. The production of similar goods products by different regions limits the market potential. Different goods enhance trade among different regions. The low purchasing power by a majority of Kenyans limits the market for goods produced. The level of development of transport network limit enhances trade as certain commodities may not may be carried over long distances the market potential is restricted expanded. Security encourages expansion of trade. NB: Explanation alone cannot score but factor alone can score. C Why do you think trade is important in Kenya? 4 marks Trade generates revenue through taxation of the goods and services. Trade creates employment opportunities in the industries that are established creates self employment."}
{"text": "C Why do you think trade is important in Kenya? 4 marks Trade generates revenue through taxation of the goods and services. Trade creates employment opportunities in the industries that are established creates self employment. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 145 The demand for goods stimulates industrial growth agric growth. The exports of goods enable the country to earn foreign exchange. The need to reach far off markets leads to expansion of transport facilities. Trade stimulates specialization in the production of goods. Trade enhances cooperation between Kenya and the trading partners. D Explain two benefits which member states of ECOWAS derive from the formation of the trading bloc. 4 marks The volume of trade has been boosted as a result of an expanded market in the region. More transport facilities have been constructed to link the member states of the Cooperation. The removal of trade barriers has extended the market for the finished products secured the market for the member states. The transfer of technology capital within the trading area has been enhanced. Cooperation in other fields such as education health and communication has been enhanced. The reduction in hostilities between member countries has enhances peace resulting in rapid economic development. E Your class intends to carry out a field study on the Nairobi Internation Trade Fair. I State two methods you would use to collect data. 2 marks Administering questionnaires Interviewing respondents Sampling ii State two reasons why a pre-visit will be necessary. 2 marks To seek permission from relevant authorities to get relevant documents from officials. To determine the appropriate route to be used. To identify the appropriate methods of data collection. To estimate the cost the study 9. C i What is mortality rate? 2 marks Mortality rate is the total number of deaths in a population of a given sex and or age. Ii State five measures that have been taken in Kenya to reduce infant mortality. 5 marks Free drugs for infants Adequate pre-natal and emotional support Improvement in use of skilled care to the new born Medical covers that cater for safe child delivery 10."}
{"text": "2 marks Mortality rate is the total number of deaths in a population of a given sex and or age. Ii State five measures that have been taken in Kenya to reduce infant mortality. 5 marks Free drugs for infants Adequate pre-natal and emotional support Improvement in use of skilled care to the new born Medical covers that cater for safe child delivery 10. A Differentiate between environmental conservation and environmental management. 2 marks Environmental Management refers to the effective planning and controls used for sustainable exploitation and improvement of the environment while Environmental Conservation refers to the preservation and protection of natural environment from destruction by careful use and improvement of the environment. I State five ways in which the government of Kenya promotes environmental conservation. 5 marks Creating public awareness and education on the importance of a clean environment. The government has passed legislations to enforce proper use of the environment Recycling factories and centres have been set-up to recycle garbage and waste. Government is a signatory to Kyoto protocol on global warming and it is in the forefront in criticizing those countries that are less supportive to the process of combating global warming. Non-governmental organizations such as greenbelt have been given the mandate to protect the environment by planting trees. The government have formed the national environmental management authority NEMA which is a body charged with the responsibility of ensuring that the environment is properly conserved and managed. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 146 ii Give four reasons why it is necessary to conserve the environment. 4 marks It helps to maintain soil fertility for sustainable food production. It helps to preserve genetic resources for future generation. It helps to preserve aesthetic value and provide recreational facilities which promotes tourism. It helps to sustain raw materials for some manufacturing industries that produce goods for trade. It helps reduce the pollution that cause diseases to animals and plants to ensure good health. It helps to maintain natural habitats for both plants and wild animals. It helps in protecting the water catchment areas and sustain the hydrological cycle. It helps to prevent desertification which destroys environmental resources. It helps to ensure proper utilization of available natural resources without destruction. It helps to sustain human life with required resources and by preventing pollution. B i Apart from floods, name three other environmental climatic hazards."}
{"text": "It helps to ensure proper utilization of available natural resources without destruction. It helps to sustain human life with required resources and by preventing pollution. B i Apart from floods, name three other environmental climatic hazards. 3 marks Floods Desertification Landslides Hailstorms Heat waves Lightning and thunderstorms Dust storms and windstorms ii Name three areas prone to flooding in Kenya. 3 marks River Nyando River Nzoia River Yala River Tana River Nyamasaria River Ewasonyiro iii Explain four measures that can be used to control floods in Kenya today. 8 marks Construction of check dams across the rivers to hold the excess water in order to reduce river volume. Construction of artificial levees dykes long the river banks to increase their height and prevent water from overflowing into the flood plain. Construction of drainage channels to make them hold excess water from the land. Dredging and widening the river channels to make them hold excess water. Planting trees in the catchment areas to increase water infiltration and reduce surface run off. Redirecting some river tributaries to other rivers to reduce the water volume of the main river. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 147 MECS MOCK 312 1 GEOGRAPHY PAPER 1 JULY AUGUST 2023 SECTION A: ANSWER ALL QUESTIONS. 25 MARKS 1 a Give two types of environments. 2marks b State three major branches of practical geography. 3marks 2. A Differentiate between weather and climate. 2marks b Give three benefits of humidity in the atmosphere. 3marks 3. Study the diagram below and answer questions that follow. I Identify the process labeled 3 and 6. 2marks ii State the force that is responsible for process 5. 1mark iii Highlight two factors that influence process 4. 2marks 4. A Give two causes of river rejuvenation. 2marks b Identify three features that result from river rejuvenation. 3marks 5. The diagram below shows some features of wind deposition."}
{"text": "2marks b Identify three features that result from river rejuvenation. 3marks 5. The diagram below shows some features of wind deposition. Study it to answer questions that follows a Identify part marked K, L and M 3marks b State two factors that influence deposition of materials by wind in deserts. 2marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 148 SECTION B Answer question 6 and any other two questions from this section. 6. Study the map of KISUMU EAST 1: 50000 SHEET 116 2 provided to answer the following questions. A I Apart from the type of map you are using state any other two types of maps. 2marks II Identify two vegetation in the area covered by the map 2marks II Name two methods used to represent relief in the area covered by the map. 2marks b I In what hemisphere does Kisumu East lie? 1mark II Measure the distance of the section of railway line west of Easting 00 to Kisumu station, give your answer in kilometers. 2marks III Identify two forms of land transport in Kisumu east. 2marks c I Describe relief of the area covered by the map. 3marks II Describe the distribution of settlement in the area covered by the map 4marks d Using a vertical scale of 1cm represent 20m draw a cross section along northing 98 from Easting 96 to Easting 02. 4marks On it mark and label the following. 3marks River Nyangori Dry weather road Steep slope. 7 a Define the karst scenery. 2mark I Explain three factors that influence the formation of features in limestone area. 6marks II Give three reasons why there are few settlements in the karst landscape. 3marks b Describe how the following features are formed. I Grikes and Clints. 4marks II Swallow holes. 4marks c You are supposed to carry out a field study of an area eroded by underground water. I Give three reasons why you would need a working schedule. 3marks II Name two erosional features you are likely to identify during the study."}
{"text": "4marks c You are supposed to carry out a field study of an area eroded by underground water. I Give three reasons why you would need a working schedule. 3marks II Name two erosional features you are likely to identify during the study. 2marks II State three recommendations that you could make from your study to assist the local community to rehabilitate the eroded area. 3marks 8 a I Define the term earthquakes. 1mark II State three types of earthquakes depending on the depth of focus. 3marks III Differentiate between the intensity and magnitude of an earthquake. 2marks b I Highlight three causes of vulcanicity. 3marks II State two types of magma. 2marrks III State three factors that influence the shape and type of volcanic features formed. 3marks c Describe how hot springs are formed. 5marks d Explain three ways in which volcanic features positively influence human activities. 6marks 9. A Different between derived and cultivated vegetation. 2marks b Explain how the following factors influence vegetation distribution in Kenya. I Living organism. 2marks ii Precipitation. 2marks c The map below shows the globe distribution of vegetation. Study and use it to answer the questions that follow. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 149 I Identify the vegetation labelled, W and Y 2marks II Describe the adaptive characteristics of the vegetation labelled E on the map. 6marks d Your class is planning to undertake a field study on vegetation in Mt. Kenya Forest , I State four preparations you would carry out. 4marks II Give three sampling techniques you would use. 3marks III Identify four problems you are likely to encounter during the actual field study. 4marks 10. A I what is continental shelf? 2marks ii State two characteristics of the continental shelf. 2marks B I State two types of islands. 2marks ii Give three sources of ocean salts. 3marks iii Give two reasons why water salinity is lower in areas around the equator seas than further away in the tropics."}
{"text": "2marks B I State two types of islands. 2marks ii Give three sources of ocean salts. 3marks iii Give two reasons why water salinity is lower in areas around the equator seas than further away in the tropics. 2marks C i Give two types of tides. 2marks ii Using a well labelled diagram, describe how a wave break. 4marks D. Use the diagram below to answer questions that follow. I identify the parts labeled. A, B and C. 3marks E Your class carried out a field study on the coastal landforms I State two features of lowland submerged coasts that you identified. 2marks II Give three reasons why you needed a route map. 3marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 150 MECS MOCK 312 2 GEOGRAPHY PAPER 2 JULY AUGUST 2023 SECTION A: Answer all questions in this section.25MKS 1. A State two formations in which mineral ores occurs. 2mks b Give three reasons why coal resource in the Mui basin Kitui County has not been commercially exploited. 3mks 2. A What is mixed farming? 2mks b Give three advantages of mixed farming. 3mks 3. A What is energy crisis. 2marks b Identify three causes of energy crisis. 3marks 4. A Name two forest reserves in Kenya. 2marks b State three characteristics of Equatorial rainforests. 3marks 5. A State three human factors favoring tourism in Switzerland. 3marks b Define eco-tourism. 2marks SECTION B 75MARKS Answer question SIX and any other TWO questions 6. The table below shows the various modes of transport used by tourists visiting Kenya between the years 2006 and 2009. Use it to answer the following questions. Mode of transport No. Of tourists."}
{"text": "Use it to answer the following questions. Mode of transport No. Of tourists. Road 2006 2007 2008 2009 100,000 50,000 150,000 200,000 Air 600,000 650,000 700,000 800,000 Water 200,000 150,000 100,000 50,000 a i state two reasons why tourists preferred air transport over the other modes of transport over the period. 2marks ii Calculate the percentage increase in the number of tourists between the year 2008 and 2009. 3marks iii Using a scale of 1cm to represent 100 000 tourists, draw a compound bar graph to represent the number of tourists who visited Kenya using the different mode of transport. 9marks b i Explain three roles played by transport in the economy of Kenya. 6marks ii Name one high way created in Africa to ease transport across the continent. 1mark c Form four students from Kibutha high school visited Kisumu airport for a field study. I Identify two methods they used to record their data. 2marks ii Give two follow up activities they engaged in. 2marks 7. A i What is land reclamation. 1mark ii State five benefits which Kenya derives from irrigation farming? 5marks b Explain three factors that led to the successful establishment of Perkerra irrigation scheme. 6marks c Give four problems facing the perkerra irrigation scheme. 4marks d Name three crops grown under irrigation in perkerra. 3marks e Explain three reasons why horticulture is more developed in the Netherlands than Kenya. 6marks 8. A i What is industrialization? 2 marks ii State three reasons why some industries consider regular supply of water as the main reasonwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 151 for their location. 3 marks b Outline four similarities between Jua Kali industry in Kenya and cottage industry in India. 4mks c Explain three factors that have influenced the location of iron and steel industry in the Ruhr region of Germany in the 19th century."}
{"text": "2 marks ii State three reasons why some industries consider regular supply of water as the main reasonwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 151 for their location. 3 marks b Outline four similarities between Jua Kali industry in Kenya and cottage industry in India. 4mks c Explain three factors that have influenced the location of iron and steel industry in the Ruhr region of Germany in the 19th century. 6 marks d You intend to carry out a field study of a heavy manufacturing industry; i State three effects of the industry on the environment you are likely to observe 3 marks ii Design a working schedule you would use during the day of study 4 marks iii State three reasons why it is important to prepare a working schedule for the study. 3 marks 9. A i What is unfavorable balance of trade. 2marks ii Outline five measures a country can adopt to reduce unfavorable balance of trade. 5marks b . Explain five benefits that Kenya derives from participating in international trade. 10marks c i State three non-agricultural exports from Kenya. 3marks ii State five problems facing developing countries in international trade. 5marks 10. A i What is an environmental hazard? 1mark ii Apart from floods list three other environmental hazard. 3marks b Explain four ways in which air pollution affects the environment. 8marks c Explain four incidents that may lead to noise pollution in urban areas. 8marks d Students from Kangema carried out a field study on floods at Kano plains. I State two objectives for their study. 2marks ii State three ways in which residents of Kano plains are affected by floods that students observed. 3marks M.E.C.S CLUSTER EXAMINATION GEOGRAPHY PAPER 1 JULY AUGUST 2023 MARKING SCHEME 312 1, 2023. SECTION A: ANSWER ALL QUESTIONS. 25 MARKS 1. A Give two types of environment. . 2marks Physical environment. Human environment. B State three major branches of practical geography. 3marks Statistical methods Maps and map work Field work Photography interpretation 2."}
{"text": "1 mark b State three climatic conditions experienced in hot deserts. 3 marks SECTION B: 75 MARKS 6. Study the map of Kisumu East 1:50,000 sheet 116 2 provided and answer the following questions a i Convert the scale of the map into a statement scale. 1 mark ii Give two methods used to show relief in the area. 2 marks iii Give the direction of the air photo principal point in square 0294 from Chiga market at grid square 0589 1 mark b i Name two physical features shown on grid square 0497. 2 marks ii Identify the characteristics of river Ombeyi 4 marks c i Using a vertical scale of 1cm to represent 50m, draw a cross section along Northing 98 from grid reference 950980 to grid reference 010980. 5 marks on it mark and label the following a Boundary 1 mark b Slope 1 mark c River 1 mark d Dry weather road 1 mark ii Calculate the vertical exaggeration of the cross section 2 marks d Give four social functions of Kisumu Municipality 4 marks 7. A i Apart from metamorphic rocks name two other categories of rocks. 3 marks ii Describe the following processes of formation of metamorphic rocks. A Dynamic metamorphism 4 marks b Thermal metamorphism. 4 marks b Explain three ways in which rocks are significance to human activities in Kenya 6 marks c You intend to carry out a field study on the types of rocks within the school locality. I Identify three items that you will carry during the study 3 marks ii State three activities that you will be involved in during the study 3 marks 8."}
{"text": "A Dynamic metamorphism 4 marks b Thermal metamorphism. 4 marks b Explain three ways in which rocks are significance to human activities in Kenya 6 marks c You intend to carry out a field study on the types of rocks within the school locality. I Identify three items that you will carry during the study 3 marks ii State three activities that you will be involved in during the study 3 marks 8. A Define the term vegetation 2 marks b i Explain how the following influences the distribution of vegetation soil 4 marks Relief 4 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 168 ii State five uses of vegetation 5 marks c Describe the characteristics of Savanna vegetation 5 marks d Name the grassland found in the following regions 4 marks REGION GRASS LAND i Canada ii Argentina iii South Africa iv Australia 9. A i Differentiate between ocean and sea 2 marks ii Explain three causes of variation in the amount of salt in ocean water 6 marks b i Identify three processes involved in wave erosion 3 marks ii With an aid of a well labeled diagram, describe the process through which a wave cut platform is formed. 8 marks c Explain the significance of oceans to human activities 6 marks 10. A i Define folding 2 marks ii Name four types of folds 4 marks iii State three factors that determine the folding of crustal rocks. 3 marks b i Name the young fold mountains found in the following continents Africa 1 mark Europe 1 mark Asia 1 mark North America 1 mark ii Describe the formation of Fold Mountains according to convectional current theory. 4 marks c Explain four effects of folding on physical environment 8 marks IGAMBANG OMBE JOINT EVALUATION TEST 2023 312 2 GEOGRAPHY PAPER 2 1. A Define the term environment 2 marks b Give three effects of water pollution on the environment. 3 marks 2."}
{"text": "4 marks c Explain four effects of folding on physical environment 8 marks IGAMBANG OMBE JOINT EVALUATION TEST 2023 312 2 GEOGRAPHY PAPER 2 1. A Define the term environment 2 marks b Give three effects of water pollution on the environment. 3 marks 2. A Name two exotic species of trees planted in Kenya 2 marks b State three reasons why it is necessary to carry out afforestation programme in Kenya 3 marks 3. A State three measures which the government of kenya has taken to reduce infant mortality 3 marks b Give three reasons why it is necessary for the government of Kenya to carry out national census. 3 marks 4. A Name two imports from Europe to Kenya 2 marks b Give three factors that limit trade among member states of the COMESA 3 marks 5. State four ways in which Kenya has benefited from the motor vehicle assembly industry 4 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 169 SECTION B 6. Use the table below to answer the following questions. Value of export earning of selected crops form Kenya Ksh Million CROP 2012 2013 2014 Tea 101441 104648 93996 Coffee 22271 16328 19913 Sisal 1184 1020 1325 Total 124896 121996 115234 a i Using a scale of 1cm to present 50,000 million, draw proportional circles to represent the total export earnings between 2012 and 201. Use the diameter method. 10 marks ii Calculate the percentage decline in export volume between 2012 and 2014. 2 marks b State four disadvantages of using proportional circles to represent the export values. 4 marks c Explain three physical conditions that favor coffee growing in Central highlands of Kenya 6 marks d State three problems facing coffee farming in Brazil 3 marks 7. A Explain each of the following methods of land rehabilitation i Mulching 4 marks ii Bunds and gabions 6 marks b Explain four physical factors which influenced the location of Mwea irrigation scheme."}
{"text": "2 marks b State four disadvantages of using proportional circles to represent the export values. 4 marks c Explain three physical conditions that favor coffee growing in Central highlands of Kenya 6 marks d State three problems facing coffee farming in Brazil 3 marks 7. A Explain each of the following methods of land rehabilitation i Mulching 4 marks ii Bunds and gabions 6 marks b Explain four physical factors which influenced the location of Mwea irrigation scheme. 8 marks c State how the government policy influenced the establishment of Mwea-Tebere irrigation scheme 3 marks d You intent to carry out a field study on irrigation farming in Mwea Tebere irrigation scheme. I Identify the two hypothesis you would develop for the study. 2marks ii State two reasons why you need to sample the area of study 2 marks 8. The map below shows the location of some urban centres in East Africa. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 170 a i Name the towns marked P,Q and R 3 marks ii Name the minerals that influenced the growth of the town marked X and Y 2 marks b Explain four factors that have led to the growth of Eldoret as major town in Kenya 8 marks c Compare the ports of Mombasa and Rotterdam under the following sub-heading i Site 2 marks ii Transport links to the interior 2 marks iii The hinterland 2 marks Iv Port facilities 2 marks d Explain two ways in which urbanization negatively effects the surrounding agricultural areas. 4 marks 9. A i Define mining 2 marks ii State three ways in which minerals occur 3 marks b i Explain how the following factors influence the occurrence of minerals Evaporation 2 marks Vulcanicity 2 marks Metamorphism 2 marks ii Explain shaft mining method. 4 marks c Explain the effects of mining to the environment 6 marks d Give four problems facing shaft mining 4 marks 10. A i Apart from uranium, give two other non-renewable sources of energy. 2 marks ii State two advantages of using uranium as a source of energy."}
{"text": "3mks e Describe the drainage of the area covered by the map. 5mks f Draw a rectangle 12cm by 10cm to represent the area enclosed by Easting 03 and 09 and Northing 80 and 85. On the rectangle, mark and name the following features. 5mks i Trigonometrical station 1154. Ii All weather road B 25 3 iii Seasonal swamp. Iv Ombeyi river. G. Citing evidence from the map, explain three social factions of Ksumu town. 6mks 7. A i What is folding? 2mks ii State three factors that influence folding. 3mks b i Apart from over thrust fold, name four other types of folds. 4mks ii With the aid of well labelled diagrams, describe the formation of an over thrust fold. 8mks c Explain four significance of fold maintains to human activities. 8mks 8. The map below shows some vegetation regions of the world. Use it to answer questions a to c a. Name the temperate grass lands marked H ,J and K. 3mks b. Describe the characteristics of the natural vegetation found in the shaded area marked N. 5mks c. Explain four ways in which the vegetation found in the area marked M adapts to the environment conditions of the region. 8mks d. You are required to carry out a field study of the vegetation which the local environment. I Apart from identifying the different types of plants, state four other activities you will carry out during the field study. 4mks ii. How will you identify the different types of plants. 2mks iii. Give three reasons for visiting the area before study. 3mks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 185 9. A i Differentiate between a waterfall and a gorge. 2mks ii. State two factors that influence the rate of erosion by a river in its upper course. 2mks b. i Describe the processes by which a river transport its load. 6mks ii Name three river depositional features."}
{"text": "2mks ii. State two factors that influence the rate of erosion by a river in its upper course. 2mks b. i Describe the processes by which a river transport its load. 6mks ii Name three river depositional features. 3mks c. Describe each of the following drainage pattern using diagrams. I Centripetal. 2mks ii Radial. 2mks iii Fault-guided. 2mks d Your class is planning to carry out a field study of a river in its mature stage i. Give three methods you would use to record the information collected. 3mks ii. State three characteristics of a river at the mature stage that you are likely to observe during the study. 3mks 10 a. i State three conditions necessary for the development of Karst scenery. 3mks ii. Give three sources of underground water. 3mks b i Differentiate between Artesian basin and Artesian well 2mks ii. A part from stalagmites, name three other underground features formed in limestone areas. 3mks iii With the aid of a diagram, describe how a stalagmite is formed. 8mks c. Explain three positive significance of resultant features in Karst scenery. 6mks CEKENAS END OF TERM ONE EXAM-2023 312 1 GEOGRAPHY PAPER 1 CONFIDENTIAL INSTRUCTIONS Provide students with KISUMU EAST 1:50,000 116 2 CEKENAS END OF TERM ONE EXAM-2023 312 2 GEOGRAPHY PAPER 2 SECTION A : 25 MARKS. COMPULSERY SECTION 1. A Name two minerals mined in South Africa. 2mks b Give three problems facing mining industries in South Africa. 3mks 2. A What is mixed farming. 2mks b State three physical conditions that favour coffee growing in Kenya Highlands. 3mks 3. A Name two Rivers that supply water to Mwea irrigation scheme. 2mks b State how the government policy influenced the establishment of Mwea irrigation scheme. 3mks 4. A Define the term fishing ."}
{"text": "2mks b State how the government policy influenced the establishment of Mwea irrigation scheme. 3mks 4. A Define the term fishing . 2mks b List three countries in the North Eastern Atlantic that are important for marine fishing. 3mks 5. A Apart from oil name two other non renewable sources of Energy. 2mks b The Sketch map below shows hydro- electric power H.E.P Stations along River Tana. Use it to answer questions that follow. Www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 186 i Name the H.E.P Stations marked S and T. 2mks ii The proposed H. E.P Stations marked U. 1mk SECTION B: 75 MARKS Answer question 6 and any other two questions from this section. 6. Study the photograph below and answer questions a www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 187 a. i Identify the type of the photograph shown. 1mk ii Using evidence from the photograph identify two indicators which show that the area receives high rainfall. 2mks iii Draw a rectangle measuring 15cm by 10cm to represent the area covered by the photograph. On the rectangle, sketch and label four main features shown on the photograph. 5mks b. i State three reasons why zero grazing is more popular among dairy farmers in the Kenya Highlands 3mks ii Name three exotic dairy cattle reared in Kenya. 3mks c Explain four ways in which dairy farming in Kenya is different from dairy farming in Denmark. 8mks d State three challenges faced by dairy farmers in Kenya. 3mks 7. A i State three methods used in mining. 3mks ii Name the minerals found in the following areas 3mks a. Magadi b. Mwadui c. Kasese b. Explain how the following factors influence mining of minerals. I Technology. 2mks ii Quality of the ore 2mks iii Accessibility. 2mks c Describe how deep shaft mining method is used in extraction of minerals. 8mks d State two leading oil producing countries in the middle East."}
{"text": "2mks ii Quality of the ore 2mks iii Accessibility. 2mks c Describe how deep shaft mining method is used in extraction of minerals. 8mks d State two leading oil producing countries in the middle East. 2mks e State three uses of petroleum. 3mks 8. A i Differentiate between land reclamation and land rehabilitation. 2mks ii Give three ways in which the government is trying to rehabilitate overgrazed lands in Kenya. 3mks b Explain three conditions that favour irrigation farming in Kenya. 6mks c. i Name three polders that make up the zuiderzee reclamation project in the Netherlands. 3mks ii Describe the stages of reclamation of land from the sea in the Netherlands . 6mks d Your School intend to carry out a field study in Mwea Tebere irrigation scheme. I Identify the two types of hypothesis you would develop for the study. 2mks ii Give three reasons why you need to sample the area of study. 3mks 9. A i Distinguish between forestry and forest. 2mks ii Discuss the influence of the following factors on the distribution of natural forests. Climate. 2mks Human activities. 2mks Relief. 2mks b. Explain three measures which have been taken to manage forests in Kenya. 6mks c. Give the difference between the softwood forests in Kenya and Canada under the following headings i Species. 2mks ii Period of harvesting. 2mks iii Transportation. 2mks e. Your class intends to carry out a field study on exotic trees of Kenyan Highlands. I Name two types of exotic trees they are likely to observe. 2mks ii Identify three methods you will use to record data in the field. 3mks 10. A i State two effect of drought on wildlife in Kenya . 3mks ii Name two game ranches in Kenya. 2mks b State the significants of wildlife in Kenya. 4mks c i Differentiate between domestic and international tourisms."}
{"text": "4 marks c. Explain four ways in which sedimentary rocks are significant to the kenyan economy. 8 marks d. Students of school X were to study rocks around the school. I. Identify two methods they would use to classify the rocks around the school. 3 marks ii. Identify three follow up activities they would engage in. 3 marks iii. Give three advantages of studying rocks through fieldwork. 3 marks 9. A. i. What is soil catena. 2 marks ii. Name the main components of the soil. 3 marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 205 b. Explain how the following factors influence soil formation -Time . 2 marks -Topography. 2 marks -Aspect. 2 marks c. Draw a well labelled diagram of mature soil . 6 marks d. Explain four ways in which human activities contribute to soil erosion. 8 marks 10. A. i. State three causes of earth movements. 3 marks ii. What is folding? 2 marks iii. Differentiate between a simple symmetrical fold from asymmetrical fold. 2 marks b. With the aid of a well labelled diagram describe the formation of an overthrust fold. 6 marks c. Students of school P are planning to carry out field study on a folded landscape. I. Identify three ways in which tho fold mountains they will come may be formed. 3 marks ii. State three ways in which they will prepare for the study. 3 marks iii. Give three reasons why they would require a work schedule. 3 marks MATHIRA WEST INTER-SCHOOL EVALUATION TEST 312 2 GEOGRAPHY PAPER 2 AUGUST 2023 SECTION A Answer All Questions in this Section 1. A What is domestic tourism? 2 Marks b State three factors that hinder domestic tourism in Kenya. 3 Marks 2. A Differentiate between visible trade and invisible trade 2 Marks b State three benefits that Kenya will get from the renewal of East African cooperation. 3 Marks 3. A What is a polder ? 2 Marks b List three benefits of the Zuyder Zee project. 3 Marks 4."}
{"text": "A What is a polder ? 2 Marks b List three benefits of the Zuyder Zee project. 3 Marks 4. State four efforts that the Kenya government is doing to reduce infant mortality 4 Marks 5. A State two advantages of using solar energy. 2 Marks b Study the Map of Africa provided to answer the question that follows. Name the hydroelectric power stations marked A, B, C, and D. 4 Marks www.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 206 SECTION B Answer question 6 compulsory and any other 2 questions 6. Study the photograph below and use it to answer question a . A i Identify the type of photograph shown above. 1 Mark ii Describe the characteristics of the forest shown on the photograph. 4 Marks b Draw a rectangle measuring 15 cm by 10 cm. On it, sketch and label five main features shown onwww.freekcsepastpapers.com GEOGRAPHY PAPER 1 2 207 the photograph. 5 Marks c i Name two indigenous softwood tree species in Kenya. 2 Marks ii Explain three problems facing forestry in Kenya. 6 Marks iii State three factors favouring the development of softwood forests in Canada. 3 Marks d Give four differences between softwood forests in Kenya and Canada. 4 Marks 7. A i What is a fossil fuel? 2 Marks ii List two fossil fuels that have recently been discovered in Kenya 2 Marks iii State three formations in which mineral ore occurs. 3Marks b Explain how the following factors influence mining i Value of the mineral 2 Marks ii Transport 2 Marks c i Describe how solution mining method is carried out. 5 Marks ii Give three negative effects of mining to the environment. 3 Marks d i Name two areas where diamond is mined in South Africa 2 Marks ii Describe how diamond is processed 4 Marks 8. A i Name two counties where coffee is grown in Kenya."}
{"text": "5 Marks ii Give three negative effects of mining to the environment. 3 Marks d i Name two areas where diamond is mined in South Africa 2 Marks ii Describe how diamond is processed 4 Marks 8.a i Name two counties where coffee is grown in Kenya. 2 Marks ii State four physical factors that favour coffee growing in Kenya 4 Marks b Describe the stages involved in coffee production from picking to marketing 6 Marks c i Define the term dairy cattle farming 2Marks ii Name three main breeds of dairy cattle reared in Kenya 3 Marks d Compare dairy farming in Kenya and Denmark under the following sub-heading. 8 Marks i Mechanization ii Grazing practice iii Milk processing iv Transportation of milk 9.a i What is urbanization? 2 Marks ii Outline four functional zones of an ideal urban centre. 4 Marks b State any three reasons that might lead to the development of nucleated settlement patterns. 3 Marks c i State four factors that have favoured the rapid growth of Thika town as an industrial centre. 4 Marks ii State any four functions of New York City. 4 Marks d Explain four problems facing urban centres in Kenya. 8 Marks 10.a i What is Environmental conservation. 2 Marks ii Name four environmental hazards. 4 Marks b You have recently been appointed the chief Environmental protection officer in Country of Nyeri. Outline four programmes you would initiate for the country to achieve its objectives of a clean Environment. 4 Marks c i Identify four measures that the government of Kenya has taken to control floods. 4 Marks ii Give three reasons you should conserve your environment. 3 Marks d Your Geography class undertook a field study on environmental pollution in a major urban centre in Kenya. I Name three types of pollution that you may have observed. 3 Marks ii Give three effects of pollution you may have identified. 3 Marks iii Give two methods of collecting data you may have used. 2 Marks."}
{"text": "115GEO PAPER 22011SECTION AAnswer all the questions in this section.1. A Name two exotic breeds of commercial beef cattle reared in Kenya. 2marks b Outline two similarities of commercial beef cattle farming in Kenya andArgentina. 2 marks 2. A Define the term fisheries. 2marks b State three ways in which marine fisheries in Kenya can be conserved. 3marks 3. Name two Prairie Provinces of Canada where wheat is grown on alarge scale. 2 marks Give three physical conditions that favour large scale wheat farming inthe prairieprovinces of Canada. 3marks 4. A State three reasons why paper milling industries are located near rivers. 3marks b Name three industries in Kenya that use agricultural non-foodproducts as rawFor More Free KCSE past papers visit www.freekcsepastpapers.com116materials. 3marks 5. A State three measures which the government of Kenya has taken toreduce infantmortality. 3marks b Give two negative effects of low population growth in a country. 2marks SECTION BAnswer question 6 and any other two questions from thissection. 6. 6.Study the photograph below and use it to answerquestionFor More Free KCSE past papers visit www.freekcsepastpapers.com117 a i What evidence shows that this is a ground general-view photograph? 2 marks ii Draw a rectangle measuring 12 cm by 8 cm. 1 mark iii On the rectangle, sketch and label the following features shown on thephotograph: planted crops 1 mark tree stumps 1 mark forest 1 mark felled trees 1 mark the sky. 1 mark iv Describe the characteristics of the forest shown on the photograph. 5 marks b Explain four measures being taken by the Government of Kenya to controlhumanencroachment on forested areas. 8 marks c Give the differences between softwood forests in Kenya and Canadaunder the following sub headings: i tree harvesting 2 marks ii marketing of forest products."}
{"text": "6. 6.Study the photograph below and use it to answerquestionFor More Free KCSE past papers visit www.freekcsepastpapers.com117 a i What evidence shows that this is a ground general-view photograph? 2 marks ii Draw a rectangle measuring 12 cm by 8 cm. 1 mark iii On the rectangle, sketch and label the following features shown on thephotograph: planted crops 1 mark tree stumps 1 mark forest 1 mark felled trees 1 mark the sky. 1 mark iv Describe the characteristics of the forest shown on the photograph. 5 marks b Explain four measures being taken by the Government of Kenya to controlhumanencroachment on forested areas. 8 marks c Give the differences between softwood forests in Kenya and Canadaunder the following sub headings: i tree harvesting 2 marks ii marketing of forest products. 2 marks 7.Use the map below to answer question a i and ii .For More Free KCSE past papers visit www.freekcsepastpapers.com118Name i The rivers marked E, F and G. ii The human-made lakes markedH and J. iii Explain four measures which should be taken to improve inland watertransportin Africa. 8 marks State four ways in which communication contributes to economicdevelopment inKenya. 4 marks Explain four problems facing railway transport in Africa. A 3marks b c 8 marks For More Free KCSE past papers visit www.freekcsepastpapers.com1198. A i Give four factors common to Kenya and the Netherlands thathave favoured horticultural farming. 4 marks ii State three features of horticultural farming in the Netherlands. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com120 b The table below shows the quantity and value of Kenya's horticultural exports betweenJune 2008 and June 2009."}
{"text": "2 marks ii Draw a rectangle measuring 12 cm by 8 cm. 1 mark iii On the rectangle, sketch and label the following features shown on thephotograph: planted crops 1 mark tree stumps 1 mark forest 1 mark felled trees 1 mark the sky. 1 mark iv Describe the characteristics of the forest shown on the photograph. 5 marks b Explain four measures being taken by the Government of Kenya to controlhumanencroachment on forested areas. 8 marks c Give the differences between softwood forests in Kenya and Canadaunder the following sub headings: i tree harvesting 2 marks ii marketing of forest products. 2 marks 7.Use the map below to answer question a i and ii .For More Free KCSE past papers visit www.freekcsepastpapers.com118Name i The rivers marked E, F and G. ii The human-made lakes markedH and J. iii Explain four measures which should be taken to improve inland watertransportin Africa. 8 marks State four ways in which communication contributes to economicdevelopment inKenya. 4 marks Explain four problems facing railway transport in Africa. A 3marks b c 8 marks For More Free KCSE past papers visit www.freekcsepastpapers.com1198. A i Give four factors common to Kenya and the Netherlands thathave favoured horticultural farming. 4 marks ii State three features of horticultural farming in the Netherlands. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com120 b The table below shows the quantity and value of Kenya's horticultural exports betweenJune 2008 and June 2009. Use it to answer question b .MonthQuantity metrictonnes Value Ksh inmillions June 200815,3003,480July15,6003,900August14,0004,000September14,9003,500October15,6004,000November14,7004,020December14,0004,000January 200915,9004,700February16,0004,100March17,5004,400April14,9003,700May15,1903,800June14,6003,600 i What was Kenya's total value of exports from horticulture between June 2008and June 2009? 2 marks ii Comment on the trend of the quantity of Kenya's horticultural exportsbetweenJune 2008 and June 2009. 3 marks iii Using the data provided, draw a simple line graph to represent thequantity ofKenya's horticultural exports. 5 marks Use a vertical scale of 1 cm to represent 500 metric tonnes. Explain four difficulties that farmers in Kenya experience in marketinghorticulturalproduce. 8 marks9."}
{"text": "2 marks 7.Use the map below to answer question a i and ii .For More Free KCSE past papers visit www.freekcsepastpapers.com118Name i The rivers marked E, F and G. ii The human-made lakes markedH and J. iii Explain four measures which should be taken to improve inland watertransportin Africa. 8 marks State four ways in which communication contributes to economicdevelopment inKenya. 4 marks Explain four problems facing railway transport in Africa. A 3marks b c 8 marks For More Free KCSE past papers visit www.freekcsepastpapers.com1198. A i Give four factors common to Kenya and the Netherlands thathave favoured horticultural farming. 4 marks ii State three features of horticultural farming in the Netherlands. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com120 b The table below shows the quantity and value of Kenya's horticultural exports betweenJune 2008 and June 2009. Use it to answer question b .MonthQuantity metrictonnes Value Ksh inmillions June 200815,3003,480July15,6003,900August14,0004,000September14,9003,500October15,6004,000November14,7004,020December14,0004,000January 200915,9004,700February16,0004,100March17,5004,400April14,9003,700May15,1903,800June14,6003,600 i What was Kenya's total value of exports from horticulture between June 2008and June 2009? 2 marks ii Comment on the trend of the quantity of Kenya's horticultural exportsbetweenJune 2008 and June 2009. 3 marks iii Using the data provided, draw a simple line graph to represent thequantity ofKenya's horticultural exports. 5 marks Use a vertical scale of 1 cm to represent 500 metric tonnes. Explain four difficulties that farmers in Kenya experience in marketinghorticulturalproduce. 8 marks9. A What is eco-tourism? 2marks b i Give four tourist attractions found at the coast of Kenya. 4 marks ii State five problems associated with tourism in Kenya."}
{"text": "Use it to answer question b .MonthQuantity metrictonnes Value Ksh inmillions June 200815,3003,480July15,6003,900August14,0004,000September14,9003,500October15,6004,000November14,7004,020December14,0004,000January 200915,9004,700February16,0004,100March17,5004,400April14,9003,700May15,1903,800June14,6003,600 i What was Kenya's total value of exports from horticulture between June 2008and June 2009? 2 marks ii Comment on the trend of the quantity of Kenya's horticultural exportsbetweenJune 2008 and June 2009. 3 marks iii Using the data provided, draw a simple line graph to represent thequantity ofKenya's horticultural exports. 5 marks Use a vertical scale of 1 cm to represent 500 metric tonnes. Explain four difficulties that farmers in Kenya experience in marketinghorticulturalproduce. 8 marks9. A What is eco-tourism? 2marks b i Give four tourist attractions found at the coast of Kenya. 4 marks ii State five problems associated with tourism in Kenya. 5 marks b State four ways in which game reserves are of benefit to the communitiesliving near them. For More Free KCSE past papers visit www.freekcsepastpapers.com121 4 marks d Explain the differences between tourism in Kenya and Switzerland. 10marks 10. A Differentiate between a rural settlement and an urban centre. 2 marks b Explain how the following physical factors influence human settlement: i relief 6 marks ii climate. 4 marks Explain the causes of the following problems in urban centres in Kenya: i traffic congestion 4 marks ii environmental degradation. 4marks d i Name two towns in Kenya that started as agricultural collectioncentres. 2 marks ii Give three social functions of Kisumu town. 3marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "For more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCIL,Kenya Certificate of Secondary Education311 1 HISTORY AND PapertGOVERNMENTNov. 2019 - 2 hoursName Index Number .. Candidate's Signature ... Instructions to candidates a Write your name and index number in the spaces provided above. 0 Sign and write the date of examination in the spaces provided above. 6c . This paper consists of three sections: A, B and C. a Answer all the questions in section A, three questions from section B and two questions fromsection 6. E Answers must be written in the space provided at the end of question 24. F . This paper consists of 20 printed pages. Do not remove any pages from this booklet h Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. Candidates should answer the questions in English. For Examiner's Use Only Section A TotalQuestion 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 sotee Marks Section B Section C Question 18 19 2021 Total Score 22 23 24 Total Score Grand Total Marks 2019 The Kenya National Examinations Councilait919345 Turn overSECTION A 25 marks Answer all the questions in this section inthe Space provided atthe end of question 24,1, Identify ewo theories which explain the origin of man, marks 2. State two ways in which the Agikuyu interacted with the Maasai during the pre-colonial period. 2 marks 3. Name the original homeland of the River-Lake Nilotes of Kenya, 1 mark 4. Identify the main economic activity of the Akamba during the pre-colonial period, 1 mark 5. Give one advantage of dual ct izenship to a Kenyan, 1 mark 6. State two ways in which national integration has promoted economic development in Kenya. 2 marks 7. Identify one minority group whose rights were protected by the Constitution of Kenya atindependence. 0 mark 8 Outline two advantages of indirect democracy as practised in Kenya, 2 marks 9."}
{"text": "State two ways in which national integration has promoted economic development in Kenya. 2 marks 7.Identify one minority group whose rights were protected by the Constitution of Kenya atindependence. 0 mark 8 Outline two advantages of indirect democracy as practised in Kenya, 2 marks 9.Give the type of human right which is violated ifa person is unlawfully detzined. 1 mark 10, State two demands of the African Elected Members Organization EMO presented to theColonial Secretary in 1957. 2 marks 11.Give the main contribution made by Tom Mboya which improved the welfare of workersduring the colonial period 1 mark 12, Outline two types of cases which are determined by the Kadhis courts in Kenya, 2 marks 13, Give two reasons that may lead tothe removal of a County Governor from office in Kenya. 2 marks Kenya Certificate of Secondary Education, 2019919345 SULTs18,16,73 entify one National Security organ of the Republic of Kenya 1 mark Give one classification of land ownership enshrined in the Constitution of Kenya. 1 mark State two roles played by Theatre in nation building. 2 marks Give the main reason why president Daniel Arap Moi banned ethnic organisations in 1979. 0 mark SECTION B 45 marks Answer any three questions from this section inthe space provided at the end of question 2418.1.20.2.919345 Outline three factors that enabled the early visitors to come to the East African Coastbefore 1500 AD. Marks Explain six effects ofthe Indian Ocean Trade on the East African Coastal inhabitantsbefore 1500 AD. 12 marks Give three reasons why the British used direct rule in Kenya. Marks Explain six results of collaboration between Lenana and the British 12 marks Outline three reasons why A ffican reserves were created in Kenya during the colonialperiod. Marks Explain stx ways in which the construction of the Uganda Railway promoted economicdevelopment in Kenya, 12 marks Identify three political organisations that Ronald Ngala worked with in his political career. Marks Discuss six contributions of Professor Wangari Maathai inthe polities of Kenya. 12 marks Kenya Certificate of Secondary Education, 20193m Turn over."}
{"text": "For more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.com."}
{"text": "BIOLOGYPAPER 11. Name two kidney diseases.2. A Write the dental formula of an adult human.3. Give three reasons for classifying organisms.4. State one use for each of the following apparatus in the study of living organisms. A Pooter b Pitfall trap5. The figure below illustrates a food web in a certain ecosystem. From the food web: a Draw the shortest food chain; b identify the organisms with the highest i Number of predators ii Biomass6. What is meant by the following terms? A Ecology b Carrying capacity7. The diagrams below show an experiment set up to investigate a certain process in aplant tissue. Explain the results obtained after 30 min.8. State three characteristics of the class crustacean. For More Free KCSE past papers visit www.freekcsepastpapers.com9. The diagrams below illustrate the organs of some flowering plants. State the classes of plants to which each belong. AB10. A give two differences in the products of anaerobic respiration between plants andanimals. B Name the site of anaerobic respiration in a cell.11. State two functions of the following parts of a light microscope. Fine adjustment knobStage12. The diagram below represents a certain organism. State the phylum and class of carbohydrates in the human body.14. The diagram below represents a certain plan. A What is the likely habitant of the plant? B Give two reasons for your answer in a above.15. Give reasons for carrying out the following procedures when preparing temporary wetmounts of plant tissues. A Making thin plant sections b Adding water on the plant section. For More Free KCSE past papers visit www.freekcsepastpapers.com16. A describe the condition known as varicose veins. B What is the role of blood platelets in the clotting process?17. The diagram represents part of the human digestive system. A Name the organs labeled L and M.LM b i Name the substance named in b i above.19. A Apart from the lungs, name two gaseous exchange surfaces in a frog. B Write an equation that summarizes the process of aerobic respiration.20.The number of stomata on the lower and upper surface of two leaves from plant Xand Y were counted under the field of view of a light microscope."}
{"text": "The diagram below represents a certain plan. A What is the likely habitant of the plant? B Give two reasons for your answer in a above.15. Give reasons for carrying out the following procedures when preparing temporary wetmounts of plant tissues. A Making thin plant sections b Adding water on the plant section. For More Free KCSE past papers visit www.freekcsepastpapers.com16. A describe the condition known as varicose veins. B What is the role of blood platelets in the clotting process?17. The diagram represents part of the human digestive system. A Name the organs labeled L and M.LM b i Name the substance named in b i above.19. A Apart from the lungs, name two gaseous exchange surfaces in a frog. B Write an equation that summarizes the process of aerobic respiration.20.The number of stomata on the lower and upper surface of two leaves from plant Xand Y were counted under the field of view of a light microscope. The results wereas shown in the table below. Number of stomataLeafUpper surfaceLower surfaceX423 a Which of the leaves would be expected to have a lower rate of transpiration? B Given a reason for your answer in a above21. A what is meant by convergent evolution? B State two limitations of fossils as an evidence of evolution.22. State the difference in content of oxygen and carbon IV oxide in the air that entersand leaves the human ling.23. The diagram below represents a transverse section of an ovary from a certain flower. A i name the structure labeled W ii name the type of plantation illustrated in this diagram. For More Free KCSE past papers visit www.freekcsepastpapers.com24. A Difference between the following terms: i dominant gene and recessive gene; ii continuous variation and discontinuous variation b What would be the expected results from a test cross?25. State one economic importance of each of the following plant excretory products. A Tannin b Quinine c Caffeine26. Name the gamete cells that are produced by the ovaries.27. The diagram below represents features of a joint mammal. A Name the part labeled A b State the function of the part labeled B28. A What is a tropic response?"}
{"text": "Name the gamete cells that are produced by the ovaries.27.The diagram below represents features of a joint mammal. A Name the part labeled A b State the function of the part labeled B28. A What is a tropic response? B State two ways by which auxins regulate growth in seedlings29.State four reasons why water is significant in seed germinationFor More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "SECTION I 50 marks Answer all the questions in this section. Wout ing scr eae mats abetsingiy 232 maaxsity expen oman Mapesa travelled by tran from Butere to Nairobi. The train eft Butere on a Sunday at 23 0 hours and tavelled for 7 hours 1 minutes to each Nakuru, After a 4S minutes stop in Noktru, the tain took hours 40 minutes o reach NairobiFind the time in the 12 hour clock system and the day Mapesa arrived in Nsiroi marks The figure below shows a net ofa solid. Below isa part ofthe sketch ofthe solid whose net is shown above. Complete the sketch ofthe soli, showing the hidden edges with broken ins. Marks 6 A fuel dealer makes profit of Ksh 20 for every 1 000 litres of petrol sold and Ksh 480 for every1000 litres of diesel sol In a certain month the dealer sold twice as much diesel as petrol, Ifthe total fuel sold that month was900 000 lites, find the dealer's profit for the month. G marks 7A liquid spray of mass 384 gis packed ina cylindrical container of internal radius 3.2 em,Given thatthe density ofthe liquid i 0.6 g em . Calculate to 2 decimal places the height ofthe liquid in the container Gmurks 8 Line BC below isa side of a triangle ABC and also aside of a parallelogram BCDE, B cUsing a ruler and a pair of compasses only, construct 9 the tingle ABC given that CABC- 120 and AB 6 em Uma Gi the paralfelogram BCDE whose area is equal to that ofthe triangle ABC and poist Eis on line AB. Gmarks 9A solid meal sphere of radius 4.2 cm was melted and the molten material used to make a cube,Find to 3 significant figures the length ofthe side ofthe cube."}
{"text": "Marks 6 A fuel dealer makes profit of Ksh 20 for every 1 000 litres of petrol sold and Ksh 480 for every1000 litres of diesel sol In a certain month the dealer sold twice as much diesel as petrol, Ifthe total fuel sold that month was900 000 lites, find the dealer's profit for the month. G marks 7A liquid spray of mass 384 gis packed ina cylindrical container of internal radius 3.2 em,Given thatthe density ofthe liquid i 0.6 g em . Calculate to 2 decimal places the height ofthe liquid in the container Gmurks 8 Line BC below isa side of a triangle ABC and also aside of a parallelogram BCDE, B cUsing a ruler and a pair of compasses only, construct 9 the tingle ABC given that CABC- 120 and AB 6 em Uma Gi the paralfelogram BCDE whose area is equal to that ofthe triangle ABC and poist Eis on line AB. Gmarks 9A solid meal sphere of radius 4.2 cm was melted and the molten material used to make a cube,Find to 3 significant figures the length ofthe side ofthe cube. Gmarks 10 An angle of 1.8 radians atthe centre ofa circle subtends an are of length 23.4 em. Find 2 the radius ofthe circle marks the area ofthe sector enclosed by the are and the radi marks MI Three vertices ofa rhombus ABCD are: A -4,-3 , B ,-1 and C3,4 . 2 Draw the rhombus onthe grid provided below. Marks Find the equation ofthe line AD in the form y msc, where m and e are constants. 2-marks nB 8tw Nand B naae angge t 2ro matrices wesochiherd 53 Janta 3 fGiven thatthe determinant of AB 4, find the value of k marks A rectangular and two circular cutouts of metal sheet of negligible thicknace are wood to make a closedcylinder. The rectangular cutout has a height of 18 cm, Each circular cut-out has a radius of 2 em,ylinder."}
{"text": "Marks Find the equation ofthe line AD in the form y msc, where m and e are constants. 2-marks nB 8tw Nand B naae angge t 2ro matrices wesochiherd 53 Janta 3 fGiven thatthe determinant of AB 4, find the value of k marks A rectangular and two circular cutouts of metal sheet of negligible thicknace are wood to make a closedcylinder. The rectangular cutout has a height of 18 cm, Each circular cut-out has a radius of 2 em,ylinder. GQ marks Given that log 4 0.6021 and log 6 0.7782, without using mathematical tables or a calculator,evaluate 10g 0.096. Marks The equation of line L, is 2y - 5xWithout drawing the Solve the equation20s 28 I for 0\" 0 360 , 4marks SECTION II 50 mars Answer any five questions inthis section. The ratio of Juma s and Akiny s eamings was :3. Juma's eamings rose to Ksh 8 400 after anincrease of 12 ,CCaleulate the percentage increase in Akinyi's earnings given thatthe sum of their new earningswas Ksh 14 100. Gmarks Juma and Akinyi contributed all the new earnings to buy maize at Ksh 17S per bag. The maize was then soldat Ksh I 762.50 per bag. The two shared all the money from the sles of the maize inthe ratio oftheir contributions. Calculate the amount that Akinyi got. Amari The figure below i a sketch of the curve whose equation is y x2 5,euts the line y 11 at points P and Q."}
{"text": "The maize was then soldat Ksh I 762.50 per bag. The two shared all the money from the sles of the maize inthe ratio oftheir contributions. Calculate the amount that Akinyi got. Amari The figure below i a sketch of the curve whose equation is y x2 5,euts the line y 11 at points P and Q. Find the area bounded by the curve y 1 .x and the line y 11 using the trapezium rule with5 strips 5 marks 6 Calculate the difference in the area ifthe mid-ordinate rule with S ordinates was usd instead ofthetrapezium male Smarks 19 Inthe figure below AB p, AD q, DE AB and BC 3 BD, a Find in terms of p and q the vectors: Bo, mak mark 1 mak Gu Ac. 2k Given that AC ACE, where is scala, nd i the valu of mars the aio in which C divides AE ak 20. The diagram below represents wo vertical watch-owers AB and CD on level ground. P and Q aretwo points ona straight road BD. The height ofthe tower AB is 20m and road BD is 200 m. En2 2 Acar moves from B towards D. At point P, the angle of depression of the car from point Ais 11.3 Calculate the distance BP t 4 significant figures. 2 marks Ifthe car takes seconds to move from Pto Q at an average speed of 36 kr, ealeulate the angle of depression of Q trom A to 2 decimal paces."}
{"text": "En2 2 Acar moves from B towards D. At point P, the angle of depression of the car from point Ais 11.3 Calculate the distance BP t 4 significant figures. 2 marks Ifthe car takes seconds to move from Pto Q at an average speed of 36 kr, ealeulate the angle of depression of Q trom A to 2 decimal paces. Marks Given that QC 0.9 m, calculate: the height Of CD in metres to 2 decimal places; marks Gi the angle of elevation of A from C to the nearest degre, marks: The diagram below shows a tiangle ABC with A 3,4 , B 1,3 and C 2.1 ingram 2 Draw AA'BIC the image of AABC under a rotation of 90 about 0.0 2 marks Draw AA\"B'C the image of AA'BIC' under a reflection inthe line y x 2 marks Draw AA\"B\"C , the image of AA\"BYC\" under a rotation of -90 about 0,0 . 2 marks Describe a single transformation hat maps AABC onto AA\"B C , 2 marks Write down the equations ofthe lines of symmetry ofthe quadrilateral BB\"A' 2 marks The diagram below represents a conical vessel which stands vertically, The vessel contains water depth of 30cm. The radius ofthe water surface in the vessel is 21cm. Take R Calculate the volume of the water in the vest! In em? Nats Pema pee omy eine bee evan esCain afte ne wer sari ite emerGo Bevan othe mele ne mae i tenn te ie oma A group of people planned to contribute equally towards a water project which needed Ki 2 000 000tocomplete: However, 40 members of the proup withdrew from the projec As result, each ofthe remaining members were fo contribute Ksh 2 500 more. Find the original numberof members in the group. Smarks Forty five percent of the value of the project was funded by Constituency Development Fund CDF ."}
{"text": "Take R Calculate the volume of the water in the vest!in em? Nats Pema pee omy eine bee evan esCain afte ne wer sari ite emerGo Bevan othe mele ne mae i tenn te ie oma A group of people planned to contribute equally towards a water project which needed Ki 2 000 000tocomplete: However, 40 members of the proup withdrew from the projec As result, each ofthe remaining members were fo contribute Ksh 2 500 more. Find the original numberof members in the group. Smarks Forty five percent of the value of the project was funded by Constituency Development Fund CDF .Caleulate the amount of contribution that would be made by each of the remainingmembers ofthe group.marks Members contributions were in terms of labour proved and money contributed If the ratio of thevalue of labour tothe money contributed was 6:19, calculate he total amoust of money contributedby the members. Matks The distance s metres ftom a fixed point O, covered by a particle after f seconds is given by the equation;sap 68 9045, Calculate the gradient tothe curve at 05 seconds marks Determine the values of sat the maximum and minimum turning points ofthe curve, 4 marks Onthie space provided, sketch the curve of s 2 6 9r 5 Geass."}
{"text": "For more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.com."}
{"text": "K.C.S.E YEAR 2010PAPER 11. State the name give to the study of:a The cell 1 mark b Micro--organism. 1mark 2. The diagram below shows a transverse section of a plant organ.a Name the plant organ from which the section was obtained. 1 mark b i name the class to which the plant organ was obtained 1 mark ii Give a reason for your answer in b i above 1 mark c Name the part labeled X. 1mark 3. State the function of:a Ribosomes 1 mark b Lysosomes 1 marks 4. The diagram below shows a specialized plant cell.a i Name the cell 1mark ii Name the parts labeled D and E. 2 marks b state the function of the part labeled C. 1 mark 5. State three ways in which a respiratory surface is adapted to its function. 3 marks 6. State one function for each of the following:a Cerebellum 1mark b Medulla oblongata 1 mark 7. Distinguish between haemolysis and plasmolysis. 2 marks 8. State three external differences between chilopoda and diplopoda. 3 marks 9. State two ways in which chiroplasts are adapted to their functuions. 2 marks 10.State two advantages of hybrid vigour. 2 marks 11.The diagram below shows a transverse section of leaf. For More Free KCSE past papers visit www.freekcsepastpapers.coma Name the habitat of the plant from which the leaf was obtained. 1 mark b Give one reason for your answer in a above. 2 marks 12.The diagram below illustrates the structure of bread mould.a Name the part labeled J 1 mark b State the function of the structure labeled K 2 marks 13.What is meant by the following term?a Habitat; 1mark b Ecosystem 1 mark 14.Explain why is not advisable to be in a poorly ventilated room with a burningcharcoal. 3 marks 15.A potted plant was kept in the dark for 48 hours."}
{"text": "NameIndex Num ber233 2 Candidate s SignatureCHEMISTRYPaper 2 Date..............................Nov. 20162 hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationCHEMISTRY Paper 2 THEORY 2 hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date o f examination in the spaces provided above. C Answ er all the questions in the spaces provided. D K N EC m athematical tables and silent non-programmable electronic calculators may be used. E All working must be clearly shown where necessaty. F This paper consists of 12 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner s Use OnlyQuestionMaximumScoreCandidate sScore711Total Score80Q1 f.S C A 2016 The Kenya National Examinations Councilfor free past papers visit: www.freekcsepastpapers.comUse the information in the table below to answer the questions that follow. The letters do not represent the actual symbols of the elements. ElementAtomic numberMelting point CR1197.8S12650.0T1544.0U17-102V18-189W1964.0 a Give a reason why the melting point of: i S is higher than that of R. 2 marks ii V is lower than that of U. 2 marks b How does the reactivity of W with chlorine compare with that of R with chlorine? 2 marks c Write an equation for the reaction between T and excess oxygen. 1 mark for free past papers visit: www.freekcsepastpapers.com3 d When 1.15 g of R was reacted with water 600 cm3 of gas was produced. Determine therelative atomic mass of R. Molar gas volume 24000 cm3 3 marks e Give one use of element V. 1 mark 2. A Describe the process by which nitrogen is obtained from air on a large scale."}
{"text": "Determine therelative atomic mass of R. Molar gas volume 24000 cm3 3 marks e Give one use of element V. 1 mark 2. A Describe the process by which nitrogen is obtained from air on a large scale. 4 marks b Study the flow chart below and answer the questions that follow. Kenya Certificate of Secondary Education, 2016 ou n i ??? ? Turn overfor free past papers visit: www.freekcsepastpapers.com4 i Identify gas J. 1 mark ii Using oxidation numbers show that ammonia is the reducing agent in step VI 2 marks iii Write the equation for the reaction that occurs in step V . 1 mark iv Give two uses of ammonia nitrate. 2 marks c The table below shows the observation made when aqueous ammonia was added to cation of elements E, F and G until in excess. Cation ofAddition of a few drops of aqueous ammoniaAddition of excess aqueous ammoniaEWhite precipitateInsolubleFNo precipitateNo precipitateGWhite precipitateDissolves i Select the cation that is likely to be Zn2 . 1 mark ii Given that the formula of the cation of element E is E2 write the ionic equation for the reaction between E2 aq and aqueous ammonia. 1 mark Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com53. A Methanol is manufactured from carbon IV oxide and hydrogen gas according to theequation. C0:,g, 3H2 g CH OH . H70 ..3 g 2 g The reaction is carried out in the presence of a chromium catalyst at 700K and 300k pa. Under these conditions, equilibrium is reached when 2 of the carbon IV oxide is converted to methanol. I How does the rate of the forward reaction compare with that of the reversereaction when 2 of the carbon IV oxide is converted to methanol?"}
{"text": "A Methanol is manufactured from carbon IV oxide and hydrogen gas according to theequation. C0:,g, 3H2 g CH OH . H70 ..3 g 2 g The reaction is carried out in the presence of a chromium catalyst at 700K and 300k pa. Under these conditions, equilibrium is reached when 2 of the carbon IV oxide is converted to methanol. I How does the rate of the forward reaction compare with that of the reversereaction when 2 of the carbon IV oxide is converted to methanol? 1 mark ii Explain how each of the following would affect the yield of methanol:I reduction in pressure 2 marks II using more efficient catalyst 2 marks iii If the reaction is carried out at 500k and 300k pa, the percentage of carbon IV oxide converted to methanol is higher than 2 .I What is the sign of AH for the reaction? Give a reason 2 marks q i fis ruKenya Certificate of Secondary Education, 2016 233 2Turn overfor free past papers visit: www.freekcsepastpapers.com6II Explain why in practice the reaction is carried out at 700K but not at 500K 2 marks b Hydrogen peroxide decomposes according to the following equation:2H20 2 aq 2H20 I 0 2 g In an experiment the rate of decomposition of hydrogen peroxide was found to be 6.0 X 10 8 moldm 3S 1 i Calculate the number of moles per dm3 of hydrogen peroxide that hasdecomposed within the first 2 minutes. 2 marks ii In another experiment, the rate of decomposition was found to be1.8 X 10 7moldm 3S H. The difference in the two rates could have been caused by addition of a catalyst. State giving reason, one other factor that may have caused the difference in the two rates of decomposition. 2 marks Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com74."}
{"text": "The difference in the two rates could have been caused by addition of a catalyst. State giving reason, one other factor that may have caused the difference in the two rates of decomposition. 2 marks Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com74. A b f t l C A 1The set up below can be used to produce sodium hydroxide by electrolysing brine. Y Hydrogen 1 mark ii Describe how aqueous sodium hydroxide is formed in the above set-up. 2 marks iii One of the uses of sodium hydroxide is in the manufacture of soaps. State oneother use of sodium hydroxide. 1 mark Study the information given below and answer the questions that followHalf reactionsElectrode potential E QVD 2 aq 2e D -0.13E aq e 0.80F a q e 0.68G aq 2e-2.87H aq 2e s 0.34J a q e J n s -2.71Kenya Certificate of Secondary Education, 2016mn Turn overfor free past papers visit: www.freekcsepastpapers.com8 i Construct an electrochemical cell that will produce the largest e.m.f. 3 marks ii Calculate the e.m.f. Of the cell constructed in i above. 2 marks iii Why is it not advisable to store a solution containing E ions in a container made of H? 2 marks 5. The diagram below represents a set up of an electrolytic cell that can be used in the production of aluminium. MoltenaluminiumMoltenaluminium oxide and cryoliteKottxm 'ortifirnip nf Secondary Education. 2016for free past papers visit: www.freekcsepastpapers.com9 a On the diagram, label the anode. 1 mark b Write the equation for the reaction at the anode. 1 mark c Give a reason why the electrolyte process is not carried out below 950 C. 1 mark d Give a reason why the production of aluminium is not carried out using reductionprocess."}
{"text": "1 mark b Write the equation for the reaction at the anode. 1 mark c Give a reason why the electrolyte process is not carried out below 950 C. 1 mark d Give a reason why the production of aluminium is not carried out using reductionprocess. 1 mark e Give two reasons why only the aluminium ions are discharged. 2 marks f State two properties of duralumin that makes it suitable for use in aircraft industry. 2 marks g Name two environmental effects caused by extraction of aluminium. 2 marks 916504Kenya Certificate of Secondary Education, 2016233 2Turn overfor free past papers visit: www.freekcsepastpapers.com1 06. A Draw the structural formula for all the isomers of C2H3C13. 2 marks b Describe two chemical tests that can be used to distinguish between ethene and ethane. 4 marks c The following scheme represents various reactions starting with propan-l-ol. Use it to answer the questions that follow.carbonate i Name one substance that can be used in Step I. 1 mark ii Give the general formula of X. 1 mark Coriifirntp nf Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com1 1 iii Write the equation for the reaction in Step IV. 1 mark iv Calculate the mass of propan-l-ol which when burnt completely in air at room temperature and pressure would produce 18dm3 of gas. C 12.0, O 16.0,H 1.0; molar gas volume 24dm3 3 marks 7. A Write an equation to show the effects of heat on the nitrates of:lil Potassium 1 mark ii Silver 1 mark b The table below gives information about elements A1?"}
{"text": "1 mark iv Calculate the mass of propan-l-ol which when burnt completely in air at room temperature and pressure would produce 18dm3 of gas. C 12.0, O 16.0,H 1.0; molar gas volume 24dm3 3 marks 7. A Write an equation to show the effects of heat on the nitrates of:lil Potassium 1 mark ii Silver 1 mark b The table below gives information about elements A1?A2, A3 and A4. ElementsAtomicNumberAtomic radius nm Atomic radius nm A130.1340.074A250.0900.012A3130.1430.050A4170.0990.181Q16S04Kenya Certificate of Secondary Education, 2016 233 2Turn overfor free past papers visit: www.freekcsepastpapers.com1 2 i In which period of the periodic table is element A2?Give a reason. 2 marks ii Explain why the atomic radius of:I A1 is greater than that of A2 2 marks II A1 is smaller than its ionic radius. 2 marks iii Select the element which is in the same group as A3. 1 mark iv Using Dots . And crosses x to represent outermost electrons, draw a diagram toshow the bonding in the compound formed when A1 reacts with A4. 2 marks THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com."}
{"text": "For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resaleFor More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resaleFor More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resaleFor More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale."}
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{"text": "K.C.S.E CHEMISTRY PAPER 2 20121. A Draw the structural formula for all the isomers of C2H3CL3 2marks b Describe two chemical tests that can be used to distinguish betweenethane and ethane. 4marks c The following scheme represents various reactions starting withpropan-i- ol. Use it to answer the questions that follow.i Name one substance that can be used in step I. 1mark ii Give the general formula of X. 1 mark iii Write the equation for the reaction in step IV. 1mark iv Calculate the mass of propan-I-ol which when burnt completely in airatroom temperature and pressure would produce 18dm3 of gas. C For More Free KCSE past papers visit www.freekcsepastpapers.com12.0;O 16.0; H 1.0; Molar gas volume 24dm3 3marks 2.The grid below is part of the periodic table. Use it to answer thequestions that follow. The letters are not the actual symbols of theelements. A Which is the most reactive non-metallic element shown in thetable? Explain. 2marks b i Write the formula of the compound formed when element Areactswith element B. 1mark ii Name the bond type in the compound formed in b i above. 1mark c i What is the name given to the group of elements where C, G andHbelong? 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comii Write an equation for the reaction that occurs when C in gaseousform is passed through a solution containing ions of element H. 2marks d The melting points of elements F and G are 1410oC and -101oCrespectively. In terms of structure and bonding, explain why there is alarge difference in the melting points of F and G. 2marks e D forms two oxides. Write the formula of each of the twooxides. 1mark f J is an element that belongs to the 3rd period of the periodic table andamember of the alkaline earth elements. Show the position of J in thegrid. 1mark 3.In the laboratory, small quantities of nitric V acid can be generatedusing the following set up."}
{"text": "In terms of structure and bonding, explain why there is alarge difference in the melting points of F and G. 2marks e D forms two oxides. Write the formula of each of the twooxides. 1mark f J is an element that belongs to the 3rd period of the periodic table andamember of the alkaline earth elements. Show the position of J in thegrid. 1mark 3.In the laboratory, small quantities of nitric V acid can be generatedusing the following set up. Study it and answer the questions thatfollow.a i Give the name of substance R. 1mark ii Name one other substance that can be used in place of sodiumnitrate. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comiii What is the purpose of using tap water in the set up above? 1mark b Explain the following;i It is not advisable to use a stopper made of rubber in the set-up 1mark ii the reaction between copper metal with 50 nitric V acid in anopen test-tube produces brown fumes. 1mark c i Nitrogen is one of the reactants used in the production ofammonia,name two sources of the other reactant. 2marks ii A factory uses nitric V acid and ammonia gas in the preparationof a fertilizer. If the daily production of the fertilizer is 4800kg;calculate the mass of ammonia gas used in kg."}
{"text": "Show the position of J in thegrid. 1mark 3.In the laboratory, small quantities of nitric V acid can be generatedusing the following set up. Study it and answer the questions thatfollow.a i Give the name of substance R. 1mark ii Name one other substance that can be used in place of sodiumnitrate. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comiii What is the purpose of using tap water in the set up above? 1mark b Explain the following;i It is not advisable to use a stopper made of rubber in the set-up 1mark ii the reaction between copper metal with 50 nitric V acid in anopen test-tube produces brown fumes. 1mark c i Nitrogen is one of the reactants used in the production ofammonia,name two sources of the other reactant. 2marks ii A factory uses nitric V acid and ammonia gas in the preparationof a fertilizer. If the daily production of the fertilizer is 4800kg;calculate the mass of ammonia gas used in kg. N 14.0; O 16.0;H 1.0 3marks iii State two other uses of nitric V acid other than the productionoffertilizers. 2marks 4.The factors which affect the rate of reaction between lead carbonateand dilute nitric V acid were investigated by carrying out threeexperiments;ExperimentnumberLeadcarbonateConcentration ofnitric V acid1Lumps4M2Powdered4M3Lumps2Ma Other than concentration , name the factor that was investigatedinthe experiments. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comb For each experiment, the same volume of acid excess and massoflead carbonate were used and the volume of gas liberatedmeasuredwith time.i Draw a set up that can be used to investigate the rate of reactionforone of the experiments. 3marks ii On the grid provided, sketch the curves obtained when thevolume of gas produced was plotted against time for each of the threeexperiments and label each as 1, 2 or 3. 4marks iii Write an equation for the reaction that took place. 1mark c If the experiments were carried out using dilute hydrochloric acidin place of dilute nitric V acid, the reaction would start, slowdown and eventually stop."}
{"text": "Study it and answer the questions thatfollow.a i Give the name of substance R. 1mark ii Name one other substance that can be used in place of sodiumnitrate. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comiii What is the purpose of using tap water in the set up above? 1mark b Explain the following;i It is not advisable to use a stopper made of rubber in the set-up 1mark ii the reaction between copper metal with 50 nitric V acid in anopen test-tube produces brown fumes. 1mark c i Nitrogen is one of the reactants used in the production ofammonia,name two sources of the other reactant. 2marks ii A factory uses nitric V acid and ammonia gas in the preparationof a fertilizer. If the daily production of the fertilizer is 4800kg;calculate the mass of ammonia gas used in kg. N 14.0; O 16.0;H 1.0 3marks iii State two other uses of nitric V acid other than the productionoffertilizers. 2marks 4.The factors which affect the rate of reaction between lead carbonateand dilute nitric V acid were investigated by carrying out threeexperiments;ExperimentnumberLeadcarbonateConcentration ofnitric V acid1Lumps4M2Powdered4M3Lumps2Ma Other than concentration , name the factor that was investigatedinthe experiments. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comb For each experiment, the same volume of acid excess and massoflead carbonate were used and the volume of gas liberatedmeasuredwith time.i Draw a set up that can be used to investigate the rate of reactionforone of the experiments. 3marks ii On the grid provided, sketch the curves obtained when thevolume of gas produced was plotted against time for each of the threeexperiments and label each as 1, 2 or 3. 4marks iii Write an equation for the reaction that took place. 1mark c If the experiments were carried out using dilute hydrochloric acidin place of dilute nitric V acid, the reaction would start, slowdown and eventually stop. Explain these observations. 2marks d A solution of bromine gas in water is an example of a chemicalreaction in a state of balance."}
{"text": "If the daily production of the fertilizer is 4800kg;calculate the mass of ammonia gas used in kg. N 14.0; O 16.0;H 1.0 3marks iii State two other uses of nitric V acid other than the productionoffertilizers. 2marks 4.The factors which affect the rate of reaction between lead carbonateand dilute nitric V acid were investigated by carrying out threeexperiments;ExperimentnumberLeadcarbonateConcentration ofnitric V acid1Lumps4M2Powdered4M3Lumps2Ma Other than concentration , name the factor that was investigatedinthe experiments. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comb For each experiment, the same volume of acid excess and massoflead carbonate were used and the volume of gas liberatedmeasuredwith time.i Draw a set up that can be used to investigate the rate of reactionforone of the experiments. 3marks ii On the grid provided, sketch the curves obtained when thevolume of gas produced was plotted against time for each of the threeexperiments and label each as 1, 2 or 3. 4marks iii Write an equation for the reaction that took place. 1mark c If the experiments were carried out using dilute hydrochloric acidin place of dilute nitric V acid, the reaction would start, slowdown and eventually stop. Explain these observations. 2marks d A solution of bromine gas in water is an example of a chemicalreaction in a state of balance. The reaction involved isrepresentedby the equation below.volume ofgas cm3 Time seconds For More Free KCSE past papers visit www.freekcsepastpapers.comBr2 g H2O L 2H aq Br - aq OB- aq Yellow orangeColourlessState and explain the observation made when hydrochloric acidisadded to the mixture at equilibrium. 2marks 5. A The set up below was used to investigate the products formed atelectrodes during electrolysis of aqueous magnesium sulphate usinginertelectrodes. Use it to answer the questions that follow.i During the electrolysis, hydrogen gas was formed at electrode Y.identifythe anode."}
{"text": "The reaction involved isrepresentedby the equation below.volume ofgas cm3 Time seconds For More Free KCSE past papers visit www.freekcsepastpapers.comBr2 g H2O L 2H aq Br - aq OB- aq Yellow orangeColourlessState and explain the observation made when hydrochloric acidisadded to the mixture at equilibrium. 2marks 5. A The set up below was used to investigate the products formed atelectrodes during electrolysis of aqueous magnesium sulphate usinginertelectrodes. Use it to answer the questions that follow.i During the electrolysis, hydrogen gas was formed at electrode Y.identifythe anode. Give a reason for your answer. 2marks ii Write the equation for the reaction with takes place at electrode X. 1mark iii Why is the concentration of magnesium sulphate expected to increaseduring electrolysis? 2marks iv What will be observed if red and blue litmus papers were dipped intothesolution after electrolysis? 2marks b During electrolysis of magnesium sulphate, a current of 0.3A waspassedfor 30 minutes. Calculate the volume of gas produced at theanode. For More Free KCSE past papers visit www.freekcsepastpapers.com Molar gas volume 24dm3; 1 Faraday 96,500C. . 3marks c State two applications of electrolysis. 1mark 6.The flow chart below shows a sequence of reactions involving amixtureof two salts, mixture M. Study it and answer the questions thatfollow.a Write the formula of the following;i anion in solid Q 1mark ii the two salts present in mixture M. 2marks b Write an ionic equation for the reaction in step VI 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comc State and explain the observations made in step V . 3marks d i Starting with Lead II oxide, describe how a pure solid sample of leadsulphate can be prepared in the laboratory. 2marks ii How can one determine whether the lead sulphate prepared is pure? 2marks 7."}
{"text": "Give a reason for your answer. 2marks ii Write the equation for the reaction with takes place at electrode X. 1mark iii Why is the concentration of magnesium sulphate expected to increaseduring electrolysis? 2marks iv What will be observed if red and blue litmus papers were dipped intothesolution after electrolysis? 2marks b During electrolysis of magnesium sulphate, a current of 0.3A waspassedfor 30 minutes. Calculate the volume of gas produced at theanode. For More Free KCSE past papers visit www.freekcsepastpapers.com Molar gas volume 24dm3; 1 Faraday 96,500C. . 3marks c State two applications of electrolysis. 1mark 6.The flow chart below shows a sequence of reactions involving amixtureof two salts, mixture M.Study it and answer the questions thatfollow.a Write the formula of the following;i anion in solid Q 1mark ii the two salts present in mixture M. 2marks b Write an ionic equation for the reaction in step VI 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comc State and explain the observations made in step V . 3marks d i Starting with Lead II oxide, describe how a pure solid sample of leadsulphate can be prepared in the laboratory. 2marks ii How can one determine whether the lead sulphate prepared is pure? 2marks 7.a The diagram below is part of set up used to prepare and collect drychlorine gas.i Complete the diagram to show how a dry sample of chlorine gas canbecollected. 3marks ii Name another substance and condition that can be used instead ofmanganese VI oxide. 1mark iii Write an equation for each of the following;I.chlorine gas reacting with iron 1 mark II.chlorine gas reacting with hot concentrated sodium hydroxidesolution. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "233.3MATHEMATICS 121 AND 122 3.3.1 Mathematics Alt. A Paper 1 121 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com24For More Free KCSE Past papers Visit www.freekcsepastpapers.com25For More Free KCSE Past papers Visit www.freekcsepastpapers.com26For More Free KCSE Past papers Visit www.freekcsepastpapers.com27For More Free KCSE Past papers Visit www.freekcsepastpapers.com28For More Free KCSE Past papers Visit www.freekcsepastpapers.com293.3.2 Mathematics Alt. A Paper 2 121 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com30For More Free KCSE Past papers Visit www.freekcsepastpapers.com31For More Free KCSE Past papers Visit www.freekcsepastpapers.com32For More Free KCSE Past papers Visit www.freekcsepastpapers.com33For More Free KCSE Past papers Visit www.freekcsepastpapers.com34For More Free KCSE Past papers Visit www.freekcsepastpapers.com35For More Free KCSE Past papers Visit www.freekcsepastpapers.com36For More Free KCSE Past papers Visit www.freekcsepastpapers.com373.3.3 Mathematics Alt. B Paper 1 122 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com38For More Free KCSE Past papers Visit www.freekcsepastpapers.com39For More Free KCSE Past papers Visit www.freekcsepastpapers.com40For More Free KCSE Past papers Visit www.freekcsepastpapers.com41For More Free KCSE Past papers Visit www.freekcsepastpapers.com42For More Free KCSE Past papers Visit www.freekcsepastpapers.com43For More Free KCSE Past papers Visit www.freekcsepastpapers.com443.3.4 Mathematics Alt."}
{"text": "233.3MATHEMATICS 121 AND 122 3.3.1 Mathematics Alt. A Paper 1 121 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com24For More Free KCSE Past papers Visit www.freekcsepastpapers.com25For More Free KCSE Past papers Visit www.freekcsepastpapers.com26For More Free KCSE Past papers Visit www.freekcsepastpapers.com27For More Free KCSE Past papers Visit www.freekcsepastpapers.com28For More Free KCSE Past papers Visit www.freekcsepastpapers.com293.3.2 Mathematics Alt. A Paper 2 121 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com30For More Free KCSE Past papers Visit www.freekcsepastpapers.com31For More Free KCSE Past papers Visit www.freekcsepastpapers.com32For More Free KCSE Past papers Visit www.freekcsepastpapers.com33For More Free KCSE Past papers Visit www.freekcsepastpapers.com34For More Free KCSE Past papers Visit www.freekcsepastpapers.com35For More Free KCSE Past papers Visit www.freekcsepastpapers.com36For More Free KCSE Past papers Visit www.freekcsepastpapers.com373.3.3 Mathematics Alt. B Paper 1 122 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com38For More Free KCSE Past papers Visit www.freekcsepastpapers.com39For More Free KCSE Past papers Visit www.freekcsepastpapers.com40For More Free KCSE Past papers Visit www.freekcsepastpapers.com41For More Free KCSE Past papers Visit www.freekcsepastpapers.com42For More Free KCSE Past papers Visit www.freekcsepastpapers.com43For More Free KCSE Past papers Visit www.freekcsepastpapers.com443.3.4 Mathematics Alt. B Paper 2 122 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com45For More Free KCSE Past papers Visit www.freekcsepastpapers.com46For More Free KCSE Past papers Visit www.freekcsepastpapers.com47For More Free KCSE Past papers Visit www.freekcsepastpapers.com48For More Free KCSE Past papers Visit www.freekcsepastpapers.com49For More Free KCSE Past papers Visit www.freekcsepastpapers.com50For More Free KCSE Past papers Visit www.freekcsepastpapers.com51For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "K.C.S.E 2012 QUESTIONSBUSINESS STUDIES PAPER 11.Outline four circumstances under which cash with order may be used. 4 marks 2State four benefits that a farmer may derive from being a member of a ProducerCo-operative Society. 4 marks 3Highlight three benefits of globalization to a business enterprise. 3 marks 4Highlight four ways in which consumers may protect themselves against exploitation bytraders. 4 marks 5Outline one circumstance under which each of the following telecommunication servicesmay be used: 3 marks i Paging ii Facsimile fax iii Radio call6 The following information was extracted from the books of Marigi Traders on 30th June2009.ItemShs. Purchases720,000Opening stock165,000Closing stock?Sales980,600Margin20 Prepare the Trading Account of Marigi Traders for the year ended 30th June 2009. 5marks 7Outline four tools of monetary policy that a government may use to reduce excess moneyincirculation. 4 marks 8Outline one circumstance under which each of the following types of inflation mayoccur: 4 marks i Creeping inflationFor More Free KCSE past papers visit www.freekcsepastpapers.com ii Hyperinflation9 State four forms of economic integration that may exist between countries. 4 marks 10Highlight four problems of development planning that a country may experience. 4marks 11Nyaboke operates a shop in a farming area."}
{"text": "K.C.S.E 2012 QUESTIONSBUSINESS STUDIES PAPER 11.Outline four circumstances under which cash with order may be used. 4 marks 2State four benefits that a farmer may derive from being a member of a ProducerCo-operative Society. 4 marks 3Highlight three benefits of globalization to a business enterprise. 3 marks 4Highlight four ways in which consumers may protect themselves against exploitation bytraders. 4 marks 5Outline one circumstance under which each of the following telecommunication servicesmay be used: 3 marks i Paging ii Facsimile fax iii Radio call6 The following information was extracted from the books of Marigi Traders on 30th June2009.ItemShs. Purchases720,000Opening stock165,000Closing stock?Sales980,600Margin20 Prepare the Trading Account of Marigi Traders for the year ended 30th June 2009. 5marks 7Outline four tools of monetary policy that a government may use to reduce excess moneyincirculation. 4 marks 8Outline one circumstance under which each of the following types of inflation mayoccur: 4 marks i Creeping inflationFor More Free KCSE past papers visit www.freekcsepastpapers.com ii Hyperinflation9 State four forms of economic integration that may exist between countries. 4 marks 10Highlight four problems of development planning that a country may experience. 4marks 11Nyaboke operates a shop in a farming area. State four ways in which the farmingcommunitycan benefit from the business activity. 4 marks 12Outline four features of indirect production. 4 marks 13State four factors that may lead to the success of a business. 4 marks 14State four ways in which a good filing system may facilitate the operations in anoffice. 4 marks 15Highlight four benefits that a country gets by encouraging trade among her citizens 4 marks 16Outline four challenges that may be encountered when measuring national income usingtheoutput approach. 4 marks 17Highlight four measures that a government may take to reduce the mortality rate in acountry. 4 marks 18The following balances were extracted from the books of Highlife General Stores on 31slDecember 2008:ItemShs. Land and buildings650,000Stock470,000Bank overdraft80,000Debtors350,00010 year Bank Loan500,000Creditors220,000Cash50,000Motor Van150,000Capital?For More Free KCSE past papers visit www.freekcsepastpapers.comPrepare the balance sheet of Highlife General Stores as at 31st December, 2008."}
{"text": "5marks 7Outline four tools of monetary policy that a government may use to reduce excess moneyincirculation. 4 marks 8Outline one circumstance under which each of the following types of inflation mayoccur: 4 marks i Creeping inflationFor More Free KCSE past papers visit www.freekcsepastpapers.com ii Hyperinflation9 State four forms of economic integration that may exist between countries. 4 marks 10Highlight four problems of development planning that a country may experience. 4marks 11Nyaboke operates a shop in a farming area. State four ways in which the farmingcommunitycan benefit from the business activity. 4 marks 12Outline four features of indirect production. 4 marks 13State four factors that may lead to the success of a business. 4 marks 14State four ways in which a good filing system may facilitate the operations in anoffice. 4 marks 15Highlight four benefits that a country gets by encouraging trade among her citizens 4 marks 16Outline four challenges that may be encountered when measuring national income usingtheoutput approach. 4 marks 17Highlight four measures that a government may take to reduce the mortality rate in acountry. 4 marks 18The following balances were extracted from the books of Highlife General Stores on 31slDecember 2008:ItemShs. Land and buildings650,000Stock470,000Bank overdraft80,000Debtors350,00010 year Bank Loan500,000Creditors220,000Cash50,000Motor Van150,000Capital?For More Free KCSE past papers visit www.freekcsepastpapers.comPrepare the balance sheet of Highlife General Stores as at 31st December, 2008. 5marks 19. Given the statements in the table below, indicate the type of entry to be made in therelevant ledger accounts: 4 marks StatementType of Entry i An increase in revenue ii A decrease in an asset iii An increase in an expense iv A decrease in liability20In the spaces provided in the table below, name the document Jambi Ltd.would issueunder the circumstances described: 4marks CircumstanceDocument to issue i Jambii Ltd sold goods worth Sh."}
{"text": "State four ways in which the farmingcommunitycan benefit from the business activity. 4 marks 12Outline four features of indirect production. 4 marks 13State four factors that may lead to the success of a business. 4 marks 14State four ways in which a good filing system may facilitate the operations in anoffice. 4 marks 15Highlight four benefits that a country gets by encouraging trade among her citizens 4 marks 16Outline four challenges that may be encountered when measuring national income usingtheoutput approach. 4 marks 17Highlight four measures that a government may take to reduce the mortality rate in acountry. 4 marks 18The following balances were extracted from the books of Highlife General Stores on 31slDecember 2008:ItemShs. Land and buildings650,000Stock470,000Bank overdraft80,000Debtors350,00010 year Bank Loan500,000Creditors220,000Cash50,000Motor Van150,000Capital?For More Free KCSE past papers visit www.freekcsepastpapers.comPrepare the balance sheet of Highlife General Stores as at 31st December, 2008. 5marks 19.Given the statements in the table below, indicate the type of entry to be made in therelevant ledger accounts: 4 marks StatementType of Entry i An increase in revenue ii A decrease in an asset iii An increase in an expense iv A decrease in liability20In the spaces provided in the table below, name the document Jambi Ltd.would issueunder the circumstances described: 4marks CircumstanceDocument to issue i Jambii Ltd sold goods worth Sh.54,000on credit to Jamilar Traders. Ii Osuri Enterprises which had bought goods worth Sh 27,000 was erroneously charged foronly Shs 25,000. Iii Guru Traders paid Shs 33,900 bycheque to Jambi Ltd.for goods which hadbeen supplied. Iv Goods sold to Jamilar Traders had beenFor More Free KCSE past papers visit www.freekcsepastpapers.com."}
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{"text": "HISTORY AND GOVERNMENT PAPER 1 2012SECTION A 25 marks Answer ALL the questions in this section.1Give two limitations of using anthropology as a source of information on History andGovernment. 2marks 2Identify one community in Kenya which belongs to the Southern Cushitic group. 1 mark 3Name two Bantu groups in Kenya which settled in Mount Elgon area before migratingto their present homeland. 2marks 4State two religious functions performed by Oloibon of the Maasai during the precolonialperiod. 2marks 5Give two factors that enabled the early visitors to come to the Kenyan coast by 1500A.D. 2 marks 6Name one Arab family which ruled the Kenyan coast on behalf of Oman. 1mark 7Name the African community that organized long distance trade in Kenya during thecolonial period. 1 mark 8Give the main reason why a Kenyan citizen should obey the law. 1mark 9Give two ways in which education has promoted national unity in Kenya. 2marks 10State two advantages of representative democracy. 2marks 11Give the main reason why the colonial government created African reserves in Kenya. 1 mark 12What was the main reason for the formation of Kenya African Democratic Union in1960? 1 mark For More Free KCSE past papers visit www.freekcsepastpapers.com13Name the administrative head of the Kenyan Parliament. 1mark 14State the main function of the prisons department in Kenya. 1 mark 15Give the main reason why the Government of Kenya introduced Free PrimaryEducationin 2003. 1mark 16State two ways in which the Government of Kenya ensures effective utilization ofpublicfunds. 2marks I7Give two disadvantages of Kenya's reliance on foreign aid as a source of revenue. 2marks SECTION B 45 marks Answer any THREE questions from this section.18. A State five causes of the Nandi resistance against the British invasion. 5 marks b Explain five effects of the Maasai collaboration with the British in the early 20thCentury. 10 marks 19. A State five ways m which the construction of the Kenya-Uganda railwaypromoted economicdevelopment in Kenya during the colonial period. 5 marks b Explain five problems encountered during the construction of the Kenya-Ugandarailway. 10 marks 20."}
{"text": "10 marks 19.a State five ways m which the construction of the Kenya-Uganda railwaypromoted economicdevelopment in Kenya during the colonial period. 5 marks b Explain five problems encountered during the construction of the Kenya-Ugandarailway. 10 marks 20.a Give five grievances of Kikuyu Central Association which were presented byJomo Kenyattato the Colonial Secretary in 1929. 5 marks b Describe five roles played by Thomas Joseph Mboya in the development of tradeunionmovement in Kenya. 10marks 21.a Explain five factors which have undermined the provision of health services bytheGovernment of Kenya. 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.comSECTION C 30 marks Answer any TWO questions from this section.22.a Give three circumstances in which one's right to life may be taken away. 3marks b Explain six reasons why it is important to respect Human Rights. 12 marks 23.a Give the composition of the Judicial Service Commission in Kenya. 5 marks b Describe five ways through which the independence of the Judiciary isguaranteed in Kenya. 10 marks 24.a Name the three categories of the Kenya Defence Forces. 3 marks b Explain six challenges faced by the Kenya Police Service in the courseof discharging their duties. 12 marks HISTORY AND GOVERNMENTPAPER 2 2012SECTION A 25 marks Answer all the questions in this section.1Identify one type of artefact that is likely to be found in an archaelogical site. 1 mark 2Name one source of information on the Creation Theory. 1mark 3State two ways in which the Sumerians in Mesopotamia reclaimed land foragriculture. For More Free KCSE past papers visit www.freekcsepastpapers.com."}
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{"text": "To the third portion,3cm3 of aqueoussodium carbonatewas added, themixture filtered and1cm3 of soapsolution added tothe filtrate. Lather formedimmediatelyComplete the table by filling in the inferences. 3 marks 26.A water trough, aqueous sodium hydroxide, burning candle, watch class anda graduated gas jar were used in an experimental set up to determine thepercentage of active part of air. Draw a labeled diagram of the set up at theend of the experiment. 3 marks 27.The atomic numbers of phosphorus, sulphur and potassium are 15, 16 and19 respectively. The formulae of their ions are P3-,S2- and K . These ions havethe same number of electrons.a Write the electron arrangement for the ions. 1 mark b Arrange the ions in the order of increasing ionic radius starting with thesmallest. Give a reason for the order. 2 marks K.C.S.E YEAR 2010PAPER 21.a Which one of the following compounds; urea, ammonia, sugar and copper II chloride will conduct an electric current when dissolved in water? Givereasons. 2 marks b The diagram below shows anelectrochemical cell. Study it and answer the questions that follows."}
{"text": "Give a reason for the order. 2 marks K.C.S.E YEAR 2010PAPER 21.a Which one of the following compounds; urea, ammonia, sugar and copper II chloride will conduct an electric current when dissolved in water? Givereasons. 2 marks b The diagram below shows anelectrochemical cell. Study it and answer the questions that follows. Given the followingFe2 aq 2e Fe s ; E - 0.44VZn2 aq 2e Zn s ; E - 0.76Vi Show on the diagram using an arrow, the direction of flow of electrons 1 mark ii Name two subsrances that are used to fill the part labeled L 2 marks c In an experiment to electroplate iron withsilver, a current of 0.5 amperes was passed through a solution of silvernitrate for an houri Give two reasons why it is necessary to electroplate iron with silver 2 marks ii Calculate the mass of silver that was deposited on iron Ag 108, 1Faraday 96,500 coulombs 3mks 2.i. Give the name of the following compounds:i CH3 CH3C CH3CH3 2 marks ii CH3C CCH2CH3 1 mark ii. Describe a chemical test that can be carried out in order to distinguishbetweenCH3 CH3 CH C andCH3 and CH3C CCH2CH3CH3 2 marks iii. Study the flow chart below and answer the questions that followsa. Ethanoicacidb. ConcentratedSulphuric vi acidMPolymerizationEthene Step1EthanolL Hydrogen nickel 1500CN1 Excesschlorine2 U.V. lightP Step 3i Name the compounds: 2 marks 2.L3.Nii Draw the structural formula of compound M showing two repeat units 1 mark iii Give the reagent and the conditions used in step I 1 mark iv State the type of reaction that take place in: 2 marks a.Step 2b. Step 32.The molecular formula of compound P is C2H2Cl4. Draw the two structuralformulae of compound P 2 marks 3."}
{"text": "ConcentratedSulphuric vi acidMPolymerizationEthene Step1EthanolL Hydrogen nickel 1500CN1 Excesschlorine2 U.V. lightP Step 3i Name the compounds: 2 marks 2.L3.Nii Draw the structural formula of compound M showing two repeat units 1 mark iii Give the reagent and the conditions used in step I 1 mark iv State the type of reaction that take place in: 2 marks a.Step 2b. Step 32.The molecular formula of compound P is C2H2Cl4. Draw the two structuralformulae of compound P 2 marks 3. Use the information in the table below to answer the questions that follow. The letters do not represent tha actual symbols of the elements. ElementAtomicnumberMelting point 0C RSTUVW97.8650.044.0-102-18964.0a Give the reasons why the meling point of:WarmStep2i S is higher than that of R 1 mark ii V is lower than that of U 2 marks b How does the reactivity of W with chlorine compare with that of R withchlorine?Explain, 2 marks c Write an equation for the reaction between T and excess oxygen 1 mark d When 1.15g of R were reacted with water, 600cm3 of gass was produced. Determine the relative atomic mass of R. Molar gas volume 24000cm3 3 marks e Give one use of element V 1 mark 4.a. 50cm3 of 1M copper II sulphate solution was placed in a 100cm3 plasticbeaker. The temperature of the solution was measured. Excess metal Apowder was added to the solution, the mixture stirred and the maximumtemperature was repeated using powder of metals B and C. The resultsobtained are given in the table below:ABCMaximumtemperature 0C 26.331.722.0Initial temperature 0C 22.022.022.01. Arrange the metal A, B, C and copper in order of reactivity starting withthe least reactive. Give reasons for the order. 3 marks 2. Other than temperature change, state one other observation that wasmade when the most reactive metal was added to the copper II sulphatesolution. 1 mark b."}
{"text": "Calculate the amount of nitric V acid required tomanufacture 1000kg ammonium nitrate using excess ammonia. 3marks 6. The melting and boiling points of zinc are 4190C and 9070C respectively. Oneof the ores of zinc blende. To extract zinc, the ore is first roasted in air beforefeeding it into a furnace.a.i Write the formula of the main zinc compound in zinc blende. 1 mark ii Explain using an equation why it is necessary to roast the ore in airbefore introducing it into the furnace 2marks b. The diagram below shows a simplified furnace used in the extraction ofzinc. Study it and answer the questions that follows:HightemperatureCoolingchamberAbsorptiontoweri Name two other substance that are also introduced into the furnacetogether with roasted ore. 1 mark ii The main reducing agent in the furnace is carbon II oxide. Write twoequations showing how it is formed. 2marks iii In which physical state is zinc at point Y in the furnace? Give a reason 1 mark iv Suggest a value for the temperature at point X in the furnace. Give areason. 1 markv State and explain one environmental effect that may arise from theextraction of zinc from zinc blende 2 mks vi Give two industrial uses of zinc. 1 mark 7. The figure below shows how the rate of the following reaction varies with thetime. A g B g 2C g D g Rate of Curve IIreaction YCurve IX Time minutes i Which of the two curves represent the rate of the reverse reaction? Give areason 2 marks ii What is the significance of point X and Y on the figure? 2 marks b State and explain the effect of an increase in pressure on the rates of thefollowing reactions.i H2 g Cl2 g 2HCl g 2 marks ii CH3OH l CH3COOH l CH3COOCH3 l H2O l 2 marks c In an experiment to study the rate of reaction between barium carbonateand dilute hydrochloric acid; 1.97g of barium carbonate were reacted withexcess 2M hydrochloric acid."}
{"text": "Give areason. 1 markv State and explain one environmental effect that may arise from theextraction of zinc from zinc blende 2 mks vi Give two industrial uses of zinc. 1 mark 7.The figure below shows how the rate of the following reaction varies with thetime. A g B g 2C g D g Rate of Curve IIreaction YCurve IX Time minutes i Which of the two curves represent the rate of the reverse reaction?Give areason 2 marks ii What is the significance of point X and Y on the figure? 2 marks b State and explain the effect of an increase in pressure on the rates of thefollowing reactions.i H2 g Cl2 g 2HCl g 2 marks ii CH3OH l CH3COOH l CH3COOCH3 l H2O l 2 marks c In an experiment to study the rate of reaction between barium carbonateand dilute hydrochloric acid; 1.97g of barium carbonate were reacted withexcess 2M hydrochloric acid. The equation for the reaction isBaCO3 s 2HCl aq BaCl2 aq CO2 g H2O l The data in the table was obtainedTime insecondsVolume of gas cm3 i On a grid plot a graph of volume of gas produced vertical axis againsttime 3 marks ii From the graph, determine the rate of the reaction at: I 15 seconds 1 mark II 120 seconds 1 mark III Give a reason for the difference between the two values. 1 mark."}
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{"text": "2573.27 KENYAN SIGN LANGUAGE 504 3.27.1 Kenyan Sign Language Paper 1 504 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com2583.27.2 Kenyan Sign Language Paper 2 504 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com259For More Free KCSE Past papers Visit www.freekcsepastpapers.com260For More Free KCSE Past papers Visit www.freekcsepastpapers.com2613.27.3 Kenyan Sign Language Paper 3 504 3 For More Free KCSE Past papers Visit www.freekcsepastpapers.com262For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "Ix Religious leaders eg. Diviners, medicinemen, healers, rainmakers etc influenced their politics. Any 6 points well explained x 2 12 marks 19. A State three methods used by the British to establish colonial rule in Kenya. I They used military force. Ii They signed treaties agreement with some African rulers collaboration diplomacy. Iii They used divide and rule tactics. Iv They lured Africans with gifts presents treachery. V They established bases of operation company rule. Any 3 x 1 3 marks b Explain six problems experienced by the Imperial British East Africa Company in Kenya. I There was scarcity of mineral wealth and profitable export commodities which made it difficult for the company to generate enough wealth to meet the cost of administration. Ii There was poor transport network which made movement of goods slow difficult expensive thereby making the enterprise less profitable. Iii There was lack of proper co-ordination between the company headquarters in Britain and the officials in Kenya hence delays waste and misunderstandings. For More Free KCSE Past papers Visit www.freekcsepastpapers.com437 iv The company officials lacked the experience which was necessary for the success of the administration in the protectorate. V Some of the company officials were corrupt and therefore concentrated on their personal enrichment at the expense of the enterprise. Vi Resistance from the local communities posed a great challenge to the company as it had to administer and at the same time suppress the communities. Vii There was inadequate capital to carry out its operations thus making the administration of the protectorate ineffective. Viii Unfavourable climatic conditions tropical diseases claimed lives of some of the company personnel."}
{"text": "Diviners, medicinemen, healers, rainmakers etc influenced their politics. Any 6 points well explained x 2 12 marks 19. A State three methods used by the British to establish colonial rule in Kenya. I They used military force. Ii They signed treaties agreement with some African rulers collaboration diplomacy. Iii They used divide and rule tactics. Iv They lured Africans with gifts presents treachery. V They established bases of operation company rule. Any 3 x 1 3 marks b Explain six problems experienced by the Imperial British East Africa Company in Kenya. I There was scarcity of mineral wealth and profitable export commodities which made it difficult for the company to generate enough wealth to meet the cost of administration. Ii There was poor transport network which made movement of goods slow difficult expensive thereby making the enterprise less profitable. Iii There was lack of proper co-ordination between the company headquarters in Britain and the officials in Kenya hence delays waste and misunderstandings. For More Free KCSE Past papers Visit www.freekcsepastpapers.com437 iv The company officials lacked the experience which was necessary for the success of the administration in the protectorate. V Some of the company officials were corrupt and therefore concentrated on their personal enrichment at the expense of the enterprise. Vi Resistance from the local communities posed a great challenge to the company as it had to administer and at the same time suppress the communities. Vii There was inadequate capital to carry out its operations thus making the administration of the protectorate ineffective. Viii Unfavourable climatic conditions tropical diseases claimed lives of some of the company personnel. Ix Lack of enough personnel. X Rivalry from German East Africa affected its operations. Any 6 points well explained x 2 12 marks 20. A Give reasons why Africans were put in reserves during the colonial period. I To create a pool of African labour for settler farming Europeans public works. Ii To avail land create space for white settlement. Iii To restrict the movement of Africans. Iv For easy control monitoring of African activities. V For easy control of African nationalism. Any 3 x 1 3 marks b Explain six problems faced by Africans working for the European settlers during the colonial period. I They were paid low wages which could hardly meet their expenses thereby making them lead squalor impoverished lives. Ii The living conditions were poor as they were crowded in residential houses with inadequate sanitation."}
{"text": "I There was scarcity of mineral wealth and profitable export commodities which made it difficult for the company to generate enough wealth to meet the cost of administration. Ii There was poor transport network which made movement of goods slow difficult expensive thereby making the enterprise less profitable. Iii There was lack of proper co-ordination between the company headquarters in Britain and the officials in Kenya hence delays waste and misunderstandings. For More Free KCSE Past papers Visit www.freekcsepastpapers.com437 iv The company officials lacked the experience which was necessary for the success of the administration in the protectorate. V Some of the company officials were corrupt and therefore concentrated on their personal enrichment at the expense of the enterprise. Vi Resistance from the local communities posed a great challenge to the company as it had to administer and at the same time suppress the communities. Vii There was inadequate capital to carry out its operations thus making the administration of the protectorate ineffective. Viii Unfavourable climatic conditions tropical diseases claimed lives of some of the company personnel. Ix Lack of enough personnel. X Rivalry from German East Africa affected its operations. Any 6 points well explained x 2 12 marks 20. A Give reasons why Africans were put in reserves during the colonial period. I To create a pool of African labour for settler farming Europeans public works. Ii To avail land create space for white settlement. Iii To restrict the movement of Africans. Iv For easy control monitoring of African activities. V For easy control of African nationalism. Any 3 x 1 3 marks b Explain six problems faced by Africans working for the European settlers during the colonial period. I They were paid low wages which could hardly meet their expenses thereby making them lead squalor impoverished lives. Ii The living conditions were poor as they were crowded in residential houses with inadequate sanitation. Iii The working conditions were very difficult as they were sometimes mistreated whipped. Iv They were subjected to long working hours without compensation which made them develop negative attitude towards work. V They were forced to pay taxes despite their poor remuneration low wages. Vi There were inadequate social amenities schools health facilities to cope with the large number of workers. Vii They were despised on the basis of their colour race and this lowered their dignity. Viii They were not allowed to form workers union as the settlers feared that they would incite organize strikes against them. Ix They were provided with inadequate food rations which led to malnutrition. Any 6 points well explained x 2 12 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com43821. A State three challenges that have contributed to high illiteracy levels in Kenya since independence. I Traditional cultural beliefs in some communities discourage people from schooling. Ii Lack of schools inadequate educational facilities has made education inaccessible in some regions. Iii High poverty levels in the society has made education unaffordable. Iv Misconceptions that one can succeed without education. V Nomadic way of life in some communities has hampered provision of education. Vi Negative attitude towards adult education programmes has resulted in low enrolment. Vii Insecurity in some regions eg."}
{"text": "V Some of the company officials were corrupt and therefore concentrated on their personal enrichment at the expense of the enterprise. Vi Resistance from the local communities posed a great challenge to the company as it had to administer and at the same time suppress the communities. Vii There was inadequate capital to carry out its operations thus making the administration of the protectorate ineffective. Viii Unfavourable climatic conditions tropical diseases claimed lives of some of the company personnel. Ix Lack of enough personnel. X Rivalry from German East Africa affected its operations. Any 6 points well explained x 2 12 marks 20. A Give reasons why Africans were put in reserves during the colonial period. I To create a pool of African labour for settler farming Europeans public works. Ii To avail land create space for white settlement. Iii To restrict the movement of Africans. Iv For easy control monitoring of African activities. V For easy control of African nationalism. Any 3 x 1 3 marks b Explain six problems faced by Africans working for the European settlers during the colonial period. I They were paid low wages which could hardly meet their expenses thereby making them lead squalor impoverished lives. Ii The living conditions were poor as they were crowded in residential houses with inadequate sanitation. Iii The working conditions were very difficult as they were sometimes mistreated whipped. Iv They were subjected to long working hours without compensation which made them develop negative attitude towards work. V They were forced to pay taxes despite their poor remuneration low wages. Vi There were inadequate social amenities schools health facilities to cope with the large number of workers. Vii They were despised on the basis of their colour race and this lowered their dignity. Viii They were not allowed to form workers union as the settlers feared that they would incite organize strikes against them. Ix They were provided with inadequate food rations which led to malnutrition. Any 6 points well explained x 2 12 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com43821. A State three challenges that have contributed to high illiteracy levels in Kenya since independence. I Traditional cultural beliefs in some communities discourage people from schooling. Ii Lack of schools inadequate educational facilities has made education inaccessible in some regions. Iii High poverty levels in the society has made education unaffordable. Iv Misconceptions that one can succeed without education. V Nomadic way of life in some communities has hampered provision of education. Vi Negative attitude towards adult education programmes has resulted in low enrolment. Vii Insecurity in some regions eg. Kapendo, Baragoi, Tana River etc. Any 3 x 1 3 marks b Discuss six factors that have facilitated industrialisation in Kenya since independence. I The availability of modern sources of energy has enabled the establishment of more industries which process different products. Ii Availability of both skilled unskilled labour from large population provides the work force required in industries. Iii Good transport and communication infrastructure has created a viable environment for industrial development as the products can be transported with ease. Iv The rich agricultural country provides raw materials required in the processing of various products. V The existence of mineral resources has given rise to industries which process them into finished products. Vi The existence of both natural and man-made forests has promoted the development of furniture industries in many parts of the country. Vii Availability of varied tourist attractions in the country has promoted tourism as many local and international tourists visit the countryside."}
{"text": "Ix Lack of enough personnel. X Rivalry from German East Africa affected its operations. Any 6 points well explained x 2 12 marks 20. A Give reasons why Africans were put in reserves during the colonial period. I To create a pool of African labour for settler farming Europeans public works. Ii To avail land create space for white settlement. Iii To restrict the movement of Africans. Iv For easy control monitoring of African activities. V For easy control of African nationalism. Any 3 x 1 3 marks b Explain six problems faced by Africans working for the European settlers during the colonial period. I They were paid low wages which could hardly meet their expenses thereby making them lead squalor impoverished lives. Ii The living conditions were poor as they were crowded in residential houses with inadequate sanitation. Iii The working conditions were very difficult as they were sometimes mistreated whipped. Iv They were subjected to long working hours without compensation which made them develop negative attitude towards work. V They were forced to pay taxes despite their poor remuneration low wages. Vi There were inadequate social amenities schools health facilities to cope with the large number of workers. Vii They were despised on the basis of their colour race and this lowered their dignity. Viii They were not allowed to form workers union as the settlers feared that they would incite organize strikes against them. Ix They were provided with inadequate food rations which led to malnutrition. Any 6 points well explained x 2 12 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com43821. A State three challenges that have contributed to high illiteracy levels in Kenya since independence. I Traditional cultural beliefs in some communities discourage people from schooling. Ii Lack of schools inadequate educational facilities has made education inaccessible in some regions. Iii High poverty levels in the society has made education unaffordable. Iv Misconceptions that one can succeed without education. V Nomadic way of life in some communities has hampered provision of education. Vi Negative attitude towards adult education programmes has resulted in low enrolment. Vii Insecurity in some regions eg. Kapendo, Baragoi, Tana River etc. Any 3 x 1 3 marks b Discuss six factors that have facilitated industrialisation in Kenya since independence. I The availability of modern sources of energy has enabled the establishment of more industries which process different products. Ii Availability of both skilled unskilled labour from large population provides the work force required in industries. Iii Good transport and communication infrastructure has created a viable environment for industrial development as the products can be transported with ease. Iv The rich agricultural country provides raw materials required in the processing of various products. V The existence of mineral resources has given rise to industries which process them into finished products. Vi The existence of both natural and man-made forests has promoted the development of furniture industries in many parts of the country. Vii Availability of varied tourist attractions in the country has promoted tourism as many local and international tourists visit the countryside. Viii Availability of water resources rich in fish has given rise to fish processing industries in the country. Ix Government initiative through creation of ministries of trade, commerce and industry offering technical and financial aid support. Any 6 points well explained x 2 12 marks SECTION C 30 marks 22. A State five decisions reached after the first Lancaster House conference of 1960. I Maintenance of the 12 elective seats in the LegCo. Ii Composition of the Council of Ministers was to be changed to include 4 Africans, 3 Europeans and 1 Asian. Iii There were to be 33 open seats in the LegCo, which were to be contested vied for on a common roll. For More Free KCSE Past papers Visit www.freekcsepastpapers.com439 iv 20 seats would be reserved that is 10 for Europeans, 8 for Asians and 2 for Africans. V Formation of countrywide political parties e.g."}
{"text": "Iii The working conditions were very difficult as they were sometimes mistreated whipped. Iv They were subjected to long working hours without compensation which made them develop negative attitude towards work. V They were forced to pay taxes despite their poor remuneration low wages. Vi There were inadequate social amenities schools health facilities to cope with the large number of workers. Vii They were despised on the basis of their colour race and this lowered their dignity. Viii They were not allowed to form workers union as the settlers feared that they would incite organize strikes against them. Ix They were provided with inadequate food rations which led to malnutrition. Any 6 points well explained x 2 12 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com43821. A State three challenges that have contributed to high illiteracy levels in Kenya since independence. I Traditional cultural beliefs in some communities discourage people from schooling. Ii Lack of schools inadequate educational facilities has made education inaccessible in some regions. Iii High poverty levels in the society has made education unaffordable. Iv Misconceptions that one can succeed without education. V Nomadic way of life in some communities has hampered provision of education. Vi Negative attitude towards adult education programmes has resulted in low enrolment. Vii Insecurity in some regions eg. Kapendo, Baragoi, Tana River etc. Any 3 x 1 3 marks b Discuss six factors that have facilitated industrialisation in Kenya since independence. I The availability of modern sources of energy has enabled the establishment of more industries which process different products. Ii Availability of both skilled unskilled labour from large population provides the work force required in industries. Iii Good transport and communication infrastructure has created a viable environment for industrial development as the products can be transported with ease. Iv The rich agricultural country provides raw materials required in the processing of various products. V The existence of mineral resources has given rise to industries which process them into finished products. Vi The existence of both natural and man-made forests has promoted the development of furniture industries in many parts of the country. Vii Availability of varied tourist attractions in the country has promoted tourism as many local and international tourists visit the countryside. Viii Availability of water resources rich in fish has given rise to fish processing industries in the country. Ix Government initiative through creation of ministries of trade, commerce and industry offering technical and financial aid support. Any 6 points well explained x 2 12 marks SECTION C 30 marks 22. A State five decisions reached after the first Lancaster House conference of 1960. I Maintenance of the 12 elective seats in the LegCo. Ii Composition of the Council of Ministers was to be changed to include 4 Africans, 3 Europeans and 1 Asian. Iii There were to be 33 open seats in the LegCo, which were to be contested vied for on a common roll. For More Free KCSE Past papers Visit www.freekcsepastpapers.com439 iv 20 seats would be reserved that is 10 for Europeans, 8 for Asians and 2 for Africans. V Formation of countrywide political parties e.g. KANU and KADU was allowed. Vi The state of emergency was lifted. Vii A Bill of Rights would be included in the Constitution. Any 5 x 1 5 marks b Describe five main features of the Constitution of Kenya. I It vests sovereign power on the people of Kenya who can exercise it directly or through their representatives. Ii It contains a comprehensive Bill of Rights which has been expanded to include socio-economic and cultural rights as well as group rights. Iii It spells out national values and principles of governance which guides binds all people institutions."}
{"text": "Kapendo, Baragoi, Tana River etc. Any 3 x 1 3 marks b Discuss six factors that have facilitated industrialisation in Kenya since independence. I The availability of modern sources of energy has enabled the establishment of more industries which process different products. Ii Availability of both skilled unskilled labour from large population provides the work force required in industries. Iii Good transport and communication infrastructure has created a viable environment for industrial development as the products can be transported with ease. Iv The rich agricultural country provides raw materials required in the processing of various products. V The existence of mineral resources has given rise to industries which process them into finished products. Vi The existence of both natural and man-made forests has promoted the development of furniture industries in many parts of the country. Vii Availability of varied tourist attractions in the country has promoted tourism as many local and international tourists visit the countryside. Viii Availability of water resources rich in fish has given rise to fish processing industries in the country. Ix Government initiative through creation of ministries of trade, commerce and industry offering technical and financial aid support. Any 6 points well explained x 2 12 marks SECTION C 30 marks 22. A State five decisions reached after the first Lancaster House conference of 1960. I Maintenance of the 12 elective seats in the LegCo. Ii Composition of the Council of Ministers was to be changed to include 4 Africans, 3 Europeans and 1 Asian. Iii There were to be 33 open seats in the LegCo, which were to be contested vied for on a common roll. For More Free KCSE Past papers Visit www.freekcsepastpapers.com439 iv 20 seats would be reserved that is 10 for Europeans, 8 for Asians and 2 for Africans. V Formation of countrywide political parties e.g. KANU and KADU was allowed. Vi The state of emergency was lifted. Vii A Bill of Rights would be included in the Constitution. Any 5 x 1 5 marks b Describe five main features of the Constitution of Kenya. I It vests sovereign power on the people of Kenya who can exercise it directly or through their representatives. Ii It contains a comprehensive Bill of Rights which has been expanded to include socio-economic and cultural rights as well as group rights. Iii It spells out national values and principles of governance which guides binds all people institutions. Iv It contains affirmative action for women the youth persons with disabilities marginalised communities as it protects them from all forms of discrimination."}
{"text": "Viii Availability of water resources rich in fish has given rise to fish processing industries in the country. Ix Government initiative through creation of ministries of trade, commerce and industry offering technical and financial aid support. Any 6 points well explained x 2 12 marks SECTION C 30 marks 22. A State five decisions reached after the first Lancaster House conference of 1960. I Maintenance of the 12 elective seats in the LegCo. Ii Composition of the Council of Ministers was to be changed to include 4 Africans, 3 Europeans and 1 Asian. Iii There were to be 33 open seats in the LegCo, which were to be contested vied for on a common roll. For More Free KCSE Past papers Visit www.freekcsepastpapers.com439 iv 20 seats would be reserved that is 10 for Europeans, 8 for Asians and 2 for Africans. V Formation of countrywide political parties e.g. KANU and KADU was allowed. Vi The state of emergency was lifted. Vii A Bill of Rights would be included in the Constitution. Any 5 x 1 5 marks b Describe five main features of the Constitution of Kenya. I It vests sovereign power on the people of Kenya who can exercise it directly or through their representatives. Ii It contains a comprehensive Bill of Rights which has been expanded to include socio-economic and cultural rights as well as group rights. Iii It spells out national values and principles of governance which guides binds all people institutions. Iv It contains affirmative action for women the youth persons with disabilities marginalised communities as it protects them from all forms of discrimination. V It defines the powers of the Executive, Legislature and Judiciary as it provides for checks balances in governance. Vi It provides a mechanism for its implementation by creating specific organs for that purpose. Vii It has provision for transitional requirements that ensure a smooth transition of government. Viii It provides stringent amendment procedures in order to safeguard peoples interests. Ix It provides for devolved government by creating forty seven counties. X Citizenship - it describes what citizens are entitled to eg. Acquisition and revocation of citizenship."}
{"text": "V It defines the powers of the Executive, Legislature and Judiciary as it provides for checks balances in governance. Vi It provides a mechanism for its implementation by creating specific organs for that purpose. Vii It has provision for transitional requirements that ensure a smooth transition of government. Viii It provides stringent amendment procedures in order to safeguard peoples interests. Ix It provides for devolved government by creating forty seven counties. X Citizenship - it describes what citizens are entitled to eg. Acquisition and revocation of citizenship. Xi It outlines the principles of Land Policy and classification. Xii Leadership and Intergrity - it states the responsibilities, conduct and restriction on activities of state officers. Xiii National security - it establishes 3 national security organs ie. Kenya Defence Forces, National Intelligence Service and National Police Service. Xiv It establishes a Bicameral Legislature composed of the National Assembly and the Sanate. Xv It creates an independent Judiciary composed of a system of courts with superior and subordinate courts. Xvi It provides for a Public Service which stipulates the values and principles of professional ethics and accountability. Any 5 points well explained x 2 10 marks 23. A Give five reasons why human rights are important. I They give the general public access to information necessary for protection of democracy and accountability. Ii They assist in achieving a dignified life which respects human needs. For More Free KCSE Past papers Visit www.freekcsepastpapers.com440 iii They guide organs of state on the exercise of state power. Iv They provide basis for granting special treatment to persons with special needs. V When respected, these rights reduce conflicts and enhance national integration. V They empower citizens by giving them control in decision making organs of the state. Vi Rights are inherent to human beings since one has rights because they are human. Any 5 x 1 5 marks b Explain five functions of the Kenya National Commissions on Human Rights."}
{"text": "Kenya Defence Forces, National Intelligence Service and National Police Service. Xiv It establishes a Bicameral Legislature composed of the National Assembly and the Sanate. Xv It creates an independent Judiciary composed of a system of courts with superior and subordinate courts. Xvi It provides for a Public Service which stipulates the values and principles of professional ethics and accountability. Any 5 points well explained x 2 10 marks 23. A Give five reasons why human rights are important. I They give the general public access to information necessary for protection of democracy and accountability. Ii They assist in achieving a dignified life which respects human needs. For More Free KCSE Past papers Visit www.freekcsepastpapers.com440 iii They guide organs of state on the exercise of state power. Iv They provide basis for granting special treatment to persons with special needs. V When respected, these rights reduce conflicts and enhance national integration. V They empower citizens by giving them control in decision making organs of the state. Vi Rights are inherent to human beings since one has rights because they are human. Any 5 x 1 5 marks b Explain five functions of the Kenya National Commissions on Human Rights. I To protect respect for human rights develop a culture of human rights in the country. Ii To receive complaints about alleged abuses of human rights from the citizens. Iii To monitor investigate on the observance of human rights in the country and take appropriate action. Iv To provide a shadow report to the United Nations on the status of observance of human rights in the country. V To formulate implement programmes intended to create public awareness of the rights obligations of citizens. Vi To ensure that the country complies with international treaties conventions regarding human rights. Vii To work with the National Gender and Equality Commission and Commission on Administrative Justice to ensure efficiency effectiveness complementarity in their activities. Viii To make recommendations to the state to improve the functioning of the state organs. Any 5 points well explained x 2 10 marks 24. A State five qualifications of a presidential candidate in Kenya. I Be of sound mind. Ii A Kenyan citizen by birth. Iii Not have served for more than 2 consecutive terms as president. Iv Nominated by a political party or is an independent candidate. V Nominated by at least 2000 voters from each of majority of counties. Vi Not have been declared bankrupt by a court of law. Vii Abide by the requirements of chapter 6 of the constitution on integrity. Viii Must be a registered voter."}
{"text": "Ii They assist in achieving a dignified life which respects human needs. For More Free KCSE Past papers Visit www.freekcsepastpapers.com440 iii They guide organs of state on the exercise of state power. Iv They provide basis for granting special treatment to persons with special needs. V When respected, these rights reduce conflicts and enhance national integration. V They empower citizens by giving them control in decision making organs of the state. Vi Rights are inherent to human beings since one has rights because they are human. Any 5 x 1 5 marks b Explain five functions of the Kenya National Commissions on Human Rights. I To protect respect for human rights develop a culture of human rights in the country. Ii To receive complaints about alleged abuses of human rights from the citizens. Iii To monitor investigate on the observance of human rights in the country and take appropriate action. Iv To provide a shadow report to the United Nations on the status of observance of human rights in the country. V To formulate implement programmes intended to create public awareness of the rights obligations of citizens. Vi To ensure that the country complies with international treaties conventions regarding human rights. Vii To work with the National Gender and Equality Commission and Commission on Administrative Justice to ensure efficiency effectiveness complementarity in their activities. Viii To make recommendations to the state to improve the functioning of the state organs. Any 5 points well explained x 2 10 marks 24. A State five qualifications of a presidential candidate in Kenya. I Be of sound mind. Ii A Kenyan citizen by birth. Iii Not have served for more than 2 consecutive terms as president. Iv Nominated by a political party or is an independent candidate. V Nominated by at least 2000 voters from each of majority of counties. Vi Not have been declared bankrupt by a court of law. Vii Abide by the requirements of chapter 6 of the constitution on integrity. Viii Must be a registered voter. Ix Be qualified to stand for election as an MP. X Does not owe allegiance to a foreign state. Any 5 x 1 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com441 b Explain five functions of the National Assembly in Kenya. I It makes laws that govern the country so as to ensure smooth running of the country. Ii It determines the allocation of public revenue to all government sectors in order to promote development. Iii It approves funds for expenditure by the national government to ensure provision of services. Iv It exercises oversight over public revenue and expenditure thereby promoting accountability transparency."}
{"text": "V When respected, these rights reduce conflicts and enhance national integration. V They empower citizens by giving them control in decision making organs of the state. Vi Rights are inherent to human beings since one has rights because they are human. Any 5 x 1 5 marks b Explain five functions of the Kenya National Commissions on Human Rights. I To protect respect for human rights develop a culture of human rights in the country. Ii To receive complaints about alleged abuses of human rights from the citizens. Iii To monitor investigate on the observance of human rights in the country and take appropriate action. Iv To provide a shadow report to the United Nations on the status of observance of human rights in the country. V To formulate implement programmes intended to create public awareness of the rights obligations of citizens. Vi To ensure that the country complies with international treaties conventions regarding human rights. Vii To work with the National Gender and Equality Commission and Commission on Administrative Justice to ensure efficiency effectiveness complementarity in their activities. Viii To make recommendations to the state to improve the functioning of the state organs. Any 5 points well explained x 2 10 marks 24. A State five qualifications of a presidential candidate in Kenya. I Be of sound mind. Ii A Kenyan citizen by birth. Iii Not have served for more than 2 consecutive terms as president. Iv Nominated by a political party or is an independent candidate. V Nominated by at least 2000 voters from each of majority of counties. Vi Not have been declared bankrupt by a court of law. Vii Abide by the requirements of chapter 6 of the constitution on integrity. Viii Must be a registered voter. Ix Be qualified to stand for election as an MP. X Does not owe allegiance to a foreign state. Any 5 x 1 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com441 b Explain five functions of the National Assembly in Kenya. I It makes laws that govern the country so as to ensure smooth running of the country. Ii It determines the allocation of public revenue to all government sectors in order to promote development. Iii It approves funds for expenditure by the national government to ensure provision of services. Iv It exercises oversight over public revenue and expenditure thereby promoting accountability transparency. V To review the conduct in office of the executive in order to check excesses in government. Vi To approve appointments made by the president to ensure merit professionalism integrity of the appointees. Vii To approve declaration of war and extension of states of emergency. Viii It represents peoples interests through their elected members of parliament. Ix Oversight of state organs i.e."}
{"text": "I To protect respect for human rights develop a culture of human rights in the country. Ii To receive complaints about alleged abuses of human rights from the citizens. Iii To monitor investigate on the observance of human rights in the country and take appropriate action. Iv To provide a shadow report to the United Nations on the status of observance of human rights in the country. V To formulate implement programmes intended to create public awareness of the rights obligations of citizens. Vi To ensure that the country complies with international treaties conventions regarding human rights. Vii To work with the National Gender and Equality Commission and Commission on Administrative Justice to ensure efficiency effectiveness complementarity in their activities. Viii To make recommendations to the state to improve the functioning of the state organs. Any 5 points well explained x 2 10 marks 24. A State five qualifications of a presidential candidate in Kenya. I Be of sound mind. Ii A Kenyan citizen by birth. Iii Not have served for more than 2 consecutive terms as president. Iv Nominated by a political party or is an independent candidate. V Nominated by at least 2000 voters from each of majority of counties. Vi Not have been declared bankrupt by a court of law. Vii Abide by the requirements of chapter 6 of the constitution on integrity. Viii Must be a registered voter. Ix Be qualified to stand for election as an MP. X Does not owe allegiance to a foreign state. Any 5 x 1 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com441 b Explain five functions of the National Assembly in Kenya. I It makes laws that govern the country so as to ensure smooth running of the country. Ii It determines the allocation of public revenue to all government sectors in order to promote development. Iii It approves funds for expenditure by the national government to ensure provision of services. Iv It exercises oversight over public revenue and expenditure thereby promoting accountability transparency. V To review the conduct in office of the executive in order to check excesses in government. Vi To approve appointments made by the president to ensure merit professionalism integrity of the appointees. Vii To approve declaration of war and extension of states of emergency. Viii It represents peoples interests through their elected members of parliament. Ix Oversight of state organs i.e. it supervises and checks state organs ensuring proper and accountable handling of duties. Any 5 points well explained x 2 10 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com4424.8.2 History Government Paper 2 311 2 SECTION A 25 marks 1.Give two methods used by elders to pass information to the young generation on History and Government in the traditional African communities. I Through proverbs; ii Through legends; iii Through stories folktales narratives; iv Through songs poems; v Through riddles; vi Through myths; vii Dances. Any 2 x 1 2 marks 2.State two disadvantages of using caves as shelters by the early human beings during the stone age period. I The caves could collapse over them. Ii Wild creatures could bite them animals. Iii Human enemies could easily attack them."}
{"text": "Ix Be qualified to stand for election as an MP. X Does not owe allegiance to a foreign state. Any 5 x 1 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com441 b Explain five functions of the National Assembly in Kenya. I It makes laws that govern the country so as to ensure smooth running of the country. Ii It determines the allocation of public revenue to all government sectors in order to promote development. Iii It approves funds for expenditure by the national government to ensure provision of services. Iv It exercises oversight over public revenue and expenditure thereby promoting accountability transparency. V To review the conduct in office of the executive in order to check excesses in government. Vi To approve appointments made by the president to ensure merit professionalism integrity of the appointees. Vii To approve declaration of war and extension of states of emergency. Viii It represents peoples interests through their elected members of parliament. Ix Oversight of state organs i.e. it supervises and checks state organs ensuring proper and accountable handling of duties. Any 5 points well explained x 2 10 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com4424.8.2 History Government Paper 2 311 2 SECTION A 25 marks 1.Give two methods used by elders to pass information to the young generation on History and Government in the traditional African communities. I Through proverbs; ii Through legends; iii Through stories folktales narratives; iv Through songs poems; v Through riddles; vi Through myths; vii Dances. Any 2 x 1 2 marks 2.State two disadvantages of using caves as shelters by the early human beings during the stone age period. I The caves could collapse over them. Ii Wild creatures could bite them animals. Iii Human enemies could easily attack them. Iv Caves were exposed to floods wind cold. Any 2 x 1 2 marks 3.State two negative effects of the land enclosure system in Britain during the 18th Century. I It displaced the poor people landlessness; ii It forced the poor people to migrate to urban centres; iii It increased pauperism poverty in Europe; iv It created immigrants to other parts of the world. Any 2 x 1 2 marks 4.Give the main reason why the camel was preferred as the means of transport during the Trans-Saharan Trade.- It could withstand harsh desert conditions."}
{"text": "Iii Unfavourable weather conditions made it difficult to carry out the activities. Iv Locating animals fruits was difficult as it would involve combing large areas. V It was time consuming as it involved chasing the animals for long distances. Vi Many people were required for the success of the activities. Vii It was tedious as animals ran faster than human beings wild fruits roots could be found in far off areas. Viii Poisonous fruits roots could be gathered leading to loss of life. Ix Stiff competition with wild animals among human beings for food. Any 6 points, well explained x 2 12 marks 19. A Give three uses of electricity in Europe during the 19th Century. 3 marks i Driving machines in factories; ii Providing light; iii Heating cooking; iv Powering locomotives trains; v Powering communication gadgets. Any 3 x 1 3 marks b Explain six factors which promoted industrial development in India. 12 marks i The existence of mineral resources which were used as raw materials to establish industries. Ii The existence of cottage industries industrial base laid the foundation for industrial development as people had acquired relevant skills. Iii The availability of funds loans provided by foreign governments enabled the country to set up industries. Iv Provision of technical scientific education emphasized by the government produced skilled labour required in the industries. For More Free KCSE Past papers Visit www.freekcsepastpapers.com446 v Good transport communication system made transportation of goods services easier cheaper thereby encouraging investment. Vi The availability of various sources of energy required enabled the establishment of more industries. Vii The provision of credit facilities loans to local investors facilitated expansion of industries. Viii The development plans adopted by the government emphasised industrialization thereby giving impetus to the sector. Ix Political stability in the country gave people confidence to invest in industries. X Availability of market for industrial goods provided by the large population encouraged more people to venture into industrialization. Xi Protective tariffs were applied in order to protect the local industries from unfair competition thereby promoting growth of industries. Xii Availability of external markets trade. Xiii India s large population which provided unskilled labour. Any 6 points, well explained x 2 12 marks 20. A Outline three reasons why the policy of assimilation was easily applied in the fourcommunes of Senegal. 3 marks i The people had earlier interacted with the Europeans. Ii They had inter-married with the Europeans. Iii Most of the people were Christians. Iv People were exposed to the outside world due to the proximity to the Coast. V People were detribalised of mixed origin mulatoes. Vi People in the communes had learnt how to speak French. Any 3 x 1 3 marks b Explain six effects of the British direct rule in Zimbabwe. 12 marks i Africans lost large tracts of land to the White settlers thereby straining relations between the two groups. Ii Introduction of forced labour as the White settlers required cheap labour in their farms. Iii Formation of African Nationalist movements to address their grievances against White domination. Iv Loss of power by traditional rulers as the British appointed their own administrators who ruled the people directly. V Imposition of taxes on Africans inorder to force them to provide labour to the Whites so as to raise money. Vi Africans were exposed to deplorable working conditions which exposed them to risks. Vii Introduction of pass laws which restricted the movement of Africans."}
{"text": "Iv Locating animals fruits was difficult as it would involve combing large areas. V It was time consuming as it involved chasing the animals for long distances. Vi Many people were required for the success of the activities. Vii It was tedious as animals ran faster than human beings wild fruits roots could be found in far off areas. Viii Poisonous fruits roots could be gathered leading to loss of life. Ix Stiff competition with wild animals among human beings for food. Any 6 points, well explained x 2 12 marks 19. A Give three uses of electricity in Europe during the 19th Century. 3 marks i Driving machines in factories; ii Providing light; iii Heating cooking; iv Powering locomotives trains; v Powering communication gadgets. Any 3 x 1 3 marks b Explain six factors which promoted industrial development in India. 12 marks i The existence of mineral resources which were used as raw materials to establish industries. Ii The existence of cottage industries industrial base laid the foundation for industrial development as people had acquired relevant skills. Iii The availability of funds loans provided by foreign governments enabled the country to set up industries. Iv Provision of technical scientific education emphasized by the government produced skilled labour required in the industries. For More Free KCSE Past papers Visit www.freekcsepastpapers.com446 v Good transport communication system made transportation of goods services easier cheaper thereby encouraging investment. Vi The availability of various sources of energy required enabled the establishment of more industries. Vii The provision of credit facilities loans to local investors facilitated expansion of industries. Viii The development plans adopted by the government emphasised industrialization thereby giving impetus to the sector. Ix Political stability in the country gave people confidence to invest in industries. X Availability of market for industrial goods provided by the large population encouraged more people to venture into industrialization. Xi Protective tariffs were applied in order to protect the local industries from unfair competition thereby promoting growth of industries. Xii Availability of external markets trade. Xiii India s large population which provided unskilled labour. Any 6 points, well explained x 2 12 marks 20. A Outline three reasons why the policy of assimilation was easily applied in the fourcommunes of Senegal. 3 marks i The people had earlier interacted with the Europeans. Ii They had inter-married with the Europeans. Iii Most of the people were Christians. Iv People were exposed to the outside world due to the proximity to the Coast. V People were detribalised of mixed origin mulatoes. Vi People in the communes had learnt how to speak French. Any 3 x 1 3 marks b Explain six effects of the British direct rule in Zimbabwe. 12 marks i Africans lost large tracts of land to the White settlers thereby straining relations between the two groups. Ii Introduction of forced labour as the White settlers required cheap labour in their farms. Iii Formation of African Nationalist movements to address their grievances against White domination. Iv Loss of power by traditional rulers as the British appointed their own administrators who ruled the people directly. V Imposition of taxes on Africans inorder to force them to provide labour to the Whites so as to raise money. Vi Africans were exposed to deplorable working conditions which exposed them to risks. Vii Introduction of pass laws which restricted the movement of Africans. Viii Africans were confined into reserves thereby creating room for European settlement."}
{"text": "Iv Provision of technical scientific education emphasized by the government produced skilled labour required in the industries. For More Free KCSE Past papers Visit www.freekcsepastpapers.com446 v Good transport communication system made transportation of goods services easier cheaper thereby encouraging investment. Vi The availability of various sources of energy required enabled the establishment of more industries. Vii The provision of credit facilities loans to local investors facilitated expansion of industries. Viii The development plans adopted by the government emphasised industrialization thereby giving impetus to the sector. Ix Political stability in the country gave people confidence to invest in industries. X Availability of market for industrial goods provided by the large population encouraged more people to venture into industrialization. Xi Protective tariffs were applied in order to protect the local industries from unfair competition thereby promoting growth of industries. Xii Availability of external markets trade. Xiii India s large population which provided unskilled labour. Any 6 points, well explained x 2 12 marks 20. A Outline three reasons why the policy of assimilation was easily applied in the fourcommunes of Senegal. 3 marks i The people had earlier interacted with the Europeans. Ii They had inter-married with the Europeans. Iii Most of the people were Christians. Iv People were exposed to the outside world due to the proximity to the Coast. V People were detribalised of mixed origin mulatoes. Vi People in the communes had learnt how to speak French. Any 3 x 1 3 marks b Explain six effects of the British direct rule in Zimbabwe. 12 marks i Africans lost large tracts of land to the White settlers thereby straining relations between the two groups. Ii Introduction of forced labour as the White settlers required cheap labour in their farms. Iii Formation of African Nationalist movements to address their grievances against White domination. Iv Loss of power by traditional rulers as the British appointed their own administrators who ruled the people directly. V Imposition of taxes on Africans inorder to force them to provide labour to the Whites so as to raise money. Vi Africans were exposed to deplorable working conditions which exposed them to risks. Vii Introduction of pass laws which restricted the movement of Africans. Viii Africans were confined into reserves thereby creating room for European settlement. Ix Exploitation of mineral resources agricultural resources for the benefit of the colonial government at the expense of African development. For More Free KCSE Past papers Visit www.freekcsepastpapers.com447 x Loss of independence by Africans as they were subjected to British colonial rule. Xi It undermined African culture introduction of Western education Christianity and separation of families. Xii Africans were subjected to racial segregation. Xiii It led to the development of transport and communication network. Xiv Africans were subjected to poverty and suffering. Any 6 points, well explained x 2 12 marks 21. A State three political causes of instability in the Democratic Republic of Congo between 1960-1965."}
{"text": "Ix Political stability in the country gave people confidence to invest in industries. X Availability of market for industrial goods provided by the large population encouraged more people to venture into industrialization. Xi Protective tariffs were applied in order to protect the local industries from unfair competition thereby promoting growth of industries. Xii Availability of external markets trade. Xiii India s large population which provided unskilled labour. Any 6 points, well explained x 2 12 marks 20. A Outline three reasons why the policy of assimilation was easily applied in the fourcommunes of Senegal. 3 marks i The people had earlier interacted with the Europeans. Ii They had inter-married with the Europeans. Iii Most of the people were Christians. Iv People were exposed to the outside world due to the proximity to the Coast. V People were detribalised of mixed origin mulatoes. Vi People in the communes had learnt how to speak French. Any 3 x 1 3 marks b Explain six effects of the British direct rule in Zimbabwe. 12 marks i Africans lost large tracts of land to the White settlers thereby straining relations between the two groups. Ii Introduction of forced labour as the White settlers required cheap labour in their farms. Iii Formation of African Nationalist movements to address their grievances against White domination. Iv Loss of power by traditional rulers as the British appointed their own administrators who ruled the people directly. V Imposition of taxes on Africans inorder to force them to provide labour to the Whites so as to raise money. Vi Africans were exposed to deplorable working conditions which exposed them to risks. Vii Introduction of pass laws which restricted the movement of Africans. Viii Africans were confined into reserves thereby creating room for European settlement. Ix Exploitation of mineral resources agricultural resources for the benefit of the colonial government at the expense of African development. For More Free KCSE Past papers Visit www.freekcsepastpapers.com447 x Loss of independence by Africans as they were subjected to British colonial rule. Xi It undermined African culture introduction of Western education Christianity and separation of families. Xii Africans were subjected to racial segregation. Xiii It led to the development of transport and communication network. Xiv Africans were subjected to poverty and suffering. Any 6 points, well explained x 2 12 marks 21. A State three political causes of instability in the Democratic Republic of Congo between 1960-1965. 3 marks i Tribalism ethnic differences created conflicts among communities. Ii Domination of public service army by the Belgians foreigners iii Kasai Katanga secession from the rest of the country. Iv The assassination of Patrice Lumumba. V Ideological differences between leaders divided the country. Vi The army mutiny. Vii Military coup in 1965 by Mobutu Sese Seko. Viii Dictatorship. Ix Interference by the UNO in the internal affairs of the Congo. Any 3 x 1 3 marks b Describe six social developments that have taken place in Tanzania since independence. 12 marks i The establishment of more schools colleges universities has enabled many people to access education. Ii The introduction of free universal primary education has reduced illiteracy levels among the people. Iii Education system geared towards promoting socialism ideals has created an egalitarian selfless society thus promoting equity. Iv Improvement of health through the expansion establishment of more health facilities hospitals dispensaries thereby promoting quality of life. V Social cohesion unity of diverse elements has been promoted by the socialist ideology Ujamaa thereby creating a more stable society. Vi Kiswahili has been made the national language and given more emphasis in the education system thereby breaking communication barriers promoting interaction among the people. Vii Theatre and sports have been promoted through the establishment of sporting facilities. Viii Promotion of African cultural values leading to preservation of African heritage. Ix The country guarantees freedom of worship. X The role of women in society was greatly appreciated eg."}
{"text": "Viii Africans were confined into reserves thereby creating room for European settlement. Ix Exploitation of mineral resources agricultural resources for the benefit of the colonial government at the expense of African development. For More Free KCSE Past papers Visit www.freekcsepastpapers.com447 x Loss of independence by Africans as they were subjected to British colonial rule. Xi It undermined African culture introduction of Western education Christianity and separation of families. Xii Africans were subjected to racial segregation. Xiii It led to the development of transport and communication network. Xiv Africans were subjected to poverty and suffering. Any 6 points, well explained x 2 12 marks 21. A State three political causes of instability in the Democratic Republic of Congo between 1960-1965. 3 marks i Tribalism ethnic differences created conflicts among communities. Ii Domination of public service army by the Belgians foreigners iii Kasai Katanga secession from the rest of the country. Iv The assassination of Patrice Lumumba. V Ideological differences between leaders divided the country. Vi The army mutiny. Vii Military coup in 1965 by Mobutu Sese Seko. Viii Dictatorship. Ix Interference by the UNO in the internal affairs of the Congo. Any 3 x 1 3 marks b Describe six social developments that have taken place in Tanzania since independence. 12 marks i The establishment of more schools colleges universities has enabled many people to access education. Ii The introduction of free universal primary education has reduced illiteracy levels among the people. Iii Education system geared towards promoting socialism ideals has created an egalitarian selfless society thus promoting equity. Iv Improvement of health through the expansion establishment of more health facilities hospitals dispensaries thereby promoting quality of life. V Social cohesion unity of diverse elements has been promoted by the socialist ideology Ujamaa thereby creating a more stable society. Vi Kiswahili has been made the national language and given more emphasis in the education system thereby breaking communication barriers promoting interaction among the people. Vii Theatre and sports have been promoted through the establishment of sporting facilities. Viii Promotion of African cultural values leading to preservation of African heritage. Ix The country guarantees freedom of worship. X The role of women in society was greatly appreciated eg. In educational opportunities, senior positions in government and in party leadership. Any 6 points, well explained x 2 12 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com448SECTION C 30 marks 22. A Identify five main organs of the United Nations."}
{"text": "Ix Exploitation of mineral resources agricultural resources for the benefit of the colonial government at the expense of African development. For More Free KCSE Past papers Visit www.freekcsepastpapers.com447 x Loss of independence by Africans as they were subjected to British colonial rule. Xi It undermined African culture introduction of Western education Christianity and separation of families. Xii Africans were subjected to racial segregation. Xiii It led to the development of transport and communication network. Xiv Africans were subjected to poverty and suffering. Any 6 points, well explained x 2 12 marks 21. A State three political causes of instability in the Democratic Republic of Congo between 1960-1965. 3 marks i Tribalism ethnic differences created conflicts among communities. Ii Domination of public service army by the Belgians foreigners iii Kasai Katanga secession from the rest of the country. Iv The assassination of Patrice Lumumba. V Ideological differences between leaders divided the country. Vi The army mutiny. Vii Military coup in 1965 by Mobutu Sese Seko. Viii Dictatorship. Ix Interference by the UNO in the internal affairs of the Congo. Any 3 x 1 3 marks b Describe six social developments that have taken place in Tanzania since independence. 12 marks i The establishment of more schools colleges universities has enabled many people to access education. Ii The introduction of free universal primary education has reduced illiteracy levels among the people. Iii Education system geared towards promoting socialism ideals has created an egalitarian selfless society thus promoting equity. Iv Improvement of health through the expansion establishment of more health facilities hospitals dispensaries thereby promoting quality of life. V Social cohesion unity of diverse elements has been promoted by the socialist ideology Ujamaa thereby creating a more stable society. Vi Kiswahili has been made the national language and given more emphasis in the education system thereby breaking communication barriers promoting interaction among the people. Vii Theatre and sports have been promoted through the establishment of sporting facilities. Viii Promotion of African cultural values leading to preservation of African heritage. Ix The country guarantees freedom of worship. X The role of women in society was greatly appreciated eg. In educational opportunities, senior positions in government and in party leadership. Any 6 points, well explained x 2 12 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com448SECTION C 30 marks 22. A Identify five main organs of the United Nations. 5 marks i The General Assembly; ii The Security Council; iii The Secretariat; iv The International Court of Justice; v The Economic and Social Council; vi The Trusteeship Council. Any 5 x 1 5 marks b Explain five ways through which the United Nation promotes peace in the World. 10 marks i It sends peace-keeping missions to conflict areas inorder to enforce ceasefire prevent further confrontation."}
{"text": "3 marks i Tribalism ethnic differences created conflicts among communities. Ii Domination of public service army by the Belgians foreigners iii Kasai Katanga secession from the rest of the country. Iv The assassination of Patrice Lumumba. V Ideological differences between leaders divided the country. Vi The army mutiny. Vii Military coup in 1965 by Mobutu Sese Seko. Viii Dictatorship. Ix Interference by the UNO in the internal affairs of the Congo. Any 3 x 1 3 marks b Describe six social developments that have taken place in Tanzania since independence. 12 marks i The establishment of more schools colleges universities has enabled many people to access education. Ii The introduction of free universal primary education has reduced illiteracy levels among the people. Iii Education system geared towards promoting socialism ideals has created an egalitarian selfless society thus promoting equity. Iv Improvement of health through the expansion establishment of more health facilities hospitals dispensaries thereby promoting quality of life. V Social cohesion unity of diverse elements has been promoted by the socialist ideology Ujamaa thereby creating a more stable society. Vi Kiswahili has been made the national language and given more emphasis in the education system thereby breaking communication barriers promoting interaction among the people. Vii Theatre and sports have been promoted through the establishment of sporting facilities. Viii Promotion of African cultural values leading to preservation of African heritage. Ix The country guarantees freedom of worship. X The role of women in society was greatly appreciated eg. In educational opportunities, senior positions in government and in party leadership. Any 6 points, well explained x 2 12 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com448SECTION C 30 marks 22. A Identify five main organs of the United Nations. 5 marks i The General Assembly; ii The Security Council; iii The Secretariat; iv The International Court of Justice; v The Economic and Social Council; vi The Trusteeship Council. Any 5 x 1 5 marks b Explain five ways through which the United Nation promotes peace in the World. 10 marks i It sends peace-keeping missions to conflict areas inorder to enforce ceasefire prevent further confrontation. Ii It uses envoys to mediate disputes between warring groups so as to find amicable solutions to problems. Iii It hears cases through the International Court of Justice between states individuals with a view of administering justice. Iv It imposes sanctions against states that defy its resolutions in order to force them to comply. V It uses peace messengers to sensitize people on importance of peace encourage peaceful co-existence. Vi It encourages disarmament by signing arms control treaties agreements with a view of reducing tension suspicion between states. Vii It promotes human rights freedoms by enforcing international laws which protect people against abuse. Viii It provides humanitarian assistance to the needy by giving them protection basic needs. Ix It promotes democracy and good governance in countries by providing electoral assistance sending observers to monitor elections in order to ensure fairness credibility. X It condemns all forms of terrorism putting in place mechanism of combating it through international agreements. Any 5 points, well explained x 2 10 marks 23. A State five functions of the Commission of the African Union. 5 marks i It implements the decision of the union; ii It co-ordinates African Union activities meetings; iii It receives application for membership; iv It performs administrative functions of the A.U.; v It makes initiates proposals to other organs. Any 5 x 1 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com449 b Discuss five achievements of the Pan-African movements. 10 marks i It promoted African nationalism by encouraging Africans to unite against colonial injustices."}
{"text": "In educational opportunities, senior positions in government and in party leadership. Any 6 points, well explained x 2 12 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com448SECTION C 30 marks 22. A Identify five main organs of the United Nations. 5 marks i The General Assembly; ii The Security Council; iii The Secretariat; iv The International Court of Justice; v The Economic and Social Council; vi The Trusteeship Council. Any 5 x 1 5 marks b Explain five ways through which the United Nation promotes peace in the World. 10 marks i It sends peace-keeping missions to conflict areas inorder to enforce ceasefire prevent further confrontation. Ii It uses envoys to mediate disputes between warring groups so as to find amicable solutions to problems. Iii It hears cases through the International Court of Justice between states individuals with a view of administering justice. Iv It imposes sanctions against states that defy its resolutions in order to force them to comply. V It uses peace messengers to sensitize people on importance of peace encourage peaceful co-existence. Vi It encourages disarmament by signing arms control treaties agreements with a view of reducing tension suspicion between states. Vii It promotes human rights freedoms by enforcing international laws which protect people against abuse. Viii It provides humanitarian assistance to the needy by giving them protection basic needs. Ix It promotes democracy and good governance in countries by providing electoral assistance sending observers to monitor elections in order to ensure fairness credibility. X It condemns all forms of terrorism putting in place mechanism of combating it through international agreements. Any 5 points, well explained x 2 10 marks 23. A State five functions of the Commission of the African Union. 5 marks i It implements the decision of the union; ii It co-ordinates African Union activities meetings; iii It receives application for membership; iv It performs administrative functions of the A.U.; v It makes initiates proposals to other organs. Any 5 x 1 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com449 b Discuss five achievements of the Pan-African movements. 10 marks i It promoted African nationalism by encouraging Africans to unite against colonial injustices. Ii It restored African dignity confidence by demanding respect for African values. Iii It led to the formation of Organization of African Union."}
{"text": "5 marks i The General Assembly; ii The Security Council; iii The Secretariat; iv The International Court of Justice; v The Economic and Social Council; vi The Trusteeship Council. Any 5 x 1 5 marks b Explain five ways through which the United Nation promotes peace in the World. 10 marks i It sends peace-keeping missions to conflict areas inorder to enforce ceasefire prevent further confrontation. Ii It uses envoys to mediate disputes between warring groups so as to find amicable solutions to problems. Iii It hears cases through the International Court of Justice between states individuals with a view of administering justice. Iv It imposes sanctions against states that defy its resolutions in order to force them to comply. V It uses peace messengers to sensitize people on importance of peace encourage peaceful co-existence. Vi It encourages disarmament by signing arms control treaties agreements with a view of reducing tension suspicion between states. Vii It promotes human rights freedoms by enforcing international laws which protect people against abuse. Viii It provides humanitarian assistance to the needy by giving them protection basic needs. Ix It promotes democracy and good governance in countries by providing electoral assistance sending observers to monitor elections in order to ensure fairness credibility. X It condemns all forms of terrorism putting in place mechanism of combating it through international agreements. Any 5 points, well explained x 2 10 marks 23. A State five functions of the Commission of the African Union. 5 marks i It implements the decision of the union; ii It co-ordinates African Union activities meetings; iii It receives application for membership; iv It performs administrative functions of the A.U.; v It makes initiates proposals to other organs. Any 5 x 1 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com449 b Discuss five achievements of the Pan-African movements. 10 marks i It promoted African nationalism by encouraging Africans to unite against colonial injustices. Ii It restored African dignity confidence by demanding respect for African values. Iii It led to the formation of Organization of African Union. Iv It condemned mobilized people to protest against European colonization domination of Africans eg."}
{"text": "Ii It uses envoys to mediate disputes between warring groups so as to find amicable solutions to problems. Iii It hears cases through the International Court of Justice between states individuals with a view of administering justice. Iv It imposes sanctions against states that defy its resolutions in order to force them to comply. V It uses peace messengers to sensitize people on importance of peace encourage peaceful co-existence. Vi It encourages disarmament by signing arms control treaties agreements with a view of reducing tension suspicion between states. Vii It promotes human rights freedoms by enforcing international laws which protect people against abuse. Viii It provides humanitarian assistance to the needy by giving them protection basic needs. Ix It promotes democracy and good governance in countries by providing electoral assistance sending observers to monitor elections in order to ensure fairness credibility. X It condemns all forms of terrorism putting in place mechanism of combating it through international agreements. Any 5 points, well explained x 2 10 marks 23. A State five functions of the Commission of the African Union. 5 marks i It implements the decision of the union; ii It co-ordinates African Union activities meetings; iii It receives application for membership; iv It performs administrative functions of the A.U.; v It makes initiates proposals to other organs. Any 5 x 1 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com449 b Discuss five achievements of the Pan-African movements. 10 marks i It promoted African nationalism by encouraging Africans to unite against colonial injustices. Ii It restored African dignity confidence by demanding respect for African values. Iii It led to the formation of Organization of African Union. Iv It condemned mobilized people to protest against European colonization domination of Africans eg. Mussolini in Ethiopia in 1935. V It made Africans aware of their status in society thereby encouraging them to struggle for their rights. Vi It created a sense of unity among people of African descent by enlightening them on their common origin similar prejudices from the Europeans. Vii It appealed put pressure on international community to act against apartheid regime in South Africa. Viii It encouraged the formation of nationalist movements which liberated Africans from colonial rule. Ix Provided a forum for the African people to discuss their common problems both internal and external. X It laid the basis for interest in research on African cultures. Any 5 points, well explained x 2 10 marks 24. A Give five responsibilities of the state governments in the United States of America. 5 marks i To maintain law and order. Ii To generate revenue. Iii To provide educational facilities. Iv To administer justice. V To provide health facilities. Vi To provide recreational facilities. Vii To make pass laws. Any 5 x 1 5 marks b Explain five functions of the cabinet in India. 10 marks i It formulates policy matters that are followed by the state federal governments in the provision of services. Ii It recommends all the major appointments made by the president in the various sectors of the government. Iii It advises the president prime minister on various matters of the state federal government. Iv It settles interdepartmental disputes in order to ensure harmonious working relations between them. V It co-ordinates activities programmes functions of the departments in their respective ministries. Vi It defends government policies decisions both within and outside the parliament, thereby popularising those policies. Vii It approves all proposals for the legislative enactment of the government policies. Viii It oversees the execution implementation of government policies so as to ensure service delivery to the people. Any 5, well explained x 2 10 marks. For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "For more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.com."}
{"text": "For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education313 1 CHRISTIAN Paper 1RELIGIOUS EDUCATIONNov. 2019 - 2 hours Name ... soos Indlex Number. Candidate's Signature ... Date .. Instructions to candidates a Write your name and index number in the spaces provided above. 0 Sign and write the date of examination in the spaces provided above. C This paper consists of six questions. A Answer any five questions in the spaces provided at the end of question 6. E Each question carries 20 marks. F This paper consists of 16 printed pages. Do not remove any pages from this booklet. H Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. W Candidates should answer the questions in English. For Examiner's Use Only5 CandidateQuestion Total ScoreCandidate's Score 2019 The Kenya National Examinations Council313 1919309 Turn over3 Oy 9193092Explain how the learning of Christian Religious Education in secondary schools promotesthe goal of national development. 6 marks State the meaning ofthe Biblical accounts of creation in Genesis chapters 1 and 2, 7 marks Identify the consequences of sin from the story of the fall of human beings in Genesischapter 3. 7 marks State six commandments which guide on the relationships among human beings. 6 marks denify eight lessons Christians lear from the incident when the Israelites worshiped golden caf while at Mount Sins. 8 marks List six forms of worship that were practised by the Isralites in the wildemess which arefound in Christian worship today. 6 marks Identify six factors which led to widespread idolatry in Israel duiElijah. 6 marks Describe the incident in which Prophet Elijah challenged the prophets of Baal at Mount Carmel 1 Kings 18:19-41 . 8 marks State six reasons that may influence some Christians to tum away from God today. 6 marks Explain four visions of Prophet Amos concerning the judgement that would befll Israel 8 marks Cutline seven ways in which the rich oppressed the poor in Israel during the time ofProphet Amos."}
{"text": "6 marks Identify six factors which led to widespread idolatry in Israel duiElijah. 6 marks Describe the incident in which Prophet Elijah challenged the prophets of Baal at Mount Carmel 1 Kings 18:19-41 . 8 marks State six reasons that may influence some Christians to tum away from God today. 6 marks Explain four visions of Prophet Amos concerning the judgement that would befll Israel 8 marks Cutline seven ways in which the rich oppressed the poor in Israel during the time ofProphet Amos. 7 marks Give five ways through which the Christians in Kenya can avoid God's punishment today. 5 marks Outline the content of Prophet Jeremiah s letter to the exiles in Babylon. 6 marks Give seven reasons why Prophet Jeremiah condemned the practice of human sacrifice inJudah. 7 marks Identify seven ways in which Christians can help to reduce human suffering in Kenyatoday. 7 macks Kenya Certificate of Secondary Education, 20193M6 9193093 dentify six regulations that an expectant mother is required to observe in traditionalAStican communities. 6 marks Explain the rituals performed during the birth ofa baby in traditional African communities. 7 marks State seven factors that undermine the role of medicine men in Kenya today. 7 marks Kenya Certificate of Secondary Education, 20193 Turn over."}
{"text": "1753.18BUILDING CONSTRUCTION 446 3.18.1 Building Construction Paper 1 446 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com176For More Free KCSE Past papers Visit www.freekcsepastpapers.com177For More Free KCSE Past papers Visit www.freekcsepastpapers.com178For More Free KCSE Past papers Visit www.freekcsepastpapers.com179For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "122K.C.S.E GEOGRAPHY 2012PAPER 1SECTION AAnswer all the questions in this section. A What is the relationship between Geography and Mathematics? 2marks b State four reasons why it is important to study Geography. 4marks 2 a Name the two layers of discontinuity that are part of the interior structure ofearth. 2 marks b State three characteristics of the outer core in the interior structure of theearth. 3 marks 3 a Name two forms of precipitation that commonly occur in Kenya. 2 marks b What is a Stevensons screen? 2 marks 4 a Identity two causes of earth movement. 2 marks The diagram below shows some features formed as a result of faulting. For More Free KCSE past papers visit www.freekcsepastpapers.com123FaultFault b Identify: i the angle marked J. 1 mark ii the features marked K and L. 2 marks a Identify two sources of water found in a lake. 3 marks b Give three characteristics of lakes formed due to faulting 2marks SECTION BAnswer question 6 and any other two questions from this section. Study the map of Kitale 1:50,000 sheet 75 3 provided and answer thefollowing questions. A i Identify the two human made features found at the grid square2320. 2 marks ii What is the altitude of the highest point in the area covered by the map? 2 marks iii Give three types of natural vegetation found in the area covered by themap. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com124 b i What is the bearing of the Air Photo Principal Point at grid square 3426from theAir Photo Principal Point at grid square 2931? 2marks ii Measure the distance of the dry weather road C 640 from the junction atpoint M 345142 to the junction at point N 416201 . Give your answerin Kilometres. 2 marks c i Using a scale of 1 cm to represent 40 metres, draw a cross section fromgridreference 410180 to grid reference 500180."}
{"text": "2 marks ii What is the altitude of the highest point in the area covered by the map? 2 marks iii Give three types of natural vegetation found in the area covered by themap. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com124 b i What is the bearing of the Air Photo Principal Point at grid square 3426from theAir Photo Principal Point at grid square 2931? 2marks ii Measure the distance of the dry weather road C 640 from the junction atpoint M 345142 to the junction at point N 416201 . Give your answerin Kilometres. 2 marks c i Using a scale of 1 cm to represent 40 metres, draw a cross section fromgridreference 410180 to grid reference 500180. 4 marks ii On the cross-section, mark and name the following: a dry weather road; 1 mark River Kaptarit; 1 mark a ridge. 1 mark iii Calculate the vertical exaggeration VE of the section. 2 marks d Citing evidence from the map, identify five social services offered inKitaleMunicipality. 5 marks 7 i What is a mineral? 2 marks ii Describe the following characteristics of minerals: lustre; colour; density. 2 marks 2 marks 2 marks b i Name two examples of extrusive igneous rocks. 2 marks ii Describe three ways in which sedimentary rocks areformed. 9 marks For More Free KCSE past papers visit www.freekcsepastpapers.com125 c Explain the significance of rocks to the economy of Kenya under thefollowing subheadings: i tourism; 2 marks ii energy; 2 marks iii water. 2 marks 8. A Explain the following processes of weathering: i hydration; 2 marks ii oxidation; 2 marks iii frost action. 3 marks b Describe how an exfoliation dome is formed. 6 marks c Explain three physical factors that enhance movement ofmaterials along a slope due to gravity. 6 marks d i Give two processes of rapid mass movement. 2 marks ii State four indicators of occurrence of soil creep inan area. 4 marks 9."}
{"text": "4 marks ii On the cross-section, mark and name the following: a dry weather road; 1 mark River Kaptarit; 1 mark a ridge. 1 mark iii Calculate the vertical exaggeration VE of the section. 2 marks d Citing evidence from the map, identify five social services offered inKitaleMunicipality. 5 marks 7 i What is a mineral? 2 marks ii Describe the following characteristics of minerals: lustre; colour; density. 2 marks 2 marks 2 marks b i Name two examples of extrusive igneous rocks. 2 marks ii Describe three ways in which sedimentary rocks areformed. 9 marks For More Free KCSE past papers visit www.freekcsepastpapers.com125 c Explain the significance of rocks to the economy of Kenya under thefollowing subheadings: i tourism; 2 marks ii energy; 2 marks iii water. 2 marks 8. A Explain the following processes of weathering: i hydration; 2 marks ii oxidation; 2 marks iii frost action. 3 marks b Describe how an exfoliation dome is formed. 6 marks c Explain three physical factors that enhance movement ofmaterials along a slope due to gravity. 6 marks d i Give two processes of rapid mass movement. 2 marks ii State four indicators of occurrence of soil creep inan area. 4 marks 9. A i Outline two factors that influence the development of drainagepatterns. 2 marks ii Outline five characteristics of a river in its youthful stage. 5 marks b Describe the following processes of river erosion: i attrition; 2 marks ii corrasion. 4 marks c Explain three negative effects of rivers to the human environment. For More Free KCSE past papers visit www.freekcsepastpapers.com126 d Your class is planning to carry out a field study of a river in its oldstage. 3 marks i State three reasons why it would be necessary to pre-visit the area ofstudy. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary Education PHYSICS Paper 1 2 hoursSECTION A 25 marks galgn. Ne mango potion oft sca ass sero Tie sSading on Ons pong che tereteerefliconed thou the cube was 0.013 cm. Use his information and he figure Wat ithe length of he cube? Determine the density ofthe metal cube giving your answer correct o tres sgnificant figures. EU MIE ca Sc oe ws tay rough he ection of te Arvange the spends VY, Vs Vand Vain dcrming der staing with the Highest,Figure 3 show the levels of two liquids A and 8 after some air has besn sucked out of the tubes trough the tap. Use this information and the igure to answer questions 4 and 5 State the reason forthe ris in the levels ofthe liquids when ars sucked fom the tubes. MakGiven tat the deasityof liquid B 6 1200 kgm determine the density of liquid A. marks Figure 4 shows wo identical baloons A and B. The baloons were filed with equal amounts ofthe same type of gas. The baloons ae suspended at distances X, and X; trom a metal cubefilled wit Boiling wate ad placed onan nsulating materal. Use his information answer questions 6 and tm terFigures State the mode by which heat ravel rom the cube to the baloons 1 mark The face ofthe cube towards A i bright and shiny and he face towards B is dul back, State with reason te adjustment that should be made onthe distances X, and X, 0 tha the at ofange of temperature in both baloons isthe same, marks- - wFigure S shows uniform bar ofengh 1.0 m pivoted near one end, The bar is kept in uid by a spring balance a show, Given thatthe reading ofthe spring balance is 0.6 N, determine the weight of the barG marks The graph in Figure 6 shows the velocity ofa cain the int 8 seconds as i accents from resislong asright line."}
{"text": "The baloons were filed with equal amounts ofthe same type of gas. The baloons ae suspended at distances X, and X; trom a metal cubefilled wit Boiling wate ad placed onan nsulating materal. Use his information answer questions 6 and tm terFigures State the mode by which heat ravel rom the cube to the baloons 1 mark The face ofthe cube towards A i bright and shiny and he face towards B is dul back, State with reason te adjustment that should be made onthe distances X, and X, 0 tha the at ofange of temperature in both baloons isthe same, marks- - wFigure S shows uniform bar ofengh 1.0 m pivoted near one end, The bar is kept in uid by a spring balance a show, Given thatthe reading ofthe spring balance is 0.6 N, determine the weight of the barG marks The graph in Figure 6 shows the velocity ofa cain the int 8 seconds as i accents from resislong asright line. Use the graph to antwer questions 9 and 10, 105vatocitytae 90 x1sOto ow 60 wo weTime s Figure 6Determine the distance walled 3.0 seconds afer the start 2 mors10 Determine the acceleration ofthe ca a 0 seconds mars 11 Statetwo factor that affect the meling point of te. Mats The graph in Figure 7 shows the relationship berween the preswure and temperature fr un ies! 85, Use the information inthe igure to answer questions 1? And 3.a reFigere712 Sute the unit ofthe Horizontal axis matty13 Write astutemen ofthe gus law represented by the rlationsip."}
{"text": "Use the graph to antwer questions 9 and 10, 105vatocitytae 90 x1sOto ow 60 wo weTime s Figure 6Determine the distance walled 3.0 seconds afer the start 2 mors10 Determine the acceleration ofthe ca a 0 seconds mars 11 Statetwo factor that affect the meling point of te. Mats The graph in Figure 7 shows the relationship berween the preswure and temperature fr un ies! 85, Use the information inthe igure to answer questions 1? And 3.a reFigere712 Sute the unit ofthe Horizontal axis matty13 Write astutemen ofthe gus law represented by the rlationsip. Mare 14 Figure 8 shows a uniform tigh bar resting hrizomally on corks flowing on water in tWobeakers A andB,par FiguresExplain why he artis towards side A when equal amount of het is upplid oeach beaker.ee 2 marks ,SECTION B 55 marks Answer ALL questions in this section in the spaces provide.15 Brownian motion of smoke panicles canbe studied by using the appuatus shown in figure 9 To observe the motion, some smoke i enclosed in the smoke cell and then observed throughhe mucroncopea mieninteFigure 2 Explain the role ofthe smoke particles, lens and microscope in the experiment Soke palesLeneMicroscope:1 G wuachs 0 State and expli the nature ofthe observed motion ofthe smoke pales. Marks State what wil be observed abou the motion ofthe smoke parties if he temperatureosurounding the smoke cel is ase sigh. Mark 16 a State Newtons fs lw of motion. Mack t A. wooden block resting on a hocizoatal bench is given an initial velocity. Uso that itslides on the bench surface fora distance, d before coming toa stop. The valucs afdwere measured and recorded for varius values of initial velocity. Figute 10 shows theraph of u against d. the slope, s. ofthe graph Bmarks Given that u' 20 kd, where kis a constant for the bench surface, determine thevalue of k from the raph."}
{"text": "Figute 10 shows theraph of u against d. the slope, s. ofthe graph Bmarks Given that u' 20 kd, where kis a constant for the bench surface, determine thevalue of k from the raph. Marks Gl State how the value of k would be affected by a change in the roughness oftheos bench surface. Umark Ce car of mass 90 kg starts fom rest and accelerates a 1.2 ms, Determine its momentum after it has moved 400 fom the sarting point. Marks 17 a Define the erm specifi latent heat of maporiation ofa substance. 1 mark a - . Co iyww Figure 11 shows the features ofa domestic refrigertor. Volaile liquid circulatesthrough the capillary tubes under the action ofthe compression pump. Gore ttState the reason for using a volatile liquid. Mark Explain how the volatile liquid is made to vaporize in the cooling compartmentand to condense in the cooling fins. 2 marks Explain how cooling takes place inthe refrigerator. 3 marks What is the purpose of the double wall? 1 mark Steam of mass 3.0 gat 100 Cis passed into water of mass 400 gat 10 C. The finaltemperature of the mixture is T. The container absorbs negligible hea. Specific ment eat of vapourisation of steam 2260 kg. Specific heat capacity of water, 4200 Jkg'K\" Derive an expression forthe heat lst by the steam a it condenses to water at temperature T. marks i Devive an expression forthe heat ined by the 2 marks ii Determine the value of T. 2 marks 0 State whats meant by centripetal acceleration mae Figure 12 stows masses A, Band C placed at diferent points on tating table The angular velocity, oo, of the table can be varied, oasing tte State two factors that determine whether particular mass slides off theTable or not. Mans , is found thatthe masses slide off at angula velocities oy, and a.qrespectively. Arrange the valUes oft, yO in decreasing order."}
{"text": "2 marks 0 State whats meant by centripetal acceleration mae Figure 12 stows masses A, Band C placed at diferent points on tating table The angular velocity, oo, of the table can be varied, oasing tte State two factors that determine whether particular mass slides off theTable or not.mans , is found thatthe masses slide off at angula velocities oy, and a.qrespectively. Arrange the valUes oft, yO in decreasing order.mary Ablock of mass 200 gis placed on a fitionless rotating table while fed wo the centofthe table by a thin thread. The distance from the centre ofthe table tothe block 1 15fem. Ifthe maximum tension the tvead can withstand is 5.6 N, determine theinmurm angular veloety the table can alsin before the thread cuts 4 marks 19 4 State he tnw of Noaation, mark Figte 13 shows simple hydeometer sem Fiore 13 maryi State the parpae of he lead shot i the pas b ii How would he hydrometer be made more sensitive? Mark iy Describe how the hydrometr is calibrated to measure relative density marks Figure 14 shows a cork floating on water and held othe bottom of the beaker by a thinthread, Namie the forces acting on the cork mati Describe how each of the forces mentioned in i above changes when water isaed tthe Beaker unt it fills up. G marks For More KCSE Question Papers, visit http: www.kenyaplex.com questionpapers."}
{"text": "523.4BIOLOGY 231 3.4.1 Biology Paper 1 231 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com53For More Free KCSE Past papers Visit www.freekcsepastpapers.com54For More Free KCSE Past papers Visit www.freekcsepastpapers.com55For More Free KCSE Past papers Visit www.freekcsepastpapers.com56For More Free KCSE Past papers Visit www.freekcsepastpapers.com57For More Free KCSE Past papers Visit www.freekcsepastpapers.com58For More Free KCSE Past papers Visit www.freekcsepastpapers.com593.4.2 Biology Paper 2 231 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com60For More Free KCSE Past papers Visit www.freekcsepastpapers.com61For More Free KCSE Past papers Visit www.freekcsepastpapers.com623.4.3 Biology Paper 3 231 3 For More Free KCSE Past papers Visit www.freekcsepastpapers.com63For More Free KCSE Past papers Visit www.freekcsepastpapers.com64For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "For more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.com."}
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{"text": "354 BOOKFLYER PRECISE PUBLISHERS K.C.S.E 2012 PHYSICS PAPER 1 SECTION A 25 marks Answer all the questions in this section in the spaces provided. 1 Figure 1 shows a measuring cylinder containing some water. Determine the reading on the measuring cylinder, after three drops of water each of volume 0.6 cm3 are added. 2 marks 2. A student pulls a block of wood along a horizontal surface by applying a constant force. State the reason why the block moves at a constant velocity. 1 mark 3. A solid weighs 16.5 N on the surface of the moon. The force of gravity on the moon is 1.7 Nkg\"1. Determine the mass of the solid. 3 marks 4. A bottle containing a smelling gas is opened at the front bench of a classroom. State the reason why the gas is detected throughout the room. 1 mark 5 Figure 2 shows a flat bottomed flask containing some water. It is heated directly with a very hot For More Free KCSE past papers visit www.freekcsepastpapers.com355 BOOKFLYER PRECISE PUBLISHERS Explain why the flask is likely to crack. 2 marks 6. State two environmental hazards that may occur when oil spills over a large surface area of the sea. 2 marks 7 A balloon is filled with a gas which is lighter than air. It is observed to rise in air upto a certain height. State a reason why the balloon stops rising. 1 mark 8 In verifying the pressure law of gases, the temperature and pressure of a gas are varied at constant volume. State the condition necessary for the law to hold. 1 mark 9. State the reason why a steel sphere resting on a horizontal surface is said to be in neutral equilibrium. 1 mark 10 Table 1 shows the results of an experiment carried out to study the properties of a spring Table 1 State with a reason whether the experiment was done within the elastic limit of the spring."}
{"text": "1 mark 9. State the reason why a steel sphere resting on a horizontal surface is said to be in neutral equilibrium. 1 mark 10 Table 1 shows the results of an experiment carried out to study the properties of a spring Table 1 State with a reason whether the experiment was done within the elastic limit of the spring. 2 marks Force N 0 10 20 30 40 Extension cm 0 2 4 6 8 For More Free KCSE past papers visit www.freekcsepastpapers.com356 BOOKFLYER PRECISE PUBLISHERS 11 Figure 3 shows a graph of velocity against time for a moving body. Describe the motion of the body during the 10 seconds. 2 marks 12 State two reasons why the efficiency of a pulley system is always less than 100 . 2 marks 13 Figure 4 shows a graph of temperature against time when pure melting ice at 0 C is heated uniformly. For More Free KCSE past papers visit www.freekcsepastpapers.com357 BOOKFLYER PRECISE PUBLISHERS Explain what happens between parts: i OA: 1 mark ii AB 1 mark 14 a An aeroplane is moving horizontally through still air at a uniform speed. It is observed that when the speed of the plane is increased, its height above the ground increases. State the reason for this observation. 1 mark b Figure 5 shows parts A, B and C of a glass tube. State with a reason the part of the tube in which the pressure will be lowest when air is blown through the tube from A towards C. 2 marks SECTION B 35MARKS Answer all the questions in this section in the spaces provided. 15. A Figure 6 shows a graph of volume against temperature for a given mass of gas. For More Free KCSE past papers visit www.freekcsepastpapers.com358 BOOKFLYER PRECISE PUBLISHERS Use the graph to determine the absolute zero temperature in oC."}
{"text": "15. A Figure 6 shows a graph of volume against temperature for a given mass of gas. For More Free KCSE past papers visit www.freekcsepastpapers.com358 BOOKFLYER PRECISE PUBLISHERS Use the graph to determine the absolute zero temperature in oC. 2marks For More Free KCSE past papers visit www.freekcsepastpapers.com359 BOOKFLYER PRECISE PUBLISHERS b Figure 7 shows a horizontal tube containing air trapped by a mercury thread of length 24 cm. The length of the enclosed air column is 15 cm. The atmospheric pressure is 76 cm Hg. I State the pressure of the enclosed air. 1 mark ii The tube is now held in a vertical position with the open end facing upwards as shown in Figure 8. Determine: I The pressure of the enclosed air. 1 mark II The length of the enclosed air column. 3 marks c In an experiment to demonstrate atmospheric pressure, a plastic bottle is partially filled with hot water and the bottle is then tightly corked. After some time the bottle starts to get deformed. For More Free KCSE past papers visit www.freekcsepastpapers.com360 BOOKFLYER PRECISE PUBLISHERS i State the purpose of the hot water. 1 mark ii State the reason why the bottle gets defored. 1mark iii Explain your answer in c ii 2marks 16 a Figure 9 shows a trolley on a smooth surface being pulled by a constant force F. i On the axis provided, sketch the velocity-time graph for the motion of the trolley. 2 marks Velocity v time t ii A parachute falling through the air attains terminal velocity after a short-time. State the reason why it attains terminal velocity. 1 mark For More Free KCSE past papers visit www.freekcsepastpapers.com361 BOOKFLYER PRECISE PUBLISHERS b A ball of mass 200 g is thrown vertically upwards with velocity of 5 ms\"1. The air resistance is 0.4 N."}
{"text": "1mark c In an experiment to investigate the unusual expansion of water, a fixed mass of water at 0oC was heated until its temperature reached 20oC. On the axis provided, sketch a graph of density against temperature of the water from 0oC to 20oC. 2marks density g cm 3temperature C o For More Free KCSE past papers visit www.freekcsepastpapers.com363 BOOKFLYER PRECISE PUBLISHERS d An immersion heater rated 2.5kW is immersed into a plastic jug containing 2kg of water and switched on for 4 minutes. Determine; i the quantity of heat gained by the water 2marks ii the temperature change for the water; 3marks take specific heat capacity of water as 4.2 x 103Jkg-1K-1 . 18. A Figure 12 shows a set up used to determine the mass of a solid S. The rod is pivoted at its centre of gravity C. i State two measurements that need to be made to determine the mass of solid S. 1 mark ii Write an expression to show how the measurements in i above are used to obtain the mass of S. 2marks b Figure 13 shows a log of wood of mass 20kg submerged in water in a pond and held in position by a string fixed to the bottom of the pond. Given that the density of water is 1000kgm-3 and that of wood is 800kgm-3, determine the; i Volume of the log. 3marks ii Upthrust on the log.. 2marks iii Tension in the string 2marks For More Free KCSE past papers visit www.freekcsepastpapers.com364 BOOKFLYER PRECISE PUBLISHERS 19. A Figure 14 shows a lift pump. Explain why, when the piston is; i pulled upwards, valve A opens while valve B closes. 2marks ii pushed downwards, valve A closes while valve B opens. 2marks b After several strokes, water rises above the piston as shown in Figure 15. State how water is removed from the cylinder through the spout."}
{"text": "2marks ii pushed downwards, valve A closes while valve B opens. 2marks b After several strokes, water rises above the piston as shown in Figure 15.State how water is removed from the cylinder through the spout. 1mark c A lift pump can lift water to a maximum height of 10m. Determine the maximum height to which the pump can raise paraffin. Take density of paraffin as 800kgm-3 and density of water as 1000kgm-3 . 3marks d State one factor that determine the determines the height to which a force pump can lift water. For More Free KCSE past papers visit www.freekcsepastpapers.com."}
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{"text": "653.5PHYSICS 232 3.5.1 Physics Paper 1 232 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com66For More Free KCSE Past papers Visit www.freekcsepastpapers.com67For More Free KCSE Past papers Visit www.freekcsepastpapers.com68For More Free KCSE Past papers Visit www.freekcsepastpapers.com69For More Free KCSE Past papers Visit www.freekcsepastpapers.com70For More Free KCSE Past papers Visit www.freekcsepastpapers.com71For More Free KCSE Past papers Visit www.freekcsepastpapers.com723.5.2 Physics Paper 2 232 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com73For More Free KCSE Past papers Visit www.freekcsepastpapers.com74For More Free KCSE Past papers Visit www.freekcsepastpapers.com75For More Free KCSE Past papers Visit www.freekcsepastpapers.com76For More Free KCSE Past papers Visit www.freekcsepastpapers.com77For More Free KCSE Past papers Visit www.freekcsepastpapers.com78For More Free KCSE Past papers Visit www.freekcsepastpapers.com79For More Free KCSE Past papers Visit www.freekcsepastpapers.com803.5.3 Physics Paper 3 232 3 Question 1PART AYou are provided with the following:-a metre rule-3 optical pins-2 small wooden blocks-a stop watch-a stand, a boss and clamp-a piece of sellotapeProceed as follows: a Using the two wooden blocks, clamp two optical pins about 4 cm apart in the stand so that they project out of the blocks in a horizontal plane. B Using a piece of sellotape, attach the third optical pin across the metre rule at a distance x 10 cm from the 50 cm mark. Now suspend the metre rule on the two clamped pins so that it can swing freely in a vertical plan with the third pin as the axis. See figure 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com81 c Displace the lower end of the metre rule slightly and let it oscillate as shown in the figure 1."}
{"text": "653.5PHYSICS 232 3.5.1 Physics Paper 1 232 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com66For More Free KCSE Past papers Visit www.freekcsepastpapers.com67For More Free KCSE Past papers Visit www.freekcsepastpapers.com68For More Free KCSE Past papers Visit www.freekcsepastpapers.com69For More Free KCSE Past papers Visit www.freekcsepastpapers.com70For More Free KCSE Past papers Visit www.freekcsepastpapers.com71For More Free KCSE Past papers Visit www.freekcsepastpapers.com723.5.2 Physics Paper 2 232 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com73For More Free KCSE Past papers Visit www.freekcsepastpapers.com74For More Free KCSE Past papers Visit www.freekcsepastpapers.com75For More Free KCSE Past papers Visit www.freekcsepastpapers.com76For More Free KCSE Past papers Visit www.freekcsepastpapers.com77For More Free KCSE Past papers Visit www.freekcsepastpapers.com78For More Free KCSE Past papers Visit www.freekcsepastpapers.com79For More Free KCSE Past papers Visit www.freekcsepastpapers.com803.5.3 Physics Paper 3 232 3 Question 1PART AYou are provided with the following:-a metre rule-3 optical pins-2 small wooden blocks-a stop watch-a stand, a boss and clamp-a piece of sellotapeProceed as follows: a Using the two wooden blocks, clamp two optical pins about 4 cm apart in the stand so that they project out of the blocks in a horizontal plane. B Using a piece of sellotape, attach the third optical pin across the metre rule at a distance x 10 cm from the 50 cm mark. Now suspend the metre rule on the two clamped pins so that it can swing freely in a vertical plan with the third pin as the axis. See figure 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com81 c Displace the lower end of the metre rule slightly and let it oscillate as shown in the figure 1. Measure and record in table 1 the time t s for 20 oscillations."}
{"text": "Now suspend the metre rule on the two clamped pins so that it can swing freely in a vertical plan with the third pin as the axis. See figure 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com81 c Displace the lower end of the metre rule slightly and let it oscillate as shown in the figure 1. Measure and record in table 1 the time t s for 20 oscillations. Correct to one decimal place. D i Repeat the procedure in b and c for the values of x shown in table 1. Ii For each value of x shown in the table, determine the period T s , correct to two decimal places, and complete the table. The period T is the time for one complete oscillation .Table 1Distance X cm Time t s Period T s T2, X correct to 1 decimal placeX2 e On the grid provided, plot a graph of T2X y-axis against X2 origin not required . 5 marks f From the graph, determine: i the slope S of the graph. 3 marks ii the value of constant r given that: rS 39.5 2 marks PART BYou are provided with the following:-a converging mirror-a rectangular piece of manilla paper-a half meter rule-a stand, boss and clamp-a dropper-liquid QProceed as follows: g i Using the wooden blocks clamp the manilla paper in the stand so that it projects out of the blocks in a horizontal plane, about 30 cm above the bench. For More Free KCSE Past papers Visit www.freekcsepastpapers.com82 ii Place the mirror on the bench so that its centre is vertically below the free end of the manilla paper. H With your eye vertically above the free end of the manilla, observe its inverted diminished image appearing as in figure 2. I Now adjust the height of the manilla vertically above the centre of the mirror until its width and that of the inverted image are equal as in figure 3. Measure and record the distance L1 between the manilla paper and the bench. L1 ................................cm 1 mark j Using the dropper provided put some liquid Q on the mirror so that its surface is about 3 cm in diameter. Repeat part i ."}
{"text": "H With your eye vertically above the free end of the manilla, observe its inverted diminished image appearing as in figure 2. I Now adjust the height of the manilla vertically above the centre of the mirror until its width and that of the inverted image are equal as in figure 3. Measure and record the distance L1 between the manilla paper and the bench. L1 ................................cm 1 mark j Using the dropper provided put some liquid Q on the mirror so that its surface is about 3 cm in diameter. Repeat part i . Measure and record the distance L2 between the manilla paper and the bench. L2 ...............................cm 1 mark k Determine constant k given that:L1 kL2 2 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.comYou are provided with the following:- four 10 resistors-a resistance wire labelled S mounted on a half metre rule-a resistance wire AB mounted on a metre rule -two dry cells and a cell holder-a centre zero galvanometer G-8 connecting wires each with a crocodile clip at one end-a jockey-a micrometer screw gauge-a switch a Set up the circuit as in figure 4 in which R is near A and S is near B. R is a 10 resistor or an appropriate combination of 10-ohm resistors . B Starting with a single 10 resistor as R, close the switch. Using the jockey tap wire AB briefly near end A and observe the deflection on the galvanometer. Now tap the wire near end B and again observe the deflection of the galvanometer. The two deflections should be in opposite directions c Still with the 10 resistor as R, tap at various points along wire AB to obtain a point P at which the galvanometer shows zero deflection. Measure and record in table 2 the length L m between A and P. Record L correct to 3 decimal places d Repeat part c to obtain L for other values of R shown in table 2."}
{"text": "The two deflections should be in opposite directions c Still with the 10 resistor as R, tap at various points along wire AB to obtain a point P at which the galvanometer shows zero deflection. Measure and record in table 2 the length L m between A and P. Record L correct to 3 decimal places d Repeat part c to obtain L for other values of R shown in table 2. 6 marks e Determine: i L1 for all the values of L correct to 2 decimal places. 1 mark For More Free KCSE Past papers Visit www.freekcsepastpapers.com84 ii R1 for all values of R correct to 3 decimal places. 1 mark R L m L f On the grid provided, plot a graph of L1 y-axis against R1 origin not required . 5 marks g i Determine the slope n of the graph. 3 marks ii State the unit of n. 1 mark h Using the micrometer screw gauge, measure and record the diameter D of wire S in metres. D .................................m. 1 mark i Determine the value of constant k given that 4 k D2n 3 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCIL2010 KCSE EXAMINATION TIMETABLEGENERAL INSTRUCTIONS1.1The time allowed for each paper is indicated against the name of the paper and NO EXTRA TIME IS TO BEALLOWED. In case of any discrepancy, the time stated on the question paper should be taken as correct. Visually handicapped candidates will NOT be given extra time other than what is stated on their respective papers. They are allowed 30 minutes over and above the times indicated on this timetable for all subjects except Biology. Any time allocated for reading through questions is included in the total time shown, except when special paper instructions indicate otherwise.1.2All Examinations will be sat in the morning with the first paper starting at 8.00 a.m. and the second paper between 10.00 a.m. and 11.00 a.m.1.3IMPORTANT NOTICE:1.3.1Your attention is drawn to the regulations governing the conduct of candidates on the last page of this time table. No candidate may take more than one of the papers bracketed together.1.3.2Supervisors MUST ensure that candidates have written their names, index numbers and have signed on their answer scripts before they collect the scripts from the candidates.2.0EXAMINATION PERIOD AND DATESDAY S PERIODPAPERDURATION2.1JAN. TO SEPT. 2010443 3 Agriculture Project 9 months2.2MARCH TOSEPT. 2010451 3 Computer Studies Project 7 months2.3MARCH TOMID AUGUST2010442 3 Art and Design Project 4 months2.4MAY TOOCTOBER 2010444 2 Woodwork Project445 2 Metalwork Project25 hrs.25 hrs.2.5TUESDAY21 9 2010TOTHURSDAY 14 10 2010501 3 French Oral 502 3 German Oral 503 3 Arabic Oral 504 3 Kenyan Sign Language Practical Signing Skills About 15 mins. Per candidateAbout 15 mins per candidate2.6MONDAY4 10 2010TOTHURSDAY7 10 2010511 1 Music Practical About 15 mins."}
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{"text": "1SECTION A 40 marks Anower ALL the questions in his section In he spaces provided The figure below shows changes that take pace during menstrual eel in human, 2 Name the hormones whose concentrations are represented by curves Fand G.Cmasi b State the effeets of the hormones named in a above on the lining of the uterus 2 marks! 2 Name the hormone whieh is released by the pituitary gland in highconcentration on the th day of the menstrual cycle. 1 mask ii State two functions of the hormone narned in e i above. 2 marks a State the Fetle period during the menstrual eyele 1 euask A pea plant with round seeds was crossed with a pea plant that had wrinkled seeds. The gene for round seeds is dominant over that for wrinkled seeds. Using letter R to represent the dominant gene state: a the genotype of parents if plant with rund seeds was heterozygous: smarks b the gametes produced bythe round and wrinkled seod parents marks Round sed patent. Wrinkle seed parent the genotype and phenotype of F generation, Show your working, marks What is atestcross? 1 mark The equation below represents a process that takes place in plans:6CO, 6H,0 - C,H,,0, 60, a Name the proces. Co b State two conditions necessary forthe process to take place marks o State what happens othe end-products ofthe process. S marks Give thee reason in ach case why support i necessary i plans 5 marks Gi animals 6 marks Whyismovement necessary in animals? Marks 'A freshly obtained dandelion stem measuring Sem long was split enginwise to optain twosimilar pieces. The pieces were placed in solutions of different concentrations in petri dishes for 20 minutes. The appearance after 20 minutes is as shown. Epidernis."}
{"text": "Co b State two conditions necessary forthe process to take place marks o State what happens othe end-products ofthe process. S marks Give thee reason in ach case why support i necessary i plans 5 marks Gi animals 6 marks Whyismovement necessary in animals? Marks 'A freshly obtained dandelion stem measuring Sem long was split enginwise to optain twosimilar pieces. The pieces were placed in solutions of different concentrations in petri dishes for 20 minutes. The appearance after 20 minutes is as shown. Epidernis. EpidermisPiece in L, Piece in Ly Account for the appearance of the pieces in solutions Land Le 6 marks State the significance of the biological proces involved in the experiment 2 marks SECTION B 40 marks Answer question 6 compulsory and either question 7 or 8 in the spaces provided after question 86 Anexperiment was carried out to investigate transpiration and absorption of water insunflower plants in their natural environment with adequate supply of water. The amount of water was determined in two hour intervals. The results are shown in the table below. Amounts of water in grammesTime of dayTranspiration Absorption 1100-13 00 3 013.0015 00 45 30 1500-1700 32 a21700-19 00 46 61900-21 00 25 32 2190-2300 e2300-01 00 oe is01.00 -03 00 on u a Using the same axes, plot graphs to show transpiration and absorption of water ingrammes against time ofthe day. Marks For more great stuff click or visit:www.changeyourT.comwww.arimifoods.com."}
{"text": "3For More Free KCSE Past papers Visit www.freekcsepastpapers.com43.1.2 English Paper 2 101 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com5For More Free KCSE Past papers Visit www.freekcsepastpapers.com6For More Free KCSE Past papers Visit www.freekcsepastpapers.com7For More Free KCSE Past papers Visit www.freekcsepastpapers.com8For More Free KCSE Past papers Visit www.freekcsepastpapers.com9For More Free KCSE Past papers Visit www.freekcsepastpapers.com103.1.3 English Paper 3 101 3 For More Free KCSE Past papers Visit www.freekcsepastpapers.com13.0THE YEAR 2014 KCSE EXAMINATION QUESTION PAPERS3.1ENGLISH 101 3.1.1 English Paper 1 101 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com2For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
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{"text": "KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary Education MATHEMATICS Paper 2 21 2 hours0SECTION 1 50 marks Answer ll the quenions nhs section. I mtn tne 2222226 omanGiven hat y AE express xin terms of y and z 8 marks Saver ons 2s whe 360 mio Et gcse ng ge nin Lie tame Sepa erent nt em Apattcle moves ina staigh line rough a point Pts velocity vm is ven by v 21, where isthet secon afr paonng P.Toe tances ofthe price Bom Phen 2 3 meteFind the expression fr in terms of, Gms The cash price of TY. Sets Keh 13 800. A customer aps buy the et on Hie Purchase terms bypaying a deposit of Ksh 2280.Simpl Interest of 20 pa is charged on the alee andthe custome is required 9 repay by 24qual monthly isalment ciulte he amount exch salen Gms Find he equi of suai line which seit from the point 2.3 and 6,1 , expressing ittherm att bye where ab ad cre conan rk rectangular block bas a square base whos ide iseacly Bem. Ts eight, measured to the mesesrile, 83.1 em. Find in eobic centimetres, the greatest possible erin calculating its volume, mas \"Water and mi are mixed noch tha he ato of the volume of water to hat of mikiTaking the ceasiy of water a 1 gem? And that of mika 12 gle find the mas, ia grams ofSliver ofthe mire Oman carpenter wishes make ler with 1 cos pieces. The cross pices are wo diminish weiformty ning fom 67 em at he bottom 32cm 3 he topCateaate he length in em, of th seventh eros pece rm he bso Gmats 11 Inte gue below AB isa ameter of he ice. Chord Pitre AB at N."}
{"text": "And that of mika 12 gle find the mas, ia grams ofSliver ofthe mire Oman carpenter wishes make ler with 1 cos pieces. The cross pices are wo diminish weiformty ning fom 67 em at he bottom 32cm 3 he topCateaate he length in em, of th seventh eros pece rm he bso Gmats 11 Inte gue below AB isa ameter of he ice. Chord Pitre AB at N. A tangent to he circleat Wameets PO produced at, 100 Given hat PN 14cm, N em and BR 7S em, calle te lngth ofcone 1 mattman matey12 Vectorq has magna of 7 andi pale to vector p- Given tat p 34 J 1 Yk, express vectoraintemeot jad 2's 13, Twoplaces Aan Baron the sme circle of latitude north othe xt. The longitde of A 118 Wnd te longa ot is 133 E. The shorter tance between A and measore slong the ice ofate 927 natin misFind, the nest dye, the latitude om which Aand Bie 6 mats14 The figure below isa sketch ofthe graph ofthe quadratic faction y Ae 18-2 . Find the vale of 2 mais wher, and ae rational mabe 15 Sigh ving writ am6 mas61 Fgh the radius apd the coordinates of the cents of the circle whose equation isBora ise ayer ma SECTION I So mas Aner any ive question in tis section, Atak hast inlet taps Pan Q and an outlet ap R, When empty, he enka be filled by tap Plonetn house by ap aloe in 3 hours. When al he tank ean be erp in 2 hous by ap marks ip fa he tae taps reopened tthe sue ie mas The tanks inal empty and the thre tps are opened as follows:PatkooamQasasamR900 am. 9 Fiad the faction ofthe tank that would be fed by 9.00."}
{"text": "The shorter tance between A and measore slong the ice ofate 927 natin misFind, the nest dye, the latitude om which Aand Bie 6 mats14 The figure below isa sketch ofthe graph ofthe quadratic faction y Ae 18-2 . Find the vale of 2 mais wher, and ae rational mabe 15 Sigh ving writ am6 mas61 Fgh the radius apd the coordinates of the cents of the circle whose equation isBora ise ayer ma SECTION I So mas Aner any ive question in tis section, Atak hast inlet taps Pan Q and an outlet ap R, When empty, he enka be filled by tap Plonetn house by ap aloe in 3 hours. When al he tank ean be erp in 2 hous by ap marks ip fa he tae taps reopened tthe sue ie mas The tanks inal empty and the thre tps are opened as follows:PatkooamQasasamR900 am. 9 Fiad the faction ofthe tank that would be fed by 9.00. Mats i Fin the ime the an would be Fly Billed vp Gms Given tha ys averely proporonl to and as he constant of proporsonliy; 8 Write down form connecting ym and om i Wex 2 when y 12 and 4 wheny 3, write down two expressions fr kin ems of. Hence, find the vale of mand eats Using the valu of obtained in 2 i above indy when Sb 2 mais Giyen that y sn 25 6 cs x, complete the ible below for the missing valcs of, comet 01 decimal pace Gnas : oT P 91 sin 2x-Geosx -6 -18 2 39 24 o -39 Othe pid provided below raw he paph of y 8 in 2x 6 cos fororses 120Take the sale: 2om or 15 om the axis2 Gm for 2 nts on the i marks 6 Use te graph w estate: the maximum vale of, mack i the val a fo wish 4a 24 Bob 1 Cmts 0 Fad 0 the equation ofthe curve, Gutsy i the vas ofa wich the curve cus the si Gils Deemine the te enclosed by the curve ad hess 4 marks 21 inthis question use a ruler and a pair of compasses onlyTithe dpure below, AB and PO restate Hoes0 2 Use the gure: find x point Wom A sch that Ris xin!"}
{"text": "Find the vale of 2 mais wher, and ae rational mabe 15 Sigh ving writ am6 mas61 Fgh the radius apd the coordinates of the cents of the circle whose equation isBora ise ayer ma SECTION I So mas Aner any ive question in tis section, Atak hast inlet taps Pan Q and an outlet ap R, When empty, he enka be filled by tap Plonetn house by ap aloe in 3 hours. When al he tank ean be erp in 2 hous by ap marks ip fa he tae taps reopened tthe sue ie mas The tanks inal empty and the thre tps are opened as follows:PatkooamQasasamR900 am. 9 Fiad the faction ofthe tank that would be fed by 9.00. Mats i Fin the ime the an would be Fly Billed vp Gms Given tha ys averely proporonl to and as he constant of proporsonliy; 8 Write down form connecting ym and om i Wex 2 when y 12 and 4 wheny 3, write down two expressions fr kin ems of. Hence, find the vale of mand eats Using the valu of obtained in 2 i above indy when Sb 2 mais Giyen that y sn 25 6 cs x, complete the ible below for the missing valcs of, comet 01 decimal pace Gnas : oT P 91 sin 2x-Geosx -6 -18 2 39 24 o -39 Othe pid provided below raw he paph of y 8 in 2x 6 cos fororses 120Take the sale: 2om or 15 om the axis2 Gm for 2 nts on the i marks 6 Use te graph w estate: the maximum vale of, mack i the val a fo wish 4a 24 Bob 1 Cmts 0 Fad 0 the equation ofthe curve, Gutsy i the vas ofa wich the curve cus the si Gils Deemine the te enclosed by the curve ad hess 4 marks 21 inthis question use a ruler and a pair of compasses onlyTithe dpure below, AB and PO restate Hoes0 2 Use the gure: find x point Wom A sch that Ris xin! Sm Pad macy 3 complete polygon PQRST with Aa is fine of smmety and ence measure the distanceorton YS sme 1 Xin neaerto PF than POmn, per 90 marks 2 Acanay conieig ing yer of uctns AaB The matin st ach ypinching i gnen te be eh?"}
{"text": "When al he tank ean be erp in 2 hous by ap marks ip fa he tae taps reopened tthe sue ie mas The tanks inal empty and the thre tps are opened as follows:PatkooamQasasamR900 am. 9 Fiad the faction ofthe tank that would be fed by 9.00. Mats i Fin the ime the an would be Fly Billed vp Gms Given tha ys averely proporonl to and as he constant of proporsonliy; 8 Write down form connecting ym and om i Wex 2 when y 12 and 4 wheny 3, write down two expressions fr kin ems of. Hence, find the vale of mand eats Using the valu of obtained in 2 i above indy when Sb 2 mais Giyen that y sn 25 6 cs x, complete the ible below for the missing valcs of, comet 01 decimal pace Gnas : oT P 91 sin 2x-Geosx -6 -18 2 39 24 o -39 Othe pid provided below raw he paph of y 8 in 2x 6 cos fororses 120Take the sale: 2om or 15 om the axis2 Gm for 2 nts on the i marks 6 Use te graph w estate: the maximum vale of, mack i the val a fo wish 4a 24 Bob 1 Cmts 0 Fad 0 the equation ofthe curve, Gutsy i the vas ofa wich the curve cus the si Gils Deemine the te enclosed by the curve ad hess 4 marks 21 inthis question use a ruler and a pair of compasses onlyTithe dpure below, AB and PO restate Hoes0 2 Use the gure: find x point Wom A sch that Ris xin! Sm Pad macy 3 complete polygon PQRST with Aa is fine of smmety and ence measure the distanceorton YS sme 1 Xin neaerto PF than POmn, per 90 marks 2 Acanay conieig ing yer of uctns AaB The matin st ach ypinching i gnen te be eh? 500 Te company decided onal machines of pe A andy machines of ype 4 Wee down the negunis tat expres he following conditions:I he Moe space avaiable is 80m?Ii: the company io isa ot ess than 3 of type A machines1 the namber of type B machines wast be more than on hid the number of ype A machines. Maria Othe pri prove draw the neu in part a shove and shade the unwanted eon. Mars Br hia i mio te mara mins of ach pe at sho23."}
{"text": "Mats i Fin the ime the an would be Fly Billed vp Gms Given tha ys averely proporonl to and as he constant of proporsonliy; 8 Write down form connecting ym and om i Wex 2 when y 12 and 4 wheny 3, write down two expressions fr kin ems of. Hence, find the vale of mand eats Using the valu of obtained in 2 i above indy when Sb 2 mais Giyen that y sn 25 6 cs x, complete the ible below for the missing valcs of, comet 01 decimal pace Gnas : oT P 91 sin 2x-Geosx -6 -18 2 39 24 o -39 Othe pid provided below raw he paph of y 8 in 2x 6 cos fororses 120Take the sale: 2om or 15 om the axis2 Gm for 2 nts on the i marks 6 Use te graph w estate: the maximum vale of, mack i the val a fo wish 4a 24 Bob 1 Cmts 0 Fad 0 the equation ofthe curve, Gutsy i the vas ofa wich the curve cus the si Gils Deemine the te enclosed by the curve ad hess 4 marks 21 inthis question use a ruler and a pair of compasses onlyTithe dpure below, AB and PO restate Hoes0 2 Use the gure: find x point Wom A sch that Ris xin! Sm Pad macy 3 complete polygon PQRST with Aa is fine of smmety and ence measure the distanceorton YS sme 1 Xin neaerto PF than POmn, per 90 marks 2 Acanay conieig ing yer of uctns AaB The matin st ach ypinching i gnen te be eh? 500 Te company decided onal machines of pe A andy machines of ype 4 Wee down the negunis tat expres he following conditions:I he Moe space avaiable is 80m?Ii: the company io isa ot ess than 3 of type A machines1 the namber of type B machines wast be more than on hid the number of ype A machines. Maria Othe pri prove draw the neu in part a shove and shade the unwanted eon. Mars Br hia i mio te mara mins of ach pe at sho23. The tube bclow shows the values of the length X a motes of pedis and the camesponding ales fhe pen in second a elation bind nan experine Construct table of values flog X and coresponding values of lop T, comeing cach vale 10 2Seca pacer 2 ahs 8 Given thatthe relation between the values of log X and og T approximate to incar law oftheform n og T biog X loga where and Bare constant i Use the axes on the grid provided to draw the ine of best fit forthe graph of ogxagain og Crmcks 0 08-07 08 a2 a1 al Use the graph to estimate the values ofa and Gms 6 Find, to 2 decimal places the length ofthe pendulum whose periods second."}
{"text": "Sm Pad macy 3 complete polygon PQRST with Aa is fine of smmety and ence measure the distanceorton YS sme 1 Xin neaerto PF than POmn, per 90 marks 2 Acanay conieig ing yer of uctns AaB The matin st ach ypinching i gnen te be eh? 500 Te company decided onal machines of pe A andy machines of ype 4 Wee down the negunis tat expres he following conditions:I he Moe space avaiable is 80m?Ii: the company io isa ot ess than 3 of type A machines1 the namber of type B machines wast be more than on hid the number of ype A machines. Maria Othe pri prove draw the neu in part a shove and shade the unwanted eon. Mars Br hia i mio te mara mins of ach pe at sho23. The tube bclow shows the values of the length X a motes of pedis and the camesponding ales fhe pen in second a elation bind nan experine Construct table of values flog X and coresponding values of lop T, comeing cach vale 10 2Seca pacer 2 ahs 8 Given thatthe relation between the values of log X and og T approximate to incar law oftheform n og T biog X loga where and Bare constant i Use the axes on the grid provided to draw the ine of best fit forthe graph of ogxagain og Crmcks 0 08-07 08 a2 a1 al Use the graph to estimate the values ofa and Gms 6 Find, to 2 decimal places the length ofthe pendulum whose periods second. 3 marks 24 wo bags A and contin ential balls exept forthe colour. Bag A contains re ball and 2 low bil Ba contain?"}
{"text": "The tube bclow shows the values of the length X a motes of pedis and the camesponding ales fhe pen in second a elation bind nan experine Construct table of values flog X and coresponding values of lop T, comeing cach vale 10 2Seca pacer 2 ahs 8 Given thatthe relation between the values of log X and og T approximate to incar law oftheform n og T biog X loga where and Bare constant i Use the axes on the grid provided to draw the ine of best fit forthe graph of ogxagain og Crmcks 0 08-07 08 a2 a1 al Use the graph to estimate the values ofa and Gms 6 Find, to 2 decimal places the length ofthe pendulum whose periods second. 3 marks 24 wo bags A and contin ential balls exept forthe colour. Bag A contains re ball and 2 low bil Ba contain?re bal and ysl balls 4 If bat is denn at random fom each bg, fd he prbsbilty tat Boh balls are ofthe samelou anaes 0 tfwo tlle ae drawn ard fom cach bag, one Bl a ime without replacement, find thepebabiy tat 6 the evo ball dra from bax Ao bag Bree, ams atte forbs dren ae red marks For More KCSE Past Papers, visit http: www.kenyaplex.com."}
{"text": "K.C.S.E YEAR 2010 PAPER 313 11 . A Identify eight historical books in the Old Testament. 8 marks b Give seven reasons why the Bible is referred to as a library. 7 marks c State five different occasions when Christians use the Bible. 5 marks 2. A State four ways in which God demonstrated His concern for the Israelites during the Exodus 8 marks b How did the Israelites worship God when they were in the wilderness? 5 marks c Identify seven challenges that Christians face while practising their faith in Kenya today. 7 marks 3. A From the story of Naboth's vineyard, explain the commandments which King Ahab and Queen Jezebelbroke. 8 marks b With reference to 1st Kings 21: 17 - 29, give the forms of punishment prophesied by Elijah to KingAhab and Queen Jezebel. 6 marks c Why is killing condemned in traditional African communities? 6 marks 4. A Outline six characteristics of true prophets in the Old Testament. 6 marks b State four ways in which the rich oppressed the poor during the time of Prophet Amos. 8 marks c Give six reasons why Christians find it difficult to help the needy in society today. 6 marks 5. A Give six reasons why Jeremiah was not willing to accept the call of God to become a prophet. 6 marks b Explain four evils condemned by Prophet Jeremiah during the Temple sermon. 8 marks c State six ways in which Church leaders communicate God's message to people in Kenya today. 6 marks 6 a Name six places in which sacrifices are carried out in traditional African communities. 6 marks b Give seven reasons why sacrifices are made in traditional African communities. 7 marks c State seven roles of ancestors in traditional African communities. 7 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "1 Youare provided witsaqueous uri ac labeled seftion Asion Bcocaiing 80g per lire of sodium carbonate anageeos solution of substance C labeled solution C You are require to determine the: concentration f elution A enthalpy of reaction between sulphuric aid and substance CA Procedure Using a pipewe anda pipet flr, place 25.0 cmt solution A into 2280 ml. VolumetricAsk. Ad sled water to make 250 cm? Of solution. Label this solution D.Place solution Dina burete. Clean the pipete and use ito place 28.0 m\" of solution into aconical Mask. Add 2 drops of methyt orange indicator provided and irae with slution D. Record you results inable . Repeat the tivation wo more imes and complete thee Table 1 T 1 Tr inal bart readingTaal ares reading Volume of solution D used en masks Calelate he sverige volume of solution D used mare i concentration of sodium carbonate insolation B Na 23.0;0 160; C 120 mask ii concentration of sulphuric acid in solution D 2marks G9 concentration of sulphuric acid in solution A. Lark Label six tesctubes as 1, 2,3,4,5.and 6. Empty the burt and fill t with outon A. Fromthe Duet, place 2 emf olation A into text-ube number , From the same burt, pice 4cm of solution A in test-tube number 2. Repeat the proces forest tvbe numbers 3,4, Sand 6shown in able 2. Clean the bret and flit with solution C, From the buete, place 14cm of solution C into atoiling tube. Measure he inital temperature of solution C 1 the nearest 05 C and recor itIm table 2 Add the content of tet-tobe number tthe boiling tube coninining station C. Str the mixture withthe thermomaut. Note and record the highest emperatre reached in able2."}
{"text": "Repeat the proces forest tvbe numbers 3,4, Sand 6shown in able 2. Clean the bret and flit with solution C, From the buete, place 14cm of solution C into atoiling tube. Measure he inital temperature of solution C 1 the nearest 05 C and recor itIm table 2 Add the content of tet-tobe number tthe boiling tube coninining station C. Str the mixture withthe thermomaut. Note and record the highest emperatre reached in able2. Repeat the process with he oter volumes of solution C given in ble 2 and complet thetable Table?\"Fectabewamber TT PTI T4737 Volume f slain A em Teaame of slation tem wee e Talal empeatre of slain ighest emperature of mintore C Eases emper OF PO mus Onthe pid provided, daw a raph of AT eral ais pais volume of solution Ase, G mars il From the graph, determine:1 the maximum change in temperature 1 makthe volume of solution A required to give the maximum change intemperate. Ark li Calcot the:Tmumber of moles of sulphuric aid required to give the maximum change intemperature i mark molar enthalpy of reaction between sulphuric acid and substance C inAlojules per mole of slphorie acid Assume the specific heat capacity ofthe solution is 424g\" and density ofsolutions 1.0 gem? Marks 2 Youare provided with solid E. Carry out the tet below. Write your observations andinferences in the spaces provided. 0 Place ove half f slid Bin a clean dry est tbe a heat it stronghy. Test any gasesproduced with blue and red itm papers. Obervations 2 marks mart 6 Place the other haf of solid E ina boiling tube. Add about 10 cm? Of distilled water andshake until all the solid dissolves. Use the solution for test i , i , il and v . Place two or three drops ofthe solution ina testtube. Add 3 cm? Of distilledwater."}
{"text": "1883.20ELECTRICITY 448 3.20.1 Electricity Paper 1 448 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com189For More Free KCSE Past papers Visit www.freekcsepastpapers.com190For More Free KCSE Past papers Visit www.freekcsepastpapers.com191For More Free KCSE Past papers Visit www.freekcsepastpapers.com192For More Free KCSE Past papers Visit www.freekcsepastpapers.com1933.20.2 Electricity Paper 2 448 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com194For More Free KCSE Past papers Visit www.freekcsepastpapers.com195For More Free KCSE Past papers Visit www.freekcsepastpapers.com196For More Free KCSE Past papers Visit www.freekcsepastpapers.com197For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "For more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.com."}
{"text": "SECTION S0marks Answer al the guestions this section00841 25 : valutewithou using Mathematical bles or x eatuator, 2PM 2335, evening the aniwer72H x0056 In28 ation in it simplest form mas The sie ofan terior angle fa regular polygon i 3 while its exterior angle i x 20Find the number o shes of the polygon. Gmats spand the expression: A 284 e499, mas A Kenyan bsincsuan bought goods from Japan worth 295000 Japanese Yen. On asvl in Ken,ror of 0s wa charge on be va of be oethe eeenzge tes were as flows1 US dala 118 Japanese YeeTUS dollar 76 Kenya singsCatlett the duty pin Kenya shilings masts The gradient of the tangent wo the curve y a br tthe pois. 18- Calelate the vals ofan marks 150 b1008? .Simply the expression: 9p I, mais A square ass plate is 2 man thick and has amas of 1.05 ky, The density ofthe Bras i 4 glCatt he ents oF te pt In center marks Crete acne tone 2 ain etm ototan 90-9, marie cylin sli of rads 5 cm and length 12 em Moats lengths in water ta depth of 2.5 cm as Clete the ara ofthe curved surface of the soli in contact with water, comet to 4 siganFires maris Inthe Figure below ZA 62\", 28 41 , RC Remand CN isthe bisector of ZACR Calelate he length of CN 1 decimal place. Mats 11 te foun yeu ine, a mothe will be tice a old she son Four years 20, the sum of their ages ns 30 sear Fd hw ol the maher way, when he 00 was born ima 12, Drow a regular pentagon of side dem mk On the diagram drawn, construct crcl which touches al the sides of the pentagon. 213 The sum of wo mumbo and yi 40."}
{"text": ".Simply the expression: 9p I, mais A square ass plate is 2 man thick and has amas of 1.05 ky, The density ofthe Bras i 4 glCatt he ents oF te pt In center marks Crete acne tone 2 ain etm ototan 90-9, marie cylin sli of rads 5 cm and length 12 em Moats lengths in water ta depth of 2.5 cm as Clete the ara ofthe curved surface of the soli in contact with water, comet to 4 siganFires maris Inthe Figure below ZA 62\", 28 41 , RC Remand CN isthe bisector of ZACR Calelate he length of CN 1 decimal place. Mats 11 te foun yeu ine, a mothe will be tice a old she son Four years 20, the sum of their ages ns 30 sear Fd hw ol the maher way, when he 00 was born ima 12, Drow a regular pentagon of side dem mk On the diagram drawn, construct crcl which touches al the sides of the pentagon. 213 The sum of wo mumbo and yi 40. Write dow an expression ia trms fo the sm ofthesquares ofthe wo numbersince determine the minimum value of 22 4imais he figure below, PR i an equilateral angle of side Gm. Ares QR, PR and PQ are acs of ieswitheentes a, and R respectively Calculate he are ofthe shaded enon to 4 sigoficat Higures. Mats 15 Points Land M are equidistant rom another pont K. The beavng of Lf K i 330\"."}
{"text": "Ares QR, PR and PQ are acs of ieswitheentes a, and R respectively Calculate he are ofthe shaded enon to 4 sigoficat Higures. Mats 15 Points Land M are equidistant rom another pont K. The beavng of Lf K i 330\". The bearing ofMitom kis 220\" Calelate he bearing of fom Gas 16 Aralycartrveled fr 2 ours 40 mites at an average speed of 120 Kah, The er consumestera of I ie of fel for every 4 lometres. Catal the mount of money spent onthe fe mats SECTION I 50mats Answer ay fire question iis ston17 Tee business partner: Asha, Nangls and Cherop contributed Ksh 60000, Kab 85 000 andKat 10500 repecsively. Tey agred to put 25 ae prof bark no busines each year They aio peed op oe 40 ofthe ealng prot eae or ses und insurance, The feof he Poi tal then be sare among the partner he to of ter conbations, Atte end ofthe feat ye,the business realized a ros profi of Kuh 25 00 Caleta the amount of money Cheop recived more than Asha atthe end ofthe fi yar Sais Nangila furer invested Ksh 25 000 into the busines atthe Beginning ofthe second year. Githatthe ross profit atthe end of the second year increased inthe ratio 109, calculate Nangshare ofthe profit atthe end ofthe second year. Simuis nthe diagram below, PA represents an electricity post of heaht 96.m. OD and RC represent rus Srey bung of heights 184 m and 33.40 respectively. The angle of depression of A from Bis 53 wl he angle of elevation of C rom Bis 305 and BC 38m. asmsan 4r o ? 4 Catett, 0 the nearest mere, he distance AB. Mats By scale drawing find, 0 the distance AC in metres."}
{"text": "OD and RC represent rus Srey bung of heights 184 m and 33.40 respectively. The angle of depression of A from Bis 53 wl he angle of elevation of C rom Bis 305 and BC 38m. asmsan 4r o ? 4 Catett, 0 the nearest mere, he distance AB. Mats By scale drawing find, 0 the distance AC in metres. Sms i BCA and hence deter no the angle of depression of A from marks 19 A Gequeny distbution of mark obisined by 120 candidates i to be represented in histogram. The ble below sows he growed mark, ruc forall he roups and ho the ro nd Bpofthe etn othe group 30-60 marks Mee a1 wi som ow moiPopeny xf f sof osmHee of reg C 0 Complete newbie Cems 3 Ont gi povided Yelow, date isogan. Ima Hyett eseTEascaleee SESE pe ied Pi 0 60 See op nw emesis. Om i Avera ine drawn through the median mark divides the otal area ofthe histogram into twoeqn patsUsing this information or otherwise, estimate the median mark mats 20 A resier planned to buy some computers fom a wholesale for a wal of sh 80 O00. Before the eer could bythe computer the price per uit was reduced by sh 4 OD0. Ths reduction i pce Cubled he eter to buy five more computes wing he sate sscutofoney ascii planed 4 Determine he numberof computers the retailer bought."}
{"text": "Om i Avera ine drawn through the median mark divides the otal area ofthe histogram into twoeqn patsUsing this information or otherwise, estimate the median mark mats 20 A resier planned to buy some computers fom a wholesale for a wal of sh 80 O00. Before the eer could bythe computer the price per uit was reduced by sh 4 OD0. Ths reduction i pce Cubled he eter to buy five more computes wing he sate sscutofoney ascii planed 4 Determine he numberof computers the retailer bought. Groat Two ofthe computers purchased got damaged while i store, the rest were sold and the etermade 15 profit, Caleulte the profit made by the retailer on each computers 4 mats 21 tethe figure below, OQ gad OR F, Poi X divides 00 in the rato 1: Zand Y divides OR in he ue 3\" Lincs Xtand VQ interne a 9, 0 Epes in terms of 920dxe mare vo many O IE XE mXR and YE nVQ, express OF in terms of: rqandm mark i eq and 1 mask 6 Using the resus in 2 above, find the values of m and 6 mais 22 Twocylindicalconanes are simia. The larger one has internal coss-scction rea of 4S em and canha 0948 hes of ig when Tul. The sale cooaincr Ba ral cross Seton aea of 20 er 4 Catetate he capacity ofthe smaller contain. Macs 6 The larger container is filed with juice to a height of 13 em. Juice is then drawn from i andpte ite smaller container unl the depts of the juice fn bath commer re eq Caeuate the dep of juice i each container mrks 6 One ith of he juice inte ager container n pat b above i futher drawn and emptied ino thesmaller container. Find the dflerence in the depts ofthe juice ia th two containers."}
{"text": "Macs 6 The larger container is filed with juice to a height of 13 em. Juice is then drawn from i andpte ite smaller container unl the depts of the juice fn bath commer re eq Caeuate the dep of juice i each container mrks 6 One ith of he juice inte ager container n pat b above i futher drawn and emptied ino thesmaller container. Find the dflerence in the depts ofthe juice ia th two containers. 8 ark a 0 Find einen he mati marks Ina certain wesk a businessman bought 36 bicycles and 32 radios fora total of Ksh 227 280.Inthefolowing week, he bought 28 bicycles and 24 radios fra total of Kah 174 960,Using mae method ind he pic of ech bicycle and each radio that he bouit. F Amarks 6 Inthe third week, the price ofeach bicycle was reduced by 10 while the price of each radio wasraised by 103s The busioesman Bought as rany bicycles and many radon a8 he had boughthe fiat wo weeks,Fd by matrix method, the total cost ofthe bicycles and radios thatthe businessman bought inthethie week. Marks 2 The dagam ce the rid telow spent am exit of 3 saney map sowing twp alpen plaslng Karung nd Nc aThe oro dpe he conmon boundary wih cach claiming boundary lan erent smocth cores Crate ey an ey he aie helo.reeset puso nas lame BYtimgu and do repcindy Tle ! 2 yeef s wa o2 06 93 0 nthe poe toe drm a al bon cy Kags nd Nemats Use the trapezium re with 9 strips to estimate he aca ofthe section ofthe andi dispute Sma i Express the area found in b above, in hectares, given that 1 unit on each axis represents20mewes. Ginatks 78."}
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{"text": "\"Name the issues in plans responsible fr: 2 transport of water nd mineral sats transport of carbohydetes: primary growth 6 mavks State the importance ofthe following processes that ake place inthe nephron of humanKidney: 2 ulation i 0 selective reabsorption fo a Namea disease of the liver whose symptom is jundie. Mat State he easative agent of olen: mak i candi, mak The diagrams below show a ted blood cell that was subjected toa certain treatment, At start At the end of experiment a Account for shape of the cell atthe end of the experiment 2 marks b Draw a diagram wo illustrate how a plant vell would appear if subjected tothe sametreatment 1 mark 2 State two factors that affect enzymatic activities. 2 marks Explain how one of the factors sated in a above affects enzymatie activities 1 mark 23 a Whatis meant by non-disjunetion? 1 mark b Give two examples of continuous variation in humans. 2 marks a Whatisa fossil? Mark b How does convergent evolution occur? 3 marks The diagram below shows a stage in mitosis in a plant cellfa Name the stage of mitosis. 1 mark b Give two reasons for your answer in a above, 2 marks Name the part of the plant from which the cell used in the preparation was obtainedmark Give three factors that determine the amount of energy a human being requires ina day, 3 marks a Name the antigens that determine human blood groups. 2 marks b State the adaptation that enables the red blood cells to move in bloodcapillaries, 1 mark a Whatis homeostasis? 1 matk b Name three processes in the human body in which homeostasis is involved, 3 marks State two functions of the endoplasmie reticulum. 2 marks a Name the part of the retina where image is formed. 1 mark b State two characteristics of the image formed on the retina marks Describe the three characteristics of a population. G marks Explain what happens when there is oxygen debt in human muscles."}
{"text": "NameIndex Number101 3ENGLISH Paper 3 Creative Compositionand Essays Based on Set Texts Nov. 20162'A hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationENGLISH Paper 32'A hoursInstructions to candidates a Answer three questions only. B Questions one and two are compulsory. C In question three choose only one o f the optional texts you have prepared on. D Where a candidate presents work on more than one optional text, only the first one to appear will be marked. E Each o f your essays must not exceed 450 words. F All answers should be written in the answer booklet provided. G This paper consists of 2 printed pages. H Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. I Candidates must answer the questions in English. Candidate s Signature Date.............................916012 2016 The Kenya National Examinations CouncilTurn overfor free past papers visit: www.freekcsepastpapers.com2Answer three questions only.1. Imaginative composition compulsory 20 marks Either a Write a story to illustrate the saying: The early bird catches the worm. Or b Write a story beginning:T regretted ever having had Riziki for a friend ...2. The Compulsory Set Text 20 marks Bertolt Brecht: The Caucasian Chalk CircleOne s self-sacrifice and determination will always be rewarded in life. Using illustrations from the play The Caucasian Chalk Circle write an essay in support of this statement. Answer any one o f the following three questions. Either a The Short StoryIlieva Emilia and Wareng Olembo Ed When the Sun Goes Down and Other Stories from Africa and Beyond. Discuss the futility of illegal immigration using illustrations from Sefi Atta s Twilight Trek. Or b DramaFrancis Imbuga: Betrayal in the CityWith illustrations from Francis Imbuga s Betrayal in the City show how corruption is dehumanizing. C The NovelWiti Ihimaera: The Whale RiderIdentify and discuss the various levels of conflict in Witi Ihimaera s The Whale Rider.3."}
{"text": "Imaginative composition compulsory 20 marks Either a Write a story to illustrate the saying: The early bird catches the worm. Or b Write a story beginning:T regretted ever having had Riziki for a friend ...2.The Compulsory Set Text 20 marks Bertolt Brecht: The Caucasian Chalk CircleOne s self-sacrifice and determination will always be rewarded in life. Using illustrations from the play The Caucasian Chalk Circle write an essay in support of this statement. Answer any one o f the following three questions. Either a The Short StoryIlieva Emilia and Wareng Olembo Ed When the Sun Goes Down and Other Stories from Africa and Beyond. Discuss the futility of illegal immigration using illustrations from Sefi Atta s Twilight Trek. Or b DramaFrancis Imbuga: Betrayal in the CityWith illustrations from Francis Imbuga s Betrayal in the City show how corruption is dehumanizing. C The NovelWiti Ihimaera: The Whale RiderIdentify and discuss the various levels of conflict in Witi Ihimaera s The Whale Rider.3.The Optional Set Texts 20 marks OrTHIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2016916012101 3for free past papers visit: www.freekcsepastpapers.com."}
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{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education312 2 GEOGRAPHY Nov. 2019 - 2 hoursName .. Index Number Candidate's Signature... Instructions to candidates 2 . Write your name and index number in the spaces provided above. 6 Sign and write the dato of examination in tho spaces provided above. O . This paper has two sections; A and B. d Answer all the questions in section A. e . Answer question 6 and any other two questions from section B in the space provided at thetend of question 10. 1 . This paper consists of 20 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner's Use Only Section Questions Maximomi A 256 25 Total Score 100 2019 The Kenya National Examinations Council3122919357 Turn overbe 2 o9193572SECTIONAAnswer all the questions in this section Name two rivers that supply water to Mwea-Tebere intigation scheme. State how the government policy infuenced the establishment of Mivea-Tebere irrigation scheme,Define the term Fisheries. Name three countries in Southern Affies that are important for marine fishharvesting. What is a renewable source of energy? Name three main Hydro Electric Power stations along the river Tana,Define internal trade,Give three ways in which Kenya has benefited from regional trade, Outline three factors that influence development of linear settlement pattern. Give two differences between the ports of Mombasa and Rotterdam. Kenya Certificate of Secondary Education, 2019322 2 marks 3 marks 2 marks GB marks 2 marks GB marks 2 marks 3 marks G marks 2 marks 3SECTION BAnswer question 6 and any other two questions from this section.6."}
{"text": "This paper has two sections; A and B. d Answer all the questions in section A. e . Answer question 6 and any other two questions from section B in the space provided at thetend of question 10. 1 . This paper consists of 20 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner's Use Only Section Questions Maximomi A 256 25 Total Score 100 2019 The Kenya National Examinations Council3122919357 Turn overbe 2 o9193572SECTIONAAnswer all the questions in this section Name two rivers that supply water to Mwea-Tebere intigation scheme. State how the government policy infuenced the establishment of Mivea-Tebere irrigation scheme,Define the term Fisheries. Name three countries in Southern Affies that are important for marine fishharvesting. What is a renewable source of energy? Name three main Hydro Electric Power stations along the river Tana,Define internal trade,Give three ways in which Kenya has benefited from regional trade, Outline three factors that influence development of linear settlement pattern. Give two differences between the ports of Mombasa and Rotterdam. Kenya Certificate of Secondary Education, 2019322 2 marks 3 marks 2 marks GB marks 2 marks GB marks 2 marks 3 marks G marks 2 marks 3SECTION BAnswer question 6 and any other two questions from this section.6. Use the table below to answer the following questions:Kenya's agricultural production in 1000 tonnes between 2008 and 2011. 919357 Items \"\"5 2008 2009 2010 201Horticulture s7s6s sss2 40170 68123Te ssiea o1sse e790 1000sCoffee es 9563 smo 17826Dairy Products wos ass usa assis Apart from comparative line graph, name four other methods that canbe used to represent the above data 4 marks Gi Using a vertical scale of lem to represent 20,000 tonnes, draw a comparative line graph to represent the above data."}
{"text": "Answer question 6 and any other two questions from section B in the space provided at thetend of question 10. 1 . This paper consists of 20 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner's Use Only Section Questions Maximomi A 256 25 Total Score 100 2019 The Kenya National Examinations Council3122919357 Turn overbe 2 o9193572SECTIONAAnswer all the questions in this section Name two rivers that supply water to Mwea-Tebere intigation scheme. State how the government policy infuenced the establishment of Mivea-Tebere irrigation scheme,Define the term Fisheries. Name three countries in Southern Affies that are important for marine fishharvesting. What is a renewable source of energy? Name three main Hydro Electric Power stations along the river Tana,Define internal trade,Give three ways in which Kenya has benefited from regional trade, Outline three factors that influence development of linear settlement pattern. Give two differences between the ports of Mombasa and Rotterdam. Kenya Certificate of Secondary Education, 2019322 2 marks 3 marks 2 marks GB marks 2 marks GB marks 2 marks 3 marks G marks 2 marks 3SECTION BAnswer question 6 and any other two questions from this section.6. Use the table below to answer the following questions:Kenya's agricultural production in 1000 tonnes between 2008 and 2011. 919357 Items \"\"5 2008 2009 2010 201Horticulture s7s6s sss2 40170 68123Te ssiea o1sse e790 1000sCoffee es 9563 smo 17826Dairy Products wos ass usa assis Apart from comparative line graph, name four other methods that canbe used to represent the above data 4 marks Gi Using a vertical scale of lem to represent 20,000 tonnes, draw a comparative line graph to represent the above data. 8 marks State three advantages of using line graphs to represent statistical data."}
{"text": "This paper consists of 20 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner's Use Only Section Questions Maximomi A 256 25 Total Score 100 2019 The Kenya National Examinations Council3122919357 Turn overbe 2 o9193572SECTIONAAnswer all the questions in this section Name two rivers that supply water to Mwea-Tebere intigation scheme. State how the government policy infuenced the establishment of Mivea-Tebere irrigation scheme,Define the term Fisheries. Name three countries in Southern Affies that are important for marine fishharvesting. What is a renewable source of energy? Name three main Hydro Electric Power stations along the river Tana,Define internal trade,Give three ways in which Kenya has benefited from regional trade, Outline three factors that influence development of linear settlement pattern. Give two differences between the ports of Mombasa and Rotterdam. Kenya Certificate of Secondary Education, 2019322 2 marks 3 marks 2 marks GB marks 2 marks GB marks 2 marks 3 marks G marks 2 marks 3SECTION BAnswer question 6 and any other two questions from this section.6. Use the table below to answer the following questions:Kenya's agricultural production in 1000 tonnes between 2008 and 2011. 919357 Items \"\"5 2008 2009 2010 201Horticulture s7s6s sss2 40170 68123Te ssiea o1sse e790 1000sCoffee es 9563 smo 17826Dairy Products wos ass usa assis Apart from comparative line graph, name four other methods that canbe used to represent the above data 4 marks Gi Using a vertical scale of lem to represent 20,000 tonnes, draw a comparative line graph to represent the above data. 8 marks State three advantages of using line graphs to represent statistical data. 3 marks Give reasons that may have led to the low production of dairy productsbetween 2010 and 2011 6 marks Give four physical conditions that favour dairy farming in Kenya 4 marks i Apart ftom Ghana, name two countries in Africa where cocoa is grown, marks id State five physical conditions that favour cocoa farming in Ghana, Smacks 0 Desribe the process of coco cultivation in Ghana, 6marks i Give tree uses of cocoa mais Explain three man problems faced by cocoa farm marks i Give ways in which cocoa farming has benefited the goverment ofGhana."}
{"text": "Use the table below to answer the following questions:Kenya's agricultural production in 1000 tonnes between 2008 and 2011. 919357 Items \"\"5 2008 2009 2010 201Horticulture s7s6s sss2 40170 68123Te ssiea o1sse e790 1000sCoffee es 9563 smo 17826Dairy Products wos ass usa assis Apart from comparative line graph, name four other methods that canbe used to represent the above data 4 marks Gi Using a vertical scale of lem to represent 20,000 tonnes, draw a comparative line graph to represent the above data. 8 marks State three advantages of using line graphs to represent statistical data. 3 marks Give reasons that may have led to the low production of dairy productsbetween 2010 and 2011 6 marks Give four physical conditions that favour dairy farming in Kenya 4 marks i Apart ftom Ghana, name two countries in Africa where cocoa is grown, marks id State five physical conditions that favour cocoa farming in Ghana, Smacks 0 Desribe the process of coco cultivation in Ghana, 6marks i Give tree uses of cocoa mais Explain three man problems faced by cocoa farm marks i Give ways in which cocoa farming has benefited the goverment ofGhana. Marks Kenya Certicate of Secondary Education, 20193122 Tarn over8. Use the map of Kenya below to answer question a . 919357 Name the game reserve marked X.Gi Name the marine reserve marked Y, Gil Name the national park marked 7. Apart from establishing national parks, state four ways in which the government of Kenya conserves wildlife Gi State five factors influencing the distribution of wildlife inEast Africa,utine ways in which the wild animals are significant to the economyof Kenya. Discuss each of the following factors that favour tourism in Switzerland: Central locationClimate ii Political neutralityKenya Certificate of Secondary Education, 201931272 0 mary 0 mark 1 mark 4 marks S marks 7 marks 2 marks 2 marks 2 marks 10."}
{"text": "3 marks Give reasons that may have led to the low production of dairy productsbetween 2010 and 2011 6 marks Give four physical conditions that favour dairy farming in Kenya 4 marks i Apart ftom Ghana, name two countries in Africa where cocoa is grown, marks id State five physical conditions that favour cocoa farming in Ghana, Smacks 0 Desribe the process of coco cultivation in Ghana, 6marks i Give tree uses of cocoa mais Explain three man problems faced by cocoa farm marks i Give ways in which cocoa farming has benefited the goverment ofGhana. Marks Kenya Certicate of Secondary Education, 20193122 Tarn over8. Use the map of Kenya below to answer question a . 919357 Name the game reserve marked X.Gi Name the marine reserve marked Y, Gil Name the national park marked 7. Apart from establishing national parks, state four ways in which the government of Kenya conserves wildlife Gi State five factors influencing the distribution of wildlife inEast Africa,utine ways in which the wild animals are significant to the economyof Kenya. Discuss each of the following factors that favour tourism in Switzerland: Central locationClimate ii Political neutralityKenya Certificate of Secondary Education, 201931272 0 mary 0 mark 1 mark 4 marks S marks 7 marks 2 marks 2 marks 2 marks 10. 919387 What isan industry? 2 marks Name two car manufacturing zones in Japan. 2 marks Gi Explain four human factors which have favoured the development ofcar manufacturing industry in Japan. 8 marks Explain each of the following problems of industrialisation in the developing countries: Raw materials 4 marks i Inadequate skied manpower marks Outline ways in which your class would prepare for afield study in one of the industries in your county. S marks Whatis communication? Marks Gi Name four types of mass communication. Marks Explain the role of communication inthe economic development of Africa. 8 marks State five problems facing communication in Aftica."}
{"text": "Marks Gi Name four types of mass communication. Marks Explain the role of communication inthe economic development of Africa. 8 marks State five problems facing communication in Aftica. S marks Explain three efforts being made to solve the problems facing communicationin Africa, 6 marks Kenya Certificate of Secondary Education, 2019322 Turn over THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2019 919387 3122."}
{"text": "Paper 2SECTION A 40 marks Answer ALL the questions in this section in the spaces provided.1.In a certain plant species which is normally green, a recessive gene for colour n causes the plants to be white in colour. Such plants die at an early age. In theheterozygous state, the plants are pale green in colour but grow to maturity. A Give a reason for the early death of the plants with the homozygous recessive gene. 2 marks b If a normal green plant was crossed with the pale green plant, what would be thegenotype of the first filial generation F generation ? Show your working. 4 marks c If heterozygous plants were self-pollinated and the resulting seeds planted,work outthe proportion of their offspring that would grow to maturity. 2 marks The diagram below illustrates the structure of the kidney nephron. A Name the part labelled E. b How is the part labelled F adapted to its function? C State three physiological mechanisms of controlling the human body temperatureduring a cold day. For More Free KCSE past papers visit www.freekcsepastpapers.com a In an investigation, equal amounts of water was placed in three test tubes labelled G,H and J. Pondweeds of equal. Length were dropped in each test tube. The test tubeswere then placed in identical conditions of light and carbon IV oxide at differenttemperatures for five minutes. After five minutes, the bubbles produced in each testtube were counted for one minute. The results were as shown in the table below. Test tubeTemperature C Number ofbubblesGHJ 28 42 10 i Name one requirement for this process that is not mentioned in the investigation. 1 mark ii Name the gas produced in this investigation. 1 mark iii Account for the results in test tubes H and J. 2 marks b State two ways in which the human intestinal villus is adapted to its function. 4marks 4. A The diagram below illustrates the arrangement of bones and muscles in thehuman arm. I Name the bones labelled K and L. 2marks For More Free KCSE past papers visit www.freekcsepastpapers.comK................................................. L................................................. ii Explain how the upward movement of the lower arm is brought about by the bonesand muscles shown diagram above."}
{"text": "A The diagram below illustrates the arrangement of bones and muscles in thehuman arm. I Name the bones labelled K and L.2marks For More Free KCSE past papers visit www.freekcsepastpapers.comK.................................................L................................................. ii Explain how the upward movement of the lower arm is brought about by the bonesand muscles shown diagram above. 3marks b State three ways in which support is brought about in a leaf. 3mark 5.a Describe the process of inhalation. 4marks b Explain the mechanism of stomatal opening. 4marks SECTION B 40 marks Answer question 6 compulsory and either question 7 or 8 in the spaces providedafter question 8.6 The data provided below represent populations of a predator and its prey over afifty years period. POPULATION IN RELATIVE NUMBERSTIME INYEARSPOPULATION OF P POPULATION OF Q 300001700020500For More Free KCSE past papers visit www.freekcsepastpapers.com a i Using the same axes, draw graphs of the relative populations of P and Q againsttime. 7 marks For More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.com ii With a reason, identify the curve that represents the prey. 2 marks iii Account for the two populations between 25 and 32 years. 2 marks iv Which years were the two populations equal? 2 marks v Apart from predation, state three biotic factors that may have led to the decline ofthe prey population. 3 marks b Describe the hazards of air pollution by Sulphur IV Oxide. 4 marks 7.Using a relevant example in each case, describe simple and conditional reflex actions. 20 marks a Using a relevant example, describe how an allergic reaction occurs in a humanbeing. 10 marks b Describe how environmental factors increase the rate of transpiration in terrestrialplants. 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "4 marks a ........................ b ............................... c ............................................ d ...........................For More Free KCSE past papers visit www.freekcsepastpapers.com754 State three features of an insurable interest. 3 marks a ................................................... b ......................................... c .........................................................10.Indicate the reward associated with each of the factors of production in the tablebelow. 4 marks Factor of ProductionRewardaLandbLabourcCapitaldEntrepreneurship11 . Outline four circumstances under which a co-operative society may bedissolved. 4 marks a ....................... b ......................................... c .......................... d .................................,................12 Highlight four features of a bonded warehouse. 4 marks a .......................... b ..................... c ............................... d ........................13 Outline four factors that may be considered when measuring the size of afirm. 4 marks For More Free KCSE past papers visit www.freekcsepastpapers.com76 a ..................... b ...................... c .............................................................................. d .....................................For More Free KCSE past papers visit www.freekcsepastpapers.com7714.The following transactions were extracted from the books of Sarah Tradersfor the month of March 2006.March 10: Purchased goods on credit worth Ksh 200,000 from Salim TradersMarch 25: Sold goods on credit worth Ksh 420,000 to Shah TradersRecord the above transactions in the ledger accounts below: 4 marks 15. On 2nd November 2006, Oromo received an invoice for Ksh 12,000. Terms ofpayment weretrade discount 5 and cash discount 10 , if payment is made within 30 days. Determine the amount paid if payment was made on 28th November 2006."}
{"text": "4 marks a ....................... b ......................................... c .......................... d .................................,................12 Highlight four features of a bonded warehouse. 4 marks a .......................... b ..................... c ............................... d ........................13 Outline four factors that may be considered when measuring the size of afirm. 4 marks For More Free KCSE past papers visit www.freekcsepastpapers.com76 a ..................... b ...................... c .............................................................................. d .....................................For More Free KCSE past papers visit www.freekcsepastpapers.com7714.The following transactions were extracted from the books of Sarah Tradersfor the month of March 2006.March 10: Purchased goods on credit worth Ksh 200,000 from Salim TradersMarch 25: Sold goods on credit worth Ksh 420,000 to Shah TradersRecord the above transactions in the ledger accounts below: 4 marks 15. On 2nd November 2006, Oromo received an invoice for Ksh 12,000. Terms ofpayment weretrade discount 5 and cash discount 10 , if payment is made within 30 days. Determine the amount paid if payment was made on 28th November 2006. 4marks 16 The following balances were extracted from the books of Nafula Traders as at31st December 2005.KshCurrent Liabilities150,000Net profit 50,000Total assets 500,0002 years Bank loan 100,000Calculate the rate of return on capital. 4 marks For More Free KCSE past papers visit www.freekcsepastpapers.com7817The information given below was extracted from the books ofAmina Traders on 31st December 2006.KshPurchases260,000Opening stock75,000Carriage on purchases12,500Closing stock27,500Goods were sold at a mark-upof 25 .Using the information given above, prepare Amina Traders' Trading Account. 4 marks 18 State four benefits that a farmer may get by transporting produce to themarket by road. 4 marks a ................................................................................................. b .............................. ................................................................. c .............................. .................................................................For More Free KCSE past papers visit www.freekcsepastpapers.com79 d .............................."}
{"text": "During themonth, the following transactions took place:January 5: Made cash sales for Ksh 21,500January 16: Received a cheque for Ksh 360,000 from a debtor. January 28: Paid a creditor Ksh.100,000; partly by a cheque of Ksh 80,000and thebalance in cash. Prepare a Two-column Cash Book for the month. 5 marks MUTHONI TRADERS CASH BOOKDRDate DetailsCash Kshs Bank Kshs Date DetailsCash Kshs Bank Kshs CRFor More Free KCSE past papers visit www.freekcsepastpapers.com81For More Free KCSE past papers visit www.freekcsepastpapers.com24 State four benefits that a trader may get by advertising products in a newspaper. 4 marks a ........................................................................................................... b ........................................................................................................... c ............................................................................................................. d ...............................................................................................................25 The cost of consumer goods and services for a representative basket of an averagefamily is given below. Year2006 2007Prices Ksh 1200 Ksh 1600Determine the increase in Consumer Price Index using 2006 as the base year. 4marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "An arc 11 cm long, subtends an angle of 70 at the centre of a circle. Calculate the length,correct to one decimal place, of a chord that subtends an angle of 90 at the centre of the same circle. 4 marks : 1 211. Given that qi jj k is a unit vector, find q. 2 marks 916017Kenya Certificate of Secondary Education, 2016121 2Turn overfor free past papers visit: www.freekcsepastpapers.com612. A Expand the expression 1 x 5 in ascending powers ofx, leaving the coefficients as fractions in their simplest form. 2 marks b Use the first three terms of the expansion in a above to estimate the value of l 5. 2 marks 13.A circle whose equation is x l 2 y k 2 10 passes through the point 2,5 . Find the value of k. 3 marks Kenva Certificate of Secondary Education. 2016for free past papers visit: www.freekcsepastpapers.com714. Water and milk are mixed such that the volume of water to that of milk is 4:1. Taking thedensity of water as 1 g cm3 and that of milk as 1.2 g cm3, find the mass in grams of 2.5 litres of the mixture. 3 marks 15.in. A school decided to buy at least 32 bags of maize and beans. The number of bags of beans were to be at least 6. A bag of maize costs Ksh 2 500 and a bag of beans costs Ksh 3 500. The school had Ksh 100 000 to purchase the maize and beans. Write down all the inequalities that satisfy the above information. 4 marks 16.Find in radians, the values of x in the interval 0\" x 2nc for which 2 cos2x sin x 1. Leave the answer in terms of n 4 marks 916017Kenya Certificate of Secondary Education, 2016121 2Turn overfor free past papers visit: www.freekcsepastpapers.com8SECTION II 50 marks Answer any five questions from this section in the spaces provided17. A garden measures 10 m long and 8 m wide."}
{"text": "The school had Ksh 100 000 to purchase the maize and beans. Write down all the inequalities that satisfy the above information. 4 marks 16.Find in radians, the values of x in the interval 0\" x 2nc for which 2 cos2x sin x 1. Leave the answer in terms of n 4 marks 916017Kenya Certificate of Secondary Education, 2016121 2Turn overfor free past papers visit: www.freekcsepastpapers.com8SECTION II 50 marks Answer any five questions from this section in the spaces provided17. A garden measures 10 m long and 8 m wide. A path of uniform width is made all round the garden. The total area of the garden and the path is 168 m2. A Find the width of the path. 4 marks b The path is to be covered with square concrete slabs. Each comer of the path is covered with a slab whose side is equal to the width of the path. The rest of the path is covered with slabs of side 50 cm. The cost of making each comer slab is Sh 600 while the cost of making each smaller slab is Sh 50.Calculate: i the number of the smaller slabs used. 3 marks ii the total cost of the slabs used to cover the whole path. 3 marks 916017Kenya Certificate of Secondary Education, 2016121 2for free past papers visit: www.freekcsepastpapers.com918. In the figure below, P, Q, R and S are points on the circle with centre O. PRT and USTV are straight lines. Line USTV is a tangent to the circle at S. Z RST 50 and Z RTV 150 . A Calculate the size of: i Z QRS; 2 marks ii Z USP; 1 mark iii Z PQR. 2 marks Sf b Given that RT 7 cm and ST 9 cm, calculate to 3 significant figures; i the length of line PR; 2 marks ii the radius of the circle. 3 marks 916017Kenya Certificate of Secondary Education, 2016121 2Turn overfor free past papers visit: www.freekcsepastpapers.com1019."}
{"text": "PRT and USTV are straight lines. Line USTV is a tangent to the circle at S. Z RST 50 and Z RTV 150 . A Calculate the size of: i Z QRS; 2 marks ii Z USP; 1 mark iii Z PQR. 2 marks Sf b Given that RT 7 cm and ST 9 cm, calculate to 3 significant figures; i the length of line PR; 2 marks ii the radius of the circle. 3 marks 916017Kenya Certificate of Secondary Education, 2016121 2Turn overfor free past papers visit: www.freekcsepastpapers.com1019. The figure ABCDEF below represents a roof of a house. AB DC 12m, BC AD 6m, AE BF CF DE 5mandEF .8m. E a Calculate, correct to 2 decimal places, the perpendicular distance of EF from the planeABCD. 4 marks b Calculate the angle between: i the planes ADE and ABCD; 2 marks 916017Kenya Certificate of Secondary Education, 2016121 2for free past papers visit: www.freekcsepastpapers.com11 ii the line AE and the plane ABCD, correct to 1 decimal place; iii the planes ABFE and DCFE, correct to 1 decimal place. 2 marks 2 marks 916017Kenya Certificate of Secondary Education, 2016121 2Turn overfor free past papers visit: www.freekcsepastpapers.com1220. A water vendor has a tank of capacity 18 900 litres. The tank is being filled with water from two pipes A and B which are closed immediately when the tank is full. Water flows at the rate of 150 000cm3 minute through pipe A and 120 OOOcmVminute through pipe B. a If the tank is empty and the two pipes are opened at the same time, calculate the time it takes to fill the tank. 3 marks b On a certain day the vendor opened the two pipes A and B to fill the empty tank."}
{"text": "The tank is being filled with water from two pipes A and B which are closed immediately when the tank is full. Water flows at the rate of 150 000cm3 minute through pipe A and 120 OOOcmVminute through pipe B. a If the tank is empty and the two pipes are opened at the same time, calculate the time it takes to fill the tank. 3 marks b On a certain day the vendor opened the two pipes A and B to fill the empty tank. After 25 minutes he opened the outlet tap to supply water to his customers at an average rate of 20 litres per minute. I Calculate the time it took to fill the tank on that day. 4 marks ii The vendor supplied a total of 542 jerricans, each containing 25 litres of water, on that day. If the water that remained in the tank was 6 300 litres, calculate, in litres, the amount of water that was wasted. 3 marks 916017Kenya Certificate of Secondary Education, 2016121 2for free past papers visit: www.freekcsepastpapers.com1321. A tourist took 1 hour 20 minutes to travel by an aircraft from town T 3 S, 35 E to town U 9 N, 35 E . Take the radius of the earth to be 6370km and n a Find the average speed of the aircraft. 3 marks in b After staying at town U for 30 minutes, the tourist took a second aircraft to townV 9 N, 5 E . The average speed of the second aircraft was 90 that of the first aircraft. Determine the time, to the nearest minute, the aircraft took to travel from U to V. 3 marks c When the journey started at town T, the local time was 0700 h. Find the local time at V when the tourist arrived. 4 marks Kenya Certificate of Secondary Education, 2016121 2916017Turn nvprfor free past papers visit: www.freekcsepastpapers.com1422. The gradient function of a curve is given by the expression 2x 1."}
{"text": "Find the local time at V when the tourist arrived. 4 marks Kenya Certificate of Secondary Education, 2016121 2916017Turn nvprfor free past papers visit: www.freekcsepastpapers.com1422. The gradient function of a curve is given by the expression 2x 1. If the curve passes through the point 4, 6 ; a Find: i The equation of the curve, 3 marks ii The values of x at which the curve cuts the x-axis, 3 marks iii Determine the area enclosed by the curve and the x-axis. 4 marks Kenya Certificate of Secondary Education, 2016 m nfor free past papers visit: www.freekcsepastpapers.com1523. A quadrilateral with vertices at K l,l , L 4,l , M 2,3 and M l,3 is transformed by a matrix. T r l 3 AV bto a quadrilateral K'L'M'N'. A Determine the coordinates of the image. 3 marks b On the grid provided draw the object and the image. 2 marks in.916017Kenya Certificate of Secondary Education, 2016121 2Turn overfor free past papers visit: www.freekcsepastpapers.com c i Describe fully the transformation which maps KLMN onto K'L'M'N'. Ii Determine the area of the image. D Find a matrix which maps K'L'M'N' onto KLMN. 2 marks 1 mark ip riI i r t K s13 2 marks Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com1724. The first, fifth and seventh terms of an arithmetic progression AP correspond to the firstthree consecutive terms of a decreasing Geometric Progression G.P. . The first term of each progression, is 64, the common difference of the AP is d and the common ratio of the G.P. is r. a i Write two equations involving d and r."}
{"text": "The first, fifth and seventh terms of an arithmetic progression AP correspond to the firstthree consecutive terms of a decreasing Geometric Progression G.P. .The first term of each progression, is 64, the common difference of the AP is d and the common ratio of the G.P.is r. a i Write two equations involving d and r. 2 marks ii Find the values of d and r. 4 marks b Find the sum of the first 10 terms of: i The arithmetic progression A.P. ; 2 marks ii The Geometric Progression G.P. . 2 marks THIS IS THE LAST PRINTED PAGE.916017Kenya Certificate of Secondary Education, 2016121 2for free past papers visit: www.freekcsepastpapers.com."}
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{"text": "1653.16WOODWORK 444 3.16.1 Woodwork Paper 1 444 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com166For More Free KCSE Past papers Visit www.freekcsepastpapers.com167For More Free KCSE Past papers Visit www.freekcsepastpapers.com168For More Free KCSE Past papers Visit www.freekcsepastpapers.com169For More Free KCSE Past papers Visit www.freekcsepastpapers.com170For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
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{"text": "2393.25GERMAN 502 3.25.1 German Paper 1 502 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com240For More Free KCSE Past papers Visit www.freekcsepastpapers.com241For More Free KCSE Past papers Visit www.freekcsepastpapers.com2423.24.2 German Paper 2 502 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com243For More Free KCSE Past papers Visit www.freekcsepastpapers.com244For More Free KCSE Past papers Visit www.freekcsepastpapers.com245For More Free KCSE Past papers Visit www.freekcsepastpapers.com246For More Free KCSE Past papers Visit www.freekcsepastpapers.com247For More Free KCSE Past papers Visit www.freekcsepastpapers.com248For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
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{"text": ".,12,1 Ms a:o ; l A I'll\"Papl'r I MARKI G SC'lll-:1 11,'llEC'E 1HFR 2022THE Kf.:N A NATIONAL 1 :XAMINATIONS COUNCIL Kl:: VA CERTIFICATE OF SECONDARY F:OUCATION GEOGRAPHY Paper l MARKING SCHEME CONFIDENTIAL THIS MARKING SCHEME IS THE PROPERTY OF THE KENYA AT O AL EXAMINATIONS COUNCIL AND IT MUST BE RETURNED TO THE KE YA NATIONAL EXAMINATIONS COUNCIL AT THE END OF MARKING This marking scheme consists of 15 printed pages. 2022 The Kenya National Examinations Council Turnover 312 1 MS 1 Access free revision content at www.freekcsepastpapers.com Draw a square 10cm by 10cm to represent the area cnclosed by eastings 00 and 10, and Northings 80 and 90. On it mark and nanme the follow ing: SQUARE REPRESENTING THE AREA BOUND BY EASTINGS 00 AND 10, NORTHING 80 AND 90 10 90 00 A RD R 80 10 CtO 2t 98C-10 2 KEY Air photo principal point 04 Chiga market RD All weather road bound surface River Ombeyi A C R Each leature Rectangle- 1mark I mark 4 marks A 312 1 MS 5 Access free revision content at www.freekcsepastpapers.com b ate two Ways through which aspect innuences distribution na egetation. Howard slope of mountains hills support growth of a wide variety Cgetation The leeward sde supports scanty vegetation he South tacing slopes of temperate latitude areas of the Northen lemisphere tend to favour luxuriant growth of for st, while the North Any 2 x I Cmg stojpes encourage the growth of grass Ntl in19 2 narks Yadrar 22 4 a What is a mineral? It 1s an inorganie substance occurring naturally beneath at earth s surtace."}
{"text": "On it mark and nanme the follow ing: SQUARE REPRESENTING THE AREA BOUND BY EASTINGS 00 AND 10, NORTHING 80 AND 90 10 90 00 A RD R 80 10 CtO 2t 98C-10 2 KEY Air photo principal point 04 Chiga market RD All weather road bound surface River Ombeyi A C R Each leature Rectangle- 1mark I mark 4 marks A 312 1 MS 5 Access free revision content at www.freekcsepastpapers.com b ate two Ways through which aspect innuences distribution na egetation. Howard slope of mountains hills support growth of a wide variety Cgetation The leeward sde supports scanty vegetation he South tacing slopes of temperate latitude areas of the Northen lemisphere tend to favour luxuriant growth of for st, while the North Any 2 x I Cmg stojpes encourage the growth of grass Ntl in19 2 narks Yadrar 22 4 a What is a mineral? It 1s an inorganie substance occurring naturally beneath at earth s surtace. 2-marks b Classify the following rocks according to their formation: Marble -Metamorphic e Granite Igneous Mudstone Sedimentary marks S a Differentiate soil profile from soil catena. Soil profile is the vertical arrangement of the soil into layers horizons from the surface to the bedrock, while soil catena is the sequence of different soils down a slope. Marks b State three importanee-of soil texture. Is t wwr It influences the ease of plant root penetration into the soil. \". It regulates the soil water content t controls aeration of the soil. It controls the availability and retention of nutrients within the soil. Any 3 3marks It controls the size and spacing of pores in the soil."}
{"text": "\" It regulates the soil water content t controls aeration of the soil. It controls the availability and retention of nutrients within the soil. Any 3 3marks It controls the size and spacing of pores in the soil. 312 1 MS 3 Access free revision content at www.freekcsepastpapers.comSF TON R qestion h and ans other twa qnestions from the ecn d the map of h iwmw Fat 1:50,000 Sheet 16 2 'ros ided and anewer the follow ing questinn iv the longitndinal estent of the area eovered by the map erey Same the three human-made features in the grid sqware 0193 Main track motorable track Plantation Agricultural Departmen. Llouses Built up arcas Aay xt- marks3 i11 Tdentify the methods used to show relief on the map. Contours. Trigonometrical stations Hhsr iv Calculate the area of Kisumu town. Give your answer in square kilometres. Complete squares 5xl 5kms Incomplcte squares 16x 8km Total arca 2marks v Name two types of natural vegetation. Fovt Scrub Scattered irees Woodland Any 2x t2marks Papyrus 312 1 MS 4 Access free revision content at www.freekcsepastpapers.comAAMINATIOAr b e wo Ways through which aspect inMuences distribution of natura egetation. Nwrd slope of mountains hills support growth of a wide variety ot Vegetatio1. T he leeward side supports scanty vegetation. The South facing slopes of temperate latitude areas of the Northerntfeisphere tend to favour luxuriant growth of for st, while the Nortn Any 2 x I facing slopes encourage the growth of graas. N un192marks 4. A What is a mineral? While S fuiang LaL LelesLclaf S It is an inorganic substance occurring naturally beneath at earth s surface 2FmatksS 5 Classifythe following rocks according to their formation: Marble Metamorphic Granite Igneous Mudstone SedimentaryTmarks 5 a Differentiate soil profile from soil catena."}
{"text": "312 1 MS 7 Access free revision content at www.freekcsepastpapers.comc Deseribe the distribution of settlement in the area covered by the mau. Here ane lew clustered settlements within the plantati0n, here arc ae lew no setlements in the poorly drained eas seasonal swaunp winin gull Dense'elustered settlements are lound within Kisumu town and the surroundings market centres wcll draincd areas. There is linear settlement along the roads. Nere are no settlennents on Nyando escarpment in the North East Any 4x A marksy SCrle E d Citing evidenee from the map, give three economic activities carried out in the area covered by the map: ACTIVITY EVIDENCE TransportationRoads motorable Ime track railway Trade MarketsE l Cn Quarrying Quarries Crop farmung Cotton ginnerylagricultural rescarch stations sisal factoryl nkn Millingr sn Flour milegf Sit P G Any 3 2to marks Commiunn What is faulting? 7. A Faulting is a process of fracturing breaking cracking displacement of crustal rocks due to tensional compressional shear forces,dve te Fechi fej 2 marks 6 Apart from the Rift Valley, name three other features tLut resultiag from Faulting i Fault blocks horst mountains block mountains Tilt blocks Fault steps FSOPne auitSCav Any 3xl marks 1312 1 MS 6 Access free revision content at www.freekcsepastpapers.com 1State three traditional methode of weather foreeasting servingR movement of animals and migration ot ir Ohserv ing changes in plants shedding of leaves. Ohserving heavenly bodies appearance of the moxn Observing changes in the wind patterns Observing changes in temperature Any x t marks V The statistical table below shows temperature and rainfall amounts for a gven station X in Africa."}
{"text": "7. A Faulting is a process of fracturing breaking cracking displacement of crustal rocks due to tensional compressional shear forces,dve te Fechi fej 2 marks 6 Apart from the Rift Valley, name three other features tLut resultiag from Faulting i Fault blocks horst mountains block mountains Tilt blocks Fault steps FSOPne auitSCav Any 3xl marks 1312 1 MS 6 Access free revision content at www.freekcsepastpapers.com 1State three traditional methode of weather foreeasting servingR movement of animals and migration ot ir Ohserv ing changes in plants shedding of leaves. Ohserving heavenly bodies appearance of the moxn Observing changes in the wind patterns Observing changes in temperature Any x t marks V The statistical table below shows temperature and rainfall amounts for a gven station X in Africa. Use it to answer question b i and b ii Month S ON D MA MJ 26 25 23 2221 2122 23 25 26 A Temperature 27 Rainfall mm 366 376 452 399 264 282 302 203 132 99 117262 Calculate: Annual range of temperature 2 marks 27 C-21 C 6 C Total annual rainfall 366 376 452 399 264 282 302 203 132 99 177 2PHarks 262 3254 mm ii Describe the climatic conditions of the station X It experiences high rainfall totals 3254 mm annually Temperatures are high throughout th year. Low annual temperature range 6 C. The wettest month is march45 m There is no dry month throughout the year. T e 4 marks October receives the lowest rainfall amount 312 1 MS 9 Access free revision content at www.freekcsepastpapers.com a Apart trom landslides, lit the other two forme nf rapid mave wavmk arthflow Mudflow narks AvalancheAplatn hon cach of the following faetnrs facilitate mass wasting. Nature of the rock Massive rNks overlying weak rocks move slide faster along the slope Arge rocks are likely to be overcome by gravity more casily thaAn finely weathered materials. Steeply dipping rocks will easily experience movement."}
{"text": "Movement of materials downslope facilitates the loosening of the top sOil increasing weathering. EV S M Mass movement may create sceneries that may become tour1st Anyx 2 attractions. S Harks -Mgiei4ly ldslide Cyut alua i 312 1 MS 11 cA ol a Access free revision content at www.freekcsepastpapers.comTIIr rag anl tail large blvk ul rock slands on the path of onconung glacier he man ng e aluks ofl weak totk lagment Irom the upper side of he nk s the ce mones Oud amd over the CSIstance rock it ries the erded maleiials to the lee side. The leeward siule docs not expeicnce erosion, Eroded materials are deposited on the leeward side of the rock K With tume the moving ice sinoolhens the side ol the oneemng-iee-while deposited nmaterials increase on the lee side. Any 6xt The resistant rock is the crag while the materials deposited on the lee 6marks side lorm the tail. Explain the significance of glaciated upland areas to human activities. Corrie lakes tarns, offer suitable areas for trout fishing. V Glaciated mountains discourage human setlements hence growth of forests and therefore lumbering is practiced.\". U-shaped valleys form natural route ways: Fiord coastline form deep well sheltered natural habours good fishing grounds. Glaciated upland areas form magniticent features that encourage recreation tourism Waterfalls formed in glaciated uplands provide suitable sites for hydro- electric power production. The warm glaciated valleys are suitable for livestock farming' Any iv arksE cultivation. Melhu Glei Vvev ktih 312 1 MS 14 Access free revision content at www.freekcsepastpapers.comou intend to carry out a ield study in an area affected by landslides within the vicinity. U ive three reasons why it iw important to seek permission from the school administration. To enable the administratiom provide essential tools lor usc during the field study It is an oftical requirement.\". To enable the administration to take care of the disruptions of the school programme. To enable the administration arrange for transpory lunch To enable the administration to take the necessary safety precautions."}
{"text": "U ive three reasons why it iw important to seek permission from the school administration. To enable the administratiom provide essential tools lor usc during the field study It is an oftical requirement.\". To enable the administration to take care of the disruptions of the school programme. To enable the administration arrange for transpory lunch To enable the administration to take the necessary safety precautions. ATy3xT maFks i State the advantages of studying landslides through fieldwork. It enables learners to apply the knowledge learned in the classroom. \". Rqtus C M n3y It makes lcarning interesting It helps learners to develop manipulative skills. It enhances retention of memory. It provides detailed indepth broader learning mafks It makes learning real. Ve av 10. Name two mountains in East Africa that are ice capped. A i Mt Kenya. Markst Mt Kilimanjaro 1i Give two types of moraine Lateral. Terminal. Kece trr Medial Englacial t2marks Ground subglacial 312 1 MS 12 Access free revision content at www.freekcsepastpapers.comb e dlagram below represents an upland glaciated landscape. L se t answer question b i . F mark Name the features marked E-I runcated spuriylun valle 1wak jal F-Glacial trough U-shaped valley v mark G-Ribbon lake ii Describe the formation of each of the following features. Pyramidal peak Ice accumulates in several eracks hollows on mountain sides. Lce exerts pressure on the cracks hollows. Plucking action of ice enlarges the hollows allowing more ice to collect in them. Iuvin4 Freeze-thawactien leads to enlargement of cracks hollows making large basins called cirques corries. Moving ice plucks off loose rock materials from the basinsthus enlarging them further. Nivation cats into the back wall of basins making them recede into the mountain side. Steep-sided knife-edged ridges are formed separating the basins. Three or more of these ridges aretes converge at the mountain top Any 6 xL forming a jagged peak known as a pyramidal peak horr."}
{"text": "Nivation cats into the back wall of basins making them recede into the mountain side. Steep-sided knife-edged ridges are formed separating the basins. Three or more of these ridges aretes converge at the mountain top Any 6 xL forming a jagged peak known as a pyramidal peak horr.bmafks 312 1 MS 13 Access free revision content at www.freekcsepastpapers.comSECTIONA Give the three forces which have contributed to the geoid shape of the arth. Ccntrilugal lorce\" Centripctal force Gravitatiomal force mark z Name the minerals that make up the core of the earth. Iron Nickel arksS a List two cxamples of volennie igneous rocks. 'Vive Pumice Basalt Obsidian Trachyte Rhyolite Andesite Any 2 2marks b Give three characteristics of sedimentary rocks. They form from pre-existing original rocks. They have cleavage bedding.planes 3oiu They form horizontal layers are stratified. They are non-crystalline. Some sedimentary rocks contain fossils Th ha-t beddty pla nu. An 3x marks- 3. A Apart from aspect, list three other factors that influence the distribution of natural vegetation. Altitude Terrain Ststt Gvdie Drainage Any 3H Climate marksT SoilsE.lupic ht wun Actiy 312 1 MS 2 Access free revision content at www.freekcsepastpapers.com."}
{"text": "For more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi on facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi on facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi on facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi on facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi on facebookFor Tips on passing KCSE register http: www.joshuaarimi.com."}
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{"text": "SECTION 0 Anse al he uestions section i the spaces provided.1 Inthis question, show al the sips in your cleltions, giving teaser at each age UseTogaritins comet o decal paces, valuee27ing tousase Cnet 2 Make hte subject ofthe forma mais 3 Line AB given below is one side of triangle ABC. Using ruler and a pair of compasses oaly 9 Complete the rangle ABC sich tht 8C Semand ZABC 45, ama i On the same diagram const cle toushng sides AC, BA prodsed and BC proce Gmais 3 8 4 Maps rte act v 6 ree AA pint P divides AB inthenra 6Find de pst esto of oi mais 5 The op of a tbe is regular hexagon, Each side ofthe hexagon measures 0.em. Find theInaximu percentage enor cll the perme o th wpa tee Giri 6 A student ata certain college has a 60 chance of passing an examination atthe fist attempt. Each ime a student fils and repeats the examination, his chances of passing ae increased by 15 .Calculate the probability that a student inthe college passes an examination atthe second ora the th atempt marks 7. An aeroplane flies at an average speed of 00 knots due East from a point P S3.4 N, 40 E to anotherpoint Qt takes 2'hours to reach pont Q.Calculate: the distance in nautical miles it wravelled; mark i the longitude of point Q to 2 decimal places. Marks 8 a Expand and simply the expression marks b Use the expansion in a above to find the value of 145 2 marks n8 6Inthe figure below, angles BAC and ADC are equal. Angle ACD is aright angle."}
{"text": "An aeroplane flies at an average speed of 00 knots due East from a point P S3.4 N, 40 E to anotherpoint Qt takes 2'hours to reach pont Q.Calculate: the distance in nautical miles it wravelled; mark i the longitude of point Q to 2 decimal places. Marks 8 a Expand and simply the expression marks b Use the expansion in a above to find the value of 145 2 marks n8 6Inthe figure below, angles BAC and ADC are equal. Angle ACD is aright angle. The ratio ofthe sidesAC:BO 423, Given that the area of wiangle ABC is 24 em, find the area of triangle ACD, 3 marks Points A 2.2 and B 4.3 are mapped onto A' 2.8 and B 4,15 respectively by a transformation T.Find the atin of T marks The equation ofa citcle is given by 4x? 4 ? Rr 209-7 0,Determine the coordinates of the centre of the circle G marks Solve for yin the equation log,, 39 2 1 log, -8 G marks Without using a calculator or mathematical tables, express Y in surd form and simplify. Te0s30 3 marks The figure below represents triangular prism. The faces ABCD, ADEF and CBFE are rectangles. AB Sem, BC 4-cm, BF 7 emand AF Tem. Calculate the angle between faces BCEF and ABCD, marks AA particle moves in a straight line ffom a fixed point, Its velocity Vis after r seconds is givenby V 9F- dielCalculate the distance travelled by the panicle during the third second. Marks Find in raians, the values of x in the interval O x 2r for which 2 cos x sin Leave the answers in terms of 2 4 marks SECTION 11 50 marks Ansiver any five questions in this section.17 Avtrader deals in two types of tice: type A and type B."}
{"text": "Rr 209-7 0,Determine the coordinates of the centre of the circle G marks Solve for yin the equation log,, 39 2 1 log, -8 G marks Without using a calculator or mathematical tables, express Y in surd form and simplify. Te0s30 3 marks The figure below represents triangular prism. The faces ABCD, ADEF and CBFE are rectangles. AB Sem, BC 4-cm, BF 7 emand AF Tem. Calculate the angle between faces BCEF and ABCD, marks AA particle moves in a straight line ffom a fixed point, Its velocity Vis after r seconds is givenby V 9F- dielCalculate the distance travelled by the panicle during the third second. Marks Find in raians, the values of x in the interval O x 2r for which 2 cos x sin Leave the answers in terms of 2 4 marks SECTION 11 50 marks Ansiver any five questions in this section.17 Avtrader deals in two types of tice: type A and type B. Type A costs Ksh 400 per bag and type B costs Kah 350 pert 2 The trader mixes 30 bags of type A with 0 bags of type B. If he sells the mixture ata profit of20 , calculate the selling rice of one bag. Of the mixture 4 marks b The trader now mixes type A with type B inthe ratio x: y respectively If the cost ofthe mixture isKh 383.50 per bag find the ratio xy. 4marks 6 The trader mixes one bag of the mixture in part a wth one bag ofthe mixture in par b above marks Calculate the rato of type A rice to type B rice inthis mixture18 Three variables p, gand rare such that p varies directly as g and inversely asthe square of When p 9,q Iandr 2Find p when q 13 andr 5. Mits 6 Express gin terms ofp and."}
{"text": "Of the mixture 4 marks b The trader now mixes type A with type B inthe ratio x: y respectively If the cost ofthe mixture isKh 383.50 per bag find the ratio xy. 4marks 6 The trader mixes one bag of the mixture in part a wth one bag ofthe mixture in par b above marks Calculate the rato of type A rice to type B rice inthis mixture18 Three variables p, gand rare such that p varies directly as g and inversely asthe square of When p 9,q Iandr 2Find p when q 13 andr 5. Mits 6 Express gin terms ofp and. 1 mark 6 fp is increased by 20 and ris decreased by 10 ind: i a simplified expression forthe change in gin tems ofp andr; marks the percentage change in g marks 19 a Complete the table below, giving the values core to 2 decimal places. E 0 30 6 90 120 150 180 210 240 270 300 330 360Sin 2x os7 oar 0 Joa7 os7 mars 8 On the grid provided, draw the graphs of y sin 2x and y 3eose 2 for 0 x 360 onthe sameaxes, Use a scale of I em to represent 30 on the x-axis and 2.em to represent unit on the y-axis. Smurks Use the graph in b above o solve the equation 3eosy sind 2 marks 4 State the amplitude of y eos 2 ark 20 Inthe figure below Da isa diameter of he ctle ABCD cet O, rus 10cm. TCS is tangentthe circle at C, AB BC and angle DAC 38 , sieem f 3 Find the size ofthe angle: ACS; ai BCA. Ea Calculate the length of AC: marks Gi AB, mais 21 Two policemen were together ata road junction."}
{"text": "1 mark 6 fp is increased by 20 and ris decreased by 10 ind: i a simplified expression forthe change in gin tems ofp andr; marks the percentage change in g marks 19 a Complete the table below, giving the values core to 2 decimal places. E 0 30 6 90 120 150 180 210 240 270 300 330 360Sin 2x os7 oar 0 Joa7 os7 mars 8 On the grid provided, draw the graphs of y sin 2x and y 3eose 2 for 0 x 360 onthe sameaxes, Use a scale of I em to represent 30 on the x-axis and 2.em to represent unit on the y-axis. Smurks Use the graph in b above o solve the equation 3eosy sind 2 marks 4 State the amplitude of y eos 2 ark 20 Inthe figure below Da isa diameter of he ctle ABCD cet O, rus 10cm. TCS is tangentthe circle at C, AB BC and angle DAC 38 , sieem f 3 Find the size ofthe angle: ACS; ai BCA. Ea Calculate the length of AC: marks Gi AB, mais 21 Two policemen were together ata road junction. Each had a walkie rake, The maximum distance at which one could communicate withthe other as 2.5 km, Ove ofthe policemen walked due East at 3.2 kmh while the other walked due North st 24 kmh. The policeman who headed Fast travelled for km while the one who headed Noth walled for y kmbefore they were unable to communicate Draw a sketch 1 represent te relative positions ofthe potismcn 1 mark 6 3 From the information above form two simultaneous equations in x and y marks i Find the values of x andy. S marks li Calculate the time taken before the policemen were unable to communicate, 2 marks 22, The able below shows the distribution of marks scared by 60 pupils ina test."}
{"text": "Ea Calculate the length of AC: marks Gi AB, mais 21 Two policemen were together ata road junction. Each had a walkie rake, The maximum distance at which one could communicate withthe other as 2.5 km, Ove ofthe policemen walked due East at 3.2 kmh while the other walked due North st 24 kmh. The policeman who headed Fast travelled for km while the one who headed Noth walled for y kmbefore they were unable to communicate Draw a sketch 1 represent te relative positions ofthe potismcn 1 mark 6 3 From the information above form two simultaneous equations in x and y marks i Find the values of x andy. S marks li Calculate the time taken before the policemen were unable to communicate, 2 marks 22, The able below shows the distribution of marks scared by 60 pupils ina test. Marks 11-20 21-30 31-40 41-50 s1-60 61-70 71-80 61-90Feweny 2 5 6 o w ufo 3 On the grid provided daw an ogive that represents the above information 4maris Use the graph 1o estimate the interquartile ange ofthis information marks Im order to pass the tes, a pupil had to score more shan 48 marks, Calulate the percentage of pupils who passed the test -matks 23 Halima deposited Ksh 109375 in a financial institution which paid simple interest at the rate of8 pa. Atthe end of? Years, she withdrew all the money. She then invest the money in shares. Thevalue ofthe shares depreciated at 4 pax. During the firs year of investment."}
{"text": "She then invest the money in shares. Thevalue ofthe shares depreciated at 4 pax.during the firs year of investment. In the next 3 years, the value ofthe shares appreciated atthe rate of 6 every four months, Calculate the amount Halim invested in shares, 8 marks Calculate the value of Haims shares: atthe end ofthe first year; marks i athe end of the fourth year, to the nearest shilling marks Calculate Halima s gain from the shares as a percentage, marks 24 The be below shows values ofr and some values of y forthe curve y x 3x?x 12 in the range4ers2. A Complete the table by filling in the missing values of x - 4 -3s 3 -2s 2 1s 1 os 0 os 1 1s 20 y 41 faa 26 oat fsa -r9 2 marks On te grid provided, draw the graph y x 30 4x12 for 4- x 2,Use the scale: Horizontal axis 2 em for 1 unit and vertical axis 2 em for S units.marks By drawing a suitable straight line, onthe same grid as b above, solve the equation:P 3e- Sr 60, Smarks."}
{"text": "4 marks 12. State four circumstances under which an accountant communicates to the accounts clerk. 4 marks 13. State four factors that lead to decrease in supply of commodities in a market. 4 marks 14. Highlight four differences between money order and postal order. 4 marks Business studies Paper 1 2 www.freekcsepastpapers.com 15. Highlight four benefits of locating a firm near the source of raw materials. 4 marks 16. The following information were extracted from Shiriki traders books of account for the period ended 30th April 2023 Land 100,000 Capital 94,000 10 year Equity loan 20,000 Debtors 6,000 Cash 15,000 Stock 10,000 Debentures 14,500 Creditors 8,000 Drawing 5,500 Calculate a Working capital. 2 marks b Capital employed. 2 marks 17. Outline four factors that may make an insurer to charge high premium. 4 marks 18. Outline four guidelines that should be followed by the government in its expenditure. 4 marks 4 marks 19. State four ways in which government may control monopoly power. 4 marks 20. Highlight four advantages of m- banking. 4 marks 21. Give four types of errors that may not be disclosed by a trial balance. 4 marks 22. Outline four challenges faced by saving credit co-operatives societies SACCOs in Kenya today. 4 marks 23. Highlight four demerits of giving a product to customers freely for trial. 4 marks 24. Identify the documents that match the following description as used in the international trade. 4 marks Description Document a The document that specify the manufacture to supply the goods b The document that allow the person named therein to claim the goods when arrived at the port of destination c Documents that shows that the prices charged on import are fair d The document that authorizes resale of goods being imported 25. The following is a subsidiary book that was drawn for the first week of the month of May 2023; Date Particulars Credit note no."}
{"text": "10 marks b . On 1st January 2021, Mbale traders had shs.22, 500 in cash and shs.250, 000 at bank. During the month, the following transactions took place: Jan 2: made cash sales of shs. 465,200. Jan 5: Received a cheque of shs. 451,250 from Kamau traders in full settlement for their debt after allowing a 5 cash discount. Jan 15: paid Ndovu traders shs. 184,000 in cash after deducting a cash discount of shs.16,000. Jan 20: Deposited shs. 200,000 from cash till into the bank. Jan 25: Paid wages shs. 144,000 in cash. Jan 26: Bought goods worth 30,000 on credit from kisii traders. Jan 28: Settled Mbago traders account of sh. 300,000 by cheque, less 15 cash discount Jan 29: Withdrew shs. 250,000 from the bank for office use. Jan 30: Deposited all the cash into the bank, except shs. 59,700. Required: Prepare a duly balanced three column cash book. 10 marks 6. A . Explain five circumstances under which personal selling may be appropriate to a business. 10 marks b . The following trial balance was prepared by Laketi traders as at 31 December 2022. Particulars Debit shs. Credit shs. Premises 850,000 Debtors 650,500 Creditors 820,000 Motor vehicle 800,000 Equipment 550,500 Gross profit 1,960,200 Furniture 350,000 Stock 75,000 Bank 200,000 Cash in hand 150,000 General expenses 117,800 Discount received 66,100 Commission allowed 12,400 Insurance 7,500 Lighting 4,600 Salaries 78,000 Capital 1,000,000 3,846,300 3,846,300Business studies Paper 1 2 www.freekcsepastpapers.com Using the information given above: i Prepare profit and loss account. 4 marks ii Prepare balance sheet. 6 marks NTIMARU SUB-COUNTY CLUSTER EXAMS 565 1 BUSINESS STUDIES PAPER 1 SEPTEMBER 2023 1."}
{"text": "Premises 850,000 Debtors 650,500 Creditors 820,000 Motor vehicle 800,000 Equipment 550,500 Gross profit 1,960,200 Furniture 350,000 Stock 75,000 Bank 200,000 Cash in hand 150,000 General expenses 117,800 Discount received 66,100 Commission allowed 12,400 Insurance 7,500 Lighting 4,600 Salaries 78,000 Capital 1,000,000 3,846,300 3,846,300Business studies Paper 1 2 www.freekcsepastpapers.com Using the information given above: i Prepare profit and loss account. 4 marks ii Prepare balance sheet. 6 marks NTIMARU SUB-COUNTY CLUSTER EXAMS 565 1 BUSINESS STUDIES PAPER 1 SEPTEMBER 2023 1. Outline four negative effects of liberalization to a country 4mks 2. State four ways in which the Kenya National Chamber of commerce and industry K.N.C.C promotes development of business activities in Kenya, 4mks 3. Highlight four problems associated with high population growth rate in a developing country like Kenya. 4mks 4. Outline four challenges that a new entrepreneur will experience when establishing business in Kenya 4mks 5. Outline four tools used by central bank to control credit. 4mks 6. State four advantages of taking an endowment insurance policy 4mks 7. Highlight four disadvantages of cartels to consumers. 4mks 8. Kenya has been experiencing an upward trend in the price of petrol as a result of infalation. State four steps that can be taken to minimize expenditure on petrol. 4mks 9. Given below are books of original entry, state the source document used to prepare each of the books. 4mks 10. State four ways in which mobile phones service are important in promoting business activities. 4mks 11. Highlight four disadvantages of a monopoly. 4mks 12. Highlight four reasons why many African countries fail to achieve high economic growth rates. 4mks 13. Outline four circumstances under which a producer would not require a lot of warehousing space. 4mks 14."}
{"text": "4mks 13. Outline four circumstances under which a producer would not require a lot of warehousing space. 4mks 14. The for following information relates to Bukhayo Traders for the year ended 31st December 2010 shs. Opening stock 65,000 Purchases 250,000 Sales 33,000 Profit margin 15 Closing stock ? Required. Prepare Bukhayo Traders trading account for the year ended 31st December 2010 4mks 15. Outline four functions of microfinance institutions in Kenya. 4mks 16. Maziwa had shs. 60000 in his business bank account as at January 1st 2011. During the month the following transactions took place Jan 2nd withdrew shs. 40,000 from bank for office use. 3rd credit sale to Juma shs. 25,000 Books Source document i Cash book ii Sales journal iii Purchase journal iv Sales return journalBusiness studies Paper 1 2 www.freekcsepastpapers.com 6th paid salaries in cash shs.25,000 10th credit purchase from Jane shs 40,000 14th Maziwa took cash shs, 10,000 to pay school fees. 19th received a cheque from Juma shs. 20,000 25th returned goods to Jane shs. 2,000 28th took all the cash to the bank leaving a balance of shs.1,000 Required Prepare a duly balanced two column cash book. 5mks 17. Highlight four drawbacks that a firm may experience by employing a customer care receptionist who has bad qualities. 4mks 18. Highlight four reasons why hypermarkets are increasingly becoming popular in Kenya. 4mks 19. Outline four circumstances under which personal selling are appropriate. 4mks 20. The following information was obtained from the books of citizen traders on 31st July 2010 shs. Motor vehicle 80,000 Plant and machinery 70,000 Bank loan 60,000 Stock 25,000 Debtors 30,000 Cash in hand 20,000 Creditors 30,000 Required. Prepare Citizens Traders balance sheet as at 31st July 2010. 21."}
{"text": "Motor vehicle 80,000 Plant and machinery 70,000 Bank loan 60,000 Stock 25,000 Debtors 30,000 Cash in hand 20,000 Creditors 30,000 Required. Prepare Citizens Traders balance sheet as at 31st July 2010. 21. The following information relates to Jua Kali enterprises for the year ended 31st March 2011 Mark up 25 Sales ksh. 250,000 Determine i Gross profit 2mks ii The margin percentage 1mk iii Cost of goods sold 1mk 22. Highlight four circumstances under which specialization in production may not be necessary. 4mks 23 List four major sources of Government revenue. 4mks 24. Highlight four ways the Government can use to influence the demand of a commodity in the market. 4mks 25. Classify each of the following goods as either producer or consumer goods. 3mks Date Details F Cash Bank Date Details F Cash Bank Goods Classification a Factory b Private car c Iron oreBusiness studies Paper 1 2 www.freekcsepastpapers.com NTIMARU SUB-COUNTY CLUSTER EXAMS 565 2 BUSINESS STUDIES Paper 2 JULY AUGUST 2023 - 2 Hours 1. A Explain five ways in which the government of Kenya can reduce the level of unemployment. 10 marks b Give five differences between a public limited company and a public corporation. 10 marks 2. A Explain five reasons why the use of sales persons is a preferred method of sales promotion. 10 marks b Explain five sources of public finance. 10 marks 3. A Explain five circumstances under which a cheque may be dishonoured. 10 marks b The following balances were extracted from the books of Jasho Trades on 1st January 2022 Ksh. Capital 500,000 Creditors 150,000 Motor van 180,000 Furniture 200,000 Stock 50,000 Debtors 80,000 Cash 140,000 The following transactions took place during the year ended 31st January 2022: i Sold furniture worth Ksh 60,000 for which Ksh."}
{"text": "A Explain five circumstances under which a cheque may be dishonoured. 10 marks b The following balances were extracted from the books of Jasho Trades on 1st January 2022 Ksh. Capital 500,000 Creditors 150,000 Motor van 180,000 Furniture 200,000 Stock 50,000 Debtors 80,000 Cash 140,000 The following transactions took place during the year ended 31st January 2022: i Sold furniture worth Ksh 60,000 for which Ksh. 40,000 was received and the balance was due at the end of the year ii Purchased goods worth Ksh. 100,000 for which Ksh.70, 000 was paid and the balance was still outstanding at the end of the year. Iii Cash Ksh. 10,000 was taken from the business by the proprietor to pay his son s school fees Required: Draw Jasho Traders balance sheet as at 31st January 2022 showing the items in their relevant classes 10 marks 4. A Explain five reasons for the popularity of sea transport in Kenya s export trade 10 marks b Describe five features of economic resources 10 marks 5. A Explain five functions of commercial banks 10 marks b ABC Ltd is a horticultural company producing flowers. Explain five factors that may influence the choice of a channel for distributing its products. 10 marks 6. A Explain five functions of an office 10 marks b The following transactions relate to TJ Traders for the year ended 31st April 2022 April 1: Received cash from Christine sh. 150 000, receipt No. 0012 2: Paid rent in cash sh. 16 000. 3: Bought goods for sale and paid by cheque sh. 14000. Receipt No 0134 4: Sold goods in cash sh. 45 000, receipt No. 0013 d Tools e Exercise books f ClothingBusiness studies Paper 1 2 www.freekcsepastpapers.com 5: Mwai, a debtor, paid in cash 17000. Receipt No 0014 6: Bought goods worth sh. 60 000 in cash. Receipt No 0456 7: Received a cheque of sh 20,000 in full settlement of a debt of sh."}
{"text": "Receipt No 0014 6: Bought goods worth sh. 60 000 in cash. Receipt No 0456 7: Received a cheque of sh 20,000 in full settlement of a debt of sh. 23000 from Kalunda Receipt No 0015 8: Paid for goods sh. 4,000 cash less 5 cash discount. Receipt No 0432. Required: Prepare TJ Traders cash receipt and cash payment journals and record the above transactions 10 marks Business studies Paper 1 2 www.freekcsepastpapers.com WEITHAGA BUSINESS STUDIES MOCK PAPER ONE 2023 END OF TERM TWO Answer all questions in the space provided. 1. State four external factors that may influence the operation of a business negatively. 4marks 2. Match the following uses with the appropriate office equipment. 4marks Uses Office equipment i. It is a machine that is used for preparing cash receipts ii. It is a machine used for trimming documents in to required shapes and sizes iii. It is a machine that is used for cutting unwanted documents in to tiny pieces to avoid such documents getting into unauthorized people iv. A machine which is used for complex calculations 3. Mention four disadvantages of containerization in transport. 4marks 4. Outline four factors that influence the choice of product in the market. 4marks 5. State four disadvantages of Automated Teller machines ATM 4marks 6. Outline four skills that an individual would develop when learning business studies. 4marks 7. Outline the type of unemployment that has been described by the statements below. 4marks i Unemployment that occurs when people lose jobs and go looking for new ones ii Unemployment that occurs when people are actively looking for jobs at the existing wage rates but cannot get them iii Unemployment that occurs repeatedly at similar times iv Unemployment that occurs when demand for labour declines due to either change in the method of production or a decrease in the supply of goods and services 8. List the four levels of inflation. 4marks 9. State four causes of negative shift in demand curve. 4marks 10. Highlight four ways in which the production activities of firms in a country affects the environment. 4mark 11. State four types of complaints that a consumer organization may receive from consumers. 4marks 12."}
{"text": "4mark 11. State four types of complaints that a consumer organization may receive from consumers. 4marks 12. On 1st January 2020, Njuguna had a capital of shs. 700, cash shs. 200, stock shs. 300, creditors shs. 400 and furnitures of shs. 600. During the month, the following transactions took place; i Sold stock shs. 100 on credit ii Paid creditors by cash shs. 200 iii Borrowed a loan of shs. 400 by cheque Required: Prepare Njuguna s balance sheet after the transactions took place. 4marks 13. A firm wishes to introduce a new product in to the market. Outline four factors that should be considered in choosing an appropriate medium for promotion. 4marks 14. On 1st October 2021, Wambu bought goods on credit quoted at shs. 240,000. Terms of sales were; 20 trade discount and 10 cash discount if payment was made on 29th October 2021. Calculate the amount paid if payment was made on 26th October 2021. 4marks 15. State four negative effects of long chain of distribution to the buyer. 4marks Business studies Paper 1 2 www.freekcsepastpapers.com 16. Highlight four ways in which the balance of payment of a country may be improved. 4marks 17. Given the statements in the table below, indicate the type of entry to be made in the relevant ledger accounts. 4 marks Statement Type of entry i. An increase in revenue ii. A decrease in assets iii. An increase in expense iv. A decrease in liability 18. State the principle of insurance described in the statements given below 4 marks i Restoring the insured s financial position after suffering loss from an insured risk ii Existence of a very close relationship between the loss suffered and the insured risk iii The insurer taking ownership of the remains of the destroyed property after the insured is duly compensated iv Proof that the insured will suffer direct financial loss if property is destroyed- 19. Highlight four ways in which entrepreneurs can observe ethics in the management of their business. 4marks 20. List four essentials of an effective communication 4marks 21."}
{"text": "Highlight four ways in which entrepreneurs can observe ethics in the management of their business. 4marks 20. List four essentials of an effective communication 4marks 21. State the relevant books of original entry in to which information extracted from the source documents given below would be recorded. 4marks Source document Book of original entry i. Incoming invoice ii. Outgoing credit note iii. Incoming receipts iv. Incoming credit notes 22. Highlight four problems encountered in measuring national income using the output approach 4marks 23. Outline four characteristics of public goods 4marks 24. Identify four ways in which goods are prepared for sale in a warehouse 4marks 25. Outline four circumstances under which a firm would be located near the market 4marks Business studies Paper 1 2 www.freekcsepastpapers.com WEITHAGA FORM FOUR BUSINESS STUDIES MOCK PAPER TWO 2023 END OF TERM TWO. Answer any five questions in the space provided. 1. A Explain five reasons why an effective filing system is important in an office. 10 marks b Other than price mechanism, explain five other methods of determining price of a product. 10marks 2. A Explain five problems faced by a public corporations in Kenya. 10 marks b Discuss five factors that Murang a county government may consider before incurring any expenditure. 10marks 3. A Explain five characteristics of a life assurance policy 10marks b On 1st January 2023, Jane traders shs. 110,000 cash in hand and a bank overdraft of shs. 50,000. During the month, the following transactions took place; 2nd Cash sales shs 40,000 3rd Paid postage expense shs 4,100 in cash 5th Received the following cheques from debtors after they had deducted a cash discount of 2 in each case. Kamau shs 2,450, Laban shs 9,604 and Tiu shs 2,744 9th Paid the following creditors in cash and in each case deducted 2 cash discount."}
{"text": "50,000. During the month, the following transactions took place; 2nd Cash sales shs 40,000 3rd Paid postage expense shs 4,100 in cash 5th Received the following cheques from debtors after they had deducted a cash discount of 2 in each case. Kamau shs 2,450, Laban shs 9,604 and Tiu shs 2,744 9th Paid the following creditors in cash and in each case deducted 2 cash discount. Willy shs 2,000 and Amina shs 6,000 13th Cash sale directly banked shs 10,000 16th Took shs 11,000 from the office and deposited it in the business bank account 19th Sold goods worth shs 15,000 on credit to Juma 21st Received shs 18,000 cash from Oman in settlement of his account of shs 20,000 26th Took all cash to the bank leaving shs 4,000 only. Required: Prepare a duly balanced three column cash book. 10marks 4. A Describe five characteristics of a successful entrepreneur. 10marks b Explain clearly five tools of monetary policy used by the central bank to control inflation. 10marks 5. A Describe five channels of distribution that may be followed when importing manufactured goods 10marks b Explain five advantages of government involvement in business activities. 10marks 6. A Chuma steel company limited has located its new factory in a major town in Kenya. Explain five factors that may have attracted the factory to the town. 10marks b The following information was extracted from the books of Praise retail shop for the year ended 31st December, 2022."}
{"text": "Highlight four characteristics of a perfect competitive market. 4 marks 12. The following information relates to Greenland Traders as at 31st December 2018 Rate of stock turnover 3 times. Mark up 20 Opening stock Sh 160,000 Closing stock sh 200,000 Required: Determine; i Gross profit 2 marks ii Sales 2 marks 13. The population of the youth in country X is likely to be 1 of the total population in ten years time. Highlight four challenges this country will face at this point in time. 4 marks 14. Highlight four ways in which transport is important to a business. 4 marks 15. State four circumstances under which a producer would sell his goods directly to the consumer. 4 marks 16. Other than taxes, state four sources of public finance in Kenya. 4 marks 17. Chuo industries want to open a warehouse for her products. Give the management some advice on four factors it should consider in establishing the warehouse. 4 marks 18. Identify four gaps that may create a business opportunity in a market. 4 marks 19. The table below relates to four different businesses, insert the correct values for A, B, C and D. 4 marks ASSETS CAPITAL LIABILITIES 2,310,642 A 486,932Business studies Paper 1 2 www.freekcsepastpapers.com B 40,385 96,483 941,682 31,685 C 3,104,611 D 395,348 20. State four ways in which advertising agencies assist in sales promotion. 4 marks 21. For each of the following transactions, indicate the account to be debited or credited. 4 marks Transaction A C Debited A C Credited a Received discount from Topic suppliers b Allowed discount to shame Traders a Sold furniture to Omari on credit b Took stock worth sh 200 for personal use. 22. Highlight four factors that may cause the demand curve to shift to the right. 4 marks 23. In the spaces provided, state the source document for each of the subsidiary books given below. 4 marks Subsidiary book Source document a Sales journal b Purchases journal c Returns inwards journal d Returns outwards journal 24. Highlight four merits of an open office layout to a business."}
{"text": "In the spaces provided, state the source document for each of the subsidiary books given below. 4 marks Subsidiary book Source document a Sales journal b Purchases journal c Returns inwards journal d Returns outwards journal 24. Highlight four merits of an open office layout to a business. 4 marks 25. Outline four benefits of a trader joining a SACCOs. 4 marks IMENTI SOUTH 565 2 BUSINESS STUDIES PAPER 2 1. A Bright house is launching a new Bookshop for Schools in Kenya. If you are their marketing manager what five factors would you consider when choosing an appropriate media for promoting the bookshop? 10 marks b Highlight five accounting documents used in home trade. 10 marks 2. A Muthomi is an importer of assorted goods from different countries. Explain five advantages he may enjoy while his goods are stored in a bonded warehouse. 10 marks b The following is the trial balance of Mutunga Traders as at 31st December, 2001. DR CR Purchases and sales Returns Discounts Capital Commission Carriage inwards Carriage outwards Debtors and creditors Salaries Bank Cash 700,000 30,000 50,000 39,000 28,000 135,000 400,000 220,000 266,000 94,000 1,600,000 40,000 35,000 862,000 25,000 300,000Business studies Paper 1 2 www.freekcsepastpapers.com Buildings Equipment Stock Jan 1st Jan 2001 600,000 200,000 2,862,000 2,862,000 Additional information: Stock December 31st Decmber 2001 Shs 94,000 Required: i Prepare Trading and profit and loss Account ii Balance sheet as at 31st December 2001 10 marks Business studies Paper 1 2 www.freekcsepastpapers.com 3. A The graph below represents population and output levels of three countries A, B and C. ABCPopulation P Output per capita Q i State the type of population found in each country. Country B 1 mark Country C 1 mark ii Explain four challenges that country C may be facing."}
{"text": "The following balances were extracted from the books of metrol traders for the year ended 31st may 2022 Item kshs sales 500000 purchases 270000 Motor van 350000 Equipment 120000 Debtors 100000 Creditors 60000 Drawings 160000 Capital 490000 Prepare trial balance for metrol trader for the year ended 31st may 2022 12. Outline four conditions under which a warehouse may be considered to operate efficiently. 4 Marks 13. Highlight four circumstances under which an insurance company may undertake re -insurance 4mks 14. Outline four differences between free samples and free gifts as a method of product promotion. 4mks Free gifts Free samples a b c dBusiness studies Paper 1 2 www.freekcsepastpapers.com 15. State four factors that might have led to a shift in supply as shown in the diagram below: 4 marks So S1 Price S1 S0 Quantity 16. Highlight four circumstances under which a firm may be located near the market for its product 4 marks 17. Highlight four differences between oligopoly and perfect competition market 4 marks 18 . State four expenses that are incurred in the process of distributing goods 4marks 19. Highlight four measures that may be taken by the government to curb unemployment. 4marks 20. State four assumptions of the circular flow of income in a closed economy 4marks 21 The following transactions relate to Njuguna traders a 10th July 2021 sold old machine whose book value was Ksh20000 at Ksh 25000 to kimondo traders on credit b 15th July 2021 purchased office equipment for ksh 13000 on credit to kilimani traders required: prepare a general journal to represent above information 4mks 22 Highlight four monetary policies that the government may use to reduce inflation 4mks 23 The following balances were extracted from the books of WANGU traders for the year ended June 2021 Fixed asset Ksh 300000 Current asset Kshs 123700 Creditors 84500 3year loan 125000."}
{"text": "Highlight four measures that may be taken by the government to curb unemployment. 4marks 20. State four assumptions of the circular flow of income in a closed economy 4marks 21 The following transactions relate to Njuguna traders a 10th July 2021 sold old machine whose book value was Ksh20000 at Ksh 25000 to kimondo traders on credit b 15th July 2021 purchased office equipment for ksh 13000 on credit to kilimani traders required: prepare a general journal to represent above information 4mks 22 Highlight four monetary policies that the government may use to reduce inflation 4mks 23 The following balances were extracted from the books of WANGU traders for the year ended June 2021 Fixed asset Ksh 300000 Current asset Kshs 123700 Creditors 84500 3year loan 125000. Determine the net worth of the business as at June 2021 4mks 24 Outline four benefits of trade restrictions to a country 4marks 25 Highlight four purposes of public finance 4mks Business studies Paper 1 2 www.freekcsepastpapers.com GATUNDU SOUTH JOINT EXAM FORM 4 END OF TERM II 2023 565 2 BUSINESS STUDIES PAPER 2 1 a Describe five roles of an office as a center of communication 10 mks b Explain five negative effects of rapid population growth. 10mks 2 a Explain five factors to consider when choosing a product promotion method. 10mks b Explain any five services provided by commercial banks. 10mks 3 a Explain four documents used in home trade that are prepared by the buyer. 8 mks b The following trial balance belongs Gatundu traders as at 30th June 2016 GatunduTradres Trial balance As at 30th June 2016 Dr. Cr."}
{"text": "10mks 3 a Explain four documents used in home trade that are prepared by the buyer. 8 mks b The following trial balance belongs Gatundu traders as at 30th June 2016 GatunduTradres Trial balance As at 30th June 2016 Dr. Cr. Stock 30 06 15 4000 Capital 162,300 Purchase and sales 35,000 70,000 Drawings 6,000 Furniture and fittings 20,000 Motor Vehicle 150,000 Debtors and creditors 8,000 12,000 Returns 2,000 4,800 Discount 800 700 Wages and salaries 15,000 Rent 3,500 . Insurance 2,100 .. Commision 400 .. Bank . 3,000 Cash 6000 252,800 252,800 Required i Prepare a trading profit and loss account and a balance sheet as at 30th June 2016. 12mks 4 a Explain five factors that may influence a firm s decision on the type of goods or services to produce 10Mks b Explain five characteristics of an efficient tax system 10mks 5 a Explain five differences between co-operatives and public limited companies. 10 marks b Explain any five factors that can lead to an increase in the level of national income 10mks 6 a Describe the procedure for obtaining an insurance policy. 10mks Business studies Paper 1 2 www.freekcsepastpapers.com b On 1st September 2012, Juja Enterprises had Sh 55,000 in hand and Sh 250,000 at bank. During the month the following transactions took place: September 2 Cash sales banked sh 35,260 2 Bought stationery in cash sh 4,500 7 Paid Lucy, a creditor sh 94,000 by cheque in full settlement of his account after deducting 6 cash discount."}
{"text": "Highlight four features of perfect competition market 4marks 5. Outline four factors that determine the amount of premiums charged in life assurance 4marks 6. Outline four circumstances in which communication may be ineffective 4marks 7. The following balances were extracted from Ybooks of Kambo Traders for Y year ended 31st Dec 2021 Sales 500000 Purchases 320000 Stock 31 12 21 40000 Debtors 140000 Creditors 90000 Calculate;Business studies Paper 1 2 www.freekcsepastpapers.com a Margin 2marks b Current ratio 1mark c Rate of stock turn over 1mark 8. Outline four functions of money 4marks 9. Identify the office equipment described in each in the following statement below. 4marks Description Equipment Used to make postage stamps impression of the envelops. Used to transmit verbal message Used to record and store information in audios Used to record and store information in audios tapes 10 Outline four ways in which production activities negatively influences human health 4marks 11. Outline four benefits that may be realized when two firms merge 4marks 12. Outline four ways which developing countries like Kenya may benefit from entrepreneurship 4marks 13. Give the names of source document used to record transactions in to following books if original entry. 4marks Book of original entry Source of document Purchase returns book Cashbook Sales journal Cash payment journal 14. Outline four reasons why a cheque may be dishonoured 4marks 15. State the effects of each of the following transactions on the balance sheet totals by writing increase decrease or No effects in each case 4marks TRANSACTIONS EFFECTS Bought machinery on credit Withdraw cash from the business for personal use Purchase stock in cash Paid outstanding loan by cheque 16 Outline four ways through which consumers may be exploited 4marks 17. Outline four negative effects of aging population to an economy 4marks 18. Outline four services offered by agency banking 4marks 19. Outline four types of business activities that are carried out in Kiambu County 4marks 20. Outline four ways which warehousing is useful to a trader 4marks 21. Outline four types of cost incurred by intermediaries in the chains of distribution. 4marks 22."}
{"text": "Outline four ways which warehousing is useful to a trader 4marks 21. Outline four types of cost incurred by intermediaries in the chains of distribution. 4marks 22. Outline four essential elements for effective transport to take place 4marks 23. Outline four ways in which households contribute to National Income of a country 4marks 24. State four unethical practices in product promotion 4marks 25. Highlight four features of land as a factor of production 4marks Business studies Paper 1 2 www.freekcsepastpapers.com CEKENAS ONE EXAM-2023 565 2 BUSINESS STUDIES PAPER 2 1. A Explain five reasons for which businesses should observe ethical practices in their activities. 10mks b Discuss five ways in which the government can reduce unemployment levels in Kenya 10mks 2. A Explain five reasons why government may be involved in business 10mks b Using a well labelled diagram show the effect of a shift of the demand curve from left to right on the equilibrium price and quantity 10mks 3. A Explain five essentials of a good warehouse 10mks b Explain five measures that maybe taken by the central bank of Kenya to increase the amount of money in circulation 10mks 4. A Explain five problems encountered in measurement of national income using the output approach 10mks b Explain five roles played by the stock exchange in a securities market 10mks Business studies Paper 1 2 www.freekcsepastpapers.com 5. A On 1st January 2021.Gutoria Estate had Ksh95000 in hand and a bank balance of Ksh125000 Cr ."}
{"text": "A Explain five essentials of a good warehouse 10mks b Explain five measures that maybe taken by the central bank of Kenya to increase the amount of money in circulation 10mks 4. A Explain five problems encountered in measurement of national income using the output approach 10mks b Explain five roles played by the stock exchange in a securities market 10mks Business studies Paper 1 2 www.freekcsepastpapers.com 5. A On 1st January 2021.Gutoria Estate had Ksh95000 in hand and a bank balance of Ksh125000 Cr . During the month the following transactions took place January2021: 3rd cash sales Ksh 9000 directly banked 5th, purchased gods worth Ksh 19500 by cash 12th, deposited Ksh 25000 into business bank account from private source 14th,Obura, a debtor settled his account of Ksh 15000 by cash less 5 cash discount 17th paid James Ksh 3900 by cheque in full settlement of his account less 2.5 cash discount 20th, sold goods worth Ksh 13500 to Kim on credit 23rd settled Kamau s account of Ksh 15000 by a cheque of 13500 24th received a cheque of 28800 from Lee having allowed cash discount of 4 27th paid salaries by cheque 36000 30th Lees cheque was dishonored 31st banked all cash Prepare a duly balanced three column cash book 10mks b Explain five factors that one should consider when choosing office equipment 10mks 6. A The following trial balance has extracted from the books of Faida traders as at 31 12 2020."}
{"text": "4 marks 19. State the characteristic of human want that match the descriptions given below. 4 marks a Satisfaction of one want automatically leads to creation of another b Some human wants are experienced by all human beings c Human wants can not be fully satisfied. D After some wants are satisfied they recur. 20. The following balances were obtained from the books of sunset traders as at 30th June, 2004. Stock 1st July 2003 45,000 Purchases 159,000 Sales 235,000 Stock 30 June 2014 33,000 Capital 75,000 Return outwards 3,000 Operating expenses 13,000 Calculate: i Stock turnover rate. 2 marks ii Return on capital. 2 marks 21. Highlight four reasons why the Kenya government encourages entrepreneurship in the country. 4 marks 22. Distinguish the following types of goods as used in production. I Producer goods and consumer goods. 2 marks ii Intermediate goods and finished goods. 2 marks 23. Listed below are a set of transactions. In each case state whether the transaction will increase, decrease or have no effect on capital. 4marks Transaction Effect a Additional cash invested by the owner. B Receiving cash from a debtor c Bought goods on creditBusiness studies Paper 1 2 www.freekcsepastpapers.com d Owner takes some stock for own use 24. Mention four benefits that may be enjoyed in a country that is experiencing over- population 4 marks 25. Identify the source documents used to record the following transactions in the books of original entry. 4mks Transaction Source document a Credit purchases b Sales returns c Cash sales d Cash purchases LUGARI CONSTITUENCY JET EXAMINATION 565 2 BUSINESS STUDIES JUNE 2023- 2 HRS 30 MINUTES 1. A Explain five money transfer facilities offered by commercial bank to its customers. 10mks b Explain five principles of public expenditure. 10mks 2. A Explain five advantages that may accrue to a country that engages in international trade. 10mks b Explain five factors that are likely to lead to high birth rate in Kenya. 10mks 3."}
{"text": "A Explain five advantages that may accrue to a country that engages in international trade. 10mks b Explain five factors that are likely to lead to high birth rate in Kenya. 10mks 3. A By the aid of a diagram,explain excess demand and excess supply 10mks . B Discuss any five circumstances under which an insured may not be compensated in the event of a loss. 10mks 4. A Highlight five factors that may contribute to demand pull inflation. 10mks b On March 1st 2017,Martha had cash in hand sh 87,000 and cash at bank sh 250,000. During the month,the following transactions took place. March 2: Cash sales sh 60,0000 3: Paid salaries sh 101,500 by cheques 7: Received a cheque of sh 76,000 from Henry,after allowing him cash discount of 5 13: Bought office furniture by cheque shs 86,000 17: Settled Maria s account for shs34,200 in cash having deducted shs 800 cash discount 20: Received a cheque for shs 165,000 in respect of cash sales 22: Paid wages shs 25,000 in cash. 24: Withdrew shs 32,000 from the bank for office use. 25: Withdrew shs 4,000 cash for personal use. 29: Received shs 17,000 cash from Alvin in settlement of his account less shs 1,000 cash discount 31: Deposited all the cash into the bank except shs 24,000 Prepare three column cash book duly balanced 10mks 5. A Explain five benefits of filing office documents to an organization 10mks b A trader want to place an order to his supplier. Explain five factors that he should consider before choosing the appropriate mean of communication. 10mks Business studies Paper 1 2 www.freekcsepastpapers.com 6. A Describe four sources of monopoly power in an economy 8 marks b The following trial balance was extracted from the Ledgers of Ashley s electronics business on 31st December 2020. Ashley s Electronics Trial Balance As at 31st December 2020 TITLE OF ACCOUNT DEBIT Dr SHS."}
{"text": "10mks Business studies Paper 1 2 www.freekcsepastpapers.com 6. A Describe four sources of monopoly power in an economy 8 marks b The following trial balance was extracted from the Ledgers of Ashley s electronics business on 31st December 2020. Ashley s Electronics Trial Balance As at 31st December 2020 TITLE OF ACCOUNT DEBIT Dr SHS. CREDIT Cr SHS. Gross Profit Equipment Motor vehicle Electricity Carriage out Rent Discount Salaries Commission Insurance Cash at bank Debtors ABC Bank loan Capital Creditors 90,000 250,000 12,000 3,300 50,000 8,000 12,900 15,000 100,000 36,000 177,000 10,700 5,000 100,000 250,000 34,500 TOTAL 577,200 577,200 Stock on 1st January 2020 was valued at shs. 77,000. Prepare: i Profit and Loss account for the year ended 30th April 2020. 6 marks ii A balance sheet as a 30th April 2020. 4 marks iii Calculate, 2marks a Working capital b Capital EmployedBusiness studies Paper 1 2 www.freekcsepastpapers.com SUKELLEMO PREMOCK TERM 1 565 2 BUSINESS STUDIES PAPER 2 1. A Explain five factors that may promote entrepreneurship in Kenya. 10 marks b Explain 5 services that commercial banks offer to their customers. 10 marks 2. A On 1st September 2018. Kwale traders had the following balances. Cash sh. 55 000 Bank sh. 250.000 CR During the month, the following transactions took place September 2nd cash sales banked sh. 535,260 3rd Bought ribbons in cash sh. 4,500 8th Paid Nyongesa, a creditor sh. 94,000 by cheque in full settlement of his account after deducting 6 cash discount. 12th Received a cheque for sh. 58,800 from Winnie after allowing her cash discount of sh. 1,200 14th Purchased goods worth sh. 10,000 on credit from Thika Traders."}
{"text": "58,800 from Winnie after allowing her cash discount of sh. 1,200 14th Purchased goods worth sh. 10,000 on credit from Thika Traders. 15th Paid salaries sh. 34.000 in cash. 25th Withdrew sh. 50,000 from bank for office use. 28th Anyango, a debtor. Paid her account of sh. 75,000 by cheque less 10 cash discount. 30th Deposited all the cash into the bank except sh. 13,700 Required: Prepare a three column cashbook as at 30th September, 2018. 10 marks b Explain five factors to consider when choosing office equipment. 10marks 3. A Explain five measures that the government of Kenya has put in place to protect consumers from unscrupulous business practices. 10mks b Describe five types of unemployment to an economy and give cause of each. 10marks 4. A Explain five channels of distribution that a trader may use to import goods. 10mks b Explain five factors that influence the choice of an appropriate means of transport 10mks 5. A Using a well labelled diagrams, distinguish between movement along the supply curve and a shift in the supply curve. 10mks b Explain five services offered by wholesalers to the retailers. 10mks 6. A Explain 5 disadvantages that a country may suffer out of international trade. 10mks Business studies Paper 1 2 www.freekcsepastpapers.com b The following information relates to Kabarnet Traders."}
{"text": "4 marks 7. State four reasons for consumer protection. 4 marks 8. The following information relates to Karibu traders for the year ended 31st December, 2020. Details Kshs Fixed Assets 1,840,000 Current Assets 400,000 6 year bank loan 600,000 Current Liabilities 150,000 Determine owner s capital using the above information. 4 marks 9. State four uses of a general journal. 4 marks 10. State the level of production involved in each of the following occupations. Occupation Level of production a Road building b Farming c Teaching d Food processingBusiness studies Paper 1 2 www.freekcsepastpapers.com 11. The diagram below represents the relationship between population and income per capita. P axis O Q S axis State what is represented by P and S axes and Letter R and Q. 4 marks a P axis b S axis c R d Q 12. Highlight the unit of carriage associated with the following means of transport. 4 marks Pipeline transport Human porterage Water transport Cartage transport 13. State four limitations of national income statistics as a measure of the standards of living. 4 marks 14. Outline four merits of indirect tax. 4 marks 15. State four difficulties faced in the satisfaction of human wants. 4 marks 16. Highlight four benefits to a business that uses E-mail in communication. 4 marks 17. Highlight four uses of a business plan to a business man. 4 marks 18. Highlight four ways in which a firm may differentiate its products from those of its competitors. 4 marks 19. Outline four qualities of a successful salesperson. 4 marks 20. The following information relates to the business of Watamu Enterprises. Opening stock Ksh 28,000 Closing stock Ksh 42,000 Rate of stock turn over 4 times Mark up 25 From the above information, determine i Cost of goods sold. 2 marks ii The gross profit. 2 marks 21. Outline four benefits to a business that uses its own warehouse. 4 marks RBusiness studies Paper 1 2 www.freekcsepastpapers.com 22."}
{"text": "10 marks 3 a The following trial balance was extracted from the books of Kibe Limited on 31st December 2016. Details Dr Cr Capital 800,000 Opening stock 200,000 Purchases 680,000 Returns 50,000 80,000 Discount 80,000 45,000 Carriage inwards 42,000 Debtors and creditors 200,000 105,000 Sales 1,200,000 Motor vehicles 750,000 Furniture and fittings 250,000 Rent 50,000 Bank overdraft 60,000 Carriage outwards 30,000 Additional information: closing stock was valued at Ksh 80,000 Required: Prepare a trading profit and loss account. 10 marks b Explain five importance of filing documents in an office. 10 marks Business studies Paper 1 2 www.freekcsepastpapers.com 4 a Explain five negative effects of inflation on the economy of a country. 10 marks b Julian runs a factory and has employed fifty workers. Explain five reasons why it would be beneficial to assign each worker a specific job in production. 10 marks 5 a Explain five principles of co-operative societies. 10 marks b Kenya is looking forward to the realization of vision 2030. Explain five problems that may be encountered during implementation. 10 marks 6 a Explain five benefits of a business to the society. 10 marks b On 1st March 2021, Omino had shs 40,000 in hand and shs 120,000 at bank. During the month, the following transactions took place: March 2: paid rent shs 20,000 by cheque. March 4: cash sales banked shs 42,000. March 5: Kimani a debtor settled his account of shs 12,000 in cash less 5 cash discount. March 7: Paid wages shs 8,000 in cash. March 12: Withdrew shs 10,000 from bank for office use. March 18: Paid Borabu,a creditor shs48000 in full settlement of his account after deducting 4 cash discount. March 23: Received a cheque for shs 19,000 from Salome after allowing her a cash discount of shs 1000."}
{"text": "State the meaning of the following terms as used in Business. 4mks a Mergers b Holding companies c Franchising d Cartel 24. State four ways the central bank of a country may use to reduce money in circulation within a country. 4mks 25. The information below relates to R.S LTD sh Sales 20,000 Cost of sales 15,000 Average stock 6,000 Expenses 10 of sales Calculate i Gross profit markup 1mk ii Gross profit margin 1mk iii Rate of stock turn over 1mk iv Net profit 1mk MURANG A EXTRA COUNTY SCHOOLS MECS CLUSTER EXAMINATION BUSINESS STUDIES PAPER 2- 565 2 1. A Explain five reasons why people prefer to start a partnership business. 10 marks b Explain the importance of business studies to the society. 10 marks 2. A Illustrate using a diagram the circular flow of income in a two-sector economy and give three assumptions 10 marks Business studies Paper 1 2 www.freekcsepastpapers.com b Explain five distinguishing features between a current account and a savings account 10 marks 3. A Explain five reasons why hypermarkets are becoming popular in Kenya today 10 marks b On 1st May, 2020, Kihenjo Limited had cash in hand sh. 178,000 and a bank overdraft of sh. 23,400. During the month, the following transactions took place. 2020 May 3: Cash sales sh. 16,500 paid direct to the bank 4: Bought goods for sh. 15,000 and paid by cheque 6: Cash sales sh.50, 000 9: Received a cheque sh. 76,500 from Mwikali 12: Bought goods sh.10, 000 on credit from Juma 13: Paid insurance premium sh.16, 000 in cash 14: Paid Otieno by cheque sh. 9, 700 in full settlement of his account having deducted a 3 cash discount 16: The owner took sh. 1,000 cash from the business to pay hospital bill for spouse 20: Withdrew sh. 30, 000 for office use. 23: Received a cheque of sh."}
{"text": "1,000 cash from the business to pay hospital bill for spouse 20: Withdrew sh. 30, 000 for office use. 23: Received a cheque of sh. 23, 750 from Kim in full settlement of his account less 5 cash discount 25: Paid wages of shs. 20, 000 cash 26: The cheque received from Kim was dishonoured 30: Banked all the cash except sh. 3, 000 Required: A duly balanced three-column cash book 10 marks 4. A Describe five channels that can be used when exporting Agricultural products. 10 marks b Explain any five circumstances under which a business may prefer open office layout 10 marks 5. A Describe the procedure of making an insurance claim. 10 marks b Kenya has been experiencing a challenge of unemployment. Explain five measures that the government has taken in her effort to curb the unemployment problem. 10 marks 6. A Ouma is a businessman who is intending to increase his volumne of sales through promoting his products. State and explain any four factors that he must put into consideration before deciding on the method that he should use. 8 marks b The following trial balance relates to Uchumi Traders as at 31st December, 2022. Uchumi Traders Trial Balance As at 31st December, 2022 Particulars Dr. Shs Cr. Shs Stock on 1st Jan. 2022 Purchases and Sales Returns Debtors and creditors Premises Machinery Fixtures and fittings Carriage outwards Wages and salaries Discounts Commissions 60,000 400, 000 20, 000 65, 000 540, 000 200, 000 100, 000 8,000 30,000 25,000 16, 000 580, 000 50,000 40,000 32, 000 14, 000Business studies Paper 1 2 www.freekcsepastpapers.com Cash in hand Capital 70,000 818, 000 1, 534,000 1,534,000 Additional Information: Closing stock was valued at sh."}
{"text": "Shs Cr. Shs Stock on 1st Jan. 2022 Purchases and Sales Returns Debtors and creditors Premises Machinery Fixtures and fittings Carriage outwards Wages and salaries Discounts Commissions 60,000 400, 000 20, 000 65, 000 540, 000 200, 000 100, 000 8,000 30,000 25,000 16, 000 580, 000 50,000 40,000 32, 000 14, 000Business studies Paper 1 2 www.freekcsepastpapers.com Cash in hand Capital 70,000 818, 000 1, 534,000 1,534,000 Additional Information: Closing stock was valued at sh. 70, 000 Required: i Trading profit and loss account for the period ended 31st December, 2022 8 marks ii Balance sheet as at 31st December, 2022 4 marks Business studies Paper 1 2 www.freekcsepastpapers.com BOKAKE FORM FOUR CLUSTER EVALUATION TERM II, 2023 565 1 BUSINESS STUDIES PAPER 1 JULY AUGUST 2023 1. List four characteristics of an entrepreneur. 4 marks 2. Outline four circumstances when a company can be dissolved. 4 marks 3. Classify using a tick whether the following resources are natural, manmade or human. 4 marks Resource Natural Man made Human a. Teacher b. Oil deposits c. Coral reef d. A building 4. The following balances were extracted from the books of Mbolea Merchants as at 31st August 2021. Cash. Sh. 17,000 Bank. Sh. 53,000 Sales. Sh.200, 000 Purchases. Sh. 120,000 Salary and wages sh. 80,000 Bank overdraft sh. 20,000 Creditors Sh. 35,000 Prepare a trial balance as at 31st August 2021. 5 marks 5. Mention four characteristics of land as a factor of production. 4 marks 6. State the wholesaler described below. 4 marks a. A wholesaler who deal with beans, maize, millet and sorghum b."}
{"text": "State the wholesaler described below. 4 marks a. A wholesaler who deal with beans, maize, millet and sorghum b. A wholesaler who sell goods in Nyeri, Muranga and Kiambu c. A wholesaler who buy cabbages in Kinangop and sell them to other wholesalers and retailers in Nairobi d. A Wholesaler who sell baby clothes only 7. State four factors that may lead to a decrease in demand for jackets. 4 marks 8. Highlight four features of itinerant traders. 4 marks 9. State four types of advertising. 4 marks 10. Outline four causes of a business failure. 4 marks 11. Give four limitations of a trial balance. 4 marks 12. State four accounts used to record movement of stock. 4 marks 13. Highlight four reasons why a bonded warehouse is important to the government. 4 marks 14. State four characteristics of direct production. 4 marks 15. Highlight four types of unemployment. 4 marks 16. State three ways in which government regulates businesses. 3 marks 17. Matatus are very popular in Kenya today. State four advantages of matatus. 4 marks 18. List four essentials of effective communication. 4 marks 19. Highlight four characteristics of life assurance policy. 4 marks 20. Outline the first four steps followed during personal selling. 4 marks 21. State four types of business activities. 4 marks 22. State four characteristics of goods. 4 marks 23. List four uses of a general journal. 4 marks 24. State four types of product markets. 4 marks 25. Highlight four channels for distributing locally manufactured goods. 4 marks Business studies Paper 1 2 www.freekcsepastpapers.com BOKAKE FORM FOUR CLUSTER EVALUATION TERM II, 2023 565 2 BUSINESS STUDIES PAPER 2 JULY AUGUST 2023 1. A Explain five negative effects of inflation. 10 marks b Explain five factors that limit effective communication in a business. 10 marks 2. A Explain five factors that may be considered morally right when carrying out business. 10 marks b Explain five challenges that may face a firm due to its expansion."}
{"text": "10 marks 2. A Explain five factors that may be considered morally right when carrying out business. 10 marks b Explain five challenges that may face a firm due to its expansion. 10 marks 3. A Explain five types of indirect taxes that are levied in Kenya. 10 marks b The following transactions relate to Koko Traders for the month of May 2021: May 2: Sold goods on credit to Chui shs.12,000 and Jane shs.16,000 May 8: Bought goods on credit from Shah Traders shs.40,000 May 12: Chui returned goods worth shs.2,000 May 15: Purchased goods on credit from Koki sh.34,000 and Peter shs.31,050 May 20: Goods worth sh.6,000 were returned to Shah traders and goods worth sh. 3,000 to Koki May 23: Goods sold on credit to Chui sh.8,000, Tom sh. 11,000 and Joseph shs.13,000 May 25: Bought goods on credit from Koki shs.17,000 and Shah Traders shs.25,000. May 27: Goods returned by Boyo shs.2,000 May 30: Purchased a motor car on credit worth sh.500,000 from KVM Prepare the relevant journals and balance them off. 10 marks 4. A Explain five benefits advertising to the business. 10 marks b Explain five external business environment that may positively affect the operation of the business. 10 marks 5. A Explain five advantages of privatization of state corporations. 10 marks b Explain five positive implications of a country whose population is mainly dominated by the youthful population. 10 marks 6. A The following Trial Balance was extracted from the books of Kamau Traders as at 31st December 2020."}
{"text": "From the following list of items, classify them to their internal or external business environment by ticking 4mks Item Internal External i Invested funds ii Technology applied iii Employees iv Cultural factors v Tools vi Entrepreneur vii Government laws and regulation viii Inflation 15. The following incorrectly prepared trial balance belongs to Janai Traders as at 30th October 2022. Prepare a correct one. 4mks Dr sh Cr sh Capital 149,400 Debtors 45,300 Insurance 2,000 Fixtures 48,000 Stock 30 10 22 6,000 Premises 160,000 Creditors 21,900 ICDC Loan 90,000 227,300 295,300 16. The table below shows the age distribution of a country. Age Percentage 0 15 16 55 56 and above 51 23 21 State four negative economic implications of this age distribution to a country. 4mks 17. The following features relate to warehousing. Indicate the most suitable type of warehouse described. 4mks i Used to store locally produced goods until excise duty is paid. Ii Mostly situated in entry points and are available at a fee. Iii Warehouse used to store non-dutiable goods originating from within or outside the country. Iv Warehouse designed to suit one s particular needs. 18. Highlight four advantages a sellers have by changing from counter service to self-service for customers. 4mks 19. Outline four current trends in the transport sector in Kenya. 4mks 20. The Onchonga Traders had the following information for the year ended 31st December 2022. Shs. Prepaid insurance 3,000 Debtors 2,000 Premises 50,000 5 year Bank loan 20,000 Creditors 5,000 Furniture 7,000 Stock 10,000 Cash at hand 4,000 Prepare a balance sheet as at 31st December 2022. 4mks Business studies Paper 1 2 www.freekcsepastpapers.com 21. Highlight four measures consumers may take to satisfy their unlimited wants using limited resources. 4mks 22."}
{"text": "Outline four ways that this function is achieved. 4 marks 11. Identify the relevant participant in each of the statements given below in a two-sector economy. 4 marks Statement Participant a Payment for goods and services. B Sale of factors of production. C Payment for factors of production. D Sale of goods and servicesBusiness studies Paper 1 2 www.freekcsepastpapers.com 12. The following balances were extracted from the books of Kangari traders on 31st December 2022. Items shs Capital 500,000 Buildings 220,000 Furniture 25,000 Motor van 300,000 Discount received 18,000 Commission allowed 36,000 Bank 120,000 Bank loan 180,000 Debtors 100,000 Creditors 63,000 Using the above information, prepare Kangari traders trial balance on the 31st December 2022. 5 marks 13. State the type of unemployment relating to each of the following descriptions. 4 marks a Caused by alternating trading patterns occurring at similar times b Arises where workers have more skills and higher qualifications than the job requirement . C Occurs when some of the people who are unemployed are not capable of holding down a permanent job by virtual of some physical or mental disability d Arises when people are unwilling to take up jobs due low pay . 14. Outline one circumstance under which each of the following documents may be used by a trader. 4 marks a Debit note b Invoice .. .. c Credit note ... .. d Catalogue .. 15. State four benefits of a bonded warehouse to the government. 4 marks 16. Outline four circumstances in which the government may get involved in business activities. 4 marks 17. Give four reasons for the increased use of mobile phones in banking. 4 marks 18. Outline four reasons why a firm may remain small. 4marks 19. List four levels of inflation. 4 marks 20. Name the documents described by the statements given below as used in international trade. 4 marks a Request of payment for goods before goods are delivered b Shows ownership or title of goods imported .."}
{"text": "4 marks 20. Name the documents described by the statements given below as used in international trade. 4 marks a Request of payment for goods before goods are delivered b Shows ownership or title of goods imported .. c Shows the country of manufacture of goods imported d Shows that the person or firm has been granted permission to import the goods indicated on it 21. Outline four circumstances that may lead to the existence of a business opportunity to be exploited by the entrepreneur 4 marks 22. The following transactions were extracted from the books of Githima traders for the month of March 2022. 4 marks March 12: Purchased goods on credit worth kshs 300,000 from Karega traders. March 28: Sold goods on credit worth kshs 530,000 to Kigumo traders. Record the above transactions in the relevant ledger accounts. 23. John completed his high school learning last year. Mention four types of small-scale retail businesses that he can engage in that would not require him to have a physical building structure. 4 marks Business studies Paper 1 2 www.freekcsepastpapers.com 24. Kwetu traders have realised that their sales have been on the decline. Mention four factors that the firm should consider when deciding on the method to use for promoting its products. 4 marks 25. Excessive public borrowing has been blamed as one of the factors contributing to economic instability in Kenya. State four other sources through which the Kenyan government can raise revenue. 4 marks KIGUMO MOCK CLUSTER FORM 4 TERM 2 2023 EVALUATION 565 2 BUSINESS STUDIES PAPER 2 1 a Explain five benefits of division of labour to an organization. 10mks b Explain five benefits that a private limited company would get by converting to a public limited company. 10mks 2. A Explain five characteristics of property insurance. 10mks b Explain five services that the Central Bank of Kenya may offer to commercial banks. 10mks 3. A Explain five differences between an open office and an enclosed office. 10mks b The following balances were provided by Nkatha traders on 30th June 2021. Kshs."}
{"text": "A Explain five differences between an open office and an enclosed office. 10mks b The following balances were provided by Nkatha traders on 30th June 2021. Kshs. Capital 150,000 Carriage inwards 9,100 Carriage outwards 17,500 Cash at Bank 28,500 Cash in Hand 3,200 Creditors 35,000 Debtors 16,500 Discounts Allowed 5,400 Discounts Received 2,700 Drawings 31,400 Furniture and Fittings 58,500 Motor Vehicles 65,200 Office machines 7,500 Purchases 228,200 Rates and Insurance 11,600 Returns Inwards 9,900 Returns Outwards 16,400 Sales 362,700 Wages and Salaries 41,800 Additional information: Opening and closing stock were valued at kshs. 32,800 and kshs. 29,500 respectively. Required; Prepare Nkatha Traders Trading, Profit and Loss Account for the period ending 30th June 2021. 10mks 4. A Explain five circumstances that would influence a producer to use wholesalers in distributing his products. 10mks b Explain five advantages of indirect tax in raising revenue for the government. 10mks 5. A Explain five situations under which an increase in price of a commodity may lead to an increase in demand for the same commodity. 10mks Business studies Paper 1 2 www.freekcsepastpapers.com b Explain five benefits that a firm may enjoy by preparing a business plan. 10mks 6. A Explain five challenges that may be experienced by a country whose population is made up of a large proportion of young people. B The following information relates to Liam Enterprises: Details Kshs."}
{"text": "10mks 6. A Explain five challenges that may be experienced by a country whose population is made up of a large proportion of young people. B The following information relates to Liam Enterprises: Details Kshs. Stock 1st January 2021 430,000 Purchases 930,000 Sales 1,155,000 Carriage outwards 25,000 Carriage inwards 10,000 Returns outwards 20,000 Returns inwards 30,000 General expenses 100,000 Insurance 25,000 Stock 31st December 2021 470,000 Calculate: i Turnover 1mk ii Rate of Stock Turnover 3mks iii Mark up 2mks iv Margin 2mks v Net profit 2mks MOKASA 1 EXAMINATION 565 2 BUSINESS STUDIES PAPER 2 1. A. Explain five factors that promote entrepreneurial activities in a country. 10marks b. Explain five measures that the Central Bank of Kenya can put in place so as to reduce the amount of money in circulation. 10marks 2. A. Explain five uses of national income statistics. 10marks b. Explain five differences between public limited companies and partnerships forms of business units. 10marks 3. A. Explain five factors to be considered when selecting office equipment to buy. 10marks Business studies Paper 1 2 www.freekcsepastpapers.com b. On 1st March 2016, Karani Traders had cash in hand sh.100,000 and cash at bank sh.150,000. The following transaction took place during the month. March 2nd: 4th: 5th: 8th: 12th: 20th: 25th: 28th: 31st: Bought goods in cash sh.15,000. Paid salaries by cash sh.75,000. Received the following cheques from debtors after allowing a 2 discount in each case Wamburi sh.9800 and Wang ondu sh.19,600. Paid the following accounts by cheque in each case deducting a 5 discount Wang ombe sh.30,000, Wanjohi sh.12,000. Bought office machinery by cheque sh.50,000."}
{"text": "Arises out of a mismatch between the skills possessed by potential employees and the location of the jobs available. D. Arises when people are unwilling to take up jobs due to low pay. 12. Name any four documents that may be required by the registrar of companies in order to register a public limited company 4 Mks 13. Highlight four circumstances under which the capital of a business may change. 4 marks 14. Outline four areas where a consumer needs protection. 4 marks 15. Identify the type of advertising described by each of the following : 4marks Description Type of advertising a Meant to promote a company's name or image : b Uses popular personalities to advertise c Aims at promoting the sales of a new or existing product : d Aims at giving full information about a product 16. Highlight four functions of money. 4 marks 17. State four essential elements of transport. 4 marks 18. The participants in a two sector economy are households and firms. Identify the relevant participant in each of the statements given below. 4mks Statement Participant a Payment for goods and services. B Sale of factors of production. C Payment for factors of production. D Sale of goods and services. 19. Outline four features of capital as a factor of production. 4 marks 20. Outline four reasons why a firm would prefer to locate near the market of its products 4 marks 21. Highlight four reasons why reasons why Business Studies should be offered as a career subject in secondary schools. 4 marks 22. Outline four circumstances under which one may use audio-visual communication. 4 marks 23. On 1st July 2012, Mara traders had sh 6,000 cash in hand and bank overdraft of sh 2,000. During the month the following transaction took place. July 2: Received cheque from debtor of sh 50,000 July 5: Paid rent sh 2,000 cash July 15: Withdrew sh 5,000 for personal use July 25: Banked all the cash except sh 1,000 Required; prepare Mara Traders two column cash book. 5 marks Business studies Paper 1 2 www.freekcsepastpapers.com 24. The following diagram shows a shift in supply curve."}
{"text": "July 2: Received cheque from debtor of sh 50,000 July 5: Paid rent sh 2,000 cash July 15: Withdrew sh 5,000 for personal use July 25: Banked all the cash except sh 1,000 Required; prepare Mara Traders two column cash book. 5 marks Business studies Paper 1 2 www.freekcsepastpapers.com 24. The following diagram shows a shift in supply curve. State four factors that many have led to such a shift 4mks 25. The following information was obtained from the books of Abdi Enterprises as at 31st December, 2017. Shs Sales 500,000 Opening stock 40,000 Mark-up 25 Rate of stock turn-over 5 times Calculate; a Cost of sales 2 marks b Closing stock 2 marks MJET FORM 4 SERIES TERM 1 2023 565 2 BUSINESS STUDIES PAPER 2 1. A. Explain the five components of business studies. 10mks b. It has been the will of the government of Kenya to create 500,000 jobs per year. Explain five reasons which have hindered the achievement of this goal. 10 marks 2. A. Discuss five causes of breakdown in communication. 10mks b. Explain five factors that may lead to a decline in supply of Tea in Kirinyaga County. 10 marks 3. A. Discuss five ways the Kenyan economy benefits from indirect production. 10mks b. The following information relates to Baraka traders. SS1 S0S1 SS0 SS0Business studies Paper 1 2 www.freekcsepastpapers.com BARAKA TRADERS TRIAL BALANCE AS AT 31 12 2012 Details Dr. Shs. Cr."}
{"text": "4mks Activity Utility a Carpentry b Selling bread to students c Warehousing of goods imported d Carriage of cargo to the market 11. The following are policies issued under marine insurance, fleet policy composite policy, voyage policy, time policy. Identify the policy that suits the description listed below. Description Marine policy a Covers a ship within a specified period of time b Covers a ship on a particular journey c Different insurers covers a ship for the same d Covers many vessels against losses under one policyBusiness studies Paper 1 2 www.freekcsepastpapers.com 12. This is Mutegi s demand schedule for bread in a week. Price per loaf shs No. Of loaves demanded 30 1 20 2 15 4 12 6 10 8 5 12 1 20 Required: Draw the demand curve of Mutegi s bread for a whole week. 4mks 13. The following information was extracted from the books of Jupiter Traders Rate of stock turnover 3 times Mark up 20 Opening stock shs 160 000 Closing stock shs 200 000 Required: i Gross profit 2mks ii Sales 2mks 14. Outline four business ethics that a trader should observe when dealing with customers, employees, and other businesses. 4mks 15. Highlight four reasons why the government requires businesses to obtain licences. 4mks 16. The following information was obtained from the books of Jakayo Traders as at 1st July 2010. Shs Furniture 20 000 Stock 8 000 Creditor 7 000 Cash bank 12 000 Long term loan 10 000 Prepare Jakayo s balance sheet as at 1st July 2010. 4mks 17. State four circumstance under which cash with order is mostly practiced. 4mks 18. Highlight four reasons why a producer of goods may use intermediaries to distribute his goods. 4mks 19. Outline four tools of monetary policy that government may use to reduce excess money in circulation. 4mks 20. Highlight four benefits that would accrue to a firm located near existing firms. 4mks 21. Highlight four circumstance under which personal selling may be used as a strategy in product promotion."}
{"text": "Highlight four benefits that would accrue to a firm located near existing firms. 4mks 21. Highlight four circumstance under which personal selling may be used as a strategy in product promotion. 4mks 22. Give four measures that a government may take to reduce the mortality rate in a country. 4mks 23. Highlight four benefits of using electronic filling system in an office. 4mks 24. Give four factors that limit use of containers as a method of transporting goods in a developing country. 4mks 25. Give four factors that influence the level of national income. 4mks Business studies Paper 1 2 www.freekcsepastpapers.com CHOGORIA - MURUGI 565 2 BUSINESS STUDIES PAPER 2 1. A Explain five factors that encourage entrepreneurial development in Kenya. 10mks b Highlight five characteristics of an efficient tax system. 10mks 2. A Dr Walden would like to pass a message to a firend. Explain five factors he is to consider in choosing the most appropriate means of communication to use. 10mks b Describe any five source of document that a business may have access to. 10mks 3. A Explain five benefits of direct production. 10mks b The following information relates to Maralal Traders for the month of May 2014. May 1: Balance brought forward Cash shs 180,000 Bank shs 450,000 Cr 3: received a cheque of 1,500,000 from Mpasha, a debtor 7: Cash sales shs 280,000 11: Jolloimat, a creditor of shs 600,000 was paid by cheque of sh 400,000 and the balance by cash 14: Received commission in cash shs 150,000 17: A debtor, Leteipa, paid his account of 185,000 by cheque less 2 cash discount. 19: Paid the following expenses by cheque: Rent shs 75,000 Electricity shs 32,000 Water shs 25,000 21: Withdrew shs 100,000 from bank for personal use."}
{"text": "10mks b The following information relates to Maralal Traders for the month of May 2014. May 1: Balance brought forward Cash shs 180,000 Bank shs 450,000 Cr 3: received a cheque of 1,500,000 from Mpasha, a debtor 7: Cash sales shs 280,000 11: Jolloimat, a creditor of shs 600,000 was paid by cheque of sh 400,000 and the balance by cash 14: Received commission in cash shs 150,000 17: A debtor, Leteipa, paid his account of 185,000 by cheque less 2 cash discount. 19: Paid the following expenses by cheque: Rent shs 75,000 Electricity shs 32,000 Water shs 25,000 21: Withdrew shs 100,000 from bank for personal use. 24: Paid cash shs 133,280 to Kinai after deducting a cash discount of 2 25: Received a cheque of sh 200,000 from Kiyapi, a debtor 28: Paid salaries shs 120,000 by cheque 31: Banked all cash except shs 50,000 Required: Record the above transactions in a three column cash book. 10mks 4. A Explain five differences between private limited companies and partnerships forms of business units. 10mks b Explain clearly with aid of a diagram the change of equilibrium as a result of increase in supply of a commodity. 10mks 5. A Explain five challenges that an underpopulated country may experience. 10mks b Explain five measures that a wholesaler would take to ensure smooth running of his warehouse. 10mks Business studies Paper 1 2 www.freekcsepastpapers.com 6. A Highlight four circumstances under which a cheque may be dishonoured."}
{"text": "10mks b Explain five measures that a wholesaler would take to ensure smooth running of his warehouse. 10mks Business studies Paper 1 2 www.freekcsepastpapers.com 6. A Highlight four circumstances under which a cheque may be dishonoured. 8mks b The following trial balance related to Kimani;s business as at 31st December 2012 DR SHS CR SHS Stock on 1st January 2003 60,000 Purchases and sales 400,000 580,000 Returns 20,000 50,000 Debtors and creditors 65,000 40,000 Premises 540,000 Machinery 200,000 Fixtures and fittings 100,000 Carriage outwards 8,000 Wages and salaries 30,000 Discounts 25,000 32,000 Commissions 16,000 14,000 Cash in hand 70,000 Capital 818,000 1,534,000 1,534,000 Required: a Prepare a trading profit and loss account for the period ended 31st December 2012 and a balance sheet as at that date if the closing stock was worth shs 70,000 12mks MURANG A SOUTH 565 1 END OF TERM ONE EXAM 1. State four communication room equipment. 4 marks 2. Classify the following accounts as either personal, impersonal or private. 4 marks a Furniture account- b Drawings account- c Owino s account - d Rent income account - 3. State any four clauses that are contained in a memorandum of association. 4 marks 4. Outline four means of payment used by commercial banks to transfer money. 4 marks 5. Mention four features which qualify food as a primary want. 4 marks 6. Highlight four characteristics of a monopolistic competitive market. 4 marks 7. Outline four disadvantages of water transport. 4 marks 8."}
{"text": "Outline four reasons why SafaricomCompany Limited is spending heavily on advertisement despite the fact that their customers have knowledge of their products. 4 marks 18. Name the basic concept in population described in the statements given below. A Population size that is adequate for the full utilization of available resources in the country. B The average number of births per one thousand women in a year. C When a country is experiencing higher death rates than birth rates. D When a bigger proportion of the population is comprised of people who are above 55 years. 19. State four expenses that are incurred in the process of distributing goods. 4 marks 20. Outline four features of multiple stores. 4 marks 21. Outline four items that are considered when measuring national income using the expenditure method. 4 marks 22. Outline four benefits of a public warehouse. 4 marks Date Details Folio Dr CrBusiness studies Paper 1 2 www.freekcsepastpapers.com 23. Highlight four possible effects of a positive change to the consumers preference for a good. 4 marks 24. State the term given to each of the following statements as used in insurance. 4 marks a Temporary certificate - b Periodic payments by a policy holder - c Acquiring the rights the insured had of the destroyed property - d Life assurance lasting for a specified period - 25. Outline four purposes of a cash book. 4 marks Business studies Paper 1 2 www.freekcsepastpapers.com MURANG A SOUTH 565 2 END OF TERM ONE EXAM 1 a Explain five ways in which an entrepreneur contributes to production of goods and services. 10 marks b Using a well labelled diagram, explain the circular flow of income in a two sector economy. 10 marks 2 a Explain five demerits that may befall a business that uses poor technology. 10 marks b Explain five ways in which the consumer may benefit from warehousing. 10 marks 3 a From the trial balance given below, prepare a trading, profit and loss account for the year ended 31st August 2021."}
{"text": "10 marks 2 a Explain five demerits that may befall a business that uses poor technology. 10 marks b Explain five ways in which the consumer may benefit from warehousing. 10 marks 3 a From the trial balance given below, prepare a trading, profit and loss account for the year ended 31st August 2021. 10 marks Merchants Wholesalers Trial Balance As at 31st August 2021 Additional information: Closing stock 80,000 b A school leaver plans to start a retail business. Explain five types of small scale retail shops the person may start 10 marks 4 a Explain five reasons why small firms out number large firms in Kenya. 10 marks b Explain five characteristics of property insurance. 10 marks 5 a Outline five benefits that Kenya will get by making pipeline extensions throughout the country for transporting oil products. 10 marks b Describe five channels of distributing locally manufactured goods. 10 marks 6 a Apart from selling shares, explain five sources of capital for a public limited company. 10 marks Debit sh Credit sh Purchases sales 349,000 582,000 Debtors creditors 51,000 62,000 Motor vehicle 600,000 Drawings 30,000 Returns 22,000 19,000 Carriage in 10,000 KCB Loan 170,000 Furniture and fittings 45,000 Discounts 25,000 36,000 Opening stock 40,000 Carriage outwards 7,000 Rent 24,000 Advertising 13,000 Land and buildings 500,000 Daima Bank Loan 210,000 Interests on loans 48,000 Cash at bank 150,000 Cash in hand 28,000 Capital 815,000 1,918,000 1,918,000Business studies Paper 1 2 www.freekcsepastpapers.com b Record the following transactions in Kamene s three column cash book and balance it off on 30th September 2020. September 1: Started business with 10,000 in cash and 5,000 in the business bank account. September 6: Bought goods for sh 2,000 in cash. September 8: Paid creditor, Salome, a debt of sh 10,000 by cheque, less 10 cash discount."}
{"text": "Identify the product promotion method described by each of the statement below. 4 marks Statement Method a Selling a product below its market price so as to entice customers to enter the shop. Business studies Paper 1 2 www.freekcsepastpapers.com b Process of passing information with a view of creating and promoting a favourable image of the organization to the public c Paid form of impersonal presentation of a product through mass communication media. D Reduction in the sales price of a product by the seller so that the buyer ends up paying less. 17. Highlight any four services offered by commercial banks to their clients. 4 marks 18. State four emerging trends in communication. 4 marks 19. Give four characteristics of oligopoly market structure. 4 marks 20. The diagram below shows equilibrium price and quantity. D S Pe S D Qe q uantity Draw a new demand curve on the diagram above showing a decrease in demand and the effect on: 4 marks a . Equilibrium price Pe b . Equilibrium quantity Qe c . Equilibrium point E 21. Highlight four reasons why a country would rely more on primary level of production. 4 marks 22. State four importance of computing national income statistics in a country such as Kenya. 4 marks 23. From the transactions below, state the accounts to be debited and to be credited. 4 marks Transactions Debit Credit i Begun a business with Ksh 10,000 in the bank ii Bought equipment by cheque for Ksh. 8,000 iii Transferred Ksh 60,000 to the bank from the cash till iv Took cash Ksh.7,000 to pay hospital bill 24. Outline four advantages of a systematic arrangement of goods in a warehouse. 4 marks PriceBusiness studies Paper 1 2 www.freekcsepastpapers.com 25. Name four factors considered when determining size of the firm. 4 marks Business studies Paper 1 2 www.freekcsepastpapers.com ARISE AND SHINE TRIAL EXAMINATION 565 2 BUSINESS STUDIES PAPER 2 Answer Any Five Questions 1. A Explain five benefits that may accrue to a firm that adopts division of labour. 10 marks b Discuss five problems that a country may face when measuring her national income using output approach. 10 marks 2."}
{"text": "A Explain five benefits that may accrue to a firm that adopts division of labour. 10 marks b Discuss five problems that a country may face when measuring her national income using output approach. 10 marks 2. A Explain five measures that a business may take to safeguard and control its property. 10 marks b Discuss five factors that a manufacturer should consider when choosing a distribution channel. 10 marks 3. A Describe five circumstances under which a bank may dishonor a cheque. 10 marks b On 1st January, 2012 Chumo Traders had the following balances: Cash 15,000 Bank 40,000 During the month, the following transactions took place. Jan 2 Maritim, a debtor, settled his account of sh.10,000 by a cheque of sh.8,000. 5 Deposited sh.4,000 into the business bank account from the cash till. 9 Paid wages by cash sh.5,000 14 Sold goods in cash sh.14,000 17 Purchased office equipment worth sh.3,000, paying by cheque. 18 Settled Korir s account, sh.10,000 by cash after being allowed a discount of 5 . 21 Received sh.6,000 cash from Kolongei, a debtor. 23 Tangus, a debtor settled his sh.4000 account by cheque having been allowed a discount of 20 . 27 Deposited sh.17,000 in the business bank account from private sources. 30 Banked all the cash in the till except sh.1000. Prepare a three column cash book for Chumo Traders duly balanced at the end of the month. 10marks 4. A Outline five reasons why a wholesaler may decide to construct its own warehouse instead of hiring storage space. 10 marks b Describe five features of human wants. 10 marks 5. A Small scale businesses in Kenya has been struggling over the years, explain five reasons behind this. 10 marks b Explain five factors to consider when choosing a method of product promotion. 10 marks 6. A Describe five steps to be followed when obtaining an insurance policy. 10 marks Business studies Paper 1 2 www.freekcsepastpapers.com b The following information relates to Jambo Entreprises for the year ended 31st December 2018."}
{"text": "10 marks 6. A Describe five steps to be followed when obtaining an insurance policy. 10 marks Business studies Paper 1 2 www.freekcsepastpapers.com b The following information relates to Jambo Entreprises for the year ended 31st December 2018. Item Shs Stock on 1st Jan 2018 75,000 Furniture 2,000,000 Motor vehicles 4,000,000 Purchases 1,500,000 Carriage on Purchases 50,000 Sales 3,000,000 Carriage on Sales 15,000 Discount received 25,000 Debtors 400,000 Creditors 635,000 Discount allowed 10,000 Lighting Heating 15,000 Water 5,000 Rent and rates 30,000 Repairs 50,000 Salaries 100,000 General expenses 70,000 Cash in hand 90,000 Cash at Bank 450,000 Capital 5,230,000 Commissions paid 30,000 Additional information: Stock on 31st Dec 2018 was 105,000. Prepare; i Trading Profit Loss account for the year ended 31st Dec 2018. Ii Balance sheet as at 31st December 2018. KASSU JET EXAMINATION 565 1 BUSINESS STUDIES PAPER 1 JUNE, 2023 2 HOURS 1. State four demographic factors that may positively influence business operations. 4mks 2. Outline four factors that determine the amount of money one would hold for precautionary motive. 4mks 3. Outline four advantages of a bonded warehouse to the Government. 4mks 4. Describe the following terms. 4mks a . Firm b . Industry c . Localization of firms. D . Diseconomies of scale. 5. State four benefits Kenya would get as a result of exploiting her natural resources. 4mks 6. The curve below shows shift in supply curve. Business studies Paper 1 2 www.freekcsepastpapers.com State four factors that may have contributed to the shift from S1S1 to S2S2. 4mks 7. Highlight four reasons for the increasing popularity of savings and credit co-operative societies SACCO s in Kenya. 4mks 8."}
{"text": "10 marks b . Describe Five types of large scale retailers. 10 marks 3. A On 1st July 2021, Sisokhe Traders had Shs.36,500 at bank and cash in hand Shs. 250. During the month the following transactions took place. July 2 Cash sales Shs.42,630 paid directly to the bank. July 3 Received a cheque for Shs.14,100 from Fatuma in full settlement of a debt. July 7 Credit sales Shs. 15,500 to Muvasu July 8 Bought goods for Shs.26,240 on credit from Lytona Enterprises. July 12 Cash sales Shs.42,450. July 14 Paid Namuchu by cheque Shs.23,750 in full settlement of his account after deducting 5 cash discount. July 15 Paid wages Shs.24,000 in cash. July 16 Withdrew Shs.36,000 from the bank for office use. July 17 Cleared Lytona account of Shs. 26,240 in cash less 12.5 discount. July 18 Muvasu cleared her account of Shs 15,500 in cash less 8 discount. July 20 Cheque received from Fatuma was dishonored. July 28 Paid salaries by cheque Shs.48,600. July 30 All cash was banked except Shs.5,000. Required: Prepare a three column cash book. 10 marks b Briefly explain the procedure an insured would follow when making an insurance claim. 10 marks 4. A Explain any Five Measures that the government can use to curb the unemployment rate in Kenya. 10marks b Explain Five differences between a partnership and private Limited company forms of business units. 10marks 5. A Explain Five uses of National Income Statistics to a country. 10marks b Explain Five canons of a good tax system. 10marks Business studies Paper 1 2 www.freekcsepastpapers.com 6. The following balances were extracted from the books of Tik-tok investment on 31 12 2020."}
{"text": "10marks b Explain Five canons of a good tax system. 10marks Business studies Paper 1 2 www.freekcsepastpapers.com 6.The following balances were extracted from the books of Tik-tok investment on 31 12 2020.Item Ksh Land 464,250 Sales 330,000 Opening Stock 35,000 Purchases 300,000 Commissions received 36,000 Carriage outward 30,000 Returns outwards 25,000 Carriage inwards 15,000 Returns inwards 10,000 Closing Stock 69,000 Debtors 65,500 Bank 200,000 Capital 783,250 Creditors 105,500 Cash 60,000 Additional information, Margin stated at 20 Prepare i Trading profit and loss account for the year ended 31st Dec 2020 8marks ii Balance sheet as at 31st Dec 2020 4marks b Explain Four factors that may hinder development of a country. 8marks."}
{"text": "113.2KISWAHILI 102 3.2.1 Kiswahili Paper 1 102 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com123.2.2 Kiswahili Paper 2 102 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com13For More Free KCSE Past papers Visit www.freekcsepastpapers.com14For More Free KCSE Past papers Visit www.freekcsepastpapers.com15For More Free KCSE Past papers Visit www.freekcsepastpapers.com16For More Free KCSE Past papers Visit www.freekcsepastpapers.com17For More Free KCSE Past papers Visit www.freekcsepastpapers.com183.2.3 Kiswahili Paper 3 102 3 For More Free KCSE Past papers Visit www.freekcsepastpapers.com19For More Free KCSE Past papers Visit www.freekcsepastpapers.com20For More Free KCSE Past papers Visit www.freekcsepastpapers.com21For More Free KCSE Past papers Visit www.freekcsepastpapers.com22For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "365 BOOKFLYER PRECISE PUBLISHERS 1mark K.C.S.E 2012 PHYSICS PAPER 2 SECTION A 25 marks Answer ALL the questions in this section in the spaces provided . Figure 1, shows a plane mirror XY placed equidistant from two parallel lines AB and PT. Four students stand at P, Q, R and T in front of the mirror a Indicate the positions of the images of students at Q, R and T on line AB. 1 mark b State which of the three images are visible to the student standing at P. 1 mark c Using rays indicate on the figure, how b above is possible. 1 mark Figure 2, shows two mirrors PQ and QR inclined at an angle of 110 . A ray of light is incident on mirror PQ at an angle of 60 . Complete the diagram to determine the angle of reflection of the ray in the mirror QR. 3 marks 3. Figure 3, shows four identical light bulbs connected to a 15 volt battery whose internal resistance is negligible. For More Free KCSE past papers visit www.freekcsepastpapers.com366 BOOKFLYER PRECISE PUBLISHERS Determine the reading of the voltmeter V. 2marks 4. Figure 4, shows a negative point charge placed near a positively charged rod. Draw on the diagram, the resulting electric field pattern. 2marks 5. Figure 5, shows an object O at the bottom of a beaker full of a liquid. An observer above the beaker sees its image at point X inside the liquid. For More Free KCSE past papers visit www.freekcsepastpapers.com367 BOOKFLYER PRECISE PUBLISHERS Determine the refractive index of the liquid. 3marks 6. Figure 6, shows a narrow beam of radiation from a radioactive sources, incident to a postcard. The emergent radiation passes through a magnetic field which is perpendicular to the plane of the paper, and into the paper. A detector moved along line AC detects radiations only at points B and C. State the two types of radiation detected. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.com368 BOOKFLYER PRECISE PUBLISHERS 7."}
{"text": "A detector moved along line AC detects radiations only at points B and C. State the two types of radiation detected. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.com368 BOOKFLYER PRECISE PUBLISHERS 7. Figure 7, shows two similar coils P and Q around the end L and M of a piece of soft iron. A steady current passes through the coils. State the polarity of the resulting magnet at end L. 1mark 8. Light from a lamp falls on the cap of a negatively charged electroscope. It is observed that the divergence of the leaf decreases. Explain the observation. 2 marks 9. Figure 8, shows an object O placed in front of a diverging lens whose principal focus is F. On the figure, draw a ray diagram to locate the image formed. 3marks For More Free KCSE past papers visit www.freekcsepastpapers.com369 BOOKFLYER PRECISE PUBLISHERS 10. Figure 9, shows the cross-section of an optical fibre made of two types of glass. A and B. The refractive index of B is lower than that of A. A ray of light enters the optical fibre at P and emerges from Q. i Sketch the path of the ray through the fibre. 1mark ii State the reason why light travels through the fibre as in i above. 1mark 11. Figure 10. Shows the cross section of a conductor held between two magnets and carrying a current out of the paper. Indicate with an arrow on the diagram the direction in which the conductor will move when it is released. 1mark 12. State why alternating current a.c. Is used for transmitting electricity over long distances. 1marks 13. Figure 11, shows an alternating current a.c connected across a diode D and a resistor R. For More Free KCSE past papers visit www.freekcsepastpapers.com370 BOOKFLYER PRECISE PUBLISHERS On the axes provided sketch the output as observed in the C.R.O. connected across R. 1mark SECTION B 55 marks Answer All the questions in this section in the spaces provided. 14. A Figure 12, shows a displacement time graph for a progressive wave."}
{"text": "1mark SECTION B 55 marks Answer All the questions in this section in the spaces provided. 14. A Figure 12, shows a displacement time graph for a progressive wave. For More Free KCSE past papers visit www.freekcsepastpapers.com371 BOOKFLYER PRECISE PUBLISHERS i State the amplitude of the wave. 1 mark ii Determine the frequency of the waves 4marks iii Given that the velocity of the wave is 20ms-1, determine its wavelength. 3marks b Figure 13, shows two identical dippers A and B vibrating in water in phase with each other. The dippers have the same constant frequency and amplitude. The waves produced are observed along the MN; It is observed that the amplitudes are maximum at points Q and S, and minimum at points P and R. i Explain why the amplitude is maximum at Q. 2marks ii State why the amplitude is minimum at R. 1mark iii State what would happen if the two dippers had different frequencies 1mark 15. Figure 14, shows a circuit in which a battery, a switch, a bulb, a resistor P, a variable resistor Q, a voltmeter V and two ammeters A1 and A2 of negligible resistance are connected. For More Free KCSE past papers visit www.freekcsepastpapers.com372 BOOKFLYER PRECISE PUBLISHERS P has a resistance of 10 . When the switch is closed, A1 reads 0.10A and the voltmeter reads 1.5V. a Determine; i the current passing through P; 3marks ii the resistance of the bulb. 2marks b The variable resistor Q is now adjusted so that a larger current flows through A2. I State how this will affect the resistance of the bulb 1mark ii Explain your answer in b i 2marks c A house has one 100W bulb. Two 60W bulbs and one 30W bulb. Determine the cost of having all the bulbs switched on for 70 hours, given that the cost of electricity is 40cents per kilowatt hour. 3marks 16. A Figure 15, shows two coils A and B placed close to 3each other."}
{"text": "Determine the cost of having all the bulbs switched on for 70 hours, given that the cost of electricity is 40cents per kilowatt hour. 3marks 16. A Figure 15, shows two coils A and B placed close to 3each other. A is connected to a steady D.C. supply and a switch, B is connected to a sensitive galvanometer. For More Free KCSE past papers visit www.freekcsepastpapers.com373 BOOKFLYER PRECISE PUBLISHERS i The switch is now closed, state the observation made on the galvanometer. 2marks ii Explain what would be observed if the switch is then opened. 2marks b The primary coil of a transformer has 1000 turns and the secondary coil has 200 turns. The primary coil is connected to a 240V ac. Mains supply. I Eplain how an e.m.f induced in the secondary coil. 2marks ii Determine the secondary voltage. 3marks iii Determine the efficiency of the transformer given that the current in the primary coil is 0.20A and in the secondary coil it is 0.80A. 3marks 17. A Figure 16, shows a graph of magnification against object distance, for an object placed in front of a lens of focal length 20cm. For More Free KCSE past papers visit www.freekcsepastpapers.com374 BOOKFLYER PRECISE PUBLISHERS Using the graph; i State the effect on the size of the image when the object distance is increased from 25cm. 1mark ii Determine the distance between the object and the lens when the image is the same size as the object. 2marks iii Determine the image distance when the object distance is 25cm. 3marks b Figure 17 shows an object O placed in front of a converging mirror of focal length 15cm. For More Free KCSE past papers visit www.freekcsepastpapers.com375 BOOKFLYER PRECISE PUBLISHERS Draw on the figure a ray diagram to locate the image formed. 3marks c State why parabolic reflectors are used in car headlights. 1mark 18. Figure 18 shows the parts of an x-ray tube."}
{"text": "3marks c State why parabolic reflectors are used in car headlights. 1mark 18.Figure 18 shows the parts of an x-ray tube.a Explain why; i A potential difference is applied to the filament. 2marks ii A high potential difference is applied between the cathode and the anode. 2 marks iii Most of the tube is surrounded by lead. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.com376 BOOKFLYER PRECISE PUBLISHERS b State how the resulting x-rays are affected by increasing the potential difference between the anode and the cathode. 1mark c Light of frequency 7.5 x 1014 HZ strikes a metal surface whose work function is 4.0 x 10-19J.Determine the kinetic energy of the emitted photoelectrons. Take planks constant h 6.63 x 10-34Js 4marks K.C.S.E 2012 PHYSICS PAPER 3 PRACTICAL Question 1 You are provided with the following; - Two biconvex lenses labeled A and B.- A light source.- Screen I with a hole and cross wire at its centre - Screen II - A metre rule.- A plane mirror.- A piece of cellotape.- Two lens holders.- A stand, boss and clamp Proceed as follows; Use the stand to hold the light source in line with the crosswires on screen I and lens A with the plane mirror as shown in figure 1.Adjust the position or the lens with the mirror until a sharp image of the cross wires is found on screen I beside the crosswires. Measure the distance between the screen and lens A. 1 between the screen and lens A. 1 For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "Check www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning materialcheck www.freekcsepastpapers.com for free learning material."}
{"text": "C.R.E QUESTIONS PAPER 1KCSE 20121. A Identify six literary forms used in the writing of the Bible 6 marks b State four reasons why the Bible had to be compiled into its present form by the early Christians. 8 marks c Outline six ways in which Christians in Kenya use the Bible. 6 marks 2. A Describe the covenant ceremony between God and Abraham in Genesis 15: 1-19. 7 marks b Identify four differences between the Jewish and the traditional African practices of Circumcision 8 marks c Give five reasons why church leaders take vows before starting their mission. 5 marks 3. A Describe six ways that king David used to promote the worship of God in Israel. 6 marks b Explain four life skills that Elijah used to fight against false religion in Israel. 8 marks c What problems do church leaders in Kenya face when carrying out their work? 6 marks 4. A Give four reasons why prophet Amos was against the way the Israelites worshipped God. 8 marks b State six ways in which God would punish Israel for her evils according to prophet Amos. 6 marks c How does the church in Kenya punish errant members? 6 marks 5 . A From the call of Jeremiah, identify eight qualities of God Jeremiah 1 . 8 marks b Give six characteristics of the New Covenant foreseen by prophet Jeremiah. 6 marks c Give six ways in which Christians can assist victims of disasters. 6 marks For More Free KCSE past papers visit www.freekcsepastpapers.com6. A Describe five ways in which people in traditional African communities communicate with God. 5 marks b Give eight reasons for singing and dancing during initiation ceremonies in traditional African communities. 8 marks c Give seven reasons why witchcraft is feared in traditional African communities. 7 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "22.3 Physics Paper 3 232 3 Question 1Part AYou are provided with the following: avolimeter a resistance wie labelled P mounted on a mete rule. A resistance wire labelled Q mounted on a piece of carton.2 dry cells and a cell holder. 6 comeing wies each With a cocci tone en. Proceed as follows: 2 Pic the dy cells in series inthe cel holder, Measure and record the tal emtofthe cellsE, v 1 mark Connect the circuit as shown in igure 1 Figure 1isa point on Pat the Sdem mark of he mete rule. A and B are points on Psuchtae DOB Aaj ign fh coc clip Aan 8 on Path at OB X 25cm, Close the switch Read and record the potential ferenceMacros AO intble Repeat part for other values ofX shown intable 1 and complete the table Tablet AO OF Kem B s e s oPoca citseaial VOU Yeem3a-p Morea 5 marks 321 nthe grid provided plot graph of 1 y-axis against 5 marks Determine the slope of the graph. B marks 2 Use the slope to determin the constant given that h 2 marks Part BYou ae proved with he followin a soft drawing board. \". A Semicrular gas block. Hee drawing awh paper\"Aigo abela dopperProceeds follows 8 Place the white paperon the drawing bord. Plc the semicircular glass block om thepaper andace ts oaline wing's pei. Atthe conte ofthe sraiht edge ofthe outline mark a point . Also mark point X approximately atthe centre ofthe curved eg of the oan as shown im the igre 2. O semi line. Push drawing pin vertically throughin contact with he pi nek. Using Onto the drawing board."}
{"text": "Glass beaker. A weighing balance o be shared , a liquid labelled L. a measuring cylinder. Proceed as follows: a Measure and record the mass M, ofthe empty beaker. M, 7 8 1 mare b Measure and pour 2m! Of liquid Lint the beaker. Measure and record the mass M,of the beaker liquid L,i See ee 1 mark Determine the density d ofthe I marks 6 i schema Part B You are provided with the following: aretot stand, boss and clamp, 2 oiling tubes a thermometer.- some distilled water ina beaker labelled W. some liquid in a beaker labelled L.- allarge beaker containing some water. Ameasuring cylinder. Astopwateh, a tripod stand and wire gauze. A cardboard with a hole in the middle.burnerm4Proceed as follows: Clamp one boiling tube on the retort stand. Measure and pour 45m ofthe distilledwater W into the boiling tube. Setup the apparatus as shown in figure 4. Mees Heat the water in the large beaker until the temperature ofthe distiled water reachesSC. Remove the boing tbe fom the hot water by iting up the retort stand andplacing ita way from the burner. Stir the water in the boing tube using the thermometer. Record inthe table 2 the temperature ofthe disilled water at intervals of 30 seconds starting at 80 C until t dropstO. Sur the distilled water before taking any reading . Table?ine mine 28 . S . SFranpeaas of WOO co tenes Tepes of Ta ai so ss oo es re ao es TmTenpeanre ot WO other 03 rnp oOoth see 05 2 Using the second boiling tube, repeat the procedure in d e and f using 45ml ofliquid Linstead of distilled water. Record your results in the same table. 4 marks 325 ty Using the same axes. On the grid provided plo graph of emperatare y- as againsttimers i distilled water W. S marks Gi liquid L."}
{"text": "4 marks 325 ty Using the same axes.on the grid provided plo graph of emperatare y- as againsttimers i distilled water W. S marks Gi liquid L. 3 marks Lable the graphs of Land W . He minutes mark Gi The time , taken for liquid L to cool from 75 C to 65 C.fe ven MES 1 mark Dexemie he consant sven tat r where the density ofthe iinpart A .ie 2 marks."}
{"text": "Use it to answer question a .The Structure of the Atmosphere a Name: i The parts marked P and Q. 2 marks ii The layer of discontinuity marked R. 1 mark b State two characteristics of weather conditions in the troposphere. 2 marks Kenya Certificate of Secondary Education 2016 117 1916018for free past papers visit: www.freekcsepastpapers.comThe diagram below shows coastal features. A Name the features marked P, Q and R. 3 marks b State two conditions necessary for the formation of a beach. 2 marks Name the three major deserts in Africa. 3 marks Kenya Certificate of Secondary Education 2016for free past papers visit: www.freekcsepastpapers.com5SECTION B6.Answer question 6 and any other two questions from this section. Study the map of Kitale 1:50,000 sheet 75 3 provided and answer the following questions. A c 0 ii Identify two human made features found at the grid square 2320. 2 marks What is the altitude of the highest point in the area covered by the map? 2 marks iii Give three types of natural vegetation found in the area covered by the map. 3 marks b i ii What is the bearing of the air photo principal point at grid square 3426 from the air photo principal point at grid square 2931? 2 marks Measure the distance of the dry weather road C640 from the junction at point M 345142 from the junction at point N 416201 Give your answer in kilometers. 2 marks i ii Using a scale of 1 cm to represent 40 metres, draw a cross-section from grid reference 410180 to grid reference 500180."}
{"text": "2 marks Kenya Certificate of Secondary Education 2016 117 1916018for free past papers visit: www.freekcsepastpapers.comThe diagram below shows coastal features. A Name the features marked P, Q and R. 3 marks b State two conditions necessary for the formation of a beach. 2 marks Name the three major deserts in Africa. 3 marks Kenya Certificate of Secondary Education 2016for free past papers visit: www.freekcsepastpapers.com5SECTION B6.Answer question 6 and any other two questions from this section. Study the map of Kitale 1:50,000 sheet 75 3 provided and answer the following questions. A c 0 ii Identify two human made features found at the grid square 2320. 2 marks What is the altitude of the highest point in the area covered by the map? 2 marks iii Give three types of natural vegetation found in the area covered by the map. 3 marks b i ii What is the bearing of the air photo principal point at grid square 3426 from the air photo principal point at grid square 2931? 2 marks Measure the distance of the dry weather road C640 from the junction at point M 345142 from the junction at point N 416201 Give your answer in kilometers. 2 marks i ii Using a scale of 1 cm to represent 40 metres, draw a cross-section from grid reference 410180 to grid reference 500180. 4 marks On the cross-section mark and name the following: a dry weather road; River Kaptarit a ridge. Iii Calculate the VE vertical exaggeration of the section. 1 mark 1 mark 1 mark 2 marks d Citing evidence from the map, identify five social services offered in Kitale. 5 marks Kenya Certificate of Secondary Education 2016 112 1Q16018Turn nvprfor free past papers visit: www.freekcsepastpapers.com6 a i Name two types of submerged highland coasts. 2 marks ii Identify two resultant features of the emerged highland coasts. 2 marks b State three factors influencing deposition by ocean waves. 3 marks c With the aid of labelled diagrams, describe the formation of the following coastal features: i Fringing reef; 5 marks ii Spit. 5 marks d Explain the significance of oceans to human activities. 8 marks a i What is a lake? 2 marks ii Name two crater lakes in Kenya. 2 marks b Describe how each of the following lakes are formed: 0corrie lake; 4 marks ii oasis; 4 marks iii lagoon. 4 marks c 0 Give three reasons why some lakes in Kenya have saline water. 3 marks ii Explain how each of the following has affected lakes in Kenya: deforestation 2 marks industrialisation 2 marks water needs. 2 marks Kenya Certificate of Secondary Education 2016916018for free past papers visit: www.freekcsepastpapers.com79."}
{"text": "2 marks What is the altitude of the highest point in the area covered by the map? 2 marks iii Give three types of natural vegetation found in the area covered by the map. 3 marks b i ii What is the bearing of the air photo principal point at grid square 3426 from the air photo principal point at grid square 2931? 2 marks Measure the distance of the dry weather road C640 from the junction at point M 345142 from the junction at point N 416201 Give your answer in kilometers. 2 marks i ii Using a scale of 1 cm to represent 40 metres, draw a cross-section from grid reference 410180 to grid reference 500180. 4 marks On the cross-section mark and name the following: a dry weather road; River Kaptarit a ridge. Iii Calculate the VE vertical exaggeration of the section. 1 mark 1 mark 1 mark 2 marks d Citing evidence from the map, identify five social services offered in Kitale. 5 marks Kenya Certificate of Secondary Education 2016 112 1Q16018Turn nvprfor free past papers visit: www.freekcsepastpapers.com6 a i Name two types of submerged highland coasts. 2 marks ii Identify two resultant features of the emerged highland coasts. 2 marks b State three factors influencing deposition by ocean waves. 3 marks c With the aid of labelled diagrams, describe the formation of the following coastal features: i Fringing reef; 5 marks ii Spit. 5 marks d Explain the significance of oceans to human activities. 8 marks a i What is a lake? 2 marks ii Name two crater lakes in Kenya. 2 marks b Describe how each of the following lakes are formed: 0corrie lake; 4 marks ii oasis; 4 marks iii lagoon. 4 marks c 0 Give three reasons why some lakes in Kenya have saline water. 3 marks ii Explain how each of the following has affected lakes in Kenya: deforestation 2 marks industrialisation 2 marks water needs. 2 marks Kenya Certificate of Secondary Education 2016916018for free past papers visit: www.freekcsepastpapers.com79. A i Name three types of faults."}
{"text": "2 marks Measure the distance of the dry weather road C640 from the junction at point M 345142 from the junction at point N 416201 Give your answer in kilometers. 2 marks i ii Using a scale of 1 cm to represent 40 metres, draw a cross-section from grid reference 410180 to grid reference 500180. 4 marks On the cross-section mark and name the following: a dry weather road; River Kaptarit a ridge. Iii Calculate the VE vertical exaggeration of the section. 1 mark 1 mark 1 mark 2 marks d Citing evidence from the map, identify five social services offered in Kitale. 5 marks Kenya Certificate of Secondary Education 2016 112 1Q16018Turn nvprfor free past papers visit: www.freekcsepastpapers.com6 a i Name two types of submerged highland coasts. 2 marks ii Identify two resultant features of the emerged highland coasts. 2 marks b State three factors influencing deposition by ocean waves. 3 marks c With the aid of labelled diagrams, describe the formation of the following coastal features: i Fringing reef; 5 marks ii Spit. 5 marks d Explain the significance of oceans to human activities. 8 marks a i What is a lake? 2 marks ii Name two crater lakes in Kenya. 2 marks b Describe how each of the following lakes are formed: 0corrie lake; 4 marks ii oasis; 4 marks iii lagoon. 4 marks c 0 Give three reasons why some lakes in Kenya have saline water. 3 marks ii Explain how each of the following has affected lakes in Kenya: deforestation 2 marks industrialisation 2 marks water needs. 2 marks Kenya Certificate of Secondary Education 2016916018for free past papers visit: www.freekcsepastpapers.com79. A i Name three types of faults. 3 marks ii Apart from compressional forces, explain two other processes that may causefaulting. 4 marks b With the aid of diagrams, describe how compressional forces may have led to theformation of the Great Rift Valley."}
{"text": "A i Name three types of faults. 3 marks ii Apart from compressional forces, explain two other processes that may causefaulting. 4 marks b With the aid of diagrams, describe how compressional forces may have led to theformation of the Great Rift Valley. 8 marks c Explain five ways in which faulting is of significance to human activities. 10 marks 10. A Differentiate between magma and lava. B The diagram below shows some intrusive volcanic features. 2 marks Name the features marked E, F, and G. 3 marks c Describe how the following features are formed and for each give an example fromKenya: i a crater 3 marks ii a geyser 5 marks iii a lava plateau. 4 marks d Explain four ways in which volcanic features influence human activities. 8 marks THIS IS THE LAST PRINTED PAGEKenya Certificate of Secondary Education 2016for free past papers visit: www.freekcsepastpapers.comBLANK PAGEfor free past papers visit: www.freekcsepastpapers.com."}
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{"text": "When al he tank ean be erp in 2 hous by ap marks ip fa he tae taps reopened tthe sue ie mas The tanks inal empty and the thre tps are opened as follows:PatkooamQasasamR900 am. 9 Fiad the faction ofthe tank that would be fed by 9.00.mats i Fin the ime the an would be Fly Billed vp Gms Given tha ys averely proporonl to and as he constant of proporsonliy; 8 Write down form connecting ym and om i Wex 2 when y 12 and 4 wheny 3, write down two expressions fr kin ems of. Hence, find the vale of mand eats Using the valu of obtained in 2 i above indy when Sb 2 mais Giyen that y sn 25 6 cs x, complete the ible below for the missing valcs of, comet 01 decimal pace Gnas : oT P 91 sin 2x-Geosx -6 -18 2 39 24 o -39 Othe pid provided below raw he paph of y 8 in 2x 6 cos fororses 120Take the sale: 2om or 15 om the axis2 Gm for 2 nts on the i marks 6 Use te graph w estate: the maximum vale of, mack i the val a fo wish 4a 24 Bob 1 Cmts 0 Fad 0 the equation ofthe curve, Gutsy i the vas ofa wich the curve cus the si Gils Deemine the te enclosed by the curve ad hess 4 marks 21 inthis question use a ruler and a pair of compasses onlyTithe dpure below, AB and PO restate Hoes0 2 Use the gure: find x point Wom A sch that Ris xin!sm Pad macy 3 complete polygon PQRST with Aa is fine of smmety and ence measure the distanceorton YS sme 1 Xin neaerto PF than POmn, per 90 marks 2 Acanay conieig ing yer of uctns AaB The matin st ach ypinching i gnen te be eh?500 Te company decided onal machines of pe A andy machines of ype 4 Wee down the negunis tat expres he following conditions:I he Moe space avaiable is 80m?Ii: the company io isa ot ess than 3 of type A machines1 the namber of type B machines wast be more than on hid the number of ype A machines. Maria Othe pri prove draw the neu in part a shove and shade the unwanted eon. Mars Br hia i mio te mara mins of ach pe at shoFor more great stuff click or visit:www.changeyourT.comwww.arimifoods.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education233 3 CHEMISTRY Paper3 PRACTICAL Nov. 2019 - 2 hoursName Index Number Candidate's Signature Dat Instructions to candidates fa Write your name and index number in the spaces provided above.1b Sign and write the date of examination in the spaces provided above. C Answer allthe questions in the spaces provided in the question paper. D You are not allowed to start working with the apparatus forthe first 15 minutes of the 26 hours, allowed for this paper. This time is to enable you to r ad the question paper and make sure youhhave all the chemicals and apparatus that you may need. E All working must be clearly shown where necessary. F KNEC mathematical tables and silent electronic calculators may be used. G This paper consists of 8 printed pages. H Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing.i Candidates should answver the questions in English. For Examiner's Use Only question Maximum Candidate's7 16fe 2 e 7 ashi3 10Total Score 40 2019 The Kenya National Examinations Council23 3919378 Turn over1. You are provided with: Solution A aqueous Iron Il sulphate, Solution B aqueous potassium iodide. Solution C : mixture of aqueous starch and sodium thiosulphate solution,You are required to determine the rate of reaction between aqueous Iron ll sulphate solution A and aqueous potassium iodide solution B .Procedure: Place 5 test tubes ona test tube rack and label them 1, 2,3, 4and 8. Filla burette withSolution A. To cach test tube place 3m of solution from the bureteGi Clean the burette and flit with solution B. Place 8cm? Of solution B into 100m! Beaker from the burete. Gi Using a 10m!"}
{"text": "To cach test tube place 3m of solution from the bureteGi Clean the burette and flit with solution B. Place 8cm? Of solution B into 100m! Beaker from the burete. Gi Using a 10m! Measuring ylindr, add 2m of soltion to the beaker containingsolution B followed by 7m: of distilled water measured using the same 10ameasuring cylinder, Gv Pour the contents of test tube I to the mixture inthe beaker and immediately start thestop watch. Swirl the contents ofthe beaker. Record in table 1 the time taken fora bluecolour to just appear. Measure the temperature of the final mixture and recordin thespace provided. Wash the beaker and proceed to step Place 6em? Of solution B into 100m beaker from the buette. Add 2em? Of slution followed by 9c? Of distilled water. Add solution A in test tube 2 to the mixture in thebeaker and immediately start the stop watch. Swirl the contents of the beaker. Record in able 1 the time taken fora blue colour fo just appear. This is experiment 2 i Wash the beaker."}
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{"text": "K.C.S.E. 2011CHEMISTRY PAPER 11 a What name is given to the process by which alcohol is formed from acarbohydrate? 1mark b Explain why the solubility of ethane in water is lower than thatof ethanol. 2 marks 2. Complete the nuclear equation below: a b The half-life of is 8 daysDetermine the mass of remaining if 50 grammes decayed for40 days. 1 mark c Give one harmful effect of radioisotopes. 1mark 3. A mixture contains ammonium chloride, copper II oxide and sodiumchloride. Describe how each o the substances can be obtained from themixture. 3mks 4. The set up below shows how nitrogen gas is prepared in a laboratory. A Describe how nitrogen gas us formed in the flask. 2mk b . Nitrogen is inert, state one use of the gas based on this property. 1 mk 5. The diagram below represents part of the periodic table. Use it toanswer the questions that follow.a Write the electronic arrangement for the stable ion formed by W. 1mk b Write an equation for the reaction between V and Q. 1mk c How do the ionisation energies of the elements M and T compare?Explain. 6.A certain mass of gas occupies 0.15dm3 at 293K and 98,648.5Pa. Calculate its volumeat 101,325Pa and 273K. 2 marks 7 . When lead II nitrate is heated, one of the products is a brown gas. A Write the equation of the reaction that occurs . 1 mark b If 0.290dm3 of the brown gas was produced, calculate the mass of thelead II nitrate that was heated. R .F.M of lead II nitrate 331; Molar gasvolume 24dm3 . 2 marks 8 . A What is meant by a strong acid? 1 mark b In an experiment 40cm3 of 0.5M hydrochloric acid was reacted withexcess sodium carbonate and the volume of carbon IV oxide producedrecorded with time. In another experiment, the same volume andconcentration of ethanoic acid was also reacted with excess sodiumcarbonate and the volume of carbon IV oxide produced recorded withtime."}
{"text": "1 mark 17 . The set up below was used to prepare a gas and study some of itsproperties. Study it and answer the questions that follow: a State and explain the observations made in the: i tube labelled A; 1 mark ii beaker labelled B. b State one precaution that should be taken when carrying out thisexperiment. 1 mark 18.Under certain conditions, chlorine gas reacts with sodium hydroxide toform sodiumhypochlorite. A Name the conditions under which sodium hydroxide reacts with chlorineto formsodium hypochlorite. 1mark b State two uses of sodium hypochlorite. 2marks 19.50kg of ammonium sulphate NH4 2SO4 and 30kg of urea CO NH2 2 fertilizers wereapplied in two equal sizes of plots A and B to enrich their nitrogen content. Show by working, which plot was more enriched with nitrogen. N 14; S 32; O 16; C 12; H 1 3 marks 20. Describe how the PH of anti-acid Actal powder can be determined in thelaboratory. 2 marks 21.Graphite is one of the allotropes of carbon. A Name one other element which exhibits allotropy. 1mark b Explain why graphite is used in the making of pencil leads. 2 marks 22.The table below gives some properties three elements in group VII of theperiodic table . Study it and answer the questions that follow:ElementAtomicNMeltingPoint 0C Boiling Point 0C Chlorine17101-34.7Bromine 35-758.8Iodine 53114 184 a Which element is in liquid form at room temperature? Give a reason. 1mark b Explain why the boiling point of iodine is much higher than that of chlorine. 2marks 23.The thermalchemical reaction between carbon and sulphur is as shown by theequation below:C s 2S s CS 2 l AH 117.0 kJmol-1.On the grid below, sketch and label the energy level diagram for the reaction. 2 marks Y24.The table below gives the number of electrons, protons and neutrons insubstances X, Y and Z."}
{"text": "1mark b Explain why graphite is used in the making of pencil leads. 2 marks 22.The table below gives some properties three elements in group VII of theperiodic table . Study it and answer the questions that follow:ElementAtomicNMeltingPoint 0C Boiling Point 0C Chlorine17101-34.7Bromine 35-758.8Iodine 53114 184 a Which element is in liquid form at room temperature? Give a reason. 1mark b Explain why the boiling point of iodine is much higher than that of chlorine. 2marks 23.The thermalchemical reaction between carbon and sulphur is as shown by theequation below:C s 2S s CS 2 l AH 117.0 kJmol-1.On the grid below, sketch and label the energy level diagram for the reaction. 2 marks Y24.The table below gives the number of electrons, protons and neutrons insubstances X, Y and Z. Study it and answer the questions that follow. Substanc Electro Proton NeuronXYZ a Which letter represents an ion? 1 mark b Which of the substances are isotopes? Give a reason. 2mk 25 a State the Gay Lussac's Law. 1 mark b 10cm3 of a gaseous hydrocarbon, C2HX required 30cm3 of oxygen forcomplete combustion. If steam and 20cm3 of carbon IV oxide were produced, what is the value of X? 2 marks 26.The data given below was recorded when Metal M was completely burnt inair. M is not theactual symbol of the metal. RA.M; M 56, O 16 Mass of empty crucible and lid I0.240gMass of crucible, ;lid and metal M 10.352gMass crucible,lid and metal oxide 10.400g a Determine the mass of: i Metal M 1 2mk ii oxygen. 1 2mk b Determine the empirical formula of the metal oxide."}
{"text": "2 marks 26.The data given below was recorded when Metal M was completely burnt inair. M is not theactual symbol of the metal. RA.M; M 56, O 16 Mass of empty crucible and lid I0.240gMass of crucible, ;lid and metal M 10.352gMass crucible,lid and metal oxide 10.400g a Determine the mass of: i Metal M 1 2mk ii oxygen. 1 2mk b Determine the empirical formula of the metal oxide. 2 marks 27.The flow chart below shows some processes involved in the extraction ofzinc metal: a Name one ore from which zinc is extracted. 1mark b Write the equation of the reaction taking place in unit II 1 mark c Name two uses of zinc metal. 1 mark 28.The diagram below shows the bonding between aluminium chloride andammonia. A Name the types of bonds that exist in the molecule. 1mk b How many electrons are used for bonding in the molecule? 1 mark 29.Explain why the following substances conduct an electric current. A Magnesium metal. 1mk b Molten magnesium chloride. 1mk 30.A sample of river water is suspected to contain zinc and sulphateions. Describe how the presence of zinc ions and sulphate ions can beestablished. 3 marks."}
{"text": "1803.19POWER MECHANICS 447 3.19.1 Power Mechanics Paper 1 447 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com181For More Free KCSE Past papers Visit www.freekcsepastpapers.com182For More Free KCSE Past papers Visit www.freekcsepastpapers.com1833.19.2 Power Mechanics Paper 2 447 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com184For More Free KCSE Past papers Visit www.freekcsepastpapers.com185For More Free KCSE Past papers Visit www.freekcsepastpapers.com186For More Free KCSE Past papers Visit www.freekcsepastpapers.com187For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
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{"text": "A Name the parts labelled A, 5 marks Recon at esoF b State the function ofthe structures labelled E and F. mark F Inthe photograph label the structure where vitamin K is prosuced 1 mark Name the sex of the mammal in the photograph. 1 mark i Givea reason for your answer in 4 i above. U mark The actual length of the dissecting scissors i the photograph is 15 em. Calculate the magnification of the photograph. Marks Gi Calculate the actual length of the mammal from the tip of the nose 10point X on the tail 2 marks 2 You are provided with substances labelled , T, U, X and . ,. T and U are Foodsubstances, while X is 10 sodium hydroxide solution and Y is 1 copper sulphatesolution. Carry out tests to determine the food substance s in ,T and U, 9 marks Foodsubstancebeing testedfor lSubstance Procedure Observations ConclusionobBelow are photographs. SEE SPECIMEN L a SPECIMEN N SPECIMEN Mw SPECIMEN P SPECIMEN Q In the table below name the mode of dispersal and the features that adapt the specimen s o that mode of dispersal 12 marks Specimen Mode of dispersal Adaptive features KLMP Label any two parts on specimen L marks Gi State the type of placentation in specimen L. mark Name te structure labelled W on specimen P. 1 mark."}
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{"text": "2633.28MUSIC 511 3.28.1 Music Paper 2 511 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com264For More Free KCSE Past papers Visit www.freekcsepastpapers.com265For More Free KCSE Past papers Visit www.freekcsepastpapers.com266For More Free KCSE Past papers Visit www.freekcsepastpapers.com267For More Free KCSE Past papers Visit www.freekcsepastpapers.com268For More Free KCSE Past papers Visit www.freekcsepastpapers.com269For More Free KCSE Past papers Visit www.freekcsepastpapers.com270For More Free KCSE Past papers Visit www.freekcsepastpapers.com2713.28.2 Music Paper 3 511 3 For More Free KCSE Past papers Visit www.freekcsepastpapers.com272For More Free KCSE Past papers Visit www.freekcsepastpapers.com273For More Free KCSE Past papers Visit www.freekcsepastpapers.com274For More Free KCSE Past papers Visit www.freekcsepastpapers.com275For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
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{"text": "K.C.S.E YEAR 2010 PAPER 2 SECTION A 25 marks Answer ALL the questions in this section in the spaces provided. 1. Figure 1, shows a ray of light incident on a plane mirror at O. The mirror is then rotated anticlockwise about O from position M to position M2 through an angle of 10 . The final reflected rayisOC. Determine the angle of deviation BOC. 2. Figure 2 a , shows a magnetic compass placed under a horizontal wire XY A large current is passed from X to Y. Draw the final position of the magnetic compass needle in figure 3. Figure 3, shows a diagram of a current-carrying wire wound on a U-shaped soft iron Draw the magnetic field pattern around P and Q. 4. A positively charged sphere is suspended by an insulating thread. A negatively charged conductor is suspended near it. The conductor is first attracted, after touching the sphere it is repelled. Explain this observation. 5. Figure 4, shows a bright electric lamp placed behind a screen which has a hole covered with a wire gauze. A concave mirror of focal length 25cm is placed in front of the screen. The position of the mirror is adjusted until a sharp image of the gauze is formed on the screen. For More Free KCSE past papers visit www.freekcsepastpapers.comDetermine the distance between the mirror and the screen. 6 Explain why electric power is transmitted over long distances at high voltages. 7. Figure 5, shows how the displacement of a point varies with time as a wave passes it. On the same diagram, draw a wave which passes the point with half the amplitude and twice the frequency of the one shown. 8. A water wave of wavelength 18 mm is incident on a boundary of shallow water at right angles. If the wavelength in the shallow end is 14.4 mm, determine the refractive index of water for a wave moving from the deep to the shallow end. 9. The initial mass of a radioactive substance is 20g. The substance has a half-life of 5 years. Determine the mass remaining after 20 years. 10. A current I flowing through a wire of resistance R was increased seven times. Determine the factor by which the rate of heat production was increased. 11 Figure 6, shows a horizontal conductor in a magnetic field parallel to the plane of the paper."}
{"text": "17 a Figure 12, shows an electrical circuit including three switches, Sj, S2, S3, and three identical lamps L,, L2, L3. A constant potential difference is applied across X and Y. i Other than Lj, state the lamp that will light when S: and S2 are closed. Ii How does the brightness of Ll in i above compare with its brightness when all the switches are closed? Iii Explain the observation in part ii above. For More Free KCSE past papers visit www.freekcsepastpapers.com b Figure 13, shows a cell in series with a 3Q resistor and a switch. A hig resistance voltmeter is connected across the cell. 3 Figure 13 The voltmeter reads 1.5V with the switch open and 1.2V with the switch closed. I State the electromotive force of the cell. Ii Determine the current through the 3Q resistor when the switch is closed. Iii Determine the internal resistance of the cell. C i Another resistor R is connected in series with the 3Q resistor so that a current of 0.15A flows when the switch is closed. Determine the resistance of R. 18. Figure 14a, is a diagram of a cathode ray tube. M and N are parallel vertical plates. A When switch S is open, a spot is seen at the centre of the screen as shown in figure 14 b . I State what happens to the spot when S is closed. Ii State what would happen to the spot if the potential difference across MN is increased. Iii State what would be seen on the screen if the battery is replaced with an alternating emf of: I a low frequency of about 1 Hz; II a high frequency of about 50Hz. B Explain the process by which electrons are produced at F. c State with a reason how the brightness of the spot can be increased. D The accelerating voltage of the tube is 1000V and the electron current in the beam is 1.5mA. Determine the energy conveyed to the screen per second. 19. A State the property of radiation that determines the number of electrons emitted when a radiation falls on a metal surface."}
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{"text": "IIE KENY i ATRONA!L EXAMINATIONS COUNCU Kenya Cerrtifkate of Secondary E ucat on 565 m:!I ... .:,-. .-1: 3 us ss CanJidate s signature: .................................................. . A Confirm that tllis question paper has vour name an- tt,E.. orn ci i .. dc.w .. '.:,';. B Sign and write thP date 0f P-xr1m1n; -1t10n 1n thP space , r.'iVl jerl t,,-- t: l:i.. .swer aiil the quesl'lon 1 h0 k u ... ,, re, ,,n\"\"' . ,. 1 i'd, rJon-programmable silent decti , ni --c;i ; i;;, P, Yhtts paper con is 2t o 12 pirm e pe e..,, ff Candidates should check the qlflestion paper cif Q;' .ti!Ull'II 111 printed as indicated and that no q1.M1stioll'ls ail!\"e mis. 61i11t1 g Ca;'ldidaies shoukJl irnswiiu fthe q'11 stmo i Wllil Eri:r.i li ;i ij;For Examiner s Use Only Qu :stion 1 2 3 4 5 6 7 8 9 10 11 12 Marks Question 14 15 Marks 16 17 18 19 20 21 22 I Total Marks 2024 The Kenya National Exc1minatio11s Council 565 1 ffi. 1 iXJ. ', .."}
{"text": ",, re, ,,n\"\"' .,. 1 i'd, rJon-programmable silent decti , ni --c;i ; i;;, P, Yhtts paper con is 2t o 12 pirm e pe e..,, ff Candidates should check the qlflestion paper cif Q;' .ti!Ull'II 111 printed as indicated and that no q1.M1stioll'ls ail!\"e mis. 61i11t1 g Ca;'ldidaies shoukJl irnswiiu fthe q'11 stmo i Wllil Eri:r.i li ;i ij;For Examiner s Use Only Qu :stion 1 2 3 4 5 6 7 8 9 10 11 12 Marks Question 14 15 Marks 16 17 18 19 20 21 22 I Total Marks 2024 The Kenya National Exc1minatio11s Council 565 1 ffi. 1 iXJ. ', ..:.: \"\" . 23 24 25 13 ITurn over for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974for free exams visit www.freekcsepastpapers.com or call 0710765974."}
{"text": "1053.7GENERAL SCIENCE 237 3.7.1 General Science Paper 1 237 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com106For More Free KCSE Past papers Visit www.freekcsepastpapers.com107For More Free KCSE Past papers Visit www.freekcsepastpapers.com108For More Free KCSE Past papers Visit www.freekcsepastpapers.com109For More Free KCSE Past papers Visit www.freekcsepastpapers.com110For More Free KCSE Past papers Visit www.freekcsepastpapers.com111For More Free KCSE Past papers Visit www.freekcsepastpapers.com112For More Free KCSE Past papers Visit www.freekcsepastpapers.com113For More Free KCSE Past papers Visit www.freekcsepastpapers.com114For More Free KCSE Past papers Visit www.freekcsepastpapers.com115 3.7.2 General Science Paper 2 237 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com116For More Free KCSE Past papers Visit www.freekcsepastpapers.com117For More Free KCSE Past papers Visit www.freekcsepastpapers.com118For More Free KCSE Past papers Visit www.freekcsepastpapers.com119For More Free KCSE Past papers Visit www.freekcsepastpapers.com120For More Free KCSE Past papers Visit www.freekcsepastpapers.com121For More Free KCSE Past papers Visit www.freekcsepastpapers.com122For More Free KCSE Past papers Visit www.freekcsepastpapers.com123For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "Agriculture paper 2 2011SECTION A 30 marks Answer all the questions in this section in the spaces provided. 1.State four maintenance practices for a disc plough. 2 marks 2Name three methods that are used in selection of breeding stock in livestock production. 11 2 marks 3State four advantages of using animals instead of tractors as a source of power on the farm. 2 marks 4Name one livestock disease that is transmitted by each of the following parasites: a blue ticks; 1 2 marks b brown ear ticks; 1 2 marks c tsetse flies. 1 2 marks 5State four methods of controlling round worms Ascaris sp in livestock. 2 marks 6 Give the meaning of the following terms as used in livestock health: a disease; 1 mark b vaccination. 1 mark 7 State three maintenance practices for a tractor battery. 11 2 marks 8 Name the type of breed into which each of the following breeds of cattle are classified: a Aberdeen Angus; 1 2 marks b Guernsey; 1 2 marks c Sahiwal; 1 2 marks d Redpoll. 1 2 marks 9.Give two ways in which proper nutrition helps to control livestock diseases. 1 mark 10List four categories of livestock diseases. 2 marks 11Name two breeding systems that can increase the frequency of high milk production genes inindigenous cattle. 1 mark 12Name two bloodless methods of castration in lambs. 1 mark 13Give the meaning of the following terms as used in livestock breeding: a recessive gene; 1 mark b epistasis. 1 mark 14 State four signs that indicate that a doe is about to kindle. 2 marks 15 Name two developmental stages of a liverfluke Fasciola sp. Which occur in the freshwater snail Limnaea sp . 1 mark 16 Name the strokes in a four stroke cycle engine. 2 marks 17 State four signs of mite attack in poultry. 2 marks 18 State three advantages of natural feeding in calf rearing. 11 2 marks SECTION B 20 marks Answer all the questions in this section in the spaces provided.19 A dairy farmer is required to prepare 100 kg of dairy meal containing 20 Digestible CrudeProtein D.C.P. ."}
{"text": "Agriculture paper 2 2011SECTION A 30 marks Answer all the questions in this section in the spaces provided. 1.State four maintenance practices for a disc plough. 2 marks 2Name three methods that are used in selection of breeding stock in livestock production. 11 2 marks 3State four advantages of using animals instead of tractors as a source of power on the farm. 2 marks 4Name one livestock disease that is transmitted by each of the following parasites: a blue ticks; 1 2 marks b brown ear ticks; 1 2 marks c tsetse flies. 1 2 marks 5State four methods of controlling round worms Ascaris sp in livestock. 2 marks 6 Give the meaning of the following terms as used in livestock health: a disease; 1 mark b vaccination. 1 mark 7 State three maintenance practices for a tractor battery. 11 2 marks 8 Name the type of breed into which each of the following breeds of cattle are classified: a Aberdeen Angus; 1 2 marks b Guernsey; 1 2 marks c Sahiwal; 1 2 marks d Redpoll. 1 2 marks 9.Give two ways in which proper nutrition helps to control livestock diseases. 1 mark 10List four categories of livestock diseases. 2 marks 11Name two breeding systems that can increase the frequency of high milk production genes inindigenous cattle. 1 mark 12Name two bloodless methods of castration in lambs. 1 mark 13Give the meaning of the following terms as used in livestock breeding: a recessive gene; 1 mark b epistasis. 1 mark 14 State four signs that indicate that a doe is about to kindle. 2 marks 15 Name two developmental stages of a liverfluke Fasciola sp. Which occur in the freshwater snail Limnaea sp . 1 mark 16 Name the strokes in a four stroke cycle engine. 2 marks 17 State four signs of mite attack in poultry. 2 marks 18 State three advantages of natural feeding in calf rearing. 11 2 marks SECTION B 20 marks Answer all the questions in this section in the spaces provided.19 A dairy farmer is required to prepare 100 kg of dairy meal containing 20 Digestible CrudeProtein D.C.P. . Using the Pearson's Square Method, calculate the quantity of soya bean 40 D.C.P. and rice 16 D.C.P. the farmer requires for the dairy meal. 4 marks20 Below is an illustration of a camel."}
{"text": "1.State four maintenance practices for a disc plough. 2 marks 2Name three methods that are used in selection of breeding stock in livestock production. 11 2 marks 3State four advantages of using animals instead of tractors as a source of power on the farm. 2 marks 4Name one livestock disease that is transmitted by each of the following parasites: a blue ticks; 1 2 marks b brown ear ticks; 1 2 marks c tsetse flies. 1 2 marks 5State four methods of controlling round worms Ascaris sp in livestock. 2 marks 6 Give the meaning of the following terms as used in livestock health: a disease; 1 mark b vaccination. 1 mark 7 State three maintenance practices for a tractor battery. 11 2 marks 8 Name the type of breed into which each of the following breeds of cattle are classified: a Aberdeen Angus; 1 2 marks b Guernsey; 1 2 marks c Sahiwal; 1 2 marks d Redpoll. 1 2 marks 9.Give two ways in which proper nutrition helps to control livestock diseases. 1 mark 10List four categories of livestock diseases. 2 marks 11Name two breeding systems that can increase the frequency of high milk production genes inindigenous cattle. 1 mark 12Name two bloodless methods of castration in lambs. 1 mark 13Give the meaning of the following terms as used in livestock breeding: a recessive gene; 1 mark b epistasis. 1 mark 14 State four signs that indicate that a doe is about to kindle. 2 marks 15 Name two developmental stages of a liverfluke Fasciola sp. Which occur in the freshwater snail Limnaea sp . 1 mark 16 Name the strokes in a four stroke cycle engine. 2 marks 17 State four signs of mite attack in poultry. 2 marks 18 State three advantages of natural feeding in calf rearing. 11 2 marks SECTION B 20 marks Answer all the questions in this section in the spaces provided.19 A dairy farmer is required to prepare 100 kg of dairy meal containing 20 Digestible CrudeProtein D.C.P. . Using the Pearson's Square Method, calculate the quantity of soya bean 40 D.C.P. and rice 16 D.C.P. the farmer requires for the dairy meal. 4 marks20 Below is an illustration of a camel. Study it and answer the questions that follow. A Identify the camel species illustrated above. 1 2 marks b Name three products that farmers obtain from the camel species illustrated above. 11 2 marks c Give two reasons why the camel species illustrated above is able to survive in itsnatural habitat. 2 marks 21 The diagram below represents farm tools and equipment."}
{"text": "1 mark 10List four categories of livestock diseases. 2 marks 11Name two breeding systems that can increase the frequency of high milk production genes inindigenous cattle. 1 mark 12Name two bloodless methods of castration in lambs. 1 mark 13Give the meaning of the following terms as used in livestock breeding: a recessive gene; 1 mark b epistasis. 1 mark 14 State four signs that indicate that a doe is about to kindle. 2 marks 15 Name two developmental stages of a liverfluke Fasciola sp. Which occur in the freshwater snail Limnaea sp . 1 mark 16 Name the strokes in a four stroke cycle engine. 2 marks 17 State four signs of mite attack in poultry. 2 marks 18 State three advantages of natural feeding in calf rearing. 11 2 marks SECTION B 20 marks Answer all the questions in this section in the spaces provided.19 A dairy farmer is required to prepare 100 kg of dairy meal containing 20 Digestible CrudeProtein D.C.P. . Using the Pearson's Square Method, calculate the quantity of soya bean 40 D.C.P. and rice 16 D.C.P. the farmer requires for the dairy meal. 4 marks20 Below is an illustration of a camel. Study it and answer the questions that follow. A Identify the camel species illustrated above. 1 2 marks b Name three products that farmers obtain from the camel species illustrated above. 11 2 marks c Give two reasons why the camel species illustrated above is able to survive in itsnatural habitat. 2 marks 21 The diagram below represents farm tools and equipment. Study them and answer the questions thatfollow. A Identify the tool equipment labelled J, K and M."}
{"text": "Using the Pearson's Square Method, calculate the quantity of soya bean 40 D.C.P. and rice 16 D.C.P. the farmer requires for the dairy meal. 4 marks20 Below is an illustration of a camel. Study it and answer the questions that follow. A Identify the camel species illustrated above. 1 2 marks b Name three products that farmers obtain from the camel species illustrated above. 11 2 marks c Give two reasons why the camel species illustrated above is able to survive in itsnatural habitat. 2 marks 21 The diagram below represents farm tools and equipment. Study them and answer the questions thatfollow. A Identify the tool equipment labelled J, K and M. K.J 1 2 marks K 1 2 marks M 1 2 marks b State one use for each of the tool equipment labelled K and L.K 1 mark L 1 mark c Give two maintenance practices for the equipment labelled K. 1 mark 22 The illustration below shows a practice carried out to prevent mastitis infection in a dairy cow. A Identify the practice. 11 2 marks b At what stage is the practice carried out? 11 2 marks UdderSyringeGATEPASS TO SUCCESS c State two other practices that are carried out on the udder to prevent mastitisinfection. 2 marks 23 The diagram below shows the digestive system of cattle. Study it and answer the questionsthat follow. A Name the parts labelled N, P and Q.N .......................................................................................................................... 1 2 marks P .......................................................................................................................... 1 2 marks b State one function for each of the parts labelled S and T.S....................................................................................................................... 1 mark T ......................................................................................................................... 1 mark GATEPASS TO SUCCESS c Give one enzyme produced by each of the parts labelled R and S.R .......................................................................................................................... 1 2 marks S ................................................................................................................ 1 2 marks SECTION C 40 marks Answer any two questions from this section in the spaces provided after question 26.24 a Explain the factors considered when culling livestock."}
{"text": "1 mark GATEPASS TO SUCCESS c Give one enzyme produced by each of the parts labelled R and S.R .......................................................................................................................... 1 2 marks S ................................................................................................................ 1 2 marks SECTION C 40 marks Answer any two questions from this section in the spaces provided after question 26.24 a Explain the factors considered when culling livestock. 5 marks b Describe poultry management under the following sub-headings: i causes of stress; 8 marks ii control measures for cannibalism. 7 mark GATEPASS TO SUCCESS25 a Describe the feeding practices in artificial rearing of a dairy calf, 10 mark b Describe Newcastle disease under the following sub-headings i causal organism; 1 mark ii signs of infection; 7 mark iii control measures. 2 marks 26. A Describe the uses of fences on the farm. 10 marks b Give five harmful effects of liver flukes in sheep rearing. 5 mark c State the differences between a diesel engine and a petrol engine. 5 mark."}
{"text": "Identify and name the features marked J, K, L and M. 4 marks c i Explain three factors which have influenced the distribution of settlements in the areacovered by the map. 6marks ii Citing evidence from the map, give two agricultural activities carried out in the areacovered by the map. 4marks d Describe the drainage of the area covered by the map. 5marks 7. The map below shows some vegetation regions of the world. Use it to answer questions a and b . Coniferous forest a i Name the temperate grasslands marked D, E and F. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com100 ii Describe the characteristics of the natural vegetation found in the shaded area markedG. 6 marks b Explain how climate has influenced the existence of the following types of vegetation shownon the map. I Desert vegetation; 4marks ii Coniferous forest. 4 marks c You are required to carry out a field study of the natural vegetation within your localenvironment. I Apart from identifying the different types of plants, state three other activities youwould carry out during the field study. 3 marks ii How would you identify the different types of plants? 3 marks iii State two ways in which the information collected during the field study would beuseful to the local community. 2 marks 8. A Describe plucking as a process in glacial erosion. 4 marks b Explain three conditions that lead to glacial deposition. 6 marks c The diagram below shows features resulting from glacial deposition on a lowland area. Direction of movement of ice i Name the features marked X, Y and Z. 3 marks ii Describe how terminal moraine is formed. 4 marks d Explain four positive effects of glaciation in lowland areas. 8 marks 9. A Differentiate between river rejuvenation and river capture. 2 marks b Give three features resulting from; i river rejuvenation; 3marks ii river capture. 3marks c Explain the four ways through which a river transports its load. 8 marks For More Free KCSE past papers visit www.freekcsepastpapers.com101 d You are planning to carry out a field study on the lower course of a river."}
{"text": "Coniferous forest a i Name the temperate grasslands marked D, E and F. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com100 ii Describe the characteristics of the natural vegetation found in the shaded area markedG. 6 marks b Explain how climate has influenced the existence of the following types of vegetation shownon the map. I Desert vegetation; 4marks ii Coniferous forest. 4 marks c You are required to carry out a field study of the natural vegetation within your localenvironment. I Apart from identifying the different types of plants, state three other activities youwould carry out during the field study. 3 marks ii How would you identify the different types of plants? 3 marks iii State two ways in which the information collected during the field study would beuseful to the local community. 2 marks 8. A Describe plucking as a process in glacial erosion. 4 marks b Explain three conditions that lead to glacial deposition. 6 marks c The diagram below shows features resulting from glacial deposition on a lowland area. Direction of movement of ice i Name the features marked X, Y and Z. 3 marks ii Describe how terminal moraine is formed. 4 marks d Explain four positive effects of glaciation in lowland areas. 8 marks 9. A Differentiate between river rejuvenation and river capture. 2 marks b Give three features resulting from; i river rejuvenation; 3marks ii river capture. 3marks c Explain the four ways through which a river transports its load. 8 marks For More Free KCSE past papers visit www.freekcsepastpapers.com101 d You are planning to carry out a field study on the lower course of a river. I Give three reasons why you would require a route map.. 3marks ii State three characteristics of a river at the old stage that you are likely to observe duringthe field study. 3 marks iii Give three follow-up activities you would be involved in after the field study. 3 marks 10 The diagram below represents a well developed soil profile. Use it to answer question a ."}
{"text": "A Differentiate between river rejuvenation and river capture. 2 marks b Give three features resulting from; i river rejuvenation; 3marks ii river capture. 3marks c Explain the four ways through which a river transports its load. 8 marks For More Free KCSE past papers visit www.freekcsepastpapers.com101 d You are planning to carry out a field study on the lower course of a river. I Give three reasons why you would require a route map.. 3marks ii State three characteristics of a river at the old stage that you are likely to observe duringthe field study. 3 marks iii Give three follow-up activities you would be involved in after the field study. 3 marks 10 The diagram below represents a well developed soil profile. Use it to answer question a . A i Describe the characteristics of horizon B. 3 marks ii Apart from humus, name three other components of soil. 3 marks iii State three ways in which humus contributes to the quality of soil. 3 marks b i Differentiate between soil structure and soil texture. 2 marks ii Explain how the following factors influence the formation of soil; topography; 6marks time. 2marks c Explain how the following farming practices may lead to loss of soil fertility: i overgrazing; 2 marks ii frequent ploughing; 2 marks iii continuous irrigation. 2marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "107GEOGRAPHY PAPER 12011SECTION AAnswer ALL the questions in this section. The diagram below shows the angles of the sun's rays at different latitudes whenthe sun is at the equator. Use it to answer questions a and b . A Name the parts of the earth's surface marked J and K. 2marks b Give two reasons why the intensity of the insolation is higher atM than at N. a What is weathering? B Give three factors that influence the rate of weathering. Thediagram below shows a composite volcano. 2marks 2For More Free KCSE past papers visit www.freekcsepastpapers.com108 a Name the features marked P, Q and R. 3 marks b How is a parasitic cone formed? 3marks a What is land breeze? 2 marks b Give two ways in which sea breezes influence the adjacent land. 2marks The diagram below shows ways through which wind transports its load. A Name the three ways labelled E, F and G.Earth s surfaceFor More Free KCSE past papers visit www.freekcsepastpapers.com109 3 marks b Name three features produced by wind abrasion in arid areas. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com110SECTION BAnswer question 6 and any two other questions from this section,Study the map of Nkubu 1:50,000 sheet 122 1 provided and answer thefollowing questions. A i Give the latitudinal and longitudinal position of the North East cornerof the map extract 2 marks ii Give two methods used to represent relief on the map."}
{"text": "107GEOGRAPHY PAPER 12011SECTION AAnswer ALL the questions in this section. The diagram below shows the angles of the sun's rays at different latitudes whenthe sun is at the equator. Use it to answer questions a and b . A Name the parts of the earth's surface marked J and K. 2marks b Give two reasons why the intensity of the insolation is higher atM than at N. a What is weathering? B Give three factors that influence the rate of weathering. Thediagram below shows a composite volcano. 2marks 2For More Free KCSE past papers visit www.freekcsepastpapers.com108 a Name the features marked P, Q and R. 3 marks b How is a parasitic cone formed? 3marks a What is land breeze? 2 marks b Give two ways in which sea breezes influence the adjacent land. 2marks The diagram below shows ways through which wind transports its load. A Name the three ways labelled E, F and G.Earth s surfaceFor More Free KCSE past papers visit www.freekcsepastpapers.com109 3 marks b Name three features produced by wind abrasion in arid areas. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com110SECTION BAnswer question 6 and any two other questions from this section,Study the map of Nkubu 1:50,000 sheet 122 1 provided and answer thefollowing questions. A i Give the latitudinal and longitudinal position of the North East cornerof the map extract 2 marks ii Give two methods used to represent relief on the map. 2 marks iii What is the relief feature found,at the top of Kirui Hill within Mt.Kenya forest. 1 mark iv Apart from administration, give three other services that areprovided at NkubuDivisional Headquarters. 3 marks b i What is the length in kilometers of the all-weather bound surface roadfromthe bridge at Nkubu water works 509935 to the road junction nearGitimbi 509995 ? 2marks ii State three problems that may be encountered during construction of roadsinthe area covered by the map.. 3 marks c Citing evidence from the map, give three reasons why cattle rearing iswidespread inNkubu area. 6 marks d Describe the drainage of the area covered by the map. 6 marks 7."}
{"text": "Thediagram below shows a composite volcano. 2marks 2For More Free KCSE past papers visit www.freekcsepastpapers.com108 a Name the features marked P, Q and R. 3 marks b How is a parasitic cone formed? 3marks a What is land breeze? 2 marks b Give two ways in which sea breezes influence the adjacent land. 2marks The diagram below shows ways through which wind transports its load. A Name the three ways labelled E, F and G.Earth s surfaceFor More Free KCSE past papers visit www.freekcsepastpapers.com109 3 marks b Name three features produced by wind abrasion in arid areas. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com110SECTION BAnswer question 6 and any two other questions from this section,Study the map of Nkubu 1:50,000 sheet 122 1 provided and answer thefollowing questions. A i Give the latitudinal and longitudinal position of the North East cornerof the map extract 2 marks ii Give two methods used to represent relief on the map. 2 marks iii What is the relief feature found,at the top of Kirui Hill within Mt.Kenya forest. 1 mark iv Apart from administration, give three other services that areprovided at NkubuDivisional Headquarters. 3 marks b i What is the length in kilometers of the all-weather bound surface roadfromthe bridge at Nkubu water works 509935 to the road junction nearGitimbi 509995 ? 2marks ii State three problems that may be encountered during construction of roadsinthe area covered by the map.. 3 marks c Citing evidence from the map, give three reasons why cattle rearing iswidespread inNkubu area. 6 marks d Describe the drainage of the area covered by the map. 6 marks 7. A i State three conditions that are necessary for siting a weather station. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com111 ii Give four reasons why weather forecasting is important. 4marks b The table below shows the temperature and rainfall figures for aweather station in Kenya."}
{"text": "3marks a What is land breeze? 2 marks b Give two ways in which sea breezes influence the adjacent land. 2marks The diagram below shows ways through which wind transports its load. A Name the three ways labelled E, F and G.Earth s surfaceFor More Free KCSE past papers visit www.freekcsepastpapers.com109 3 marks b Name three features produced by wind abrasion in arid areas. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com110SECTION BAnswer question 6 and any two other questions from this section,Study the map of Nkubu 1:50,000 sheet 122 1 provided and answer thefollowing questions. A i Give the latitudinal and longitudinal position of the North East cornerof the map extract 2 marks ii Give two methods used to represent relief on the map. 2 marks iii What is the relief feature found,at the top of Kirui Hill within Mt.Kenya forest. 1 mark iv Apart from administration, give three other services that areprovided at NkubuDivisional Headquarters. 3 marks b i What is the length in kilometers of the all-weather bound surface roadfromthe bridge at Nkubu water works 509935 to the road junction nearGitimbi 509995 ? 2marks ii State three problems that may be encountered during construction of roadsinthe area covered by the map.. 3 marks c Citing evidence from the map, give three reasons why cattle rearing iswidespread inNkubu area. 6 marks d Describe the drainage of the area covered by the map. 6 marks 7. A i State three conditions that are necessary for siting a weather station. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com111 ii Give four reasons why weather forecasting is important. 4marks b The table below shows the temperature and rainfall figures for aweather station in Kenya. Use it to answer question b and c .MonthJFMAMJJASONDMeanmonthlytt16.2 16.5 17.1 17.1 16.1 15.2 15.2 15.0 16.0 16.116.1 16.3Rainfall 2 125mm100 104 175 232 323 218 196."}
{"text": "2 marks iii What is the relief feature found,at the top of Kirui Hill within Mt.Kenya forest. 1 mark iv Apart from administration, give three other services that areprovided at NkubuDivisional Headquarters. 3 marks b i What is the length in kilometers of the all-weather bound surface roadfromthe bridge at Nkubu water works 509935 to the road junction nearGitimbi 509995 ? 2marks ii State three problems that may be encountered during construction of roadsinthe area covered by the map.. 3 marks c Citing evidence from the map, give three reasons why cattle rearing iswidespread inNkubu area. 6 marks d Describe the drainage of the area covered by the map. 6 marks 7. A i State three conditions that are necessary for siting a weather station. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com111 ii Give four reasons why weather forecasting is important. 4marks b The table below shows the temperature and rainfall figures for aweather station in Kenya. Use it to answer question b and c .MonthJFMAMJJASONDMeanmonthlytt16.2 16.5 17.1 17.1 16.1 15.2 15.2 15.0 16.0 16.116.1 16.3Rainfall 2 125mm100 104 175 232 323 218 196. 231 196 152 127 71Source: Kenya Meteorological DepartmentCalculate: i The mean annual temperature for the station. 2 marks ii The annual range of temperature for the station. 2marks c i On the graph paper provided, draw a bar graph to represent therainfall figuresfor the station. Use a vertical scale of 1cm to represent 20mm. 5marks ii Describe the characteristics of the climate experienced at theweather station. 3 marks d Suppose you visited a weather station for a field study on weather;For More Free KCSE past papers visit www.freekcsepastpapers.com112 i Give three methods you would use to collect data. 3marks ii State three advantages of studying weather through fieldwork. 3 marks 8."}
{"text": "Use a vertical scale of 1cm to represent 20mm. 5marks ii Describe the characteristics of the climate experienced at theweather station. 3 marks d Suppose you visited a weather station for a field study on weather;For More Free KCSE past papers visit www.freekcsepastpapers.com112 i Give three methods you would use to collect data. 3marks ii State three advantages of studying weather through fieldwork. 3 marks 8.The map below shows the location of some mountain ranges. A Name the ranges marked P, Q, R and S. 4 marks b i Apart from fold mountains, name three other features resultingfrom folding. 3 marks ii With the aid of labelled diagrams, describe how fold mountains areformed. 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.com113 c Explain the significance of fold mountains to human activities. 8marks 9. A i what are tides? 2marks ii Give three causes of ocean currents. 3marks iii Name the three ocean currents along the western coast ofAfrica. 3marks b i State three characteristics of submerged lowland coasts. 3marks ii Explain three factors that determine the rate of coastalerosion. 6marks c With the aid of labelled diagrams, describe the process throughwhich a stack is formed. 8 marks 10 a i What is a lake? 2 marks ii Name two crater lakes in Kenya. 2marks b Describe how the following lakes are formed. For More Free KCSE past papers visit www.freekcsepastpapers.com114 i corrie lake 4marks ii oasis 4marks iii lagoon. 4marks c i Give three reasons why some lakes in Kenya have salinewater. 3 marks ii Explain how each of the following has affected lakes inKenya: deforestation 2marks industrialisation 2 marks water needs. 2marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "Use the solution for test i , i , il and v . Place two or three drops ofthe solution ina testtube. Add 3 cm?of distilledwater. Add two drops of universal indicator tothe mixture obtained and thendetermine the PM of the mixtare Observations Inferencesmark mark Toabout 1 cm of the solution in a test-tube, add aqueous ammonia drop-wiseuntil in excess. Observations Inferencesmark Ci mark ii To2 cm ofthe solution ina test-tube, add three or four drops of solution G aqueous potassium iodide. Observations Inferences 1 mark i mark iv Toabout cm?ofthe solution in a test-tube, add four or five drops of bariumrae solution. Shake the mixture then add about!em of dilute nitric acid andAllow the mixture to stand for about 2 minutes. Observations Inferences mary i mark For more great stuff click or visit:www.changeyourT.comwww.arimifoods.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education4511 COMPUTER STUDIES Paper 1 THEORY Nov. 2019 - 2 hours Name .. Index Number ... Candidate's Signature ... Date Instructions to candidates a . Write your name and index number in the spaces provided above. 6 . Sign and write the date of examination in the spaces provided above. C This paper consists of two sections: A and B. 4 . Answer all tho questions in Section A. e . Answer question 16 and any other three questions from section B. All answors should be written in the spaces provided on the question paper. G This paper consists of 16 printed pages. H Do not remove any pages from this booklet. I Candidates should check the question paper to ascertain that all the pagesare printed as indicated and that no questions are missing. Candidates should answer the questions in English. For Examiner's Use Only5 jon Maximum Candidate'sSection Question 'Oore BoorA 115 4016 Total Score 2019 The Kenya National Examinations Council45171919282 Turn overSECTION AAnswer all the questions in this section inthe spaces provided.1. State the hardware technological differences between the second generation and the thirdseneration computers. Marks ge 3. Convert the decimal number 20.373 to its binary number system equivalent. Marks Kenya Certificate of Secondary Education, 2019919282 45 14s.63Peter has installed internet in his home computer in order to use it for browsing. State three ways in which he would prevent viruses from infecting the computer. G marks State three ways of transforming a picture embedded in a Desktop Publishing programme inorder to fit in a designated space on a document. G marks Differentiate between a line printer and a page printer as used in computers. Marks Describe virtual reality as used in computers. 2 marks Kenya Certificate of Secondary Education, 201919282 451 Turn overvo10.4State the function of each of the following features of an email software: Inbox mark Explain the term oggle key as used in computer keyboard."}
{"text": "G marks Differentiate between a line printer and a page printer as used in computers. Marks Describe virtual reality as used in computers. 2 marks Kenya Certificate of Secondary Education, 201919282 451 Turn overvo10.4State the function of each of the following features of an email software: Inbox mark Explain the term oggle key as used in computer keyboard. Marks b List examples of toggle keys on a computer keyboard, marks State the type of error that would occur in data processing for each of the following cases: Entering the number 315 instead of 351, mark b Entering the text Ky instead of Keys , 1 mark Kenya Certificate of Secondary Education, 2019919282 45 111, State four factors to consider when selecting an input device for use in a computer room. 4 marks 12, State three functions of Un-interruptible Power Supply UPS . G marks Distinguish between a page break and a column break as used in a word processor. 3 marks Kenya Certificate of Secondary Education, 2019919282 451 Turn over614, State three factors to consider when selecting an operating system to instal in a computer. 3 marks Kenya Certificate of Secondary Education, 2019919282 4si 1."}
{"text": "For more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.com."}
{"text": "1243.8HISTORY GOVERNMENT 311 3.8.1 History Government Paper 1 311 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com125For More Free KCSE Past papers Visit www.freekcsepastpapers.com1263.8.2 History Government Paper 2 311 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com127For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "86AGRICULTURE PAPER 22012 QUESTIONSSECTION A 30 marks Answer ALL the questions in this section in the spaces provided.1.Apart from hides and skins, name the raw material obtained from each of the followinglivestock forthe textile industry: a goat................................................................................................................ 1 2 mark b sheep............................................................................................................ 1 2mark c rabbit............................................................................................................ 1 2 mark 2.Give three reasons for candling eggs in poultry production. 11 2 marks 3.Name two nutritional diseases of cattle. 1 mark 4.State two advantages of housing calves singly in cattle management. 1 mark 5.Give four features of housing that help to control livestock diseases. 2 marks 6.Name three methods of harvesting fish in a pond. 11 2 marks 7.State five methods of dehorning in cattle management. 21 2 marks 8.Give the appropriate term that refers to each of the following: a castrated chicken 1 2 mark b young one of a rabbit 1 2mark c mature male goat. 1 2mark 9 Give three ways in which farmers market beef cattle in Kenya. 11 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com8710 State four causes of egg eating in a flock of layers. 2 marks 11 Name two practices that are carried out when preparing ewes for mating. 1 mark 12 Give four reasons for identification in cattle management. 2 marks 13 State three advantages of fold system in poultry rearing. 11 2marks 14State four practices that immediately come after complete milking in a milking shade. 2 marks 15The following is a list of livestock diseases: brucellosis trypanosomiasis newcastle anthrax african swine fever black quarter. Which two diseases are a both bacterial and zoonotic? 1 mark b caused by virus? 1 mark 16State three functions of a lubrication system on a tractor. 11 2 marks 17Distinguish between the following terms as used in livestock health: a isolation and quarantine; 2 marks b curative drug and prophylactic drug."}
{"text": "86AGRICULTURE PAPER 22012 QUESTIONSSECTION A 30 marks Answer ALL the questions in this section in the spaces provided.1.Apart from hides and skins, name the raw material obtained from each of the followinglivestock forthe textile industry: a goat................................................................................................................ 1 2 mark b sheep............................................................................................................ 1 2mark c rabbit............................................................................................................ 1 2 mark 2.Give three reasons for candling eggs in poultry production. 11 2 marks 3.Name two nutritional diseases of cattle. 1 mark 4.State two advantages of housing calves singly in cattle management. 1 mark 5.Give four features of housing that help to control livestock diseases. 2 marks 6.Name three methods of harvesting fish in a pond. 11 2 marks 7.State five methods of dehorning in cattle management. 21 2 marks 8.Give the appropriate term that refers to each of the following: a castrated chicken 1 2 mark b young one of a rabbit 1 2mark c mature male goat. 1 2mark 9 Give three ways in which farmers market beef cattle in Kenya. 11 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com8710 State four causes of egg eating in a flock of layers. 2 marks 11 Name two practices that are carried out when preparing ewes for mating. 1 mark 12 Give four reasons for identification in cattle management. 2 marks 13 State three advantages of fold system in poultry rearing. 11 2marks 14State four practices that immediately come after complete milking in a milking shade. 2 marks 15The following is a list of livestock diseases: brucellosis trypanosomiasis newcastle anthrax african swine fever black quarter. Which two diseases are a both bacterial and zoonotic? 1 mark b caused by virus? 1 mark 16State three functions of a lubrication system on a tractor. 11 2 marks 17Distinguish between the following terms as used in livestock health: a isolation and quarantine; 2 marks b curative drug and prophylactic drug. 2 marks SECTION B 20 marks Answer ALL the questions in this section in the spaces provided.18Below are illustrations of farm tools and equipment. For More Free KCSE past papers visit www.freekcsepastpapers.com88 a Identify the tool equipment labelled A and B.A...................................................................................................................... 1 mark B........................................................................................................................... 1 mark b State one appropriate use of the tool labelled C. 1 mark c Explain two maintenance practices for the tool labelled D. 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com89 a Identify the tool equipment labelled A and B.A 1mark B .. 1mark b State one appropriate use of the tool labelled C. 1mark c Explain two maintenance practices for the tool labelled D."}
{"text": "86AGRICULTURE PAPER 22012 QUESTIONSSECTION A 30 marks Answer ALL the questions in this section in the spaces provided.1.Apart from hides and skins, name the raw material obtained from each of the followinglivestock forthe textile industry: a goat................................................................................................................ 1 2 mark b sheep............................................................................................................ 1 2mark c rabbit............................................................................................................ 1 2 mark 2.Give three reasons for candling eggs in poultry production. 11 2 marks 3.Name two nutritional diseases of cattle. 1 mark 4.State two advantages of housing calves singly in cattle management. 1 mark 5.Give four features of housing that help to control livestock diseases. 2 marks 6.Name three methods of harvesting fish in a pond. 11 2 marks 7.State five methods of dehorning in cattle management. 21 2 marks 8.Give the appropriate term that refers to each of the following: a castrated chicken 1 2 mark b young one of a rabbit 1 2mark c mature male goat. 1 2mark 9 Give three ways in which farmers market beef cattle in Kenya. 11 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com8710 State four causes of egg eating in a flock of layers. 2 marks 11 Name two practices that are carried out when preparing ewes for mating. 1 mark 12 Give four reasons for identification in cattle management. 2 marks 13 State three advantages of fold system in poultry rearing. 11 2marks 14State four practices that immediately come after complete milking in a milking shade. 2 marks 15The following is a list of livestock diseases: brucellosis trypanosomiasis newcastle anthrax african swine fever black quarter. Which two diseases are a both bacterial and zoonotic? 1 mark b caused by virus? 1 mark 16State three functions of a lubrication system on a tractor. 11 2 marks 17Distinguish between the following terms as used in livestock health: a isolation and quarantine; 2 marks b curative drug and prophylactic drug. 2 marks SECTION B 20 marks Answer ALL the questions in this section in the spaces provided.18Below are illustrations of farm tools and equipment. For More Free KCSE past papers visit www.freekcsepastpapers.com88 a Identify the tool equipment labelled A and B.A...................................................................................................................... 1 mark B........................................................................................................................... 1 mark b State one appropriate use of the tool labelled C. 1 mark c Explain two maintenance practices for the tool labelled D. 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com89 a Identify the tool equipment labelled A and B.A 1mark B .. 1mark b State one appropriate use of the tool labelled C. 1mark c Explain two maintenance practices for the tool labelled D. 2marks 19.The diagram below illustrates a livestock parasite.a Identify the parasite illustrated above. 1mark b State the major harmful effect of the parasite. 1mark c Explain four control measures for the parasite. 4marks 20.The photograph below illustrates a method of identification labelled X in cattle. For More Free KCSE past papers visit www.freekcsepastpapers.com90a Name the identification method. 1mark b Explain three disadvantages of the identification method. 3marks 21.The illustration below shows a cross section of a cattle dip.a Name the parts labelled E and G.E 1mark G 1mark b State one use for each of the parts labelled E, F and G. 3marks E .F .H .SECTION C 40 marks For More Free KCSE past papers visit www.freekcsepastpapers.com91Answer any TWO questions from this section in the spaces provided after question 24.22 a Describe the functions of the various types of pens in a piggery unit. 4 marks b Describe the control measures for tapeworms Taenia spp in livestock. 6 marks c Giving a relevant example in each case, describe the role of the various components of a balanced dietinlivestock nutrition."}
{"text": "86AGRICULTURE PAPER 22012 QUESTIONSSECTION A 30 marks Answer ALL the questions in this section in the spaces provided.1.Apart from hides and skins, name the raw material obtained from each of the followinglivestock forthe textile industry: a goat................................................................................................................ 1 2 mark b sheep............................................................................................................ 1 2mark c rabbit............................................................................................................ 1 2 mark 2.Give three reasons for candling eggs in poultry production. 11 2 marks 3.Name two nutritional diseases of cattle. 1 mark 4.State two advantages of housing calves singly in cattle management. 1 mark 5.Give four features of housing that help to control livestock diseases. 2 marks 6.Name three methods of harvesting fish in a pond. 11 2 marks 7.State five methods of dehorning in cattle management. 21 2 marks 8.Give the appropriate term that refers to each of the following: a castrated chicken 1 2 mark b young one of a rabbit 1 2mark c mature male goat. 1 2mark 9 Give three ways in which farmers market beef cattle in Kenya. 11 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com8710 State four causes of egg eating in a flock of layers. 2 marks 11 Name two practices that are carried out when preparing ewes for mating. 1 mark 12 Give four reasons for identification in cattle management. 2 marks 13 State three advantages of fold system in poultry rearing. 11 2marks 14State four practices that immediately come after complete milking in a milking shade. 2 marks 15The following is a list of livestock diseases: brucellosis trypanosomiasis newcastle anthrax african swine fever black quarter. Which two diseases are a both bacterial and zoonotic? 1 mark b caused by virus? 1 mark 16State three functions of a lubrication system on a tractor. 11 2 marks 17Distinguish between the following terms as used in livestock health: a isolation and quarantine; 2 marks b curative drug and prophylactic drug. 2 marks SECTION B 20 marks Answer ALL the questions in this section in the spaces provided.18Below are illustrations of farm tools and equipment. For More Free KCSE past papers visit www.freekcsepastpapers.com88 a Identify the tool equipment labelled A and B.A...................................................................................................................... 1 mark B........................................................................................................................... 1 mark b State one appropriate use of the tool labelled C. 1 mark c Explain two maintenance practices for the tool labelled D. 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com89 a Identify the tool equipment labelled A and B.A 1mark B .. 1mark b State one appropriate use of the tool labelled C. 1mark c Explain two maintenance practices for the tool labelled D. 2marks 19.The diagram below illustrates a livestock parasite.a Identify the parasite illustrated above. 1mark b State the major harmful effect of the parasite. 1mark c Explain four control measures for the parasite. 4marks 20.The photograph below illustrates a method of identification labelled X in cattle. For More Free KCSE past papers visit www.freekcsepastpapers.com90a Name the identification method. 1mark b Explain three disadvantages of the identification method. 3marks 21.The illustration below shows a cross section of a cattle dip.a Name the parts labelled E and G.E 1mark G 1mark b State one use for each of the parts labelled E, F and G. 3marks E .F .H .SECTION C 40 marks For More Free KCSE past papers visit www.freekcsepastpapers.com91Answer any TWO questions from this section in the spaces provided after question 24.22 a Describe the functions of the various types of pens in a piggery unit. 4 marks b Describe the control measures for tapeworms Taenia spp in livestock. 6 marks c Giving a relevant example in each case, describe the role of the various components of a balanced dietinlivestock nutrition. 10 marks 23 a Describe the management of one day old chicks in a brooder until they are eight weeks old. 12 marks b Give the reasons why embryo transfer use should be encouraged in dairy cattle breeding. 8 marks 24 a Describe foot rot disease under the following sub-headings: i causal organism; 1mark ii signs of infection; 5marks ii control measures. 4 marks b Explain the importance of each of the functional differences between a disc plough and a mouldboardploughin land preparation. 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "66K.C.S.E YEAR 2010PAPER 11. In the spaces provided below, indicate the type of utility created by each of the followingcommercial activities: 4 marks Commercial activityType of utility i Selling goods to customers;.......................................................... ii Transporting goods;......................................................... iii Storekeeping;......................................................... iv Making a chair.......................................................... 5 marks 2. Give five reasons why the government may find it necessary to start a parastatal.3. Name the types of warehouses associated with each of the statements given below: 4marks StatementType of warehouse i Goods can be stored before payment of customs duty. Ii Individuals can hire storage facilities. Iii Goods are stored from several manufacturers. Iv Specialised goods are storedFor More Free KCSE past papers visit www.freekcsepastpapers.com674. The figure below shows a shift in the supply curve of a given commodity. Price P EoE1So S1 O Qo Q1Quantity Outline four factors that may have caused the shift in the supply curve from So to Sr5. The balances given below relate to Enotika Traders for the year e. 31ST December 2008.ShsCapital?2 year bank loan 230,020Creditors 95,200Fixed assets 480,000Current assets 145,220Prepare a balance sheet as at 31st December 2008. 5 marks 6. Give two reasons why a three column cashbook is used both as a journal and aledger. 4 marks 7. The management of national debt, credit control and lender of last resort are some ofthe functions of the Central Bank. Match these functions with the statements givenbelow. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com68StatementFunctioni. Repayment of Government securities asthey mature.ii. Receipt of treasury bills to secureloans.iii. Directing commercial banks on thepreferred sectors to lend money.8. State the meaning of the following terms of sale as used in international trade: 4 marks i LOCO..................................................................................................... ii C.I.R...................................................................................................... iii F.A.S...................................................................................................... iii F.O.QThe manager of Tasa Limited constantly walks around variousdepartments. State four merits of this style of management. 4 marks 9."}
{"text": "Match these functions with the statements givenbelow. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com68StatementFunctioni. Repayment of Government securities asthey mature.ii. Receipt of treasury bills to secureloans.iii. Directing commercial banks on thepreferred sectors to lend money.8. State the meaning of the following terms of sale as used in international trade: 4 marks i LOCO..................................................................................................... ii C.I.R...................................................................................................... iii F.A.S...................................................................................................... iii F.O.QThe manager of Tasa Limited constantly walks around variousdepartments. State four merits of this style of management. 4 marks 9. State four reasons why the government should create an enabling environment forinvestors. 4 marks 10.Outline four differences between insurance and assurance. 4 marks 11.State four factors that may influence the level of national income. 4 marks 12.Outline the difference between cash and credit transactions. 2 marks 13.The terms capital employed, working capital, owner's equity and borrowed capitalare types of capital found in a business. Match each of the statements givenbelow with the relevant type of capital. 3 marks StatementType of capital i Resources invested into the business by the owner. Ii Excess of current assets over current liabilities. Iii Amount invested into the business by outsiders.14.Outline four ways in which government expenditure may stabilize the economy ofa country. 4 marks 15.State four problems associated with development planning. For More Free KCSE past papers visit www.freekcsepastpapers.com69 4 marks 16.State four services that a wholesaler may offer to a manufacturer. 4 marks 17.State four reasons why flower exporters would transport their produce by airrather than by sea. 4 marks 18.The diagram below represents the relationship between population and income percapita. P Q axis S axis State what is represented by P and S axes, and letters R and Q.20."}
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{"text": "2073.22AVIATION TECHNOLOGY 450 3.22.1 Aviation Technology Paper 1 450 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com208For More Free KCSE Past papers Visit www.freekcsepastpapers.com209For More Free KCSE Past papers Visit www.freekcsepastpapers.com210For More Free KCSE Past papers Visit www.freekcsepastpapers.com2113.22.2 Aviation Technology Paper 2 450 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com212For More Free KCSE Past papers Visit www.freekcsepastpapers.com213For More Free KCSE Past papers Visit www.freekcsepastpapers.com214For More Free KCSE Past papers Visit www.freekcsepastpapers.com215For More Free KCSE Past papers Visit www.freekcsepastpapers.com216For More Free KCSE Past papers Visit www.freekcsepastpapers.com217For More Free KCSE Past papers Visit www.freekcsepastpapers.com218For More Free KCSE Past papers Visit www.freekcsepastpapers.com219For More Free KCSE Past papers Visit www.freekcsepastpapers.com220For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
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{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCIL,Kenya Certificate of Secondary Education3112 HISTORY AND Paper2GOVERNMENTNov. 2019 - 2 hours Name .. Index Number... Candidate's Signature Date .. Instructions to candidates a This paper consists of three sections: Aio Answer ail the questions in section A, three questions from section B and two questions fromsection C. fc Answers must be written in the space provided after Question 24. A . This paper consists of 20 printed pages. E Candidates should check the question paper to ascertain that all the pages are printed as,indicated and that no questions are missing.if Candidates should answer the questions in English. For Examiner's Use Only Section Question Maximum Candidate'sA 4-17 258 18-71 45 c 22-24 30 2019 The Kenya National Examinations Council3m919372 Turn over2SECTION A 25 marks Answer all the questions in this section n the space provided after Question 24.1. Give the meaning ofthe term Stone Age period . 0 marie 2, Identify one method of irrigai which was used in ancient Egypt. 0 mark 3. Name the centre where freed slaves were settled by the missionaries in Tanzania. 1 mark 4. Identify the mai item of trade from West Africa during the Trans Saharan trade. 1 matk 5. Outline two characteristics of Macadam roads. 2 marks 6. Give the early fom of writing in Mesopotamia. I mariy1 State two disadvantages of using electricity as a source of energy. 2 marks 8 Outline two functions of the ancient town of Kilwa. 2 marks 9. Give one symbol of unity among the Shona during the pe-colonial period. 1 mark 410. Identify the main method which was used by the European powers to suppress resisting African communities, 1 mark 41, Name the British administrator who introduced indirect rule in Northern Nigeria. 1 mark 12. State two political factors which undermined the struggle for majority rule by the nationalistsin South Africa 2 marks 13, Highlight two ways in which the cold war was fought."}
{"text": "Identify the main method which was used by the European powers to suppress resisting African communities, 1 mark 41, Name the British administrator who introduced indirect rule in Northern Nigeria. 1 mark 12. State two political factors which undermined the struggle for majority rule by the nationalistsin South Africa 2 marks 13, Highlight two ways in which the cold war was fought. 2 marks 14, Identify two permanent members of the United Nations Security Council 2 marks Kenya Certificate of Secondary Education, 2019919372 32ra8.9.m9193723Give two common services thatthe East African Community provided to its members between1967 and 1977, 2 marks Name the two political parties in Tanzania which merged to form Chama ChaMapinduzi CCM . Marks Give one chamber of the Congress in the United States of America, 1 mark SECTION B 45 marks Answer any three questions from this section inthe space provided after Question 24. A State five effects of early agriculture in Mesopotamia, Smarks b Explain five solutions to food shortage in the African countries, 10 marks a Outline three disadvantages of using barter system of trade, marks b Discuss six factors for the decline of Trans-Atlantic trade. 12 marks a Identify three effects of scientific inventions on medicine, G marks b Explain six challenges which South Aftica has faced in the process of industrialsation. 12 marks State three terms of the Berlin conference. Marks b Describe six reasons for the defeat of Samori Toure by the French. 12 marks Kenya Certificate of Secondary Education, 2019 32 Turn over4SECTION C 30 marks Answer any two questions from this section inthe space provided after Question 24,2 23. M4 dentify the three counties that formed Triple Alliance before the outbreak of the First World War. GB marksExplain why the Allied powers were able to defeat the Central powers during the First World War, 12 marks State five objectives of the Aftican Union. S marks Explain five challenges facing the East African Community EAC , 2001."}
{"text": "M4 dentify the three counties that formed Triple Alliance before the outbreak of the First World War. GB marksExplain why the Allied powers were able to defeat the Central powers during the First World War, 12 marks State five objectives of the Aftican Union. S marks Explain five challenges facing the East African Community EAC , 2001. 10 marks Identify five ways through which the supremacy of parliament may be limited inBritain, S marks Discuss five functions of the Federal Government in the United States of America. 10-marks 919372Kenya Certificate of Secondary Education, 201932."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education312 1 GEOGRAPHY Paper1Nov. 2019 - 2 hoursName .. Candidate's Signature ... Instructions to candidates 2 , Write your name and index number in the spaces provided above. Sign and write the date of tho examination in the spaces provided above. C . This paper has two sections: A and B. a Answer all the questions in section A. e . Answer question 6 and any other two questions from section B. Allanswers must be written in the spaces provided after Question 10. O . This paper consists of 20 printed pages. H Candidates should check the question paper to ascertain that ail the pages are printed as.indicated and that no questions are missing, Candidates should answer the questions in English. Maximum Candidate'sSection Questions Maximu cone Total Score 2019 The Kenya National Examinations Councilat319297 Turn overaieSECTION AAnswer all he questions inthis ston1, Distinguish between Geography and Environment. Marks density the two branches of Geography. Marks 2, The diagram below represents an instrument for measuring, atmospheric pressure. Name the parts marked P, Q and R. marks A b State three benefits of weather forecasting to human activities. G marks 3. Give four proofs that support the theory of continental drift. 4 marks 4. Give three factors that influence the way a river transports its load. 3 marks b The diagram below represents a cross-section ofa flood plain. Name the features markedX,Y and Z. marks Bedrock5. A State the two causes of vertical movement of the ocean water. 2 marks List three types of ocean tides. Marks Kenya Certificate of Secondary Education, 2019919297 3121 2 192973SECTION BAnswer question 6 and any other two questions from this section. What is the magnetic variation ofthe map?Gi Identify two natural features found at the square 3597, Study the map of Yimbo 1:50,000 sheet 115 1 provided and answer the following questions. 2 marks 2 marks Gil Identify the two countries represented in the area covered by the map."}
{"text": "A State the two causes of vertical movement of the ocean water. 2 marks List three types of ocean tides. Marks Kenya Certificate of Secondary Education, 2019919297 3121 2 192973SECTION BAnswer question 6 and any other two questions from this section. What is the magnetic variation ofthe map?Gi Identify two natural features found at the square 3597, Study the map of Yimbo 1:50,000 sheet 115 1 provided and answer the following questions. 2 marks 2 marks Gil Identify the two countries represented in the area covered by the map. 2 marks Give the direction ofthe tigonometrical station at the grid square 2789 from theair photo pit I point at Nyagoma Mission School. 2 marks Gi Measure the length of the provincial boundaty tothe North West of the area covered by the map. Give your answer in kilometres. 2 marks Give evidence that show the area covered by the map receives low rainfall G3 marks Gi Explain how each of the following factors have influenced the distribution ofsettlements in the area covered by the map:1 TransportML VegetationMI. RelerDescribe the drainage ofthe area covered by the map. 2 marks 2 marks 2 marks 6 marks Using examples from East Aftica, describe each of the following types of voleanoes: i Active VoleanoGi Dormant VoteanoG marks 4 marks Using a well labelled diagram, explain how each of the following features were formed: Composite VolcanoGi Voteanie plugExplain four negative effects of vuleanicityKenya Certificate of Secondary Education, 2019312 G marks 4 marks 8 marks Tarn overaneO 10. 9192974 Apart from inter tropical convergence zone ITCZ , list four physical factors thatinfluence climate 4 marks Give four character ics of inter tropical convergence zone ITCZ . 4 marks Name the three equatorial climatic regions of Kenya, 8 marks i Describe the tundra climate."}
{"text": "2 marks 2 marks 2 marks 6 marks Using examples from East Aftica, describe each of the following types of voleanoes: i Active VoleanoGi Dormant VoteanoG marks 4 marks Using a well labelled diagram, explain how each of the following features were formed: Composite VolcanoGi Voteanie plugExplain four negative effects of vuleanicityKenya Certificate of Secondary Education, 2019312 G marks 4 marks 8 marks Tarn overaneO 10. 9192974 Apart from inter tropical convergence zone ITCZ , list four physical factors thatinfluence climate 4 marks Give four character ics of inter tropical convergence zone ITCZ . 4 marks Name the three equatorial climatic regions of Kenya, 8 marks i Describe the tundra climate. 6 marks Explain four human causes of desertification, 8 marks Define an ocean, 2 marks Gi Explain the three causes of variation inthe amount of salt in ocean water. 6 marks Identify three processes involved in wave erosion. Marks Gi With the aid of well labelled diagrams, describe the processes through which a wave cut platform is formed. Marks You intend to carry out a field study on types of features resulting from wave depositionalong the coast. Identify three methods you would use to record data. GB marks Gi Give three wave depositional features you are likely to observe during the field study. G marks List three components of sol marks Explain each of the following in relation tothe classification of soil: Zonal marks Gi Inveazonal marks Gi Azonal marks Explain three causes of sil degeneration. 6 marks Kenya Certificate of Secondary Education, 20193121s Students from Mwema School visited a nearby ranch to study types of soi Explain why they carried the following tools:1 Hoes 2 marks I. Polythene bags 2 marks Gi Give three reasons why they would need to seck permission from relevantauthorities."}
{"text": "G marks List three components of sol marks Explain each of the following in relation tothe classification of soil: Zonal marks Gi Inveazonal marks Gi Azonal marks Explain three causes of sil degeneration. 6 marks Kenya Certificate of Secondary Education, 20193121s Students from Mwema School visited a nearby ranch to study types of soi Explain why they carried the following tools:1 Hoes 2 marks I.Polythene bags 2 marks Gi Give three reasons why they would need to seck permission from relevantauthorities. GB marks List three types of soil erosion they are likely to observe, marks Kenya Cerificate of Secondary Education, 2019919297 MM Turn overg THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2019919297 32 1."}
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{"text": "The baloons were filed with equal amounts ofthe same type of gas. The baloons ae suspended at distances X, and X; trom a metal cubefilled wit Boiling wate ad placed onan nsulating materal. Use his information answer questions 6 and tm terFigures State the mode by which heat ravel rom the cube to the baloons 1 mark The face ofthe cube towards A i bright and shiny and he face towards B is dul back, State with reason te adjustment that should be made onthe distances X, and X, 0 tha the at ofange of temperature in both baloons isthe same, marks- - wFigure S shows uniform bar ofengh 1.0 m pivoted near one end, The bar is kept in uid by a spring balance a show, Given thatthe reading ofthe spring balance is 0.6 N, determine the weight of the barG marks The graph in Figure 6 shows the velocity ofa cain the int 8 seconds as i accents from resislong asright line. Use the graph to antwer questions 9 and 10, 105vatocitytae 90 x1sOto ow 60 wo weTime s Figure 6Determine the distance walled 3.0 seconds afer the start 2 mors10 Determine the acceleration ofthe ca a 0 seconds mars 11 Statetwo factor that affect the meling point of te. Mats The graph in Figure 7 shows the relationship berween the preswure and temperature fr un ies! 85, Use the information inthe igure to answer questions 1? And 3.a reFigere712 Sute the unit ofthe Horizontal axis matty13 Write astutemen ofthe gus law represented by the rlationsip. Mare 14 Figure 8 shows a uniform tigh bar resting hrizomally on corks flowing on water in tWobeakers A andB,par FiguresExplain why he artis towards side A when equal amount of het is upplid oeach beaker.ee 2 marks ,www."}
{"text": "Mats The graph in Figure 7 shows the relationship berween the preswure and temperature fr un ies! 85, Use the information inthe igure to answer questions 1? And 3.a reFigere712 Sute the unit ofthe Horizontal axis matty13 Write astutemen ofthe gus law represented by the rlationsip. Mare 14 Figure 8 shows a uniform tigh bar resting hrizomally on corks flowing on water in tWobeakers A andB,par FiguresExplain why he artis towards side A when equal amount of het is upplid oeach beaker.ee 2 marks ,www. Joshuaarimi.comSECTION B 55 marks Answer ALL questions in this section in the spaces provide.15 Brownian motion of smoke panicles canbe studied by using the appuatus shown in figure 9 To observe the motion, some smoke i enclosed in the smoke cell and then observed throughhe mucroncopea mieninte1 microscope in the experiment 2 Explain the role ofthe smoke paces, fen Soke palesLeneMicroscope:1 G wuachs 0 State and expli the nature ofthe observed motion ofthe smoke pales. Marks State what wil be observed abou the motion ofthe smoke parties if he temperatureosurounding the smoke cel is ase sigh. Mark 16 a State Newtons fs lw of motion. Mack A. wooden block resting on a hocizoatal bench is given an initial velocity. Uso that itslides on the bench surface fora distance, d before coming toa stop. The valucs afdwere measured and recorded for varius values of initial velocity. Figute 10 shows theraph of u against d. the slope, s. ofthe graph Bmarks Given that u' 20 kd, where kis a constant for the bench surface, determine thevalue of k from the raph. Marks Gl State how the value of k would be affected by a change in the roughness oftheos bench surface. Umark Ce car of mass 90 kg starts fom rest and accelerates a 1.2 ms, Determine its momentum after it has moved 400 fom the sarting point."}
{"text": "Ofthe graph Bmarks Given that u' 20 kd, where kis a constant for the bench surface, determine thevalue of k from the raph. Marks Gl State how the value of k would be affected by a change in the roughness oftheos bench surface. Umark Ce car of mass 90 kg starts fom rest and accelerates a 1.2 ms, Determine its momentum after it has moved 400 fom the sarting point. Marks 17 a Define the erm specifi latent heat of maporiation ofa substance. 1 mark a - . Co iyww Figure 11 shows the features ofa domestic refrigertor. Volaile liquid circulatesthrough the capillary tubes under the action ofthe compression pump. Gore ttState the reason for using a volatile liquid. Mark Explain how the volatile liquid is made to vaporize in the cooling compartmentand to condense in the cooling fins. 2 marks Explain how cooling takes place inthe refrigerator. 3 marks What is the purpose of the double wall? 1 mark Steam of mass 3.0 gat 100 Cis passed into water of mass 400 gat 10 C. The finaltemperature of the mixture is T. The container absorbs negligible hea. Specific ment eat of vapourisation of steam 2260 kg. Specific heat capacity of water, 4200 Jkg'K\" Derive an expression forthe heat lst by the steam a it condenses to water at temperature T. marks i Devive an expression forthe heat ined by the 2 marks ii Determine the value of T. 2 marks 0 State whats meant by centripetal acceleration maeWww. Joshuaarimi.com Figure 12 shows masses A,B and C placed at diferent points ona tating table The angular velocity ofthe table ean be varied. Oasing tte State two factors that determine whether particular mass slides off theTable or not. Mans , is found thatthe masses slide off at angula velocities oy, and a.qrespectively. Arrange the valUes oft, yO in decreasing order."}
{"text": "Oasing tte State two factors that determine whether particular mass slides off theTable or not.mans , is found thatthe masses slide off at angula velocities oy, and a.qrespectively. Arrange the valUes oft, yO in decreasing order.mary Ablock of mass 200 gis placed on a fitionless rotating table while fed wo the centofthe table by a thin thread. The distance from the centre ofthe table tothe block 1 15fem. Ifthe maximum tension the tvead can withstand is 5.6 N, determine the maximum angular velocity the table can atin before the thread cuts 4 marks 19 4 State he tnw of Noaation, mark Figte 13 shows simple hydeometer Fiore 13i State the parpae of he lead shot i the pas b mary ii How would he hydrometer be made more sensitive? Mark For more great stuff click or visit:www.changeyourT.comwww.arimifoods.com."}
{"text": "For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale. For More Free KCSE Revision Past Papers and AnswersVisit http: www.joshuaarimi.comTips on passing KCSE subscribe freely http: www.joshuaarimi.comSupport thru' M-pesa 0720502479. Connect with Joshua Arimi on facebook. Not 4 resale."}
{"text": "I Determine the work done: I by the force 2mks II on the mass 2 mks ii Determine the efficiency of the inclined plane. 2 mks c Suggest one method of improving the efficiency of an inclined plane. 1 mk 16. In an experiment to determine the density of sand using a density bottle, the following measurements were recorded: Mass of empty density bottle - 43.2g Mass of density bottle full of water 66.4g Mass of density bottle with some sand 67.5g Filled up with water 82.3g Use the above data to determine the: a Mass of the water that completely filled the bottle: 2 mks b Volume of water that completely filled the bottle: 1 mk c Volume of the density bottle: 1 mk d Mass of sand e Mass of water that filled the space above the sand. 1mk f Volume of teh sand: g Density of the sand 2 mks 17. A Explain why it is advisable to use the pressure cooker for cooking at high attitudes 2 mks b Water of mass 3.0kg initially at 200C is heated in an electric kettle rated 3.0KW. The water is heated until it boils at 1000C. Take specific heat capacity of water 4200jkg1K-1. Heat capacity of the kettle 450JK-1, Specific latent heat of vaporization of water 2.3mjkg-1 Determine i The heat absorbed by the water. 1 mk ii Heat absorbed by the electric kettle 2 mks iiii The time taken for teh water to boil 2 mks iv How much longer it will take to oil away all the water. 2 mks For More Free KCSE past papers visit www.freekcsepastpapers.com18. Figure 8 shows a stone of mass 4.0kg immersed in water and suspended from a spring balanced with a string. The beaker was placed on a compression balance whose reading was 85N. The density of the stone was 3000kg-3 while the density of the liquid was 800kg-3. Determine the: a Volume of the liquid displaced."}
{"text": "The beaker was placed on a compression balance whose reading was 85N.The density of the stone was 3000kg-3 while the density of the liquid was 800kg-3.Determine the: a Volume of the liquid displaced. 2 mks b Upthrust on the tone 4 mks c Reading of the spring balance: 2 mks d Reading of the compression balance when the stone was removed from the water. 2mks 19.a Figure 9 shows a velocity-time graph for the motion of a certain body. Describe the motion of the body in the region.i OA 1 mk i AB 1 mk iii BC 1 mk b A car moving initially at 10ms-1 decelerates at 2.5ms-2 i Determine I its velocity after 1.5s: II the distance travelled in 1.5s 2 mks III the time taken for the car to stop 2 mks ii Sketch the velocity-time graph for the motion of the car up to the time the car stopped. 1 mk iii From the graph, determine the distance the car travelled before stopping. 2 mks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
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{"text": "SECTION A 25 marks Answer all the questions inthis section inthe spaces provided. Figure 1, shows an object placed in front of a plane mirror. ObjectFigure t Sketch the image of the object as seen in the mirror, mark Figure 2, shows two identical pithballs A and B suspencled wit insulated threads, They areseparated by an insulator X. A is positively charged while B is negatively charged. The quantity of charge on Ais thee times the quantity of charge on B, Figure? Sketch on the space besides the figure, the final position of the pithbals ater the insulatorremoved, mark Figure 3, shows voleterconnecedaercss two charged parallel ples312Parallel platesFigure When a thin sheet of mica is inserted between the plates, the voltmeter reading is observed toreduce. Explain this observation mars Figure 4, shows the cross-section ofa dry cell. Use the information on the figure to answerquestions 4 and 5. Brass capInslating top yecontaet tsulaingPaperAmmoniaehilride paste Zine ean ve - BCardboard seFigure Name the pars labelled A and B. marks State the use ofthe manganese IV oxide in the cell, 1 mari One method of producing a weak magnet is to hold a ste! Rod in the North South directionand then hammer it continuously for some time. Using the domain theory of magnetismexplain how this method works. 2 marks Figure 5, shows a motor connected to a magnetic switch called a relay operated by an ordinary switch S,. Use the information inthe figure to answer questions 7 and 8,313Piet InsularMotor ones NT- tse Egham wh hd GoaState witha reason the effect on the moto, i the iron core is eplaced with a stel core and switeh S, is put on and then off. 2 marks,Figure 6, shows standing waves on a string. Its drawn toa seale of 1:51p 4 .iFigure 6 2 Indicate.on the diagram the wavelength ofthe standing wave."}
{"text": "2 marks a 135A marks Gi From the results obtained in i state how the resistance of the device vaties as the curentinereases. 1 mark Gv State the cause ofthis variation in resistance. Mack Three identical dry cells each of em. 1.6V are connected in series toa resistor of,11.49. Acurrent of0.32A flows in the circuit. Determine: the total ems. Ofthe cells; 1 mark i the intemal resistance of each cell mark 16 Statethe meaning of the term principal focus as applied in lenses. 1 mark 316 b You are provided with the following apparatus to determine the focal length of a lens aiconvex lens and lens holder. Alit candle awhite sereen, ametre rule i Draw a diagram to show how you would arrange the above apparatus 10 determine the foal length ofthe lens i mark i Describe the procedure you would follow. 1 mack Gi State two measurements that you would take. Marks Gv Explain how the measurements in ii would be used to determine the focallength marks Anobjectis placed 30em in fron of concave lens of focal length 20em. Determine the magnification of the image produced. 4 marks 17 a State what is meant by the term electromagnetic induction . Mark Figure 9. Shows a simple electric generator Figure? Name the pacts labelled P and Q. marks PQ ann osi Sketch on the axes provided, 2 graph to show how the magnitude ofthe potentialdifference aeross R, changes withthe time mark 3i7 Gi State two ways in which the potential difference produced by such a generator ean be increased, marks Ina transformer, the ratio of primary turns tothe secondary turns is 1:10. A current of 500mA flows through a 2002 resistor in the secondary circuAssuming that the transformer is 100 efficient, determine: the secondary voltage; 1 mark Gi the primary voltage: marks Gil the primary current."}
{"text": "State with a reason, the type of radiation that was detected. Marks b The half-life of an element X is 383 days. A sample of this clement is found to have anactivity rate of 1.6 x 10 disintegrations per second ata particular time. Determine its activity rate after 19.15 days. Marks State what is meant by an extrinsic semiconductor. 0 mark 319 Figure 12, hows a depletion layer in an unbiased pn junction wm JOO ofololoo O-\" 060 dlaloloo oo0 6 ojololoo oe holeslees. DepletionFigure 12 ve State how a battery ean be used to make the depletion layer narower.1 marig Figure 13, shows an incomplete circuit ofa fll wave rectifier. Pif s e Figure 13, Draw inthe figure wo more diodes to complete the cre marks Gi Show om the figure the points across Which the output of the rectifier should beobiained. Mark."}
{"text": "Give a reason for your answer. 2marks ii Write the equation for the reaction with takes place at electrode X. 1mark iii Why is the concentration of magnesium sulphate expected to increaseduring electrolysis? 2marks iv What will be observed if red and blue litmus papers were dipped intothesolution after electrolysis? 2marks b During electrolysis of magnesium sulphate, a current of 0.3A waspassedfor 30 minutes. Calculate the volume of gas produced at theanode. For More Free KCSE past papers visit www.freekcsepastpapers.com Molar gas volume 24dm3; 1 Faraday 96,500C. . 3marks c State two applications of electrolysis. 1mark 6.The flow chart below shows a sequence of reactions involving amixtureof two salts, mixture M. Study it and answer the questions thatfollow.a Write the formula of the following;i anion in solid Q 1mark ii the two salts present in mixture M. 2marks b Write an ionic equation for the reaction in step VI 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comc State and explain the observations made in step V . 3marks d i Starting with Lead II oxide, describe how a pure solid sample of leadsulphate can be prepared in the laboratory. 2marks ii How can one determine whether the lead sulphate prepared is pure? 2marks 7. A The diagram below is part of set up used to prepare and collect drychlorine gas.i Complete the diagram to show how a dry sample of chlorine gas canbecollected. 3marks ii Name another substance and condition that can be used instead ofmanganese VI oxide. 1mark iii Write an equation for each of the following;I. chlorine gas reacting with iron 1 mark II. Chlorine gas reacting with hot concentrated sodium hydroxidesolution. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comb An oxide of chlorine of mass 1.83g was found to contain 1.12g ofoxygen."}
{"text": "A The diagram below is part of set up used to prepare and collect drychlorine gas.i Complete the diagram to show how a dry sample of chlorine gas canbecollected. 3marks ii Name another substance and condition that can be used instead ofmanganese VI oxide. 1mark iii Write an equation for each of the following;I. chlorine gas reacting with iron 1 mark II. Chlorine gas reacting with hot concentrated sodium hydroxidesolution. 1mark For More Free KCSE past papers visit www.freekcsepastpapers.comb An oxide of chlorine of mass 1.83g was found to contain 1.12g ofoxygen. Determine the empirical formula of the oxide O 16.0; Cl 35.5 . 3marks c Other than the manufacture of weed killers, name two other uses ofchlorine. 2marks K.C.S.E CHEMISTRY PAPER 3 2012PRACTICAL1.You are provided with:- solution A containing an oxidising agent A;- solution B, 0.05 M aqueous sodium thiosulphate;- solution C containing a reducing agent C;- aqueous potassium iodide;- solution D, starch solution. You are required to determine the: concentration of solution A:rate of reaction between the oxidising agent A and the reducing agent C.Procedure 11.Using a pipette and pipette filler, place 25.0 cm3 of solution A into a 250 mlconicalflask.2.Measure 10 cm3 of aqueous potassium iodide and add it to solution A in theconicalflask. Shake the mixture. Add 10 cm3 of 2 M sulphuric VI acid to themixture andshake.3.Fill a burette with solution B and use it to titrate the mixture in the conical flaskuntil it just turns orange-yellow. Add 2 cm3 of solution D to the mixture in the conicalflask. Shake thoroughly. Continue titrating until the mixture just turnscolourless. Record your results in table 1 below.4.Repeat the procedure and complete table 1."}
{"text": "Shake thoroughly. Continue titrating until the mixture just turnscolourless. Record your results in table 1 below.4.Repeat the procedure and complete table 1. Retain the remainder of solution Aandsolution D for use in procedure II.Table 1IIIIIIFinal burette readingFor More Free KCSE past papers visit www.freekcsepastpapers.comInitial burette readingVolume of solution B used cm3 4 marks a Calculate the: i average volume of solution B used; 1 mark ii number of moles of sodium thiosulphate. 1 mark b Given that one mole of A reacts with six moles of sodium thiosulphate, calculatethe;i number of moles of A that were used; 1mark ii concentration of solution A in moles per litre. 2marks Procedure II1.Label six test - tubes as 1,2,3,4.5 and 6 and place them in a test - tube rack.2.Using a clean burette, measure the volumes of distilled water shown in table 2intothe labelled test - tubes.3.Using a burette, measure the volumes of solution A shown in table 2 into each ofthetest - tubes.4.Clean the burette and rinse it with about 5 cm3 of solution C.5. Using the burette, measure 5 cm1 of solution C and place it into a 100 ml beaker.6.Using a 10 ml measuring cylinder, measure 5 cm1 of solution D and add it to thebeaker containingsolution C. Shake the mixture.7.Pour the contents of test - tube number 1 to the mixture in the beaker andimmediatelystart a stop watch. Swirl the contents of the beaker."}
{"text": "Using the burette, measure 5 cm1 of solution C and place it into a 100 ml beaker.6.Using a 10 ml measuring cylinder, measure 5 cm1 of solution D and add it to thebeaker containingsolution C. Shake the mixture.7.Pour the contents of test - tube number 1 to the mixture in the beaker andimmediatelystart a stop watch. Swirl the contents of the beaker. Record the timetaken for a bluecolour to appear in table 2.8.Repeat steps 5 to 7 using the contents of test - tube numbers 2, 3,4, 5 and 6.9.Complete table 2 by computing Rate stime11 Table 2Test - tube numberVolume of distilled water cm3 Volume of solution A cm3 Time seconds Rate stime11 For More Free KCSE past papers visit www.freekcsepastpapers.com 6 marks a Plot a graph of rate y-axis against volume of solution A. 3marks For More Free KCSE past papers visit www.freekcsepastpapers.comb What time would be taken for the blue colour to appear if the experiment wasrepeated using 4cm3 of distilled water and 6cm3 of solution A? 2marks For More Free KCSE past papers visit www.freekcsepastpapers.com2. You are provided with solid E. Carry out the experiments below. Write yourobservations and inferences in the spaces provided. A Place all of solid E in a boiling tube. Add about 20 cm1 of distilled water andshakeuntil all the solid dissolves, label the solution as solution E. Use solution Eforexperiments i and ii . I To 2 cm3 of solution E, in a test - tube in each of experiments I, II, III and IV, add:I."}
{"text": "Write yourobservations and inferences in the spaces provided. A Place all of solid E in a boiling tube. Add about 20 cm1 of distilled water andshakeuntil all the solid dissolves, label the solution as solution E. Use solution Eforexperiments i and ii . I To 2 cm3 of solution E, in a test - tube in each of experiments I, II, III and IV, add:I. two drops of aqueous sodium sulphate;ObservationsInferences 1 mark 1 mark II.five drops of aqueous sodiumchloride;ObservationsInferences 1 mark 1 mark III.two drops of barium nitrate:ObservationsInferences 1 mark 1 mark IV.two drops of lead II nitrate:.ObservationsInferencesFor More Free KCSE past papers visit www.freekcsepastpapers.com 1 mark 1 mark ii To 2 cm3 of solution E, in a test - tube, add 5 drops of aqueous sodium hydroxide. Add the piece of aluminium foil provided to the mixture and shake. Warm themixtureand test any gas produced with both blue and red litmus papers. ObservationsInferences 2 marks 1 mark 3. You are provided with solid F. Carry out the following tests. Write yourobservationsand inferences in the spaces provided. A Place all of solid F in a boiling tube. Add about 20 cm3 of distilled water andshakeuntil all the solid dissolves. Label the solution as solution F.Add about half of the solid sodium hydrogen carbonate provided to 2 cm3 ofsolutionF.ObservationsInferences 1 mark 1 mark Add about 10 cm3 of dilute hydrochloric acid to the rest of solutionF in the boiling tube. Filter the mixture. Wash the residue withabout 2 cm3 of distilled water. Dry the residue between filterpapers. Place about one third of the dry residue on a metallicspatula and burn it in a Bunsen burner flame. ObservationsInferencesFor More Free KCSE past papers visit www.freekcsepastpapers.com 1 mark 1 mark ii Place all the remaining residue into a boiling tube. Add about 10 cm3 ofdistilled water and shake thoroughly."}
{"text": "Dry the residue between filterpapers. Place about one third of the dry residue on a metallicspatula and burn it in a Bunsen burner flame. ObservationsInferencesFor More Free KCSE past papers visit www.freekcsepastpapers.com 1 mark 1 mark ii Place all the remaining residue into a boiling tube. Add about 10 cm3 ofdistilled water and shake thoroughly. Retain the mixture for the tests in C .ObservationsInferences 1 2 mark 1 2 mark Divide the mixture into two portions: i to the first portion, add the rest of the solid sodium hydrogen carbonate. ObservationsInferences 1 mark 1 mark ii to the second portion, add two drops of bromine water. ObservationsInferencesFor More Free KCSE past papers visit www.freekcsepastpapers.com 1 mark 1 mark For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "Visit http: www.freekcSepastpapers.com For More Free KCSE Revision Past Papers and Answers For More Free KCSE Revision Past Papers and Answers Visit http: www.freekcSepastpapers.comVisit http: www.freekcSepastpapers.com Visit http: www.freekcSepastpapers.com For More Free KCSE Revision Past Papers and Answers For More Free KCSE Revision Past Papers and AnswersVisit http: www.freekcSepastpapers.com For More Free KCSE Revision Past Papers and Answers Visit http: www.freekcSepastpapers.com For More Free KCSE Revision Past Papers and AnswersVisit http: www.freekcSepastpapers.com Visit http: www.freekcSepastpapers.com For More Free KCSE Revision Past Papers and Answers For More Free KCSE Revision Past Papers and AnswersVisit http: www.freekcSepastpapers.com Visit http: www.freekcSepastpapers.com For More Free KCSE Revision Past Papers and Answers For More Free KCSE Revision Past Papers and AnswersVisit http: www.freekcSepastpapers.com For More Free KCSE Revision Past Papers and Answers Visit http: www.freekcSepastpapers.com For More Free KCSE Revision Past Papers and Answers."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education565 2 BUSINESS STUDIES Paper2Nov. 2019 - 2 hoursName Index Number .... Candidate's Signature 0. Date .. Instructions to candidates a Write your name and index number in the spaces provided above. 0 Sign and write the dato of the examination in the spaces provided above. Co . This paper consists of six questions. A Answer any five questions. E Write your answers in the spaces provided after question six. F All questions carry equal marks. G . This papor consists of 16 printed pages. H Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing.i Candidates should answer the questions in English."}
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{"text": "NameIndex Number313 2 Candidate s SignatureCHRISTIAN RELIGIOUS EDUCATIONPaper 2 Date..............................Nov. 20162 Zi hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationCHRISTIAN RELIGIOUS EDUCATION Paper 22U hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date of examination in the spaces provided above. C This paper consists of six questions. D Answer any five questions in the spaces provided at the end of question 6. E Each question carries 20 marks. F This paper consists of 16 printed pages. G Do not remove any pages from this booklet. H Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. I Candidates should answer the questions in English. For Examiner s Use OnlyQuestionCandidate s Total ScoreCandidate s ScoreQ16 0 8 9 2016 The Kenya National Examinations CouncilTurn nvoffor free past papers visit: www.freekcsepastpapers.comNarrate the visit of the Angel to the shepherds on the night Jesus was born. 7 marks Outline the differences between the work of John the Baptist and that of Jesus Christ. 8 marks What five lessons do Christians learn about family relationships from the occasion when Jesus accompanied His parents for the Passover festival? 5 marks Narrate Jesus baptism by John the Baptist in the river Jordan in Luke 3: 21-22. 5 marks Identify four teachings by John the Baptist. 8 marks Give reasons why Christians find it difficult to apply the teachings of John the Baptist in their lives. 7 marks Explain the healing of the ten Lepers. 7 marks Discuss Jesus teaching on the power of faith. 8 marks What five lessons can Christians learn from the parable of the ten pounds? 5 marks Describe how the unity of believers is expressed in the body of Christ. 8 marks Give six reasons why the use of the gifts of the Holy Spirit brought disunity in the church at Corinth. 6 marks State ways in which Christians in Kenya demonstrate the New Testament teaching on unity. 6 marks Discuss four causes of unemployment in Kenya today. 8 marks Outline eight causes of disagreements between the employer and employees in Kenya today."}
{"text": "6 marks State ways in which Christians in Kenya demonstrate the New Testament teaching on unity. 6 marks Discuss four causes of unemployment in Kenya today. 8 marks Outline eight causes of disagreements between the employer and employees in Kenya today. 8 marks Identify four roles a Christian should play during a strike. 4 marks Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com36. A Outline the rights of a Kenyan citizen. 7 marks b Explain the importance of paying taxes as a Christian to the Government of Kenya. 5 marks c Discuss four ways in which the church could help to eradicate crime in Kenya. 8 marks Kenya Certificate of Secondary Education, 2016 111 7Turn overfor free past papers visit: www.freekcsepastpapers.com4Kenya Certificate of Secondary Education, 2016916082for free past papers visit: www.freekcsepastpapers.comKenya Certificate of Secondary Education, 2016 21 2 1m cc q Turn m prfor free past papers visit: www.freekcsepastpapers.com6Kenya Certificate of Secondary Education, 2016O 1 O \" 01for free past papers visit: www.freekcsepastpapers.com7Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com16THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2016113 7Q16D8?for free past papers visit: www.freekcsepastpapers.com."}
{"text": "71BUSINESS STUDIES 2010PAPER 21. A Explain five features that differentiate a Public Limited Company from apartnership form of business. 10 marks b With the aid of a diagram, explain the behaviour of average cost curve in theshort run for a firm with fixed production capacity.10 marks 2. A Explain five challenges that may be experienced by a country whosepopulation is made up of a large proportion of young people. 10 marks b On 1 September 2006. Igonji had Sh55 000 in hand and Sh 250 000 atbank. During the month, the following transactions took place:September 2Cash sales banked Sh 35 2603Bought ribbons in cash Sh 4 5008Paid Wangila, a creditor Sh 94 000 by cheque in full settlement ofhis account after deducting 6 cash discount12 Received a cheque for Sh 58 800 from Wetu after allowing her acash discount of Sh 120015 Paid salaries Sh 34 000 in cash25Withdrew Sh 50 000 from bank for office use28 Anyango, a debtor paid her account of Sh 75 000 by cheque less10 cash discount. For More Free KCSE past papers visit www.freekcsepastpapers.com7230 Deposited all the cash into bank except Sh 13 700Prepare a three column cash book and balance it off. 10 marks 3. A Explain five ways in which effective management practices may contribute tothe success of a business. 10 marks b Explain five reasons why an effective filing system is important in an office. 10 marks 4. A Explain five circumstances that would influence a producer to use wholesalersin distributing farm produce. 10 marks b Memon Traders does not keep a complete set of accounting records. Thefollowing information relates to the year ended 3 1 December 2006. I Extract of cash summary- was:Cash receiptsCash sales420,200Commission received 36,400Cash paymentsPurchases260,000General expenses 50,000Insurance 14,800 ii Extract of assets and liabilities:1.1.0631.12.06 Sh."}
{"text": "A Explain five circumstances that would influence a producer to use wholesalersin distributing farm produce. 10 marks b Memon Traders does not keep a complete set of accounting records. Thefollowing information relates to the year ended 3 1 December 2006. I Extract of cash summary- was:Cash receiptsCash sales420,200Commission received 36,400Cash paymentsPurchases260,000General expenses 50,000Insurance 14,800 ii Extract of assets and liabilities:1.1.0631.12.06 Sh. Sh. Stock 65,00092,500Insurance paid in advance 16,2004,000Commission receivable 8,400 10,200Unpaid General expenses 48,00070,000Additional informationIncluded in credit sales are drawings of stock valued at Sh 25 000.For the year ended 3 1 December 2006, determine the following: i Total sales ii Total purchases iii Commission receivable iv Insurance expense v General expenses 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.com735 a Describe four measures that the Government may put in place to reducethe amountof money in circulation. 8 marks b Explain six circumstances under which a country may restrictinternational trade. 2 marks 6 a Explain four circumstances in which a trader may offer after salesservice to the buyer. 8 marks b The following balances were extracted from books of Simba Traders for the yearended 3 I December 2006.ShsDebtors1 30,200Motor vehicles750,000Creditors260,000Furniture160,500Drawings 60,800 'Salaries322,600Rent 14,800Bank loan200,000Discount received 14,500Gross profit210,000Stock 45,600Additional information i Motor vehicle is depreciated by Shl87 500 while furniture is to be depreciated byShl6 050 per year. Ii Interest on loan is charged at 18 per year."}
{"text": "10 marks b Memon Traders does not keep a complete set of accounting records. Thefollowing information relates to the year ended 3 1 December 2006. I Extract of cash summary- was:Cash receiptsCash sales420,200Commission received 36,400Cash paymentsPurchases260,000General expenses 50,000Insurance 14,800 ii Extract of assets and liabilities:1.1.0631.12.06 Sh. Sh. Stock 65,00092,500Insurance paid in advance 16,2004,000Commission receivable 8,400 10,200Unpaid General expenses 48,00070,000Additional informationIncluded in credit sales are drawings of stock valued at Sh 25 000.For the year ended 3 1 December 2006, determine the following: i Total sales ii Total purchases iii Commission receivable iv Insurance expense v General expenses 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.com735 a Describe four measures that the Government may put in place to reducethe amountof money in circulation. 8 marks b Explain six circumstances under which a country may restrictinternational trade. 2 marks 6 a Explain four circumstances in which a trader may offer after salesservice to the buyer. 8 marks b The following balances were extracted from books of Simba Traders for the yearended 3 I December 2006.ShsDebtors1 30,200Motor vehicles750,000Creditors260,000Furniture160,500Drawings 60,800 'Salaries322,600Rent 14,800Bank loan200,000Discount received 14,500Gross profit210,000Stock 45,600Additional information i Motor vehicle is depreciated by Shl87 500 while furniture is to be depreciated byShl6 050 per year. Ii Interest on loan is charged at 18 per year. This interest was still owing on 31December 2006. Iii Rent unpaid on 31 December 2006 was Sh 2400Prepare a Profit and loss account for the year ended 31 December 2006 b Balance sheet as at 31 December 2006. 12marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
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{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education4512 COMPUTER STUDIES Paper 2 PRACTICAL Nov. 2019 - 2 hours Instructions to candidateswo ofo o omaoweoWrite your name and index number at the top right hand corner of each ofthe papers providedfor printing. White your name and index number on the CO Removable storage medium provided. Wiite the name and version of the software used for each question attempted in the printoutsused. Answer all the questions. All questions carry equal marks. Passwords should not be used while saving files. All files must be transferred to the CD Removable storage medium. Make printouts of your answers on the papers provided for printing. Arrange your printouts and tie staple them together. Hand in all the printouts and the CD Removable storage medium used. This paper consists of 5 printed pages. Candidates should check the question paper to ascertain that all the pages are printed as,indicated and that no questions are missing. M Candidates should answer the questions in English. 2019 The Kenya National Examinations Council4512s19414 Turn over21. Form Class Teachers of Mwango Secondary School intend to use a database to managestudents performance in three examinations: opener, mid term and end term examinations. 2 Open a database program and create a database named analysis, 1 marty Create three tables named Class, StudDetals and StudMarks in the database filecreated in a using the following details: 14 marks Class TableField Name Data Type and PropertiesClassiD Text size 2 ClassName Text size 25 Teacher Tent size 25 . StudDetais TableFieldName Data Type and Properties AdNo Number SmdName Text size 25 Gender Yes No Yes for Female ClassiD Text size 2 Look up values 1B, 1N, 1WStud Marks TableField Name Data Type and Properties ANO Number Opener Number MidTerm Numberg EndTerm Numberi Create the relationships between the tables. 2 marks ii Create a form for the Clas table and adda subform forthe StedDetals tableusing the format in figure 1."}
{"text": "2 Open a database program and create a database named analysis, 1 marty Create three tables named Class, StudDetals and StudMarks in the database filecreated in a using the following details: 14 marks Class TableField Name Data Type and PropertiesClassiD Text size 2 ClassName Text size 25 Teacher Tent size 25 . StudDetais TableFieldName Data Type and Properties AdNo Number SmdName Text size 25 Gender Yes No Yes for Female ClassiD Text size 2 Look up values 1B, 1N, 1WStud Marks TableField Name Data Type and Properties ANO Number Opener Number MidTerm Numberg EndTerm Numberi Create the relationships between the tables. 2 marks ii Create a form for the Clas table and adda subform forthe StedDetals tableusing the format in figure 1. Save the form as dataentry, 495 marks Clas ClassName Teacher AaNo StadName Gender ClassiD g Figure 1Kenya Certificate of Secondary Education, 201919414 45172ww198143Enter the following data into their respective tables in the database."}
{"text": "StudDetais TableFieldName Data Type and Properties AdNo Number SmdName Text size 25 Gender Yes No Yes for Female ClassiD Text size 2 Look up values 1B, 1N, 1WStud Marks TableField Name Data Type and Properties ANO Number Opener Number MidTerm Numberg EndTerm Numberi Create the relationships between the tables. 2 marks ii Create a form for the Clas table and adda subform forthe StedDetals tableusing the format in figure 1. Save the form as dataentry, 495 marks Clas ClassName Teacher AaNo StadName Gender ClassiD g Figure 1Kenya Certificate of Secondary Education, 201919414 45172ww198143Enter the following data into their respective tables in the database. Class TableClassi ClassName Teacher1E Form One East Elvis Barongo1N Form One North Alice NadiaiW Form One West Paul MkacharoStudDetails Table AdNo StudName Gender ClassiD7984 Mary Kiko Female 1E7460 Erica Kamburi Female 167800 AdamKhan Male 1E3083 Marin Mkanjala Male 1E3092 Esther Peresian Femule IN 490 Micah Lokiyowo Male IN3082 Mohamed Ayan Male 1N7896 Mark Kwalima Male Iw7892 Morgan Lema Male 1W8184 Emily Mayasi Female 1W8047 award Omogeni Male 1WStudMarks TableTAdNo Opener MitTerm Enfermrea as 76 27460 73 4 77800 78 79 36wos si 75 7wo 3 76 wo 7m 7 37wa si 70 907496 88 85 38a 9aise 8s o wow 90 75 86 Kenya Certificate of Secondary Education, 20194512 12 marks Turn over Create a query to display the fields: AdNo, StudName, ClassID, Opener, MidTerm and EndTerm for all students inForm One East."}
{"text": "2 marks ii Create a form for the Clas table and adda subform forthe StedDetals tableusing the format in figure 1. Save the form as dataentry, 495 marks Clas ClassName Teacher AaNo StadName Gender ClassiD g Figure 1Kenya Certificate of Secondary Education, 201919414 45172ww198143Enter the following data into their respective tables in the database. Class TableClassi ClassName Teacher1E Form One East Elvis Barongo1N Form One North Alice NadiaiW Form One West Paul MkacharoStudDetails Table AdNo StudName Gender ClassiD7984 Mary Kiko Female 1E7460 Erica Kamburi Female 167800 AdamKhan Male 1E3083 Marin Mkanjala Male 1E3092 Esther Peresian Femule IN 490 Micah Lokiyowo Male IN3082 Mohamed Ayan Male 1N7896 Mark Kwalima Male Iw7892 Morgan Lema Male 1W8184 Emily Mayasi Female 1W8047 award Omogeni Male 1WStudMarks TableTAdNo Opener MitTerm Enfermrea as 76 27460 73 4 77800 78 79 36wos si 75 7wo 3 76 wo 7m 7 37wa si 70 907496 88 85 38a 9aise 8s o wow 90 75 86 Kenya Certificate of Secondary Education, 20194512 12 marks Turn over Create a query to display the fields: AdNo, StudName, ClassID, Opener, MidTerm and EndTerm for all students inForm One East. Save the query as FUE."}
{"text": "Save the form as dataentry, 495 marks Clas ClassName Teacher AaNo StadName Gender ClassiD g Figure 1Kenya Certificate of Secondary Education, 201919414 45172ww198143Enter the following data into their respective tables in the database. Class TableClassi ClassName Teacher1E Form One East Elvis Barongo1N Form One North Alice NadiaiW Form One West Paul MkacharoStudDetails Table AdNo StudName Gender ClassiD7984 Mary Kiko Female 1E7460 Erica Kamburi Female 167800 AdamKhan Male 1E3083 Marin Mkanjala Male 1E3092 Esther Peresian Femule IN 490 Micah Lokiyowo Male IN3082 Mohamed Ayan Male 1N7896 Mark Kwalima Male Iw7892 Morgan Lema Male 1W8184 Emily Mayasi Female 1W8047 award Omogeni Male 1WStudMarks TableTAdNo Opener MitTerm Enfermrea as 76 27460 73 4 77800 78 79 36wos si 75 7wo 3 76 wo 7m 7 37wa si 70 907496 88 85 38a 9aise 8s o wow 90 75 86 Kenya Certificate of Secondary Education, 20194512 12 marks Turn over Create a query to display the fields: AdNo, StudName, ClassID, Opener, MidTerm and EndTerm for all students inForm One East. Save the query as FUE. 4 marks Gi AdNo, StudName, ClassID, Opener, MidTerm and EndTerm and a calculatedfield named meanscore to display the average in the three examinations. Save the query as overall 6 marks Create a report to display details of each student as it appears in Figure 2."}
{"text": "Class TableClassi ClassName Teacher1E Form One East Elvis Barongo1N Form One North Alice NadiaiW Form One West Paul MkacharoStudDetails Table AdNo StudName Gender ClassiD7984 Mary Kiko Female 1E7460 Erica Kamburi Female 167800 AdamKhan Male 1E3083 Marin Mkanjala Male 1E3092 Esther Peresian Femule IN 490 Micah Lokiyowo Male IN3082 Mohamed Ayan Male 1N7896 Mark Kwalima Male Iw7892 Morgan Lema Male 1W8184 Emily Mayasi Female 1W8047 award Omogeni Male 1WStudMarks TableTAdNo Opener MitTerm Enfermrea as 76 27460 73 4 77800 78 79 36wos si 75 7wo 3 76 wo 7m 7 37wa si 70 907496 88 85 38a 9aise 8s o wow 90 75 86 Kenya Certificate of Secondary Education, 20194512 12 marks Turn over Create a query to display the fields: AdNo, StudName, ClassID, Opener, MidTerm and EndTerm for all students inForm One East. Save the query as FUE. 4 marks Gi AdNo, StudName, ClassID, Opener, MidTerm and EndTerm and a calculatedfield named meanscore to display the average in the three examinations. Save the query as overall 6 marks Create a report to display details of each student as it appears in Figure 2. 2 marks Printout each of the following: marks the three tablesGi the two queries Gil report for the first two studentsKenya Certificate of Secondary Education, 201919414 4517252. The Chief Printer of Zenith Printers Company would like to have business cards."}
{"text": "4 marks Gi AdNo, StudName, ClassID, Opener, MidTerm and EndTerm and a calculatedfield named meanscore to display the average in the three examinations. Save the query as overall 6 marks Create a report to display details of each student as it appears in Figure 2. 2 marks Printout each of the following: marks the three tablesGi the two queries Gil report for the first two studentsKenya Certificate of Secondary Education, 201919414 4517252. The Chief Printer of Zenith Printers Company would like to have business cards. As a DesktopPublishing DTP expert, you have been tasked to design the card for the officer i Open Desktop Publishing program and set the page layout as follows: Paper size: 8 Sem width by 5 Sem height Layout type: multiple pages per sheet Target paper size: Ad Orientation: Portrait Margin: 0.75em all round 5 marks ii Save the publication as business card. 0 mark b Design the card as it appears in Figure 3 ensuring that the card covers all the space in the 42 marks Ngole Kikom! Chlet Printer University DrivePhone: 254840056Fax: 4254840056mal: kengeleO oistworth.com EeeTLL LOLQuatity service is our satisfaction Figure 3 Print out 10 copies ofthe card on a single A page. 2 marks THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2019s194is 4512."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education232 1 PHYSICS Paper 1 THEORY Nov. 2019 - 2 hours Name Index Number Candidate's Signature Date Instructions to candidates a Write your name and index number in the spaces provided above. Sign and write the date of examination in the spaces provided above. C This paper consists of two sections: A and B. a Answer all the questions in sections A and B in the spaces provided.fe All working must be clearly shown. 1 Non-programmable silent electronic calculators may be used. G This paper consists of 15 printed pages. H Candidates should check the question paper to ascertain that all the pages are printed asIndicated and that no questions are missing. I Candidates should answer the questions in English. For Examiner's Use Only Maximum Candidate's Section Questions Mexmum CanlidatA i413 254 40 6 on8 16 \"7 n 8 12Total Score 80 2019 The Kenya National Examinations Council22919339 Turn over1SECTION A 25 marks Answer all the questions in this section inthe spaces provided. A micrometer screw gauge has a 0,03mm error. State the reading that is observed on theinstrument when used to measure the diameter of a wire whose actual diameter is 038mm. 1 mark Figure 1It was observed that upon sucking the straw, milk did not rise up the straw. Explain thisobservation. 2 marks Kenya Certificate of Secondary Education, 2019919339 2232 133. State two ways of reducing the surface tension of aliquid. 2 marks 4. Figure 2 shows a round bottomed flask containing a coloured liquid. The flask is fited with a capillary tube. Capillary tube Coloured liquid Round bottomed flaskFigure 2It's observed that on holding the flask with bare hands, the level ofthe liquid inthe capillarytube initially drops slightly and then rises. Explain this observation. G marks Kenya Certificate of Secondary Education, 2019919339 241 Turn over10, Fora fluid flowing at a velocity V ina tube of cross-sectional area A, VA constant."}
{"text": "The flask is fited with a capillary tube. Capillary tube Coloured liquid Round bottomed flaskFigure 2It's observed that on holding the flask with bare hands, the level ofthe liquid inthe capillarytube initially drops slightly and then rises. Explain this observation. G marks Kenya Certificate of Secondary Education, 2019919339 241 Turn over10, Fora fluid flowing at a velocity V ina tube of cross-sectional area A, VA constant. State twoassumptions made in deriving this equation, marks 11, A stone of volume 80cm? Experiences an upthrust of 6.51N when fully immersed in a certainliquid. Determine the density ofthe liquid. 2 marks 12, Figure shows two springs C and D of the same length and equal number of turns made fromthe same wire.c DFiguresState with a reason which of the two springs can support a heavier load before attaining theclastic limit, 2 marks Kenya Certificate of Secondary Education, 2019919339 23211713, Twoboxes E and F of masses 2.0kg and 4.0kg respectively are dragged along a frictionlesssurface using identical forces. State with a reason which box moves with a higher velocity. Marks Kenya Certificate of Secondary Education, 2019919339 2321 Turn over1. I 919339 SECTION B 55 marks Answer all the questions in ths section n the spaces provided. A student is provided with five 20g masses, a meter rule, a spring with a pointe, a stand, boss and a clamp, Inthe space provided, sketch a labelled diagram of the set up that may be used in order to verify Hooke s law using these apparatus. G marks Gi State two measurements that should be recorded in order to plot a suitable graphso as to verify Hooke's law, 2 marks ii Describe how the measurements made in ii can be used to determine the springconstant. 2 marks A helical spring stretches by 0.6em when supporting a weight of 40g."}
{"text": "I 919339 SECTION B 55 marks Answer all the questions in ths section n the spaces provided. A student is provided with five 20g masses, a meter rule, a spring with a pointe, a stand, boss and a clamp, Inthe space provided, sketch a labelled diagram of the set up that may be used in order to verify Hooke s law using these apparatus. G marks Gi State two measurements that should be recorded in order to plot a suitable graphso as to verify Hooke's law, 2 marks ii Describe how the measurements made in ii can be used to determine the springconstant. 2 marks A helical spring stretches by 0.6em when supporting a weight of 40g. Determine theextension when the same spring supports a weight of 65 g 3 marks Kenya Certificate of Secondary Education, 201923 11S.9 2 Figure 6 shows a bottle top opener being used to open a bottle OpenerBottleFigure 6Indicate on the diagram the direction of the load and the effort. 2 marks State two ways in which an inclined plane can be made to reduce the applied effort Wenpulling a load along the plane. Marks Ablock and tackle system has thre pulleys in the upper fixed block and two pulleys919339the lower movable block. Draw a diagram to show how the system can be setup in order to Tift aload andindicate the position of the load and effort. G marks Gi State the velocity ratio ofthe set up. Mark Kenya Certificate of Secondary Education, 2019221 Turn over10 i Insuch a block and tackleGOON. Determine its efficiency.system an effort of 200N is required to lift load ofG marks 16. A State the meaning of the term heat capacity. 1 mark b State how pressure affects the melting point of a substance. Kenya Certificate of Secondary Education, 20192321919339 Figure 7 shows a set up of apparatus that may be used to measure the specific latent heat of vaporisation of steam, Figure 7 i Describe how the mass of condensed steam is determined. Marks Gi Other than mass and time, state two other measurements that should be takenduring the experiment."}
{"text": "A State the meaning of the term heat capacity. 1 mark b State how pressure affects the melting point of a substance. Kenya Certificate of Secondary Education, 20192321919339 Figure 7 shows a set up of apparatus that may be used to measure the specific latent heat of vaporisation of steam, Figure 7 i Describe how the mass of condensed steam is determined. Marks Gi Other than mass and time, state two other measurements that should be takenduring the experiment. 2 marks Gil Show how the measurements in ei can be used to determine the specific latentheat of vaporisation of water. 2 marks Kenya Certificate of Secondary Education, 2019919339 232 1 Turn over1m 9193392 Gv State the precaution that should be taken so thatthe mass of the condensed steam measured corresponds to the actual mass of steam collected during the timerecorded in the experiment. 1 mark v State why itis not necessary to measure temperature in this setup. I mark State what is meant by Brownian Motion. Mag Figure 8 shows the graph of velocity against time for a small ste!ball falling in aviscous liquid time 9 Figure Kenya Certificate of Secondary Education, 201923291939 1B Describe the motion of the steel ball as represented by part OA. 1 mark Gi Explain why the velocity between A and B is constant. Marks AA student throws a tennis ball vertically upwards from the ground and it lands back after8 seconds. Acceleration due to gravity g 10ms\" Determine the: maximum height reached by the ball; G marks Gi velocity with which the ball hits the ground. 3 marks Kenya Certificate of Secondary Education, 20192232 1 Turn over1 91933914Figure 9 shows a graph of pressure against temperature fora fixed mass of gas at constant volume. PressurePX1 Nm 90203020or?3s 4s 67 Temperature T K Figure 9From the graph, determine the values of n and c given that P nT e where nand are constants. 4 marks Kenya Certificate of Secondary Education, 2019232 1."}
{"text": "For more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.com."}
{"text": "K.C.S.E YEAR 2010PAPER 2SECTION A 40 MARKS Answer all the questions in this section in the spaces provided.1. In an experiment, disinfection soaked bean seeds were put in a vacuum flask whichwas then fitted with a thermometer as shown in the diagram below. The temperature readings were taken every morning for three consecutive days.a Which process was being investigated? 1 mark b i what were the expected results? 1 mark ii account for the answer in b i above? 2 marks c Why were the seeds disinfected? 2marks d Why was a vacuum flask used in the set-up? 1 mark e How would a control for this experiment be set? 1mark 2. The diagram below shows blood circulation in a mammalian tissue. For More Free KCSE past papers visit www.freekcsepastpapers.coma Name the part labeled P and Q 2 marks b Name the substance that are:i Required for respiration that move out of capillaries; 2 marks ii Remove from tissue cells as a result of respiration 2 marks c Explain how substances move from blood capillaries into the tissue cells. 2 marks d Name one component of the blood that is not found in the part labeled P 1 mark 3. The diagram below represents a food web in certain ecosystemHawks LizardSmall Birds Small insectsLargeinsectCaterpillars EarthwormsGreen plant Decaying leavesa Name the trophic level occupied by each of the following:i Caterpillas 1mark ii Small insect. 1 mark b From the food web, construct two food chains which end with lizards as a tertiaryconsumer. 2 marks c i Which organisms have the least biomass in this ecosystem? 1 mark ii Explain the answer in c i above. 3marks 4."}
{"text": "In an experiment, disinfection soaked bean seeds were put in a vacuum flask whichwas then fitted with a thermometer as shown in the diagram below. The temperature readings were taken every morning for three consecutive days.a Which process was being investigated? 1 mark b i what were the expected results? 1 mark ii account for the answer in b i above? 2 marks c Why were the seeds disinfected? 2marks d Why was a vacuum flask used in the set-up? 1 mark e How would a control for this experiment be set? 1mark 2. The diagram below shows blood circulation in a mammalian tissue. For More Free KCSE past papers visit www.freekcsepastpapers.coma Name the part labeled P and Q 2 marks b Name the substance that are:i Required for respiration that move out of capillaries; 2 marks ii Remove from tissue cells as a result of respiration 2 marks c Explain how substances move from blood capillaries into the tissue cells. 2 marks d Name one component of the blood that is not found in the part labeled P 1 mark 3. The diagram below represents a food web in certain ecosystemHawks LizardSmall Birds Small insectsLargeinsectCaterpillars EarthwormsGreen plant Decaying leavesa Name the trophic level occupied by each of the following:i Caterpillas 1mark ii Small insect. 1 mark b From the food web, construct two food chains which end with lizards as a tertiaryconsumer. 2 marks c i Which organisms have the least biomass in this ecosystem? 1 mark ii Explain the answer in c i above. 3marks 4. The diagram below shows how the iris and pupil of a human eye appear underdifferent conditions. For More Free KCSE past papers visit www.freekcsepastpapers.coma Name the structures labeled X and Y 2 marks b i State the condition that leads to the change in appearance shown in thediagram labeled B 2 marks ii Describe the change that lead to the appearance of the iris and pupil as shownin the diagram labeled B. 4 marks iiii What is the significance of the change described in b ii above? 1 mark 5."}
{"text": "The diagram below shows blood circulation in a mammalian tissue. For More Free KCSE past papers visit www.freekcsepastpapers.coma Name the part labeled P and Q 2 marks b Name the substance that are:i Required for respiration that move out of capillaries; 2 marks ii Remove from tissue cells as a result of respiration 2 marks c Explain how substances move from blood capillaries into the tissue cells. 2 marks d Name one component of the blood that is not found in the part labeled P 1 mark 3. The diagram below represents a food web in certain ecosystemHawks LizardSmall Birds Small insectsLargeinsectCaterpillars EarthwormsGreen plant Decaying leavesa Name the trophic level occupied by each of the following:i Caterpillas 1mark ii Small insect. 1 mark b From the food web, construct two food chains which end with lizards as a tertiaryconsumer. 2 marks c i Which organisms have the least biomass in this ecosystem? 1 mark ii Explain the answer in c i above. 3marks 4. The diagram below shows how the iris and pupil of a human eye appear underdifferent conditions. For More Free KCSE past papers visit www.freekcsepastpapers.coma Name the structures labeled X and Y 2 marks b i State the condition that leads to the change in appearance shown in thediagram labeled B 2 marks ii Describe the change that lead to the appearance of the iris and pupil as shownin the diagram labeled B. 4 marks iiii What is the significance of the change described in b ii above? 1 mark 5. When pure breeding black guinea pigs were crossed with pure breeding white guineapigs, the offsring had a coat with black and white patches.a Using letter G to represent the gene for black coat colour and letter H for whitecoat colour, work out the genotypic ratio of F2.b State the phenotypic ratio of F2. 1 mark c i Name the term used when two alleles in heterozygous state are fully expressedphenotyically in an organism. 1 mark ii Give an example of a trait in human beings where the condition whose term isnamed in c i above expresses itself. 1 mark Answer question 6 compulsory and either question 7 and 8 in the space providedafter question 86."}
{"text": "The diagram below represents a food web in certain ecosystemHawks LizardSmall Birds Small insectsLargeinsectCaterpillars EarthwormsGreen plant Decaying leavesa Name the trophic level occupied by each of the following:i Caterpillas 1mark ii Small insect. 1 mark b From the food web, construct two food chains which end with lizards as a tertiaryconsumer. 2 marks c i Which organisms have the least biomass in this ecosystem? 1 mark ii Explain the answer in c i above. 3marks 4. The diagram below shows how the iris and pupil of a human eye appear underdifferent conditions. For More Free KCSE past papers visit www.freekcsepastpapers.coma Name the structures labeled X and Y 2 marks b i State the condition that leads to the change in appearance shown in thediagram labeled B 2 marks ii Describe the change that lead to the appearance of the iris and pupil as shownin the diagram labeled B. 4 marks iiii What is the significance of the change described in b ii above? 1 mark 5. When pure breeding black guinea pigs were crossed with pure breeding white guineapigs, the offsring had a coat with black and white patches.a Using letter G to represent the gene for black coat colour and letter H for whitecoat colour, work out the genotypic ratio of F2.b State the phenotypic ratio of F2. 1 mark c i Name the term used when two alleles in heterozygous state are fully expressedphenotyically in an organism. 1 mark ii Give an example of a trait in human beings where the condition whose term isnamed in c i above expresses itself. 1 mark Answer question 6 compulsory and either question 7 and 8 in the space providedafter question 86. In an experiment to investigate a certain physiological process, a boiling tube labeledA and a test tube labeled B were covered with cotton wool. The two tubes weresimultaneously filled with hot water and fitted with thermometers. The experimentalset-up was as in the diagrams below. For More Free KCSE past papers visit www.freekcsepastpapers.comThe temperatures reading were taken at the start and after every two minutes fortwenty minutes."}
{"text": "In an experiment to investigate a certain physiological process, a boiling tube labeledA and a test tube labeled B were covered with cotton wool. The two tubes weresimultaneously filled with hot water and fitted with thermometers. The experimentalset-up was as in the diagrams below. For More Free KCSE past papers visit www.freekcsepastpapers.comThe temperatures reading were taken at the start and after every two minutes fortwenty minutes. The results were as shown in the table below. Temperature 0C Time minutes Boiling tube ATest tube Ba Using the same axes, draw graphs of temperature against time. 6 marks b i Work out the rate of heat in the boiling tube labeled A and test tube labeledB between the 5th and 15th minutes.ii Account for the answers in b i above. 2 marks iii How does the explanation in b ii above apply to an elephant and a rat? 2 marks c i State the role of the cotton wool in this experiment. 1 mark For More Free KCSE past papers visit www.freekcsepastpapers.comii Name two structures in mammals that play the role stated in c i above 2 marks d State three advantage of having constant body temperature in mammals. 3 marks 7.Describe the process of fertilization in flowering plants. 20 marks 8.Describe how a finned fish such as Tilapia moves in water. 20marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education121 2 MATHEMATICS Paper2ALTANov. 2019 - 2 hoursName Index Number Candidate's Signature Date Instructions to candidates a . Write your name and index number in the spaces provided above. Sign and write the date of examination in the spaces provided above. C This paper consists of two sections: Section and Section I. d Answer all th questions in Section land any five questions from Section I e . Show all the steps in your calculations, giving your answers at each stage in the spacesprovided below each question. 9. Marks may be given for correct working even ifthe answer is wrong. Non-programmable silent electronic calculators and KNEC Mathematical tables may bo used, excopt where stated otherwis h This paper consists of 20 printed pages. I Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. Candidates should answer the questions in English. For Examiner's Use OnlySection Section itW 19 20 21 22 23 24 Total Grand Total 2019 The Kenya National Examinations Couneilwae919285 Turn over SECTION I 50 marks Answer all the questions in this section in the spaces provided.1 Simpy Give the answer inthe form a be where a,b and c are integers. 2 marks Two types of flour, X and Y, cost Ksh60 and Ksh72 per kilogram respectively. The two types are mixed such thatthe cost ofa kilogram of the mixture is Ksh 70, Calculate the ratio X:Y of themixture. G marks 3. A quantity P varies inversely as the square of another quantity L. When P 1628, L 4,Determine P when L 0.2 marks Kenya Certificate of Secondary Education, 2019919285 1223An are of circle subtends an angle of 150 at the circumference of the circle. Calculate the anglesubtended by the same are at the centre of the circle. 2 marks Solve the equations: 4 marks A bag contains 6 red counters and 4 blue counters."}
{"text": "When P 1628, L 4,Determine P when L 0.2 marks Kenya Certificate of Secondary Education, 2019919285 1223An are of circle subtends an angle of 150 at the circumference of the circle. Calculate the anglesubtended by the same are at the centre of the circle. 2 marks Solve the equations: 4 marks A bag contains 6 red counters and 4 blue counters. Two counters are picked from the bag atrandom, without replacement. Represent the events using a tree diagram. Mark b Find the probability thatthe two counters picked are ofthe same colour. 2 marks Kenya Certificate of Secondary Education, 2019orss, na Turn over7. Find the coordinates ofthe turning point ofthe curve y x? 14x 10. Marke8 OABis a sector of a circle of radius r em. Angle AOB 60 . Find, in its simplest form, anin terms of rand x for the perimeter ofthe sector. 2 marks AKenya Certificate of Secondary Education, 201919285 m2In a mathemati test, the scores obtained by 30 students were recorded as shown in the table belowSeore so fo x iu mi osNo.ofswienss 2 3 5 7 4f 2 4The score K witha equeney of isnot gen Given tat 42 4matks where d x 69, and using an assumed mean of 69, determine score K.sin 2x 40 . 2 marks 10, Determine the amplitude and the period of the function y Kenya Certificate of Secondary Education, 2019919285 wu Turn overLl. The figure ABCDEFGH represents a box. The top li of the box is opened such thatthe height OT is 35cm. Calculate the: 2 angle the top lid makes withthe plane FGHE; 2 marks b length BE, correct to 2 decimal places. 2 marks Kenya Certificate of Secondary Education, 2019si92es 121212, The table below shows income tax rates in a certain year. Monthly income inksh."}
{"text": "Calculate the: 2 angle the top lid makes withthe plane FGHE; 2 marks b length BE, correct to 2 decimal places. 2 marks Kenya Certificate of Secondary Education, 2019si92es 121212, The table below shows income tax rates in a certain year. Monthly income inksh. THE ne010164 1010165-19740 519741-29316 229317-38892 2838895 and above 0 In that year, Mawira earned a salary of Ksh41 000 per month. Calculate Mawira s income tax per month given that a monthly tax relief of Ksh 1162 was allowed, G marks 1b Tepaiin senorita, atcavon- 2 ,084 1 aoe 7 .Show that A, B and C are collinear. 3 marks Kenya Certificate of Secondary Education, 2019919285 12 Turn over14, The vertices ofa triangle PQR are P 3,2 , Q 0, 1 and R 2, 1 , A transformation matrix M,le POR onto triangle P Q'R whose vertices are P' 7,2 , QI and R 4, 1 ,the transformation that maps P'Q'R onto PQR. 4 marks 15. Solve forx in log 7x 3 2 log 2 log x 3 . 4 marks Kenya Cerificate of Secondary Education, 20191928s 1295. The length of a shadow of a mast was measured at intervals of hour and recorded as shown inthe table below. Timo o 1 2 3 4 isLength m 187 87 so 29 13 0 On the grid provided, draw the graph of length against time."}
{"text": "Marks b After some time s the value ofa plot was Ksh 58400. Find , to the nearest month marks Mbaka sold all the plots he had bought after 4 years for Ksh2928200. Find the percentageprofit Mbaka made, correct to 2 decimal places. 4 marks Kenya Certificate of Secondary Education, 2019919285 12 Turn over219, The figure KLMN below is a scale drawing of a rectangular piece of land of length KL 80m, On the figure, construct; the locus ofa point P which is both equidistant from points Land M and from linesKLand LM, 3 marks ii the locus of a point Q such that Z KQL 90 3 marks b Shade the region R bounded by the locus of Q and the Locus of points equidistantfrom KL and LM. 1 mark ii Find the area of the region R in mi. Take x 3,142 3 marks Kenya Certificate of Secondary Education, 2019919285 12320. A ship left point P 10 S, 40 E and sailed due East for 90 hours at an average speed of 24 knotstoa point R. Take nautical mile nm to be 1.853km and radius ofthe earth to be 6370 km Calculate the distance between P and R in: nm; 0 mark i km. 1 mark b Determine the position of point R. S marks g Find the local time, tothe nearest minute, at point R when te time at Pi 11:00a.m.marks Kenya Certificate of Secondary Education, 2019919285 1202 Turn over21, A workshop makes cupboards and tables using two artisans A and B, Every cupboard maderequires 3 days of work by artisan A and 2 days of work by artisan B. Every table made requires2 days of work by artisan A and 2 days of work by artisan B."}
{"text": "1 mark b Determine the position of point R. S marks g Find the local time, tothe nearest minute, at point R when te time at Pi 11:00a.m.marks Kenya Certificate of Secondary Education, 2019919285 1202 Turn over21, A workshop makes cupboards and tables using two artisans A and B, Every cupboard maderequires 3 days of work by artisan A and 2 days of work by artisan B. Every table made requires2 days of work by artisan A and 2 days of work by artisan B. In one month artisan A workedfor less than 24 days while artisan B worked for not more than 18 days, The workshop made xcupboards and y tables in that month, Write all the inequalities which must be satisfied by x and y, 3 marks b Represent the inequalities in a on the grid provided. G marks Kenya Certificate of Secondary Education, 2019919285 12Is The workshop makes a profit of Ksh6000 on each cupboard and Ksh4000 on each table. The number of cupboards and the number of tables that must be made for maximumprofit and hence determine the maximum profit. 4 marks Kenya Certificate of Secondary Education, 2019919285 2 Turn over1622, The amount of money contributed by a group of students during a fundraising for needystudent was as shown in te table below. On the grid provided, draw an ogive to represent the data919285Kenya Certificate of Secondary Education, 2019122 Amount Ksh 301-400 401-00 s01 600 601-700 701-800 801-900 901-1000Number of students 2 10 12 4 7 3 2 marks Use the graph to estimate: themedian; mark Gi the quantile deviation; G marks ii the percentage number of students who contributed at least Ksh750.50. 2 marks Kenya Certificate of Secondary Education, 20191928s nv Turn over18 23, Inthe figure below, OA a, OB b and BX meets OY at C."}
{"text": "4 marks Kenya Certificate of Secondary Education, 2019919285 2 Turn over1622, The amount of money contributed by a group of students during a fundraising for needystudent was as shown in te table below. On the grid provided, draw an ogive to represent the data919285Kenya Certificate of Secondary Education, 2019122 Amount Ksh 301-400 401-00 s01 600 601-700 701-800 801-900 901-1000Number of students 2 10 12 4 7 3 2 marks Use the graph to estimate: themedian; mark Gi the quantile deviation; G marks ii the percentage number of students who contributed at least Ksh750.50. 2 marks Kenya Certificate of Secondary Education, 20191928s nv Turn over18 23, Inthe figure below, OA a, OB b and BX meets OY at C. OX:OA 1:2 and BYYAA oO a Express in terms of a and b:BA; 1 mark i OY; mats Gi BX. 1 mark Given that OC HOY and BC KBX, determine the values of hand 6 marks Kenya Certificate of Secondary Education, 2019919285 m2192A. Avaperian PORS wih vertgs PO, 2 . 016, 2 R64 and S28 mapped oto PO'R'Sbysrmsforaon an -2 9 . A Find the cooninaes of OR ears Onthe grid provided draw PORS and its image P'Q R'S . 2 marks Kenya Certificate of Secondary Education, 201912219285 Turn over20 Find P\"QR SY, the image of P'Q R'S under the transformation mat 4 0x-fi my ii Onthe same grid draw P'Q'R'S . Mark Find igle matrix that maps P Q R\"S onto P Q R S ."}
{"text": "016, 2 R64 and S28 mapped oto PO'R'Sbysrmsforaon an -2 9 . A Find the cooninaes of OR ears Onthe grid provided draw PORS and its image P'Q R'S . 2 marks Kenya Certificate of Secondary Education, 201912219285 Turn over20 Find P\"QR SY, the image of P'Q R'S under the transformation mat 4 0x-fi my ii Onthe same grid draw P'Q'R'S . Mark Find igle matrix that maps P Q R\"S onto P Q R S . 2 marks ii Describe fully the transformation that maps P\"Q R'S\" onto P Q'R'S' 2 marks THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2019 919285 12."}
{"text": "BUSINESS PAPER 220111. A Explain the following types of inflation: i demand-pull inflation ii cost-push inflation iii imported inflation iv structural inflation. 8marks b Explain six factors that may hinder the development of a country. 12 marks a Explain five circumstances under which containerization may be used to transportgoods. 10 marks b i Explain the procedure for making an insurance claim. 5 marks ii A farmer's house valued at Ksh. 1,200,000 was insured against fire forKsh. 900,000 under the \"with average clause\". Fire occurred and damaged thehouse causing a loss of Ksh. 500,000. Determine the value of compensationdueto the farmer. 5 marks a Discuss five factors that may be considered when choosing a method for promotingaproduct. 10 marks b Describe five features of economic resources. 10 marks a Explain five benefits that may accrue to an organization that adopts an open officeplan. 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.com b Discuss five circumstances under which a partnership may be dissolved. 10marks a Amboseli Roses is a horticultural company producing flowers. Explain six factorsthatmay influence the choice of a channel for distributing its products. 12 marks a Give four reasons for maintaining books of original entry. 8 marks a Discuss five causes of unfavourable balance of payment for most developingcountries. 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.com b The following balances were extracted from the books of Rehema Traders on1st January, 2007.Kshs. Capital600,000Creditors180,000Motor van200,000Furniture200,000Stock60,000Debtors80,000Cash240,000The following transactions took place during the year ended 31st December, 2007: i Sold furniture worth Ksh. 60,000 for which Ksh. 40,000 cash wasreceived and the balance was due at the end of the year. Ii Purchased goods worth Ksh. 100,000 for which cash of Ksh. 70,000 waspaid and the balance was still outstanding at the end of the year. Iii Cash Ksh."}
{"text": "40,000 cash wasreceived and the balance was due at the end of the year. Ii Purchased goods worth Ksh.100,000 for which cash of Ksh.70,000 waspaid and the balance was still outstanding at the end of the year. Iii Cash Ksh.10,000 was taken from the business by the proprietor to settle thespouse's hospital bill. Required:Draw Rehema Trader's balance sheet as at 31st December, 2007 showing the itemsintheir relevant classes. 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com CEKENAS END OF TERM TWO EXAM 2023 443 1 AGRICULTURE PAPER 1 JULY AUGUST 2023 SECTION A: 30 MARKS Answer all questions in this section in the spaces provided 1. Give four reasons why farmers are encouraged to practice organic farming 2marks 2. Distinguish between GDP and GNP 2marks 3. What is meant by the following terms 2marks i Seed inoculation ii Seed dressing 4. Name four types of terraces 2marks 5. Name the routine field practice done by; a Removal of extra suckers in a banana stool 1mark b Removal of old stems down to level of top foliage in pyrethrum 1mark c Removal of suckers from coffee bushes 1mark 6. State three characteristics of phosphatic fertilizers 1.5marks 7. Explain the relationship between scarcity and choice as used in agricultural economics 1mark 8. Outline four ways by which crop pests are classified 2marks 9. State four advantages of land consolidation 2marks 10. Outline three benefits derived from trees used in agroforestry 1 marks 11. State four practices which improve light intensity in crop production 2marks 12. Give four factors that influence the quality of hay 2marks 13. Outline two other methods of conserving forage in the farm 1mark 14. State four factors that determine the demand of a commodity in a free market 2marks 15. Give four varieties of tomatoes grown for processing 2marks 16. State two advantages of mixed farming 1mark 17. Name any two land tenure systems practiced in Kenya 1mark SECTION B: 20 MARKS Answer all questions in the spaces provided 18. Illustrated below is a method of turning compost. Study the method and answer the questions that follow."}
{"text": "Name any two land tenure systems practiced in Kenya 1mark SECTION B: 20 MARKS Answer all questions in the spaces provided 18. Illustrated below is a method of turning compost. Study the method and answer the questions that follow. A Identify the method 1mark b Using arrows in the diagram, show how the turning is done before the manure can be taken to the field 2marks c After how long should the compost be ready for use 1mark AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com d Apart from the above named type of organic manure, name any other two types of organic manure 1mark 19. Below is a diagram of a tertiary operation. Study it and answer the questions that follow. I Name the operation 1mark ii Explain the process of performing the operation 1mark iii Name the implement that can be used to achieve the operation 1mark iv State the importance of carrying out the operation 2marks 20. Below is the diagram of a planting material. Study it and answer the questions that follow. A Label the parts labelled i, ii and iii 3marks b State two factors that determine seed rate 2marks 21. Below is the set up of three different types of soil. A State the aim of the experiment 1mark b State two ways of improving the soil structure labelled Z 1mark c Name three processes of rock weathering 3marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com SECTION C: 40 MARKS Answer any two questions from this section. 22. Study the following information which was extracted from Mr Kibui s farm records on 30th November 2022 and answer the questions that follow."}
{"text": "A State the aim of the experiment 1mark b State two ways of improving the soil structure labelled Z 1mark c Name three processes of rock weathering 3marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com SECTION C: 40 MARKS Answer any two questions from this section. 22. Study the following information which was extracted from Mr Kibui s farm records on 30th November 2022 and answer the questions that follow. Loans payable to bank Five milking cows 400 layers 20 goats Debts payable to cooperative Buildings and structures Bonus payable to workers Cattle feed in store Animals drugs in store Breakages to repair Cash at hand Cash in bank Spray equipment Debts receivable Ksh.300,000 Ksh.250,000 Ksh.80,000 Ksh.30,000 Ksh.20,000 Ksh.600,000 Ksh.19,000 Ksh.10,000 Ksh.4,000 Ksh.30,000 Ksh.20,000 Ksh.30,000 Ksh.12,000 Ksh.18,000 a Prepare a balance sheet for Mr Kibui s farm using the information above 8marks b Was Mr Kibui s business concern solvent or insolvent 1mark c Name any other financial statement that can be found in Mr Kibui s farm 1mark d Describe five factors to consider in siting farm structures 10marks 23. A Describe the procedure of silage making 5marks b State five effects of wind on crop production 5marks c State five precautions that should be observed when harvesting cotton 5marks d Why should it be advisable to use a nursery in crop production 5marks 24. A State five ways through which a farmer can adjust to risks and uncertainties in farming 5marks b Describe the marketing functions in agricultural economics 5marks .. c Describe the safety precautions a farmer should take when using herbicides 5marks ."}
{"text": "A Describe the procedure of silage making 5marks b State five effects of wind on crop production 5marks c State five precautions that should be observed when harvesting cotton 5marks d Why should it be advisable to use a nursery in crop production 5marks 24. A State five ways through which a farmer can adjust to risks and uncertainties in farming 5marks b Describe the marketing functions in agricultural economics 5marks .. c Describe the safety precautions a farmer should take when using herbicides 5marks . D Explain five physical methods of pest control 5marks CEKENAS END OF TERM TWO EXAM 2023 443 2 AGRICULTURE PAPER 2 JULY AUGUST 2023 SECTION A: 30 MARKS Answer ALL questions in this section in the spaces provided 1. State four features of a good pig house 2marks 2. State four features of large white breed of pigs 2marks 3. Name three stages of liver fluke which occurs in the fresh water snail 1 marks 4. State four reasons for controlling livestock diseases 2marks 5. Name four factors which determine the maintenance requirements of an animal 2marks 6. Give four ways of stimulating milk let down in a dairy cow 2marks 7. Distinguish between the following pair of terms as used in livestock production a Ringing and crutching 1mark b Steaming up and flushing 1mark 8. Give four reasons for maintaining a wheel barrow in good working condition 2marks 9. State four symptoms of Newcastle disease in poultry 2marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 10. State four disadvantages of a tractor as a source of power 2marks 11. Give four conditions that reduces the quality of eggs for hatching 2marks 12. Name three methods that are used in selection of breeding stock in livestock production 1 marks 13. State four construction features necessary in a fish pond 2mark 14. Give an appropriate terms that refers to each of the following i Castrated chicken mark ii Young one of a rabbit mark 15."}
{"text": "Name three methods that are used in selection of breeding stock in livestock production 1 marks 13. State four construction features necessary in a fish pond 2mark 14. Give an appropriate terms that refers to each of the following i Castrated chicken mark ii Young one of a rabbit mark 15. State four methods of dehorning 2marks 16. State four disadvantages of in breeding 2marks SECTION B: 20 MARKS Answer ALL questions in the spaces provided 17. The diagram below represents farm tools and equipment. Study them and answer the questions that follow a Identify the tools and equipment J and K 2marks b State the uses of tools labelled L, M and N 3marks 18. The diagram below shows a livestock parasite a Identify the parasite 1mark b Explain how the parasite can be passed from; i Livestock to human beings 1mark ii Human beings to animals 1mark c State two control measures for the parasite in a zero grazing unit 2marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 19. Study the diagram below and answer the questions that follow a Identify the parts labelled B D 2marks b State the function of part labelled A 1mark c State two adaptations of parts labelled C to its function 2marks 20. Below is an illustration of an activity carried out by a poultry farmer keeping layers a Give one reason for carrying out the practice in poultry layering 1mark b State two faults which can be detected using the method illustrated above 2marks c How can a farmer improve the following in poultry production i Hardness of egg shell 1mark ii Yellowness of egg York 1mark SECTION C: 40 MARKS Answer any TWO questions from this section in the spaces provided after question 23 21."}
{"text": "The diagram below shows a livestock parasite a Identify the parasite 1mark b Explain how the parasite can be passed from; i Livestock to human beings 1mark ii Human beings to animals 1mark c State two control measures for the parasite in a zero grazing unit 2marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 19. Study the diagram below and answer the questions that follow a Identify the parts labelled B D 2marks b State the function of part labelled A 1mark c State two adaptations of parts labelled C to its function 2marks 20. Below is an illustration of an activity carried out by a poultry farmer keeping layers a Give one reason for carrying out the practice in poultry layering 1mark b State two faults which can be detected using the method illustrated above 2marks c How can a farmer improve the following in poultry production i Hardness of egg shell 1mark ii Yellowness of egg York 1mark SECTION C: 40 MARKS Answer any TWO questions from this section in the spaces provided after question 23 21. A Describe Ten causes of low egg production in layers 10marks b Discuss foot and mouth disease under the following headings: i Causal organism 1mark ii Livestock species attacked 2marks iii Symptoms of attack 4marks iv Control measures 3marks 22. A Outline five advantages of artificial insemination in cattle management 5marks b Explain five factors that a farmer should consider when sitting a bee hive to prevent swarming 5marks c Explain five precautions taken by dairy farmer to ensure clean milk production 10marks 23."}
{"text": "Below is an illustration of an activity carried out by a poultry farmer keeping layers a Give one reason for carrying out the practice in poultry layering 1mark b State two faults which can be detected using the method illustrated above 2marks c How can a farmer improve the following in poultry production i Hardness of egg shell 1mark ii Yellowness of egg York 1mark SECTION C: 40 MARKS Answer any TWO questions from this section in the spaces provided after question 23 21. A Describe Ten causes of low egg production in layers 10marks b Discuss foot and mouth disease under the following headings: i Causal organism 1mark ii Livestock species attacked 2marks iii Symptoms of attack 4marks iv Control measures 3marks 22. A Outline five advantages of artificial insemination in cattle management 5marks b Explain five factors that a farmer should consider when sitting a bee hive to prevent swarming 5marks c Explain five precautions taken by dairy farmer to ensure clean milk production 10marks 23. A State five characteristics of light breed of poultry 5marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com b Describe the operation of a four stroke cycle engine 12marks c State three good hygiene practices in livestock feeding 3marks EASTERN CLUSTER EXAMINATION 2023 443 1 JULY AUGUST 2023 AGRICULTURE PAPER ONE SECTION A 30Marks 1. What are the three aspects of light that are important to a farmer? 11 2 marks 2. Outline three ways of preparing materials before planting. 11 2 marks 3. List four advantages of timely planting. 2 marks 4. State two practices done during hardening-off of seedlings in a nursery bed. 1 mark 5. Givethree agricultural practices which lead to water pollution. 11 2 marks 6. Give the form in which the following elements are absorbed by crops. 1 mark i Sulphur- ii Nitrogen- 7. Outline four sources of capital in the farm. 2 marks 8."}
{"text": "1 mark i Sulphur- ii Nitrogen- 7. Outline four sources of capital in the farm. 2 marks 8. State four roles of organic matter in sandy soils . 2 marks 9. Name one crop that is propagated by each of the following. A Stem tuber - mark b Split - mark c Slip- mark 10. Give four factors that can increase seed rate in crop production. 2 marks 11. List four methods of farming. 2 marks 12. State four details that may be contained in an invoice. 2 marks 13. Give two examples for each of the following types of cost incurred in broiler production. 2marks a Fixed cost- b Variablecost - 14. List four post harvest practices that are carried out in maize production. 2mks 15. Under which type of farm records should each of the following items be entered? 2mks i Date of ploughing- ii Milk yield - iii Date cow was served iv Vaccination against Newcastle disease- 16. Give four ways in which land consolidation helps to improve land management. 2mks 17. State four advantages of drip irrigation in a farm. 2mks SECTION B 20Marks 18. A plot of land measures 6.6m long by 3.6m wide. This plot is prepared for planting cabbages at a spacing of 60cm by 60cm. The outermost rows start at 30 cm from the edges all around the plot. Showing your working, calculate: i The number of the rows falling on the width side of the plot. 2mks ii The number of cabbage seedlings that should be planted on the plot . 3mks 19. The following are illustrations of tea pruning methods. Study them carefully and answer the questions that follow. AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Identify the pruning methods illustrated above . 2 marks b Give three reasons for pruning tea. 3 marks 20. Below is a diagram showing soil erosion control method. Cultivated land with crops a Identify the structure used to control soil erosion."}
{"text": "3 marks 20. Below is a diagram showing soil erosion control method. Cultivated land with crops a Identify the structure used to control soil erosion. 1mark b What is the function of the structure shown in the diagram above? 1 mark c State three effects if water was allowed into the cultivated land. 3marks 21. Below are photographs of common pests. Use them to answer the questions that follow. PQ a Identify the pests above P Q 2 marks b Describe the damage caused by pest P. 1 mark c State two ways of controlling the pests 2 marks SECTION C 40Marks Answer any two questions in this section 22. A Describe seven cultural methods of controlling pests in crops. 7 marks b Explain management practices carried out on an agro-forestry tree nursery. 8 marks c Explain five advantages of grass-legume pasture over pure grass pasture. 5 marks 23. A Describe seven cultural methods of weed control. 7 marks b Explain six advantages of crop rotation. 6 marks c Discuss the harvesting of pyrethrum under the following sub headings. I Harvesting procedure. 4 marks ii Precautions during harvesting. 3 marks 24. A The following information was extracted from Makini Farm Records for the financial year ending on 30th June 2022. Use it to prepare a profit and loss account for the farm. 6 marks Rent received Sh. 10,000 Egg sale Sh. 60,000 Repair of tractor Sh. 30,000 Soil Uncultivated land Water movement A BAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com Opening valuation Sh. 80,000 Interest on Bank loan Sh. 20,000 Tax paid Sh. 40,000 Closing valuation. Sh. 90,000 Purchase of farm inputs Sh. 90,000 Debts receivable from farmers co-op society Ksh 100,000 Maize sales Sh. 55,000 b State four benefits of a farmer having land title deed. 4 marks c Outline disadvantages of monocropping. 5 marks d Outline five factors which determine the quality of hay."}
{"text": "55,000 b State four benefits of a farmer having land title deed. 4 marks c Outline disadvantages of monocropping. 5 marks d Outline five factors which determine the quality of hay. 5 marks EASTERN CLUSTER EXAMINATION 2023 443 2 JULY AUGUST 2023 AGRICULTURE PAPER TWO SECTION A: 30 MARKS 1. State four roles of a worker bee 2mks 2. Name two tools used for cutting galvanized iron pipes. 1mk 3. State four maintenance requirements of a jackplane 2mks 4. List two tools used for laying concrete blocks when constructing a wall 1mk 5. How does crossbreeding improve livestock production? 1mk 6. State four disadvantages of natural mating as a method of breeding in dairy cattle management. 2mks 7. Name four systems of a tractor engine 2mks 8. What is dry cow therapy? 1mk 9. State four maintenance practices of a disc plough 2mks 10. Give two reasons for using litter in a poultry house 1mk 11. State four disadvantages of fold system in poultry rearing 2mks 12. State four practices that come immediately after complete milking in a milking shed. 2mks 13. State two ways of restraining cattle during routine management 1mk 14. Distinguish between the following practices as used in livestock production. A Crutching and Ringing in sheep management. 1mk b Cropping and harvesting in fish farming. 1mk 15. State the gestation period for each of the following. A Cow: 12mks b Sow: 12mks c Ewe: 12mks d Rabbit: 12mks 16. State four causes of egg eating in a flock of layers 2mks 17. State four signs of broodiness in a hen 2mks 18. List four categories of livestock diseases. 2mks SECTION B: 20MKS 19. The illustration below shows a cross section of a cattle dip."}
{"text": "List four categories of livestock diseases. 2mks SECTION B: 20MKS 19. The illustration below shows a cross section of a cattle dip. AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Name the parts labelled E and G. 1mk b State one use for each of the parts labelled E, F and G. 3mks 20. A Name two maintenance practices for a wire fence. 1mk b The diagram below shows a cross section of a fish pond. Name the part labelled J and K 1mk c State one function of the part labelled L 1mk d Give one reason why the pond should have a deep end. 1mk e Explain how fingerlings are introduced into a pond. 2mks 21. The illustrations below show a practice carried out to prevent mastitis infection in a dairy cow a Identify the practice 1mk b At what stage is the practice carried out? 1mk c State two other practices that are carried out on the udder to prevent mastitis infection. 1mk 22. The diagram below shows calf presentation during parturition a Name the presentation labeled: M N 2mk b Which one of the two presentations requires the services of a qualified stockman? 1mk c State two signs of parturition observed on the vulva 2mks d Give four reasons for livestock breeding 2mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com SECTION C Answer any two questions from this section. 23. A Describe the uses of five materials Equipment that are required for hand milking 10mks b Describe the management practices that ensure proper hygiene in a deep litter poultry house. 6mks c State four disadvantages of using live fences on the farm 4mks 24."}
{"text": "23. A Describe the uses of five materials Equipment that are required for hand milking 10mks b Describe the management practices that ensure proper hygiene in a deep litter poultry house. 6mks c State four disadvantages of using live fences on the farm 4mks 24. A Explain five structural requirements for a grain store 5mks b Describe five body conformation features of a dairy heifer 5mks c Describe the activities that take place during the digestion process in the rumen of a cow. 5mks d State differences between a diesel engine and a petrol engine 5mks 25. A Describe the cycle of a four stroke petrol engine. 12mks b State four signs of external parasite infestation in livestock 4mks c Give four harmful effects of liver fluke in sheep rearing 4mks MOKASA I MOCK 443 1 AGRICULTURE PAPER 1 SECTION A 30 MARKS 1. Name four biotic factors that influence agriculture negatively. 2marks 2. State four activities that may be undertaken in organic farming. 2marks 3. Give four reasons for early preparation of a seedbed in crop production. 2marks 4. Give two reasons why crops do not do well in waterlogged soils. 1mark 5. Name four farming practices that may lead to soil erosion. 2marks 6. Give four causes of poor drainage on farmland. 2marks 7. State four advantages of a mixed grass legume pasture over a pure grass pasture. 2marks 8. Give a solution for each of the following properties of nitrogenous fertilizer when applying to crops. A Easily leached to lower horizons. 12 b Are highly volatile. 12 c Are hygroscopic. 12 9. Give two ways in which records help farmers to obtain loans from money lending agencies."}
{"text": "12 c Are hygroscopic. 12 9. Give two ways in which records help farmers to obtain loans from money lending agencies. 1mark 10. State four benefits of land consolidation. 2marks 11. State four ways in which humus is beneficial to a growing crop. 2marks 12. State four disadvantages of chemical pest control. 2marks 13. Define the term integrated pest management 12 14. State four factors considered when selecting planting material for forage crops. 2marks 15. State four disadvantages of broadcasting seeds during planting. 2marks 16. Name two sources of underground water. 1mark 17. State four factors that would determine the number of secondary cultivations to be carried out on a seedbed before planting. 2marks 18. State two characteristics of a good vegetable seedling. 1mark SECTION B 20 MARKS 19. A member of the young farmers club was advised to apply a complete compound fertilizer 30-20-10 in a tomato plot measuring 10m by 5m at the rate of 300kg per hectare. A Give the percentage of nitrogen N and phosphorus pentoxide 2 5 in the fertilizer. AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 2marks Nitrogen N .. Phosphorus pentoxide 2 5 b Calculate the amount of fertilizer the member would require for the plot. 3marks 20. The diagram below illustrates a field management practice in tomatoes. Study it and answer the questions that follow. A Identify the field practice. 1 mark b Name two materials used in the practice illustrated above. 2 marks c State three reasons for carrying out the practice above. 3 marks 21."}
{"text": "Below is diagram of a cow suffering from a deficiency disease? Study it and answer the question that follows. A Identify the diseases of the above animal is suffering from. 1mk b What stage of the state of the body condition encourages the disease above? 1mk c List two symptoms of the above disease. 1mk d Give one control measure of the identified disease. 2mks 20. Study the diagram of the tools labelled L,M,N and P and answer the following questions. Name the tools labelled L,M,N and P and give their uses. 4mk Identity Use L M N P 21. A Name two major physical differences between Bactrian and dromedary breed of camel. 2mks b Name four dairy breeds of dairy goats. 2mks c Name one characteristic of goats that make them perform better in the dry parts of the Country. 2mks 22. Study the diagram of a calf pen illustrated below. P L N MAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Name the type of floor shown in the diagram. 1mk b What is the purpose of the floor begin raised. 1mk c Name two factors considered when siting a calf pen. 1mk d Give one function of good ventilation in the animal house. 1mk SECTION C 40 MARKS Answer any two questions from this section. 23. A Describe newcastle disease under the following sub-headings i Causal organism. 1mk ii Symptoms of attack. 6mks iii Control measures 3mks 24. A Explain seven ways in which ticks can be controlled on a livestock farm. 7mks b State four disadvantages of using live fences on a farm. 4mrks c Describe nine advantages of the battery cage system of rearing layers. 9mks 25. A Give five reasons for keeping livestock health. 5mks b Describe the process of digestion in the small intestines of a non-ruminant animals. 5mks c Describe six diseases control routine management practices in calf rearing."}
{"text": "A Give five reasons for keeping livestock health. 5mks b Describe the process of digestion in the small intestines of a non-ruminant animals. 5mks c Describe six diseases control routine management practices in calf rearing. 6mks d Describe the procedure of stocking a bee hive. 4mks MURANG A SOUTH MOCK 443 1 AGRICULTURE paper 1 SECTION A 30 MKS ANSWER ALL QUESTIONS IN THE SPACES PROVIDED 1. Give four advantages of intensive farming. 2 mks 2. Give two reasons for testing soil 1 mk 3. Give four reasons for deep ploughing during land preparation 2 mks 4. Name four books of accounts 2 mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 5. State three care and management required of agro forestry trees 1 mks 6. State four factors affecting the quality of farm yard manure 2 mks 7. List four details recorded in a field operation record 2 mks 8. Give four indicators of a plant lacking adequate nitrogen 2 mks 9. Give four reasons why farmers may choose seeds over vegetative materials during planting 2 mks 10. Define the following terms as used in crop production. 1 mks 11. Give the various methods of pegging tea. 1 mk 12. State four limitations of individual owner operator land tenure system 2 mks 13. State four processes that lead to formation of gully erosion 2 mks 14. Give four benefits of weeds 2 mks 15. Name three categories of crop diseases 1 mks 16. State the law of substitution 1mks 17. State five factors that affects the supply of a given commodity in the market 2 mks SECTION B 20 MKS ANSWER ALL QUESTIONS IN THE SPACES PROVIDED 18. The photograph below illustrates a method of irrigation a . Identify the method of irrigation illustrated above. 1 mk b . State three maintenance practice that are carried out on the equipment used in the illustrated above 3 mks c ."}
{"text": "Identify the method of irrigation illustrated above. 1 mk b . State three maintenance practice that are carried out on the equipment used in the illustrated above 3 mks c . Give one advantage of drip irrigation has over the method of irrigation illustrated as above in crop disease control. 1 mk AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 19. The table below shows the population and Gross National Income of countries A and B. COUNTRY Gross National Income Millions KShs. POPULATION million A 1800 36 B 1200 15 a . Calculate the per capita income for each country. Show your working 2 mks b . Which of the two countries is more developed economically? 1 mk c . Give a reason for your answer in b above 1 mk d . How can agriculture increase the Gross National Income of a country? 1 mk 20. The following diagrams show various samples of soil aggregates a . Identify the type of soil structures 2 mks b . Briefly explain how soil structure N can be improved 2mks c . Name two places where soil labeled S can be found. 2mks 21. Use the diagram below to answer the questions a . Identify the sorghum variety shown 1 mk b . State two birds pests that commonly attack the crop 2 mks c . Name two other varieties commonly grown by farmers 2 mks SECTION C 40 MKS ANSWER ANY TWO QUESTIONS IN THIS SECTION IN THE SPACES PROVIDED 22. A . Describe the production of dry beans under the following sub headings i Varieties 2 mks ii . Selection of planting materials 3 mks iii Post harvesting practices of dry beans 5 mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com b . Explain five physical methods of pest control 6 mks c . Explain four factors that determine seed rate 4 mks 23. A . Describe the seven management practices that should be carried out on a vegetable nursery after sowing seeds until the seedlings are ready for transplanting 7 mks b . Describe the cultural methods of controlling soil erosion 7 mks c ."}
{"text": "A . Describe the seven management practices that should be carried out on a vegetable nursery after sowing seeds until the seedlings are ready for transplanting 7 mks b . Describe the cultural methods of controlling soil erosion 7 mks c . Explain how farmers may adjust to uncertainties in a farming business 6 mks 24 . A Describe the production of carrots under the following sub headings i . Land preparation 3 mks ii . Planting 4 mks b . Explain six farming practices that destroy soil structure 6 mks c . I . What is solifluction erosion? 1 mk ii . Explain six factors influencing mass wasting solifluction 6 mks MURANG A SOUTH END OF TERM TWO 2023 EXAMINATION 443 2 AGRICULTURE PAPER 2 1. Give four effects of livestock disease in agriculture production 2 mks 2. Give four effects of external parasites that are harmful to livestock 2 mks 3. State four desirable qualities of a livestock ration 2 mks 4. List two tools used for each of the following farm operations. I . Tightening barbed wires during fencing 1 mk ii . Smoothening concrete floors during plastering 1 mk 5. Name four rabbit breeds reared in Kenya. 2 mks 6. Name four parts of the animal preferred by a two host tick. 2 mks 7. State four functions of calcium in animal nutrition 2 mks 8. Outline four advantages of artificial insemination in cattle management. 2 mks 9. State four causes of infertility in dairy cattle 2mks 10. State four management practices in fish rearing. 2 mks 11. State two harmful effects of mites to livestock 1 mk 12. State four qualities of marketable eggs 2mks 13. State four advantages of artificial calf rearing 2mks 14. Name four parts of a farm building that can be reinforced using concrete. 2 mks 15. Give four symptoms of milk fever in dairy cows 2mks SECTION B 20 MKS ANSWER ALL QUESTIONS IN THIS SECTION IN THE SPACES PROVIDED. 16. The diagram below shows a type of a farm gate."}
{"text": "Give four symptoms of milk fever in dairy cows 2mks SECTION B 20 MKS ANSWER ALL QUESTIONS IN THIS SECTION IN THE SPACES PROVIDED. 16. The diagram below shows a type of a farm gate. Study the diagram and answer the questions that follow. AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a . Identify the type of the gate shown mk b . Name the parts labeled C, D and E. 1 mks c . I . State one function of the part labeled F. 1mk ii . State two functions of the gate illustrated above 2 mks 17. The diagram below illustrates a livestock parasite. A . Identify the parasite illustrated above 1 mk b . State the major harmful effects of the parasite 1 mk c . Explain three control measures for the parasite 3 mks 18. The diagram below illustrates the reproductive system of a farm animal. Study it and answer the questions that follow. A . Name the parts labeled A, B, C and D 2 mks b State the functions of the part labeled A. 1 mk c . Give two signs of oestrus in cows 2 mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 19. The diagram below shows a farm implement. Study it and answer the questions that follow. I. Identify the farm implement illustrated in the diagram above. 1mk ii. Name the parts labeled G, H, J and K 2mks iii. State two functions of the farm implement illustrated above. 2mks SECTION C 40 MKS ANSWER ANY TWO QUESTIONS IN THIS SECTION. 20. A . Describe the management practices that a farmer should carry out to improve milk 10 mks b . Explain the daily maintenance practices that should be carried out on a farm tractor. 10 mks 21. A . Give five management practices a farmer should carry out to control parasite infestation in livestock 5 mks b . Describe the control measures for cannibalism in layers 5 mks c . Discuss foot and mouth disease under the following headings i. causal organisms ii. Livestock species attacked 2 mks iii."}
{"text": "Discuss foot and mouth disease under the following headings i. causal organisms ii. Livestock species attacked 2 mks iii. Symptoms of attack 4 mks iv. Control measures 3 mks 22. A . Describe the milking procedure under the following sub headings: 5 mks i. Pre milking practices ii. Procedure of proper milking 5 mks b . Describe the management of growers in poultry rearing. 5 mks c . Explain five factors that affect the digestibility of a feed material 5 mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com MUMIAS WEST JOINT EVALUATION TEST - 2023 443 1 AGRICULTURE PAPER 1 SECTION A 30 marks Answer ALL the questions in this section in the spaces provided. 1 Name three branches of horticulture. 1 marks 2 List two advantages of mixed farming. 1 mark 3 State two advantages of metal water pipes over plastic pipes in piping water in the farm. 1 mark 4 List two ways in which a soil of pH 3 can be raised to pH 5. 1 mark 5 State two field practices that can ensure efficient utilization of Urea fertilizer in a field of maize. 1 mark 6 Give three advantages of tissue culture in crop propagation. 1 mark 7 List three advantages of grass legume mixture. 1 mark 8 State four conditions limiting shifting cultivation. 2marks 9 State four factors that can affect the efficiency of pesticides. 2 marks 10 State four advantages of land consolidation 2 marks 11 Give two ways in which afforestation help in land reclamation. 1 mark 12 Give five reasons for processing of farm produce. 2 marks 13 Differentiate between a labour utilization analysis and muster roll as used in labour records. 2 marks 14 State three effects of weeds in a pasture crop. 1 marks 15 State four disadvantages of land fragmentation. 2 marks 16 Name three ways in which a cropping system help in controlling soil erosion. 1 marks 17 Name any two crops propagated through suckers. 1 mark 18 Give four advantages of minimum tillage."}
{"text": "2 marks 16 Name three ways in which a cropping system help in controlling soil erosion. 1 marks 17 Name any two crops propagated through suckers. 1 mark 18 Give four advantages of minimum tillage. 2 marks 19 State four precautions a farmer should observe when harvesting pyrethrum. 2 marks SECTION B 20 marks Answer ALL the questions in this section in the spaces provided. 20 The diagram below shows an experiment set up using three different sets of soil, and the observations made after 24hrs. Study the diagram and answer the questions that follow. AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a What is the experiment set up above designed to study. 1 mark b Name the three soil types H, J and K 3 marks c State how a farmer would improve the structure of the soil type K. 1 mark 21 The diagram below illustrates a final seedbed after a tertiary operation done during land preparation. Study it carefully and answer the questions that follow i Name the tertiary operation carried out on the seedbed 1 mark ii Describe how the tertiary operation named in i above is carried out. 2 marks iii Give two advantages of planting crops on the final seedbed illustrated above. 2 marks 22 The diagram below shows a method of forage preservation. I Identify the structure illustrated above. 1mark ii State the form in which forage is conserved as illustrated above. 1mark iii Give the role of the following in the structure above. A Polythene sheet. 1mark b Drainage 1mark c Name one fodder crop that is conserved by the use of this method 1mark AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 23 The diagram above illustrates a bird labeled A which is a crop pest. A Identify the crop pest. 1 mark b State two ways by which the bird causes losses in crops. 2 marks c State two ways of controlling the crop pest 2marks SECTION C 40 marks 24."}
{"text": "A Identify the crop pest. 1 mark b State two ways by which the bird causes losses in crops. 2 marks c State two ways of controlling the crop pest 2marks SECTION C 40 marks 24. A Describe the procedure of harvesting coffee 5marks b State and explain any five cultural method of controlling weeds 10marks c Explain five advantages of mulching 5marks 25. Describe the production of carrot under the following sub-headings i Land preparation 3marks ii Planting 3marks c Identify and explain five factors determining spacing of a particular crop? 10marks d Explain four effects of high temperature on crop production 4marks 26 a Explain five structural structures used to control soil erosion. 10 marks b Describe ten cultural methods used in controlling crops pests. 10 marks MUMIAS WEST SUB-COUNTY JOINT EXAMINATION 443 2 AGRICULTURE PAPER 2 SECTION A: 30 MARKS Answer ALL questions in the spaces provided 1. State the function of the following. 2mks a Trocar and canula b Stock and die c Strip cup d Mallet 2. Explain two maintenance practices that should be done on a slasher. 1mk 3. State the origin of each of the following dairy cattle. 1mk a Friesian b Jersey 4. List four reasons for keeping livestock. 2mks 5. Give the reasons why when hand milking the following should be observed. 3mks a Milk quickly and evenly b Milk at regular intervals c Practice complete milking 6. What is dry cow therapy? 1mk 7. Give two reasons for growing grass around the fish pond. 1mk 8. State four characteristics of desirable eggs for marketing. 2mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 9. Give two reasons for using litter in a poultry house. 1mk 10. State four signs of anthrax infection observed in the carcass of cattle. 2mks 11. State three practices that should be carried out on wooden fence to make it last long."}
{"text": "State four signs of anthrax infection observed in the carcass of cattle. 2mks 11. State three practices that should be carried out on wooden fence to make it last long. 11 2mks 12. State two maintenance practices carried out on a piggery unit. 1mk 13. State two advantages of contemporary comparison method of selecting breeding stock. 1mk 14. State three signs of heat in sows. 11 2mks 15. Name two methods of computing livestock ration. 1mk 16. Give the meaning of the following terms as used in livestock health. A Disease 1mk b Vaccination 1mk c Zoonotic disease 1mk 17. State two control measures for keds in sheep. 1mk 18. Name one livestock disease that is transmitted by each of the following parasites. 2mks a Blue tick b Brown ear ticks c Tsetse fly d Brown tick 19. Give the appropriate term that refers; a Castrated chicken. 1 2mk b Young one of a rabbit 1 2mk c Mature male goat . 1 2mk 20. State three characteristics of Duroc jersey pigs. 11 2mks SECTION B 20 Marks Answer ALL questions in the spaces provided 21. Study the diagrams S and T below and answer the questions below. A Identify the tools S and T. 2mks b Under what condition would you require to use tool T rather than tool S. 1mk c Explain two maintenance practices for the above tools. 2mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 22. Study the diagram below. A Outline two reasons for raddling. 2mks b Using letter R, indicate on the diagram the site of ringing. 1mk c Using letter C, show the position of breeding chutes. 1mk d On the same diagram, show the site of docking. 1mk 23. The diagram below shows a livestock parasite. A Identify the parasite."}
{"text": "1mk 23. The diagram below shows a livestock parasite. A Identify the parasite. .. 1mk b Explain how the parasite is passed from; i Livestock to human beings. 1mk ii Human beings to livestock. 1mk c Explain two control measures for the parasite in a zero grazing unit. 2mks 24. The diagram below shows the digestive system of cattle. Study it and answer the questions that follow. A Name the parts labelled N, P and Q. 3mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com b State the function of T. 1mk c Give the name of an enzyme produced by the part labelled R. 1mk SECTION C 40 Marks Answer ANY TWO questions from this section in the spaces provided. 25. A Describe pneumonia disease under the following sub-headings. A Causal organisms 1mk b Animal affected 2mks c Predisposing factors 2mks d Symptoms 5mks e Control measures 3mks b Describe seven physical characteristics a poultry farmer would use to identify poor layers from a flock of hens. 7mks 26. A Give the functions of any five materials equipment required for hand milking. 10mks b State five indicators that can be observed on a goat to confirm sickness. 5mks c State five advantages of embryo transplant. 5mks 27. A State the disadvantages of using live fences on the farm. 6mks b Give four reasons why bees may swarm from a hive. 4mks c State four factors which determine the amount of food an animal can consume. 5mks d State five reasons why dromedary Camelus dromedaries species of camels is well adapted to Northern part of Kenya. 5mks MECS CLUSTER JOINT EXAMINATION 443 1 PAPER 1 SECTION A 30marks . Answer all Questions in this section 1. Name two branches of horticulture. 1marks 2. List two advantages of mixed farming."}
{"text": "Name two branches of horticulture. 1marks 2. List two advantages of mixed farming. 1 mark 3. State two advantages of metal water pipes over plastic pipes in piping water in the farm. 1 mark 4 a State two characteristics of extensive farming system. 1marks b List four characteristic of fertile soil 2maks 5. Give four advantages of raising cabbage seedlings in a nursery before transplanting 2maks 6. State four benefits of a land title deed to a farmer 2marks 7. State four factors which should be considered when deciding type of irrigation on crop production 2marks 8. Give two ways by which overstocking encourage soil erosion. 1mark 9. State two physical agent of weathering 1mark 10. State four objectives of the million-acre scheme. 2marks 11. State four symptoms of attack by the bean fly in bean production. 2marks 12. A State any four measures that are taken to minimize water pollution in the farm. 2 marks b . Outline four ways through which soil loses its fertility. 2 marks 13. List Four practices that achieve minimum tillage. 2 marks 14. A List four farming practices that can be carried out to increase the amount of light harnessed by crops. 1 marks 15. State two ways of preparing planting materials before planting 1mark 16. State four ways of increasing labour efficiency on the farm 2marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 17. State four factors which may affect the quality of Hay. 2 marks SECTION B 20 MARKS Answer ALL the questions in this section in the spaces provided. 18. The diagram below shows an experiment set up using three different sets of soil, and the observations made after 24hrs. Study the diagram and answer the questions that follow. A What is the experiment set up above designed to study. 1 mark b Name soil types B and C. 2 marks c What are the characteristic textures of the soil type A and C 2 marks 19. The diagrams below show a practice carried out on various crops on the farm. Study them carefully and answer the questions that follow."}
{"text": "2 marks c What are the characteristic textures of the soil type A and C 2 marks 19. The diagrams below show a practice carried out on various crops on the farm. Study them carefully and answer the questions that follow. Before after a Identify the farm practice represented by B. 1mark b State one the importance of the above practice in the following crops. 3marks i Maize ii Irish Potatoes iii Tobacco c At what stage of growth should the above practice be carried out in maize. 1mark 20. Study the farm record below and the questions that follow: Date Disease symptoms Animals affected Drug used Cost of treatment Remarks a Identity of the record 1mark b State two different information that should be entered in the remarks column 2marks c Give two importance of keeping the farm record illustrated above 2marks 21. The diagram below illustrates common weeds in arable land, study them carefully and answer the questions that follow. A BAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Identify the weed labeled C and D 2marks b . Classify the weed labeled C according to plant morphology. 1 mark c . Explain the reason why it is difficult to control the weed labeled D. 2 marks SECTION C ANSWER ONLY TWO QUESTION 40 MARKS 22. Describe the management of cabbages under the following sub-headings. A Nursery preparation and establishment 7 marks b Management of seedlings in the nursery 5 marks c Transplanting of seedlings 8 marks 23 a Explain five ways government policy contributes to Agriculture. 5 marks b Explain any five factors considered when spacing crops. 10marks c Describe the advantages of mixed grass -legume pasture over a pure grass pasture 5marks 24 a State and explain four ways in which soil loses its fertility 8marks b State the precautions that should be observed when harvesting cotton. 4marks c Explain four importance of crop rotation. 8marks MECS CLUSTER JOINT EXAMINATION 443 2 AGRICULTURE PAPER TWO SECTION A 30MARKS INSTRUCTIONS: ANSWER ALL THE QUESTIONS IN THIS SECTION IN THE SPACES PROVIDED. 1."}
{"text": "4marks c Explain four importance of crop rotation. 8marks MECS CLUSTER JOINT EXAMINATION 443 2 AGRICULTURE PAPER TWO SECTION A 30MARKS INSTRUCTIONS: ANSWER ALL THE QUESTIONS IN THIS SECTION IN THE SPACES PROVIDED. 1. Name two camel species reared in arid and semi-arid areas. 1mark 2. Give one reason why fresian s milk is more whitish while jersey milk is yellowish. 1mark 3. State two roles of a drone in a bee hive 2maks 4. What do you understand by the term raddling as used in sheep management. 1mark 5. List four conditions that an animal structure should meet in order to help in controlling livestock diseases. 2marks 6. List four physical characteristics of a dairy cow. 2marks 7. Distinguish between stress and vices as used in poultry production 1mark 8. State two circumstances that would lead a farmer to cull a high producing cow 1mark 9. List four factors that may inhibit milk let down in dairy cattle. 2marks 10. Name the other tool used together with each of the following a Canula 1mark b Hypodermic needle 11. Name four mineral deficiency livestock disorders 2marks 12. Give four ways in which a farmer can restrain a bull on the farm 2marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 13. Name four components of milk 2marks 14. List four factors that affect the digestibility of a feed 2marks 15. Give two symptoms of brucellosis in a cow 1mark 16. Differentiate between drift and pen lambing 1mark 17. State four abnormalities observed during egg candling 2marks 18. State four characteristics of succulent roughages 2marks 19. List four features on the animal which may predispose it to livestock disease 2marks SECTION B 20 MARKS ANSWER ALL THE QUESTIONS IN THIS SECTION 20. The diagram below illustrate the stages of life cycle of a tick. Study it and answer the questions that follow."}
{"text": "List four features on the animal which may predispose it to livestock disease 2marks SECTION B 20 MARKS ANSWER ALL THE QUESTIONS IN THIS SECTION 20. The diagram below illustrate the stages of life cycle of a tick. Study it and answer the questions that follow. A Describe the life cycle of the tick above 4marks b Classify the tick on the basis of the life cycle. 1mark 21. The diagram labelled A and B below show the teeth arrangements in workshop tools. A Identify the tools represented by the teeth arrangement. A and B 2marks b State one functional difference between tools represented by the teeth arrangement A and B. 1marks c Give two maintenance practices for the tools represented by the teeth arrangement shown above. 2marks 22. Study the illustration of fences below and answer the questions that follow X Y a Name the type of fences X Y illustrated above 2mark b Name the correct tool used in maintenance of the fence Y. 1mark c State two advantages that fence Y may have over fence X 2mark 23. The diagram below shows a method of incubation in poultry rearing. AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Identify the method of incubation shown above. 1mark b State four advantages of the method of incubation identified in a above. 4marks SECTION C 40 MARKS ANSWER ANY TWO QUESTIONS IN THIS SECTION 24 a Describe ten routine management practices carried out during calf rearing 10marks b Explain five functions of water in livestock nutrition 5marks c Outline any five advantages of a battery cage system 5marks 25 a Outline ten differences between a spray race and a cattle dip 10marks b State five structural requirement for a good grain store 5marks c Describe foot and mouth under the following sub headings. I Casual organism 1mark ii Symptoms of attack 4marks 26 a Describe ten characteristics of a poor layer."}
{"text": "2 marks 6. The table below shows pH values of different soil samples. Study it and answer the questions that follow. Soil Sample pH value S1 3 S2 4 S3 5 S4 6 S5 7 S6 8 S7 9 S8 10 a Which soil sample has the highest acidity? 1 2mark b State two ways in which the pH value of sample S 10 can be lowered. 1 mark c Which of the above soil samples is suitable for growing tea? 11 2 marks 7. Calculate the plant population per hectare of a maize crop planted at a spacing of 100cm x 50cm. Show your working. 2 marks 8. A State four advantages of crop rotation. 2 marks b State four factors considered when designing a crop rotation programme 2 marks 9. A State four practices which encourage soil erosion 2 marks b Name two forms of gulley erosion 1 mark 10. Give a weed for each case, which has the following effect on cattle: a Poisoning 1 2mark b Tainting milk when eaten before milking 1 2mark 11. State four advantages of land consolidation 2 marks 12. Name five sources of agriculture credit in Kenya 2 marks 13. List two examples of working capital in crop production. 1 mark 14. State the use of the following in farm accounting: 1 marks a Balance sheet b Inventory c Cash book 15. State four problems that farmers are likely to face when marketing their produce. 2marks SECTION B 20 MARKS Answer all the questions in this section in the spaces provided 16. A List two sites on which agro Forestry trees can be established on a farm 2marks b State four benefits of agro forestry to a maize crop. 2 marks 17. The diagram labeled D below shows a Kale crop invested by a pest Cotton woolAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com i Identify the pest. 1 mark ii What damage does the pest cause to the crop?"}
{"text": "Starch equivalent. 4. State four factors that are considered when selecting eggs for marketing 2mks 5. State four qualities of a good beef preferred by consumers 2mks 6. Give four characteristics of a good livestock house. 2mks 7. State four conditions that make a cow hold milk during milking. 2mks 8. Name four structures which would assist in the control of livestock parasite in the farm. 2mks 9. Give three uses of biogas in the farm. 11 2mks 10. State four limitations of a tractor as a source of power on the farm. 2mks 11. Give the appropriate term that refers to each of the following: 2mks a. Young one of a Rabbit. B. Mature male goat. C. Mature male pig. D. Mature female Rabbit. 12. Name four beef cattle breeds 2mks 13. State four control measures for foot rot. 2mks 14. State four reasons for castration in livestock production. 2mks 15. State four methods of fish preservation. 2mks 16. Name four causes of livestock diseases. 2mks 17. List two ways in which farmers market beef cattle in Kenya. 1mk 18. Define the term Zoonotic disease. 1mk SECTION B 20 MARKS Answer all the questions in this section in the spaces provided. 19. The diagram below illustrate a practice in poultry rearing. AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a. Identify the practice 1mk b. Name the part labeled E F 2mk c. Explain two activities not shown in the illustration but very important for the practice to succeed 2mks 20. Below is an illustration of a practice carried out in poultry. A i. Identify the practice. 1mk ii. Give one reason why the use of hot iron is recommended for the practice illustrated. 1mk b Name two poultry vices controlled by the practice illustrated. 2mks c State one feeding practice that helps to control these poultry vices 1mk 21. The diagram below represents parts of a roof. A."}
{"text": "2mks c State one feeding practice that helps to control these poultry vices 1mk 21. The diagram below represents parts of a roof. A. Identify the parts rebelled A and C 2mk AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com b. State two types of materials that may be used for the part labeled D 2mks c. Give one disadvantage of using thatch for the part rebelled B 1mk 22. A 100 kg pig ration containing 18 crude protein was to be made from wheat bran 3 crude protan and cotton seed cake 28 crude protan . Using the person s square. Calculate of each feedstuff needed to prepare the ration. 5mks SECTION C 4O MARKS Answer any two questions from this section in the spaces provided after question 23. 23. A Outline the procedure of harvesting honey from the Kenya top bar hive 9mks b Outline seven importance of keeping livestock healthy. 7mks c State four methods of preserving fish. 4mks 24. A State five disadvantage of artificial insemination 5mks b State five differences between ruminant and nun-ruminant digestive system. 5mks c Describe anaplasmosis gall sickness disease under the following sub-headings. I Casual organism 1mk ii Modes of transmission. 2mks iii Symptoms 4mks iv Control measures 3mks 25. A Describe the management of calf from birth to winning. 13mks b Explain seven essentials of clean milk production. 7mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com KIHARU KAHURO 443 1 AGRICULTURE PAPER 1 JULY AUGUST 2023 SECTION A 1. State four ways through which Agriculture contributes to industrial development. 2 marks 2. Give the characteristics of trees used in agro forestry. 2 marks 3. Name three properties of a soil that are influenced by it s texture. 11 2 marks 4. State three different forms of agro forestry. 11 2 marks 5."}
{"text": "11 2 marks 4. State three different forms of agro forestry. 11 2 marks 5. Differentiate between monopoly and monopsony types of markets. 2 marks 6. Name any four financial documents used in farm accounting. 2 marks 7. Identify the variable costs in the production of maize. 11 2 marks 8. Give three parameters of expressing National Income. 11 2 marks 9. A Name the insect pests likely to attack maize in the field. 1 mark b Give a possible parasitic weed in a maize field. 1 mark 10. What are the causes of water logging on arable land? 2 marks 11. Give four reasons for treating water before distribution. 2 marks 12. State the importance of the following components used in preparation of compost manure. 3 marks i Garden soil: .......................................................................................................... ii Maize stalks: ......................................................................................................... iii Organic manure: ......................................................................................... 13. List two types of labour records. 1 mark 14. State the forms in which the following nutrients are absorbed by the plants. 11 2 marks i Nitrogen: ............................................................ ii Phosphorus: ........................................................ iii Potassium: ........................................................ 15. Give four reasons as to why use of certified seeds is recommended. 2 marks 16. State three common symptoms of viral diseases in crops. 11 2 marks SECTION B 17. Study the diagrams illustrated below and answer the questions that follow. A Identify the pest. 1 mark b In what ways does the pest cause damage to the crop? 11 2 marks c State any three control measures of the pest. 3 marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 18. The figure below shows certain structure which is used in soil and water conservation. A Identify the structure. 1 mark b Name the parts labelled L and M. 2 marks c State the function of each of the parts L and M. 2 marks 19. Diagrams G and H below shows some weeds. A Identify the weeds. G H 2 marks b Why is it difficult to control weed G.?"}
{"text": "Diagrams G and H below shows some weeds. A Identify the weeds. G H 2 marks b Why is it difficult to control weed G.? 1 mark c Give two economic importance of weed H. 2 marks 20. The following experiment was carried out to determine the humus content in a given soil sample. The sample weighing 150g was heated in an oven at 1050C. The dry soil was weighed and the weight recorded as 142g. The soil was then heated strongly after which the weight was recorded as 136g. a Calculate the content of water in the soil sample. 2 marks b Why was the soil not heated strongly initially? 1 mark c Find the content of humus in the soil sample. 2 marks SECTION C 21. A i Describe the procedure of harvesting pyrethrum. 4 marks ii Explain the precautions that should be observed during harvesting of pyrethrum. 6 marks b Explain the role of agricultural co-operatives in Kenya. 10 marks 22. A Describe five farming practices that encourage minimum tillage. 5 marks b Describe five roles of agricultural based women groups in farming. 5 marks c Describe five cultural methods of soil and water conservation. 5 marks d Describe preparations and handling of stem cuttings when planting Napier grass. 5 marks H G L MAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 23. A Explain five factors that affect the seed rate. 5 marks b The table below gives information on the supply and demand schedules for tomatoes in a market. Table 1: price and quantities of tomatoes supplied Tomatoes kg Price per kg Ksh 150 16.00 130 14.20 125 13.80 112 13.00 106 12.70 85 11.80 50 10.60 42 10.40 30 10.20 25 10.10 Table 2: prices and quantities of tomatoes demanded."}
{"text": "A Explain five factors that affect the seed rate. 5 marks b The table below gives information on the supply and demand schedules for tomatoes in a market. Table 1: price and quantities of tomatoes supplied Tomatoes kg Price per kg Ksh 150 16.00 130 14.20 125 13.80 112 13.00 106 12.70 85 11.80 50 10.60 42 10.40 30 10.20 25 10.10 Table 2: prices and quantities of tomatoes demanded. Tomatoes kg Price per kg Ksh 80 18.00 87 16.70 101 15.50 119 14.10 135 13.20 155 12.40 171 11.80 185 11.30 191 11.10 205 10.80 i Using the above data plot supply and demand curve in the same axis. 7 marks ii Determine the price at which 120 kg of tomatoes were supplied on the market. 1 mark iii How many kilograms of tomatoes were bought at a market price of Ksh 13.00? 1 mark iv What was the equilibrium price for tomatoes on the market? 1 mark d Explain five factors that should be considered when siting a vegetable nursery. 5 marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com KIHARU KAHURO 443 2 AGRICULTURE PAPER 2 JULY AUGUST 2023 SECTION A 1. List down three reasons for feeding livestocks. 11 2 marks 2. Give two reasons for feeding bees. 1 mark 3. State the importance of guard rails in a farrowing pen. 1 mark 4. State four effects of ticks on a livestock body. 2 marks 5. Give four practices carried out on fish before preservation. 2 marks 6. State three farm implements operated by the P.T.O shaft. 11 2 marks 7. List down three functions of the walking area in livestock house. 11 2 marks 8. Give four factors considered when selecting eggs for marketing. 2 marks 9."}
{"text": "11 2 marks 8. Give four factors considered when selecting eggs for marketing. 2 marks 9. Distinguish between a feedstuff and a feed. 1 mark 10. Give four reasons for castrating male animals. 2 marks 11. State three uses of hypodermic needle and syringe. 11 2 marks 12. Name the tool used together with: 11 2 marks a Ball pein hammer: ............................................................................................................... b Rubber ring: .......................................................................................................................... c Mallet: .................................................................................................................................. 13. Give four reasons for feeding livestock on colostrum. 2 marks 14. State three types of specialized feeding practices in livestock. 11 2 marks 15. State three factors that stimulate milk letdown in dairy cows. 11 2 marks 16. State four causes of stress in a flock of layers. 2 marks 17. List two equipments used in handling cattle during an agricultural exhibition. 1 mark 18. State four disadvantages of natural mating. 2 marks . SECTION B 19. The diagram below illustrates a livestock parasite. Study it and answer the questions that follow. I Identify the parasite. 1 mark ii State three control measures of the parasite. 3 marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 20. Study the diagram below and answer the questions that follow. I Name the two types of pig breeds. V W 2 marks ii List down three cultural importance of livestock. 3 marks 21. The diagram below illustrates signs of two different livestock diseases. Study them carefully and answer the questions that follow. A Identify the diseases. A B 2 marks b State the cause of the disease condition labelled B in dairy cattle. 1 marks c State two predisposing factors of the disease labelled A. 2 marks 22. The diagram below shows a farm implement. Study it carefully and answer the questions that follow. V W A BAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Name the implement. 1 mark b Classify the implement according to the method of attachment."}
{"text": "Study it carefully and answer the questions that follow. V W A BAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Name the implement. 1 mark b Classify the implement according to the method of attachment. 1 mark c List down four maintenance practices of the implement. 4 marks SECTION C. Answer any two questions in this section 23. A Describe management practices carried out to ensure high fish yields from a fish pond. 10 marks b Describe brucellosis disease under each of the following sub-headings. I Causal organisms. 1 mark ii Symptoms of infection. 4 marks iii Control measures. 5 marks 24. A Describe conditions under which bees abscond the hive. 5 marks b Explain five factors that affects digestibility of food in livestock. 10 marks c State five advantages of using a subsoiler in seedbed preparation. 5 marks 25. A Explain five reasons for farm mechanization. 5 marks b Explain the differences between diesel and petrol engine. 10 marks c Explain five functions of water in an animal s body. 5 marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com GATUNDU JOINT EXAM 2023 443 1 AGRICULTURE PAPER 1 2023 Section A 30 marks Answer all the questions in the spaces provided 1. State four reasons for intercropping. 2 mks 2. Name four major methods of farming. 2 marks 3. Give four reasons why land should be prepared early in readiness for planting. 2 mks 4. Name two methods of surface irrigation 1mks 5. State two conditions that must exist for a market to be purely competitive. 1 mk 6. Name four types of market structures in agricultural marketing. 2 marks 7. State four advantages of timely planting. 2 mks 8. State four reasons why a nursery is important in crop production. 2 mk 9. Distinguish between monopoly and monopsony. 2 mks 10."}
{"text": "2 mk 9. Distinguish between monopoly and monopsony. 2 mks 10. Name the plant part used for vegetative propagation of each of the following plants: a Cassava 1 2 mk b Sisal 1 2 mk c Pyrethrum 1 2 mk d Sweet potatoes. 1 2 mk 11. State two methods of harvesting Agro-forestry trees. 1mk 12. Give four advantages of title deed to a farmer. 2mks 13. Give two ways of forage utilization. 1mk 14. List four financial documents. 2mks 15. State two methods of table formation in tea production. 1mk 16. State four harmful effects of crop pests in crop production. 2mks 17. List four surface water sources found in a farm 2mks 18. Give three types of manures. 3 mks SECTION B 20 marks Answer all the questions in this section in the spaces provided. 19. The diagram below represents a field management practice carried out on tomatoes a Identify the above practice. 1mark b Give three reasons for carrying out the above practice. 3mks c Name two tomato pests 2mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 20. The table below shows a format of a farm record. Date Disease Symptom Livestock affected Drugs used Cost of treatment Remarks a Name the farm record illustrated above. 1 mk b Give two uses of the farm record shown above. 2 mks 21. The diagrams labeled A1, A2, A3, and B below illustrate materials and methods of vegetative propagation. Study them and answer the questions that follow. A Name the parts labeled A1, and A2 2 mks b Name the methods of propagation illustrated in diagrams A3 and B 2 mks 22. The diagram below illustrates a type of soil erosion. Study it carefully and answer the questions that follow. Soil Level i Identify the type of erosion illustrated above. 1mk ii State two measures that could be used to control the type of soil erosion illustrated above."}
{"text": "Study it carefully and answer the questions that follow. Soil Level i Identify the type of erosion illustrated above. 1mk ii State two measures that could be used to control the type of soil erosion illustrated above. 2mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 23. The experiment below was set up by form one students. X is fresh garden soil while Y is strongly heated soil. A. State the aim of the above experiment. 1 mark b Explain the observations made. 3 marks SECTION C 40 marks Answer any two questions from this section in the spaces provided after question 23. 24. A Explain eight cultural methods of soil and water conservation. 8 mks b Explain seven physical methods of pest control. 7 mks c Explain eight factors that contribute to the competitive ability of weeds. 8 mks 25. A Why is pruning done in crop production? 10 mks b Describe the field management practices for onions 5 mks c Explain five farming practices that destroy soil structure 5 mks 26. A Outline six ways in which high temperature affects agricultural production in Kenya. 6 mks b Describe the production of bulb onions under the following sub-headings: i Field management; 4 mks ii harvesting. 3 mks c Explain seven factors that influence seed rates in crop production. 7 mks GATUNDU JOINT EXAMINATION 2023 AGRICULTURE 443 2 PAPER 2 1. Give two reasons for tooth clipping in piglets. 1mk 2. State four disadvantages of natural incubation in poultry production. 2mks 3. Give two benefits of scattering grains in a deep litter poultry house. 1mk 4. List two predisposing factors of foot rot in sheep. 1mk 5. Give four factors that affect milk composition. 2mks 6. State two control measures for keds in sheep. 1mk 7. State two functions of a queen in a bee colony 1mk 8. Name the nutritional deficiency for each of the following livestock diseases."}
{"text": "1mk 7. State two functions of a queen in a bee colony 1mk 8. Name the nutritional deficiency for each of the following livestock diseases. A Milk fever; 1 2mk b Bloat ; .. 1 2mk 9. Name four sources of farm power. 2mks 10. State four symptoms of fowl typhoid. 2mks 11. State three field conditions under which a disc plough should be used instead of a mould board plough. 11 2mks 12. Give two uses of a foot bath in a plunge dip. 1mk 13. List two materials used in the construction of a green house. 1mk AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 14. What is meant by dry cow therapy as used in livestock production. 1mk 15. Name one hair goat breed. 1mk 16. State two functions of caecum in poultry production. 1mk 17. Outline four structural features of a calf pen. 2mks 18. Name four routes through which pathogens can enter into an animals body. 2mks 19. State three care and maintenance practices carried out on a wheelbarrow. 11 2 mks 20. Outline four reasons for steaming up a gestating cow. 2mks 21. State four factors that lead to depreciation of farm equipment. 2mks SECTION B 20 MARKS Answer all the questions in this section in the spaces provided. 22. Study the illustration below and answer the questions that follow. A Identify the parts D, E, F and G 4mks b State one use of the part labelled F G 2mks 23. The diagram below shows an equipment in crop production. Study it and answer the questions that follow. I Identify the equipment. 1mark ii State the functions of the parts labeled S , Q. and R 3marks iii State one use of the equipment illustrated above."}
{"text": "I Identify the equipment. 1mark ii State the functions of the parts labeled S , Q. and R 3marks iii State one use of the equipment illustrated above. 1mark AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com iv Give two maintenance practices that should be carried out on the equipment above. 2mks 24. The following is a diagram showing part of the poultry s digestive system. Use it to answer the question that follow. I Name the parts labelled A, B, C. 3mks ii Give two structural adaptations of C to its functions. 2mks iii State two functions of the part labeled A 2mks SECTION C 40 MARKS Answer any two questions from this section in the spaces provided after question 27. 25 a Outline five characteristics of the exotic cattle breeds 5 marks b Decribe five major parts of a spray race 5 marks c Outline five advantages of the kenya top bar hive 5 marks d State five signs of external parasite infestation in livestock 5 marks 26 a Describe the life cycle of a two host tick 5marks b Outline five structural and functional differences between petrol and diesel engines. 5mks c Describe ten characteristics of a good layers 10 marks 27 a Explain five factors affecting digestibility 5 marks b Describe East Coast Fever ECF under the following headings; i Causal organism 1mark ii Symptoms 5marks iii Animals attacked 1 mark iv Control 3marks c Describe the functions of the following units of the power transmission system i Clutch 2 marks ii Gearbox 3 marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com CEKENAS ONE EXAM-2023 443 1 AGRICULTURE PAPER 1 TERM I 2023 SECTION A 30 MARKS 1. Which branch of Agriculture deals with: a Utilization of scarce resources 1mk b Maintenance of farm tools and equipment 1mk 2."}
{"text": "25 a Outline five characteristics of the exotic cattle breeds 5 marks b Decribe five major parts of a spray race 5 marks c Outline five advantages of the kenya top bar hive 5 marks d State five signs of external parasite infestation in livestock 5 marks 26 a Describe the life cycle of a two host tick 5marks b Outline five structural and functional differences between petrol and diesel engines. 5mks c Describe ten characteristics of a good layers 10 marks 27 a Explain five factors affecting digestibility 5 marks b Describe East Coast Fever ECF under the following headings; i Causal organism 1mark ii Symptoms 5marks iii Animals attacked 1 mark iv Control 3marks c Describe the functions of the following units of the power transmission system i Clutch 2 marks ii Gearbox 3 marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com CEKENAS ONE EXAM-2023 443 1 AGRICULTURE PAPER 1 TERM I 2023 SECTION A 30 MARKS 1. Which branch of Agriculture deals with: a Utilization of scarce resources 1mk b Maintenance of farm tools and equipment 1mk 2. Give the meaning of the following terms:- a Pomology 1mk b Apiculture 1mk c Plantation farming 1mk 3. Distinguish between a dam and a weir 1mk 4. Give four advantages of high level of education and technology in farming 2mks 5. A What is mixed farming? 1mk b Give two disadvantages of mixed farming to a small scale farming 1mk 6. What is meant by the term changing the cycle in coffee growing 1mk 7. Give four advantages of using seeds as planting materials 2mks 8. Give two reasons why a farmer should intercrop maize and beans 2mks 9. State two unusual areas that should be avoided when soil sampling 1mk 10."}
{"text": "Calculate the plant population of this crop in one hectare of land. Show your working 2mks b State two practices used to maintain the required plant population in a given area 2mks c What is the importance of maintaining optimum plant population 1mk 22. Below is a method of irrigation. Study it carefully and answer questions that follow a Identify the method 1mk b Other than the above method, give any other two types of surface irrigation 2mks c Give two ways in which the above method of irrigation can be maintained 2mks SECTION C 40 MARKS ATTEMPT ANY TWO QUESTIONS IN THE SPACE PROVIDED 23. Describe the production of bulb onions under the following sub-headings i Varieties 1mk ii Land preparation 2mks iii Field management practices 8mks iv Outline the steps followed in silage making 9mks 24. A Outline cultural pests control methods in crops 5mks b Explain eight uses of farm records 8mks c Explain seven effects of strong winds in agriculture 7mks 25. A Describe the production of carrot under the following sub-headings i Land preparation 2mks ii Harvesting 3mks b Describe the sowing of vegetable seeds in a nursery bed 5mks c Outline methods of draining water logged soils 5mks d Explain how each of the following climatic factors affect agricultural productionAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com i Light 3mks ii Low temperatures 2mks CEKENAS ONE EXAM-2023 443 2 AGRICULTURE PAPER 2 SECTION A 30 MARKS 1. State four qualities of eggs preferred by consumers in the market 2mks 2. State four factors that can affect maintenance ration requirements of an animal 2mks 3. Outline three effects of tsetse flies on livestock 1 mk 4. State the functions of the following hormones in livestock 1 mk a Oxytocin b Stilbestrol c Progesterone 5. Name four systems of a tactor 2mks 6."}
{"text": "Outline three effects of tsetse flies on livestock 1 mk 4. State the functions of the following hormones in livestock 1 mk a Oxytocin b Stilbestrol c Progesterone 5. Name four systems of a tactor 2mks 6. State the importance of each of the following practices in livestock production 3mks i Iron injection in piglets ii Docking of lambs iii Debeaking in poultry 7. State two roles of a drone in a bee colony 1mk 8. A Identify three body parts infested by a three-host tick on a boran bull 2mks b List three protozoan diseases that are spread by vectors 1 mks 9. A Give two faults of ignition system 1mk b Mention any two implements which can be used for harvesting crops 2mks 10. Give four reasons for breeding in livestock 2mks 11. Name four routine management practices carried out in a crush 2mks 12. A State two ways of increasing depth of ploughing when using mouldboard Plough 1mk b Name four tools used for plumbing 2mks 13. Differentiate between brooding and incubation as used in poultry production 1mk 14. Give four advantages of using stones as construction materials 2mks 15. Define the term digestibility 1mk SECTION B 20 MARKS ATTEMPT ALL THE QUESTIONS IN THIS SECTION 16. A farmer wanted to prepare 270kg of livestock feed containing 30 DCP by using Sorghum meal with 12 DCP and Soyabean meal containing 36 DCP. Calculate the quantities of each feedstuff he would have in the ration 5mks 17."}
{"text": "Define the term digestibility 1mk SECTION B 20 MARKS ATTEMPT ALL THE QUESTIONS IN THIS SECTION 16. A farmer wanted to prepare 270kg of livestock feed containing 30 DCP by using Sorghum meal with 12 DCP and Soyabean meal containing 36 DCP. Calculate the quantities of each feedstuff he would have in the ration 5mks 17. The activity illustrated below indicates a task undertaken in farm animals i Identify the above practice 1mk ii State the importance of the above activity 1mk iii Name two other diseases that only attack female cattle 2mks iv Give two predisposing factors of mastitis disease in a cow 1mk AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 18. A i Identify the tools below X .. Y ...... 1mk ii State two maintenance practices carried out on tool Y 2mks b Name the tools used in conjunction with the following tools 2mks i Trocar ii Hand drill iii Leadstick iv Mallet 19. Below are illustrations showing the behavior of chicks in various brooders. Study the diagram and answer the questions that follow i State the environmental problem in each brooder as illustrated by the behavior of the chicks 3mks ii State two ways of overcoming the problem in B 2mks SECTION C 40 MARKS ATTEMPT ANY TWO QUESTIONS IN THE SPACE PROVIDED 20. A Describe advantages of artificial insemination 8mks b Outline eight advantages of farm mechanization 8mks c Give four characteristics of a large white breed of pig 4mks 21. A Describe the milking procedure under the following sub-headings i Pre-milking procedure 5mks ii Post-milking procedure 5mks b Describe parts of a piggery unit 5mks c Give five reasons for keeping livestock healthy 5mks 22."}
{"text": "Study the diagram and answer the questions that follow i State the environmental problem in each brooder as illustrated by the behavior of the chicks 3mks ii State two ways of overcoming the problem in B 2mks SECTION C 40 MARKS ATTEMPT ANY TWO QUESTIONS IN THE SPACE PROVIDED 20. A Describe advantages of artificial insemination 8mks b Outline eight advantages of farm mechanization 8mks c Give four characteristics of a large white breed of pig 4mks 21. A Describe the milking procedure under the following sub-headings i Pre-milking procedure 5mks ii Post-milking procedure 5mks b Describe parts of a piggery unit 5mks c Give five reasons for keeping livestock healthy 5mks 22. A Describe the management of a day old layer chick up to the end of brooding 10mks b Describe trypanasomiasis disease under the following sub-headings i Causal organism 1mk ii Animal attacked 1mk iii Symptoms of attack 5mks iv Control measures and treatment 3mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 3x1 3mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com BUURI - PRE-KCSE BELT 2 JOINT EXAMINATION 443 1 AGRICULTURE PAPER 1 SECTION A: 30 MARKS 1. List four methods of farming. 2marks 2. Give four factors that would determine the stage at which a crop is harvested. 2marks 3. Give three reasons for early seedbed preparation. 1 marks 4. State four disadvantages of organic mulches. 2 marks 5. Outline four functions of magnesium in crops . 2 marks 6. State four objectives o f land tenure reform . 2marks 7. State two disadvantages of late defoliation in pasture management . 1mark 8. Define the following terms as used in economics . A National income 1mark b Per capita income 1mark 9."}
{"text": "1mark 8. Define the following terms as used in economics . A National income 1mark b Per capita income 1mark 9. Give four benefits of a good soil structure in crop production . 2marks 10. Name four farm records that should be kept by a poultry farmer. 2marks 11. Give three factors that should be considered when choosing the type of labour to use on the farm. L1 2 marks 12. State four ways in which burning of vegetation may lead to lose of soil fertility 2 marks 13. State four symptoms of viral diseases in crops. 2marks 14. State three methods of classifying herbicides. 1 marks 15. Give four methods of applying fertilizers to crops. 2marks 16. State three advantages of drip irrigation 1 marks 17. Outline two ways of controlling damping off diseases on vegetable seedlings in a nursery 1mark SECTION B 20 MARKS Answer all the questions in this section in the spaces provided 18. The diagram below shows a silo. Study it carefully and answer the questions that follow. A Identify the type of silo shown on the diagram. 1mark . B State the use of the part labeled M and N 2marks c Give two ways of ensuring that anaerobic conditions are achieved during silage making process. 2marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 19. Form two student put some soil sample in a measuring cylinder, added some water and sodium carbonate and then covered the cylinder with the hand and shook the cylinder for about two minutes. He left the cylinder on the bench for one hour. The result was as shown below. I . Name the layers marked a,b,c, and d. 2marks ii What was the function of sodium carbonate in this experiment? 1mark iii . What was the aim of this experiment ? 1mark 20. Study the diagram below of crop propagation and answer the following questions a Identify the propagation method 1mark b State two factors that encourage root formation in the above method of propagation 2marks c . Name two crops that can be propagated using the above method 2marks 21."}
{"text": "1mark 20. Study the diagram below of crop propagation and answer the following questions a Identify the propagation method 1mark b State two factors that encourage root formation in the above method of propagation 2marks c . Name two crops that can be propagated using the above method 2marks 21. A Describe the procedure which should be followed in spraying a crop in tomatoes using a fungicide in powder form, water and a knapsack sprayer. 3marks b Name one fungal disease of tomatoes that can be controlled using the above procedure. 1marks c State four safety measures that should be taken while spraying the crop with the fungicide. 4marks SECTION C 40 MARKS Answer any TWO questions from this section in the spaces provided after question. 22. A Explain five factors that should be considered when siting a vegetable nursery. 5marks b Explain six factors that should be considered when selecting seeds for planting. 6marks c Explain the different ways in which each of the following environmental factors Influence crop production: i Temperature; 4marks ii Wind. 5marks 23. A Explain the benefits of land consolidation. 6marks b Briefly explain six factors influencing mass wasting. 6marks c Explain four ways of improving labour productivity 8marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 24 a Explain five factors that determine the spacing to be used in crops. 10marks b Describe seven nursery practices carried out while seedlings are still growing. 7marks c Outline three precautions taken in harvesting tea. 3marks BUURI - PRE-KCSE BELT 2 JOINT EXAMINATION 443 2 AGRICULTURE PAPER 2 SECTION A 30 MARKS ANSWER ALL QUESTIONS IN THE SPACES PROVIDED 1. List two cattle diseases caused by viruses. 1mark 2. State one use for each of the following tools a Spoke shave . B Plumb bob . 3. List two distinguishing external characteristics of California breed of rabbit. 1mark 4. State four reasons for culling a breeding boar . 2marks 5."}
{"text": "1mark 4. State four reasons for culling a breeding boar . 2marks 5. State any two disadvantages that may arise from inbreeding in livestock. 1mark 6. State two reasons for seasoning timber before use . 1mark 7. A Differentiate between a roughage and a concentrate feed in animal nutrition. 1mark b State four desirable qualities of a livestock ration. 2marks 8. State three factors that may influence the amount of water intake by a farm animal . 1 marks 9. State three advantages of keeping a herd of dairy cattle healthy. 1 marks 10. Give three reasons for dehorning cattle. 1 marks 11. Give two methods of extracting honey from honey combs 1mark 12. A Give four reasons for candling eggs in poultry production. 2marks b Give four maintenance practices that should be carried out on the mould board plough. 2marks 13. A List four harmful effects of internal parasites in livestock. 2marks b i Give two reasons for washing the udder with warm water before milking . 1mark ii Name three dairy goats kept in Kenya . 1 marks 14. Name two diseases that affect female animals only 1mark 15. What is the function of a spillway in a fish pond mark 16. Name three types of lubrication systems used in tractors . 1 marks 17. Give the functions of the following parts of an ox-plough a Land side mark b Draft rod mark 18. Give three structural requirements for a grain silo. 1 marks 19 State three advantages of natural feeding in calf rearing. 11 2 marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com SECTION B 20 MARKS Answer all the questions provided in this section in the spaces provided 20. The diagram below shows the digestive system of cattle. Study it and answer the questions that follow. A . Name the parts labelled N, P and Q. 2 mark b . State one function for each of the parts labelled S and T."}
{"text": "Name the parts labelled N, P and Q. 2 mark b . State one function for each of the parts labelled S and T. 2mark c . Give one enzyme produced by each of the parts labelled R and S. 1 marks 21. The illustration below shows a cross section of a cattle dip. A Name the parts labelled E and G. 2mark b State one use for each of the parts labelled E, F and H. 3marks 22. The following diagrams show animals with deficiency symptoms of some minerals. Study the diagrams carefully and answer the questions that follow. A State the nutrients lacking in the diet of each animal shown above. Animal G . 1mark Animal H . 1mark AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com b Name the disease whose symptoms are shown by the animal labeled G above. 1 mark c Give two reasons why the disease named in b above should not be controlled by giving medicine through the mouth. 2marks 23. The diagram below represents a foundation of a farm structure .Study it and answer questions that follow . A Identify the parts labeled E and F . 2mark b State two uses of part labeled F in a foundation structure . 2marks c What ingredients are used to complete part G 1mark SECTION C 40 MARKS Answer any two questions in this section in the spaces provided at the end of each question. 24. A Describe the uses of fences on the farm. 10 marks b Describe Newcastle disease under the following sub-headings i causal organism; 1 mark ii signs of infection; 7 mark iii control measures. 2 marks 25. A Describe the rearing of lambs from lambing up to weaning time 10 marks b Explain five causes of livestock diseases 5 marks c State five differences between Ruminants and non Ruminants 5 marks 26. A State and explain five preventive measures of livestock diseases. 10 Marks b Describe long term service carried out during tractor servicing. 6 Marks c Outline four functions of the gearbox in a tractor."}
{"text": "A State and explain five preventive measures of livestock diseases. 10 Marks b Describe long term service carried out during tractor servicing. 6 Marks c Outline four functions of the gearbox in a tractor. 4 Marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com BOKAKE FORM IV JOINT EVALUATION 2023 443 1 AGRICULTURE PAPER 1 JULY AUGUST 2023 SECTION A 30 MARKS Answer all the questions in this section. 1. Name two field practices that are carried out to obtain optimum plant population in a crop field. 1 Mark 2. List four post-harvest practices that are carried out in maize production. 2 Marks 3. State two effects of high rainfall intensity to farming. 1 Mark 4. State four ways in which a farmer can improve the structure of water logged clay soil. 2 Marks 5. List four factors that determine the type of irrigation used in crop production. 2 Marks 6. State four symptoms of potassium deficiency in crops. 2 Marks 7. State any four disadvantages of using non capped multiple stem pruning in coffee. 2 Marks 8. State two practices which are carried out during hardening off in seedlings. 1 Mark 9. Give two conditions in economics when opportunity cost is zero. 1 Mark 10. State four advantages of organic farming. 2 Marks 11. State four disadvantages of organic mulch in crop production. 2 Marks 12. State four problems that may be brought up by hardpan in crop land. 2 Marks 13. State four pieces of information contained in land title deed. 2 Marks 14. Differentiate between seedbed and a seedling bed. 2 Marks 15. Give four reasons why it is difficult to control Sodom apple weed in crop fields. 2 Marks 16. Give two reasons for imposing quarantine on imported planting materials. 1 Marks 17. Give four benefits of top dressing in management of grass pasture. 1 Marks 18. Define the following terms as used in crop production. 1 Mark a trellishing b stooking. 19. Outline two ways of controlling damping off diseases on vegetable seedlings in nursery."}
{"text": "1 Mark a trellishing b stooking. 19. Outline two ways of controlling damping off diseases on vegetable seedlings in nursery. 1 Mark Section B 20 Marks Answer all questions in the spaces provided. 20. The diagram below illustrates a maize crop plant and its produce. Study the diagram and answer the questions that follow. AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Name one disease that attacks the part of the plant labelled D. 1 Mark b From which section of the produce labeled A, B and C should seeds for planting be obtained? 12 Mark c Give one reason for the answer given in b above. 1 Mark d Which practice is done on part E? 12 Mark e State the importance of the practice in the following crops. I Maize 12 Mark ii Irish potato 12 Mark iii At what stage of growth should the above practice be carried out on maize? 12 Mark f A plot measuring 4 M by 3 M was prepared for planting maize at a spacing of 30 cm by 90 cm. Calculate the plant population in the plot. Show your working . 112 Mark 21. The diagram below shows a silo. Study it carefully and answer the questions that follow. A Identify the type of silo shown. 1 Mark b Identify the part labeled P. 12 Mark c State the use of the part labeled M N 1 Mark d Give two ways of ensuring that anaerobic conditions are achieved during silage making process. 2 Mark e Name three other types of silage that are used in the farm. 112 Mark f Outline three ways in which silage losses occur during ensiling. 112 Mark 22. Use the information on the table below to answer the questions that follow."}
{"text": "112 Mark f Outline three ways in which silage losses occur during ensiling. 112 Mark 22. Use the information on the table below to answer the questions that follow. Fertilizer input Units Maize yield Bags Maize product Bags 0 50 1 62 12 2 66 4 3 68 2 4 69 1AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 5 69 0 The cost unit of fertilizer is sh 1500 per unit and price of maize is sh 1200 per bag. I At what unit of fertilizer input should the farmer be advised to stop applying more fertilizer to the maize. 1 Mark ii Give a reason for your answer in a i above. 1 Mark iii Calculate the marginal return at the point of optimum production. 1 Mark iv State the law of diminishing returns in a crop production function process. 1 Mark v Name and explain three ways of combining inputs in production. 1 Mark Section C 40 Marks Answer only two questions. Each question carry 20 Marks. 23. A Describe effects of land fragmentation and sub-division. 6 Marks b What advantages does a farmer holding a title deed have over one who does not have a title deed. 4 Marks c Describe the cultural methods a farmer would employ to control crop diseases. 10 Marks 24. A State the importance of the following during chemical water treatment. I Filtration at water intake. 1 Mark ii Softening. 1 Mark iii Chlorination 1 Mark iv Coagulation and sedimentation. 2 Mark b State seven roles of a farm manager. 7 Marks c Explain four ways a farmer can adjust to uncertainty and risks. 8 Marks 25. A Discuss the classification of pesticides according to their mode of action. 10 Marks b Outline any seven general post-harvesting practices carried out on crops. 7 Marks c Give three pieces of information a dairy farm manager should collect for planning purposes."}
{"text": "A Discuss the classification of pesticides according to their mode of action. 10 Marks b Outline any seven general post-harvesting practices carried out on crops. 7 Marks c Give three pieces of information a dairy farm manager should collect for planning purposes. 3 Mark BOKAKE JOINT EXAMINATIONS 443 2 AGRICULTURE PAPER 2 JULY AUGUST, 2023 SECTION A 30 MARKS Answer ALL the questions in the spaces provided 1. Name four dairy cattle breeds reared in Kenya. 2mks 2. Give four reasons for castrating male goats. 2mks 3. Give two parasites of cattle which are also disease vectors 1mk 4. List two possible causes of overheating in a tractor engine 1mk 5. Mention the use of the following tools. 2mks i Dibber . Ii Spoke shave ... iii Tinsnips . Iv Burdizzo 6. State the importance of the following in livestock nutrition: i Water 1mk ii Vitamin A 1mk 7. State four management practices that should be carried on a fish pond in order to obtain Maximum fish production. 2mks 8. A State two reasons for washing the udder of a cow with warm water before milking. 1mk AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com b Name the hormone that causes each of the following in dairy cows:. I Milk let down. 1mk ii lactogenesis 1mk 9. Differentiate between breed of animal and type of animal. 2mks 10. Name two livestock diseases that are spread through natural mating. 1mk 11. Name the compartment of the ruminant stomach where microbial digestion takes place. 1mk 12. List four precautions that should be taken when using workshop tools and equipment. 2mks 13. State four methods of increasing the depth of penetration of a disc harrow. 2mks 14. List four factors considered when formulating livestock ration."}
{"text": "State four methods of increasing the depth of penetration of a disc harrow. 2mks 14. List four factors considered when formulating livestock ration. 2mks 15. State four conditions that necessitate the handling of farm animals 2mks 16. State four abnormalities of eggs that can be detected during egg candling. 2mks 17. List two events which occur during induction stroke in a four stroke engine. 1mk SECTION B 20 MARKS Answer ALL the questions in the spaces provided. 18. The diagram below shows a type of a farm gate. Study the diagram and answer the questions that follow. A Identify the type of gate shown. 1 mark b Name parts labeled D and E. 2 marks c i State two functions of the part labelled E. 2marks ii State two functions of the gate illustrated above. 2 marks 19. The diagram below illustrates a calf rearing practice. AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Identify the practice illustrated above. 1 mark b i Describe the procedure followed in the feeding practice named in a above. 3 marks ii Give two precautions taken while using the rearing practice stated in a above. 2 marks 20. Study the diagram below of an ox-plough and use it to answer the questions that follow. A Give the functions of parts G and F 2mark b Name the parts labelled K and I 2mark c Mark on the diagram using letters M and N the two parts used to adjust the depth of ploughing. 1mark 21. The diagram below shows a hen sitting on eggs. Use it to answer the questions that follow. A Name the method of incubation illustrated above. 1mark b Give two signs that may show that the hen is ready to sit on the eggs. 1marks SECTION C 20 MARKS Answer ANY TWO questions in the spaces provided after question. 22."}
{"text": "1mark b Give two signs that may show that the hen is ready to sit on the eggs. 1marks SECTION C 20 MARKS Answer ANY TWO questions in the spaces provided after question. 22. A Describe brucellosis under the following subheadings: i Causal organism 1mark ii Transmission 1mark iii Symptoms 4mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com iv Control measures 4mks b State the function of any five parts of a zero grazing unit in dairy farming. 5mks c Explain five factors that should be considered when choosing tools and equipment touse in the farm. 5mks 23 a Outline the control measures of mastitis. 5marks b Describe the marketing of eggs. 10marks c Outline the general characteristics of chinchilla breed of rabbits. 5marks 24. A Give the differences between a petrol and a diesel engine 10mks b Describe the daily maintenance of a tractor 10mks KIGUMO CLUSTER MOCK EXAMINATIONS 443 1 AGRICULTURE PAPER 1 JULY AUGUST 2023 SECTION A:30 MARKS -ANSWER ALL QUESTIONS IN THIS SECTION 1. List two activities that make agriculture to be regarded as i an art. 1 Marks ii a science. 1 Marks 2. State two conditions where shifting cultivation is applicable. 1 Marks 3. Give two ways in which ill-health affects agricultural production. 1 Marks 4. State four polices used by the Kenyan government that help promote local agriculture production. 2 Marks 5. Name two aspects of rainfall that influences crop distribution in Kenya. 2marks 6. State two effects of strong wind on agricultural production. 1 Marks 7. State two ways in which amount of light harnessed by crops can be increased 1 Marks 8. State three ways of modifying soil pH. 1 Marks 9. Give four ways in which soil depth affects crop production. 2Marks 10. Give two reasons why land should be prepared early before the onset of rains. 2Marks 11 State four factors that determine the number of times secondary cultivation is done."}
{"text": "2Marks 10. Give two reasons why land should be prepared early before the onset of rains. 2Marks 11 State four factors that determine the number of times secondary cultivation is done. 2Marks 12. Give one reason why each of the following operations are carried out in crop production i ridging. Marks ii Rolling. Marks iii Levelling. Marks iv minimum tillage. Marks 13. A Give two reasons for treating water in the farm before use. 1Marks b Name one way of making water safe for human consumption. Marks 14. A State two reasons for draining water-logged soils. 1Marks b State two advantages of drip irrigation. 1 Marks 15 a . State two ways in which burning of vegetation cover leads to loss of soil fertility. 1Marks b List down two ways of restoring soil fertility. 1Marks 16 a . List one use of inventory records kept in a farm. Marks b . List two details recorded in a field record. 1 Marks c . Give one reason why farmers should keep health records. Marks 17. State two advantages of organic manure over straight fertilizers. 1Marks 18. Differentiate between nitrogen fixation and phosphorous fixation. 1Marks 19. Differentiate between oligopoly and monopsonistic markets. 1Marks 20. State two functions of Pyrethrum Board of Kenya. 1Marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com SECTION B:20 MARKS ANSWER ALL THE QUESTIONS IN THIS SECTION 21. A farmer applied 200 kgs of a compound fertilizer 20:10:10 to a tomato crop from transplanting instead of the recommended 100 kgs by his agricultural extension officer. The tomato crop obtained looked as shown in the diagram below. I What does 10 and 10 in sequence refer to in the fertilizer 20:10:10 2 Marks 10 . 10 ."}
{"text": "The tomato crop obtained looked as shown in the diagram below. I What does 10 and 10 in sequence refer to in the fertilizer 20:10:10 2 Marks 10 . 10 . Ii Name the condition of the tomato fruits shown 1 Marks iii Name an element deficient in the soil that causes the condition named above. 1 Marks iv Give one way of correcting the condition observed in the fruits other than supplying the deficient mineral element and correct amount of fertilizer application. 1 Marks 22. The diagrams below show various pests. Study them carefully and answer the questions that follow. A B C a Classify pest A according to where they affect agriculture 1 Marks b State the damage caused by pest C 1 Marks c State three ways of controlling pest B 3 Marks 23. The diagrams below show various practices carried out in trees .Study them carefully and answer the questions that follow. A C B DAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com i Name the tree harvesting methods illustrated in A, B and C 3 Mark ii State the importance of practice labeled D 1marks ii State one characteristic of trees for use in agroforestry. 1marks 24. I Draw a partial budget for UKWELI SECONDARY SCHOOL 4 hectare farm using the information below to show the effect of the intended changes. 1.5 hectares is under oats,0.5 hectares is under maize,0.3 hectares is under Napier grass while the rest is under natural grass. The farm manager wishes to know if replacing 0.3 hectares of maize with potatoes the following season would be worthwhile. The fertilizer rate would have to be increased from 2 bags per hectare initially for maize to 2.5bags per hectare for potatoes and an extra 40 man-days of casual labour paid at the rate of 150 per manday per hectare for the changes. The yield for maize is 56 bags that sell at 1200 while the yield for potatoes is 90 bags per hectare and sells at 300 . The manager requires one 10 kg bag of maize seed to cover the 0.3 hectare that sell at 1350.00."}
{"text": "The fertilizer rate would have to be increased from 2 bags per hectare initially for maize to 2.5bags per hectare for potatoes and an extra 40 man-days of casual labour paid at the rate of 150 per manday per hectare for the changes. The yield for maize is 56 bags that sell at 1200 while the yield for potatoes is 90 bags per hectare and sells at 300 . The manager requires one 10 kg bag of maize seed to cover the 0.3 hectare that sell at 1350.00. The manager would require 10 bags of potato seed packed in 50 kg bags selling at 200 . Ii State if it s worthwhile to effect the change. 1 Mark SECTION C:40 MARKS-ANSWER ANY TWO QUESTIONS IN THIS SECTION 25 a Explain four factors that determine seed rate. 4Marks . B . Explain three considerations when designing a crop rotation Programme. 6Marks c . Explain five factors that determine the stage in which crops are harvested. 5Marks d Explain five factors affecting the demand of a commodity in the market. 5 marks 26. A Describe maize production under the following sub-headings. I Land preparation. 3Marks ii Field pest and their control. 4Marks b i State three disadvantages of communal land tenure system. 3Marks ii State two conditions that must be met for a settlement scheme to be successful. 2 Marks c Explain four ways in which labour productivity can be increased. 4 Marks d State three qualities that a good manager should possess. 3 Marks 27. A Explain three cultural methods used to control soil erosion. 3 Marks b Explain three effects of mass wasting. 6 Marks c Explain three environmental factors affecting the effectiveness of herbicides. 3 Marks d . Explain three ways in which pests can be classified. 3 Marks e . State three advantages of preserving forage in form of silage. 3 Marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com KIGUMO CLUSTER MOCK EXAMINATIONS 443 2 AGRICULTURE PAPER 2 JULY AUGUST 2023 SECTION A- 30 Marks ANSWER ALL QUESTIONS IN THIS SECTION 1."}
{"text": "3 Marks e . State three advantages of preserving forage in form of silage. 3 Marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com KIGUMO CLUSTER MOCK EXAMINATIONS 443 2 AGRICULTURE PAPER 2 JULY AUGUST 2023 SECTION A- 30 Marks ANSWER ALL QUESTIONS IN THIS SECTION 1. Give the terms used to describe the young one of the following livestock 1 Mark Rabbit Goat .................................................................................................... 2 a . Name a dual purpose cattle breed reared in Kenya 1 2 Mark b Name a pig breed with the following features White body colour, erect ears, dished snout, big in body size 1 2 Mark c Name the breed of livestock described below. I Sheep breed which is white in colour with a black head, the body covering is of wool like hair 1 2 Mark ii A goat breed which is brown with two white stripes running from the eyes to the nose 1 2 Mark 3. Identify four physical characteristics of beef cattle. 2Marks 4. Name two complementary livestock production tools and equipment 2Marks 5. State two importance of keeping livestock healthy. 1 Mark 6. Differentiate between tactical and strategic treatment. 2Marks 7. List four predisposing factors to livestock diseases 2Marks 8. State four ways in which vaccines are administered to livestock animals 2Marks 9. Give four ways in which diseases can be spread from one animal to another within the farm 2 Marks 10. State four precautionary measures in handling and caring of vaccines 2 Marks 11. State four non-chemical methods of controlling ticks in cattle 2 Marks 12. State two factors which determine the digestibility of a feedstuff. 1 Mark 13. Give two signs of heat observed in female rabbit 1 Marks 14. Give two disadvantages of outcrossing 1 Marks 15. Give two advantages of embryo transplant in livestock breeding 1 Marks 16. Give four reasons for feeding Colostrum to calves immediately after birth. 2 Marks 17. State four structural requirements of a calf pen 2 Marks 18. State four conditions that cause bees to swarm."}
{"text": "AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com i Using a letter and then name ,indicate the part in the structure where the routine practice above is carried out 1 2Mark ii Name parts F and G 1Mark iii State the function of part labelled H 1Mark iv Name one chemical substance used in the part named in i above. 1Mark 22. The diagram below show various farm machinery. I Name parts G,H,J ,K in diagram A. 2 Mark ii State the function of part J in diagram B. 1Mark iii State the maintenance practise carried out on part labelled K in diagram B 1Mark iv State one operational advantage of implement B over a mouldboard plough. 1Mark SECTION C:40 MARKS-ANSWER ANY TWO QUESTIONS IN THIS SECTION 23. A Describe the procedure of training a calf to take milk from a bucket 5 Marks b Outline the procedure followed when hand-spraying cattle to ensure effective use of liquid acaricide to control ticks 6 Marks c Discuss Foot Rot disease under the following sub headings i Causal Organism 1Mark ii Predisposing factors 3 Mark iii Symptoms of attack 3 Mark iv Control Measures 2Mark 24. A State four factors to consider when siting a farm structure 5Marks b Describe three parts of a barbed wire fence 3 Marks c State four characteristics of eggs suitable for incubation 4 Marks d State four advantages of free range system 4 Marks e State four factors that increase the production of optimum animal power 4 Marks 25. A State and explain five factors that are considered when selecting a breeding stock 5 M arks b Describe five factors affecting composition of milk 10 Marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com c State the maintenance practices of the trailer 5 Marks 1X5 5 Marks MWAKICAN FORM 4 JOINT EXAMINATION 2023 443 1 AGRICULTURE PAPER ONE SECTION A 30 MARKS Attempt all the questions in this section 1."}
{"text": "A Describe the procedure of training a calf to take milk from a bucket 5 Marks b Outline the procedure followed when hand-spraying cattle to ensure effective use of liquid acaricide to control ticks 6 Marks c Discuss Foot Rot disease under the following sub headings i Causal Organism 1Mark ii Predisposing factors 3 Mark iii Symptoms of attack 3 Mark iv Control Measures 2Mark 24. A State four factors to consider when siting a farm structure 5Marks b Describe three parts of a barbed wire fence 3 Marks c State four characteristics of eggs suitable for incubation 4 Marks d State four advantages of free range system 4 Marks e State four factors that increase the production of optimum animal power 4 Marks 25. A State and explain five factors that are considered when selecting a breeding stock 5 M arks b Describe five factors affecting composition of milk 10 Marks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com c State the maintenance practices of the trailer 5 Marks 1X5 5 Marks MWAKICAN FORM 4 JOINT EXAMINATION 2023 443 1 AGRICULTURE PAPER ONE SECTION A 30 MARKS Attempt all the questions in this section 1. A State three forms of horticultural farming 1 12mks b Name four biotic factors which influence agriculture. 2mks 2. State four agricultural practices that enhance minimum tillage. 2mks 3. Give three faming conditions under which opportunity cost is equal to zero. 1 12mks 4. State four roles of nitrogen in plants. 2mks 5. Name the vegetative plant part used to propagate each of the following plants. A Cassava 12mk b Sisal 12mk c Pyrethrum 12mk d Pineapple 12mk 6. State four pieces of information contained in Land title deed. 2mks 7. State four types of soil erosion by water. 2mks 8. State two ways in which check dams helps in conserving soil."}
{"text": "2mks 19. A farmer has a piece of land 200m long and 36m wide. If the farmer plants beans at a spacing of 30cm 15cm, calculate the plant population on the piece of land. Show your working. 5mks SECTION C: 40 MARKS ATTEMPT TWO QUESTIONS IN THIS SECTION 20. A Describe the cultural methods of conserving soil and water. 8mks b Describe five advantages of carrying out mulching in crop production. 5mks c Describe the uses of farm records. 7mks 21. A Give five reasons why land consolidation should be encouraged in Kenya. 5mks b Describe seven harmful effects of crop pests. 7mks c Explain four methods of breaking seed dormancy. 8mks 22. A Describe production of tomatoes under the following sub-headings. I Nursery establishment. 7mks ii Transplanting of seedlings 8mks b State five precautions to be observed while harvesting pyrethrum. 5mks MWAKICAN JOINT EXAMINATION MJET 443 2 AGRICULTURE PAPER 2 SECTION A 30 MARKS Answer ALL Questions in the Spaces Provided 1. State four qualities of eggs for incubation. 2mrks 2. State four factors that influence the quality of bricks. 2 Marks 3. Give four functions of vitamins in livestock production. 2 Marks 4. State 4 factors affecting milk composition. 2mrks 5. Name 2 channels through which a beef farmer can market his product in Kenya. 1mrk 6. Give two characteristics of a good creep feed. 1 Mark AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 7. State two uses of pick axe. 1 Mark 8. Give two reasons of holding animals for a short period in the outlet crush after dipping. 1 Marks 9. I State two reasons for culling breeding boer. 1 Mark ii Differentiate between ringing and crutching in sheep production. 1 Mark 10. What is the functional difference between cold chisel and wood chisel?"}
{"text": "A Name the method of routine practice shown in the diagram above. 1mk b Describe the procedure used to carry out the routine practice identified in a above. 4mks c Give the importances of carrying out the above practice 3mks SECTION C 40 MARKS 24. A outline the importance of feeding the calf with colostrum . 5 Marks b Give five advantages of Kenya Top Bar Hive. 5 Marks c Outline ten differences between deep litter system of rearing birds and battery cage system of rearing birds 10mks 25. A Describe five factors that a farmer should consider when selecting materials for constructing a dairy cattle shed 10mks b Explain five reasons for inbreeding in livestock production 10mks 26. A Outline the Procedures of bull castration using burdizzo. 6mks b Describe predisposing factors to livestock disease. 10 mrks c . Outline four reasons for seasoning timber before use. 4mks MURANG A SOUTH 443 1 AGRICULTURE PAPER 1 SECTION A 40 MKS ANSWER ALL QUESTIONS IN THE SPACES PROVIDED 1. Name three forms of horticulture practiced in Kenya 3 mks 2. State four conditions when land cleaning should be done 4mks 3. Give four reasons for treating water before use 4mks 4. State four factors to consider when siting a compost manure pit 4mks 5. Give three reasons why farmers should keep health records 3mks 6. State two functions of potassium in plants 2mks 7. State four post-harvesting management practices carried out on various crops 4mks 8. State four advantages of communal land tenure system 4mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 9. A What is soil erosion 1mk b State four factors influencing soil erosion 2mks 10. State four qualities of good silage 2mks 11. State three roles of soil microorganisms 1 mks 12. State four method that can be used to clear land 4mks 13."}
{"text": "State four qualities of good silage 2mks 11. State three roles of soil microorganisms 1 mks 12. State four method that can be used to clear land 4mks 13. State four importance of soil PH to crops 2mks 14. Name three crops propagated by use of suckers 1 mks 15. State two limitations of tissue culture in crop production 1mk 16. Give four benefits of mulching 2mks SECTION B 20 MKS ANSWER ALL QUESTIONS IN THE SPACES PROVIDED 17. The diagrams below illustrate common weeds in arable land. Study them carefully and answer the questions that follow a Identify the weed labeled D 1mk b Classify the weed labeled C according to plant morphology 1mk c Give one reason why it is difficult to control the weed labeled D 1mk d State two cultural ways of controlling couch grass Digitaria scalarum 2mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 18. The diagram below illustrates a grazing system. Study it carefully and answer the questions that follow a Identify the grazing system illustrated above 1mk b State your advantages of the grazing system illustrated above 4mks 19. A farmer is advised to apply 60kg N , 20kg P2O2 and 30kg K2O per hectare. Calculate the quantity of urea 46 N , single superphosphate 20 P2O5 and mutiate of potash SO K2O the farmer should apply on his 10 hectares land 5mks 20. The diagram below illustrates a type of soil erosion a Identify the type of erosion 1mks b How does the type of erosion shown above occur? 2mks c How does cover cropping help control the type of erosion shown above 2mks SECTION C 40 MKS ANSWER ANY TWO QUESTIONS 21."}
{"text": "Calculate the quantity of urea 46 N , single superphosphate 20 P2O5 and mutiate of potash SO K2O the farmer should apply on his 10 hectares land 5mks 20. The diagram below illustrates a type of soil erosion a Identify the type of erosion 1mks b How does the type of erosion shown above occur? 2mks c How does cover cropping help control the type of erosion shown above 2mks SECTION C 40 MKS ANSWER ANY TWO QUESTIONS 21. A Discuss six biotic factors that influence agricultural production 6mks b Describe four methods of breaking seed dormancy 4mks c Describe five nursery management practices 5mks d Explain five reasons why use of chemicals to control pests should be discouraged 5mks 22. A Describe the harvesting of pyrethrum 5mks AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com b State four precautions when harvesting pyrethrum 4mks c Explain six cultural methods of disease control 6mks d Explain five methods of water harvesting 5mks 23. A Describe carrot production under the following sub-headings i Field management practices 3mks ii Land Preparation 3mks b Explain five factors that determine the stage in which crops are harvested 3mks c Explain four factors determining the depth of planting 4mks d Describe five effects of strong wind on agricultural production 5mks MURANG A SOUTH 443 2 AGRICULTURE PAPER 2 SECTION A 30 MKS ANSWER ALL QUESTIONS IN THE SPACES PROVIDED 1. List four cattle diseases caused by viruses 4mks 2. State four non-mechanical methods of controlling ticks in cattle 4mks 3. State four signs of heat in cattle 4mks 4. Mention three reasons why bees swarm 3mks 5. State five possible sources of power on a farm 5mks 6. Name four beef cattle breeds reared in Kenya 2mks 7."}
{"text": "Mention three reasons why bees swarm 3mks 5. State five possible sources of power on a farm 5mks 6. Name four beef cattle breeds reared in Kenya 2mks 7. Give four cultural uses of livestock 2mks 8. Give four ways through which the health of an animal can be restored 2mks 9. List any four causes of livestock diseases 2mks 10. Differentiate between vectors and parasites as used in livestock health 2mks 11. State four symptoms of ecto-parasites in poultry production 2mks 12. List four factors considered when formulating livestock ratio 2mks 13. Define the following terms as used in livestock production 4mks a Embryo transfer b Artificial insemination c Line breeding d Cross breeding 14. State four materials that can be used in the construction of a Kenya top bar hire 2mks SECTION B 20 MKS ANSWER ALL QUESTIONS IN THE SPACES PROVIDED 15. The diagram below shows the digestive system of poultryAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com a Name the parts labeled A to F 3mks b How is the part labeled C adapted to perform its function 2mks c State the use of the parts labeled A, B , C and F 2mks 16. The following illustrations show the behavior of chicks in a brooder. Study them carefully and answer the questions that follow a Explain the cause of the behavior observed in chick for each of the illustrations labeled A, B and C 3mks b Give a reasons for making the brooder wall round in shape 1mk 17. The diagram below shows a cross section of an udder. Study it and answer the questions that follow a Identify the parts labeled B1B2 and B3 3mks b Give one function of the part labeled B1 1mk AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 18. The diagram below represents some farm tools and equipment."}
{"text": "The diagram below shows a cross section of an udder. Study it and answer the questions that follow a Identify the parts labeled B1B2 and B3 3mks b Give one function of the part labeled B1 1mk AGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com 18.The diagram below represents some farm tools and equipment. Study them and answer the questions that follow a Identify the tools labeled N and P 2mks b State one use of each of the tools labeled M and Q 2mks c Explain three maintenance practice carried out on the equipment labeled P 3mks SECTION C 40 MKS ANSWER ANY TWO QUESTIONS IN THIS SECTION 19. A Describe causes of stress in a flock of layers 7mks b Describe management practices carried out to ensure clean milk production 8mks c State the disadvantages of using live fences on a farm 5mks 20. A Describe the causes of low egg production in layers 10mks b Discuss bloat disease under the following sub-headings i Species of the animals affected by the disease 2mks ii Causes of the disease 2mks c Symptoms of the disease 2mks d Control measures of the disease 2mks e Treatment of the disease 2mks 21. A Describe the procedure of hand milking in a dairy cow 10mks b Explain how the incubator should be managed for higher hatchability 5mks c Give the functions of any five parts of a poultry egg 5mks i The shell ii Albumen Egg white iii Chalaza iv Yolk v Air Space vi Shell membraneAGRICULTURE PAPER 1 2 https: www.freekcsepastpapers.com."}
{"text": "Reports newsletters letters official government reports gazette vii. Journals viii. Documentaries ix. Roc arts painting stone tablets clay tablets pictures photographs Access free revision content at www.freekcsepastpapers.comx. Manuscripts scrolls xi. Archives xii. Periodicals xiii. Maps charts Any 5 x 1 5 marks b Explain five disadvantages of electronic sources of information on History and Government. FORM 1 TOPIC 1 INTRODUCTION TO HISTORY AND GOVERNMENT i. They require power to operate which may not be available in some places ii. They may contain inaccurate information thereby misleading the user iii. They are expensive to acquire maintain, thus making them out of reach to many people iv. They may be addictive to the users mobile phones television; leading to anti-social behaviors v. Some may contain biased information content which distorts facts vi. Some contain exaggerated information due to ease with which they can be manipulated vii. Some may be used to promote immoral behavior thereby eroding societal values viii. Some electronic devices may have hazardous adverse effects on human health obesity hearing visual challenges ix. The disposal of electronic devices causes pollution of the environment x. Some electronic devices require experts to operate it xi. Some electronic devices can only be used where there is network xii. One is likely to lose all information when the device breaks down crashes xiii. Electronic devices have promoted fraud in society leading to lose of money xiv. Has promoted hacking leading to loss misuse of data Any 5 x 2 10 marks 19. A State five uses of domestic animals during the ancient period. FORM 1 TOPIC 3 DEVELOPMENT OF AGRICULTURE i. Some produced manure ii. Some were used for ploughing iii. Some provided food meat milk iv. Some were used for transport v. Some provided security vi. Some animal skins were used for clothing vii. Animal bones were used for making ornaments needles weapons jewelry viii. Horns hooves from some animals were used as containers utensils ix. The dog was used for hunting x. Animal bones were used as weapons xi. Animals were used for religious purposes e.g. sacrifices Access free revision content at www.freekcsepastpapers.comxii. Horns bones were used for communication xiii."}
{"text": "Animals were used for religious purposes e.g. sacrifices Access free revision content at www.freekcsepastpapers.comxii. Horns bones were used for communication xiii. Some animals were used for companion e.g. cats xiv. Animals were used as items of trade xv. Some animals were used for sporting activities e.g. horses Any 5 x 1 5 marks b Describe five effects of the early agriculture on people s way of life. FORM 1 TOPIC 3 DEVELOPMENT OF AGRICULTURE i. People diversified their activities as some engaged in other skills such as pottery weaving blacksmithing ii. Urbanization trading centers developed which served as markets for agricultural products iii. Human population grew steadily due to increased food production increased fertility rates iv. A new class of people social stratification developed due to increased prosperity v. It led to sedentary lifestyles as people settled in villages on their farms vi. It led to development of trade as communities exchanged goods services vii. It led to development of government political organization as rules to regulate people s behavior were developed viii. It led to scientific invention in agriculture as farmers developed better methods of improving production ix. It influenced development of writing for record keeping x. It influenced development of arithmetic mathematics geometry xi. It led to development of astronomy which determined calendar of activities xii. It led to development of religion e.g. god of fertility rains drought xiii. Improved farming led to increased food production xiv. Influenced transportation of farm products xv. Led to improved living standards and to availability of varieties of food Any 5 x 2 10 marks 20. A Highlight five factors which promoted the growth of nationalism in Ghana. FORM 3 TOPIC 6 RISE OF NATIONALISM IN AFRICA i. Discontentment of African farmers with low profits from cocoa ii. Discrimination against Africans in issuance of trade licenses iii. Existence of a large group of youth of elementary education educated youth iv. Presence of World War 2 ex- servicemen who came up with new discoveries ideas v. Existence of highly educated Africans trained in Europe USA vi. Africans were forced by the British to cut cocoa trees due to swollen shoot disease vii. Low African representation in the LegCo viii."}
{"text": "Existence of highly educated Africans trained in Europe USA vi. Africans were forced by the British to cut cocoa trees due to swollen shoot disease vii. Low African representation in the LegCo viii. The Ghanaians were against the construction of a university in Ibadan instead of Accra Access free revision content at www.freekcsepastpapers.comix. They feared possible land alienation x. Granting of independence to India and Pakistan inspired them xi. Pan-African Movements inspired them to struggle for independence xii. Introduction of taxation was resented by Ghanaians xiii. Loss of power by traditional chiefs created discontent against colonial government xiv. The UN Charter inspired Ghanaians to struggle for independence xv. The charismatic leadership provided by Nkrumah and others united the people xvi. The desire to achieve total independence xvii. Unemployed youth Any 5 x 1 5 marks b Explain five methods which were used by African nationalists in the struggle for independence. FORM 3 TOPIC 6 RISE OF NATIONALISM IN AFRICA i. They used strikes boycotts slows sit ins demonstrations so as to express their discontent with colonial rule ii. They sent petitions delegations memoranda to present their grievances to the colonial office government iii. They used mass media to mobilize people articulate African grievances iv. They sought representation in the legislative council where they advanced African interests v. They formed independent movements, schools and churches which were used as platforms to advance the African agenda vi. They used armed struggle to dislodge remove the oppressive colonial government vii. They formed political parties which provided avenues for pushing for independence viii. They formed trade unions which championed rights of workers ix. They used diplomacy conferences to rally international community behind their African cause x. They held public rallies to articulate their grievances xi. Some of the arrested detained nationalists went on hunger strikes Any 5 x 2 10 marks 21. A Give five disadvantages of using animal transport. FORM 2 TOPIC 2 TRANSPORT i. Their use is limited to short distance get tired ii. It is slow iii. Their use is limited to certain areas iv. Some animals are stubborn v. Pack animals can be attacked by wild animals vi. They have a limited carrying capacity Access free revision content at www.freekcsepastpapers.comvii. Their use is limited to daytime viii."}
{"text": "Pack animals can be attacked by wild animals vi. They have a limited carrying capacity Access free revision content at www.freekcsepastpapers.comvii. Their use is limited to daytime viii. Animals fall sick attacked by diseases ix. It is tedious cumbersome mode of transport Any 5 x 1 5 marks b Explain five ways in which television is important as a means of communication. FORM 2 TOPIC 3 COMMUNICATION i. It creates jobs employment opportunities such as broadcasters sound engineers sign language interpreters ii. It brings out reality in the news by displaying images giving sound iii. It promotes trade commercial activities through advertisement of goods services iv. It enables people to get real time news as one can watch events as they happen occur in different parts of the world v. It promotes the entertainment industry whereby artists get job opportunities to display their talents drama music vi. It promotes education by disseminating knowledge through various educational programmes channels vii. It promotes culture through airing programmes showing cultural activities of diverse communities viii. It broadcasts news ideas which keep people informed about local global affairs Any 5 x 2 10 marks SECTION C 30 marks Answer any three questions from this section in the space provided 22. A Identify three political parties in India. FORM 4 TOPIC 9 ELECTORAL PROCESS AND FUNCTIONS OF GOVERNMENTS IN OTHER PARTS OF THE WORLD i. The Communist Party of India CPI ii. Congress Party Indian National Congress Party iii. The Bharatiya Janata Party BJP iv. Regional Parties Dravida Munnetra Kazhagam DMK India Anna the Telegn Desam Akal Dal The National Conference Any 3 x 1 3 marks Access free revision content at www.freekcsepastpapers.comb Discuss six functions of the President of India. FORM 4 TOPIC 9 ELECTORAL PROCESS AND FUNCTIONS OF GOVERNMENTS IN OTHER PARTS OF THE WORLD i. He she appoints the Prime Minister who runs the government ii. He she nominates the twelve members of the council of states iii. He she establishes special councils to arbitrate on inter- state conflicts iv. He she acts as a symbol of unity thereby bringing holding people together v. He she declares a state of emergency if necessary vi."}
{"text": "He she establishes special councils to arbitrate on inter- state conflicts iv. He she acts as a symbol of unity thereby bringing holding people together v. He she declares a state of emergency if necessary vi. He she appoints state governors Supreme Court judges who assist in the running of the country vii. He she opens dissolves parliament either when its term ends if there is sufficient reason to do so viii. He she participates in law making by assenting signing bills into law ix. He she exercises power of mercy where he she can pardon people who had been sentenced x. He she is the commander in chief of the armed forces in India xi. He she makes regulations for certain union territories xii. He she is the leader of the party that nominates him her for elections xiii. He she represents India in international functions Any 6 x 2 12 marks 23. A Identify three categories of persons who are not allowed to contest for parliamentary seats in Britain. FORM 4 TOPIC 9 ELECTORAL PROCESS AND FUNCTIONS OF GOVERNMENTS IN OTHER PARTS OF THE WORLD i. Aliens foreigners ii. Members of the House of Lords nobles peers iii. Clergymen of the churches of Scotland England Ireland Roman Catholic Church iv. Public officers judges civil servants members of the armed forces v. Persons declared bankrupt vi. Persons who have committed electoral offences corrupt vii. Members of the royal family viii. A person serving a jail term of more than 1 year ix. A person of unsound mind incapacitated persons Any 3 x 1 3 marks Access free revision content at www.freekcsepastpapers.comb Explain six functions of the Congress in the United States of America USA . FORM 4 TOPIC 9 ELECTORAL PROCESS AND FUNCTIONS OF GOVERNMENTS IN OTHER PARTS OF THE WORLD i. It appoints commissions of inquiry to investigate any issues of national concern ii. It amends the law with the approval of all the states iii. It approves taxation measures which enables the government to raise revenue to finance its operations programmes iv. It confirms senior public officers appointed by the president v. It represents the interests aspirations of the American people vi. It makes laws which govern the country regulate actions conduct of the people vii."}
{"text": "It confirms senior public officers appointed by the president v.It represents the interests aspirations of the American people vi. It makes laws which govern the country regulate actions conduct of the people vii. It approves the making of treaties between United States of America and other nations viii. It checks the executive arm of government in order to promote transparency accountability efficiency in service delivery ix. It admits new states into the union x.It declares war against their enemies establishes maintains controls the U.S.armed forces Any 6 x 2 12 marks 24.a Give three characteristics of human rights. FORM 2 TOPIC 8 DEMOCRACY AND HUMAN RIGHTS i.They are indivisible ii. They are universal apply equally to all people iii. They have limitations iv. They can be suspended derogated v.They are inherent inborn integral Any 3 x 1 3 marks b Discuss six reasons why the United Nations Charters on Human Rights is important. FORM 2 TOPIC 8 DEMOCRACY AND HUMAN RIGHTS i.It promotes policies strategies geared towards eradication of poverty in the society ii. It promotes good governance by advocating for equitable distribution of resources in the society iii. It promotes peace security in the society by encouraging respect for Human Rights iv. It encourages protection of the rights of the vulnerable groups members of the society in order to prevent violation abuse of their rights Access free revision content at www.freekcsepastpapers.comv. It promotes development by addressing issues of discrimination in employment opportunities exploitation vi. It advocates for humanitarian assistance to the needy people affected by disasters calamities thereby easing their suffering vii. It has led to the promotion of women rights empowerment by advocating for gender equality viii. It encourages advocates for provision of education to all in order to empower them improve their social welfare ix. It forms the basis of Human Rights legislations made by other countries institutions x.Promotes good governance by ensuring that people s political rights are safeguarded xi. Prevents terrorism by undertaking human rights xii. Promoted justice by guaranteeing individual s right to a fair trial xiii. Helps to promote territorial integrity and sovereignty through self determination Any 6 x 2 12 marks Access free revision content at www.freekcsepastpapers.com."}
{"text": "NameIndex Number565 2 Candidate s SignatureBUSINESS STUDIESPaper 2 Date..............................Nov. 20162 4 hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationBUSINESS STUDIES Paper 22U hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date of examination in the spaces provided above. C This paper consists of six questions. D Answer any five questions in the spaces provided after question six. E All questions carry equal marks. F This paper consists of 16 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner s Use OnlyQuestionMaximumScoreCandidate sScoreTotal Score916162 2016 The Kenya National Examinations CouncilTurn overfor free past papers visit: www.freekcsepastpapers.com21. A Explain five factors that may promote entrepreneurship in Kenya. 10 marks b Explain five circumstances under which a partnership may be dissolved. 10 marks 2. A Explain five advantages of government involvement in business. 10 marks b Traders are required to observe ethical practices when carrying out product promotion. Explain five reasons for observing such ethical practices. 10 marks 3. A Explain five methods of determining the price of a product other than price control. 10 marks b Explain five benefits that may be realised by a country as a result of government policyto relocate industries to rural areas. 10 marks 4. A On 1st January 2015, Ndovu Traders had Ksh 30,000 in cash and Ksh 75,000 at the bank. During the month, the following transactions took place:January 2: 5: 8: 11:15:17:20:22:25:Bought goods in cash worth Ksh 15,500.Received cash from Chui Ksh 23,750 after allowing 5 cash discount."}
{"text": "NameIndex Number565 2 Candidate s SignatureBUSINESS STUDIESPaper 2 Date..............................Nov. 20162 4 hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationBUSINESS STUDIES Paper 22U hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date of examination in the spaces provided above. C This paper consists of six questions. D Answer any five questions in the spaces provided after question six. E All questions carry equal marks. F This paper consists of 16 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner s Use OnlyQuestionMaximumScoreCandidate sScoreTotal Score916162 2016 The Kenya National Examinations CouncilTurn overfor free past papers visit: www.freekcsepastpapers.com21. A Explain five factors that may promote entrepreneurship in Kenya. 10 marks b Explain five circumstances under which a partnership may be dissolved. 10 marks 2. A Explain five advantages of government involvement in business. 10 marks b Traders are required to observe ethical practices when carrying out product promotion. Explain five reasons for observing such ethical practices. 10 marks 3. A Explain five methods of determining the price of a product other than price control. 10 marks b Explain five benefits that may be realised by a country as a result of government policyto relocate industries to rural areas. 10 marks 4. A On 1st January 2015, Ndovu Traders had Ksh 30,000 in cash and Ksh 75,000 at the bank. During the month, the following transactions took place:January 2: 5: 8: 11:15:17:20:22:25:Bought goods in cash worth Ksh 15,500.Received cash from Chui Ksh 23,750 after allowing 5 cash discount. Withdrew Ksh 8,900 from the bank for personal use. Maro, a debtor settled her account of Ksh 16,800 by a cheque of Ksh 16,000.Sales amounted to Ksh 24,250 in cash. Paid Furaha traders Ksh 29,100 in cash in full settlement of their account less 3 cash discount. Withdrew Ksh 15,000 from the bank for business use. Koko a debtor settled her account of Ksh 40,000 by cheque less 2.5 cash discount. Paid wages Ksh 21,000 cash. Required: Prepare a duly balanced three column cash book. 12 marks '62Kenya Certificate of Secondary Education, 2016565 2for free past papers visit: www.freekcsepastpapers.com3 b The following balances were extracted from the books of Rehema Traders on 1st January 2015.CapitalKsh600,000Creditors180,000Motor van200,000Furniture200,000Stock60,000Debtors80,000Cash240,000The following transactions took place during the year ended 31st December 2015: i Sold furniture worth Ksh 60,000 for which Ksh 40,000 cash was received and the balance was due at the end of the year. Ii Purchased goods worth Ksh 100,000 for which cash of Ksh 70,000 was paid and the balance was still outstanding at the end of the year. Iii Cash Ksh 10,000 was taken from the business by the proprietor to settle the spouse s hospital bill. Required: Outline the effect of each transaction on the items of the balance sheet. 8 marks 5."}
{"text": "20162 4 hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationBUSINESS STUDIES Paper 22U hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date of examination in the spaces provided above. C This paper consists of six questions. D Answer any five questions in the spaces provided after question six. E All questions carry equal marks. F This paper consists of 16 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner s Use OnlyQuestionMaximumScoreCandidate sScoreTotal Score916162 2016 The Kenya National Examinations CouncilTurn overfor free past papers visit: www.freekcsepastpapers.com21. A Explain five factors that may promote entrepreneurship in Kenya. 10 marks b Explain five circumstances under which a partnership may be dissolved. 10 marks 2. A Explain five advantages of government involvement in business. 10 marks b Traders are required to observe ethical practices when carrying out product promotion. Explain five reasons for observing such ethical practices. 10 marks 3. A Explain five methods of determining the price of a product other than price control. 10 marks b Explain five benefits that may be realised by a country as a result of government policyto relocate industries to rural areas. 10 marks 4. A On 1st January 2015, Ndovu Traders had Ksh 30,000 in cash and Ksh 75,000 at the bank. During the month, the following transactions took place:January 2: 5: 8: 11:15:17:20:22:25:Bought goods in cash worth Ksh 15,500.Received cash from Chui Ksh 23,750 after allowing 5 cash discount. Withdrew Ksh 8,900 from the bank for personal use. Maro, a debtor settled her account of Ksh 16,800 by a cheque of Ksh 16,000.Sales amounted to Ksh 24,250 in cash. Paid Furaha traders Ksh 29,100 in cash in full settlement of their account less 3 cash discount. Withdrew Ksh 15,000 from the bank for business use. Koko a debtor settled her account of Ksh 40,000 by cheque less 2.5 cash discount. Paid wages Ksh 21,000 cash. Required: Prepare a duly balanced three column cash book. 12 marks '62Kenya Certificate of Secondary Education, 2016565 2for free past papers visit: www.freekcsepastpapers.com3 b The following balances were extracted from the books of Rehema Traders on 1st January 2015.CapitalKsh600,000Creditors180,000Motor van200,000Furniture200,000Stock60,000Debtors80,000Cash240,000The following transactions took place during the year ended 31st December 2015: i Sold furniture worth Ksh 60,000 for which Ksh 40,000 cash was received and the balance was due at the end of the year. Ii Purchased goods worth Ksh 100,000 for which cash of Ksh 70,000 was paid and the balance was still outstanding at the end of the year. Iii Cash Ksh 10,000 was taken from the business by the proprietor to settle the spouse s hospital bill. Required: Outline the effect of each transaction on the items of the balance sheet. 8 marks 5. A Explain five guidelines that may be used by the government of a country to promoteefficient use of her resources."}
{"text": "A On 1st January 2015, Ndovu Traders had Ksh 30,000 in cash and Ksh 75,000 at the bank. During the month, the following transactions took place:January 2: 5: 8: 11:15:17:20:22:25:Bought goods in cash worth Ksh 15,500.Received cash from Chui Ksh 23,750 after allowing 5 cash discount. Withdrew Ksh 8,900 from the bank for personal use. Maro, a debtor settled her account of Ksh 16,800 by a cheque of Ksh 16,000.Sales amounted to Ksh 24,250 in cash. Paid Furaha traders Ksh 29,100 in cash in full settlement of their account less 3 cash discount. Withdrew Ksh 15,000 from the bank for business use. Koko a debtor settled her account of Ksh 40,000 by cheque less 2.5 cash discount. Paid wages Ksh 21,000 cash. Required: Prepare a duly balanced three column cash book. 12 marks '62Kenya Certificate of Secondary Education, 2016565 2for free past papers visit: www.freekcsepastpapers.com3 b The following balances were extracted from the books of Rehema Traders on 1st January 2015.CapitalKsh600,000Creditors180,000Motor van200,000Furniture200,000Stock60,000Debtors80,000Cash240,000The following transactions took place during the year ended 31st December 2015: i Sold furniture worth Ksh 60,000 for which Ksh 40,000 cash was received and the balance was due at the end of the year. Ii Purchased goods worth Ksh 100,000 for which cash of Ksh 70,000 was paid and the balance was still outstanding at the end of the year. Iii Cash Ksh 10,000 was taken from the business by the proprietor to settle the spouse s hospital bill. Required: Outline the effect of each transaction on the items of the balance sheet. 8 marks 5. A Explain five guidelines that may be used by the government of a country to promoteefficient use of her resources. 10 marks b Explain five disadvantages that a country may face if she restricted trade with othercountries."}
{"text": "Withdrew Ksh 8,900 from the bank for personal use. Maro, a debtor settled her account of Ksh 16,800 by a cheque of Ksh 16,000.Sales amounted to Ksh 24,250 in cash. Paid Furaha traders Ksh 29,100 in cash in full settlement of their account less 3 cash discount. Withdrew Ksh 15,000 from the bank for business use. Koko a debtor settled her account of Ksh 40,000 by cheque less 2.5 cash discount. Paid wages Ksh 21,000 cash. Required: Prepare a duly balanced three column cash book. 12 marks '62Kenya Certificate of Secondary Education, 2016565 2for free past papers visit: www.freekcsepastpapers.com3 b The following balances were extracted from the books of Rehema Traders on 1st January 2015.CapitalKsh600,000Creditors180,000Motor van200,000Furniture200,000Stock60,000Debtors80,000Cash240,000The following transactions took place during the year ended 31st December 2015: i Sold furniture worth Ksh 60,000 for which Ksh 40,000 cash was received and the balance was due at the end of the year. Ii Purchased goods worth Ksh 100,000 for which cash of Ksh 70,000 was paid and the balance was still outstanding at the end of the year. Iii Cash Ksh 10,000 was taken from the business by the proprietor to settle the spouse s hospital bill. Required: Outline the effect of each transaction on the items of the balance sheet. 8 marks 5. A Explain five guidelines that may be used by the government of a country to promoteefficient use of her resources. 10 marks b Explain five disadvantages that a country may face if she restricted trade with othercountries. 10 marks 916162Kenya Certificate of Secondary Education, 2016565 2Turn overfor free past papers visit: www.freekcsepastpapers.com46. A On 1st September 2015, Gondi had Ksh 55,000 in hand and Ksh 250,000 at bank."}
{"text": "10 marks b Explain five disadvantages that a country may face if she restricted trade with othercountries. 10 marks 916162Kenya Certificate of Secondary Education, 2016565 2Turn overfor free past papers visit: www.freekcsepastpapers.com46. A On 1st September 2015, Gondi had Ksh 55,000 in hand and Ksh 250,000 at bank. Duringthe month, the following transactions took place:September 2 30Cash sales banked Ksh 35,260 Bought ribbons in cash Ksh 4,500Paid Wangila, a creditor Ksh 94,000 by cheque in full settlement of his account after deducting 6 cash discountReceived a cheque for Ksh 58,800 from Wetu after allowing her a cashdiscount of Ksh 1,200Paid salaries Ksh 34,000 in cashWithdrew Ksh 50,000 from bank for office useAnyango, a debtor paid her account of Ksh 75,000 by cheque less 10 cash discountDeposited all the cash into bank except Ksh 13,700Required: Prepare a three column cash book and balance it off. 10 marks b Outline five reasons that may influence the government to start a parastatal. 10 marks Kenya Certificate of Secondary Education, 2016916167for free past papers visit: www.freekcsepastpapers.com16THIS IS THE LAST PRINTED PAGE.916162Kenya Certificate of Secondary Education, 2016565 2for free past papers visit: www.freekcsepastpapers.com."}
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{"text": "Study it carefullyandanswer the questions that follow;a Identify the structure 1mark b Explain two ways in which the structure helps to control soil erosion. 2marks 18.The diagram below illustrates the law of demand in agricultural marketing. Study it andanswer thequestions that follow.a Give a reason for the shape of the curve labelled A. 1mark b If the price of the commodity remains constant, explain three factors that can cause the curveto shiftfrom A to B. 3marks For More Free KCSE past papers visit www.freekcsepastpapers.com8319.The diagrams below illustrates common weeds in arable land. Study them carefully andanswer thequestions that follow.a Identify the weed labelled D. 1mark b Classify the weed labelled C according to plant morphology. 1mark c Give one reason why it is difficult to control the weed labelled D. 1mark 20.The diagram below illustrates an agroforestry practice. Study it and answer the questionsthatfollow.a Identify the agroforestry practice illustrated above. 1mark b Explain three benefits of the practice illustrated above. 3marks 21.The diagram below shows a pest and the damaged crop. Study it and answer the questionsthatfollow;For More Free KCSE past papers visit www.freekcsepastpapers.com84a Identify the crop pest illustrated above. 1mark b Explain two ways of controlling the pest 2marks 22.The diagram below illustrates an investigation on a property of soil using soil sampleslabelled J,Kand L.a If the levels of water shown in the diagram were observed after three hours, name theproperty ofsoil being investigated. 1mark b What is the relationship between the soil property named in a above and the size of soil particles? 1mark c Which soil sample would be suitable for growing paddy rice? 1mark SECTION C 40 marks Answer any TWO questions from this section in the spaces provided after question 25.23 a Explain five factors that should be considered in farm planning. 10 marks b Describe the transplanting of tomato seedlings. 10 marks 24 a Explain five factors that should be considered when siting a vegetable nursery. 5 marks For More Free KCSE past papers visit www.freekcsepastpapers.com85 b Explain six factors that should be considered when selecting seeds for planting."}
{"text": "Study them carefully andanswer thequestions that follow.a Identify the weed labelled D. 1mark b Classify the weed labelled C according to plant morphology. 1mark c Give one reason why it is difficult to control the weed labelled D. 1mark 20.The diagram below illustrates an agroforestry practice. Study it and answer the questionsthatfollow.a Identify the agroforestry practice illustrated above. 1mark b Explain three benefits of the practice illustrated above. 3marks 21.The diagram below shows a pest and the damaged crop. Study it and answer the questionsthatfollow;For More Free KCSE past papers visit www.freekcsepastpapers.com84a Identify the crop pest illustrated above. 1mark b Explain two ways of controlling the pest 2marks 22.The diagram below illustrates an investigation on a property of soil using soil sampleslabelled J,Kand L.a If the levels of water shown in the diagram were observed after three hours, name theproperty ofsoil being investigated. 1mark b What is the relationship between the soil property named in a above and the size of soil particles? 1mark c Which soil sample would be suitable for growing paddy rice? 1mark SECTION C 40 marks Answer any TWO questions from this section in the spaces provided after question 25.23 a Explain five factors that should be considered in farm planning. 10 marks b Describe the transplanting of tomato seedlings. 10 marks 24 a Explain five factors that should be considered when siting a vegetable nursery. 5 marks For More Free KCSE past papers visit www.freekcsepastpapers.com85 b Explain six factors that should be considered when selecting seeds for planting. 6 marks c Explain the different ways in which each of the following environmental factorsinfluence crop production: i temperature; 4 marks ii wind. 5 marks 25 a Outline the information contained in a Purchase Order. 5 marks b Describe the harvesting of tea. 6 marks c Explain the importance of irrigation in crop production. 5 marks d Describe the role of magnesium in crop production. 4 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "Access free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.com."}
{"text": "NameIndex Number312 2 Candidate s SignatureGEOGRAPHYPaper 2 Date................................Nov. 2016VA hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationGEOGRAPHY Paper 223 4 hoursInstructions to candidates a This paper has two sections: A and B. b Answer all the questions in section A. c Answer question 6 and any other two questions from section B. d All answers must be written in the answer booklet provided. E This paper consists of 5 printed pages. F Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. G Candidates should answer the questions in English.916038 2016 The Kenya National Examinations CouncilTurn overfor free past papers visit: www.freekcsepastpapers.com2SECTION AAnswer all the questions in this section1 . A Name two exotic breeds of dairy cattle reared in Kenya. 2 marks b State three physical conditions that favour dairy farming in Denmark. 3 marks 2. A Name the method of irrigation used in the Perkerra Irrigation Scheme. 1 mark b State three factors that influenced the location of the Perkerra Irrigation Scheme. 3 marks 3. A Differentiate between transport and communication. 2 marks b State three causes of the decline in the use of letter writing as a means of communication in Kenya. 3 marks 4. A Why is Kenya s petroleum refinery located at Mombasa? 2 marks b State three ways in which the clearing of forests has affected the natural environment in Kenya. 3 marks 5. A State three measures which the government of Kenya has taken to reduce infant mortality. 3 marks b Give three negative effects of low population growth in a country. 3 marks Kenya Certificate of Secondary Education, 2016916038 312 2for free past papers visit: www.freekcsepastpapers.com3SECTION BAnswer question 6 and any other two questions from this section 6. Use the map below to answer question a i and ii Name: i The rivers marked E, F and G. 3 marks ii The human-made lakes marked H and J. 2 marks iii Explain four measures which should be taken to improve inland watertransport in Africa."}
{"text": "Use the map below to answer question a i and ii Name: i The rivers marked E, F and G. 3 marks ii The human-made lakes marked H and J. 2 marks iii Explain four measures which should be taken to improve inland watertransport in Africa. 8 marks State four ways in which communication contributes to economic development in Kenya. 4 marks Explain four problems facing railway transport in Africa. 8 marks b c 916038Kenya Certificate of Secondary Education, 2016312 2Turn overfor free past papers visit: www.freekcsepastpapers.com47. Study the photograph below and answer questions a and b . A Name: b i ii i ii the mining method shown in the photograph; 1 mark two minerals that may be mined using the method shown in the photograph. 2 marks Using evidence from the photograph, give four indicators that show that the weather was hot when the photograph was taken. 4 marks Describe how minerals are obtained using the mining method shown in the photograph. 5 marks iii Citing evidence from the photograph, explain two ways in which themining method shown has affected the environment. 4 marks iv Apart from the method shown in the photograph, name three other miningmethods."}
{"text": "4 marks Describe how minerals are obtained using the mining method shown in the photograph. 5 marks iii Citing evidence from the photograph, explain two ways in which themining method shown has affected the environment. 4 marks iv Apart from the method shown in the photograph, name three other miningmethods. 3 marks c Explain how the following factors influence the occurrence of minerals i evaporation; 2 marks ii vulcanicity; 2 marks iii metamorphism. 2 marks 916038Kenya Certificate of Secondary Education, 2016312 2for free past papers visit: www.freekcsepastpapers.com58. A i Name two settlement patterns. 2 marks ii Explain four physical factors that influence settlement. 8 marks b i Explain how the following factors have led to the growth of Thika. Location; Transport; Land. 2 marks 2 marks 2 marks ii Apart from being a transport and communication centre, give three other functions of Thika town. 3 marks c Explain three positive effects of urbanisation to a country. 6 marks 9. A Identify three sources of renewable energy. 3 marks b i Name three main Elydro Electric Power stations along the River Tana. 3 marks ii Apart from providing electric power, state four other benefits of the dams along the River Tana. 4 marks iii Identify two problems that affect the production of power from the stations along River Tana. 2 marks c Explain four measures the Government of Kenya has taken to conserve energy. 8 marks d Some students carried out a field study on sources of energy by sampling households around their school. I Identify two sampling techniques the students may have used during the study. 2 marks ii Give three advantages of sampling the household for the study. 3 marks 10. A 0What is visible trade? 2 marks ii List three major imports to Kenya from Japan. 3 marks b Explain four factors that influence internal trade in Kenya. 8 marks c State four ways in which trade is of significance to Kenya. 4 marks d Explain four benefits which member states of ECOWAS derive from the formationof the trading bloc."}
{"text": "5 marks iii Citing evidence from the photograph, explain two ways in which themining method shown has affected the environment. 4 marks iv Apart from the method shown in the photograph, name three other miningmethods. 3 marks c Explain how the following factors influence the occurrence of minerals i evaporation; 2 marks ii vulcanicity; 2 marks iii metamorphism. 2 marks 916038Kenya Certificate of Secondary Education, 2016312 2for free past papers visit: www.freekcsepastpapers.com58. A i Name two settlement patterns. 2 marks ii Explain four physical factors that influence settlement. 8 marks b i Explain how the following factors have led to the growth of Thika. Location; Transport; Land. 2 marks 2 marks 2 marks ii Apart from being a transport and communication centre, give three other functions of Thika town. 3 marks c Explain three positive effects of urbanisation to a country. 6 marks 9. A Identify three sources of renewable energy. 3 marks b i Name three main Elydro Electric Power stations along the River Tana. 3 marks ii Apart from providing electric power, state four other benefits of the dams along the River Tana. 4 marks iii Identify two problems that affect the production of power from the stations along River Tana. 2 marks c Explain four measures the Government of Kenya has taken to conserve energy. 8 marks d Some students carried out a field study on sources of energy by sampling households around their school. I Identify two sampling techniques the students may have used during the study. 2 marks ii Give three advantages of sampling the household for the study. 3 marks 10. A 0What is visible trade? 2 marks ii List three major imports to Kenya from Japan. 3 marks b Explain four factors that influence internal trade in Kenya. 8 marks c State four ways in which trade is of significance to Kenya. 4 marks d Explain four benefits which member states of ECOWAS derive from the formationof the trading bloc. 8 marks THIS IS THE LAST PRINTED PAGE.916038Kenya Certificate of Secondary Education, 2016 312 2for free past papers visit: www.freekcsepastpapers.comBLANK PAGEfor free past papers visit: www.freekcsepastpapers.com."}
{"text": "Www.freekcsepastpapers.comHistory Paper 1 2 1 CEKENAS END OF TERM 2 EXAM-2023 311 1 HISTORY AND GOVERNMENT PAPER 1 JULY AUGUST 2023 SECTION A 25 MARKS Answer all questions in this section in the spaces provided 1.Define the term legitimacy in relation to government. 1mark 2.State the first settlement area of the Luo during their migration from Sudan. 1mark 3.State one economic activity that the Kwavi Maasai acquired as a result of interacting with the Agikuyu 1mark 4.State the main reason why early visitors from Arabia came to the Kenyan coast before 1500 1mark 5.Identify two items of trade which were transported from the Kenyan coast during the long distancetrade. 2marks 6.Identify the provision in the Kenyan Bill of Rights that protects an individual from unlawful detention 1mark 7.Identify two activities that promote National Unity in Kenya. 2marks 8.State two provisions of the National Accord and Reconciliation Act 2008 2marks 9.Give two reasons that can lead the revocation of presumed citizenship by birth in Kenya 2marks 10. State two terms of Anglo- German Agreement of 1886 2marks 11. State the main importance of Eliud Mathu in the history of Kenya 1mark 12. State two recommendations of the Lennox-Boyd constitution of 1958. 2marks 13. Name two independent churches that emerged in Central Kenya during the colonial period 2marks 14. Identify two members who are elected to represent a county in the parliament in Kenya 2marks 15. Who is the administrative head of the Parliamentary Service Commission? 1mark 16. State the significance of the repeal of section 2A of the constitution in 1991. 1mark 17. Identify the education commission that recommended the Competency Based Curriculum 1mark SECTION B 45 MARKS Answer any three questions from this section in the answer booklet provided18. A Give five social effects of the migration of River Lake Nilotes into Kenya during the pre-colonial period. 5 marks b Describe five similarities in the political organization of the Ameru and the Abagusil during the pre-colonial period."}
{"text": "1mark 2. Identify the main method used by Anthropologists to obtain information in History and Government 1mark 3. Give two reasons that made early Human beings to live in groups during the Stone Age period 2marks 4. State one ways in which the Sumerians in Mesopotamia reclaimed land for Agriculture. 1mark 5. Identify two traditional forms of water transport. 2marks 6. Give the main advantage of the mobile phone 1mark 7. State two factors that contributed to the decline Meroe as an early urban centre 2marks 8. Identify one type of spirit associated with the Shona kingdom 1mark 9. State two ways European nations maintained peace among themselves during the process of partitioning Africa 2marks 10. Name two treaties signed between Lobengula and the British during the process of colonization of Africa. 2marks 11. State two events that marked the end of the first world war 2marks 12. Give two economic benefits enjoyed by members of Commonwealth 2marks 13. Name the military alliance formed by capitalist nations during the cold war. 1mark 14. Give the main reason why the Pan African movement was formed at the beginning of the 20th century 1mark 15. Name one financial institution established by the African union. 1mark 16. State two aims of the Arusha declaration 2marks 17. Name one house of parliament in India. 1mark SECTION B 45 MARKS Answer any three questions from this section 18. A State three physical characteristics of homo-habilis 3marks b Describe six ways of life of early man during the Mesolithic period 12marks 19. A State three port towns that developed in West Africa as a result of the Trans-Atlantic Slave trade 3marks b Explain six factors that led to the decline of the Trans-Saharan trade. 12marks 20. A Outline Five challenges facing industrialization in Brazil. 5marks b Explain six positive effects of scientific inventions on Agriculture 10marks 21. A Highlight five reforms that were introduced by the Germans in Tanganyika after the Majimaji rebellion."}
{"text": "A Outline Five challenges facing industrialization in Brazil. 5marks b Explain six positive effects of scientific inventions on Agriculture 10marks 21. A Highlight five reforms that were introduced by the Germans in Tanganyika after the Majimaji rebellion. 5marks b Explain five disadvantages of Samori Toure s second empire at Dabakala 10marks SECTION C 30 MARKS Answer any two questions from this section 22. A State three symbols of Royal Authority in Buganda Kingdom 3marks b Describe six aspects of the political organization of the Asante during the pre-colonial period 12marks www.freekcsepastpapers.com History Paper 1 2 3 23. A State three ways in which the rise of dictatorship in Europe contributed to the outbreak of world war II 3marks b Explain six political effects of World War I 12 marks 24. A State five roles that the monarch plays in relation to the British Government 5marks b Explain six merits of a federal system of government with references to the United States of America USA 12marks CEKENAS END OF TERM 2 EXAM-2023 HISTORY AND GOVERNMENT 311 1 MARKING SCHEME 1. Define the term legitimacy in relation to government. 1mark The government is willingly accepted by the people lxl 1 mark 2. State the first settlement area of the Luo during their migration from Sudan. 1 mark Pubungu Pakwach lxl 1 mark 3. State one economic activity that the Kwavi Maasai acquired as a result of interacting with the Agikuyu 1 mark Crop farming lxl 1 mark 4. State the main reason why early visitors from Arabia came to the Kenyan coast before 1500 1 mark To trade for commerce lxl 1 mark 5. Identify two items of trade which were transported from the Kenyan coast during the long distance trade. 2 marks Clothes silk Beads Ironware tools Utensils glass porcelain bowls. Swords daggers 2x1 2 marks 6."}
{"text": "Identify two items of trade which were transported from the Kenyan coast during the long distance trade. 2 marks Clothes silk Beads Ironware tools Utensils glass porcelain bowls. Swords daggers 2x1 2 marks 6. Identify the provision in the Kenyan Bill of Rights that protects an individual from unlawful detention 1 mark The right to an order of habeas corpus lxl 1 mark 7. Identify two activities that promote National Unity in Kenya. 2 marks Agricultural shows trade fairs. Games and sports Music and drama. Commemoration of National days. 2x1 2 marks 8. State two provisions of the National Accord and Reconciliation Act 2008 2marks It created a coalition government. It created the office position of the Prime Minister. It created the offices positions of the two deputy prime ministers. It increased the number of cabinet ministers. 2x1 2 marks 9. Give two reasons that can lead to the revocation of presumed citizenship by birth in Kenya 2 marks If citizenship was acquired by fraud falsehood If the age of a child found in Kenya is discovered to have been more than 8 years when found If the parentage nationality of a child found in Kenya becomes known and reveals the child was a citizen of another country 2x1 2 marks www.freekcsepastpapers.com History Paper 1 2 13 EASTERN CLUSTER EXAMINATION 2023 311 1 HISTORY GOVERNMENT PAPER 1 JULY AUGUST 2023 SECTION A 25 MARKS Answer all the questions in this section in the answer materials provided 1. Give two demerits of using archaeology as a source of information on history and Government. 2mks 2. Name one group that belong to the Southern Cushites 1mk 3. State the main political feature that was common among all Bantu speakers in Kenya 1mk 4. Identify two ways through which Islam was spread in Kenya 2mks 5."}
{"text": "Name one group that belong to the Southern Cushites 1mk 3. State the main political feature that was common among all Bantu speakers in Kenya 1mk 4. Identify two ways through which Islam was spread in Kenya 2mks 5. Give two factors that contributed to the Portuguese success in the conquest of Kenyan Coast 2mks 6. Give the main reason why the British were able to conquer Kenya during the 19th century 1mk 7. Identify two African communities which portrayed mixed reactions in the establishment of colonial rule in Kenya 1mk 8. Who was the head of the executive council in Kenya during the colonial period 2mks 9. Identify the main currency used in Kenya before 1919 1mk 10. State two grievances aired by the Ukamba Members Association during the colonial period in Kenya 2mks 11. A part from the missionaries, name two other groups that provided education in Colonial Kenya 2mks 12. What was the main method used by Thomas Joseph Mboya in the struggle to protect African rights against colonialism 1mk 13. State the main difference between Kenya African National Union KANU and Kenya African Democratic Union KADU during the 2nd Lancaster house Conference London 1962 1mk 14. Give the main reason why Kenyans celebrate Mashujaa day as a national holiday 1mk 15. Which provision in the constitution guarantees an individual the right to form a political party? 1mk 16. State two conditions that one must fulfill in order to become a Kenyan citizen by registration 2mks 17. Identify two categories of government expenditure in Kenya 2mks SECTION B 45 MARKS Answer any THREE questions from this section in the answer booklet provided. 18. A Give five results of the migration and settlement of the Agikuyu in Kenya during the Pre-colonial period 5mks b Describe the social organization of the Nandi during the pre-colonial period 10mks 19. A State five reasons why some African communities resisted the establishment of British rule in Kenya 5mks b What were the results of the Agiriama resistance to the establishment of British colonial rule in Kenya 10mks 20."}
{"text": "1mk 4. Give the main form of transport used in Trans-Saharan trade. 1mk 5. State one disadvantage of using elephants as a means of transport. 1mk 6. Give the early form of writing in Egypt. 1mk 7. Identify two social functions of the Ancient city of Athens in Greece. 2mks 8. Give the main reason why the golden stool was important in the Asante Empire. 1mk 9. Identify the two European powers that acquired colonies in East Africa. 2mks 10. Give two reasons why the Lozi collaborated with the British. 2mks 11. State two ways in which the Ndebele benefited after the British-Ndebele war 1893-1896. 2mks 12. Give one economic problem experienced by the British colonialists in Nigeria. 1mk 13. Identify two roles played by ex-soldiers in the growth of African nationalism after 1945. 2mks 14. State two duties of the UN secretariat. 2mks 15. Mention two conditions that a country should fulfill in order to become a member of Non-Aligned Movement. 2mks 16. Apart from political instability in Uganda during the reign of Iddi Amin, state one other reason that led to the collapse of the East African Community. 1mk 17. Name the head of state in Britain. 1mk SECTION B 45 MARKS Answer any three questions in this section. 18 a . State three characteristics of microlithic tools used during the late Stone Age period. 3mks b Explain six challenges faced by early humans in hunting and gathering activities. 12mks 19 a . Give three methods used to acquire slaves from West Africa during the Trans Atlantic trade. 3mks b Describe the organization of Trans-Saharan trade. 12mks 20 a Outline three challenges faced by factory workers in Europe during the Industrial Revolution in Europe. 3mks b Describe six factors that have encouraged industrialization in South Africa. 12mks 21 a Give five factors that enabled European powers to colonize Africa in the late 19th century."}
{"text": "12mks 20 a Outline three challenges faced by factory workers in Europe during the Industrial Revolution in Europe. 3mks b Describe six factors that have encouraged industrialization in South Africa. 12mks 21 a Give five factors that enabled European powers to colonize Africa in the late 19th century. 5mks b Explain five effects of the partition of Africa on Africans. 10mks SECTION C 30 MARKS Answer any two questions in this section. 22 a Why did the British use direct rule in Zimbabwe? 5mks b Explain five challenges which were experienced in the implementation of assimilation policy in Senegal. 10mks 23 a Give three reasons why the United States of America did not join the First World War until 1917. 3mks b Explain social effects of World War 1. 12mks www.freekcsepastpapers.com History Paper 1 2 25 GATUNDU SOUTH JOINT EXAMINATION. 311 1 HISTORY PAPER 1 JULY AUGUST 2023 SECTION A 25MKS Answer any All questions in this section 1. Give two aspects of political history 2 marks 2. Identify two ways through which Kenyan societies interacted in the 19th century 2 marks 3. Give two reasons why the council of elders among the Ameru was important during colonial period 2 marks 4. What was the main significance of circumcision in some African traditional societies in Kenya during the pre-colonial period 1 mark 5. Identify one contribution of Ptolemy in the history of east Africa 1 mark 6. Identify two reasons that led to the decline of Omani rule by 1850 2 marks 7. Mention two ways through which direct democracy can be practiced in Kenya today 2 marks 8. Name the leader of the Agiriama who resisted the British rule in Kenya 1 mark 9. Identify the institution that advised the government in Kenya in administration of colony during the early 19th century 1 mark 10. State two ways in which the colonial land policies in Kenya undermined African farming 2 marks 11."}
{"text": "Name the leader of the Agiriama who resisted the British rule in Kenya 1 mark 9. Identify the institution that advised the government in Kenya in administration of colony during the early 19th century 1 mark 10. State two ways in which the colonial land policies in Kenya undermined African farming 2 marks 11. Give the main reason why KANU refused to form government after the 1961 elections 1 mark 12. Point out one occasion that can make the parliament of Kenya to be dissolved 1 mark 13. State two non-military functions of the Kenya Defense forces 2 marks 14. Identify one national philosophy adopted at independence to promote social justice in Kenya 1 mark 15. Identify two political events which threatened the stability of Kenya between 1975 and 1978 2 marks 16. State one principal of devolved government 1 mark 17. Name the institution that controls government expenditure in Kenya 1 mark SECTION B 45MKS Answer any Three questions in this section 18. A Give five reasons for the migration of Somali into Kenya. 5 marks b Describe the political organization of the Nandi during the pre-colonial period. 10 marks 19. A State three ways through which communities in Kenya collaborated with the Europeans 3 marks b Discus six political effects of the scramble and partition of East Africa by the Europeans 12 mks 20. A Give three characteristics of independent schools and churches in Kenya during the colonial period 3 marks b Explain six factors that promoted the struggle for Kenyans independence after 1945 12 marks 21. A Identify three ways through which poor leadership has affected sporting activities in Kenya 3 marks b Explain six ways in which the government of Kenya has improved the health of its citizens since Independence 12 marks SECTION C 30MKS Answer any Two questions in this section 22. A What circumstances may make a Kenyan citizen be denied the right to life 3 marks b Discus six requirements in the constitution making process in Kenya 12 marks 23. A Mention three subordinate courts in Kenya 3 marks b Explain six factors that undermine administration of justice in Kenya 12 marks 24."}
{"text": "A Identify three ways through which poor leadership has affected sporting activities in Kenya 3 marks b Explain six ways in which the government of Kenya has improved the health of its citizens since Independence 12 marks SECTION C 30MKS Answer any Two questions in this section 22. A What circumstances may make a Kenyan citizen be denied the right to life 3 marks b Discus six requirements in the constitution making process in Kenya 12 marks 23. A Mention three subordinate courts in Kenya 3 marks b Explain six factors that undermine administration of justice in Kenya 12 marks 24. A Identify three reasons why it is important for the government to prepare the national budget annually 3 marks b Explain six ways in which the county government raises their funds 12 marks www.freekcsepastpapers.com History Paper 1 2 26 GATUNDU SOUTH JOINT EXAMINATION. 311 2 HISTORY PAPER 2 JULY AUGUST 2023 SECTION A 25 MARKS ANSWER ALL QUESTIONS IN THIS SECTION. 1. Identify two material remains archaeologist use to reconstruct History. 2marks 2. State two phases of tool making by early man during the Early Stone Age. 2marks 3. Identify two theories that explain the origin of agriculture. 2marks 4. Give the main disadvantages of barter method of trade. 1mark 5. Name two vehicles without wheels used in early transport system. 2marks 6. Identify the main source of energy used in early stage of industrial revolution in Europe. 1mk 7. Identify one natural resource that contributed to the growth of Meroe city. 1mark 8. Identify one symbol of unity in Asante s kingdom. 1mark 9. Name two British Chartered Companies that administered British colonies in Africa. 2marks 10. Name one urban coastal area where the French successfully applied assimilation policy. 1mk 11. State two external factors that promoted African Nationalism. 2marks 12. Name one member of the triple Entente during the First World War 1914-1918. 1mark 13. Identify two weapons used during the Cold War. 2marks 14."}
{"text": "1mark 13. Identify two weapons used during the Cold War. 2marks 14. Name two financial institutions that were set up under the African Union to provide funding for projects and programme. 2marks 15. Name the European power that colonized Democratic Republic of Congo. 1mark 16. Give one category of persons who are disqualified from contesting for constituency seat in Britain. 1mark 17. Name one house of parliament in India. 1mark SECTION B 45MKS Answer any three questions from this section in the space provided 18. A Outline five characteristic features that marked the agrarian revolution in Britain. 5mks b Discuss five results of the agrarian revolution in USA 10mks 19. A Name five officials that assisted Mwene Mutapa in administration of the Shona kingdom 5mks b Explain five factors that undermined assimilation outside the four communes in Senegal 10mks 20. A Identify five obstacles to industrialization in Brazil. 5mks b Describe five impacts of scientific revolution on industry 10mks 21. A Outline five political challenges experienced by Congo in the post-colonial period 5mks b Explain five reasons why Africans were defeated during the Chimurenga war 10mks SECTION C 30MKS Answer two questions from this section in the space provided 22. A Outline three differences between OAU AU 3mks b Discuss six achievements of the EAC-2001 12mks 23. A Identify three characteristics of the commonwealth states 3mks b Discuss six factors that led to the easing of the cold war in Europe 12mks 24. A give three qualification for presidential candidate in the USA 3mks b Discuss six functions of the British monarch 12mks www.freekcsepastpapers.com History Paper 1 2 37 CEKENA ONE EXAM 2023 311 1 HISTORY AND GOVERNMENT PAPER 1 SECTION A 25MKS 1. Identify the branch of history that deals with control system in the society 1mk 2. Identify the main source of information on pre-history 1mk 3."}
{"text": "A give three qualification for presidential candidate in the USA 3mks b Discuss six functions of the British monarch 12mks www.freekcsepastpapers.com History Paper 1 2 37 CEKENA ONE EXAM 2023 311 1 HISTORY AND GOVERNMENT PAPER 1 SECTION A 25MKS 1. Identify the branch of history that deals with control system in the society 1mk 2. Identify the main source of information on pre-history 1mk 3. Give two ways in which knowledge of iron working helped in the migration of Bantus 2mks 4. Identify the main reason why the Mijikenda lived in Kayas 1mk 5. Identify two religious challenges encountered by the nationalist in east Africa 2mks 6. Give two archaeological evidence of trade between east African coast and the outside world 2mks 7. Identify one duty of captains during the Portuguese rule at the coast of east Africa 1mk 8. State two ways through which citizenship by birth is attained 2mks 9. Outline two social functions of Nairobi as an urban centre 2mks 10. Mention one way of amending the constitution 1mk 11. State two duties of the British governor in Kenya during the colonial period 2mks 12. What was the main result of Devonshire white paper 1mk 13. Give two contributions of the independent schools in Kenya during the colonial period 2mks 14. Differentiate between original and appellate jurisdiction 1mk 15. State the main ideological difference between KANU and KADU in 1962 1mk 16. Mention one superior court in Kenya 1mk 17."}
{"text": "State the main characteristics of the stone age era 1mk . 3. Identify one shared characteristic between man and other primates 1mk 4. Identify two methods of irrigation used by early Egyptian farmers 2mks 5. List two crops grown by the people of sumeria 2mks 6. Identified the method used to plant cereal crops when early agriculture began 1mk 7. Name two regions involved in trans Saharan trade 2mks 8. Give one advantage of using the horse in transport 1mk 9. Name one early source of energy developed by man 1mk 10. State the most important unifying item of the Asante kingdom in the late 19th century 1mk 11. State the two economic factors which encouraged the European to partition Africa during the 19th century 2mks 12. Name two communes in French west Africa where the policy of assimilation was successfully applied 2mks 13. Name two duties of the indigenous rulers in northern Nigeria 2mks 14. Identify two leading African nationalists in south Africa 2mks 15. Identify the immediate cause of world war 1 1mk 16. State two ways in which the rise of dictators in Europe contributed to the outbreak of the second world war 2mks 17. Give the main reason why the league of nations was formed in 1919 1mk SECTION B 45MKS Answer any three questions in this section 18. A Give three reasons why early agriculture developed mainly along the river valleys 3mks b Explain six solutions to food shortage in the third wold war 12mks 19. A Give five factors that suggest that Africa was the cradle of mankind 5mks b Explain the advantages of the discovery of fire by early man 10mks 20. A State five effects of the trans-Atlantic trade on the United States of America USA 5mks b Describe the factors for the rise of the USA as an industrial power 10mks 21."}
{"text": "A Give three reasons why early agriculture developed mainly along the river valleys 3mks b Explain six solutions to food shortage in the third wold war 12mks 19. A Give five factors that suggest that Africa was the cradle of mankind 5mks b Explain the advantages of the discovery of fire by early man 10mks 20. A State five effects of the trans-Atlantic trade on the United States of America USA 5mks b Describe the factors for the rise of the USA as an industrial power 10mks 21. A Identify three ways in which Africans reacted to European rule 3mks b Explain six results of the African collaboration 12mks SECTION C 30MKS Answer any two questions in this section 22. A State three African grievances against colonial rule in Mozambique 3mks b Explain six reasons why South Africa took long to attain majority rule 12mks 23. A Give three reasons why USA was reluctant to join the first world war 1 up to 1917 3mks b Explain six results of the treaty of Versailles 12mks 24. A Name three triple alliance members of the World War 2 3mks b Explain six social effects of Second World War 12mks www.freekcsepastpapers.com History Paper 1 2 47 MUMIAS WEST JOINT EXAM 311 1 HISTORY AND GOVERNMENT PAPER 1 SECTION A: 25 MARKS ANSWER ALL QUESTION IN THIS SECTION 1. Identify one unwritten source of Kenyan History 1mk 2. Name two communities that belong to the plain Nilotes 2 mks 3. State two social functions of the Orkoiyot among the Nandi 2 mks 4. Give one reason why the Akamba lost their dominance in the long distance trade 1 mk 5. Identify persons who can qualify to be registered as Kenyan citizens. 2 mks 6. Name the type of the constitution used in Kenya 1 mk 7. Name two methods that were used by elders in resolving conflicts among the communities in Kenya 2 mks 8."}
{"text": "2 mks 6. Name the type of the constitution used in Kenya 1 mk 7. Name two methods that were used by elders in resolving conflicts among the communities in Kenya 2 mks 8. What is the main function of the legislature in Kenya 1 mk 9. Give one way in which direct democracy is practiced in Kenya 1 mk 10. Identify one development right of a child in Kenya 1 mk 11. Give two methods that were used by British to administer the Kenyan colony between 1920 and 1963 2 mks 12. State two problems that were experienced by the local government during the colonial period 2 mks 13. Name one type of schools at the primary level during the colonial period in Kenya 1 mk 14. Identify two nationalists who were arrested alongside Jomo Kenyatta when the colonial government declared a state of emergency in 1952 2 mks 15. State the main constitutional landmark that was made by Daniel Arap moi in 1991 1 mk 16. Give two circumstances that can lead to the removal of a Governor from office 2 mks 17. Name the person who wrote the sessional paper No. 10 of 1965, 1 mk SECTION B: 45 MARKS : ANSWER THREE QUESTIONS FROM THIS SECTION. 18. A State three social reasons which forced Kenyan communities to migrate from their homelands during the pre-colonial period 3 mks b Describe the political organization of the Ameru during the pre-colonial period 12 mks 19. A State reasons why the Portuguese failed in their attempts to spread Christianity in Kenya in the 16th Century 5 mks b Explain five factors which favoured the missionaries in spreading Christianity in Kenya towards the end of the 19th century 10 mks 20. A Why were the Maasai forced to collaborate with the British when the British were establishing colonial rule in Kenya 5 mks b Describe five results of the Wanga collaboration with the British during the colonial period 10 mks 21."}
{"text": "A State three social reasons which forced Kenyan communities to migrate from their homelands during the pre-colonial period 3 mks b Describe the political organization of the Ameru during the pre-colonial period 12 mks 19. A State reasons why the Portuguese failed in their attempts to spread Christianity in Kenya in the 16th Century 5 mks b Explain five factors which favoured the missionaries in spreading Christianity in Kenya towards the end of the 19th century 10 mks 20. A Why were the Maasai forced to collaborate with the British when the British were establishing colonial rule in Kenya 5 mks b Describe five results of the Wanga collaboration with the British during the colonial period 10 mks 21. A State three problems that were experienced by trade unionists during the colonial period in Kenya 3 mks b Explain six factors that led to increased nationalist activities in Kenya after 1945 12 mks SECTION C 30 MARKS : ANSWER TWO QUESTIONS FROM THIS SECTION 22. A State three ways in which education in Kenya has promoted national cohesion 3 mks b Describe six ways in which an arrested person is protected by the constitution in Kenya 12 mks 23. A Name five independent commissions entrenched in the new constitution of Kenya 2010 5 mks b Describe five features of the independence constitution of Kenya 10 mks 24. A Identify three categories of persons who comprise the county assembly 3 mks b Explain six challenges experienced by county governments in Kenya 12 mks www.freekcsepastpapers.com History Paper 1 2 48 MUMIAS WEST JOINT EXAMINATION. 311 2. HISTORY AND GOVERNMENT PAPER 2. SECTION A. 25 Marks :Answer ALL the questions in this section. 1. Give the definition of democratic government according to Abraham Lincoln. 1mk 2. Name two races of present man and their native land. 2mks 3. Identify two theories that attempt to explain the origin of agriculture. 2mks 4. Give the main trade item from West Africa during the Trans-Saharan trade. 1mk 5. Identify two categories of transport."}
{"text": "30 Marks :Answer any TWO questions from this section. 22. A State three reasons for the failure of the Von Schlieffen Plan during the First World War. 3mks b Explain six factors for the success of the Allied Forces in the First World War. 12mks 23. A Give three characteristics of the Commonwealth states. 3mks b Explain six functions of the Secretariat of the United Nations. 12mks 24. A Identify threefactors that determine the form of constitution in a given country. 3mks b Explain six sources of the British Constitution. 12mks www.freekcsepastpapers.com History Paper 1 2 60 SUKELLEMO 311 1 HISTORY AND GOVERNMENT PAPER 1 SECTION A 25 marks Answer all questions in this section 1. Give two reasons why historians cannot rely on written materials as a source of information on History and Government. 2marks 2. Identify two cultural practices introduced by the Cushites in Kenya. 2marks 3. Identify the title given to the war leader among the Luo community 1mark 4. State two similarities in the political organization of the Ameru and the Abagusii during the 19th Century. 2marks 5. Give one way in which one can loose Kenyan citizenship by registration. 1 mark 6. State one feature of missionary education. 1mark 7. Identify the main grievance of Ukamba Members Association. 1mark 8. Name two peaceful methods of conflict resolution 2marks 9. List two methods used by the British to establish their rule in Kenya. 2marks 10. What was the main outcome of the Devonshire White Paper of 1923? 1 mark 11. State the main result of the repealing section 2A of the constitution in 1991. 1mark 12. What was the main ideological difference between KANU and KADU before independence in 1963? 1mark 13. Name the education commission that was established in 1982 to review the 8.4.4 system of education. 1mark 14. Give two superior courts in Kenya. 2marks 15. Mention two types of funds in which government revenue is deposited."}
{"text": "Give two superior courts in Kenya. 2marks 15. Mention two types of funds in which government revenue is deposited. 2marks 16. State one branch of the Kenya Defence Forces. 1mark 17. Name two national days in Kenya. 2marks SECTION B 45 MARKS Answer any three questions from this section 18. A State three functions of the Council of Elders among the Kenyan Communities. 3 mks b Describe the Social Organization of the Agikuyu during the Pre- Colonial Period. 12marks 19. A state five reasons for the construction of Kenya-Uganda Railway, during the colonial period 5 marks b Explain 5 reasons which led to the formation of independent churches and Schools during the colonial Period. 10 marks 20. A State three contributions of Wangari Maathai in the history of Kenya. 3 marks b Explain six reasons why the Nandi resistance to the British was fought for a long time. 12 marks 21. A Give three methods used by Kenya African Union KAU to articulate African grievances in colonial Kenya 3 marks b Explain six factors that speeded the achievement of independence in Kenya after 1945. 12 marks Section C 30 marks Answer any two questions from this section 22. A State five features of the Independence constitution of 1962. 5 marks b Explain five functions of the Cabinet in Kenya. 10marks 23. A State five reforms which have been introduced to improve the conditions of Correctional Services. 5 marks b Explain five factors which undermine free and fair elections in Kenya. 10 marks 24. A Name five sources of revenue for National Government 5 marks b Explain five challenges facing the county governments in Kenya 10 marks www.freekcsepastpapers.com History Paper 1 2 61 SUKELLEMO 2023 311 2 HISTORY AND GOVERNMENT PAPER2 SECTION A 25 MARKS 1. Give two methods used by elders to pass information to the young generation on History and Government in the traditional African communities. 2mks 2. State two disadvantages of using caves as shelters by the early human beings during the stone age period. 2mks 3."}
{"text": "2mks 2. State two disadvantages of using caves as shelters by the early human beings during the stone age period. 2mks 3. State two negative effects of the land enclosure system in Britain during the 18th Century. 2mks 4. Give the main reason why the camel was preferred as the means of transport during the Trans-Saharan Trade. 1mk 5. Outline one role that was played by the middlemen during the Trans-Atlanti Trade. 1mk 6. Give two main features of the Romen roads by 300 AD. 2mks 7. Give two benefits of the development of the railway transport in Europe during the 19th century. 2mks 8. State two advantages of using fire and smoke signals to pass messages in traditional societies. 2mks 9. State one ways in which the growth of the city of Cairo was influenced by the River Nile. 1mk 10. Identify one symbol of unity in the Shona kingdom during the pre-colonial period. 1mk 11. Name the leader of the Lozi who collaborated with the British in the late 19th Century. 1mk 12. Identify two Europeans activities in Africa during the 19th Century. 2mks 13. Outline two similar methods used to recruit African labour in the British and French colonies in Africa. 2mks 14. State one economic problem that was experienced by the British colonialists in Nigeria. 1mk 15. Name the political party that led Ghana to independence from Britain in 1957. 1mk 16. Identify one political reform introduced by Fredrick de clerk that led to the achievement of black majority rule in South Africa. 1mk 17. Name the country that was blamed for the outbreak of World war 1. 1mk SECTION B 45 MARKS 18. A . State five stages of evolution of man. 5mks b . Describe the way of life of human being during the Late Stone Age period. 10mks 19. A . State five disadvantages of using barter method of trade during the Trans-sahara trade: 5mks b . Describe the organization of the Trans-saharan trade. 10mks 20. A ."}
{"text": "Describe the organization of the Trans-saharan trade. 10mks 20. A . Identify five forms of print media used in communication. 5mks b . Explain five positive effects of telecommunication in a society. 10mks 21. A . State five factors that promoted nationalism in Ghana 5mks b . Explain five factors that contribute to the success of the Front for the Liberation of the Mozambique FRELIMO in the struggle for independence in Mozambique. 10mks SECTION C 30 MARKS 22. A . Give three functions of Lukiiko in the Kingdom of Buganda during the pre-colonial period. 3mks b . Discuss six factors that led to the growth of the Asante Empire by the 19th Century. 12mks 23. A . Outline three reasons why the policy of assimilation was easily applied in the four communes of Senegal. 3mks b . Explain six effects of the British direct rule in Zimbabwe. 12mks 24. A . Give three reasons why the United States of America USA did not join the First World War until 1917. 3mks b . Explain six effects of the First World War. 12mkswww.freekcsepastpapers.com History Paper 1 2 74 MOKASA 1 JOINT EXAMINATION 311 1 HISTORY AND GOVERNMENT PAPER 1 Section A 25 marks Answer all questions in this section 1. Give one method used by elders to pass information to the young generation on history and government in the traditional African communities. 1 mark 2. State any two sub-groups of the Abaluyia. 2 marks 3. Give one political function of the Oloibon among the Maasai. 1 mark 4. Name one community in Kenya which was actively involved in the long distance trade 1 mark 5. Identify two survival rights of a child in Kenya. 2 marks 6. State two economic activities that promote national unity in Kenya. 2 marks 7. Give the main aim for convening the Second Lancaster House Conference 1962 . 1 mark 8. Name any two groups that monitor human rights in Kenya. 2 marks 9."}
{"text": "A Give three conditions that may necessitate a By-election in Kenya. 3 marks b Explain six factors that may undermine the administration of justice in Kenya. 12 marks 24. A Outline the composition of a County Assembly in Kenya. 3 marks b Explain the relationship between the National and County government in Kenya. 12 marks www.freekcsepastpapers.com History Paper 1 2 75 MOKASA 1 JOINT EXAMINATION 311 2 HISTORY AND GOVERNMENT PAPER 2 Section A 25 marks Answer all questions in this section 1. Give one period in the study of history. 1 mark 2. Identify two major sources in the creation theory. 2 marks 3. Give two ways in which agriculture spread in Africa. 2 marks 4. Identify one method used by Sumerians to reclaim land for agriculture. 1 mark 5. Name two examples of regional trade. 2 marks 6. Identify one early water vessel used by man for transportation. 1 mark 7. Identify two factors to consider when sending a message. 2 marks 8. Mention two inventions that revolutionized textile industry in Britain during the Industrial Revolution 2marks 9. Give two reasons for the decline of Meroe as an early urban centre in Africa. 2 marks 10. Identify two roles of Bataka in the Baganda kingdom during the pre-colonial period. 2 marks 11. Identify the symbol of authority used by Omanhenes in the Asante Empire during the pre-colonial period. 1 mark 12. Give the main method used by Europeans in Africa to acquire their colonies. 1 mark 13. Identify two ways in which industrialization in Europe contributed to the scramble for colonies in Africa. 2 marks 14. Identify the main policy of administration used by the French to administer their colonies in Africa. 1 mark 15. Name one trading company which was used by the British in Africa during the scramble and partition. 1 mark 16. Give one type of Nationalism in South Africa. 1 mark 17. Identify one method used by nationalists in Mozambique in their struggle for independence. 1 mark Section B 45 marks Answer any three questions from this section 18."}
{"text": "1 mark 17. Identify one method used by nationalists in Mozambique in their struggle for independence. 1 mark Section B 45 marks Answer any three questions from this section 18. A Give five disadvantages of hunting as an economic activity by early human beings. 5 marks b Explain five benefits of settling in villages during the late Stone Age period. 10 marks 19. A State five reasons why African slaves were preferred than other races during the Trans-Atlantic slave trade. 5 marks b Explain five economic impacts of Trans-Atlantic trade 10 marks 20. A State five factors that contributed to industrial development in South Africa. 5 marks b Explain five challenges facing industrialization in Brazil. 10 marks 21. A Highlight five terms of the Coryndon treaty signed between Lewanika and the British. 5 marks b Explain five reasons why the Shona and the Ndebele were defeated during the Chimurenga war. 10 marks Section C 30 marks Answer any two questions from this section 22. A State three factors that influenced the growth of Kilwa as an early urban center in Africa. 3 marks b Discuss six solutions to the problems facing Johannesburg as modern urban centre. 12 marks 23. A Identify three privileges enjoyed by assimilated Africans in Senegal during the colonial period. 3 marks b Explain six reasons why the policy of assimilation failed in Senegal. 12 marks 24. A State three ways used by the nationalists in Ghana to fight for independence. 3 marks b Discuss six challenges encountered by FRELIMO in their Struggle against the Portuguese. 12 marks www.freekcsepastpapers.com History Paper 1 2 88 NTIMARU SUB-COUNTY CLUSTER EXAMS 311 1 HISTORY PAPER 1 JULY AUGUST 2023 SECTION A 25 MARKS Answer all the questions in this section on the answer booklet provided. 1. Name the basic unit of the political organization among most Kenyan communities during the precolonial period. 1mk 2. Mention two main organs of the county government of Kenya. 2mks 3. Give one reason why Oman rulers were interested in establishing their control over the Kenyan coast 1mk 4."}
{"text": "Mention two main organs of the county government of Kenya. 2mks 3. Give one reason why Oman rulers were interested in establishing their control over the Kenyan coast 1mk 4. State two reasons why the Nandi resisted the British for long. 2mks 5. Name the settler farmer who introduced wheat in Kenya during the colonial period. 1mk 6. What is the main duty of the government chief whip in Kenya s national assembly? 1mk 7. Identify two newspapers which published African grievances in Kenya up to 1943. 2mks 8. Give two reasons for Akamba participation in long distance trade in the 19th century. 2mks 9. Name the basic document in which the responsibilities of Kenyan citizens are outlined. 1mk 10. Identify two treaties signed by the British to occupy Kenya. 2mks 11. Name two political parties which were formed in Kenya between 1960 and 1963. 2mks 12. What was the immediate cause of the declaration of the state of emergency in Kenya? 1mk 13. Name the national philosophy adopted by Daniel Moi shortly after succeeding Kenyatta. 1mk 14. State two circumstances that can lead to a presidential by-election in Kenya. 2mks 15. State two problems faced by Taita Hills Association. 2mks 16. Name the commission established in Kenya in 1927 to look into the question of federation of Kenya, Uganda and Tanganyika. 1mk 17. Who was the first prime minister in kenya? 1mk SECTION B- 45MARKS Answer any THREE questions from this section. 18. A State five duties of Oloibon among the Maasai in the 19th century. 5mks b Explain five political organisation of the Luo in the 19th century. 10mks 19. A State five methods used by African nationalists to struggle for independence in Kenya. 5mks b Explain five reasons why Africans established independent schools and churches in Kenya. 10mks 20. A State THREE circumstances that may lead to revocation of citizenship acquired by Birth. 3mks b Explain six responsibilities of a Kenyan citizen."}
{"text": "10mks 20. A State THREE circumstances that may lead to revocation of citizenship acquired by Birth. 3mks b Explain six responsibilities of a Kenyan citizen. 12mks 21. A State three types of land holdings in Kenya 3mks b Explain six factors that have facilitated industrial development in Kenya. 12mks SECTION C- 30MKS Answer any TWO questions from this section. 22. A State five factors to be considered in delimitation of electoral units. 5mks b Explain five functions of Independent Electoral and Boundaries Commission IEBC . 10mks 23. A State three aims of harambee spirit. 3mks b Explain six social impacts of national philosophies in Kenya 12mks 24. A State five examples of indirect taxes. 5mks b Explain five functions of the commissions for revenue allocation. 10mks www.freekcsepastpapers.com History Paper 1 2 89 NTIMARU SUB-COUNTY CLUSTER EXAMS 311 2 HISTORY Paper 2 JULY AUGUST 2023 SECTION A: 25 MARKS Answer ALL Questions in this Section 1. Identify two forms of picture writing during early civilization. 2 marks 2. Name one type of tool used by early man in the second phase of the Old Stone Age period. 1mark 3. State two results of the invention of the wheel in Mesopotamia. 2 marks 4. Identify the main factor that led to the growth of Meroe as an early urban centre. 1 mark 5. Name two officials who assisted the ruler of the Shona to administer the kingdom. 2 marks 6. Give the contribution of Louis Pasteur in the field of medicine. 1mark 7. Give two ways in which poor transport system has contributed to food shortage in Africa. 2 marks 8. State the political reasons for the coming of Europeans in the 19th century. 2 marks 9. State two ways in which Julius Nyerere contributed to the liberation struggle in Mozambique. 2mks 10. Identify the positive results of Lewanika s collaboration with the British. 2marks 11."}
{"text": "2mks 10. Identify the positive results of Lewanika s collaboration with the British. 2marks 11. Give the main cause of the cold war. 1mark 12. Identify one administrative method used by the French in West Africa. 1mark 13. Name one military group formed by Africa nationalist in South Africa. 1mark 14. Name the two camps that fought during the Second World War. 2marks 15. State the main function of the security council of the United Nations. 1mark 16. State the main failure of the League of Nation. 1mark 17. Name one former United Nations Secretary- General of African origin. 1mark SECTION B: 45 MARKS Answer Any three questions in this section 18. A State five ways in which man used fire after its invention in the Middle Stone age. 5marks b Explain five factors which promoted plantation farming in Europe during the Agrarian Revolution. 10 marks 19 a What factors led to the abolition of the slave trade in the 19th Century. 5 marks b Explain five effects of the Trans Atlantic slave trade on West African Communities. 10 marks 20. A How did Samori Toure s establishment of the second empire led to his ultimate defeat? 3 marks b Explain six results of the British Ndebele war of 1893. 12marks 21. A State three contributions of Marcus Garvey to Pan Africanism. 3marks b Explain six achievements of the Organization of African Unity since its formation. 12marks SECTION C 30 MARKS Answer any TWO questions from this section 22. A State five factors that led to the rise and growth of Asante Empire. 5 marks b Describe the political organization of the Asante. 10 marks 23. A Identify five reasons why the allied powers won the Second World War. 5 marks b Explain five effects of the cold war. 10 marks 24. A State five functions of the prime minister in Britain. 5 marks b Explain five duties of the legislature in USA."}
{"text": "10 marks 24. A State five functions of the prime minister in Britain. 5 marks b Explain five duties of the legislature in USA. 10 marks www.freekcsepastpapers.com History Paper 1 2 100 IMENTI SOUTH 311 1 HISTORY GOVERNMENT PAPER 1 SECTION A 25 MARKS Answer ALL the questions in this section 1. Define the term linguistics as a source of information in History and Government. 1 mark 2. State the main reason why the Luo, Maasai and Kalenjins are referred to as Nilotic speakers. 1 mark 3. Identify two social functions of the council of elders among the Agikuyu. 2 marks 4. Give the main reason that led to the decline of Portuguese rule along the East African Coast in the 19th century. 1 mark 5. Give two reasons why the Government of Kenya may limit a person s freedom of speech. 2 marks 6. State one economic cause of conflicts in Kenya today. 1 mark 7. Give the main reason for convening the second Lancaster house conference of 1962. 1 mark 8. State two characteristics of indirect Democracy in Kenya. 2 marks 9. Mention two communities in Kenya who exhibited mixed reactions against the British. 2 marks 10. Give the main importance of Devonshire white paper of 1923. 1 mark 11. Identify two groups that provided education to Africans in colonial Kenya. 2 marks 12. Name the opposition party formed by Oginga Odinga in 1966. 1 mark 13. Give two classifications of bills in law-making in Kenya. 2 marks 14. State two sources of the Nyayo philosophy in Kenya. 2 marks 15. Name one category of the Harambee projects as outlined in the Harambee philosophy. 1 mark 16. Identify one type of land holdings in Kenya as enshrined in Kenyan constitution. 1 mark 17. Mention two education commissions formed in Kenya before independence. 2 marks SECTION B 45 MARKS Answer Any THREE questions in this section 18. A Apart from the Burji, name five other Eastern cushites communities in Kenya."}
{"text": "10 marks 21. A State five functions of the Authority of Heads of State and Government in the common market for Eastern and Southern Africa COMESA 5 marks b Explain five objectives for the formation of the Non-Aligned movement. 10 marks SECTION C 30 MARKS Answer Any TWO questions in this section 22. A Identify three types of spirits among the Shona in the 19th century. 3 marks b Describe the political organization of the Asante in the 19th century. 12 marks 23. A State three reasons why the British used direct rule in Zimbabwe. 3 marks b Explain six factors that led to the rise of Nationalism in Mozambique. 12 marks 24. A Give three reasons why USA joined the First World War. 3 marks b Explain six political results of the Second World War. 12 marks www.freekcsepastpapers.com History Paper 1 2 110 MECS CLUSTER JOINT EXAMINATION HISTORY AND GOVERNMENT PAPER 311 1 SECTION A 25MKS Answer all questions in this section 1. Identify the arm of government that implements the law 1mk 2. State the dispersal point of the river lake nilotes in Uganda before moving to Kenya 1mk 3. Give the name of the warriors among the Luo 1mk 4. Name the missionary who translated the New Testament to Kiswahili 1mk 5. Give two limitations of right to privacy 2mks 6. Give one level of conflict 1mk 7. Identify two functions of Nairobi as an urban centre 2mks 8. State two protection rights of a child 2mks 9. Give two groups that monitor human rights in Kenya other than KNHREC 2mks 10. Give the term of the second Maasai agreement of 1911 1mk 11. Why were Africans not allowed to grow cash crop until 1937? 1mk 12. Give them MAIN recommendation of Fraser Commission report of 1908 1mk 13. Identify two groups that provided education during the colonial period 2mk 14. Name the Asian politician who helped East African Association 1mk 15. Identify two recommendations of Lennox Boyd constitution 2mks 16."}
{"text": "Identify two groups that provided education during the colonial period 2mk 14. Name the Asian politician who helped East African Association 1mk 15. Identify two recommendations of Lennox Boyd constitution 2mks 16. State two units of the Kenya Police Service 2mk 17. Identify two functions of the chief justice 2mks SECTION B 45MKS Answer any three questions 18. A Give five reasons for migration of Abagusii into Kenya during pre-colonial period 5mks b Describe the political organization of the Akamba during the pre-colonial period 10mks 19. A Give five causes of Somali resistance to British rule in the 19th C 5mks b Explain five effects of Maasai collaboration with the British in early 20th C 10mks 20. A state ways through which the colonial government controlled migration of Africans to urban centres 3mks b Explain reasons for rise of independent churches and schools during pre-colonial Kenya 12mks 21. A outline ways through which the ex-soldiers of World War 11 contributed to the struggle for independence in Kenya 5mks b Explain five ways in which the Harambee philosophy has promoted the development of education in Kenya since independence 10mks SECTION C 30MKS Answer any two questions 22. A Give five economic responsibilities of a Kenyan citizen 5mks b Explain five factors that undermine National unity in Kenya 10mks 23. A Give three reasons why the constitution is important in Kenya 3mks b Explain the functions of the Kenya National Human Rights and Equality Commission 12mks 24. A What is the composition of the cabinet in Kenya 3mks b Explain six powers of the President in Kenya 12mkswww.freekcsepastpapers.com History Paper 1 2 111 MECS CLUSTER JOINT EXAMINATION HISTORY AND GOVERNMENT PAPER 311 2 SECTION A 25 MARKS answer all questions in this section 1. Identify one form of monarchical government. 1mk 2. Give two uses of tools during the New Stone Age period. 2mks 3. State two characteristics of agriculture in Europe before Agrarian Revolution. 2mks 4. Differentiate between barter and currency system of trade."}
{"text": "State two characteristics of agriculture in Europe before Agrarian Revolution. 2mks 4. Differentiate between barter and currency system of trade. 2mks 5. Identify the main reason for the decline of the trans-Atlantic trade. 1mk 6. Mention two factors that popularized the use of steamships in the 19th Century. 2mks 7. List one major disadvantage of cellphones as a means of communication. 1mk 8. State two ways in which iron culture spread in Africa. 2mks 9. Give one use of solar energy during the industrial revolution in Europe. 1mk 10. Identify one negative consequence of urbanization in Europe in the 19th Century. 1mk 11. State one function of Odwira festival among the Asante in the 19th Century. 1mk 12. Identify one type of democracy. 1mk 13. State one contribution of trade to the scramble for colonies in Africa. 1mk 14. Mention two areas in Senegal where the French policy of assimilation succeeded. 2mks 15. Give one nationalist movement in Mozambique during the struggle for independence. 1mk 16. State two reasons for the entry of the USA into the First World War. 2mks 17. Name two permanent members of the United Nations Security Council. 2mks SECTION B 45 MARKS Answer any three questions in this section 18. A State three improvements on life that man made in the Neolithic Age. 3mks b Explain six solutions to food shortages in the Third World. 12mks 19. A State five roles of the Tuaregs in the Trans-Saharan trade. 5mks b Explain the factors that contributed to the decline of the Trans-Saharan trade. 10mks 20. A State three reasons for the rise of Scientific revolution. 3mks b Explain the factors that influenced the growth of London. 12mks 21. A State five reasons for the defeat of African resistance to European colonizers. 5mks b Explain the shortcomings of British indirect rule in Northern Nigeria. 10mks SECTION C 30 MARKS Answer any two questions from this section 22. A State three functions of the Lukiiko in the Buganda kingdom before colonialism. 3mks b Describe the political organization of the Shona in the 19th Century. 12mks 23."}
{"text": "A State three functions of the Lukiiko in the Buganda kingdom before colonialism. 3mks b Describe the political organization of the Shona in the 19th Century. 12mks 23. A State three terms of the Treaty of Versailles. 3mks b Explain six political results of the World War II. 12mks 24 a State three ways in which world nations relate. 3mks b Explain the achievements of the Non Aligned Movement NAM . 12mkswww.freekcsepastpapers.com History Paper 1 2 122 IGAMBA NG OMBE 311 1 HISTORY AND GOVERNMENT PAPER 1 SECTION A 25 MARKS ANSWER ALL QUESTIONS IN THIS SECTION. 1. State two sources of history of kenyan communities during the precolonial period. 2 mks 2. State two factors which favoured the beginning of agriculture in the new stone Age period. 2 mks 3. Name the dispersal area of the Eastern Bantu. 1 mk 4. Give two reasons why Kenyan communities fought against each other during the pre- colonial period 2 mks 5. Give two functions of the council of elders among the Akamba during the pre-colonial period 2 mks 6. State two main reasons why the oman rulers were interested in establishing their control over the Kenyan coast. 2 mks 7. What is the difference between a civil and a criminal dispute 1 mk 8. Give two practices that may interfere with national unity. 2 mks 9. State two development rights of children. 2 mks 10. In which way did the swynerton plan benefit the Africans in kenya during the colonial period. 1 mk 11. State one way through which the white settlers acquired land in kenya during the colonial period. 1 mk 12. Give the incident that made colonial government in kenya declare state of emergency in 1952 1 mk 13. Name one Aslan who took part in the struggle for independence in kenya. 1 mk 14. What action can an individual take if not satisfied with a decision of the high court ? 1 mk 15. State one component of the executive arm of government in kenya. 1 mk 16."}
{"text": "1 mk 15. State one component of the executive arm of government in kenya. 1 mk 16. Give one objective of the kikuyu central Association. 1 mk 17. State two function of the supreme court in kenya. 2 mks SECTION B: 45 MARKS INSTRUCTIONS: Answer only three questions from this section. 18 a Why did the cushites migrate into kenya before 1800 AD 5 mks b Explain the economic activities of the Borana in the pre- colonial period. 10 mks 19. A Give three mission stations that were established by Christian missionaries in kenya. 3 mks b What problem did the early Christian missionaries experience in kenya. 12 mks 20. A State three objectives of the Kenyan African union KAU at its foundation. 3 mks b Explain the factors that hastened the attainment of independence in kenya after 1945 12 MKS 21. A State three sources from which the principles of African socialism are derived. 3 mks b Discuss the impacts of harambee as a development strategy in kenya. 12 mks SECTION C: 30 MARKS ANSWER ANY TWO QUESTIONS IN THIS SECTION: 21. A State three benefit of citizenship. 2 mks b Explain six circumstances that may lead to the deprivation of kenya citizenship. 12 mks 23 a Apart from the supreme court. Identify five other courts in kenya. 5 mks b Why should there be separation of power between legislative , executive and judiciary in kenya. 10 mks 24. A Highlights five functions of cabinet in kenya. 5 mks b Explain five problems faced in the civil service in kenya. 10 mks www.freekcsepastpapers.com History Paper 1 2 123 IGAMBA NG OMBE 311 2 HISTORY AND GOVERNMENT PAPER 2 JULY AUGUST 2023 SECTION A 25 MARKS Answer all the question in this section 1. Identify one period in history 1mark 2. State two methods in which the early man obtained food 2marks 3."}
{"text": "10 mks www.freekcsepastpapers.com History Paper 1 2 123 IGAMBA NG OMBE 311 2 HISTORY AND GOVERNMENT PAPER 2 JULY AUGUST 2023 SECTION A 25 MARKS Answer all the question in this section 1. Identify one period in history 1mark 2. State two methods in which the early man obtained food 2marks 3. Name one type of irrigation method used during early agriculture in Mesopotamia 1mark 4. Give the main reason why the Atlantic ocean was so important in the trans-Atlantic Trade 1mks 5. State the main advantages of using Air transport 1mks 6. State two early sources of energy 2marks 7. Highlight two types of indirect democracy 2marks 8. Give two reason why Lubengula was defeated by the British 2marks 9. Name one chartered company that was used by European power to administrator African colonies during colonial period 1mark 10. State two types of nationalism in south Africa during the struggle for majority rule 2marks 11. Name the person who initiaed the formation of Tripple Alliance in 1881 1mark 12. Give the body that was formed after the second world war to promote world peace 1mk 13. Name one key personality in the formation of Organization of African unity OAU 1MK 14. Highlight two organs of East African community 2001 2mark 15. Name two ideological blocs which were involved in the cold war 2mark 16. Identify two social challenges facing Tanzanian since independence 2mark 17. Name one houses of parliament in USA 1 mark SECTION B 18. A Give Three physical characteristics of Egyptian ape 3marks b Explain the Culture of Man during the Old Stone Age 12marks 19 a State three characteristics of the Macadam roads 3marks b Six results of the development of railway transport during the 19th century 12marks 20 a What were the uses of coal during the industrial revolution in Europe? 5marks b Explain Five Effect of scientific inventions on industry."}
{"text": "2 marks 7. What is direct democracy? 1 mark 8. Highlight two reasons for the formation of Kenya Africans democratic union in 1960. 2 marks 9. State two components of the national budget in Kenya. 2 marks 10. Mention two principles of the electoral system in Kenya. 2 marks 11. Name two groups that are involved in the provision of Health services in Kenya. 2 marks 12. Identify two reasons that may cause the removal of a county governor from office. 2 marks 13. Give the main function of National Defense Council of Kenya. 1 mark 14. Give two roles played by sergeant- at -arms in national assembly. 2 marks 15. Identify one philosophy adopted at independence to promote social justice in Kenya. 1 mark 16. Highlight one principle of natural justice in Kenya. 1 mark 17. What is the main function of correctional services in Kenya 1 mark SECTION B 45 MARKS Answer any three questions in this section in the space provided at the end of question 24. 18. A Identify five age sets among the Nandi traditional society. 5 marks b Describe the social organization of the Mijikenda people during the pre-colonial period. 10 marks 19. A How has the Kenyan government attempted to guarantee women rights. 5 marks b Explain five roles played by political parties in the struggle for Independence in Kenya between 1945-1963. 10 marks 20. A Mention five negative impact of the Portuguese rule on the East Coast of Africa. 5 marks b Describe five economic developments that took place in Kenya during the colonial period. 10 marks 21. A Identify five challenges faced by the Kikuyu Independent Schools Association KISA . 5 marks b Explain five contributions of Prof.Wangari Mathaai in Kenyan history. 10 marks SECTION C 30 MARKS Answer all the questions in this section in the space provided at the end of question 24. 22. A What three situations can make a registered voter to be denied the right to vote in Kenya? 3 marks b Explain six rights of an accused person during trial in a court of law in Kenya. 12 marks 23."}
{"text": "A What three situations can make a registered voter to be denied the right to vote in Kenya? 3 marks b Explain six rights of an accused person during trial in a court of law in Kenya. 12 marks 23. A Give three sources of Kenyan law. 3 marks b Explain six limitations of parliamentary supremacy in Kenya. 12 marks 24. A State three functions of the Controller of Budget in Kenya. 3 marks b Explain six ways in which the recurrent expenditure funds are used by County Government of Kenya. 12 marks www.freekcsepastpapers.com History Paper 1 2 146 MARANDA HIGH SCHOOL 2023 MOCK EXAMINATION 311 2 HISTORY GOVERNMENT PAPER 2 SECTION A 25 MARKS Answer all the questions in this section in the space provided 1. What is the name given to stone tools made by early man in the second phase of the of the Old Stone Age period? 1 mark 2. Identify one invention that promoted the development of agriculture in ancient Egypt. 1 mark 3. State two ways in which the Trans-Atlantic trade contributed to the decline of the economy of West Africa communities. 2 marks 4. Give one result of space exploration. 1 mark 5. What is the advantage of using fire and smoke signals as a means of communication? 1 mark 6. State two ways in which poor transport network hinders industrialization in the third world countries. 2 marks 7. State two factors that led to the growth of Kilwa as an early urban centre. 2 marks 8. State one significance of the Royal Fire in the Mwene Mutapa kingdom? 1 mark 9. State one way in which the Ndebele benefited from the British-Ndebele war of 1893 to 1896. 1 mark 10. State two positive effects of assimilation policy to Senegal during the Colonial rule. 2 marks 11. State two roles played by the ex-war soldiers in the growth of African Nationalism After 1945. 2 marks 12. State one way in which the rise of dictators in Europe contributed to the outbreak of the Second World War. 1 mark 13. Name two categories of membership to the United Nations Security Council."}
{"text": "State one way in which the rise of dictators in Europe contributed to the outbreak of the Second World War. 1 mark 13. Name two categories of membership to the United Nations Security Council. 2 marks 14. Give two economic benefits enjoyed by the members of the commonwealth. 2 marks 15. State two methods that the international community used to hasten the attainment of the majority rule in South Africa. 2 marks 16. State one reason that made Tanzania adopt a multi-party system of government in the 1990 s. 1 mark 17. Name the type of government that is practiced in Britain 1 mark SECTION B 45 MARKS Answer ANY THREE questions in this section in the space provided at the end of question 24. 18. A State five uses of stone tools by early people during the Old Stone Age period. 5 marks b Why was hunting animals mainly a group activity during the Stone Age period? 10 marks 19. A Give three ways through which trade contributed to the rise of Asante kingdom in the 18th century. 3 marks b Describe the social organization of the Asante in the 18th century. 12 marks 20. A Give five reasons why Lewanika collaborated with the British. 5 marks b Explain five results of the collaboration between Lewanika of Lozi and the British in the 19th century? 10 marks 21. A State three reasons why the British used direct rule in Zimbabwe. 3 marks b Explain six effects of British rule in Zimbabwe. 12 marks SECTION C 30 MARKS Answer ANY TWO questions in this section in the space provided at the end of question 24. 22. A Give five reasons for the formation of Economic Community of Western African States ECOWAS . 5 marks b Explain five challenges facing the African union A.U . 10 marks 23. A State three ways in which the government of the Democratic Republic of Congo promoted the education of Africans after independence."}
{"text": "5 marks b Explain five challenges facing the African union A.U . 10 marks 23. A State three ways in which the government of the Democratic Republic of Congo promoted the education of Africans after independence. 3 marks www.freekcsepastpapers.com History Paper 1 2 158 LUGARI CONSTITUENCY JET - 2023 311 1 HISTORY GOVERNMENT PAPER 1 JUNE JULY 2023 SECTION A 25 MARKS Answer all the questions in this section in the spaces provided. 1. Give two factors which led to the migration and settlement of the Iteso into Kenya by 1800. 2 marks 2. State two reasons why Kenyan communities fought during the pre-colonial period. 2 marks 3. Give the main reason why early visitors from Arabia came to the Kenyan Coast before 1500. 1 mark 4. Highlight two reasons why the Agiriama were opposed to British colonial rule. 2 marks 5. Write two terms of the Anglo-German Agreement of 1886. 2 marks 6. What was the main reason for the formation of the Ukamba Members Association? 1 mark 7. Define the term constitution. 2 marks 8. Give one reason why Africans were denied equal educational opportunities with other races during the colonial period. 1 mark 9. Mention two recommendations of the Lyttelton constitution of 1954. 2 marks 10. What was the main ideological difference between Kenya Africa National Union KANU and Kenya African Democratic Union KADU before independence in 1963? 1 mark 11. Name the Scottish trader who killed 100 Maasai during the Kedong massacre. 1 mark 12. Who formed the Kenya People s Union in 1966? 1 mark 13. Outline two education commissions established in Kenya before independence. 2 marks 14. Identify two national philosophies which have been used in Kenya since independence. 2 marks 15. Give one type of parliamentary election held in Kenya. 1 mark 16. Write two roles of the Director of Public Prosecution in Kenya. 2 marks 17."}
{"text": "1 mark 16. Write two roles of the Director of Public Prosecution in Kenya. 2 marks 17. Identify one type of public revenue expenditure by the National Government of Kenya. 1 mark SECTION B 45 MARKS Answer any THREE questions from this section in the foolscaps provided. 18. A Outline three stages in the Portuguese Conquest of the Coastal towns upto 1510. 3 marks b Explain six factors that led to the decline of the Portuguese rule on the Kenyan Coast. 12 marks 19. A State three ways through which communities in Kenya interacted during the pre-colonial period. 3 marks b Describe six aspects of the political organization of the Somali in Kenya. 12 marks 20. A List five principles of democracy. 5 marks b Explain five characteristics of human rights. 10 marks 21. A Write five challenges that hinder government s effort to eradicate illiteracy in Kenya. 5 marks b Explain five challenges facing the agricultural sector in Kenya. 10 marks SECTIONC 30 MARKS Answer any TWO questions from this section 22. A What five situations can make a registered voter to be denied the right to vote in Kenya? 5 marks b Describe five roles of presiding officers during elections in Kenya. 10 marks 23. A Name the three national security organs in Kenya. 3 marks b Explain six factors that make it difficult for the correctional services department in Kenya to work effectively. 12 marks 24. A Write five accounts that the Auditor-General is mandated to audit. 5 marks b Explain five functions of the Commission on Revenue Allocation. 10 marks www.freekcsepastpapers.com History Paper 1 2 170 NANDI HILLS 311 1 HISTORY GOVERNMENT PAPER 1 JULY AUGUST 2023 Section A 25 Marks Answer ALL questions in this section 1. Mention the main method used by Anthropologists to obtain information on history of a people. 1mk 2. What was the original homeland of the Eastern Cushites? 1mk 3. Identify two major groups of Nilotic Speakers in Kenya. 2mks 4. Mention two religious challenges encountered by Missionaries in East Africa in the 19th Century."}
{"text": "5mks b Explain five roles played by Trade Unions to improve the lives of Kenyans during the colonial period. 10mks 21. A Identify three objectives of education offered by Christian missionaries in Kenya during the colonial period. 3mks b Explain six effects of settler farming in Kenya during the colonial period. 12mks Section C 30 Marks Answer any TWO questions in this section. 22. A Give three economic factors that promote national unity. 3mks b Explain six social rights of an individual in Kenya. 12mks 23. A Outline three functions of the National Intelligence Services. 3mks b Explain six challenges encountered by the National Intelligence Service. 12mks 24. A State five challenges faced by County Governments in Kenya. 5mks b Explain five ways in which the National Government spends its revenue. 10mks www.freekcsepastpapers.com History Paper 1 2 171 NANDI HILLS 311 2 HISTORY GOVERNMENT PAPER 2 JULY AUGUST 2023. Section A 25 Marks Answer ALL questions in this section 1. Identify one archaeological site outside East Africa. 1mk 2. State two theories that explain the origin of man. 2mks 3. Name two theories that explain how early Agriculture developed. 2mks 4. Give the main effect of land enclosure system in Britain. 1mk 5. Highlight two reasons why African slaves were more preferred during Transatlantic trade. 2mks 6. State one advantage of using pipeline over vehicles in transporting oil. 1mk 7. Mention two disadvantages of using coal as a source of energy. 2mks 8. Give two social functions of ancient city of Athens in Greece. 2mks 9. State one role of religion in the political organization of Shona Kingdom. 1mk 10. Identify two sources of British unwritten constitution. 2mks 11. State one reason why Africans in Tanganyika were against the use of Akidas. 1mk 12. Identify one method used by European powers to acquire colonies in Africa. 1mk 13."}
{"text": "1mk 12. Identify one method used by European powers to acquire colonies in Africa. 1mk 13. State two conditions which one had to fulfill in order to become a French citizen in Senegal. 2mks 14. Name the Chartered Company that administered Zimbabwe during the colonial period. 1mk 15. Identify two new weapons of war employed during the First World War. 2mks 16. Mention the main factor that promoted the U.S.A. to join the First World War. 1mk 17. Name the head of the Lower Chamber of the Indian Parliament. 1mk Section B 45 Marks Answer any THREE questions in this section. 18. A State the first five stages in the evolution of man. 5mks b Describe the cultural practices of man during the Early Stone Age period. 10mks 19. A Give five characteristics of local trade. 5mks b Explain five factors which contributed to the decline of Trans-Saharan trade. 10mks 20. A State three factors that led Lewanika of the Lozi to collaborate with the British. 5mks b Explain six positive effects of European colonization of Africa. 12mks 21. A Identify five methods used by Nationalists in Ghana in their struggle for independence. 5mks b Describe five problems faced by Nationalists in South Africa. 10mks Section C 30 Marks Answer any TWO questions in this section. 22. A Name three major organs of the League of Nations. 3mks b Explain six reasons why the League of Nations failed to maintain World Peace. 12mks 23. A Identify three personalities who spearheaded the signing of the Treaty of Versailles. 3mks b Explain six results of World War II. 12mks 24. A Identify three ways in which a person may become a Member of the House of Lords in Britain. 3mks b Explain six functions of the Prime Minister in Britain. 12mks www.freekcsepastpapers.com History Paper 1 2 180 WEITHAGA 311 1 HISTORY AND GOVERNMENT SECTION A 25MKS INSTRUCTION Answer all question in this section 1."}
{"text": "A Identify three ways in which a person may become a Member of the House of Lords in Britain. 3mks b Explain six functions of the Prime Minister in Britain. 12mks www.freekcsepastpapers.com History Paper 1 2 180 WEITHAGA 311 1 HISTORY AND GOVERNMENT SECTION A 25MKS INSTRUCTION Answer all question in this section 1. Identify two forms of sources of information on history and government. 2mks 2. State two economic results of the Oromo settlement in the present homeland 2mks 3. State one function of the kambi among the Mijikenda 1mk 4. State two functions of fort Jesus to the Portugues during their rule 2mks 5. Identify two ways of becoming a Kenyan citizen 2mks 6. Identify one of the national holidays cerebrated in Kenya 1mk 7. Give the main problem facing Nairobi 1mk 8. State two characteristics of a good constitution. 2mks 9. Mention any type of representative democracy. 1mk 10. State one reason why Africans in Kenya were denied the right to grow cash crops during the colonial period 1mk 11. Who introduced dairy farming in Kenya? 1mk 12. Give two demands of African Elected members organization A, E.M.O 2mks 13. Who is the head of Judiciary in Kenya. 1mk 14. Give two functions of National intelligence service. 2mks 15. Name one level of government in Kenya. 1mk 16. Identify two sources of Nyayo philosophy. 2mks 17. Identify one type of public expenditure. 1mk SECTION B 45MKS Answer any three questions from this section 18. A State three ways through which the Luo and Abagusii interacted during the pre-colonial period. 3mks b Describe the Economic organization of the Somali in the 19th c. 12mks 19. A Identify three reasons why seyyid said transferred his capital from Muscat to Zanzibar. 3mks b Explain six results of the long-distance trade 12mks 20."}
{"text": "12mks 19.a Identify three reasons why seyyid said transferred his capital from Muscat to Zanzibar. 3mks b Explain six results of the long-distance trade 12mks 20.a Give five reasons why the British established control over Kenya. 5mks b Explain five negative effects of urbanization 10mks 21.a Identify three challenges faced by Kikuyu independent schools Association KISA during the colonial period in Kenya 3mks b Explain six effects of Mau-mau rebellion in Kenya. 12mks SECTION C Answer any two questions from these sections 22. A Name three social causes of conflicts in Kenya. 3mks b Explain six effects of conflicts in Kenya Today 12mks 23. A Give five conditions that may lead to a by-election in parliament 5mks b Describe the process of formation of national government in Kenya 10mks 24. A Identify five occasions when an individual can be arrested in Kenya. 5mks b Explain five reforms that have been made to improve conditions of correctional services in Kenya 10mks."}
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{"text": "K.C.S.E YEAR 2010 PAPER 313 21. A Describe four activities that took place during the dedication of Jesus in the Temple Luke 2: 22 - 40 . 8 marks b Outline seven lessons Christians learn from the incident when Jesus was left behind by his parents inthe Temple Luke 2: 41 - 52 . 7 marks c State five ways in which Christians show respect to places of worship in Kenya today. 5 marks 2. A With reference to the sermon on the plain, state five teachings of Jesus on how human beingsshould relate to one another. 5 marks b Describe the incident in which Jesus calmed the storm Luke 8: 22 - 25 . 10 marks c Identify five virtues that Christians learn from the miracle of the feeding of the five thousand. 5 marks 3. A State four accusations that were made against Jesus during his trial Luke 22: 66 - 23: 1 - 23 . 4 marks b Give five reasons why Jesus appeared to His disciples after resurrection. 10 marks c Why should Christians be discouraged from taking part is mob justice? 6 marks 4. A Explain the teaching of Peter concerning the people of God 1st Peter 2: 9- 10 . 10 marks b Give six ways through which Christians can promote unity among themselves in Kenya today. 6 marks c State how kindness as a fruit of the Holy Spirit is abused in the Church in Kenya today. 4 marks 5. A State four similarities between the Christian and traditional African view on marriage. 8 marks b Give six reasons why some young people are choosing to remain unmarried in Kenya today. 6 marks c Identify six ways in which the Church is helping to solve the problem of domestic violence inKenya today. 6 marks 6 a Explain the Christian view on plastic surgery hi Kenya today. 10 marks b Describe four ways through which science and technology has negatively affected the environment created by God. 4 marks c How can the youth in the Church carry out environmental restoration in Kenya today? 6 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "NameIndex Number233 1 Candidate s SignatureCHEMISTRYPaper 1 Date..............................Nov. 20162 hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationCHEMISTRY Paper 1 THEORY 2 hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date of examination in the spaces provided above. C Answer all the questions in the spaces provided in the question paper. D KXEC mathematical tables and silent non-programmable electronic calculators may be used. E All working must be clearly shown where necessary f This paper consists of 16 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner s Use OnlyQuestionMaximumCandidate s ScoreScore1-2980916502 2016 The Kenya National Examinations CouncilTurn overfor free past papers visit: www.freekcsepastpapers.com21. A student investigated the effect of an electric current by passing it through some substances. The student used inert electrodes and connected a bulb to the circuit. The table below shows the substances used and their states. ExperimentSubstanceState1Potassium carbonateSolid2Copper II sulphateSolution3SugarSolution4Lead II iodideMolten a In which experiment did the bulb not light? 1 mark b Explain your answer in a above. 2 marks 2. An alkanol has the following composition by mass: hydrogen 13.5 , oxygen 21.6 and carbon 64.9 . A Determine the empirical formula of the alkanol. C 12.0, H 1.0, O 16 2 marks Kenya Certificate of Secondary Education, 2016916502for free past papers visit: www.freekcsepastpapers.com3 b Given that the empirical formula and the molecular formula of the alkanol are the same, draw the structure of the alkanol. 1 mark 3."}
{"text": "An alkanol has the following composition by mass: hydrogen 13.5 , oxygen 21.6 and carbon 64.9 . A Determine the empirical formula of the alkanol. C 12.0, H 1.0, O 16 2 marks Kenya Certificate of Secondary Education, 2016916502for free past papers visit: www.freekcsepastpapers.com3 b Given that the empirical formula and the molecular formula of the alkanol are the same, draw the structure of the alkanol. 1 mark 3. The figure below shows an energy cycle. A Give the name of the enthalpy change AHr 1 mark b Determine the value of AH . 2 marks 916502Kenya Certificate of Secondary Education, 2016233 1Turn overfor free past papers visit: www.freekcsepastpapers.com44. The set up below was used to investigate the reaction between dry hydrogen gas and copper II oxide.flame a Name substance A. 1 mark b State the observation made in the combustion tube. 1 mark c Explain the observation made in b above. 1 mark Kenya Certificate of Secondary Education, 2016Qifisn?for free past papers visit: www.freekcsepastpapers.comStarting with sodium metal, describe how a sample of crystals of sodium hydrogen carbonate may be prepared. 3 marks Ammonium Ion has the following structure.1 HAHNHHjLabel on the structure the: a Covalent bond 1 mark b Coordinate dative bond 1 mark Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com67. When 8.53 g of sodium nitrate was heated in an open test tube, the mass of oxygen gas produced was 0.83 g. Given the equation of the reaction as:2NaNO . -. 2NaNO . 0 ,3 s 2 sl 2 g Calculate the percentage of sodium nitrate that was converted to sodium nitrite Na 23.0, N 14.0, O 16.0 3 marks 8."}
{"text": "The atomic number of sulphur is 16. Write the electron arrangement of sulphur in thefollowing? 2 marks a H2S .. b so32Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com1117. A compound whose general formula is M OH 3 reacts as shown by the equation. M OH , ; OH aq M OH 3 s 3H aq M OH - 4 aq M3 3H70- aq 2 1 a What name is given to compounds which behave like M OH in the two reactions. 1 mark b Name two elements whose hydroxides behave like that of M. 2 marks 18. A water trough, aqueous sodium hydroxide, burning candle, watch glass and a graduated gasjar were used in an experimental set up to determine the percentage of active part of air. Draw a labelled diagram of the set up at the end of the experiment. 3 marks cn sn?Kenya Certificate of Secondary Education, 2016233 1Turn overfor free past papers visit: www.freekcsepastpapers.com1219, In an experiment on rates of reaction, potassium carbonate was reacted with dilute sulphuric VI acid. A What would be the effect of an increase in the concentration of the acid on the rate of the reaction? 1 mark b Explain why the rate of reaction is found to increase with temperature. 2 marks 20. 60 cm3 of oxygen gas diffused through a porous partition in 50 seconds. How long would it take60 cm3 sulphur IV oxide gas to diffuse through the same partition under the same condition? S 32.0, O 16.0 3 marks RKenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com1321. Draw and name the isomers of pentane. 3 marks 22. The set up below was used to collect a dry sample of a gas. Give two reasons why the set up cannot be used to collect carbon IV oxide gas. 2 marks 23."}
{"text": "Draw and name the isomers of pentane. 3 marks 22. The set up below was used to collect a dry sample of a gas. Give two reasons why the set up cannot be used to collect carbon IV oxide gas. 2 marks 23. Given the following substances: wood ash, lemon juice and sodium chloride. A Name one commercial indicator that can be used to show whether wood ash. Lemon juice and sodium chloride are acidic, basic or neutral. 1 mark b Classify the substances in a above as acids bases or neutral. 2 marks i lAcid Base ! Neutral!Kenya Certificate o f Secondary Education, 2016711 t916502for free past papers visit: www.freekcsepastpapers.comDescribe how a solid sample of potassium sulphate can be prepared starting with 200 cm3 of 2M potassium hydroxide. 3 marks Charcoal is a fuel that is commonly used for cooking. When it bums it forms two oxides. A Name the two oxides 2 marks b State one use of the two oxides. 1 mark Hydrogen sulphide is a highly toxic and flammable gas. It is normally prepared in a fume chamber. A Name two reagents that can be used to prepare hydrogen sulphide in the laboratory. 1 mark Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com15 b One of the uses of hydrogen sulphide is to produce sulphur as shown in the following equation.2H S .2 g SO. G 3S S - ll Identify the reducing agent in this reaction and give a reason for your answer. 1 mark c Other than production of sulphuric VI acid. State one commercial use of sulphur. 1 mark r27. Describe an experimental procedure that can be used to extract oil from nut seeds. 2 marks Kenya Certificate of Secondary Education, 2016916502 222 1 Turn nvprfor free past papers visit: www.freekcsepastpapers.com28. A mixture contains ammonium chloride. Copper II oxide and sodium chloride. Describe how each of the substances can be obtained from the mixture. 3 marks 29."}
{"text": "Copper II oxide and sodium chloride. Describe how each of the substances can be obtained from the mixture. 3 marks 29.When a student was stung by a nettle plant, a teacher applied an aqueous solution of ammonia to the affected area of the skin and the student was relieved of pain. Explain. 2 marks THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com."}
{"text": "F................................................................................. G................................................................................ b State one function of each of the parts labelled H and J.H................................................................................J.................................................................................For More Free KCSE past papers visit www.freekcsepastpapers.com7..The diagram below represents a set-up that students used in an investigation.a Name-the physiological process that was being investigated. 1 mark b State the role of potassium hydroxide in flask K. 1 mark c Account for the observation in boiling tube L and flask N. 2marks L.................................................................................................. N 8. What is the probability of a couple with blood group AB getting a child with bloodgroup AB? Show your working. 4 marks 9State the importance of negative phototaxis to termites. 1 mark 10 What is meant by the term irritability? 1 mark 11 a State two ways in which heart muscles are special. 2 marks c Name the muscles found in the following organs; 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.comstomach;..........,....................................,....................................,........................ bone.....................................................................................................................12 a Name the part of a light microscope used to bring an image of a specimen intosharp focus. I mark b Why is it recommended to keep the stage of the microscope dry? 1mark 13State three factors that affect the rate of diffusion. 3 marks 14 a Name the type of respiration that is most efficient. 1 mark b Give a reason for your answer in a above 1mks 15.What name is given to a group of hormones that controls the development ofsecondary sexual characteristics in a human male?1 mk 16.The diagram below represents an experimental set-up used by students to investigatea certain process. For More Free KCSE past papers visit www.freekcsepastpapers.comFlower Q produced seeds while P did not. Account for the results.17. Name two substances that leave the foetal blood through the placenta. 2 marks 18.Why are plants able to accumulate most of their waste products for long? 1 mark 19. List four symptoms of diabetes mellitus. 4 marks 20. State three aspects that can be used to estimate growth in seedlings. 3 marks 21."}
{"text": "4 marks 20.State three aspects that can be used to estimate growth in seedlings. 3 marks 21.Name the process through which free atmospheric nitrogen is converted intonitrates. L mark 22.State the importance of divergent evolution to organisms. 2marks 23.Name the strengthening materials found in the following support tissues: 2 marks a collenchyma;................................................................................... b xylem..............................................................................................24.State four characteristics of apical meristem cells. 4marks For More Free KCSE past papers visit www.freekcsepastpapers.com25 State the role of the following hormones in the life cycle of insects: 2 marks ecdysone hormone; ......................................................................................... , juvenile hormone...............................................................................................26 a State the theories of evolution proposed by the following scientists. 2marks Darwin .................................Jean-BaptisteLamarck............................................................ ., . B State the evidence of evolution based on Cell i organelles ii fossils ..27.What is the function of contractile vacuoles in amoeba? 1mark 28.state two differences between open and closed circulatory systems. 2marks 29.Name two nutrients that are absorbed without being digested by enzymes inhumans. 2 marks 30.Name the organelle that is involved in each of the following: 2 marks a manufacture of lipids . B formation of lysomes ..2012 BIOLOGY QUESTIONSFor More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "For free past papers visit: www.freekcsepastpapers.comfor free past papers visit: www.freekcsepastpapers.comfor free past papers visit: www.freekcsepastpapers.comfor free past papers visit: www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATION COUNCIL Kenya Certificate of Secondary Education PHYSICS PRACTICAL Paper 3 21 2 hours You ae provided with the flowing ames rue, Smoptcal pia xed toa piece of cork eto nds, ro bones and oo clamps.2 Sop atch,ome thread ed toa mas,Proceed ae follows 2 Setup the apparatus at shown in figure The tread tied to the mass should be held firmly between the two blocks of wood st lamped to the upper end of the stan 20 that the masr hangs fey. The dsance been the point of support andthe cenze ofthe tase 100 Sm, Emuure that emnsina conmeant throuphout the experi Adjust the lower clamp so that the optical pin just touches the thread when the hangingmass is at rest Adjust the postion ofthe lower clamp so thatthe pin is ata distance X 35cm abovetthe cenise uf dhe miss. Dipplace dhe mass slightly to one side and release Ko that swings ina plane perpendicular tothe pin and the tread hits the pin as shown inFigure 2 Figure? Measure and record in table 1 the time t for 20 oscillations. Repeat the procedure in b for other values of X shown in table 1 Complete the table, Table LDisance Kem 38 OS OSS Tw Tine tor 20ose 5 T Bmarks 7 os nthe grid provided 4 Plott graph of Ty-annagiontX. mats F tT Determine the soe ofthe graph a post X 26m, marks f Determine the constant given that n 28 2 marks Determine te as genta Pa ems You are provided with he following:- avolmeter, twocells anda cell holder.2 asmich asetof six esistors each of resistance 10000 connecting wites. Proceed ss follows: Sot up the apparatus as shown inthe circuit diagram in Figure 3."}
{"text": "The dsance been the point of support andthe cenze ofthe tase 100 Sm, Emuure that emnsina conmeant throuphout the experi Adjust the lower clamp so that the optical pin just touches the thread when the hangingmass is at rest Adjust the postion ofthe lower clamp so thatthe pin is ata distance X 35cm abovetthe cenise uf dhe miss. Dipplace dhe mass slightly to one side and release Ko that swings ina plane perpendicular tothe pin and the tread hits the pin as shown inFigure 2 Figure? Measure and record in table 1 the time t for 20 oscillations. Repeat the procedure in b for other values of X shown in table 1 Complete the table, Table LDisance Kem 38 OS OSS Tw Tine tor 20ose 5 T Bmarks 7 os nthe grid provided 4 Plott graph of Ty-annagiontX. mats F tT Determine the soe ofthe graph a post X 26m, marks f Determine the constant given that n 28 2 marks Determine te as genta Pa ems You are provided with he following:- avolmeter, twocells anda cell holder.2 asmich asetof six esistors each of resistance 10000 connecting wites. Proceed ss follows: Sot up the apparatus as shown inthe circuit diagram in Figure 3. Figure Gooe oonat osot Tooot Toons eet Record the voltmeter reading E, when the crocodile clips are connected together a ots or Open the switch and separate the crocodile clips. Indicate by ticking below. The range ofthe vollmeter usedo-wv TJ o-sv GE onyGi Now connect the crocodile clips across resistance R 10000. Close the switchand record in table 2 the voltmeter reading V."}
{"text": "Figure Gooe oonat osot Tooot Toons eet Record the voltmeter reading E, when the crocodile clips are connected together a ots or Open the switch and separate the crocodile clips. Indicate by ticking below.the range ofthe vollmeter usedo-wv TJ o-sv GE onyGi Now connect the crocodile clips across resistance R 10000.Close the switchand record in table 2 the voltmeter reading V.Open the switch, Repeat the procedure in bi for other values of resistance R shown in the table Complete the table wi 2005306 7000 Grails onthe poi atte hot api arts Mr ur ae ota 0h wy page tL ais orm 705 the mile ofthe pags Determine the slope S ofthe graph.marks Daten he coment G gven that 5 mas From the graph determine mark Veuthe value of V when R 0For more great stuff click or visit:www.changeyourT.comwww.arimifoods.comwww.joshuaarimi.com."}
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{"text": "1413.12HINDU RELIGIOUS EDUCATION 315 3.12.1 Hindu Religious Education Paper 1 315 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com1423.12.1 Hindu Religious Education Paper 2 315 12For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "1393.11 ISLAMIC RELIGIOUS EDUCATION 314 3.11.1 Islamic Religious Education Paper 1 314 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com1403.11.2 Islamic Religious Education Paper 2 314 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
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{"text": "For More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "For more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.comFor more free KCSE Revision Papers and Answers visithttp: www.joshuaarimi.comConnect with Joshua Arimi in facebookFor Tips on passing KCSE register http: www.joshuaarimi.com."}
{"text": "31. What name is given to elements which appear in group II of theperiodic table? 1mark CHEM. 2011PAPER 21.The flow chart below shows some of the processes involved in largescale production of sulphuric VI acid. Use it to answer the questionsthat follow. A Describe how oxygen is obtained from air on a large scale 3 marks b i Name substance A. ii Write an equation for the process that takes place in theabsorption chamber. 1mark c Vanadium V oxide is a commonly used catalyst in the contact process. I Name another catalyst which can be used for this process. 1 mark ii Give two reasons why vanadium V oxide is the commonly usedcatalyst. 2 marks d State and explain the observations made when concentratedsulphuric VI acid isadded to crystals of copper II sulphate in a bearer. 2 marks e The reaction of concentrated sulphuric VI acid with sodiumchloride produces hydrogen chloride gas. State the property of concentrated sulphuric VI acid,illustrated in this reaction. 1mark f Name four uses of sulphuric VI acid2.The set-up below was used by a student to investigate the productsformed when aqueous copper II chloride was electrolysed usingcarbon electrodes. A i Write the equation for the reaction that takes place at thecathode. 1 mark ii Name and describe a chemical test for the product initially formedat the anode when a highly concentrated solution of copper II chloride is electrolysed. 3 marks iii How would the mass of the anode change if the carbon anode wasreplaced with copper metal? Explain. 2 marks b 0.6 g of metal B were deposited when a current of 0.45A was passedthrough an electrolyte for 72 minutes. Determine the charge on theion of metal B. Relative atomic mass of B 59, 1 Faraday 96 500 coulombs 3marks c The electrode potentials for cadmium and zinc are given below:why it is not advisable to store a solution of cadmium nitrate in acontainer made of zinc 2 marks 3."}
{"text": "3 marks iii How would the mass of the anode change if the carbon anode wasreplaced with copper metal? Explain. 2 marks b 0.6 g of metal B were deposited when a current of 0.45A was passedthrough an electrolyte for 72 minutes. Determine the charge on theion of metal B. Relative atomic mass of B 59, 1 Faraday 96 500 coulombs 3marks c The electrode potentials for cadmium and zinc are given below:why it is not advisable to store a solution of cadmium nitrate in acontainer made of zinc 2 marks 3. A Ethanol can be manufactured from ethene and steam asshown in the equation below: C2 H4 g H2 O g CH 3CH 2OH g Temperature and pressure will affect the position of equilibriumof the abovereaction. Name the other factor that will affect the position ofequilibrium of the above reaction. 1mark b The data in the table below was recorded when one mole of ethenewas reactedwith excess steam. The amount of ethanol in the equilibrium mixturewasrecorded under different conditions of temperature and pressure. Use thedata toanswer the questions that follow. I State whether the reaction between ethene and steam is exothermic orendothermic. Explain your answer. 3 marks ii State and explain one advantage and one disadvantage of usingextremely high pressure in this reaction. I AdvantageII disadvantage c In an experiment to determine the rate of reaction between calciumcarbonate and dilute hydrochloric acid, 2g of calcium carbonate werereacted with excess 2 M hydrochloric acid, The volume of carbon IV oxide evolved was recorded at regular intervals of one minute for sixminutes. The results are shown in the table below. Time minutes Volume of carbon IV oxide cm3 i plot a graph of time in minutes on the horizontal axis againstvolume ofcarbon IV oxide on the vertical axis. Ii determine the rate of reaction at 4 minutes 2marks 4 a When excess calcium metal was added to 50 cm3 of 2 Maqueous copper II nitrate in a beaker, a brown solid andbubbles of gas were observed. I \"Write two equations for the reactions which occurred in thebeaker."}
{"text": "I AdvantageII disadvantage c In an experiment to determine the rate of reaction between calciumcarbonate and dilute hydrochloric acid, 2g of calcium carbonate werereacted with excess 2 M hydrochloric acid, The volume of carbon IV oxide evolved was recorded at regular intervals of one minute for sixminutes. The results are shown in the table below. Time minutes Volume of carbon IV oxide cm3 i plot a graph of time in minutes on the horizontal axis againstvolume ofcarbon IV oxide on the vertical axis. Ii determine the rate of reaction at 4 minutes 2marks 4 a When excess calcium metal was added to 50 cm3 of 2 Maqueous copper II nitrate in a beaker, a brown solid andbubbles of gas were observed. I \"Write two equations for the reactions which occurred in thebeaker. 2 marks ii Explain why it is not advisable to use sodium metal for thisreaction. B Calculate the mass of calcium metal which reacted with copper II nitrate solution. Relative atomic mass of Ca 40 2mark c The resulting mixture in a above wasfiltered and sodiumhydroxide added to the filtrate dropwise until in excess. What observationswere made? 1mark d i Starting with calcium oxide, describe how a solid sample of calcium carbonate can be prepared. Ii Name one use of calcium carbonate5. A Other than their location in the atom, name two other differencesbetween anelectron and a proton. B the table below gives the number of electrons ,protons andneutrons in particles A,B, C , D, E, F and GparticleProtonselectronsneutronsABCDEFG i Which particle is likely to be a halogen? 1mark ii what is the mass number of E iii write the formula of the compound formed when E combines with G 1 mark iv Name the type of bond formed in iii above. V How does the radii of C and E compare ? Give reason. 2 marks vi Draw a dot . And cross x diagram for the compound formed between 1 mark vii Why would particle B not react with particle D ?"}
{"text": "1 mark b State the Hess's Law.c Use the following standard enthalpies of combustion ofgraphite, hydrogen and enthalpy of formation of propane. I Write the equation for the formation of propane. 1 mark ii Draw an energy cycle diagram that links the heat of formation of propanewith its heat of combustion and the heats of combustion of graphiteand hydrogen. Iii Calculate the standard heat of combustion of propane. 2marks Other than the enthalpy of combustion, state one factor which should beconsideredwhen choosing a fuel. 1 mark d e The molar enthalpies of neutralization for dilute hydrochloric acid anddilute nitric V acid are -57.2kJ mol while that of ethanoic acid is 55.2kJ mol. Explain this.observation. 2marksChemistry paper 3 2011You are provided with: 1.60g of solid A, a dibasic acid. Solution B containing 4.75g per litre of salt B. Aqueous sodium hydroxide, solution C. Phenolphthalein indicator. You are required to prepare a solution of solid A and use it to determine the: Concentration of sodium hydroxide, solution C React salt B with excess sodium hydroxide and then determine the relativemolecular mass of salt B.Procedure I a Using a burette, place 25.0cm3 of solution B in each of two 250ml conicalflasks. Using a pipette and pipette filler, add 25 .Ocm3 of solution C to each of thetwo conical flasks. The sodium hydroxide added is in excess . Label theconical flasks 1 and 2. B Heat the contents of the first conical flask to boiling and then let themixture boil for 5 minutes. Allow the mixture to cool. C Repeat procedure b with the second conical flask. While the mixtures are cooling, proceed withprocedure II. Procedure II a Place all of solid A in a 250 ml volumetric flask. Add about 150cm3 ofdistilled water, shake well to dissolve the solid and then add water to makeup to the mark. Label this as solution A. b Place solution A in a clean burette."}
{"text": "Procedure II a Place all of solid A in a 250 ml volumetric flask. Add about 150cm3 ofdistilled water, shake well to dissolve the solid and then add water to makeup to the mark. Label this as solution A. b Place solution A in a clean burette. Using a pipette and pipette filler, place25.0cm3 of solution C in a 250ml conical flask. Add 2 drops ofphenolphthalein indicator and titrate with solution A. Record your results inTable 1. Repeat the titration two more times and complete the table. I Average volume of solution A used: 1 2marks ii Concentration in moles per litre of the dibasic acid in solution A; 2marks Relative molecular mass of A is 126 . Iii Moles of the dibasic acid used; 1mark iv moles of sodium hydroxide in 25.0cm3 of solution C. 1 mark v Concentration of sodium hydroxide in moles per litre. 2 marks Calculate the: i average volume of solution A used; 1 2marks ii moles of the dibasic acid used; 1 mark iii moles of sodium hydroxide that reacted with the dibasic acid. 1mark iv moles of sodium hydroxide that reacted with 25.0cm3 of salt B in solutionB; 2 marks v Given that 1 mole of salt B reacts with 2 moles of sodium hydroxide,calculate the:I. number of moles of salt B in 25.0cm3 ofsolution B; 1 mark II. Concentration in moles per litre of salt B in solution B; 1 mark III.Relative molecular mass of salt B; 2 marks 2. A You are provided with solid D. Carry out the following tests and write yourobservations and inferences in the spaces provided. I Place about one half of solid D in a test-tube and heat it strongly. Test anygases produced with both red and blue litmus papers. OGi Place the rest of solid D in a boiling tube, Add about 10cm! Of distilled water,Shake well. Toa 2em portion of the solution, adel about Lem of hydrogen peroxide and shake wel. To the resulting mixture."}
{"text": "KISWAHILI KARATASI YAPILIFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comFor More Free KCSE past papers visit www.freekcsepastpapers.comKISWAHILI KARATASI YA TATUFor More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "Fire not only changed food's chemistry, it changed is biology as well. Cooking killed germs and parasitesthat infested food. Humans also had a far easier time chewing and digesting old favourites suchfruits, nus, insects, and carrion if they were cooked. Whereas chimpanzees spend five hours aday chewing raw food, a single hour suffices for people eating cooked food. The advent of cooking enabled humans to eat more kinds of food, to devote less timeto eating and to make do with smaller teeth and shorter intestines. Some scholars believe thereis a direct link between the advent of cooking, the shortening of the human intestinal track, andthe growth of the human brain, Since long intestines and large brains are both massive energy consumers, it's hard to have both. By shortening the intestines and decreasing their energy consumption, cooking inadvertently opened the way to the jumbo brains of Neanderthals and Sapiens. The domestication of fire was, therefor, a sign of things to come. Adapted from Sapiens: A brief History of Humankind by Yuval Noah Harari: London: VintageBooks, 2011. Kenya Certificate of Secondary Education, 2019919240 10123 According tothe author, when did humans invent fire? 2 marks b In about 5 words, summarise what early humans used fire for before they cookedwith it. S marks Rough copy Fair copy Kenya Certificate of Secondary Education, 2019919240 1012 Turn over o19240entity four advantages of cooked food. Explain the link that the author Sees between eating cooked food and the development of the human brain, G marks What isthe main point of this passage? Marks Explain the meaning of each of the following words as used in the passage: 4 marks dependable ..Gi entrepreneurs Gil advent Gv inadvertently . Kenya Certificate of Secondary Education, 2019101729192402. Henrik ibsen, A Doll s HouseRead the excerpt below and then answer the questions that follow. 25 marks Children: in the doorway on the left Mother, the stranger man has gone out through thegateNora Yes, dears, know. But, don t tell anyone about the stranger man."}
{"text": "Henrik ibsen, A Doll s HouseRead the excerpt below and then answer the questions that follow. 25 marks Children: in the doorway on the left Mother, the stranger man has gone out through thegateNora Yes, dears, know. But, don t tell anyone about the stranger man. Do you hear? Not even papa. Children; No, mother; but will you come and play again?Ne No, no, not now. Children: But, mother, you promised us. Nora: Yes, but I can t now. Run away in; Ihave such a lot to do. Run away in, my sweetlitle darlings. She gets them into the room by degrees and shuts the door on them; then sits down on the sofa, takes up a piece of needlework and sews a fewstitches, but soon stops. No! Throws down the work, gets up, goes to the halldoor and calls out Helen! Bring the Tree in. Goes to the table on the left, opens adrawer; and stops again No, no! Itis quite impossible!Maid coming in with the Tree Where shall I put it, ma'am?Nora: Here, in the middle of the floor. Maid: Shall I get you anything else?Nora: No, thank you. Have all I want. Exit MAID. Nora begins dressing the tree A candle here and flowers here The horrible man!It s all nonsense thee nothing wrong. The tree shall be splendia! I will do everything I can think of to please you, Torvald! I will sing for you, dance foryou HELMER comes in with some papers under his arm. Ohi are you backalready?Helmer: Yes. Has anyone been here?Nora: Here? No. Helmer: That is strange. I saw Krogstad going out ofthe gate. Nora: Did you?"}
{"text": "Has anyone been here?Nora: Here? No. Helmer: That is strange. I saw Krogstad going out ofthe gate. Nora: Did you? Oh yes, I forgot, Krogstad was here for a moment,Helmer: Nora, I can see from your manner that he has been here begging you to say agood word for him,ema Creo Scary Eaton, 209 aiain TurnoverNora: Yes. Helmer: And you were to appear to do it of your own accord; you were to conceal from,ime the fact of his having been here; didn t he beg that of you too?Nora Yes, Torvald, but Helmer; Nora, Nora, and you would be a party to that sort of thing? To have any talk with aman like that, and give him any sort of promise? And to tell me lie into thebargain?Nora Alie ? Helmer: Didn't you tell me no one had been here? Shakes his finger at her My litle song.bird must never do that again. A songbird must have a clean beak to chirp with no false notes! Puts his arm round her waist That isso, isn t it? Yes, Iam sureit is. Lets her go. We will say no more about it. Sits down by the stove How warm and snug itis here! Turns over his papers Place the excerpt inits immediate context. 4 marks b The Christmas tree is mentioned many times inthe play. What does it stand for? B marks Deseribe the character of Helmer as brought out in the excerpt. 4 marks Kenya Certificate of Secondary Education, 201919240 1012 wo hy919240 7What is the role ofthe children in the play? Marks Identify and illustrate two styl 4 marks Identify and illustrate two themes brought out in the play. 4 marks Don't tell anyone about the stranger man. Rewrite beginning: Under... I mark Describe the tone of this passage."}
{"text": "Marks Identify and illustrate two styl 4 marks Identify and illustrate two themes brought out in the play. 4 marks Don't tell anyone about the stranger man. Rewrite beginning: Under... I mark Describe the tone of this passage. Marks Kenya Certificate of Secondary Education, 201910172 Turn over3 Read the story below and then answer the questions that follow. Once upon a time a father sent for his three sons and gave to the eldest a cock, tothe second ascythe, and the third a cat. I am now old , said he, my end is approaching, and I would fainprovide for you before I die. Money I have none, and what I now give you seems of litle worth;yeti rests with yourselves alone to turn my gifts to good account. Only seek out for a land where what you have is as yet unknown, and your fortune is made. Afier the death of the father, the eldest set out with his cock: but wherever he went, in every town, he saw from a far off a cock sitting upon the church steeple, and turning round withthe wind, In the villages he always heard plenty of them crowing, and his bird was thereforenothing new; so there did not seem much chance of his making his fortune. At length it happenedthat he eame to an island where the people who lived there had never heard of a cock and knew not even how to reckon the time. They knew indeed if it were moming ot evening; but at night ifthey lay awake, they had no means of knowing how time went, Behold, said he to them, what a noble animal this is! He carries a bright red crest upon.his head, and spurs upon his heels; he crows three times every night at stated hours, and atthethird time the sun is about to rise. But this isnot all; sometimes he screams in broad daylight, andthen you must take warning, for the weather is surely about to change. This pleased the natives mightily; they kept awake one whole night, and heard, to their great joy, how gloriously the cockcalled the hour, at two, four and six o'clock. Then they asked him whether the bird was tobe sold,and how much he would sell it for. About as much as an ass can carry, said he. A."}
{"text": "But this isnot all; sometimes he screams in broad daylight, andthen you must take warning, for the weather is surely about to change. This pleased the natives mightily; they kept awake one whole night, and heard, to their great joy, how gloriously the cockcalled the hour, at two, four and six o'clock. Then they asked him whether the bird was tobe sold,and how much he would sell it for. About as much as an ass can carry, said he. A. very fair price for such an animal, cried they with one voice; and agreed to givehim what he asked. When he returned home with his wealth, his brothers wondered greatly; and the secondsaid, I will now set forth likewise, and see if I can tur my seythe to as good an account. Theredid not seem, however, much likelihood of this; for go where he would, he was met by peasantswho had as good a scythe on their shoulders as he had. But at last, as good luck would have it,the came to an island where the people had never heard of a scythe; there, as soon asthe corn wasripe, they went into the fields and pulled it up; but this was very hard work and a great deal of it was lost. The man then set to work with his scythe; and mowed down their whole crop so quickly,thatthe people stood staring open-mouthed with wonder. They were willing to give him what heasked for such a marvelous thing; but he only took a horse laden with as much gold as it ouldcarryNow the third brother had a great longing, to go and see what he could make of his eat. So eset out; and at first it happened to him as it had tothe others, so long as he kept upon the msland, he met with no success; there were plenty of eats everywhere, indeed too many, so that the young ones were for the most part, as soon as they came into the world, drowned in the water. Atlast he passed over to an island where, as it chanced most luckily for him, nobody had ever seenand they were overrun with mice to such a degree, thatthe little wretches danced upon thetables and chairs, whether the master of the house were at home or not."}
{"text": "They were willing to give him what heasked for such a marvelous thing; but he only took a horse laden with as much gold as it ouldcarryNow the third brother had a great longing, to go and see what he could make of his eat. So eset out; and at first it happened to him as it had tothe others, so long as he kept upon the msland, he met with no success; there were plenty of eats everywhere, indeed too many, so that the young ones were for the most part, as soon as they came into the world, drowned in the water. Atlast he passed over to an island where, as it chanced most luckily for him, nobody had ever seenand they were overrun with mice to such a degree, thatthe little wretches danced upon thetables and chairs, whether the master of the house were at home or not. The people complainedloudly of this grievance; the King himself knew not how to rid him self of them in his palaevery comer mice were squeaking, and they gnawed everything that their teeth could lay hold Kenya Certificate of Secondary Education, 201919240 101729 of, Here was a fine field for Puss she soon began her chase and had cleared two rooms in thetwinkling of an eye; when the people besought their King to buy the wonderful animal, for the B00d ofthe public, at any price. The King willingly gave what was asked a mule laden with gold nd jewels; and thus the third brother returned home with a richer prize than either of the others. Meanwhile the cat feasted away upon the mice in the royal palace, and devoured so manythat they were no longer in any great numbers. At length, quite spent and tired with her work shebecame extremely thirsty; so she stood still, drew up her head, and cried, Miau, Miau! Whenthe people heard this ery they ran shrieking in great fright. The King and his council decided to send a herald to the cat to warn her to leave the castle forthwith, or that force would be used toremove her."}
{"text": "Meanwhile the cat feasted away upon the mice in the royal palace, and devoured so manythat they were no longer in any great numbers. At length, quite spent and tired with her work shebecame extremely thirsty; so she stood still, drew up her head, and cried, Miau, Miau! Whenthe people heard this ery they ran shrieking in great fright. The King and his council decided to send a herald to the cat to warn her to leave the castle forthwith, or that force would be used toremove her. We would far more willingly put up with the mice since we are used to that evil ,than get rid of them atthe risk of our lives. A page accordingly went and asked the cat whether she was willing to quit the castle, But Puss, whose thirst became every moment more and more pressing answered Miau! Miau! Which the page interpreted to mean, No! No! And therefore carried this answer to the King. Then we must try what force will do, the Ki So the guns were planted, and thepalace was fired upon from all sides. When the fire reached the room where the cat was, shesprang out of the window and ran away; but the besiegers did not see her, and went on.firing uni the whole palace was burnt to the ground, Adapted from Grimm's Fairy Tales by Jacob and Wilhelm Grimm How does the father prepare his sons fora life without hin? 2 marks b Why was the first son at first almost despairing? 2 marks How would you deseribe the first son from what he says? 2 marks Kenya Certificate of Secondary Education, 2019919240 10172o oOwy 919240 10 What is implied about the islanders who bought the cock? Illustrate your answer. G marks How do we know thatthe islanders were convinced thatthe cock was very precious? Marks Explain the meaning of the following metaphor: Here was a fine field for Puss. 2 marks What wo lessons do we lear from this story? Marks Kenya Certificate of Secondary Education, 2019101 72n4 Rewrite the following to remove ambiguity. 3 marks Juma told Ali that he lacked self-confidence. Gi Tsaw a monkey with a telescope."}
{"text": "Marks Kenya Certificate of Secondary Education, 2019101 72n4 Rewrite the following to remove ambiguity. 3 marks Juma told Ali that he lacked self-confidence. Gi Tsaw a monkey with a telescope. Ii Look at that cow with one eye. B Choose the correct option from those given in brackets marks 0 My sister has five children and now she Wants 0 son. 8 Sixth one. Adapvadopt Te nirpag tie Mahoning secondary schoo wil be the guest of ii My father was sitting in the . Room when the guest arived. Leaving, living Complete the following using an appropriate preposition marks There is no exception...this rue, ii My friends congratulated me .........my recent achievement. Ii Kola has special liking Mathematis. Choose the best connector from those given in brackets. G marks She isa new employee; mummy She has done very well. Although even as nevertheless i My brother is very committed to his WOFK; .owsnn-y be has eared frequent promotions. Nonetheless notwithstanding consequently Gi Jason seems to be quite intelligent... ye often gets poor grades. Similarly however otherwise Kenya Certificate of Secondary Education, 2019919240 1012. Turn over 9192402Complete the following sentences by supplying the correct form of the verb given inbrackets. G marks i Hfthey had not .hhim money, he would not have gone for the trip. Sent send Gi Weare going to house for our mother. Build buil Git Let our clothes here.hang bung Kenya Certificate of Secondary Education, 201910172."}
{"text": "For More Free KCSE past papers visit www.freekcsepastpapers.comK.C.S.E.CHEMISTRY PAPER 1 20121Charcoal is a fuel that is commonly used for cooking. When it burns it forms two oxides. A Name the two oxides. 2 marks b State one use of any of the two oxides. 1 mark 2 Iron III oxide was found to be contaminated with copper II sulphate. Describe howa pure sample of iron III oxide can be obtained. 3 marks 3In an experiment, dry hydrogen gas was passed over heated Lead II Oxide as shown inthediagram below. State and explain the observations made in the combustion tube. 3 marks 4.The table below shows properties of some elements A, B, C and D which belong tothe same period of the periodic table. The letters are not the actual symbols of theelements. ElementABcDMp C 141098-101660Atomic radii nm 0.1170.1860.0990.143ElectricalconductivityPoorGoodNonconductorsGood a Arrange the elements in the order they would appear in the period. Give a reason. 2 marks b Select the metallic element which is the better conductor of electricity. Give areason. For More Free KCSE past papers visit www.freekcsepastpapers.com 1 mark 5.A sample of water in a beaker was found to boil at 101.5 C at 1 atmospheric pressure. Assuming that the thermometer was not faulty, explain this observation. 1mark 6.Study the information in the table below and answer the questions that follow:SaltSolubility g 100gwater at 40 Cat 60 CCuSO42838Pb NQ3 27998A mixture containing 35g of CuS04 and 78g of Pb N03 2 in l00g of water at 60 C wascooledto 40 C. a Which salt crystallised out? Give a reason 2 marks b Calculate the mass of the salt that crystallised out. 1 mark 7.Ammonium ion has the following structure:Label on the structure: a covalent bond; 1 mark b coordinate dative bond."}
{"text": "Give areason. For More Free KCSE past papers visit www.freekcsepastpapers.com 1 mark 5.A sample of water in a beaker was found to boil at 101.5 C at 1 atmospheric pressure. Assuming that the thermometer was not faulty, explain this observation. 1mark 6.Study the information in the table below and answer the questions that follow:SaltSolubility g 100gwater at 40 Cat 60 CCuSO42838Pb NQ3 27998A mixture containing 35g of CuS04 and 78g of Pb N03 2 in l00g of water at 60 C wascooledto 40 C. a Which salt crystallised out? Give a reason 2 marks b Calculate the mass of the salt that crystallised out. 1 mark 7.Ammonium ion has the following structure:Label on the structure: a covalent bond; 1 mark b coordinate dative bond. 1 mark 8.10cm3 of concentrated sulphuric VI acid was diluted to 100cm3. 10cm3 of the resultingsolution was neutralised by 36cm3 of 0.1M sodium hydroxide solution. Determine themass ofsulphuric VI acid that was in the concentrated acid S 32.0; H 1.0; O 16.0 . 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com9120g of iodine - 131 has a half life of 8 days and decays for 32 days. On the grid provided,plot a graph of the mass of iodine - 131 against time. 3 marks 10 a Name two cations that are present in hard water. 1 mark b Explain how the ion exchange resin softens hard water. 2 marks 11.The empirical formula of A is CH2Br."}
{"text": "Determine themass ofsulphuric VI acid that was in the concentrated acid S 32.0; H 1.0; O 16.0 . 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com9120g of iodine - 131 has a half life of 8 days and decays for 32 days. On the grid provided,plot a graph of the mass of iodine - 131 against time. 3 marks 10 a Name two cations that are present in hard water. 1 mark b Explain how the ion exchange resin softens hard water. 2 marks 11.The empirical formula of A is CH2Br. Given that 0.470g of A occupies a volume of 56cm3at546K and 1 atmospheric pressure, determine its molecular formula. H 1.0, C 12.0, Br 80.0, molar gas volume at STP 22.4 dm3 . 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com12Study the flow chart below and answer the questions that follow. AmmoniaDryingHeatedgasagentblacksolidCoppermetalXNitrogen a Name a suitable drying agent for ammonia. 1 mark b Describe one chemical test for ammonia. 1 mark c Name X. 1 mark 13A dynamic equilibrium is established when hydrogen and carbon IV oxide react asshownbelow:H2 g C02 g H2O g CO g What is the effect of adding powdered iron catalyst on the position of the equilibrium?Give a reason. 2 marks 14Distinguish between ionisation energy and electron affinity of an element. 2marks 15 Below is a representation of an electrochemical cell. Pb s Pb2 aq Ag aq Ag s a What does represent? 1 mark b Given the following:EoVPb2 aq 2ePb s ; - 0.13Ag aq eAg s ; - 0.80Calculate the E.M.F of the electrochemical cell. 2 marks 16Use the following information on substances S, T, V and hydrogen to answer thequestionsthat follow:For More Free KCSE past papers visit www.freekcsepastpapers.com i T displaces V from a solution containing V ions. Ii Hydrogen reacts with the heated oxide of S but has no effect on heated oxide of V."}
{"text": "On the grid provided,plot a graph of the mass of iodine - 131 against time. 3 marks 10 a Name two cations that are present in hard water. 1 mark b Explain how the ion exchange resin softens hard water. 2 marks 11.The empirical formula of A is CH2Br. Given that 0.470g of A occupies a volume of 56cm3at546K and 1 atmospheric pressure, determine its molecular formula. H 1.0, C 12.0, Br 80.0, molar gas volume at STP 22.4 dm3 . 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com12Study the flow chart below and answer the questions that follow. AmmoniaDryingHeatedgasagentblacksolidCoppermetalXNitrogen a Name a suitable drying agent for ammonia. 1 mark b Describe one chemical test for ammonia. 1 mark c Name X. 1 mark 13A dynamic equilibrium is established when hydrogen and carbon IV oxide react asshownbelow:H2 g C02 g H2O g CO g What is the effect of adding powdered iron catalyst on the position of the equilibrium?Give a reason. 2 marks 14Distinguish between ionisation energy and electron affinity of an element. 2marks 15 Below is a representation of an electrochemical cell. Pb s Pb2 aq Ag aq Ag s a What does represent? 1 mark b Given the following:EoVPb2 aq 2ePb s ; - 0.13Ag aq eAg s ; - 0.80Calculate the E.M.F of the electrochemical cell. 2 marks 16Use the following information on substances S, T, V and hydrogen to answer thequestionsthat follow:For More Free KCSE past papers visit www.freekcsepastpapers.com i T displaces V from a solution containing V ions. Ii Hydrogen reacts with the heated oxide of S but has no effect on heated oxide of V. a Arrange substances S, T, V and hydrogen in the order of increasing reactivity. 2 marks b If T and V are divalent metals, write an ionic equation for the reaction in i above."}
{"text": "3 marks 10 a Name two cations that are present in hard water. 1 mark b Explain how the ion exchange resin softens hard water. 2 marks 11.The empirical formula of A is CH2Br. Given that 0.470g of A occupies a volume of 56cm3at546K and 1 atmospheric pressure, determine its molecular formula. H 1.0, C 12.0, Br 80.0, molar gas volume at STP 22.4 dm3 . 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com12Study the flow chart below and answer the questions that follow. AmmoniaDryingHeatedgasagentblacksolidCoppermetalXNitrogen a Name a suitable drying agent for ammonia. 1 mark b Describe one chemical test for ammonia. 1 mark c Name X. 1 mark 13A dynamic equilibrium is established when hydrogen and carbon IV oxide react asshownbelow:H2 g C02 g H2O g CO g What is the effect of adding powdered iron catalyst on the position of the equilibrium?Give a reason. 2 marks 14Distinguish between ionisation energy and electron affinity of an element. 2marks 15 Below is a representation of an electrochemical cell. Pb s Pb2 aq Ag aq Ag s a What does represent? 1 mark b Given the following:EoVPb2 aq 2ePb s ; - 0.13Ag aq eAg s ; - 0.80Calculate the E.M.F of the electrochemical cell. 2 marks 16Use the following information on substances S, T, V and hydrogen to answer thequestionsthat follow:For More Free KCSE past papers visit www.freekcsepastpapers.com i T displaces V from a solution containing V ions. Ii Hydrogen reacts with the heated oxide of S but has no effect on heated oxide of V. a Arrange substances S, T, V and hydrogen in the order of increasing reactivity. 2 marks b If T and V are divalent metals, write an ionic equation for the reaction in i above. 1mark 17Study the energy level diagram below and answer the questions that follow."}
{"text": "Given that 0.470g of A occupies a volume of 56cm3at546K and 1 atmospheric pressure, determine its molecular formula. H 1.0, C 12.0, Br 80.0, molar gas volume at STP 22.4 dm3 . 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com12Study the flow chart below and answer the questions that follow. AmmoniaDryingHeatedgasagentblacksolidCoppermetalXNitrogen a Name a suitable drying agent for ammonia. 1 mark b Describe one chemical test for ammonia. 1 mark c Name X. 1 mark 13A dynamic equilibrium is established when hydrogen and carbon IV oxide react asshownbelow:H2 g C02 g H2O g CO g What is the effect of adding powdered iron catalyst on the position of the equilibrium?Give a reason. 2 marks 14Distinguish between ionisation energy and electron affinity of an element. 2marks 15 Below is a representation of an electrochemical cell. Pb s Pb2 aq Ag aq Ag s a What does represent? 1 mark b Given the following:EoVPb2 aq 2ePb s ; - 0.13Ag aq eAg s ; - 0.80Calculate the E.M.F of the electrochemical cell. 2 marks 16Use the following information on substances S, T, V and hydrogen to answer thequestionsthat follow:For More Free KCSE past papers visit www.freekcsepastpapers.com i T displaces V from a solution containing V ions. Ii Hydrogen reacts with the heated oxide of S but has no effect on heated oxide of V. a Arrange substances S, T, V and hydrogen in the order of increasing reactivity. 2 marks b If T and V are divalent metals, write an ionic equation for the reaction in i above. 1mark 17Study the energy level diagram below and answer the questions that follow. A Give the name of HA 1 mark b How can HB be reduced?"}
{"text": "A Arrange substances S, T, V and hydrogen in the order of increasing reactivity. 2 marks b If T and V are divalent metals, write an ionic equation for the reaction in i above. 1mark 17Study the energy level diagram below and answer the questions that follow. A Give the name of HA 1 mark b How can HB be reduced? Give a reason. 2 marks 18Acidified potassium manganate VII solution is decolourised when sulplur IV oxide isbubbled through it. The equation for the reaction is given below.2H2O 1 5S02 g 2KMnO4 aq K2SO4 aq 2MnSO4 aq 2H2SO4 aq a Which reactant is oxidised? Explain. 2 marks b Other than the manufacture of sulphuric VI acid, state one other use of sulphur IV For More Free KCSE past papers visit www.freekcsepastpapers.comoxide. 1 mark 19The set up shown below was used to investigate a property of hydrogen gas. State and explain the observation that would be made in the glass tube if beaker A wasfilledwith hydrogen gas. 3 marks 20Draw and name the isomers of pentane. 3 marks 21Give two uses of the polymer polystyrene. 1 mark 22Aluminium is both malleable and ductile, a What is meant by? I malleable; 1 mark ii ductible. 1 mark b State one use of aluminium based on: i malleability 1mark ii ductility 1mark For More Free KCSE past papers visit www.freekcsepastpapers.com23Describe how the percentage by mass of copper in copper carbonate can be determined. 3 marks 24The following set up of three test-tubes was used to investigate rusting of iron."}
{"text": "Give a reason. 2 marks 18Acidified potassium manganate VII solution is decolourised when sulplur IV oxide isbubbled through it. The equation for the reaction is given below.2H2O 1 5S02 g 2KMnO4 aq K2SO4 aq 2MnSO4 aq 2H2SO4 aq a Which reactant is oxidised? Explain. 2 marks b Other than the manufacture of sulphuric VI acid, state one other use of sulphur IV For More Free KCSE past papers visit www.freekcsepastpapers.comoxide. 1 mark 19The set up shown below was used to investigate a property of hydrogen gas. State and explain the observation that would be made in the glass tube if beaker A wasfilledwith hydrogen gas. 3 marks 20Draw and name the isomers of pentane. 3 marks 21Give two uses of the polymer polystyrene. 1 mark 22Aluminium is both malleable and ductile, a What is meant by? I malleable; 1 mark ii ductible. 1 mark b State one use of aluminium based on: i malleability 1mark ii ductility 1mark For More Free KCSE past papers visit www.freekcsepastpapers.com23Describe how the percentage by mass of copper in copper carbonate can be determined. 3 marks 24The following set up of three test-tubes was used to investigate rusting of iron. Study itandanswer the questions that follow. A Give a reason why rusting did not occur in test-tube C. 1 mark b Aluminium is used to protect iron sheets from rusting. Explain two ways in which aluminium protects iron from rusting. 2 marks 25Describe how a solid sample of potassium sulphate can be prepared starting with200cm3 of2M potassium hydroxide. 3 marks 26Describe two chemical tests that can be used to distinguish ethanol from ethanoic acid. 3 marks 27 a The electronic arrangement of the ion of element Q is 2.8.8."}
{"text": "The equation for the reaction is given below.2H2O 1 5S02 g 2KMnO4 aq K2SO4 aq 2MnSO4 aq 2H2SO4 aq a Which reactant is oxidised? Explain. 2 marks b Other than the manufacture of sulphuric VI acid, state one other use of sulphur IV For More Free KCSE past papers visit www.freekcsepastpapers.comoxide. 1 mark 19The set up shown below was used to investigate a property of hydrogen gas. State and explain the observation that would be made in the glass tube if beaker A wasfilledwith hydrogen gas. 3 marks 20Draw and name the isomers of pentane. 3 marks 21Give two uses of the polymer polystyrene. 1 mark 22Aluminium is both malleable and ductile, a What is meant by? I malleable; 1 mark ii ductible. 1 mark b State one use of aluminium based on: i malleability 1mark ii ductility 1mark For More Free KCSE past papers visit www.freekcsepastpapers.com23Describe how the percentage by mass of copper in copper carbonate can be determined. 3 marks 24The following set up of three test-tubes was used to investigate rusting of iron. Study itandanswer the questions that follow. A Give a reason why rusting did not occur in test-tube C. 1 mark b Aluminium is used to protect iron sheets from rusting. Explain two ways in which aluminium protects iron from rusting. 2 marks 25Describe how a solid sample of potassium sulphate can be prepared starting with200cm3 of2M potassium hydroxide. 3 marks 26Describe two chemical tests that can be used to distinguish ethanol from ethanoic acid. 3 marks 27 a The electronic arrangement of the ion of element Q is 2.8.8. If the formula of the ion isQ3,state the group and period to which Q belongs. Group: 1 2 mark Period: 1 2 mark For More Free KCSE past papers visit www.freekcsepastpapers.com b Helium, neon and argon belong to group 8 of the periodic table."}
{"text": "Explain. 2 marks b Other than the manufacture of sulphuric VI acid, state one other use of sulphur IV For More Free KCSE past papers visit www.freekcsepastpapers.comoxide. 1 mark 19The set up shown below was used to investigate a property of hydrogen gas. State and explain the observation that would be made in the glass tube if beaker A wasfilledwith hydrogen gas. 3 marks 20Draw and name the isomers of pentane. 3 marks 21Give two uses of the polymer polystyrene. 1 mark 22Aluminium is both malleable and ductile, a What is meant by? I malleable; 1 mark ii ductible. 1 mark b State one use of aluminium based on: i malleability 1mark ii ductility 1mark For More Free KCSE past papers visit www.freekcsepastpapers.com23Describe how the percentage by mass of copper in copper carbonate can be determined. 3 marks 24The following set up of three test-tubes was used to investigate rusting of iron. Study itandanswer the questions that follow. A Give a reason why rusting did not occur in test-tube C. 1 mark b Aluminium is used to protect iron sheets from rusting. Explain two ways in which aluminium protects iron from rusting. 2 marks 25Describe how a solid sample of potassium sulphate can be prepared starting with200cm3 of2M potassium hydroxide. 3 marks 26Describe two chemical tests that can be used to distinguish ethanol from ethanoic acid. 3 marks 27 a The electronic arrangement of the ion of element Q is 2.8.8. If the formula of the ion isQ3,state the group and period to which Q belongs. Group: 1 2 mark Period: 1 2 mark For More Free KCSE past papers visit www.freekcsepastpapers.com b Helium, neon and argon belong to group 8 of the periodic table. Give: i the general name of these elements; 1 mark ii one use of these elements. 1 mark 28The apparatus shown in the diagram below were used to investigate the products formedwhen concentrated sodium chloride was electrolysed using inert electrodes."}
{"text": "Study itandanswer the questions that follow. A Give a reason why rusting did not occur in test-tube C. 1 mark b Aluminium is used to protect iron sheets from rusting. Explain two ways in which aluminium protects iron from rusting. 2 marks 25Describe how a solid sample of potassium sulphate can be prepared starting with200cm3 of2M potassium hydroxide. 3 marks 26Describe two chemical tests that can be used to distinguish ethanol from ethanoic acid. 3 marks 27 a The electronic arrangement of the ion of element Q is 2.8.8.If the formula of the ion isQ3,state the group and period to which Q belongs. Group: 1 2 mark Period: 1 2 mark For More Free KCSE past papers visit www.freekcsepastpapers.com b Helium, neon and argon belong to group 8 of the periodic table. Give: i the general name of these elements; 1 mark ii one use of these elements. 1 mark 28The apparatus shown in the diagram below were used to investigate the products formedwhen concentrated sodium chloride was electrolysed using inert electrodes. A Write the equation for the reaction that takes place at electrode A. 1 mark b If the concentrated sodium chloride was replaced with dilute sodium chloride, whatproductwould be formed at electrode A?Explain. 2 marks 29.a State and explain what would happen if a dry blue litmus paper was dropped in a gas. 1mark b By using only dilute hydrochloric acid, describe how a student can distinguish betweenbarium sulphite from barium sulphate. 2marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education23 2 BIOLOGY Paper 2 THEORY Nov. 2019 - 2 hours Name Index Number ...Candidate's Signature Date ..Instructions to candidates a Write your name and iridex number in the spaces provided above. 0 Sign and write the date of examination in the spaces provided above. C This paper consists of two sections: A and B. d Answer allthe questions in section A in the spaces provided. 0 In section B answer question 6 leompulsory and either question 7 or 8 in the spaces providedafter question 8. F This paper consists of 12 printed pages. A Candidates should check the question paper to ascertain that all the pages are printed asIndicated and that no questions are missing. H Candidates should answer all the questions in English. For Examiners Use Onlym CanSection Question Maximum Candidates a 8 4 a2 e A 3 4 8 3 8. 6 2020 Total Score 80 2019 The Kenya National Examinations Council2312919303 Turn overSECTION A 40 marks Answer all the questions in this section n the spaces provided. . In an experiment to investigate the effect of sodium chloride on the growth rate ina spinachseedling, seeds were treated with different concentrations of sodium chloride, The results are asrecorded in the table below. Concentration of Percentage of spinach seeds Mean rootsodium chloride mol which started to grow roots Aength um 0.00 99.98 1730006 98.20 15.60018 380 1.6 From the results in th table above, explain the effect of increasing the concentration ofsodium chloride. Marks b Apart from a ruler, state two other equipment one would need to determine the rate of growth inthe roots. 2 marks With a reason, state one other part of the seedling the students would focus on todetermine the effect of sodium chloride on growth, 2 marks Kenya Certificate of Secondary Education, 2019919303, 23123 Sate the likely effect on the seedling of increasing the concentration of sodium chloride102.20moVI Umark 2."}
{"text": "G marks Gi Explain the similarity inthe end results made in seediings If and Ill. 2 marks iil State the likely treatment that would make seedlings Il and IIL respond likeseedling I. 2 marks Kenya Certificate of Secondary Education, 2019919303 2324919303,sIn cats, the gene for fur colour is sex-linked. Letter G represents the gene for ginger fur colourwhile leer B represents the gene for black fur colour ina given cat species. These genes are codominant. Heterozygous females have ginger and black patches of fur and their phenotype is.described as tortose-shell, With reference tothe information given above, what is meant by the term codominance? U mark b Explain why male cats with a tortose-shell phenotype do not usually occur. 2 marks Atortoise-shell female was crossed with a black male. Determine the genotypes andphenotypes ofthe offspring, S marks Kenya Certificate of Secondary Education, 20192372 Turn over65, Apperson accidentally touches a hot pan and responds as illustrated inthe diagram below. Forearm 2 Explain how the response illustrated above occurs. 6 marks Explain how auxins are utilised as selective weed killers in agriculture."}
{"text": "Determine the genotypes andphenotypes ofthe offspring, S marks Kenya Certificate of Secondary Education, 20192372 Turn over65, Apperson accidentally touches a hot pan and responds as illustrated inthe diagram below. Forearm 2 Explain how the response illustrated above occurs. 6 marks Explain how auxins are utilised as selective weed killers in agriculture. 2 marks Kenya Certificate of Secondary Education, 2019Bud919303,7 SECTION B 40 marks Answer question 6 compulsory and either question 7 or 8 in the spaces provided after question 8.6. The table below shows the rate of product formation for two enzymes, H and J over arange ofi values,pH 10 20 30 40 so 60Rat of product formationRatcot prover formation 345 405 335 150 Rate of formation Ratcofprodut maton 150 200 300 405 235 110 7.0 80 90 100 60 On the same axis, plot graphs of the rate of product formation against pH. 8 marks b Account for the rate of product formation for enzyme H between: pH 1.0and3.0G marks Kenya Certificate of Secondary919303, 212 Education, 2019 919303,Gi pH3.0and 7.0, marks From the graph, determine: i the pH value at which the rate of product formation of the two enzymes was thesame 1 mark ii the value of the rate of product formation for enzymes H and Jat the pH valuestated in c above i mark ii the optimum pH value for enzyme 3 mark State one variable that may lead to the change in the optimum rate of product-formationof the two enzymes."}
{"text": "Forearm 2 Explain how the response illustrated above occurs. 6 marks Explain how auxins are utilised as selective weed killers in agriculture. 2 marks Kenya Certificate of Secondary Education, 2019Bud919303,7 SECTION B 40 marks Answer question 6 compulsory and either question 7 or 8 in the spaces provided after question 8.6. The table below shows the rate of product formation for two enzymes, H and J over arange ofi values,pH 10 20 30 40 so 60Rat of product formationRatcot prover formation 345 405 335 150 Rate of formation Ratcofprodut maton 150 200 300 405 235 110 7.0 80 90 100 60 On the same axis, plot graphs of the rate of product formation against pH. 8 marks b Account for the rate of product formation for enzyme H between: pH 1.0and3.0G marks Kenya Certificate of Secondary919303, 212 Education, 2019 919303,Gi pH3.0and 7.0, marks From the graph, determine: i the pH value at which the rate of product formation of the two enzymes was thesame 1 mark ii the value of the rate of product formation for enzymes H and Jat the pH valuestated in c above i mark ii the optimum pH value for enzyme 3 mark State one variable that may lead to the change in the optimum rate of product-formationof the two enzymes. 1 mar Suggest with a reason, the likely part of the human alimentary canal where enzyme H would be found, 2 marks Kenya Certificate of Secondary Education, 2019229193039Giving examples, describe the following interactions among organisms: predator-prey symbiosis parasitism, Explain the effect of increased physical activity on the following organ systems: heart lungs kidneys skin, Kenya Certificate of Secondary Education, 201923172 20 marks 20 marks Turn over."}
{"text": "Figure Gooe oonat osot Tooot Toons eet Record the voltmeter reading E, when the crocodile clips are connected together a ots or Open the switch and separate the crocodile clips. Indicate by ticking below.the range ofthe vollmeter usedo-wv TJ o-sv GE onyGi Now connect the crocodile clips across resistance R 10000.Close the switchand record in table 2 the voltmeter reading V.Open the switch, Repeat the procedure in bi for other values of resistance R shown in the table Complete the table wi 2005306 7000 Grails onthe poi atte hot api arts Mr ur ae ota 0h wy page tL ais orm 705 the mile ofthe pags Determine the slope S ofthe graph.marks Daten he coment G gven that 5 mas From the graph determine mark Veuthe value of V when R 0o Ry the value of R when i Deemine Determine the slope ofthe graph ta pont X 52 em. F Determine the constant n given that n 525 Determine the constant given hat P You are provided with the following:voltmetertwo cells anda cell holder,swith,set of sx resistors each of resistance 10000.connecting wires,Determine the slope S ofthe graph. Determine the constant G given that G From the graph determine Vovthe value of V when R 0 Ny tenroth wim dae mark 1 mask Cm murks maria mares 2 marks 1 mark Umark More KCSE, KCPE, College and University Past Papers are available on http: www.kenyaplex.com."}
{"text": "NameIndex Number101 2 Candidate s SignatureENGLISHPaper 2 Date.............................. Comprehension, Literary Appreciation and Grammar Nov. 20162Vi hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationENGLISH Paper 22 Vi hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date of the examination in the spaces provided above. C Answer all the questions in this question paper. D All your answers must be written in the spaces provided in this question paper. E This paper consists of 12 printed pages. Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. G Candidates must answer the questions in English. For Examiner s Use OnlyQuestionMaximumScoreCandidate sScore415Total Score 2016 The Kenya National Examinations Councilfor free past papers visit: www.freekcsepastpapers.com2I hate to tell you this, but your kid is spoiled. Mine aren t much better. That, in essence, is the finding of a recent media poll. Most of us think most of our kids are overindulged, materialistic brats. I bring this issue up to talk about a controversial study that deals with corporal punishment spanking - and it has outraged those who oppose the practice while rearming those who support it. Dr. Diana Baumrind studied 164 families from the time their children were in pre-school until they reached their 20s. She found that most families used some form of corporal punishment. She further found that, contrary to what we have been told for years, giving a child a mild spanking defined as open-handed swats on the backside, arm or legs does not leave the child scared for life. Baumrind makes a distinction between the minor punishments practiced by most parents who spank and the harsher variants practiced by a tiny minority shaking and blows to the head or face, for example .For my money, there was always something spurious about the orthodoxy that assured us all corporal punishment, regardless of severity, was de facto abuse. Nevertheless, we bought into it, with the result being that parents who admitted to spanking were treated as primitive dolts and heaped with scorn. They were encouraged to negotiate with misbehaving children in order to nurture their self esteem. But the orthodoxy was wrong on several fronts."}
{"text": "She further found that, contrary to what we have been told for years, giving a child a mild spanking defined as open-handed swats on the backside, arm or legs does not leave the child scared for life. Baumrind makes a distinction between the minor punishments practiced by most parents who spank and the harsher variants practiced by a tiny minority shaking and blows to the head or face, for example .For my money, there was always something spurious about the orthodoxy that assured us all corporal punishment, regardless of severity, was de facto abuse. Nevertheless, we bought into it, with the result being that parents who admitted to spanking were treated as primitive dolts and heaped with scorn. They were encouraged to negotiate with misbehaving children in order to nurture their self esteem. But the orthodoxy was wrong on several fronts. In the first place, it is plainly ridiculous to equate a child who has been swatted on the butt with one who has been stomped, scalded or punched. In the second, the argument that reasonable corporal punishment leads inevitably to mental instability always seemed insupportable and has just been proved by Baumrind s study. Don t get me wrong, contrary to what its proponents sometimes claim, corporal punishment is not a panacea for misbehavior. Rearing a child requires not just discipline, but also humour, love and some luck. I have seen too many children behave with a sense of entitlement to believe it is. Heard too many teachers tell horror stories of dealing with kids from households where parents are not sovereign, adult authority not respected. So the pertinent question is not: to spank or not to spank? Rather, it is who s in charge here?Some folks think it s abuse when you swat a child s backside. But maybe, sometimes, it s abuse when you don t. Adapted from The Allyn Bacon Guide to Writing by John Ramage, John Bean and June Johnson. Boston: Longman, 2012 1 Read the passage below and then answer the questions that follow. 20 marks Kenva Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com3 a What does the author mean when he says most of us think most of our kids areoverindulged, materialistic brats . 2 marks b According to the author, what is the effect of mild punishment?"}
{"text": "Boston: Longman, 2012 1 Read the passage below and then answer the questions that follow. 20 marks Kenva Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com3 a What does the author mean when he says most of us think most of our kids areoverindulged, materialistic brats . 2 marks b According to the author, what is the effect of mild punishment? 2 marks c What is the controversy in the passage? 3 marks d What are the two major findings of Dr. Diana Baumrind s study? 2 marks e What is the author s personal view about corporal punishment? 4 marks Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com4 f Identify two other words that the author uses in the passage to mean mild corporalpunishment? 2 marks g Use two illustrations from the passage to explain the author s use of informal language. 3 marks h Explain the meaning of each of the following words as used in the passage. I materialistic 1 mark ii panacea 1 mark Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.comRead the excerpt below and then answer the questions that follow. 25 marks Brothers, people of Sakwa, we are pleased to welcome you to Yimbo. It is customary, because of the good dak between us, for you to marry our daughters and we yours. We are therefore more than neighbours, we have great wat between us because of the intermingling of blood though this has not occurred between our two lines so there is no danger of brother marrying sister - a great taboo. Since you are our brothers, we will not make things difficult for you. Here he stopped to take a sip of kong o and you could have heard the ants talk, so great was the silence. However, nobody was fooled by his sweet words. He continued, enjoying immensely the tension he was creating. Our daughter, Adoyo Obanda is a great beauty whose assets have been praised and sung by many a nyatiti singer from here to ChumbuKombit, from Sakwa to Loka Nam."}
{"text": "Since you are our brothers, we will not make things difficult for you. Here he stopped to take a sip of kong o and you could have heard the ants talk, so great was the silence. However, nobody was fooled by his sweet words. He continued, enjoying immensely the tension he was creating. Our daughter, Adoyo Obanda is a great beauty whose assets have been praised and sung by many a nyatiti singer from here to ChumbuKombit, from Sakwa to Loka Nam. She is as fleet as a gazelle and her flying feet have been incorporated into the sayings of our village so that mothers sending their daughters on errands tell them to run like Adoyo of the flying feet. She has been carefully brought up and has been taught all the requirements of Chik. She is very apt pupil, and will therefore not bring shame and ruin to her husband by improper conduct. Her antecedents are peerless for she can trace her bloodline clear to Ramogi our great father and her blood is pure for we have always taken care to marry correctly. She is also the eldest daughter of our great chief, a man whose fame is known throughout this land. After careful consultation, we have therefore decided that thirty head of cattle should be the proper bride price. Was that an inaudible gasp from someone at the back? Chief Owuor Kembo signaled to his uncle and the old man spoke. Brothers, people of Yimbo, we have listened with great care to what you have to say. Since the contract of marriage is a matter of great import, we wish to beg leave to consult with each other outside before we return our verdict. Feel free to do so, Aloo said magnanimously. They moved some distance away and Akoko watching from her mother s kitchen thought amusedly to herself, I should ask father to give me a piece of land to settle on because at this rate I shall never leave his house. Adapted from The River and the Source by Margaret A. Ogola. Nairobi: Focus Publishers, 2012 a What reasons had the old man given that had prompted the need for Chief OwourKembo to urgently seek a wife?"}
{"text": "They moved some distance away and Akoko watching from her mother s kitchen thought amusedly to herself, I should ask father to give me a piece of land to settle on because at this rate I shall never leave his house. Adapted from The River and the Source by Margaret A. Ogola. Nairobi: Focus Publishers, 2012 a What reasons had the old man given that had prompted the need for Chief OwourKembo to urgently seek a wife? 3 marks Kenya Certificate of Secondary Education, 2016tni 7 Turnoverfor free past papers visit: www.freekcsepastpapers.com6 b It is customary, because of the good dak between us for you to marry our daughters and we yours. Identify two other customary practices on marriage in this community that are revealed in this excerpt. 2 marks c Explain the character traits of Chief Owuor Kembo and Aloo that emerge in this excerpt. 4 marks d What was the response of Chief Owuor Kembo s party on the bride price requested forby Aloo? 2 marks e In what circumstances was the thirty head of cattle referred to unfavourably later in the story when Akoko was married to Chief Owuor Kembo? 2 marks Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com I should ask father to give me a piece of land to settle on because at this rate I shall never leave his house. I Why did Akoko say these words? 2 marks ii What do Akoko s words reveal about Chief Odero s character? 2 marks Since the contract of marriage is a matter of great import, we wish to beg leave to consult with each other outside before we return our verdict. I What is your view on the success of Akoko and Chief Kembo s marriage? 2 marks ii Identify and comment on one marriage you consider successful in The River and the Source. 2 marks Feel free to do so, Aloo said magnanimously. Rewrite in indirect speech."}
{"text": "2 marks Since the contract of marriage is a matter of great import, we wish to beg leave to consult with each other outside before we return our verdict. I What is your view on the success of Akoko and Chief Kembo s marriage? 2 marks ii Identify and comment on one marriage you consider successful in The River and the Source. 2 marks Feel free to do so, Aloo said magnanimously. Rewrite in indirect speech. 1 mark Kenya Certificate of Secondary Education, 2016 im ? Turn overfor free past papers visit: www.freekcsepastpapers.comExplain the meaning of the following words as used in the excerpt, i errands 1 mark ii apt 1 mark iii import 1 mark Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com9The Road Not TakenTwo roads diverged in a yellow wood,And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing there Had worn them really about the same,And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence:Two roads diverged in a wood, and I - I took the one less travelled by,And that has made all the difference. By Robert Frost Adapted from Understanding Poetry by Jim Reeves London: Heinemann, 1965 3 Read the poem below and then answer the questions that follow. J t - r . A Explain the meaning of the poem. 4 marks b Explain the meaning of the line Yet knowing how way leads on to way. 2 marks Kenya Certificate of Secondary Education, 2016 ai6mi i m 2Turn overfor free past papers visit: www.freekcsepastpapers.comExplain the meaning of the following words as used in the excerpt, i errands 1 mark ii apt 1 mark iii import 1 mark Kenya Certificate of Secondary Education, 2016 101 2for free past papers visit: www.freekcsepastpapers.com9The Road Not TakenTwo roads diverged in a yellow wood,And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing there Had worn them really about the same,And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence:Two roads diverged in a wood, and I - I took the one less travelled by,And that has made all the difference. By Robert Frost I!"}
{"text": "2 marks Feel free to do so, Aloo said magnanimously. Rewrite in indirect speech. 1 mark Kenya Certificate of Secondary Education, 2016 im ? Turn overfor free past papers visit: www.freekcsepastpapers.comExplain the meaning of the following words as used in the excerpt, i errands 1 mark ii apt 1 mark iii import 1 mark Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com9The Road Not TakenTwo roads diverged in a yellow wood,And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing there Had worn them really about the same,And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence:Two roads diverged in a wood, and I - I took the one less travelled by,And that has made all the difference. By Robert Frost Adapted from Understanding Poetry by Jim Reeves London: Heinemann, 1965 3 Read the poem below and then answer the questions that follow. J t - r . A Explain the meaning of the poem. 4 marks b Explain the meaning of the line Yet knowing how way leads on to way. 2 marks Kenya Certificate of Secondary Education, 2016 ai6mi i m 2Turn overfor free past papers visit: www.freekcsepastpapers.comExplain the meaning of the following words as used in the excerpt, i errands 1 mark ii apt 1 mark iii import 1 mark Kenya Certificate of Secondary Education, 2016 101 2for free past papers visit: www.freekcsepastpapers.com9The Road Not TakenTwo roads diverged in a yellow wood,And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing there Had worn them really about the same,And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence:Two roads diverged in a wood, and I - I took the one less travelled by,And that has made all the difference. By Robert Frost I! IM Adapted from Understanding Poetry by Jim Reeves London: Heinemann, 1965 3 Read the poem below and then answer the questions that follow. A Explain the meaning of the poem. 4 marks b Explain the meaning of the line Yet knowing how way leads on to way. 2 marks r 1 c r 1 1Kenya Certificate of Secondary Education, 2016m m Turnoverfor free past papers visit: www.freekcsepastpapers.com10 c Identify and explain the use of symbolism in the poem."}
{"text": "Rewrite in indirect speech. 1 mark Kenya Certificate of Secondary Education, 2016 im ? Turn overfor free past papers visit: www.freekcsepastpapers.comExplain the meaning of the following words as used in the excerpt, i errands 1 mark ii apt 1 mark iii import 1 mark Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com9The Road Not TakenTwo roads diverged in a yellow wood,And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing there Had worn them really about the same,And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence:Two roads diverged in a wood, and I - I took the one less travelled by,And that has made all the difference. By Robert Frost Adapted from Understanding Poetry by Jim Reeves London: Heinemann, 1965 3 Read the poem below and then answer the questions that follow. J t - r . A Explain the meaning of the poem. 4 marks b Explain the meaning of the line Yet knowing how way leads on to way. 2 marks Kenya Certificate of Secondary Education, 2016 ai6mi i m 2Turn overfor free past papers visit: www.freekcsepastpapers.comExplain the meaning of the following words as used in the excerpt, i errands 1 mark ii apt 1 mark iii import 1 mark Kenya Certificate of Secondary Education, 2016 101 2for free past papers visit: www.freekcsepastpapers.com9The Road Not TakenTwo roads diverged in a yellow wood,And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing there Had worn them really about the same,And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence:Two roads diverged in a wood, and I - I took the one less travelled by,And that has made all the difference. By Robert Frost I! IM Adapted from Understanding Poetry by Jim Reeves London: Heinemann, 1965 3 Read the poem below and then answer the questions that follow. A Explain the meaning of the poem. 4 marks b Explain the meaning of the line Yet knowing how way leads on to way. 2 marks r 1 c r 1 1Kenya Certificate of Secondary Education, 2016m m Turnoverfor free past papers visit: www.freekcsepastpapers.com10 c Identify and explain the use of symbolism in the poem. 3 marks d What does the poet means when he says that I took the one less travelled by ?"}
{"text": "1 mark Kenya Certificate of Secondary Education, 2016 im ? Turn overfor free past papers visit: www.freekcsepastpapers.comExplain the meaning of the following words as used in the excerpt, i errands 1 mark ii apt 1 mark iii import 1 mark Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com9The Road Not TakenTwo roads diverged in a yellow wood,And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing there Had worn them really about the same,And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence:Two roads diverged in a wood, and I - I took the one less travelled by,And that has made all the difference. By Robert Frost Adapted from Understanding Poetry by Jim Reeves London: Heinemann, 1965 3 Read the poem below and then answer the questions that follow. J t - r . A Explain the meaning of the poem. 4 marks b Explain the meaning of the line Yet knowing how way leads on to way. 2 marks Kenya Certificate of Secondary Education, 2016 ai6mi i m 2Turn overfor free past papers visit: www.freekcsepastpapers.comExplain the meaning of the following words as used in the excerpt, i errands 1 mark ii apt 1 mark iii import 1 mark Kenya Certificate of Secondary Education, 2016 101 2for free past papers visit: www.freekcsepastpapers.com9The Road Not TakenTwo roads diverged in a yellow wood,And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing there Had worn them really about the same,And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence:Two roads diverged in a wood, and I - I took the one less travelled by,And that has made all the difference. By Robert Frost I! IM Adapted from Understanding Poetry by Jim Reeves London: Heinemann, 1965 3 Read the poem below and then answer the questions that follow. A Explain the meaning of the poem. 4 marks b Explain the meaning of the line Yet knowing how way leads on to way. 2 marks r 1 c r 1 1Kenya Certificate of Secondary Education, 2016m m Turnoverfor free past papers visit: www.freekcsepastpapers.com10 c Identify and explain the use of symbolism in the poem. 3 marks d What does the poet means when he says that I took the one less travelled by ? 3 marks e What does the poem reveal about the character of the persona?"}
{"text": "IM Adapted from Understanding Poetry by Jim Reeves London: Heinemann, 1965 3 Read the poem below and then answer the questions that follow. A Explain the meaning of the poem. 4 marks b Explain the meaning of the line Yet knowing how way leads on to way. 2 marks r 1 c r 1 1Kenya Certificate of Secondary Education, 2016m m Turnoverfor free past papers visit: www.freekcsepastpapers.com10 c Identify and explain the use of symbolism in the poem. 3 marks d What does the poet means when he says that I took the one less travelled by ? 3 marks e What does the poem reveal about the character of the persona? 3 marks f What is the tone of the poem? 3 marks g Explain the meaning of the following words as used in the poem. I diverged 1 mark ii sigh 1 mark Kenya Certificate of Secondary Education, 20167 1 7 n 1 S f i 1for free past papers visit: www.freekcsepastpapers.com114 a Rewrite each of the sentences below to make it communicate more sensibly. 3 marks i Powerful and comfortable the buyer really liked the car. Ii They left the field full of sweat. Iii Mukasa loves growing vegetables. B Insert the correct punctuation marks in the sentences given. 4 marks i Whose responsibility is it to see whether this machine is working ii My one big question however is what you do with your free time iii Amazing That was the best party I have attended in years. Iv Please tell me the way to the police station c Complete each of the following sentences using the correct phrasal verb formed from theword given in brackets. 4 marks i Kimeto................................of the marathon race due to fatigue, pull ii The local council fire brigade........................the fire after many hours, put iii It is clear from her looks that Claire................................her mother, take iv The youth should.............................................to adults for guidance, look Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com d Rewrite the following sentences according to the instructions after each."}
{"text": "3 marks i Powerful and comfortable the buyer really liked the car. Ii They left the field full of sweat. Iii Mukasa loves growing vegetables. B Insert the correct punctuation marks in the sentences given. 4 marks i Whose responsibility is it to see whether this machine is working ii My one big question however is what you do with your free time iii Amazing That was the best party I have attended in years. Iv Please tell me the way to the police station c Complete each of the following sentences using the correct phrasal verb formed from theword given in brackets. 4 marks i Kimeto................................of the marathon race due to fatigue, pull ii The local council fire brigade........................the fire after many hours, put iii It is clear from her looks that Claire................................her mother, take iv The youth should.............................................to adults for guidance, look Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com d Rewrite the following sentences according to the instructions after each. 4 marks i It was tough but we eventually made it up the mountain. Begin: Tough..... ii Rashidi said that he had not insulted me. Use.......denied..... iii She is busy renovating her house so that she may rent it out. Rewrite using: with a view iv Mshamba will not at any cost support your cause. Begin: A t..... THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com."}
{"text": "Www.freekcsepastpapers.comPage 289 IMENTI SOUTH EXAMINATION, 2023 Kenya Certificate of Secondary Education 232 1 PHYSICS PAPER 1 TIME: 2 Hours SECTION A: 25 marks Answer all the questions in this section 1.The figure below shows a section of a tape measure used for measuring the circumference of a cylindrical watertank.i State the accuracy of the tape. 1 mark ii Determine the diameter of the tank. 2 marks 2.A student carried out an experiment and recorded the following measurementsHeight of the rod 160cm Length of the shadow of flag post 1400cm Length of the shadow of rod 140cm Use the above measurements to estimate the height of the flag post. 3 marks 3.Sketch a displacement time graph for a body moving with a uniform velocity. 2 marks 4.A student wearing a sharp pointed shoe is likely to damage a soft wooden floor. Explain. 2 marks 5.The figure below shows a simple apparatus for demonstrating expansion in solids. It consists of a metal ball thatjust slips through the metal ring when both are at room temperature. Wooden handleMetal ballMetal ringExplain how the apparatus can be used to show that solids expand when heated. 3 marks 6.The figure below shows a solid marble in a stable equilibrium. On the space provided sketch the same marble in aneutral state of equilibrium. 1 mark MarbleBowlSupport7.a State the Bernoulli s principle. 1 mark b The figure below shows a Bunsen burner. String 90 1m 2m 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60www.freekcsepastpapers.com Page 291 14. The diagram below shows a set up that a student used to investigate the pressure law. HeatDry airGlass flaskStirrerYXHot water a Name the parts X 1 mark Y 1 mark b What are the functions of i The stirrer 1 mark ii Part Y 1 mark c State the measurements that should be taken in the experiment. 2 marks d Explain how the measurement in c above may be used to verify pressure law."}
{"text": "1. The diagram below shows a motorist looking into his driving mirror. Mirror i Mark on the diagram: Letter I to show the incident ray and letter r to show the angle of reflection. 2 marks ii Name the dotted line shown in the diagram. 1 mark 2. A pendulum bob takes 0.05 seconds to move from its mean position to maximum displacement. Calculate its frequency. 2 marks 3. Describe how you would charge a gold leaf electroscope by induction method. 2 marks 4. State any two maintenance practices for accumulators. 2 marks 5. A man standing at the middle of two parallel walls fires a gun. He hears an echo after 1.5 seconds. Determine the distance of separation of the walls. Velocity of sound is 340 m s 3 marks 6. The figure below shows a candle flame being deflected by a positively charged sharp wire brought near it. Vely charged wireDeflected candle flame Explain the observation. 2 marks 7. The figure below shows part of electric cooker coil. Y i Why is the material labelled Y coiled? 1 mark ii State the property of material Y that makes it suitable for its use. 1 mark www.freekcsepastpapers.com Page 293 8. The figure below shows part of a rainbow. AB State what happens at part A 1 mark B 1 mark 9. One method of magnetization is by single stroking. State the disadvantage of this method. 1 mark 10. The figure below shows human eye with a defect. ImageEye ballEye lensObject i Identify the defect. 1 mark ii State one possible cause of the defect. 1 mark iii Identify the lens used to correct the defect. 1 mark 11. The sketch below shows an object placed some distance from a biconcave lens. FObject Draw rays to locate the image on the diagram. 3 marks SECTION B 55 MARKS Answer All questions 12. A The figure below shows a simple electric bell circuit. XGongHammerYZSpringSwitchwww.freekcsepastpapers.com Page 294 i Name the parts labelled X, Y, Z 3 marks ii When the switch is closed, the hammer hits the gong repeatedly. Explain why: I."}
{"text": "A The figure below shows a simple electric bell circuit. XGongHammerYZSpringSwitchwww.freekcsepastpapers.com Page 294 i Name the parts labelled X, Y, Z 3 marks ii When the switch is closed, the hammer hits the gong repeatedly. Explain why: I. The hammer hits the gong. 2 marks II. The hammer hits the gong repeatedly. 2 marks iii State and explain what would happen if the armature is made of steel metal. 2 marks iv What adjustment should be done to the system to make it operate effectively with a lower voltage battery? 1 mark 13. A State one use of echoes. 1 mark b i Explain why there is gradual decrease in amplitude of a progressive wave. 1 mark ii Distinguish between refraction and reflection of waves. 1 mark iii In the figure below complete the diagram to show how plane wave move in the shallow and deep region below. 2 marks DeepShallowDeep iv The figure below shows how water waves interfere in a ripple tank. The amplitude and wavelength of each wave is 8cm and 5 cm respectively. ABCDOS15cm5cmS2 Determine the amplitude of the water wave at: A 1 mark B 1 mark v If the vibrator S1 and S2 in part iv above produces coherent waves at a frequency of 40Hz, determine the speed of water wave. 2 marks c A radio station transmits a wave frequency of 120MHz. Calculate i The wavelength of the transmitted waves. 2 marks ii Time taken for the waves to travel a distance of 50km. 2 marks 14. The figure below shows a simple circuit consisting of resistor networks and a power source of internal resistance of 0.6 ohms a Calculate i The total effective resistance. 3 marks ii Current flowing through the 3 resistor. 3 marks 6 1 3 12V, 0.6 www.freekcsepastpapers.com Page 295 b Two capacitors of values 3 F and 6 F connected in series to a 120V d.c supply as shown below. I Calculate the total energy stored in the capacitor."}
{"text": "3 marks ii Current flowing through the 3 resistor. 3 marks 6 1 3 12V, 0.6 www.freekcsepastpapers.com Page 295 b Two capacitors of values 3 F and 6 F connected in series to a 120V d.c supply as shown below. I Calculate the total energy stored in the capacitor. 3 marks ii The capacitors are then reconnected in parallel. Determine I. Potential difference across each capacitor. 1 mark II. Total energy stored in both capacitors. 3 marks iii Comment of the energy difference in I and II above. 3 marks 15. A State the Snell s law of refraction. 1 mark b In an experiment to determine refractive index of a liquid, the liquid was poured into a measuring cylinder, a pin was placed at the bottom of the cylinder and another pin was used to locate the apparent position of the first pin. The values of real and apparent depth were used to plot a graph as shown below. I From the graph determine the refractive index of the liquid. 3 marks ii Given that the velocity of light in vacuum is 3.0 x 108m s, what would be the velocity of light in the liquid above? 3 marks 16. A i Define the term principal focus as used in convex lens. 1 mark ii State two differences between the human eye and camera 2 marks b An object is placed 20cm in front of a concave lens of focal length 16cm. Determine i The image distance from the lens. 3 marks ii The magnification. 3 marks 6 F 3 Fwww.freekcsepastpapers.com Page 296 IMENTI SOUTH EXAMINATION, 2023 Kenya Certificate of Secondary Education 232 3 PHYSICS PAPER 3 PRACTICAL TIME: 2 HOURS QUESTION ONE You are provided with the following A concave lens A lit candle A white screen A lens holder A metre rule Procedure a Set the apparatus as shown below. B Place a lit candle at object distance u 20cm."}
{"text": "3 marks ii The magnification. 3 marks 6 F 3 Fwww.freekcsepastpapers.com Page 296 IMENTI SOUTH EXAMINATION, 2023 Kenya Certificate of Secondary Education 232 3 PHYSICS PAPER 3 PRACTICAL TIME: 2 HOURS QUESTION ONE You are provided with the following A concave lens A lit candle A white screen A lens holder A metre rule Procedure a Set the apparatus as shown below. B Place a lit candle at object distance u 20cm. Move the screen towards or away from the lens until a sharp image of the candle flame is obtained on the screen. Measure the distance V and record the results in the table. C Repeat the same for other values of U as shown in the table and fill their respective values of V. Object distance U cm Image distance V cm U V cm UV cm2 20 30 45 60 75 90 5 marks d Plot a graph of UV cm2 against U V cm on the grid provided. 5 marks e Determine the slope of the graph. 2 marks f Determine the power of the lens used in the experiment. 2 marks QUESTION TWO You are provided with the following 2 new dry cells A cell holder Switch A resistance wire mounted on a mm scale Six connecting wires each with a crocodile clip at one end An ammeter A voltmeter Micrometer screw gauge Procedure a Measure the diameter of the mounted wire at two distinct points. D1 mm mark d2 mm mark Average diameter 1 mark U cm V cm Convex lens White screen Candlewww.freekcsepastpapers.com Page 297 b Connect the circuit as shown below. VA i Close the switch and measure the p.d, Vo across the 1M length of resistance wire and current Io. Vo V 1 mark Io A 1 mark ii Calculate the resistance Ro of the wire. 2 marks iii Calculate the cross-section area A of the wire in S.I units."}
{"text": "All working must be clearly shown. Electronic calculators, mathematical tables may be used. All numerical answers should be expressed in the decimal notations. You may use g as 10m s2 SECTION A 25 MARKS 1. Figure 1, shows a Vernier caliper of zero error 0.02 cm being used for measuring the diameter of a cylindrical container of height 10 cm. The scale reading of the Vernier is as shown alongside. A. Determine the diameter of the container 2 marks b. Estimate the volume of a liquid which can completely fill the container 2 marks 2. State one factor that affects the turning effect of a force on a body. 1 mark 3. Figure 2 shows some air trapped by mercury in a glass tube. The tube is inverted in a dish containing mercury. Given that the atmospheric pressure is 760 mmHg and the height of mercury column in the tube is 600 mm, determine the pressure of the air trapped in the tube in mmHg. 2 marks 4. Figure 3 shows drops of mercury and water on a glass surface, Explain the difference in the shapes of the drops. 2marks Figure 1 5. A ball is thrown from the top of a cliff 20m high with a horizontal velocity of 10ms-1. Calculate the distance from the foot of the cliff to where the ball strikes the ground. 3 marks Mercury Water Glass surfacewww.freekcsepastpapers.comPage 271 A B thread 6. Explain one advantage of mercury over alcohol as a thermometric liquid. 1mark 7. A body of mass M is allowed to slide down an inclined plane. State two factors that affect its final velocity at the bottom of the inclined plane. 2marks 8. A stopwatch reads 08:10:84 and 09:10: 90 before and after an experiment respectively. Determine the duration of the event in SI units. 2marks 9. Explain the meaning of thermodynamics as a branch of physics. 1 mark 10. A. State the Hooke s Law. 1mark b. Figure 4 shows identical spiral springs supporting a load of 90N."}
{"text": "State the Hooke s Law. 1mark b. Figure 4 shows identical spiral springs supporting a load of 90N. Each spring has a spring constant k 200N m 90Nsprings Determine the total extension of the system take the weight of the cross bars and springs to be negligible 2 marks 11. Figure 5 shows a rectangular loop with a thin thread loosely tied and dipped into a soap solution. Draw on the space provided what is observed when point A is punctured. 1mark 12. Two horizontal strings are attached to a block, resting on a frictionless surface, as shown in figure 6. A force of 100N pulls on one string. The block does not move. Find the value of the force, F on the other string. 1 mark 13. A wooden bench feels neither warm nor cold when touched by your bare hands. Explain this observation. 2 marks F 100 N supportwww.freekcsepastpapers.comPage 272 SECTION B 55 MARKS 14. A State the principle of conservation of linear momentum. 1 mark b Distinguish between elastic and inelastic collision. 1 mark c A striker kicks a ball of mass 200g initially at rest with a force of 78N.Given that the foot was in contact with the ball for 0.30s; determine the takeoff velocity of the ball. 3 marks d A high jumper usually lands on thick soft mattress. Explain how the mattress helps in reducing the force of impact. 2 marks e A ball is thrown horizontally from the top of a vertical tower of height 75m and strikes the ground at a point 80m from the bottom of the tower. Determine the: i Time taken by the ball to hit the ground. Acceleration due to gravity 10m s2 3 marks ii Initial horizontal velocity of the ball. 3 marks 15. A State two factors that affect the boiling point of a liquid 2 marks b 100g of a liquid at a temperature of 100 C is poured into a well lagged calorimeter. An electric heater rated 50W is used to heat the liquid. The graph in figure 7 shows the variation of the temperature of the liquid with time."}
{"text": "Take: Speed of light in vacuum C 3.0 x 108m s Acceleration due to gravity g 10N S2 SECTION A 25 MARKS Answer all the questions in the spaces provided. 1. Figure 1 below shows a ray of light incident to the first of the two mirrors placed at an angle of 600 fig 1 Complete the path of the ray after reflection from the mirrors. 1mk 2. Figure 2 below shows a positive charge near a plate carrying negative charge. Fig 2 Draw the electric field between them. 2mks 3. Two pins are hanging from a magnet as shown in the diagram below figure 3 fig 3 Explain why they do not hang vertically downwards. 2mks 4. Draw the diagrams to illustrate what happens when plane waves are incident on a slit. I When the width of the slit is large compared with the wavelengths of the waves. 2mks ii When the width of the slit is small compared with wavelength of the waves. 2mks 5. What energy conversion occurs in a photocell? 1mk 6. I Arrange the following waves in order of decreasing wavelength; infrared, X-rays, micro-waves and visible light 1mk ii State one application of visible light. 1mk 7. State two advantages of an alkaline battery over lead acid battery. 2mks 8. A girl shouts and ears an echo after 0.6 seconds later from a cliff. If velocity of sound is 330m s, calculate the distance between her and the cliff. 3mks 9. What is dispersion of light? 1mk www.freekcsepastpapers.comPage 275 10. Determine the reading of an ammeter in figure 4 below 2mks fig 4 11. A ray of light is incident on a glass oil interface as shown in figure 5 below. Determine the value of r Take refractive index of glass and oil as 3 2 and 6 3 respectively 3mks fig 5 12. State two factors that affect the capacitance of a parallel plate capacitors. 2mks SECTION B 55 MARKS 13. A State Ohm s law."}
{"text": "2mks b A ray of light traveling in the direction EO in air enters a rectangular block as shown in the diagram. The resulting angle of refraction is 18 . Find: i The refractive index of the block. 2mks ii The critical angle C of the block. 3mks 16. A The figure below shows an object in front of lens. I Using rays locate the image as seen by observer, E. 2 mks ii Give one application of such a lens as used above. 1 mk 18o Cwww.freekcsepastpapers.comPage 277 b Figure below shows a diagram of the human eye. Sketch a ray diagram showing how lens is used to correct long sightedness. 2 mks c An object of height 10.5cm stands before a diverging lens of focal length 20cm and a distance of 10cm from the lens. Determine; i image distance. 3 mks ii height of the image. 3mk iii magnification. 2 mk 17. A State the Lenz s law of electromagnetic induction. 1 mk b A bar magnet is moved into a coil of an insulated copper wire connected to a zero centre galvanometer as shown below i Show on the figure above the direction of the induced current in the coil 1 mark ii State and explain what is observed on the galvanometer when the south pole of the magnet is moved into and then withdrawn from the coil. 2 marks c A transformer has 800 turns in the primary and 40 turns in the secondary winding. The alternating voltage connected to the primary is 240V and current of 0.5.A. If 10 of the power is dissipated as heat within the transformer, determine the current in the secondary coil."}
{"text": "2 marks c A transformer has 800 turns in the primary and 40 turns in the secondary winding. The alternating voltage connected to the primary is 240V and current of 0.5.A. If 10 of the power is dissipated as heat within the transformer, determine the current in the secondary coil. 3 marks N Gwww.freekcsepastpapers.comPage 278 CHOGORIA - MURUGI JOINT EXAMINATION, 2023 Kenya Certificate to Secondary Education 232 3 PHYSICS PAPER 3 CONFIDENTIAL Question 1 Each candidate to have the following apparatus 2 new dry cells Cell holder Ammeter 0-1A Voltmeter 6 connecting wires at least 3 with crocodile clips Nichrome wire SWG 28 d 0.38mm mounted on a mm scale with the ends labeled A and B A switch Micrometer screw gauge may be shared Jockey key. Question 2 PART A Each candidate to have the following apparatus Retort stand, clamp and boss A piece of thread 1.2 metre Two small pieces of wood blocks Pendulum bob Meter rule Stop watch PART B Each candidate to have the following apparatus A concave mirror Focal length 16 cm Mirror holder White screen Metre rule A candlewww.freekcsepastpapers.comPage 279 CHOGORIA -MURUGI JOINT EXAMINATION, 2023 Kenya Certificate to Secondary Education 232 3 PHYSICS Paper 3 Practical TIME: 2 HRS Answer all the questions. You are supposed to spend the first 15 minutes of the 2 hours allowed for this paper reading the whole paper carefully before your start. QUESTION ONE. You are provided with the following; 2 new dry cells Cell holder Ammeter 0-1A Voltmeter 6 connecting wires at least 3 with crocodile clips Nichrome wire mounted on millimeter scale Micrometer screw gauge may be shared Jockey. Proceed as follows; a Using micrometer screw gauge, measure the diameter, D of the nichrome wire."}
{"text": "QUESTION ONE. You are provided with the following; 2 new dry cells Cell holder Ammeter 0-1A Voltmeter 6 connecting wires at least 3 with crocodile clips Nichrome wire mounted on millimeter scale Micrometer screw gauge may be shared Jockey. Proceed as follows; a Using micrometer screw gauge, measure the diameter, D of the nichrome wire. I D mm ii D m 1mark iii The cross sectional area A is obtained by; 2 Where r D 2 Determine the cross sectional area A in SI units. 2marks b Set up the apparatus as shown below. C Record the e.m.f across the terminals of the dry cells when the switch is open. Emf d Adjust the position of jockey key such that length AX 10cm. Close the switch and record the voltmeter and ammeter reading on the table given. E Repeat step d above for the other lengths shown on the table. Www.freekcsepastpapers.comPage 280 f Complete the table. 5 marks Length, L AX cm 10 20 30 50 70 80 Voltage V Current A Resistance V I g Plot a graph of resistance against Length cm on the graph provided below. 5 marks h i Determine the slope of your graph. 3marks ii The relationship between L and R is given by the equation; , determine the value of . 2marks iii Suggest what constant represents. 1mark QUESTION TWO A You are provided with the following apparatus; Retort stand, clamp and boss A piece of thread Two small pieces of wood blocks Pendulum bob Meter rule Stop watch Procedure; Tie the bob to one end 20cm length of the thread and suspend it from the retort stand with the help of the wooden blocks as shown in the diagram. Displace the bob by a small angle say 100; start the stopwatch simultaneously and allow it to swing to make ten oscillations."}
{"text": "When an inflated balloon is placed in a refrigerator, it is noted that its volume reduces. Use kinetic theory to explain this observation 2 marks 7. The figure below shows a solid just before being released into a liquid of the same density as the solid. On the same diagram draw the observation made when the solid is released 1 mark 8. The figure below shows a glass tumbler partly filled with water at room temperature. Briefly explain what happens to the stability of the tumbler when the water is heated 2 marks 9. The figure below shows some air trapped in a glass tube, the tube is inverted in a dish containing mercury. Given that the atmospheric pressure is 760 mmHg and the height of mercury column in the glass is 550 mm determine the pressure of the air trapped in the tube in mm Hg. 2 marks www.freekcsepastpapers.comPage 251 10. The figure below shows a hydraulic machine in equilibrium while supporting a load when a force of 100N is applied one of the pistons. The cross-section area of the pistons are as shown. Determine the weight of the load 3 marks 11. A metal ball suspended vertically with a light string of length 4m is displaced through an angle as shown in the diagram below. The body is released from A and swings past the lowest point B. Given that its velocity at point B is 4 m s, determine angle 3 marks 12. The figure below shows a uniform bar balanced by forces F1 and F2. Determine the value of F1 3 marks SECTION B 55 MARKS Answer ALL the questions in the spaces provided 13. A An object of mass 50g is dropped from a height of 80m to hit the ground below i For the motion, on the same axes, sketch and label the graphs of : 3 marks I. Kinetic energy against time II. Potential energy against time ii Determine how long it takes to reach the ground 2 marks iii Determine the momentum as it hits the ground 3 marks b Engine oil licks on the ground from a lorry as it decelerates uphill. The oil drops are shown below as black dots. The time between any two drops is constant at 2sec. I. On the same diagram indicate the direction of the lorry with an arrow. 1 mark ii."}
{"text": "I. On the same diagram indicate the direction of the lorry with an arrow. 1 mark ii. Determine the acceleration of the deceleration of the lorry. 3 marks www.freekcsepastpapers.comPage 252 14. The figure below shows a system used to lift a septic slab of weight 150N by applying a force of 50N on a light bar as shown. The radii of the pulley belt wheels are as indicated in the diagram Determine a. Tension T of the vertical string 3 marks b. MA of the system 2 marks c. VR of the system 3 marks d. Efficiency of the system 2 marks 15. A State three factors that affect the toughness of a spring 3 marks b When a mass of 120g is applied to a spring the pointer reads 6cm. A pan, in which a mass of 210g is placed, is now suspended from the spring and the pointer reads 14cm. When the 210g mass is removed from the pan the pointer reads 4cm. I. Draw a diagram or diagrams to represent the information above 1 mark ii. Determine the mass of the pan. 3 marks c The figure below shows a mass 200g placed on a frictionless surface and attached to a spring. The spring is compressed and released. Given that the elastic potential energy of the compressors spring is 2.7x10 2J. Determine the maximum speed with which the blocks moves after released. 3 marks 16. The sphere below has a volume of 0.1 litres. It is held with a tight string at the base with of its volume in liquid A of density 380kg m3 while the rest is in Liquid B of density 700kg m3. The tension of the string is 0.32N. www.freekcsepastpapers.comPage 253 Find: a. Mass of liquid A displaced 2 marks b. Mass of liquid B displaced 2 marks c. Upthrust experienced by the sphere 2 marks d. Mass of the sphere 3 marks e. Density of the sphere 3 marks 17. A girl joins two 20g masses A and B on a string and whirls them in a vertical circle Centre O of radius 50cm as shown below."}
{"text": "Mass of the sphere 3 marks e. Density of the sphere 3 marks 17. A girl joins two 20g masses A and B on a string and whirls them in a vertical circle Centre O of radius 50cm as shown below. The bodies maintained an angular velocity of 10 Rad-s Determine: a. The linear velocity of body A 2 marks b. Centripetal acceleration of Body B 2 marks c. The tension of the string i. T1 2 marks ii. T2 2 marks iii. T3 3 marks www.freekcsepastpapers.comPage 254 FORM IV CLUSTER EVALUATION, TRIAL 2, 2023 Kenya Certificate of Secondary Education 232 2 PHYSICS Paper 2 TERM 2, 2023 Time: 2 Hours SECTION A 25 MKS 1. A Figure 1 shows a ray of light incident on a plane mirror at point X. Complete the diagram indicating the angle of reflection. 2mks b State one characteristic of the image formed on plane mirror, 1mk 2. A Figure 2 shows a stationary charged rode X placed between two freely suspended charged rods, Y and Z. The charge on rod Z is indicated. Identify the type of charge on rods X and Y. 1mk b State one use of a charged gold leaf electroscope. 1mk 3. State the reason why current produced by a simple primary cell decreases rapidly when the cell is in use. 1mk 4. A State the reason why a freely suspended magnet always settles facing a particular direction. 1mk b Figure 3 shows poles of two bar magnets placed close to one another. Figure 3 Sketch the magnetic field pattern in the space between the poles. 1mk 5. Figure 4 shows the cross section of a conductor carrying some current and held between magnet field. Indicate using an arrow on the diagram the direction the conductor moves when released. 1mk www.freekcsepastpapers.comPage 255 6. A What is meant by the term echo? 1mk b Compare the speed of sound in air and in steel. 1mk c State one difference between stationary wave and progressive wave. 1mk 7. A State one difference sound waves and radio waves."}
{"text": "1mk c State one difference between stationary wave and progressive wave. 1mk 7. A State one difference sound waves and radio waves. 1mk b Figure 5 shows how displacement varies with distance of a certain wave. 1mk Figure 5 On the same diagram, indicate the wavelength of the wave using the symbol. 1mk 8. A State one characteristic of images formed by a concave mirror. 1mk b Figure 6 shows a concave mirror of focal length 10cm and an object O, placed 15cm infront of the mirror. Using a ray diagram, complete the diagram to locate the image, I, formed. 2mks 9. Figure 7 shows an immersion heater used to heat some water initially at 250C to boiling point. State two factors that determine the time taken for the water to boil. 2mks 10. A radioactive substance initially has a mass of 0.4g and decays to 0.05g in 75 minutes. Determine the half-life of the substance. 2mks 11. State one difference between X-rays and infrared waves. 1mk 12. Figure 8 a and b shows P n junctions, each connected to a cell and a lamp. Figure 8 It is observed that the bulb in a does not light while the bulb in b lights. Explain the reason for these observations. 2mks www.freekcsepastpapers.comPage 256 SECTION B 55 MARKS 13. A Define the term critical angle of a refracting media. 1mk b One of the conditions necessary for total internal reflection to occur is that the critical angle must be exceeded. State the other condition. 1mk c The figure below shows a ray of light travelling from air and through a prism made of glass of refractive index 1.7 i On the diagram show the critical angle. 1mk ii Determine the I. Critical angle 2mks II. Angle x and y 2mks 14. A Define the term Thermionic emission 1mk b The figure below shows the sketch of a cathode ray Oscilloscope. I Label the parts marked A and C."}
{"text": "A What quantity is represented by the values v u plotted on the vertical axis? 2mks b Determine the slope S of the graph. 1mk c Determine the x-intercept of the graph. 1mk d Given that ckvuv Determine the values of i k 1mk ii c 1mk 18. A Give one difference between x-rays and cathode rays. 1mk b The figure below shows a sketch of an x-ray tube. I Label the parts A, B and C. 3mks ii State the purpose of E and F. 1mk iii What physical characteristics are used to decide on the choice of C. 1mk b i State the function of the part labeled D. 1mk www.freekcsepastpapers.comPage 258 c Electrons from a cathode ray gun are accelerated in an X-ray tube by a potential of 10kV and used to produce X-rays. Only 0.5 of the electron energy converts into X-rays. Determine the i Maximum energy contained in the cathode electrons. 1mk ii Wavelength of the x-rays produced. 2mks Take h 6.62 x 10 34Js, C 3.0 x 108 m s 19. The figure below shows two capacitor plates held parallel to each other. A State and explain what happens to the capacitance of the plates if the top plate is moved as shown. 2mks b Show that if three capacitors in parallel have capacitances C1, C2 and C3, then the network capacitance is given as follows. CN C1 C2 C3 2mks c The figure below shows a network of capacitors. Determine the network capacitance. 2mks 20. A The figure below shows an experimental set-up consisting of a mounted lens L, a screen S, a metre rule and a candle. I Describe how the set-up may be used to determine the focal length, f, of the lens. 4mks ii State the reason why the set-up would not work if the lens was replaced with a diverging lens."}
{"text": "A The figure below shows an experimental set-up consisting of a mounted lens L, a screen S, a metre rule and a candle. I Describe how the set-up may be used to determine the focal length, f, of the lens. 4mks ii State the reason why the set-up would not work if the lens was replaced with a diverging lens. 1mk b An object placed 15cm from a convex lens is magnified two times. Determine the focal length of the lens. 3mks www.freekcsepastpapers.comPage 259 FORM IV CLUSTER EVALUATION, TRIAL 2, 2023 Kenya Certificate of Secondary Education 232 3 PHYSICS Paper 3 PRACTICAL CONFIDENTIAL Please provide the following for the physics practical paper. QUESTION 1 2 dry cells A cell holder A switch An ammeter with a scale range of 0-1A Six connecting wires Wire mounted on the metre rule labelled X SWG 28 or 0.37mm in diameter A micrometer screw gauge to be shared A Voltmeter QUESTION 2 - a metre rule - knife edge raised at least 20 cm above bench - one 50 g mass and one 100 g mass - a beaker or any container - 2 pieces of thread around 15 cm each - some water in a beaker - Liquid L in a beaker Paraffin - Some tissue paper. -. A triangular glass prism - A piece of soft board - Four optical pins - Four office pins - A sheet of plain paperwww.freekcsepastpapers.comPage 260 FORM IV CLUSTER EVALUATION, TRIAL 2, 2023 Kenya Certificate of Secondary Education 232 3 PHYSICS Paper 3 PRACTICAL Time: 2 Hours Instructions to candidates: You are supposed to spend the first 15 minutes of the 2 hours allowed for this paper reading the whole paper carefully before commencing your work. Marks are given for a clear record of the observation actually made, their suitability, accuracy and the use made of them. Candidates are advised to record their observations as soon as they are made Non-programmable silent electronic calculators may be used."}
{"text": "- A triangular glass prism - A piece of soft board - Four optical pins - Four office pins - A sheet of plain paperwww.freekcsepastpapers.comPage 260 FORM IV CLUSTER EVALUATION, TRIAL 2, 2023 Kenya Certificate of Secondary Education 232 3 PHYSICS Paper 3 PRACTICAL Time: 2 Hours Instructions to candidates: You are supposed to spend the first 15 minutes of the 2 hours allowed for this paper reading the whole paper carefully before commencing your work. Marks are given for a clear record of the observation actually made, their suitability, accuracy and the use made of them. Candidates are advised to record their observations as soon as they are made Non-programmable silent electronic calculators may be used. QUESTION 1 You are provided with the following: 2 dry cells A cell holder A switch An ammeter Five connecting wires Wire mounted on the metre rule labelled x A micrometer screw gauge to be shared A Voltmeter Proceed as follows a Measure the diameter of the wire three times and determine the average diameter, b D . M 2 marks c Determine the cross-section area of the wire, A . M2 1 mark d Connect the circuit as shown in the figure below. E Measure the voltage E from the Voltmeter, before closing the switch. E ................................ 1 mark f Adjust the length, of the wire to 0.2m, close the switch, S and read the value of current and record in the table below. Length, m 0.2 0.3 0.4 0.5 0.6 0.7 Current, I A 11 AI g Repeat the procedure in c above for the values of lengths given. 5 marks www.freekcsepastpapers.comPage 261 h Calculate the value of 1 and record in the table above. 1 mark i On the grid provided plot a graph of I1 y- axis against l 5 marks j Determine the gradient of the graph."}
{"text": "Length, m 0.2 0.3 0.4 0.5 0.6 0.7 Current, I A 11 AI g Repeat the procedure in c above for the values of lengths given. 5 marks www.freekcsepastpapers.comPage 261 h Calculate the value of 1 and record in the table above. 1 mark i On the grid provided plot a graph of I1 y- axis against l 5 marks j Determine the gradient of the graph. 2 marks k Given that, 1 , determine the value of . 3 marks QUESTION 2 You are provided with the following: - a metre rule - knife edge raised 20 cm above bench - one 50 g mass and one 100 g mass - a beaker or any container - some thread - some water in a beaker - Liquid L in a beaker - tissue paper - A triangular glass prism - A piece of soft board - Four optical pins - Four office pins - A sheet of plain paper PART A Proceed as follows: a Balance the metre rule edge and record the reading at this point .............................................................. cm 1 mark For the rest of this experiment the knife edge must be placed at this position b Set up the apparatus as shown in the figure below. Use the thread provided to hang the masses such that the positions of support can be adjusted. The balance is attained by adjusting the position of the 100g mass. Note that the distances X is measured form the knife edge and the 50g mass is fully submerged in the water. C Record the value of X . Cm ................................................... 1 mark d Apply the principle of moments to determine the weight Ww of the 50 g mass in water and hence determine the up thrust Uw in water Ww N ............................................. 2 marks Uw N .............................................."}
{"text": "Cm ................................................... 1 mark d Apply the principle of moments to determine the weight Ww of the 50 g mass in water and hence determine the up thrust Uw in water Ww N ............................................. 2 marks Uw N .............................................. 1 mark e Remove the 50 g mass from the water and dry it using tissue paper. F Maintaining the distance of 30cm in step d , now balance the metre rule when the 50 g mass is fully submerged in the liquid L Record the value of the distance X. cm ................................... 1 mark g Apply the principle of moments to determine the weight WL of the 50 g mass in the liquid L and hence determine the upthrust UL in the liquid i WL 2 mark ii UL 1 mark iii RD of liquid L 2 marks www.freekcsepastpapers.comPage 262 PART B Proceed as follows: a Place the plain sheet of paper on the soft board and pin it using the office pins at the comers. Trace the triangular prism outline of the prism on the sheet of paper use the upper part to leave space for two other outlines on the same page . Label the vertices of the outline at A, B and C. Remove the prism from the paper. B On the outline at a point O near the centre of side AB draw a normal ON. C Draw a line PO at an angle of 30 to the normal ON as shown in the figure below. D Replace the prism accurately on the outline. Fix two optical pins vertically on line PO at different points see the figure below . E View the images of the two pins through side AC of the outline. Fix a third and fourth pin vertically such that they are in line with the images of the first and second pin. Remove the prism and the pins. Draw a line joining the marks made by the third and fourth pins and extend it to join line PO also extended as shown below. Measure F, the angle of deviation of the emergent ray. 2 marks f Repeat part e for other angles of incidence shown in the table below."}
{"text": "Draw a line joining the marks made by the third and fourth pins and extend it to join line PO also extended as shown below. Measure F, the angle of deviation of the emergent ray. 2 marks f Repeat part e for other angles of incidence shown in the table below. Draw a fresh outline of the prism for each angle of incidence Complete table 1 3 marks Angle of incidence 30 50 70 Angle of deviation g Determine: i E the angle of emergence between the emergent ray and the normal at the point of emergence at the least angle of deviation. 2 marks ii K given that 2 sin 30 2 where F0 is the least angle of deviation 2 marks www.freekcsepastpapers.comPage 232 LUGARI JOINT MOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 232 1 PHYSICS PAPER 1 TIME: 2HRS INSTRUCTIONS TO CANDIDATES i Answer ALL the questions in section A and B. ii All working MUST be clearly shown. Iii Non programmable silent calculators may be used. Constant: g 10N kg or 10m s2 SECTION A: 25 MARKS 1. The figure below shows part of a vernier calipers when the jaws are closed without an object in between the jaws. A State the zero error of the vernier callipers. 1mark b A student used the same vernier calipers to measure the diameter of a test tube of actual diameter 2.15cm. What was the reading shown by the vernier callipers? 1mark 2. State a reason why a burn from steam at 1000C is more severe than a burn from boiling water at the same temperature 1 mark 3. Apart from temperature difference between the ends of a material, state any other two factors that determines rate of heat flow in a material 2marks 4. A point in the rim of a wheel has a linear velocity of 5.6 m s. if the rim has a radius of 40cm determine the angular velocity of the point 2marks 5. A wooden block of mass 2kg is placed on a horizontal surface."}
{"text": "A point in the rim of a wheel has a linear velocity of 5.6 m s. if the rim has a radius of 40cm determine the angular velocity of the point 2marks 5. A wooden block of mass 2kg is placed on a horizontal surface. A horizontal force of 12N is exerted on it makes it to accelerate at 5ms-2. Find the coefficient of friction between the surfaces. 3marks 6. Explain briefly how the temperature in a green house is kept higher than outside. 2 marks 7. The figure below shows two inflated balloons hanging vertically on light threads. State and explain the observation that will be made when a stream of air is blown in the space between the balloons. 2 marks 8. Explain why a hole in a ship near the bottom is more dangerous than the one near the top 1mark 9. The diagram bellow shows a uniform meter rule pivoted at its center and balanced by the forces shown. 3marks Determine the value of x. www.freekcsepastpapers.comPage 233 10. The figure shows a capillary tube dipped in water. State two differences that will be observed when water is replaced with mercury in the set up above. 2 marks 11. Give the transducer used to convert mechanical energy to electrical energy. 1 mark 12. A body is uniformly accelerated from rest to a final velocity of 100m s in 10seconds. Calculate the distance covered. 2marks 13. The figure below shows beaker containing a block of ice. State and explain the change in stability when the ice melts. 2marks SECTION B 55 MARKS 14. A Define the term heat capacity. 1 mark b A metal block of mass 2.0kg is heated electrically. The voltmeter read 12 volts and ammeter 4.0A. The temperature of the metal block increased from 250C to 750C in 10 minutes. Assuming no heat is lost to the surrounding. Determine: i Heat supplied by the heater. 2marks ii Heat gained by the metal cylinder 1mark iii Specific heat capacity of the metal block."}
{"text": "Assuming no heat is lost to the surrounding. Determine: i Heat supplied by the heater. 2marks ii Heat gained by the metal cylinder 1mark iii Specific heat capacity of the metal block. 2marks c Explain why food cooks faster in a pressure cooker than in an open sufuria 2marks d The figure below shows two identical containers A and B containing hot water and ice block. State with reason which water cools faster assuming that the wire gauge absorbs negligible heat. 2marks 15 a State Newton s second law of motion in terms of in momentum. 1mark b i A bullet of mass 20.0 g is fired with a velocity of 300m s into a wooden block of mass 4.98 kg suspended from a long in extensible string. The bullet sticks into the wood and the two moves together. Find the velocity of the block and bullet immediately after collision took place. 2marks ii Calculate the height to which both swings upwards. 2marks Water Capillary tube Ice block wrapped in wire gauze Hot Water Floating ice block B Awww.freekcsepastpapers.comPage 234 c Figure shows a hydraulic press system using a lever of negligible mass on the side of a small piston pivoted at point P. A force of 200N is applied at R. Calculate; i The force F exerted by small piston on the liquid. 2marks ii The weight of the Bale supported by the large piston 2marks iii Efficiency of the system. 3marks 16. A State Archimedes principle 1mark b A cylinder of length 5.0 cm and uniform cross section area 50.00 cm2 is suspended from a spring balance and totally immersed in water. If the density of the material of the cylinder is 1.25g cm3 and density of water is 1g cm3determine: i The up thrust on the cylinder 2marks ii Weight of the cylinder 2marks iii The reading on the spring balance 2marks c i State the reason why lead shots are fixed at the bottom of hydrometer."}
{"text": "3marks 16. A State Archimedes principle 1mark b A cylinder of length 5.0 cm and uniform cross section area 50.00 cm2 is suspended from a spring balance and totally immersed in water. If the density of the material of the cylinder is 1.25g cm3 and density of water is 1g cm3determine: i The up thrust on the cylinder 2marks ii Weight of the cylinder 2marks iii The reading on the spring balance 2marks c i State the reason why lead shots are fixed at the bottom of hydrometer. 1 mark ii A hydrometer of mass 30.0 g floats in water of density 1.0g cm3.If the bulb of the hydrometer had a volume of 2.8x10-5 m3 and stem has a cross section area of 1.0 cm2, what length of the stem would be submerged in the water. 3marks 17. A Define the term angular velocity. 1mark b The graph below was obtained from an experiment to investigate the variation of the centripetal force, F with the radius, r of the circle on which a body rotates was performed. From the graph, determine the angular velocity, of the body given that m 100g and F m 2r c where c is a constant. 3 marks c A stone of mass 40g is tied to the end of a string 50cm long and whirled in a vertical circle at 2 revolutions per second. Calculate the maximum tension in the string. 3marks d A stone is thrown horizontally with a velocity of 45m s from the top of a vertical tower 50m high. Determine: i The time taken by the bullet to reach the ground 2marks ii The maximum horizontal distance covered by the bullet 2marks P 100 cm 50 cm Liquid Area 180cm2 A Bale 200 N A 50 cm2 Rwww.freekcsepastpapers.comPage 235 18. A Define the absolute zero of the Kelvin temperature scale."}
{"text": "3marks d A stone is thrown horizontally with a velocity of 45m s from the top of a vertical tower 50m high. Determine: i The time taken by the bullet to reach the ground 2marks ii The maximum horizontal distance covered by the bullet 2marks P 100 cm 50 cm Liquid Area 180cm2 A Bale 200 N A 50 cm2 Rwww.freekcsepastpapers.comPage 235 18. A Define the absolute zero of the Kelvin temperature scale. 1 mark b The diagram below shows an experiment to investigate the relationship between volume and temperature of a fixed mass of gas at constant pressure i While stating any measurements to be made, explain how the set up would be used to verify Charles law. 3marks iii On the grid shown in the figure below sketch a graph of volume cm3 against temperature 0C for the experiment above. Clearly mark with the letter T the absolute zero temperature. 1 mark c A mass of air of volume 750cm3 is heated at constant pressure from 100 C to 1000 C. determine the final volume of the air. 2marks d The figure below shows a graph of weights of persons entering a lift against the extension of four similar springs supporting a lift. From the graph determine, i The spring constant of the springs 3marks ii The spring constant of a single spring 1mrk 600000.050.10.150.20.250.3Force, F N Extension,e m www.freekcsepastpapers.comPage 236 LUGARI JOINT MOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education 232 2 PHYSICS Theory Paper 2 TIME: 2 HOURS INSTRUCTIONS: Answer all questions in section A and B. All working must be clearly shown. Mathematical tables and electronic calculators may be used. SECTION A 25 MARKS Answer ALL the questions in this section. 1. Two plane mirrors are inclined at an angle of 120o to each other such that their reflecting surfaces face each other. An object pins stands midway between the mirrors. Draw a ray diagram to show all the images 3mks 2. State two conditions necessary for the occurrence of an annular eclipse 2mks 3."}
{"text": "An object pins stands midway between the mirrors. Draw a ray diagram to show all the images 3mks 2. State two conditions necessary for the occurrence of an annular eclipse 2mks 3. The figure below shows two parallel rays incident on a concave mirror. F is the focal point of the mirror. Sketch on the same diagram the path of the rays after striking the mirror. 2mks 4. State the class of waves to which sound belongs 1mk 5. Calculate the value of the critical angle C shown in the figure below 2mks 6. In the diagram below, two electroscopes A and B carry same type of charges as shown. The two are then connected with a copper wire as shown State and explain the observations 2mks www.freekcsepastpapers.comPage 237 6. The figure below shows a real image I formed by a convex lens On the same grid, construct a ray diagram to locate the position of the object 2mks 7. State a property of electromagnetic wave on which the operation of a radar system is based 1mk 8. The figure below shows an attempt to supply each of the three lamps L1, L2 and L3 with a switch i Explain why this is a poor connection 1mk ii Redraw an adjacent diagram to show the best positioning for the switches 1mk 9. State one use of x-ray in medicine and one use in industry 2mks 10. Draw the magnetic field lines due to the configuration shown below 1mk 11. Sketch the current voltage characteristic of a junction diode in a forward bias mode 1mk 12. The graph below represents values of 1 f and corresponding values of wavelength for waves transmitted in a certain medium N S Soft iron 0 1 2 3 4 0.00 0.02 0.04 0.06 0.08 0.10 Wavelength, m 1 f Hz-1 www.freekcsepastpapers.comPage 238 From the graph, determine the speed of the waves 3mks 13. State one causes of power loss in long distance transmission wires and how these loses can be minimized 1mk SECTION B 55 MKS Answer all questions. 14."}
{"text": "1mk III. Explain how the radiation from the radioactive source is detected in the chamber. 2mks IV. State one advantage of the cold chamber over a charged gold leaf electroscope when used as detectors of radiation 1mk b The graph below shows how the activity of a sample of the radioisotope technetium which is used extensively in medicine, varies with time. I. Use the graph to determine the half-life, T of technetium 1mk II. Hence calculate the decay constant for technetium given that 6931.021 Twhere is the decay constant. 1mk III. Determine the number of technetium atoms remaining in the sample after 24 hours 1mk Felt soaked in alcohol Base of chamber Radioactive source Solid CO2 Form Transparent glass Lamp Time hours 0 2 4 6 8 10 12 14 16 18 20 22 24 0 1 2 3 4 5 6 7 8 Activity x 107 B2 www.freekcsepastpapers.comPage 240 16. The figure below shows the features of an X-ray tube a i What is the purpose of the oil going in and out of the anode 1mk ii State with reason the property of tungsten that makes it suitable as a target 1mk b An X-ray tube operates with a potential difference of 100kv and filament current is 20mA. Calculate; I. The power transferred to the target of X-ray tube 2mks II. The number of electrons hitting the target per second 2mks III. The maximum energy of X-ray produced Take charge of an electron 1.6x10-19C, mass of an electron 9.1x10-31kg, fmax 3 x 1019 Hz 2mks c The diagram shows monochromatic radiation falling on a photocell connected to a circuit The incident radiation has a wavelength of 2.15x10-7m. The metal surface of the photocell has a work function of 2.26 eV I."}
{"text": "The number of electrons hitting the target per second 2mks III. The maximum energy of X-ray produced Take charge of an electron 1.6x10-19C, mass of an electron 9.1x10-31kg, fmax 3 x 1019 Hz 2mks c The diagram shows monochromatic radiation falling on a photocell connected to a circuit The incident radiation has a wavelength of 2.15x10-7m. The metal surface of the photocell has a work function of 2.26 eV I. Calculate the energy in eV of a proton of the incident radiation Take speed of light C 3.0x108ms-1, Planck s constant, h 6.63x10-34JS and electronic charge, e 1.6x10-19C 3mks II. What is the maximum kinetic energy of the emitted electrons 2mks III. Write down the value of the stopping potential 1mk 17. A State Lenz s law of electro-magnetic induction 1mk b In the figure below, the bar magnet is moved out of the coil i If the current, I is induced in the coil in the direction shown, what is the polarity of x of the magnet? 1mk ii Explain briefly the source of electrical energy in the circuit 1mk c A hydro-electric power station produces 500KW at a voltage of 10KV. The voltage is then stepped up to 150KV and the power is transmitted through cables of resistance 200 to a step-down transformer in a sub-station. Assuming that both transformers are 100 efficient. Calculate; Vacuum Filament supply Tungsten target Copper anode x-rays Cathode Filament High p.d Variable d.c supply -6v to 6v Anode Incident monochromatic Photo cathode Motionwww.freekcsepastpapers.comPage 241 i The current produced by the generator 2mks ii The current that flows through the transmission cables 2mks iii The voltage drop across the transmission cables 2mks iv The power loss during transmission 2mks v The power that reaches the sub-station 2mks 18."}
{"text": "The voltage is then stepped up to 150KV and the power is transmitted through cables of resistance 200 to a step-down transformer in a sub-station. Assuming that both transformers are 100 efficient. Calculate; Vacuum Filament supply Tungsten target Copper anode x-rays Cathode Filament High p.d Variable d.c supply -6v to 6v Anode Incident monochromatic Photo cathode Motionwww.freekcsepastpapers.comPage 241 i The current produced by the generator 2mks ii The current that flows through the transmission cables 2mks iii The voltage drop across the transmission cables 2mks iv The power loss during transmission 2mks v The power that reaches the sub-station 2mks 18. A The following graph shows the variation of image distance, v, with magnification, for a converging lens. Using the graph and the equation 1 Mfv determine: i The object position when the image position is 45 cm 2mks ii The focal length of the lens 2mks iii The power of the lens 2mks b The following figure shows an eye defect Name the defect and illustrate on the same diagram how the defect could be corrected. 2mks Image distance 10cm www.freekcsepastpapers.comPage 242 LUGARI JOINT MOCK EXAMINATION Kenya Certificate of Secondary Education 2023 232 3 PHYSICS PAPER 3 Answer all the questions. I You are provided with the following: ii A watch glass iii A small piece of plasticine iv A marble v A stop watch vi Vernier calipers vii Triangular glass prism viii Four optical pins ix Some cello tape x A soft board xi A plain sheet of paper xii An electronic balance for sharing i Record the mass of the marble. .m 1mk a Place the watch glass flat on the table with a small piece of plasticine to fix it firmly to the bench at the one place it touches. Release the marble from one end of the watch glass and time 10 complete oscillations with a stop watch. Repeat these three times."}
{"text": ".m 1mk a Place the watch glass flat on the table with a small piece of plasticine to fix it firmly to the bench at the one place it touches. Release the marble from one end of the watch glass and time 10 complete oscillations with a stop watch. Repeat these three times. Time for 10 oscillation Periodic time T s 1 2 3 2mks Find the average periodic time 2mk b Measure the diameter of the marble with vernier calipers and hence find its radius. Diameter . 1mk Radius r 1mk c Determine the volume of the marble given that V 2mks d Calculate the radius of curvature of the watch glass R from the formula R-r 2mks Where g 9.8m s2 , 3.142 e Determine the density of the marble 2mks www.freekcsepastpapers.comPage 243 PART B f Fix the plain sheet of paper on the soft board using some cello tape. Place the triangular prism on the paper and trace its outline on the sheet of paper. Remove the prism and use a ruler to extend the three side of the outline. Measure angle A and the length l A 1 mk l 1 mk NB: The plain sheet of paper must be submitted together with the question paper. G At a point about a third way along one side of the outline from angle A, draw a normal. H Draw a line at angle i 400 to the normal. Stick two pins P1 and P2 vertically on this line as shown below. Place the prism accurately on the outline. By viewing through the opposite side, stick two other pins P3 and P4 vertically such that they are in line with the two images of pins P1 and 2. Measure angle D i For two other values of angle I shown in the table 2 locate and measure the corresponding angles of deviation."}
{"text": "A uniform meter rule pivoted at its 15cm mark is balanced by a 200g mass suspended at the 5cm mark. Determine the weight of the meter rule 3marks 5. A paper windmill in a horizontal axis was placed about a candle as shown in the figure. When the candle was lit the paper windmill began to rotate. Explain this observation. 2marks 6. An object was placed on an inverted bowl as shown. I State the type of stability above. 1mark ii Define the type stability above. 1mark www.freekcsepastpapers.com225 7. A pipe of diameter 12mm is connected to another pipe of radius 9mm. If water flows in the wider pipe at the speed of 2m s what is the speed in the narrow pipe. 3marks 8. A car starting from rest accelerates uniformly for 5minutes to reach 30m s. It continues at this speed for the next 20minutes and then decelerates uniformly to come to stop in 10 minutes. On the axes provided sketch the graph of velocity against time for the motion of the car 1mark 9. A diver was swimming in a swimming pool of uniform depth of 0.8m from the surface of water. If atmospheric pressure acting on the surface of water is 103000pa calculate the total pressure experienced by the diver. Density of water 1g cm3, g 10m s2 2marks 10. The boiling point of water is known to be at 100oC. A student heated some water and noticed that it boiled at 101oC state two possible reasons for this observation. 2marks 11. Explain the difference between a liquid and a gas in terms of intermolecular distance and force. 2marks 12. State the source of energy for gases in the atmosphere. 1mark SECTION B 55 MARKS 13. A Define the term velocity ratio of a machine 1mark b Figure below shows part of a hydraulic press. The plunger is the position where effort is applied while the ram piston is the position where load is applied. The plunger has a cross-section area a m2 while the ram piston has a cross-section area Am2. When the plunger moves down a distance d, the ram piston moves up a distance d."}
{"text": "The plunger is the position where effort is applied while the ram piston is the position where load is applied. The plunger has a cross-section area a m2 while the ram piston has a cross-section area Am2. When the plunger moves down a distance d, the ram piston moves up a distance d. i State the property of liquid on which the working of the hydraulic press works 1mark ii Derive an expression for the velocity ratio V.R in terms of A and a 3marks c A machine of velocity ratio 45, overcome a load of 4.5 103N, When an effort of 135N is applied. Determine i The efficiency of the machine 3marks ii The percentage of work that goes to waste 1mark www.freekcsepastpapers.com226 14. A Define specific latent heat of fusion of a substance 1mark b Water of mass 200g at a temperature of 60oC is put in a well lagged copper calorimeter of mass 80g. A piece of ice at 0oC and mass 20g is placed in the calorimeter and the mixture stirred gently until all the ice melts. The final temperature T of the mixture is then recorded. Take; specific latent of fusion of ice 334000J kg, s.h.c of water 4200j kg 1k 1, s.h.c of copper 900J kg 1k 1 Determine: i The heat absorbed by the melting ice at 0oC 1mark ii The heat absorbed by the melted ice water to rise to temperature T. answer may be given in terms of T 2marks iii The heat lost by the warm water and the colorimeter answer may be given in terms of T 2marks iv The final temperature of the mixture 3marks 15. A State Newton s second law of motion 1mark b A matatu starts from rest and accelerates to cover a distance of 49m in 7seconds. Determine its acceleration. 2mks c A trolley moving on a horizontal bench of height 1.2m strikes a barrier at the edge of the bench."}
{"text": "The figure below shows a ray of light incident on a glass prism. Given that the critical angle of the glass is 390, sketch on the diagram the path of ray through the prism until it exits the prism 2mks 6. A sharp point of a pin is held over a positively charged electroscope. State and explain the observation made on the electroscope 2mks www.freekcsepastpapers.com229 7. The figure below is a circuit of 3 resistors connected to a 12v battery. Determine the P.d across the 3 resistor 3mks 8. The figure below shows a magnet. Point A and B are in front of the magnet. On the axis provided sketch a graph showing how the magnetic field strength changes the A to B 2mks 9. The figure below shows a beam of beta particles entering a magnetic field whose direction below. Complete the diagram to show the path of the beta particles as they pass through magnetic field and out of it 1mk 10. A girl standing 400m from the foot of a high cliff claps her hand and the echo reaches her 2.32 seconds later. Calculate the velocity of sound in air using this observation. 2mks 11. Explain two of ways of dealing with defect of polarisation in a simple cell 2mks 12. The figure below shows an a.c source connected across diode D and Resistor R. Distance Magnetic field strength Magnetic fields Beam of beta particleswww.freekcsepastpapers.com230 On the axis provided sketch the output voltage as observed in the CRO 1mk SECTION B 55 MARKS 13. A The figure below shows a system of capacitor connected to a 100v d.c supply. From this circuit determine: i Its effective capacitance 2mks ii The charge through the F 6capacitor 2mks iii The p.d across F 8capacitor 2mks b State any two factors that affects the capacitance of a parallel plate capacitor 2mks 14."}
{"text": "Distance Magnetic field strength Magnetic fields Beam of beta particleswww.freekcsepastpapers.com230 On the axis provided sketch the output voltage as observed in the CRO 1mk SECTION B 55 MARKS 13. A The figure below shows a system of capacitor connected to a 100v d.c supply. From this circuit determine: i Its effective capacitance 2mks ii The charge through the F 6capacitor 2mks iii The p.d across F 8capacitor 2mks b State any two factors that affects the capacitance of a parallel plate capacitor 2mks 14. A The figure below shows the features of an x-ray tube i Name the parts labelled A and B 2mks ii Explain the effect of increasing the potential P on x-rays produced 2mks iii During the operation of the tube, the target become very hot. Explain how this heat is caused 2mks b In a certain x-ray tube, the electrons are accelerated by a p.d of 12kv. Assuming that all energy goes to produce x-rays, determine the frequency of x-ray produced h 6.62 10-34Js and e- 1.6 10-19C 3mks Time s Pd V www.freekcsepastpapers.com231 15. The figure below shows a connection to a 3-pin plug as viewed from its back i Name the terminal pin labelled A 1mk ii State any two mistakes with wiring of his 3pin plug 2mks iii Give any two reasons why the earth pin is normally longer than the other two pins 2mks b The figure below is graph of K.E of electrons against frequency of radiation in photo electric effect in cathode metal plate From the graph, determine i Threshold wavelength of the cathode metal surface 2mks ii Planck s constant h of cathode 2mks iii Work function of cathode in ev 2mks 16."}
{"text": "Explain how this heat is caused 2mks b In a certain x-ray tube, the electrons are accelerated by a p.d of 12kv. Assuming that all energy goes to produce x-rays, determine the frequency of x-ray produced h 6.62 10-34Js and e- 1.6 10-19C 3mks Time s Pd V www.freekcsepastpapers.com231 15. The figure below shows a connection to a 3-pin plug as viewed from its back i Name the terminal pin labelled A 1mk ii State any two mistakes with wiring of his 3pin plug 2mks iii Give any two reasons why the earth pin is normally longer than the other two pins 2mks b The figure below is graph of K.E of electrons against frequency of radiation in photo electric effect in cathode metal plate From the graph, determine i Threshold wavelength of the cathode metal surface 2mks ii Planck s constant h of cathode 2mks iii Work function of cathode in ev 2mks 16. A The figure below shows a simple cathode ray tube i Explain how the electrons are produced in the tube 2mks ii State one function of the anode 1mk www.freekcsepastpapers.com232 iii At what part of the cathode tube would the time base be connected? 1mk b The figure below represents a displacement time graph for a wave moving with a velocity of 80cm s Determine the wave i Frequency f 2mks ii Wavelength 2mks c A ray of light traveling through air in to medium 1 and 2 as shown in the figure below. I Calculate the refractive index of medium 1 1mk ii Angle of refraction r2 in medium 2 2mks 17. A State the Lenz s law of electromagnetic induction. 1mk b A bar magnet is moved into a coil of insulated copper wires connected to a centre zero galvanometer G as shown in the figure below."}
{"text": "I Calculate the refractive index of medium 1 1mk ii Angle of refraction r2 in medium 2 2mks 17. A State the Lenz s law of electromagnetic induction. 1mk b A bar magnet is moved into a coil of insulated copper wires connected to a centre zero galvanometer G as shown in the figure below. I With arrows show the direction of induced current in the coil 1mk ii Explain clearly what is observed on the galvanometer when the south pole of a magnet is moved into the coil and then withdrawn 2mks c A transformer has 1600 turns in the primary coil and 80 turns in the secondary coil. If the transformer is 80 efficient and its primary coil is 240v with a current of 0.75A, determine i The secondary e.m.f of its coil 2mks ii The output power in its secondary coil 2mks www.freekcsepastpapers.com233 18. A Define the term radioactivity 1mk b The figure below shows tracks formed in a diffusion cloud chamber given by a certain radioactivity sample State the type of radiations emitted by this sample, explain your answer 2mks c i The figure below shows radioactive decay of iodine. Ii What fraction of this iodine will have decayed after 3 half lifes 2mks d The average count rate of a radioactive material sample is 92 counts per second. After 420 seconds, the count rate had dropped to 29 counts per second. Given that the background count rate was 20 counts per second, determine the half-life of this sample. 3mks www.freekcsepastpapers.com224 CEKENA MOCK EXAMINATIONS, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS Paper 3 CONFIDENTIAL 1. -. Two biconcave lenses 1st and 2nd f 10cm - Two lens holder - A white screen, I with cross wire - A white screen, II without cross wire - A meter rule - A plane mirror with surface area of the lens - A piece of cellotape - A lit candle source of light 2."}
{"text": "Given that the background count rate was 20 counts per second, determine the half-life of this sample. 3mks www.freekcsepastpapers.com224 CEKENA MOCK EXAMINATIONS, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS Paper 3 CONFIDENTIAL 1. -. Two biconcave lenses 1st and 2nd f 10cm - Two lens holder - A white screen, I with cross wire - A white screen, II without cross wire - A meter rule - A plane mirror with surface area of the lens - A piece of cellotape - A lit candle source of light 2. A Voltmeter Ammeter 0 -1 A Switch 2 dry cells Cell holder Resistor R 10 Nichrome wire 0.3 0.02mm 7 connecting wire Micrometer screw gauge to be shared B Measuring cylinder at least 40cm Glycerine to fill the cylinder to 37cm Two rubber bands Tissue paper One ball bearing diameter 6mm 1 A magnet any permanent magnet A micrometer screw gauge A stop watch digital www.freekcsepastpapers.com225 CEKENA MOCK EXAMINATIONS, 2023 Kenya Certificate of Secondary Education K.C.S.E 231 3 PHYSICS PAPER 3 PRACTICAL TIME: 2 hours a Answer all questions b You are supposed to spend the first 15 minutes of the 2 hours allowed for this paper reading the whole paper carefully before commencing your work. C Marks are given for clear record of the observation made, their suitability accuracy and the use made of them. D Candidates are advised to record their observation as soon as they are made. E Non-programmable silent calculators and mathematical tables may be used. 1 You are provided with the following: a Two biconcave lenses, b Two lens holders c Lit candle d White screen, I with cross-wire e White screen II f A meter rule g A plane mirror h Cellotape Procedure i Mount 1st lens in the lens holder. Fix the plane mirror at the back of the lens using cellotape ii Arrange the setup as shown in figure below."}
{"text": "1 mark 3. Figure 2 shows some air trapped by mercury in a glass tube. The tube is inverted in a dish containing mercury. Given that the atmospheric pressure is 760 mmHg and the height of mercury column in the tube is 600 mm, determine the pressure of the air trapped in the tube in mmHg. 2 marks 4. Figure 3 shows drops of mercury and water on two glass beakers, Explain the difference in the shapes of the drops. 2marks Mercury droplet Water droplet 5. A ball is thrown from the top of a cliff 20m high with a horizontal velocity of 10ms-1. Calculate the distance from the foot of the cliff to where the ball strikes the ground. 3 marks b a Inside jaws Vernier scale Object Outside jaws Main scale Stripwww.freekcsepastpapers.comPage 209 6. Explain why a clinical thermometer is not sterilized using boiling water. 1mark 7. A boy blows through the mouth of a hollow vuvuzela as shown below. A light cork is suspended freely by a string as shown. Giving reason indicate the path taken by the cork 2 marks 8. A stopwatch reads 08:10:84 and 09:10: 90 before and after an experiment respectively. Determine the duration of the event in SI units. 2marks 9. Explain the meaning of thermodynamics as a branch of physics. 1 mark 10. A metal ball suspended vertically with a light string of length 4m is displaced through an angle as shown in the diagram below. The body is released from A and swings past the lowest point B. Given that its velocity at point B is 4 m s, determine angle 3 marks 11. Figure 5 shows a rectangular loop with a thin thread loosely tied and dipped into a soap solution. Draw on the space provided what is observed when point A is punctured. 1mark 12. Two horizontal strings are attached to a block, resting on a frictionless surface, as shown in figure 6. A force of 100N pulls on one string. The block does not move. Find the value of the force, F on the other string. 1 mark 13. A wooden bench feels neither warm nor cold when touched by your bare hands. Explain this observation."}
{"text": "Determine the temperature of the gas when the pressure increases to 900mmHg and the volume decreases to 15 cm3. 3 marks 18. A Define the term velocity ratio of a machine 1 mark b The figure 11, below shows part of the hydraulic lift system. State any one property of the liquid under which the hydraulic system works 1 mark c The hydraulic lift machine above has velocity ratio 45 and it overcomes a load of 4500 N when an effort of 135 N is applied. Determine: i The mechanical advantage of the machine 2 marks ii Efficiency of the machine 3 marks iii The percentage of work that goes to waste 1 mark www.freekcsepastpapers.comPage 212 KAKAMEGA FORM IV JOINT EXAMINATION, 2023 Kenya Certificate of Secondary Education 232 2 PHYSICS PAPER 2 Time 2 hours INSTRUCTIONS TO CANDIDATES. Answer ALL the questions. ALL working must be clearly shown. Non-programmable silent electronic calculators and KNEC mathematical table may be used SECTION A 25 MKS 1. State two differences between images formed by a plane mirror and a pinhole camera. 2mks 2. You are provided with connecting wires, 2 dry cells, a switch and two bulbs. Draw a circuit diagram to show; cells in parallel and controlled by one switch. 2mks 3. When an ebonite rod is rubbed using dry cloth it acquires negative charge. Explain how the negative charge is acquired 1mk 4. The diagram below shows a soft iron bar placed when poles of a magnet. Draw the magnetic field pattern produced. 2mks 5. The diagram below shows a conductor in a magnetic field Indicate on the diagram the direction of motion 1mk 6. State two applications of total internal reflection 2mks 7. You are provided with resistors 3.052, 4.052 and 6.052. Draw a circuit diagram to show how the three resistors can be connected together to give an effective resistance of 652. 2mks 8. The diagram below shows plane waves moving from shallow to deep end of a pond."}
{"text": "Draw a circuit diagram to show how the three resistors can be connected together to give an effective resistance of 652. 2mks 8. The diagram below shows plane waves moving from shallow to deep end of a pond. Shallow water Deep water a Complete the diagram to show the waves on the deep end 1mk b State what happens at the boundary to i The frequency of the waves 1mk ii The speed of the waves 1mk www.freekcsepastpapers.comPage 213 9. The figure below shows a simple cell. A When switch K is closed, the bulb lights brightly initially, but grow dim and dimmer until it goes off; i State the possible cause of this behaviour. 1mk ii State the remedy for the behaviour 1mk 10. The diagram below shows a wave profile Determine the frequency of the wave 3mks 11. State two ways of increasing the capacitance of a parallel plate capacitor 2mks 12. A driver was given tow mirrors-a plane mirror to choose from. He chose convex mirror as his driving mirror. Give two reasons why? 2mks SECTION B 55 MKS 13. A State Snell s law of refraction 1mk b In an experiment to determine the refractive index of a liquid, the liquid was poured into a measuring cylinder, a pin was placed at the bottom of the cylinder and another pin used to locate the apparent position of the first pin. The values of real and apparent depth were used to plot a graph as shown below. Real depth cm Apparent depth cm www.freekcsepastpapers.comPage 214 i From the graph determine the refractive index of the liquid 3mks ii Given that the velocity of light in vacuum is 30x 108m s, what would be the velocity of light in the liquid above?"}
{"text": "A State Snell s law of refraction 1mk b In an experiment to determine the refractive index of a liquid, the liquid was poured into a measuring cylinder, a pin was placed at the bottom of the cylinder and another pin used to locate the apparent position of the first pin. The values of real and apparent depth were used to plot a graph as shown below. Real depth cm Apparent depth cm www.freekcsepastpapers.comPage 214 i From the graph determine the refractive index of the liquid 3mks ii Given that the velocity of light in vacuum is 30x 108m s, what would be the velocity of light in the liquid above? 2mks c The diagram below shows a ray of light incident on a glass-air interface Given that the refractive index of glass is 1.4, determine the value of 3mks d State two condition necessary for internal reflection to occur 2mks e The diagram below shows a ray of light incident at glass prism ABC at 90o Complete the ray to show how it emerges from the prism given the critical angle of the glass is 42o 14. A What is meant by the term capacitance? 1mk b The figure below shows a point placed near a positively charged rod. Draw on the diagram the resulting electric field patterns c When a positively charged conductor is brought close to a candle, the flame is diverted as shown in the figure below. Explain this observation 2mks www.freekcsepastpapers.comPage 215 d The figure below shows three capacitors of capacitance 3 F, 2MF and 6 F connected to a 12V supply circuit. Calculate: i The total capacitance of the circuit 3mks ii The total stored in the circuit 3mks iii The potential differences across 2 F capacitor 2mks 15. A Define principal focus of a biconcave lens 1mk b The diagram below shows a virtual image of an object placed in front of a biconvex lens. Draw appropriate rays to locate the object. C A convex lens forms a real image five times the size of the object on a screen."}
{"text": "A Define principal focus of a biconcave lens 1mk b The diagram below shows a virtual image of an object placed in front of a biconvex lens. Draw appropriate rays to locate the object. C A convex lens forms a real image five times the size of the object on a screen. If the distance between the object and the screen is 120Cm, determine; i image distance 2mk ii Focal length of the lens 2mks d The diagram below shows a defect in human eye. I Name the defect 1mk ii State two causes of the defect 2mks 16. A figure below shows how a student set up and circuit using three identical bulbs x, y and z each rated 12V, 2.0A www.freekcsepastpapers.comPage 216 i When operating normally, calculate the resistance of one of the bulbs 2mks ii Calculate the effective resistance of the three bulbs 2mks iii What will be reading of the ammeter? 2mks iv Draw a circuit diagram showing the three bulbs connected in such a way that they would all work at the same brightness especially if they are not identical 2mks b When the switch S is kept open in the circuit shown below the voltmeter reads 1.5V. When the switch is closed, the reading drops to 1.3V and the current through the resistor is 0.5A. i What is the e.m.f of the cell? 1mk ii What is the terminal voltage of the cell 1mk iii Calculate the value of R 2mks 17. In the experiment to observe interference of light waves a double slit is place close to the source of monochromatic light as shown below."}
{"text": "I What is the e.m.f of the cell? 1mk ii What is the terminal voltage of the cell 1mk iii Calculate the value of R 2mks 17. In the experiment to observe interference of light waves a double slit is place close to the source of monochromatic light as shown below. A i State the function of the double slit 1mk ii State and explain what is observed on the screen 3mks b State what is observed on the screen when: i The slit separation S1S2 is reduce 1mk ii White light source is used in place of monochromatic source 1mk c Distinguish between stationary waves and progressive waves in terms of their Propagation 1mk www.freekcsepastpapers.comPage 217 KAKAMEGA FORM IV JOINT EXAMINATION, 2023 Kenya Certificate of Secondary Education 232 3 PHYSICS Paper 3 PRACTICAL 2 hours INSTRUCTIONS Answer all questions. You are supposed to spend the first 15 minutes of the 2 hours allowed for this paper reading the whole paper carefully. Marks are given for a clear record of the observation actually made, their suitability, accuracy and the use made of them. Candidates are advised to record their observations as soon as they are made. Mathematical tables, slide rules and calculators may be used. Take 3.14 and gravitational acceleration g 10m s2 Question 1 You are provided with the following: - An ammeter - A voltmeter - A switch - A cell holder and two dry cells. -. A wire mounted on a mm labeled AB. -. Six connecting wires, at least three with crocodile clips. A Set up the apparatus as shown in the circuit diagram below in figure 2. Figure 2 Close the switch, using the voltmeter and ammeter measure the voltage and current when the distance L is approximately 100cm."}
{"text": "1 mark ii Measure and record the distance x between the two lenses and the distance y between the concave lens and the screen. 2 marks x . Y . I Find the focal length f of the diverging lens using the relationship, 3 marks www.freekcsepastpapers.comPage 220 KAKAMEGA FORM IV JOINT EXAMINATION, 2023 Kenya Certificate of Secondary Education 232 3 PHYSICS Paper 3 PRACTICAL CONFIDENTIAL Question 1 You are provided with the following: - An ammeter 0 1A - A voltmeter 0 3V - A switch - A cell holder and two dry cells. -. A nichrome wire swg 28 diameter 0.37mm mounted on a mm labeled AB to a length of 1m. - Six connecting wires, at least three with crocodile clips. Question 2 Each student to be provided with the following; Spring balance 100g mass labeled Solid A Water in a 100ml beaker About 100ml of glycerin in a 100ml beaker labeled Liquid L. Sewing thread about 20 cm Piece of tissue paper A convex lens of focal length 15cm and a lens holder A concave lens of focal length 15 and a lens holder A screen A meter rule A cross wire object A lit candlewww.freekcsepastpapers.comPage 191 MUMIAS WEST JOINT EVALUATION, 2023 Kenya Certificate of Secondary Education 232 1 Physics Paper 1 Time: 2hours Instructions to the candidates; Answer ALL the questions in sections A and B ALL working MUST be clearly shown. KNEC Mathematical tables and Non-programmable electronic calculators may be used. Take; g 10N kg SECTION A 25 MARKS 1. State two precautions to be observed when using a micrometer screw gauge. 2marks 2. The formula for determining weight of an object is given by w mg. Give the physical quantity represented by the letter g and state its S.I unit. 2marks 3. Figure 1 shows water in a tank."}
{"text": "Give the physical quantity represented by the letter g and state its S.I unit. 2marks 3. Figure 1 shows water in a tank. Determine the pressure exerted on the ground due the weight of the water. 3marks Take density of water to be 1000 kgm-3 4. A part from size of molecule, State two other factor that affect the rate of diffusion of a gas. 2marks 5. Figure 2 shows electric cables for power transmission. Explain why they are not fixed tightly. 2marks 6. A half-filled thermos flask is less likely to keep a liquid hot for a longer time than one which is completely filled. Explain. 2marks 7. A Define the moment of a force and state the S.I unit. 2marks b A uniform metre rule is balanced at the 30 cm mark when a load of 0.8N is hung at the zero mark as shown in figure 3 below. Fig 3 Determine the weight of the metre rule. 2marks 8. Figure 4 shows ice in a beaker. Fig.4 State and explain the effect of raising temperature on the overal stability of the beaker and its contents. 2marks 0.8N 10 20 30 40 50 60 70 80 90 0 100 Waterwww.freekcsepastpapers.comPage 192 9. The pointer of an unloaded spring reads 20 cm. When a mass of 120g is applied to the spring, the pointer reads 28cm. A pan in which a mass of 200g is placed is now hang from the spring and the pointer reads 35cm. Determine the mass of the pan. 3marks 10. Sketch a displacement-time graph for a body thrown upwards and falls back to the ground. 2marks 11. State one property of a fluid that obeys Bernoulli s effect. 1mark SECTION B 55 MARKS 12. A Show that, for an inclined plane, its velocity ratio is given by, 1 where is the angle of inclination. 3marks b Sketch a block and tuckle system of pullies with a velocity ratio of 4."}
{"text": "1mark SECTION B 55 MARKS 12. A Show that, for an inclined plane, its velocity ratio is given by, 1 where is the angle of inclination. 3marks b Sketch a block and tuckle system of pullies with a velocity ratio of 4. 3marks c Figure 5 shows a cross-section of a handle of a screw jack 70 cm long and pitch of the screw is 0.8 cm. Given that the efficiency is 60 , determine: i The velocity ratio of the system. 2marks ii If an effort of 50N is applied calculate the load that can be lifted. 3marks 13. A Define specific heat capacity and state its S.I unit. 2marks b Equal masses of water and paraffin are heated for same length of time. The final temperature of paraffin was found to be greater than the final temperature of water. Explain the observation. 2marks c A hot-water tank for a house contains 150kg of water at 150C. the tank itself has a heat capacity of 6000 JK-1. An immersion heater is used to heat the water to 500c. The tank is well insulated and the power of the heater is 2500W specific heat capacity of water 4200 JKg-1K-1 i Find the amount of heat transferred to the water 2marks ii Find how much heat is absorbed by the tank 2marks iii Determine the time it will take the heater to raise temperature to 500C. 3marks 14. A Explain the meaning of an ideal gas. 1mark b Sketch a graph of volume against the inverse of pressure at a constant temperature. 2marks c On the same axis of the sketch in 14 b above, sketch the graph when temperature is raised for the same gas 1mark d A bubble of air of volume 1cm3 is released by a deep-sea diver at a depth where the pressure is 30 atmospheres. Assuming its temperature remains constant. Determine its volume just before it reaches the surface where the pressure is 1.5 atmosphere? 3marks e Figure 6 shows apparatus used in investigating a gas law."}
{"text": "Assuming its temperature remains constant. Determine its volume just before it reaches the surface where the pressure is 1.5 atmosphere? 3marks e Figure 6 shows apparatus used in investigating a gas law. Study it and answer the questions that follow. I State the law under investigation. 1mark ii Describe how the set up can be used to verify the law stated in i above. 4marks 0.8cm 70 cm Handle Load Basewww.freekcsepastpapers.comPage 193 15. A Define the radian as applied in circular motion. 1marks b A body in circular motion with constant speed is said to be accelerating. Explain this observation. 1mark c Figure below shows masses A, B and C placed at different points on a rotating table. The angular velocity of the table can be varied. I State two factors that determine whether a particular mass slides off the table or not. 2marks ii State the mass that slides off last. Give a reason for your answer. 2marks iii A ball of mass 100g tied to a light to a light string is being whirled in a vertical circle of radius 0.5m with uniform speed. At the lowest position the tension in the string is 2.8N. Calculate i The angular velocity of the ball. 3marks ii The tension in the string when the ball is at the upper most position of the circular path. 2marks 16. A State two factors affecting the upthrust experienced by an object immersed in a fluid. 2marks b Explain how a submarine is made to float and sink in water. 2mark c Figure 8 shows a simple hydrometer. I Explain why the bulb is made wide. 2mark ii State the purpose of the lead shots in the glass bulb 1mark iii Describe how the hydrometer can be made more sensitive. 1mark iv Describe how the hydrometer is calibrated to measure relative density."}
{"text": "I Explain why the bulb is made wide. 2mark ii State the purpose of the lead shots in the glass bulb 1mark iii Describe how the hydrometer can be made more sensitive. 1mark iv Describe how the hydrometer is calibrated to measure relative density. 2marks Masses Rotating table B A Cwww.freekcsepastpapers.comPage 194 MUMIAS WEST JOINT EVALUATION, 2023 Kenya Certificate of Secondary Education 232 2 PHYSICS PAPER 2 THEORY TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES: Answer all questions in section A and B. All working must be clearly shown. Scientific calculators and KNEC Mathematical tables may be used. Take g 10m s2 SECTION A 25 MARKS 1. The figure 1 below shows the image in front of a mirror M. By ray diagram construction, locate the position of the object. 2mks 2. Figure 2 below shows a sharp pin fixed on a cap of leaf electroscope. The electroscope is highly charged and then left for some time. Explain why the leaf collapses. 1mk 3. Explain how polarization reduces current in a simple primary cell. State how it can be reduced. 2mks 4. Fig 3 below shows a ray incident on a converging lens. Fig. 3 Complete the ray diagram by showing the emergent ray. 1mk 5. The chart below shows an arrangement of different parts of the electromagnetic spectrum. Radio A Infrared Visible B X-Rays Gamma Rays i Name the radiation represented by B. 1mk ii Name a device that can be used to detect radiation A. 1mk 6. An object is placed in between two parallel mirrors. How many images can a student see? 2mks Sharp pin Eye IConverging lenswww.freekcsepastpapers.comPage 195 7. A car battery requires topping up with distilled water occasionally. Explain why this is necessary and why distilled water is used 2mks 8. What causes electrical resistance in conductors? 1mk 9. In determining the depth of an ocean, an echo sounder producing ultrasonic sound is used. Give one reason why this sound is preferred."}
{"text": "1mk 9. In determining the depth of an ocean, an echo sounder producing ultrasonic sound is used. Give one reason why this sound is preferred. 1 mk 10. State the conditions necessary for a wave incident on a slit to be diffracted. 2mks 11. Figure represents a long horizontal insulated wire XY connected in an electric circuit. The circle represents where a plotting compass is placed on the wire. I In the circle put an arrow to show the direction the N pole of the compass will deflect when switch k. is closed. 1mk ii Mention any two ways of reversing the direction captured in i above. 2mk 12. The diagram below shows a permanent magnet suspended by a spring. State with a reason the behavior of the magnet when the switch is closed. 2mks 13. A Define principal focus as used in curved surfaces. 1mk b An object OB is placed in front of a convex mirror as shown below drawn to scale. I Draw a ray diagram to show the position of the image formed. 3mks KAX Y B O F C Soft iron core y x S Spring N Swww.freekcsepastpapers.comPage 196 SECTION B 55 MARKS 14. A State the basic law of electrostatics. 1mks b Figure 3 shows a pear shaped conductor with positive charged on its surface. A proof plane is used to touch side B of the conductor and then the cap of an uncharged electroscope. This is then repeated with side A. i Give the observation made on the electroscope in each case. 2mks ii What conclusion is drawn from the observation in i above 1mk iii Draw on the diagram above the illustration of your conclusion in ii above. 1mk iv Name one application of such a conductor. 1mk c The figure below shows an arrangement which may be used to charge a capacitor of capacitance 5 0F and then to connect it to a capacitor of capacitance 20 F. i The switch S is first placed at position A, so that the capacitor C is connected to the 12V dc supply. Calculate the charge stored in the capacitor. 3mks ii The switch S is now changed to position B."}
{"text": "The ammeter reading and voltmeter reading are shown on the scales belowwww.freekcsepastpapers.comPage 198 i Record these two readings. 2mk ammeter reading ................................................................................... A voltmeter reading ................................................................................... V d Using the values above calculate i the resistance of R, 2mks ii find the total resistance of the circuit 2mks e Which two indicators guide one on when to recharge a lead acid accumulator? 2mks 17. A Some students wish to determine the focal length of a convex lens of thickness 0.6cm using an optical pin and a plane mirror. Figure 6 shows the experimental set up when there is no parallax between the pin and the image. Determine the focal length of the lens 2mks b An optician in Eldoret Hospital examined an eye of a patient and made the following observations: Eye too short and the focal length of the eye lens short i State the eye defect the patient could be having. 1mk ii Use a diagram to describe how the defect could be corrected. 2mks c The graph below shows the variation of 1 v and 1 u in an experiment to determine the focal length of a lens. Fig. 7 i Use the graph to determine the focal length 3mks ii What is the power of the lens used? 2mks d A converging lens forms an image which is three times the object. Determine the focal length of the lens if the distance between the object and the screen is 80cm. 3mks 18. A The figure below shows a ray of light PQ incident on air-water interface. The ray strikes the bottom surface at M instead of N The ray makes an angle of 40o at N and 54o at M with the horizontal i Determine; I. the angle of incidence. 1mk II. The angle of refraction. 1mk ii Calculate the refractive index of water."}
{"text": "D Tap the wire at L 20cm. Close the switch read and record in the time provided the milliammeter and voltmeter reading. E Repeat the procedure in c for other values of L, shown in the table below and complete the table. 8mks L cm L m V Volts I mA I Amps IVR 20 30 40 50 60 80www.freekcsepastpapers.comPage 201 f i Plot the graph of R Y-axis against L m . 5mks ii Determine the slope of the graph. 3mks iii Given that APLR were A is the cross-sectional area of the wire and P is a constant for the material of the wire, determine the value of the constant P. 3mks QUESTION 2 PART A You are provided with the following: 1. A white screen with crosswires 2. A Mounted lens 3. A White screen 4. A Candle 5. A Metre rule Proceed as follows: f Estimate the focal length of the lens by focusing the image of a distant object on the screen provided e.g. distant window. Fo cm 1mark g Arrange the apparatus as shown. With the object cross-wires illuminated using a candle flame placed at 15 , move the screen until a sharp magnified image of the object is formed on the screen. Measure and record the corresponding value of y in the table."}
{"text": "2 marks 2. The diagram below shows a section of a micrometer screw gauge. A State the smallest measurement that can be made by the micrometer screw gauge. 1 mark b The thimble of the micrometer screw gauge is rotated through 2 revolution in the clockwise direction in order to measure the diameter of a marble. State the diameter of the marble. 1 mark 3. The figure below shows two identical containers A and B containing hot water and ice block. State with reason which water cools faster assuming that the wire gauge absorbs negligible heat. 2 marks 4. A bus that carries goods in the under seats carrier is more stable than one that carries goods in the carrier at the top. Explain why this is so. 1 mark 5. A turntable of radius 16 cm is rotating at 960 revolution per minute. Determine the angular speed of the turntable. 2 marks 6. Sketch a velocity time graph for a body initially moving at a velocity u before a force F is applied to it for 5 seconds and there after the force F is withdrawn. 2 marks Ice block wrapped with wire gauze Floating ice block Hot water B Awww.freekcsepastpapers.comPage 171 7. The figure below shows a pith ball in a container. 2 marks State and explain what would happen if air is blown over the mouth of the container. 2 marks 8. The figure below shows a capillary tube placed in a trough of a mercury. Give a reason why the level of mercury in a capillary is lower than in the beaker. 1 mark 9. A cork enclosing steam in a boiler is held by the system below. If the area of the cork is 15 cm2 and a force of 500N is needed to keep the cork in place, determine the pressure of the steam in the boiler. 3 marks 10. In an experiment a crystal of potassium permanganate was placed in water as shown below. After sometime, it was observed that the water turned purple. Explain the observation. 1 mark 11. An aircraft 300m from the ground traveling horizontally at 400m s releases a parcel. Calculate the horizontal distance covered by the parcel from the point of release. Ignore air resistance 2 marks 12."}
{"text": "An aircraft 300m from the ground traveling horizontally at 400m s releases a parcel. Calculate the horizontal distance covered by the parcel from the point of release. Ignore air resistance 2 marks 12. A 20kw immersion water heater is used to heat 5.0 x 10-3 m3 of water from 230C to 1000C. Given that 30 of heat is lost to the surroundings, determine the time used in heating the water. 2 marks 13. When the flask is placed in iced water the level on water rose and then fell. Explain the observation. 1 mark Container Pith ball Bench Potassium permanganate Cork Water Waterwww.freekcsepastpapers.comPage 172 SECTION B. 55 MARKS 14. The graph curve below show the variation of force against extension cm of the spiral springs of the same material, same wire thickness length but of different diameters one large and the other small . Identify which graph A or B represents which spring. 2 marks 15. A State the principle of moments. 1 mark b A uniform metal strip is 3.0cm wides 0.6cm thick and 100cm long. The density of the metal is 2.7g cm3. I Determine the weight of the metal strip. 3 marks ii The strip is placed on a pivot and kept in equilibrium by forces as shown. Determine the value of F and R. 3 marks 16. The figure below shows an inclined plane, a trolley of mass 60kg being pulled up the slope by a force of 200N parallel to the slope. The trolley is moved from X to Y. Determine the, i Work output of the system. 2 marks ii Work input of the system. 2 marks iii The frictional force between the wheels of the trolleys and the inclined plane. 2 marks iv The efficiency of the system. 2 marks v The velocity ratio of the system. 2 marks EXTENSION CM FORCE N www.freekcsepastpapers.comPage 173 17."}
{"text": "What volume of the glass lies under the surface of mercury. 3 marks d A piece of sealing wax, weighs 3N in air and 0.22N when immersed in water, calculate the density of the wax. 3 marks e A balloon weighs 10N and has a gas capacity of 2m3. The gas in the balloon has a density of 0.1kg m3. If the density of air is 1.3kgm-3, calculate the resultant force of the balloon when it is floating in air. 3 marks 19. A Distinguish between speed and velocity. 1 mark b The figure below shows the motion of a ticker tape through a ticker timer whose frequency is 100Hz. Determine i Velocity at AB and PQ. 2 marks ii Constant acceleration of the tape. 2 marks c State Newton s second law of motion. 1 mark www.freekcsepastpapers.comPage 174 NAKURU FORM IV JOINT EVALUATION, 2023 Kenya Certificate of Secondary Education 232 2 PHYSICS PAPER 2 THEORY 2 HOURS INSTRUCTIONS TO CANDIDATES a Answer ALL the questions in Section A and B. b All working MUST be clearly shown c Non-programmable silent electronic calculators and KNEC Mathematical tables may be used for calculations SECTION A 25 MKS 1. A Figure 1 shows a ray of light incident on a plane mirror at point X. FIGURE 1 Complete the diagram indicating the angle of reflection. 2mks b State one characteristic of the image formed on plane mirror, 1mk 2. A Figure 2 shows a stationary charged rode X placed between two freely suspended charged rods, Y and Z. The charge on rod Z is indicated. Identify the type of charge on rods X and Y. 1mk b State one use of a charged gold leaf electroscope. 1mk 3. State the reason why current produced by a simple primary cell decreases rapidly when the cell is in use. 1mk 4. A State the reason why a freely suspended magnet always settles facing a particular direction. 1mk b Figure 3 shows poles of two bar magnets placed close to one another."}
{"text": "1mk 4. A State the reason why a freely suspended magnet always settles facing a particular direction. 1mk b Figure 3 shows poles of two bar magnets placed close to one another. Sketch the magnetic field pattern in the space between the poles. 1mk 5. Figure 4 shows the cross section of a conductor carrying some current and held between magnet field. Indicate using an arrow on the diagram the direction the conductor moves when released. 1mk 6. A What is meant by the term echo? 1mk FIGURE 3 FIGURE 4 Conductor FIGURE 2www.freekcsepastpapers.comPage 175 b Compare the speed of sound in air and in steel. 1mk c State one difference between stationary wave and progressive wave. 1mk 7. A State one difference sound waves and radio waves. 1mk b Figure 5 shows how displacement varies with distance of a certain wave. 1mk FIGURE 5 On the same diagram, indicate the wavelength of the wave using the symbol. 1mk 8. A State one characteristic of images formed by a concave mirror. 1mk b Figure 6 shows a concave mirror of focal length 10cm and an object O, placed 15cm in front of the mirror. Using a ray diagram, complete the diagram to locate the image, I, formed. 2mks 9. Figure 7 shows an immersion heater used to heat some water initially at 250C to boiling point. State two factors that determine the time taken for the water to boil. 2mks 10. A radioactive substance initially has a mass of 0.4g and decays to 0.05g in 75 minutes. Determine the half-life of the substance. 2mks 11. State one difference between X-rays and infrared waves. 1mk 12. Figure 8 a and b shows P n junctions, each connected to a cell and a lamp. It is observed that the bulb in a does not light while the bulb in b lights. Explain the reason for these observations."}
{"text": "Figure 8 a and b shows P n junctions, each connected to a cell and a lamp. It is observed that the bulb in a does not light while the bulb in b lights. Explain the reason for these observations. 2mks Displacement cm Water Heating coil Distance cm www.freekcsepastpapers.comPage 176 SECTION B 55 MARKS 13. A Define the term critical angle of a refracting media. 1mk b One of the conditions necessary for total internal reflection to occur is that the critical angle must be exceeded. State the other condition. 1mk c The figure below shows a ray of light travelling from air and through a prism made of glass of refractive index 1.7. I On the diagram show the critical angle. 1mk ii Determine the I Critical angle 2mks II. Angle x and y 2mks 14. A Define the term Thermionic emission 1mk b The figure below shows the sketch of a cathode ray Oscilloscope. I Label the parts marked A and C. 2mks ii State the functions of the parts labeled B and D. 2mks iii Explain briefly how the C.R.T works. 2mks 15. When a radiation of wavelength 1.8 x 10-9 m falls on a photo emissive surface, the photoelectrons can be stopped when a positive terminal of 400V is applied on the surface. Given that the electronic charge 1.6 x 10-19 C, mass of the electron 9.1 x 10-31 kg, Planck s constant 6.62 x 10-34 Js, C 3.0 x 108m s, calculate the; i The work function of the surface. 2mks ii The threshold frequency. 2mks 16. The figure below shows a 3- pin plug with the wires connected. A i Identify the pins A, B and C and give the colour code of each. 3mks ii State the pin to which a switch should be connected to."}
{"text": "Determine the i Maximum energy contained in the cathode electrons. 1mk ii Wavelength of the x-rays produced. 2mks Take h 6.62 x 10 -34Js, C 3.0 x 108 m s 19. The figure below shows two capacitor plates held parallel to each other. A State and explain what happens to the capacitance of the plates if the top plate is moved as shown. 2mks b Show that if three capacitors in parallel have capacitances C1, C2 and C3, then the network capacitance is given as follows. CN C1 C2 C3 2mks c The figure below shows a network of capacitors. Determine the network capacitance. 2mks 20. A The figure below shows an experimental set-up consisting of a mounted lens L, a screen S, a metre rule and a candle. I Describe how the set-up may be used to determine the focal length, f, of the lens. 4mks ii State the reason why the set-up would not work if the lens was replaced with a diverging lens. 1mk b An object placed 15cm from a convex lens is magnified two times. Determine the focal length of the lens. 3mks Candle 10 F 5 F 1 F 7 F 3 F 2 F L S Metre rulewww.freekcsepastpapers.comPage 179 NAKURU FORM IV JOINT EVALUATION, 2023 Kenya Certificate of Secondary Education 232 3 PHYSICS Practical PAPER 3 CONFIDENTIAL Question 1 A 100 cm nichrome wire mounted on a millimeter A B S.W.G 28. An ammeter 0 1A . A voltmeter 0 5 V . 2 dry cells 1.5V each . A cell holder. A torch bulb and a bulb holder. Eight connecting wires at least 4 with crocodile clips. A switch. A micrometer screw gauge. Question 2."}
{"text": "D1 d2 1mk Average of d1 and d2 mm 1mk b Connect the apparatus as shown below. Fig 1 c Place the sliding contact at P 20cm from A and then close the switch. Record the readings of both the current and voltage in the table below. D Repeat the above experiment by placing P at 40cm, 60cm, 70cm, 80cm and 100cm from A. Record your readings in the table below. 5 mks i Length cm Ammeter reading I A Voltmeter reading P.d V 20 40 60 70 80 100 A Bwww.freekcsepastpapers.comPage 181 ii What happens to the bulb as L increases? 1mk e i Plot a graph of I A against P.d V on the grid provided. 5mks ii Determine the slope of the graph at V 0.6V, stating its SI units. 3mks iii Determine the cross section area A of the wire in m2. 2mks iv Given that AeILV find e at L 0.70M. 2mks Question 2 Part A You are provided with the following: A coin 20 shilling coin Metre rule labeled with its mass Knife edge Measuring cylinder, 100ml Container with water Procedure i Record the mass of the rule Mr. Mr g 1mk ii Balance the rule on the knife edge. C.O.G cm 1mk iii Put the rule on the knife edge d1 cm from the centre of the rule. Iv Place the coin as shown in the figure below and adjust it until it gain balances horizontally. Fig 2. V Measure d1 cm 1 2mk d2 cm 1 2mk vi Determine mass of coin MC in grams. 2mks 1.3dd x MM21rC vii Using the measuring cylinder, estimate the volume of the coin."}
{"text": "Fig 2. V Measure d1 cm 1 2mk d2 cm 1 2mk vi Determine mass of coin MC in grams. 2mks 1.3dd x MM21rC vii Using the measuring cylinder, estimate the volume of the coin. VC cm3 1mk viii Calculate the density of the material of the coin. C g cm3 1mk PART B You are provided with the following a triangular glass prism a metre rule a 50 g mass some hot water some cold water some thread a thermometer one stand, one boss and clamp a beaker Proceed as follows a Using a piece of thread suspend the metre rule from the clamp on the stand and adjust the position of the thread until the metre rule balances horizontally. Note this position, O of the thread. This position of the thread must be maintained throughout the experiment www.freekcsepastpapers.comPage 182 b Using another piece of thread suspend the glass prism from the meter rule at a point 35cm from O. Suspend the 50g mass on the opposite side of O using another piece of thread. Adjust the position of the thread attached to the 50g mass until the metre rule balances once more. I Determine the distance L1 between O and the point of support of the 50g mass. L1 cm 1mk ii Use the principle of moments to determine the weight W1 of the prism in air. Take g 10N kg 2mks c. Put cold water into the beaker approximately three quarter full . With the glass prism still at 35cm from O, determine the distance L2 of the 50g mass at which the rule balances when the prism is fully submerged in the cold water. I L2 cm 1mk II Determine the weight W2 of the prism in the cold water. 2mks d Measure and record the temperature T1 of the cold water when the system is balanced."}
{"text": "With the glass prism still at 35cm from O, determine the distance L2 of the 50g mass at which the rule balances when the prism is fully submerged in the cold water. I L2 cm 1mk II Determine the weight W2 of the prism in the cold water. 2mks d Measure and record the temperature T1 of the cold water when the system is balanced. T1 0C 1mk e Now pour out the cold water and replace it with hot water. Balance the metre rule with the prism fully submerged in hot water. Ensure that the prism is still supported at 35cm from O. i Determine the distance L3 of the point of support of the 50g mass when the prism is submerged in hot water. L3 cm 1mk ii Measure and record the temperature T2 of the hot water. T2 0C 1mk iii Determine the weight W3 of the prism in hot water. 2mks f Determine the constant k for the water given that: 2mks 21TTWWWWWWk Prism Metre rule Stand Cold water Stand Metre rule Prism 50g L2 35cm 50g 35cm L1www.freekcsepastpapers.com 154 EASTERN CLUSTER EVALUATION, 2023 Kenya Certificate of Secondary Education KCSE 232 1 PHYSICS PAPER 1 TIME: 2 HOURS Instructions to candidates i Answer ALL the questions in section A and B. ii ALL working MUST be clearly shown. Iii Non programmable silent calculators may be used. SECTION A 25 MARKS Answer all the questions in this section. 1. A stopwatch reads 01:10:84 and 02:26:90 before and after an experiment respectively. Determine the duration of the event in SI units. 2 marks 2. Explain the meaning of thermodynamics as a branch of physics. 1 mark 3. Two glass tubes are dipped into a beaker of water as shown in figure 1 below: Indicate on the diagram, the level of water in the glass tubes 1 mark a Explain your answer in 3 a above 2 marks 4."}
{"text": "Explain the meaning of thermodynamics as a branch of physics. 1 mark 3. Two glass tubes are dipped into a beaker of water as shown in figure 1 below: Indicate on the diagram, the level of water in the glass tubes 1 mark a Explain your answer in 3 a above 2 marks 4. A body is vertically projected upwards from the ground at a velocity of 5m s and takes 1 seconds to return to the ground. Draw a velocity-time graph of the body for its entire duration of flight. 2 marks 5. Motor vehicles such as tractors which work on swampy areas have wide tyres fitted on them. Explain. 1 mark 6. The figure 2 below shows a uniform metre rule which is pivoted at 30.0cm mark. The spring balance is fastened at the 100cm mark and it is at equilibrium when the spring balance records 1.2N. Figure 2 Determine the weight of the metre rule. 3 marks 7. In the determination of size of an oil molecule, lycopodium powder is sprinkled on the water surface before oil drop is introduced onto the surface of the water. Give reason for this. 1 mark 8. In a hydraulic lift, a force, F1, is applied on the effort piston of cross sectional area, A1. A force F2, is experienced on the load piston of cross sectional area, A2 .applying the principle of transmission of pressure in liquids derive an expression for the force F2 in terms of F1, A1 and A2. 2 marks 9. Alcohol and mercury are the two most used thermometric liquids. Give a reason why one would prefer alcohol to mercury for a particular measurement of temperature 1 mark 0cm 3O cmSpring balance 100cmwww.freekcsepastpapers.com 155 10. The figure 3 below shows a funnel inverted over a light pith ball on a table. Air is blown into the funnel as indicated on the diagram. Give a reason why the pith ball rises. 2 marks 11. A trolley of mass 20kg moving at 0.8m s on frictionless horizontal surface was acted upon by a force of 2.5N. After impact the body moves at 4.8m s. Determine the time of impact of the force."}
{"text": "A trolley of mass 20kg moving at 0.8m s on frictionless horizontal surface was acted upon by a force of 2.5N. After impact the body moves at 4.8m s. Determine the time of impact of the force. 3 marks 12. The figure 4 below shows two identical thermometers A and B placed near and at equal distances on either side of a hot metal plate painted black on the side A and silvery on side B. Figure 44 State and explain the observation made on the reading of the thermometers after some minutes. 2 marks 13. The figure 5 below shows beaker containing water at 00. The beaker is placed on a bench. Figure 5 State and explain the changes in stability of beaker when water freezes. 2 marks SECTION B 55 Marks Answer all questions in this section. 14. A pulley system having a velocity of 3 is used to raise a load of 800N through a height of 0.6m at a constant speed using an effort of 300N in a time of 15 seconds. A Draw a diagram in the spaces provided below to show the pulley system and on it mark the direction of tension on all the string sections Label the load and effort 2marks b Calculate the mechanical advantage of the pulley system; 2marks c Find the efficiency of the pulley system; 3marks d Calculate the power developed by the effort. 3 marks e Give two reasons why the efficiency of the pulley system is less than 100 . 2 marks 15. A State two ways in which the centripetal force on a body of mass M can be increased. 2 marks b Figure 7 below shows an object of mass 200g at the end of a string 120cm long being whirled round a vertical circle in the direction shown. Figure 7 Air Pith ball Figure 3 RWater at 00C Rwww.freekcsepastpapers.com 156 i State two forces acting on the object at any instant as it continues to move in the vertical circle. 2 marks ii Indicate with an arrow on the figure the direction of the Centripetal force F and theVelocity V at the position of the object shown."}
{"text": "2 marks b Figure 7 below shows an object of mass 200g at the end of a string 120cm long being whirled round a vertical circle in the direction shown. Figure 7 Air Pith ball Figure 3 RWater at 00C Rwww.freekcsepastpapers.com 156 i State two forces acting on the object at any instant as it continues to move in the vertical circle. 2 marks ii Indicate with an arrow on the figure the direction of the Centripetal force F and theVelocity V at the position of the object shown. 2 mark iii State the reason why the object is accelerating while its speed remains constant. 1 mark iv Given that the angular velocity of the body is 5 rad s-1, find the: I. linear velocity 2 marks II. Tension of the string at point R, the lowest point. 3 marks 16. A State two differences between boiling and evaporation. 2mks b The figure 6 below shows two identical containers A and B containing hot water and ice block. State with reason which water cools faster assuming that the wire gauge absorbs negligible heat. 2mks c 1200 g of a liquid at 200C is poured into a well-lagged calorimeter. An electric heater rated 1 kW is used to heat the liquid. The graph below shows the variation of temperature of the liquid with time. Use the graph below to answer the following questions: i What is the boiling point of the liquid? 1 mark ii How much heat is given out by the heater to take the liquid to the boiling point? 2marks iii Determine the specific heat capacity of the liquid. 3marks iv If 50 g of the liquid vapour was collected by the end of the 10 minutes, determine the specific latent heat of vaporization of the liquid. 3 marks Ice block wrapped in wire gauze Hot Water Floating ice B Awww.freekcsepastpapers.com 157 17. A Sketch a graph of volume of a fixed mass of a gas against pressure on the axes below. 1 mark b Explain why an air bubble increase in volume as it rises from the bottom of a lake to the surface."}
{"text": "3 marks Ice block wrapped in wire gauze Hot Water Floating ice B Awww.freekcsepastpapers.com 157 17. A Sketch a graph of volume of a fixed mass of a gas against pressure on the axes below. 1 mark b Explain why an air bubble increase in volume as it rises from the bottom of a lake to the surface. 2 marks c When an inflated balloon is placed in a refrigerator it is noted that its volume reduces, use the kinetic theory of gases to explain this observation. 2marks e A glass capillary contains enclosed air by a thread of mercury 15cm long when the tube is horizontal, the length of the enclosed air column 24cm as shown. I What is the length of the enclosed air column when the tube is vertical with the open end uppermost if the atmosphere pressure is 750mmHg? 3 marks ii Explain why the mercury does not run out when the tube is vertical with the closed end uppermost. 1mark 18. A State Archimedes principle. 1mark b Figure below shows an experiment used to determine the density of an irregular piece of metal. The mass of metal in air is 200g. i Determine the volume of the stone in cubic metres. 2marks ii Calculate the density of the metal to 3 significant figures. 2marks c Given that the density of water is 1g cm3, determine; i The mass of water displaced. 2marks ii The up thrust acting on water. Take acceleration due to gravity, g, as 10ms2 2marks Volume V,Pressure P,24cm15cmwww.freekcsepastpapers.com 158 EASTERN CLUSTER EVALUATION, 2023 Kenya Certificate of Secondary Education 232 2 PHYSICS PAPER 2 THEORY TIME: 2 HOURS SECTION A 25 MKS 1. State the effect on the image on the pinhole camera when more holes are added to the first hole. 1mk 2. Explain why it is necessary to leave the caps of a lead acid accumulator open while charging. 1mk 3. A current carrying conductor AB is in a magnetic field as shown below. A Indicate on the diagram the direction of the force F acting on the conductor."}
{"text": "1mk 3. A current carrying conductor AB is in a magnetic field as shown below. A Indicate on the diagram the direction of the force F acting on the conductor. 1mk b State two factors that determine the direction of the force F. 2mks 4. A boy stands some distance from a high wall and claps his hands. What two measurements would need to be made in order to determine the speed of sound. 2mks 5. The depth of water in a pond is d1 cm. A point at the bottom of the pond appears raised by d2 cm when viewed from the surface. Determine the refractive index of water in terms of d1 and d2. 2mks 6. The figure below shows a displacement of a progressive water wave incident on a boundary between deep and shallow regions. I Complete the diagram to show what is observed after the boundary. 1mk ii What change occurs in the speed of the waves after the boundary? 1mk 7. An electric bulb is rated 75 W, 240v. Determine the resistance of the bulb. 3mks 8. The figure below shows a convex lens L an object O and a ray R passing through the lens and the possible path of the ray after passing through the lens. Complete the diagram and locate the position of the image I. 2mks 9. The chart below shows an arrangement of different parts of the electromagnetic spectrum. RADIOWAVES A INFRARED VISIBLE LIGHT B X-RAYS GAMMA RAYSwww.freekcsepastpapers.com 159 i Name the application of the radiation represented by B. 1mk ii Name a device that can be used to detect radiation A. 1mk 10. The figure below shows the main components of a cathode ray oscilloscope. I Name the part labelled A. 1mk ii What is the function of part labelled C. 1mk iii Explain how electrons are produced in a CRO. 1mk 11. The following reaction is part of a radioactive series. R 83210 --------- 84210 --------------- i Identify the radiation r. 1mk ii Determine the value of C."}
{"text": "The following reaction is part of a radioactive series. R 83210 --------- 84210 --------------- i Identify the radiation r. 1mk ii Determine the value of C. 1mk 12. Explain briefly the doping process involved in making n-type semiconductor. 2mks SECTION B: 55MKS 13. A State Ohm s law. 1mk b Differentiate between ohmic and non ohmic conductors. 1mk c A battery of 12 v and an internal resistance of 1 ohm is used in the circuit below. Determine: i The ammeter reading. 3mks ii The reading on a voltmeter placed across the terminals of the battery. 2mks iii The reading on the voltmeter placed across PQ. 3mks 14. A Define capacitance of a capacitor. 1mk b State the effect on the capacitance of increasing the distance of separation of a parallel plate capacitor 1mk c The circuit below shows a capacitor connected to a 12v battery. I Find the combined capacitance. 3mks ii Find the total charge stored in the circuit. 3mks iii Find the charge stored on the 2uf capacitor. 2mks iv Find the total energy stored. 3mks www.freekcsepastpapers.com 160 15. A State Faraday s law of electromagnetic induction. 1mk b The figure below shows a step-up transformer commonly used at a power station. I What is meant by a step-up transformer? 1mk ii Why does a transformer work with a.c only? 1mk iii What is the purpose of the laminated soft iron core? 1mk iv From the information, determine:- I Voltage in the primary circuit. 2mks II Voltage in the secondary circuit. 2mks c The figure below shows a coil being rotated in a clockwise direction in a magnetic field. The set up produces an alternating current. Initially the coil lies in the plane of the field as shown below. I Name the parts labelled A and B."}
{"text": "I What happens to the leaf of the electroscope? 1mk ii What would happen if radiation was red light? 1mk iii How is the cooling achieved in this kind of x ray machine? 3mks c In an experiment to find the relationship between frequency of a radiation and kinetic energy of the photoelectrons in a photoelectric device the following graph was obtained. Use the graph to determine i The Planck s constant h. 3mks ii The work function 2mks Zinc platewww.freekcsepastpapers.com 162 EASTERN CLUSTER EVALUATION, 2023 Kenya Certificate of Secondary Education 232 3 PHYSICS Paper 3 PRACTICAL CONFIDENTIAL Question One - Two dry cells of 1.5V each. -. Nichrome wire labeled W mounted on a metre rule. -. An ammeter 0-1.5A or 0-2.5A - A cell holder. -. Voltmeter. -. 8 connecting wires atleast 4 wash crocodile clips or a Jockey - A switch. -. A metre rule. Question Two - A metre rule. -. 10cm long cotton thread. -. Two masses of 10g. - Two masses of 20g. - Knife edge, 20cm high. -. A candle. -. A lens holder. -. A white screen. -. Converging len of focal length 15cm. Www.freekcsepastpapers.com 163 EASTERN CLUSTER EVALUATION, 2023 Kenya Certificate of Secondary Education KCSE 232 3 Physics Paper 3 PRACTICAL 2 Hours Answer all the questions. Question One You are provided with the following: - Two cells of 1.5V each - Nichrome wire labeled W mounted on a metre rule - An ammeter 0 1.5A or 0 - 2.5A - A cell holder - Voltmeter 0 5V - 8 connecting wires at least 4 with crocodile clips or a jockey - A switch - A metre rule Proceed as follows: a Connect the circuit as shown in the figure 1 below."}
{"text": "Adjust the knife edge until the metre rule balances again at new mark. Record the length d1 and the corresponding length d2. I Repeat the procedure for different masses and complete the table 2 shown below. Table 2 Mass, m g 10 20 30 40 50 60 Distance d1 cm Distance d2 cm Mass m x distance d2 md2 ii Plot a graph of md2 against d1 5mks iii Calculate the slopes of the graph 2mks Part B You are provided with the following apparatus - A lens - A lens holder - A candle - A white screen - A metre rule Procedure e Set up the apparatus as shown in the figure 3 below: f Starting with u 30cm adjust the position of the screen to obtain a sharp image of the candle. Record value of V in the table shown below: g i Repeat the procedure above for u 20cm and complete table below: 2mks Table 3 u cm v cm M 20 30 ii Given that the focal length of the lens satisfies the equation, 1 determine the average value of the focal length. Www.freekcsepastpapers.comPage 138 IGAMBA NG OMBE Kenya Certificate of Secondary Education K.C.S.E 232 1 PHYSICS Paper 1 Time: 2 Hours INSTRUCTION TO CANDIDATES Answer ALL Questions in sections A and B. ALL workings MUST be clearly shown Mathematical tables and electronic calculators may be used. SECTION A 25 MARKS Answer ALL questions in this section in the spaces provided 1. A student used the apparatus shown in figure 1 below to determine the diameter of a cylinder. Fig. 1 What is the diameter of the cylinder? 1mk 2. An old man warming himself next to a jiko receives heat mostly by radiation. Explain why. 2mks 3. A hole of area 200mm2 at the bottom of a tank 4.0m deep is closed with a cork. Determine the force due to water Density of water is 1000kg m3, and acceleration due to gravity is 10m s2 3mks 4."}
{"text": "2mks 3. A hole of area 200mm2 at the bottom of a tank 4.0m deep is closed with a cork. Determine the force due to water Density of water is 1000kg m3, and acceleration due to gravity is 10m s2 3mks 4. Give a reason why the scale of a hydrometer is calibrated downwards. 1mk 5. A fisherman jumping a shore from a boat may fall into water even if the boat is very close to the shore. Explain. 3mks 6. Explain why unboiled egg stops faster than a boiled egg when both are rolled together on a flat horizontal surface with same velocity. 2mks 7. An air bubble was released at the depth of 45m in a sea. The initial volume of the bubble at this depth was 3.0 x 10-5m3 and the temperature of water was 130C. What was its volume on reaching the surface of the water where the temperature was 230c. Atmospheric pressure 101Kpa and density of sea water 1020kgm-3 3mks 8. The diagram fig. 2 below shows a system of four pulleys. Show on the diagram how the string can be fixed so that the pulley has a velocity ratio of 3. 2mks 9. In the smoke cell experiment to show Brownian motion in gases, white specks in constant random motion are seen in the cell. What changes would be observed if the same set up is viewed at room temperature of about 250C and the then at a temperature of 140C. Explain your observation. 3mks 10. When two pieces of ice blocks are squeezed together once they form one block. Explain. 1mk 11. State two factors affecting centripetal force of a body moving in a circle. 2mks 12. Differentiate between streamline flow and turbulent flow. 1mk 13. Give one advantage of alcohol over mercury as a thermometric liquid. 1mk Fig. 2www.freekcsepastpapers.comPage 139 SECTION B 55 MARKS Answer ALL questions in this section. 14. The diagram fig."}
{"text": "2www.freekcsepastpapers.comPage 139 SECTION B 55 MARKS Answer ALL questions in this section. 14. The diagram fig. 3 below shows an arrangement that a certain student set up in a physics lab without the consent of the teacher. He allowed some volume of water into the glass tube and measured the corresponding height h of water in the tube using a ruler. He tabulated his data as below. Burette reading cm3 5.1 8.2 15.4 21.5 28.0 35.6 Height h, cm 3.8 5.8 10.5 14.5 18.7 23.2 a i Draw a graph of the burette reading against height h of the water in the glass tube. 5mks ii Use your graph above to determine the area of cross section of the glass tube. 3mks iii Use your graph to determine how far the zero mark of the ruler is from the end placed on the base of the stand. 2mks 15. A i State the law of floatation. 1mk ii Explain why a hollow metal sphere floats on water while a solid metal sphere of the same material sinks in water. 2mks b The diagram fig. 4 below shows a uniform block of uniform cross-sectional area of 6.0cm2 floating on two liquids A and B. The lengths of the block in each liquid are shown. Given that the density of liquid A is 800kg m3 and that of liquid B is 1000kgm-3 determine the: 16. The diagram fig. 5 below shows apparatus used to investigate how pressure of some trapped air varies with temperature. A Name the parts X and Y. 2mks b What are the functions of 2mks i The stirrer ii Part Y. c At what Kelvin temperature will the pressure of the air theoretically be zero? 1mk d What name is given to this temperature? 1mk e A certain mass of helium gas occupies a volume of 1.6m3 at a pressure of 1.5 x 105pa at 120C. Determine its volume when the temperature is 273k at 1.0x105pa."}
{"text": "I Show on the diagram the direction in which the stone flies when the string breaks and the position at which it breaks. 2mks ii Determine the speed at which the string breaks. 3mks c State one application of uniform circular motion. 1mk B A 3.3m 1.5m Fig. 6 C a i Determine the speed of the stone in ms 1 3mks ii Determine the tension in the string at positions B and C respectively. 4mks www.freekcsepastpapers.comPage 141 IGAMBA NG OMBE Kenya Certificate of Secondary Education K.C.S.E 232 2 PHYSICS Paper 2 Time: 2 Hours SECTION A 25 MARKS Answer all questions. 1. What property of light is illustrated by formation of shadows? 1mk 2. Other than local action state another defect of a simple cell and explain how it reduces the current produced. 2mks 3. The figure below shows a simple experiment using a permanent magnet and two metal bars X and Y. State, with reason, which bar is a soft magnetic material. 2mks 4. The figure below shows the image formed when an object is placed in front of a concave lens. Using suitable rays locate the position of the object. 3mks 5. Sketch the magnetic field pattern between the two poles of the magnet shown below. The wire carrying current is in between the poles. 2mks 6. The figure below shows a displacement time graph for a wave. Determine the frequency of the wave. 3mks 7. A mine worker stands between two vertical cliffs 500m from the nearest cliff. The cliffs are x metres apart. Every time he strikes the rocks, he hears the echos. The first one comes after 2.5s while the other comes 3s later. Calculate the distance between the cliffs. 3mks Metal bar Y Metal bar X During attraction After attraction X Ywww.freekcsepastpapers.comPage 143 14. A Define radioactivity. 1mk b Four nuclides are represented by the following symbols. 234 235 234 238 89 92 90 92 i Which nuclides are isotopes and which ones are isobars of the same element?"}
{"text": "A Define radioactivity. 1mk b Four nuclides are represented by the following symbols. 234 235 234 238 89 92 90 92 i Which nuclides are isotopes and which ones are isobars of the same element? 2mks ii Name the nuclides one of which could be produced from the other by emission of a beta particle. Write the equation of the reaction 2mks iii A manufacturer wishes to check on the thickness of steel sheets he produces. Describe how this could be done using radioactive source and a counter. 3mks c Explain how N-type and P-type semi-conductors are obtained. 3mks d Sketch a graph below of voltage against time for full wave rectification using 4 diodes. 2mks 15. A Name any two electromagnetic waves whose wavelength is shorter than visible light. 2mks b i The diagram above shows part of x-ray tube. Name parts A and B 2mks ii Why is part B preferred 1mk c i State two differences between x-rays and cathode rays. 2mks ii What is the effect on the wavelength of x-rays if the number of electrons hitting metal target are increased. 1mk iii What is the effect on wavelength of x-rays when p.d across the tube is decreased? 1mk d Calculate the maximum velocity of electrons that would produce x-rays of frequency 8.0 x 108Hz if only 20 of kinetic energy is converted to x-rays. 3mks Take Planks constant 6.63 x 10-34JS e The circuit diagram below was used to light 3v 0.5A bulb from 12.0v d.c supply. Determine the rate at which electrical energy is converted into heat energy in appliance R."}
{"text": "1mk d Calculate the maximum velocity of electrons that would produce x-rays of frequency 8.0 x 108Hz if only 20 of kinetic energy is converted to x-rays. 3mks Take Planks constant 6.63 x 10-34JS e The circuit diagram below was used to light 3v 0.5A bulb from 12.0v d.c supply. Determine the rate at which electrical energy is converted into heat energy in appliance R. 3mks W X Y Z Voltage Time s A B X rayswww.freekcsepastpapers.comPage 144 IGAMBA NG OMBE Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PAPER 3 CONFIDENTIAL QUESTION 1 PART A You are provided with the following; Metre rule Complete stand A spring with a pointer Three masses one 100g mass and two 50g mass Stop watch PART B A rubber bung Approximately: D 2.53cm, d 2.00cm, h 2.81cm Vernier caliper Beam balance QUESTION 2 You are provided with the following. An ammeter 0-3A A voltmeter 0-5V 2 Dry cells A resistance wire mounted on mm scale 6 connecting wires A torch bulb in a bulb holder A cell holder A switch A jockeywww.freekcsepastpapers.comPage 145 IGAMBA NG OMBE Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PRACTICAL PAPER 3 TME: 2 Hours INSTRUCTIONS TO CANDIDATES a Answer all questions. B You are supposed to spend the first 15 minutes reading the whole paper carefully before commencing your work. C Candidates are advised to record their observations as soon as they are made. D Marks are given for observation actually made, their suitability, accuracy and the use made of them."}
{"text": "B You are supposed to spend the first 15 minutes reading the whole paper carefully before commencing your work. C Candidates are advised to record their observations as soon as they are made. D Marks are given for observation actually made, their suitability, accuracy and the use made of them. QUESTION 1 PART A You are provided with the following; Metre rule Complete stand A spring with a pointer Three masses one 100g mass and two 50g mass Stop watch Proceed as follows; a Set up the apparatus as shown; b Hang the unloaded spring and record the pointer readings. X0 . M 1 mk c i Load a mass of 150g and determines the extension of the spring e1 .. m 1mk ii Displace the 150g mass slightly downwards and release it to oscillate vertically. Time 20 oscillations and obtain t1. T1 s 1mk iii Find the periodic time T1. T1 s 1mk iv Use the equation T1 2 to find the value of P1 . 2mks d i Load a mass of 200g and determines the extension of the spring e2 m 1mk ii Displace the 200g mass slightly downwards and release it to oscillate vertically. Time 20 oscillations and obtain t2. T2 s 1mk iii Find the periodic time T2. T2 . S 1mk iv Use the equation T2 2 to find the value of P2 . 2mks e Find the average of p. 2mks pav 1 22 Pointer Metre lSpring Stand Mwww.freekcsepastpapers.comPage 146 PART B You are provided with the following; A rubber bung Vernier caliper Beam balance Proceed as follows a Using the vernier caliper, measure the length D, d and h the height of the rubber band as shown in the figure. B Measure the mass M, of the rubber bung using the beam balance."}
{"text": "1mk L2 50cm R2 . 1mk L3 70cm R3 . 1mk j Compute the average value of the resistance R of the bulb. 2mks www.freekcsepastpapers.comPage 117 MURANG A SOUTH MULTILATERAL EXAMS I, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 1 PHYSICS PAPER 1 TIME: 2HRS INSTRUCTIONS TO CANDIDATES i Answer all questions in section A and B in the spaces below each question. Ii For numerical questions, show all your working iii Maths table and calculators may be used for calculation SECTION A 1. A salt solution of volume 30cm3 and density 1.1 g cm3 is mixed with 25cm3 of pure water of density 1g cm3. Determine a. Total mass of the mixture 1mk b. Density of the mixture 2 mks 2. The figure below shows a section of a Vernier callipers to measure the thickness of a wooden block. If the vernier calliper has zero error of. What is the actual reading of the vernier callipers 2mks 3. State the type of equilibrium for a rubber ball placed on a horizontal table as shown below 1mks 4. A ball is thrown vertically upwards and return to its starting point after 6 seconds. Calculate the maximum height reached g 10m s2 3 mks 5. A piece of paper is held in front of the mouth and air is blown horizontally over the paper.it is observed that the paper get lifted up. Explain this observation. 2mks 6. The figure below shows a uniform metre rule balancing when a mass of 200g is hung at one end. Determine the tension, T in the string. 3mks 7. A diver is 12m below the surface of water in a dam. If the density of the sea water is 1000kg m3. Determine the pressure due to the water on the diver. G 10N kg 2mks 8. A crystal of potassium permanganate was carefully introduced at the bottom of water column held in a gas jar. After sometime the whole volume of water was coloured."}
{"text": "G 10N kg 2mks 8. A crystal of potassium permanganate was carefully introduced at the bottom of water column held in a gas jar. After sometime the whole volume of water was coloured. Explain this observation. 1mks 9. Define absolute zero temperature for an ideal gas. 1mk 10. A substance of mass 2kg and specific heat capacity 400jkg-1k-1 initially at 80 c is immersed in water at 19 c. If the final temp is 20 c. Calculate the mass of water specific heat capacity of water 4200jkg-1k-1. 3mks 11. The cover of a ball point has a small hole on the stem as shown below Explain its function 1mk 100 cm 200g Rubber ball 10cmwww.freekcsepastpapers.comPage 118 12. Give a reason why hot water put in a sufuria covered with a blackened aluminium foil cools faster than one covered with a shiny foil . 1mks 13. A mass of 7.5kg has a weight of 30N on a certain planet. Calculate the acceleration due to gravity on this planet 2mks SECTION B 55 MARKS 14. A Define angular velocity and state its SI unit 2mk b A stone of mass 500g is whirled in a vertical circle at 5 revolutions per Second. If the length of the string used is 1.5m, determine i The angular velocity 3mks ii The maximum tension of the string 3mks c State three factors that will make the stone to remain in a state of vertical motion 3mks d A glass block of mass 300g is placed on a frictionless rotating table while fixed 10cm from the centre of the table by a light thread. The string can withstand a maximum tension of 6.6N. Determine the maximum velocity that the table can attain before the string cuts. 3mks 15. A State Hooke s law 1mk b A form 4 student did an experiment on Hooke s law and from his data drew the following graph. GRAPH OF FORCE AGAINST EXTENSION From the graph, i Determine the spring constant."}
{"text": "3mks 15. A State Hooke s law 1mk b A form 4 student did an experiment on Hooke s law and from his data drew the following graph. GRAPH OF FORCE AGAINST EXTENSION From the graph, i Determine the spring constant. 2mks ii Work done in producing an extension, e of 8cm. 2mks c State the factors which affect the spring constant calculated in b i above 2mks d A column of air 26cm is trapped by mercury thread 5cm long as shown in the diagram below. Www.freekcsepastpapers.comPage 119 e When the tube is laid horizontally as in figure ii the air column is now x cm long. When inverted as shown in figure iii , the length of the column is y cm. Find i The values of x 2mks ii The values of y 2mks Take atmospheric pressure to be 70cmHg 16. A State Newtons third law of motion. 1mk b A car of mass 900kg is initially moving at 20m s, calculate i Acceleration of the car 2mks ii The force required to bring the car to rest over a distance of 15M. 2mks c Two trolleys of masses 2.0 kg and 1.5kg travelling towards each other at 0.20m s and 0.35m s respectively combine head on. The trolleys combine on collision. Calculate the velocity of the combined trolleys. 3mks d A stone is projected vertically upwards with a velocity of 30m s from the ground. Determine the maximum height reached. 3mks 17. A State the law of floatation 1mk b The diagram below shows a wooden block of dimensions 50cm by 40cm by 20cm held in a position by a string attached to the bottom of a swimming pool. Density of block is 600kg m3, density of water 1000kg m3 The three forces acting on the block are tension T in the string, the weight W of the block and the up thrust U due to water."}
{"text": "3mks 17. A State the law of floatation 1mk b The diagram below shows a wooden block of dimensions 50cm by 40cm by 20cm held in a position by a string attached to the bottom of a swimming pool. Density of block is 600kg m3, density of water 1000kg m3 The three forces acting on the block are tension T in the string, the weight W of the block and the up thrust U due to water. I Write an equation relating T, W and U when the block is at stationery position. 1mk ii What is the weight of the block? 3mks iii What is the weight of the water displaced by the block? 2mks iv Determine the tension T on the string. 2 mks c Some ether is put in a combustion tube and two glass tubes inserted into the tube through a cork as shown in the figure below. The combustion tube is then put into a smaller beaker containing some water and a thermometer dipped in the water. When air is blown into the ether, the reading in the thermometer lowers. Explain this observation 2mks www.freekcsepastpapers.comPage 120 18. A Complete the diagram below to show how the pulleys can be used to raise a load, L by applying an effort, E 2mks b The pulley system above has a mechanical advantage of 3. Determine i The velocity ratio of the system 2mks ii The efficiency of the system 2mks iii The effort when a load of 60N is raised 2mks www.freekcsepastpapers.comPage 121 MURANG A SOUTH MULTILATERAL EXAMS I, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 2 PHYSICS PAPER 2 TIME: 2HRS INSTRUCTIONS TO CANDIDATES: 1. Answer ALL the questions in section A and B. 2. All working MUST be clearly shown. 3. Non-programmable silent electronic calculators and KNEC mathematical tables may be used. SECTION A 25 MARKS 1. The figure below shows two rays drawn from an object on to the mirror."}
{"text": "Non-programmable silent electronic calculators and KNEC mathematical tables may be used. SECTION A 25 MARKS 1. The figure below shows two rays drawn from an object on to the mirror. Complete the ray diagram to show the position of the image. 2 marks 2. A small chain is often seen hanging at the back of a petrol carrying lorry. State and explain its significance. 2marks 3. A Define diffraction with respect to waves. 1 mark b The diagram below show consecutive wave fronts. If the waves are moving towards the barrier, draw the wave fronts as they appear after passing through the aperture. 2 marks 4. State what determines the carrying capacity of an accumulator. 1mark 5. Sketch a displacement time graph of a wave of frequency 4HZ and amplitude 3.0cm over a time interval of 1.5 seconds 3mks 6. The figure below shows a set up used to study sound waves. Www.freekcsepastpapers.comPage 122 It is observed that when the bottle is shaken sound from the metal plates is heard. State and explain the observation that would be made if a little hot water is poured into the bottle and after sometime the cork is tightly replaced and the bottle shaken. 2 marks 7. The figure below shows a circuit diagram with cells in parallel. Each cell has e.m.f of 1.5V and internal resistance of 0.5 and the resistance of the bulb is 6 each. Determine the ammeter reading when the switch is closed. 3marks 8. An alternating voltage of peak value 15v and frequency 25Hz is applied to the terminals of a Cathode ray oscilloscope. The Y-gain is set at 5 v cm and the time base at 10 ms cm. Draw the trace observed on the screen. 2 marks 9. Name all the radiations of the electromagnetic spectrum which have higher wavelengths than the visible light in their increasing wavelengths. 1 mark 10. The figure below shows a diagram of circuit breaker . Explain how it operates 3mks 11. A resistance wire is 2 m long and has a cross-sectional area of 0.50 mm2. If its resistance is 2.6 , calculate its resistivity."}
{"text": "Explain how it operates 3mks 11. A resistance wire is 2 m long and has a cross-sectional area of 0.50 mm2. If its resistance is 2.6 , calculate its resistivity. 3 marks SECTION II 55 MARKS 12. A The figure below shows a charged electroscope and two aluminum plates A and B arranged as shown. 1cm 1cmwww.freekcsepastpapers.comPage 124 14. A i What do you understand by the term accommodation? 1mk ii An object is placed 40cm in front of a concave lens of focal length 20cm; determine the position of the image. 3mks b The following graph shows the variation of image distance, v, with magnification, m, for a converging lens. Using the graph and the equation 1 to determine: i The object position when the image position is 45cm. 3marks ii The focal length of the lens. 1 mark iii The power of the lens. 2 marks c The following figure below shows an eye defect Name the defect and show on the same diagram how the defect could be corrected. 3 marks www.freekcsepastpapers.comPage 125 15. A What do you understand by the term mutual induction? 1 mark . B State two factors that determine magnitude of e.m.f induced in a coil. 2 marks . C The diagram below shows an induction coil used to produce sparks. I Name parts labeled A and B. 2marks ii Briefly explain how the induction coil works. 3 marks b A transformer has 800 turns in the primary and 40 turns in the secondary winding. The alternating e.m.f connected to the primary is 240V and the current is 0.5A. Determine I the secondary e.m.f 2marks II the power in the secondary if the transformer is 95 efficient. 2mks 16. A The mains electricity is transmitted at high voltages. State two dangers of this high voltage transmission. 2marks b What is a fuse? 1mark c The figure shows a section of a domestic wiring."}
{"text": "State two dangers of this high voltage transmission. 2marks b What is a fuse? 1mark c The figure shows a section of a domestic wiring. I Identify two serious mistakes in the circuit. 2marks ii Explain why the circuits in domestic wiring should be connected in parallel with the main supply. 1mark iii Mrs. Sitima has two 2.5KW electric heater, 2.0KW electric stove, two 60W electric bulbs, 500W electric fan and 1.0Kw electric pressing box. Her power supply is 240V and main fuse 30A. I Can she connect all the appliances to her power supply at the same time? 2marks II If the cost of electricity is Ksh.6.50 per unit, calculate the cost of using electric stove and electric pressing box for 3 hours a day in the month of June. 3marks www.freekcsepastpapers.comPage 126 MURANG A SOUTH MULTILATERAL EXAMS I, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PAPER 3 PRACTICALS CONFIDENTIAL INSTRUCTIONS TO SCHOOLS Question 1 Metre rule Knife edge 10 microscope slides A 50g mass A piece of cello tape A Vernier caliper can be shared Resistance wire fitted on a millimeter scale labeled MN, Nichrome wire G 32mm Switch Voltmeter 0-5V Ammeter 0-2.5A Two dry cells in a cell holder 8 connecting wires ,atleast 4 with crocodile clips Micrometer screw gauge To be shared Question 2 - A retort stand, boss and clamp. -. Test tube - Piece of duplicating paper - A thermometer -100-1100 - A 200ml beaker containing some water - A tripod stand and wire gauze - A cardboard carton with a hole in the middle with the size of the thermometer."}
{"text": "2marks II If the cost of electricity is Ksh.6.50 per unit, calculate the cost of using electric stove and electric pressing box for 3 hours a day in the month of June. 3marks www.freekcsepastpapers.comPage 126 MURANG A SOUTH MULTILATERAL EXAMS I, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PAPER 3 PRACTICALS CONFIDENTIAL INSTRUCTIONS TO SCHOOLS Question 1 Metre rule Knife edge 10 microscope slides A 50g mass A piece of cello tape A Vernier caliper can be shared Resistance wire fitted on a millimeter scale labeled MN, Nichrome wire G 32mm Switch Voltmeter 0-5V Ammeter 0-2.5A Two dry cells in a cell holder 8 connecting wires ,atleast 4 with crocodile clips Micrometer screw gauge To be shared Question 2 - A retort stand, boss and clamp. -. Test tube - Piece of duplicating paper - A thermometer -100-1100 - A 200ml beaker containing some water - A tripod stand and wire gauze - A cardboard carton with a hole in the middle with the size of the thermometer. -. A burner - A rubber band - A stop watchwww.freekcsepastpapers.comPage 127 MURANG A SOUTH MULTILATERAL EXAMS I, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PRACTICAL TIME: 2 Hours INSTRUCTIONS TO CANDIDATES a Answer ALL the questions. B You are supposed to spend the first 15 minutes of the 2 hours allowed for this paper reading the whole paper carefully before commencing your work. C Marks are given for a clear record of the observations actually made, their suitability, accuracy and the use made of them. D Candidates are advised to record their observations as soon as they are made."}
{"text": "B You are supposed to spend the first 15 minutes of the 2 hours allowed for this paper reading the whole paper carefully before commencing your work. C Marks are given for a clear record of the observations actually made, their suitability, accuracy and the use made of them. D Candidates are advised to record their observations as soon as they are made. QUESTION ONE PART A You are provided with the following Metre rule Knife edge 10 microscope slides A 50g mass A piece of cellotape A pair of Vernier callipers Proceed as follows a Using the vernier calipers provided measure the length L and the width, W of the microscope slide L 1mk W 1mk b Stack ten 10 slides together using a cello tape as shown below fig 1. I Measure the thickness T of the stack of microscope slides. 1mk T ii Determine the volume v of the stack 2mk V LWT c Balance the metre rule at its centre of gravity and maintain the position of the fulcrum on the centre of gravity throughout the experiment Place the 50g mass and the stack of slides as shown in figure 4 below Adjust the position of both the50g mass and stacked slides until the rule is again balanced making the distances x and y as large as possible i x 1mk y 1mk Figure 1 T y x 50gwww.freekcsepastpapers.comPage 128 ii Calculate the mass m in grams of the stacked slides given that 2mk yxm50 iii Determine the density of glass given that vmdensity 2mk PART B You are provided with the following apparatus: Resistance wire fitted on a milliameter scale labelled MN Switch Voltmeter Ammeter Two dry cells in a cell holder Six connecting wires Micrometer screw gauge Proceed as follows; i. Set up the apparatus as shown in the Figure 3 below; ii. Remove the crocodile clip from the resistance wire MN and close the switch. Record the voltmeter reading V0. V0 ........................................ 1mark iii. Attach the Jockey to the resistance wire such that l 50cm iv."}
{"text": "V0 ........................................ 1mark iii. Attach the Jockey to the resistance wire such that l 50cm iv. Record the voltmeter and ammeter readings as V1 and Z respectively V1 .............................................. 1mark Z ............................................. 1mark v. Determine the value of X given that 1mark vi. Use the equation below to determine the value of k , where m 2.549 2marks vii. Measure the diameter d of the of the wire on the milliameter scale using the micrometer screw gauge d ..............................mm .....................................m 1mark viii. Determine the resistivity of the wire used in this experiment given that 2marks www.freekcsepastpapers.comPage 129 Question two You are provided with the following; - A retort stand, boss and clamp. -. Test tube - Piece of duplicating paper - A thermometer - A large beaker containing some water - A tripod stand and wire gauze - A cardboard with a hole in the middle - A burner - A rubber band - A stop band - A stop watch Proceed as follows; a Set up the apparatus as shown in figure 4 below. B Heat the water in the beaker provided and leave it to boil c Wrap the given piece of duplicating paper round the bulb of the thermometer. Use rubber band to hold the paper in place. D Place the thermometer inside in the dry test tube. E Place the test tube in the water as shown in the diagram above. Make sure that the water does not enter the test tube. Leave the test tube in the boiling water until the thermometer indicates a steady temperature. F Remove the thermometer and immediately start the stop watch. While holding the thermometer in air record the readings of the thermometer T1 at intervals of 30seconds for 10 minutes."}
{"text": "3marks 2. The density of a solid decreases after heating. Explain. 2marks 3. When a drop of oil is placed on the surface of water it spreads out forming a circular patch. Explain this observation. 2marks 4. A uniform meter rule is balanced as shown in the figure 2 below. The volume of the immersed object is 13. 5cm3. Determine the relative density of the liquid. 3marks 5. Give a reason why a person may nose bleed after ascending a high mountain. 1mark 6. A turntable of radius 10cm is rotating at 42 revolutions per second. Determine the linear speed of a point on the circumference of the turntable. 3marks 7. Figure 3 below shows a glass filled with hot liquid placed on a table immediately after wiping with water. State and explain what is observed when one tries to lift the glass after a few minutes. 2marks 8. In using the lift pump to raise water from a bore hole. It is observed that practically the height the water is raised cannot be 10m and more. Give two reasons for this observation. 2marks Hot liquid Wet table Fig. 3www.freekcsepastpapers.comPage 99 9. When a mass of 2kg is hang from a single spring, the spring extends by a distance 10cm. Determine the total extension in the set up in Figure 4 below given that the springs are identical 2marks 10. Define the term viscosity. 1mark 11. State one reason why the efficiency of a machine is always less than 100 1mark 12. State two factors that determine the critical speed for a car moving along a curved road. 2marks SECTION B 55 MARKS Answer all the questions in this section 13. A State the law of Floatation. 1mark b A submarine made of iron was observed to float in water while a piece of iron rod sinks in water. Explain this observation 2marks c A solid displaces 5.0cm3 of liquid when floating and 20cm3 when fully immersed in it. Given that the density of the solid is 1.2g cm3."}
{"text": "1mark b A submarine made of iron was observed to float in water while a piece of iron rod sinks in water. Explain this observation 2marks c A solid displaces 5.0cm3 of liquid when floating and 20cm3 when fully immersed in it. Given that the density of the solid is 1.2g cm3. Calculate i The weight of the solid 2marks ii Upthrust on the solid when floating 1mark iii The density of the liquid 3marks iv The upthrust when the body is fully submerged 3marks d Define the term relative density as used in liquids 1mark 14. A Define specific latent heat of fusion of a substance 1mark b Water of mass 400g at a temperature of 60oC is put in a well lagged copper calorimeter of mass 160g. A piece of ice at 0oC and mass 40g is placed in the calorimeter and the mixture stirred gently until all the ice melts. The final temperature, T, of the mixture is then measured. Specific latent heat of fusion of ice 334000J kg, specific heat capacity of water 4200J kgK specific heat capacity of copper 400J kgK Determine: i The heat absorbed by the ice during melting. 2marks ii Total heat gained by the melted ice Give your answer in terms of T 2marks iii Total Heat lost by the water and Calorimeter 3marks iv The final temperature T of the mixture. 2marks c Figure 5 below shows a block of ice with two heavy weights hanging such that the copper wire connecting them passes over the block of ice block resting on wooden support. It is observed that the wire gradually cuts its way through the ice block, but the ice is left as one piece. State the factor behind the observation. 1mark 2 Kg Fig. 4 Weights Wooden block Ice Block Fig. 5 Copper wirewww.freekcsepastpapers.comPage 100 15. A i Define the Impulsive force in terms of momentum. 1mark ii A striker kicks a ball of mass 250g initially at rest with a force of 75N."}
{"text": "5 Copper wirewww.freekcsepastpapers.comPage 100 15. A i Define the Impulsive force in terms of momentum. 1mark ii A striker kicks a ball of mass 250g initially at rest with a force of 75N. If the foot was in contact with the ball for 0.10sec. Calculate the take-off velocity of the ball. 3marks b A bullet of mass 20g moving at 400 m s strikes a block of wood of mass 3.5kg initially at rest. The bullet sticks into the block and the two move off together on a horizontal surface, where a frictional force of 4N is acting between the block and surface. I Determine the initial common velocity of bullet and wooden block. 3marks ii What distance does the block move before coming to rest? 3marks c Explain why a paratrooper flexes his legs as he lands. 2marks 16. The figure 6 below shows an inclined plane, a trolley of mass 30kg is pulled up a slope by a force of 100N, parallel to the slope. The trolley moves so that the centre of mass C travels from points A to B. i What is the work done on the trolley against the gravitational force in moving from A to B.? 2marks ii Determine the work done by the force in moving the trolley from A to B. 2marks iii Determine the efficiency of the system. 3marks iv Determine the work done in overcoming the frictional force. 1mark v Determine the mechanical advantage of the system. 2marks 17. Figure 7 below shows a trolley moving on a circular rail with a vertical plane, given that the mass of the trolley is 250g and the radius of the rail is 1.6m. i Determine the minimum velocity at which trolley passes point X. 3marks ii Find the angular velocity at point Z 2marks iii The force exerted on the rail at this point Z. 3marks iv State one application of circular motion in daily life. 1mark A C 100N B 10m 15 Fig."}
{"text": "2marks b An optician in Eldoret Hospital examined an eye of a patient and made the following observations: Eye ball too small and the focal length of the eye lens too short. I State the eye defect the patient could be having. 1mark ii Use a diagram to describe how the defect could be corrected. 2marks c The graph below shows the variation of 1 v and 1 u in an experiment to determine the focal length of a lens. I Use the graph to determine the focal length. 3marks ii What is the power of the lens used? 1mark 15. A Define electric resistance. 1mark b Figure 7. Shows three resistors connected as shown. Fig 7 If the voltmeter reads 4V, find the i Effective resistance. 2marks ii Current through the 3 resistor. 2marks iii Potential difference across the 8 resistor. 2marks c i What is meant by the term lost volts ? 1mark ii A cell supplies a current of 0.5A when connected to a 2 resistor and 0.25A when connected to a 5 resistor. Find the e.m.f and the internal resistance of the cell. 4marks www.freekcsepastpapers.comPage 104 16. A On the axes provided below, sketch a graph showing the variation of frequency with wavelength at constant velocity. 1mark b Tv waves of frequency 6MHz travels with a speed of 3.0 x 108 m s. What is the wavelength? 2marks c Figure 8. Shows circular waves approaching a concave reflector. Fig. 8 Show the reflected waves and the missing part of incident wave 2marks d State two conditions necessary for two progressive waves traveling in opposite directions to form stationary waves. 2marks e Figure 9 shows the set up used to demonstrate interference of sound. Fig 9 i An observer O, moves along XY. State the observation s made. 1mark ii State what would be observed if a cathode ray oscilloscope is moved along line XY. 2marks iii What will a student hear if he moves along the line OC?"}
{"text": "State the observation s made. 1mark ii State what would be observed if a cathode ray oscilloscope is moved along line XY. 2marks iii What will a student hear if he moves along the line OC? 1mark iv Why are the loudspeakers connected to the same audio frequency generator? 1mark 17. A State one factor that affects the capacitance of a capacitor. Mark b Figure 10 shows a circuit diagram with three capacitors. Fig 10 Frequency f Wavelength www.freekcsepastpapers.comPage 105 i Determine the effective capacitance of the arrangement. 2marks ii Find the energy stored in the combinations of capacitors. 3marks c Explain why it is not advisable to shelter under a tree when it is raining. 1mark 18. A State two dangers of high voltage transmission. 2marks b A generator produces 150KW at a voltage of 5 kV. The voltage is stepped up to 60kV and transmitted through cables of resistance 150 to a step down transformer in a substation. If both transformers are 80 efficient, Calculate the:- i Current through the transmission cables. 3marks ii Power lost during transmission. 3marks 19. A The half life of cobalt 60 is 5years. How long will a sample take for the activity to decrease to 1 16 of its original value? 3marks b The graph below shows radioactive decay of iodine. Use the graph to determine the:- i Fraction of the amount remaining after 16.2 days. 1marks ii Determine the half life of iodine. 1marks iii Mass remaining after 17 days."}
{"text": "Use the graph to determine the:- i Fraction of the amount remaining after 16.2 days. 1marks ii Determine the half life of iodine. 1marks iii Mass remaining after 17 days. 1mark www.freekcsepastpapers.comPage 106 MBORANU FORM IV JOINT EVALUATION, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PRACTICAL PAPER 3 TIME: 2 HOURS CONFIDENTIAL Each candidate should be provided with the following: QUESTION 1 Resistance wire fitted on a scale labeled MN SW 28 Switch Voltmeter 0-3v or 0-5V Ammeter 0-2.5A OR 0-3A Two dry cells Six connecting wires at least 4 with crocodile clips QUESTION 2 A concave mirror Focal length 15 cm Mirror holder. A screen A meter rule A candle A match box to be shared A boiling tube A measuring cylinder 50ml A half metre rule Water in a beaker about 100ml A stand complete with boss and clamp Vernier callipers may be shared www.freekcsepastpapers.comPage 107 MBORANU FORM IV JOINT EVALUATION, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PAPER 3 PRACTICAL July Aug, 2023 TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES: Answer all the questions You are supposed to spend the first 15 minutes of 2 hours reading the whole paper carefully before commencing your work. Marks are given for a clear record of the observations actually made, their suitability, accuracy and the use of them Record your observations as soon as you make them. Mathematical tables, slide rules and silent non-programmable electronic calculators may be used."}
{"text": "A screen A meter rule A candle A match box to be shared A boiling tube A measuring cylinder 50ml A half metre rule Water in a beaker about 100ml A stand complete with boss and clamp Vernier callipers may be shared www.freekcsepastpapers.comPage 107 MBORANU FORM IV JOINT EVALUATION, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PAPER 3 PRACTICAL July Aug, 2023 TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES: Answer all the questions You are supposed to spend the first 15 minutes of 2 hours reading the whole paper carefully before commencing your work. Marks are given for a clear record of the observations actually made, their suitability, accuracy and the use of them Record your observations as soon as you make them. Mathematical tables, slide rules and silent non-programmable electronic calculators may be used. Take g 10ms-2 QUESTION 1 a You are provided with the following apparatus: Resistance wire fitted on a millimeter scale labeled MN Switch Voltmeter 0-3V or 0-5V Ammeter 0-2.5 or 0-3 Two dry cells Six connecting wires i Set up the apparatus as shown in the fig 1 below. Ii Remove the crocodile clip from the resistance wire MN and close the switch. Record the voltmeter reading. V0 V 1mk iii Attach the crocodile clip to the resistance wire such that L 0. Read and record the ammeter reading at L 0 I0 A 1mk iv Repeat the procedure in iii and for L 10cm, 20 cm, 30 cm, 40 cm, 50cm, 60 cm, 70cm and 80 cm and record the voltmeter and ammeter reading in the table below. Switch L M N V A Crocodile clipwww.freekcsepastpapers.comPage 108 v Complete the table below."}
{"text": "1 mark b Set up the apparatus as in figure 2 below. Fig 2 c Put the object at a distance u 30cm and from the concave mirror. Adjust the position of the screen until a sharp image is formed on the screen. Record the distance V Candle Screen MirrorU Vwww.freekcsepastpapers.comPage 109 d Repeat procedure c above for the distance u 40cm and record the new distance V, in the table below e Complete the table below. 3 marks f Given that , calculate the values of f in each case; 3 marks 2. PART B You are provided with the following: a boiling tube a measuring cylinder a half metre rule water in a container a stand complete with boss and clamp Vernier callipers may be shared Proceed as follows: a i Using the Vernier callipers measure the internal diameter, d , of the boiling tube provided d ........................................................ cm 1 2 mark ii Using the half meter rule measure the height of the boiling tube provided h cm 1 2 mark iii Calculate the volume of boiling tube 2marks b i Clamp the boiling tube vertically as shown in the figure 1 below. Ii. Using the measuring cylinder pour 25cm3 of water into the boiling tube. Measure and record in the table below the height h, of water in the boiling tube. Iii Repeat the procedure in b ii for other volumes of water, V, shown in the table. 3marks Volume, V, of water cm Height, h, of water cm S V h 25 35 45 iv Calculate the average value of S and state what it represents 2marks hU cm V cm m V U m 1 30 40 1 mvfwww.freekcsepastpapers.comPage 84 MECS II CLUSTER EXAMINATION, 2023 Kenya Certificate of Secondary Education. 232 1 PHYSICS Paper 1 TIME: 2HRS Instructions to candidates i Answer ALL the questions in section A and B. ii All working MUST be clearly shown. Iii Non programmable silent calculators may be used."}
{"text": "232 1 PHYSICS Paper 1 TIME: 2HRS Instructions to candidates i Answer ALL the questions in section A and B. ii All working MUST be clearly shown. Iii Non programmable silent calculators may be used. Constant: g 10N kg or 10m s2 SECTION A: 25 MARKS 1. The figure below shows a section of a meter rule used to measure length of a piece of wood. Find the length of the wood 2marks 2. The diagram below shows a capillary tube immersed in water. A Make a sketch on the figure alongside b to show the appearance of the capillary tube if it was inserted in mercury. 1 mark b Explain the difference if any between figure a and b above 2 marks 3. Explain why a partially inflated balloon released at sea level would become fully inflated at a higher altitude. 1mark 4. A catapult is used to project a stone of mass 40.0g vertically upwards to a height of 50.0m. Calculate the amount of elastic potential energy initially present in the catapult. 2marks 5. A turning effect of force depends on the magnitude of the force. State any other factor that determines the moment of a force 1mark i Mercury is usually preferred over water for use as a barometric liquid. Give a reason for this. 1mark ii State the property of Freon that makes it suitable for use as refrigerant. 1mark iii Other than the mass of ice, State another physical quantities that remain constant while pure ice is being converted to water. 1mark 6. Giving a reason, explain why it s advisable for luggage carrier compartment to be put under the seats than at the roof tops of the buses. 1 mark 7. Other than angle of banking, state any other factor that affects the critical velocity of a vehicle negotiating a bend. 1 mark 8. A balloon filled with argon gas of volume 200 cm3 at the earth s surface where the temperature is 200C, and the pressure 760mm of mercury. If it is allowed to ascend to a height where the temperature is 00C and the pressure 100mm of mercury, calculate the volume of the balloon. 2marks 9."}
{"text": "A balloon filled with argon gas of volume 200 cm3 at the earth s surface where the temperature is 200C, and the pressure 760mm of mercury. If it is allowed to ascend to a height where the temperature is 00C and the pressure 100mm of mercury, calculate the volume of the balloon. 2marks 9. It is a common behavior for a high jumper to slightly flex their knees just before landing. Explain the importance of this behavior from your knowledge of physics. 1mark 11. The figure below shows a manometer containing water. Air is blown across the mouth of one tube and the levels of the water changes as shown. Explain why the level of water in the left limb of manometer is higher. 2 marks Blow air Water a b www.freekcsepastpapers.comPage 85 12. The figure below shows a uniform rod AB of weight 20N pivoted at A. If the system is in equilibrium, determine the weight W shown. 3marks 13. A cemented floor feels cold to the feet, but a woolen carpet on the same floor feels warm. Explain this. 1mark 14. The diagram below shows an arrangement used to determine the upper fixed point of ungraduated thermometer. I Why is the bulb of thermometer not dipped in the water? 1mark ii Explain how the sensitivity of a thermometer can be improved. 1mark SECTION B 55 MARKS 15. A State Archimedes principle . 1 mark b The figure shows a cube of side 2.0 m block and of mass 4,800 kg attached to the base of a tank containing paraffin of density 800 kgm-3 by means of an inextensible and light weight cable. Determine: i The density of the block. 2marks ii The upthrust acting on the block. 3 marks iii The tension in the cable. 2 marks iv The cable is then released, and the block rises to the surface where it subsequently floats. Calculate the fraction of the block which is beneath the surface of the paraffin. 2 marks 16. A Give two ways of increasing the boiling point of a liquid."}
{"text": "Explain. 2 marks ii A block of density 1.60 g cm3 and measures 3.0cm by 5.0cm by 7.0cm was placed on the ground. Determine the difference between the maximum and minimum pressure that would be exerted on the ground by the block. 3 marks b i State Newton s second law of motion 1 mark ii A wooden block resting on a horizontal bench is given an initial velocity U so that it slides on the bench for a distance X before it stops. Various values of X are measured for different value of the initial velocity. The figure below shows a graph of U2 against X. i Determine the slope S of the graph 3 marks ii Determine the value of k given that U2 20kX where k is a frictional constant for the surface 2marks iii State with a reason what happens to the value of k when the roughness of the bench surface is reduced 2 marks 19. A i State the kinetic theory of gases. 1 mark ii State the reason why it is easier to separate water into drops than to separate a solid into smaller pieces. 1mark b i State Hooke s law 1mark ii Two identical helical springs are connected in series. When a 50g mass is hang at the end of the springs, it produces an extension of 2.5 cm. Determine the extension produced by the same mass when the springs arc connected in parallel. 3marks c i State Boyle s law. 1mark ii Draw a suitable set up that can be used to verify Charles s law. 3marks 14U2 m2S2 X m www.freekcsepastpapers.comPage 87 MECS II CLUSTER EXAMINATION, 2023 Kenya Certificate of Secondary Education. 232 2 PHYSICS Paper 2 TIME: 2HRS Answer all the questions in sections A and B. SECTION A: 25MARKS 1. State one property of image formed by a pinhole camera. 1mk 2. Other than density, state another factor that affect the speed of sound in a solid. 1mk 3."}
{"text": "1mk 2. Other than density, state another factor that affect the speed of sound in a solid. 1mk 3. A radio wave has a frequency of 3MHz and travels with a velocity of 3.0 x108 m s. Calculate its wavelength. 2mks 4. Draw a circuit diagram to show P-N junction diode in the reverse biased mode. 2mks 5. Explain why the walls of studio are padded with woolen materials 1mk 6. A Define the term radioactivity 1mk b The figure below shows a radioactive element placed in an evacuated glass chamber. The element produces alpha, beta and gamma emissions. The three-emission pass through an electric field Complete the diagram to show the path of each of the emissions. 3mks 7. Explain why radio waves signals are easier to receive in a place surrounded by hills. 2mks 8. State two ways of minimizing electrical power losses during transmission of electric power. 2mks 9. Give a reason why convex mirror is preferred to a plane mirror for use as a driving mirror 1mk 10. State two ways of minimizing local action in a simple cell. 2mks 11. The figure below shows a defect of vision being corrected by concave lens placed infront of the eye. I Name the defect. 1mk ii Complete the rays to show the effect of the lens. 2mks 12. State one use of microwaves. 1mk 13. Determine the speed of light in water given that the speed of light in air is 3.0 x 108 m s and the refractive index of water is 1.33 3mks Radioactive element Glass chamber Lead box To vacuum pump Diverging lenswww.freekcsepastpapers.comPage 88 SECTION B 55 MARKS Answer all questions in this section. 14. A State the Ohm s law 1 mk b Give one factor that affect the resistance of a metallic conductor. 1mk c The figure below shows three resistors connected to 12V supply of internal resistance of 0.2 . Calculate i The effective resistance. 3mks ii The total current in the circuit."}
{"text": "1mk c The figure below shows three resistors connected to 12V supply of internal resistance of 0.2 . Calculate i The effective resistance. 3mks ii The total current in the circuit. 2 mks d i Define the term doping 1 mk ii Briefly explain how silicon is used to make an p-type semi-conductor. 3 mks iii State one application of a diode. 1mk 15. A Why is the cap of the gold leaf electroscope circular? 1mk b A match stick is lit near the cap of a charged electroscope. State and explain the observation made. 2mks c State one factor that affects the capacitance of a parallel plate capacitor. 1mk d A 10 F capacitor is charged to potential difference of 300V and isolated. It is then connected in parallel to a 5 F capacitor. Calculate: i The resultant potential difference. 3mks ii The total energy in the two capacitors after connection. 3mks 16. A State the Faraday s law of electromagnetic induction. 1mk b Give two factors that affect the magnitude of the induced em.f 2mks c A transformer with primary coil of 400 turns and secondary coil 200 turns is connected to 240 V a.c mains. I Calculate the secondary voltage. 2mks ii If the primary current is 3.0 A and secondary is 5.0A. Calculate the efficiency of the transformer. 3mks d State how the following are minimized in a transformer. 2mks i Hysteresis loss ii Eddy currents e Explain why the alternating voltage is used in a transformer. 1mk 17. A Define the term work function 1mk b Distinguish between thermionic emission and the photoelectric emission. 1mk c State one factor that determines the velocity of photoelectrons produced on the metal surface when light shine on it."}
{"text": "1mk 17. A Define the term work function 1mk b Distinguish between thermionic emission and the photoelectric emission. 1mk c State one factor that determines the velocity of photoelectrons produced on the metal surface when light shine on it. 1mk d The threshold wavelength of a photo emissive surface is 5.55x10-7 m. Take speed of light C 3.0x108 m s, Planck s constant h 6.63 x10-34 Js and mass of an electron Me 9.1x 10-31kg. Calculate: i Its threshold frequency 3mks ii The work function of the surface 3mks e The maximum speed with which a photoelectron is emitted if the frequency of the radiation is 6.2 x1014 Hz 3mks 2 3 4 12V r 0.2 www.freekcsepastpapers.comPage 89 18. A State one similarity between cathode rays and X-rays. 1mk b Give two uses of X-rays in medicine 2mks c In a T.V set magnetic fields are preferred for use as deflection system instead of the electric field. Explain 1mk d The figure below represents a cathode ray oscilloscope C.R.O . I Name the parts labelled A and C 2mks ii What is the function of part labelled D 1mk iii Explain how electrons are produced in the C.R.O. 1mk iv State the reason why the part labelled F has variable potential difference. 1mk v Give a reason why the tube is evacuated. 1mk A B C F G H 6V D Ewww.freekcsepastpapers.comPage 90 MECS II CLUSTER EXAMINATION, 2023 Kenya Certificate of Secondary Education. 232 3 PHYSICS PAPER 3 212 hours INSTRUCTIONS TO CANDIDATES a Answer ALL questions. B You are supposed to spend the first 15 minutes of the 212 allowed for this paper reading the whole paper carefully before commencing the work."}
{"text": "E Given that R r1 r2. Calculate R. 2mk f Given that , find the value of n. 3mks g Given that , find the value of k. 2mks h What Physical property does n represent? 1mk www.freekcsepastpapers.comPage 92 PART B g Measure 100 ml of hot water and pour it into the beaker. Place the beaker on the bench. Clamp the thermometer vertically and insert it into the beaker with hot water. H Start the stop-watch when the temperature is 800 C. Record the temperature, after 4 minutes. A .0C. 1mk Convert to in degrees Celsius to temperature T, in kelvin. B T ..K. 1mk i Find the mass, m in kg of water in the beaker given that the density of water is 1000kg m3. 2mks j Given that: where; m is the mass of the water used and the specific heat capacity of water, c 4200J kg K, determine the value of . 3mks k State the significance of . 1mks MECS II CLUSTER EXAMINATION, 2023 Kenya Certificate of Secondary Education."}
{"text": "2mks NsNp VsVp 400200 Vs240 Vs 400x240200 480V ii Power output 240x3 720W Efficiency power outputpower input x100 Power input 480x 5 2400W 7202400x100 30 d i Hysteresis loss - using a core of a soft magnetic material eg soft iron ii Eddy currents - laminating the core e It can be stepped up or stepped down. 17. A Minimum amount of energy of radiation light required to dislodge an electron from the surface of a metal b Thermionic emission is the process of emitting electrons from the metal surface due to heat energy while photoelectric effect is the process of emitting electrons from the metal surface by electromagnetic radiation of sufficient frequency energy. C Frequency wavelength energy of the radiation d i threshold frequency 3mks fo C O fo 3.0x1085.55x10 7 fo 5.405 x1014Hz ii The work function of the surface 3mks Wo hfo 6.63x10-34 x 5.405x1014 3.584 x10-19 J e hf hfo 2MeV2 6.63x10-34x6.2x1014 -3.584x10-19 5.266x10-20J 12MeV2 hf hfo V 5.266X10 20X29.1X10 31 3.402X105m s 18. A Both travel in straight line at the speed of light. B Sterilize surgical equipment Killing cancerous cells radiotherapy Radiography c Magnetic fields provide a wider deflection compared to electric fields. D i A-Cathode C-Grid ii Used for vertical deflection of the electron beam iii Thermionic emission-when the cathode is heated electrons on its surface gain enough energy to enable them break loose from the force of attraction from the nuclei. The filament heats up the cathode, causing the electrons to boil off or be emitted from surface. Iv To focus converge the electron beam on the screen. V To prevent electrons from losing energy due to collision with air particles."}
{"text": "Correct evaluation mk h Refractive index of glass 1mk PART B h a 68. 0 2.0 .0C. 1dp a must b T 273 68 341 ..K. i 1000 0.0001 0.1 kg j 0.1x4200 353 341 240 5040240 21 Js 1 k Rate of energy loss by water power loss by waterwww.freekcsepastpapers.comPage 63 A man pulls on the rope with a horizontal force T. The piece of metal has a weight of 2000 N and is freely pivoted at A. The system is in equilibrium. By taking moments about A, calculate the value of T. 3marks 6. Explain why an aeroplane is likely to take off much earlier than expected when the speed of the wind blowing in the opposite direction to its motion on the runway suddenly increases. 2 marks 7. An aircraft 300m from the ground traveling horizontally at 400m s releases a parcel. Calculate the horizontal distance covered by the parcel from the point of release. Ignore air resistance 3 mks 8. A body of mass 4.0kg held at a vertical height of 500cm is released to travel a long a frictionless curved path as shown in figure 8 Fig 8 The 4.0kg mass strikes another body of mass 6.0kg at rest. Immediately it reaches the horizontal, the two bodies stick together and move in the same direction. Determine the velocity of the bodies immediately after collision. 3marks 9. A tin with a hole is filled with water to a certain height. Water jets out as shown in figure 9 a below. A second identical tin is filled with water to the same height and a block of wood floated as shown in figure 9 b . Fig 9 State the reason why the maximum distance of jet d2 is greater than d1. 1 mark 10. The figure 2 below shows the apparatus used to observe Brownian motion using a smoke cell. I State the observation made in the smoke cell."}
{"text": "1 mark 10. The figure 2 below shows the apparatus used to observe Brownian motion using a smoke cell. I State the observation made in the smoke cell. 1 mark ii Explain the observation made when the temperature in the smoke cell is increased. 1 mark 11. When a mercury in a glass thermometer is used to measure the temperature of hot water, it is observed that the mercury level first drops before beginning to rise. Explain. 2 marks Mass 4.0kg Mass 6.0kg S Glass cover Microscope Air and smoke particleswww.freekcsepastpapers.comPage 64 12. Figure 3 shows an arrangement of apparatus to study properties of different surfaces. The heater is placed equidistant from the two plates. State what happens when the heater is switched on for some time. 1 mark 13. Explain your answer in question 12 above 1mark SECTION B: 55 marks 14. A The figure below shows the features of a refrigerator. I What is the function of the pump P? 1 mark ii What is the function of the copper fins at the back of the refrigerator? 1 mark iii Explain briefly how cooling takes place in the refrigerator. 3 marks iv What is the purpose of the double wall in a refrigerator? 1 mark b i Define the term latent heat of fusion of a substance. 1 mark ii The figure below shows an apparatus that could be used to determine the specific latent heat of fusion of ice. Fig 12 In order to obtain results that are as accurate as possible, state why it is important to: I. Wait until water is dripping into the beaker at constant rate before taking readings. 1 mark II. Use finely crushed ice rather than larger ones. 1 mark www.freekcsepastpapers.comPage 65 15. A State the law of flotation. 1 mark b Figure 13 below shows a uniform rod of height 8cm floating vertically in a beaker containing two immiscible liquids P and Q. The densities of the liquids are 800kg m and 1200kg m respectively the cross-sectional area of the rod is 2cm . Determine i . The weight of liquid P displaced by the rod."}
{"text": "The densities of the liquids are 800kg m and 1200kg m respectively the cross-sectional area of the rod is 2cm . Determine i . The weight of liquid P displaced by the rod. 3 marks ii The weight of liquid Q displaced by the rod. 2 marks iii The mass of the rod. 1 mark iv The density of the rod. 2 mks c Figure 14 below shows a block of volume 50 cm3 and density 2 000 kg m3 submerged in a liquid and suspended from a uniform horizontal beam by means of a thread. The beam is balanced by a spherical mass of 40 g, which is suspended from it on the other side of the pivot as shown. Fig 14 Determine the upthrust force acting on the block. 3 marks 16. A State two condition necessary for a driver to negotiate a bend on a banked road at a relatively high speed 2 marks b The figure shows stone of mass 100g whirled in a vertical circle using a thread of length 56cm. Take g 10N Kg www.freekcsepastpapers.comPage 66 If the stone is whirled at a speed of 8m s. Calculate; i The centripetal force experienced by the stone. 3 marks ii Tension force on the string at : I A 2 marks II B 2 marks iii calculate the angular velocity of the stone. 1mark d Figure 15 shows a centrifuge that is used to separate particles suspended in a liquid. Fig 15 Particle of different mass M1, M2 and M3 are suspended in a liquid which they do not dissolve. The system is then rotated in the direction shown. I State why the particles of different masses will acquire different radii as the system is rotated. 1 mark ii If M3 M2 M1, arrange the particle in increasing radii when the centrifuge is rotated for some time. 1 mark 17. A State one condition necessary for pressure law to hold. 1 mark b A bubble at the bottom of a pond expands as it rises to the top of the liquid. Explain. 1 mark c The graph below represents a graph of pressure against temperature, oC."}
{"text": "1 mark b A bubble at the bottom of a pond expands as it rises to the top of the liquid. Explain. 1 mark c The graph below represents a graph of pressure against temperature, oC. From the graph, determine; i The absolute zero temperature. 1 mark ii The pressure at 373K 1 mark Explain why temperature in i above cannot be achieved 2 marks 100 200 Temp oC Pressure 10 5pa1 2 3 4www.freekcsepastpapers.comPage 67 d A column of air 26cm long is trapped by mercury thread 5cm long. When the tube is inverted, the air column becomes 30cm long. What is the value of atmospheric pressure? 3 marks Explain using kinetic theory of gases why pressure of gases increases as temperature of the gas is increased. 3 marks 18. A Differentiate between work and energy. 2 marks b Describe the energy transformation that takes place when a car battery is used to light a bulb. 1 mark c The figure shows a machine. Gear wheel A with 30 teeth is driven by gear wheel B with 15 teeth. I Determine the velocity ratio of the machine. 2 marks ii If the machine has a mechanical advantage of 0.375, determine the efficiency of the machine. 2 marks d A cart of mass 30kg is pushed along horizontal path by a horizontal force of 8N and moves with a constant velocity. The force is then increased to 14N. Determine:; i The resistance to the motion of the cart. 1 mark ii The acceleration of the cart. 2 marks www.freekcsepastpapers.comPage 68 MURANGA SOUTH FORM 4 JOINT EVALUATION TEST, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 2 PHYSICS PAPER 2 TIME: 2HRS INSTRUCTIONS TO CANDIDATES 1 Answer all questions in section A and B. 2 All workings must be clearly shown 3 Mathematical tables and non-programmable calculators may be used. SECTION A 1. The diagram below shows two steel pins held at the poles of two magnets. 2. The figure below shows an object in front of a plane mirror."}
{"text": "From the above graph, determine the reflective index of the liquid 3mks c The figure below shows a displacement time graph for a progressive wave i Determine the frequency of the wave 3mks ii Given that the velocity of the wave is 20m s determine its wavelength. 2mks 15. A The figure below shows a magnet being moved towards a stationery solenoid. It is observed that the pointers of the galvanometer deflect. I Give a reason for the deflection of the pointers of the galvanometer 1mk ii State two ways that can be used to increase the magnitude of the deflection of the pointer of the galvanometer 2mks Time seconds Displacement cm Apparent depth cm Real depth cm www.freekcsepastpapers.comPage 71 b The figure below shows a simple electric generator. 1 Name the parts labelled P and Q 2mks 2 The emf generated as the coil rotates is represented in the graph below. Give a reason for the changes in the emf as the coil rotates from 0 to 90 and 90 to 180. 2mk c The primary coil of the transformer has 1200 turns and the secondary coil has 60 turns. The transformer is connected to a 240V a.c source Determine i The output voltage 2mks ii The output current when the primary coil has a current of 0.5A. assume there are no energy losses 2mks 16. A State the differences between cathode rays and electromagnetic radiations 2mks b The figure below shows the main features of a cathode ray oscilloscope CRO i Name the parts labelled M and N 2mks ii State how electrons are produced in the tube 1mk iii When using CRO to display wave fronts of voltages. State where the following should be connected I. Voltage to be displayed on the screen. 1mk II. Time base voltage 1mk III. State why the tube is highly evacuated 1mk c An x ray tube operating at 12KV delivers a current of 8 mA per seconds."}
{"text": "1mk II. Time base voltage 1mk III. State why the tube is highly evacuated 1mk c An x ray tube operating at 12KV delivers a current of 8 mA per seconds. Calculate the number of electrons hitting the target per second Take 1.6 10 19 C 3mks. Emf V Angle of rotation 180o 360o Spot Fluorescent screen Heated filament Cathode Magnet Magnetwww.freekcsepastpapers.comPage 72 17. A State two ways of minimizing power losses during the transmission of electric Power 2mks b An electronic cooker is rated 2.5kw, 250v. State the meaning of these values 1mk c A consumer has the following appliances in the house Electronic iron rated 1500v A water heater rated 500w An electric cooker rated 2500w Three bulbs each rated 60w The house is filled with 12A fuse. Determine the resistance of the heating element used in the electric cooker 3mks d State how heating is achieved in a resistance wire 1mk e The lighting in a house has 20 lamps each rated 60w, 240 v. Determine the rating of the fuse that maybe used in the circuit. 4mks www.freekcsepastpapers.comPage 73 MURANGA SOUTH FORM 4 JOINT EVALUATION TEST, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS Practical PAPER 3 CONFIDENTIAL INSTRUCTIONS TO SCHOOLS Question 1 Provide each candidate with the following apparatus. A metre rule A spring balance RANGE ABOVE 2.5 N A mass of 200g 2N with a hook or two 100g masses labelled M A complete retort stand Knife edge support at least 7 cm high Two light strings about 10cm long. QUESTION TWO A nichrome wire mounted on a millimetre scale labelled AB use a wire of diameter 0.36mm A galvanometer. Jockey A carbon resistor labelled X . 10 ohm carbon resistor 8 Connecting wires, 4 with crocodile clips at both ends."}
{"text": "A metre rule A spring balance RANGE ABOVE 2.5 N A mass of 200g 2N with a hook or two 100g masses labelled M A complete retort stand Knife edge support at least 7 cm high Two light strings about 10cm long. QUESTION TWO A nichrome wire mounted on a millimetre scale labelled AB use a wire of diameter 0.36mm A galvanometer. Jockey A carbon resistor labelled X . 10 ohm carbon resistor 8 Connecting wires, 4 with crocodile clips at both ends. A resistance wire labelled R mounted on a half meter rule use a wire of diameter 0.36mm fixed on half metre rule using cello tape. Ammeter range 0-1 Voltmeter range 0-5 or 0-2.5 One dry cell in a cell holder Micrometre screw gauge Soft board Vernier callipers. Rectangular Glass block of width 6.50 cm Four optical pins. Plain sheet of paper. Two thumb tacks Protractorwww.freekcsepastpapers.comPage 74 MURANGA SOUTH FORM 4 JOINT EVALUATION TEST, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PRACTICAL Paper 3 TIME 2 Hours INSTRUCTIONS TO CANDIDATES a Answer ALL the questions in the spaces provided in the question paper. B You are supposed to spend the first 15 minutes of the 2 hours allowed for this paper reading the whole paper carefully before commencing your work. C Marks are given for a clear record of the observations actually made, their suitability, accuracy and the use made of them. D Candidates are advised to record their observations as soon as they are made. E Non-programmable silent electronic calculators may be used. QUESTION 1 You are provided with the following: A metre rule A spring balance A mass M Stand Knife edge support. Two light strings about 10cm long. Proceed as follows: a Use the spring balance to determine weight of mass M N."}
{"text": "QUESTION 1 You are provided with the following: A metre rule A spring balance A mass M Stand Knife edge support. Two light strings about 10cm long. Proceed as follows: a Use the spring balance to determine weight of mass M N. 1mk b Using the string provided make two loops to be used as hooks L1 and L2 in the diagram. C Suspended the spring balance from a clamp and using one loop to support the rule from the spring so that the loop L2 is on 85cm mark. D Support the other end of the rule with a knife edge at the 10cm mark so that the rule is horizontal. E Using loop 1 suspended the mass M at a distance d 10cm from the knife edge as shown and take the reading of the spring balance, record the results in table 1. F Adjust the distance, d, to 20cm, 30cm e.t.c and each time recording the reading of the balance to complete the table. Table 1 Distance d cm 10.0 20.0 30.0 40.0 50.0 60.0 70.0 Distance d m Force N 3marks g Plot a graph of force F against distance d m 5 marks h From your graph determine: i The slope 3mks ii The value of F when d 0 2mks www.freekcsepastpapers.comPage 75 i Using the information from your graph, determine the constant k and n in the equation below and indicate their units, F 2nd 40k. I N 3mks ii K 3mks QUESTION 2 You are provide with the following - A nichrome wire mounted on a millimeter scale labelled AB - A galvanometer. -. Jockey - A carbon resistor labelled X. - 8 Connecting wires, 4 with crocodile clips at both ends. -. A resistance wire labelled R mounted on a half meter rule - Ammeter - Voltmeter - One dry cell in a cell holder - Micrometer screw gauge Proceed as follows: a Set up the circuit as shown below. I Record the voltmeter reading when the switch is open."}
{"text": "- 8 Connecting wires, 4 with crocodile clips at both ends. -. A resistance wire labelled R mounted on a half meter rule - Ammeter - Voltmeter - One dry cell in a cell holder - Micrometer screw gauge Proceed as follows: a Set up the circuit as shown below. I Record the voltmeter reading when the switch is open. E 1mark ii Close the switch and record the voltmeter and ammeter readings V and I. V 1mark I 1mark iii Explain why V is less than E. 1mark iv Now connect the voltmeter across the carbon resistor X and record voltmeter reading V1 when the switch is on. V1 . 1mark v Determine X given that X 1 1mark b Using the micrometre screw gauge, measure and record the diameter D of the resistance wire R provided D m 1mark c Now connect another circuit as shown in the figure below. Touch the 10cm mark and the 90 cm mark and see that the galvanometer deflects in opposite direction in each case. I Move the sliding jockey along the resistance wire AB and note the length L1 and L2 where the galvanometer pointer points at the zero mark. Record the values of L1 and L2. L1 m 1mark L2 m 1mark ii Determine the resistance of the resistance wire R using the relationship, 2marks G X L1 L2 10cm mark 90cm mark R B A AV Xwww.freekcsepastpapers.comPage 76 1 2 iii Determine the resistance of the wire R per metre. 1 mark iv Given that, R 0.1114 2 determine the value of S, where R is the resistance per metre. 3mark PART B You are provided with the following; - Soft board - Vernier callipers. -. Rectangular Glass block - Four optical pins. -. Plain sheet of paper."}
{"text": "3mark PART B You are provided with the following; - Soft board - Vernier callipers. -. Rectangular Glass block - Four optical pins. -. Plain sheet of paper. -. Two thumb tacks - Protractor Procedure; a Measure and record the width t of the glass block using the Vernier callipers provided. T m 1 mark b Fix the white plain paper on the soft board using the two thumb tacks. C Place the glass bock on the paper, trace its outline and label it ABCD, as shown. D Remove the glass block and draw a normal, say at point O. e Draw a line making an angle of 300 with the normal to represent the incident ray. F Replace the glass block carefully to its original position. G Fix two pins P1 and P2 on the line in such a way that they are vertical and at least 4cm apart. H Looking through the glass block through face AB, fix two pins P3 and P4 so that they are exactly in line with the P1 and P2. Mark the positions of P3 and P4 i Join P3 and P4 and produce the line to meet face AB of the block at O1. Join O and O1. Measure angle O1OP. Also, Measure angle OO1P. O1OP 1mark OO1P 1mark ii Measure the perpendicular distance d from the line O1N to OP produced. D m 1mark iii Determine t1 given that, t1 . 3marks iv How do the values of t and t1 compare?"}
{"text": "2marks 4. Figure 3.0 shows a brick of mass 8.0kg standing upright on the ground as shown. 5. What is the pressure it exerts on the ground? G 10Nkg-1 3marks 0 10 5 A Soap film Wire frame Loop of threadwww.freekcsepastpapers.comPage 42 6. The figure 4.0 shows a rod made of wood on one end and metal on the other end suspended freely with a piece of thread so that it is in equilibrium. 7. State the relationship between Physics and Mathematics. 1mk 8. The diagram in fig 5.0 shows a section of a pipe with different cross-sectional area If water flows with a velocity of 10m s in section A, what would be the velocity of water in section? 3marks 9. Determine the spring constant of a spiral spring whose length changes from 10 cm to18 cm when a load of 10.0 N is suspended from its lower end. 3marks 10. Figure 6.0 below shows a wooden sphere with a nail hammered into it as shown. Y The sphere is rolled on a horizontal ground and comes to rest after sometime at point Y. Draw the sphere after it comes to rest at point Y. 1mark 11. When the temperature of an enclosed gas at constant pressure is raised, the volume of the gas increases. Explain how the molecules of the gas cause the increase in volume. 2marks 12. It is easier to stop a saloon car than a bus when both are moving with the same velocity. Explain. 2mrks 13. Figure7.0 a shows a displacement-time graph. Sketch a velocity-time graph on fig.7.0 b 1mk 14. State the law of conservation of energy. 1mk SECTION: 55 MARKS Answer all the questions in this section. 15. A Explain why it is advisable to use a pressure cooker at high altitude. 2marks b Water of mass 3.0 kg initially at 200C is heated in an electric kettle rated 3.0kW."}
{"text": "15. A Explain why it is advisable to use a pressure cooker at high altitude. 2marks b Water of mass 3.0 kg initially at 200C is heated in an electric kettle rated 3.0kW. The water is heated until it boils at 100oC take specific heat capacity of water 4200Jkg-1k-1, heat capacity of the kettle 450Jkg-1 and specific latent heat of vaporization of water 2.3MJkg-1. Determine: i The heat absorbed by the water. 2marks ii The heat absorbed by the electric kettle. 2marks iii The time taken for the water to boil. 2marks iv How much longer it will take to boil all the water. 3marks The side made of metal is heated with a Bunsen burner flame. State with a reason, the side to which the rod is likely to tilt. 2mks www.freekcsepastpapers.comPage 43 16. A Figure 8.0 shows the same block weighted in air, water and liquid. Given that the reading of the level of water becomes 150cm3 when the metal is fully immersed. Density of water 1000kgm 3 Determine the, i Density of the metal 3marks ii How would you determine the water level before the solid was immersed? 2marks iii Explain why the spring balance gives different reading in fig 8 ii and 8 iii with the same metal block. 2marks b Figure 9.0 below shows a simple hydrometer. I State the purpose of the lead shots in the glass bulb. 1mark ii How would the hydrometer be made more sensitive. 1mark c Figure10.0 shows a cork floating on water and held to the bottom of the beaker by a thin thread. Name the forces acting on the cork. 3marks 17. A When a bus goes around a bend on a flat road, it experiences a centripetal force."}
{"text": "State two changes that could be made to increase the strength of the electromagnet. 2 marks 5. I The diagram below shows a ferromagnetic material being magnetized by the method shown. Identify the polarity of P 1mk www.freekcsepastpapers.comPage 46 ii On the axes given below, sketch a graph to show how the strength of the magnet being created varies with the number of strokes. 1mk 6. A current of 13A flows through a heating element of resistance 8.5 for 1.5 minutes. Calculate the quantity of heat supplied. 3marks 7. Give a reason why it is not advisable to smoke a cigarette near a charging battery. 1mark 8. A soldier standing between two cliffs fires a gun. He hears the first echo after 2 seconds and the next after 5 seconds. Determine the distance between the two cliffs. Velocity of sound in Air 340m s 3mks 9. I Distinguish between transverse and longitudinal waves. 1 mark ii The figure below shows a wave profile. State the amplitude in SI units 1 mark 10. Two identical sphere A and B each standing on an insulated base are in contact. A negatively charged rod is brought near sphere A as shown below. In what way will A differ from B if separated while the rod is held close to A? 2mks 11. A student was investigating the brightness of bulbs when set up in circuits. He used identical bulbs and cells. He set up circuit A and B consisting of two bulbs and two cells as shown below. 12. A State one condition necessary for total internal reflection to occur 1mk b State one application of total internal reflection. 1mks Strength of magnet Number of strokes A B State and explain which set up had the bulbs brighter 2mks www.freekcsepastpapers.comPage 47 SECTION B 55 MARKS Answer ALL questions in this section. 13. A . On the axes provided, sketch a graph of capacitance against area of overlap of a parallel plate capacitor. 1 mark b i Draw a circuit diagram that may be used to investigate the discharging process of a capacitor."}
{"text": "A . On the axes provided, sketch a graph of capacitance against area of overlap of a parallel plate capacitor. 1 mark b i Draw a circuit diagram that may be used to investigate the discharging process of a capacitor. 2 marks ii On the axes provided sketch the graph of potential difference between the plates against time for discharging process. 1 mark c The figure below shows three capacitors connected to a 6V battery. Determine; i effective capacitance, 3 marks ii total charge stored, 3 marks iii potential difference across the 4 F capacitor 3 marks d Three resistors of resistances 2.0 , 4.0 and 6.0 are connected so as to obtain the least effective resistance. I Sketch an appropriate circuit diagram for the arrangement. 1 marks ii Determine the effective resistance of the circuit. 2 marks 14. A The figure below shows a human eye with a certain defect. I State one cause of this defect. 1 mark ii On the same diagram, sketch the appropriate lens to correct the defect and sketch rays to show the effect of the lens. 2 marks Time s Potential difference V Area of overlap m2 Capacitance F Retina Eyeball Rays from a distant object Imagewww.freekcsepastpapers.comPage 48 b The figure below shows a parabolic surface with a source of light placed at its focal point F. Draw rays to show reflection from the surface when rays from the source strike the surface at points A, B, C and D. 1 mark c State why convex mirrors are used in supermarkets to check shoplifters. 1 mark d The figure below shows a graph of V1 against U1 for a convex lens of unknown focal length. Use the graph to determine the average focal length ofof the lens, given that fff o When1f and 2fare the values of the focal lengths at of V1 andU1 intercepts respectively. 3 marks 15. A The figure below shows a simplified pin hole camera that was drawn to scale and the image of the object shown on the screen. Imagewww.freekcsepastpapers.comPage 49 The image formed was half the height of the object."}
{"text": "3 marks 15. A The figure below shows a simplified pin hole camera that was drawn to scale and the image of the object shown on the screen. Imagewww.freekcsepastpapers.comPage 49 The image formed was half the height of the object. I Complete the figure to show the object using a ray diagram. 4 marks ii State other two characteristics of the image. 2 marks iii State one effect on the image when; I. the pin hole was enlarged 1 mark II. The length of the camera was made shorter 1 mark III. The object was taken closer to the pin hole. 1 mark 16. A State the basic law of magnetism. 1 mark b Given a bar magnet, unmagnetised iron bar and a cotton thread; i describe a simple experiment that can be used to distinguish between a magnet and an iron bar. 4 marks ii State with reasons the observations that would be made in the experiment. 4 marks c While demagnetizing two bar magnets that were initially magnetized using electric current the number of identical pins that remained attracted by each magnet at different times was noted and a graph of the number of pins against time was obtained as shown in the figure below for the two magnets, P and Q, one from soft iron the other one steel. I With a reason, identify which graph represented soft iron 2 marks ii Use domain theory to explain demagnetization process. 2 marks 17. A Use the figure below to answer the questions that follows. I Show the direction of the current on the turns when the switch S is closed. 1marks ii State the polarity at P 1marks iii Explain using domain theory what happens on the soft iron bar. 1marks iv If a steel bar was used instead, what could be the difference? 1mark Time s www.freekcsepastpapers.comPage 50 b The following diagram shows a part of an electric D.C. motor. I On the diagram above show the direction of rotation of the coil. 1marks ii State the effect of increasing the number of turns of the rotating coil of an electric motor."}
{"text": "Motor. I On the diagram above show the direction of rotation of the coil. 1marks ii State the effect of increasing the number of turns of the rotating coil of an electric motor. 1marks c Sketch the magnetic field pattern around the conductor carrying current on figures a and b shown below. 2marks Fig a Fig bwww.freekcsepastpapers.comPage 51 MWAKICAN MJET FORM 4 JOINT EVALUATION TEST, 2023 Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PAPER 3 Practical TIME: 2 HRS INSTRUCTIONS TO CANDIDATES 1. Answer all questions 2. All working must be clearly shown where necessary. 3. Non-programmable silent electronic calculation may be used. Question 1 You provided with the following - 35 paper clips - Optical pin from which the pendulum of a chain of paper clips may be suspended - 2 small pieces of wood or a cork to support the pin or the wire - A complete retort stand and clamp - A stop watch - Half metre rule Proceed as follows a Make a chain to consist of 10 paper clips ensuring that the links are all free to move. Make sure that the paper clips are all the same way up. Using the rule measure the length of one clip. ---------------------------------cm 1mk Set up the pendulum of the chain of paper clips as shown in figure below. B Keeping the chain straight, displace the bottom link of the chain through a small amplitude and release. When the chain swings smoothly in a vertical plane, time 20 oscillations and determine the periodic time T. Enter your results in the table below Number of links N Time for 20 Oscillations t Periodic time T T2 L m 10 15 20 25 30 35 9mks c Make up the chain of paper clips to be 15 links long. Measure and record the new time for 20 complete oscillation. D Repeat the procedure in c above by increasing the number of paper clips by 5 links each time to a maximum of 35 clips."}
{"text": "Enter your results in the table below Number of links N Time for 20 Oscillations t Periodic time T T2 L m 10 15 20 25 30 35 9mks c Make up the chain of paper clips to be 15 links long. Measure and record the new time for 20 complete oscillation. D Repeat the procedure in c above by increasing the number of paper clips by 5 links each time to a maximum of 35 clips. Enter your results in the table above and complete the values of T2www.freekcsepastpapers.comPage 52 e i On the grid provided, plot a graph of T2 against L 5mks ii Determine the slope of your graph. 3mks S ----------- iii Given that gS find the value of the acceleration due to gravity. 2mks Question 2 PART A 1. You are provided with the following; - One resistance wire mounted on a mm scale - Two dry cells - Switch K - A voltmeter - Three connecting wires with crocodile clips - 3 connecting wires a Set up the apparatus as shown in the diagram below Take off the crocodile clip from the wire AB and close the switch K. Record the reading E of the voltmeter E 1mk b Keeping the crocodile clip attached to the wire AB at a distance L 10cm from A record the reading V of the voltmeter in the table below. Repeat for other values of L shown in the table. Complete the table. 6mks Length L cm Voltage V E -V VEV 10 20 30 40 50 60 c Plot a graph ofVEV against L. 5mks d Determine the slope S, of the graph. 3mks www.freekcsepastpapers.comPage 53 PART B 1. Question one You are provided with the following - A candle - A lens and a lens holder - A screen - A meter rule a Set up the apparatus shown in the figure below. Ensure that the candle flame and the lens are approximately the same height above the bench."}
{"text": "3mks www.freekcsepastpapers.comPage 53 PART B 1. Question one You are provided with the following - A candle - A lens and a lens holder - A screen - A meter rule a Set up the apparatus shown in the figure below. Ensure that the candle flame and the lens are approximately the same height above the bench. B Set the position of the lens so that it is 0.3m from the candle u 0.3m . Adjust the position of the screen until a sharp image of the candle flame is obtained. Measure the distance V between the lens and the screen. Record the value of v in the table below. C Repeat the procedures in b above for the other values of u in the table 2mks U m 0.30 0.35 0.40 V m uvm d Given that 1 mVP Use the results in the table above to determine the average value of P. 3mks www.freekcsepastpapers.com Page 20 KAPSABET FORM FOUR EXAMINATION, 2023. Kenya Certificate of Secondary Education K.C.S.E 232 1 PHYSICS PAPER 1 THEORY TIME: 2 HOURS INSTRUCTIONS TO CANDIDATES Answer ALL the questions in section A and B. ALL answers and working MUST be clearly shown. Mathematical tables and electronic calculators may be used. Take acceleration due to gravity, g 10m s2 SECTION A 1. Figure 1 below shows a micrometer screw gauge being used to measure the diameter of a metal rod. The thimble scale has 50 divisions. Find the diameter of the metal rod. 1 mark 2. Explain briefly how the temperature in a green house is kept higher than outside. 2 marks The diagram shown in figure 2 below is an arrangement of three pulley wheels used to help in lifting loads. Use it to answer questions 3 and 4. Fig. 2 3. Complete the diagram to show how the rope goes round the wheels, position of the load and the effort. 2 marks 4. Write down the velocity ratio VR of the system. 1 mark 5. State how temperature affects the speed of sound in air. 1 mark 6."}
{"text": "1 mark 5. State how temperature affects the speed of sound in air. 1 mark 6. State two facts which show that heat from the sun does not reach the earth surface by convection. 2 marks 7. The diagram in figure 3 below shows water with negligible viscosity flowing steadily in a tube of different crosssection area. If at a point A, the cross section area is 120cm2 and the velocity of water is 0.40ms-1, calculate the velocity at B where cross section area is 4.0cm2? 3 marks Fig. 3 8. A motor uses an electrical energy at a rate of 200W and raises a mass of 25kg through a vertical distance of 20m in 0.5 minutes. Determine the efficiency of the motor. 3 marks 9. Name three types of forces that act between bodies not in contact. 3marks 10. How long will it take 240V, 3000W electric immersion heater to raise the temperature of 150 litres of water in a well-lagged calorimeter made of copper of mass 20kg from 150 to 700C? 3 marks Metal rod Fig. 1 B Awww.freekcsepastpapers.com Page 21 11. The diagram shown in the Figure 4 below shows a system in equilibrium with the rule horizontal. AB is a uniform rule of length 1.0m and weight 1.8N. Calculate the weight of the block X. 3 marks 12. State the reason why a trailer carrying heavy loads has many wheels. 1 mark SECTION B 55 MARKS Answer ALL the questions 13. A The figure 5 below shows the displacement time graph of the motion of particle. A State the nature of the motion of the particle between i A and B 1mk ii B and C 1mk iii C and D 1mk b A ball is thrown horizontally from top of a vertical tower and strikes the ground at a point 50 m from the bottom of the tower. Given that the height of the tower is 45m, determine the i Time taken by the ball to hit the ground."}
{"text": "A The figure 5 below shows the displacement time graph of the motion of particle. A State the nature of the motion of the particle between i A and B 1mk ii B and C 1mk iii C and D 1mk b A ball is thrown horizontally from top of a vertical tower and strikes the ground at a point 50 m from the bottom of the tower. Given that the height of the tower is 45m, determine the i Time taken by the ball to hit the ground. 2mks ii Initial horizontal velocity of the ball 2mks iii Vertical velocity of the ball just before striking the ground. 2mks Take acceleration due to gravity gas 10m s 14. A State the pressure law; 1 mark b Explain how a gas exerts pressure. 2 marks c The figure below shows a set up used to verify pressure law. 15StirrerThermometerHot waterGlassflaskDryairBourdon gauge i State the measurement that may be taken in the experiment. 2 marks ii Explain how the measurement in i above may be used to verify pressure law. 2 marks iii A car tyre is at pressure of 5.0x105 Pa at a temperature of 37 . While it is running the temperature rises to 75 . What is the new tyre pressure? Assume the tyre does not expand 3 marks www.freekcsepastpapers.com Page 22 15. A Distinguish between inelastic and elastic collisions. 2 marks b The diagram in Figure 6 below shows a sphere moving in a viscous liquid in a tall measuring cylinder. I Show on the diagram the forces acting on the sphere. 3 marks ii Sketch a graph showing the variation of velocity with time in figure 7 below. Show on the graph the terminal velocity, VT. 2 marks Time sec Velocity m s 16. A mass of 1kg is attached to a cord of length 50cm. It is whirled in a circle in a vertical plane at 10 revolutions per second as shown in the figure 8 below. A Find the tensions in the cord when the mass is at: i Highest point of the circle A."}
{"text": "A mass of 1kg is attached to a cord of length 50cm. It is whirled in a circle in a vertical plane at 10 revolutions per second as shown in the figure 8 below. A Find the tensions in the cord when the mass is at: i Highest point of the circle A. 2 marks ii Lowest point of the circle B. 2 marks b The diagram below shows a spring tied to an object, m, and rotated in a circular path of radius, r. i What provides the force that keeps the object moving in a circular path. 1 mark ii The speed of the object is constant but the body is accelerating. Explain. 1 mark Sphere Viscous liquidMeasuring cylinderwww.freekcsepastpapers.com Page 23 iii If the object is whirled faster, what would happen to spring balance reading? 1 mark iv Give a reason for your answers in b iii above. 1 mark v As the object is whirled round the string snaps and cuts off. Describe the subsequent path of the object. 1 mark 17. A State the law of floatation. 1 mark b Figure 9 shows a piece of cork held with a light thread attached to the bottom of a beaker. The beaker is filled with water. I Indicate and label on the diagram the forces acting on the cork. 1 mark ii Write an expression showing the relationship between the forces above. 1 mark c A solid displaces 8.5cm3 of liquid when floating in a certain liquid and 11.5cm3 when fully submerged in the same liquid. The density of the solid is 0.8g cm3. Determine:- i The upthrust on the solid when floating. 2 marks ii The density of the liquid. 2 marks iii The upthrust on the solid when fully submerged. 2 marks 18. The following results were obtained in an experiment to verify Hooke s law when a spring was extended by hanging various loads on it."}
{"text": "2 marks iii The upthrust on the solid when fully submerged. 2 marks 18. The following results were obtained in an experiment to verify Hooke s law when a spring was extended by hanging various loads on it. Load N 0.00 1.00 2.00 3.00 4.00 5.00 6.00 Length of spring in cm 10.00 11.50 13.00 14.50 16.00 18.00 24.00 Extension 0.00 I Complete the table for the extension e above. 2mk II Plot a graph of load y-axis against extension 5mks III From the graph determine the spring constant. 2mks IV Calculate the energy stored when the spring is stretched to 16 cm. 2mks www.freekcsepastpapers.com Page 24 KAPSABET FORM FOUR EXAMINATION, 2023. Kenya Certificate of Secondary Education K.C.S.E 232 2 PHYSICS PAPER 2 THEORY TIME: 2 HOURS Instructions to Candidates a Answer ALL the questions in sections A and B. b ALL working MUST be shown clearly c Mathematical tables and silent electronic calculators may be used. SECTION A 25 MARKS Answer ALL the questions in this section. 1. A Distinguish between real and virtual image 1mark b A pinhole camera forms an image of size 10cm. The object is 5m tall and 20m away from the pinhole. Find the length of the pinhole camera. 2marks 2. Why is it safer to carry explosive fuels in metal cans instead of plastic can? 1mark 3. The figure 1 below shows a cross section of a dry cell. Figure 1 i Name the part labeled A 1 mark ii State the use of manganese iv oxide in the cell 1 mark 4. A The figure 2 below shows a soft iron bar that s placed in a coil near a free suspended magnet. State and explain the observation made when the switch is closed. 2marks b Give a reason why attraction in magnetism is not regarded as a reliable method of testing for polarity. 1mark 5."}
{"text": "State and explain the observation made when the switch is closed. 2marks b Give a reason why attraction in magnetism is not regarded as a reliable method of testing for polarity. 1mark 5. Explain the term wavelength in terms longitudinal wave 1mark 6. A State the effect of pressure on the speed of sound in air. 1mark b A boy stands 190m from a high wall and claps his hands. If he hears an echo1.3 Seconds later, calculate the speed of sound in air. 2marks Awww.freekcsepastpapers.com Page 25 7. Figure 3 below shows an object, O placed 10 cm in front of a concave mirror whose radius, C is 40 cm. On the same figure, draw a ray diagram to show the position of the image formed. 3 marks 8. State any factor that determine the heating effect by an electric current. 1mark 9. Figure 4 shows the table of electromagnetic. Spectrum in the increasing order of wavelengths. P x-rays Q Infra-red a Identify the radiation marked Q 1mark b State the application of radiation marked P 1mark 10. Light travels from glass to air as shown in figure 5. The refractive index of glass 1.5 a Determine angle x 2marks 11. Figure 6 shows air molecules in front of a hollow, wooden box B set vibrating by a tuning fork. Figure 6 i State the reason of mounting the tuning fork on the box which is open at one end. 1mark ii What is the name given to this kind of wave? 1 mark 12. The figure 7 below shows an isolated negative charge placed closer to a negatively charged plate. Draw the electric field patterns. 1mark figure 7 13. Kenya launched the use of optical fibres in communication recently. State why optical fibres are preferred to ordinary cables 1mark X 0 Air Glass n 5 Tuning fork Y Zwww.freekcsepastpapers.com Page 26 SECTION B 55 MARKS 14."}
{"text": "1mark figure 7 13. Kenya launched the use of optical fibres in communication recently. State why optical fibres are preferred to ordinary cables 1mark X 0 Air Glass n 5 Tuning fork Y Zwww.freekcsepastpapers.com Page 26 SECTION B 55 MARKS 14. A State two ways in which the speed of rotation of a motor can be increased 2marks b The figure 8 below shows a simple electric bell circuit i Name the parts label X and Y 2marks ii When the switch is closed, the hammer hits the gong repeatedly. Explain why: I The hammer hits the gong. 2marks II The hammer hits the gong repeatedly 2marks iii If the armature is made of steel metal, it is observed that the bell will take longer to ring. Explain this observation. 1 mark iv Name two adjustment should be done to the system to make it operate effectively with a lower voltage battery? 2mark 15. A In an experiment to determine the internal resistance of a cell, the following circuit was used. It was noted that when S is open, the voltmeter reads 1.5V and when S is closed the voltmeter reads 1.3V and ammeter reads 0.2A. i Define the term e.m.f of the cell. 1mark ii Determine the lost voltage. 1mark iii Determine the value of R. 2marks iv Determine the internal resistance of the cell. 3marks b Study the circuit below and answer the questions that follow. I Determine the effective resistance of the circuit. 3marks ii Determine the p.d between X and Y. 2marks www.freekcsepastpapers.com Page 27 16. A i Define capacitance of capacitor 1mark ii A positively charged rod with a pointed end is brought near a candle flame as shown fig. 9. Explain why the flame burns in the direction shown 1mark b One of the factors which affect the capacitance of a parallel plate capacitor is the area of overlap of the plates. Name two other factors. 2marks c Calculate the effective capacitance of the capacitors shown across points X and Y."}
{"text": "Explain why the flame burns in the direction shown 1mark b One of the factors which affect the capacitance of a parallel plate capacitor is the area of overlap of the plates. Name two other factors. 2marks c Calculate the effective capacitance of the capacitors shown across points X and Y. 3marks d A capacitor was full charged to a potential of 40v. The capacitor is connected as shown in the figure below to discharge at load resistor R. Sketch a graph to show how the capacitor discharges with time 2marks 17. A Water waves from a given source move from a deeper a shallow to end. What effect would this have on the; i Frequency 1mark ii Wavelength 1mark iii Velocity of the wave 1mark b . The figure 10 shows wave fronts approaching a wide opening i Complete the diagram to show the appearance of the wave fronts after crossing the opening. 2mark ii State what would be observed on the pattern if the gap was made smaller 1mark c Figure 11 below shows light rays from two coherent sources S1 and S2 falling on screen. Dark and bright fringes are observed between A and B i State the function of S1 and S2 1mark ii State how I. Bright fringes are formed 1mk II. Dark fringes are formed 1mark www.freekcsepastpapers.com Page 28 c . Figure 12 below shows plane water waves incident on a plane reflector placed at an angle to the path of the waves. Complete the diagram to show the reflected waves 2marks 18. A Define the term principal focus for in converging lens 1mark b Sketch on a diagram to illustrate how a convex lens is used as a magnifying glass. 3 marks c In an experiment to determine the focal length of a converging lens using lens formula, several values of image distance corresponding to value of object distance u were determined and a graph of magnification m against image distance v, plotted as shown in Figure 13 The equation of the graph can be represented by the equation m -1 i State the significance of the gradient of the graph 1mark ii From the graph, determine the focal length of the lens."}
{"text": "Complete the diagram to show the reflected waves 2marks 18. A Define the term principal focus for in converging lens 1mark b Sketch on a diagram to illustrate how a convex lens is used as a magnifying glass. 3 marks c In an experiment to determine the focal length of a converging lens using lens formula, several values of image distance corresponding to value of object distance u were determined and a graph of magnification m against image distance v, plotted as shown in Figure 13 The equation of the graph can be represented by the equation m -1 i State the significance of the gradient of the graph 1mark ii From the graph, determine the focal length of the lens. 3marks iii Determine the value of object distance for which the image is not magnified. 1mark iv An object of height 10.5cm stands before a diverging lens of focal length 20cm and a distance of 10cm from the lens. Determine the image distance. 3 marks www.freekcsepastpapers.com Page 29 KAPSABET FORM FOUR EXAMINATION, 2023."}
{"text": "1mark iv An object of height 10.5cm stands before a diverging lens of focal length 20cm and a distance of 10cm from the lens. Determine the image distance. 3 marks www.freekcsepastpapers.com Page 29 KAPSABET FORM FOUR EXAMINATION, 2023. Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PAPER 3 PRACTICAL CONFIDENTIAL INSTRUCTIONS TO SCHOOLS QUESTION ONE Every student should be provided with the following: - A lens holder - Convex lens of focal length 15.0 cm 1cm - A candle - A white screen - A metre rule - A Equilateral triangular glass prism of side 3.7cm - A plain sheet of paper - A soft board - 4optical pins thumbs - 4 paper pins - A watch glass of diameter 10.0cm 1cm - A piece of plasticine about 20g - A marble of diameter 1.60 cm 0.50cm - A Stopwatch-An electronic balance to be shared - Vernier calipers to be shared - Geometrical set QUESTION TWO - An ammeter 0 1 A - A voltmeter 0 3 V or 0 5 V - A variable resistor of 100 - A 10 carbon resistor - A piece of resistance wire SWG 30 50cm long - Two New Size D dry cells - A cell holder - A switch - Seven connecting wires of 4 should have crocodile clips both ends and 3 with crocodile clip on one endwww.freekcsepastpapers.com Page 30 Figure 1 KAPSABET FORM FOUR EXAMINATION, 2023. Kenya Certificate of Secondary Education K.C.S.E 232 3 PHYSICS PAPER 3 PRACTICAL 2 hours INSTRUCTIONS TO CANDIDATES 1. Answer all questions. 2. Non-programmable calculators and mathematical tables may be used. 3. Show all your workings."}
{"text": "Complete Table 3 3marks Table 3 ii Given that the focal length f of the lens satisfies the equation f 1, determine the average value of the focal length, f. 2 marks QUESTION 2 You are provided with the following: - An ammeter 0 1 A - A voltmeter 0 3 V or 0 5 V - A variable resistor - A 10 carbon resistor - A piece of resistance wire - Two new dry cells - A cell holder - A switch - Seven connecting wires u cm v cm m 30 50 Figure 4www.freekcsepastpapers.com Page 33 Proceed as follows: a Take the resistant wire and coil it around the biro pen to make a coil. B Set up the apparatus as shown Figure 5 below such that the 10 carbon resistor and the coil are in parallel connection. C Close the switch and the adjust the variable resistor such that the ammeter read a current of I1 0.08A and record the corresponding voltmeter reading V1 i V1 1mark ii Calculate resistance VR I 1mark d Repeat c above for current of I2 0.16A and record the corresponding voltmeter reading V2 i V2 1mark ii Calculate resistance VR I 1mark e Find the average value of resistance R 1mark f Determine the resistance, C of the coil 2marks g Now set up the apparatus as shown in Figure 6 below such that the voltmeter is connected across the cells, 10 carbon resistor and the coil are in parallel connection. H Close the switch and the adjust the variable resistor such that the ammeter reads a current of 0.04A and note the corresponding voltmeter reading. Record the value in the Table 4 below."}
{"text": "A force of 0.6N pulls the block so that it moves with a constant acceleration of 1m s2. Calculate i the time it takes to travel a distance of 200m. 2mks ii the friction force between the block and the table. 2mks 18. The sphere below has a volume of 0.1 litres. It is held with a tight string at the base with of its volume in liquid A of density 380kg m3 while the rest is in Liquid B of density 700kg m3. The tension of the string is 0.32N. A O B Stone A C B 10cm A B Find: a Mass of liquid A displaced. 2mks b Mass of liquid B displaced. 2mks c Upthrust experienced by the sphere. 2mks d Mass of the sphere 2mks e Density of the sphere 2mks www.freekcsepastpapers.com4 KIRINYAGA WEST SCHOOL BASED EXAMINATION, 2023 Kenya Certificate of Secondary Education 232 2 PHYSICS PAPER 2 THEORY 2 HOURS Instructions to candidates: a Answer ALL the questions in Section A and B. b All workings must be clearly shown. C Non-programmable silent electronic calculators and KNEC Mathematical tables may be used. SECTION A: 25 MARKS 1. A Figure 1 shows three cardboards; X, Y and Z with holes in positions shown. A bright source of light is placed before cardboard X and an observer observes behind the hole in cardboard Z. State the property of light being investigated in the experiment. 1mk b Figure 2 shows a ray of light incident on a plane mirror striking the reflecting surface as shown. Complete the diagram indicating the value of angle of reflection. 2mks 2. A glass rod is rubbed against a piece of nylon cloth. A State the type of charges acquired by the glass rod. 1mk b Explain how the charges in i above are acquired. 1mk 3. A battery of four cells connected in series produces an emf of 4.8V. Determine the emf of a battery of five such cells. 1mk 4."}
{"text": "A battery of four cells connected in series produces an emf of 4.8V. Determine the emf of a battery of five such cells. 1mk 4. Figure 3 shows a bar magnet AB suspended by a thread. When the North pole of hand held bar magnet is brought close to end B, there is repulsion. State with a reason the observation made when a South pole of another hand-held magnet is brought near end A. 2mks www.freekcsepastpapers.com5 5. Figure 4 shows a vertical object, O, placed in front of a convex mirror whose principal focus, F and centre of curvature, C are shown. 6. Figure 5 shows a small electromagnet used for lifting and releasing a small steel ball. Figure 5 a State why soft iron is preferably used in the core compared to steel. 1mk b The electromagnet is required to lift a slightly heavier steel ball. State one adjustment that should be made on the electromagnet. 1mk 7. A vibrator is producing 16 ripples per second across some water surface. Each two consecutive crests of the ripples are 5cm apart. Determine the velocity of the ripples. 2mks 8. A Explain the effect of wind on the speed of sound. 1mk b State the reason why, the inside walls of concert halls auditorium are covered with soft materials. 1mk 9. A State one observation made on water wave as it moves from a shallower region to a deeper region on an oblique boundary. 1mk b In young s double slit experiment, what does the bright fringes on the screen represent. 1mk 9. Figure 6 shows two 2 resistors and a 3 resistor connected to a battery as shown. Figure 6 Determine the ammeter reading assuming the battery has negligible internal resistance. 2mks 11. An electric heater rated 1800W, 240V is connected to a 240V mains supply through a fuse rated 5A. Determine whether the fuse is suitable for the heater. 2mks 12. A State one similarity between the working of the human eye and the camera. 1mk b State one possible cause of short sight. 1mk 13."}
{"text": "A State one similarity between the working of the human eye and the camera. 1mk b State one possible cause of short sight. 1mk 13. Arrange the following electromagnetic waves in order of decreasing frequency. Red light, X-rays, Infrared, radio waves. 1mk Draw a ray diagram showing how the image is formed. 2mks Soft iron core Steel ballwww.freekcsepastpapers.com6 SECTION B- 55 Marks 14. A Figure 7 shows two circuits placed close to each other. Figure 7 When the switch is closed, the pointer in the galvanometer shows some deflection and returns to zero. When the switch is opened, the galvanometer pointer deflects in the opposite direction and return to zero. Explain. 3mks b State the energy losses minimized by the following. I Wounding over the secondary coil over the primary coils. 1mk ii Using thin sheets of insulated soft iron plates laminating the core 1mk c Figure 8 shoes a simple generator producing 48W at 12V a.c. The power is then fed in to a step up transformer as shown. An a.c voltage is also connected to the secondary coil. Figure 8 Determine i The current in the primary coils of the transformer. 2 mks ii The voltage reading. Hint count the number of turns in each coil. 3mks d Figure 9 shows an electric iron box connected to the main supply. Three wires, live, Y and Z are the main wires. Figure 9 i State the colour code of wire Y. 1mk ii Identify one error in the wiring circuit. 1mk 15. A In the X-ray tube, state: i the reason why tungsten is suitable for use in the target. 1mk ii the adjustment made to produce X-rays with a higher penetrating power, 1mk iii The part s which facilitate efficient cooling of the anode. 1mk b Figure 10 shows some parts of a cathode ray oscilloscope. C.R.O i Explain how the electrons are produced in the tube. 2mks ii State the function of part C1."}
{"text": "1mk b Figure 10 shows some parts of a cathode ray oscilloscope. C.R.O i Explain how the electrons are produced in the tube. 2mks ii State the function of part C1. 1mk www.freekcsepastpapers.com7 iii Give the collective name for parts A, B, C1 and C2 1mk c Figure 11 shows the output signal on a C.R.O when an a.c signal is connected to the Y-plates when the time base is set at 80ms cm. Figure 11 Determine i the frequency of the signal. 2mks ii the peak to peak voltage if the Y-Gain is 2.5V cm. 2mks 16. A Figure 12 shows a circuit consisting of two neutral metallic plates X and Y connected in series to a battery and a microammeter. Figure 12 i It is observed that when some ultraviolet irradiated on the metallic plate Y, the micro ammeter deflects. Explain. 2mks ii State the observation made when the intensity of the ultraviolet radiation is increased. 1mk iii It is observed that when infrared radiation is irradiated on the same metallic plate; the galvanometer does not deflect no matter the intensity. 2mks b Light of wavelength 4.25 x 10-7m is incident on two metal surfaces, A and B. Given that - The speed of light, C 3.0 x 108m s Mass of an electron - Plancks constant, h 6.62 x 10 -34 Js Me 9.11 x 10 31Kg - Charge of an electron, e 1.6 x 10-19 C eV 1.6 x 10-19 J i Determine the energy of the incident radiation: I in Joules 2mks II in eV 2mks ii If the work function of metal A is 1.8 x 10-19 J, determine the speed of the photoelectrons from the metal surface A. 3mks 17. A State one factor that affect the capacitance of a parallel plate capacitor. 1mk b Figure 13 shows a positive point charge placed close to a negatively charged plate."}
{"text": "All working must be clearly shown. Non programmable silent electronic calculators and KNEC mathematical tables may be used. Question 1 A You are provided with the following apparatus: Concave mirror and a holder Metre rule Candle about 7cm White screen a i Determine the focal length of the mirror by focusing a distant object. 1mk f0 .cm ii Arrange the apparatus as shown in the figure 1 below. Iii Place the candle at distance f0 L Say f0 4cm from the mirror. Iv Starting with the screen at a distance of 100cm from the mirror, gently move it towards the mirror until a sharp inverted image is formed. V Measure and record the distance x, vi Repeat step iii-v for the other values of L and record your results in table 1. Complete the table. 4 marks Table 1 L cm 4 5 6 7 8 9 10 x cm 1 L cm-1 b Plot a graph of x against 1 L 5mks c Find the slope S of the graph. 3mks d Given that kLfx2 determine f from your graph. 2mks e What does f represent? 1mk www.freekcsepastpapers.com11 Question 1B You are provided with the following; Metre rule Complete stand A spring with a pointer One 50g mass labeled M. Stop watch Proceed as follows; a Set up the apparatus as shown; Fig. 2 b Hang the unloaded spring so that the pointer is at X0 such that X0 is 0.3m c i Load a mass of 50g and determine the extension of the spring. E1 cm 1mk e1 m 1mk ii Displace the 50g mass slightly downwards and release it to oscillate vertically. Time 20 oscillations and obtain t1. T1 ..s 1mk iii Find the periodic time T1. T1 ..s 1mk iv Use the equation pe2T to find the value of P1."}
{"text": "Time 20 oscillations and obtain t1.t1 ..s 1mk iii Find the periodic time T1.T1 ..s 1mk iv Use the equation pe2T to find the value of P1. 3mks Question 2 You are provided with the following. A micrometer screw gauge to be shared Nichrome wire mounted on a mm scale labeled AB A voltmeter 0-3V or 0-5V Ammeter 0-1A A switch A jockey long wire with crocodile clip attached. Two new dry cells and cell holder. 8 connecting wires with crocodile clips attached to one end."}
{"text": "127K.C.S.E. GEOGRAPHY P22012 QUESTIONSSECTION AAnswer all the questions in this section.1 a What is mining? 2 marks b State four benefits of Soda Ash mining to the economy of Kenya. 4 marks 2. A Name two methods used in deep sea fishing. 2marks b State three ways in which the government of Kenya is promotingthe fishing industry. 3 marks 3 a Apart from the sun, name three other sources of electricity. 3marks b Give three advantages of using solar energy. 3marks 4. Give three reasons why it is necessary for the government of Kenya tocarry out a national census. 3marks a Identify two methods used to control tsetse flies in Kenya. 2 marks b State three negative effects of uncollected garbage on the environment. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com128SECTION BAnswer questions 6 and any other two questions in this section.6. Study the photograph below and answer question Source: Internet a i Identify the type of photograph shown above. 1mark ii Draw a rectangle measuring 15 cm by 10 cm to represent the area coveredby the photograph. 1 mark For More Free KCSE past papers visit www.freekcsepastpapers.com129 iii On the rectangle, sketch and label four main features shown on thephotograph. 4 marks iv Using evidence from the photograph, identify two indicators which showthatthe area receives high rainfall. 2 marks b i Name three exotic types of dairy cattle reared in Kenya. 3 marks ii Explain three human factors that favour dairy farming in theKenya Highlands. 6 marks C Explain four ways in which dairy farming in Kenya is different fromdairy farming in Denmark. 8 marks 7. A i What is agro-forestry? 2 marks ii Give four reasons why agro-forestry is encouraged in Kenya. 4 marks b Use the map of Kenya below to answer questions b i and ii .For More Free KCSE past papers visit www.freekcsepastpapers.com130 i Name the forest reserves marked H, J and K. 3marks ii Explain four factors that favour the growth of natural forest in the areamarked L."}
{"text": "Study the photograph below and answer question Source: Internet a i Identify the type of photograph shown above. 1mark ii Draw a rectangle measuring 15 cm by 10 cm to represent the area coveredby the photograph. 1 mark For More Free KCSE past papers visit www.freekcsepastpapers.com129 iii On the rectangle, sketch and label four main features shown on thephotograph. 4 marks iv Using evidence from the photograph, identify two indicators which showthatthe area receives high rainfall. 2 marks b i Name three exotic types of dairy cattle reared in Kenya. 3 marks ii Explain three human factors that favour dairy farming in theKenya Highlands. 6 marks C Explain four ways in which dairy farming in Kenya is different fromdairy farming in Denmark. 8 marks 7. A i What is agro-forestry? 2 marks ii Give four reasons why agro-forestry is encouraged in Kenya. 4 marks b Use the map of Kenya below to answer questions b i and ii .For More Free KCSE past papers visit www.freekcsepastpapers.com130 i Name the forest reserves marked H, J and K. 3marks ii Explain four factors that favour the growth of natural forest in the areamarked L. 8 marks c Explain four problems facing forestry in Kenya. 8 marks 8. I Name two provinces in Canada where wheat is grown on a largescale. 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com131 a ii State three physical conditions that favour wheat farming inCanada. 3 marks b Compare wheat farming in Kenya and Canada under the followingsubheadings: i research; 2 marks ii government policy; 2 marks ii transport. 2 marks b Explain four problems that affect wheat farming in Canada. 8 marks c Your Geography class intends to carry out a field study on wheatharvesting in a farm. I State two reasons for preparing a working schedule. 2 marks ii Outline two problems that face wheat harvesting you are likely to findout. 2 marks iii Suppose during the field study you used the interview method to collectdata,state two limitations of the method."}
{"text": "3 marks b Compare wheat farming in Kenya and Canada under the followingsubheadings: i research; 2 marks ii government policy; 2 marks ii transport. 2 marks b Explain four problems that affect wheat farming in Canada. 8 marks c Your Geography class intends to carry out a field study on wheatharvesting in a farm. I State two reasons for preparing a working schedule. 2 marks ii Outline two problems that face wheat harvesting you are likely to findout. 2 marks iii Suppose during the field study you used the interview method to collectdata,state two limitations of the method. 2 marks 9. A i Identify the three types of inland waterways used for transportin Africa. 3 marks ii Give four reasons why the government of Kenya is expanding pipelinetransport. 4 marks For More Free KCSE past papers visit www.freekcsepastpapers.com132 b i State three advantages of railway transport. 3 marks ii State four conditions of roads in Kenya that may lead to motor vehicleaccidents. 4 marks c The sketch map below shows the Great Lakes and St.Lawrence Seaway. Use it to answer question C.KEY:xxxxxx - International Boundary. Name:For More Free KCSE past papers visit www.freekcsepastpapers.com133 i the ports marked M and P. ii the Lake marked N.For More Free KCSE past papers visit www.freekcsepastpapers.com134 d Explain four benefits of the Great Lakes and St.Lawrence Seaway to theeconomies ofU.S.A.and Canada. 8 marks 10 . A i Name two settlement patterns. 2 marks ii Explain four physical factors that influence settlement. 8marks b i Explain how the following factors have led to the growth of Thika town. Eocation; 2 marks Transport; 2 marks Eand. 2 marks ii Apart from being a transport and communication centre, give three otherfunctions of Thika town. 3 marks c Explain three positive effects of urbanization to a country. 6 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "SECTION A 25 marks Answer all the questions in this section n the spaces provided, A drug manufacturer gives the mass of the active ingredient in a tablet as 5 mg. Express this quantity in kilogramme and in standard form, 1 mark The masses of equal volumes of certain liquid and of water were found to be my andrespectively. Given that the density of water is Igem , express the density. P, ofthe liquid in terms of my and my. Show your work 2 marks Fig. 1 shows a brick placed on a plane inclined at an angle to the horizontal. The weight. W. of the brick is shownFigure a Onthe same diagram show with arrows the other two forces acting on the brick andname them, 1 mark b State how each of the two forces named in a above is affected when the angle isreduced. 1 mark Water is known to boil at 100 C. A student heated some water and noticed that it boiled atwore. State two possible reasons for this observation 2 marks Fig. 2 shows a flask filled with water, The Mask i ited witha cork through which a tubeis inserted. When the flask is cooled, the water level rises slightly, then falls stealThe Figure?Explain this observation. Marks Fig. 3 shows a hot water bath with metal rods inserted through one of its sides. Some waxis fixed at the end of each rod. Use this information to answer questions 6 and 7.Meta rodHoe water 7 Figure3What property of metals could be tested using this set-up? 1 mark Besides the len comparing theath of the rods that is kept constant, what else should be kept constant whenroperty forthe different metal rods? 1 mark Fig. 4 shows a conical flask 1Sem high, filled with aliquid of density 1200kgm\". Theatmospheric pressure of the surrounding is 8.4 x 10 Pa FiguresDetermine the pressure atthe point marked X, atthe bottom of the flask marks Explain the difference between a liquid and a gas in terms of intermolecular distances andforces. 2 tnarks Fig. 5 shows a toy resting on top ofa closed bottle."}
{"text": "Theatmospheric pressure of the surrounding is 8.4 x 10 Pa FiguresDetermine the pressure atthe point marked X, atthe bottom of the flask marks Explain the difference between a liquid and a gas in terms of intermolecular distances andforces. 2 tnarks Fig. 5 shows a toy resting on top ofa closed bottle. Use the information on the figure toanswer questions 10 and 11 Light hollow plasticsatelThin ctl odHeavy Lead Heavy Leadbar aFigures 10 Mark on the diagram, point Q. the approximate centre of gravity of the toy.ing a reason, name the state of equilibrium of the toy. Un12 Fig. 6 showsa sheet of paper rolled into a tube. Figures When a fast stream of ar is blown into the tube as shown in the diagram the paper tubecollapses. Explain the observation. Mark 2 marks 2 marks 13. The graphs in Fig. 7 represent the relations between extension e and mass m added on twosprings x andy. HH iu ieatr Rae SRTGiven that the two springs are made of same material, give a reason why the graphs aredifferent. Mark 14 The system in Fig. 8 is in equilibrium. Metrele, Figures When the temperature of the water is raised the system is observed to tlt to the right, statethe reason for tis observation, marks SECTION B 55 marks Answer all the questions in this section in the spaces provided.15 a State Newton s second law of motion. Mark b A matatu starts from rest and accelerates to cover a distance of 49m in 7seconds. Determine: i itsacceleration; 3 marks Gi its velocity after 7seconds. 2 marks Atrolley moving on a horizontal bench of height 1.2m, strikes a barrie atthe edgeof the bench. The brass mass on the top ofthe toley flies off on impact and lands on the ground 2.5m from the edge of the bench,Determine: 3 the time taken by the brass mass to reach the ground; 2 marks iy the speed at which the tolley struck the barrier 2 marks 16 a Define the term heat capacity 0 mark b You are provided with the apparatus shown in Fig."}
{"text": "Mark b A matatu starts from rest and accelerates to cover a distance of 49m in 7seconds. Determine: i itsacceleration; 3 marks Gi its velocity after 7seconds. 2 marks Atrolley moving on a horizontal bench of height 1.2m, strikes a barrie atthe edgeof the bench. The brass mass on the top ofthe toley flies off on impact and lands on the ground 2.5m from the edge of the bench,Determine: 3 the time taken by the brass mass to reach the ground; 2 marks iy the speed at which the tolley struck the barrier 2 marks 16 a Define the term heat capacity 0 mark b You are provided with the apparatus shown in Fig. 9 and a stop watch, Lappe stciter Describe an experiment to determine the specific latent heat of steam, , using the setup. In your answer clearly explain the measurements to be made and how these measurements could be used to determine 6 marks A block of metal of mass 150g at 100 C is dropped into a lagged calorimeter of heat capacity 40JK\" contaming 100g of water at 25 C. The temperature ofthe resulting,mixture is 34 C. specific heat capacity of water 42005KgK\" Determine: i heat gained by calorimeter; 2 marks Gi heat gained by water; mark ii heat lost by the metal block: 1 mark ix specific heat capacity of the metal block. 3 marks a What is meant by absolute zero temperature? Mark Fig. 10 shows a set up to investigate the relationship between temperature andvolume fora certain gas, Beaker Figure 10 b State two factors that are kept constant, in order to determine the relationship. 2 marks Thegraph in Fig. 11 shows the relationship between volume and temperature for theexperiment. Graph of Volume against Temperature...a te; What was the volume of the gas at 0 C? 1 markGi At what temperature would the volume ofthe gas be zero?"}
{"text": "Co b State two conditions necessary forthe process to take place marks o State what happens othe end-products ofthe process. S marks Give thee reason in ach case why support i necessary i plans 5 marks Gi animals 6 marks Whyismovement necessary in animals? Marks 'A freshly obtained dandelion stem measuring Sem long was split enginwise to optain twosimilar pieces. The pieces were placed in solutions of different concentrations in petri dishes for 20 minutes. The appearance after 20 minutes is as shown. Epidernis. EpidermisPiece in L, Piece in Ly Account for the appearance of the pieces in solutions Land Le 6 marks State the significance of the biological proces involved in the experiment 2 marks SECTION B 40 marks Answer question 6 compulsory and either question 7 or 8 in the spaces provided after question 86 Anexperiment was carried out to investigate transpiration and absorption of water insunflower plants in their natural environment with adequate supply of water. The amount of water was determined in two hour intervals. The results are shown in the table below. Amounts of water in grammesTime of dayTranspiration Absorption 1100-13 00 3 013.0015 00 45 30 1500-1700 32 a21700-19 00 46 61900-21 00 25 32 2190-2300 e2300-01 00 oe is01.00 -03 00 on u a Using the same axes, plot graphs to show transpiration and absorption of water ingrammes against time ofthe day. Marks b At what time ofthe day was the amount of ws the same for transpiration andabsorption? Mark Account for the shape of the graphs of transpiration; marks Gi absorption, G marks 4 What would happen to transpiration and absorption of water ifthe experiment wascontinued till 05 00 hours? 2 marks Name two factors that may affect transpiration and absorption at any given time. 2 marks Explain how the factors you named in e above affect transpiration. 2 marks Describe the nitrogen cycle, 20 marks a State four characteristics of gaseous exchange surfaces."}
{"text": "Marks b At what time ofthe day was the amount of ws the same for transpiration andabsorption? Mark Account for the shape of the graphs of transpiration; marks Gi absorption, G marks 4 What would happen to transpiration and absorption of water ifthe experiment wascontinued till 05 00 hours? 2 marks Name two factors that may affect transpiration and absorption at any given time. 2 marks Explain how the factors you named in e above affect transpiration. 2 marks Describe the nitrogen cycle, 20 marks a State four characteristics of gaseous exchange surfaces. 4 marks b Describe the mechanism of gaseous exchange in a mammal. 16 marks."}
{"text": "KCSE 2011 HISTORY PAPER 1QUESTIONSSECTION A 25marks Answer all the question in this section in the answer booklet provided.1Give two unwritten sources of information on History and Government. 2marks 2What was the main reason for the migration of the Eastern Bantu fromShungwaya during the pre-colonial period? 1 mark 3Give two reasons why Kenyan communities fought against each other during thepre Colonial period. 2 marks 4Identify the two main items of trade from the interior of Kenya during the longdistance trade. 2 marks 5Identify two contributions made by the early Christian missionaries in the fieldof education in Kenya. 2 marks 6Give the meaning of the term national integration. 1 mark 7What constitutional amendment made Kenya return to a multi-party state? 1mark 8Name the document which contains the rights of the child in Kenya. 1mark 9Identify two economic benefits of the Kenya-Uganda railway during the colonialPeriod. 2 marks 10Give two ways through which the white settlers acquired land in Kenya duringthe colonial period. 2 marks 11State two problems faced by trade union movement during the colonial period inKenya. 2 marks 12State one change introduced by the Littleton Constitution of 1954 that benefitedthe Africans in the struggle for independence. 1mark 13What was the main contribution of Thomas Joseph Mboya to the history ofKenya? 1 mark 14State the main function of parliament in Kenya. 1 mark 15Give one member of the AEMO at its inception in 1957. 1mark 16Name the education commission that recommended the introduction of the 8.4.4system of education in Kenya. 1 mark 17Give two external sources of Government revenue in Kenya. 2 marks SECTION B 45 marks Answer any three questions from this section in the answer booklet provided.18 a State Five economic activities of the Borana during the pre-colonialperiod. For More Free KCSE past papers visit www.freekcsepastpapers.com 5 marks b Describe the social organization of the Maasai during the pre-colonialperiod. 10 marks 19 a State three reasons for the coming of the Portuguese to the Kenyan Coastin the 15th Century."}
{"text": "KCSE 2011 HISTORY PAPER 1QUESTIONSSECTION A 25marks Answer all the question in this section in the answer booklet provided.1Give two unwritten sources of information on History and Government. 2marks 2What was the main reason for the migration of the Eastern Bantu fromShungwaya during the pre-colonial period? 1 mark 3Give two reasons why Kenyan communities fought against each other during thepre Colonial period. 2 marks 4Identify the two main items of trade from the interior of Kenya during the longdistance trade. 2 marks 5Identify two contributions made by the early Christian missionaries in the fieldof education in Kenya. 2 marks 6Give the meaning of the term national integration. 1 mark 7What constitutional amendment made Kenya return to a multi-party state? 1mark 8Name the document which contains the rights of the child in Kenya. 1mark 9Identify two economic benefits of the Kenya-Uganda railway during the colonialPeriod. 2 marks 10Give two ways through which the white settlers acquired land in Kenya duringthe colonial period. 2 marks 11State two problems faced by trade union movement during the colonial period inKenya. 2 marks 12State one change introduced by the Littleton Constitution of 1954 that benefitedthe Africans in the struggle for independence. 1mark 13What was the main contribution of Thomas Joseph Mboya to the history ofKenya? 1 mark 14State the main function of parliament in Kenya. 1 mark 15Give one member of the AEMO at its inception in 1957. 1mark 16Name the education commission that recommended the introduction of the 8.4.4system of education in Kenya. 1 mark 17Give two external sources of Government revenue in Kenya. 2 marks SECTION B 45 marks Answer any three questions from this section in the answer booklet provided.18 a State Five economic activities of the Borana during the pre-colonialperiod. For More Free KCSE past papers visit www.freekcsepastpapers.com 5 marks b Describe the social organization of the Maasai during the pre-colonialperiod. 10 marks 19 a State three reasons for the coming of the Portuguese to the Kenyan Coastin the 15th Century. 3 marks b Explain six effects of the Portuguese rule on the East African Coast. 12 marks 20 a Identify three methods used by the British to establish their rule in Kenya."}
{"text": "2marks 2What was the main reason for the migration of the Eastern Bantu fromShungwaya during the pre-colonial period? 1 mark 3Give two reasons why Kenyan communities fought against each other during thepre Colonial period. 2 marks 4Identify the two main items of trade from the interior of Kenya during the longdistance trade. 2 marks 5Identify two contributions made by the early Christian missionaries in the fieldof education in Kenya. 2 marks 6Give the meaning of the term national integration. 1 mark 7What constitutional amendment made Kenya return to a multi-party state? 1mark 8Name the document which contains the rights of the child in Kenya. 1mark 9Identify two economic benefits of the Kenya-Uganda railway during the colonialPeriod. 2 marks 10Give two ways through which the white settlers acquired land in Kenya duringthe colonial period. 2 marks 11State two problems faced by trade union movement during the colonial period inKenya. 2 marks 12State one change introduced by the Littleton Constitution of 1954 that benefitedthe Africans in the struggle for independence. 1mark 13What was the main contribution of Thomas Joseph Mboya to the history ofKenya? 1 mark 14State the main function of parliament in Kenya. 1 mark 15Give one member of the AEMO at its inception in 1957. 1mark 16Name the education commission that recommended the introduction of the 8.4.4system of education in Kenya. 1 mark 17Give two external sources of Government revenue in Kenya. 2 marks SECTION B 45 marks Answer any three questions from this section in the answer booklet provided.18 a State Five economic activities of the Borana during the pre-colonialperiod. For More Free KCSE past papers visit www.freekcsepastpapers.com 5 marks b Describe the social organization of the Maasai during the pre-colonialperiod. 10 marks 19 a State three reasons for the coming of the Portuguese to the Kenyan Coastin the 15th Century. 3 marks b Explain six effects of the Portuguese rule on the East African Coast. 12 marks 20 a Identify three methods used by the British to establish their rule in Kenya. 3 marks b Explain Six results of the Nandi resistance against British occupation. 12 marks 21 a State five demands made by the East African Association EAA to theBritishColonial government in Kenya. 5 marks b Explain five factors that promoted the rise of African nationalism in Kenyaafter 1945. 10 marks SECTION C 30 marks Answer any two questions from this section in the answer booklet provided.22 a State three circumstances that can make a Kenyan citizen to be deniedthe right to life. 3 marks b Explain six civic responsibilities of a Kenyan citizen. 12 marks 23 a Give three reasons why general elections are important in Kenya. 3marks b Explain six functions of the body in charge of elections in Kenya. 12marks 24 a Identify three social functions of local authorities. 3marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "285 FORM IV MOCK EXAMINATION, 2023 121 1 MATHEMATICS ALT A TERM 2 2023 C TIME: HRS SECTION I 50 marks Answer all questions in this section. 1. All odd numbers from 1 10 are arranged in descending order to form a number. I Write the number 1 mark ii Write the total value of the second digit of the number formed in a i 1 mark iii Express the value of the number in a ii as a product of its prime factors in power form 2 marks 2. A shopkeeper bought a bag of sugar. He intends to repack the sugar in 40 g , 250 g and 750 g . Determine the least mass in grams of sugar that was in the bag. 3 marks 3. Given that 0.3010 and 0.4771 without using tables or calculator find log0.036 correct to 4 significant figures. 3 marks 4. Evaluate 2ofof 3 marks 5. Using the grid provided below, solve the simultaneous equation 3 marks xyxy 6. Given that a chord of length 10 cm subtends an angle of c1.2 at the circumference of the circle. Calculate the radius of the circle. 3 marks 7. When a shopkeeper sells articles at Ksh 24.05, he makes a 30 profit on the cost price. During a sale, he reduced the price of each article to Ksh 22.95 . Calculate the percentage profit on an article sold at the sale price. 3 marks 8. The size of one interior angle of an irregular polygon is 080 . Each of the other interior angles is 0128 . Find the number of sides of the polygon. 3 marks www.freekcsepastpapers.com286 9. Simplify 275 2 marks 10. Given the inequalities 29xxx a Solve the inequality 3 marks b Represent on a number line 1 mark 11."}
{"text": "3 marks www.freekcsepastpapers.com286 9. Simplify 275 2 marks 10. Given the inequalities 29xxx a Solve the inequality 3 marks b Represent on a number line 1 mark 11. The diagram below represents a right rectangular based pyramid of 5 cm by 4 cm. The slant edge of the pyramid is 6 cm. Draw and label the net of the pyramid. 3 marks 12. Vectors 43ij OA, 2ij OB and 53ij OC. Show that points A, B and C are collinear. 3 marks 13. Find the period , amplitude and phase angle of the function 3sin602yx 3 marks 14. Simplify 2xxxx 3 marks 15. Write the following ratios in ascending order 2:3, 15:16, 7:6 , 13:15 3 marks 16. Under an enlargement, the image of the points A 3,1 and B 1,2 are A 3,7' and B 7,5'. Find the centre and scale factor of enlargement. 4 marks SECTION II 50 marks Answer only five questions in this section. 17. A straight line passes through P1,1 and Q 3,4 . A Find the length of line PQ 2 marks b Find the equation of the perpendicular bisector of line PQ , leaving the equation in the form ymxc 4 marks c Determine the equation of line parallel to line PQ and passes through point 2,3 , leaving your answer in double intercept form. Hence state the y intercept. 4 marks 18. The marks scored by 30 students in test were recorded as follows a Starting with the class 18 22 , make a frequency distribution table for the data."}
{"text": "Hence state the y intercept. 4 marks 18. The marks scored by 30 students in test were recorded as follows a Starting with the class 18 22 , make a frequency distribution table for the data. 2 marks b Using the frequency distribution in a above calculate : i the mean 2 marks ii the median 3 marks c Draw a frequency polygon to represent the data. 3 marks www.freekcsepastpapers.com287 19. The solid below is made up of hemispherical part and a frustum of cone. The top and bottom radius of the frustum are 5 cm and 15 cm respectively. The vertical height of the frustum is 24 cm . A Determine the vertical height of the cone from which the frustum was cut. 2 marks b Calculate i The volume of the solid correct to 2 decimal places 3 marks ii The surface area of the solid correct to 2 decimal places 5 marks 20. A i Draw the graph of the function 5yxx for 23x 5 marks ii Use the graph to solve the equation50xx 1 mark b Use the graph to solve the simultaneous equation 5yxx and 22yx 3 marks c Write down the quadratic equation which the line 22yx is solving. 1 marks 21. The diagram below shows the speed time graph for a bus travelling between two stations, the bus starts from rest and accelerates uniformly for 75 seconds. It then travels at constant speed for 150 seconds and finally decelerates uniformly for 100 seconds. A Given that the distance between the two stations is 5225 m. Calculate i Maximum speed in km h attained by the bus. 3 marks ii The acceleration of the bus 2 marks c A van left Nairobi at 8.30 a.m and travelled towards Mombasa at an average speed of 80 km h . At 8.30 am a car left Nairobi and travelled along the same road at an average speed of 120 km h . I Calculate the distance covered by the car to catch up with the van."}
{"text": "3 marks ii The acceleration of the bus 2 marks c A van left Nairobi at 8.30 a.m and travelled towards Mombasa at an average speed of 80 km h . At 8.30 am a car left Nairobi and travelled along the same road at an average speed of 120 km h . I Calculate the distance covered by the car to catch up with the van. 4 marks ii Find the time of the day when the car caught up with van. 1 mark www.freekcsepastpapers.com288 22. On the Cartesian plane below, triangle PQR has vertices P 2, 3 , Q 1, 2 and R 4, 1 while triangle P Q R has vertices P -2, 3 , Q -1, 2 and R -4, 1 . A Describe fully the transformation which maps triangle PQR onto triangle P Q R . 1 mark b On the same plane, draw triangle P Q R , the image of triangle PQR under a reflection in the line 2 marks c Describe fully a single transformation which maps triangle P Q R onto triangle P Q R . 2 marks d Draw triangle P Q R such that it can be mapped onto triangle PQR by a positive quarter turnabout 0, 0 3 marks e State a pair of triangles that is i oppositely congruent 1 mark ii directly congruent 1 mark 23. The equation of the curve is 1yxx a Determine i the stationary points 4 marks ii the nature of the stationary points in a i above 2 marks b Determine i the equation of the tangent to the curve at 1x 2 marks ii the equation of the normal to the curve at 1x 2 marks 24. The boundaries of ranchAB, BC , CD and DA are straight lines such that B is 0075 from A and a distance of50 km . C is due east of B and a bearing of 0N80 E from A ."}
{"text": "Without using tables or calculator, evaluate and simplify 4 marks sin 300 sin 450cos 600 1 4. Given the position vectors 4 8 2 and 3 2 . Point C divides vector AB in the ratio of 3:-1. Find the magnitude of . Give your answer to 2dp 3 marks 5. Given that the values P 8.2 cm, A 4.1cm and B 7.0 cm were measured to 1dp. Find the percentage error in the evaluation of. 3 marks 6. Expand 1 12 10 upto the 4th term in the ascending powers of . Hence evaluate the value of 0.95 10 to 3 decimal places. 3 marks 7. Two types of coffee grade A and B retails at sh.240 and sh.300 respectively. Mohamed sell a mixture of both grades at shs.303 60, making a profit of 10 . Find the ratio in which he mixed the grades 3 marks 8. Juma a form 2 student was told to pick two number x and y from a set of digits 0, 1, 2, 3, 4, 5 and 6. Find the probability that the is at least 3. 3 marks 9. Two quantities are such that y varies partly as the square of and partly inversely as the square root of . Given that when 4, 40 and when 1, 18. Find the value of y when 0.25. 4 marks 10."}
{"text": "The total number of both vaccines should be more than 600 boxes. The number of boxes of Johnson and Johnson should be less than 500 boxes and more or equal to twice the number of Astrazenica. Letting x to represent the number of Johnson and Johnson boxes and y to represent the number of boxes of Astrazenica. A i Form all the in equalities in and to represent the above information. 3 marks ii Represent the inequalities on a graph 4 marks b If the cost of importing 1 box of Johnson and Johnson is sh1000 and astrazenica is shs.800. Find maximum cost of importing the vaccines. 3 marks www.freekcsepastpapers.com285 FORM IV MOCK EXAMINATION, 2023 121 1 MATHEMATICS ALT A TERM 2 2023 C TIME: HRS SECTION I 50 marks Answer all questions in this section. 1. All odd numbers from 1 10 are arranged in descending order to form a number. I Write the number 1 mark ii Write the total value of the second digit of the number formed in a i 1 mark iii Express the value of the number in a ii as a product of its prime factors in power form 2 marks 2. A shopkeeper bought a bag of sugar. He intends to repack the sugar in 40 g , 250 g and 750 g . Determine the least mass in grams of sugar that was in the bag. 3 marks 3. Given that 0.3010 and 0.4771 without using tables or calculator find log0.036 correct to 4 significant figures. 3 marks 4. Evaluate 2ofof 3 marks 5. Using the grid provided below, solve the simultaneous equation 3 marks xyxy 6. Given that a chord of length 10 cm subtends an angle of c1.2 at the circumference of the circle. Calculate the radius of the circle. 3 marks 7. When a shopkeeper sells articles at Ksh 24.05, he makes a 30 profit on the cost price."}
{"text": "Calculate the radius of the circle. 3 marks 7. When a shopkeeper sells articles at Ksh 24.05, he makes a 30 profit on the cost price. During a sale, he reduced the price of each article to Ksh 22.95 . Calculate the percentage profit on an article sold at the sale price. 3 marks 8. The size of one interior angle of an irregular polygon is 080 . Each of the other interior angles is 0128 . Find the number of sides of the polygon. 3 marks www.freekcsepastpapers.com268 NAKURU - FORM FOUR MOCK EXAMINATION, 2023 121 1 MATHEMATICS PAPER 1 TIME: 2 HOURS 30 MINUTES SECTION I 50 MARKS Answer ALL Questions in this Section 1. Evaluate the following; 3 marks 7 32of 2. Use square roots, reciprocal and square tables to evaluate to 4 significant figures the expression; 3 marks 0.06458 12 20.4327 2 3. Solve for x in the equation1 3 log2 xx 3marks 4. A farmer has a piece of land measuring 840m by 396m. He divides it into square plots of equal size. Find the maximum area of one plot. 3 marks 5. The following data was obtained from the mass of a certain animal. Complete the table and the histogram below. 3 marks Mass kg 41-50 51-55 56-65 frequency 20 40 6. Solve the following inequalities and state the integral values 3 marks 2x 2 3x 1 x 11 7. The figure below shows a regular polygon A B C D E F with the interior angles indicated. Find the value of the smallest angle in the polygon. 3 marks www.freekcsepastpapers.com269 8. The figure below represents a plot of land ABCD such that AB 85m, BC 75m, CD 60m, DA 50m and angle ACB 900. Not drawn to scale ."}
{"text": "3 marks www.freekcsepastpapers.com269 8. The figure below represents a plot of land ABCD such that AB 85m, BC 75m, CD 60m, DA 50m and angle ACB 900. Not drawn to scale . Determine the area of the plot, in hectares, correct to two decimal places. 3marks 9. A rectangular tank has a hole in it such that 11cm3 of water leaks out every 5 seconds. Using as 3.142. Calculate:- i The capacity of the water lost from the tank every hour. 2marks ii The time it takes to fill a cylindrical tank of radius 30cm and height 30cm into which the leaking water drains; in hours to 4 significant figures. 2marks 10. Find the value of x if. 3 marks x3 11. The image of a point K 1,2 after translation is K1 -1,2 . What is the coordinate of the point R whose image is R1 -3,3 after undergoing the same translation. 3 marks 12. Mugo, a fruit vendor obtained a total of Kshs. 6144 from her sales of oranges on Monday at Kshs. 8.00 each. She had bought 560 more oranges to add to what had remained on Sunday where she had sold 240 more oranges than on Saturday. She had sold 750 oranges on Saturday. Calculate the total number of oranges Mugo had bought on Saturday. 4 marks 13. Simplify the following expression by reducing it to a single fraction. 3 marks 2 33 22 1 4 14. Water and ethanol are mixed such that the ratio of the volume of water to that of ethanol is 3: 1. Taking the density of water as 1 g cm3 and that of ethanol as 1.2g cm3, find the mass in grams of 2.5 litres of the mixture. 3 marks 15."}
{"text": "Water and ethanol are mixed such that the ratio of the volume of water to that of ethanol is 3: 1. Taking the density of water as 1 g cm3 and that of ethanol as 1.2g cm3, find the mass in grams of 2.5 litres of the mixture. 3 marks 15. A Kenyan bureau buys and sells foreign currencies as shown below Buying Selling In Kenya shillings In Kenya Shillings 1 Hong Kong dollar 9.74 9.77 100 Japanese Yen 75.08 75.12 A tourists arrived in Kenya with 105 000 Hong Kong dollars and changed the whole amount to Kenyan shillings. While in Kenya, she pent Kshs 403 897 and changed the balance to Japanese Yen before leaving for Tokyo. Calculate the amount, in Japanese Yen that she received. 3 marks 16. Draw triangle ABC such that AB 4.4cm, BC 4cm and angle ABC 1200, construct an orthocenter of the triangle ABC and mark it X. 3 marks www.freekcsepastpapers.com270 SECTION II 50 MARKS Answer FIVE questions ONLY from this section 17. A line L1 passes through the points 2, 3 and 1, 6 and is perpendicular to L2at 1, 6 . A Find the equation of 1. 2 marks b Find the equation of 2 in the form 0 where a, b and c are constants. 2 marks c Given that another line 3 is parallel to 1 and passes through point 1,2 , find the and intercepts of 3 . 3 marks d Find the point of intersection of 2and 3. 3 marks 18. A sector of angle 1080 is cut from a circle of radius 20 cm. It is folded to form a cone. Calculate to 1 decimal place: use a The curved surface area of the cone. 2 marks b The base radius of the cone."}
{"text": "It is folded to form a cone. Calculate to 1 decimal place: use a The curved surface area of the cone. 2 marks b The base radius of the cone. 3 marks c The vertical height of the cone. 2 marks d If 12 cm of the cone is chopped off to form a frustum as shown below. Calculate the volume of the frustum formed. 3 marks 19. A village Q is 7 km from village P on a bearing of 0450. Village R is 5 km from village Q on a bearing of 1200 and village S is 4 km from village R on a bearing of 2700. A Taking a scale of 1 m to represent 1 Km, locate the three villages. 3 marks b Use the scale drawing to find the: i. Distance and bearing of the village R from village P. 2 marks ii. Distance and bearing of village P from village S. 2 marks c Calculate the area enclosed by the three villages 3 marks 20. The floor of a rectangular room can be covered completely by a carpet costing sh. 200 per square metre. The total cost of the carpet would be sh. 5600. Taking the length of the room to be x m; a Express width of the room in terms of x 2marks b If a uniform width of 12 m is left uncovered all round. The cost is sh. 2000 less. Form and solve an equation to determine the value of x. 5marks c Later it was decided that the floor left uncovered in b above should also be covered. However the cost of the carpet had then gone up by sh. 150 per square metre. Determine the cost in covering the previously uncovered region. 3marks 12cmwww.freekcsepastpapers.com271 21. A Given that the matrix 2A , find A-1, the inverse of A. 2 marks b Kariuki bought 400 goats and 600 sheep for a total of Kshs 1,700,000."}
{"text": "3marks 12cmwww.freekcsepastpapers.com271 21. A Given that the matrix 2A , find A-1, the inverse of A. 2 marks b Kariuki bought 400 goats and 600 sheep for a total of Kshs 1,700,000. Maina bought 180 goats and 240 sheep for a total of Kshs 720,000. If the price of a goat is sh. X and that of a sheep is shs y, i Form two equations to represent the above information. 2 marks ii Use the matrix A-1 to find the price of one goat and one sheep. 3 marks c John bought 450 goats and 720 sheep. He was given a total discount of shs 66,600. If the discount on the price of a goat was 2 , calculate the percentage discount on the price of a goat. 3 marks 22. The distance between two towns A and B is 460 km. A minibus left town A at 8.45 am and travelled towards Bat an average speed of 65km hr. A matatu left B at 10.55 am on the same day and travelled towards A at an average speed of 80km hr. A How far from town B did they meet? 4 marks b At what time did the two vehicles meet? 2 marks c A motorist started from his home at 9.15am on the same day and travelled to B at an average speed of 120km hr. He arrived at the same time as the minibus. Calculate the distance from B to his home. 4 marks 23. Three partners Mutua, Muthoka and Mwikali contributed Sh. 600,000, Sh. 400,000 and Sh. 800,000 respectively to start a business of a matatu plying Mbumbuni Machakos route. The matatu carries 14 passengers with each paying Sh. 250. The matatu makes two round trips each day and ever full. Each day Sh. 6000 is used to cover running costs and wages. A Calculate their net profit per day."}
{"text": "Each day Sh. 6000 is used to cover running costs and wages. A Calculate their net profit per day. 2 marks b The matatu works for 25 days per month and is serviced every month at a cost of KSh. 10,000. Calculate their monthly profit in June. 1 mark c The three partners agreed to save 40 of the profit, 24 is shared equally and the rest to be shared in the ratioof their contribution. Calculate Muthoka s share in the month of June. 4 marks d The matatu developed mechanical problems and they decided to sell it through an agent who charged a commission of 5 on selling price. Each partner received KSh. 475,000 from the agent after he had taken his commission. Determine the price at which the agent sold the matatu. 3 marks 24. The displacement S metres of a body moving along a straight line after t seconds is given by S 2t3 32 2 3t a Find its initial acceleration. 3 marks b Calculate:- i The time when the body was momentarily at rest. 3 marks ii Its displacement by the time it comes to rest momentarily 2 marks c Calculate the maximum velocity attained 2 marks www.freekcsepastpapers.com272 NAKURU - FORM FOUR MOCK EXAMINATION, 2023 121 1 MATHEMATICS PAPER 1 TIME: 2 HOURS 30 MINUTES SECTION I 50 MARKS Answer all the questions from this section 1. Use Logarithms correct to four significant figures to evaluate. 4marks 24.36 0.0665471.4823 2. Find the value of given that the matrix 74 3 is singular 3 marks 3. In the figure below QT is a tangent to the circle at Q. PXRT and QXS are straight lines. PX 6cm, RT 8cm, QX 4.8cm and XS 5cm. Find the length of QT 3 marks 4."}
{"text": "PXRT and QXS are straight lines. PX 6cm, RT 8cm, QX 4.8cm and XS 5cm. Find the length of QT 3 marks 4. Use the trapezium rule with seven ordinates to find the area bounded by the curve 2 1 lines x -2, x 4 and x axis 3 marks 5. Given that 2 make the subject of the formula 3 marks 6. A Construct triangle PQR such that PQ 7cm, QR 5cm and 30 2 marks b Construct the focus L1 of points equidistant from P and Q to meet the locus L2 of points equidistant from Q and R 2 marks 7. The points 5, 5 and -3, -1 are ends of a diameter of a circle centre A. Determine: a The coordinates of A. 1 mark b The equation of a circle expressing it in form x2 y2 ax by c 0 2 marks 8. A transformation is represented by the matrix 1342 . This transformation maps a triangle ABC of the area 12.5cm2 onto another triangle A B C . Find the area of triangle A B C . 3marks 9. Pipe A can fill a tank in 2 hours, pipes B and C can empty the tank in 5 hours and 6 hours respectively. How long would it take a To fill the tank if A and B are left open and C closed 2 Marks b To fill the tank with all the pipes open 2 Marks 10. I Expand and simplify 1-3x 5 upto the term in x3 2 marks ii Hence use your expansion to estimate 0.97 5 correct to 4d.p. 2 marks 11. Solve for x in the equation: 2 4 1 for 00 x 1800 3 marks 12."}
{"text": "I Expand and simplify 1-3x 5 upto the term in x3 2 marks ii Hence use your expansion to estimate 0.97 5 correct to 4d.p. 2 marks 11. Solve for x in the equation: 2 4 1 for 00 x 1800 3 marks 12. Wanjiku pays for a car on hire purchase in 15 monthly instalments. The cash price of the car is Ksh.300, 000 and the interest rate is 15 p.a. A deposit of Ksh.75, 000 is made. Calculate her monthly repayments. 3 marks 13. The gradient function of a curve is given 3x2 8x 2. If the curve passes through the point, 2, 2 , find its equation. 3 marks www.freekcsepastpapers.com273 14. Simplify the following surds leaving your answer in the form a b 3marks 52 2 5 22 2 5 15. The sum of two numbers is 24. The difference of their squares is 144. What are the two numbers? 3marks 16. The data below represents the marks scored by 9 form 4 students in an exam: 40, 37, 39, 40,41,43,44, 37,44 Calculate the interquartile range of the above data 3 marks SECTION II 50 MARKS Answer five questions only from this section 17. The following table shows the rate at which income tax was charged during the year 2021 Monthly taxable income in Ksh. Tax rate 0 9860 10 9861 19720 15 19721 29580 20 29581 39440 25 39441 49300 30 49301 59160 35 over 59160 40 Maina earns a basic salary of Ksh.42000 and a monthly house allowance of sh.13000. He contributes 7.5 of his basic salary to pension scheme. This contribution is exempted from taxation."}
{"text": "Tax rate 0 9860 10 9861 19720 15 19721 29580 20 29581 39440 25 39441 49300 30 49301 59160 35 over 59160 40 Maina earns a basic salary of Ksh.42000 and a monthly house allowance of sh.13000. He contributes 7.5 of his basic salary to pension scheme. This contribution is exempted from taxation. He is entitled to a personal relief of sh.2400 per month. Calculate: a His monthly Taxable income 2 marks b Calculate his net monthly tax 6 marks c Maina s monthly salary 2 marks 18. The above diagram represents a wooden prism. ABCD is a rectangle. Points E and F are directly below C and B respectively. M is the mid-point of CD. AB 8 cm, BC 10 cm and CE 4.5 cm. A Calculate the size of angle CDE 2 marks b Calculate the i Length of AC 2 marks ii Angle AC makes with the plane ADEF 2 marks c Find the: i Length of MB 2 marks ii Angle CBM 2 marks 19. An aeroplane left town 65 , 15 to another town 65 , 165 at a speed of 200 knots using the shortest route. 227 , 6370 a Find i The shortest distance travelled in nautical miles. 3 marks ii The time taken from P to Q in hours. 2 marks www.freekcsepastpapers.com274 b Another plane left P at 1.30 p.m local time and travelled to T 650N, 60 0E along the parallel of latitude. Find i The distance between P and Q to the nearest kilometres. 3 marks ii The local time of arrival at T if the plane flew at 470km hr. 2 marks 20."}
{"text": "Find i The distance between P and Q to the nearest kilometres. 3 marks ii The local time of arrival at T if the plane flew at 470km hr. 2 marks 20. The probability that a student goes to school by a boda-boda is 23 and by a matatu is 14 . If he uses a bodaboda the probability that he is late is 25 and if he uses matatu the probability of being late is 310. If he uses other means of transport the probability of being late is 320. A Draw a tree diagram to represent this information. 3marks b Find the probability that he will be late for school. 3marks c Find the probability that he will be late for school if he does not use a matatu. 2marks d What is the probability that he will not be late to school? 2marks 21. A farmer has 50 acres of land. He has a capital Shs. 2,400 to grow carrots and potatoes as cash crops. The cost of growing carrots is Shs.40 per acre and that of growing potatoes is Shs.60 per acre. He estimates that the respective profits per acre are Shs.30 on carrots and Shs. 40 on potatoes . By letting x and y to represent the acres of carrots and potatoes respectively:- a Form suitable inequalities to represent this information. 4marks b By representing this information on a graph, determine on how many acres he should grow each crop for maximum profit 4marks c Find the maximum profit. 2marks 22. The 2nd and 5th terms of an arithmetic progression are 8 and 17 respectively. The 2nd, 10th and 42nd terms of the A.P. form the first three terms of a geometric progression. Find a the 1st term and the common difference. 3marks b the first three terms of the G.P and the 10th term of the G.P. 4marks c The sum of the first 10 terms of the G.P. 3marks 23."}
{"text": "3marks b the first three terms of the G.P and the 10th term of the G.P. 4marks c The sum of the first 10 terms of the G.P. 3marks 23. In the triangle PQR below L and M are points on PQ and QR respectively such that PL:LQ 1:3 and QM:MR 1:2, PM and RL intersect at X, given that PQ b and PR c a Express the following vectors in terms of b and c i QR 1mark ii PM 1mark iii RL 1mark b By taking PX hPM and RX kRL where h and k are constants find two expressions of PX in terms of h, k, b and c. Hence determine the values of the constant h and k. 6marks c Determine the ratio LX:XR 1mark 24. Given that y 2sin 2x and y 3cos x 45 o a Complete the table below. 2mks x 00 200 400 600 800 1000 1200 1400 1600 1800 2sin2 x 0 1.97 0.68 -0.68 -1.73 -1.29 0.00 3cos x 450 2.12 1.27 -0.78 -2.46 -2.72 -2.12 b Use the data to draw the graphs of y 2 sin 2x and y 3 cos x 45o for 0o x 180oonthe same axes. 4marks a. State the amplitude and period of each curve. 2marks b. Use the graph to solve the equation 2 sin 2x 3cos x 450 0 for 00 x 1800 2marks www.freekcsepastpapers.com255 MUMIAS WEST FORM 4 JOINT EXAMINATIONS, 2023 121 1 MATHEMATICS PAPER 1 Section I 50 marks Answer all the questions in this section. 1."}
{"text": "2marks b. Use the graph to solve the equation 2 sin 2x 3cos x 450 0 for 00 x 1800 2marks www.freekcsepastpapers.com255 MUMIAS WEST FORM 4 JOINT EXAMINATIONS, 2023 121 1 MATHEMATICS PAPER 1 Section I 50 marks Answer all the questions in this section. 1. Without using calculators evaluate 1 3 of 52 2 marks 2. Use the method of completing the square to solve the quadratic equation 2x2 13x 15 0 3 marks 3. Solve for in the equation 6 cos2 - Sin - 4 0 in the range 0o 180o. 3 marks 4. The sides of a rectangle are x cm and x 1 cm. A circle has radius of x 2 cm. If the sum of the area of the rectangle and the circle is 184 cm2. Using as 722 find the value of x. 4 marks 5. In the figure below ABCD is a cyclic quadrilateral and BD is a diagonal. EADF is a straight line, 680, 450and 980 Calculate the size of a 2 marks b 2 marks 6. A line L1 passes through point 1, 2 and has a gradient of 5. Another line L2 is perpendicular to L1 and meets it at a point where x 4. Find the equation for L2 in the form y mx c. 4 marks 7. Find the value of x in the following equation. 3 marks 9x 32x 1 53 8. The first and the last terms of an AP are 2 and 59 respectively."}
{"text": "Find the value of x in the following equation. 3 marks 9x 32x 1 53 8. The first and the last terms of an AP are 2 and 59 respectively. If the sum of the series is 610, find the number of terms in the series and the common difference. 4 mks 9. All prime numbers less than ten are arranged in descending order to form a number. A Write the number formed 1 mark b State the total value of the second digit in the number formed in a above 1 mk 10. Use reciprocals, square and square roots tables to evaluate, to 4 significant figures. 4 marks 2 0.3446 0.8673 2 11. Solve the inequality 3 2x x 352 x and show the solution on the number line. 4 marks 12. A Kenyan bank buys and sells currencies at the exchange rates below. Currency Buying Ksh Selling Ksh 1Euro 147.87 148.00 1Us dollar 74.22 74.50www.freekcsepastpapers.com256 An American tourist arrived in Kenya with 24,000 Euros He converted all the Euros to Kenya shillings at the bank. He spent a total of Sh. 200,000 while in Kenya and converted the rest to into US dollars at the bank. Find the amount in dollars that he received to the nearest whole number. 3 marks 13. A salesman earns a basic salary of sh. 9,000 per month. In addition, he is also paid a commission of 5 for sales above sh. 15,000. In a certain month he sold goods worth sh. 120,000 at a discount of 2 . Calculate his total earnings that month. 3 marks 14. A small cone of height 8 cm is cut off from a bigger cone to leave a frustum of height 16 cm. If the volume of the smaller cone is 160 cm3, find the volume of the frustum. 3 marks 15. Vector OP 6i j and OQ -2i 5j. A point N divides PQ internally in the ratio 3:1. Find PN in terms of i and j. 3 marks 16."}
{"text": "2 marks www.freekcsepastpapers.com257 20. Bujumba Boys Secondary School. Intends to buy a certain number of chairs For Ksh. 16,200. The supplier agreed to offer a discount of Ksh. 60 per chair which will enable the school to get 3 chairs more. Taking y as the originally intended number of chairs: - a Write an expression in terms of y for i Original price per chair. 1mark ii Price per chair after discount. 1mark b Determine i The number of chair the school originally intended to buy. 4marks ii Price per chair after discount. 2marks iii The amount of money the school would have saved per chair of it got the intended number of chairs at a discount of 15 . 2marks 21. A Without using a protractor, construct triangle ABC such that angle ABC 600, BC 8cm and AC 9cm. Measure AB. 3marks b Drop a perpendicular from A to BC and measure its length. 2marks c Hence calculate the area of triangle ABC. 2marks d Locate a point D on BC such that the area of triangle ABC is three times that of triangle ABD. 3marks 22. In triangle ABC, shown below, AB a AC b point M lies on AB such that AM: MB 2:3 and point N lies on AC such that AN: NC 5:1 line BN intersects line MC at X. a Express the following in terms of a and b i BN 1 mark ii CM 1 mark b Given that BX kBN and CX rCM where k and r are scalars i Write two different expressions for AX in term of a, b, k and r 4marks ii Find the values of k and r 4 marks Mwww.freekcsepastpapers.com258 23. A triangle ABC has vertices A 2,1 , B 5,2 and C 0,4 . A On the grid provided plot the triangle ABC. 2 marks b A1B1C1 is the image of ABC under a translation 2 5 . Plot A1B1C1 and state its coordinates."}
{"text": "A On the grid provided plot the triangle ABC. 2 marks b A1B1C1 is the image of ABC under a translation 2 5 . Plot A1B1C1 and state its coordinates. 2 marks c Plot A11B11C11 the image of A1B1C1 after a rotation about the origin through a negative quarter turn. State its coordinates. 3 marks d A111B111C111 is the image of A11B11C11 after a reflection on the line y 0. Plot A111B111C111 and state its coordinates. 3 marks 24. Three business partners Abila, Bwire and Chirchir contributed Ksh 120,000, Ksh 180,000 and Ksh 240,000 respectively to boost their business. They agreed to put 20 of the profit accrued back into the business and to use 35 of the profits for running the business. The remainder was to be shared among the business partners in the ratio of their contribution. At the end of the year, a gross profit of Ksh 225,000 was realised. A. Calculate the amount. I Put back into the business. 2mks ii Used for official operations. 1mk b. Calculate the amount of profit each partner got. 4mks c If the amount put back into the business was added to individual s shares proportionately of their initial contributions, find the amount of Chirchir s new shares. 3mkswww.freekcsepastpapers.com259 MUMIAS WEST JOINT EVALUATION TEST, 2023 121 2 MATHEMATICS PAPER 2 TIME: 2 HOURS SECTION I: Answer all questions in this section. 1. Find the quadratic equation whose roots are 33 and write it in the form ax2 bx c 0 where a, b and c are integers. 3mks 2. Given that G 2 qn 2 . Express m in terms of n, q and G. 3mks 3. The heights, in centimeters of 7 students were; 143, 139, 145, 154, 159, 147,156. Find the mean absolute deviation of the data."}
{"text": "3mks 3. The heights, in centimeters of 7 students were; 143, 139, 145, 154, 159, 147,156. Find the mean absolute deviation of the data. 3mks 4. Triangle ABC has vertices A 4, 1 , B 6, 1 and C 8, 3 . The image of ABC under a transformation N is A 2, 1 , B 4, 1 and C 2, 3 . Find the matrix N. 3mks 5. State the amplitude, period and phase angle of; y 2 sin 12 x 300 3mks 6. The points P -6, 5 and Q 2, -1 are the ends of a diameter of a circle centre M. Determine: a The coordinates of M 1mk b The equation of the circle in the form x2 y2 ax by c 0 2mks 7. Without using mathematical table or a calculator, express sin 45o in surd form. Hence simplify; 8 leaving your answer in surd form. 3mks 1 Sin 45o 8. Simplify completely; 3mks 9x2 16x 7 162x2 98 9. A sum of Ksh 8000 was partly lent at 10 p.a simple interest and 12.5 p.a simple interest. The total interest after 2 years was Ksh. 1775. How much was lent at 10 simple interest? 3mks 10. The position vectors of points X and Z are 8i 3j 4k and 4i 6j -2k respectively. If Y divides line XZ in the ratio 9: -5, find the coordinates of Y. 3mks 11. In the figure below AB is a tangent to the circle centre O and radius 12cm. The area of the triangle AOB is 120cm2. OXB is a straight line. Calculate XB. 3mks 12. A die and a coin are cast simultaneously. I Draw a table to show all possible outcomes."}
{"text": "3mks 12. A die and a coin are cast simultaneously. I Draw a table to show all possible outcomes. 2mks ii What is the probability of a tail and a number less than 4 showing up. 1mk 13. Calculate the percentage error in the area of the triangle below given the included angle is exactly 50o. 3mks 14. Use binomial expansion to simplify;www.freekcsepastpapers.com260 2 5 4 - 2 - 5 4 4mks 15. Solve the simultaneous equation. 4mks 2x y 3 x2 xy - 4 16. Without using logarithms table or calculator, solve for x in Log 5 2 log 2x 10 log x-4 3mks SECTION II: Answer ANY FIVE questions in this section. 17. In the figure below OP p, OQ q. QX meets OY at R, OX: OP 2:3 and QY: YP 1:3. A Express the following in terms of p and q. i QP 1mk ii OY 2mks iii QX 1mk b Given that OR hOY and QR kQx i Express OR in terms of h, q and p. 1mk ii Express OR in terms of k, q and p. 1mk iii Solve for h and k 4mks 18. The sum of quantities A and B is y. A varies inversely as x and B varies directly as x. When x 4, Y 17 and when x 6, y 13. I Express y in terms of x. 7mks ii Find y when x 10 and x when y 11.5. 3mks 19. The figure below is a right pyramid on a rectangle base. TC TB TA 17cm and TO 15cm. AB is twice BC Calculate; i The length AB 4mks ii The angle between TC and plane ABCD."}
{"text": "The figure below is a right pyramid on a rectangle base. TC TB TA 17cm and TO 15cm. AB is twice BC Calculate; i The length AB 4mks ii The angle between TC and plane ABCD. 2mks iii The angle between TO and plane TAB. 2mks iv The angle between TAD and ABCD. 2mks www.freekcsepastpapers.com261 20. A In mathematics, the scores obtained by 30 students were recorded as shown in the table below. Score x 59 61 65 k 71 72 73 75 No. Of students 2 3 5 6 7 4 2 1 Given that fd -1.2 where d x 69, determine; f i Score k 4mks ii Standard deviation 4mks b The data below represents the ages in months at which 9 babies started walking 9, 11, 12, 11, 10, 8, 10, 13, 9. Find quartile range 2mks 21. Under a transformation represented by the matrix M a b , the image of A -1, 2 , B -1, -1 and c d c 1, -1 are A -3, 2 , B 0,-1 and C x, y a Find the matrix m. 3mks b Find the coordinates of C 1mk c Plot triangles ABC and A B C on the grid provided below. 2mks d Describe fully the transformation M. 2mks e Draw the triangle A B C , the image of A B C under a stretch of scale factor -2 with the y-axis invariant. 2mks 22. A The first term of an arithmetic progression AP is 6. The sum of the first 7 terms of the AP is 126. I Find the common difference of the AP 2mks ii Find the 19th term of the AP."}
{"text": "A The first term of an arithmetic progression AP is 6. The sum of the first 7 terms of the AP is 126. I Find the common difference of the AP 2mks ii Find the 19th term of the AP. 1mk b The 2nd, 3rd and 11th terms of an increasing arithmetic progression AP form the first 3 terms of a geometric progression GP . The first term of the AP is -2. I Find the common difference of the AP and the common ratio r of the GP. 4mks ii Find the sum of the first 5 terms of the geometric progression GP 3mks 23. A Complete the table below. X 0 30 60 90 120 150 180 210 240 270 300 330 360 y Sin x 300 0.50 0.00 -0.50 y 2Cos x 300 1.73 0.00 -1.73 2.00 1.73 b On the same axes, draw the graphs of y sin x 30 o and y 2Cos x 300 5mks c Use your graphs to solve the equation. 2mks 2 Cos x 300 1 Sin x 300 d State the amplitude of Sin x 300 1mk 24. Using a ruler and a pair of compasses only for all constructions in this question. A Construct triangle ABC in which AB 6cm, BC 7cm and angle ABC 750. 3mks b Find the locus x such that Ax 3cm. 1mk c On the same side of BC as , Construct the locus of P such that angle BPC 120o. 3mks d Show by stating the locus of Q inside triangle ABC such that BPC BQC. 1mk e On the side of AB opposite C, construct the locus of T such that the area of triangle ATB is 60cm2."}
{"text": "Two brands of tea costing Sh. 160 and Sh. 140 per kilogram respectively are mixed in the ration 2: 3 by mass. The mixture is sold at Sh. 240 per kilogram. Find the percentage profit made. 3 marks 14. Triangle is the image of triangle ABC under transformation represented by the matrix 3154 . If the area of triangle is 140 2, find the area of triangle ABC 3 marks www.freekcsepastpapers.com242 15. Given that PR 2cm, PN 12cm and PM 3cm. Find the length of: i PS 2 marks ii PQ 1 mark 16. Given that tan 1 3, find the value of cos . 3 marks SECTION II 50 Marks Answer any five questions only in this section. 17. In a science class, 23 of the class are boys and the rest are girls. 80 of the boys and 90 of the girls are right handed. The probability that the right handed student will break a test tube in any session is 110 and that for the left handed student is 310 ,regardless of whether boy or girl. A Draw a tree diagram to represent this information 2 marks b Using the tree diagram drawn, find the probability that: i A student chosen at random from the class is left handed 2 marks ii A test tube is broken by a left handed student. 2 marks iii A test tube is broken by a right handed student. 2 marks iv A test tube is not broken in any session 2 marks 18. In a triangle ABC, E is the midpoint of BC, D is a point on AC such that AD: DC 3: 2 and F is the point of intersection of AE and BD."}
{"text": "2 marks iii A test tube is broken by a right handed student. 2 marks iv A test tube is not broken in any session 2 marks 18. In a triangle ABC, E is the midpoint of BC, D is a point on AC such that AD: DC 3: 2 and F is the point of intersection of AE and BD. Vectors and a Express the following vectors in terms of and only i AE 2 marks ii BD 1 mark b By expressing vectors BF in two ways, find the ratio BF: FD given that BF hBD and AF tAE where h t are constants 5 marks c Hence find vector BF in terms of b and c only 2 marks www.freekcsepastpapers.com243 19. The table below shows the rates at which income tax is charged on annual income. Annual taxable income K Rates Sh per K 1 2800 3 2801 4600 5 4601 7200 6 7201 9000 7 9001 11 800 9 11 801 13 600 10 Over 13 600 12 A company employee earns a basic monthly salary of Ksh. 18 600 and a house allowance of 15 of his basic salary. If the employee is married and claims a monthly family relief of Sh. 250, calculate; a His annual taxable income in Kenya pounds. 2 marks b His net salary per month. 8 marks 20. The marks obtained by 50 students in an examination were recorded in the table below Marks 0 9 10 19 20 29 30 39 40 49 50 59 60 69 70 79 Number of student 3 6 10 12 9 5 3 2 Using 44.5 as the assumed mean, calculate i The actual mean mark 4 marks ii The standard deviation to 2 decimal place 3 marks iii The quartile deviation 3 marks 21."}
{"text": "15 . Calculate to 2 d.p. A Height VO. 3 marks b The inclination of VAB to ABC. 2 marks c The inclination of VB to ABC. 3 marks d The volume of the pyramid. 2 marks www.freekcsepastpapers.com244 23. A small-scale farmer wishes to buy some sheep and goats for rearing. Sheep cost Sh 400 and a goat cost Sh.300.The farmer has enough space for only 20 animals and may spend at most Sh. 6 800. The number of goats should not exceed twice the number of sheep. A By letting x and y to represent the number of sheep and goats he can buy respectively, write down all inequalities from the above information. 4 marks b Represent the inequalities on the grid provided 4 marks c From your graph, find the maximum number of animals he can buy at the lowest cost 2 marks 24. The displacement of a particle S metres, t seconds after passing a fixed-point O is given by 3 2 5 2."}
{"text": "Wasike starts cycling from his home at 8.00a.m toward s Wanjala s house at 16km h. Wanjala stars cycling towards Wasike s house 30 minutes later at 8km h. what time did they meet. 3mks 11. The line which joins the point A 3, K and B -2, 5 is parallel to the line whose equation is 5y 2x-7 0. Find the value of K. 3mks 12. Given that Cos A 513 and angle A is acute, without using tables or calculator, find the value of 2 tan A 3 sin A. 3 mks 13. Find the greatest integral value of x which satisfies. 2x 3 2 8 3x 5 5x 6 3 3mks 14. The figure below not drawn to scale is a right pyramid with slant height of 5cm and square base of 3cm. A Draw its net and label it. 2mks b Calculate the total surface area. 2mks 15. A plane leaves town P to town Q on a bearing of 130 and a distance of 350km. It then flies 500km on a bearing of 060 to town R. Find, by scale drawing the distance between town R and town P. 3 mks 16. The following data was obtained from the mass of a certain animal. Complete the table and the histogram below. 3 marks Mass kg frequency 41-50 20 51-55 56-65 40www.freekcsepastpapers.com222 SECTION II: 50 MARKS Answer only FIVE question from this section. 17. The ends of the roof of a workshop are segment of a circle of radius 10m. The roof is 20m long .The angle at the centre is 1200 as shown in the figure below. A Calculate: i The area of one end of the roof. 4mks ii The area of the curve surface of the roof. 2mks b What would be cost to the nearest shilling of covering the two ends and the curved surface with galvanized iron sheet costing sh.80 per square meter?"}
{"text": "A Calculate: i The area of one end of the roof. 4mks ii The area of the curve surface of the roof. 2mks b What would be cost to the nearest shilling of covering the two ends and the curved surface with galvanized iron sheet costing sh.80 per square meter? 4mks 18. A rectangular tank whose internal dimensions are 1.7m by 1.4m by 2.2m is three quarters full of milk. A Calculate the volume of milk in litres. 3 marks b The milk is packed in small packets in a shape of a right pyramid with an equilateral base triangle of side 16cn. The height of each packet is 13.6cm. Full packets obtained are sold at ksh.25 per packet. I The volume in cm3 of each packet to the nearest whole number. 3 marks ii The number of full packets of milk. 2 marks iii The amount of money realized from the sale of milk. 2 marks 19. A On the grid provided below, plot the polygon A 3, 7 , B 5, 5 , C 3, 1 , D 1, 5 on a Cartesian plane 2mks b A1B1C1D1 is the image of ABCD under a translational T 6 9 . Plot A1B1C1D1 and state its coordinates. 2mks c Plot A11B11C11D11, the image of A1B1C1D1 after a rotation about -1, 0 through a positive quarter turn. State its coordinates. 3mks d A111B111C111D111 is the image of A11B11C11D11 after a reflection in the line Y x 2. Plot A111B111C111D111and state its coordinates 3mks 20. A straight line passes through the points 8, -2 and 4,-4 . A Write its equation in the form ax by c 0, where a, b and c are integers. 3 Marks b If the line in a above cuts the x-axis at point P, determine the coordinates of P."}
{"text": "A straight line passes through the points 8, -2 and 4,-4 . A Write its equation in the form ax by c 0, where a, b and c are integers. 3 Marks b If the line in a above cuts the x-axis at point P, determine the coordinates of P. 2 Marks c Another line, which is perpendicular to the line in a above passes through point P and cuts the y axis at the point Q. Determine the coordinates of point Q. 3 Marks d Find the length of QP 2 Marks 21. Matrix P is given by 4 a Find p-1 3mks b Two institutes regions and Alphax purchased beans at sh. B per bag and maize at sh. M per bags. Regions purchased 8 bags of beans and 14 bags of maize for sh. 47,600. Alphax purchased 10 bags of beans and 16 bags of maize for sh. 57,400. I Form a matrix equation to represent the information above 2mks ii Use the matrix p-1 to find the prices of one bag of each item 3mks c The price of bean later went up by 5 and that of maize remain constant. Regions bought the same quality of beans but spent the same total amount of money as before on the two items. State the new ratio of beans and maize. 2mks 10m 1200 10mwww.freekcsepastpapers.com223 22. In the diagram below, the coordinates of points A and B are 1, 6 and 15, 6 respectively. Point N is on OB and that 3 ON 2 OB.ne OA is produced to L such that OL 3 OA a Vector LN. 3 marks b Given that a point M is on LN such that LM : MN 3:4, find the coordinate of M. 2 marks c If line OM is produced to T such that OM : MT 6:1 i Find the position vector of T. 1 mark ii Show that points L, T and B are collinear."}
{"text": "3 marks b Given that a point M is on LN such that LM : MN 3:4, find the coordinate of M. 2 marks c If line OM is produced to T such that OM : MT 6:1 i Find the position vector of T. 1 mark ii Show that points L, T and B are collinear. 4 marks 23. A Complete the table below for the functions xforxxy 2 mks x -2 -1 0 1 2 3 y b Draw the graph of 2 xxyfrom the table above. 2 mks c Use your graph to solve the equation 2 xxy 0 1 mk e From your graph, find the value of X which satisfy the simultaneous equations. 1 mk 2 xxy 22 xy d Write down the equation which is satisfied by the values of x in e above in the form ax2 bx c 0 2 mks 24. The diagram below shows a circle ABC with AB 12cm, BC 15cm, and AC 14cm Calculate to 4 significance figures: a The angle ACB 3mks b The radius of the circle. 3mks c The area of the shaded region 4mks www.freekcsepastpapers.com224 MOMALICHE 2 CYCLE 10 Kenya Certificate of Secondary Education 121 2 MATHEMATICS PAPER 2 SECTION 1 50 MARKS Answer all questions in this section. 1. A positive two digit number is such that the product of the digits is 24. When the digits are reversed, the number formed is greater than the original number by 18. Find the number. 3mks 2. Use tables of squares, square roots and reciprocals to evaluate 4mks 218149.01602698.0234 3. The height and radius of a cone are measured as 21 cm and 14.0 cm respectively. Taking 3.142, find the percentage error in the volume of the cone. 3mks 4."}
{"text": "The height and radius of a cone are measured as 21 cm and 14.0 cm respectively. Taking 3.142, find the percentage error in the volume of the cone. 3mks 4. Express the following in surd form and simplify by rationalizing the denominator without using a calculator and leave your answer in the form a 3mks 1 3001 600 5. Solve for x in:Log2 x 7 Log2 x 7 3 3mks 6. A businessman obtained a loan of Ksh 450,000 from a bank to buy a Matatu that was valued at the same amount. The bank charges interest at 24 per annum compounded quarterly per year. Calculate the total amount of money the businessman paid to clear the loan in 412 years to the nearest shilling. 3mks 7. In the diagram below, BT is a tangent to the circle at B. AXCT and BXD are straight lines. AX 6cm, CT 8cm, BX 4.8cm and XD 5cm. Find the length of BT. 3Marks 8. Find the possible values of x given that 886 is a singular matrix. 3mks 9. The cost C of operating an electronic business is partly constant and partly varies as the square of labour input L. If C 25,000 when L 20 and C 45,000 when L 30. Find C when L 8. 3mks 10. The 2nd, 4thand 7th terms of an A.P. are the first 3 consecutive terms of a G.P. Find the common ratio of the G.P if the common difference of the A.P. is 2. 3mks 11. P and Q are two points such that OP i 2j 3k and OQ 4i 5j 3k. M is a point that divides PQ externally in the ratio 3:2. Find the co-ordinates of M, given that O is the origin. 3mks 12."}
{"text": "And a premium relief of 10 on her insurance premium of K 800 p.a. The table of tax rate is as below. Taxable income K p.a. Rate 1 2100 10 2101 4200 15 4201 6300 20 6301 8400 25 Over 8400 30 Calculate; a Calculate the net tax per annum. 7mks b Other deductions includes W.C.P.S Shs 600 per month, NHIF Shs. 500 per month. Calculate her net pay per month. 3mks 18. The Line AB 5cm is a side of a triangle ABC in which angle ABC 90 and angle BAC 60 . A Construct triangle ABC 2mks b Construct the Locus P such that angle APB angle ACB 2mks c Locate by construction points Q1 and Q2 which satisfy the conditions below: i Q1 and Q2 lie on the same side of line AB and C 3mks ii Area of triangle AQ1B Area of triangle AQ2B 3 4 Area of triangle ABC iii Angle AQ1B Angle AQ2B 30 Measure the length of the line Q1Q2 3mks d Calculate the area above the line Q1Q2 bounded by the locus of point P 3mks 19. The diagram below shows a square based pyramid V vertically above the middle of the base. PQ 10cm and VR 13cm. M is the midpoint of VR. Find to 2 decimal places a i the length PR. 2mks ii the height of the pyramid. 2mks b i the angle between VR and the base PQRS. 2mks ii the angle between MR and the base PQRS. 2mks iii the angle between the planes QVR and PQRS. 2mks 20."}
{"text": "O, A, B, C is the image of OABC under transformation matrix. 2 00 2 a Find the coordinates of O1A1B1C1 2mks ii On the grid provided, draw OABC and O1A1B1C1 2mks b Find O11A11B11C11, the image of O1A1B1C1 under transformation matrix 1 00 2 2mks ii On the same grid draw O11A11B11C 11 1mk c Find a single matrix that maps O11A11B11C11 onto OABC 3mks 22. The following table shows the distribution of marks obtained by 50 students in a test. Marks 45-49 50-54 55-59 60-64 65-69 70-74 75-79 No. Of Students 3 9 13 15 5 4 1 By using an assumed mean of 62, calculate a The mean 5mks b The variance 3mks c The standard deviation 2mks 23. A box contains 3 brown, 9 pink and 15 white cloth pegs. The pegs are identical except for the colour. A Find the probability of picking. I A brown peg. 1mark ii A pink or a white peg. 2 marks b Two pegs are picked at random, one at a time without replacement. Find the probability that: i At least one brown peg is picked 4marks ii both pegs are of the same colour. 3marks 24. A wholesaler stocks two types of rice: Refu and Tamu. The wholesale prices of 1 kg of Refu and 1 kg of Tamu are Ksh 80 and Ksh 140 respectively. The wholesaler also stocks blend A rice which is a mixture of Refu and Tamu rice mixed in the ratio 3 : 2. A. i A retailer bought 10 kg of blend A rice. To this blend, the retailer added some Tamu rice to prepare a new mixture blend X. The .ratio of Refu rice to Tamu rice in blend X was 1:2."}
{"text": "I A retailer bought 10 kg of blend A rice. To this blend, the retailer added some Tamu rice to prepare a new mixture blend X. The .ratio of Refu rice to Tamu rice in blend X was 1:2. Determine the amount of Tamu rice that was added. 3marks ii The retailer sold blend X rice making a profit of 20 . Determine the selling price of 1 kg of blend X. 3 marks b. The wholesaler prepared another mixture, blend B, by mixing x kg of blend A rice with y kg of Tamu rice. Blend B has a wholesale price of Ksh130 per kg. Determine the ratio x : y. 4mks www.freekcsepastpapers.com204 KIRINYAGA CENTRAL SUB-COUNTY EFFECTIVE 40 JOINT EXAMINATION 2023 Kenya Certificate of Secondary Education 121 1 MATHEMATICS Paper 1 2 hours SECTION I: 50 Marks Answer all the questions in this section. 1. Evaluate without using a Mathematical table or a calculator 20.2 x 2590. X1122 3marks 2. Using logarithms to evaluate correct to 4 significant figures. 4marks .280.006347 x 152.9 3. The G.C.D of three numbers is 30 and their L.C.M is 900. Two of the numbers are 60 and 150. Find the least possible third number. 3 marks 4. David s clock loses 15 seconds every hour. He gets the correct time on the clock at 0700H on a Monday. Determine the time shown on the clock when the correct time was 1900H on Wednesday the same week. 3 marks 5. Two similar containers have masses of 256 kilograms and 128 kilograms respectively. If the surface of the smaller container has an area of 810cm2, what is the area of the corresponding surface of the larger container to 2 decimal places? 3 marks 6. Find the value of y in the equation 3 marks 21 yy 7. Mwangi spends one-third of his salary on food, one quarter on rent, three-fifth of the remainder on transport and saves the rest. If he spends Ksh."}
{"text": "Find the value of y in the equation 3 marks 21 yy 7. Mwangi spends one-third of his salary on food, one quarter on rent, three-fifth of the remainder on transport and saves the rest. If he spends Ksh. 8400 on transport, find how much money he saves. 3 marks 8. A Kenyan bureau buys and sells foreign currencies as shown below. Buying Selling in Kenya shillings in Kenya shillings 1 Hong Kong dollar 9.74 9.77 100 Japanese Yen 75.08 75.12 A tourist arrived in Kenya with 105,000 Hong Kong dollars and changed the whole amount to Kenya shillings. While in Kenya, she spent Kshs. 403897 and changed the balance to Japanese Yen, before leaving for Tokyo. Calculate the amount in Japanese Yen that she received. 3 marks 9. The coordinates of A, B, C and D are A -3, 6 , B 2, 4 , C 4, -3 and D 3, -5 respectively. If A1 is -6, 7 under a translation T. Find the coordinates of B1, C1 and D1 under T. 3 marks 10. Solve; 4x 3 6x 1 3x 16 hence state the integral values. 3 marks 11. In the figure below AOC is a diameter of a circle centre O. ABDE is a cyclic quadrilateral and angle COD 280. Www.freekcsepastpapers.com205 Determine the size of a Angle AED 2 marks b Angle CAD 2 marks 12. An aircraft left town A and flew eastwards along a latitude to town B 600N, 350E . If it took 51 2 hours at a speed of 910km hr, find the position of A. Take 22 7, R 6370km 3marks 13. Object A of area 10cm2 is mapped onto its image B of area 60cm2 by a transformation whose matrix is given by 4xP."}
{"text": "If it took 51 2 hours at a speed of 910km hr, find the position of A. Take 22 7, R 6370km 3marks 13. Object A of area 10cm2 is mapped onto its image B of area 60cm2 by a transformation whose matrix is given by 4xP. Find the positive values of x. 3marks 14. Simplify 216a4b8a8ab6b 3 Marks 15. Solve the following simultaneous equations. 3 marks ab 16. The base ABCDE of a right pyramid is a regular pentagon of side 3cm. Point V is a vertex of the pyramid and the length of the slanting edge is 4cm. Draw a labeled net of the pyramid. 3 marks SECTION II : 50 Marks Answer only FIVE questions in this section 17. A line passes through P k, -3 and Q 5, k , where k is a positive non zero integer. The magnitude of PQ is 34 units. A Find the value of k. 3 marks b Determine the equation of the perpendicular bisector of PQ in the form of ax by c 0 Where a, b and c are integers. 4 marks c Find the equation of a line parallel to PQ and passing through -1, 3 in the form of y mx c. 3 marks 18. A carpenter constructed a closed wooden box with internal measurements 1.5m long, 0.8m wide and 0.4m high. The wood used in constructing the box was 1.0cm thick and had a density of 0.6g cm3. Determine: a i the volume in cm3 of the wood used. 4 marks ii the mass of the box in kg correct to 1 decimal place. 2 marks b Identical cylindrical tins of diameter 10cm, height 20cm with a mass of 120 grams each were packed in the box. Calculate the: i maximum number of tins that were packed."}
{"text": "4 marks ii the mass of the box in kg correct to 1 decimal place. 2 marks b Identical cylindrical tins of diameter 10cm, height 20cm with a mass of 120 grams each were packed in the box. Calculate the: i maximum number of tins that were packed. 2 marks ii total mass of the box with the tins in kilograms. 2 marks 19. The figure below represents a triangular flower garden ABC in which AB 4m, BC 5m and BCA 300. Point D lies on AC such that BD 4m and BDC is obtuse. Find correct to 2 decimal places. A BDC 3 marks b the length of AD 3 marks c the length of DC 2 marks d the area of the flower garden ABC 2 marks www.freekcsepastpapers.com206 20. A particle moves along a straight line such that its displacement S metres from a given point is; S t3 5t2 3t 4. Where t is time in seconds. Find; a The displacement of the particle at t 5 sec. 2 marks b The velocity of the particle when t 5 sec. 2 marks c The values of t when the particle is momentarily at rest. 3 marks d The acceleration of the particle when t 2 sec. 3 marks 21. A On the graph provided, draw the graph of; y x3 5x2 2x 9 for -2 x 5 using a scale of 1cm for 1 unit on the x-axis and 1 cm for 5 units on the y axis. 5 marks b Use the graph to estimate the roots of the equations. I x3 5x2 2x 9 0 2 marks ii x3 5x2 4x 3 0 3 marks 22. John is a civil servant who earns a basic salary of Ksh. 38,300, house allowance of Ksh. 12,000 and a medical allowance of Ksh."}
{"text": "John is a civil servant who earns a basic salary of Ksh. 38,300, house allowance of Ksh. 12,000 and a medical allowance of Ksh. 3600 every month. He claims a family relief of Ksh. 1172 and insurance relief of 3 of the premium paid. Using tax table below; calculate; Taxable Income Tax rates K p.a Ksh. Per pound 1 8800 2 8801 16800 3 16801 24800 5 24801 36800 7 36801 48800 9 Over 48800 10 a John s annual taxable income in Kenya pounds per annum. 2 marks b Tax due every month from John s to 2 d.p 5 marks c If further deductions are made every month from his salary - WCPS of 2 of basic salary - Life insurance premium of sh 4600 - Sacco Loan repayment of sh 14200 Calculate: i John s total deductions 1 mark ii John s net salary per month 2 marks 23. In a road safety survey, 1000 vehicles were examined. 62 of these were found to have defective tyres, 30 had defective steering wheels and 45 had defective brakes. Assuming that this sample accurately represent all the vehicles in the country, find the probability that a vehicle in the country picked at random has; a i Defective brakes 1 mark ii Defective brakes but neither of the other two defects 3marks iii Has no defects 2 marks b If the owner of a defective vehicle is warned if his car has one or two of these defects, but is fined sh 300 if his car has all three defects, what is the total amount of fined that one would expect to be imposed after 10,000 vehicles had been inspected at random? 4 marks 24. A bus and a Nissan left Nairobi for Cheptiret a distance of 340 km at 7.00am. The bus traveled at 100km h while the Nissan at 120km h. After 30 minutes, the Nissan had a puncture which took 30 minutes to mend. A How far from Nairobi did the Nissan catch up with the bus?"}
{"text": "The bus traveled at 100km h while the Nissan at 120km h. After 30 minutes, the Nissan had a puncture which took 30 minutes to mend. A How far from Nairobi did the Nissan catch up with the bus? 5 marks b At what time of the day did the Nissan catch up with the bus? 2 marks c At what time did the bus reach Cheptiret? 3 marks www.freekcsepastpapers.com207 KIRINYAGA CENTRAL SUB-COUNTY EFFECTIVE 40 JOINT EXAMINATION 2023 Kenya Certificate of Secondary Education 121 2 MATHEMATICS Paper 2 21 2 hours SECTION I: 50 Marks Answer all the questions in this section. 1. Solve for n by completing the square method. 2n2 6n 4 0 3marks 2. The matrix 3x is a singular matrix. Find possible values of x; to 2 d.p. 3 marks 3. Evaluate dx x 3 marks 4. Solve for x in 4 xLog10 2xLog21010 4 marks 5. Make b the subject of the formula 3 marks r1dbbd2 6. The sides of a rectangle are measured as 8cm by 5cm correct to the nearest centimeter. Determine the percentage error in calculating its perimeter correct to 4 significant figures. 3 marks 7. Simply 3 leaving your answer in the form cba where a, b and c are scalars. 3 marks 8. A trader bought two brands of rice. Type A cost sh 100 and type B cost sh 80 per kilogramme. She mixed the two brands and sold the mixture at sh 96 per kilogramme. Determine the ratio in which she mixed the two brands. 3 marks 9. In the figure below, BT is a tangent to the circle at B. AXCT and BXD are straight lines."}
{"text": "3 marks 9. In the figure below, BT is a tangent to the circle at B. AXCT and BXD are straight lines. AX 8cm, CT 8cm, BX 4cm and XD 5cm Calculate the length i XC 2 marks ii BT 1 mark 10. Solve for x in the equation Cos 3x -300 0.5 where 0 x 3600. 3 marks 11. Given that OA 2i 3j and OB 3i -2j. Find the magnitude of AB to one decimal place. 3 marks 12. The equation of a curve is given by y x3 4x2 3x. Find the equation of the normal to the curve at x 1. 3marks 13. The equation of a circle is given by 4x2 4y2 8x 20y 7 0 3marks Determine the centre and the radius of the circle. 14. The 5th and 10th terms of an arithmetic progression are 18 and -2 respectively. Find the common difference and the first term. 3 Marks www.freekcsepastpapers.com208 15. A Expand the expression 1 xin ascending powers of x, leaving co-efficient as fractions in their lowest form upto to x3. 2 marks b Use the first three terms of the expression in part a above to estimate the value of 0.97 5. 2 marks 16. Mogaka and Onduso working together can do a piece of work in 6 days. Mogaka, working alone takes 5 days longer than Onduso. How many days does it take Onduso to do the work alone. 3 marks SECTION II: 50 Marks Answer only FIVE questions in this section. 17. A Using ruler and pair of compasses only. Construct triangle ABC such that angle ABC 450 and angle BAC 600 and AB 6cm. 3 marks b Locate the Locus of P using the triangle in a above such that angle APC 1200."}
{"text": "2 marks f Calculate the angle between planes GFEH and DAFG. 2 marks 20. A matrix 1 represents the transformation T, where the triangle ABC with A 1, 1 , B 5, 1 and C 2, 4 is transformed by T onto A1B1C1 a i Find the coordinates fo the image A1B1C1 of ABC under transformation T. 2 marks ii Draw the triangle A1B1C1 and ABC on the same Cartesian plane. 2 marks D C A E G F B Hwww.freekcsepastpapers.com209 b i Triangle A1B1C1 undergoes another transformation R whose matrix is 1 and is mapped onto A11B11C11. Determine the coordinates of A11B11C11 , hence draw it on the same Cartesian plane. 2 marks iii Describe the transformation in b i above fully. 1 mark c Find, by calculation a single matrix that would map A11B11C11 onto ABC. 3 marks 21. The table below shows marks scored in a Mathematics in a class of 40 students. Marks 10-19 20-29 30-39 40-49 50-59 60-69 70-79 No. Of students 2 6 7 13 6 4 2 a Using an assumed mean of 44.5, determine i the mean of the distribution. 3 marks ii the variance 3 marks iii the standard deviation to 4 decimal places, 1 mark b Estimate the medium of the distribution to 4significant figures 3 marks 22. An Arithmetic Progression A.P has its first term as a and a common difference d. a Find in terms of a and d, the first, third and eleventh terms of the AP."}
{"text": "3 marks ii the variance 3 marks iii the standard deviation to 4 decimal places, 1 mark b Estimate the medium of the distribution to 4significant figures 3 marks 22. An Arithmetic Progression A.P has its first term as a and a common difference d. a Find in terms of a and d, the first, third and eleventh terms of the AP. 2 marks b The AP above is increasing and the first, third and eleventh terms form in the first three terms of a Geometric Progression G.P . The sum of the fifth and ninth terms of the AP is 80. I Find the values of a and d. 4 marks ii Calculate the sum of the first 10 terms of the A.P. 2 marks c Determine the 5th term of the G.P. 2 marks 23. The diagram below shows a triangle OPQ in which M and N are points on OQ and PQ respectively such that OM 2 3 OQ and PN 1 4 PQ. Lines PM and ON meets at X. a Given that OP p and OQ q, express in terms p and q the vectors. I PQ 1 mark ii PM 1 mark iii ON 2 marks b You are further given that OX kON and PX hPM. I Express OX in terms of p and q in two different ways. 2 marks ii Find the value of h and k. 3 marks iii Find the ratio PX : XM 1 mark 24. An aircraft leaves town P 300S, 170E and moves directly northwards to Q 600N, 170E . It then moved at an average speed of 300 knots for 8 hours westward to town R. Detemine:- a The distance PQ in nautical miles 2 marks b The position of town R. 4 marks c The local time at R in 24-hour system if the local time at Q is 3.12 pm. 2 marks d The distance moved from P to R in km."}
{"text": "Detemine:- a The distance PQ in nautical miles 2 marks b The position of town R. 4 marks c The local time at R in 24-hour system if the local time at Q is 3.12 pm. 2 marks d The distance moved from P to R in km. Take 1nm 1.853 km 2 marks P N X O M Q p q www.freekcsepastpapers.com183 MBORANU II FORM FOUR JOINT EVALUATION 2023 Kenya Certificate of Secondary Education KCSE 121 1 MATHEMATICS ALT A PAPER 1 SECTION 1 50 marks Answer all the questions in this section. 1. Evaluated: 3mks 2. Use logarithms to evaluate the following to 4 significant figures to: 4mks 3. An electrician made a loss of 30 by selling a multi plug at sh.1400.what percentage profit would he has made if he sold the multi plug at sh. 2300. 3mks 4. In the triangle ABC below, BC 9cm, angle ABC 80 .and angle ACB 30 . A 80 30 B C Calculate, correct to 4 significant figures, the area of the triangle. 3mks 5. Given that the exterior angle of a regular hexagon is 2x. Find the value of x. Hence find the size of each interior angle of the hexagon. 3mks 6. Two numbers t and s are such that t4x s2 5625. Find t and s 3mks 7. Find the obtuse angle the line with equation 2y 5x 2 0 makes with the x-axis. 3mks 8. Simplify the expression 3mks 9. A plot is in the shape of a right-angled triangle. The length of the shorter side is 15m and the area is 456.8m2. Calculate the length of the longest side of the garden. 3mks www.freekcsepastpapers.com184 10."}
{"text": "The Submarine at D on realizing that the ship was heading to the Island P, decides to head straight for the Island to intercept the ship. Using a scale of 1 cm to represent 10 km, make a scale drawing showing the relative positions of A, B, D and P. 4 marks Hence find: b The distance from A to D. 2 marks c The bearing of the Submarine from the ship when the ship was setting off from B. 1 mark d The bearing of the Island P from D. 1 mark e The distance the Submarine had to cover to reach the Island P. 2 marks 23. A Find the inverse of the matrix: 1mk A b Amina bought 20 bags of oranges and 15 bags of mangoes for a total of sh. 9,500. Nafula bought 30 bags of oranges and 20 bags of mangoes for a total of sh. 13,500. If he price of a bag of oranges is X and that of mangoes is y: a Form two equations to represent the information above. 2mks ii Hence use the matrix A-1 above to find the price of one bag of each item. 4mks c The price of each bag of oranges was increased by 10 and that of mangoes reduced by 10 . The businesswomen Amina and Nafula bought as many oranges and as many mangoes as they bought earlier. Find the total cost of oranges and mangoes that each businesswoman bought after the percentage change. 3mks 24. The displacement, s metres, of a moving particle from a point O, after t seconds is given by, s a Find s when t 2 2mks b Determine: i the velocity of the particle when t 5 seconds; 3mks ii the value of t when the particle is momentarily at rest 3mks c find the time , when the velocity of the particle is maximum 2mks www.freekcsepastpapers.com187 MBORANU II FORM FOUR JOINT EVALUATION 2023 Kenya Certificate of Secondary Education KCSE 121 2 MATHEMATICS ALT A PAPER 2 SECTION 1 50 marks Answer all the questions in this section."}
{"text": "Find the total cost of oranges and mangoes that each businesswoman bought after the percentage change. 3mks 24. The displacement, s metres, of a moving particle from a point O, after t seconds is given by, s a Find s when t 2 2mks b Determine: i the velocity of the particle when t 5 seconds; 3mks ii the value of t when the particle is momentarily at rest 3mks c find the time , when the velocity of the particle is maximum 2mks www.freekcsepastpapers.com187 MBORANU II FORM FOUR JOINT EVALUATION 2023 Kenya Certificate of Secondary Education KCSE 121 2 MATHEMATICS ALT A PAPER 2 SECTION 1 50 marks Answer all the questions in this section. SECTION I 50mks Answer all questions in this section 1. Simplify without using mathematical tables or calculator. 4mks 2 log10 2.5 log10 40 3 log100.05 2log102- log100.5 2. Simplify and express your answer in the form a b c where a, b and c are constants. 3mks 3. A wedding committee did a budget for a wedding ceremony as follows: Food: Ksh. 58,205 Chairs:Ksh. 11,950 Entertainment: 8,453 The sum of the budget was done by first rounding each figure to 3 significant figures. A Determine the sum of the budget 2mks b Determine the percentage error in this sum of the budget 2mks 4. Solve the equation 4sin2 4cos 5 for 00 3600 3mks 5. A Expand 1 4 using the binomial expansion 1mk b . Use the first three terms of the expansion in a above to find the value of 0.998 4 Correct to the nearest hundredth 3mks 6. Make w the subject of the formula 3mks P 7. Given that y 3 sin x 60 0 find, amplitude, period and the phase angle of the function. 3mks 8."}
{"text": "Make w the subject of the formula 3mks P 7. Given that y 3 sin x 60 0 find, amplitude, period and the phase angle of the function. 3mks 8. A ship sails due North from latitude 200 S for a distance of 1440nm. Find the latitude of the point it reaches 2mks 9. The equation of a circle is given by 32 3y2 3 42y 30 0. Determine the radius and the coordinates of the centre circle. 3mks 10. A i Draw a straight-line MN such that MN 7cm 1mk ii Construct the locus P such that MPN 900 1mk b On the locus of P in a above, mark point T such that T is equidistant from M and N. 2mks 11. The table below shows tax table for monthly income Monthly taxable income in Ksh. Tax rate in each shilling 0- 9680 9681- 18800 18801-27920 10 15 20 In a certain month, Kamau s tax was sh. 3336. Determine his income during that month. 3mks www.freekcsepastpapers.com188 12. In the figure below OC is the tangent to the circle. If OE 8cm and OC 6cm, find EA. 2mks 13. Evaluate 3mks 14. Liquid P contains 30 of water while liquid Q contains 48 of water. In what ratio should P and Q be mixed so that the mixture contains 42 of water? 3mks 15. The probability that it is rainy in the morning is 0.6. The probability that John carries an umbrella while going to work is 0.4. Find the probability that i It is not rainy and John does not carry an umbrella. 2mks ii It is rainy and John carries an umbrella 1mk 16. Solve the simultaneous equations 2y 1, 2 y2 29 3mks SECTION II 50 MARKS Answer five questions in this section 17."}
{"text": "Calculate the difference between the cash price and the hire purchase price and express it as a percentage of the cash price. 3mks www.freekcsepastpapers.com190 23. In the figure below OPQ is a triangle in which OS OP and PR: RQ 2:1. Lines OR and SQ meet at T. a Given that OP p and OQ q. Express the following vectors in terms of p and q: i. PQ 1mk ii. OR 2mks iii. SQ 2mks b Given that ST mSQ and OT nOR where m and n are consonants, determine the values of m and n 4mks c Find the ratio of ST:TQ 1mk 24. During installation of electricity bulbs in street lighting a dealer is required to supply two types of bulbs A and B. The total number of bulbs should not be more than 400. He must supply more of type A than of type B and type A should not be more than 300 and type B should not be less than 80. A By letting the number of type A bulbs to be x and the number of type B bulbs to be y, write all the inequalities representing the above information. 3mks b On the grid provided draw all the inequalities 4mks c If type A bulbs cost sh.450 per piece and type B cost sh.350 per piece and that the higher the cost the higher the profit: i. Use your graph to determine the number in each type of bulb that he should supply to maximize the profit. 1mk ii. Calculate the maximum cost of lighting the street 2mks www.freekcsepastpapers.com161 KIHARU KAHURO FORM 4 JOINT EXAMINATION KENYA CERTIFICATE OF SECONDARY EDUCATION 121 1 MATHEMATICS PAPER 1 TIME: 2 HOURS SECTION 1 50 MARKS Answer all questions in this section. 1. Evaluate without using a calculator; 3 marks 2. In August, Michael donated th of her salary to children s home while Ali donated th of his salary to the same children s home. Their total donation for August was Kshs 11,200."}
{"text": "3 marks Section II 50 marks Answer only five questions in the spaces provided. 17. A truck left Embu at 8.45 a.m and travelled toward Yala at an average speed of 50 km hr. A car left town Embu at 11.1 5 a.m on the same day and travelled along the same road at an average speed of 90 km h. The distance between the two town is 420 km. A Calculate the time of the day when the car overtook the truck. 5 marks b The distance from Yala when the car overtook the truck. 2 marks c After overtaking the bus, both vehicles continued towards Yala at their original speeds. Find how long the car had to wait at town Yala before the truck arrived. 3marks 18. A Complete the table below for the function y x3- 3x2 x 2 marks x -4 -3 -2 -1 0 1 2 y b Using the trapezoidal rule, with 6 strips estimate the area bounded by the curve y x3 3x 2, x -4 and x 2 and the x axis. 3 marks c Calculate the actual area bounded by the curve y x3 3x 2, x -4 and x 2 3 marks d Calculate the percentage error. 2marks 19. Line L1 passes through the points -2, 3 and -1, 6 and is perpendicular to L2 at -1, 6 . A Find the equation of L1 2marks b Find the equation of L2 in the form ax by c 0 where a, b and c are constants. 2 marks c Given that another line L3 is parallel to L1 and passes through point 1, 2 , find the x and y intercepts of L3. 3marks d Find the point of intersection of L2 and L3. 3 marks 20. A pirate boat sails from port A on a bearing of 0500 at a speed of 112 km h, for 2 hours to port B."}
{"text": "The vertices of quadrilateral OABC are O 0, 0 , A 2, 0 B 4, 2 and C 0, 3 . The vertices of its image under a rotation are O 1, -1 , A 1, -3 B 3, -5 and C 4, -1 . A On a grid, draw OABC and its image O A B C. 2 marks b By construction, determine the centre and angle of rotation. 3 marks c On the same grid as a above, draw O A B C , the image of O A B C under a reflection in the line y x and state the co-ordinates of O A B C 3 marks d From the quadrilaterals drawn, state the pairs that are: i. Directly congruent; 1 mark ii. Oppositely congruent: 1 mark 23. Abdalla bought 100 packets of biscuits and 50 packets of sweets for a total of Kshs. 25,000. Jane bought 40 packets of biscuits and 30 packets of sweets for a total Kshs. 12,000. If the price of a packet of biscuit is Kshs. X and a packet of sweet is Kshs. Y, a i Form two equations to represent the information above and simplify them 2 marks ii Use the matrix method to find the prices of one packet of each item. 4 marks b Makoti bought 225 packets of biscuits and 360 packets of sweets. He was given a total discount of Kshs. 4,815. If the discount on the price of a packet of biscuit was 10 , calculate the percentage discount on the price of a packet of sweet. 4 marks 24. The displacement S meters of a body moving along a straight line after t seconds is given by S -2t3 32t2 3t. a Find its initial acceleration. 3marks b Calculate i. The time when the body was momentarily at rest. 3 marks ii. Its displacement by the time it comes to rest momentarily. 2 marks c Calculate the maximum velocity attained."}
{"text": "3 marks ii. Its displacement by the time it comes to rest momentarily. 2 marks c Calculate the maximum velocity attained. 2 marks www.freekcsepastpapers.com165 KIHARU KAHURO FORM 4 JOINT EXAMINATION KENYA CERTIFICATE OF SECONDARY EDUCATION 121 2 MATHEMATICS PAPER 2 TIME: 2 HOURS SECTION I 50 MARKS Answer all questions in the spaces provided. 1. Use logarithm tables to evaluate. 4 marks 693.5 0. 3 0.9823 2 58.32 2. A mixture contains two grades of rice A and B with masses in the ratio 3:5. If the mixture is sold at Ksh 270 per kilogram making a profit of 20 and grade A rice costs Ksh. 200 per Kilogram, find the cost of grade B rice. 3 marks 3. Express the following in surd form and simplify by rationalizing the denominator without using a calculator and leave your answer the form a b 3 marks 1 cos 300 1 sin 600 4. Make n the subject of equation. 3 marks 2 1 23 5. Find the area of a sector that subtends an angle of 0.420c of the centre and has an arc length of 2.31 cm. 3 marks 6. The figure below shows a circle and a point P outside the circle P Using a ruler and a pair of compass, construct a tangent to the circle from P. 4 marks 7. It takes a pipe A 8 hours to fill an empty water tank. Pipe B can fill the same tank in 4 hours. When the tank is full, pipe C can empty it in 5 hours. Pipes A and B are opened at the same time when the tank is empty. Two hours later, pipe C is opened. Find to the nearest minute the total time taken to fill the tank. 3marks 8. The coordinates of the end points of diameter of a circle are A 3,4 and B -3, 6 ."}
{"text": "3 marks 15. Solve for x in the equation 3 marks Log3 4 log3x 1 log35 log3 2 16. The table below shows the relationship between two variable x and y. x 0 1 2 3 4 5 6 y 3.0 3.6 4.3 4.7 5.4 6.0 6.6 a Draw a line of best fit for the above values. 2marks b Find the formula connecting x and y. 1mark SECTION II 50 MARKS Answer any five questions. 17. A triangle ABC with vertices at A 1, -1 , B 3, -1 and C 1 ,3 is mapped onto triangle A1 B1 C1 by a transformation whose matrix 1001 Triangle A1 B1 C1 is mapped onto A11 B11 C11 with vertices at A11 2, 2 , B11 6, 2 and C11, 2, -6 by a second transformation. A Find the coordinates of A1 B1 C1 2marks b Find the matrix which map A1 B1 C1 onto A11 B11 C11 3marks c Determine the ratio of the area of triangle A1 B 1 C1 to triangle A11 B11 C11. 3marks d Find the transformation matrix which maps A11 B11 C11 onto ABC. 2marks www.freekcsepastpapers.com167 18. The table below shows the income tax rates for the year 2021 Monthly table income in Kenya shillings Percentage tax rate in each shilling 1 9680 10 9681 18800 15 18801 27930 20 27931 37080 25 Above 37080 30 Mr. Kamau a civil servant paid income tax of Ksh. 27 900 in the month of February 2021. His total monthly taxable allowances amounted to Ksh. 36 700 and was entitled to a monthly personal relief of ksh. 1056, he also had a life insurance policy for which he paid Ksh."}
{"text": "A ship left points P 100 S, 1610 W and sailed to a point Q 100S, 1420 E using the shorter route along parallel of latitude at a speed of 20 knots. A Taking 227 , R 6370 km and 1nm 1.853 km, calculate to 2 decimal places. I The distance travelled by the ship in kilometres. 3 marks ii Time taken from P and Q 2 marks b After docking at port Q the ship took 10 hours to offload goods and then proceeded northwards to a port R a distance of 600 nautical miles. I Find the longitude of port R. 2 marks ii If the ship left P on Tuesday 0700 hours, find the time and day of docking at port R if the speed of the ship between port Q and R was 15 knots. 3 marks www.freekcsepastpapers.com168 22. A Use a ruler and a pair of compasses only to construct triangle ABC such that AB 10cm ABC 300 and BAC 450 3 marks b Draw the locus L1, such that L1 is equidistant from lines AB and AC. 2 marks c Draw the locus L2 such that L2 is equidistant from parts A and B. 2 marks d Draw the locus of point P on the same side of C such that APB 900. Let L1 meet P at X and L2 meet at Y. measure XY. 3 marks 23. The figure below is a right pyramid VEFGH with a square base of 8 cm and a slant edge of 20cm. Points A, B, C and D lie on the slant edges of the pyramid such that VA VB VC VD 10cm and plane ABCD is parallel to the base EFGH. A Find the length of AB. 2 marks b Calculate, correct to 2 decimal places: i. The length of CA 2 marks ii. The perpendicular height of the pyramid VABCD. 2 marks c The pyramid VABCD was cut off. Find the volume of the frustum ABCDEFGH correct to 2 decimal places."}
{"text": "The perpendicular height of the pyramid VABCD. 2 marks c The pyramid VABCD was cut off. Find the volume of the frustum ABCDEFGH correct to 2 decimal places. 4 marks 24. Kamau has at least 50 acres of land on which he plans to plant potatoes and cabbages. Each acre of potatoes requires 6 men and each acre of cabbages requires 2 men. The farmer has 240 men available and he must plant at least 10 acres of potatoes. The profit on potatoes is Ksh. 1,000 per acre and on cabbages is Ksh. 1,200 per acre. If he plants x acres of potatoes and y acres of cabbages. A Write down 3 inequalities in X and Y to describe the information above. 3 mks b Represent these inequalities graphically use a scale of 1:10 for both axes . 4 mks c Use your graph to determine the number of acres for each vegetable which will give maximum profit and find the maximum profit. 3 mks www.freekcsepastpapers.com144 KIRINYAGA WEST FORM 4 SCHOOL BASED EXAMINATIONS 2023 Kenya Certificate of Secondary Education 121 1 MATHEMATICS Paper 1 21 2 hours SECTION 1: 50 Marks Answer all the questions in this section. 1. The product of two factors 12x 5 and 2 5x is -11. Find the two factors. 4 marks 2. Four businessmen shared their profits as follows: Mr. White got a quarter of the profit while Mr. Green got a half of what remained. The rest was shared equally between Mr. Black and Mr. Brown. If the difference between Mr. White and Mr. Black was Sh 7,500, how much did Mr. Green get? 4marks 3. Solve the inequalities x255xand represent your solution on a number line. 3 marks 4. Two athletes were running 10,000m. Mboga was running at a constant speed of 200m per minute while Sukuma was running at a constant speed of 150m in half a minute."}
{"text": "3 marks 4. Two athletes were running 10,000m. Mboga was running at a constant speed of 200m per minute while Sukuma was running at a constant speed of 150m in half a minute. For how long did Sukuma wait for mboga also to finish? 3 marks 5. Simplify completely 82x4xx32 3 marks 6. Find the area of the quadrilateral ABCD below, correct to 1 decimal place. 3 marks 7. A watch gains 10 seconds every hour. It was set right at 0950 hrs on Monday. Determine the time, in a 12 hrs system, the watch will show on the following Monday when the correct time is 1150 hrs, to the nearest minute, 3 marks 8. Jack and Dan both drive a distance of 10 km but Dan s average speed is 10km hr slower than Jack s and consequently he takes 30 minutes longer to complete the journey. Calculate Jack s average speed. 3 marks 9. Three towns A, B and C are such that B is 5km and on a bearing of 0500 from A. C is due south of B and on a bearing of S 650E from A. Using a scale of 1cm represents 1 km, draw a scale diagram to show the relative positions of the three towns, hence state the distance between towns A and C. 4 marks 10. Two interior angles of an irregular polygon are right angles, the rest are 1440 each. Determine the number of sides of the polygon, 3 marks www.freekcsepastpapers.com145 11. A trader converted Ksh 500 000 to sterling pounds. He then spent a total of 1,000. He proceeds to exchange the balance to Euros and bought goods worth 100 Euros. Calculate his balance to the nearest Kenya shillings. 3 marks Currency Buying Selling 1 Sterling pound 130.14 130.50 1 Euro 84.25 84.28 12. Joan has some money in two denominations only: twenty-shilling coins and one hundred shilling notes. She has four times as many twenty shilling coins as one hundred-shilling notes. Altogether she has sh 2160. How many one hundred-shilling notes does she have?"}
{"text": "She has four times as many twenty shilling coins as one hundred-shilling notes. Altogether she has sh 2160. How many one hundred-shilling notes does she have? 3marks 13. Given that 2A , find matrix B such that A2 A B 3 marks 14. The heights of two similar containers are 21cm and 28cm respectively. If the larger container holds 3.1 litres, find the capacity of the smaller one. 3 Marks 15. The table below shows the shoe sizes of 20 students in a class. Shoe size 4 5 6 7 8 9 No. Of students 1 4 5 7 2 1 Determine the median shoe size. 2 marks 16. The base ABCD of a right pyramid is a square of side 2cm. Point V is the vertex of the pyramid and the length of the slanting edges is 3 cm. Draw a labelled net of the pyramid. 3 marks SECTION II: 50 Marks Answer only FIVE questions in this section in the spaces provide, 17. Mwajuma and Mwangi entered a partnership. They contributed Ksh 120,000 and Ksh 150,000 respectively. After 18 months of business, Njambi joined the partnership and contributed Ksh 90,000. A Determine the ratio of their contribution after three years of business. 3 marks b After the three years, they realized a profit of Ksh 510,000. They agreed to set aside 30 of the profit to cater for the cost of running the business and share the rest as per their contributions. Determine the difference in Mwangi s and Njambi s share of the profit. 4 marks c Njambi then invested back her share into the business. Determine their new ratio of contributions at the end of the fourth year. 3 marks 18. A solid frustum has a base radius of 21 cm and a top radius of 14cm. The frustum is 22.5 cm high and is made of a metal whose density is 3g cm3."}
{"text": "3 marks 18. A solid frustum has a base radius of 21 cm and a top radius of 14cm. The frustum is 22.5 cm high and is made of a metal whose density is 3g cm3. Take 22 7 a Calculate i The volume of the metal in the Frustum. 5 marks ii The mass of the Frustum in kg. 2 marks b The Frustum is melted down and recast into a solid cube. In the process 20 of the metal is lost. Calculate to 2 decimal places the length of each side of cube. 3 marks 19. A rhombus has vertices at A -1, 1 , B 0,8 , C 5, 3 and D x, y . T is the intersection of the diagonals of the rhombus. A Find the coordinates of D and T. 2 marks b Given the CBT a, express BAD in term of a. 2 marks c Calculate the lengths of diagonals AC and BD, to one decimal place. 4 marks d Calculate the area of the rhombus. 2 marks www.freekcsepastpapers.com146 20. A Using a ruler and a pair of compasses only, construct a parallelogram ABCD such that AB 8cm, diagonal AC 12cm and BAC 22.50. 4 marks b Measure: i The diagonal BD 1 mark ii The angle ABC. 1 mark c Draw the circumcircle of triangle ABC. 2 marks d Calculate the area of the circle drawn. 2 marks 21. The table below shows marks scored by a group of students in a Mathematics test. Marks No. Of Students X fX Cf 10-24 6 25-39 8 40-54 11 55-69 12 70-84 9 85-99 4 a State the modal class. 1 mark b Calculate the mean mark. 3 marks c Draw a histogram to represent the information above. 3 marks d Use the histogram to determine the median amount of money spent. 3 marks 22."}
{"text": "3 marks c Draw a histogram to represent the information above. 3 marks d Use the histogram to determine the median amount of money spent. 3 marks 22. A Sketch the curve y x 5 x and the line y x. 5 marks b Use integration method to determine the area bound by the curve y x 5 x and the line y x. 5 marks 23. A room measuring 2.5m long, 2m wide and 3m high is to be renovated by covering all the four walls and floor with tiles. The room has one door measuring 2m high and 90cm wide and a 1.2m high window on the opposite wall measuring 1.5m long and 40cm wide. The walls are to be covered with tiles to a height of 1.2m. The remaining part of the walls except door and window and ceiling are to be painted. Each tile measures 12 cm by 5cm. A Calculate; i Number of tiles to be bought. 4 marks ii The area to be painted. 3marks b 1 tile cost sh. 25 and one litre of paint covers 3m2 and costs sh, 2450. Determine the cost of the materials needed to renovate the room. 3 marks 24. A quadrilateral ABCD has vertices A 4, -4 , B 2,-4 , C 6,-6 and D 4, -2 . A On a grid draw quadrilateral ABCD 1 mark b A1B1C1D1 is the image of ABCD under positive quarter turn about the origin on the same grid draw the image A1B1C1D1 and state its coordinates. 3 marks c A11B11C11D11 is the image of A1B1C1D1 under transformation given by the matrix 1 i Determine the coordinates of A11B11C11D11 ."}
{"text": "Calculate the time it would take certain borrowed amount to double. Give your answer to one decimal place. 3 marks 5. A Expand 1 2x 5 to the fourth term. 1 mark b Hence evaluate 1.02 5 correct to 3 d.p. 2 marks 6. A uniform distributor is required to supply two sizes of skirts to a school; medium and large sizes, she was given the following conditions by the school. I The total number of skirts must not exceed 600. Ii The number of medium size skirts must be more than the number of large size skirts. Iii The number of medium size skirts must not be more than 350 and the number of large size skirts must not be less than 150. If the distributor supplied x medium size and y large size skirts. Write down in terms of x and y all the linear inequalities representing the conditions above. 4 marks 7. Given that 3 - 2 15Tan 0 . Find without using Mathematical tables or calculator Tan 750. 3 marks 8. The position vectors of A and B are a 3i 7j 8k and b 6i 5j 3k. Given that x divides lines AB in the ratio 2 : -3. Determine the co-ordinates of point x. 3 marks 9. Determine the quartile deviation for the following set of numbers. 6, 10, 7, 6, 9, 8, 3, 2, 9, 8, 5, 4, 5 3 marks 12. The points 5, 5 and -3, -1 are ends of diameter of a circle centre A. Determine:- a The co-ordinates of A. 1 mark b The equation of the circle expressing it in the form x2 y2 ax by C 0. 2 marks 13. In the figure below BT is a tangent to the circle at B. AXCT and BXD are straight lines XC 4cm, CT 8cm, BX 9.6cm and XD 2.5cm."}
{"text": "2 marks 13. In the figure below BT is a tangent to the circle at B. AXCT and BXD are straight lines XC 4cm, CT 8cm, BX 9.6cm and XD 2.5cm. Find the length of: a AX 1 mark A B D X T Cwww.freekcsepastpapers.com148 b BT 2 marks 14. Tap A can fill a bath in 4 min. Tap B can fill the same bath in 6 min and Tap C can empty the bath in 8 min. A Calculate how long it would take to fill the bath if all the taps were left running. 1 mark b Calculate how long it would take to fill the bath if all taps were left running for 2 min after which tap C was closed. 2 marks 14. A transformation whose matrix is 2 maps quadrilateral ABCD of area 18cm2 onto another quadrilateral PQRS, what is the area of PQRS? 3 marks 14. Given that 1 x1 x xy2 is the equation of a curve, find the gradient of the tangent to the curve at the point 2, 4 . 2 marks 16. A two-digit number is made by combining cards labeled with the digits 1, 4, 6 and 9 at random. The cards are picked at random with replacement. A Make a table of possible numbers that can be made. 1 mark b Find the probability that the number formed is a prime number or even number. 2 marks 17. The table below shows the rate of cooling of a liquid with respect to time. Time Min 0 2 4 6 8 10 12 14 16 Temp 0C 80 60 46 35 26 20 16 14 12 a Draw the temperature time graph. 2 marks b Use the graph to determine the average rate of cooling of the liquid between the 5th and 13th minutes. 2 marks SECTION II: 50 Marks Answer only FIVE questions in this section."}
{"text": "Time Min 0 2 4 6 8 10 12 14 16 Temp 0C 80 60 46 35 26 20 16 14 12 a Draw the temperature time graph. 2 marks b Use the graph to determine the average rate of cooling of the liquid between the 5th and 13th minutes. 2 marks SECTION II: 50 Marks Answer only FIVE questions in this section. 19. The table below shows income tax rates for the year 2018. Monthly taxable income KSh. Percentage rate of tax Per shilling Upto 9680 10 From 9681 to 18800 15 From 18801 to 27920 20 From 27921 to 37040 25 From 37041 and above 30 In May 2018 Christine s basic salary was Sh 18000. She was also paid a house allowance of Sh 5000, a commuter allowance of Sh 3800 and a medical allowance of Sh 2600. In June that year her basic salary was increased by 3 . A Calculate her June s i basic salary 2 marks ii total taxable income 2 marks b If the monthly personal relief was Ksh 1056. Calculate the net tax that Christine paid in June. 4 marks c In addition to income tax the following deductions were also made from her salary every month. NHIF Sh 2000 Loan recovery Sh 3500 Calculate her monthly net income. 2 marks www.freekcsepastpapers.com149 20. The figure below is a square based pyramid ABCDV with AD DC 6cm and height VO 10cm. A State the projection of VA on the base ABCD. 1 mark b Find; i The length of VA. 3 marks ii The angle between VA and ABCD. 2 marks iii The angle between the planes VDC and ABCD. 2 marks iv Volume of the pyramid. 2 marks 19. A Complete the table below given y x3 4x2 x 6."}
{"text": "2 marks iv Volume of the pyramid. 2 marks 19. A Complete the table below given y x3 4x2 x 6. For -2 x 4 2 marks x -2 -1 0 1 2 3 4 y 6 0 b On the gird provided draw the graph of y x3 4x2 x 6 for -2 x 4. Use the scale of 1 cm represent 5 units on the y- axis and 2 cm represent 1 unit on the x axis. 3 marks c Use your graph to solve the equation x3 4x2 x - 6 2 marks d By drawing a suitable straight line on the same axis solve the equation x3 4x2 - 5x 7 0. 3 marks 20. The following table shows the distribution of marks obtained by 50 students in a maths test. Marks 45-49 50-54 55-59 60-64 65-69 70-74 75-79 Frequency 3 15 13 9 4 1 5 Calculate: i Mean 4 marks ii Variance 4 marks iii Standard deviation 2 marks 21. An aircraft leaves town P 300S, 170E and moves directly northwards to Q 600N, 170E . It then moved at an average speed of 300 knots for 8 hours westwards to town R. Determine a The distance PQ in nautical miles. 3 marks b The position of town R. 3 marks c The local time at R if local time at Q is 3.12 pm. 2 marks d The total distance moved from P to R in KM. Take 1 nautical mile 1.853 Km 2 marks V C D 10cm 6cm O A Bwww.freekcsepastpapers.com150 22. A Complete the table below, giving the values correct to 2 decimal places."}
{"text": "2 marks d The total distance moved from P to R in KM. Take 1 nautical mile 1.853 Km 2 marks V C D 10cm 6cm O A Bwww.freekcsepastpapers.com150 22. A Complete the table below, giving the values correct to 2 decimal places. 2 marks x 0 30 60 90 120 150 180 210 240 270 300 330 360 Sin 2x 0 -0.87 0 3 Cos x 2 1 -3.5 -4.60 c On the grid provided draw the graph of y Sin 2x and y 3 Cos x 2 for 00 x 3600, on the same axes. Use the scale of 1cm to represent 300 on the x-axis and 2cm to represent 1 unit on the y-axis. 5 marks c Use to graph in b above to solve the equation 3 Cos x Sin 2x 2. 2 marks d State the amplitude of y 3 Cos x -2. 1 mark 23. A An arithmetric progression is such that first term is -5, the last term is 135 and the sum of the progression is 975. Calculate: i The number of terms in the progression. 3 marks ii The common difference of the progression. 3 marks b The sum of the first two terms of an increasing Geometric Progression G.P is 20. The sum of the second term and third term of the same GP is 30. Determine the common ratio of the GP. 4 marks 24. A Using the trapezium rule with seven ordinates, estimate the area of the region bounded by the curve y -x2 6x 1, the lines x 0, y 0 and x 6. 5 marks b Calculate i the area of the region in a above by integration. 3 marks ii the percentage error of the estimated area to the actual area of the region correct to 2 d.p."}
{"text": "Calculate the perimeter of the rhombus. 3marks SECTION II 50 marks Answer 5 questions only in this section 17. Three business partners Abila, Bwire and Chirchir contributed Ksh120,000, Ksh 180,000 and Ksh 240,000 respectively to boost their business. They agreed to put 20 of the profit accrued back into the business and to use 35 of the profits for running the business. The remainder was to be shared among the business partners in the ratio of their contribution. At the end of the year, a gross profit of Ksh225,000 was realised. A. Calculate the amount. I Put back into the business. 2marks ii Used for official operations. 1mark b. Calculate the amount of profit each partner got. 4marks www.freekcsepastpapers.com126 c. If the amount put back into the business was added to individual s shares proportionately of their initial contributions, find the amount of Chirchir s new shares. 3marks 18. One day Mr. Makori bought some oranges worth Ksh 45, on another day of the same week his wife Mrs.Makori spent the same amount of Money but bought the oranges at a discount of 75 cents per orange a If Mr.Makori bought an orange at Kshs x, write down and simplify an expression for the total number of oranges bought by the two in the week. 3marks b If Mrs.Makori bought 2 oranges more than her husband, find how much each spent on an orange. 5 marks c Find the number of oranges bought by the two. 2 marks 19. Two lines L1:2y 3x -6 0 and L2 3y x 20 0 intersect at a point A. a Find the coordinates of A 3 marks b A third line L4 is perpendicular to L2 at point A. Find the equation of L3 in the form y mx c, where m and c are constants. 3 marks c Another line L4 is parallel to L1 and passes through -2, 3 . Find the x and y intercepts of L4 4 marks 20."}
{"text": "Find the equation of L3 in the form y mx c, where m and c are constants. 3 marks c Another line L4 is parallel to L1 and passes through -2, 3 . Find the x and y intercepts of L4 4 marks 20. The mases to the nearest kilogram of some student were recorded in table below Mass kg 41-50 51-55 56-65 66-70 71-85 Frequency 8 12 16 10 6 Height of rectangle 0.2 a . Complete the table above to 1 decimal 2 marks b On a grid, draw a histogram to represent the above information 3 marks c Use the histogram to i State the class in which the median mark lies. 1 mark ii Estimate the median mark 2 marks iii The percentage number of students with masses of at least 74kg. 2marks 21. Use a ruler and compass only for all the constructions in this question. A Construct a triangle XYZ in which XY 6cm, YZ 5cm and angle XYZ 1200. 2marks b Measure XZ and angle YXZ. 2 marks c Construct the perpendicular bisector of XZ and let it meet XZ at M. 1 mark d Locate a point W on the opposite of XZ as Y and that XW ZW and YW 9cm and hence complete triangle XZW. 2 marks e Measure WM and hence calculate the area of triangle XZW. 3 marks 22. The diagram below shows the speed time graph for a bus travelling between two stations, the bus starts from rest and accelerates uniformly for 75 seconds. It then travels at constant speed for 150 seconds and finally decelerates uniformly for 100 seconds. Www.freekcsepastpapers.com127 a Given that the distance between the two stations is 5225 m. Calculate i maximum speed in km h attained by the bus. 3 marks ii the acceleration of the bus 2 marks b A van left Nairobi at 8.00 a.m and travelled towards Mombasa at an average speed of 80 km h ."}
{"text": "Www.freekcsepastpapers.com127 a Given that the distance between the two stations is 5225 m. Calculate i maximum speed in km h attained by the bus. 3 marks ii the acceleration of the bus 2 marks b A van left Nairobi at 8.00 a.m and travelled towards Mombasa at an average speed of 80 km h . At 8.30 am a car left Nairobi and travelled along the same road at an average speed of 120km h. i Calculate the distance covered by the car to catch up with the van. 4 marks ii Find the time of the day when the car caught up with van. 1 mark 23. While designing the water circulation system, planners of an estate used assumption that each housing unit in the estate will require at least 0.32m3 of water per day. To satisfy this need, they are to use a water pipe of radius 8cm to distribute the water. The water will be flowing in the pipe for only 14 hours a day at the rate of 24cm s. a Determine the amount of water to the nearest litres, supplied in one hour. 3marks b What is the maximum number of housing units that can be supported by the water circulation system? Assume that a housing unit requires at most 0.32m3 of water per day . 2marks c Each housing unit will pay a flat rate of sh. 280 per month for the supply of water. If the number of housing units in the estate is to be maximum and all end up being occupied, calculate the amount of money that will be collected in a month. 2 marks d The maximum number of housing units were constructed and all got occupied. The estate ended up using on average 0.35m3 of water per housing unit per day. How much longer was the water pumped per day to satisfy the estate s water demand? 3marks 24."}
{"text": "ABCD is a rectangle. Points E and F are directly below C and B respectively. M is the mid-point of CD. AB 8 cm, BC 10 cm and CE 4.5 cm. Calculate the Angle CAE makes with the plane ADEF 3marks SECTION II: 50 MARKS ANSWER ANY 5 QUESTIONS IN THIS SECTION 17. In the figure below, . 23 3: 1 a Express the following vectors in terms of a and c only: i AB 1 mark ii OD 2 marks b Given that OE hOD and AE kAB where h and k are scalars express OE in two different ways hence find the scalars h and k. 5 marks c If OC produced meets AB produced at F, find OF. 3 marks 18. A The 5th term of an AP is 82 and the 12th term is 103. Find: i the first term and common difference. 3marks ii the sum of the 21 terms. 2 marks b A stair case was built such that each subsequent stair has a uniform difference in height. The height of the 6th stair from the horizontal floor was 85 cm and the height of the 10th stair was 145. Calculate the height of the 1st stair and the uniform difference in height of the stairs. 3 marks c During the construction of the staircase, each step was supported by a vertical piece of timber. If the staircase has 11 stairs, calculate the total length of timber used. 2 marks 19. A Complete the table below given that 2 12 for 4 5."}
{"text": "Using a ruler and compasses only. I Construct a parallelogram ABCD such that AB 10cm, BC 7cm and angle ABC 105 . 3 marks ii Construct the loci of P and Q within the parallelogram such that 6cm. 4 and 6 3 marks iii Calculate the area within the parallelogram but outside regions bounded by the loci of P and Q. 4 marks 22. Below is the histogram representing marks obtained in Mathematics test a Develop a frequency distribution table for the data 3 Marks b Using an assumed mean of 60.5 find the mean. 3 marks c Calculate Standard deviation. 4 marks 23. A Use the mid ordinate rule with 5 strips to estimate the area bounded by the curve 2 3 4, 2, 3 and 3 marks b Calculate the exact area above 5 marks c Find the percentage error involve in using the mid-ordinate role. 2 marks 24. Eldoret Airport is planning to build a fire fighting plant on a space of 250m2. Two types of machines are to be installed, machine x which occupies a space of 5m2 and machine Y which occupies 10m2. The airport can have a maximum of 40 machines at a time. At most 15 machines of type Y are used at any given time. A Write down three inequalities other than x 0, and y 0. 3marks b On the grid below, show the region satisfying the given conditions. 4marks c The profit from a type x machine is Ksh 1000 and that of type y is Ksh 4000. Use the graph to obtain the number of machines of each type that should be installed to obtain maximum profit. Calculate the maximum profit. 3marks www.freekcsepastpapers.com106 CEKENAS PREMOCK EXAMINATION, 2023 121 1 MATHEMATICS ALT."}
{"text": "Use the graph to obtain the number of machines of each type that should be installed to obtain maximum profit. Calculate the maximum profit. 3marks www.freekcsepastpapers.com106 CEKENAS PREMOCK EXAMINATION, 2023 121 1 MATHEMATICS ALT. A Paper 1 Time: 2 Hours SECTION I 50MKS ANSWER ALL THE QUESTIONS IN THE SECTION 1. Two similar solids have surface areas 48cm2 and 108cm2 respectively. Find the smaller solid if the bigger one has a volume of 162cm3 3mks 2. An electrician made a loss of 30 by selling a multi plug at sh. 1400 what profit would have made if he sold the multi plug at sh. 2300. 3mks 3. Find the exact value of 19.143.2 4mks 4. The graph below not drawn to scale is a plot for the function y ax2 bx k where a,b and k are constant Determine the values of a,b and k. 3mks 5. Solve the following inequalities and represent the solutions on a number line x 1 4x-5 3x 2 3mks 6. Dr.June needs to import a car from Japan that costs US dollars USD 5000 outside Kenya. He intends to buy the car through an agent who deals in Japanese Yen JPY . The agent charges a 20 commission on the price of the car and a further 80 325 JPY for shipping the car to Kenya. Find the amount in Kenya shillings that Dr. June need to sent to the agent to get the car given that: 3mks 1 USD Ksh 120 1USD 135 JPY 7. For x in the equation. 3mks 9x 1 32x 810 8. A lampshade is the shape of a cone such that its slanting height is 30cm white the top and bottom radii of the lampshade are 10cm and 17.5cm respectively. Calculate the surface area of the material used to make the lampshade. 4mks 9. Simplify xxx 2mk 10."}
{"text": "Calculate the surface area of the material used to make the lampshade. 4mks 9. Simplify xxx 2mk 10. A translation vector yyx2maps a point A 4,6 onto A1 9,12 . Find the value of x and y. 3mks 11. In the figure below A 62 42 , bc 8.4 cm and CN is a bisector of angle ACB. Calculate to 1dp the length of CN. 3mks www.freekcsepastpapers.com107 12. The figure below show a triangular prism whose cross-section is an equilateral triangle. A On the prism, show the positions of the lines of symmetry. 1mk b Draw the net of the prism. 1mk 13. In Boresha Bank customers may withdraw cash through one of the three tellers at the counter. On average, one teller takes 3minutes, the others take 5 minutes and 6minutes respectively to serve a customer. If the three tellers start to serve the customers at the same time, find the shortest time it takes to serve 210 customers. 4mks 14. An arc length of 11cm subtends an angle of 140 at the center of the circle. Find the area of the enclosed sector. 4mks 15. It would take 15men 8days to dig a trench of 240m long. Find how many days it would take 18men to dig trench 360 meters long working at the same rate. 3mks 16. Determine the quartile deviation for the following distribution. 3mks 3,4,9,5,4,7,6,2,1,6,7,8,9 SECTION II 50MARKS Answer any five questions in this section. 17. A straight line L1 has a gradient- 21 and passes through the p -1,3 ."}
{"text": "3mks 3,4,9,5,4,7,6,2,1,6,7,8,9 SECTION II 50MARKS Answer any five questions in this section. 17. A straight line L1 has a gradient- 21 and passes through the p -1,3 . Another line l 2 Passes through the points Q 1,-3 and R 4,5 Find: a i The equation of l1 in the form y mx c, where m and c are constants. 2mks ii Hence find k given that S 0.k 1mk b i The gradient of l 2 1mk ii The equation of l2 in the form ax by c, where a, b and c are integral values. 2mks c The equation of a line l3 makes with the x-axis. 1mk d Calculate the acute angle l3 makes with the x-axis. 1mk 18. The triangle ABC with coordinates A 2,3 ,B 4,2 and C 1,1 is mapped onto triangle A1B1C1 by a reflection in the line y x 0 a i Draw triangle ABC and its image A1B1C1 on the same plane. 3mks ii Triangle A1B1C1 is mapped onto A11B11C11and describe felly a single transformation that maps triangle ABC onto triangle A11B11C11. 4mks b Triangle ABC is mapped onto xyz with A being mapped onto x, B onto Y and C onto Z. given that the coordinates of x is -4,3 Y is 0,2 and z is -1,1 find the matrix representing the transformation. 3mks 19. A bus left Nairobi at 7.00am and traveled towards Eldoret at an average speed of 80km hr. A t 7.45am a car left Eldoret towards Nairobi at an average speed of 120km hr. The distance between Nairobi is 300km. Calculate a The time the bus arrived at Eldoret. 2mks b The time of the day two met."}
{"text": "The distance between Nairobi is 300km. Calculate a The time the bus arrived at Eldoret. 2mks b The time of the day two met. 4mks c The distance of the bus from Eldoret when the car arrived in Nairobi 2mks d The distance from Nairobi when two met. 2mks www.freekcsepastpapers.com108 20. Two equal circles with centres P and Q and radius 8cm intersects at point A and B as shown below. Given that the distance between their centres is 12 cm, find, correct to 4 significant figures; a The length of chord AB. 2mks b The length of shaded region. Use 3.142. 8mks 21. The figure below shows a triangle OAB with as the origin. OA a OB b, OM 2 5a and ON 2 3b. A Express in terms of a and b the vectors. I BM. 1mk ii AN. 1mk b Vector OX can be expressed in two ways: OB Kbm or Han, where k and h are constants. Express OX in term of: i a b and k. 2mks ii a b and h. 2mks c Find the values of k and h. 4mks 22. In the figure below P,Q,R,S and T lie the circumference of a circle centre O. Line UPV Is a tangent to the circle at P. Chord ST of the circle is produced to intersect with the tangent at U. Angle UPT,RST and ORQ ARE 28 ,100 AND 50 respectively. A Determine the sizes of the following angles; 3mks i RTP ii QTP. 3mks b Given that PQ 6cm, calculate correct to 1 decimal place, the circle. 4mks www.freekcsepastpapers.com109 23. A Complete the table below y 2x2 5x-7 for the range -4 x 2."}
{"text": "Given that the sum of the first three terms of the progression is 76,find the whole number value of x and hence the first term. 5mks 18. A Complete the table below. 2mks b On the graph provided below on the same axis draw the graph of y 2cox and y sin 2x 300 for 1800 x take the scale 1cm for300 on the x axis and 2cm for 1unit on the y axis. 5mks c Use your graph to estimate the value of x for which Cos x Sin 2x 300 0 2mks d Use your graph to state the amplitude and period of the function y sin 2x 300 . 2mks 19. A pentahedron with faces marked 6,5,1,2 and 7 is biased so that when rolled, the probability of a number t showing up, is given by P t K t where K is a constant. If the pentahedron is rolled twice, find the probability that the total score is 8. 4marks b The probability of the three horses X, Y and Z jumping over a fence are 0.5.,. 0.2 and 0.3 respectively i Draw a tree diagram to represent the information 1mark ii Find the probability that all the horses jump successfully 1mark iii Find the probability that only one horse jumps successfully 2marks iv Find the probability that at most one horse misses to jump over the fence 2marks 20. The position of three cities P, Q, and Rare 150N 200W , 500N , 200W and 500N 600E respectively. A Find the distance in nautical miles between i Cities P and Q 2marks ii Cities P and R, via city Q 3marks b A plane left city P at 0250h and flew to city Q where it stopped for 3 hours then flew to city R, maintaining a speed of 900 knots throughout .Find."}
{"text": "4marks b The probability of the three horses X, Y and Z jumping over a fence are 0.5.,. 0.2 and 0.3 respectively i Draw a tree diagram to represent the information 1mark ii Find the probability that all the horses jump successfully 1mark iii Find the probability that only one horse jumps successfully 2marks iv Find the probability that at most one horse misses to jump over the fence 2marks 20. The position of three cities P, Q, and Rare 150N 200W , 500N , 200W and 500N 600E respectively. A Find the distance in nautical miles between i Cities P and Q 2marks ii Cities P and R, via city Q 3marks b A plane left city P at 0250h and flew to city Q where it stopped for 3 hours then flew to city R, maintaining a speed of 900 knots throughout .Find. X -1800 -1500 -1200 -900 -600 -300 00 600 900 1200 1500 1800 2cos x -2.0 -1.73 -1.00 2.00 sin 2x-300 1.00 -0.5 1.00www.freekcsepastpapers.com112 i The local time in city R when the plane left city P 3marks ii The local time to the nearest minute at city R when the plane landed at R 2marks 21. The marks scored by 40 Mathematics students were shown in the table below. Marks 42-46 47-57 52-56 57-61 62-66 67-71 Number of students 3 4 10 12 8 3 a State the upper class limit of the modal class 1mark b Estimate the standard deviation. 3marks c If the pass mark is 55 how many students passed? 3marks d Find the range of marks scored by the middle 50 of the students 3marks 22. Karuku, Jaoko and Ezra contributed a total of Ksh.3, 579,000 to purchase a van."}
{"text": "3marks c If the pass mark is 55 how many students passed? 3marks d Find the range of marks scored by the middle 50 of the students 3marks 22. Karuku, Jaoko and Ezra contributed a total of Ksh.3, 579,000 to purchase a van. The ratio of Karuku s contribution to Jaoko s contribution was 4:3 while Ezra s contribution to Karuku s contribution was 5:7 a Determine the amount each contributed towards the project 4marks b The van purchased had a capacity of 14 seats including the driver s seat and charges Ksh. 650 from Migori to Kisumu. The van operates from Migori to Kisumu and back to Migori on a daily basis for six days per week .On a daily basis, Ksh 10,000 collected is used in fencing the van, 31 of the remainder is set aside for maintenance and drivers salary and the rest is saved for the owners which will be divided in the ratio of their contribution. Determine: i The amount saved for the maintenance of the van after 56 weeks if the driver was paid a total of Ksh 268,800 3marks ii The amount each received after 56 weeks 3marks 23. Use the line below to construct triangle ABC such that BC 5.3cm and angle ABC 750. 2marks Locate point M that is equidistance from points A, B and C 2marks Construct the locus of P such that angle APC Angle ABC 1800 2marks Construct the locus of Q to meet the locus of P at R such that angle ABQ CBQ 1mark Measure MR 1mark Shade the region S inside the triangle such that angle ABS angle CBS and AS CS 2marks 24. A school has to take 560 people for a tour .There are two types of buses available. Type X and type Y. Type X can carry 70 passengers and type Y can carry 40 passengers. They have to use at least 10 buses of each type must not be less than 3."}
{"text": "Type X and type Y. Type X can carry 70 passengers and type Y can carry 40 passengers. They have to use at least 10 buses of each type must not be less than 3. A Form all linear inequalities to represent the above equation 3marks b On the grid provided draw the inequalities and shade the unwanted region 3marks c If the charges for hiring the buses are; Type X; Shs 40,000 Type Y: Shs 30,000 i Use your graph to determine the number of buses of each type that should be hired to minimize the cost 3marks ii Find the minimum costwww.freekcsepastpapers.com 86 IMENTI SOUTH EXAMINATIONS, 2023 121 1 MATHEMATICS Paper 1 TIME: 2 HRS SECTION I 50 marks Answer all the questions in this section 1. Evaluate 12 245 of 8 6 2 425 12 of 6 8 313 3 marks 2. Arrange all prime numbers between 10 and 20 in ascending order to form a number. State the total value of fourth digit from the left of the number that is formed. 2 marks 3. The volume of water in a measuring cylinder is 25.2cm3. After a solid metal sphere is immersed into it, the measuring cylinder reads 29.4cm3. Calculate the radius of the sphere. Use 227 3 marks 4. Mary and Jane working together can cultivate a piece of land in 6 days. Mary alone can complete the work in 15 days. After the two had worked together for 4 days Mary withdrew the services. Find the time taken by Jane to complete the work alone. 4 marks 5. Solve the simultaneous equation 2p 7q 19 12 p 3q 7 3 marks 6. The angles of a quadrilateral are in the ratio 6 : 4 : 3 : 2. Calculate the sizes of the angles. 3 marks 7. EFGH is rhombus and triangle DEF is equilateral. Calculate HDG given that HED 18o. 2 marks HGFED18o 8."}
{"text": "Find the equation of l in the form y mx c where m and c are constants. 3 marks 16. Mercy bought the following goods from supermarket 3kgs of sugar Ksh 160.00, 2 loaves of bread Ksh 120.00, 6 packets of milk Ksh 65.00www.freekcsepastpapers.com 87 a How much did she pay for the goods 2 marks b How much money did she receive in change if she gave a note of a thousand and a note of five hundred 2 marks SECTION II 50 marks Answer any FIVE questions in this section 17. A Fill the table below for function y x2 4x 2 for -1 5 2 marks x 1 0 1 2 3 4 5 y b i Draw the graph of the function y x2 4x 2 for -1 5 4 marks ii On the same axes draw a line y x 1 2 marks c Determine the values of x at the points of intersection between the curves y x2 4x 2 and y x 1 2 marks 18. In the figure below DA is a diameter of the circle ABCD centre O, radius 10cm. TCS is a tangent to the circle at C, AB BC and angle DAC 38o. ABCDO38oTS a Find the size of angle i ACS 2 marks ii BCA 2 marks b Calculate the length of i AC 3 marks ii AB 3 marks 19. Two circles of radii 3.5cm and 4.2 cm with centres O1 and O2 respectively intersect at points A and B as shown in the figure below. The distance between the two centres is 6cm. 4.2cm3.5cmABO1O2 Calculate: a The size of AO1B 3 marks b The size of AO2B 3 marks c The area of quadrilateral O1AO2B to 2 dp 2 marks d The area of the shaded region to 2 s.f 2 marks 20."}
{"text": "Two circles of radii 3.5cm and 4.2 cm with centres O1 and O2 respectively intersect at points A and B as shown in the figure below. The distance between the two centres is 6cm. 4.2cm3.5cmABO1O2 Calculate: a The size of AO1B 3 marks b The size of AO2B 3 marks c The area of quadrilateral O1AO2B to 2 dp 2 marks d The area of the shaded region to 2 s.f 2 marks 20. In the figure below OY : YA 1 : 3, AX : XB 1 : 2, OA a and OB b. N is a point of intersection of BY and OX AOBXYNab 2www.freekcsepastpapers.com 88 Determine: a i OX 2 marks ii BY 1 mark b Given that BN mBY and ON nOX, express ON in two ways in terms of a, b, m and n 3 marks c Find the values of m and n 4 marks 21. A Use a ruler and a compass only. Construct triangle ABC where AB 7cm, angle CBA 75o and BC 5cm. 4 marks b i Locate a point T inside the triangle which is equidistant from points A and B and also equidistant from line AB and AC 3 marks ii Measure TB 1 mark c By shading the wanted region P inside the triangle if its nearer to point B than to point A and also nearer to the line AB than AC. 2 marks 22. The diagram below shows the speed time graph for a lorry travelling between two stations. The lorry starts from rest and accelerated uniformly for 150 seconds. It then travels at a constant speed for 300 seconds and finally decelerates uniformly for 200 seconds. 650Speed m s Time in seconds Given that the distant between the two stations is 10450m, calculate the a Maximum speed in m s attained by the lorry 2 marks b Acceleration 2 marks c Distance the lorry travelled during the last 100 seconds."}
{"text": "The lorry starts from rest and accelerated uniformly for 150 seconds. It then travels at a constant speed for 300 seconds and finally decelerates uniformly for 200 seconds. 650Speed m s Time in seconds Given that the distant between the two stations is 10450m, calculate the a Maximum speed in m s attained by the lorry 2 marks b Acceleration 2 marks c Distance the lorry travelled during the last 100 seconds. 3 marks d Time the lorry takes to travel first half of the journey. 3 marks 23. Three quantities A, B and C are such that A varies directly as square of B and inversely as the square root of C. a Given that A 20 when B 5 and C 9, i Find the equation connecting A, B and C 3 marks ii Find A when B 7 and C 25 2 marks b If B increases by 20 and C reduces by 36 ; find the percentage increase in A 5 marks 24. A The ratio of Juma s and Akinyi s earnings was 5 : 3. Juma s earnings rose to Ksh. 8400 after an increase of 12 . Calculate the percentage increase in Akinyi s earnings given that the sum of their new earnings was Ksh. 14,100 6 marks b Juma and Akinyi contributed all the new earnings to buy beans at Ksh 1175 per bag. The beans were then sold at Ksh 1762.50 per bag. The two shared all the money from the sale of beans in the ratio of their contributions. Calculate the amount that Akinyi got. 4 marks www.freekcsepastpapers.com 89 IMENTI SOUTH EXAMINATIONS, 2023 121 2 MATHEMATICS PAPER 2 TIME: 2 HRS SECTION I 50 marks Answer all the questions in this section 1. Make u the subject of the formula z w u2 v2 3 marks 2. Betty withdrew sh 84,528 from a financial institution which included both the principal and compound interest that had accrued within two and half years. If the compound interest rate was 18 per annum calculate the principal 3 marks 3."}
{"text": "Make u the subject of the formula z w u2 v2 3 marks 2. Betty withdrew sh 84,528 from a financial institution which included both the principal and compound interest that had accrued within two and half years. If the compound interest rate was 18 per annum calculate the principal 3 marks 3. Expand 1 3x 9 in ascending powers of x up to the term x4 and use your expansion to estimate 0.949 correct to three decimal places. 3 marks 4. Given that 1525 , 512 1 and Z and XY YZ, determine the values m, n, p, q and z. 4 marks 5. A quantity E is partly constant and partly varies as the square root of F. a Using constants k and c, write down an equation connecting E and F 1 mark b If F 25 when E 22 and F 49 when E 28, Find the values of k and C 2 marks 6. The base and height of a right angles triangle are 5.4cm and 3.5cm respectively. Calculate the relative error in the area of the triangle. 3 marks 7. Determine the quartile deviation for the following set of numbers 6, 10, 7, 6, 9, 8, 3, 2, 9, 8, 5, 4, 5 3 marks 8. In the figure below O is the centre of the circle. ABC and CD is a tangent to the circle at C. If angle CDB 24o, determine the size of BCD 3 marks ABDCO24o 9. Show that number 1. 5 23 consist of a whole number and a fraction. 2 marks 10. Solve the equation 4 2 5 4 sin for 0o 360o. 3 marks 11."}
{"text": "A In a geometrical progression the sum of the second and third and fourth term is -36. Find the first term and the common ratio. 4 marks b In an arithmetic progression the 12th term is 25 and the 7th term is three times the second term. Find i The first term and the common difference 4 marks ii The sum of the first 10 terms of the arithmetic progression 2 marks www.freekcsepastpapers.com 91 20. Triangle MNP on the grid below has vertices M 1, 4 , N 3, 1 and P 4, 3 a Draw triangle MINIPI the image of MNP under a negative quarter turn about the origin 2 marks b Triangle MINIPI is reflected on the line x y onto MIINIIPII . Draw triangle MIINIIPII . 2 marks c Triangle MIIINIIIPIII is the image of MIINIIPII under a rotation of 90o about the origin. Draw MIIINIIIPIII. 3 marks d A single transformation T maps MNP onto MIIINIIIPIII . Find matrix of transformation. 3 marks 21. In an agricultural research centre, 100 carrots were harvested a few months after application of a new type of fertilizer to a carrot garden. Their masses to the nearest gram were measured and recorded as shown below. Mass 70 - 74 75 - 79 80 - 84 85 - 89 90 - 94 95 - 99 100 - 104 105 - 109 110 - 114 115 - 119 Frequency 3 7 8 15 19 16 14 9 6 3 a State the modal class 1 mark b Calculate the mean mark 4 marks c Find the i Mean squared deviation 4 marks ii Standard deviation 1 mark www.freekcsepastpapers.com 92 22. The diagram below represents a pyramid standing on a rectangular base ABCO. V is the vertex of the pyramid and VA VB VC VD 26cm. M and N are the midpoints of BC and AC respectively. AB 24cm and BC 18cm."}
{"text": "V is the vertex of the pyramid and VA VB VC VD 26cm. M and N are the midpoints of BC and AC respectively. AB 24cm and BC 18cm. ABCODV24cm18cm Calculate a The length of line AC 2 marks b The length of projection of VA on the plane ABCD 1 mark c The angle between line VA and the plane ABCD 2 marks d The vertical height of the pyramid 2 marks e The size of the angle between the plane VBC and ABCD 3 marks 23. A Complete the table below for the functions y 3 sin 2x 30o and y cos 2x for x values in the range 0 x 180o. X 0 15 30 45 60 75 90 105 120 135 150 165 180 y 3 sin 2x 30o 1.5 3 1.5 -1.5 -2.60 -1.50 1.5 y cos 2x 1 0 -0.866 -0.866 -0.5 0.866 1 b Using the scale horizontal axis 1cm represent 15o vertical axis 1cm represent 1 unit, draw the graphs of y 3 sin 2x 30 and y cos 2x 6 marks c Use your graph to solve the equation 3 sin 2x 30 cos 2x 1 mark d Determine the following from your graph i Amplitude of y 3 sin 2x 30o 1 mark ii Period of y 3 sin 2x 30o 1 mark iii Period of y cos 2x 1 mark 24. Two inlet taps P and Q opened at the same time can fill a tank in 2 hours. The two taps were opened together at the same time and after 1 hour 10 minutes tap Q was closed and P continued alone and filled the tank after a further 4 hours. Find; a The fractions of the tank filled by both taps for 1 hour."}
{"text": "Two inlet taps P and Q opened at the same time can fill a tank in 2 hours. The two taps were opened together at the same time and after 1 hour 10 minutes tap Q was closed and P continued alone and filled the tank after a further 4 hours. Find; a The fractions of the tank filled by both taps for 1 hour. 1 mark b The fraction of the tank filled by tap P after Q was closed. 2 marks c The time which each tap working alone would have taken to fill the tank. 7 marks www.freekcsepastpapers.com70 MURANG A SOUTH PREMOCK EXAMINATION Kenya Certificate of Secondary Education, 2023 121 1 MATHEMATICS PAPER 1 TIME: 2 HOURS SECTION I 50 Marks Answer all the questions in this section 1. A man withdrew some money from a bank. He spent 310 of the money on his daughter s school fees and 35 of the remainder on his son s school fees. If he remained with Ksh 10 500, calculate the amount of money he spent on son s school fees. 3 marks 2. Solve for 3 marks 9 1 3 2 1 108 3. The volume of two similar solid spheres are 4752 cm3 and 1408 cm3. If the surface area of the smaller sphere is 352 cm2, find the surface area of the larger sphere. 3 marks 4. The figure below represents a sketch of the cross section of a solid ABCDEFGH and its edge CF. Complete the sketch of the solid showing the hidden edges using dotted lines. 3 marks 5. When a given length of a piece of wire is divided into pieces measuring 20 cm or 24 cm or 26 cm or 28 cm, a piece of wire 7cm always remained. Find the length of wire. 4 marks 6. Solve the equation 6 2 13 6 0 using the completing the square method. 3 marks 7."}
{"text": "4 marks 6. Solve the equation 6 2 13 6 0 using the completing the square method. 3 marks 7. Using a ruler and a pair of compasses only, construct a trapezium ABCD in which 5 , 6 , 10 , 105 and AB is parallel to DC. Draw a perpendicular from B to DC hence measure the height of the trapezium. 4 marks 8. Given that 2 where 34 and 164 Find column vector . 2 marks 9. Two friends Ojwang and David live 40 km apart. One day Ojwang left his house at 9.00 a.m. and cycled towards David s house at an average speed of 15 km h. David left his house at 10.30 a.m. on the same day and cycled towards Ojwang s house at an average speed of 25 km h. Determine; i. The time taken before the two friends met. 3 marks ii. The time they met. 1 mark 10. In the figure below, ABCD is a parallelogram in which AB 12 cm, BC 8 cm and angle ABC 108 . Calculate the area of the parallelogram correct to 3 significant figures. 3 marks 11. Without using mathematical tables or a calculator evaluate. 3 marks tan 30 tan 60 sin 60 cos 30 12. Given that 4523 and 231 1 , find 1 3 marks www.freekcsepastpapers.com71 13. Simplify completely; 5 2 5 23 2 75 2 3 marks 14. Use logarithms to evaluate."}
{"text": "Given that 4523 and 231 1 , find 1 3 marks www.freekcsepastpapers.com71 13. Simplify completely; 5 2 5 23 2 75 2 3 marks 14. Use logarithms to evaluate. 3 marks 39.51 6140.758 15. Dr. June needs to import a car from Japan that costs US dollars USD 5 000 outside Kenya. He intends to buy the car through an agent who deals in Japanese Yen JPY . The agent charges a 20 commission on the price of the car and a further 80 325 JPY for shipping the car to Kenya. Find the amount in Kenya shillings that Dr. June will need to send to the agent to get the car given that 1 USD Ksh. 120 and 1USD 135 JPY 3 marks 16. In a right angled triangle, the two sides enclosing the right angle measure 3 2 cm and 2 cm. If the area of the triangle is 17.5 2, find the length of these two sides. 3 marks SECTION II 50 Marks Answer any five questions only in this section 17. The diagram below shows a frustum which represents a bucket with an open end diameter of 30 cm and bottom diameter 24 cm. The bucket is 30cm deep. Use 3.142 a Calculate the capacity of the tank in litres. 5 marks b The bucket is used to fill an empty cylindrical tank of diameter 1.4m and height 1.2m. i. Calculate the capacity of the tank in litres. 3 marks ii. Determine the number of buckets that must be drawn in order to fill the tank. 2 marks 18. Three islands P, Q, R and S are on an ocean such that island Q is 400Km on a bearing of 030 from island P. Island R is 520 km and a bearing of 120 from island Q. A port S is sighted 750 km due South of island Q."}
{"text": "Three islands P, Q, R and S are on an ocean such that island Q is 400Km on a bearing of 030 from island P. Island R is 520 km and a bearing of 120 from island Q. A port S is sighted 750 km due South of island Q. a Taking a scale of 1cm to represent 100Km, give a scale drawing showing the relative positions of , , . 4 marks b Use the scale drawing to find the bearing of: i Island R from island P 1 mark ii Port S from island R 1 mark c Find the distance between island P and R 2 marks d A warship T is such that it is equidistant from the islands P, S and R. by construction locate the position of T. 2 marks 19. The vertices of a triangle ABC are A 1,1 , B 4,1 and C 6,4 a On the grid below, draw the triangles. I. ABC. 1 mark ii. ,. The image of triangle ABC under a negative quarter turn about the origin. 2 marks iii. ,. The image of triangle , under reflection in the line . 2 marks b Triangle , with vertices 1, 5 4, 5 6, 2 , is the image of , triangle , under a transformation T. i. Draw the triangle , 1 mark ii. Describe fully the transformation T. 2 marks www.freekcsepastpapers.com72 c State any pair of triangles which are: i. Directly congruent. 1 mark ii."}
{"text": "The diagram below represents a cuboid PQRSTUVW in which UV 4.5cm, VW 8cm and WR 6cm Calculate the size of the angle between the lines UR and UW 3 marks 13. Given that , , and O is the origin, determine the coordinates of P if . 3 marks 14. Bag contains 14 beads of which are red and the remainder blue .When 4 Red beads are removed ,the probability of selecting a red bead is 25 .Find the value of 3 marks 15. Calculate the area of the unshaded region given that AC is an arc of a circle centre B. Given that AB BC 14cm, CD 8cm and angle 75 3 marks 16. If 2.3, 8.7 2.2, find the percentage error in 4 marks SECTION B 50 Marks 17. The mass, m, grams of a cylinder varies jointly as the square of its radius, r, and its height, h. a Find the percentage change in the mass if the radius is tripled and the height is halved. 3 marks b Given that 990 when 3 and 7 ; i. Find the equation connecting m, r and h. 3 marks ii. Calculate the value of m when r 3.5cm and h 5cm. 2 marks c Taking 227 calculate the density of the cylinder 2 marks 18. The table below shows the distribution of marks scored by 60 students in a test."}
{"text": "Calculate the value of m when r 3.5cm and h 5cm. 2 marks c Taking 227 calculate the density of the cylinder 2 marks 18. The table below shows the distribution of marks scored by 60 students in a test. Marks 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 Frequency 2 5 6 10 14 11 9 3 a On the grid provided draw a cumulative frequency curve of the data. 3 marks Take 1cm to represent 5 students on the vertical scale and 1 cm to represent 10 marks on the horizontal scale . B From the curve in a above i. Estimate the median mark 1 mark ii. Determine the quartile deviation. 2 marks iii. Determine the 10th and 90th percentile range. 2 marks c It is given that students who score over 45 marks pass the test. Use your graph in a above to estimate the percentage of students that pass. 2 marks PQRSTWVU4.5cm8cm6cmwww.freekcsepastpapers.com75 19. Seats in the theatre area arranged in rows. The number of seats in this theatre form the terms of an arithmetic series. The sixth row has 23 seats and the fifteenth row has 50 seats. The theatre has 20 rows in total. Find: i. The number of seats in the first row. 4 marks ii. The number of seats in the eleventh row. 2 marks iii. The number of seats in this theatre. 4 marks 20. The figure below represents a model of a solid structure in the shape of a frustum of a cone with a hemispherical top. The diameter of the hemispherical part is 70cm and is equal to the diameter of the top of the frustum. The frustum has a base diameter of 30 cm and slant height of 60 cm use 3.142 Calculate a The area of the hemispherical surface. 2 marks b The slant height of cone from which the frustum was cut. 2 marks c The surface area of the frustum."}
{"text": "The frustum has a base diameter of 30 cm and slant height of 60 cm use 3.142 Calculate a The area of the hemispherical surface. 2 marks b The slant height of cone from which the frustum was cut. 2 marks c The surface area of the frustum. 2 marks d The area of the base 2 marks e The total surface area of the model. 2 marks 21. The table below shows income tax rates in a certain year. Taxable Income Ksh per month Tax Rate 0 13 450 10 13 451 26 350 15 26 351 39 250 20 39 251 52 150 25 52 151 30 In that year, the monthly earnings for Amilo were as follows: basic salary Ksh 35 500, House allowance Ksh 12 600 and other allowances that amount to Ksh. 5 872 were exempted from taxation. Amilo contributes 12.5 of her basic salary to a pension scheme. She is entitled to a personal tax relief of Ksh 1 845 per month. Calculate:www.freekcsepastpapers.com76 a Amilo s taxable income in Ksh per month. 2 marks b Amilo s P.A.Y.E that month. 5 marks c Amilo s net pay that month, given that the following are deducted monthly from her salary; 3 marks NHIF Ksh 1000, Union dues Kshs 455 BBF Ksh 200. 22. Machine K makes 45 of the biscuits. Machine J makes 30 of the biscuits. The rest of the biscuits are made by machine L. It is known that 2 of the biscuits made by machine J are broken, 3 of the biscuits made by machine K are broken and 5 of the biscuits made by machine L are broken. A biscuit is selected at random. A. Draw a tree diagram to illustrate all the possible outcomes and associated probabilities. 2 marks b. Using the tree diagram, calculate the probability that the biscuit is: i."}
{"text": "Draw a tree diagram to illustrate all the possible outcomes and associated probabilities. 2 marks b. Using the tree diagram, calculate the probability that the biscuit is: i. Made by machine J and is not broken. 3 marks ii. Broken. 3 marks iii. Broken but not made by machine K. 2 marks 23. The diagram below shows a circle center O. BF is a tangent to the circle at B. Angle 200 and angle FBD 500 Giving reasons in each case, find; a Angle AEC 2 marks b Angle CAB 2 marks c Angle ADB 2 marks d Angle BCD 2 marks e Angle AOB reflex 2 marks 24. The figure below shows two circles centres A and B and radii 6 cm and 8 cm respectively. The circles intersect at P and Q. Angle PAB 420 and angle ABQ 300. A Find the size of angle PAQ and angle PBQ. 2 marks b Calculate, to one decimal place the area of: i. Sector APQ and PBQ. 2 marks ii. Triangle APQ and PBQ. 2 marks iii. The shaded area Take 227 4 marks 42 30 B 8cm 6cm Q A Pwww.freekcsepastpapers.com70 MURANG A SOUTH PREMOCK EXAMINATION Kenya Certificate of Secondary Education, 2023 121 1 MATHEMATICS PAPER 1 TIME: 2 HOURS SECTION I 50 Marks Answer all the questions in this section 1. A man withdrew some money from a bank. He spent 310 of the money on his daughter s school fees and 35 of the remainder on his son s school fees. If he remained with Ksh 10 500, calculate the amount of money he spent on son s school fees. 3 marks 2. Solve for 3 marks 9 1 3 2 1 108 3. The volume of two similar solid spheres are 4752 cm3 and 1408 cm3."}
{"text": "3 marks 2. Solve for 3 marks 9 1 3 2 1 108 3. The volume of two similar solid spheres are 4752 cm3 and 1408 cm3. If the surface area of the smaller sphere is 352 cm2, find the surface area of the larger sphere. 3 marks 4. The figure below represents a sketch of the cross section of a solid ABCDEFGH and its edge CF. Complete the sketch of the solid showing the hidden edges using dotted lines. 3 marks 5. When a given length of a piece of wire is divided into pieces measuring 20 cm or 24 cm or 26 cm or 28 cm, a piece of wire 7cm always remained. Find the length of wire. 4 marks 6. Solve the equation 6 2 13 6 0 using the completing the square method. 3 marks 7. Using a ruler and a pair of compasses only, construct a trapezium ABCD in which 5 , 6 , 10 , 105 and AB is parallel to DC. Draw a perpendicular from B to DC hence measure the height of the trapezium. 4 marks 8. Given that 2 where 34 and 164 Find column vector . 2 marks 9. Two friends Ojwang and David live 40 km apart. One day Ojwang left his house at 9.00 a.m. and cycled towards David s house at an average speed of 15 km h. David left his house at 10.30 a.m. on the same day and cycled towards Ojwang s house at an average speed of 25 km h. Determine; i. The time taken before the two friends met. 3 marks ii. The time they met. 1 mark 10."}
{"text": "3 marks ii. The time they met. 1 mark 10. In the figure below, ABCD is a parallelogram in which AB 12 cm, BC 8 cm and angle ABC 108 . Calculate the area of the parallelogram correct to 3 significant figures. 3 marks 11. Without using mathematical tables or a calculator evaluate. 3 marks tan 30 tan 60 sin 60 cos 30 12. Given that 4523 and 231 1 , find 1 3 marks www.freekcsepastpapers.com71 13. Simplify completely; 5 2 5 23 2 75 2 3 marks 14. Use logarithms to evaluate. 3 marks 39.51 6140.758 15. Dr. June needs to import a car from Japan that costs US dollars USD 5 000 outside Kenya. He intends to buy the car through an agent who deals in Japanese Yen JPY . The agent charges a 20 commission on the price of the car and a further 80 325 JPY for shipping the car to Kenya. Find the amount in Kenya shillings that Dr. June will need to send to the agent to get the car given that 1 USD Ksh. 120 and 1USD 135 JPY 3 marks 16. In a right angled triangle, the two sides enclosing the right angle measure 3 2 cm and 2 cm. If the area of the triangle is 17.5 2, find the length of these two sides. 3 marks SECTION II 50 Marks Answer any five questions only in this section 17. The diagram below shows a frustum which represents a bucket with an open end diameter of 30 cm and bottom diameter 24 cm. The bucket is 30cm deep. Use 3.142 a Calculate the capacity of the tank in litres."}
{"text": "The diagram below shows a frustum which represents a bucket with an open end diameter of 30 cm and bottom diameter 24 cm. The bucket is 30cm deep. Use 3.142 a Calculate the capacity of the tank in litres. 5 marks b The bucket is used to fill an empty cylindrical tank of diameter 1.4m and height 1.2m. i. Calculate the capacity of the tank in litres. 3 marks ii. Determine the number of buckets that must be drawn in order to fill the tank. 2 marks 18. Three islands P, Q, R and S are on an ocean such that island Q is 400Km on a bearing of 030 from island P. Island R is 520 km and a bearing of 120 from island Q. A port S is sighted 750 km due South of island Q. a Taking a scale of 1cm to represent 100Km, give a scale drawing showing the relative positions of , , . 4 marks b Use the scale drawing to find the bearing of: i Island R from island P 1 mark ii Port S from island R 1 mark c Find the distance between island P and R 2 marks d A warship T is such that it is equidistant from the islands P, S and R. by construction locate the position of T. 2 marks 19. The vertices of a triangle ABC are A 1,1 , B 4,1 and C 6,4 a On the grid below, draw the triangles. I. ABC. 1 mark ii. ,. The image of triangle ABC under a negative quarter turn about the origin. 2 marks iii. ,. The image of triangle , under reflection in the line ."}
{"text": ", the image of triangle ABC under a negative quarter turn about the origin. 2 marks iii. ,. The image of triangle , under reflection in the line . 2 marks b Triangle , with vertices 1, 5 4, 5 6, 2 , is the image of , triangle , under a transformation T. i. Draw the triangle , 1 mark ii. Describe fully the transformation T. 2 marks www.freekcsepastpapers.com72 c State any pair of triangles which are: i. Directly congruent. 1 mark ii. Oppositely congruent. 1 mark 20. The figure below shows a triangle inside a circle. 8 , 10 and 13 Calculate a The area of triangle ABC. 3 marks b Angle BAC 2 marks c The radius of the circle. 2 marks d Area of the shaded region. 3 marks 21."}
{"text": "Given the function 2 cos 30 for 0 540 , state: i. The period 1 mark ii. The phase angle 1 mark 11. Determine the interquartile range for the following set of numbers 2 marks 10,15,14,17,12,13www.freekcsepastpapers.com74 12. The diagram below represents a cuboid PQRSTUVW in which UV 4.5cm, VW 8cm and WR 6cm Calculate the size of the angle between the lines UR and UW 3 marks 13. Given that , , and O is the origin, determine the coordinates of P if . 3 marks 14. Bag contains 14 beads of which are red and the remainder blue .When 4 Red beads are removed ,the probability of selecting a red bead is 25 .Find the value of 3 marks 15. Calculate the area of the unshaded region given that AC is an arc of a circle centre B. Given that AB BC 14cm, CD 8cm and angle 75 3 marks 16. If 2.3, 8.7 2.2, find the percentage error in 4 marks SECTION B 50 Marks 17. The mass, m, grams of a cylinder varies jointly as the square of its radius, r, and its height, h. a Find the percentage change in the mass if the radius is tripled and the height is halved."}
{"text": "If 2.3, 8.7 2.2, find the percentage error in 4 marks SECTION B 50 Marks 17. The mass, m, grams of a cylinder varies jointly as the square of its radius, r, and its height, h. a Find the percentage change in the mass if the radius is tripled and the height is halved. 3 marks b Given that 990 when 3 and 7 ; i. Find the equation connecting m, r and h. 3 marks ii. Calculate the value of m when r 3.5cm and h 5cm. 2 marks c Taking 227 calculate the density of the cylinder 2 marks 18. The table below shows the distribution of marks scored by 60 students in a test. Marks 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 Frequency 2 5 6 10 14 11 9 3 a On the grid provided draw a cumulative frequency curve of the data. 3 marks Take 1cm to represent 5 students on the vertical scale and 1 cm to represent 10 marks on the horizontal scale . B From the curve in a above i. Estimate the median mark 1 mark ii. Determine the quartile deviation. 2 marks iii. Determine the 10th and 90th percentile range. 2 marks c It is given that students who score over 45 marks pass the test. Use your graph in a above to estimate the percentage of students that pass. 2 marks PQRSTWVU4.5cm8cm6cmwww.freekcsepastpapers.com75 19. Seats in the theatre area arranged in rows. The number of seats in this theatre form the terms of an arithmetic series. The sixth row has 23 seats and the fifteenth row has 50 seats. The theatre has 20 rows in total. Find: i. The number of seats in the first row."}
{"text": "The theatre has 20 rows in total. Find: i. The number of seats in the first row. 4 marks ii. The number of seats in the eleventh row. 2 marks iii. The number of seats in this theatre. 4 marks 20. The figure below represents a model of a solid structure in the shape of a frustum of a cone with a hemispherical top. The diameter of the hemispherical part is 70cm and is equal to the diameter of the top of the frustum. The frustum has a base diameter of 30 cm and slant height of 60 cm use 3.142 Calculate a The area of the hemispherical surface. 2 marks b The slant height of cone from which the frustum was cut. 2 marks c The surface area of the frustum. 2 marks d The area of the base 2 marks e The total surface area of the model. 2 marks 21. The table below shows income tax rates in a certain year. Taxable Income Ksh per month Tax Rate 0 13 450 10 13 451 26 350 15 26 351 39 250 20 39 251 52 150 25 52 151 30 In that year, the monthly earnings for Amilo were as follows: basic salary Ksh 35 500, House allowance Ksh 12 600 and other allowances that amount to Ksh. 5 872 were exempted from taxation. Amilo contributes 12.5 of her basic salary to a pension scheme. She is entitled to a personal tax relief of Ksh 1 845 per month. Calculate:www.freekcsepastpapers.com76 a Amilo s taxable income in Ksh per month. 2 marks b Amilo s P.A.Y.E that month. 5 marks c Amilo s net pay that month, given that the following are deducted monthly from her salary; 3 marks NHIF Ksh 1000, Union dues Kshs 455 BBF Ksh 200. 22. Machine K makes 45 of the biscuits."}
{"text": "5 marks c Amilo s net pay that month, given that the following are deducted monthly from her salary; 3 marks NHIF Ksh 1000, Union dues Kshs 455 BBF Ksh 200. 22. Machine K makes 45 of the biscuits. Machine J makes 30 of the biscuits. The rest of the biscuits are made by machine L. It is known that 2 of the biscuits made by machine J are broken, 3 of the biscuits made by machine K are broken and 5 of the biscuits made by machine L are broken. A biscuit is selected at random. A. Draw a tree diagram to illustrate all the possible outcomes and associated probabilities. 2 marks b. Using the tree diagram, calculate the probability that the biscuit is: i. Made by machine J and is not broken. 3 marks ii. Broken. 3 marks iii. Broken but not made by machine K. 2 marks 23. The diagram below shows a circle center O. BF is a tangent to the circle at B. Angle 200 and angle FBD 500 Giving reasons in each case, find; a Angle AEC 2 marks b Angle CAB 2 marks c Angle ADB 2 marks d Angle BCD 2 marks e Angle AOB reflex 2 marks 24. The figure below shows two circles centres A and B and radii 6 cm and 8 cm respectively. The circles intersect at P and Q. Angle PAB 420 and angle ABQ 300. A Find the size of angle PAQ and angle PBQ. 2 marks b Calculate, to one decimal place the area of: i. Sector APQ and PBQ. 2 marks ii. Triangle APQ and PBQ. 2 marks iii. The shaded area Take 227 4 marks 42 30 B 8cm 6cm Q A Pwww.freekcsepastpapers.com54 12. Use reciprocal, square and square root tables to evaluate, to 4 significant figures, the expression.2346.456.241 3 mks 13. Two similar cans have different heights 8cm and the other one 10cm."}
{"text": "After 20 minutes the matatu had a puncture which took 30 minutes to mend. It then continued with the journey. A How far from Nairobi did the matatu catch up with the bus? 6mks b At what time did the matatu catch up with the bus 2mks c At what time did the bus reach Moi s Bridge? 2mks A -2, -1 B 4, 7 Y X 2x 3y 6 0 A O B Cwww.freekcsepastpapers.com56 23. Wanjiku is standing at a point P, 160m south of a hill H on a level ground. From point P she observes the angle of elevation of the top of the hill to be 670 a Calculate the height of the hill 3 mks b After walking 420m due east to the point Q, Wanjiku proceeds to point R due east of Q, where the angle of elevation of the top of the hill is 350. Calculate the angle of elevation of the top of the hill from Q 3 mks c Calculate the distance from P to R 4 mks 24. A Find the inverse of the matrix. 2 mks 2543 b A transport company has two types of vehicles for hire: Lorries and buses. The vehicles are hired per day. The cost of hiring two lorries and five buses is Sh. 156,000 and that of hiring 4 lorries and three buses is Sh. 137,000. I Form two equations to represent the above information. 2 mks ii Use matrix method to determine the cost of hiring a lorry and that of hiring a bus. 3 mks c Find the value of x given that 2 11 21 is a singular matrix 3 mks www.freekcsepastpapers.com57 GATUNDU SOUTH EXAMINATIONS, 2023 KENYA CERTIFICATE OF SECONDARY EDUCATION 121 2 MATHEMATICS PAPER 2 TIME: 2 HOURS SECTION A 50 MARKS 1. Evaluate using reciprocals, square and square root tables only. 07245.01101. 3mks 2."}
{"text": "3mks 10. Make b the subject of the formula. 3mks a bd b2 d 11. A Using binomial expansion, determine the first five terms of the expansion: x 2mks b Use the expansion above to evaluate 875.1 2mks 12. A globe representing the earth has a radius of 0.2m. Points P 600N, 1400E and Q 600N, 1200W are marked on the globe. If O is the centre of the latitude 600N, find the area of the minor sector OPQ 3 mks 13. Show that 4y2 4x2 12x 12y 7 is the equation of a circle, hence find the co-ordinates of the centre and the radius. 3mks 14. A quantity V is partly constant and partly varies as U. If U 1 when V 12 and U 3 when r 22. Find the V when U 5. 3 marks 15. The surface area of two similar bottles are 12cm and 108cm respectively. If the larger one has a volume of 810cm . Find the volume of the smaller one 2mks 16. A two-digit number is formed from the first four prime numbers. A Draw the table to show the possible outcomes, if each number can be used only once. 1mk b Calculate the probability that a number chosen from the digit numbers is an even number 2mks www.freekcsepastpapers.com58 SECTION II 50 marks Answer only five questions from this section. 17. John bought 3 brands of tea A, B and C. The cost price of the three brands were Sh. 25, Sh. 30 and Sh. 45 per kilogram respectively. He mixed the three brands in the ratio 5:2:1 respectively. After selling the mixture he made a profit of 20 . A How much profit did he make per kilogram of the mixture? 4 marks b After one year the cost price of each brand was increased by 12 . I For how much did he sell one kilogram of the mixture to make 20 profit?"}
{"text": "A How much profit did he make per kilogram of the mixture? 4 marks b After one year the cost price of each brand was increased by 12 . I For how much did he sell one kilogram of the mixture to make 20 profit? Give your answer to the nearest 5cts 3 marks ii What would have been his percentage profit if he sold one kilogram of the mixture at Sh. 40.25? 3mks 18. A Fill in the table below for the function y -6 x 4x2 x3 for -4 x 2 2mks x -4 -3 -2 -1 0 1 2 -6 -6 -6 -6 -6 -6 -6 -6 x -4 -3 -2 -1 0 1 2 4x2 16 4 x3 y b Using the grid provided draw the graph for y -6 x 4x2 x3 for -4 x 2 3mks c i Use the graph to solve the equations: - i x3 4x2 x 4 0 2mks ii -6 x 4x2 x3 0 1mk iii -2 4x2 x3 0 2mk 19. On the grid provided, draw triangle PQR with P 2,3 , Q 1,2 and R 4,1 . On the same axes draw triangle P11Q11R11 with vertices P11 -2,3 , Q11 -1,2 and R11 -4,1 . 2mks a Describe fully a single transformation which will map triangle PQR onto triangle P11Q11R11. 1mk b On the same plane, draw triangle P1Q1R1 the image of triangle PQR under reflection in the line y -x. 2mks c Describe fully a single transformation which maps triangle P1Q1R1 onto triangle P11Q11R11."}
{"text": "2mks a Describe fully a single transformation which will map triangle PQR onto triangle P11Q11R11. 1mk b On the same plane, draw triangle P1Q1R1 the image of triangle PQR under reflection in the line y -x. 2mks c Describe fully a single transformation which maps triangle P1Q1R1 onto triangle P11Q11R11. 2mks d Draw triangle P111Q111R111 such that it can be mapped onto triangle PQR by a position quarter about 0,0 2mks e State all pairs of triangles that are oppositely congruent. 1mk 20. 40 form four students sat for a mathematics test and their marks were distributed as follows: Marks 1 10 11- 20 21- 30 31 40 41 50 51 60 61 70 71 80 81 90 91 - 100 No. Of students 1 3 4 7 12 9 2 1 0 1 a Using 45.6 as the working mean, calculate; i The actual mean. 4mks ii The standard deviation. 3mks b When ranked from first to last, what mark was scored by the 30th student? Give your answer correct to 3 s.f. 3mks 21. Use ruler and a pair of compasses only in this question. A Construct triangle ABC in which AB 7 cm, BC 8 cm and ABC 600. 3mks b Measure i side AC ii ACB 2mks c Construct a circle passing through the three points A, B and C. Measure the radius of the circle. 2mks d Construct PBC such that P is on the same side of BC as point A and PCB ACB, BPC BAC measure PBC."}
{"text": "3mks b Measure i side AC ii ACB 2mks c Construct a circle passing through the three points A, B and C. Measure the radius of the circle. 2mks d Construct PBC such that P is on the same side of BC as point A and PCB ACB, BPC BAC measure PBC. 3mkswww.freekcsepastpapers.com59 22.The figure below is a pyramid of a rectangular base PQRS of length 12cm and width 9cm. The slanting edge has a length of 19.5cm a Determine the height of the pyramid2mks b The angle PO makes with base PQRS3mks c The angle POS makes with QOR3mks d The volume of the pyramid2mks 23.A company produces shirts and jerseys using two types of machines. Every shirt made requires 2 hours onmachine A and 2 hours on machine B. Every Jersey made requires 3 hours on machine A and I hour on machine B. In one day, the time limit on machine A is 24hours but that on machine B is 12hrs. The numberof Jerseys produced must not be more than the shirts produced in one day. The company makes a profit ofshs.200 on each shirt and shs.200 on each Jersey."}
{"text": "In one day, the time limit on machine A is 24hours but that on machine B is 12hrs. The numberof Jerseys produced must not be more than the shirts produced in one day. The company makes a profit ofshs.200 on each shirt and shs.200 on each Jersey. The company produces x shirts and y jerseys per day a Write down four inequalities which must be satisfied by x and y 4mks b Represent these inequalities on a grid 4mks c Find the values of x and y which will give the company maximum daily profit and also state themaximum profit2mks24.A particle P moves in a straight line so that its velocity, Vm s at time t seconds where t 0 is given byv 28 t 2t2Find; a the time when P is instantaneously at rest2mks b the speed of P at the instant when the acceleration of P is zero2mks c Find the acceleration of P when the article is instantaneously at rest3mks d Find the distance covered by the particle during the 3rd second, when at t 0 D 5M3mks O R Q S P 19.5cm 9cm 12cmwww.freekcsepastpapers.com53 GATUNDU SOUTH EXAMINATIONS, 2023 KENYA CERTIFICATE OF SECONDARY EDUCATION 121 1 MATHEMATICS PAPER 1 TIME: 2 HOURS SECTION 1 Answer all the questions 50 marks 1. Evaluate -12 -3 x 4 -15 3 marks -5 x 6 2 -5 2. Simplify 2yxxxyy 3mks 3. A watch which loses a half-minute every hour was set to read the correct time at 0445h on Monday. Determine the time in 12-hour system, the watch will show on the following Friday at 1845h 3mks 4. Three angles of a polygon are 125,140 and 160. The remaining angles are 1450 each. Calculate the sum of the interior angles of the polygon. 3 mks 5."}
{"text": "The remaining angles are 1450 each. Calculate the sum of the interior angles of the polygon. 3 mks 5. Find the integral values of the inequalities x 2x 7 - 1 3x 14 hence represent the solution on a number line. 3mks 6. Evaluate without using a calculator. 3mks 31of 7. Find the value of y in the equation. 4mks 12 2 yyy 8. The position vectors of A and B are given as a 2i 3j 4k and b -2i j 2k respectively. Find to 2 decimal places, the length of vector AB. 3 Marks 9. Foreign exchange on 27 5 2010 was given as follows: Currency Buying Kshs Selling Kshs 1 Euro 84.15 84.26 1 Sterling pound 118.35 121.47 A tourist came to Kenya from London with 6000 Euros which he converted to Kenya shillings at a bank. While in Kenya he spent a total of Kshs.300,000 then converted the balance into sterling pounds at the Same bank. Calculate the amount in sterling pounds he received. 3 mks 10. Use ruler and a pair of compasses only in this question. A Construct triangle ABC in which AB 7 cm, BC 8 cm and ABC 600. 2 mks b Measure side AC 1 mk 11. In the figure below ABCD is a trapezium with DC parallel to AB."}
{"text": "4marks b The angles of elevation of the top of a tree from P and Q which are 30m apart are 220 and 320 respectively. Given that the two points are on the same side of the tree and on a straight line, determine the height of the tree. 6marks 19. Two security personnel were together at a road junction. Each had a walkie talkie. The maximum distance at which one could communicate with the other was 2.5km. One of the personnel walked due East at 3.2km h while the other walked due North at 2.4km h. The personnel who headed east travelled for x km while the one who headed North travelled for y km before they were unable to communicate. A Draw a sketch to represent the relative positions of the policemen. 1 mark b i From the information above form two simultaneous equations in form of x and y. 2 marks www.freekcsepastpapers.com37 ii Find the value of x and y. 5 marks iii Calculate the time in minutes taken before the security personnel were unable to communicate. 2 marks 20. ABCD is a rectangle with A as the point -3,1 . A If AB is parallel to the line3 4, find the equation of line AB. 2 marks b Find the equation of line AD. 2marks d If C has coordinates 2,6 , find the equations of the line BC and CD in the form 1 4marks e Find the coordinates of B 2marks 21. The figure below shows a rectangular sheet of metal whose length is twice its width. An open rectangular tank is made by cutting equal squares of length 60 cm from each of its four corners and folding along the dotted lines shown in the figure above. Given that the capacity of the tank so formed is 1920 litres and the width of the metal sheet used was x cm; a i Express the volume of the tank formed in terms of x cm. 3 marks ii Hence or otherwise obtain the length and width of the sheet of metal that was used."}
{"text": "An open rectangular tank is made by cutting equal squares of length 60 cm from each of its four corners and folding along the dotted lines shown in the figure above. Given that the capacity of the tank so formed is 1920 litres and the width of the metal sheet used was x cm; a i Express the volume of the tank formed in terms of x cm. 3 marks ii Hence or otherwise obtain the length and width of the sheet of metal that was used. 3 marks b If the cost of the metal sheet per m2 is Kshs 1000 and labour cost for making the tank is 300 per hour. Find the selling price of the tank in order to make a 30 profit if it took 6 hours to make the tank. 4 marks 22. A The ratio of Juma s and Akinyi s earnings was 5: 3. Juma s earnings rose to Ksh 8 400 after an increase of 12 . Calculate the percentage increase in Akinyi s earnings given that the sum of their earnings was Ksh. 14 100 6 marks b Juma and Akinyi contributed all the new earnings to buy maize at Ksh 1 175 per bag. The maize was then sold at ksh 1 762.50 per bag. The two shared all the money from the sales of the maize in the ratio of their contributions. Calculate the amount that Akinyi got. 4 marks 23. A Given that A 3423 find inverse of A 1mark b Two colleges, Utalii and Huduma purchased beans and rice . Utalii bought 90 bags of beans and 120 bags of rice for a total of sh 360 000 . Huduma bought 200 bags of beans and 300 bags of rice for a total of sh 850 000. Use the inverse of A obtained in a above to find the price of one bag of each item. 6marks c The price of beans later decreased in the ratio 4: 5 while that of rice increased by 20 . A businessman bought 20 bags of beans and 30 bags 0f rice. How much did he pay? 3marks 24. The figure below shows a model of a solid in the shape of a frustum of a cone with a hemispherical top."}
{"text": "How much did he pay? 3marks 24. The figure below shows a model of a solid in the shape of a frustum of a cone with a hemispherical top. The diameter of the hemispherical top is 70cm and is equal to the diameter of the top of the frustum. The frustum has a base diameter of 28cm and a slant height of 60cm. A Calculate the area of the hemispherical surface. 1mark b Calculate the slant height of the cone from which the frustum was cut. 4marks c Calculate the total surface area of the model. 5 marks 60cm 28cm 70cmwww.freekcsepastpapers.com38 MECS I JOINT EXAMINATION TERM 1 2023 121 2 MATHEMATICS PAPER 2 TIME: 2 HOURS 30 MINUTES Section I 50 Marks Answer ALL questions in this section. 1. Solve for x log3 2 12 log3 32 4 2. In the figure below PT is a tangent to the circle from an external point P. 24 and 25 . Calculate the area of the shaded region correct to 2 decimal places 4 3. Find the value of in the expression 2 32 116 is a perfect square , given that is a constant 2 4. Simplify 3 marks 5. The cost C of hiring a conference facility for one day consists of two parts, one which is fixed and the other varies as the number of participants attending the conference. If Kshs 45000 is charged for hiring the facility for 100 participants and Kshs 40000 for 60 participants, Find the number of participants if 63000 is used to hire the facility. 3 6."}
{"text": "Wambui bought it on hire purchase by making a deposit of kshs. 10000 followed by 24 monthly instalments of kshs 2000 each. Calculate the monthly rate at which compund interest was charged 3 11. A merchant blends 350kg of KAKUZI tea costing shs. 84 per kg with 140 kg of KETEPA tea costing sh.105 per kg. Calculate the price at which he must sell 1kg of the mixture to attain 20 profit. 3 12. The graph below is part of the straight line graph obtained from the initial equation Write down the equation of a straight line in the form of hence use the graph to find the of and 3 www.freekcsepastpapers.com39 13. State the amplitude, period and phase angle of 2 sin 12 300 i Amplitude 1 mark ii Period 1 mark iii Phase angle 1 mark 14. Given the position vectors 4 8 2 and 3 2 . Point C divides vector AB in the ratio of 3:-1. Find the magnitude of . Give your answer to 2dp 3 15. The table below shows income tax rates in a certain year."}
{"text": "In a bookstore, books packed in cartons are arranged in rows such that there are 50 cartons in the first row, 48 cartons in the next row, 46 cartons in next and so on. A How many cartons will be there in 8th row? 2 marks b If there are 20 rows in total, find the total number of cartons in the books store. 2 marks 11. Find the value of x if. 3 marks x3 12. The mean ages of a group of ten boys in a Math s club is 15. The ages of nine of the boys are 14, 15, 14, 16, 17, 14, 16, 15 and 13. What is the age of the remaining boy? 3 marks 13. The figure below is a velocity time graph for a car. A Find the total distance travelled by the car 2 marks b Calculate the deceleration of the car. 1 marks 80m s Time inwww.freekcsepastpapers.com22 14. Security light poles have been erected along both sides of a street in Bahati town. The poles are 50m apart along the left-hand side of the road while they are 80m apart along the right-hand side. At one end of the road the poles are directly opposite each other. How many poles will be erected by time the poles are directly opposite each other at end of the road? 3 marks 15. The exterior angle of a regular polygon is equal to one third of the interior angle. Calculate the number of sides of the polygon. 3 marks 16. Write down the inequalities that define the unshaded region marked R in the figure, below. 3 marks Section II. Choose any five questions from this section 17. Nakuru county government is to construct a floor of an open wholesale market whose area is 800m2. The floor is to be covered with a slab of uniform thickness of 200mm. In order to make the slab, sand, cement and ballast are to be mixed such that their masses are in the ratio 3:2:3 respectively."}
{"text": "Nakuru county government is to construct a floor of an open wholesale market whose area is 800m2. The floor is to be covered with a slab of uniform thickness of 200mm. In order to make the slab, sand, cement and ballast are to be mixed such that their masses are in the ratio 3:2:3 respectively. The mass of dry slab of volume 1m3 is 2000kg. A Calculate i The volume of the slab. 2 marks ii The mass of the dry slab. 2 marks iii The mass of cement to be used. 2 marks b If one bag of cement is 50kg, find the number of bags to be purchased. 1 mark c If a lorry carries 10 tonnes of ballast, calculate the number of Lories of ballast to be purchased. 3 marks 18. Paul is a sale executive earning sh 20,000 and a commission of 8 for the sales in excess of 100,000. In January 2014 he earned a total of 48000 in salaries and commissions. A Determine the amount of sales he made in that month. 4 marks b If the total sales in the month of February and March increased by 18 and then dropped by 25 respectively. Calculate. I Paul s commission in the month of February. 3 marks ii His total earnings in the month of March. 3 marks 19. Two tanks are similar in shape. The capacity of the tanks are 1,000,000 litres and 512,000 litres respectively. A Find the height of the smaller tank if the larger one is 300cm tall. 5 marks b Calculate the surface area of the tank if the smaller one has a surface area of 768cm2 3 marks c Calculate the mass of the larger tank if the mass of the smaller one is 800kg. 2 marks 20. The equation of a curve is given by y x3 - x2 - 8x 3 a Find the value of y when x 1. 1 mark b Determine the stationary points of the curve."}
{"text": "2 marks 20. The equation of a curve is given by y x3 - x2 - 8x 3 a Find the value of y when x 1. 1 mark b Determine the stationary points of the curve. 5 marks c Find the equation of the normal to the curve at x 1 in the form ax by c 4 marks L1 L3 L2www.freekcsepastpapers.com23 21. Peter owns a farm that is triangular in shape as shown below a Calculate the size of angle BAC. 2 marks b Find the area of the farm in hectares. 3 marks c Peter wishes to irrigate his farm using a sprinkler machine in the farm such that it is equidistant from points A. B and C. The sprinkler rotates in a circular motion so that the maximum point reached by the water jets is the vertices A, B and C. Calculate the area outside the farm that will be irrigated. 5 marks 22. Transline bus left Nairobi at 8.00 am and travelled to Nakuru at an average speed of 80km h. A car left Nakuru at 3.30 am and travelled to Nairobi at an average speed of 120km h. Given that the distance between Nairobi and Nakuru is 400km, calculate: a The time the car arrived in Nairobi. 3 marks b The time the two vehicles met. 4 marks c The distance from Nairobi to the meeting point. 2 marks d The distance of the bus from Nakuru when the car arrived in Nairobi. 2 marks 23. Town B is 102km on the bearing of 1220 from town A. Town C is 94 km on bearing of N620 E from B. Town D is on a bearing of 0730 from A and N240W from C. a Using a scale of 1cm to represent 20km, draw a scale diagram to show the relative positions of town A, B, C and D. 4 marks b Using your diagram, determine. I The bearing B from D. 1 mark ii The bearing of A from C. 1 mark iii The distance from town A to D."}
{"text": "I The bearing B from D. 1 mark ii The bearing of A from C. 1 mark iii The distance from town A to D. 2 marks iv The distance from town B and D. 2 marks 24. The table below gives some of the values of x and y for the functions y x2 22x 1 in the interval 0 x 6. A Complete the values in the table above. 1 mark b Use the values in the table to draw the graph of function on the grid provided below. 2 marks c Using the graph and the mid-ordinate rule with 6 strips, estimate the area bounded by the curve, the x-axis, the y-axis and the line x 6. 3 marks d Using integration, calculate the exact area and hence find the percentage error made when mid-ordinate rule is used. Give your answer correct to 2.dp. 4 marks x 0 1 2 3 4 5 6 y 1 23.5 250 M 320 M 440 M A B Cwww.freekcsepastpapers.com24 EASTERN CLUSTER, 2023 Kenya Certificate of Secondary Education 121 2 MATHEMATICS PAPER 2 TIME: 2 HOURS SECTION I 50 MARKS Answer ALL questions in this section 1. Use logarithms to evaluate .04666.02347 x 4mks 2. In 100m race there are three main competitors namely Simiyu, Ondiek and Kamau. Simiyu is three times likely to win as Ondiek, while Ondiek is twice as likely to win as Kamau. Find the probability that i Ondiek wins the race. 2 marks ii Either Simiyu or Kamau. 1mark 3. A Find the expansion in ascending powers of x of xup to the term in x2 . 1mark b Hence evaluate 0.99 7 to four significant figures. 2marks 4. Given that Tan, hence determine Tan 150 leaving your answer in the form cba 3marks 5."}
{"text": "1mark b Hence evaluate 0.99 7 to four significant figures. 2marks 4. Given that Tan, hence determine Tan 150 leaving your answer in the form cba 3marks 5. PQR is an equilateral triangle of sides 3cm. S is a variable point on the same side of PQ as R and on the same plane such that PSQ 300. Locate by construction the possible location of S use a ruler and a pair of compasses only . 3marks 6. The overall grade A attained by a student is directly proportional to the teacher s effort t , square of student s effort s and the general discipline level d of the school. A student doubled his effort; teacher went further by 5 but the school discipline dropped by 40 . Find the percentage change in the overall grade. 3marks 7. A circle of radius 7 units has it s Centre at the point of intersection between the lines x 2y 1 0 and 2x 3y 3 0. Find the equation of the circle expressing it in the form x2 y2 gx fy c 0. 4marks 8. Kitheka deposited ksh.50,000 in a financial institution in which interest is compounded quarterly. If at the end of second year he received a total amount of ksh79,692.40. Calculate the rate of interest p.a. 3marks 9. Evaluate 1 2 12 1 3marks 10. Chords AB and CD in the figure below intersect externally at Q. If AB 5cm BQ 6cm and DQ 4cm, calculate the length of chord CD. 3 marks 11. Find the value of x leaving your answer as a mixed fraction. 3marks log4 3 23 52 log x 12. Make the subject of the formula. Www.freekcsepastpapers.com25 A 2 3marks 13. Two grades of tea, costing sh 100 and 150 per kg respectively are mixed in the ratio 3:5 by weight."}
{"text": "Simplify 32yxxxyy 3marks 7. Find greatest integral value of x which satisfies xxx 3marks 8. One of the roots of the equation 2 xkxis 4. Find the values of k and hence the second root 4marks 9. Solve for x in the following without using a calculator or mathematical table. Oxx91 3marks 10. A shear parallel to the x-axis maps point 1, 2 onto a point 5, 2 . Determine the shear factors and hence state the shear matrix invariant line is y 0 3marks 11. A solid is in the shape of a right pyramid on a square base on side 8cm and height 15cm. A frustum whose volume is a third of the pyramid is cut off. Determine the height of the frustum. 3 marks 12. The interior angle of a regular polygon is 20o more than three times the exterior angle. Determine the number of sides of the polygon 2marks 13. Three fifths of work is done on the first day. On the second day 43 of the remainder is completed. If the third day 87 of what remained id done, what fraction of work still remain to be done. 3marks 14. A two-digit number is such that the sum of the digits is ten. If the digits are reversed, the new number formed is less than the original number by 18. Find the number 3marks 15. In the figure bellow, CBD 2 CAD. Find the value of x 3marks 16. Two boys, Ababu and Chungwa, on the same side of a tall building are 100m apart. The building and the two boys are in a straight line and the angles of elevation from the boys to the top of the building are 30o and 20o respectively calculate the height of the building. 3marks www.freekcsepastpapers.com2 SECTION II 50 MARKS Attempt only five Questions from this section 17. A business lady bought 100 quails and 80 rabbits for sh25600. If she had bought twice as many rabbits as half as many quails she would have paid sh7400 less."}
{"text": "3marks www.freekcsepastpapers.com2 SECTION II 50 MARKS Attempt only five Questions from this section 17. A business lady bought 100 quails and 80 rabbits for sh25600. If she had bought twice as many rabbits as half as many quails she would have paid sh7400 less. She sold each quail at a profit of 10 and each rabbit at a profit of 20 . A Form two equations to show how much she bought the quails and the rabbits. 2marks b Using matrix method, find the cost of each animal. 5mrks c Calculate the total percentage profit she made from sale of the 100 quails and 80 rabbits. 3marks 18. A 3,7 B 5,5 , C 3,1 , D 1,5 are vertices of a quadrilateral a On the grid provided below, plot ABCD on a Cartesian plan 2marks b A1B1C1D1 is the image of ABCD under a translation T 96 plot A1B1C1D1and state its coordinates 2marks c Plot A11B11C11D11 the image of A1B1C1D1 after a rotation about -1,0 through a positive quarter turn. State its coordinates. 3marks d A111B111C111D111 is the image of A11B11C11D11 after a reflection in the line y x 2. Plot A111B111C111D111 and state its coordinates 3marks 19. The figure below shows a velocity time graph of a journey of a car. The car start from rest and accelerates at2 sm for t seconds until it is 22m s Brakes are applied bringing it uniformly to rest. The total journey is 847m long. Find. A The value of t, the acceleration time 2marks b The distance travelled during the first t seconds. 2marks c The value of x, the deceleration time 4marks d The rate of deceleration 2marks 20. The diagram below shows a histogram representing the mass of some pupil in a school."}
{"text": "A The value of t, the acceleration time 2marks b The distance travelled during the first t seconds. 2marks c The value of x, the deceleration time 4marks d The rate of deceleration 2marks 20. The diagram below shows a histogram representing the mass of some pupil in a school. A Prepare a frequency distribution table of the data 3marks b From the table above, estimate i The mean mass of the pupils to 3 s.f 3marks ii The median mass 3marks www.freekcsepastpapers.com3 iii How many pupils were 40kg and above 1marks 21. In the figure below OY:YA 1:3 AX:XB 1:2 OA a and OB b . N is the point of intersection of BY and OX a Determine i OX 2marks ii BY 1mark b Give that BYkBN and ON hOX, express ON in two ways in terms of kandhba , 3marks c Find the value of h and k and hence show that O,N and X are collinear 4marks 22. Using a ruler and a pair of compass only, construct triangle XYZ where XY is 6cm and XYZ is 135o and YZ 7cm 2marks a Measure XZ 1mark b Drop a perpendicular from Z to meet line XY at K , measure ZK. 2marks c Bisect line XY and let the bisector meet line XZ at Q 1mark d Join Q to Y and measure angle XQY 2marks e Find the area of triangle XYZ 2marks 23. Four towns are situated in such that a way that town Q is 500km on a bearing of 120o from P."}
{"text": "Using a ruler and a pair of compass only, construct triangle XYZ where XY is 6cm and XYZ is 135o and YZ 7cm 2marks a Measure XZ 1mark b Drop a perpendicular from Z to meet line XY at K , measure ZK. 2marks c Bisect line XY and let the bisector meet line XZ at Q 1mark d Join Q to Y and measure angle XQY 2marks e Find the area of triangle XYZ 2marks 23. Four towns are situated in such that a way that town Q is 500km on a bearing of 120o from P. Town R is 240 km on a bearing of 210o from town P, while town S is due north of town Q and due east of town P a Draw a sketch diagram showing the relative position of P,Q,R and S scale:1cm :100km 3marks b Find by calculation i The distance QR 1mark ii The distance QS 2marks iii The angle PRSQ 2marks iv The area of triangle PQS 2marks 24. The figure below shows a sketch of the graph of 62 xy. A Estimate the area bounded by the curve, the x-axis and the line x -4 and x 4 using i The trapezium rule with 8 sides 3marks ii The mid- ordinates rule with and strips 3marks b What percentage error is caused by estimating the area of the curve using the mid ordinates rule as in a ii above 4marks www.freekcsepastpapers.com4 CEKENAS FORM FOUR MOCK EXAMINATION, 2023 Kenya Certificate of Secondary Education. 121 2 MATHEMATICS ALT. A Paper 2 Time: 2 Hours SECTION A 50 MARKS Answer All Questions in this section 1. The area of a rectangle is 48.4cm2 and its length is 9.37cm. Calculate the percentage error in width 3marks 2. The base of a triangle is 23 xcm. The height of the triangle is 5cm shorter than its base. Given that the area of the triangle is 25cm2. Find length of the base. 4marks 3."}
{"text": "Given that the area of the triangle is 25cm2. Find length of the base. 4marks 3. Find the area of the triangle shown below 3marks 4. Express the following expression in surd form and simplify by rationalising the denominator 2 3marks 5. Solve for x in the expression 10loglog2 xx 3marks 6. The table below is part of the tax for monthly income for the year 2007 Monthly income ksh Rate Under ksh 10165 10 From 10165 but under ksh19741 15 From 19741 but under ksh29317 20 In that year, John s monthly gross tax was Ksh 2885. Calculate his monthly income 3marks 7. A quantity E is partly constant and partly varies as square root of F. i Write down an equation connecting E and F where K and C are constants respectively. Ii If F 25 where E 22 and F 49 when E 28. Find the value of K and C 3marks 8. A Expand 1 xin ascending power of x 1mark b Using the first four times of the expansion in a above estimate the value of 1 2marks 9. Find the number of terms of the series 5 8 11 14 17 .. that will give a sum of 2183 3marks 10. Find the inverse of the matrix 4M hence find the co-ordinates of the point at which line 34 yxandyxintersect 3marks 11. A trader mixed grade I, II and III of coffee in the ratio 2:3:5 respectively. Grade I cost Sh650 per kg, grade II costs sh 500 per kg and grade III costs sh 420 per kg. A Find the cost of one kg of the mixture 2marks b If the trader sold the mixture at a profit of 20 calculate the selling price of 3kg of the mixture 2marks 12."}
{"text": "A trader mixed grade I, II and III of coffee in the ratio 2:3:5 respectively. Grade I cost Sh650 per kg, grade II costs sh 500 per kg and grade III costs sh 420 per kg.a Find the cost of one kg of the mixture 2marks b If the trader sold the mixture at a profit of 20 calculate the selling price of 3kg of the mixture 2marks 12.Solve for the equation xxsin42 for 3600 xo 3marks 13.The figure below has a cross-section of the prism which is an isosceles triangle of side AE 8cm, DE 8cm and AD 6cm, where AB 20cm."}
{"text": "SECTION A 25 marks Answer ALL the questions in this section in the spaces provided. Figure 1 shows three point sources of light with an opaque object placed between them andthe sereen,Opaquebigs aL 8Luishe SereencFigure t DExplain the nature of the shadow formed along B and C. 2 marks A leaf electroscope A is charged and placed on the bench, Another uncharged leatclectroscope B is placed on the same bench and moved close to A until the caps touch,State and explain what is observed on the leaves of A and B. 2 marks You are provided with the following: A cell and a cell holder, a switch, a cheostat, an ammeter, a voltmeter and connecting wires. Draw a diagram for a circuit that could be used to investigate the variation of the potentialdifference across the cell with the current drawn from the cell. 1 mark An unmagnetized steel rod is clamped facing North-South direction and then hammeredrepeatedly for some time, When tested, itis Found to be magnetized. Explain this observation. 2 marks 5 The diagram in figure 2 shows an object placed in front of a converging lens. F and F are the principal foci for the lens. The object is now moved slong the principal axis until a virtual image is produced On the same diagram: i draw the object O in the new position along the principal axis;Gi sketch rays to show formation of the virtual image. 1 mark igure 3 shows aft spring mae of ron clamped horizontally onthe bench over asolenoiG-clamp Figure3 When the switch is closed, the spring vibrates. Explain this observation, marks 7 Figure 4 shows a hack-saw blade clamped horizontally on a bench and the free end is madeto vibrate about the rest position. The movement 0 a o P o Ha Ho Fb, takes 0.7seconds. Determine the frequency of vibration ofthe blade. 2 marks 8 Figure S shows waveftonts approaching the boundary between two media Figures BoundaryLI WyThe speed of the waves in medium 2 higher than that in medium 1 ."}
{"text": "Explain this observation, marks 7 Figure 4 shows a hack-saw blade clamped horizontally on a bench and the free end is madeto vibrate about the rest position. The movement 0 a o P o Ha Ho Fb, takes 0.7seconds. Determine the frequency of vibration ofthe blade. 2 marks 8 Figure S shows waveftonts approaching the boundary between two media Figures BoundaryLI WyThe speed of the waves in medium 2 higher than that in medium 1 . On the samediagram complete the figure to show the wavefronts after crossing the boundary 2 marks 9 Figure 6 shows a circuit in which a battery of negligible internal resistance, wo resistors, acapacitor, a voltmeter and a switch are connected c4US3Giving a reason for your answer in each ease, state the reading of the voltimeter, V, whenthe switch is 2 marks Gi ClosedReason, ,ated 100W, 240V. At what rate would it dissipate energy ifitisconnected toa 220V supply? B marks Figure 7 shows how rays from a distant and a near object are focused inside a human eyewith a certain defect. Rays frmdita est Rays tomear object,Figure 7 Name the defect and state the cause of this defect. 1 mark Defect. Cause of defect A narrow beam of electrons in a cathode ray oscilloscope CRO strike the sereenproducing a spot, State what is observed on the screen ifa Tow frequency a.c source is connected across the y-input of the CRO. 1 mark The accelerating potential ofa certain X-ray tube is increased. State the change observedoon the X-rays produced, 1 mark A radioactve isotope of eopper decays to form an isotope of Zine as shown below.ope of cope aSCu 2n Radiation Name the radiation ented aul give season for your answer. Radiation... Reason. SECTION B 55 marks Answer ALL the questions in this section in the spaces provided. A State one factor that affects the speed of sound in a solid. Mark b An observer stands half-way between two vertical cliffs that are L metres apart."}
{"text": "Reason. SECTION B 55 marks Answer ALL the questions in this section in the spaces provided. A State one factor that affects the speed of sound in a solid. Mark b An observer stands half-way between two vertical cliffs that are L metres apart. Hemoves directly towards one cliff and after a distance x 10m from the centre, hestrikes a gong and measures the time interval, t, between the echoes heard from thetwo cliffs. He moves a further 10m and again strikes the gong and measures thetime interval between the echoes, The process is repeated several times. The graphin Figure 8 shows the relation between the time interval and the distance, x, fromthe centre iyiii 6 From the graph, determine the value of x for which the time interval was0.555, mark 4Given that t ax where vis the speed of sound in air, determine the valueof v from the graph, 3 marks fhe maximum time measured by the observer was t 4.7s, determine thedistance L. between the cliffs G marks A search boat uses a signal of frequency 6.0 x 10 Hz to detect a sunken ship directlybelow, Two reflected signals are received; one afer 0.1 seconds from sunken boatand the other after 0.14 seconds from the sea bed. Ifthe sea bed is 98m below thehot, determine: i the speed of the signal in water G marks You may use the value of v trom ii above. Gi the depth ofthe sunken ship below the boat 2 marks State two conditions necessary for total internal reflection to occur. 2-marks Figure 9 shows ray of light incident on the boundary between two media 1 and 2 atan angle 8."}
{"text": "Between the cliffs G marks A search boat uses a signal of frequency 6.0 x 10 Hz to detect a sunken ship directlybelow, Two reflected signals are received; one afer 0.1 seconds from sunken boatand the other after 0.14 seconds from the sea bed. Ifthe sea bed is 98m below thehot, determine: i the speed of the signal in water G marks You may use the value of v trom ii above. Gi the depth ofthe sunken ship below the boat 2 marks State two conditions necessary for total internal reflection to occur. 2-marks Figure 9 shows ray of light incident on the boundary between two media 1 and 2 atan angle 8. FigureShow thatthe refractive index fora ray of light traveling from medium 1 10 medium 2is given by:m sind 2 marks v Figure 10 shows a ray of light incident on one face of a block of ive of reftactiveindex 1.31 and totally reflected at the adjacent face Figure 10Determine:Gi angle 2 marks Gi angle x markii angle 6, the greaiest angle for which the total intemal reflection is possible 2 marks Three resistors of resistance 2.00, 402 and 6.02 connected together in aDraw a circuit diagram to show the arrangement of the resistors which gives i effective resistance of 3.0. Mark Gi minimum resistance mark In figure 11 the voltmeter reads .1V when the switch is open, When the switeh isclosed, the voltmeter reads 1.8V and the ammeter reads 0.1A. , 4 FigureDetermine: theem,fof the cel; 1 mark i the internal resistance of the cell marks Oo ii the resistance of the lamp. 2 marks Figure 12 shows two circuits close to each other,iFigure 12When the switch is closed. The galvenometer shows a reading and then returns tozero. When the switch is then opened, the galvonometer shows a reading in the opposite direction and then returns to Zero. Explain these observations."}
{"text": "The galvenometer shows a reading and then returns tozero. When the switch is then opened, the galvonometer shows a reading in the opposite direction and then returns to Zero. Explain these observations. 3 marks Explain how energy losses ina transformer are reduced by having: a soft-iron cores 2 marks Gi alaminated core, 2 marks An ideal transformer has 2000 turns in the primary cireuit and 200 turns in thesecondary circuit. When the primary circuit is connected to a 400V ac.source, thepower delivered toa resistor in the Secondary eircuit is found to be 800W.Determine the current i the secondary cireuit; the primary circuit 6 marks X-rays are used for detecting cracks inside metal beams. State the type of the X-rays used mark Gi Give reason for your answer in i above. 1 markFor more great stuff click or visit:www.changeyourT.comwww.arimifoods.com."}
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{"text": "565 1 MS BUSINESS STUDIES Paper 1 MARKING SCHEME DECEMBER 2022 THE KENYA NATIONAL EXAMINATIONS COUNCIL KENYA CERTIFICATE OF SECONDARY EDUCATION BUSINESS STUDIES Paper 1 MARKING SCHEME CONFIDENTIAL THIS MARKING SCHEME IS THE PROPERTY OF THE KENYA NATIONAL EXAMINATIONS COUNCIL AND IT MUST BE RETURNED TO THE KENYA NATIONAL EXAMINATIONS COUNCIL AT THE END OF MARKING. This marking scheme consists of 10 printed pages. 02022 The Kenya National Examinations Council 56511 Tum over Access free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.com."}
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{"text": "Ii fishing. Iii lumbering. Iv farming. Any 2 x 21 1 mark b Construction: i bridge making ii road construction. Iii ship building. Iv masonry. Any 2 x 21 1 mark c Direct services: i hairdressing. Ii teaching. Iii health care. Iv entertaining. Any 2 x 21 1 mark 3.Tasks that may be carried out by a receptionist in an office include: a Receiving visitors to the organization. B Receiving and routing telephone calls. C Taking and passing messages. D Dealing with simple petty cash for purchase of newspapers, tea etc. E Supervising messengers. F Keeping simple records. G Distributing publications by the organization. Any 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com6514.Circumstances in which a cheque may be used as a means of payment include: a When the amounts involved in the transaction are high. B When the seller insists on payment by cheque. C When evidence of payment is required. D When payment is to be directed into the payee s account. E When the terms of sale is cash with order. F When there is need to ensure safety of the money being transferred. Any 4 x 1 4 marks 5.Activities that may be carried out in a stock exchange market include: a Buying and selling of shares. B Mobilising savings for investment. C Listing of companies. F Issuing of new securities raising capital. E publication of statistical information. F Advising investors. Any 4 x 1 4 marks 6.Features of liners in sea transport include: a Ferry passengers or cargo. B Follow a regular time table schedule. C Call at ports at regular intervals. D Follow a regular route. E Form associations conferences to protect themselves against unfair competition. F Charge fixed freightage and fare regardless of demand. Any 4 x 1 4 marks 7.Types of information that a manager may pass to the juniors include: a Instructions and directions. B Explain policies of the organization. C Give procedures to be followed in carrying out duties. D Information on performance of juniors evaluation . E Invitation to meetings. F Allocation delegation of duties. G Motivating inspiring juniors. H Giving solutions to juniors issues. Any 5 x 1 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com6528.Meaning of terms: a Insured:Is an individual or business unit that signs an insurance contract to be covered against a risk of loss and can therefore be compensated in the event of the loss occurring. B Insurance:Is an arrangement contract in which the insured pays premiums to the insurer so as to be compensated in case of loss occurring as a result of an insured risk. 2 x 2 4 marks 9.Indicating whether factors cause movement along the demand curve or a shift of the demand curve: a Shift of the demand curve. B Movement along the demand curve. C Shift of the demand curve. 3 x 1 3 marks 10.Roles played by the broker in the chain of distribution include: a Linking the buyer and the seller. B Bargaining for the principal. C Passing information between the principal and the client. D Facilitating access to a variety of goods and services to the buyer. E Providing an avenue for the seller to access many buyers. F Giving advice to buyers and sellers on market trends. Any 4 x 1 4 marks 11.Factors represented by the arrows labelled a and b are: a i Payment for goods and services. Ii Factor services inputs factors of production. 2 x 1 2 marks b i Payment for factor inputs. Ii Goods and services. 2 x 1 2 marks Total 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65312.Missing figures: a CA 155,000 b C 73,600 c FA 138,600 d L 335,620 4 x 1 4 marks 13.Mheshimiwa sTrial Balance as at 31st May 2010DetailsDrShsCrShsPurchases3,880Sales3,350Returns outwards150Returns inwards160D Simila Debtor 2,550P Mwende Creditor 3,100WagesCapital1,7508,3508,350 10 x 21 5 marks 14.The columns:V is FolioW is Discount allowedX is CashY is Bank 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65415.Functions of the International Bank of Reconstruction and Development include: a Provision of finance to member countries to foster economic development. B Issuance of loans to developing countries at concessionary rates for project development. C Provision of personnel manpower to facilitate project appraisal. D Provision of experts to implement and manage identified projects. E Training of local personnel in project appraisal and implementation. F Supervise member countries management of public finance. G Aproving development plans from member countries for funding. H Advising and recommending economic policies to be adopted by member countries. I Promotes long term growth in international trade. Any 4 x 1 4 marks 16.Disadvantages of barter trade include: a Lack of double coincidence of wants. B Indivisibility of some goods. C Perishability of some goods. D Difficult to measure value. E Problems of portability of some goods. F Lack of a standard for making deferred payments. G Lack of unit of accounts. Any 4 x 1 4 marks 17.Recording transactions into the general journal. DateParticularsFolioDrCr2010ShsShsOct. 10K Likia Stationery sale of stationery on credit 3,0003,000Oct. 23Motor vehicle Onjwaria Motors purchase of motor vehicle on credit 700,000700,000 4 x 1 4 marks 18.Levels of inflation are: a Hyper inflation runaway. B Galloping inflation rapid."}
{"text": "10K Likia Stationery sale of stationery on credit 3,0003,000Oct. 23Motor vehicle Onjwaria Motors purchase of motor vehicle on credit 700,000700,000 4 x 1 4 marks 18.Levels of inflation are: a Hyper inflation runaway. B Galloping inflation rapid. C Stagflation."}
{"text": "23Motor vehicle Onjwaria Motors purchase of motor vehicle on credit 700,000700,000 4 x 1 4 marks 18.Levels of inflation are: a Hyper inflation runaway. B Galloping inflation rapid. C Stagflation. D Creeping inflation mild moderate. 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65519.Characteristics of underdevelopment that are common among countries in Africa, Latin America and Asia include: a Low per capita income. B High population growth rate. C Poor standards of living. D Low literacy levels. E High levels of unemployment. F Poor health care. G Low life expectance. H Over reliance on primary level of production high levels of subsistence production. I High dependency ratio. J Poor infrastructure. K Low technological levels. L Large income disparities. M Low levels of labour productivity. Any 4 x 1 4 marks 20.Factors in the internal environment that may influence the operations of a matatu business include: a The management structure. B Employees. C Capital finances. D The owner. E Marketing strategy handling of customers. F Research and development. G Condition of the vehicle. H Business culture. Any 4 x 1 4 marks 21.Reasons for which businesses should observe ethical practices include: a To ensure fair competition. B To protect consumers customers. C To protect the environment. D To protect the rights of employees. E To promote social responsibility. F To maintain a positive image. G To abide by the country s laws. H To maintain suppliers. I To promote positive cultural practices. Any 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65622.Merits of promoting products through personal selling include: a Enhances personal appeal between the buyer and the seller. B Can effectively counteract customers negative attitudes towards the product. C Questions and complaints from customers are channelled directly to employees ofthe company and not middlemen. D Demonstration on the use of the goods can easily be done. E Flexibility in presentation to suit customer needs. F Provide immediate feedback from and to the clients. G Effective in conducting market research. Any 4 x 1 4 marks 23.Calculating Kiboko s initial capital:IC CCDPAI ,,,,,,400 000800 000 Shs ,, 6 x 21 3 marks 24.Positive implications of a youthful population to an economy include: a Less expenditure on social security and pension. B Wider market for goods meant for the youth like clothing. C Guaranteed continuous supply of labour. D Flexibility and adaptability to technological changes which improve production. E Faster growth of some sectors like the music, fashion and fast food industries. F Increased innovation due to their adventurous nature. Any 4 x 1 4 marks 25.PQ LtdTrading Accountfor the year ended 31 December 2012ShsShsOpening stock57,140 Sales23,498,000Add: Purchases16,290,000 Less: Returns in27,200GAFS16,347,140Less: Closing stock86,340COGS16,260,800GP c d7,210,00023,470,80023,470,800 10 x 21 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com6574.28.2 Business Studies 565 2 1. A Benefits that a firm may enjoy by preparing a business plan include: i Sourcing for finance capital loans."}
{"text": "B Galloping inflation rapid. C Stagflation. D Creeping inflation mild moderate. 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65519.Characteristics of underdevelopment that are common among countries in Africa, Latin America and Asia include: a Low per capita income. B High population growth rate. C Poor standards of living. D Low literacy levels. E High levels of unemployment. F Poor health care. G Low life expectance. H Over reliance on primary level of production high levels of subsistence production. I High dependency ratio. J Poor infrastructure. K Low technological levels. L Large income disparities. M Low levels of labour productivity. Any 4 x 1 4 marks 20.Factors in the internal environment that may influence the operations of a matatu business include: a The management structure. B Employees. C Capital finances. D The owner. E Marketing strategy handling of customers. F Research and development. G Condition of the vehicle. H Business culture. Any 4 x 1 4 marks 21.Reasons for which businesses should observe ethical practices include: a To ensure fair competition. B To protect consumers customers. C To protect the environment. D To protect the rights of employees. E To promote social responsibility. F To maintain a positive image. G To abide by the country s laws. H To maintain suppliers. I To promote positive cultural practices. Any 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65622.Merits of promoting products through personal selling include: a Enhances personal appeal between the buyer and the seller. B Can effectively counteract customers negative attitudes towards the product. C Questions and complaints from customers are channelled directly to employees ofthe company and not middlemen. D Demonstration on the use of the goods can easily be done. E Flexibility in presentation to suit customer needs. F Provide immediate feedback from and to the clients. G Effective in conducting market research. Any 4 x 1 4 marks 23.Calculating Kiboko s initial capital:IC CCDPAI ,,,,,,400 000800 000 Shs ,, 6 x 21 3 marks 24.Positive implications of a youthful population to an economy include: a Less expenditure on social security and pension. B Wider market for goods meant for the youth like clothing. C Guaranteed continuous supply of labour. D Flexibility and adaptability to technological changes which improve production. E Faster growth of some sectors like the music, fashion and fast food industries. F Increased innovation due to their adventurous nature. Any 4 x 1 4 marks 25.PQ LtdTrading Accountfor the year ended 31 December 2012ShsShsOpening stock57,140 Sales23,498,000Add: Purchases16,290,000 Less: Returns in27,200GAFS16,347,140Less: Closing stock86,340COGS16,260,800GP c d7,210,00023,470,80023,470,800 10 x 21 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com6574.28.2 Business Studies 565 2 1. A Benefits that a firm may enjoy by preparing a business plan include: i Sourcing for finance capital loans. It can be used to convince financial institutions and investors to fund the firm s operations."}
{"text": "C Stagflation. D Creeping inflation mild moderate. 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65519.Characteristics of underdevelopment that are common among countries in Africa, Latin America and Asia include: a Low per capita income. B High population growth rate. C Poor standards of living. D Low literacy levels. E High levels of unemployment. F Poor health care. G Low life expectance. H Over reliance on primary level of production high levels of subsistence production. I High dependency ratio. J Poor infrastructure. K Low technological levels. L Large income disparities. M Low levels of labour productivity. Any 4 x 1 4 marks 20.Factors in the internal environment that may influence the operations of a matatu business include: a The management structure. B Employees. C Capital finances. D The owner. E Marketing strategy handling of customers. F Research and development. G Condition of the vehicle. H Business culture. Any 4 x 1 4 marks 21.Reasons for which businesses should observe ethical practices include: a To ensure fair competition. B To protect consumers customers. C To protect the environment. D To protect the rights of employees. E To promote social responsibility. F To maintain a positive image. G To abide by the country s laws. H To maintain suppliers. I To promote positive cultural practices. Any 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65622.Merits of promoting products through personal selling include: a Enhances personal appeal between the buyer and the seller. B Can effectively counteract customers negative attitudes towards the product. C Questions and complaints from customers are channelled directly to employees ofthe company and not middlemen. D Demonstration on the use of the goods can easily be done. E Flexibility in presentation to suit customer needs. F Provide immediate feedback from and to the clients. G Effective in conducting market research. Any 4 x 1 4 marks 23.Calculating Kiboko s initial capital:IC CCDPAI ,,,,,,400 000800 000 Shs ,, 6 x 21 3 marks 24.Positive implications of a youthful population to an economy include: a Less expenditure on social security and pension. B Wider market for goods meant for the youth like clothing. C Guaranteed continuous supply of labour. D Flexibility and adaptability to technological changes which improve production. E Faster growth of some sectors like the music, fashion and fast food industries. F Increased innovation due to their adventurous nature. Any 4 x 1 4 marks 25.PQ LtdTrading Accountfor the year ended 31 December 2012ShsShsOpening stock57,140 Sales23,498,000Add: Purchases16,290,000 Less: Returns in27,200GAFS16,347,140Less: Closing stock86,340COGS16,260,800GP c d7,210,00023,470,80023,470,800 10 x 21 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com6574.28.2 Business Studies 565 2 1. A Benefits that a firm may enjoy by preparing a business plan include: i Sourcing for finance capital loans. It can be used to convince financial institutions and investors to fund the firm s operations. Ii A tool for evaluation."}
{"text": "D Creeping inflation mild moderate. 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65519.Characteristics of underdevelopment that are common among countries in Africa, Latin America and Asia include: a Low per capita income. B High population growth rate. C Poor standards of living. D Low literacy levels. E High levels of unemployment. F Poor health care. G Low life expectance. H Over reliance on primary level of production high levels of subsistence production. I High dependency ratio. J Poor infrastructure. K Low technological levels. L Large income disparities. M Low levels of labour productivity. Any 4 x 1 4 marks 20.Factors in the internal environment that may influence the operations of a matatu business include: a The management structure. B Employees. C Capital finances. D The owner. E Marketing strategy handling of customers. F Research and development. G Condition of the vehicle. H Business culture. Any 4 x 1 4 marks 21.Reasons for which businesses should observe ethical practices include: a To ensure fair competition. B To protect consumers customers. C To protect the environment. D To protect the rights of employees. E To promote social responsibility. F To maintain a positive image. G To abide by the country s laws. H To maintain suppliers. I To promote positive cultural practices. Any 4 x 1 4 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com65622.Merits of promoting products through personal selling include: a Enhances personal appeal between the buyer and the seller. B Can effectively counteract customers negative attitudes towards the product. C Questions and complaints from customers are channelled directly to employees ofthe company and not middlemen. D Demonstration on the use of the goods can easily be done. E Flexibility in presentation to suit customer needs. F Provide immediate feedback from and to the clients. G Effective in conducting market research. Any 4 x 1 4 marks 23.Calculating Kiboko s initial capital:IC CCDPAI ,,,,,,400 000800 000 Shs ,, 6 x 21 3 marks 24.Positive implications of a youthful population to an economy include: a Less expenditure on social security and pension. B Wider market for goods meant for the youth like clothing. C Guaranteed continuous supply of labour. D Flexibility and adaptability to technological changes which improve production. E Faster growth of some sectors like the music, fashion and fast food industries. F Increased innovation due to their adventurous nature. Any 4 x 1 4 marks 25.PQ LtdTrading Accountfor the year ended 31 December 2012ShsShsOpening stock57,140 Sales23,498,000Add: Purchases16,290,000 Less: Returns in27,200GAFS16,347,140Less: Closing stock86,340COGS16,260,800GP c d7,210,00023,470,80023,470,800 10 x 21 5 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com6574.28.2 Business Studies 565 2 1. A Benefits that a firm may enjoy by preparing a business plan include: i Sourcing for finance capital loans. It can be used to convince financial institutions and investors to fund the firm s operations. Ii A tool for evaluation. It can be used to determine whether the firm is achieving its goals and objectives help to make necessary adjustment changes for supervision purposes. Iii A tool for management."}
{"text": "It can be used to convince financial institutions and investors to fund the firm s operations. Ii A tool for evaluation. It can be used to determine whether the firm is achieving its goals and objectives help to make necessary adjustment changes for supervision purposes. Iii A tool for management. It can be used for structuring the implementation of the functions tool for planning, organizing, directing, staffing, coordinating budgeting communicating. Iv Gives the firm a competitive edge. It enables the firm to get a better understanding of the market and competitors. V Enhances efficiency in the use of the resources of the firm. It ensures that the resources available are allocated and used in the best way possible without wastage. Vi Motivational tool. It inspires the management employees creates team work in accomplishing the objectives of the firm. Vii Framework blue print guide for implementing a new business, thus assisting management in decision actions on the possible strengths, weaknesses, opportunities and threats on a day to day basis. Any 5 x 2 10 marks b Demerits that a country may suffer when the government becomes a major investor in business include: i Discourage private investment. The move may discourage private investment due to unfair competition and acquisition of monopoly powers unfavourable laws. Ii Poor quality goods and services. The quality of goods and services may be compromised due to lack of competition. Government employees also lack enthusiasm since there is no profit motive. Iii Limited choices for consumers. Where the government is the only provider of good service, consumers may be denied a variety to choose from. Iv Inefficiency. Leading to low poor productivity continuous loss. V Burden to tax payers. The investments may drain public resources by increasing government expenditure in situations where the enterprise is not able to sustain itself burdening tax payers .For More Free KCSE Past papers Visit www.freekcsepastpapers.com658 vi Lack of accountability transparency corruption. Managers of government-run businesses tend to misappropriate and embezzle public funds misuse public funds. Vii Unstable management. Government-run businesses are prone to frequent changes in their management occasioned by changing political leadership. Viii Political interference patronage. Appointment of cronies nepotism andunethical practices may lead to social discontent. Ix Bureaucracy red tape."}
{"text": "Managers of government-run businesses tend to misappropriate and embezzle public funds misuse public funds. Vii Unstable management. Government-run businesses are prone to frequent changes in their management occasioned by changing political leadership. Viii Political interference patronage. Appointment of cronies nepotism andunethical practices may lead to social discontent. Ix Bureaucracy red tape. Leading to rigidity slow response to market changes. Any 5 x 2 10 marks 2. A NDOVU TRADERSTHREE COLUMN CASH BOOKDateDetailsDiscount AllowedCash shs Bank shs DateDetailsDiscount ReceivedCash shs Bank shs Jan 1stBal b d30,00075,000Jan 2ndPurchases15,500Jan 5thChui1,25023,750Jan 8thDrawings8,900Jan 11thMaro80016,000Jan 17th Furaha90029,100Jan 15thSales24,250Jan 20th Cash15,000Jan 20thBank15,000Jan 25th Wages21,000Jan 22nd Koko1,00039,000Jan 30th Bal c d27,400 106,000 3,050 93,000130,000 900 93,000 130,000Bal b f27,400106,100 36 31 12 marks b Reasons for which traders observe ethical practices in product promotion include: i To avoid misleading the consumers by not making false claims about their products. Ii To ensure that consumers are not offended by not making use of appeals that go against their cultural values. Iii To avoid exploiting certain vulnerable groups like children since they lack the knowledge and experience to understand and evaluate the purpose of persuasive appeals. Iv To avoid negative influence on the consumers values and lifestyles that may lead to immorality and ill health like glorifying the image of alcohol and cigarettes. For More Free KCSE Past papers Visit www.freekcsepastpapers.com659 v To avoid portraying rival businesses negatively in an attempt to capture the market or gain undue advantage. Vi To create a positive image reputation of business hence maintaining customer loyalty."}
{"text": "Appointment of cronies nepotism andunethical practices may lead to social discontent. Ix Bureaucracy red tape. Leading to rigidity slow response to market changes. Any 5 x 2 10 marks 2. A NDOVU TRADERSTHREE COLUMN CASH BOOKDateDetailsDiscount AllowedCash shs Bank shs DateDetailsDiscount ReceivedCash shs Bank shs Jan 1stBal b d30,00075,000Jan 2ndPurchases15,500Jan 5thChui1,25023,750Jan 8thDrawings8,900Jan 11thMaro80016,000Jan 17th Furaha90029,100Jan 15thSales24,250Jan 20th Cash15,000Jan 20thBank15,000Jan 25th Wages21,000Jan 22nd Koko1,00039,000Jan 30th Bal c d27,400 106,000 3,050 93,000130,000 900 93,000 130,000Bal b f27,400106,100 36 31 12 marks b Reasons for which traders observe ethical practices in product promotion include: i To avoid misleading the consumers by not making false claims about their products. Ii To ensure that consumers are not offended by not making use of appeals that go against their cultural values. Iii To avoid exploiting certain vulnerable groups like children since they lack the knowledge and experience to understand and evaluate the purpose of persuasive appeals. Iv To avoid negative influence on the consumers values and lifestyles that may lead to immorality and ill health like glorifying the image of alcohol and cigarettes. For More Free KCSE Past papers Visit www.freekcsepastpapers.com659 v To avoid portraying rival businesses negatively in an attempt to capture the market or gain undue advantage. Vi To create a positive image reputation of business hence maintaining customer loyalty. Vii To abide by the laws of the country to avoid law suits conflicts frictions with law enforcement agencies government. Any 4 x 2 8 marks 3. A Objectives that may be attained by establishing firms in different parts of the country include: i To reduce rural-urban migration. Setting up firms in several parts of the country may curb the influx of people from rural to urban areas."}
{"text": "Iv To avoid negative influence on the consumers values and lifestyles that may lead to immorality and ill health like glorifying the image of alcohol and cigarettes. For More Free KCSE Past papers Visit www.freekcsepastpapers.com659 v To avoid portraying rival businesses negatively in an attempt to capture the market or gain undue advantage. Vi To create a positive image reputation of business hence maintaining customer loyalty. Vii To abide by the laws of the country to avoid law suits conflicts frictions with law enforcement agencies government. Any 4 x 2 8 marks 3. A Objectives that may be attained by establishing firms in different parts of the country include: i To reduce rural-urban migration. Setting up firms in several parts of the country may curb the influx of people from rural to urban areas. This helps to retain the productive population in the rural areas. Ii To utilize local resources factors of production untapped resources. Establishing firms in various parts of the country will enhance the use of idle resources in those areas. Iii To create employment opportunities. This is a sure way of creating employment opportunities in several parts of the country which improves the standard of living. Iv To provide balanced regional development. Creating firms in various parts of the country will ensure that all parts grow develop at the same rate time. V To promote development of infrastructure. Setting up of firms will encourage the growth of infrastructure like roads, power, water, railway and communication in various parts of the country which opens up the country andfacilitates production movement of goods services factors. Vi To promote development of social amenities schools health facilities. When firms are set up in various parts of the country, social amenities will also be developed."}
{"text": "V To promote development of infrastructure. Setting up of firms will encourage the growth of infrastructure like roads, power, water, railway and communication in various parts of the country which opens up the country andfacilitates production movement of goods services factors. Vi To promote development of social amenities schools health facilities. When firms are set up in various parts of the country, social amenities will also be developed. This improves the social welfare of the people. Vii To reduce social problems hence avoiding minimizing polution crime prostitution drug abuse theft. Viii To promote urban growth hence encouraging growth of market economy commercial activities. Ix To reduce congestion in certain areas in order to ease pressure on resources. X To reduce effects of concentrated pollution which may negatively affect the environment. For More Free KCSE Past papers Visit www.freekcsepastpapers.com660 xi To minimize effects impact of calamities terrorism catastrophe which may polarize the economy. Xii To reduce income disparities inequalities as people will be engaged in production activities. Any 5 x 2 10 marks b Accounting documents that are used in home trade include: i Invoice. This is a document sent by the seller to a buyer demanding payment for goods supplied. It shows details of the goods, quantity, unit price, value, anydiscount given, net payment and terms of payment sold bought on credit a source document for sales purchases day bool A Ledger. Ii Debit note. A document sent by the seller to the buyer to correct an undercharge. It is issued when the invoice shows a lesser amount than what is actually owed. It is an additional invoice may be used when empty containers have not been returned and have to be charged for. Iii Credit note. A document sent by the seller to the buyer to correct an overcharge. It is issued when goods are returned to the seller because they are defective, notthe ones ordered or they were not required. When returning empty containers which had been charged for . A source document for sales returns purchases returns day books. Iv Receipt. This is a document issued by the seller to the buyer when payment is made for goods services. A source document for the cash book cash payment journal cash receipts journal. V Statement of account."}
{"text": "A source document for sales returns purchases returns day books. Iv Receipt. This is a document issued by the seller to the buyer when payment is made for goods services. A source document for the cash book cash payment journal cash receipts journal. V Statement of account. This is a document sent by the seller to the buyer showing details of transactions for the month with a running balance shown with each entry. Vi Payment voucher. A document used to validate payment for service goods rendered. It is issued by a cashier and signed by the service provider payee recipient a sosurce document for the petty cash book imprest used where the receipt is not readily available. Vii Remittance advice note. This is a document that accompanies a cheque issued for settlement of a debt. It provides information on the payment. Viii A1E Authority to incurr expenditure. Written instructions allowing one to spend institutional funds up to a certain amount. Ix Bank deposit slip - As a source document for cash book evidence of payment into the bank account. Xi Consignment note supports hire of carriage services shows transport charges. Any 5 x 2 10 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com6614. A Calculating:I.Turnover Sales - Returns inwards 1,155,000 - 30,000 shs 1,125,000 4 41 1 mark II.Rate of stock turnover ROSTO RostoAverage stockCost of goods sold Cost of goods sold opening stock purchases carriage inwards - Return outwards - closing stockROSTO ,,,,,,430 000470 000430 000930 00010 000' h,20 000 ,,450 000880 000 1.96 times - 2 times 12 41 3 marks III.Mark upCost of goods soldGP ,,880 000245 000 17949 - 27.8 2 marks akIV. MarginsalesGP ,,,245 000 22549 or 21.77 2 marks ak V."}
{"text": "It provides information on the payment. Viii A1E Authority to incurr expenditure. Written instructions allowing one to spend institutional funds up to a certain amount. Ix Bank deposit slip - As a source document for cash book evidence of payment into the bank account. Xi Consignment note supports hire of carriage services shows transport charges. Any 5 x 2 10 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com6614. A Calculating:I.Turnover Sales - Returns inwards 1,155,000 - 30,000 shs 1,125,000 4 41 1 mark II.Rate of stock turnover ROSTO RostoAverage stockCost of goods sold Cost of goods sold opening stock purchases carriage inwards - Return outwards - closing stockROSTO ,,,,,,430 000470 000430 000930 00010 000' h,20 000 ,,450 000880 000 1.96 times - 2 times 12 41 3 marks III.Mark upCost of goods soldGP ,,880 000245 000 17949 - 27.8 2 marks akIV. MarginsalesGP ,,,245 000 22549 or 21.77 2 marks ak V. Net profit Gross profit - Expenses 245,000 - 25,000 100,000 25,000 95,000 8 41 2 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com662 b Guidelines that should be followed by the government in its expenditure include: I. Maximum social benefit optimal benefit. Government spending should benefit as many people as possible. II.Flexibility. Should be elastic enough to accommodate changing circumstances. III.Economy. Should be capable of being changed to accommodate prevailing economic circumstances. IV.Equity. Should aim at distributing incomes fairly. V.Sanction. Government spending must be approved by the relevant authority to enhance accountability. VI.Accounting. Proper accounting records should be kept to facilitate good financial management. VII.Productivity. A larger proportion of the national income should be spent on development projects. VIII. Surplus. Expenditure should be less than the total revenue collected."}
{"text": "A larger proportion of the national income should be spent on development projects. VIII. Surplus. Expenditure should be less than the total revenue collected. IX.Elasticity - should be capable to being expanded contracted depending on the size of the economy. Any 5 x 2 10 marks 5. A Disadvantages that a developing country may suffer by liberalizing foreign trade include. I May lead to dumping of inferior products into the country. Ii May cause over exploitation of resources leading to their depletion. Iii May lead to loss of jobs due to closure of firms that cannot cope with competition. Iv May contribute to worsening balance of payment situation as developing countries have fewer lowly valued exports. V Cultural values and beliefs may be eroded due to unrestricted trade. Vi Entry of harmful goods. Goods with harmful ingredients such as beauty creams and drugs may find their way into the country. Vii Slow economic development. The country may stagnate due to over dependence on other countries for supplies. Viii Brain drain. The developing country looses skilled personnel to better developed countries who provide better pay and amenities. Any 5 x 2 10 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com663 b Features of monopolistic competition include: i Many sellers and buyers. The market is comprised of many sellers and buyers who operate independently. Ii Free entry and exit into the market. There are no barriers to entry into, or exit from the market. Iii Commodities sold are very close substitutes. Firms sell similar products but which are highly differentiated by names, shapes, colour, odour and packaging. Iv All firms earn normal profits in the long run. Some firms may earn supernormal profits in the short run. V Firms are independent. There is little interdependence in terms of pricing and quantities to produce. Vi Entry or exit of a firm does not significantly affect the market. None of the firms can influence the market supply by joining or leaving the industry. Vii No single firm has control over the factors of production. All firms acquire the factors at the prevailing market rates and conditions. Viii Perfect knowledge of the market."}
{"text": "None of the firms can influence the market supply by joining or leaving the industry. Vii No single firm has control over the factors of production. All firms acquire the factors at the prevailing market rates and conditions. Viii Perfect knowledge of the market. Buyers and sellers are aware of the prices, quantities and other market factors. Any 5 x 2 10 marks 6. A Sources of finance for a public limited company apart from the sale of shares include: i Borrowing from financial institutions in the form of loans, bank overdraft and mortgage. Ii Trade credit. Buying goods for re-sale on credit so as to pay at a later date. Iii Hire purchase. Buying goods and paying for them on instalment basis. Iv Debentures. Borrowing from members of the public for which interest is paid at a fixed rate and over a predetermined period of time. V Sale and leaseback. Selling an asset like a building and then hiring it back for a specified period of time. Vi Retained profits. Profits made are not shared out as dividends but ploughed back into the business. For More Free KCSE Past papers Visit www.freekcsepastpapers.com664 vii Discounting bills of exchange. Receiving payment from financial institutions at a discount against bills of exchange before their maturity. Viii Use of reserves provisions. The company may make use of funds set aside for depreciation, tax and bad debts to finance its day to day operations. Any 5 x 2 10 marks b Factors that may have caused a decline in the demand for wooden furniture include: i Decline in consumer incomes. This may reduce their purchasing power hence less able to afford the furniture. Ii Fall in the price of substitutes. Furniture made from other materials like plastic and metal may be cheaper. Iii Increase in the price of wooden furniture. This makes the furniture to be out of reach for most consumers. Iv Government policy. The government may have increased rates on timber products hence making the furniture more expensive. V Unfavourable change in tastes and preferences. Consumers may be purchasing more plastic and metallic furniture. Vi Decline in population. A decrease in population will lead to reduced numbers of potential and actual customers. Vii Expectations of a future fall in price."}
{"text": "The government may have increased rates on timber products hence making the furniture more expensive. V Unfavourable change in tastes and preferences. Consumers may be purchasing more plastic and metallic furniture. Vi Decline in population. A decrease in population will lead to reduced numbers of potential and actual customers. Vii Expectations of a future fall in price. Consumers may be anticipating a fall in price in the future hence currently suspend buying. Any 5 x 2 10 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "1983.21DRAWING AND DESIGN 449 3.21.1 Drawing and Design Paper 1 449 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com199For More Free KCSE Past papers Visit www.freekcsepastpapers.com200For More Free KCSE Past papers Visit www.freekcsepastpapers.com201For More Free KCSE Past papers Visit www.freekcsepastpapers.com202For More Free KCSE Past papers Visit www.freekcsepastpapers.com203For More Free KCSE Past papers Visit www.freekcsepastpapers.com204For More Free KCSE Past papers Visit www.freekcsepastpapers.com205For More Free KCSE Past papers Visit www.freekcsepastpapers.com2063.21.2 Drawing and Design Paper 2 449 2 DESIGN PROBLEM: 40 marks People have had serious accidents caused by the use of ladders that are poorly designed. Design a ladder considering the following:1.It should provide a reasonably strong grip when leaning on a cylindrical column.2.It should have rungs steps that make the user comfortable when working.3.It should have provision for extension as the working height increases.4.It should be folded for ease of storage and transportation.5. Its base should provide a firm grip to the ground. REQUIREMENTS a Make freehand sketches of TWO possible solutions for your design. 6 marks b Select ONE of the designs in a above and make a refined labelled pictorial sketch. 9 marks c Make detailed sketches of the mechanisms to allow for each of the considerations 1 to 5 above. 20 marks d List TWO materials used and state ONE reason for the choice of each. 3 marks e Name TWO methods of joining the parts and state where each is used. 2 marks For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "K.C.S.E 2008 BIOLOGY PAPER 231 2MARKING SCHEMEa F OestrogenG - Progesterone 2marks F promotes healing promotes repair of the wterus G- causes thickening ofthe uterine lining vascularisation 2 marks 9 Lateinising hormone mark fi Causes ovulation; - induces graafian follicle to become corpus luteum; stimulatescorpus luieum to release progesterone; marks 129 to 16 day:. A Round seed plants- Re; Wrinkled seed plants - rr marks PG Rr RandeR, re rand fall fbothrfs marks Rr rf Re triGenotypes Rr rrPhenotypes Round seeds; wrinkled seeds; marks 4 Actossberween an individual showing character fora domninant gene homozygous heterozygous with homonygous recesive individual; Across between individual ofinknown genotype with a homozygous recessive organism individual, mari 3 photosynthesis; mark by tight energy hlorophy t marks oxygen. Used in respiration; released into the atmosphere glucose- used in respiration; converted into sucrose stertch for storage; used information of cellulose cell wal eytoplasm S marks 2 Plants Expose the surface area of leaf to sun light for photosynthesis Ensure flowers are exposed to pollination; Expose fruits sceds to dispersal; 3 marks 207s. As Attachment of muscles; other body organs; To protect deticate organs; Maintain body shape form Enable movement locomotion G marks Enable animals to search for food, shelter, water Enables animals escape predators harmful conditions, enable animals search formates; breeding sites."}
{"text": "K.C.S.E 2008 BIOLOGY PAPER 231 2MARKING SCHEMEa F OestrogenG - Progesterone 2marks F promotes healing promotes repair of the wterus G- causes thickening ofthe uterine lining vascularisation 2 marks 9 Lateinising hormone mark fi Causes ovulation; - induces graafian follicle to become corpus luteum; stimulatescorpus luieum to release progesterone; marks 129 to 16 day:. A Round seed plants- Re; Wrinkled seed plants - rr marks PG Rr RandeR, re rand fall fbothrfs marks Rr rf Re triGenotypes Rr rrPhenotypes Round seeds; wrinkled seeds; marks 4 Actossberween an individual showing character fora domninant gene homozygous heterozygous with homonygous recesive individual; Across between individual ofinknown genotype with a homozygous recessive organism individual, mari 3 photosynthesis; mark by tight energy hlorophy t marks oxygen. Used in respiration; released into the atmosphere glucose- used in respiration; converted into sucrose stertch for storage; used information of cellulose cell wal eytoplasm S marks 2 Plants Expose the surface area of leaf to sun light for photosynthesis Ensure flowers are exposed to pollination; Expose fruits sceds to dispersal; 3 marks 207s. As Attachment of muscles; other body organs; To protect deticate organs; Maintain body shape form Enable movement locomotion G marks Enable animals to search for food, shelter, water Enables animals escape predators harmful conditions, enable animals search formates; breeding sites. Marks L, lypotonic solution inner cells guined water by osmosis; becoming turgid hence increased in length; epidermal cells did not gain water because they are covered by a waier proof cuticle; leading to curvature,L, Gypertonicsotution - ner cells lost water by osmosis; leading to flaccdity decrease in length; epidermal ells didnot lose water due to waterproof cuicleleading to curvature; marks Support in herbaceous plants; absorption of water; openiig and closing of stomata, movement of water from cell to cel; feeding in insectivorous plants; folding of leaves in mimose puntica when touched."}
{"text": "A Round seed plants- Re; Wrinkled seed plants - rr marks PG Rr RandeR, re rand fall fbothrfs marks Rr rf Re triGenotypes Rr rrPhenotypes Round seeds; wrinkled seeds; marks 4 Actossberween an individual showing character fora domninant gene homozygous heterozygous with homonygous recesive individual; Across between individual ofinknown genotype with a homozygous recessive organism individual, mari 3 photosynthesis; mark by tight energy hlorophy t marks oxygen. Used in respiration; released into the atmosphere glucose- used in respiration; converted into sucrose stertch for storage; used information of cellulose cell wal eytoplasm S marks 2 Plants Expose the surface area of leaf to sun light for photosynthesis Ensure flowers are exposed to pollination; Expose fruits sceds to dispersal; 3 marks 207s. As Attachment of muscles; other body organs; To protect deticate organs; Maintain body shape form Enable movement locomotion G marks Enable animals to search for food, shelter, water Enables animals escape predators harmful conditions, enable animals search formates; breeding sites. Marks L, lypotonic solution inner cells guined water by osmosis; becoming turgid hence increased in length; epidermal cells did not gain water because they are covered by a waier proof cuticle; leading to curvature,L, Gypertonicsotution - ner cells lost water by osmosis; leading to flaccdity decrease in length; epidermal ells didnot lose water due to waterproof cuicleleading to curvature; marks Support in herbaceous plants; absorption of water; openiig and closing of stomata, movement of water from cell to cel; feeding in insectivorous plants; folding of leaves in mimose puntica when touched. Qmaris marks 4s a1700 1900 hes cemarey3 transpiration 100 - 1700 hes: rapid increase in the rte of transpiration ; due to highlight intensity high temperature;1700-0300 hs: hrs derease inthe rte of transpiration ; due to low tight intensity!low temperature;absorption1100."}
{"text": "Used in respiration; released into the atmosphere glucose- used in respiration; converted into sucrose stertch for storage; used information of cellulose cell wal eytoplasm S marks 2 Plants Expose the surface area of leaf to sun light for photosynthesis Ensure flowers are exposed to pollination; Expose fruits sceds to dispersal; 3 marks 207s. As Attachment of muscles; other body organs; To protect deticate organs; Maintain body shape form Enable movement locomotion G marks Enable animals to search for food, shelter, water Enables animals escape predators harmful conditions, enable animals search formates; breeding sites. Marks L, lypotonic solution inner cells guined water by osmosis; becoming turgid hence increased in length; epidermal cells did not gain water because they are covered by a waier proof cuticle; leading to curvature,L, Gypertonicsotution - ner cells lost water by osmosis; leading to flaccdity decrease in length; epidermal ells didnot lose water due to waterproof cuicleleading to curvature; marks Support in herbaceous plants; absorption of water; openiig and closing of stomata, movement of water from cell to cel; feeding in insectivorous plants; folding of leaves in mimose puntica when touched. Qmaris marks 4s a1700 1900 hes cemarey3 transpiration 100 - 1700 hes: rapid increase in the rte of transpiration ; due to highlight intensity high temperature;1700-0300 hs: hrs derease inthe rte of transpiration ; due to low tight intensity!low temperature;absorption1100. 1900 brs: increase inthe rate of absorption of water ; to replace water lostthrough tanspiration;1900-0300 hrs: decrease inthe rate of sbsorpion of water; due to the fact thattherate of transpiration has declined; Gmarks Both transpiration and absorption decrease; marks wind; humidity; atmospheric pressure; tight temperature vind rate of wanaprution is high when its windy lower whcasris sillmidi when humidity is low, the rte of ranspintion is high when itis high the rateoftranspration is lowrescue athigh etmospheric pressure the rte is low. Ege ethighlightitensiy rte of ranspiration is high at ow light intensity rate oftranspiration is low."}
{"text": "Marks L, lypotonic solution inner cells guined water by osmosis; becoming turgid hence increased in length; epidermal cells did not gain water because they are covered by a waier proof cuticle; leading to curvature,L, Gypertonicsotution - ner cells lost water by osmosis; leading to flaccdity decrease in length; epidermal ells didnot lose water due to waterproof cuicleleading to curvature; marks Support in herbaceous plants; absorption of water; openiig and closing of stomata, movement of water from cell to cel; feeding in insectivorous plants; folding of leaves in mimose puntica when touched. Qmaris marks 4s a1700 1900 hes cemarey3 transpiration 100 - 1700 hes: rapid increase in the rte of transpiration ; due to highlight intensity high temperature;1700-0300 hs: hrs derease inthe rte of transpiration ; due to low tight intensity!low temperature;absorption1100. 1900 brs: increase inthe rate of absorption of water ; to replace water lostthrough tanspiration;1900-0300 hrs: decrease inthe rate of sbsorpion of water; due to the fact thattherate of transpiration has declined; Gmarks Both transpiration and absorption decrease; marks wind; humidity; atmospheric pressure; tight temperature vind rate of wanaprution is high when its windy lower whcasris sillmidi when humidity is low, the rte of ranspintion is high when itis high the rateoftranspration is lowrescue athigh etmospheric pressure the rte is low. Ege ethighlightitensiy rte of ranspiration is high at ow light intensity rate oftranspiration is low. Temperature- at high temperaiure the rte of transpiration is hgher at low temperature therate of transpiration slow marks During thunderstonms lightaing; nitrogen gas combines with oxygen to form nitrogen oxides;nitrogen oxides dissolve in water to form nitric acid; acid is deposited in the soil by rain;nite acid combines with chemical substance to form nitrates nitrc aid dissociates to formnitrates; which are absorbed by plants; Symbiotic tacteria thizobium; which are found in root nodules of leguminous plants; fx freenitrogen to nitrates;-Free-living bacteria lostridium azotobacter; fx nitrogen into nitrates; Nostoc algae anabaena chlorella; fix nitrogen tonitrates;Plants use nitrates to form plant proteins; Animals feed on plants and convert plant proteins; into animal proteins. Plants and animals die and are decomposed by bacteria fungi saprophytes."}
{"text": "Qmaris marks 4s a1700 1900 hes cemarey3 transpiration 100 - 1700 hes: rapid increase in the rte of transpiration ; due to highlight intensity high temperature;1700-0300 hs: hrs derease inthe rte of transpiration ; due to low tight intensity!low temperature;absorption1100.1900 brs: increase inthe rate of absorption of water ; to replace water lostthrough tanspiration;1900-0300 hrs: decrease inthe rate of sbsorpion of water; due to the fact thattherate of transpiration has declined; Gmarks Both transpiration and absorption decrease; marks wind; humidity; atmospheric pressure; tight temperature vind rate of wanaprution is high when its windy lower whcasris sillmidi when humidity is low, the rte of ranspintion is high when itis high the rateoftranspration is lowrescue athigh etmospheric pressure the rte is low. Ege ethighlightitensiy rte of ranspiration is high at ow light intensity rate oftranspiration is low.temperature- at high temperaiure the rte of transpiration is hgher at low temperature therate of transpiration slow marks During thunderstonms lightaing; nitrogen gas combines with oxygen to form nitrogen oxides;nitrogen oxides dissolve in water to form nitric acid; acid is deposited in the soil by rain;nite acid combines with chemical substance to form nitrates nitrc aid dissociates to formnitrates; which are absorbed by plants; Symbiotic tacteria thizobium; which are found in root nodules of leguminous plants; fx freenitrogen to nitrates;-Free-living bacteria lostridium azotobacter; fx nitrogen into nitrates; Nostoc algae anabaena chlorella; fix nitrogen tonitrates;Plants use nitrates to form plant proteins; Animals feed on plants and convert plant proteins; into animal proteins. Plants and animals die and are decomposed by bacteria fungi saprophytes. Decomposingplants and animals itrogenous wastes release ammonia which is converted toitites byhitrosomonas aitrococeus bacteria; itrites are converted by nitrates; by nitrobacterbacteria;Nitrates inthe sol can be converted to free nitrogenidenitrifieation; by some funpeeudomonas 20 marks Highy vascularized network of blod capillaries; Large surface area for gnseous exchange ; Thinmembrane epithelium one cell thick wall; Moistlining; 4 marks Breathing inExternal intercostal muscles contra; internal, intercostal muscles rele; lifting asing thesibeage upwards and outwards ;museies of diaphragms contrac; hence i attens; thevolume ofthe thoracic cavity increases; while the pressure decreases higher tr pressure inthe atmosphere forees air into the lungs through the nose ; Gmarks Breathing outExternal intercostal muscles relax; while intemal intercostal museles contract; moving the \"ibeage downwards and inwards; the muscles of diaphragm relax; hence the diaphragmassumes dome shape; the thoracic cavity decreases; while pressure increases; higherDressure forces air out ofthe lungs through the nose ; marks 210."}
{"text": "Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 1 CEKENAS END OF TERM TWO EXAM-2023 101 1 ENGLISH PAPER 1 FUNTIONAL SKILLS JULY AUGUST-2023 1. A local non-governmental organization is looking for people to take up volunteer positions in disaster prone areas. The programme will take place during the August Holidays. You are interested in one of the positions. Write a letter inquiring the following: Age limit, level of education, identification documents required, accommodation availability and whether or not they will pay any allowances. Remember to write your letter through the principal addressed to; The Director, Linda Jamii NGO, P.O. Box 150-00100, Nairobi. 20marks 2. Read the passage below and fill in each blank space with the most appropriate word. 10 marks There is a growing a .that toxic masculinity, if not b .................., will destroy many boys across the globe. Statistics of rape violence and murder crimes often c .an accusing finger to men for their efforts to d .their manhood. There is nothing in the genetic makeup of boys that gives them a bias for social wrongs. The problem is nothing e ...........................the consequence of nurture. As such there is a f .to correct this incongruity and guarantee our boys a stable fatherhood and a happy family life in their later years. This can only be done through a thorough scrutiny or the socialization g ..that boys under go. Boys h be given life lessons to i them with what is expected of a man and a father. Somebody should also walk them j .the turbulence of adolescence. 3 a Read the narrative below and then answer the questions that follow 9marks Narrator: Catch a story Audience: We catch it Once upon a time, there was an ogre that had eaten many people. One day, some hunters decided to hunt for this animal. It was found sleeping deeply after feeding on a man. When the ogre heard the footsteps of the hunters, it woke up and ran as fast as its legs could carry it. When it reached a garden, it found a woman digging."}
{"text": "It was found sleeping deeply after feeding on a man. When the ogre heard the footsteps of the hunters, it woke up and ran as fast as its legs could carry it. When it reached a garden, it found a woman digging. The ogre told the woman: There are people who want to kill me for nothing, Pease help me. The woman hid the animal until the hunters had gone far away. When they were gone, the woman told the ogre to go away. But when the animal came out of the hiding place, it asked for food. The woman said: You asked for protection from the hunters chase. Now you ask for food. There is no food. The ogre said: If there is no food, you are going to be my food for today. The animal then ate the woman. From: The Oral Literature of the Kalenjin by C. Chesaina, Nairobi EAEP, 1991 . I What is the function of the salutation at the beginning of this narrative? 1mark ii Explain how you would deliver the first utterance of the ogre so as to bring the intended meaning 2marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 2 iii What specific gesture would you use to perform the 3rd sentence of the narrative? 2marks iv Which tone of voice would you use to say the woman s response when the ogre demanded for food? 2marks v As an audience listening to this story, how would you react to the last 2 lines of the narrative? 2marks b Provide homophones for each of the words in bold in the sentence below 5marks The lesson is taking place on the opposite side of the road and the venue is fully packed so you have to wait in the visitor s suite c Underline the stressed syllable in each of the following words. 5marks i Promote ii Treatment iii Society iv Target v Contact d You are the school captain and you have been requested to give a Speech during one of the Schools annual general meeting. What challenges are you likely to face 5mark e For each of the following situations below, write what you would say."}
{"text": "2marks b Provide homophones for each of the words in bold in the sentence below 5marks The lesson is taking place on the opposite side of the road and the venue is fully packed so you have to wait in the visitor s suite c Underline the stressed syllable in each of the following words. 5marks i Promote ii Treatment iii Society iv Target v Contact d You are the school captain and you have been requested to give a Speech during one of the Schools annual general meeting. What challenges are you likely to face 5mark e For each of the following situations below, write what you would say. 6marks i You are in a discussion and you wish to interrupt ii The principal has pardoned you for the offence you committed iii You are in a debate and you strongly differ with our opponent iv You were unable to attend a meeting because your child was sick. V Would you mind a cup of coffee? CEKENAS END OF TERM TWO EXAM-2023 101 2 ENGLISH PAPER 2 COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR JULY-AUGUST-2023 . 1. COMPREHENSION 20MARKS Read the passage below and answer the question that follow. America has a long tradition of creativity. The expression Yankee ingenuity is an acknowledgement of this trait present Americans with a novel problem, especially technological and they are likely to come up with the solution sooner rather than later. That is the positive side. The downside is that in policy matters, Americans sometime come up with the solutions and then look for personal problems on which to test them. Washington D.C , perhaps more than any other city in the world, has many solutions seeking problems to lock onto. If the solution are successful, domestically or internationally, you can expect any amount of excitement and chest thumping, which is another hallmark of the American character. Modesty is frowned upon as something for sissies or failures. Countries and people are ready paradigm of winners and losers. Woe unto you if are a loser . You will endure all manner of taunts and putdowns. To escape this fate, most Americans-including those who are demonstrably poor, call themselves middle class, which probably they are when compared to the poor in other places. But poverty is relative to immediate environment not to some distant places."}
{"text": "Never mind that there have been numerous turning points in Iraqi s tortured post-invasion experience. The winners were emerging. A few voices have urged caution but they are drowned out by the self-congratulation that has engulfed just about every major media outlet here. It is reminiscent of the chatter that followed Saddam Hussein s capture. That was another turning point. The irony is that America has been through this before, in a different place, with almost the exact same headlines. In the late 1967, many American newspapers published flowery and upbeat stories on the elections held in South Vietnam at the height of the war. The turnout was nearly 83 despite Vietcong terror. The election was declared a success and a turning point that would lead to stabilization of the country and eventual defeat of the insurgents. Of course, nothing of the sort happened. History does not invariably repeat itself. Sometimes it does. Whatever one might think of it, history does always serve up many lessons. One of them is that a dose of modesty is always in order when confronted with vast historical forces or when seeking to rearrange complex societies their go hundreds, if not thousands, of years back. What may look like victory as first sight may turn out to be another opening to a complex and trying situation that control produce winners or losers. It looks like this what is emerging in Iraq. The millions who headed to the polls on the instruction of their electrical leaders remember Grand Ayatollah Sistani declared it a religious duty to vote? May or may not have had a clear idea of what society were hoping to create. Their leaders probably do. Iraqis voted and they are justifiably proud of it. However, this should not be made to look like a first in the Islamic world, as it is being painted in the media. Not too long ago, an Islamic party had won a clear and convincing victory in free and fair election in Algeria. It was never allowed to assume power. The international authorities desisted from calling the denial an affront to democratic practice. The man who cancelled the Algerian election results if feted in the very same quarter that now preach democracy. Society s broken tyranny, war, fragmentation and other ills are not served by putdowns of important segments within them. The approach may produce winners in the short term but for more losers in the end. Moreover, here we are talking of those who could lose everything, including their lives, on a mass scale."}
{"text": "Society s broken tyranny, war, fragmentation and other ills are not served by putdowns of important segments within them. The approach may produce winners in the short term but for more losers in the end. Moreover, here we are talking of those who could lose everything, including their lives, on a mass scale. A little modest may just be what is needed to get people across the divide talking. After all, in the end, we are all losers. Questions a What is the negative side of America s long tradition of creativity? 2marks b Woe unto you if you are a loser. What does the author mean by this statement? 2marks c Identify and explain an instance of irony in this passage. 3marks d What is the author s attitude towards the Americans? Give reason for your answer. 2marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 4 e and the losers are Neanderthals; Explain how the Neanderthals became losers according to this passage. 2marks f What according to the passage is referred to as spinning? 2marks g Identify one American policy discussed in this passage. 2marks h Explain the meaning of the following words as used in the passage. 5marks i Ingenuity ii Hallmark iii Engulfed iv Humongous v Invariably Question 2 Read the following excerpt and answer the questions that follow. Mrs. Linde But how can this well-bred man be so tactless? Nora: I don t understand you at all Mrs Linde Don t prevaricate, Nora. Do you suppose I don t guess who lent you the two hundred and Fifty pounds? Nora: Are you out of your senses? How can you think of such a thing ! A friend of ours Who comes here every day! Do you realize what a horribly painful position that would be? Mrs. Linde: Then it really isn t he? Nora: No, certainly not. It would never have entered into my head for a moment. Besides, He had no money to lend then; he came into his money afterwards. Mrs.Linde Well. I think that was lucky for you, my dear Nora."}
{"text": "Besides, He had no money to lend then; he came into his money afterwards. Mrs.Linde Well. I think that was lucky for you, my dear Nora. Nora No, it would never have come into my head to ask Doctor Rank. Although I am quite sure that if I had asked him- Mrs. Linde But of course you won t. Nora Of course not I have no reason to think it could possibly be necessary. But I am quite sure that if told Doctor Rank- Mrs.Linde: Behind your husband s back? Nora I must make an end of it with the other one, and that will be behind his back too. I must make an end of it with him. Mrs.Linde: Yes. That is what I told you yesterday, but- Nora walking up and down A man can put a thing like that straight much easier than a woman- Mrs. Linde: One s husband, yes. Nora: Nonsense Standing still When you pay off a debt you get your bond back, don t you? Mrs. Linde: Yes, as a matter of course Nora: And can tear it into a hundred thousand pieces, and burn it up-the nasty dirty paper! Mrs. Linde: Looks hard at her, lays down her sewing and gets up slowly Nora, You are concealing something from me Nora: Do I look as if I were? Mrs.Linde: Something has happened to you since yesterday morning. Nora, what is it? QUESTIONS a What happens immediately after this excerpt 3marks b Discuss any two concerns brought out in this excerpt 4marks c How is Mrs. Linde depicted in this excerpt. 4marks d But of course you won t- add a question tag . 1mark e Nora. No it would never have come into my head to ask Dr Rank. Although I am quite sure that if I had asked him . Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 5 From elsewhere in the text, why is Nora so confident that Dr Rank would not fail her. 3marks f Identify any two stylistic features evident in the above excerpt 4marks g Which is the nasty dirty paper referred to by Nora in this excerpt. 2marks h Give the meaning of the following words Phrases used."}
{"text": "Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 5 From elsewhere in the text, why is Nora so confident that Dr Rank would not fail her. 3marks f Identify any two stylistic features evident in the above excerpt 4marks g Which is the nasty dirty paper referred to by Nora in this excerpt. 2marks h Give the meaning of the following words Phrases used. 4marks i Prevaricate ii Tactless iii Concealing iv Behind your husband back. Question 3 Oral Narrative Read the following narrative and answer the questions that follows. 20marks A long time ago, there were two men who had been friends for many years. They were like brothers. Now , there came a time when they both wanted to get married. They decided would marry one woman with whom they had both fallen in love. Between the two of them they had enough bride wealth to pay for the woman, because each of them had half the required bride price. The woman s father accepted the bride wealth and gave permission for his daughter to get married to the two young men. The made an agreement among themselves and laid down conditions that were going to guide them in sharing this woman as a wife . One of the friends chose to have exclusive right to the woman s from the waist to the legs while the other one chose from the waist upwards to the head. Whenever the man who had chosen the upper part desired the woman, he called her into his house and had a pat on her and that was all. The other man who had chosen the lower parts took the woman to his house for the night. This arrangement worked until the woman became pregnant. After delivery. The friend who owned the upper part said to the woman, I won t allow you to breastfeed because the baby isn t mine. The woman objected loudly saying , But the baby is mine and the breast are also mine so I ll have to breast feed it. No, and yes, the baby is yours and my friends, but the breasts happen to be yours and mine, so you and my friends should try to get milk for your baby from elsewhere. I don t want you to feed it from your breasts, The man was serious and the woman got very worried."}
{"text": "After delivery. The friend who owned the upper part said to the woman, I won t allow you to breastfeed because the baby isn t mine. The woman objected loudly saying , But the baby is mine and the breast are also mine so I ll have to breast feed it. No, and yes, the baby is yours and my friends, but the breasts happen to be yours and mine, so you and my friends should try to get milk for your baby from elsewhere. I don t want you to feed it from your breasts, The man was serious and the woman got very worried. Perhaps my friend who owns your upper part can pay me back the part of the bride wealth I paid for you then he can have you as his wife and you won t have to be a wife to both of us, the other husband offered. However, he knew very well that his friend had neither money, cattle nor anything else which he could refund to him as part of the bride wealth he had paid for their wife. The matter was taken to the elders for discussion and settlement. After much consultations, it was decided that, that woman should be married to the man who owned the upper part of the body as the baby had to be fed. The friends disagreed and had their first serious quarrel. The situation was critical, so the father of the baby conceded and allowed his friend to refund the share of the bride wealth he had paid. It was then agreed by the elders that the woman should be exclusively married to the man who owned the breasts. This development marked the end of the friendship between the two young men. Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 6 QUESTIONS a Classify the above genre 2marks b Identify the typical features of oral narrative evident in the genre above. 4marks c What makes relationship between the two friends ironical? 2marks d Comment on the character traits of the two husbands. 4marks e Which is the most appropriate audience for the above oral narrative? 2marks f Highlight two social activities evident in the above oral narrative. 2marks g What is the attitude of this society towards women? 3marks h The situation was critical, so the father of the baby conceded and allowed his friend to refund the share of the bride wealth he had paid."}
{"text": "B He had his dog put down because it was in a lot of paint from its tumors. CEKENAS END OF TERM TWO EXAM-2023 ENGLISH 101 3 PAPER 3 Creative composition and essays based on set texts JULY-AUGUST-2023 Answer three questions only. 1. Imaginative Composition Compulsory 20marks Either a Write a story ending with, that experience marked a turning point in my life. Or b Discuss the effects of uncontrolled use of social media amongst students. Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 7 2. The Compulsory set Test : H.R Ole Kulet, Blossoms of the Savannah 20marks When we get obsessed with material gains, we could forget the most valuable things in our possession for us to live a fulfilled life. Write an essay in response to this assertion, referring to the Character of Ole Kaelo in H.R. Ole Kulet s Blossoms of the Savannah. 3. The Optional Set Texts. 20marks Either a The short Story: A Silent Song and other stories by Godwin Siundu Ed Humans are deceitful in nature and can live in pretence before revealing their true nature. Write an essay in support of this. Use the story The Truly Married by Aboise Niol. OR b Drama: David Mulwa. Inheritance. When a leader fails to take a stand and shun foreign influence, they are bound to fail. Discuss the truth in the above statement. Refer closely to the play Inheritance by David Mulwa. OR c The Novel, An Artist of the Floating World by Kazuo Ishigiro. War and Conflict can have long lasting effects in the life of an individual. Write an essay asserting to the truth in the above statement."}
{"text": "OR c The Novel, An Artist of the Floating World by Kazuo Ishigiro. War and Conflict can have long lasting effects in the life of an individual. Write an essay asserting to the truth in the above statement. CEKENAS END OF TERM TWO EXAM-2023 ENGLISH PAPER 1 MARKING SCHEME Q.1 Expect a format letter Format- Writer s Address- 1mark Date- mark Recipient s Address- 1mark Through Address- 1mark Salutation mark Reference- 1mark Closing tag- mark Signature Name mark Total 6marks Content : Expression of interest must specify position 1mark Inquires Age- 1mark Education- 1mark must elaborate Identification- 1mark Accommodation- mark Allowances mark Concluding remarks- 1mark Total 6marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 17 EASTERN CLUSTER EVALUATION 2023 101 1 ENGLISH PAPER 1 Functional Skills 1. You are the secretary of your school s Agriculture Club. You are organizing to sell some vegetables in order to raise money for the needy students in the school. A Write a notice of sale to be displayed on the school s notice board. 8 marks b During the sale, you are caught stealing some items by the club patron. The case is forwarded to the deputy principal. Write a letter to the deputy principal apologizing for the incident. 12 marks 2. Read the passage below and fill in the blanks with the most appropriate word. 10mks Debate 1 climate change dominates the dry season but fades away 2 .. it rains. For instance, it was a hot topic when the country was experiencing 3 . Drought a few month ago, before the heavy rains that are wreaking havoc in various 4 . Of the country began. The discussions prompted the Deputy President, in February, to issue a 90 days moratorium on timber harvesting in public and community forests, ordering the Environment Cabinet Secretary to 5 a task force on the wanton destruction of forests."}
{"text": "Drought a few month ago, before the heavy rains that are wreaking havoc in various 4 . Of the country began. The discussions prompted the Deputy President, in February, to issue a 90 days moratorium on timber harvesting in public and community forests, ordering the Environment Cabinet Secretary to 5 a task force on the wanton destruction of forests. The Green belt movement s Marion Kamau led 10-member team 6 since handed in its report, recommending an overhaul of the Kenya Forest service Board and Management. Predictably, the climate change 7 .. has since waned. Climate change simply refers to 8 of weather patterns that lead 9 extreme events such as a rise in temperatures, excessive rainfall, storms, floods and droughts. In less 10 ... ten months, we have felt the full brunt of climate change. 3. A Read the following poem and answer the questions that follow. Against idleness and mischief How doth the little busy bee Improve each shining hour, And gather honey all day From every opening flower! How skillfully she builds her cell How neat she spreads the wax! And labours hard to store it well With the sweet food she makes. In works of labour or of skill I would be busy too For Satan finds some mischief still For idle hands to do. In books, or work, or healthful play Let my first years be past, That I may give for every day Some good account at last. Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 18 Questions i Describe the rhyme scheme of this poem. 2 marks ii Explain how you would perform the following line: How neat she spreads the wax! 2 marks iii Describe the tone of voice that you would use in reading the second stanza of this poem. 2 marks . B Read the tongue twister below and answer the questions that follow. She sells sea shells at the sunny sea shore i Identify and comment on two sound patterns found in the above item. 2 mks ii State two functions of the genre above. 2 mks c Your friends are visiting you and they don t know where you live. What factors would you consider when giving them directions?"}
{"text": "2 mks ii State two functions of the genre above. 2 mks c Your friends are visiting you and they don t know where you live. What factors would you consider when giving them directions? 4 marks d Paying attention to the consonants in bold in each of the following words, underline the odd one out. 5 marks i heifer physics shepherd ii phobia voice father iii join gesture target iv merchant parachute arch v walked dried grazed e Indicate whether you would use a rising or falling intonation at the end of the following sentences. 5 marks i What have you taken for lunch? Ii The books were bought today. Iii She really turned down his marriage proposal? Iv How wonderful you look! V The teachers are in a meeting, aren t they? F Your teacher has asked you to hold a discussion on themes in the play A Doll s House . If the discussion is to be effective, what must the members of the group do: i Before the discussion. 3 marks ii During the discussion 3 marks EASTERN CLUSTER EVALUATION - 2023 KENYA CERTIFICATE OF SECONDARY EDUCATION 101 2 ENGLISH PAPER 2 COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR JULY AUGUST 2023 1. COMPREHENSION 20 marks Read the passage below and then answer questions that follow. The purpose of a group discussion is not to win an argument or to amuse your classmates. The purpose of a discussion is to help each group member explore and discover personal meanings of a text through interaction with other people. Much of our everyday talk is made up of descriptions in which we seek in one way or another to convey ideas to other people. These ideas are usually concerned with what we know. Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 19 In any learning discussion, communication is the essential issue, and the type of communication in use at any particular moment depends on the nature of understanding of each participant with regard to the topic at hand. Sometimes everyone understands a particular topic, in which case it need not be discussed. Sometimes nobody understands, in which case the group should consult the instructor or the text or else move on if it is not a topic of particular importance or interest."}
{"text": "Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 19 In any learning discussion, communication is the essential issue, and the type of communication in use at any particular moment depends on the nature of understanding of each participant with regard to the topic at hand. Sometimes everyone understands a particular topic, in which case it need not be discussed. Sometimes nobody understands, in which case the group should consult the instructor or the text or else move on if it is not a topic of particular importance or interest. More commonly, some understand a particular issue and others do not. When this is the situation, those who think they understand may fine, while trying to explain, that they don t understand as well as they thought they did. And by the same token, those who thought they dint understand may find, in the process of formulating their questions and attempting to pinpoint their difficulty that is, thinking out loud , that they can answer their own question. There are two steps which together can appreciably increase the quality of learning, and the enjoyment of all group discussions. These are thoughtful preparation and organization of the discussion period. Unless each member is well prepared the group discussion will flounder. A discussion work sheet will be required for each discussion reading assignment. These work sheets will help you prepare effectively for class and allow the instructor to ascertain that you have indeed done this. A discussion of a novel can be successfully organized. One thing that will ensure this is to understand what the author actually said. There are five steps involved in this phase of discussion. Briefly define all important terms and concepts. This will help ensure that participants aren t talking past one another, by using the terms differently from one another. Then state the author s general point in your own words. In 3 or 4 sentences, what is the author basically trying to get across? Often there is a subtle point which is more important than the most obvious one. Afterwards, identify the major themes and key points in article. Make special note of those which are relevant to the concerns of the course. These will provide the most for discussion. Next allocate a certain amount of time for discussion of each major theme. There is never enough time to cover everything of interest. Budgeting time before you begin helps you pace the discussion so that you make sure you cover the most important topic. Lastly, discuss major themes or key points identified in the third step."}
{"text": "There is never enough time to cover everything of interest. Budgeting time before you begin helps you pace the discussion so that you make sure you cover the most important topic. Lastly, discuss major themes or key points identified in the third step. Emphasize material which is not readily understood by all group members or which seems especially profitable to discuss. Questions a . According to the passage, what is the purpose of a discussion? 2 mks b According to the passage, what actions do group members take when no- one understands the topic? 3 mks c Sometimes everyone understands a particular topic, in which case it need not be discussed. Substitute sometimes with when 1 mk d What are the steps which increase the quality of enjoyment of group discussion? 2 mks e Unless each member is well prepared the group discussion will flounder. Begin: The group 1 mk f How important are worksheets to the discussion? 2 mks g In note form, summarize the steps involved in understanding what the author said. 5 mks h Give the meaning of the following as used in the passage. 4 mks i Essential ii Pinpoint iii Ascertain iv Subtlewww.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 20 2. Read the excerpt below and answer the questions that follow. 25 marks A DOLL S HOUSE by Henrik Ibsen Krogstad: Controlling himself Listen to me, Mrs. Helmer. If necessary, I am prepared to fight for my small post in the Bank as if I were fighting for my life. Nora: So it seems. Krogstad: It is not only for the sake of the money; indeed, that weights least with me in the matter. There is another reason well, I may we well tell you. My position is this. I daresay you know, like everybody else, that once, many years ago, I was guilty of an indiscretion. Nora: I think I have heard something of the kind. Krogstad: The matter never came into court; but every way seemed to be closed to me after that. So I took to the business that you know of. I had to do something and, honestly, I don t think I ve been one of the worst."}
{"text": "Krogstad: The matter never came into court; but every way seemed to be closed to me after that. So I took to the business that you know of. I had to do something and, honestly, I don t think I ve been one of the worst. But now I must cut myself free from all that. My sons are growing up; for their sake I must try and win back as much respect as I can in the town. The post in the Bank was like the first step up for me. And now your husband is going to kick me downstairs again into the mud. Nora: But you must believe me, Mr. Krogstad; it is not in my power to help you at all. Krogstad: Then it is because you haven t the will, but I have means to compel you. Nora: You don t mean that you will tell my husband that I owe you money? Krogstad: Hm! Suppose I were to tell him? Nora: I would be perfectly infamous of you. Sobbing to think of his learning my secret, which has been my joy and pride, in such an ugly, clumsy way that he should learn it from you! And it would out me in ah horribly disagreeable position. Krogstad: Only disagreeable? Nora: Impetuously well, do it, then! And it will be the worse of you. My husband will see for himself what a blackguard you are, and you certainly won t keep your post them. Krogstad: I asked you if it was only a disagreeable scene at home that you were afraid of? Nora: If my husband does get to know of it, of course he will at once pay you what is still owing, and we shall have nothing more to do with you. Krogstad: Coming a step nearer Listen to me, Mrs. Helmer. Either you have a very bad memory or you know very little of business. I shall be obliged to remind you of a few details. Questions a What happens just before this excerpt? 2 mks b Identify and illustrate any two themes evident in the excerpt. 4 mks c Using about fifty words, summarize why Krogstad is prepared to fight for the small post in the bank. 5 mks d Identify and illustrate any one character trait of each of the following characters."}
{"text": "2 mks b Identify and illustrate any two themes evident in the excerpt. 4 mks c Using about fifty words, summarize why Krogstad is prepared to fight for the small post in the bank. 5 mks d Identify and illustrate any one character trait of each of the following characters. 4 mks i Krogstad ii Nora e Identify and illustrate any two stylistic devices used in the excerpt. 4 mks f Explain the meaning of the following words as used in the extract. 2 mks i Compel: ii Blackguard: g I shall be obliged to remind you of a few details. Which are those details? 4 mks 3. Read the narrative below and then answer the questions that follow. 20 marks Long ago, there was famine in Gikuyu land. This famine had made the cows and goats to die. Only human beings were left and even them, it could be seen that they were not going to live much longer. Now the people asked themselves, What shall we do? It was decided that the most beautiful girl, one called Wanjiru should be sacrificed to god so that the rain could fall. She was brought to a place where there was a big river. She started to sing:www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 21 Rain fall and make this ridge green Make this ridge green My father said I should be lost. I should be lost My mother said I should be lost. I should be lost Rain fall and make this ridge green Make this ridge green She went down on her knee, she sang: Rain fall and make this ridge green Make this ridge green My father said I should be lost, I should be lost Rain fall and make this ridge green Make this ridge green The water reached the waist, she sang Rain fall and make this ridge green Make this ridge green My father said I should be lost, I should be lost My mother said I should be lost, I should be lost Rain fall and make this ridge green Make this ridge green The water reached the neck, she sang Rain fall and make this ridge green Make this ridge green My father said I should be lost, I should be lost My mother said I should be lost, I should be lost Rain fall and make this ridge green Make this ridge green The head went in Very heavy rains fell on this land."}
{"text": "She started to sing:www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 21 Rain fall and make this ridge green Make this ridge green My father said I should be lost. I should be lost My mother said I should be lost. I should be lost Rain fall and make this ridge green Make this ridge green She went down on her knee, she sang: Rain fall and make this ridge green Make this ridge green My father said I should be lost, I should be lost Rain fall and make this ridge green Make this ridge green The water reached the waist, she sang Rain fall and make this ridge green Make this ridge green My father said I should be lost, I should be lost My mother said I should be lost, I should be lost Rain fall and make this ridge green Make this ridge green The water reached the neck, she sang Rain fall and make this ridge green Make this ridge green My father said I should be lost, I should be lost My mother said I should be lost, I should be lost Rain fall and make this ridge green Make this ridge green The head went in Very heavy rains fell on this land. The grass grew, a lot of food and the people began to feel better. Now where Wanjiru went she found her people who had died before her. These people had a lot of cows and goats. Now they asked her what she would like. She said she wanted cows and goats. She was given many goats and cows and then she was told to lie down in a place. When she woke up she found that she had returned back to her people. She woke up at a place where there was a river and she had her cows and goats. Now when the people saw her they rejoiced greatly. The story ends there. Questions a Why do you think this community chooses a beautiful girl such as Wanjiru to be sacrificed to god so as to receive rain? 2 mks b State two functions this song serves in this narrative? 2mark c Describe one character trait of the villagers in this narrative. 2 marks d In point form, list how events unfold in this story. 5 marks e Illustrate two features of oral narratives used in the story. 4 marks f Describe two social-cultural practices of the Agikuyu brought out in this narrative. 4 marks g Very heavy rains fell on this land. 1 mk Begin."}
{"text": "4 marks f Describe two social-cultural practices of the Agikuyu brought out in this narrative. 4 marks g Very heavy rains fell on this land. 1 mk Begin. On www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 34 EXCEL EXAMINATION 101 1 ENGLISH PAPER 1 FUCTIONAL WRITING, CLOZE TEST ORAL SKILLS FUNCTIONAL WRITING 20mks 1. You are the chairperson of the creative Writing Club in your school. The club would like assistance in publishing the winning entry in a recent competition which is one of the compulsory set text A Doll s House . Write a letter to a publisher asking them to consider the book for publication. Remember to write through the principal. In your letter, include the following; i The title of the book and name of author. Ii A brief description of what the book is about. Iii Why it is important for the book to be published? Q.2. CLOZE TEST 10 marks Read the passage below and fill in each blank space with an appropriate word. Four strangers checked 1.............at The Seamount Hotel in Banjul one evening. None of them knew of the other three, or about being 2............of the four. And this would remain the 3..............because, unknowingly, the hotel assigned them to different rooms on different floors in 4..................wings. First to check in, was a man,5............about sixty years. His hairline 6 ............retreated all the way back to his crown, but there it had held: no more hair loss. He had a strange habit of smacking his lips 7.............he talked, appearing to shape each word first and to add voice to it only after. Arrival formalities 8................him to complete and sign a registration card at the hotel s front desk. 9................signed it as Karanja Kimani, professor in the Institute of Development Studies at the University of Nairobi, Kenya. The hotel gave him a room on the fourth floor of 10....................East Wing. Adapted from: Fathers of Nations by Paul B. Vitta, Oxford University Press Ltd 2013 3. ORAL SKILLS 30 marks a ."}
{"text": "Adapted from: Fathers of Nations by Paul B. Vitta, Oxford University Press Ltd 2013 3. ORAL SKILLS 30 marks a . Read the oral poem below and answer the questions that follow: Make me a grave where re you will In a lowly plain, or a lofty hill; Make it among earth s humblest graves, But not in a land where men are slaves. I could not rest if around my grave, I heard the steps of trembling slave; His shadow above my silent tomb, Would make it a place of fearful gloom i What makes this poem rhythmic? 2 marks ii How would you say the last line of the poem? 2 marks iii Which words are you likely to stress in the fourth line of first stanza and why? 2 marks iv Give a word that is pronounced as each of the following 3 marks a Would.............................................................................................. b Plain............................................................................................... c Rest.............................................................................................. b. Study the genre below and answer the questions that follow If Peter Piper picked a peck of pickled peppers, where s the peck of pickled peppers Peter Piper picked? I Giving reasons, classify the genre 2 marks ii Identify the dominant sound pattern used in the above genre 2 marks iii State two functions of the genre above 2 marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 35 c. Two classmates, James and Erick have a debate. Erick strongly feels that boarding schools should be done away with. James, on the other hand, argues that they should remain. I. If your teacher of English brought the same motion to your class, how would you prepare for the debate? 3 marks ii. Explain three verbal cues that you would use to make your presentation effective 3 marks iii. Advise the above classmates on four things they should do in order to disagree in a polite manner so that their conversation does not degenerate into a dispute. 4 marks d. Complete the following conversation between the principal and a parent Mr. Kamau: Good morning, sir, my name is Mr. Kamau. Principal: .............................................................................................................. 1 mark Mr. Kamau: I received your message inviting me to school over the conduct of my son. For how long has he been absent from school? Principal: ........................................................................................................"}
{"text": "Kamau: I received your message inviting me to school over the conduct of my son. For how long has he been absent from school? Principal: ........................................................................................................ 2 marks Mr. Kamau: . ................................................................................................... 1 mark Principal: Thank you Mr. Kamau for coming and accepting to discipline your son. Mr. Kamau: ......................................................................................... 1 mark EXCEL EXAMINATION 101 2 ENGLISH PAPER 2 Comprehension, Literary Passage, Oral Poetry and Grammar COMPREHENSION 20MARKS. Read the passage below and then answer the questions that follow, Moving to a new country can be an exciting, even exhilarating experience. In a new environment, you somehow feel more alive: seeing new sights, eating new food, hearing the foreign sounds of a new language, and feeling a different climate against your skin stimulate your senses as never before. Soon, however, this sensory bombardment becomes sensory overload. Suddenly, new experiences seem stressful rather than stimulating, and delight turns into discomfort. This is the phenomenon known as culture shock. Culture shock is more than jet lag or homesickness, and it affects nearly everyone who enters a new culture - tourists, business travellers, diplomats and students alike. Although not everyone experiences culture shock in exactly the same way, many experts agree that it has roughly five stages. In the first stage, you are excited by your new environment. You experience some simple difficulties such as trying to use the telephone or public transportation, but you consider these small challenges that you can quickly overcome. Your feelings about the new culture are positive, so you are eager to make contact with people and to try new foods. Sooner or later, differences in behaviour and customs become more noticeable to you. This is the second stage of culture shock. Because you do not know the social customs of the new culture, you may find it difficult to make friends. For instance, you do not understand how to make \"small talk,\" so it is hard to carry on a casual, get-acquainted conversation. One day in the school cafeteria, you overhear a conversation. You understand all the words, but you do not understand the meaning. Why is everyone laughing? Are they laughing at you or at some joke that you did not understand? Also, you aren't always sure how to act while shopping. Is this store self-service or should you wait for a clerk to assist you?"}
{"text": "Are they laughing at you or at some joke that you did not understand? Also, you aren't always sure how to act while shopping. Is this store self-service or should you wait for a clerk to assist you? If you buy a sweater in the wrong size, can you exchange it? These are not minor challenges; they are major frustrations. Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 36 In the third stage, you no longer have positive feelings about the new culture. You feel that you have made a mistake in coming here. Making friends hasn't been easy, so you begin to feel lonely and isolated. Now you want to be with familiar people and eat familiar food. You begin to spend most of your free time with students from your home country, and you eat in restaurants that serve your native food. In fact, food becomes an obsession, and you spend a lot of time planning, shopping for, and cooking food from home. You know that you are in the fourth stage of culture shock when you have negative feelings about almost everything. In this stage, you actively reject the new culture. You become critical, suspicious, and irritable. You believe that people are unfriendly, that your landlord is trying to cheat you, that your teachers do not like you, and that the food is making you sick. In fact, you may actually develop stomachaches, headaches, sleeplessness, lethargy, or other physical symptoms. Finally, you reach the fifth stage. As your language skills improve, you begin to have some success in meeting people and in negotiating situations. You are able to exchange the sweater that was too small, and you can successfully chat about the weather with a stranger on the bus. Your self-confidence grows. After realizing that you cannot change your surroundings, you begin to accept the differences and tolerate them. For instance the food will never be as tasty as the food in your home country, but you are now able to eat and sometimes even enjoy many dishes. You may not like the way some people in your host country dress or behave in public, but you do not regard their clothes and behaviour as wrong -just different. In conclusion, nearly everyone moving to a new country feels some degree of culture shock. Symptoms may vary, and not all people experience all five stages. Newcomers with a strong support group may feel at home immediately in the new culture, while others may take months to feel comfortable."}
{"text": "In conclusion, nearly everyone moving to a new country feels some degree of culture shock. Symptoms may vary, and not all people experience all five stages. Newcomers with a strong support group may feel at home immediately in the new culture, while others may take months to feel comfortable. Staying in touch with friends and family, keeping a positive attitude, and, above all, learning the language as soon as possible are ways to overcome the difficulties and frustrations of adapting to life in a new land. From: Writing Academic English, Alice Oshima and Ann Hogue, Pearson Education, Longman 2006 a According to the passage, what is the meaning of culture shock? 2 marks b Identify any three factors that can cause culture shock. 3 marks c What evidence does the author give to show \"you understand all the words, but you do not understand the meaning\"? 2 marks d Give any three features that characterize a person in the worst state of culture shock. 3 marks e In note form, give the difficulties experienced in the second stage of culture shock. 4 marks f Why is making friends helpful in overcoming culture shock? 2 marks g Explain the meaning of the following words as used in the passage: 3 marks alive ........................................................................................................................ obsession ........................................................................................................ negotiating ............................................................................................................ h Staying in touch with friends and family, keeping a positive attitude, and, above all, learning the language as soon as possible are ways to overcome the difficulties and frustrations of adapting to life in a new land. Rewrite the sentence above without changing the meaning. Begin: You .... 1 mark QUESTION 2: LITERARY COMPREHENSION 25 MARKS Read the following excerpt and then answer the questions that follow. Nora: But it was absolutely necessary that he should not know! My goodness, can t you understand that? It was necessary he should have no idea what a dangerous condition he was in. It was to me that the doctors came and said that his life was in danger, and that the only thing to save him was to live in the south. Do you suppose I didn t try, first of all, to get what I wanted as if it were for myself?"}
{"text": "It was necessary he should have no idea what a dangerous condition he was in. It was to me that the doctors came and said that his life was in danger, and that the only thing to save him was to live in the south. Do you suppose I didn t try, first of all, to get what I wanted as if it were for myself? I told him how much I should love to travel abroad like other young wives; I tried tears and entreaties with him; I told him that he ought to remember the condition I was in, and that he ought to be kind and indulgent to me; I even hinted that he might raise a loan. That nearly made him angry, Christine. He said I was thoughtless, and that it was his duty as my husband s not to indulge me in my whims and caprices as I believe he called them. Very well, I thought, you must be saved- and that was how I came to devise a way out of the difficulty www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 37 Mrs. Linde: And did your husband never get to know from your father that the money had not come from him? Nora: No, never. Papa died just at that time. I had meant to let him into the secret and beg him never to reveal it. But he was so ill then-alas, there never was any need to tell him. Mrs. Linde: And since then have you never told your secret to your husband? Nora: Good heavens, no! How could you think so? A man who has such strong opinions about these things! And besides, how painful and humiliating it would be for Torvald, with his manly independence, to know that he owed me anything! It would upset our mutual relations altogether; our beautiful happy home would no longer be what it is now. Mrs. Linde: Do you mean never to tell him about it? Nora: meditatively, and with a half-smile yes-someday perhaps, after many years, when I am no longer as nice-looking as I am now. Don t laugh at me! I mean, of course, when Torvald is no longer as devoted to me as he is now; when my dancing and dressing-up and reciting have palled on him; then it may be a good thing to have something in reserve- breaking off what nonsense!"}
{"text": "Nora: meditatively, and with a half-smile yes-someday perhaps, after many years, when I am no longer as nice-looking as I am now. Don t laugh at me! I mean, of course, when Torvald is no longer as devoted to me as he is now; when my dancing and dressing-up and reciting have palled on him; then it may be a good thing to have something in reserve- breaking off what nonsense! That time will never come. Now, what do you think of my great secret, Christine? Do you still think I am of no use? I can tell you, too, that this affair has caused me a lot of worry. It has been by been by no means easy for me to meet my engagements punctually. I may tell you that there is something that is called, in business, quarterly interest, and another thing called payment in installments it is always so dreadfully difficult to manage them. I have had to save a little here and there, where I could, you understand have not been able to put aside much from my housekeeping money, for Torvald must have good table. I couldn t let my children be shabbily dressed I have felt obliged to use up all he gave me for them, the sweet little darlings! Mrs. Linde: So it has all had to come out of your own necessaries of life, poor Nora? Nora: Of course. Besides, I was the responsible for it. Whenever Torvald has given me money for new dresses and such things, I have never spent more than half of it: I have always bought the simplest and cheapest things. Thank heaven, any clothes look well on me, and so Torvald has never noticed it. But it was often very hard on me, Christine-because it is delightful to be really well dressed, isn t it? Adapted from, a Dolls House by Henrik Ibsen, EAEP, 2017 a What had Mrs. Linde said before this excerpt to prompt Nora to say, ...My goodness can t you understand that? 2 marks b How did Nora try to convince her husband to go south? 3 marks c What do we learn about the character trait of Nora from this excerpt? 4 marks d Give reasons why Nora found it difficult to reveal her secret to Torvald."}
{"text": "Linde said before this excerpt to prompt Nora to say, ...My goodness can t you understand that? 2 marks b How did Nora try to convince her husband to go south? 3 marks c What do we learn about the character trait of Nora from this excerpt? 4 marks d Give reasons why Nora found it difficult to reveal her secret to Torvald. 3 marks e What themes emerge from this excerpt? Illustrate your answer. 4 marks f Briefly explain how keeping the secret from Torvald has affected Nora. 2 marks g After this excerpt, Nora reveals what else she has been doing to earn money. What revelation does she make? 1 mark h From your knowledge elsewhere in the text, how would you describe Nora and Torvald s marriage relationship? 3 marks i It would upset our mutual relations altogether; our beautiful happy home would no longer be what it is now. Rewrite beginning: It would both 1 mark j Explain the meaning of the following words as used in the passage. 2 marks i. Entreaties ii. Obliged www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 38 3. Read the oral poem below and answer the questions that follow. The poor man knows not how to eat with the rich man. When they eat fish, he eats the head. Invite a poor man and he rushes in licking his lips and upsetting the plates. The poor man has no manners, he comes along with the blood of lice under his nails. The face of a poor man is lined from hunger and thirst in his belly. Poverty is no state for any mortal man. It makes him a beast to be fed on grass. Poverty is unjust. If it befalls a man, though he is nobly born, he has no power with God. A Identify and illustrate any four features of oral poetry evident in the poem above. 8marks b Describe a probable situation in which such a poem could be performed. 2 marks c During a recitation of this oral poem, what three elements should be emphasized? 3 marks d What does the phrase ' with the blood of lice under his nails' reveal about the poor man?"}
{"text": "8marks b Describe a probable situation in which such a poem could be performed. 2 marks c During a recitation of this oral poem, what three elements should be emphasized? 3 marks d What does the phrase ' with the blood of lice under his nails' reveal about the poor man? 2 marks e Describe with illustrations the tone of this oral poem. 3 marks f Explain the meaning of the following: 2 marks i he eats the head ii he has no power with God 4 GRAMMAR 15MARKS Rewrite the following sentences according to the instructions given after each. Do not change the meaning. 5 marks i We have never witnessed such cruel behaviour by one child to another. Begin; never ii David says; I have been saying prayers everyday change to reported speech . Iii The time keeper rang the bell earlier than expected. Begin; The bell . Iv He knows very little about the surprises which are waiting for him. Begin; little.. v Mary is a good teacher. She is good like any teacher you can find anywhere else. Join into one using, .as . B Use the correct form of the words in brackets. 3 marks i He was, however, possessed of a logical rather than an .. .. . Intuition mind. Ii His decision to quit his job is completely .. explain . Iii It was a sure sign he was forgiven for his . . . Revere try at changing the old age ritual. C Fill in the blank spaces using an appropriate preposition. 3 marks i My dependence coffee is unhealthy. Ii She has little experience backpacking. Iii People find it difficult to part . .. Their hard earned wealth. D Fill in the blank spaces with the most appropriate word. 2 marks i Put your clothes all together, altogether in one pile and I will wash them for you. Ii This person needs the .. council, counsel of a psychiatrist. E Explain two possible meaning of this sentence. 2 marks He fed her cat food."}
{"text": "Council, counsel of a psychiatrist. E Explain two possible meaning of this sentence. 2 marks He fed her cat food. Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 39 EXCEL EXAMINATION ENGLISH PAPER 3 JULY AUGUST 2023 Answer Three Questions Only 1. Imaginative Composition 20mks Either Write a composition ending with the following statement: ............ Given another chance I would have done things differently.\". Or Write a composition supporting or opposing this statement: Both boys and girls have equal rights to their parent s property. 2. The Compulsory Set Text. 20mks HR Ole Kulet, Blossoms of the Savannah 20 marks The frustrations faced by people in the contemporary times can be traced to the conduct of a few immoral individuals. Write an essay supporting this statement drawing illustrations from Ole Kulet s Blossoms of the savannah. 3. The Optional Set Texts. 20mks Answer any one of the following three questions. Either The short story: A Silent Song and Other Stories. Drawing illustrations from Meja Mwangi's an incident in the park, write an essay to discuss the problems of urbanization Or The play: David Mulwa s Inheritance. Colonial rule is harsh towards the natives. Write an essay to support this assertion with illustrations from David mulwa s Inheritance. Or An Artist of the floating world by Kazuo Ishiguro. The memory of the past can lead to a change of a life style. Justify the statement."}
{"text": "Or An Artist of the floating world by Kazuo Ishiguro. The memory of the past can lead to a change of a life style. Justify the statement. EXCEL EXAMINATION 101 1 ENGLISH Paper I Functional Skills MARKING SCHEME QUESTION 1 ; FUNCTIONAL WRITING POINTS OF INTERPRETATION must be a formal letter Format 5 marks Writers address must not have a name i Date in full ii Receiver s address must have a title e.g the publisher iii Forwarding address THROUGH THRU The principal s address must have title The principal 1www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 49 KIHARU KAHURO 101 1 FORM 4 END OF TERM 2 EXAM ENGLISH PAPER 1 Functional skills, cloze test and oral skills 1. FUNCTIONAL WRITING 20 marks You are a secretary of the student s Executive Council in your school which comprises 8 members. The council includes the following; the school president, the deputy president, dining hall prefect, compound prefect and the 4 class prefects. The following issues were discussed; i Introduction of members ii Academics iii Role of students council iv Discipline During the meeting, the compound prefect sent his apology due to an ongoing exam, while the whereabouts of two class prefects is unknown. The school principal and the deputy principal attend the meeting. Write down the minutes of this meeting. 20mks 1. CLOZE TEST 10marks Read the passage below and fill in each blank space with an appropriate word. Researchers at American university 1 that a simple intervention could help prevent the mental health of young people 2 suffering due to social media use. 3 a two week experiment with 230 university students, half were asked to limit their social media 4 to 30 minutes a day and received automated, daily reminders. They scored 5 lower for anxiety, depression, loneliness and fear of missing out at the end of the experiment. They also scored higher for positive effect which the 6 described as the tendency to experience positive emotions described with words such as excited and proud ."}
{"text": "3 a two week experiment with 230 university students, half were asked to limit their social media 4 to 30 minutes a day and received automated, daily reminders. They scored 5 lower for anxiety, depression, loneliness and fear of missing out at the end of the experiment. They also scored higher for positive effect which the 6 described as the tendency to experience positive emotions described with words such as excited and proud . It surprised me to find that 7 well-being did not 8 improve in one dimension, but in all of them. 9 was excited to learn that such a simple intervention of 10 a daily reminder can motivate people. 2. ORAL SKILLS 30 marks a Read the oral narrative below then ask the questions that follow. The stupid monkey Once upon a time, a tribe of monkeys made their home in their pleasure garden of the king. On a certain holiday when the drum was beaten to call the people together, the king gardener, hearing the drum, said to himself, Even though it is a holiday, the garden must be watered. Accordingly, I will ask the monkeys to water the garden for me, so that I can be off to enjoy myself and the holiday with the rest. So, he called the monkeys and asked them to water the garden. When the monkeys had promised to water all the young trees faithfully, the gardener gave them the water skins and the wooden pot with which to perform task. After the gardener had gone, the monkeys took up the water skins and the watering pot and began to water the young trees. But the leader of the monkeys stopped them. Wait , he said, we must be careful not to waste water. Before you water them, you must first pull up each tree and look at the size of thewww.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 50 roots. Then you must give plenty of water to those who have long deep roots, but less to those with short roots. For when this water is finished, we shall have to work to get any more. To be sure, said the other monkey, that is what we must do. So, they pulled up all the trees just as their leader had told them to do and all the young trees died."}
{"text": "Then you must give plenty of water to those who have long deep roots, but less to those with short roots. For when this water is finished, we shall have to work to get any more. To be sure, said the other monkey, that is what we must do. So, they pulled up all the trees just as their leader had told them to do and all the young trees died. Questions i What feature of oral narratives would you use to prepare your audience to listen to the above story? 2mks ii What devices of performance would you use in narrating this story effectively? 3 mks iii Which three things would indicate to you that the audience is following the narration? 3 mks b Provide two words that are pronounced as the words below 4mks i Bye ii There c Underline the silent letter in the following words 4mks i Raspberry ii Bouquet iii Answer iv Vehicle d Indicate the intonation you would use in the following sentences 3mks i Are you going to school? Ii Will you buy me a mathematical set? Iii Put your hands down! E Imagine you are one of the guests invited for breakfast at state house in Nairobi. Point out four aspects of etiquette you would observe when taking the meal. 4marks f Read the following conversation between the school head girl and Akinyi that takes place outside a class and answer the questions that follow AKINYI: speaking to a friend Let me tell you something about .. HEADGIRL: Interrupting Pardon me, please. May I have a word with you Akinyi? AKINYI: Sure you can. Facing the head girl. What can I do for you? HEADGIRL: You know very well that it is against school rules to come late to class. AKINYI: Yes I do. HEADGIRL: May I know why you came late to prep looking at Akinyi with a serious expression . AKINYI: You are right. I actually came quite late but I had to rush to the nurse before prep. HEADGIRL: I am sorry to hear that. How are you feeling now? AKINYI: I am feeling better no. Anyway, I had asked my desk mate to inform class prefect that I would come late but apparently, I have just learnt that he forgot ."}
{"text": "How are you feeling now? AKINYI: I am feeling better no. Anyway, I had asked my desk mate to inform class prefect that I would come late but apparently, I have just learnt that he forgot . I am sorry. HEADGIRL: Take it easy. You had a good reason to come late. I wish you a quick recovery. AKINYI: Thank you. Have a nice day. I State five significant conversation strengths applied by either or both the speaker 5marks ii Give reason why the head girl asks to be pardoned 1mk iii What is the most likely consequence of the head girl s initial interruption? 1mk www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 51 KIHARU KAHURO 101 2 FORM 4 END OF TERM 2 EXAM ENGLISH PAPER 2 Comprehension, Literary Appreciation and Grammar 1. Read the passage below then answer the questions that follow. 20 marks Cybersecurity and data protection are essential topics--especially as regards children, who are more vulnerable to negative online exposure. With internet connections and internet-enabled devices in homes, children have easy access to entertainment applications, videos and games. It is crucial to educate and protect them from risk. A search of dangerous online games can be unsettling for any rational adult. Fire Fairy prompts children to turn on the gas stove at night, while everyone is asleep, with the promise of transforming into fire fairies upon waking. The Cinnamon Challenge involves swallowing a spoonful of ground cinnamon without water, which can be hazardous and lead to choking, throat irritation, breathing difficulties and collapsed lungs. Others include the Cutting Challenge, where players are encouraged to harm themselves with sharp objects; Salt Challenge; Blue Whale Challenge; and Tripping Trend. Online content includes social issues that may be contrary to certain cultural or societal norms. This can be a sensitive and complex topic for many families. But it is not all gloom for children on the internet. The internet offers children a wealth of entertainment, educational material and positive exposure. There are many online resources from educational websites and apps to interactive games and videos that can help children to learn and develop new skills. The internet can be a powerful tool for children s learning and growth if used responsibly. Many online educational platforms offer engaging and interactive lessons in subjects such as maths, science, language, arts and history."}
{"text": "There are many online resources from educational websites and apps to interactive games and videos that can help children to learn and develop new skills. The internet can be a powerful tool for children s learning and growth if used responsibly. Many online educational platforms offer engaging and interactive lessons in subjects such as maths, science, language, arts and history. These supplement children s learning in school or provide opportunities for home-schooling. Many online platforms provide safe spaces for children to interact with peers and learn social skills, such as communication, teamwork and problem solving. The internet can be a positive and enriching experience for children when used safely and responsibly. Parents and caregivers must balance children s online activities with other forms of play, socialization and outdoor activities for a well-rounded childhood. We can protect the children. To begin with, start the conversation early. Begin talking to children about cybersecurity and data protection early. Explain to them the importance of speaking up, keeping their personal information safe online and teach them how to recognize and avoid potentially dangerous situations. Set parental controls. Many devices and apps have parental control settings that can limit access to inappropriate content and monitor a child s online activities, set time limits on internet usage and block access to websites or apps. Enable and update them. Monitor children s online activities. Regularly check your child s browser history which shows the websites they visit and the apps they use. Teach children to protect their personal information. Let them be cautious when sharing information such as their full name, address, phone number or email address online. Explain to them that they should only share such information with trusted friends and family members. They should also be responsible and respectful online including not sharing inappropriate content, not engaging in cyberbullying, and reporting suspicious or dangerous activities to an adult. Regulate the amount of time children spend on devices. Encourage them to engage in alternative activities that do not involve the internet sports, outdoor activities, reading or creative pursuits. Adopted from Daily Nation; May 12, 2023 Questions a Why is cybersecurity a critical issue 1 mark b Explain any three online games mentioned in the passage and show their harmful nature 3 marks c In what ways can the internet be useful to children? 3 marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 52 d In about 75 words, summarize how adults can ensure their children use the internet safely."}
{"text": "Encourage them to engage in alternative activities that do not involve the internet sports, outdoor activities, reading or creative pursuits. Adopted from Daily Nation; May 12, 2023 Questions a Why is cybersecurity a critical issue 1 mark b Explain any three online games mentioned in the passage and show their harmful nature 3 marks c In what ways can the internet be useful to children? 3 marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 52 d In about 75 words, summarize how adults can ensure their children use the internet safely. 5 marks e What is the attitude of the writer towards the internet? 3 marks f Highlight three social skills that children can learn online 3 marks g Explain the meaning of the following words as used in the passage 2 marks i Potentially dangerous ii cyberbullying . 2. Henrik Ibsen, A Doll s House Read the excerpt below then answer the questions that follow Helmer: Now you have destroyed all my happiness. You have ruined all my future. It is! Horrible to think of! I am in the power of an unscrupulous man; he can do what he likes with me, ask anything he likes of me, give me any orders he pleases I dare not refuse. And I must sink to such miserable depths because of a thoughtless woman Nora: When I am out of the way, you will be free. Helmer : : No fine speeches, please. Your father had always plenty of those ready, too. What good would it be to me if you were out of the way, as you say? Not the slightest. He can make the affair known everywhere; and if he does, I may be falsely suspected of having been a party to your criminal action. Very likely people will think I was behind it all that it was I who prompted you! And I have to thank you for all this you whom I have cherished during the whole of our married life. Do you understand now what it is you have done for me? Nora: coldly and quietly Yes. Helmer: It is so incredible that I can t take it in. But we must come to some understanding. Take off that shawl. Take it off, I tell you."}
{"text": "But we must come to some understanding. Take off that shawl. Take it off, I tell you. I must try and appease him some way or another. The matter must be hushed up at any cost. And as for you and me, it must appear as if everything between us were just as before but naturally only in the eyes of the world. You still remain in my house, that is a matter of course. But I shall not allow you to bring up the children; I dare not trust them to you. To think I should be obliged to say so to one whom I have loved so dearly, and whom I still . No, that is all over. From this moment, happiness is not the question; all that concerns us is to save the remains, the fragments, the appearance a ring is heard at the front door-bell. Helmer: with a start What is that? So late! Can the worst ? Can he ? Hide yourself, Nora. Say you are ill. Nora stands motionless. Helmer goes and unlocks the door. Maid: half-dressed, comes to the door A letter for the mistress. Helmer: Give it to me. Takes the letter and shuts the door Yes, it is from him. You shall not have it; in will read it myself. Nora: Yes, read it. Helmer: standing by the lamp I scarcely have the courage to do it. It may mean ruin for both of us. No, I must know. Tears open the letter, runs his eye over a few lines, looks at a paper enclosed, and gives a shout of joy. Nora! No, I must read it once again . Yes, it is true! I am saved! Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 53 a Briefly explain what happens before this excerpt. 3 marks b Explain why Helmer is no longer at ease after learning what Nora had done in this excerpt. 2 marks c You have ruined all my future. Explain the irony in this statement. 2 marks d identify and illustrate two themes evident in the excerpt. 4 marks e Helmer shouts that he is saved. Why is there such a drastic change in him?"}
{"text": "2 marks d identify and illustrate two themes evident in the excerpt. 4 marks e Helmer shouts that he is saved. Why is there such a drastic change in him? 2 marks f It may mean ruin for both of us. Explain how this statement comes to pass. 3 marks g Identify and illustrate the character traits of Helmer evident in this excerpt. 4marks h When I am out of the way, you will be free. Add a question tag 1 mark i What is the name of the maid and why is she half dressed? 2 marks j Give the meaning of the following words as used in the excerpt 2 marks i unscrupulous ii incredible 3. Read the narrative below and answer the questions that follow. 20 marks Long, long time ago animals and birds spoke just like men do. When God had to stop them speaking, he made birds sing, like this chrrip! Chrrip Lions to roar like this graagh! Graagh! And hyenas to howl like this huuu! Huuu! And do you blame God? Listen to what naughty hyena who had gone two days without any meat did. He had been wandering up and down the hills when he suddenly stopped, nose in the air, one foot raised. Do I smell, eh smell food? He slowly raised his head to the skies as if to say, Please God, let me find some food, even one rotting bone will do. Slowly, he followed the smell, sniffing hard, stopping now and again, grinning wider as the smell became stronger. Here at last , He said as he came in sight of a calf that seemed dead, flies buzzing over its excrement. God, no time to waste. Who knows the owner may be around. Oh, no, I see it is secured to a tree with a mukwa I ll take my time. Ha, I am tired too, come to think of it. God gave us pretty strong senses of smell, generous old man. Still, I do think some people tend to exaggerate. Now who was it saying the other day ati God is the giver of everything and that we should be grateful? O.K. Tell me, did God give this calf? Did you God?"}
{"text": "O.K. Tell me, did God give this calf? Did you God? I found it myself, smelled my way there, all the way. Nice calf too, rather thin but it will do. I ll take the head home and make soup with herbs. I especially like muthathii , and I see one over there. OK. Here we go, where shall I start, this lovely neck? No, I know, I will start with the mukwa then I ll get on to the soft stuff, the tail, the rump, Mahu After chewing up half of the mukwa the hyena brushed his teeth with the twig of a muthiga tree to stimulate his appetite. He stepped on the calf s tail, stuffed it in his mouth and snap it went. The calf which was only very sick and tired shot up and bolted away in the twinkling of an eye. The hyena rubbed his eyes, ambled after the disappearing calf and soon fell down in exhaustion. He looked up again to the heaven, tried to speak but no words came. Hyenas have never been able to speak ever since .. a Classify the above narrative 2 marks b Explain any two features of oral narratives evident in this story 4 marks c What do you learn about the hyena 4 marks d Contrast the attitude of the hyena towards God before and after discovering the calf 4 marks e Identify one economic activity of the community from which the narrative is obtained 2 marks f Give and explain one proverb that would aptly summarize the narrative 3 marks g Highlight one thing that you would do differently if you were the hyena 1 mark www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 54 4. Grammar 15 marks a Rewrite the following sentences according to the instructions given after each. Do not change the meaning. 4 marks i You will fail your exams if you do not study hard. Begin: Unless ii I must see my uncle tomorrow. Rewrite in reported speech iii The butcher bought a cow that had been stolen from a farm. Use passive voice iv Sharon s handwriting is better than anyone else s in this class."}
{"text": "Begin: Unless ii I must see my uncle tomorrow. Rewrite in reported speech iii The butcher bought a cow that had been stolen from a farm. Use passive voice iv Sharon s handwriting is better than anyone else s in this class. Use a superlative b Fill in the blank spaces with suitable complex prepositions 3 marks i of the fog, the plane landed safely. Ii of her good character, Resian was offered a wellpaying job. Iii The candidates are putting a lot of effort scoring good grades. C Use the words in brackets to fill in the blank spaces below. 3 marks i The government . The advice the citizens to meet its revenue rely ii In this economy, every household needs to their expenses. Cut iii The students participating in games should . The lost time. Make d Use the correct form of the word in brackets to fill in the blank spaces below. 3 marks i Had he not . The advice from the doctor, the condition would have worsened. Seek ii Her many . Made the work difficult to understand. Spell iii The performer . Around and acknowledged the cheering audience. E Explain the difference in meaning in the following sentences. 2 marks i The boy who came yesterday is sick. Ii The boy, who came yesterday, is sick. KIHARU KAHURO 101 3 FORM 4 END OF TERM 2 EXAM ENGLISH PAPER 3 CREATIVE WRITING AND ESSAYS BASED ON SET TEXTS 1. Imaginative composition compulsory Either a Write a composition ending with the given statement. If I had a second chance, I would be wiser. 20 marks Or b Write a story to illustrate the saying: Truth will always set you free. 20 marks 2. The compulsory set text H.R Ole Kulet, Blossoms of the Savannah. In Nasila Community, there are some positive aspects which can be incorporated in the modern society. Using illustrations from the Blossoms of the Savannah, support the above assertion. 20 marks 3."}
{"text": "In Nasila Community, there are some positive aspects which can be incorporated in the modern society. Using illustrations from the Blossoms of the Savannah, support the above assertion. 20 marks 3. The optional set texts a The short story Godwin Siundu, A Silent Song and other stories. Actions speak louder than words. Discuss the truth of this saying using illustrations from Leonard Kibera s A Silent Song 20 marks b Drama: Inheritance David Mulwa Write a composition to illustrate the saying life as a way of paying back our actions. 20 marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 62 MECS CLUSTER JOINT EXAMS 101 1 ENGLISH PAPER Functional Writing, Cloze Test and Oral Skills 1. FUNCTIONAL WRITING The K.C.S.E results have just been released. You attained an A-. You see an advertisement on a newspaper of an intake to join Kenyatta University for a degree programme in Actuarial Science. Write a letter of inquiry to The Dean of Studies, inquire about the dates of the next intake, the fees per semester and whether they offer accommodation. 20marks 2. CLOZE TEST 10MKS Fill in the blank spaces in the passage below with the most appropriate word. Not all work 1 by children should be classified as child labour that is to be targeted for elimination. The 2 of children or adolescents above the minimum age for admission to employment in work that does not 3 their health and personal development or interfere 4 their schooling is generally regarded as being something 5 . This includes activities such as assisting in a family business or 6 pocket money outside school hours and 7 school holidays. 8 kinds of activities contribute to children s 9 and to the welfare of their families; they provide 10 with skills and experience, and help to prepare them to be productive members of society during their adult life. 3. ORAL SKILLS a Read the poem below and answer the question that follows. 10 marks A MINOR BIRD I have wished a bird would fly away, And not sing by my house all day, Have clapped my hands at him from the door When it seems as if I could bear no more."}
{"text": "3. ORAL SKILLS a Read the poem below and answer the question that follows. 10 marks A MINOR BIRD I have wished a bird would fly away, And not sing by my house all day, Have clapped my hands at him from the door When it seems as if I could bear no more. The fault must have been in me. The bird was not to blame for his key. And of course there must be something wrong In wanting to silence any song. QUESTION 1. Identify and illustrate two sound patterns used in the poem. 4 marks 2. Chart the rhyme scheme pattern of the poem. 2marks 3. How would you perform the last line of the poem? 2 marks 4. For each of the following words used in the poem, provide another that is pronounced the same way. 2marks a Not- b Course- www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 63 b. Study the following genre and answer the questions that follow. A Shem showed Silla s shining shoes shamelessly on Sheba s shore. I. Classify the above genre. 1mark ii. Explain what would be lost if this genre is translated into Swahili? 2marks iii. State two functions of the genre identified above. 2 marks b Imagine that your class is having a talk on career choices. The speaker keeps asking the students to pay attention. Give five indicators that inform the speaker that his her listeners are not attentive. 5 marks c Identify the intonation in the following sentences. 4marks i. Did you finish your homework? Ii. What a beautiful girl! Iii. Get out of sight now. Iv. You actually saw the pyramids? D Read the following conversation between Njoroge and the secretary of Walimu Wema College and answer the questions that follow. Njoroge: Hello. Secretary: Hello. Who are you? Njoroge: I am Njoroge Kamau. Is that Walimu Wema College? Secretary: Yes, what do you want? Njoroge: I would like to talk to the prin Secretary: The principal is not in. Njoroge: I wanted to enquire the requirements for joining the college."}
{"text": "Secretary: Yes, what do you want? Njoroge: I would like to talk to the prin Secretary: The principal is not in. Njoroge: I wanted to enquire the requirements for joining the college. Secretary: There s no room for more students. Njoroge: Could you kindly tell me about the next intake? Secretary: I don t know. You will see the advert in the newspaper. Hangs up i. Identify the shortcomings in the secretary s responses. 3mks ii. Correct any three responses of the secretary to ensure that they adhere to telephone etiquette. Write your responses in the table below: 3mks Seral No. What she said. What she should have said. 1. Vk 2. 3. Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 64 MECS CLUSTER JOINT EXAMS 101 2 ENGLISH PAPER 2 Comprehension, literary Appreciation and Grammar JULY-AUGUST 2023 1. Reading Comprehension 20 marks Read the following passage and then attempt the questions that follow Africa possesses incredible resilience as a race and has the potential to effectively utilize its abundant natural resources to enhance its quality of life. However, the key challenge lies in identifying strategies to create a conducive environment that promotes development across the continent. One crucial approach would involve establishing political structures and government institutions capable of formulating and implementing genuine poverty alleviation strategies. Revamping or eliminating administrative arrangements that no longer serve our needs is essential. The government should facilitate the exploitation and management of natural resources by fostering an enabling environment. While having a stable government is important, it is imperative to fight corruption. Leaders and government officials must be held accountable to the taxpayers, and the public should be educated on the harmful effects of corruption. Those who have stolen public funds should be compelled to return them and face legal consequences. Likewise, individuals known for hoarding money in foreign banks should be obligated to repatriate those funds to boost our economies. Furthermore, Africa must find ways to resolve internal conflicts without relying on international intervention, recognizing that we are all united by a common purpose. Emphasizing the importance of unity and functioning as a unified entity should take precedence over tribal or clan sentiments that fuel animosity."}
{"text": "Likewise, individuals known for hoarding money in foreign banks should be obligated to repatriate those funds to boost our economies. Furthermore, Africa must find ways to resolve internal conflicts without relying on international intervention, recognizing that we are all united by a common purpose. Emphasizing the importance of unity and functioning as a unified entity should take precedence over tribal or clan sentiments that fuel animosity. Strengthening the African Union to effectively mediate both intra and inter-state disputes will pave the way for peace, creating an ideal environment for economic growth, recovery, and prosperity. Another solution involves developing rural-based economies, considering that a significant portion of the population resides in rural areas. Industries that process agricultural products and manufacture farm inputs, machinery, and equipment should be strategically located in rural regions. Similarly, mining companies should establish processing plants near the mines. Such industries will naturally employ local labour, reducing the incidence of rural-urban migration. Establishing industries in rural areas will require the development of infrastructure, opening up these regions for business activities. Consequently, this will promote expansion, increase food production, and counter the persistent food shortages in Africa. For instance, developing dairy and beef processing industries in rural areas will encourage sustainable livestock keeping and mitigate losses due to drought. A rural-based economy will uplift the income of rural populations and narrow the wealth gap. Introducing appropriate technology for resource exploitation and wealth creation is also crucial. Instead of relying on expensive imported technologies, Africa should leverage local expertise to develop technologies that align with our specific needs. Home-grown technology can significantly address Africa's food security by utilizing river and lake water for irrigation and harnessing wind and solar energy. Lastly, our economic blocs such as ECOWAS, SADC, and EAC should evolve into common markets by eliminating unnecessary tariffs on goods at various entry points, thereby reaping the benefits of a unified market. The people of Africa should continuously strive for a better life. We possess abundant resources, a skilled workforce, and the capacity to drive progress forward. A What should African countries do to fight corruption based on the information contained in the passage? 2 marks b Explain how Africans can open up rural areas. 2 marks c What do you understand by the term genuine poverty alleviation strategies ? 2 marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 65 d How can we reduce the incidence of rural urban migration?"}
{"text": "2 marks b Explain how Africans can open up rural areas. 2 marks c What do you understand by the term genuine poverty alleviation strategies ? 2 marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 65 d How can we reduce the incidence of rural urban migration? 2 marks e Why is appropriate technology useful? 1 mark f In not more than fifty words, write a summary of the various ways of fostering development in African countries. 5 marks Rough copy Fair copy g What is the tone of the last paragraph of this passage concerning the future of Africa? 3 marks h The public should be educated on the ills of corruption. Add a question tag. 1 mark i Explain the meaning of the following words as used in the passage. 2 marks i Stashed ii Disparity 2. EXCERPT. Henrik Ibsen, A Doll s House Read the excerpt below carefully and answer the questions that follow. 25 marks Nora: looks at him for a moment . For shame! Hits him lightly on the ear with the stockings. That s to punish you. Folds them up again. Rank: And what other nice things am I to be allowed to see? Nora: Not a single thing more, for being so naughty. She looks among the things, humming to herself. Rank: after a short silence . When I am sitting here, talking to you as intimately as this, I cannot imagine for a moment what would have become of me if I had never come into this house. Nora: smiling . I believe you do feel thoroughly at home with us. Rank: in a lower voice, looking straight in front of him . And to be obliged to leave it all Nora Nonsense, you are not going to leave it. Rank: as before . And not be able to leave behind one the slightest token of one s gratitude, scarcely even a fleeting regret nothing but an empty place which the first comer can fill as well as any other. Nora: And if I asked you now for a ? No! Rank: For what? Nora: For a big proof of your friendship Rank: Yes, yes!"}
{"text": "No! Rank: For what? Nora: For a big proof of your friendship Rank: Yes, yes! Nora: I mean a tremendously big favour Rank: Would you really make me so happy for once? Nora: Ah, but you don t know what it is yet. Rank: No but tell me. Nora: I really can t, Doctor Rank. It is something out of all reason; it means advice, and help, and a favour Rank: The bigger a thing it is the better. I can t conceive what it is you mean. Do tell me. Haven t I your confidence? Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 66 Nora: More than anyone else. I know you are my truest and best friend, and so I will tell you what it is. Well, Doctor Rank, it is something you must help me to prevent. You know how devotedly, how inexpressibly deeply Torvald loves me; he would never for a moment hesitate to give his life for me. Rank: leaning towards her . Nora do you think he is the only one ? Nora: with a slight start . The only one ? Rank: The only one who would gladly give his life for your sake. Nora: sadly . Is that it? Rank: I was determined you should know it before I went away, and there will never be a better opportunity than this. Now you know it, Nora. And now you know, too, that you can trust me as you would trust no one else. Nora: rises, deliberately and quietly . Let me pass. Rank: makes room for her to pass him, but sits still . Nora! Nora: at the hall door . Helen, bring in the lamp. Goes over to the stove. Dear Doctor Rank, that was really horrid of you. Rank: To have loved you as much as anyone else does? Was that horrid? Nora: No, but to go and tell me so. There was really no need Rank: What do you mean? Did you know ? MAID enters with lamp, puts it down on the table, and goes out. Nora Mrs. Helmer tell me, had you any idea of this? Nora: Oh, how do I know whether I had or whether I hadn t?"}
{"text": "MAID enters with lamp, puts it down on the table, and goes out. Nora Mrs. Helmer tell me, had you any idea of this? Nora: Oh, how do I know whether I had or whether I hadn t? I really can t tell you To think you could be so clumsy, Doctor Rank! We were getting on so nicely. Rank: Well, at all events you know now that you can command me, body and soul. So, won t you speak out? Nora: looking at him . After what happened? Rank: I beg you to let me know what it is. Nora: I can t tell you anything now. Rank: Yes, yes. You mustn t punish me in that way. Let me have permission to do for you whatever a man may do. Nora: You can do nothing for me now. Besides, I really don t need any help at all. You will find that the whole thing is merely fancy on my part. It really is so of course it is! Sits down in the rocking-chair, and looks at him with a smile. You are a nice sort of man, Doctor Rank! Don t you feel ashamed of yourself, now the lamp has come? A What happens just before this excerpt? 3 marks b Nora and Dr. Rank pursue different interests in this excerpt. Comment on what Nora wants from Dr. Rank and what Dr. Rank wants from Nora. 3 marks c Explain two themes from this excerpt 4 marks d What do we learn about the character of Nora in this excerpt? 4 marks e Let me pass. Explain Nora s attitude towards Dr. Rank as she makes this statement. 3 marks f From the events in this excerpt, what conclusions can you make about love or romantic relationships? 2 marks g Explain the significance of the lamp in relation to the relationship between Dr. Rank and Nora in this excerpt. 2 marks h He would never for a moment hesitate to give his life for me. Rewrite to begin with: Never . 1 mark www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 67 i Explain the meaning of the following words as used in the passage: 3 marks i. fleeting ii. Confidence iii. Horrid 3."}
{"text": "Rank and Nora in this excerpt. 2 marks h He would never for a moment hesitate to give his life for me. Rewrite to begin with: Never . 1 mark www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 67 i Explain the meaning of the following words as used in the passage: 3 marks i. fleeting ii. Confidence iii. Horrid 3. ORAL NARRATIVE Read the story below and then answer the questions that follow. 20 marks Once upon a time, there was the man who had a wife who was barren after giving birth to an only boy. After consulting a witch doctor, he went in search of an ogre s tail as he had been instructed. After a long and hazardous journey through unknown lands, he came into a country of the ogres. That day the ogres were celebrating the installation of a new king. He joined in their beer party and the ogres welcomed him though they had difficulty in restraining their deep desire to eat him. When all ogres went to bed, the man with his knife in his hand stealthily crept to the bed chamber of the new king. Overcome with too much beer, the king was sleeping too heavily to notice that his tail was being slashed off. When he woke up the following morning, he found the other ogres dancing and singing: Omwami kenyalile The king has urinated Khane omwami kenyalanga So the king urinates He looked about him and saw blood, then he noticed that his tail was missing. The visitor was also missing! The king then changed himself into a beautiful woman. After a long journey, she came upon herds boys playing Lifundo with a ball made out of banana leaves. The beautiful woman asked each herds boy in turn what great thing his father had done. One said, My father killed an elephant. Another said that his father had killed a troop of ten Teso warriors. The third said, My father cut off the tail of an ogre. The woman rejoiced and asked the boy to take her to his father s home. The man, struck by her great beauty, made her his wife the same day. That night the woman tried to change into an ogre but the man s two dogs, Kutubi and Mulikho, barked at her fiercely and she gave up the attempt."}
{"text": "The third said, My father cut off the tail of an ogre. The woman rejoiced and asked the boy to take her to his father s home. The man, struck by her great beauty, made her his wife the same day. That night the woman tried to change into an ogre but the man s two dogs, Kutubi and Mulikho, barked at her fiercely and she gave up the attempt. The following day she told the man that she wanted some firewood from the forest. She told him to tie the dogs in heavy chains. She then led him deep into the forest, and then asked him to climb one of the trees that were dry. I will hand the axe to you when you are up, she said. But as soon as the man was up the tree, she turned into an ogre, Now I have got you, the ogre said and started cutting down the tree. The man started calling for his dogs: Asa, asa, mbwa change Kutubi na Mulikho. Come, come, my dogs Kutubi and Mulikho. Each time the tree showed signs of falling, a dove on a nearby tree said, Kurr Murongoro kwa seyi lilisia. Kurr, my tree. Regain your former state. The ogre in a fury chased away the dove, which returned almost immediately. In the meantime, the dogs after the struggle had cut their chains and came at breakneck speed as their master kept calling. When they arrived, the ogre threw away the axe, turned into the same beautiful woman and begged for mercy. But the dogs did not stop their onslaught until she was completely dead. My story ends there. Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 68 QUESTIONS a. State two characteristics of ogre stories evident in the above narrative. 2marks b. From the story, do you think the wife was cured of her illness? Explain your answer. 2marks c. Identify and illustrate two character traits of the man? 4marks d. With an illustration, identify one way in which the narrator has achieved the use of suspense in the above narrative. 2marks e. State any three features of oral narrative evident in the above narrative 3marks f. State any two functions of the song used in the narrative."}
{"text": "2marks c. Identify and illustrate two character traits of the man? 4marks d. With an illustration, identify one way in which the narrator has achieved the use of suspense in the above narrative. 2marks e. State any three features of oral narrative evident in the above narrative 3marks f. State any two functions of the song used in the narrative. 2marks g. What moral lesson do you learn from the above narrative? 2marks 4. GRAMMAR 15 MARKS a Rewrite the following sentences based on the instruction given after each. 2 marks i He understood why people had been laughing after he realized the ugliness of his headgear. Rewrite using present participle . Ii The President-elect was sworn in only after the Supreme Court had validated the Presidential result. Begin: Not until... b . I The maid had prepared supper by the time we got home. Rewrite to remove gender bias . 1 mark ii I have been studying in this school for four years complained the student but I have never scored one hundred per cent in any subject. Punctuate correctly 1 mark iii Chinua Achebe one of Africa s greatest writers passed on nine years ago. Rewrite using parenthesis . 1 mark c. Use the correct form of the word given in the brackets. 3 marks a The between them is sickening enemy ii She was sacked due to chronic absent iii Laziness is a to success hinder d . Fill the blanks with the most suitable prepositions. 3 marks i He was sentenced to life imprisonment the law. Ii Unemployed youth often subscribe illegal gangs. Iii They attended the party dressed smart casual. E . Using the words in brackets, complete the following sentences with the most appropriate phrasal verbs. 3 marks i My parents managed to high school although with difficulty. See ii I was by his childish behaviour during the academic parade. Take iii The new students could not their way to the dormitory. Make f . His decision was a typical case of putting the ox before the cart. Correct the idiomatic expression ."}
{"text": "You attained an A-. You see an advertisement in a newspaper for an intake to join Kenyatta University for a degree programme in Actuarial Science. Write a letter of inquiry to The Dean of Studies, inquire about the next intake dates, the fees per semester and whether they offer accommodation. 20marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 83 IGAMBANG OMBE FORM FOUR COMMON EXAMS TERM 2, 2023 101 1: ENGLISH FUNCTIONAL WRITING AND ORAL SKILLS 1. FUNCTIONAL WRITING 20 MARKS Imagine that you are the secretary of the COVID-19 Prevention and Control Team. You held a meeting to plan the prevention and control of the entry of the virus into your school upon the resumption of all the students after the nine-month-long break. Write the minutes that you took during the meeting that you attended regarding the same. A non-member has been invited to the meeting .Four out of the twelve members are absent and no one knows their whereabouts. Two others had informed the chairperson that they would not attend. There were only three items of discussion. Write the minutes that you took during the meeting that you attended regarding the same. 20 MARKS 2. CLOZE TEST. 10 MARKS Read the following passage and fill the blank spaces with the most appropriate word. Perhaps the best way to . .. 1 reading poetry responsively is not to allow yourself to be intimidated ... 2 it. Come to it, initially at least, the way you might . . 3 to a song several times before you . . 5 it all, have before you have a sense of how it works 5 .it s going and how it gets there. You don t worry about analyzing a song when you listen to it, even though after 6 experiences with it you know and anticipate a favourite part and know, on some level, why it works for you. 7 yourself a chance to respond to poetry. The hardest work has already 8 ..done by the poet, so all you need to do at the start 9 .listen for the pleasure produced by 10 .. .poet s arrangement of words. 3."}
{"text": "7 yourself a chance to respond to poetry. The hardest work has already 8 ..done by the poet, so all you need to do at the start 9 .listen for the pleasure produced by 10 .. .poet s arrangement of words. 3. ORAL SKILLS. 30 MARKS a Read the poem below and answer the questions that follow. Words going around and around Like in a washing machine, Only there in my head, I pluck one out and put it aside, There is more going around again, Through the dark tunnel the words continue to spread The poem is almost done. Reading it out aloud stuttering as I go I m pleased with what I have done, Writing words I don t stutter As my oral words have done I m glad I wrote this poem I can write what I can t say And be understood in every way, I ve been given a chance. By Tracey McFayden. Www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 84 i Identify the rhyme scheme of the poem. 2marks ii Other than rhyme, what other two mnemonic devices has the poet employed? 4marks iii How would you say the following lines in the poem? 4 marks a Line 1, stanza 1 b Line2, stanza 2 b Imagine that the school nurse has sent you to the principal s office to pass him urgent information. He is in the middle of a meeting and as you walk through doors he rises and begins walking towards you. I What two things must you do before you begin talking to him? 2mks ii What two non-verbal cues will you employ to pass the message without distracting the on-going meeting? 2marks c Insert the following words in the corresponding column to show whether it has a , , or sound as per the one underlined type. 4marks Tenth, sugar, special, father, Garage, Mathematics, Leisure, Themselves. D Provide a word pronounced in the same way as each of the ones below."}
{"text": "2marks c Insert the following words in the corresponding column to show whether it has a , , or sound as per the one underlined type. 4marks Tenth, sugar, special, father, Garage, Mathematics, Leisure, Themselves. D Provide a word pronounced in the same way as each of the ones below. 4marks i Due ii Fairy iii Bald iv Colonel e Your teacher of English has asked you to discuss a question on Inheritance . Three minutes into the discussion, most of the students lose concentration. Give the possible reasons why this happened. 3 marks f A teacher of Kiswahili language was in class during a reading session. He realized that the student had poor reading habits. Mention three of these habits he might have observed. 3 marks g Study the genre below and answer the questions that follow Peter piper picked a peak of picked paper a Give two functions of the genre above. 2 marks www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 85 IGAMBANG OMBE FORM FOUR COMMON EXAMS 101 2 ENGLISH PAPER TWO Comprehension, Literary Appreciation Grammar July, 2023 2 hours. 30 Minutes. Comprehension. 20 marks 1. Read the passage below and then answer the questions that follow. I also did not always understand what your grandfather thought. It was difficult, because he did not like people to know him so well. Even when he spoke to you, he would look away for fear that you would know his thoughts. So it was with his attitude towards the white man. One day he would say one thing, and the next day it was as if he was saying something else. I know that he respected the white man for his power, for his machines and weapons and the way he organized his life. He would say that the white man was always improving himself, whereas the African was suspicious of anything new. The African is thick, he would sometimes say to me."}
{"text": "I know that he respected the white man for his power, for his machines and weapons and the way he organized his life. He would say that the white man was always improving himself, whereas the African was suspicious of anything new. The African is thick, he would sometimes say to me. For him to do anything, he needs to be beaten. But despite these words, I don t think he ever believed that the white man was born superior to the Africans, he did not respect many of the white man s ways or their customs. He thought many things that they did were foolish or unjust. He himself, he would never allow himself to be beaten by a white man. This is how he lost many jobs. If the white he worked for was abusive, he would tell the man to go to hell and leave to find other work. Once an employer tried to cane him, and your grandfather grabbed the man s cane and threatened him with it. For this he was arrested, but when he explained what had happened, the authorities let him off with a fine and a warning. What your grandfather respected was strength. Discipline. This is why, even though he learnt many of the white man s ways, he always remained strict about Luo traditions. Respect for elders. Respect for authority. Order and custom in all his affairs. This is also why he rejected the Christian religion. I think. For a brief time, he converted, and even changed his name to Johnson. But he could not understand such ideas as mercy towards your enemies, or that this man Jesus could wash away a man s sins. To your grandfather, this was foolish sentiment. Adapted from Barrack Obama: Dreams from my Father New York: Three Rivers Press, 1996. A Explain why the grandfather in this passage respected the white man. 3marks b Why do you think the grandfather did not want people to know him so well? 2marks c What did the grandfather dislike about the white man? 2 marks d In about 25 words, summarize lessons learned from the Luo traditions and beliefs? 4 marks e Identify any character trait of the grandfather's that came out of this passage. 2 marks f What is the narrator s attitude towards the grandfather? 3 marks g Explain the meaning of the following expressions as used in the passage 4mks i . Suspicious............................................................................................................. ii ."}
{"text": "3 marks g Explain the meaning of the following expressions as used in the passage 4mks i . Suspicious............................................................................................................. ii . Abusive................................................................................................................. iii . Let him off iv . Sentiment www.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 86 QUESTION TWO: EXCERPT FROM A DOLL S HOUSE- HENRIK IBSEN 25 marks Read the excerpt below and answer the questions that follow Nora: I don t believe that any longer. I believe that before all else I am a reasonable human being, just as you are- at all events, that I must try and become one. I know quite well, Torvald that most people would think you are right, and the views of that kind are to be found in books; but I can no longer content myself with what most people say, or with what is found in books. I must think over things for myself and get to understand them. Helmer: Can you not understand your place in your own home? Have you not a reliable guide in such matters as that? -. Have you no religion? Nora: I am afraid, Torvald, I don t not exactly know what religion is. Helmer: What are you saying? Nora: I know nothing but what the clergyman said when I went to be confirmed. He told us that religion was this and that, and the other. When I am away from all this, and I am alone, I will look into that matter too. I will see if what the clergyman said is true, or at all events if it is true for me. Helmer: This is unheard of in a girl of your age! But if religion cannot lead you aright, let me try and awaken your conscience. I suppose you have some moral sense? Or- answer me- am I to think you have none? Nora: I assure you, Torvald that is not an easy question to answer. I really don t know. The thing perplexes me altogether. I only know that you and I look at it in a quite different light. I am learning too, that the law is quite another thing from what I suppose; but I find it quite impossible to convince myself that the law is right. According to it a woman has no right to spare her old dying father, or to save her husband s life."}
{"text": "I only know that you and I look at it in a quite different light. I am learning too, that the law is quite another thing from what I suppose; but I find it quite impossible to convince myself that the law is right. According to it a woman has no right to spare her old dying father, or to save her husband s life. I can t believe that. Helmer: You talk like a child. You don t understand the conditions of the world in which you live. Nora: No, I don t. But now I am going to try. I am going to see if I can make out who is right, the world or I. Questions. 1. Place the excerpt in its immediate context. 6mks 2. Discuss any two character traits of Helmer in this extract. 4 mks 3. Give evidence that Nora is an assertive character . 3 mks 4. From elsewhere in the play, how is Nora portrayed in a different light? 2 mks 5. I do not exactly know what religion is. Add a question tag 1 mk 6. In what way does Nora conflict with the law? 3 mks 7. Discuss one major issue of concern addressed in the excerpt. 2 mks 8. What is the meaning of the following words; 4 mks i. Religion ii. Clergyman iii. Conscious iv. Perplexes QUESTION 3 20mks Read the following oral song and answer the questions that follow. I my husband rejects me Because he says That I am a mere pagan And I believe in t he devil. He says I do not know The rules of health, And I mix up Matters of health and superstitionwww.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 87 Ocol troubles my head. 10 He talks too much And he heaps insults on me As well as my relatives. But most of his words are senseless, They are like the songs. 1 5 Of children's plays. And he treats his clansmen As if they are enemies. Ocol behaves As if he is a witch! 20 IV It is true White man's medicines are strong, But Acoli medicines Are also strong."}
{"text": "And he treats his clansmen As if they are enemies. Ocol behaves As if he is a witch! 20 IV It is true White man's medicines are strong, But Acoli medicines Are also strong. V The sick get cured Because his time has not yet come: But when the day has dawned For the journey to Pagak No one can stop you White man's medicines 30 Acoli medicines Crucifixes, rosaries, Toes of edible rats, The horn of the rhinoceros None of them can block the path 35 That goes to Pagak! VI When death comes To fetch you She comes unannounced, She comes suddenly 40 Like the vomit of dogs, And when she comes The wind keeps blowing The birds go on singing And the flowers 45 Do not hang their heads The agoya bird is silent The agoya comes afterwards, He sings to tell , That death has been that way! 50 VII When Mother Death comes She whispers Come, And you st and up And follow You get up immediately, And you start walking Without brushing the dust On your buttocks. 68 VIII You may be behind 60 A new buffalo-hide shield, And at the mock-fightwww.freekcsepastpapers.com ENGLISH PAPER 1, 2 3 88 Or in battle You may be matchless IX You may be hiding In the hole Of the smallest black insect, Or in the darkest place Where rats breast-feed their puppies, Or behind the Agoro hills. Okoth P Bitek Questions 1. Why does Ocol reject Lawino? Give examples. 2mks 2. Give reasons why Lawino blames Ocol. 2mks 3. What do you understand by this line: \"For the journey to Pagak\"? Line 28 2mks 4. What things do people use to ward off death? Are these things effective? 6mks 5. What do you understand by the following lines: 2mks \"The wind keeps blowing The birds go on singing And the flowers Do not hang their heads.\"? Lines 43 to 46 6. The writer starts with one theme which leads to another. What are the two themes? 2mks 7. In two sentences, state what the writer says about death. 4mks GRAMMAR -15 MARKS 1."}
{"text": "2mks 7. In two sentences, state what the writer says about death. 4mks GRAMMAR -15 MARKS 1. Give the meaning of the underlined idiomatic expressions in the sentence. I. There was no love lost between the two friends. Ii. The President and the Prime Minister resolved to bury the hatchet. 2. Replace the underlined word with the phrasal verb from the verbs given in brackets. I. I have left the relationship because my boyfriend is unfaithful. Walk ii. My father scolded me because I had not done the assignment. Tell 3. Use the correct form of the words in the brackets to complete the following sentences. I. Due to lack of proper diet, Atieno s child is .. nourish ii. Tuju is one man whose ................... pronounce is superb. Iii. Wanja is a very .. discipline student, no wonder she is always punished. 4. Punctuate the following sentences correctly : i. alonje said I will return next month ii. Let us listen to him ivan argued he sounds reasonable 5. Rewrite the following sentences replacing the bold words with gender sensitive words. I. She sneaked because the watchman was asleep. Ii. The master on duty made me kneel the whole day for making noise in class. For 6. Fill in the blanks with the most appropriate preposition. I. She has lived in Samburu ten years. Ii. It is improper to hurl abuses ..people. 7. Fill in the blanks with the most appropriate personal pronoun. I. The winners are Arendi and . Her she ii. Rose and . She her left for Nairobi. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 99 GATUNDU SOUTH 101 1 ENGLISH PAPER 1 FUNCTIONAL SKILLS END OF TERM 2 2023 Question 1: 1. Your drama club is organizing to stage a performance of Henrik Ibsen s play A Doll s House in your school. You are inviting neighbouring schools to attend the performance. Each school will be required to provide entry fee, transport, lunch and writing materials for the students."}
{"text": "Your drama club is organizing to stage a performance of Henrik Ibsen s play A Doll s House in your school. You are inviting neighbouring schools to attend the performance. Each school will be required to provide entry fee, transport, lunch and writing materials for the students. A Write a public notice 8mks b Write a synopsis to accompany the notice. 12 marks 2. CLOZE TEST Read the passage below and fill in each blank space with the most appropriate word. 10mks What happens when most parents have children? Don t we 1 the easy route for our children? Many of 2 grew up fending for 3 , doing house chores, our own homework, sorting out 4 own fights, making our own toys and caring for younger 5 . We were expected to exert ourselves and punished if we didn t. Yet we try and create an easier 6 for our children. We help them with 7 homework, employ workers so they don t have to lift a 8 , buy them games that keep them sofa bound and referee their fights with siblings, friends and teachers. We are feeding the monkey and then we 9 why it won t go into the jungle to hunt. In turn, they will likely 10 things even easier for their offspring. Question 3: ORAL SKILLS 3. A Read the following poem and answer the questions that follow. Every step I take Every move I make Every single day Every time I pray I ll be missing you Thinking of that day When you went away What a life to live What a bond to break I ll be missing you. QUESTIONS a. i Describe the rhyme scheme. 2mks ii How is rhythm achieved in the poem? 2mks iii Which word would you stress in the last line, why? 1mk iv Identify any two pairs of rhyming words. 2mks v How will you perform line 9? 1mk b Indicate rising or falling intonation in the following sentences. 3mks i Alcoholism is a brain disease. Ii Would you spend the evening with me? Iii Who could possibly have seen my pair of glasses?"}
{"text": "3mks i Alcoholism is a brain disease. Ii Would you spend the evening with me? Iii Who could possibly have seen my pair of glasses? Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 100 c For each of the following words, provide another that is pronounced in the same way. 5mks i Seine ii Wore iii Pleas iv Lava v Censor d Study each set of words and underline the odd one out in terms of pronunciation. 3mks i Flower Flour floor ii coat Caught court iii counsel council cancel e Identify the silent letter in each word. 3mks i sigh ii Scenario iii Solemn f Read the conversation below and answer the questions that follow: Mother: I said get in the car before I knock your head! Son: Leave me alone, you don t even care about me anymore. Mother: You are a foolish child, come on! Get in! Son: I won t. Mother: Alright, dear, come; let us go home, I ll buy it for you as soon as I get the money. Son: I don t care about your empty promises. Mother: You know I love you. I have been financially beaten, understand child. Son: Liar! Mother: Don t try my patience, let s go home now. Son: I don t need you. You don t need me. Mother: Can we talk over this matter at home dear? Son: Talk to yourself. I don t care about you. Shrugs shoulders and pouts the mouth a Identify three instances of poor etiquette in the conversation above. 3mks b Give 3 suggestions on how the above conversation can be improved. 3mks c State two key factors to consider in effective communication. 2mks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 101 GATUNDU SOUTH JOINT EXAMINATION 101 2 ENGLISH PAPER 2 COMPRENSION, LITERARY APPRECIATION AND GRAMMAR END OF TERM 2 2023 1."}
{"text": "3mks b Give 3 suggestions on how the above conversation can be improved. 3mks c State two key factors to consider in effective communication. 2mks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 101 GATUNDU SOUTH JOINT EXAMINATION 101 2 ENGLISH PAPER 2 COMPRENSION, LITERARY APPRECIATION AND GRAMMAR END OF TERM 2 2023 1. COMPREHENSION Read the passage below and then answer the questions that follow. 20 marks In my previous piece, I argued that there were various obstacles or handbrakes on economic development and job creation that should be tackled along with more proactive measures. We hear a lot about creating infrastructure to pave way for more economic activity and jobs but, we need to look at the impediments confronting economic and commercial activity. Arguably, the biggest of these is corruption, which spans the economic, social and political landscape like a colossus. One needn t go further than the recent release of Transparency International s 2017 East African Bribery Index. Unsurprisingly, the highest ranked institution in the Kenyan context is the Kenya Police service, where 69 per cent of respondents said they either offered a bribe or were induced to pay one. The recent cartoon of a police officer telling the Central Bank Governor that the new sh. 50 note should carry the images of our traffic police officers is a cynical reminder of the reality. Other institutions where bribery in the public service is rampant are the Judiciary and various land services at 44 per cent and 41 per, cent, respectively. Even more depressing is that the study concluded that the size of the bribe had increased significally. Let us go beyond the figures and remind ourselves that corruption is like a debilitating disease that eats away at a country and its institutions. This, in turn, reduces the effectiveness and capacity of many of these very institutions that are in theory there to serve people. On a more anecdotal level, how many times have we heard people saying that they failed to ask the police to investigate some irregularity or misdemeanor because it was largely a waste of time? Indeed, in many cases, any report that is made to the police is largely for the purpose of getting a signed and stamped abstract form."}
{"text": "This, in turn, reduces the effectiveness and capacity of many of these very institutions that are in theory there to serve people. On a more anecdotal level, how many times have we heard people saying that they failed to ask the police to investigate some irregularity or misdemeanor because it was largely a waste of time? Indeed, in many cases, any report that is made to the police is largely for the purpose of getting a signed and stamped abstract form. Another way to look at it is to see how much time, energy and money is diverted to paying for even the minimum of public services that are simply not delivered or are way below standard. These are often services being funded by the taxes of the very same citizenry. Purely and simply, this is negative energy and the blatant hijacking of resources, which literally should be going into more productive activities. There is the argument that it takes two to tango and the average Kenyan is compliant enough to participate in such activities to get by. That has some truth in it, but so does the fact that it is often very difficult to get on with one s life without giving in to extortion. The end result is that it reduces economic growth by a percentage point or two, which in turn, affects job creation opportunities. The president must lead from the front and ensure that all those working for him operate in an honest and dedicated manner. Any deviance from this simple principle should be met with dismissal. This may appear an obvious thing to say but there have been too many instances where it happened later rather than sooner or not at all. Much more needs to be put into the methods of lifestyle audits and forensic information on public servants. Section 27 5 of the Public Officers Act needs to be beefed up. The principle of random lifestyle audits on public servants needs to become the norm. For all its weaknesses, the vetting of police officers showed the value of such an exercise. We have seen a flurry of county government appointments and some questions on the suitability of several of them. This is why the audit of public officers should become more holistic preferably by an independent entity. The price paid for corruption should be made high enough so that it becomes a deterrent and it should be paid by both the giver and the taker . The country faces huge challenges and hurdles; one of thewww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 102 greatest is corruption."}
{"text": "This is why the audit of public officers should become more holistic preferably by an independent entity. The price paid for corruption should be made high enough so that it becomes a deterrent and it should be paid by both the giver and the taker . The country faces huge challenges and hurdles; one of thewww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 102 greatest is corruption. We need to take steps to reduce the former so the latter is much less attractive. The dividend in terms of a more vibrant economy would be enormous. Adopted from the Daily Nation, 21st November, 2017 Questions a Identify the two contradicting opinions about what is hindering economic growth and job creation in Kenya. 2mks b State any two effects of corruption highlighted in this passage. 2mks c Why do you think the writer mentions the cartoon of the police officer? 2mks d Discuss the use of imagery in the second paragraph. 3mks e Describe the tone of the passage. 3mks f In about fifty words, summarise the recommendations that the writer gives to eliminate corruption. Rough copy Fair copy g We need to take steps to reduce the former so the latter is much less attractive. Rewrite beginning: Steps . 1mk h Give the meaning of the following expressions as used in the passage. 3mks i Proactive measures ii takes two to tango iii deterrent QUESTION 2: EXCERPT 25 MARKS Read the following excerpt and answer the questions that follow Nora: What ought I to make an end of? Mrs. Linde: Of two things, I think. Yesterday you talked some nonsense about a rich admirer who was to leave you money- Nora: An admirer who doesn t exist, unfortunately! But what then? Mrs. Linde Is Doctor Rank a man of means? Nora: Yes, he is. Mrs. Linde: And has no one to provide for? Nora: No, no one: but- Mrs. Linde: And comes here everyday? Nora: Yes, I told you so. Mrs. Linde: But how can this well-bred man be so tactless? Nora: I don t understand you at all. Mrs. Linde Don t prevaricate, Nora."}
{"text": "Nora: I don t understand you at all. Mrs. Linde Don t prevaricate, Nora. Do you suppose I don t guess who lent you the two hundred and fifty pounds? Nora: Are you out of your senses? How can you think of such a thing! A friend of ours, who comes here everyday! Do you realize what a horribly painful position that would be? Mrs. Linde: Then it really isn t he? Nora: No, certainly not. It would never have entered into my head for a moment. Besides, he had no money to lend then; he came into his money afterwards. Mrs. Linde: Well, I think that was lucky for you, my dear Nora. Nora: No, it would never have come into my head to ask Doctor Rank. Although I am quite sure that if I had asked him- Mrs. Linde: But of course you won t. Nora: Of course not. I have no reason to think it could possibly be necessary. But I am quite sure that if I told Doctor Rank- Mrs. Linde: Behind your husband s back? Nora: I must make an end of it with the other one, and that will be behind his back too. I must make an end of it with him. Mrs. Linde: Yes, that is what I told you yesterday, but- Nora: Walking up and down A man can put a thing like that straight much easier than a woman-www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 103 Mrs. Linde: One s husband, yes. Nora: Nonsense! Standing still when you pay off a debt you get your bond back, don t you? Mrs. Linde: Yes, as a matter of course Nora: And can tear it into a hundred thousand pieces, and burn it up the nasty dirty paper! Mrs. Linde: looks hard at her, lays down her sewing and gets up slowly . Nora, you are concealing something from me. Nora: Do I look as if I were? Mrs. Linde: Something has happened to you since yesterday morning. Nora, what is it? Nora: going nearer to her Christine! Listens Hush! There s Torvald come home. Do you mind going in to the children for the present? Torvald can t bear to see dressmaking going on."}
{"text": "There s Torvald come home. Do you mind going in to the children for the present? Torvald can t bear to see dressmaking going on. Let Anne help you. Questions a Briefly explain what happens before the events in the excerpt. 3mks b Explain why Mrsl Linde says I am older than you in many ways and have a little more experience . 3mks c From the dialogue, what do we learn about Nora s character? 2mks d What is Mrs. Linde s view about Nora and Doctor Rank s relationship? 2mks e Identify and explain two themes in the excerpt. 4mks f Identify and explain the dramatic irony in this excerpt. 2mks g Why does Mrs. Linde ask so many questions about Dr. Rank s character? 2mks h Nora, you are concealing something from me add a question tag 1mk i Explain the meaning of the following words and expressions as used in the excerpt. 4mks a Behind your husband s back? B Concealing c Make an end of it d Excesses j Describe what happens immediately after the excerpt. 2mks QUESTION 3 Read the following oral poem and answer the questions that follow 20mks Listen My husband In the wisdom of Long o Time is not stupidity split up Into seconds and minutes It does not flow Like beer in a pot That is sucked Until it is finished It does not resemble A loaf of millet bread Surrounded by hungry youths From a hunt It does not get finished Like vegetable in the dish. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 104 A lazy youth is rebuked A lazy girl is slapped A lazy wife beaten A lazy man laughed at Not because they waste time But because they only destroy And do not produce And famine Invades women take their baskets To go and beg, food, Strangers will sleep with them They will have your wives And what can you say? QUESTIONS a Classify the above song. 2mks b Who is the singer? 2mks c Explain two economic activities practiced by the community from which the song is derived. 4mks d Identify any one vice that is discouraged in the oral poem."}
{"text": "2mks i Even Rose completed the race. Ii Rose even completed the race. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 105 GATUNDU SOUTH JOINT EVALUATION EXAM 101 3. ENGLISH CREATIVE COMPOSITION AND ESSAYS BASED ON SET TEXTS . Question 1: Imaginative Composition Compulsory 20 marks Either a Write a composition beginning with the following: 20 marks As I got closer to my home that night, I realized that the noise came from my elder brother's house OR b Write a composition explaining how young Kenyans can help eradicate poverty. 20 Marks Question 2: Compulsory Set Text: Blossoms of the Savanna by H.R Kulet. 20 marks Resian s determination makes her succeed . With reference to the novel, Blossoms of the Savannah by Henry Ole Kulet, write an essay to validate this statement. Question 3: Optional Set Texts a Short Story: A Silent Song and Other Short Stories Edited by Godwin Siundu War brings many negative consequences . Write an essay to support the above statement basing your illustrations from Chimamanda Adichie's 'Ghosts' 20 Marks b The Novel : Artist of the Floating World by Kazuo Ishiguro There is a conflict between the young and the old generation in society. Basing your illustrations on An Artist of the Floating World, write an essay to validate this statement. 20 Marks c Drama: Inheritance by David Mulwa 'Lacuna Kasoo is a heartless man without any moral values.'. Write an essay show the truthfulness of this statement using illustrations from Inheritance by David Mulwa. 20 Marks GATUNDU SOUTH JOINT EXAMINATION MARKING SCHEME FORM 4 101 1 ENGLISH PAPER 1 Functional Skills Question 1 a NOTICE Points of interpretation 8mks Format 2mks 1. Borderline Margin 1mk 2. NOTICE! NOTICE! 1mk CONTENT 4mks 1. Title of the Book A DOLL S HOUSE . Mk 2. Invitation mk 3. Venue mk 4."}
{"text": "Mk 2. Invitation mk 3. Venue mk 4. Charges mk 5. Date mk 6. Time mk 7. Contact mk 8. Concluding remark mk www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 116 MUMIAS WEST SUBCOUNTY JOINT EXAM-2023 101 1 ENGLISH PAPER 1 Functional writing, cloze test and oral skills 1. FUNCTIONAL WRITING 20MKS The members of the Health Awareness Club in your school are having a meeting. Eight members are present, two have sent their apologies and one is absent. Dr. Jasiri, the club s patron, and Mrs. Sandra, the assistant patron, are also part of this meeting. The minutes of the previous meeting are read and the management of the club s finances is an item discussed from the previous meeting. The following are the items to be discussed: i Recruitment drive for new members ii Identification of guest speaker for the Health Awareness Day iii A visit to Afya House Write the minutes. 2. CLOZE TEST 10MKS Fill in the blank spaces with the most appropriate words. A new research title Underage drinking in Kenya , has 1 .that nearly one third of form four students aged below 18 years take alcohol ..2 . As our society ponders this sad ..3 .., the urgent message to children who are taking alcohol 4 . Do not drink another sip. Advice to those children is to strongly say no . 5 irresponsible behaviour, to alcoholism, there are many 6 effects of alcohol. It is wrong and illegal for children to drink alcohol. This report also states that 46 percent of the children received 7 .first pint from friends and 8 . Do you offer alcohol to a child? As a parent or guardian, do you nurture 9 .? How much time do you spend with them? Notably, 10 of guidance and supervision are stimuli to underage drinking. 3: ORAL SKILLS 30 MARKS a Read the oral narrative below and answer the questions that follow."}
{"text": "How much time do you spend with them? Notably, 10 of guidance and supervision are stimuli to underage drinking. 3: ORAL SKILLS 30 MARKS a Read the oral narrative below and answer the questions that follow. 10 marks The Stupid Monkey Once upon a time, a tribe of monkeys made their home in their pleasure garden of the king. On a certain holiday when the drum was beaten to call the people together, the King s gardener, hearing the drum, said to himself, Even though it is a holiday, the garden must be watered. Accordingly I will ask the Monkeys to water the garden for me, so that I can be off to enjoy myself and the holiday with the rest. So he called the Monkeys and asked them to water the garden. When the monkeys had promised to water all the young trees faithfully, the gardener gave them the water skins and the wooden pot with which to perform the task. After the gardener had gone, the Monkeys took up the water skins and the watering pot and began to water the young trees. But the leader of the monkeys stopped them. Wait, he said, we must be careful not to waste water. Before you water them, you must first pull up each tree and look at the size of the roots. Then you must give plenty of water to those which have long, deep roots, but less to those with short roots. For when this water is finished, we shall have to work to get any more. To be sure, said the other monkey, that is what we must do. So they pulled up all the trees just as their leader had told them to do and all the young trees died. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 117 Question i What feature of oral narratives would you use to prepare your audience to listen to the above story? 2 marks ii What two devices of performance would you use in narrating this story effectively? 2 marks iii Which three things would indicate to you that the audience is following the narration? 3 marks b Your former school has invited you as a guest speaker to give a talk on discipline. At the end of the speech, the students comment that the talk was well delivered. Suggest reasons why they commented so. 4 marks c Give a homophone for each of the following words."}
{"text": "At the end of the speech, the students comment that the talk was well delivered. Suggest reasons why they commented so. 4 marks c Give a homophone for each of the following words. 2marks i Gate ... ii Medal iii Sweet d Identify and number any four pairs of words that are pronounced the same. 4 marks plain mourn plane mad berry mud burrow cat bred cut bury you pool ewe pull father fool farther bread moan full sea further see e Explain the emphatic stress on the underlined words in the following sentences. 4marks i. Jim slapped Jane yesterday. Ii. Jim slapped Jane yesterday. Iii. Jim slapped Jane yesterday. Iv. Jim slapped Jane yesterday. F Study the following item of oral literature and answer the questions that follow. 2 marks Kot took Kot s coat, Kot went to court, the court told Kot to return Kot s coat to Kot. Questions. I Identify the above genre. 1 mark ii If the above genre was to be translated to another language, what would be the effect of translation? 1 mark g Assign intonation to the following sentences. 3 marks i How beautiful the lady looks! Ii We will be able to go, won t we? .. Iii She bought a house h Read the telephone conversation below and answer the questions that follow. 6 marks Wanjala: Hello, is that Chaka Limited. Sheila: Picking the phone Those shoes fit well. Hello, is anybody on this line? Wanjala: Hallo, is that Chaka Limited? Sheila: What do you want? Wanjala: Please confirm for me whether I called the right place, Chaka Limited? Sheila: Shouting Which other company has a similar phone number as this? Wanjala: May I then speak to the Managing Director? Sheila: I prefer the red shoes ... on phone . What do you say? Oh, the Managing director can t talk to you. Wanjala: Can I then leave a message which you can pass to him. Sheila: Why can t you call him on his personal line ... away from the receiver go for the red ones."}
{"text": "Wanjala: Can I then leave a message which you can pass to him. Sheila: Why can t you call him on his personal line ... away from the receiver go for the red ones. Wanjala: Surprised Hello, excuse me madam. I am Wanjala Nicholas and I m requesting to talk to the Managing Director over an important matter concerning one of your employee... Sheila: I told you Managing Director is not in. Hangs up www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 118 Questions. I Explain three things that make Sheila an ineffective communicator. 3 marks MUMAS WEST SUB-COUNTY JOINT EVALUATION TESTS 101 2 ENGLISH COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR QUESTION 1: COMPREHENSION 20 MARKS Read the passage below and answer the questions that follow What is educational success? Many people associate this with passing exams and advancing one s academic achievements. They think it is scoring A s and transiting from one level to another. Others think it is enrolling more children in school. This definition emphasizes the blanket assessment of a group of students with little regard for individual achievements. There is great difference between going to school and getting education. You can go to school but never acquire an education. Not all children can score grade A , but that does not mean that they are not educationally successful. So, is there another way to determine educational success for each student? There are three ways to do this. First, emphasis should be placed on student s motivation to go to school. Youth who have their own reason for going to school and have set their goals tend to excel in academics. Young people can push themselves to succeed academically to avoid difficult situations or pull themselves up to change the state of their lives. There is also the extrinsic motivation from parents and society. Parents who want their children to succeed are supportive and encouraging. Young people often work hard to please their parents and guardians and to be recognized by society. Every child should enjoy educational success as every step of their journey rather than focusing continuously on top students and institutions and their achievements. Successful communities boast of successful schools. The second aspect of educational success is school engagement; which makes a student enjoy learning, feel appreciated as part of a community, and that they are gaining from the experience."}
{"text": "Every child should enjoy educational success as every step of their journey rather than focusing continuously on top students and institutions and their achievements. Successful communities boast of successful schools. The second aspect of educational success is school engagement; which makes a student enjoy learning, feel appreciated as part of a community, and that they are gaining from the experience. Youth who are engaged in their school work will do all that they can to ensure that they achieve their goals. Studies have shown that schools with a good climate high expectations, parent involvement, staff development, intimate learning environments and connection of learning with student s interest and career plans are more likely to have better academic achievement than those with more personnel. This means that schools that blame their underachievement on lack of teachers should change their focus to ensure that they have a good school climate with the resources they have. Third is the future goals of the student. Most students who transit through primary and secondary school want to further their goals. This may include enrolling in a tertiary institution for vocational training to gain skills for purpose of getting employment. It is important for youth to associate academic learning with their future goals. So, what really is educational success? It should be a subjective report from each student on their personal desire to go to school, a report of enjoyment of learning as well as a belief that they are attaining something beneficial for their future. Educational success is first and foremost individualized achievement and secondly, community success. Every child should enjoy educational success at every step of their journey rather than focusing continuously on top students and institutions and their achievements. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 119 The focus should be on each student with a firm belief that they can contribute to the development of self, family, and community at every step of their academic journey. A. How do different people define educational success? 2 marks b. From the second paragraph, explain why the writer does not conform to the above definitions? 2 marks c. According to the passage, how can one ensure academic success in the youth? 3 marks d. What roles can parents play as contribution to educational success? 3 marks e. Giving your answer in note form, list contributors to educational success of the children. 4 marks f. Parents who want their children to succeed are supportive and encouraging."}
{"text": "3 marks d. What roles can parents play as contribution to educational success? 3 marks e. Giving your answer in note form, list contributors to educational success of the children. 4 marks f. Parents who want their children to succeed are supportive and encouraging. Rewrite to begin: Being .... 1 mark g. How does the definition of educational success change towards the end of the passage? 2marks h. Give the meanings of the following words as used in the passage: 3 marks i transiting ii blanket assessment . Iii good school climate QUESTION 2 : THE EXCERPT 25MKS Read the following excerpt from Henrik Ibsen s A Doll s House and answer the questions that follow: Helmer: Nora! Goes up to her and takes her playfully by the ear The same little featherhead! Suppose, now, that I borrowed fifty pounds today, and you spent it all in the Christmas week, and then on New Year s Eve a slate fell on my head and killed me, and Nora: putting her hands over his mouth Oh! Don t stay such horrid things. Helmer: Still, suppose that happened, - what then? Nora: If that were to happen, I don t suppose I should care whether I owed money or not Helmer: Yes, but what about the people who had lent it? Nora: They? Who would bother about them? I should not know who they were. Helmer: That is like a woman! But seriously, Nora, you know what I think about that. No debt, no borrowing. There can be no freedom or beauty about a home life that depends on borrowing and debt. We two have kept bravely on the straight road so far, and we will go on the same way for the short time longer that there need be any struggle. Nora: moving towards the stove as you please, Torvalds. Helmer: Following her Come, come, my little skylark must not droop her wings. What is this! Is my little squirrel out of temper? Taking out his purse Nora, what do you think I have got here? Nora: turning round quickly Money! Helmer: There you are."}
{"text": "Taking out his purse Nora, what do you think I have got here? Nora: turning round quickly Money! Helmer: There you are. Gives her some money Do you think I don t know that a lot is wanted for housekeeping at Christmas time? Nora: counting Ten shillings a pound two pounds! Thank you, thank you, Torvald; that will keep me going for a long time. Helmer: Indeed it must. Nora: Yes, yes, it will. But come here and let me show you what I have bought. And all so cheap! Look, here is a new suit for Ivar, and a sword; and a horse and a trumpet for Bob: and a doll and dolly s bedstead for Emmy, - they are very plain, but anyway she will soon break them into pieces. And here are dress lengths and handkerchiefs for the maids; old Anne ought really to have something better. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 120 Helmer: And what is in this parcel? Nora: Crying out No, No! You mustn t see that until this evening. Helmer: Very well. But now tell me, you extravagant little person; what would you like for yourself? Nora: For myself? Oh, I am sure I don t want anything. Helmer Yes, but you must. Tell me something reasonable that you would particularly like to have. Nora: No, I really can t think of anything unless, Torvald. Helmer: Well? Nora: playing with his coat buttons, and without raising her eyes to his If you really want to give me something, you might-you might- Helmer: Well, out with it! Questions a. Briefly explain what happens immediately before the above extract 3mks b. Why does Nora suggest that they borrow some money 2mks c. Helmer say; that is like a woman! What does this tell of his attitude towards women? 3mks d. In note form identify instances that show affection between Helmer and Nora 4mks e. From the excerpt explain how the title A Doll s House is presented 2mks f. From the extract what can we say about Nora s character?"}
{"text": "Nora: playing with his coat buttons, and without raising her eyes to his If you really want to give me something, you might-you might- Helmer: Well, out with it! Questions a. Briefly explain what happens immediately before the above extract 3mks b. Why does Nora suggest that they borrow some money 2mks c. Helmer say; that is like a woman! What does this tell of his attitude towards women? 3mks d. In note form identify instances that show affection between Helmer and Nora 4mks e. From the excerpt explain how the title A Doll s House is presented 2mks f. From the extract what can we say about Nora s character? 4mks g. Identify and explain any two themes evident in the above extract 4mks h. Old Anne ought really to have something better. Supply a question tag 1mk i. Explain the meaning of the following terms as used in the passage 2mks i. Skylark . Ii. Extravagant . .. QUESTION 3: ORAL LITERATURE Read the oral poem below and answer the questions that follow. After a brief struggle I got myself A job My food was meat and banana Flour A hundred cents a month and Soon I had some money. Soon afterwards I bought myself A beautiful girl My heart was telling time this Was a fortune So heart you were deceiving Me and I believed you On Saturday morning as I was Leaving work I was thinking I was being Awaited at home But on arrival I couldn t find my bride Nor was she in her parents home I ran fast to the river valley; What I saw gave me a shock. There was my wife conversing With her lovers. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 121 I sat and silently wept. I realized there in no luck in this world. People aren t trustworthy and Will never be! A. Classify the above Oral Poem. 2 marks b. State and illustrate two functions of the song? 4 marks . C. What evidence is there to show that this is an oral Poem? 4 marks . D. Explain what the oral poem is about. 2 marks . E. Give any two character traits of the singer?"}
{"text": "D. Explain what the oral poem is about. 2 marks . E. Give any two character traits of the singer? 4 marks f. Identify and illustrate two economic activities practiced by the society in the song. 2 marks QUESTION 4 : GRAMMAR a. Rewrite the following sentences according to instructions given after each. Do not change the meaning. 3 marks i Nana never came late to school this term. Begin: Not .... ii If I had known that they would bring the book with them, I would not have brought this copy. Rewrite the sentence using need not instead of would not. .. Iii I had finished writing my essay. The examiner announced the end of the exam. Rewrite to begin: Scarcely ... b. Fill in the blanks with appropriate noun derivations of the words in brackets. 3 marks i The ...................................... with which the church is running its affairs is commendable. Order ii Real ................................................ is hard to maintain, elegant iii The Government Spokesman has called on Kenyans to embrace............................................ patriot c. Rewrite the following sentences replacing the underlined parts with the appropriate phrasal verbs based on the word given in each bracket. 2 marks i The circulated pamphlet made the meeting to be canceled at the last minute. Call . Ii They had to hire this bus as theirs had been declared a complete loss after the accident. Write d. Insert appropriate prepositions in the blanks 3 marks i Her performance was amazing .............................. any standards. Ii Since he no longer runs the business, he has been reduced ................ begging. Iii They make clothes ..................... cotton. E. Insert appropriate question tags in the sentences below: 2 marks i We need to learn to prioritize. Ii Come and visit us tomorrow. G. Complete the following sentences using the correct interjections. 2 marks i .................................................. what sort of food are you eating. Ii ...............................................! I almost knocked you down. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 122 MUMIAS WEST JOINT EXAMS 101 3 ENGLISH PAPER 3 1."}
{"text": "Ii ...............................................! I almost knocked you down. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 122 MUMIAS WEST JOINT EXAMS 101 3 ENGLISH PAPER 3 1. Imaginative Composition Compulsory 20 marks Either a Write a composition beginning with the following sentence: Walking out of the gate that afternoon, it dawned on me how foolishly I had acted. Or b Write a composition on effects of social media on the students in schools in Kenya. 2. The Compulsory Set Text 20 marks Blossoms of the Savannah by H. Ole Kulet Parents have a duty to make choices that safeguard the interests of their children but when they fail to do so they expose the children to untold agony. Using Blossoms of the Savannah for your illustrations, write an essay in support of this statement. 3. The Optional Set Texts 20 marks Answer any one of the following three questions. EITHER a The Short Story A Silent Song and Other Stories ed. ;. Siundu Godwin When one is gifted, they should strive to use their gifting for the good of others. If such gifts are used for selfish reasons, they may end up miserably. Using examples from Mahfouz story A Man of Awesome Power, write a composition in support of this statement. OR b Drama Inheritance by David Mulwa Using illustrations from David Mulwa s, Inheritance, write an essay to justify the statement: Things are not always what they look like. OR c The Novel An Artist of the Floating World; by Kazuo Ishiguro War has a way of turning people s lives inside out. Using specific illustrations from Ishiguro s An Artist of the Floating World, write an essay to show the truth of this statement. MUMIAS WEST SUBCOUNTY JOINT EXAM-2023 101 1 ENGLISH PAPER 1 Functional writing, cloze test and oral skills MARKING SCHEME Q1."}
{"text": "OR b Drama Inheritance by David Mulwa Using illustrations from David Mulwa s, Inheritance, write an essay to justify the statement: Things are not always what they look like. OR c The Novel An Artist of the Floating World; by Kazuo Ishiguro War has a way of turning people s lives inside out. Using specific illustrations from Ishiguro s An Artist of the Floating World, write an essay to show the truth of this statement. MUMIAS WEST SUBCOUNTY JOINT EXAM-2023 101 1 ENGLISH PAPER 1 Functional writing, cloze test and oral skills MARKING SCHEME Q1. FUNCTIONAL WRITING FORMAT 6marks Title : Minutes of Health Awareness Club held on date , venue and time 1mk List of attendance; Present mk Apologies mk Absent mk In attendance mkwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 133 CEKENAS END OF TERM ONE EXAM-2023 101 1 ENGLISH PAPER 1 Functional skills, Cloze test and Oral skills 1. FUNCTIONAL WRITING. 20mks Your drama club is organizing to stage a performance of Henrik Ibsen s play In a Doll s House in your school. You are inviting neighboring schools to attend the performance. Each school will be required to provide entry fee, transport, lunch and writing materials for the students. A Write a public notice. 12mks b In not more the 200 words, write a synopsis to accompany the notice. 8mks Q 2. CLOZE TEST 10MKS Read the passage below and fill in each blank space with most appropriate words. 10mks Increased internet penetration in Africa over the past 1 .has unlocked numerous opportunities, helping economies to blossom and increasing 2 .. ..to learning and educational opportunities. But this digital take over isn t without its 3 . . Just as the adoption of digital banking leads to more cybercrime 4 . Increased internet access leaves children 5 .. to online harm including sexual exploitation and abuse."}
{"text": "10mks Increased internet penetration in Africa over the past 1 .has unlocked numerous opportunities, helping economies to blossom and increasing 2 .. ..to learning and educational opportunities. But this digital take over isn t without its 3 . . Just as the adoption of digital banking leads to more cybercrime 4 . Increased internet access leaves children 5 .. to online harm including sexual exploitation and abuse. Online sexual exploitation and abuse of children OSEAC in Africa is much more 6 .. .than many imagine. Minors today find themselves exposed to lurking danger every time they 7 ..online whether it is to chat and catch up on social media, do homework or play a 8 . . A 2021 9 in Kenya showed 5-13 percent of internet using children aged 12-17 experienced online child sexual exploitation and abuse; seven percent 350,000 had their sexual 10 ... shared with others without their consent. ORAL SKILLS 30MKS a. Study the poem below and answer the question that follows. 8mks AH,ARE,YOU DIGGING ON MY GRAVE Ah are you digging on my grave, My loved one?-planting rue? No yesterday he went to wed. One of the brightest wealth has bred. It cannot hurt her now, he said, That I should not be true, Then who is digging on my grave, My nearest dearest kin? Ah no: they sit and think, what use! What good will planting flowers produce? No tendance of her mound can loose Her spirit from Death s gin By Thomas Hardywww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 134 i Describe the rhyme scheme of stanza 2 2mks ii. Identify any instance of alliteration in stanza 1 1mk iii How would you say line two stanza 1 and why? 2mks iv Supposing you were to perform this poem to your class how would you prepare? 3mks b From the list below, identify any five pairs of words that are pronounced the same way."}
{"text": "Aisha: Well, in my case, it is bad news. My brother .. Rehema: As I was saying, my mother called me, and all she wanted to tell me is that they re fine. Shaking her head absentmindedly Aisha: My brother was involved in a car accident. But you re not listening Rehema: What did you say? Aisha: despairingly I give up. I Identify any three Rehema s shortcomings in the above dialogue. 3mks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 135 CEKENAS END OF TERM ONE EXAM 2023 101 2 ENGLISH PAPER 2 1. COMPREHENSION Read the passage below and then answer the questions that follow. 20mks Most of the 10 million Kenyans threatened with starvation are not where you thought they would be. They are not the drought-stricken rural areas. They are instead, in the country s urban centers, huddled in the informal settlements famously known as slums. New official report lays bare the reasons for Kenyans hunger-and they go beyond rain failure. Drought is only one of the growing numbers of causes of hunger threatening nearly 10 million people in the country. The Kenya food security update-released this week-says that the highest number of people who are likely to starve are low-income earners who live in urban informal settlements. According to the February 2009 survey, 4.1 million people in Nairobi and Mombasa slum are threatened with starvation because of reduced earnings resulting from the loss of employment after the elections violence. Matters have been made a lot worse by rising food prices. In the slums, 37 percent-or nearly four in every 10-of the households reported having only one meal a day. And adults are required to be of good behavior by restricting the food portion they consume. People are running into debt, moving elsewhere or selling whatever belongings they have to survey according to the survey. Ironically, this population is receiving the least help from the government, aid workers and good Samaritans who are lining up to give donations everywhere. The unfortunate reality is that intervening organization tend to respond to emergencies fairly quickly and have less enthusiasm for funding and implementing non-food interventions that are, at the minimum, mitigative in nature, says the reporter."}
{"text": "People are running into debt, moving elsewhere or selling whatever belongings they have to survey according to the survey. Ironically, this population is receiving the least help from the government, aid workers and good Samaritans who are lining up to give donations everywhere. The unfortunate reality is that intervening organization tend to respond to emergencies fairly quickly and have less enthusiasm for funding and implementing non-food interventions that are, at the minimum, mitigative in nature, says the reporter. It is jointly published by the government, the world food programmer the United States Agency for International Development and the Famine Early Warning Systems Network. As the global economics crisis bites and its effect are felt at home, it is unlikely that the rains-in whatever quantity-will alleviate the suffering of the urban hungry. The army of the manual workers, domestics and office support staff, security guards and idlers is hungry. If they are not fed- and urgently, too-Kenyans urban middle class can expect a spike in larceny and other petty crimes, all to their detriment. Not to forget the public face of the famine, those affected by the extended drought season are only 2.5 million- and they have among their number some 850,000 school-age children. Another 1.9 million people are faced with starvation because they are affected by HIV AIDS- either directly or have lost a breadwinner to the condition. A shocking admission in the report is that there are 150,000 people displaced after the elections who are in transit camps close to their homes but cannot return or farm. This number receive food rations from the UN World food Program Emergency Operation. Officially, the government claims that is has moved 255,000 people out of camps for the displaced. With 150,000 people displaced after the election depending on donor dole, the resettlement efforts has only benefited 105,000 people. This number constitutes 16 percent of the revised total of 663,000 displaced people which is the official figure from the Ministry of Special Programmes. Obviously, truth is something that makes the coalition Government extremely uncomfortable that it spends most the time sugarcoating it. Questions a Where are most starving Kenyans assumed to be? 1mk b What steps are victims of hunger taking for their survival? 4mks c What are likely consequences of hunger on Kenyans urban middle class?"}
{"text": "Questions a Where are most starving Kenyans assumed to be? 1mk b What steps are victims of hunger taking for their survival? 4mks c What are likely consequences of hunger on Kenyans urban middle class? 2mks d Rewrite the following sentence beginning: Rising . Matters have been made a lot worse by rising food price. 1mk e What according to the passage is wrong with the approach taken by the groups assisting the hungry? 2mks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 136 f Make notes on the reason for Kenya s hunger. 4mks g Why is the rain unlikely to alleviate the suffering of the urban hungry? 2mks h Explain the meaning of the following expressions as used in the passage. 4mks i Alleviate- ii Larceny- iii Donor dole iv Sugarcoating 2. READ THE FOLLOWING EXCERPT THEN ANSEWR THE QUESTIONS THAT FOLLOW. Helmer: standing at the open door Yes, do. Try and calm yourself, and make your mind easy again, my frightened little singing- bird. Be at rest, and feel secure; I have broad wings to shelter you under. Walks up and down by the door How warm and cosy, our home is, Nora. Here is shelter for you; here I will protect you like a hunted dove that I have saved from a Hawk s claws; I will bring peace to your poor beating heart. It will come. Little by little Nora believe me. Tomorrow morning you will look upon it all quite differently; soon everything will be just as it was before. Very soon you won t need me to assure you that I have forgiven you; you will yourself feel the certainty that I have done so. Can you suppose I should ever think of such a thing as repudiating you, or even reproaching you? You have no idea what a true man s heart is like, Nora. There is something so indescribably sweet and satisfying, to a man, in the knowledge that he has forgiven his wife-forgiven her freely, and with all his heart."}
{"text": "Can you suppose I should ever think of such a thing as repudiating you, or even reproaching you? You have no idea what a true man s heart is like, Nora. There is something so indescribably sweet and satisfying, to a man, in the knowledge that he has forgiven his wife-forgiven her freely, and with all his heart. It seems as if that had made her, as it were, doubly his own; he has given her a new life, so to speak; and she has in a way become both wife and child to him. So you shall be for me after this; my little scared, helpless darling. Have no anxiety about anything , Nora; only be frank and open with me , and l will serve as will and conscience both to you-What is this? Not gone to bed? Have you changed your things? Nora: in everyday dress Yes, Torvald, l have changed my things now. Helmer: But what for?-so late as this. Nora: I shall not sleep tonight. Helmer: But , my dear Nora- Nora: looking at her watch it is not so very late. Sit down here, Torvald. You and I have much to say to one another.. She sits down at one side of the table Helmer: Nora-what is this?-this cold, set face? Nora: Sit down.it will take some time;I have a lot to talk over with you. Helmer: sits down at the opposite side of the table You alarm me, Nora!- and I don t understand you. Nora: No,that is just it. You don t understand me, and I have never understood you eitherbefore tonight. No, you mustn t interrupt me. You must simply listen to what I say. Torvald, this is a settling of accounts. Helmer: What do you mean by that? A Why does Helmer tell Nora to try and calm herself and make her mind easy again. 3mks b Identify and explain how imagery has been achieved in this excerpt. 4mks c The character of Nora in this excerpt contrasts to her character at the beginning of the play, explain. 4mks d Identify and illustrate any two issues brought out in this excerpt. 4mks e Describe Helmer s tone in the first part of the above conversation."}
{"text": "2mks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 138 4. A Rewrite each of the following sentences according to the instruction given after each. Do not change the meaning. 4mks i Because Mary had a sore throat, people did not expect her to sing. Begin Having . Ii All the people present expressed satisfaction with the decision. Begin None . Iii No one likes to be sick. Use ..being iv I think we are being following by somebody Rewrite in the active voice b Complete each of the following sentences using the correct form of the word in brackets. 4mks ii There was a wild ..when the artist started his performance. Applaud iii I wonder why the bell is being .this early. Ring iii She displayed a lot of .in the way she handled the matter. Expert iv You explanation is based on too many presume c Compete each of the following sentences by filling in the blank space with the correct preposition. 3mks i My brother deals .. second hand clothes. Ii I congratulated him .. ..his performance iii We heard the new .. .the radio. D Replace the underlined words with the appropriate in phrasal verb beginning with the word given in brackets. 2mks i We hope our plan succeeds come ii Over the meeting my friends visited me f. Explain the meaning of the underlined idiomatic expression. 2mks i Bill was on pins and needles during the party. Ii Mary told her trainer that she was going to throw in the towel if she did not win the fight. CEKENAS END OF TERM ONE EXAM-2023 101 3 ENGLISH PAPER 3 ANSWER THREE QUESTION ONLY 1. Imaginative composition COMPULSORY 20mks EITHER a Write a composition ending with the words: That was the happiest day of my life. OR b Write a story to illustrate the saying : Jealousy does not pay. 2. The compulsory set text H.R."}
{"text": "CEKENAS END OF TERM ONE EXAM-2023 101 3 ENGLISH PAPER 3 ANSWER THREE QUESTION ONLY 1. Imaginative composition COMPULSORY 20mks EITHER a Write a composition ending with the words: That was the happiest day of my life. OR b Write a story to illustrate the saying : Jealousy does not pay. 2. The compulsory set text H.R. Ole Kulet, Blossoms of the Savannah Self-centred individuals cause a lot of pain and suffering to themselves and other people. With reference to H.R. Ole kulet s Blossoms of the savannah write a composition in support of the above assertion. 20mks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 149 KIGUMO CLUSTER 101 1 ENGLISH PAPER 1 Functional skills QUESTION ONE: FUNCTIONAL WRITING 20 MARKS Imagine you are the chairperson of the Peer Counselling Club in your school. You have sadly learnt that a student in your class has not reported back from mid-term because he lost this father during the break. Write a letter to the principal requesting for permission to attend the burial ceremony. Copy the letter to the H.O.D Guidance and Counselling. QUESTION TWO: CLOSE TEST 10 MARKS Read the passage below and fill each blank space with the most appropriate word. The awarding to Safaricom a security contract 1 good news. The government seems to be 2 in the right direction 3 also shows that the government security organs 4 have a monopoly over security matters. A confluence with the private sector is the 5 forward in boosting security. We hope the government will also seek the 6 of others in the private security matters 7 they are way ahead compared to the police. The government must prepare 8 to make this sustainable. Otherwise, it will be bogged down by inefficiency in its own ranks or from speculators who make 9 an opportunity to rip 10 the state in future procurement deals. QUESTION THREE: ORAL SKILLS 30 MARKS Read the following oral poem and answer the questions that follow. THE BRIDE Why do you wear that dress so white? Why do you wear that veil so light? Why do your young eyes shine so bright? Is it your wedding?"}
{"text": "Why do you wear that veil so light? Why do your young eyes shine so bright? Is it your wedding? I wear dress and veil to show That gladly to my love I go My young eyes shine because I know It is my wedding i . Describe the rhyme schemeof this poem 2 mks ii . Apart from rhyme, how else has the poet achieved rhythm? 3 mks iii . How would you say the last line of the second stanza? 2 mks iv . Supposed you are invited to perform the above oral poem to the hearing-impaired audience, how would you deliver the message appropriately 2 mks B . Underline the silent letters in the following words. 3mks i . Practically ii . Baguette iii . Ballet C . State the type of the intonation you would use on the following sentences 3 mks i Are you coming tomorrow? .. Ii . Did you see the flamingo? Iii . What a beauty! . D . Supply homophones to the following words. 3 mks i . Air .. ii . Sea iii . Night www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 150 E . Study the genre below and answer the questions that follow. A counsellor wanted to teach her students about self-esteem, so she asked anyone who thought they were stupid to stand up. One student stood up and the counsellor was surprised. She didn t think anyone would stand up, so she asked him Why did you stand up? He answered, I didn t want to leave you standing alone . I . Classify the genre above 1 mk ii . Give two functions of the genre above . 2 mks iii Identify two characteristics of the above genre. 2 mks F. Imagine that you are the school captain and the form four students have sent you to negotiate with the principal for a trip to Mombasa during the August holiday. How would you ensure that you are successful in your negotiations? 3 mks G. Your class has had a very successful debate session. Both the opposers and proposers were well applauded at the end of the session. What could have led to their success? 2 mks H. How would you prepare effectively before a debate session?"}
{"text": "What could have led to their success? 2 mks H. How would you prepare effectively before a debate session? 2 mks KIGUMO CLUSTER 101 2 ENGLISH PAPER TWO COMPREHENSION,LITERARY APPRECIATION AND GRAMMAR JULY AUGUST, 2023 1. COMPREHENSION. 20mks Read the passage below and answer the questions that follow. Even though tattoos are sometimes associated with rebellion, they have a long-standing history among communities in the world. Tahitians, for instance used tattoos as a permanent way of preserving their culture and to show social ranking. Early Christians, on the other hand, often had the sign of a cross tattooed on their bodies, particularly their faces and arms representing a permanent mark of the believer s faith. The word, tattoo is derived from a Tahitian word tatau that means to mark. Tatau has been suggested to be the onomatopoeic sound tap, tap, tap made by the tapping of a tattoo instrument as it works on skin while au is associated with the cry of pain a person gives when being tattooed. The first ever tattoo to be found on a human being was found on a mummifiedice man in 3,300 BC with 58 tattoos on his body, which contained lines and dots. This is nothing, however, compared to Scottish Tom Leopard, recorded as the world s most tattooed person, with 99.9 per cent of his body covered with leopard skin design. Guinness World Book of Records record that the only part of his body that remained un tattooed is the skin between his nose and inside of his ears. When receiving a tattoo, the skin is pierced between 50 to 3,000 times per minute by a needle in the tattoo machine. Most tattoo machines consist of four parts: the needle, the tube that holds the ink, an electric motor and afoot pedal that controls the movement; almost similar to how a sewing machine works. Sterilization and disposable materials are crucial to tattooing because tattoos are created by thousands of puncture marks on the skin, each of which could be infected. The autoclave is a safe popular way towww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 151 sterilize any tattoo equipment that is not disposable."}
{"text": "Most tattoo machines consist of four parts: the needle, the tube that holds the ink, an electric motor and afoot pedal that controls the movement; almost similar to how a sewing machine works. Sterilization and disposable materials are crucial to tattooing because tattoos are created by thousands of puncture marks on the skin, each of which could be infected. The autoclave is a safe popular way towww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 151 sterilize any tattoo equipment that is not disposable. A combination of heat, steam and pressure kills all bacteria and organisms to prevent infection. In the late 18th and 19th centuries, tattoos were dangerous to have. European head hunters caused a terror by collecting tattooed Maori heads. As the old sport became popular, more Maoris were murdered to meet the demand. At the time, slaves began being tattooed so that their heads could be cut off and sold. Luckily, however, Christian missionaries in the Cook Island condemned the practice of tattooing quoting the Bible do not cut your bodies for the dead or put marks on yourself They tried to stamp out the custom going as far as trying to remove tattoos by rubbing the skin with sandstone in a practice known as holy stoning . This was the primitive forerunner in modern tattoo removal known as dermabrasion, where the skin is sanded to remove layers. Dermabrasion has now largely given way to laser surgery as a popular means of tattoo removal. While tattoos bring colour to humanity, research has shown that unclean tattooing practices can transmit diseases such as hepatitis B. Some pigments used in tattoos contain metals that can cause pain during Magnetic Resonance Imaging MRI test, or even affect the resulting MRI image. Because of the possible negative effects tattoos pose to humans, those keen on getting one have to be very careful before they get one. That said, it is important to note that presently, many tattoo artists earn a good living out of the art. A. From paragraph one, state three historical uses of tattoos. 3 mks b. According to the writer state the origin of the word tattoo. 1 mark c. What is the most striking feature about Tom Leopard? 2mks d. What was the risk associated with tattooing in the 18th and 19th centuries. 2 marks e. State two modern ways of tattoo removal."}
{"text": "What was the risk associated with tattooing in the 18th and 19th centuries. 2 marks e. State two modern ways of tattoo removal. 2 marks f. Many tattoo artists earn a good living out of the art. Add a question tag. 1 mark g. Make notes on the negative effects of tattooing. 3 marks h. What are the benefits of tattooing as suggested in the passage? 2 marks i. Explain the meaning of the following words as used in the passage. 4 marks i sterilize ii primitive iii pigments iv earn a good living QUESTION 2: EXCERPT 20mks Read the excerpt below and answer the questions that follow. Helmer: I have got authority from the retiring manager to undertake the necessary changes in the staff and in the re-arrangement of the work and I must make use of the Christmas week for that, so as to have everything in order for the new year, Nora. Then that was why this poor Krogstad- Helmer: Hm! Nora: leans against the back of his chair and strokes his hair . If you hadn't been so busy, I should have asked you a tremendously big favour, Torvald. Helmer: What is that? Tell me. Nora: There is no one who has such good taste as you. And I do so want to look nice at the fancydress ball. Torvald, couldn't you take me in hand and decide what I shall go as, and what sort of a dress I shall wear? Helmer: Aha! So my obstinate little woman is obliged to get someone to come to her rescue? Nora: Yes, Torvald, I can't get along a bit without your help. Helmer: Very well, I will think it over; we shall manage to hit upon something. Nora: That is nice of you. Goes to the Christmas Tree. A short pause. How pretty the red flowers look--. But, tell me, was it really something very bad that this Krogstad was guilty of? Helmer: He forged someone's name. Have you any idea what that means?"}
{"text": "But, tell me, was it really something very bad that this Krogstad was guilty of? Helmer: He forged someone's name. Have you any idea what that means? Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 152 Nora: Isn't it possible that he was driven to do it by necessity? Helmer: Yes; or, as in so many cases, by imprudence. I am not so heartless as to condemn a man altogether because of a single false step of that kind. Nora. No, you wouldn't, would you, Torvald? Helmer: Many a man has been able to retrieve his character, if he has openly confessed his fault and taken his punishment. Nora: Punishment-? Helmer: But Krogstad did nothing of that sort; he got himself out of it by a cunning trick, and that is why he has gone under altogether. Nora: But do you think it would-? Helmer. Just think how a guilty man like that has to lie and play the hypocrite with every one; how he has to wear a mask in the presence of those near and dear to him, even before his own wife and children. And about the children-that is the most terrible part of it all, Nora. Nora: How? Helmer: Because such an atmosphere of lies infects and poisons the whole life of a home. Each breath the children take in such a house is full of the germs of evil. Nora: coming nearer him . Are you sure of that? Helmer: My dear, I have often seen it in the course of my life as a lawyer. Almost everyone who has gone to the bad early in life has had a deceitful mother. Nora: Why do you say-mother? A Explain the events that lead to this excerpt. 4mks b In this excerpt, though Helmer and Nora are discussing about Krogstad, they are indirectly referring to Nora s predicament. Explain. 3mks c so my obstinate little woman is obliged to get someone to her rescue? Explain the rescue Nora needs at this point in time. 4mks d From your knowledge of the text, apart from the fact that Krogstad had forged a signature, why else does Helmer detest him?"}
{"text": "Explain. 3mks c so my obstinate little woman is obliged to get someone to her rescue? Explain the rescue Nora needs at this point in time. 4mks d From your knowledge of the text, apart from the fact that Krogstad had forged a signature, why else does Helmer detest him? 2mks e Describe any two styles used in this excerpt. 6mks f Give one character trait of Nora used in this excerpt 2mks g Add a question tag: I can t get along a bit without your help 1 mk h Identify one theme evident in the excerpt 2mks i The discussion with Helmer leaves Nora terrified. Explain why this is so going by what happens immediately after this excerpt 2mks 3. Oral Literature 20 marks. Read the following narrative very carefully and then answer the questions that follow. Long time ago there lived a man with two wives. The man was a successful fruit farmer. He had planted fruit trees in each wife's plot. The fruits in the younger wife's did very well compared to that of the elder. This made the latter envious and jealous to the former. The elder wife one day alleged to the husband that the younger wife was bewitching her fruits. The husband was convinced so he segregated the younger from the homestead. He, however, did not interfere with the fruit s plots. The two women continued to live with their husband for some time. The husband provided much of the hunted meat to both till the old jealousy reappeared again. The elder wife once more claimed that she had overheard the co- wife plan with a notorious village love-portion maker on how to make the husband love her. The husband listened to his first wife. He then decided not to have any dealings with the second wife. This pleased the first wife whose children grew bigger than the younger's children. One day the man went out to hunt. He was injured by a leopard. He later died in the house of the first wife. The village elders gathered to organize for his burial. As required by the traditions of the society, the elders summoned the two wives before them to identify the late husband's property. The first wife without regard to customs, claimed all that the husband had. She claimed that the co-wife was a concubine who had no claim to the property."}
{"text": "As required by the traditions of the society, the elders summoned the two wives before them to identify the late husband's property. The first wife without regard to customs, claimed all that the husband had. She claimed that the co-wife was a concubine who had no claim to the property. Moreover, she had attempted to kill her husband. And possibly it was through her witchcraft that her husband was mauled by a leopard. The elders werewww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 153 astounded at this. The younger wife who shed tears as her co-wife disowned her was unable to defend herself. She asked the elders to use their iconic grey thread experience to decide. The elders took a short break to confide far from the woman. It was then agreed that they could use the traditionally respected ritual to identify the legitimate owner of properties especially the fruit plots which were contested for by both women. The two women were asked to bring each a bearded he-goat from her \"obweri\". The first wife sent her strong sons to get the goat. The second wife requested one of the elders to assist he slender weak boys. The goats were brought before the elders. The elder took the goats to the fruit shamba where they were to perform the identification ceremony. The elders picked one of the trees with many fruits, slaughtered the goats under the tree shade. They opened the goat's stomachs. They asked each of the women to touch the intestines and the kidneys. The women were then asked to take the hearts from their respective goats into their hands and sing as directed. The first wife took her goat's heart and began to sing first Omote bwaniree, Omote bwanire Nyabana banyerere akona gote noyoye Omote bwaniree, omote bwanire Nyahana hasinini akona gote noyoyee English A tree has grown, a tree has grown which the woman with thin children says is hers. A tree has grown, a tree has grown, which the woman with thin children says is hers She repeated this four times. When she finished singing a wind blew and shook the fruit trees but no fruit fell as expected her claim was true. The elders noted. She wanted to shout foul witch but she stopped."}
{"text": "When she finished singing a wind blew and shook the fruit trees but no fruit fell as expected her claim was true. The elders noted. She wanted to shout foul witch but she stopped. The second wife also sang the song Omote bwaniree, Omote bwanire Nyabana banyerere akona gote toyoyee Omote bwaniree, omote bwanire Nyabana basinini akona gote noyoyee English: A tree has grown, a tree has grown which the woman with thin children says is hers .A tree has grown, a tree has grown, which the woman with thin children says is hers She also repeated the song four times. When she stopped singing, a soft wind blew and all the fruit trees in the shamba fell their fruits in tens. The elders laughed and smiled at the happening. The happening frustrated the elder wife and her children. She walked away disgusted. Her children decided to beat their step mother with stones. The elders tried to intervene without success. The second woman to whom the shamba belonged began to plead with the elders to save her sons by allowing the other woman to take her portion of the shamba. The elders refused. The eldest among the elders pronounced a curse on the children who threw stones at the elders. Without warning there was a lightning followed by a loud thunderous bang. The thunder stuck the first woman, her children and all her supporters, save the last born, who had in vain pleaded with his brothers to stop contradicting the verdict of the gods and ancestors. A Briefly discuss the importance of the line Long time ago in this narrative. 2 mks. B With illustrations, discuss any three cultural beliefs held by the people in this narrative 3mks c Discuss two roles that gods and ancestors play in this narrative. 2 mks. D Discuss any two themes brought out in this narrative. 4mks e Using a suitable proverb, discuss one moral lesson we learn from this narrative. 1 mk. F What do we learn about elders in this community? 2mks. G In what way do you think the singing of the song by the first wife would be different from the singing of the younger wife? 4 mks . H Discuss anyone character trait of the elder wife from what she tells her husband."}
{"text": "CLOZE TEST Read the passage below and fill each blank space with the most appropriate word. 10 marks It is an indisputable fact that agriculture 1 the backbone of the economy. It is therefore 2 that we stop over-relying on the rain-fed agriculture. Israel is a classic 3 of a country that has reclaimed its deserts and put them 4 use. Land which was 5 useless has been turned around and 6 useful. Egypt which solely depends on 7 River Nile is a leading exporter of fruits and cereals. For our country to 8 self-sufficiency in food production and to get a 9 for export, land should be utilized to the 10 . This is only possible with irrigation. 3. ORAL SKILLS 30 marks Read the following poem then answer the questions that follow. I can see the rain As I walk along the lane I can hear the lion roar Just as lions did of yore I can learn to run a race And I can ravel out some lace I can fly and I can row Let my rich imaginations flow i Comment briefly on the rhyme scheme used in the poem. 2mks ii Identify any two pairs of rhyming words. 2mks iii Apart from rhyme, how else has the poet achieved rhythm. 2mks iv How would you effectively perform line 7 in the poem above. 2mks b Identify the silent letters in each of the following words 4mks i comb . Ii Parliament . Iii Leopard . Iv gnaw c The words in bold indicates the stressed word in the sentences below. Briefly explain what each sentence mean . 3mks i The lady in a red dress lost her purse. Ii The lady in a red dress lost her purse. Iii The lady in a red dress lost her purse. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 169 d State what type of intonation you would use in the following sentences. 3 marks i When were you born? . Ii Did you complete your work?"}
{"text": "3 marks i When were you born? . Ii Did you complete your work? .. Iii What a beautiful car you have bought!.......................................................... E Read the genre below and answer the questions that follow. 6mks The great Greek grape growers grow great Greek grapes. I Classify the above subgenre. 1mk ii Identify two sound patterns used in the above genre. 4mks iii State one functions of the above sub-genre. 1mk f You are attending an English symposium for all students in your sub county. When a student from your school takes the podium, you notice that he she is afraid. Give three indicators of this behavior and suggest how it could be overcome. 6mks CHOGORIA-MURUGI DIVISION JOINT EXAM ENGLISH PAPER 2 COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR 1. Read the following passage and then answer the questions that follow. 2OMKS When Google hosted a boot camp in California this month for its Android operating system, there were some new faces in the room: auto manufacturers. They made the trip to learn about Android Auto, a new dashboard system meant to let a smartphone power a car s center screen. Tasks as varied as navigation, communication and music apps, all constantly talking to the cloud. And to the driver. A similar scene is playing out just a few miles down the road at Apple, where a rival system, Car Play, has been developed for iPhone users. After years of being treated as an interesting side business, autos have become the latest obsession for Silicon Valley, with Apple assigning about 200 engineers to work on electric vehicle technology and Google saying it envisions the public using driverless cars within five years. But nowhere is that obsession playing out more immediately than in the battle to develop the next generation of cars dashboard systems. In the coming weeks and months, dealerships around the country will begin selling vehicles capable of running Android Auto, Apple Car Play, or both. The systems go far beyond currently available Bluetooth pairing for playing music or making a hands-free call, and allow for Google s or Apple s operating system to essentially take over the center screen and certain buttons within the car. Consumers have spoken, said John Maddox, assistant director of the University of Michigan s Mobility Transformation Center."}
{"text": "In the coming weeks and months, dealerships around the country will begin selling vehicles capable of running Android Auto, Apple Car Play, or both. The systems go far beyond currently available Bluetooth pairing for playing music or making a hands-free call, and allow for Google s or Apple s operating system to essentially take over the center screen and certain buttons within the car. Consumers have spoken, said John Maddox, assistant director of the University of Michigan s Mobility Transformation Center. They expect to have coordination between their phone and their vehicle. Here at Google s headquarters, Android Auto is about to make its debut in Americans cars after two years in development. Plug in a smartphone with a USB cord and the system powers up on a car s screen. The phone s screen, meanwhile, goes dark, not to be touched while driving. Apple s Car Play works similarly, with bubbly icons for phone calls, music, maps, messaging and other apps appearing on the car s center screen. Apple declined to comment for this article. While the idea of constantly connected drivers zipping along roads raises concerns about distracted driving, both companies say their systems are designed with the opposite goal: to make cellphone-toting drivers safer. We looked at what people do with their phones in the car, and it was scary, said Andrewwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 170 Brenner, who heads Google s Android Auto team. You want to say to them, Yikes, no, don t do that. Brenner said his team tried to figure out how to minimize distraction during tasks people frequently do while driving, while also deciding what should be prevented in the car altogether. Google even built its own driver-distraction lab, to test different variations. Android Auto, for example, has no back button like the smartphone version. No recents button either. Google Maps has been adjusted to make fonts bigger and streets less detailed, for easier reading while driving. No action should take more than two seconds consistent with the Transportation Department s voluntary guidelines. Things that we don t show are just as important as what we do show, Brenner said. Music is most definitely in. Streaming video? Most definitely not. Most social media will also be blocked, and texts can be sent only with voice commands. Apps on the screen are optimized for speed: glance, touch and eyes back to the road."}
{"text": "Most definitely not. Most social media will also be blocked, and texts can be sent only with voice commands. Apps on the screen are optimized for speed: glance, touch and eyes back to the road. It s these little glances at the screen that people do in a car, he said. We want something that s very glanceable, that can be seen and done quickly. When the Android Auto project began, it included a core group of automakers like General Motors, Audi, Honda and Hyundai. Now, as it prepares for its debut, roughly two dozen car brands have signed on to offer it soon. Apple has teamed up with roughly the same number of brands, many of which will offer both systems. Most automakers are staying mum on their exact start dates, but Hyundai is expected to act shortly, and Volkswagen has indicated availability for its next Golf. GM has said the same about its Spark subcompact. One of the most widespread adopters will be Ford, which this year will begin offering both Android Auto and Car Play in conjunction with the revamping of the automaker s much-criticized Sync system. By the end of 2016, they will be available on all Fords sold in the United States. We don t want people to have to make a vehicle choice based on which mobile phone they have, said Don Butler, Ford s executive director for connected vehicles and services. We want to accommodate all customers and their devices. Fiat-Chrysler, considered to have one of the better infotainment platforms on the market, has signed on to support Google s and Apple s systems. But a bit of lament is evident. We re confident that our systems deliver a good experience for our customers, said Eric Mayne, a spokesman at Chrysler. But we re not standing still either. A Why did Auto manufacturing companies make the trip to California? 2mks b What according to the passage shows the seriousness that companies have autos have attached to autos? C What does the expression Consumers have spoken, imply? 2mks d Briefly explain how the system works? 2mks e Why in your opinion do social media have to be blocked? 3mks f In point form, summarize how developers have tried to minimize distractions that may arise out of the new developments. 5mks g Rewrite the following in reported speech."}
{"text": "2mks e Why in your opinion do social media have to be blocked? 3mks f In point form, summarize how developers have tried to minimize distractions that may arise out of the new developments. 5mks g Rewrite the following in reported speech. 1 mark We re confident that our systems deliver a good experience for our customers, said Eric Mayne, a spokesman at Chrysler. H What do the following words mean as used in the passage? 3 marks i Debut .... ii Mum .... iii Infotainment .. ................ www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 171 2. Read the excerpt below and then answer the questions that follow. 25 marks Krogstad: Controlling himself Listen to me, Mrs. Helmer. If necessary, I am prepared to fight for my small post in the Bank as if I were fighting for my life. Nora: So it seems. Krogstad: It is not only for the sake of the money; indeed that weighs least with me in the matter. There is another reason well. I may as well tell you. My position is this. I daresay you know, like everybody else, that once, many years ago, I was guilty of an indiscretion. Nora: I think I have heard something of kind. Krogstad: The matter never came into court; but every way seemed to be closed to me after that. So i took to the business that you know of. I had to do something; and, honestly, I don t think I ve been one of the worst. But now I must cut myself free from all that. My sons are growing up; for their sake I must try and win back as much respect as I Can in the town. This post in the Bank was like the first step up for me downstairs again into the mud. Nora: But you must believe me, Mr.Krogstad; It is not in my power to help you at all. Krogstad: Then it is because you haven t the will; but I have means to compel you. Nora: You don t mean that you will tell my husband that I owe you money? Krogstad: Hm! Suppose I were to tell him?"}
{"text": "4mks i Juma did not do the assignment. He did not report to the teacher. Rewrite into one sentence using a correlative conjunction ii Complete with the correct alternative. They won the match because they had enough........................................................... Practice practise iii I like to swim. Change the infinitive into a gerund iv My examination results were released only after I had cleared the fee balance. Begin: Not until............. www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 173 b Fill in the blank spaces with the correct form of the word in brackets. 3mks i He was relieved when the three . Left his compound. Passerby ii The inmates took advantage of the .to escape from custody. Confuse iii The film, though poor in artistic value, was a . Success. Finance c Complete the following sentences using an appropriate preposition. 3mks i It is improper to hurl abuses .. people. Ii The principal was very happy her students. Iii Mueni and her family had lived in Mombasa twenty years. D Replace the underlined phrasal verb in each of the following sentences with an appropriate word. 3mks i Juma always calls in on us during meals. Ii We felt completely let down by her performance. CHOGORIA-MURUGI DIVISION JOINT EXAM 101 3 ENGLISH PAPER 3 Answer Three Questions Only 1. Imaginative Composition 20mks Either Write a composition ending with the following statement: ............ Given another chance I would have done things differently.\". Or Write a composition supporting or opposing this statement: Both boys and girls have equal rights to their parent s property. 2. The Compulsory Set Text. 20mks HR Ole Kulet, Blossoms of the Savannah 20 marks The frustrations faced by people in the contemporary times can be traced to the conduct of a few immoral individuals. Write an essay supporting this statement drawing illustrations from Ole Kulet s Blossoms of the savannah. 3. The Optional Set Texts. 20mks Answer any one of the following three questions. Either The short story: A Silent Song and Other Stories."}
{"text": "The Optional Set Texts. 20mks Answer any one of the following three questions. Either The short story: A Silent Song and Other Stories. Drawing illustrations from MejaMwangi's an incident in the park, write an essay to discuss the problems of urbanization Or The play: David Mulwa s Inheritance. Colonial rule is harsh towards the natives. Write an essay to support this assertion with illustrations from David mulwa s Inheritance. Or An Artist of the floating world by Kazuo Ishiguro. The memory of the past can lead to a change of a life style. Justify the statement. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 181 KASSU 2023 EXAMINATION 101 1 ENGLISHPAPER 1 Functional Writing, Cloze Test and Oral Skills 1. Imagine you have cleared your KCSE examinations and have received your results. As you wait to join university, you see an advertisement in the Daily Mail by Safaricom Company for position of salespeople. The position will last for four months. Those to be recruited should: be 18 years and above have scored C and above with C in English and Mathematics be fluent in English and Kiswahili be computer literate. Write the application letter for the above position. The application letter should be addressed to: The Human Resource Manager, Safaricom Company Limited, P. O. Box 66827 - 0000800, Nairobi. 12 marks Write the Curriculum Vitae that will accompany your application letter. 8 marks 2. CLOZE TEST 10 MARKS Read the passage below and fill in each blank with an appropriate word. Residents of Turkana County i .............................raised fears over ii ........................... even as joint police and military operation to flush out bandits continue. Despite the iii ........................... deployment of National Police Service NPS iv .................................... Kenya Defense Forces KDF personnel, v ................................ of attacks are still on the vi ............................ . The latest incident was the Sunday raid at Lomelo area in Turkana East vii ........................... suspected bandits believed to have crossed viii ........................... from Tiaty in Baringo, surrounded a village and ix ............................"}
{"text": "The latest incident was the Sunday raid at Lomelo area in Turkana East vii ........................... suspected bandits believed to have crossed viii ........................... from Tiaty in Baringo, surrounded a village and ix ............................ fire at the residents and security officers x ............................ the Camp. 3. ORAL SKILLS 30 MARKS a Read the oral narrative below and answer the question that follow: The chameleon and the Hare Chameleon and the hare had always had misunderstandings. They always quarreled over who between them could run faster than the other. Chameleon, you are the slowest animal on earth, laughed the hare. You cannot compete in any race, even among the slowest animals, including snails. My friend hare, please avoid blowing your own trumpet I am certain you cannot defeat me in a race. I will finish the race and have enough time to take a meal and a nap before you arrive . And the great competition was set. Then the day came. On your marks, set, go! The elephant started the race. No sooner had the race started than the chameleon jumped on the hare s tail. The hare ran like he had never run before. At the finishing line he started celebrating but when he attempted to sit down and waitwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 182 for the chameleon, the chameleon shouted, wooi! Please do not sit on me! I arrived long enough to have a meal and a nap. You can never defeat me in a race! I Explain three ways in which you would capture the attention of the audience before you start performing this narrative. 3 marks ii Explain four ways in which you would know that you have captured and retained the attention of the audience as the narrator. 4 marks b Provide another word pronounced the same as each of the following words: 3 marks i Genes - ........................................... ii Flair - ............................................... iii braid - .............................................. c Study the conversation below between a taxi driver and a passage who is disturbed by loud music playing in the vehicle. Passenger: Excuse me sir, would you mind reducing the volume of the music please. Taxi driver ignoring her : Hey, where should I drop you?"}
{"text": "C Study the conversation below between a taxi driver and a passage who is disturbed by loud music playing in the vehicle. Passenger: Excuse me sir, would you mind reducing the volume of the music please. Taxi driver ignoring her : Hey, where should I drop you? Passenger: Excuse me sir, did you hear me? Taxi driver: What is it woman? The volume is okay. Passenger: It s just a request as I need to receive a call. Taxi driver interrupting : Then you should buy your own car. Passenger: I am sorry if I offended you but you have heard ... Taxi driver: You have also heard my point. Questions i Identify three instances of lack of etiquette on the part of the taxi driver. 3 marks ii Identify two instances of etiquette characteristics of the passenger. 2 marks d What difference would there be in meaning of the sentence if stress falls on each of the following words in the sentence below: My sister went to the market i My ii sister iii went iv market e Indicate the intonation in the following sentences. 4 marks i How do you write a good composition? Ii What a wonder! Iii Have you had your supper? Iv Wesa likes eating fruits after lunch. F Underline the silent letters in the following words. 3 marks i plumber ii raspberry iii bouquet g Imagine you are the chairperson of a group discussion in your class. How would you ensure that the group discussion is successful? 4 marks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 183 KASSU JET 101 2 ENGLISH PAPER 2 Comprehension, Literary Appreciation and Grammar 1. Read the following passage and then answer the question that follow 20 marks Africa are undoubtedly a very enduring race and have the capacity to utilize the available natural resources for the betterment of life. The biggest challenge, however, is to identify ways and means of creating an environment that is likely to encourage development in Africa. Perhaps the greatest strategy would be to develop political structures and government institutions that have the capacity to formulate and implement genuine poverty alleviation strategies . Administrative arrangements that no longer serve our needs should be overhauled or discarded altogether. Government should foster exploitation and management of natural resources by providing an enabling environment."}
{"text": "Perhaps the greatest strategy would be to develop political structures and government institutions that have the capacity to formulate and implement genuine poverty alleviation strategies . Administrative arrangements that no longer serve our needs should be overhauled or discarded altogether. Government should foster exploitation and management of natural resources by providing an enabling environment. Having stable government may not be effective if we don t fight corruption. We should ensure that leaders and government agents become answerable to the tax payers. The public should be educated on the ills of corruption. Those who have stolen public funds must be made to return them and face the full force of the law. Again, people known to have stashed money in foreign banks should be forced to repatriate that money so as to improve cash flow in our economies. Apart from this, Africa must find a way of solving their internal conflicts without involving the international community. After all, we are all brothers with a common cause .The need to unite and exist as unitary state should be stressed as this overrides clan and tribal rights or sentiments that fuel animosity. The Africa union should be strengthened to enable it to arbitrate intra and inter-state disputes .The resulting peace will provide a suitable environment for economic growth and set us on the road to recovery and prosperity. Another solution would be to develop rural-based economies, since the bulk of our population live in the rural areas. Industries that process farm produce and those that manufacture farm inputs, machinery and implements should be located in the rural areas .Similarly mining concerns should establish processing plants near the mines. Such industries will naturally recruit manpower from the locality involved and consequently reduce the incidence of rural-urban migration. Setting up industries in the rural areas will necessitate development of infrastructures which will open up rural areas for business This will further encourage expansion and increase food production to counter perennial food shortage in Africa .For instances, development of dairy and beef processing industry in the rural areas will encourage sustainable livestock keeping and probably bring to an end loss of cattle to drought. A rural based economy will basically raise the income of the rural people and bridge the disparity between the rich and the poor. We should also introduce appropriate technology in exploitation of natural resources and in wealth creation. Since imported technologies are expensive to maintain, Africa should tap local expertise to develop technologies appropriate to our needs. Home grown technology should enable us alleviate Africa s food security by utilizing river and lake water for irrigation and by harnessing wind and solar energy."}
{"text": "We should also introduce appropriate technology in exploitation of natural resources and in wealth creation. Since imported technologies are expensive to maintain, Africa should tap local expertise to develop technologies appropriate to our needs. Home grown technology should enable us alleviate Africa s food security by utilizing river and lake water for irrigation and by harnessing wind and solar energy. Lastly our economic units such as ECOWAS, SADC, and EAC should be transformed into common markets by removing unnecessary tariffs on goods at various entry points so as to realize the benefits of a common market. The people of Africa should continually seek a better life. We have the resources; we have the manpower, and the capacity to make things move. A What should African countries do to fight corruption? 3 marks b Explain how Africans can open up rural areas. 1 marks c What do you understand by the term genuine poverty alleviation strategies ? 1 mark d Why is appropriate technology useful? 1 mark e How can African government improve cash flow in their economies? 2 marks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 184 f In not more than 50 words, write a summary on the various ways of fostering development in African countries. 5 marks Rough copy Fair copy g What is the tone of the last paragraph of this passage concerning the future of Africa? 2 marks h The public should be educated on the ills of corruption. Rewrite adding a question tag 1 mark i Explain the meaning of the following words and phrase as used in the passage. 2 marks i stashed . Ii disparity iii overrides ............................................................................................................... 2. Read the excerpt below and then answer the questions that follow. 25 marks Nora: meditatively, and with a half-smile Yes someday, perhaps, after many years, when I am no longer as nice-looking as I am now. Don t laugh at me! I mean, of course, when Torvald is no longer devoted to me as he is now; when my dancing and dressing-up and reciting have palled on him, then it may be a good thing to have something in reserve breaking off What nonsense! That time will never come. Now, what do you think of my great secret, Christine?"}
{"text": "I mean, of course, when Torvald is no longer devoted to me as he is now; when my dancing and dressing-up and reciting have palled on him, then it may be a good thing to have something in reserve breaking off What nonsense! That time will never come. Now, what do you think of my great secret, Christine? Do you still think I am of no use? I can tell you, too, that this affair has caused me a lot of worry. It has been by no means easy for me to meet my engagements punctually. I may tell you that there is something that is called, in business, quarterly interest, and another thing called payment in instalments, and it is always so dreadfully difficult to manage them. I have had to save a little here and there, where I could, you understand. I have not been able to put aside much from my housekeeping money, for Torvald must have a good table. I couldn t let my children be shabbily-dressed; I have felt obliged to use up all he gave me for them, the sweet little darlings! Mrs. Linde: So it has all had to come out of your own necessaries of life, poor Nora? Nora: Of course. Besides, I was the one responsible for it. Whenever Torvald has given me money for new dresses and such things, I have never spent more than half of it; I have always bought the simplest and cheapest things. Thank Heaven, any clothes look well on me, and so Torvald has never noticed it. But it was often very hard on me, Christine because it is delightful to be very well dressed, isn t it? Mrs. Linde: Quite so. Nora: Well, then I have found other ways of earning money. Last winter I was lucky enough to get a lot of copying to do; so I locked myself up and sat writing every evening until quite late at night. Many a time I was desperately tired; but all the same it was a tremendous pleasure to sit there working and earning money. It was like being a man. Mrs. Linde: How much have you been able to pay off in that way? Nora: I can t tell you exactly. You see, it is very difficult to keep an account of a business matter of that kind. I only know that I have paid every penny that I could scrape together."}
{"text": "Nora: I can t tell you exactly. You see, it is very difficult to keep an account of a business matter of that kind. I only know that I have paid every penny that I could scrape together. Many a time I was at my wits end. Smiles Then I used to sit here and imagine that a rich old gentleman had fallen in love with me Mrs. Linde: What! Who was it? Nora: Be quiet! That he had died; and that when his will was opened, it contained, written in big letters, the instruction: The lovely Mrs. Nora Helmer is to have all I possess paid over to her at once in cash. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 185 Mrs. Linde: But, my dear Nora who could the man be? Nora: Good gracious, can t you understand? There was no gentleman at all; it was only something that I used to sit here and imagine, when I couldn t think of any way of procuring money. But it s all the same now; tiresome old person can stay where he is, as far as I am concerned; I don t care about him or his will either, for I am free from care now. Jumps up My goodness, it s delightful to think of, Christine! Free from care! To be able to be able to play and romp with the children; to be able to keep the house beautifully and have everything just as Torvald likes it! And, think of it, soon the spring will come, and the big blue sky! Perhaps we shall be able to take a little trip perhaps I shall see the sea again! Oh, it s a wonderful thing to be alive and be happy. A bell is heard in the hall. Mrs. Linde: rising There is the bell; perhaps I had better go. A What is Nora s immediate reaction when Mrs. Linde announces that she wants to go? 2 marks b Give evidence from the excerpt that shows that this society is patriarchal. 4 marks c In note form, outline Nora s sacrificial nature. 3 marks d What issues are addressed in this excerpt the excerpt? 4 marks e Describe the character of Mrs. Linde as brought out in the excerpt."}
{"text": "1 mark g Explain the two voices singing in the poem 2 marks h Summarize what the singer is singing about. 3 marks i With illustration identify the moral values emphasized in the community. 2 marks 4. Grammar 15 marks a For each of the sentences below, use the word given in brackets to form a phrasal verb and fill in the blank. 2 marks i The teacher was keen not to be . For the students tricks. Take ii I cannot with an untidy person. Put b Fill in the blanks in the following sentences using the correct form of the word given in brackets after each. 2 marks i My elder brother has greatly suffered because of his na ve ii .. between neighbors is a deterrent to development. Enemy c Rewrite the following sentences as instructed after each 4 marks i The team has been looking into the matter. Begin: The matter ii The dog was hit by a speeding car while crossing the road. Begin: Crossing . Iii Peter is taller than . Use either I or me iv These people, said the principal, are here to pay your school fees. Rewrite in reported speech d Use the right relative pronoun to complete the following sentences. 2 marks i This is the man to ..I gave the book. Ii The farmer cow stole into my garden has been arrested. E Complete each of the sentences below using appropriate articles. A, an, the 3 marks i. Janet knows how to play ..flute ii. I am working hard so that I can join .university in South Africa. Iii. I was asked to read ..eulogy of my grandmother on short notice. F Explain two different meanings of the following sentence 2 marks Judas told his friend that he is a traitor. KASSU JOINT EVALUATION EXAMINATION 101 3 ENGLISH Paper 3 Creative Composition and Essays Based on Set Texts JUNE, 2023 1."}
{"text": "These actions and thoughts actually are a clear 4 of how you feel about yourself. What is that? You are very insecure; you are not very confident and you are not taking good care of yourself by loving yourself. Additionally, when you do not love yourself, you are so self-conscious that you forget what 5 around you and you become dissatisfied is. The focus of this article is self-love, featuring ways to fall in love with yourself and how to 6 that love. So, what is love? According to the dictionary, love is 7 strong passionate affection for another person. When you analyse that definition, it states that you must have a very strong liking 8 that person if you love them. Additionally, when you like that person you would do anything for them. Of course, it is a 9 process to love yourself all the time, since we all need constant reminders as well as constant feedback that we are good people. Therefore, the best reminder you can give yourself each and every day is to ensure that you 10 yourself for who you are and also make sure that you are confident about who you are. 3. ORAL SKILLS 30 MARKS a Read the following oral poem and answer the questions that follow. ESCAPE FROM THE CITY I seek a quiet country life Without the city s burstling strife I seek the sight of trees ablaze Instead of streets that form amaze Barbara Klinger Questions i Describe the rhyme scheme of the above poem. 2 marks ii Identify two mnemonic sound devices in this poem. 4 marks iii Which words would you stress in line 3 and why? 2 marks iv How would you say the first line of this poem and why? 2 marks v Write two sentences, one with the word form as a noun and another as a verb. 2 marks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 198 b Your younger sister is trying to compose a poem with rhyme scheme. She has come up with the following list of words. Advise on any four of rhyming words."}
{"text": "2 marks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 198 b Your younger sister is trying to compose a poem with rhyme scheme. She has come up with the following list of words. Advise on any four of rhyming words. 4 marks Worn sky have mean Pay joy feet Destroy star lean Are moan dear Mourn love starm Nun none beat c Underline the letters representing the sounds that are silent in the following English words. 5 marks i Comb ii Would iii Pedal iv Buffer v Yacht d Read the dialogue below and fill in the blanks. 9 marks Receptionist: Good morning. Can I help you? Student: 2 marks Receptionist: Are you interested in the January intake? You: . 2 marks Receptionist: Fine. Ok, we have um the short intensive full-time courses this term. Student: . 2 marks Receptionist: Yes each course lasts three weeks. Student: . 2 marks Receptionist: Well it s about twenty-three hours a week usually four and half days a week. Student: .. 2 marks Receptionist: The whole course will cost you ksh. 15,000. We require a deposit of ksh 5,000. You: 1 marks Receptionist: You are welcome. IMENTI SOUTH 101 2 ENGLISH COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR PAPER 2 1. COMPREHENSION 20 MARKS Read the following passage and answer the questions that follow. We are often advised to be confident; confidence comes when we feel passionate about what we perform, what we have achieved, and what we can offer. Lack of confidence can hinder a lot of things, ranging from how you get ahead in your career to the number of skills you are able to acquire. It is determining factor in the way you direct your career. Confidence is conveyed from inner to the outer through the words you speak and the posture you assume. Building confidence is not a one day affair. Neither does it take other people to build your confidence. I remember an interview I once conducted for secretaries, and the memory of one woman is intact. She stammered from the point she entered the office to the moment she left."}
{"text": "Neither does it take other people to build your confidence. I remember an interview I once conducted for secretaries, and the memory of one woman is intact. She stammered from the point she entered the office to the moment she left. Thinking that it was interview jitters, we called her again, based on her technical qualifications rather than her presentation. She presented the same problem. We settled on a different candidate because confidence was a key qualification for thewww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 199 job which involved dealing with clients and colleagues. Not many entry-level and first-time job seekers are coached or tutored on how to gain more self-confidence. Instead, we tell them to \"attend a few events, meet more people, and get the hang of it\". That is not the right approach. Often, by the time you get \"get the hang of it,\" you will have probably ruined a few chances, stepped on a few toes, and generally spoilt a few opportunities. Confidence starts from within, which means working with yourself to find an effective method on your capabilities. Having had quite some experience interviewing and being interviewed, I have developed there sure-fire ways that not only help me before an interview, but improve my general self-confidence. You must start with one as you progress and eventually build your own self-confidence. I learnt that confidence begins with pushing yourself towards positive attitude. Before an interview, I tell myself that I am capable of great things, great performance, and that the interview is only a little chat I must have to get the job. Not only do I talk myself into entering the interview room, but I also talk myself into achieving success, whether or not I need the job. About 90 percent of the tune. I have been successful in interviews. Doubting oneself only leads to criticizing oneself which plants deep roots that can be almost impossible to weed out. My mentor always used to say, \"You are what you think you are\" Secondly, beginning with one small step rather than giant leaps will ensure that you tackle interviews and first jobs with a lot of self- confidence. There are two ways to go through this. The first one has to do with something that you like doing, such as writing a song. However, this should not be just any some but a new one created out of your love for music. My personal pre-interview confidence boost is to cook something that I have never tried before."}
{"text": "The first one has to do with something that you like doing, such as writing a song. However, this should not be just any some but a new one created out of your love for music. My personal pre-interview confidence boost is to cook something that I have never tried before. This boosts my self-confidence to new levels. After achieving that particular goal, you must pat yourself on the back. The third step to building confidence involves holding onto that little surge of confidence. Once you have tackled what you have previously found to be difficult, then the next step would be to focus on building your self-confidence a lot further. Ensure that this becomes not only a monthly confidence boost, but a daily one because as we are all programmed, we must build our self-confidence habitually to maintain it. Routines have been known to help anybody to acquire and maintain confidence. Questions a What is confidence according to the passage? 2 marks b How is confidence conveyed? 3 marks c What suggestions are given to first-time job seekers to help them in gaining more self-confidence? 3 marks d What does the writer identify as the major hindrance to confidence? 1 mark e According to the writer what two key qualifications were they looking for in the interview for secretaries? 2 marks f Identify three ways the writer mentions that help before an interview and improve in self-confidence. 3 marks g In not more than 50 words write what the writer has been doing to achieve success in interviews. 4 marks i Rough copy. Ii Fair copy h Explain the meaning of the following words as used in the passage. 3 marks a Surge b Interview jitters c Habituallywww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 200 2. DRAMA 25 MARKS A DOLLS HOUSE by Henrik Ibsen Nora: What right have you to question me, Mr Krogstad? You, one of my husbands subordinates! But since you ask, you shall know. Yes, Mrs Linde is to have an appointment. And it was I who pleased her cause, Mr. Krogstad, let me tell you that. Krogstad: I was right in what I thought then. Nora: Walking up and down the stage Sometimes one has a tiny little bit of influence, I should hope."}
{"text": "Krogstad, let me tell you that. Krogstad: I was right in what I thought then. Nora: Walking up and down the stage Sometimes one has a tiny little bit of influence, I should hope. Because one is a woman, it does not necessarily follow that- When anyone is in a subordinate position, Mr. Krogstad, they should really be careful to avoid offending anyone who-who- Krogstad: Who has influence? Nora: Exactly. Krogstad: Changing his tone Mrs. Helmer, you will be so good as to use your influence on my behalf. Nora: What? What do you mean? Krogstad: You will be so kind as to see that I am allowed to keep by subordinate position in the bank. Nora: What do you mean by that? Who proposes to take your post away from you? Krogstad: Oh there is no necessity to keep up the pretense of ignorance. I can quite understand that your friend is not very anxious to expose herself to the chance of rubbing shoulders with me; and I quite understand, too, whom I have to thank for being turned off. Nora: But I assure you- Krogstad: Very likely; but, to come to the point, the time has come when I should advise you to use your influence to prevent that. Nora: But, Mr. Krogstad, I have no influence. Krogstad: Haven t you? I thought you said yourself just now- Nora: Naturally I did not mean you to put that construction on it. I! What should make you think I have any influence of that kind with my husband? Krogstad: Oh, I have known your husband from our student days. I don t suppose he is any more unassailable than other husbands. Nora: If you speak slightingly of my husband, I shall turn you out of the house. Krogstad: You are bold, Mrs. Helmer Nora: I am not afraid of you any longer. As soon as the New year comes, I shall in a very short time be free of the whole thing. Krogstad: Controlling himself Listen to me, Mrs. Helmer. If necessary, I am prepared to fight for my small post in the bank as if I were fighting for my life. Nora: So it seems."}
{"text": "Helmer. If necessary, I am prepared to fight for my small post in the bank as if I were fighting for my life. Nora: So it seems. Krogstad: It is not only for the sake of the money; indeed, that weighs least with me in the matter. There is another reason-well, I may as well tell you. My position is this, I daresay you know, like everyone else, that once, many years ago, I was guilty of indiscretion. Nora: I think I have heard something of the kind. Krogstad: The matter never came into court; but every way seemed to be closed to me after that. So I took to the business that you know of. I had to do something; and, honestly, I don t think I ve been one of the worst. But now I must cut myself free from all that. My sons are growing up; for their sake I must try and win back as much respect as I can in the town. This post in the bank was like the first step up for me-and now your husband is going to kick me downstairs again into the mud. Nora: Buy you must believe me, Mr. Krogstad; it is not in my power to help you at all. Krogstad: Then it is because you haven t the will; but I have means to compel you. Questions a Krogstad asks four questions just before this excerpt. List them. 4 marks b For what reasons has Krogstad visited Nora? Refer to what happens in the except and in the rest of the play. 3 marks c Identify and illustrate one stylistic device employed in this excerpt. 2 marks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 201 d Describe two character traits of Nora as portrayed in this excerpt. 4 marks e Rewrite the following sentences according to the instructions given after each. I If you speak slightly of my husband, I shall turn you out of the house. Rewrite using unless 1 mark ii I shall turn out of the house. Supply a question tag 1 mark f Highlight two themes evident in this excerpt. 4 marks g Then it is because you haven t the will; but I have means to compel you How does Krogstad plan to force Nora to talk to her husband?"}
{"text": "A rope dropped from the sky and the tortoise began to climb this rope. At this same time, the dog was just approaching the same spot and he saw the tortoise climbing to the sky. The dog immediately started to sing to his mother. This time, he sang that he was not the one climbing the rope and his mother should cut the rope. Dog's mother got a pair of scissors and cut the rope sending the tortoise crashing to the ground. This caused tortoise shell to break into several pieces. He managed to glue these pieces together but that is how the tortoise ended up with the rough shell we know today. A With a reason, classify this oral narrative. 2 marks b Identify and illustrate two features of oral narrative evident in the story above. 4 marks c How important is the song sung by dog to his mother? 2 marks d Why did the dog have to sing at that particular spot? 2 marks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 202 e Describe two character traits of Dog as depicted in the story. 4 marks f Explain one theme evident in the story. 2 marks g The following day, the tortoise went to the same spot and disguising his voice like the dog s he sang the song he had heard the dog sing the day before. 1 mark Rewrite beginning with: The tortoise h Give the meaning of the following words as used in the story. 3 marks i Drastic ii Disguising iii Glue 4. GRAMMAR 15 MARKS a Rewrite the following sentences according to the instructions given. 3 marks i It is not necessary for my parents to come. Begin: There is ii I am sorry you missed lunch. Begin: I regret .. iii But for my daughters prompt action, I would be dead now. Begin: Had it . B Fill the blanks with the correct form of the word in the brackets. 3 marks i Their bodies had suffered as a result of malnutrition. Contort ii The manager made several on the original invoice delete iii Keziah lost her job after she reported late and appeared dressed."}
{"text": "B Fill the blanks with the correct form of the word in the brackets. 3 marks i Their bodies had suffered as a result of malnutrition. Contort ii The manager made several on the original invoice delete iii Keziah lost her job after she reported late and appeared dressed. Appropriate c For each of the following sentences replace the words in bold with a phrasal verb which begins with the word in brackets. 3 marks i The suspicious behavior betrayed him. Give ii Please ensure that everyone gets something to eat. See iii It was clear that we had invented the whole story. Make d Fill in the blanks with the correct preposition. 3 marks i somewhat pompous, he was an entertaining companion. Ii Many things have happened I left school. Iii I have never seen him that unfortunate event took place. E i Between you and ; one of us is lying me, I 1 mark ii Mukunga writes faster than I, me 1 mark iii students were the first to arise. Us, we 1 mark IMENTI SOUTH 101 3 ENGLISH CREATIVE WRITING AND ESSAY BASED ON SET TEXTS PAPER 3 1. IMAGINATIVE COMPOSITION COMPULSORY 20 MARKS a Write a composition beginning with the following sentence. When I left home that bright Sunday afternoon, I did not realize that the events of the next day would completely change my life. Or b Write a story to illustrate the saying Honesty is the best policy. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 203 2. COMPULSORY SET TEXT 20 MARKS Blossoms of the Savanna by Henry Ole Kulet. People who do bad deeds to others never go unrepaid . Show the validity of this statement with reference to Henry Ole Kulet s novel Blossoms of the Savannah. 3. OPTIONAL TEXTS 20 MARKS A DRAMA David Mulwa: Inheritance Using David Mulwa Inheritance, write an essay showing the appropriateness of the title inheritance."}
{"text": "Show the validity of this statement with reference to Henry Ole Kulet s novel Blossoms of the Savannah. 3. OPTIONAL TEXTS 20 MARKS A DRAMA David Mulwa: Inheritance Using David Mulwa Inheritance, write an essay showing the appropriateness of the title inheritance. Or B SHORT STORIES A silent song and other stories When one is given power he she should use it only for good but more often than not people use it for wrong purposes. Support this statement basing your argument from Naguib Nahfouz s A man of Awesome power . IMENTI SOUTH 101 1 ENGLISH PAPER 1 MARKING SCHEME 1. FUNCTIONAL WRITING 20MKS a Must be a memo, if not deduct 4mks Format 4mks Name of the Instituion mk The term Internal memo mk To mk From mk Ref No mk Subject don t award RE Sender signature mk Name designation mk Content 4mks Information about the demise of the colleague through fatal accident. 1mk When it occurred 1mk Information on collection of funds to support funeral expenses 1mk When the money should be handed in 1mk Language 2mks F 4 C 4 L 2 Total 10mks b Expect a condolence note, if not deduct upto. 4mks Format 4mks friendly letter Address 1mk Date 1mk Salutation 1mkwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 204 Content 1. Expression of your condolence 2. Mention something positive that made the deceased memorable to you 3. Express willingness to offer assistance towards burial expenses. Language F 4 C 4 L 2 Total 10mks 2. CLOZE TEST 1. Others 2. Actually 3. About 4. Reflection indication 5. Happening 6. Express 7. A 8. For 9. Difficult 10. Accept 3."}
{"text": "For 9. Difficult 10. Accept 3. A Oral poem i Rhyme scheme aabb-It is a regular thyme scheme 2mks ii Mnemonic devices Assonance without city s burstling 2mks Seek, trees It helps to create musicality in the poem Alliteration quiet, Country 2mks It helps to create musicality in the poem iii Seek, sight, trees, ablaze because they are content words 2mks iv I would say it with a falling intonation to indicate my final decision to go for a peaceful country life. The line is a declarative statement. 2mks v Accept any grammatically correct answer 2mks b Destroy None beat star Joy Nun feet are c Comb would pedal buffet yacht d Student: Yes please, I would like to find information on courses you offer. Student: Yes, I would like to know how long a course takes. Student: How many hours per week please? Student: Could I please know the fees for an intensive computer course? Student: Thank you very much. Accept any other responses that tally with the receptionists utterances. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 205 IMENTI SOUTH 101 2 ENGLISH PAPER 2 MARKING SCHEME 1. READING COMPREHENSION a Confidence is the passion feeling about what we perform, what we have achieved and what we can offer. 2mks b From the inner to the outer though the words you speak. 1mk From the posture you assume 1mk Expect both points, 1 each c i Attending a few events 1mk ii Meeting more people 1mk iii Getting the hang of it 1mk Expect all the 3 points. 1mk each d The major hindrance to confidence is doubting oneself 1mk e - Self confidence - Technical qualifications f Pushing yourself towards a positive attitude. Beginning with a small step rather than giant steps Holding onto the little surge of confidence Expect all 3 points, 1mk each g - Tells himself that he is capable of great things. -. The interview is only a little chat he she must have to get the job. -. Talking himself into entering the interview room."}
{"text": "Beginning with a small step rather than giant steps Holding onto the little surge of confidence Expect all 3 points, 1mk each g - Tells himself that he is capable of great things. -. The interview is only a little chat he she must have to get the job. -. Talking himself into entering the interview room. -. Talking himself into achieving success. Instructions for marking - Mark up to 50 words - Must be in prose form, if not deduct 50 per point Sample paragraph - To achieve success is interviews, the writer first tells himself that he is capable of great things and that the interview is only a little chat he she must have to get the job. Thirdly, talking to himself into entering the interview room and finally talking himself into achieving success. 50words h a Surge sudden increase of strong feeling. B interview jitters anxiety and nervousness before an interview c habitually happening oftenly 2. CONTEXT QUESTION a - If it is Mrs. Linde he has seen with Helmer - If Mrs. Linde has just arrived in town. -. That Mrs. Linde and Nora have been friends. -. If Mrs. Linde is to have an appointment in the bank. Expect all 4 points -1mk each b - To plead with Nora to influence her husband to help him keep his job at the bank. -. To remind Nora of her fraud. -. To blackmail Nora. Expect all 3 points -1mk each c i Sarcasm Krogstad sarcastically says to Nora, You will be so kind to see to it that I am allowed to keep my subordinate position in the bank. Ii Irony Nora keeps threatening Krogstad, when it should be the other way round since Krogstad has incriminating information against Nora. Any 1-2mks Identification -1mkwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 207 4. GRAMMAR a i There is no need for my parents to come. Ii I regret you having missed lunch. Iii Had it not been my daughters prompt action, I would be dead by now."}
{"text": "The arrangement is weak and the flow jerky. There is no economy of language: mother tongue influence is felt. The candidate obviously finds it difficult to communicate his her ideas. He she is seriouslywww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 212 SUKELLEMO JOINT EXAMS 2023 101 1 ENGLISH PAPER 1 Functional Writing, Cloze TestAnd Oral Skills QUESTION ONE: FUNCTIONAL WRITING 20 MARKS Diamond Trust Bank has advertised and wishes to recruit a qualified candidate to fill the post of a bank teller. The suitable candidate must be a Kenyan citizen of 30 years and above, ambitious and selfmotivated. The candidate must have a minimum meangrade of B minus in KCSE with very good passes in Mathematics and Business Studies. In addition, the candidate must have a degree in a businessrelated course from a recognized university. Computer knowledge is mandatory. Interested candidates should send their applications to: The Human Resources Manager, Diamond Trust Bank, P.O Box 1234-00010, Nairobi. Applications should be received on or before 20th May, 2023. Write a letter to apply for the post. QUESTION2: CLOZE TEST 10MKS Fill in each gap in the passage below using the most appropriate word. One of the 1 challenging issues in Africa today is the availability of and use water. While some argue that there is water scarcity in Africa,2 say that there is adequate water 3 the same is mismanaged. The latter group argues that Africa has enough water for the people and that if this water is well utilized 4 .. agricultural production and domestic use, then Africa should be able to produce 5 ..food to feed herself and even to export. If local authorities, government 6 .. and local communities take care of water sources well and ensure that they are used in an efficient and sustainable 7 .., Africa will not have to worry about the availability and quality of water. There are places where water is unavailableespecially in the deserts in the North and South of Africa, and in the semi-arid areas 8 ..on the continent, but these are oftensparsely populated areas. Indeed, most of them are 9 . Inhabited at all. 10 ."}
{"text": "Indeed, most of them are 9 . Inhabited at all. 10 . Deserts experience irregular and inadequate rainfall, something encouraging is that there are other life supporting conditions that attract settlement in some deserts. Mechanisms to tap the little rain water that falls in these areas should be established in Africa to continue supporting human life. QUESTION 3: ORAL SKILLS 30 MARKS a Study the poem below and answer the questions after it. Sundays too my father got up running and put his clothes on in the black cold, then with cracked hands that ached from labour in the weekday weather made banked fires blaze. No one ever thanked him. I d wake and hear the cold splintering, breaking. When the rooms were warm, he d call, and slowly I would rise and dress- fearing the chronic angers of the house,www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 213 Speaking so indifferently to him, Who had driven out the deadly cold and polished my good shoes as well. What did I know, what did I know of love s austere and lonely offices? 1. Write down two instances of alliteration in the poem. 2mks 2. Identify four words in the poem that contain a diphthong. 2mks 3. How would you perform the last two lines of the poem? 2mks 4. A How does the punctuation in the second stanza influence your reading of the poem? 2mks b You performed an oral narrative in the ongoing national drama competitions. During the performance, you realized that your audience shows signs of restlessness and are making noise. You also realized that you are nervous. State three indicators of nervousness in you. For each indicator provide an appropriate strategy that you need to adopt in order to manage this weakness. 6 marks c Study the telephone conversation below then answer the questions after it. Mercy: Hallo. My name is Mercy. Tabby: This is Masai stores. What do you want? Mercy: I am calling to confirm whether the maize supply to Light School Which was to be done yesterday was done. Tabby: It was not done and it will not be done soon. Come to the store and follow up. Mercy: I am sorry I may not be able to come over there because I will be attending a meeting."}
{"text": "Tabby: It was not done and it will not be done soon. Come to the store and follow up. Mercy: I am sorry I may not be able to come over there because I will be attending a meeting. Would you please find out for me and let me Tabby: I already told you what to do. Hanging up on her i State one reason why the caller uses the word hallo then introduces herself. 1 mark ii Identify three shortcomings that make this telephone conversation unsuccessful. 3 marks iii Identify two markers of politeness in the conversation. 3 marks d For each of the following words, underline the stressed part. 4 marks i. Col.league ii. Re.gi.ster Verb iii. Cle.ver iv. Suit.case e You have been invited to attend a debating session in a different school. On your way to the school, you get lost on the way after being properly directed by the host on how to arrive at the venue. State three things you did not do when you were receiving the directions. 3 mks f For each of the words below, supply a pair of homophones. 2marks i Saw ... ii Rite www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 214 SUKELEMO JOINT EXAMINATION - 2023 101 2 ENGLISH PAPER 2 Comprehension, Literary Appreciation and Grammar 1. COMPREHENSION: Read the comprehension below and answer the questions that follow 20 marks Kenyan roads hold two things in equal measure: great promise and great disappointment. They begin with a promise, in this case, the construction. Everyone is excited about the possibilities that the road presents. If it happens to be a new road, commuters will talk about nothing else except how pleasantly things will change for them. Soon, the construction is completed, and people are so excited, some are even tempted to lie on the tarmac! Change does happen, value of property appreciates a hundred fold, businesses and farmers do better and the general outlook of that area changes. Three years down the road however, due to poor workmanship, cracks begin to appear, small ones at first, which become bigger day by day, and finally, they develop into the craters that we Kenyans know too well."}
{"text": "Soon, the construction is completed, and people are so excited, some are even tempted to lie on the tarmac! Change does happen, value of property appreciates a hundred fold, businesses and farmers do better and the general outlook of that area changes. Three years down the road however, due to poor workmanship, cracks begin to appear, small ones at first, which become bigger day by day, and finally, they develop into the craters that we Kenyans know too well. Vehicles are damaged; dust returns with a vengeance and accidents increase, with them, permanent scars and loss of lives. Right in front of our eyes, what held great promise and hope to us, becomes a source of disappointment and anguish. Yet every single day, we ply the roads, going about our business in spite of the difficulties. Relationships behave much the same way. In every relationship, hope and promise are intricately intertwined with the potential for disappointment. And just like with the roads, we don t give our relationships the nourishment they need to withstand the bad times. When it begins to crack, we allow the dust of the disappointment to block our view of the promise that the relationship still holds. Here are some thoughts to consider. First, just like roads, relationships are necessary in spite of their challenges. People come into the relationship with expectations, some realistic, some unrealistic and everything in between them. The background we come from inform those expectations to a great extent, and these are further reinforced by folktales and fantasies of romance, family, wealth and so on. When these expectations are not met, disappointments are bound to occur. Yet like the roads, relationships still hold great promise for happiness, health and wealth. Mark Gungor, the creator of the video, Laugh your Way to a Better Marriage, quotes research that says: Married people are happier, healthier and make more money on average than the singles, the challenges notwithstanding. I am of the opinion that human beings have not yet discovered any other source of companionship, love, friendship and pleasure that is greater than that which is found in relationships. Another thought is the permanent nature of the roads. Every time I visit my home town, am amazed that most of the roads are still there. I can actually direct someone to my home without the fear that the road will have disappeared. Generally, roads have a permanent nature. In the same way, relationships must be approached with a view of staying put, for better or for worse."}
{"text": "Every time I visit my home town, am amazed that most of the roads are still there. I can actually direct someone to my home without the fear that the road will have disappeared. Generally, roads have a permanent nature. In the same way, relationships must be approached with a view of staying put, for better or for worse. This was the major plank in the traditional marriage in Africa, as well as a central tenet of the Christian tradition to which most Kenyans pledge allegiance. Unfortunately, these traditional deals of love, courtship, marriage and family have largely been discarded and without clear guidelines, relationships are likely to be a difficult proposition for anyone. The proliferation and acceptance of come-we-stay arrangements and other forms of noncommittal type of unions is a challenge. This is because the roles that marriage plays in the society -- producing and nurturing of children to maturity, providing companionship and building wealth --www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 215 require a high level of permanency. The promise of relationships lies in commitment, and if approached from any other angle, relationships become unfulfilling. 1. Explain why people look to the construction of a new road with optimism. 3 marks 2. Identify one similarity between Kenyan roads and relationships. 2 marks 3. What is the writer s take on Mark Gungor s position on relationships? 2 marks 4. According to the passage, state why relationships should be permanent. 3 marks 5. What is the writer s attitude towards Kenya roads as revealed in the passage? 2 marks 6. In note form, give the consequences of poor road workmanship. 5 marks 7. Everyone is excited about the possibilities that the road presents. Rewrite beginning: Everyone s 1 mark 8. Explain what the following word and phrase mean as used in the passage. 2 marks a. Proliferation b. Pledge allegiance 2. Read the excerpt below from A Doll s House by Henrik Ibsen and then answer the questions that follow 25mks Nora: shaking her head You have never loved me. You have only thought it pleasant to be in love with me. Helmer: Nora, what do I hear you saying? Nora: It is perfectly true, Torvald."}
{"text": "Nora: Whose lessons? Mine, or the children s? Helmer: Both yours and the children s , my darling Nora. Nora: Alas, Torvald, you are not the man to educate me into being a proper wife for you. Helmer: And you can say that! Nora: And I how am I fitted to bring up the children? Helmer: Nora! Nora: Didn't you say so yourself a little while ago that you dare not trust me to bring them up? Helmer: In a moment of anger! Why do you pay any heed to that? Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 217 They looked at the fruits and they were all unripe or bad. Kimera, the grandson of the great Kimera who first told the clan to move to the mango grove said: I am going to climb up again and pick some better fruits. This is no good. Yes, you go, said the other children. If the giant attacks you, we shall come to your help at once. Kimera climbed up, but just as he put out his hand to pick a large mango, the huge giant Nohoho appeared! He was as big as an elephant and the whole body was covered with thick short hair. He had four eyes just under his forehead. His eyelids were like red flames and his eyes kept moving up and down or sideways. When Kimera saw this awful sight, he screamed. The giant hit him a terrible whack on his left cheek. Where are my helpers? Kimera angrily asked himself. Of course, as soon as the other children had heard the whack they forgot to keep the promise to kick the giant. You know what happened then. Nohoho picked up Kimera in one hand and put him in a dirty purse which was tied around his waist. Kimera cried and cried, but the giant thought what a good meal he would be. The giant went home and cooked Kimera and ate him. Each year the ripe fruits fall on the ground, but who touches them? My story ends there. Nede! Nede! A Classify this narrative. 2 marks b Explain two aspects creating the effectiveness of dialogue in this narrative. 4 marks c Explain one aspect that would bring out the difference if the narrative were performed before an audience rather than silently read."}
{"text": "A Classify this narrative. 2 marks b Explain two aspects creating the effectiveness of dialogue in this narrative. 4 marks c Explain one aspect that would bring out the difference if the narrative were performed before an audience rather than silently read. 2 marks d With illustrations from the passage, describe one character trait of the following: 4 marks i Kimera ii Kimera s friends e Explain any two main economic activities carried out in the community. 4 marks f What is the moral lesson of this story? 2 marks g If you set out to collect an oral literature material like the one above, explain two problems you would expect to encounter and how you would try to solve them. 4 marks 4. GRAMMAR 15MKS 1. She lost many marks in her examination because of pronounce . Use the correct form of the word in bracket. 2. A good judge relies, to some degree, on his common sense. Rewrite to remove gender bias. .. 3. Between you and me you and I , who is more hardworking? Choose the correct option. 4. The teacher gave us few a few afew foolscaps, hardly enough to complete the assignment that he had been given. Choose the correct form of word . 5. She can sing. She can draw. Join the two sentences using a correlative conjunction. 6. Amina exclaimed that the teacher would not come the next day. Rewrite into direct speech. 7. The man came home. The wife left. Join the two, beginning with: No sooner 8. I prefer to stand standing on my own to joining a group that I know to be wrong. Choose the correct form of the word in bracket. 9. We visit my grandmother in at on Easter. Choose the correct option. 10. Each of the students that was were punished came from the same stream. Choose the correct option. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 218 11. They followed all the steps carefully passing the test. Supply a complex preposition 12. They are singing a new song. Rewrite into passive voice. 13. I bought a dress. Silk, wedding, beautiful, red. Put the adjectives in their right order . 14."}
{"text": "Silk, wedding, beautiful, red. Put the adjectives in their right order . 14. This is a case of the kettle calling the jug black. Correct the idiomatic expression used in this sentence. . 15. I m afraid I can no longer such obnoxious behavior. Supply the appropriate phrasal verb using the verb put . SUKELLEMO MOCK EXAMS 2023 101 3 ENGLISH PAPER 3 CREATIVE WRITING AND ESSAYS BASED ON SET BOOKS 1. IMAGINATIVE COMPOSITION COMPULSORY . 20 Marks Either a Write a story that ends with the following statement. .. That is how I ended up in this horrible place. Or b Discuss the effects of social media use by teenagers. 2. COMPULSORY TEXT: H.R Ole Kulet, Blossoms of the Savannah 20marks Women from all over the world have tried to fight oppressive practices in male dominated societies. However, their efforts are always thwarted by fellow women. Write an essay to show how the female gender is at war with itself in the quest for emancipation using evidence from Blossoms of the Savannah. 3. OPTIONAL SET TEXTS. Either; a Short Story: Compiled by Godwin Siundu A Silent Song and Other Stories Even in the face of challenges, we need to maintain our principles. Using Vrenker Pather s Ninema , write an essay to support this statement. 20 marks Or b Drama: David Mulwa, Inheritance. Write an essay on how the Western countries influence African states using illustrations from David Mulwa s Inheritance. 20 marks Or c The Novel : Kazuo Ishuguro, An Artist of the Floating World. 20marks War is a social evil that should be avoided at all costs owing to its adverse consequences. Validate the statement referring to Kazuo Ishuguro s novel An Artist of the Floating World. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 229 MECS CLUSTER JOINT EXAM 101 1 ENGLISH Paper 101 1 Functional Writing, Cloze Test and Oral Skills 1. FUNCTIONAL WRITING. Imagine you are the secretary of The Journalism Club in your school. Your club is holding the third meeting of the year."}
{"text": "4marks iii If you were to perform this poem live, why would it be important for you to face the audience? 1 mark iv .How would you say the last line of this poem and why? 2 marks a Clearly identify the stressed syllable in the words in bold in sentences below. 3 marks i The in.tern will soon get his reward from the doctor. Ii The death of his father made us con.sole him. Iii Whose pre.sent is this? B Provide another word that is pronounced the same as each of the following. I Pale ii Root iii Bawl c Identify the intonation you would use in the following sentences. 5 marks Nora: It is just what he is doing Helmer: What?..................................................................................................... Do you know anything about it?.............................................................. Nora: He means to shut himself up and die Helmer: My poor old friend!................................................................................. D You have been selected to welcome form ones to school and give them a talk. How would you ensure that your communication is effective. 4 marks e complete the telephone conversation below with appropriate responses. 5 marks You: .. 1 mark Teacher: Yes, you may come in. How can I help you, Maria? You: Sorry to bother you, sir. Could you please show me Mr. Karanja s desk? Teacher: . 1 mark You: He has sent me to pick a Geography textbook from his desk and to ask you to assist us with a pair of binoculars. Teacher: The desk is over there. The book should just be on the table. You: 1 mark Teacher: It was there a while ago. Could it have fallen? You: Oh here it is. You were right, It must have fallen from the desk. Teacher: Now hurry up, The lesson is almost over and the teacher must be waiting for the book. You: . 1 mark Teacher: Oh, sorry. Here is the binoculars. Be careful as you handle since its casting is broken. You: .. 1 mark Teacher: You are welcome."}
{"text": "Here is the binoculars. Be careful as you handle since its casting is broken. You: .. 1 mark Teacher: You are welcome. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 231 MECS CLUSTER JOINT EXAMS 101 2 ENGLISH PAPER 2 Comprehension, literary Appreciation and Grammar 1. COMPREHENSION 20 MARKS Read the comprehension below and answer the questions that follow People must be careful the kind of personal information they post on sites. It is difficult to imagine life in what seems like a century ago without the internet and the cell phone. Just how did we manage our lives before the age of instant communication at a fraction of the cost of the landline? As a little child in 1960s, I could not visualize what my teenage sons do with technology today. Could I have even dreamt of a cell phone, a device that I could have taken to school with me and been able to chat with my friends wherever I was and whenever I wanted? You know the answer. However, today s heaven of instant communication can easily turn into the hell of deadly sin. I mean quite literally. Instant communication devices and portable entertainment products could of course be addictive to anybody, but such addiction can be particularly destructive to young people in school. They can distract students from homework and house chores. They can also damage ear drums. Think of the ubiquitous iPod which the youth equate to oxygen without which life is unsuitable! I have even seen some grown men behaving like teenagers with iPods! Last year, a person was killed by a vehicle that spun out of control and hit him as he crossed the road somewhere in the United States. The footage showed clearly that the victim could have heard or seen the rogue vehicle had his ears not been plugged up to loud music. While I do not want to sound like a Neanderthal, I nevertheless would like to reflect on the perils of this new gadgetry and technology. The first obvious point is that not all technology is good. Think of the ABomb for example, and you get my point. I disagree with those who argue that it is not technology that is bad, but the users who misapply it. This is how some scientists justify their abdication of social responsibility. Thus we do not have to buy every little silly gadget that market puts out."}
{"text": "I disagree with those who argue that it is not technology that is bad, but the users who misapply it. This is how some scientists justify their abdication of social responsibility. Thus we do not have to buy every little silly gadget that market puts out. Haven t you noticed that the companies always time the release of these gadgets to Christmas, or some other consumer holiday? They surely know how to apply peer pressure and pit children against parents as a marketing tool. Sometimes I wonder whether capitalism can be any more devious! To be sure I cannot gainsay the benefits of new technologies. The computer and the internet are without doubt the greatest inventions of our age. Information and knowledge that was inaccessible just several decades ago is now a click away even in the remotest village in the world. And it is all quite cheap. Access to information and knowledge is being democratized in a way that was unthinkable just a few decades ago. Think about the revolution of the cell phone for the individual communication and business transactions. Landlines are becoming virtually obsolete. It is this revolution that should lift millions out of poverty in the near future. But these advances come with perilous clouds over them. I particularly, I want to focus on social networking sites and the dangers of the instant transmission of information and images. We have known for a long time that the internet is the new Wild West where everything goes. Countries that are afraid of democracy and dissent, like China or Syria, limit, monitor, control, censure or deny access to the internet. They claim they must keep at bay pornography and sexual predators like pedophiles who troll the interment with demonic schemes. These are real problems, but do not think that censorship is the answer. Cyber surveillance by law enforcement and the prosecution of these malignant forces is the only effective and civilized response. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 232 But individuals must themselves act responsibly. Ultimately, the pivot of any democracy responsible citizen action. This is where parents, civil society and the media come in. Take Face Book, the wildly popular social networking site, for example. Some of the things I have seen there are downright stupid, dangerous, malevolent or just plain crazy. Teenagers on these sites sometimes communicate with imposters bent on luring the na ve to a dead end. How many times have we seen reports of some sixtyyear-old pervert posing as a teen?"}
{"text": "Some of the things I have seen there are downright stupid, dangerous, malevolent or just plain crazy. Teenagers on these sites sometimes communicate with imposters bent on luring the na ve to a dead end. How many times have we seen reports of some sixtyyear-old pervert posing as a teen? Even scarier, how many times have we read about such rendezvous ending in a fatality? There are other less deadly, but very destructive dangers. Prospective employers are increasingly looking into social networking sites for personal information about applicants. Even some colleges are snooping around for information about prospective students. There are reports that some people have been rejected because of the personal information they posted to the sites. Such information has ranged from lurid pictures to abusive language. This means that young folks must be very careful about posting intimate details including personal pictures and other personal data such as birth dates, personal ID numbers and home address on such sites. Such information about yourself can only hurt you if displayed for the entire world to see. Teenagers need to be particularly careful about the new fad of sexting . This is an epidemic in New York among teenagers. Teens and other young people are sending nude pictures of themselves to their friends or lovers. A large number of such pictures have been shared widely beyond the intended audience. In one case, a child whose nude pictures were revealed took her own life. It can cause untold grief. Questions 1. What does the writer find puzzling before the coming of technology? 2mks 2. What is the purpose of a cell-phone? 2mks 3. Make notes on the dangers of modern technology. 6mks 4. What is the attitude of the author towards modern technology? 2mks 5. How do scientists justify their innovations? 1mk 6. What is implied by the expression perilous clouds 2mks 7. Write the following sentence in indirect speech. 1mk I wonder whether capitalism can be more devious! 8. Explain the meaning of the following words; 4mks i Lurid ii Pivot iii Sexting iv Ubiquitous 2. EXERPT Read the excerpt below then answer the questions that follow 25marks Nora: begins to unpack the box, but soon pushes it away from herself If only I dared go out. If only no one would come."}
{"text": "Explain the meaning of the following words; 4mks i Lurid ii Pivot iii Sexting iv Ubiquitous 2. EXERPT Read the excerpt below then answer the questions that follow 25marks Nora: begins to unpack the box, but soon pushes it away from herself If only I dared go out. If only no one would come. If only I could be sure nothing would happen here in the meantime. Stuff and nonsense! No one will come. Only I mustn t think about it. I will brush my muff. What lovely, lovely gloves! Out of my thoughts, out of my thoughts! One, two, three, four, five, six- screams Ah! There is something coming - makes a movement towards the door, but stands irresolute enter MRS. LINDE from the hall, where she has taken off her cloak and hat Nora: Oh, it s you, Christine. There is no one else out there, is there? How good of you to come! Mrs. Linde: I heard you were up asking for me. Nora: Yes, I was passing by. As a matter of fact, it is something you could help me with. Let us sit down here on the sofa. Look here. Tomorrow evening there is a fancy-dress ball at the Stenborgs , who live above us; and Torvald wants me to go as a Neapolitan fisher girl, and dance theTarantella that I learned at Capri. Mrs. Linde: I see; you are going to keep up the character. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 233 Nora: Yes, Torvald wants me to. Look, here is the dress; Torvald had it made for me there, but now it is all so torn, and I haven t any idea Mrs. Linde: We will easily put that right. It is only some of the trimming come unsewn here and there. Needle and thread? Now then, that s all we want. Nora: It is nice of you. Mrs. Linde: sewing So you are going to be dressed up tomorrow Nora I will tell you what -- I shall come in for a moment and see you in your fine feathers. But I have completely forgotten to thank you for a delightful evening yesterday."}
{"text": "Mrs. Linde: sewing So you are going to be dressed up tomorrow Nora I will tell you what -- I shall come in for a moment and see you in your fine feathers. But I have completely forgotten to thank you for a delightful evening yesterday. Nora: gets up, and crosses the stage Well, I don t think yesterday was as pleasant as usual. You ought to have come to town a little earlier, Christine. Certainly Torvald does understand how to make a house dainty and attractive. Mrs. Linde: And so do you, it seems to me; you are not your father s daughter for nothing. But tell me, is Dr. Rank always as depressed as he was yesterday? Nora: No; yesterday it was noticeable. I must tell you that he suffers from a dangerous disease. He has consumption of the spine, poor creature. His father was a horrible man who committed all sorts of excesses; and that is why his son was sickly from childhood, do you understand? Mrs. Linde: dropping her sewing But, my dearest Nora, how do you know anything about such things? Nora: walking about Pooh! When you have three children, you get visits now and then from--- from married women, who know something of medical matters, and they talk about one thing and another. Mrs. Linde: goes on sewing a short silence Does Doctor Rank come here everyday? Nora: Everyday regularly. He is Torvald s most intimate friend and a great friend of mine too. He is just like one of the family. Mrs. Linde: But tell me this-is he perfectly sincere? I mean, isn t he the kind of man that is very anxious to make himself agreeable? Nora: Not in the least. What makes you think that? Mrs. Linde: When you introduced him to me yesterday, he declared he had often heard my name mentioned in this house; but afterwards I noticed that your husband hadn t the slightest idea who I was. So how could Doctor Rank---? Nora: That is quite right, Christine. Torvald is so absurdly fond of me that he wants me absolutely to himself, as he says. At first he used to seem almost jealous if I mentioned any of the dear folk at home; so naturally I gave up doing so. But I often talk about such things with Doctor Rank, because he likes hearing about them."}
{"text": "Torvald is so absurdly fond of me that he wants me absolutely to himself, as he says. At first he used to seem almost jealous if I mentioned any of the dear folk at home; so naturally I gave up doing so. But I often talk about such things with Doctor Rank, because he likes hearing about them. Questions a Why does Nora look disturbed at the beginning of this excerpt? 3marks b Who brought the box that Nora is unpacking at the beginning of this excerpt and why did Nora want it? 2marks c Yes, Torvald wants me to. Look, here is the dress; Torvald had it made for me there, but now it is all so torn, and I haven t any idea----- i What does this reveal about the character of Nora? 2marks ii From this statement, describe the relationship that exists between Nora and Torvald. 2marks iii Identify and explain a stylistic device used in this statement. 2marks d Cite two things that indicate that Nora is lying about Dr. Rank s sickness in this excerpt 2marks e Identify two themes evident in this excerpt. 4marks f Basing your argument from elsewhere in the play, explain what else Mrs. Linde repairs and how? 3marks j What tone does Nora adopt at the end of this excerpt? 2 marks k Explain the meaning of the following words and phrases as used in the excerpt. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 234 i Dainty ii Horrible iii make himself agreeable 3. ORAL POETRY 20MKS Read the poem below and then answer the questions that follow."}
{"text": "Ole Kulet s Blossoms of the Savannah, write an essay in support of this statement. 3. OPTIONAL SET TEXTS EITHER a Short story: A Silent Song and Other Stories by Godwin Siundu 20 marks People with admirable traits stand out. Basing your illustrations on Vrenika Pather's Ninema, write an essay to validate this assertion. Or b Play: Inheritance by David Mulwa Lacuna s poor governance results in the suffering of the people of Kutula. Using Judah Zen Melo s family, write an essay depicting the truth of the statement. Or c Novel: The Artist of the Floating World by Kazuo Ishiguro. The memory of the past can lead to a change of lifestyle. With illustrations from The Artist of the Floating World Validate the above statement. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 248 NTIMARU SUB-COUNTY CLUSTER EXAMS 101 1 ENGLISH PAPER 1 JULY AUGUST 2023 - 2 Hours Functional Skill, Cloze Test and Oral Skills 1. Imagine you are the Secretary of the Drama Club at Amani High School. The National Drama Festival is scheduled to take place in three weeks time. The Patron has informed you that you need to have a meeting with the other members of the cast who are also the club members to plan for the festival which will take place at Meru High School. Write a notification of meeting. 20marks 2. CLOZE TEST 10MKS Fill in the blank spaces with the most appropriate words. A new research title Underage drinking in Kenya , has 1...............................that nearly one third of form four students aged below 18years take alcohol......................2 As our society ponders this sad...3 ................................. the urgent message to children who are taking alcohol.........4............................. do not drink another sip. Advice to those children is to strongly say no 5...............................irresponsible behaviour, to alcoholism, there are many..................................6 effects of alcohol. It is wrong and illegal for children to drink alcohol. This report also states that 46 percent of the children received 7 ............. .first pint from friends and. 8 .................... Do you offer alcohol to a child? As a parent or guardian, do you nurture.......9 .......?"}
{"text": "Questions: i Identify the shortcoming in Mercy s conversational skill 3mks ii List down the strengths of the above conversationalists. 3mks e Indicate the stressed syllable in the underlined word. 5mks i The government is committed to ensure food security in the country. Ii Saturday and Sunday form the weekend. Iii The bridegroom appeared disturbed. Iv We usually have our meeting on Wednesday. V It is a pleasure to meet you. F You have been asked to present an item in this year s National Drama Festivals. Just before you get to the stage, you feel a little nervous. Identify three ways of overcoming this. 3mks i Cup busy hut cut ii Pail paper patron patter iii Brook broom brood bootwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 250 NTIMARU SUB-COUNTY CLUSTER EXAMS 101 2 ENGLISH Paper 2 COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR 1. COMPREHENSION Read the passage provided below and answer the questions that follow: 20 marks At the start of this week, 1.3 million people had officially died on account of Covid-19 worldwide. According to the World Health Organization, another 55 million people had contracted the virus. It was a bitter-sweet week as far as efforts to battle the virus are concerned. On one hand was the great news of a second vaccine with a 95 per cent efficacy rate. We also saw leading capitals tighten travel, school ban and other containment measures as the second wave of the pandemic batters many regions. Locally, the situation seems to mirror the global positions, albeit on a less scale, but the numbers of fatalities and infections are rising. We have lost 1,300 compatriots, with 73,000 more having encountered the virus. A casual glance on our neighbourhoods, social media and obituary pages back this, suggesting the official tally might be conservative due to unreported cases. The occasional infection of a public figure reminding usthat we are not out of the woods yet. Medics and scientist continue burning the midnight oil to understand Covid-19 better and its symptoms, or lack of them witnessed in different people."}
{"text": "A casual glance on our neighbourhoods, social media and obituary pages back this, suggesting the official tally might be conservative due to unreported cases. The occasional infection of a public figure reminding usthat we are not out of the woods yet. Medics and scientist continue burning the midnight oil to understand Covid-19 better and its symptoms, or lack of them witnessed in different people. Though clear patterns of symptoms in fever, fatigue, breathing difficulty and loss of taste and smell were identified early, the last few months have seen some patients report a wide range of unexplained signs like longer infection periods and mental challenges such as anxiety, memory problems even depression. Even more intriguing has been the asymptomatic cases and cases of certain people in a family contacting illness while others remain healthy. Add that to the fact that, Africa appears to suffer disproportionately lower rates of infection and mortality, its dilapidated health systems notwithstanding. It is going to take time before someone can explain this incongruent picture. What is clear in the interim is that our world has dramatically changed, perhaps for the better. Traditionally, counties have spent colossal amounts of money building armies to deter global bullies. Now it appears potential threats to humanity must be re-assessed and budgets adjusted. It might be an unknown virus and not a nuclear bomb that will bring the world to its knees. The most secure nations are likely to be those with highly diversified risk registers and commensurate investment to build capacity to confront such. The early travel bans and overflowing hospitals in the developed world was another rebuke to developing nations to priorities health. The fact that some regions have been affected more than others is another sobering lesson. With the 21st century having experienced its fair share of protectionist tendencies and inward-looking policies; the pandemic has highlighted the need for concerted effort to ensure no part of the globe is left behind in modernising is health systems. Who knows, a future pandemic, may see the less affected regions serving as refuge centres and provided manufacturing hubs for drugs. Perhaps it is time o build longer bridges and not towing walls. The pandemic has shown the spotlight on the place and role of global information systems and co-operation among nations. The future will likely be more secure if pandemics and other threats are reported early and containment measures quickly activated Covid-19 has painfully reminded us of the dividend of tackling a problem early and at source, before it grows wings. Questions a Why are the efforts to battle the virus bitter-sweet?"}
{"text": "The pandemic has shown the spotlight on the place and role of global information systems and co-operation among nations. The future will likely be more secure if pandemics and other threats are reported early and containment measures quickly activated Covid-19 has painfully reminded us of the dividend of tackling a problem early and at source, before it grows wings. Questions a Why are the efforts to battle the virus bitter-sweet? 2 marks b What measures were put in place to contain the 2nd wave of infection? 2 marks c Explain these expressions as used in the passage; 2 marks i Not out of the woods yetwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 251 ii Burning the midnight oil. D What are the symptoms of Covid-19. 3 marks e Identify 2 instances of irony in the passage. 4 marks f In point form, summarise the lessons the pandemic has highlighted. 4 marks g Explain the meaning of the following words as used in the passage; 3 marks efficacy Asymptomatic Colossal 2. READ THE EXTRACT BELOW AND ANSWER THE QUESTIONS THAT FOLLOW Nora: I didn t find it dull. Helmer: smiling But there was precious little result, Nora. Nora: Oh, you shouldn t tease me about that again. How could I help the cat s going in and tearing everything to pieces? Helmer: Of course you couldn t, poor little girl. You had the best of intentions to please us all, and that s the main thing. But it is a good thing that our hard times are over. Nora: Yes, it is really wonderful. Helmer: This time I needn t sit here and be dull all alone, and you needn t ruin your dear eyes and your pretty little hands- Nora: clapping her hands No, Torvald, I needn t any longer, need I! It s wonderfully lovely to hear you say so! Taking his arm Now I will tell you how I have been thinking we ought to arrange things, Torvald. As soon as Christmas is over- A bell rings in the hall. There s the bell. She tidies the room a little. There s someone at the door. What a nuisance! Helmer: If it is a caller, remember I am not at home."}
{"text": "She tidies the room a little. There s someone at the door. What a nuisance! Helmer: If it is a caller, remember I am not at home. Maid: in the doorway A lady to see you, ma am,--a stranger. Nora: Ask her to come in. Maid: to Helmer The doctor came at the same time, sir. Helmer: Did he go straight into my room? Maid: Yes, sir. Questions 1. What does Nora refer to in her opening words in this extract? 2 marks 2. What has happened that has made the couple happy? 2 marks 3. Discuss two themes evident in this extract. 4 marks 4. There s someone at the door. Rewrite in indirect speech. 1mark 5. A lady has come to see Nora as reported by the maid. Who is this lady and how does her coming affect the Helmers from the rest of the play. Summarize in about 60 words. 6marks 6. Discuss one aspect of style in this extract. 2 marks 7. Identify and explain one character trait of Helmer as brought out in the excerpt. 2 marks 8. Briefly explain what happens after this extract. 2 marks 9. Describe the overriding mood of the excerpt. 2 marks 10. Explain the meaning of the following expressions as used in the excerpt. 2 marks i Nuisance ii A caller . Q3. Read the narrative below and answer the questions that follow. 20 marks At the beginning of creation, Mwene Nyaga. Ngai, the creator and provider for all mankind called one of his servants Gikuyu. He said to him, My son Gikuyu, I am going to give you your share of land. The land I am going to give you is full of ravines, rivers, valleys, forests and plenty of game for you to hunt for your food. The land is fertile and your children andyour children s children will never go hungry if you tilt it well. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 252 Gikuyu stood still with disbelief. Mwene Nyaga saw Gikuyu s hesitation."}
{"text": "The land is fertile and your children andyour children s children will never go hungry if you tilt it well. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 252 Gikuyu stood still with disbelief. Mwene Nyaga saw Gikuyu s hesitation. He took him to his residence on top of the mountain of mystery, kirinyanga where He resided. From here, he commanded a good view of all his lands. He therefore, wanted Gikuyu to see for himself all the land he had been given. He showed him all the land and its beauty. He said, My son, all this is yours. . Then He sat back and watched Gikuyu s happiness as he moved from place to place, trying to locate the boundaries to his land. But no matter how hard he looked, his land seemed to roll for miles and miles. Having inspected the panorama of his land, he quickly composed himself and ran to Mwene Nyaga s feet and cried with happiness thanking Him for the great gift. He was sure that he would be happy ever after. But then, he felt a kindof loneliness and his happiness subsided. What would he do with all that land all by himself? Mwene Nyaga knew what was going on in Gikuyu s mind. As he was leaving, Mene Nyaga called him back and pointed to him a spot far, far off in the middle of the country, where a it tree, Mukuyu, grew. He ordered Gikiyu to settle there and call this place; Mukurwe wa Nyagathanga . Whenever Gikuyuj was in need of Mwene Nyaga s help in whatever way, he should offer sacrifice to Him at the fig tree. He should raise his hands towards Kiringaga, Mwene Nyaga s residence, and state all his problems. Mwene Nyaga will definitely see him and come to his rescue. He also told him that he had given him a present, the most precious present in his life and that he would get he presents on his arrival home, his new home. Gikuyu thanked Mwene Nyaga and being unable to contain is curiosity any longer, he hurried straight to Mukurwe wa Nyagathanga. To his surprise, seatedthere was a young beautiful woman whom he called Mumbi Moulder or creator ."}
{"text": "He also told him that he had given him a present, the most precious present in his life and that he would get he presents on his arrival home, his new home. Gikuyu thanked Mwene Nyaga and being unable to contain is curiosity any longer, he hurried straight to Mukurwe wa Nyagathanga. To his surprise, seatedthere was a young beautiful woman whom he called Mumbi Moulder or creator . They lived together as man and his wife and were blessed with nine daughters but no sons. The daughters were: Wachera, Wanjiku, Wairimu, Wambui, Wangari, Wanjiru, Wangui, Mwithaga and Waithera. Gikuyu needed an heir and his not having a son disturbed him. He then remembered Mwene Nyaga s advice, I ll come to your rescue . He organized a sacrifice at the Mukuyu tree. He slaughtered a ram and a kid from his flock and poured their blood and fat on the trunk of a sacred tree. He went to his house and called Mumbe and their daughters. They roosted some meat and offered it to Mene Nyaga. They raised their hands towards Kiringaga and prayed, Thaai thathaiya Ngai thaai He later left and went home. Mwene Nyaga quickly answered Gikuyu s prayers. On the following morning Gikuyu went to the sacred tree and he couldn t believe his eyes when he found seated near the tree, nine strong young men. He was overcome with joy and he looked up to the mountain and thanked Mwene Nyaga, his benefactor. He welcomed the nine young men and he took them to his home where he introduced them to his wife and daughters. Food was cooked for them and a after bathing and eating they went to sleep. The next morning, the nine men woke up early in the morning havinghad a good night s sleep. After the morning meal, Gikuyu called them outside to discuss marriage. He told them they would marry his daughters on one condition: they had to live with them in his land. By this time, the men had already made their choices. They were so fascinated by the daughter s beauty and the father s kindness that they agreed to his proposal. Gikuyu and Mumbi were overjoyed for they now had sons to inherit their vast lands."}
{"text": "By this time, the men had already made their choices. They were so fascinated by the daughter s beauty and the father s kindness that they agreed to his proposal. Gikuyu and Mumbi were overjoyed for they now had sons to inherit their vast lands. The daughters, on the other hand had already started to show their preference of the men. They were also happy when the men agreed to their father s wish for, they knew they now had men to protect them and give them company. Gikuyu did not wait long before making arrangements for his daughters wedding according to the Gikuyu customary laws. He did not ask for bride wealth from the young men for he knew they did not have any and in actual fact they were a blessing to him. They were, however, united der one name Mbari ya Mumbi which means Mumbi s family group. This was in honour of their mother Mumbi. Gikuyu and Mumbi were the heads of Mbari ya Mumbi and the nine families remined under them. They are the mother and father of the Gikuyu people. As the years passed, Gikuyu and Mumbi become older and older and eventually the died. Before they died, Gikuyu called all his daughters and their husbands. He told them, My children, as you can see, your mother and I are about to leave you but before we go, we would like to leave you wit these words. All the land and whatever else we possess is yours. Divide if equally among yourselves. Remember that on finger cannot kill a louse With these words, Kikuyu and Mumbi breathed their last breath. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 253 The nine families continued to live together but the number of their children and grandchildren were increasing. They become so many that it was impossible for the families to live together anymore. They called a meeting where they resolved that each family should call together all its children and grandchildren and live together as one clan Muhiriga . The clans were to be called after the nine daughters of Gikuyu and Mumbi. This decision is the basis of the nine principal Gikuyu clans."}
{"text": "The Optional Set Texts 20 marks Answer any one of the following three questions. Either a Short story: A Silent Song and Other Stories by Godwin Siundu. 20 marks Discuss the theme of Religious hypocrisy as depicted in Leonard Kibera s story, A Silent Song. Or b Drama: David Mulwa, Inheritance 20 marks David Mulwa uses satire to expose and criticize vices in the society. Validate the truthfulness of this statement, citing examples from the play, Inheritance. Or c Novel: An Artist of the Floating World by Kazuo Ishiguro. 20 marks The changed way of life we live today is shaped by what we must have gone through in the past. With illustrations from An Artist of the Floating World, validate the above statement. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 268 WEITHAGA 101 1 ENGLISH PAPER 1 FUNCTIONAL WRITING, CLOZE TEST AND ORAL SKILLS JULY AUGUST 2023 1. FUNCTIONAL WRITING You are the chairperson of the drama club in your school. The club would like to publish this year s drama festival winning play. Write a letter to a publisher requesting them to consider the play for publication. Remember to write through the principal. In your letter include the following: The title of the play. The name of the author A brief description for the book to be published. Why it is important for the book to be published 20mks 2. CLOZE TEST 10mks Nasila River had been there as far back as Nasila 1 remember. It has sustained the 2 of man and beast from time immemorial. But Nasila water was no longer the 3 she drew when she was a little girl. It was no longer the water she had her friends 4 up with their hands and drank happily to 5 their thirst after a long hot 6 in the fields. No, the water was no longer the same. The water had been 7 In those days the water was 8 and clear and the pebbles on the river bed were visible."}
{"text": "It was no longer the water she had her friends 4 up with their hands and drank happily to 5 their thirst after a long hot 6 in the fields. No, the water was no longer the same. The water had been 7 In those days the water was 8 and clear and the pebbles on the river bed were visible. Even the mud fish and the crab like creatures called Enkeleleo were so clearly 9 in the water one would have thought they were in 10 3. ORAL SKILLS 30mks a. Read the following poem and answer the questions that follow Against Idleness and Mischief How doth the little busy bee Improve each shining hour And gather honey all day From every opening flower! How skilful she builds her cell How neat she spreads the wax! And labours hard to store it well With the sweet food she makes. In works of labour or of skill I would be busy too For Satan finds some mischief still For idle hands to do In books or work, or healthy play Let my first years be past That I may give every day Some good account at lastwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 269 Questions i. Describe the rhyme scheme of this poem. Describe its functions 4mks ii. Explain how you would perform the following line: 2mks How neat she spreads the wax! Describe the tone of voice that you would use in reading the second stanza of this poem 2mks b. For each of the following words give another word that is pronounced the same 4mks For Draft . Doe Cell c. Indicate whether you would use a rising or falling intonation at the end of the following 3mks i What have you taken for lunch? Ii The books were bought today. Iii She really turned down his marriage proposal? .. D. Imagine that your class is having a talk on career choices. The speaker keeps asking the students to pay attention. Give six indicators that inform the speaker that his or her listeners are not attentive 6mks e. The following is a conversation between a mother and her daughter."}
{"text": "The speaker keeps asking the students to pay attention. Give six indicators that inform the speaker that his or her listeners are not attentive 6mks e. The following is a conversation between a mother and her daughter. Identify seven shortcomings in the mother s listening skills 8mks Daughter: Shortly having arrived home from the school Good afternoon, mother. Mother: Busy cooking in the kitchen, looking up . Good afternoon Resumes cooking Daughter: Holding out her school report form Mummy, I m excited. My teacher said I was the best improved. I was Mother: Oh, you were? Me, I used to be number one. I was absolutely unbeatable. Daughter: Mathematics has been a particular headache Now looking at the report form which she thought her mother would wish to see , but this time .. Mother: Stretching her arms to pick vegetables, looking preoccupied Mathematics for me was particular easy. I never scored anything less than 90 Daughter: Mum, I was going to tell you that this time . Mother: Absent minded . By the way, where is your brother? Daughter: He is in the field playing football. But mum, you are not listening to my story. I was telling you about mathematics. Mother: You mean you have a story about mathematics? Mathematics is not about Stories. It is about numbers. Daughter: It is about improvement. I was always at the top of the class. Mum, I give up. You are not listening. Mother: Looking surprised Listening? I heard you; you were talking about improvement in Mathematics, weren t you? Daughter: Anyway, mum. Thank you for paying attention. Enjoy your cooking. Mother: Oh Yes, I want to finish cooking before it gets late. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 270 WEITHAGA 101 2 ENGLISH PAPER 2 COMPREHENSION, LITERARY, APPRECIATION AND GRAMMAR JULY AUGUST 2023 1. PASSAGE Read the passage below and then answer the questions that follows 20mks I hate to tell you this, but your kid is spoiled. Mine are not much better. That, in essence, is the finding of a recent media poll. Most of us think most of our kids are overindulged, materialistic brats."}
{"text": "Mine are not much better. That, in essence, is the finding of a recent media poll. Most of us think most of our kids are overindulged, materialistic brats. I bring this issue to talk about controversial study that deals corporal punishment spanking and it has outraged those who oppose the practice while rearming those who support it. Dr. Dianna Baumrind studied 164 families from the time their children were in pre- school until they reached their 20s. She found that most families used some form of corporal punishment. She further found that, contrary to what we have been told for years, giving a child a mild spanking defined as open - handed swats on the back side, arm or leg does not leave the child scarred for life. Baumrid makes a distinction between the minor punishment practiced by most parents who spank and the harsher variants practiced by a tiny minority shaking and blows to the heal or face, for example For my money, there was always something spurious about the orthodoxy that assured us all corporal punishment, regardless of severity, was de facto abuse. Nevertheless, we brought into it with the result being that parents who admitted to spanking were treated as primitive dolts and heaped with scorn. They were encouraged to negotiate with misbehaving children in order to nurture their self esteem But the orthodoxy was wrong on several fronts. In the first place, it is plainly ridiculous to equate a child who has been swatted on the butt with one who has been stomped. Scalded or punched. In the second, the argument that reasonable corporal punishment leads inevitable to mental instability always seemed insupportable and has just been proved by Baumrind s study. Don t get me wrong, contrary to what is proponents sometimes claim, corporal punishment is most a panacea for misbehaving. Rearing a child requires not just discipline, but also humor love and some luck. I have seen too many children behave with a sense of entitlement to believe it is. Heard too many teachers tell horror stories of dealing with kids from households where parents are not sovereign, adult authority not respected. So the pertinent question is not: to spank or not to spank? Rather, it is who s in charge here? Some folks think its abuse when you swat a child s back side."}
{"text": "So the pertinent question is not: to spank or not to spank? Rather, it is who s in charge here? Some folks think its abuse when you swat a child s back side. But maybe, sometimes, its abuse when you don t Questions a What does the author mean when he says Most of us think most of our kids are overindulged, materialistic brats? 2mks b According to the author, what is the effect of mild punishment? 2mks c What is the controversy in the passage? 2mks d What are the two major findings of Dr. Diana Baumrind s study? 3mks e What is the author s personal view about corporal punishment? 4mks f Identify two other words that the author uses in the passage to mean mild corporal punishment? 2mks g Use two illustrations from the passage to explain the author s use of formal language 2mks h Explain the meaning of the following words as used in the passage i. Materialistic 1mk ii. Panacea 1mkwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 271 2. EXCERPT Krogstad: I don t trust that. It is nothing but a woman s overstrained sense of generosity that Prompts you make such an offer of yourself. Mrs. Linde: Have you ever noticed anything of the sort in me? Krogstad: Could you really do it? Tell me do you know all about my past life? Mrs. Linde: Yes. Krogstad: And do you know what they think of me here? Mrs. Linde: You seemed to me to imply that with me you might have been quite another man. Krogstad: I am certain of it. Mrs. Linde: Is it too late now? Krogstad: Christine, are you saying this deliberately? Yes, I am sure you are. I see it in your face Have you really the courage, then - ? Mrs. Linde: I want to be a mother to someone, and your children need a mother. We two need Other. Nils, I have faith in your real character I can dare anything together with you Krogstad: Grasps her hands Thanks, thanks, Christine!"}
{"text": "Linde: I want to be a mother to someone, and your children need a mother. We two need Other. Nils, I have faith in your real character I can dare anything together with you Krogstad: Grasps her hands Thanks, thanks, Christine! Now I shall find a way to clear myself In the eyes of the world. Ah, but I forgot Mrs. Linde: Listening Hush! The Tarantella! Go, go! Krogstand: Why? What is it? Mrs. Linde: Do you hear them up there? When that is over, we may expect them back. Krogstad: Yes, yes I will go. But it is all no use. Of course you are not aware what steps I have Taken in the matter of the Helmers Mrs. Linde: Yes, I know all about that. Krogstad: And in spite of that have you the courage to - ? Mrs. Linde: I understand very well to what lengths a man like you might be driven by despair. Krogstad: If I could only undo what I have adone! Mrs. Linde: You cannot. Your letter is lying in the letter box now. Krogstad: Are you sure of that? Mrs. Linde: Quite sure,but Krogstad: With a searching look at her is that what it all means? That you want to save your Friend at any cost? Tell me frankly. Is that it? Questions a What prompts Krogstad first statement in this excerpt 4mks b What is Krogstad referring to when he talks about his past life and what people think about him. 4mks c What steps has Krogstad taken in the matter of the Helmers? Explain what the matter was 4mks d Describe the character of Mrs. Linde as it emerges in this excerpt. 4mks e Identify two themes that emerge in the excerpt 4mks f State and explain the answer that Mrs. Linde gives to Krogstad last question in this excerpt 4mks g And do you think what they think of me here? Mr. Krogstad asked Mrs. Linde Rewrite in reported speech 1mks 2."}
{"text": "Linde gives to Krogstad last question in this excerpt 4mks g And do you think what they think of me here? Mr. Krogstad asked Mrs. Linde Rewrite in reported speech 1mks 2. ORAL NARRATIVE Read the following narrative and answer the question that follow A man had two daughters from different wives. One of his daughters was motherless, her mother died when she was still a baby. The mother of the other girl did not like the motherless girl. She did not like her because her daughter loved her step sister more than she loved her. The woman therefore thought out some ways of eliminating her. One day the woman made an arrangement with hyena. The hyena was to go and wait for the two girls somewhere in the bush. To the motherless girl she would tie a band like a bangle on the left armwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 272 and to her daughter she would tie one of the right arm. Then she told the hyena to catch, kill and eat the girl with the band on the left hand. After the hyena had gone to wait, she called the two girls, tied the bands accordingly and sent both of them to go and visits their aunts. She directed them to follow the path where she had asked the hyena to await for them. On the way the woman s daughter suggested that they should exchange the bangles. Why should my mother tie your bangle on the left arm, when everybody else wears theirs on the right arm? She complained and took her bangle and put it on her left arm. They went on with their journey. They had gone half - way through the journey when the hyena came and caught the woman s own daughter and ate her up. The motherless girl was terrified and grew hysterical. She cried endlessly. Her grief was so great that she refused to go away from the scene of her sister s tragic death. She wishes to die too; to be eaten up by the hyena which had eaten her dear friend and sister. She cried, wailed, wept and grieved for her dear sister, so much if sorrow expressed by the living would bring back the dead, Awino s sister Nyawino would have returned to life. After the kill, the hyena had gone away but Awino would not leave. She stayed on the spot wailing."}
{"text": "She cried, wailed, wept and grieved for her dear sister, so much if sorrow expressed by the living would bring back the dead, Awino s sister Nyawino would have returned to life. After the kill, the hyena had gone away but Awino would not leave. She stayed on the spot wailing. Aai, what are you doing here alone in the bush? Some travelers asked her. We were two, and we were going to visit our aunt but my sister has been eaten up by a hyena, she replied amid sobs. Then what are you doing here alone? Go home and take the sad news of her death to your parents, the people advised her. No I also want to be eaten up by the same hyena, she cried. The travelers saw her futile determination. They would not live her there and in any case they were convinced that the parents should know. No, you go home and take the news of the death of the sister home. The people advised her more persuasively until she accepted to go home. She arrived home, tired and wet with tears and sweat. She explained to her father what has happened. He became furious and called his wife to explain. But she was full of grief that she could not talk. The elders were then called. It was agreed unanimously that the woman must be banished from the village because of her jealousy and wickedness. She left the village crying with regret and shame. Questions a Identify and illustrate four oral features in this narrative 4mks b Explain two aspects of the culture of the community from which this narrative is drawn 4mks c What do we learn from the character of Nyawino from this narrative? 4mks. D Describe the mood of this narrative 3mks e Explain the role of travelers in this narrative 2mks f She left the village crying with regret and shame. Rewrite beginning: Crying .. 1mk g What moral lesson do we learn from the narrative in relation to Awino s conduct? Illustrate your answer 2mks 3. GRAMMAR a Rewrite the following sentences according to the instructions given after each other. Do not change the meaning 3mks i Hardly had we arrived when it began to rain."}
{"text": "Illustrate your answer 2mks 3. GRAMMAR a Rewrite the following sentences according to the instructions given after each other. Do not change the meaning 3mks i Hardly had we arrived when it began to rain. Begin ..We ii But for the teacher s timely advice, the student would have failed the exams Begin; Had it .. iii Everyone considered Ouko the best man for the job Begin..Ouko .. b Complete the following sentences using appropriate prepositions 3mks i The students are looking forward ..a fruitful weekend challenge. Ii Nyawira, get ..the wet wall immediately! Iii Who is the girl ..that photo? Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 273 c Complete each of the sentences by inserting the appropriate linking expression 3mks i Odieki is impatient and rather arrogant; , he is a brilliant engineer. Ii I have no wish to criticize Muturi; I agree with most of his actions and decisions. Iii There is considerable evidence that smoking is harmful; , it must be discouraged at all costs. D Replace each of the underlined words with a phrasal verb. Formed from the words in brackets 3mks i The officials cancelled the basketball match because it was almost raining call ii Kariuki was born and raised on a farm bring iii When she reached the house, she removed her coat and hung it on the door take e Choose the correct pronoun form to fill in the blanks in the following sentences 3mks i Job and are childhood friends me, I ii The girl is as old as .. he, him iii It was ..who gave me permission she, her WEITHAGA 101 3 ENGLISH PAPER 3 IMAGINATIVE, COMPOSITION AND ESSAYS BASED ON SET TEXTS JULY AUGUST 2023 1. Imaginative Composition Compulsory Either a. Write a composition beginning with: One look at his face and I knew I would regret my actions for the rest of my life Or b."}
{"text": "Formed from the words in brackets 3mks i The officials cancelled the basketball match because it was almost raining call ii Kariuki was born and raised on a farm bring iii When she reached the house, she removed her coat and hung it on the door take e Choose the correct pronoun form to fill in the blanks in the following sentences 3mks i Job and are childhood friends me, I ii The girl is as old as .. he, him iii It was ..who gave me permission she, her WEITHAGA 101 3 ENGLISH PAPER 3 IMAGINATIVE, COMPOSITION AND ESSAYS BASED ON SET TEXTS JULY AUGUST 2023 1. Imaginative Composition Compulsory Either a. Write a composition beginning with: One look at his face and I knew I would regret my actions for the rest of my life Or b. Discuss the effects of Social Media use by Youth 2. Compulsory text: H.R Ole Kulet Blossoms of the Savannah The strong bond between Resian and Taiyo contributes significantly to their triumph . Write an essay in support of the statement basing your illustration of Blossoms of the Savanna 3. Optional Text: a. Drama: David Mulwa; Inheritance Abuse of power has led to failure of many countries in Africa. With relevant examples from Inheritance, write an essay to illustrate this statement. B. The Short Stories Our society is characterized by people who mask their true identity in a bid to achieve their selfish interests. With reference to the story Truly Married Woman by Abioseh Nicol, write an essay to illustrate the truth in the statement above. C. The Novel: An Artist of the Floating World War is a social evil that should be avoided at all costs owing to its adverse consequences. Validate this statement referring to Kazuo Ishuguru s Novel An Artist of the Floating World. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 278 4. Ayo took down calendars with pictures of lightly clothed woman. Hid wine glasses, replaced magazines with religious books and borrows a wedding ring. She puts on her Sunday dress. Her true identity is not as religious as she wants the visitors to believe. She only does this to impress."}
{"text": "She puts on her Sunday dress. Her true identity is not as religious as she wants the visitors to believe. She only does this to impress. 5. Ayo has been pretending to be dutiful and submissive wife to Ajayi for 12 years. Her real intention seems to have been to do a wedding as is the admirable thing in her society. Her true identity is revealed after the wedding as she neglects all her duties. 6. Ayo pretends to turn down the sexual advances of Ajayi on the evening he revealed plans of doing a wedding. This sis ironical as they have been married for 12 years and with three children. Her intention is to impress on her husband to proceed with wedding plans. MWAKICAN JOINT EXAMINATION 2023 FORM 4 101 1 ENGLISH PAPER 1 FUNCTIONAL SKILLS FUNCTIONAL WRITING 20 mks Imagine you are the secretary of the Journalism club in your school. Last term, the club held an end of year meeting that was attended by 7 members. One member excused herself while no one knew the whereabouts of another member. The meeting was graced by an editor from a leading media house and the club patron. During the meeting a member raised an issue about a previously planned trip to the Royal Media Services. Key issues discussed during the meeting included an income generating project, a talent show and election of new officials. Write down the minutes of the meeting. CLOZE TEST 10 MKS Fill in the blank spaces in the passage below with the most appropriate word. The full use of information and communications techniques ICTs in the schools will i .. changes in education that will ultimately reshape not 2 how a class is run, but also the entire notion of what a school is and how it is structured. Today, almost everyone is concerned 3 ..improving school performance. In the twenty first century, the world acknowledges that computers will be fundamental to the future of education. In taking on subjects that may, for example, require comparing Osaka, Japan to Kisumu, Kenya or learning about the earthquakes, the use of ICTs is 4 appropriate, that may sound to 5 ..people highly futuristic, but it is possible today. There is little question that computer oriented classes will have a more interesting 6 to education than the current teaching style."}
{"text": "In the twenty first century, the world acknowledges that computers will be fundamental to the future of education. In taking on subjects that may, for example, require comparing Osaka, Japan to Kisumu, Kenya or learning about the earthquakes, the use of ICTs is 4 appropriate, that may sound to 5 ..people highly futuristic, but it is possible today. There is little question that computer oriented classes will have a more interesting 6 to education than the current teaching style. Using ICTs, the students will be 7 .involved and will learn more than if a teacher stood in front of them, talking. 8 ..using technology in the classroom has 9 own demands, it does not task the teacher as heavily as traditional teaching. Consequently, computerization would 10 ..teachers of the numerous burdensome and mandate teaching. ORAL SKILLS a Read the poem below and answer the questions that follow. The Seed Shop Here in a quiet and dusty room they lie, Faded a scrambled stone or shifting sand, Forlon as ashes, shrievelled, scentless, dry .. Meadows and gardens running through my hand. Www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 279 In this brown husk a dale of hawthorn dreams, A cedar in this narrow cell is thrust That will drink deeply of a century s streams These lilies shall make summer on my dust. Here in their safe and simple house of death, Sealed in their shells, a million roses leap; Here I can blow garden with my breath, And in my hand a forest lilies asleep. I Describe the rhyme scheme of this poem. 2 mks ii What is the effect of rhyme in the poem? 1 mk iii Giving one example, show how else the poet has achieved the effect in ii above? 2 mks iv Which word would you stress in the last line of stanza one and why? 2mks iv Which word would you stress in the last line of stanza one and why? 2 mks b Underline the stressed syllable in the following words."}
{"text": "Lack of adequate resources, poor training infrastructure and facilities as well as an emphasis on cramming reproduction of class notes in the exam papers compromise the quality of education. The result has been a yawning gap between the quality of students released into the job market and the needs of the employers. If we are able to turn our institutions of higher learning into factories of talent that is readily marketable locally and to other countries, human capital development would become a key economic driver in our country. The Government needs to partner with all stakeholders and come up with out of the box , holistic policy interventions that make use of best practices in order to promote practical skills and make education more effective in the short and long term. This also calls for accrediting and streamlining the requirements of new and existing education should look beyond profits and priorities equipping of students with knowledge, skills and competencies that enhance their employability both locally and internationally. While Kenya boasts of high literacy levels, it should now priorities the development and implementation of a long term growth strategy that focuses on quality, not quantity. QUESTIONS a What has created a huge demand for education according to the passage? 2 marks b What do the emerging economics rely on, and why? 3marks c Indeed, emerging economies are no longer relying on cheap labour. Add a question tag 1mark d What advice is given to those investing in education 3 marks e Why is there an emphasis on standardization in education? 2 marks f In a paragraph of not more than 40 words, summarize the reason why the Government and other sectors should partner in education. 5 marks Rough copy Fair copy g Explain the meaning of the following words and expressions as used in the passage 4 marks i Employable skills ii Cognisant iii Reciprocatedwww.freekcsepastpapers.com ENGLISH PAPER 1 2 3 281 iv Out of the box QUESTION 2. EXTRACT Read the excerpt below and answer the questions that follow. 25 Marks Nora: Yes, you have been awfully kind about that; but you could just as well dismiss some other clerk instead of Krogstad. Helmer: This is simply incredible obstinacy! Because you chose to give him a thoughtless promise that you would speak for him, I am expected to-- Nora: That isn't the reason, Torvald."}
{"text": "25 Marks Nora: Yes, you have been awfully kind about that; but you could just as well dismiss some other clerk instead of Krogstad. Helmer: This is simply incredible obstinacy! Because you chose to give him a thoughtless promise that you would speak for him, I am expected to-- Nora: That isn't the reason, Torvald. It is for your own sake. This fellow writes in the most scurrilous newspapers; you have told me so yourself. He can do you an unspeakable amount of harm. I am frightened to death of him-- Helmer: Ah, I understand; it is recollections of the past that scare you. Nora: What do you mean? Helmer: Naturally you are thinking of your father. Nora: Yes--yes, of course. Just recall to your mind what these malicious creatures wrote in the papers about papa, and how horribly they slandered him. I believe they would have procured his dismissal if the Department had not sent you over to inquire into it, and if you had not been so kindly disposed and helpful to him. Helmer: My little Nora, there is an important difference between your father and me. Your father's reputation as a public official was not above suspicion. Mine is, and I hope it will continue to be so, as long as I hold my office. Nora: You never can tell what mischief these men may contrive. We ought to be so well off, so snug and happy here in our peaceful home, and have no cares--you and I and the children, Torvald! That is why I beg you so earnestly-- Helmer: And it is just by interceding for him that you make it impossible for me to keep him. It is already known at the Bank that I mean to dismiss Krogstad. Is it to get about now that the new manager has changed his mind at his wife's bidding-- Nora. And what if it did? Helmer: Of course!--if only this obstinate little person can get her way! Do you suppose I am going to make myself ridiculous before my whole staff, to let people think that I am a man to be swayed by all sorts of outside influence? I should very soon feel the consequences of it, I can tell you! And besides, there is one thing that makes it quite impossible for me to have Krogstad in the Bank as long as I am manager."}
{"text": "Do you suppose I am going to make myself ridiculous before my whole staff, to let people think that I am a man to be swayed by all sorts of outside influence? I should very soon feel the consequences of it, I can tell you! And besides, there is one thing that makes it quite impossible for me to have Krogstad in the Bank as long as I am manager. Nora: Whatever is that? Questions a Briefly explain the events that had taken place before this excerpt. 3 marks b Yes, you have been awfully kind about that what is Nora referring to? 2 marks c Why does Nora earnestly beg Helmer to retain Krogstad in the bank? 3 marks d Comment on the character of Helmer and Nora as seen in this excerpt. 4 marks Helmer 2 marks Nora 2 marks e And it is just by interceding for him that you make it impossible for me to keep him. From within and elsewhere in the text, give four reasons cited by Helmer as to why he can t keep Krogstad in the bank. 4 marks f Identify and explain one theme evident in this excerpt. 2 marks g From your understanding of the rest of the play, who is Krogstad and why is he so determined to fight for his small post at the bank. 4 marks h You never can tell what mischief these men may contrive. Add a question tag 1 mark i What happens immediately after this excerpt? 2 marks www.freekcsepastpapers.com ENGLISH PAPER 1 2 3 282 QUESTION 3. ORAL LITERATURE Read the song below and answer the questions that follow: LISTEN DEAR BRIDE Oh my sister, listen From this day, you won t go dancing From this day, you won t go to the dance From this day, you won t go dancing You ll dance only on the path to the river My sister, will you listen? From this day, you won t go chatting From this day, you won t sit to chat From this day, you won t sit chatting You; only chat on the path to the farm Daughter of my mother, listen! From this day, you won t enjoy teasing From this day, you won t enjoy to tease."}
{"text": "ORAL LITERATURE Read the song below and answer the questions that follow: LISTEN DEAR BRIDE Oh my sister, listen From this day, you won t go dancing From this day, you won t go to the dance From this day, you won t go dancing You ll dance only on the path to the river My sister, will you listen? From this day, you won t go chatting From this day, you won t sit to chat From this day, you won t sit chatting You; only chat on the path to the farm Daughter of my mother, listen! From this day, you won t enjoy teasing From this day, you won t enjoy to tease. From this day, you won t enjoy teasing, You ll only tease the baby on your lap, Listen, my dear sister! You ll only dance on the path to the river, You ll only chat on the path to the farm, You ll only tease the baby on your lap, From this day, life will change Have you heard daughter of my mother? You ll not go dancing, dance today You ll not go sit chatting, chat today, You ll not enjoy teasing, tease today, From this day, life will change. A With an explanation, classify the above item. 2 marks b Who do you think are the singers in this song? Give reasons 3 marks c Identify and illustrate two features which qualify this text as a song 4 marks d Briefly explain what the society expects of a married woman as brought out in the song. 2 marks e Giving illustrations, give two functions of this song 2 marks f According to the song, how do you think the bride will behave when this song is sung? 2 marks g Explain the relationship between stanza two and four. 2 marks h Explain the effect of the phrase daughter of my mother instead of my sister. 1 mark i Add an appropriate question tag to the statement below. 2 marks a Listen, my sister b You ll only dance on the way to the river QUESTION 4: GRAMMAR 15 marks a Use the correct form of the word in brackets to complete the sentences. 3 marks i The students had nothing but . Admire for the top KCSE student. Ii Maroe still wants more food even after clearing a whole plateful of Ugali."}
{"text": "20mks Orii Write a story to illustrate the saying People who live in glass houses should not throw stones. 20mks 2.The compulsory set text. H.R Ole Kulet Blossoms of the savannah. The novel Blossoms of the Savannah is a text that highlight the challenges facing African women. Writean essay to show the truthfulness of this statement. 20mks 3.Optional set textxsEithera David Mulwa , Inheritance. In whatever you do, whether good or bad, expect a pay Orb A silent song and other stories by Godwin Siundu. When one is given power, he she ushould use it only for good but more often than not, people use itfor wrong purposes. Support this statement basing your argument from Nagnib Manfouz s A manof Awesome Power. Orc An artist of the floating world by Kazuo Ishigure. Discuss the use of symbolism in the novel An artist of the floating world by Kazuo Ishigure."}
{"text": "Give the two main items of the Trans-Saharan trade. 2 marks 7. Identify two social functions of the ancient city of Athens in Greece. 2 marks 8. Name the chartered company that was used to administer Tanganyika during the processof colonization. 1 mark 9. Which was the main factor tht unified the communities of the Shone Kingdom during thepre-colonial period?10.State two fgunctions of the Lukiko in Bunganda Kingdom during the 19th Century. 2 marks 11.Give one economic reason which made European Countries to scramble for colonies inAfrica. 1 mark 12.State one way in which the Ndebele benefited after the British-Ndebele War of 1893 to 1896 1 mark 13.Identify two economic results of the First World War. 2 marks 14.Give two principal organs of the United Naions 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com15.Identify two ways in which Mwalimu Julius Nyerere promoted the development ofEducation in Tanzania after Independence. 2 marks 16.State one condition that a country should fulfil in order to become a member of the NonAligned Movement.17.Identify one parliamentary duty of the Monarch in Britain 1 mark SECTION B 45 Marks 18.a State five reasons why early people domesticate crops and animals 5 marks b Explain five causes of food shortages to Africa today. 10 marks 19.a Give three problems faced by factory workers in Europe during the Industrial revolution. 3 marks b Expalin six factors that have promoted industrialization in South Africa 12 marks 20.a Give three methods used by European power to establish colonial rule in Africa. 3 marks b Expalin six results of the collaboration between the Buganda and the British during theprocess of colonization.21.a State three ways used by nationalists in Ghana to fight for independence 3 marks b Explain six factors that led to the development of African Nationalism in Ghana. 12 marks SECTION C 30 Marks 22.a Give three conditions which one had to fulfil in order to become a French Citizen inSenegal."}
{"text": "Identify two social functions of the ancient city of Athens in Greece. 2 marks 8.Name the chartered company that was used to administer Tanganyika during the processof colonization. 1 mark 9.Which was the main factor tht unified the communities of the Shone Kingdom during thepre-colonial period?10.State two fgunctions of the Lukiko in Bunganda Kingdom during the 19th Century. 2 marks 11.Give one economic reason which made European Countries to scramble for colonies inAfrica. 1 mark 12.State one way in which the Ndebele benefited after the British-Ndebele War of 1893 to 1896 1 mark 13.Identify two economic results of the First World War. 2 marks 14.Give two principal organs of the United Naions 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com15.Identify two ways in which Mwalimu Julius Nyerere promoted the development ofEducation in Tanzania after Independence. 2 marks 16.State one condition that a country should fulfil in order to become a member of the NonAligned Movement.17.Identify one parliamentary duty of the Monarch in Britain 1 mark SECTION B 45 Marks 18.a State five reasons why early people domesticate crops and animals 5 marks b Explain five causes of food shortages to Africa today. 10 marks 19.a Give three problems faced by factory workers in Europe during the Industrial revolution. 3 marks b Expalin six factors that have promoted industrialization in South Africa 12 marks 20.a Give three methods used by European power to establish colonial rule in Africa. 3 marks b Expalin six results of the collaboration between the Buganda and the British during theprocess of colonization.21.a State three ways used by nationalists in Ghana to fight for independence 3 marks b Explain six factors that led to the development of African Nationalism in Ghana. 12 marks SECTION C 30 Marks 22.a Give three conditions which one had to fulfil in order to become a French Citizen inSenegal. 3 marks b Explain six differences between the use of British indirect rule and the Frenchassimilation policy. 12 marks 23.a State the role plsyed by United State of America in ending the Second World War. 3 marks b Explain six causes of the Cold War after 1945. 12marks 24.a Identify three duties performed by the Secretary General of the new East ArricanCommunity eastablished in 2001 3 marks b Explain six benefits of the new East African Community established in 2001 to itsmembers. 12 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "NameIndex Number443 1 Candidate s SignatureAGRICULTUREPaper 1 Date..............................Nov. 20162 hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationAGRICULTURE Paper 12 hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date o f the examination in the spaces provided above. C This paper consists o f three sections: A, B and C. d Answer all the questions in section A and B. e Answer any two questions in section C. f All answers should be written in the spaces provided. G This paper consists of 16 printed pages. H Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. I Candidates should answer the questions in English. For Examiner s Use OnlySectionQuestionMaximumScoreCandidate sScoreA1-1830B19-2320Total Score90916070 2016 The Kenya National Examinations CouncilTurn overfor free past papers visit: www.freekcsepastpapers.comSECTION A 30 marks Answer all the questions in this seetion in the spaces provided.1. List four factors that would determine the stage at which a crop is harvested. 2 marks 2. State two ways in which crop rotation controls weeds. 1 mark 3. Give two factors which characterize small scale farming. 1 mark 4. Give two examples for each of the following categories of water pipes. A Metal pipes lmark b Hosepipes 1 mark 2916070Kenya Certificate of Secondary Education, 2016443 1for free past papers visit: www.freekcsepastpapers.com35. State the information included in a sales receipt when a farmer is selling eggs. 214 marks 6. State four characteristics of a good vegetable seedling. 2 marks 7. Name three forms of horticulture practiced in Kenya. 114 marks 8. State two mechanical methods of separating soil particles according to size, during soilanalysis. 1 mark 9. List four disadvantages of mono cropping in crop production. 2 marks 916070Kenya Certificate of Secondary Education, 2016443 1Turn overfor free past papers visit: www.freekcsepastpapers.com410."}
{"text": "Study the diagram carefully and answer the questions that follow. A Identify the feature that the diagram above represents in the study of soil. 1 mark b Name the parts of the diagram labeled A, B and C. VA marks A .........................................................................................................................................B .........................................................................................................................................C ......................................................................................................................................... c State two ways in which the knowledge of the above feature would be of benefit to afarmer. 2 marks 916070Kenya Certificate of Secondary Education, 2016443 1Turn overfor free past papers visit: www.freekcsepastpapers.com821. Below is a graphical representation of a law in agricultural economics. Study the graph carefully and answer the questions that follow:Total output of maize 90 kg bags a Identify the law illustrated by the graph. Vi mark ' b Explain how each additional unit of fertilizer input relates to the total output of maize inphases II and III.Phase II ............................................................................................................... 1 mark Phase III.............................................................................................................. 1 mark c State the importance of the law identified in i above to the maize farmer. 1 mark 22. The following is a list of plant nutrients; copper, calcium, nitrogen, molybdenum, zinc,phosphorous, carbon, sulphur, iron and magnesium. Which of the above plant nutrients are: a Macro-nutrients 1 mark 916070Kenya Certificate of Secondary Education, 2016443 1for free past papers visit: www.freekcsepastpapers.com9 b Micro-nutrients 1 mark c Fertilizer elements 1 mark d Liming elements 1 mark 23. The table below shows pH value of different soil samples. Study it and answer the questions that follow. Soil SamplepH Values,4s,s,S 79S 10 a Which soil sample has the highest acidity? 1 mark 916070Kenya Certificate of Secondary Education, 2016443 1Turn overfor free past papers visit: www.freekcsepastpapers.com10 b State two ways in which the pH value of sample S8 can be lowered."}
{"text": "Which of the above plant nutrients are: a Macro-nutrients 1 mark 916070Kenya Certificate of Secondary Education, 2016443 1for free past papers visit: www.freekcsepastpapers.com9 b Micro-nutrients 1 mark c Fertilizer elements 1 mark d Liming elements 1 mark 23.The table below shows pH value of different soil samples. Study it and answer the questions that follow. Soil SamplepH Values,4s,s,S 79S 10 a Which soil sample has the highest acidity? 1 mark 916070Kenya Certificate of Secondary Education, 2016443 1Turn overfor free past papers visit: www.freekcsepastpapers.com10 b State two ways in which the pH value of sample S8 can be lowered. 1 mark c Which of the above soil samples is suitable for growing tea? 1 mark 916070Kenya Certificate of Secondary Education, 2016443 1for free past papers visit: www.freekcsepastpapers.com11SECTION C 40 marks Answer any two questions from this section in the space provided after question 26.24. A Outline the information contained in a purchase order. 5 marks b Describe the harvesting of tea. 6 marks c Explain the importance of irrigation in crop production. 5 marks d Describe the role of magnesium in crop production. 4 marks 25. A Describe the effects of pests on maize in the field. 6 marks b i Describe the procedure of harvesting pyrethrum. 4 marks ii Explain the precautions that should be observed during the harvesting of pyrethrum. 3 marks c Describe the cultural methods of controlling soil erosion. 7 marks 26. A Explain eight cultural methods of soil and water conservation. 8 marks b Explain four ways in which: i H1V AIDS limits agricultural production. 4 marks ii Government policy improves agricultural production. 4 marks iii Low level of education and technology influence agriculture. 4 marks 916070Kenya Certificate of Secondary Education, 2016443 1Turn overfor free past papers visit: www.freekcsepastpapers.comKenya Certificate of Secondary Education, 2016 JJ1 1for free past papers visit: www.freekcsepastpapers.comTHIS IS THE LAST PRINTED PAGE.916070Kenya Certificate of Secondary Education, 2016443 1for free past papers visit: www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education313 2 CHRISTIAN Paper 2RELIGIOUS EDUCATIONNov. 2019 - 2 hours Candidate's Signature .... Date Instructions to candidates a Write your name and index number in the spaces provided above. 0 Sign and write the date of examination in the spaces provided above. C This paper consists of six questions. A Answer any five questions in the spaces provided at the ond of question 6. E Each question carries 20 marks. This paper consists of 16 printed pages. G Do not remove any pages from this booklet. H Candidates should check the question paper to ascertain thet all the pages are printed asindicated and that no questions are missing. Candidates should answer the questions in English. Candidate'sTotal Score 2019 The Kenya National Examinations Council31372919363, Turn over3. O919363List five titles that Prophet Isaiah used to refer tothe future Messiah, 5 marks Describe the annunciation of the birth of John the Baptist by angel Gabriel. Lake 1:5-25 8 marks State seven ways in which Christian couple should respond to the challenge of beingchildless 7 marks State five reasons why Jesus used parables in his teaching. 5 marks Describe the parable ofthe good samaritan, Luke 10:29-37 , 8 marks Give seven reasons why some Christians find it difficult to help the needy. 7 marks State the teaching of Jesus on how a Christian should approach God in prayer. 7 marks Describe the incident in which Jesus healed ten lepers. Luke 17:11-19 . 6 marks Identify seven ways in which Christians demonstrate their faith in God. 7 marks State the teaching of Saint Paul on the proper use of the gifts of the Holy Spirit inthechurch. 7 marks Explain how the unity of believers is expressed in the image of the bride. 5 marks Outline the role of the Holy Spirit in the Church today. 8 marks Outline six roles ofa professional code in a work place. 6 marks State seven similarities in the traditional ASrican and Christian view on work. 7 marks Give seven reasons why Christians condemn idleness in the society today."}
{"text": "8 marks Outline six roles ofa professional code in a work place. 6 marks State seven similarities in the traditional ASrican and Christian view on work. 7 marks Give seven reasons why Christians condemn idleness in the society today. 7 marks Outline eight traditional African practices that promote order and justice inthe society. 8 marks State six reasons why Christians in Kenya should vote during the national general elections. 6 marks Give six ways through which Christians can reduce tribalism in Kenya today, 6 marks Kenya Certificate of Secondary Education, 2019332n Kenya Certificate of Secondary Education, 201931372 Turn over."}
{"text": "102K.C.S.E YEAR 2010 PAPER 2SECTION AAnswer all the questions in this section.1. . A Name two exotic species of trees planted in Kenya. 2 marks b State three reasons why it is necessary to carry out afforestation programmes inKenya. 3marks 2. A Give thee physical conditions that favour maize cultivation in Trans Nzoia Districtin Kenya. 3 marks b State three problems facing maize farming in Kenya.3. A Outline three physical factors that favoured the development of the Seven Forkshydro-electric power scheme... 3 marks b State two problems facing hydro-electric power, projects in Kenya. 2 marks 4. Use the sketch map below to answer question a . A Name the main settlement pattern in: i the northern part of the area represented by the sketch map; 1 mark ii the southern part of the area represented by the sketch map. 1 mark b State two ways in which government policy may influence the distribution ofhuman settlements. 2marks 5. A Apart from windstorms, name two other environmental hazards associated withclimatic conditions. 2 marks b State three problems caused by windstorms in Kenya. 3 marks SECTION BFor More Free KCSE past papers visit www.freekcsepastpapers.com103Answer question 6 and any other two questions from this section.6. The table below shows the number of tourists who visited Kenya from various parts ofthe world in 2005 and 2006. Use it to answer questions a and b .For More Free KCSE past papers visit www.freekcsepastpapers.com104No. Of tourists per yearPlace of Origin20052006Europe942,000965,000Africa120,000154,000Asia97,000128,000North America94,000103,000Australia New Zealand19,00024,000All other countries29,00041,000Total1,301,0001,415,000 Source: Central Bureau of Statistics a Which continent had the highest increase in the number of touristsvisiting Kenya between 2005 and 2006? 2 marks ii Calculate the percentage increase of tourists from Australia NewZealand between 2005 and 2006. 2 marks iii Draw a divided rectangle 15cm long to represent the number of touriststhat visited Kenya in 2006.Show your calculations."}
{"text": "The table below shows the number of tourists who visited Kenya from various parts ofthe world in 2005 and 2006. Use it to answer questions a and b .For More Free KCSE past papers visit www.freekcsepastpapers.com104No. Of tourists per yearPlace of Origin20052006Europe942,000965,000Africa120,000154,000Asia97,000128,000North America94,000103,000Australia New Zealand19,00024,000All other countries29,00041,000Total1,301,0001,415,000 Source: Central Bureau of Statistics a Which continent had the highest increase in the number of touristsvisiting Kenya between 2005 and 2006? 2 marks ii Calculate the percentage increase of tourists from Australia NewZealand between 2005 and 2006. 2 marks iii Draw a divided rectangle 15cm long to represent the number of touriststhat visited Kenya in 2006.Show your calculations. 10 marks b i State two advantages of using divided rectangles to representgeographical data. 2 marks ii Give four reasons why in 2005 and 2006 there were more touristsvisiting Kenya from Europe compared to those from other parts of theworld. 4 marks c Give five reasons why domestic tourism is being encouraged in Kenya. 5 marks 7. A State three physical conditions that favour coffee growing in the centralhighlands of Kenya. 3 marks b Describe the stages involved in coffee production from picking tomarketing. 8 marks c Explain four problems facing coffee farming in Brazil. 8 marks d Your geography class carried out a field study on a coffee farm. I State four methods the class may have used to collect data. 4 marks ii During the field study, the class collected data on quantities of coffeeproduced from the farm in the last five years. State two methods that the class may have used to present the data. 2 marks 8."}
{"text": "10 marks b i State two advantages of using divided rectangles to representgeographical data. 2 marks ii Give four reasons why in 2005 and 2006 there were more touristsvisiting Kenya from Europe compared to those from other parts of theworld. 4 marks c Give five reasons why domestic tourism is being encouraged in Kenya. 5 marks 7. A State three physical conditions that favour coffee growing in the centralhighlands of Kenya. 3 marks b Describe the stages involved in coffee production from picking tomarketing. 8 marks c Explain four problems facing coffee farming in Brazil. 8 marks d Your geography class carried out a field study on a coffee farm. I State four methods the class may have used to collect data. 4 marks ii During the field study, the class collected data on quantities of coffeeproduced from the farm in the last five years. State two methods that the class may have used to present the data. 2 marks 8. A i What is visible trade? 2 marks ii List three major imports to Kenya from Japan. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com105 b Explain four factors that influence internal trade in Kenya. 8 marks c State four ways in which trade is of significance to Kenya. 4 marks d Explain four benefits which member states of ECOWAS derive from theformation of the trading bloc. 8 marks 9. A i Name three agricultural non-food processing industries in Kenya. 3 marks ii State four ways in which Kenya has benefited from the motor-vehicleassembly industry. 4 marks b Explain three problems arising from industrialization in Kenya. 6 marks c Explain three factors which influenced the location of iron and steelindustry in the Ruhr region of Germany in the 19l Century. 6 marks d You intend to carry out a field study of a furniture-making industry inthe local market centre. I State two reasons why it would be necessary for you to visit the areaof study, in advance 2 marks ii For your field study you have prepared a work schedule."}
{"text": "4 marks ii During the field study, the class collected data on quantities of coffeeproduced from the farm in the last five years. State two methods that the class may have used to present the data. 2 marks 8. A i What is visible trade? 2 marks ii List three major imports to Kenya from Japan. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com105 b Explain four factors that influence internal trade in Kenya. 8 marks c State four ways in which trade is of significance to Kenya. 4 marks d Explain four benefits which member states of ECOWAS derive from theformation of the trading bloc. 8 marks 9. A i Name three agricultural non-food processing industries in Kenya. 3 marks ii State four ways in which Kenya has benefited from the motor-vehicleassembly industry. 4 marks b Explain three problems arising from industrialization in Kenya. 6 marks c Explain three factors which influenced the location of iron and steelindustry in the Ruhr region of Germany in the 19l Century. 6 marks d You intend to carry out a field study of a furniture-making industry inthe local market centre. I State two reasons why it would be necessary for you to visit the areaof study, in advance 2 marks ii For your field study you have prepared a work schedule. State twoitems you would include in the schedule. 2 marks iii Give two advantages of studying about furniture making throughfieldwork. 2 marks 10.The map below shows the location of some urban centres in East Africa."}
{"text": "A i What is visible trade? 2 marks ii List three major imports to Kenya from Japan. 3 marks For More Free KCSE past papers visit www.freekcsepastpapers.com105 b Explain four factors that influence internal trade in Kenya. 8 marks c State four ways in which trade is of significance to Kenya. 4 marks d Explain four benefits which member states of ECOWAS derive from theformation of the trading bloc. 8 marks 9. A i Name three agricultural non-food processing industries in Kenya. 3 marks ii State four ways in which Kenya has benefited from the motor-vehicleassembly industry. 4 marks b Explain three problems arising from industrialization in Kenya. 6 marks c Explain three factors which influenced the location of iron and steelindustry in the Ruhr region of Germany in the 19l Century. 6 marks d You intend to carry out a field study of a furniture-making industry inthe local market centre. I State two reasons why it would be necessary for you to visit the areaof study, in advance 2 marks ii For your field study you have prepared a work schedule. State twoitems you would include in the schedule. 2 marks iii Give two advantages of studying about furniture making throughfieldwork. 2 marks 10.The map below shows the location of some urban centres in East Africa. A i Name the towns marked P, Q and R. ii Name the minerals that influenced the growth of the townsmarked X and Y. 2 marks b Explain four factors that have led to the growth of Eldoret as a majortown in Kenya. 8 marks c Compare the ports of Mombasa and Rotterdam under the following subheadings:For More Free KCSE past papers visit www.freekcsepastpapers.com106 i site; 2 marks ii transport links to the interior; 2 marks iii the hinterland; 2 marks iv port facilities. 2 marks d Explain two ways in which urbanization negatively affects the surroundingagricultural areas. 4marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "1433.13HOME SCIENCE 441 3.13.1 Home Science Paper 1 441 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com144For More Free KCSE Past papers Visit www.freekcsepastpapers.com145For More Free KCSE Past papers Visit www.freekcsepastpapers.com1463.13.2 Home Science Paper 2 441 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com147 For More Free KCSE Past papers Visit www.freekcsepastpapers.com1483.13.3 Home Science Food and Nutrition Paper 3 441 3 For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "Access free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.comAccess free revision content at www.freekcsepastpapers.com."}
{"text": "Give a reason marks 15 Soap dissolves in water according tothe equation below;NaSt Na SE where Sts the stearate ton, 2 Write the formula ofthe scum formed when soap is used in hard water. 1 mark Write the ionic equation forthe reaction that occurs when sodium carbonate is usedto remove hardness in water 1 mark 16 Ethanoic acid and ethanol react as shown in the equation below: CH.COOH,, CHOH, S CH,COOCH,,, H,0,, Other than warming, how would the state of equilibrium be established within a short ime? 0 mark 30718 The set up below was used to prepare a gas and study some of its properties. Study it andanswer the questions that follow: 2 State and explain the observations made in the: tube labeled A; mark Gi deaker labelled B. 0 mark U mark Under certain conditions, chlorine gas reacts with sodium hydroxide to form sodiumhypochlorite a Name the conditions under which sodium hydroxide reacts with chlorine to formsodium hypochlorite. 1 mark b State two uses of sodium hypochlorite 2 marks 0kg of ammonium sulphate NH, ,SO, and 30kg of urea COONH, : Fertilizers were appliedin two equal sizes of plots A and B to enrich their nitrogen content. Show by working, whichplot was more enriched with nitrogen. N 14; 32; O 16; C 12; H 1 G marks Describe how the Pof anti-acid Acta powder can be determined in the laboratory. 2 marks 331a2Graphite is one ofthe allotropes of carbon, a Name one other element which exhibits allotropy. Mark The table below gives some propenis of three elements in group VII of the periodic tableSSudy it and answer the questions that follow: Element Atomic Melting Point Bolling PointNo. Co, eo Chiorine 17 101 347Bromine 35 7 388Todine 3 1 184 2 Which element isin liquid form at room temperature?"}
{"text": "Powered by: www.atikaschool.comfor free past papers visit: www.freekcsepastpapers.comPowered by: www.atikaschool.comfor free past papers visit: www.freekcsepastpapers.comPowered by: www.atikaschool.comfor free past papers visit: www.freekcsepastpapers.comPowered by: www.atikaschool.comfor free past papers visit: www.freekcsepastpapers.comPowered by: www.atikaschool.comfor free past papers visit: www.freekcsepastpapers.comPowered by: www.atikaschool.comfor free past papers visit: www.freekcsepastpapers.comPowered by: www.atikaschool.comfor free past papers visit: www.freekcsepastpapers.comPowered by: www.atikaschool.comfor free past papers visit: www.freekcsepastpapers.com."}
{"text": "Figure 2 shows an incomplete cireuit for an electromagnet,A, Soft Iron P QFigure? Complete the diagram to show how a battery should be connected at A so that thepolarities at P and Q are South and North respectively. Mark State two ways in which the strength ofthe electromagnet in a can be increased. 2 marks 5. Inassirea, sound is produced when a jet of air is directed perpendicular toa rng of holes on arotating wheel. Explain the effect onthe pitch of sound produced when the speed of rotation ofthe whl is increased marks 6. State the reason why the current produced by a simple cel flls rapidly when the cel is beingsed, mark , Kenya Certificate of Secondary Education, 2019919360 1232 2 Turn over47. Figure 3 shows a cell connected in series with an ammeter, a 20 resistor and a switch. A voltmeter is connected across the cell. Ia 5svs 1 Figure 3With the switch open, the voltmeter reads 1S V. Given thatthe internal resistance ofthe ellis0.5 Q, determine the ammeter reading when the switch is closed. G marks 8. State two uses of gamma rays in medicine. 2 marks Kenya Certificate of Secondary Education, 2019919360 23239. Figure shows the input and output signals on a CRO sereen when two diodes are used duringa full wave rectification. G marks 10, State how the intensity of X-rays in an X-ray tube can be increased. Mark Kenya Certificate of Secondary Education, 2019919360 212 Turn over11, Figure shows part of the lighting circuit in a house. :. N T oa ox a BNakeswesox ras in iat emu 12, Uranium decays as shown below. By , 230.Su Oth x Name the particle X that is emitted during this decay. Mark Kenya Certificate of Secondary Education, 2019919360 2322713, State the disadvantage of using a convex mirror as a driving mirror, mark 14, Figure 6 shows radiation from the sun passing through glass in a greenhouse onto the floor. Theloor then emits radiation."}
{"text": ":N T oa ox a BNakeswesox ras in iat emu 12, Uranium decays as shown below. By , 230.Su Oth x Name the particle X that is emitted during this decay. Mark Kenya Certificate of Secondary Education, 2019919360 2322713, State the disadvantage of using a convex mirror as a driving mirror, mark 14, Figure 6 shows radiation from the sun passing through glass in a greenhouse onto the floor. Theloor then emits radiation. Radiationfrom the suc J Glassy xBE 3Figure 6 State the name ofthe radiation emitted by the floor. 1 mark Kenya Certificate of Secondary Education, 2019919360 2322 Turn overSECTION B 55 marks Answer all the questions in this section in the spaces provided.15. On the axes provided, sketch a graph of capacitance against the area of overlap of theplates ofa parallel-plate capacitor. 0 mark Capacitance Area of Overlap, Dawa circuit diagram that may be used to investigate the discharging process ofa capacitor. 2 marks Gi Onthe axes provided sketch the graph of potential difference between the platesagainst time for the discharging process. 1 mark Potentialdifferenceotime Kenya Certificate of Secondary Education, 2019919360 23272 Figure 7 shows three capacitors connected to a 6V battery. 2uF11it4uk3ukihovFigure 7 'Determine the effective capacitance marks Gi total charge stored 2 marks Gi potential difference across the 4y-F capacitor 2 marks Kenya Certificate of Secondary Education, 2019919360 232 Turn over1016. Define the following terms as used in waves:Amplitude 1 mark Gi Wavelength 1 mark Figure 8 shows water waves approaching a stright reflector at speed of 40 cms. Aan nem adegmnntntewe mat Gi Given thatthe distance between the source and the reflector is 15 em determine:1. The wavelength of the waves 2 marks Tl."}
{"text": "2uF11it4uk3ukihovFigure 7 'Determine the effective capacitance marks Gi total charge stored 2 marks Gi potential difference across the 4y-F capacitor 2 marks Kenya Certificate of Secondary Education, 2019919360 232 Turn over1016. Define the following terms as used in waves:Amplitude 1 mark Gi Wavelength 1 mark Figure 8 shows water waves approaching a stright reflector at speed of 40 cms. Aan nem adegmnntntewe mat Gi Given thatthe distance between the source and the reflector is 15 em determine:1. The wavelength of the waves 2 marks Tl. The frequency of the waves 2 marks Kenya Certificate of Secondary Education, 2019919360 23722Figure 10 shows a ray of light travelling from glass to a AirJ GassFigure 10sine the: . Critical angle ofthe glass air interface i mark Gi refractive index of glass 2 marks f A piece of metal is embedded atthe centre of an ice block 15cm from the surface of theice. Given that the refractive index of ice is 1.32, determine how far from the surface ofthe ice block the metal appears to be- GB marks Kenya Certificate of Secondary Education, 201923212 919360Figure 9 shows light rays from two coherent sources S, Dark and bright fringes are observed between A and B. Figure 9 State how:1. Bright fringes are formed TL dark fringes are formed i State what is observed when light ofa higher fi Kenya Certificate of Secondary Edueati2322W.919360 B Figure 11 shows two rays of incident on a diverging lens. F Figure 1Complete the ray diagram to show the path of the rays after passing through the lens. Marks Stateewo differences between the human eye and camera ens. 2 marks ii State the name ofthe part of the eye that enable the lens to focus images of objects at different distances, 1 mark Kenya Certificate of Secondary Education, 2019919360 2322 Turn over418 Describe how a magnet can be demagnetised using the electrical method. 2."}
{"text": "Bright fringes are formed TL dark fringes are formed i State what is observed when light ofa higher fi Kenya Certificate of Secondary Edueati2322W.919360 B Figure 11 shows two rays of incident on a diverging lens. F Figure 1Complete the ray diagram to show the path of the rays after passing through the lens. Marks Stateewo differences between the human eye and camera ens. 2 marks ii State the name ofthe part of the eye that enable the lens to focus images of objects at different distances, 1 mark Kenya Certificate of Secondary Education, 2019919360 2322 Turn over418 Describe how a magnet can be demagnetised using the electrical method. 2. Marks b Youre provided with two iron bars P and Q. One of the bars is magnetised while theother isnot. Explain how the magnetised bar can be identified without using a magnet or magnetic material, 2 marks Figure 12 shows two identical copper coils X and Y placed close to each other. Coil X isconnected to a DC power supply while col Y is connected to a galvanometer. Figure 12 Explain what is observed on the galvanometer when the switch is closed. 4 marks Kenya Certificate of Secondary Education, 2019919360 23721s State what is observed on the galvanometer when the switch is opened. I mark i State what would be observed if the number of tums in col Y is doubled. 1 mark 19 Define halflife as used in radioactivity. 1 mark b Figure 13 shows a device used to detect radioactivity by forming tracks when air isionised. GlassiNDark screen IT PistonFigure 13, State the name of the device shown. 1 mark i State how air inthe device gets ionised mark Kenya Certificate of Secondary Education, 2019919360 23272 Turn over16 ii Describe how tracks are formed, GB marks State two factors that determine the speed of the photoelectrons emitted from ametal surface. 2 marks Gi Theenergy ofa photon of light is 2.21 ev."}
{"text": "GlassiNDark screen IT PistonFigure 13, State the name of the device shown. 1 mark i State how air inthe device gets ionised mark Kenya Certificate of Secondary Education, 2019919360 23272 Turn over16 ii Describe how tracks are formed, GB marks State two factors that determine the speed of the photoelectrons emitted from ametal surface. 2 marks Gi Theenergy ofa photon of light is 2.21 ev. Electronic charge is 1.6.x 10-\"Candplanks constant his 6.63.x 10 AJs 1.Express this energy in joules mark Hl, Determine the frequeney of the light that produces the photon. 2 marks THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2019919360 23272."}
{"text": "THE KENYA NATIONAL EXAMINATIOS COUNCIL nya Certlflcat of cond ry Education Ill 22 ho A am ..................... ....Paper I t .............. . Dat .............. ' .............. ' ... ...... .In tructlons to Candidates a Write your name and Index number in the spaces provided above. B Sign and write the date of examlnadon In the spaces provided above. C This paper consists of two sections: Section I and Section II. D Answer all the questions In Section I and only five quesdons from Section II,I e Show all the steps In your calculatlon, giving your answers at each stage In the spacesprovided below each question. F Marks may be given for correct working even If the answer Is wrong. G Non-programmable silent electronic calculators and KNEC mathematical tables may be used, exceptwhere stated otherwise. H This paper consists of 19 printed pages, i Candidates should check the question paper to ascertain that all the pages are printed asIndicated and that no questions are missing. 0 Candidates should answer the questions In English,,For Examiner's Use Only Section II 2 34 5 Section II 6 7 8 9 10 II I 'e 12 , .,. 17 18 19: 20 21 22 23 24 Tota11 , ' 1011 The Kt11J a Nat 0110 Exami11atio,u Council121 1 13 . . I 14 ,.ri 516 Total ,, . :1 Grand Total D Turn o, er Access free revision content at www.freekcsepastpapers.comSECTION I 50 marks Amwcr oil the questions in this section in the spaces provided. 1.ol 'c for\"611 25. II r , II n C n :: -5 n - 1 rt 2- .5n t .5 :: D n ;t.- l vi ..."}
{"text": ":1 Grand Total D Turn o, er Access free revision content at www.freekcsepastpapers.comSECTION I 50 marks Amwcr oil the questions in this section in the spaces provided. 1.ol 'c for\"611 25. II r , II n C n :: -5 n - 1 rt 2- .5n t .5 :: D n ;t.- l vi ... ,vV t-5 -o n- E n-E 0 dn -E - o 7 n z 1 t j' -5::::. 0 i: 11 2 3 marks 2.A family used two-fifths of its monthly income on school fees. Three-quarters of the remaining amount was used on family upkeep while the rest was invested. The family invested Ksh 13 500 monthly. Calculate the amount of money the family used on school fees every month. 4 marks f.a,.e, 11, f ,vti t - t -1-i 'E' . '. .5 '! 5 xii j- -i-i ,- 5 tl:o 5 U - ldEVV Z6 - r o6DV 1 :: ,,0- f Oob - Kenya Cer1ificate of Secondary Education, 2022121 l Access free revision content at www.freekcsepastpapers.comJ.olv' fi r, in the equation.',. I - 500E .zx- E .u ..500,oX. ,51 - b ::: 80D kt6 ;11 bA. ,L: . Fs K - 1.c. ::. .5 oo Eoo !: :::. -. 0.2.E .5.x. -. 5't 3 marks -62.F I A ,J,ewwi, I t!c,n,f' JX rill4.Kipkocch nnd Tnnui began n 5 000 m race together at the starting line. Kipkoech and Tanui took72 seconds and 80 seconds respectively to run a 400m lap."}
{"text": ", c a ::: 5-a -t b ::- -5 cJ h - ;i.: . Q E, ... oi 3 marks Kenyon bank bought and sold United Arab Emirates UAE dirhams on two different dates as shown below. Buying Ksh Selling Ksh 1st August 2021 1 UAE dirham 28.40 28.90 16th August 2021 l UAE dirham28.00 28.40 A Kenyan tourist who travelled to UAE on 1st August 2021 converted Ksh 130 050 to UAE dirhams. During her stay in UAE, she spent 3 520 U AE dirhams. She arrived back to Kenya on 16th August 2021. On the same day she converted the remaining amount of money to Kenya shillings at the same bank. Calculate the amount of money in Kenya shillings that she received from the bank. 3 marks 'pV 06V J ;ig: ;oR.2\"-laOi Jo .,. QXPR\"' A:-, r,. U::: 46 oo- c.3.5cW hi Q le,w J Kenya Certificate of Secondary Education, 2022 121 l 117138 Access free revision content at www.freekcsepastpapers.comt , 11 d tn p :t erect d rticnlly i. 20 rn from point Pon the some level ground. The angle, f cl nti n of th top, . Of the po t from r is 30 . Iven that S is the mid point of the post,ak ulatc. C ITC t to I dccimnl pince, the nngle of elevation of S from P. 3 marks t. R s f. 2 6 7 J Given that A 211 , 8 \" ' and w. 5 u3 and BA ,!"}
{"text": "C ITC t to I dccimnl pince, the nngle of elevation of S from P. 3 marks t. R s f. 2 6 7 J Given that A 211 , 8 \" ' and w. 5 u3 and BA ,! V , determine the values ofw 3 marks l'f-6\",U J.'1 ,: yul8't.l -'ll 9 8\"1. FG 1-l q y - ;27 f,n qlli:;,, 25 - 2 ;:: t.v J9 w - ',3317138Kenya Certificate of Secondary Education, 2022 121 1 Turn over Access free revision content at www.freekcsepastpapers.com14. Ore 54ml and 250ml respectively. The difference in theTh npn itic. Of two imilor contninc h i hts of the t, o containers i 4 cm. Olculnte the height of the larger container. 1--Sf .at, :::: 1.. P:f J.1 - BE 3 fur' l a 21 - tr - :: .K !.! 3 Ex ;:. 3X'tra 9 x G -H. arrt .CCni:lr ; G t'1 :::: w CM 3 lnarks 15.The table below shows the mean marks in a mathematics test of two classes. Class Number of students Mean mark X 43 65 y 45 62 Calculate, correct to 2 decimal places, the mean mark of the classes. 43 6-B t b.i 4J t fE - 3. Lf-1 2 marks Access free revision content at www.freekcsepastpapers.comHi. Th ha I m-. F ri ht pyramid is n regular hexagon of i e 2.5 cm. Point V i the vertex of rh p mid 111d th I n th f the. Inn tin edge. I 4em. Dm, 'n In llcd n t of th J yr mid."}
{"text": "Inn tin edge. I 4em. Dm, 'n In llcd n t of th J yr mid. V 3 marks -,11,, Access free revision content at www.freekcsepastpapers.comI .. 10 11 50 murk . 11,e ,1acc. 'i provided. All \"11' '1' m1,1 fi1' ' 'fll '. F oll. 'i Ill r!,ls , cc 1011 Ill ontrn tor hir d nrn nml Tntu to tronsport I 44 tonnes of stone to building sites A and B.1i tmn P rt 4 tonne or tone foro distance of28km, the contrnctor paid Ksh24000. N cmn lion ported 96 tonnes of stone to itc A, a distance of 49 km. I nlculatc th e amount of money thot wns paid to Wcma.4 X 'f X J.1 OOD ;i tf LJ1- 8\"1 WCJ 2 marks ii For every 8 tonnes of stones Wcma transported to site A, he spent Ksh 3 000.Calculate the profit Wema made.fxf n;U A '1i- O . -3 f5DO f 'Yl'if; J:, f- 000 - aG O OD - 1- .dk lf o,; D . 3 marks b Tatu transported the remaining 48 tonnes of s Tatu made 44 profit, calculate the a Bnes to site B, a distance of 84 km. If . Cnt o money Tatu spent to transport the stones.flt : i2\"x 't;, ;VfOOO :::: !,. YSh. 7;J. OoO 3 marks I Oo-'f' X '7J.. voo f 6t t, 0h-. LfO 3.20 c Determine the ratio of the profit made b W Y ema lo that made b T Y atu."}
{"text": "I o. is t - 2.s t - ::z 6 t 12.. .61 o. 2E ff ! 1-1,l Access free revision content at www.freekcsepastpapers.coml.. A lll 'I mark 'I sold 510 pocket of milk doily when the price was K h SO per packet. Hen ,. R the pr ice per packet n increased hy K h 4, the number of packets sold daily d rco. Cd by 20. If,, r prcscnt lhc number of times the price was incrca eel: n write on ex pre ion in term of II for i lhe price of a packet of milk nf cr the price was increased. -. 50 t lfn ii the number of packets of milk sold afier the price was increased.::: ';. 3o-wn 1 mark J mark iii the total sales, in simplified expanded form, after the price of a packet of milkwas increased. 2 marks S :: ED t 'tV1 .5t3D- .Wn s : - 8Dl .1. ;- \". Cio .Jtt :i6 ! 500 9Qn;i t I W n t .Eoo b Determine:317138 i the number of times the price was increased to attain maximum sales. 3 marks s -o -16on -'-t 2--0 . -x,- I ii the price of a packet of milk for maximum sales.5o -t tX1 l . Iii the maximum sales.s :::. - '? D 1 J t II w 1 l t ;; .6 oCJb ::: ,,JO 30 Jf .W Kenya Certificate o Seconda,y Education, 2022 121 1 l mark 2 marks Turn o, er Access free revision content at www.freekcsepastpapers.com24.Tnnnglc AA nnd A'B' 'nrc drnwn on the grid provided. A Describe fully a single transformation that mapped triangle ABC onto triangle A 'B'C'. ,. '. 2 marks 1 ,,."}
{"text": "3 marks s -o -16on -'-t 2--0 . -x,- I ii the price of a packet of milk for maximum sales.5o -t tX1 l . Iii the maximum sales.s :::.- '? D 1 J t II w 1 l t ;; .6 oCJb ::: ,,JO 30 Jf .W Kenya Certificate o Seconda,y Education, 2022 121 1 l mark 2 marks Turn o, er Access free revision content at www.freekcsepastpapers.com24.Tnnnglc AA nnd A'B' 'nrc drnwn on the grid provided. A Describe fully a single transformation that mapped triangle ABC onto triangle A 'B'C'. ,. '. 2 marks 1 ,,.\"'f'\" '-'l, J0,cJ0-cf!J,, - ,i ow uJ- o,oJ Kenya Certificate of Secondary Educatio11, 2022 Access free revision content at www.freekcsepastpapers.com h n the.am grid, drow:i tnnnglc \"B\" \"the image of trinnglc J ' 3' 'under a rotntion of 90 about 0, 0 . 2 marks ii triangle A\"'B\"'C\", the image of triangle A\"B\"C\" under a reflection in the line J' - x. 2 marks A\"' -:i, -8' I .B\"' -r;,, -0 , c.\"' -1,-.2. :, ! .,tJ'y ' e Draw the line of symmetry of triangle A'B'C' and hence determine its equation in theform y nu c, where m and care constants. 4 marks , - , G, -s 1' -1 :: - 5 - - c;; -y .C.-;..- f y ... as I c.3- ;, 3 THIS IS THE LAST PRINTED PAGE.Access free revision content at www.freekcsepastpapers.com."}
{"text": "311 1HISTORY AND GOVERNMENT Paper 1 Nov. 20162'A hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationHISTORY AND GOVERNMENT Paper 12Vi hoursInstructions to candidates a This paper consists of three sections; A, B and C. b Answer all the questions in section A, three questions from section B and two questions from section C. c Answers to all the questions must be written in the answer booklet provided. D This paper consists of 4 printed pages. E Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. F Candidates should answer the questions in English.916150 2016 The Kenya National Examinations CouncilTurnfor free past papers visit: www.freekcsepastpapers.com2SECTION A 25 marks Answer all the questions in this section.1. Identify one disadvantage of using anthropology as a source of information in History andGovernment. 1 mark 2. Identify two communities in Kenya which belong to the Western Bantu group. 2 marks 3. State two similarities in the political organisation of the Ameru and Abaluhya of Kenya during the 19th Century. 2 marks 4. Give one economic duty of a Kenyan citizen. 1 mark 5. Identify two foreign powers that took control of the Kenyan Coast during the 16th Century. 2 marks 6. Which factor influenced Seyyid Said to develop agriculture in Zanzibar during the 16th Century? 2 marks 7. State two ways through which the construction of the Uganda railway facilitated thecolonisation of Kenya. 2 marks 8. State the meaning of Direct democracy . 1 mark 9. Give two Education Commissions appointed by the Government of Kenya to review theEducation System since independence. 2 marks 10. Identify one reason why the government may limit one s freedom of expression in Kenya. 1 mark 11. State two features of African farming in Kenya during the colonial period. 2 marks 12. What was the main reason why the second Lancaster House Conference was held in 1962? 1 mark 916150Kenya Certificate of Secondary Education, 2016311 1for free past papers visit: www.freekcsepastpapers.com313."}
{"text": "A State three challenges that hinder government effort to eradicate illiteracy in Kenya. 3 marks rO-uG b Describe six factors that hay,emf uencbd industrialisation in Kenya since independence.. 12 marks vW916150Kenya Certificate of Secondary Education, 2016311 1Turn overfor free past papers visit: www.freekcsepastpapers.com4SECTION C 30 marks Answer any two questions from this section in the booklet provided.22. A Identify five circumstances that can make a registered voter be denied the right to vote inKenya. 5 marks b Describe the rights of an accused person in a court of law during trial in Kenya. 10 marks 23. A b 24. A b Name five types of courts in Kenya. 5 marks Explain the importance of separation of powers between the Legislature, Executive and Judiciary in Kenya. 10 marks Give the three categories of the Kenya Defence Forces. 3 marks Explain six challenges encountered by the Kenya Police Service in the course of discharging their duties. ;. 12 marks THIS IS THE LAST PRINTED PAGE.916150Kenya Certificate of Secondary Education, 2016311 1for free past papers visit: www.freekcsepastpapers.com."}
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{"text": "1283.9GEOGRAPHY 312 3.9.1 Geography Paper 1 312 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com129For More Free KCSE Past papers Visit www.freekcsepastpapers.com130For More Free KCSE Past papers Visit www.freekcsepastpapers.com131For More Free KCSE Past papers Visit www.freekcsepastpapers.com132For More Free KCSE Past papers Visit www.freekcsepastpapers.com1333.9.2 Geography Paper 2 312 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com134For More Free KCSE Past papers Visit www.freekcsepastpapers.com135For More Free KCSE Past papers Visit www.freekcsepastpapers.com136For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
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{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education565 1 BUSINESS STUDIES Paper 1Nov. 2019 - 2 hours Name ... Index Number Candidate's Signature Date Instructi ns to candidates a Write your ame and index number in the spaces provided above,HL Signend write the dete of examination in the spaces provided above. 0 Answer alle questions nthe spaces provided inthe question paper ch Ths poper consists of 12 printed pages. 0 Candidates should check the question paper to ascertain that al the pages ae printed asindicated ond tat no question ae miesiog. 0 Candidates should answer the questions in English. Question 1 2 3 4 s5 6 7 8 3 1 2 13Score Question 14 15 16 17 18 19 20 21 22 23 24 25 Score ITOTALSCORE 2019 The Kenya National Examinations Council565 71919318Turn over21. State whether the commodity or service given inthe table below would satisfy a basic humanwant ora secondary human want. CommodityService Ashi Education Housing A packet of rice Entertainment, Haircut Green grams Aw 4 marks 2 Outline four factors that make office managers to communicate in writing to ther staff 919318 4 marks Kenya Cerificate of Secondary Education, 2019S68 13 The information given below was extracted from the books of Birika Traders on 31 December 2014: 4 marks Details Amount Ksh Fumiture and fittings 234,000Debtors 67,500Capital 157,900 Commission earned 13,200Creditors 34,750Drawings 21,800 S year Bank Loan 114,450Discount received 3,000Required: Prepare Birika Traders Trial Balance as at 31 December 2014, Kenya Certificate of Secondary Education, 2019919318 68 1 Turn overA4919318 Ow Outline four roles played by the Nairobi Securities Exchange in the Kenyan economy. 4 marks Kenya Cortese of Secondary Edacation, 2019156."}
{"text": "Question 1 2 3 4 s5 6 7 8 3 1 2 13Score Question 14 15 16 17 18 19 20 21 22 23 24 25 Score ITOTALSCORE 2019 The Kenya National Examinations Council565 71919318Turn over21. State whether the commodity or service given inthe table below would satisfy a basic humanwant ora secondary human want. CommodityService Ashi Education Housing A packet of rice Entertainment, Haircut Green grams Aw 4 marks 2 Outline four factors that make office managers to communicate in writing to ther staff 919318 4 marks Kenya Cerificate of Secondary Education, 2019S68 13 The information given below was extracted from the books of Birika Traders on 31 December 2014: 4 marks Details Amount Ksh Fumiture and fittings 234,000Debtors 67,500Capital 157,900 Commission earned 13,200Creditors 34,750Drawings 21,800 S year Bank Loan 114,450Discount received 3,000Required: Prepare Birika Traders Trial Balance as at 31 December 2014, Kenya Certificate of Secondary Education, 2019919318 68 1 Turn overA4919318 Ow Outline four roles played by the Nairobi Securities Exchange in the Kenyan economy. 4 marks Kenya Cortese of Secondary Edacation, 2019156. Name the basic concept in population described in the statements given below: 4 marks Population size that is adequate for the full utilisation of available resources in aCountry, b The average number of births per one thousand women in a year. When a country is experiencing higher death rates than birth rates.a Where a bigger proportion of the population is comprised of people who are above 55years old, 7. State the circumstance under which each of the following terms of trade would be applied inforeign trade. 4 marks Franco Exworks InBond.... Free Alongside Ship 8. Complete the diagram below to illustrate the classification of trade."}
{"text": "2 marks 0 i 19, Identify the level of production into which the following workers belong: 4 marks Workers Level of Production Carpenter b Nurse Maize farmer Mason Wholesaler 0 Lumber 8 Road engineer h Insurer Kenya Certificate of Secondary Education, 2019919318 65 1 Turn over20.Outline four charactersties of a good tax system.10 4 marks 21.Highlight four contributions of entrepreneurs tothe growth of an economy. 4 marks Kenya Certfeate of Secondary Education, 2019A919318n22, Highlight four factors that may influence an individual's demand for money in order to fulfilthe transaction motive 4 marks o 23, Determine the excess demand or excess supply from the combined demand and supply Schedules of oranges given belo: 4 marks PRICE 1800 1600 1400 1200 1000 800 600 400 KshvBag Quantity 280 400 s00 6s0 700 aso 950 1000Demanded Bags Quantity 1400 1200 900 650 500 420 350 200Supplied Bags ExcessDemand Bags ExcessSupply Bags Kenya Certfeateof Secondary Education, 2019919318 Sesit Turn over:224, Outline four benefits of a bonded warehouse to the importer. 4 marks 25.Apart from trains and motor vehicles, state four other means of transporting goods and peopleon land. 4 marks THIS IS THE LAST PRINTED PAGE,a Kenya Certficate of Secondary Education, 2019919318 S6si1."}
{"text": "3434dCHRISTIAN RELIGIOUS EDUCATION 313 Christian Religious Education Paper 1 313 1 o w Explain the benefits of learning Christian Religious Education in Secondary Schools inKenya marks Outline the major divisions ofboth the Old and New testament. S marks dentiy seven ways in which the Bible is misused in Kenya today marks Describe how God prepared the Isalites forthe making ofthe covenant at Mt in Exodus 19 , marks Give four reasons that made the Isractites to break the covenant while at Mt. Sinai Exodus 321-35 , marks What do Christians learn about the nature of God from the Exodus? 8 maris Outine the failures of King Saul. Smarks Explain the achievements of David as King of Israel. Marks Give four reasons why Christians in Keaya should build churches. 8 masts Outline seven characteristics ofthe prophets inthe Old Testament. Marks Describe the call of Amos to become a prophet of God in Israel marks deny the five vision of prophet Amos. S marks Onitline the stags followed in the renewal ofthe covenant daring the time ofNehemiah mais Give six reasons why Nehemiah caried out religious reforms in Judah. 6 marks What lessons do Christians learn from the renewal of the covenant by Nehemiah? Marks Describe the traditional African view of a community. S marks Explain sx factors that have affected the traditional African peoples dependence onGod, 6 marks Outline six similarities between the Christian and traditional Aftican ways ofshowing respect to God. 6 marks a7."}
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{"text": "The diagram below show two conducting element of the xylem tissues. A Identify. A B 2mks b What makes the cellulose side of both A and B to fail to collapse. 1mk c Name one structural adaptation of the structure labeled B to its function. 1mk 9. A Name one protein secreted by blood platelets necessary for blood clotting. 1mk b Name the vitamin involved in blood clotting. 1mk c A blood clot does not occur in the blood vessel. Explain. 1mk 10. The diagram below shows the gaseous exchange system of locust. A Name the structure labeled Q. 1mk b State the function of the part labeled R. 1mk c How is part S structurally adapted to its function. 1mk 11. Name the excretory products of plants which are used to perform the following a Plants and animal breeding. 1mk b Manufacture of stimulants and insecticides. 1mk 12. What are importance of sebum in the human skin. 2mks 13. A goat weighing 20kgs requires 216kgs while a mouse weighing 54gms require 2830kgs per day. Explain. 2mks Biology paper 1, 2 3 www.freekcsepastpapers.comBiology paper 1, 2 3 www.freekcsepastpapers.com 14. In a prolonged drought period forage was scarce. It made animals reach out for higher forage and this way giraffes got the stretched long necks. A What is the term used for a characteristic such as the long necks outlined. 1mk b What is the name given to the theory that describes the evolution of such structure like long necks. 1mk c State and explain the limitation of the theory you named in b above. 2mks 15. The table below shows the approximate numbers of organisms in an ecosystem. Type of organism Numbers Grasshoppers 340 Snakes 30 Green plant 1200 Lizards 120 Using the information above, draw a pyramid of number. 3mks 16. Name the tissue in plants responsible for. I Primary growth."}
{"text": "3mks 16. Name the tissue in plants responsible for. I Primary growth. 1mk ii Secondary growth. 1mk 17. How does carboxyhemoglobin lead to death. 2mks 18. A Given a sample of urine, name one test you would carry out to determine if it was collected from a person suffering from diabetes mellitus. 1mk b What results are expected if one is diabetic. 2mks 19. A Explain why removal of ovary after 4 months of pregnancy does not terminate pregnancy. 1mks b Explain why hormone testosterone still exits its influence even when vas deferens has been cut. 1mk 20. The following are the short messages on cell-phone communication. They can be used as analogies to show gene mutations Intended message Actual message 1. Yesterday was my shopping day Yesterday was my hoping day 2. My skit was stolen My shirt was stolen a For each of the following message, identify the type of gene mutation. 2mks 1 2 b State one example of a chromosomal mutation that lead to. I Change in chromosomal structure. 1mk ii Change in chromosomal number. 1mk 21.a Name the type of skeleton that makes up the body of a locust. 1mk b State two functions of the skeleton in locusts. 2mk 22 a State the function of cilia in organisms. 1mk b Name two parts of the human body which have cilia. 2mks 23. Explain why some desert animals excrete uric Acid rather than ammonia. 2mks 24 a Give any two characteristics of meristematic cells. 2mks b Explain the function of epicotyl during seed germination. 1mk 25 a What is the role of the pollen tube in plant fertilization. 1mk b Name the part of the flower that develops into each of the following. I Seed coat. 1mk ii Seed."}
{"text": "1mk b Name the part of the flower that develops into each of the following. I Seed coat. 1mk ii Seed. 1mk Biology paper 1, 2 3 www.freekcsepastpapers.comBiology paper 1, 2 3 www.freekcsepastpapers.com 26. Study the diagram below, a Suggest the kingdom to which it belongs. 1mk b Identify the organism. 1mk c Give an example of a disease caused by organism. 1mk 27. Below is a dental formula of a mammal 40mPmCi a What is the total number of teeth. 1mk b What is the mode of feeding in the mammal 1mk c Give one reason for your answer above. 1mk 28. Name the disease caused by the following causative agent in human. 2mks i Salmonella typhi ii Plasmodium falciparum 29. Name two feature that increases surface area of small intestines. 2mks Biology paper 1, 2 3 www.freekcsepastpapers.comBiology paper 1, 2 3 www.freekcsepastpapers.com CEKENAS END OF TERM ONE EXAM-2023 231 2 BIOLOGY PAPER 2 SECTION A 40 MARKS 1. A In human, premature baldness is controlled by a gene on the Y chromosome. Using letter B to represent the gene for baldness, work out a cross between a bald-headed man and his wife. 4mks b What is the probability of their daughters being bald-headed? Explain. 2mks c State two advantages of genetic engineering in wheat. 2mks 2. A The table below shows results of a study of three plants C,D and E growing in different habitats."}
{"text": "2mks c State two advantages of genetic engineering in wheat. 2mks 2. A The table below shows results of a study of three plants C,D and E growing in different habitats. Feature Plant C Plant D Plant E Number of stomata on upper surface of leaf per square area 4 20 6 Number of stomata on lower surface of leaf per square area 6 0 8 Thickness of leaf cuticle mm 0.4 0.1 0.2 Surface area of roots cm 3 2000 1000 1200 i Which one of the plant C, D and E grow in area of relatively low water availability? 1mk ii Explain your answer in i above. 2mks b i A Rhinoceros in a game park was found to be infested with ticks. State the trophic level occupied by ticks. 1mk ii Why would the carrying capacity of wild animals in woodland grassland be higher than that of cattle. 1mk c Name the main pollutant involved in causing global warming . 1mk d Why does primary productivity decrease with increase in depth in an aquatic ecosystem. 2mks 3. A Give an example of vestigial structure in humans. 1mk b State three evidences of organic evolution. 3mks c The peppered moth Biston betularia exists in many parts of England. It normally rests on barks of tree. It exists in two major forms; a normal or wild type which is speckled white and a mutant variety which is darker melanic form . Before industrialization almost all the peppered moth in England were of white variety. After 1840s the population of the melanic form increased rapidly especially around the industrial cities. The white form dominated in the rural non polluted areas. I Discuss why the lighter non melanic form was dominant in rural non-polluted areas. 1mk ii What factors could have led to the differences in population size of the two variety in the two areas. 1mk d Distinguish between homologous and analogous structures. 2mks Biology paper 1, 2 3 www.freekcsepastpapers.com 4."}
{"text": "2. Add 1cm3 of solution P to each of the three test tube A, B,C. 3. To the contents of test tube A add three drops of the 2M Hydrochloric acids, to B add three drops of distilled water and to C add three drops of the 2M sodium hydroxide solution. 4. Incubate the test tube for 10 minutes in a water bath kept 50 c to 60 C. 5. Examine the test tube every two minute noting the cloudiness of contents. After 10minute, remove the test tube from the water bath and place them in a test tube rack. A i State the observation made in the test tube A, and C. Test tube A 1mk Test tube C 1mk ii Account for the observation made in the test tube A and C in a i above. Test tube A 2mks Test tube C 3mks b Explain why the investigation was carried out at the specified temperature range. 1mk c State the purpose of Experiment B. 1mk d i With a reason, identify solution P. 2mks ii Name the likely part of the human alimentary canal where the process in this experiment occurs. 1mk iii Give a reason for your answer in e ii above 1mk e Which aspect of enzyme properties does the experiment investigate? 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com 2. Below are photographs of specimens obtained from plants. Examine the photographs. A i In the table below, name the mode of dispersal and the feature the adapt the specimen, to the mode of dispersal. 6mks Specimen Mode of dispersal Adaptive feature U W X ii State the type of placentation in specimen Y and Z. 2mks b Draw and label one member of specimens show in photograph V. 3mks c Explain how fruits shown in photograph X are dispersed. 2mks Biology paper 1, 2 3 www.freekcsepastpapers.comBiology paper 1, 2 3 www.freekcsepastpapers.com 3. The diagrams below show the beaks and feet of various birds."}
{"text": "1mark b Give two functions of the structure labeled Z? 2marks c What name is given to the part labeled W? 1mark 16. Name the cell structures that synthesize the following cell organelles i Ribosomes 1mark ii Lysosomes 1mark Biology paper 1, 2 3 www.freekcsepastpapers.com 17. A solution of sugarcane was boiled with hydrochloric acid then cooled. Sodium carbonate was added then Benedict s solution. The solution was boiled and an orange precipitate was formed. A Why was the solution boiled with hydrochloric acid? 1mark b To which class of carbohydrates does sugarcane belong? 1mark c Name the type of reaction that takes place when: i Simple sugars combine to form complex sugars 1mark ii A complex sugar is broken down into simple sugars 1mark 18. Name the most appropriate apparatus used to collect the following organisms 2 marks a Mosquitoes b Millipede 19. A Name a chemical that can be used to preserve specimens in the laboratory. 1mark b Identify two scientific skill acquired through the study of biology 2mark 20. Explain why petals and sepals are referred to as the accessory parts of a flower 1marks 21. The diagram below shows the position of an image formed in a defective eye. A Name the defect. 1mark b Explain how the defect named in a above can be corrected. 2marks 22. Describe photolysis 2marks 23. Name two instruments used in the laboratory for magnification. 2marks 24. Give reasons why microscopic sections require to be: 2marks a Very thin b Kept wet during processing 25. State two sites for gaseous exchange in submerged aquatic plants 2marks 26. Explain why a person can catch a cold several times in an year but only catches measles once in his her lifetime. 3marks 27."}
{"text": "State two sites for gaseous exchange in submerged aquatic plants 2marks 26. Explain why a person can catch a cold several times in an year but only catches measles once in his her lifetime. 3marks 27. A Name the structure for gaseous exchange in insects 1mark b Explain the role of chitin ring found in the tracheal system of insects 1mark c Why does the blood of insects lack haemoglobin? 1mark 28. Under what conditions do animals use tissue proteins for respiration? 1mark 29. Name three processes in the human body in which homeostasis is involved 3marks 30. Name two classes of animals that excrete their nitrogenous waste products mainly in the form of uric acid. 2marks 31. State three adaptations of the gazelle that prevents them from being preyed upon 3marks 32. In rice field, weeds are normally removed by hand when rice plants are still young. One common weed in rice fields is a species of barnyard grass which has a close resemblance to young rice plants. Unlike most other weeds, this species spreads very fast wherever it is newly introduced. A What adaptive variation confers a selective advantage to this species of barnyard grass? 1mark b Explain why the weed spreads very fast. 2marks Biology paper 1, 2 3 www.freekcsepastpapers.com 33. The photograph below shows red blood cells that have been put in different solutions. Examine them and answer the questions that follow. A i Identify the type of solution in which F was placed. 1mark ii State the process which the red blood cells underwent in illustration G. 1mark Account for the appearance of the red blood cells in illustration E. 3marks Biology paper 1, 2 3 www.freekcsepastpapers.com MECS CLUSTER JOINT EXAMINATION 231 2 BIOLOGY PAPER 2 TERM TWO 2023 SECTION A 40 MARKS 1. In a breeding experiment a pure breed black mouse was crossed with a pure white one. All F1 off springs were grey in color. Using letter B to represent the gene for black color and W to represent the gene for white color: a Give the parental genotypes."}
{"text": "1 mark 7. A Describe the digestion and absorption of a starchy food 15 marks b Describe adaptations of hydrophytes to their habitats. 5 marks 8. A Describe the structure and function of the male reproductive system. 15 marks b Explain the role of water in germination. 5 marks MECS CLUSTER JOINT EXAMINATION 231 3 BIOLOGY PAPER 3 PRACTICAL 1. A You are provided with: Specimen P, Solution Y, DCPIP, 0.1 percent Ascorbic acid. I To 1 cm3 of DCPIP in a test tube, add 0.1 percent solution of Ascorbic acid dropwise; shake the test tube after addition of each drop until color of DCPIP disappears. Record the number of drops used in the table below. Ii Repeat the procedure using solution Y and record the number of drops used in the table below. Iii Squeeze out the juice from specimen P into a beaker, decant, and discard the residue. To another 1cm3 of DCPIP, add the juice from specimen P drop by drop until the color of DCPIP disappears. Record the number of drops used. Spare the remaining juice of Specimen P for procedure c below. Substance Number of drops Ascorbic acid Solution Y Specimen P 3marks iv From the results obtained in a i and iii above, calculate the percentage of ascorbic acid in the juice obtained from specimen P. Show your working. 2 marks v State two factors that would influence the accuracy of the results 2 marks vi Suggest the expected results if the juice from specimen P was boiled for 40 min, cooled and added drop by drop to DCPIP solution. 1 mark vii Explain the expected results in vi above 2 marks b . Between Specimen P and solution Y, which do you recommend for treatment of scurvy. Give a reason for your answer. 2marks c . I Using the reagents provided carry out food test to determine other food present in juice of P besides Ascorbic acid."}
{"text": "Give a reason for your answer. 2marks c . I Using the reagents provided carry out food test to determine other food present in juice of P besides Ascorbic acid. 6marks Food substances Procedure Observations Conclusion ProteinsBiology paper 1, 2 3 www.freekcsepastpapers.com Reducing sugars ii In which regions of alimentary canal will juice of specimen P be absorbed. 2marks 2. You are provided with specimen D and E that are specimens of the same plant a Using observable features group the specimen into i Division 1mark Reason . 1mark ii Class 1mark Reason .. 1mark b Press the stem of specimen D hard with a finger repeatedly until the stem is crushed. Record the observation. I Observation 1mark ii Name the type of stem in specimen D 1mark c Specimen D is the same plant as specimen E. E has been exposed to sunlight for 24hrs. I Name the phenomenon in exhibited by E 1mark ii Explain how the phenomenon occurred. 2marks iii Name the support tissue in the specimens D and E 1mark iv Other than the support tissue mentioned in iii above, how else do plants with this type of stem obtain mechanical support. 1mark 3. Below are images of parasite that infest human body. Use it to answer the question that follow. I Name the parasite and give a reason. 2marks ii Which part of alimentary canal does the mature parasite infest? 1mark iii State two effects of the above parasite infestation to humans. 2marks iv How is the parasite adapted to the parasitic mode of nutrition?"}
{"text": "2marks ii Which part of alimentary canal does the mature parasite infest? 1mark iii State two effects of the above parasite infestation to humans. 2marks iv How is the parasite adapted to the parasitic mode of nutrition? 3marks v Name any other parasitic worm in human beings 1mark Biology paper 1, 2 3 www.freekcsepastpapers.com MURANG A EXTRA-COUNTY SCHOOLS JOINT EXAMS-2023 231 3 BIOLOGY PAPER 3 PRACTICAL July 2023 INSTRUCTIONS TO SCHOOL CONFIDENTIAL Each student shall be provided with the following Specimen P: A quarter piece of ripe medium size pineapple 10ml of Solution Y: Commercially prepared pineapple juice diluted with water at the ratio of 1:2 e.g. quencher, highlands or any other Specimen D and E: Are from the same Dicotyledonous plant with herbaceous stem and roots ;Specimen D is fresh while E should have been uprooted and exposed to sunlight for at least 24hrs to wilt. 10ml measuring cylinder A filter paper A filter funnel 5 test tubes in a rack A 50ml empty beaker 3 droppers Test tube holder Access to the following: Benedict s solution 1 copper II Sulphate solution with dropper 10 Sodium Hydroxide solution with dropper 0.01 DCPIP solution with dropper 0.1 Ascorbic acid Distilled water in a wash bottle Source of heatBiology paper 1, 2 3 www.freekcsepastpapers.comBiology paper 1, 2 3 www.freekcsepastpapers.com IMENTI SOUTH 231 1 BIOLOGY PAPER 1 THEORY 1. A form two girl observed a bird laying eggs in a nest which later hatched into chicks. Name two characteristics of living organisms that she concluded from observation. 2 marks 2."}
{"text": "Name two materials excreted by both skin and kidneys. 2 marks 15. I A person was found to pass out large volumes of dilute urine frequently. Name 2 marks a Disease the person was suffering from b Hormone that was deficient ii State one use of each of the following excretory products of plants 2 marks i Tannin ii Quinine 16. Explain why: a Mammalian testes are located to hang outside the body. 2 marks b Four months after fertilization, ovaries can be removed from a human female, without terminating pregnancy. 2 marks 17. Name hormone responsible for the development of secondary sexual characteristics in human males. 1 mark 18. State two disadvantages of self-pollination. 2 marks 19. State three evidences in support of organic evolution. 3 marks 20. State two advantages of natural selection to organisms. 2 marks 21. A millipede, grasshopper and crayfish all belong to phylum Arthropoda. Mention three major characteristics that they have in common. 3 marks Biology paper 1, 2 3 www.freekcsepastpapers.com 22. The diagram below shows a Rhizopus. A Giving reason, name kingdom in which the organism belongs. I Kingdom 1 mark ii Reason 2 marks b i State the function of the part labelled B. 1 mark ii Name the phylum whose members possess a notochord. 1 mark 23. A State the role of light in the process of photosynthesis. 2 marks b Explain the fate of the glucose formed during photosynthesis. 3 marks 24. Name two reasons why accumulation of lactic acid during vigorous exercise lead to increase in heartbeat. 2 marks 25. A dog weighing 15.2kg requires 216 KJ while a mouse weighing 50g requires 2736KJ per day. Explain. 3 marks 26. Name two environmental factors that cause seed dormancy. 2 marks 27. Pruning increases coffee productivity. Explain. 2 marks 28. State advantages of metamorphosis to the life of insects. 1 mark 29. Name the type of germination exhibited by a germinating bean seedling."}
{"text": "State advantages of metamorphosis to the life of insects. 1 mark 29. Name the type of germination exhibited by a germinating bean seedling. 1 mark 30. A When are organisms said to belong to the same species? 1 mark b Ascaris lumbricoides is a example of an endoparasite. What does the names Askaris and lumbricoides refer to 2 marks Askaris Lumbricoides BBiology paper 1, 2 3 www.freekcsepastpapers.com IMENTI SOUTH 231 2 BIOLOGY PAPER 2 THEORY SECTION A 40 MARKS Answer ALL questions from this section 1. In a garden with plants of the same species, 705 plants had red flowers while 224 had white flowers. A Work out the ratio of red to white flowered plants. 1 mark b i Using letter R to represent the dominant gene, work out a cross between F1 offspring and a white flowered plant. 4 marks ii What is the genotypic ratio from the cross in b i above. Genotypic ratio 1 mark Phenotypic ratio 1 mark c What is meant by the term allele? 1 mark 2. The chart below shows the blood clotting mechanism. I Name the blood cells represented by X. 1 mark ii The end product of the mechanism represented by Z. 1 mark iii Name a mineral ion and a vitamin involved in blood clotting. 2 marks a Mineral ion b Vitamin iv Excessive bleeding can cause death. Explain. 2 marks v State two ways in which blood can be restored after excessive bleeding. 2 marks 3. Below is a cell obtained from a living organisms. Study it and answer the questions that follow. A From which kingdom of organisms was the cell obtained? Give two reasons for your answer."}
{"text": "The spraying was done once every month. The data was tabulated as shown below. Time months 0 2 4 6 8 10 12 14 Average number of ticks 200 90 40 20 16 25 45 90 a Plot a graph of ticks against time. 6 marks b Account for the shape of the graph between i 0 8 months 3 marks ii 10 and 14 months 3 marks c From the graph, determine the average number of ticks after spraying the animals for five months. 1 mark d If the animals were allowed to graze in an open field, construct a food chain with five organisms in which ticks are secondary consumers. 5 marks Glass rod Thread Sucrose solution Visking tube Distilled waterBiology paper 1, 2 3 www.freekcsepastpapers.com e State two methods by which the average number of ticks per animal could have been estimated. 2 marks 7. State the adaptation of flowers to wind and insects pollination. 20 marks 8. A Explain how ileum is adapted to the absorption of digested food materials. 5 marks b Discuss how environmental factors affect the rate of photosynthesis. 15 marks IMENTI SOUTH 231 3 BIOLOGY PAPER 3 PRACTICAL 1. You are provided with solution labelled M. Using the reagents provided, carry out the tests to determine the food substance in the solution M. a Food substance Procedure Observation Conclusion 8 marks b Solution M is food substance of 1 mark c Name the parts of the human digestive system where chemical digestion of M occurs. 1 mark d You are provided with a scapel, specimen Q and R. Cut from each a cube measuring 1cm by 1cm. Put them in each different test tube having about 10 mls of solution X. Record the observations in the table below. 2 marks Specimen Observation Specimen Q Specimen R e i Account for the observation in the experiment involving specimen Q and R. 1 mark ii Name the biological substance being investigated and its significance to the living tissue in the experiment. 2 marks Biology paper 1, 2 3 www.freekcsepastpapers.com 2."}
{"text": "2 marks Specimen Observation Specimen Q Specimen R e i Account for the observation in the experiment involving specimen Q and R. 1 mark ii Name the biological substance being investigated and its significance to the living tissue in the experiment. 2 marks Biology paper 1, 2 3 www.freekcsepastpapers.com 2. You are provided with the plant leaves labelled P, Q, R, S, T, U and V. Some are twigs from plants. Examine them. A Using observable features in the photographs, complete the dichotomous key given 1 a Simple leaves . Go to 2 b Compound leaves . .. Go to 5 2 a Leaves net veined go to 3 b Leaves parallel veined commerlinaceae 3 a .............go to 4 b Leaves with smooth margin Nyctsgibaceae 4 a Leaves alternate . .malvaceae b Leaves opposite . .Verbenaceae 5 a .................go to 6 b Leaves bipinnates .. .Bignoniaceae 6 a Leaflet with serrated margin ...compositae b Leaflets with smooth margin ..Papilioceae 2 marks b Use the completed dichotomous key to identify the family which each plant belongs, show the steps followed to arrive at the identity. 10 marks Specimen Steps followed Identity P Q R U V 3. Below are photographs labelled J and K of organs obtained from different animal organs. The organs perform similar functions. Examine them. Photograph J a Identify the organs. J and K 2 marks b State the functions performed by the organs. 1 mark c Name the parts labelled X, Y and Z in photographs. 3 marks d i Identify the parts labelled 1, 2 and 3 in photographs K. 3 marks W X Z Y Part labelled W enlarged Photograph K 1 2 3Biology paper 1, 2 3 www.freekcsepastpapers.com ii Using the observable features, state how the parts labelled 1 and 3 you identified in d i above are adapted to their function."}
{"text": "2mks b What phenomena in organic evolution is exhibited by these diagrams of embryos? 1mk 8. State three ways in which the skin of a frog is adapted for gaseous exchange. 3mks 9. What would be the effect of the following treatment on the nerve transmission? I. Inducing the axon with metabolic inhibitors. 1mk ii. Removing myelin sheath from a nerve fibre. 1mk 10. Give two reasons why blood leaving the lungs may not be fully oxygenated 2mks 11. What is the importance of retina in vision? 2mks 12. A Name the cartilage found between the bones of vertebral column. 1mk b State 2 functions of the cartilage named in a above. 2mks 13. The cells shown below were obtained from two different plants cells which were immersed in 2 and 25 salt solutions. A Which of the two cells A and B was immersed in 2 salt solution? 1 mk b Comment on the nature of 25 salt solution in relation to the cell sap. 1mk c What biological phenomena leads to the observation made in A? 1mk 14. Name two structures found in the cortex of the kidney. 2mks 15. Explain the disadvantages of anaerobic respiration in plant roots. 2mks 16. A State two features that reduce resistance in fish during swimming. 2mks Biology paper 1, 2 3 www.freekcsepastpapers.com b State two protective features of human eye 2mks 17. Explain why malaria cannot be transmitted through blood transfusion 2 mks 18. Name twotypes of valves in the mammalian heart 2 mks 19. Statetwo important of stroma in the chloroplast 2 mks 20. A student mixed a sample of urine from a patient with benedict s solution and boiled the mixture. The colour changed to orange. A What was present in the urine sample? 1mks b What did the student conclude about the health status of the patient? 1 Mk c Which organ in the patient may not be functioning properly 1mk 21."}
{"text": "A What was present in the urine sample? 1mks b What did the student conclude about the health status of the patient? 1 Mk c Which organ in the patient may not be functioning properly 1mk 21. State three adaptions that enable prey to evade predictors 3mks 22. How does light as a biotic factor affect distribution of plants in an ecosystem? 3 mks 23. Explain why plants absorbs water in water logged soil but not minerals salt 2 mks 24. A biological detergent removes stains like oils from clothes. I. Name the enzyme that it contains 1 mk ii. Explain why the stains would be removed faster with the detergent in water 35 o c rather than at 15 oc 2 mks 25. A part from vaccination, state two ways of controlling highly infectious disease among animals 2 mks 26. To control the spread of malaria, fish are introduced into water bodies near residential area. A Name this method of population control 1 Mk b Statetwo advantages of the above method in a above 2mks 27. People are encouraged to take corona virus disease vaccine. How does it work? 1 Mk 28. What is the significance of; a Red blood cells lacking mitochondria 1 Mk b Xylem vessels being dead 1 Mk 29. A patient complained of frequent thirst a sample of the patient urine was found not to have any sugar. A Name the hormone the patient was deficient of 1mk b Name the gland that secretes the above hormone 1 Mk 30. Explain why ingestion of salty food may reduce the amount of water passed out in urine 2mks 31. Explain how the following features adapt root hair cells to absorption. A Large sap vacuole 1mk b Numerous mitochondria 1 Mk 32. New born babies have a higher heart beat rates than adults. Explain why 2 mks KIGUMO 231 2 BIOLOGY PAPER TWO -2023 SECTION A 1. I. What characteristic is exhibited by living organisms when they carry out the following processes? A Croton seed becoming a big tree. 1mk b A pig farrowing. 1mk c A cheetah running after an antelope."}
{"text": "6 marks b Explain haemolysis of red blood cells. 3 marks c From the graph, state: i The salt concentration at which 50 red blood cells were haemolysed. 1 mark ii The highest salt concentration when the largest number of red blood cells were haemolysed. 1 mark d i Suggest the normal salt concentration in the blood of the mammal from which the red blood cells were obtained. 2 marks ii Give a reason for your answer in d i above. 1 mark iii What term is used to describe the solution with equal solute concentration as that of the cells? 1mark e Name the process in the human body that ensures that haemolysis of red blood cells is prevented. 1 mark f State four roles of osmosis in plants. 4 marks 7. A Explain the digestion of carbohydrates in the mouth. 10mks b Describe the process of blood clotting. 10mks 8 Describe how fruits and seeds are suited to their modes of dispersal. 20mks Biology paper 1, 2 3 www.freekcsepastpapers.com KIGUMO 231 3 BIOLOGY PAPER 3 - PRACTICAL 1. Take 2 clean test tubes and into each add 5cm3 of dilute hydrogen peroxide. Label the test tubes as AandB. Cut 2 cubes of Irish potato measuring about 1cm3 each. Boil one cube in a boiling tube with some water for about 5 minutes. Drop the boiled cube into test tube A and unboiled cube into test tube B. State your observations in ; a Test tube A 1mark Test tube B 1mark b Account for your observations in: Test tube A 2marks Test tube B 2marks c Take a small amount of substance Z provided and add to it 2cm3 of sodium hydrogen carbonate. I Stateyour observations 1mark ii Which process in the body is illustrated above? 1mark iii State the part of the body where the process takes place. 1mark iv What is the significance of the process?"}
{"text": "I Stateyour observations 1mark ii Which process in the body is illustrated above? 1mark iii State the part of the body where the process takes place. 1mark iv What is the significance of the process? 1mark d Put 2cm3 of liquid labelled as C into a test tube. Squeeze some juice from specimen X into a beaker. Draw some of the juice into a dropper. Add 3 drops of the juice into the test tube with solution C. i State your observation. 1mark ii State the part of the human body where the process demonstrated above occurs and the enzyme that carries out the process. Part of body 1mark Enzyme 1mark iii Which gland produces the enzyme stated in ii above? 1mark iv Which hormone stimulates the production of the enzyme stated in ii above? 1mark 2. Below are photographs of two specimens, J and K. Both of them belong to the same Phylum and Class. Observe them carefully before you answer the questions that follow. A Name the class to which J and K belong and support your answer with two reasons. Class 1mk Reasons 2mks b. Suggest why the transport fluid in J and K has no haemoglobin. 2mksBiology paper 1, 2 3 www.freekcsepastpapers.com c. Below is a diagram showing the life cycle of specimen J. i Identify the stage labeled D. 1mk ii Name the hormone responsible for the change from D to A. 1mk iii Explain the change from; C3 to D 2mks D to A 2mks d i State the form of metamorphosis shown in the above diagrams and give a reason form your answer 2mks ii How is metamorphosis important to the organism? 1mk 3. Use the photographs below to answer questions a i Name the type of flowers shown in A1 and A2. I A1 1 mark ii A2 1 mark ii Describe the feature in flowering plants depicted in a i above. 1 mark iii Explain how flower labeled A1 is modified for pollination."}
{"text": "1mk c Name the enzyme that catalyzes the backward reaction. 1mk 4. A certain metabolic pathway takes the following sequence. J K L M N At the start of the experiment an inhibitor was added to the reactants. After the experiment it was found out that there was the same concentration of J, near absence of K, L, M and N. When L was added to the inhibitor set M and N were detected. A At what stage of the reaction sequence did the inhibitor have its effect? 1mk b Explain how the inhibitor affected the reaction. 1mk c What is the identity of substance L? 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com 5. After fertilization of an ovule, which parts develops into: - a Testa 1mk b Endosperm 1mk 6. I Name the process through which a plant takes up some mineral ions against a concentration gradient. 1mk ii State two factors that may affect the process named in i above. 2mks 7. Study the flow chart below which represents a physiological process in mammals A i Name blood components represented by X. 1mk ii What is the significance of product represented by Z. 2mks b Under what condition is thrombokinase released by the platelets? 1mk 8. A Name the nitrogenous waste product excreted by a fresh water fish 1mk b Explain why a person discharges urine more frequently when environmental temperatures are low than when they are high 2mks 9. Why is it important to use dry mass in ecological studies and not wet mass 2mks 10. Identify the agent of dispersal of the following 2mks i Fruits which split open along sutures when dry, hauling their seeds away from the parent plant ii Light seeds with hairy extensions 11. A Name the TWO components of a lipid molecule 2mks b State TWO disadvantages of using fats as respiratory substrates 2mks 12. A Name the pigment that protects humans from the negative effect of Ultraviolet lights 1mk b Explain how sunlight contributes to stronger bones and teeth in human beings 2mks 13."}
{"text": "A zebra is observed to be grazing at a grassland, suddenly a lion appears and the zebra takes off. List two characteristics of living things exhibited by the zebra 2 mks 20. The diagram below represents an organism. Study it and answer the questions that follow. A Identify the kingdom to which the organism belongs 1 mk b Name the structure labeled X 1 mk c Identify the type of nutrition carried out by the organism and give a reason 2 mks Type of: Nutrition.................................................................................... Reason 21. A wild beast in Maasai Mara National Park was found to be infested with a lot of ticks. State the trophic level occupied by the following organisms: 2mks a i Wild beast ii Ticks b Construct a food chain from the above information 1mk 22. A Name one hormone involved in insect metamorphosis. 1mk b State the importance of metamorphosis to the life of insects. 2mks 23. A State two differences between the primary growth and secondary growth in woody plants. 2mks b Name two tissues responsible for secondary growth in flowering plants. 2mks 24. A What is respiratory quotient? 1mk b Explain why it is difficult to measure respiratory quotient in plants. 2mks 25. Name one class of phylum Arthropoda with cephalothorax 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com 26. A section of nucleic strand contains the following sequence. A C G A G A T A C a i Write the complimentary DNA stand. Lmk ii Write the mRNA strand of the strand in a above. Lmk b Name the site for protein synthesis in a cell. Lmk 27. A What are analogous structures? 1mk b Give two examples of analogous structures in animals 2mks 28."}
{"text": "Lmk 27. A What are analogous structures? 1mk b Give two examples of analogous structures in animals 2mks 28. Name any two sites where gaseous exchange takes place in a leaf of a terrestrial plant 2mks Biology paper 1, 2 3 www.freekcsepastpapers.com MECS CLUSTER JOINT EXAMINATION 231 2 BIOLOGY PAPER 2 SECTION A 40 MARKS 1. A In Drosophila melanogaster fruit fly the gene for eye color is sex-linked located on the X chromosome. The gene for red eye is dominant. A cross was made between a homozygous red-eyed female and white-eyed male. Work out the genotype of their off springs. Use R to represent the gene for red eyes. 4 marks b Give two reasons why the fruit fly is successfully used in genetic study. 2 marks c In a population, there are more males suffering from colorblindness than females. Explain. 2 marks 2. One variety of the moth, Biston betularia, has pale, speckled wings. A second variety of the same species has black wings. There are no intermediate forms. 100 moths of both varieties were released into a wood made up of trees with pale bark as shown below. After two weeks the moths were caught and the results are shown in the table below. Wing color of moth Number released Number caught Pale, speckled 100 82 Black 100 36 a Explain the difference in the numbers of the varieties of moths caught. 2 marks b What would be different in the number of the varieties of moths caught if they were released in an area where the trees were darkened with soot from air pollution. 1 mark c Define natural selection. 2 marks d Explain why it is more difficult to treat malaria using chloroquine. 3 marks 3. The diagram below shows the internal structure of a broad bean seed. Biology paper 1, 2 3 www.freekcsepastpapers.com a Name the parts labelled A and B. 2 marks b State the function of the part labeled X. 1 mark c Which part undergoes fastest growth to bring about epigeal germination."}
{"text": "Wash the residue from the filter paper into a beaker. Biology paper 1, 2 3 www.freekcsepastpapers.com Using the reagents provided carry out food tests on the residue and filtrate. 15 marks a Residue Food substance being tested for Procedure Observation Conclusion REDUCING SUGARS VITAMIN C PROTEINS b Filtrate Food substance being tested for Procedure Observation Conclusion REDUCING SUGARS VITAMIN C PROTEINS c Account for the observation in a and b above. 2mks d The physiological process demonstrated above occurs in all living things. Name two important processes in animals that depend on it. 2mks Biology paper 1, 2 3 www.freekcsepastpapers.com 2. You are provided with specimen R and S a i Give a reason why both R and S are fruits. 1mk ii Why is R also a seed? 1mk iii Tabulate any two differences between specimen R and S 2mks Specimen R Specimen S b Using a blade provide; carefully make transverse section of specimen S. i Make a labelled diagram of the cut section. Label any three parts. 4mks ii Name the type of placentation in S .Reason 2mks iii What is the likely agent of dispersal of S? Reason 2mk 3. The photograph below is of mammalian organ a i Name the basic functional units of the organ. 1mk ii State any function of the organ above. 1mk b Name the parts labelled- A B C 3mks c How is the blood vessel E adapted its function."}
{"text": "State two adaptation of leaves in arid and semi-arid areas 2mks 13. The diagram below shows a phenomenon which occurs during cell division i Name the parts labelled A and B 2 mks ii State the biological importance of the part labelled B 1mk iii Identify the stage of cell division in which the phenomenon occurs 1mk 14. State three differences between deoxyribonucleic acid DNA and Ribonucleic acid RNA 3 mks 15. A cross between a red flowered and white flowered plants of mirabilis jalapa produced only pink flowered offspring. A Explain the absence of red and white flowered plants in the F2 offspring 1 mk b Using a genetic cross, show how the F2 generations was obtained by selfing the F1 generation. Let R represent the gene for red colour and W represent the gene for white colour 4 mks c Work out the following for the F2 generation i The genotypic ratio 1 mk ii The phenotypic ratio 1 mk 16. The food web represents a feeding relations in an ecosystem Hawk Water snake Small fish snails Frogs Insects Zooplanktons Phytoplankton a Name two organisms which are both secondary and tertiary consumers 2 mks b State the short term effect of immigration of insects in the ecosystem 2 mks c Which organism has the least biomass in the food web? Give reason 2 mks Biology paper 1, 2 3 www.freekcsepastpapers.com 17. The diagram below represents a cross section obtained from a plant. Use it to answer the questions that follows a From which part of the plant was the section obtained from: 1mk b Give a reason for your answer in a above 1mk c Name part B 1mk d Name the material that strengthens the part you named in C above 1mk e State the function of part A 1mk 18. A What is meant by the following terms: i Protandry 2mk ii Self-sterility 2mks 19."}
{"text": "The diagram below represents a cross section obtained from a plant. Use it to answer the questions that follows a From which part of the plant was the section obtained from: 1mk b Give a reason for your answer in a above 1mk c Name part B 1mk d Name the material that strengthens the part you named in C above 1mk e State the function of part A 1mk 18. A What is meant by the following terms: i Protandry 2mk ii Self-sterility 2mks 19. The diagram below represents the structure of a certain organism a i State the kingdom to which the organism belongs 1 mks ii State two characteristics of the organisms belonging to the kingdom named a i above 2mks b What role is played by the organism represented by the structure 2mks 20. A State five evidences that support the theory of evolution 5mks b i What are vestigial structures 1mk ii Name two vestigial structures in humans 2mks 21. State three characteristics of fruits dispersed by animals 3mks Biology paper 1, 2 3 www.freekcsepastpapers.com MWAKICAN JOINT EXAM 231 2 BIOLOGY PAPER 2 SECTION A: 40 MARKS Answer all questions in this section. 1. The figure below is a pedigree showing the inheritance of colour blindness, a disease transmitted through a recessive gene located on the X-chromosome. A Using the symbol N for normal gene and n for colour blind gene, write down the genotypes of parents 1 and 2. 2mks b Work out the possible genotypes of the children 3, 4 and 5. 3mks c The diagrams below illustrate some chromosome mutations. A B 1 2 3 4 5 6 7 8 9 Normal male Colourblind male Normal female Colourblind female KEY Meiosis XXABC D EFVUWX EFVU WXBiology paper 1, 2 3 www.freekcsepastpapers.com C Identify the mutations. A , B C 3mks 2."}
{"text": "3mks c The diagrams below illustrate some chromosome mutations. A B 1 2 3 4 5 6 7 8 9 Normal male Colourblind male Normal female Colourblind female KEY Meiosis XXABC D EFVUWX EFVU WXBiology paper 1, 2 3 www.freekcsepastpapers.com C Identify the mutations. A , B C 3mks 2. The diagram below represents some hormones, their sources and functions in a mammal. A Identify the gland described as master gland. 1mk b Name the hormones:- 3mks c Describe the consequences of deficiency of hormone II in man. 2mks d Other than stimulate development of uterine wall, suggest two other functions of hormone VI. 2mks 3. The diagram below shows some components of a light microscope. ACBDABCDBCBiology paper 1, 2 3 www.freekcsepastpapers.com a Name the parts labeled K M 2marks b State the functions of P Q 2marks c A student was viewing a prepared slide of a plant cell under high power microscope. The features of the cell were blurred. Which one of the labeled parts of the microscope would the student use to obtain:- i a sharper outline of the features. 1mark ii Give the formula used to calculate magnification in a light microscope. 1mark d A student was preparing a section of a plant cell to be viewed on a light microscope. Give a reason for each of the following steps:- i Cutting a very thin section 1mark ii Staining the section 1mark 4. The table below shows the contents of urine compared to blood plasma and glomerular filtrate in a mammal."}
{"text": "1mark d A student was preparing a section of a plant cell to be viewed on a light microscope. Give a reason for each of the following steps:- i Cutting a very thin section 1mark ii Staining the section 1mark 4. The table below shows the contents of urine compared to blood plasma and glomerular filtrate in a mammal. Study it and answer the questions that follow:- Component Plasma g cm3 Glomerular g 100 cm3 Urine g 100 cm3 Urea 0.04 0.04 2.10 Uric acid 0.005 0.005 0.07 Glucose 0.20 0.20 0.00 Amino acids 0.07 0.07 0.00 Plasma proteins 9.00 0.00 0.00 Salts 0.84 0.84 1.96 a Account for the absence of:- i Plasma protein in glomerular filtrate. 1 mark ii Glucose and amino acids in urine. 1 mark b From the results above, identify two types of wastes eliminated from the mammalian blood through the kidney. 2 marks c Give a reason why kidney tubules are highly coiled. 1 mark d Name the hormone responsible for:- i Reabsorption of water . 1 mark ii Reabsorption of sodium chloride. .. 1 mark e Name one kidney disease. 1 mark 5. Diagram below represents a germinating seedling. Soil surfacePQRSEpicotylBiology paper 1, 2 3 www.freekcsepastpapers.com a What is germination? 1 mark b Name the part labelled P, Q and R. 3 marks c Identify the type of germination shown in the diagram. 1 mark d What is the role of the following in germination of the above seedling? Oxygen 1 mark Enzymes 1 mark Water 1 mark SECTION B: 40 MARKS Answer question 6 compulsory and EITHER question 7 or 8 in the spaces provided after question 8. 6."}
{"text": "1 mark d What is the role of the following in germination of the above seedling? Oxygen 1 mark Enzymes 1 mark Water 1 mark SECTION B: 40 MARKS Answer question 6 compulsory and EITHER question 7 or 8 in the spaces provided after question 8. 6. The pressure in the flow of blood in a mammal was determined at two different vessels; A and B. The data was taken within a period of 1 minute and was presented as follows. Time in seconds Blood pressure in Vessel A Vessel B 0 160 320 10 165 360 20 170 320 30 180 400 40 170 360 50 160 320 60 160 360 a Plot the graph of blood pressure in both vessels against time on the same axis. 7 marks b Describe the trend of each curve. 2 marks c I From the graph, suggest the possible identity for: i Blood vessel A. 1 mark ii Blood vessel B. 1 mark II Give reasons for your answer in c i and ii above. 2 marks d Explain a factor that would result to an increase in blood pressure in both the blood vessels above. 2 marks e State two structural differences between the two vessels mentioned in c above. 2 marks f i Name two diseases of circulatory system in humans. 2 marks ii Other than transport of substances give one other function of blood. 1 mark 7. A Describe the mechanism of inhalation in man. 10mks b Using photosynthetic theory explain the mechanism of opening of stomata. 10mks 8. Explain the adaptation of the small intestine to their functions. 20marks Biology paper 1, 2 3 www.freekcsepastpapers.com MWAKICAN FORM 4 JOINT EXAMINATION - 2023 231 3 BIOLOGY PAPER 3 PRACTICAL ANSWER ALL QUESTIONS 40MKS 1. You are provided with a specimen labeled K."}
{"text": "Explain the adaptation of the small intestine to their functions. 20marks Biology paper 1, 2 3 www.freekcsepastpapers.com MWAKICAN FORM 4 JOINT EXAMINATION - 2023 231 3 BIOLOGY PAPER 3 PRACTICAL ANSWER ALL QUESTIONS 40MKS 1. You are provided with a specimen labeled K. a i With a reason, identify the part of plant represented by the specimen 2mks ii Cut the specimen into two halves transversely. Observe the arrangement of seeds inside the specimen. Suggest its placentation. 1mk b i Suggest the mode of dispersal for specimen K 1mk ii Give reason for your answer in b i above 1mk c i Specimen K in its raw state has an excretory substance in its skin. Name the excretory substance 1mk ii How is the excretory substance named in c i important to human? 2mks d From the remaining parts of specimen K, cut out thin strips measuring 1cm wide and 5cm long. Place two of the strips in solution X and the other two in solution Y Allow the set ups to stand for 30 minutes. I After 30 minutes remove the strips from the two solutions. Observe and record the shape of the strips from each solution. 2mks Solution X Solution y .. ii Using your fingers, feel the texture of the strips of the two solutions 2mks solution X ........................................................................................... Solution Y . E Explain the observations made in d i and ii for strips in solution X 3mks 2 a Place 2ml of Bromothylmol Blue in a clean test tube. Add dilute hydrochloric acid drop by drop and shake till there is a permanent colour change i State the resulting colour 1mk ii To the mixture obtained above, now add sodium hydroxide solution drop by drop until there is colour change. Record your observation 1mk iii From your observations in a i and a ii above what is the nature of Bromothylmol Blue?"}
{"text": "E Explain the observations made in d i and ii for strips in solution X 3mks 2 a Place 2ml of Bromothylmol Blue in a clean test tube. Add dilute hydrochloric acid drop by drop and shake till there is a permanent colour change i State the resulting colour 1mk ii To the mixture obtained above, now add sodium hydroxide solution drop by drop until there is colour change. Record your observation 1mk iii From your observations in a i and a ii above what is the nature of Bromothylmol Blue? 1mk b Place 10ml of fresh Bromothymol blue in a boiling tube. Using the drinking straw, bubble air through the Bromothymol Blue until there occurs colour change i Record your observation 1mk ii what does the colour obtain in b i above suggest about the nature of the gas breathed out 1mk c Rinse the measuring cylinder and use it to place 2ml of solution L in a clean test tube. Rinse the drinking straw used in b above and use it to bubble air through solution L. i Record your observation 1mk .. ii Suggest the identity of solution L 1mk iii Suggest the identity of the gas that gave rise to the observation above 1mk d i Name the physiological process in the cells that leads to the formation of the gas named in c iii above 1mk ii Write down a word equation for the process named in d i above 2mks iii What is the importance of the identified process in cells of living organisms 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com 3 You are provided with photomicrographs of specimens A and B which represents some specialized animal cells. A Identify each of the cells."}
{"text": "I Record your observation 1mk .. ii Suggest the identity of solution L 1mk iii Suggest the identity of the gas that gave rise to the observation above 1mk d i Name the physiological process in the cells that leads to the formation of the gas named in c iii above 1mk ii Write down a word equation for the process named in d i above 2mks iii What is the importance of the identified process in cells of living organisms 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com 3 You are provided with photomicrographs of specimens A and B which represents some specialized animal cells. A Identify each of the cells. A B 2mks b State one function of the cells 1mks c On photo A name any three parts of the cell 3mks d State one function of each of the parts you have labeled 3mks e How is the cell labeled B adapted to its functions 2mks f Given that the magnification of the cell labeled A is X2000, calculate its actual size in micrometers 2mks MWAKICANFORM 4 JOINT EXAMINATION 2023 BIOLOGY PAPER 3 Confidential Specimen labeled K: Mature unripe pawpaw fruit 30cm ruler Scalpel Two 100ml beakers distilled water labeled Solution X Concentrated salt solution labeled solution Y 25ml Bromothymol blue Lime water labeled solution L Drinking straw 2 test tubes 10ml measuring cylinder Boiling tube Dilute Hcl Dilute sodium hydroxide NB;Coloured photographs for question 3. Biology paper 1, 2 3 www.freekcsepastpapers.com MURANG A SOUTH 231 3 BIOLOGY PAPER 3 Instructions: Answer all question in the spaces provided. 1. State the branch of Biology that would be used in solving the problem of disputed parentage. 1mk 2. Study the diagram below and answer questions that follow i What is the name given to the apparatus shown above 1mk ii What is its use in Biological studies? 1mks 3."}
{"text": "1mk 2. Study the diagram below and answer questions that follow i What is the name given to the apparatus shown above 1mk ii What is its use in Biological studies? 1mks 3. A State the role of active transport in animal nutrition 1mk b Cyanide lowers the rate of active transport. Explain? 2mks 4. A Explain the two role of diffusion in human beings. 2mks b What is meant by each of the following terms? I Crenated cell. 1mk ii Flaccid cell. 1mk 5. The table below shows the effect of wind, still air and stomatal opening on the rate of transpiration of a plant in milligrams of water lost per hour dm2. Study the table and answer the following questions Stomatal opening m 1 2 3 4 5 6 7 Windy 40 63 74 86 94 110 124 Still air 0 6 12 19 23 27 30 a i Compare the rates of transpiration in windy and still air conditions 1mk ii Explain your observation in a i above 2mks b How does stomatal opening affect transpiration rate? 1mark 6. Phagocytes also called granulocytes or polymorphs are cells found in the blood where they ingest pathogens and cell debris. A Why are they called polymorphs? 1mk b Name the cell organelle most abundant in phagocytes to enable them function effectively. 1mk 7. Name the blood vessel that supplies blood to the Brain 1mk Cardiac muscle 1mk 8. A Cowpeas seeds were place in a vacuum flask and left for five days. What is the expected change in composition of gases in the flask on the sixth day? 1mk b Give a reason for your answer in a above 1mark 9. A Biotechnologist works day a night to curb food insecurity using the knowledge of polyploidy in genetics. Explain the economic importance of such practice?"}
{"text": "1mk b Give a reason for your answer in a above 1mark 9. A Biotechnologist works day a night to curb food insecurity using the knowledge of polyploidy in genetics. Explain the economic importance of such practice? 2mks Biology paper 1, 2 3 www.freekcsepastpapers.com b Define a backcross? 1mk 10. The diagram below shows a pollen tube as it develops down the style. Use it to answer the questions that follows; i Name the part labelled G. 1mk ii State two functions of structure labelled E. 2mks 11. A group of Form Three students collected a certain specimen for study as shown below. Study it carefully and use it to answer the questions that follow. I Name the type of metamorphosis in the above specimen. 1mk ii Give any two advantages of the above metamorphosis. 2mks 12. A mature coconut fruit has mesocarp which has air spaces. Explain the biological significance of that mesocarp. 2mks 13. Use the chemical formula below to answer the question that follow; 2C51 H98O6 145 O2 102 CO2 98H2O Fat oxygen carbon water IV Oxide a Calculate the respiratory quotient RQ 3mks b Under what condition do animals use tissue protein for respiration? 1mk 14. Name the causative agent of the following disease. I Acquired immune deficiency syndrome 1mk ii Syphilis 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com 15. The diagram below shows onion cells in a field of view of a light microscope X400 Using the dark line as diameter of field of view, determine the actual diameter of one cell 4mks 16. Identify the functions of a light microscope as shown by the following diagrams 2mks a Function b Function .. 17. The following is a cross-section of part of a plant Samwel observed that this diagram represents a monocot root."}
{"text": "Identify the functions of a light microscope as shown by the following diagrams 2mks a Function b Function .. 17. The following is a cross-section of part of a plant Samwel observed that this diagram represents a monocot root. Give a reason why i It is a root 1mk ii It is from a monocot plant 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com 18. An experiment was carried out as shown below to study enzymatic reactions. After 30minutes, Biuret s test was carried out on contents of each test tube to get results. Fill in the table below to offer explanation for the results obtained 4mks Test Tube Result Explanation C Blue D Purple 19. State two characteristics that make alveolus and buccal cavity suitable for gaseous exchange. 2 Marks 20. State the changes that take place during inhalation in mammals in the following structures. A Rib Cage 1mk b Diaphragm. 1mk 21. Explain two ways in which the trachea is adapted to perform its functions. 2marks 22. State two control measures of bilharzia. 2 Marks 23. A. What is eutrophication? 2 marks b. What are the effects of eutrophication? 2 marks 24. In an experiment to determine the population size of mosquitoes in Kisumu Museum, Kenya Research Institute researchers caught 600 mosquitoes which they marked and released. After 24hrs 300 mosquitoes were caught out of which 100 already had the marks. A Suggest a possible instrument of capturing the mosquitoes 1mk b Estimate the population size of mosquitoes in Kisumu Museum. 2mks 25. Give two classes of the phylum Chordata whose members are all poikilothermic. 2mks 26. State the role of the following in a nitrogen cycle: a Nitrogen fixing bacteria. 1mk b Nitrifying bacteria. 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com 27. The diagram below shows a phenomenon which occurs during cell division. A. Name the parts labeled A and B. 2marks b."}
{"text": "A Suggest possible environmental conditions under which the experiment was carried out between 30 and 60 minutes 2mks b Account for the results obtained for plant C 2mks c Suggest the habitat for plant A and B. Give reasons for your answer. 4mks Biology paper 1, 2 3 www.freekcsepastpapers.com Habitat for plant A Reason Habitat for plant B Reasons c The relative rates of photosynthesis in a certain plant were determined at different temperature. The results are shown below. Temperature o C Relative rate of photosynthesis mg hr 25 26 30 37 35 45 40 25 a Account for the rate of photosynthesis at; i 35 o C 2 mks ii 40 o C 2mks b Explain what happens during dark reaction in photosynthesis. 2 mks c In an experiment to show that Oxygen gas is a by-product of photosynthesis a water plant is used. Give two reasons why a terrestrial plant is not used. 2mks d The figure below shows a diagram of part of the male reproductive system. A State the letter on Fig. 5.1 that identifies: 3 mks i Where sperm are made. Ii The part that carries urine and sperm out of the body. Iii Where the fluid that is added to the sperm is made. B Sperm must pass through different structures in the female reproductive system to reach an egg cell. State the names of three of these structures. 3marks c State two ways that sperm are adapted for their function. 2mks e a Distinguish between the terms homodont and heterodont. 1mk b What is the function of carnasial teeth? 1mk c A certain animal has no incisors, no canines, 6 premolars and 6 molars in its upper jaw, in the lower jaw there are 6 incisors, 2 canines, 6 premolars and 6 molars. Write its dental formula 1mk d Suggest the likely type of food eaten by the organism 1mk e The action of ptyalin stops at the stomach. Explain. 1mk f State a factor that denatures enzymes."}
{"text": "Name three methods of population estimation. 3mks ii a Explain the role of human skin in protection of the body. 10mks b Explain the importance of protecting the forest ecosystem with reference to the following. 10mks i Pollution. 4mks ii Water conservation. 4mks iii Climate change. 2mks 8. How are xerophytes adapted to their habitats? 20mks MURANG A SOUTH 231 3 BIOLOGY PAPER 3 Instructions: Answer all question in the spaces provided. F a i You are provided with a pestle, mortar, scalpel, specimen Q and R. Cut from each a cube, each measuring 1cm by 1cm. Put them each in a different test tube having 10mls of solution X. Record the observations in the table below? 2 Mks Specimen ObservationBiology paper 1, 2 3 www.freekcsepastpapers.com Specimen Q Specimen R ii Account for the observations in the experiment involving specimen Q and R? 2 mks ii i Using the remaining portion of specimen Q, Cut 2 other pieces measuring 1cm by 1cm, Crush them separately to form a paste and put them in boiling tubes labelled A and B. To the paste in boiling tube labelled A, add 5mls of solution X. Record the observation in the table below. 1mk BOILING TUBE OBSERVATION A To the paste in boiling tube labeled B add 10mls of distilled water and boil for 5 minutes then allow it cool then add 5mls of solution X. Record the observation in the table below. 1 mk BOILING TUBE OBSERVATION B ii Account for the observations made in b i above involving boiling tube A and B 4 marks Boiling tube A Boiling tube B iii Name the biological substance being investigated and its significance to the living tissues 2mks Biological substance Significance iv Name the factor being investigated in question 2 b above 1mk g a Identify specimens labeled M and G provided. 1mk b From specimen labeled G name any two organs 2mks c i From specimen M remove one leaf."}
{"text": "Record the observation in the table below. 1 mk BOILING TUBE OBSERVATION B ii Account for the observations made in b i above involving boiling tube A and B 4 marks Boiling tube A Boiling tube B iii Name the biological substance being investigated and its significance to the living tissues 2mks Biological substance Significance iv Name the factor being investigated in question 2 b above 1mk g a Identify specimens labeled M and G provided. 1mk b From specimen labeled G name any two organs 2mks c i From specimen M remove one leaf. List any two observable features 2mks ii Use the leaf in part C i above; place that leaf on graph paper provided and trace it carefully on the graph paper. From the traced outline, 1. Count the number of complete full square .. 1mk 2. Count the number of incomplete squares 1mk 3. Calculate the area of each square in cm2 ................... 1mk 4. Calculate the area of the leaf outline...................... 2mks 5. From the information obtained in part d above compare it with a leaf in specimen G. What advantage does a leaf from specimen G has over leaf from specimen M? 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com 6. Giving a reason, in which class does a plant from which specimen G was obtained. 2mks Class Reason h A Study the photographs below of specimen. A, B, and D and then answer the questions that follows. A Name the condition exhibited in A which hinders self- fertilization. 1mk b Explain how the above condition hinders self-fertilization. 1mk c i State the division where plant in photograph D belong and give reason for your answer. Division 1mk Reason 1mk ii State the type of nutrition exhibited by specimen D. 1mk iii Give a reason for your answer in d ii above. 1mk iv Give the function of the structure labelled Y. 1mk 3 B Photograph 1 below represent a plant that grow in relatively wet habitats."}
{"text": "1mk iii Give a reason for your answer in d ii above. 1mk iv Give the function of the structure labelled Y. 1mk 3 B Photograph 1 below represent a plant that grow in relatively wet habitats. Photograph 2 is a magnified portion of the underside of the leaf of photograph 1. Biology paper 1, 2 3 www.freekcsepastpapers.com a State the common name of the plant and state the plant division it belongs. 2mks Common name: Division: b Name the structure labelled T and state its function. 2mks c Name the structure labeled A and B. 2mks d State one major difference between structure labelled B and the rhizoids of a moss plant. 1mk Biology paper 1, 2 3 www.freekcsepastpapers.com MURANG A SOUTH BIOLOGY F4 P3 All candidates to be supplied with: 1. Pestle and mortar 2. Specimen Q: LIVER. 1cm by 1cm per student 3. Specimen R: Banana raw: 3 students can share 1 4. Measuring cylinder 5. Ruler 6. 20ml Hydrogen peroxide Solution X 7. Source of heat 8. 2 Boiling tubes 9. 4 test tubes 10. Distilled water 11. Labels 12. Stop watch. 13. A mango twig with about three leaves labeled m. leaves should be less than 15cm long 14. Any grass twig with about three leaves labeled G. 15. A magnifying hand lens. Biology paper 1, 2 3 www.freekcsepastpapers.comBiology paper 1, 2 3 www.freekcsepastpapers.com WEITHAGA 231 1 BIOLOGY PAPER 1 JULY AUGUST 2023 1. A State the branch of Biology that would be used in solving the problem of disputed parentage. 1mk b Study the diagram below and answer questions that follow i What is the name given to the apparatus shown above 1mk ii What is its use in Biological studies? 1mks 2."}
{"text": "A State the branch of Biology that would be used in solving the problem of disputed parentage. 1mk b Study the diagram below and answer questions that follow i What is the name given to the apparatus shown above 1mk ii What is its use in Biological studies? 1mks 2. The diagram below shows onion cells in a field of view of a light microscope X400 Using the dark line as diameter of field of view, determine the actual diameter of one cell 3mks 3. Identify the functions of a light microscope as shown by the following diagrams 2mks a Function: . B Function 4. Name the main product of the dark stage of photosynthesis. L mark 5. State the function of muscles found in the alimentary canal of mammals. 1mks 6. A What is the function of Sodium hydrogen Carbonate that is added to test solution of non reducing sugars. 1 mark b The equation below represents a process X which is controlled by enzymes. I Name the process X and enzyme R. 2 marks Process X Biology paper 1, 2 3 www.freekcsepastpapers.com Enzyme R 7. Give two forms in which carbon IV oxide is transported in human blood. 2 marks 8. It was found that during germination of pea seeds 9.3cm3 of carbon IV oxide was produced while 9.1cm3 of oxygen was used up. A Calculate the respiratory quotient RQ of the reaction taking place. 2 marks b Identify the type of food substance being metabolized. 1 mark 9. A new respiratory virus COVID 19 was discovered in December 2019 in china. A Name the main organ affected by the virus lmark b State any two symptoms that suggest one may have the virus 2 marks c State preventive measures being employed to curb spread of COVID 19. 1 marks 10. Nitrogen in the atmosphere cannot be directly utilized by plants. State three natural ways it is made available for plant use. 3 marks 11."}
{"text": "Nitrogen in the atmosphere cannot be directly utilized by plants. State three natural ways it is made available for plant use. 3 marks 11. The diagram below represents a longitudinal section of a fruit a Name structures labelled P 1 mark b Describe two adaptations of the fruit for its mode of dispersal. I Mode of dispersal 1mark ii Adaptations 2marks . 12. The diagram below shows regions of growth in a root. Study it and answer the questions that follow. A State the function of part K 1 mark b . State two characteristics of the cells found in zone C 2 marks 13. The dark variety of peppered moth is predominantly found in industrial cities while the spackled white variety is predominantly found in rural areas of Europe. I Name the phenomenon illustrated above I mark ii What is the significance of the phenomenon above to the organism. 1 mark 14. The table below shows the effect of wind, still air and stomatal opening on the rate of transpiration of a plant in milligrams of water lost per hour dm2. Study the table and answer the following questions Stomatal opening m 1 2 3 4 5 6 7 Windy 40 63 74 86 94 110 124 Still air 0 6 12 19 23 27 30 a i Compare the rates of transpiration in windy and still air conditions 1mk A B C KBiology paper 1, 2 3 www.freekcsepastpapers.com ii Explain your observation in a i above 2mks b How does stomatal opening affect transpiration rate? 1mark 15. Explain why division Pteridophyta is considered more advanced than division Bryophyta. 3mks 16. Explain why tropical forests do not have undergrowth 2marks . 17. A bone obtained from a mammal is represented by the diagram below. A Name the bone. 1mk b Which bones articulates with the bone shown in the diagram at the notch? 2mks 18. A . Two pieces of leaf petiole were cut as shown in the diagram below then each piece placed in solution of different concentration. I ."}
{"text": "A . Two pieces of leaf petiole were cut as shown in the diagram below then each piece placed in solution of different concentration. I . What physiological process was being investigated in this experiment? 1mark . Ii . Suggest the type of solution piece B was placed. 1mark . Iii . Explain the appearance of piece A after 15minutes. 2marks . B Explain the effect of water logging on the rate of mineral absorption. 2marks . 19. Study the diagram below and answer the questions that follow; a State the expected result at the end of the experiment 1mk b . Account for your answer in a above 2mks 20. Give two reasons why transportation of carbon IV oxide in a red blood cell is advantageous. 2mks 21. State the change that occurs in arterioles in the human skin during thermoregulation 2mks 22 a Name the fluid that is produced by sebaceous gland 1mk b . State two roles of this fluid 2mks Biology paper 1, 2 3 www.freekcsepastpapers.com 23. The diagram below illustrates the structure of bread moulds ; a Name the part labeled J 1mk b . State the functions of the structure labeled K 2mks 24. What is meant by the term biological control? 1mk 25. The diagram below represents a stage during cell division a i Identify the stage of the cell division 1mark ii . Give three reasons for your answer in a i above 3marks b . Name the structures labeled M 1marks 26. Distinguish between divergent and convergent evolution 2mks 27. State three survival values of tactic response. 3marks . 28. The diagram shows a section through part of the mammalian kidney. A Name the parts labeled 1 and 2. 2mks b State two ways in which nephrons of desert animals differ from those of man. 2mks Biology paper 1, 2 3 www.freekcsepastpapers.com WEITHAGA 231 2 BIOLOGY PAPER 2 Theory July August 2023 SECTION A 40 marks 1. A Define sex linkage."}
{"text": "2mks b State two ways in which nephrons of desert animals differ from those of man. 2mks Biology paper 1, 2 3 www.freekcsepastpapers.com WEITHAGA 231 2 BIOLOGY PAPER 2 Theory July August 2023 SECTION A 40 marks 1. A Define sex linkage. 1mk b In a marriage of Jane and Otieno who are both normal for hemophiliac condition, gave birth to four children Susan, Grace, Tom and Peter. Tom the second born child was hemophilic. Later in life Tom married Alice who was normal. Their first born child was hemophiliac. Let H represent gene for normal condition. I What was the genotype of Alice. 1mk ii Work out the phenotypic ratio of F2. 4mks c How does the police force use knowledge on genetics. 1mk d What is the name given to points of contact in a pair of homologous chromosomes 1mk 2. The table below shows the approximate distribution of blood groups in a sample of 100 people in a population. Blood group Frequency Rhesus ve Rhesus -ve A 26 22 4 B 20 18 2 AB 4 3 1 O 50 43 8 a Calculate the percentage of Rhesus negative Rh-ve individuals in the population? 1 mk b Account for i The large number of blood group O individuals in a population. 2 mks ii The small number of individuals with blood group AB. 2 mks c The diagram below represents a blood smear on a glass slide. I State the importance of structure C being large numbers in the blood smear. 1mk ii Give a reason why structure C would be found in large numbers in high altitude than in low altitude. 1mk iii Name the process by which structure A would engulf structure B. 1mk A B CBiology paper 1, 2 3 www.freekcsepastpapers.com 3. The graph below represents the population of animals in a pond over a period of 9 months. The pond is situated in a country with evenly distributed rainfall throughout the year."}
{"text": "1mk A B CBiology paper 1, 2 3 www.freekcsepastpapers.com 3. The graph below represents the population of animals in a pond over a period of 9 months. The pond is situated in a country with evenly distributed rainfall throughout the year. A What times of the year affect the number of the animals adversely 2mks b What is the average number of animals in the pond between April and may 2mks c Give three possible reasons for the drop in the number of animals in the pond 3mks d Give a reason to explain the events in the pond between March and April 1mks 4. A Distinguish between the terms homodont and heterodont 1mk b What is the function of carnassial teeth? 1mk c The diagram below represents the lower jaw of a mammal i Name the mode of nutrition of the mammal whose jaw is shown above 1mk ii State one structural and one functional differences between the teeth labeled J and L 2mks iii a Name the toothless gap labeled K 1mk b State the function of the gap 1mk c Name the substance that is responsible for hardening of teeth 1mk Biology paper 1, 2 3 www.freekcsepastpapers.comBiology paper 1, 2 3 www.freekcsepastpapers.com 5. The diagram below illustrates an experiment to determine the rate of respiration in a small insect. A Name the chemical compound labeled X and state its function. 2 marks Name Function b Why is it necessary to place the flask in a water bath? 1 mark c What changes would you expect to observe in the level of coloured water in the capillary tube after the experiment has run for five minutes? 1 mark d Explain the results stated in part c above. 3 marks e Suggest a control experiment that would be set up for the above experiment. 1 mark SECTION B 40 marks Answer question 6 compulsory and either question 7 or 8 in the spaces provided after question 8 6."}
{"text": "1 mark d Explain the results stated in part c above. 3 marks e Suggest a control experiment that would be set up for the above experiment. 1 mark SECTION B 40 marks Answer question 6 compulsory and either question 7 or 8 in the spaces provided after question 8 6. A research was carried out to determine the trend of growth for some boys and girls. Their average mass in kilograms was taken separately for a period of 20 years and tabulated as shown in the table below. Age Average Mass of boys kg Average mass of girls kg 0 2.5 2.5 2 11.1 11.5 4 15.0 16.0 6 18.5 19.3 8 22.1 27.1 10 25.1 27.1 12 27.5 30.5 14 37.0 35.5 16 44.0 44.0 18 46.9 52.5 20 48.5 55.0 a On the same axis draw a graph of average mass of girls and of boys against the age. 7 marks b From the graph, determine the; i Mass for boys at age of 11 years. 1mark Biology paper 1, 2 3 www.freekcsepastpapers.com ii Growth rate in girls between ages 13 and 15 3 marks c Account for the change in the mass of girls during the age stated in ii above. 2 marks d Explain the trend observed in the curves for both boys and girls. 2 marks e Why do girls above 10 years require intake of food that is richer in iron than boys of the same age. 1 mark f Mention two other factors apart from the diet that affect the rate of growth in boys and girls. 2 marks g Apart from using average mass to estimate growth in human beings, name two other parameters that can be used. 2 marks 7. A Describe the adaptation of floating water lily leaf to its photosynthetic function. 10mks b Describe the activities that take place in the chloroplast of growing plants."}
{"text": "2 marks 7. A Describe the adaptation of floating water lily leaf to its photosynthetic function. 10mks b Describe the activities that take place in the chloroplast of growing plants. 10mks 8. A Explain how the various components of blood cells are adapted to perform their functions. 12mks b Discuss the process of double fertilization in flowering plants. 8mks WEITHAGA 231 3 BIOLOGY PAPER 3 PRACTICAL 1. You are provided with five potato cylinders each measuring 5cm long, liquid S1 and S2, Hydrogen Peroxide, dilute Hydrochloric Acid, and test tubes labeled A,B and C. a i Place one cylinder in a beaker containing liquid labeled S1 and another in the liquid labeled S2. Allow to stand for 30 minutes, then remove the cylinders, wipe them dry using blotting paper. Measure each cylinder in centimeters and record their length and texture in the table given below. 4 marks CYLINDER LENGTH IN CM TEXTURE LIQUID S1 LIQUID S2 ii Account for the results obtained in a i above 2marks iii . Using a scalpel cut one of the cylinders into 5 parts each one centimeter long. Put the pieces into test tube A. Crush the other two using mortar and pestle into a paste. Divide the paste into two equal lots. Put one lot into test tube B and the other into test tube C. To each of the test tubes A and B add 2cm3 of hydrogen peroxide and to test tube C add 1 cm3 of dilute Hydrochloric Acid, then 2cm3 of hydrogen peroxide. Record your observation below. 3marks Test tube A Test tube B Test tube C iv Write a word equation for the reaction that occurs in the test tubes 1mark v Account for the rate of reaction in test tube A, B and C. 4 marks Biology paper 1, 2 3 www.freekcsepastpapers.com 2."}
{"text": "Record your observation below. 3marks Test tube A Test tube B Test tube C iv Write a word equation for the reaction that occurs in the test tubes 1mark v Account for the rate of reaction in test tube A, B and C. 4 marks Biology paper 1, 2 3 www.freekcsepastpapers.com 2. You are provided with plant specimens labeled A, B, C, D, E and F a Using features inorder given below, construct a dichotomous key that can be used to identify the specimens provided 10marks Simple or compound leaves Leaf venation Leaf margin Arrangement of leaves on the stem Pinnate bipinnate or trifoliate nature of leaves b Give two observable differences between stem of specimen labeled E and D 2mks 3. Examine the photographs I and II of seedling specimen shown below and answer the questions that follows; a i Name the parts labelled C and D. 2mks ii Name two hormones that brings about cell division in parts labelled A 2mks b i Name the class to which the specimen belongs. Lmk ii Give two reasons, using observable features to support your answer in b i above 2mks c Give two functions of the structure labeled D. 2mks d Explain how the curvature labeled C is formed 3mks e . Name the type of germination exhibited by the seedlings. Give a reason for your answer. 2mks Type ReasonBiology paper 1, 2 3 www.freekcsepastpapers.com WEITHAGA 231 3 BIOLOGY PAPER 3 PRACTICAL CONFIDENTIAL REQUIREMENTS Each candidate will require the following. 5 Potato cylinders measuring 5cm long and a half cm 0.5 cm wide. Concentrated salt solution in a beaker labeled S2 Distilled water in a beaker labeled S1 10 ml of hydrogen peroxide in a beaker Dilute hydrochloric acid in a beaker 3 test tubes labeled A,B and C. A pair of forceps. A ruler graduated in centimeters cm A test tube rack Filter paper."}
{"text": "Concentrated salt solution in a beaker labeled S2 Distilled water in a beaker labeled S1 10 ml of hydrogen peroxide in a beaker Dilute hydrochloric acid in a beaker 3 test tubes labeled A,B and C. A pair of forceps. A ruler graduated in centimeters cm A test tube rack Filter paper. 2 blackjack twig with at least two leaves labeled specimen A Accacia wattle tree twig with at least two leaves labeled specimen B Tradescentia Leaf labeled specimen C Lantana Tick berry twig with at least two leaves labeled specimen D Bougainvillea twig with at least two leaves labeled specimen E Jacaranda twig with at least two leaves labeled specimen FBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com CEKENAS END OF TERM TWO EXAM 2023 231 1 BIOLOGY PAPER 1 THEORY 1. State the name given to the study of: 2marks i Chemical changes in living organisms. Ii Insects. 2. State the category of variation into which the following traits fall. 2marks a i Skin pigmentation. Ii Blood group . B Give two possible genotypes of blood group A. 2marks 3. Give two differences between scientific names and common names. 2marks Scientific Names Common Names 4. Explain two adaptation that enable the halophytes to survive in their habitats. 2marks 5. I What is parthenogenesis. 1mark ii Monocotyledonous plants do not undergo secondary growth. Explain, 1mark 6. Name two classes of Phylum Arthropoda whose members head is fused with the thorax. 2marks 7. Name two excretory products produced by both plants and animals. 2marks 8. The shirt of a student was stained by a solution of DCPIP. A friend advised him to wash with lemon juice. Explain. 1mark 9. Two freshly cut banana peels A and B measuring 4cm long were cut, which were later placed in solutions of different concentrations in two separate beakers for 30minutes. The appearance after 30minutes is as shown below."}
{"text": "1mark 9. Two freshly cut banana peels A and B measuring 4cm long were cut, which were later placed in solutions of different concentrations in two separate beakers for 30minutes. The appearance after 30minutes is as shown below. A What is the nature of the solution in which piece B was placed. 1mark b Account for the appearance of piece A. 3marks 10. I The ovum is fertilized only by one sperm yet there is millions of sperm surrounding the ovum. Explain. 1mark II Give the role of the following parts of the male reproductive system. A Epididymis 1mark b Prostate gland 1mark 11. When a person has oxygen debt the heart beat increases. Give two importance of the increase in heart beat. 2marks . BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 12. The diagram below shows part of a nephron from the human kidney. A Give two factors that lead to creation of higher pressure in the structure labelled Q. 2marks b On the diagram above label the part where the sodium ions are reabsorbed and write down the hormone involve in regulating the level of this ions 2marks Name of the hormone; 13. Explain how the following parts of a light microscope are modified to perform their function i Diaphragm 1mark ii Mirror. 1mark 14. A Explain two adaptations of cell membrane to its function. 2marks b Why is oxyhaemoglobin formation is highly preferred during transportation of oxygen in the body. 2marks 15. I Explain how smoking of tobacco lead to lung cancer. 1mark II. How does age affect the breathing rate in human? 2marks 16. In an experiment to investigate an aspect of digestion, two test tubes A and B were set as shown below. The set up was left for 30 minutes and the temperature of water was maintained at 370C. The resulting content in each test tube A and B were placed into two separate visking tubing which were then placed in a beaker containing iodine solution, for 20 minutes. A What was the observation that was made in the visking tubing containing contents of test tube A."}
{"text": "The set up was left for 30 minutes and the temperature of water was maintained at 370C. The resulting content in each test tube A and B were placed into two separate visking tubing which were then placed in a beaker containing iodine solution, for 20 minutes. A What was the observation that was made in the visking tubing containing contents of test tube A. 1mark b Account for the result in visking tubing which was containing contents of test tube B. 3marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 17. During a biological excursion a group of form 4 students collected plant specimen whose reproductive organ is shown below. I Name the sub-division of the plant in which the above specimen was obtained. 1mark ii Other than the presence of the above characteristics, state two characteristics of plants in the subdivision named above. 2marks 18. Enzymes are important in various physiological processes in living things. A Differentiate between an enzyme and a hormone 1mark b Name one property of an enzyme exhibited by the lock and key hypothesis 1mark 19. I The transverse section of a young dicotyledous root was cut and iodine solution was applied. One of the part of the section turned to blue-black colour. Identify the part of the root and give a reason for your answer. Part 1mark Reason 1mark II. Distinguish between transpiration and guttation. 1mark 20. The diagram below shows a cell undergoing a stage in cell division. With a reason, identify this stage 2mark Identify Reason . 21. A Define the term immunity. 1mark b Identify one immunizable disease in Kenya 1mark c State two ways in which lymphocytes kill disease causing microorganism. 2marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 22. Study the diagram below and answer the questions that follow. I With an arrow, indicate on the diagram the direction of the impulse through the neuron. 1mark ii State the function of the parts labelled P 1mark 23. Name the type of response exhibited by; i Sperm cell when it swims towards the ovum."}
{"text": "I With an arrow, indicate on the diagram the direction of the impulse through the neuron. 1mark ii State the function of the parts labelled P 1mark 23. Name the type of response exhibited by; i Sperm cell when it swims towards the ovum. 1mark ii Leaves of Mimosa pudica when they fold their leaves after being touched. 1mark 24. A Distinguish between hypogeal and epigeal germination. 1mark b State two internal factors necessary for germination 2marks 25. A Give two importance of divergent evolution to animals 2marks b Explain two limitations of fossil record as an evidence for evolution 2marks 26. What causes the following diseases? A Diabetes mellitus 1mark b Diabetes inspidus 1mark 27. Study the diagram below and answer the questions that follows. A Identify the tooth. 1mark b Give a reason for your answer in 27 a above 1mark c State two mineral ions deposited on the bones to harden them. 2marks 28. I. The following is food chain that was presented by a student in class. Grasshopper Lizard Chicken Hawk State two errors that are made in the food chain 2marks II. Give a reason why pyramid of biomass is considered to be more accurate over the pyramid of numbers. 1mark 29. Below are cross section of diagrams of fruits. Identify the type of placentation present in the three diagrams 3marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com CEKENAS END OF TERM TWO EXAM 2023 231 2 BIOLOGY PAPER 2 THEORY JULY AUGUST 2023 SECTION A: 40 MARKS 1. The figure below shows the teeth in the lower jaw of an adult human a i Name the teeth labelled X and Z 2marks ii Describe the functions of teeth Y and Z 2marks b Name one mineral and one vitamin that are essential for the healthy development of teeth 1mark c The figure below shows a section through a tooth. I Tooth decay is caused by bacteria getting into the dentine."}
{"text": "Identify the type of placentation present in the three diagrams 3marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com CEKENAS END OF TERM TWO EXAM 2023 231 2 BIOLOGY PAPER 2 THEORY JULY AUGUST 2023 SECTION A: 40 MARKS 1. The figure below shows the teeth in the lower jaw of an adult human a i Name the teeth labelled X and Z 2marks ii Describe the functions of teeth Y and Z 2marks b Name one mineral and one vitamin that are essential for the healthy development of teeth 1mark c The figure below shows a section through a tooth. I Tooth decay is caused by bacteria getting into the dentine. Explain how bacteria can enter the dentine 2marks ii List one action you could take to reduce the risk of tooth decay 1mark 2. A What are the analogous structure as used in evolution 1mark b How do disease causing micro-organisms become resistant to drugs 3mark c The diagram below represents a bone of a mammalBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com i Identify the bone 1mark ii Name the bone that articulate at the point labelled F 1mark iii Explain two adaptations of the bone identified in i above 2marks 3. Study the flow chart below of a process that takes place in both plants and animals a Name the above process 1mark b i In the above process name the chemical reaction represented by X 1mark ii Name the part of the cell where the enzyme controlled reactions in b i above takes place 1mark c Name the product Z in i Plants 1mark ii Animals 1mark d What would be the fate of pyruvic Acid if oxygen supply is availed in the mitochondria of an animal cell 2marks e What is meant by the term oxygen debt 1mark 4."}
{"text": "Explain how bacteria can enter the dentine 2marks ii List one action you could take to reduce the risk of tooth decay 1mark 2. A What are the analogous structure as used in evolution 1mark b How do disease causing micro-organisms become resistant to drugs 3mark c The diagram below represents a bone of a mammalBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com i Identify the bone 1mark ii Name the bone that articulate at the point labelled F 1mark iii Explain two adaptations of the bone identified in i above 2marks 3. Study the flow chart below of a process that takes place in both plants and animals a Name the above process 1mark b i In the above process name the chemical reaction represented by X 1mark ii Name the part of the cell where the enzyme controlled reactions in b i above takes place 1mark c Name the product Z in i Plants 1mark ii Animals 1mark d What would be the fate of pyruvic Acid if oxygen supply is availed in the mitochondria of an animal cell 2marks e What is meant by the term oxygen debt 1mark 4. A Differentiate between the following terms i Dominant gene and recessive gene 1mark ii Continuous variation and discontinuous variation 1mark b In Drosophila melanogaster the gene for eye colour is sex linked. The gene for red eye is dominant. A cross was made between homozygous red eyed female and a white eyed male. Work out the phenotypic ration of the F1 generation. Use R to represent the gene for red eyes 4marks c Suggest two reasons to explain why Drosophila melanogaster is most preferred for studies in modern genetics. 2marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 5."}
{"text": "A Tie one end of the visking tubing tightly using a thread. Put 10ml of solution K and 1 ml of solution M3 into the visking tubing. Tie the other end of the visking tubing. Place the visking tubing in a beaker half filled with iodine solution. Take a second visking tubing and repeat the same using M4. Place the beakers containing the visking tubing in a water bath maintained between 35 38 0C. Allow the setups to stand for 30minutes. Then after 30 minutes remove the visking tubings and test their contents and those of the beakers. SAMPLE 1 K M3 6 MARKS CONTENTS IN TEST OBSERVATION CONCLUSION VISKING TUBING Iodine test Benedict s test Biuret s test BEAKER Iodine test Benedict s test Biuret s test SAMPLE 2 K M4 6MARKS CONTENTS IN TEST OBSERVATION CONCLUSION VISKING TUBING Iodine test Benedict s test Biuret s test BEAKER Iodine test Benedict s test Biuret s test b Account for the results in: i Table 1 1mark ii Table 2 2marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 2. You have been provided with specimen labelled X. The specimen and the photograph of Y are obtained from the same animal. Use them to answer the question that follow. A Giving two reasons identify Y. i Identity 1mark ii Reasons 2marks b Give two adaptations of the specimen labelled X 2marks c State two observable differences between X and Y 2marks d Make a drawing showing the anterior view of X and label all the parts 4marks e The photograph below shows bones from another animalBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com i Which part of the body was H obtained from 1mark ii Identify G2 1mark iii With a reason name the type of joint at the proximal end of specimen H 2marks 3."}
{"text": "Use them to answer the question that follow. A Giving two reasons identify Y. i Identity 1mark ii Reasons 2marks b Give two adaptations of the specimen labelled X 2marks c State two observable differences between X and Y 2marks d Make a drawing showing the anterior view of X and label all the parts 4marks e The photograph below shows bones from another animalBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com i Which part of the body was H obtained from 1mark ii Identify G2 1mark iii With a reason name the type of joint at the proximal end of specimen H 2marks 3. Study the photographs below and answer the questions that follow a Name the type of relationship in: i Photograph W 1mark ii Photograph M 1mark b Explain your answer in a ii above 2marks c What is the importance of the relationship taking place in the photograph W 1mark d Using observable feature only explain two ways in which the flower is adapted for the activity taking place in photograph M 2marks e . I Give the biological term used to refer to the phenomenon captured in photograph W between organisms A and B towards C 1mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com ii State two implications of the phenomenon mentioned in d i above 2marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com CEKENAS END OF TERM TWO EXAM 2023 231 3 BIOLOGY PAPER 3 PRACTICAL CONFIDENTIAL INSTRUCTIONS These instructions are to enable the head of institution and the teacher in charge of biology to make adequate preparations for 231 3 Biology Practical No one else should have access to this information either directly or indirectly."}
{"text": "I Identity 1mark ii Reasons 2marks b Give two adaptations of the specimen labelled X 2marks c State two observable differences between X and Y 2marks d Make a drawing showing the anterior view of X and label all the parts 4marks e The photograph below shows bones from another animalBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com i Which part of the body was H obtained from 1mark ii Identify G2 1mark iii With a reason name the type of joint at the proximal end of specimen H 2marks 3. Study the photographs below and answer the questions that follow a Name the type of relationship in: i Photograph W 1mark ii Photograph M 1mark b Explain your answer in a ii above 2marks c What is the importance of the relationship taking place in the photograph W 1mark d Using observable feature only explain two ways in which the flower is adapted for the activity taking place in photograph M 2marks e . I Give the biological term used to refer to the phenomenon captured in photograph W between organisms A and B towards C 1mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com ii State two implications of the phenomenon mentioned in d i above 2marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com CEKENAS END OF TERM TWO EXAM 2023 231 3 BIOLOGY PAPER 3 PRACTICAL CONFIDENTIAL INSTRUCTIONS These instructions are to enable the head of institution and the teacher in charge of biology to make adequate preparations for 231 3 Biology Practical No one else should have access to this information either directly or indirectly. Each candidate requires the following 30 ml of solution K mixture of starch and albumin 3 ml of solution M3 enzyme diastase 3 ml of solution M4 boiled enzyme diastase Iodine solution 100ml 6 test tubes in a test tube rack Specimen X Thoracic vertebrae Test tube holder Means of timing Thermometer Water bath to hold two 100ml beakers simultaneously Two visking tubings each 6cm long and threads to tie their ends Two 100 ml beakers Access to Means of heating Sodium hydroxide solution 10 Copper II sulphate solution 1 Iodine solution Benedict s solutionBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com GATUNDU SOUTH JOINT EXAMINATIONS 2023 231 1 BIOLOGY PAPER 1 Theory 1."}
{"text": "Study the photographs below and answer the questions that follow a Name the type of relationship in: i Photograph W 1mark ii Photograph M 1mark b Explain your answer in a ii above 2marks c What is the importance of the relationship taking place in the photograph W 1mark d Using observable feature only explain two ways in which the flower is adapted for the activity taking place in photograph M 2marks e . I Give the biological term used to refer to the phenomenon captured in photograph W between organisms A and B towards C 1mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com ii State two implications of the phenomenon mentioned in d i above 2marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com CEKENAS END OF TERM TWO EXAM 2023 231 3 BIOLOGY PAPER 3 PRACTICAL CONFIDENTIAL INSTRUCTIONS These instructions are to enable the head of institution and the teacher in charge of biology to make adequate preparations for 231 3 Biology Practical No one else should have access to this information either directly or indirectly. Each candidate requires the following 30 ml of solution K mixture of starch and albumin 3 ml of solution M3 enzyme diastase 3 ml of solution M4 boiled enzyme diastase Iodine solution 100ml 6 test tubes in a test tube rack Specimen X Thoracic vertebrae Test tube holder Means of timing Thermometer Water bath to hold two 100ml beakers simultaneously Two visking tubings each 6cm long and threads to tie their ends Two 100 ml beakers Access to Means of heating Sodium hydroxide solution 10 Copper II sulphate solution 1 Iodine solution Benedict s solutionBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com GATUNDU SOUTH JOINT EXAMINATIONS 2023 231 1 BIOLOGY PAPER 1 Theory 1. The diagram below shows an apparatus used during collection of specimen a Identify the apparatus 1mk b What is the use of the apparatus named above 1 mk 2."}
{"text": "I Give the biological term used to refer to the phenomenon captured in photograph W between organisms A and B towards C 1mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com ii State two implications of the phenomenon mentioned in d i above 2marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com CEKENAS END OF TERM TWO EXAM 2023 231 3 BIOLOGY PAPER 3 PRACTICAL CONFIDENTIAL INSTRUCTIONS These instructions are to enable the head of institution and the teacher in charge of biology to make adequate preparations for 231 3 Biology Practical No one else should have access to this information either directly or indirectly. Each candidate requires the following 30 ml of solution K mixture of starch and albumin 3 ml of solution M3 enzyme diastase 3 ml of solution M4 boiled enzyme diastase Iodine solution 100ml 6 test tubes in a test tube rack Specimen X Thoracic vertebrae Test tube holder Means of timing Thermometer Water bath to hold two 100ml beakers simultaneously Two visking tubings each 6cm long and threads to tie their ends Two 100 ml beakers Access to Means of heating Sodium hydroxide solution 10 Copper II sulphate solution 1 Iodine solution Benedict s solutionBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com GATUNDU SOUTH JOINT EXAMINATIONS 2023 231 1 BIOLOGY PAPER 1 Theory 1. The diagram below shows an apparatus used during collection of specimen a Identify the apparatus 1mk b What is the use of the apparatus named above 1 mk 2. Students at Handege secondary school observed that when sodium chloride was poured onto grass the grass dried up. Explain this observation? 2mks 3. Explain why food is stored in an insoluble form in the cells of living things. 2mks 4. A Name the blood vessel that connects arteries to vein."}
{"text": "Explain how blood sugar level is maintained constant in human blood 2mks 15. A During a field trip a plant that had flowers drew the attention of a student. Name the division of the plant. 1mk b Students observed an animal with the following features Dorsoventrally flattened body One pair of legs per segment Poison claws on the head i Name the class to which the animal belongs. 1mk ii State the mode of feeding of the animal 1mk 16. How is mammalian skin adapted for excretion 3mks 17. The paddles of whales and the fins of fish adapt these organisms to aquatic habitats. A Name the evolutionary process that may have given rise to these structures. 1mk b What is the name given to such structures? 1mk 18. A patient with blood group A was involved in a road accident and required urgent blood transfusion. His relatives were invited to donate blood. A Name the compatible blood groups 2 marks b State why other blood groups were not compatible 2 marks 19. A . State two effects of Gibberellins on shoots of plants. 2mks b . Account for loss in dry weight of cotyledons in a germinating bean seed. 1mk . 20. Explain why a pregnant woman excretes less urea compared to a woman who is non pregnant. 2mks 21. Study the reaction below and answer the questions that follow. A What biological processes are represented by A and B? 2mks b Identify the product Y. 1mk c State the bond represented by X. 1mk 22. The oxidation state of a certain food is represented below by a chemical equation. 2C3 H 2O 2N 6O2 NH4 2 CO2 5CO2 5H2 O a Calculate the respiratory quotients RQ of the food substance. 2mks b Identify the food substrate 1mk BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 23. An experiment was set to investigate a certain aspect of response. A seedling was put on a horizontal position as shown in figure M below."}
{"text": "2mks b Identify the food substrate 1mk BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 23. An experiment was set to investigate a certain aspect of response. A seedling was put on a horizontal position as shown in figure M below. After 24 hours, the set up was shown in figure N. a Name the response exhibited by the shoot. 1mk b Explain the curvature of the shoot upwards. 3mks 24. During an accident a victim suffered injuries in the head. After the accident he lost his memory and was passing excessive amount of dilute urine. Suggest the part of the brain that was damaged in relation to: a Memory 1mk b Passing large amounts of dilute urine 1mk 25. Name the tissues whose cells are thickened with; a Cellulose and pectin 1mk b Lignin 1mk 26. State the function of the following structures found in the wall of the trachea. 3mks i Cilia ii Mucus iii Rings of cartilage 27. Name the organelle that would be most abundant in: i White blood cell 1mk ii Salivary glands 1mk 28. The diagram below represents a bone of a mammal a Identify the bone. 1 mark b Name the part marked X. 1 mark c Name the bone that articulates at the part labeled F. 1 mark d State two ways in which the bone is adapted to its function. 2 marks 29. A Under which of the following magnifications would one see a larger part of the specimen X 40 or X 500? Give a reason. 2 marks b State how magnification is worked out in a light microscope 1mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com GATUNDU SUBCOUNTY JOINT EXAMS 231 2 BIOLOGY PAPER 2 1."}
{"text": "1mk ii Suggest an identity of the enzyme used in the experiment 1mk b i Account for the observation made after 30 minutes 3mks ii Suggest a control experiment for the experiment above 1mk c Give TWO ways of increasing the rate of reaction in the visking tubing in order to have results of the experiment in less than 10 minutes 2mk 3. The diagrams shown below are of two organisms associated with human diseases a i Name the vector of parasite labelled P 1mk ii What is the survival advantage of the close association of the male and female of parasite P as shown in the diagram above? 1mk iii List TWO symptoms of the disease caused by P 2mks b i Name the parasite transmitted by the organism labelled Q 1mk ii Explain why only the female of organism Q transmit human diseases 1mk c Small fish can be used to control spread of human disease associated with Q. Explain. 2mks 4. A cross of red flowered plant and white flowerd plant produced plants with pink flowers. Using letter R to represent gene for red colour and W to represent white colour; a work out a cross between f1 plants. 4mks b Give the i Phenotypic ratio of f2 plants 1mk ii Genotypic ratio of f2 plants 1mk BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com c Name a characteristic in human which is controlled by multiple alleles. 1mk d Which is the biological term used to refer to the condition exhibited by f1 plants. 1mk 5. A State one economic importance of the following plants excretory products. 3mks i tannin ii quinine iii Caffeine b State two reasons why animals need elaborate excretyory system. 2mks c Describe how you can test for presence protein in urine. 3mks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com SECTION B 40 Marks Answer question 6 compulsory and either question 7 or 8 6."}
{"text": "2 marks 3. The photographs below are organisms found in a given ecosystem. Study them carefully and answer the questions that follow. BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com a During an ecological study in the ecosystem above ecologists established the biomass of the four organisms in the table below. Match the biomass with the organisms above to complete the table below. 2 marks Biomass Organism photograph 400 Kg 1000 Kg 100 Kg 600 Kg b Construct a possible food chain for the ecosystem above 2 marks c i Using a suitable scale, use the data provided to construct a suitable ecological pyramid for the above ecosystem. 5 marks ii Account for the shape of the pyramid above 2 marks d Give four major adaptations of specimen X that enable it to survive in the above ecosystem . 2 marks CONFIDENTIAL Question 1 - Half a piece of medium sized potato tuber labeled M - A small piece of liver fresh liver tissue 1cm x 1cm i.e 1 4kg for about 50 students - Wooden splint - Hydrogen peroxide about 10ml per student - Means of burning the wooden splint - Scalpel - Two empty boiling tubes per student Question 2 - 20 ml of concentrated salt solution in a beaker labeled Q per student - 20 ml of distilled water in a beaker labeled solution R per student NOTE: All photographs should be colour printedBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com NTIMARU SUB-COUNTY CLUSTER EXAMS 231 1 BIOLOGY PAPER 1 JULY AUGUST 2023 - 2 Hours 1. In a prolonged drought period, forage was scarce. It made animals reach out for higher forage and this way the giraffes got the stretched long necks. A What is the term used for a characteristic such as the long necks outlined? 1mk b What is the name given to the theory that describes the evolution of such structures like the long necks? 1mk c State and explain the limitation of the theory you named in b above. 2mks 2."}
{"text": "Calculate the total magnification of the microscope 2mks 10. Name the disease of the blood characterized by, a Abnormally large number of white blood cells 1mk b Crescent shaped hemoglobin 1mk 11. A State two roles of hydrochloric acid secreted by the stomach wall. 2mks b Name the cells that secrete the above component. 1mk 12. The diagram below shows various types of gene mutations. A Identify the type of gene mutation shown above. 2mks Mutation 1 Mutation 2 b Distinguish between gene and chromosomal mutations 2mks 13. If the ovaries of a woman are removed during the first four months of pregnancy miscarriage is very likely to occur. However if they are removed after the forth month pregnancy can proceed normally. Explain 3mks 14. State two reasons why anaerobic respiration yields less energy than aerobic respiration 2mks 15. State two reasons why fat is not an efficient substrate. 2mks 16. State two reasons why humans are not used as specimens for genetic studies 2mks 17. The diagram below shows two fused bones of a mammal. A Identify the fused bone 1mk b Name the: i Bone that articulates at the point labeled F 1mk ii The hole labeled G 1mk 18. I Define the term predation 1mk ii State three behavioral adaptations displayed by the prey to minimize predation 3mks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 19. A shoot of a seedling exposed to light on one side bends towards the source of light as it grows. A Name the response exhibited by the shoot of the seedling 1mk b Explain how the bending towards the source of light occurs 3mks 20. The diagram below shows the position of an image formed in a defective eye. A Name the defect 1mk b Explain how the defect named in a above can be corrected 2mks 21. State three ways by which plants compensate for lack of ability to move from one place to another."}
{"text": "His dispute is incorrect given that he belongs to blood group A. Explain without using a genetic cross or a punnet square. 2marks b Haemophilia is a sex linked trait in humans caused by a recessive gene located in the X chromosome. A man with normal blood clotting marries a woman who also has normal blood clotting in the event of a cut. On getting offsprings, one of their sons turned out to be a haemophiliac. By the use of letter H for Normal blood clotting, illustrate the outcome of the haemophiliac son using a genetic cross. 4marks c Other than haemophilia state two sex linked traits in human. 2marks 2. A student set up materials in an experiment as shown below. Sugar a State the physiological process being investigated. 1mark b If the experiment set up was left over-night, state observation in the set up A and B. 2marks c Account for the observations in each set up. 3marks d If another experiment C was set such that nothing is placed in the potato cup, state and explain the results that would have been obtained. 2marks 3. The diagram below represents bread mould Rhizopus . Fresh potato Boiled Potato WaterBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com a Identify the part labelled A 1 mark b State the function of parts labelled C. 1mark c List two differences between Class chilopoda and diplopoda. 2marks Class chilopoda Class diplopoda d The diagram below represents a section obtained from a plant. Classify the plant from which the section was obtained under the following: 2marks i Division................................................................................................................................... ii Class ...................................................................................................................................... e Give two reasons for your answer in d ii above. 2marks 4. . The diagram below represents a simple respiratory pathway in cells. A Name the process marked X and Y. 2marks b State two differences between process X and Y. 2marks c State the name of substance B and condition under which it is formed. 2marks d Explain how body size affects the rate of respiration in animals. 2marks 5."}
{"text": "2marks c State the name of substance B and condition under which it is formed. 2marks d Explain how body size affects the rate of respiration in animals. 2marks 5. The diagram below shows structures of the bat wing and human arm. Wing membraneBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com a These structures are thought to have same ancestral origin. State one structural similarity and one adaptational difference between the two. I Structural similarity. 1mark ii Adaptational difference. 2marks b Give two other examples of structures in nature that show the type of evolution as in a above. 2marks c Distinguish between the terms chemical evolution and organic evolution . 2marks d What is the study of fossils? 1mark SECTION B 40 MARKS Answer question 6 compulsory and either 7 or 8 in the spaces provided . 6. The table below how the quantities of sweat and urine vary with external temperature. External Temperature 0 c 0 5 10 15 20 25 30 35 Urine cm3 h 100 90 80 70 60 50 40 30 Sweat cm3 h 5 6 10 15 30 60 120 200 a Using the same grid, draw graphs of quantities of urine and sweat produced against external temperature . 6marks b At what temperature is the amount of sweat and urine produced equal. 1mark c Account for the amount of sweat produced as the temperature rises. 3marks d Explain the observations made on the amount of urine produced as temperature rises. 4marks e Explain how the erector pili muscle help in temperature regulation when it is cold. 4marks f How does Anti diuretic hormone affect the amount of urine produced by a mammal per day. 2marks 7. Explain how various structural features of plants affects the rate of transpiration. 20marks 8. A . Describe what happens in the nervous system of a person who withdraws a finger from very hot object 10marks b . Describe the roles of the following plants hormones in growth and development of plants."}
{"text": "2 mks 18. A Beside venation, state two other external characteristics of leaves that can be used to classify plants. 2mks b How can floral parts be used to classify plants 2mks 19. A What is meant by the term seed dormancy? 1mk b State three causes of seed dormancy. 3mks 20. Explain why; a Mammalian testes are located to hang outside the body. 2mks b Four months after fertilization, ovaries can be removed from a human female, without terminating pregnancy. 2mks 21. State three structural differences between arteries and veins. 3 mks 22. What is the function of the following structure in the human reproductive organ? A Fallopian tubes. 1 mk b Epididymis. 1 mk c Scrotal sac 1mk 23. A State two ideas proposed by Lamarck s in his theory of evolution. 2 mks b Why is Larmark s theory not acceptable? 1 mrk BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.comBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com MUMIAS WEST JOINT EXAMINATION 231 2 BIOLOGY Paper 2 THEORY SECTION A 4OMKS Answer ALL the questions in this section in the spaces provided. 1. The diagram below represents a food web in a terrestrial ecosystem. A Which organism has the highest number of preys l mk b Construct food chains with snakes as tertiary consumers 2mks c State the trophic level occupied by hawks in the food chains constructed in b above lmk d Describe how capture-recapture method can be used in estimating the population of fishes in a lake. 4mks 2. Study the diagram below and answer the questions that follow."}
{"text": "A Which organism has the highest number of preys l mk b Construct food chains with snakes as tertiary consumers 2mks c State the trophic level occupied by hawks in the food chains constructed in b above lmk d Describe how capture-recapture method can be used in estimating the population of fishes in a lake. 4mks 2. Study the diagram below and answer the questions that follow. A Name the part labeled A and B 2marks b State the function of the part labeled C 2marks c How is the part labeled E adapted to its function 2marks d Identify the structure that perform the same function as one illustrated above in 2marks i Amoeba ii Fish BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.comBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 3 a What is multiple allelism? 1mk b A pure breeding black male mouse was mated with a pure breeding brown female mouse. All the offspring had black coat colour. Explain the appearance of black coat colour in the offspring. 1mk i If the black parental mouse was mated with a mouse that is heterozygous for coat colour, work out the genotypic ratio of the offspring. Show your working. 4mks ii State two disorders in human beings that are as a result of chromosomal mutation. 2mks 4. A Explain what happens to excess amino acids in the liver of humans 3mks b Name two parts of human nephron which are only found in the kidney cortex. 2mks c i In what form is carbon ii oxide transported in blood. 1mk ii Explain why it may cause death 2mks 5. The diagram below indicates an organism that grows under shaded places with damp conditions. Study it and answer the questions that follow. A Name the division to which the specimen belongs. 1 mark b Name and state the functions of the parts labelled Q, R and S. 6 marks c Name the two body forms of the organism in its alternation of generation."}
{"text": "2marks . D i Account for the length of hind limb femur between day 3 and day 7. 3 marks ii Day 7 and day 10. 2 marks e State the hormones involved in the growth pattern represented by the graphs. 2 marks f State two advantages for metamorphosis in organisms. 2 marks 7 a Describe the structural adaptations of mammalian heart to its functions 10mks . B Explain the role of osmosis in organisms 10mks 8. Describe the movement of water from the soil up to the leaves and then into the atmosphere. 20 marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com MUMIAS WEST JOINT EXAMS BIOLOGY 231 3 BIOLOGY PRACTICAL i a You are provided with specimen M. Peel off the epicarp. Scoop three spatulas full of the endocarp and place the portion into a clean beaker. Smash the specimen in the beaker using a glass rod. Add 20 ml of distilled water and stir using the glass rod to form solution M. Using the reagents provided carry out a food test to test for the food substance found in solution M. Spare the remaining solution to be used later. Fill the table below. Reducing sugar test Starch test Observation: Observation: Conclusion: Conclusion: 4mks b Movement of food molecules from the digestive system into the blood stream can be investigated using avisking tube. You have been provided with a 6cm visking tube. PROCEDURE : Soak the visking tube in water for afew minutes then open the visking tubing and tightly tie one end such that there should be no leakage. Fill the tubing with 5ml of solution M from the beaker and tie the remaining end. Ensure again there is no leakage. Rinse the outer surface of the visking tubing to remove any traces of the paste; Immerse visking tubing and its contents in distilled water in a boiling tube. Pour into the boiling tube distilled water such that the visking is fully immersed. Leave the set up undisturbed for at least 20 minutes. Carefully remove the visking tubing and its contents from the boiling tube."}
{"text": "Pour into the boiling tube distilled water such that the visking is fully immersed. Leave the set up undisturbed for at least 20 minutes. Carefully remove the visking tubing and its contents from the boiling tube. After 20 minutes carry out afood test again using the sample of water from the boiling tube in which the visking tube had been immersed. Reducing sugar test Starch test Observation: Observation: Conclusion: Conclusion: 4mks c i Why was the visking tube rinsed before the start of the experiment. 1mk ii Explain what has happened in b above at the end of the experiment. 2mks d Name the part of the digestive system that might be represented by the visking tube. 1mk e i Name the blood vessel that transports oxygenated blood from the part named d above to organ R in question 2 below . 1mk ii With reference to the visking tube provided state one observable feature that adapts the part named in d above to its function. 1mk BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com ii You are provided with a photograph of specimen R showing an organ from the body. You are also provided with a piece of specimen R. Study them and answer the questions that follow. SPECIMEN R. a i Name specimen R. 1mk ii label on the photograph the following parts. 3mks Gall bladder Aorta. Inferior venacava b Explain why malfunctioning of R leads impaired sugar regulation. 3mks c Cut specimen R into two equal pieces. Immerse one piece into aboilling tube. Add alittle water and boil it for five minutes. Label one boiling tube A. Label another boiling tube B. Using a pair of forceps remove the piece of R that has been boiled from the boiling tube and put it in the boiling tube labeled A. Take the remaining piece of R that was not boiled and put it into the other boiling tube labeled B. In each of the boiling tubes A and B add 10 ml of hydrogen peroxide respectively."}
{"text": "Using a pair of forceps remove the piece of R that has been boiled from the boiling tube and put it in the boiling tube labeled A. Take the remaining piece of R that was not boiled and put it into the other boiling tube labeled B. In each of the boiling tubes A and B add 10 ml of hydrogen peroxide respectively. I Record your observation A: 1mk B: 1mk ii Account for the observation in A: 2mks B: 1mks iii Which excretory function of specimen R is being investicated. 1mk iv State one disease that can affect specimen R. 1mk iii You are provided with specimens H and K. Observe the specimens keenly. A State two functions of specimen K. 2 marks b Name the division and class to which specimen H belongs. Division 1 mark Reason 1 mark Class 1 mark Reasons 2 marks c State three adaptations of specimen K for maximum photosynthesis. 3marks d Explain two ways in which specimen H is adapted for survival in its habitat. 2 marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com MUMIAS WEST JOINT EXAMS BIOLOGY PRACTICAL CONFIDENTIAL Each candidate will require the following; 1. Empty 100ml 250ml beaker test tube rag 2. Distilled water 3. 4 boiling tubes 4. 10ml measuring cylinder 5. Stopwatch 6. Scalpel 7. Glass rod 8. 50ml plastic beaker 9. Spatula 10. Dropper 11. 4 test tubes 12. Specimen R - Asmall piece of liver 13. Specimen H - complete grass 14. Specimen K - Bipinnate leaf 15. Specimen M - Half portion of ripe banana 16. 8cm visking tube 17. 2 pieces of thread 18. Two labels Access to: a Source of heat b Benedict s solution c Iodine solution NOTE: THE PHOTOGRAPH SHOULD COLOURED EASTERN CLUSTER EVALUATION - 2023 BIOLOGY PAPER 1 TERM 2, 2023 1."}
{"text": "8cm visking tube 17. 2 pieces of thread 18. Two labels Access to: a Source of heat b Benedict s solution c Iodine solution NOTE: THE PHOTOGRAPH SHOULD COLOURED EASTERN CLUSTER EVALUATION - 2023 BIOLOGY PAPER 1 TERM 2, 2023 1. State the name given to the study of: a Fish 1 mark b Cell 1 mark 2. Student classified a lion as follows: Kingdom : Animalia Phylun: Mammals Specific name: Panthera leo Identify three mistakes in her work. 3 marks 3. State why it is important for plants to lose water into the atmosphere. 3 marks 4. A Name the disease that causes: i Thickening and hardening of arteries 1 mark ii Formation of clot in blood vessels 1 mark b In a certain person, blood took a long time to clot after a cut. What vitamin deficiency was the person likely to have been suffering from? 1 mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 5. A Name the causative agents of the following diseases. I Pulmonary tuberculosis 1 mark ii Whooping cough 1 mark b In an experiment to analyse a sample of air, a J tube was used to find out the amount of carbon IV oxide and oxygen in the sample. The length of the sample air in J- tube was 8cm and after mixing it with some sodium hydroxide solution for some minutes, the length was reduced to 7.6cm. When pyrogallic acid was also made to mix with the sample of air for some minutes, the length reduced further to 6.6cm. A What was the percentage of: i Oxygen in the air sample? Show your working 2 marks ii Carbon IV oxide in the air sample? Show your working 2 marks b What was the role of: i Sodium hydroxide solution 1 mark ii Pyrogallic acid 1 mark . 6. A Use the data given to answer the questions that follow. Organism Number Lion 10 Grass 1000 Antelope 200 i Construct a possible food chain."}
{"text": "6. A Use the data given to answer the questions that follow. Organism Number Lion 10 Grass 1000 Antelope 200 i Construct a possible food chain. 1 mark ii Construct a pyramid of numbers from the given data. 2marks b What is the role of the following bacteria in the nitrogen cycle? I Nitrobacteria 1 mark ii Clostridium 1 mark iii Thiobacillus denitrificans 1 mark 7. It was observed that when maggots are exposed to light, they move to dark areas. On the other hand, chlamydomonas and spirogyra move towards light. A Name the type of response shown by the organisms. 1 mark b Give one advantage of the response shown by chlamydomonas and spirogyra. 1 mark c Shoot tips are observed to bend towards light coming from one direction. I Name the type of response. 1 mark ii Explain how this response occurs. 4 marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 8. A State two factors that cause seed dormancy. 2 marks b What is the role of the following hormones in insect metamorphosis? 2 marks i Juvenile hormone ii Ecdysome 9. A Name any two salivary glands. 2 marks . B Name two digestive enzymes secreted in their inactive form. 2 marks 10. Draw a trifoliate dicotyledonous leaf that has serrated margin and rounded tip apex. 3 marks 11. Two normal parents gave birth to a son later in his years they found out that he always picked up a red jersey when going to school yet the school uniform was a green jersey. They tried to explain to the boy the mistake but the boy could not understand. I Identify the generic disorder the boy was suffering from. 1 mark ii The possible genotype of the parents. 2 marks iii Using a genetic cross determine the boy s genotype. 4marks 12. The figure below illustrates two cells obtained from two different organisms."}
{"text": "2 marks iii Using a genetic cross determine the boy s genotype. 4marks 12. The figure below illustrates two cells obtained from two different organisms. A Give the name used to: i Cell J 1 mark Reason: 1 mark ii Cell R: 1 mark Reason: 1 mark b State the function of the following parts of a microscope i Mirror 1 mark ii Condenser 1 mark iii Stage 1 mark 13. A i What is respiratory quotient. 1 mark ii State its importance. 2 marks b State two factors affecting the rate of respiration. 2 marks 14. State three methods of fossil formation. 3 marks 15. A Name two types of involuntary muscles in mammals. 2 marks b Differentiate between a tendon and ligament. 1 mark c Name two types of synovial joint. 2 marks 16. Explain why: a Four months after fertilization, ovaries can be removed from human female without terminating pregnancy. 2 marks b The chances of fertilization are higher in organisms having internal fertilization. 2 marks 17. List three symptoms of diabetes mellitus. 3 marks 18. State three ways in which osmosis is significant to plants. 3 marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com EASTERN CLUSTER EVALUATION - 2023 231 2 BIOLOGY PAPER 2 THEORY SECTION A. 1. A What is accommodation? 1mk b Describe the sequence of events that occur in the eye for one to be able to see clearly i a distant object 4mks ii if one moved from a dim lit room to bright light. 3mks 2. The following are short messages sms on cell phone communication between Mrs. Mkenzie and her husband. They can be used as analogies of gene mutation Intentended message Actual message 1. I want a drive I want a driver 2."}
{"text": "Mkenzie and her husband. They can be used as analogies of gene mutation Intentended message Actual message 1. I want a drive I want a driver 2. Yesterday was my shopping day Yesterday was my hopping day 3 My skirt was stolen My shirt was stolen 4 Tomorrow I will be visiting my team Tomorrow I will be visiting my mate a For each of these messages identify the type of gene mutation illustrated 4mks b State one example of chromosomal mutation that lead to i Change in chromosome structure 1mk ii Change in chromosomal number 1mk c Explain why genetic counseling is termed as one practical application of genetics 2mks 3. A What is active transport? 1mk b State three factors that increase the rate of active transport. 3mks c Give four roles of active transport in living organisms. 4mks 4. Three tubes each containing 1ml saliva and 1ml water were incubated in water baths at different temperatures as shown in the diagram below for 30 minutes. Another one tube containing 1ml starch solution was incubated for the same length of time in each water bath. The contents of the two tubes in each water bath was then mixed and incubated for further 30 minutes. The content of each tube was then tested for starch using iodine solution. A What was the aim of the experiment? 1 mark b Why was it necessary to incubate the tubes for 30 minutes before mixing their contents? 1 mark c State the colour changes you would expect to observe after adding iodine solution. 3 marks d Account for the expected observations. 3 marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 5. Below is a diagram of a sperm cell. A Identify parts labeled X and Y. 2 marks b Explain how parts W and Z adapt the cell to its function. 4 marks c Using letter P identify or label on the diagram the part of the cell rich in DNA. 1 mark d State the function of part X. 1 mark 6. An experiment was carried out whereby three healthy rats were fed on equal amounts of glucose. After half an hour, the glucose concentration per ml."}
{"text": "1 mark 6. An experiment was carried out whereby three healthy rats were fed on equal amounts of glucose. After half an hour, the glucose concentration per ml. Of blood was measured at 15 minutes intervals for three hours. The following results were obtained. 0 min 15 min 30 min 45 min 60 min 75 min 90 min A 0.800 0.774 0.715 0.680 0.650 0.595 0.555 B 0.745 0.695 0.695 0.660 0.635 0.600 0.545 C 0.795 0.695 0.665 0.635 0.590 0.550 0.495 Mean 0.780 0.72 0.691 - 0.625 - 0.532 a i Calculate the mean concentration of glucose in mg per ml of blood at 45 and 75 minutes. Record your answer on the table. 2 marks ii On the graph paper provided, plot a graph of the mean glucose concentration against time. 6 marks iii What was the mean glucose concentration in the blood after 37.5 minutes? 1 mark iv Give a reason why it was necessary to use three rats in the experiment instead of one. 1 mark v Why was the initial concentration of glucose in the rats not the same? 2 marks vi Account for the difference in mean glucose concentration during the period. 3 marks b Give two reasons why glucose is the main respiratory substrate. 2 marks c Give three ways in which glucose is assimilated in the body. 3 marks 7. A What assumption are made when using the captured recapture method in estimating population of animals. 5 marks b Describe how you would use the capture recapture method to estimate the population of fish in the school pond. 13 marks c State two other methods of estimating population. 2 marks 8. Describe the role of the liver in homeostasis. 20mks Glucose conc."}
{"text": "2 marks 8. Describe the role of the liver in homeostasis. 20mks Glucose conc. Mg ml RatsBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com EASTERN CLUSTER EVALUATION - 2023 231 3 BIOLOGY PAPER 2 PRACTICAL 1. Cut 2 pieces of specimen Q provided; each 4 cm long. Split each half-way at the center cut about 2 cm as shown below on the diagram. You are provided with 2 petri dish S and T. Place one piece on petri dish S, the other on Petri dish T. To S, add distilled water, and T add 25 sucrose solution. Leave the set-up for 15 minutes. Record observation on the table below 2mks Petri-dish Observation S T i Explain the observation in S , T 4mks ii Feel both Q in S and T between 2 fingers and record observations. 2mks iii Explain the significance of the conditions in S to flowering plants. 2mks iv Explain what would happen to red blood cells when placed to 23 sucrose solution. 2mks 2. A student collected a number of organisms as shown below. She constructed a dichotomous key as shown below 4cm 2 cm K7 K8BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com Dichotomous key: 1. A Organism with limbs . Go to 2 b Organism without limbs ... go to 3 2. A Organism with three pairs of limbs .. go to 4 b Organism with more than three pairs of limbs go to 5 3. A Organism with calcareous shell Mollusca b Organism with horny scales on body ...Ophidia 4. A Organism with wings .Diptera b Organism without wings . .Isoptera 5. A Organism with four pairs of limbs . Go to 6 b Organism with more than four pairs of limbs .. go to 7 6."}
{"text": "1mk Significance of this condition 1mk d Account for differences in length of R and S. 1mk e Name the response shown by seedling Q and explain how it occurs Response: 1mk Explain 2mks f State the type of germination 1mk Reason 1mk EASTERN CLUSTER EXAMS BIOLOGY 231 3 CONFIDENTIAL 1. 2 pieces of 4cm long stalk of young bidens pilosa or Tradescantia or zebrina. Means of labelling 2 3 empty petri dishes Distilled water 25 sucrose solutionBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com BOKAKE EXAMINATION 231 1 BIOLOGY PAPER 1 THEORY 1. Name the reagent used for testing presence of 3 marks a Starch b Reducing sugars c Vitamin c 2. State the processes which occur in each of the following organelles. 2 marks a Chloroplast b Mitochondrion c Ribosomes 3. A student observed a specimen through a light microscope. He used the objective lens marked X40.If he indicated the magnification of the image as x 400, what was the eye - piece magnification? Show your working . 3 marks 4. State the function of the following in mammalian trachea. 3 marks a Rings of cartilage b Mucus c Cilia 5. A What do you understand by the term biological control? 1 mark b Explain why all the energy produced by producers does not flow to the tertiary consumers. 2marks 6. Name any three forces that maintain the transpiration stream 3 marks 7. Give the form in which the following gases are transported in blood. 3 marks a Oxygen b Carbon IV oxide. C Carbon II oxide 8. A Name the main group of organisms which comprise the Kingdom Monera. 1mark b State any three ways in which the organisms named in 8 a above affect human lives."}
{"text": "C Carbon II oxide 8. A Name the main group of organisms which comprise the Kingdom Monera. 1mark b State any three ways in which the organisms named in 8 a above affect human lives. 3marks c State the main characteristics of Monera which distinguish it from all other kingdoms. 1 mark 9. Seed germination is affected by certain plant growth regulators. Describe two actions of gibberellins during seed germination 2marks 10. Why is it necessary for an athlete to breathe heavily after running? 2 marks 11. State ways in which the following diseases can be prevented a Typhoid 2 marks b Malaria 2 marks 12. A person fell from the third floor of a storey building and had part of his brain damaged indicate the part of the brain damaged if the person suffers from the following 4marks i Loss of memory and speech ii Inability to regulate body temperature iii Irregular heartbeat and breathing iv Inability to maintain proper body balance and posture 13. A Name the main product of the dark stage of photosynthesis. 1mark b What is the role of chlorophyll during photosynthesis 2mark 14. Name three mechanisms that prevent self-pollination in flowers that have both male and female parts. 3 marks 15. State three applications of anaerobic respiration. 3 marks 16. What is the significance of highly folded inner membrane of a mitochondrion? 2 marks 17. Why is it necessary for blood from the gut to pass through the liver before joining general circulation? 2 marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 18. A person s urine tested positive for reducing sugars. A Name the type of sugar present in the urine. 1mark b Name the gland and the hormone which failed to control the above condition. 2marks Gland Hormone c Which disease was the person suffering from? 1mark 19. State two roles played by the process of reproduction. 2marks 20. A Name the genetic disorder in humans that is characterized by inability of blood to clot 1mark .."}
{"text": "State two roles played by the process of reproduction. 2marks 20. A Name the genetic disorder in humans that is characterized by inability of blood to clot 1mark .. b A female human was found to have an extra sex chromosome in her cells. I Give the total number of chromosome in the male individuals cells 1mark ii Explain the possible causes of this condition 2marks iii State two physical characteristics observed in the male individual with such a condition 2marks 21. A State ways in which molars are adapted to their functions. 2marks 22. A Explain why fossil records as evidence of organic evolution are usually incomplete 3 marks b Name the evidence of organic evolution exhibited by occurrence of similar amino acid molecules in a range of organisms 1mark 23. The diagrams below represent germination of a certain seed a Name the type of germination exhibited by the seedling above 1mark b Name the region labeled x 1mark c Explain how the part labeled x of the seedling straightens after exposure to sunlight. 3marks 24. State any one characteristic common to all living organism? 1mark 25. A State one event that occurs in prophase of meiosis I which does not occur in prophase of mitosis. 1 mark b What are the results of the above phenomena? 2 marks 26. Explain why growing grass die a few days when salt is sprinkled on it. 3marks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com BOKAKE JOINT EXAMS 231 2 BIOLOGY PAPER 2 THEORY END OF TERM 2, 2023 SECTION A 40 MARKS 1. The diagram below illustrates circulation in certain organs of the mammalian body. A Identify the blood vessels represented by A, B and C. 3mks b Explain why blood from the small intestines goes to the liver before it goes to any other organ of the body. 2mks c Compare the blood in vessels B and C 1mk B - C - d Outline how a glucose molecule in vessel A finally reaches the heart. 2mks 2. The diagram below represents a section through a human tooth."}
{"text": "3mks b Use information from the table to predict the concentration of a sucrose solution isotonic to the cells in the tulip stem. 1mk c i Give the term which would be used to describe the cells in the tulip stem after immersion in a solution with a sucrose concentration of 0.7 moles per litre. 1mk ii Draw the appearance of a cell from the tulip stem after immersion in a solution with a sucrose concentration of 0.7 moles per litre. 2mks d State one role of the process being investigated in plants 1mk 5. A How many sex chromosomes are there in each human somatic body cell. 1mk b What is meant by the term sex-linkage? 1mk c Haemophilia is due to a recessive gene. The gene is sex linked and located on the X chrosome. In a family where both parents were normal, one of the sons was haemophiliac. I Using letter H for normal blood clotting gene, work out the genotype of the children. 4mks ii What is the probability of a child born by this couple being a boy and haemophiliac. 4mks d Explain why haemophilia is more common in males than in females. 1mk BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com SECTION B 40MARKS Answer questions 6 compulsory and either question 7 or 8: 6. The mean dry weight in milligrams of germinating barley grains was worked out for whole grain, endosperm and the embryo. The means were determined at two day intervals for twelve days. The results are shown in the table below; Time in days Dry weight of whole grain mg Dry weight of endosperm mg Dry weight of embryo Mg 0 49 45 6 2 46 42 6 4 44 35 9 6 42 24 17 8 40 12 25 10 41 8 32 12 45 8 40 a Using the same axes, draw graphs for dry weight of endosperm, embryo and the total dry weight against time."}
{"text": "The mean dry weight in milligrams of germinating barley grains was worked out for whole grain, endosperm and the embryo. The means were determined at two day intervals for twelve days. The results are shown in the table below; Time in days Dry weight of whole grain mg Dry weight of endosperm mg Dry weight of embryo Mg 0 49 45 6 2 46 42 6 4 44 35 9 6 42 24 17 8 40 12 25 10 41 8 32 12 45 8 40 a Using the same axes, draw graphs for dry weight of endosperm, embryo and the total dry weight against time. 7mks b What was the average dry weight of the embryo on day 9? 1mk c Account for the dry weight of; i Endosperm from day 0 to 12. 4mks ii Whole grain from day 0 to 12. 4mks d Other than water which other factors are necessary for germination. 2mks e Name the two types of germination. 2mks 7. A Describe the mechanism of opening and closing of the stomata using the following theories. 12mks a Photosynthetic theory. B Starch sugar inter-conversion theory. C The potassium ion theory. B Explain how respiratory surfaces in animals are adapted to their functions. 8mks 8. A Define pollution. 2mks b Describe water pollution under the following:- i Causes. 6mks ii Effects of pollutants on plants and animals. 6mks iii Methods of controlling pollution. 6mks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com BOKAKE EXAMINATON 231 3 BIOLOGY PAPER 3 PRACTICAL 1. You are provided with solution M, Dilute Hydrochloric acid ,DCPIP, Benedict s solution, 1 copper II Sulphate solution and 10 sodium hydroxide solution. Add 2m1 of hydrochloric acid to solution M and Shake."}
{"text": "6mks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com BOKAKE EXAMINATON 231 3 BIOLOGY PAPER 3 PRACTICAL 1. You are provided with solution M, Dilute Hydrochloric acid ,DCPIP, Benedict s solution, 1 copper II Sulphate solution and 10 sodium hydroxide solution. Add 2m1 of hydrochloric acid to solution M and Shake. Filter the mixture using the filter paper and filter funnel into a boiling tube provided. Wash the residue from the filter paper into a beaker. Using the reagents provided carry out food tests on the residue and filtrate. 15 marks a Residue Food substance being tested for Procedure Observation Conclusion REDUCING SUGARS VITAMIN C PROTEINS b Filtrate Food substance being tested for Procedure Observation Conclusion REDUCING SUGARS VITAMIN C PROTEINS c Account for the observation in a and b above. 2mks d The physiological process demonstrated above occurs in all living things. Name two important processes in animals that depend on it. 2mks 2. You are provided with specimen R and S a i Give a reason why both R and S are fruits. 1mk ii Why is R also reffered to as a seed? 1mk iii Tabulate any two differences between specimen R and S 2mks Specimen R Specimen S b Using a blade provided; carefully make transverse section of specimen S. i Make a labelled diagram of the cut section. Label any three parts. 4mks ii Name the type of placentation in S .Reason 2mks iii What is the likely agent of dispersal of S? Reason 2mkBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 3. The photograph below is of mammalian organ a i. Name the basic functional units of the organ. 1mk ii State any function of the organ above. 1mk b Name the parts labelled- A, B C 3mks c How is the blood vessel E adapted its function."}
{"text": "A What is sex linkage? 1mark b Name two sex linked traits in Y chromosome in humans 2marks 10. A Explain why Lamarck s theory of evolution is not accepted in modern science 2marks b Give two examples of natural selection in action 2marks 11. Below is a diagram of an organelle that is involved in aerobic respiration a Name the organelle 1mark b Identify the parts labeled A and B 2marks c What is the purpose of in- folding in part labeled D 1mark d Give the mechanical compound which is formed in the organelle and forms the immediate source of energy 1 mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.comBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 12 i Suggest the significance of the following adaptations in bony fish; Flexible vertebral column 1mark Presence of a swim bladder 1mark ii State two features which reduce resistance in fish during swimming 2marks 13. In an experiment on respiration, a mouse was observed to have inhaled 200cm 3 of oxygen and exhaled 199.75 cm 3 of carbon IV oxide in ten minutes. I Calculate the respiratory quotient for the activity in the experiment 2marks II Suggest the food substrate that was broken down 1mark 14. A Explain why malaria cannot be transmitted through blood transfusion 2marks b Explain the significance of the following with respect to ecosystem Decomposers 1mark Predators 1mark 15. State three ways in which seed dormancy benefits a plant 3marks 16. A Explain why maize stalks do not undergo secondary growth yet they increase in girth 3marks b State two characteristics of meristem tic cells 2marks 17. I Explain why two species cannot occupy the same niche 2marks Ii Name the bacteria found in root nodules of leguminous plant 1mark 18. A What are the roles of testes in the mammalian reproductive system? 2marks b Explain why female frogs produce large number of eggs 2marks 19."}
{"text": "I Explain why two species cannot occupy the same niche 2marks Ii Name the bacteria found in root nodules of leguminous plant 1mark 18. A What are the roles of testes in the mammalian reproductive system? 2marks b Explain why female frogs produce large number of eggs 2marks 19. A Differentiate between gaseous exchange and respiration 2marks b State two characteristics of a respiratory surface 2marks 20. Study the diagram below and the answer questions below i Name compound X 1mark ii State the role played by compound X in small intestine 1mark ii Other than trypsin, name two other enzymes produced in precursor form 2marks iii State the role played by compound X in the stomach 1mark 21. Name the organelle that perform each of the following Protein synthesis 1mark Transport of cell secretions 1mark 22. Name the type of muscle found in human heart 1mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com KIHARU KAHURO 231 1 BIOLOGY PAPER 2 SECTION A 1. In an experiment to investigate the rate of reaction indicated by the equation. C12 H22 O11 C6 H12 O6 C6 H12 O6 Sucrose fructose glucose It was found out that for products fructose and glucose to form, substance K was needed. Temperature was maintained at 37oC , when substance L was added , the reaction slowed and then stopped. A Suggest the identity of the substances K and l 2marks b Other than temperature, state three factors that increase the rate of reaction 3marks c Explain how substance L slowed the rate of reaction 2mks d What type of reaction is represented by the equation 1mark 2. A Study the diagram below that represents a plant in division Bryophyta i Name the parts Labeled Q and R 2 marks ii State two functions of part T 2marks b During a practical activity , form three students of Bahati secondary collected a specimen whose drawing is shown below during a class activity . State the phylum and class , that the organism belongs giving a reason for each case based on observable features only ."}
{"text": "A Suggest the identity of the substances K and l 2marks b Other than temperature, state three factors that increase the rate of reaction 3marks c Explain how substance L slowed the rate of reaction 2mks d What type of reaction is represented by the equation 1mark 2. A Study the diagram below that represents a plant in division Bryophyta i Name the parts Labeled Q and R 2 marks ii State two functions of part T 2marks b During a practical activity , form three students of Bahati secondary collected a specimen whose drawing is shown below during a class activity . State the phylum and class , that the organism belongs giving a reason for each case based on observable features only . Phylum 1mark Reason 1mark Class 1mark Reason 1mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 3. The diagram represents a set up to investigate the conditions necessary for seed germination . The set up was left or 7 days ii What conditions were being investigated in the experiment? 2marks iii Account for the for the expected results in each set up after 7 days A 2marks B 2marks C 2marks 4. The diagram below illustrates circulation in certain organs of the mammalian body . A Identify the blood vessels represented by: A, B C 3marks b Explain why blood from the small intestines goes to the liver before it goes to any other organ of the body. 2marks c Compare the blood in vessel B and C 1mark d Outline how a glucose molecule in vessel A finally reaches the heart. 2marks 5. Haemophilia is a sex linked characteristics caused by a recessive gene carried on the X chromosome. A carrier woman marries a normal man. Use letter H to represent the dominant gene a Work out the phenotypes of F1 generation show your working 5marks b What is the probability of couple getting b a hemophiliac son?"}
{"text": "1mark ii Which process in the body is illustrated above? 1mark iii State the part of the body where the above process takes place. 1mark iv State two functions of substance B in the body. 2marks v Name two diseases of the circulatory system caused by excess cholesterol in the food. 2marks b The photograph below an the plants adopted to difficult habitats. Examine them. I Which of the plants are adapted to arid conditions. 2marks ii Give three observable features that enable the plant you have stated in a i above to survive in the arid regions. 3marks iii State three other adaptive feature not observable in the diagram in the photograph of the plants you state in a i above. 3marks iv Give the term used for plants that are adapted to arid and semi-arid conditions. 1mark Q3. You are provided with an actual specimen labeled D. Study it and answer the questions that follows: a State the class from which specimen D was obtained and give two reasons for you answer. Class. 1mark Reason. 1mark b State two observable features that adopt specimen D for gaseous exchange. 2marks c Account for the following features of the specimen D. i Extensive network of veins. 1mark ii Tough leaf blade. 1mark ii Strong and extended petiole. 1mark BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com d Explain why the following procedures would be necessary during the preparation of sections for observation. I Putting the sections in water on a Petridis. 1mark ii Using a sharp scalpel razor blade. 1mar iii Cutting very thin sections. 1mark KIHARU KAHURO BIOLOGY PP3 CONFIDENTIAL, TERM 2 2023 A Specimens i Specimen H Mature orange fruit ii Specimen D Kale sukumawiki leaf with petiole OTHERS 1. Six test tubes per student 2. Scapel Razor blade 3. White tile 4. Droppers 6. Source of heat B Chemical and Reagents 1. DCIPIP 2."}
{"text": "Droppers 6. Source of heat B Chemical and Reagents 1. DCIPIP 2. Iodine solution 3. Benedict s solution 4. About 3cm3 of substance B Olive oil 5. About 20cm2 NaHCO3BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com LUGARI CONSTITUENCY -MOCK 1 231 1 BIOLOGY PAPER 1 JULY AUGUST 2023 1. Study the diagram below showing a portion of an onion epidermis that had been irrigated with a certain solution X. a In one word describe the condition of the cells 1mk b Describe the process that lead to the condition named above. 3mks 2. The following reaction may proceed in forward or backward direction Glucose fructose sucrose water. A What term is used to refer to the backward reaction. 1mk b In which part of alimentary canal does the backward reaction occur? 1mk c Name the enzyme that catalyzes the backward reaction. 1mk 3. The diagram shown below represents a nucleus a State the role of the organelle labelled Q 1mk b Name a Kingdom whose members lack structure labelled P 1mk c Which is the general term given to organisms whose cells have structure P? 1mk 4. After fertilization of an ovule, which parts develops into: - a Testa 1mks b Endosperm 1mk 5 a Explain two roles of diffusion in human beings. 2mks B i Name the process through which a plant takes up some mineral ions against a concentration gradient. 1mk ii State two factors that may affect the process named in b i above. 2mks c Distinguish between haemolysis and plasmolysis. 1mk 6. An insect landed on a leaf of an insectivorous plant. Consequently, the leaf closed with its spines interlocking trapping the insect inside it. Name the response exhibited by the leaf. 1mk p QBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 7. The figure below represents a plant."}
{"text": "Name the response exhibited by the leaf. 1mk p QBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 7. The figure below represents a plant. A State the division it belongs to. 1mk b Label the parts labeled a b 2mk c State the role of part labeled d in the life cycle of the organism. 1mk 8. State any two adaptations of the cardiac muscle that enable it to undergo systole. 2mks 9. A Why are carbohydrates and not lipids the first choice respiratory substrates? 2mks b 2C57H110O6 163O2 114CO2 110H2O Energy. Calculate the RQ from the equation in c above. 2mks 10. Below is a diagram of a group of cells of a specific tissue. I Name the tissue 1mk ii This tissue lines the trachea and bronchi. Suggest its function in these structures. 1mk 11. Study the flow chart below which represents a physiological process in mammals A i Name blood components represented by X. 1mk ii What is the significance of product represented by Z. 2mks b Under what condition is thrombokinase released by the platelets? 1mk 12 a Explain what happens to excess amino acids in the liver of humans. 3mks b Which portions of the human nephron are only found in the cortex? 1mks BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.comBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 13. A potted plant is transferred from outside on a sunny and windy day, to a dark room. A Briefly explain the effect this is likely to have on: i The rate of loss of water from its leaves. 3mks ii The rate of water absorption. 2mks 14. Give a reason why urine of a mammal does not contain amino acids. 1mks 15. A In what form is energy stored in muscles? 1mk b State the role of insulin in human body."}
{"text": "Below is a drawing of a cell. A With two reasons, identify the cell. 2mks Identify. ---------------------. Reasons: b Which of the three structure X, Y and Z speeds up transmission of the impulse. 1mk 22. A Name the pigment that protects humans from the negative effect of Ultraviolet lights. 1mk b Explain how sunlight contributes to stronger bones and teeth in human beings 2mks 22. A State two structural differences between skeletal muscles and smooth muscles. 2mks Skeletal muscle Smooth muscle i ii b What are antagonistic muscles? 1mk BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.comBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com 23. Name the substrates for the following enzymes i Carbonic anhydrase . 1mk ii Cholinesterase . 1mk 24. A tilapia fish has a full length of 300mm but measures 200mm from the mouth tip to its anus. Determine the tail power of the fish 2mks 25. State the differences between cones and rods in terms of the following 2mks Feature Cone Rod Visual acuity Photochemical 26. Impulse transmission across a synapse is in one direction. Explain 2mks 27. The diagram shown below represents a section of the vertebral column a Name the part labelled S 1mk b State TWO ways in which part T is important to movement in human beings 2mks 28. Give TWO features that make modern man to be more adaptable to the environment 2mks LUGARI CONSTITUENCY EXAM 231 2 BIOLOGY PAPER 2 THEORY 1. The flow chart below shows a process in a plant and animal cell T SBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com a Why is this process necessary in living organisms 3 marks b i Name the process labelled X 2 marks ii Name the part of the cell where process X occurs 1 marks c Name products A, B 2marks 2. ."}
{"text": "Give TWO features that make modern man to be more adaptable to the environment 2mks LUGARI CONSTITUENCY EXAM 231 2 BIOLOGY PAPER 2 THEORY 1. The flow chart below shows a process in a plant and animal cell T SBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com a Why is this process necessary in living organisms 3 marks b i Name the process labelled X 2 marks ii Name the part of the cell where process X occurs 1 marks c Name products A, B 2marks 2. . A The bar charts show the percentages of a human population with each type of blood group and the percentages of a cattle population with and without horns. Which type of variation is shown in each population? 1mark Human: Cattle: b Albinism lack of skin pigmentation in humans is caused by two recessive alleles. A phenotypically normal non-albino couple have three children; the first two are non-albino, the third is an albino. In your answer, use A for the dominant allele and a for the recessive allele. I What are the genotypes of the parents? 1mark ii Is there a possibility that their next child will be an albino? Explain your answer 2 marks iii The albino child eventually marries a non-albino whose father was an albino. What is the probability that their first child will be an albino? Show all working. 4marks 3. The diagram below shows structures of the bat wing and human arm. BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com These structures are thought to have same ancestral origin. A State one structural similarity and one adaptational difference between the two. I Structural similarity. 1 mark ii Adaptation difference. 2 marks b Give two other examples of structures in nature that show the type of evolution as in a above. 2 marks c Distinguish between the terms chemical evolution and organic evolution . 2 marks d What is the study of fossils called? 1 mark 4."}
{"text": "8mks b Account for the shape of the curve of fresh weight between: i 2 10 weeks. 2mks ii 12 16 weeks. 2mks c Suggest why dry weight remains constant after week 14. 2mks d Describe how the dry weight of the maize could have been determined at various times. 3mks e State two advantages and one disadvantage of fresh weight as a measure of growth. 3mks 7. Describe how the leaves of mesophyte are suited to their function 20marks 8. Describe the nitrogen Cycle 20 marks LUGARI CONSTITUENCY JET EXAM BIOLOGY PAPER 3 PRACTICAL 1. You are provided with a specimen labelled J. a With reasons identify the organ of a plant represented by J. 1mk Reasons 2mks b Using observable features only identify the class to which J belongs. Class 1mk Observable features. 1mk BIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com a c In a previous experiment the lower epidermis and the upper epidermis were peel off, the number of stomata was determined using a microscope at high power objective. The results obtained are recorded in the table below. Arrange number of stomata in the field of view Lower epidemis Upper epidermis 30 13 1 Account for the average number of stomata on the upper and lower side of specimen J. Upper epidermis. 3mks Lower epidermis. 3mks 2 You are provided with photographs of: Specimen SI mango fruit Specimen T1 Garden pen pod U S1 TI a Specimen SI was cut longitudinally. The photograph below shows one half S1 b c d v w XBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com i Name the parts labelled a,b,c,d and e 5mks Study the photographs of specimen T1 and name the parts labelled u,v,w,x ,y and z labeled 4mks iii Identify the type of presentation in each fruit."}
{"text": "3mks Lower epidermis. 3mks 2 You are provided with photographs of: Specimen SI mango fruit Specimen T1 Garden pen pod U S1 TI a Specimen SI was cut longitudinally. The photograph below shows one half S1 b c d v w XBIOLOGY PAPER 1, 2 3 www.freekcsepastpapers.com i Name the parts labelled a,b,c,d and e 5mks Study the photographs of specimen T1 and name the parts labelled u,v,w,x ,y and z labeled 4mks iii Identify the type of presentation in each fruit. S1, T1 2mks b Using observable features identify the method of dispersal for each fruit and in each care give reasons for your answer. S1 Method of dispersal 1mk Reasons 3mks T1 Method of dispersal 1mk Reasons 2mks c Name the type of fruits represented by S1 1mk T1 1mk d What is the importance of fruit and seed dispersal. 3mks Q3 You are provided with solution S a Using the reagents provided to carry out the appropriate food tests and complete the table below. 8mks Food substance Procedure Observation Conclusion BIOLOGY PAPER 3 231 3 FORM 4 CONFIDENTIAL Each student should have Specimen J young kales leaf sukuma wiki Solution S - solution S is dilute milk Benedicts solution 10 sodium hydroxide 1 copper sulphate solution 0.1 DCPIP."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education101 11 ENGLISH Paper 1 Functional Skills Nov. 2019 - 2 hours Name Index Number ... aCandidate's Signature .. DateInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date of examination in the spaces provided above. C Answer all the questions in this paper. D All your answers must be written in the spaces provided in the question paper. 0 This paper consists of 8 printed pages. F Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. A Candidates must answer the questions in English. For Examiner's Use OnlyMaximum Candidate's Score ScoreLos 30 Total Score 2019 The Kenya National Examinations Counciltov\"919237 Turn over21. Imagine you have recently transferred to another school. Write letter to your best friend in yourformer school persuading him or her to transfer to your new school. In your letter, give atleastthree reasons why this school is better than your former school. 20 marks Kenya Certificate of Secondary Education, 2019919237 rotKenya Certificate of Secondary Education, 2019919237 tov Turn overKenya Certificate of Secondary Education, 2019919237 tov52. Read the passage below and ill in each blank space with the most appropriate word, 10 marks Regardless of your intelligence and the way you lear, knowing how to concentrate is critical to a . Developed through self-disciplineIt is a habit that time and effort to develop for student's success. Concentration is a consistent success. Athletes havi Surgeons have it; and successful students d .. have it, Concentration can be defined as the process of paying attention or e attention of the tk P onsen hand. The mark of a genius is the g ..the task is fun and exciting. To concentrate on one thing at a time. This is h Wu it becomes more difficult when one is required to read j that is boring or complicated. Adapted from: Bridging the Gap by Brenda D. Smith, Pearson Education Inc. 2008 3."}
{"text": "This is h Wu it becomes more difficult when one is required to read j that is boring or complicated. Adapted from: Bridging the Gap by Brenda D. Smith, Pearson Education Inc. 2008 3. A Study the Poem below, and then answer the questions that follow. A stooped old man and a young manChanced to meet one day. The young one said tothe elderInhis usual braggart way, Why don't you walk up straight like me?That's no way to grow old;sal a form of habit;At least that s what I'm told The old man gave him a knowit And said, My dear young friend,Have you ever examined your wheat field, And noticed the heads that bend?Tfnot, just look them over As harvest time draws nigh;You'll find that the heads that are emptyAre standing tall and high, But the heads that count in the harvestAre filled and bending low, Awaiting the reaper s sickle; Their time is short, they know. And as the young man passed on by,He slowly bowed his head, No doubt he pondered many a day On the things that the old man said,From How to Teach Poetry by Amy Z. Davis and Florence StrattonHeinemann Edu Books, 1984 aKenya Certificate of Secondary Education, 2019919237 tov Turn over 919237 Identify two features of oral songs in this poem, 4 marks Gi Identify any two words that you would stress in the second line ofthe ast stanza. Explain your answer. G marks ii How would you perform the fifth line ofthe first stanza? 2 marks dentify the intonation in the following sentences: marks Didyou do your homework? Gi What a beautiful gist! Gil Get out of sight now. For each of the following words, provide another that is pronounced in the same way. 6 marks Whale i Need Seem Quewe Rain vi PairKenya Certificate of Secondary Education, 2019TOW 919237 Assume that you attended a youth conference on drug abuse. Your principal has asked youto give an oral report during the assembly."}
{"text": "For each of the following words, provide another that is pronounced in the same way. 6 marks Whale i Need Seem Quewe Rain vi PairKenya Certificate of Secondary Education, 2019TOW 919237 Assume that you attended a youth conference on drug abuse. Your principal has asked youto give an oral report during the assembly. How would you use your voice effectively? 6 marks For each ofthe situations below, write what you would say. 9 Would you like to join us for tea? 1 mark ii Thank you for the wonderful gift 1 mark Gi During a group discussion you are not quite sure what someone has just sai. You want to seek clarification. 2 marks Kenya Certificate of Secondary Education, 2019101 Turn over8 iv You did not complete your homework because you were not feeling well lastnight You go to your class teacher to explain, 2 marks THIS IS THE LAST PRINTED PAGE.3 Kenya Certificate of Secondary Education, 2019919237 1011."}
{"text": "NameIndex NumberCandidate s Signature Date.............................121 1MATHEMATICS ALT A Paper 1 Nov. 20162 hoursTHE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary EducationMATHEMATICS ALT A Paper 12Vi hoursInstructions to candidates a Write your name and index number in the spaces provided above. B Sign and write the date of examination in the spaces provided above. C This paper consists of two sections; Section I and Section II. D Answer all the questions in Section I and only five questions from Section II. E Show all the steps in your calculations, giving your answers at each stage in the spaces provided below each question. F Marks may be given for correct working even if the answer is wrong. G Non-programmable silent electronic calculators and KNEC Mathematical tables may be used, except where stated otherwise. H This paper consists of 18 printed pages. I Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing. J Candidates should answer the questions in English. For Examiner s Use Only Section I16TotalSection II2324TotalGrand Total 2016 The Kenya National Examinations Council 121 1916016Turn overfor free past papers visit: www.freekcsepastpapers.com2SECTION I 50 marks 1.Answer all the questions from this section in the spaces provided. Without using a calculator evaluate, -2 5 3 - 9 3 5 -3 x -5 - 2 x 4 3 marks 2.Simplifyp 2 2pq q21 2 T 2 3-p q p q - q 4 marks 3. The external length, width and height of an open rectangular container are 41 cm, 21cm and 15.5 cm respectively. The thickness of the materials making the container is 5 mm. If the container has 8 litres of water, calculate the internal height above the water level. 4 marks 916016Kenya Certificate of Secondary Education, 2016121 1for free past papers visit: www.freekcsepastpapers.com34. The figure below shows a net of a solid measurements are in centimetres .Below is a part of the sketch of the solid whose net is shown above."}
{"text": "If the container has 8 litres of water, calculate the internal height above the water level. 4 marks 916016Kenya Certificate of Secondary Education, 2016121 1for free past papers visit: www.freekcsepastpapers.com34. The figure below shows a net of a solid measurements are in centimetres .Below is a part of the sketch of the solid whose net is shown above. Complete the sketch of the solid, showing the hidden edges with broken lines. 3 marks 916016Kenya Certificate of Secondary Education, 2016121 1Turn overfor free past papers visit: www.freekcsepastpapers.com45. Given that OA 2i 3j and OB 3i 2j, find the magnitude of AB to one decimal place. 3 marks 6. A bus travelling at an average speed of 63 km h left a station at 8:15 a.m. A car later left thesame station at 9:00 a.m. and caught up with the bus at 10:45 a.m. Find the average speed of the car. 3 marks 7.Given that x is an acute angle and cos x - V5 find, without using mathematical tables or a calculator, tan 90 x . 2 marks 916016Kenya Certificate of Secondary Education, 2016121 1for free past papers visit: www.freekcsepastpapers.com8. 3 marks Without using mathematical tables or a calculator, evaluate 273 X281 416 9.A minor arc of a circle subtends an angle of 105 at the centre of the circle. If the radius of the circle is 8.4 cm, find the length of the major arc. Take it . 3 marks 10.The gradient of the tangent to the curve y ax3 bx at the point 1,1 is 5. Calculate the values of a and b. 4 marks 916016Kenya Certificate of Secondary Education, 2016121 1Turn overfor free past papers visit: www.freekcsepastpapers.com611. A line with gradient of 3 passes through the points 3, k and k, 8 ."}
{"text": "Calculate the values of a and b. 4 marks 916016Kenya Certificate of Secondary Education, 2016121 1Turn overfor free past papers visit: www.freekcsepastpapers.com611. A line with gradient of 3 passes through the points 3, k and k, 8 . Find the value of k and hence express the equation of the line in the form ax by c, where a, b and c are constants. 3 marks 12. Points L and M are equidistant from another point K. The bearing of L from K is 330 . The bearing of M from K is 220 .Calculate the bearing of M from L. 3 marks 916016Kenya Certificate of Secondary Education, 2016121 1for free past papers visit: www.freekcsepastpapers.com713. In this question, mathematical tables should not be used. A Kenyan bank buys and sells foreign currencies as shown below:Buying Selling In Kenya Shillings In Kenya Shillings 1 Hong Kong Dollar 9.74 9.771 South African Rand 12.03 12.11A tourist arrived in Kenya with 105 000 Hong Kong Dollars and changed the whole amount to Kenya Shillings. While in Kenya, she spent Sh 403 879 and changed the balance to South African Rands before leaving for South Africa. Calculate the amount in South African Rand, that she received. 3 marks 114.A small cone of height 8 cm is cut off from a bigger cone to leave a frustum of height 16 cm. If the volume of the smaller cone is 160 cm3, find the volume of the frustum. 3 marks w 15. The production of milk, in litres, of 14 cows on a certain day was recorded as follows:22. 26. 15. 19. 20. 16. 27, 15, 19, 22, 21, 20, 22 and 28.Determine: a the mode: 1 mark b the median. 2 marks 916016Kenya Certificate of Secondary Education, 2016121 1Turn overfor free past papers visit: www.freekcsepastpapers.com816."}
{"text": "16. 27, 15, 19, 22, 21, 20, 22 and 28.Determine: a the mode: 1 mark b the median. 2 marks 916016Kenya Certificate of Secondary Education, 2016121 1Turn overfor free past papers visit: www.freekcsepastpapers.com816. Given that Log 4 0.6021 and Log 6 0.7782, without using mathematical tables or acalculator, evaluate log 0.096. 3 marks r \"3Kenya Certificate of Secondary Education, 2016121 1016016for free past papers visit: www.freekcsepastpapers.com9SECTION II 50 marks Answer any five questions from this section in the spaces provided. X 3 117. A Solve the equation------ ------24 x 2 4 marks b The length of a floor of a rectangular hall is 9 m more than its width. The area of the floor is 136 m2. I Calculate the perimeter of the floor. 4 marks ii A rectangular carpet is placed on the floor of the wall leaving an area of 64 m2. If the length of the carpet is twice its width, determine the width of the carpet. 2 marks Kenya Certificate of Secondary Education, 2016121 1916016Turn overfor free past papers visit: www.freekcsepastpapers.com1018. Three business partners: Asha, Nangila and Cherop contributed Ksh 6 000, Ksh 85 000 and Ksh 105 000 respectively. They agreed to put 25 of the profit back into business each year. They also agreed to put aside 40 of the remaining profit to cater for taxes and insurance. The rest of the profit would then be shared among the partners in the ratio of their contributions. At the end of the first year, the business realised a gross profit of Ksh 225 000. A Calculate the amount of money Cherop received more than Asha at the end of the firstyear. 5 marks b Nangila further invested Ksh 25 000 into the business at the beginning of the secondyear."}
{"text": "The rest of the profit would then be shared among the partners in the ratio of their contributions. At the end of the first year, the business realised a gross profit of Ksh 225 000. A Calculate the amount of money Cherop received more than Asha at the end of the firstyear. 5 marks b Nangila further invested Ksh 25 000 into the business at the beginning of the secondyear. Given that the gross profit at the end of the second year increased in the ratio 10:9, calculate Nangila s share of the profit at the end of the second year. 5 marks Kenya Certificate of Secondary Education, 2016121 1916016for free past papers visit: www.freekcsepastpapers.com1119. The frequency table below shows the daily wages paid to casual workers by a certain company. Wages in Shillings100-150150-200200-300300 100400-600No. Of workers240100 a In the grid provided, draw a histogram to represent the above information. 5 marks b i State the class in which the median wage lies. 1 mark ii Draw1 a vertical line, in the histogram, showing where the median wage lies. 1 mark c Using the histogram, determine the number of workers who earn Sh 450 or less per day. 3 marks 916016Kenya Certificate of Secondary Education, 2016121 1Turn overfor free past papers visit: www.freekcsepastpapers.com1220. In the diagram below, the coordinates of points A and B are 1, 6 and 15, 6 respectively. Point N is on OB and that 30N 20B."}
{"text": "6 marks b Juma and Akinyi contributed all the new earnings to buy maize at Ksh 1175 per bag. The maize was then sold at Ksh 1762.50 per bag. The two shared all the money from the sales of the maize in the ratio of their contributions. Calculate the amount that Akinyi got. 4 marks Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com1522. Using a pair of compasses and ruler only, construct: a i triangle ABC in which AB 5 cm, ABAC 30 and AABC 105 . 3 marks ii a circle that passes through the vertices of the triangle ABC. Measure the radius. 3 marks iii the height of triangle ABC with AB as the base. Measure the height. 2 marks b Determine the area of circle that lies outside the triangle correct to 2 decimal places. 2 marks 916016Kenya Certificate of Secondary Education, 2016121 1Turn overfor free past papers visit: www.freekcsepastpapers.com1623. The equation of a curve is y 2x3 3x2. A Find: i the x-intercept of the curve: ii the y-intercept of the curve. B i Determine the stationary points of the curve. Ii For each point in b i above, determine whether it is a maximum or a minimum. C Sketch the curve. Kenya Certificate of Secondary Education, 2016121 1 2 marks 1 mark 3 marks 2 marks 2 marks 916016for free past papers visit: www.freekcsepastpapers.com17Kenya Certificate of Secondary Education, 2016171 1916016for free past papers visit: www.freekcsepastpapers.com b Calculate the mid-ordinates for five strips between x 1 and x 6, and hence use the mid-ordinate rule to approximate the area under the curve between x 1, x 6 and the x - axis. 3 marks c Assuming that the area determined by integration to be the actual area, calculate the percentage error in using the mid-ordinate rule."}
{"text": "The equation of a curve is y 2x3 3x2. A Find: i the x-intercept of the curve: ii the y-intercept of the curve. B i Determine the stationary points of the curve. Ii For each point in b i above, determine whether it is a maximum or a minimum. C Sketch the curve. Kenya Certificate of Secondary Education, 2016121 1 2 marks 1 mark 3 marks 2 marks 2 marks 916016for free past papers visit: www.freekcsepastpapers.com17Kenya Certificate of Secondary Education, 2016171 1916016for free past papers visit: www.freekcsepastpapers.com b Calculate the mid-ordinates for five strips between x 1 and x 6, and hence use the mid-ordinate rule to approximate the area under the curve between x 1, x 6 and the x - axis. 3 marks c Assuming that the area determined by integration to be the actual area, calculate the percentage error in using the mid-ordinate rule. 4 marks THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2016for free past papers visit: www.freekcsepastpapers.com."}
{"text": "K.C.S.E YEAR 2010 PAPER 2SECTION A 30 marks Answer all the questions in this section in the spaces provided1Name the causal agent of anaplasmosis disease in cattle, 1 2 mark 2 List four materials that can be used in constructing a Kenya Top Bar Hive. 2 marks 3 a Name two breeds of dairy cattle that originated from the Channel Islands. 1 mark b Give the distinguishing colour for each of the following breeds of livestock: i chinchilla rabbit; 1 2 mark ii toggenburg goat. 1 2mark 4 State four reasons for castration in pig production. 2 marks 5State four characteristics of roughage livestock feeds. 2 marks 6State two functions of the crop in poultry digestive system. I mark 7State four roles of worker bees in a colony. 2 marks 8Give four reasons for controlling livestock diseases. 2 marks 9 State two control measures for fowl pox disease in poultry.10State one function for each of the following: a shovel; 2. Mark b strip cup. 11 2mark 11Give three reasons for carrying out maintenance practices on a mower 11 2 marks 12 Give three limitations of using solar power on the farm. 1 2 marks 13Why is it important to have a thermostat on a cooling system of a tractor engine? 1 mark 14Give two advantages of using a disc plough over a mouldboard plough in primary cultivation. 1 mark 15Name four tools that are used when laying concrete blocks during construction of a wall. 2 marks 16Why is it necessary to have guard rails in a farrowing pen? 1 mark 17 Give two reasons for having a footbath in a cattle dip. 1 mark 18 Distinguish between the following practices as used in livestock production; a crutching and ringing in sheep management; 2 marks b cropping and harvesting in fish farming. 2 marks 19 Give three ways in which infectious diseases can spread from one livestock to another within a farm. 1Vimarks SECTION B 20 marks Answer all the questions in this section in the spaces provided,20The following illustrations show the behaviour of chicks in a brooder."}
{"text": "11 2mark 11Give three reasons for carrying out maintenance practices on a mower 11 2 marks 12 Give three limitations of using solar power on the farm. 1 2 marks 13Why is it important to have a thermostat on a cooling system of a tractor engine? 1 mark 14Give two advantages of using a disc plough over a mouldboard plough in primary cultivation. 1 mark 15Name four tools that are used when laying concrete blocks during construction of a wall. 2 marks 16Why is it necessary to have guard rails in a farrowing pen? 1 mark 17 Give two reasons for having a footbath in a cattle dip. 1 mark 18 Distinguish between the following practices as used in livestock production; a crutching and ringing in sheep management; 2 marks b cropping and harvesting in fish farming. 2 marks 19 Give three ways in which infectious diseases can spread from one livestock to another within a farm. 1Vimarks SECTION B 20 marks Answer all the questions in this section in the spaces provided,20The following illustrations show the behaviour of chicks in a brooder. Study them carefully andanswer the questions that follow. A Explain the cause of behaviour observed in chiefs for each of the illustrations labeled A, B and C. 3 marks b Give a reason for making the brooder wail round in shape. 1 mark 21 The diagram below shows the reproductive system of a cow. Study it carefully and answer the questions that follow. A Name the parts labelled F and H, b Give two functions of the part labelled G 2 marks . C Give the role of the part labelled J. 2 marks Below are diagrams of internal parasites. Study them carefully and answer the questions that follow. ASource ofSource ofheatLRiC ! CSourceof heatChicks a Identify the parasites labelled K and L. b Name the developmental stage of the parasite labelled K in cattle muscles. 1 2 mark c Outline the procedure of handling a heifer when administering a liquid deworming drug to control theparasites illustrated above. 2 1 2marks 23 Below is a diagram of a farm structure for storing grains."}
{"text": "C Give the role of the part labelled J. 2 marks Below are diagrams of internal parasites. Study them carefully and answer the questions that follow. ASource ofSource ofheatLRiC ! CSourceof heatChicks a Identify the parasites labelled K and L. b Name the developmental stage of the parasite labelled K in cattle muscles. 1 2 mark c Outline the procedure of handling a heifer when administering a liquid deworming drug to control theparasites illustrated above. 2 1 2marks 23 Below is a diagram of a farm structure for storing grains. Study it carefully and answer thequestions thatfollow. A Identify the farm structure illustrated above. B State the function of the part labelled M. 1 2 mark c State two maintenance practices that should be carried out on the farm structure illustrated above inreadiness for grain storage. 1 mark 23. Below is a diagram of a knapsack sprayer. Study it carefully and answer the questionsthat follow. A Name the parts labelled N, P, Q and R. 2 marks b State one function of the part labelled S 1 mark 25. The diagram below illustrates the general shape of a cattle breed. Study it carefullyand answer the questions that follow. A Identify the type of breed illustrated by the above shape 1 2 mark b Give an example of a breed in a above. 1 2 mark c State four physical characteristics of the type of breed identified in a above. 2 marks SECTION C 40 marks Answer any two questions from this section in the spaces provided after question 28.26 a Outline five advantages of artificial insemination in cattle management. 5 marks b Describe ten signs of trypanosomiasis Nagana disease in livestock."}
{"text": "A Name the parts labelled N, P, Q and R. 2 marks b State one function of the part labelled S 1 mark 25.The diagram below illustrates the general shape of a cattle breed. Study it carefullyand answer the questions that follow. A Identify the type of breed illustrated by the above shape 1 2 mark b Give an example of a breed in a above. 1 2 mark c State four physical characteristics of the type of breed identified in a above. 2 marks SECTION C 40 marks Answer any two questions from this section in the spaces provided after question 28.26 a Outline five advantages of artificial insemination in cattle management. 5 marks b Describe ten signs of trypanosomiasis Nagana disease in livestock. 10marks c Explain five functions of water in nutrition. 5marks 27 a State the function of any six parts of a zero grazing unit in dairy farming. 6marks b Explain how the power transmitted from a tractor engine is made available for use on thefarm under the following subheadings: i propeller shaft; 2marks ii power take off P.T.O shaft; 2marks iii hydraulic system. 2marks Head c Explain eight ways in which ticks can be controlled on a livestock farm. 8marks 28 a Describe ten physical characteristics a poultry farmer would use to identify poor layers from aflock of hens. 10marks b i Outline three characteristics of clean milk. 3 marks ii Explain seven factors that affect milk composition in dairy fanning. 7 marks."}
{"text": "They kept animals cattle goats sheep which provided meat milk for food v. They practiced fishing in the Indian Ocean rivers in order to enrich their diet vi. They traded with their neighbours Arabs Akamba in order to obtain what they did not produce vii. They mined salt which was used for domestic purposes viii. They practiced iron working black smithing making weapons tools which they used for defense other purposes ix. They gathered wild fruits honey to supplement their food Any 5 x 2 10 marks Access free revision content at www.freekcsepastpapers.com19. A Give five levels of colonial administration in Kenya. FORM 3 TOPIC 2 ESTABLISHMENT OF COLONIAL RULE IN KENYA i. Village ii. Sub-location iii. Division iv. District v. Province vi. Colony Any 5 x 1 5 marks b Discuss five problems faced by workers during the construction of the Uganda Railway. FORM 3 TOPIC 4 SOCIAL AND ECONOMIC DEVELOPMENTS IN KENYA DURING THE COLONIAL PERIOD i. Rugged expansive terrain along the highlands mountains made the construction take long to complete ii. Delay in the delivery of materials equipment slowed down construction work iii. Harsh adverse climatic conditions across the coastal plains caused many deaths to workers iv. Scarcity of essential supplies food water medicine caused suffering among workers v. Attack by tropical diseases small pox malaria jiggers weakened the workers vi. Attack by wild animals of Tsavo created fear among the workers vii. Hostilities by some African Communities who were against alienation of their land for railway construction viii. Strained huge shortage of labourers Any 5 x 2 10 marks 20. A Give five achievements of the early political associations in Kenya up to 1939. FORM 3 TOPIC 5 POLITICAL DEVELOPMENTS AND THE STRUGGLE FOR INDEPENDENCE IN KENYA i. They aired African grievances to the colonial government ii. They created awareness awakened Africans on their rights iii. They publicized the plight of Africans under British imperialism to the international community iv. They promoted nationalism national unity among African communities v. They fought for the welfare of African workers better wages working conditions vi."}
{"text": "FORM 3 TOPIC 2 ESTABLISHMENT OF COLONIAL RULE IN KENYA i. The British enlisted services of the Wanga agents to administer Western Kenya ii. The Wanga allowed Imperial British East African Company IBEAC to establish a base at Mumias which served as its headquarters iii. The Wanga lost their independence as colonial rule was established iv. Enmity between the Wanga and other Abaluhya sub-tribes as they felt the Wanga were betraying their course Access free revision content at www.freekcsepastpapers.comv. Mumia was declared the paramount chief of the Wanga allowing his influence to extend to Bunyala Gem Ugenya Alego vi. The Wanga warriors became agents of the British colonialism used to subdue the other resisting communities mercenaries vii. The Wanga received material wealth for their collaboration through trade viii. It led to the expansion of the Wanga kingdom as it acquired more territories Samia Busoga Bunyala ix. Acquisition of firearms other exotic commodities which raised the status of King Mumia x. It led to the introduction of Western education religion from the British Any 5 x 2 10 marks SECTION C 30 marks Answer any two questions from this section in the space provided 22. A Five elective positions in a general election in Kenya. FORM 3 TOPIC 8 FORMATION, STRUCTURE AND THE FUNCTIONS OF THE GOVERNMENT OF KENYA i. President ii. Constituency Representative Member of National Assembly iii. Senator iv. Governor v. County Woman Representative vi. Member of County Assembly Any 5 x 1 5 marks b Limitations of parliamentary supremacy in Kenya. FORM 3 TOPIC 8 FORMATION, STRUCTURE AND THE FUNCTIONS OF THE GOVERNMENT OF KENYA i. It may be side stepped when the president declares a state of emergency ii. Its legislative function is bound by international laws treaties conventions agreements ratification of international treaties laws iii. Its legislative authority oversight role may be undermined by a strong Cabinet iv. Legislation by county government may also undermine parliamentary supremacy v. Effectiveness of passing some legislation may be undermined by social cultural practices beliefs of the people vi."}
{"text": "Its legislative authority oversight role may be undermined by a strong Cabinet iv. Legislation by county government may also undermine parliamentary supremacy v. Effectiveness of passing some legislation may be undermined by social cultural practices beliefs of the people vi. It cannot pass laws legislation which contravenes the Constitution of Kenya Any 5 x 2 10 marks Access free revision content at www.freekcsepastpapers.com23. A State three circumstances which may cause the office of the County Governor to become vacant in Kenya. FORM 4 TOPIC 7 DEVOLVED GOVERNMENT i. If the governor dies ii. If the governor is impeached iii. If the governor resigns iv. If the governor is mentally incapacitated becomes insane v. If the County Government is dissolved by the president vi. If he she is convicted of an offence which attracts an imprisonment of at least 12 months vii. Due to gross violation of the constitution viii. If he she ceases to be eligible to be elected a County Governor Bankrupt Any 3 x 1 3 marks b Six functions of the President of the Republic of Kenya. FORM 3 TOPIC 8 FORMATION, STRUCTURE AND THE FUNCTIONS OF THE GOVERNMENT OF KENYA i. He she presides over public national days labour day Madaraka Day Jamhuri Day: where the country s achievements are celebrated ii. He she chairs cabinet meetings where government policies are formulated directs and coordinates he functions of ministers iii. He she addresses opening of each newly elected parliament where he she outlines the government agenda iv. He she participates in law making legislation by signing assenting bills into law v. He she is the head of state government hence represents the country at local international level vi. He she nominates appoints with approval of parliament, senior public officers who assist in governing the country such as Cabinet secretaries Attorney General ambassadors vii. He she confers honors medals to persons who have given distinguishes service to the nation viii. He she exercises the Power of Mercy through pardoning persons convicted of various minor offences ix. He she defends the constitution by ensuring adherence to the rule of law x. He she, once a year gives report address to the nation on the progress state of the nation on achievements in realization of national values xi. He she ensures fulfillment of international obligations treaties by relevant government departments xii."}
{"text": "He she defends the constitution by ensuring adherence to the rule of law x.He she, once a year gives report address to the nation on the progress state of the nation on achievements in realization of national values xi. He she ensures fulfillment of international obligations treaties by relevant government departments xii. He she receives foreign diplomats accredited to the country Access free revision content at www.freekcsepastpapers.comxiii. He she can declare a state of emergency and with the approval of parliament can declare war Any 6 x 2 12 marks 24.a Identify three funds into which the Government of Kenya deposits its revenue. FORM 4 TOPIC 8 PUBLIC REVENUE AND EXPENDITURE IN KENYA i.Consolidated fund ii. Revenue fund iii. Contingencies fund iv. Equalization fund Any 3 x 1 3 marks b Discuss six taxes levied by the National Government of Kenya. FORM 4 TOPIC 8 PUBLIC REVENUE AND EXPENDITURE IN KENYA i.Excise duty which is charged on goods that are locally produced sold within the country ii. Value added tax VAT which is paid to specific goods such as petroleum products sugar electronic equipment iii. Investment revenue which is generated by government bodies parastatals like KPLC Postal Corporation Kenya Railway iv. Trading licenses paid by traders wishing to operate businesses those operating businesses v.Land rates paid by citizens companies as stamp duty rent standing premium on plots land adjudication court case fees vi. Loan interest receipts from government bodies agencies that pay interest on money advanced to them by the exchequer vii. Court fines which are charged on persons found guilty by courts of law viii. Tourism fees which are paid by local foreign tourists as entrance fees into game reserves national parks other tourist attraction sites ix. Domestic borrowing where the government raises revenue through sale of treasury bills bonds x.House rates rent paid for the use hire of government buildings facilities xi. Customs duty which is tax levied on goods imported into the country export xii. Traffic revenue tax levied on traffic related services like driving licenses airport tax road maintenance levy Any 6 x 2 12 marks Access free revision content at www.freekcsepastpapers.com."}
{"text": "1 mark 4 Name one early Christian missionary who worked in Kenya. 1 mark 5 State two characteristics of independent churches in Kenya during the colonial period. 2 marks 6 Identify the constitutional change that increased the number of African members tothe legislative council in Kenya in 1957. 1 mark 7 Identify one Asian who took part in the struggle for independence in Kenya. 1 mark 8 Name one African political party whose leaders attended the 2nd Lancaster HouseConference in 1962. 1 mark 9 Identify two Educational Commissions appointed by the government of independentKenya to review the education system. 2 marks 10 Give the main reason why the government of Kenya introduced the ConstituencyDevelopment Fund CDF . 1 mark 11 State two ways in which the government has promoted the culture of the people ofKenya since independence. 2 marks 12Identify two conditions that one must fulfil in order to register as a voter in Kenya. 2 marks 13Give two special courts in Kenya. 2 marks 14State two duties of the leader of Government Business in parliament in Kenya. 2 marks 15Identify two symbols of national unity in Kenya. 2 marks 16Give two reasons' that can make a registered person to lose citizenship in Kenya, 2 marks 17Give one type of human rights. 1 mark For More Free KCSE past papers visit www.freekcsepastpapers.comSECTION B 45 marks Answer any three questions from this section in the answer booklet provided.18 a Give five reasons which influenced the migration of the Plains Nilotes to Kenyaduring the pre-colonial period. 5 marks b Explain five results of the migration and settlement of the Maasai inKenyaduring the pre-colonial period. 10 marks 19 a Give three reasons why the early visitors came to the Kenyan-coast before 1500 A.D. 3 marks b Explain six factors that contributed to the development of trade between the Kenyancoast and the outside world by 1900. 12 marks 20 a State three socio-economic reasons why Britain colonized Kenya in the 19thCentury. 3 marks b Explain six factors that contributed to the formation of political associations in Kenyabefore 1939. 12 marks 21 a State three ways in which the government of Kenya facilitated the acquisitionof land for Africans after 1963. 3 marks b Explain six challenges facing the agricultural sector in Kenya. 12 marks SECTION C 30 marks Answer any two questions from this section in the answer booklet provided.22 a Give the structure of the provincial administration in Kenya. 5 marks b Describe five functions of the president of the Republic of Kenya. 10 marks 23 a Give three reasons why the constitution is important in Kenya.,. 3 marks b Explain six factors that may undermine the administration of justice inKenya. 12 marks 24 a Identify five stages in the preparation of the national budget. 5 marks b Explain why it is important for the Government to prepare the nationalbudget annually 10 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "A Name the parts labelled A, 5 marks Recon at esoF b State the function ofthe structures labelled E and F. mark F Inthe photograph label the structure where vitamin K is prosuced 1 mark Name the sex of the mammal in the photograph. 1 mark i Givea reason for your answer in 4 i above. U mark The actual length of the dissecting scissors i the photograph is 15 em. Calculate the magnification of the photograph. Marks Gi Calculate the actual length of the mammal from the tip of the nose 10point X on the tail 2 marks 2 You are provided with substances labelled , T, U, X and . ,. T and U are Foodsubstances, while X is 10 sodium hydroxide solution and Y is 1 copper sulphatesolution. Carry out tests to determine the food substance s in ,T and U, 9 marks Foodsubstancebeing testedfor lSubstance Procedure Observations ConclusionobBelow are photographs. SEE SPECIMEN L a SPECIMEN N SPECIMEN Mw SPECIMEN P SPECIMEN QFor more great stuff click or visit:www.changeyourT.comwww.arimifoods.com."}
{"text": "For more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.comfor more free past papers visit www.freekcsepastpapers.com."}
{"text": "2213.23COMPUTER STUDIES 451 3.23.1 Computer Studies Paper 1 451 1 For More Free KCSE Past papers Visit www.freekcsepastpapers.com222For More Free KCSE Past papers Visit www.freekcsepastpapers.com223For More Free KCSE Past papers Visit www.freekcsepastpapers.com224For More Free KCSE Past papers Visit www.freekcsepastpapers.com225For More Free KCSE Past papers Visit www.freekcsepastpapers.com2263.23.2 Computer Studies Paper 2 451 2 For More Free KCSE Past papers Visit www.freekcsepastpapers.com227For More Free KCSE Past papers Visit www.freekcsepastpapers.com228For More Free KCSE Past papers Visit www.freekcsepastpapers.com229For More Free KCSE Past papers Visit www.freekcsepastpapers.com230For More Free KCSE Past papers Visit www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education233 1 CHEMISTRY Paper 1 THEORY Nov. 2019 - 2 hoursName Index Number ... Candidate's Signature Date Instructions to candidates a Write your name and index number in the spaces provided above. Sign and write the dote of examination in the spaces provided above. C Answer all the questions in the spaces provided in the question paper. D KNEC mathematical tables and silent non-programmable electronic caleulators may be used. E All working must be clearly shown where necessary. 9. This paper consists of 16 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. H Candidates should answer the questions in English. For Examiner's Use Only ifil2 slals e 7 s \" 13 14 15 16 a7 ae 19 20 21 22 23 24 25 26 27 28 29 Gana Foe Total 2019 The Kenya National Examinations Council2a919234 Turn over21, Anatom of element A has mass number 39 and 19 protons. 2 Write the electron arrangement ofthe atom. State the period and group to which element A belongs. Group 4 markPeriod mark State whether the element is a metal or a non-metal 0 mark,2. Describe how an increase in concentration increases the rate ofa reaction. Marks 3. The flow chart in Figure 1 represents some stages in the extraction of copper metal Study it andanswer the questions that follow. Crush Fine copper Process Concentratedore powder copper oreRoast in airSolid Cus, Feo Silicon tVv and SO; oxide SlagFigure 1Kenya Certificate of Secondary Education, 2019919234 23 1 a Tent: the copper ore. 0 mark i process B .. so . 4 matk i solid mark Write an equation for the reaction that forms the slag. 0 mark 4."}
{"text": "B Explain six challenges facing local authorities in Kenya. 12marks HISTORY PAPER 2QUESTIONSSECTION A 25 marks Answer all the questions in this section in the answer booklet provided.1Give two archaeological sources of information on History and Government. 2 marks 2Give two reasons that made early human beings to live in groups during theStones Age period. 2 marks 3Identify two ways through which early agriculture spread in Africa."}
{"text": "B Explain six challenges facing local authorities in Kenya. 12marks HISTORY PAPER 2QUESTIONSSECTION A 25 marks Answer all the questions in this section in the answer booklet provided.1Give two archaeological sources of information on History and Government. 2 marks 2Give two reasons that made early human beings to live in groups during theStones Age period. 2 marks 3Identify two ways through which early agriculture spread in Africa. 2 marks 4State two limitations of using animal transport. 2 marks 5Why was silent trade practiced by Trans-Sahara traders? 1 mark 6Identify the main factor that led to the growth of the Ancient town of Meroe. 1mark 7What was the main function of the Council of elders among African societiesduring the pre-colonial period? 1mark 8State two social factors that led to the scramble for colonies in Africa byEuropean powers. 2marks 9Name one African country that was not colonized by the European powers 1mark 10 State two roles played by the African chiefs in British Colonial Administration inNigeria. 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com11 Name the Chartered company that administered Zimbabwe during the process ofcolonization. 1 marks 12 Give the main reason for the formation of the League of Nations in 1919. 1mark 13 Give two economic reasons for the growth of African Nationalism in Ghana. 2 marks 14 Outline two factors that enabled Tanzania to maintain national unity sinceindependence. 2 marks 15 What is veto power as used by the United Nations? 1 mark 16 Name one major political party in the United States on America. 1 mark 17 Name one type of election held for the House of Commons in Britain 1mark SECTION B 45 marks Answer any THREE questions from this section in the answer booklet provided.18 a Give three physical characteristics of the Homo erectus 3marks b Explain six cultural practices of Homo sapiens during the New Stone Age. 3 marks 19 a State three disadvantages of coal as a source of energy 3marks b Explain six effects of the Scientific inventions on industry. 12marks 20 a State three factors that contributed to the development of the TransAtlanticTrade. 3 marks b Explain six negative effects on Trans-Atlancic trade on AfricaCommunities. 12 marks 21 a State three factors that enabled European power to colonize Africa in thelate19th Century. 3 marks b Explain six effects of the partition of Africa on the Africans."}
{"text": "B Explain six challenges facing local authorities in Kenya. 12marks HISTORY PAPER 2QUESTIONSSECTION A 25 marks Answer all the questions in this section in the answer booklet provided.1Give two archaeological sources of information on History and Government. 2 marks 2Give two reasons that made early human beings to live in groups during theStones Age period. 2 marks 3Identify two ways through which early agriculture spread in Africa. 2 marks 4State two limitations of using animal transport. 2 marks 5Why was silent trade practiced by Trans-Sahara traders? 1 mark 6Identify the main factor that led to the growth of the Ancient town of Meroe. 1mark 7What was the main function of the Council of elders among African societiesduring the pre-colonial period? 1mark 8State two social factors that led to the scramble for colonies in Africa byEuropean powers. 2marks 9Name one African country that was not colonized by the European powers 1mark 10 State two roles played by the African chiefs in British Colonial Administration inNigeria. 2 marks For More Free KCSE past papers visit www.freekcsepastpapers.com11 Name the Chartered company that administered Zimbabwe during the process ofcolonization. 1 marks 12 Give the main reason for the formation of the League of Nations in 1919. 1mark 13 Give two economic reasons for the growth of African Nationalism in Ghana. 2 marks 14 Outline two factors that enabled Tanzania to maintain national unity sinceindependence. 2 marks 15 What is veto power as used by the United Nations? 1 mark 16 Name one major political party in the United States on America. 1 mark 17 Name one type of election held for the House of Commons in Britain 1mark SECTION B 45 marks Answer any THREE questions from this section in the answer booklet provided.18 a Give three physical characteristics of the Homo erectus 3marks b Explain six cultural practices of Homo sapiens during the New Stone Age. 3 marks 19 a State three disadvantages of coal as a source of energy 3marks b Explain six effects of the Scientific inventions on industry. 12marks 20 a State three factors that contributed to the development of the TransAtlanticTrade. 3 marks b Explain six negative effects on Trans-Atlancic trade on AfricaCommunities. 12 marks 21 a State three factors that enabled European power to colonize Africa in thelate19th Century. 3 marks b Explain six effects of the partition of Africa on the Africans. 12 marks SECTION C 30 marks Answer TWO questions from these from this section in the answer booklet provided.22 a Give three functions of the Kabaka of Buganda Kingdom during the precolonialPeriod. 3 marks b Describe the political organization of the Shona during the pre-colonialperiod. 12 marks 23 b Identify five ways through which the United Nations UN promotesGood governance in the world. 5 marks b Explain five achievements of the Non-Aligned Movement NAM since itsFor More Free KCSE past papers visit www.freekcsepastpapers.comFormation . 10 marks 24 a State three objectives for the formation of Common Market for Easter and Southern Africa COMESA . 3 marks b Explain six Challenges facing the Common Market for Eastern andSouthernAfrica COMESA . 12 marks For More Free KCSE past papers visit www.freekcsepastpapers.com."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCILKenya Certificate of Secondary Education231 1 BIOLOGY Paper 1Nov. 2019 - 2 hours Candidate's Signature Instructions to candidates a Write your name and index number in the spaces provided above. 6 Sign and write the date of examination in the spaces provided above, c Answer all the questions in this question paper. A All answers must be writen in the spaces provided. E This paper consists of 11 printed pages. F Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. G Candidates should answer the questions in English. A 2 3 4 s 6 7 8 9 40 11 42 23 44 45 16 47 18 19 20 21 22 Grand Total 2019 The Kenya National Examinations Councilaan919291 Turn over2Answer all the questions n the spaces provided,1, Name the characteristic of living organisms illustrated by each of the activities described below: a Dressing heavily 1 mark b Bursting of the sporangium in the Rhizopus sp 1 mark Besides venation, state two other external characteristics of leaves that can be used toclassify plants 2 marks b Explain why the bat is classified as a mammal yeti flies. 2 marks 3. The diagram below illustrates a specialised cell obtained from a certain tissue. Name the cel 1 mark b State two ways in which the cell i structurally adapted to its function. 2 marks Kenya Certificate of Secondary Education, 2019919291 BUI34. In investigating certain physiological process, students set up the apparatus as shown belowand made the observations after 30 minutes as illustrated. Solution F Solution FSoliton E G Sotdtion E GBeginning End Name the physiological process being investigated. 1 mark Account forthe observation made at the end ofthe experiment, B marks State the likely identity of G. 1 mark 5. Explain why significantly increasing the blood pH slows down the rate of selective reabsorption of materials in the kidney tubules G marks 6. A Name the respiratory structure in the amoebe."}
{"text": "Explain each of the following physiological observations: a sportsmen release little, concentrated urine atthe end of a strenuous exercise 3 marks b rabbit has higher oxygen demand than a camel marks 12, While investigating a certain metabotic process in plant, students set up the apparatus as shown below in a classroom and monitored it for 48 hours. Test ube Lime water a Identify the metabotic process under investigation, 0 mark b Account for the observations made in the test tube atthe end of the investigation. 2 marks Kenya Cerificate of Secondary Education, 2019919291 BUI713. A female human being was found to have an extra sex chromosome in her cells. Give the total number of chromosomes in the female individuals cells mark Explain the possible cause ofthis condition. 2 marks State two physical characteristics observed in the female individual with such acondition. 2 marks 14, Explain why fossil records as evidence of organic evolution are usually incomplete. Marks b Name the:moleculesidence of organic evolution exhibited by occurrence of similar amino acid a range of organisms. Mark Kenya Certificate of Secondary Education, 2019919291 211 Turn over15, a Distinguish between guttation and transpiration. Mark b State the significance of transpiration to a plant. 2 marks 16, State two benefits of mutation in living organisms. 2 marks 17. Below are photographs of two dogs. Explain the possible reason forthe difference inthe length oftheir fur. 2 marks Kenya Certificate of Secondary Education, 2019919291 Bu9 \"Name the type of tooth in carnivores mainly used for piercing and killing of preys. 1 mark 19. Below isa diagram of the human digestive system, a Label with on the diagram where enzyme amylase is produced. 2 marks b Besides the digestive role, explain one other function of the part labelled H, 2 marks aTurn overKenya Certificate of Secondary Education, 2019919291 23 11020, State how each of the following features enhance efficient movement of fish in water: a Seale mark b body shape mark 21, Make a diagram ofa simple, bilobed leaf witha serrated margin."}
{"text": "1 mark 19.Below isa diagram of the human digestive system, a Label with on the diagram where enzyme amylase is produced. 2 marks b Besides the digestive role, explain one other function of the part labelled H, 2 marks aTurn overKenya Certificate of Secondary Education, 2019919291 23 11020, State how each of the following features enhance efficient movement of fish in water: a Seale mark b body shape mark 21, Make a diagram ofa simple, bilobed leaf witha serrated margin. Marks 22, The chart below illustrates how respiratory gases ae transported in the human blood. Haemoglobin Gas P Oxyhaemoglobin GasQL Carboxyhaemoglobin Identify gas Q. mark Explain the advantage oxyhaemoglobin has over carboxyhaemoglobin. Marks Kenya Certificate of Secondary Education, 2019919291 23 1 3 marks 24, a Plasmodium vivax and Plasmodium ovale are transmitted by a mosquito. State with areason whether the two organisms can interbreed. Marks Explain the evolutionary basis forthe ever changing drugs for malaria treatment. 2 marks 25, State one characteristic of muscles responsible for each of the following: peristaltic movement 0 mark b movement of limbs 1 mark THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2019919291 2301."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCIL,Kenya Certificate of Secondary Education233 2 CHEMISTRY Paper 2 THEORY Nov. 2019 - 2 hoursName .. Index Number Candidate's Signati Date Instructions to candidates a Write your name and index number in the spaces provided above. 0 Sign and write the date of examination in the spaces provided above, c . Answer allthe questions in the spaces provided. A KNEC mathematical tables and silent non-programmable electronic calculators may be used. 6 All working must be clearly shown where necessary. 0 This paper consists of 15 printed pages. G Candidates should check the question paper to ascertain that all the pages are printed asindicated and that no questions are missing. H Candidates should answer the questions in English For Examiner's Use Only Maximum Candidate'sScore Sore 22nLC nTotal Score 80 Question slolalale nla 2019 The Kenya National Examinations Council23372919252 Turn over 9192822Allkanes are said to be saturated hydrocarbons. What is meant by saturated hydrocarbons. 1 mark Gi Draw the structure ofthe third member of the alkane homologous series andname it. Marks When the alkane, hexane, is heated to high temperature, one of the products is ethene. Write the equation for the reaction. 0 mark Gi Name the process described in b . I mark Study the flow chart in Figure 1 and answer the questions that follow. FDilute sodiumhydroxideDehydration Oxidationee Ethanoic acidPate Warmethanol Figure 1Kenya Certificate of Secondary Education, 20192393 2 9 Weatfy A. i mark State one physical property of B. 0 mark Gi Draw the structure of D. mark Give a reason why D polfutes the environment. 1 marke 0 Write an equation for the formation of F. mark Describe an experiment which can be used to distinguish butene from butanol. 2 marks Kenya Certficare of Secondary Education, 201923 2919252 Turn over42 Zinc occurs mainly as zinc blende. Name one other ore from which zine can beextracted."}
{"text": "Mark Describe an experiment which can be used to distinguish butene from butanol. 2 marks Kenya Certficare of Secondary Education, 201923 2919252 Turn over42 Zinc occurs mainly as zinc blende. Name one other ore from which zine can beextracted. Mary b The flow chart in Figure 2 shows the various stages in the extraction of zine metal, Study it and answer the questions that follow. Zine blende Coke Limestone Motos tea 200 ZnRoasting Bast 1S! Condenser DistillerChamber Fumace tt Slag Molten lead Pure ZineFigure 2 Write an equation forthe reaction which occurs in the roasting chamber. 1 mark ii Describe the process that takes place in the blast furnace. Marks iii Explain why molten lead is added to the condenser. 0 mark Kenya Certificate of Secondary Education, 2019919282 2332 iv State two uses of zine. Q mark Give one reason why the extraction of zinc causes pollution to the environment. 1 mark Explain the observations made when zine metal is added to hot sodium hydroxide. 2 marks Kenya Certificate of Secondary Education, 2019233 2919252 Turn over63. Figure 3 is flow chart that shows the process that occurs in the manufacture ofnitrie V acid,Pr Q air s t airLie seid Figure3 Name substance P,Q, R and S. Pr . 1 mark Q mark R on mark s ses mark b To obtain substance R, ammonia is heated at 900 C in the presence of air and a catalyst The product is then cooled in air. Name the catalyst forthe reaction, 1 mark ii Write the equations forthe two reactions described in b . 2 marks Kenya Cerificate of Secondary Education, 2019919252 2392 9192827 Gi Other than nitre V acid, name another product that is formed. Q mark When ammonia is reacted with ntrie V acid, it produces a nitrogenous fertiliser. Explain why fertilisers play a major role in food production."}
{"text": "Pr . 1 mark Q mark R on mark s ses mark b To obtain substance R, ammonia is heated at 900 C in the presence of air and a catalyst The product is then cooled in air. Name the catalyst forthe reaction, 1 mark ii Write the equations forthe two reactions described in b . 2 marks Kenya Cerificate of Secondary Education, 2019919252 2392 9192827 Gi Other than nitre V acid, name another product that is formed. Q mark When ammonia is reacted with ntrie V acid, it produces a nitrogenous fertiliser. Explain why fertilisers play a major role in food production. 2 marks i State two problems associated with the use of nitrogenous fertilisers. 2 marks Kenya Certificate of Secondary Education, 201923372 Turn over4. Explain the following observations:0 The colour of aqueous copper II sulphate fades when a piece of magnesium metal is dropped into the solution. 2 marks Apiece of iron bar is coated with a brown substance when left in the open on arainy day. 2 marks A sample of water is suspected to contain aluminium ions AF . Describe a laboratoryexperiment that can be carried out to show that AD ions are present in the water sample 3 marks 919252 Kenya Certificate of Secondary Education, 2019233 729 Inan experiment to determine the number of moles of water of erystallisation of ahydrated compound, Na,SO, X HO, 5g of the compound were heated strongly to aconstant mass. Explain how a constant mass was obtained marks i During the experiment, the mass ofthe residue was found to be 2.205 8,Determine the number of moles of water of crystallisation in the compound. Na 23.0; 0 160; 32.0; H 1.0 G marks Kenya Certificate of Secondary Education, 2019919282 23972 Turn over105. A What is meant by molar heat of neutralisation? 0 mark b Iman experiment to determine the molar heat of neutralisation, SOcm?"}
{"text": "Describe a laboratoryexperiment that can be carried out to show that AD ions are present in the water sample 3 marks 919252 Kenya Certificate of Secondary Education, 2019233 729 Inan experiment to determine the number of moles of water of erystallisation of ahydrated compound, Na,SO, X HO, 5g of the compound were heated strongly to aconstant mass. Explain how a constant mass was obtained marks i During the experiment, the mass ofthe residue was found to be 2.205 8,Determine the number of moles of water of crystallisation in the compound. Na 23.0; 0 160; 32.0; H 1.0 G marks Kenya Certificate of Secondary Education, 2019919282 23972 Turn over105. A What is meant by molar heat of neutralisation? 0 mark b Iman experiment to determine the molar heat of neutralisation, SOcm? Of IMhhydrochloric acid was neutralised by adding 10cm portions of dilute sodium hydroxide. During the experiment, the data in Table 1 was obtained. Tablet Volume of Sodium o 1 2 3 4 50hydroxide em Temperature of 250 270 290 s10 310 300 290mixture C Write the equation for the reaction inthis experiment, 1 mark Gi On the grid provided, plot a graph of temperature Y-axis against volume ofsodium hydroxide X-axis added. 3 marks Kenya Certificate of Secondary Education, 2019919252 2332Determine from the graph the:1. Volume of sodium hydroxide which completely neutralises 0 cm of IMhydrochloric acid 1 mark IL. Change in temperature, AT, when complete neutralisation occurred. 1 mark iv Caleulate:1. The heat change, AH when complete neutralisation occurred. Specific heat capacity 4.2 Jy\" K\", density of solution 1.0 gem 2 marks Il."}
{"text": "Volume of sodium hydroxide which completely neutralises 0 cm of IMhydrochloric acid 1 mark IL. Change in temperature, AT, when complete neutralisation occurred. 1 mark iv Caleulate:1. The heat change, AH when complete neutralisation occurred. Specific heat capacity 4.2 Jy\" K\", density of solution 1.0 gem 2 marks Il. Molar heat of neutralisation of hydrochloric acid with sodium hydroxide. 1 mark 8 How would the value of molar heat differ if 0 em of IM ethanoic acid was usedinstead of IM hydrochloric acid? Give a reason, 2 marks Kenya Cerificate of Secondary Education, 2019s192s2 23372 Turn overCO o 9192522 What is meant by standard electrode potential of an element? 1 mark Use the standard electrode potentials given below to answer the questions that follow. Reactions BO MnO; aq 8H\" ag Se Min aq 411,00 149Me aq e M aq 077N aq 26 NG 034Prag 26 PIs 023Qe 2e 20-18 287Rg 2e 2R- g 136 State whether acidified MnO can oxidise M , Give reason, marks i Select two half-cells which when combined will give the highest em.f. 1 mark Gil Write the cell representation forthe cell formed in b i , 1 mark iv Calculate the E value forthe cell formed in b Kenya Certificate of Secondary Education, 20192332B Amass of 124g ofa divalent metal was deposited when a current of 6A was passed through a solution of the metal sulphate for 12 minutes. Determine the relative atomic mass of the metal. 1 Faraday 96,500 C mol\" G marks 4 State two applications of electrolysis, 1 mark Kenya Certificate of Secondary Education, 201923372919282 Turn over47."}
{"text": "1 mark Gil Write the cell representation forthe cell formed in b i , 1 mark iv Calculate the E value forthe cell formed in b Kenya Certificate of Secondary Education, 20192332B Amass of 124g ofa divalent metal was deposited when a current of 6A was passed through a solution of the metal sulphate for 12 minutes. Determine the relative atomic mass of the metal. 1 Faraday 96,500 C mol\" G marks 4 State two applications of electrolysis, 1 mark Kenya Certificate of Secondary Education, 201923372919282 Turn over47. What is meant by rate of reaction, 0 mark Inthe space provided, sketch the diagram of a set-up that can be used to determine therate of reaction between manganese IV oxide and hydrogen peroxide. G marks A student placed a small amount of liquid bromias shown in Figure 4, atthe bottom ofa sealed gas jar of air AirLiquid bromine Figure 4 i Describe what will be observed 1 mark after two minutes IL after 30 minutes Kenya Certificate of Secondary Education, 2019919252 23321sUse the Kinetic theory to explain the observations: 2 marks Lafter 2 minutes UL after 30 minutes ... Some plants have seeds that contain vegetable oil. Describe how the oil can be obtained from the seeds. 3 marks Gi Explain how it could be confirmed that the liquid obtained from the seeds is oil. 1 mark THIS IS THE LAST PRINTED PAGE.Kenya Certificate of Secondary Education, 2019919252 7233 2."}
{"text": "THE KENYA NATIONAL EXAMINATIONS COUNCIL.Kenya Certificate of Secondary Education121 11 MATHEMATICS Paper1ALTANov. 2019 - 2 hours Index Number .. Candidate's Signature Date .. Instructions to candidates a . Write your name and index number in the spaces provided above. Sign and write the dato of examination in the spaces provided above, c . This paper consists of two sections; Section and Section I a Answer all the questions in Section land any five questions from Section I e Show all the steps in your caleulations, giving your answers at each stage in the spacesprovided below each question. 0. Marks may be given for correct working even if the answer is wrong. 9 Nonprogrammable silent electronic calculators and KNEC Mathematical tables may be used,except where stated otherwise. H This paper consists of 18 printed pages. I Candidates should check the question paper to ascertain that al the pages are printed asindicated and that no questions are missing. Candidates should answer the questions in English. For Examiner's Use OnlySection ti2lalalsfe 7 els rola 13 14 15 16 tora CTT r Section Il 17 18 19 20 21 22 Grand Total 2019 The Kenya National Examinations Couneilran919228 Turn overSECTION I 50 marks Answer all the questions in this section in the spaces provided.1, Without using mathematical tables or a calculator, evaluate:540025x3.6 G marks 2, Express 1728 and 2025 in terms of their prime factors. Hence evaluate:aims Vo02s 4 marks 3. Juma left his home at 8.30am. He drove a distance of 140km and arrived at his aunt s home at10.15am. Determine the average speed, in km h, for Juma s joumey. Marks Kenya Certificate of Secondary Education, 2019919228 pit4. Expand and simplify:4 6 7q-3 . Marks 'S."}
{"text": "3 marks Kenya Certificate of Secondary Education, 2019919228 wut Turn overSECTION It 50 marks Answer any five questions from this section inthe spaces provided.17, Arectangular water tank measures 2.4m long, 2m wide and 1.5m high. The tank contained some water up toa height of 0.45m, Calculate the amount of water, in lites, needed to fill up the tank. G marks An inlet pipe was opened and water let to flow into the tank at arate of 10 lites per minute, After one hour, a drain pipe was opened and water allowed to flow out of the tankat arate of 4 litres per minuteCalculate: the height of water inthe tank after 3 hours; 4 marks Gi the total time taken to fil up the tank, 3 marks Kenya Certificate of Secondary Education, 2019919228 12918. Aline, L, passes through the points 3,3 and 5,7 . Find the equation of L, in the form y me , where m and care constants G marks b Another line L, is perpendicular to L, and passes through 2,3 . Find: i the equation of L; G marks Gi the xintercept of L, 0 mark Determine the point of intersection of L, and L,, marks Kenya Certificate of Secondary Education, 2019919228 ma Turn over1019. A triangle ABC with vertices A by a reflection in the line y x 1. 2 , B 1,4 and C 1,4 is mapped onto triangle A B C On the grid provided draw: triangle ABC; mari i theliney x41; marks Gi triangle A'B' 2 marks b Triangle A B'C\" is the image of triangle A B'C under a negative quarter turn about 0,0 . On the same grid, draw triangle \"BC\"."}
{"text": "Find: i the equation of L; G marks Gi the xintercept of L, 0 mark Determine the point of intersection of L, and L,, marks Kenya Certificate of Secondary Education, 2019919228 ma Turn over1019. A triangle ABC with vertices A by a reflection in the line y x 1. 2 , B 1,4 and C 1,4 is mapped onto triangle A B C On the grid provided draw: triangle ABC; mari i theliney x41; marks Gi triangle A'B' 2 marks b Triangle A B'C\" is the image of triangle A B'C under a negative quarter turn about 0,0 . On the same grid, draw triangle \"BC\". 3 marks Kenya Certificate of Secondary Education, 2019919228 BV State the type of congruence between triangles: ABCanda B A 1 mark AIBC and ABC 1 mark Kenya Certificate of Secondary Education, 2019919228 Dut Turn over220. The figure below is aright pyramid VEFGH witha square base of 8m and a slant edge of 20 em. Points A, B,C and D lie on the slant edges of the pyramid such that VA VB VC VD 10cm and plane ABCD is parallel to the base EFGH. Find the length of AB. 2 marks b Calculate, correct to 2 decimal places: the length of AC; 2 marks Gi the perpendicular height of the pyramid VABCD. 2 marks Kenya Certificate of Secondary Education, 2019919228 WA1B The pyramid VABCD was cut off Find the volume ofthe frustum ABCDEFGH correct to2 decimal places."}
{"text": "Find the length of AB. 2 marks b Calculate, correct to 2 decimal places: the length of AC; 2 marks Gi the perpendicular height of the pyramid VABCD. 2 marks Kenya Certificate of Secondary Education, 2019919228 WA1B The pyramid VABCD was cut off Find the volume ofthe frustum ABCDEFGH correct to2 decimal places. 4 marks g Kenya Certificate of Secondary Education, 2019919228 1 Turn over 421, The heights of 40 athletes ina county athletics competition were as shown inthe table below: Height, om Frequency150 159 2160-169 170-179 10160 189 x190-199 6200-209 2 Find the value of x. b State the modal class. Jeulate: the mean height ofthe athletes; i the median height, correct to 1 decimal place, of the athletes. Kenya Certificate of Secondary Education, 2019919228 ah mark 1 mark 4 marks 4 marks 1s22, The figure below represents a triangular flower garden ABC in which AB 4m, BC 5m andZBCA 30 , Point D lies on AC such that BD 4m and 2 BDC is obtuse. A anDtNB a cFind, comecto2 decimal places: 2c masts o 3 marks the length of De; maris the aren ofthe flower garden ABC 2 matts Kenya Certificate of Secondary Education, 2019919228 nt Turn over1623, The shaded region on the graph below shows a piece of land ABCD earmarked for building asub-county hospital Write down the ordinates of curves AB and DC for x 0, 200, 400, 600, 800, 1000 and.1200, 2 marks b Use trapezium rule, with 6 strips to estimate the area of the piece of and ABCD, inhectares, 4 marks Kenya Certificate of Secondary Education, 2019919228 11\"7 Use mid-ordinate rule with 3 strips o estimate the area of the piece of land, in hectares, 4 marks Kenya Certificate of Secondary Education, 2019919228 a Turn over24, The equation of a curve is y 3 ?"}
{"text": "2 marks b Calculate, correct to 2 decimal places: the length of AC; 2 marks Gi the perpendicular height of the pyramid VABCD. 2 marks Kenya Certificate of Secondary Education, 2019919228 WA1B The pyramid VABCD was cut off Find the volume ofthe frustum ABCDEFGH correct to2 decimal places. 4 marks g Kenya Certificate of Secondary Education, 2019919228 1 Turn over 421, The heights of 40 athletes ina county athletics competition were as shown inthe table below: Height, om Frequency150 159 2160-169 170-179 10160 189 x190-199 6200-209 2 Find the value of x. b State the modal class. Jeulate: the mean height ofthe athletes; i the median height, correct to 1 decimal place, of the athletes. Kenya Certificate of Secondary Education, 2019919228 ah mark 1 mark 4 marks 4 marks 1s22, The figure below represents a triangular flower garden ABC in which AB 4m, BC 5m andZBCA 30 , Point D lies on AC such that BD 4m and 2 BDC is obtuse. A anDtNB a cFind, comecto2 decimal places: 2c masts o 3 marks the length of De; maris the aren ofthe flower garden ABC 2 matts Kenya Certificate of Secondary Education, 2019919228 nt Turn over1623, The shaded region on the graph below shows a piece of land ABCD earmarked for building asub-county hospital Write down the ordinates of curves AB and DC for x 0, 200, 400, 600, 800, 1000 and.1200, 2 marks b Use trapezium rule, with 6 strips to estimate the area of the piece of and ABCD, inhectares, 4 marks Kenya Certificate of Secondary Education, 2019919228 11\"7 Use mid-ordinate rule with 3 strips o estimate the area of the piece of land, in hectares, 4 marks Kenya Certificate of Secondary Education, 2019919228 a Turn over24, The equation of a curve is y 3 ? Determine: the stationary points ofthe curve; G marks Gi the nature ofthe stationary points in a i above."}
{"text": "2 marks Kenya Certificate of Secondary Education, 2019919228 WA1B The pyramid VABCD was cut off Find the volume ofthe frustum ABCDEFGH correct to2 decimal places. 4 marks g Kenya Certificate of Secondary Education, 2019919228 1 Turn over 421, The heights of 40 athletes ina county athletics competition were as shown inthe table below: Height, om Frequency150 159 2160-169 170-179 10160 189 x190-199 6200-209 2 Find the value of x. b State the modal class. Jeulate: the mean height ofthe athletes; i the median height, correct to 1 decimal place, of the athletes. Kenya Certificate of Secondary Education, 2019919228 ah mark 1 mark 4 marks 4 marks 1s22, The figure below represents a triangular flower garden ABC in which AB 4m, BC 5m andZBCA 30 , Point D lies on AC such that BD 4m and 2 BDC is obtuse. A anDtNB a cFind, comecto2 decimal places: 2c masts o 3 marks the length of De; maris the aren ofthe flower garden ABC 2 matts Kenya Certificate of Secondary Education, 2019919228 nt Turn over1623, The shaded region on the graph below shows a piece of land ABCD earmarked for building asub-county hospital Write down the ordinates of curves AB and DC for x 0, 200, 400, 600, 800, 1000 and.1200, 2 marks b Use trapezium rule, with 6 strips to estimate the area of the piece of and ABCD, inhectares, 4 marks Kenya Certificate of Secondary Education, 2019919228 11\"7 Use mid-ordinate rule with 3 strips o estimate the area of the piece of land, in hectares, 4 marks Kenya Certificate of Secondary Education, 2019919228 a Turn over24, The equation of a curve is y 3 ? Determine: the stationary points ofthe curve; G marks Gi the nature ofthe stationary points in a i above. 2 marks b Determine: the equation of the tangent tothe curve at x 1; 3 marks Gi the equation of the normal to the curve atx 1 marks THIS IS THE LAST PRINTED PAGE.Kenya Cerificate of Secondary Education, 2019919228 Riv."}
{"text": "After Helmer's entrance, the talk is very different in the original version. He remarks upon the painful interview he has just had with Krogstad, whom he is forced to dismiss from the bank; Nora, in a mild way, pleads for him; and the doctor, in the name of the survival of the fittest,1 denounces humanitarian sentimentality, and then goes off to do his best to save a patient who, he confesses, would be much better dead. This discussion of the Krogstad question before Nora has learnt how vital it is to her, manifestly discounts the effect of the scenes which are to follow: and Ibsen, on revision, did away with it entirely. Nora's romp with the children, interrupted by the entrance of Krogstad, stands very much as in the final version; and in the scene with Krogstad there is no essential change. One detail is worth noting, as an instance of the art of working up an effect. In the first version, when Krogstad says, \"Mrs. Stenborg, you must see to it that I keep my place in the bank,\" Nora replies: \"I? How can you think that I have any such influence with my husband?\"- a natural but not specially effective remark. But in the final version she has begun the scene by boasting to Krogstad of her influence, and telling him that people in a subordinate position ought to be careful how they offend such influential persons as herself; so that her subsequent denial that he has any influence becomes a notable dramatic effect. The final scene of the act, between Nora and Helmer, is not materially altered in the final version; but the first version contains no hint of the business of decorating the Christmas-tree or of Nora's wheedling Helmer by pretending to need his aid in devising her costume for the fancy dress ball. Indeed, this ball has not yet entered Ibsen's mind. He thinks of it first as a children's party in the flat overhead, to which Helmer's family are invited. In the opening scene of the second act there are one of two traits that might perhaps have been preserved, such as Nora's prayer: \"Oh, God! Oh, God! Do something to Torvald's mind to prevent him from enraging that terrible man! Oh, God! Oh, God! I have three little children!"}
{"text": "Oh, God! Oh, God! I have three little children! Do it for my children's sake.\". Very natural and touching, too, is her exclamation, \"Oh, how glorious it would be if I could only wake up, and come to my senses, and cry, 'It was a dream! It was a dream!'\". A week, by the way, has passed, instead of a single night, as in the finished play; and Nora has been wearing herself out by going to parties every evening. Helmer enters immediately on the nurse's exit; there is no scene with Mrs. Linden in which she remonstrates with Nora for having as she thinks borrowed money from Dr. Rank, and so suggests to her the idea of applying to him for aid. In the scene with Helmer, we miss, among many other characteristic traits, his confession that the ultimate reason why he cannot keep Krogstad in the bank is that Krogstad, an old schoolfellow, is so tactless as to tutoyer him. There is a curious little touch in the passage where Helmer draws a contrast between his own strict rectitude and the doubtful character of Nora's father. \". I can give you proof of it,\" he says. \". I never cared to mention it before- but the twelve hundred dollars he gave you when you were set on going to Italy he never entered in his books: we have been quite unable to discover where he got them from.\". When Dr. Rank enters, he speaks to Helmer and Nora together of his failing health; it is an enormous improvement which transfers this passage, in a carefully polished form, to his scene with Nora alone. That scene, in the draft, is almost insignificant. It consists mainly of somewhat melodramatic forecasts of disaster on Nora's part, and the doctor's alarm as to her health. Of the famous silk-stocking scene- that invaluable sidelight on Nora's relation with Helmer there is not a trace. There is no hint of Nora's appeal to Rank for help, nipped in the bud by his declaration of love for her. All these elements we find in a second draft of the scene which has been preserved."}
{"text": "Nora rejects this view, claiming that Torvald and her marriage could not sustain the knowledge of this secret. Mrs. Linde questions Nora as to whether Nora ever plans to tell Torvald. Nora replies that she may some day, if her good looks and charm wear off and she is in need of some compelling way to keepPage 13 Torvald, but not for quite a while. She then launches into a description of how hard it has been to find the money she has needed to repay this loan and how happy she is that she will be free of its burden thanks to Torvald's promotion. The doorbell rings and the maid informs Nora that Krogstad desires to see Torvald. Nora, shocked and worried that Krogstad has come to inform Torvald of Nora's secret, questions Krogstad about his business. Krogstad assures her that it is mere bank business and so Nora assents. Mrs. Linde reveals that she once knew the man. When Krogstad goes into the study, Dr. Rank comes out to chat with Nora and Mrs. Linde. Discussing the human urge to sustain life, Dr. Rank grudgingly admits that he does want to preserve his own despite his physical pain resulting from a disease. He then begins to discourse on the pervasiveness of morally corrupt characters, including Krogstad. Nora feigns ignorance and inquires about Krogstad about whom Dr. Rank only has unflattering reports. Nora suddenly breaks out into laughter. Avoiding a direct reply to the questioning looks of Mrs. Linde and Dr. Rank, she asks if the employees of the bank will be under the power of Torvald after his promotion. She revels in the idea. Still happy, she offers a macaroon to Dr. Rank, falsely claiming that they were a gift from an unaware Mrs. Linde after Dr. Rank expresses surprise knowing that they are forbidden . Nora then impulsively shares with Mrs. Linde and Dr. Rank that there is something that she would very much like to say if Torvald was able to hear: \"I'll be damned!\". Her companions' reactions are cut short, though, by the emergence of Torvald from the study. Hiding the macaroons, Nora introduces Torvald to Mrs. Linde after he emerges from the study. After the initial introductions and explanation of Mrs."}
{"text": "Hiding the macaroons, Nora introduces Torvald to Mrs. Linde after he emerges from the study. After the initial introductions and explanation of Mrs. Linde's situation, Torvald agrees to secure a bookkeeping job for her at the bank. Torvald and Dr. Rank then exit followed by Mrs. Linde, who is going off to look for a room. As they are leaving, the nurse enters with the children. The maid leaves for a bit and Nora proceeds to play with her children. While they are engrossed in a game of hide-and-go-seek, Krogstad knocks and half enters the room. The game abruptly stops when his presence is recognized. Nora sends the kids to the Nurse and talks to Krogstad at his request. Krogstad inquires whether Mrs. Linde has been given an appointment at the bank. Nora confirms this and cautions Krogstad to be careful about offending those in power since he is in a subordinate position. Krogstad then asks Nora to use her influence to ensure that he will be able to keep his own position at the bank. Nora is confused and explains that she has no influence on such matters. After making a disparaging remark about Torvald, Krogstad reveals that he is prepared to fight for his position at the bank as if for his life, implying that he will not hesitate to reveal Nora's secret. Torvald explains that his reputation at the bank, sullied by an indiscretion of the distant past, is extremely important to him because it will influence the lot of his maturing sons. Nora again replies that she has no power to influence his status. Krogstad threatens again to reveal her secret to which Nora replies that she is not worried; she believes that Torvald's knowledge would not bring great harm to the family. As a last resort, Krogstad points out the fact that Nora had committed fraud by signing her father's name for him, to which Nora admits. Nora scoffs that surely her indiscretion was not important but Krogstad calls that into question by comparing it to his own problem of the past and the potential reaction of a court of law. Nora is in disbelief that what she sees as an act of love could ever be considered illegal or wrong but is perturbed nonetheless. Krogstad threatens her one last time with legal action and leaves. Page 14 When Krogstad leaves, Nora's children enter."}
{"text": "Nora is in disbelief that what she sees as an act of love could ever be considered illegal or wrong but is perturbed nonetheless. Krogstad threatens her one last time with legal action and leaves. Page 14 When Krogstad leaves, Nora's children enter. Nora tells them not to mention Krogstad's visit to Torvald and reneges on her earlier promise to play with them, shooing them away. She then busies herself with needlework and asks for the Christmas tree. While Nora is dressing the tree and talking the problem out aloud to herself, Torvald returns and questions whether Krogstad has visited. After first denying it, Nora admits to the meeting because Torvald tells her that he believes that she is acting out of pity for a man who has come begging her to put a good word in for him to Torvald. Torvald reprimands her for participating in a lie and dealing with a man of questionable character. He then dismisses the subject. Nora, still dressing the tree, weaves a conversation that alternates between discussing the approaching fancy-dress ball and asking for Torvald's help with it and Krogstad. Torvald finally takes the bait and reveals that he plans to dismiss Krogstad because he despises Krogstad's character. Divulging that Krogstad's past indiscretion had been a forgery, Torvald admits that he would have forgiven the man had Krogstad owned up to his lie. Instead, Torvald vigorously condemns the lie that Krogstad used to escape his problem, claiming that Krogstad's hypocrisy is treacherous because it even infects his family; Torvald even goes so far as to claim that each breath that Krogstad takes necessarily pollutes his home and children. Nora mildly questions this and Torvald replies that he has often seen this sort of thing. In fact, Torvald claims that all children who go bad do so as a result of bad mothering and perhaps fathering . Telling Nora never to pled Krogstad's case again, Torvald says that he would be unable to work with Krogstad because Torvald becomes physically ill in his presence. Nora is agitated and comments on how hot she is. Torvald, oblivious, goes off to his study to take care of business while Nora whispers to herself that the situation cannot be real."}
{"text": "Telling Nora never to pled Krogstad's case again, Torvald says that he would be unable to work with Krogstad because Torvald becomes physically ill in his presence. Nora is agitated and comments on how hot she is. Torvald, oblivious, goes off to his study to take care of business while Nora whispers to herself that the situation cannot be real. The Nurse asks if the children can come in and play, to which Nora strongly refuses. Left alone, Nora is pale with terror and wonders if she can really be depraving her children. As the act closes, Nora tosses her head and states that these fears cannot be true. Analysis: Act I, in the tradition of the well made play in which the first act serves as an exposition, the second an event, and the third an unraveling though Ibsen diverges from the traditional third act by presenting not an unraveling, but a discussion , establishes the tensions that explode later in the play. Ibsen sets up the Act by first introducing us to the central issue: Nora and her relation to the exterior world Nora entering with her packages . Nora serves as a symbol for women of the time; women who were thought to be content with the luxuries of modern society with no thought or care of the world in which they lived. Indeed, there is some truth in this the extent of this is debatable . As the play reveals, Nora does delight in material wealth, having been labeled a spendthrift from an early age. She projects the attitude that money is the key to happiness. By presenting this theme of the relationship between women and their surroundings at the beginning, Ibsen indicates to the reader that this is the most basic and important idea at work in the play. However, it is also clear that Nora's simplistic approach to the world is not entirely her fault. Torvald's treatment of Nora as a small helpless child only contributes to Nora's isolation from reality. Just as Nora relates to the exterior world primarily through material objects, Torvald relates to Nora as an object to be possessed. The question becomes who is more detached from reality? Though Torvald's attitude pervades every word he speaks to Nora, his objectification of her is most evident in his use of animal imagery. He refers to her as his little \"lark\" and \"squirrel\" small harmless animals."}
{"text": "The question becomes who is more detached from reality? Though Torvald's attitude pervades every word he speaks to Nora, his objectification of her is most evident in his use of animal imagery. He refers to her as his little \"lark\" and \"squirrel\" small harmless animals. Similarly, Torvald repeatedly calls Nora his \"little one\" or \"little girl\", maintaining the approach of a father rather than husband. Nora is fullyPage 15 dependent on Torvald, from money to diet the macaroons ; and, because she is so sheltered, her perception of the world is romanticized. Nora's skewed vision of the world is most evident in her interactions with Mrs. Linde. Whereas her old school friend is wizened and somber, Nora is impetuous. Her choice to tell Mrs. Linde about her secret seems to be more of a boast of a small child than a thoughtful adult; in fact, Nora only reveals her secret after being called a child by Mrs. Linde. Similarly, in her talk with Krogstad, Nora seems unable to accept that what she sees as acts of love could be seen as illegal and wrong. She refuses to believe that she is just as guilty as Krogstad. However, it is apparent that Nora is at least partly aware of the falseness of her life. When pressed as to whether she will ever tell Torvald about the loan, she replies that she would, but only in time. For now, she believes that it would upset the lies that have built her home: Torvald's \"manly independence\" and even the basis of their marriage. This suggests that Nora is at least vaguely aware that Torvald's position as the manly provider and lawgiver is just as fabricated as her role as the helpless child-wife and mother. Indeed, it is important to examine the language of the opening scene between Nora and Torvald and realize that Nora's words can be read as both sincere and insincere; the text suggests an ambiguity in Nora's awareness of her situation. However, though Nora is somewhat aware, she does not want to face the implications of this reality, believing that material wealth will render her \"free from care\", allowing her to play with her children, keep the house beautifully, and do everything the way that Torvald likes. The lie can be preserved."}
{"text": "Indeed, it is important to examine the language of the opening scene between Nora and Torvald and realize that Nora's words can be read as both sincere and insincere; the text suggests an ambiguity in Nora's awareness of her situation. However, though Nora is somewhat aware, she does not want to face the implications of this reality, believing that material wealth will render her \"free from care\", allowing her to play with her children, keep the house beautifully, and do everything the way that Torvald likes. The lie can be preserved. Moreover, it seems that it is her lie, her knowledge that she has done something for Torvald that keeps Nora happy. Mrs. Linde's complaint that she feels unspeakably empty without anyone to care for reinforces the importance of this role for women in general in the text. Consequently, Nora is content to continue to act as a child, romping with her children as if she is one of them. Indeed, it is clear that, just as she is not as much a wife as a child in her marriage, she is not a mother in any real sense either. It is the nurse who actually takes care of the children; Nora mostly plays with them and occasionally takes on more serious responsibilities but only because she views them as \"great fun\". When Nora realizes that all may not go to plan after her talk with Krogstad because she is unable to either influence Torvald or talk to him on a straight level about her predicament, she begins to feel helpless. In the last scene of the act, when Nora is trimming the tree and conversing with Torvald, the full falseness of her situation becomes clear. Acting helpless, Nora tells Torvald that she absolutely needs his help, even with such a trifling thing as picking a costume for the upcoming ball. Torvald is not surprised and is even delighted, promising to help her. When the subject turns to the more serious matter of Torvald's views on Krogstad, it becomes apparent that Torvald is perhaps hopelessly invested in a false and twisted image of the world in which women are charged with the moral purity of the world, claiming that if men turn out badly it is because of poor mothering."}
{"text": "Acting helpless, Nora tells Torvald that she absolutely needs his help, even with such a trifling thing as picking a costume for the upcoming ball. Torvald is not surprised and is even delighted, promising to help her. When the subject turns to the more serious matter of Torvald's views on Krogstad, it becomes apparent that Torvald is perhaps hopelessly invested in a false and twisted image of the world in which women are charged with the moral purity of the world, claiming that if men turn out badly it is because of poor mothering. As a result, at the end of the scene, when Nora reassures herself that \"it must be impossible\", she is worried both about the impossibility of her position in the immediate sense i.e., concerning the loan as well as the impossibility of her larger situation as a participant in a marriage and family built on lies. In fact, it is possible to view her last words of the act a defiance of Torvald's views on women as the beginning of her rejection of the marriage altogether. Act II: Summary: The second Act begins where the first left off--Nora still pacing the living room uneasily, worried that Krogstad will expose her. Still denying the possibility of negative repercussions, Nora is interrupted byPage 16 the Nurse who brings in Nora's ball dress. Nora asks if her children have been asking for her. The Nurse confirms that they have and Nora, continuing to hint at negative events yet to come, tells the Nurse that Nora will not be able to be with her children as much as before. When the Nurse comments that the children will be able to cope with such a loss, Nora wonders aloud if they would forget her altogether if she were to go away. The Nurse is shocked. Nora then asks her a question she claims to have had for a long time: how the Nurse could have felt comfortable leaving her own children among strangers while she came to work as Nora's nurse when Nora was little. The Nurse tells her that she was grateful for such a good position and, given her financially unstable situation and her dislike of her husband , something she could not pass up. Nora further probes if the Nurse's daughter, as a result of her absence, had forgotten the Nurse. Nurse says no. Nora throws her arms around the Nurse, telling the Nurse what a wonderful mother she had been for her."}
{"text": "Nora further probes if the Nurse's daughter, as a result of her absence, had forgotten the Nurse. Nurse says no. Nora throws her arms around the Nurse, telling the Nurse what a wonderful mother she had been for her. Nora also begins to say that she is sure that the Nurse would also be a wonderful mother to Nora's children if they were suddenly without a mother but dismisses her thought as silly and sends the Nurse back to the children, turning the conversation to the ball. While alone, Nora unsuccessfully tries to concentrate on the ball and forget the problem of the possibility of Krogstad revealing her secret. She is interrupted by Mrs. Linde's arrival. Happy to see her, Nora asks Mrs. Linde to help her repair her dress for the ball the next evening. While sewing, Mrs. Linde thanks Nora for her hospitality and begins to ask about Dr. Rank and whether he is usually as depressing as he had been the day before. Nora reports that, as Mrs. Linde expected, he had been particularly bad and explains to her friend that Dr. Rank suffers from a very dangerous consumption of the spine that he has had from childhood; Nora hints that Dr. Rank's problem is the result of his father's sexual indiscretions though it is unclear as to whether Nora is really hinting and aware of the fact that they were sexual in nature . Shocked by Nora's understanding of the matter, Mrs. Linde drops her sewing and asks Nora how it is that she knows of such things. Nora dismisses Mrs. Linde's inquiry by telling her that the married women friends that occasionally stop by have a good knowledge of medical problems. Resuming her sewing, Mrs. Linde quietly continues her probe of Nora's relationship with Dr. Rank, asking Nora if he is often at the house. Nora replies that Dr. Rank is a good friend of both she and Torvald and stops by the house daily. Curious about Dr. Rank's motives as well as his familiarity with Mrs. Linde's name and Torvald's lack of familiarity , Mrs. Linde asks Nora to describe her relationship with the Doctor. Nora confesses that, because of Torvald's own tastes, she does often tell Dr. Rank things that she does not share with Torvald. Suspicious of Dr. Rank, Mrs. Linde, citing her superior experience and knowledge of the world, counsels Nora to end her relationship with Dr."}
{"text": "Nora is relieved that Dr. Rank has actually been talking about himself and not her own situation and comments on the ugliness of the matter. Dr. Rank agrees and asks Nora to prevent Torvald from entering Rank's sickroom once Rank knows that he is about to enter the final stages of death because Rank does not want Torvald to witness the ugliness of the disease since he knows that Torvald's refined nature gives Torvald an unconquerable disgust of everything ugly. Nora, upset by his pessimistic and ugly tone, comments that she had hoped that he would be in good spirits today. Rank scoffs at the idea of being in good humor pun probably not intended when he knows that he is dying for the sins of his father. Besides, he says, such revenge for indiscretion is being exacted in every household. Unclear as to what Rank is talking about, Nora comments that Rank's father must have eaten a lot of unhealthy foods and alcohol when he was younger. The conversation it is unclear as to whether the two have really understood each other throughout the exchange peters out with Nora commenting that the biggest tragedy has been that Dr. Rank has not been able to enjoy these pleasures himself. Dr. Rank is intrigued by this nebulous statement and makes a small exclamation. The conversation becomes confused and degenerates into a comment on the silly moods that two are in. Nora, rising and placing her hands on Dr. Rank's shoulders, commentsPage 18 that she and Torvald would hate to lose Dr. Rank to death. Dr. Rank replies that those who are gone are easily forgotten, piquing Nora's interest. Dr. Rank, explaining the matter, observes that Mrs. Linde has already begun to replace him. Nora tells him to be quiet and promises that, if he is nice, she will dance the next day and he will be able to imagine that it is all for him and, as a quick qualifier, Torvald as well . Nora, continuing consciously or unconsciously to flirt with the Doctor, pulls out a pair of silk stockings to show him. They banter a bit about how much leg Nora will have to show him for him to form an opinion of the stockings. Dr. Rank comments on the great deal of intimacy and comfort he has enjoyed with the Helmers and how he would like to leave some token of appreciation for their generosity before he passes away."}
{"text": "They banter a bit about how much leg Nora will have to show him for him to form an opinion of the stockings. Dr. Rank comments on the great deal of intimacy and comfort he has enjoyed with the Helmers and how he would like to leave some token of appreciation for their generosity before he passes away. Nora, interested, begins to ask him about doing her a big favor when Dr. Rank reveals that he is in love with her and would give his life for her, saddening Nora and deterring her from pursuing the favor. Nora, chastising Dr. Rank for making such a comment, leaves the room to bring in a lamp. Steering the conversation back to safer territory, Nora explains why she loves Torvald but seems to enjoy her time with Dr. Rank more. While she is observing how similar her relationship with Torvald is with that of her deceased father, the maid enters with the news that Krogstad is in the house and refuses to leave until he sees Nora. Dr. Rank, unaware of the circumstances, retires to Torvald's study, buying Nora's explanation that she has just received a new dress about which she would prefer Torvald not know. Temporarily alone while the maid fetches Krogstad, Nora comments to herself that \"this dreadful thing is going to happen! It will happen in spite of me! No, no, no it can't happen it shan't happen!\". When Krogstad enters, Nora tells him to speak low, warning him that Torvald is home. Krogstad, unperturbed, asks her for an explanation of his dismissal. Nora replies that she did her best pleading his case, but could not sway her husband. Krogstad, assuming that Nora told him everything, comments that Torvald must love her very little to have made such a decision. Nora informs him that Torvald does not know anything about the matter, inspiring Krogstad to make a few derogatory remarks about Nora's husband. Settling down a bit, Krogstad asks Nora if she now has a clearer idea of what she has done than the day before. Nora replies that she does indeed. In fact, she says that she understands more than Krogstad could ever teach her and asks him what he wants of her. Krogstad replies that, despite the words exchanged in their last meeting, he has in fact been concerned about her and wants to know how she is doing."}
{"text": "Nora replies that she does indeed. In fact, she says that she understands more than Krogstad could ever teach her and asks him what he wants of her. Krogstad replies that, despite the words exchanged in their last meeting, he has in fact been concerned about her and wants to know how she is doing. He informs her that he will not make the matter public, but will keep it between he, Nora, and Torvald. Nora protests that Torvald must not know but Krogstad replies that, even if she did have the money to pay the outstanding balance on the loan, he would still need to engage her husband. He also tells her that he will still not part with the bond and counsels her not to think of running away or committing suicide to which Nora admits considering because she will not be publicly exposed. To Nora's continued protests, Krogstad explains that he must involve Torvald because his intent is to ask Torvald not for money but for help in rehabilitating himself. Krogstad predicts that, with Torvald's help, he will soon replace Torvald as the manager of the bank. Nora, horrified, threatens him not to do any such thing. Brushing off her threats, he leaves her with the reminder that he holds her reputation in his power and the observation that it is Torvald's actions that have forced Krogstad to act this way again. He then exits and drops his letter to Torvald into the locked letter box for which only Torvald has a key. Mrs. Linde enters with the dress as Nora watches Krogstad put the letter in the box. Nora seizes Mrs. Linde and reveals her problem, asking her friend to be her witness in case anything should befall Nora. She insists that Mrs. Linde tell everyone that Nora was not insane and, more importantly, was completely responsible for everything. Mrs. Linde, confused, tells Nora that she does not understand what Nora is talking about, prompting Nora to observe that \"How should you understand it? A wonderful thing is about to happen,\" leaving Mrs. Linde even more confused. Nora elaborates, explaining that this wonderful thing is also terrible and \"musn't happen for all the world\". Mrs. Linde offers to go to Krogstad and convince him to ask for the letter back using her old amorous connection with him as a method of persuasion. Nora says that it is hopeless."}
{"text": "Mrs. Linde offers to go to Krogstad and convince him to ask for the letter back using her old amorous connection with him as a method of persuasion. Nora says that it is hopeless. However, while Torvald begins knocking on the door, asking to enter, Mrs. LindePage 19 resolves to go to Krogstad and exits quickly. As she leaves, Nora unlocks the door for Torvald and Dr. Rank. The two men are surprised because they expected Nora to be trying on her dress. Torvald observes that Nora looks worn out and asks her if she has been practicing too much. Nora replies that she has not been practicing at all and, in fact, she is incapable of practicing without Torvald because she cannot seem to remember anything without him. Hoping to distract him long enough to solve the letter problem, she asks him to help her all day and night until the ball. Torvald agrees. However, before they begin to practice, he begins to go out to the letterbox to check for mail. Nora, afraid, stops him by playing the first bars of the Tarantella she is going to dance; she lures him to play for her and correct her while she dances Dr. Rank, until now an observer, eventually takes over at the piano so Torvald can stand and correct Nora better . Her dancing is wild, growing more so as it continues until her hair has come all undone. While Nora is still dancing, Mrs. Linde returns and observes to Nora that she is dancing like her life depended on it, to which Nora agrees. Torvald eventually calls everything to a halt, chastising Nora for having forgotten everything he has taught her. Nora replies that she has indeed forgotten everything and needs his help to relearn the dance. She tells him that he must not think of anything else, especially not any letters. Torvald, catching on a bit, remarks that he can tell from her behavior that there is a letter from Krogstad waiting for him. Nora responds that she does not know, but that there might be; she implores him not to let anything horrible come between them until \"this is all over\". Dr. Rank whispers to Torvald that Torvald must not contradict her and Torvald takes her into his arms, calling her a child that must have her way."}
{"text": "Nora responds that she does not know, but that there might be; she implores him not to let anything horrible come between them until \"this is all over\". Dr. Rank whispers to Torvald that Torvald must not contradict her and Torvald takes her into his arms, calling her a child that must have her way. He promises to work with her until after the ball but says that, after that, he will be free the words of Nora . They then all retire to dinner, Nora calling for lots of macaroons. As they leave, Torvald and Dr. Rank exchange a few words on Nora's state of mind, making it clear that they have discussed it before. Dr. Rank, concerned, asks if Nora is expecting something, but Torvald dismisses the concerns as evidence of childish nervousness. They exit. Alone, Mrs. Linde tells Nora that Krogstad has gone out of town. Nora seems unconcerned, telling Mrs. Linde that she should not have bothered because nothing should impede the \"wonderful\" thing that Nora claims will soon happen. Mrs. Linde presses Nora to explain this wonderful thing, but Nora dismisses her questions, telling her she would not understand and sends Mrs. Linde into the dining room. Nora alone, composes herself, and checks the time. She observes that she has thirty-one hours to live until after the tarantella . Torvald's voice is then heard asking for his \"little skylark\" and the Act ends with Nora going to him with outstretched arms. Analysis: Whereas Act I set up the initial invasion of reality into Nora's world and the rattling of the basic underpinnings of the falseness of Nora's life i.e., marriage and motherhood , Act II eventually sees her set up a test that will determine whether or not her world is false. In other words, she is confronted with the fact that Torvald will find out about her lie but believes that, if he is the man she thinks he is, his discovery will only strengthen their marriage. Her reaction to Krogstad finally dropping his letter in the letter box is the climax of the play. In the traditional well made play, this would be followed by a unraveling and moral resolution of the dilemma set up in the first act and brought to head in the second."}
{"text": "In other words, she is confronted with the fact that Torvald will find out about her lie but believes that, if he is the man she thinks he is, his discovery will only strengthen their marriage. Her reaction to Krogstad finally dropping his letter in the letter box is the climax of the play. In the traditional well made play, this would be followed by a unraveling and moral resolution of the dilemma set up in the first act and brought to head in the second. However, Ibsen deviates from this mold, turning the third act into a discussion. At the beginning of the second Act, before the climax, Nora is still trying to confront the fact that her world can be touched and shattered. Though she is shaken, she still believes that her family and her material comforts will protect her. However, she is worried enough about the matter that she has already begun to consider the idea of both running away and committing suicide though she admits that she does not have the courage for this last part . Luckily, the ball temporarily distracts her. This ball is extremely important for Nora because, through the costumes and dance, she is able to embrace the basic elements of the basis of her relationship with Torvald that she is still trying to preserve; she can sing and dance forPage 20 him as a lovely creature. Mrs. Linde refers to Nora's dress as her \"fine feathers\" reinforcing the general perception of Nora as a non-human entity, a creature free of cares. In fact, the dress itself serves as a potent symbol of Nora's \"character\". Like Nora, it is torn and in need of repair. However, as in real life, Nora feels she is incapable of fixing the problem herself, giving the dress to Mrs. Linde to mend. The idea of the dress serving as a symbol for Nora's everyday mask is reinforced when Nora reports that Torvald dislikes seeing dressmaking in action. In other words, Torvald enjoys the character that Nora adopts but has no desire to see its origins, the real Nora. Indeed, Nora tries to maintain her relationship with Torvald, unsuccessfully attempting to manipulate him on behalf of Krogstad through playing the part of his innocent and darling creature. One of the key turning points of the play comes when Torvald tells her that, come what may, he will take everything upon himself."}
{"text": "In other words, Torvald enjoys the character that Nora adopts but has no desire to see its origins, the real Nora. Indeed, Nora tries to maintain her relationship with Torvald, unsuccessfully attempting to manipulate him on behalf of Krogstad through playing the part of his innocent and darling creature. One of the key turning points of the play comes when Torvald tells her that, come what may, he will take everything upon himself. Whereas before, Nora merely sought to find some way to avoid this disaster, now the idea that this episode may prove the strength of her marriage has been planted in her head. An important quotation to look at is Nora's remarks after she is left alone that \"He was capable of doing it. He will do it. He will do it in spite of everything. No, not that! Never, never! Anything rather than that! Oh, for some help, some way out of it!\". One way to read this is as a comment on Krogstad's actions that he will reveal her after all. Another way to read this statement is as a commentary on Torvald's decision to fire Krogstad and the problems it will cause. Still another way to read this is as concern that Torvald will take responsibility for her actions as he promised. After this realization, Nora begins to act a bit more daring than before, using her awareness of the possibility of Dr. Rank's affection to manipulate him. When things go too far for her, however, and he admits that he is in love with her, she can not continue, her manipulation ruined by the blatant statement of reality. After all, Dr. Ranks' revelation that he, like Torvald, would give his life to save Nora's ruins her belief that Torvald's position is somehow unique. Nora's hopes of averting disaster are dashed when she sees Krogstad drop the letter into Torvald's box. Perhaps already aware of the inherent problems of the relationship, she exclaims that all is lost for her and Torvald as Krogstad deposits the letter. Nora's fear, now that she knows that there is no turning back, is that the \"wonderful thing\" will happen: that Torvald will try to take this all upon himself and that, by knowing what she has done for him, they will become equal partners in the marriage. Nora both fears this and wishes for it. But, Nora is not ready to face this just yet."}
{"text": "Nora's fear, now that she knows that there is no turning back, is that the \"wonderful thing\" will happen: that Torvald will try to take this all upon himself and that, by knowing what she has done for him, they will become equal partners in the marriage. Nora both fears this and wishes for it. But, Nora is not ready to face this just yet. She wants to act out her last chance to be a creature for Torvald, dancing the tarantella. It is only after this dancing that she consents to letting him free. Interestingly, her last statement that she only has thirty-one hours to live can be read two different ways. On the one hand, it can be interpreted as saying that she plans on committing suicide in order to free Torvald from having to take the responsibility on himself; she would die knowing that she had once again saved his life. On the other hand, it may be a comment only that her life as she knows it will be over and that, in thirty-one hours, she will have to embark upon a new, radically different life because her relationship with Torvald will be over. Act III: Summary: Act III opens with Mrs. Linde ostensibly trying to read in the living room the next night. As the sounds of dance music suggest, Torvald and Nora are upstairs at the ball. Mrs. Linde is waiting for Krogstad so that she can talk to him about Nora's predicament. When Krogstad arrives, he and Mrs. Linde turn almost immediately to a discussion of why Mrs. Linde jilted him for her now-deceased husband many years ago. Mrs. Linde explains that, though she questioned her decision many times, she had to pursue her former husband's money given the number of people that depended on her at the time for their livelihood. Page 21 Krogstad reveals that her departure left him a shipwrecked man clinging to wreckage. Mrs. Linde replies that, like him, she is now a shipwrecked woman clinging to wreckage and asks if it would not be smart if they should join forces. She tells him that he is the reason that she came to town and that, since he believes that he could be a better man with her and she wants a family to look after, they should be together. The music of the tarantella is heard above and Mrs. Linde urges Krogstad to be quick."}
{"text": "She tells him that he is the reason that she came to town and that, since he believes that he could be a better man with her and she wants a family to look after, they should be together. The music of the tarantella is heard above and Mrs. Linde urges Krogstad to be quick. Krogstad grows suspicious, questioning Mrs. Linde as to whether she is saying all of this simply on behalf of Nora i.e., to get him to take the letter back ; she denies it and he offers to take the letter back. However, she urges him not to, admitting that this had been her original intention. She tells him that, since her first discovery of the problem the day before, she has witnessed enough in the house to convince her that Torvald must read the letter. Mrs. Linde observes that, in order for a complete understanding between Nora and Torvald which she believes to be key to a successful marriage , all secrets must be revealed. Krogstad leaves, promising Mrs. Linde that he will meet her in a few minutes. Mrs. Linde, hearing Nora and Torvald coming, prepares to leave, commenting on what a difference having people to care for makes in her life. Still in costume Nora as a Capri maiden and Torvald in evening wear and a domino , Torvald brings Nora into the room, almost by force. She is trying to get him to return to the ball for as long as possible. Torvald refuses, citing their earlier agreement. They greet Mrs. Linde, who explains that she had stayed up in order to see Nora in her dress. Torvald brags about how lovely Nora looks, describing his wife's successful evening. He tells Mrs. Linde that Nora danced the tarantella marvelously, if a bit too realistically for proper artistic appreciation, and that he tried to make her exit after such a success equally artistic by ushering her around the room for a last bow and then disappearing into the night; he complains that Nora did not appreciate his attempts. Torvald then goes off to light some candles and air out the house a bit, leaving Nora the chance to ask Mrs. Linde for news from Krogstad. Mrs. Linde tells Nora that Nora must tell Torvald everything. Nora is not shocked and simply thanks Mrs. Linde and tells her that she now knows what she must do."}
{"text": "Linde tells Nora that Nora must tell Torvald everything. Nora is not shocked and simply thanks Mrs. Linde and tells her that she now knows what she must do. Torvald returns and gives a short speech on the merits of embroidery over knitting to Mrs. Linde who has forgotten her knitting. Mrs. Linde soon leaves, and Torvald exclaims that he is happy that she is finally gone, calling her a bore. Nora then asks Torvald if he is tired, telling him that she is quite sleepy. Torvald replies that he is in fact, quite awake; moreover, he has been waiting to be alone with his wife all evening. He calls her beautiful and fascinating, telling her that she is his treasure all his. Nora tells him that he must speak that way to her tonight, but he only finds this more alluring, observing that she must still have the tarantella in her blood. He then launches into an explanation of why he pretends not to know her at parties: he is fantasizing about meeting and seducing her for the first time; in fact, while they are leaving, he pretends that she is his new bride about to be his for the first time. Nora tries to push him off much to Torvald's confusion and displeasure. They are interrupted, however, by Dr. Rank who Torvald earlier claimed had been in quite high spirits all night. Annoyed but pretending to be delighted, Torvald welcomes the Doctor into the room. The three talk about the ball and all its finery. Unknown to Torvald, Dr. Rank reveals to Nora through his conversation that he has made his final diagnosis today and that he will soon die. Dr. Rank elaborates on how much he has enjoyed himself this evening, telling them how much he has indulged in the wine and sights; he also asks Torvald for a cigar, further indulging himself. Dr. Rank eventually leaves, with Nora wishing him a good sleep. Torvald, still unaware, comments on what he believes to be Dr. Rank's drunkenness and begins to head out to empty the mailbox so that the morning paper will be able to fit. Nora unsuccessfully tries to stop him. At the mailbox, Torvald is surprised to find that someone has tried to pick the lock with one of Nora's hairpins."}
{"text": "Rank's drunkenness and begins to head out to empty the mailbox so that the morning paper will be able to fit. Nora unsuccessfully tries to stop him. At the mailbox, Torvald is surprised to find that someone has tried to pick the lock with one of Nora's hairpins. Nora tells him that it must have been one of the children and Torvald tells her to keep them away from the box. Page 22 Torvald is surprised to find two letters from Dr. Rank, one of which has a black cross through his name. Torvald comments on the morbidity of such a mark and Nora confirms that it is their friend's way of announcing his death. Torvald briefly muses on the sadness of losing their friend but concludes that it is probably better for both Dr. Rank and for he and Nora, for now he and his wife are quite alone. Torvald embraces Nora, telling her how much he cares for her. In fact, he says, he wishes that he could somehow save her from some great danger so that he could risk everything for her sake. Nora disengages herself from his embrace and tells him in a resolved tone that he must now read his letters. Torvald replies that he would much rather be with her, but Nora questions whether this would be appropriate given Dr. Rank's news. Torvald assents that something ugly has come between them because of the news and that it would be best to spend the night apart. Nora hangs on his neck and tells him good night and Torvald goes off to read his letters in another room. Alone, Nora prepares to rush off to commit suicide by jumping into the icy depths of the river, throwing on Torvald's domino and her shawl. As she bids adieu to her family and rushes out the door, Torvald hurries out of his room and stops her, letter in hand. Torvald asks her if she knows what is in the letter but Nora still tries to leave, telling him that he \"shan't save\" her. Torvald stops her, locking the door, and continues to wonder out loud how this could be true, dismissing her pleas that all was done out of love and protests that he will not suffer at her hands."}
{"text": "As she bids adieu to her family and rushes out the door, Torvald hurries out of his room and stops her, letter in hand. Torvald asks her if she knows what is in the letter but Nora still tries to leave, telling him that he \"shan't save\" her. Torvald stops her, locking the door, and continues to wonder out loud how this could be true, dismissing her pleas that all was done out of love and protests that he will not suffer at her hands. When Nora realizes, however, that Torvald has no intention of taking the burden the problem upon himself and only blames Nora for ruining his life claiming that he should have probably seen this coming given the character of her father , she grows still. Torvald only continues to berate her and her character, going on about how horrible it is that the actions of a thoughtless woman could ruin his life, prompting Nora to only grow colder. Not allowing Nora to speak, Torvald begins to speculate about their future, saying that they will keep up appearances but, of course, Nora will not be allowed near the children nor will their marriage be maintained. He is interrupted by the maid, who is bearing a note from Krogstad to Nora. Torvald intercepts the letter and reads it himself, learning that Krogstad has had a change of heart and has sent back the bond. Torvald, overjoyed, shouts, \"I am saved,\" prompting Nora to ask whether she is as well. Having a change of heart, Torvald replies that she is also saved. Overcome with relief, he comments on how hard this all must have been for Nora and tells her that he has forgiven her; he tells her that he will think of it only as a bad dream and that, in his mind, it is all over. Realizing perhaps that Nora is not having the same reaction, Torvald explains to her that he knows that she did this all out of love and that he can forgive her because he also knows that, as a woman, she is unequipped to make the proper decisions. In fact, he tells her that her helplessness and full dependency on him make her all the more endearing to him. Nora thanks him for his forgiveness and leaves the room to take off her ball dress."}
{"text": "Realizing perhaps that Nora is not having the same reaction, Torvald explains to her that he knows that she did this all out of love and that he can forgive her because he also knows that, as a woman, she is unequipped to make the proper decisions. In fact, he tells her that her helplessness and full dependency on him make her all the more endearing to him. Nora thanks him for his forgiveness and leaves the room to take off her ball dress. As she is removing her dress, Torvald stands in the doorway and muses about the comfort of their home and how much he wants to and will protect her, assuring her that everything will soon be as it was before. He tells her that the helplessness of a wife makes the wife even more attractive to a husband because she becomes both a wife and child, doubly his own. And, he continues, when a husband forgives a wife, he gives her new life and becomes even closer to her. As he is promising to be her will and conscience, he notices that she has changed not into bed clothing but into everyday clothing. Torvald is confused. Nora explains to him that she shall not sleep tonight and asks him to sit down with her at the table for a serious \"settling of accounts\". Alarmed, Torvald tells her that he does not understand her. Nora agrees, telling him that he has never understood her and that, before tonight, she has never understood him. Torvald asks what she means. Rather than replying directly, Nora points out the fact that, in their eight years of marriage, they have never before sat down to have a serious discussion. Torvald protests that such conversations would not have made sense, given Nora's interests. Nora tells him that she has been greatly wrong by both her father and her husband. Shocked, Torvald asksPage 23 how this could be possible given that they are the men who have loved her the most. Shaking her head, Nora corrects him, telling him that he has never loved her but has only thought it pleasant to be in love with her. She explains to him that, just as her father did, Torvald has treated her as a doll to be played with, arranging everything to suit himself and forcing her to live only to entertain him. As a result, she has not made anything of her life or even ever been truly happy."}
{"text": "Shaking her head, Nora corrects him, telling him that he has never loved her but has only thought it pleasant to be in love with her. She explains to him that, just as her father did, Torvald has treated her as a doll to be played with, arranging everything to suit himself and forcing her to live only to entertain him. As a result, she has not made anything of her life or even ever been truly happy. Torvald agrees to this analysis, though he qualifies it as exaggerated and strained, and tells her that, from now on, he will stop playing with her and start educating her. Nora refuses, observing that he is not the man to educate her; after all, only a few minutes before, he had told her that she was unfit to raise her children. Nora tells him that she agrees with him about her inability; she acknowledges that she first needs to educate herself before she tries to educate the children and tells him that this is why she is going to leave him. Torvald, shocked, jumps out of his chair, calling her mad and trying to prevent her from leaving. She calmly rebuffs his attempts to forbid her, telling him that she will go to her old home tomorrow. Torvald accuses her of neglecting her \"most sacred duties\" as wife and mother, refusing to acknowledge Nora's opinion that her duty to herself as a reasonable human being is just as sacred, if not more so. Torvald, at a loss, first appeals to her sense of religion and then morality, both of which Nora shoots down by explaining that she has never had a chance to examine and embrace these things on her own and, as a result, does not know if she agrees with them. Torvald, unable to sway her, tells her that all that he can conclude is that she does not love him. Nora, apologetic, agrees with him, telling him that he lost her love earlier tonight and that, because of this, she cannot stay in the house. She tells him that her love was lost because the wonderful thing did not happen: he did not refuse Krogstad's conditions and try to take all the blame upon himself which Nora says she would have refused anyway . Torvald replies that, though he would gladly work day and night for her, he would never assent to jeopardizing his honor for a loved one. Nora simply replies that many wives have done just that."}
{"text": "The act is also the deciding point of Nora's life: will the \"wonderful thing\" happen or not? It begins with a foil for Nora and Torvald's marriage. In fact, Mrs. Linde and Krogstad's decision to be together can be seen as ironic in the context of Nora and Torvald's marriage because, though Mrs. Linde and Krogstad both suffer from significant personal and moral problems, they have a better chance of a happy and true marriage than Nora and Torvald. Mrs. Linde advocates revealing all to Torvald because, as her union with Krogstad suggests, she believes that it is possible to build a relationship of mutual dependence ofPage 24 unformed characters as long as both parties are fully aware of each other's motives. Mrs. Linde hopes that, through this union, both she and Krogstad can become the better people they know that they can be. The extent of Torvald's investment in a fantasy world and the importance of Nora's false characterization is revealed when he describes how, at parties, he pretends not to know her so that he may seduce her all over again. And, perhaps more importantly, Nora is quite candid about her understanding of all this, telling him flatly that she knows. It is important to notice that Nora's time at the party has been the first time that she has left the confines of the one room in the entire play. Moreover, she has to be dragged back in. This suggests that it is Torvald's own desires to have Nora entertain him that necessarily forces Nora to journey into the real world. Also, it is interesting to note that she also temporarily leaves the room to exchange her party dress for everyday clothing, her first lone foray from the room. This new trend is the beginning of her final departure from the room a departure that ends the play, shattering the values that had supported the walls of the house. But, when she leaves for the final time, she is leaving for reasons other than what she had intended at the beginning of the Act. Before Torvald confronts her with the letter, she is on her way to commit suicide, determined that Torvald should not have to sacrifice his life for hers. She considers this the appropriate thing to do because she believes that he would willingly give his life for hers as well. In this way, they have an equal relationship."}
{"text": "Before Torvald confronts her with the letter, she is on her way to commit suicide, determined that Torvald should not have to sacrifice his life for hers. She considers this the appropriate thing to do because she believes that he would willingly give his life for hers as well. In this way, they have an equal relationship. However, she is extremely disappointed to discover that he clearly has no intention of sacrificing himself for her. Instead of refusing to abide by Krogstad's demands and taking the blame on himself, Torvald accuses Nora of ruining his life, telling her that she will no longer be able to see her children or maintain their marriage except in public appearances. Nora even asks him whether he would give his life for her and her fears are confirmed when he answers that he would never sacrifice his honor for a loved one. Consequently, Nora resolves to leave Torvald, aware that true wedlock is impossible between them because neither of them loves the other, or is even capable of doing so. Nora realizes that, before she can be a wife, she must first discover herself through venturing out into the world. She leaves an unformed soul, determined to become a full person rather than the doll of the male figures in her life."}
{"text": "He also fathered an illegitimate son by the servant of the apothecary. Despite his unhappy lot, Grimstad is where Ibsen began to write in earnest. Inspired by the revolution of 1848 that was being felt throughout Europe, Ibsen wrote satire and elegant poetry. At the age of twenty-one, Ibsen left Grimstad for the capitol. While in Christiania now Oslo , Ibsen passed his exams but opted not to pursue his education, instead turning to playwriting and journalism. It was here that he penned his first play, Cataline. Ibsen also spent time analyzing and criticizing modern Norwegian literature. Still poor, Ibsen gladly accepted a contract to write for and help manage the newly constituted National Theater in Bergen in 1851. Untrained and largely uneducated, Ibsen learned much from his time at the theater, producing such works as St. John s Night. The majority of his writings of this period were basedPage 2 on folksongs, folklore, and history. In 1858, Ibsen moved back to Christiania to become the creative director of the city s Norwegian Theater. That same year, Ibsen married Suzannah Thoresen, with whom he fathered a child named Sigurd Ibsen. Though his plays suggest otherwise, Ibsen revered the state of marriage, believing that it was possible for two people to travel through life as perfect, happy equals. During this period, Ibsen also developed a daily routine from which he would not deviate until his first stroke in 1901: he would rise, consume a small breakfast, take a long walk, write for five hours, eat dinner, and finish the night off with entertainment or in bed. Despite this routine, Ibsen found his life in Bergen difficult. Luckily, in 1864, his friends generously offered him money that they had collected, allowing him to move to Italy. He was to spend the next twenty-seven years living in Italy and Germany. During this time abroad, he authored a number of successful works, including Brand 1866 and Peer Gynt 1867 . Ibsen moved to Dresden in 1868 and then Munich in 1875. It was in Munich, in 1879 that Ibsen wrote his groundbreaking play, A Doll s House."}
{"text": "During this time abroad, he authored a number of successful works, including Brand 1866 and Peer Gynt 1867 . Ibsen moved to Dresden in 1868 and then Munich in 1875. It was in Munich, in 1879 that Ibsen wrote his groundbreaking play, A Doll s House. He pursued his interest in realistic drama for the next decade, earning international acclaim; many of his works were published in translation and performed throughout Europe. Ibsen eventually turned to a new style of writing, abandoning his interest in realism for a series of so-called symbolic dramas. He completed his last work in exile, Hedda Gabbler, in 1890. After being away from Norway for twenty-seven years, Ibsen and Suzannah returned in 1891. Shortly afterwards, he finished writing The Master Builder and then took a short break. In late 1893, in need of moist air to help cure her recurring gout, Suzannah left for southern Italy. While his wife was away, Ibsen found a companion in a young female pianist, Hildur Andersen, with whom he spent a great deal of time and corresponded with even after Suzannah s return. Ibsen s relationship with Andersen was characteristic of his larger interest in the younger generation; he was famous for seeking out their ideas and encouraging their writing. After suffering a series of strokes, Ibsen died in 1906 at the age of seventy-eight after having been unable to write for the last few years of his life. About A Doll's House: Ibsen's A Doll's House 1879 , written while Ibsen was in Rome and Amalfi, was born in a time of revolution in Europe. Charged with the fever of the 1848 revolution, a new modern perspective was beginning to emerge in the literary and dramatic world, challenging the romantic tradition; it is Ibsen whoPage 3 can be credited for mastering and popularizing the realist drama derived from this new perspective. His plays were both read and performed throughout Europe in numerous translations like no other dramatist before. A Doll's House was published and premiered in Copenhagen. His success was particularly important for Norway and the Norwiegian language. Freed from four centuries of Danish rule in 1814, Norway was just beginning to shake off the legacy of Danish domination."}
{"text": "A Doll's House was published and premiered in Copenhagen. His success was particularly important for Norway and the Norwiegian language. Freed from four centuries of Danish rule in 1814, Norway was just beginning to shake off the legacy of Danish domination. A Doll's House was written in a form of Norweigan that still bore heavy traces of Danish. Ibsen deliberately chose a colloquial language style to emphasize the theme of realism. Ibsen quickly became Norway's most popular dramatic figure. But, it is the universality of Ibsen's writings and particularly A Doll's House that have made this play a classic. A Doll's House was the second in a series of realist plays by Ibsen. The first, The Pillars of Society, penned in 1877, caused a stir throughout Europe, quickly spreading to the avant guarde theaters of the island and continent. In adopting the realist form, Ibsen abandoned his earlier style of saga plays, historical epics, and verse allegories. Ibsen's letters reveal that much of what is contained in his realist dramas is based on events from his own life. Indeed, he was particularly interested in the possibility of true wedlock and in women in general, later writing a series of psychological studies on women. One of the most striking and oft-noted characteristics of A Doll's House is the way in which it challenged the technical tradition of the so-called well made play in which the first act offered an exposition, the second a situation, and the third an unravelling. This had been the standard form from the earliest fables up until A Doll's House. Ibsen's play was noteable for exchanging the last act's unravelling for a discussion. Critics agree that, up until the last moments of the play, A Doll's House could easily be just another modern drama broadcasting another comfortable moral lesson. However, when Nora tells Torvald that they must sit down and \"discuss all this that has been happening between us\", the play diverges from the traditional form. With this new technical feature, A Doll's House became an international sensation and founded a new school of dramatic art. Additionally, A Doll's House subverted another dramatic traditions, this one related to character. Namely, Ibsen's realist drama disregarded the tradition of the older male moral figure. Dr."}
{"text": "Additionally, A Doll's House subverted another dramatic traditions, this one related to character. Namely, Ibsen's realist drama disregarded the tradition of the older male moral figure. Dr. Rank, the character who should serve this role, is far from a moral force; instead, he is sickly--rotting from a disease picked up from his father's earlier sexual exploits--and lascivious, openly coveting Nora. The choice to portray both Dr. Rank and the potentially matronly Mrs. Linde as imperfect, real people was a novel approach at the time. The real nature of Ibsen's characters were and remain a challenge for actors. Many actresses find it difficult to portray both a silly, immature Nora in the first act or so and the serious, open-minded Nora of the end of the last act. Similarly, actors are challenged to portray the full depth of Torvald's character. Many are tempted to play him as an slimy, patronizing brute, disregarding the character's range and genuininess of emotion and conviction. A more obvious importance of A Doll's House is the feminist message that rocked the stages of Europe when the play was premiered. Nora's rejection of marriage and motherhood scandalized contemporary audiences. In fact, the first German productions of the play in the 1880s had an altered ending at the request of the producers. Ibsen referred to this version as a \"barbaric outrage\" to be used only in emergencies. In large part, Ibsen was reacting to the uncertain tempo of the time; Europe was being reshaped with revolutions. The revolutionary spirit and the emergence of modernism influenced Ibsen's choice to focus on an unlikely hero a housewife in his attack on middle-class values. Quickly becoming the talk ofPage 4 parlors across Europe, the play succeeded in its attempt to provoke discussion. In fact, it is the numerous ways that the play can be read and read it was the printed version of A Doll's House sold out even before it hit the stage that make the play so interesting. Each new generation has had a different way of interpreting the book, from feminist critique to Hegelian allegory of the spirit's historical evolution. The text is simply that rich."}
{"text": "In fact, it is the numerous ways that the play can be read and read it was the printed version of A Doll's House sold out even before it hit the stage that make the play so interesting. Each new generation has had a different way of interpreting the book, from feminist critique to Hegelian allegory of the spirit's historical evolution. The text is simply that rich. A DOLL'S HOUSE INTRODUCTION by William Archer ON June 27, 1879, Ibsen wrote from Rome to Marcus Gronvold: \"It is now rather hot in Rome, so in about a week we are going to Amalfi, which, being close to the sea, is cooler, and offers opportunity for bathing. I intend to complete there a new dramatic work on which I am now engaged.\". From Amalfi, on September 20, he wrote to John Paulsen: \"A new dramatic work, which I have just completed, has occupied so much of my time during these last months that I have had absolutely none to spare for answering letters.\". This \"new dramatic work\" was Et Dukkehjem, which was published in Copenhagen, December 4, 1879. Dr. George Brandes has given some account of the episode in real life which suggested to Ibsen the plot of this play; but the real Nora, it appears, committed forgery, not to save her husband's life, but to redecorate her house. The impulse received from this incident must have been trifling. It is much more to the purpose to remember that the character and situation of Nora had been clearly foreshadowed, ten years earlier, in the figure of Selma in The League of Youth. Of A Doll's House we find in the Literary Remains a first brief memorandum, a fairly detailed scenario, a complete draft, in quite actable form, and a few detached fragments of dialogue. These documents put out of court a theory of my own that Ibsen originally intended to give the play a \"happy ending,\" and that the relation between Krogstad and Mrs. Linden was devised for that purpose. Page 5 Stated in the Fortnightly Review, July 1906, and repeated in the first edition of this Introduction. Here is the first memorandum:- NOTES FOR THE TRAGEDY OF TO-DAY ROME, 19 10 78."}
{"text": "Linden was devised for that purpose. Page 5 Stated in the Fortnightly Review, July 1906, and repeated in the first edition of this Introduction. Here is the first memorandum:- NOTES FOR THE TRAGEDY OF TO-DAY ROME, 19 10 78. There are two kinds of spiritual laws, two kinds of conscience, one in men and a quite different one in women. They do not understand each other; but the woman is judged in practical life according to the man's law, as if she were not a woman but a man. The wife in the play finds herself at last entirely at sea as to what is right and what wrong; natural feeling on the one side, and belief in authority on the other, leave her in utter bewilderment. A woman cannot be herself in the society of to-day, which is exclusively a masculine society, with laws written by men, and with accusers and judges who judge feminine conduct from the masculine standpoint. She has committed forgery, and it is her pride; for she did it for love of her husband, and to save his life. But this husband, full of everyday rectitude, stands on the basis of the law and regards the matter with a masculine eye. Soul-struggles. Oppressed and bewildered by belief in authority, she loses her faith in her own moral right and ability to bring up her children. Bitterness. A mother in the society of to-day, like certain insects, ought to go away and die when she has done her duty towards the continuance of the species. Love of life, of home, of husband and children and kin. Now and then a womanlike shaking off of cares. Then a sudden return of apprehension and dread. She must bear it all alone. The catastrophe approaches, inexorably, inevitably. Despair, struggle, and disaster. The definite article does not, I think, imply that Ibsen ever intended this to be the title of the play, but merely that the notes refer to \"the\" tragedy of contemporary life which he has had for sometime in his mind. In reading Ibsen's statement of the conflict he meant to portray between the male and female conscience, one cannot but feel that he somewhat shirked the issue in making Nora's crime a formal rather than a real one."}
{"text": "Despair, struggle, and disaster. The definite article does not, I think, imply that Ibsen ever intended this to be the title of the play, but merely that the notes refer to \"the\" tragedy of contemporary life which he has had for sometime in his mind. In reading Ibsen's statement of the conflict he meant to portray between the male and female conscience, one cannot but feel that he somewhat shirked the issue in making Nora's crime a formal rather than a real one. She had no intention of defrauding Krogstad; and though it is an interesting point of casuistry to determine whether, under the stated circumstances, she had a moral right to sign her father's name, opinion on the point would scarcely be divided along the line of sex. One feels that, in order to illustrate the \"two kinds of conscience,\" Ibsen ought to have made his play turn upon some point of conduct if such there be which would sharply divide masculine from feminine sympathies. The fact that such a point would be extremely hard to find seems to cast doubt on the ultimate validity of the thesis. If, for instance, Nora had deliberately stolen the money from Krogstad, with no intention of repaying it, that would certainly have revealed a great gulf between her morality and Helmer's; but would any considerable number of her sex have sympathised with her? I am not denying a marked difference between the average man and the average woman in the development of such characteristics as the sense of justice; but I doubt whether, when women have their full share in legislation, the laws relating to forgery will be seriously altered. A parallel-text edition of the provisional and the final forms of A Doll's House would be intensely interesting. For the present, I can note only a few of the most salient differences between the two versions. Helmer is at first called \"Stenborg\"; it is not till the scene with Krogstad in the second act that the name Helmer makes its first appearance. Ibsen was constantly changing his characters' names in the course of composition- trying them on, as it were, until he found one that was a perfect fit. Page 6 This name seems to have haunted Ibsen. It was also the original name of Stensgard in The League of Youth. The first scene, down to the entrance of Mrs."}
{"text": "Page 6 This name seems to have haunted Ibsen. It was also the original name of Stensgard in The League of Youth. The first scene, down to the entrance of Mrs. Linden, though it contains all that is necessary for the mere development of the plot, runs to only twenty-three speeches, as compared with eighty-one in the completed text. The business of the macaroons is not even indicated; there is none of the charming talk about the Christmas-tree and the children's presents; no request on Nora's part that her present may take the form of money, no indication on Helmer's part that he regards her supposed extravagance as an inheritance from her father. Helmer knows that she toils at copying far into the night in order to earn a few crowns, though of course he has no suspicion as to how she employs the money. Ibsen evidently felt it inconsistent with his character that he should permit this, so in the completed version we learn that Nora, in order to do her copying, locked herself in under the pretext of making decorations for the Christmas-tree, and, when no result appeared, declared that the cat had destroyed her handiwork. The first version, in short, is like a stained glass window seen from without, the second like the same window seen from within. The long scene between Nora and Mrs. Linden is more fully worked out, though many small touches of character are lacking, such as Nora's remark that some day \"when Torvald is not so much in love with me as he is now,\" she may tell him the great secret of how she saved his life. It is notable throughout that neither Helmer's aestheticism nor the sensual element in his relation to Nora is nearly so much emphasised as in the completed play; while Nora's tendency to small fibbing- that vice of the unfree- is almost an afterthought. In the first appearance of Krogstad, and the indication of his old acquaintance with Mrs. Linden, many small adjustments have been made, all strikingly for the better. The first scene with Dr. Rank,- originally called Dr. Hank- has been almost entirely rewritten. There is in the draft no indication of the doctor's ill-health or of his pessimism; it seems as though he had at first been designed as a mere confidant or raisonneur. This is how he talks:- HANK. Hallo! What's this? A new carpet? I congratulate you!"}
{"text": "What's this? A new carpet? I congratulate you! Now take, for example, a handsome carpet like this; is it a luxury? I say it isn't. Such a carpet is a paying investment; with it underfoot, one has higher, subtler thoughts, and finer feelings, than when one moves over cold, creaking planks in a comfortless room. Especially where there are children in the house. The race ennobles itself in a beautiful environment. NORA. Oh, how often I have felt the same, but could never express it. HANK. No, I dare say not. It is an observation in spiritual statistics- a science as yet very little cultivated. As to Krogstad, the doctor remarks:- If Krogstad's home had been, so to speak, on the sunny side of life, with all the spiritual windows opening towards the light,... I dare say he might have been a decent enough fellow, like the rest of us. MRS. LINDEN. You mean that he is not....? HANK. He cannot be. His marriage was not of the kind to make it possible. An unhappy marriage, Mrs. Linden, is like small-pox: it scars the soul. NORA. And what does a happy marriage do? HANK. It is like a \"cure\" at the baths; it expels all peccantPage 7 humours, and makes all that is good and fine in a man grow and flourish. It is notable that we find in this scene nothing of Nora's glee on learning that Krogstad is now dependent on her husband; that fine touch of dramatic irony was an afterthought. After Helmer's entrance, the talk is very different in the original version. He remarks upon the painful interview he has just had with Krogstad, whom he is forced to dismiss from the bank; Nora, in a mild way, pleads for him; and the doctor, in the name of the survival of the fittest,1 denounces humanitarian sentimentality, and then goes off to do his best to save a patient who, he confesses, would be much better dead. This discussion of the Krogstad question before Nora has learnt how vital it is to her, manifestly discounts the effect of the scenes which are to follow: and Ibsen, on revision, did away with it entirely."}
{"text": "Of the famous silk-stocking scene- that invaluable sidelight on Nora's relation with Helmer there is not a trace. There is no hint of Nora's appeal to Rank for help, nipped in the bud by his declaration of love for her. All these elements we find in a second draft of the scene which has been preserved. In this second draft, Rank says, \"Helmer himself might quite well know every thought I have ever had of you; he shall know when I am gone.\". It might have been better, so far as England 1 It is noteworthy that Darwin's two great books were translated into Danish very shortly before Ibsen began to work at A Doll's House. Page 8 is concerned, if Ibsen had retained this speech; it might have prevented much critical misunderstanding of a perfectly harmless and really beautiful episode. Between the scene with Rank and the scene with Krogstad there intervenes, in the draft, a discussion between Nora and Mrs. Linden, containing this curious passage:- NORA. When an unhappy wife is separated from her husband she is not allowed to keep her children? Is that really so? MRS. LINDEN. Yes, I think so. That's to say, if she is guilty. NORA. Oh, guilty, guilty; what does it mean to be guilty? Has a wife no right to love her husband? MRS. LINDEN. Yes, precisely, her husband- and him only. NORA. Why, of course; who was thinking of anything else? But that law is unjust, Kristina. You can see clearly that it is the men that have made it. MRS. LINDEN. Aha- so you have begun to take up the woman question? NORA. No, I don't care a bit about it. The scene with Krogstad is essentially the same as in the final form, though sharpened, so to speak, at many points. The question of suicide was originally discussed in a somewhat melodramatic tone:- NORA. I have been thinking of nothing else all these days. KROGSTAD. Perhaps. But how to do it? Poison? Not so easy to get hold of. Shooting? It needs some skill, Mrs. Helmer. Hanging? Bah- there's something ugly in that.... NORA. Do you hear that rushing sound? KROGSTAD. The river? Yes, of course you have thought of that."}
{"text": "KROGSTAD. The river? Yes, of course you have thought of that. But you haven't pictured the thing to yourself. And he proceeds to do so for her. After he has gone, leaving the letter in the box, Helmer and Rank enter, and Nora implores Helmer to do no work till New Year's Day the next day is over. He agrees, but says, \"I will just see if any letters have come \"; whereupon she rushes to the piano and strikes a few chords. He stops to listen, and she sits down and plays and sings Anitra's song from Peer Gynt. When Mrs. Linden presently enters, Nora makes her take her place at the piano, drapes a shawl around her, and dances Anitra's dance. It must be owned that Ibsen has immensely improved this very strained and arbitrary incident by devising the fancy dress ball and the necessity of rehearsing the tarantella for it; but at the best it remains a piece of theatricalism. As a study in technique, the re-handling of the last act is immensely interesting. At the beginning, in the earlier form, Nora rushes down from the children's party overhead, and takes a significant farewell of Mrs. Linden, whom she finds awaiting her. Helmer almost forces her to return to the party; and thus the stage is cleared for the scene between Mrs. Linden and Krogstad, which, in the final version, opens the act. Then Nora enters with the two elder children, whom she sends to bed. Helmer immediately follows, and on his heels Dr. Rank, who announces in plain terms that his disease has entered on its last stage, that he is going home to die, and that he will not have Helmer or any one else hanging around his sickroom. In the final version, he says all this to Nora alone in the second act; while in the last act, coming in upon Helmer flushed with wine, and Nora pale and trembling in her masquerade dress, he has a parting scene with them, the significance of which she alone understands. In the earlier version, Rank has several long and heavy speeches in place of the light, swift dialogue of the final form, with its different significance for Helmer and for Nora. There is no trace of the wonderful passage which precedes Rank's exit."}
{"text": "In the final version, he says all this to Nora alone in the second act; while in the last act, coming in upon Helmer flushed with wine, and Nora pale and trembling in her masquerade dress, he has a parting scene with them, the significance of which she alone understands. In the earlier version, Rank has several long and heavy speeches in place of the light, swift dialogue of the final form, with its different significance for Helmer and for Nora. There is no trace of the wonderful passage which precedes Rank's exit. To compare the draft with the finished scene is to see a perfect instance of the transmutation of dramatic prose into dramatic poetry. Page 9 There is in the draft no indication of Helmer's being warmed with wine, or of the excitement of the senses which gives the final touch of tragedy to Nora's despair. The process of the action is practically the same in both versions; but everywhere in the final form a sharper edge is given to things. One little touch is very significant. In the draft, when Helmer has read the letter with which Krogstad returns the forged bill, he cries, \"You are saved, Nora, you are saved!\". In the revision, Ibsen cruelly altered this into, \"I am saved, Nora, I am saved!\". In the final scene, where Nora is telling Helmer how she expected him, when the revelation came, to take all the guilt upon himself, we look in vain, in the first draft, for this passage:- HELMER. I would gladly work for you night and day, Nora- bear sorrow and want for your sake. But no man sacrifices his honour, even for one he loves. NORA. Millions of women have done so. This, then, was an afterthought: was there ever a more brilliant one? It is with A Doll's House that Ibsen enters upon his kingdom as a world-poet. He had done greater work in the past, and he was to do greater work in the future; but this was the play which was destined to carry his name beyond the limits of Scandinavia, and even of Germany, to the remotest regions of civilisation. Here the Fates were not altogether kind to him."}
{"text": "It is with A Doll's House that Ibsen enters upon his kingdom as a world-poet. He had done greater work in the past, and he was to do greater work in the future; but this was the play which was destined to carry his name beyond the limits of Scandinavia, and even of Germany, to the remotest regions of civilisation. Here the Fates were not altogether kind to him. The fact that for many years he was known to thousands of people solely as the author of A Doll's House and its successor, Ghosts, was largely responsible for the extravagant misconceptions of his genius and character which prevailed during the last decade of the nineteenth century, and are not yet entirely extinct. In these plays he seemed to be delivering a direct assault on marriage, from the standpoint of feminine individualism; wherefore he was taken to be a preacher and pamphleteer rather than a poet. In these plays, and in these only, he made physical disease a considerable factor in the action; whence it was concluded that he had a morbid predilection for \"nauseous\" subjects. In these plays he laid special and perhaps disproportionate stress on the influence of heredity; whence he was believed to be possessed by a monomania on the point. In these plays, finally, he was trying to act the essentially uncongenial part of the prosaic realist. The effort broke down at many points, and the poet reasserted himself; but these flaws in the prosaic texture were regarded as mere bewildering errors and eccentricities. In short, he was introduced to the world at large through two plays which showed his power, indeed, almost in perfection, but left the higher and subtler qualities of his genius for the most part unrepresented. Hence the grotesquely distorted vision of him which for so long haunted the minds even of intelligent people. Hence, for example, the amazing opinion, given forth as a truism by more than one critic of great ability, that the author of Peer Gynt was devoid of humour. Within a little more than a fortnight of its publication, A Doll's House was presented at the Royal Theatre, Copenhagen, where Fru Hennings, as Nora, made the great success of her career. The play was soon being acted, as well as read, all over Scandinavia."}
{"text": "Hence, for example, the amazing opinion, given forth as a truism by more than one critic of great ability, that the author of Peer Gynt was devoid of humour. Within a little more than a fortnight of its publication, A Doll's House was presented at the Royal Theatre, Copenhagen, where Fru Hennings, as Nora, made the great success of her career. The play was soon being acted, as well as read, all over Scandinavia. Nora's startling \"declaration of independence\" afforded such an inexhaustible theme for heated discussion, that at last it had to be formally barred at social gatherings, just as, in Paris twenty years later, the Dreyfus Case was proclaimed a prohibited topic. The popularity of Pillars of Society in Germany had paved the way for its successor, which spread far and wide over the German stage in the spring of 1880, and has ever since held its place in the repertory of the leading theatres. As his works were at that time wholly unprotected in Germany, Ibsen could not prevent managers from altering the end of the play to suit their taste and fancy. He was thus driven, under protest, to write an alternative ending, in which, at the last moment, the thought of her children restrained Nora from leaving home. He preferred, as he said, \"to commit the outrage himself, rather than leave his work to the tender mercies of adaptors.\". The patched-up ending soon dropped out of use and out of memory. Ibsen's own account of the matter will be found in his Correspondence, Letter 142. It took ten years for the play to pass beyond the limits of Scandinavia and Germany. Madame Modjeska, it is true, presented a version of it in Louisville, Kentucky, in 1883, but it attracted no attention. In the following year Messrs. Henry Arthur Jones and Henry Herman produced at the PrincePage 10 of Wales's Theatre, London, a play entitled Breaking a Butterfly, which was described as being \"founded on Ibsen's Norah,\" but bore only a remote resemblance to the original. In this production Mr. Beerbohm Tree took the part of Dunkley, a melodramatic villain who filled the place of Krogstad. In 1885, again, an adventurous amateur club gave a quaint performance of Miss Lord's translation of the play at a hall in Argyle Street, London."}
{"text": "In this production Mr. Beerbohm Tree took the part of Dunkley, a melodramatic villain who filled the place of Krogstad. In 1885, again, an adventurous amateur club gave a quaint performance of Miss Lord's translation of the play at a hall in Argyle Street, London. Not until June 7, 1889, was A Doll's House competently, and even brilliantly, presented to the English public, by Mr. Charles Charrington and Miss Janet Achurch, at the Novelty Theatre, London, afterwards re-named the Kingsway Theatre. It was this production that really made Ibsen known to the English-speaking peoples. In other words, it marked his second great stride towards world-wide, as distinct from merely national, renown- if we reckon as the first stride the success of Pillars of Society in Germany. Mr. and Mrs. Charrington took A Doll's House with them on a long Australian tour; Miss Beatrice Cameron Mrs. Richard Mansfield was encouraged by the success of the London production to present the play in New York, whence it soon spread to other American cities; while in London itself it was frequently revived and vehemently discussed. The Ibsen controversy, indeed, did not break out in its full virulence until 1891, when Ghosts and Hedda Gabler were produced in London; but from the date of the Novelty production onwards, Ibsen was generally recognised as a potent factor in the intellectual and artistic life of the day. A French adaptation of Et Dukkehjem was produced in Brussels in March 1889, but attracted little attention. Not until 1894 was the play introduced to the Parisian public, at the Gymnase, with Madame Rejane as Nora. This actress has since played the part frequently, not only in Paris but in London and in America. In Italian the play was first produced in 1889, and soon passed into the repertory of Eleonora Duse, who appeared as Nora in London in 1893. Few heroines in modern drama have been played by so many actresses of the first rank. To those already enumerated must be added Hedwig Niemann-Raabe and Agnes Sorma in Germany, and Minnie Maddern-Fiske and Alla Nazimova in America; and, even so, the list is far from complete."}
{"text": "In Italian the play was first produced in 1889, and soon passed into the repertory of Eleonora Duse, who appeared as Nora in London in 1893. Few heroines in modern drama have been played by so many actresses of the first rank. To those already enumerated must be added Hedwig Niemann-Raabe and Agnes Sorma in Germany, and Minnie Maddern-Fiske and Alla Nazimova in America; and, even so, the list is far from complete. There is probably no country in the world, possessing a theatre on the European model, in which A Doll's House has not been more or less frequently acted. Undoubtedly the great attraction of the part of Nora to the average actress was the tarantella scene. This was a theatrical effect, of an obvious, unmistakable kind. It might have been- though I am not aware that it ever actually was- made the subject of a picture-poster. But this, as it seems to me, was Ibsen's last concession to the ideal of technique which he had acquired, in the old Bergen days, from his French masters. It was at this point- or, more precisely, a little later, in the middle of the third act- that Ibsen definitely outgrew the theatrical orthodox of his earlier years. When the action, in the theatrical sense, was over, he found himself only on the threshold of the essential drama; and in that drama, compressed into the final scene of the play, he proclaimed his true power and his true mission. How impossible, in his subsequent work, would be such figures as Mrs. Linden, the confidant, and Krogstad, the villain! They are not quite the ordinary confidant and villain, for Ibsen is always Ibsen, and his power of vitalization is extraordinary. Yet we clearly feel them to belong to a different order of art from that of his later plays. How impossible, too, in the poet's after years, would have been the little tricks of ironic coincidence and picturesque contrast which abound in A Doll's House!"}
{"text": "They are not quite the ordinary confidant and villain, for Ibsen is always Ibsen, and his power of vitalization is extraordinary. Yet we clearly feel them to belong to a different order of art from that of his later plays. How impossible, too, in the poet's after years, would have been the little tricks of ironic coincidence and picturesque contrast which abound in A Doll's House! The festal atmosphere of the whole play, the Christmas-tree, the tarantella, the masquerade ball, with its distant sounds of music- all the shimmer and tinsel of the background, against which Nora's soul-torture and Rank's despair are thrown into relief, belong to the system of external, artificial antithesis beloved by romantic playwrights from Lope de Vega onward, and carried to its limit by Victor Hugo. The same artificiality is apparent in minor details. \". Oh, what a wonderful thing it is to live to be happy!\". Cries Nora, and instantly \"The hall-door bell rings\" and Krogstad's shadow falls across the threshold. So, too, for his second entrance, an elaborate effect of contrast is arranged, between Nora's gleeful romp with her children and the sinister figure which stands unannounced in their midst. It would be too much to call these things absolutely unnatural, but the very precision of the coincidence is eloquent of prearrangement. At any rate, they belong to an order of effects which in future Ibsen sedulously eschews. The one apparent exception to this rule which I can remember occurs in The Master Builder, where Solness's remark, \"Presently the younger generation will come knocking at my door,\" gives the cue forPage 11 Hilda's knock and entrance. But here an interesting distinction is to be noted. Throughout The Master Builder the poet subtly indicates the operation of mysterious, unseen agencies- the \"helpers and servers\" of whom Solness speaks, as well as the Power with which he held converse at the crisis in his life- guiding, or at any rate tampering with, the destinies of the characters. This being so, it is evident that the effect of pre-arrangement produced by Hilda's appearing exactly on the given cue was deliberately aimed at. Like so many other details in the play, it might be a mere coincidence, or it might be a result of inscrutable design- we were purposely left in doubt."}
{"text": "Throughout The Master Builder the poet subtly indicates the operation of mysterious, unseen agencies- the \"helpers and servers\" of whom Solness speaks, as well as the Power with which he held converse at the crisis in his life- guiding, or at any rate tampering with, the destinies of the characters. This being so, it is evident that the effect of pre-arrangement produced by Hilda's appearing exactly on the given cue was deliberately aimed at. Like so many other details in the play, it might be a mere coincidence, or it might be a result of inscrutable design- we were purposely left in doubt. But the suggestion of pre-arrangement which helped to create the atmosphere of The Master Builder was wholly out of place in A Doll's House. In the later play it was a subtle stroke of art; in the earlier it was the effect of imperfectly dissembled artifice. The fact that Ibsen's full originality first reveals itself in the latter half of the third act is proved by the very protests, nay, the actual rebellion, which the last scene called forth. Up to that point he had been doing, approximately, what theatrical orthodoxy demanded of him. But when Nora, having put off her masquerade dress, returned to make up her account with Helmer, and with marriage as Helmer understood it, the poet flew in the face of orthodoxy, and its professors cried, out in bewilderment and wrath. But it was just at this point that, in practice, the real grip and thrill of the drama were found to come in. The tarantella scene never, in my experience- and I have seen five or six great actresses in the part- produced an effect in any degree commensurate with the effort involved. But when Nora and Helmer faced each other, one on each side of the table, and set to work to ravel out the skein of their illusions, then one felt oneself face to face with a new thing in drama- an order of experience, at once intellectual and emotional, not hitherto attained in the theatre. This every one felt, I think, who was in any way accessible to that order of experience. For my own part, I shall never forget how surprised I was on first seeing the play, to find this scene, in its naked simplicity, far more exciting and moving than all the artfully-arranged situations of the earlier acts."}
{"text": "But when Nora and Helmer faced each other, one on each side of the table, and set to work to ravel out the skein of their illusions, then one felt oneself face to face with a new thing in drama- an order of experience, at once intellectual and emotional, not hitherto attained in the theatre. This every one felt, I think, who was in any way accessible to that order of experience. For my own part, I shall never forget how surprised I was on first seeing the play, to find this scene, in its naked simplicity, far more exciting and moving than all the artfully-arranged situations of the earlier acts. To the same effect, from another point of view, we have the testimony of Fru Hennings, the first actress who ever played the part of Nora. In an interview published soon after Ibsen's death, she spoke of the delight it was to her, in her youth, to embody the Nora of the first and second acts, the \"lark,\" the \"squirrel,\" the irresponsible, butterfly Nora. \". When I now play the part,\" she went on, \"the first acts leave me indifferent. Not until the third act am I really interested- but then, intensely.\". To call the first and second acts positively uninteresting would of course be a gross exaggeration. What one really means is that their workmanship is still a little derivative and immature, and that not until the third act does the poet reveal the full originality and individuality of his genius. SUMMARY OF PLAY Act I: Summary:Page 12 Nora enters a late nineteenth-century living room furnished comfortably and tastefully but not extravagantly carrying a Christmas tree and presents. After she nibbles on a few macaroons, she begins unwrapping parcels. Torvald, from his study adjacent to the living room , hears her and comes out. Nora hides her macaroons. When Torvald sees the numerous purchases Nora has made, he chastises her for being a spendthrift. Torvald's tone is of a father talking to a small child. Nora responds to Torvald's concerns by saying that money is not important and that, should it become so, they will simply borrow money until Torvald gets paid again. Torvald gently objects to the idea of being in debt. Seeing that Nora is put out by his chastisement, Torvald offers her money for housekeeping, much to Nora's excitement."}
{"text": "Nora responds to Torvald's concerns by saying that money is not important and that, should it become so, they will simply borrow money until Torvald gets paid again. Torvald gently objects to the idea of being in debt. Seeing that Nora is put out by his chastisement, Torvald offers her money for housekeeping, much to Nora's excitement. Nora shows him the presents she has bought. Torvald then asks Nora what she would like for Christmas. After hesitating for a bit, Nora says that she would most like money. Laughing, Torvald again patronizingly accuses Nora of being a spendthrift. Torvald then asks if Nora has been breaking rules and eating sweets. Nora lies and denies that she has been eating macaroons, protesting that she would never go against Torvald's wishes. Torvald believes her and they begin discussing how much they are looking forward to Christmas. They reminisce about the past, including how Nora locked herself up in a room in order to surprise everyone with homemade ornaments the year before only for them to be torn up by the cat. Nora begins to talk to Torvald about her plans for after Christmas when the maid interrupts with news of visitors. Torvald retreats to his study where his friend Doctor Rank has gone while Nora receives Mrs. Linde, an old friend from school. At first, Nora does not recognize Mrs. Linde, who she has not seen for about a decade. The two quickly catch up on the events of their lives, including the death of Mrs. Linde's husband. Mrs. Linde reports that she feels that she has become much older but quickly asks Nora to tell her about herself. Nora happily shares that Torvald has been appointed to manager of the bank and that she is relieved that they will soon have heaps of money. Mrs. Linde, smiling, chastises Nora for fixing on money and they reminisce about Nora being a spendthrift when they were younger. Nora qualifies this comment by revealing that she and Torvald have both had to work very hard to make what they have. In fact, she reports that, early in their marriage, Torvald fell ill from overwork and they had to take a very costly vacation to Italy, paid for by Nora's father, in order to allow Torvald to recover."}
{"text": "Linde, smiling, chastises Nora for fixing on money and they reminisce about Nora being a spendthrift when they were younger. Nora qualifies this comment by revealing that she and Torvald have both had to work very hard to make what they have. In fact, she reports that, early in their marriage, Torvald fell ill from overwork and they had to take a very costly vacation to Italy, paid for by Nora's father, in order to allow Torvald to recover. Nora laments the fact that, because she was looking after Torvald and expecting her first child, she could not nurse her father when he fell fatally ill just prior to their departure for Italy. Returning to the present, Nora happily reports that Torvald has been in good health ever since their trip. The two women then turn to a discussion of Mrs. Linde. At Nora's request, Mrs. Linde explains why she married her husband despite the fact that she did not love him, reporting that the draw of his financial status was too compelling, given her circumstances. Mrs. Linde reports that, unfortunately, her husband died penniless and she has had to work to make ends meet and support her relatives for the last few years. Now that her mother is dead and her brother comfortable, Mrs. Linde says that she feels empty because she has no one for whom to care. She slyly asks Nora if Torvald would be able to secure some work for her. Nora agrees. Mrs. Linde makes an off-hand remark about how little Nora has had to worry about in life, calling Nora a child. Nora objects, challenging Mrs. Linde's superior attitude. To prove how much she has been through, Nora shares with Mrs. Linde that, despite what she had just told her, it was actually Nora who, through a loan from an undivulged source, procured the money necessary to go to Italy and save Torvald's life. Mrs. Linde wonders aloud if Nora has not acted imprudently, having never shared this secret with her husband. Nora rejects this view, claiming that Torvald and her marriage could not sustain the knowledge of this secret. Mrs. Linde questions Nora as to whether Nora ever plans to tell Torvald."}
{"text": "Nora rejects this view, claiming that Torvald and her marriage could not sustain the knowledge of this secret. Mrs. Linde questions Nora as to whether Nora ever plans to tell Torvald. Nora replies that she may some day, if her good looks and charm wear off and she is in need of some compelling way to keepPage 13 Torvald, but not for quite a while. She then launches into a description of how hard it has been to find the money she has needed to repay this loan and how happy she is that she will be free of its burden thanks to Torvald's promotion. The doorbell rings and the maid informs Nora that Krogstad desires to see Torvald. Nora, shocked and worried that Krogstad has come to inform Torvald of Nora's secret, questions Krogstad about his business. Krogstad assures her that it is mere bank business and so Nora assents. Mrs. Linde reveals that she once knew the man. When Krogstad goes into the study, Dr. Rank comes out to chat with Nora and Mrs. Linde. Discussing the human urge to sustain life, Dr. Rank grudgingly admits that he does want to preserve his own despite his physical pain resulting from a disease. He then begins to discourse on the pervasiveness of morally corrupt characters, including Krogstad. Nora feigns ignorance and inquires about Krogstad about whom Dr. Rank only has unflattering reports. Nora suddenly breaks out into laughter. Avoiding a direct reply to the questioning looks of Mrs. Linde and Dr. Rank, she asks if the employees of the bank will be under the power of Torvald after his promotion. She revels in the idea. Still happy, she offers a macaroon to Dr. Rank, falsely claiming that they were a gift from an unaware Mrs. Linde after Dr. Rank expresses surprise knowing that they are forbidden . Nora then impulsively shares with Mrs. Linde and Dr. Rank that there is something that she would very much like to say if Torvald was able to hear: \"I'll be damned!\". Her companions' reactions are cut short, though, by the emergence of Torvald from the study. Hiding the macaroons, Nora introduces Torvald to Mrs. Linde after he emerges from the study. After the initial introductions and explanation of Mrs."}
{"text": "Nora further probes if the Nurse's daughter, as a result of her absence, had forgotten the Nurse. Nurse says no. Nora throws her arms around the Nurse, telling the Nurse what a wonderful mother she had been for her. Nora also begins to say that she is sure that the Nurse would also be a wonderful mother to Nora's children if they were suddenly without a mother but dismisses her thought as silly and sends the Nurse back to the children, turning the conversation to the ball. While alone, Nora unsuccessfully tries to concentrate on the ball and forget the problem of the possibility of Krogstad revealing her secret. She is interrupted by Mrs. Linde's arrival. Happy to see her, Nora asks Mrs. Linde to help her repair her dress for the ball the next evening. While sewing, Mrs. Linde thanks Nora for her hospitality and begins to ask about Dr. Rank and whether he is usually as depressing as he had been the day before. Nora reports that, as Mrs. Linde expected, he had been particularly bad and explains to her friend that Dr. Rank suffers from a very dangerous consumption of the spine that he has had from childhood; Nora hints that Dr. Rank's problem is the result of his father's sexual indiscretions though it is unclear as to whether Nora is really hinting and aware of the fact that they were sexual in nature . Shocked by Nora's understanding of the matter, Mrs. Linde drops her sewing and asks Nora how it is that she knows of such things. Nora dismisses Mrs. Linde's inquiry by telling her that the married women friends that occasionally stop by have a good knowledge of medical problems. Resuming her sewing, Mrs. Linde quietly continues her probe of Nora's relationship with Dr. Rank, asking Nora if he is often at the house. Nora replies that Dr. Rank is a good friend of both she and Torvald and stops by the house daily. Curious about Dr. Rank's motives as well as his familiarity with Mrs. Linde's name and Torvald's lack of familiarity , Mrs. Linde asks Nora to describe her relationship with the Doctor. Nora confesses that, because of Torvald's own tastes, she does often tell Dr. Rank things that she does not share with Torvald. Suspicious of Dr. Rank, Mrs. Linde, citing her superior experience and knowledge of the world, counsels Nora to end her relationship with Dr."}
{"text": "Suspicious of Dr. Rank, Mrs. Linde, citing her superior experience and knowledge of the world, counsels Nora to end her relationship with Dr. Rank. Puzzled, Nora asks Mrs. Linde exactly what it is that she should be ending. Mrs. Linde explains that she is afraid that Dr. Rank is the rich admirer who Nora described the day before as a potential source of money. Interrupting her, Nora clarifies that such a man does not exist. Still pursuing her line of thought, Mrs. Linde calls Dr. Rank tactless and tells Nora that it is obvious that he is the man from whom Nora has borrowed money. Nora denies this, but muses on the potential help that a man could bring to rectifying the situation. Sensing a change in Nora's disposition, Mrs. Linde asks Nora what has happened in the last day. Hearing Torvald approaching, Nora does not answer and asks Mrs. Linde to retire to another room with her sewing, explaining that Torvald dislikes seeing dressmaking. Mrs. Linde obliges Nora but warns her that she will not leave the house until Nora explains what has happened. Torvald enters and asks if it was the dressmaker who had just left. Nora tells him that it was Mrs. Linde and replies that he must be very pleased that she had taken his advice to ask Mrs. Linde for help. Scoffing at the idea that he should be pleased that his wife had done his bidding, he excuses himself, saying that she will probably want to be trying on her dress. Nora remarks that she expects that he will retire to the study with his work. As he leaves, Nora stops him, asking him repeatedly if he would do something for his \"little squirrel\" or \"skylark\" if she were to act very \"prettily\", dancing and singing for him. Torvald answers that, despite these promises, he would still like to hear what the deed would be before he agrees. While Nora continues to promise that she will act like a fairy and dance for him in the moonlight, he abruptly asks her if she is making her request from earlier the appeal to not fire Krogstad. When NoraPage 17 confirms that she is, begging him to reconsider, Torvald grows angry, observing that it is Krogstad's post that he has promised Mrs."}
{"text": "Torvald answers that, despite these promises, he would still like to hear what the deed would be before he agrees. While Nora continues to promise that she will act like a fairy and dance for him in the moonlight, he abruptly asks her if she is making her request from earlier the appeal to not fire Krogstad. When NoraPage 17 confirms that she is, begging him to reconsider, Torvald grows angry, observing that it is Krogstad's post that he has promised Mrs. Linde; Torvald implies that he is annoyed that Nora seems to think that he would change his mind simply because of Nora's promise to Krogstad. Nora interrupts him, telling him that it is not just her promise that makes the matter so urgent-- she is concerned that Krogstad will besmirch their name in the newspapers. Torvald, thinking that Nora is afraid of libel because of past experiences with her father's name being trashed in the newspapers after his death, reassures Nora that, unlike her father, he is beyond reproach. Nora again pleads, warning that men like Krogstad are certainly capable of contriving things to bring harm to their happy, snug home. Torvald finally replies that Nora's pleas make it all the more impossible for him to change his mind; what would happen to his reputation if word got out that he had reversed his decision simply because of his wife's entreaties? Moreover, Torvald argues that Krogstad is not only morally corrupt, but he also takes advantage of their early childhood friendship to speak to him in what Torvald believes to be an inappropriately familiar manner. Torvald believes that this would make his position as manager intolerable. Incredulous, Nora tells Torvald that he surely must not be so narrow-minded. Angry at being called narrow-minded which Nora tries to qualify , Torvald orders the maid to send Krogstad his dismissal which Torvald has already composed. Horrified, Nora begs him to call the letter back, warning Torvald that he must do it for the sake of the marriage and family. Torvald says it is too late and Nora agrees. Torvald then launches into a speech on how insulting he finds Nora's alarm but concludes by telling her that he forgives her because her worries are surely only an expression of her great love for him."}
{"text": "Nora is relieved that Dr. Rank has actually been talking about himself and not her own situation and comments on the ugliness of the matter. Dr. Rank agrees and asks Nora to prevent Torvald from entering Rank's sickroom once Rank knows that he is about to enter the final stages of death because Rank does not want Torvald to witness the ugliness of the disease since he knows that Torvald's refined nature gives Torvald an unconquerable disgust of everything ugly. Nora, upset by his pessimistic and ugly tone, comments that she had hoped that he would be in good spirits today. Rank scoffs at the idea of being in good humor pun probably not intended when he knows that he is dying for the sins of his father. Besides, he says, such revenge for indiscretion is being exacted in every household. Unclear as to what Rank is talking about, Nora comments that Rank's father must have eaten a lot of unhealthy foods and alcohol when he was younger. The conversation it is unclear as to whether the two have really understood each other throughout the exchange peters out with Nora commenting that the biggest tragedy has been that Dr. Rank has not been able to enjoy these pleasures himself. Dr. Rank is intrigued by this nebulous statement and makes a small exclamation. The conversation becomes confused and degenerates into a comment on the silly moods that two are in. Nora, rising and placing her hands on Dr. Rank's shoulders, commentsPage 18 that she and Torvald would hate to lose Dr. Rank to death. Dr. Rank replies that those who are gone are easily forgotten, piquing Nora's interest. Dr. Rank, explaining the matter, observes that Mrs. Linde has already begun to replace him. Nora tells him to be quiet and promises that, if he is nice, she will dance the next day and he will be able to imagine that it is all for him and, as a quick qualifier, Torvald as well . Nora, continuing consciously or unconsciously to flirt with the Doctor, pulls out a pair of silk stockings to show him. They banter a bit about how much leg Nora will have to show him for him to form an opinion of the stockings. Dr. Rank comments on the great deal of intimacy and comfort he has enjoyed with the Helmers and how he would like to leave some token of appreciation for their generosity before he passes away."}
{"text": "A DEFINITIVE GUIDE TO THE MEMORIES WE LOST AND OTHER STORIES. ANTHOLOGY OF SHORT STORIES COMPILED BY CHRIS WANJALA. TABLE OF CONTENT Introduction page Authors Copyright Table of content Memories we lost. ............................................ 1 How much land does mannee.........................8 Light.................................................................13 My Fathers Head. The Umbrella Man............................................24 The President...................................................31 Window Seat Almost Home...................................................... 45 The Folded Leaf...................................................55 Hitting Budapest Missing Out.........................................................68 No need to Lie The Handsomest Drowned Man In the world. Stones Bounce On WaterSAMPLE ANSWERED QUESTIONS.................................96 1. MEMORIES WE LOST By Lidudumalingani Mqombofhi About the Author The author Lidudumalingani was born in the Eastern Cape Province of South Africa in a village called Zikhovane. Lidudumalingani is a writer, filmmaker and a photographer. He grew up herding cattle and moulding goats from clay and later grew fond of words and images. He writes about music, art, culture and films for the Mail, Guardian and Africa is my country. He has published in literature journals Chimurenga chronic and pufrock and the second short, sharp story collection Adults only. He currently lives in Cape Town The Title Memories we lost is a biography. The life of a sister seen by a younger sister. The story is about mental illnessghigpphrenig and its effect. It is first described as this thing that takes the narrator's younger sister. Over time it robs the sister of the ability to speak and remember hence the title Memories we lost. The title is a reflection of loss and regret. The setting The story is set in South Africa, indeed the author Lidudumalingani is a South African. A number of South African indigenous words are used in the story. The plot The story Memories we lost is about challenges brought by mental illness to the victim and those around them. The mental illness is schizophrenia. It is a mental disorder Characterized by many symptoms. It causes a breakdown in the relationship between thoughts, feelings and actions. There are many causes Of the disease and hereditary is one of them. It's No wonder the disease runs in the narrator's family. The narrator's father was a scherophrene. Events and actions in the story rotate around a sick sister. The sickness is terrifying and attacks without warning."}
{"text": "The narrator's father was a scherophrene. Events and actions in the story rotate around a sick sister. The sickness is terrifying and attacks without warning. The narrator tells us that after the attack is over she would mumble c prayer and would embrace the sister for a long time. This suggests . The reader that the illness is horrific and painful. In one of these attacks the sick sister screams and disappears intr, the night. All men and boys go out in search of her The men Or boys disoriented and peered shuffled in the dark and split into smc groups as instructed by a man \" Pg 1 0. Hours later they return bu without the sister. It is the mother who returns the following dot carrying the daughter. In a different episode as the narrator is telling her sister a story, she is seized by an attack and knocks her head on the wall so much one so hard that she bleed profusely. An effort to shield her from doing this fails because of the abnormal strength that the sister has during an attack. The episode is so memorable to the mind of the narrator and says, \"The smell of blood lingered after many sunsets had come; even after the rain had come \" Pg 1 2. The disease makes the sister violent and destructive. This is evident ir a case where she flung a desk across a room smashing the glass window. In yet another moment of attack the ill sister pours hot porridge on the sister's chest causing her a lot of pain and harm. It is due to the disease that the narrator's sister drops out of school and cannot continue with her schooling 'This thing, this thing that took over her followed her to school and had to drop out ' This makes the narrator who loves the sister so much to absent himself from school. Eventually suffering the same fate The narrator spends much time with the sister playing e g drawing sketches. It is while narrator is in school that she learns about schizophrenia. She comes to understand that it is what the sister was suffering from. She further learns that there is not medication for the disease and has no cure. The medicine she was taking was of no help. The sisters secretly decide not to take the medicine anymore \"The first thing my sister and I got rid of was her arsenal of medicaitrion \" Pg 1 3, Henceforth they buried all the herbs and the narrator demonstrated to the sister how to fake taking medication drinks. Like any good mother, the mother has made many attempts to have the girl cured."}
{"text": "The medicine she was taking was of no help. The sisters secretly decide not to take the medicine anymore \"The first thing my sister and I got rid of was her arsenal of medicaitrion \" Pg 1 3, Henceforth they buried all the herbs and the narrator demonstrated to the sister how to fake taking medication drinks. Like any good mother, the mother has made many attempts to have the girl cured. She has used herbs, modern medication, prayers and even consulted. The younger sister tries as much as possible to bring the sister to be her old self. In one such episode the sisters are playing in the rain. They are happy and the disease appears to have 'left' the sister \" We jumped in the rain in that moment, my sister returned; she smiled and laughed. That day we began to form new childhood memories, filling the void left by one that had been wiped out \" Pg 1 4 The mother sees them in this state and she imagines that the disease was going to come again. She organizes for another ritual to cure the daughter. This time round she organizes for a Nkunzi witchdoctor from another village famous for baking people on a fire from cow dung and wood. The narrator is aware that effects of ritual is unknown as dangerous ritual and says \"l had not heard anyone who had survived either \" She could not allow this to happen to the sister. The both ran away to the unknown place. Just like the father before them the two sisters are escaping from their village and the people. The want to put enough distance between themselves and the home memories and secrets that stamp them as belonging to a family known for mental illness. But at the end hope is on sight, for after walking the whole night they reached a town and a hospital in sight. They knowingly fifteen each other grip. CHARACTERIZATION THE NARRATOR She is a sister to the mentally ill sister. The narrator and the sister have no names because they symbolize or represent others like them who love and live with mentally ill relatives. The narrator is loving or affectionate. She loves the mentally ill sister despite her state. This is unlike many families where the mentally ill have no one to take care of them. When the sister 'comes out' of an attack she is always there for her \"The embraces I remember, were always tight and long as if she hoped the moment would last forever \" There seem to be a very strong bond of love between the two sisters."}
{"text": "She loves the mentally ill sister despite her state. This is unlike many families where the mentally ill have no one to take care of them. When the sister 'comes out' of an attack she is always there for her \"The embraces I remember, were always tight and long as if she hoped the moment would last forever \" There seem to be a very strong bond of love between the two sisters. The sibling's relation is loving and cordial. They even discuss their physical growth including the emergence of the sister's growth. The narrator is curious inquisitive when she hears the mother and the uncle discussing the sister's illness in the morning she crouches near them to hear what they are saying. She is quite protective and protects the sister from the wrath of Nkunzi a sangoma who 'bakes' patients with mental illness. They run away to another village. The narrator emphasizes with the sister. When called by an old aunt from the house, the narrator says, \"wehugged tightly, my sister and I wiped each other's tears \" She is inseparable from her sister, \"the only way to have me turn away from her would be to cut us apart \" The narrator is courageous because she walks throughout the night with the sister alone in the villages as they are fleeing even with the dogs barking. She is religious and prayful. When the sister came out of an attack from mental attack she says \"I stretched my arms out in all directions, mumbled two short prayers \" THE SICK SISTER Most of the things we know about her are told by the sister. She is mentally ill and because of this she is violent. She hauls a desk breaking the window in a class. She also violently harms herself by hitting her head against tree trump until she bleed. She pours hot porridge on her sister. But she also loves and her relation to the sister is cordial and loving. She is also secretive and emotional because she cries the whole night of the ritual but does not want the brother to know \"...and she sunk her teeth in the pillow so that she would not cry. THE MOTHER She is determined. Her determination to have the daughter healedj of the mental illness is admirable. She tries all forms of reme including prayers, herbs, witchdoctors etc. We also see this determination when the daughter has a seize illness and runs away at night. All the men and boys return wi the girl hopeless."}
{"text": "She tries all forms of reme including prayers, herbs, witchdoctors etc. We also see this determination when the daughter has a seize illness and runs away at night. All the men and boys return wi the girl hopeless. The mother comes far much later the following day after finding the daughter \"...only returned home when the sun was up in the sky the next day, carrying my sister on her back. She is a loving mother and her love is illustrated by the efforts she makes to make her daughter cured. She trays prayers, herbal medicine, modern medicine and witchcraft She is paranoid fearful. On seeing her two daughters play in the rain she fears the disease might come back again, she calls the entire village for another ritual THE FATHER There is only a mention of the father. He was a schizophrenia just like the daughter is but nobody mentions it. He left one day never to come back. He was this mysterious and escapist because he was running away from the village and the people. THEMES 1. Effects of mental illness The author looks at mental illness and especially the effect on the victim and those living with a mentally ill person. The mentally ill sister first loses her speech \"The first thing that this took from us was speech \" Pg 8. The sister is not coherent and speaks in a language that was unfamiliar, her words trembling as if trying to relay unthinkable revelations from the gods. The disease has affected the thinking or the mental faulty of the sister in such a way that she cannot remember. Thus the disease takes away all her ability to remember \"memories faded one after the other until our past was a blur\" Mental illness appears to have horrifying and dehumanizing effect on the victim. The attacks tear her apart so that when she regains herself she is totally different \"Every time this nothing took her she returned altered, unrecognizable as if two people were trapped inside her. The whole community is affected by mental illness. When the sister runs away due to the disease attack everybody is concerned and men. The ritual to be performed by the Sangoma is attended by all the Villagers showing it is a concern for everybody. MENTAL ILLNESS When the writer writes about mental illness the description is so viv, It is as if you are right there with the victim. He describes this illnes, that the nameless protagonist calls this thing. Mental illness is a harrowing mindless and violent disease."}
{"text": "MENTAL ILLNESS When the writer writes about mental illness the description is so viv, It is as if you are right there with the victim. He describes this illnes, that the nameless protagonist calls this thing. Mental illness is a harrowing mindless and violent disease. It's n only the disease but the cure for the illness \"The next day my sister would be taken to Nkunzi to be 'baked'. Had heard of how Nkunzi baked people. He would make a fire fro-cow dung and wood and once the fire burnt red he would tie the demon possessed person into a section of the zinc rooting then place it on fire. He claimed to be baking the demons and that the perso would recover from the burns a week later. I had not heard of anyon who died but I had not heard of anyone who lived either \"The reade is saddened by the fate of those African countries who suffer fro mental illness, how they are caught in violent superstition. The story brings out the reality in any African countries where ther are no facilities for the mentally ill. What serves as cure is often times cruel beyond telling of it. The mother does not understand why the same disease that afflicte her husband now afflicts her daughter. She doesn't know the disea is hereditary. People had come to believe that baking people from a fire by d cow dung and wood would release them off demons. This leads death of patients rather than cure them \"I had not heard of anyo who had died but I had not heard of anyone who had lived either \" LOVE AND EMPATHY Memories we lost is a troubling piece depicting the great between two siblings in a beautifully drawn landscape. Memories we lost is more than a story about mental illness. It between siblings who show great love and feeling towar other despite their faults. The narrator organizes for her and her sister to flee not only she cannot allow her sister to be 'baked' but helps her to r from the village to escape the embarrassment as shame ofIGNORANCE AND SUPERSTITION The elders refer to the disease as this thing and say it is the work of the devil and demons. Narrator says, \"None of them knew my sister; none of them cared \" The villagers are ignorant of the fact that the disease as a medical condition and should be treated as such. IMAGERY The writer uses powerful images with the writings that are inspiring."}
{"text": "The narrator organizes for her and her sister to flee not only she cannot allow her sister to be 'baked' but helps her to r from the village to escape the embarrassment as shame ofIGNORANCE AND SUPERSTITION The elders refer to the disease as this thing and say it is the work of the devil and demons. Narrator says, \"None of them knew my sister; none of them cared \" The villagers are ignorant of the fact that the disease as a medical condition and should be treated as such. IMAGERY The writer uses powerful images with the writings that are inspiring. The mental illness is not called by the name but this thing to show how embarrassed and shameful it is but also to portray ignorance of a community. The team returning from the search is described as 'morphed into defeated men' and 'their bodies slouched as if they had carried a heavy load 'to show the fatigue and frustration after the search from the sick girl. The modern building and a hospital that the narrator and the girl see after a sign of hope that finally the sister might be cured of her disease. After the sister hits her head on a tree continuously and she bleeds, the narrator says the bloodstain remained visible on the wall long after my mother scrubbed it off; long after she had applied three layers of mud and new water paint. The writer shows how horrible the incident was and that it will never be scrubbed in the narrator's memory. USE OF SYMBOLISM The disease symbolizes a nation that once suffered schizophrenia of apartheid and just like the sister the country is trying to understand it and cure it. The nation is trying to understand and heal a national disorder. After the night's sleep, the sister will wake up once the sun is up and alk again to somewhere. This symbolizes a better South Africa. USE OF SATIRE Both the community and the religion are satirized for instead looking for a cure the community goes for medication that is ver. Dangerous like calling the Nkunzi to 'bake' a living person. This endanger the girl more than cure her. Religion is also satirized because even after much prayer it is providing a solution. 2.How much land does man need By. Leo Tolstoy THE AUTHOR. When Tolstoy died at the age of 82 from pheumonia, he may have been the most famous man in the world. He was the leading RUSSian novelist in the world."}
{"text": "Leo Tolstoy THE AUTHOR. When Tolstoy died at the age of 82 from pheumonia, he may have been the most famous man in the world. He was the leading RUSSian novelist in the world. Leo Tolstoy was born in 1828 the wealthy aristocratic parents. He was orphaned at the age of 9 and thus grew up under the care of aunts and uncles. He once served in the Russian army during the Crimean war lt is the suffering that he witnessed during the war that heeped to bring out his serious, morally questioning nature. Tolstoy greatest works are war and peace and Anna karennia regarded as the finest novels ever written. Although Tolstoy was a pacifist, a Christian and an aristocrat his books were never banned. His rural grave is a major Russian tourist attraction and his house in Moscow is now Tolstoy museum. THE TITLE. The title is a question Pahom tries to get as much land ashe could, However, at the end he dies frying to get this land and is buried in a grave six feet by three. The end of the story answer the question, How much land does a man need, that six feet is all we require because when we die we do not carry anything with THE SETTING. The setting is in Russian countryside. Events rotate mainly arotmd Pahom met his death in the Bahkir's land. The Plot. How much land does a man need? Is one of the est moral tales that Tolstoy wrote. Written in 1886 the story tells about Paho who is corrupted by materialism and greed and eventually dest yed by greed. The Protagonist Pahom is a peasant. At th eginning we are told he owns '1 23 acres of land pasture' page and a big house animals and a family of five but he is not conte ed. One day a passing dealer informs Pa m that he had bought 1 300 acres of land at 1000 roubles and ev n goes further to show Pahom the title deed. The dealer creates the impression at the seller the Bashkirs are simple minded who own large tracks f land. Pahom makes up his mind that he was going to buy land from theBashkirs."}
{"text": "One day a passing dealer informs Pa m that he had bought 1 300 acres of land at 1000 roubles and ev n goes further to show Pahom the title deed. The dealer creates the impression at the seller the Bashkirs are simple minded who own large tracks f land. Pahom makes up his mind that he was going to buy land from theBashkirs. He buys presents for them and with a servant makes a seven days journey to the land of the Bashkirs to take as much land for a low price. He gives the Bashkirs the presents he had bought for them. The chief informs him that as a token of appreciation, he would be rewarded with whatever he wanted. Pahom chooses land. Their offer is very unusual; for a sum of 1000 roublles, Pahom can walk around as large area as he wants, starting at daybreak, marking his route with a spade along t he way. If he reaches his starting point by sunset that day, the entire area of land his route encloses would be his, but if he does not reach hs starting point he would lose money and receive no land. Pahom is happy with the arrangement and decides he will start the following morning. He is so excited by the idea of owning large tracks of land that he cannot even sleep. He 'onlky dozed off just before dawn'pg 22.Before sunrise he is taken to the hillock and shown the spot he will start at sunrise. Pahom takes a spade to mark the land and as soon as the sun OPpears he starts walking towqrds the medow. He walks fast and at certain point has to take off his coat and shoes because of the heat and so that he can walk faster. He walks straight and far until the hillock and the people are no longer visible. He stops to takes water and luch. After the meal he starts walking but is soon very exhausted and sleepy because its is too hot. When he thought he had walked enough and should start to go boo he is tempted by o damp hollow \"It would be a pity to leave thos out... Flax would do well there\". Greed makes him not to turn when would have been very necessary to do so. By the time he makes up his mind to go back to the hillock, the sun i: overhesd and he is exhausted."}
{"text": "When he thought he had walked enough and should start to go boo he is tempted by o damp hollow \"It would be a pity to leave thos out... Flax would do well there\". Greed makes him not to turn when would have been very necessary to do so. By the time he makes up his mind to go back to the hillock, the sun i: overhesd and he is exhausted. By this time he is very tired, the temperatures are very high, his feet are cut and bruised and the legz are failing him. He regrets having walked too far. Because of serious pain and exhaustion, he throws away everything else he was carrying, coat shoes, flask and his cap. Fear of not achieving his goals makes him to start running, this i',despite the heat, dehydration and pain. At one point he is aware that strain will kill him \"Though afraid of death, he could not stop\" He ran on and on. This is the climax of the story when he decides to keep going even though he is dying. He dies of exhaustion once he reaches the top of the hill. The Bashkirs exclaims \"He has gained much land \"But he is dead. The servant quickly buries Pahom using his own spade that he used to mark the land. Only six feet of land is needed to burry him. Six feet of land is how much land a man needs because every man dies in the end. CHARACTERIZATION. The only fully developed character in the story How much landdoesa man need is Pahom. The author intends his readers to focus entirely on the peignt of Pahom as he seeks his fortune. He is a peasant who keeps frying to gain more land and never seems to have enough. He is a dynamic character who is well developed even tough negatively. At first he is content with his life but then he becomes greedy and ambitious in his persuit of wealth new land Pahom is an industrious and a hardworking person. He owns 123 qcres of land on which he farms and 'the number of cattie kept increasing' pg 21 .1t is this trait that makes him 90 to the Bashkirs search of new landsBut Pahom is also greedy and materialistic we are told that 'he wpnted wider and more fertile lands and had an desire to 21. He kept on thinking of one thing 'How can I have more land."}
{"text": "At first he is content with his life but then he becomes greedy and ambitious in his persuit of wealth new land Pahom is an industrious and a hardworking person. He owns 123 qcres of land on which he farms and 'the number of cattie kept increasing' pg 21 .1t is this trait that makes him 90 to the Bashkirs search of new landsBut Pahom is also greedy and materialistic we are told that 'he wpnted wider and more fertile lands and had an desire to 21. He kept on thinking of one thing 'How can I have more land. Because of greed and materialism he goes out the Bashkirs land in search of cheap land. At the Bashkirs he becomes carried away by his greed and covers a distance that is too much for him and is responsible for his own demise. Pahom is rustling to return to the hillock before sunset, dying in the process. He knows that he is dying and considers stopping but he doesn't because of greed. Pahom potrays the nature of greed in humans. Pahom is also a very generous person this is seen when he buys presents for the Bashkirs and are happy with him ln fact as a token of appreciation of the generousity the Bashkir's chief offers to give him any reward he chooses. He is also a determined person because when he makes up his mind to get the Bashkir's land he makes a seven day journey to their land, he even buys presents for the Bashkir's. The Chief of the Bashkir's. He is a static character who does not change or develop. He is appreciative and thankful of the presents given to him by Pahom and because of this he make; a goog deal with Pahom about how much land he can get from their tribe. For accommodating Pahom and offering him land he is very hospitable and generous. The dealer. Not much is revealed about the dealer but it is apparent that he is sincere and honest. He even shows Pahom his tiltle deed to proof his point. THEMES. Pahom the main character reflects the characteristic of greed. Tolstoy through Pahom want to tell us that greed does not pay and might lead to self destruction."}
{"text": "THEMES. Pahom the main character reflects the characteristic of greed. Tolstoy through Pahom want to tell us that greed does not pay and might lead to self destruction. Pahom the main character has enough of what one requires in life ln fact he is rich, he owns 1 23 acres of land, a family and land but is not contented. He goes out in the Bashkir's land to look for more at g very low price. The author wants to show that what we have with us does not set, -satisfactory, and it keeps us to look for more. Pahom become; carried away with his ambition and greed and loses contentme, even though he already has land to make him happy. On his trip to the Bashkir's to find land, he has an opportunity to gain land as much as he wanted. After paying 1000 roubles, he told to make a mark and walk as much but be back by sunset and aj the land he would have covered, would be his provided he was back by sunset. But Pahom full with greed walks beyond his limit. On reaching he is running short of time he starts running so as to get back to the starting point. Unfortunately he dies of exhaustion just when he was about to reach the starting point. Greed leads to self destruction. He is buried by his servant and at the end the only land he requires is 6 by 3 feet big enough for his grave. The end of the story teaches us that greed does not pay and how much we actually need in life. After death we do not carry anything with us. STYLES. 1. Use of parables. Tolstoy story is a parable. Like the parables of Jesus a parable parablesrt simple tale that has moral lessons. Like Pahom many people in the world today believe that we need material things and wealth in order to be happy. Such people often waste their tiem to gai more for themselves. The author tries to tell us that we should not have greed on materials that are meaningless but do things that are worthy. The story concludes with a moral lesson that the only thing Ne need in the end, is a little piece of land. Thus we should learn to be content with what we have having more doesn't always make you happier and greed can consumr and destroy your life. At the end Pahom gets a titting end."}
{"text": "The story concludes with a moral lesson that the only thing Ne need in the end, is a little piece of land. Thus we should learn to be content with what we have having more doesn't always make you happier and greed can consumr and destroy your life. At the end Pahom gets a titting end. Use of irony When Pahom dies and is buried by his servant the author describes his grave as being six feet as all the land he needed. Six feet is unexpected answer to the title of the story. Use of Dialogue. There is a dialogue between Pahom and the dealer. \". Is it true there is a place where land sells such cheap there must\"It could not be look at this title deed\" pg 21 The dialogue brings out the honesty of the dealer and the inquinsitive and greedy nature of Pahom. There is also the dialogue between the chief of the Bashkir's and The dialogue brings out the greed of Pahom and the Chiefs genoristy. 3. LIGHT: By Lesley Nneka Arimah BACKGROUND Lesley Nneka Arima was born in United Kingdom and grew up wherever her father was stationed to work. This was sometimes in Nigeria or even out of Nigeria. She has been published in the New Yorker and Granta. Her story, the light was winner of the 2015 commonwealth short story prize for Africa. Her work has received grants and awards from Commonwealth writers, AWP, the Elizabeth George Foundation, the Jerome foundation and others. She is currently living in Minneapolis. The Light touches on key issues, which revolve around education and parenting. Having grown up separated from her mother, Nneka understands what this kind of schism can do to relationships: Mother to child and wife to husband. The story handles effectively the themes of separation, parenting, technology and emancipation. It is an exciting story about expectations for both teenagers and young couples. The author ridicules parents who abandon their parenting responsibilities and expect their children to be straight. Therefore, the story is about how good relations and understanding can be maintained between parents and the teenagers in our modern society. SYNOPSIS Lesley Nneka Arima revolves around Enebeli's family. Enebeli ha, sent his daughter to the world expecting her to maintain her innocence \"dew\". He lives with his daughter in Nigeria while his wives studies master's in Business Administration in America."}
{"text": "SYNOPSIS Lesley Nneka Arima revolves around Enebeli's family. Enebeli ha, sent his daughter to the world expecting her to maintain her innocence \"dew\". He lives with his daughter in Nigeria while his wives studies master's in Business Administration in America. Enebeli and her daughter go through a lot when his wife is out including blooming of their daughter who apparently gets shocked by her first menstrual cycle and being summoned in school for a case involving his daughter who is accused of writing a loveletter to a boy. Enebeli promises to chastise his daughter and assures the head teacher that the same would not happen again. The wife and the husband keep communicating through Skype and the mother plays her role of nurturing her daughter. The relationship between the mother and the daughter is smooth at first but soon changes and none is excited as before. This comes when the mother m reprimands the daughter in attempt to make a better woman fro her. During the first holiday, Enebeli's wife comes home but has with her visa during the return journey. This leads to a decisionstudies that at she would never come home again until she finishes h finishing studies however, Enebeli's wife decides to live there. She goes with her daughter. SETTING The story is set in Southern Nigeria. It is set in modern times as seen by use of advanced technology in communication; the Sk ype. It is set in contemporary Africa, as it addresses contemporary themes like THEMES education, emancipation, parenting and technology a Education in the hope to emancipate and liberate Africa, education Is critical. Enebell's wife goes to study her Masters degree its America. She hopes to get a good job when she gets badt, This translates to good pay and increased living stcmciar \",i, Enebeli takes his daughter to school to learn and grow. This has effects however as she comes back changed. Among other things she learns how to write love letters. A Parenting The author addresses the theme of parenting as a role of every parent. It should not be left to either the male or female parent. Light' is a warm story, beautiful and deeply felt."}
{"text": "A Parenting The author addresses the theme of parenting as a role of every parent. It should not be left to either the male or female parent. Light' is a warm story, beautiful and deeply felt. Fluid and delightful, its theme of parenting across continents will strike a chord with readers throughout the world Enebeli demonstrates poor parenting when he still washes dishes and cooks for her daughter who is now fourteen p 29 He does not teach her responsibility as they still share house chores. On the other hand, Enebeli's wife does not spend quality time with her daughter and yet expects her daughter to be morally upright. The few attempts he makes over the phone to teach her manners only widen the gap between them. B Change It is said that change is inevitable and it is as good as rest. Change is the act or instance of making or becoming different. When Enebeli sends his daughter to school he did not expect her to change. According to him, she is well brought up and appropriately cultured. However, she soon changes and learns how to write love letters. As a result, he is summoned by the head teacher to discuss the changes in her daughter. Similarly, Enebeli's wife goes to the USA to study so she can get a good job back in Nigeria. Her taste changes and she looks for a job in the US and comes for her daughter. TECHNIQUES AND LANGUAGE l. Narrative voice and point of view The author has used third person narrative voice to narrate the story. This is the omniscient narrator. Enebelis parenting ways are smartly highlighted through thi. Narration voice. He loves his daughter to an extent that he still cook. For her even when she is fourteen. He takes her to the salon for hair to be relaxed. This use of 'He' pronoun makes the narrator small president, who is ruling the world of the story, making it vividly described one. This is the kind of narrator who is able to get in the characters thoughts and feelings besides narrating on events that happen on places where ordinary people would not venture. He is all knowing and reveals to the readers the thoughts, motives and intentions of different characters. He gets into the mind of characters and reveals to us their intentions. Imagery The author has used a number of metaphors and similes to develop aesthetic and fantastical descriptions that can be quite memorable."}
{"text": "He is all knowing and reveals to the readers the thoughts, motives and intentions of different characters. He gets into the mind of characters and reveals to us their intentions. Imagery The author has used a number of metaphors and similes to develop aesthetic and fantastical descriptions that can be quite memorable. Among them, include: \"would shrivel like a parched plant\" \"he massages the cream into her scalp like lotion\" \"feathery clumps that swirl into the drain like fuzzy fish\" \"an elephant of mistrust and awkwardness\" \"she strings his virtues out like Christmas lights\" 1. Humour The quality of being amusing or comic, especially as expressed in, literature or speech. The author uses humour to ease the rather sad mood prevailing in theStory. She uses humorous expression as though saying, this is so funny but take it with a lot of seriousness. For instance: \"Buki, I love you. I will give you many sons\" p 29 \"It happens two or more times before the girl learns to paw notes better\" We expect the girl to Stop writing love letters after -be reprimands her but she only learns how to pgss them segre4' CHARACTERISATION Enebeli He appears to be comical. However, he is concerned, remorseful and Loving. He loves his daughter to an extent that he still cooks for her even when she is fourteen. He takes her to the salon for her hair to be relaxed P.29 He is also depicted as being a true Domineering man. When his wife wants to go with the daughter, he refuses the idea and stands firm on the decision. Enebeli's wife She is depicted as being a caring and a loving mother, She is indeed helpful, supportive and a concerned lady, who cares for her daughter and although she is away tries to bring her up in the right way p 32 ACTIVITY 1. Discuss the character traits of the following characters Enebeli 1 Enebeli's wife 1 Enebeli's daughter. 2. Discuss the theme of Emancipation as brought out in this short story. 3. What are the effects of distance relationship to good parenting 4. Compare and contrast the advantages and disadvantages of studying abroad. 5. Our parents get a lot of challenges when it comes to balancing career and parental responsibility. It is like serving two masters at a go. Discuss some of these challenges."}
{"text": "Our parents get a lot of challenges when it comes to balancing career and parental responsibility. It is like serving two masters at a go. Discuss some of these challenges. 4. My Father's Head ,By: Okwiri OduorBACKGROUND Okwiri Oduor, the author of My Father's Head, was born in Nairobi Kenya. She has won a number of prizes among them the 2014 prize. She has also written a novella, The Dream Chasers, which highly commended in the 201 2 Commonwealth Book Prize. Speaking about herself Okwiri Oduor says, \"l am an African writer and so what next? I am interested in fullness of the human experience like creating characters that are dynamic, that are real people, which have strengths. My Father's Head was published during post-colonial Kenya. During this period, Kenya, like any other African continent, is struggling with post-colonial evils ranging from poor governance to corruption to poverty. Themes of violence, religion, death, memory and heritage have prevailed in this prizewinning short story. The mention of the 1998 bomb blast on the Kenyan embassy is a proof of violence against human race in post-colonial Africa. This short story presents a recollection of painful and repressed memory. The members of the said society are relinquishing in abject poverty and the old have no willing family members to take care of. They live in a home for the old people. SYNOPSIS This story starts interestingly as a simple story but later proceeds in complexity as the narrator tries to recall her father. Seemingly, the narrator cannot remember the head of her father. The narrat0 ' Simbi, works in old peoples' home. She starts to think about her father when the one Father Ignatius visits the home. His coming reminds her so much of her father, but never the head. The figure of the priest acts as a trigger that prompts the narrator's journey to search for her Due to loneliness, Simbi, the narrator, has distorted images of the people she has encountered. She has been away from home for a long time and silently mourns the death of her father. It is for this reason therefore that the people she relates with are presented a faceless and to an extent nameless. As readers, it is only by description that we get to know them. Thus vivid description, as a literary technique comes in handy."}
{"text": "Her - naivety and easy going disposition increases the entertainment and aesthetic value of this masterpiece. TRAITS Generouslwelcoming: she welcomes her father to her house and you have offered me makes her some tea. Her father says, tea \" Nostalgic: she misses all the moments she shared with her father during her childhood and tries to bring them back. However, she hos lost all the memories and even when she tries to draw her father on paper she can only remember his clothes and not his head. She says, \"His head refuses to appear on the paper \" Nciive: She thinks her father has shapes- circles, triangles anc squares on his eyes. She does not realise that those are reflections. She actually says, \"l had wondered how those shape had got inside my father's eye ' Mournful: Throughout the short story, Simbi mourns the death of father ond spends time trying to ecall what his b Bwibo Friendly: Of all the workers around the old peoples' home, the narrator formed an easy camaraderie with her. Convincing: She convinces Simbi that she cannot remember her father's head because he was a good man and according to her, \"good men never show you their heads; they show you their faces \" Sympathetic: She feels for the narrator because she cannot remember her father. She tries to console her for the lost memories of her father by telling her that it was all because her father was a good man. Pessimistic: she does not believe that the narrator will receive a warm welcome when he goes back to her home. She tells her to anticipate a negative welcome from her people when she visits. A The narrator's fatherHe is a loving and a caring man. He loved her daughter and both shared beautiful moments. He could make visits to her house once she requested so. Chauvinistic: He shows dominance of the male gender over the female gender when he tells his daughter to untie his shoelaces. Selfless: He would live his duties unattended to help a fixed neighbour. Sometimes could hear a neighbour saying, \"Johnson, there is no time to put on clothes; iust come the way you are \" Role The narrative gains its momentum through him. He is the vehicle of communication and the mirror that reflects the world of reality as depicted by Okwiri Oduor. The narrations aesthetic beauty is seen through his bildungsroman and his daughters too."}
{"text": "Sometimes could hear a neighbour saying, \"Johnson, there is no time to put on clothes; iust come the way you are \" Role The narrative gains its momentum through him. He is the vehicle of communication and the mirror that reflects the world of reality as depicted by Okwiri Oduor. The narrations aesthetic beauty is seen through his bildungsroman and his daughters too. I FURTHER ACTIVITY 1. What kind of a person do you think the narrator's father. Discuss. 2. The narrator says love is not for the old. Do you agree with he, point of view about love? Explain 3. Discuss the following themes as brought out in this short story; Moral decadence Poverty Memory and Heritage 4. In note form, highlight the challenges people face when the, return home. 5. Write notes on the character traits of: Simbi, The Narrator Father Ignatius! Bwibo. 6. Identify the cases of hyperbole and explain them and thei effect to the masterpiece. 5. THE UMBRELLA MAN BY SIPPHAR THAGIGOOSiddhartha Gigoo is an Indian author and film-maker. He studie English Literature at the Jawaharlal Nehru University, in New Delhi India. His short story 'The Umbrella Man' is the Asia'winner of th Commonwealth Short Story prize of 201 5. He has books of fictions under his name: These are, The Garden oi solitude 201 1 and A fistful of Earth and Other Stories 2015 .Furthermore he has book of poems entitled \"falland other poems\" and \"Reflections \" SETTING The story happens in an asylum for mentally challenged persons. Thi is a hospital for the confinement of people who have a menta breakdown and thus they have to be kept in isolation, in solitary sod that they are treated and to improve on their health condition 0k; is a member of this asylum facility. \". The Umbrella Man\" is about an inmate, Number 7, living in a mental asylum. All he possesses is an umbrella with yellow-and-Red stripes. Number 7 suffers from unknown psychosis. He yearns for rain. During evenings, he strolls in the asylum compound, carrying along the Yellow-and Red striped umbrella hoping to experiencing rainfall."}
{"text": "Number 7 suffers from unknown psychosis. He yearns for rain. During evenings, he strolls in the asylum compound, carrying along the Yellow-and Red striped umbrella hoping to experiencing rainfall. In a confinement with little freedom, he is the only one allowed to walk and saunter out of the gates but still in the confinements of the asylum. He is allowed this limited freedom because of his obedience and calm disposition. Number 7 speaks to a ghostly, imagined child in his cell every night. While strolling around, he picks an imaginary conversation with his only friend The Puny little fellow. They have a discussion about rainfall and how they have waited for it. The puny little fellow points out how rain can be destructive. He does this till one day when he is set free, he unfurls his umbrella and sets off beyond the gates of the asylum, towards a world he has never seen before, the only thing he leaves behind are the wet footprints. There are moments in one's life when one experiences an inmate-inan-asylum-like feeling, as though one has been magically transported to an asylum. This can be as a result of a temporary aberration of the mind or by crafty intrusions of our own secret personas. One can imagine oneself living in an asylum, bereft of worldly possessions. It's a very depressing thought, so it's natural human tendency to inventhope, to cling to something, to long for something. The solitary man chances upon an umbrella, clings to it and yearns for rain. THEMATIC CONCERNS CONFINEMENT The mentally challenged inmates, together with Number 7 are locked up in an asylum where their freedom and movement is limited. It is only in the evening that the inmates are allowed to go out of their ' wards and stroll about in the asylum's compound. The freedom ended at the wall. Be ond the wall there was nowhere to go. HUMAN EMOTIONS The story captures the emotions of Number 7 and the other inm, in the asylum. Number 7 yearns for rain to fall. He strolls eve' evening with his umbrella with the hope of it raining. He gets exciterof at the sight of clouds. In his solitude, he finds something to cling on; the umbrella, his only companion and playmate. He is melancholic and finds peace in the yellow-and-red striped umbrella which no one knows how it came be in his possession."}
{"text": "He gets exciterof at the sight of clouds. In his solitude, he finds something to cling on; the umbrella, his only companion and playmate. He is melancholic and finds peace in the yellow-and-red striped umbrella which no one knows how it came be in his possession. The lonesome nights also lead Number 7 to speak to a ghostly, imagined child, whom he prays for every night and also soothes to sleep. It is in human nature to have different emotions and feelings; a feeling of belonging, a feeling of companionship and possession. Number 7 finds time to talk to the mysterious puny little fellow. When he comes to the meeting point and does not find him, Number 7 wonders if the puny little fellow would appear. LOVE FOR ONES POSSESSION Number 7 adores his Yellow-and-Red striped Umbrella, which is his only companion and playmate. He does not go out without the umbrella, no one knows how he came to own the umbrella but they have become inseparable. He takes leisurely walks with it in the evenings. The umbrella was the most beautiful thing in the entire asylum. It brought smiles on his lips. Through the windows of wards fellow inmates look at Number 7 in awe and wonder as they wanted to hold the umbrella in their hands, they wanted to be in its shade. Inmates do not have other wldl possessions apart from two sets of clothina or y MENTAL HEALTH Due to emotional instability and mental disturbance, Number 7 with others are put in a mental hospital asylum, for treatment and care. Mentally challenged fellows are put in isolation to necessitate their care and treatment. Due to his mental state, Number 7 has a conversation with mysterious ant, and also chats at night with an imaginary, non-existent child. He feels its obligation to ensure the well being of that imaginary child. He soothes the baby, lulls it and even prays for the child. More so Number 7 walks in the evenings with an umbrella yet it doesn't rain. NATURE VALUE OF NATURAL ENVIRONMENT The place has not experienced rain for quite a while now. Rain has evaded the place for several months. Number 7 waits for the rain, he longs for it. But still nature is bountiful, flowers are growing, bees are present. Nature has miracles. It can rain without announcing it."}
{"text": "But still nature is bountiful, flowers are growing, bees are present. Nature has miracles. It can rain without announcing it. Number 7 strolls in the narrow avenue hedged with tall eucalyptus trees for leisure, and stumbles against a bench, where he sits, it is his favorite place. OPTIMISM Number 7 is full of hope every time, when evening comes he ventures out with the yellow-and-red striped umbrella, with the hope of it raining. He is fascinated by the thought of rain; he in fact gets excited when clouds gather. When asked by the barber if it will rain, Number 7 answers full of hope that it will soon. At night he prays for the child and hopes that some powers would heed his prayers and bestow grace on the child. Sociable: In his imaginary world he becomes friends with the lit ,. Puny fellow with whom they have a hearty talk about re - and how nature is bountiful and full of miracles. Prayerful: he prays in silence for the child being convinced that some powers should heed to his prayers and bestow grace upon the child. Contradictory: On the last night in the asylum facility, Number 7 is not concerned about the following morning that he is to be free. He is the same as other days as he talks to the imaginary child. Caring: He takes care and soothes the child to sleep. He always worries and frets over the child \"...all he wanted was a peaceful sleep for the child \" Inquisitive: he questions the little puny fellow on what makes him to delay to come to their meeting point. He wants to know about his where about. Obedient: his obedience and calm disposition has made the doctors to write a positive report about the assessment of Number 7's condition. This enables the committee to agree to his release. Little puny fellow Accommodative: He does not show displeasure with the coming ofNumber 7 despite the fact that he is a distraction. Number 7 talks about rain, nature and hope with him \"... he did not betray displeasure, knowing that the man had come for a friendly chat \" Industrious: He beseeches Number 7 to let him to carry on with his work for his fellows may think he is more interested in gossiping with a stranger than attending to his work."}
{"text": "Little puny fellow Accommodative: He does not show displeasure with the coming ofNumber 7 despite the fact that he is a distraction. Number 7 talks about rain, nature and hope with him \"... he did not betray displeasure, knowing that the man had come for a friendly chat \" Industrious: He beseeches Number 7 to let him to carry on with his work for his fellows may think he is more interested in gossiping with a stranger than attending to his work. Cautious: He notes that though they long for rains to come, the rains can be quite destructive towards hapless fellows like them Observant: notices that Number 7 never ventures out without the umbrella. USE STYLE Narrative Technique The story is told from a third person point of view, where the narrator gives us the story from what he observes. Vivid Description The area in the asylum that is allowed for movement is described as \"...the wall around the one hundred and twenty-square-meter compound ninety something yards in the narrow avenue outside the gates that ended at another wall. Beyond that brick-and stone wall was a vast darkness \" this brings out the picture of the confinement of the inmates in the asylum, the place with limited freedom. The umbrella possessed by Number 7 is described as a yellow-andred striped, beautiful Umbrella. It was the most beautiful thing in the entire asylum. More beautiful than the bed of wild flowers along the wall. Dialogue Number 7 converses with the barber about rain which shows Number 7's fascination with rain. Dialogue between doctors and Number 7 reveals change in the state of Number 7's health such that he is free to go. The dialogue between Number 7 and his friend the puny little fellow, z reveals Number 7's anticipation for freedom and the little puny fellow's fear of destruction that can be brought about by rain,Personification The little puny fellow, the cnt talks with Number 7 about the of nature, how nature is bountiful and full of miracles. Number 7 is greeted by a small puddle when he steps out of his when he is allowed to leave the asylum like him, the umbrella too had not seen the battering The dance of raindrops on the nylon of the umbrella seemed distant dream; it seemed impossible for it to rain. It shows th significance of the umbrella can only be truly seen when it rains."}
{"text": "The dialogue between Number 7 and his friend the puny little fellow, z reveals Number 7's anticipation for freedom and the little puny fellow's fear of destruction that can be brought about by rain,Personification The little puny fellow, the cnt talks with Number 7 about the of nature, how nature is bountiful and full of miracles. Number 7 is greeted by a small puddle when he steps out of his when he is allowed to leave the asylum like him, the umbrella too had not seen the battering The dance of raindrops on the nylon of the umbrella seemed distant dream; it seemed impossible for it to rain. It shows th significance of the umbrella can only be truly seen when it rains. Irony Number 7 is always moving out with the Yellow-and-Red striped umbrella with the hope of it raining yet still he wonders of what use is hope. He yearns for rain and yet when it rains he walks slowly in th compound busy avoiding splashes from rainfall. Symbolism The rain is symbolically used by the writer to indicate the getting wel by the inmates, as Number 7, more so it is the freedom that Number has been yearning for. You talk of freedom 1 thought you cared for the rain. Rain can be destructive. The wild bush represents the uncertainty of life The Yellow-and-Red striped umbrella symbolizes the calt disposition, the change in behavior of Number 7 such that the doctor are able to write a favorable report to facilitate the freedom Number 7. No one was attracted to the dainty beauty of fri and-red umbrella. REVISION QUESTIONS 1 . With reference to the story \"The Umbrella Man, \" discuss the truthfulness of the statement, No condition lasts forever. 2. Citing examples from \"The Umbrella Man, \" discuss the character traits of Number 7. 3. The writer has employed the use of vivid description and dialogue in the story \"The Umbrella Man, \" discuss these stylistic devices and give their effectiveness. 4. Mentally challenged patients should be put in isolation. Do you agree? 5. Natural environment offers solace to lonely souls. Discuss. 6. The will to live is necessitated by the never giving up attitude. Discuss. 6. The President By Mariatu Kamara Mariatu Kamara is a UNICEF Special Representative for Children in Armed conflict, author and survivor of the civil war in Sierra Leone."}
{"text": "Her cousins Ibrahim and Mohamed are captured and tie while Adamsay, the last daughter of Marie is dragged away by her hair. During the attack many people are killed while others are amputated. Kamara is reunited in Freetown with her cousins and Aunt Marie and her husband Alie whom she had lived with since she was a child. They stay together in an amputees' camp, which is full of filthy litter, dirty bodies and rubbish. They fend for themselves by begging on the streets. Kamara gets a baby boy, Abdul, who dies later from malnutrition. There is information of well wishers in Freetown and other countries like Canada who are willing to take in and help children affected by the war and violence. Kamara is taken to Toronto Canada by Bill, who offers her food and shelter. Later she is taken in by a Sierra Leonean family of Kadi and Abou. She yearns to better her life by acquiring education such at she is in position to help her family back at home. She is helped by Kadi to enroll in an English as a Second language course ESL to learn the English language and also be able to commcmicate She graduates from ESL with a Diploma. She is enrolled in high school where she encounters more challengers in writing for the lack of hands, but her undying spirit makes her not to give up. She eventually manages to attain Cs. THEMATIC CONCERNS POLITICAL VIOLENCE Rebels attack manarma village where they kill many people and also amputate others. They cause violence for they want to overthrow the government they claim to be corrupt. Kamara is amputated by same rebels. More so there is a camp for amputees in free town with over 400 amputated people. Marie and Alie hide and flee to Freetown to escape the havoc caused by the rebels. Furthermore, many families are taken in at Toronto Canada by Kadi and Abou Nabe to escape the violence in Sierra Leone. The violence caused by the rebels leads to a lot of suffering to the people. Some are left handicapped and cannot fend for themselves; others are forced to relocate from their homes, while it also leads to poor living conditions like in the amputees' camp and also begging on the streets."}
{"text": "Furthermore, many families are taken in at Toronto Canada by Kadi and Abou Nabe to escape the violence in Sierra Leone. The violence caused by the rebels leads to a lot of suffering to the people. Some are left handicapped and cannot fend for themselves; others are forced to relocate from their homes, while it also leads to poor living conditions like in the amputees' camp and also begging on the streets. EDUCATION Mariatu Kamara, together with young Asian women, grandmothers from the Middle East and men from Southern Africa are enrolled in an English as a second Language course where they learn the language. She graduates with a diploma. Later she is enrolled to a high school. She finds it difficult but with her endurance she manages to attain Cs. She gets a laptop to use to aid in her studies. Kamara hopes to better her life through education such that she able to support her family back at home. Kamara is raped by Salieu who leaves her pregnant and threatens Rebels have no regard for human life as they kill people and maim others mercilessly. There is a camp for amputees in Freetown. Children are made soldiers and be involved in such barbaric activities as killing and torture which is not appropriate to their development. SUFFERING Most people in Manarma are attacked by rebels and are while others are amputated. Kamara is amputated, Adam z taken away. In addition Ibrahim and Mohamed are capture d, tied. The displaced and amputated people are forced to pathetic conditions such as what is witnessed in amputees' which is full of filthy litter and full of dirty bodies. They are force t s: beg on the streets to get what to eat. War has taken toll on innocent, children and women. IMPACT OF WAR ON CIVILIANS The hatred and animosity among citizens leads to unrests violence. This leads to suffering of people. Violence facilita, ? Deaths of people, Injuries and torture such as cutting of people: hands Kamara displacement of people from their homes such Marie and Alie, Kamara and more families that end up in Canadt More there is it facilitates poor living conditions like the filth, amputees camp in Freetown. CHILDREN IN WAR Most children suffer during war. Some are made children soldier:like those who capture Kamara are her age mates while other: endure atrocities; Kamara as a child has her hands cut off."}
{"text": "Deaths of people, Injuries and torture such as cutting of people: hands Kamara displacement of people from their homes such Marie and Alie, Kamara and more families that end up in Canadt More there is it facilitates poor living conditions like the filth, amputees camp in Freetown. CHILDREN IN WAR Most children suffer during war. Some are made children soldier:like those who capture Kamara are her age mates while other: endure atrocities; Kamara as a child has her hands cut off. Adamsab Ibrahim and Mohamed are captured by rebels which in itself i: torturous. THE POWER OF HUMAN SPIRIT RESILIENCE The human spirit is undying, enduring and resilient. Despite atrocitie that Kamara undergoes, she doesn't lose the zeal to live on. She ho: an indomitable spirit to overcome adversity. When Kamara regain: consciousness after her hands are chopped off, she picks herself up The amputees in the camp do not have hands but still they are able to feed and wash themselves. Kamara learns to cook, tie shoe laces, up zips and even goes to school to learn to better her life despite the Well wishers cannot sit and watch human rather help to take in victims of such violereag acquire educations. Humans have the inner strength to push on CHARACTERS AND CHARACTERIZATION Mariatu Kamara Narrator Ndjve: She does not understand what Salieu has done to her after he forcefully has intercourse with her. She blatantly that she only knows that only women get babies but not girls. More she doesn't know that pregnancy is as a result of sexual Resilient enduring: Rebels cut off her hands, but this does not deter her from going on with life. She doesn't lose the zeal to live on. She has an indomitable spirit to overcome adversity; she picks herself up and ensures she moves to safety. Kamara learns to cook, tie shoe laces, do up zips and even goes to school to learn to better her life despite the lack of limps. She learns English Language as a second language and graduates with a diploma. Thoughtful: She minds about the welfare of her family back at home and wants to study and be in a position to assist them."}
{"text": "Kamara learns to cook, tie shoe laces, do up zips and even goes to school to learn to better her life despite the lack of limps. She learns English Language as a second language and graduates with a diploma. Thoughtful: She minds about the welfare of her family back at home and wants to study and be in a position to assist them. Optimistic: she undergoes a lot of challenges in the hands of her captors; she lives in pathetic conditions in the camp, but still hopes of making it in life through acquisition of education. She I need to get education and better my life ' says. Fearful: She fears going to school as she will be alone among strangers. She is also worried of how she would write without 1 was afraid of making a fool of myself ' hands Salieu Itiumane: despite Kamara's tender age, he forces himself on her leaving her pregnant and more so intimidates her not to Infimidating: Orders Kamara not to reveal to anyone about the rape the ordeal. Kadi and Abou Nabe Hospitable: they offer shelter and food to Kamara after she has come from Freetown, and stayed with Bill. They also bring in more family members to Toronto to escape the violence back PPortive: Kadi takes the initiative to enroll Kamara to the English as a send Language course where she graduates with a diploma. Bill Concerned: His family reads about girl, Kamara and her suffer - war ravaged village of Manarma, in a newspaper Gr and thereafter he wants to find her and offer her he'- providing money for food and clothes. Helpful: Offers to take Kamara from Freetown to Toronto Canada I act which facilitates her to get education and humanita I assistance. Rebels Cruel: They mercilessly cut off hands of their victims, for instant I Kamara's, as a way of sending a message to the presider I whom they see as corrupt, yet the children have nothing to a I with the presidency '... I remember asking myself, \"What is c I president\"...' Inhumane: They kill people during their attack on Manarma village I they torture their victims by cutting off their hands anc 1taunting them. One child soldier tell Kamara... We are net I going to kill you go to the, president as the president to give you new hands."}
{"text": "I remember asking myself, \"What is c I president\"...' Inhumane: They kill people during their attack on Manarma village I they torture their victims by cutting off their hands anc 1taunting them. One child soldier tell Kamara... We are net I going to kill you go to the, president as the president to give you new hands. LANGUAGE USE STYLE Narrative Technique This story is told from a first person point of view by Mariatu Kamarc who narrates to us her ordeal in the hands of her captors in the war torn village of Manarma and her escape to Freetown ana eventually her life in Toronto Canada. Flashback Kamara recounts her ordeal in the hands of Salieu who fchimself on her leaving her pregnant. She also recalls her stay Marie, her father's sister and Marie's husband Alie in Magb village. Vivid Description The amputees camp is described as '... was a size of a foot field, was filthy wit litter, the smell of rubbish, dirty bodies, bring out the pathetic conditions that the people in the camps wr living In. The laptop she Is bought for is described by the narrator as '... computer was special with a mouse shaped like a big ball so that I car easily manoeuvre it the key board was L oam Dialogue ra converses with the rebels who want her to ch Karr 10 h ent before leaving punis m 'You must choose a punishment before you leave, \" he said ke what?\". I mumbled: Li Which hand do you want to lose first?\". He asked. This dialogue brings out the cruel nature of the rebels. There is dialogue with the female doctor, \"...you are pregnant \"You 0 e going to have a baby \" k \" , :But there must be a mista e, I said \"Only women hove babies, not girls \" This points out how nave Kamara is. Sarcasm Mariatu is informed by the child soldiers that her hands are to be chopped off so that she would not vote for the president, then they sarcastically refer her to go to the president who should provide her with new hands. We are not going to kill you. We want you to go to the president and show him what we did to you. Ask the president to give you new hands \" REVISION QUESTIONS 1. Political instability and violence breeds misery. Discuss 2. A friend in need is a friend in deed."}
{"text": "Political instability and violence breeds misery. Discuss 2. A friend in need is a friend in deed. Discuss this statement in light of the story \"The president\" by Mariatu Kamara 3. Tribal conflicts and hatred have far reaching consequences the society way effects that conflicts have on the s share in the 4. The less privileged in Discuss al 5. Describe the devastating misfortunes of the mighty in society innocent, children and women irit 6. No power is stronger than human sp 7 Window Seat By Benjamin Branoff Bseniamin Bronoff is a Tanzanian writer. His short story, Wind?vi Sent, is featured in the third volume ofTell me, My Friends, which univects stories and plays written by students and staff a h ers'tY of Dar es Salaam. SETTING The narrator, a foreigner, is in a public transport daladala in Dar es Salaam, moving from Miimani via goes to Posta down town. This story tells a humorous story of a young man, a boards a daladala from Mlimani via Mwenge to the town. The foreigner meets many people who squeeze the small van, including a beautiful Tanzanian girl who behinds of the foreigner. The mzungu is seated next to a window, in a daladala travei'ng to down town. The minivan is meant to carry about ten people but 24 people are squeezed in it. The road they are on is in a deplorable condition, full of poth m dust which fills the van. The narrator expresses how he desires to be with Monique, French girl he has met in college and she also stays across courtyard in downtown. He changes vehicles from the minivan to a bus to head to Posto Town. The bus is also overloaded and overcrowded like was. Among the passengers there is a young lady, probably some age as the narrator. She is quiet beautiful and because of narrator's lustful nature, he forgets about desires the Kanga lady. The bus is stopped by a police officer who allows go after taking a bribe he wastes a lot of time foe attendants to whom time is moriey. The vehicle picks up another passenger, a who ho. To sit. Mzungu offers his seat to the woman ho on the insistence of M,zungu she takes the seat."}
{"text": "The vehicle picks up another passenger, a who ho. To sit. Mzungu offers his seat to the woman ho on the insistence of M,zungu she takes the seat. Stands throughout the req of the iourrzy, There is a lot of squeezing and holding on one another the passengers. The vehicle stops at points to drop and pick more passengers. In an instance, when the vehicle stops, Kanga, a passenger holds on the waist of Mzungu, Mzungu is. Carried away by the feeling he gets from Kanga holding him on the waist. He feels Kanga's other hand slowly slipping off his Afterwards when the vehicle stops, Kanga alights in dismay ofMzungu who thinks of having her give him the world's biggest secret. She waves to him and leaves mzungu in a blissful existence. Mzungu drifts to his world of love, a world of fantasy. He dozes off only to be awakened when all passengers have alighted. Mzungu is to pay his fare only to realize his wallet is missing, it has been stolen. THEMES: J. UWLESSNESSON THE ROADS. Vehicles should always follow traffic laws on the roads for safety. In his story however, law and order is not followed as it should be. To start with, the public transport vehicles are so much overloaded. Passengers are literally packed. Conductors carry excess passengers as the narrator says a mini-van meant to carry ten passengers now carries twenty five of them. It even becomes worse when it comes to rush hour where they carry twenty eight with others drivers also bribe the traffic policemen in order to get away with crime. Even when things seem to be okay with the vehicle the POIicemen solicit for bribes to an extent of removing the car keys fie ignition. The bribe here is a very powerful voice that the ponce use to silence the adamant drivers. Passengers suffer on roods, The no to commit to o Iono rood becouso of they don't veem to core or they ore used to it. Tip loudly when the policemen toke bribes but, \"ep tt even because of overloading thol mokos it to rob rhe narrator. 2. POVERTY. Poverty is Olso portrayed in this Story. The people ot the bus said to be in sandals and others barefoot. This means afford better shoes. The passengers could be suffering he overloaded dalodalos because of poverty."}
{"text": "The people ot the bus said to be in sandals and others barefoot. This means afford better shoes. The passengers could be suffering he overloaded dalodalos because of poverty. This is bee-cuz pay less money for fare. The narrator describes Kanga that she hos a trim figure cowed by a lifetime of hard work and deprivation of luxurie. That she cannot afford luxuries. We also think that \"hot her to steal from the narrator is poverty. The aggressiveness of touts in town is also a sign of poverty. This P. society where one must struggle to make ends meet. That'l why t'\" scream and shout and also convince people to take their daladalc: -2. Coem\"nom Corruptii is also evident in this Story especially on the roads pocmerc were wpposed to guarantee zafety on the ond collude driver, in order to escape facing 10... seem to have token bribes as their bea\"se even if the vehicle has everything right force by toking keys from ignitim. 4. RELATIONSHIPS. The narrator enters into a relationship with Monique the French girl in campus. He says that he gave her an unordinary smile and she returned it. At the bus station he sees her but never gets to talk to her. He regrets never getting to fix a date with her that day. The narrator treats this relationship so casually and he is not serious about it. He says that he conjured up the smile for her and when she is through ith it he can conjure it up for someone else \"A man only has so many smiles \" When he meets Kanga in the van he seems to also fall in love with her. He flirts with her and even imagines one part of Kongo's body. He loses his mind when Kanga grabs his trousers. He goes wild with imagination about himself and Kanga and does not realize that he was being robbed. When he meets Kanga, the narrator says that he had forgotten about Monique. He says, '...I drift in the world of my new love. Le felle is over and done with. Kanga is in. This shows how casuals he treated his relationships with women considering that he only met Kanga in thedaladala. 5.AACALSA1 The word Mzungu means a white man. The Africans call them this to mean he is from the white race."}
{"text": "This shows how casuals he treated his relationships with women considering that he only met Kanga in thedaladala. 5.AACALSA1 The word Mzungu means a white man. The Africans call them this to mean he is from the white race. The Africans see this man, the narrator as more superior than them and use even a spectacle that he is using public transport. When the guard greets him at the city Chuo everybody turns to see him. Africans perceive the white men as rich and wealthy that's why Kanga robs him in the vehicle. The narrator chooses to date Monique a French girl because she is from their race. He says, I should be with the French girl Le fille because French women absolutely like American men. CHARACTER AND CHARACTERIZATION Miungu LustfulWhen he meets Kongo, the narrator says that he had forgo about Monique. He says, drift in the w or Id of my new love. L is over and done with. Kongo is in\". This shows how casuals he treat his relationships with women considering that he only met Kang' the dalodala. This leads to his wallet being stolen yet he things of Kongo's touch as a sign of desire for him. Respectful He respectfully greets the old woman who moves to the back ro from the front one. Observant: Has a clear picture of how the vehicles are overcrowded and squeezed passengers, he gives a clear description of the dust on the road and also describes how bumpy the ride is. Policeman: Stubborn: couldn't let the vehicle go on unless a bribe is paid despite finding no fault with it. He picks the bribe and smiles and waves for the vehicle to proceed with the journey. Kongo Tactful: she skilfully holds on to Mzungu as if supporting herself fro' plunging forward only to rob him. Opportunist: waits at the squeezed moment and movement by the vehicle to rob Mzungu's wallet ANGUAGE USE STYLISTIC DEVICES 1. VIVID DESCRIPTION. The author makes use of vivid description which makes his own interesting and leaves an impact the readers' minds. He describes sitting position in the daladala very clearly lamina wet of sitting, fatal position. My knees are wedged between my abdur n and the sit in front of me."}
{"text": "In on other attempt to resist deportation Ali dangerously ducks do' a moving trailer barely dodging the moving wheels but finds himse on Tarrant's fists on the other side. When they see Tangier harb finally Slattery pats Ali on the shoulder and tells him \" Almost horn Ali knows that he would reach home without doubt despite all effort to escape. He thinks about three years in prison and suffering that his mother and sisters WOUld go through in order save him from being eaten alive in iail. Ali therefore makes dangerous decision; to jump into the sea just to resist deportation. POVERTY AND LACK OF JOB OPPORTUNITIES Ali's mother and sisters live in cramped apartments in Beni Makac This indicates that they are poor. Ali also says that they had rais the two thousand Euros to spirit him out of the country with difficul but he had not paid them even a cent. This was in an attempt to Ali get opportunities in the Ireland but he was deported with anything and to top it all he WOUId have to go to jail. This shame a fear causes him to jump into the sea. CHARACTERS AND CHARACTERIZATION Ali Mahfouz Deceitful: he tells people that he is a medical student and even puts a picture on face book that shows him at the surgeons' college with college books yet the books are only telephone directories. He only does menial jobs in Ireland. In addition he walks with little white buds in his ears as if he is listening to music from the iPod yet he doesn't even know how to load the gadget with music. Hardworking: Ali does all kinds of jobs in Ireland to cater for his upkeep. For instance he slices kebab meat; while working for two Egyptian brothers, also he power-washes cars, scrubs pots and wipes tables. Sociable: He makes many friends when he just arrives in Ireland. He is quite charming and makes Slattery to laugh all the time despite being in a serious situation. Stubborn: He has been warned by Tarrant not to cause any problem while they travel yet he attempts to escape twice. Furthermore, the government has tried to deport him twice, where every time he is disruptive on the plane threatening of blowing up the plane with a bomb in his possession. Despite all these he still lives in Ireland. Sarcastic: Tells Slattery and Tarrant that they are travelling in style and that they are on a mighty journey yet he is being deported."}
{"text": "Furthermore, the government has tried to deport him twice, where every time he is disruptive on the plane threatening of blowing up the plane with a bomb in his possession. Despite all these he still lives in Ireland. Sarcastic: Tells Slattery and Tarrant that they are travelling in style and that they are on a mighty journey yet he is being deported. Determined: He attempts all means to prevent his deportation. He threatens to blow up the plane twice; he attempts to escape from Slattery and Tarrant in France and Spain. As last resort he decides to drown himself in water provided it is away to escape from being deported. Observant: He is keen enough to note that Slattery has good Fre Ali also notes that Slattery has no wedding band despite him being in mid-thirties and handsome. DNvsioned: Ali loses hope with life in his country because of pove scxh that his family is cramped together in the apartment, then imagines of life in prison, lack of food, clothing and having to pay bribes. This shame and fear causes him to jump into the sea. Slattery Jovial: He is charming and laughing all the time when Ali cracks jokes. Tactful: He manipulatively talks the French woman out of her thinking of helping Ali. He manages to convince her that any interference will mean they Slattery and Tarrant will leave Ali to be the responsibility of the French government. Tarrant Aggressive: He blocks Ali into a corner before barking orders to him, and threatens to smack him if he tries any nonsense. When Ali attempts to escape in Spain, he hits him to the Serious: He does not get involved in laughter when Ali cracks jokes that leave Slattery in stitches. He remains stony faced as strict: orders Ali to go back where they were when Ali runs LANGUAGE USESTYLES PERSONIFICATIONThe author uses personification a great deal in this story. This is very effective because we get a clear description of events. In the first paragraph, it is said that the Oscar Wilde ferry rested in the Welford harbor. Resting being a human attribute has been given to the ferry. Other examples include; The room hummed as the turbine span. The sound of the ship as it moves becomes very clear here, humming. The tiny fish seemed inquisitive. Inquisitive is also a human attribute given to fish to make the description clear."}
{"text": "The different two types of rains in the two countries symbolize their different challenges to survival as Ali says it is easy in Morocco than in Ireland. REVISION QUESTIONS Poverty and lack of employment largely contribute to illegal migration. Discuss Immigration is nobody's best choice. Whys Compare and contrast the character traits of Slattery and Tarrant. Discuss the traits of All as brought out in this story. What factors contribute to people migrating illegally to other countries? Dialogue has played a key role in character and plot development in the story. Discuss. Disillusionment is detrimental to human living. Discuss 9.The Folded Leaf by Segun Afolabi Summary of the incidents Segun Afolabi's 'The Folded Leaf, is a short story that was shortlisted for Caine Prize 2015.it boasts of its urgency to address burning contemporary issues in Nigeria. Bunmi's voice introduces most of the characters through whom the narrative will move forward. While characters like Bunmi, Samuel, Tunde and Mrs Kekere are introduced with peculiar health challenges, others like Bola, Papa and the Ejiofohs accompany them; and together, they form the narrative backbone with Bunmi as the main narrator. The story is about a Christian community comprising of various family members who in spite of health challenges have had to contend with the reality of their being, and to live a normal communal Christian life. But when after a strong resolve of collective contributions, they set out on a journey to Lagos in search of healing, from a man of God who doesn't seem to have answers to their questions, a new reality which will alter or question the basis of their Christian faith and practice is unfolded. THEMES a Religion The author explores the role of religion in our daily lives portrayed in the contemporary Nigeria and the larger Afri Religion is used to brainwash the followers of some deities that f more superior to the others. Churches in the urban area a portrayed to be superior to churches in the rural areas. It is throu this portrayal that we see villagers, worse still the village preache like Reverend Abbe and Reverend Okulaia leading th congregation to a point of donating towards Mrs. Eiiofoh, Mr Kekere, Bola and Bunmi among other travellers, for their journey Lagos, going to seek for healing from pastor Fayemi \"P.92\" The issue of religion is becoming a melting pot in Nigeria, and Afric at large. Religion seems to rob the individual of choice."}
{"text": "It is throu this portrayal that we see villagers, worse still the village preache like Reverend Abbe and Reverend Okulaia leading th congregation to a point of donating towards Mrs. Eiiofoh, Mr Kekere, Bola and Bunmi among other travellers, for their journey Lagos, going to seek for healing from pastor Fayemi \"P.92\" The issue of religion is becoming a melting pot in Nigeria, and Afric at large. Religion seems to rob the individual of choice. Religi extremist leads to hypocrisy, obsession, aiienation and fear. It through this religion that people lack self acceptance. Not until the get robbed of their money, do they come in termswith their physica challenges. Bumni the narrator, who cannot see, begins t understand her own life and accept it after having made a Ion journey to lagos city to be attended by pastor Fayemi's church, vain The narrator, Bunmi begins to come to good terms with her life, an self-actualization is seen whereby she accepts that her physic impairment is God given, therefore appreciates reverend Abb who prays for people, even when they have paid no mone p 94 Prayers are not left aside in all the doings. The faithful' travelling to Lagos; gather for a prayer led by Reverent Ab before setting off for their journey to Lagos. '. Bless Samuel, tamer Jehovah, \"today, today, please- send him new prayers are perceived as a tool of spiritual healing, nourishment a Poverty and class barriers Another theme that comes out clearly is the class stratification in the contemporary Nigeria. The story adroitly brings to light, the ever existing gap between the rich haves and the poor have no's right from the village to the suburbs of the capital, Lagos, people are seen to be poor, compared to those who lives in the urban centers. Mrs. Kerekere pleads with the policemen on their way to Lagos, that they are not rich P.84 . In fact, the money they are spending on their way to Lagos is a donation from their local church that alone, they couldn't manage to afford it. Comparison is made with the urban people who are very rich."}
{"text": "Kerekere pleads with the policemen on their way to Lagos, that they are not rich P.84 . In fact, the money they are spending on their way to Lagos is a donation from their local church that alone, they couldn't manage to afford it. Comparison is made with the urban people who are very rich. Daddy cool is better known in the account of his helicopter and Gulfstream jet, and his homes in Florida and Switzerland and somewhere in the Caribbean p 81 a perception Afolabi is trying to imply that there are multiple ways of viewing life, in different apheres, by using the narrative voice of the blind narrator Bunmi to elaborate on the theme of perception: Appearance to me may not be your own appearance. And my own understanding of own self, may not compare with other people's perceptions. But do any of us identify the same thing in exactly the same way? Is the colour blue the same? And does the leaf smell? Bola thinks sometimes. So don't worry, he says. And Bola's right about most thingsIn trying to avoid authorial interference, Afolabi tells his through this blind twelve-year-old whose narrative power inheres her strong stimulus, curiosity, perception and scepticism; a narr who relies on interviewing skills like probing, prompting, scoop and interrogation to account for the plot's progression. TECHNIQUE AND LANGUAGE USE a first person narrative voice This narration has been told from the perceptive of a first person narrator. The 'l' narrator is therefore the protagonist in the story and he narrates the events as he experienced them. This kind of narration makes the events to be quite immediate to the reader and hence, it becomes engaging to read. Segun Afolabi also uses present tense instead of the usual past tense we would expect in a story about events that happened in the past it is as if he is giving commentary on the event. A rapport therefore between the narrator and the reader is created. B Suspense The feeling of worry or excitement that a person develops when the develop a feeling that something is going to happen is what is callec suspense. The folded leaf creates some desire to know whad happens to Bumni, Sam and Mrs. Kekere who are on their way tc meet pastor Fayemi for healing. Throughout the narration, the reader is kept gluedto the text, to see how things will end."}
{"text": "The folded leaf creates some desire to know whad happens to Bumni, Sam and Mrs. Kekere who are on their way tc meet pastor Fayemi for healing. Throughout the narration, the reader is kept gluedto the text, to see how things will end. Even the village preacher, reverent Abbe is wishful that God may bless, heal and lead them to the capital, Lagos. \". Bless Samuel, father today, today, please- send him new c Contrast This is a literary technique in which the author sets two people, events or objects in opposition to each other in order to show Afolabi uses contrast as a technique to drive in his thematic concerns with ease. Reverent Abbe is a servant of God in a village church, who prays to people to gain hope and restoration without pay. She leads a very humble life and she is depicted as a true believer, who loves her congregation. Her church donates whole heartedly to finance the long anticipated journey to Lagos The author contrasts her with pastor Adejola Fayemi, or Daddy Cool as he is better known on account of his helicopter, jets and lavish lifestyle. His followers deny Bumnis' access to seeing him, even after paying all the money they had carried to the church. A Use of dialogue Afolabi uses dialogue richly to develop his characters and themes. He reproduces the exact words that characters are supposed to have spoken. Cases in point are as follows; 'What do you have inside?\". A voice demands from outside the bus. Police, \" Bola whispers \"Just people, \" the driver says \"we go Lagos. '. How many of you?\". P 83 This conversation reveals the experience the narrator and the other travellers face as they travel to Lagos. This and many other dialogues are used to foreground the thematic concerns and enliven the plot development. B Local idiom The author uses local language. Since this story is set in the both Nigerian suburbs and Nigerian city, Lagos, the use of local dialect makes it easy not only to identify the setting, but also to give it a local flavor. The following are examples of local dialects used; agbada, which means a four-piece attire worn by men; eshayu, which means thank you, na so meaning yes, it's true; among others. Characterization a Narrator The narrator is a blind twelve-year-old whose narrative power is inheres in her strong will and introspecting personality."}
{"text": "Since this story is set in the both Nigerian suburbs and Nigerian city, Lagos, the use of local dialect makes it easy not only to identify the setting, but also to give it a local flavor. The following are examples of local dialects used; agbada, which means a four-piece attire worn by men; eshayu, which means thank you, na so meaning yes, it's true; among others. Characterization a Narrator The narrator is a blind twelve-year-old whose narrative power is inheres in her strong will and introspecting personality. She is an examining girl who is young, honest and hopeful that she will receive healing after attending the church service in town. She is indeed determined to meeting pastor Daddy Cool and therefore becomes too obnoxious, on learning that it will not be possible. The story end when she is more strong and ambitious in spite of all the happenings that she has started to understand that at least she has life, a good one for that effect. B Reverend Abbe Reverend Abbe is a pastor who is depicted as a servant of God, leading a true deity church. So loving and caring she is that she organizes her church members in the village for donations to the narrator's journey to seek healing. HShe is a committed and dedicated Christian that though a deacon she is, members of the church prefer her to reverend Okulaia, who the reverend-in-charge is. She is trustable that the narrator says that she is complacent having her as a clergy, who prays for people without asking for money from them 294 c Pastor Adeiola Fayemi. He is portrayed as a fat cat tycoon, leading a wealth life. He runs a church in the Lagos capital. Religion seems to rob the individual of choice. Religious extremist people really suffer a lot through him, making him an exploitative person. Not until they get robbed of their money, do they come in terms with their physical challenges. Papa has given out all the money that had been contributed, and denied access to the pastoral place pulpit p 90 ln this case therefore, Afolabi's story represents the new face of pseudo-Christian practice in Nigeria, through him, which is hinged on the gospel of healing miracles and prosperity. Activity 1. Discuss the following oral techniques in the story: a Use of songs b Humour and comic relief c Exaggeration d Dialogue 2."}
{"text": "Papa has given out all the money that had been contributed, and denied access to the pastoral place pulpit p 90 ln this case therefore, Afolabi's story represents the new face of pseudo-Christian practice in Nigeria, through him, which is hinged on the gospel of healing miracles and prosperity. Activity 1. Discuss the following oral techniques in the story: a Use of songs b Humour and comic relief c Exaggeration d Dialogue 2. Put the following excerpt in its immediate context. I have always been blind. How they appear to me and my understanding of myself, might not compare with other 3. Describe the character traits of Pastor Feyemi as exhibited in perception. The story 10. HITTING BUDAPEST By NoViolet Bulawayo. BACKGROUND The short story \"Hitting Budapest\" by NoViolet Bulawayo follows six African children on their trip to steal guavas from a rich neighborhood. The author has structured the short story in three scenes marked by suspension points. The first scene presents the trip to Budapest; the second focuses on the way back, while the third marks a strange incident when the children discover a hanged woman in the bushes of Paradise. The story also follows the plot elements, having an exposition, a rising action, a climax and a falling action NoViolet examines convoluted issues of social inequality and inadequate access to resources in such an amazing way through her creative determination and imagination to improve the material conditions of her characters. Africa is the richest in the world in terms of natural resource endowments, despite this poverty wracks havoc in most, if not all, parts of the continent where apparently children and women are the most affected. Summary of incidents The story is about five young girls, mostly pre-teen, moving from their shanty town of Paradise to the estates of Budapest in search Of guavas and anything that matter. As they make their tourney towards Budapest they converse as all children do. It is through this that we get to know that Chipo, a girl of ten years, has been impregnated her grandfather. At Budapest they met a white woman of 33 years who had just come from London, eating ice-cream. They looked longingly at this icecream only for her to throw what is left of it into the dustbin and take a picture of them."}
{"text": "It is through this that we get to know that Chipo, a girl of ten years, has been impregnated her grandfather. At Budapest they met a white woman of 33 years who had just come from London, eating ice-cream. They looked longingly at this icecream only for her to throw what is left of it into the dustbin and take a picture of them. On their way back they shared their dreams with each other: to travel to America, get big houses and cars. Whereas IMF is a street at Budapest, AU is a street at Paradise, the shanty town. The kids steal, eat and go back to the shanty to meet a dead woman dangling from a tree. Their hunger allows them to conquer their fear of death and they steal her shoes so they can sell them in order to buy bread. But the real story is in the class divide, in the loss of innocence, immigration, violence, defilement, poverty, extreme hunger, and dejection. Initially, this story reads as a metaphor where some Africans in search of better lives travel abroad. Again, Paradise and Budapest represent the economic duality that we have in most countries where extreme poverty exists side by side with all the skyscrapers and glass-houses. However, as the story unfolds, the metaphorical view changed. Back at Paradise, the children went to ease themselves in the bush where they saw a woman dangling from a rope-a possible suicide. The children decided to remove the shoes the dead woman was wearing and sell them for bread. SETTING Published in 201 0, the short story \"Hitting Budapest\" by NoViolet Bulawayo is set in an African country, most likely Zimbabwe, the author's native country. Time and physical settingThe time setting is during guava season and the action spans over a day in the lives of six children. The main physical setting is the rich neighborhood Budapest, but also the way to Budapest from the shanty town called Paradise. Budapest is depicted in detail by the narrator to show the between the poor area they come from and the richness of nearby neighborhood. Buf not an ordinary country it looks like everybody woke up one day and closed their gates, doors, and windows, picked up thei passports, and left for better countries. Even the air is empty; no burning things, no smell of cooking food or something rotting. Iust plain air with nothing in its hands."}
{"text": "Buf not an ordinary country it looks like everybody woke up one day and closed their gates, doors, and windows, picked up thei passports, and left for better countries. Even the air is empty; no burning things, no smell of cooking food or something rotting. Iust plain air with nothing in its hands. Budapest is big, big house; with the graveled yards and tall fences and walls and flowers and green trees, heavy with fruit p 98 Social setting The social setting in \"Hitting Budapest\" presents several aspects related to African society and the world society in general. The interactions and conversations between the children show their lack of education as they have no knowledge about human reproduction, but also the commonness of incest and rape among poor Africans Chipo is pregnant with her grandfather P. 98 THEMES The main theme of the short story \"Hitting Budapest\" by NoViolet Bulawayo is poverty and its dehumanizing effects, which is enhanced through the motif of the gap between the rich and the poor. The author's intention was to show the consequences of poverty experienced by African children and to bring a critique to those who turn a blind eye on the gap between the rich and the poor, hinting at the idea that it is Western states and organizations who bare most of the responsibility for it. J Effects of poverty. The short story explores the dehumanizing effects of poverty through the setting and characters. The action takes places in a poor African area probably Zimbabwe and shows through symbolical setting elements the crude reality of the gap between the rich and the poor. The characters are African children Basta, Chipo, Godknows, Sbho, Stina, and Darling who have no other option to calm their hunger but to go to neighboring rich area Budapest and steal guava fruits p 98 The fact that the children go there frequently suggests that stealing for survival has become something very common, part of their everyday lives. Poverty makes these children to steal even to a dead woman, on their way back to paradise. L Defilement To defile is to violate chastity of a person. Defilement is a major burning factor in most African states today. Defilement becomes a bee sting in that case where the molesters go for children under the age of eighteen years. It becomes a child sexual abuse when an adult or older adolescents use a child for sexual stimulation."}
{"text": "Defilement is a major burning factor in most African states today. Defilement becomes a bee sting in that case where the molesters go for children under the age of eighteen years. It becomes a child sexual abuse when an adult or older adolescents use a child for sexual stimulation. This indeed ruins the Childs life and is against the children rights in many countries of the post colonial Africa. NoViolet Bulawayo did not demean the fact of existence of such people in the society, People who are child molesters. Chipo, a girl of ten years, has been impregnated by her grandfather. Chipo, a young efficacious girl who used to outrun everybody in Paradise, has something in hers stomach, put there by her grandfather P.97 However, indiscipline and immoral behaviors in the society should not go unpunished. Hitting Budapests victim does not go unpunished. He becomes a guest of the state. 2 Immigration To avoid harsh circumstances at home, Africans cross borders and dangerous water masses to go to the west. They do low paying jobs or even sometimes illegal ones. Godknows' uncle left for London long time ago. Now, he does not even write p 1 01 Basta dreams of going abroad after school, actually to Paris. Darling too, dreams of going to America once she grows up. These children have been fed with the societal believe that West is good, not knowing that Africa is rich enough to sustain its people, in terms of resources, once utilized well. Today, Africans are not captured by the slave traders but by the COIonial and post independence governments. These governments have created conditions that forces Africans to go abroad. Techniques and language use a First person narrative voice child narrator. The author uses first person point of view by a girl called Dari. Who is also part of the actions unfolding. As a result, the narrator has limited knowledge on the events and the other characters, and only depicts what happens, based on what she observes: And there, squatting and screaming, is Godknows. He is also pointing ahead in the thick trees, and we see it, a tall thing \"What's that?\". Somebody, I don't know who, whispers. Nobody answer P. 104 She tells the story as an eye witness, this making the rider to make the episodes in the narration more immediate to the reader."}
{"text": "He is also pointing ahead in the thick trees, and we see it, a tall thing \"What's that?\". Somebody, I don't know who, whispers. Nobody answer P. 104 She tells the story as an eye witness, this making the rider to make the episodes in the narration more immediate to the reader. This allows the author to keep aesthetic distance and give the story an illusion of obiectivity. B Contrast The language of \"Hitting Budapest\" by NoViolet Bulawayo is simple and easy to follow, though it initially is ambiguous due to the contrast in the names and places which do not seem to match. The names Of the characters suggest an African setting, while the names of place suggest Western places. However, as the story unfolds, the meaning become clearer. People living in the Budapest are very rich. Mello looks pretty, jewellery, smooth brown skin and she does not have a scar to that she is a living person. They have enough to eat. The houses clean and big P. 1 01 The children are leading a shnty poor live in their village, paradise Theirs is to steal Guavas from the villagers. They even steal shoes a dead woman. C Dialogue NOViolet Bulawayo uses dialogue richly, intertwined with narrative Making the story more appealing and dynamic. Many passage, times, the dialogue is simple and humorous: it \"What's one day? Tomorrow? Thursday? Next week?\" '. Can't you see her stomach is still small? The baby has to grow \" \"A baby grows outside. That's the reason they are born. So they grow \" p 97 The narrative passages, on the other hand, are quite detailed and descriptive, helping reader's better grasp of what is happening nd there, squatting and screaming, is Godknows. He is also pointing ahead in the thick trees, and we see it, a tall thing dangling in a free. \". What's that?\". Somebody, I don't know who, whispers. Nobody answers because now we can all see what it is P. 104 a Humour Despite the seriousness of the incidents presented, the story is executed with a lot of humour it is effective as a means of satirizing social foibles such as poverty. The worst thing about guavas, all those seeds gets you constipated when you eat foo much."}
{"text": "During this period chaos are all over the country and the sky fire red. The civil servants are underpaid and therefore strikes and go slows by the workers are common. It is such factors that drive Leila into writing about a classic situation: that of an immigrant couple Sudanese in London . Having been born to a Sudanese father, brought up and schooled in Sudan, Leila understands the plight of Africa as o continent and at the same time celebrates and champions for the values that have held the African continent together. By the use Of scarce characters, Leila uses a couple, Maidy and Samra to represent both sides of African continent: the pros and cons of living in Africa. Maidy embraces the new culture while Samra retreats more and more and becomes withdrawn and isolated from the reality of life around her. In this story of love, culture and alienation, Leila still for trading our culture with the western one but yet retain the pros of our She is not totally opposed to adapting what is good from the own. Culture 'Missing out' depicts its originality by the fact that author uses religion that is widespread in the country of its origin: Sudan. The author's own experiences, especially while at the, niversity, influenced her writing. She pursued Economics at the university, which she found difficult due to high baccalaureate scores and math being a particularly strong subject under the dedicated tutelage of her mother. Other than her personal life and the biographical, which have been major influences and sources of inspiration for her work, Aboulela's literary influences include writers such as Naguib Mahfouz and Tayeb Salih. She also admires works by Doris Lessing, J.M. Coetzee, Ahdaf Soueif, Anita Desai, ChimamandaNgozi Adichie and Abdulrazak Gurnah. SUMMARYSYNOPSIS 'Missing Out' is an emotional and moving story of love, culture, alienation and a longing for home by one of its characters while the Other character blindly sinks into the new culture and hence he is alienated. It's a story of Maidy, a young and ambitious Muslim man living in London. It's a wondrous story that moves rather swiftly, giving the readers the character's conflicts without unnecessarily dwelling too long on their problems."}
{"text": "SUMMARYSYNOPSIS 'Missing Out' is an emotional and moving story of love, culture, alienation and a longing for home by one of its characters while the Other character blindly sinks into the new culture and hence he is alienated. It's a story of Maidy, a young and ambitious Muslim man living in London. It's a wondrous story that moves rather swiftly, giving the readers the character's conflicts without unnecessarily dwelling too long on their problems. This quick pace helps the author to state, though not explicitly, that the story is not about Maidy, but about a sort Of young, ambitious Muslim caught between modernity and tradition. Majdy is sympathetic and his conflict is a universal one, charmingly rendered. E Story revolves around a young man from Sudan who joins college in London. During his first term, Maidy writes home citing he would not make it and that he would give up and return. EntOuragernent from his mother, who strongly believes he can make it. Maidy weds Samra as the mother advocates. This is made to make him concentrate more on his studies and deter him from marrying a white and losing taste of his culture the beauty of his country. Samra learns that Maidy has religion as he doesn't observe the mandatory prayers and in tries to win him back. Samra is nostalgic and has refused to adapt to new life in London and observes he duties as a Muslim woman. On the other hand, Maidy sinks into the new culture and all he sees looking at his origin country, Sudan, is negativity and backwardness. He tries to discourage Samra but she stays aloof and gets excited when it is suggested to her that she was going to spend holiday in Sudan. Maidy later calls home and announces that he desired to remain in London even after his studies. This is ironical as from the beginning he had always expressed attachment to his mother country. SETTING The setting of this story shifts from London to Sudan. This could be a deliberate move by the author to compare and contrast life in Sudan and in London. London is depicted as developed politically, socially and economically. Life in London was swift and 'interfered' with normal life. Maidy argues, 'here in London praying was distraction, an interruption 'p 1 12 London was civilized. Life was easy. Samra wondered how one can buy meat already cut up for her."}
{"text": "Maidy argues, 'here in London praying was distraction, an interruption 'p 1 12 London was civilized. Life was easy. Samra wondered how one can buy meat already cut up for her. The author observes, 'every Obiect she touched was perfect, qualify radiated from every little thing 13 London is so developed that even Samrc longed to be ill in order to take medicine which was so seducing. The author says, 'even the pharmacieswere stocked so full of medicine inso many different colors and flavors that she almost longed to ill ' pl 13 Sudan on the other hand is depicted as underdeveloped. Although life in Sudan is still and rhythmic, many elites like Maidy find it ra retrogressive. Unlike in London where begging is illegal, in Sudor beggars are all over. Child labor is a common practice in third world countries as inferred in this story 'Shooing away the baref00 children who passed by with loaded trays trying to sell her che gum, hairpins and matches ' P. 1 08 for the elites like Maidy Sud and by extension African Continent is underdeveloped. MOidy thought Samra would be grateful to him for rescuing her from the backwardness of Khartoum. Chaos is in the city and strikes by the civil servants prevail. This is the plight of Africa. THEMES Change. It is said that change is inevitable. Many traditions of people, particularly Africans change when they go to abroad. This is clearly shown by Maidy who abandons his culture e g the mandatory Islamic prayers. He says, \"here in London praying was distraction, an interruption ' It is no wonder his mother gets really shocked when she learns about the sudden change of her son. Additionally, he even sees the very fabric of traditions that have held his life together as 'backwardness' and retrogressive. It is in that view that Maidy thinks that Samra should be grateful for saving her from 'the backwardness of Khartoum ' Maidy was hardworking back in the days. He was brilliant and always came to the top of his class. He even had appeared on a newspaper at sixteen."}
{"text": "It is in that view that Maidy thinks that Samra should be grateful for saving her from 'the backwardness of Khartoum ' Maidy was hardworking back in the days. He was brilliant and always came to the top of his class. He even had appeared on a newspaper at sixteen. In London, Maidy loses his hardworking spirit and 'in his first term at college in London he complained that studies had become hard ' The plight of Africa Leila Aboulela is concerned about the staggering poverty and underdevelopment in Sudan and the inability of African governments to function at the level they ought to. African has resources but is taken away from the Africans. Sudan is underdeveloped. Children at tender age who ought to be in school are in the streets busy hawking to feed their families 'Shooing away the barefooted children who passed by with loaded trays trying to sell her chewing gum ' p 1 08 Africa is suffering from civil wars. Sudan is politically unstable. Samra's teacher says, 'you must be relieved that you are here, all that War and famine back home. The place of women in the society. This is clearly a patriarchal society that believes in the male over female. It is clear that Maidy's mother is left with the responsibility of taking care of her son. Parenting has been left to women. The relationship between Maidy and Samra is domineering one. That could be the reason why Maidy uses abusive language on his wife. She is not supposed to question her husband's behavioral changes. She is not supposed to question him for not doing his prayers and when she does Maidy calls her stupid. TECHNIQUES AND LANGUAGE USE. Narrative voice The author has employed third person narrative mode, where every character is referred to by the narrator as 'he', 'she' or 'they'. This makes it clear that the narrator is an unspecified entity or uninvolved person in the story. This kind of narration brings out the thoughts and intentions of different characters hence their character traits are fully developed. A third person narrator is omniscient and omnipresent. Such narrator has knowledge of all times, people, places and events and this makes it possible to shift the plot from London to Khartoum, Sudan. Even then the narrator's knowledge is \"limited\" to the characters, that is, the narrator cannot describe things unknown to the focal character."}
{"text": "A third person narrator is omniscient and omnipresent. Such narrator has knowledge of all times, people, places and events and this makes it possible to shift the plot from London to Khartoum, Sudan. Even then the narrator's knowledge is \"limited\" to the characters, that is, the narrator cannot describe things unknown to the focal character. Local dialect To keep it original, the author has used local dialect to avoid the story been confused with European literature. Use of local dialect also helps the reader to determine the physical setting of the story. The author has used certain local words among them tobe, zed Inshallah, ka 'ba and Qibla Humour Maidy is a humorous character. He gets lazy with prayers and says that it's because life in London is swift. He tells Samra not to cover her head with a tobe because he didn't want to be associated fanatics and backwardness: His culture. It's also humorous that when Maidy complains of studies being difficult for him his mother saddles him with a wife. Ironically this to' IronyIrony is a strange, funny or sad situation in which things happen in the opposite way to what you would expect. It is ironic that Maidy, who does so well in his secondary education certificate, goes to study abroad but complains of studies being hard on him on his first term. There is irony when Maid ' calls home to complain about studies and his mother instead marries him to Samra. One wonders whether marriage makes studies easy or complicates the state of the learner. It is therefore not a surprise that Maidy abandons obligatory prayers completely. It is ironic that Maidy expects Samra to show gratitude and appreciation for saving her \"the backwardness\" of Khartoum but instead she continues to be nostalgic about the same backwardness and eventually travels back home during the holiday. Maidy asks Samra to take a leave to Sudan so he can also take a break from her but soon after leaving, he feels hollow and empty. CHARACTER AND CHARACTERISATION This story like any other short story uses scarcity of characters and this has given the author the opportunity to explore the characters into details giving us their character traits. Each character plays a significant role that clearly can't be overlookedMaidy He is loving: He shows love and care to Samra. He shows her around and does everything possible to make her happy and comfortable in her new environment; London."}
{"text": "CHARACTER AND CHARACTERISATION This story like any other short story uses scarcity of characters and this has given the author the opportunity to explore the characters into details giving us their character traits. Each character plays a significant role that clearly can't be overlookedMaidy He is loving: He shows love and care to Samra. He shows her around and does everything possible to make her happy and comfortable in her new environment; London. He gives her his attention despite his busy schedule. He is supportive: He supports Samra to settle in her new environment. He buys her a mat to use during her obligatory prayers. He is alienatedDetached: He is detached from his culture. He blindly copies the western culture. He abandons the very fabric of his Culture that holds him together: the obligatory prayers. It is no Wonder that he views the practice of his people back in Khartoum, Sudan as 'backwardness ' e is abusive: He calls Samra stupid and sees her as retrogressive for observing her obligatory prayers. He is immoral: He sees it as an opportunity to bring other women in his matrimonial bed when Samra travels to Sudan for holiday. Majdy represents the elites who go overseas either to study or work there and fail to ever return to their countries: The plight of AfricaAfrica suffers from brain drain. Such are the people who appreciate more the western culture and abandon their own. According to Majdy, African culture is inferior to western culture. SAMRA She is religious: She observes her religious duties in a foreign country and even urges her husband to create time for prayers in her busy schedule. She is resilient: Unlike her husband who is changed by his surrounding, Samra remains as religious as she left Khartoum. She still observes her religious duties despite the fact that life in London is swift. She is naive: Amazed by the kind of development there is in London especially in the field of medicine, Samra is so much seduced by the color and flavor of medicine that she wishes to fall sick that she may use them. She is loving: As a typical African woman, Samra takes care of her husband and it is no wonder he feels hollow and incomplete when she goes back to Sudan for a holiday. She represents Africans who stick to their cultures and admonishes it so much that they actually value it even when in oversees. As a typical African woman, she adores and cherishes her husband. She represents African women who stand up for their marriages and families."}
{"text": "She represents Africans who stick to their cultures and admonishes it so much that they actually value it even when in oversees. As a typical African woman, she adores and cherishes her husband. She represents African women who stand up for their marriages and families. MAJDY'S MOTHER She is caring: She calls her son to check on her. She gets worried when she learns that her son thinks of dropping because studies have become hard and encourages him to work harder. She is generous: when her son does well in examinations back Khartoum, she throws up a party for him. She invites the villagers te come and celebrate with her. She is selfish: She only thinks of herself and not her son. When he announces that he will stay in London she only complains about her being left alone other than looking at the advantages her son will get. She is hopeful: She hopes that things will not remain dark in Sudan and speaks of a better future. She says, 'But what if things improve here, son? If they strike oil or make lasting peace. She represents citizens who endure hostility and poor standards of living in their African countries with the hope that 'things will improve ' As a mother, she shows love, care and good will to her son. She wishes the very best to him. ACTITIVITY I. Compare and contrast the character of Maidy and Samra 2. The university students were demonstrating. Do you think demonstrations can solve problems? Discuss. 3. Discuss irony as used in this story. 4. Discuss the theme of religion5. Maidy's determination to remain in London symbolizes running away from the culture of his people. Discuss. 12. NO NEED TO LIE BY Rolf Schmid Background Rolf Schmid's \"No Need to Lie\" is an extraordinary account of a remarkable life. The author describes his rough painful struggle With cancer in the both Kenya and Germany. He became a celebrated restaurateur and sportsman and after acquiring Kenyan citizenship, he represented his new home in judo, polo, Weightlifting and pistol shooting, excelling in all four of them. He also still got time to emulate his childhood idol, Ernest Heming w as a passionate big game hunter in the African bush. Tragedy through cancer which almost killed him, but sheer determination, and the hand of God saved him. After this ordeal, he ventured become a world champion power lifter in the masters over categories."}
{"text": "He also still got time to emulate his childhood idol, Ernest Heming w as a passionate big game hunter in the African bush. Tragedy through cancer which almost killed him, but sheer determination, and the hand of God saved him. After this ordeal, he ventured become a world champion power lifter in the masters over categories. For this and all his previous achievements in sports, he was bestowed with the Order of the Grand Warrior of Kenya by His Excellency President Daniel arap Moi. Rolf Schmid has surmounted many barriers in life but a diagnosis of throat cancer came as a terrible blow to the prominent chef. Summary of Incidents Rolf schmid narrates in biographic way his long painful struggle and fight with cancer. As he battled all those negative emotions, Rolf made a vow to himself that he would not let the disease take him down. After all, he was only 50 years old p 22 It was not an easy fight. The surgery, chemotherapy and medicine took a heavy toll on him. He had lost all appetite for food. However Rolf knew that if he did not put something into his tummy, his recover would be severely compromised. The terrible sores inside his mo made any contact with food a painful ordeal. To counter this, he resorted to inserting a long pipe into his gulle through which he poured in food in liquid form. But the battle with cancer was not the cue to take things easy watch life pass by. More than anything else, Rolf's battle with c sums up his character: A never-say-die attitude in the face seemingly insurmountable challen The well schemed masterpiece ends with Schmid landing back to Nairobi where he was accorded a hero's welcome, after having been treated at the Katharinen hospital in Germany. He rejoices together with his wife Asmahan and their children. He felt himself a victor and thathe was beginning a new life. Setting \"No need to lie\" is set in Kenya. Rolf Schmid had obtained a Kenyan citizenship after staying in Kenya and working as a leading chef in Nairobi. Places like Langata road in Kibera are mentioned in the short story where he could drive on his way to and from the job. P 1 31 After the treatments in the Nairobi hospital proved to be ineffective, Rolf was referred to Katharinen Krsnkenhaus hospital in Germany, where he went with Roland for further medication."}
{"text": "Rolf Schmid had obtained a Kenyan citizenship after staying in Kenya and working as a leading chef in Nairobi. Places like Langata road in Kibera are mentioned in the short story where he could drive on his way to and from the job. P 1 31 After the treatments in the Nairobi hospital proved to be ineffective, Rolf was referred to Katharinen Krsnkenhaus hospital in Germany, where he went with Roland for further medication. This makes the setting shift from Kenya to Germany, then back to Kenya, seeking medical attention for his cancerous condition. The events are taking place between late December and early January. His medication journey begun January 8, after his personal Doctor, Mrs. Van Enk's coming back from Mombasa, where he had gone for the Christmas celebration. It begins at the Caren Surgery. Pl 23 Themes a Struggle to survive One Of his greatest battles in life was cancer. At 50, he was diagnosed with throat cancer. A fighter with a black belt in judo and a Weightlifter, Schmidt vowed the disease would not put him down. He SUrvived having gone through surgery, chemotherapy and no appetite and COntinued to forge on with life, with gusto. 0. A Burdens of sickness There is nothing that burdens Rolf, than his encounter with the throat cancer. It came after he had decided to cut weight, so that at least he, could lead a better sportsmanship life. Little had he known that he would be sick and the weight would cut down itself automatically, until the day he met Mrs. Van Enk, his private Doctor. He was informed that his medical condition needed a lot of urgency, Dr Rupani agreed that he had to admit him and take a biopsy. After ' the test, it was affirmed that he was having cancer and not Aids. P. 1 25 the greatest problem that exposed him to more harm was that his condition was in an alarming third stage, which was second to the last stage. He realized at a very late stage that he was cancerous. The grotesque look of the people in the radiation ward made him scared more than before. After it he become malnourished, with his skin, sagging. As if this is not enough, he was still to undergo four more chemotherapies. He says that he endured four chemo sessions for the four Saturdays preceding."}
{"text": "After it he become malnourished, with his skin, sagging. As if this is not enough, he was still to undergo four more chemotherapies. He says that he endured four chemo sessions for the four Saturdays preceding. He lost half of his hair and most of his beard. In his last cancer chemo, he got sick, something that made him dismiss all the clinics, the diagnosis and prognosis. He therefore decided to go to Germany. He fought his tears back as he saw his wife Asmahan cry at the airport, as she was bidding him good bye. He had to undergo a series of treatments befor getting back to his normality. B Love and friendship Rolf Schmid is a man that makes the definition of the word friendship easier. He receives a lot of attention from his native wife and native doctors too, who are assisting in his critical condition Whatsoever. His greatest treasure was his children. His wishful prayer was that he was going to live and see his children grow up, play more polo, do more sculptures and be With Asmahan, His sickness really affected her wife a lot. She is seen weeping, full of tears; she tells him that God is going to be with him. That he has to remember to chant a prayer daily p 132 His children and Asmahan were there ready to receive him after his treatments. They rejoiced together. He was indeed thankful in the way he appreciated the staff at the Germany hospital. He feels troubled, that he did not get time to appreciate Roland, who had taken a lot of core during his sickness time, for he died a year later, of a tragic occident, before their meeting again p 1 35 Techniques and Language Use a Point of viewThis short story is written in the first person narrative voice. The \"l\" narrator is therefore the protagonist in the story and he narrates the events as he experienced them. This kind of narrative voice makes the events look very immediate to the readers. It enhances aesthetic distance, that degree of separateness between an author and the events they present in the story. The first person narrator also helps create rapport with the readers through the informal use of humour, despite the depressing situation presented at hand. B Dialogue This is a verbal exchange between characters. Dialogue is used to develop characters and themes in the \"No Need to lie\". Quite a number of dialogues throughout the text."}
{"text": "It's a coastal, cliff-side town, a desert like cape with no flowers, and so little land that the inhabitants have to throw their dead over the cliffs and into the sec rather than bury them in the ground. The inhabitants are a simple group of people, who believe in myths as strongly as what they see with their eyes. It's such a small village, that the all the men combined fit into seven boats, and there are only about twenty houses Summary of incidents Handsomest Drowned Man in the world\" opens with a group of children playing on the beach of a small fishing village. In the waves a dark and slinky bulge is approaching. It turns out to be a drowned man, covered in seaweed, stones, and Dead Sea creatures. P 1 38 .This drowned man has a huge impact on the village, which is changed forever by his arrival. The men head to neighboring villages to see if the dead man belongs to one of them, while the women clean off the body and prepare it for a funeral. They will make their houses bigger and stronger and better, and dig for springs in their courtyards, and paint their houses bright colors to make Esteban's memory eternal, and plant flowers on their cliffs so that years from now, sailors going by will see the colors and smell the scents and know that there, on those cliffs, is Esteban's village. SettingMrquez never specifies the time or place of his story, but the action takes place somewhere in Latin America. We know that we're dealing with an isolated village, with no real modern technology, livelihood. That its relies on fishing for The scenery changes from start to end. At the story's beginning, the village is simply a desert like cape with no flowers. Later we're told that it's arid and windless. This is a dry, ordinary, boring place to live. It's so ordinary, in fact, that the drowned man, a truly extraordinary guy' has no place in it. Esteban is incompatible with the village as it first exists. And so with his arrival, Esteban transforms the village into place as extraordinary as he is. Themes \"The Handsomest Drowned Man in the World\" explores the which human beings overcome personal isolation through collective community. In this story, common beliefs in the fantastic bring together the members of a small fishing village. The men, women, and children of this community are united by their common desire for selfimprovement."}
{"text": "His arrival is like a splash of color against their grey landscape. If the village is dry and colorless, the drowned man brings with him the possibility of lively springs and bright flowers. And sure enough, this possibility is soon realized. As the women prepare for the drowned man's funeral, they go to get flowers from neighboring villages. They return with other women who could not believe what they had been told, and those women wer back for more flowers when they saw the dead man, and they brought more and more until there were so many flowers and so many people that it was hard to walk about They were going to paint their house fronts gay colors to make Esteban's memory eternal and they were going to break their backs digging for springs among the stones and planting flowers on the cliffs so that in future years at dawn the passengers on great liners would awaken, suffocated by the smell of gardens the high seas. This is a far cry from the desert like cape we first met at the beginning of the story. ThirdPerson Limited Omniscient might be tempting to label this story is told from an omniscient point of view. After all, the narrative gets into the heads of many different villagers at many different times. But realize that all the information get is from the perspective of the villagers we are limited to their we know what they know, and only what they know. At first, the children playing think the drowned man is a ship, and then a whale. We don't know he's a man until they realize he's a man. The villagers never know where the drowned man came from, so neither does we. They think he is called Esteban, so for the purposes of the story, he is Esteban. L. Allusion This is a style in writing which the writer refers to a statement or quotations of incidents to clarify a point Biblical allusion: When the men came with the news that the drowned man was not from the neighboring village, the women, with iubilation, chanted in the midst of their tears, \"praise the lord, \" they sighed \"he's ours\" this makes us to comprehend their social set up under the religious perspective."}
{"text": "They think he is called Esteban, so for the purposes of the story, he is Esteban. L. Allusion This is a style in writing which the writer refers to a statement or quotations of incidents to clarify a point Biblical allusion: When the men came with the news that the drowned man was not from the neighboring village, the women, with iubilation, chanted in the midst of their tears, \"praise the lord, \" they sighed \"he's ours\" this makes us to comprehend their social set up under the religious perspective. Historical allusion:The Story alludes to Homer's Odyssey mentions the Sirens \"Some sailors who heard the weeping from a distance went off course, and People heard of one who had himself tied to the mainmast, remembering ancient fables about sirens\" Refers to the crying during Esteban's funeral and the crying is like the ring songs of the sirens. Esteban is a \"myth\" Characterization a The Drowned Man Esteban Although he is a stranger-and a dead stranger at that steb plays a central role in the villagers' lives. He does not speak, yethis j face and his body speaks for him, telling the villagers how sorry he is to be such a bother, large and cumbersome as he is. They intuit that he is ostentatious, stoic, dignified, kind and considerate, yet authoritative enough to command the fish to jump into his boat when he is fishing. The women of the village find him \"speaking\" to them in other ways, making them compare their husbands to his splendid size and handsome features. They are certain that he would be have been embarrassed of his huge size and the inconvenience it caused those around him, and even now, the hassle it's causing the villagers in trying to bury his huge body. The drowned man is given an honorary family and a beautiful funereal ceremony. A The Women The women respond to Esteban with care, then admiration, then longing, and finally, ownership. We know more about the women of the village than we do about the men, simply because we spend more time in their perspective. Much of the characterization of the drowned man comes from the women. That is, it isn't the drowned man being characterized as much the women's idea of the drowned man that is described. They are the ones who see his physical prowess and then imagine his character."}
{"text": "'The Yard discovered that Tim called a poacher in Kenya shortly before Tim came to Uganda, but they couldn't prove that the poacher provided Tim with the dart gun ' p 1 62 However, their greed doesn't succeed. \". The publicity hurt the Paulsons charity so much that it ceased all activities two years after Winnie's death. They now live a quite life in their mansion. They are volunteer teachers at a local school. I don't work for them anymore \" p 1 62 Winnie's lawyers fought to prevent Tim, Peter and Chelsea from inheriting her money and Gala, but after the trail, there was no reason why they couldn't. 2 HypocrisyThis is a pretense of holding beliefs, feelings, or opinions that one does not actually possess. When one applies criticism to others, or actually the moral self contradiction in that case whereby you plan good things with your 'in-quotes' friends leads to hypocrisy. Innie is living with friends who in deed are foes and at the end of the day decides to kill her. As illustrated below: \"Peter, \" Winnie hissed, \"when I die the police will question you first. You won't mention that we quarrel every day, will you? You won't mention that we quarrel every time we go to bed, so I better publicize it P. I 52 This illustration now clearly indicates that peter is cheating on Winnie, with Chelsea \"Shut up!\". Peter shot out of his chair, banging tis fist on the table at the same time. He upset a glass You won t shut me up! You are cheating on me with Chelsea!\" \". Oh Winnie!\". Chelsea said \"Don't you Oh Winnie me!\". P.l 52 Techniques and language use a Narrative voice First person narrative voice is a narration that has been told from the perceptive of a first person narrator. The T narrator is therefore the protagonist in the story and he narrates the events as he experienced them. This kind of narration makes the events to be quite immediate to the reader and hence, it becomes engaging to read. Dilman Dila also uses present tense intertwined with the usual past tense in this story about events that happened in the past. It is as if he is giving commentary on the event. A rapport therefore between the narrator, Simon, and the reader is created."}
{"text": "LDiscuss the traits of Ali Mahfouz as brought out in this story ALMOST HOME by Barry McKinley. Ali Mahfouz is the main character in the short story \"Almost Home\". He faces an imminent deportation from Ireland. He exhibits a lot of traits as he attempts to fight back against the deportation. The writer paints Ali as deceitful. He tells people that he is a medical student and even puts a picture on face book that shows him at the surgeons' college with college books yet the books are only telephone directories. He only does menial jobs in Ireland for survival but he has not gone to study medicine. In addition he walks with little white buds in his ears as if he is listening to music from the iPod yet he doesn't even know how to load the gadget with music. Ali is Hardworking as he does all kinds of jobs in Ireland to cater his upkeep. For instance he slices kebab meat; while working for tw Egyptian brothers, also he power-washes cars, scrubs pots and wipes tables. When he just arrives in Ireland, Ali makes many friends. He is quite charming and sociable. He Makes Slattery to laugh all the time despite being in a serious situation this brings Ali is Stubborn, He has been warned by Tarrant not to cause any problem while they travel yet he attempts to escape twice. Furthermore, the government has tried to deport him twice, where every time he is disruptive on the plane threatening of blowing up the plane with a bomb in his possession. Despite all these he still lives in Ireland. With all the attempts to be deported from Ireland, Ali tries all means to prevent it from happening- He threatens to blow up the plane twice; he attempts to escape from Slattery and Tarrant inFrance and Spain. As a last resort he decides to drown himself in sea provided it is a way to escape from being deported. This brings out his determined nature. Ali Observes keenly enough to note that Slattery has good French. Ali also notes that Slattery has no wedding band despite him being in midthirties and handsome. Ali loses hope with life in his country, he is disillusioned, and this is what makes him to opt and go to Ireland and seek a better life. Because of poverty, his family is cramped together in the apartment' Ali imagines of life in prison, lack of food, clothing and having to pay bribes. This shame and fear causes him to jump into the sea."}
{"text": "Ali loses hope with life in his country, he is disillusioned, and this is what makes him to opt and go to Ireland and seek a better life. Because of poverty, his family is cramped together in the apartment' Ali imagines of life in prison, lack of food, clothing and having to pay bribes. This shame and fear causes him to jump into the sea. Ali manages to stay in Ireland as an illegal migrant due to his deceitful nature, and he determinedly avoids being deported 3. THE UMBRELLA MAN by Siddhartha Giaoo Discuss the stylistic devices employed in the above story and give their effectiveness. Siddhartha Gigoo has used language distinctively in order to pass across his message. More so he has employed various styles to necessitate character development and flow of the plot. This story is told from a third person point of view, where the narrator gives us the story from what he observes. The narrator gives us what number seven does and what other inmates do in the story. This facilitates the development of the story. The writer has used vivid description extensively to bring out the picture of the confinement of the inmates in the asylum, the place with limited freedom. The area in the asylum that is allowed for movement is described as \"... The wall around the one hundred and twenty-square-meter compound ninety something yards in the narrow avenue outside the gates that ended at another wall. Beyond that brick-and stone wall was a vast darkness \" The umbrella possessed by Number 7 is described as a yellow-andred striped, beautiful Umbrella. It was the most beautiful thing in the entire asylum, more beautiful than the bed of wild flowers along the wall. Dialogue has also been used. Number 7 converses with the barber about rain which shows Number 7's fascination with rain. There is dialogue between doctors and Number 7. This conversation reveals change in the state of Number 7's health such that he is free to go. He has been obedient and shown a calm disposition to facilitate his release from the asylum. The dialogue between Number 7 and his friend the puny little fellow reveals Number 7's anticipation for freedom and the little puny fellow's fear of destruction that can be brought about by rain. I 4. Discuss the major issues highlighted by the writer in the story WINDOW SEAT by Benjamin Branoff. Every writer sets out to pass a certain massage or communicate a particular issue to the audience through their work of art."}
{"text": "I 4. Discuss the major issues highlighted by the writer in the story WINDOW SEAT by Benjamin Branoff. Every writer sets out to pass a certain massage or communicate a particular issue to the audience through their work of art. This is the main reason why stories are written. Benjamin Branoff highlights a few concepts in the story \"Window Seaf 'To start with, the author addresses the issue of lawlessness on our roads. Vehicles should always follow traffic laws on the roads for safety. In this story however, law and order is not followed as it should be. For instance, the public transport vehicles are so much overloaded. Passengers are literally packed. Conductors carry excess passengers as the narrator says a mini-van meant to carry ten passengers now carries twenty four of them. It even becomes worse when it comes to rush hour where they carry twenty eight with others standing. The drivers also bribe the traffic policemen in order to get away with this crime. Even when things seem to be okay with the vehicle the policemen solicit for bribes to an extent of removing the car keys from the ignition. The bribe here is a very powerful voice that the police use to silence the adamant drivers. The passengers suffer on these roads. The narrator says that one learns no to commit to a long road because of discomfort. However, they don't seem to care or they are used to it. They even smack their lips loudly when the policemen take bribes but they don't take any step. It is even because of overloading that makes it easy for Kanga to rob the narrator. PhotosetterBot: Poverty is also portrayed in this story. The people at the bus stop ar said to be in sandals and others are barefoot. This means that cannot afford better shoes. The passengers could be suffering in silence in the overloaded daladala because of poverty. This is because they pay less money for fare. The narrator describes Kanga that shehaso trim figure probably caused by a lifetime of hard work and deprivation of luxuries. This shows that she cannot afford luxuries. We also think that what made her to steal from the narrator is poverty. The aggressiveness of touts in town is also a sign of poverty. This iso society where one must struggle to make ends meet. That's why they scream and shout and also convince people to take their daladala."}
{"text": "The aggressiveness of touts in town is also a sign of poverty. This iso society where one must struggle to make ends meet. That's why they scream and shout and also convince people to take their daladala. Corruption is also evident in this story especially on the roads where the policemen who were supposed to guarantee safety on the roads take bribes and also collude with drivers in order to escape facing the law. The corrupt police officers seem to have taken bribes as their rights because even if the vehicle has everything right they force the drivers' submission by taking the keys from ignition. The word Mzungu means a white man. The Africans call them this to mean he is from the white race. The Africans see this man, the narrator as more superior than them and use even a spectacle that he is using public transport. When the guard greets him at the city Chuo everybody turns to see him. Africans perceive the white men as rich and wealthy that's why Kanga robs him in the vehicle. The narrator chooses to date Monique a French girl because sheisfre their race. He says, 'I should be with the French girl La fille becau French women absolutely like American men 'Major issues that can be related to our day to day lives are highlighted in the story. Such issues such as corruption, poverty and lawlessness on our roads need to be dealt with for better life."}
{"text": "AGRICULTURE I SECTION A. 1.State two uses of a rotavator.1mk 89238352.List two methods of controlling coffee berry disease1mk 89238353.Identify four sources of agricultural information2mks 89238354.State two ways of controlling Rinderpest disease1mk 89238355.Mention four signs of infertility in cows2mks 89238356.How is cannibalism controlled in poultry2mks 89238357.List four maintenance of ox-cart2mks 89238358.Mention four common fodder crops grown in Kenya2mks 89238359.Name two diseases that attack cassava in the field1mk 89238360.Identify six physical measures of pest control in crops3mks 89238361.Differentiate between grass strips and trash lines1mk 89238362.Name two categories of land tenure1mk 89238363.Give four reasons why rabbits should be fed on balanced feeds2mks 89238364.List four causes of poor quality concrete2mks 89238365.Mention four reasons for maintaining farm buildings2mks 89238366.Identify four ways of reducing the problem of ewes disowning their lambs 2mks 89238367.State four advantages of using certified seeds from Kenya seed company 2mks 89238368.State two symptoms of damping off disease in cabbages 1mk 89238369.Name two methods of harvesting rice1mk 89238370.Mention two ways of classifying pests in crop production1mk 89238371.Name the dual purpose sheep1mk 89238372.Name the young of a donkey1mk 89238373.Name two primary hosts for liver flukes1mk 89238374.State one use of a tag applicator1mk 1SECTION B."}
{"text": "AGRICULTURE I SECTION A. 1.State two uses of a rotavator.1mk 89238352.List two methods of controlling coffee berry disease1mk 89238353.Identify four sources of agricultural information2mks 89238354.State two ways of controlling Rinderpest disease1mk 89238355.Mention four signs of infertility in cows2mks 89238356.How is cannibalism controlled in poultry2mks 89238357.List four maintenance of ox-cart2mks 89238358.Mention four common fodder crops grown in Kenya2mks 89238359.Name two diseases that attack cassava in the field1mk 89238360.Identify six physical measures of pest control in crops3mks 89238361.Differentiate between grass strips and trash lines1mk 89238362.Name two categories of land tenure1mk 89238363.Give four reasons why rabbits should be fed on balanced feeds2mks 89238364.List four causes of poor quality concrete2mks 89238365.Mention four reasons for maintaining farm buildings2mks 89238366.Identify four ways of reducing the problem of ewes disowning their lambs 2mks 89238367.State four advantages of using certified seeds from Kenya seed company 2mks 89238368.State two symptoms of damping off disease in cabbages 1mk 89238369.Name two methods of harvesting rice1mk 89238370.Mention two ways of classifying pests in crop production1mk 89238371.Name the dual purpose sheep1mk 89238372.Name the young of a donkey1mk 89238373.Name two primary hosts for liver flukes1mk 89238374.State one use of a tag applicator1mk 1SECTION B. 25. A. State four effects of excess Nitrogen in crops4mks b. List six roles of organic matter in the soil6mks c. Mention three characteristics of phosphatic fertilisers3mks 26. A. State three ways of collecting semen from bulls for artificial insemination 3mks b. List six ways of carrying out pregnancy diagnosis in cows 6mks c. Give four reasons for conserving pastures4mks 27. A. Name three tomatoes for fresh market3mks b. State five reasons for pruning in crops5mks c. i. Mention four factors to be considered when siting grain storage structures 4mks ii. Differentiate between seed rate and plant population 2 mks SECTION C."}
{"text": "AGRICULTURE I SECTION A. 1.State two uses of a rotavator.1mk 89238352.List two methods of controlling coffee berry disease1mk 89238353.Identify four sources of agricultural information2mks 89238354.State two ways of controlling Rinderpest disease1mk 89238355.Mention four signs of infertility in cows2mks 89238356.How is cannibalism controlled in poultry2mks 89238357.List four maintenance of ox-cart2mks 89238358.Mention four common fodder crops grown in Kenya2mks 89238359.Name two diseases that attack cassava in the field1mk 89238360.Identify six physical measures of pest control in crops3mks 89238361.Differentiate between grass strips and trash lines1mk 89238362.Name two categories of land tenure1mk 89238363.Give four reasons why rabbits should be fed on balanced feeds2mks 89238364.List four causes of poor quality concrete2mks 89238365.Mention four reasons for maintaining farm buildings2mks 89238366.Identify four ways of reducing the problem of ewes disowning their lambs 2mks 89238367.State four advantages of using certified seeds from Kenya seed company 2mks 89238368.State two symptoms of damping off disease in cabbages 1mk 89238369.Name two methods of harvesting rice1mk 89238370.Mention two ways of classifying pests in crop production1mk 89238371.Name the dual purpose sheep1mk 89238372.Name the young of a donkey1mk 89238373.Name two primary hosts for liver flukes1mk 89238374.State one use of a tag applicator1mk 1SECTION B. 25. A. State four effects of excess Nitrogen in crops4mks b. List six roles of organic matter in the soil6mks c. Mention three characteristics of phosphatic fertilisers3mks 26. A. State three ways of collecting semen from bulls for artificial insemination 3mks b. List six ways of carrying out pregnancy diagnosis in cows 6mks c. Give four reasons for conserving pastures4mks 27. A. Name three tomatoes for fresh market3mks b. State five reasons for pruning in crops5mks c. i. Mention four factors to be considered when siting grain storage structures 4mks ii. Differentiate between seed rate and plant population 2 mks SECTION C. 28. Explain field production of sweet potatoes from field preparation upto harvesting. 20mks."}
{"text": "1.State two uses of a rotavator.1mk 89238352.List two methods of controlling coffee berry disease1mk 89238353.Identify four sources of agricultural information2mks 89238354.State two ways of controlling Rinderpest disease1mk 89238355.Mention four signs of infertility in cows2mks 89238356.How is cannibalism controlled in poultry2mks 89238357.List four maintenance of ox-cart2mks 89238358.Mention four common fodder crops grown in Kenya2mks 89238359.Name two diseases that attack cassava in the field1mk 89238360.Identify six physical measures of pest control in crops3mks 89238361.Differentiate between grass strips and trash lines1mk 89238362.Name two categories of land tenure1mk 89238363.Give four reasons why rabbits should be fed on balanced feeds2mks 89238364.List four causes of poor quality concrete2mks 89238365.Mention four reasons for maintaining farm buildings2mks 89238366.Identify four ways of reducing the problem of ewes disowning their lambs 2mks 89238367.State four advantages of using certified seeds from Kenya seed company 2mks 89238368.State two symptoms of damping off disease in cabbages 1mk 89238369.Name two methods of harvesting rice1mk 89238370.Mention two ways of classifying pests in crop production1mk 89238371.Name the dual purpose sheep1mk 89238372.Name the young of a donkey1mk 89238373.Name two primary hosts for liver flukes1mk 89238374.State one use of a tag applicator1mk 1SECTION B. 25. A. State four effects of excess Nitrogen in crops4mks b. List six roles of organic matter in the soil6mks c. Mention three characteristics of phosphatic fertilisers3mks 26. A. State three ways of collecting semen from bulls for artificial insemination 3mks b. List six ways of carrying out pregnancy diagnosis in cows 6mks c. Give four reasons for conserving pastures4mks 27. A. Name three tomatoes for fresh market3mks b. State five reasons for pruning in crops5mks c. i. Mention four factors to be considered when siting grain storage structures 4mks ii. Differentiate between seed rate and plant population 2 mks SECTION C. 28. Explain field production of sweet potatoes from field preparation upto harvesting. 20mks. 29. A. Explain management practices that ensure maximum production of eggs in poultry 12mks b. Explain management practices a beef farmer would carry out to minimise effects of low rainfall8 mks 30. A. Mention five characteristics of pyrethrums5mks b. Explain environmental factors that affect effectiveness of agro-chemicals in crop production.5mks c. i. Differentiate between land consolidation and land fragmentation and settlement. 3mks."}
{"text": "25. A. State four effects of excess Nitrogen in crops4mks b. List six roles of organic matter in the soil6mks c. Mention three characteristics of phosphatic fertilisers3mks 26. A. State three ways of collecting semen from bulls for artificial insemination 3mks b. List six ways of carrying out pregnancy diagnosis in cows 6mks c. Give four reasons for conserving pastures4mks 27. A. Name three tomatoes for fresh market3mks b. State five reasons for pruning in crops5mks c. i. Mention four factors to be considered when siting grain storage structures 4mks ii. Differentiate between seed rate and plant population 2 mks SECTION C. 28. Explain field production of sweet potatoes from field preparation upto harvesting. 20mks. 29. A. Explain management practices that ensure maximum production of eggs in poultry 12mks b. Explain management practices a beef farmer would carry out to minimise effects of low rainfall8 mks 30. A. Mention five characteristics of pyrethrums5mks b. Explain environmental factors that affect effectiveness of agro-chemicals in crop production.5mks c. i. Differentiate between land consolidation and land fragmentation and settlement. 3mks. Ii. Explain objectives of land reforms.7mks."}
{"text": "28. Explain field production of sweet potatoes from field preparation upto harvesting. 20mks. 29. A. Explain management practices that ensure maximum production of eggs in poultry 12mks b. Explain management practices a beef farmer would carry out to minimise effects of low rainfall8 mks 30. A. Mention five characteristics of pyrethrums5mks b. Explain environmental factors that affect effectiveness of agro-chemicals in crop production.5mks c. i. Differentiate between land consolidation and land fragmentation and settlement. 3mks. Ii. Explain objectives of land reforms.7mks. AGRICULTURE I MARKING SCHEME. SECTION A. 1.Uses of a rotavator Refining seed bed secondary tillage Cultivation in clay soil weeding in waterlogged soils. 2 x 1 mark. 2.Control of C.B.D."}
{"text": "1.Uses of a rotavator Refining seed bed secondary tillage Cultivation in clay soil weeding in waterlogged soils. 2 x 1 mark. 2.Control of C.B.D. Open pruning Plant resistant varieties e.g Ruiru II Regular spraying with appropriate fungicides copper fungicides captafol 2 x 1 mark. 3.Sources of agri information. Agricultural research stations Neighbouring farms Agricultural field days Agricultural shows Mass media eg. T.V, Radios Agriculture extension officers Farmers training centres Agricultural training and education institution 2Chiefs baraza. 4 x 2 marks. 4.Control of Rinderpest. Regular Vaccination Separate sick and healthy ones Imposing quarantine Kill affected animals and proper disposal Notify authorities of an outbreak. 2 x 1 mark. 5.Signs of infertility. A cow does not show heat signs Abnormal discharge from vulva Prolonged heat period Irregular heat intervals too short or too long heat intervals. 4 x 2 marks. 6.Control of cannibalism."}
{"text": "A cow does not show heat signs Abnormal discharge from vulva Prolonged heat period Irregular heat intervals too short or too long heat intervals. 4 x 2 marks. 6.Control of cannibalism. Avoid bright light in brooder Keep birds busy hang green leaves Give balanced feeds Control external parasites fleas Debeak hens which peck others Keep birds according to age-groups Avoid overcrowding of birds provide enough space to the birds. 4 x 2 marks. 7.Maintenance of Ox-cart. Lubricate moving parts regularly Check tyre pressure and adjust accordingly Clean it after use Repair replace any worn out broken parts eg. Yoke Proper storage in a shed.4 x 2 marks. 8.Common fodder crops Napier grass elephant grass Guatemala grass Edible land Kales Manigolds Lucerne alfafa Sorgum4 x 2 marks. 9.Cassava diseases. Cassava mosaic Brown streak Bacterial bright.2 x 1 mark. 10. Physical measures of pest control."}
{"text": "Cassava mosaic Brown streak Bacterial bright.2 x 1 mark. 10. Physical measures of pest control. Use of lethal temperature 3Drying the grains Irrigation flooding the field Suffocation use of airtight stores Physical destruction trapping picking and killing Use of electromagnetic radiation. 6 x 3 marks. 11. Grass strips uncultivated strips of grass left between cultivated strips to control soil erosion while trash lines are heaps of cup residues placed along contours in the cup field to reduce soil erosion. 1 x 2 2mks mark as a whole 12. Categories of land tenure. Collective land tenure Communal land tenure.2mks 13. Reasons for balanced feeding. For faster and quick growth For earlier maturity For good quality products For increased resistance against diseases For increased feed conversion 4 x 2 marks. 14. Causes of poor quality concrete. Less water to harden it used."}
{"text": "14. Causes of poor quality concrete. Less water to harden it used. Too much sand too little cement ratio of sand to cement mixture not appropriate. Premature drying of concrete. Size of individual aggregates coarse sand. X 2 marks. 15. Reasons for maintaining farm structures. To last longer for durability For easy cleaning For proper ventilation to avoid dampness too much heat To reduce maintenance cost To be more efficient in use To be more secured for security. X 2 marks. 16. Reducing disowning of lambs. Ensure the ewes recognises its lamb soon after lambing. Proper steaming of ewe before lambing. Use of lambing pens Mastitis control dry ewe therapy Blind folding of ewes to activate maternal instinct. X 2 marks. 17. Advantages of certifield seeds."}
{"text": "X 2 marks. 17. Advantages of certifield seeds. Free from pests and diseases and weeds Viable uniform germination Vigorous growth faster maturity High yields High quality product True to type not contaminated with other seeds Reduces cost of treatment treated with chemical. X 2 marks. 418. Symptoms of damping off Falling of seedlings withering and death of seedlings Cobweb like black mass of fungi making a ring on the stem base. X 1 mark. 19. Methods of harvesting rice. Use of sickles Use of combine harvesters. X 1 mark. 20. Classification of pests. According to where they are found or attack the crop produce Nature of damage caused Nature of mouthparts Part of the plant damaged x 1 mark. 21. Dual purpose sheep. Dorper Harmpshire doam Dorset horn x 1 mark. 22. Young of donkey - foal 1 x 1 1mark 23. Primary hosts for liverflukes. Cattle Sheep Goats 1 x 1 mark."}
{"text": "Uproot weeds by hands after crop establishment after 2 months in the field. Control moles by trapping, also porcupines and squirrels Spray with appropriate pesticide endusulfan fenithism to control sweet potato weevils Control mites using appropriate chemicals to control spread of sweet potato virus B disease. 1 x 6 6mks. Iv. Harvesting They are ready for harvesting 4 5 months after planting Large root tubers cause the ground to crack indicating readiness Harvesting for food is done piecemeal using a sharpened stick or forked jembes. Complete harvesting is done when the root-tubers are to be marketed. 1x 3 3mks. 29. A. Maximum production of eggs. 7Provide enough space avoid overcrowding Proper feeding on layers mash ensure balanced feeding Provide sand grit to aid digestion Provide clean rest boxes clean shelters observe hygiene Provide enough laying boxes Vaccinate against diseases new castle fowl typhoid."}
{"text": "Act as nerve poisons Have repellant effect Have limited persistance Are safer to the user Have a rapid knock down effect. 1 x 5 5mks. B.Environmental influence on agro-chemicals. Wind men blow the chemical away from intended crops Rain may dilute or wash away the chemicals Soils some may absorb and retain more chemicals than others. Light may decompose some chemicals. Temperature increases translocation and hence absorption of chemicals. 5mks. C. i. Land consolidation is putting together under one holding different 8Land fragmentation is a situation where an individual farmer owns many separate pieces of land scattered over a wide area. Settlement refers to occupation of land which was previously uninhabited mark as a whole 1 x 3 3mks. Ii. Objectives of land reforms To increase agricultural output through properland use To orientates agricultural production to meet market demands."}
{"text": "C. i. Land consolidation is putting together under one holding different 8Land fragmentation is a situation where an individual farmer owns many separate pieces of land scattered over a wide area. Settlement refers to occupation of land which was previously uninhabited mark as a whole 1 x 3 3mks. Ii. Objectives of land reforms To increase agricultural output through properland use To orientates agricultural production to meet market demands. To enhance efficient utilisation of land To put idle land to use To encourage commercial instead of subsistence production. To encourage conservation and improvement of land and its resources To settle the landless and ease population density pressure in some areas. To create self employment. 1 x 7 7mks. AGRICULUTURE II SECTION A ."}
{"text": "To create self employment. 1 x 7 7mks. AGRICULUTURE II SECTION A . 1.What benefit do pastoralist farmers attain from camels? 1 mark 2. I State FOUR factors influencing soil formation 4 marks ii State the importance of the colour of a soil in soil forming process 2 marks 3.State FOUR methods that can be used to raise production in a group of sows 2 marks 4.State FOUR advantages of free-range system in poultry production 2 marks 5.Give FOUR differences between indigenous and exotic cattle 2 marks 6.State TWO advantages of rolling in land preparation 1 mark 7.Apart from bacteria and fungi name TWO other causes of diseases in crops 1 mark 8. I Name the primary host of tapeworm 1 mark ii List TWO internal parasites that attack sheep. 1 mark 9. I State TWO ways of controlling Nematodes 1 mark ii Give TWO pests that are disease vectors in crops 1 mark 10.Mention FOUR farm structures which may be found in a mixed farm. 2 marks 11."}
{"text": "1 x 7 7mks. AGRICULUTURE II SECTION A . 1.What benefit do pastoralist farmers attain from camels? 1 mark 2. I State FOUR factors influencing soil formation 4 marks ii State the importance of the colour of a soil in soil forming process 2 marks 3.State FOUR methods that can be used to raise production in a group of sows 2 marks 4.State FOUR advantages of free-range system in poultry production 2 marks 5.Give FOUR differences between indigenous and exotic cattle 2 marks 6.State TWO advantages of rolling in land preparation 1 mark 7.Apart from bacteria and fungi name TWO other causes of diseases in crops 1 mark 8. I Name the primary host of tapeworm 1 mark ii List TWO internal parasites that attack sheep. 1 mark 9. I State TWO ways of controlling Nematodes 1 mark ii Give TWO pests that are disease vectors in crops 1 mark 10.Mention FOUR farm structures which may be found in a mixed farm. 2 marks 11. What FOUR factors would one consider when choosing feedstuffs for preparing a livestock ration?"}
{"text": "AGRICULUTURE II SECTION A . 1.What benefit do pastoralist farmers attain from camels? 1 mark 2. I State FOUR factors influencing soil formation 4 marks ii State the importance of the colour of a soil in soil forming process 2 marks 3.State FOUR methods that can be used to raise production in a group of sows 2 marks 4.State FOUR advantages of free-range system in poultry production 2 marks 5.Give FOUR differences between indigenous and exotic cattle 2 marks 6.State TWO advantages of rolling in land preparation 1 mark 7.Apart from bacteria and fungi name TWO other causes of diseases in crops 1 mark 8. I Name the primary host of tapeworm 1 mark ii List TWO internal parasites that attack sheep. 1 mark 9. I State TWO ways of controlling Nematodes 1 mark ii Give TWO pests that are disease vectors in crops 1 mark 10.Mention FOUR farm structures which may be found in a mixed farm. 2 marks 11. What FOUR factors would one consider when choosing feedstuffs for preparing a livestock ration? 2 marks 12.Why is it not necessary to have grass pasture as a livestock feed in pig production?"}
{"text": "1.What benefit do pastoralist farmers attain from camels? 1 mark 2. I State FOUR factors influencing soil formation 4 marks ii State the importance of the colour of a soil in soil forming process 2 marks 3.State FOUR methods that can be used to raise production in a group of sows 2 marks 4.State FOUR advantages of free-range system in poultry production 2 marks 5.Give FOUR differences between indigenous and exotic cattle 2 marks 6.State TWO advantages of rolling in land preparation 1 mark 7.Apart from bacteria and fungi name TWO other causes of diseases in crops 1 mark 8. I Name the primary host of tapeworm 1 mark ii List TWO internal parasites that attack sheep. 1 mark 9. I State TWO ways of controlling Nematodes 1 mark ii Give TWO pests that are disease vectors in crops 1 mark 10.Mention FOUR farm structures which may be found in a mixed farm. 2 marks 11. What FOUR factors would one consider when choosing feedstuffs for preparing a livestock ration? 2 marks 12.Why is it not necessary to have grass pasture as a livestock feed in pig production? 1 mark 13.State FOUR stages of curing hides and skins. 2 marks 14.State the role of Isthmus in the reproductive system of a layer 1 mark 15. I Name the crop usually attacked by the Zebra disease. Mark ii What is decortication? 1 mark 16.State THREE importance of lime in crop production. 11 2 marks 16."}
{"text": "What FOUR factors would one consider when choosing feedstuffs for preparing a livestock ration? 2 marks 12.Why is it not necessary to have grass pasture as a livestock feed in pig production? 1 mark 13.State FOUR stages of curing hides and skins. 2 marks 14.State the role of Isthmus in the reproductive system of a layer 1 mark 15. I Name the crop usually attacked by the Zebra disease. Mark ii What is decortication? 1 mark 16.State THREE importance of lime in crop production. 11 2 marks 16. Name TWO characteristics that make Katumani maize variety recommended for marginal areas. 1 mark 18.State FOUR ways of preventing swarming in bees. 2 marks 19.State FOUR factors that contribute to the competitive ability of weeds over cultivated crops. 2 marks 20.Mention any FOUR factors that affect the quality of hay. 2 marks 21.How can a farmer improve soil PH in his farm?"}
{"text": "2 marks 12.Why is it not necessary to have grass pasture as a livestock feed in pig production? 1 mark 13.State FOUR stages of curing hides and skins. 2 marks 14.State the role of Isthmus in the reproductive system of a layer 1 mark 15. I Name the crop usually attacked by the Zebra disease. Mark ii What is decortication? 1 mark 16.State THREE importance of lime in crop production. 11 2 marks 16. Name TWO characteristics that make Katumani maize variety recommended for marginal areas. 1 mark 18.State FOUR ways of preventing swarming in bees. 2 marks 19.State FOUR factors that contribute to the competitive ability of weeds over cultivated crops. 2 marks 20.Mention any FOUR factors that affect the quality of hay. 2 marks 21.How can a farmer improve soil PH in his farm? 1 mark 22.State ONE reason for foot trimming in livestock. 1 mark 23.State FOUR characteristics of a good wood preservative. 2 marks 9SECTION B 24.Mention THREE methods of classifications of herbicides. 3 marks 25.State FOUR factors considered when selecting a site for a vegetable nursery bed. 4 marks 26."}
{"text": "1 mark 13.State FOUR stages of curing hides and skins. 2 marks 14.State the role of Isthmus in the reproductive system of a layer 1 mark 15. I Name the crop usually attacked by the Zebra disease. Mark ii What is decortication? 1 mark 16.State THREE importance of lime in crop production. 11 2 marks 16. Name TWO characteristics that make Katumani maize variety recommended for marginal areas. 1 mark 18.State FOUR ways of preventing swarming in bees. 2 marks 19.State FOUR factors that contribute to the competitive ability of weeds over cultivated crops. 2 marks 20.Mention any FOUR factors that affect the quality of hay. 2 marks 21.How can a farmer improve soil PH in his farm? 1 mark 22.State ONE reason for foot trimming in livestock. 1 mark 23.State FOUR characteristics of a good wood preservative. 2 marks 9SECTION B 24.Mention THREE methods of classifications of herbicides. 3 marks 25.State FOUR factors considered when selecting a site for a vegetable nursery bed. 4 marks 26. I Name the class of animal represented by the above digestive system. 1 mark ii Label the parts indicated by the letters. 4 marks P Q R S iii State one function of P and S 2 marks iv Give ONE reason why rabbits and donkeys are able to digest cellulose material. 1 mark 27.Give a benefit for feeding colostrum to a newly born calf. 1 mark 28.Name THREE soil fractions. 3 marks 29. A State FOUR activities carried out on a site before laying a farm structure. 2 marks b State TWO methods commonly used in wood treatment. 2 marks c Give FOUR maintenance practices done on live fence. 2 marks d Give ONE disadvantage of using stones for building. 1 mark 30. A State TWO advantages of chemical control on crop pests. 2 marks b State FOUR effects of plant diseases on crop production. 4 marks c List TWO diseases and TWO pests that attack bananas in the field. 2 marks 31. A Explain the difference between risk and uncertainty. 1 mark b Give FOUR ways in which farmers adjust to risk and uncertainties. 2 marks c State FOUR crucial questions a farmer would be trying to answer when preparing a partial budget."}
{"text": "Name TWO characteristics that make Katumani maize variety recommended for marginal areas. 1 mark 18.State FOUR ways of preventing swarming in bees. 2 marks 19.State FOUR factors that contribute to the competitive ability of weeds over cultivated crops. 2 marks 20.Mention any FOUR factors that affect the quality of hay. 2 marks 21.How can a farmer improve soil PH in his farm? 1 mark 22.State ONE reason for foot trimming in livestock. 1 mark 23.State FOUR characteristics of a good wood preservative. 2 marks 9SECTION B 24.Mention THREE methods of classifications of herbicides. 3 marks 25.State FOUR factors considered when selecting a site for a vegetable nursery bed. 4 marks 26. I Name the class of animal represented by the above digestive system. 1 mark ii Label the parts indicated by the letters. 4 marks P Q R S iii State one function of P and S 2 marks iv Give ONE reason why rabbits and donkeys are able to digest cellulose material. 1 mark 27.Give a benefit for feeding colostrum to a newly born calf. 1 mark 28.Name THREE soil fractions. 3 marks 29. A State FOUR activities carried out on a site before laying a farm structure. 2 marks b State TWO methods commonly used in wood treatment. 2 marks c Give FOUR maintenance practices done on live fence. 2 marks d Give ONE disadvantage of using stones for building. 1 mark 30. A State TWO advantages of chemical control on crop pests. 2 marks b State FOUR effects of plant diseases on crop production. 4 marks c List TWO diseases and TWO pests that attack bananas in the field. 2 marks 31. A Explain the difference between risk and uncertainty. 1 mark b Give FOUR ways in which farmers adjust to risk and uncertainties. 2 marks c State FOUR crucial questions a farmer would be trying to answer when preparing a partial budget. 2 marks SECTION C 32. A Describe the production of dry beans on a piece of land that has been follow under the following headings."}
{"text": "BEANS 32. A i Ecological requirements Well drained loam soils Beans require moist soils through out growing period Moderate rainfall No rain at harvesting time Irrigation can be done 5 x 1 - 5 ii Land Preparation Clear land before onset of rains Cultivate land to required tilth not so fine medium tilth Seeds should be dried before planting - select seeds for planting Plant at the onset of rains Planting is done by placing 2 - 4 seeds per hole Spacing 30 x 15 cm Apply Diammoniun phosphate at rate of 200kg ha before planting. 5x1 5 iii Field Management Weeding done before flowering Weeding done when soil is dry Hand weeding is done During dry months irrigate land Use furrow irrrigation Control of diseases such as Bacterial Halo blight and Anthracose, planting resistant varieties. Pest control by use of Benomyl Copper fungicide or mancazeb Pests include bean aphid; bean bruchids; Spotted borer, American bollworm, Beanfly, Golden ring moth 5x1 5 b i Too much Nitrogen Too dry and too wet conditions Calcium deficiency 3mks ii Physiological diseases that occur when tomato plants are exposed to too dry and too wet conditions, calcium deficiency 2mks 33. A i Live fence e.g. a Hedges and growing trees b Electric fence ii Dead fence e.g. Post and wire i.e. barbed wire, plain wire Post woven wire rail fence Wall fence e.g. stone break Trench fence 2mks b Has more aesthetic value i.e natural Act as a windbreak and controls soil erosion 14 It is easy and cheaper to establish May be a source of fodder to livestock It can be a source of firewood. 3mks c Replace any broken rotten post Any loose fence wire should be tightened appropriately Trim the hedge and any gaps filled, the fencing posts should be treated first with preservatives such as old engine oil, creosate or charred. 3mks d Sex of the calve Date of birth Breed of the mother dam Weight Breed of size any given 3mks e Strength Direction Humidity 3 x 1 3 f Cause wounds Low quality Cause irritation Spread diseases Reduce quality of product Increase cost of production 6 x 1 6 34. A It is drought resistant Gives good yield in poor soils Require less labour Sheds its leaves during dry season thus reduce water evaporation Has low nutrient requirement Resistant to certain pests and diseases Can be used as flour and boiled 7 x 2 14 b Diseases of cassava i Cassava mosaic 1mks Symptoms Leaves turn yellow Reduced yield Stunted growth Distorted leaves 2mks ii Brown streak 1mks Symptoms Old leaves develop yellow buds at veins Brown patches on tubers 2mks iii Bacterial blight 1mks Symptoms Leaves develop brown patches Shoot tips turn brown Wilting of leaves that easily fall off 2mks AGRICULTURE III PART I SECTION A: 1.What is a forage crop? 1 mk 2.List four features of a fish pond. 4 mks 153.State two disadvantages of persistent use of pesticides in crop production. 2 mks 4.State two reasons for seasoning timber before use. 2 mks 5.State four disadvantages of natural mating as a method of breeding in dairy cattle. 4 mks 6.Why should smoke be used during harvesting of honey. 2 mks 7.State four functions of potassium in plant growth. 4 mks 8.State four routine management practices that should be carried out in sheep production 4 mks 9.State four ways of improving productivity of farm labour. 4 mks 10. If you are told a newly released Kitale hybrid maize seed is H823."}
{"text": "Pest control by use of Benomyl Copper fungicide or mancazeb Pests include bean aphid; bean bruchids; Spotted borer, American bollworm, Beanfly, Golden ring moth 5x1 5 b i Too much Nitrogen Too dry and too wet conditions Calcium deficiency 3mks ii Physiological diseases that occur when tomato plants are exposed to too dry and too wet conditions, calcium deficiency 2mks 33. A i Live fence e.g. a Hedges and growing trees b Electric fence ii Dead fence e.g. Post and wire i.e. barbed wire, plain wire Post woven wire rail fence Wall fence e.g. stone break Trench fence 2mks b Has more aesthetic value i.e natural Act as a windbreak and controls soil erosion 14 It is easy and cheaper to establish May be a source of fodder to livestock It can be a source of firewood. 3mks c Replace any broken rotten post Any loose fence wire should be tightened appropriately Trim the hedge and any gaps filled, the fencing posts should be treated first with preservatives such as old engine oil, creosate or charred. 3mks d Sex of the calve Date of birth Breed of the mother dam Weight Breed of size any given 3mks e Strength Direction Humidity 3 x 1 3 f Cause wounds Low quality Cause irritation Spread diseases Reduce quality of product Increase cost of production 6 x 1 6 34. A It is drought resistant Gives good yield in poor soils Require less labour Sheds its leaves during dry season thus reduce water evaporation Has low nutrient requirement Resistant to certain pests and diseases Can be used as flour and boiled 7 x 2 14 b Diseases of cassava i Cassava mosaic 1mks Symptoms Leaves turn yellow Reduced yield Stunted growth Distorted leaves 2mks ii Brown streak 1mks Symptoms Old leaves develop yellow buds at veins Brown patches on tubers 2mks iii Bacterial blight 1mks Symptoms Leaves develop brown patches Shoot tips turn brown Wilting of leaves that easily fall off 2mks AGRICULTURE III PART I SECTION A: 1.What is a forage crop? 1 mk 2.List four features of a fish pond. 4 mks 153.State two disadvantages of persistent use of pesticides in crop production. 2 mks 4.State two reasons for seasoning timber before use. 2 mks 5.State four disadvantages of natural mating as a method of breeding in dairy cattle. 4 mks 6.Why should smoke be used during harvesting of honey. 2 mks 7.State four functions of potassium in plant growth. 4 mks 8.State four routine management practices that should be carried out in sheep production 4 mks 9.State four ways of improving productivity of farm labour. 4 mks 10. If you are told a newly released Kitale hybrid maize seed is H823. What does the 3 digits stand for? 1 mks 11."}
{"text": "Post and wire i.e. barbed wire, plain wire Post woven wire rail fence Wall fence e.g. stone break Trench fence 2mks b Has more aesthetic value i.e natural Act as a windbreak and controls soil erosion 14 It is easy and cheaper to establish May be a source of fodder to livestock It can be a source of firewood. 3mks c Replace any broken rotten post Any loose fence wire should be tightened appropriately Trim the hedge and any gaps filled, the fencing posts should be treated first with preservatives such as old engine oil, creosate or charred. 3mks d Sex of the calve Date of birth Breed of the mother dam Weight Breed of size any given 3mks e Strength Direction Humidity 3 x 1 3 f Cause wounds Low quality Cause irritation Spread diseases Reduce quality of product Increase cost of production 6 x 1 6 34. A It is drought resistant Gives good yield in poor soils Require less labour Sheds its leaves during dry season thus reduce water evaporation Has low nutrient requirement Resistant to certain pests and diseases Can be used as flour and boiled 7 x 2 14 b Diseases of cassava i Cassava mosaic 1mks Symptoms Leaves turn yellow Reduced yield Stunted growth Distorted leaves 2mks ii Brown streak 1mks Symptoms Old leaves develop yellow buds at veins Brown patches on tubers 2mks iii Bacterial blight 1mks Symptoms Leaves develop brown patches Shoot tips turn brown Wilting of leaves that easily fall off 2mks AGRICULTURE III PART I SECTION A: 1.What is a forage crop? 1 mk 2.List four features of a fish pond. 4 mks 153.State two disadvantages of persistent use of pesticides in crop production. 2 mks 4.State two reasons for seasoning timber before use. 2 mks 5.State four disadvantages of natural mating as a method of breeding in dairy cattle. 4 mks 6.Why should smoke be used during harvesting of honey. 2 mks 7.State four functions of potassium in plant growth. 4 mks 8.State four routine management practices that should be carried out in sheep production 4 mks 9.State four ways of improving productivity of farm labour. 4 mks 10. If you are told a newly released Kitale hybrid maize seed is H823. What does the 3 digits stand for? 1 mks 11. A Why are insecticides made from pyrethrum recommendable than synthetic insecticides?"}
{"text": "If you are told a newly released Kitale hybrid maize seed is H823. What does the 3 digits stand for? 1 mks 11. A Why are insecticides made from pyrethrum recommendable than synthetic insecticides? B i Pyrethrum is propagated by which means? 1 mk ii What is cutting back in pyrethrum growing? 1 mk 12. How does a vaccine work in the body of an animal? 2 mks 13. State one characteristic of organic matter that enables it to perform each of the following roles in the soil. I Improvement of soil structure. 2 mks ii Improvement of water holding capacity. 2 mks 14. State the symptoms of attack by the sweet potato weevils. 2 mks 15. Name two tools that may be used to dock lambs. 2 mks SECTION B: 16. Give four reasons why the feeding of colostrum is important in the rearing of piglets. 2 mks 17. Give two reasons why green manures are not commonly used by small scale farmers. 2 mks 18. When is opportunity cost said to be zero? 1 mk 19."}
{"text": "Give two reasons why green manures are not commonly used by small scale farmers. 2 mks 18. When is opportunity cost said to be zero? 1 mk 19. State two reasons for proper record keeping. 2 mks 20. State four reasons why zero grazing is becoming increasingly popular in small scale farming in Kenya. 2 mks 21. Name four methods of land reclamation. 2 mks 22. State four components of cattle dip. 4 mks 23. State two functions of ventilation in an animal house. 2 mks 24. Mention four important crush practices in a dairy farm. 2 mks 25. A Differentiate between the following. 3 mks i Furrowing and farrowing. Ii Candling and kindling. Iii Undersowing and oversowing. 26. Mention four problems associated with soil erosion. 2 mks 27. Name three sources of water in the farm. 2 mks 28. A Give two factors that may lead to longer calving interval in a dairy cow."}
{"text": "Mention four problems associated with soil erosion. 2 mks 27. Name three sources of water in the farm. 2 mks 28. A Give two factors that may lead to longer calving interval in a dairy cow. 2 mks b State three benefits of giving a pregnant dairy cow a special diet for 6 weeks before calving. 2 mks c List four signs of infertility in dairy cows. 2 mks 29. A List three problems that are faced by farmers who practice mono-culture. 3 mks b What is meant by seed inoculation? 1 mk 30. State the main reason why sharp corners should be avoided in a brooder for chicks. 1 mk 31."}
{"text": "2 mks b State three benefits of giving a pregnant dairy cow a special diet for 6 weeks before calving. 2 mks c List four signs of infertility in dairy cows. 2 mks 29. A List three problems that are faced by farmers who practice mono-culture. 3 mks b What is meant by seed inoculation? 1 mk 30. State the main reason why sharp corners should be avoided in a brooder for chicks. 1 mk 31. A Apart from reducing friction, what other functions does lubrication perform in farm machinery? List four . 2 mks b Give four ways through which a farmer may improve production efficiency without necessarily incurring extra cost. 2 mks SECTION C: 1632. A i. How is the nitrogen element lost from the soil? 5 mks ii. Describe the method by which nitrogen may be restored to the soil. 8 mks b i Describe how high quality farm yard manure could be made and stored. 5 mks ii Outline the factors which influence the quality of farmyard manure."}
{"text": "A List three problems that are faced by farmers who practice mono-culture. 3 mks b What is meant by seed inoculation? 1 mk 30. State the main reason why sharp corners should be avoided in a brooder for chicks. 1 mk 31. A Apart from reducing friction, what other functions does lubrication perform in farm machinery? List four . 2 mks b Give four ways through which a farmer may improve production efficiency without necessarily incurring extra cost. 2 mks SECTION C: 1632. A i. How is the nitrogen element lost from the soil? 5 mks ii. Describe the method by which nitrogen may be restored to the soil. 8 mks b i Describe how high quality farm yard manure could be made and stored. 5 mks ii Outline the factors which influence the quality of farmyard manure. 2 mks 33."}
{"text": "State the main reason why sharp corners should be avoided in a brooder for chicks. 1 mk 31. A Apart from reducing friction, what other functions does lubrication perform in farm machinery? List four . 2 mks b Give four ways through which a farmer may improve production efficiency without necessarily incurring extra cost. 2 mks SECTION C: 1632. A i. How is the nitrogen element lost from the soil? 5 mks ii. Describe the method by which nitrogen may be restored to the soil. 8 mks b i Describe how high quality farm yard manure could be made and stored. 5 mks ii Outline the factors which influence the quality of farmyard manure. 2 mks 33. A List the factors that could make meat unfit for eating by man. 4 mks b Outline the procedure for clean milk production. 10mks c Why are goats suited to most parts of Kenya? 6 mks 34."}
{"text": "A Apart from reducing friction, what other functions does lubrication perform in farm machinery? List four . 2 mks b Give four ways through which a farmer may improve production efficiency without necessarily incurring extra cost. 2 mks SECTION C: 1632. A i. How is the nitrogen element lost from the soil? 5 mks ii. Describe the method by which nitrogen may be restored to the soil. 8 mks b i Describe how high quality farm yard manure could be made and stored. 5 mks ii Outline the factors which influence the quality of farmyard manure. 2 mks 33. A List the factors that could make meat unfit for eating by man. 4 mks b Outline the procedure for clean milk production. 10mks c Why are goats suited to most parts of Kenya? 6 mks 34. A What are the effects of endo-parasites in livestock? 5 mks b With the aid of diagrams describe briefly the life cycle of liverfluke. 5 mks c Describe foot and mouth disease under the following headings: i Cause. 1 mk ii Symptoms. 2 mks iii Control measures. 2 mks d State five signs of a good layer among a flock of hens. 5 mks AGRICULTURE III MARKING SCHEME 1.Plant which either grows naturally or cultivated and used for feeding livestoc 1 mk 2. I Inlet iii Pool tank ii Spillway iv Fence iii Outlet any4x1 4 mks 3.Pesticides kill beneficial insects."}
{"text": "2 mks 33. A List the factors that could make meat unfit for eating by man. 4 mks b Outline the procedure for clean milk production. 10mks c Why are goats suited to most parts of Kenya? 6 mks 34. A What are the effects of endo-parasites in livestock? 5 mks b With the aid of diagrams describe briefly the life cycle of liverfluke. 5 mks c Describe foot and mouth disease under the following headings: i Cause. 1 mk ii Symptoms. 2 mks iii Control measures. 2 mks d State five signs of a good layer among a flock of hens. 5 mks AGRICULTURE III MARKING SCHEME 1.Plant which either grows naturally or cultivated and used for feeding livestoc 1 mk 2. I Inlet iii Pool tank ii Spillway iv Fence iii Outlet any4x1 4 mks 3.Pesticides kill beneficial insects. Some pests build resistance to pesticides. Pesticides have residual effects. 4.To avoid warping."}
{"text": "Some pests build resistance to pesticides. Pesticides have residual effects. 4.To avoid warping. To reduce attack by pest fungi. 5.There is no control in breeding. Can cause spread of vaginitis disease. Wastage of sperms. Sperms can be used in remote areas. 4x1 4mks 6.To make bees less aggressive less active. 2 mks 7.Mark any relevant answer correct. 8.The feet should be trimmed regularly. Dipping should be regular, but should be stopped one month before lambing. Sheep should be vaccinated regularly. Sheep should be dewormed regularly. 4x1 4 mks 9.Giving incentives. Training labour. Farm mechanization. Labour supervision. Any 4x1 4 mks 10. 8 Altitude. 2 Serial number. 3 Number of crossing. 1 mks 11. A Easily broken down. 1 mk b i Splits 1 mk ii Removal of old stems upto the level of foliage. 1 mk 1712."}
{"text": "2 Serial number. 3 Number of crossing. 1 mks 11. A Easily broken down. 1 mk b i Splits 1 mk ii Removal of old stems upto the level of foliage. 1 mk 1712. A vaccine induce temporary antibodies which initiate the formation of antigen in balance to await the anticipated antibodies of the diseases to attack. 2 mks 13. I Decomposing enhancing the breaking down of particles of soil thus the soil structure is improved. 2 mks ii The organic matter decomposes to form the elements that are incorporated in soil, thus increasing capilarity adhesiveness of H 2 O. 14. Larvae Tubers become discolored . Any two 2x1 2 mks 15. Scalpel. Docking knife. SECTION B: 16.Impart immunity. Contains necessary nutrients. Faster growth. Facilitate metabolism. 4 x 2 mks 17. Crops are harvested when green matter has been withered. It is expensive. 2x1 2 mks 18.When there is no choice to be made. 1mk 19. To follow good farm plant."}
{"text": "Crops are harvested when green matter has been withered. It is expensive. 2x1 2 mks 18.When there is no choice to be made. 1mk 19. To follow good farm plant. -. To assist in credit acquiring. 2x1 2 mks 20. -. Mark any correct relevant answer. 21. Drainage. Tse-tse fly control. Reafforestation. Afforestation. 4 x 2 mks 22. A - Collecting pen. Footbath. Dipping tank. Drainage race. Entrance race. Waste pit tank. Water source tank. 4x1 4 mks b - Remove mud from hooves clean hooves. Mk 23. -. Allows efficient air circulation in the house. Prevents inside of the house from becoming humid. Controls temperature in the house. 2x1 2 mks 24. Milking. Deworming. Treatment. Isolation AI. 4 x 2 mks 25. A - Cutting making ditches channels on farm."}
{"text": "Poor nutrition. Poor health. Incorrect timing of service. 2x1 2 mks b High quality colostrum. Strong heavy and health calf is obtained. Results in high milk yield. Gives cow enough energy for calving. To a customs the animals to concentrates feed. To stimulate development. Any3 x 2 mks c Absence of estrous. Abortion. Prolonged estrous. Irregular heat intervals. Conception failure after service. Abnormal discharge from vulva. Any 4x 2 mks 29. A - Build up of pest or diseases. Breakdown of soil structure. Soil erosion may be a problem. Loss of soil fertility. 3x1 3 mks b Introducing a suitable strain of nitrogen fixing bacteria to legume seeds. 1 mk 30. To avoid suffocation due to overcrowding kindling of chicks in corners. 1 mk 31. A - Cushions prevents rubbing together of moving parts in machinery. To prevent rusting. Absorbs heat and traps pieces of metal, which comes from moving surfaces."}
{"text": "To avoid suffocation due to overcrowding kindling of chicks in corners. 1 mk 31. A - Cushions prevents rubbing together of moving parts in machinery. To prevent rusting. Absorbs heat and traps pieces of metal, which comes from moving surfaces. Improves work efficiency machines. Reduces rate of rear and lear. Any 4x 2 mks b - Use of improved or modern farming methods. -Improved farm management. -Mechanization of farm operations. -Efficiency in use of labour. -Select enterprises that can bring highest return. -Organizing marketing activities to realize highest price. Any 4x 2 mks 32. A - Denitrification. Leaching. 19Soil erosion. Burning. Volatilization. Crop absorption. Any 5x1 5 mks b Nirtogen fixation by root nodules bacteria and free living bacteria. Application of inorganic manure e.g. guano manure. Crop rotation planting of legumes. C i Plant material is placed on concrete floor indoors."}
{"text": "Application of inorganic manure e.g. guano manure. Crop rotation planting of legumes. C i Plant material is placed on concrete floor indoors. Animals defecate on it and mix it with urine and dung . Cover the heap with soil or polythene sheet to prevent leaching. Consolidate heap to prevent entry of water. Allow it to dry completely before being used. 1x5 5 mks ii Type of bedding used. Age of animal. Type of feed given to animal. Type of animal from which dung is obtained. 4 x 2 mks 33. A - Animal infested by zoonotic diseases animal infested by par. Animal found dead due to unknown cause. Uninspected meat by environmental health authorities. Contamination e.g. feaces, flies. B Ensure that the cows are clean and healthy. Milking equipment this should be seamless to make them easy to clean - they should be cleaned thoroughly after each milking. Milking parlour shed. Situated in dust free environment. The floor should be made of concrete to facilitate cleaning."}
{"text": "Milking parlour shed. Situated in dust free environment. The floor should be made of concrete to facilitate cleaning. Cleaned thoroughly after milking. Milking jelly to avoid cracking. Iv Milker - should be healthy i.e. free from zoonoses. Should be clean always. Should have white coat to help in detecting dirt. Should have short finger nails. Wash his hand well with soap before milking. V Best for mastitis before milking. Using a strip cup, animals having mastitis should be milked last to avoid spread of diseases. Vi Milk storage and handling. Cool milk soon after milking and store it. A cool place to reduce bacterial growth and multiplication. Filter and cover milk to. Remove and keep away dirt resepctively. 1mk each points x 5 5mks 1mk for explanation x 5 5mks 10 mks c Goats are tolerant. Goats are drought resistant. They eat variety of vegetation. They are tolerant to heat and high temperature. Any 3 points x 2mks 6 mks 34."}
{"text": "Goats are drought resistant. They eat variety of vegetation. They are tolerant to heat and high temperature. Any 3 points x 2mks 6 mks 34. A Damage to animal organs. Obstruction in the alimentary canal. 20Parasites eat food intended for use by livestock. Suck blood. Cause irritation. Any 5x1 5 mks b Developing Embryos Egg in feaceslarval Forms In snail Animal eatscyst Encycited Cercarian Drawing 2 mks Description 2 mks c Foot and mouth: Causes - virus type A, C and D. 1 mk Symptoms: Blisters wounds appear on the mouth and feet. Tongue ,lips, and gums are inflamed. Lesions appear between the skin and hoof. Profuse salivation. Animal weak and thin. Drops in milk production. Any 2x1 2 mks Control: Vaccination. Quarantine. Kill animal affected."}
{"text": "Drops in milk production. Any 2x1 2 mks Control: Vaccination. Quarantine. Kill animal affected. Nurse animals with wound by use of antibiotics. Any 2x1 2 mks d - Signs of good layers: Combs and wattles are large, warm and waxy and red. Bright orange and alert eyes. Pale beak. The rent is oval, moist, reddish in colour and active. Abdomen is soft, pliable and wide. The space between keel and pelvic bone is wide and can fit 3-4 fingers. Alert and active. Dry and rugged feathers. Moulting starts late. Shanks are pale. Brooding is rare. Any 5x1 5 mks 21AGRICULTURE IV SECTION A."}
{"text": "A dam is a wall build across a river to prevent flow of water to form a lake. While a well is a wall stamped across water. 2mks 11. Swelling Mottling of leaves Chlorosis of leaves 12. Washing Fleshing Salting Drying 4 x 2mks 13. The rate of growth of forage The type of animal to be fed 2 x 1 2mks 14. Moisture content of Soil Tilth of soil 2 x 1 2mks 15. Tap roots are formed here Little humus Slightly compact Yellowish Active micro organisms 4 x 1 4mks 16. To prevent soil erosion forming the soil Attract insects to the pond for fish to feed on. 2 x 1 2mks 17."}
{"text": "Tap roots are formed here Little humus Slightly compact Yellowish Active micro organisms 4 x 1 4mks 16. To prevent soil erosion forming the soil Attract insects to the pond for fish to feed on. 2 x 1 2mks 17. Improper or incomplete drying of grains - Wet heating Placing in sacks with the maize on the floor 24 Drainage by pests e.g rodents weavils 3 x 1 3mks 18. Harmless Well wooled but free from wool blindness 2 x 1 2mks 19. Ants birds Wax moth Bee louse Hive beetle - Death head hank moth Pirate wasps 4 x 2mks 20. Lack of heat Abnormal discharge from the reproduction track Irregular heat intervals Abortion Prolonged heat period 3 x 1 3mks 21."}
{"text": "Harmless Well wooled but free from wool blindness 2 x 1 2mks 19. Ants birds Wax moth Bee louse Hive beetle - Death head hank moth Pirate wasps 4 x 2mks 20. Lack of heat Abnormal discharge from the reproduction track Irregular heat intervals Abortion Prolonged heat period 3 x 1 3mks 21. Part of the plant Stage of flower development Genetic constitution Age of the plant Handling Care during picking drying and dispatch 4 x 1 4mks 22. They are the most important source of carbohydrate Harvesting of cereals is easier Storage and transportation are easier Cereals are widely adapted to various ecological zones 3 x 1 3mks 23."}
{"text": "Lack of heat Abnormal discharge from the reproduction track Irregular heat intervals Abortion Prolonged heat period 3 x 1 3mks 21. Part of the plant Stage of flower development Genetic constitution Age of the plant Handling Care during picking drying and dispatch 4 x 1 4mks 22. They are the most important source of carbohydrate Harvesting of cereals is easier Storage and transportation are easier Cereals are widely adapted to various ecological zones 3 x 1 3mks 23. A Sleeping cubicles Milking place Feeding and watering troughs - Calf pens Loafing exercise area Store - High milk production is obtained Allows higher stocking rate Animals make maximum use of fodder without wastage Rapid accumulation of manure Minimises outbreak of diseases - Avoids overgrazing 4 x 2mks c To obtain a strong, heavy and healthy calf at birth 25 To increase milk production in the next lactation To allow accumulation of body reserves used in the formation of colostrum 24."}
{"text": "Part of the plant Stage of flower development Genetic constitution Age of the plant Handling Care during picking drying and dispatch 4 x 1 4mks 22. They are the most important source of carbohydrate Harvesting of cereals is easier Storage and transportation are easier Cereals are widely adapted to various ecological zones 3 x 1 3mks 23. A Sleeping cubicles Milking place Feeding and watering troughs - Calf pens Loafing exercise area Store - High milk production is obtained Allows higher stocking rate Animals make maximum use of fodder without wastage Rapid accumulation of manure Minimises outbreak of diseases - Avoids overgrazing 4 x 2mks c To obtain a strong, heavy and healthy calf at birth 25 To increase milk production in the next lactation To allow accumulation of body reserves used in the formation of colostrum 24. Select proper more paying enterprise Proper crop husbandry practices Proper livestock husbandry Mechanisation Adopt new techniques Timeliness of farm operations 3 x 1 3mks 25."}
{"text": "They are the most important source of carbohydrate Harvesting of cereals is easier Storage and transportation are easier Cereals are widely adapted to various ecological zones 3 x 1 3mks 23. A Sleeping cubicles Milking place Feeding and watering troughs - Calf pens Loafing exercise area Store - High milk production is obtained Allows higher stocking rate Animals make maximum use of fodder without wastage Rapid accumulation of manure Minimises outbreak of diseases - Avoids overgrazing 4 x 2mks c To obtain a strong, heavy and healthy calf at birth 25 To increase milk production in the next lactation To allow accumulation of body reserves used in the formation of colostrum 24. Select proper more paying enterprise Proper crop husbandry practices Proper livestock husbandry Mechanisation Adopt new techniques Timeliness of farm operations 3 x 1 3mks 25. A Increase quantity of livestock product - To increase quality of livestock product To increase profit level To prevent the spread of zoonotic diseases To increase productive life of livestock 2 x 1 2mks b i Foot and Mouth disease ii Anthrax iii Rinder pest iv Lampiy sick disease v Rabies 2 x 1 2mks c Vaccinate birds at regular interval Isolate affected birds destroy affected birds Disinfect the house before bringing in new stock Impose quaratine in the farm Ensure proper farm hygiene 4 x mks 2mks 26."}
{"text": "A Sleeping cubicles Milking place Feeding and watering troughs - Calf pens Loafing exercise area Store - High milk production is obtained Allows higher stocking rate Animals make maximum use of fodder without wastage Rapid accumulation of manure Minimises outbreak of diseases - Avoids overgrazing 4 x 2mks c To obtain a strong, heavy and healthy calf at birth 25 To increase milk production in the next lactation To allow accumulation of body reserves used in the formation of colostrum 24. Select proper more paying enterprise Proper crop husbandry practices Proper livestock husbandry Mechanisation Adopt new techniques Timeliness of farm operations 3 x 1 3mks 25. A Increase quantity of livestock product - To increase quality of livestock product To increase profit level To prevent the spread of zoonotic diseases To increase productive life of livestock 2 x 1 2mks b i Foot and Mouth disease ii Anthrax iii Rinder pest iv Lampiy sick disease v Rabies 2 x 1 2mks c Vaccinate birds at regular interval Isolate affected birds destroy affected birds Disinfect the house before bringing in new stock Impose quaratine in the farm Ensure proper farm hygiene 4 x mks 2mks 26. A - Market is a place where buyers and sellers meet to buy and sell goods and services, where as marketing is the performance of business activities that direct the flow of goods and services from producers to consumers 2mks b An imperfect market is a situation in which some buyers, some sellers or both have limited knowledge of goods and services offered for sale at various forces few buyers and sellers different, goods in to the market."}
{"text": "Select proper more paying enterprise Proper crop husbandry practices Proper livestock husbandry Mechanisation Adopt new techniques Timeliness of farm operations 3 x 1 3mks 25. A Increase quantity of livestock product - To increase quality of livestock product To increase profit level To prevent the spread of zoonotic diseases To increase productive life of livestock 2 x 1 2mks b i Foot and Mouth disease ii Anthrax iii Rinder pest iv Lampiy sick disease v Rabies 2 x 1 2mks c Vaccinate birds at regular interval Isolate affected birds destroy affected birds Disinfect the house before bringing in new stock Impose quaratine in the farm Ensure proper farm hygiene 4 x mks 2mks 26. A - Market is a place where buyers and sellers meet to buy and sell goods and services, where as marketing is the performance of business activities that direct the flow of goods and services from producers to consumers 2mks b An imperfect market is a situation in which some buyers, some sellers or both have limited knowledge of goods and services offered for sale at various forces few buyers and sellers different, goods in to the market. C The Price of mangoes go down. 1mk 27."}
{"text": "A Increase quantity of livestock product - To increase quality of livestock product To increase profit level To prevent the spread of zoonotic diseases To increase productive life of livestock 2 x 1 2mks b i Foot and Mouth disease ii Anthrax iii Rinder pest iv Lampiy sick disease v Rabies 2 x 1 2mks c Vaccinate birds at regular interval Isolate affected birds destroy affected birds Disinfect the house before bringing in new stock Impose quaratine in the farm Ensure proper farm hygiene 4 x mks 2mks 26. A - Market is a place where buyers and sellers meet to buy and sell goods and services, where as marketing is the performance of business activities that direct the flow of goods and services from producers to consumers 2mks b An imperfect market is a situation in which some buyers, some sellers or both have limited knowledge of goods and services offered for sale at various forces few buyers and sellers different, goods in to the market. C The Price of mangoes go down. 1mk 27. Easy establishment of plant Maintains the present genetics - Seedless plants can be propagated 3 x 1 3mks 28."}
{"text": "A - Market is a place where buyers and sellers meet to buy and sell goods and services, where as marketing is the performance of business activities that direct the flow of goods and services from producers to consumers 2mks b An imperfect market is a situation in which some buyers, some sellers or both have limited knowledge of goods and services offered for sale at various forces few buyers and sellers different, goods in to the market. C The Price of mangoes go down. 1mk 27. Easy establishment of plant Maintains the present genetics - Seedless plants can be propagated 3 x 1 3mks 28. Proximity to the farm Crop field - Accessibility - Topography Soil drainage 26 Soil type 3 x 1 3mks 29."}
{"text": "C The Price of mangoes go down. 1mk 27. Easy establishment of plant Maintains the present genetics - Seedless plants can be propagated 3 x 1 3mks 28. Proximity to the farm Crop field - Accessibility - Topography Soil drainage 26 Soil type 3 x 1 3mks 29. Size of the land Topography of the land Direction of the wind Soil fertility - Capital availability 4 x 2mks 30. A Corrugated iron sheets Tiles Asbestors Alluminum sheets Thatch Palm leaves Timber Wood shingles 3 x 1 3mks b Leads to environmental destruction Air pollution Exhaustible Limited uses Cannot be regulated uneconomical 3 x 1 3mks c Trailers Heavy harrow Planters 3 x 1 3mks 31."}
{"text": "Proximity to the farm Crop field - Accessibility - Topography Soil drainage 26 Soil type 3 x 1 3mks 29. Size of the land Topography of the land Direction of the wind Soil fertility - Capital availability 4 x 2mks 30. A Corrugated iron sheets Tiles Asbestors Alluminum sheets Thatch Palm leaves Timber Wood shingles 3 x 1 3mks b Leads to environmental destruction Air pollution Exhaustible Limited uses Cannot be regulated uneconomical 3 x 1 3mks c Trailers Heavy harrow Planters 3 x 1 3mks 31. A Caused organism protozoa 1mk b Symptoms - High temperature or fever - Dullness - Animal looses appetite - Body becomes very weak - Lachrimation - Diarrhoea - Milk production decreases - Loss of hair at Tail end - Animal has anaemia - Abortion may occur in pregnant females d Control - Treat the animal with typanoccidal drug - Control tsetse flies by bush clearing spraying - Confinement of game animals in game parks ii - Causes infertility in cows - Damaged uterus caused by abortion - Infection such as viginitis, brucel lossis; - Retained placenta 27- Blocked fallopian tube as a result of infection - Lack of essential nutrients like vitamin E - Frematin: a heifer born twin with a bull is 90 infertile Mating - Young females should be mated when they are 6 7 months old - Old females should be mated after kindling - Take the doe to the bucks hutch for mating - Have one back to give does Preparation for Kindling - Gestation period 31 days one month - Clean and put in a nest box nestling materials four days to kindling - Place the box in the darkest corner of the hutch since the doe likes kindling where it is dark Rearing the Kindles - Regularly check the nest to remove sick, weak and dead babies - Check daily to ensure that all the babies feed well - Feed kindles on mothers milk for the 2 - 3 weeks - They allowed to stay with mother until 8 th week when they are weaned 8 x 1 8mks 32."}
{"text": "Size of the land Topography of the land Direction of the wind Soil fertility - Capital availability 4 x 2mks 30. A Corrugated iron sheets Tiles Asbestors Alluminum sheets Thatch Palm leaves Timber Wood shingles 3 x 1 3mks b Leads to environmental destruction Air pollution Exhaustible Limited uses Cannot be regulated uneconomical 3 x 1 3mks c Trailers Heavy harrow Planters 3 x 1 3mks 31. A Caused organism protozoa 1mk b Symptoms - High temperature or fever - Dullness - Animal looses appetite - Body becomes very weak - Lachrimation - Diarrhoea - Milk production decreases - Loss of hair at Tail end - Animal has anaemia - Abortion may occur in pregnant females d Control - Treat the animal with typanoccidal drug - Control tsetse flies by bush clearing spraying - Confinement of game animals in game parks ii - Causes infertility in cows - Damaged uterus caused by abortion - Infection such as viginitis, brucel lossis; - Retained placenta 27- Blocked fallopian tube as a result of infection - Lack of essential nutrients like vitamin E - Frematin: a heifer born twin with a bull is 90 infertile Mating - Young females should be mated when they are 6 7 months old - Old females should be mated after kindling - Take the doe to the bucks hutch for mating - Have one back to give does Preparation for Kindling - Gestation period 31 days one month - Clean and put in a nest box nestling materials four days to kindling - Place the box in the darkest corner of the hutch since the doe likes kindling where it is dark Rearing the Kindles - Regularly check the nest to remove sick, weak and dead babies - Check daily to ensure that all the babies feed well - Feed kindles on mothers milk for the 2 - 3 weeks - They allowed to stay with mother until 8 th week when they are weaned 8 x 1 8mks 32. -. Proper selection of the herd Proper disease control Proper pest control Proper housing Proper feeding Spraying animals against external parasites Proper recording of management activities Cross breeding up grading the herd Proper serring the dam Proper use of good sire Deworming against internal parasites stating 10 x 1 10mks, Explanation 10 x 1 10mks 33."}
{"text": "A Corrugated iron sheets Tiles Asbestors Alluminum sheets Thatch Palm leaves Timber Wood shingles 3 x 1 3mks b Leads to environmental destruction Air pollution Exhaustible Limited uses Cannot be regulated uneconomical 3 x 1 3mks c Trailers Heavy harrow Planters 3 x 1 3mks 31. A Caused organism protozoa 1mk b Symptoms - High temperature or fever - Dullness - Animal looses appetite - Body becomes very weak - Lachrimation - Diarrhoea - Milk production decreases - Loss of hair at Tail end - Animal has anaemia - Abortion may occur in pregnant females d Control - Treat the animal with typanoccidal drug - Control tsetse flies by bush clearing spraying - Confinement of game animals in game parks ii - Causes infertility in cows - Damaged uterus caused by abortion - Infection such as viginitis, brucel lossis; - Retained placenta 27- Blocked fallopian tube as a result of infection - Lack of essential nutrients like vitamin E - Frematin: a heifer born twin with a bull is 90 infertile Mating - Young females should be mated when they are 6 7 months old - Old females should be mated after kindling - Take the doe to the bucks hutch for mating - Have one back to give does Preparation for Kindling - Gestation period 31 days one month - Clean and put in a nest box nestling materials four days to kindling - Place the box in the darkest corner of the hutch since the doe likes kindling where it is dark Rearing the Kindles - Regularly check the nest to remove sick, weak and dead babies - Check daily to ensure that all the babies feed well - Feed kindles on mothers milk for the 2 - 3 weeks - They allowed to stay with mother until 8 th week when they are weaned 8 x 1 8mks 32. -. Proper selection of the herd Proper disease control Proper pest control Proper housing Proper feeding Spraying animals against external parasites Proper recording of management activities Cross breeding up grading the herd Proper serring the dam Proper use of good sire Deworming against internal parasites stating 10 x 1 10mks, Explanation 10 x 1 10mks 33. A - Poor drying Damage by pests Poor processing Wet heating 4 x 1 4mks b. - Drying - Control - Proper processing Dusting Storage in ventilated stores Store away from wet conditions 6 x 1 6mks 28c. I Buy maize when harvest is high ii Store maize iii Sell maize when there is shortage iv Import maize v Export maize vi Dispose maize vii Advice the Minister on the proper production of maize ix Control prices of maize in the market 10 x 1 10mks AGRICULTURE V SECTION A."}
{"text": "Give the function of a creep area in a pigsty. 2mks 3.a State one use of each of the following farm tools: i a mason trowel. 1mk ii a pair of tin snips. 1mk b Which tool would be required for each of the following operations? I Cutting wool from sheep. 1mk ii Castrating piglets. 1mk 4.Give four precautions you would take when harvesting to ensure that cotton picked is of high quality 2mks 5.List four factors that influence herbicidal selectivity and effectiveness in weed control. 2mks 6.a Give four advantages of a tractor in farm mechanisation. 2mks b Outline two limitations of tractor power. 2mks 7.Give the name of symbiotic bacteria which fixes nitrogen in the root nodules of leguminous plants 1mk 8.Give two reasons why a rabbit may disown its young ones. 2mks 9.a State four types of risks and uncertainities. 3mks b Outline how the government helps farmers to overcome risk and uncertainities. 3mks 3610. A In which ionic form is the element sulphur absorbed by plants. 1mk b i State any three deficiency symptoms of nitrogen in crops. 3mks ii State two sources of Nitrogen in the soil for plants. 2mks 11."}
{"text": "2mks 3.a State one use of each of the following farm tools: i a mason trowel. 1mk ii a pair of tin snips. 1mk b Which tool would be required for each of the following operations? I Cutting wool from sheep. 1mk ii Castrating piglets. 1mk 4.Give four precautions you would take when harvesting to ensure that cotton picked is of high quality 2mks 5.List four factors that influence herbicidal selectivity and effectiveness in weed control. 2mks 6.a Give four advantages of a tractor in farm mechanisation. 2mks b Outline two limitations of tractor power. 2mks 7.Give the name of symbiotic bacteria which fixes nitrogen in the root nodules of leguminous plants 1mk 8.Give two reasons why a rabbit may disown its young ones. 2mks 9.a State four types of risks and uncertainities. 3mks b Outline how the government helps farmers to overcome risk and uncertainities. 3mks 3610. A In which ionic form is the element sulphur absorbed by plants. 1mk b i State any three deficiency symptoms of nitrogen in crops. 3mks ii State two sources of Nitrogen in the soil for plants. 2mks 11. A Define the following terms: i Forage crop."}
{"text": "I Cutting wool from sheep. 1mk ii Castrating piglets. 1mk 4.Give four precautions you would take when harvesting to ensure that cotton picked is of high quality 2mks 5.List four factors that influence herbicidal selectivity and effectiveness in weed control. 2mks 6.a Give four advantages of a tractor in farm mechanisation. 2mks b Outline two limitations of tractor power. 2mks 7.Give the name of symbiotic bacteria which fixes nitrogen in the root nodules of leguminous plants 1mk 8.Give two reasons why a rabbit may disown its young ones. 2mks 9.a State four types of risks and uncertainities. 3mks b Outline how the government helps farmers to overcome risk and uncertainities. 3mks 3610. A In which ionic form is the element sulphur absorbed by plants. 1mk b i State any three deficiency symptoms of nitrogen in crops. 3mks ii State two sources of Nitrogen in the soil for plants. 2mks 11. A Define the following terms: i Forage crop. 1mk ii An Apiary. 1mk b How do you ensure proper forage utilization in livestock production . 2mks 12."}
{"text": "A In which ionic form is the element sulphur absorbed by plants. 1mk b i State any three deficiency symptoms of nitrogen in crops. 3mks ii State two sources of Nitrogen in the soil for plants. 2mks 11. A Define the following terms: i Forage crop. 1mk ii An Apiary. 1mk b How do you ensure proper forage utilization in livestock production . 2mks 12. A What is leaching. 1mk b Name two factors which increases the rate of leaching. 13. A State one important role of the hormone testerone in male livestock. Mk b State three important objectives of steaming up in livestock . 1 mks SECTION B. 14. State four factors that determine siting of a farm structure. 2mks 15. State any four uses of crush in a farm. 2mks 16. A Mr. Akugo wishes to fence a straight fence 4.40 m long bourdering the school farm."}
{"text": "State any four uses of crush in a farm. 2mks 16. A Mr. Akugo wishes to fence a straight fence 4.40 m long bourdering the school farm. Find out how many cedar posts he will require if the distance from one post to another is 2m 2mks b Mr. Akugo Applied 150kg N.P.K 25:20:15 to his one hectare of tobacco in Osogo area. Calculate how many kg of each of the fertilizer element he applied. 3mks 17. A State two disadvantages of serving Fresian heifers when they are less than 18 months old 2mks b List three factors that make it possible for a camel to survive in arid and semi-arid areas. 3mks 18. A What factors contribute to the success of a co-operative society. 3mks b State four main functions of marketing boards. 2mks c Name two channels through which marketing boards buy produce from farmers. 2mks 19. Distinguish between passive and active acquired immunity in livestock health. 2mks 20."}
{"text": "2mks 19. Distinguish between passive and active acquired immunity in livestock health. 2mks 20. Give one characteristic symptoms of attack by nematodes on roots of tomatoes. 1mk 21. A State three ways of increasing efficiency in farming. 3mks b List four factors which effect the profitability of egg production enterprise. 4mks 22. A Give two methods that can be used to improve local breeds of livestock. 2mks b State four merits of using AI in livestock breeding . 4mks 23. State six reasons why farmers are adviced to practice mixed farming. 3mks SECTION C. 24.a Describe the management practices involved in rearing of a day-old chicks upto the age of 8 weeks 16mks b Explain the management practices livestock farmers should adopt to reduce the problem of feed shortage during drought. 4mks 25."}
{"text": "5mks 26 a State the principles involved in planning a crop rotation programme. 6mks b Describe field management praticises involved in coffee production. 24mks AGRICULTURE VI MARKING SCHEME 1. -. Over cultivation - Burning of land - Monocropping monoculture failure to practice crop rotation - Wriking soil when it is wet - Repeating use of heavy machinery for cultivation 2. -. Where special feed is provided to piglets creep feed . -. Heat warmth is provided to piglets to prevent chilling. -. Prevent mother pig from crashing the piglets. -. Ultraviolet rays from bulb assist in synthesis of vitamin D under the skin. 3.a i For applying mortar concrete on walls floors.ii For cutting metals. B i Pair of shears. Ii A scapel. 4. -. Picking should be done every week to ensure no foreign materials."}
{"text": "3.a i For applying mortar concrete on walls floors.ii For cutting metals. B i Pair of shears. Ii A scapel. 4. -. Picking should be done every week to ensure no foreign materials. -. Avoiding picking when it is wet. -. Picking is done manually. 5. -. Active ingredient. -. The type of herbicide. -. Time of application. 6.a - Quick rate of work - Better burial of weeds during ploughing - Efficient work - Less labour demanding - Can be used to transport farm produce - Operation done in line - Does ploughing, planting and harvesting - P.T.O shaft can be used for irrigation, sprinkling water etc."}
{"text": "- The type of herbicide. -. Time of application. 6.a - Quick rate of work - Better burial of weeds during ploughing - Efficient work - Less labour demanding - Can be used to transport farm produce - Operation done in line - Does ploughing, planting and harvesting - P.T.O shaft can be used for irrigation, sprinkling water etc. B - Can only work in flat surfaces - Needs frequent repair and maintenance - Initial capital for purchase is high - Requires technical know how to operate - Only confined to large scale farms 7. -. Rhizobium 8. -. Poor feeding of the mother rabbit. -. Touching kindles with strong bad smelling substances. -. When the doe is frightened or disturbed after kindling. 9.a - Weather changes. -. Out break of pests and diseases. -. Natural calamities e.g earth quakes."}
{"text": "9.a - Weather changes. -. Out break of pests and diseases. -. Natural calamities e.g earth quakes. -. Obsolenscence become out of date i.e machinery. -. New production techniques. 38- Changing prices of commodities. -. Low or high yields of production. -. Theft cases sickness injury. -. Fire out breaks death. B - Weather forecast. -. Provision of extension service and advice to farmers. -. Adjusting future prices of commodities from the farm and giving farmers in advances. -. Stabilization of prices of certain farm produce so that they don t flactuate. -. Provision of loans to farmers to improve production. -. Provision of research on animals and plants e.g hybrids diseases etc. -. Provision and subsidisation of agricultural inputs. 10. A SO 4 -2 Sulphate ion . B i - Yellowish green colour chlorosis. -. Stunted growth. -. Premature drying of leaves."}
{"text": "B i - Yellowish green colour chlorosis. -. Stunted growth. -. Premature drying of leaves. -. Defoliation falling of leaves. Ii - Inorganic manure - Organic manure - Nitrogen fixation - Fresh organic matter 11.a i - Is any plant established naturally or artificially for feeding livestock. Ii - Site for beehive bee keeping. B - Better forage management. -. Use of high yielding performing animal. -. Conservation of forage. 12. A - Loss of plant nutrients through percolation into deeper layer of soil by water. B - High rainfall excess irrigation water. -. Solubility of mineral salts. -. Rate of soil structure infiltration texture drainage. 13.a - Necessitates sperm production. B - Provide sufficient nourishment for the development of the foetus and the expectant mother."}
{"text": "- Rate of soil structure infiltration texture drainage. 13.a - Necessitates sperm production. B - Provide sufficient nourishment for the development of the foetus and the expectant mother. Helps to prevent pregnancy to xermical twin lamb disease . Result in strong healthy lamb at birth. Promotes udder development and better milk following lambing. Enhances muscle reserve build up in ewes. SECTION B 14. -. Topography - Soil - Direction of wind - Relationship to other structures - Accessibility - Size of the farm 15. -. Used when castrating male animals. -. Used when carrying out livestock treatment. -. Used to restrain animals during artificial insemination. -. Used to restrain animals during weighing. 16.a - 3 cedar posts."}
{"text": "- Used to restrain animals during artificial insemination. -. Used to restrain animals during weighing. 16.a - 3 cedar posts. 39 b - N.P.K total ratio 60 - Nitrogen 62.50 Kg Phosphate 50Kg Potassium 37.5Kg 17.a - Stunted growth - Low milk yields b - Presence of hump where fats are stored - Presence of dehydrating tissues - Resistance to drought - Ability to drink large amounts of water 18.a - Sound economic base finance - Loyalty of members - Good leadership - Effective control of funds - Education of members on their rights and obligations b - Carry out efficient marketing of farm products - Provide loans to farmers - Keep prices stable - Control quality and quantity of products 19.- Passive immunity is one passed from the mother to the child while active immunity is acquired after a previous developing antibodies against the disease."}
{"text": "- Used to restrain animals during weighing. 16.a - 3 cedar posts. 39 b - N.P.K total ratio 60 - Nitrogen 62.50 Kg Phosphate 50Kg Potassium 37.5Kg 17.a - Stunted growth - Low milk yields b - Presence of hump where fats are stored - Presence of dehydrating tissues - Resistance to drought - Ability to drink large amounts of water 18.a - Sound economic base finance - Loyalty of members - Good leadership - Effective control of funds - Education of members on their rights and obligations b - Carry out efficient marketing of farm products - Provide loans to farmers - Keep prices stable - Control quality and quantity of products 19.- Passive immunity is one passed from the mother to the child while active immunity is acquired after a previous developing antibodies against the disease. 20. -. Presence of root knots."}
{"text": "16.a - 3 cedar posts. 39 b - N.P.K total ratio 60 - Nitrogen 62.50 Kg Phosphate 50Kg Potassium 37.5Kg 17.a - Stunted growth - Low milk yields b - Presence of hump where fats are stored - Presence of dehydrating tissues - Resistance to drought - Ability to drink large amounts of water 18.a - Sound economic base finance - Loyalty of members - Good leadership - Effective control of funds - Education of members on their rights and obligations b - Carry out efficient marketing of farm products - Provide loans to farmers - Keep prices stable - Control quality and quantity of products 19.- Passive immunity is one passed from the mother to the child while active immunity is acquired after a previous developing antibodies against the disease. 20. -. Presence of root knots. -. Wilting."}
{"text": "39 b - N.P.K total ratio 60 - Nitrogen 62.50 Kg Phosphate 50Kg Potassium 37.5Kg 17.a - Stunted growth - Low milk yields b - Presence of hump where fats are stored - Presence of dehydrating tissues - Resistance to drought - Ability to drink large amounts of water 18.a - Sound economic base finance - Loyalty of members - Good leadership - Effective control of funds - Education of members on their rights and obligations b - Carry out efficient marketing of farm products - Provide loans to farmers - Keep prices stable - Control quality and quantity of products 19.- Passive immunity is one passed from the mother to the child while active immunity is acquired after a previous developing antibodies against the disease. 20. -. Presence of root knots. -. Wilting. 21.a - Select proper more paying enterprises."}
{"text": "20. -. Presence of root knots. -. Wilting. 21.a - Select proper more paying enterprises. -. Proper crop husbandry practices. -. Improve farm management. -. Mechanization of farm operation - Adopt new technique of production - Time line of farm operation b - Laying percentage - Price of culled birds - Replacement cost - Casual labour 22.a - Cross breading - Up grading. B - Eliminate the risk of expenses. -. It is possible to use sire on smaller cows without any physical injury. -. Permits the use of proven sires beyond the economy lease of an average farmer. -. It makes it easy to control in breeding. 23. -. To maintain soil fertility."}
{"text": "- Permits the use of proven sires beyond the economy lease of an average farmer. -. It makes it easy to control in breeding. 23. -. To maintain soil fertility. -. To reduce spread risks - To maximise revenue incure - To obtain balance diet for the family - Crop residues are feed to livestock - Income is obtained through out the year SECTION C. 4024.a - Litter should be provided for to provide warmth as well as absorbing moisture. Fresh air Holes for ventilation should be made on the walls of the brooder to allow gaseous exchange. -. Heat source A wire should be around heat source to prevent chicks from burning."}
{"text": "4024.a - Litter should be provided for to provide warmth as well as absorbing moisture. Fresh air Holes for ventilation should be made on the walls of the brooder to allow gaseous exchange. -. Heat source A wire should be around heat source to prevent chicks from burning. -. The correct temperatures should be: 32 35 o C 1 st week 29.7 32.2 o C 2 nd week 26.6 29.7 o C 3 rd week Source of heat should be removed in the fourth week gradually to avoid stress. Light provide light in the brooder for the chicks to see food dim light . Feeders provide clean feeders which should be cleaned every morning. Waterers provide waters which should clean have pointed tips to avoid water being dirty. Avoid sharp corners as these encourages overcrowding causing suffocation. Feed chick and duck marsh at recommended ratio depending on the number of chicks. Vaccinate chicks with Newcastle vaccine."}
{"text": "Avoid sharp corners as these encourages overcrowding causing suffocation. Feed chick and duck marsh at recommended ratio depending on the number of chicks. Vaccinate chicks with Newcastle vaccine. B - Conserve excess feed during plenty in form of silage or hay. Ensure selective stock disposal when drought is approaching. Provide crop residues to livestock. Irrigation of pastures. Give supplementary feed to livestock. Plant drought tolerant fodder crops. 25. -. Profit and loss account for Mrs Odhiambo's farm for 1997. Profit and Loss account."}
{"text": "The farm made a profit of Shs 9,300. The percentage profit is therefore 9,300 x 100 77.5 12,000 26.a Shallow rooters should alternate with deep rooters. Crop attacked by the same pests and disease should not follow each other. Crops with high nutrient requirement should come first in a newly ploughed land. Legumes should be included in the programme to increase nitrogen content of soil. Fallow period grass should be included in the rotation to build soil structure. Crops which are hard to weed should alternate with those that are easy to weed. B - Proper weed control to reduce competition for nutrients and water. To improve coffee yield and quality."}
{"text": "Crops which are hard to weed should alternate with those that are easy to weed. B - Proper weed control to reduce competition for nutrients and water. To improve coffee yield and quality. 41METHODS Cultural e.g mulching Mechanical e.g slashing Chemical use of herbicides Mulching Mulch should not be in contact with coffee stem Reason: Preserve soil moistures Suppress weeds Supplies nutrients when it decomposes Reduce soil erosion Pest s and diseases Coffee pests: Leaf miner Control spray with recommended insecticide Antesia bug Proper pruning Spray with recommended pesticide Coffee disease: CBD Proper prunning Planting resistant cultivers Spray with recommended fungicide Coffee leaf rust: Plant resistant varieties Time by application of fungicide Prunning Single stem Multiple stem Change of cycle Reasons For Prunning To improve yields and quality of coffee To assist in disease and pest control To open the crop to light and air To avoid die-back of primaries and roots Fertilizer and manure applications: Phosphate fertilizers Applied at planting time to supply phosphorous for proper root growth and development Nitrogenous fertilizer The crop should be top dressed when soil is moist."}
{"text": "B - Proper weed control to reduce competition for nutrients and water. To improve coffee yield and quality. 41METHODS Cultural e.g mulching Mechanical e.g slashing Chemical use of herbicides Mulching Mulch should not be in contact with coffee stem Reason: Preserve soil moistures Suppress weeds Supplies nutrients when it decomposes Reduce soil erosion Pest s and diseases Coffee pests: Leaf miner Control spray with recommended insecticide Antesia bug Proper pruning Spray with recommended pesticide Coffee disease: CBD Proper prunning Planting resistant cultivers Spray with recommended fungicide Coffee leaf rust: Plant resistant varieties Time by application of fungicide Prunning Single stem Multiple stem Change of cycle Reasons For Prunning To improve yields and quality of coffee To assist in disease and pest control To open the crop to light and air To avoid die-back of primaries and roots Fertilizer and manure applications: Phosphate fertilizers Applied at planting time to supply phosphorous for proper root growth and development Nitrogenous fertilizer The crop should be top dressed when soil is moist. Reason:- To supply nitrogen required for vegetation growth, flowering and fruiting."}
{"text": "To improve coffee yield and quality. 41METHODS Cultural e.g mulching Mechanical e.g slashing Chemical use of herbicides Mulching Mulch should not be in contact with coffee stem Reason: Preserve soil moistures Suppress weeds Supplies nutrients when it decomposes Reduce soil erosion Pest s and diseases Coffee pests: Leaf miner Control spray with recommended insecticide Antesia bug Proper pruning Spray with recommended pesticide Coffee disease: CBD Proper prunning Planting resistant cultivers Spray with recommended fungicide Coffee leaf rust: Plant resistant varieties Time by application of fungicide Prunning Single stem Multiple stem Change of cycle Reasons For Prunning To improve yields and quality of coffee To assist in disease and pest control To open the crop to light and air To avoid die-back of primaries and roots Fertilizer and manure applications: Phosphate fertilizers Applied at planting time to supply phosphorous for proper root growth and development Nitrogenous fertilizer The crop should be top dressed when soil is moist. Reason:- To supply nitrogen required for vegetation growth, flowering and fruiting. Manure compost application:- Apply in planting holes."}
{"text": "41METHODS Cultural e.g mulching Mechanical e.g slashing Chemical use of herbicides Mulching Mulch should not be in contact with coffee stem Reason: Preserve soil moistures Suppress weeds Supplies nutrients when it decomposes Reduce soil erosion Pest s and diseases Coffee pests: Leaf miner Control spray with recommended insecticide Antesia bug Proper pruning Spray with recommended pesticide Coffee disease: CBD Proper prunning Planting resistant cultivers Spray with recommended fungicide Coffee leaf rust: Plant resistant varieties Time by application of fungicide Prunning Single stem Multiple stem Change of cycle Reasons For Prunning To improve yields and quality of coffee To assist in disease and pest control To open the crop to light and air To avoid die-back of primaries and roots Fertilizer and manure applications: Phosphate fertilizers Applied at planting time to supply phosphorous for proper root growth and development Nitrogenous fertilizer The crop should be top dressed when soil is moist. Reason:- To supply nitrogen required for vegetation growth, flowering and fruiting. Manure compost application:- Apply in planting holes. Reason: - To improve soil structure."}
{"text": "Reason:- To supply nitrogen required for vegetation growth, flowering and fruiting. Manure compost application:- Apply in planting holes. Reason: - To improve soil structure.42- To supply nutrients.- To increase activity of micro-organism.43."}
{"text": "1TABLE OF CONTENTPREFACE2THE BIOGRAPHY OF HENRY OLE KULET3CHAPTER ONE4SYNOPSIS AND SUMMARIES OF CHAPTERS4SYNOPSIS OF BLOSSOMS OF THE SAVANNAH4CHAPTER SUMMARIES5CHAPTER TWO18CHARACTERS AND CHARACTERISATION18CHAPTER THREEDISCUSSION QUESTIONS ON THEMES64CHAPTER FOUR65LANGUAGE AND STYLE65CHAPTER FIVE76SAMPLE AND PRACTICE EXCERPTS76SAMPLE EXCERPTS76ANSWERS TO SAMPLE EXTRACTS81PRACTICE EXCERPTS85CHAPTER SIX91GENERAL ESSAY QUESTIONS AND SAMPLE ESSAYS912PREFACEThis study guide provides a detailed analysis of the novel Blossoms of the Savannah. The analysis is aimed at preparing KCSE candidates for both the excerpt and thecompulsory essay question in paper two and three respectively. This guide is written ina manner that both the candidates and teachers will immensely benefit from it. This hasbeen achieved through the presentation of a succinct synopsis, detailed chaptersummaries, as well as deeply analyzed characters, themes and stylistic devices. At theend of each of these sections, there are sample essay questions to guide students inrevising and preparing for both the internal and national exams. There are also generalessay questions, sample and practice excerpts, all meant to prepare students for KCSEEnglish paper two and three. This guide might not have exhaustively analyzed the novel, Blossoms of the Savannah. Therefore, students are advised to consult other authorities such as their teachers inorder to enrich what is contained in this guide. 3THE BIOGRAPHY OF HENRY OLE KULETHenry ole Kulet was born in 1946. He is a veteran and award winning Kenyan writerknown for his novels which capture aspects of environment, culture and experiences ofMaasai people. He is an established author for he has written eight novels. Daughter ofMaa is a story of quiet village that is stirred by a frenzy of activities by the arrival of ayoung and pretty community teacher, Anna Walangh. He authored It is possible in 1971,How To became a Man in 1972 and Bandits of Kibi in 1999. In Bandits of Kibi, hecreated scenes which came out during the Post-Election Violence in 2007 after thedisputed elections."}
{"text": "Daughter ofMaa is a story of quiet village that is stirred by a frenzy of activities by the arrival of ayoung and pretty community teacher, Anna Walangh. He authored It is possible in 1971,How To became a Man in 1972 and Bandits of Kibi in 1999. In Bandits of Kibi, hecreated scenes which came out during the Post-Election Violence in 2007 after thedisputed elections. 4CHAPTER ONESYNOPSIS AND SUMMARIES OF CHAPTERSSYNOPSIS OF BLOSSOMS OF THE SAVANNAHThe novel begins as Kaelo, his wife, Taiyo and Resian leave Nakuru for Nasila, a ruralarea in Maasai land. This is as a result of retrenchment of Kaelo who has been workingas the manager of Agribix Limited. On reaching Nasila, Ole Kaelo s are welcomed byuncle Simiren s family which consists of four wives and sixteen children. In a movetowards settling in Nasila the new home, Ole Kaelo visits his old friend Ole Sumpeyo. Itis thirty years since Ole Kaelo left Nasila for Nakuru. The Kaelo s hold a homecoming party in which they invite members from the five clansaimed at re-linking the Kaelo family to the other villagers. Taiyo and Resian observe thatsome young men are suspicious of them for they are not circumcised. In an attempt ofacquainting the two girls with Nasila culture, Kaelo informs Joseph Parmuat to teachTaiyo and Resian traditional songs and dances. As the young ones spend more timetogether, a love relationship begins to develop between Taiyo and Joseph butunfortunately due to cultural demands the relationship is restrained. Unfortunately, there is an attempted rape on Resian and Taiyo. Consequently, an ad hocgroup of men is formed to hunt down the culprits. After it is known that Lante and Ntaraare responsible for the heinous act, punishment is meted on them. The novel reveals ofhow females have contributed significantly to the beginning and continuation of FGMthrough the Olarinkoi legendary story. Kaelo opens an agricultural shop and enters into business contracts through Oloisudoriwho is conversant with shady businesses. Oloisudori s aim is to exploite Kaelo."}
{"text": "After it is known that Lante and Ntaraare responsible for the heinous act, punishment is meted on them. The novel reveals ofhow females have contributed significantly to the beginning and continuation of FGMthrough the Olarinkoi legendary story. Kaelo opens an agricultural shop and enters into business contracts through Oloisudoriwho is conversant with shady businesses. Oloisudori s aim is to exploite Kaelo. Afterrealizing that Kaelo has beautiful daughters, he chooses to marry one and organize for5the other one to be married by his friend instead of extorting him. Oloisudori comes in aprocession and gives gifts and money as dowry for the young Resian. Since Resiandisagrees with Oloisudori and her father s plan, Oloisudori plans to use anesthesia torender Resian unconscious so that he may snatch her for marriage by force. However,the girls craft a scheme of shaming Oloisudori in which they return the gifts Oloisudorihad given them earlier. The couple goes to consult Simiren and Sumpeyo on how to deal with Oloisudori sdemands as the girls go to the shop. On their way back, the girls are almost raped bytwo callous young men. Later on, after Resian refuses to cooperate, Oloisudori getsenraged and slaps her mercilessly. It is Olarinkoi who supposedly saves her by whiskingher away before she commits suicide. Olarinkoi organizes with a pick-up driver so that he whisks Resian away claiming toensure her safety from Oloisudori and her father. The three have a trek of terror whichleaves Resian raped by Olarinkoi in a dark hut in the forest. On regaining consciousness,she finds herself under the care of Nabaru, a nurse who reveals everything thattranspired. Finally, with the help of Nabaru Resian comes face to face with Minik ene Nkoitoi, theactivist against FGM in the sheep s ranch. She welcomes Nabaru and Resian warmly. Resian learns that Oloisudori has advertised in the newspaper for her search. Minik spivotal role is evident in that in the ranch there are other five hundred girls who havegone through a similar experience just like Resian."}
{"text": "On regaining consciousness,she finds herself under the care of Nabaru, a nurse who reveals everything thattranspired. Finally, with the help of Nabaru Resian comes face to face with Minik ene Nkoitoi, theactivist against FGM in the sheep s ranch. She welcomes Nabaru and Resian warmly. Resian learns that Oloisudori has advertised in the newspaper for her search. Minik spivotal role is evident in that in the ranch there are other five hundred girls who havegone through a similar experience just like Resian. On the other hand, Taiyo faces thepainful blade of the Olmurunya. While managing the ranch, Minik meets a new challengein which the powerful in the government are threatening to close the ranch. However,Minik, the foresighted planner ensures the survival of the ranch. Resian learns of theunfortunate death of Joseph Parmuat. He is killed in his mission of saving Taiyo from agroup that circumcises her by force. At long last, Resian meets Taiyo at the ranchOloisudori makes his last heinous kicks by visiting the ranch to demand Resian as hiswife. He is told off by Minik. With his company, he flees for his life after his cars areburnt down. The ultimate goal is attained when Minik takes Taiyo and Resian to Egerton6University where Resian has a chance of studying her dream course. CHAPTER SUMMARIESCHAPTER 1: THE JOUNERYAs the novel begins, Ole Kaelo is reprimanding loaders for being slow. The couple isrelocating from Nakuru to Nasila after Ole Kaelo is retrenched from Agribix Limitedwhere he has been working as the commercial manager. Not long ago Kaelo had deniedTaiyo a chance to go to Mombasa to develop her talent. That is why Taiyo sympathizeswith the loaders who are receiving strict instructions from her father. The two girlsvisualize what life in the new environment will be like. The girls are experiencingapprehension. Nakuru town has always bustled with life and they fear the shop thattheir father aims at starting may not pick. Taiyo encourages Resian that they should hope for the best. Resian requests Taiyo toplead with their father so that they can join Egerton University. Resian knows her fatherlistens to Taiyo."}
{"text": "Nakuru town has always bustled with life and they fear the shop thattheir father aims at starting may not pick. Taiyo encourages Resian that they should hope for the best. Resian requests Taiyo toplead with their father so that they can join Egerton University. Resian knows her fatherlistens to Taiyo. Through a flash back, the reader learns that Ole Kaelo and his wifeMama Milanoi have lived for twenty two years since they married. Women from Nasilahad earlier visited Mama Milanoi at Nakuru and hinted at the hostility expectedespecially because the daughters are not married. Kaelo has been a hardworking man,a trait that led to his promotion at Agribix Limited. The retrenchment has triggeredambition to work so as to be rich. A few kilometers to Nasila one lorry breaks down butsoon it is fixed and the family reach uncle Simiren s homestead where they arewelcomed warmly. It is now thirty years since Ole Kaelo left Nasila for Nakuru. In all thistime he has been away, uncle Simiren has been representing his elder brother. Eldersare not happy with Kaelo s monogamous marriage. Simiren on his part has four wivesand sixteen childrenCHAPTER 2: NASILALife at the rural Nasila is contrasted with that of Nakuru town. Uncle Simiren is apolygamous man. He has four wives and sixteen children. Each of these wives has ahouse .The girls are introduced to the sixteen cousins by the senior most aunt, and theeldest wife. The children are aged between three and sixteen years and out of the four7wives, two aunts are pregnant. Resian and Taiyo are allowed to go walking. The girlsmake the observation that the four aunts are not happy as well and the kids are notcontented. Resian outrightly says she is not ready to be a parent and that she will firstlearn. They are accosted by a tall heavyset young man with thick dark beard and amoustache. Resian orders the man to leave Taiyo alone. According to the man, the girlsare not decent for they are uncircumcised. The girls keep the ordeal as a secret. OleKaelo visits ole Sumpeyo, a famous cattle trader and a longtime friend who supportsFGM."}
{"text": "According to the man, the girlsare not decent for they are uncircumcised. The girls keep the ordeal as a secret. OleKaelo visits ole Sumpeyo, a famous cattle trader and a longtime friend who supportsFGM. Ironically, even though a close friend, Sumpeyo is malicious and envious of Kaeloespecially when he learns of his great business plan. He however warns him to be waryof Oloisudori, a business partner, and advises him to keep his daughters away from him. CHAPTER 3: STRANGE VISITORSOle Kaelo ushers his family into the newly constructed house. The Kaelo s are elated bythe new house. In a flashback Mama Milanoi remembers how she was married by Kaelowhile she was eighteen and Kaelo twenty four years old. The couple has enjoyed peacegenerally since then but since she does not have a son, Mama Milanoi feels she hasfailed Kaelo. In a dialogue, we learn that Taiyo and Resian are afraid of undergoing theact and wish to go back to Nakuru and join university. In a dramatic irony we realize thatKaelo has been hard and cruel to Resian for he expected a son to be born in her place. Although Taiyo does not understand the cause of the hatred, she always defends hersister devotedly even when her mother does not offer any protection. Probably MamaMilano is afraid of ole Kaelo. CHAPTER 4: HOME COMING CEREMONYIn order to re-link himself to the community ole Kaelo holds a big celebration partywhich is also made for blessing his home. Members from the five Maa clans: Ilmolelian,Ilmakesen, Ilukumae, Ilaiser and illtarosero are invited. The Kaelo s belong to theIlmolelian clan. Ole Kaelo s are very actively involved in the preparation of thehomecoming ceremony. During the dances, Taiyo is attracted to the manager of music,a young local primary school music teacher Joseph Parmuat but unfortunately theybelong to the same clan and forging any intimate relationship is an abomination. Acarnival mood is witnessed during the party for the generous Kaelo, has offered plenty8of foodstuffs. In the dance Taiyo s talent is brought forth for she is really attracted to the song anddance."}
{"text": "Ole Kaelo s are very actively involved in the preparation of thehomecoming ceremony. During the dances, Taiyo is attracted to the manager of music,a young local primary school music teacher Joseph Parmuat but unfortunately theybelong to the same clan and forging any intimate relationship is an abomination. Acarnival mood is witnessed during the party for the generous Kaelo, has offered plenty8of foodstuffs. In the dance Taiyo s talent is brought forth for she is really attracted to the song anddance. We learn that she has always done well in music festivals too. Unfortunately, herfather denied her a chance to go for a music extravaganza in Mombasa which wouldhave developed her talent. Lastly, Musanka leads in the blessing section. He calls uponthe community to welcome the Kaelo s back home. Kaelo is advised to involve himselfin the community affairs and Nasila. He is also advised to take care of his family andchildren. CHAPTER 5: DEPRESSED ONETaiyo and Resian are distressed. Resian feels Taiyo is taking too long before broachingthe issue of their university studies with their father. The issue of FGM makes the twogirls have a sleepless night. Taiyo is also disturbed by the cultural law that does notallow her relationship with Joseph Parmuat, the primary school teacher and a musicenthusiast. The two girls cry a lot that night. The day before, Joseph had promised tovisit her and also coach her in traditional music. The thought of enkamuratani circumciser and Olmurunya circumcising blade makes Taiyo shudder with dread. InResian s mind it is clear that enkamuratani and her Olmurunya cannot have their waywith her, maybe over her dead body. Contrastingly Kaelo and his wife enjoy a great night after the day of the great party andblessings. They feel fulfilled for the great achievement, getting welcomed as well asbeing blessed. In her morning thoughts, Mama Milanoi is at a dilemma, whether toforce the girls to undergo the ritual and lose their faith, love and confidence or refuse toyield to the traditions and become a pariah in the Ilmolelian clan."}
{"text": "The thought of enkamuratani circumciser and Olmurunya circumcising blade makes Taiyo shudder with dread. InResian s mind it is clear that enkamuratani and her Olmurunya cannot have their waywith her, maybe over her dead body. Contrastingly Kaelo and his wife enjoy a great night after the day of the great party andblessings. They feel fulfilled for the great achievement, getting welcomed as well asbeing blessed. In her morning thoughts, Mama Milanoi is at a dilemma, whether toforce the girls to undergo the ritual and lose their faith, love and confidence or refuse toyield to the traditions and become a pariah in the Ilmolelian clan. Kaelo authoritativelystates his demands; mama Milanoi is to counsel her daughters in preparations forcircumcision while he is to ask Parmuat to teach the girls home truths and laterenkamuratani to be called to do her part. Mama Milanoi interrogatively reflects on herstand and that of her family. She feels her husband is turning into a deep Nasilian veryfast. Afterwards, the Kaelo s visit their agricultural shop. On arriving home, the three9females welcome Joseph Parmuat delightfully. As the chapter ends, a second malevisitor visits the Kaelo s.CHAPTER 6: OLARINKOIKaelo makes a pompous speech introducing Joseph Parmuat. Despite the warning,Taiyo is still infatuated with Joseph and decides to make him a confidante. Resian iscritical and dismissive of her father s pompous speech and generally how females areviewed by men. In a defiant mood, Resian expresses her mind on the subject of unfairmen towards women. Surprisingly and daringly, she portrays the defiance to her aunt,mother and Resian. The listeners are deeply embarrassed. Aunt Botorr says Resian has a bad spirit that canonly be treated through circumcision. Taiyo s questions who Olarinkoi is and isanswered by Joseph by telling a legendary story. Ilarinkon is a legend who was a greatfighter who saved the Maa community from being wiped out by an adversary while theirmorans had gone for a raid. Ilarinkon warriors abused women until one day womendiscovered how to deal with the problem."}
{"text": "Aunt Botorr says Resian has a bad spirit that canonly be treated through circumcision. Taiyo s questions who Olarinkoi is and isanswered by Joseph by telling a legendary story. Ilarinkon is a legend who was a greatfighter who saved the Maa community from being wiped out by an adversary while theirmorans had gone for a raid. Ilarinkon warriors abused women until one day womendiscovered how to deal with the problem. Their collective resolution ironically gave birthto enkamuratani who was handed over an Olmurunya. Hence the birth of FGM andtherefore according to Joseph, only women can stop the barbaric FGM.CHAPTER 7: SHADOWY OLOISUDORIResian is in an optimistic mood that all will be well especially about their universityeducation. After Taiyo leaves for the shop, Mama Milanoi broaches the subject of FGM.Even though Mama Milanoi supports FGM, Resian is categorical that it has been usedby men as a tool of oppression to women. One Edward Oloisudori visits Kaelo s home. Resian is uncomfortable with him for he is immoral. Mother scorns her for talking illabout him. Father returns and due to Resian s nervousness, he calls her names. Kaeloclearly states that all members of Kaelo family must respect Oloisudori and that heshould not be denied anything. Resian learns that her father did not give in to therequest about joining university. Joseph reveals that Oloisudori is a shadowy figure; a Jack -of-all-trades. He is also, apoacher, smuggler, robber, extortionist and a hired assassin. He had survived10numerous jail terms and was now incorrigible. Due to the revelation, the girls fear fortheir father. When Oloisudori leaves, the countenance of Kaelo and Mama Milanoichanges; they are absent-minded and aloof even though Kaelo insists that everything isin control. Mama Milanoi even burns rice without realizing it. CHAPTER 8: TROUBLED COUPLEOloisudori s cruel demand, to marry Resian and organize the marriage of Taiyo rendersKaelo and Mama Milanoi a sleepless night. Although Kaelo knew Oloisudori s pastcriminal record, he still falls for his trap due to greed for wealth."}
{"text": "He is also, apoacher, smuggler, robber, extortionist and a hired assassin. He had survived10numerous jail terms and was now incorrigible. Due to the revelation, the girls fear fortheir father. When Oloisudori leaves, the countenance of Kaelo and Mama Milanoichanges; they are absent-minded and aloof even though Kaelo insists that everything isin control. Mama Milanoi even burns rice without realizing it. CHAPTER 8: TROUBLED COUPLEOloisudori s cruel demand, to marry Resian and organize the marriage of Taiyo rendersKaelo and Mama Milanoi a sleepless night. Although Kaelo knew Oloisudori s pastcriminal record, he still falls for his trap due to greed for wealth. Oloisudori s initial planwas to extort money from Kaelo but on noticing his two beautiful daughters he changedhis mind. Mama Milanoi suffers great pain and cries for the olden days when demandssuch as those of Oloisudori would be dealt with accordingly. Mama Milanoi recallsthrough flashback how women had invoked mass action on men in the past bydepriving men food, milk and beating them up while naked. She contrasts those timeswith the current times when Nasila River is polluted with chemicals. She fears thatOloisudori may kill her daughter. Despite the hard times the Kaelo s are experiencing,the following morning, the members manage to afford smiles as they take tea. Even theentrance of Olarinkoi does not dampen the high spirits embraced by the Kaelo s.CHAPTER 9: LOVEJoseph Parmuat begins a routine practice of coaching Taiyo and Resian on traditionalsongs and dances and the trio enjoy it immensely. Joseph Parmuat guards against anyuntoward behavior so as to conserve his integrity. The chapter then says a lot about theMaa Culture on different subjects. He explains different types of loves to the two girls;elangatare and patureishi. Resian boldly asks Joseph to be her patureishi but heexplains how it is impossible for that to happen due to Nasila cultural norms. Taiyo andResian question the rigidity of Nasila culture and traditions."}
{"text": "The chapter then says a lot about theMaa Culture on different subjects. He explains different types of loves to the two girls;elangatare and patureishi. Resian boldly asks Joseph to be her patureishi but heexplains how it is impossible for that to happen due to Nasila cultural norms. Taiyo andResian question the rigidity of Nasila culture and traditions. They question somenegative practices like F.G.M Joseph clarifies that culture had dropped some negativepractices like throwing the dead and the dying to the hyenas, abandoning very old and illin deserted homesteads. In a flashback, Taiyo accounts for her love to Joseph. Itbegan on the day their father organized a homecoming celebration and since then shehas even visited Joseph in his house. Joseph also feels strong love to her but traditions11shields him from her. They think of falling in love and leaving for a far destination. Taiyo is ready but Joseph is prefers to abide by Nasila culture. CHAPTER 10: OLARINKOI VERSUS THE RAPISTSA cloud of apprehension hangs around the couple. Oloisudori does not turn up as hehad promised earlier. After procrastinating for some time they find it unbearable. Mother and father leave their home so as to consult their friends; the wife to Simirenand Ole Kaelo to Supeyo, on the issue touching on Oloisudori s callous demand to marryone of their daughters. The two girls go to the shop to have their lunch prepared by themanager, Maiso. On their return journey, they are attacked by two rude young men. Onobserving the two men, they realise one of the accosters was responsible for the earlierambush. The two young men are frightening for they are in possession of knobkerries. They attempt to rape them but luckily the girls are rescued by Olarinkoi. The girls cannotthank Olarinkoi enough. The two girls detest the two young men s behaviour. The girlsfeel terribly shaken. Resian feels she should leave Nasila for university. The incidentstrengthens Taiyo s resolve as a combatant in a war zone. CHAPTER 11: CHANGE OF ENVIRONMENTTaiyo and Resian wait for their parent s return to tell them of the near rape ordeal asthey were coming from their shop at Nasila. Ole Kaelo is very agitated on hearing thathis daughters were assaulted with the aim of being raped."}
{"text": "Resian feels she should leave Nasila for university. The incidentstrengthens Taiyo s resolve as a combatant in a war zone. CHAPTER 11: CHANGE OF ENVIRONMENTTaiyo and Resian wait for their parent s return to tell them of the near rape ordeal asthey were coming from their shop at Nasila. Ole Kaelo is very agitated on hearing thathis daughters were assaulted with the aim of being raped. Their father storms out ofthe house while their mother asks them to go to Simiren s house to have a change ofenvironment. The girls are heartily welcomed at their uncle s home and that enables them to settlevery fast. They get used to the communal and polygamous running of affairs at theiruncle s home. They learn very many aspects of Nasila culture, both negative andpositive. They are told more about Minik ene Nkoitoi, the Emakererei and their rolemodel by one of Simiren s wives. They are told that she went to Makerere Universitywhere she studied veterinary medicine. They admire her opposition of negative Nasila12culture and say they would like to be like her. Through flashback, it is revealed thatResian s interest in vet medicine began when she and Taiyo accompanied their father toagricultural show in Nakuru and since then, she has admired the profession. Taiyoplans to compose a song with the help of Joseph Parmuat praising Minik and ridiculingthree women who still clung on retrogressive Nasilian culture. Later, they are asked toreturn home by their parents. A party, which their parents also attend, is held for themafter which they return home. CHAPTER 12: RETALIATIONOle Kaelo hits the road angry and bitter and complaining to all he meets about thebeastly attack on his daughter. He goes to the school where Joseph teaches andexplains the events heading to his anger. Joseph parades all pupils, and sends boysfrom the Ilmolelian clan to go and call their elder brothers and fathers to an urgentmeeting at Oerata plain. The search party narrows down on Lante son of Kanyira of Ilukumae clan and Ntara sonof Muyo, also of Ilukumae clan as the culprits. They decide to embark on a revengemission to prevent further provocation from the Illukumae clan."}
{"text": "A party, which their parents also attend, is held for themafter which they return home. CHAPTER 12: RETALIATIONOle Kaelo hits the road angry and bitter and complaining to all he meets about thebeastly attack on his daughter. He goes to the school where Joseph teaches andexplains the events heading to his anger. Joseph parades all pupils, and sends boysfrom the Ilmolelian clan to go and call their elder brothers and fathers to an urgentmeeting at Oerata plain. The search party narrows down on Lante son of Kanyira of Ilukumae clan and Ntara sonof Muyo, also of Ilukumae clan as the culprits. They decide to embark on a revengemission to prevent further provocation from the Illukumae clan. The retaliation is doneby the young and old men from Iimolelian clan and the sympathizers from Limakesenclan. The search party comes across the two culprits who ran and fall under the feet oftwo old men begging for mercy. According to Nasila culture, a man is spared of anycrime if he hides his head between the legs of an old man. Nevertheless, they areclobbered, slapped and kicked by Kaelo and his men. It is realized after interrogationthat one of the offenders was related to Taiyo and Resian for he was son of MamaMilanoi s sisters. A cleansing ceremony is planned and Ole Kaelo is compensated forthe trauma he underwent. Ntara Muyo gives Taiyo and Resian each a heifer to removethe shame he caused them. Lante pays two heifers. Ole Kaelo continue to have mixed feelings about Oloisudori s plan to marry his daughter. He consoles himself that Oloisudori is not an ordinary man. And that his businesssuccess depended on him. Thus reasoning, he decides to go along with Oloisudori splan. He also dismisses negative rumours about Oloisudori assuring himself that his13daughter was lucky to get such a man. Meanwhile, the girls visit to the uncle s homehas greatly changed their outlook on life."}
{"text": "Thus reasoning, he decides to go along with Oloisudori splan. He also dismisses negative rumours about Oloisudori assuring himself that his13daughter was lucky to get such a man. Meanwhile, the girls visit to the uncle s homehas greatly changed their outlook on life. It reduces their overreliance on their parents. They are finally happy that they are getting acceptance in the highly traditionalcommunity. CHAPTER 13: OLOISUDORI S GRAND VISITOloisudori changes his plans of coming for Resian in two weeks time and declares hewould do so the following day. He would be accompanied by his three friends andwants Resian to cook for them. Ole Kaelo asks Resian to remain at home and cook forthem instead of going to help plaster the kitchen of Teiyo Kiti with Taiyo as they hadplanned. She is not comfortable with the idea saying she fears Oloisudori and that he islike a monster. Her father hears none of her protestation. Resian seeks refuge in thegarden. She wonders why she has been chosen and not Taiyo. She finds injustice inthe way her father treated her unlike her sister Taiyo. Taiyo sympathizes with hersituation. She knows her father biasness in treating his daughters. She thinks that thecurrent demand from his father would make him hate her more. She blames the newculture that her father has immersed himself into as the cause of all her problems. Traditionally, a girl was shielded from men and it was rare for a girl to interact with men. Finally, Resian agrees to cook for the visitors after Taiyo is allowed to do it with her. Oloisudori arrives in a procession of four wheel drive vehicles. He is immaculatelydressed and so is his three friends. Taiyo starts sensing that he could be targeting hersister Resian. He gives each of the family members generous gifts including abriefcase to their father. Later after leaving, Taiyo talks to her father to get moreinformation about Oloisudori and his mission in their home but he reveals little. Afterfailing, she plans to ask him to enroll them at Egerton but she does not succeed. OleKaelo calls for his daughter Resian. He talks to her pleasantly and tells her he has goodnews for her. Resian misinterprets this thinking it s about being enrolled at theuniversity."}
{"text": "Afterfailing, she plans to ask him to enroll them at Egerton but she does not succeed. OleKaelo calls for his daughter Resian. He talks to her pleasantly and tells her he has goodnews for her. Resian misinterprets this thinking it s about being enrolled at theuniversity. Finding that they are on different pages, he dismisses her and calls for hermother. CHAPTER 14: THE WEALTHY OLOISUDORI14Ole Kaelo and his wife visit one of Oloisudori s homes in Naivasha. He wanted them tosee the home he is building for their daughter so that they can easily convince her tomarry him. Oloisudori compares Resian with one of the legendary beauty in the landand this greatly flatters Ole Kaelo. He also compares her with lord Ngata an Englishlady who drove a legendary gentleman crazy but the lady finally refused to marry himhence making the gentleman hate women forever. He intends to rectify that by buildinga palatial home that she would not turn down. Oloisudori is even ready to enroll her as aparallel student at Egerton if she marries him. However, she must undergo circumcisionbefore he can marry her. Ole Kaelo regards Resian lucky and hopes his other daughterwould find such a rich man who could give him generous dowry. Ole Kaelo reminisces his journey with his wife to Oloisudori s palatial home in Naivashawith pleasure. He still remembers with awe the grandeur and magnificence of the houseOloisudori was building for Resian in Milimani area of Nakuru which made him decidethat Resian had to be married by Oloisudori come what may. Before parting, they hatcha plan of abducting Resian if she offers resistance and are very happy about it. His wifeis not very happy about the idea but has no option. She is unhappy that her daughterwould miss a chance of going to Egerton University. Ole Kaelo also seems at conflictbut keeps assuring himself that Oloisudori is a genuine man enjoying his own fruits oflabour."}
{"text": "His wifeis not very happy about the idea but has no option. She is unhappy that her daughterwould miss a chance of going to Egerton University. Ole Kaelo also seems at conflictbut keeps assuring himself that Oloisudori is a genuine man enjoying his own fruits oflabour. Later, after a disturbed night, he has a dream in which Resian accepts to marryOloisudori without any resistance and that raises husband and wife s spirits. Resian and Taiyo hatch a plan of returning all gifts Oloisudori had given them in his nextvisit to show him they were not on sale. Resian receives Oloisudori warmly into theirhome and hands over the carton she and Taiyo had packed all his gifts. This catchesOloisudori by surprise and he is made to believe that the battle has been won. Hereveals his plans to marry her and she is shocked by the revelation. They have a nastyexchange of words with Resian telling him that she can only be his wife over her deadbody. Resian storms out of the house and confronts her father in his shop at Nasila. OleKaelo confirms his intention to marry her off to his friend and says he has no intentionof enrolling her to university. She has a nasty verbal exchange after which he slaps hertwice. She tells him he better kill her than hand her over to his friend, the monster. 15Their bitter exchange attracts a crowd outside the shop. Resian leaves in hurry andheads to the river where she contemplates committing suicide. Just then, Olarinkoicomes to what seems to be her rescue. She tells her that Oloisudori men are lookingfor her all over and that he can help her reach Minik s ranch. Resian agrees to the ideaand they plan to start off very early the following day. CHAPTER 15: THE REAL OLARINKOIAfter a sugarless breakfast served by a kind-hearted old woman, Resian and Olarinkoigets into a pick up to start their journey to Minik s ranch. The old woman gives Resian aleso and a blanket to cover herself with. At the beginning, she is very optimistic andhappy that finally her salvation has come. Later the hot weather and the bumpy ridemakes the journey very uncomfortable while dust, flies, mosquitoes and the fear of wildanimals haunt along the way."}
{"text": "The old woman gives Resian aleso and a blanket to cover herself with. At the beginning, she is very optimistic andhappy that finally her salvation has come. Later the hot weather and the bumpy ridemakes the journey very uncomfortable while dust, flies, mosquitoes and the fear of wildanimals haunt along the way. On the way, Olarinkoi is aloof, he does not communicatewith Resian, but this does not bother her for her focus is to reach the ranch and meetMinik her mentor. The pick- up stops outside a mud plastered house with a rusty tin roof and Olarinkoiorders her to alight. He orders her to follow her into the desolate house which has tworooms Olarinkoi brings several foodstuffs he had brought with him in the pick-up, rudelygives Resian several instructions on how to cook a meal and leaves in a huff. Soon, shefalls asleep and dreams where she meets Minik who promises to enroll her as a studentat Egerton University and protect her from F.G.M. Her dream is interrupted by a loudbang on the door by Olarinkoi. He reprimands her for not cooking food and tells her sheis his wife. He proceeds to take her by force and a struggle ensues. Resian bites histhumb and in defense, he hits her on the ribcage making her pass out before proceedingto rape her. When consciousness returns, Resian realizes she was in a bed covered with bloody ragsand naked. She begins to have recollection of what happened but cannot go beyondbiting Olarinkoi s thumb. She faints again and sees alternating images of both Olarinkoiand Oloisudori. When she regains consciousness, she notices another woman who shehad been seeing in her hallucinations in the room. The woman is called Nabaru and is16the nurse that has been treating her. One evening after she is able to walk on her feet,Olarinkoi s mother comes and admonishes her for biting her son s thumb and abusesher for being uncircumcised. She reveals that she intends to have her circumcised afterrecovering and that she and Olarinkoi would go to Tanzania to start their marriage."}
{"text": "The woman is called Nabaru and is16the nurse that has been treating her. One evening after she is able to walk on her feet,Olarinkoi s mother comes and admonishes her for biting her son s thumb and abusesher for being uncircumcised. She reveals that she intends to have her circumcised afterrecovering and that she and Olarinkoi would go to Tanzania to start their marriage. Thenurse comes when she is deep in thoughts and tells her that Olarinkoi s mother is anenkoiboni, a prophet and had prophesied that her son would bring one of Ole Kaelo sdaughter home, circumcise her and make her his wife. The nurse tells her she hasadmired her courage and is ready to help her out in whatever plans she has. The newsgives Resian a new surge of hope. CHAPTER 16: HELPResian has a life full of torment at Olarinkoi s home from insects, reptiles as well asfrom the old enkoiboni. The Enkoiboni has a lot of bitterness directed to the well to do in the society such as Oloisudori. Nabaru informs Resian she is under a lot ofpressure from Enkoiboni to have her recover so that she can undergo the initiation ritual. Resian pleads with her to take her to Emakererei s ranch which Nabaru agrees to. When her health improves a little bit, Resian starts venturing out of the homestead. Shekeeps the company of some two young women who were married early. Olarinkoi reappears after disappearing for several days and tries to ask for forgiveness from Resianand even assures her that he would never molest her sexually again. He discloses thatthey plan to have her circumcised in two days time so that he can marry her. After therevelation, Resian realizes that her only hope is in Nabaru. She waits for her eagerly butdoes not come that evening. She has a dream in which she fights the enkamuratani whowants to circumcise her, enkoiboni and when she is about to attack Nabaru, her dreamis cut short by somebody calling out her name. Resian at first is unable to stand to openthe door for Nabaru but after great effort, she reaches the door and opens it beforecollapsing."}
{"text": "She waits for her eagerly butdoes not come that evening. She has a dream in which she fights the enkamuratani whowants to circumcise her, enkoiboni and when she is about to attack Nabaru, her dreamis cut short by somebody calling out her name. Resian at first is unable to stand to openthe door for Nabaru but after great effort, she reaches the door and opens it beforecollapsing. Nabaru administers some medicine through her mouth and she regainsconsciousness. The two women escape from the advancing enkoiboni, Olarinkoi andthe enkamuratani. As they walk to the main road to board a lorry, they experience a bigchallenge, the heavy rain. Olarinkoi catches up with them as the lorry is about to leave,exchanges assaulting words with the two women before leaving him standing in the rain. 17Finally, they reach the sheep ranch were Minik ene Nkoitoi is the manager, and the placewhere she so longed to go. Resian is very grateful for Nabaru s sacrifices to save herfrom Olarinkoi saying that only God could repay her for her love and kindness. Threemotorbikes catch up with them as they wait for their lorry to cool down. One of theriders is Minik who also recognizes Resian having seen her picture in the papers whichadvertised her disappearance and promised a big reward to whoever would find her. Minik orders the driver to take her to the farm so that they can talk more. Resian is nowtowards the end of a torturous journey; homestretch as the lorry heads to the station. CHAPTER 17: THE PROMISEResian finds Minik sitting on the veranda of her spacious house. She is awed by herpresence for she reminds her of her high school Principal. She welcomes Nabaru andResian into her glamorous and elegant house. After bathing, she tells Minik the eventsleading to her present state. She discloses she has always admired Minik, wanted tomeet her and wanted to study veterinary medicine which Minik herself did at MakerereUniversity."}
{"text": "She welcomes Nabaru andResian into her glamorous and elegant house. After bathing, she tells Minik the eventsleading to her present state. She discloses she has always admired Minik, wanted tomeet her and wanted to study veterinary medicine which Minik herself did at MakerereUniversity. She also tells her that she would like to join her in the fight against FGM.Minik observes that some cultural practices like F.G.M and emuata had outlived theirusefulness and should cease being part of Maa s culture. Nabaru promises to joinMinik in fighting the practice Minik also promises to have Taiyo and Resian enrolled atEgerton University, their lifelong dream. She also promises Resian a scholarship andgives her a fully furnished house and a job in the ranch for the duration she would bestudying at the universityCHAPTER 18: SISTERS REUNIONOn her fifth day in the ranch one mid-morning, a vehicle that Minik had sent on a rescuemission comes in the ranch. Minik goes to see the girl s condition and later sends forResian. Resian is gripped by anxiety and apprehension on finding Minik angry. Minik isangry at the new culture brought by wealth where men would like young girls andforcefully circumcise them hence lowering their esteem. She narrates the case aboutthe girl. She tells Resian the girl s rescue was not easy for the home where she wascircumcised was heavily guarded and after luring the guards, they were able to rescue18her but unfortunately, the man who assisted in rescuing the girl was speared to death bythe thugs. She tells Resian that the rescued girl was her sister and the killed man wasJoseph Parmuat a teacher. Through recollections, Taiyo remembers how her mother lured her to accompany threewomen promising they would take her to Resian. When they got to Esoit village shewas abandoned in a smoky hut and in the morning was forcefully circumcised. Afterthat she went through several hallucinations. Resian goes to her room and the sistershug and kiss passionately. The reunion of the two girls is very emotional. Taiyo slowlyrecovers with the help of Minik, nursing care of Nabaru and counseling by a teacher. Taiyo fully recovers, she and her sister discuss their dark past events."}
{"text": "Resian goes to her room and the sistershug and kiss passionately. The reunion of the two girls is very emotional. Taiyo slowlyrecovers with the help of Minik, nursing care of Nabaru and counseling by a teacher. Taiyo fully recovers, she and her sister discuss their dark past events. They blame theirmother for accepting to agree to everything their father said. They vow not to besubservient to their male counterparts. They also blame women for the perpetuation ofF.G.M arguing that if all women said no to the practice, men would do nothing about it. As the chapter comes to a close, Taiyo is advised to accept what has happened to herand move on. She is also advised to ensure in future her children do not go through asimilar experience. The three ladies agree that if they stand by their position theprimitive culture would end. CHAPTER 19: DREAM FULFILLEDMinik calls for Taiyo and Resian later in August that year. She discloses that thecontents of the two envelopes she has are about their admission in Egerton University. The girls are elated by the news. Minik organizes a farewell party for the girls. Sheinvites many workers and girls to come and celebrate with the girls. The girls fromIntapuka-e-Maa sing a song that seeks to empower and energize them in theirresistance of outdated cultural practices. In the song, they condemn F.G.M and envisionthemselves as great professionals just like men in the nation. As they sing, Oloisudoricomes in a convoy of vehicles to demand to be given either Resian or Taiyo arguing thathe has already paid enough to have them both. Minik tells him to leave the place for hewould have none of the girls. Oloisudori starts insulting Minik calling her a spinster who lost a chance to get married19and now masquerades as an FGM crusader. Oloisudori orders his men to take Resianby force and a vicious fight ensues between the ranch s workers and Oloisudori s men. Oloisudori s convoy is burnt to the ground and he and his men ran for their lives after athorough clobbering. On 5th September the following day, Resian and Taiyo are full of happy sensation asthey climb the four wheel drive vehicle belonging to Minik to go to Egerton University,their Nirvana."}
{"text": "As they sing, Oloisudoricomes in a convoy of vehicles to demand to be given either Resian or Taiyo arguing thathe has already paid enough to have them both. Minik tells him to leave the place for hewould have none of the girls. Oloisudori starts insulting Minik calling her a spinster who lost a chance to get married19and now masquerades as an FGM crusader. Oloisudori orders his men to take Resianby force and a vicious fight ensues between the ranch s workers and Oloisudori s men. Oloisudori s convoy is burnt to the ground and he and his men ran for their lives after athorough clobbering. On 5th September the following day, Resian and Taiyo are full of happy sensation asthey climb the four wheel drive vehicle belonging to Minik to go to Egerton University,their Nirvana. They think of ways to repay Minik for her kindness but all in all agree thatit is well that ends well. CHAPTER TWOCHARACTERS AND CHARACTERISATIONA character is a fictitious personage created by a novelist in order to convey an idea. Characterization is the process of selecting suitable characters that suit specific roles bythe novelist. Characters are of many types: main, minor, shadow, protagonist, antagonistdepending on their role and significance. With themes and style, they form the basictriangle in literary work. The three questions answered by the three basic aspects arewhat, how and who. The question answered by character and characterization is who .In this novel, the protagonist, the character every reader would wish to be like, is Resian. The family of Kaelo is a key family; Kaelo, Mama Milanoi and Taiyo. Close people to thisfamily like Oloisudori, Olarinkoi, and Joseph Parmuat are equally key characters in thisnovel. There are still other characters that help in anchoring thematic concerns, the plotand style and they include: Simiren, his wives especially Yeiyoo Botorr and yeiyoo-kiti, OleSupeyo, Nabaru, Minik, the enkamuratani and enkoiboni. Parsimei Ole KaeloHe is the husband to Mama Milanoi and father to Taiyo and Resian."}
{"text": "The question answered by character and characterization is who .In this novel, the protagonist, the character every reader would wish to be like, is Resian. The family of Kaelo is a key family; Kaelo, Mama Milanoi and Taiyo. Close people to thisfamily like Oloisudori, Olarinkoi, and Joseph Parmuat are equally key characters in thisnovel. There are still other characters that help in anchoring thematic concerns, the plotand style and they include: Simiren, his wives especially Yeiyoo Botorr and yeiyoo-kiti, OleSupeyo, Nabaru, Minik, the enkamuratani and enkoiboni. Parsimei Ole KaeloHe is the husband to Mama Milanoi and father to Taiyo and Resian. He is a retrenched20commercial manager of Agribix Limited Company situated in Nakuru. StrictAs the bread winner of the family and a senior officer at the work place Kaelo developsa strict character. As the novel begins, he is reprimanding the loaders of a lorry p.1 . Hedenies Taiyo permission to travel to Mombasa with other young men and women toattend an extravaganza. He thinks Taiyo s exposure to music extravaganza wouldmake her a harlot p.45 . Taiyo tells Resian they hurry to the lorry before father spoilstheir day with his sharp tongue p. 5 . He also denies Resian a chance to go to theuniversity saying her education is enough yet his aim is to enjoy the money p.207 . Heterms Resian as stupid and myopic for insisting on going to school. P.207 . Hisdaughters fear to report the heinous incident when they are accosted by a callous youngman p.20 . When he is away, the house is joyous and comfortable. P.35 . The momentResian sees him, she becomes clumsy and breaks a glass p.40 . During thehomecoming ceremony, he sends a corrosive glance at Taiyo when Joseph approachesher. P.48 ."}
{"text": "The momentResian sees him, she becomes clumsy and breaks a glass p.40 . During thehomecoming ceremony, he sends a corrosive glance at Taiyo when Joseph approachesher. P.48 . When their father comes at the sitting room, Taiyo and Resian disappear tothe kitchen p.69 Commanding short temperedHe commands the loaders violently p.1 .Taiyo knew the sting of her father s tongue. P.1 When a lorry breaks down during relocation, he fuses, curses and muttersexpletives p.10 .When Resian becomes clumsy and almost breaks the glass he winces,grimaces and struggles to control himself p 40 .When mama Milanoi shows herdilemma about whether the girls should be circumcised or not, Kaelo commands, Youmust immediately start counseling the girls p.61 . After Supeyo fails to take him toOloisudori, he gets very annoyed. He shouted in a thunderous booming voice p.46 . Onlearning that her girls were accosted he takes a sword and froths trembling p.147 .Hefuriously pursues the men who had accosted his daughters p.159 .HatefulHe detests Resian from the moment she is born. When she shows early signs ofmaturity he declares to himself the earlier we disposed of her, the better p.10 . This21clearly shows his disregard to his own blood. Mama Milanoi attests that Kaelo hadscolded and bullied her like half-witted child p.29 . He wonders where in the world theyfetched that awkward, overblown, stupid Resian. P.40 . When they make an accidentwith Resian at the door he curses, Have you run amok? P.96 . This is a disregard ofthe delicate emotional little girl. He brutally slaps Resian for not co-operating withOloisudori p.209 He gets dowry from Oloisudori without even informing his daughters p.209 .This is great disregard to Resian for she is the one expected to be in themarriage yet he does not inform her that he has picked dowry. HardworkingKaelo remembers how while young he worked himself to the bone preparing for hisfuture p.8 ."}
{"text": "When they make an accidentwith Resian at the door he curses, Have you run amok? P.96 . This is a disregard ofthe delicate emotional little girl. He brutally slaps Resian for not co-operating withOloisudori p.209 He gets dowry from Oloisudori without even informing his daughters p.209 .This is great disregard to Resian for she is the one expected to be in themarriage yet he does not inform her that he has picked dowry. HardworkingKaelo remembers how while young he worked himself to the bone preparing for hisfuture p.8 . He believes the way to the stars is hard work p.8 . Hard work had seenhim through the ranks from a clerk to the coveted position of a manager p.9 . Hesucceeds in whatever he puts his hands in p.29 . He goes to Nakuru to work andreturns to Nasila with wealth p.38 . While organizing for the homecoming event, hewakes up at cock crow. Mama Milanoi informs Yeiyo-Botorr that Kaelo is hard-workingand that Taiyo resembles him p.76 .SexistA sexist person is that who discriminates on grounds of sex. Right from the time Resianis born, he detests her for she is not male. It is unfair for a child is always innocent. Inthis case she did not participate in her birth. He uses abusive language on Resian mostof the time. He instructs Joseph to coach her girls on traditional dances. Resian arguesthat if they were males their father would not have got them a trainer. It had been hisprayer to get at least three boys p.9 .Chauvinistic egocentricTaiyo is his pride. When she is born, Kaelo proofs his fatherhood p.10 . But when hegets the second girl, he is disappointed. He detests Resian since then p.10 . When hesees Joseph talking to her daughter, he refers her to Mama Milanoi s daughter p .48 yet we know she belongs to both her father and mother but since he considers thegesture embarrassing he does not wish to be associated with her. He talks to her22daughter through their mother p.69 .this is because his gloated manly feeling cannotallow him to address a young girl."}
{"text": "He detests Resian since then p.10 . When hesees Joseph talking to her daughter, he refers her to Mama Milanoi s daughter p .48 yet we know she belongs to both her father and mother but since he considers thegesture embarrassing he does not wish to be associated with her. He talks to her22daughter through their mother p.69 .this is because his gloated manly feeling cannotallow him to address a young girl. He stays for long time without relaying criticalinformation like the intention by Oloisudori to marry one of his daughters p.114 . Sinceshe is a woman and her decisions are not necessary, he first weighs the issueindependently. EnterprisingHis mentor is Ole Supeyo p.20 who is a serious businessman in cattle trading. Heowns a pick up for business p.22 . Plans to open the shop at the onset of rains p.24 .He is about to sign a four-year s contract with the government through Oloisudori. P.24 .His mother-in-law is happy to get a son in law who is a businessman p.28 .GreedyEven after being warned by Supeyo against the corrupt Oloisudori, Kaelo insists ondealing with him due to financial gains. He views the warning as envy on the part ofSupeyo p.26 .Because of greed, he becomes a sycophantic follower of Oloisudori. This makes him mention reckless statements like There is nothing that he ought to bedenied in this home p.98 .He chooses to deal with Oloisudori the criminal due togreed p.109 . He wishes to deal with the wealthy. P.109 . He does not care the meansof getting wealthy p.111 . He takes dowry for his two daughters even when they wantto join university p.111 .ModernHe tells off his brother when elders send him to tell him to marry other wives and getmore children and sons. He says polygamy is archaic. He has only one wife and twodaughters even when men have many wives and many children. He builds a modernstone house for his family with red tiles p.27 . His shop in Nasila is also furnishedtastefully to attract high-class customers. TraitorousThough a parent to Resian and Taiyo he betrays them."}
{"text": "He has only one wife and twodaughters even when men have many wives and many children. He builds a modernstone house for his family with red tiles p.27 . His shop in Nasila is also furnishedtastefully to attract high-class customers. TraitorousThough a parent to Resian and Taiyo he betrays them. He does not provide parentallove as he ought to. He does not support university education for his daughters and hesupports their early marriage. He also supports their FGM so that he can receive dowry23and safeguard his businesses. PatrioticDuring the homecoming ceremony, he swears never again will he Live away from Nasilanor abandon its culture p.40 . The twin sub clans of Ilmolelian Itoorasha Kiheji andLelema will always be like two chambers of his heart. P.40 . He calls Joseph to trainTaiyo and Resian Maa dance and culture p.121 .AlienatedHe had got detached from Nasila life for many years. He has to hold a homecomingceremony. P.37 . It is now thirty years since he left Nasila for Nakuru. He seems toembrace more of the modern culture than the traditional one. This makes him embracethe likes of OloisudoriPerfectionist MeticulousHe made sure that their furniture was loaded as fittingly as possible so that it does notbreak on the way p.14 .He organizes a homecoming party without fault p. 37 . Heincludes guests from all the five clans p 37 .IronicalWhen elders send Simiren to tell him to be polygamous, he dismisses polygamy asarchaic yet later he encourages FGM on her daughters p.13 , which is equally anegative traditional cultural practice. StoicEven when he is retrenched, he goes about the sudden news without physically showinghe is beaten. He views the new change as an inevitability p.7 . When Resian runs andleaves Oloisudori at home on reaching the shop, Kaelo attempts not to show his greatfury to the girl. When asked about university studies he answers stoically, I decided Iam not sending you there p.207 .StubbornHe stubbornly denies his daughters a chance to study at the university. Taiyo comments You know the stubbornness of father p. 4 ."}
{"text": "When asked about university studies he answers stoically, I decided Iam not sending you there p.207 .StubbornHe stubbornly denies his daughters a chance to study at the university. Taiyo comments You know the stubbornness of father p. 4 . 24SycophanticWhen Oloisudori visits, Kaelo stands in order to please him. P.177 . He seems to beworshipping riches and wealth. JealousHe is hurt because Simiren is more appreciated and considered as the cultural leader ofthe Kaelo s p.9 .Dependable TrustworthyOle Supeyo trusts him. He would entrust him to count his money p.4 . Milanoi sparents find him a dependable protector p.29 .CorruptHe is well versed with the murky business of the underworld. P.23 . He is about to signa four-year s contract with the government through the help of the corrupt Oloisudori p.25 .Foresighted plannerMama Milanoi expresses this fact on p.29 in a flashback. He planned homecomingceremony meticulously p.37 . He tells Joseph that he had planned his future life whenhe was young p.70 .ResponsibleMama Milanoi attests to the fact that Kaelo is responsible p.28 . She says since hemarried her he has always provided for the family. LovingMama Milanoi confirms this trait p.29 . He calls her Lanoo-ai-nayorr an intimateexpression p.30 . Taiyo is his favorite daughter p.111 .The role of Kaelo is to anchor the themes of patriarchy, culture, FGM, greed amongothers. He is useful in development of other characters especially Taiyo, Resian, MamaMilanoi and Oloisudori. The writer uses him to create flashbacks and his retrenchmenthelps in developing the novel s plot. 25TaiyoShe is sister to Resian and daughter to Kaelo and Mama Milanoi. IntelligentShe understands her father well p.1 ."}
{"text": "He is useful in development of other characters especially Taiyo, Resian, MamaMilanoi and Oloisudori. The writer uses him to create flashbacks and his retrenchmenthelps in developing the novel s plot. 25TaiyoShe is sister to Resian and daughter to Kaelo and Mama Milanoi. IntelligentShe understands her father well p.1 . For example she knows when he is not in the rightmood to be spoken to. She knows he does not like having his plans delayed. Sheobserves intelligently that culture and traditions are never static but by being dynamic,culture sheds off aspects that are irrelevant p.127 .SympatheticShe sympathizes with the loaders who are receiving stern instructions from Kaelo herfather. P.1 She had made it her duty to mop her young sister s tears, sooth her angerand gently reassure her when shaken p.34 .At the homecoming ceremony shesympathizes with the old man who struggles with meat with little success p.50 . Shelater comes to know he is Ole Musanka, a religious leader. She brings alternative softfood to him. Bold DaringTo the knobkerrie carrying young man she demands. Let go of my hand. She vows tofight F.G.M even when Nasila culture and her father promote it p.88 . She declaresopenly to Joseph that she has fallen in love with him. She does not give a hoot aboutit. P.129 . She boldly visits Joseph s house even when it is a risky affair p.130 . Shethinks boldly that their relationship with Joseph must remain even if it means relocatingto Tanzania and becoming people of undefined culture p.136 . The attack by callousyoung men strengthens her resolve p.143 .LovingShe loves Joseph. This is even after being warned against having a relationship withhim by the father p.71 . She is infatuated and makes him a confidante. She says If byloving you I offend the sensibilities of Nasila then let me offend them and face theconsequences of doing so. P.133 ."}
{"text": "This is even after being warned against having a relationship withhim by the father p.71 . She is infatuated and makes him a confidante. She says If byloving you I offend the sensibilities of Nasila then let me offend them and face theconsequences of doing so. P.133 . She sacrifices to go and see Resian so that Resianmay eat when her mother lies to her that Resian has gone on a hunger strike p.272 .Emotional26At the time they are leaving Nakuru for Nasila, Taiyo sheds tears p.6, p.2 . This showsthe intimate relationship she has had with this town. She is not ready to let go of thetown. She could also be afraid of relocating to a rural town. She is not willing to partwith her boyfriend from Nakuru, Lenjir p.3 . When she realizes her relationship withJoseph Parmuat is highly hindered by traditions, she weeps herself dry p.56 .ResponsibleShe holds Resian s cheek and registers that she has been devoted to her sister sincethey were in nursery school p.34 . She takes a lot of time before broaching the issue ofgoing to university for she seeks an apt opportunity p.54 . Kaelo tells Joseph that thegirls are intelligent but require cultural studies p.70 .She responsibly and carefullyprepares delicious meals p.75 . She advises Joseph that they keep a clandestinerelationship and then reveal it later so as not to hurt Papaai p.134 . She advises Resiannot to be left alone in the house with Oloisudori p.197 .AlienatedShe feels estranged for she has never visited Nasila before in her lifetime therefore shelacks basics of Nasila culture p.70 . She chooses to fall in love with Joseph even whenthe culture does not allow. This is because she is ignorant and alienated of the culture. She finds it hard to cope with Nasila culture at first. During the dance she takes a lot oftime watching for she has no dancing skills of Nasila dances. She has to be trainedtraditional dances and culture by Joseph. StubbornShe stubbornly puts up a spirited struggle but later the battle is lost. This is when sheinsists on attending an extravaganza at Mombasa but her father denies her permission p.2 ."}
{"text": "During the dance she takes a lot oftime watching for she has no dancing skills of Nasila dances. She has to be trainedtraditional dances and culture by Joseph. StubbornShe stubbornly puts up a spirited struggle but later the battle is lost. This is when sheinsists on attending an extravaganza at Mombasa but her father denies her permission p.2 . She stubbornly falls in love with Joseph p.133 .SociableWhile in Nakuru, with Resian they always stand at the window every Sunday before theygo to church p.2 . With Resian, they discuss petty issues like they observe that two outof four aunts are pregnant p.18 .Together with Resian they mingle with women folk andgirls of Nasila and learn a lot p.36 . 27OptimisticShe hopes that the new shop will succeed. She says Nasila is an Agricultural area andfertilizer and other inputs will be in high demand p.4 . She hopes one day they will go toEgerton University p.4 .AssertiveShe tells the young man who accosts them We are not the kind of women you have inmind. P.19 . With Resian, while in the ranch they declare never to be subservient totheir male counterparts P.277 .HardworkingOn arriving in their new house at Nasila, Taiyo works to exhaustion even when Resian isjust reading books p.32 .FlexibleWith Resian, they adapt to Nasila s lifestyle and easily get used to welcomingimpromptu visitors like Olarinkoi p.35 .Her role in the novel in the novel is essential in developing the character of Resian. It isthrough her that we understand the character of Resian as assertive and committed tofemale empowerment. ResianShe is sister to Taiyo and daughter to Kaelo and Mama Milanoi. Inquisitive KeenShe inquisitively questions the chances of her father s new shop picking up p.3 .Shequestions on the rivalry and apprehension between the four houses of her uncle. P.16 .She interrogates and observes that Kaelo s cheerfulness has decreased after meetingOloisudori p.120 . She questions Olarinkoi s sincerity about taking her to the ranch p.217 . 28CriticalShe questions why her father sought Joseph to be their teacher of culture Why not agirl p.73 ."}
{"text": "P.16 .She interrogates and observes that Kaelo s cheerfulness has decreased after meetingOloisudori p.120 . She questions Olarinkoi s sincerity about taking her to the ranch p.217 . 28CriticalShe questions why her father sought Joseph to be their teacher of culture Why not agirl p.73 . She observes that the arrangement is favoring men. That Joseph is toprepare them to be suitable wives to their husbands p.73 . When mother tries toexplain FGM to her, she dismisses it as a myth created by men to oppress women p.90 . She critically observes FGM to be useless in the current times p.91 . She fails tosee any difference between the ancient Ilarinkon from the current Ilarinkon p.91 . Shequestions the intruding tendency by Nasilan s into their house p.91 . She initiallyquestions the significance of Kaelo Oloisudori relationship p.98 .Firm Determined ResoluteEven when told of their new shop she clearly says she does not want to work in theshop but to go to Egerton University. She does not just want to go to a university butEgerton University where she will take veterinary science and become a veterinarydoctor p.4 .When she is told by Taiyo that she will have a right to have as manychildren as she wishes she answers immediately saying, I don t want to be a parent. Atleast not in the foreseeable future p.18 . She adds, I want to study. She resolves toface the callous Oloisudori firmly p.200 .Even when she is beaten and denied achance to join University by her father, she does not lose hope but still focuses on goingto the university p.211 .She reminds herself when the lorry breaks down beforereaching the ranch that she will not allow other people to sway her from her chartedcourse p.256 . It should be noted that Resian s decision to go to Egerton Universitybegan when with Taiyo and her father visited agricultural show. From that time shestuck to the goal till came to fruition. BoldOn reaching Nasila, with Taiyo they manage to walk around even when they are notfamiliar with the environment p.17 ."}
{"text": "She adds, I want to study. She resolves toface the callous Oloisudori firmly p.200 .Even when she is beaten and denied achance to join University by her father, she does not lose hope but still focuses on goingto the university p.211 .She reminds herself when the lorry breaks down beforereaching the ranch that she will not allow other people to sway her from her chartedcourse p.256 . It should be noted that Resian s decision to go to Egerton Universitybegan when with Taiyo and her father visited agricultural show. From that time shestuck to the goal till came to fruition. BoldOn reaching Nasila, with Taiyo they manage to walk around even when they are notfamiliar with the environment p.17 . She asks her mother directly into her eyes, what isthe purpose of FGM today? P.90 . She openly and boldly says she will not allow earlymarriage to occur in her life p.129 . She does not easily agree when told by her fatherthat she is to wait for Oloisudori and three guests to cook for them p.171 . She comesup with a risky plan of humiliating Oloisudori p.195 . She is most attracted to bold29personalities like Minik and Prof. Wangari Maathai p.250 . Nabaru confirms to us thatResian is a brave girl p.253 . Resian inspires the old lady Nabaru with her boldness sothat she walks a long distance to organize for a lorry to take them to the ranch. Dr. Minikcongratulates Resian for being firm and boldly resisting FGM p.264 .AssertiveWhen they are accosted with Taiyo by knobkerrie welding young man she hisses, Leavemy sister alone. P.19 . She strongly declares that she would rather live in the noisiestplace than near a vagabond with intention of mutilating her p.33 . She feels Joseph slessons are taking her to the Stone Age era p.72 . She detests Joseph s teachings onculture and insists she will be taught universal content at the university p.73 . MamaMilanoi thinks of her as a hard nut to crack for she knew her rights p.118 ."}
{"text": "She feels Joseph slessons are taking her to the Stone Age era p.72 . She detests Joseph s teachings onculture and insists she will be taught universal content at the university p.73 . MamaMilanoi thinks of her as a hard nut to crack for she knew her rights p.118 . She knowsOloisudori will not have a walkover on the issue of marriage p.118 . She observes thatNasila culture must soon shed off F.G.M and assertively notes that there are no twoways about it p.128 .AggressiveShe bites the thumb of Olarinkoi when he attempts to rape her p.22 . In a dream, shetells the old enkamuratani that she will never circumcise again. She twists her handthat is holding the Olmurunya mercilessly p.245 . She descends on the mono eyedwitch like a ferocious leopard and disfigures her face. She batters her mono eye p.245 .Resian hits the witch on the head like a snake. The witch sprawls flat on the ground p.245 . All these happen in a dream. ResentfulShe instinctively detects the absence of love from her father. She grows sullen,bewildered and resentful p.10 . She resents Oloisudori s ill-motive and therefore tellshim off when he visits and insists that she should serve him p.205 . She resentfullyasks what is wrong with being born a woman. P.205 . She contemplates suicide afterher plan to go to the university is cancelled by her father p.210 .RemorsefulWhen she becomes clumsy and almost breaks the glass she apologizes to her father30 p.40 . When chided by her mother against using rude words towards Oloisudori andyeiyo-botorr, she apologizes p.94 . When she learns Oloisudori is heart she says sorry P.95 .Visionary AmbitiousShe has a dream of being called Dr. Resian Kaelo P.94 . She is always reading booksso as to keep her ambition alive p.135 ."}
{"text": "When she learns Oloisudori is heart she says sorry P.95 .Visionary AmbitiousShe has a dream of being called Dr. Resian Kaelo P.94 . She is always reading booksso as to keep her ambition alive p.135 . When Kaelo tells her with finality that she is notjoining university, she screams like one possessed with demented spirits p.209 .ObservantShe observes that her uncle s four houses have rivalry and apprehension amongstthemselves. She observes that two of the four aunts are pregnant p.18 . Sheinterestingly observes that there is always a scramble for girls to marry in Nasila p.128 .She observes that the doors are well locked p.138 . Lastly, she observes that the termchildren always referred to girls in the Maa culture p.175 .PessimisticAt time she lacks hope. This is partly contributed by her father who disliked her rightfrom her birth. Mama Milanoi observes that Resian is in a pessimistic mood most of thetimes p.29 . She hopes for the worst in their new house and requests Taiyo to pleadwith father so that they can go to university for studies and security p.33 .Persuasive PersistentShe persuades Taiyo to plead with Kaelo her father to take them for university studies p.5 .She does not change her stand. She always asks Taiyo whether she has talked to fatherabout their university education p.89 . She persuades the young man accosting themnot to harm them, Taiyo Resian p.18 .Sarcastic Wiser indeed! Jeered Resian. P.72 .She mocks her father s words that Joseph willteach them. When asked by her father why she has left her guest Oloisudori alone inthe house, she sarcastically answers, I left him at home enjoying his tea and pancakes 31 p.206 .JealousShe fears Taiyo s attraction to Joseph may lower her attention to her Resian p.49 .She declares to hate anyone who comes in between her and her sister p.49 . She is notready to be abandoned by Taiyo as she falls in love with Joseph p.72 .LazyIn their new house, even when there are many duties to be done, she chooses to read abook p.32 ."}
{"text": "P.72 .She mocks her father s words that Joseph willteach them. When asked by her father why she has left her guest Oloisudori alone inthe house, she sarcastically answers, I left him at home enjoying his tea and pancakes 31 p.206 .JealousShe fears Taiyo s attraction to Joseph may lower her attention to her Resian p.49 .She declares to hate anyone who comes in between her and her sister p.49 . She is notready to be abandoned by Taiyo as she falls in love with Joseph p.72 .LazyIn their new house, even when there are many duties to be done, she chooses to read abook p.32 . She tosses into the bed and declares that, my body belongs to me. P.33 .Kaelo comments that she is lazy like an overfed lizard after comparing her with theindustrious Taiyo p.64 .DefiantShe said in a defiant voice that she has no problem with adding knowledge but nottraditional knowledge p.76 . Resian does not wish to please male counterparts p.77 .She is mad at Olarinkoi who is always doing nothing in the house p.77 .OptimisticShe constantly hopes that one day she will join university p.89 . She imagines herselfalready admitted at the university and walking majestically p.89 .SecretiveShe agrees that they should not inform the father about the incident when they areaccosted by a callous young man p.20 .Resian s role in the novel as a protagonist is critical. The author uses her to drive centralthemes like FGM, female assertiveness and determination. She compliments Taiyo herelder sister and a confidante. She also immensely develops dialogue as a style as wellas the plot of the novel. Mama Jane MilanoiShe is the wife to Kaelo and mother to Taiyo and Resian. Meek SubmissiveShe says she did not resist Kaelo s marriage for traditions did not allow any resistance32 p.2 . She prays God to open her womb so that she can bear a son for Kaelo p.29 .When she is taken to her new house she exclaims, Father of all creation! P.30 ."}
{"text": "She compliments Taiyo herelder sister and a confidante. She also immensely develops dialogue as a style as wellas the plot of the novel. Mama Jane MilanoiShe is the wife to Kaelo and mother to Taiyo and Resian. Meek SubmissiveShe says she did not resist Kaelo s marriage for traditions did not allow any resistance32 p.2 . She prays God to open her womb so that she can bear a son for Kaelo p.29 .When she is taken to her new house she exclaims, Father of all creation! P.30 . WhenTaiyo requests her to allow Joseph Parmuat to come and coach her on traditionaldances, she fears saying that s your father s territory. P.56 . She fears to broach thesubject of circumcision of her daughters. P.61 . She is disturbed by Resian when she Resian uses harsh words on Oloisudori p.94 .She knows very little about her husbandfor he is a man p.95 . She honors her husband s visitor and his friends p.179 . Sheburns rice as she is afraid of Kaelo after Oloisudori has just left p.104 .ReligiousBefore embarking on their journey to Nasila, she leads in prayers. Kaelo first spottedher at a church service at Nasila p.9 . She is to join women in ancestral prayers andsongs of praise, a prayer for exhorting God to open women s wombs so that she canbear a son for Kaelo p.29 .CautiousShe cautions Taiyo and Resian against strangers who might take advantage of theirunfamiliarity with Nasila. P.17 . She wishes to care for her children although she fearsNasila people for their intolerance p.30 . She is torn between her love for Nasila cultureand that for her daughters as well as her dutiful role of a faithful and obedient wife. P.61 . That is why she takes the subject of FGM cautiously. LovingShe loves and cares for her daughters. She is worried by the FGM that is to beconducted on them p.61 . On learning that Oloisudori intends to marry one of herdaughters she cries with pain. P.113 ."}
{"text": "She is worried by the FGM that is to beconducted on them p.61 . On learning that Oloisudori intends to marry one of herdaughters she cries with pain. P.113 . Like a woman in labour, the story about sellingResian to Oloisudori highly hurts her p.193 .Evasive ElusiveShe avoids the girls demand to be taken to university p.8 . Even when the girls makethis request she lingers. Mama Milanoi as a character is important in addressing the issue of women33subjugation by men in the patriarchal Maa community. The novelist uses her todemonstrate how women occupy a lowly position in the family. Dialogue and flashbackas stylistic devices are used by the novelist through her. She is also used to address theissue of religion in the novel. TraitorousHer daughters expect her to voice their requests to their strict father but shedisappoints them on the issue. The girls also expect the mother to side with them onthe idea of FGM so that they do not undergo the cut but instead she supports theircircumcision and keeps quiet about the arranged marriage of her daughters andOloisudori even when she notes the gender disparity and the girls relentless desire toacquire university education. Uncle Simiren KaeloHe is the younger brother to Kaelo, uncle to Taiyo and Resian and brother in-law toMama Milanoi. ResponsibleFor thirty years, Parsimei Ole Kaelo has been away and during this time Simiren hasacted as the head of the Kaelo family p.11 . He ran all kinds of errands for his brother p.12 . He purchases livestock for him p.12 . He also sells cattle for him p.12 . Heparticipates in the construction of Kaelo s two buildings p.12 . He always passes anycritical information to him and keeps him updated on what is happening in Nasila. Anapt example is when elders show displeasure in his monogamous state p.13 .Humble peaceful There had never been any rivalry between him and his brother ever since they wereyoung p.12 . He has always accepted his position to be subordinate p. 12 . Evenwhen he has four wives and sixteen children while his brother has only one wife and twochildren he remains humble p.12 ."}
{"text": "He has always accepted his position to be subordinate p. 12 . Evenwhen he has four wives and sixteen children while his brother has only one wife and twochildren he remains humble p.12 . When Ole Kaelo returns to Nasila, he humblyexpects that Kaelo will take up his role as the eldest brother p.12 When Kaelo getsenraged after he Simiren relays elders concerns to him Kaelo on their stand onpolygamy, he does not argue with his brother p.13 . 34HospitableHe jovially welcomes the Kaelo s; his brother s family, back home from Nakuru wherethey have stayed for around thirty years. Traditional ConservativeHe represents his brother during ritual and practices such as girls initiation, boys circumcision etc. P.11, 12 .The novelist uses Simiren to show the positive aspects of the Maa culture. Humility,generosity, responsibility and hospitality are emphasized. He makes it possible forKaelo to have a smooth transition to Nasila before and during the migration. Yeiyo-BotorrShe is the first wife of Simiren, and aunt to Taiyo and Resian. She is accorded moreroles in the family and has an obligation of leading the co-wives. In Simiren s house, sheis the eldest wife of the four wives. Conservative SuperstitiousShe thinks of Resian as a mad girl when she speaks ill about the lazy Olarinkoi. Shecannot bear an argument about female freedom and assertiveness P.77 . She believesResian has a bad spirit because she is not circumcised p.78 .Yeiyo-botorr is used bythe novelist to lay ground for polygamy in a Maa family. She is used to show cohesion ina traditional polygamous family. ResponsibleShe introduces the other women to visitors p.16 .SincereWhen she finds Taiyo and Resian doing house chores she genuinely praises them p.76 .Soin Ole SupeyoHe is a respected elder of Ilmolelian clan, a longtime friend to Ole Kaelo as well as hismentor. HonestHe honestly tells Ole Kaelo how much corrupt Oloisudori is and warns him sarcastically35against him p.26 ."}
{"text": "Shecannot bear an argument about female freedom and assertiveness P.77 . She believesResian has a bad spirit because she is not circumcised p.78 .Yeiyo-botorr is used bythe novelist to lay ground for polygamy in a Maa family. She is used to show cohesion ina traditional polygamous family. ResponsibleShe introduces the other women to visitors p.16 .SincereWhen she finds Taiyo and Resian doing house chores she genuinely praises them p.76 .Soin Ole SupeyoHe is a respected elder of Ilmolelian clan, a longtime friend to Ole Kaelo as well as hismentor. HonestHe honestly tells Ole Kaelo how much corrupt Oloisudori is and warns him sarcastically35against him p.26 . He advises Kaelo to be careful with Oloisudori p.26 . He also warnsKaelo against Oloisudori s immoral behavior by telling him to ensure he keeps hisdaughters away from him p.26 .SarcasticHe uses sarcastic remarks on Kaelo aiming at hurting him. Supeyo said, scornful smiletwisting his lips. P.26 Emakererei Minik ene NkoitoiShe is a doctor of veterinary science, manager of a big ranch and a crusader againstFGM. She is the mentor to Taiyo and Resian. She is the manager of a ranch and aveterinary expert. BoldThough she is hated very much in Nasila, she champions freedom of females andcrusades against F.G.M and early marriages p.62. She boldly tells Oloisudori that noneof the girls would leave the ranch p.283 . She looks boldly into Oloisudori s eyes p.283 .She visits Ole Supeyo s homestead to persuade him not to circumcise hisdaughter p.22 .She orders Oloisudori to leave the ranch for his own safety and thesafety of his expensive machines p.283 . She refuse to comply with his demand to begiven either Resian or Taiyo. AuthoritativeShe orders the driver to take delivery notes to the office p.254 . Resian observes that Dr.Minik Nkoitoi has an authoritative aura like of a principal in a high school p.259 ."}
{"text": "She looks boldly into Oloisudori s eyes p.283 .She visits Ole Supeyo s homestead to persuade him not to circumcise hisdaughter p.22 .She orders Oloisudori to leave the ranch for his own safety and thesafety of his expensive machines p.283 . She refuse to comply with his demand to begiven either Resian or Taiyo. AuthoritativeShe orders the driver to take delivery notes to the office p.254 . Resian observes that Dr.Minik Nkoitoi has an authoritative aura like of a principal in a high school p.259 . Sheauthoritatively makes it clear that Oloisudori and his group did not have a right toreceive any invitation letter to the party p.282 .She advises Oloisudori to leave theranch in an angry tone p.283 .Generous HelpfulShe helps Resian and Taiyo get admission letters to Egerton University. She givesResian a house and a job in the Ranch and saves Taiyo from her circumcisers. Sheholds a party for the two girls before they go to the university p.280 .Educated liberatedMama Milanoi says she had gone to Makerere University in Uganda p.61 . She36manages a vast ranch which requires a lot of expertise. Loving WarmShe holds Resian on her shoulder and speaks to her calmly p.259 . She chooses toaddress Nabaru instead of Resian directly. P.262 . She develops a warm relationshipwith Resian p.267 .ConvincingShe convinces Nabaru that FGM is wasteful to females and Nabaru changes herposition towards FGM p.263 .SympatheticShe feels sad when she sees a traumatized girl; she feels bitter bile sizzle inside herselfand burn in her heart p.269 .CourteousThe narrator comments about her courteous character when she calls the girls for theadmission letters p.279 .Minik is important to the novel for she is the agent of education, female empowermentas well as crusader of women freedom. Without her, the novelist cannot address thecentral issue of FGM in the novel."}
{"text": "P.262 . She develops a warm relationshipwith Resian p.267 .ConvincingShe convinces Nabaru that FGM is wasteful to females and Nabaru changes herposition towards FGM p.263 .SympatheticShe feels sad when she sees a traumatized girl; she feels bitter bile sizzle inside herselfand burn in her heart p.269 .CourteousThe narrator comments about her courteous character when she calls the girls for theadmission letters p.279 .Minik is important to the novel for she is the agent of education, female empowermentas well as crusader of women freedom. Without her, the novelist cannot address thecentral issue of FGM in the novel. The last section of the novel takes place at the ranchand therefore she contributes significantly to plot development. Edward Oloisudori LoonkiyaaHe is a close friend to Ole Kaelo and a jack of all trades. ImmoralSupeyo warns Kaelo to keep his daughters away from him terming him as a randy hegoat. His initial plan was to extort Kaelo but on noticing the two girls he changes hismind. P.112 . Resian certainly felt the fingers of his lifted hand graze the fullness of herbreast p.93 . While in Kaelo s house, Oloisudori s eyes drop from face to Resian sbosom p.203 . Kaelo is advised to keep off his daughters from him. CunningHe brings gifts to the girls without telling them he is also paying their dowry p.179 . Heentices Resian and Taiyo s parents by taking them for a visit in his own homestead p. 37186 . Ole Kaelo had even earlier reported to Oloisudori that girls are reporting at theUniversity but instead he plans to marry them p.187 . He ensnares Taiyo and Resianlike antelopes p.192 . He schemes a plan of grabbing Resian to be his wife p.200 .CorruptSupeyo states clearly that Oloisudori s corrupt nature is known by everybody in Nasila. Joseph refers to him as a monster p.100 . He also describes him as a shadowy figure p.100 and extortionist p.101 ."}
{"text": "He ensnares Taiyo and Resianlike antelopes p.192 . He schemes a plan of grabbing Resian to be his wife p.200 .CorruptSupeyo states clearly that Oloisudori s corrupt nature is known by everybody in Nasila. Joseph refers to him as a monster p.100 . He also describes him as a shadowy figure p.100 and extortionist p.101 . He takes part in hunting elephants and rhinos p.236 .AuthoritativeHe authoritatively asks where Kaelo is p.92 . He authoritatively states that Resian is hiswife p.204 and that only death can part them p.204 .Cynical SarcasticHe tells Kaelo, that he is interested in his girl, Resian and his friend is interested in Taiyobluntly p.110 .He instructs that only Resian should cook for him and three guests p.69 . He tells Kaelo, I would like to relieve you of your two daughters p.110 .SadisticWhen Resian tells him off he laughs sadistically. P.205 . Resian tells Oloisudori that heis stark mad for thinking she is her wife. In response to this, Oloisudori laughs softly. This shows he derives pleasure from her displeasure. Oloisudori is essential in the novel for he helps in creation of the theme of materialism greed. The author uses him to create irony as a stylistic device. Joseph ParmuatHe is a teacher in primary school and trainer of Taiyo and Resian on traditional dances. He is in love with Taiyo but traditions restrain the relationship. BoldHe openly tells Taiyo and Resian that he will join them to fight FGM even when theenvironment is not friendly p.88 . He describes himself as a fish that had jumped out ofwater on verge of death This is when his relationship with Taiyo inclines to intimacy p.136 . 38DependableMama Milanoi corrects Kaelo s thinking by informing him that Joseph is the finest anddependable young man of Nasila p.48 .She does not disappoint Taiyo s parents p.132 .LovingOn meeting Taiyo, he falls in love with her."}
{"text": "The author uses him to create irony as a stylistic device. Joseph ParmuatHe is a teacher in primary school and trainer of Taiyo and Resian on traditional dances. He is in love with Taiyo but traditions restrain the relationship. BoldHe openly tells Taiyo and Resian that he will join them to fight FGM even when theenvironment is not friendly p.88 . He describes himself as a fish that had jumped out ofwater on verge of death This is when his relationship with Taiyo inclines to intimacy p.136 . 38DependableMama Milanoi corrects Kaelo s thinking by informing him that Joseph is the finest anddependable young man of Nasila p.48 .She does not disappoint Taiyo s parents p.132 .LovingOn meeting Taiyo, he falls in love with her. He promises to visit her the following dayand also coach her on traditional dance if allowed by Taiyo s father. CautiousIn dealing with Kaelo s two girls, he is cautious of Nasila culture and respects hisparents. P.122 . He is alert so that with Taiyo they do not begin a clandestinerelationship p.123 . He fears the condition of Intoiye nemengalana in the girls. Hecautiously weighs whether to fall in love with Taiyo and break his cultural law p.137 .He fears that the uncircumcised Taiyo may be wild and untamable. ResponsibleWhile dealing with Taiyo he always ensures that Resian is available p.124 . He followsKaelo closely to ensure the old man was safe during the errands of pursuing his girls molesters p.159 . He helps in the rescue of Taiyo from her circumcisers although hedies by being speared to death in the process. Intelligent InformedHe observes that Maa culture has already shed off some traditional practices likethrowing of the dead and the dying to hyenas, abandoning very old and terminally illpeople to animals. P.128 . He observes how Nasila culture is violent once itssensibilities are violated p.132 .PatrioticAlthough there is a strong wave of marrying Taiyo who is uncircumcised, he sticks tohis culture. He strongly feels that Nasila culture was the father and mother thatnurtured. P.137 . In this case he views the culture as that which nourishes themembers of the community."}
{"text": "He observes how Nasila culture is violent once itssensibilities are violated p.132 .PatrioticAlthough there is a strong wave of marrying Taiyo who is uncircumcised, he sticks tohis culture. He strongly feels that Nasila culture was the father and mother thatnurtured. P.137 . In this case he views the culture as that which nourishes themembers of the community. He resolves to decline her love p.136 . 39EducatedIn his house shelves are neatly packed with books. P.131 . He is a primary schoolteacher in Maasai land, an area with low education index. Joseph Parmuat s role is important in the novel. The novelist uses him to anchor thetheme of culture. He also helps in the emancipation of women through his sacrificetowards Taiyo s education. Old Ole MusankaHe is the old man who leads in blessing ceremony of Kaelo s during the homecomingceremony. ReligiousHe leads in blessings of the religious section of the Kaelo s homecoming function p.51 .He blesses Taiyo and prophetically says she will be a mother of the next leader ofNasila p.52 .WiseHe uses proverbs in his conversations. He describes Kaelo as a tiny strand of hair thathad been blown to show the insignificance of Kaelo compared to Maa culture p.51 .He interprets Maa culture to the crowd p.52 . Home is Maa, Home is Nasila, home isfamily and home is children p.52 .ConservativeHe warns Taiyo and Resian not to follow the teachings of Emakererei. He cursesEmakererei the wasp, may she go down with the setting sun! P.52 .Ole Musanka is animportant character in reinforcing the theme of religion as well as culture. His age andposition as an elder as well as a prophet make him stand a better position in religionand culture. He also signals future and hope in Taiyo through his prophecy. PatrioticHe advises Maa elders to cut loose the strings of alien culture from Ole Kaelo p.52 . 40OlarinkoiHe is the young Maasai man who stays at Kaelo s home."}
{"text": "His age andposition as an elder as well as a prophet make him stand a better position in religionand culture. He also signals future and hope in Taiyo through his prophecy. PatrioticHe advises Maa elders to cut loose the strings of alien culture from Ole Kaelo p.52 . 40OlarinkoiHe is the young Maasai man who stays at Kaelo s home. He is a suspicious characterand through him the novelist employs suspense. IntrudingHe intrudes into the affairs of the girls while in the house of Ole Kaelo p.74 . He is notknown by the Kaelo s yet he keeps coming to Kaelo s house. IndifferentHe directs his attention to the girl s parents and not the girls p.75 . While escaping withResian, they travel for a very long distance in silence p.127 .LazyHe is always dozing off at the sitting room or idling somewhere else p.77 . He does notbathe and stinks terribly p.240 .SecretiveHe occasionally brings bundles of food to Kaelo s P.79 . He knows the prophesy whichstates that he should marry Resian and keeps quiet about it as he waits for theopportune time. ProtectiveHe protects Resian from committing suicide after her father beats her and denies her achance to go for University studies p.210 . He rescues the girls from molestation bytwo young menMysteriousJoseph says Olarinkoi is a mystery p.80 and only four men know about him. But thefour always contradict in their facts about him p.81 .For example one says that hecomes from Polonga, 200 kilometers from Nasila p.80 .AbusiveHe uses caustic language p.211 . He uses very abusive language on Resian even aftershe is emotionally unstable p.217 . He calls Nabaru a filthy woman for escaping withResian p.249 .Rough Violent41On the day he abducts Resian, he goes drinking and comes late in the night kicking thedoor roughly p.221 .Beastly bitterHe rapes Resian while drunk p.221 . He promises to do something nasty to Nabaru incase she returns after taking Resian to the ranch. P.249 ."}
{"text": "He calls Nabaru a filthy woman for escaping withResian p.249 .Rough Violent41On the day he abducts Resian, he goes drinking and comes late in the night kicking thedoor roughly p.221 .Beastly bitterHe rapes Resian while drunk p.221 . He promises to do something nasty to Nabaru incase she returns after taking Resian to the ranch. P.249 . He strongly believes thatNabaru and Resian will be followed by a curse p.249 .Olarinkoi is important as far as suspense is concerned. The author uses him to createsuspense. He is used in the development of F.G.M as a theme as well as exploring thetheme of violence. NabaruShe is the old woman who takes care of Resian after she regains her consciousnessafter the rape ordeal done by Olarinkoi. Caring HelpfulShe encourages and cares for Resian until she regains her health p.225 . She promisesto give Resian account of what transpired when she lost her memory p.231 . She is theenkabaani who informs Resian of great secrets and even the prophecy p.232 . Shesaves the life of Resian. P.236 . She also becomes her confidant p.237 so that thetwo share a great deal. BoldShe travels a long distance in a rough terrain at night to search for a lorry to ferry Resianto the ranch p.253 .Independent mindedShe thinks it is none of enkoiboni s business to want to circumcise Resian while herparents were still alive p.238 . Her role is vital in showing the possibility of a femalehelping a fellow female in overcoming challenges of FGM. The author uses her todevelop dialogue as a major stylistic device in the novel. Olarinkoi s MotherShe is the old woman prophetess enkoiboni42ScaryShe looks like a witch and has ill motives p.227 . She has a single, red rimmed eye thatresembled a monster which is partly stone and partly human p.227 .Cynical WickedShe shows mockery and disregard to Resian. She abuses her for biting her son s thumb. She calls her names for being uncircumcised. She says Resian is not yet a womanbecause she is not circumcised p.228 ."}
{"text": "She has a single, red rimmed eye thatresembled a monster which is partly stone and partly human p.227 .Cynical WickedShe shows mockery and disregard to Resian. She abuses her for biting her son s thumb. She calls her names for being uncircumcised. She says Resian is not yet a womanbecause she is not circumcised p.228 . She shamelessly uncovers Resian s stomach tocheck whether she is pregnant p.235 .SarcasticShe remarks sarcastically, We have been trying to feed you from your bed with a silverspoon. This is not true for Resian was always treated roughly by the witch. P.228 . Shelaughs sarcastically. She mocks her for her father has money p.228 .ContemptuousShe has contempt for the rich corrupt people in the society p.236 . She feels politicalleaders and wealthy people in the country are responsible for the unequal distribution ofresources. In the novel, she represents women who are responsible for being stumbling blocks totheir fellow women in the society. She is used by the writer to bring out the theme ofwomen as enemies of themselves. Lebutu Lorry DriverMeekHe politely asks for more work from Dr. Minik p.254 . On their way to the ranch he usespolite language to address the two ladies. He is contrasted with the other driver whodrives a pick up earlier in the novel carrying Olarinkoi. 43CHAPTER THREETHEMESThemes are issues that are consistent in a creative work. They are sub categories orsub topics of the subject matter or the main idea in a work of art. They constitute theentire message the writer wishes to put across to his or her readers. Therefore, themesare the messages put across by a writer in a work of art. There are major and minorthemes. Major themes cut across the text and are the main ideas the writer intends topass to the readers. Minor themes are minor ideas which are still important in the text. POSITIVE NASILIAN CULTURE TRADITIONSCulture refers to the customs, habits and behaviors that characterize a society s,community s or nation s way of life. On the other hand, traditions form part of theculture of a people and are handed down from one generation to the next. Positive aspects of culture in Nasila are important in holding people together. There aremany aspects of Nasilian culture which are positive."}
{"text": "Minor themes are minor ideas which are still important in the text. POSITIVE NASILIAN CULTURE TRADITIONSCulture refers to the customs, habits and behaviors that characterize a society s,community s or nation s way of life. On the other hand, traditions form part of theculture of a people and are handed down from one generation to the next. Positive aspects of culture in Nasila are important in holding people together. There aremany aspects of Nasilian culture which are positive. The songs the young people andchildren sing during Ole Kaelo s homecoming ceremony attest to the rich Maa culture. The narrator says, From the children s performance, it was evident that the cherishedNasilian traditional dance would stand the test of time. P.44 . The writer says that theparty was full of pomp and gaiety. This is brought out by jewelry won by the guests suchas ivory, beads, coloured lesos, kangas and shukas p.47 , all attesting to the richcultural heritage of the Maa. Generosity as a virtue is seen in Simiren who invites allthose present in the party to savor his brother s lavish hospitality p.46 . Food anddrinks are served in generous measures to all those present p.47 . Ole Musanka, anelder who blesses Ole Kaelo s home, glorifies Maa s culture saying that it was the bloodand marrow that gave sustenance to the body p.51 . According to him, home is Maa,Nasila, family and children p.52 . His only problem is that he supports FGM, a culturalpractice that does not assist women in any way. When Resian and Taiyo go to stay at their uncle s place for some time, they witnesssome positive aspects of communal life and unity at their uncle s home. We are told44that, Life and work in that home was communal. Although each mother had her ownhouse and cooked her own food, all grown up daughters helped each one of them p.148 . There is well laid down chain of command with the first wife being the deputyto their uncle. There are hardly any disagreements and virtues of selflessness andsharing are emphasized p.149 . When Ole Kaelo s daughters are assaulted by two men,the communal way of life comes in handy. All Ilmolelian men join him in pursuing themen and meting punishment on them."}
{"text": "There are hardly any disagreements and virtues of selflessness andsharing are emphasized p.149 . When Ole Kaelo s daughters are assaulted by two men,the communal way of life comes in handy. All Ilmolelian men join him in pursuing themen and meting punishment on them. He is not left alone to deal with the matter. During Ole Kaelo s homecoming ceremony, young men and women from the clan worktogether to make the day successful. Ole Kaelo is touched after discovering thatbrotherhood, honour and selflessness still existed in Nasila and this makes him swearthat he would never abandon the culture of his people or live outside his clan p.40 .Nasila culture clearly defined relationships. The founder had intended that the culturewould regulate the lives of the people It charted out the way for everyone, from cradleto the grave. It defined relationships, it created laws that governed the ownership ofproperty and settled disputes. It did not discriminate, it did not favour anyone over theother, it gave everyone a chance to live a full life; it protected everyone within itsconfines and provided cleansing procedures for those who defiled it. It was simply acherished way of life for all the Maa people p.118 .Mama Milanoi appreciates Nasila culture which spares her nephew from death. She began to see the wisdom of the Maa founder who ensured that justice was alwaystempered with mercy p.163 . According to Nasila culture, if a man sought refugebetween the legs of an old man, he was to be spared despite the crime committed p.162 . Anybody who violates cultural values of Nasila culture is faced with laid downpunishment. Both Ntara Muyo and Lante who had attempted to rape Resian and Taiyoare forced to pay fines to the girls and their father and somehow, justice is done. Thetwo boys had been fined two heifers each and Ntara Muyo an extra heifer to coverthe shame that he had occasioned by accosting his own sister p.164 . Mama Milanoialso reminisces the old aspect of her culture which gave room for mass action in casesomebody misbehaved and went against the expected conduct. A case in point iswhere an old man got infatuated by a girl of fourteen years."}
{"text": "Both Ntara Muyo and Lante who had attempted to rape Resian and Taiyoare forced to pay fines to the girls and their father and somehow, justice is done. Thetwo boys had been fined two heifers each and Ntara Muyo an extra heifer to coverthe shame that he had occasioned by accosting his own sister p.164 . Mama Milanoialso reminisces the old aspect of her culture which gave room for mass action in casesomebody misbehaved and went against the expected conduct. A case in point iswhere an old man got infatuated by a girl of fourteen years. When women realized it,45they attacked the man, stripped him naked and beat him up to death. That served as adetractor to any other man who would harbor such intentions. Mama Milanoi wonderswhere such good aspects of Nasila culture had gone for they would shield her daughterfrom being forced to marry an old man like Oloisudori pp.115-117 .A girl was always protected from men with evil intentions. Girls were kept away frommale visitors in their homes and there was hardly any interaction between fathers anddaughters p.175 . The rich Maa culture has different types of love. There is elangatarewhere boys did anything possible to win girls admiration p.124 . The elangatare loveincluded feats by boys such as killing lions and defending people and their cattle fromtheir enemies. There is also patureishi type of love where a girl and a boy were allowedto have a love affair alongside the conventional love. Such boys were the darlings of thegirls and a song of praise would be composed by the girlfriend in praise of the valorousdeeds of her boyfriend pp.124-125 . This relationship ended in marriage after amarriage ceremony. On the other hand, the patureishi did not end in marriage. It wasmeant to check the conduct and behavior of young people and keep them disciplined p.126 .NEGATIVE CULTURE TRADITIONSNegative aspects of culture in Nasila are strongly opposed by the young generation. Tothem, such practices should be shunned because they have outlived their usefulness ina society that is slowly but surely embracing modernity and civilization. Female Genital Mutilation F.G.M is an outdated cultural practice that has no standingin the changing Nasila."}
{"text": "On the other hand, the patureishi did not end in marriage. It wasmeant to check the conduct and behavior of young people and keep them disciplined p.126 .NEGATIVE CULTURE TRADITIONSNegative aspects of culture in Nasila are strongly opposed by the young generation. Tothem, such practices should be shunned because they have outlived their usefulness ina society that is slowly but surely embracing modernity and civilization. Female Genital Mutilation F.G.M is an outdated cultural practice that has no standingin the changing Nasila. To those that support it, it is meant to tame a wild gender just ascattle that require to be dehorned p.22 . When it was discovered several years back, itwas to find a lasting solution to the exploitation of the Maa women by the Ilarinkonwarriors. That gave birth to enkamuratani the female circumciser . And herOlmurunya was shaped, sharpened and handed to her p.87 .Mama Milanoi alsoaffirms the origin of this cultural practice saying, It was the shame and anger that wasprovoked by Ilarinkon taunts, lewd teasing and provocative posturing that made the46women do what they did to curtail those desires the worthless predators exploited toprey upon them p.90 .Resian is very much opposed to this retrogressive practice. She says, I would rather livein the noisiest place on earth, than live anywhere near a vagabond who would accostme with the intention of mutilating my sexuality p.33 . At this early point, she makesher stand clear that she is opposed to the practice that disfigures and damages femalesexuality. She is bitter and has pain in her heart due to threats of undergoing F.G.M. Theolmurunya, the instrument used to conduct is scary. The writer reveals that it was abladelike tool shaped like a smoothing plane blade and the enkamuratani showed theway she went about her profession of transforming young girls into young womenthrough the cut of olmurunya p.58 . She wonders what the use of F.G.M in today swoman is p.90 . She observes that the practice is being fueled by men who use it tocontinue oppressing women."}
{"text": "The writer reveals that it was abladelike tool shaped like a smoothing plane blade and the enkamuratani showed theway she went about her profession of transforming young girls into young womenthrough the cut of olmurunya p.58 . She wonders what the use of F.G.M in today swoman is p.90 . She observes that the practice is being fueled by men who use it tocontinue oppressing women. One of their ways of oppressing us is to demand thatF.G.M be perpetuated against us forever p.91 . The enkoiboni, mother to Olarinkoi tellsResian, As soon as we clip that erogenous salacity from you that destroys homes, youwill become a respected woman p.229 . This was not the original reason why F.G.Mwas invented but the practice has been maintained to purportedly keep women faithful. F.G.M is so highly regarded that no girl would get married before getting circumcised. Such a girl was derogatorily referred to as entaapai and her family was not sparedridicule. To make matters worse, if she got pregnant, she would be circumcised at birthand married off to the oldest man in the village p.63 . According to enkoiboni, nomother would want an uncircumcised girl as a wife for her son p.235 .This wouldprevent any other girl from doing such a thing. Circumcising the girl at birth is painful,dehumanizing and traumatizing. Joseph Parmuat opines that negative aspects ofculture such as throwing the dead and the dying to hyenas or abandoning the old andvery sick in deserted homesteads to be eaten by wild animals have already beenexpunged from Nasila culture p.128 . Resian is optimistic that soon, Nasila culturewould do away with F.G.M as a cultural practice. Minik cites horrible and outdatedcultural practice such as emuata that forced young brides to wear heavy copper aroundtheir limbs, legs, arms to make them beautiful and which had been discarded hence47freeing women from pain. She opines that even girl child circumcision should bediscarded for it has outlived its usefulness p.263 .Sexism refers to preference given to either the male or the female gender child. It is anoutdated tradition that is still embraced by individuals such as Ole Kaelo."}
{"text": "Minik cites horrible and outdatedcultural practice such as emuata that forced young brides to wear heavy copper aroundtheir limbs, legs, arms to make them beautiful and which had been discarded hence47freeing women from pain. She opines that even girl child circumcision should bediscarded for it has outlived its usefulness p.263 .Sexism refers to preference given to either the male or the female gender child. It is anoutdated tradition that is still embraced by individuals such as Ole Kaelo. We are toldthat he wanted at least three boys but instead gets two girls. This shows his preferencefor boys. When his wife gets pregnant again, he hopes for a boy who would carry hisname to the next generation but instead, he gets a girl that he lives to loathe p.10, 174 .The communal way of life in Nasila and clanship system also has negative effects. Itsmajor negative effect is that it offered no privacy to those who needed it. Taiyo andResian realize that in Nasila, home belonged to all members of the clan. We are told Itwas not an unusual thing to get up in the morning to find the living room full of men andwomen who came that early to share a sumptuous breakfast with their kith and kin p.35 . Some intrude their homes even without being invited 65 . Although they adjustto such a negative aspect of culture, it still remains a bad aspect of culture for itinterferes with their privacy. Taiyo is unhappy with the tradition that disallows marriage of young people from thesame clan, however remotely related they are. According to Nasila culture, if suchpeople married, there would be untold consequences p.49 . Taiyo finds this as a gross unfairness of the outdated culture and a searing torment to her and to allothers who were of progressive minds p.56 . Joseph fears going against that traditionbecause he would be castigated and punished for doing such a thing. He would also beforced to pay cattle to Ole Kaelo as compensation and undergo a demeaning cleansingceremony as well as a public rebuke p.123 . On the contrary, according to Taiyo, cultureand traditions are never static but are dynamic in that culture shades off aspects thatbecome irrelevant with time p.127 ."}
{"text": "Joseph fears going against that traditionbecause he would be castigated and punished for doing such a thing. He would also beforced to pay cattle to Ole Kaelo as compensation and undergo a demeaning cleansingceremony as well as a public rebuke p.123 . On the contrary, according to Taiyo, cultureand traditions are never static but are dynamic in that culture shades off aspects thatbecome irrelevant with time p.127 . She cites F.G.M and the clan system that preventspeople from the same clan from marrying p.128 . She observes that such practicesshould have disappeared at the turn of the last century p.128 .Another aspect of culture that Resian and Taiyo condemn is the practice of bookingunborn baby girls p.129 . This denies women a chance to choose their marriage48partners based on love but not what is dictated upon them by their parents. Apart frombooking unborn baby girls, young women are also subjected to early marriages. Resianand Taiyo are the best cases in point. Ole Kaelo forces Resian to marry Oloisudori, hisbusiness friend against her expectations. She undergoes several challenges in order toovercome this plan. When she escapes from Oloisudori s net, she is subjected toanother forced marriage to Olarinkoi but she also escapes it. Taiyo is also not sparedthe practice. She is forcefully circumcised in order to be handed over to Oloisudori as awife, although she is rescued by Minik. ALIENATIONAlienation is becoming a stranger to what one initially belonged to or being isolatedfrom others. Alienation in the novel, Blossoms of the Savannah is as a result ofembracing new culture. Ole Kaelo and his family have lived for thirty years in Nakuru where he has brought uphis daughters until his retrenchment. This has alienated him from many culturalpractices which he comes across with once he returns to Nasila. During his absencefrom Nasila, it was his brother Simiren who represented him in the Ilmolelian clan insacred rituals such as girls initiation p.11 ."}
{"text": "As a result of not having circumcised his daughters, Ole Kaelo isderogatively called the father of Intoiye Nemengalana. Ole Kaelo has also alienated himself from his culture by marrying only one wife whilethe community allows polygamy. He is likened to a mono-eyed giant who stood on legsof straw p.13 . He is in constant clash with the Nasila culture which if he adhered to; hewould not give his daughters to an old man like Oloisudori. For instance, cultureprohibits girls meeting with male visitors but he insists that Resian should serveOloisudori and his friend during his visit p.175 .Both Resian and Taiyo clash with FGM tradition, forced early marriages and coachingabout Nasila culture. Resian is very rebellious of FGM and forced marriage to Oloisudori. 50She also rejects cultural coaching saying, I refuse to be taught to solely please malecounterparts p.77-78 . Resian and Taiyo have lost touch with Nasila culture as a resultof being brought up in the city of Nakuru and being educated. They don t know the typesof love that exist in the rich cultural heritage of their community. Resian asks JosephParmuat whether patureishi really exists p.127 showing her ignorance about thematter. Taiyo s modern cultural values clashes with traditional Nasila culture. She fallsin love with Joseph who is of her clan, a thing not allowed in the Nasilian culture. Shedoes not care about her disregard of such a cultural restriction arguing she cannot careabout a primitive culture which also violates her right to marry anybody she falls in lovewith p.133 .The positive aspects of Nasila culture are under threat from the imposing modernculture. The writer puts that this culture, was no more and just Nasila River has beenpolluted by chemicals, by the likes of Oloisudori. It had become mutable and now itcontained defiant mutants that it could not regulate and which were above Nasila laws p.118 . Mama Milanoi admits that her daughters were operating under a differentculture from hers. She says they, knew very little of Nasila culture. They were childrenof a new undefined culture. Theirs was a mutant of another kind p.118 .Education is one of the causes of alienation."}
{"text": "She says they, knew very little of Nasila culture. They were childrenof a new undefined culture. Theirs was a mutant of another kind p.118 .Education is one of the causes of alienation. The Kaelo s, for instance, want theirdaughters educated but at the same time are wary of the influence of education onthem. We are told that the sons of Nasila who got educated got alienated and hardlycame back home p.150 . There is a clash between formal education, which is anaspect of modern culture, with traditional Nasilian culture. This clash makes Nasilaculture to be grappling with the changes education brought. These changes,according to the narrator, were threatening an explosion in the not too distant future pp.150-151 .CULTURAL CONFLICTSeveral characters undergo cultural conflict or dilemma in the novel as a result ofencountering and embracing the modern culture. Nasila culture, which is part of thelarger Maa culture, is also in crisis as a result of clashing with modernity. 51Mama Milanoi, wife to Ole Kaelo, is at cultural crossroads. She is in dilemma as far asthe question of FGM is concerned. She understands the danger she would expose herdaughters in Nasila where there are both positive and negative cultural practices andwishes she could shield them and protect them p.30 . She knows this would not bepossible because Nasila people were very intolerant of those who ignored theircherished cultural sensibilities p.30 . She knows that she is in breach of Nasilatraditions by not having circumcised her daughters by then p.60 . While back in Nakuruand before her husband s retrenchment, Mama Milanoi admits that FGM was a nonissue in the family for She had regarded the practice as an archaic rite that had beendiscarded and forgotten. But there it was now, rearing its ugly head and threatening towreak havoc in the young innocent lives of her daughters p.63 .Mama Milanoi is torn between yielding her daughters to the barbaric culture and losingtheir faith, love and confidence and going against Nasila culture and becoming an alienin the clan. She fears doing anything that would wrong her husband and hence choosesto tread carefully around the matter."}
{"text": "While back in Nakuruand before her husband s retrenchment, Mama Milanoi admits that FGM was a nonissue in the family for She had regarded the practice as an archaic rite that had beendiscarded and forgotten. But there it was now, rearing its ugly head and threatening towreak havoc in the young innocent lives of her daughters p.63 .Mama Milanoi is torn between yielding her daughters to the barbaric culture and losingtheir faith, love and confidence and going against Nasila culture and becoming an alienin the clan. She fears doing anything that would wrong her husband and hence choosesto tread carefully around the matter. She comes out as a weak woman who shies fromdeclaring her stand on Nasila culture when she meekly tells her husband, Our culture iseverything and its rules, our lives p.61 . Her dutiful role of a faithful and obedient wifeto Ole Kaelo comes before her duty to her daughters hence chooses to obey his edicts. She wishes to join forces with the likes of Minik or Emakererei, and fight againstpractices like FGM but then fears for her marriage, If she aligned herself with a personwho Nasila regarded as having such an obnoxious reputation, where would her marriagestand? P.62 . She even wonders whether as a family, they are traditionalists ormodernists especially by embracing retrogressive cultural values p.62 .Joseph is faced with cultural conflict when he falls in love with Taiyo who is from hisclan. His culture does not allow such a union and hence he is torn between loyalty tothat culture or love for Taiyo. He asks himself several questions that reveal this crisis. Did he have to abandon Nasila culture in exchange of a woman who sneered at itstenets? He considered running away from Nasila and its culture but that left a sour tastein his mouth. P.137 . He finally opts to stick by Nasila culture arguing that it was toovaluable to be abandoned in exchange of a woman s love. He finally resolves this52conflict by declining Taiyo s love p.137 .Ole Kaelo s alienation from his culture and embracing a culture that was neither modernnor traditional creates internal conflict in him. He is torn between marrying his daughterResian to Oloisudori or turning down his request, thereby losing his business."}
{"text": "He finally opts to stick by Nasila culture arguing that it was toovaluable to be abandoned in exchange of a woman s love. He finally resolves this52conflict by declining Taiyo s love p.137 .Ole Kaelo s alienation from his culture and embracing a culture that was neither modernnor traditional creates internal conflict in him. He is torn between marrying his daughterResian to Oloisudori or turning down his request, thereby losing his business. He keepswondering what sort of a man Oloisudori is and at some point, he has to assure himselfthat he is a morally upright man so that he can marry his daughter to him p.194 .FEMALE ASSERTIVENESSAt the centre of fighting retrogressive cultural practices is Resian, Taiyo and Minik eneNkoitoi who is commonly called Emakererei. Both Resian and Taiyo resist F.GM and do all they can to fight the outmoded practice. Resian says she would not live anywhere near a man who would want to mutilate hersexuality while Taiyo says she would only be mutilated if only she were dead p.33 . Thisdeclaration sets the mood and tone in the rest of the novel where the girls fight variousindividuals that try to force them in taking a path they do not wish. Resian resists beingcircumcised by force in a dream by fighting the enkamuratani and the enkoiboni pp.244-254 . She tells Minik that she had heard of her relentless fight against F.G.M andunderage marriage p.262 . Her stand is that girl child circumcision should disappearfrom Maa language and regarded extinct and that Intoiye Nemengalana uncircumcisedgirl should stop being derogatory p.263 . Minik is bitter and angry about the continuedpractice of F.G.M at a time she believes the rite has stopped being useful to women. She blames the practice on the neo-culture of wealth which was dampening the fightagainst such outdated practices. Her take is that there was need to plan newstrategies to battle the new monster that was rearing its ugly head p.269 . Resian hasa different way out of the problem. She believes that if all women said no to thedetestable culture, men would do nothing about it pp.277-278 ."}
{"text": "Her take is that there was need to plan newstrategies to battle the new monster that was rearing its ugly head p.269 . Resian hasa different way out of the problem. She believes that if all women said no to thedetestable culture, men would do nothing about it pp.277-278 . Women who haveundergone F.G.M such as Minik and Nabaru agree that they are not different humanbeings hence downplaying its importance. Resian is opposed to cultural coaching by Joseph Parmuat. Her father observes thatthough they may find some cultural demands detestable, it is such practices that53nurtured and bound their people together p.71 . To Resian, the coaching is worthlessand she says that if they were sons, they would not be subjected to cultural coaching. She says, I refuse to be taught. I will either be taught at the university what isuniversally beneficial to all mankind or be taught nothing p.73 . She is opposed toinformal education to girls meant to please men saying, I refuse to be taught to solelyplease male counterparts. They can also cook, and they can, and should also learn toplease us females p.77 . She is described as someone who knows her rights by hermother and that she would not allow anyone trample on them p.118 . Later, sheaccepts to be coached but only after Joseph introduces interesting topics such asthose of love. When Taiyo falls in love with Joseph, she does not care about what others or the culturesays about it. She boldly tells Joseph, No, I don t care about the oppressive Nasilaculture. Why should I care about violating the backward culture when it does not carewhen it violates my own rights? P.133 . She says this despite knowing very well thather culture does not allow inter-clan marriage. She assertively tells Joseph she does notcare about her culture s position on the matter when he tells her they cannot marry p.134 . She is ready to defend her love for Joseph including eloping with him to joinothers who share with her neo-cultural persuasion. The two girls are ready to fight and resist forced marriages and Oloisudori s advanceson them. They plan and succeed in returning the gifts that he had brought them saying, Woe to him if he thought she was a chattel to be secured by the content of a briefcase! P.198 ."}
{"text": "She assertively tells Joseph she does notcare about her culture s position on the matter when he tells her they cannot marry p.134 . She is ready to defend her love for Joseph including eloping with him to joinothers who share with her neo-cultural persuasion. The two girls are ready to fight and resist forced marriages and Oloisudori s advanceson them. They plan and succeed in returning the gifts that he had brought them saying, Woe to him if he thought she was a chattel to be secured by the content of a briefcase! P.198 . She flatly rejects Oloisudori s plans to marry her saying, You are stark mad ifyou think I am your wife. I can only be your wife over my dead body p.204 . She boldlytells her father that she would rather die than get married to a monster p.209 . WhenResian is abducted by Olarinkoi, she continues in her fighting and resisting spirit. Thewritersays, OlarinkoiandhisdemonicmothermayphysicallytakehertoTanzania take her as his wife physically circumcise her, but mentally she was going toresist She was going to refuse to be subdued she was going to physically resist p.230 . 54The song by the girls from Intapuka-e-Maa during Taiyo s and Resian s farewell party isfull of female assertion. They say they are proud to be uncircumcised and that theywould be doctors, teachers and engineers and would build the nation together with men p.281 . This is a song of hope and optimism hence revealing a generation of youngpeople that are not ready to be daunted by retrogressive cultural practices. MORAL DECADENCEDespite the rich cultural setting of the novel, there are many cases of immoral conductor behavior that falls short of the morals of any society. This can be largely attributed tothe clash or encounter between the traditional culture and modern culture. Many evilsare perpetrated by Oloisudori and other characters with warped morality. Oloisudori is totally morally decayed. He engages in all sorts of vices in order to amasswealth. He is corrupt, immoral, an extortionist, a smuggler, a poacher, a blackmailer, athug and even a killer p.101, 236 ."}
{"text": "Many evilsare perpetrated by Oloisudori and other characters with warped morality. Oloisudori is totally morally decayed. He engages in all sorts of vices in order to amasswealth. He is corrupt, immoral, an extortionist, a smuggler, a poacher, a blackmailer, athug and even a killer p.101, 236 . He is also suspected by Ole Kaelo to belong to thecult of ilmasonik, a cult that thrived on extortion and blackmail p.107 . These vices,allegedly associated with him, point at his moral deficiency. When Ole Kaelo asks his friend Supeyo if Oloisudori is a man of integrity, he replies, Don t trust him any further than you would a hyena in your homestead keep the fellowaway from your daughters p.26 . When Oloisudori meets Resian for the first time, hisamorous character is evident. He openly scans her body p.92 and cranes his neck towatch her p.95 . In his presence, Resian is uncomfortable for she felt from his looks asif her blouse was unbuttoned p.96 . She also feels as if he was caressing her entirebody with his hands against her will p.96 . He tells Ole Kaelo his intention to marry hisdaughter very callously and as if he was talking about a goat or a sheep p.110 . In hisfirst visit to Ole Kaelo s home, he took a long time washing his hands as he gloatinglypeered at her p.179 . He has no shame taking the hand of Resian and kissing itwithout her consent. He looks at her in a sexually suggestive manner his gazedeliberately dropped from her face to her bosom and lingered there p.203 . This isbefore he drops the bombshell; which is marrying her and making her the happiestwoman in East Africa. He shamelessly tells Kaelo of his intention to circumcise Resian55before marrying her. Ole Kaelo regards such talks as very abnormal between a father-inlaw and a would be son-in-law."}
{"text": "This isbefore he drops the bombshell; which is marrying her and making her the happiestwoman in East Africa. He shamelessly tells Kaelo of his intention to circumcise Resian55before marrying her. Ole Kaelo regards such talks as very abnormal between a father-inlaw and a would be son-in-law. From such immoral talk, Ole Kaelo believes that theworld had come to an end p.112 .Apart from Oloisudori, there are many other morally rotten characters in the novel suchas Olarinkoi warriors, Olarinkoi, and enkoiboni. The Olarinkoi warriors, who subdued theMaa for long, are morally rotten. They forced the Maa women to compose lewd songswhich they had to perform in the most outrageous and indecent postures and styles p.86 . They took advantage of the compromising situation of the Maa women to exploitthem sexually knowing that they were not able to resist their natural instinctivedesires p.86 .Taiyo and Resian s near rape by two men as they come from their father s shop inNasila points at moral decay in Nasila. P.140 . This incident causes the girls mentaltorture. Some of these deeds are done to them because they are uncircumcised. Olarinkoi is also immoral. He abuses Resian by telling her: Today we shall see howeducated your body is p.221 . This is before physically assaulting and raping her aftershe passes out. The foul language that enkoiboni, the mother to Olarinkoi, addresses Resian with is fullof moral rottenness. Her language is full of abuses and bitterness. Enkabaani, Resian snurse does not support enkoiboni s foul language and urges Resian to ignore her. Shedoes not respect Resian s privacy when she feels her stomach with her hands to checkwhether she was pregnant. All this time, Resian seethed with anger at the blatantintrusion of her privacy and total disregard for her feelings p.235 .BETRAYALBetrayal is breaking of the trust that existed between individuals before. The greatestbetrayal in the novel is that of Ole Kaelo to his daughters."}
{"text": "Shedoes not respect Resian s privacy when she feels her stomach with her hands to checkwhether she was pregnant. All this time, Resian seethed with anger at the blatantintrusion of her privacy and total disregard for her feelings p.235 .BETRAYALBetrayal is breaking of the trust that existed between individuals before. The greatestbetrayal in the novel is that of Ole Kaelo to his daughters. On page one, we are told thatOle Kaelo refused to allow his daughter Taiyo to travel to Mombasa with other youngmen and women selected by an FM radio station for a music extravaganza pp.1-2 . Herefused to allow her saying that no daughter of his would so demean herself and herfamily as to perform in public in exchange of monetary gain p.45 . To him that would56be like engaging in harlotry. In addition, he betrays his daughters ambitions to joinEgerton University preferring instead to marry them off to Oloisudori, a very rich man. This shows he is not ready to help them realize their dreams as a father should do. Ole Kaelo has betrayed Resian in many ways. He has not loved her as he should fromher birth. We are told that From the moment she was born, mute and helpless, hedetested her p.10 . This has contributed to Resian growing up sullen, bewilderedand resentful p.10 . He is biased in his treating of the two daughters for he does notlove her as he loves Taiyo. Taiyo admits this emotional betrayal: For reasons she didnot understand, she had always found their father strangely and harshly impatienttowards Resian p.34 . However, she knew that he despised her ever since she wasyoung p.173 . Ole Kaelo is strongly hateful and unappreciative of her: he wonderedwhere in the world they fetched that awkward, overblown, stupid child And the verylook in her eyes, half-fearful, half-defiant and wholly troubled, was always enough toraise his temper to the highest pitch p.41 . He also abuses her at the slightestprovocation. He tells her: While Taiyo works herself to the bone, she lazes about like anover-fed lizard in the hot afternoon sun! P.64 ."}
{"text": "Ole Kaelo is strongly hateful and unappreciative of her: he wonderedwhere in the world they fetched that awkward, overblown, stupid child And the verylook in her eyes, half-fearful, half-defiant and wholly troubled, was always enough toraise his temper to the highest pitch p.41 . He also abuses her at the slightestprovocation. He tells her: While Taiyo works herself to the bone, she lazes about like anover-fed lizard in the hot afternoon sun! P.64 . He goes on Look at the way youslouch I ll not be surprised if you soon become a hunchback p.64 . Even her motherfails Resian for we are told: Even stranger was their mother s failure to come toResian s defense. It was as if her motherly instincts could not extend her protectivewings to cover Resian. Seeing her parents betrayal of her sister, Taiyo takes over tocomfort Resian and reassure her when hurt especially by her father. Her role in Resian slife is very important because she relies on her to make requests to their father on herbehalf for she cannot approach him directly. The case in point is her quest to joinuniversity which she keeps pestering Taiyo to ask their father to do on her behalf. Aparent that cannot communicate with his child has definitely failed in his parentalresponsibility. Ole Kaelo and Oloisudori mercilessly hatch a plan to abduct Resian and marry her offwithout her consent if she does not cooperate. The plan is If she declined, he wouldleave it at that until the evening when his men would pounce on her and abduct her p.191 . After such a heinous plan, The three of them roared with rich laughter 57 p.192 . He is even ready to have her circumcised so that she can get married to a manshe does not even love. Mama Milanoi is not blameless because she is inwardlyopposed to the abduction plan; but does not speak out to condemn such a wicked plan. When Oloisudori reveals his plan to marry Resian, it dawned on her that her father hadalready sold her p.204 . This greatly shocks her because she never thought that herfather could go to the extent of selling her p.205 ."}
{"text": "He is even ready to have her circumcised so that she can get married to a manshe does not even love. Mama Milanoi is not blameless because she is inwardlyopposed to the abduction plan; but does not speak out to condemn such a wicked plan. When Oloisudori reveals his plan to marry Resian, it dawned on her that her father hadalready sold her p.204 . This greatly shocks her because she never thought that herfather could go to the extent of selling her p.205 . He confirms the plan to marry her offto his friend Oloisudori and also shatters Resian s dream of enrolling as a student atEgerton University. He tells her: I thought about it alright, but decided that I am notsending you there! P.207 . This discovery makes her cry, accusing her father of hatredand betrayal by betrothing her to Oloisudori p.208 . Resian does not absolve hermother from blame for she believes she also failed her p.230 especially due to hersilence when all those plans against her were being devised. She reasons that hermother should not have been silent when her daughter was being sold to the highestbidder for Even the hyena s greed spared its own young ones p.231 .Mama Milanoi also betrays her daughter Taiyo by allowing her to accompany threewomen to take her to Resian only for her to end up being forcefully subjected to F.G.M.We are told that When she came to, two days later, she was sore, bitter and angry p.273 ."}
{"text": "This discovery makes her cry, accusing her father of hatredand betrayal by betrothing her to Oloisudori p.208 . Resian does not absolve hermother from blame for she believes she also failed her p.230 especially due to hersilence when all those plans against her were being devised. She reasons that hermother should not have been silent when her daughter was being sold to the highestbidder for Even the hyena s greed spared its own young ones p.231 .Mama Milanoi also betrays her daughter Taiyo by allowing her to accompany threewomen to take her to Resian only for her to end up being forcefully subjected to F.G.M.We are told that When she came to, two days later, she was sore, bitter and angry p.273 . Her mother does all this out of her docile submission and fear of her husband. In addition, she has to play along with Ole Kaelo in his devious acts so that they cannotlose the wealth Ole Kaelo has corruptly acquired by doing business with Oloisudori. Later, when Resian and Taiyo are reunited, they blame their mother for their ordealssaying She was an example of a wife they never wanted to become and that they knewshe was always in awe of their father who held her captive and never for once allowedher to express her own opinion on any matter however small it was p.277 .MATERIALISM GREED AND OPULENCEMaterialism is putting material possession before anything else in one s life while greedis insatiable want for material possessions. Opulence in this novel refers to exaggerateddisplay of wealth by characters. Ole Kaelo s house in Nasila is so magnificent that Mama Milanoi exclaims, Father of all58creation! This is but a dream p.30 . Taiyo says that the house is magnificent whileResian exclaims she had never seen anything like it before p.31 .He has furnished hisshop at Nasila extravagantly. We are told It was splendid, large and well stocked. Thed cor was discreetly and fashionably done while taking into consideration the kind ofcustomers that were expected p.65 . This is a show of extravagance and opulencewhich the rich in this society strongly believe are indications of a wealthy man."}
{"text": "We are told It was splendid, large and well stocked. Thed cor was discreetly and fashionably done while taking into consideration the kind ofcustomers that were expected p.65 . This is a show of extravagance and opulencewhich the rich in this society strongly believe are indications of a wealthy man. Taiyotells her ever critical sister: It s important that the shop displays a certain measure ofopulence p.65 . This is so that their father can attract rich customers. The genesis of Ole Kaelo s troubles is his signing of a contract with Oloisudori to start abusiness in Nasila. We are told that He had long realized the choice was betweenremaining a nobody; self-righteously and accepting, sensibly, that the man with the meatwas also the same man with the knife p.25 . He therefore gets into business with him. His friend, Supeyo, warns him in advance what kind of man Oloisudori is andOloisudori is probably the most corrupt keep the fellow away from your daughters p.26 . Despite the early warning, he is unheeding a thing which makes him lose his twodear daughters finally. Oloisudori has his hands on all sorts of businesses both legaland illegal. These are; agriculture, finance, tourism, import and export, mining and motortrade, extortion, poaching, smuggling and robbing p.101 . When he comes visiting OleKaelo, his show of extravagance cannot fail to be noticed in his extravagant dressing. He has a pin-striped designer suit, a gold watch, gold bracelet and a gold chain. P.177 .He shows off his wealth by giving generous gifts to Ole Kaelo, Mama Milanoi, Resianand Taiyo. P.178 . He also hands over a briefcase to Ole Kaelo which is later revealedto have contained a half a million shillings p.188 .Despite these ugly businesses, Ole Kaelo still deals with him in order to save hisbusiness from collapsing. He is not sure whether Oloisudori does not belong to a cultthat thrived on blackmail and extortion and which after helping a businessman grow hisbusiness, would come back making outrageous demands like sacrificing their belovedones to the gods of the cult p.107 ."}
{"text": "P.178 . He also hands over a briefcase to Ole Kaelo which is later revealedto have contained a half a million shillings p.188 .Despite these ugly businesses, Ole Kaelo still deals with him in order to save hisbusiness from collapsing. He is not sure whether Oloisudori does not belong to a cultthat thrived on blackmail and extortion and which after helping a businessman grow hisbusiness, would come back making outrageous demands like sacrificing their belovedones to the gods of the cult p.107 . Despite knowing all these about him, Ole Kaelocomforts himself in order to defend the material path he has taken. The narratorobserves: He knew it was pursuit of success that made him interact with59Oloisudori .Success was attainment, fortune and prosperity; it was triumph and it gaveone happiness. It did not matter how it was obtained .the end justified the means pp.108-109 . He consoles himself for having decided to marry his daughter toOloisudori saying, Where else would he ever get such a business offer as the oneOloisudori had offered him p.165 . He decides that he is not ready to lose his businesspremises and home for these were a matter of life and death to him. In order to survive, he realized with finality, he had to change his attitude towards Oloisudori; he had toembrace him p.165 . He sees the material side only if his daughter married Oloisudori,saying, she would soon have her own establishment and a wealthy husband who hadmuch ambition p.166 .When Ole Kaelo visits one of the homes of Oloisudori and the house he is building forResian, he falls instantly in love with the might of wealth that he witnesses. Ole Kaelo shouse is lavishly furnished and the writer says it must have been done by a personwhose mind must have been preoccupied by the need to be showy, and ostentatious. On the other hand, the house being built for Resian leaves Ole Kaelo speechless andMama Milanoi stupefied by its grandeur and magnificence p.190 ."}
{"text": "In order to survive, he realized with finality, he had to change his attitude towards Oloisudori; he had toembrace him p.165 . He sees the material side only if his daughter married Oloisudori,saying, she would soon have her own establishment and a wealthy husband who hadmuch ambition p.166 .When Ole Kaelo visits one of the homes of Oloisudori and the house he is building forResian, he falls instantly in love with the might of wealth that he witnesses. Ole Kaelo shouse is lavishly furnished and the writer says it must have been done by a personwhose mind must have been preoccupied by the need to be showy, and ostentatious. On the other hand, the house being built for Resian leaves Ole Kaelo speechless andMama Milanoi stupefied by its grandeur and magnificence p.190 . Attracted by wealth,he concludes that it was only a stupid woman, like his daughter Resian, who wouldturn down the offer to own the riches they saw in Oloisudori s home p.188 . He alsohopes that Taiyo, his other daughter would get a rich man to marry her and give himhefty sums of money just as Oloisudori had done. P.188 . After witnessing Oloisudori swealth, he decides that Resian must be married by Oloisudori and that he was notgoing to allow his daughter s ignorance to destroy her future p.191 . He so muchwants the marriage plan to work that he devises a plan with Oloisudori to abduct Resianby force if she did not cooperate p.191 .in fact they agree on usage of a anesthesia tomake her unconscious. The only saving grace that can prevent losing his business andhouse is the success of the marriage. He admits that, the success or failure of theevent would determine the fate of his business p.194 . He fears being reduced topoverty by Oloisudori and therefore, betrays his own daughter in exchange of materialpossessions. DETERMINATION OPTIMISM60Not giving up in whatever one decides to do is very instrumental in achieving success. Resian s determination to go to university from the beginning of the novel to the timeher dream is achieved is remarkable."}
{"text": "The only saving grace that can prevent losing his business andhouse is the success of the marriage. He admits that, the success or failure of theevent would determine the fate of his business p.194 . He fears being reduced topoverty by Oloisudori and therefore, betrays his own daughter in exchange of materialpossessions. DETERMINATION OPTIMISM60Not giving up in whatever one decides to do is very instrumental in achieving success. Resian s determination to go to university from the beginning of the novel to the timeher dream is achieved is remarkable. This determination is seen from the time they arein Nakuru to when they relocate to Nasila. As her father and family is busy packing sothat they can go to their rural home in Nasila, she tells her sister I don t want to work atthe shop I want to come back to Nakuru and join Egerton University. I want to take acourse in Veterinary Science and become a veterinary doctor p.4 . She keeps urgingher sister to talk to their father so that they can be enrolled at the university. To escapeFGM, she tells her sister: That s why it s imperative that you persuade Papaai to allowus go back to Nakuru and enroll at the university p.33 . She is worried that her fatherhad spent all the money in decorating the shop and left with nothing for their universityeducation p.65 . Sometimes, she would imagine herself admitted at the university and walking majestically with other students into one of those awesome lecturetheatres, while donning her academic regalia p.89 . After their near-rape by two youngmen, Resian tells Taiyo to use that incident to compel their father to take them touniversity p.144 .She dreams of graduating and getting a chance to work with Minik ene Nkoitoi, herlifelong role model. P.153 . She is determined to face Oloisudori and resist hisadvances on her. We are told that She had vowed to face the monster gallantly Shewas in the battle front and success or failure was in her hands p.200 . Her optimism tojoin university does not reduce even at her lowest moment when she realizes herfather s intention to marry her by force to Oloisudori."}
{"text": "She is determined to face Oloisudori and resist hisadvances on her. We are told that She had vowed to face the monster gallantly Shewas in the battle front and success or failure was in her hands p.200 . Her optimism tojoin university does not reduce even at her lowest moment when she realizes herfather s intention to marry her by force to Oloisudori. She says, If I don t die and live tobe eighty, I will still go to the university. I ll go to Egerton University, Papaai I hope youwill be there to witness my graduation p.210 .Even in her dream while held captive byOlarinkoi at his hut, she has a dream that showcases her gallant and determined nature. She was determined that the old enkamuratani would never circumcise another girlagain p.244 . In the dream she fought both the enkamuratani and enkoiboni with amallet. Resian s determination to get university educated and resistance against FGM startbearing fruits when she and Nabaru reach Ntare-Naaju sheep ranch. She remembers61the Maa adage that said: home was never far for one who was still alive pp.256-257 .Her dreams of joining Egerton University are fulfilled when Minik promises that shewould ensure that she and Taiyo get enrolled at the university as they wanted. This isfulfilled when she brings them letters of admission to the university towards the end ofthe novel. The song that the girls from Intapuka-e-Maa sing is full of determination. Thegirls are proud of being uncircumcised and have hopes of being doctors, teachers andengineers and contribute in building the nation with men p.281 . Taiyo is determined tobe married by Joseph. She says she won t be dissuaded by Nasila culture that preventsinter-clan marriage saying, I cannot accept its verdict I am too, ready to face anyeventuality that may arise out of our love for one another p.134 .HELP BENEVOLENCEThe overcoming of difficult situations by some characters would not be possiblewithout help and benevolence from other characters. Some of these incidents of helpand benevolence, though coincidental, are very important in not only shaping characters lives but also in shaping the novel s plot."}
{"text": "Taiyo is determined tobe married by Joseph. She says she won t be dissuaded by Nasila culture that preventsinter-clan marriage saying, I cannot accept its verdict I am too, ready to face anyeventuality that may arise out of our love for one another p.134 .HELP BENEVOLENCEThe overcoming of difficult situations by some characters would not be possiblewithout help and benevolence from other characters. Some of these incidents of helpand benevolence, though coincidental, are very important in not only shaping characters lives but also in shaping the novel s plot. When Taiyo and Resian are about to beassaulted sexually by two men, we are told, Suddenly and unexpectedly, a third mansprang out of the bushes like a ghost p.141 . This man is Olarinkoi and he is the onethat saves them by fighting the two men. The girls cannot imagine what would havehappened to them if he had not come at that moment p.142-143 . Later, it is the sameOlarinkoi who saves Resian from Oloisudori s men. His appearance is timely becauseResian has even been contemplating to commit suicide by jumping into a river p.210 .Resian is nursed by Nabaru, a motherly woman after her sexual abuse by Olarinkoi p224 . At times she held her up, giving her drinks of water, or milk, or feeding her;putting bits of olpurda dipped in honey into her mouth p.224 . Nabaru also promisesto help Resian in whatever her plans are: I am willing to help you to do what you intendto do or go where you want to go once you are back onto your feet p.233 . She keepsher word by coming to rescue Resian when Olarinkoi s mother is just about to attackand have her circumcised p.246 .Further, Taiyo and Resian get help from Minik when she promises to have her enrolled62at Egerton University p.264 . She keeps her promise when she gives the two girlsletters of admission to the university. Resian also qualifies for a scholarship from theranch which is managed by Minik to fund her education. She in addition gives her a jobin the ranch, an advance salary, as well as a fully furnished house."}
{"text": "She keeps her promise when she gives the two girlsletters of admission to the university. Resian also qualifies for a scholarship from theranch which is managed by Minik to fund her education. She in addition gives her a jobin the ranch, an advance salary, as well as a fully furnished house. Resian is sincerelyappreciative of Minik s benevolence, saying, Your voice dear Emakererei is truly thevoice of God p.265 . Taiyo is rescued from the hands of her circumcisers by Minik. Both Nabaru and Minik are very instrumental in the physical and psychological healingof the two girls. We are told that with Nabaru s nursing care, Minik s encouragement andcounseling sessions from a teacher from Intapuka-e-Maa school, Taiyo is able to fullyrecover p.276 .MALE CHAUVINISMMale chauvinism refers to the feeling of superiority by men and their domineeringattitude over women in the society as a result of general male domination or patriarchyin a given society. Ole Kaelo is a male chauvinist. He beats his wife to submission tocoerce her follow his decisions without any resistance. When his wife reasons that theyshould think of the family interests first with regard to adhering to Nasila culture, heirritably asks her, What do you mean? P.61 . When she realizes that he is gettingangry, she beats a hasty retreat saying, Our culture is everything and it rules our lives p.61 . Although Mama Milanoi realizes when it is too late the role Oloisudori has playedin shaping their material lives, she admits that she would not have helped to separatehim from such a man because it Was the man who made decisions as to whichdirection their lives took p.114 .According to Resian, the ancient Ilarinkon were no different from the current ones. Sheis of the view that the current Ilarinkon are worse and that they are despotic oppressivetyrants who oppress women by ensuring that they are subjected to FGM for ever p.91 .The current Ilarinkon include Ole Kaelo, Oloisudori and Olarinkoi. Ole Kaelo forcesResian to attend to and serve his friend Oloisudori when her mother says nothing aboutit."}
{"text": "Although Mama Milanoi realizes when it is too late the role Oloisudori has playedin shaping their material lives, she admits that she would not have helped to separatehim from such a man because it Was the man who made decisions as to whichdirection their lives took p.114 .According to Resian, the ancient Ilarinkon were no different from the current ones. Sheis of the view that the current Ilarinkon are worse and that they are despotic oppressivetyrants who oppress women by ensuring that they are subjected to FGM for ever p.91 .The current Ilarinkon include Ole Kaelo, Oloisudori and Olarinkoi. Ole Kaelo forcesResian to attend to and serve his friend Oloisudori when her mother says nothing aboutit. He orders: You have to be there it is important to me that you are there p.171 .Olarinkoi s chauvinism is seen in his changed attitude towards Resian when he takesher to his house far from Nasila. He tells her, You woman You can either cook or keep63standing stupidly or die of hunger and Resian stared at the man who seemed to havesuddenly turned from a person she had known for quite some time, to a beast p.218 .He later molests her sexually after returning drunk. Oloisudori is a male chauvinist. Thisis seen in his address to Resian when she refuses his marriage offer. He tells her Youcan never escape Resian Whether you scream your heart out, or jump into the deepsea you are mine. You are my wife from now henceforth p.204 . He arrogantly tellsher: No one plays games with Oloisudori. Ask your father, he will tell you p.204 . Addmore illustrations .GENDER INEQUALITYMen and women are not equal in this novel. Women s position is lower than that of menwho dominate over everything and suppress women. This is especially seen at thefamily level where the husband is the sole decision maker and the wife just acceptsthose decisions without question. Ole Kaelo has a very easy time courting and marryinghis wife. A woman is not supposed to resist a man who wants to marry her as perNasilian tradition whether she loves him or not."}
{"text": "This is especially seen at thefamily level where the husband is the sole decision maker and the wife just acceptsthose decisions without question. Ole Kaelo has a very easy time courting and marryinghis wife. A woman is not supposed to resist a man who wants to marry her as perNasilian tradition whether she loves him or not. We are told She accepted him withoutany resistance. Tradition did not allow her to offer any and as expected of her, she didnot resist p.29 . Mama Milanoi is an unequal marriage partner to Ole Kaelo. She leavesdecision making to her husband and does not oppose any of his decisions. She refusesto be drawn into the discussion about the coaching of her daughters by Joseph saying It was Taiyo s father s territory p.56 .Mama Milanoi cannot oppose him for in herculture there was no room for dissent, especially if the subject was in conformity withthe culture p.61 .In this society, women had no say. It was a patriarchal society where the Emakerereiand her ilk were fighting to find relevance with little success p.62 . Such genderimbalance uplifts the man over the woman. In their case, it leaves Ole Kaelo with thesole responsibility of making final decisions on all matters affecting the family. We arealso told that Mama Milanoi has been held captive by her husband who never foronce allowed her to express her own opinion on any matter however small it was p.277 . This suppression has prevented her from speaking her mind and opposing thesubjection of her daughters to outdated cultural practices. Resian is opposed to her64father s hiring of Joseph to coach them about Nasilian culture. She says I am beginningto think it is disadvantageous being a woman in this society p.73 . She finds fault withthe plan reasoning that if they were sons, they would not be subjected to such culturalcoaching. Resian regrets living in a society where men thought they had right to everywoman s body p.143 . This is after their near-rape by two men. Such unjustified rightsemanate from the fact that men deem themselves as superior to women and can dowhatever they want with women. CHANGEChange refers to transition or transformation of characters or situations."}
{"text": "Resian regrets living in a society where men thought they had right to everywoman s body p.143 . This is after their near-rape by two men. Such unjustified rightsemanate from the fact that men deem themselves as superior to women and can dowhatever they want with women. CHANGEChange refers to transition or transformation of characters or situations. Most of thechanges in the novel Blossoms of the Savannah are caused by the erosion of the Maaculture as a result of its coming into contact with modern culture or civilization. Thiscauses alienation in characters and as a result they change. The Ole Kaelos are forced by destiny to relocate to Nasila after his retrenchment. Thiscame as a thunderbolt at midday p.7 . The environment in Kaelo s new home in Nasilais different from that in their urban home in Nakuru. Taiyo and Resian are woken up thefirst day in Nasila by a lively chatter of birds in the trees surrounding the house Whata contrast to what they were used to in Nakuru! P.14 . In Nakuru, they were alwayswoken up by hoots from Matatus, touts shouts, engine revving and banging on vehicles. Nasila culture is changing due to alienation. Mama Milanoi cannot believe she can havea man as old as Oloisudori as her mother-in-law. She observes that in the past, such athing would not have happened for Culture would not have allowed it to happen p.114 . She feels that if Nasila culture was intact, such a thing would not havehappened and she wonders where that culture had fled to Had the culture becomemoribund, useless and impotent? P.117 This could be true because forced marriagesto old people were not there in the past and any old man who showed interest in ayoung girl was met with much retribution from women and the entire society. Pp.115117 . The traditional Nasilian culture had many advantages to the people. It regulatedlives of people, defined relationships, did not favour or discriminate and above all, wascherished by all. Sadly, according to Mama Milanoi, this culture was no more."}
{"text": "The traditional Nasilian culture had many advantages to the people. It regulatedlives of people, defined relationships, did not favour or discriminate and above all, wascherished by all. Sadly, according to Mama Milanoi, this culture was no more. It was65defiled and polluted by the likes of Oloisudori had become mutable and containeddefiant mutants that it could not regulate and which were above Nasila laws p.118 .One of the causes of this great change in Nasila culture is education for Mama Milanoigoes on to observe that she had seen changes in her daughters. They had gonethrough a school system that intermingled them with children from other cultures. P.118 . As a result, her children know very little of Nasila culture. They were children ofa new undefined culture. Theirs was a mutant of another kind p.118 . Indeed, Resianbest exemplifies the epitome of this new undefined culture. Joseph Parmuat observes that Individualism, petty jealousy and lack of trust killed thatonce important aspect of Nasila culture p.127 . The individualism of the likes of OleKaelo and Oloisudori are very central in eroding the culture of Nasila hence bringingmany changes in the society. According to Taiyo, culture and traditions are never static. She says, By being dynamic, culture shades off aspects that become irrelevant withtime p.128 . She hopes that the outdated FGM and restriction on inter-clan marriageshould be abolished from Nasila cultural practices. Joseph and Minik cites culturalpractices like throwing the dead to the hyenas, leaving the elderly and sick in desertedhomesteads to be devoured by wild animals and emuata pp.128, 263 . This ascertainsthe dynamism and transformational characteristic of Nasilian culture over the years anaspect that gives hope to fighters against outdated practices such as F.G.M.LOVE, MARRIAGE AND FAMILYOle Kaelo has effectively played his role as a father by providing and putting up a housefor his family in Nasila. The house he has built for his family in Nasila is so magnificentthat Mama Milanoi exclaims, Father of all creation! This is but a dream p.30 . Taiyosays that the house is magnificent while Resian exclaims she had never seen anythinglike it before p.31 ."}
{"text": "The house he has built for his family in Nasila is so magnificentthat Mama Milanoi exclaims, Father of all creation! This is but a dream p.30 . Taiyosays that the house is magnificent while Resian exclaims she had never seen anythinglike it before p.31 . At another level, both parents fail in their emotional obligations toone of their daughters, Resian. Ole Kaelo for instance has instilled fear in her such thatthere is no free interaction between father and daughter, has hated her from birth, keepsreprimanding her, abuses her and finally greatly betrays her by conspiring to marry heroff to his friend Oloisudori pp. 206-210 and when this aborts, he turns to his favoritedaughter Taiyo but not before he has her forcefully circumcised p.273 . The hitherto66good and peaceful family especially when he was in Nakuru has fallen apart at the endof the novel due to his greed for wealth. In the traditional Nasilian culture, love is not entirely a prerequisite to marriage. Although Ole Kaelo was smitten with love for Mama Milanoi the first time he saw her inthe church, her feelings for him are not required for them to marry. We are told that From the moment he saw her, he had been obsessed and he was still obsessed twentytwo years later p.9 . On his wife s side, we are told, She accepted him without anyresistance. Tradition did not allow her to offer any and as expected of her, she did notresist p.29 . What she considers is his character. We are told she knew he was a goodman, a great provider, a planner and a man with the will to succeed. She also knew heloved her genuinely p.29 . He continues loving his wife many years after their marriageshowing his satisfaction with her. When he wakes up he says, Oh, did he not have awife there. He was elated p.59 .Simiren, brother to Ole Kaelo, is a polygamist but he treats all his wives equally. It wasonly yeiyo-botorr, who occupied a special position in the home and who received favourfrom her husband without anyone frowning. Communal life, selflessness, and respectcharacterize this family and there are few disagreements and disputes."}
{"text": "He was elated p.59 .Simiren, brother to Ole Kaelo, is a polygamist but he treats all his wives equally. It wasonly yeiyo-botorr, who occupied a special position in the home and who received favourfrom her husband without anyone frowning. Communal life, selflessness, and respectcharacterize this family and there are few disagreements and disputes. The family ingeneral is a haven of peace, a thing that makes Resian and Taiyo admire traditional wayof life in their uncle s polygamous marriage p.154 .Taiyo puts love first before cultural dictates on who one should marry. Their culturedoes not allow inter-culture marriage but nonetheless, she falls in love with JosephParmuat, who belongs to her own clan and hence they are not allowed to marry. Taiyo isassertive enough for she is the one who approaches Joseph saying, I know you are inlove with me the way I am in love with you p.133 . Joseph reciprocates her love forhim saying, I loved you the moment I saw you during your father s homecomingceremony p.134 . When Resian asks Joseph to be her Patureishi, he says that culturedoes not allow it for she is like his sister p.127 .Taiyo loves her sister so much that shehas stepped in to fill the vacuum that has been left in Resian s heart due to her parent scold attitude towards her. Resian has relied on her sister for protection since primary67and Taiyo has made it her duty to mop her tears p.34 .SUFFERINGThere are several characters who suffer in the hands of the blunt Nasilian culture. Resian is slapped by her father for refusing to marry Oloisudori. After this, sheundergoes a series of mental and physical suffering. She suffers as she is transportedto the assumed Minik s Sheep ranch by Olarinkoi. At night during the journey, she fearsattack of wild animals. She also had a layer of dust in her mouth, in her nostrils, in herears and on her eyelashes p.215 . She suffers in the hands of Olarinkoi and his mother. She is physically assaulted by Olarinkoi until she passes out after which he proceeds torape her. After the sexual assault, she falls sick and has hallucinations."}
{"text": "She also had a layer of dust in her mouth, in her nostrils, in herears and on her eyelashes p.215 . She suffers in the hands of Olarinkoi and his mother. She is physically assaulted by Olarinkoi until she passes out after which he proceeds torape her. After the sexual assault, she falls sick and has hallucinations. We are told thatwhen she later came to, confused fleeting impressions registered on her awareness p.223 .Taiyo also suffers the blunt of archaic retrogressive Nasilian culture. She is forcedagainst her will to undergo FGM. During the painful rite, we are told She screamed andscreamed, but nobody came to her rescue. Then she fainted. When she came to, twodays later, she was sore, bitter and angry p.273 .RELIGION AND SUPERSTITIONSDuring the homecoming party of Ole Kaelo, an elder is expected to bless his homebefore Ole Kaelo can be received back in Nasila. We are told The elders would alsobless the wife, children and property that he brought back and which were all henceforthgoing to be the wealth of the Ilmolelian clan p.38 . The ceremony is conducted by OleMusanka who is to conduct the sacred ceremony of officially receiving him into theIlmolelian culture and offer blessings for his family s well-being p.50 . Apart fromblessing Ole Kaelo, the elder had special blessing for Taiyo. He even prophecies thatshe would be the mother of the next leader p.52 . This man also curses Emakererei, thewasp, whose real name is Minik for fighting F.G.M. He says May she go down with thesetting sun p.52 . 68Teiyo Bottor, Resian and Taiyo s aunt tell their mother that their daughter Resian hasOlkuenyi, a bad spirit and it is only circumcision that could get rid of it p.78 . MamaMilanoi remembers that when she was young, diseases were treated through a bloodletting ceremony known as angam. Several nicks were made on the ailing sections ofthe body and the blood sucked out p.79 . Curses are indications of the superstitiousnature of this community. The Enkoiboni, is a diviner."}
{"text": "Several nicks were made on the ailing sections ofthe body and the blood sucked out p.79 . Curses are indications of the superstitiousnature of this community. The Enkoiboni, is a diviner. It is said that she had prophesiedthat Ole Kaelo would move to Nasila with his two uncircumcised daughters and that hisson would go to live in that home and finally bring with him one of Ole Kaelo s daughterto be circumcised before marrying her. Going by that, it is evident that her propheciesand predictions are true p.232 . As Nabaru and Resian escape from Olarinkoi, Olarinkoicurses her saying, My mother s curse will find you there p.249 . He also boasts thathis mother s predictions always come to pass p.250 .WOMEN AS THEIR OWN ENEMIESMuch as the modern woman opposes retrogressive cultural practice such as F.G.M,majority of women support these practices. Mama Milanoi is in support of F.G.M evenas her daughters fight to resist the harmful practice. The writer puts: Did she notsupport female genital mutilation that was prevalent among her people in Nasila? P.63 . Despite being a woman, she betrays her daughter by giving her over to theenkamuratani to be circumcised pp.272-273 . She also keeps quiet and does not speakto oppose her husband s plans to marry off her daughters to an old man. This is despitethe fact that she is inwardly opposed to the whole idea. According to Maa oral tradition,it was women who came up with the idea of F.GM. They made a lasting resolution tosexual exploitation of women by the Olarinkoi and that gave rise to enkamuratani. Andher olmurunya was shaped, sharpened and handed to her p.87 . The same practicethat was useful then comes to haunt young girls such as Taiyo and Resian. Nabaru also finds fault with the Maa women. She believes that they were theperpetrators of FGM and that no woman had taken up the olmurunya to circumcise agirl. P.277 . Resian says that if all women said no to the detestable culture, men woulddo nothing and the practice would stop p.278 ."}
{"text": "She believes that they were theperpetrators of FGM and that no woman had taken up the olmurunya to circumcise agirl. P.277 . Resian says that if all women said no to the detestable culture, men woulddo nothing and the practice would stop p.278 . However, women are not speaking inone voice hence it has becomes very difficult to fight cultural practices that harms them. 69Olarinkoi s mother also greatly serves in oppressing fellow women. She is planning tohave Resian circumcised before she can be married by her son. The three women thatTaiyo composes a song to ridicule also serve in oppressing women. We are told thatthey collaborated with men to oppress women p.153 .WAR VIOLENCEThe traditional Maa community in which the novel is set takes pride in engaging inexternal battles and wars to protect their territory or as an economic undertaking. Thereare many cases of violence reported in the clan. One remarkable war is that between Olarinkoi and Maa warriors that led to the Maapeople being ruled for many years. After many years under the Ilarinkon rule, we are toldthat the Maa people eventually revolted and overthrew the Olarinkoi despotic rule p.87 . Ole Kaelo attacks his daughter Resian for refusing to cooperate in his plan tohave her married to Oloisudori. After a moment of frozen immobility, her fathersuddenly pushed his chair, moved fast from behind the desk and slapped her face,sending her reeling back so that she almost fell p.209 .The fight between the girls at Minik s ranch and Oloisudori s men ends the protractedoppression of the man on Kaelo s daughters. We are told that his convoy wasreduced to smoldering shells and acrid smell of burning tyres p283 . There is also afight between Olarinkoi and the men that wanted to rape Resian and Taiyo. The braveryof Olarinkoi saves the girls from being raped. When the two young men are caught up byOlarinkoi and his men, they are beaten up before being spared. Women are also violent. The case in point is the old man they punish for being infatuated by a young girl."}
{"text": "The braveryof Olarinkoi saves the girls from being raped. When the two young men are caught up byOlarinkoi and his men, they are beaten up before being spared. Women are also violent. The case in point is the old man they punish for being infatuated by a young girl. We aretold Then all the women proceeded to the homestead of the accused, armed with allkinds of weapons that included firewood and their husbands knobkerries p.115 .They go on to beating him thoroughly and stripping him naked p.116 . Finally, thisman dies and the women feel satisfied that they have avenged their anger. DISCUSSION QUESTIONS ON THEMES1. Explain four good aspects of Nasilian culture. 702. Discuss four cases of culture conflict in the novel Blossoms of the Savannah.3. Identify and illustrate instances of alienation in the novel.4. Determination is the key to success. Write a detailed composition to illustrate thestatement.5. Resian, Taiyo and Minik are justified in their fight against FGM because many culturalpractices have been abandoned. Do you agree? Support your answer with illustrationsfrom the novel.6. Illustrate cases of betrayal in the novel Blossoms of the Savannah and their impacton characters.7. Discuss four evils present in a morally decadent society. CHAPTER FOURLANGUAGE AND STYLEThe language used in literature is different from that used in other disciplines. Languagein literature goes a notch higher because it is not only used originally but alsoinnovatively. This contributes to aesthetics or beauty in literary texts hence appealing tothe readers. Style on the other hand can simply be defined as the unique manner ofdoing something. Just like everybody has a walking style and hair cutting style,playwrights have unique ways which they use to pass their messages to the audience. There are a number of stylistic devices in the novel Blossoms of the Savannah. Thisguidebook will enumerate some of these devices. Vivid DescriptionThe writer uses words to paint clear mental images on the readers mind. This enablesthe audience to understand the text better. As the Kaelo s are preparing to depart fromNakuru for Nasila the scenery is vividly described. He was gesticulating violently,apparently reprimanding loaders for being slow and inept p.1 . This description pointsout clearly the character of Kaelo as stern."}
{"text": "As the Kaelo s are preparing to depart fromNakuru for Nasila the scenery is vividly described. He was gesticulating violently,apparently reprimanding loaders for being slow and inept p.1 . This description pointsout clearly the character of Kaelo as stern. The welcoming ceremony of the Kaelo s71familybyuncleSimiren sfamilyisvividlydescribed Chunksofmeatwentround...selected a piece from the tray p.12 . The description helps in showing thegenerous nature of Kaelo as well as his meticulous planning abilities. Life at Nasila isvividly described the intermittent crowing of roosters a rare atmosphere of tranquilityand serenity... p.14 . The description is used to contrast the peaceful mood of the ruralNasila and the urban town of Nakuru that is characterized by hustles and bustles. Simiren s polygamous setting is described vividly Three main houses stood within awell-tended and a evenly trimmed kei apple perimeter hedge p.14 . The sixteen or sochildren aged between three and sixteen were perched on benches, stools and chairs p.16 . This description shows high birthrate in the family. It also paints a polygamousfamily in Nasila. The vivid description of Ole Supeyo p.23 , he lifted a corner of hisshirt and scratched his belly while his other hand stroked the stubble on his chin shows his wealthy status in the society. Oloisudori is described in uncomplimentary terms wide gap black eyes .looking like awarthog p.92 . The description signals Oloisudori s mean character and the readerscan even form a picture of a criminal before much is disclosed to them. There is a vividdescription of how women in the past dealt with an old man who sexually mistreated ayoung girl p.117 . Taiyo s bold visit to Joseph s bachelor house is vividly described p.130 . It shows the feelings of the two lovers who are restrained by culture. The attack ofthe two girls by two men in which Olarinkoi saves them is vividly described. He spranglike a ghost p.141 ."}
{"text": "It shows the feelings of the two lovers who are restrained by culture. The attack ofthe two girls by two men in which Olarinkoi saves them is vividly described. He spranglike a ghost p.141 . This shows the risk the girls are going though in the hostile Nasilaenvironment. The search conducted by thirty men with Kaelo and Joseph is vividly described to showthe urgency of getting the girls molesters p161 . The resigned Resian is vividlydescribed after she is required to serve Oloisudori and his group p.172 . She walked toan oloponi tree at the centre of the garden. Finding a log underneath it, she sankdown her shoulders drooping It shows Oloisudori s insensitive character. Thejourney by Oloisudori and the couple is vividly described p. 190,191 . It showsOloisudori s cunning and scheming character. The journey by Resian, Olarinkoi and the72pick-up driver is vividly described to show the ill manners of the two young men p. 212,213 . The escape by Resian and Nabaru is also vividly described to show the riskinvolved by the two females with strong character p. 247 .SimilesA simile is a stylistic device that compares two things indirectly with an aim of drawinga mental picture in the mind of the reader. Before the Kaelo s relocate to Nasila, somewomen from Nasila visit Mama Milanoi. They signal a future menace since the girls arenot circumcised. The author says, The words came to haunt her like a demented spirit p.8 . This is later seen when mama Milanoi and Kaelo have to live alone in their old ageafter Taiyo and Resian go to the ranch and later to the university p.13 . They hadlikened him to a mono- eyed giant who stood on legs of straw. P.13 .Kaelo is comparedto a giant because he holds a senior position in his home, as the head in his house yethe has chosen to be very weak by having only one wife and two daughters. The eldersfeel Kaelo is not stable. He should be supported by many sons like Simiren. Ole Supeyocompares effects of FGM with effects of dehorning cows."}
{"text": "The eldersfeel Kaelo is not stable. He should be supported by many sons like Simiren. Ole Supeyocompares effects of FGM with effects of dehorning cows. Like cattle that requiredbeing dehorned to reduce accidental injuries to each other, a certain docility wasrequired to keep more than one wife in one homestead p.22 . This simile shows thechauvinistic nature of Supeyo. The sense of foreboding from the threat was still hanging in the air like the sword ofDamocles. P.27 . This simile shows the apprehensive mood in which the girls are inafter they are accosted by the callous young man. Mama Milanoi says her husband hadbullied and scolded her like half-witted child p.29 . This shows how Kaelo consideredher as a child. It also reveals the low position of a wife in a Maa family. Uncle Simiren danced, his bald head shining like a piece of iron sheet in the afternoonsun. P.45 . The simile shows the industry, age and alienation of Simiren as well as thecelebratory mood in the event. After the drinks, voices of laughter of the revelers aredescribed as: they rose and fell like sound of waves beating upon flooded river banksto show the exuberant carefree mood p.50 . A simile describes Resian s condition ofinsecurity, Lonely stalked her like a lost young leopard. P.57 . This shows the danger73that looms in the new environment. Kaelo comments, Your daughter Resian is like anoverfed lizard in the afternoon sun p.64 .The simile is used to comment on the lazycharacter of Resian. Olarinkoi is described as sitting quietly and staring unblinkingly like a leopard wouldwhile stalking an antelope p.75 . This shows Olarinkoi s antisocial nature. It alsoindirectly reveals his real intention in Kaelo s home. Yeiyo Botorr expresses hercontempt for Resian s assertive character in a simile. One with olkuenyi bad spirit was shunned like plague p.78 . It was easier to fall in love with a serpent than withOlarinkoi p.80 ."}
{"text": "P.26 . Ole Musanka describes Kaelo as a tinystrand of hair that has been blown away from its owner s head by a gust of wind. P.51 . 74This shows that Kaelo is part of Maa culture and is owned by the Maa culture. P.51 . Italso brings out the wise character of Ole Musanka. To express her contempt andannoyance, Resian describes Oloisudori, what an ill-mannered devil this man is. P.93 .After the heinous act by Olarinkoi on Resian, rape, the sun is described as a bowl of red p.226 .PersonificationIt is a stylistic device in which a novelist uses human attributes on non-living things withsignificance to the novel. For instance Nakuru is described as That beloved town thatwas the mother of all flamingoes p.2 . It is evident that the flamingoes make the areavery attractive and probably that is one of the reasons Taiyo sheds tears and is hesitantto leave it for Nasila a rural set up. It could also be interpreted that Nakuru is enlivenedby the flamingoes making it relaxing. On reaching Nasila, the tranquility is expressed, acool fresh breeze swept in and caressed her face soothingly. P.14 .The breeze in thiscase is emphasized by being given a human quality of caressing. A pot of ugali is saidto hiss cheerfully at the side p.280 .The exaggeration is aimed at emphasizing on thesignificance of the happy event. DialogueIt is a novelistic style in which the writer presents the actual conversation betweencharacters. It brings a break from prose and therefore breaks monotony on the part ofthe reader. Taiyo and Resian converse about their new residence p.3 . The dialogueshows their mixed attitudes towards Nasila. Resian is afraid of the new home. She fearsthat the new shop may not pick something which may make the family needy in thefuture. However, Taiyo encourages her to have faith. While taking a walk around Simiren s compound, Taiyo and Resian converse on theapprehension and rivalry among the four houses. This exposes the enmity in apolygamous marriage."}
{"text": "She fearsthat the new shop may not pick something which may make the family needy in thefuture. However, Taiyo encourages her to have faith. While taking a walk around Simiren s compound, Taiyo and Resian converse on theapprehension and rivalry among the four houses. This exposes the enmity in apolygamous marriage. The dialogue between Joseph and Ole Kaelo serves to warnTaiyo and Joseph against having any love relationship p.70 .The heated conversation between yeiyo-Botorr, mama Milanoi, Taiyo and Resian on p.77reveals Resian s assertiveness and daring character. It also shows yeiyo-botorr as75conservative. The dialogue between Taiyo, Resian and yeiyo-Kiti gives the girls moreinformation about Minik Nkoitoi and adds curiosity on the part of the girls to see her inthe future p.151 .On the other hand, the heated dialogue between Kaelo and Resian p. 210, 211 bringsout Kaelo s character as mean and abusive while it portrays Resian as sentimental. Lastly, the conversation between Resian, Taiyo and Minik on p. 280 in Minik s officebrings out the manager s character as courteous. FlashbackIt is a style in which a novelist takes us back to a time in the past with an intention ofinforming the reader on past occurrences. It reveals critical information to the audienceas well as helping in plot development. We are informed of how the Kaelo s got marriedtwenty two years ago and how Kaelo got employed by Agribix Limited. In order formama Milanoi to view the future in the right perspective, she first recalls on the past p.7 . Kaelo flashes back how he had first spotted Jane, his wife in a church service p.9 . The flashback helps in identifying Mama Milanoi as religious. Through a flashback we are told of the humorous story of how Ole Supeyo would takeKaelo to the forest and instruct him to count a lot of money. From this flashback, wediscover their deep rooted friendship p. 21 . The flashback in this case is also a sourceof humour. Mama Milanoi flashes back to a time when Kaelo married her twenty twoyears ago and how her parents were happy to get a wealthy son in law p. 28 ."}
{"text": "The flashback in this case is also a sourceof humour. Mama Milanoi flashes back to a time when Kaelo married her twenty twoyears ago and how her parents were happy to get a wealthy son in law p. 28 . Theflashback informs the audience of the concern Jane s parents had for their daughter. Taiyo has a flashback on how she excelled in music festivals and was awarded andgarlanded. An FM radio station sponsored her to attend an extravaganza p.44 . Thisflashback is essential in revealing Taiyo as a talented girl. It explains why she isinterested with the Maasai dance as well. Mama Milanoi flashes back when an old manlike Oloisudori would not have been allowed by culture to marry young girls. P.114 .insuch a case Mama Milanoi would have appealed to an elder s court which would rulehim out of elders. It would also fine him. Irony76This stylistic device entails a writer depicting what is contrary to what is expected by thereader. For instance, Mama Milanoi optimistically thinks that it would be easy for thecouple to marry off their two girls at Nasila than Nakuru town p.8 . However, thisproves to be difficult later in the novel. The two girls put up a spirited fight against theirmarriage to Oloisudori. Resian escapes from her prophesied marriage to Olarinkoi whileTaiyo escape shortly after undergoing FGM.It is ironical that Kaelo detests his daughter Resian simply because she is born a girlinstead of a son as he wishes. Since the baby is innocent and did not contribute in hersex, we expect the father to appreciate her. Furthermore, according to biologicalsciences it is the man who carries male genes p.10 . It is ironical when Kaelodismisses elders as practitioners of archaic traditions when they mount pressure forhim to be polygamous yet later he supports F.G.M on his daughters which is an equallyarchaic humiliating practice. This clearly portrays greed that overwhelms him as well ashis weak character p.113 . It is ironical that Kaelo had been warned against the criminalrecord of Oloisudori from Supeyo but still falls for his snare p.108 ."}
{"text": "It is ironical when Kaelodismisses elders as practitioners of archaic traditions when they mount pressure forhim to be polygamous yet later he supports F.G.M on his daughters which is an equallyarchaic humiliating practice. This clearly portrays greed that overwhelms him as well ashis weak character p.113 . It is ironical that Kaelo had been warned against the criminalrecord of Oloisudori from Supeyo but still falls for his snare p.108 . It is ironical thatafter Joseph wins the hearts of Resian, his heart is filled with frightening premonition p.136 .Although the first day at Simiren s place begins happily, it ends while the girls aredisappointed after they are accosted by a callous young man. It is ironical that mamaMilanoi feels she has failed in giving Kaelo a son and even praises and praise God for ababy boy p.29 .It is ironical that the idea of Enkamuratani and Olmurunya was hatchedby women themselves p.87 . Many years later this practice becomes a source ofhumiliation and pain to the female population. It is ironical that FGM that adverselyaffects women in the Maa community is practically done by women p.227 .It is also ironical that Olarinkoi, the mysterious young man Resian detested later savestheir lives. P.142 . Still, it is ironical that when Kaelo calls Resian to inform her ofmarriage to Oloisudori, Resian thinks she is being called for admission in the university p.182 .Lastly, it is ironical that Emuata a heavy copper ring is primarily made to makebrides beautiful yet it is heavy and uncomfortable to the females p.263 . 77SymbolismThe physical appearance of the two sisters and their mother is symbolically expressed, Taiyo and Resian both head and shoulder taller than their mother, stood on p.11 .Theheight of the two girls is physically compared to that of their mother. The height couldbe interpreted in terms of their contribution to female emancipation. The deepermeaning is that Resian and Taiyo s role in fighting gender inequality is greater than thatof their mother. At the time of the planned circumcision of Resian, the sun is described, it s sad yellowlight discordant howls of hyenas... p.243 ."}
{"text": "77SymbolismThe physical appearance of the two sisters and their mother is symbolically expressed, Taiyo and Resian both head and shoulder taller than their mother, stood on p.11 .Theheight of the two girls is physically compared to that of their mother. The height couldbe interpreted in terms of their contribution to female emancipation. The deepermeaning is that Resian and Taiyo s role in fighting gender inequality is greater than thatof their mother. At the time of the planned circumcision of Resian, the sun is described, it s sad yellowlight discordant howls of hyenas... p.243 . These symbols reinforces the mood. Also,as Nabaru and Resian leave the desolate village, there is a heavy downpour. The rainsymbolizes hope in future. P.248 . At the ranch, Resian is led to a house with asoothingly cool carpet which cools her tired and thorn pricked feet p.260 . This symbolassures the comfortable life the future holds for Resian. The conspicuous departure for Egerton University by Resian, Taiyo and Minik issymbolic. P.246 . They leave behind Oloisudori s burnt vehicles. It symbolizes theirvictory over Oloisudori s army, patriarchy, FGM and stereotype. Local DialectIt involves the use of Maasai and Swahili words in the novel by the author. The usageenriches the setting of the fiction; the Maasai geographical area of settlement and therural set up aspect of the novel. It makes the story credible, authentic and alive as wellas anchoring the elaborate theme of culture. In depicting the serene atmosphere, theauthor says, Interspersed were the olive- green ilorienito brown wild olive trees whosefragrant cluster of bushes of olobaani Ilkilenya climbers grew p.15 . Yeiyoo botorr p.16 , means eldest wife. Her presence portrays the different level of power in apolygamous marriage. Still to emphasize the beauty and serenity the writer says about Kaelo s home, clustersof oleleshua, osinoni and olkirrpanyany bushes dotted the compound. P.31 ."}
{"text": "Yeiyoo botorr p.16 , means eldest wife. Her presence portrays the different level of power in apolygamous marriage. Still to emphasize the beauty and serenity the writer says about Kaelo s home, clustersof oleleshua, osinoni and olkirrpanyany bushes dotted the compound. P.31 . Peoplevisit Kaelo s new home so as to observe the girls with an aim of commending them as78inkainito p.36 .Enkaitoyoni and enkamuratani came to make acquaintance with potential clients. P.36 .After feeding and dancing, people take esuguroi drink to gladden their hearts p.46 .Esuguroi is a fermented honey beer spiced with aloe. It is believed that Resian hasKisirani, an evil ominous harbinger to a terrible thing p.78 .There are many other instances of use of local dialects such as intoiye nemengalana,olmurunya, papaai, enkoiboni, inkainito, shuka, olbitirr, mzee, mheshimiwa, patureishi,elangatare, oloiboni and many others. The meaning of these Maasai and Kiswahiliwords has been provided in the text or in the glossary of terms at the end of the novel. ForeshadowIt is a stylistic device in which something ominous is signaled to happen in the future. Mama Milanoi experiences a pang of strange premonition that twists her nervesunpleasantly p.17 . This suggests the lurking danger especially because her daughtersare in the status of intoiye nemengalana. Once they arrive in their new house, Resiansays, I feel an oppressive silence. P.32 .This points at the rough episodes sheencounters later p.32 . Taiyo and Resian experience a long night characterized bymournful calls of night birds p.55 . This signals the bad experience ahead. On page 138,Olmultut a bird of bad omen coos sorrowfully at Resian s gate. This bird is a harbingerof bad news. Its cry is ominous p.138 .Rhetorical QuestionsIt is a stylistic device which employs questions which do not necessarily requireanswers but are aimed at stimulating critical thinking."}
{"text": "On page 138,Olmultut a bird of bad omen coos sorrowfully at Resian s gate. This bird is a harbingerof bad news. Its cry is ominous p.138 .Rhetorical QuestionsIt is a stylistic device which employs questions which do not necessarily requireanswers but are aimed at stimulating critical thinking. To show that Kaelo is goingthrough a hard reflective moment, he asks, Was not everybody doing business with him?Was he really that bad? Was it the usual business rivalry and envy? Oloisudori p.27 .These questions show the dilemma in which Kaelo is in. Mama Milanoi wonders whatthey stand for as a family. Are they traditionalists or modernists? P.62 . This shows herdilemma towards F.G.M and her daughters. Resian asks, Was there a curse for beingborn a woman? P.205 . She rhetorically asks, Was it jealousy consuming her? P.49 .This is about the growing love between Taiyo and Joseph. Nabaru argues on page 277,79 if the Enkamuratani threw away the olmurunya and refused to wield it again, whatwould happen? It is a call for women s awakening to rise to the occasion and fightF.G.M.Oral Literature DevicesNarrativesKaelo had learnt that Odomongi and Orok-kiteng, the legendary twin homesteads of thefounder that begot of the five clans of Nasila: Ilmolelian, Ilmakesen, Ilukumae, Ilaiserand Iltarrosero were the cradle of Nasila people p.37 . Mama Milanoi s dilemma is aptlydescribed in a summarized narrative. Her situation was like that of ole Nkipida who waschased into a deserted hut by a lion just to be confronted by a hungry python at the door p.60 . This describes the conflict brought about by F.G.M. There is a common myththat by spilling blood through F.G.M bad spirit is purged away p.78 . Joseph narrates amoving story of the legendry Olarinkoi p.81 . In the story, women entertain Ilarinkonwarriors who demeaned and sexually exploited women p.86 ."}
{"text": "There is a common myththat by spilling blood through F.G.M bad spirit is purged away p.78 . Joseph narrates amoving story of the legendry Olarinkoi p.81 . In the story, women entertain Ilarinkonwarriors who demeaned and sexually exploited women p.86 . The story also tells theorigin of F.G.M P.87 .Song and DanceOn page41, during the homecoming ceremony, a bevy of beautiful young women danceexciting traditional dance. Men also do a springy dance p.41 . It is from this dance thatTaiyo falls in love with Joseph Parmuat. He leads primary school children into a songabout welcoming the returning hero, Kaelo p.42 . Taiyo composes a song which shesings in her heart. The song is dedicated to three women who collaborated with men tooppress women folks p.153 .Girls from Intapuka e Maa sing a song p.281 . This song makes the two girls shedtears for it praises intoiye nemengalana. P.281 . It also reveals women assertivenessand readiness to fight oppressive cultural practices as well as song of hope, victory andequality. 80ProverbsThey are short statements laden with a deep meaning. They are mostly used by theelderly people as a measure of wisdom and experience. Ole Kaelo on p.25 says, Theman with the meat was the same man with the knife. This signifies that for him to getcontracts, he must work with the corrupt Oloisudori. On p.25 Ole Musanka quips, Whenan old rat begins to smell, it returns to its mother s home p.52 . Meaning that Kaelo isold and had to return to Maa culture as well as home for a sense of belonging. What thesuperstitious Yeiyoo Botorr says to mama Milanoi about Resian is in form of a proverb, To hide a boil that is under the armpit is unwise p.78 . Meaning the girl s condition ofintoiye nemengalana is vicious and will soon burst."}
{"text": "Meaning that Kaelo isold and had to return to Maa culture as well as home for a sense of belonging. What thesuperstitious Yeiyoo Botorr says to mama Milanoi about Resian is in form of a proverb, To hide a boil that is under the armpit is unwise p.78 . Meaning the girl s condition ofintoiye nemengalana is vicious and will soon burst. While encouraging Resian to escapeto the ranch Olarinkoi says, Home is never far for one who is still alive p.211 .SuspenseIt is a device in which the writer creates a pleasurable emotion of anticipation andexcitement regarding the outcome of events or phenomenon. In the novel, an air ofsuspense surrounds Olarinkoi. Kaelo does not introduce him to us at any point in thenovel nor does he mention him. P.79 . The audience is let to think about him evokingcuriosity which keep them reading. The breaking down of the lorry near the ranchattracts suspense p.252 . Readers wonder what is to happen next. They worry of thecharacter s safety. When Minik calls Taiyo and Resian in her office and stays for longwithout breaking the silence, suspense is created. Especially because she is holding twoletters with unknown contents p. 279 . The readers remain in suspense for long as towhether Resian will agree to be married by Oloisudori or not. They also keep readingand to see whether she will be circumcised by force by Olarinkoi s mother and bemarried by Olarinkoi as his mother had prophesied. DreamKaelo has a dream in which Resian consents to marriage by Oloisudori p.195 . Thedream shows the level of greed in Kaelo. While in a strange room belonging toOlarinkoi s people, Resian has a dream in which she meets Minik. The dream fires herambition. P.220 . Resian dreams a triumphant dream where she battles enkamuratani screw who want to circumcise her by force p.244, 245 . 81AllusionIt is a style in which there is a reference to something which is supposed to be knownbut not explicitly mentioned. A writer can refer to history, politics, the bible, literatureand so on."}
{"text": "Resian dreams a triumphant dream where she battles enkamuratani screw who want to circumcise her by force p.244, 245 . 81AllusionIt is a style in which there is a reference to something which is supposed to be knownbut not explicitly mentioned. A writer can refer to history, politics, the bible, literatureand so on. In this novel, there are literary and biblical allusions. Resian quotes from afamous speaker, What pained one most was not the injustices carried out against oneby the adversaries but the silence of those who called themselves his or her friends atthe time the injustice was done p.231 . This literary allusion is in reference to hermother who kept quiet all the time they were being exposed to barbaric Nasilian culturalpractices. There are several cases of biblical allusion. Resian remembers thetribulations of the Biblical Job. P.230 . She suddenly fell on her knees and hugged thelegs of the old woman washing them with tears p.234 .The allusion in this context isthat of Mary in the St Luke in the Bible where she chooses to anoint Jesus using her hair. In this context, the respect Resian has for the enkabaani is emphasized. Still, Resianreminds herself of what the Bible says, p.257 . Some scriptures on optimism arequoted. The Joseph in the bible alludes to the Biblical Joseph who sacrificed for Christby offering his tomb to be used by Christ p.277 . Joseph in the novel finally sacrificesby dying for the sake of Taiyo. 82CHAPTER FIVESAMPLE AND PRACTICE EXCERPTSSAMPLE EXCERPTS1. Read the extract below and answer the questions that follow. No Joseph, she said in an infantile whimper. I can t bear that we can t express thelove that we have for one another because of some primitive culture. If by loving you, Ioffend the sensibilities of Nasila then let me offend and face the consequences ofdoing so! I also love you very much, Joseph Parmuat responded finally. I loved you the momentI saw you during your father s homecoming ceremony. But then the clan matter came toseparate us. It is true we have no blood relation. But Nasila culture dictates who arerelated and who are not."}
{"text": "But then the clan matter came toseparate us. It is true we have no blood relation. But Nasila culture dictates who arerelated and who are not. We are slotted among those who cannot marry. No, it can t be, I cannot accept its verdict, she said petulantly her words agonised. No83way, never! She stopped, confused and angry with herself at her inarticulate outburst. She took several long steadying breaths and then said, I cannot accept that a culturethat does not feed, clothe or house me comes to control my life. Our lives belong to us,Joseph. The destiny of our lives is in our own hands. We should guard it jealously. Atlast they drew a little a part .His eyes were open, honest and steady upon her face.1. What happens before this excerpt? 3mks 2. For both Joseph and Taiyo, give and illustrate two character traits. 4mks 3. How is dialogue significant in this excerpt? 4mks 4. Explain any two thematic concerns addressed in the excerpt. 4mks 5. From elsewhere in the novel, how does Joseph sacrifice for his love for Taiyo? 4mks 6. Explain the meaning of the following vocabulary as used in the excerpt. 4mks a destinyb infantilec petulantlyd primitive7. What happens immediately after this extract? 2mks 2. Read the excerpt below and answer the questions that followYou are mad! Resian screamed at him. You are stark mad if you think I am your wife. Ican only be your wife over my dead body. Yes, you and my father can kill me and carrymy dead body to your palatial home. He was stunned by those harsh words. He winced as if he had been struck. Then84already harsh line of his mouth tightened and he stood tense for a moment. Then herelaxed and watched her mockingly. You can never escape Resian, he repeated quietly,smiling. The very normality of his voice as he spoke those monstrous words was mostshocking and disturbing to her. Whether you scream your heart out, or jump into thedeep sea, Resian, you are mine."}
{"text": "You can never escape Resian, he repeated quietly,smiling. The very normality of his voice as he spoke those monstrous words was mostshocking and disturbing to her. Whether you scream your heart out, or jump into thedeep sea, Resian, you are mine. You are my wife from now henceforth I want to go now. Resian announced angrily shuddering with disgust and terror. You want to go? He asked, the contemptuous quiet of his voice a menace by itself. Go!You want to be persuaded, coaxed and pampered to marry Oloisudori Lonkiyaa? Sorry Iwill not do that! If you want to go, please yourself. You may opt to go, but when you aremine, you will do as I please. No one plays games with Oloisudori. Ask your father, hewill tell you. Stop it! Stop it! Resian screamed excruciatingly pained by the disdainful remarks ofOloisudori. Putting her hands over her ears, she made a dash for the door. He made noeffort to stop her but she flung it open and turned to glare at him with tearful eyesYou are mad! She screamed again sobbingly. You are stark mad! You hear me? Youare nothing but ol-ushuushi. She walked away and as she did so, she heard his softlaughter behind her.1. Say what happens before this excerpt. 3mks 2. How is Oloisudori portrayed in this excerpt? 4mks 3. Describe the feeling of Resian in this excerpt 3mks 4. From other areas of the novel, state other crimes that are practiced by Oloisudori. 3mks .5. How does the writer utilize irony in this excerpt? 85 3mks 6. You are my wife from now henceforth Rewrite in the reported speech. 1mk 7. Explain the meaning of the following words 4mks a Pamperedb Disgustc Madd Palatial7. What happens immediately after this extract? 3mks 3."}
{"text": "You are my wife from now henceforth Rewrite in the reported speech. 1mk 7. Explain the meaning of the following words 4mks a Pamperedb Disgustc Madd Palatial7. What happens immediately after this extract? 3mks 3. Read the following excerpt and answer the questions that follow. They were silent as they climbed the hill on their way back from Nasila river to drawwater. The water containers that they carried on their backs were now heavy. Thestraps that supported the containers pressed down their heads with a painfulexhaustion. As they walked, each one of them allowed her mind to fleetingly roam the fanciful landof wishful thinking. Resian thought how wonderful it would be, had she had a chance to enroll at theEgerton University and after graduation had a chance to work with her role model, Minikene Nkoitoi, the Emakererei at the sheep ranch that she managed. She imagined herselfalready there driving a large flock of sheep. And when she thought of sheep, her mindflew back to fifteen years or so earlier and reminisced the first time she saw a sheep. Itwas a childhood memory, a memorable picture from the swirling scene around herwhich had been captured and preserved by her mind when she and Taiyo accompaniedtheir father to the Nakuru Agricultural Show. She could still see in her mind a group ofbig, docile, tawny woolly animals that stood panting drowsily in a green pasture, with the86sun beaming down brightly from a clear blue sky. She had then admired the white longovercoats that the handlers wore. Taiyo also thought of Emakererei. She would ask Joseph Parmuat, to assist hercompose a song in her praise. She had already put words to a tune she had composedto ridicule the three women who she thought collaborated with men to oppress thewomen folk. They were Nasila s three blind mice who, she thought, did not seem toknow that the world was changing."}
{"text": "She had then admired the white longovercoats that the handlers wore. Taiyo also thought of Emakererei. She would ask Joseph Parmuat, to assist hercompose a song in her praise. She had already put words to a tune she had composedto ridicule the three women who she thought collaborated with men to oppress thewomen folk. They were Nasila s three blind mice who, she thought, did not seem toknow that the world was changing. Those were the enkasakutoni, who threatened tocurse intoiye nemengalana and ensured they did not get husbands nor children: themidwife Enkaitoyoni who threatened to spy on the young women as they gave birth toensure that any who was still among intoiye-nemengalana had her status altered thereand then; and the dreaded Enkamuratani, who would never tire of wielding herolmurunya menacingly.1.Place the excerpt in its immediate context. 4Mks 2.Identify and illustrate two aspects of style in this excerpt. 4Mks 3.Discuss two themes evident in the excerpt. 4Mks 4.Discuss one character trait of Resian and Taiyo in the excerpt. 4Mks 5.The straps that supported the containers pressed down their heads with apainful exhaustion. Rewrite beginning: with . 1Mk 6.How do Resian s thoughts now come to be fulfilled in future? Brieflyexplain. 4Mks 7.Explain the meaning of the following words as used in the excerpt. 4Mks 87 i Reminisced ii Collaborated iii Dreaded iv Menacingly4. Read the following excerpt and answer the questions that follow Yes, Papaai, Resian said apprehensively. I am here. Taiyo tells me you arecalling me? Yes, yes, her father replied. Please take a seat. Yes, Papaai, Resian repeated as she sat on a chair far away from her father. Come nearer child, her father said pleasantly. Why do you sit a mile away?"}
{"text": "I am here. Taiyo tells me you arecalling me? Yes, yes, her father replied. Please take a seat. Yes, Papaai, Resian repeated as she sat on a chair far away from her father. Come nearer child, her father said pleasantly. Why do you sit a mile away? Come nearer. Resian moved her chair hardly an inch from where it was and then she looked up intoherfather s face with eager expectation. If I do remember well, her father began in a low even tone, you will be nineteen inSeptember this year, am I right You are quite right, Papaai. Resian answered eyeing him curiously. His face wasunusually kind. His eyes held hers as he smiled broadly. That s it! She thoughttriumphantly. That must be it! You and I have not discussed important issues for a long time, he said with a friendlychuckle that was intended to bring her closer to him. I thought today would be the bestday to break the news. Your future is very important to me, my dear child. Resian thought the concern in her father s voice, rang false. She hesitated, but couldnot hold herself any more. The anxiety was too great. 88 Papaai, is it Yeiyo or Taiyo who spoke to you? She asked sensationally, thinkingshe was stating the obvious. But seeing her father s face cloud, she added quickly. Who between them spoke to you about our enrolment at the Egerton University? What are you talking about, child? Her father, who seemed dumbfounded, askedafter a long and uncomfortable silence. Both Yeiyo and Taiyo promised to talk to you about it, and I thought she had. What, in the name of God are you talking about, child? He repeated, this timeagitated and shaking his head vigorously. No, I have never spoken to anybody aboutany of you enrolling at the university. Never! When I said I wanted us to discuss yourfuture, that isn t what I meant at all."}
{"text": "No, I have never spoken to anybody aboutany of you enrolling at the university. Never! When I said I wanted us to discuss yourfuture, that isn t what I meant at all. Of course not! Resian looked at her father s faceenquiringly.1.What has happened before the excerpt? 3mks 2.What is so ironical in this passage?Explain your answer referring toelsewhere in the novel. 3mks 3. Your future is very important to me, my dear child From elsewhere in thenovel, explain why Ole Kaelo tells his daughter so. 3Mks 4.Discuss two aspects of character in Resian in this excerpt. 4Mks 5.What major issue is addressed in this excerpt? 2Mks 6.Explain what happens after this excerpt. 3Mks 7. Who between them spoke to you about our enrolment at the Egerton89university? Rewrite in the direct speech. 1Mk 8.A part from irony, discuss any other aspect of style evident in the excerpt. 2Mks 9.Explain the meaning of the following words and expressions used in theexcerpt. 4 Mks i . Apprehensively ii . Sit a mile away iii . Hold herself iv . AgitatedANSWERS TO SAMPLE EXTRACTSSample excerpt 11. Taiyo visits Joseph s bachelor house. She expresses her infatuation. Joseph feelsinfatuated too. She sobs uncontrollably2. Joseph is responsible. He has self-control aimed at preventing the duo from messingup. He is patriotic. He chooses to take sides with the Nasila culture. He feels they shouldnot break the normsTaiyo is loving. She has strong feelings for Joseph. Assertive. She is ready to offend sensibilities of Nasila culture for love. Sacrificing. She is ready to risk herself for love.3. It brings out Taiyo s interrogative nature. She skeptically questions the enslaving90nature of Nasila culture. I cannot accept culture that does not feed me. She poses thatculture should be beneficial.4. He accepts to be the contact man in the mission of rescuing Taiyo. He makes hercaptors drunk leading to her escape. The captors later kill him.5.Love. Taiyo and Joseph express their views towards love. She feels it should be let togrow while he feels culture should restrain love feelings. Culture."}
{"text": "The captors later kill him.5.Love. Taiyo and Joseph express their views towards love. She feels it should be let togrow while he feels culture should restrain love feelings. Culture. Their love relationship is held at ransom by culture that objects love betweenpeople of the same clan.6. A Fateb Childish immaturec Grudginglyd Fate7. Joseph says he is ready to face any eventuality that may arise out of love. Taiyoappreciates the new stance of Joseph. She sheds tears. Sample excerpt 21. Oloisudori informs Resian of the benefits she will get for marrying him. Resian getsvery annoyed and speechless. Resian learns that her father has already received dowryfor her marriage to Oloisudori. He reports to her that their fate is sealed.2. Contemptuous. He asked, the contemptuous quiet of his voice a menace by itself. Proud. He feels superior and egocentric. No one plays games with Oloisudori. Askedyour father, he will tell you. 3. She is feeling disappointed and desperate of her father s action of receiving dowrywith an aim of sealing her marriage with Oloisudori. She feels really betrayed. 914. Extortion, assassinations shadowy businesses, sexual immorality, robber, smuggler,poacher5. It is ironical that Oloisudori who is older than Resian s father plans to marry Resian ayoung girl even after he is told her wish is to study at the university. It is also ironicalthat Kaelo has already picked dowry from Oloisudori and has never bothered to informResian of it.6. He told her that she was her wife from then henceforth.7. A Insaneb Grand like a palacec Strong loathed Treat with excessive care8. Resian rans blindly knocking a chair and a table and disappears past Oloisudori sdriver. She goes to her father s shop. She is raving mad with indignation. She becomesvery disappointed with her father. Sample excerpt 31. Before the excerpt, Taiyo and Resian go to the River to fetch water. They remembertheir discussion with their aunt and admire Minik s fight against women oppression bymen. They muse that men must be very angry with her for snatching five hundred girlsfrom her."}
{"text": "Before the excerpt, Taiyo and Resian go to the River to fetch water. They remembertheir discussion with their aunt and admire Minik s fight against women oppression bymen. They muse that men must be very angry with her for snatching five hundred girlsfrom her. After the excerpt, Taiyo sings the song she has composed about three womenwhom she refers as mice silently in her heart. One of those women is the enkamuratanichasing a woman with a knife.2. Flashback- Resian recalls fifteen years back when she and Taiyo accompanied theirfather to the Nakuru agricultural show and she saw sheep the first time. Vivid description-The sheep are vividly described as big, docile tawny wooly animals. Metaphors-She calls the three women who collaborated with men to oppress women as92Nasila s three blind mice.3. Theme of Determination or optimism. Resian is full of optimism that one day shewould join Egerton university. Women as their own enemies. The three Nasila women collaborated with men tooppress women. Negative cultural practices. The three women propagate negative cultural practicesagainst women such as F.G.M.4. Resian is visionary. She thought how wonderful it would be, had she a chance toenroll at the Egerton University. She dreams of going to university. Taiyo-critical-she wants to compose a song ridiculing three Nasilian women whocollaborated with men to oppress women.5. With a painful exhaustion, the straps that supported the containers pressed downtheir heads.6. Later, she is rescued from a planned marriage by Nabaru and is taken to Minik sranch. There, she is given a house and a job. Minik also helps in securing theiradmission at Egerton University. She also gives a scholarship. The novel ends when sheand Taiyo are going to University.7. Recall RecalledWorked togetherFearedThreateninglySample Excerpt 41. Ole Kaelo sends Taiyo to call Resian for him. Resian feels hopeful and excited thatshe is being called to be informed about admission to the university. She thinks that it isher mother or sister who has talked to her father about the matter.2."}
{"text": "Ole Kaelo sends Taiyo to call Resian for him. Resian feels hopeful and excited thatshe is being called to be informed about admission to the university. She thinks that it isher mother or sister who has talked to her father about the matter.2. It is ironical for Resian to think that her father is going to tell her about her dream93wish of joining Egerton University but he has plans to marry her off to his friendOloisudori. This is even as he says your future is very important to me 3. He says this because he has plans to marry her to his friend Oloisudori. If thissucceeds, his business would be saved because Oloisudori had helped him establishthe business and even building his house in Nasila.4. Ignorant- she thinks that her father has good news about joining university which isnot the case. She says, That s it! She thought triumphantly. Is it Yeiyo or Taiyo whospoke to you? Apprehensive. She replies to her father apprehensively. Fearful- she is in fear of her father. She sits on a chair far from her father.5. Determination optimism. Resian is very much determined to join Egerton University. She thinks it is the reason why her father has called her. Who between them spoke toyou about our enrollment at the Egerton University. 6. After the excerpt, Ole Kaelo hesitates telling Resian what he wanted to tell her andtells her to go to the kitchen. He tells her to tell her mother to come.7. She asked him who between them had spoken to him about their enrollment at theEgerton University.8. Suspense. The reader is left in suspense wanting to know why Ole Kaelo had calledhis daughter. Dialogue- there is dialogue between Resian and her father. It reveals the strainedrelationship between daughter and father. Nervously worriedly fearfullySit far awayControl herselfTroubled disturbed94PRACTICE EXCERPTS1. Read the following excerpt and answer the questions that followHowever, the notion that he was about to hand over his own daughter to a gangstercontinued to gnaw at the conscience of Ole Kaelo relentlessly."}
{"text": "The reader is left in suspense wanting to know why Ole Kaelo had calledhis daughter. Dialogue- there is dialogue between Resian and her father. It reveals the strainedrelationship between daughter and father. Nervously worriedly fearfullySit far awayControl herselfTroubled disturbed94PRACTICE EXCERPTS1. Read the following excerpt and answer the questions that followHowever, the notion that he was about to hand over his own daughter to a gangstercontinued to gnaw at the conscience of Ole Kaelo relentlessly. He felt guilty, especiallywhen he recalled the atrocities that were known to have been committed by Oloisudoriover the years. But another voice told him quietly that he was being foolish andunreasonable to question his own conscience over the matter of Oloisudori, for he wasjust one among many who were enjoying the fruits of their labour. And it was hardlyanybody s business to know how honest that labour was. After all, the small voicereassured him tauntingly, those who committed bigger crimes such as Goldenberg andAnglo-leasing, were still enjoying the fruits of their labour. Had they not invested theyields of their ill-gotten money in housing estates, in shares, in import and exports intourism, in transport and in other trades, just as Oloisudori had done?When he went to bed later that evening, he remained awake for many hourspondering over those disturbing thoughts that went through his mind fleetingly, likewater that churned violently in a turbulent sea. He thought of Oloisudori s impendingvisit and his intended marriage to Resian. He knew the success of failure of the eventwould determine the fate of his business. Even his continued ownership of that housewhere he and his family lived, depended on the outcomes of that event. ShouldOloisudori fail to get Resian and recall the loan he had extended to him to buy thathouse, he was done. And knowing Oloisudori, he could very easily draw the rug frombeneath his feet, leaving him vulnerable to all kinds of vagaries. And the thoughts gavehim anxious moments. At dawn when sleep overtook him, Ole Kaelo had a pleasant dream. Resian hadconsented to Oloisudori s proposal. After Oloisudori reported that to him, he wasgreatly pleased and relieved. His wife was rapturous."}
{"text": "And the thoughts gavehim anxious moments. At dawn when sleep overtook him, Ole Kaelo had a pleasant dream. Resian hadconsented to Oloisudori s proposal. After Oloisudori reported that to him, he wasgreatly pleased and relieved. His wife was rapturous. Although they were astonished atthe turn of events, they were relieved to know that they would not have to live with theguilt of having forced their daughter to get married. What a wise child his oncehardheaded daughter had turned to be after all! And how devious! After all those yearsof sullenness, awkwardness and tactlessness, she had finally brought relief to their life95and ushered in a period of peace and tranquility. But then, it was just that. A dream!1.Place the excerpt in its immediate context. 4Mks 2.Discuss three major issues in this excerpt. 6Mks 3.Discuss two character traits of Ole Kaelo in this excerpt. 4Mks 4. And the thoughts gave him anxious moments Add a question tag. 1Mk 5.Discuss any three aspects of style in this excerpt. 6Mks 6.Explain the meaning of the following expressions from the excerpt. 4Mks i . Gnaw ii . Pondering iii . Impending visit iv . He was done.2. Read the following excerpt and answer the questions that follow. Her dream was rudely and violently interrupted by a thunderous bang and a loud roar oflaughter. She woke up with a start, jumped up to her feet and stared at the door withwide panic-stricken eyes. For a moment she could not figure out her surroundings andcalled out the name of her sister Taiyo. She was terrified. The door flung open andOlarinkoi staggered in. He was stone drunk. Resian stared at him unblinkingly as hewalked towards her and she backed off terrified, squeezing herself flatly against thewall. He followed her there and got hold of her shoulders and shook her violently glaringat her with his glittering eyes. 96 You silly thing, he thundered angrily. I tell you to prepare food and you refuseto do so, eh? Today you will know who is the owner of this home. If you are still in doubt,let me tell you frankly that from today on you are my wife, hear that, eh?"}
{"text": "I tell you to prepare food and you refuseto do so, eh? Today you will know who is the owner of this home. If you are still in doubt,let me tell you frankly that from today on you are my wife, hear that, eh? You are my wife. For a long time you have been sneering at me, showing how highly educated you are. Today we shall see how educated your body is! Yes, we shall see! He got hold of her hand and began dragging her into the other room. At first shedid not understand his intention until he began unfastening her buttons with his roughtrembling hands. Then the truth came, and with it, terror and panic. She tried to getaway from him, but he held her effortlessly as he brutally continued fumbling with herdress, trying to loosen it. She screamed as loudly as she could while she pushed himaway and thrashed frantically about. But that did not deter him and he totally ignoredher screams holding her more firmly with his strong arms. Against her loud protest, hetore her garments and began to push her towards the bed. Then desperately she took the last chance of self defense and self-preservation. Mustering all her strength, she thrust his thumb into her mouth; sunk her teeth into theflesh like a ferocious animal and tenaciously held onto it, tugging at it fiercely like alioness. She could feel the flesh tearing and she tasted the salt of his blood as it filledher mouth but she clung unto the thumb as Olarinkoi howled with pain.1.Make notes on the contents of Resian s dream. 4Mks 2.Discuss one character traits of Resian in this excerpt. 2Mks 3.What has greatly changed in Olarinkoi in this excerpt compared to hisearlier conduct in the novel? 3Mks 4.Identify and illustrate two aspects of style in this excerpt. 4Mks 5.Explain two major issues raised in the excerpt. 97 4Mks 6.Explain what happens immediately after the excerpt. 3Mks 7. Today we shall see how educated your body is Rewrite in reportedspeech. 1Mk 8.Explain the meaning of the following expressions in the passage. 4 Mks i . Unblinkingly ii . Effortlessly iii . Mustering iv . Howled3."}
{"text": "Effortlessly iii . Mustering iv . Howled3. Read the excerpt below and answer the questions that follow Nothing is wrong with me, Resian retorted furiously. And pointing at the living room,with her figure, she fiercely charged, I have no quarrel with my father for whom, I havetremendous respect. It is the likes of Olarinkoi I am mad at, and all those other maleswho come here ordering us to do that or the other for them, simply because they aremales. When women visit us, they give us the leeway to respond to their requests. Butas we burn our fingers here Mr.Olarinkoi is dozing off comfortably in our living roomwaiting for his lunch and possibly a little angry and impatient with us for delaying it. It is enough, cried Yeiyo Botorr viciously. She instantly abandoned the peeling ofpotatoes and threw the knife into the pail that held the peeled potatoes. Supportingherself by holding onto a nearby wall, she painfully lifted a large, heavy body. Myenkaini, I agree with you that something is wrong with our child, and I think I know whatails her. Come along with me and I will tell you what I think ails her. I am not sick Resian was saying that when she was cut short by Taiyo. Even if you are not sick, you98cannot argue with Yeiyo Botorr, Taiyo told her sternly as soon as they were out ofearshot of their mother and Yeiyo Botorr, there are things one has to learn on their own. One of them is that you cannot antagonize the older people by arguing with them,however, untenable their argument may be. That goes without saying, my dear littlesister. 1. What happens before this extract? 3mks 2. Comment on any two stylistic devices used in the extract. 4mks 3. Explain any issue brought about in this extract. 3mks 4. What is the character of Yeiyoo Botorr from this extract? 4mks 5. From elsewhere in this text how does Olarinkoi contribute to the plot development ofthe novel? 3mks 6. Re-write and add a question tag. 1mks Nothing is wrong with me.7."}
{"text": "What is the character of Yeiyoo Botorr from this extract? 4mks 5. From elsewhere in this text how does Olarinkoi contribute to the plot development ofthe novel? 3mks 6. Re-write and add a question tag. 1mks Nothing is wrong with me.7. Write the meaning of the following vocabulary. 4mks a Sternlyb Antagonizec Retortedd Leeway8. What happens immediately after this extract? 3mks 4. Read the following excerpt and answer the questions that followAt seven o clock in the evening after the lights had been put on, and the traditional99esuguroi drink had been served in generous measures, tongues loosened and heartsgladdened. Soon after, the party gathered momentum and voices rose. Within no time,one could hardly be heard over the hubbub of talk and laughter. And as the pleasurableandlivelycelebrationprogressed,voicesbecameanimated;handsandarmsgesticulatedvigorouslywhileheadsturnedmoreoften. Eyessearchedoutacquaintances within the throng of revelers. And it was all pomp and gaiety as ivory adorned and bejeweled fingers fluttered; bareshoulders gleamed in the light multicoloured bead ornaments glittered upon elaboratelybedecked necks: pendulous ilmiintoni of all colours dangled loosely down extended earlobes: and the bright colours of lesos, kangas, red shukas and multicoloured blankets,all turned the Ole Kaelo living room into a kaleidoscope of shifting light and colour.1. Place this extract in its immediate context. 4mks 2. State and explain two thematic concerns in this context. 4mks 3. What is the significance of the use of words like esuguroi, ilmiintoni, lesos, kangas,and shukas? 3mks 4. Identify and explain two character traits of ole Kaelo. 4mks 5. Eyes searched out acquaintances within the throng of revelers. Rewrite to form aquestion 1mk 6. Which other party has an equal weight from the rest of the novel. What is itssignificance? 3mks 1007. Comment on the prevalent mood in the context. 2mks 8."}
{"text": "Which other party has an equal weight from the rest of the novel. What is itssignificance? 3mks 1007. Comment on the prevalent mood in the context. 2mks 8. Explain the meaning of the following words: 4mks a Hubbubb Gesticulatedc Gaietyd DangledCHAPTER SIXGENERAL ESSAY QUESTIONS AND SAMPLE ESSAYS1. Blossoms of the Savannah is a novel about hope that leads to victory; write acomposition to illustrate on this statement.2. In Oloisudori and Olarinkoi there is no lesser evil. Write an essay to illustrate on thisstatement.3. One has to know which side of bread is buttered. By referring closely to the lives ofKaelo and Oloisudori show the truthfulness of this statement.4. Kaelo digs his own grave. Write a composition to show the truthfulness of thisstatement5. Though Resian goes through the valley of death, her determination leads her to avictorious life. Write a composition to show the validity of this assertion. 1016. Maa culture has not completely shed off archaic practices and traditions. Supportthis statement with illustrations from the novel.7. Strong selfless friendship is the remedy to stormy times. Using the lives of Taiyoand Resian, write a composition to illustrate truthfulness of the statement.8. Oloisudori, Kaelo, Mama Milanoi and Olarinkoi are to blame for the traumatizing lifeled by Resian. Write an essay in support of this argument.9. By referring to the lives of Oloisudori and Olarinkoi, show how bad deeds are paidwith bad deeds.10. Blossoms of the savannah is a novel about women fighting for their redemption. By referring to the lives of Minik and Nabaru support the assertion.11. Blossoms of the savannah is a novel about patriarchy. Write an essay to validatethis argument using the character Oloisudori and Olarinkoi.12. Optimism and ambition leads to victory support.13. Women are their own enemies Write an essay exemplifying this position.14. The strong bond between Resian and Taiyo contributes significantly to theirtriumph. Write an essay in support of the statement.15."}
{"text": "Optimism and ambition leads to victory support.13. Women are their own enemies Write an essay exemplifying this position.14. The strong bond between Resian and Taiyo contributes significantly to theirtriumph. Write an essay in support of the statement.15. The old and the young generations in Blossoms of the Savannah are in conflict. Discuss.16. Bad decisions can adversely affect our future. Write an essay in support of thestatement with illustrations from the novel.17. Change is as good as rest. To what extent do you agree with the assertion as far asBlossoms of the Savannah is concerned?18. Persistence, focus and determination is the secret behind success. Expound onthis position drawing your illustrations from the novel. 10219. Some cultural practices have no place in the current Nasilian society. Discuss.20. Not all aspects of culture and traditions are bad. Drawing your illustrations fromthe novel Blossoms of the Savannah, validate the assertion.21. There is need for women to unite in their fight against harmful cultural practices Discuss.22. Greed for money is the source of most evils in the society. Show how valid thisstatement is by getting supporting evidence from the novel Blossoms of the Savannah.23. Our greatest enemies are those close to us. Support this statement withillustrations from the novel.24. Failure to take one stand on matters to do with culture can be very detrimental. Write an essay reacting to this assertion.25. Write an essay showing why Mama Milanoi is to blame most for the ordeals herdaughters go through.26. Write a composition in agreement with the assertion that harmful cultural practicesagainst women would be history in Nasila if there were more women like Minik.27. Women should speak and act in order to have their way in the society Write anessay in support of the statement with illustrations from the novel.28. The rich cultural heritage of the Maa is under attack by modernity. Discuss29. Nothing is impossible to somebody with the will to succeed. Discuss30. Resian has been wronged more by her father than the Nasilian society. Write anargumentative essay reacting to this statement.31. Material security does not guarantee happiness.32. Gender inequality is tantamount to violation of human rights. Write an essay insupport of the assertion drawing your illustrations from Blossoms of the Savannah.33."}
{"text": "Material security does not guarantee happiness.32. Gender inequality is tantamount to violation of human rights. Write an essay insupport of the assertion drawing your illustrations from Blossoms of the Savannah.33. Cultural erosion is the root cause of most evil things in Nasila. Discuss. 10334. Help can come even when least expected. Discuss. SAMPLE ESSAYS1. Though Resian goes through the valley of death, her determination leads her to avictorious life. Write a composition to show the validity of this assertion. Resian in theBlossoms of the Savannah seems to experience several challengingsituations in her life. In the scenarios she seems resolute in her actions as shown in thefollowing waysOloisudori declares his intention of marrying her at an early age. This follows after hechanges his initial plan: extorting Kaelo. He demands that she should first becircumcised so as to get rid of her state as nemengalana intoiye. He intends to useanesthesia to make her unconscious and grab her. Resian resolves not to be married. She tells Oloisudori point blank that she cannot be his wife. She returns the gifts that hehad earlier brought and escapes to her father s shop. Her father beats her so as tosubmit to the marriage, but Resian remains steady is her decision. A number of callous youth in Nasila wish to assault Resian and Taiyo. In the first days,Resian and Taiyo take a walk around uncle Simiren compound. All of a sudden a youngman emerges from the blues and grabs Taiyo. Resian order the callous young man torelease Taiyo immediately. The Young man has no option but to give in though hepromises to revisit his grave decision. Though in a dream, enkamuratani and other two women surround Resian to circumciseher holding an olmurunya. Although Resian is in a strange land and is defenseless shedoes her best to combat the situation. Determined, Resian twists enkamuratani s handwith an intention of ensuring that she does not initiate other girls in the future. Sheknocks the old witch using a mallet as well as fights the third woman until shedisappears. Olarinkoi disappears with Resian to a far hut in the forest. He locks her up and returnsvery late in the night while drank. Once he returns, he is in his mission of raping her."}
{"text": "Sheknocks the old witch using a mallet as well as fights the third woman until shedisappears. Olarinkoi disappears with Resian to a far hut in the forest. He locks her up and returnsvery late in the night while drank. Once he returns, he is in his mission of raping her. He104unzips and this gesture sets her trembling. She bites Olarinkoi s thumb so that the painreduces his action of rape. Owing to the fact that Resian had earlier witnessedOlarinkoi s fiery attacks when he dealt with two callous men, it calls for a lot ofdetermination on the part of Resian to tackle him. In summary, from the above illustrations it is evident that Resian suffers roughchallenging times in her life but she deals with all these situations with determination.2. The strong bond between Resian and Taiyo contributes significantly to theirtriumph. Write an essay in support of the statement. No man is an island. Human beings were created to relate mutually. The closefriendship between Resian and Taiyo is the key to overcoming stormy times thatpresent themselves in their lives as followsIn their new environment at Nasila, the girls meet unique challenges. They are not usedto the communal life for all along they have stayed in an urban set up where life isindividualistic. At Nasila, they have to get used to impromptu visitors and superior malecounterparts. It is the love between the two girls that helps in these scenarios. The duostay together most of the times. By so doing, they share a lot Taiyo counsels Resian onusing kind language on Yeiyo Botorr her aunt. The two girls discuss about danger thatlurks from the hostile youth especially because of their uncircumcised condition. In overcoming the challenge of female genital mutilation FGM , their friendship bondcomes in handy. When Resian goes on a hunger strike she says it is only Taiyo who canchange her stand. When Taiyo is informed of Resian s condition, she does not hesitateto offer herself for Resian s redemption even when there are risks all over. While atNasila, they have a lot of time sharing their views towards FGM. The discussions musthave strengthened their hard stands towards FGM."}
{"text": "When Taiyo is informed of Resian s condition, she does not hesitateto offer herself for Resian s redemption even when there are risks all over. While atNasila, they have a lot of time sharing their views towards FGM. The discussions musthave strengthened their hard stands towards FGM. It is from these discussions thatthey vow never to give in to FGM.In the incident when Taiyo and Resian are accosted by two callous young men theircoordination and friendship save them. The incident finds them while they are walkingtogether where they had visited Maiso for lunch. If the struggle had between two men105versus one girl probably she would have been surmounted. Although most of thesalvation is largely brought by Olarinkoi the fact that the two girls where together makesit easier for them to go about the ordeal. Their joint screaming and their escape unhurtis partly contributed by their togetherness. The two birds of a feather hatch a scheme to outwit Oloisudori. They wrap the gifts hehad brought them into a box and title it as a gift. They then plan how to execute the plan. They arrange on how Resian is to thank Oloisudori and give him the gift. They discussthe aim of the gesture; to clarify to Oloisudori the fact they cannot be cheated with gifts. From this co-operation, Resian manages to trick Oloisudori and tells off her father andlater with Olarinkoi, they manage to leave Nasila. It is clear from the above illustration that strong friendship bonds can help friend goabout hard experiences and overcome them in their lives.3. Bad decisions can adversely affect our lives. Write an essay in support of thestatement with illustrations from the novel. The Choices we make can affect us positively or negatively. Bad choices definitely haveadverse effects on our future. A character like Ole Kaelo makes several bad choiceswhich not only affect his life but also his daughters. Ole Kaelo is advised by his friend what kind of man Oloisudori is. He is told that he isnot a man of integrity and warns him about doing business with him. He even warnshim to keep his daughters from him. Oloisudori is unheeding to this warning. He goeson to sign business contracts and receiving a loan from him."}
{"text": "He even warnshim to keep his daughters from him. Oloisudori is unheeding to this warning. He goeson to sign business contracts and receiving a loan from him. Later, this man causes himgreat worry when he threatens to bring his business down if he does not give him hisdaughter in marriage. Ole Kaelo makes the bad choice of agreeing to give his daughter Resian in marriage toOloisudori. He does this to save his business empire and to acquire more wealth asdowry from him. This unleashes a myriad of problems in his family. He keeps assuringhimself that his choice of Oloisudori is good and that the man is not all bad but inwardly,he has reservations about such a marriage. His decision worsens the already poor106relationship between him and his daughter, who ran away and gets into more troublewith Olarinkoi. Taiyo also has her life ruined by being forcefully circumcised beforebeing forced to marry Oloisudori. Finally, he loses his daughters trust and his fate isunknown because Oloisudori might come for him in person. Olarinkoi is not known by the Kaelos yet nobody asks questions about him. He seems amystery and with time becomes like a member of the family. This earns him trustamong the Kaelos to the point that Resian trusts him to take her to Minik s ranch. Thisman who the family trusted so much turns into a beast by raping Resian and evenplanning to circumcise her by force before marrying her. If the Kaelo s had not trustedthe stranger, Resian suffering in his hands would have been avoided. Mama Milanoi makes a bad choice of giving over her daughter Taiyo to three strangewomen cheating her that she was being taken to her sister. Her plans is to have Taiyocircumcised before being married by Oloisudori. This action makes her lose the trusther daughters had for her. The wound she has caused them will definitely take time toheal. They too are angry with her that they vow that they would not want to be like her inmarriage. Bad decisions made knowingly or unknowingly will definitely have negative impact inour lives or on those that are dear to us.4. Gender inequality is tantamount to violation of human rights."}
{"text": "The wound she has caused them will definitely take time toheal. They too are angry with her that they vow that they would not want to be like her inmarriage. Bad decisions made knowingly or unknowingly will definitely have negative impact inour lives or on those that are dear to us.4. Gender inequality is tantamount to violation of human rights. Write an essay insupport of the assertion drawing your illustrations from Blossoms of the Savannah. Today s position on the male and female gender is that men and women are equal andnone of the gender should dominate over the other. In Blossoms of the Savannah,women are culturally forced to be subservient to men, a practice that denies them somefundamental rights as human beings. A wife has the right to state his position on any matter even if it is contrary to thehusband s position. This is not the case with Mama Milanoi, wife to Ole Kaelo. Sheadmits that she did not know which man her husband was doing business with andeven if she did, she would not do anything about it for he was the one who carried the107family s vision. She thus leaves every aspect of decision making to him whether thosedecisions are good or bad. A woman is a being to be loved and not to love back. Although Ole Kaelo genuinelyloved Mama Milanoi when he saw her first, her feelings on him are immaterial. Womenwere not expected to resist a man s advances according to Nasilian culture. This is agreat violation of her right to love or hate. In her case there is no room for that. It is alsoexpected that Resian should give in to Oloisudori s plans to marry her. Refusal isregarded as stubbornness. In fact, Oloisudori claims that none of his wives put anyresistance in his interest in them. This means that their feelings for him did not matter agreat violation of their freedom to choose their marriage partner. Resian and Taiyo are forced to undergo cultural coaching by Joseph Parmuat. Resianrebels this citing inequality in the plan. She opines that if they were boys, such a thingwould not be done on them. Instead, they would be freely roaming Nasila with nobodybothering them. In their case, there is no such option simply because they are girls. Their right to choose what to and not to learn is violated."}
{"text": "She opines that if they were boys, such a thingwould not be done on them. Instead, they would be freely roaming Nasila with nobodybothering them. In their case, there is no such option simply because they are girls. Their right to choose what to and not to learn is violated. Girls are taught how to cookfor their men but there are no lessons for boys on how to please women. Resianopposes such arrangements saying she would not be taught to solely please men. Sheclaims that even boys should be taught how to please women. Gender inequality in this society elevates man over the woman to the extent that Resiansays that it made men assume that they had right over the body of any woman. This hasreduced women to be objects of sex to be exploited by men at will. This practice startedwith the Ilarinkon warriors who sexually exploited women after arousing their desires. Taiyo and Resian undergo several rape attempts with Resian ending up being raped byOlarinkoi who assumes he has every right over her body. These inequalities have greatlyundermined women s right to privacy and to choose whom to have sexual relation with. Gender inequality does not just stop at that. Instead, it is a major cause of violation ofbasic human rights that all should be accorded a chance to enjoy. Women in the novelhave most of their rights curtailed as a result of gender imbalance between men andwomen. 1085. Help can come when least expected. Discuss. Most people reach the end of the tether in difficult situations and are just about to giveup when help comes. Most instances of help appear coincidental but nonetheless; theychange the course of life of the character as well as shaping the rest of the novel. Olarinkoi seems to be at the right place at the right time. He happens to be the savior ofResian and Taiyo when they need help most. He comes to the rescue of the two girlswhen they are coming from their father s shop and are about to be raped by two men. Olarinkoi single-handedly saves the girls by fighting the men. Resian and Taiyo aremuch grateful and would not want to imagine what would have happened if he had notcome at that time, even fearing that they would have been infected with HIV.Olarinkoi again comes to the rescue of Resian when she discovers her father s betrayalby planning to marry her off to Oloisudori."}
{"text": "He happens to be the savior ofResian and Taiyo when they need help most. He comes to the rescue of the two girlswhen they are coming from their father s shop and are about to be raped by two men. Olarinkoi single-handedly saves the girls by fighting the men. Resian and Taiyo aremuch grateful and would not want to imagine what would have happened if he had notcome at that time, even fearing that they would have been infected with HIV.Olarinkoi again comes to the rescue of Resian when she discovers her father s betrayalby planning to marry her off to Oloisudori. He comes to her rescue when she is evencontemplating committing suicide by drowning herself into the river. At the same time,Oloisudori and his men are looking for her to abduct her. Olarinkoi promises to take herto Minik whom she had been yearning to meet someday. Although the help turnsdisastrous with Olarinkoi turning against her, she is able to escape the current wrath ofOloisudori. Taiyo is rescued from the hands of her circumcisers by Minik s men. Minik s rescueteam use tricks to rescue her from the well-guarded home which she would not haveescaped in her sickly state. Were it not for Minik s intervention, Taiyo would surely havebeen forcefully married off to Oloisudori after healing. The rescue gives Taiyo a newlease of life, reunion with her sister and of course quicker physical and emotionalrecovery. Minik s help to Resian and Taiyo perhaps is the most important event that completelychanges their lives. She gives refugee to the girls in her ranch hence protecting themfrom marauding men like Oloisudori and Olarinkoi. She gives Resian a job in the ranchhence giving her something to live on and promises her a scholarship from the ranch. Most importantly, she is able to have the two girls enrolled at Egerton University, theirdream university. These kind gestures create a happy ending in a novel that has been109dominated by sad events. When people are about to despair, that is usually the point when help comes. No matterhow belated characters like Resian and Taiyo get help, their lives are greatly impactedand changed by those interventions."}
{"text": "-1- A DOLL'S HOUSE by Henrik Ibsen 1879 translated by William Archer CHARACTERS TORVALD HELMER. NORA, his wife. DOCTOR RANK. MRS. LINDEN. NILS KROGSTAD. THE HELMERS' THREE CHILDREN. ANNA, 2 their nurse. A MAID-SERVANT ELLEN . A PORTER. The action passes in Helmer's house a flat in Christiania. In the original \"Fru Linde.\". 2 In the original \"Anne-Marie.\". ACT FIRST A room, comfortably and tastefully, but not expensively, furnished. In the back, on the right, a door leads to the hall; on the left another door leads to HELMER s study. Between the two doors a pianoforte. In the middle of the left wall a door, and nearer the front a window. Near the window a round table with armchairs and a small sofa. In the right wall, somewhat to the back, a door, and against the same wall, further forward, a porcelain stove; in front of it a couple of arm-chairs and a rocking-chair. Between the stove and the side-door a small table. Engravings on the walls. A whatnot with china and bric-a-brac. A small bookcase filled with handsomely bound books. Carpet. A fire in the stove. It is a winter day. A bell rings in the hall outside. Presently the outer door of the flat is heard to open. Then NORA enters, humming gaily. She is in outdoor dress, and carries several parcels, which she lays on the right-hand table. She leaves the door into the hall open, and a PORTER is seen outside, carrying a Christmas-tree and a basket, which he gives to the MAID-SERVANT who has opened the door. NORA. Hide the Christmas-tree carefully, Ellen; the children must on no account see it before this evening, when it's lighted up. To the PORTER, taking out her purse. How much? PORTER. Fifty ore. About sixpence. There are 100 ore in a krone or crown, which is worth thirteenpence halfpenny. NORA. There is a crown. No, keep the change. The PORTER thanks her and goes. NORA shuts the door."}
{"text": "No, really I don't know of anything- Well, listen, Torvald- HELMER. Well? NORA. Playing with his coat-buttons, without looking him in the face. If you really want to give me something, you might, you know- you might- HELMER. Well? Out with it! NORA. Quickly. You might give me money, Torvald. Only just what you think you can spare; then I can buy something with it later-3- on. HELMER. But, Nora- NORA. Oh, please do, dear Torvald, please do! I should hang the money in lovely gilt paper on the Christmas-tree. Wouldn't that be fun? HELMER. What do they call the birds that are always making the money fly? NORA. Yes, I know- spendthrifts, of course. But please do as I ask you, Torvald. Then I shall have time to think what I want most. Isn't that very sensible, now? \". Spillefugl,\" literally \"playbird,\" means a gambler. HELMER. Smiling. Certainly; that is to say, if you really kept the money I gave you, and really spent it on something for yourself. But it all goes in housekeeping, and for all manner of useless things, and then I have to pay up again. NORA. But, Torvald- HELMER. Can you deny it, Nora dear? He puts his arm round her. It's a sweet little lark, but it gets through a lot of money. No one would believe how much it costs a man to keep such a little bird as you. NORA. For shame! How can you say so? Why, I save as much as ever I can. HELMER. Laughing. Very true- as much as you can- but that's precisely nothing. NORA. Hums and smiles with covert glee. H'm! If you only knew, Torvald, what expenses we larks and squirrels have. HELMER. You're a strange little being! Just like your father- always on the look-out for all the money you can lay your hands on; but the moment you have it, it seems to slip through your fingers; you never know what becomes of it. Well, one must take you as you are. It's in the blood."}
{"text": "Just like your father- always on the look-out for all the money you can lay your hands on; but the moment you have it, it seems to slip through your fingers; you never know what becomes of it. Well, one must take you as you are. It's in the blood. Yes, Nora, that sort of thing is hereditary. NORA. I wish I had inherited many of papa's qualities. HELMER. And I don't wish you anything but just what you are- my own, sweet little song-bird. But I say- it strikes me you look so- so- what shall I call it?- so suspicious to-day- NORA. Do I? HELMER. You do, indeed. Look me full in the face. NORA. Looking at him. Well? HELMER. Threatening with his finger. Hasn't the little sweet-tooth been playing pranks to-day? NORA. No; how can you think such a thing! HELMER. Didn't she just look in at the confectioner's? NORA. No, Torvald; really- HELMER. Not to sip a little jelly? NORA. No; certainly not. HELMER. Hasn't she even nibbled a macaroon or two? NORA. No, Torvald, indeed, indeed! HELMER. Well, well, well; of course I'm only joking. NORA. Goes to the table on the right. I shouldn't think of doing what you disapprove of. HELMER. No, I'm sure of that; and, besides, you've given me your word- Going towards her. Well, keep your little Christmas secrets to yourself, Nora darling. The Christmas-tree will bring them all to light, I daresay. NORA. Have you remembered to invite Doctor Rank? HELMER. No. But it's not necessary; he'll come as a matter of course. Besides, I shall ask him when he looks in to-day. I've ordered some capital wine. Nora, you can't think how I look-4- forward to this evening. NORA. And I too. How the children will enjoy themselves, Torvald! HELMER. Ah, it's glorious to feel that one has an assured position and ample means. Isn't it delightful to think of? NORA. Oh, it's wonderful!"}
{"text": "Isn't it delightful to think of? NORA. Oh, it's wonderful! HELMER. Do you remember last Christmas? For three whole weeks beforehand you shut yourself up every evening till long past midnight to make flowers for the Christmas-tree, and all sorts of other marvels that were to have astonished us. I was never so bored in my life. NORA. I didn't bore myself at all. HELMER. Smiling. But it came to little enough in the end, Nora. NORA. Oh, are you going to tease me about that again? How could I help the cat getting in and pulling it all to pieces? HELMER. To be sure you couldn't, my poor little Nora. You did your best to give us all pleasure, and that's the main point. But, all the same, it's a good thing the hard times are over. NORA. Oh, isn't it wonderful? HELMER. Now I needn't sit here boring myself all alone; and you needn't tire your blessed eyes and your delicate little fingers- NORA. Clapping her hands. No, I needn't, need I, Torvald? Oh, how wonderful it is to think of? Takes his arm. And now I'll tell you how I think we ought to manage, Torvald. As soon as Christmas is over- The hall-door bell rings. Oh, there's a ring! Arranging the room. That's somebody come to call. How tiresome! HELMER. I'm \"not at home\" to callers; remember that. ELLEN. In the doorway. A lady to see you, ma'am. NORA. Show her in. ELLEN. To HELMER. And the doctor has just come, sir. HELMER. Has he gone into my study? ELLEN. Yes, sir. HELMER goes into his study. ELLEN ushers in MRS. LINDEN, in travelling costume, and goes out, closing the door. MRS. LINDEN. Embarrassed and hesitating. How do you do, Nora? NORA. Doubtfully. How do you do? MRS. LINDEN. I see you don't recognise me! NORA. No, I don't think- oh yes!- I believe- Suddenly brightening. What, Christina! Is it really you?"}
{"text": "NORA. No, I don't think- oh yes!- I believe- Suddenly brightening. What, Christina! Is it really you? MRS. LINDEN. Yes; really I! NORA. Christina! And to think I didn't know you! But how could I- More softly. How changed you are; Christina! MRS. LINDEN. Yes, no doubt. In nine or ten years- NORA. Is it really so long since we met? Yes, so it is. Oh, the last eight years have been a happy time, I can tell you. And now you have come to town? All that long journey in mid-winter! How brave of you! MRS. LINDEN. I arrived by this morning's steamer. NORA. To have a merry Christmas, of course. Oh, how delightful! Yes, we will have a merry Christmas. Do take your things off. Aren't you frozen? Helping her. There; now we'll sit cosily by the fire. No, you take the arm-chair; I shall sit in this rocking-chair. Seizes her hands. Yes, now I can see the dear old face again. It was only at the first glance- But you're a little paler, Christina- and perhaps a little thinner. MRS. LINDEN. And much, much older, Nora. NORA. Yes, perhaps a little older- not much- ever so little. She suddenly checks herself; seriously. Oh, what a thoughtless wretch I am! Here I sit chattering on, and- Dear, dear Christina, can you forgive me! MRS. LINDEN. What do you mean, Nora? NORA. Softly. Poor Christina! I forgot: you are a widow. -5- MRS. LINDEN. Yes; my husband died three years ago. NORA. I know, I know; I saw it in the papers. Oh, believe me, Christina, I did mean to write to you; but I kept putting it off, and something always came in the way. MRS. LINDEN. I can quite understand that, Nora dear. NORA. No, Christina; it was horrid of me. Oh, you poor darling! How much you must have gone through!- And he left you nothing? MRS. LINDEN. Nothing. NORA. And no children?"}
{"text": "Nothing. NORA. And no children? MRS. LINDEN. None. NORA. Nothing, nothing at all? MRS. LINDEN. Not even a sorrow or a longing to dwell upon. NORA. Looking at her incredulously. My dear Christina, how is that possible? MRS. LINDEN. Smiling sadly and stroking her hair. Oh, it happens so sometimes, Nora. NORA. So utterly alone! How dreadful that must be! I have three of the loveliest children. I can't show them to you just now; they're out with their nurse. But now you must tell me everything. MRS. LINDEN. No, no; I want you to tell me- NORA. No, you must begin; I won't be egotistical to-day. To-day I'll think only of you. Oh! But I must tell you one thing- perhaps you've heard of our great stroke of fortune? MRS. LINDEN. No. What is it? NORA. Only think! My husband has been made manager of the Joint Stock Bank. MRS. LINDEN. Your husband! Oh, how fortunate! NORA. Yes; isn't it? A lawyer's position is so uncertain, you see, especially when he won't touch any business that's the least bit shady, as of course Torvald never would; and there I quite agree with him. Oh! You can imagine how glad we are. He is to enter on his new position at the New Year, and then he'll have a large salary, and percentages. In future we shall be able to live quite differently- just as we please, in fact. Oh, Christina, I feel so lighthearted and happy! It's delightful to have lots of money, and no need to worry about things, isn't it? MRS. LINDEN. Yes; at any rate it must be delightful to have what you need. NORA. No, not only what you need, but heaps of money- heaps! MRS. LINDEN. Smiling. Nora, Nora, haven't you learnt reason yet? In our school days you were a shocking little spendthrift. NORA. Quietly smiling. Yes; that's what Torvald says I am still. Holding up her forefinger. But \"Nora, Nora\" is not so silly as you all think."}
{"text": "NORA. Quietly smiling. Yes; that's what Torvald says I am still. Holding up her forefinger. But \"Nora, Nora\" is not so silly as you all think. Oh! I haven't had the chance to be much of a spendthrift. We have both had to work. MRS. LINDEN. You too? NORA. Yes, light fancy work: crochet, and embroidery, and things of that sort; Carelessly and other work too. You know, of course, that Torvald left the Government service when we were married. He had little chance of promotion, and of course he required to make more money. But in the first year after our marriage he overworked himself terribly. He had to undertake all sorts of extra work, you know, and to slave early and late. He couldn't stand it, and fell dangerously ill. Then the doctors declared he must go to the South. MRS. LINDEN. You spent a whole year in Italy, didn't you? NORA. Yes, we did. It wasn't easy to manage, I can tell you. It was just after Ivar's birth. But of course we had to go. Oh, it was a wonderful, delicious journey! And it saved Torvald's life. But it cost a frightful lot of money, Christina. -6- MRS. LINDEN. So I should think. NORA. Twelve hundred dollars! Four thousand eight hundred crowns! Isn't that a lot of money? The dollar 4s. 6d. Was the old unit of currency in Norway. The crown was substituted for it shortly before the date of this play. MRS. LINDEN. How lucky you had the money to spend! NORA. We got it from father, you must know. MRS. LINDEN. Ah, I see. He died just about that time, didn't he? NORA. Yes, Christina, just then. And only think! I couldn't go and nurse him! I was expecting little Ivar's birth daily; and then I had my poor sick Torvald to attend to. Dear, kind old father! I never saw him again, Christina. Oh! That's the hardest thing I have had to bear since my marriage. MRS. LINDEN. I know how fond you were of him. But then you went to Italy? NORA."}
{"text": "I know how fond you were of him. But then you went to Italy? NORA. Yes; you see, we had the money, and the doctors said we must lose no time. We started a month later. MRS. LINDEN. And your husband came back completely cured. NORA. Sound as a bell. MRS. LINDEN. But- the doctor? NORA. What do you mean? MRS. LINDEN. I thought as I came in your servant announced the doctor- NORA. Oh, yes; Doctor Rank. But he doesn't come professionally. He is our best friend, and never lets a day pass without looking in. No, Torvald hasn't had an hour's illness since that time. And the children are so healthy and well, and so am I. Jumps up and claps her hands. Oh, Christina, Christina, what a wonderful thing it is to live and to be happy!- Oh, but it's really too horrid of me! Here am I talking about nothing but my own concerns. Seats herself upon a footstool close to CHRISTINA, and lays her arms on her friend's lap. Oh. Don't be angry with me! Now tell me, is it really true that you didn't love your husband? What made you marry him, then? MRS. LINDEN. My mother was still alive, you see, bedridden and helpless; and then I had my two younger brothers to think of. I didn't think it would be right for me to refuse him. NORA. Perhaps it wouldn't have been. I suppose he was rich then? MRS. LINDEN. Very well off, I believe. But his business was uncertain. It fell to pieces at his death, and there was nothing left. NORA. And then-? MRS. LINDEN. Then I had to fight my way by keeping a shop, a little school, anything I could turn my hand to. The last three years have been one long struggle for me. But now it is over, Nora. My poor mother no longer needs me; she is at rest. And the boys are in business, and can look after themselves. NORA. How free your life must feel! MRS. LINDEN. No, Nora; only inexpressibly empty. No one to live for!"}
{"text": "LINDEN. No, Nora; only inexpressibly empty. No one to live for! Stands up restlessly. That's why I could not bear to stay any longer in that out-of-the-way corner. Here it must be easier to find something to take one up- to occupy one's thoughts. If I could only get some settled employment- some office work. NORA. But, Christina, that's such drudgery, and you look worn out already. It would be ever so much better for you to go to some watering-place and rest. MRS. LINDEN Going to the window. I have no father to give me the money, Nora. NORA. Rising. Oh, don't be vexed with me. -7- MRS. LINDEN. Going to her. My dear Nora, don't you be vexed with me. The worst of a position like mine is that it makes one so bitter. You have no one to work for, yet you have to be always on the strain. You must live; and so you become selfish. When I heard of the happy change in your fortunes- can you believe it?- I was glad for my own sake more than for yours. NORA. How do you mean? Ah, I see! You think Torvald can perhaps do something for you. MRS. LINDEN. Yes; I thought so. NORA. And so he shall, Christina. Just you leave it all to me. I shall lead up to it beautifully!- I shall think of some delightful plan to put him in a good humour! Oh, I should so love to help you. MRS. LINDEN. How good of you, Nora, to stand by me so warmly! Doubly good in you, who knows so little of the troubles and burdens of life. NORA. I? I know so little of-? MRS. LINDEN. Smiling. Oh, well- a little fancy-work, and so forth.- You're a child, Nora. NORA. Tosses her head and paces the room. Oh, come, you mustn't be so patronising! MRS. LINDEN. No? NORA. You're like the rest. You all think I'm fit for nothing really serious- MRS. LINDEN. Well, well- NORA. You think I've had no troubles in this weary world."}
{"text": "LINDEN. Well, well- NORA. You think I've had no troubles in this weary world. MRS. LINDEN. My dear Nora, you've just told me all your troubles. NORA. Pooh- those trifles! Softly. I haven't told you the great thing. MRS. LINDEN. The great thing? What do you mean? NORA. I know you look down upon me, Christina; but you have no right to. You are proud of having worked so hard and so long for your mother. MRS. LINDEN. I am sure I don't look down upon any one; but it's true I am both proud and glad when I remember that I was able to keep my mother's last days free from care. NORA. And you're proud to think of what you have done for your brothers, too. MRS. LINDEN. Have I not the right to be? NORA. Yes indeed. But now let me tell you, Christina- I, too, have something to be proud and glad of. MRS. LINDEN. I don't doubt it. But what do you mean? NORA. Hush! Not so loud. Only think, if Torvald were to hear! He mustn't- not for worlds! No one must know about it, Christina- no one but you. MRS LINDEN. Why, what can it be? NORA. Come over here. Draws her down beside her on the sofa. Yes, Christina- I, too, have something to be proud and glad of. I saved Torvald's life. MRS. LINDEN. Saved his life? How? NORA. I told you about our going to Italy. Torvald would have died but for that. MRS. LINDEN. Well- and your father gave you the money. NORA. Smiling. Yes, so Torvald and every one believes; but- MRS. LINDEN. But-? NORA. Papa didn't give us one penny. It was I that found the money. MRS. LINDEN. You? All that money? NORA. Twelve hundred dollars. Four thousand eight hundred crowns. What do you say to that? MRS. LINDEN. My dear Nora, how did you manage it? Did you win it in the lottery?"}
{"text": "LINDEN. My dear Nora, how did you manage it? Did you win it in the lottery? -8- NORA. Contemptuosly. In the lottery? Pooh! Any one could have done that! MRS. LINDEN. Then wherever did you get it from? NORA. Hums and smiles mysteriously. H'm; tra-la-la-la! MRS. LINDEN. Of course you couldn't borrow it. NORA. No? Why not? MRS. LINDEN. Why, a wife can't borrow without her husband's consent. NORA. Tossing her head. Oh! When the wife has some idea of business, and knows how to set about things- MRS. LINDEN. But, Nora, I don't understand- NORA. Well, you needn't. I never said I borrowed the money. There are many ways I may have got it. Throws herself back on the sofa. I may have got it from some admirer. When one is so- attractive as I am- MRS. LINDEN. You're too silly, Nora. NORA. Now I'm sure you're dying of curiosity, Christina- MRS. LINDEN. Listen to me, Nora dear: haven't you been a little rash? NORA. Sitting upright again. Is it rash to save one's husband's life? MRS. LINDEN. I think it was rash of you, without his knowledge- NORA. But it would have been fatal for him to know! Can't you understand that? He wasn't even to suspect how ill he was. The doctors came to me privately and told me his life was in danger- that nothing could save him but a winter in the South. Do you think I didn't try diplomacy first? I told him how I longed to have a trip abroad, like other young wives; I wept and prayed; I said he ought to think of my condition, and not to thwart me; and then I hinted that he could borrow the money. But then, Christina, he got almost angry. He said I was frivolous, and that it was his duty as a husband not to yield to my whims and fancies- so he called them. Very well, thought I, but saved you must be; and then I found the way to do it. MRS. LINDEN."}
{"text": "NORA. Yes, of course. After all, the whole thing was my doing. When Torvald gave me money for clothes, and so on, I never spent more than half of it; I always bought the simplest and cheapest things. It's a mercy that everything suits me so well- Torvald never had any suspicions. But it was often very hard, Christina dear. For it's nice to be beautifully dressed- now, isn't it? MRS.LINDEN. Indeed it is. NORA. Well, and besides that, I made money in other ways. Last winter I was so lucky- I got a heap of copying to do. I shut myself up every evening and wrote far into the night. Oh, sometimes I was so tired, so tired. And yet it was splendid to work in that way and earn money. I almost felt as if I was a man. MRS. LINDEN. Then how much have you been able to pay off? NORA. Well, I can't precisely say. It's difficult to keep that sort of business clear. I only know that I've paid everything I could scrape together. Sometimes I really didn't know where to turn. Smiles. Then I used to sit here and pretend that a rich old gentleman was in love with me- MRS. LINDEN. What! Gentleman? NORA. Oh, nobody!- that he was dead now, and that when his will was opened, there stood in large letters: \"Pay over at once everything of which I die possessed to that charming person, Mrs. Nora Helmer.\". MRS. LINDEN. But, my dear Nora- what gentleman do you mean? NORA. Oh dear, can't you understand? There wasn't any old gentleman: it was only what I used to dream and dream when I was at my wits' end for money. But it doesn't matter now- the tiresome old creature may stay where he is for me. I care nothing for him or his will; for now my troubles are over. Springing up. Oh, Christina, how glorious it is to think of! Free from all anxiety! Free, quite free. To be able to play and romp about with the children; to have things tasteful and pretty in the house, exactly as Torvald likes it! And then the spring will soon be here, with the great blue sky. Perhaps then we shall have a little holiday."}
{"text": "To be able to play and romp about with the children; to have things tasteful and pretty in the house, exactly as Torvald likes it! And then the spring will soon be here, with the great blue sky. Perhaps then we shall have a little holiday. Perhaps I shall see the sea again. Oh, what a wonderful thing it is to live and to be happy! The hall-door bell rings. MRS. LINDEN. Rising. There's a ring. Perhaps I had better go. NORA. No; do stay. No one will come here. It's sure to be some one for Torvald. ELLEN. In the doorway. If you please, ma'am, there's a gentleman to speak to Mr. Helmer. NORA. Who is the gentleman? KROGSTAD. In the doorway. It is I, Mrs. Helmer. MRS. LINDEN starts and turns away to the window. NORA. Goes a step towards him, anxiously, speaking low. You? What is it? What do you want with my husband? KROGSTAD. Bank business- in a way. I hold a small post in the Joint Stock Bank, and your husband is to be our new chief, I hear. NORA. Then it is-? KROGSTAD. Only tiresome business, Mrs. Helmer; nothing more. NORA. Then will you please go to his study. KROGSTAD goes. She bows indifferently while she closes the door into the hall. Then she goes to the stove and looks to the fire. MRS. LINDEN. Nora- who was that man? NORA. A Mr. Krogstad- a lawyer. -10- MRS. LINDEN. Then it was really he? NORA. Do you know him? MRS. LINDEN. I used to know him- many years ago. He was in a lawyer's office in our town. NORA. Yes, so he was. MRS. LINDEN. How he has changed! NORA. I believe his marriage was unhappy. MRS. LINDEN. And he is a widower now? NORA. With a lot of children. There! Now it will burn up. She closes the stove, and pushes the rocking-chair a little aside. MRS. LINDEN."}
{"text": "Now it will burn up. She closes the stove, and pushes the rocking-chair a little aside. MRS. LINDEN. His business is not of the most creditable, they say? NORA. Isn't it? I daresay not. I don't know. But don't let us think of business- it's so tiresome. DR. RANK comes out of HELMER'S room. RANK. Still in the doorway. No, no; I'm in your way. I shall go and have a chat with your wife. Shuts the door and sees MRS. LINDEN. Oh, I beg your pardon. I'm in the way here too. NORA. No, not in the least. Introduces them. Doctor Rank- Mrs. Linden. RANK. Oh, indeed; I've often heard Mrs. Linden's name; I think I passed you on the stairs as I came up. MRS. LINDEN. Yes; I go so very slowly. Stairs try me so much. RANK. Ah- you are not very strong? MRS. LINDEN. Only overworked. RANK. Nothing more? Then no doubt you've come to town to find rest in a round of dissipation? MRS. LINDEN. I have come to look for employment. RANK. Is that an approved remedy for overwork? MRS. LINDEN. One must live, Doctor Rank. RANK. Yes, that seems to be the general opinion. NORA. Come, Doctor Rank- you want to live yourself. RANK. To be sure I do. However wretched I may be, I want to drag on as long as possible. All my patients, too, have the same mania. And it's the same with people whose complaint is moral. At this very moment Helmer is talking to just such a moral incurable- MRS. LINDEN. Softly. Ah! NORA. Whom do you mean? RANK. Oh, a fellow named Krogstad, a man you know nothing about- corrupt to the very core of his character. But even he began by announcing, as a matter of vast importance, that he must live. NORA. Indeed? And what did he want with Torvald? RANK. I haven't an idea; I only gathered that it was some bank business. NORA."}
{"text": "RANK. I haven't an idea; I only gathered that it was some bank business. NORA. I didn't know that Krog- that this Mr. Krogstad had anything to do with the Bank? RANK. Yes. He has got some sort of place there. To MRS. LINDEN. I don't know whether in your part of the country, you have people who go grubbing and sniffing around in search of moral rottenness- and then, when they have found a \"case,\" don't rest till they have got their man into some good position, where they can keep a watch upon him. Men with a clean bill of health they leave out in the cold. MRS. LINDEN. Well, I suppose the- delicate characters require most care. RANK. Shrugs his shoulders. There we have it! It's that notion that makes society a hospital. NORA, deep in her own thoughts, breaks into half-stifled laughter and claps her hands. RANK. Why do you laugh at that? Have you any idea what \"society\"-11- is? NORA. What do I care for your tiresome society? I was laughing at something else- something excessively amusing. Tell me, Doctor Rank, are all the employees at the Bank dependent on Torvald now? RANK. Is that what strikes you as excessively amusing? NORA. Smiles and hums. Never mind, never mind! Walks about the room. Yes, it is funny to think that we- that Torvald has such power over so many people. Takes the bag from her pocket. Doctor Rank, will you have a macaroon? RANK. What!- macaroons! I thought they were contraband here. NORA. Yes; but Christina brought me these. MRS. LINDEN. What! I-? NORA. Oh, well! Don't be frightened. You couldn't possibly know that Torvald had forbidden them. The fact is, he's afraid of me spoiling my teeth. But, oh bother, just for once!- That's for you, Doctor Rank! Puts a macaroon into his mouth. And you too, Christina. And I'll have one while we're about it- only a tiny one, or at most two. Walks about again. Oh dear, I am happy!"}
{"text": "Puts a macaroon into his mouth. And you too, Christina. And I'll have one while we're about it- only a tiny one, or at most two. Walks about again. Oh dear, I am happy! There's only one thing in the world I really want. RANK. Well; what's that? NORA. There's something I should so like to say- in Torvald's hearing. RANK. Then why don't you say it? NORA. Because I daren't, it's so ugly. MRS. LINDEN. Ugly! RANK. In that case you'd better not. But to us you might- What is it you would so like to say in Helmer's hearing? NORA. I should so love to say \"Damn it all!\" \". Dod og pine,\" literally \"death and torture\"; but by usage a comparatively mild oath. RANK. Are you out of your mind? MRS. LINDEN. Good gracious, Nora-! RANK. Say it- there he is! NORA. Hides the macaroons. Hush- sh- sh! HELMER comes out of his room, hat in hand, with his overcoat on his arm. NORA. Going to him. Well, Torvald dear, have you got rid of him? HELMER. Yes; he has just gone. NORA. Let me introduce you- this is Christina, who has come to town- HELMER. Christina? Pardon me, I don't know- NORA. Mrs. Linden, Torvald dear- Christina Linden. HELMER. To MRS. LINDEN. Indeed! A school-friend of my wife's, no doubt? MRS. LINDEN. Yes; we knew each other as girls. NORA. And only think! She has taken this long journey on purpose to speak to you. HELMER. To speak to me! MRS. LINDEN. Well, not quite- NORA. You see, Christina is tremendously clever at office-work, and she's so anxious to work under a first-rate man of business in order to learn still more- HELMER. To MRS. LINDEN. Very sensible indeed. NORA."}
{"text": "To MRS. LINDEN. Very sensible indeed. NORA. And when she heard you were appointed manager- it was telegraphed, you know- she started off at once, and- Torvald, dear, for my sake, you must do something for Christina. Now can't you? -12- HELMER. It's not impossible. I presume Mrs. Linden is a widow? MRS. LINDEN. Yes. HELMER. And you have already had some experience of business? MRS. LINDEN. A good deal. HELMER. Well, then, it's very likely I may be able to find a place for you. NORA. Clapping her hands. There now! There now! HELMER. You have come at a fortunate moment, Mrs. Linden. MRS. LINDEN. Oh, how can I thank you-? HELMER. Smiling. There is no occasion. Puts on his overcoat. But for the present you must excuse me- RANK. Wait; I am going with you. Fetches his fur coat from the hall and warms it at the fire. NORA. Don't be long, Torvald dear. HELMER. Only an hour; not more. NORA. Are you going too, Christina? MRS. LINDEN. Putting on her walking things. Yes; I must set about looking for lodgings. HELMER. Then perhaps we can go together? NORA. Helping her. What a pity we haven't a spare room for you; but it's impossible- MRS. LINDEN. I shouldn't think of troubling you. Good-bye, dear Nora, and thank you for all your kindness. NORA. Good-bye for the present. Of course you'll come back this evening. And you, too, Doctor Rank. What! If you're well enough? Of course you'll be well enough. Only wrap up warmly. They go out, talking, into the hall. Outside on the stairs are heard children's voices. There they are! There they are! She runs to the outer door and opens it. The nurse, ANNA, enters the hall with the children. Come in! Come in! Stoops down and kisses the children. Oh, my sweet darlings! Do you see them, Christina? Aren't they lovely? RANK."}
{"text": "Do you see them, Christina? Aren't they lovely? RANK. Don't let us stand here chattering in the draught. HELMER. Come, Mrs. Linden; only mothers can stand such a temperature. DR. RANK, HELMER, and MRS. LINDEN go down the stairs; ANNA enters the room with the children; NORA also, shutting the door. NORA. How fresh and bright you look! And what red cheeks you've got! Like apples and roses. The children chatter to her during what follows. Have you had great fun? That's splendid! Oh, really! You've been giving Emmy and Bob a ride on your sledge!- both at once, only think, Why, you're quite a man, Ivar. Oh, give her to me a little, Anna. My sweet little dolly! Takes the smallest from the nurse and dances with her. Yes, yes; mother will dance with Bob too. What! Did you have a game of snowballs? Oh, I wish I'd been there. No; leave them, Anna; I'll take their things off. Oh, yes, let me do it; it's such fun. Go to the nursery; you look frozen. You'll find some hot coffee on the stove. The NURSE goes into the room on the left. NORA takes off the children's things and throws them down anywhere, while the children talk all together. Really! A big dog ran after you? But he didn't bite you? No; dogs don't bite dear little dolly children. Don't peep into those parcels, Ivar. What is it? Wouldn't you like to know? Take care- it'll bite! What? Shall we have a game? What shall we play at? Hide-and-seek? Yes, let's play hide-and-seek. Bob shall hide first. Am I to? Yes, let me hide first. She and the children play, with laughter and shouting, in the room and the adjacent one to the right. At last-13- NORA hides under the table; the children come rushing in, look for her, but cannot find her, hear her half-choked laughter, rush to the table, lift up the cover and see her. Loud shouts. She creeps out, as though to frighten them. Fresh shouts."}
{"text": "Loud shouts. She creeps out, as though to frighten them. Fresh shouts. Meanwhile there has been a knock at the door leading into the hall. No one has heard it. Now the door is half opened and KROGSTAD appears. He waits a little; the game is renewed. KROGSTAD. I beg your pardon, Mrs. Helmer- NORA. With a suppressed cry, turns round and half jumps up. Ah! What do you want? KROGSTAD. Excuse me; the outer door was ajar- somebody must have forgotten to shut it- NORA. Standing up. My husband is not at home, Mr. Krogstad. KROGSTAD. I know it. NORA. Then what do you want here? KROGSTAD. To say a few words to you. NORA. To me? To the children, softly. Go in to Anna. What? No, the strange man won't hurt mamma. When he's gone we'll go on playing. She leads the children into the left-hand room, and shuts the door behind them. Uneasy, in suspense. It is to me you wish to speak? KROGSTAD. Yes, to you. NORA. To-day? But it's not the first yet- KROGSTAD. No, to-day is Christmas Eve. It will depend upon yourself whether you have a merry Christmas. NORA. What do you want? I'm not ready to-day- KROGSTAD. Never mind that just now. I have come about another matter. You have a minute to spare? NORA. Oh, yes, I suppose so; although- KROGSTAD. Good. I was sitting in the restaurant opposite, and I saw your husband go down the street- NORA. Well? KROGSTAD. -with a lady. NORA. What then? KROGSTAD. May I ask if the lady was a Mrs Linden? NORA. Yes. KROGSTAD. Who has just come to town? NORA. Yes. To-day. KROGSTAD. I believe she is an intimate friend of yours. NORA. Certainly. But I don't understand- KROGSTAD. I used to know her too. NORA. I know you did. KROGSTAD. Ah! You know all about it. I thought as much. Now, frankly, is Mrs."}
{"text": "I am afraid of you no longer. When New Year's Day is over, I shall soon be out of the whole business. KROGSTAD. Controlling himself. Listen to me, Mrs. Helmer. If need be, I shall fight as though for my life to keep my little place in the Bank. NORA. Yes, so it seems. KROGSTAD. It's not only for the salary: that is what I care least about. It's something else- Well, I had better make a clean breast of it. Of course you know, like every one else, that some years ago I- got into trouble. NORA. I think I've heard something of the sort. KROGSTAD. The matter never came into court; but from that moment all paths were barred to me. Then I took up the business you know about. I had to turn my hand to something; and I don't think I've been one of the worst. But now I must get clear of it all. My sons are growing up; for their sake I must try to recover my character as well as I can. This place in the Bank was the first step; and now your husband wants to kick me off the ladder, back into the mire. NORA. But I assure you, Mr. Krogstad, I haven't the least power to help you. KROGSTAD. That is because you have not the will; but I can compel you. NORA. You won't tell my husband that I owe you money? KROGSTAD. H'm; suppose I were to? NORA. It would be shameful of you. With tears in her voice. The secret that is my joy and my pride- that he should learn it in such an ugly, coarse way- and from you. It would involve me in all sorts of unpleasantness- KROGSTAD. Only unpleasantness? NORA. Hotly. But just do it. It's you that will come off worst, for then my husband will see what a bad man you are, and then you certainly won't keep your place. KROGSTAD. I asked whether it was only domestic unpleasantness you feared? NORA. If my husband gets to know about it, he will of course pay you off at once, and then we shall have nothing more to do with you. KROGSTAD. Coming a pace nearer. Listen, Mrs."}
{"text": "If my husband gets to know about it, he will of course pay you off at once, and then we shall have nothing more to do with you. KROGSTAD. Coming a pace nearer. Listen, Mrs. Helmer: either your memory is defective, or you don't know much about business. I must make the position a little clearer to you. NORA. How so? KROGSTAD. When your husband was ill, you came to me to borrow-15- twelve hundred dollars. NORA. I knew of nobody else. KROGSTAD. I promised to find you the money- NORA. And you did find it. KROGSTAD. I promised to find you the money, on certain conditions. You were so much taken up at the time about your husband's illness, and so eager to have the wherewithal for your journey, that you probably did not give much thought to the details. Allow me to remind you of them. I promised to find you the amount in exchange for a note of hand, which I drew up. NORA. Yes, and I signed it. KROGSTAD. Quite right. But then I added a few lines, making your father security for the debt. Your father was to sign this. NORA. Was to-? He did sign it! KROGSTAD. I had left the date blank. That is to say, your father was himself to date his signature. Do you recollect that? NORA. Yes, I believe- KROGSTAD. Then I gave you the paper to send to your father, by post. Is not that so? NORA. Yes. KROGSTAD. And of course you did so at once; for within five or six days you brought me back the document with your father's signature; and I handed you the money. NORA. Well? Have I not made my payments punctually? KROGSTAD. Fairly- yes. But to return to the point: You were in great trouble at the time, Mrs. Helmer. NORA. I was indeed! KROGSTAD. Your father was very ill, I believe? NORA. He was on his death-bed. KROGSTAD. And died soon after? NORA. Yes. KROGSTAD. Tell me, Mrs. Helmer: do you happen to recollect the day of his death? The day of the month, I mean?"}
{"text": "NORA. Yes, but I can't just now. Run to the nursery; I have so much to do. Run along,- run along, and be good, my darlings! She pushes them gently into the inner room, and closes the door behind them. Sits on the sofa, embroiders a few stitches, but soon pauses. No! Throws down the work, rises, goes to the hall door and calls out. Ellen, bring in the Christmas-tree! Goes to table, left, and opens the drawer, again pauses. No, it's quite impossible! ELLEN. With Christmas-tree. Where shall I stand it, ma'am? NORA. There, in the middle of the room. ELLEN. Shall I bring in anything else? NORA. No, thank you, I have all I want. ELLEN, having put down the tree, goes out. NORA. Busy dressing the tree. There must be a candle here- and flowers there.- That horrible man! Nonsense, nonsense! There's nothing to be afraid of. The Christmas-tree shall be beautiful. I'll do everything to please you, Torvald; I'll sing and dance,- Enter HELMER by the hall door, with a bundle of documents. -17- NORA. Oh! You're back already? HELMER. Yes. Has anybody been here? NORA. No. HELMER. That's odd. I saw Krogstad come out of the house. NORA. Did you? Oh, yes, by-the-bye, he was here for a minute. HELMER. Nora, I can see by your manner that he has been begging you to put in a good word for him. NORA. Yes. HELMER. And you were to do it as if of your own accord? You were to say nothing to me of his having been here. Didn't he suggest that too? NORA. Yes, Torvald; but- HELMER. Nora, Nora! And you could condescend to that! To speak to such a man, to make him a promise! And then to tell me an untruth about it! NORA. An untruth! HELMER. Didn't you say that nobody had been here? Threatens with his finger. My little bird must never do that again! A song-bird must sing clear and true; no false notes."}
{"text": "Didn't you say that nobody had been here? Threatens with his finger. My little bird must never do that again! A song-bird must sing clear and true; no false notes. Puts his arm round her. That's so, isn't it? Yes, I was sure of it. Lets her go And now we'll say no more about it. Sits down before the fire. Oh, how cosy and quiet it is here! Glances into his documents. NORA. Busy with the tree, after a short silence. Torvald! HELMER. Yes. NORA. I'm looking forward so much to the Stenborgs' fancy ball the day after to-morrow. HELMER. And I'm on tenterhooks to see what surprise you have in store for me. NORA. Oh, it's too tiresome! HELMER. What is? NORA. I can't think of anything good. Everything seems so foolish and meaningless. HELMER. Has little Nora made that discovery? NORA. Behind his chair, with her arms on the back. Are you very busy, Torvald? HELMER. Well- NORA. What papers are those? HELMER. Bank business. NORA. Already! HELMER. I have got the retiring manager to let me make some necessary changes in the staff and the organization. I can do this during Christmas week. I want to have everything straight by the New Year. NORA. Then that's why that poor Krogstad- HELMER. H'm. NORA. Still leaning over the chair-back and slowly stroking his hair. If you hadn't been so very busy, I should have asked you a great, great favour, Torvald. HELMER. What can it be? Out with it. NORA. Nobody has such perfect taste as you; and I should so love to look well at the fancy ball. Torvald, dear, couldn't you take me in hand, and settle what I'm to be, and arrange my costume for me? HELMER. Aha! So my wilful little woman is at a loss, and making signals of distress. NORA. Yes, please, Torvald. I can't get on without your help. HELMER. Well, well, I'll think it over, and we'll soon hit upon something. NORA."}
{"text": "HELMER. Well, well, I'll think it over, and we'll soon hit upon something. NORA. Oh, how good that is of you! Goes to the tree again; pause. How well the red flowers show.- Tell me, was it anything so very dreadful this Krogstad got into trouble about? -18- HELMER. Forgery, that's all. Don't you know what that means? NORA. Mayn't he have been driven to it by need? HELMER. Yes; or, like so many others, he may have done it in pure heedlessness. I am not so hard-hearted as to condemn a man absolutely for a single fault. NORA. No, surely not, Torvald! HELMER. Many a man can retrieve his character, if he owns his crime and takes the punishment. NORA. Punishment-? HELMER. But Krogstad didn't do that. He evaded the law by means of tricks and subterfuges; and that is what has morally ruined him. NORA. Do you think that-? HELMER. Just think how a man with a thing of that sort on his conscience must be always lying and canting and shamming. Think of the mask he must wear even towards those who stand nearest him- towards his own wife and children. The effect on the children- that's the most terrible part of it, Nora. NORA. Why? HELMER. Because in such an atmosphere of lies home life is poisoned and contaminated in every fibre. Every breath the children draw contains some germ of evil. NORA. Closer behind him. Are you sure of that? HELMER. As a lawyer, my dear, I have seen it often enough. Nearly all cases of early corruption may be traced to lying mothers. NORA. Why- mothers? HELMER. It generally comes from the mother's side; but of course the father's influence may act in the same way. Every lawyer knows it too well. And here has this Krogstad been poisoning his own children for years past by a life of lies and hypocrisy- that is why I call him morally ruined. Holds out both hands to her. So my sweet little Nora must promise not to plead his cause. Shake hands upon it. Come, come, what's this? Give me your hand. That's right. Then it's a bargain."}
{"text": "Give me your hand. That's right. Then it's a bargain. I assure you it would have been impossible for me to work with him. It gives me a positive sense of physical discomfort to come in contact with such people. NORA draws her hand away, and moves to the other side of the Christmas-tree. NORA. How warm it is here. And I have so much to do. HELMER. Rises and gathers up his papers. Yes, and I must try to get some of these papers looked through before dinner. And I shall think over your costume too. Perhaps I may even find something to hang in gilt paper on the Christmas-tree-. Lays his hand on her head. My precious little song-bird! He goes into his room and shuts the door. NORA. Softly, after a pause. It can't be. It's impossible. It must be impossible! ANNA. At the door, left. The little ones are begging so prettily to come to mamma. NORA. No, no, no; don't let them come to me! Keep them with you, Anna. ANNA. Very well, ma'am. Shuts the door. NORA. Pale with terror. Corrupt my children!- Poison my home! Short pause. She throws back her head. It's not true! It can never, never be true! ACT SECOND The same room. In the corner, beside the piano, stands the Christmas-tree, stripped, and with the candles burnt out. NORA's outdoor things lie on the sofa. -19- NORA, alone, is walking about restlessly. At last she stops by the sofa, and takes up her cloak. NORA. Dropping the cloak. There's somebody coming! Goes to the hall door and listens. Nobody; of course nobody will come to-day, Christmas-day; nor to-morrow either. But perhaps- Opens the door and looks out. -. No, nothing in the letter box; quite empty. Comes forward. Stuff and nonsense! Of course he won't really do anything. Such a thing couldn't happen. It's impossible! Why, I have three little children. ANNA enters from the left, with a large cardboard box. ANNA. I've found the box with the fancy dress at last. NORA. Thanks; put it down on the table. ANNA."}
{"text": "NORA. Thanks; put it down on the table. ANNA. Does so. But I'm afraid it's very much out of order. NORA. Oh, I wish I could tear it into a hundred thousand pieces! ANNA. Oh, no. It can easily be put to rights- just a little patience. NORA. I shall go and get Mrs. Linden to help me. ANNA. Going out again? In such weather as this! You'll catch cold, ma'am, and be ill. NORA. Worse things might happen.- What are the children doing? ANNA. They're playing with their Christmas presents, poor little dears; but- NORA. Do they often ask for me? ANNA. You see they've been so used to having their mamma with them. NORA. Yes; but, Anna, I can't have them so much with me in future. ANNA. Well, little children get used to anything. NORA. Do you think they do? Do you believe they would forget their mother if she went quite away? ANNA. Gracious me! Quite away? NORA. Tell me, Anna- I've so often wondered about it- how could you bring yourself to give your child up to strangers? ANNA. I had to when I came to nurse my little Miss Nora. NORA. But how could you make up your mind to it? ANNA. When I had the chance of such a good place? A poor girl who's been in trouble must take what comes. That wicked man did nothing for me. NORA. But your daughter must have forgotten you. ANNA. Oh, no, ma'am, that she hasn't. She wrote to me both when she was confirmed and when she was married. NORA. Embracing her. Dear old Anna- you were a good mother to me when I was little. ANNA. My poor little Nora had no mother but me. NORA. And if my little ones had nobody else, I'm sure you would- Nonsense, nonsense! Opens the box. Go in to the children. Now I must- You'll see how lovely I shall be to-morrow. ANNA. I'm sure there will be no one at the ball so lovely as my Miss Nora. She goes into the room on the left. NORA."}
{"text": "I'm sure there will be no one at the ball so lovely as my Miss Nora. She goes into the room on the left. NORA. Takes the costume out of the box, but soon throws it down again. Oh, if I dared go out. If only nobody would come. If only nothing would happen here in the meantime. Rubbish; nobody is coming. Only not to think. What a delicious muff! Beautiful gloves, beautiful gloves! To forget- to forget! One, two, three, four, five, six- With a scream. Ah, there they come. Goes towards the door, then stands irresolute. MRS. LINDEN enters from the hall, where she has taken off her things. -20- NORA. Oh, it's you, Christina. There's nobody else there? I'm so glad you have come. MRS. LINDEN. I hear you called at my lodgings. NORA. Yes, I was just passing. There's something you must help me with. Let us sit here on the sofa so. To-morrow evening there's to be a fancy ball at Consul Stenborg's overhead, and Torvald wants me to appear as a Neapolitan fisher-girl, and dance the tarantella; I learned it at Capri. MRS. LINDEN. I see- quite a performance. NORA. Yes, Torvald wishes it. Look, this is the costume; Torvald had it made for me in Italy. But now it's all so torn, I don't know- MRS. LINDEN. Oh, we shall soon set that to rights. It's only the trimming that has come loose here and there. Have you a needle and thread? Ah, here's the very thing. NORA. Oh, how kind of you. MRS. LINDEN. Sewing. So you're to be in costume to-morrow, Nora? I'll tell you what- I shall come in for a moment to see you in all your glory. But I've quite forgotten to thank you for the pleasant evening yesterday. NORA. Rises and walks across the room. Oh, yesterday, it didn't seem so pleasant as usual.- You should have come to town a little sooner, Christina.- Torvald has certainly the art of making home bright and beautiful. MRS. LINDEN."}
{"text": "Rises and walks across the room. Oh, yesterday, it didn't seem so pleasant as usual.- You should have come to town a little sooner, Christina.- Torvald has certainly the art of making home bright and beautiful. MRS. LINDEN. You too, I should think, or you wouldn't be your father's daughter. But tell me- is Doctor Rank always so depressed as he was last evening? NORA. No, yesterday it was particularly noticeable. You see, he suffers from a dreadful illness. He has spinal consumption, poor fellow. They say his father was a horrible man, who kept mistresses and all sorts of things- so the son has been sickly from his childhood, you understand. MRS. LINDEN. Lets her sewing fall into her lap. Why, my darling Nora, how do you come to know such things? NORA. Moving about the room. Oh, when one has three children, one sometimes has visits from women who are half- half doctors- and they talk of one thing and another. MRS. LINDEN. Goes on sewing; a short pause. Does Doctor Rank come here every day? NORA. Every day of his life. He has been Torvald's most intimate friend from boyhood, and he's a good friend of mine too. Doctor Rank is quite one of the family. MRS. LINDEN. But tell me- is he quite sincere? I mean, isn't he rather given to flattering people? NORA. No, quite the contrary. Why should you think so? MRS. LINDEN. When you introduced us yesterday he said he had often heard my name; but I noticed afterwards that your husband had no notion who I was. How could Doctor Rank-? NORA. He was quite right, Christina. You see, Torvald loves me so indescribably, he wants to have me all to himself, as he says. When we were first married he was almost jealous if I even mentioned any of my old friends at home; so naturally I gave up doing it. But I often talk of the old times to Doctor Rank, for he likes to hear about them. MRS. LINDEN. Listen to me, Nora! You are still a child in many ways. I am older than you, and have had more experience. I'll tell you something? You ought to get clear of all this with Dr. Rank. NORA."}
{"text": "You ought to get clear of all this with Dr. Rank. NORA. Get clear of what? MRS. LINDEN. The whole affair, I should say. You were talking-21- yesterday of a rich admirer who was to find you money- NORA. Yes, one who never existed, worse luck. What then? MRS. LINDEN. Has Doctor Rank money? NORA. Yes, he has. MRS. LINDEN. And nobody to provide for? NORA. Nobody. But-? MRS. LINDEN. And he comes here every day? NORA. Yes, I told you so. MRS. LINDEN. I should have thought he would have had better taste. NORA. I don't understand you a bit. MRS. LINDEN. Don't pretend, Nora. Do you suppose I can't guess who lent you the twelve hundred dollars? NORA. Are you out of your senses? How can you think such a thing? A friend who comes here every day! Why, the position would be unbearable! MRS. LINDEN. Then it really is not he? NORA. No, I assure you. It never for a moment occurred to me- Besides, at that time he had nothing to lend; he came into his property afterwards. MRS. LINDEN. Well, I believe that was lucky for you, Nora dear. NORA. No, really, it would never have struck me to ask Dr. Rank- And yet, I'm certain that if I did- MRS. LINDEN. But of course you never would. NORA. Of course not. It's inconceivable that it should ever be necessary. But I'm quite sure that if I spoke to Doctor Rank- MRS. LINDEN. Behind your husband's back? NORA. I must get clear of the other thing; that's behind his back too. I must get clear of that. MRS. LINDEN. Yes, yes, I told you so yesterday; but- NORA. Walking up and down. A man can manage these things much better than a woman. MRS. LINDEN. One's own husband, yes. NORA. Nonsense. Stands still. When everything is paid, one gets back the paper. MRS. LINDEN. Of course. NORA."}
{"text": "HELMER. Come, then, out with it. NORA. Your lark would twitter from morning till night- HELMER. Oh, that she does in any case. NORA. I'll be an elf and dance in the moonlight for you, Torvald. HELMER. Nora- you can't mean what you were hinting at this morning? NORA. Coming nearer. Yes, Torvald, I beg and implore you! HELMER. Have you really the courage to begin that again? NORA. Yes, yes; for my sake, you must let Krogstad keep his place in the Bank. HELMER. My dear Nora, it's his place I intend for Mrs. Linden. NORA. Yes, that's so good of you. But instead of Krogstad, you could dismiss some other clerk. HELMER. Why, this is incredible obstinacy! Because you have thoughtlessly promised to put in a word for him, I am to-! NORA. It's not that, Torvald. It's for your own sake. This man writes for the most scurrilous newspapers; you said so yourself. He can do you no end of harm. I'm so terribly afraid of him- HELMER. Ah, I understand; it's old recollections that are frightening you. NORA. What do you mean? HELMER. Of course you're thinking of your father. NORA. Yes- yes, of course. Only think of the shameful slanders wicked people used to write about father. I believe they would have got him dismissed if you hadn't been sent to look into the thing, and been kind to him, and helped him. HELMER. My little Nora, between your father and me there is all the difference in the world. Your father was not altogether unimpeachable. I am; and I hope to remain so. NORA. Oh, no one knows what wicked men may hit upon. We could live so quietly and happily now, in our cosy, peaceful home, you and I and the children, Torvald! That's why I beg and implore you- HELMER. And it is just by pleading his cause that you make it impossible for me to keep him. It's already known at the Bank that I intend to dismiss Krogstad."}
{"text": "That's why I beg and implore you- HELMER. And it is just by pleading his cause that you make it impossible for me to keep him. It's already known at the Bank that I intend to dismiss Krogstad. If it were now reported that the new manager let himself be turned round his wife's little finger- NORA. What then? HELMER. Oh, nothing, so long as a wilful woman can have her way-! I am to make myself a laughing-stock to the whole staff, and set people saying that I am open to all sorts of outside influence? Take my word for it, I should soon feel the consequences. And besides there is one thing that makes Krogstad impossible for me to work with- NORA. What thing? HELMER. I could perhaps have overlooked his moral failings at a pinch- NORA. Yes, couldn't you, Torvald? -23- HELMER. And I hear he is good at his work. But the fact is, he was a college chum of mine- there was one of those rash friendships between us that one so often repents of later. I may as well confess it at once- he calls me by my Christian name; and he is tactless enough to do it even when others are present. He delights in putting on airs of familiarity- Torvald here, Torvald there! I assure you it's most painful to me. He would make my position at the Bank perfectly unendurable. In the original, \"We say 'thou' to each other.\". NORA. Torvald, surely you're not serious? HELMER. No? Why not? NORA. That's such a petty reason. HELMER. What! Petty! Do you consider me petty! NORA. No, on the contrary, Torvald dear; and that's just why- HELMER. Never mind; you call my motives petty; then I must be petty too. Petty! Very well!- Now we'll put an end to this, once for all. Goes to the door into the hall and calls. Ellen! NORA. What do you want? HELMER. Searching among his papers. To settle the thing. ELLEN enters. Here; take this letter; give it to a messenger. See that he takes it at once. The address is on it. Here's the money. ELLEN."}
{"text": "The address is on it. Here's the money. ELLEN. Very well, sir. Goes with the letter. HELMER. Putting his papers together. There, Madam Obstinacy. NORA. Breathless. Torvald- what was in the letter? HELMER. Krogstad's dismissal. NORA. Call it back again, Torvald! There's still time. Oh, Torvald, call it back again! For my sake, for your own, for the children's sake! Do you hear, Torvald? Do it! You don't know what that letter may bring upon us all. HELMER. Too late. NORA. Yes, too late. HELMER. My dear Nora, I forgive your anxiety, though it's anything but flattering to me. Why should you suppose that I would be afraid of a wretched scribbler's spite? But I forgive you all the same, for it's a proof of your great love for me. Takes her in his arms. That's as it should be, my own dear Nora. Let what will happen- when it comes to the pinch, I shall have strength and courage enough. You shall see: my shoulders are broad enough to bear the whole burden. NORA. Terror-struck. What do you mean by that? HELMER. The whole burden, I say- NORA. With decision. That you shall never, never do! HELMER. Very well; then we'll share it, Nora, as man and wife. That is how it should be. Petting her. Are you satisfied now? Come, come, come, don't look like a scared dove. It's all nothing- foolish fancies.- Now you ought to play the tarantella through and practise with the tambourine. I shall sit in my inner room and shut both doors, so that I shall hear nothing. As much noise as you please. Turns round in doorway. And when Rank comes, just tell him where I'm to be found. He nods to her, and goes with his papers into his room, closing the door. NORA. Bewildered with terror, stands as though rooted to the ground, and whispers. He would do it. Yes, he would do it. He would do it, in spite of all the world.- No, never that, never, never! Anything rather than that!"}
{"text": "Yes, he would do it. He would do it, in spite of all the world.- No, never that, never, never! Anything rather than that! Oh, for some way of escape! What shall I do-! Hall bell rings. Doctor Rank-!- Anything, anything, rather than-! -24- NORA draws her hands over her face, pulls herself together, goes to the door and opens it. RANK stands outside hanging up his fur coat. During what follows it begins to grow dark. NORA. Good afternoon, Doctor Rank, I knew you by your ring. But you mustn't go to Torvald now. I believe he's busy. RANK. And you? Enters and closes the door. NORA. Oh, you know very well, I have always time for you. RANK. Thank you. I shall avail myself of your kindness as long as I can. NORA. What do you mean? As long as you can? RANK. Yes. Does that frighten you? NORA. I think it's an odd expression. Do you expect anything to happen? RANK. Something I have long been prepared for; but I didn't think it would come so soon. NORA. Catching at his arm. What have you discovered? Doctor Rank, you must tell me! RANK. Sitting down by the stove. I am running down hill. There's no help for it. NORA. Draws a long breath of relief. It's you-? RANK. Who else should it be?- Why lie to one's self? I am the most wretched of all my patients, Mrs. Helmer. In these last days I have been auditing my life-account- bankrupt! Perhaps before a month is over, I shall lie rotting in the church-yard. NORA. Oh! What an ugly way to talk. RANK. The thing itself is so confoundedly ugly, you see. But the worst of it is, so many other ugly things have to be gone through first. There is only one last investigation to be made, and when that is over I shall know pretty certainly when the break-up will begin. There's one thing I want to say to you: Helmer's delicate nature shrinks so from all that is horrible: I will not have him in my sick-room- NORA. But, Doctor Rank- RANK."}
{"text": "There is only one last investigation to be made, and when that is over I shall know pretty certainly when the break-up will begin. There's one thing I want to say to you: Helmer's delicate nature shrinks so from all that is horrible: I will not have him in my sick-room- NORA. But, Doctor Rank- RANK. I won't have him, I say- not on any account! I shall lock my door against him.- As soon as I am quite certain of the worst, I shall send you my visiting-card with a black cross on it; and then you will know that the final horror has begun. NORA. Why, you're perfectly unreasonable to-day; and I did so want you to be in a really good humour. RANK. With death staring me in the face?- And to suffer thus for another's sin! Where's the justice of it? And in one way or another you can trace in every family some such inexorable retribution- NORA. Stopping her ears. Nonsense, nonsense! Now cheer up! RANK. Well, after all, the whole thing's only worth laughing at. My poor innocent spine must do penance for my father's wild oats. NORA. At table, left. I suppose he was too fond of asparagus and Strasbourg pate, wasn't he? RANK. Yes; and truffles. NORA. Yes, truffles, to be sure. And oysters, I believe? RANK. Yes, oysters; oysters, of course. NORA. And then all the port and champagne! It's sad that all these good things should attack the spine. RANK. Especially when the luckless spine attacked never had any good of them. NORA. Ah, yes, that's the worst of it. RANK. Looks at her searchingly. H'm--25- NORA. A moment later. Why did you smile? RANK. No; it was you that laughed. NORA. No; it was you that smiled, Doctor Rank. RANK. Standing up. I see you're deeper than I thought. NORA. I'm in such a crazy mood to-day. RANK. So it seems. NORA. With her hands on his shoulders. Dear, dear Doctor Rank, death shall not take you away from Torvald and me. RANK. Oh, you'll easily get over the loss."}
{"text": "With her hands on his shoulders. Dear, dear Doctor Rank, death shall not take you away from Torvald and me. RANK. Oh, you'll easily get over the loss. The absent are soon forgotten. NORA. Looks at him anxiously. Do you think so? RANK. People make fresh ties, and then- NORA. Who make fresh ties? RANK. You and Helmer will,- when I am gone. You yourself are taking time by the forelock, it seems to me. What was that Mrs. Linden doing here yesterday? NORA. Oh!- you're surely not jealous of poor Christina? RANK. Yes, I am. She will be my successor in this house. When I am out of the way, this woman will perhaps- NORA. Hush! Not so loud! She's in there. RANK. To-day as well? You see! NORA. Only to put my costume in order- dear me, how unreasonable you are! Sits on sofa. Now do be good, Doctor Rank! To-morrow you shall see how beautifully I shall dance; and then you may fancy that I'm doing it all to please you- and of course Torvald as well. Takes various things out of box. Doctor Rank, sit down here, and I'll show you something. RANK. Sitting. What is it? NORA. Look here. Look! RANK. Silk stockings. NORA. Flesh-coloured. Aren't they lovely? It's so dark here now; but to-morrow- No, no, no; you must only look at the feet. Oh, well, I suppose you may look at the rest too. RANK. H'm- NORA. What are you looking so critical about? Do you think they won't fit me? RANK. I can't possibly give any competent opinion on that point. NORA. Looking at him a moment. For shame! Hits him lightly on the ear with the stockings. Take that. Rolls them up again. RANK. And what other wonders am I to see? NORA. You sha'n't see anything more; for you don't behave nicely. She hums a little and searches among the things. RANK."}
{"text": "You sha'n't see anything more; for you don't behave nicely. She hums a little and searches among the things. RANK. After a short silence. When I sit here gossiping with you, I can't imagine- I simply cannot conceive- what would have become of me if I had never entered this house. NORA. Smiling. Yes, I think you do feel at home with us. RANK. More softly- looking straight before him. And now to have to leave it all- NORA. Nonsense. You sha'n't leave us. RANK. In the same tone. And not to be able to leave behind the slightest token of gratitude; scarcely even a passing regret- nothing but an empty place, that can be filled by the first comer. NORA. And if I were to ask you for-? No- RANK. For what? NORA. For a great proof of your friendship. RANK. Yes- yes? NORA. I mean- for a very, very great service- RANK. Would you really, for once, make me so happy? NORA. Oh, you don't know what it is. -26- RANK. Then tell me. NORA. No, I really can't, Doctor Rank. It's far, far too much- not only a service, but help and advice besides- RANK. So much the better. I can't think what you can mean. But go on. Don't you trust me? NORA. As I trust no one else. I know you are my best and truest friend. So I will tell you. Well then, Doctor Rank, there is something you must help me to prevent. You know how deeply, how wonderfully Torvald loves me; he wouldn't hesitate a moment to give his very life for my sake. RANK. Bending towards her. Nora- do you think he is the only one who-? NORA. With a slight start. Who-? RANK. Who would gladly give his life for you? NORA. Sadly. Oh! RANK. I have sworn that you shall know it before I- go. I shall never find a better opportunity.- Yes, Nora, now I have told you; and now you know that you can trust me as you can no one else. NORA. Standing up; simply and calmly. Let me pass, please. RANK."}
{"text": "NORA. Standing up; simply and calmly. Let me pass, please. RANK. Makes way for her, but remains sitting. Nora- NORA. In the doorway. Ellen, bring the lamp. Crosses to the stove. Oh dear, Doctor Rank, that was too bad of you. RANK. Rising. That I have loved you as deeply as- any one else? Was that too bad of me? NORA. No, but that you should have told me so. It was so unnecessary- RANK. What do you mean? Did you know-? ELLEN enters with the lamp; sets it on the table and goes out again. RANK. Nora- Mrs. Helmer- I ask you, did you know? NORA. Oh, how can I tell what I knew or didn't know? I really can't say- How could you be so clumsy, Doctor Rank? It was all so nice! RANK. Well, at any rate, you know now that I am at your service, body and soul. And now, go on. NORA. Looking at him. Go on- now? RANK. I beg you to tell me what you want. NORA. I can tell you nothing now. RANK. Yes, yes! You mustn't punish me in that way. Let me do for you whatever a man can. NORA. You can do nothing for me now.- Besides, I really want no help. You shall see it was only my fancy. Yes, it must be so. Of course! Sits in the rocking-chair, looks at him and smiles. You are a nice person, Doctor Rank! Aren't you ashamed of yourself, now that the lamp is on the table? RANK. No; not exactly. But perhaps I ought to go- for ever. NORA. No, indeed you mustn't. Of course you must come and go as you've always done. You know very well that Torvald can't do without you. RANK. Yes, but you? NORA. Oh, you know I always like to have you here. RANK. That is just what led me astray. You are a riddle to me. It has often seemed to me as if you liked being with me almost as much as being with Helmer. NORA. Yes; don't you see?"}
{"text": "It has often seemed to me as if you liked being with me almost as much as being with Helmer. NORA. Yes; don't you see? There are people one loves, and others one likes to talk to. RANK. Yes- there's something in that. NORA. When I was a girl, of course I loved papa best. But it always delighted me to steal into the servants' room. In the first place they never lectured me, and in the second it was such fun to hear-27- them talk. RANK. Ah, I see; then it's their place I have taken? NORA. Jumps up and hurries towards him. Oh, my dear Doctor Rank, I don't mean that. But you understand, with Torvald it's the same as with papa- ELLEN enters from the hall. ELLEN. Please, ma'am- Whispers to NORA, and gives her a card. NORA. Glancing at card. Ah! Puts it in her pocket. RANK. Anything wrong? NORA. No, no, not in the least. It's only- it's my new costume- RANK. Your costume! Why, it's there. NORA. Oh, that one, yes. But this is another that- I have ordered it- Torvald mustn't know- RANK. Aha! So that's the great secret. NORA. Yes, of course. Please go to him; he's in the inner room. Do keep him while I- RANK. Don't be alarmed; he sha'n't escape. RANK goes into HELMER's room. NORA. To ELLEN. Is he waiting in the kitchen? ELLEN. Yes, he came up the back stair- NORA. Didn't you tell him I was engaged? ELLEN. Yes, but it was no use. NORA. He won't go away? ELLEN. No, ma'am, not until he has spoken to you. NORA. Then let him come in; but quietly. And, Ellen- say nothing about it; it's a surprise for my husband. ELLEN. Oh, yes, ma'am, I understand. She goes out. NORA. It is coming! The dreadful thing is coming, after all. No, no, no, it can never be; it shall not!"}
{"text": "It is coming! The dreadful thing is coming, after all. No, no, no, it can never be; it shall not! She goes to HELMER'S door and slips the bolt. ELLEN opens the hall door for KROGSTAD, and shuts it after him. He wears a travelling-coat, high boots, and a fur cap. NORA. Goes towards him. Speak softly; my husband is at home. KROGSTAD. All right. That's nothing to me. NORA. What do you want? KROGSTAD. A little information. NORA. Be quick, then. What is it? KROGSTAD. You know I have got my dismissal. NORA. I couldn't prevent it, Mr. Krogstad. I fought for you to the last, but it was of no use. KROGSTAD. Does your husband care for you so little? He knows what I can bring upon you, and yet he dares- NORA. How could you think I should tell him? KROGSTAD. Well, as a matter of fact, I didn't think it. It wasn't like my friend Torvald Helmer to show so much courage- NORA. Mr. Krogstad, be good enough to speak respectfully of my husband. KROGSTAD. Certainly, with all due respect. But since you are so anxious to keep the matter secret, I suppose you are a little clearer than yesterday as to what you have done. NORA. Clearer than you could ever make me. KROGSTAD. Yes, such a bad lawyer as I- NORA. What is it you want? KROGSTAD. Only to see how you are getting on, Mrs. Helmer. I've been thinking about you all day. Even a mere money-lender, a gutter-journalist, a- in short, a creature like me- has a little-28- bit of what people call feeling. NORA. Then show it; think of my little children. KROGSTAD. Did you and your husband think of mine? But enough of that. I only wanted to tell you that you needn't take this matter too seriously. I shall not lodge any information, for the present. NORA. No, surely not. I knew you wouldn't. KROGSTAD. The whole thing can be settled quite amicably. Nobody need know."}
{"text": "KROGSTAD. The whole thing can be settled quite amicably. Nobody need know. It can remain among us three. NORA. My husband must never know. KROGSTAD. How can you prevent it? Can you pay off the balance? NORA. No, not at once. KROGSTAD. Or have you any means of raising the money in the next few days? NORA. None- that I will make use of. KROGSTAD. And if you had, it would not help you now. If you offered me ever so much money down, you should not get back your I.O.U. NORA. Tell me what you want to do with it. KROGSTAD. I only want to keep it- to have it in my possession. No outsider shall hear anything of it. So, if you have any desperate scheme in your head- NORA. What if I have? KROGSTAD. If you should think of leaving your husband and children- NORA. What if I do? KROGSTAD. Or if you should think of- something worse- NORA. How do you know that? KROGSTAD. Put all that out of your head. NORA. How did you know what I had in my mind? KROGSTAD. Most of us think of that at first. I thought of it, too; but I hadn't the courage- NORA. Tonelessly. Nor I. KROGSTAD. Relieved. No, one hasn't. You haven't the courage either, have you? NORA. I haven't, I haven't. KROGSTAD. Besides, it would be very foolish.- Just one domestic storm, and it's all over. I have a letter in my pocket for your husband- NORA. Telling him everything? KROGSTAD. Sparing you as much as possible. NORA. Quickly. He must never read that letter. Tear it up. I will manage to get the money somehow- KROGSTAD. Pardon me, Mrs. Helmer, but I believe I told you- NORA. Oh, I'm not talking about the money I owe you. Tell me how much you demand from my husband- I will get it. KROGSTAD. I demand no money from your husband. NORA. What do you demand then? KROGSTAD. I will tell you."}
{"text": "What do you demand then? KROGSTAD. I will tell you. I want to regain my footing in the world. I want to rise; and your husband shall help me to do it. For the last eighteen months my record has been spotless; I have been in bitter need all the time; but I was content to fight my way up, step by step. Now, I've been thrust down again, and I will not be satisfied with merely being reinstated as a matter of grace. I want to rise, I tell you. I must get into the Bank again, in a higher position than before. Your husband shall create a place on purpose for me-. NORA. He will never do that! KROGSTAD. He will do it; I know him- he won't dare to show fight! And when he and I are together there, you shall soon see! Before a year is out I shall be the manager's right hand. It won't be Torvald Helmer, but Nils Krogstad, that manages the Joint Stock Bank. -29- NORA. That shall never be. KROGSTAD. Perhaps you will-? NORA. Now I have the courage for it. KROGSTAD. Oh, you don't frighten me! A sensitive, petted creature like you- NORA. You shall see, you shall see! KROGSTAD. Under the ice, perhaps? Down into the cold, black water? And next spring to come up again, ugly, hairless, unrecognisable- NORA. You can't terrify me. KROGSTAD. Nor you me. People don't do that sort of thing, Mrs. Helmer. And, after all, what would be the use of it? I have your husband in my pocket, all the same. NORA. Afterwards? When I am no longer-? KROGSTAD. You forget, your reputation remains in my hands! NORA stands speechless and looks at him. Well, now you are prepared. Do nothing foolish. As soon as Helmer has received my letter, I shall expect to hear from him. And remember that it is your husband himself who has forced me back again into such paths. That I will never forgive him. Good-bye, Mrs. Helmer. Goes out through the hall. NORA hurries to the door, opens it a little, and listens. NORA. He's going."}
{"text": "NORA hurries to the door, opens it a little, and listens. NORA. He's going. He's not putting the letter into the box. No, no, it would be impossible! Opens the door further and further. What's that. He's standing still; not going downstairs. Has he changed his mind? Is he-? A letter falls into the box. KROGSTAD's footsteps are heard gradually receding down the stair. NORA utters a suppressed shriek, and rushes forward towards the sofa-table; pause. In the letter-box! Slips shrinkingly up to the hall door. There it lies.- Torvald, Torvald- now we are lost! MRS. LINDEN enters from the left with the costume. MRS. LINDEN. There, I think it's all right now. Shall we just try it on? NORA. Hoarsely and softly. Christina, come here. MRS. LINDEN. Throws down the dress on the sofa. What's the matter? You look quite distracted. NORA. Come here. Do you see that letter? There, see- through the glass of the letter-box. MRS. LINDEN. Yes, yes, I see it. NORA. That letter is from Krogstad- MRS. LINDEN. Nora- it was Krogstad who lent you the money? NORA. Yes; and now Torvald will know everything. MRS. LINDEN. Believe me, Nora, it's the best thing for both of you. NORA. You don't know all yet. I have forged a name- MRS. LINDEN. Good heavens! NORA. Now, listen to me, Christina; you shall bear me witness- MRS. LINDEN. How \"witness\"? What am I to-? NORA. If I should go out of my mind- it might easily happen- MRS. LINDEN. Nora! NORA. Or if anything else should happen to me- so that I couldn't be here-! MRS. LINDEN. Nora, Nora, you're quite beside yourself! NORA. In case any one wanted to take it all upon himself- the whole blame- you understand- MRS. LINDEN. Yes, yes; but how can you think-? NORA."}
{"text": "LINDEN. Yes, yes; but how can you think-? NORA. You shall bear witness that it's not true, Christina. I'm not out of my mind at all; I know quite well what I'm saying; and I tell you nobody else knew anything about it; I did the whole thing, I myself. Remember that. -30- MRS. LINDEN. I shall remember. But I don't understand what you mean- NORA. Oh, how should you? It's the miracle coming to pass. MRS. LINDEN. The miracle? NORA. Yes, the miracle. But it's so terrible, Christina; it mustn't happen for all the world. MRS. LINDEN. I shall go straight to Krogstad and talk to him. NORA. Don't; he'll do you some harm. MRS. LINDEN. Once he would have done anything for me. NORA. He? MRS. LINDEN. Where does he live? NORA. Oh, how can I tell-? Yes- Feels in her pocket. Here's his card. But the letter, the letter-! HELMER. Knocking outside. Nora! NORA. Shrieks in terror. Oh, what is it? What do you want? HELMER. Well, well, don't be frightened. We're not coming in; you've bolted the door. Are you trying on your dress? NORA. Yes, yes, I'm trying it on. It suits me so well, Torvald. MRS. LINDEN. Who has read the card. Why, he lives close by here. NORA. Yes, but it's no use now. We are lost. The letter is there in the box. MRS. LINDEN. And your husband has the key? NORA. Always. MRS. LINDEN. Krogstad must demand his letter back, unread. He must find some pretext- NORA. But this is the very time when Torvald generally- MRS. LINDEN. Prevent him. Keep him occupied. I shall come back as quickly as I can. She goes out hastily by the hall door. NORA. Opens HELMER'S door and peeps in. Torvald! HELMER. Well, may one come into one's own room again at last?"}
{"text": "Opens HELMER'S door and peeps in. Torvald! HELMER. Well, may one come into one's own room again at last? Come, Rank, we'll have a look- In the doorway. But how's this? NORA. What, Torvald dear? HELMER. Rank led me to expect a grand transformation. RANK. In the doorway. So I understood. I suppose I was mistaken. NORA. No, no one shall see me in my glory till to-morrow evening. HELMER. Why, Nora dear, you look so tired. Have you been practising too hard? NORA. No, I haven't practised at all yet. HELMER. But you'll have to- NORA. Oh yes, I must, I must! But, Torvald, I can't get on at all without your help. I've forgotten everything. HELMER. Oh, we shall soon freshen it up again. NORA. Yes, do help me, Torvald. You must promise me- Oh, I'm so nervous about it. Before so many people- This evening you must give yourself up entirely to me. You mustn't do a stroke of work; you mustn't even touch a pen. Do promise, Torvald dear! HELMER. I promise. All this evening I shall be your slave. Little helpless thing-! But, by-the-bye, I must just- Going to hall door. NORA. What do you want there? HELMER. Only to see if there are any letters. NORA. No, no, don't do that, Torvald. HELMER. Why not? NORA. Torvald, I beg you not to. There are none there. HELMER. Let me just see. Is going. NORA, at the piano, plays the first bars of the tarantella. HELMER. At the door, stops. Aha! NORA. I can't dance to-morrow if I don't rehearse with you first. HELMER. Going to her. Are you really so nervous, dear Nora? -31- NORA. Yes, dreadfully! Let me rehearse at once. We have time before dinner."}
{"text": "Yes, dreadfully! Let me rehearse at once. We have time before dinner. Oh, do sit down and play for me, Torvald dear; direct me and put me right, as you used to do. HELMER. With all the pleasure in life, since you wish it. Sits at piano. NORA snatches the tambourine out of he box, and hurriedly drapes herself in a long parti-coloured shawl; then, with a bound, stands in the middle of the floor. NORA. Now play for me! Now I'll dance! HELMER plays and NORA dances. RANK stands at the piano behind HELMER and looks on. HELMER. Playing. Slower! Slower! NORA. Can't do it slower! HELMER. Not so violently, Nora. NORA. I must! I must! HELMER. Stops. No, no, Nora- that will never do. NORA. Laughs and swings her tambourine. Didn't I tell you so! RANK. Let me play for her. HELMER. Rising. Yes, do- then I can direct her better. RANK sits down to the piano and plays; NORA dances more and more wildly. HELMER stands by the stove and addresses frequent corrections to her; she seems not to hear. Her hair breaks loose, and falls over her shoulders. She does not notice it, but goes on dancing. MRS. LINDEN enters and stands spellbound in the doorway. MRS. LINDEN. Ah-! NORA. Dancing. We're having such fun here, Christina! HELMER. Why, Nora dear, you're dancing as if it were a matter of life and death. NORA. So it is. HELMER. Rank, stop! This is the merest madness. Stop, I say! RANK stops playing, and NORA comes to a sudden standstill. HELMER. Going towards her. I couldn't have believed it. You've positively forgotten all I taught you. NORA. Throws the tambourine away. You see for yourself. HELMER. You really do want teaching. NORA. Yes, you see how much I need it. You must practise with me up to the last moment. Will you promise me, Torvald? HELMER. Certainly, certainly. NORA."}
{"text": "HELMER. Certainly, certainly. NORA. Neither to-day nor to-morrow must you think of anything but me. You mustn't open a single letter- mustn't look at the letter- box. HELMER. Ah, you're still afraid of that man- NORA. Oh yes, yes, I am. HELMER. Nora, I can see it in your face- there's a letter from him in the box. NORA. I don't know, I believe so. But you're not to read anything now; nothing ugly must come between us until all is over. RANK. Softly, to HELMER. You mustn't contradict her. HELMER. Putting his arm around her. The child shall have her own way. But to-morrow night, when the dance is over- NORA. Then you shall be free. ELLEN appears in the doorway, right. ELLEN. Dinner is on the table, ma'am. NORA. We'll have some champagne, Ellen. ELLEN. Yes, ma'am. Goes out. -32- HELMER. Dear me! Quite a banquet. NORA. Yes, and we'll keep it up till morning. Calling out. And macaroons, Ellen- plenty- just this once. HELMER. Seizing her hand. Come, come, don't let us have this wild excitement! Be my own little lark again. NORA. Oh yes, I will. But now go into the dining-room; and you too, Doctor Rank. Christina, you must help me to do up my hair. RANK. Softly, as they go. There's nothing in the wind? Nothing- I mean-? HELMER. Oh no, nothing of the kind. It's merely this babyish anxiety I was telling you about. They go out to the right. NORA. Well? MRS. LINDEN. He's gone out of town. NORA. I saw it in your face. MRS. LINDEN. He comes back to-morrow evening. I left a note for him. NORA. You shouldn't have done that. Things must take their course. After all, there's something glorious in waiting for the miracle. MRS. LINDEN. What is it you're waiting for? NORA. Oh, you can't understand."}
{"text": "What is it you're waiting for? NORA. Oh, you can't understand. Go to them in the dining-room; I shall come in a moment. MRS. LINDEN goes into the dining-room. NORA stands for a moment as though collecting her thoughts; then looks at her watch. NORA. Seven hours till midnight. Then twenty-four hours till the next midnight. Then the tarantella will be over. Twenty-four and seven? Thirty-one hours to live. HELMER appears at the door, right. HELMER. What has become of my little lark? NORA. Runs to him with open arms. Here she is! ACT THIRD The same room. The table, with the chairs around it, in the middle. A lighted lamp on the table. The door to the hall stands open. Dance music is heard from the floor above. MRS. LINDEN sits by the table and absently turns the pages of a book. She tries to read, but seems unable to fix her attention; she frequently listens and looks anxiously towards the hall door. MRS. LINDEN. Looks at her watch. Not here yet; and the time is nearly up. If only he hasn't- Listens again. Ah, there he is. She goes into the hall and cautiously opens the outer door; soft footsteps are heard on the stairs; she whispers. Come in; there is no one here. KROGSTAD. In the doorway. I found a note from you at my house. What does it mean? MRS. LINDEN. I must speak to you. KROGSTAD. Indeed? And in this house? MRS. LINDEN. I could not see you at my rooms. They have no separate entrance. Come in; we are quite alone. The servants are asleep, and the Helmers are at the ball upstairs. KROGSTAD. Coming into the room. Ah! So the Helmers are dancing this evening? Really? MRS. LINDEN. Yes. Why not? KROGSTAD. Quite right. Why not? MRS. LINDEN. And now let us talk a little. -33- KROGSTAD. Have we two anything to say to each other? MRS. LINDEN. A great deal. KROGSTAD. I should not have thought so. MRS. LINDEN."}
{"text": "I should not have thought so. MRS. LINDEN. Because you have never really understood me. KROGSTAD. What was there to understand? The most natural thing in the world- a heartless woman throws a man over when a better match offers. MRS. LINDEN. Do you really think me so heartless? Do you think I broke with you lightly? KROGSTAD. Did you not? MRS. LINDEN. Do you really think so? KROGSTAD. If not, why did you write me that letter? MRS. LINDEN. Was it not best? Since I had to break with you, was it not right that I should try to put an end to all that you felt for me? KROGSTAD. Clenching his hands together. So that was it? And all this- for the sake of money! MRS. LINDEN. You ought not to forget that I had a helpless mother and two little brothers. We could not wait for you, Nils, as your prospects then stood. KROGSTAD. Perhaps not; but you had no right to cast me off for the sake of others, whoever the others might be. MRS. LINDEN. I don't know. I have often asked myself whether I had the right. KROGSTAD. More softly. When I had lost you, I seemed to have no firm ground left under my feet. Look at me now. I am a shipwrecked man clinging to a spar. MRS. LINDEN. Rescue may be at hand. KROGSTAD. It was at hand; but then you came and stood in the way. MRS. LINDEN. Without my knowledge, Nils. I did not know till today that it was you I was to replace in the Bank. KROGSTAD. Well, I take your word for it. But now that you do know, do you mean to give way? MRS. LINDEN. No, for that would not help you in the least. KROGSTAD. Oh, help, help-! I should do it whether or no. MRS. LINDEN. I have learnt prudence. Life and bitter necessity have schooled me. KROGSTAD. And life has taught me not to trust fine speeches. MRS. LINDEN. Then life has taught you a very sensible thing."}
{"text": "MRS. LINDEN. Then life has taught you a very sensible thing. But deeds you will trust? KROGSTAD. What do you mean? MRS. LINDEN. You said you were a shipwrecked man, clinging to a spar. KROGSTAD. I have good reason to say so. MRS. LINDEN. I too am shipwrecked, and clinging to a spar. I have no one to mourn for, no one to care for. KROGSTAD. You made your own choice. MRS. LINDEN. No choice was left me. KROGSTAD. Well, what then? MRS. LINDEN. Nils, how if we two shipwrecked people could join hands? KROGSTAD. What! MRS. LINDEN. Two on a raft have a better chance than if each clings to a separate spar. KROGSTAD. Christina! MRS. LINDEN. What do you think brought me to town? KROGSTAD. Had you any thought of me? MRS. LINDEN. I must have work or I can't bear to live. All my life, as long as I can remember, I have worked; work has been my one great joy. Now I stand quite alone in the world, aimless and forlorn. There is no happiness in working for one's self. Nils,-34- give me somebody and something to work for. KROGSTAD. I cannot believe in all this. It is simply a woman's romantic craving for self-sacrifice. MRS. LINDEN. Have you ever found me romantic? KROGSTAD. Would you really-? Tell me: do you know all my past? MRS. LINDEN. Yes. KROGSTAD. And do you know what people say of me? MRS. LINDEN. Did you not say just now that with me you could have been another man? KROGSTAD. I am sure of it. MRS. LINDEN. Is it too late? KROGSTAD. Christina, do you know what you are doing? Yes, you do; I see it in your face. Have you the courage then-? MRS. LINDEN. I need some one to be a mother to, and your children need a mother."}
{"text": "MRS. LINDEN. I need some one to be a mother to, and your children need a mother. You need me, and I- I need you. Nils, I believe in your better self. With you I fear nothing. KROGSTAD. Seizing her hands. Thank you- thank you, Christina. Now I shall make others see me as you do.- Ah, I forgot- MRS. LINDEN. Listening. Hush! The tarantella! Go! Go! KROGSTAD. Why? What is it? MRS. LINDEN. Don't you hear the dancing overhead? As soon as that is over they will be here. KROGSTAD. Oh yes, I shall go. Nothing will come of this, after all. Of course, you don't know the step I have taken against the Helmers. MRS. LINDEN. Yes, Nils, I do know. KROGSTAD. And yet you have the courage to-? MRS. LINDEN. I know to what lengths despair can drive a man. KROGSTAD. Oh, if I could only undo it! MRS. LINDEN. You could. Your letter is still in the box. KROGSTAD. Are you sure? MRS. LINDEN. Yes; but- KROGSTAD. Looking to her searchingly. Is that what it all means? You want to save your friend at any price. Say it out- is that your idea? MRS. LINDEN. Nils, a woman who has once sold herself for the sake of others, does not do so again. KROGSTAD. I shall demand my letter back again. MRS. LINDEN. No, no. KROGSTAD. Yes, of course. I shall wait till Helmer comes; I shall tell him to give it back to me- that it's only about my dismissal- that I don't want it read- MRS. LINDEN. No, Nils, you must not recall the letter. KROGSTAD. But tell me, wasn't that just why you got me to come here? MRS. LINDEN. Yes, in my first alarm. But a day has passed since then, and in that day I have seen incredible things in this house. Helmer must know everything; there must be an end to this unhappy secret."}
{"text": "Yes, in my first alarm. But a day has passed since then, and in that day I have seen incredible things in this house. Helmer must know everything; there must be an end to this unhappy secret. These two must come to a full understanding. They must have done with all these shifts and subterfuges. KROGSTAD. Very well, if you like to risk it. But one thing I can do, and at once- MRS. LINDEN. Listening. Make haste! Go, go! The dance is over; we're not safe another moment. KROGSTAD. I shall wait for you in the street. MRS. LINDEN. Yes, do; you must see me home. KROGSTAD. I never was so happy in all my life! KROGSTAD goes out by the outer door. The door between the room and the hall remains open. MRS. LINDEN. Arranging the room and getting her outdoor things together. What a change! What a change! To have some one to work-35- for, to live for; a home to make happy! Well, it shall not be my fault if I fail.- I wish they would come.- Listens. Ah, here they are! I must get my things on. Takes bonnet and cloak. HELMER'S and NORA'S voices are heard outside, a key is turned in the lock, and HELMER drags NORA almost by force into the hall. She wears the Italian costume with a large black shawl over it. He is in evening dress and wears a black domino, open. NORA. Struggling with him in the doorway. No, no, no! I won't go in! I want to go upstairs again; I don't want to leave so early! HELMER. But, my dearest girl-! NORA. Oh, please, please, Torvald, I beseech you- only one hour more! HELMER. Not one minute more, Nora dear; you know what we agreed. Come, come in; you're catching cold here. He leads her gently into the room in spite of her resistance. MRS. LINDEN. Good-evening. NORA. Christina! HELMER. What, Mrs. Linden! You here so late? MRS. LINDEN. Yes, I ought to apologise."}
{"text": "MRS. LINDEN. Yes, I ought to apologise. I did so want to see Nora in her costume. NORA. Have you been sitting here waiting for me? MRS. LINDEN. Yes; unfortunately I came too late. You had gone upstairs already, and I felt I couldn't go away without seeing you. HELMER. Taking Nora's shawl off. Well then, just look at her! I assure you she's worth it. Isn't she lovely, Mrs. Linden? MRS. LINDEN. Yes, I must say- HELMER. Isn't she exquisite? Every one said so. But she's dreadfully obstinate, dear little creature. What's to be done with her? Just think, I had almost to force her away. NORA. Oh, Torvald, you'll be sorry some day that you didn't let me stay, if only for one half-hour more. HELMER. There! You hear her, Mrs. Linden? She dances her tarantella with wild applause, and well she deserved it, I must say- though there was, perhaps, a little too much nature in her rendering of the idea- more than was, strictly speaking, artistic. But never mind- the point is, she made a great success, a tremendous success. Was I to let her remain after that- to weaken the impression? Not if I know it. I took my sweet little Capri girl- my capricious little Capri girl, I might say- under my arm; a rapid turn round the room, a curtsey to all sides, and- as they say in novels- the lovely apparition vanished! An exit should always be effective, Mrs. Linden; but I can't get Nora to see it. By Jove! It's warm here. Throws his domino on a chair and opens the door to his room. What! No light there? Oh, of course. Excuse me- Goes in and lights candle. NORA. Whispers breathlessly. Well? MRS. LINDEN. Softly. I've spoken to him. NORA. And-? MRS. LINDEN. Nora- you must tell your husband everything- NORA. Tonelessly. I knew it! MRS. LINDEN. You have nothing to fear from Krogstad; but you must speak out. NORA."}
{"text": "LINDEN. You have nothing to fear from Krogstad; but you must speak out. NORA. I shall not speak! MRS. LINDEN. Then the letter will. NORA. Thank you, Christina. Now I know what I have to do. Hush-! HELMER. Coming back. Well, Mrs. Linden, have you admired her? MRS. LINDEN. Yes; and now I must say good-night. -36- HELMER. What, already? Does this knitting belong to you? MRS. LINDEN. Takes it. Yes, thanks; I was nearly forgetting it. HELMER. Then you do knit? MRS. LINDEN. Yes. HELMER. Do you know, you ought to embroider instead? MRS. LINDEN. Indeed! Why? HELMER. Because it's so much prettier. Look now! You hold the embroidery in the left hand, so, and then work the needle with the right hand, in a long, graceful curve- don't you? MRS. LINDEN. Yes, I suppose so. HELMER. But knitting is always ugly. Just look- your arms close to your sides, and the needles going up and down- there's something Chinese about it.- They really gave us splendid champagne to-night. MRS. LINDEN. Well, good-night, Nora, and don't be obstinate any more. HELMER. Well said, Mrs. Linden! MRS. LINDEN. Good-night, Mr. Helmer. HELMER. Accompanying her to the door. Good-night, good-night; I hope you'll get safely home. I should be glad to- but you have such a short way to go. Good-night, good-night. She goes; HELMER shuts the door after her and comes forward again. At last we've got rid of her: she's a terrible bore. NORA. Aren't you very tired, Torvald? HELMER. No, not in the least. NORA. Nor sleepy? HELMER. Not a bit. I feel particularly lively. But you? You do look tired and sleepy. NORA. Yes, very tired. I shall soon sleep now. HELMER. There, you see. I was right after all not to let you stay longer. NORA."}
{"text": "There, you see. I was right after all not to let you stay longer. NORA. Oh, everything you do is right. HELMER. Kissing her forehead. Now my lark is speaking like a reasonable being. Did you notice how jolly Rank was this evening? NORA. Indeed? Was he? I had no chance of speaking to him. HELMER. Nor I, much; but, I haven't seen him in such good spirits for a long time. Looks at NORA a little, then comes nearer her. It's splendid to be back in our own home, to be quite alone together!- Oh, you enchanting creature! NORA. Don't look at me in that way, Torvald. HELMER. I am not to look at my dearest treasure?- at all the loveliness that is mine, mine only, wholly and entirely mine? NORA. Goes to the other side of the table. You mustn't say these things to me this evening. HELMER. Following. I see you have the tarantella still in your blood- and that makes you all the more enticing. Listen! The other people are going now. More softly. Nora- soon the whole house will be still. NORA. Yes, I hope so. HELMER. Yes, don't you, Nora darling? When we are among strangers, do you know why I speak so little to you, and keep so far away, and only steal a glance at you now and then- do you know why I do it? Because I am fancying that we love each other in secret, that I am secretly betrothed to you, and that no one dreams that there is anything between us. NORA. Yes, yes, yes. I know all your thoughts are with me. HELMER. And then, when the time comes to go, and I put the shawl about your smooth, soft shoulders, and this glorious neck of yours, I imagine you are my bride, that our marriage is just over, that I am bringing you for the first time to my home- that I am alone with you for the first time- quite alone with you, in-37- your trembling loveliness! All this evening I have been longing for you, and you only."}
{"text": "HELMER. And then, when the time comes to go, and I put the shawl about your smooth, soft shoulders, and this glorious neck of yours, I imagine you are my bride, that our marriage is just over, that I am bringing you for the first time to my home- that I am alone with you for the first time- quite alone with you, in-37- your trembling loveliness! All this evening I have been longing for you, and you only. When I watched you swaying and whirling in the tarantella- my blood boiled- I could endure it no longer; and that's why I made you come home with me so early- NORA. Go now, Torvald! Go away from me. I won't have all this. HELMER. What do you mean? Ah, I see you're teasing me, little Nora! Won't- won't! Am I not your husband-? A knock at the outer door. NORA. Starts. Did you hear-? HELMER. Going towards the hall. Who's there? RANK. Outside. It is I; may I come in for a moment? HELMER. In a low tone, annoyed. Oh, what can he want just now? Aloud. Wait a moment. Opens door. Come, it's nice of you to look in. RANK. I thought I heard your voice, and that put it into my head. Looks round. Ah, this dear old place! How cosy you two are here! HELMER. You seemed to find it pleasant enough upstairs, too. RANK. Exceedingly. Why not? Why shouldn't one take one's share of everything in this world? All one can, at least, and as long as one can. The wine was splendid- HELMER. Especially the champagne. RANK. Did you notice it? It's incredible the quantity I contrived to get down. NORA. Torvald drank plenty of champagne, too. RANK. Did he? NORA. Yes, and it always puts him in such spirits. RANK. Well, why shouldn't one have a jolly evening after a well-spent day? HELMER. Well-spent! Well, I haven't much to boast of in that respect. RANK. Slapping him on the shoulder. But I have, don't you see?"}
{"text": "Well, I haven't much to boast of in that respect. RANK. Slapping him on the shoulder. But I have, don't you see? NORA. I suppose you have been engaged in a scientific investigation, Doctor Rank? RANK. Quite right. HELMER. Bless me! Little Nora talking about scientific investigations! NORA. Am I to congratulate you on the result? RANK. By all means. NORA. It was good then? RANK. The best possible, both for doctor and patient- certainty. NORA. Quickly and searchingly. Certainty? RANK. Absolute certainty. Wasn't I right to enjoy myself after that? NORA. Yes, quite right, Doctor Rank. HELMER. And so say I, provided you don't have to pay for it to-morrow. RANK. Well, in this life nothing is to be had for nothing. NORA. Doctor Rank- I'm sure you are very fond of masquerades? RANK. Yes, when there are plenty of amusing disguises- NORA. Tell me, what shall we two be at our next masquerade? HELMER. Little featherbrain! Thinking of your next already! RANK. We two? I'll tell you. You must go as a good fairy. HELMER. Ah, but what costume would indicate that? RANK. She has simply to wear her everyday dress. HELMER. Capital! But don't you know what you will be yourself? RANK. Yes, my dear friend, I am perfectly clear upon that point. HELMER. Well? RANK. At the next masquerade I shall be invisible. HELMER. What a comical idea! RANK. There's a big black hat- haven't you heard of the invisible-38- hat? It comes down all over you, and then no one can see you. HELMER. With a supressed smile. No, you're right there. RANK. But I'm quite forgetting what I came for. Helmer, give me a cigar- one of the dark Havanas. HELMER. With the greatest pleasure. Hands cigar-case. RANK. Takes one and cuts the end off. Thank you. NORA. Striking a wax match. Let me give you a light. RANK. A thousand thanks. She holds the match."}
{"text": "RANK. A thousand thanks. She holds the match. He lights his cigar at it. RANK. And now, good-bye! HELMER. Good-bye, good-bye, my dear fellow. NORA. Sleep well, Doctor Rank. RANK. Thanks for the wish. NORA. Wish me the same. RANK. You? Very well, since you ask me- Sleep well. And thanks for the light. He nods to them both and goes out. HELMER. In an undertone. He's been drinking a good deal. NORA. Absently. I daresay. HELMER takes his bunch of keys from his pocket and goes into the hall. Torvald, what are you doing there? HELMER. I must empty the letter-box; it's quite full; there will be no room for the newspapers to-morrow morning. NORA. Are you going to work to-night? HELMER. You know very well I am not.- Why, how is this? Some one has been at the lock. NORA. The lock-? HELMER. I'm sure of it. What does it mean? I can't think that the servants-? Here's a broken hair-pin. Nora, it's one of yours. NORA. Quickly. It must have been the children- HELMER. Then you must break them of such tricks.- There! At last I've got it open. Takes contents out and calls into the kitchen. Ellen!- Ellen, just put the hall door lamp out. He returns with letters in his hand, and shuts the inner door. HELMER. Just see how they've accumulated. Turning them over. Why, what's this? NORA. At the window. The letter! Oh no, no, Torvald! HELMER. Two visiting-cards- from Rank. NORA. From Doctor Rank? HELMER. Looking at them. Doctor Rank. They were on the top. He must just have put them in. NORA. Is there anything on them? HELMER. There's a black cross over the name. Look at it. What an unpleasant idea! It looks just as if he were announcing his own death. NORA. So he is. HELMER. What! Do you know anything? Has he told you anything? NORA. Yes."}
{"text": "Has he told you anything? NORA. Yes. These cards mean that he has taken his last leave of us. He is going to shut himself up and die. HELMER. Poor fellow! Of course I knew we couldn't hope to keep him long. But so soon-! And to go and creep into his lair like a wounded animal- NORA. When we must go, it is best to go silently. Don't you think so, Torvald? HELMER. Walking up and down. He had so grown into our lives, I can't realise that he is gone. He and his sufferings and his loneliness formed a sort of cloudy background to the sunshine of our happiness.- Well, perhaps it's best as it is- at any rate for him. Stands still. And perhaps for us too, Nora. Now we two are-39- thrown entirely upon each other. Takes her in his arms. My darling wife! I feel as if I could never hold you close enough. Do you know, Nora, I often wish some danger might threaten you, that I might risk body and soul, and everything, everything, for your dear sake. NORA. Tears herself from him and says firmly. Now you shall read your letters, Torvald. HELMER. No, no; not to-night. I want to be with you, my sweet wife. NORA. With the thought of your dying friend-? HELMER. You are right. This has shaken us both. Unloveliness has come between us- thoughts of death and decay. We must seek to cast them off. Till then- we will remain apart. NORA. Her arms round his neck. Torvald! Good-night! Good-night! HELMER. Kissing her forehead. Good-night, my little song-bird. Sleep well, Nora. Now I shall go and read my letters. He goes with the letters in his hand into his room and shuts the door. NORA. With wild eyes, gropes about her, seizes HELMER'S domino, throws it round her, and whispers quickly, hoarsely, and brokenly. Never to see him again. Never, never, never. Throws her shawl over her head. Never to see the children again. Never, never.- Oh that black, icy water! Oh that bottomless-! If it were only over!"}
{"text": "Never, never.- Oh that black, icy water! Oh that bottomless-! If it were only over! Now he has it; he's reading it. Oh, no, no, no, not yet. Torvald, good-bye-! Good-bye, my little ones-! She is rushing out by the hall; at the same moment HELMER flings his door open, and stands there with an open letter in his hand. HELMER. Nora! NORA. Shrieks. Ah-! HELMER. What is this? Do you know what is in this letter? NORA. Yes, I know. Let me go! Let me pass! HELMER. Holds her back. Where do you want to go? NORA. Tries to break away from him. You shall not save me, Torvald. HELMER. Falling back. True! Is what he writes true? No, no, it is impossible that this can be true. NORA. It is true. I have loved you beyond all else in the world. HELMER. Pshaw- no silly evasions! NORA. A step nearer him. Torvald-! HELMER. Wretched woman- what have you done! NORA. Let me go- you shall not save me! You shall not take my guilt upon yourself! HELMER. I don't want any melodramatic airs. Locks the outer door. Here you shall stay and give an account of yourself. Do you understand what you have done? Answer! Do you understand it? NORA. Looks at him fixedly, and says with a stiffening expression. Yes; now I begin fully to understand it. HELMER. Walking up and down. Oh! What an awful awakening! During all these eight years- she who was my pride and my joy- a hypocrite, a liar- worse, worse- a criminal. Oh, the unfathomable hideousness of it all! Ugh! Ugh! NORA says nothing, and continues to look fixedly at him. HELMER. I ought to have known how it would be. I ought to have foreseen it. All your father's want of principle- be silent!- all your father's want of principle you have inherited- no religion, no morality, no sense of duty. How I am punished for screening him!"}
{"text": "I ought to have foreseen it. All your father's want of principle- be silent!- all your father's want of principle you have inherited- no religion, no morality, no sense of duty. How I am punished for screening him! I did it for your sake; and you reward me like this. NORA. Yes- like this. HELMER. You have destroyed my whole happiness. You have ruined my-40- future. Oh, it's frightful to think of! I am in the power of a scoundrel; he can do whatever he pleases with me, demand whatever he chooses; he can domineer over me as much as he likes, and I must submit. And all this disaster and ruin is brought upon me by an unprincipled woman! NORA. When I am out of the world, you will be free. HELMER. Oh, no fine phrases. Your father, too, was always ready with them. What good would it do me, if you were \"out of the world,\" as you say? No good whatever! He can publish the story all the same; I might even be suspected of collusion. People will think I was at the bottom of it all and egged you on. And for all this I have you to thank- you whom I have done nothing but pet and spoil during our whole married life. Do you understand now what you have done to me? NORA. With cold calmness. Yes. HELMER. The thing is so incredible, I can't grasp it. But we must come to an understanding. Take that shawl off. Take it off, I say! I must try to pacify him in one way or another- the matter must be hushed up, cost what it may.- As for you and me, we must make no outward change in our way of life- no outward change, you understand. Of course, you will continue to live here. But the children cannot be left in your care. I dare not trust them to you.- Oh, to have to say this to one I have loved so tenderly- whom I still-! But that must be a thing of the past. Henceforward there can be no question of happiness, but merely of saving the ruins, the shreds, the show- A ring; HELMER starts. What's that? So late! Can it be the worst? Can he-?"}
{"text": "So late! Can it be the worst? Can he-? Hide yourself, Nora; say you are ill. NORA stands motionless. HELMER goes to the door and opens it. ELLEN. Half dressed, in the hall. Here is a letter for you, ma'am. HELMER. Give it to me. Seizes the letter and shuts the door. Yes, from him. You shall not have it. I shall read it. NORA. Read it? HELMER. By the lamp. I have hardly the courage to. We may both be lost, both you and I. Ah! I must know. Hastily tears the letter open; reads a few lines, looks at an enclosure; with a cry of joy. Nora! Nora looks inquiringly at him. HELMER. Nora!- Oh! I must read it again.- Yes, yes, it is so. I am saved! Nora, I am saved! NORA. And I? HELMER. You too, of course; we are both saved, both of us. Look here- he sends you back your promissory note. He writes that he regrets and apologises, that a happy turn in his life- Oh, what matter what he writes. We are saved, Nora! No one can harm you. Oh, Nora, Nora-; but first to get rid of this hateful thing. I'll just see- Glances at the I.O.U. No, I will not look at it; the whole thing shall be nothing but a dream to me. Tears the I.O.U. and both letters in pieces. Throws them into the fire and watches them burn. There! It's gone!- He said that ever since Christmas Eve- Oh, Nora, they must have been three terrible days for you! NORA. I have fought a hard fight for the last three days. HELMER. And in your agony you saw no other outlet but- No; we won't think of that horror. We will only rejoice and repeat- it's over, all over! Don't you hear, Nora? You don't seem able to grasp it. Yes, it's over. What is this set look on your face? Oh, my poor Nora, I understand; you cannot believe that I have forgiven you. But I have, Nora; I swear it. I have forgiven everything."}
{"text": "Oh, my poor Nora, I understand; you cannot believe that I have forgiven you. But I have, Nora; I swear it. I have forgiven everything. I know that what you did was all for love of me. -41- NORA. That is true. HELMER. You loved me as a wife should love her husband. It was only the means that, in your inexperience, you misjudged. But do you think I love you the less because you cannot do without guidance? No, no. Only lean on me; I will counsel you, and guide you. I should be no true man if this very womanly helplessness did not make you doubly dear in my eyes. You mustn't dwell upon the hard things I said in my first moment of terror, when the world seemed to be tumbling about my ears. I have forgiven you, Nora- I swear I have forgiven you. NORA. I thank you for your forgiveness. Goes out, to the right. HELMER. No, stay-! Looking through the doorway. What are you going to do? NORA. Inside. To take off my masquerade dress. HELMER. In the doorway. Yes, do, dear. Try to calm down, and recover your balance, my scared little song-bird. You may rest secure. I have broad wings to shield you. Walking up and down near the door. Oh, how lovely- how cosy our home is, Nora! Here you are safe; here I can shelter you like a hunted dove whom I have saved from the claws of the hawk. I shall soon bring your poor beating heart to rest; believe me, Nora, very soon. To-morrow all this will seem quite different- everything will be as before. I shall not need to tell you again that I forgive you; you will feel for yourself that it is true. How could you think I could find it in my heart to drive you away, or even so much as to reproach you? Oh, you don't know a true man's heart, Nora. There is something indescribably sweet and soothing to a man in having forgiven his wife- honestly forgiven her, from the bottom of his heart. She becomes his property in a double sense. She is as though born again; she has become, so to speak, at once his wife and his child."}
{"text": "There is something indescribably sweet and soothing to a man in having forgiven his wife- honestly forgiven her, from the bottom of his heart. She becomes his property in a double sense. She is as though born again; she has become, so to speak, at once his wife and his child. That is what you shall henceforth be to me, my bewildered, helpless darling. Don't be troubled about anything, Nora; only open your heart to me, and I will be both will and conscience to you. NORA enters in everyday dress. Why, what's this? Not gone to bed You have changed your dress? NORA. Yes, Torvald; now I have changed my dress. HELMER. But why now, so late-? NORA. I shall not sleep to-night. HELMER. But, Nora dear- NORA. Looking at her watch. It's not so late yet. Sit down, Torvald; you and I have much to say to each other. She sits at one side of the table. HELMER. Nora- what does this mean? Your cold, set face- NORA. Sit down. It will take some time. I have much to talk over with you. HELMER sits at the other side of the table. HELMER. You alarm me, Nora. I don't understand you. NORA. No, that is just it. You don't understand me; and I have never understood you- till to-night. No, don't interrupt. Only listen to what I say.- We must come to a final settlement, Torvald. HELMER. How do you mean? NORA. After a short silence. Does not one thing strike you as we sit here? HELMER. What should strike me? NORA. We have been married eight years. Does it not strike you that this is the first time we two, you and I, man and wife, have talked together seriously? HELMER. Seriously! What do you call seriously? NORA. During eight whole years, and more- ever since the day we-42- first met- we have never exchanged one serious word about serious things. HELMER. Was I always to trouble you with the cares you could not help me to bear? NORA. I am not talking of cares. I say that we have never yet set ourselves seriously to get to the bottom of anything."}
{"text": "NORA. I am not talking of cares. I say that we have never yet set ourselves seriously to get to the bottom of anything. HELMER. Why, my dearest Nora, what have you to do with serious things? NORA. There we have it! You have never understood me.- I have had great injustice done me, Torvald; first by father, and then by you. HELMER. What! By your father and me?- By us, who have loved you more than all the world? NORA. Shaking her head. You have never loved me. You only thought it amusing to be in love with me. HELMER. Why, Nora, what a thing to say! NORA. Yes, it is so, Torvald. While I was at home with father, he used to tell me all his opinions, and I held the same opinions. If I had others I said nothing about them, because he wouldn't have liked it. He used to call me his doll-child, and played with me as I played with my dolls. Then I came to live in your house- HELMER. What an expression to use about our marriage! NORA. Undisturbed. I mean I passed from father's hands into yours. You arranged everything according to your taste; and I got the same tastes as you; or I pretended to- I don't know which- both ways, perhaps; sometimes one and sometimes the other. When I look back on it now, I seem to have been living here like a beggar, from hand to mouth. I lived by performing tricks for you, Torvald. But you would have it so. You and father have done me a great wrong. It is your fault that my life has come to nothing. HELMER. Why, Nora, how unreasonable and ungrateful you are! Have you not been happy here? NORA. No, never. I thought I was; but I never was. HELMER. Not- not happy! NORA. No; only merry. And you have always been so kind to me. But our house has been nothing but a play-room. Here I have been your doll-wife, just as at home I used to be papa's doll-child. And the children, in their turn, have been my dolls. I thought it fun when you played with me, just as the children did when I played with them."}
{"text": "Here I have been your doll-wife, just as at home I used to be papa's doll-child. And the children, in their turn, have been my dolls. I thought it fun when you played with me, just as the children did when I played with them. That has been our marriage, Torvald. HELMER. There is some truth in what you say, exaggerated and overstrained though it be. But henceforth it shall be different. Play-time is over; now comes the time for education. NORA. Whose education? Mine, or the children's? HELMER. Both, my dear Nora. NORA. Oh, Torvald, you are not the man to teach me to be a fit wife for you. HELMER. And you can say that? NORA. And I- how have I prepared myself to educate the children? HELMER. Nora! NORA. Did you not say yourself, a few minutes ago, you dared not trust them to me? HELMER. In the excitement of the moment! Why should you dwell upon that? NORA. No- you were perfectly right. That problem is beyond me. There is another to be solved first- I must try to educate myself. You are not the man to help me in that. I must set about it alone. And that is why I am leaving you. HELMER. Jumping up. What- do you mean to say-? NORA. I must stand quite alone if I am ever to know myself and my surroundings; so I cannot stay with you. -43- HELMER. Nora! Nora! NORA. I am going at once. I daresay Christina will take me in for to-night- HELMER. You are mad! I shall not allow it! I forbid it! NORA. It is of no use your forbidding me anything now. I shall take with me what belongs to me. From you I will accept nothing, either now or afterwards. HELMER. What madness this is! NORA. To-morrow I shall go home- I mean to what was my home. It will be easier for me to find some opening there. HELMER. Oh, in your blind inexperience- NORA. I must try to gain experience, Torvald. HELMER. To forsake your home, your husband, and your children!"}
{"text": "I must try to gain experience, Torvald. HELMER. To forsake your home, your husband, and your children! And you don't consider what the world will say. NORA. I can pay no heed to that. I only know that I must do it. HELMER. This is monstrous! Can you forsake your holiest duties in this way? NORA. What do you consider my holiest duties? HELMER. Do I need to tell you that? Your duties to your husband and your children. NORA. I have other duties equally sacred. HELMER. Impossible! What duties do you mean? NORA. My duties towards myself. HELMER. Before all else you are a wife and a mother. NORA. That I no longer believe. I believe that before all else I am a human being, just as much as you are- or at least that I should try to become one. I know that most people agree with you, Torvald, and that they say so in books. But henceforth I can't be satisfied with what most people say, and what is in books. I must think things out for myself, and try to get clear about them. HELMER. Are you not clear about your place in your own home? Have you not an infallible guide in questions like these? Have you not religion? NORA. Oh, Torvald, I don't really know what religion is. HELMER. What do you mean? NORA. I know nothing but what Pastor Hansen told me when I was confirmed. He explained that religion was this and that. When I get away from all this and stand alone, I will look into that matter too. I will see whether what he taught me is right, or, at any rate, whether it is right for me. HELMER. Oh, this is unheard of! And from so young a woman! But if religion cannot keep you right, let me appeal to your conscience- for I suppose you have some moral feeling? Or, answer me: perhaps you have none? NORA. Well, Torvald, it's not easy to say. I really don't know- I am all at sea about these things. I only know that I think quite differently from you about them. I hear, too, that the laws are different from what I thought: but I can't believe that they can be right."}
{"text": "I really don't know- I am all at sea about these things. I only know that I think quite differently from you about them. I hear, too, that the laws are different from what I thought: but I can't believe that they can be right. It appears that a woman has no right to spare her dying father, or to save her husband's life! I don't believe that. HELMER. You talk like a child. You don't understand the society in which you live. NORA. No, I do not. But now I shall try to learn. I must make up my mind which is right- society or I. HELMER. Nora, you are ill; you are feverish; I almost think you are out of your senses. NORA. I have never felt so much clearness and certainty as to-night. HELMER. You are clear and certain enough to forsake husband and children? NORA. Yes, I am. -44- HELMER. Then there is only one explanation possible. NORA. What is that? HELMER. You no longer love me. NORA. No; that is just it. HELMER. Nora!- Can you say so! NORA. Oh, I'm so sorry, Torvald; for you've always been so kind to me. But I can't help it. I do not love you any longer. HELMER. Mastering himself with difficulty. Are you clear and certain on this point too? NORA. Yes, quite. That is why I will not stay here any longer. HELMER. And can you also make clear to me how I have forfeited your love? NORA. Yes, I can. It was this evening, when the miracle did not happen; for then I saw you were not the man I had imagined. HELMER. Explain yourself more clearly; I don't understand NORA. I have waited so patiently all these eight years. For of course I saw clearly enough that miracles don't happen every day. When this crushing blow threatened me, I said to myself so confidently, \"Now comes the miracle!\". When Krogstad's letter lay in the box, it never for a moment occurred to me that you would think of submitting to that man's conditions. I was convinced that you would say to him, \"Make it known to all the world\"; and that then- HELMER. Well?"}
{"text": "To part- to part from you! No, Nora, no; I can't grasp the thought. NORA. Going into room on the right. The more reason for the thing to happen. She comes back with out-door things and a small travelling-bag, which she places on a chair. HELMER. Nora, Nora, not now! Wait till to-morrow. NORA. Putting on cloak. I can't spend the night in a strange man's house. -45- HELMER. But can we not live here, as brother and sister-? NORA. Fastening her hat. You know very well that wouldn't last long. Puts on the shawl. Good-bye, Torvald. No. I won't go to the children. I know they are in better hands than mine. As I now am, I can be nothing to them. HELMER. But some time, Nora- some time-? NORA. How can I tell? I have no idea what will become of me. HELMER. But you are my wife, now and always! NORA. Listen, Torvald- when a wife leaves her husband's house, as I am doing, I have heard that in the eyes of the law he is free from all duties towards her. At any rate, I release you from all duties. You must not feel yourself bound, any more than I shall. There must be perfect freedom on both sides. There, I give you back your ring. Give me mine. HELMER. That too? NORA. That too. HELMER. Here it is. NORA. Very well. Now it is all over. I lay the keys here. The servants know about everything in the house- better than I do. To-morrow, when I have started, Christina will come to pack up the things I brought with me from home. I will have them sent after me. HELMER. All over! All over! Nora, will you never think of me again? NORA. Oh, I shall often think of you, and the children, and this house. HELMER. May I write to you, Nora? NORA. No- never. You must not. HELMER. But I must send you- NORA. Nothing, nothing. HELMER. I must help you if you need it. NORA. No, I say."}
{"text": "I must help you if you need it. NORA.No, I say. I take nothing from strangers. HELMER.Nora- can I never be more than a stranger to you?NORA. Taking her travelling-bag. Oh, Torvald, then the miracle of miracles would have to happen- HELMER.What is the miracle of miracles?NORA.Both of us would have to change so that- Oh, Torvald, I no longer believe in miracles. HELMER.But I will believe. Tell me!We must so change that-?NORA.That communion between us shall be a marriage. Good-bye. She goes out by the hall door. HELMER. Sinks into a chair by the door with his face in his hands. Nora!Nora! He looks round and rises. Empty. She is gone. A hope springs up in him. Ah!The miracle of miracles-?! From below is heard the reverberation of a heavy door closing. THE END."}
{"text": "Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html 1 18 2007 12:23 PMRomeo and Juliet ACT I PROLOGUE Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whole misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend. SCENE I. Verona. A public place. Enter SAMPSON and GREGORY, of the house of Capulet, armed with swords and bucklers SAMPSON Gregory, o' my word, we'll not carry coals. GREGORY No, for then we should be colliers. SAMPSON I mean, an we be in choler, we'll draw. GREGORY Ay, while you live, draw your neck out o' the collar. SAMPSON I strike quickly, being moved. GREGORY But thou art not quickly moved to strike."}
{"text": "GREGORY Ay, while you live, draw your neck out o' the collar. SAMPSON I strike quickly, being moved. GREGORY But thou art not quickly moved to strike. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSAMPSONA dog of the house of Montague moves me. GREGORYTo move is to stir; and to be valiant is to stand:therefore, if thou art moved, thou runn'st away. SAMPSONA dog of that house shall move me to stand: I willtake the wall of any man or maid of Montague's. GREGORYThat shows thee a weak slave; for the weakest goesto the wall. SAMPSONTrue; and therefore women, being the weaker vessels,are ever thrust to the wall: therefore I will pushMontague's men from the wall, and thrust his maidsto the wall. GREGORYThe quarrel is between our masters and us their men. SAMPSON'Tis all one, I will show myself a tyrant: when Ihave fought with the men, I will be cruel with themaids, and cut off their heads. GREGORYThe heads of the maids?SAMPSONAy, the heads of the maids, or their maidenheads;take it in what sense thou wilt. GREGORYThey must take it in sense that feel it. SAMPSONMe they shall feel while I am able to stand: and'tis known I am a pretty piece of flesh. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGREGORY'Tis well thou art not fish; if thou hadst, thouhadst been poor John. Draw thy tool! Here comestwo of the house of the Montagues. SAMPSONMy naked weapon is out: quarrel, I will back thee. GREGORYHow! Turn thy back and run?SAMPSONFear me not. GREGORYNo, marry; I fear thee!SAMPSONLet us take the law of our sides; let them begin. GREGORYI will frown as I pass by, and let them take it asthey list. SAMPSONNay, as they dare."}
{"text": "Draw thy tool! Here comestwo of the house of the Montagues. SAMPSONMy naked weapon is out: quarrel, I will back thee. GREGORYHow! Turn thy back and run?SAMPSONFear me not. GREGORYNo, marry; I fear thee!SAMPSONLet us take the law of our sides; let them begin. GREGORYI will frown as I pass by, and let them take it asthey list. SAMPSONNay, as they dare. I will bite my thumb at them;which is a disgrace to them, if they bear it. Enter ABRAHAM and BALTHASARABRAHAMDo you bite your thumb at us, sir?SAMPSONI do bite my thumb, sir. ABRAHAMDo you bite your thumb at us, sir?SAMPSON Aside to GREGORY Is the law of our side, if I sayay? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGREGORYNo. SAMPSONNo, sir, I do not bite my thumb at you, sir, but Ibite my thumb, sir. GREGORYDo you quarrel, sir?ABRAHAMQuarrel sir! No, sir. SAMPSONIf you do, sir, I am for you: I serve as good a man as you. ABRAHAMNo better. SAMPSONWell, sir. GREGORYSay 'better:' here comes one of my master's kinsmen. SAMPSONYes, better, sir. ABRAHAMYou lie. SAMPSONDraw, if you be men. Gregory, remember thy swashing blow. They fightEnter BENVOLIOBENVOLIOPart, fools!Put up your swords; you know not what you do. Beats down their swords Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMEnter TYBALTTYBALTWhat, art thou drawn among these heartless hinds?Turn thee, Benvolio, look upon thy death. BENVOLIOI do but keep the peace: put up thy sword,Or manage it to part these men with me. TYBALTWhat, drawn, and talk of peace!"}
{"text": "I will bite my thumb at them;which is a disgrace to them, if they bear it. Enter ABRAHAM and BALTHASARABRAHAMDo you bite your thumb at us, sir?SAMPSONI do bite my thumb, sir. ABRAHAMDo you bite your thumb at us, sir?SAMPSON Aside to GREGORY Is the law of our side, if I sayay? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGREGORYNo. SAMPSONNo, sir, I do not bite my thumb at you, sir, but Ibite my thumb, sir. GREGORYDo you quarrel, sir?ABRAHAMQuarrel sir! No, sir. SAMPSONIf you do, sir, I am for you: I serve as good a man as you. ABRAHAMNo better. SAMPSONWell, sir. GREGORYSay 'better:' here comes one of my master's kinsmen. SAMPSONYes, better, sir. ABRAHAMYou lie. SAMPSONDraw, if you be men. Gregory, remember thy swashing blow. They fightEnter BENVOLIOBENVOLIOPart, fools!Put up your swords; you know not what you do. Beats down their swords Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMEnter TYBALTTYBALTWhat, art thou drawn among these heartless hinds?Turn thee, Benvolio, look upon thy death. BENVOLIOI do but keep the peace: put up thy sword,Or manage it to part these men with me. TYBALTWhat, drawn, and talk of peace! I hate the word,As I hate hell, all Montagues, and thee:Have at thee, coward!They fightEnter, several of both houses, who join the fray; then enter Citizens, with clubsFirst CitizenClubs, bills, and partisans! Strike! Beat them down!Down with the Capulets! Down with the Montagues!Enter CAPULET in his gown, and LADY CAPULETCAPULETWhat noise is this? Give me my long sword, ho!LADY CAPULETA crutch, a crutch!"}
{"text": "Beat them down!Down with the Capulets! Down with the Montagues!Enter CAPULET in his gown, and LADY CAPULETCAPULETWhat noise is this? Give me my long sword, ho!LADY CAPULETA crutch, a crutch! Why call you for a sword?CAPULETMy sword, I say! Old Montague is come,And flourishes his blade in spite of me. Enter MONTAGUE and LADY MONTAGUEMONTAGUEThou villain Capulet,--Hold me not, let me go. LADY MONTAGUEThou shalt not stir a foot to seek a foe. Enter PRINCE, with AttendantsPRINCE Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMRebellious subjects, enemies to peace,Profaners of this neighbour-stained steel,-Will they not hear? What, ho!"}
{"text": "Why call you for a sword?CAPULETMy sword, I say! Old Montague is come,And flourishes his blade in spite of me. Enter MONTAGUE and LADY MONTAGUEMONTAGUEThou villain Capulet,--Hold me not, let me go. LADY MONTAGUEThou shalt not stir a foot to seek a foe. Enter PRINCE, with AttendantsPRINCE Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMRebellious subjects, enemies to peace,Profaners of this neighbour-stained steel,-Will they not hear? What, ho! You men, you beasts,That quench the fire of your pernicious rageWith purple fountains issuing from your veins,On pain of torture, from those bloody handsThrow your mistemper'd weapons to the ground,And hear the sentence of your moved prince. Three civil brawls, bred of an airy word,By thee, old Capulet, and Montague,Have thrice disturb'd the quiet of our streets,And made Verona's ancient citizensCast by their grave beseeming ornaments,To wield old partisans, in hands as old,Canker'd with peace, to part your canker'd hate:If ever you disturb our streets again,Your lives shall pay the forfeit of the peace. For this time, all the rest depart away:You Capulet; shall go along with me:And, Montague, come you this afternoon,To know our further pleasure in this case,To old Free-town, our common judgment-place. Once more, on pain of death, all men depart. Exeunt all but MONTAGUE, LADY MONTAGUE, and BENVOLIOMONTAGUEWho set this ancient quarrel new abroach?Speak, nephew, were you by when it began?BENVOLIOHere were the servants of your adversary,And yours, close fighting ere I did approach:I drew to part them: in the instant cameThe fiery Tybalt, with his sword prepared,Which, as he breathed defiance to my ears,He swung about his head and cut the winds,Who nothing hurt withal hiss'd him in scorn:While we were interchanging thrusts and blows,Came more and more and fought on part and part,Till the prince came, who parted either part. LADY MONTAGUEO, where is Romeo?"}
{"text": "Come, madam, let's away. Exeunt MONTAGUE and LADY MONTAGUEBENVOLIOGood-morrow, cousin. ROMEOIs the day so young?BENVOLIOBut new struck nine. ROMEOAy me! Sad hours seem long. Was that my father that went hence so fast?BENVOLIOIt was. What sadness lengthens Romeo's hours?ROMEONot having that, which, having, makes them short. BENVOLIOIn love?ROMEOOut-BENVOLIOOf love?ROMEOOut of her favour, where I am in love. BENVOLIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAlas, that love, so gentle in his view,Should be so tyrannous and rough in proof!ROMEOAlas, that love, whose view is muffled still,Should, without eyes, see pathways to his will!Where shall we dine? O me! What fray was here?Yet tell me not, for I have heard it all. Here's much to do with hate, but more with love. Why, then, O brawling love! O loving hate!O any thing, of nothing first create!O heavy lightness! Serious vanity!Mis-shapen chaos of well-seeming forms!Feather of lead, bright smoke, cold fire,sick health!Still-waking sleep, that is not what it is!This love feel I, that feel no love in this. Dost thou not laugh?BENVOLIONo, coz, I rather weep. ROMEOGood heart, at what?BENVOLIOAt thy good heart's oppression. ROMEOWhy, such is love's transgression. Griefs of mine own lie heavy in my breast,Which thou wilt propagate, to have it prestWith more of thine: this love that thou hast shownDoth add more grief to too much of mine own. Love is a smoke raised with the fume of sighs;Being purged, a fire sparkling in lovers' eyes;Being vex'd a sea nourish'd with lovers' tears:What is it else? A madness most discreet,A choking gall and a preserving sweet. Farewell, my coz. BENVOLIOSoft!"}
{"text": "Why, no. But sadly tell me who. ROMEOBid a sick man in sadness make his will:Ah, word ill urged to one that is so ill!In sadness, cousin, I do love a woman. BENVOLIOI aim'd so near, when I supposed you loved. ROMEOA right good mark-man! And she's fair I love. BENVOLIOA right fair mark, fair coz, is soonest hit. ROMEOWell, in that hit you miss: she'll not be hitWith Cupid's arrow; she hath Dian's wit;And, in strong proof of chastity well arm'd,From love's weak childish bow she lives unharm'd. She will not stay the siege of loving terms,Nor bide the encounter of assailing eyes,Nor ope her lap to saint-seducing gold:O, she is rich in beauty, only poor,That when she dies with beauty dies her store. BENVOLIOThen she hath sworn that she will still live chaste?ROMEOShe hath, and in that sparing makes huge waste,For beauty starved with her severity Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMCuts beauty off from all posterity. She is too fair, too wise, wisely too fair,To merit bliss by making me despair:She hath forsworn to love, and in that vowDo I live dead that live to tell it now. BENVOLIOBe ruled by me, forget to think of her. ROMEOO, teach me how I should forget to think. BENVOLIOBy giving liberty unto thine eyes;Examine other beauties. ROMEO'Tis the wayTo call hers exquisite, in question more:These happy masks that kiss fair ladies' browsBeing black put us in mind they hide the fair;He that is strucken blind cannot forgetThe precious treasure of his eyesight lost:Show me a mistress that is passing fair,What doth her beauty serve, but as a noteWhere I may read who pass'd that passing fair?Farewell: thou canst not teach me to forget. BENVOLIOI'll pay that doctrine, or else die in debt. ExeuntSCENE II. A street. Enter CAPULET, PARIS, and ServantCAPULETBut Montague is bound as well as I,In penalty alike; and 'tis not hard, I think,For men so old as we to keep the peace. PARISOf honourable reckoning are you both;And pity 'tis you lived at odds so long. But now, my lord, what say you to my suit? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMCAPULETBut saying o'er what I have said before:My child is yet a stranger in the world;She hath not seen the change of fourteen years,Let two more summers wither in their pride,Ere we may think her ripe to be a bride. PARISYounger than she are happy mothers made. CAPULETAnd too soon marr'd are those so early made. The earth hath swallow'd all my hopes but she,She is the hopeful lady of my earth:But woo her, gentle Paris, get her heart,My will to her consent is but a part;An she agree, within her scope of choiceLies my consent and fair according voice. This night I hold an old accustom'd feast,Whereto I have invited many a guest,Such as I love; and you, among the store,One more, most welcome, makes my number more. At my poor house look to behold this nightEarth-treading stars that make dark heaven light:Such comfort as do lusty young men feelWhen well-apparell'd April on the heelOf limping winter treads, even such delightAmong fresh female buds shall you this nightInherit at my house; hear all, all see,And like her most whose merit most shall be:Which on more view, of many mine being oneMay stand in number, though in reckoning none,Come, go with me. To Servant, giving a paperGo, sirrah, trudge aboutThrough fair Verona; find those persons outWhose names are written there, and to them say,My house and welcome on their pleasure stay. Exeunt CAPULET and PARISServantFind them out whose names are written here! It iswritten, that the shoemaker should meddle with hisyard, and the tailor with his last, the fisher withhis pencil, and the painter with his nets; but I amsent to find those persons whose names are here Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMwrit, and can never find what names the writingperson hath here writ."}
{"text": "And she's fair I love. BENVOLIOA right fair mark, fair coz, is soonest hit. ROMEOWell, in that hit you miss: she'll not be hitWith Cupid's arrow; she hath Dian's wit;And, in strong proof of chastity well arm'd,From love's weak childish bow she lives unharm'd. She will not stay the siege of loving terms,Nor bide the encounter of assailing eyes,Nor ope her lap to saint-seducing gold:O, she is rich in beauty, only poor,That when she dies with beauty dies her store. BENVOLIOThen she hath sworn that she will still live chaste?ROMEOShe hath, and in that sparing makes huge waste,For beauty starved with her severity Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMCuts beauty off from all posterity. She is too fair, too wise, wisely too fair,To merit bliss by making me despair:She hath forsworn to love, and in that vowDo I live dead that live to tell it now. BENVOLIOBe ruled by me, forget to think of her. ROMEOO, teach me how I should forget to think. BENVOLIOBy giving liberty unto thine eyes;Examine other beauties. ROMEO'Tis the wayTo call hers exquisite, in question more:These happy masks that kiss fair ladies' browsBeing black put us in mind they hide the fair;He that is strucken blind cannot forgetThe precious treasure of his eyesight lost:Show me a mistress that is passing fair,What doth her beauty serve, but as a noteWhere I may read who pass'd that passing fair?Farewell: thou canst not teach me to forget. BENVOLIOI'll pay that doctrine, or else die in debt. ExeuntSCENE II. A street. Enter CAPULET, PARIS, and ServantCAPULETBut Montague is bound as well as I,In penalty alike; and 'tis not hard, I think,For men so old as we to keep the peace. PARISOf honourable reckoning are you both;And pity 'tis you lived at odds so long. But now, my lord, what say you to my suit? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMCAPULETBut saying o'er what I have said before:My child is yet a stranger in the world;She hath not seen the change of fourteen years,Let two more summers wither in their pride,Ere we may think her ripe to be a bride. PARISYounger than she are happy mothers made. CAPULETAnd too soon marr'd are those so early made. The earth hath swallow'd all my hopes but she,She is the hopeful lady of my earth:But woo her, gentle Paris, get her heart,My will to her consent is but a part;An she agree, within her scope of choiceLies my consent and fair according voice. This night I hold an old accustom'd feast,Whereto I have invited many a guest,Such as I love; and you, among the store,One more, most welcome, makes my number more. At my poor house look to behold this nightEarth-treading stars that make dark heaven light:Such comfort as do lusty young men feelWhen well-apparell'd April on the heelOf limping winter treads, even such delightAmong fresh female buds shall you this nightInherit at my house; hear all, all see,And like her most whose merit most shall be:Which on more view, of many mine being oneMay stand in number, though in reckoning none,Come, go with me. To Servant, giving a paperGo, sirrah, trudge aboutThrough fair Verona; find those persons outWhose names are written there, and to them say,My house and welcome on their pleasure stay. Exeunt CAPULET and PARISServantFind them out whose names are written here! It iswritten, that the shoemaker should meddle with hisyard, and the tailor with his last, the fisher withhis pencil, and the painter with his nets; but I amsent to find those persons whose names are here Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMwrit, and can never find what names the writingperson hath here writ. I must to the learned.--In good time. Enter BENVOLIO and ROMEOBENVOLIOTut, man, one fire burns out another's burning,One pain is lessen'd by another's anguish;Turn giddy, and be holp by backward turning;One desperate grief cures with another's languish:Take thou some new infection to thy eye,And the rank poison of the old will die. ROMEOYour plaintain-leaf is excellent for that. BENVOLIOFor what, I pray thee?ROMEOFor your broken shin. BENVOLIOWhy, Romeo, art thou mad?ROMEONot mad, but bound more than a mad-man is;Shut up in prison, kept without my food,Whipp'd and tormented and--God-den, good fellow. ServantGod gi' god-den."}
{"text": "A street. Enter CAPULET, PARIS, and ServantCAPULETBut Montague is bound as well as I,In penalty alike; and 'tis not hard, I think,For men so old as we to keep the peace. PARISOf honourable reckoning are you both;And pity 'tis you lived at odds so long. But now, my lord, what say you to my suit? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMCAPULETBut saying o'er what I have said before:My child is yet a stranger in the world;She hath not seen the change of fourteen years,Let two more summers wither in their pride,Ere we may think her ripe to be a bride. PARISYounger than she are happy mothers made. CAPULETAnd too soon marr'd are those so early made. The earth hath swallow'd all my hopes but she,She is the hopeful lady of my earth:But woo her, gentle Paris, get her heart,My will to her consent is but a part;An she agree, within her scope of choiceLies my consent and fair according voice. This night I hold an old accustom'd feast,Whereto I have invited many a guest,Such as I love; and you, among the store,One more, most welcome, makes my number more. At my poor house look to behold this nightEarth-treading stars that make dark heaven light:Such comfort as do lusty young men feelWhen well-apparell'd April on the heelOf limping winter treads, even such delightAmong fresh female buds shall you this nightInherit at my house; hear all, all see,And like her most whose merit most shall be:Which on more view, of many mine being oneMay stand in number, though in reckoning none,Come, go with me. To Servant, giving a paperGo, sirrah, trudge aboutThrough fair Verona; find those persons outWhose names are written there, and to them say,My house and welcome on their pleasure stay. Exeunt CAPULET and PARISServantFind them out whose names are written here! It iswritten, that the shoemaker should meddle with hisyard, and the tailor with his last, the fisher withhis pencil, and the painter with his nets; but I amsent to find those persons whose names are here Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMwrit, and can never find what names the writingperson hath here writ. I must to the learned.--In good time. Enter BENVOLIO and ROMEOBENVOLIOTut, man, one fire burns out another's burning,One pain is lessen'd by another's anguish;Turn giddy, and be holp by backward turning;One desperate grief cures with another's languish:Take thou some new infection to thy eye,And the rank poison of the old will die. ROMEOYour plaintain-leaf is excellent for that. BENVOLIOFor what, I pray thee?ROMEOFor your broken shin. BENVOLIOWhy, Romeo, art thou mad?ROMEONot mad, but bound more than a mad-man is;Shut up in prison, kept without my food,Whipp'd and tormented and--God-den, good fellow. ServantGod gi' god-den. I pray, sir, can you read?ROMEOAy, mine own fortune in my misery. ServantPerhaps you have learned it without book: but, Ipray, can you read any thing you see?ROMEOAy, if I know the letters and the language. Servant Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYe say honestly: rest you merry!ROMEOStay, fellow; I can read. Reads'Signior Martino and his wife and daughters;County Anselme and his beauteous sisters; the ladywidow of Vitravio; Signior Placentio and his lovelynieces; Mercutio and his brother Valentine; mineuncle Capulet, his wife and daughters; my fair nieceRosaline; Livia; Signior Valentio and his cousinTybalt, Lucio and the lively Helena.'. A fairassembly: whither should they come?ServantUp. ROMEOWhither?ServantTo supper; to our house. ROMEOWhose house?ServantMy master's. ROMEOIndeed, I should have ask'd you that before. ServantNow I'll tell you without asking: my master is thegreat rich Capulet; and if you be not of the houseof Montagues, I pray, come and crush a cup of wine. Rest you merry!ExitBENVOLIOAt this same ancient feast of Capulet'sSups the fair Rosaline whom thou so lovest, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWith all the admired beauties of Verona:Go thither; and, with unattainted eye,Compare her face with some that I shall show,And I will make thee think thy swan a crow. ROMEOWhen the devout religion of mine eyeMaintains such falsehood, then turn tears to fires;And these, who often drown'd could never die,Transparent heretics, be burnt for liars!One fairer than my love!"}
{"text": "It iswritten, that the shoemaker should meddle with hisyard, and the tailor with his last, the fisher withhis pencil, and the painter with his nets; but I amsent to find those persons whose names are here Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMwrit, and can never find what names the writingperson hath here writ. I must to the learned.--In good time. Enter BENVOLIO and ROMEOBENVOLIOTut, man, one fire burns out another's burning,One pain is lessen'd by another's anguish;Turn giddy, and be holp by backward turning;One desperate grief cures with another's languish:Take thou some new infection to thy eye,And the rank poison of the old will die. ROMEOYour plaintain-leaf is excellent for that. BENVOLIOFor what, I pray thee?ROMEOFor your broken shin. BENVOLIOWhy, Romeo, art thou mad?ROMEONot mad, but bound more than a mad-man is;Shut up in prison, kept without my food,Whipp'd and tormented and--God-den, good fellow. ServantGod gi' god-den. I pray, sir, can you read?ROMEOAy, mine own fortune in my misery. ServantPerhaps you have learned it without book: but, Ipray, can you read any thing you see?ROMEOAy, if I know the letters and the language. Servant Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYe say honestly: rest you merry!ROMEOStay, fellow; I can read. Reads'Signior Martino and his wife and daughters;County Anselme and his beauteous sisters; the ladywidow of Vitravio; Signior Placentio and his lovelynieces; Mercutio and his brother Valentine; mineuncle Capulet, his wife and daughters; my fair nieceRosaline; Livia; Signior Valentio and his cousinTybalt, Lucio and the lively Helena.'. A fairassembly: whither should they come?ServantUp. ROMEOWhither?ServantTo supper; to our house. ROMEOWhose house?ServantMy master's. ROMEOIndeed, I should have ask'd you that before. ServantNow I'll tell you without asking: my master is thegreat rich Capulet; and if you be not of the houseof Montagues, I pray, come and crush a cup of wine. Rest you merry!ExitBENVOLIOAt this same ancient feast of Capulet'sSups the fair Rosaline whom thou so lovest, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWith all the admired beauties of Verona:Go thither; and, with unattainted eye,Compare her face with some that I shall show,And I will make thee think thy swan a crow. ROMEOWhen the devout religion of mine eyeMaintains such falsehood, then turn tears to fires;And these, who often drown'd could never die,Transparent heretics, be burnt for liars!One fairer than my love! The all-seeing sunNe'er saw her match since first the world begun. BENVOLIOTut, you saw her fair, none else being by,Herself poised with herself in either eye:But in that crystal scales let there be weigh'dYour lady's love against some other maidThat I will show you shining at this feast,And she shall scant show well that now shows best. ROMEOI'll go along, no such sight to be shown,But to rejoice in splendor of mine own. ExeuntSCENE III."}
{"text": "I must to the learned.--In good time. Enter BENVOLIO and ROMEOBENVOLIOTut, man, one fire burns out another's burning,One pain is lessen'd by another's anguish;Turn giddy, and be holp by backward turning;One desperate grief cures with another's languish:Take thou some new infection to thy eye,And the rank poison of the old will die. ROMEOYour plaintain-leaf is excellent for that. BENVOLIOFor what, I pray thee?ROMEOFor your broken shin. BENVOLIOWhy, Romeo, art thou mad?ROMEONot mad, but bound more than a mad-man is;Shut up in prison, kept without my food,Whipp'd and tormented and--God-den, good fellow. ServantGod gi' god-den. I pray, sir, can you read?ROMEOAy, mine own fortune in my misery. ServantPerhaps you have learned it without book: but, Ipray, can you read any thing you see?ROMEOAy, if I know the letters and the language. Servant Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYe say honestly: rest you merry!ROMEOStay, fellow; I can read. Reads'Signior Martino and his wife and daughters;County Anselme and his beauteous sisters; the ladywidow of Vitravio; Signior Placentio and his lovelynieces; Mercutio and his brother Valentine; mineuncle Capulet, his wife and daughters; my fair nieceRosaline; Livia; Signior Valentio and his cousinTybalt, Lucio and the lively Helena.'. A fairassembly: whither should they come?ServantUp. ROMEOWhither?ServantTo supper; to our house. ROMEOWhose house?ServantMy master's. ROMEOIndeed, I should have ask'd you that before. ServantNow I'll tell you without asking: my master is thegreat rich Capulet; and if you be not of the houseof Montagues, I pray, come and crush a cup of wine. Rest you merry!ExitBENVOLIOAt this same ancient feast of Capulet'sSups the fair Rosaline whom thou so lovest, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWith all the admired beauties of Verona:Go thither; and, with unattainted eye,Compare her face with some that I shall show,And I will make thee think thy swan a crow. ROMEOWhen the devout religion of mine eyeMaintains such falsehood, then turn tears to fires;And these, who often drown'd could never die,Transparent heretics, be burnt for liars!One fairer than my love! The all-seeing sunNe'er saw her match since first the world begun. BENVOLIOTut, you saw her fair, none else being by,Herself poised with herself in either eye:But in that crystal scales let there be weigh'dYour lady's love against some other maidThat I will show you shining at this feast,And she shall scant show well that now shows best. ROMEOI'll go along, no such sight to be shown,But to rejoice in splendor of mine own. ExeuntSCENE III. A room in Capulet's house. Enter LADY CAPULET and NurseLADY CAPULETNurse, where's my daughter?"}
{"text": "I pray, sir, can you read?ROMEOAy, mine own fortune in my misery. ServantPerhaps you have learned it without book: but, Ipray, can you read any thing you see?ROMEOAy, if I know the letters and the language. Servant Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYe say honestly: rest you merry!ROMEOStay, fellow; I can read. Reads'Signior Martino and his wife and daughters;County Anselme and his beauteous sisters; the ladywidow of Vitravio; Signior Placentio and his lovelynieces; Mercutio and his brother Valentine; mineuncle Capulet, his wife and daughters; my fair nieceRosaline; Livia; Signior Valentio and his cousinTybalt, Lucio and the lively Helena.'. A fairassembly: whither should they come?ServantUp. ROMEOWhither?ServantTo supper; to our house. ROMEOWhose house?ServantMy master's. ROMEOIndeed, I should have ask'd you that before. ServantNow I'll tell you without asking: my master is thegreat rich Capulet; and if you be not of the houseof Montagues, I pray, come and crush a cup of wine. Rest you merry!ExitBENVOLIOAt this same ancient feast of Capulet'sSups the fair Rosaline whom thou so lovest, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWith all the admired beauties of Verona:Go thither; and, with unattainted eye,Compare her face with some that I shall show,And I will make thee think thy swan a crow. ROMEOWhen the devout religion of mine eyeMaintains such falsehood, then turn tears to fires;And these, who often drown'd could never die,Transparent heretics, be burnt for liars!One fairer than my love! The all-seeing sunNe'er saw her match since first the world begun. BENVOLIOTut, you saw her fair, none else being by,Herself poised with herself in either eye:But in that crystal scales let there be weigh'dYour lady's love against some other maidThat I will show you shining at this feast,And she shall scant show well that now shows best. ROMEOI'll go along, no such sight to be shown,But to rejoice in splendor of mine own. ExeuntSCENE III. A room in Capulet's house. Enter LADY CAPULET and NurseLADY CAPULETNurse, where's my daughter? Call her forth to me. NurseNow, by my maidenhead, at twelve year old,I bade her come."}
{"text": "The all-seeing sunNe'er saw her match since first the world begun. BENVOLIOTut, you saw her fair, none else being by,Herself poised with herself in either eye:But in that crystal scales let there be weigh'dYour lady's love against some other maidThat I will show you shining at this feast,And she shall scant show well that now shows best. ROMEOI'll go along, no such sight to be shown,But to rejoice in splendor of mine own. ExeuntSCENE III. A room in Capulet's house. Enter LADY CAPULET and NurseLADY CAPULETNurse, where's my daughter? Call her forth to me. NurseNow, by my maidenhead, at twelve year old,I bade her come. What, lamb! What, ladybird!God forbid! Where's this girl? What, Juliet!Enter JULIETJULIETHow now! Who calls?NurseYour mother. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETMadam, I am here. What is your will?LADY CAPULETThis is the matter:--Nurse, give leave awhile,We must talk in secret:--nurse, come back again;I have remember'd me, thou's hear our counsel. Thou know'st my daughter's of a pretty age. NurseFaith, I can tell her age unto an hour. LADY CAPULETShe's not fourteen. NurseI'll lay fourteen of my teeth,-And yet, to my teeth be it spoken, I have but four-She is not fourteen."}
{"text": "Where's this girl? What, Juliet!Enter JULIETJULIETHow now! Who calls?NurseYour mother. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETMadam, I am here. What is your will?LADY CAPULETThis is the matter:--Nurse, give leave awhile,We must talk in secret:--nurse, come back again;I have remember'd me, thou's hear our counsel. Thou know'st my daughter's of a pretty age. NurseFaith, I can tell her age unto an hour. LADY CAPULETShe's not fourteen. NurseI'll lay fourteen of my teeth,-And yet, to my teeth be it spoken, I have but four-She is not fourteen. How long is it nowTo Lammas-tide?LADY CAPULETA fortnight and odd days. NurseEven or odd, of all days in the year,Come Lammas-eve at night shall she be fourteen. Susan and she--God rest all Christian souls!-Were of an age: well, Susan is with God;She was too good for me: but, as I said,On Lammas-eve at night shall she be fourteen;That shall she, marry; I remember it well. 'Tis since the earthquake now eleven years;And she was wean'd,--I never shall forget it,-Of all the days of the year, upon that day:For I had then laid wormwood to my dug,Sitting in the sun under the dove-house wall;My lord and you were then at Mantua:-Nay, I do bear a brain:--but, as I said,When it did taste the wormwood on the nippleOf my dug and felt it bitter, pretty fool,To see it tetchy and fall out with the dug!Shake quoth the dove-house: 'twas no need, I trow,To bid me trudge:And since that time it is eleven years; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFor then she could stand alone; nay, by the rood,She could have run and waddled all about;For even the day before, she broke her brow:And then my husband--God be with his soul!A' was a merry man--took up the child:'Yea,' quoth he, 'dost thou fall upon thy face?Thou wilt fall backward when thou hast more wit;Wilt thou not, Jule?'. And, by my holidame,The pretty wretch left crying and said 'Ay. 'To see, now, how a jest shall come about!I warrant, an I should live a thousand years,I never should forget it: 'Wilt thou not, Jule?'. Quoth he;And, pretty fool, it stinted and said 'Ay. 'LADY CAPULETEnough of this; I pray thee, hold thy peace. NurseYes, madam: yet I cannot choose but laugh,To think it should leave crying and say 'Ay. 'And yet, I warrant, it had upon its browA bump as big as a young cockerel's stone;A parlous knock; and it cried bitterly:'Yea,' quoth my husband,'fall'st upon thy face?Thou wilt fall backward when thou comest to age;Wilt thou not, Jule?'. It stinted and said 'Ay. 'JULIETAnd stint thou too, I pray thee, nurse, say I.NursePeace, I have done."}
{"text": "What, Juliet!Enter JULIETJULIETHow now! Who calls?NurseYour mother. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETMadam, I am here. What is your will?LADY CAPULETThis is the matter:--Nurse, give leave awhile,We must talk in secret:--nurse, come back again;I have remember'd me, thou's hear our counsel. Thou know'st my daughter's of a pretty age. NurseFaith, I can tell her age unto an hour. LADY CAPULETShe's not fourteen. NurseI'll lay fourteen of my teeth,-And yet, to my teeth be it spoken, I have but four-She is not fourteen. How long is it nowTo Lammas-tide?LADY CAPULETA fortnight and odd days. NurseEven or odd, of all days in the year,Come Lammas-eve at night shall she be fourteen. Susan and she--God rest all Christian souls!-Were of an age: well, Susan is with God;She was too good for me: but, as I said,On Lammas-eve at night shall she be fourteen;That shall she, marry; I remember it well. 'Tis since the earthquake now eleven years;And she was wean'd,--I never shall forget it,-Of all the days of the year, upon that day:For I had then laid wormwood to my dug,Sitting in the sun under the dove-house wall;My lord and you were then at Mantua:-Nay, I do bear a brain:--but, as I said,When it did taste the wormwood on the nippleOf my dug and felt it bitter, pretty fool,To see it tetchy and fall out with the dug!Shake quoth the dove-house: 'twas no need, I trow,To bid me trudge:And since that time it is eleven years; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFor then she could stand alone; nay, by the rood,She could have run and waddled all about;For even the day before, she broke her brow:And then my husband--God be with his soul!A' was a merry man--took up the child:'Yea,' quoth he, 'dost thou fall upon thy face?Thou wilt fall backward when thou hast more wit;Wilt thou not, Jule?'. And, by my holidame,The pretty wretch left crying and said 'Ay. 'To see, now, how a jest shall come about!I warrant, an I should live a thousand years,I never should forget it: 'Wilt thou not, Jule?'. Quoth he;And, pretty fool, it stinted and said 'Ay. 'LADY CAPULETEnough of this; I pray thee, hold thy peace. NurseYes, madam: yet I cannot choose but laugh,To think it should leave crying and say 'Ay. 'And yet, I warrant, it had upon its browA bump as big as a young cockerel's stone;A parlous knock; and it cried bitterly:'Yea,' quoth my husband,'fall'st upon thy face?Thou wilt fall backward when thou comest to age;Wilt thou not, Jule?'. It stinted and said 'Ay. 'JULIETAnd stint thou too, I pray thee, nurse, say I.NursePeace, I have done. God mark thee to his grace!Thou wast the prettiest babe that e'er I nursed:An I might live to see thee married once,I have my wish. LADY CAPULETMarry, that 'marry' is the very themeI came to talk of."}
{"text": "Who calls?NurseYour mother. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETMadam, I am here. What is your will?LADY CAPULETThis is the matter:--Nurse, give leave awhile,We must talk in secret:--nurse, come back again;I have remember'd me, thou's hear our counsel. Thou know'st my daughter's of a pretty age. NurseFaith, I can tell her age unto an hour. LADY CAPULETShe's not fourteen. NurseI'll lay fourteen of my teeth,-And yet, to my teeth be it spoken, I have but four-She is not fourteen. How long is it nowTo Lammas-tide?LADY CAPULETA fortnight and odd days. NurseEven or odd, of all days in the year,Come Lammas-eve at night shall she be fourteen. Susan and she--God rest all Christian souls!-Were of an age: well, Susan is with God;She was too good for me: but, as I said,On Lammas-eve at night shall she be fourteen;That shall she, marry; I remember it well. 'Tis since the earthquake now eleven years;And she was wean'd,--I never shall forget it,-Of all the days of the year, upon that day:For I had then laid wormwood to my dug,Sitting in the sun under the dove-house wall;My lord and you were then at Mantua:-Nay, I do bear a brain:--but, as I said,When it did taste the wormwood on the nippleOf my dug and felt it bitter, pretty fool,To see it tetchy and fall out with the dug!Shake quoth the dove-house: 'twas no need, I trow,To bid me trudge:And since that time it is eleven years; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFor then she could stand alone; nay, by the rood,She could have run and waddled all about;For even the day before, she broke her brow:And then my husband--God be with his soul!A' was a merry man--took up the child:'Yea,' quoth he, 'dost thou fall upon thy face?Thou wilt fall backward when thou hast more wit;Wilt thou not, Jule?'. And, by my holidame,The pretty wretch left crying and said 'Ay. 'To see, now, how a jest shall come about!I warrant, an I should live a thousand years,I never should forget it: 'Wilt thou not, Jule?'. Quoth he;And, pretty fool, it stinted and said 'Ay. 'LADY CAPULETEnough of this; I pray thee, hold thy peace. NurseYes, madam: yet I cannot choose but laugh,To think it should leave crying and say 'Ay. 'And yet, I warrant, it had upon its browA bump as big as a young cockerel's stone;A parlous knock; and it cried bitterly:'Yea,' quoth my husband,'fall'st upon thy face?Thou wilt fall backward when thou comest to age;Wilt thou not, Jule?'. It stinted and said 'Ay. 'JULIETAnd stint thou too, I pray thee, nurse, say I.NursePeace, I have done. God mark thee to his grace!Thou wast the prettiest babe that e'er I nursed:An I might live to see thee married once,I have my wish. LADY CAPULETMarry, that 'marry' is the very themeI came to talk of. Tell me, daughter Juliet,How stands your disposition to be married?JULIETIt is an honour that I dream not of. NurseAn honour!"}
{"text": "How long is it nowTo Lammas-tide?LADY CAPULETA fortnight and odd days. NurseEven or odd, of all days in the year,Come Lammas-eve at night shall she be fourteen. Susan and she--God rest all Christian souls!-Were of an age: well, Susan is with God;She was too good for me: but, as I said,On Lammas-eve at night shall she be fourteen;That shall she, marry; I remember it well. 'Tis since the earthquake now eleven years;And she was wean'd,--I never shall forget it,-Of all the days of the year, upon that day:For I had then laid wormwood to my dug,Sitting in the sun under the dove-house wall;My lord and you were then at Mantua:-Nay, I do bear a brain:--but, as I said,When it did taste the wormwood on the nippleOf my dug and felt it bitter, pretty fool,To see it tetchy and fall out with the dug!Shake quoth the dove-house: 'twas no need, I trow,To bid me trudge:And since that time it is eleven years; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFor then she could stand alone; nay, by the rood,She could have run and waddled all about;For even the day before, she broke her brow:And then my husband--God be with his soul!A' was a merry man--took up the child:'Yea,' quoth he, 'dost thou fall upon thy face?Thou wilt fall backward when thou hast more wit;Wilt thou not, Jule?'. And, by my holidame,The pretty wretch left crying and said 'Ay. 'To see, now, how a jest shall come about!I warrant, an I should live a thousand years,I never should forget it: 'Wilt thou not, Jule?'. Quoth he;And, pretty fool, it stinted and said 'Ay. 'LADY CAPULETEnough of this; I pray thee, hold thy peace. NurseYes, madam: yet I cannot choose but laugh,To think it should leave crying and say 'Ay. 'And yet, I warrant, it had upon its browA bump as big as a young cockerel's stone;A parlous knock; and it cried bitterly:'Yea,' quoth my husband,'fall'st upon thy face?Thou wilt fall backward when thou comest to age;Wilt thou not, Jule?'. It stinted and said 'Ay. 'JULIETAnd stint thou too, I pray thee, nurse, say I.NursePeace, I have done. God mark thee to his grace!Thou wast the prettiest babe that e'er I nursed:An I might live to see thee married once,I have my wish. LADY CAPULETMarry, that 'marry' is the very themeI came to talk of. Tell me, daughter Juliet,How stands your disposition to be married?JULIETIt is an honour that I dream not of. NurseAn honour! Were not I thine only nurse, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI would say thou hadst suck'd wisdom from thy teat. LADY CAPULETWell, think of marriage now; younger than you,Here in Verona, ladies of esteem,Are made already mothers: by my count,I was your mother much upon these yearsThat you are now a maid."}
{"text": "God mark thee to his grace!Thou wast the prettiest babe that e'er I nursed:An I might live to see thee married once,I have my wish. LADY CAPULETMarry, that 'marry' is the very themeI came to talk of. Tell me, daughter Juliet,How stands your disposition to be married?JULIETIt is an honour that I dream not of. NurseAn honour! Were not I thine only nurse, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI would say thou hadst suck'd wisdom from thy teat. LADY CAPULETWell, think of marriage now; younger than you,Here in Verona, ladies of esteem,Are made already mothers: by my count,I was your mother much upon these yearsThat you are now a maid. Thus then in brief:The valiant Paris seeks you for his love. NurseA man, young lady! Lady, such a manAs all the world--why, he's a man of wax. LADY CAPULETVerona's summer hath not such a flower. NurseNay, he's a flower; in faith, a very flower. LADY CAPULETWhat say you? Can you love the gentleman?This night you shall behold him at our feast;Read o'er the volume of young Paris' face,And find delight writ there with beauty's pen;Examine every married lineament,And see how one another lends contentAnd what obscured in this fair volume liesFind written in the margent of his eyes. This precious book of love, this unbound lover,To beautify him, only lacks a cover:The fish lives in the sea, and 'tis much prideFor fair without the fair within to hide:That book in many's eyes doth share the glory,That in gold clasps locks in the golden story;So shall you share all that he doth possess,By having him, making yourself no less. NurseNo less!"}
{"text": "Thus then in brief:The valiant Paris seeks you for his love. NurseA man, young lady! Lady, such a manAs all the world--why, he's a man of wax. LADY CAPULETVerona's summer hath not such a flower. NurseNay, he's a flower; in faith, a very flower. LADY CAPULETWhat say you? Can you love the gentleman?This night you shall behold him at our feast;Read o'er the volume of young Paris' face,And find delight writ there with beauty's pen;Examine every married lineament,And see how one another lends contentAnd what obscured in this fair volume liesFind written in the margent of his eyes. This precious book of love, this unbound lover,To beautify him, only lacks a cover:The fish lives in the sea, and 'tis much prideFor fair without the fair within to hide:That book in many's eyes doth share the glory,That in gold clasps locks in the golden story;So shall you share all that he doth possess,By having him, making yourself no less. NurseNo less! Nay, bigger; women grow by men. LADY CAPULETSpeak briefly, can you like of Paris' love?JULIETI'll look to like, if looking liking move: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBut no more deep will I endart mine eyeThan your consent gives strength to make it fly. Enter a ServantServantMadam, the guests are come, supper served up, youcalled, my young lady asked for, the nurse cursed inthe pantry, and every thing in extremity. I musthence to wait; I beseech you, follow straight. LADY CAPULETWe follow thee. Exit ServantJuliet, the county stays. NurseGo, girl, seek happy nights to happy days. ExeuntSCENE IV."}
{"text": "Can you love the gentleman?This night you shall behold him at our feast;Read o'er the volume of young Paris' face,And find delight writ there with beauty's pen;Examine every married lineament,And see how one another lends contentAnd what obscured in this fair volume liesFind written in the margent of his eyes. This precious book of love, this unbound lover,To beautify him, only lacks a cover:The fish lives in the sea, and 'tis much prideFor fair without the fair within to hide:That book in many's eyes doth share the glory,That in gold clasps locks in the golden story;So shall you share all that he doth possess,By having him, making yourself no less. NurseNo less! Nay, bigger; women grow by men. LADY CAPULETSpeak briefly, can you like of Paris' love?JULIETI'll look to like, if looking liking move: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBut no more deep will I endart mine eyeThan your consent gives strength to make it fly. Enter a ServantServantMadam, the guests are come, supper served up, youcalled, my young lady asked for, the nurse cursed inthe pantry, and every thing in extremity. I musthence to wait; I beseech you, follow straight. LADY CAPULETWe follow thee. Exit ServantJuliet, the county stays. NurseGo, girl, seek happy nights to happy days. ExeuntSCENE IV. A street. Enter ROMEO, MERCUTIO, BENVOLIO, with five or six Maskers, Torch-bearers, and othersROMEOWhat, shall this speech be spoke for our excuse?Or shall we on without a apology?BENVOLIOThe date is out of such prolixity:We'll have no Cupid hoodwink'd with a scarf,Bearing a Tartar's painted bow of lath,Scaring the ladies like a crow-keeper;Nor no without-book prologue, faintly spokeAfter the prompter, for our entrance:But let them measure us by what they will;We'll measure them a measure, and be gone. ROMEOGive me a torch: I am not for this ambling;Being but heavy, I will bear the light. MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNay, gentle Romeo, we must have you dance. ROMEONot I, believe me: you have dancing shoesWith nimble soles: I have a soul of leadSo stakes me to the ground I cannot move. MERCUTIOYou are a lover; borrow Cupid's wings,And soar with them above a common bound. ROMEOI am too sore enpierced with his shaftTo soar with his light feathers, and so bound,I cannot bound a pitch above dull woe:Under love's heavy burden do I sink. MERCUTIOAnd, to sink in it, should you burden love;Too great oppression for a tender thing. ROMEOIs love a tender thing?"}
{"text": "Nay, bigger; women grow by men. LADY CAPULETSpeak briefly, can you like of Paris' love?JULIETI'll look to like, if looking liking move: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBut no more deep will I endart mine eyeThan your consent gives strength to make it fly. Enter a ServantServantMadam, the guests are come, supper served up, youcalled, my young lady asked for, the nurse cursed inthe pantry, and every thing in extremity. I musthence to wait; I beseech you, follow straight. LADY CAPULETWe follow thee. Exit ServantJuliet, the county stays. NurseGo, girl, seek happy nights to happy days. ExeuntSCENE IV. A street. Enter ROMEO, MERCUTIO, BENVOLIO, with five or six Maskers, Torch-bearers, and othersROMEOWhat, shall this speech be spoke for our excuse?Or shall we on without a apology?BENVOLIOThe date is out of such prolixity:We'll have no Cupid hoodwink'd with a scarf,Bearing a Tartar's painted bow of lath,Scaring the ladies like a crow-keeper;Nor no without-book prologue, faintly spokeAfter the prompter, for our entrance:But let them measure us by what they will;We'll measure them a measure, and be gone. ROMEOGive me a torch: I am not for this ambling;Being but heavy, I will bear the light. MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNay, gentle Romeo, we must have you dance. ROMEONot I, believe me: you have dancing shoesWith nimble soles: I have a soul of leadSo stakes me to the ground I cannot move. MERCUTIOYou are a lover; borrow Cupid's wings,And soar with them above a common bound. ROMEOI am too sore enpierced with his shaftTo soar with his light feathers, and so bound,I cannot bound a pitch above dull woe:Under love's heavy burden do I sink. MERCUTIOAnd, to sink in it, should you burden love;Too great oppression for a tender thing. ROMEOIs love a tender thing? It is too rough,Too rude, too boisterous, and it pricks like thorn. MERCUTIOIf love be rough with you, be rough with love;Prick love for pricking, and you beat love down. Give me a case to put my visage in:A visor for a visor!"}
{"text": "I musthence to wait; I beseech you, follow straight. LADY CAPULETWe follow thee. Exit ServantJuliet, the county stays. NurseGo, girl, seek happy nights to happy days. ExeuntSCENE IV. A street. Enter ROMEO, MERCUTIO, BENVOLIO, with five or six Maskers, Torch-bearers, and othersROMEOWhat, shall this speech be spoke for our excuse?Or shall we on without a apology?BENVOLIOThe date is out of such prolixity:We'll have no Cupid hoodwink'd with a scarf,Bearing a Tartar's painted bow of lath,Scaring the ladies like a crow-keeper;Nor no without-book prologue, faintly spokeAfter the prompter, for our entrance:But let them measure us by what they will;We'll measure them a measure, and be gone. ROMEOGive me a torch: I am not for this ambling;Being but heavy, I will bear the light. MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNay, gentle Romeo, we must have you dance. ROMEONot I, believe me: you have dancing shoesWith nimble soles: I have a soul of leadSo stakes me to the ground I cannot move. MERCUTIOYou are a lover; borrow Cupid's wings,And soar with them above a common bound. ROMEOI am too sore enpierced with his shaftTo soar with his light feathers, and so bound,I cannot bound a pitch above dull woe:Under love's heavy burden do I sink. MERCUTIOAnd, to sink in it, should you burden love;Too great oppression for a tender thing. ROMEOIs love a tender thing? It is too rough,Too rude, too boisterous, and it pricks like thorn. MERCUTIOIf love be rough with you, be rough with love;Prick love for pricking, and you beat love down. Give me a case to put my visage in:A visor for a visor! What care IWhat curious eye doth quote deformities?Here are the beetle brows shall blush for me. BENVOLIOCome, knock and enter; and no sooner in,But every man betake him to his legs. ROMEOA torch for me: let wantons light of heartTickle the senseless rushes with their heels,For I am proverb'd with a grandsire phrase;I'll be a candle-holder, and look on. The game was ne'er so fair, and I am done. MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTut, dun's the mouse, the constable's own word:If thou art dun, we'll draw thee from the mireOf this sir-reverence love, wherein thou stick'stUp to the ears."}
{"text": "A street. Enter ROMEO, MERCUTIO, BENVOLIO, with five or six Maskers, Torch-bearers, and othersROMEOWhat, shall this speech be spoke for our excuse?Or shall we on without a apology?BENVOLIOThe date is out of such prolixity:We'll have no Cupid hoodwink'd with a scarf,Bearing a Tartar's painted bow of lath,Scaring the ladies like a crow-keeper;Nor no without-book prologue, faintly spokeAfter the prompter, for our entrance:But let them measure us by what they will;We'll measure them a measure, and be gone. ROMEOGive me a torch: I am not for this ambling;Being but heavy, I will bear the light. MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNay, gentle Romeo, we must have you dance. ROMEONot I, believe me: you have dancing shoesWith nimble soles: I have a soul of leadSo stakes me to the ground I cannot move. MERCUTIOYou are a lover; borrow Cupid's wings,And soar with them above a common bound. ROMEOI am too sore enpierced with his shaftTo soar with his light feathers, and so bound,I cannot bound a pitch above dull woe:Under love's heavy burden do I sink. MERCUTIOAnd, to sink in it, should you burden love;Too great oppression for a tender thing. ROMEOIs love a tender thing? It is too rough,Too rude, too boisterous, and it pricks like thorn. MERCUTIOIf love be rough with you, be rough with love;Prick love for pricking, and you beat love down. Give me a case to put my visage in:A visor for a visor! What care IWhat curious eye doth quote deformities?Here are the beetle brows shall blush for me. BENVOLIOCome, knock and enter; and no sooner in,But every man betake him to his legs. ROMEOA torch for me: let wantons light of heartTickle the senseless rushes with their heels,For I am proverb'd with a grandsire phrase;I'll be a candle-holder, and look on. The game was ne'er so fair, and I am done. MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTut, dun's the mouse, the constable's own word:If thou art dun, we'll draw thee from the mireOf this sir-reverence love, wherein thou stick'stUp to the ears. Come, we burn daylight, ho!ROMEONay, that's not so. MERCUTIOI mean, sir, in delayWe waste our lights in vain, like lamps by day. Take our good meaning, for our judgment sitsFive times in that ere once in our five wits. ROMEOAnd we mean well in going to this mask;But 'tis no wit to go. MERCUTIOWhy, may one ask?ROMEOI dream'd a dream to-night. MERCUTIOAnd so did I.ROMEOWell, what was yours?MERCUTIOThat dreamers often lie. ROMEOIn bed asleep, while they do dream things true. MERCUTIOO, then, I see Queen Mab hath been with you. She is the fairies' midwife, and she comesIn shape no bigger than an agate-stoneOn the fore-finger of an alderman,Drawn with a team of little atomiesAthwart men's noses as they lie asleep;Her wagon-spokes made of long spiders' legs, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThe cover of the wings of grasshoppers,The traces of the smallest spider's web,The collars of the moonshine's watery beams,Her whip of cricket's bone, the lash of film,Her wagoner a small grey-coated gnat,Not so big as a round little wormPrick'd from the lazy finger of a maid;Her chariot is an empty hazel-nutMade by the joiner squirrel or old grub,Time out o' mind the fairies' coachmakers. And in this state she gallops night by nightThrough lovers' brains, and then they dream of love;O'er courtiers' knees, that dream on court'sies straight,O'er lawyers' fingers, who straight dream on fees,O'er ladies ' lips, who straight on kisses dream,Which oft the angry Mab with blisters plagues,Because their breaths with sweetmeats tainted are:Sometime she gallops o'er a courtier's nose,And then dreams he of smelling out a suit;And sometime comes she with a tithe-pig's tailTickling a parson's nose as a' lies asleep,Then dreams, he of another benefice:Sometime she driveth o'er a soldier's neck,And then dreams he of cutting foreign throats,Of breaches, ambuscadoes, Spanish blades,Of healths five-fathom deep; and then anonDrums in his ear, at which he starts and wakes,And being thus frighted swears a prayer or twoAnd sleeps again."}
{"text": "It is too rough,Too rude, too boisterous, and it pricks like thorn. MERCUTIOIf love be rough with you, be rough with love;Prick love for pricking, and you beat love down. Give me a case to put my visage in:A visor for a visor! What care IWhat curious eye doth quote deformities?Here are the beetle brows shall blush for me. BENVOLIOCome, knock and enter; and no sooner in,But every man betake him to his legs. ROMEOA torch for me: let wantons light of heartTickle the senseless rushes with their heels,For I am proverb'd with a grandsire phrase;I'll be a candle-holder, and look on. The game was ne'er so fair, and I am done. MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTut, dun's the mouse, the constable's own word:If thou art dun, we'll draw thee from the mireOf this sir-reverence love, wherein thou stick'stUp to the ears. Come, we burn daylight, ho!ROMEONay, that's not so. MERCUTIOI mean, sir, in delayWe waste our lights in vain, like lamps by day. Take our good meaning, for our judgment sitsFive times in that ere once in our five wits. ROMEOAnd we mean well in going to this mask;But 'tis no wit to go. MERCUTIOWhy, may one ask?ROMEOI dream'd a dream to-night. MERCUTIOAnd so did I.ROMEOWell, what was yours?MERCUTIOThat dreamers often lie. ROMEOIn bed asleep, while they do dream things true. MERCUTIOO, then, I see Queen Mab hath been with you. She is the fairies' midwife, and she comesIn shape no bigger than an agate-stoneOn the fore-finger of an alderman,Drawn with a team of little atomiesAthwart men's noses as they lie asleep;Her wagon-spokes made of long spiders' legs, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThe cover of the wings of grasshoppers,The traces of the smallest spider's web,The collars of the moonshine's watery beams,Her whip of cricket's bone, the lash of film,Her wagoner a small grey-coated gnat,Not so big as a round little wormPrick'd from the lazy finger of a maid;Her chariot is an empty hazel-nutMade by the joiner squirrel or old grub,Time out o' mind the fairies' coachmakers. And in this state she gallops night by nightThrough lovers' brains, and then they dream of love;O'er courtiers' knees, that dream on court'sies straight,O'er lawyers' fingers, who straight dream on fees,O'er ladies ' lips, who straight on kisses dream,Which oft the angry Mab with blisters plagues,Because their breaths with sweetmeats tainted are:Sometime she gallops o'er a courtier's nose,And then dreams he of smelling out a suit;And sometime comes she with a tithe-pig's tailTickling a parson's nose as a' lies asleep,Then dreams, he of another benefice:Sometime she driveth o'er a soldier's neck,And then dreams he of cutting foreign throats,Of breaches, ambuscadoes, Spanish blades,Of healths five-fathom deep; and then anonDrums in his ear, at which he starts and wakes,And being thus frighted swears a prayer or twoAnd sleeps again. This is that very MabThat plats the manes of horses in the night,And bakes the elflocks in foul sluttish hairs,Which once untangled, much misfortune bodes:This is the hag, when maids lie on their backs,That presses them and learns them first to bear,Making them women of good carriage:This is she-ROMEOPeace, peace, Mercutio, peace!Thou talk'st of nothing. MERCUTIOTrue, I talk of dreams,Which are the children of an idle brain,Begot of nothing but vain fantasy,Which is as thin of substance as the airAnd more inconstant than the wind, who wooesEven now the frozen bosom of the north,And, being anger'd, puffs away from thence,Turning his face to the dew-dropping south. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOThis wind, you talk of, blows us from ourselves;Supper is done, and we shall come too late. ROMEOI fear, too early: for my mind misgivesSome consequence yet hanging in the starsShall bitterly begin his fearful dateWith this night's revels and expire the termOf a despised life closed in my breastBy some vile forfeit of untimely death. But He, that hath the steerage of my course,Direct my sail!"}
{"text": "What care IWhat curious eye doth quote deformities?Here are the beetle brows shall blush for me. BENVOLIOCome, knock and enter; and no sooner in,But every man betake him to his legs. ROMEOA torch for me: let wantons light of heartTickle the senseless rushes with their heels,For I am proverb'd with a grandsire phrase;I'll be a candle-holder, and look on. The game was ne'er so fair, and I am done. MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTut, dun's the mouse, the constable's own word:If thou art dun, we'll draw thee from the mireOf this sir-reverence love, wherein thou stick'stUp to the ears. Come, we burn daylight, ho!ROMEONay, that's not so. MERCUTIOI mean, sir, in delayWe waste our lights in vain, like lamps by day. Take our good meaning, for our judgment sitsFive times in that ere once in our five wits. ROMEOAnd we mean well in going to this mask;But 'tis no wit to go. MERCUTIOWhy, may one ask?ROMEOI dream'd a dream to-night. MERCUTIOAnd so did I.ROMEOWell, what was yours?MERCUTIOThat dreamers often lie. ROMEOIn bed asleep, while they do dream things true. MERCUTIOO, then, I see Queen Mab hath been with you. She is the fairies' midwife, and she comesIn shape no bigger than an agate-stoneOn the fore-finger of an alderman,Drawn with a team of little atomiesAthwart men's noses as they lie asleep;Her wagon-spokes made of long spiders' legs, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThe cover of the wings of grasshoppers,The traces of the smallest spider's web,The collars of the moonshine's watery beams,Her whip of cricket's bone, the lash of film,Her wagoner a small grey-coated gnat,Not so big as a round little wormPrick'd from the lazy finger of a maid;Her chariot is an empty hazel-nutMade by the joiner squirrel or old grub,Time out o' mind the fairies' coachmakers. And in this state she gallops night by nightThrough lovers' brains, and then they dream of love;O'er courtiers' knees, that dream on court'sies straight,O'er lawyers' fingers, who straight dream on fees,O'er ladies ' lips, who straight on kisses dream,Which oft the angry Mab with blisters plagues,Because their breaths with sweetmeats tainted are:Sometime she gallops o'er a courtier's nose,And then dreams he of smelling out a suit;And sometime comes she with a tithe-pig's tailTickling a parson's nose as a' lies asleep,Then dreams, he of another benefice:Sometime she driveth o'er a soldier's neck,And then dreams he of cutting foreign throats,Of breaches, ambuscadoes, Spanish blades,Of healths five-fathom deep; and then anonDrums in his ear, at which he starts and wakes,And being thus frighted swears a prayer or twoAnd sleeps again. This is that very MabThat plats the manes of horses in the night,And bakes the elflocks in foul sluttish hairs,Which once untangled, much misfortune bodes:This is the hag, when maids lie on their backs,That presses them and learns them first to bear,Making them women of good carriage:This is she-ROMEOPeace, peace, Mercutio, peace!Thou talk'st of nothing. MERCUTIOTrue, I talk of dreams,Which are the children of an idle brain,Begot of nothing but vain fantasy,Which is as thin of substance as the airAnd more inconstant than the wind, who wooesEven now the frozen bosom of the north,And, being anger'd, puffs away from thence,Turning his face to the dew-dropping south. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOThis wind, you talk of, blows us from ourselves;Supper is done, and we shall come too late. ROMEOI fear, too early: for my mind misgivesSome consequence yet hanging in the starsShall bitterly begin his fearful dateWith this night's revels and expire the termOf a despised life closed in my breastBy some vile forfeit of untimely death. But He, that hath the steerage of my course,Direct my sail! On, lusty gentlemen. BENVOLIOStrike, drum. ExeuntSCENE V."}
{"text": "Come, we burn daylight, ho!ROMEONay, that's not so. MERCUTIOI mean, sir, in delayWe waste our lights in vain, like lamps by day. Take our good meaning, for our judgment sitsFive times in that ere once in our five wits. ROMEOAnd we mean well in going to this mask;But 'tis no wit to go. MERCUTIOWhy, may one ask?ROMEOI dream'd a dream to-night. MERCUTIOAnd so did I.ROMEOWell, what was yours?MERCUTIOThat dreamers often lie. ROMEOIn bed asleep, while they do dream things true. MERCUTIOO, then, I see Queen Mab hath been with you. She is the fairies' midwife, and she comesIn shape no bigger than an agate-stoneOn the fore-finger of an alderman,Drawn with a team of little atomiesAthwart men's noses as they lie asleep;Her wagon-spokes made of long spiders' legs, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThe cover of the wings of grasshoppers,The traces of the smallest spider's web,The collars of the moonshine's watery beams,Her whip of cricket's bone, the lash of film,Her wagoner a small grey-coated gnat,Not so big as a round little wormPrick'd from the lazy finger of a maid;Her chariot is an empty hazel-nutMade by the joiner squirrel or old grub,Time out o' mind the fairies' coachmakers. And in this state she gallops night by nightThrough lovers' brains, and then they dream of love;O'er courtiers' knees, that dream on court'sies straight,O'er lawyers' fingers, who straight dream on fees,O'er ladies ' lips, who straight on kisses dream,Which oft the angry Mab with blisters plagues,Because their breaths with sweetmeats tainted are:Sometime she gallops o'er a courtier's nose,And then dreams he of smelling out a suit;And sometime comes she with a tithe-pig's tailTickling a parson's nose as a' lies asleep,Then dreams, he of another benefice:Sometime she driveth o'er a soldier's neck,And then dreams he of cutting foreign throats,Of breaches, ambuscadoes, Spanish blades,Of healths five-fathom deep; and then anonDrums in his ear, at which he starts and wakes,And being thus frighted swears a prayer or twoAnd sleeps again. This is that very MabThat plats the manes of horses in the night,And bakes the elflocks in foul sluttish hairs,Which once untangled, much misfortune bodes:This is the hag, when maids lie on their backs,That presses them and learns them first to bear,Making them women of good carriage:This is she-ROMEOPeace, peace, Mercutio, peace!Thou talk'st of nothing. MERCUTIOTrue, I talk of dreams,Which are the children of an idle brain,Begot of nothing but vain fantasy,Which is as thin of substance as the airAnd more inconstant than the wind, who wooesEven now the frozen bosom of the north,And, being anger'd, puffs away from thence,Turning his face to the dew-dropping south. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOThis wind, you talk of, blows us from ourselves;Supper is done, and we shall come too late. ROMEOI fear, too early: for my mind misgivesSome consequence yet hanging in the starsShall bitterly begin his fearful dateWith this night's revels and expire the termOf a despised life closed in my breastBy some vile forfeit of untimely death. But He, that hath the steerage of my course,Direct my sail! On, lusty gentlemen. BENVOLIOStrike, drum. ExeuntSCENE V. A hall in Capulet's house. Musicians waiting."}
{"text": "This is that very MabThat plats the manes of horses in the night,And bakes the elflocks in foul sluttish hairs,Which once untangled, much misfortune bodes:This is the hag, when maids lie on their backs,That presses them and learns them first to bear,Making them women of good carriage:This is she-ROMEOPeace, peace, Mercutio, peace!Thou talk'st of nothing. MERCUTIOTrue, I talk of dreams,Which are the children of an idle brain,Begot of nothing but vain fantasy,Which is as thin of substance as the airAnd more inconstant than the wind, who wooesEven now the frozen bosom of the north,And, being anger'd, puffs away from thence,Turning his face to the dew-dropping south. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOThis wind, you talk of, blows us from ourselves;Supper is done, and we shall come too late. ROMEOI fear, too early: for my mind misgivesSome consequence yet hanging in the starsShall bitterly begin his fearful dateWith this night's revels and expire the termOf a despised life closed in my breastBy some vile forfeit of untimely death. But He, that hath the steerage of my course,Direct my sail! On, lusty gentlemen. BENVOLIOStrike, drum. ExeuntSCENE V. A hall in Capulet's house. Musicians waiting. Enter Servingmen with napkinsFirst ServantWhere's Potpan, that he helps not to take away? Heshift a trencher? He scrape a trencher!Second ServantWhen good manners shall lie all in one or two men'shands and they unwashed too, 'tis a foul thing. First ServantAway with the joint-stools, remove thecourt-cupboard, look to the plate."}
{"text": "Enter Servingmen with napkinsFirst ServantWhere's Potpan, that he helps not to take away? Heshift a trencher? He scrape a trencher!Second ServantWhen good manners shall lie all in one or two men'shands and they unwashed too, 'tis a foul thing. First ServantAway with the joint-stools, remove thecourt-cupboard, look to the plate. Good thou, saveme a piece of marchpane; and, as thou lovest me, letthe porter let in Susan Grindstone and Nell. Antony, and Potpan!Second ServantAy, boy, ready. First ServantYou are looked for and called for, asked for andsought for, in the great chamber. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSecond ServantWe cannot be here and there too. Cheerly, boys; bebrisk awhile, and the longer liver take all. Enter CAPULET, with JULIET and others of his house, meeting the Guests and MaskersCAPULETWelcome, gentlemen! Ladies that have their toesUnplagued with corns will have a bout with you. Ah ha, my mistresses! Which of you allWill now deny to dance? She that makes dainty,She, I'll swear, hath corns; am I come near ye now?Welcome, gentlemen! I have seen the dayThat I have worn a visor and could tellA whispering tale in a fair lady's ear,Such as would please: 'tis gone, 'tis gone, 'tis gone:You are welcome, gentlemen! Come, musicians, play. A hall, a hall! Give room! And foot it, girls. Music plays, and they danceMore light, you knaves; and turn the tables up,And quench the fire, the room is grown too hot. Ah, sirrah, this unlook'd-for sport comes well. Nay, sit, nay, sit, good cousin Capulet;For you and I are past our dancing days:How long is't now since last yourself and IWere in a mask?Second CapuletBy'r lady, thirty years. CAPULETWhat, man!"}
{"text": "Come, musicians, play. A hall, a hall! Give room! And foot it, girls. Music plays, and they danceMore light, you knaves; and turn the tables up,And quench the fire, the room is grown too hot. Ah, sirrah, this unlook'd-for sport comes well. Nay, sit, nay, sit, good cousin Capulet;For you and I are past our dancing days:How long is't now since last yourself and IWere in a mask?Second CapuletBy'r lady, thirty years. CAPULETWhat, man! '. Tis not so much, 'tis not so much:'Tis since the nuptials of Lucentio,Come pentecost as quickly as it will,Some five and twenty years; and then we mask'd. Second Capulet'Tis more, 'tis more, his son is elder, sir;His son is thirty. CAPULETWill you tell me that?His son was but a ward two years ago. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEO To a Servingman What lady is that, which dothenrich the handOf yonder knight?ServantI know not, sir. ROMEOO, she doth teach the torches to burn bright!It seems she hangs upon the cheek of nightLike a rich jewel in an Ethiope's ear;Beauty too rich for use, for earth too dear!So shows a snowy dove trooping with crows,As yonder lady o'er her fellows shows. The measure done, I'll watch her place of stand,And, touching hers, make blessed my rude hand. Did my heart love till now? Forswear it, sight!For I ne'er saw true beauty till this night. TYBALTThis, by his voice, should be a Montague. Fetch me my rapier, boy. What dares the slaveCome hither, cover'd with an antic face,To fleer and scorn at our solemnity?Now, by the stock and honour of my kin,To strike him dead, I hold it not a sin. CAPULETWhy, how now, kinsman!"}
{"text": "'tis not so much, 'tis not so much:'Tis since the nuptials of Lucentio,Come pentecost as quickly as it will,Some five and twenty years; and then we mask'd. Second Capulet'Tis more, 'tis more, his son is elder, sir;His son is thirty. CAPULETWill you tell me that?His son was but a ward two years ago. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEO To a Servingman What lady is that, which dothenrich the handOf yonder knight?ServantI know not, sir. ROMEOO, she doth teach the torches to burn bright!It seems she hangs upon the cheek of nightLike a rich jewel in an Ethiope's ear;Beauty too rich for use, for earth too dear!So shows a snowy dove trooping with crows,As yonder lady o'er her fellows shows. The measure done, I'll watch her place of stand,And, touching hers, make blessed my rude hand. Did my heart love till now? Forswear it, sight!For I ne'er saw true beauty till this night. TYBALTThis, by his voice, should be a Montague. Fetch me my rapier, boy. What dares the slaveCome hither, cover'd with an antic face,To fleer and scorn at our solemnity?Now, by the stock and honour of my kin,To strike him dead, I hold it not a sin. CAPULETWhy, how now, kinsman! Wherefore storm you so?TYBALTUncle, this is a Montague, our foe,A villain that is hither come in spite,To scorn at our solemnity this night. CAPULETYoung Romeo is it?TYBALT'Tis he, that villain Romeo. CAPULETContent thee, gentle coz, let him alone;He bears him like a portly gentleman; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd, to say truth, Verona brags of himTo be a virtuous and well-govern'd youth:I would not for the wealth of all the townHere in my house do him disparagement:Therefore be patient, take no note of him:It is my will, the which if thou respect,Show a fair presence and put off these frowns,And ill-beseeming semblance for a feast. TYBALTIt fits, when such a villain is a guest:I'll not endure him. CAPULETHe shall be endured:What, goodman boy!"}
{"text": "Forswear it, sight!For I ne'er saw true beauty till this night. TYBALTThis, by his voice, should be a Montague. Fetch me my rapier, boy. What dares the slaveCome hither, cover'd with an antic face,To fleer and scorn at our solemnity?Now, by the stock and honour of my kin,To strike him dead, I hold it not a sin. CAPULETWhy, how now, kinsman! Wherefore storm you so?TYBALTUncle, this is a Montague, our foe,A villain that is hither come in spite,To scorn at our solemnity this night. CAPULETYoung Romeo is it?TYBALT'Tis he, that villain Romeo. CAPULETContent thee, gentle coz, let him alone;He bears him like a portly gentleman; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd, to say truth, Verona brags of himTo be a virtuous and well-govern'd youth:I would not for the wealth of all the townHere in my house do him disparagement:Therefore be patient, take no note of him:It is my will, the which if thou respect,Show a fair presence and put off these frowns,And ill-beseeming semblance for a feast. TYBALTIt fits, when such a villain is a guest:I'll not endure him. CAPULETHe shall be endured:What, goodman boy! I say, he shall: go to;Am I the master here, or you? Go to. You'll not endure him! God shall mend my soul!You'll make a mutiny among my guests!You will set cock-a-hoop! You'll be the man!TYBALTWhy, uncle, 'tis a shame. CAPULETGo to, go to;You are a saucy boy: is't so, indeed?This trick may chance to scathe you, I know what:You must contrary me! Marry, 'tis time. Well said, my hearts! You are a princox; go:Be quiet, or--More light, more light! For shame!I'll make you quiet."}
{"text": "Marry, 'tis time. Well said, my hearts! You are a princox; go:Be quiet, or--More light, more light! For shame!I'll make you quiet. What, cheerly, my hearts!TYBALTPatience perforce with wilful choler meetingMakes my flesh tremble in their different greeting. I will withdraw: but this intrusion shallNow seeming sweet convert to bitter gall. ExitROMEO To JULIET If I profane with my unworthiest handThis holy shrine, the gentle fine is this:My lips, two blushing pilgrims, ready standTo smooth that rough touch with a tender kiss. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETGood pilgrim, you do wrong your hand too much,Which mannerly devotion shows in this;For saints have hands that pilgrims' hands do touch,And palm to palm is holy palmers' kiss. ROMEOHave not saints lips, and holy palmers too?JULIETAy, pilgrim, lips that they must use in prayer. ROMEOO, then, dear saint, let lips do what hands do;They pray, grant thou, lest faith turn to despair. JULIETSaints do not move, though grant for prayers' sake. ROMEOThen move not, while my prayer's effect I take. Thus from my lips, by yours, my sin is purged. JULIETThen have my lips the sin that they have took. ROMEOSin from thy lips? O trespass sweetly urged!Give me my sin again. JULIETYou kiss by the book. NurseMadam, your mother craves a word with you. ROMEOWhat is her mother?NurseMarry, bachelor,Her mother is the lady of the house, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd a good lady, and a wise and virtuousI nursed her daughter, that you talk'd withal;I tell you, he that can lay hold of herShall have the chinks. ROMEOIs she a Capulet?O dear account!"}
{"text": "For shame!I'll make you quiet. What, cheerly, my hearts!TYBALTPatience perforce with wilful choler meetingMakes my flesh tremble in their different greeting. I will withdraw: but this intrusion shallNow seeming sweet convert to bitter gall. ExitROMEO To JULIET If I profane with my unworthiest handThis holy shrine, the gentle fine is this:My lips, two blushing pilgrims, ready standTo smooth that rough touch with a tender kiss. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETGood pilgrim, you do wrong your hand too much,Which mannerly devotion shows in this;For saints have hands that pilgrims' hands do touch,And palm to palm is holy palmers' kiss. ROMEOHave not saints lips, and holy palmers too?JULIETAy, pilgrim, lips that they must use in prayer. ROMEOO, then, dear saint, let lips do what hands do;They pray, grant thou, lest faith turn to despair. JULIETSaints do not move, though grant for prayers' sake. ROMEOThen move not, while my prayer's effect I take. Thus from my lips, by yours, my sin is purged. JULIETThen have my lips the sin that they have took. ROMEOSin from thy lips? O trespass sweetly urged!Give me my sin again. JULIETYou kiss by the book. NurseMadam, your mother craves a word with you. ROMEOWhat is her mother?NurseMarry, bachelor,Her mother is the lady of the house, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd a good lady, and a wise and virtuousI nursed her daughter, that you talk'd withal;I tell you, he that can lay hold of herShall have the chinks. ROMEOIs she a Capulet?O dear account! My life is my foe's debt. BENVOLIOAway, begone; the sport is at the best. ROMEOAy, so I fear; the more is my unrest. CAPULETNay, gentlemen, prepare not to be gone;We have a trifling foolish banquet towards. Is it e'en so?"}
{"text": "What, cheerly, my hearts!TYBALTPatience perforce with wilful choler meetingMakes my flesh tremble in their different greeting. I will withdraw: but this intrusion shallNow seeming sweet convert to bitter gall. ExitROMEO To JULIET If I profane with my unworthiest handThis holy shrine, the gentle fine is this:My lips, two blushing pilgrims, ready standTo smooth that rough touch with a tender kiss. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETGood pilgrim, you do wrong your hand too much,Which mannerly devotion shows in this;For saints have hands that pilgrims' hands do touch,And palm to palm is holy palmers' kiss. ROMEOHave not saints lips, and holy palmers too?JULIETAy, pilgrim, lips that they must use in prayer. ROMEOO, then, dear saint, let lips do what hands do;They pray, grant thou, lest faith turn to despair. JULIETSaints do not move, though grant for prayers' sake. ROMEOThen move not, while my prayer's effect I take. Thus from my lips, by yours, my sin is purged. JULIETThen have my lips the sin that they have took. ROMEOSin from thy lips? O trespass sweetly urged!Give me my sin again. JULIETYou kiss by the book. NurseMadam, your mother craves a word with you. ROMEOWhat is her mother?NurseMarry, bachelor,Her mother is the lady of the house, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd a good lady, and a wise and virtuousI nursed her daughter, that you talk'd withal;I tell you, he that can lay hold of herShall have the chinks. ROMEOIs she a Capulet?O dear account! My life is my foe's debt. BENVOLIOAway, begone; the sport is at the best. ROMEOAy, so I fear; the more is my unrest. CAPULETNay, gentlemen, prepare not to be gone;We have a trifling foolish banquet towards. Is it e'en so? Why, then, I thank you allI thank you, honest gentlemen; good night. More torches here!"}
{"text": "O trespass sweetly urged!Give me my sin again. JULIETYou kiss by the book. NurseMadam, your mother craves a word with you. ROMEOWhat is her mother?NurseMarry, bachelor,Her mother is the lady of the house, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd a good lady, and a wise and virtuousI nursed her daughter, that you talk'd withal;I tell you, he that can lay hold of herShall have the chinks. ROMEOIs she a Capulet?O dear account! My life is my foe's debt. BENVOLIOAway, begone; the sport is at the best. ROMEOAy, so I fear; the more is my unrest. CAPULETNay, gentlemen, prepare not to be gone;We have a trifling foolish banquet towards. Is it e'en so? Why, then, I thank you allI thank you, honest gentlemen; good night. More torches here! Come on then, let's to bed. Ah, sirrah, by my fay, it waxes late:I'll to my rest. Exeunt all but JULIET and NurseJULIETCome hither, nurse. What is yond gentleman?NurseThe son and heir of old Tiberio. JULIETWhat's he that now is going out of door?NurseMarry, that, I think, be young Petrucio. JULIETWhat's he that follows there, that would not dance?NurseI know not. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETGo ask his name: if he be married. My grave is like to be my wedding bed. NurseHis name is Romeo, and a Montague;The only son of your great enemy. JULIETMy only love sprung from my only hate!Too early seen unknown, and known too late!Prodigious birth of love it is to me,That I must love a loathed enemy. NurseWhat's this?"}
{"text": "Why, then, I thank you allI thank you, honest gentlemen; good night. More torches here! Come on then, let's to bed. Ah, sirrah, by my fay, it waxes late:I'll to my rest. Exeunt all but JULIET and NurseJULIETCome hither, nurse. What is yond gentleman?NurseThe son and heir of old Tiberio. JULIETWhat's he that now is going out of door?NurseMarry, that, I think, be young Petrucio. JULIETWhat's he that follows there, that would not dance?NurseI know not. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETGo ask his name: if he be married. My grave is like to be my wedding bed. NurseHis name is Romeo, and a Montague;The only son of your great enemy. JULIETMy only love sprung from my only hate!Too early seen unknown, and known too late!Prodigious birth of love it is to me,That I must love a loathed enemy. NurseWhat's this? What's this?JULIETA rhyme I learn'd even nowOf one I danced withal. One calls within 'Juliet. 'NurseAnon, anon!Come, let's away; the strangers all are gone. ExeuntACT IIPROLOGUEEnter ChorusChorusNow old desire doth in his death-bed lie,And young affection gapes to be his heir;That fair for which love groan'd for and would die,With tender Juliet match'd, is now not fair. Now Romeo is beloved and loves again,Alike betwitched by the charm of looks,But to his foe supposed he must complain,And she steal love's sweet bait from fearful hooks:Being held a foe, he may not have accessTo breathe such vows as lovers use to swear; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd she as much in love, her means much lessTo meet her new-beloved any where:But passion lends them power, time means, to meetTempering extremities with extreme sweet. ExitSCENE I."}
{"text": "Come on then, let's to bed. Ah, sirrah, by my fay, it waxes late:I'll to my rest. Exeunt all but JULIET and NurseJULIETCome hither, nurse. What is yond gentleman?NurseThe son and heir of old Tiberio. JULIETWhat's he that now is going out of door?NurseMarry, that, I think, be young Petrucio. JULIETWhat's he that follows there, that would not dance?NurseI know not. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETGo ask his name: if he be married. My grave is like to be my wedding bed. NurseHis name is Romeo, and a Montague;The only son of your great enemy. JULIETMy only love sprung from my only hate!Too early seen unknown, and known too late!Prodigious birth of love it is to me,That I must love a loathed enemy. NurseWhat's this? What's this?JULIETA rhyme I learn'd even nowOf one I danced withal. One calls within 'Juliet. 'NurseAnon, anon!Come, let's away; the strangers all are gone. ExeuntACT IIPROLOGUEEnter ChorusChorusNow old desire doth in his death-bed lie,And young affection gapes to be his heir;That fair for which love groan'd for and would die,With tender Juliet match'd, is now not fair. Now Romeo is beloved and loves again,Alike betwitched by the charm of looks,But to his foe supposed he must complain,And she steal love's sweet bait from fearful hooks:Being held a foe, he may not have accessTo breathe such vows as lovers use to swear; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd she as much in love, her means much lessTo meet her new-beloved any where:But passion lends them power, time means, to meetTempering extremities with extreme sweet. ExitSCENE I. A lane by the wall of Capulet's orchard. Enter ROMEOROMEOCan I go forward when my heart is here?Turn back, dull earth, and find thy centre out. He climbs the wall, and leaps down within itEnter BENVOLIO and MERCUTIOBENVOLIORomeo!"}
{"text": "What is yond gentleman?NurseThe son and heir of old Tiberio. JULIETWhat's he that now is going out of door?NurseMarry, that, I think, be young Petrucio. JULIETWhat's he that follows there, that would not dance?NurseI know not. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETGo ask his name: if he be married. My grave is like to be my wedding bed. NurseHis name is Romeo, and a Montague;The only son of your great enemy. JULIETMy only love sprung from my only hate!Too early seen unknown, and known too late!Prodigious birth of love it is to me,That I must love a loathed enemy. NurseWhat's this? What's this?JULIETA rhyme I learn'd even nowOf one I danced withal. One calls within 'Juliet. 'NurseAnon, anon!Come, let's away; the strangers all are gone. ExeuntACT IIPROLOGUEEnter ChorusChorusNow old desire doth in his death-bed lie,And young affection gapes to be his heir;That fair for which love groan'd for and would die,With tender Juliet match'd, is now not fair. Now Romeo is beloved and loves again,Alike betwitched by the charm of looks,But to his foe supposed he must complain,And she steal love's sweet bait from fearful hooks:Being held a foe, he may not have accessTo breathe such vows as lovers use to swear; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd she as much in love, her means much lessTo meet her new-beloved any where:But passion lends them power, time means, to meetTempering extremities with extreme sweet. ExitSCENE I. A lane by the wall of Capulet's orchard. Enter ROMEOROMEOCan I go forward when my heart is here?Turn back, dull earth, and find thy centre out. He climbs the wall, and leaps down within itEnter BENVOLIO and MERCUTIOBENVOLIORomeo! My cousin Romeo!MERCUTIOHe is wise;And, on my lie, hath stol'n him home to bed. BENVOLIOHe ran this way, and leap'd this orchard wall:Call, good Mercutio. MERCUTIONay, I'll conjure too. Romeo!"}
{"text": "What's this?JULIETA rhyme I learn'd even nowOf one I danced withal. One calls within 'Juliet. 'NurseAnon, anon!Come, let's away; the strangers all are gone. ExeuntACT IIPROLOGUEEnter ChorusChorusNow old desire doth in his death-bed lie,And young affection gapes to be his heir;That fair for which love groan'd for and would die,With tender Juliet match'd, is now not fair. Now Romeo is beloved and loves again,Alike betwitched by the charm of looks,But to his foe supposed he must complain,And she steal love's sweet bait from fearful hooks:Being held a foe, he may not have accessTo breathe such vows as lovers use to swear; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd she as much in love, her means much lessTo meet her new-beloved any where:But passion lends them power, time means, to meetTempering extremities with extreme sweet. ExitSCENE I. A lane by the wall of Capulet's orchard. Enter ROMEOROMEOCan I go forward when my heart is here?Turn back, dull earth, and find thy centre out. He climbs the wall, and leaps down within itEnter BENVOLIO and MERCUTIOBENVOLIORomeo! My cousin Romeo!MERCUTIOHe is wise;And, on my lie, hath stol'n him home to bed. BENVOLIOHe ran this way, and leap'd this orchard wall:Call, good Mercutio. MERCUTIONay, I'll conjure too. Romeo! Humours! Madman! Passion!"}
{"text": "Humours! Madman! Passion! Lover!Appear thou in the likeness of a sigh:Speak but one rhyme, and I am satisfied;Cry but 'Ay me!'. Pronounce but 'love' and 'dove;'Speak to my gossip Venus one fair word,One nick-name for her purblind son and heir,Young Adam Cupid, he that shot so trim,When King Cophetua loved the beggar-maid!He heareth not, he stirreth not, he moveth not;The ape is dead, and I must conjure him. I conjure thee by Rosaline's bright eyes,By her high forehead and her scarlet lip,By her fine foot, straight leg and quivering thighAnd the demesnes that there adjacent lie,That in thy likeness thou appear to us! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOAnd if he hear thee, thou wilt anger him. MERCUTIOThis cannot anger him: 'twould anger himTo raise a spirit in his mistress' circleOf some strange nature, letting it there standTill she had laid it and conjured it down;That were some spite: my invocationIs fair and honest, and in his mistres s' nameI conjure only but to raise up him. BENVOLIOCome, he hath hid himself among these trees,To be consorted with the humorous night:Blind is his love and best befits the dark. MERCUTIOIf love be blind, love cannot hit the mark. Now will he sit under a medlar tree,And wish his mistress were that kind of fruitAs maids call medlars, when they laugh alone. Romeo, that she were, O, that she wereAn open et caetera, thou a poperin pear!Romeo, good night: I'll to my truckle-bed;This field-bed is too cold for me to sleep:Come, shall we go?BENVOLIOGo, then; for 'tis in vainTo seek him here that means not to be found. ExeuntSCENE II. Capulet's orchard. Enter ROMEOROMEOHe jests at scars that never felt a wound. JULIET appears above at a windowBut, soft!"}
{"text": "Passion! Lover!Appear thou in the likeness of a sigh:Speak but one rhyme, and I am satisfied;Cry but 'Ay me!'. Pronounce but 'love' and 'dove;'Speak to my gossip Venus one fair word,One nick-name for her purblind son and heir,Young Adam Cupid, he that shot so trim,When King Cophetua loved the beggar-maid!He heareth not, he stirreth not, he moveth not;The ape is dead, and I must conjure him. I conjure thee by Rosaline's bright eyes,By her high forehead and her scarlet lip,By her fine foot, straight leg and quivering thighAnd the demesnes that there adjacent lie,That in thy likeness thou appear to us! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOAnd if he hear thee, thou wilt anger him. MERCUTIOThis cannot anger him: 'twould anger himTo raise a spirit in his mistress' circleOf some strange nature, letting it there standTill she had laid it and conjured it down;That were some spite: my invocationIs fair and honest, and in his mistres s' nameI conjure only but to raise up him. BENVOLIOCome, he hath hid himself among these trees,To be consorted with the humorous night:Blind is his love and best befits the dark. MERCUTIOIf love be blind, love cannot hit the mark. Now will he sit under a medlar tree,And wish his mistress were that kind of fruitAs maids call medlars, when they laugh alone. Romeo, that she were, O, that she wereAn open et caetera, thou a poperin pear!Romeo, good night: I'll to my truckle-bed;This field-bed is too cold for me to sleep:Come, shall we go?BENVOLIOGo, then; for 'tis in vainTo seek him here that means not to be found. ExeuntSCENE II. Capulet's orchard. Enter ROMEOROMEOHe jests at scars that never felt a wound. JULIET appears above at a windowBut, soft! What light through yonder window breaks?It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon,Who is already sick and pale with grief, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThat thou her maid art far more fair than she:Be not her maid, since she is envious;Her vestal livery is but sick and greenAnd none but fools do wear it; cast it off. It is my lady, O, it is my love!O, that she knew she were!She speaks yet she says nothing: what of that?Her eye discourses; I will answer it. I am too bold, 'tis not to me she speaks:Two of the fairest stars in all the heaven,Having some business, do entreat her eyesTo twinkle in their spheres till they return. What if her eyes were there, they in her head?The brightness of her cheek would shame those stars,As daylight doth a lamp; her eyes in heavenWould through the airy region stream so brightThat birds would sing and think it were not night. See, how she leans her cheek upon her hand!O, that I were a glove upon that hand,That I might touch that cheek!JULIETAy me!ROMEOShe speaks:O, speak again, bright angel!"}
{"text": "Lover!Appear thou in the likeness of a sigh:Speak but one rhyme, and I am satisfied;Cry but 'Ay me!'. Pronounce but 'love' and 'dove;'Speak to my gossip Venus one fair word,One nick-name for her purblind son and heir,Young Adam Cupid, he that shot so trim,When King Cophetua loved the beggar-maid!He heareth not, he stirreth not, he moveth not;The ape is dead, and I must conjure him. I conjure thee by Rosaline's bright eyes,By her high forehead and her scarlet lip,By her fine foot, straight leg and quivering thighAnd the demesnes that there adjacent lie,That in thy likeness thou appear to us! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOAnd if he hear thee, thou wilt anger him. MERCUTIOThis cannot anger him: 'twould anger himTo raise a spirit in his mistress' circleOf some strange nature, letting it there standTill she had laid it and conjured it down;That were some spite: my invocationIs fair and honest, and in his mistres s' nameI conjure only but to raise up him. BENVOLIOCome, he hath hid himself among these trees,To be consorted with the humorous night:Blind is his love and best befits the dark. MERCUTIOIf love be blind, love cannot hit the mark. Now will he sit under a medlar tree,And wish his mistress were that kind of fruitAs maids call medlars, when they laugh alone. Romeo, that she were, O, that she wereAn open et caetera, thou a poperin pear!Romeo, good night: I'll to my truckle-bed;This field-bed is too cold for me to sleep:Come, shall we go?BENVOLIOGo, then; for 'tis in vainTo seek him here that means not to be found. ExeuntSCENE II. Capulet's orchard. Enter ROMEOROMEOHe jests at scars that never felt a wound. JULIET appears above at a windowBut, soft! What light through yonder window breaks?It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon,Who is already sick and pale with grief, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThat thou her maid art far more fair than she:Be not her maid, since she is envious;Her vestal livery is but sick and greenAnd none but fools do wear it; cast it off. It is my lady, O, it is my love!O, that she knew she were!She speaks yet she says nothing: what of that?Her eye discourses; I will answer it. I am too bold, 'tis not to me she speaks:Two of the fairest stars in all the heaven,Having some business, do entreat her eyesTo twinkle in their spheres till they return. What if her eyes were there, they in her head?The brightness of her cheek would shame those stars,As daylight doth a lamp; her eyes in heavenWould through the airy region stream so brightThat birds would sing and think it were not night. See, how she leans her cheek upon her hand!O, that I were a glove upon that hand,That I might touch that cheek!JULIETAy me!ROMEOShe speaks:O, speak again, bright angel! For thou artAs glorious to this night, being o'er my headAs is a winged messenger of heavenUnto the white-upturned wondering eyesOf mortals that fall back to gaze on himWhen he bestrides the lazy-pacing cloudsAnd sails upon the bosom of the air. JULIETO Romeo, Romeo!"}
{"text": "Capulet's orchard. Enter ROMEOROMEOHe jests at scars that never felt a wound. JULIET appears above at a windowBut, soft! What light through yonder window breaks?It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon,Who is already sick and pale with grief, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThat thou her maid art far more fair than she:Be not her maid, since she is envious;Her vestal livery is but sick and greenAnd none but fools do wear it; cast it off. It is my lady, O, it is my love!O, that she knew she were!She speaks yet she says nothing: what of that?Her eye discourses; I will answer it. I am too bold, 'tis not to me she speaks:Two of the fairest stars in all the heaven,Having some business, do entreat her eyesTo twinkle in their spheres till they return. What if her eyes were there, they in her head?The brightness of her cheek would shame those stars,As daylight doth a lamp; her eyes in heavenWould through the airy region stream so brightThat birds would sing and think it were not night. See, how she leans her cheek upon her hand!O, that I were a glove upon that hand,That I might touch that cheek!JULIETAy me!ROMEOShe speaks:O, speak again, bright angel! For thou artAs glorious to this night, being o'er my headAs is a winged messenger of heavenUnto the white-upturned wondering eyesOf mortals that fall back to gaze on himWhen he bestrides the lazy-pacing cloudsAnd sails upon the bosom of the air. JULIETO Romeo, Romeo! Wherefore art thou Romeo?Deny thy father and refuse thy name;Or, if thou wilt not, be but sworn my love,And I'll no longer be a Capulet. ROMEO Aside Shall I hear more, or shall I speak at this?JULIET'Tis but thy name that is my enemy;Thou art thyself, though not a Montague. What's Montague?"}
{"text": "What light through yonder window breaks?It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon,Who is already sick and pale with grief, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThat thou her maid art far more fair than she:Be not her maid, since she is envious;Her vestal livery is but sick and greenAnd none but fools do wear it; cast it off. It is my lady, O, it is my love!O, that she knew she were!She speaks yet she says nothing: what of that?Her eye discourses; I will answer it. I am too bold, 'tis not to me she speaks:Two of the fairest stars in all the heaven,Having some business, do entreat her eyesTo twinkle in their spheres till they return. What if her eyes were there, they in her head?The brightness of her cheek would shame those stars,As daylight doth a lamp; her eyes in heavenWould through the airy region stream so brightThat birds would sing and think it were not night. See, how she leans her cheek upon her hand!O, that I were a glove upon that hand,That I might touch that cheek!JULIETAy me!ROMEOShe speaks:O, speak again, bright angel! For thou artAs glorious to this night, being o'er my headAs is a winged messenger of heavenUnto the white-upturned wondering eyesOf mortals that fall back to gaze on himWhen he bestrides the lazy-pacing cloudsAnd sails upon the bosom of the air. JULIETO Romeo, Romeo! Wherefore art thou Romeo?Deny thy father and refuse thy name;Or, if thou wilt not, be but sworn my love,And I'll no longer be a Capulet. ROMEO Aside Shall I hear more, or shall I speak at this?JULIET'Tis but thy name that is my enemy;Thou art thyself, though not a Montague. What's Montague? It is nor hand, nor foot,Nor arm, nor face, nor any other part Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBelonging to a man."}
{"text": "For thou artAs glorious to this night, being o'er my headAs is a winged messenger of heavenUnto the white-upturned wondering eyesOf mortals that fall back to gaze on himWhen he bestrides the lazy-pacing cloudsAnd sails upon the bosom of the air. JULIETO Romeo, Romeo! Wherefore art thou Romeo?Deny thy father and refuse thy name;Or, if thou wilt not, be but sworn my love,And I'll no longer be a Capulet. ROMEO Aside Shall I hear more, or shall I speak at this?JULIET'Tis but thy name that is my enemy;Thou art thyself, though not a Montague. What's Montague? It is nor hand, nor foot,Nor arm, nor face, nor any other part Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBelonging to a man. O, be some other name!What's in a name? That which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title."}
{"text": "It is nor hand, nor foot,Nor arm, nor face, nor any other part Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBelonging to a man. O, be some other name!What's in a name? That which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name,And for that name which is no part of theeTake all myself. ROMEOI take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo. JULIETWhat man art thou that thus bescreen'd in nightSo stumblest on my counsel?ROMEOBy a nameI know not how to tell thee who I am:My name, dear saint, is hateful to myself,Because it is an enemy to thee;Had I it written, I would tear the word. JULIETMy ears have not yet drunk a hundred wordsOf that tongue's utterance, yet I know the sound:Art thou not Romeo and a Montague?ROMEONeither, fair saint, if either thee dislike. JULIETHow camest thou hither, tell me, and wherefore?The orchard walls are high and hard to climb,And the place death, considering who thou art,If any of my kinsmen find thee here. ROMEOWith love's light wings did I o'er-perch these walls;For stony limits cannot hold love out,And what love can do that dares love attempt;Therefore thy kinsmen are no let to me. JULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIf they do see thee, they will murder thee. ROMEOAlack, there lies more peril in thine eyeThan twenty of their swords: look thou but sweet,And I am proof against their enmity. JULIETI would not for the world they saw thee here. ROMEOI have night's cloak to hide me from their sight;And but thou love me, let them find me here:My life were better ended by their hate,Than death prorogued, wanting of thy love. JULIETBy whose direction found'st thou out this place?ROMEOBy love, who first did prompt me to inquire;He lent me counsel and I lent him eyes. I am no pilot; yet, wert thou as farAs that vast shore wash'd with the farthest sea,I would adventure for such merchandise. JULIETThou know'st the mask of night is on my face,Else would a maiden blush bepaint my cheekFor that which thou hast heard me speak to-nightFain would I dwell on form, fain, fain denyWhat I have spoke: but farewell compliment!Dost thou love me?"}
{"text": "O, be some other name!What's in a name? That which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name,And for that name which is no part of theeTake all myself. ROMEOI take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo. JULIETWhat man art thou that thus bescreen'd in nightSo stumblest on my counsel?ROMEOBy a nameI know not how to tell thee who I am:My name, dear saint, is hateful to myself,Because it is an enemy to thee;Had I it written, I would tear the word. JULIETMy ears have not yet drunk a hundred wordsOf that tongue's utterance, yet I know the sound:Art thou not Romeo and a Montague?ROMEONeither, fair saint, if either thee dislike. JULIETHow camest thou hither, tell me, and wherefore?The orchard walls are high and hard to climb,And the place death, considering who thou art,If any of my kinsmen find thee here. ROMEOWith love's light wings did I o'er-perch these walls;For stony limits cannot hold love out,And what love can do that dares love attempt;Therefore thy kinsmen are no let to me. JULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIf they do see thee, they will murder thee. ROMEOAlack, there lies more peril in thine eyeThan twenty of their swords: look thou but sweet,And I am proof against their enmity. JULIETI would not for the world they saw thee here. ROMEOI have night's cloak to hide me from their sight;And but thou love me, let them find me here:My life were better ended by their hate,Than death prorogued, wanting of thy love. JULIETBy whose direction found'st thou out this place?ROMEOBy love, who first did prompt me to inquire;He lent me counsel and I lent him eyes. I am no pilot; yet, wert thou as farAs that vast shore wash'd with the farthest sea,I would adventure for such merchandise. JULIETThou know'st the mask of night is on my face,Else would a maiden blush bepaint my cheekFor that which thou hast heard me speak to-nightFain would I dwell on form, fain, fain denyWhat I have spoke: but farewell compliment!Dost thou love me? I know thou wilt say 'Ay,'And I will take thy word: yet if thou swear'st,Thou mayst prove false; at lovers' perjuriesThen say, Jove laughs."}
{"text": "That which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name,And for that name which is no part of theeTake all myself. ROMEOI take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo. JULIETWhat man art thou that thus bescreen'd in nightSo stumblest on my counsel?ROMEOBy a nameI know not how to tell thee who I am:My name, dear saint, is hateful to myself,Because it is an enemy to thee;Had I it written, I would tear the word. JULIETMy ears have not yet drunk a hundred wordsOf that tongue's utterance, yet I know the sound:Art thou not Romeo and a Montague?ROMEONeither, fair saint, if either thee dislike. JULIETHow camest thou hither, tell me, and wherefore?The orchard walls are high and hard to climb,And the place death, considering who thou art,If any of my kinsmen find thee here. ROMEOWith love's light wings did I o'er-perch these walls;For stony limits cannot hold love out,And what love can do that dares love attempt;Therefore thy kinsmen are no let to me. JULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIf they do see thee, they will murder thee. ROMEOAlack, there lies more peril in thine eyeThan twenty of their swords: look thou but sweet,And I am proof against their enmity. JULIETI would not for the world they saw thee here. ROMEOI have night's cloak to hide me from their sight;And but thou love me, let them find me here:My life were better ended by their hate,Than death prorogued, wanting of thy love. JULIETBy whose direction found'st thou out this place?ROMEOBy love, who first did prompt me to inquire;He lent me counsel and I lent him eyes. I am no pilot; yet, wert thou as farAs that vast shore wash'd with the farthest sea,I would adventure for such merchandise. JULIETThou know'st the mask of night is on my face,Else would a maiden blush bepaint my cheekFor that which thou hast heard me speak to-nightFain would I dwell on form, fain, fain denyWhat I have spoke: but farewell compliment!Dost thou love me? I know thou wilt say 'Ay,'And I will take thy word: yet if thou swear'st,Thou mayst prove false; at lovers' perjuriesThen say, Jove laughs. O gentle Romeo,If thou dost love, pronounce it faithfully:Or if thou think'st I am too quickly won,I'll frown and be perverse an say thee nay,So thou wilt woo; but else, not for the world. In truth, fair Montague, I am too fond,And therefore thou mayst think my 'havior light:But trust me, gentleman, I'll prove more trueThan those that have more cunning to be strange. I should have been more strange, I must confess,But that thou overheard'st, ere I was ware,My true love's passion: therefore pardon me, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd not impute this yielding to light love,Which the dark night hath so discovered. ROMEOLady, by yonder blessed moon I swearThat tips with silver all these fruit-tree tops-JULIETO, swear not by the moon, the inconstant moon,That monthly changes in her circled orb,Lest that thy love prove likewise variable. ROMEOWhat shall I swear by?JULIETDo not swear at all;Or, if thou wilt, swear by thy gracious self,Which is the god of my idolatry,And I'll believe thee. ROMEOIf my heart's dear love-JULIETWell, do not swear: although I joy in thee,I have no joy of this contract to-night:It is too rash, too unadvised, too sudden;Too like the lightning, which doth cease to beEre one can say 'It lightens.'. Sweet, good night!This bud of love, by summer's ripening breath,May prove a beauteous flower when next we meet. Good night, good night!"}
{"text": "Romeo, doff thy name,And for that name which is no part of theeTake all myself. ROMEOI take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo. JULIETWhat man art thou that thus bescreen'd in nightSo stumblest on my counsel?ROMEOBy a nameI know not how to tell thee who I am:My name, dear saint, is hateful to myself,Because it is an enemy to thee;Had I it written, I would tear the word. JULIETMy ears have not yet drunk a hundred wordsOf that tongue's utterance, yet I know the sound:Art thou not Romeo and a Montague?ROMEONeither, fair saint, if either thee dislike. JULIETHow camest thou hither, tell me, and wherefore?The orchard walls are high and hard to climb,And the place death, considering who thou art,If any of my kinsmen find thee here. ROMEOWith love's light wings did I o'er-perch these walls;For stony limits cannot hold love out,And what love can do that dares love attempt;Therefore thy kinsmen are no let to me. JULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIf they do see thee, they will murder thee. ROMEOAlack, there lies more peril in thine eyeThan twenty of their swords: look thou but sweet,And I am proof against their enmity. JULIETI would not for the world they saw thee here. ROMEOI have night's cloak to hide me from their sight;And but thou love me, let them find me here:My life were better ended by their hate,Than death prorogued, wanting of thy love. JULIETBy whose direction found'st thou out this place?ROMEOBy love, who first did prompt me to inquire;He lent me counsel and I lent him eyes. I am no pilot; yet, wert thou as farAs that vast shore wash'd with the farthest sea,I would adventure for such merchandise. JULIETThou know'st the mask of night is on my face,Else would a maiden blush bepaint my cheekFor that which thou hast heard me speak to-nightFain would I dwell on form, fain, fain denyWhat I have spoke: but farewell compliment!Dost thou love me? I know thou wilt say 'Ay,'And I will take thy word: yet if thou swear'st,Thou mayst prove false; at lovers' perjuriesThen say, Jove laughs. O gentle Romeo,If thou dost love, pronounce it faithfully:Or if thou think'st I am too quickly won,I'll frown and be perverse an say thee nay,So thou wilt woo; but else, not for the world. In truth, fair Montague, I am too fond,And therefore thou mayst think my 'havior light:But trust me, gentleman, I'll prove more trueThan those that have more cunning to be strange. I should have been more strange, I must confess,But that thou overheard'st, ere I was ware,My true love's passion: therefore pardon me, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd not impute this yielding to light love,Which the dark night hath so discovered. ROMEOLady, by yonder blessed moon I swearThat tips with silver all these fruit-tree tops-JULIETO, swear not by the moon, the inconstant moon,That monthly changes in her circled orb,Lest that thy love prove likewise variable. ROMEOWhat shall I swear by?JULIETDo not swear at all;Or, if thou wilt, swear by thy gracious self,Which is the god of my idolatry,And I'll believe thee. ROMEOIf my heart's dear love-JULIETWell, do not swear: although I joy in thee,I have no joy of this contract to-night:It is too rash, too unadvised, too sudden;Too like the lightning, which doth cease to beEre one can say 'It lightens.'. Sweet, good night!This bud of love, by summer's ripening breath,May prove a beauteous flower when next we meet. Good night, good night! As sweet repose and restCome to thy heart as that within my breast!ROMEOO, wilt thou leave me so unsatisfied?JULIETWhat satisfaction canst thou have to-night?ROMEOThe exchange of thy love's faithful vow for mine. JULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI gave thee mine before thou didst request it:And yet I would it were to give again. ROMEOWouldst thou withdraw it?"}
{"text": "I know thou wilt say 'Ay,'And I will take thy word: yet if thou swear'st,Thou mayst prove false; at lovers' perjuriesThen say, Jove laughs. O gentle Romeo,If thou dost love, pronounce it faithfully:Or if thou think'st I am too quickly won,I'll frown and be perverse an say thee nay,So thou wilt woo; but else, not for the world. In truth, fair Montague, I am too fond,And therefore thou mayst think my 'havior light:But trust me, gentleman, I'll prove more trueThan those that have more cunning to be strange. I should have been more strange, I must confess,But that thou overheard'st, ere I was ware,My true love's passion: therefore pardon me, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd not impute this yielding to light love,Which the dark night hath so discovered. ROMEOLady, by yonder blessed moon I swearThat tips with silver all these fruit-tree tops-JULIETO, swear not by the moon, the inconstant moon,That monthly changes in her circled orb,Lest that thy love prove likewise variable. ROMEOWhat shall I swear by?JULIETDo not swear at all;Or, if thou wilt, swear by thy gracious self,Which is the god of my idolatry,And I'll believe thee. ROMEOIf my heart's dear love-JULIETWell, do not swear: although I joy in thee,I have no joy of this contract to-night:It is too rash, too unadvised, too sudden;Too like the lightning, which doth cease to beEre one can say 'It lightens.'. Sweet, good night!This bud of love, by summer's ripening breath,May prove a beauteous flower when next we meet. Good night, good night! As sweet repose and restCome to thy heart as that within my breast!ROMEOO, wilt thou leave me so unsatisfied?JULIETWhat satisfaction canst thou have to-night?ROMEOThe exchange of thy love's faithful vow for mine. JULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI gave thee mine before thou didst request it:And yet I would it were to give again. ROMEOWouldst thou withdraw it? For what purpose, love?JULIETBut to be frank, and give it thee again. And yet I wish but for the thing I have:My bounty is as boundless as the sea,My love as deep; the more I give to thee,The more I have, for both are infinite. Nurse calls withinI hear some noise within; dear love, adieu!Anon, good nurse!"}
{"text": "O gentle Romeo,If thou dost love, pronounce it faithfully:Or if thou think'st I am too quickly won,I'll frown and be perverse an say thee nay,So thou wilt woo; but else, not for the world. In truth, fair Montague, I am too fond,And therefore thou mayst think my 'havior light:But trust me, gentleman, I'll prove more trueThan those that have more cunning to be strange. I should have been more strange, I must confess,But that thou overheard'st, ere I was ware,My true love's passion: therefore pardon me, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd not impute this yielding to light love,Which the dark night hath so discovered. ROMEOLady, by yonder blessed moon I swearThat tips with silver all these fruit-tree tops-JULIETO, swear not by the moon, the inconstant moon,That monthly changes in her circled orb,Lest that thy love prove likewise variable. ROMEOWhat shall I swear by?JULIETDo not swear at all;Or, if thou wilt, swear by thy gracious self,Which is the god of my idolatry,And I'll believe thee. ROMEOIf my heart's dear love-JULIETWell, do not swear: although I joy in thee,I have no joy of this contract to-night:It is too rash, too unadvised, too sudden;Too like the lightning, which doth cease to beEre one can say 'It lightens.'. Sweet, good night!This bud of love, by summer's ripening breath,May prove a beauteous flower when next we meet. Good night, good night! As sweet repose and restCome to thy heart as that within my breast!ROMEOO, wilt thou leave me so unsatisfied?JULIETWhat satisfaction canst thou have to-night?ROMEOThe exchange of thy love's faithful vow for mine. JULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI gave thee mine before thou didst request it:And yet I would it were to give again. ROMEOWouldst thou withdraw it? For what purpose, love?JULIETBut to be frank, and give it thee again. And yet I wish but for the thing I have:My bounty is as boundless as the sea,My love as deep; the more I give to thee,The more I have, for both are infinite. Nurse calls withinI hear some noise within; dear love, adieu!Anon, good nurse! Sweet Montague, be true. Stay but a little, I will come again. Exit, aboveROMEOO blessed, blessed night!"}
{"text": "As sweet repose and restCome to thy heart as that within my breast!ROMEOO, wilt thou leave me so unsatisfied?JULIETWhat satisfaction canst thou have to-night?ROMEOThe exchange of thy love's faithful vow for mine. JULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI gave thee mine before thou didst request it:And yet I would it were to give again. ROMEOWouldst thou withdraw it? For what purpose, love?JULIETBut to be frank, and give it thee again. And yet I wish but for the thing I have:My bounty is as boundless as the sea,My love as deep; the more I give to thee,The more I have, for both are infinite. Nurse calls withinI hear some noise within; dear love, adieu!Anon, good nurse! Sweet Montague, be true. Stay but a little, I will come again. Exit, aboveROMEOO blessed, blessed night! I am afeard. Being in night, all this is but a dream,Too flattering-sweet to be substantial. Re-enter JULIET, aboveJULIETThree words, dear Romeo, and good night indeed. If that thy bent of love be honourable,Thy purpose marriage, send me word to-morrow,By one that I'll procure to come to thee,Where and what time thou wilt perform the rite;And all my fortunes at thy foot I'll layAnd follow thee my lord throughout the world. Nurse Within Madam!JULIETI come, anon.--But if thou mean'st not well,I do beseech thee-Nurse Within Madam! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETBy and by, I come:-To cease thy suit, and leave me to my grief:To-morrow will I send. ROMEOSo thrive my soul-JULIETA thousand times good night!Exit, aboveROMEOA thousand times the worse, to want thy light. Love goes toward love, as schoolboys fromtheir books,But love from love, toward school with heavy looks. RetiringRe-enter JULIET, aboveJULIETHist!"}
{"text": "For what purpose, love?JULIETBut to be frank, and give it thee again. And yet I wish but for the thing I have:My bounty is as boundless as the sea,My love as deep; the more I give to thee,The more I have, for both are infinite. Nurse calls withinI hear some noise within; dear love, adieu!Anon, good nurse! Sweet Montague, be true. Stay but a little, I will come again. Exit, aboveROMEOO blessed, blessed night! I am afeard. Being in night, all this is but a dream,Too flattering-sweet to be substantial. Re-enter JULIET, aboveJULIETThree words, dear Romeo, and good night indeed. If that thy bent of love be honourable,Thy purpose marriage, send me word to-morrow,By one that I'll procure to come to thee,Where and what time thou wilt perform the rite;And all my fortunes at thy foot I'll layAnd follow thee my lord throughout the world. Nurse Within Madam!JULIETI come, anon.--But if thou mean'st not well,I do beseech thee-Nurse Within Madam! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETBy and by, I come:-To cease thy suit, and leave me to my grief:To-morrow will I send. ROMEOSo thrive my soul-JULIETA thousand times good night!Exit, aboveROMEOA thousand times the worse, to want thy light. Love goes toward love, as schoolboys fromtheir books,But love from love, toward school with heavy looks. RetiringRe-enter JULIET, aboveJULIETHist! Romeo, hist!"}
{"text": "Sweet Montague, be true. Stay but a little, I will come again. Exit, aboveROMEOO blessed, blessed night! I am afeard. Being in night, all this is but a dream,Too flattering-sweet to be substantial. Re-enter JULIET, aboveJULIETThree words, dear Romeo, and good night indeed. If that thy bent of love be honourable,Thy purpose marriage, send me word to-morrow,By one that I'll procure to come to thee,Where and what time thou wilt perform the rite;And all my fortunes at thy foot I'll layAnd follow thee my lord throughout the world. Nurse Within Madam!JULIETI come, anon.--But if thou mean'st not well,I do beseech thee-Nurse Within Madam! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETBy and by, I come:-To cease thy suit, and leave me to my grief:To-morrow will I send. ROMEOSo thrive my soul-JULIETA thousand times good night!Exit, aboveROMEOA thousand times the worse, to want thy light. Love goes toward love, as schoolboys fromtheir books,But love from love, toward school with heavy looks. RetiringRe-enter JULIET, aboveJULIETHist! Romeo, hist! O, for a falconer's voice,To lure this tassel-gentle back again!Bondage is hoarse, and may not speak aloud;Else would I tear the cave where Echo lies,And make her airy tongue more hoarse than mine,With repetition of my Romeo's name. ROMEOIt is my soul that calls upon my name:How silver-sweet sound lovers' tongues by night,Like softest music to attending ears!JULIETRomeo!ROMEOMy dear?JULIETAt what o'clock to-morrowShall I send to thee? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOAt the hour of nine. JULIETI will not fail: 'tis twenty years till then. I have forgot why I did call thee back. ROMEOLet me stand here till thou remember it. JULIETI shall forget, to have thee still stand there,Remembering how I love thy company. ROMEOAnd I'll still stay, to have thee still forget,Forgetting any other home but this. JULIET'Tis almost morning; I would have thee gone:And yet no further than a wanton's bird;Who lets it hop a little from her hand,Like a poor prisoner in his twisted gyves,And with a silk thread plucks it back again,So loving-jealous of his liberty. ROMEOI would I were thy bird. JULIETSweet, so would I:Yet I should kill thee with much cherishing. Good night, good night!"}
{"text": "I am afeard. Being in night, all this is but a dream,Too flattering-sweet to be substantial. Re-enter JULIET, aboveJULIETThree words, dear Romeo, and good night indeed. If that thy bent of love be honourable,Thy purpose marriage, send me word to-morrow,By one that I'll procure to come to thee,Where and what time thou wilt perform the rite;And all my fortunes at thy foot I'll layAnd follow thee my lord throughout the world. Nurse Within Madam!JULIETI come, anon.--But if thou mean'st not well,I do beseech thee-Nurse Within Madam! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETBy and by, I come:-To cease thy suit, and leave me to my grief:To-morrow will I send. ROMEOSo thrive my soul-JULIETA thousand times good night!Exit, aboveROMEOA thousand times the worse, to want thy light. Love goes toward love, as schoolboys fromtheir books,But love from love, toward school with heavy looks. RetiringRe-enter JULIET, aboveJULIETHist! Romeo, hist! O, for a falconer's voice,To lure this tassel-gentle back again!Bondage is hoarse, and may not speak aloud;Else would I tear the cave where Echo lies,And make her airy tongue more hoarse than mine,With repetition of my Romeo's name. ROMEOIt is my soul that calls upon my name:How silver-sweet sound lovers' tongues by night,Like softest music to attending ears!JULIETRomeo!ROMEOMy dear?JULIETAt what o'clock to-morrowShall I send to thee? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOAt the hour of nine. JULIETI will not fail: 'tis twenty years till then. I have forgot why I did call thee back. ROMEOLet me stand here till thou remember it. JULIETI shall forget, to have thee still stand there,Remembering how I love thy company. ROMEOAnd I'll still stay, to have thee still forget,Forgetting any other home but this. JULIET'Tis almost morning; I would have thee gone:And yet no further than a wanton's bird;Who lets it hop a little from her hand,Like a poor prisoner in his twisted gyves,And with a silk thread plucks it back again,So loving-jealous of his liberty. ROMEOI would I were thy bird. JULIETSweet, so would I:Yet I should kill thee with much cherishing. Good night, good night! Parting is suchsweet sorrow,That I shall say good night till it be morrow. Exit aboveROMEOSleep dwell upon thine eyes, peace in thy breast!Would I were sleep and peace, so sweet to rest!Hence will I to my ghostly father's cell,His help to crave, and my dear hap to tell. Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSCENE III."}
{"text": "Romeo, hist! O, for a falconer's voice,To lure this tassel-gentle back again!Bondage is hoarse, and may not speak aloud;Else would I tear the cave where Echo lies,And make her airy tongue more hoarse than mine,With repetition of my Romeo's name. ROMEOIt is my soul that calls upon my name:How silver-sweet sound lovers' tongues by night,Like softest music to attending ears!JULIETRomeo!ROMEOMy dear?JULIETAt what o'clock to-morrowShall I send to thee? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOAt the hour of nine. JULIETI will not fail: 'tis twenty years till then. I have forgot why I did call thee back. ROMEOLet me stand here till thou remember it. JULIETI shall forget, to have thee still stand there,Remembering how I love thy company. ROMEOAnd I'll still stay, to have thee still forget,Forgetting any other home but this. JULIET'Tis almost morning; I would have thee gone:And yet no further than a wanton's bird;Who lets it hop a little from her hand,Like a poor prisoner in his twisted gyves,And with a silk thread plucks it back again,So loving-jealous of his liberty. ROMEOI would I were thy bird. JULIETSweet, so would I:Yet I should kill thee with much cherishing. Good night, good night! Parting is suchsweet sorrow,That I shall say good night till it be morrow. Exit aboveROMEOSleep dwell upon thine eyes, peace in thy breast!Would I were sleep and peace, so sweet to rest!Hence will I to my ghostly father's cell,His help to crave, and my dear hap to tell. Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSCENE III. Friar Laurence's cell. Enter FRIAR LAURENCE, with a basketFRIAR LAURENCEThe grey-eyed morn smiles on the frowning night,Chequering the eastern clouds with streaks of light,And flecked darkness like a drunkard reelsFrom forth day's path and Titan's fiery wheels:Now, ere the sun advance his burning eye,The day to cheer and night's dank dew to dry,I must up-fill this osier cage of oursWith baleful weeds and precious-juiced flowers. The earth that's nature's mother is her tomb;What is her burying grave that is her womb,And from her womb children of divers kindWe sucking on her natural bosom find,Many for many virtues excellent,None but for some and yet all different. O, mickle is the powerful grace that liesIn herbs, plants, stones, and their true qualities:For nought so vile that on the earth doth liveBut to the earth some special good doth give,Nor aught so good but strain'd from that fair useRevolts from true birth, stumbling on abuse:Virtue itself turns vice, being misapplied;And vice sometimes by action dignified. Within the infant rind of this small flowerPoison hath residence and medicine power:For this, being smelt, with that part cheers each part;Being tasted, slays all senses with the heart. Two such opposed kings encamp them stillIn man as well as herbs, grace and rude will;And where the worser is predominant,Full soon the canker death eats up that plant. Enter ROMEOROMEOGood morrow, father. FRIAR LAURENCEBenedicite!What early tongue so sweet saluteth me?Young son, it argues a distemper'd headSo soon to bid good morrow to thy bed:Care keeps his watch in every old man's eye,And where care lodges, sleep will never lie;But where unbruised youth with unstuff'd brain Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMDoth couch his limbs, there golden sleep doth reign:Therefore thy earliness doth me assureThou art up-roused by some distemperature;Or if not so, then here I hit it right,Our Romeo hath not been in bed to-night. ROMEOThat last is true; the sweeter rest was mine. FRIAR LAURENCEGod pardon sin!"}
{"text": "O, for a falconer's voice,To lure this tassel-gentle back again!Bondage is hoarse, and may not speak aloud;Else would I tear the cave where Echo lies,And make her airy tongue more hoarse than mine,With repetition of my Romeo's name. ROMEOIt is my soul that calls upon my name:How silver-sweet sound lovers' tongues by night,Like softest music to attending ears!JULIETRomeo!ROMEOMy dear?JULIETAt what o'clock to-morrowShall I send to thee? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOAt the hour of nine. JULIETI will not fail: 'tis twenty years till then. I have forgot why I did call thee back. ROMEOLet me stand here till thou remember it. JULIETI shall forget, to have thee still stand there,Remembering how I love thy company. ROMEOAnd I'll still stay, to have thee still forget,Forgetting any other home but this. JULIET'Tis almost morning; I would have thee gone:And yet no further than a wanton's bird;Who lets it hop a little from her hand,Like a poor prisoner in his twisted gyves,And with a silk thread plucks it back again,So loving-jealous of his liberty. ROMEOI would I were thy bird. JULIETSweet, so would I:Yet I should kill thee with much cherishing. Good night, good night! Parting is suchsweet sorrow,That I shall say good night till it be morrow. Exit aboveROMEOSleep dwell upon thine eyes, peace in thy breast!Would I were sleep and peace, so sweet to rest!Hence will I to my ghostly father's cell,His help to crave, and my dear hap to tell. Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSCENE III. Friar Laurence's cell. Enter FRIAR LAURENCE, with a basketFRIAR LAURENCEThe grey-eyed morn smiles on the frowning night,Chequering the eastern clouds with streaks of light,And flecked darkness like a drunkard reelsFrom forth day's path and Titan's fiery wheels:Now, ere the sun advance his burning eye,The day to cheer and night's dank dew to dry,I must up-fill this osier cage of oursWith baleful weeds and precious-juiced flowers. The earth that's nature's mother is her tomb;What is her burying grave that is her womb,And from her womb children of divers kindWe sucking on her natural bosom find,Many for many virtues excellent,None but for some and yet all different. O, mickle is the powerful grace that liesIn herbs, plants, stones, and their true qualities:For nought so vile that on the earth doth liveBut to the earth some special good doth give,Nor aught so good but strain'd from that fair useRevolts from true birth, stumbling on abuse:Virtue itself turns vice, being misapplied;And vice sometimes by action dignified. Within the infant rind of this small flowerPoison hath residence and medicine power:For this, being smelt, with that part cheers each part;Being tasted, slays all senses with the heart. Two such opposed kings encamp them stillIn man as well as herbs, grace and rude will;And where the worser is predominant,Full soon the canker death eats up that plant. Enter ROMEOROMEOGood morrow, father. FRIAR LAURENCEBenedicite!What early tongue so sweet saluteth me?Young son, it argues a distemper'd headSo soon to bid good morrow to thy bed:Care keeps his watch in every old man's eye,And where care lodges, sleep will never lie;But where unbruised youth with unstuff'd brain Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMDoth couch his limbs, there golden sleep doth reign:Therefore thy earliness doth me assureThou art up-roused by some distemperature;Or if not so, then here I hit it right,Our Romeo hath not been in bed to-night. ROMEOThat last is true; the sweeter rest was mine. FRIAR LAURENCEGod pardon sin! Wast thou with Rosaline?ROMEOWith Rosaline, my ghostly father?"}
{"text": "Parting is suchsweet sorrow,That I shall say good night till it be morrow. Exit aboveROMEOSleep dwell upon thine eyes, peace in thy breast!Would I were sleep and peace, so sweet to rest!Hence will I to my ghostly father's cell,His help to crave, and my dear hap to tell. Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSCENE III. Friar Laurence's cell. Enter FRIAR LAURENCE, with a basketFRIAR LAURENCEThe grey-eyed morn smiles on the frowning night,Chequering the eastern clouds with streaks of light,And flecked darkness like a drunkard reelsFrom forth day's path and Titan's fiery wheels:Now, ere the sun advance his burning eye,The day to cheer and night's dank dew to dry,I must up-fill this osier cage of oursWith baleful weeds and precious-juiced flowers. The earth that's nature's mother is her tomb;What is her burying grave that is her womb,And from her womb children of divers kindWe sucking on her natural bosom find,Many for many virtues excellent,None but for some and yet all different. O, mickle is the powerful grace that liesIn herbs, plants, stones, and their true qualities:For nought so vile that on the earth doth liveBut to the earth some special good doth give,Nor aught so good but strain'd from that fair useRevolts from true birth, stumbling on abuse:Virtue itself turns vice, being misapplied;And vice sometimes by action dignified. Within the infant rind of this small flowerPoison hath residence and medicine power:For this, being smelt, with that part cheers each part;Being tasted, slays all senses with the heart. Two such opposed kings encamp them stillIn man as well as herbs, grace and rude will;And where the worser is predominant,Full soon the canker death eats up that plant. Enter ROMEOROMEOGood morrow, father. FRIAR LAURENCEBenedicite!What early tongue so sweet saluteth me?Young son, it argues a distemper'd headSo soon to bid good morrow to thy bed:Care keeps his watch in every old man's eye,And where care lodges, sleep will never lie;But where unbruised youth with unstuff'd brain Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMDoth couch his limbs, there golden sleep doth reign:Therefore thy earliness doth me assureThou art up-roused by some distemperature;Or if not so, then here I hit it right,Our Romeo hath not been in bed to-night. ROMEOThat last is true; the sweeter rest was mine. FRIAR LAURENCEGod pardon sin! Wast thou with Rosaline?ROMEOWith Rosaline, my ghostly father? No;I have forgot that name, and that name's woe. FRIAR LAURENCEThat's my good son: but where hast thou been, then?ROMEOI'll tell thee, ere thou ask it me again. I have been feasting with mine enemy,Where on a sudden one hath wounded me,That's by me wounded: both our remediesWithin thy help and holy physic lies:I bear no hatred, blessed man, for, lo,My intercession likewise steads my foe. FRIAR LAURENCEBe plain, good son, and homely in thy drift;Riddling confession finds but riddling shrift. ROMEOThen plainly know my heart's dear love is setOn the fair daughter of rich Capulet:As mine on hers, so hers is set on mine;And all combined, save what thou must combineBy holy marriage: when and where and howWe met, we woo'd and made exchange of vow,I'll tell thee as we pass; but this I pray,That thou consent to marry us to-day. FRIAR LAURENCEHoly Saint Francis, what a change is here!Is Rosaline, whom thou didst love so dear,So soon forsaken?"}
{"text": "Friar Laurence's cell. Enter FRIAR LAURENCE, with a basketFRIAR LAURENCEThe grey-eyed morn smiles on the frowning night,Chequering the eastern clouds with streaks of light,And flecked darkness like a drunkard reelsFrom forth day's path and Titan's fiery wheels:Now, ere the sun advance his burning eye,The day to cheer and night's dank dew to dry,I must up-fill this osier cage of oursWith baleful weeds and precious-juiced flowers. The earth that's nature's mother is her tomb;What is her burying grave that is her womb,And from her womb children of divers kindWe sucking on her natural bosom find,Many for many virtues excellent,None but for some and yet all different. O, mickle is the powerful grace that liesIn herbs, plants, stones, and their true qualities:For nought so vile that on the earth doth liveBut to the earth some special good doth give,Nor aught so good but strain'd from that fair useRevolts from true birth, stumbling on abuse:Virtue itself turns vice, being misapplied;And vice sometimes by action dignified. Within the infant rind of this small flowerPoison hath residence and medicine power:For this, being smelt, with that part cheers each part;Being tasted, slays all senses with the heart. Two such opposed kings encamp them stillIn man as well as herbs, grace and rude will;And where the worser is predominant,Full soon the canker death eats up that plant. Enter ROMEOROMEOGood morrow, father. FRIAR LAURENCEBenedicite!What early tongue so sweet saluteth me?Young son, it argues a distemper'd headSo soon to bid good morrow to thy bed:Care keeps his watch in every old man's eye,And where care lodges, sleep will never lie;But where unbruised youth with unstuff'd brain Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMDoth couch his limbs, there golden sleep doth reign:Therefore thy earliness doth me assureThou art up-roused by some distemperature;Or if not so, then here I hit it right,Our Romeo hath not been in bed to-night. ROMEOThat last is true; the sweeter rest was mine. FRIAR LAURENCEGod pardon sin! Wast thou with Rosaline?ROMEOWith Rosaline, my ghostly father? No;I have forgot that name, and that name's woe. FRIAR LAURENCEThat's my good son: but where hast thou been, then?ROMEOI'll tell thee, ere thou ask it me again. I have been feasting with mine enemy,Where on a sudden one hath wounded me,That's by me wounded: both our remediesWithin thy help and holy physic lies:I bear no hatred, blessed man, for, lo,My intercession likewise steads my foe. FRIAR LAURENCEBe plain, good son, and homely in thy drift;Riddling confession finds but riddling shrift. ROMEOThen plainly know my heart's dear love is setOn the fair daughter of rich Capulet:As mine on hers, so hers is set on mine;And all combined, save what thou must combineBy holy marriage: when and where and howWe met, we woo'd and made exchange of vow,I'll tell thee as we pass; but this I pray,That thou consent to marry us to-day. FRIAR LAURENCEHoly Saint Francis, what a change is here!Is Rosaline, whom thou didst love so dear,So soon forsaken? Young men's love then lies Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNot truly in their hearts, but in their eyes. Jesu Maria, what a deal of brineHath wash'd thy sallow cheeks for Rosaline!How much salt water thrown away in waste,To season love, that of it doth not taste!The sun not yet thy sighs from heaven clears,Thy old groans ring yet in my ancient ears;Lo, here upon thy cheek the stain doth sitOf an old tear that is not wash'd off yet:If e'er thou wast thyself and these woes thine,Thou and these woes were all for Rosaline:And art thou changed?"}
{"text": "Wast thou with Rosaline?ROMEOWith Rosaline, my ghostly father? No;I have forgot that name, and that name's woe. FRIAR LAURENCEThat's my good son: but where hast thou been, then?ROMEOI'll tell thee, ere thou ask it me again. I have been feasting with mine enemy,Where on a sudden one hath wounded me,That's by me wounded: both our remediesWithin thy help and holy physic lies:I bear no hatred, blessed man, for, lo,My intercession likewise steads my foe. FRIAR LAURENCEBe plain, good son, and homely in thy drift;Riddling confession finds but riddling shrift. ROMEOThen plainly know my heart's dear love is setOn the fair daughter of rich Capulet:As mine on hers, so hers is set on mine;And all combined, save what thou must combineBy holy marriage: when and where and howWe met, we woo'd and made exchange of vow,I'll tell thee as we pass; but this I pray,That thou consent to marry us to-day. FRIAR LAURENCEHoly Saint Francis, what a change is here!Is Rosaline, whom thou didst love so dear,So soon forsaken? Young men's love then lies Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNot truly in their hearts, but in their eyes. Jesu Maria, what a deal of brineHath wash'd thy sallow cheeks for Rosaline!How much salt water thrown away in waste,To season love, that of it doth not taste!The sun not yet thy sighs from heaven clears,Thy old groans ring yet in my ancient ears;Lo, here upon thy cheek the stain doth sitOf an old tear that is not wash'd off yet:If e'er thou wast thyself and these woes thine,Thou and these woes were all for Rosaline:And art thou changed? Pronounce this sentence then,Women may fall, when there's no strength in men. ROMEOThou chid'st me oft for loving Rosaline. FRIAR LAURENCEFor doting, not for loving, pupil mine. ROMEOAnd bad'st me bury love. FRIAR LAURENCENot in a grave,To lay one in, another out to have. ROMEOI pray thee, chide not; she whom I love nowDoth grace for grace and love for love allow;The other did not so. FRIAR LAURENCEO, she knew wellThy love did read by rote and could not spell. But come, young waverer, come, go with me,In one respect I'll thy assistant be;For this alliance may so happy prove,To turn your households' rancour to pure love. ROMEOO, let us hence; I stand on sudden haste. FRIAR LAURENCEWisely and slow; they stumble that run fast. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMExeuntSCENE IV."}
{"text": "No;I have forgot that name, and that name's woe. FRIAR LAURENCEThat's my good son: but where hast thou been, then?ROMEOI'll tell thee, ere thou ask it me again. I have been feasting with mine enemy,Where on a sudden one hath wounded me,That's by me wounded: both our remediesWithin thy help and holy physic lies:I bear no hatred, blessed man, for, lo,My intercession likewise steads my foe. FRIAR LAURENCEBe plain, good son, and homely in thy drift;Riddling confession finds but riddling shrift. ROMEOThen plainly know my heart's dear love is setOn the fair daughter of rich Capulet:As mine on hers, so hers is set on mine;And all combined, save what thou must combineBy holy marriage: when and where and howWe met, we woo'd and made exchange of vow,I'll tell thee as we pass; but this I pray,That thou consent to marry us to-day. FRIAR LAURENCEHoly Saint Francis, what a change is here!Is Rosaline, whom thou didst love so dear,So soon forsaken? Young men's love then lies Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNot truly in their hearts, but in their eyes. Jesu Maria, what a deal of brineHath wash'd thy sallow cheeks for Rosaline!How much salt water thrown away in waste,To season love, that of it doth not taste!The sun not yet thy sighs from heaven clears,Thy old groans ring yet in my ancient ears;Lo, here upon thy cheek the stain doth sitOf an old tear that is not wash'd off yet:If e'er thou wast thyself and these woes thine,Thou and these woes were all for Rosaline:And art thou changed? Pronounce this sentence then,Women may fall, when there's no strength in men. ROMEOThou chid'st me oft for loving Rosaline. FRIAR LAURENCEFor doting, not for loving, pupil mine. ROMEOAnd bad'st me bury love. FRIAR LAURENCENot in a grave,To lay one in, another out to have. ROMEOI pray thee, chide not; she whom I love nowDoth grace for grace and love for love allow;The other did not so. FRIAR LAURENCEO, she knew wellThy love did read by rote and could not spell. But come, young waverer, come, go with me,In one respect I'll thy assistant be;For this alliance may so happy prove,To turn your households' rancour to pure love. ROMEOO, let us hence; I stand on sudden haste. FRIAR LAURENCEWisely and slow; they stumble that run fast. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMExeuntSCENE IV. A street. Enter BENVOLIO and MERCUTIOMERCUTIOWhere the devil should this Romeo be?Came he not home to-night?BENVOLIONot to his father's; I spoke with his man. MERCUTIOAh, that same pale hard-hearted wench, that Rosaline. Torments him so, that he will sure run mad. BENVOLIOTybalt, the kinsman of old Capulet,Hath sent a letter to his father's house. MERCUTIOA challenge, on my life. BENVOLIORomeo will answer it. MERCUTIOAny man that can write may answer a letter. BENVOLIONay, he will answer the letter's master, how hedares, being dared. MERCUTIOAlas poor Romeo!"}
{"text": "Young men's love then lies Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNot truly in their hearts, but in their eyes. Jesu Maria, what a deal of brineHath wash'd thy sallow cheeks for Rosaline!How much salt water thrown away in waste,To season love, that of it doth not taste!The sun not yet thy sighs from heaven clears,Thy old groans ring yet in my ancient ears;Lo, here upon thy cheek the stain doth sitOf an old tear that is not wash'd off yet:If e'er thou wast thyself and these woes thine,Thou and these woes were all for Rosaline:And art thou changed? Pronounce this sentence then,Women may fall, when there's no strength in men. ROMEOThou chid'st me oft for loving Rosaline. FRIAR LAURENCEFor doting, not for loving, pupil mine. ROMEOAnd bad'st me bury love. FRIAR LAURENCENot in a grave,To lay one in, another out to have. ROMEOI pray thee, chide not; she whom I love nowDoth grace for grace and love for love allow;The other did not so. FRIAR LAURENCEO, she knew wellThy love did read by rote and could not spell. But come, young waverer, come, go with me,In one respect I'll thy assistant be;For this alliance may so happy prove,To turn your households' rancour to pure love. ROMEOO, let us hence; I stand on sudden haste. FRIAR LAURENCEWisely and slow; they stumble that run fast. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMExeuntSCENE IV. A street. Enter BENVOLIO and MERCUTIOMERCUTIOWhere the devil should this Romeo be?Came he not home to-night?BENVOLIONot to his father's; I spoke with his man. MERCUTIOAh, that same pale hard-hearted wench, that Rosaline. Torments him so, that he will sure run mad. BENVOLIOTybalt, the kinsman of old Capulet,Hath sent a letter to his father's house. MERCUTIOA challenge, on my life. BENVOLIORomeo will answer it. MERCUTIOAny man that can write may answer a letter. BENVOLIONay, he will answer the letter's master, how hedares, being dared. MERCUTIOAlas poor Romeo! He is already dead; stabbed with awhite wench's black eye; shot through the ear with alove-song; the very pin of his heart cleft with theblind bow-boy's butt-shaft: and is he a man toencounter Tybalt?BENVOLIOWhy, what is Tybalt? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMERCUTIOMore than prince of cats, I can tell you."}
{"text": "Pronounce this sentence then,Women may fall, when there's no strength in men. ROMEOThou chid'st me oft for loving Rosaline. FRIAR LAURENCEFor doting, not for loving, pupil mine. ROMEOAnd bad'st me bury love. FRIAR LAURENCENot in a grave,To lay one in, another out to have. ROMEOI pray thee, chide not; she whom I love nowDoth grace for grace and love for love allow;The other did not so. FRIAR LAURENCEO, she knew wellThy love did read by rote and could not spell. But come, young waverer, come, go with me,In one respect I'll thy assistant be;For this alliance may so happy prove,To turn your households' rancour to pure love. ROMEOO, let us hence; I stand on sudden haste. FRIAR LAURENCEWisely and slow; they stumble that run fast. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMExeuntSCENE IV. A street. Enter BENVOLIO and MERCUTIOMERCUTIOWhere the devil should this Romeo be?Came he not home to-night?BENVOLIONot to his father's; I spoke with his man. MERCUTIOAh, that same pale hard-hearted wench, that Rosaline. Torments him so, that he will sure run mad. BENVOLIOTybalt, the kinsman of old Capulet,Hath sent a letter to his father's house. MERCUTIOA challenge, on my life. BENVOLIORomeo will answer it. MERCUTIOAny man that can write may answer a letter. BENVOLIONay, he will answer the letter's master, how hedares, being dared. MERCUTIOAlas poor Romeo! He is already dead; stabbed with awhite wench's black eye; shot through the ear with alove-song; the very pin of his heart cleft with theblind bow-boy's butt-shaft: and is he a man toencounter Tybalt?BENVOLIOWhy, what is Tybalt? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMERCUTIOMore than prince of cats, I can tell you. O, he isthe courageous captain of compliments."}
{"text": "A street. Enter BENVOLIO and MERCUTIOMERCUTIOWhere the devil should this Romeo be?Came he not home to-night?BENVOLIONot to his father's; I spoke with his man. MERCUTIOAh, that same pale hard-hearted wench, that Rosaline. Torments him so, that he will sure run mad. BENVOLIOTybalt, the kinsman of old Capulet,Hath sent a letter to his father's house. MERCUTIOA challenge, on my life. BENVOLIORomeo will answer it. MERCUTIOAny man that can write may answer a letter. BENVOLIONay, he will answer the letter's master, how hedares, being dared. MERCUTIOAlas poor Romeo! He is already dead; stabbed with awhite wench's black eye; shot through the ear with alove-song; the very pin of his heart cleft with theblind bow-boy's butt-shaft: and is he a man toencounter Tybalt?BENVOLIOWhy, what is Tybalt? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMERCUTIOMore than prince of cats, I can tell you. O, he isthe courageous captain of compliments. He fights asyou sing prick-song, keeps time, distance, andproportion; rests me his minim rest, one, two, andthe third in your bosom: the very butcher of a silkbutton, a duellist, a duellist; a gentleman of thevery first house, of the first and second cause:ah, the immortal passado! The punto reverso! Thehai!BENVOLIOThe what?MERCUTIOThe pox of such antic, lisping, affectingfantasticoes; these new tuners of accents! '. By Jesu,a very good blade! A very tall man! A very goodwhore!'. Why, is not this a lamentable thing,grandsire, that we should be thus afflicted withthese strange flies, these fashion-mongers, theseperdona-mi's, who stand so much on the new form,that they cannot at ease on the old bench?"}
{"text": "'By Jesu,a very good blade! A very tall man! A very goodwhore!'. Why, is not this a lamentable thing,grandsire, that we should be thus afflicted withthese strange flies, these fashion-mongers, theseperdona-mi's, who stand so much on the new form,that they cannot at ease on the old bench? O, theirbones, their bones!Enter ROMEOBENVOLIOHere comes Romeo, here comes Romeo. MERCUTIOWithout his roe, like a dried herring: flesh, flesh,how art thou fishified! Now is he for the numbersthat Petrarch flowed in: Laura to his lady was but akitchen-wench; marry, she had a better love tobe-rhyme her; Dido a dowdy; Cleopatra a gipsy;Helen and Hero hildings and harlots; Thisbe a greyeye or so, but not to the purpose. SigniorRomeo, bon jour! There's a French salutationto your French slop. You gave us the counterfeitfairly last night. ROMEOGood morrow to you both."}
{"text": "SigniorRomeo, bon jour! There's a French salutationto your French slop. You gave us the counterfeitfairly last night. ROMEOGood morrow to you both. What counterfeit did I give you?MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThe ship, sir, the slip; can you not conceive?ROMEOPardon, good Mercutio, my business was great; and insuch a case as mine a man may strain courtesy. MERCUTIOThat's as much as to say, such a case as yoursconstrains a man to bow in the hams. ROMEOMeaning, to court'sy. MERCUTIOThou hast most kindly hit it. ROMEOA most courteous exposition. MERCUTIONay, I am the very pink of courtesy. ROMEOPink for flower. MERCUTIORight. ROMEOWhy, then is my pump well flowered. MERCUTIOWell said: follow me this jest now till thou hastworn out thy pump, that when the single sole of itis worn, the jest may remain after the wearing sole singular. ROMEOO single-soled jest, solely singular for thesingleness. MERCUTIOCome between us, good Benvolio; my wits faint. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOSwitch and spurs, switch and spurs; or I'll cry a match. MERCUTIONay, if thy wits run the wild-goose chase, I havedone, for thou hast more of the wild-goose in one ofthy wits than, I am sure, I have in my whole five:was I with you there for the goose?ROMEOThou wast never with me for any thing when thou wastnot there for the goose. MERCUTIOI will bite thee by the ear for that jest. ROMEONay, good goose, bite not. MERCUTIOThy wit is a very bitter sweeting; it is a mostsharp sauce. ROMEOAnd is it not well served in to a sweet goose?MERCUTIOO here's a wit of cheveril, that stretches from aninch narrow to an ell broad!ROMEOI stretch it out for that word 'broad;' which addedto the goose, proves thee far and wide a broad goose. MERCUTIOWhy, is not this better now than groaning for love?now art thou sociable, now art thou Romeo; now artthou what thou art, by art as well as by nature:for this drivelling love is like a great natural,that runs lolling up and down to hide his bauble in a hole. BENVOLIOStop there, stop there. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMERCUTIOThou desirest me to stop in my tale against the hair. BENVOLIOThou wouldst else have made thy tale large. MERCUTIOO, thou art deceived; I would have made it short:for I was come to the whole depth of my tale; andmeant, indeed, to occupy the argument no longer. ROMEOHere's goodly gear!Enter Nurse and PETERMERCUTIOA sail, a sail!BENVOLIOTwo, two; a shirt and a smock. NursePeter!PETERAnon!NurseMy fan, Peter. MERCUTIOGood Peter, to hide her face; for her fan's thefairer face. NurseGod ye good morrow, gentlemen. MERCUTIOGod ye good den, fair gentlewoman. Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIs it good den?MERCUTIO'Tis no less, I tell you, for the bawdy hand of thedial is now upon the prick of noon. NurseOut upon you!"}
{"text": "There's a French salutationto your French slop. You gave us the counterfeitfairly last night. ROMEOGood morrow to you both. What counterfeit did I give you?MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThe ship, sir, the slip; can you not conceive?ROMEOPardon, good Mercutio, my business was great; and insuch a case as mine a man may strain courtesy. MERCUTIOThat's as much as to say, such a case as yoursconstrains a man to bow in the hams. ROMEOMeaning, to court'sy. MERCUTIOThou hast most kindly hit it. ROMEOA most courteous exposition. MERCUTIONay, I am the very pink of courtesy. ROMEOPink for flower. MERCUTIORight. ROMEOWhy, then is my pump well flowered. MERCUTIOWell said: follow me this jest now till thou hastworn out thy pump, that when the single sole of itis worn, the jest may remain after the wearing sole singular. ROMEOO single-soled jest, solely singular for thesingleness. MERCUTIOCome between us, good Benvolio; my wits faint. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOSwitch and spurs, switch and spurs; or I'll cry a match. MERCUTIONay, if thy wits run the wild-goose chase, I havedone, for thou hast more of the wild-goose in one ofthy wits than, I am sure, I have in my whole five:was I with you there for the goose?ROMEOThou wast never with me for any thing when thou wastnot there for the goose. MERCUTIOI will bite thee by the ear for that jest. ROMEONay, good goose, bite not. MERCUTIOThy wit is a very bitter sweeting; it is a mostsharp sauce. ROMEOAnd is it not well served in to a sweet goose?MERCUTIOO here's a wit of cheveril, that stretches from aninch narrow to an ell broad!ROMEOI stretch it out for that word 'broad;' which addedto the goose, proves thee far and wide a broad goose. MERCUTIOWhy, is not this better now than groaning for love?now art thou sociable, now art thou Romeo; now artthou what thou art, by art as well as by nature:for this drivelling love is like a great natural,that runs lolling up and down to hide his bauble in a hole. BENVOLIOStop there, stop there. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMERCUTIOThou desirest me to stop in my tale against the hair. BENVOLIOThou wouldst else have made thy tale large. MERCUTIOO, thou art deceived; I would have made it short:for I was come to the whole depth of my tale; andmeant, indeed, to occupy the argument no longer. ROMEOHere's goodly gear!Enter Nurse and PETERMERCUTIOA sail, a sail!BENVOLIOTwo, two; a shirt and a smock. NursePeter!PETERAnon!NurseMy fan, Peter. MERCUTIOGood Peter, to hide her face; for her fan's thefairer face. NurseGod ye good morrow, gentlemen. MERCUTIOGod ye good den, fair gentlewoman. Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIs it good den?MERCUTIO'Tis no less, I tell you, for the bawdy hand of thedial is now upon the prick of noon. NurseOut upon you! What a man are you!ROMEOOne, gentlewoman, that God hath made for himself tomar. NurseBy my troth, it is well said; 'for himself to mar,'quoth a'?"}
{"text": "You gave us the counterfeitfairly last night. ROMEOGood morrow to you both. What counterfeit did I give you?MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThe ship, sir, the slip; can you not conceive?ROMEOPardon, good Mercutio, my business was great; and insuch a case as mine a man may strain courtesy. MERCUTIOThat's as much as to say, such a case as yoursconstrains a man to bow in the hams. ROMEOMeaning, to court'sy. MERCUTIOThou hast most kindly hit it. ROMEOA most courteous exposition. MERCUTIONay, I am the very pink of courtesy. ROMEOPink for flower. MERCUTIORight. ROMEOWhy, then is my pump well flowered. MERCUTIOWell said: follow me this jest now till thou hastworn out thy pump, that when the single sole of itis worn, the jest may remain after the wearing sole singular. ROMEOO single-soled jest, solely singular for thesingleness. MERCUTIOCome between us, good Benvolio; my wits faint. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOSwitch and spurs, switch and spurs; or I'll cry a match. MERCUTIONay, if thy wits run the wild-goose chase, I havedone, for thou hast more of the wild-goose in one ofthy wits than, I am sure, I have in my whole five:was I with you there for the goose?ROMEOThou wast never with me for any thing when thou wastnot there for the goose. MERCUTIOI will bite thee by the ear for that jest. ROMEONay, good goose, bite not. MERCUTIOThy wit is a very bitter sweeting; it is a mostsharp sauce. ROMEOAnd is it not well served in to a sweet goose?MERCUTIOO here's a wit of cheveril, that stretches from aninch narrow to an ell broad!ROMEOI stretch it out for that word 'broad;' which addedto the goose, proves thee far and wide a broad goose. MERCUTIOWhy, is not this better now than groaning for love?now art thou sociable, now art thou Romeo; now artthou what thou art, by art as well as by nature:for this drivelling love is like a great natural,that runs lolling up and down to hide his bauble in a hole. BENVOLIOStop there, stop there. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMERCUTIOThou desirest me to stop in my tale against the hair. BENVOLIOThou wouldst else have made thy tale large. MERCUTIOO, thou art deceived; I would have made it short:for I was come to the whole depth of my tale; andmeant, indeed, to occupy the argument no longer. ROMEOHere's goodly gear!Enter Nurse and PETERMERCUTIOA sail, a sail!BENVOLIOTwo, two; a shirt and a smock. NursePeter!PETERAnon!NurseMy fan, Peter. MERCUTIOGood Peter, to hide her face; for her fan's thefairer face. NurseGod ye good morrow, gentlemen. MERCUTIOGod ye good den, fair gentlewoman. Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIs it good den?MERCUTIO'Tis no less, I tell you, for the bawdy hand of thedial is now upon the prick of noon. NurseOut upon you! What a man are you!ROMEOOne, gentlewoman, that God hath made for himself tomar. NurseBy my troth, it is well said; 'for himself to mar,'quoth a'? Gentlemen, can any of you tell me where Imay find the young Romeo?ROMEOI can tell you; but young Romeo will be older whenyou have found him than he was when you sought him:I am the youngest of that name, for fault of a worse. NurseYou say well. MERCUTIOYea, is the worst well?"}
{"text": "What counterfeit did I give you?MERCUTIO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThe ship, sir, the slip; can you not conceive?ROMEOPardon, good Mercutio, my business was great; and insuch a case as mine a man may strain courtesy. MERCUTIOThat's as much as to say, such a case as yoursconstrains a man to bow in the hams. ROMEOMeaning, to court'sy. MERCUTIOThou hast most kindly hit it. ROMEOA most courteous exposition. MERCUTIONay, I am the very pink of courtesy. ROMEOPink for flower. MERCUTIORight. ROMEOWhy, then is my pump well flowered. MERCUTIOWell said: follow me this jest now till thou hastworn out thy pump, that when the single sole of itis worn, the jest may remain after the wearing sole singular. ROMEOO single-soled jest, solely singular for thesingleness. MERCUTIOCome between us, good Benvolio; my wits faint. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOSwitch and spurs, switch and spurs; or I'll cry a match. MERCUTIONay, if thy wits run the wild-goose chase, I havedone, for thou hast more of the wild-goose in one ofthy wits than, I am sure, I have in my whole five:was I with you there for the goose?ROMEOThou wast never with me for any thing when thou wastnot there for the goose. MERCUTIOI will bite thee by the ear for that jest. ROMEONay, good goose, bite not. MERCUTIOThy wit is a very bitter sweeting; it is a mostsharp sauce. ROMEOAnd is it not well served in to a sweet goose?MERCUTIOO here's a wit of cheveril, that stretches from aninch narrow to an ell broad!ROMEOI stretch it out for that word 'broad;' which addedto the goose, proves thee far and wide a broad goose. MERCUTIOWhy, is not this better now than groaning for love?now art thou sociable, now art thou Romeo; now artthou what thou art, by art as well as by nature:for this drivelling love is like a great natural,that runs lolling up and down to hide his bauble in a hole. BENVOLIOStop there, stop there. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMERCUTIOThou desirest me to stop in my tale against the hair. BENVOLIOThou wouldst else have made thy tale large. MERCUTIOO, thou art deceived; I would have made it short:for I was come to the whole depth of my tale; andmeant, indeed, to occupy the argument no longer. ROMEOHere's goodly gear!Enter Nurse and PETERMERCUTIOA sail, a sail!BENVOLIOTwo, two; a shirt and a smock. NursePeter!PETERAnon!NurseMy fan, Peter. MERCUTIOGood Peter, to hide her face; for her fan's thefairer face. NurseGod ye good morrow, gentlemen. MERCUTIOGod ye good den, fair gentlewoman. Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIs it good den?MERCUTIO'Tis no less, I tell you, for the bawdy hand of thedial is now upon the prick of noon. NurseOut upon you! What a man are you!ROMEOOne, gentlewoman, that God hath made for himself tomar. NurseBy my troth, it is well said; 'for himself to mar,'quoth a'? Gentlemen, can any of you tell me where Imay find the young Romeo?ROMEOI can tell you; but young Romeo will be older whenyou have found him than he was when you sought him:I am the youngest of that name, for fault of a worse. NurseYou say well. MERCUTIOYea, is the worst well? Very well took, i' faith;wisely, wisely. Nurseif you be he, sir, I desire some confidence withyou. BENVOLIOShe will indite him to some supper. MERCUTIOA bawd, a bawd, a bawd!"}
{"text": "What a man are you!ROMEOOne, gentlewoman, that God hath made for himself tomar. NurseBy my troth, it is well said; 'for himself to mar,'quoth a'? Gentlemen, can any of you tell me where Imay find the young Romeo?ROMEOI can tell you; but young Romeo will be older whenyou have found him than he was when you sought him:I am the youngest of that name, for fault of a worse. NurseYou say well. MERCUTIOYea, is the worst well? Very well took, i' faith;wisely, wisely. Nurseif you be he, sir, I desire some confidence withyou. BENVOLIOShe will indite him to some supper. MERCUTIOA bawd, a bawd, a bawd! So ho!ROMEOWhat hast thou found? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMERCUTIONo hare, sir; unless a hare, sir, in a lenten pie,that is something stale and hoar ere it be spent. SingsAn old hare hoar,And an old hare hoar,Is very good meat in lentBut a hare that is hoarIs too much for a score,When it hoars ere it be spent. Romeo, will you come to your father's? We'llto dinner, thither. ROMEOI will follow you. MERCUTIOFarewell, ancient lady; farewell,Singing'lady, lady, lady. 'Exeunt MERCUTIO and BENVOLIONurseMarry, farewell! I pray you, sir, what saucymerchant was this, that was so full of his ropery?ROMEOA gentleman, nurse, that loves to hear himself talk,and will speak more in a minute than he will standto in a month. NurseAn a' speak any thing against me, I'll take himdown, an a' were lustier than he is, and twenty suchJacks; and if I cannot, I'll find those that shall. Scurvy knave! I am none of his flirt-gills; I amnone of his skains-mates."}
{"text": "We'llto dinner, thither. ROMEOI will follow you. MERCUTIOFarewell, ancient lady; farewell,Singing'lady, lady, lady. 'Exeunt MERCUTIO and BENVOLIONurseMarry, farewell! I pray you, sir, what saucymerchant was this, that was so full of his ropery?ROMEOA gentleman, nurse, that loves to hear himself talk,and will speak more in a minute than he will standto in a month. NurseAn a' speak any thing against me, I'll take himdown, an a' were lustier than he is, and twenty suchJacks; and if I cannot, I'll find those that shall. Scurvy knave! I am none of his flirt-gills; I amnone of his skains-mates. And thou must stand bytoo, and suffer every knave to use me at his pleasure?PETERI saw no man use you a pleasure; if I had, my weaponshould quickly have been out, I warrant you: I dare Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMdraw as soon as another man, if I see occasion in agood quarrel, and the law on my side. NurseNow, afore God, I am so vexed, that every part aboutme quivers. Scurvy knave! Pray you, sir, a word:and as I told you, my young lady bade me inquire youout; what she bade me say, I will keep to myself:but first let me tell ye, if ye should lead her intoa fool's paradise, as they say, it were a very grosskind of behavior, as they say: for the gentlewomanis young; and, therefore, if you should deal doublewith her, truly it were an ill thing to be offeredto any gentlewoman, and very weak dealing. ROMEONurse, commend me to thy lady and mistress. Iprotest unto thee-NurseGood heart, and, i' faith, I will tell her as much:Lord, Lord, she will be a joyful woman. ROMEOWhat wilt thou tell her, nurse?"}
{"text": "Scurvy knave! Pray you, sir, a word:and as I told you, my young lady bade me inquire youout; what she bade me say, I will keep to myself:but first let me tell ye, if ye should lead her intoa fool's paradise, as they say, it were a very grosskind of behavior, as they say: for the gentlewomanis young; and, therefore, if you should deal doublewith her, truly it were an ill thing to be offeredto any gentlewoman, and very weak dealing. ROMEONurse, commend me to thy lady and mistress. Iprotest unto thee-NurseGood heart, and, i' faith, I will tell her as much:Lord, Lord, she will be a joyful woman. ROMEOWhat wilt thou tell her, nurse? Thou dost not mark me. NurseI will tell her, sir, that you do protest; which, asI take it, is a gentlemanlike offer. ROMEOBid her deviseSome means to come to shrift this afternoon;And there she shall at Friar Laurence' cellBe shrived and married. Here is for thy pains. NurseNo truly sir; not a penny. ROMEOGo to; I say you shall. NurseThis afternoon, sir? Well, she shall be there. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOAnd stay, good nurse, behind the abbey wall:Within this hour my man shall be with theeAnd bring thee cords made like a tackled stair;Which to the high top-gallant of my joyMust be my convoy in the secret night. Farewell; be trusty, and I'll quit thy pains:Farewell; commend me to thy mistress. NurseNow God in heaven bless thee! Hark you, sir. ROMEOWhat say'st thou, my dear nurse?NurseIs your man secret? Did you ne'er hear say,Two may keep counsel, putting one away?ROMEOI warrant thee, my man's as true as steel. NURSEWell, sir; my mistress is the sweetest lady--Lord,Lord!"}
{"text": "Well, she shall be there. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMROMEOAnd stay, good nurse, behind the abbey wall:Within this hour my man shall be with theeAnd bring thee cords made like a tackled stair;Which to the high top-gallant of my joyMust be my convoy in the secret night. Farewell; be trusty, and I'll quit thy pains:Farewell; commend me to thy mistress. NurseNow God in heaven bless thee! Hark you, sir. ROMEOWhat say'st thou, my dear nurse?NurseIs your man secret? Did you ne'er hear say,Two may keep counsel, putting one away?ROMEOI warrant thee, my man's as true as steel. NURSEWell, sir; my mistress is the sweetest lady--Lord,Lord! When 'twas a little prating thing:--O, thereis a nobleman in town, one Paris, that would fainlay knife aboard; but she, good soul, had as liefsee a toad, a very toad, as see him. I anger hersometimes and tell her that Paris is the propererman; but, I'll warrant you, when I say so, she looksas pale as any clout in the versal world. Doth notrosemary and Romeo begin both with a letter?ROMEOAy, nurse; what of that? Both with an R.NurseAh. Mocker! That's the dog's name; R is forthe--No; I know it begins with some otherletter:--and she hath the prettiest sententious ofit, of you and rosemary, that it would do you goodto hear it. ROMEOCommend me to thy lady. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNurseAy, a thousand times. Exit RomeoPeter!PETERAnon!NursePeter, take my fan, and go before and apace. ExeuntSCENE V."}
{"text": "Both with an R.NurseAh. Mocker! That's the dog's name; R is forthe--No; I know it begins with some otherletter:--and she hath the prettiest sententious ofit, of you and rosemary, that it would do you goodto hear it. ROMEOCommend me to thy lady. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNurseAy, a thousand times. Exit RomeoPeter!PETERAnon!NursePeter, take my fan, and go before and apace. ExeuntSCENE V. Capulet's orchard. Enter JULIETJULIETThe clock struck nine when I did send the nurse;In half an hour she promised to return. Perchance she cannot meet him: that's not so. O, she is lame! Love's heralds should be thoughts,Which ten times faster glide than the sun's beams,Driving back shadows over louring hills:Therefore do nimble-pinion'd doves draw love,And therefore hath the wind-swift Cupid wings. Now is the sun upon the highmost hillOf this day's journey, and from nine till twelveIs three long hours, yet she is not come. Had she affections and warm youthful blood,She would be as swift in motion as a ball;My words would bandy her to my sweet love,And his to me:But old folks, many feign as they were dead;Unwieldy, slow, heavy and pale as lead. O God, she comes!Enter Nurse and PETERO honey nurse, what news?Hast thou met with him? Send thy man away. NursePeter, stay at the gate. Exit PETER Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETNow, good sweet nurse,--O Lord, why look'st thou sad?Though news be sad, yet tell them merrily;If good, thou shamest the music of sweet newsBy playing it to me with so sour a face. NurseI am a-weary, give me leave awhile:Fie, how my bones ache!"}
{"text": "Capulet's orchard. Enter JULIETJULIETThe clock struck nine when I did send the nurse;In half an hour she promised to return. Perchance she cannot meet him: that's not so. O, she is lame! Love's heralds should be thoughts,Which ten times faster glide than the sun's beams,Driving back shadows over louring hills:Therefore do nimble-pinion'd doves draw love,And therefore hath the wind-swift Cupid wings. Now is the sun upon the highmost hillOf this day's journey, and from nine till twelveIs three long hours, yet she is not come. Had she affections and warm youthful blood,She would be as swift in motion as a ball;My words would bandy her to my sweet love,And his to me:But old folks, many feign as they were dead;Unwieldy, slow, heavy and pale as lead. O God, she comes!Enter Nurse and PETERO honey nurse, what news?Hast thou met with him? Send thy man away. NursePeter, stay at the gate. Exit PETER Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETNow, good sweet nurse,--O Lord, why look'st thou sad?Though news be sad, yet tell them merrily;If good, thou shamest the music of sweet newsBy playing it to me with so sour a face. NurseI am a-weary, give me leave awhile:Fie, how my bones ache! What a jaunt have I had!JULIETI would thou hadst my bones, and I thy news:Nay, come, I pray thee, speak; good, good nurse, speak. NurseJesu, what haste? Can you not stay awhile?Do you not see that I am out of breath?JULIETHow art thou out of breath, when thou hast breathTo say to me that thou art out of breath?The excuse that thou dost make in this delayIs longer than the tale thou dost excuse. Is thy news good, or bad? Answer to that;Say either, and I'll stay the circumstance:Let me be satisfied, is't good or bad?NurseWell, you have made a simple choice; you know nothow to choose a man: Romeo!"}
{"text": "What a jaunt have I had!JULIETI would thou hadst my bones, and I thy news:Nay, come, I pray thee, speak; good, good nurse, speak. NurseJesu, what haste? Can you not stay awhile?Do you not see that I am out of breath?JULIETHow art thou out of breath, when thou hast breathTo say to me that thou art out of breath?The excuse that thou dost make in this delayIs longer than the tale thou dost excuse. Is thy news good, or bad? Answer to that;Say either, and I'll stay the circumstance:Let me be satisfied, is't good or bad?NurseWell, you have made a simple choice; you know nothow to choose a man: Romeo! No, not he; though hisface be better than any man's, yet his leg excelsall men's; and for a hand, and a foot, and a body,though they be not to be talked on, yet they arepast compare: he is not the flower of courtesy,but, I'll warrant him, as gentle as a lamb. Go thyways, wench; serve God. What, have you dined at home?JULIETNo, no: but all this did I know before. What says he of our marriage? What of that?NurseLord, how my head aches! What a head have I!It beats as it would fall in twenty pieces. My back o' t' other side,--O, my back, my back! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBeshrew your heart for sending me about,To catch my death with jaunting up and down!JULIETI' faith, I am sorry that thou art not well. Sweet, sweet, sweet nurse, tell me, what says my love?NurseYour love says, like an honest gentleman, and acourteous, and a kind, and a handsome, and, Iwarrant, a virtuous,--Where is your mother?JULIETWhere is my mother! Why, she is within;Where should she be? How oddly thou repliest!'Your love says, like an honest gentleman,Where is your mother?'NurseO God's lady dear!Are you so hot?"}
{"text": "What a head have I!It beats as it would fall in twenty pieces. My back o' t' other side,--O, my back, my back! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBeshrew your heart for sending me about,To catch my death with jaunting up and down!JULIETI' faith, I am sorry that thou art not well. Sweet, sweet, sweet nurse, tell me, what says my love?NurseYour love says, like an honest gentleman, and acourteous, and a kind, and a handsome, and, Iwarrant, a virtuous,--Where is your mother?JULIETWhere is my mother! Why, she is within;Where should she be? How oddly thou repliest!'Your love says, like an honest gentleman,Where is your mother?'NurseO God's lady dear!Are you so hot? Marry, come up, I trow;Is this the poultice for my aching bones?Henceforward do your messages yourself. JULIETHere's such a coil! Come, what says Romeo?NurseHave you got leave to go to shrift to-day?JULIETI have. NurseThen hie you hence to Friar Laurence' cell;There stays a husband to make you a wife:Now comes the wanton blood up in your cheeks,They'll be in scarlet straight at any news. Hie you to church; I must another way,To fetch a ladder, by the which your loveMust climb a bird's nest soon when it is dark:I am the drudge and toil in your delight,But you shall bear the burden soon at night. Go; I'll to dinner: hie you to the cell. JULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMHie to high fortune! Honest nurse, farewell. ExeuntSCENE VI. Friar Laurence's cell. Enter FRIAR LAURENCE and ROMEOFRIAR LAURENCESo smile the heavens upon this holy act,That after hours with sorrow chide us not!ROMEOAmen, amen!"}
{"text": "A public place. Enter MERCUTIO, BENVOLIO, Page, and ServantsBENVOLIOI pray thee, good Mercutio, let's retire:The day is hot, the Capulets abroad,And, if we meet, we shall not scape a brawl;For now, these hot days, is the mad blood stirring. MERCUTIOThou art like one of those fellows that when heenters the confines of a tavern claps me his swordupon the table and says 'God send me no need ofthee!'. And by the operation of the second cup drawsit on the drawer, when indeed there is no need. BENVOLIOAm I like such a fellow?MERCUTIOCome, come, thou art as hot a Jack in thy mood asany in Italy, and as soon moved to be moody, and assoon moody to be moved. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOAnd what to?MERCUTIONay, an there were two such, we should have noneshortly, for one would kill the other. Thou! Why,thou wilt quarrel with a man that hath a hair more,or a hair less, in his beard, than thou hast: thouwilt quarrel with a man for cracking nuts, having noother reason but because thou hast hazel eyes: whateye but such an eye would spy out such a quarrel?Thy head is as fun of quarrels as an egg is full ofmeat, and yet thy head hath been beaten as addle asan egg for quarrelling: thou hast quarrelled with aman for coughing in the street, because he hathwakened thy dog that hath lain asleep in the sun:didst thou not fall out with a tailor for wearinghis new doublet before Easter? With another, fortying his new shoes with old riband? And yet thouwilt tutor me from quarrelling!BENVOLIOAn I were so apt to quarrel as thou art, any manshould buy the fee-simple of my life for an hour and a quarter. MERCUTIOThe fee-simple!"}
{"text": "Why,thou wilt quarrel with a man that hath a hair more,or a hair less, in his beard, than thou hast: thouwilt quarrel with a man for cracking nuts, having noother reason but because thou hast hazel eyes: whateye but such an eye would spy out such a quarrel?Thy head is as fun of quarrels as an egg is full ofmeat, and yet thy head hath been beaten as addle asan egg for quarrelling: thou hast quarrelled with aman for coughing in the street, because he hathwakened thy dog that hath lain asleep in the sun:didst thou not fall out with a tailor for wearinghis new doublet before Easter? With another, fortying his new shoes with old riband? And yet thouwilt tutor me from quarrelling!BENVOLIOAn I were so apt to quarrel as thou art, any manshould buy the fee-simple of my life for an hour and a quarter. MERCUTIOThe fee-simple! O simple!BENVOLIOBy my head, here come the Capulets. MERCUTIOBy my heel, I care not. Enter TYBALT and othersTYBALTFollow me close, for I will speak to them. Gentlemen, good den: a word with one of you. MERCUTIOAnd but one word with one of us? Couple it withsomething; make it a word and a blow. TYBALT Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYou shall find me apt enough to that, sir, an youwill give me occasion. MERCUTIOCould you not take some occasion without giving?TYBALTMercutio, thou consort'st with Romeo,-MERCUTIOConsort! What, dost thou make us minstrels? Anthou make minstrels of us, look to hear nothing butdiscords: here's my fiddlestick; here's that shallmake you dance."}
{"text": "Couple it withsomething; make it a word and a blow. TYBALT Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYou shall find me apt enough to that, sir, an youwill give me occasion. MERCUTIOCould you not take some occasion without giving?TYBALTMercutio, thou consort'st with Romeo,-MERCUTIOConsort! What, dost thou make us minstrels? Anthou make minstrels of us, look to hear nothing butdiscords: here's my fiddlestick; here's that shallmake you dance. '. Zounds, consort!BENVOLIOWe talk here in the public haunt of men:Either withdraw unto some private place,And reason coldly of your grievances,Or else depart; here all eyes gaze on us. MERCUTIOMen's eyes were made to look, and let them gaze;I will not budge for no man's pleasure, I.Enter ROMEOTYBALTWell, peace be with you, sir: here comes my man. MERCUTIOBut I'll be hanged, sir, if he wear your livery:Marry, go before to field, he'll be your follower;Your worship in that sense may call him 'man. 'TYBALTRomeo, the hate I bear thee can affordNo better term than this,--thou art a villain. ROMEOTybalt, the reason that I have to love theeDoth much excuse the appertaining rageTo such a greeting: villain am I none;Therefore farewell; I see thou know'st me not. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTYBALTBoy, this shall not excuse the injuriesThat thou hast done me; therefore turn and draw. ROMEOI do protest, I never injured thee,But love thee better than thou canst devise,Till thou shalt know the reason of my love:And so, good Capulet,--which name I tenderAs dearly as my own,--be satisfied. MERCUTIOO calm, dishonourable, vile submission!Alla stoccata carries it away. DrawsTybalt, you rat-catcher, will you walk?TYBALTWhat wouldst thou have with me?MERCUTIOGood king of cats, nothing but one of your ninelives; that I mean to make bold withal, and as youshall use me hereafter, drybeat the rest of theeight."}
{"text": "What, dost thou make us minstrels? Anthou make minstrels of us, look to hear nothing butdiscords: here's my fiddlestick; here's that shallmake you dance. '. Zounds, consort!BENVOLIOWe talk here in the public haunt of men:Either withdraw unto some private place,And reason coldly of your grievances,Or else depart; here all eyes gaze on us. MERCUTIOMen's eyes were made to look, and let them gaze;I will not budge for no man's pleasure, I.Enter ROMEOTYBALTWell, peace be with you, sir: here comes my man. MERCUTIOBut I'll be hanged, sir, if he wear your livery:Marry, go before to field, he'll be your follower;Your worship in that sense may call him 'man. 'TYBALTRomeo, the hate I bear thee can affordNo better term than this,--thou art a villain. ROMEOTybalt, the reason that I have to love theeDoth much excuse the appertaining rageTo such a greeting: villain am I none;Therefore farewell; I see thou know'st me not. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTYBALTBoy, this shall not excuse the injuriesThat thou hast done me; therefore turn and draw. ROMEOI do protest, I never injured thee,But love thee better than thou canst devise,Till thou shalt know the reason of my love:And so, good Capulet,--which name I tenderAs dearly as my own,--be satisfied. MERCUTIOO calm, dishonourable, vile submission!Alla stoccata carries it away. DrawsTybalt, you rat-catcher, will you walk?TYBALTWhat wouldst thou have with me?MERCUTIOGood king of cats, nothing but one of your ninelives; that I mean to make bold withal, and as youshall use me hereafter, drybeat the rest of theeight. Will you pluck your sword out of his pitcherby the ears?"}
{"text": "Anthou make minstrels of us, look to hear nothing butdiscords: here's my fiddlestick; here's that shallmake you dance. '. Zounds, consort!BENVOLIOWe talk here in the public haunt of men:Either withdraw unto some private place,And reason coldly of your grievances,Or else depart; here all eyes gaze on us. MERCUTIOMen's eyes were made to look, and let them gaze;I will not budge for no man's pleasure, I.Enter ROMEOTYBALTWell, peace be with you, sir: here comes my man. MERCUTIOBut I'll be hanged, sir, if he wear your livery:Marry, go before to field, he'll be your follower;Your worship in that sense may call him 'man. 'TYBALTRomeo, the hate I bear thee can affordNo better term than this,--thou art a villain. ROMEOTybalt, the reason that I have to love theeDoth much excuse the appertaining rageTo such a greeting: villain am I none;Therefore farewell; I see thou know'st me not. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTYBALTBoy, this shall not excuse the injuriesThat thou hast done me; therefore turn and draw. ROMEOI do protest, I never injured thee,But love thee better than thou canst devise,Till thou shalt know the reason of my love:And so, good Capulet,--which name I tenderAs dearly as my own,--be satisfied. MERCUTIOO calm, dishonourable, vile submission!Alla stoccata carries it away. DrawsTybalt, you rat-catcher, will you walk?TYBALTWhat wouldst thou have with me?MERCUTIOGood king of cats, nothing but one of your ninelives; that I mean to make bold withal, and as youshall use me hereafter, drybeat the rest of theeight. Will you pluck your sword out of his pitcherby the ears? Make haste, lest mine be about yourears ere it be out. TYBALTI am for you. DrawingROMEOGentle Mercutio, put thy rapier up. MERCUTIOCome, sir, your passado. They fightROMEODraw, Benvolio; beat down their weapons. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGentlemen, for shame, forbear this outrage!Tybalt, Mercutio, the prince expressly hathForbidden bandying in Verona streets:Hold, Tybalt!"}
{"text": "'Zounds, consort!BENVOLIOWe talk here in the public haunt of men:Either withdraw unto some private place,And reason coldly of your grievances,Or else depart; here all eyes gaze on us. MERCUTIOMen's eyes were made to look, and let them gaze;I will not budge for no man's pleasure, I.Enter ROMEOTYBALTWell, peace be with you, sir: here comes my man. MERCUTIOBut I'll be hanged, sir, if he wear your livery:Marry, go before to field, he'll be your follower;Your worship in that sense may call him 'man. 'TYBALTRomeo, the hate I bear thee can affordNo better term than this,--thou art a villain. ROMEOTybalt, the reason that I have to love theeDoth much excuse the appertaining rageTo such a greeting: villain am I none;Therefore farewell; I see thou know'st me not. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTYBALTBoy, this shall not excuse the injuriesThat thou hast done me; therefore turn and draw. ROMEOI do protest, I never injured thee,But love thee better than thou canst devise,Till thou shalt know the reason of my love:And so, good Capulet,--which name I tenderAs dearly as my own,--be satisfied. MERCUTIOO calm, dishonourable, vile submission!Alla stoccata carries it away. DrawsTybalt, you rat-catcher, will you walk?TYBALTWhat wouldst thou have with me?MERCUTIOGood king of cats, nothing but one of your ninelives; that I mean to make bold withal, and as youshall use me hereafter, drybeat the rest of theeight. Will you pluck your sword out of his pitcherby the ears? Make haste, lest mine be about yourears ere it be out. TYBALTI am for you. DrawingROMEOGentle Mercutio, put thy rapier up. MERCUTIOCome, sir, your passado. They fightROMEODraw, Benvolio; beat down their weapons. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGentlemen, for shame, forbear this outrage!Tybalt, Mercutio, the prince expressly hathForbidden bandying in Verona streets:Hold, Tybalt! Good Mercutio!TYBALT under ROMEO's arm stabs MERCUTIO, and flies with his followersMERCUTIOI am hurt. A plague o' both your houses!"}
{"text": "Will you pluck your sword out of his pitcherby the ears? Make haste, lest mine be about yourears ere it be out. TYBALTI am for you. DrawingROMEOGentle Mercutio, put thy rapier up. MERCUTIOCome, sir, your passado. They fightROMEODraw, Benvolio; beat down their weapons. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGentlemen, for shame, forbear this outrage!Tybalt, Mercutio, the prince expressly hathForbidden bandying in Verona streets:Hold, Tybalt! Good Mercutio!TYBALT under ROMEO's arm stabs MERCUTIO, and flies with his followersMERCUTIOI am hurt. A plague o' both your houses! I am sped. Is he gone, and hath nothing?BENVOLIOWhat, art thou hurt?MERCUTIOAy, ay, a scratch, a scratch; marry, 'tis enough. Where is my page? Go, villain, fetch a surgeon. Exit PageROMEOCourage, man; the hurt cannot be much. MERCUTIONo, 'tis not so deep as a well, nor so wide as achurch-door; but 'tis enough,'twill serve: ask forme to-morrow, and you shall find me a grave man. Iam peppered, I warrant, for this world. A plague o'both your houses! '. Zounds, a dog, a rat, a mouse, acat, to scratch a man to death! A braggart, arogue, a villain, that fights by the book ofarithmetic! Why the devil came you between us? Iwas hurt under your arm. ROMEOI thought all for the best. MERCUTIOHelp me into some house, Benvolio,Or I shall faint."}
{"text": "A braggart, arogue, a villain, that fights by the book ofarithmetic! Why the devil came you between us? Iwas hurt under your arm. ROMEOI thought all for the best. MERCUTIOHelp me into some house, Benvolio,Or I shall faint. A plague o' both your houses!They have made worms' meat of me: I have it,And soundly too: your houses!Exeunt MERCUTIO and BENVOLIOROMEO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThis gentleman, the prince's near ally,My very friend, hath got his mortal hurtIn my behalf; my reputation stain'dWith Tybalt's slander,--Tybalt, that an hourHath been my kinsman! O sweet Juliet,Thy beauty hath made me effeminateAnd in my temper soften'd valour's steel!Re-enter BENVOLIOBENVOLIOO Romeo, Romeo, brave Mercutio's dead!That gallant spirit hath aspired the clouds,Which too untimely here did scorn the earth. ROMEOThis day's black fate on more days doth depend;This but begins the woe, others must end. BENVOLIOHere comes the furious Tybalt back again. ROMEOAlive, in triumph!"}
{"text": "Iwas hurt under your arm. ROMEOI thought all for the best. MERCUTIOHelp me into some house, Benvolio,Or I shall faint. A plague o' both your houses!They have made worms' meat of me: I have it,And soundly too: your houses!Exeunt MERCUTIO and BENVOLIOROMEO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThis gentleman, the prince's near ally,My very friend, hath got his mortal hurtIn my behalf; my reputation stain'dWith Tybalt's slander,--Tybalt, that an hourHath been my kinsman! O sweet Juliet,Thy beauty hath made me effeminateAnd in my temper soften'd valour's steel!Re-enter BENVOLIOBENVOLIOO Romeo, Romeo, brave Mercutio's dead!That gallant spirit hath aspired the clouds,Which too untimely here did scorn the earth. ROMEOThis day's black fate on more days doth depend;This but begins the woe, others must end. BENVOLIOHere comes the furious Tybalt back again. ROMEOAlive, in triumph! And Mercutio slain!Away to heaven, respective lenity,And fire-eyed fury be my conduct now!Re-enter TYBALTNow, Tybalt, take the villain back again,That late thou gavest me; for Mercutio's soulIs but a little way above our heads,Staying for thine to keep him company:Either thou, or I, or both, must go with him. TYBALTThou, wretched boy, that didst consort him here,Shalt with him hence. ROMEOThis shall determine that. They fight; TYBALT fallsBENVOLIORomeo, away, be gone!The citizens are up, and Tybalt slain. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMStand not amazed: the prince will doom thee death,If thou art taken: hence, be gone, away!ROMEOO, I am fortune's fool!BENVOLIOWhy dost thou stay?Exit ROMEOEnter Citizens, cFirst CitizenWhich way ran he that kill'd Mercutio?Tybalt, that murderer, which way ran he?BENVOLIOThere lies that Tybalt. First CitizenUp, sir, go with me;I charge thee in the princes name, obey. Enter Prince, attended; MONTAGUE, CAPULET, their Wives, and othersPRINCEWhere are the vile beginners of this fray?BENVOLIOO noble prince, I can discover allThe unlucky manage of this fatal brawl:There lies the man, slain by young Romeo,That slew thy kinsman, brave Mercutio. LADY CAPULETTybalt, my cousin!"}
{"text": "A plague o' both your houses!They have made worms' meat of me: I have it,And soundly too: your houses!Exeunt MERCUTIO and BENVOLIOROMEO Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThis gentleman, the prince's near ally,My very friend, hath got his mortal hurtIn my behalf; my reputation stain'dWith Tybalt's slander,--Tybalt, that an hourHath been my kinsman! O sweet Juliet,Thy beauty hath made me effeminateAnd in my temper soften'd valour's steel!Re-enter BENVOLIOBENVOLIOO Romeo, Romeo, brave Mercutio's dead!That gallant spirit hath aspired the clouds,Which too untimely here did scorn the earth. ROMEOThis day's black fate on more days doth depend;This but begins the woe, others must end. BENVOLIOHere comes the furious Tybalt back again. ROMEOAlive, in triumph! And Mercutio slain!Away to heaven, respective lenity,And fire-eyed fury be my conduct now!Re-enter TYBALTNow, Tybalt, take the villain back again,That late thou gavest me; for Mercutio's soulIs but a little way above our heads,Staying for thine to keep him company:Either thou, or I, or both, must go with him. TYBALTThou, wretched boy, that didst consort him here,Shalt with him hence. ROMEOThis shall determine that. They fight; TYBALT fallsBENVOLIORomeo, away, be gone!The citizens are up, and Tybalt slain. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMStand not amazed: the prince will doom thee death,If thou art taken: hence, be gone, away!ROMEOO, I am fortune's fool!BENVOLIOWhy dost thou stay?Exit ROMEOEnter Citizens, cFirst CitizenWhich way ran he that kill'd Mercutio?Tybalt, that murderer, which way ran he?BENVOLIOThere lies that Tybalt. First CitizenUp, sir, go with me;I charge thee in the princes name, obey. Enter Prince, attended; MONTAGUE, CAPULET, their Wives, and othersPRINCEWhere are the vile beginners of this fray?BENVOLIOO noble prince, I can discover allThe unlucky manage of this fatal brawl:There lies the man, slain by young Romeo,That slew thy kinsman, brave Mercutio. LADY CAPULETTybalt, my cousin! O my brother's child!O prince!"}
{"text": "O sweet Juliet,Thy beauty hath made me effeminateAnd in my temper soften'd valour's steel!Re-enter BENVOLIOBENVOLIOO Romeo, Romeo, brave Mercutio's dead!That gallant spirit hath aspired the clouds,Which too untimely here did scorn the earth. ROMEOThis day's black fate on more days doth depend;This but begins the woe, others must end. BENVOLIOHere comes the furious Tybalt back again. ROMEOAlive, in triumph! And Mercutio slain!Away to heaven, respective lenity,And fire-eyed fury be my conduct now!Re-enter TYBALTNow, Tybalt, take the villain back again,That late thou gavest me; for Mercutio's soulIs but a little way above our heads,Staying for thine to keep him company:Either thou, or I, or both, must go with him. TYBALTThou, wretched boy, that didst consort him here,Shalt with him hence. ROMEOThis shall determine that. They fight; TYBALT fallsBENVOLIORomeo, away, be gone!The citizens are up, and Tybalt slain. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMStand not amazed: the prince will doom thee death,If thou art taken: hence, be gone, away!ROMEOO, I am fortune's fool!BENVOLIOWhy dost thou stay?Exit ROMEOEnter Citizens, cFirst CitizenWhich way ran he that kill'd Mercutio?Tybalt, that murderer, which way ran he?BENVOLIOThere lies that Tybalt. First CitizenUp, sir, go with me;I charge thee in the princes name, obey. Enter Prince, attended; MONTAGUE, CAPULET, their Wives, and othersPRINCEWhere are the vile beginners of this fray?BENVOLIOO noble prince, I can discover allThe unlucky manage of this fatal brawl:There lies the man, slain by young Romeo,That slew thy kinsman, brave Mercutio. LADY CAPULETTybalt, my cousin! O my brother's child!O prince! O cousin! Husband! O, the blood is spiltO my dear kinsman!"}
{"text": "O cousin! Husband! O, the blood is spiltO my dear kinsman! Prince, as thou art true,For blood of ours, shed blood of Montague. O cousin, cousin!PRINCEBenvolio, who began this bloody fray? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOTybalt, here slain, whom Romeo's hand did slay;Romeo that spoke him fair, bade him bethinkHow nice the quarrel was, and urged withalYour high displeasure: all this utteredWith gentle breath, calm look, knees humbly bow'd,Could not take truce with the unruly spleenOf Tybalt deaf to peace, but that he tiltsWith piercing steel at bold Mercutio's breast,Who all as hot, turns deadly point to point,And, with a martial scorn, with one hand beatsCold death aside, and with the other sendsIt back to Tybalt, whose dexterity,Retorts it: Romeo he cries aloud,'Hold, friends!"}
{"text": "Husband! O, the blood is spiltO my dear kinsman! Prince, as thou art true,For blood of ours, shed blood of Montague. O cousin, cousin!PRINCEBenvolio, who began this bloody fray? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOTybalt, here slain, whom Romeo's hand did slay;Romeo that spoke him fair, bade him bethinkHow nice the quarrel was, and urged withalYour high displeasure: all this utteredWith gentle breath, calm look, knees humbly bow'd,Could not take truce with the unruly spleenOf Tybalt deaf to peace, but that he tiltsWith piercing steel at bold Mercutio's breast,Who all as hot, turns deadly point to point,And, with a martial scorn, with one hand beatsCold death aside, and with the other sendsIt back to Tybalt, whose dexterity,Retorts it: Romeo he cries aloud,'Hold, friends! Friends, part!'. And, swifter thanhis tongue,His agile arm beats down their fatal points,And 'twixt them rushes; underneath whose armAn envious thrust from Tybalt hit the lifeOf stout Mercutio, and then Tybalt fled;But by and by comes back to Romeo,Who had but newly entertain'd revenge,And to 't they go like lightning, for, ere ICould draw to part them, was stout Tybalt slain. And, as he fell, did Romeo turn and fly. This is the truth, or let Benvolio die. LADY CAPULETHe is a kinsman to the Montague;Affection makes him false; he speaks not true:Some twenty of them fought in this black strife,And all those twenty could but kill one life. I beg for justice, which thou, prince, must give;Romeo slew Tybalt, Romeo must not live. PRINCERomeo slew him, he slew Mercutio;Who now the price of his dear blood doth owe?MONTAGUENot Romeo, prince, he was Mercutio's friend;His fault concludes but what the law should end,The life of Tybalt. PRINCEAnd for that offenceImmediately we do exile him hence:I have an interest in your hate's proceeding, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMy blood for your rude brawls doth lie a-bleeding;But I'll amerce you with so strong a fineThat you shall all repent the loss of mine:I will be deaf to pleading and excuses;Nor tears nor prayers shall purchase out abuses:Therefore use none: let Romeo hence in haste,Else, when he's found, that hour is his last. Bear hence this body and attend our will:Mercy but murders, pardoning those that kill. ExeuntSCENE II."}
{"text": "O, the blood is spiltO my dear kinsman! Prince, as thou art true,For blood of ours, shed blood of Montague. O cousin, cousin!PRINCEBenvolio, who began this bloody fray? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOTybalt, here slain, whom Romeo's hand did slay;Romeo that spoke him fair, bade him bethinkHow nice the quarrel was, and urged withalYour high displeasure: all this utteredWith gentle breath, calm look, knees humbly bow'd,Could not take truce with the unruly spleenOf Tybalt deaf to peace, but that he tiltsWith piercing steel at bold Mercutio's breast,Who all as hot, turns deadly point to point,And, with a martial scorn, with one hand beatsCold death aside, and with the other sendsIt back to Tybalt, whose dexterity,Retorts it: Romeo he cries aloud,'Hold, friends! Friends, part!'. And, swifter thanhis tongue,His agile arm beats down their fatal points,And 'twixt them rushes; underneath whose armAn envious thrust from Tybalt hit the lifeOf stout Mercutio, and then Tybalt fled;But by and by comes back to Romeo,Who had but newly entertain'd revenge,And to 't they go like lightning, for, ere ICould draw to part them, was stout Tybalt slain. And, as he fell, did Romeo turn and fly. This is the truth, or let Benvolio die. LADY CAPULETHe is a kinsman to the Montague;Affection makes him false; he speaks not true:Some twenty of them fought in this black strife,And all those twenty could but kill one life. I beg for justice, which thou, prince, must give;Romeo slew Tybalt, Romeo must not live. PRINCERomeo slew him, he slew Mercutio;Who now the price of his dear blood doth owe?MONTAGUENot Romeo, prince, he was Mercutio's friend;His fault concludes but what the law should end,The life of Tybalt. PRINCEAnd for that offenceImmediately we do exile him hence:I have an interest in your hate's proceeding, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMy blood for your rude brawls doth lie a-bleeding;But I'll amerce you with so strong a fineThat you shall all repent the loss of mine:I will be deaf to pleading and excuses;Nor tears nor prayers shall purchase out abuses:Therefore use none: let Romeo hence in haste,Else, when he's found, that hour is his last. Bear hence this body and attend our will:Mercy but murders, pardoning those that kill. ExeuntSCENE II. Capulet's orchard. Enter JULIETJULIETGallop apace, you fiery-footed steeds,Towards Phoebus' lodging: such a wagonerAs Phaethon would whip you to the west,And bring in cloudy night immediately. Spread thy close curtain, love-performing night,That runaway's eyes may wink and RomeoLeap to these arms, untalk'd of and unseen. Lovers can see to do their amorous ritesBy their own beauties; or, if love be blind,It best agrees with night."}
{"text": "Prince, as thou art true,For blood of ours, shed blood of Montague. O cousin, cousin!PRINCEBenvolio, who began this bloody fray? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBENVOLIOTybalt, here slain, whom Romeo's hand did slay;Romeo that spoke him fair, bade him bethinkHow nice the quarrel was, and urged withalYour high displeasure: all this utteredWith gentle breath, calm look, knees humbly bow'd,Could not take truce with the unruly spleenOf Tybalt deaf to peace, but that he tiltsWith piercing steel at bold Mercutio's breast,Who all as hot, turns deadly point to point,And, with a martial scorn, with one hand beatsCold death aside, and with the other sendsIt back to Tybalt, whose dexterity,Retorts it: Romeo he cries aloud,'Hold, friends! Friends, part!'. And, swifter thanhis tongue,His agile arm beats down their fatal points,And 'twixt them rushes; underneath whose armAn envious thrust from Tybalt hit the lifeOf stout Mercutio, and then Tybalt fled;But by and by comes back to Romeo,Who had but newly entertain'd revenge,And to 't they go like lightning, for, ere ICould draw to part them, was stout Tybalt slain. And, as he fell, did Romeo turn and fly. This is the truth, or let Benvolio die. LADY CAPULETHe is a kinsman to the Montague;Affection makes him false; he speaks not true:Some twenty of them fought in this black strife,And all those twenty could but kill one life. I beg for justice, which thou, prince, must give;Romeo slew Tybalt, Romeo must not live. PRINCERomeo slew him, he slew Mercutio;Who now the price of his dear blood doth owe?MONTAGUENot Romeo, prince, he was Mercutio's friend;His fault concludes but what the law should end,The life of Tybalt. PRINCEAnd for that offenceImmediately we do exile him hence:I have an interest in your hate's proceeding, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMy blood for your rude brawls doth lie a-bleeding;But I'll amerce you with so strong a fineThat you shall all repent the loss of mine:I will be deaf to pleading and excuses;Nor tears nor prayers shall purchase out abuses:Therefore use none: let Romeo hence in haste,Else, when he's found, that hour is his last. Bear hence this body and attend our will:Mercy but murders, pardoning those that kill. ExeuntSCENE II. Capulet's orchard. Enter JULIETJULIETGallop apace, you fiery-footed steeds,Towards Phoebus' lodging: such a wagonerAs Phaethon would whip you to the west,And bring in cloudy night immediately. Spread thy close curtain, love-performing night,That runaway's eyes may wink and RomeoLeap to these arms, untalk'd of and unseen. Lovers can see to do their amorous ritesBy their own beauties; or, if love be blind,It best agrees with night. Come, civil night,Thou sober-suited matron, all in black,And learn me how to lose a winning match,Play'd for a pair of stainless maidenhoods:Hood my unmann'd blood, bating in my cheeks,With thy black mantle; till strange love, grown bold,Think true love acted simple modesty. Come, night; come, Romeo; come, thou day in night;For thou wilt lie upon the wings of nightWhiter than new snow on a raven's back. Come, gentle night, come, loving, black-brow'd night,Give me my Romeo; and, when he shall die,Take him and cut him out in little stars,And he will make the face of heaven so fineThat all the world will be in love with nightAnd pay no worship to the garish sun. O, I have bought the mansion of a love,But not possess'd it, and, though I am sold,Not yet enjoy'd: so tedious is this dayAs is the night before some festivalTo an impatient child that hath new robesAnd may not wear them."}
{"text": "Friends, part!'. And, swifter thanhis tongue,His agile arm beats down their fatal points,And 'twixt them rushes; underneath whose armAn envious thrust from Tybalt hit the lifeOf stout Mercutio, and then Tybalt fled;But by and by comes back to Romeo,Who had but newly entertain'd revenge,And to 't they go like lightning, for, ere ICould draw to part them, was stout Tybalt slain. And, as he fell, did Romeo turn and fly. This is the truth, or let Benvolio die. LADY CAPULETHe is a kinsman to the Montague;Affection makes him false; he speaks not true:Some twenty of them fought in this black strife,And all those twenty could but kill one life. I beg for justice, which thou, prince, must give;Romeo slew Tybalt, Romeo must not live. PRINCERomeo slew him, he slew Mercutio;Who now the price of his dear blood doth owe?MONTAGUENot Romeo, prince, he was Mercutio's friend;His fault concludes but what the law should end,The life of Tybalt. PRINCEAnd for that offenceImmediately we do exile him hence:I have an interest in your hate's proceeding, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMMy blood for your rude brawls doth lie a-bleeding;But I'll amerce you with so strong a fineThat you shall all repent the loss of mine:I will be deaf to pleading and excuses;Nor tears nor prayers shall purchase out abuses:Therefore use none: let Romeo hence in haste,Else, when he's found, that hour is his last. Bear hence this body and attend our will:Mercy but murders, pardoning those that kill. ExeuntSCENE II. Capulet's orchard. Enter JULIETJULIETGallop apace, you fiery-footed steeds,Towards Phoebus' lodging: such a wagonerAs Phaethon would whip you to the west,And bring in cloudy night immediately. Spread thy close curtain, love-performing night,That runaway's eyes may wink and RomeoLeap to these arms, untalk'd of and unseen. Lovers can see to do their amorous ritesBy their own beauties; or, if love be blind,It best agrees with night. Come, civil night,Thou sober-suited matron, all in black,And learn me how to lose a winning match,Play'd for a pair of stainless maidenhoods:Hood my unmann'd blood, bating in my cheeks,With thy black mantle; till strange love, grown bold,Think true love acted simple modesty. Come, night; come, Romeo; come, thou day in night;For thou wilt lie upon the wings of nightWhiter than new snow on a raven's back. Come, gentle night, come, loving, black-brow'd night,Give me my Romeo; and, when he shall die,Take him and cut him out in little stars,And he will make the face of heaven so fineThat all the world will be in love with nightAnd pay no worship to the garish sun. O, I have bought the mansion of a love,But not possess'd it, and, though I am sold,Not yet enjoy'd: so tedious is this dayAs is the night before some festivalTo an impatient child that hath new robesAnd may not wear them. O, here comes my nurse,And she brings news; and every tongue that speaksBut Romeo's name speaks heavenly eloquence. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMEnter Nurse, with cordsNow, nurse, what news?"}
{"text": "Capulet's orchard. Enter JULIETJULIETGallop apace, you fiery-footed steeds,Towards Phoebus' lodging: such a wagonerAs Phaethon would whip you to the west,And bring in cloudy night immediately. Spread thy close curtain, love-performing night,That runaway's eyes may wink and RomeoLeap to these arms, untalk'd of and unseen. Lovers can see to do their amorous ritesBy their own beauties; or, if love be blind,It best agrees with night. Come, civil night,Thou sober-suited matron, all in black,And learn me how to lose a winning match,Play'd for a pair of stainless maidenhoods:Hood my unmann'd blood, bating in my cheeks,With thy black mantle; till strange love, grown bold,Think true love acted simple modesty. Come, night; come, Romeo; come, thou day in night;For thou wilt lie upon the wings of nightWhiter than new snow on a raven's back. Come, gentle night, come, loving, black-brow'd night,Give me my Romeo; and, when he shall die,Take him and cut him out in little stars,And he will make the face of heaven so fineThat all the world will be in love with nightAnd pay no worship to the garish sun. O, I have bought the mansion of a love,But not possess'd it, and, though I am sold,Not yet enjoy'd: so tedious is this dayAs is the night before some festivalTo an impatient child that hath new robesAnd may not wear them. O, here comes my nurse,And she brings news; and every tongue that speaksBut Romeo's name speaks heavenly eloquence. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMEnter Nurse, with cordsNow, nurse, what news? What hast thou there? The cordsThat Romeo bid thee fetch?NurseAy, ay, the cords. Throws them downJULIETAy me! What news? Why dost thou wring thy hands?NurseAh, well-a-day! He's dead, he's dead, he's dead!We are undone, lady, we are undone!Alack the day!"}
{"text": "What news? Why dost thou wring thy hands?NurseAh, well-a-day! He's dead, he's dead, he's dead!We are undone, lady, we are undone!Alack the day! He's gone, he's kill'd, he's dead!JULIETCan heaven be so envious?NurseRomeo can,Though heaven cannot: O Romeo, Romeo!Who ever would have thought it? Romeo!JULIETWhat devil art thou, that dost torment me thus?This torture should be roar'd in dismal hell. Hath Romeo slain himself? Say thou but 'I,'And that bare vowel 'I' shall poison moreThan the death-darting eye of cockatrice:I am not I, if there be such an I;Or those eyes shut, that make thee answer 'I.'If he be slain, say 'I'; or if not, no:Brief sounds determine of my weal or woe. NurseI saw the wound, I saw it with mine eyes,-God save the mark!--here on his manly breast:A piteous corse, a bloody piteous corse;Pale, pale as ashes, all bedaub'd in blood,All in gore-blood; I swounded at the sight. JULIETO, break, my heart! Poor bankrupt, break at once! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTo prison, eyes, ne'er look on liberty!Vile earth, to earth resign; end motion here;And thou and Romeo press one heavy bier!NurseO Tybalt, Tybalt, the best friend I had!O courteous Tybalt! Honest gentleman!That ever I should live to see thee dead!JULIETWhat storm is this that blows so contrary?Is Romeo slaughter'd, and is Tybalt dead?My dear-loved cousin, and my dearer lord?Then, dreadful trumpet, sound the general doom!For who is living, if those two are gone?NurseTybalt is gone, and Romeo banished;Romeo that kill'd him, he is banished. JULIETO God!"}
{"text": "Say thou but 'I,'And that bare vowel 'I' shall poison moreThan the death-darting eye of cockatrice:I am not I, if there be such an I;Or those eyes shut, that make thee answer 'I.'If he be slain, say 'I'; or if not, no:Brief sounds determine of my weal or woe. NurseI saw the wound, I saw it with mine eyes,-God save the mark!--here on his manly breast:A piteous corse, a bloody piteous corse;Pale, pale as ashes, all bedaub'd in blood,All in gore-blood; I swounded at the sight. JULIETO, break, my heart! Poor bankrupt, break at once! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMTo prison, eyes, ne'er look on liberty!Vile earth, to earth resign; end motion here;And thou and Romeo press one heavy bier!NurseO Tybalt, Tybalt, the best friend I had!O courteous Tybalt! Honest gentleman!That ever I should live to see thee dead!JULIETWhat storm is this that blows so contrary?Is Romeo slaughter'd, and is Tybalt dead?My dear-loved cousin, and my dearer lord?Then, dreadful trumpet, sound the general doom!For who is living, if those two are gone?NurseTybalt is gone, and Romeo banished;Romeo that kill'd him, he is banished. JULIETO God! Did Romeo's hand shed Tybalt's blood?NurseIt did, it did; alas the day, it did!JULIETO serpent heart, hid with a flowering face!Did ever dragon keep so fair a cave?Beautiful tyrant! Fiend angelical!Dove-feather'd raven! Wolvish-ravening lamb!Despised substance of divinest show!Just opposite to what thou justly seem'st,A damned saint, an honourable villain!O nature, what hadst thou to do in hell,When thou didst bower the spirit of a fiendIn moral paradise of such sweet flesh?Was ever book containing such vile matterSo fairly bound?"}
{"text": "Did Romeo's hand shed Tybalt's blood?NurseIt did, it did; alas the day, it did!JULIETO serpent heart, hid with a flowering face!Did ever dragon keep so fair a cave?Beautiful tyrant! Fiend angelical!Dove-feather'd raven! Wolvish-ravening lamb!Despised substance of divinest show!Just opposite to what thou justly seem'st,A damned saint, an honourable villain!O nature, what hadst thou to do in hell,When thou didst bower the spirit of a fiendIn moral paradise of such sweet flesh?Was ever book containing such vile matterSo fairly bound? O that deceit should dwellIn such a gorgeous palace!NurseThere's no trust,No faith, no honesty in men; all perjured,All forsworn, all naught, all dissemblers. Ah, where's my man? Give me some aqua vitae: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThese griefs, these woes, these sorrows make me old. Shame come to Romeo!JULIETBlister'd be thy tongueFor such a wish!"}
{"text": "Wolvish-ravening lamb!Despised substance of divinest show!Just opposite to what thou justly seem'st,A damned saint, an honourable villain!O nature, what hadst thou to do in hell,When thou didst bower the spirit of a fiendIn moral paradise of such sweet flesh?Was ever book containing such vile matterSo fairly bound? O that deceit should dwellIn such a gorgeous palace!NurseThere's no trust,No faith, no honesty in men; all perjured,All forsworn, all naught, all dissemblers. Ah, where's my man? Give me some aqua vitae: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThese griefs, these woes, these sorrows make me old. Shame come to Romeo!JULIETBlister'd be thy tongueFor such a wish! He was not born to shame:Upon his brow shame is ashamed to sit;For 'tis a throne where honour may be crown'dSole monarch of the universal earth. O, what a beast was I to chide at him!NurseWill you speak well of him that kill'd your cousin?JULIETShall I speak ill of him that is my husband?Ah, poor my lord, what tongue shall smooth thy name,When I, thy three-hours wife, have mangled it?But, wherefore, villain, didst thou kill my cousin?That villain cousin would have kill'd my husband:Back, foolish tears, back to your native spring;Your tributary drops belong to woe,Which you, mistaking, offer up to joy. My husband lives, that Tybalt would have slain;And Tybalt's dead, that would have slain my husband:All this is comfort; wherefore weep I then?Some word there was, worser than Tybalt's death,That murder'd me: I would forget it fain;But, O, it presses to my memory,Like damned guilty deeds to sinners' minds:'Tybalt is dead, and Romeo--banished;'That 'banished,' that one word 'banished,'Hath slain ten thousand Tybalts."}
{"text": "O that deceit should dwellIn such a gorgeous palace!NurseThere's no trust,No faith, no honesty in men; all perjured,All forsworn, all naught, all dissemblers. Ah, where's my man? Give me some aqua vitae: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThese griefs, these woes, these sorrows make me old. Shame come to Romeo!JULIETBlister'd be thy tongueFor such a wish! He was not born to shame:Upon his brow shame is ashamed to sit;For 'tis a throne where honour may be crown'dSole monarch of the universal earth. O, what a beast was I to chide at him!NurseWill you speak well of him that kill'd your cousin?JULIETShall I speak ill of him that is my husband?Ah, poor my lord, what tongue shall smooth thy name,When I, thy three-hours wife, have mangled it?But, wherefore, villain, didst thou kill my cousin?That villain cousin would have kill'd my husband:Back, foolish tears, back to your native spring;Your tributary drops belong to woe,Which you, mistaking, offer up to joy. My husband lives, that Tybalt would have slain;And Tybalt's dead, that would have slain my husband:All this is comfort; wherefore weep I then?Some word there was, worser than Tybalt's death,That murder'd me: I would forget it fain;But, O, it presses to my memory,Like damned guilty deeds to sinners' minds:'Tybalt is dead, and Romeo--banished;'That 'banished,' that one word 'banished,'Hath slain ten thousand Tybalts. Tybalt's deathWas woe enough, if it had ended there:Or, if sour woe delights in fellowshipAnd needly will be rank'd with other griefs,Why follow'd not, when she said 'Tybalt's dead,'Thy father, or thy mother, nay, or both,Which modern lamentations might have moved?But with a rear-ward following Tybalt's death,'Romeo is banished,' to speak that word,Is father, mother, Tybalt, Romeo, Juliet,All slain, all dead."}
{"text": "Give me some aqua vitae: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMThese griefs, these woes, these sorrows make me old. Shame come to Romeo!JULIETBlister'd be thy tongueFor such a wish! He was not born to shame:Upon his brow shame is ashamed to sit;For 'tis a throne where honour may be crown'dSole monarch of the universal earth. O, what a beast was I to chide at him!NurseWill you speak well of him that kill'd your cousin?JULIETShall I speak ill of him that is my husband?Ah, poor my lord, what tongue shall smooth thy name,When I, thy three-hours wife, have mangled it?But, wherefore, villain, didst thou kill my cousin?That villain cousin would have kill'd my husband:Back, foolish tears, back to your native spring;Your tributary drops belong to woe,Which you, mistaking, offer up to joy. My husband lives, that Tybalt would have slain;And Tybalt's dead, that would have slain my husband:All this is comfort; wherefore weep I then?Some word there was, worser than Tybalt's death,That murder'd me: I would forget it fain;But, O, it presses to my memory,Like damned guilty deeds to sinners' minds:'Tybalt is dead, and Romeo--banished;'That 'banished,' that one word 'banished,'Hath slain ten thousand Tybalts. Tybalt's deathWas woe enough, if it had ended there:Or, if sour woe delights in fellowshipAnd needly will be rank'd with other griefs,Why follow'd not, when she said 'Tybalt's dead,'Thy father, or thy mother, nay, or both,Which modern lamentations might have moved?But with a rear-ward following Tybalt's death,'Romeo is banished,' to speak that word,Is father, mother, Tybalt, Romeo, Juliet,All slain, all dead. '. Romeo is banished!'There is no end, no limit, measure, bound,In that word's death; no words can that woe sound. Where is my father, and my mother, nurse?NurseWeeping and wailing over Tybalt's corse: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWill you go to them?"}
{"text": "He was not born to shame:Upon his brow shame is ashamed to sit;For 'tis a throne where honour may be crown'dSole monarch of the universal earth. O, what a beast was I to chide at him!NurseWill you speak well of him that kill'd your cousin?JULIETShall I speak ill of him that is my husband?Ah, poor my lord, what tongue shall smooth thy name,When I, thy three-hours wife, have mangled it?But, wherefore, villain, didst thou kill my cousin?That villain cousin would have kill'd my husband:Back, foolish tears, back to your native spring;Your tributary drops belong to woe,Which you, mistaking, offer up to joy. My husband lives, that Tybalt would have slain;And Tybalt's dead, that would have slain my husband:All this is comfort; wherefore weep I then?Some word there was, worser than Tybalt's death,That murder'd me: I would forget it fain;But, O, it presses to my memory,Like damned guilty deeds to sinners' minds:'Tybalt is dead, and Romeo--banished;'That 'banished,' that one word 'banished,'Hath slain ten thousand Tybalts. Tybalt's deathWas woe enough, if it had ended there:Or, if sour woe delights in fellowshipAnd needly will be rank'd with other griefs,Why follow'd not, when she said 'Tybalt's dead,'Thy father, or thy mother, nay, or both,Which modern lamentations might have moved?But with a rear-ward following Tybalt's death,'Romeo is banished,' to speak that word,Is father, mother, Tybalt, Romeo, Juliet,All slain, all dead. '. Romeo is banished!'There is no end, no limit, measure, bound,In that word's death; no words can that woe sound. Where is my father, and my mother, nurse?NurseWeeping and wailing over Tybalt's corse: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWill you go to them? I will bring you thither. JULIETWash they his wounds with tears: mine shall be spent,When theirs are dry, for Romeo's banishment. Take up those cords: poor ropes, you are beguiled,Both you and I; for Romeo is exiled:He made you for a highway to my bed;But I, a maid, die maiden-widowed. Come, cords, come, nurse; I'll to my wedding-bed;And death, not Romeo, take my maidenhead!NurseHie to your chamber: I'll find RomeoTo comfort you: I wot well where he is. Hark ye, your Romeo will be here at night:I'll to him; he is hid at Laurence' cell. JULIETO, find him!"}
{"text": "Tybalt's deathWas woe enough, if it had ended there:Or, if sour woe delights in fellowshipAnd needly will be rank'd with other griefs,Why follow'd not, when she said 'Tybalt's dead,'Thy father, or thy mother, nay, or both,Which modern lamentations might have moved?But with a rear-ward following Tybalt's death,'Romeo is banished,' to speak that word,Is father, mother, Tybalt, Romeo, Juliet,All slain, all dead. '. Romeo is banished!'There is no end, no limit, measure, bound,In that word's death; no words can that woe sound. Where is my father, and my mother, nurse?NurseWeeping and wailing over Tybalt's corse: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWill you go to them? I will bring you thither. JULIETWash they his wounds with tears: mine shall be spent,When theirs are dry, for Romeo's banishment. Take up those cords: poor ropes, you are beguiled,Both you and I; for Romeo is exiled:He made you for a highway to my bed;But I, a maid, die maiden-widowed. Come, cords, come, nurse; I'll to my wedding-bed;And death, not Romeo, take my maidenhead!NurseHie to your chamber: I'll find RomeoTo comfort you: I wot well where he is. Hark ye, your Romeo will be here at night:I'll to him; he is hid at Laurence' cell. JULIETO, find him! Give this ring to my true knight,And bid him come to take his last farewell. ExeuntSCENE III. Friar Laurence's cell. Enter FRIAR LAURENCEFRIAR LAURENCERomeo, come forth; come forth, thou fearful man:Affliction is enamour'd of thy parts,And thou art wedded to calamity. Enter ROMEOROMEOFather, what news?"}
{"text": "Be merciful, say 'death;'For exile hath more terror in his look,Much more than death: do not say 'banishment. 'FRIAR LAURENCEHence from Verona art thou banished:Be patient, for the world is broad and wide. ROMEOThere is no world without Verona walls,But purgatory, torture, hell itself. Hence-banished is banish'd from the world,And world's exile is death: then banished,Is death mis-term'd: calling death banishment,Thou cutt'st my head off with a golden axe,And smilest upon the stroke that murders me. FRIAR LAURENCEO deadly sin! O rude unthankfulness!Thy fault our law calls death; but the kind prince,Taking thy part, hath rush'd aside the law,And turn'd that black word death to banishment:This is dear mercy, and thou seest it not. ROMEO'Tis torture, and not mercy: heaven is here,Where Juliet lives; and every cat and dogAnd little mouse, every unworthy thing,Live here in heaven and may look on her;But Romeo may not: more validity,More honourable state, more courtship livesIn carrion-flies than Romeo: they my seizeOn the white wonder of dear Juliet's handAnd steal immortal blessing from her lips,Who even in pure and vestal modesty,Still blush, as thinking their own kisses sin;But Romeo may not; he is banished:Flies may do this, but I from this must fly:They are free men, but I am banished. And say'st thou yet that exile is not death? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMHadst thou no poison mix'd, no sharp-ground knife,No sudden mean of death, though ne'er so mean,But 'banished' to kill me?--'banished'?O friar, the damned use that word in hell;Howlings attend it: how hast thou the heart,Being a divine, a ghostly confessor,A sin-absolver, and my friend profess'd,To mangle me with that word 'banished'?FRIAR LAURENCEThou fond mad man, hear me but speak a word. ROMEOO, thou wilt speak again of banishment. FRIAR LAURENCEI'll give thee armour to keep off that word:Adversity's sweet milk, philosophy,To comfort thee, though thou art banished. ROMEOYet 'banished'? Hang up philosophy!Unless philosophy can make a Juliet,Displant a town, reverse a prince's doom,It helps not, it prevails not: talk no more. FRIAR LAURENCEO, then I see that madmen have no ears. ROMEOHow should they, when that wise men have no eyes?FRIAR LAURENCELet me dispute with thee of thy estate. ROMEOThou canst not speak of that thou dost not feel:Wert thou as young as I, Juliet thy love,An hour but married, Tybalt murdered,Doting like me and like me banished,Then mightst thou speak, then mightst thou tear thy hair,And fall upon the ground, as I do now,Taking the measure of an unmade grave. Knocking within Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFRIAR LAURENCEArise; one knocks; good Romeo, hide thyself. ROMEONot I; unless the breath of heartsick groans,Mist-like, infold me from the search of eyes. KnockingFRIAR LAURENCEHark, how they knock! Who's there?"}
{"text": "O rude unthankfulness!Thy fault our law calls death; but the kind prince,Taking thy part, hath rush'd aside the law,And turn'd that black word death to banishment:This is dear mercy, and thou seest it not. ROMEO'Tis torture, and not mercy: heaven is here,Where Juliet lives; and every cat and dogAnd little mouse, every unworthy thing,Live here in heaven and may look on her;But Romeo may not: more validity,More honourable state, more courtship livesIn carrion-flies than Romeo: they my seizeOn the white wonder of dear Juliet's handAnd steal immortal blessing from her lips,Who even in pure and vestal modesty,Still blush, as thinking their own kisses sin;But Romeo may not; he is banished:Flies may do this, but I from this must fly:They are free men, but I am banished. And say'st thou yet that exile is not death? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMHadst thou no poison mix'd, no sharp-ground knife,No sudden mean of death, though ne'er so mean,But 'banished' to kill me?--'banished'?O friar, the damned use that word in hell;Howlings attend it: how hast thou the heart,Being a divine, a ghostly confessor,A sin-absolver, and my friend profess'd,To mangle me with that word 'banished'?FRIAR LAURENCEThou fond mad man, hear me but speak a word. ROMEOO, thou wilt speak again of banishment. FRIAR LAURENCEI'll give thee armour to keep off that word:Adversity's sweet milk, philosophy,To comfort thee, though thou art banished. ROMEOYet 'banished'? Hang up philosophy!Unless philosophy can make a Juliet,Displant a town, reverse a prince's doom,It helps not, it prevails not: talk no more. FRIAR LAURENCEO, then I see that madmen have no ears. ROMEOHow should they, when that wise men have no eyes?FRIAR LAURENCELet me dispute with thee of thy estate. ROMEOThou canst not speak of that thou dost not feel:Wert thou as young as I, Juliet thy love,An hour but married, Tybalt murdered,Doting like me and like me banished,Then mightst thou speak, then mightst thou tear thy hair,And fall upon the ground, as I do now,Taking the measure of an unmade grave. Knocking within Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFRIAR LAURENCEArise; one knocks; good Romeo, hide thyself. ROMEONot I; unless the breath of heartsick groans,Mist-like, infold me from the search of eyes. KnockingFRIAR LAURENCEHark, how they knock! Who's there? Romeo, arise;Thou wilt be taken."}
{"text": "Hang up philosophy!Unless philosophy can make a Juliet,Displant a town, reverse a prince's doom,It helps not, it prevails not: talk no more. FRIAR LAURENCEO, then I see that madmen have no ears. ROMEOHow should they, when that wise men have no eyes?FRIAR LAURENCELet me dispute with thee of thy estate. ROMEOThou canst not speak of that thou dost not feel:Wert thou as young as I, Juliet thy love,An hour but married, Tybalt murdered,Doting like me and like me banished,Then mightst thou speak, then mightst thou tear thy hair,And fall upon the ground, as I do now,Taking the measure of an unmade grave. Knocking within Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFRIAR LAURENCEArise; one knocks; good Romeo, hide thyself. ROMEONot I; unless the breath of heartsick groans,Mist-like, infold me from the search of eyes. KnockingFRIAR LAURENCEHark, how they knock! Who's there? Romeo, arise;Thou wilt be taken. Stay awhile! Stand up;KnockingRun to my study. By and by! God's will,What simpleness is this! I come, I come!KnockingWho knocks so hard? Whence come you? What's your will?Nurse Within Let me come in, and you shall knowmy errand;I come from Lady Juliet. FRIAR LAURENCEWelcome, then. Enter NurseNurseO holy friar, O, tell me, holy friar,Where is my lady's lord, where's Romeo?FRIAR LAURENCEThere on the ground, with his own tears made drunk. NurseO, he is even in my mistress' case,Just in her case! O woful sympathy!Piteous predicament!"}
{"text": "Whence come you? What's your will?Nurse Within Let me come in, and you shall knowmy errand;I come from Lady Juliet. FRIAR LAURENCEWelcome, then. Enter NurseNurseO holy friar, O, tell me, holy friar,Where is my lady's lord, where's Romeo?FRIAR LAURENCEThere on the ground, with his own tears made drunk. NurseO, he is even in my mistress' case,Just in her case! O woful sympathy!Piteous predicament! Even so lies she,Blubbering and weeping, weeping and blubbering. Stand up, stand up; stand, and you be a man:For Juliet's sake, for her sake, rise and stand; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWhy should you fall into so deep an O?ROMEONurse!NurseAh sir! Ah sir! Well, death's the end of all. ROMEOSpakest thou of Juliet? How is it with her?Doth she not think me an old murderer,Now I have stain'd the childhood of our joyWith blood removed but little from her own?Where is she? And how doth she? And what saysMy conceal'd lady to our cancell'd love?NurseO, she says nothing, sir, but weeps and weeps;And now falls on her bed; and then starts up,And Tybalt calls; and then on Romeo cries,And then down falls again. ROMEOAs if that name,Shot from the deadly level of a gun,Did murder her; as that name's cursed handMurder'd her kinsman. O, tell me, friar, tell me,In what vile part of this anatomyDoth my name lodge? Tell me, that I may sackThe hateful mansion. Drawing his swordFRIAR LAURENCEHold thy desperate hand:Art thou a man? Thy form cries out thou art:Thy tears are womanish; thy wild acts denoteThe unreasonable fury of a beast:Unseemly woman in a seeming man!Or ill-beseeming beast in seeming both!Thou hast amazed me: by my holy order,I thought thy disposition better temper'd. Hast thou slain Tybalt?"}
{"text": "O, tell me, friar, tell me,In what vile part of this anatomyDoth my name lodge? Tell me, that I may sackThe hateful mansion. Drawing his swordFRIAR LAURENCEHold thy desperate hand:Art thou a man? Thy form cries out thou art:Thy tears are womanish; thy wild acts denoteThe unreasonable fury of a beast:Unseemly woman in a seeming man!Or ill-beseeming beast in seeming both!Thou hast amazed me: by my holy order,I thought thy disposition better temper'd. Hast thou slain Tybalt? Wilt thou slay thyself?And stay thy lady too that lives in thee,By doing damned hate upon thyself?Why rail'st thou on thy birth, the heaven, and earth?Since birth, and heaven, and earth, all three do meet Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIn thee at once; which thou at once wouldst lose. Fie, fie, thou shamest thy shape, thy love, thy wit;Which, like a usurer, abound'st in all,And usest none in that true use indeedWhich should bedeck thy shape, thy love, thy wit:Thy noble shape is but a form of wax,Digressing from the valour of a man;Thy dear love sworn but hollow perjury,Killing that love which thou hast vow'd to cherish;Thy wit, that ornament to shape and love,Misshapen in the conduct of them both,Like powder in a skitless soldier's flask,Is set afire by thine own ignorance,And thou dismember'd with thine own defence. What, rouse thee, man!"}
{"text": "Tell me, that I may sackThe hateful mansion. Drawing his swordFRIAR LAURENCEHold thy desperate hand:Art thou a man? Thy form cries out thou art:Thy tears are womanish; thy wild acts denoteThe unreasonable fury of a beast:Unseemly woman in a seeming man!Or ill-beseeming beast in seeming both!Thou hast amazed me: by my holy order,I thought thy disposition better temper'd. Hast thou slain Tybalt? Wilt thou slay thyself?And stay thy lady too that lives in thee,By doing damned hate upon thyself?Why rail'st thou on thy birth, the heaven, and earth?Since birth, and heaven, and earth, all three do meet Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIn thee at once; which thou at once wouldst lose. Fie, fie, thou shamest thy shape, thy love, thy wit;Which, like a usurer, abound'st in all,And usest none in that true use indeedWhich should bedeck thy shape, thy love, thy wit:Thy noble shape is but a form of wax,Digressing from the valour of a man;Thy dear love sworn but hollow perjury,Killing that love which thou hast vow'd to cherish;Thy wit, that ornament to shape and love,Misshapen in the conduct of them both,Like powder in a skitless soldier's flask,Is set afire by thine own ignorance,And thou dismember'd with thine own defence. What, rouse thee, man! Thy Juliet is alive,For whose dear sake thou wast but lately dead;There art thou happy: Tybalt would kill thee,But thou slew'st Tybalt; there are thou happy too:The law that threaten'd death becomes thy friendAnd turns it to exile; there art thou happy:A pack of blessings lights up upon thy back;Happiness courts thee in her best array;But, like a misbehaved and sullen wench,Thou pout'st upon thy fortune and thy love:Take heed, take heed, for such die miserable. Go, get thee to thy love, as was decreed,Ascend her chamber, hence and comfort her:But look thou stay not till the watch be set,For then thou canst not pass to Mantua;Where thou shalt live, till we can find a timeTo blaze your marriage, reconcile your friends,Beg pardon of the prince, and call thee backWith twenty hundred thousand times more joyThan thou went'st forth in lamentation. Go before, nurse: commend me to thy lady;And bid her hasten all the house to bed,Which heavy sorrow makes them apt unto:Romeo is coming. NurseO Lord, I could have stay'd here all the nightTo hear good counsel: O, what learning is!My lord, I'll tell my lady you will come. ROMEODo so, and bid my sweet prepare to chide. NurseHere, sir, a ring she bid me give you, sir: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMHie you, make haste, for it grows very late. ExitROMEOHow well my comfort is revived by this!FRIAR LAURENCEGo hence; good night; and here stands all your state:Either be gone before the watch be set,Or by the break of day disguised from hence:Sojourn in Mantua; I'll find out your man,And he shall signify from time to timeEvery good hap to you that chances here:Give me thy hand; 'tis late: farewell; good night. ROMEOBut that a joy past joy calls out on me,It were a grief, so brief to part with thee: Farewell. ExeuntSCENE IV."}
{"text": "Thy form cries out thou art:Thy tears are womanish; thy wild acts denoteThe unreasonable fury of a beast:Unseemly woman in a seeming man!Or ill-beseeming beast in seeming both!Thou hast amazed me: by my holy order,I thought thy disposition better temper'd. Hast thou slain Tybalt? Wilt thou slay thyself?And stay thy lady too that lives in thee,By doing damned hate upon thyself?Why rail'st thou on thy birth, the heaven, and earth?Since birth, and heaven, and earth, all three do meet Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIn thee at once; which thou at once wouldst lose. Fie, fie, thou shamest thy shape, thy love, thy wit;Which, like a usurer, abound'st in all,And usest none in that true use indeedWhich should bedeck thy shape, thy love, thy wit:Thy noble shape is but a form of wax,Digressing from the valour of a man;Thy dear love sworn but hollow perjury,Killing that love which thou hast vow'd to cherish;Thy wit, that ornament to shape and love,Misshapen in the conduct of them both,Like powder in a skitless soldier's flask,Is set afire by thine own ignorance,And thou dismember'd with thine own defence. What, rouse thee, man! Thy Juliet is alive,For whose dear sake thou wast but lately dead;There art thou happy: Tybalt would kill thee,But thou slew'st Tybalt; there are thou happy too:The law that threaten'd death becomes thy friendAnd turns it to exile; there art thou happy:A pack of blessings lights up upon thy back;Happiness courts thee in her best array;But, like a misbehaved and sullen wench,Thou pout'st upon thy fortune and thy love:Take heed, take heed, for such die miserable. Go, get thee to thy love, as was decreed,Ascend her chamber, hence and comfort her:But look thou stay not till the watch be set,For then thou canst not pass to Mantua;Where thou shalt live, till we can find a timeTo blaze your marriage, reconcile your friends,Beg pardon of the prince, and call thee backWith twenty hundred thousand times more joyThan thou went'st forth in lamentation. Go before, nurse: commend me to thy lady;And bid her hasten all the house to bed,Which heavy sorrow makes them apt unto:Romeo is coming. NurseO Lord, I could have stay'd here all the nightTo hear good counsel: O, what learning is!My lord, I'll tell my lady you will come. ROMEODo so, and bid my sweet prepare to chide. NurseHere, sir, a ring she bid me give you, sir: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMHie you, make haste, for it grows very late. ExitROMEOHow well my comfort is revived by this!FRIAR LAURENCEGo hence; good night; and here stands all your state:Either be gone before the watch be set,Or by the break of day disguised from hence:Sojourn in Mantua; I'll find out your man,And he shall signify from time to timeEvery good hap to you that chances here:Give me thy hand; 'tis late: farewell; good night. ROMEOBut that a joy past joy calls out on me,It were a grief, so brief to part with thee: Farewell. ExeuntSCENE IV. A room in Capulet's house. Enter CAPULET, LADY CAPULET, and PARISCAPULETThings have fall'n out, sir, so unluckily,That we have had no time to move our daughter:Look you, she loved her kinsman Tybalt dearly,And so did I:--Well, we were born to die. 'Tis very late, she'll not come down to-night:I promise you, but for your company,I would have been a-bed an hour ago. PARISThese times of woe afford no time to woo. Madam, good night: commend me to your daughter. LADY CAPULETI will, and know her mind early to-morrow;To-night she is mew'd up to her heaviness. CAPULETSir Paris, I will make a desperate tenderOf my child's love: I think she will be ruled Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIn all respects by me; nay, more, I doubt it not. Wife, go you to her ere you go to bed;Acquaint her here of my son Paris' love;And bid her, mark you me, on Wednesday next-But, soft!"}
{"text": "Wilt thou slay thyself?And stay thy lady too that lives in thee,By doing damned hate upon thyself?Why rail'st thou on thy birth, the heaven, and earth?Since birth, and heaven, and earth, all three do meet Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIn thee at once; which thou at once wouldst lose. Fie, fie, thou shamest thy shape, thy love, thy wit;Which, like a usurer, abound'st in all,And usest none in that true use indeedWhich should bedeck thy shape, thy love, thy wit:Thy noble shape is but a form of wax,Digressing from the valour of a man;Thy dear love sworn but hollow perjury,Killing that love which thou hast vow'd to cherish;Thy wit, that ornament to shape and love,Misshapen in the conduct of them both,Like powder in a skitless soldier's flask,Is set afire by thine own ignorance,And thou dismember'd with thine own defence. What, rouse thee, man! Thy Juliet is alive,For whose dear sake thou wast but lately dead;There art thou happy: Tybalt would kill thee,But thou slew'st Tybalt; there are thou happy too:The law that threaten'd death becomes thy friendAnd turns it to exile; there art thou happy:A pack of blessings lights up upon thy back;Happiness courts thee in her best array;But, like a misbehaved and sullen wench,Thou pout'st upon thy fortune and thy love:Take heed, take heed, for such die miserable. Go, get thee to thy love, as was decreed,Ascend her chamber, hence and comfort her:But look thou stay not till the watch be set,For then thou canst not pass to Mantua;Where thou shalt live, till we can find a timeTo blaze your marriage, reconcile your friends,Beg pardon of the prince, and call thee backWith twenty hundred thousand times more joyThan thou went'st forth in lamentation. Go before, nurse: commend me to thy lady;And bid her hasten all the house to bed,Which heavy sorrow makes them apt unto:Romeo is coming. NurseO Lord, I could have stay'd here all the nightTo hear good counsel: O, what learning is!My lord, I'll tell my lady you will come. ROMEODo so, and bid my sweet prepare to chide. NurseHere, sir, a ring she bid me give you, sir: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMHie you, make haste, for it grows very late. ExitROMEOHow well my comfort is revived by this!FRIAR LAURENCEGo hence; good night; and here stands all your state:Either be gone before the watch be set,Or by the break of day disguised from hence:Sojourn in Mantua; I'll find out your man,And he shall signify from time to timeEvery good hap to you that chances here:Give me thy hand; 'tis late: farewell; good night. ROMEOBut that a joy past joy calls out on me,It were a grief, so brief to part with thee: Farewell. ExeuntSCENE IV. A room in Capulet's house. Enter CAPULET, LADY CAPULET, and PARISCAPULETThings have fall'n out, sir, so unluckily,That we have had no time to move our daughter:Look you, she loved her kinsman Tybalt dearly,And so did I:--Well, we were born to die. 'Tis very late, she'll not come down to-night:I promise you, but for your company,I would have been a-bed an hour ago. PARISThese times of woe afford no time to woo. Madam, good night: commend me to your daughter. LADY CAPULETI will, and know her mind early to-morrow;To-night she is mew'd up to her heaviness. CAPULETSir Paris, I will make a desperate tenderOf my child's love: I think she will be ruled Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIn all respects by me; nay, more, I doubt it not. Wife, go you to her ere you go to bed;Acquaint her here of my son Paris' love;And bid her, mark you me, on Wednesday next-But, soft! What day is this?PARISMonday, my lord,CAPULETMonday!"}
{"text": "Thy Juliet is alive,For whose dear sake thou wast but lately dead;There art thou happy: Tybalt would kill thee,But thou slew'st Tybalt; there are thou happy too:The law that threaten'd death becomes thy friendAnd turns it to exile; there art thou happy:A pack of blessings lights up upon thy back;Happiness courts thee in her best array;But, like a misbehaved and sullen wench,Thou pout'st upon thy fortune and thy love:Take heed, take heed, for such die miserable. Go, get thee to thy love, as was decreed,Ascend her chamber, hence and comfort her:But look thou stay not till the watch be set,For then thou canst not pass to Mantua;Where thou shalt live, till we can find a timeTo blaze your marriage, reconcile your friends,Beg pardon of the prince, and call thee backWith twenty hundred thousand times more joyThan thou went'st forth in lamentation. Go before, nurse: commend me to thy lady;And bid her hasten all the house to bed,Which heavy sorrow makes them apt unto:Romeo is coming. NurseO Lord, I could have stay'd here all the nightTo hear good counsel: O, what learning is!My lord, I'll tell my lady you will come. ROMEODo so, and bid my sweet prepare to chide. NurseHere, sir, a ring she bid me give you, sir: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMHie you, make haste, for it grows very late. ExitROMEOHow well my comfort is revived by this!FRIAR LAURENCEGo hence; good night; and here stands all your state:Either be gone before the watch be set,Or by the break of day disguised from hence:Sojourn in Mantua; I'll find out your man,And he shall signify from time to timeEvery good hap to you that chances here:Give me thy hand; 'tis late: farewell; good night. ROMEOBut that a joy past joy calls out on me,It were a grief, so brief to part with thee: Farewell. ExeuntSCENE IV. A room in Capulet's house. Enter CAPULET, LADY CAPULET, and PARISCAPULETThings have fall'n out, sir, so unluckily,That we have had no time to move our daughter:Look you, she loved her kinsman Tybalt dearly,And so did I:--Well, we were born to die. 'Tis very late, she'll not come down to-night:I promise you, but for your company,I would have been a-bed an hour ago. PARISThese times of woe afford no time to woo. Madam, good night: commend me to your daughter. LADY CAPULETI will, and know her mind early to-morrow;To-night she is mew'd up to her heaviness. CAPULETSir Paris, I will make a desperate tenderOf my child's love: I think she will be ruled Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMIn all respects by me; nay, more, I doubt it not. Wife, go you to her ere you go to bed;Acquaint her here of my son Paris' love;And bid her, mark you me, on Wednesday next-But, soft! What day is this?PARISMonday, my lord,CAPULETMonday! Ha, ha!"}
{"text": "Juliet wills it so. How is't, my soul? Let's talk; it is not day. JULIETIt is, it is: hie hence, be gone, away!It is the lark that sings so out of tune,Straining harsh discords and unpleasing sharps. Some say the lark makes sweet division;This doth not so, for she divideth us:Some say the lark and loathed toad change eyes,O, now I would they had changed voices too!Since arm from arm that voice doth us affray,Hunting thee hence with hunt's-up to the day,O, now be gone; more light and light it grows. ROMEOMore light and light; more dark and dark our woes!Enter Nurse, to the chamberNurseMadam!JULIETNurse? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMNurseYour lady mother is coming to your chamber:The day is broke; be wary, look about. ExitJULIETThen, window, let day in, and let life out. ROMEOFarewell, farewell! One kiss, and I'll descend. He goeth downJULIETArt thou gone so? Love, lord, ay, husband, friend!I must hear from thee every day in the hour,For in a minute there are many days:O, by this count I shall be much in yearsEre I again behold my Romeo!ROMEOFarewell!I will omit no opportunityThat may convey my greetings, love, to thee. JULIETO think'st thou we shall ever meet again?ROMEOI doubt it not; and all these woes shall serveFor sweet discourses in our time to come. JULIETO God, I have an ill-divining soul!Methinks I see thee, now thou art below,As one dead in the bottom of a tomb:Either my eyesight fails, or thou look'st pale. ROMEOAnd trust me, love, in my eye so do you:Dry sorrow drinks our blood. Adieu, adieu!Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETO fortune, fortune!"}
{"text": "One kiss, and I'll descend. He goeth downJULIETArt thou gone so? Love, lord, ay, husband, friend!I must hear from thee every day in the hour,For in a minute there are many days:O, by this count I shall be much in yearsEre I again behold my Romeo!ROMEOFarewell!I will omit no opportunityThat may convey my greetings, love, to thee. JULIETO think'st thou we shall ever meet again?ROMEOI doubt it not; and all these woes shall serveFor sweet discourses in our time to come. JULIETO God, I have an ill-divining soul!Methinks I see thee, now thou art below,As one dead in the bottom of a tomb:Either my eyesight fails, or thou look'st pale. ROMEOAnd trust me, love, in my eye so do you:Dry sorrow drinks our blood. Adieu, adieu!Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETO fortune, fortune! All men call thee fickle:If thou art fickle, what dost thou with him. That is renown'd for faith? Be fickle, fortune;For then, I hope, thou wilt not keep him long,But send him back. LADY CAPULET Within Ho, daughter! Are you up?JULIETWho is't that calls?"}
{"text": "All men call thee fickle:If thou art fickle, what dost thou with him. That is renown'd for faith? Be fickle, fortune;For then, I hope, thou wilt not keep him long,But send him back. LADY CAPULET Within Ho, daughter! Are you up?JULIETWho is't that calls? Is it my lady mother?Is she not down so late, or up so early?What unaccustom'd cause procures her hither?Enter LADY CAPULETLADY CAPULETWhy, how now, Juliet!JULIETMadam, I am not well. LADY CAPULETEvermore weeping for your cousin's death?What, wilt thou wash him from his grave with tears?An if thou couldst, thou couldst not make him live;Therefore, have done: some grief shows much of love;But much of grief shows still some want of wit. JULIETYet let me weep for such a feeling loss. LADY CAPULETSo shall you feel the loss, but not the friendWhich you weep for. JULIETFeeling so the loss,Cannot choose but ever weep the friend. LADY CAPULETWell, girl, thou weep'st not so much for his death,As that the villain lives which slaughter'd him. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETWhat villain madam?LADY CAPULETThat same villain, Romeo. JULIET Aside Villain and he be many miles asunder.-God Pardon him! I do, with all my heart;And yet no man like he doth grieve my heart. LADY CAPULETThat is, because the traitor murderer lives. JULIETAy, madam, from the reach of these my hands:Would none but I might venge my cousin's death!LADY CAPULETWe will have vengeance for it, fear thou not:Then weep no more."}
{"text": "Are you up?JULIETWho is't that calls? Is it my lady mother?Is she not down so late, or up so early?What unaccustom'd cause procures her hither?Enter LADY CAPULETLADY CAPULETWhy, how now, Juliet!JULIETMadam, I am not well. LADY CAPULETEvermore weeping for your cousin's death?What, wilt thou wash him from his grave with tears?An if thou couldst, thou couldst not make him live;Therefore, have done: some grief shows much of love;But much of grief shows still some want of wit. JULIETYet let me weep for such a feeling loss. LADY CAPULETSo shall you feel the loss, but not the friendWhich you weep for. JULIETFeeling so the loss,Cannot choose but ever weep the friend. LADY CAPULETWell, girl, thou weep'st not so much for his death,As that the villain lives which slaughter'd him. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETWhat villain madam?LADY CAPULETThat same villain, Romeo. JULIET Aside Villain and he be many miles asunder.-God Pardon him! I do, with all my heart;And yet no man like he doth grieve my heart. LADY CAPULETThat is, because the traitor murderer lives. JULIETAy, madam, from the reach of these my hands:Would none but I might venge my cousin's death!LADY CAPULETWe will have vengeance for it, fear thou not:Then weep no more. I'll send to one in Mantua,Where that same banish'd runagate doth live,Shall give him such an unaccustom'd dram,That he shall soon keep Tybalt company:And then, I hope, thou wilt be satisfied. JULIETIndeed, I never shall be satisfiedWith Romeo, till I behold him--dead-Is my poor heart for a kinsman vex'd. Madam, if you could find out but a manTo bear a poison, I would temper it;That Romeo should, upon receipt thereof,Soon sleep in quiet."}
{"text": "Is it my lady mother?Is she not down so late, or up so early?What unaccustom'd cause procures her hither?Enter LADY CAPULETLADY CAPULETWhy, how now, Juliet!JULIETMadam, I am not well. LADY CAPULETEvermore weeping for your cousin's death?What, wilt thou wash him from his grave with tears?An if thou couldst, thou couldst not make him live;Therefore, have done: some grief shows much of love;But much of grief shows still some want of wit. JULIETYet let me weep for such a feeling loss. LADY CAPULETSo shall you feel the loss, but not the friendWhich you weep for. JULIETFeeling so the loss,Cannot choose but ever weep the friend. LADY CAPULETWell, girl, thou weep'st not so much for his death,As that the villain lives which slaughter'd him. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETWhat villain madam?LADY CAPULETThat same villain, Romeo. JULIET Aside Villain and he be many miles asunder.-God Pardon him! I do, with all my heart;And yet no man like he doth grieve my heart. LADY CAPULETThat is, because the traitor murderer lives. JULIETAy, madam, from the reach of these my hands:Would none but I might venge my cousin's death!LADY CAPULETWe will have vengeance for it, fear thou not:Then weep no more. I'll send to one in Mantua,Where that same banish'd runagate doth live,Shall give him such an unaccustom'd dram,That he shall soon keep Tybalt company:And then, I hope, thou wilt be satisfied. JULIETIndeed, I never shall be satisfiedWith Romeo, till I behold him--dead-Is my poor heart for a kinsman vex'd. Madam, if you could find out but a manTo bear a poison, I would temper it;That Romeo should, upon receipt thereof,Soon sleep in quiet. O, how my heart abhorsTo hear him named, and cannot come to him. To wreak the love I bore my cousinUpon his body that slaughter'd him!LADY CAPULETFind thou the means, and I'll find such a man. But now I'll tell thee joyful tidings, girl. JULIETAnd joy comes well in such a needy time:What are they, I beseech your ladyship? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMLADY CAPULETWell, well, thou hast a careful father, child;One who, to put thee from thy heaviness,Hath sorted out a sudden day of joy,That thou expect'st not nor I look'd not for. JULIETMadam, in happy time, what day is that?LADY CAPULETMarry, my child, early next Thursday morn,The gallant, young and noble gentleman,The County Paris, at Saint Peter's Church,Shall happily make thee there a joyful bride. JULIETNow, by Saint Peter's Church and Peter too,He shall not make me there a joyful bride. I wonder at this haste; that I must wedEre he, that should be husband, comes to woo. I pray you, tell my lord and father, madam,I will not marry yet; and, when I do, I swear,It shall be Romeo, whom you know I hate,Rather than Paris."}
{"text": "I do, with all my heart;And yet no man like he doth grieve my heart. LADY CAPULETThat is, because the traitor murderer lives. JULIETAy, madam, from the reach of these my hands:Would none but I might venge my cousin's death!LADY CAPULETWe will have vengeance for it, fear thou not:Then weep no more. I'll send to one in Mantua,Where that same banish'd runagate doth live,Shall give him such an unaccustom'd dram,That he shall soon keep Tybalt company:And then, I hope, thou wilt be satisfied. JULIETIndeed, I never shall be satisfiedWith Romeo, till I behold him--dead-Is my poor heart for a kinsman vex'd. Madam, if you could find out but a manTo bear a poison, I would temper it;That Romeo should, upon receipt thereof,Soon sleep in quiet. O, how my heart abhorsTo hear him named, and cannot come to him. To wreak the love I bore my cousinUpon his body that slaughter'd him!LADY CAPULETFind thou the means, and I'll find such a man. But now I'll tell thee joyful tidings, girl. JULIETAnd joy comes well in such a needy time:What are they, I beseech your ladyship? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMLADY CAPULETWell, well, thou hast a careful father, child;One who, to put thee from thy heaviness,Hath sorted out a sudden day of joy,That thou expect'st not nor I look'd not for. JULIETMadam, in happy time, what day is that?LADY CAPULETMarry, my child, early next Thursday morn,The gallant, young and noble gentleman,The County Paris, at Saint Peter's Church,Shall happily make thee there a joyful bride. JULIETNow, by Saint Peter's Church and Peter too,He shall not make me there a joyful bride. I wonder at this haste; that I must wedEre he, that should be husband, comes to woo. I pray you, tell my lord and father, madam,I will not marry yet; and, when I do, I swear,It shall be Romeo, whom you know I hate,Rather than Paris. These are news indeed!LADY CAPULETHere comes your father; tell him so yourself,And see how he will take it at your hands. Enter CAPULET and NurseCAPULETWhen the sun sets, the air doth drizzle dew;But for the sunset of my brother's sonIt rains downright. How now!"}
{"text": "I'll send to one in Mantua,Where that same banish'd runagate doth live,Shall give him such an unaccustom'd dram,That he shall soon keep Tybalt company:And then, I hope, thou wilt be satisfied. JULIETIndeed, I never shall be satisfiedWith Romeo, till I behold him--dead-Is my poor heart for a kinsman vex'd. Madam, if you could find out but a manTo bear a poison, I would temper it;That Romeo should, upon receipt thereof,Soon sleep in quiet. O, how my heart abhorsTo hear him named, and cannot come to him. To wreak the love I bore my cousinUpon his body that slaughter'd him!LADY CAPULETFind thou the means, and I'll find such a man. But now I'll tell thee joyful tidings, girl. JULIETAnd joy comes well in such a needy time:What are they, I beseech your ladyship? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMLADY CAPULETWell, well, thou hast a careful father, child;One who, to put thee from thy heaviness,Hath sorted out a sudden day of joy,That thou expect'st not nor I look'd not for. JULIETMadam, in happy time, what day is that?LADY CAPULETMarry, my child, early next Thursday morn,The gallant, young and noble gentleman,The County Paris, at Saint Peter's Church,Shall happily make thee there a joyful bride. JULIETNow, by Saint Peter's Church and Peter too,He shall not make me there a joyful bride. I wonder at this haste; that I must wedEre he, that should be husband, comes to woo. I pray you, tell my lord and father, madam,I will not marry yet; and, when I do, I swear,It shall be Romeo, whom you know I hate,Rather than Paris. These are news indeed!LADY CAPULETHere comes your father; tell him so yourself,And see how he will take it at your hands. Enter CAPULET and NurseCAPULETWhen the sun sets, the air doth drizzle dew;But for the sunset of my brother's sonIt rains downright. How now! A conduit, girl?"}
{"text": "O, how my heart abhorsTo hear him named, and cannot come to him. To wreak the love I bore my cousinUpon his body that slaughter'd him!LADY CAPULETFind thou the means, and I'll find such a man. But now I'll tell thee joyful tidings, girl. JULIETAnd joy comes well in such a needy time:What are they, I beseech your ladyship? Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMLADY CAPULETWell, well, thou hast a careful father, child;One who, to put thee from thy heaviness,Hath sorted out a sudden day of joy,That thou expect'st not nor I look'd not for. JULIETMadam, in happy time, what day is that?LADY CAPULETMarry, my child, early next Thursday morn,The gallant, young and noble gentleman,The County Paris, at Saint Peter's Church,Shall happily make thee there a joyful bride. JULIETNow, by Saint Peter's Church and Peter too,He shall not make me there a joyful bride. I wonder at this haste; that I must wedEre he, that should be husband, comes to woo. I pray you, tell my lord and father, madam,I will not marry yet; and, when I do, I swear,It shall be Romeo, whom you know I hate,Rather than Paris. These are news indeed!LADY CAPULETHere comes your father; tell him so yourself,And see how he will take it at your hands. Enter CAPULET and NurseCAPULETWhen the sun sets, the air doth drizzle dew;But for the sunset of my brother's sonIt rains downright. How now! A conduit, girl? What, still in tears?Evermore showering? In one little bodyThou counterfeit'st a bark, a sea, a wind;For still thy eyes, which I may call the sea,Do ebb and flow with tears; the bark thy body is,Sailing in this salt flood; the winds, thy sighs;Who, raging with thy tears, and they with them,Without a sudden calm, will oversetThy tempest-tossed body."}
{"text": "A conduit, girl? What, still in tears?Evermore showering? In one little bodyThou counterfeit'st a bark, a sea, a wind;For still thy eyes, which I may call the sea,Do ebb and flow with tears; the bark thy body is,Sailing in this salt flood; the winds, thy sighs;Who, raging with thy tears, and they with them,Without a sudden calm, will oversetThy tempest-tossed body. How now, wife!Have you deliver'd to her our decree?LADY CAPULET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAy, sir; but she will none, she gives you thanks. I would the fool were married to her grave!CAPULETSoft! Take me with you, take me with you, wife. How! Will she none? Doth she not give us thanks?Is she not proud? Doth she not count her blest,Unworthy as she is, that we have wroughtSo worthy a gentleman to be her bridegroom?JULIETNot proud, you have; but thankful, that you have:Proud can I never be of what I hate;But thankful even for hate, that is meant love. CAPULETHow now, how now, chop-logic! What is this?'Proud,' and 'I thank you,' and 'I thank you not;'And yet 'not proud,' mistress minion, you,Thank me no thankings, nor, proud me no prouds,But fettle your fine joints 'gainst Thursday next,To go with Paris to Saint Peter's Church,Or I will drag thee on a hurdle thither. Out, you green-sickness carrion! Out, you baggage!You tallow-face!LADY CAPULETFie, fie! What, are you mad?JULIETGood father, I beseech you on my knees,Hear me with patience but to speak a word. CAPULETHang thee, young baggage! Disobedient wretch!I tell thee what: get thee to church o' Thursday,Or never after look me in the face:Speak not, reply not, do not answer me;My fingers itch."}
{"text": "Out, you baggage!You tallow-face!LADY CAPULETFie, fie! What, are you mad?JULIETGood father, I beseech you on my knees,Hear me with patience but to speak a word. CAPULETHang thee, young baggage! Disobedient wretch!I tell thee what: get thee to church o' Thursday,Or never after look me in the face:Speak not, reply not, do not answer me;My fingers itch. Wife, we scarce thought us blestThat God had lent us but this only child;But now I see this one is one too much,And that we have a curse in having her:Out on her, hilding!NurseGod in heaven bless her! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYou are to blame, my lord, to rate her so. CAPULETAnd why, my lady wisdom? Hold your tongue,Good prudence; smatter with your gossips, go. NurseI speak no treason. CAPULETO, God ye god-den. NurseMay not one speak?CAPULETPeace, you mumbling fool!Utter your gravity o'er a gossip's bowl;For here we need it not. LADY CAPULETYou are too hot. CAPULETGod's bread!"}
{"text": "Disobedient wretch!I tell thee what: get thee to church o' Thursday,Or never after look me in the face:Speak not, reply not, do not answer me;My fingers itch. Wife, we scarce thought us blestThat God had lent us but this only child;But now I see this one is one too much,And that we have a curse in having her:Out on her, hilding!NurseGod in heaven bless her! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYou are to blame, my lord, to rate her so. CAPULETAnd why, my lady wisdom? Hold your tongue,Good prudence; smatter with your gossips, go. NurseI speak no treason. CAPULETO, God ye god-den. NurseMay not one speak?CAPULETPeace, you mumbling fool!Utter your gravity o'er a gossip's bowl;For here we need it not. LADY CAPULETYou are too hot. CAPULETGod's bread! It makes me mad:Day, night, hour, tide, time, work, play,Alone, in company, still my care hath beenTo have her match'd: and having now providedA gentleman of noble parentage,Of fair demesnes, youthful, and nobly train'd,Stuff'd, as they say, with honourable parts,Proportion'd as one's thought would wish a man;And then to have a wretched puling fool,A whining mammet, in her fortune's tender,To answer 'I'll not wed; I cannot love,I am too young; I pray you, pardon me. 'But, as you will not wed, I'll pardon you:Graze where you will you shall not house with me:Look to't, think on't, I do not use to jest. Thursday is near; lay hand on heart, advise:An you be mine, I'll give you to my friend;And you be not, hang, beg, starve, die inthe streets,For, by my soul, I'll ne'er acknowledge thee,Nor what is mine shall never do thee good:Trust to't, bethink you; I'll not be forsworn. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMExitJULIETIs there no pity sitting in the clouds,That sees into the bottom of my grief?O, sweet my mother, cast me not away!Delay this marriage for a month, a week;Or, if you do not, make the bridal bedIn that dim monument where Tybalt lies. LADY CAPULETTalk not to me, for I'll not speak a word:Do as thou wilt, for I have done with thee. ExitJULIETO God!--O nurse, how shall this be prevented?My husband is on earth, my faith in heaven;How shall that faith return again to earth,Unless that husband send it me from heavenBy leaving earth?"}
{"text": "Wife, we scarce thought us blestThat God had lent us but this only child;But now I see this one is one too much,And that we have a curse in having her:Out on her, hilding!NurseGod in heaven bless her! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYou are to blame, my lord, to rate her so. CAPULETAnd why, my lady wisdom? Hold your tongue,Good prudence; smatter with your gossips, go. NurseI speak no treason. CAPULETO, God ye god-den. NurseMay not one speak?CAPULETPeace, you mumbling fool!Utter your gravity o'er a gossip's bowl;For here we need it not. LADY CAPULETYou are too hot. CAPULETGod's bread! It makes me mad:Day, night, hour, tide, time, work, play,Alone, in company, still my care hath beenTo have her match'd: and having now providedA gentleman of noble parentage,Of fair demesnes, youthful, and nobly train'd,Stuff'd, as they say, with honourable parts,Proportion'd as one's thought would wish a man;And then to have a wretched puling fool,A whining mammet, in her fortune's tender,To answer 'I'll not wed; I cannot love,I am too young; I pray you, pardon me. 'But, as you will not wed, I'll pardon you:Graze where you will you shall not house with me:Look to't, think on't, I do not use to jest. Thursday is near; lay hand on heart, advise:An you be mine, I'll give you to my friend;And you be not, hang, beg, starve, die inthe streets,For, by my soul, I'll ne'er acknowledge thee,Nor what is mine shall never do thee good:Trust to't, bethink you; I'll not be forsworn. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMExitJULIETIs there no pity sitting in the clouds,That sees into the bottom of my grief?O, sweet my mother, cast me not away!Delay this marriage for a month, a week;Or, if you do not, make the bridal bedIn that dim monument where Tybalt lies. LADY CAPULETTalk not to me, for I'll not speak a word:Do as thou wilt, for I have done with thee. ExitJULIETO God!--O nurse, how shall this be prevented?My husband is on earth, my faith in heaven;How shall that faith return again to earth,Unless that husband send it me from heavenBy leaving earth? Comfort me, counsel me. Alack, alack, that heaven should practise stratagemsUpon so soft a subject as myself!What say'st thou?"}
{"text": "Hold your tongue,Good prudence; smatter with your gossips, go. NurseI speak no treason. CAPULETO, God ye god-den. NurseMay not one speak?CAPULETPeace, you mumbling fool!Utter your gravity o'er a gossip's bowl;For here we need it not. LADY CAPULETYou are too hot. CAPULETGod's bread! It makes me mad:Day, night, hour, tide, time, work, play,Alone, in company, still my care hath beenTo have her match'd: and having now providedA gentleman of noble parentage,Of fair demesnes, youthful, and nobly train'd,Stuff'd, as they say, with honourable parts,Proportion'd as one's thought would wish a man;And then to have a wretched puling fool,A whining mammet, in her fortune's tender,To answer 'I'll not wed; I cannot love,I am too young; I pray you, pardon me. 'But, as you will not wed, I'll pardon you:Graze where you will you shall not house with me:Look to't, think on't, I do not use to jest. Thursday is near; lay hand on heart, advise:An you be mine, I'll give you to my friend;And you be not, hang, beg, starve, die inthe streets,For, by my soul, I'll ne'er acknowledge thee,Nor what is mine shall never do thee good:Trust to't, bethink you; I'll not be forsworn. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMExitJULIETIs there no pity sitting in the clouds,That sees into the bottom of my grief?O, sweet my mother, cast me not away!Delay this marriage for a month, a week;Or, if you do not, make the bridal bedIn that dim monument where Tybalt lies. LADY CAPULETTalk not to me, for I'll not speak a word:Do as thou wilt, for I have done with thee. ExitJULIETO God!--O nurse, how shall this be prevented?My husband is on earth, my faith in heaven;How shall that faith return again to earth,Unless that husband send it me from heavenBy leaving earth? Comfort me, counsel me. Alack, alack, that heaven should practise stratagemsUpon so soft a subject as myself!What say'st thou? Hast thou not a word of joy?Some comfort, nurse. NurseFaith, here it is. Romeo is banish'd; and all the world to nothing,That he dares ne'er come back to challenge you;Or, if he do, it needs must be by stealth. Then, since the case so stands as now it doth,I think it best you married with the county. O, he's a lovely gentleman!Romeo's a dishclout to him: an eagle, madam,Hath not so green, so quick, so fair an eyeAs Paris hath."}
{"text": "It makes me mad:Day, night, hour, tide, time, work, play,Alone, in company, still my care hath beenTo have her match'd: and having now providedA gentleman of noble parentage,Of fair demesnes, youthful, and nobly train'd,Stuff'd, as they say, with honourable parts,Proportion'd as one's thought would wish a man;And then to have a wretched puling fool,A whining mammet, in her fortune's tender,To answer 'I'll not wed; I cannot love,I am too young; I pray you, pardon me. 'But, as you will not wed, I'll pardon you:Graze where you will you shall not house with me:Look to't, think on't, I do not use to jest. Thursday is near; lay hand on heart, advise:An you be mine, I'll give you to my friend;And you be not, hang, beg, starve, die inthe streets,For, by my soul, I'll ne'er acknowledge thee,Nor what is mine shall never do thee good:Trust to't, bethink you; I'll not be forsworn. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMExitJULIETIs there no pity sitting in the clouds,That sees into the bottom of my grief?O, sweet my mother, cast me not away!Delay this marriage for a month, a week;Or, if you do not, make the bridal bedIn that dim monument where Tybalt lies. LADY CAPULETTalk not to me, for I'll not speak a word:Do as thou wilt, for I have done with thee. ExitJULIETO God!--O nurse, how shall this be prevented?My husband is on earth, my faith in heaven;How shall that faith return again to earth,Unless that husband send it me from heavenBy leaving earth? Comfort me, counsel me. Alack, alack, that heaven should practise stratagemsUpon so soft a subject as myself!What say'st thou? Hast thou not a word of joy?Some comfort, nurse. NurseFaith, here it is. Romeo is banish'd; and all the world to nothing,That he dares ne'er come back to challenge you;Or, if he do, it needs must be by stealth. Then, since the case so stands as now it doth,I think it best you married with the county. O, he's a lovely gentleman!Romeo's a dishclout to him: an eagle, madam,Hath not so green, so quick, so fair an eyeAs Paris hath. Beshrew my very heart,I think you are happy in this second match,For it excels your first: or if it did not,Your first is dead; or 'twere as good he were,As living here and you no use of him. JULIETSpeakest thou from thy heart?Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd from my soul too;Or else beshrew them both. JULIETAmen!NurseWhat?JULIETWell, thou hast comforted me marvellous much. Go in: and tell my lady I am gone,Having displeased my father, to Laurence' cell,To make confession and to be absolved. NurseMarry, I will; and this is wisely done. ExitJULIETAncient damnation!"}
{"text": "Comfort me, counsel me. Alack, alack, that heaven should practise stratagemsUpon so soft a subject as myself!What say'st thou? Hast thou not a word of joy?Some comfort, nurse. NurseFaith, here it is. Romeo is banish'd; and all the world to nothing,That he dares ne'er come back to challenge you;Or, if he do, it needs must be by stealth. Then, since the case so stands as now it doth,I think it best you married with the county. O, he's a lovely gentleman!Romeo's a dishclout to him: an eagle, madam,Hath not so green, so quick, so fair an eyeAs Paris hath. Beshrew my very heart,I think you are happy in this second match,For it excels your first: or if it did not,Your first is dead; or 'twere as good he were,As living here and you no use of him. JULIETSpeakest thou from thy heart?Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd from my soul too;Or else beshrew them both. JULIETAmen!NurseWhat?JULIETWell, thou hast comforted me marvellous much. Go in: and tell my lady I am gone,Having displeased my father, to Laurence' cell,To make confession and to be absolved. NurseMarry, I will; and this is wisely done. ExitJULIETAncient damnation! O most wicked fiend!Is it more sin to wish me thus forsworn,Or to dispraise my lord with that same tongueWhich she hath praised him with above compareSo many thousand times? Go, counsellor;Thou and my bosom henceforth shall be twain. I'll to the friar, to know his remedy:If all else fail, myself have power to die. ExitACT IVSCENE I. Friar Laurence's cell. Enter FRIAR LAURENCE and PARISFRIAR LAURENCEOn Thursday, sir?"}
{"text": "O most wicked fiend!Is it more sin to wish me thus forsworn,Or to dispraise my lord with that same tongueWhich she hath praised him with above compareSo many thousand times? Go, counsellor;Thou and my bosom henceforth shall be twain. I'll to the friar, to know his remedy:If all else fail, myself have power to die. ExitACT IVSCENE I. Friar Laurence's cell. Enter FRIAR LAURENCE and PARISFRIAR LAURENCEOn Thursday, sir? The time is very short. PARISMy father Capulet will have it so;And I am nothing slow to slack his haste. FRIAR LAURENCE Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYou say you do not know the lady's mind:Uneven is the course, I like it not. PARISImmoderately she weeps for Tybalt's death,And therefore have I little talk'd of love;For Venus smiles not in a house of tears. Now, sir, her father counts it dangerousThat she doth give her sorrow so much sway,And in his wisdom hastes our marriage,To stop the inundation of her tears;Which, too much minded by herself alone,May be put from her by society:Now do you know the reason of this haste. FRIAR LAURENCE Aside I would I knew not why it should be slow'd. Look, sir, here comes the lady towards my cell. Enter JULIETPARISHappily met, my lady and my wife!JULIETThat may be, sir, when I may be a wife. PARISThat may be must be, love, on Thursday next. JULIETWhat must be shall be. FRIAR LAURENCEThat's a certain text. PARISCome you to make confession to this father?JULIETTo answer that, I should confess to you. PARISDo not deny to him that you love me. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETI will confess to you that I love him. PARISSo will ye, I am sure, that you love me. JULIETIf I do so, it will be of more price,Being spoke behind your back, than to your face. PARISPoor soul, thy face is much abused with tears. JULIETThe tears have got small victory by that;For it was bad enough before their spite. PARISThou wrong'st it, more than tears, with that report. JULIETThat is no slander, sir, which is a truth;And what I spake, I spake it to my face. PARISThy face is mine, and thou hast slander'd it. JULIETIt may be so, for it is not mine own. Are you at leisure, holy father, now;Or shall I come to you at evening mass?FRIAR LAURENCEMy leisure serves me, pensive daughter, now. My lord, we must entreat the time alone. PARISGod shield I should disturb devotion!Juliet, on Thursday early will I rouse ye:Till then, adieu; and keep this holy kiss. Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETO shut the door!"}
{"text": "Go, counsellor;Thou and my bosom henceforth shall be twain. I'll to the friar, to know his remedy:If all else fail, myself have power to die. ExitACT IVSCENE I. Friar Laurence's cell. Enter FRIAR LAURENCE and PARISFRIAR LAURENCEOn Thursday, sir? The time is very short. PARISMy father Capulet will have it so;And I am nothing slow to slack his haste. FRIAR LAURENCE Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYou say you do not know the lady's mind:Uneven is the course, I like it not. PARISImmoderately she weeps for Tybalt's death,And therefore have I little talk'd of love;For Venus smiles not in a house of tears. Now, sir, her father counts it dangerousThat she doth give her sorrow so much sway,And in his wisdom hastes our marriage,To stop the inundation of her tears;Which, too much minded by herself alone,May be put from her by society:Now do you know the reason of this haste. FRIAR LAURENCE Aside I would I knew not why it should be slow'd. Look, sir, here comes the lady towards my cell. Enter JULIETPARISHappily met, my lady and my wife!JULIETThat may be, sir, when I may be a wife. PARISThat may be must be, love, on Thursday next. JULIETWhat must be shall be. FRIAR LAURENCEThat's a certain text. PARISCome you to make confession to this father?JULIETTo answer that, I should confess to you. PARISDo not deny to him that you love me. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETI will confess to you that I love him. PARISSo will ye, I am sure, that you love me. JULIETIf I do so, it will be of more price,Being spoke behind your back, than to your face. PARISPoor soul, thy face is much abused with tears. JULIETThe tears have got small victory by that;For it was bad enough before their spite. PARISThou wrong'st it, more than tears, with that report. JULIETThat is no slander, sir, which is a truth;And what I spake, I spake it to my face. PARISThy face is mine, and thou hast slander'd it. JULIETIt may be so, for it is not mine own. Are you at leisure, holy father, now;Or shall I come to you at evening mass?FRIAR LAURENCEMy leisure serves me, pensive daughter, now. My lord, we must entreat the time alone. PARISGod shield I should disturb devotion!Juliet, on Thursday early will I rouse ye:Till then, adieu; and keep this holy kiss. Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETO shut the door! And when thou hast done so,Come weep with me; past hope, past cure, past help!FRIAR LAURENCEAh, Juliet, I already know thy grief;It strains me past the compass of my wits:I hear thou must, and nothing may prorogue it,On Thursday next be married to this county. JULIETTell me not, friar, that thou hear'st of this,Unless thou tell me how I may prevent it:If, in thy wisdom, thou canst give no help,Do thou but call my resolution wise,And with this knife I'll help it presently. God join'd my heart and Romeo's, thou our hands;And ere this hand, by thee to Romeo seal'd,Shall be the label to another deed,Or my true heart with treacherous revoltTurn to another, this shall slay them both:Therefore, out of thy long-experienced time,Give me some present counsel, or, behold,'Twixt my extremes and me this bloody knifeShall play the umpire, arbitrating thatWhich the commission of thy years and artCould to no issue of true honour bring. Be not so long to speak; I long to die,If what thou speak'st speak not of remedy. FRIAR LAURENCEHold, daughter: I do spy a kind of hope,Which craves as desperate an execution. As that is desperate which we would prevent. If, rather than to marry County Paris,Thou hast the strength of will to slay thyself,Then is it likely thou wilt undertakeA thing like death to chide away this shame,That copest with death himself to scape from it:And, if thou darest, I'll give thee remedy. JULIETO, bid me leap, rather than marry Paris,From off the battlements of yonder tower;Or walk in thievish ways; or bid me lurkWhere serpents are; chain me with roaring bears;Or shut me nightly in a charnel-house,O'er-cover'd quite with dead men's rattling bones, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWith reeky shanks and yellow chapless skulls;Or bid me go into a new-made graveAnd hide me with a dead man in his shroud;Things that, to hear them told, have made me tremble;And I will do it without fear or doubt,To live an unstain'd wife to my sweet love. FRIAR LAURENCEHold, then; go home, be merry, give consentTo marry Paris: Wednesday is to-morrow:To-morrow night look that thou lie alone;Let not thy nurse lie with thee in thy chamber:Take thou this vial, being then in bed,And this distilled liquor drink thou off;When presently through all thy veins shall runA cold and drowsy humour, for no pulseShall keep his native progress, but surcease:No warmth, no breath, shall testify thou livest;The roses in thy lips and cheeks shall fadeTo paly ashes, thy eyes' windows fall,Like death, when he shuts up the day of life;Each part, deprived of supple government,Shall, stiff and stark and cold, appear like death:And in this borrow'd likeness of shrunk deathThou shalt continue two and forty hours,And then awake as from a pleasant sleep. Now, when the bridegroom in the morning comesTo rouse thee from thy bed, there art thou dead:Then, as the manner of our country is,In thy best robes uncover'd on the bierThou shalt be borne to that same ancient vaultWhere all the kindred of the Capulets lie. In the mean time, against thou shalt awake,Shall Romeo by my letters know our drift,And hither shall he come: and he and IWill watch thy waking, and that very nightShall Romeo bear thee hence to Mantua. And this shall free thee from this present shame;If no inconstant toy, nor womanish fear,Abate thy valour in the acting it. JULIETGive me, give me!"}
{"text": "Friar Laurence's cell. Enter FRIAR LAURENCE and PARISFRIAR LAURENCEOn Thursday, sir? The time is very short. PARISMy father Capulet will have it so;And I am nothing slow to slack his haste. FRIAR LAURENCE Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYou say you do not know the lady's mind:Uneven is the course, I like it not. PARISImmoderately she weeps for Tybalt's death,And therefore have I little talk'd of love;For Venus smiles not in a house of tears. Now, sir, her father counts it dangerousThat she doth give her sorrow so much sway,And in his wisdom hastes our marriage,To stop the inundation of her tears;Which, too much minded by herself alone,May be put from her by society:Now do you know the reason of this haste. FRIAR LAURENCE Aside I would I knew not why it should be slow'd. Look, sir, here comes the lady towards my cell. Enter JULIETPARISHappily met, my lady and my wife!JULIETThat may be, sir, when I may be a wife. PARISThat may be must be, love, on Thursday next. JULIETWhat must be shall be. FRIAR LAURENCEThat's a certain text. PARISCome you to make confession to this father?JULIETTo answer that, I should confess to you. PARISDo not deny to him that you love me. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETI will confess to you that I love him. PARISSo will ye, I am sure, that you love me. JULIETIf I do so, it will be of more price,Being spoke behind your back, than to your face. PARISPoor soul, thy face is much abused with tears. JULIETThe tears have got small victory by that;For it was bad enough before their spite. PARISThou wrong'st it, more than tears, with that report. JULIETThat is no slander, sir, which is a truth;And what I spake, I spake it to my face. PARISThy face is mine, and thou hast slander'd it. JULIETIt may be so, for it is not mine own. Are you at leisure, holy father, now;Or shall I come to you at evening mass?FRIAR LAURENCEMy leisure serves me, pensive daughter, now. My lord, we must entreat the time alone. PARISGod shield I should disturb devotion!Juliet, on Thursday early will I rouse ye:Till then, adieu; and keep this holy kiss. Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETO shut the door! And when thou hast done so,Come weep with me; past hope, past cure, past help!FRIAR LAURENCEAh, Juliet, I already know thy grief;It strains me past the compass of my wits:I hear thou must, and nothing may prorogue it,On Thursday next be married to this county. JULIETTell me not, friar, that thou hear'st of this,Unless thou tell me how I may prevent it:If, in thy wisdom, thou canst give no help,Do thou but call my resolution wise,And with this knife I'll help it presently. God join'd my heart and Romeo's, thou our hands;And ere this hand, by thee to Romeo seal'd,Shall be the label to another deed,Or my true heart with treacherous revoltTurn to another, this shall slay them both:Therefore, out of thy long-experienced time,Give me some present counsel, or, behold,'Twixt my extremes and me this bloody knifeShall play the umpire, arbitrating thatWhich the commission of thy years and artCould to no issue of true honour bring. Be not so long to speak; I long to die,If what thou speak'st speak not of remedy. FRIAR LAURENCEHold, daughter: I do spy a kind of hope,Which craves as desperate an execution. As that is desperate which we would prevent. If, rather than to marry County Paris,Thou hast the strength of will to slay thyself,Then is it likely thou wilt undertakeA thing like death to chide away this shame,That copest with death himself to scape from it:And, if thou darest, I'll give thee remedy. JULIETO, bid me leap, rather than marry Paris,From off the battlements of yonder tower;Or walk in thievish ways; or bid me lurkWhere serpents are; chain me with roaring bears;Or shut me nightly in a charnel-house,O'er-cover'd quite with dead men's rattling bones, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWith reeky shanks and yellow chapless skulls;Or bid me go into a new-made graveAnd hide me with a dead man in his shroud;Things that, to hear them told, have made me tremble;And I will do it without fear or doubt,To live an unstain'd wife to my sweet love. FRIAR LAURENCEHold, then; go home, be merry, give consentTo marry Paris: Wednesday is to-morrow:To-morrow night look that thou lie alone;Let not thy nurse lie with thee in thy chamber:Take thou this vial, being then in bed,And this distilled liquor drink thou off;When presently through all thy veins shall runA cold and drowsy humour, for no pulseShall keep his native progress, but surcease:No warmth, no breath, shall testify thou livest;The roses in thy lips and cheeks shall fadeTo paly ashes, thy eyes' windows fall,Like death, when he shuts up the day of life;Each part, deprived of supple government,Shall, stiff and stark and cold, appear like death:And in this borrow'd likeness of shrunk deathThou shalt continue two and forty hours,And then awake as from a pleasant sleep. Now, when the bridegroom in the morning comesTo rouse thee from thy bed, there art thou dead:Then, as the manner of our country is,In thy best robes uncover'd on the bierThou shalt be borne to that same ancient vaultWhere all the kindred of the Capulets lie. In the mean time, against thou shalt awake,Shall Romeo by my letters know our drift,And hither shall he come: and he and IWill watch thy waking, and that very nightShall Romeo bear thee hence to Mantua. And this shall free thee from this present shame;If no inconstant toy, nor womanish fear,Abate thy valour in the acting it. JULIETGive me, give me! O, tell not me of fear!FRIAR LAURENCEHold; get you gone, be strong and prosperousIn this resolve: I'll send a friar with speedTo Mantua, with my letters to thy lord. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETLove give me strength!"}
{"text": "The time is very short. PARISMy father Capulet will have it so;And I am nothing slow to slack his haste. FRIAR LAURENCE Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMYou say you do not know the lady's mind:Uneven is the course, I like it not. PARISImmoderately she weeps for Tybalt's death,And therefore have I little talk'd of love;For Venus smiles not in a house of tears. Now, sir, her father counts it dangerousThat she doth give her sorrow so much sway,And in his wisdom hastes our marriage,To stop the inundation of her tears;Which, too much minded by herself alone,May be put from her by society:Now do you know the reason of this haste. FRIAR LAURENCE Aside I would I knew not why it should be slow'd. Look, sir, here comes the lady towards my cell. Enter JULIETPARISHappily met, my lady and my wife!JULIETThat may be, sir, when I may be a wife. PARISThat may be must be, love, on Thursday next. JULIETWhat must be shall be. FRIAR LAURENCEThat's a certain text. PARISCome you to make confession to this father?JULIETTo answer that, I should confess to you. PARISDo not deny to him that you love me. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETI will confess to you that I love him. PARISSo will ye, I am sure, that you love me. JULIETIf I do so, it will be of more price,Being spoke behind your back, than to your face. PARISPoor soul, thy face is much abused with tears. JULIETThe tears have got small victory by that;For it was bad enough before their spite. PARISThou wrong'st it, more than tears, with that report. JULIETThat is no slander, sir, which is a truth;And what I spake, I spake it to my face. PARISThy face is mine, and thou hast slander'd it. JULIETIt may be so, for it is not mine own. Are you at leisure, holy father, now;Or shall I come to you at evening mass?FRIAR LAURENCEMy leisure serves me, pensive daughter, now. My lord, we must entreat the time alone. PARISGod shield I should disturb devotion!Juliet, on Thursday early will I rouse ye:Till then, adieu; and keep this holy kiss. Exit Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETO shut the door! And when thou hast done so,Come weep with me; past hope, past cure, past help!FRIAR LAURENCEAh, Juliet, I already know thy grief;It strains me past the compass of my wits:I hear thou must, and nothing may prorogue it,On Thursday next be married to this county. JULIETTell me not, friar, that thou hear'st of this,Unless thou tell me how I may prevent it:If, in thy wisdom, thou canst give no help,Do thou but call my resolution wise,And with this knife I'll help it presently. God join'd my heart and Romeo's, thou our hands;And ere this hand, by thee to Romeo seal'd,Shall be the label to another deed,Or my true heart with treacherous revoltTurn to another, this shall slay them both:Therefore, out of thy long-experienced time,Give me some present counsel, or, behold,'Twixt my extremes and me this bloody knifeShall play the umpire, arbitrating thatWhich the commission of thy years and artCould to no issue of true honour bring. Be not so long to speak; I long to die,If what thou speak'st speak not of remedy. FRIAR LAURENCEHold, daughter: I do spy a kind of hope,Which craves as desperate an execution. As that is desperate which we would prevent. If, rather than to marry County Paris,Thou hast the strength of will to slay thyself,Then is it likely thou wilt undertakeA thing like death to chide away this shame,That copest with death himself to scape from it:And, if thou darest, I'll give thee remedy. JULIETO, bid me leap, rather than marry Paris,From off the battlements of yonder tower;Or walk in thievish ways; or bid me lurkWhere serpents are; chain me with roaring bears;Or shut me nightly in a charnel-house,O'er-cover'd quite with dead men's rattling bones, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWith reeky shanks and yellow chapless skulls;Or bid me go into a new-made graveAnd hide me with a dead man in his shroud;Things that, to hear them told, have made me tremble;And I will do it without fear or doubt,To live an unstain'd wife to my sweet love. FRIAR LAURENCEHold, then; go home, be merry, give consentTo marry Paris: Wednesday is to-morrow:To-morrow night look that thou lie alone;Let not thy nurse lie with thee in thy chamber:Take thou this vial, being then in bed,And this distilled liquor drink thou off;When presently through all thy veins shall runA cold and drowsy humour, for no pulseShall keep his native progress, but surcease:No warmth, no breath, shall testify thou livest;The roses in thy lips and cheeks shall fadeTo paly ashes, thy eyes' windows fall,Like death, when he shuts up the day of life;Each part, deprived of supple government,Shall, stiff and stark and cold, appear like death:And in this borrow'd likeness of shrunk deathThou shalt continue two and forty hours,And then awake as from a pleasant sleep. Now, when the bridegroom in the morning comesTo rouse thee from thy bed, there art thou dead:Then, as the manner of our country is,In thy best robes uncover'd on the bierThou shalt be borne to that same ancient vaultWhere all the kindred of the Capulets lie. In the mean time, against thou shalt awake,Shall Romeo by my letters know our drift,And hither shall he come: and he and IWill watch thy waking, and that very nightShall Romeo bear thee hence to Mantua. And this shall free thee from this present shame;If no inconstant toy, nor womanish fear,Abate thy valour in the acting it. JULIETGive me, give me! O, tell not me of fear!FRIAR LAURENCEHold; get you gone, be strong and prosperousIn this resolve: I'll send a friar with speedTo Mantua, with my letters to thy lord. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETLove give me strength! And strength shall help afford. Farewell, dear father!ExeuntSCENE II."}
{"text": "And when thou hast done so,Come weep with me; past hope, past cure, past help!FRIAR LAURENCEAh, Juliet, I already know thy grief;It strains me past the compass of my wits:I hear thou must, and nothing may prorogue it,On Thursday next be married to this county. JULIETTell me not, friar, that thou hear'st of this,Unless thou tell me how I may prevent it:If, in thy wisdom, thou canst give no help,Do thou but call my resolution wise,And with this knife I'll help it presently. God join'd my heart and Romeo's, thou our hands;And ere this hand, by thee to Romeo seal'd,Shall be the label to another deed,Or my true heart with treacherous revoltTurn to another, this shall slay them both:Therefore, out of thy long-experienced time,Give me some present counsel, or, behold,'Twixt my extremes and me this bloody knifeShall play the umpire, arbitrating thatWhich the commission of thy years and artCould to no issue of true honour bring. Be not so long to speak; I long to die,If what thou speak'st speak not of remedy. FRIAR LAURENCEHold, daughter: I do spy a kind of hope,Which craves as desperate an execution. As that is desperate which we would prevent. If, rather than to marry County Paris,Thou hast the strength of will to slay thyself,Then is it likely thou wilt undertakeA thing like death to chide away this shame,That copest with death himself to scape from it:And, if thou darest, I'll give thee remedy. JULIETO, bid me leap, rather than marry Paris,From off the battlements of yonder tower;Or walk in thievish ways; or bid me lurkWhere serpents are; chain me with roaring bears;Or shut me nightly in a charnel-house,O'er-cover'd quite with dead men's rattling bones, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWith reeky shanks and yellow chapless skulls;Or bid me go into a new-made graveAnd hide me with a dead man in his shroud;Things that, to hear them told, have made me tremble;And I will do it without fear or doubt,To live an unstain'd wife to my sweet love. FRIAR LAURENCEHold, then; go home, be merry, give consentTo marry Paris: Wednesday is to-morrow:To-morrow night look that thou lie alone;Let not thy nurse lie with thee in thy chamber:Take thou this vial, being then in bed,And this distilled liquor drink thou off;When presently through all thy veins shall runA cold and drowsy humour, for no pulseShall keep his native progress, but surcease:No warmth, no breath, shall testify thou livest;The roses in thy lips and cheeks shall fadeTo paly ashes, thy eyes' windows fall,Like death, when he shuts up the day of life;Each part, deprived of supple government,Shall, stiff and stark and cold, appear like death:And in this borrow'd likeness of shrunk deathThou shalt continue two and forty hours,And then awake as from a pleasant sleep. Now, when the bridegroom in the morning comesTo rouse thee from thy bed, there art thou dead:Then, as the manner of our country is,In thy best robes uncover'd on the bierThou shalt be borne to that same ancient vaultWhere all the kindred of the Capulets lie. In the mean time, against thou shalt awake,Shall Romeo by my letters know our drift,And hither shall he come: and he and IWill watch thy waking, and that very nightShall Romeo bear thee hence to Mantua. And this shall free thee from this present shame;If no inconstant toy, nor womanish fear,Abate thy valour in the acting it. JULIETGive me, give me! O, tell not me of fear!FRIAR LAURENCEHold; get you gone, be strong and prosperousIn this resolve: I'll send a friar with speedTo Mantua, with my letters to thy lord. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETLove give me strength! And strength shall help afford. Farewell, dear father!ExeuntSCENE II. Hall in Capulet's house. Enter CAPULET, LADY CAPULET, Nurse, and two ServingmenCAPULETSo many guests invite as here are writ. Exit First ServantSirrah, go hire me twenty cunning cooks. Second ServantYou shall have none ill, sir; for I'll try if theycan lick their fingers. CAPULETHow canst thou try them so?Second ServantMarry, sir, 'tis an ill cook that cannot lick hisown fingers: therefore he that cannot lick hisfingers goes not with me. CAPULETGo, be gone. Exit Second ServantWe shall be much unfurnished for this time. What, is my daughter gone to Friar Laurence?NurseAy, forsooth. CAPULETWell, he may chance to do some good on her:A peevish self-will'd harlotry it is. Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSee where she comes from shrift with merry look. Enter JULIETCAPULETHow now, my headstrong!"}
{"text": "O, tell not me of fear!FRIAR LAURENCEHold; get you gone, be strong and prosperousIn this resolve: I'll send a friar with speedTo Mantua, with my letters to thy lord. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMJULIETLove give me strength! And strength shall help afford. Farewell, dear father!ExeuntSCENE II. Hall in Capulet's house. Enter CAPULET, LADY CAPULET, Nurse, and two ServingmenCAPULETSo many guests invite as here are writ. Exit First ServantSirrah, go hire me twenty cunning cooks. Second ServantYou shall have none ill, sir; for I'll try if theycan lick their fingers. CAPULETHow canst thou try them so?Second ServantMarry, sir, 'tis an ill cook that cannot lick hisown fingers: therefore he that cannot lick hisfingers goes not with me. CAPULETGo, be gone. Exit Second ServantWe shall be much unfurnished for this time. What, is my daughter gone to Friar Laurence?NurseAy, forsooth. CAPULETWell, he may chance to do some good on her:A peevish self-will'd harlotry it is. Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSee where she comes from shrift with merry look. Enter JULIETCAPULETHow now, my headstrong! Where have you been gadding?JULIETWhere I have learn'd me to repent the sinOf disobedient oppositionTo you and your behests, and am enjoin'dBy holy Laurence to fall prostrate here,And beg your pardon: pardon, I beseech you!Henceforward I am ever ruled by you. CAPULETSend for the county; go tell him of this:I'll have this knot knit up to-morrow morning. JULIETI met the youthful lord at Laurence' cell;And gave him what becomed love I might,Not step o'er the bounds of modesty. CAPULETWhy, I am glad on't; this is well: stand up:This is as't should be."}
{"text": "And strength shall help afford. Farewell, dear father!ExeuntSCENE II. Hall in Capulet's house. Enter CAPULET, LADY CAPULET, Nurse, and two ServingmenCAPULETSo many guests invite as here are writ. Exit First ServantSirrah, go hire me twenty cunning cooks. Second ServantYou shall have none ill, sir; for I'll try if theycan lick their fingers. CAPULETHow canst thou try them so?Second ServantMarry, sir, 'tis an ill cook that cannot lick hisown fingers: therefore he that cannot lick hisfingers goes not with me. CAPULETGo, be gone. Exit Second ServantWe shall be much unfurnished for this time. What, is my daughter gone to Friar Laurence?NurseAy, forsooth. CAPULETWell, he may chance to do some good on her:A peevish self-will'd harlotry it is. Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSee where she comes from shrift with merry look. Enter JULIETCAPULETHow now, my headstrong! Where have you been gadding?JULIETWhere I have learn'd me to repent the sinOf disobedient oppositionTo you and your behests, and am enjoin'dBy holy Laurence to fall prostrate here,And beg your pardon: pardon, I beseech you!Henceforward I am ever ruled by you. CAPULETSend for the county; go tell him of this:I'll have this knot knit up to-morrow morning. JULIETI met the youthful lord at Laurence' cell;And gave him what becomed love I might,Not step o'er the bounds of modesty. CAPULETWhy, I am glad on't; this is well: stand up:This is as't should be. Let me see the county;Ay, marry, go, I say, and fetch him hither. Now, afore God!"}
{"text": "Hall in Capulet's house. Enter CAPULET, LADY CAPULET, Nurse, and two ServingmenCAPULETSo many guests invite as here are writ. Exit First ServantSirrah, go hire me twenty cunning cooks. Second ServantYou shall have none ill, sir; for I'll try if theycan lick their fingers. CAPULETHow canst thou try them so?Second ServantMarry, sir, 'tis an ill cook that cannot lick hisown fingers: therefore he that cannot lick hisfingers goes not with me. CAPULETGo, be gone. Exit Second ServantWe shall be much unfurnished for this time. What, is my daughter gone to Friar Laurence?NurseAy, forsooth. CAPULETWell, he may chance to do some good on her:A peevish self-will'd harlotry it is. Nurse Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSee where she comes from shrift with merry look. Enter JULIETCAPULETHow now, my headstrong! Where have you been gadding?JULIETWhere I have learn'd me to repent the sinOf disobedient oppositionTo you and your behests, and am enjoin'dBy holy Laurence to fall prostrate here,And beg your pardon: pardon, I beseech you!Henceforward I am ever ruled by you. CAPULETSend for the county; go tell him of this:I'll have this knot knit up to-morrow morning. JULIETI met the youthful lord at Laurence' cell;And gave him what becomed love I might,Not step o'er the bounds of modesty. CAPULETWhy, I am glad on't; this is well: stand up:This is as't should be. Let me see the county;Ay, marry, go, I say, and fetch him hither. Now, afore God! This reverend holy friar,Our whole city is much bound to him. JULIETNurse, will you go with me into my closet,To help me sort such needful ornamentsAs you think fit to furnish me to-morrow?LADY CAPULETNo, not till Thursday; there is time enough. CAPULETGo, nurse, go with her: we'll to church to-morrow. Exeunt JULIET and NurseLADY CAPULET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWe shall be short in our provision:'Tis now near night. CAPULETTush, I will stir about,And all things shall be well, I warrant thee, wife:Go thou to Juliet, help to deck up her;I'll not to bed to-night; let me alone;I'll play the housewife for this once."}
{"text": "Where have you been gadding?JULIETWhere I have learn'd me to repent the sinOf disobedient oppositionTo you and your behests, and am enjoin'dBy holy Laurence to fall prostrate here,And beg your pardon: pardon, I beseech you!Henceforward I am ever ruled by you. CAPULETSend for the county; go tell him of this:I'll have this knot knit up to-morrow morning. JULIETI met the youthful lord at Laurence' cell;And gave him what becomed love I might,Not step o'er the bounds of modesty. CAPULETWhy, I am glad on't; this is well: stand up:This is as't should be. Let me see the county;Ay, marry, go, I say, and fetch him hither. Now, afore God! This reverend holy friar,Our whole city is much bound to him. JULIETNurse, will you go with me into my closet,To help me sort such needful ornamentsAs you think fit to furnish me to-morrow?LADY CAPULETNo, not till Thursday; there is time enough. CAPULETGo, nurse, go with her: we'll to church to-morrow. Exeunt JULIET and NurseLADY CAPULET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWe shall be short in our provision:'Tis now near night. CAPULETTush, I will stir about,And all things shall be well, I warrant thee, wife:Go thou to Juliet, help to deck up her;I'll not to bed to-night; let me alone;I'll play the housewife for this once. What, ho!They are all forth. Well, I will walk myselfTo County Paris, to prepare him upAgainst to-morrow: my heart is wondrous light,Since this same wayward girl is so reclaim'd. ExeuntSCENE III."}
{"text": "This reverend holy friar,Our whole city is much bound to him. JULIETNurse, will you go with me into my closet,To help me sort such needful ornamentsAs you think fit to furnish me to-morrow?LADY CAPULETNo, not till Thursday; there is time enough. CAPULETGo, nurse, go with her: we'll to church to-morrow. Exeunt JULIET and NurseLADY CAPULET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWe shall be short in our provision:'Tis now near night. CAPULETTush, I will stir about,And all things shall be well, I warrant thee, wife:Go thou to Juliet, help to deck up her;I'll not to bed to-night; let me alone;I'll play the housewife for this once. What, ho!They are all forth. Well, I will walk myselfTo County Paris, to prepare him upAgainst to-morrow: my heart is wondrous light,Since this same wayward girl is so reclaim'd. ExeuntSCENE III. Juliet's chamber. Enter JULIET and NurseJULIETAy, those attires are best: but, gentle nurse,I pray thee, leave me to my self to-night,For I have need of many orisonsTo move the heavens to smile upon my state,Which, well thou know'st, is cross, and full of sin. Enter LADY CAPULETLADY CAPULETWhat, are you busy, ho? Need you my help?JULIETNo, madam; we have cull'd such necessariesAs are behoveful for our state to-morrow:So please you, let me now be left alone,And let the nurse this night sit up with you;For, I am sure, you have your hands full all,In this so sudden business. LADY CAPULETGood night:Get thee to bed, and rest; for thou hast need. Exeunt LADY CAPULET and NurseJULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFarewell!"}
{"text": "Well, I will walk myselfTo County Paris, to prepare him upAgainst to-morrow: my heart is wondrous light,Since this same wayward girl is so reclaim'd. ExeuntSCENE III. Juliet's chamber. Enter JULIET and NurseJULIETAy, those attires are best: but, gentle nurse,I pray thee, leave me to my self to-night,For I have need of many orisonsTo move the heavens to smile upon my state,Which, well thou know'st, is cross, and full of sin. Enter LADY CAPULETLADY CAPULETWhat, are you busy, ho? Need you my help?JULIETNo, madam; we have cull'd such necessariesAs are behoveful for our state to-morrow:So please you, let me now be left alone,And let the nurse this night sit up with you;For, I am sure, you have your hands full all,In this so sudden business. LADY CAPULETGood night:Get thee to bed, and rest; for thou hast need. Exeunt LADY CAPULET and NurseJULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFarewell! God knows when we shall meet again. I have a faint cold fear thrills through my veins,That almost freezes up the heat of life:I'll call them back again to comfort me:Nurse! What should she do here?My dismal scene I needs must act alone. Come, vial. What if this mixture do not work at all?Shall I be married then to-morrow morning?No, no: this shall forbid it: lie thou there. Laying down her daggerWhat if it be a poison, which the friarSubtly hath minister'd to have me dead,Lest in this marriage he should be dishonour'd,Because he married me before to Romeo?I fear it is: and yet, methinks, it should not,For he hath still been tried a holy man. How if, when I am laid into the tomb,I wake before the time that RomeoCome to redeem me?"}
{"text": "Need you my help?JULIETNo, madam; we have cull'd such necessariesAs are behoveful for our state to-morrow:So please you, let me now be left alone,And let the nurse this night sit up with you;For, I am sure, you have your hands full all,In this so sudden business. LADY CAPULETGood night:Get thee to bed, and rest; for thou hast need. Exeunt LADY CAPULET and NurseJULIET Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFarewell! God knows when we shall meet again. I have a faint cold fear thrills through my veins,That almost freezes up the heat of life:I'll call them back again to comfort me:Nurse! What should she do here?My dismal scene I needs must act alone. Come, vial. What if this mixture do not work at all?Shall I be married then to-morrow morning?No, no: this shall forbid it: lie thou there. Laying down her daggerWhat if it be a poison, which the friarSubtly hath minister'd to have me dead,Lest in this marriage he should be dishonour'd,Because he married me before to Romeo?I fear it is: and yet, methinks, it should not,For he hath still been tried a holy man. How if, when I am laid into the tomb,I wake before the time that RomeoCome to redeem me? There's a fearful point!Shall I not, then, be stifled in the vault,To whose foul mouth no healthsome air breathes in,And there die strangled ere my Romeo comes?Or, if I live, is it not very like,The horrible conceit of death and night,Together with the terror of the place,-As in a vault, an ancient receptacle,Where, for these many hundred years, the bonesOf all my buried ancestors are packed:Where bloody Tybalt, yet but green in earth,Lies festering in his shroud; where, as they say,At some hours in the night spirits resort;-Alack, alack, is it not like that I,So early waking, what with loathsome smells,And shrieks like mandrakes' torn out of the earth,That living mortals, hearing them, run mad:-O, if I wake, shall I not be distraught,Environed with all these hideous fears?And madly play with my forefather's joints?And pluck the mangled Tybalt from his shroud?And, in this rage, with some great kinsman's bone,As with a club, dash out my desperate brains?O, look!"}
{"text": "God knows when we shall meet again. I have a faint cold fear thrills through my veins,That almost freezes up the heat of life:I'll call them back again to comfort me:Nurse! What should she do here?My dismal scene I needs must act alone. Come, vial. What if this mixture do not work at all?Shall I be married then to-morrow morning?No, no: this shall forbid it: lie thou there. Laying down her daggerWhat if it be a poison, which the friarSubtly hath minister'd to have me dead,Lest in this marriage he should be dishonour'd,Because he married me before to Romeo?I fear it is: and yet, methinks, it should not,For he hath still been tried a holy man. How if, when I am laid into the tomb,I wake before the time that RomeoCome to redeem me? There's a fearful point!Shall I not, then, be stifled in the vault,To whose foul mouth no healthsome air breathes in,And there die strangled ere my Romeo comes?Or, if I live, is it not very like,The horrible conceit of death and night,Together with the terror of the place,-As in a vault, an ancient receptacle,Where, for these many hundred years, the bonesOf all my buried ancestors are packed:Where bloody Tybalt, yet but green in earth,Lies festering in his shroud; where, as they say,At some hours in the night spirits resort;-Alack, alack, is it not like that I,So early waking, what with loathsome smells,And shrieks like mandrakes' torn out of the earth,That living mortals, hearing them, run mad:-O, if I wake, shall I not be distraught,Environed with all these hideous fears?And madly play with my forefather's joints?And pluck the mangled Tybalt from his shroud?And, in this rage, with some great kinsman's bone,As with a club, dash out my desperate brains?O, look! Methinks I see my cousin's ghostSeeking out Romeo, that did spit his bodyUpon a rapier's point: stay, Tybalt, stay!Romeo, I come! This do I drink to thee. She falls upon her bed, within the curtainsSCENE IV."}
{"text": "There's a fearful point!Shall I not, then, be stifled in the vault,To whose foul mouth no healthsome air breathes in,And there die strangled ere my Romeo comes?Or, if I live, is it not very like,The horrible conceit of death and night,Together with the terror of the place,-As in a vault, an ancient receptacle,Where, for these many hundred years, the bonesOf all my buried ancestors are packed:Where bloody Tybalt, yet but green in earth,Lies festering in his shroud; where, as they say,At some hours in the night spirits resort;-Alack, alack, is it not like that I,So early waking, what with loathsome smells,And shrieks like mandrakes' torn out of the earth,That living mortals, hearing them, run mad:-O, if I wake, shall I not be distraught,Environed with all these hideous fears?And madly play with my forefather's joints?And pluck the mangled Tybalt from his shroud?And, in this rage, with some great kinsman's bone,As with a club, dash out my desperate brains?O, look! Methinks I see my cousin's ghostSeeking out Romeo, that did spit his bodyUpon a rapier's point: stay, Tybalt, stay!Romeo, I come! This do I drink to thee. She falls upon her bed, within the curtainsSCENE IV. Hall in Capulet's house. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMEnter LADY CAPULET and NurseLADY CAPULETHold, take these keys, and fetch more spices, nurse. NurseThey call for dates and quinces in the pastry. Enter CAPULETCAPULETCome, stir, stir, stir! The second cock hath crow'd,The curfew-bell hath rung, 'tis three o'clock:Look to the baked meats, good Angelica:Spare not for the cost. NurseGo, you cot-quean, go,Get you to bed; faith, You'll be sick to-morrowFor this night's watching. CAPULETNo, not a whit: what!"}
{"text": "This do I drink to thee. She falls upon her bed, within the curtainsSCENE IV. Hall in Capulet's house. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMEnter LADY CAPULET and NurseLADY CAPULETHold, take these keys, and fetch more spices, nurse. NurseThey call for dates and quinces in the pastry. Enter CAPULETCAPULETCome, stir, stir, stir! The second cock hath crow'd,The curfew-bell hath rung, 'tis three o'clock:Look to the baked meats, good Angelica:Spare not for the cost. NurseGo, you cot-quean, go,Get you to bed; faith, You'll be sick to-morrowFor this night's watching. CAPULETNo, not a whit: what! I have watch'd ere nowAll night for lesser cause, and ne'er been sick. LADY CAPULETAy, you have been a mouse-hunt in your time;But I will watch you from such watching now. Exeunt LADY CAPULET and NurseCAPULETA jealous hood, a jealous hood!Enter three or four Servingmen, with spits, logs, and basketsNow, fellow,What's there?First ServantThings for the cook, sir; but I know not what. CAPULETMake haste, make haste. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMExit First ServantSirrah, fetch drier logs:Call Peter, he will show thee where they are. Second ServantI have a head, sir, that will find out logs,And never trouble Peter for the matter. ExitCAPULETMass, and well said; a merry whoreson, ha!Thou shalt be logger-head. Good faith, 'tis day:The county will be here with music straight,For so he said he would: I hear him near. Music withinNurse! Wife! What, ho!"}
{"text": "Good faith, 'tis day:The county will be here with music straight,For so he said he would: I hear him near. Music withinNurse! Wife! What, ho! What, nurse, I say!Re-enter NurseGo waken Juliet, go and trim her up;I'll go and chat with Paris: hie, make haste,Make haste; the bridegroom he is come already:Make haste, I say. ExeuntSCENE V. Juliet's chamber. Enter NurseNurseMistress! What, mistress! Juliet! Fast, I warrant her, she:Why, lamb! Why, lady! Fie, you slug-a-bed!Why, love, I say! Madam! Sweet-heart! Why, bride!What, not a word? You take your pennyworths now;Sleep for a week; for the next night, I warrant,The County Paris hath set up his rest,That you shall rest but little. God forgive me,Marry, and amen, how sound is she asleep!I must needs wake her. Madam, madam, madam!Ay, let the county take you in your bed;He'll fright you up, i' faith. Will it not be?Undraws the curtainsWhat, dress'd! And in your clothes! And down again! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI must needs wake you; Lady! Lady! Lady!Alas, alas! Help, help! My lady's dead!O, well-a-day, that ever I was born!Some aqua vitae, ho! My lord! My lady!Enter LADY CAPULETLADY CAPULETWhat noise is here?NurseO lamentable day!LADY CAPULETWhat is the matter?NurseLook, look! O heavy day!LADY CAPULETO me, O me! My child, my only life,Revive, look up, or I will die with thee!Help, help! Call help. Enter CAPULETCAPULETFor shame, bring Juliet forth; her lord is come. NurseShe's dead, deceased, she's dead; alack the day!LADY CAPULETAlack the day, she's dead, she's dead, she's dead!CAPULETHa!"}
{"text": "O heavy day!LADY CAPULETO me, O me! My child, my only life,Revive, look up, or I will die with thee!Help, help! Call help. Enter CAPULETCAPULETFor shame, bring Juliet forth; her lord is come. NurseShe's dead, deceased, she's dead; alack the day!LADY CAPULETAlack the day, she's dead, she's dead, she's dead!CAPULETHa! Let me see her: out, alas! She's cold:Her blood is settled, and her joints are stiff;Life and these lips have long been separated:Death lies on her like an untimely frostUpon the sweetest flower of all the field. NurseO lamentable day! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMLADY CAPULETO woful time!CAPULETDeath, that hath ta'en her hence to make me wail,Ties up my tongue, and will not let me speak. Enter FRIAR LAURENCE and PARIS, with MusiciansFRIAR LAURENCECome, is the bride ready to go to church?CAPULETReady to go, but never to return. O son! The night before thy wedding-dayHath Death lain with thy wife. There she lies,Flower as she was, deflowered by him. Death is my son-in-law, Death is my heir;My daughter he hath wedded: I will die,And leave him all; life, living, all is Death's. PARISHave I thought long to see this morning's face,And doth it give me such a sight as this?LADY CAPULETAccursed, unhappy, wretched, hateful day!Most miserable hour that e'er time sawIn lasting labour of his pilgrimage!But one, poor one, one poor and loving child,But one thing to rejoice and solace in,And cruel death hath catch'd it from my sight!NurseO woe! O woful, woful, woful day!Most lamentable day, most woful day,That ever, ever, I did yet behold!O day! O day! O day!"}
{"text": "Alack! My child is dead;And with my child my joys are buried. FRIAR LAURENCEPeace, ho, for shame! Confusion's cure lives notIn these confusions. Heaven and yourselfHad part in this fair maid; now heaven hath all,And all the better is it for the maid:Your part in her you could not keep from death,But heaven keeps his part in eternal life. The most you sought was her promotion;For 'twas your heaven she should be advanced:And weep ye now, seeing she is advancedAbove the clouds, as high as heaven itself?O, in this love, you love your child so ill,That you run mad, seeing that she is well:She's not well married that lives married long;But she's best married that dies married young. Dry up your tears, and stick your rosemaryOn this fair corse; and, as the custom is,In all her best array bear her to church:For though fond nature bids us an lament,Yet nature's tears are reason's merriment. CAPULETAll things that we ordained festival,Turn from their office to black funeral;Our instruments to melancholy bells,Our wedding cheer to a sad burial feast,Our solemn hymns to sullen dirges change,Our bridal flowers serve for a buried corse,And all things change them to the contrary. FRIAR LAURENCESir, go you in; and, madam, go with him;And go, Sir Paris; every one prepareTo follow this fair corse unto her grave:The heavens do lour upon you for some ill;Move them no more by crossing their high will. Exeunt CAPULET, LADY CAPULET, PARIS, and FRIAR LAURENCEFirst Musician Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFaith, we may put up our pipes, and be gone. NurseHonest goodfellows, ah, put up, put up;For, well you know, this is a pitiful case. ExitFirst MusicianAy, by my troth, the case may be amended. Enter PETERPETERMusicians, O, musicians, 'Heart's ease, Heart'sease:' O, an you will have me live, play 'Heart's ease. 'First MusicianWhy 'Heart's ease?'PETERO, musicians, because my heart itself plays 'Myheart is full of woe:' O, play me some merry dump,to comfort me. First MusicianNot a dump we; 'tis no time to play now. PETERYou will not, then?First MusicianNo. PETERI will then give it you soundly. First MusicianWhat will you give us?PETERNo money, on my faith, but the gleek;I will give you the minstrel. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFirst MusicianThen I will give you the serving-creature. PETERThen will I lay the serving-creature's dagger onyour pate."}
{"text": "My child is dead;And with my child my joys are buried. FRIAR LAURENCEPeace, ho, for shame! Confusion's cure lives notIn these confusions. Heaven and yourselfHad part in this fair maid; now heaven hath all,And all the better is it for the maid:Your part in her you could not keep from death,But heaven keeps his part in eternal life. The most you sought was her promotion;For 'twas your heaven she should be advanced:And weep ye now, seeing she is advancedAbove the clouds, as high as heaven itself?O, in this love, you love your child so ill,That you run mad, seeing that she is well:She's not well married that lives married long;But she's best married that dies married young. Dry up your tears, and stick your rosemaryOn this fair corse; and, as the custom is,In all her best array bear her to church:For though fond nature bids us an lament,Yet nature's tears are reason's merriment. CAPULETAll things that we ordained festival,Turn from their office to black funeral;Our instruments to melancholy bells,Our wedding cheer to a sad burial feast,Our solemn hymns to sullen dirges change,Our bridal flowers serve for a buried corse,And all things change them to the contrary. FRIAR LAURENCESir, go you in; and, madam, go with him;And go, Sir Paris; every one prepareTo follow this fair corse unto her grave:The heavens do lour upon you for some ill;Move them no more by crossing their high will. Exeunt CAPULET, LADY CAPULET, PARIS, and FRIAR LAURENCEFirst Musician Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFaith, we may put up our pipes, and be gone. NurseHonest goodfellows, ah, put up, put up;For, well you know, this is a pitiful case. ExitFirst MusicianAy, by my troth, the case may be amended. Enter PETERPETERMusicians, O, musicians, 'Heart's ease, Heart'sease:' O, an you will have me live, play 'Heart's ease. 'First MusicianWhy 'Heart's ease?'PETERO, musicians, because my heart itself plays 'Myheart is full of woe:' O, play me some merry dump,to comfort me. First MusicianNot a dump we; 'tis no time to play now. PETERYou will not, then?First MusicianNo. PETERI will then give it you soundly. First MusicianWhat will you give us?PETERNo money, on my faith, but the gleek;I will give you the minstrel. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFirst MusicianThen I will give you the serving-creature. PETERThen will I lay the serving-creature's dagger onyour pate. I will carry no crotchets: I'll re you,I'll fa you; do you note me?First MusicianAn you re us and fa us, you note us. Second MusicianPray you, put up your dagger, and put out your wit. PETERThen have at you with my wit!"}
{"text": "Confusion's cure lives notIn these confusions. Heaven and yourselfHad part in this fair maid; now heaven hath all,And all the better is it for the maid:Your part in her you could not keep from death,But heaven keeps his part in eternal life. The most you sought was her promotion;For 'twas your heaven she should be advanced:And weep ye now, seeing she is advancedAbove the clouds, as high as heaven itself?O, in this love, you love your child so ill,That you run mad, seeing that she is well:She's not well married that lives married long;But she's best married that dies married young. Dry up your tears, and stick your rosemaryOn this fair corse; and, as the custom is,In all her best array bear her to church:For though fond nature bids us an lament,Yet nature's tears are reason's merriment. CAPULETAll things that we ordained festival,Turn from their office to black funeral;Our instruments to melancholy bells,Our wedding cheer to a sad burial feast,Our solemn hymns to sullen dirges change,Our bridal flowers serve for a buried corse,And all things change them to the contrary. FRIAR LAURENCESir, go you in; and, madam, go with him;And go, Sir Paris; every one prepareTo follow this fair corse unto her grave:The heavens do lour upon you for some ill;Move them no more by crossing their high will. Exeunt CAPULET, LADY CAPULET, PARIS, and FRIAR LAURENCEFirst Musician Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFaith, we may put up our pipes, and be gone. NurseHonest goodfellows, ah, put up, put up;For, well you know, this is a pitiful case. ExitFirst MusicianAy, by my troth, the case may be amended. Enter PETERPETERMusicians, O, musicians, 'Heart's ease, Heart'sease:' O, an you will have me live, play 'Heart's ease. 'First MusicianWhy 'Heart's ease?'PETERO, musicians, because my heart itself plays 'Myheart is full of woe:' O, play me some merry dump,to comfort me. First MusicianNot a dump we; 'tis no time to play now. PETERYou will not, then?First MusicianNo. PETERI will then give it you soundly. First MusicianWhat will you give us?PETERNo money, on my faith, but the gleek;I will give you the minstrel. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFirst MusicianThen I will give you the serving-creature. PETERThen will I lay the serving-creature's dagger onyour pate. I will carry no crotchets: I'll re you,I'll fa you; do you note me?First MusicianAn you re us and fa us, you note us. Second MusicianPray you, put up your dagger, and put out your wit. PETERThen have at you with my wit! I will dry-beat youwith an iron wit, and put up my iron dagger."}
{"text": "Heaven and yourselfHad part in this fair maid; now heaven hath all,And all the better is it for the maid:Your part in her you could not keep from death,But heaven keeps his part in eternal life. The most you sought was her promotion;For 'twas your heaven she should be advanced:And weep ye now, seeing she is advancedAbove the clouds, as high as heaven itself?O, in this love, you love your child so ill,That you run mad, seeing that she is well:She's not well married that lives married long;But she's best married that dies married young. Dry up your tears, and stick your rosemaryOn this fair corse; and, as the custom is,In all her best array bear her to church:For though fond nature bids us an lament,Yet nature's tears are reason's merriment. CAPULETAll things that we ordained festival,Turn from their office to black funeral;Our instruments to melancholy bells,Our wedding cheer to a sad burial feast,Our solemn hymns to sullen dirges change,Our bridal flowers serve for a buried corse,And all things change them to the contrary. FRIAR LAURENCESir, go you in; and, madam, go with him;And go, Sir Paris; every one prepareTo follow this fair corse unto her grave:The heavens do lour upon you for some ill;Move them no more by crossing their high will. Exeunt CAPULET, LADY CAPULET, PARIS, and FRIAR LAURENCEFirst Musician Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFaith, we may put up our pipes, and be gone. NurseHonest goodfellows, ah, put up, put up;For, well you know, this is a pitiful case. ExitFirst MusicianAy, by my troth, the case may be amended. Enter PETERPETERMusicians, O, musicians, 'Heart's ease, Heart'sease:' O, an you will have me live, play 'Heart's ease. 'First MusicianWhy 'Heart's ease?'PETERO, musicians, because my heart itself plays 'Myheart is full of woe:' O, play me some merry dump,to comfort me. First MusicianNot a dump we; 'tis no time to play now. PETERYou will not, then?First MusicianNo. PETERI will then give it you soundly. First MusicianWhat will you give us?PETERNo money, on my faith, but the gleek;I will give you the minstrel. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFirst MusicianThen I will give you the serving-creature. PETERThen will I lay the serving-creature's dagger onyour pate. I will carry no crotchets: I'll re you,I'll fa you; do you note me?First MusicianAn you re us and fa us, you note us. Second MusicianPray you, put up your dagger, and put out your wit. PETERThen have at you with my wit! I will dry-beat youwith an iron wit, and put up my iron dagger. Answerme like men:'When griping grief the heart doth wound,And doleful dumps the mind oppress,Then music with her silver sound'-why 'silver sound'?"}
{"text": "I will carry no crotchets: I'll re you,I'll fa you; do you note me?First MusicianAn you re us and fa us, you note us. Second MusicianPray you, put up your dagger, and put out your wit. PETERThen have at you with my wit! I will dry-beat youwith an iron wit, and put up my iron dagger. Answerme like men:'When griping grief the heart doth wound,And doleful dumps the mind oppress,Then music with her silver sound'-why 'silver sound'? Why 'music with her silversound'? What say you, Simon Catling?MusicianMarry, sir, because silver hath a sweet sound. PETERPretty! What say you, Hugh Rebeck?Second MusicianI say 'silver sound,' because musicians sound for silver. PETERPretty too! What say you, James Soundpost?Third MusicianFaith, I know not what to say. PETERO, I cry you mercy; you are the singer: I will sayfor you. It is 'music with her silver sound,'because musicians have no gold for sounding: Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PM'Then music with her silver soundWith speedy help doth lend redress. 'ExitFirst MusicianWhat a pestilent knave is this same!Second MusicianHang him, Jack! Come, we'll in here; tarry for themourners, and stay dinner. ExeuntACT VSCENE I. Mantua. A street. Enter ROMEOROMEOIf I may trust the flattering truth of sleep,My dreams presage some joyful news at hand:My bosom's lord sits lightly in his throne;And all this day an unaccustom'd spiritLifts me above the ground with cheerful thoughts. I dreamt my lady came and found me dead-Strange dream, that gives a dead man leaveto think!-And breathed such life with kisses in my lips,That I revived, and was an emperor. Ah me! How sweet is love itself possess'd,When but love's shadows are so rich in joy!Enter BALTHASAR, bootedNews from Verona!--How now, Balthasar!Dost thou not bring me letters from the friar?How doth my lady?"}
{"text": "Mantua. A street. Enter ROMEOROMEOIf I may trust the flattering truth of sleep,My dreams presage some joyful news at hand:My bosom's lord sits lightly in his throne;And all this day an unaccustom'd spiritLifts me above the ground with cheerful thoughts. I dreamt my lady came and found me dead-Strange dream, that gives a dead man leaveto think!-And breathed such life with kisses in my lips,That I revived, and was an emperor. Ah me! How sweet is love itself possess'd,When but love's shadows are so rich in joy!Enter BALTHASAR, bootedNews from Verona!--How now, Balthasar!Dost thou not bring me letters from the friar?How doth my lady? Is my father well?How fares my Juliet? That I ask again;For nothing can be ill, if she be well. BALTHASARThen she is well, and nothing can be ill:Her body sleeps in Capel's monument,And her immortal part with angels lives. I saw her laid low in her kindred's vault,And presently took post to tell it you:O, pardon me for bringing these ill news, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSince you did leave it for my office, sir. ROMEOIs it even so?"}
{"text": "How sweet is love itself possess'd,When but love's shadows are so rich in joy!Enter BALTHASAR, bootedNews from Verona!--How now, Balthasar!Dost thou not bring me letters from the friar?How doth my lady? Is my father well?How fares my Juliet? That I ask again;For nothing can be ill, if she be well. BALTHASARThen she is well, and nothing can be ill:Her body sleeps in Capel's monument,And her immortal part with angels lives. I saw her laid low in her kindred's vault,And presently took post to tell it you:O, pardon me for bringing these ill news, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSince you did leave it for my office, sir. ROMEOIs it even so? Then I defy you, stars!Thou know'st my lodging: get me ink and paper,And hire post-horses; I will hence to-night. BALTHASARI do beseech you, sir, have patience:Your looks are pale and wild, and do importSome misadventure. ROMEOTush, thou art deceived:Leave me, and do the thing I bid thee do. Hast thou no letters to me from the friar?BALTHASARNo, my good lord. ROMEONo matter: get thee gone,And hire those horses; I'll be with thee straight. Exit BALTHASARWell, Juliet, I will lie with thee to-night. Let's see for means: O mischief, thou art swiftTo enter in the thoughts of desperate men!I do remember an apothecary,-And hereabouts he dwells,--which late I notedIn tatter'd weeds, with overwhelming brows,Culling of simples; meagre were his looks,Sharp misery had worn him to the bones:And in his needy shop a tortoise hung,An alligator stuff'd, and other skinsOf ill-shaped fishes; and about his shelvesA beggarly account of empty boxes,Green earthen pots, bladders and musty seeds,Remnants of packthread and old cakes of roses,Were thinly scatter'd, to make up a show. Noting this penury, to myself I said'An if a man did need a poison now,Whose sale is present death in Mantua,Here lives a caitiff wretch would sell it him. 'O, this same thought did but forerun my need;And this same needy man must sell it me. As I remember, this should be the house. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBeing holiday, the beggar's shop is shut. What, ho!"}
{"text": "Is my father well?How fares my Juliet? That I ask again;For nothing can be ill, if she be well. BALTHASARThen she is well, and nothing can be ill:Her body sleeps in Capel's monument,And her immortal part with angels lives. I saw her laid low in her kindred's vault,And presently took post to tell it you:O, pardon me for bringing these ill news, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSince you did leave it for my office, sir. ROMEOIs it even so? Then I defy you, stars!Thou know'st my lodging: get me ink and paper,And hire post-horses; I will hence to-night. BALTHASARI do beseech you, sir, have patience:Your looks are pale and wild, and do importSome misadventure. ROMEOTush, thou art deceived:Leave me, and do the thing I bid thee do. Hast thou no letters to me from the friar?BALTHASARNo, my good lord. ROMEONo matter: get thee gone,And hire those horses; I'll be with thee straight. Exit BALTHASARWell, Juliet, I will lie with thee to-night. Let's see for means: O mischief, thou art swiftTo enter in the thoughts of desperate men!I do remember an apothecary,-And hereabouts he dwells,--which late I notedIn tatter'd weeds, with overwhelming brows,Culling of simples; meagre were his looks,Sharp misery had worn him to the bones:And in his needy shop a tortoise hung,An alligator stuff'd, and other skinsOf ill-shaped fishes; and about his shelvesA beggarly account of empty boxes,Green earthen pots, bladders and musty seeds,Remnants of packthread and old cakes of roses,Were thinly scatter'd, to make up a show. Noting this penury, to myself I said'An if a man did need a poison now,Whose sale is present death in Mantua,Here lives a caitiff wretch would sell it him. 'O, this same thought did but forerun my need;And this same needy man must sell it me. As I remember, this should be the house. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBeing holiday, the beggar's shop is shut. What, ho! Apothecary!Enter ApothecaryApothecaryWho calls so loud?ROMEOCome hither, man."}
{"text": "That I ask again;For nothing can be ill, if she be well. BALTHASARThen she is well, and nothing can be ill:Her body sleeps in Capel's monument,And her immortal part with angels lives. I saw her laid low in her kindred's vault,And presently took post to tell it you:O, pardon me for bringing these ill news, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMSince you did leave it for my office, sir. ROMEOIs it even so? Then I defy you, stars!Thou know'st my lodging: get me ink and paper,And hire post-horses; I will hence to-night. BALTHASARI do beseech you, sir, have patience:Your looks are pale and wild, and do importSome misadventure. ROMEOTush, thou art deceived:Leave me, and do the thing I bid thee do. Hast thou no letters to me from the friar?BALTHASARNo, my good lord. ROMEONo matter: get thee gone,And hire those horses; I'll be with thee straight. Exit BALTHASARWell, Juliet, I will lie with thee to-night. Let's see for means: O mischief, thou art swiftTo enter in the thoughts of desperate men!I do remember an apothecary,-And hereabouts he dwells,--which late I notedIn tatter'd weeds, with overwhelming brows,Culling of simples; meagre were his looks,Sharp misery had worn him to the bones:And in his needy shop a tortoise hung,An alligator stuff'd, and other skinsOf ill-shaped fishes; and about his shelvesA beggarly account of empty boxes,Green earthen pots, bladders and musty seeds,Remnants of packthread and old cakes of roses,Were thinly scatter'd, to make up a show. Noting this penury, to myself I said'An if a man did need a poison now,Whose sale is present death in Mantua,Here lives a caitiff wretch would sell it him. 'O, this same thought did but forerun my need;And this same needy man must sell it me. As I remember, this should be the house. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBeing holiday, the beggar's shop is shut. What, ho! Apothecary!Enter ApothecaryApothecaryWho calls so loud?ROMEOCome hither, man. I see that thou art poor:Hold, there is forty ducats: let me haveA dram of poison, such soon-speeding gearAs will disperse itself through all the veinsThat the life-weary taker may fall deadAnd that the trunk may be discharged of breathAs violently as hasty powder firedDoth hurry from the fatal cannon's womb. ApothecarySuch mortal drugs I have; but Mantua's lawIs death to any he that utters them. ROMEOArt thou so bare and full of wretchedness,And fear'st to die?"}
{"text": "Then I defy you, stars!Thou know'st my lodging: get me ink and paper,And hire post-horses; I will hence to-night. BALTHASARI do beseech you, sir, have patience:Your looks are pale and wild, and do importSome misadventure. ROMEOTush, thou art deceived:Leave me, and do the thing I bid thee do. Hast thou no letters to me from the friar?BALTHASARNo, my good lord. ROMEONo matter: get thee gone,And hire those horses; I'll be with thee straight. Exit BALTHASARWell, Juliet, I will lie with thee to-night. Let's see for means: O mischief, thou art swiftTo enter in the thoughts of desperate men!I do remember an apothecary,-And hereabouts he dwells,--which late I notedIn tatter'd weeds, with overwhelming brows,Culling of simples; meagre were his looks,Sharp misery had worn him to the bones:And in his needy shop a tortoise hung,An alligator stuff'd, and other skinsOf ill-shaped fishes; and about his shelvesA beggarly account of empty boxes,Green earthen pots, bladders and musty seeds,Remnants of packthread and old cakes of roses,Were thinly scatter'd, to make up a show. Noting this penury, to myself I said'An if a man did need a poison now,Whose sale is present death in Mantua,Here lives a caitiff wretch would sell it him. 'O, this same thought did but forerun my need;And this same needy man must sell it me. As I remember, this should be the house. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMBeing holiday, the beggar's shop is shut. What, ho! Apothecary!Enter ApothecaryApothecaryWho calls so loud?ROMEOCome hither, man. I see that thou art poor:Hold, there is forty ducats: let me haveA dram of poison, such soon-speeding gearAs will disperse itself through all the veinsThat the life-weary taker may fall deadAnd that the trunk may be discharged of breathAs violently as hasty powder firedDoth hurry from the fatal cannon's womb. ApothecarySuch mortal drugs I have; but Mantua's lawIs death to any he that utters them. ROMEOArt thou so bare and full of wretchedness,And fear'st to die? Famine is in thy cheeks,Need and oppression starveth in thine eyes,Contempt and beggary hangs upon thy back;The world is not thy friend nor the world's law;The world affords no law to make thee rich;Then be not poor, but break it, and take this. ApothecaryMy poverty, but not my will, consents. ROMEOI pay thy poverty, and not thy will. ApothecaryPut this in any liquid thing you will,And drink it off; and, if you had the strengthOf twenty men, it would dispatch you straight. ROMEOThere is thy gold, worse poison to men's souls,Doing more murders in this loathsome world,Than these poor compounds that thou mayst not sell. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI sell thee poison; thou hast sold me none. Farewell: buy food, and get thyself in flesh. Come, cordial and not poison, go with meTo Juliet's grave; for there must I use thee. ExeuntSCENE II."}
{"text": "Apothecary!Enter ApothecaryApothecaryWho calls so loud?ROMEOCome hither, man. I see that thou art poor:Hold, there is forty ducats: let me haveA dram of poison, such soon-speeding gearAs will disperse itself through all the veinsThat the life-weary taker may fall deadAnd that the trunk may be discharged of breathAs violently as hasty powder firedDoth hurry from the fatal cannon's womb. ApothecarySuch mortal drugs I have; but Mantua's lawIs death to any he that utters them. ROMEOArt thou so bare and full of wretchedness,And fear'st to die? Famine is in thy cheeks,Need and oppression starveth in thine eyes,Contempt and beggary hangs upon thy back;The world is not thy friend nor the world's law;The world affords no law to make thee rich;Then be not poor, but break it, and take this. ApothecaryMy poverty, but not my will, consents. ROMEOI pay thy poverty, and not thy will. ApothecaryPut this in any liquid thing you will,And drink it off; and, if you had the strengthOf twenty men, it would dispatch you straight. ROMEOThere is thy gold, worse poison to men's souls,Doing more murders in this loathsome world,Than these poor compounds that thou mayst not sell. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI sell thee poison; thou hast sold me none. Farewell: buy food, and get thyself in flesh. Come, cordial and not poison, go with meTo Juliet's grave; for there must I use thee. ExeuntSCENE II. Friar Laurence's cell. Enter FRIAR JOHNFRIAR JOHNHoly Franciscan friar!"}
{"text": "I see that thou art poor:Hold, there is forty ducats: let me haveA dram of poison, such soon-speeding gearAs will disperse itself through all the veinsThat the life-weary taker may fall deadAnd that the trunk may be discharged of breathAs violently as hasty powder firedDoth hurry from the fatal cannon's womb. ApothecarySuch mortal drugs I have; but Mantua's lawIs death to any he that utters them. ROMEOArt thou so bare and full of wretchedness,And fear'st to die? Famine is in thy cheeks,Need and oppression starveth in thine eyes,Contempt and beggary hangs upon thy back;The world is not thy friend nor the world's law;The world affords no law to make thee rich;Then be not poor, but break it, and take this. ApothecaryMy poverty, but not my will, consents. ROMEOI pay thy poverty, and not thy will. ApothecaryPut this in any liquid thing you will,And drink it off; and, if you had the strengthOf twenty men, it would dispatch you straight. ROMEOThere is thy gold, worse poison to men's souls,Doing more murders in this loathsome world,Than these poor compounds that thou mayst not sell. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI sell thee poison; thou hast sold me none. Farewell: buy food, and get thyself in flesh. Come, cordial and not poison, go with meTo Juliet's grave; for there must I use thee. ExeuntSCENE II. Friar Laurence's cell. Enter FRIAR JOHNFRIAR JOHNHoly Franciscan friar! Brother, ho!Enter FRIAR LAURENCEFRIAR LAURENCEThis same should be the voice of Friar John. Welcome from Mantua: what says Romeo?Or, if his mind be writ, give me his letter. FRIAR JOHNGoing to find a bare-foot brother outOne of our order, to associate me,Here in this city visiting the sick,And finding him, the searchers of the town,Suspecting that we both were in a houseWhere the infectious pestilence did reign,Seal'd up the doors, and would not let us forth;So that my speed to Mantua there was stay'd. FRIAR LAURENCEWho bare my letter, then, to Romeo?FRIAR JOHNI could not send it,--here it is again,-Nor get a messenger to bring it thee,So fearful were they of infection. FRIAR LAURENCEUnhappy fortune!"}
{"text": "Famine is in thy cheeks,Need and oppression starveth in thine eyes,Contempt and beggary hangs upon thy back;The world is not thy friend nor the world's law;The world affords no law to make thee rich;Then be not poor, but break it, and take this. ApothecaryMy poverty, but not my will, consents. ROMEOI pay thy poverty, and not thy will. ApothecaryPut this in any liquid thing you will,And drink it off; and, if you had the strengthOf twenty men, it would dispatch you straight. ROMEOThere is thy gold, worse poison to men's souls,Doing more murders in this loathsome world,Than these poor compounds that thou mayst not sell. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI sell thee poison; thou hast sold me none. Farewell: buy food, and get thyself in flesh. Come, cordial and not poison, go with meTo Juliet's grave; for there must I use thee. ExeuntSCENE II. Friar Laurence's cell. Enter FRIAR JOHNFRIAR JOHNHoly Franciscan friar! Brother, ho!Enter FRIAR LAURENCEFRIAR LAURENCEThis same should be the voice of Friar John. Welcome from Mantua: what says Romeo?Or, if his mind be writ, give me his letter. FRIAR JOHNGoing to find a bare-foot brother outOne of our order, to associate me,Here in this city visiting the sick,And finding him, the searchers of the town,Suspecting that we both were in a houseWhere the infectious pestilence did reign,Seal'd up the doors, and would not let us forth;So that my speed to Mantua there was stay'd. FRIAR LAURENCEWho bare my letter, then, to Romeo?FRIAR JOHNI could not send it,--here it is again,-Nor get a messenger to bring it thee,So fearful were they of infection. FRIAR LAURENCEUnhappy fortune! By my brotherhood,The letter was not nice but full of chargeOf dear import, and the neglecting itMay do much danger."}
{"text": "Friar Laurence's cell. Enter FRIAR JOHNFRIAR JOHNHoly Franciscan friar! Brother, ho!Enter FRIAR LAURENCEFRIAR LAURENCEThis same should be the voice of Friar John. Welcome from Mantua: what says Romeo?Or, if his mind be writ, give me his letter. FRIAR JOHNGoing to find a bare-foot brother outOne of our order, to associate me,Here in this city visiting the sick,And finding him, the searchers of the town,Suspecting that we both were in a houseWhere the infectious pestilence did reign,Seal'd up the doors, and would not let us forth;So that my speed to Mantua there was stay'd. FRIAR LAURENCEWho bare my letter, then, to Romeo?FRIAR JOHNI could not send it,--here it is again,-Nor get a messenger to bring it thee,So fearful were they of infection. FRIAR LAURENCEUnhappy fortune! By my brotherhood,The letter was not nice but full of chargeOf dear import, and the neglecting itMay do much danger. Friar John, go hence;Get me an iron crow, and bring it straightUnto my cell. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFRIAR JOHNBrother, I'll go and bring it thee. ExitFRIAR LAURENCENow must I to the monument alone;Within three hours will fair Juliet wake:She will beshrew me much that RomeoHath had no notice of these accidents;But I will write again to Mantua,And keep her at my cell till Romeo come;Poor living corse, closed in a dead man's tomb!ExitSCENE III."}
{"text": "Brother, ho!Enter FRIAR LAURENCEFRIAR LAURENCEThis same should be the voice of Friar John. Welcome from Mantua: what says Romeo?Or, if his mind be writ, give me his letter. FRIAR JOHNGoing to find a bare-foot brother outOne of our order, to associate me,Here in this city visiting the sick,And finding him, the searchers of the town,Suspecting that we both were in a houseWhere the infectious pestilence did reign,Seal'd up the doors, and would not let us forth;So that my speed to Mantua there was stay'd. FRIAR LAURENCEWho bare my letter, then, to Romeo?FRIAR JOHNI could not send it,--here it is again,-Nor get a messenger to bring it thee,So fearful were they of infection. FRIAR LAURENCEUnhappy fortune! By my brotherhood,The letter was not nice but full of chargeOf dear import, and the neglecting itMay do much danger. Friar John, go hence;Get me an iron crow, and bring it straightUnto my cell. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFRIAR JOHNBrother, I'll go and bring it thee. ExitFRIAR LAURENCENow must I to the monument alone;Within three hours will fair Juliet wake:She will beshrew me much that RomeoHath had no notice of these accidents;But I will write again to Mantua,And keep her at my cell till Romeo come;Poor living corse, closed in a dead man's tomb!ExitSCENE III. A churchyard; in it a tomb belonging to the Capulets. Enter PARIS, and his Page bearing flowers and a torchPARISGive me thy torch, boy: hence, and stand aloof:Yet put it out, for I would not be seen. Under yond yew-trees lay thee all along,Holding thine ear close to the hollow ground;So shall no foot upon the churchyard tread,Being loose, unfirm, with digging up of graves,But thou shalt hear it: whistle then to me,As signal that thou hear'st something approach. Give me those flowers."}
{"text": "By my brotherhood,The letter was not nice but full of chargeOf dear import, and the neglecting itMay do much danger. Friar John, go hence;Get me an iron crow, and bring it straightUnto my cell. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMFRIAR JOHNBrother, I'll go and bring it thee. ExitFRIAR LAURENCENow must I to the monument alone;Within three hours will fair Juliet wake:She will beshrew me much that RomeoHath had no notice of these accidents;But I will write again to Mantua,And keep her at my cell till Romeo come;Poor living corse, closed in a dead man's tomb!ExitSCENE III. A churchyard; in it a tomb belonging to the Capulets. Enter PARIS, and his Page bearing flowers and a torchPARISGive me thy torch, boy: hence, and stand aloof:Yet put it out, for I would not be seen. Under yond yew-trees lay thee all along,Holding thine ear close to the hollow ground;So shall no foot upon the churchyard tread,Being loose, unfirm, with digging up of graves,But thou shalt hear it: whistle then to me,As signal that thou hear'st something approach. Give me those flowers. Do as I bid thee, go. PAGE Aside I am almost afraid to stand aloneHere in the churchyard; yet I will adventure. RetiresPARISSweet flower, with flowers thy bridal bed I strew,-O woe! Thy canopy is dust and stones;-Which with sweet water nightly I will dew,Or, wanting that, with tears distill'd by moans:The obsequies that I for thee will keepNightly shall be to strew thy grave and weep. The Page whistlesThe boy gives warning something doth approach. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWhat cursed foot wanders this way to-night,To cross my obsequies and true love's rite?What with a torch!"}
{"text": "A churchyard; in it a tomb belonging to the Capulets. Enter PARIS, and his Page bearing flowers and a torchPARISGive me thy torch, boy: hence, and stand aloof:Yet put it out, for I would not be seen. Under yond yew-trees lay thee all along,Holding thine ear close to the hollow ground;So shall no foot upon the churchyard tread,Being loose, unfirm, with digging up of graves,But thou shalt hear it: whistle then to me,As signal that thou hear'st something approach. Give me those flowers. Do as I bid thee, go. PAGE Aside I am almost afraid to stand aloneHere in the churchyard; yet I will adventure. RetiresPARISSweet flower, with flowers thy bridal bed I strew,-O woe! Thy canopy is dust and stones;-Which with sweet water nightly I will dew,Or, wanting that, with tears distill'd by moans:The obsequies that I for thee will keepNightly shall be to strew thy grave and weep. The Page whistlesThe boy gives warning something doth approach. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWhat cursed foot wanders this way to-night,To cross my obsequies and true love's rite?What with a torch! Muffle me, night, awhile. RetiresEnter ROMEO and BALTHASAR, with a torch, mattock, cROMEOGive me that mattock and the wrenching iron. Hold, take this letter; early in the morningSee thou deliver it to my lord and father. Give me the light: upon thy life, I charge thee,Whate'er thou hear'st or seest, stand all aloof,And do not interrupt me in my course. Why I descend into this bed of death,Is partly to behold my lady's face;But chiefly to take thence from her dead fingerA precious ring, a ring that I must useIn dear employment: therefore hence, be gone:But if thou, jealous, dost return to pryIn what I further shall intend to do,By heaven, I will tear thee joint by jointAnd strew this hungry churchyard with thy limbs:The time and my intents are savage-wild,More fierce and more inexorable farThan empty tigers or the roaring sea. BALTHASARI will be gone, sir, and not trouble you. ROMEOSo shalt thou show me friendship."}
{"text": "Do as I bid thee, go. PAGE Aside I am almost afraid to stand aloneHere in the churchyard; yet I will adventure. RetiresPARISSweet flower, with flowers thy bridal bed I strew,-O woe! Thy canopy is dust and stones;-Which with sweet water nightly I will dew,Or, wanting that, with tears distill'd by moans:The obsequies that I for thee will keepNightly shall be to strew thy grave and weep. The Page whistlesThe boy gives warning something doth approach. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWhat cursed foot wanders this way to-night,To cross my obsequies and true love's rite?What with a torch! Muffle me, night, awhile. RetiresEnter ROMEO and BALTHASAR, with a torch, mattock, cROMEOGive me that mattock and the wrenching iron. Hold, take this letter; early in the morningSee thou deliver it to my lord and father. Give me the light: upon thy life, I charge thee,Whate'er thou hear'st or seest, stand all aloof,And do not interrupt me in my course. Why I descend into this bed of death,Is partly to behold my lady's face;But chiefly to take thence from her dead fingerA precious ring, a ring that I must useIn dear employment: therefore hence, be gone:But if thou, jealous, dost return to pryIn what I further shall intend to do,By heaven, I will tear thee joint by jointAnd strew this hungry churchyard with thy limbs:The time and my intents are savage-wild,More fierce and more inexorable farThan empty tigers or the roaring sea. BALTHASARI will be gone, sir, and not trouble you. ROMEOSo shalt thou show me friendship. Take thou that:Live, and be prosperous: and farewell, good fellow. BALTHASAR Aside For all this same, I'll hide me hereabout:His looks I fear, and his intents I doubt. RetiresROMEOThou detestable maw, thou womb of death,Gorged with the dearest morsel of the earth,Thus I enforce thy rotten jaws to open,And, in despite, I'll cram thee with more food!Opens the tomb Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMPARISThis is that banish'd haughty Montague,That murder'd my love's cousin, with which grief,It is supposed, the fair creature died;And here is come to do some villanous shameTo the dead bodies: I will apprehend him. Comes forwardStop thy unhallow'd toil, vile Montague!Can vengeance be pursued further than death?Condemned villain, I do apprehend thee:Obey, and go with me; for thou must die. ROMEOI must indeed; and therefore came I hither. Good gentle youth, tempt not a desperate man;Fly hence, and leave me: think upon these gone;Let them affright thee."}
{"text": "Thy canopy is dust and stones;-Which with sweet water nightly I will dew,Or, wanting that, with tears distill'd by moans:The obsequies that I for thee will keepNightly shall be to strew thy grave and weep. The Page whistlesThe boy gives warning something doth approach. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMWhat cursed foot wanders this way to-night,To cross my obsequies and true love's rite?What with a torch! Muffle me, night, awhile. RetiresEnter ROMEO and BALTHASAR, with a torch, mattock, cROMEOGive me that mattock and the wrenching iron. Hold, take this letter; early in the morningSee thou deliver it to my lord and father. Give me the light: upon thy life, I charge thee,Whate'er thou hear'st or seest, stand all aloof,And do not interrupt me in my course. Why I descend into this bed of death,Is partly to behold my lady's face;But chiefly to take thence from her dead fingerA precious ring, a ring that I must useIn dear employment: therefore hence, be gone:But if thou, jealous, dost return to pryIn what I further shall intend to do,By heaven, I will tear thee joint by jointAnd strew this hungry churchyard with thy limbs:The time and my intents are savage-wild,More fierce and more inexorable farThan empty tigers or the roaring sea. BALTHASARI will be gone, sir, and not trouble you. ROMEOSo shalt thou show me friendship. Take thou that:Live, and be prosperous: and farewell, good fellow. BALTHASAR Aside For all this same, I'll hide me hereabout:His looks I fear, and his intents I doubt. RetiresROMEOThou detestable maw, thou womb of death,Gorged with the dearest morsel of the earth,Thus I enforce thy rotten jaws to open,And, in despite, I'll cram thee with more food!Opens the tomb Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMPARISThis is that banish'd haughty Montague,That murder'd my love's cousin, with which grief,It is supposed, the fair creature died;And here is come to do some villanous shameTo the dead bodies: I will apprehend him. Comes forwardStop thy unhallow'd toil, vile Montague!Can vengeance be pursued further than death?Condemned villain, I do apprehend thee:Obey, and go with me; for thou must die. ROMEOI must indeed; and therefore came I hither. Good gentle youth, tempt not a desperate man;Fly hence, and leave me: think upon these gone;Let them affright thee. I beseech thee, youth,Put not another sin upon my head,By urging me to fury: O, be gone!By heaven, I love thee better than myself;For I come hither arm'd against myself:Stay not, be gone; live, and hereafter say,A madman's mercy bade thee run away. PARISI do defy thy conjurations,And apprehend thee for a felon here. ROMEOWilt thou provoke me?"}
{"text": "Muffle me, night, awhile. RetiresEnter ROMEO and BALTHASAR, with a torch, mattock, cROMEOGive me that mattock and the wrenching iron. Hold, take this letter; early in the morningSee thou deliver it to my lord and father. Give me the light: upon thy life, I charge thee,Whate'er thou hear'st or seest, stand all aloof,And do not interrupt me in my course. Why I descend into this bed of death,Is partly to behold my lady's face;But chiefly to take thence from her dead fingerA precious ring, a ring that I must useIn dear employment: therefore hence, be gone:But if thou, jealous, dost return to pryIn what I further shall intend to do,By heaven, I will tear thee joint by jointAnd strew this hungry churchyard with thy limbs:The time and my intents are savage-wild,More fierce and more inexorable farThan empty tigers or the roaring sea. BALTHASARI will be gone, sir, and not trouble you. ROMEOSo shalt thou show me friendship. Take thou that:Live, and be prosperous: and farewell, good fellow. BALTHASAR Aside For all this same, I'll hide me hereabout:His looks I fear, and his intents I doubt. RetiresROMEOThou detestable maw, thou womb of death,Gorged with the dearest morsel of the earth,Thus I enforce thy rotten jaws to open,And, in despite, I'll cram thee with more food!Opens the tomb Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMPARISThis is that banish'd haughty Montague,That murder'd my love's cousin, with which grief,It is supposed, the fair creature died;And here is come to do some villanous shameTo the dead bodies: I will apprehend him. Comes forwardStop thy unhallow'd toil, vile Montague!Can vengeance be pursued further than death?Condemned villain, I do apprehend thee:Obey, and go with me; for thou must die. ROMEOI must indeed; and therefore came I hither. Good gentle youth, tempt not a desperate man;Fly hence, and leave me: think upon these gone;Let them affright thee. I beseech thee, youth,Put not another sin upon my head,By urging me to fury: O, be gone!By heaven, I love thee better than myself;For I come hither arm'd against myself:Stay not, be gone; live, and hereafter say,A madman's mercy bade thee run away. PARISI do defy thy conjurations,And apprehend thee for a felon here. ROMEOWilt thou provoke me? Then have at thee, boy!They fightPAGEO Lord, they fight!"}
{"text": "Take thou that:Live, and be prosperous: and farewell, good fellow. BALTHASAR Aside For all this same, I'll hide me hereabout:His looks I fear, and his intents I doubt. RetiresROMEOThou detestable maw, thou womb of death,Gorged with the dearest morsel of the earth,Thus I enforce thy rotten jaws to open,And, in despite, I'll cram thee with more food!Opens the tomb Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMPARISThis is that banish'd haughty Montague,That murder'd my love's cousin, with which grief,It is supposed, the fair creature died;And here is come to do some villanous shameTo the dead bodies: I will apprehend him. Comes forwardStop thy unhallow'd toil, vile Montague!Can vengeance be pursued further than death?Condemned villain, I do apprehend thee:Obey, and go with me; for thou must die. ROMEOI must indeed; and therefore came I hither. Good gentle youth, tempt not a desperate man;Fly hence, and leave me: think upon these gone;Let them affright thee. I beseech thee, youth,Put not another sin upon my head,By urging me to fury: O, be gone!By heaven, I love thee better than myself;For I come hither arm'd against myself:Stay not, be gone; live, and hereafter say,A madman's mercy bade thee run away. PARISI do defy thy conjurations,And apprehend thee for a felon here. ROMEOWilt thou provoke me? Then have at thee, boy!They fightPAGEO Lord, they fight! I will go call the watch. ExitPARISO, I am slain!FallsIf thou be merciful,Open the tomb, lay me with Juliet. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMDiesROMEOIn faith, I will. Let me peruse this face. Mercutio's kinsman, noble County Paris!What said my man, when my betossed soulDid not attend him as we rode?"}
{"text": "Then have at thee, boy!They fightPAGEO Lord, they fight! I will go call the watch. ExitPARISO, I am slain!FallsIf thou be merciful,Open the tomb, lay me with Juliet. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMDiesROMEOIn faith, I will. Let me peruse this face. Mercutio's kinsman, noble County Paris!What said my man, when my betossed soulDid not attend him as we rode? I thinkHe told me Paris should have married Juliet:Said he not so? Or did I dream it so?Or am I mad, hearing him talk of Juliet,To think it was so? O, give me thy hand,One writ with me in sour misfortune's book!I'll bury thee in a triumphant grave;A grave? O no! A lantern, slaughter'd youth,For here lies Juliet, and her beauty makesThis vault a feasting presence full of light. Death, lie thou there, by a dead man interr'd. Laying PARIS in the tombHow oft when men are at the point of deathHave they been merry! Which their keepers callA lightning before death: O, how may ICall this a lightning? O my love! My wife!Death, that hath suck'd the honey of thy breath,Hath had no power yet upon thy beauty:Thou art not conquer'd; beauty's ensign yetIs crimson in thy lips and in thy cheeks,And death's pale flag is not advanced there. Tybalt, liest thou there in thy bloody sheet?O, what more favour can I do to thee,Than with that hand that cut thy youth in twainTo sunder his that was thine enemy?Forgive me, cousin! Ah, dear Juliet,Why art thou yet so fair? Shall I believeThat unsubstantial death is amorous,And that the lean abhorred monster keepsThee here in dark to be his paramour?For fear of that, I still will stay with thee;And never from this palace of dim nightDepart again: here, here will I remainWith worms that are thy chamber-maids; O, hereWill I set up my everlasting rest,And shake the yoke of inauspicious starsFrom this world-wearied flesh."}
{"text": "My wife!Death, that hath suck'd the honey of thy breath,Hath had no power yet upon thy beauty:Thou art not conquer'd; beauty's ensign yetIs crimson in thy lips and in thy cheeks,And death's pale flag is not advanced there. Tybalt, liest thou there in thy bloody sheet?O, what more favour can I do to thee,Than with that hand that cut thy youth in twainTo sunder his that was thine enemy?Forgive me, cousin! Ah, dear Juliet,Why art thou yet so fair? Shall I believeThat unsubstantial death is amorous,And that the lean abhorred monster keepsThee here in dark to be his paramour?For fear of that, I still will stay with thee;And never from this palace of dim nightDepart again: here, here will I remainWith worms that are thy chamber-maids; O, hereWill I set up my everlasting rest,And shake the yoke of inauspicious starsFrom this world-wearied flesh. Eyes, look your last!Arms, take your last embrace! And, lips, O youThe doors of breath, seal with a righteous kissA dateless bargain to engrossing death!Come, bitter conduct, come, unsavoury guide!Thou desperate pilot, now at once run onThe dashing rocks thy sea-sick weary bark! Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMHere's to my love!DrinksO true apothecary!Thy drugs are quick. Thus with a kiss I die. DiesEnter, at the other end of the churchyard, FRIAR LAURENCE, with a lantern, crow, andspadeFRIAR LAURENCESaint Francis be my speed! How oft to-nightHave my old feet stumbled at graves! Who's there?BALTHASARHere's one, a friend, and one that knows you well. FRIAR LAURENCEBliss be upon you! Tell me, good my friend,What torch is yond, that vainly lends his lightTo grubs and eyeless skulls?"}
{"text": "How oft to-nightHave my old feet stumbled at graves! Who's there?BALTHASARHere's one, a friend, and one that knows you well. FRIAR LAURENCEBliss be upon you! Tell me, good my friend,What torch is yond, that vainly lends his lightTo grubs and eyeless skulls? As I discern,It burneth in the Capel's monument. BALTHASARIt doth so, holy sir; and there's my master,One that you love. FRIAR LAURENCEWho is it?BALTHASARRomeo. FRIAR LAURENCEHow long hath he been there?BALTHASARFull half an hour. FRIAR LAURENCEGo with me to the vault. BALTHASAR Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMI dare not, sirMy master knows not but I am gone hence;And fearfully did menace me with death,If I did stay to look on his intents. FRIAR LAURENCEStay, then; I'll go alone. Fear comes upon me:O, much I fear some ill unlucky thing. BALTHASARAs I did sleep under this yew-tree here,I dreamt my master and another fought,And that my master slew him. FRIAR LAURENCERomeo!AdvancesAlack, alack, what blood is this, which stainsThe stony entrance of this sepulchre?What mean these masterless and gory swordsTo lie discolour'd by this place of peace?Enters the tombRomeo! O, pale! Who else? What, Paris too?And steep'd in blood? Ah, what an unkind hourIs guilty of this lamentable chance!The lady stirs. JULIET wakesJULIETO comfortable friar! Where is my lord?I do remember well where I should be,And there I am. Where is my Romeo?Noise withinFRIAR LAURENCEI hear some noise. Lady, come from that nestOf death, contagion, and unnatural sleep:A greater power than we can contradictHath thwarted our intents. Come, come away. Thy husband in thy bosom there lies dead;And Paris too."}
{"text": "Where is my Romeo?Noise withinFRIAR LAURENCEI hear some noise. Lady, come from that nestOf death, contagion, and unnatural sleep:A greater power than we can contradictHath thwarted our intents. Come, come away. Thy husband in thy bosom there lies dead;And Paris too. Come, I'll dispose of theeAmong a sisterhood of holy nuns:Stay not to question, for the watch is coming; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMCome, go, good Juliet,Noise againI dare no longer stay. JULIETGo, get thee hence, for I will not away. Exit FRIAR LAURENCEWhat's here? A cup, closed in my true love's hand?Poison, I see, hath been his timeless end:O churl! Drunk all, and left no friendly dropTo help me after? I will kiss thy lips;Haply some poison yet doth hang on them,To make die with a restorative. Kisses himThy lips are warm. First Watchman Within Lead, boy: which way?JULIETYea, noise? Then I'll be brief. O happy dagger!Snatching ROMEO's daggerThis is thy sheath;Stabs herselfthere rust, and let me die. Falls on ROMEO's body, and diesEnter Watch, with the Page of PARISPAGEThis is the place; there, where the torch doth burn. First WatchmanThe ground is bloody; search about the churchyard:Go, some of you, whoe'er you find attach. Pitiful sight!"}
{"text": "I will kiss thy lips;Haply some poison yet doth hang on them,To make die with a restorative. Kisses himThy lips are warm. First Watchman Within Lead, boy: which way?JULIETYea, noise? Then I'll be brief. O happy dagger!Snatching ROMEO's daggerThis is thy sheath;Stabs herselfthere rust, and let me die. Falls on ROMEO's body, and diesEnter Watch, with the Page of PARISPAGEThis is the place; there, where the torch doth burn. First WatchmanThe ground is bloody; search about the churchyard:Go, some of you, whoe'er you find attach. Pitiful sight! Here lies the county slain,And Juliet bleeding, warm, and newly dead,Who here hath lain these two days buried. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGo, tell the prince: run to the Capulets:Raise up the Montagues: some others search:We see the ground whereon these woes do lie;But the true ground of all these piteous woesWe cannot without circumstance descry. Re-enter some of the Watch, with BALTHASARSecond WatchmanHere's Romeo's man; we found him in the churchyard. First WatchmanHold him in safety, till the prince come hither. Re-enter others of the Watch, with FRIAR LAURENCEThird WatchmanHere is a friar, that trembles, sighs and weeps:We took this mattock and this spade from him,As he was coming from this churchyard side. First WatchmanA great suspicion: stay the friar too. Enter the PRINCE and AttendantsPRINCEWhat misadventure is so early up,That calls our person from our morning's rest?Enter CAPULET, LADY CAPULET, and othersCAPULETWhat should it be, that they so shriek abroad?LADY CAPULETThe people in the street cry Romeo,Some Juliet, and some Paris; and all run,With open outcry toward our monument. PRINCEWhat fear is this which startles in our ears?First WatchmanSovereign, here lies the County Paris slain; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd Romeo dead; and Juliet, dead before,Warm and new kill'd. PRINCESearch, seek, and know how this foul murder comes. First WatchmanHere is a friar, and slaughter'd Romeo's man;With instruments upon them, fit to openThese dead men's tombs. CAPULETO heavens!"}
{"text": "Then I'll be brief. O happy dagger!Snatching ROMEO's daggerThis is thy sheath;Stabs herselfthere rust, and let me die. Falls on ROMEO's body, and diesEnter Watch, with the Page of PARISPAGEThis is the place; there, where the torch doth burn. First WatchmanThe ground is bloody; search about the churchyard:Go, some of you, whoe'er you find attach. Pitiful sight! Here lies the county slain,And Juliet bleeding, warm, and newly dead,Who here hath lain these two days buried. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGo, tell the prince: run to the Capulets:Raise up the Montagues: some others search:We see the ground whereon these woes do lie;But the true ground of all these piteous woesWe cannot without circumstance descry. Re-enter some of the Watch, with BALTHASARSecond WatchmanHere's Romeo's man; we found him in the churchyard. First WatchmanHold him in safety, till the prince come hither. Re-enter others of the Watch, with FRIAR LAURENCEThird WatchmanHere is a friar, that trembles, sighs and weeps:We took this mattock and this spade from him,As he was coming from this churchyard side. First WatchmanA great suspicion: stay the friar too. Enter the PRINCE and AttendantsPRINCEWhat misadventure is so early up,That calls our person from our morning's rest?Enter CAPULET, LADY CAPULET, and othersCAPULETWhat should it be, that they so shriek abroad?LADY CAPULETThe people in the street cry Romeo,Some Juliet, and some Paris; and all run,With open outcry toward our monument. PRINCEWhat fear is this which startles in our ears?First WatchmanSovereign, here lies the County Paris slain; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd Romeo dead; and Juliet, dead before,Warm and new kill'd. PRINCESearch, seek, and know how this foul murder comes. First WatchmanHere is a friar, and slaughter'd Romeo's man;With instruments upon them, fit to openThese dead men's tombs. CAPULETO heavens! O wife, look how our daughter bleeds!This dagger hath mista'en--for, lo, his houseIs empty on the back of Montague,-And it mis-sheathed in my daughter's bosom!LADY CAPULETO me!"}
{"text": "O happy dagger!Snatching ROMEO's daggerThis is thy sheath;Stabs herselfthere rust, and let me die. Falls on ROMEO's body, and diesEnter Watch, with the Page of PARISPAGEThis is the place; there, where the torch doth burn. First WatchmanThe ground is bloody; search about the churchyard:Go, some of you, whoe'er you find attach. Pitiful sight! Here lies the county slain,And Juliet bleeding, warm, and newly dead,Who here hath lain these two days buried. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGo, tell the prince: run to the Capulets:Raise up the Montagues: some others search:We see the ground whereon these woes do lie;But the true ground of all these piteous woesWe cannot without circumstance descry. Re-enter some of the Watch, with BALTHASARSecond WatchmanHere's Romeo's man; we found him in the churchyard. First WatchmanHold him in safety, till the prince come hither. Re-enter others of the Watch, with FRIAR LAURENCEThird WatchmanHere is a friar, that trembles, sighs and weeps:We took this mattock and this spade from him,As he was coming from this churchyard side. First WatchmanA great suspicion: stay the friar too. Enter the PRINCE and AttendantsPRINCEWhat misadventure is so early up,That calls our person from our morning's rest?Enter CAPULET, LADY CAPULET, and othersCAPULETWhat should it be, that they so shriek abroad?LADY CAPULETThe people in the street cry Romeo,Some Juliet, and some Paris; and all run,With open outcry toward our monument. PRINCEWhat fear is this which startles in our ears?First WatchmanSovereign, here lies the County Paris slain; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd Romeo dead; and Juliet, dead before,Warm and new kill'd. PRINCESearch, seek, and know how this foul murder comes. First WatchmanHere is a friar, and slaughter'd Romeo's man;With instruments upon them, fit to openThese dead men's tombs. CAPULETO heavens! O wife, look how our daughter bleeds!This dagger hath mista'en--for, lo, his houseIs empty on the back of Montague,-And it mis-sheathed in my daughter's bosom!LADY CAPULETO me! This sight of death is as a bell,That warns my old age to a sepulchre. Enter MONTAGUE and othersPRINCECome, Montague; for thou art early up,To see thy son and heir more early down. MONTAGUEAlas, my liege, my wife is dead to-night;Grief of my son's exile hath stopp'd her breath:What further woe conspires against mine age?PRINCELook, and thou shalt see. MONTAGUEO thou untaught!"}
{"text": "Here lies the county slain,And Juliet bleeding, warm, and newly dead,Who here hath lain these two days buried. Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMGo, tell the prince: run to the Capulets:Raise up the Montagues: some others search:We see the ground whereon these woes do lie;But the true ground of all these piteous woesWe cannot without circumstance descry. Re-enter some of the Watch, with BALTHASARSecond WatchmanHere's Romeo's man; we found him in the churchyard. First WatchmanHold him in safety, till the prince come hither. Re-enter others of the Watch, with FRIAR LAURENCEThird WatchmanHere is a friar, that trembles, sighs and weeps:We took this mattock and this spade from him,As he was coming from this churchyard side. First WatchmanA great suspicion: stay the friar too. Enter the PRINCE and AttendantsPRINCEWhat misadventure is so early up,That calls our person from our morning's rest?Enter CAPULET, LADY CAPULET, and othersCAPULETWhat should it be, that they so shriek abroad?LADY CAPULETThe people in the street cry Romeo,Some Juliet, and some Paris; and all run,With open outcry toward our monument. PRINCEWhat fear is this which startles in our ears?First WatchmanSovereign, here lies the County Paris slain; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd Romeo dead; and Juliet, dead before,Warm and new kill'd. PRINCESearch, seek, and know how this foul murder comes. First WatchmanHere is a friar, and slaughter'd Romeo's man;With instruments upon them, fit to openThese dead men's tombs. CAPULETO heavens! O wife, look how our daughter bleeds!This dagger hath mista'en--for, lo, his houseIs empty on the back of Montague,-And it mis-sheathed in my daughter's bosom!LADY CAPULETO me! This sight of death is as a bell,That warns my old age to a sepulchre. Enter MONTAGUE and othersPRINCECome, Montague; for thou art early up,To see thy son and heir more early down. MONTAGUEAlas, my liege, my wife is dead to-night;Grief of my son's exile hath stopp'd her breath:What further woe conspires against mine age?PRINCELook, and thou shalt see. MONTAGUEO thou untaught! What manners is in this?To press before thy father to a grave?PRINCESeal up the mouth of outrage for a while,Till we can clear these ambiguities,And know their spring, their head, theirtrue descent;And then will I be general of your woes, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd lead you even to death: meantime forbear,And let mischance be slave to patience. Bring forth the parties of suspicion. FRIAR LAURENCEI am the greatest, able to do least,Yet most suspected, as the time and placeDoth make against me of this direful murder;And here I stand, both to impeach and purgeMyself condemned and myself excused. PRINCEThen say at once what thou dost know in this. FRIAR LAURENCEI will be brief, for my short date of breathIs not so long as is a tedious tale. Romeo, there dead, was husband to that Juliet;And she, there dead, that Romeo's faithful wife:I married them; and their stol'n marriage-dayWas Tybalt's dooms-day, whose untimely deathBanish'd the new-made bridegroom from the city,For whom, and not for Tybalt, Juliet pined. You, to remove that siege of grief from her,Betroth'd and would have married her perforceTo County Paris: then comes she to me,And, with wild looks, bid me devise some meanTo rid her from this second marriage,Or in my cell there would she kill herself. Then gave I her, so tutor'd by my art,A sleeping potion; which so took effectAs I intended, for it wrought on herThe form of death: meantime I writ to Romeo,That he should hither come as this dire night,To help to take her from her borrow'd grave,Being the time the potion's force should cease. But he which bore my letter, Friar John,Was stay'd by accident, and yesternightReturn'd my letter back."}
{"text": "O wife, look how our daughter bleeds!This dagger hath mista'en--for, lo, his houseIs empty on the back of Montague,-And it mis-sheathed in my daughter's bosom!LADY CAPULETO me! This sight of death is as a bell,That warns my old age to a sepulchre. Enter MONTAGUE and othersPRINCECome, Montague; for thou art early up,To see thy son and heir more early down. MONTAGUEAlas, my liege, my wife is dead to-night;Grief of my son's exile hath stopp'd her breath:What further woe conspires against mine age?PRINCELook, and thou shalt see. MONTAGUEO thou untaught! What manners is in this?To press before thy father to a grave?PRINCESeal up the mouth of outrage for a while,Till we can clear these ambiguities,And know their spring, their head, theirtrue descent;And then will I be general of your woes, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd lead you even to death: meantime forbear,And let mischance be slave to patience. Bring forth the parties of suspicion. FRIAR LAURENCEI am the greatest, able to do least,Yet most suspected, as the time and placeDoth make against me of this direful murder;And here I stand, both to impeach and purgeMyself condemned and myself excused. PRINCEThen say at once what thou dost know in this. FRIAR LAURENCEI will be brief, for my short date of breathIs not so long as is a tedious tale. Romeo, there dead, was husband to that Juliet;And she, there dead, that Romeo's faithful wife:I married them; and their stol'n marriage-dayWas Tybalt's dooms-day, whose untimely deathBanish'd the new-made bridegroom from the city,For whom, and not for Tybalt, Juliet pined. You, to remove that siege of grief from her,Betroth'd and would have married her perforceTo County Paris: then comes she to me,And, with wild looks, bid me devise some meanTo rid her from this second marriage,Or in my cell there would she kill herself. Then gave I her, so tutor'd by my art,A sleeping potion; which so took effectAs I intended, for it wrought on herThe form of death: meantime I writ to Romeo,That he should hither come as this dire night,To help to take her from her borrow'd grave,Being the time the potion's force should cease. But he which bore my letter, Friar John,Was stay'd by accident, and yesternightReturn'd my letter back. Then all aloneAt the prefixed hour of her waking,Came I to take her from her kindred's vault;Meaning to keep her closely at my cell,Till I conveniently could send to Romeo:But when I came, some minute ere the timeOf her awaking, here untimely layThe noble Paris and true Romeo dead. She wakes; and I entreated her come forth,And bear this work of heaven with patience:But then a noise did scare me from the tomb; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd she, too desperate, would not go with me,But, as it seems, did violence on herself. All this I know; and to the marriageHer nurse is privy: and, if aught in thisMiscarried by my fault, let my old lifeBe sacrificed, some hour before his time,Unto the rigour of severest law. PRINCEWe still have known thee for a holy man. Where's Romeo's man?"}
{"text": "This sight of death is as a bell,That warns my old age to a sepulchre. Enter MONTAGUE and othersPRINCECome, Montague; for thou art early up,To see thy son and heir more early down. MONTAGUEAlas, my liege, my wife is dead to-night;Grief of my son's exile hath stopp'd her breath:What further woe conspires against mine age?PRINCELook, and thou shalt see. MONTAGUEO thou untaught! What manners is in this?To press before thy father to a grave?PRINCESeal up the mouth of outrage for a while,Till we can clear these ambiguities,And know their spring, their head, theirtrue descent;And then will I be general of your woes, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd lead you even to death: meantime forbear,And let mischance be slave to patience. Bring forth the parties of suspicion. FRIAR LAURENCEI am the greatest, able to do least,Yet most suspected, as the time and placeDoth make against me of this direful murder;And here I stand, both to impeach and purgeMyself condemned and myself excused. PRINCEThen say at once what thou dost know in this. FRIAR LAURENCEI will be brief, for my short date of breathIs not so long as is a tedious tale. Romeo, there dead, was husband to that Juliet;And she, there dead, that Romeo's faithful wife:I married them; and their stol'n marriage-dayWas Tybalt's dooms-day, whose untimely deathBanish'd the new-made bridegroom from the city,For whom, and not for Tybalt, Juliet pined. You, to remove that siege of grief from her,Betroth'd and would have married her perforceTo County Paris: then comes she to me,And, with wild looks, bid me devise some meanTo rid her from this second marriage,Or in my cell there would she kill herself. Then gave I her, so tutor'd by my art,A sleeping potion; which so took effectAs I intended, for it wrought on herThe form of death: meantime I writ to Romeo,That he should hither come as this dire night,To help to take her from her borrow'd grave,Being the time the potion's force should cease. But he which bore my letter, Friar John,Was stay'd by accident, and yesternightReturn'd my letter back. Then all aloneAt the prefixed hour of her waking,Came I to take her from her kindred's vault;Meaning to keep her closely at my cell,Till I conveniently could send to Romeo:But when I came, some minute ere the timeOf her awaking, here untimely layThe noble Paris and true Romeo dead. She wakes; and I entreated her come forth,And bear this work of heaven with patience:But then a noise did scare me from the tomb; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd she, too desperate, would not go with me,But, as it seems, did violence on herself. All this I know; and to the marriageHer nurse is privy: and, if aught in thisMiscarried by my fault, let my old lifeBe sacrificed, some hour before his time,Unto the rigour of severest law. PRINCEWe still have known thee for a holy man. Where's Romeo's man? What can he say in this?BALTHASARI brought my master news of Juliet's death;And then in post he came from MantuaTo this same place, to this same monument. This letter he early bid me give his father,And threatened me with death, going in the vault,I departed not and left him there. PRINCEGive me the letter; I will look on it. Where is the county's page, that raised the watch?Sirrah, what made your master in this place?PAGEHe came with flowers to strew his lady's grave;And bid me stand aloof, and so I did:Anon comes one with light to ope the tomb;And by and by my master drew on him;And then I ran away to call the watch. PRINCEThis letter doth make good the friar's words,Their course of love, the tidings of her death:And here he writes that he did buy a poisonOf a poor 'pothecary, and therewithalCame to this vault to die, and lie with Juliet. Where be these enemies?"}
{"text": "What manners is in this?To press before thy father to a grave?PRINCESeal up the mouth of outrage for a while,Till we can clear these ambiguities,And know their spring, their head, theirtrue descent;And then will I be general of your woes, Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd lead you even to death: meantime forbear,And let mischance be slave to patience. Bring forth the parties of suspicion. FRIAR LAURENCEI am the greatest, able to do least,Yet most suspected, as the time and placeDoth make against me of this direful murder;And here I stand, both to impeach and purgeMyself condemned and myself excused. PRINCEThen say at once what thou dost know in this. FRIAR LAURENCEI will be brief, for my short date of breathIs not so long as is a tedious tale. Romeo, there dead, was husband to that Juliet;And she, there dead, that Romeo's faithful wife:I married them; and their stol'n marriage-dayWas Tybalt's dooms-day, whose untimely deathBanish'd the new-made bridegroom from the city,For whom, and not for Tybalt, Juliet pined. You, to remove that siege of grief from her,Betroth'd and would have married her perforceTo County Paris: then comes she to me,And, with wild looks, bid me devise some meanTo rid her from this second marriage,Or in my cell there would she kill herself. Then gave I her, so tutor'd by my art,A sleeping potion; which so took effectAs I intended, for it wrought on herThe form of death: meantime I writ to Romeo,That he should hither come as this dire night,To help to take her from her borrow'd grave,Being the time the potion's force should cease. But he which bore my letter, Friar John,Was stay'd by accident, and yesternightReturn'd my letter back. Then all aloneAt the prefixed hour of her waking,Came I to take her from her kindred's vault;Meaning to keep her closely at my cell,Till I conveniently could send to Romeo:But when I came, some minute ere the timeOf her awaking, here untimely layThe noble Paris and true Romeo dead. She wakes; and I entreated her come forth,And bear this work of heaven with patience:But then a noise did scare me from the tomb; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd she, too desperate, would not go with me,But, as it seems, did violence on herself. All this I know; and to the marriageHer nurse is privy: and, if aught in thisMiscarried by my fault, let my old lifeBe sacrificed, some hour before his time,Unto the rigour of severest law. PRINCEWe still have known thee for a holy man. Where's Romeo's man? What can he say in this?BALTHASARI brought my master news of Juliet's death;And then in post he came from MantuaTo this same place, to this same monument. This letter he early bid me give his father,And threatened me with death, going in the vault,I departed not and left him there. PRINCEGive me the letter; I will look on it. Where is the county's page, that raised the watch?Sirrah, what made your master in this place?PAGEHe came with flowers to strew his lady's grave;And bid me stand aloof, and so I did:Anon comes one with light to ope the tomb;And by and by my master drew on him;And then I ran away to call the watch. PRINCEThis letter doth make good the friar's words,Their course of love, the tidings of her death:And here he writes that he did buy a poisonOf a poor 'pothecary, and therewithalCame to this vault to die, and lie with Juliet. Where be these enemies? Capulet!"}
{"text": "Then all aloneAt the prefixed hour of her waking,Came I to take her from her kindred's vault;Meaning to keep her closely at my cell,Till I conveniently could send to Romeo:But when I came, some minute ere the timeOf her awaking, here untimely layThe noble Paris and true Romeo dead. She wakes; and I entreated her come forth,And bear this work of heaven with patience:But then a noise did scare me from the tomb; Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMAnd she, too desperate, would not go with me,But, as it seems, did violence on herself. All this I know; and to the marriageHer nurse is privy: and, if aught in thisMiscarried by my fault, let my old lifeBe sacrificed, some hour before his time,Unto the rigour of severest law. PRINCEWe still have known thee for a holy man. Where's Romeo's man?what can he say in this?BALTHASARI brought my master news of Juliet's death;And then in post he came from MantuaTo this same place, to this same monument. This letter he early bid me give his father,And threatened me with death, going in the vault,I departed not and left him there. PRINCEGive me the letter; I will look on it. Where is the county's page, that raised the watch?Sirrah, what made your master in this place?PAGEHe came with flowers to strew his lady's grave;And bid me stand aloof, and so I did:Anon comes one with light to ope the tomb;And by and by my master drew on him;And then I ran away to call the watch. PRINCEThis letter doth make good the friar's words,Their course of love, the tidings of her death:And here he writes that he did buy a poisonOf a poor 'pothecary, and therewithalCame to this vault to die, and lie with Juliet. Where be these enemies?Capulet!Montague!See, what a scourge is laid upon your hate,That heaven finds means to kill your joys with love. And I for winking at your discords tooHave lost a brace of kinsmen: all are punish'd. CAPULETO brother Montague, give me thy hand:This is my daughter's jointure, for no more Romeo and Juliet: Entire Playhttp: www-tech.mit.edu Shakespeare romeo juliet full.html1 18 2007 12:23 PMCan I demand. MONTAGUEBut I can give thee more:For I will raise her statue in pure gold;That while Verona by that name is known,There shall no figure at such rate be setAs that of true and faithful Juliet. CAPULETAs rich shall Romeo's by his lady's lie;Poor sacrifices of our enmity!PRINCEA glooming peace this morning with it brings;The sun, for sorrow, will not show his head:Go hence, to have more talk of these sad things;Some shall be pardon'd, and some punished:For never was a story of more woeThan this of Juliet and her Romeo. Exeunt."}
{"text": "PSE C- ESSAYS BASED ON SET TEXTS Optional I- SHORT STORIES 1. Half a Day and Other Stories Comment on how ignorance, greed and corruption have led to the suffering of people in Saida, Hagi-Dirie Herzi s Government by Magic Spell 2. Macmillan Ed Half a day and other stories The Hands The Hands of the Blacks is a case of racial biasness . Discuss this statement using Luis Bernado Honwana s . The Hands of the Blacks 3. The short story: Macmillan Ed Half a day and other stories. Write a composition to justify the statement John is to blame for the death of Wamuhu basing your illustrations on Ngugi Wa Thiongo s A meeting in the Dark 4. Macmillan Ed , half a day and other stories. Write a composition highlighting the challenges of inter-racial relationships as revealed in the story Breaking Loose by Moyez Vassanji 5. Macmillan Ed. ,. Half a Day and other stories with reference to story The Hands of the Blacks by Luis Bernado Honwana, justify the assertion that racism is a creation of individuals. 20mks 6. Macmilan Ed , Half a Day and Other Stories. With reference to the short story Hands of the blacks by Luis Bernado Honwana, write a composition on how whites attempt to justify their mistreatment and exploitation of the black race. 7. Macmillan E.d. ,. Half a Day and other stories With illustrations from Peter Nazareth s Money Man , write an essay to illustrate the saying: money cannot buy happiness . 8. Macmillan Ed , Half a Day and other stories Write an essay on the complications that arise from Akoto and Yasmin s relationship right from the start-basing your illustrations on Moyez Vassanj s story Breaking Loose 9. Macmillan Ed Half a Day and Other Stories Drawing your illustrations from Government by magic spell by Saida Magi- Dirre Menzi, Write an essay on the saying Power corrupts and absolute power corrupts absolutely. 10."}
{"text": "8. Macmillan Ed , Half a Day and other stories Write an essay on the complications that arise from Akoto and Yasmin s relationship right from the start-basing your illustrations on Moyez Vassanj s story Breaking Loose 9. Macmillan Ed Half a Day and Other Stories Drawing your illustrations from Government by magic spell by Saida Magi- Dirre Menzi, Write an essay on the saying Power corrupts and absolute power corrupts absolutely. 10. Macmillan Ed Half A Day and Other Stories Drawing your illustrations from Government by magic spell by Saida Hagi Dirre Henzi, write an essay on the saying, Power corrupts and absolute power corrupts absolutely 11. Macmillan Ed , Half a day and Other stories Write an essay entitled: Africans should not celebrate the new millennium. Base your argument on the reason given in Havua Tuma s story- Who cares for the new millennium. 12. Half a Day and Other Stories: 20mks Hama Tuma is against ills in society . Write an essay in support of the statement. Draw your illustrations from Hama Tuma s short story, Government by Magic spell . 13. Macmillan ed , Half a Day and other Stories School is not a punishment. It is the factory that makes useful men out of boys. Write a composition in 14. Half a day and other stories- Basing on Ngugi s story a meeting in the dark, write an essay to highlight problems of premarital sex. 15. Macmillan Ed , Half a Day and other Stories Using Ngugi wa Thiong o Martyr write an essay to show that Njoroge was bound to die as he did 16. Macmillan Ed. Half a Day and other stories Saida Hagi-Dirie Herzie Against the Pleasure Principles . Write a composition to show that Rahma and other women did not go through circumcision but female genital mutilation. 17. Macmillan Ed half a day and other stories."}
{"text": "Write a composition to show that Rahma and other women did not go through circumcision but female genital mutilation. 17. Macmillan Ed half a day and other stories. PSE Power corrupts and absolute power corrupts absolutely justify this statement basing your argument on Saida Hagi Diries story Government by Magic Spell II- THE DRAMA SHREDS OF TENDERNESS 1. Write a composition showing the problems caused by war 2. Write an essay showing Odie s feelings and fears towards his step brother Wak. 3. Whenever there is turmoil that leads to war, women and young girls suffer most . Write a composition showing how this happens to Stella. 4. Illustrating your answer with examples from Shreds of Tenderness, write a composition entitled, the prevalence of betrayal in human relationships. 5. In case of political tribulance in a country, those who remain in the country suffer as much as those who seek refuge elsewhere. Write a composition to illustrate this assertion basing your argument on John Ruganda s Shreds of Tenderness. 6. Drawing illustrations from John Ruganda s Shreds of Tenderness , write an essay in support of this statement: John Ruganda has successfully used the style play within a play in his book Shreds of tenderness 7. With close reference to the play Shreds of Tenderness , show why the title of the text is a suitable one. 8. Imagine that your school has organized a joint debate whose motion is: Military take over should not be given any room in this millennium. Propose this motion using illustrations from John Ruganda s Shreds of Tenderness 9. Drawing your illustrations from John Ruganda s Shreds of Tenderness , write an essay supporting the statement Betrayal in human relationships lead to the suffering of both the betrayed and the betrayer . 10. Write a composition on how the author has displayed the female character in the society. Refer to John Ruganda s Shreds of Tenderness. 11. Write an essay on the plight of women in a country under civil strife. Refer to John Rugandas Shreds of Tenderness. 12 Write an essay on ironies in Shreds of Tenderness using at least 4 illustrations of irony 13."}
{"text": "Write an essay on the plight of women in a country under civil strife. Refer to John Rugandas Shreds of Tenderness. 12 Write an essay on ironies in Shreds of Tenderness using at least 4 illustrations of irony 13. Odie is his own enemy . Write a composition to validate the truth of this statement in relation to Shreds of Tenderness 14. Illustrating your answer with examples from Shreds of Tenderness, write an essay entitled The pivotal character traits of the Girl child. 15. Odie s father is an epitome of an African man. Discuss. 20mks 16. Using illustrations from John Ruganda; Shreds of Tenderness Write a composition and show that sibling rivalry is dangerous 17. Write a composition showing the problems caused by war III THE NOVEL HOME STRETCH VELMA POLLARD 1. Using illustrations from Velma Pollard s Homestretch , write an essay on the problems a black person is likely to encounter while in America and England 20mks 2. Illustrating your answers with examples from Homestretch write an essay on how any three women offer help to Brenda in the foreign country. 3. Write a composition on experiences which forced Brenda to develop negative attitude towards Jamaica. Give illustrations from Velma pollard s Homestretch 4. Home stretch is a novel that explores the search for identify and belonging. Discuss the validity of this statement basing your answer on Velma Pollard s novel, Home Stretch. 5. Write a composition on the challenges that immigrants encounter. Refer to the novel Homestretch Velma Pollard. 6. One can make home be the best place by engaging in community development activities PSE With close reference to Velma pollard s Homestretch , write an essay to show how David and Edith prove the validity of the above statement. 7. Specifically focusing on Brenda in the novel, Homestretch by Velma Pollard; Write a composition to illustrate how early childhood experiences shape one s perception of life. 8. Write an essay showing how Brenda s contact with Laura changes her attitude towards Jamaica. 9."}
{"text": "8.Write an essay showing how Brenda s contact with Laura changes her attitude towards Jamaica.9.With illustrations from the novel Homestretch , write an essay on the problems that people who migrate to foreign countries encounter 10.Write a composition on the beauty of homecoming after a period of absence abroad. Draw your illustrations from Velma Pollards Homestretch 11.Using at least two characters from Velma Pollands Homestretch write an essay on the role played by women in the community.12. If well planned for, retirement is not to be feared. It can in fact be a useful period in a person s life. Basing your reasoning on what happens in the novel ,write a composition to explain this statement.13.Write a composition on challenges!Problems experienced by Africans in the diaspora. Draw your illustrations from the novel Homestretch by Velma Pollard.14.Despite challenges, women still become usefully successful. Using any two of the characters given below from Pollard s novel Homestretch support this statement. I Brenda ii Edith iii Mama Joy 15.Using illustrations from Velma Pollard; Homestretch write an essay how Laura helps Edith and David to settle down in Jamaica."}
{"text": "Sample Essays Margaret A. Ogola, The River and the Source 1. Gender imbalance only causes misery in society. Write an essay in support of this statement, drawing your illustrations from The River and the Source. 20 marks In the societies that are male dominated and male oriented, women are subjected to all forms of misery ranging from assault to emotional abuse. In The River and the Source, there are various manifestations of gender imbalance all of which reveal the suffering of women. Preference for sons in the traditional society is evident at the onset of the story. When Akoko is born, she yells so lustily that Chief Odero Gogni thinks with satisfaction that he has got another rock for my sling , another son. That the chief shows open preference for a son yet he already has seven sons and not a single daughter indicates preference for the boy child, a means of ensuring continuity of the family. This bias against the girl child is also revealed when Owuor Kembo s father fumes with silent fury because he has only two sons and twentytwo daughters, wanderers who would only depart to go and cook for some other clan. A woman s importance starts and ends with her ability to bear children especially sons. Owuor Kembo comes under great pressure form his mother, Nyar Asembo and the council of Jodongo because Akoko has difficulties conceiving as regularly as expected. Akoko suffersfalse accusations of witchcraft due to her inability to reproduce at the rate of her mother-inlaw s expectations. Gender inequality at Aluor Mission is expressed in the biased provision of eduation; with the girl child getting fewer chances of acquiring formal education. In a class of thirty-two pupils that Awiti joins, there is only one other girl who drops out soon after. While the boys drop out for the plausible reason of lack of three shillings levied as school fees, the girl drops out to get married. She is a victim of the traditional role assigned to women; till the land and rear children. Injustice against women is explicitly expressed when Otieno, Akoko s brother-in-law robs her of her late husband s wealth, her hard earned wealth and her grandson of his rightful position to the chieftaincy. Nyabera also deciphers injustice against women in the institution of tero ."}
{"text": "She is a victim of the traditional role assigned to women; till the land and rear children. Injustice against women is explicitly expressed when Otieno, Akoko s brother-in-law robs her of her late husband s wealth, her hard earned wealth and her grandson of his rightful position to the chieftaincy. Nyabera also deciphers injustice against women in the institution of tero . Widow inheritance by a relative who only offers minimal comfort to the widow and whose only obligation is to sire more children for his dead brother or cousin, children he has no obligation to. Gender insensitivity is exposed at the university when Aoro, taking Wandia for granted addresses his anatomy study group as hey man yet a woman is part of it. It takes Wandia s assertive nature to correct the situation by insisting that people be referred to by their names. At the end of the anatomy course when Wandia defeats all, Aoro observes offensively that it was the first time he has been beaten by a girl and goes on to credit Wandia with the masculine quality of being tough. This insinuation makes Wandia a little disappointed. In conclusion, forms of gender prejudice such as preference for boys, the traditional role assigned to women, biased provision of education, injustices and insensitivity indeed cause untold suffering to women. Women should come out strongly and break off to an independent and dignified existence. 2. A river is as good as its source. Drawing examples from the lives of Akoko and her descendants in The River and the source, write an essay illustrating the truth of this statement. 20 marks A permanent river always has a good and reliable source. Such a river continues flowing and sustaining the lives of many generations without any fear of drying up. Akoko is symbolically the point of origin of the reliable family line river described in The River and the Source. Akoko s river starts flowing when she is born. She yells so lustily that her father imagines, wrongly of course, that he has another son. Later, he acknowledges the importance of a daughter by saying that a home without daughters is like a river without a source . Akoko is born to serve as the source of a great river that keeps flowing from her to Nyabera and Awiti who are strong women like her."}
{"text": "She yells so lustily that her father imagines, wrongly of course, that he has another son. Later, he acknowledges the importance of a daughter by saying that a home without daughters is like a river without a source . Akoko is born to serve as the source of a great river that keeps flowing from her to Nyabera and Awiti who are strong women like her. Although Nyabera initially meanders in some form of confusion, she eventually comes to terms with her being and guides her daughter Awiti to a strong foundation just like Akoko did to her. Akoko s river keeps on flowing and when it looks like it is drying up in the death of her son Obura, her husband Owuor Kembo, her only remaining son Owang Sino and Nyabera s children in childhood, the river emerges yet again when Nyabera gives birth to a child that survives. The river gathers momentum in Awiti and her seven children. Most of these children such as Vera, Aoro and Tony are like Akoko. Even Wandia, Aoro s wife, who is not a blood relative of Akoko is described as the most Akoko-like by Elizabeth. Akoko is the source of the admirable character traits that flow in her offspring. She is determined to reclaim her wealth and Owuor Sino s chieftaincy from Otieno and she succeeds through the help of Sirikal . Akoko s determination is evident in Awiti who is said to have developed her grandmother s steely determination. It is also evident in Aoro who in pursuing Wandia says he is Akoko s grandson and therefore does not know the meaning of giving up. As a strong believer in Were and God of the new religion, Akoko s religious nature acts as a foundation to her offspring s religious practice one of who is a bishop Peter , a priest Tony and a non-marrying member of Opus Dei Vera . Akoko is the source of the fight against male domination which is later embraced by her descendants. Her journey to Kisuma is said to have opened up new vistas for her family. Soon after, we see Nyabera breaking from chik and seeking a new way of life in the new religion."}
{"text": "Akoko is the source of the fight against male domination which is later embraced by her descendants. Her journey to Kisuma is said to have opened up new vistas for her family. Soon after, we see Nyabera breaking from chik and seeking a new way of life in the new religion. Awiti, an only girl in the examination class of eleven candidates beats all of them and wins herself a place in a teachers training college from where she graduates successfully in spite of all odds against her. Akoko s fight against unreasonable domination therefore leadsher female offspring to the liberal society in which they find themselves in later years. In a nutshell, Akoko is indeed the source of her lineage that exactly resembles her in terms of deeds and character traits. Akoko s descendants such as Nyabera, Awiti, Peter, Aoro Vera and Tony resemble Akoko in many aspects. 3. As far as marriage is concerned, change is for the best. Write an essay to justify this statement. Refer to Ogola s The River and the Source for your illustrations. 20 marks Most people in our contemporary society fear change. They are not sure whether it will have a negative or positive impact. I will use The River and the Source to justify the fact that the institution of marriage has undergone positive changes over time. Change is witnessed in matters to do with the choice of a husband. In the traditional society, it was the girl s father who decided the man who would marry his daughter. Chief Odero Gogni chose Owuor Kembo after sending away twelve other suitors who had come to seek Akoko s hand in marriage. Akoko had completely no say over the man to marry her and could only watch the proceedings from her mother s hut. This practice changes when Awiti chooses Mark and merely informs Nyabera and Akoko about him. Radical change is witnessed later when Wandia proposes to Aoro when she feels that he is taking long to do so. Traditionally, a boy sent a jawan gyo to inspect the girl he intended to marry in order to find out her antecedents and character; if there were traces of witchcraft, madness, theft, laziness or any other undesirable traits among her relatives. Owuor Kembo s jawan gyo had told him that Akoko had a most beautiful neck With time, young men do not find it necessary to send any spy to inspect the girl."}
{"text": "Radical change is witnessed later when Wandia proposes to Aoro when she feels that he is taking long to do so. Traditionally, a boy sent a jawan gyo to inspect the girl he intended to marry in order to find out her antecedents and character; if there were traces of witchcraft, madness, theft, laziness or any other undesirable traits among her relatives. Owuor Kembo s jawan gyo had told him that Akoko had a most beautiful neck With time, young men do not find it necessary to send any spy to inspect the girl. Apart from the little information Mark and Elizabeth pick from each other during their courtship, they hardly know each other s relatives at the time they decide to get married. All that Mark knows is that Elizabeth s mother is called Maria and her grandmother Akoko. Awiti does not even know the names of Mark s parents. Bride price, previously deemed as a source of wealth at Akoko s time when Owuor Kembo pays thirty head of cattle for her is reduced to a token bull, two cows and six goats at Awiti s time. However, Mark Sigu s relatives take this minimal bride price with misgivings. They had readied twenty-four head of cattle, double the normal amount, and were ready to pay even more. Further change is witnessed when Wandia s mother tells Aoro that the only thing she wants from him is for him to live in peace with her daughter. Tradition dictated that after bride price had been paid, young men from the village of the husband-to-be steal the bride to her husband s home. There was a mock fight between the thieves and the young men of the bride s village. The bride resisted the attempt to be carried away from her parents by letting out one piercing yell after another. All these happen at Akoko s marriage. In place of these traditional practices comes the church wedding. Mark and Elizabeth marry in a simple wedding at Aluor Parish presided by the newly ordained Fr. Peter Owuor Kembo. Likewise Aoro and Wandia wed in church and everybody chips in to make their wedding a resounding success. Initially, one was expected to marry within the tribe."}
{"text": "Peter Owuor Kembo. Likewise Aoro and Wandia wed in church and everybody chips in to make their wedding a resounding success. Initially, one was expected to marry within the tribe. During Awiti s betrothal, Mark s deceptive light complexion made the hosts to wonder if their daughter had decided to marry a ja-mwa , a foreigner as marriage to even a Luhya from across the border was considered a catastrophe. This attitude changes when inter-ethnic marriages take place. Aoro, a Luo young man readily marries Wandia a Kikuyu from Murang a and the marriage works perfectly well. Inter-racial marriage is also evident when Becky, an African marriage John Courtney a Canadian. This marriage would have succeeded had it not been for Becky s promiscuity because John is said to be a very nice man. The polygamous marriage of the traditional society changes to a monogamous relationship. This change begins with Owuor Kembo when he finds love and fulfilment in Akoko that he loses interest in all other women. He sticks to his one wife in spite of immense pressure from his mother and the Jodongo to marry a second wife and at a time when a monogamous man is an unknown animal . With the coming of Christianity, monogamy is cemented as seen in Elizabeth-Mark s marriage as well as that of Wandia and Aoro. These marriages are characterized by love and respect that are missing in Otieno s polygamous marriage for he treats his wives as sluts. To conclude, marriage indeed changes for the better as time progresses. This is in matters to do with choice, bride price, departure of the bride from her parents home, ethnic considerations and the relationship that exists between the husband and the wife. 4. The novel is rich in oral literature devices. Write an essay describing three such devices and indicate how they contribute to The River and the Source. 20 marks Writers use stylistic devices to advance various messages in their texts. Being an African writer, Margaret Ogola borrows from the oral literature of her people in order to effectively write the story of The River and the Source. Proverbs are used mainly in the first two parts of the novel."}
{"text": "20 marks Writers use stylistic devices to advance various messages in their texts. Being an African writer, Margaret Ogola borrows from the oral literature of her people in order to effectively write the story of The River and the Source. Proverbs are used mainly in the first two parts of the novel. Yesterday is not today and today is not tomorrow for each day rises fresh from the hands of Were is used by Akoko when she goes to encourage her daughter Nyabera, who has just lost her two sons to a ferocious attack of measles. This proverb serves to console Nyabera that one day Were will give her a child that will survive. The proverb also reveals Akoko as religious and optimistic. During the negotiation for Akoko s return to her matrimonial home, Aloo K Olima, Akoko s family spokesman, uses the proverb, After all who knows the goodness of a tree but he who sits under its shade and eats its fruit? This proverb is used to convince the audience about a woman s worth to her husband. This is in reference to the successful and fulfilling monogamous marriage between Akoko and Owuor. The proverb therefore highlights thetheme of the importance of love in marriage. The proverb, How can you know where you are going if you do not know where you come from? Is used by Akoko during the reconciliation talks to emphasize the values of the Luo society. It serves to explain her upbringing, her selfpride and respect thus it underlines the society s disapproval of impropriety, self disgrace and disrespect. It summarises the fact that has been brought up well and her past has been free from witchcraft and use of charms and spells Another oral literature device used in the novel is song and chants. While driving cattle into Chief Odero Gogni s homestead for Akoko s bride price, the young men from Sakwa chant their personal praise names, one of them bragging that he is Ochieng Suna, the mosquito who although tiny, when he bites even the great elephant flaps his big ears. Another young man, Oloo Polo claims that he is the sky and that when he rumbles and sends signs and wonders, even the brave tremble. This chant is mainly a source of humour. The young men praise themselves in very comical ways. A happy relaxed atmosphere is also created through the self- praises."}
{"text": "This chant is mainly a source of humour. The young men praise themselves in very comical ways. A happy relaxed atmosphere is also created through the self- praises. In addition, the chant reveals the young men s logical thinking as they are able to link some qualities that they have with the power of some animals or force of nature. The author also uses a song, the dirge that Akoko sings when her beloved husband dies. In the dirge, Akoko recognizes Owuor Kembo as an exemplary man different from what other women have given birth to. She appreciates the friendship that had existed between them which she contrasts with men who live with their wives like cats and dogs, ravens and chicken. She even reveals how her heart was smitten by his nyadhi . This song makes vivid the sombre atmosphere caused by Owuor Kembo s death. It expresses. Akoko s sense of loss of herhusband who was loving. It ridicules men who do not value their lives and by extension encourages harmony in the family. Oral narratives are also used in the novel. On their epic journey to Kisuma, Akoko as an adult takes her role responsibly to inculcate knowledge of the history of the tribe by narrating to the younger generation, Opiyo and Odongo myths and legends of the Luo. She narrates to them the story of Were , the creator of the father of the tribe Ramogi and his wife Nyar Nam who had many children. These offspring settled around the lake tilling land, taming animals and fishing. She goes ahead to mention legendary figures who have risen from Ramogi s children such as the super-human warrior Lwanda Magere, Gor Mahia, the wily one as well as renown women like Lela Kabanda the mighty warrior, Nyamgodho of mighty wealth and many others. This myth educates not only Opiyo and Odongo but also the reader about the origin and culture of the Luo tribe. Legendary figures provide heroes for emulation. All in all, the author s use of proverbs, songs and oral narratives lend the text the rich African culture that it deserves. It is through the use of these oral literature devices that the authentic geographical setting of the text is captured. 5. It requires a strong character to survive in a male-dominated society. Write an essay illustrating the truth of this statement with reference to Akoko in The River and the Source."}
{"text": "It is through the use of these oral literature devices that the authentic geographical setting of the text is captured. 5. It requires a strong character to survive in a male-dominated society. Write an essay illustrating the truth of this statement with reference to Akoko in The River and the Source. 20 marks In a patriarchal society, women have to come out forcefully, upset the old order and liberate themselves from the oppressive forces of men. In order to pioneer this uphill task, one has to have a strong character like that of Akoko in The River and the Source. Akoko is determined, a quality that is noticed in her right from childhood and enables her to make several achievements at that stage. She sits earlier than expected; at four months, cruises around with the help of objects at seven months, walks without support at seven and half months and speaks her first words, dwaro mara , at ten months. On watching her grow, villagers correctly say that she would be a very determined person some day. Indeed this determination is evident throughout her adult life especially in her struggle to get back her husband s property, her hard-earned wealth and Owuor Sino s right to become chief all of which had been grabbed by Otieno. As an overly determined woman in a male dominated society, she travels all the way to Kisuma, a place she has never been to before in order to seek justice from the colonial administration. Akoko s courageous nature also enables her to fit in her patriarchal society. He first words are dwaro mara , want mine, to claim what rightly belongs to her that her older brother Oloo dares to take away. In her relationship with her husband, Akoko wins Owuor Kembo over with her confidence, her ability to make her opinion on any subject known. It is Akoko s boldnessthat enables her to brave Otieno s arrogance and male chauvinism. When Otieno calls her a she wolf and threatens to teach her a lesson for having addressed the villagers about Nyar Asembo s accusation of witchcraft, Akoko looks at him in the face and dares him to try making Otieno to quickly retreat."}
{"text": "In her relationship with her husband, Akoko wins Owuor Kembo over with her confidence, her ability to make her opinion on any subject known. It is Akoko s boldnessthat enables her to brave Otieno s arrogance and male chauvinism. When Otieno calls her a she wolf and threatens to teach her a lesson for having addressed the villagers about Nyar Asembo s accusation of witchcraft, Akoko looks at him in the face and dares him to try making Otieno to quickly retreat. Similarly, when Otieno, whip in hand, threatens to whip, kill and send her back to her village for having reported him to Sirikali , Akoko dares him to a fight, calls him a village fool and her boldness makes Otieno s fear to take the better of him upon which he retreats once again. Akoko is wise. She knows that being not only a woman but also a widow and a sonless mother in this male dominated society, she has no chance against her brother-in-law Otieno when it comes to reclaiming her husband s property, her personal wealth and her grandson of his right to become the chief of Sakwa. She wisely seeks the assistance of the colonial government and succeeds when the DC rules the case in her favour. When she comes back from Kisuma and finds that the plunder of her cattle had reached major proportions , Akoko s first impulse is to confront Otieno but reason soon reasserts itself and she wisely thinks that there is no advantage is knocking one s head against a tree trunk as at best one may chip off a bark but in return get a large bruise on the head. She bids her time, approaches the robbery cautiously and wisely and eventually gets all her property back. Akoko survives male dominance because she is responsible. She takes up her role as a mother seriously and ensures that her children grow up to be hard-working and intelligent. Under her tutelage, Obura learns that the sun should never rise and find a man asleep and Nyaberalearns to be hard-working. Akoko always stands by Nyabera in very difficult times like the death of her children and teaches her how to overcome suffering. Akoko plays the role of both father and mother to her grandchildren Owuor Sino and Awiti."}
{"text": "Under her tutelage, Obura learns that the sun should never rise and find a man asleep and Nyaberalearns to be hard-working. Akoko always stands by Nyabera in very difficult times like the death of her children and teaches her how to overcome suffering. Akoko plays the role of both father and mother to her grandchildren Owuor Sino and Awiti. She looks after Owuor Sino when his father dies and his mother Alando nyar Uyoma abandons him. She looks after Awiti when Nyabera goes to Aluor in search of the new religion. She further ensures that Awiti has fees for school and organizes Awiti s wedding according to chik . Fully aware that there is no one else to protect her family, Akoko assumes a strong sense of responsibility and makes an epic journey to Kisuma to protest against Chief Otieno Kembo s excesses. In summary, Akoko is determined, courageous, wise and responsible. These traits make her a strong character who cannot be put down in the male dominated society she is born and lives. 6. Gender imbalance should not be an impediment to a woman s success. Write an essay in support of this statement, drawing your illustrations from The River and the Source. 20 marks A society in which gender inequality is rampant disadvantages women in almost all aspects of life such as the economy, education and politics. In The River and the Source, we encounter strong-willed women who break the barriers imposed on them and make several achievements. Akoko s assertive nature enables her to overcome male domination right from childhood. Her first words are dwaro mara , want mine, which she screams at her elder brother Oloo whenhe dares to take away what she is playing with. She fights aggressively to survive in a household consisting of nine brothers and she succeeds because she is physically fearless. She also succeeds in winning her father s affection at a time when the Chief s attention should be focused on sons. She is an irresistible and precious child. Later, when Otieno her brother-inlaw robs her of her late husband s property, her hard-earned wealth and her grandson of the chieftaincy, Akoko takes a bold step and makes a journey to Kisuma to seek the intervention of sirikal ."}
{"text": "She also succeeds in winning her father s affection at a time when the Chief s attention should be focused on sons. She is an irresistible and precious child. Later, when Otieno her brother-inlaw robs her of her late husband s property, her hard-earned wealth and her grandson of the chieftaincy, Akoko takes a bold step and makes a journey to Kisuma to seek the intervention of sirikal . She succeeds when the DC rule that Otieno should forcibly be removed from the chief s stool and be made to return all he was grabbed from her. Nyabera s fighting spirit enables her to resist tradition and fate that threaten to shutter her life. Having lost her husband and all her children except Awiti, she decides to break from chik which degrades and suppresses sonless widows. When she realizes that she might never have a surviving son with her inheritor, she resolves to seek a new way of life in the new religion. She is said to equal her mother in making ruthless decisions. She embarks on a long journey alone through the bush from Yimbo to Aluor Mission following Pilipo s directions. She succeeds because Christianity gives her, together with Akoko and the children Awiti and Owuor Sino who join her later, spiritual satisfaction and a place to settle and earn a living away from the atrocities of tradition in their male dominated society. Awiti makes a break through in education despite the bias against the girl child at Aluor Mission. In a class of thirty-two that she joins, there is only one other girl who drops out soon after in order to get married. Awiti, motivated by her grandmother s and mother s pioneeringand daring spirit, hangs on as Akoko and Nyabera struggle to raise three shillings levied per year. Awiti is even derided for being bright at this time when education is considered superfluous for girls but she ignores all these, puts all her effort in her studies and succeeds in an extraordinary manner. She becomes top in a class of eleven who sit for the final examination beating all the boys. This wins her a place at the teachers training college from where she graduates successfully. Gender imbalance in the society does not prevent her from being a teacher as well as a proud mother of seven children. At the university, Wandia breaks barriers of gender imbalance."}
{"text": "This wins her a place at the teachers training college from where she graduates successfully. Gender imbalance in the society does not prevent her from being a teacher as well as a proud mother of seven children. At the university, Wandia breaks barriers of gender imbalance. She rejects gender insensitivity by insisting that people be referred to by their names and not their gender when Aoro, taking her for granted, addresses his anatomy study group as hey man . She and Aoro are the first to courageously make ago at the cadaver when the other members of table six are yet to overcome their nervousness. She defeats all in the tough anatomy course beating her main rival Aoro with 78 against his 77 points. She specializes in pathology, pursues her studies and gets a masters and finally a Doctorate in Medicine. As a professor of Medicine and the chairperson of the Department of Pathology at the University of Nairobi, Wandia has all that a modern woman would wish to achieve with an ordinary looking family on her side. In conclusion, women like Akoko, Nyabera, Awiti and Wandia indeed succeed in the face of gender imbalance in the society. Their courage is what sees them through------------------------------------------------------------------------------------------------------------------------------ 7. Drawing examples from the lives of married couples in The River and the Source, write an essay on the importance of commitment to family. 20 marks In our contemporary society, many marriages have broken due to lack of commitment to family. Couples are unable to overcome the challenges that face them and decide to separate or divorce. In The River and the Source, most families survive various setbacks because couples are committed to family ideals. Akoko and Owuor Kembo display a lot of commitment to one another and their three children. The author describes their family as close knit , full of love and respect for each. Owuor Kembo treats his wife as a queen and she never fails him. He refuses to marry a second wife despite pressure to do so by his mother and the council of Jodongo . So concerned about the welfare of Akoko that when her delivery of Owang Sino is harrowing, he finds himself wishing fervently that no more children would come . Akoko on her part lives for and gives her all for the survival of her family."}
{"text": "He refuses to marry a second wife despite pressure to do so by his mother and the council of Jodongo . So concerned about the welfare of Akoko that when her delivery of Owang Sino is harrowing, he finds himself wishing fervently that no more children would come . Akoko on her part lives for and gives her all for the survival of her family. This couple is perturbed when their son Obura expresses a wish to go and see the outside world and when he disappears from home and eventually dies in the first big war:, Akoko and Owuor are heartbroken. They bear the loss only by the mercy of Were . In fact Owuor develops an illness that he ends up succumbing to nine years later. Commitment is also wident in Elizabeth s and Mark s family. Although Mark inadvertently drifts into unfaithfulness during the emergency period, he comes to his senses and resolves to have devoted love of his wife and the affection of all her children . He and Elizabeth are united in bringing up their seven children and are totally committed to their well-being. Mark even studies privately and this enables him to get a promotion and improve the welfare of his family. He takes to an unmanly act of helping his overworked wife around the house. The couple does all it can to make sure that each of their children gets good education. The two are also uncompromising as far as the discipline of their children is concerned. Their commitment bears fruit as most of their children succeed in their education and end up in incrative careers. Vera becomes an electronics expert, Aoro a doctor and Opiyo a manager. Aoro and Wandia are also very committed to family, nuclear and extended. Their professional lives with Aoro as a busy surgeon and Wandia as pathologist and professor does not prevent them from raising four children as well as Becky s two children. Aoro appreciates Wandia s wonderful job with the children as well as her cordial relationship with his mother Elizabeth. On her part, Wandia counts Aoro the best among her blessings. Their commitment to family in spite of their busy schedule becomes a pivotal part of the extended family as Elizabeth and Mark age and sets a good example for other people who aspire to achieve in life. Becky s and John Courtney s marriage reveals what lack of commitment to family can cause."}
{"text": "On her part, Wandia counts Aoro the best among her blessings. Their commitment to family in spite of their busy schedule becomes a pivotal part of the extended family as Elizabeth and Mark age and sets a good example for other people who aspire to achieve in life. Becky s and John Courtney s marriage reveals what lack of commitment to family can cause. Though John is loving, Becky is promiscuous and this leads to divorce when John discovers Becky s affair with other men whenever he is on trips abroad. Although she leaves a lot of wealth for her two children, she leaves them confused and were it not for Wandia and Aoro who adopt them, they would not have made it in life. From the foregoing, it can be concluded that commitment to family is the glue that holds couples together and guarantees success in their children. Those who aspire to raise a good family should therefore borrow a leaf from Akoko and Owuor kembo, Elizabeth and Mark as well as Wandia and Aoro."}
{"text": "Contact0715298695forothernotes guides.2ADEFINITIVEGUIDETOINHERITANCETheAuthor DavidKakutaMulwawasbornon9thApril1945intheplainsofMukaainMakueniCounty. Hiswritingwasinfluencedbyhisfather,PastorJohnMulwa,andhisteachersfrom primaryschooltotheuniversity. David Mulwa wentto Machakos Boys High School,then toAllianceHighSchoolforhisA-levels. HejoinedtheUniversityofNairobiwhere he studied Literature instructed byTaban LoLiyong'andOkotP 'Bitek. HeproceededtotheUniversityofCaliforniainLosAngelesunderascholarshipwherehestudiedMastersinArts. Mulwahasalsowrittenotherbooksincluding'Redemption' 1989 ,'MasterandServant' 1979 ,'WeComeinPeace','GlassHouses,' Contact0715298695forothernotes guides.3amongothersbooks. Davidiscurrentlyawriter,lecturer,actorandthedirectorofKenyaPerformingArtsinNairobi. TheSetting ThestoryissetincolonialAfricaintheKutulacolonyundertheBritishrule. Thecolonialmasterslivelavishlyattheexpenseofthepoornativeswhoserveastheirslaves. ThetraditionalrulerofthenativesisKingKutulaXV.ThekingisbentonoverthrowingtheBritishleadershipbyallmeans. Heleadshispeopleinanationaluprisingagainstthewhitesettlersandoutrightlytellsthewhitegovernorthat\"...yourpeoplewillcontinuetodie. Everyoneofthem ...GovernorMacayandnoone'llhelpyou...Ihavespoken.\". Pg13 . AftertheexitoftheBritish,KutulabecomesarepublicundertheleadershipofLacunaKasooafterthedeathofhis Lacuna's father,KingKutulaXV. LacunaKasoo'sleadershipturnsouttobeworsethantheleadershipof the colonialmasters. It is marred with greed,corruption,incompetenceandassassinations. Hisdictatorialregimetriggersapeacefulcivilrevolutionthatsuccessfullyoverthrowshisleadership. Contact0715298695forothernotes guides.4TheTitle Theplay'Inheritance'revolvesaroundaconflictbetweentheAfricannatives and the white settlers overthe inheritance ofland,itsresourcesandleadership. TheBritishinvasioninAfricanismotivatedbythedesiretotapresourcesfrom Africathroughtheircolonialruleundertheguiseofbringingcivilizationinform ofeducation,infrastructure,andhospitalstothe\"primitive\"Africans. Oncesettled,thecolonialmastersgraduallygrabbedvastareasoflandfrom thenativesforagriculture,miningandsettlementtherebydisplacingandenslavingthenatives. TheBritishEmpiredependedonAfricaforsurvival,hencethedesiretoruleandcontrolAfricawiththeirresources. Thenatives,throughtheirKingKutula,realizetheurgentneedtoinheritwhatthewhitesettlershaverobbedthem."}
{"text": "Contact0715298695forothernotes guides.2ADEFINITIVEGUIDETOINHERITANCETheAuthor DavidKakutaMulwawasbornon9thApril1945intheplainsofMukaainMakueniCounty. Hiswritingwasinfluencedbyhisfather,PastorJohnMulwa,andhisteachersfrom primaryschooltotheuniversity. David Mulwa wentto Machakos Boys High School,then toAllianceHighSchoolforhisA-levels. HejoinedtheUniversityofNairobiwhere he studied Literature instructed byTaban LoLiyong'andOkotP 'Bitek. HeproceededtotheUniversityofCaliforniainLosAngelesunderascholarshipwherehestudiedMastersinArts. Mulwahasalsowrittenotherbooksincluding'Redemption' 1989 ,'MasterandServant' 1979 ,'WeComeinPeace','GlassHouses,' Contact0715298695forothernotes guides.3amongothersbooks. Davidiscurrentlyawriter,lecturer,actorandthedirectorofKenyaPerformingArtsinNairobi. TheSetting ThestoryissetincolonialAfricaintheKutulacolonyundertheBritishrule. Thecolonialmasterslivelavishlyattheexpenseofthepoornativeswhoserveastheirslaves. ThetraditionalrulerofthenativesisKingKutulaXV.ThekingisbentonoverthrowingtheBritishleadershipbyallmeans. Heleadshispeopleinanationaluprisingagainstthewhitesettlersandoutrightlytellsthewhitegovernorthat\"...yourpeoplewillcontinuetodie. Everyoneofthem ...GovernorMacayandnoone'llhelpyou...Ihavespoken.\". Pg13 . AftertheexitoftheBritish,KutulabecomesarepublicundertheleadershipofLacunaKasooafterthedeathofhis Lacuna's father,KingKutulaXV. LacunaKasoo'sleadershipturnsouttobeworsethantheleadershipof the colonialmasters. It is marred with greed,corruption,incompetenceandassassinations. Hisdictatorialregimetriggersapeacefulcivilrevolutionthatsuccessfullyoverthrowshisleadership. Contact0715298695forothernotes guides.4TheTitle Theplay'Inheritance'revolvesaroundaconflictbetweentheAfricannatives and the white settlers overthe inheritance ofland,itsresourcesandleadership. TheBritishinvasioninAfricanismotivatedbythedesiretotapresourcesfrom Africathroughtheircolonialruleundertheguiseofbringingcivilizationinform ofeducation,infrastructure,andhospitalstothe\"primitive\"Africans. Oncesettled,thecolonialmastersgraduallygrabbedvastareasoflandfrom thenativesforagriculture,miningandsettlementtherebydisplacingandenslavingthenatives. TheBritishEmpiredependedonAfricaforsurvival,hencethedesiretoruleandcontrolAfricawiththeirresources. Thenatives,throughtheirKingKutula,realizetheurgentneedtoinheritwhatthewhitesettlershaverobbedthem. Wewanttobuildandrunourhomeinourownway. Thislandisourmother. Wewantourchildrentoliveandshareequallywhatshegivesus...allthatyoutakefrom her.\". P.12 .A countrywideuprising beginsand theWhiteman'sruleends. KingKutulaXVinheritstheleadershipfromtheBritishmasters. KingKutula'sleadershipislaterinheritedbyhisson,LacunaKasoo. Contact0715298695forothernotes guides.5Lacunaismanipulatedanddeceivedbytheimperialiststokillhisownfather. GoldsteinisawareofLacuna'sinsatiablegreed. Hepromisestogroom LacunatoleadershipaslongasKingKutulaisoutoftheway. HisintentionistogetLacuna,whoiseasytocontrol,Prologue TheprologueopensinGovernorThorneMacay'smansion,whichisdescribedaslavishandonethatrentstheairofpowerandauthority. The Governoris seemingly angry atthe natives'ineptitude andincompetenceandfeelsdisempoweredbytheabolitionofthewhipasthenativeshavenowdownedtheirtools. TheGovernor'sattendanthaskeptBishopMenninger, brainoftheempire PrincessSangoi,andKingKutula,whohavecometoseethegovernor,waitingforanhourbecausethelatterisonatea-break,andwhenaskedwhyhekeepstheguestsforthatlongreplies,.yourordersis:Donotdisturbhisexcellenttea-timeandmeditetioninghour...\" p.3-4 . Thenativeshaveriotedagainstthewhitesettlers,destroyedtheirproperty,molestedthewomenandchildrenandhavebreachedtheagreementandtrustmadeearlier asituationthatcouldleadtoalongbloodywar...!\". P.8 . Contact0715298695forothernotes guides.6 BishopMenningerhasdocumentedadvicefortheGovernor. Hepointsoutinthedocumentthatnativeswouldneverchangefrom theirconfused simple nature and thatthey would neverbe like thesophisticatedandcivilizedwhitesbutwouldonlyremainascopycats. Healsopointsouttothegovernorthattheimperialistswouldhavetocontinuetoruleandlaybasicrulesforthenativessinceleftontheirown;theywouldoffernothingofsignificance. KingKutula'sentrytothegovernor'smansionisusheredinbyanattendantwhoregardshimwithaweandreverence. Headdressesthekingas\"Thesonoftheking from thestarsandtheheaven, pg6 GovernorThorneMacayhasneverunderstoodthe'infernalallegiance thatnativeshavetheirleadersbutMenningerisborn from theirinabilitytoreasonandthink. Heseesthem ascommonanimalswaybelowthewhiteswhomhetermsasdemocraticandcivilized. Governor thorne has summoned the king to register hisdisappointmentaboutkingKutula ssilenceontheescalatingviolenceinhiskingdom resultingfrom thenationwideupraisingbythenativesagainstthewhiteleaders. Contact0715298695forothernotes guides.7 King Kutula dismisses Thorne s concerns by quoting an AfricanproverbtomocktheGovernor. Hesays Thechameleontoldthehare:makeyourstepImakemine;itisgoodcompany friend. Pg8 ThorneisoffendedandthreatenstoimprisonthekingforlifebeforeMenningerremindshim thatheistalkingtotheking. HeasksThorneto askdirectquestionsand avoid thelong winged proverbsandproverbialdrivelswhenthekingbeginstobombardthegovernorwithmanymoreproverbsandsayings. ThorneisthenshockedwhenKutulaadmitshisknowledgeofthecountrywideuprising and hissupportoftheviolenceagainstthegovernor speopledespitetheirgoodwilltobringcivilizationtothenatives. Hesays, Icannotshutthevoicesofmyfather pg10 ThegovernorisshockedbythesuddenchangeofattitudewhenKutulabluntlytellshimthat wedonotwantyouhere! Pg10 Kutularegretswhyhisfathersassentedtotheimperialistdraftedagreementthathadallowedthecolonialisttosubjecthispeopleto Contact0715298695forothernotes guides.8devastatingeffectsoftheiroppressiverulesandexcessivezeal. Kutulathreatensthegovernorthathispeoplewillcontinuetodieifhewon tletthenativesbuildandruntheirhome. He,however,hasnoobjectiontothewhitemanteachingthenativeshiswasbutwithmoderation. Sangoijoinstheleaderandexpressesherwillingnesstogoabroadandpursuethewhiteman'seducation. GovernorThorne'sfearoverKingKutula'seffortstogroomhisadopteddaughteristhatshewillbeanempoweredmatriarchandalionesstocontendwithinthefuture. MenningerisquicktoconsoleThornethatSangoi'seducationwouldonlyconfuseher. TheBishop'splanistounleashSangoiagainsthersimplefolkuponthecompletionofhereducationfortheirbenefit. Tasks1.WhatdoesThornemeanbythestatement,\"Africasupports,naymaintains,theempire\" pg.4 ? Contact0715298695forothernotes guides.92.\"Make hera slave...again...Revisithistory,Menninger...revisit...\" pg.5 ."}
{"text": "Contact0715298695forothernotes guides.2ADEFINITIVEGUIDETOINHERITANCETheAuthor DavidKakutaMulwawasbornon9thApril1945intheplainsofMukaainMakueniCounty. Hiswritingwasinfluencedbyhisfather,PastorJohnMulwa,andhisteachersfrom primaryschooltotheuniversity. David Mulwa wentto Machakos Boys High School,then toAllianceHighSchoolforhisA-levels. HejoinedtheUniversityofNairobiwhere he studied Literature instructed byTaban LoLiyong'andOkotP 'Bitek. HeproceededtotheUniversityofCaliforniainLosAngelesunderascholarshipwherehestudiedMastersinArts. Mulwahasalsowrittenotherbooksincluding'Redemption' 1989 ,'MasterandServant' 1979 ,'WeComeinPeace','GlassHouses,' Contact0715298695forothernotes guides.3amongothersbooks. Davidiscurrentlyawriter,lecturer,actorandthedirectorofKenyaPerformingArtsinNairobi. TheSetting ThestoryissetincolonialAfricaintheKutulacolonyundertheBritishrule. Thecolonialmasterslivelavishlyattheexpenseofthepoornativeswhoserveastheirslaves. ThetraditionalrulerofthenativesisKingKutulaXV.ThekingisbentonoverthrowingtheBritishleadershipbyallmeans. Heleadshispeopleinanationaluprisingagainstthewhitesettlersandoutrightlytellsthewhitegovernorthat\"...yourpeoplewillcontinuetodie. Everyoneofthem ...GovernorMacayandnoone'llhelpyou...Ihavespoken.\". Pg13 . AftertheexitoftheBritish,KutulabecomesarepublicundertheleadershipofLacunaKasooafterthedeathofhis Lacuna's father,KingKutulaXV. LacunaKasoo'sleadershipturnsouttobeworsethantheleadershipof the colonialmasters. It is marred with greed,corruption,incompetenceandassassinations. Hisdictatorialregimetriggersapeacefulcivilrevolutionthatsuccessfullyoverthrowshisleadership. Contact0715298695forothernotes guides.4TheTitle Theplay'Inheritance'revolvesaroundaconflictbetweentheAfricannatives and the white settlers overthe inheritance ofland,itsresourcesandleadership. TheBritishinvasioninAfricanismotivatedbythedesiretotapresourcesfrom Africathroughtheircolonialruleundertheguiseofbringingcivilizationinform ofeducation,infrastructure,andhospitalstothe\"primitive\"Africans. Oncesettled,thecolonialmastersgraduallygrabbedvastareasoflandfrom thenativesforagriculture,miningandsettlementtherebydisplacingandenslavingthenatives. TheBritishEmpiredependedonAfricaforsurvival,hencethedesiretoruleandcontrolAfricawiththeirresources. Thenatives,throughtheirKingKutula,realizetheurgentneedtoinheritwhatthewhitesettlershaverobbedthem. Wewanttobuildandrunourhomeinourownway. Thislandisourmother. Wewantourchildrentoliveandshareequallywhatshegivesus...allthatyoutakefrom her.\". P.12 .A countrywideuprising beginsand theWhiteman'sruleends. KingKutulaXVinheritstheleadershipfromtheBritishmasters. KingKutula'sleadershipislaterinheritedbyhisson,LacunaKasoo. Contact0715298695forothernotes guides.5Lacunaismanipulatedanddeceivedbytheimperialiststokillhisownfather. GoldsteinisawareofLacuna'sinsatiablegreed. Hepromisestogroom LacunatoleadershipaslongasKingKutulaisoutoftheway. HisintentionistogetLacuna,whoiseasytocontrol,Prologue TheprologueopensinGovernorThorneMacay'smansion,whichisdescribedaslavishandonethatrentstheairofpowerandauthority. The Governoris seemingly angry atthe natives'ineptitude andincompetenceandfeelsdisempoweredbytheabolitionofthewhipasthenativeshavenowdownedtheirtools. TheGovernor'sattendanthaskeptBishopMenninger, brainoftheempire PrincessSangoi,andKingKutula,whohavecometoseethegovernor,waitingforanhourbecausethelatterisonatea-break,andwhenaskedwhyhekeepstheguestsforthatlongreplies,.yourordersis:Donotdisturbhisexcellenttea-timeandmeditetioninghour...\" p.3-4 . Thenativeshaveriotedagainstthewhitesettlers,destroyedtheirproperty,molestedthewomenandchildrenandhavebreachedtheagreementandtrustmadeearlier asituationthatcouldleadtoalongbloodywar...!\". P.8 . Contact0715298695forothernotes guides.6 BishopMenningerhasdocumentedadvicefortheGovernor. Hepointsoutinthedocumentthatnativeswouldneverchangefrom theirconfused simple nature and thatthey would neverbe like thesophisticatedandcivilizedwhitesbutwouldonlyremainascopycats. Healsopointsouttothegovernorthattheimperialistswouldhavetocontinuetoruleandlaybasicrulesforthenativessinceleftontheirown;theywouldoffernothingofsignificance. KingKutula'sentrytothegovernor'smansionisusheredinbyanattendantwhoregardshimwithaweandreverence. Headdressesthekingas\"Thesonoftheking from thestarsandtheheaven, pg6 GovernorThorneMacayhasneverunderstoodthe'infernalallegiance thatnativeshavetheirleadersbutMenningerisborn from theirinabilitytoreasonandthink. Heseesthem ascommonanimalswaybelowthewhiteswhomhetermsasdemocraticandcivilized. Governor thorne has summoned the king to register hisdisappointmentaboutkingKutula ssilenceontheescalatingviolenceinhiskingdom resultingfrom thenationwideupraisingbythenativesagainstthewhiteleaders. Contact0715298695forothernotes guides.7 King Kutula dismisses Thorne s concerns by quoting an AfricanproverbtomocktheGovernor. Hesays Thechameleontoldthehare:makeyourstepImakemine;itisgoodcompany friend. Pg8 ThorneisoffendedandthreatenstoimprisonthekingforlifebeforeMenningerremindshim thatheistalkingtotheking. HeasksThorneto askdirectquestionsand avoid thelong winged proverbsandproverbialdrivelswhenthekingbeginstobombardthegovernorwithmanymoreproverbsandsayings. ThorneisthenshockedwhenKutulaadmitshisknowledgeofthecountrywideuprising and hissupportoftheviolenceagainstthegovernor speopledespitetheirgoodwilltobringcivilizationtothenatives. Hesays, Icannotshutthevoicesofmyfather pg10 ThegovernorisshockedbythesuddenchangeofattitudewhenKutulabluntlytellshimthat wedonotwantyouhere! Pg10 Kutularegretswhyhisfathersassentedtotheimperialistdraftedagreementthathadallowedthecolonialisttosubjecthispeopleto Contact0715298695forothernotes guides.8devastatingeffectsoftheiroppressiverulesandexcessivezeal. Kutulathreatensthegovernorthathispeoplewillcontinuetodieifhewon tletthenativesbuildandruntheirhome. He,however,hasnoobjectiontothewhitemanteachingthenativeshiswasbutwithmoderation. Sangoijoinstheleaderandexpressesherwillingnesstogoabroadandpursuethewhiteman'seducation. GovernorThorne'sfearoverKingKutula'seffortstogroomhisadopteddaughteristhatshewillbeanempoweredmatriarchandalionesstocontendwithinthefuture. MenningerisquicktoconsoleThornethatSangoi'seducationwouldonlyconfuseher. TheBishop'splanistounleashSangoiagainsthersimplefolkuponthecompletionofhereducationfortheirbenefit. Tasks1.WhatdoesThornemeanbythestatement,\"Africasupports,naymaintains,theempire\" pg.4 ? Contact0715298695forothernotes guides.92.\"Make hera slave...again...Revisithistory,Menninger...revisit...\" pg.5 . What is your understanding of thisstatement?3.Inwhatwaysdothenativesexhibit'infernalallegiance'totheirleaders?4.Identifytheproverbsintheprologueandtheirrelevance.5.Menningeradmitstouseof\"excessivezeal. \"Howhavethenativesreactedtoit?6.\"Thekingisdangerous. LiketheQueenbee...\"Demonstratethetruthofthisstatement.7.Commentontheconflictthatarisesintheprologue.8.WhatdoesThornemeanwhenhesays\"TurmoilinAfricameansagreatlosstotheempire\" pg.4 ? 9.Outline the reasons King Kutula gives forwanting theimperialiststoleaveKutula.10.Pointoutatinstances in the prologue thatrevealThorneMacay'sattitudetowardsthenatives.11.Whatistheprologueallabout? Contact0715298695forothernotes guides.10Commentary TheprologuecaptureslifeinKutuladuringthecolonialeraundertheauthoritarianandoppressiveleadershipofthecolonialists. MulwaportraysthecolonyofKutulaasoneundertheharshruleofGovernorThornewhoisapparentlyangrywiththecolonialofficethathasabolishedwhippingthenatives. HeisdispleasedwiththecolonialofficerinLondonforhisadvocacyonsimulatedhumanitarianism fordeclaringthewhipasobsolete. Hesays,\"ThefooldrinkingcoffeeinLondonwhileImollycoddlenatives.theydowntheirtoolsandnothinggetsdone.\". Page3 TheGovernormistreatsandabusesthenativeblackservantandcallstheattendant,a\"ditheryidiot\"andregardshim asimpudentandthencompareshim tocommonanimals. Hisleadershipisexcessivelyzealousandhumiliating. A conflicthasensued between theAfricansand theirwhitemastersoverland,leadershipandresources. TheWhitemanhasbeenrobbingtheAfricansoftheirvaluablesandexportingthem Contact0715298695forothernotes guides.11tohismotherland. KingKutulaXVtakesdispleasureintheapparentinheritanceandinsiststhatnativesmustsharewhatcomesfrom theirland. Itisclearthatincaseofarevolution,theBritishEmpirestandstolosein the eventthatthe natives take overgovernance. This isbecause\"Africasupportstheempire...\" p.4 . Interracialconflictandrevolutionisdemonstratedbythereprisalandescalatingviolencebetweenthenativesandwhitesettlers. ThenativesdestroytheWhite'spropertyandmolesttheirchildrenandwomen. Theauthorbringsouttheconflictofattitudewherethewhitesettlersconsider themselvescivilized, democraticandmodernized. Theyalsoclaim tohavebroughtchangethrougheducation,hospitals,roads,churches,employment to theprimitive,ignorantandungratefulnatives. However,Kutulainsiststhatjustasabeetlecarriesitshouseonits back whetherstinking ornot,the natives willgovernthemselvesdespitetheirignoranceandinability. Pg11 Contact0715298695forothernotes guides.12 Ironyisemployedintheprologue. GovernorThorneregardsthenatives'customsasprimitive. Menningerseesthem aslackingoriginalityandcommonreasonyettheycanhardlycomprehendthewisdominthe'longwindedproverbs'ofthenatives. Theyalsodependonthenatives'republictosustaintheirempire. ItisironicalthattheBritishclaim tohavebroughtcivilizationtothenativesthroughschoolsyettheirmainmotiveistorobthesamenativesoftheirvaluables. TheyfearKingKutulaandregardhimas\"aningenious rascal\" p.15 .andadangerousman. 'Thiskingisdangerouslikethequeenbee,hesanctionsthestingandthetoilingworkersindiscriminatelydescenduponourpeople TheuseofproverbsisastylethatportraysKingKutula asassertive,independentmindedandingeniousdespitethewhiteman'scontrolandmanipulation. Heisalsocalm andcollected. Theauthortreatsthereadertodetaileddescriptionaboutthecharactersandsetting. Menningeris\"...middleaged,powerfullybuiltman ...An airofkeen intelligence and extreme selfimportanceabouthim... page4 .KingKutulaisdescribedasatall,leanandathleticmaninhislatefiftiesamostself-assuredrulerwithanunnervingprese. Nce. P.7 . GovernorThorneisportrayedasanabusiveleader. Heinsultsthe Contact0715298695forothernotes guides.13attendantasa'ditheringidiot'impliesthatheisimprudent,referstothecolonialofficeroverseesas'Thefool'. Heisalsoshorttempered;hehandlestheattendantroughlyandisimpatientwithhim, don tgecko-gawkatme!\"HeaddressesKingKutulawi01insultsthus\"Damnall,KingKutula\". Page8 . Thegovernorisoppressive,authoritarianandselfish. Hefeelsdisadvantagedafterthewhipisabolishedbecauseheusesitforhisownconvenience. HeisdishonestandpretendstosupportSangoi'seducationyethewantstouseitagainstthenativesandbenefitfromdividingthemasadvisedbyBishopMenninger. KingKutulaXVisfirm andassertive. HetellsThornethatheissilentabouttheuprisingandthat\"yourpeoplewillcontinuetodie.\". Pg.13 .Hewillnotbow toimperialism. TheKingiswise. Hequotesmanyproverbsandnarrativesappropriatelytopassimportantmessages. King Kutula is calm and collected,and responds with admirablecalmnesstoGovernorThorne'soutburstsofanger. Heisaconfidentmanwhoisunafraidofthewhiteman'sthreats. \"DoyouknowIcanclapyouinforlife?\"Heresponds,'.eldersdon'tbandyinsults.\". P.8 Menningerissanctimoniousdespitebeingamanofthecloth. Hepropagatesoppression,imperialism,deceitandopportunism totheimperialmajestythrough hisadvice and counsel. He completely Contact0715298695forothernotes guides.14disregardsthevirtuousandgoodnewsmessagethathisreligionpreaches. Heseesnativesasrabbleswithoutunderstandingandcivilization. HeintendstomisguideSangoisothattheWesterneducationmakeshera\"...goddessofconfusionandusehertomanipulatethenatives...\" p.15 . AttendantIlisextremelyloyaltotheKing. Heispatientandforebearing and isableto workunderThorne. Sangoiisambitious,obedient,trustingandloyalSheobeysandtrustsherfatherwithwhomshespendsalotoftimewith. MovementOneSummaryLeadershipInheritance Kutula,thirtyyearslater,isanindependentRepublicundertheleadershipofLacunaKasooyetthestandardsoflivingarepoor. TaminaZenMeloisemaciatedandolderthanheragewithnoproperhousingandfood. Contact0715298695forothernotes guides.15 Bengo,apoliticalactivistwhohasjustarrivedfrom jailinthecapital,istreatedtoacoldwelcomebyTaminawhostillholdstoage-oldbitterness. TaminaexplainstoBengothatthewatertheyusedtogetfromthenearbyspringsandbrookshasbeendivertedbyCouncilorChipandeto BukelengeMountainsfifteenkilometersawaytomakeadam despiteReverendSangoi'sprotests. Infact,aninaugurationforthedamisdoneandreceivesmuchpraise. ThenativeshavebeendeniedlicensestogrowcoffeeandtheirlandstakenbyChipandeaftertheWhitemanleftmakingthemslavesintheirownfarms. Taminasays\"Mycoffeefarm inBukelengeMountains?Allgone. Now ImustpickcoffeeforChipandeonthefarmthathehadmeselltohimforpeanuts.\". P.24 . Tamina is bitterwith Bengo because ofhis indulgence inoppositionpoliticsthatledtotheneardeathofherhusband,JudahZenMelo,whowasLacuna'sspokespersonandpartyman,afterhisrefusaltokillhisbrotherwhowas\"Lacuna'sthorninhispoliticalside.\". P.23 . ThisearnsJudahunemploymentandheisexiled. Taminalosteverythingincludingthegoodlifesheoncelived. Contact0715298695forothernotes guides.16 Bengo,whoispopularandwouldhavewontheelectionswithalandslide,istakentojailtopavewayforChipande,Lacuna'scrony. Luluarriveshomefrom schoolearlierthanusualtocollectthetwothousandshillingfeesbalancefortheconstructionofaperimeterfenceandthecomputerlaboratorydespitepayingonethousandthepreviousday. Taminacomplainsofherlackofbasicslikefoodandwaterandwondersaboutthe essenceofeducation. Lulu isbitterandsomewhatinsolentanddisrespectfultohermother. Luluisfrustratedbyhermother'shelplessnessandpovertyandthreatensher,\"lwillusemybeautythen!Imustcompleteschoolandbesomebody...inanyway pg31 UnlikehermotherLuluwantstobefreefrompovertyandoppression. JudaharrivesfromthetownofPatolaandiswarmlywelcomedbyhiswife. Hesaysjobswerenotforthcomingandthepaywaslow. Besides,youneededyourowntribesmantogetajob. Hesacrificeshismoralsforemploymentbecause,religiondoesn'tsitwellonanemptystomach...\" p.36 .HethereforebeginsdrinkingandbribesMithambowithbeertogetajobasaMachineOperator. Heworksforlonghoursandcompetitionis Contact0715298695forothernotes guides.17stiff. Meanwhile,theirsonsarealsointownslookingforjobs. BeforeJudahcanrest,heleavesto\"sayhellotothecrowdandescortthe sunset\" pg.38 butleaves Tamina eighthundredshillingsbesidestheassortmentofgroceriesthathehasbroughthome. Luluisbackandapologeticfordisrespectinghermother. Shelearnsofherfather'sreturnwithexcitement. Sangoihas been appointed a ministerin the Ministry ofReclamation and Remedies byLacuna againstherwill. SheacceptsthepostforfearthatLacunamightassassinatehernowthatduringhiscoronation,peoplepreferredSangoiforLacunatobetheirleaderafterKingKutula'sdeath. Thegovernmentplanstoevacuatepeoplefrom thevalleyandSangoihopes thatLacuna would change his mind overtheevacuation before Kutula's much publicized commemorationceremony. Tamina is against Lulu's attendance of the king Kutulacommemorationceremony,despiteherkeyroleasaleaddancerintheschool'sdancetroupeinvitedbyLacunahimself. ItisonlythroughSangoi'sinterventionthatTaminapermitsLulutoattendwhatshecalls\"apaganritual\" pg.43 onconditionthat Contact0715298695forothernotes guides.18shewouldrunbackhomeafterthefestival. SangoipromisestowatchoverLuluandevenpayherschoolfeesbalance. Meloreturnshomedrunk. Hesaysheruleshisfamilywithloveand not machines and police guards like Lacuna. JudahcelebrateshisfamilyandreferstoTaminaasbeautyqueen...sobeautiful...\"andLuluas\"Girl,you'reablackqueenand...ori...hic...ginal!\". Pg.48 andchallengesLulutoworkhardandachieveherdreamsofbecomingadoctorandthenhegoestobed. Luluistotallyuninspiredbyherparents'marriage. Shesays,\"Ifthisiswhatitmeanstobeaparent,Iwon'tfollowtheirfootstepstobecrownedqueenofrags\". Pg.51 .Tasksl. Outlinethecounter-productivityofChipande'sdamproject.2.WhyisTaminastillbitterwithBengo?3.InwhatwaysisBengo\"...athorninLacuna'spoliticalside\"?4.State the challenges thatparents like Tamina with school-goingchildrenmustundergo.5.How does Judah Zen Melo's absence contribute to Tamina'schallenges? Contact0715298695forothernotes guides.196.\"Idon'twantthislife!Idon't!Idon't!\". Pg.31 .WhatexactlydoesLulumeanbythisstatement?7.DescribehowZenMelogetshisjobasamachineoperator.8.WhatcharacterofLuludemonstratesherunderstandingofhergoalsinlife?9.Givethreeillustrationsofincidencesofdisillusionmentinthisepisode. Commentary Itisironicalthatmuchasthenativesexpectedbetterlivesafterindependence,theworstishappeningtothem inform ofneocolonialism. Lacunaismoregreedy,corruptanddictatorialthanhispredecessors. Thenativesarebitter. Tamina'sbitternessisbornofthemiseriesshehasbeenthrough,broughtbyKutula'spoorleadershipmarredbygreedanddictatorship. SheisbitterwithBengowhoseroleasanactivistplungedherfamilyinmisery. Herhusbandisexiled,hersonsareawayinsearchofjobsandherdaughterisinandoutofschoolduetolackofschoolfees. Thenativesarelivinginfear. Thereisfearofbeingassassinatedincaseonefallsoutwiththeleader. BengoisnearlykilledforfightingLacuna'sleadership. JudahZenMelogoesintoself-exile Contact0715298695forothernotes guides.20forfearofbeingkilledoutofdisobeyingLacuna. Taminasays,\"YoumustsitontherightsideofLeaderLacuna...ifyouaretolive.\". Pg.21 SangoitakesuptheappointmentasaministerforfearofbeingkilledbyLacuna. Lacuna thrives on nepotism. He rewards sycophants andclansmenleavingmostqualifiedcitizensunemployed. Thosethatareemployedarepoorlypaidandovertaxed. Zensays,\"...itpaystoknowtheleader'stribesmen\" pg.34 . Inaflashback,TaminarevealstothereaderreasonsbehindBengo'simprisonmentandJudah'sexile. ItturnsoutthatKutularequiresJudahtokillhisbrother,BengoforbeingathorninLacuna'spoliticalside. WhenJudahZenMelodisobeys,heisalmostkilledashismangledbodyisfounddampedoutsidetheirhouseandDr. Jonathansaveshim. LaterBengoisimprisoned. TaminareferstoLacunaandhiscroniesasanoctopusthatimpliesthestrongpowerandtheabilitytostretchout,toreachandcontrolanyoneandanythingtheywishtoget. PovertyanddespondencyareportrayedintheMovement. Taminastilllivesinheroldgrass-thatchedhut. Contact0715298695forothernotes guides.21 Shewakesupbeforecock-crow topickcoffeebeansfarfromhome. Shehastowalkfifteenkilometerstofetchwaterfrom BukelengeMountains. HasonlytwoacresoflandleftafterChipandebuysherlandforpeanutstostarthismonopolyofgrowingcoffee. Luluissenthomeforschoolfeesbalanceoftwothousandshillings. Taminahasnomoney. Theleadershavetoldthepeoplethatthereare\"nofreethings\"andtheyshould tightenyourbelts.\". Pg.27 . Misrule and greed are seen through the leaders. Lacunademandsunyieldingloyaltyfromhissubjects. Hewantshisspokesman,JudahZenMelo,tokillhisownbrother,Bengo,whoistheleader'sthornintheflesh. JudahisalmostkilledfordisobeyingLacuna. Bengoisjailedformanyyears. LacunaispreoccupiedwithhelpinghisclansmenandhaslittleregardforKutulacitizens. Childrenaresentawayforschoolfeesfortheschooltoerecta Contact0715298695forothernotes guides.22perimeterfence,constructacomputerlaboratoryandpayfortheteachers'extraworkwhenresidentslackwaterandbasicneeds. JudahMeloisvirtuousandamanofintegrity. Herefusestokillhisbrother,Bengoeventhough'thegestureswon'tbeinvain' pg.23 .ThusLacunapromisestorewardhim ifhekillsthebrotherbutZenrefusestoobey. Heisaschemerforthesakeofsurvival. Hedoesn'tcallhisfamilyafterhisself-exilebutinsteadinvestsinbribingMithambowithdrinkstohirehim asamachineoperatorandhegetsit,getsadoublepayandcanaffordtoprovideforhisfamily. Judahisanescapist. He,\"deliberatelyshutshisinnerearfromhearing\" pg.33 thewife'spain. Hefailstocallorwritetotellhisfamilyabouthiswhereabout. Hedoesn'twanttokillwhatisleftintheirsinkinghearts. Bengoispatriotic. Hefightsthegovernment'sdictatorialrulethatoppressesthecitizens. Heisjailedforyearsandnowthatheisback,hevowsto\"takeupthefightwhereIleftoff.\". Pg.22 .Heisoptimisticinthatafterbeingjailedforyears,hereturnsreadytocontinuethefighthopingtoliberatethepeople. Bengoisrealisticbecauseheadmitstohavingbroughttroubletohisfamilyalbeitwiththerightmotives. HegivesTaminasome Contact0715298695forothernotes guides.23money. HeisbraveenoughtoopposeaLacunagovernmentandisalmostkilledforthesame. Taminaisresilient. Shestickstoherfamilyandfendsforherchildrendespitethedisappearanceofherhusbandan. Dlossofproperty. Sheworksfrom beforecock-crowtolateevening. Shefetcheswater15kilometersaway. Sheisassertive. SheoutrightlytellsBengooffforhisroleinscatteringherfamily. ShecriticizesKingKutula'scommemorationceremonyandthe\"invitationofherdaughtertotheceremonythatshetermsasa paganfestival.\". Pg.42 . Lacunaisdictatorial. Herulesbyanironfist. HedemandsthatJudahkillshisbrotherBengo,\"rubmypainingsidewiththeredbalm ofloyalty\" pg.23 .Heismurderous. HeordersthekillingofBengotwiceandfortunatelyforthelatter,hecheatsdeath. Beingapoormanager,heinauguratesthedam leadingtothedryingofstreamsandbrooks. Chipande'sgreedisevidentthroughhisrequesttoLacunatogivehim thesolemandatetoplantcoffee. Healsobuyslandfrompeople atvery low prices and he is largely selfish as hemisadvisesthegovernmentforhisselfishgains. Contact0715298695forothernotes guides.24MovementTwoSceneOneSummaryKutula'sCommemorationCeremony ThesceneissetatKutulaPeoples'Park. ThestageissetforthecelebrationofaNationalCommemorationDayandalltheleaders,delegates,bosom friendsofKutulaRepublicandothercitizensaregatheredatthepark. MissGerima,theteacherishelpingthedancerswiththefinaltouchesofrehearsalsbeforetheritualbegins. Lacuna steps forward to the royalgrave to perform thecommemorationritual. ApitcherwithwaterishandedtoLuluwhowashesLacuna'shands. LacunathenpourswateratthefootofthegraveandthenLuluputsthecrownonhishead,giveshimthemandatetoleadanddeclaresthedaytobeanationalrestday. MelissacommentsthatthecrowndoesnotfitLacuna'sheadandSangoiisquicktosayit'stimeLacunaputthecrownasideashedoesn'tfitthemandate. Aftertheceremony,LacunainvitesSangoiandtheschool Contact0715298695forothernotes guides.25childrentoabanquetinhispalace. HeistodiscusswithSangoimattersofevacuationofthepeople,topavewayfortheirrigationproject,althoughheisawarethatsheisagainsttheproposal. LacunathenleadshisguestsinthebanquetandistolatershareamealwithLuluathisprivatechambersasrequiredbythecustom. Tasksl ."}
{"text": "Contact0715298695forothernotes guides.2ADEFINITIVEGUIDETOINHERITANCETheAuthor DavidKakutaMulwawasbornon9thApril1945intheplainsofMukaainMakueniCounty. Hiswritingwasinfluencedbyhisfather,PastorJohnMulwa,andhisteachersfrom primaryschooltotheuniversity. David Mulwa wentto Machakos Boys High School,then toAllianceHighSchoolforhisA-levels. HejoinedtheUniversityofNairobiwhere he studied Literature instructed byTaban LoLiyong'andOkotP 'Bitek. HeproceededtotheUniversityofCaliforniainLosAngelesunderascholarshipwherehestudiedMastersinArts. Mulwahasalsowrittenotherbooksincluding'Redemption' 1989 ,'MasterandServant' 1979 ,'WeComeinPeace','GlassHouses,' Contact0715298695forothernotes guides.3amongothersbooks. Davidiscurrentlyawriter,lecturer,actorandthedirectorofKenyaPerformingArtsinNairobi. TheSetting ThestoryissetincolonialAfricaintheKutulacolonyundertheBritishrule. Thecolonialmasterslivelavishlyattheexpenseofthepoornativeswhoserveastheirslaves. ThetraditionalrulerofthenativesisKingKutulaXV.ThekingisbentonoverthrowingtheBritishleadershipbyallmeans. Heleadshispeopleinanationaluprisingagainstthewhitesettlersandoutrightlytellsthewhitegovernorthat\"...yourpeoplewillcontinuetodie. Everyoneofthem ...GovernorMacayandnoone'llhelpyou...Ihavespoken.\". Pg13 . AftertheexitoftheBritish,KutulabecomesarepublicundertheleadershipofLacunaKasooafterthedeathofhis Lacuna's father,KingKutulaXV. LacunaKasoo'sleadershipturnsouttobeworsethantheleadershipof the colonialmasters. It is marred with greed,corruption,incompetenceandassassinations. Hisdictatorialregimetriggersapeacefulcivilrevolutionthatsuccessfullyoverthrowshisleadership. Contact0715298695forothernotes guides.4TheTitle Theplay'Inheritance'revolvesaroundaconflictbetweentheAfricannatives and the white settlers overthe inheritance ofland,itsresourcesandleadership. TheBritishinvasioninAfricanismotivatedbythedesiretotapresourcesfrom Africathroughtheircolonialruleundertheguiseofbringingcivilizationinform ofeducation,infrastructure,andhospitalstothe\"primitive\"Africans. Oncesettled,thecolonialmastersgraduallygrabbedvastareasoflandfrom thenativesforagriculture,miningandsettlementtherebydisplacingandenslavingthenatives. TheBritishEmpiredependedonAfricaforsurvival,hencethedesiretoruleandcontrolAfricawiththeirresources. Thenatives,throughtheirKingKutula,realizetheurgentneedtoinheritwhatthewhitesettlershaverobbedthem. Wewanttobuildandrunourhomeinourownway. Thislandisourmother. Wewantourchildrentoliveandshareequallywhatshegivesus...allthatyoutakefrom her.\". P.12 .A countrywideuprising beginsand theWhiteman'sruleends. KingKutulaXVinheritstheleadershipfromtheBritishmasters. KingKutula'sleadershipislaterinheritedbyhisson,LacunaKasoo. Contact0715298695forothernotes guides.5Lacunaismanipulatedanddeceivedbytheimperialiststokillhisownfather. GoldsteinisawareofLacuna'sinsatiablegreed. Hepromisestogroom LacunatoleadershipaslongasKingKutulaisoutoftheway. HisintentionistogetLacuna,whoiseasytocontrol,Prologue TheprologueopensinGovernorThorneMacay'smansion,whichisdescribedaslavishandonethatrentstheairofpowerandauthority. The Governoris seemingly angry atthe natives'ineptitude andincompetenceandfeelsdisempoweredbytheabolitionofthewhipasthenativeshavenowdownedtheirtools. TheGovernor'sattendanthaskeptBishopMenninger, brainoftheempire PrincessSangoi,andKingKutula,whohavecometoseethegovernor,waitingforanhourbecausethelatterisonatea-break,andwhenaskedwhyhekeepstheguestsforthatlongreplies,.yourordersis:Donotdisturbhisexcellenttea-timeandmeditetioninghour...\" p.3-4 . Thenativeshaveriotedagainstthewhitesettlers,destroyedtheirproperty,molestedthewomenandchildrenandhavebreachedtheagreementandtrustmadeearlier asituationthatcouldleadtoalongbloodywar...!\". P.8 . Contact0715298695forothernotes guides.6 BishopMenningerhasdocumentedadvicefortheGovernor. Hepointsoutinthedocumentthatnativeswouldneverchangefrom theirconfused simple nature and thatthey would neverbe like thesophisticatedandcivilizedwhitesbutwouldonlyremainascopycats. Healsopointsouttothegovernorthattheimperialistswouldhavetocontinuetoruleandlaybasicrulesforthenativessinceleftontheirown;theywouldoffernothingofsignificance. KingKutula'sentrytothegovernor'smansionisusheredinbyanattendantwhoregardshimwithaweandreverence. Headdressesthekingas\"Thesonoftheking from thestarsandtheheaven, pg6 GovernorThorneMacayhasneverunderstoodthe'infernalallegiance thatnativeshavetheirleadersbutMenningerisborn from theirinabilitytoreasonandthink. Heseesthem ascommonanimalswaybelowthewhiteswhomhetermsasdemocraticandcivilized. Governor thorne has summoned the king to register hisdisappointmentaboutkingKutula ssilenceontheescalatingviolenceinhiskingdom resultingfrom thenationwideupraisingbythenativesagainstthewhiteleaders. Contact0715298695forothernotes guides.7 King Kutula dismisses Thorne s concerns by quoting an AfricanproverbtomocktheGovernor. Hesays Thechameleontoldthehare:makeyourstepImakemine;itisgoodcompany friend. Pg8 ThorneisoffendedandthreatenstoimprisonthekingforlifebeforeMenningerremindshim thatheistalkingtotheking. HeasksThorneto askdirectquestionsand avoid thelong winged proverbsandproverbialdrivelswhenthekingbeginstobombardthegovernorwithmanymoreproverbsandsayings. ThorneisthenshockedwhenKutulaadmitshisknowledgeofthecountrywideuprising and hissupportoftheviolenceagainstthegovernor speopledespitetheirgoodwilltobringcivilizationtothenatives. Hesays, Icannotshutthevoicesofmyfather pg10 ThegovernorisshockedbythesuddenchangeofattitudewhenKutulabluntlytellshimthat wedonotwantyouhere! Pg10 Kutularegretswhyhisfathersassentedtotheimperialistdraftedagreementthathadallowedthecolonialisttosubjecthispeopleto Contact0715298695forothernotes guides.8devastatingeffectsoftheiroppressiverulesandexcessivezeal. Kutulathreatensthegovernorthathispeoplewillcontinuetodieifhewon tletthenativesbuildandruntheirhome. He,however,hasnoobjectiontothewhitemanteachingthenativeshiswasbutwithmoderation. Sangoijoinstheleaderandexpressesherwillingnesstogoabroadandpursuethewhiteman'seducation. GovernorThorne'sfearoverKingKutula'seffortstogroomhisadopteddaughteristhatshewillbeanempoweredmatriarchandalionesstocontendwithinthefuture. MenningerisquicktoconsoleThornethatSangoi'seducationwouldonlyconfuseher. TheBishop'splanistounleashSangoiagainsthersimplefolkuponthecompletionofhereducationfortheirbenefit. Tasks1.WhatdoesThornemeanbythestatement,\"Africasupports,naymaintains,theempire\" pg.4 ? Contact0715298695forothernotes guides.92.\"Make hera slave...again...Revisithistory,Menninger...revisit...\" pg.5 . What is your understanding of thisstatement?3.Inwhatwaysdothenativesexhibit'infernalallegiance'totheirleaders?4.Identifytheproverbsintheprologueandtheirrelevance.5.Menningeradmitstouseof\"excessivezeal. \"Howhavethenativesreactedtoit?6.\"Thekingisdangerous. LiketheQueenbee...\"Demonstratethetruthofthisstatement.7.Commentontheconflictthatarisesintheprologue.8.WhatdoesThornemeanwhenhesays\"TurmoilinAfricameansagreatlosstotheempire\" pg.4 ? 9.Outline the reasons King Kutula gives forwanting theimperialiststoleaveKutula.10.Pointoutatinstances in the prologue thatrevealThorneMacay'sattitudetowardsthenatives.11.Whatistheprologueallabout? Contact0715298695forothernotes guides.10Commentary TheprologuecaptureslifeinKutuladuringthecolonialeraundertheauthoritarianandoppressiveleadershipofthecolonialists. MulwaportraysthecolonyofKutulaasoneundertheharshruleofGovernorThornewhoisapparentlyangrywiththecolonialofficethathasabolishedwhippingthenatives. HeisdispleasedwiththecolonialofficerinLondonforhisadvocacyonsimulatedhumanitarianism fordeclaringthewhipasobsolete. Hesays,\"ThefooldrinkingcoffeeinLondonwhileImollycoddlenatives.theydowntheirtoolsandnothinggetsdone.\". Page3 TheGovernormistreatsandabusesthenativeblackservantandcallstheattendant,a\"ditheryidiot\"andregardshim asimpudentandthencompareshim tocommonanimals. Hisleadershipisexcessivelyzealousandhumiliating. A conflicthasensued between theAfricansand theirwhitemastersoverland,leadershipandresources. TheWhitemanhasbeenrobbingtheAfricansoftheirvaluablesandexportingthem Contact0715298695forothernotes guides.11tohismotherland. KingKutulaXVtakesdispleasureintheapparentinheritanceandinsiststhatnativesmustsharewhatcomesfrom theirland. Itisclearthatincaseofarevolution,theBritishEmpirestandstolosein the eventthatthe natives take overgovernance. This isbecause\"Africasupportstheempire...\" p.4 . Interracialconflictandrevolutionisdemonstratedbythereprisalandescalatingviolencebetweenthenativesandwhitesettlers. ThenativesdestroytheWhite'spropertyandmolesttheirchildrenandwomen. Theauthorbringsouttheconflictofattitudewherethewhitesettlersconsider themselvescivilized, democraticandmodernized. Theyalsoclaim tohavebroughtchangethrougheducation,hospitals,roads,churches,employment to theprimitive,ignorantandungratefulnatives. However,Kutulainsiststhatjustasabeetlecarriesitshouseonits back whetherstinking ornot,the natives willgovernthemselvesdespitetheirignoranceandinability. Pg11 Contact0715298695forothernotes guides.12 Ironyisemployedintheprologue. GovernorThorneregardsthenatives'customsasprimitive. Menningerseesthem aslackingoriginalityandcommonreasonyettheycanhardlycomprehendthewisdominthe'longwindedproverbs'ofthenatives. Theyalsodependonthenatives'republictosustaintheirempire. ItisironicalthattheBritishclaim tohavebroughtcivilizationtothenativesthroughschoolsyettheirmainmotiveistorobthesamenativesoftheirvaluables. TheyfearKingKutulaandregardhimas\"aningenious rascal\" p.15 .andadangerousman. 'Thiskingisdangerouslikethequeenbee,hesanctionsthestingandthetoilingworkersindiscriminatelydescenduponourpeople TheuseofproverbsisastylethatportraysKingKutula asassertive,independentmindedandingeniousdespitethewhiteman'scontrolandmanipulation. Heisalsocalm andcollected. Theauthortreatsthereadertodetaileddescriptionaboutthecharactersandsetting. Menningeris\"...middleaged,powerfullybuiltman ...An airofkeen intelligence and extreme selfimportanceabouthim... page4 .KingKutulaisdescribedasatall,leanandathleticmaninhislatefiftiesamostself-assuredrulerwithanunnervingprese. Nce. P.7 . GovernorThorneisportrayedasanabusiveleader. Heinsultsthe Contact0715298695forothernotes guides.13attendantasa'ditheringidiot'impliesthatheisimprudent,referstothecolonialofficeroverseesas'Thefool'. Heisalsoshorttempered;hehandlestheattendantroughlyandisimpatientwithhim, don tgecko-gawkatme!\"HeaddressesKingKutulawi01insultsthus\"Damnall,KingKutula\". Page8 . Thegovernorisoppressive,authoritarianandselfish. Hefeelsdisadvantagedafterthewhipisabolishedbecauseheusesitforhisownconvenience. HeisdishonestandpretendstosupportSangoi'seducationyethewantstouseitagainstthenativesandbenefitfromdividingthemasadvisedbyBishopMenninger. KingKutulaXVisfirm andassertive. HetellsThornethatheissilentabouttheuprisingandthat\"yourpeoplewillcontinuetodie.\". Pg.13 .Hewillnotbow toimperialism. TheKingiswise. Hequotesmanyproverbsandnarrativesappropriatelytopassimportantmessages. King Kutula is calm and collected,and responds with admirablecalmnesstoGovernorThorne'soutburstsofanger. Heisaconfidentmanwhoisunafraidofthewhiteman'sthreats. \"DoyouknowIcanclapyouinforlife?\"Heresponds,'.eldersdon'tbandyinsults.\". P.8 Menningerissanctimoniousdespitebeingamanofthecloth. Hepropagatesoppression,imperialism,deceitandopportunism totheimperialmajestythrough hisadvice and counsel. He completely Contact0715298695forothernotes guides.14disregardsthevirtuousandgoodnewsmessagethathisreligionpreaches. Heseesnativesasrabbleswithoutunderstandingandcivilization. HeintendstomisguideSangoisothattheWesterneducationmakeshera\"...goddessofconfusionandusehertomanipulatethenatives...\" p.15 . AttendantIlisextremelyloyaltotheKing. Heispatientandforebearing and isableto workunderThorne. Sangoiisambitious,obedient,trustingandloyalSheobeysandtrustsherfatherwithwhomshespendsalotoftimewith. MovementOneSummaryLeadershipInheritance Kutula,thirtyyearslater,isanindependentRepublicundertheleadershipofLacunaKasooyetthestandardsoflivingarepoor. TaminaZenMeloisemaciatedandolderthanheragewithnoproperhousingandfood. Contact0715298695forothernotes guides.15 Bengo,apoliticalactivistwhohasjustarrivedfrom jailinthecapital,istreatedtoacoldwelcomebyTaminawhostillholdstoage-oldbitterness. TaminaexplainstoBengothatthewatertheyusedtogetfromthenearbyspringsandbrookshasbeendivertedbyCouncilorChipandeto BukelengeMountainsfifteenkilometersawaytomakeadam despiteReverendSangoi'sprotests. Infact,aninaugurationforthedamisdoneandreceivesmuchpraise. ThenativeshavebeendeniedlicensestogrowcoffeeandtheirlandstakenbyChipandeaftertheWhitemanleftmakingthemslavesintheirownfarms. Taminasays\"Mycoffeefarm inBukelengeMountains?Allgone. Now ImustpickcoffeeforChipandeonthefarmthathehadmeselltohimforpeanuts.\". P.24 . Tamina is bitterwith Bengo because ofhis indulgence inoppositionpoliticsthatledtotheneardeathofherhusband,JudahZenMelo,whowasLacuna'sspokespersonandpartyman,afterhisrefusaltokillhisbrotherwhowas\"Lacuna'sthorninhispoliticalside.\". P.23 . ThisearnsJudahunemploymentandheisexiled. Taminalosteverythingincludingthegoodlifesheoncelived. Contact0715298695forothernotes guides.16 Bengo,whoispopularandwouldhavewontheelectionswithalandslide,istakentojailtopavewayforChipande,Lacuna'scrony. Luluarriveshomefrom schoolearlierthanusualtocollectthetwothousandshillingfeesbalancefortheconstructionofaperimeterfenceandthecomputerlaboratorydespitepayingonethousandthepreviousday. Taminacomplainsofherlackofbasicslikefoodandwaterandwondersaboutthe essenceofeducation. Lulu isbitterandsomewhatinsolentanddisrespectfultohermother. Luluisfrustratedbyhermother'shelplessnessandpovertyandthreatensher,\"lwillusemybeautythen!Imustcompleteschoolandbesomebody...inanyway pg31 UnlikehermotherLuluwantstobefreefrompovertyandoppression. JudaharrivesfromthetownofPatolaandiswarmlywelcomedbyhiswife. Hesaysjobswerenotforthcomingandthepaywaslow. Besides,youneededyourowntribesmantogetajob. Hesacrificeshismoralsforemploymentbecause,religiondoesn'tsitwellonanemptystomach...\" p.36 .HethereforebeginsdrinkingandbribesMithambowithbeertogetajobasaMachineOperator. Heworksforlonghoursandcompetitionis Contact0715298695forothernotes guides.17stiff. Meanwhile,theirsonsarealsointownslookingforjobs. BeforeJudahcanrest,heleavesto\"sayhellotothecrowdandescortthe sunset\" pg.38 butleaves Tamina eighthundredshillingsbesidestheassortmentofgroceriesthathehasbroughthome. Luluisbackandapologeticfordisrespectinghermother. Shelearnsofherfather'sreturnwithexcitement. Sangoihas been appointed a ministerin the Ministry ofReclamation and Remedies byLacuna againstherwill. SheacceptsthepostforfearthatLacunamightassassinatehernowthatduringhiscoronation,peoplepreferredSangoiforLacunatobetheirleaderafterKingKutula'sdeath. Thegovernmentplanstoevacuatepeoplefrom thevalleyandSangoihopes thatLacuna would change his mind overtheevacuation before Kutula's much publicized commemorationceremony. Tamina is against Lulu's attendance of the king Kutulacommemorationceremony,despiteherkeyroleasaleaddancerintheschool'sdancetroupeinvitedbyLacunahimself. ItisonlythroughSangoi'sinterventionthatTaminapermitsLulutoattendwhatshecalls\"apaganritual\" pg.43 onconditionthat Contact0715298695forothernotes guides.18shewouldrunbackhomeafterthefestival. SangoipromisestowatchoverLuluandevenpayherschoolfeesbalance. Meloreturnshomedrunk. Hesaysheruleshisfamilywithloveand not machines and police guards like Lacuna. JudahcelebrateshisfamilyandreferstoTaminaasbeautyqueen...sobeautiful...\"andLuluas\"Girl,you'reablackqueenand...ori...hic...ginal!\". Pg.48 andchallengesLulutoworkhardandachieveherdreamsofbecomingadoctorandthenhegoestobed. Luluistotallyuninspiredbyherparents'marriage. Shesays,\"Ifthisiswhatitmeanstobeaparent,Iwon'tfollowtheirfootstepstobecrownedqueenofrags\". Pg.51 .Tasksl. Outlinethecounter-productivityofChipande'sdamproject.2.WhyisTaminastillbitterwithBengo?3.InwhatwaysisBengo\"...athorninLacuna'spoliticalside\"?4.State the challenges thatparents like Tamina with school-goingchildrenmustundergo.5.How does Judah Zen Melo's absence contribute to Tamina'schallenges? Contact0715298695forothernotes guides.196.\"Idon'twantthislife!Idon't!Idon't!\". Pg.31 .WhatexactlydoesLulumeanbythisstatement?7.DescribehowZenMelogetshisjobasamachineoperator.8.WhatcharacterofLuludemonstratesherunderstandingofhergoalsinlife?9.Givethreeillustrationsofincidencesofdisillusionmentinthisepisode. Commentary Itisironicalthatmuchasthenativesexpectedbetterlivesafterindependence,theworstishappeningtothem inform ofneocolonialism. Lacunaismoregreedy,corruptanddictatorialthanhispredecessors. Thenativesarebitter. Tamina'sbitternessisbornofthemiseriesshehasbeenthrough,broughtbyKutula'spoorleadershipmarredbygreedanddictatorship. SheisbitterwithBengowhoseroleasanactivistplungedherfamilyinmisery. Herhusbandisexiled,hersonsareawayinsearchofjobsandherdaughterisinandoutofschoolduetolackofschoolfees. Thenativesarelivinginfear. Thereisfearofbeingassassinatedincaseonefallsoutwiththeleader. BengoisnearlykilledforfightingLacuna'sleadership. JudahZenMelogoesintoself-exile Contact0715298695forothernotes guides.20forfearofbeingkilledoutofdisobeyingLacuna. Taminasays,\"YoumustsitontherightsideofLeaderLacuna...ifyouaretolive.\". Pg.21 SangoitakesuptheappointmentasaministerforfearofbeingkilledbyLacuna. Lacuna thrives on nepotism. He rewards sycophants andclansmenleavingmostqualifiedcitizensunemployed. Thosethatareemployedarepoorlypaidandovertaxed. Zensays,\"...itpaystoknowtheleader'stribesmen\" pg.34 . Inaflashback,TaminarevealstothereaderreasonsbehindBengo'simprisonmentandJudah'sexile. ItturnsoutthatKutularequiresJudahtokillhisbrother,BengoforbeingathorninLacuna'spoliticalside. WhenJudahZenMelodisobeys,heisalmostkilledashismangledbodyisfounddampedoutsidetheirhouseandDr. Jonathansaveshim. LaterBengoisimprisoned. TaminareferstoLacunaandhiscroniesasanoctopusthatimpliesthestrongpowerandtheabilitytostretchout,toreachandcontrolanyoneandanythingtheywishtoget. PovertyanddespondencyareportrayedintheMovement. Taminastilllivesinheroldgrass-thatchedhut. Contact0715298695forothernotes guides.21 Shewakesupbeforecock-crow topickcoffeebeansfarfromhome. Shehastowalkfifteenkilometerstofetchwaterfrom BukelengeMountains. HasonlytwoacresoflandleftafterChipandebuysherlandforpeanutstostarthismonopolyofgrowingcoffee. Luluissenthomeforschoolfeesbalanceoftwothousandshillings. Taminahasnomoney. Theleadershavetoldthepeoplethatthereare\"nofreethings\"andtheyshould tightenyourbelts.\". Pg.27 . Misrule and greed are seen through the leaders. Lacunademandsunyieldingloyaltyfromhissubjects. Hewantshisspokesman,JudahZenMelo,tokillhisownbrother,Bengo,whoistheleader'sthornintheflesh. JudahisalmostkilledfordisobeyingLacuna. Bengoisjailedformanyyears. LacunaispreoccupiedwithhelpinghisclansmenandhaslittleregardforKutulacitizens. Childrenaresentawayforschoolfeesfortheschooltoerecta Contact0715298695forothernotes guides.22perimeterfence,constructacomputerlaboratoryandpayfortheteachers'extraworkwhenresidentslackwaterandbasicneeds. JudahMeloisvirtuousandamanofintegrity. Herefusestokillhisbrother,Bengoeventhough'thegestureswon'tbeinvain' pg.23 .ThusLacunapromisestorewardhim ifhekillsthebrotherbutZenrefusestoobey. Heisaschemerforthesakeofsurvival. Hedoesn'tcallhisfamilyafterhisself-exilebutinsteadinvestsinbribingMithambowithdrinkstohirehim asamachineoperatorandhegetsit,getsadoublepayandcanaffordtoprovideforhisfamily. Judahisanescapist. He,\"deliberatelyshutshisinnerearfromhearing\" pg.33 thewife'spain. Hefailstocallorwritetotellhisfamilyabouthiswhereabout. Hedoesn'twanttokillwhatisleftintheirsinkinghearts. Bengoispatriotic. Hefightsthegovernment'sdictatorialrulethatoppressesthecitizens. Heisjailedforyearsandnowthatheisback,hevowsto\"takeupthefightwhereIleftoff.\". Pg.22 .Heisoptimisticinthatafterbeingjailedforyears,hereturnsreadytocontinuethefighthopingtoliberatethepeople. Bengoisrealisticbecauseheadmitstohavingbroughttroubletohisfamilyalbeitwiththerightmotives. HegivesTaminasome Contact0715298695forothernotes guides.23money. HeisbraveenoughtoopposeaLacunagovernmentandisalmostkilledforthesame. Taminaisresilient. Shestickstoherfamilyandfendsforherchildrendespitethedisappearanceofherhusbandan. Dlossofproperty. Sheworksfrom beforecock-crowtolateevening. Shefetcheswater15kilometersaway. Sheisassertive. SheoutrightlytellsBengooffforhisroleinscatteringherfamily. ShecriticizesKingKutula'scommemorationceremonyandthe\"invitationofherdaughtertotheceremonythatshetermsasa paganfestival.\". Pg.42 . Lacunaisdictatorial. Herulesbyanironfist. HedemandsthatJudahkillshisbrotherBengo,\"rubmypainingsidewiththeredbalm ofloyalty\" pg.23 .Heismurderous. HeordersthekillingofBengotwiceandfortunatelyforthelatter,hecheatsdeath. Beingapoormanager,heinauguratesthedam leadingtothedryingofstreamsandbrooks. Chipande'sgreedisevidentthroughhisrequesttoLacunatogivehim thesolemandatetoplantcoffee. Healsobuyslandfrompeople atvery low prices and he is largely selfish as hemisadvisesthegovernmentforhisselfishgains. Contact0715298695forothernotes guides.24MovementTwoSceneOneSummaryKutula'sCommemorationCeremony ThesceneissetatKutulaPeoples'Park. ThestageissetforthecelebrationofaNationalCommemorationDayandalltheleaders,delegates,bosom friendsofKutulaRepublicandothercitizensaregatheredatthepark. MissGerima,theteacherishelpingthedancerswiththefinaltouchesofrehearsalsbeforetheritualbegins. Lacuna steps forward to the royalgrave to perform thecommemorationritual. ApitcherwithwaterishandedtoLuluwhowashesLacuna'shands. LacunathenpourswateratthefootofthegraveandthenLuluputsthecrownonhishead,giveshimthemandatetoleadanddeclaresthedaytobeanationalrestday. MelissacommentsthatthecrowndoesnotfitLacuna'sheadandSangoiisquicktosayit'stimeLacunaputthecrownasideashedoesn'tfitthemandate. Aftertheceremony,LacunainvitesSangoiandtheschool Contact0715298695forothernotes guides.25childrentoabanquetinhispalace. HeistodiscusswithSangoimattersofevacuationofthepeople,topavewayfortheirrigationproject,althoughheisawarethatsheisagainsttheproposal. LacunathenleadshisguestsinthebanquetandistolatershareamealwithLuluathisprivatechambersasrequiredbythecustom. Tasksl . Describe the rituals performed during the commemorationchronologically.2.What does Lacuna mean by \"customs must bow to nationalemergencies\" pg.57 ? 3.Identifytheironyofthequoteinnumber2above.4.CommentonSangoi'ssaying,\"Whenthedeadmurmurinaconscience,theguiltyhearinittheterrorofthunder,ourforefathersaidit\" pg.56 .5.HowdoyouthinkthenationalrestthatLacunadeclaresimpactsontheeconomy?6.WhydoyouthinkSangoi,theeldersandthetwowhitemenfailtorespondtoMalipoa? Contact0715298695forothernotes guides.267.Explainthesymbolism inLacuna'scrownthatdoesnotfitandislopsidedonhishead.8.WhoisGerimaandwhatisherroleinthecommemorationceremony?9.DescribeMelissa'sroleintheepisode. Commentary TheauthordemonstratesthesuperstitioustraditionalpracticesofcommemoratingthedepartedleadersinKutula. Thecurrentleaderisgiventhemandatetolead,bytheyouth,aftertheperformanceofaritual.\"... Ourancestorsdemandthatouryouthsgiveusmandatetoleadthemtotheirfuture...\" p.53 . Melissa and Sangoi's criticism ofLacuna's crown indicates adisapprovalofleadershipandalackofrespectandsupportforhim.\"... Thecrowndoesnotfithim...\" p.55 .\"...Itislop-sidedonhishead...\" Pg.55 . Melissa'sdisinterestintheritualisbasicallybecauseLacunahaschosen Lulu,a nineteen-year-old schoolgoing girl,as themessenger. Heissettogetintimatewithherintheprocess. Lacuna'saddresstothegraveofhisfatherisacaseofapostrophe Contact0715298695forothernotes guides.27intheplay. Headdresseshislatefathertobringouttheimmediacyofthefestival. Traditionsdemandthatthedeadmustnotbeoffended.\".. Lfourfatherswouldhaveussharethesameplatform...\" p.55 .Thedispleasureofthedeadcanbeunbearabletotheliving. Lacunaisasticklerfortraditionandsuperstition. Heperformstheritualasrequiredbycustom. HereadilyagreestotheadviceandguidancethatheisgivenbyMalipoa,histraditionaladvisor. MelissaandSangoiarecriticalandobservant. Theyarekeentonoticethelop-sidedcrownonLacuna'shead,Theyimplythatheisnotfitforleadership. SceneTwoSummaryLacuna'sBusinessDealswiththeImperialists Thesettingshiftstotheleader'spalaceformally,Governor Macay'sresidencewhichhasnowbeenextensivelymodernized. ItisherethatLacuna,GoldsteinandRobert'smeetingtakesplace. Contact0715298695forothernotes guides.28 ChipandewelcomesGoldsteinandRoberttothepalace. TheyarecatchinguponthejustendedcommemorationceremonybeforeLacunaarrives. Chipanderudelyhandlestheattendant. Hebragsabouthow hetreatsthem insummarystatementsinthenameofdemocracyanddevelopmentwhilefaultingKingKutulaforhavingtreatedeveryoneequally. Robertsarcasticallypointsathow Africanslovecelebrationsatthe expense ofserious issues like time managementandeconomy. Chipandecomesindefensesaying.thedrumsofprayerandthanksgivingareintendedtobringthedeadandthelivingtocommunion.\". Pg.59 . Robert'scontemptforAfricansisevidentwhenhesaysthewhitesaresuperiorandthat\"it'schokingme.doingbusinesswithimmoralragamumns...\" pg.60 .HeaddsthatAfricanleadersborrowmoniesabroadinthenameofthenativesonlytoenrichthemselves-themoneyhasavailednothingtothepeople. Withreferencetotheextravagantandunnecessarybanquet,henotesthatmostdrinksandmealsservedareimported. ThecoffeeisgrownbythelocalsbutthenexportedtoLondonforprocessingthensoldbacktothem. Robertwonders,\"Howcanwe Contact0715298695forothernotes guides.29dobusinesswithpeoplelikethese?\". Pg.61 . Goldstein'sperspectiveofbusinessistolend,makeprofitandenslavethenativesby\"...puttingthenoose theWhitemanandpoisonedhisownfathertodeath. \"Helovedme,butIkilledhim.\". Pg.69 .However,hegoesaheadtojustifythemurder,\"..myfatherlovedmebut Ilovedmypeoplemore...that'swhyhehadtodie.\". Pg.69 . GoldsteinrecountswhattheyhavedoneforLacunaandthenatives\" financed his inauguration...."}
{"text": "Wewanttobuildandrunourhomeinourownway. Thislandisourmother. Wewantourchildrentoliveandshareequallywhatshegivesus...allthatyoutakefrom her.\". P.12 .A countrywideuprising beginsand theWhiteman'sruleends. KingKutulaXVinheritstheleadershipfromtheBritishmasters. KingKutula'sleadershipislaterinheritedbyhisson,LacunaKasoo. Contact0715298695forothernotes guides.5Lacunaismanipulatedanddeceivedbytheimperialiststokillhisownfather. GoldsteinisawareofLacuna'sinsatiablegreed. Hepromisestogroom LacunatoleadershipaslongasKingKutulaisoutoftheway. HisintentionistogetLacuna,whoiseasytocontrol,Prologue TheprologueopensinGovernorThorneMacay'smansion,whichisdescribedaslavishandonethatrentstheairofpowerandauthority. The Governoris seemingly angry atthe natives'ineptitude andincompetenceandfeelsdisempoweredbytheabolitionofthewhipasthenativeshavenowdownedtheirtools. TheGovernor'sattendanthaskeptBishopMenninger, brainoftheempire PrincessSangoi,andKingKutula,whohavecometoseethegovernor,waitingforanhourbecausethelatterisonatea-break,andwhenaskedwhyhekeepstheguestsforthatlongreplies,.yourordersis:Donotdisturbhisexcellenttea-timeandmeditetioninghour...\" p.3-4 . Thenativeshaveriotedagainstthewhitesettlers,destroyedtheirproperty,molestedthewomenandchildrenandhavebreachedtheagreementandtrustmadeearlier asituationthatcouldleadtoalongbloodywar...!\". P.8 . Contact0715298695forothernotes guides.6 BishopMenningerhasdocumentedadvicefortheGovernor. Hepointsoutinthedocumentthatnativeswouldneverchangefrom theirconfused simple nature and thatthey would neverbe like thesophisticatedandcivilizedwhitesbutwouldonlyremainascopycats. Healsopointsouttothegovernorthattheimperialistswouldhavetocontinuetoruleandlaybasicrulesforthenativessinceleftontheirown;theywouldoffernothingofsignificance. KingKutula'sentrytothegovernor'smansionisusheredinbyanattendantwhoregardshimwithaweandreverence. Headdressesthekingas\"Thesonoftheking from thestarsandtheheaven, pg6 GovernorThorneMacayhasneverunderstoodthe'infernalallegiance thatnativeshavetheirleadersbutMenningerisborn from theirinabilitytoreasonandthink. Heseesthem ascommonanimalswaybelowthewhiteswhomhetermsasdemocraticandcivilized. Governor thorne has summoned the king to register hisdisappointmentaboutkingKutula ssilenceontheescalatingviolenceinhiskingdom resultingfrom thenationwideupraisingbythenativesagainstthewhiteleaders. Contact0715298695forothernotes guides.7 King Kutula dismisses Thorne s concerns by quoting an AfricanproverbtomocktheGovernor. Hesays Thechameleontoldthehare:makeyourstepImakemine;itisgoodcompany friend. Pg8 ThorneisoffendedandthreatenstoimprisonthekingforlifebeforeMenningerremindshim thatheistalkingtotheking. HeasksThorneto askdirectquestionsand avoid thelong winged proverbsandproverbialdrivelswhenthekingbeginstobombardthegovernorwithmanymoreproverbsandsayings. ThorneisthenshockedwhenKutulaadmitshisknowledgeofthecountrywideuprising and hissupportoftheviolenceagainstthegovernor speopledespitetheirgoodwilltobringcivilizationtothenatives. Hesays, Icannotshutthevoicesofmyfather pg10 ThegovernorisshockedbythesuddenchangeofattitudewhenKutulabluntlytellshimthat wedonotwantyouhere! Pg10 Kutularegretswhyhisfathersassentedtotheimperialistdraftedagreementthathadallowedthecolonialisttosubjecthispeopleto Contact0715298695forothernotes guides.8devastatingeffectsoftheiroppressiverulesandexcessivezeal. Kutulathreatensthegovernorthathispeoplewillcontinuetodieifhewon tletthenativesbuildandruntheirhome. He,however,hasnoobjectiontothewhitemanteachingthenativeshiswasbutwithmoderation. Sangoijoinstheleaderandexpressesherwillingnesstogoabroadandpursuethewhiteman'seducation. GovernorThorne'sfearoverKingKutula'seffortstogroomhisadopteddaughteristhatshewillbeanempoweredmatriarchandalionesstocontendwithinthefuture. MenningerisquicktoconsoleThornethatSangoi'seducationwouldonlyconfuseher. TheBishop'splanistounleashSangoiagainsthersimplefolkuponthecompletionofhereducationfortheirbenefit. Tasks1.WhatdoesThornemeanbythestatement,\"Africasupports,naymaintains,theempire\" pg.4 ? Contact0715298695forothernotes guides.92.\"Make hera slave...again...Revisithistory,Menninger...revisit...\" pg.5 . What is your understanding of thisstatement?3.Inwhatwaysdothenativesexhibit'infernalallegiance'totheirleaders?4.Identifytheproverbsintheprologueandtheirrelevance.5.Menningeradmitstouseof\"excessivezeal. \"Howhavethenativesreactedtoit?6.\"Thekingisdangerous. LiketheQueenbee...\"Demonstratethetruthofthisstatement.7.Commentontheconflictthatarisesintheprologue.8.WhatdoesThornemeanwhenhesays\"TurmoilinAfricameansagreatlosstotheempire\" pg.4 ? 9.Outline the reasons King Kutula gives forwanting theimperialiststoleaveKutula.10.Pointoutatinstances in the prologue thatrevealThorneMacay'sattitudetowardsthenatives.11.Whatistheprologueallabout? Contact0715298695forothernotes guides.10Commentary TheprologuecaptureslifeinKutuladuringthecolonialeraundertheauthoritarianandoppressiveleadershipofthecolonialists. MulwaportraysthecolonyofKutulaasoneundertheharshruleofGovernorThornewhoisapparentlyangrywiththecolonialofficethathasabolishedwhippingthenatives. HeisdispleasedwiththecolonialofficerinLondonforhisadvocacyonsimulatedhumanitarianism fordeclaringthewhipasobsolete. Hesays,\"ThefooldrinkingcoffeeinLondonwhileImollycoddlenatives.theydowntheirtoolsandnothinggetsdone.\". Page3 TheGovernormistreatsandabusesthenativeblackservantandcallstheattendant,a\"ditheryidiot\"andregardshim asimpudentandthencompareshim tocommonanimals. Hisleadershipisexcessivelyzealousandhumiliating. A conflicthasensued between theAfricansand theirwhitemastersoverland,leadershipandresources. TheWhitemanhasbeenrobbingtheAfricansoftheirvaluablesandexportingthem Contact0715298695forothernotes guides.11tohismotherland. KingKutulaXVtakesdispleasureintheapparentinheritanceandinsiststhatnativesmustsharewhatcomesfrom theirland. Itisclearthatincaseofarevolution,theBritishEmpirestandstolosein the eventthatthe natives take overgovernance. This isbecause\"Africasupportstheempire...\" p.4 . Interracialconflictandrevolutionisdemonstratedbythereprisalandescalatingviolencebetweenthenativesandwhitesettlers. ThenativesdestroytheWhite'spropertyandmolesttheirchildrenandwomen. Theauthorbringsouttheconflictofattitudewherethewhitesettlersconsider themselvescivilized, democraticandmodernized. Theyalsoclaim tohavebroughtchangethrougheducation,hospitals,roads,churches,employment to theprimitive,ignorantandungratefulnatives. However,Kutulainsiststhatjustasabeetlecarriesitshouseonits back whetherstinking ornot,the natives willgovernthemselvesdespitetheirignoranceandinability. Pg11 Contact0715298695forothernotes guides.12 Ironyisemployedintheprologue. GovernorThorneregardsthenatives'customsasprimitive. Menningerseesthem aslackingoriginalityandcommonreasonyettheycanhardlycomprehendthewisdominthe'longwindedproverbs'ofthenatives. Theyalsodependonthenatives'republictosustaintheirempire. ItisironicalthattheBritishclaim tohavebroughtcivilizationtothenativesthroughschoolsyettheirmainmotiveistorobthesamenativesoftheirvaluables. TheyfearKingKutulaandregardhimas\"aningenious rascal\" p.15 .andadangerousman. 'Thiskingisdangerouslikethequeenbee,hesanctionsthestingandthetoilingworkersindiscriminatelydescenduponourpeople TheuseofproverbsisastylethatportraysKingKutula asassertive,independentmindedandingeniousdespitethewhiteman'scontrolandmanipulation. Heisalsocalm andcollected. Theauthortreatsthereadertodetaileddescriptionaboutthecharactersandsetting. Menningeris\"...middleaged,powerfullybuiltman ...An airofkeen intelligence and extreme selfimportanceabouthim... page4 .KingKutulaisdescribedasatall,leanandathleticmaninhislatefiftiesamostself-assuredrulerwithanunnervingpresence. P.7 . GovernorThorneisportrayedasanabusiveleader. Heinsultsthe Contact0715298695forothernotes guides.13attendantasa'ditheringidiot'impliesthatheisimprudent,referstothecolonialofficeroverseesas'Thefool'. Heisalsoshorttempered;hehandlestheattendantroughlyandisimpatientwithhim, don tgecko-gawkatme!\"HeaddressesKingKutulawi01insultsthus\"Damnall,KingKutula\". Page8 . Thegovernorisoppressive,authoritarianandselfish. Hefeelsdisadvantagedafterthewhipisabolishedbecauseheusesitforhisownconvenience. HeisdishonestandpretendstosupportSangoi'seducationyethewantstouseitagainstthenativesandbenefitfromdividingthemasadvisedbyBishopMenninger. KingKutulaXVisfirm andassertive. HetellsThornethatheissilentabouttheuprisingandthat\"yourpeoplewillcontinuetodie.\". Pg.13 .Hewillnotbow toimperialism. TheKingiswise. Hequotesmanyproverbsandnarrativesappropriatelytopassimportantmessages. King Kutula is calm and collected,and responds with admirablecalmnesstoGovernorThorne'soutburstsofanger. Heisaconfidentmanwhoisunafraidofthewhiteman'sthreats. \"DoyouknowIcanclapyouinforlife?\"Heresponds,'.eldersdon'tbandyinsults.\". P.8 Menningerissanctimoniousdespitebeingamanofthecloth. Hepropagatesoppression,imperialism,deceitandopportunism totheimperialmajestythrough hisadvice and counsel. He completely Contact0715298695forothernotes guides.14disregardsthevirtuousandgoodnewsmessagethathisreligionpreaches. Heseesnativesasrabbleswithoutunderstandingandcivilization. HeintendstomisguideSangoisothattheWesterneducationmakeshera\"...goddessofconfusionandusehertomanipulatethenatives...\" p.15 . AttendantIlisextremelyloyaltotheKing. Heispatientandforebearing and isableto workunderThorne. Sangoiisambitious,obedient,trustingandloyalSheobeysandtrustsherfatherwithwhomshespendsalotoftimewith. MovementOneSummaryLeadershipInheritance Kutula,thirtyyearslater,isanindependentRepublicundertheleadershipofLacunaKasooyetthestandardsoflivingarepoor. TaminaZenMeloisemaciatedandolderthanheragewithnoproperhousingandfood. Contact0715298695forothernotes guides.15 Bengo,apoliticalactivistwhohasjustarrivedfrom jailinthecapital,istreatedtoacoldwelcomebyTaminawhostillholdstoage-oldbitterness. TaminaexplainstoBengothatthewatertheyusedtogetfromthenearbyspringsandbrookshasbeendivertedbyCouncilorChipandeto BukelengeMountainsfifteenkilometersawaytomakeadam despiteReverendSangoi'sprotests. Infact,aninaugurationforthedamisd. Oneandreceivesmuchpraise. ThenativeshavebeendeniedlicensestogrowcoffeeandtheirlandstakenbyChipandeaftertheWhitemanleftmakingthemslavesintheirownfarms. Taminasays\"Mycoffeefarm inBukelengeMountains?Allgone. Now ImustpickcoffeeforChipandeonthefarmthathehadmeselltohimforpeanuts.\". P.24 . Tamina is bitterwith Bengo because ofhis indulgence inoppositionpoliticsthatledtotheneardeathofherhusband,JudahZenMelo,whowasLacuna'sspokespersonandpartyman,afterhisrefusaltokillhisbrotherwhowas\"Lacuna'sthorninhispoliticalside.\". P.23 . ThisearnsJudahunemploymentandheisexiled. Taminalosteverythingincludingthegoodlifesheoncelived. Contact0715298695forothernotes guides.16 Bengo,whoispopularandwouldhavewontheelectionswithalandslide,istakentojailtopavewayforChipande,Lacuna'scrony. Luluarriveshomefrom schoolearlierthanusualtocollectthetwothousandshillingfeesbalancefortheconstructionofaperimeterfenceandthecomputerlaboratorydespitepayingonethousandthepreviousday. Taminacomplainsofherlackofbasicslikefoodandwaterandwondersaboutthe essenceofeducation. Lulu isbitterandsomewhatinsolentanddisrespectfultohermother. Luluisfrustratedbyhermother'shelplessnessandpovertyandthreatensher,\"lwillusemybeautythen!Imustcompleteschoolandbesomebody...inanyway pg31 UnlikehermotherLuluwantstobefreefrompovertyandoppression. JudaharrivesfromthetownofPatolaandiswarmlywelcomedbyhiswife. Hesaysjobswerenotforthcomingandthepaywaslow. Besides,youneededyourowntribesmantogetajob. Hesacrificeshismoralsforemploymentbecause,religiondoesn'tsitwellonanemptystomach...\" p.36 .HethereforebeginsdrinkingandbribesMithambowithbeertogetajobasaMachineOperator. Heworksforlonghoursandcompetitionis Contact0715298695forothernotes guides.17stiff. Meanwhile,theirsonsarealsointownslookingforjobs. BeforeJudahcanrest,heleavesto\"sayhellotothecrowdandescortthe sunset\" pg.38 butleaves Tamina eighthundredshillingsbesidestheassortmentofgroceriesthathehasbroughthome. Luluisbackandapologeticfordisrespectinghermother. Shelearnsofherfather'sreturnwithexcitement. Sangoihas been appointed a ministerin the Ministry ofReclamation and Remedies byLacuna againstherwill. SheacceptsthepostforfearthatLacunamightassassinatehernowthatduringhiscoronation,peoplepreferredSangoiforLacunatobetheirleaderafterKingKutula'sdeath. Thegovernmentplanstoevacuatepeoplefrom thevalleyandSangoihopes thatLacuna would change his mind overtheevacuation before Kutula's much publicized commemorationceremony. Tamina is against Lulu's attendance of the king Kutulacommemorationceremony,despiteherkeyroleasaleaddancerintheschool'sdancetroupeinvitedbyLacunahimself. ItisonlythroughSangoi'sinterventionthatTaminapermitsLulutoattendwhatshecalls\"apaganritual\" pg.43 onconditionthat Contact0715298695forothernotes guides.18shewouldrunbackhomeafterthefestival. SangoipromisestowatchoverLuluandevenpayherschoolfeesbalance. Meloreturnshomedrunk. Hesaysheruleshisfamilywithloveand not machines and police guards like Lacuna. JudahcelebrateshisfamilyandreferstoTaminaasbeautyqueen...sobeautiful...\"andLuluas\"Girl,you'reablackqueenand...ori...hic...ginal!\". Pg.48 andchallengesLulutoworkhardandachieveherdreamsofbecomingadoctorandthenhegoestobed. Luluistotallyuninspiredbyherparents'marriage. Shesays,\"Ifthisiswhatitmeanstobeaparent,Iwon'tfollowtheirfootstepstobecrownedqueenofrags\". Pg.51 .Tasksl. Outlinethecounter-productivityofChipande'sdamproject.2.WhyisTaminastillbitterwithBengo?3.InwhatwaysisBengo\"...athorninLacuna'spoliticalside\"?4.State the challenges thatparents like Tamina with school-goingchildrenmustundergo.5.How does Judah Zen Melo's absence contribute to Tamina'schallenges? Contact0715298695forothernotes guides.196.\"Idon'twantthislife!Idon't!Idon't!\". Pg.31 .WhatexactlydoesLulumeanbythisstatement?7.DescribehowZenMelogetshisjobasamachineoperator.8.WhatcharacterofLuludemonstratesherunderstandingofhergoalsinlife?9.Givethreeillustrationsofincidencesofdisillusionmentinthisepisode. Commentary Itisironicalthatmuchasthenativesexpectedbetterlivesafterindependence,theworstishappeningtothem inform ofneocolonialism. Lacunaismoregreedy,corruptanddictatorialthanhispredecessors. Thenativesarebitter. Tamina'sbitternessisbornofthemiseriesshehasbeenthrough,broughtbyKutula'spoorleadershipmarredbygreedanddictatorship. SheisbitterwithBengowhoseroleasanactivistplungedherfamilyinmisery. Herhusbandisexiled,hersonsareawayinsearchofjobsandherdaughterisinandoutofschoolduetolackofschoolfees. Thenativesarelivinginfear. Thereisfearofbeingassassinatedincaseonefallsoutwiththeleader. BengoisnearlykilledforfightingLacuna'sleadership. JudahZenMelogoesintoself-exile Contact0715298695forothernotes guides.20forfearofbeingkilledoutofdisobeyingLacuna. Taminasays,\"YoumustsitontherightsideofLeaderLacuna...ifyouaretolive.\". Pg.21 SangoitakesuptheappointmentasaministerforfearofbeingkilledbyLacuna. Lacuna thrives on nepotism. He rewards sycophants andclansmenleavingmostqualifiedcitizensunemployed. Thosethatareemployedarepoorlypaidandovertaxed. Zensays,\"...itpaystoknowtheleader'stribesmen\" pg.34 . Inaflashback,TaminarevealstothereaderreasonsbehindBengo'simprisonmentandJudah'sexile. ItturnsoutthatKutularequiresJudahtokillhisbrother,BengoforbeingathorninLacuna'spoliticalside. WhenJudahZenMelodisobeys,heisalmostkilledashismangledbodyisfounddampedoutsidetheirhouseandDr. Jonathansaveshim. LaterBengoisimprisoned. TaminareferstoLacunaandhiscroniesasanoctopusthatimpliesthestrongpowerandtheabilitytostretchout,toreachandcontrolanyoneandanythingtheywishtoget. PovertyanddespondencyareportrayedintheMovement. Taminastilllivesinheroldgrass-thatchedhut. Contact0715298695forothernotes guides.21 Shewakesupbeforecock-crow topickcoffeebeansfarfromhome. Shehastowalkfifteenkilometerstofetchwaterfrom BukelengeMountains. HasonlytwoacresoflandleftafterChipandebuysherlandforpeanutstostarthismonopolyofgrowingcoffee. Luluissenthomeforschoolfeesbalanceoftwothousandshillings. Taminahasnomoney. Theleadershavetoldthepeoplethatthereare\"nofreethings\"andtheyshould tightenyourbelts.\". Pg.27 . Misrule and greed are seen through the leaders. Lacunademandsunyieldingloyaltyfromhissubjects. Hewantshisspokesman,JudahZenMelo,tokillhisownbrother,Bengo,whoistheleader'sthornintheflesh. JudahisalmostkilledfordisobeyingLacuna. Bengoisjailedformanyyears. LacunaispreoccupiedwithhelpinghisclansmenandhaslittleregardforKutulacitizens. Childrenaresentawayforschoolfeesfortheschooltoerecta Contact0715298695forothernotes guides.22perimeterfence,constructacomputerlaboratoryandpayfortheteachers'extraworkwhenresidentslackwaterandbasicneeds. JudahMeloisvirtuousandamanofintegrity. Herefusestokillhisbrother,Bengoeventhough'thegestureswon'tbeinvain' pg.23 .ThusLacunapromisestorewardhim ifhekillsthebrotherbutZenrefusestoobey. Heisaschemerforthesakeofsurvival. Hedoesn'tcallhisfamilyafterhisself-exilebutinsteadinvestsinbribingMithambowithdrinkstohirehim asamachineoperatorandhegetsit,getsadoublepayandcanaffordtoprovideforhisfamily. Judahisanescapist. He,\"deliberatelyshutshisinnerearfromhearing\" pg.33 thewife'spain. Hefailstocallorwritetotellhisfamilyabouthiswhereabout. Hedoesn'twanttokillwhatisleftintheirsinkinghearts. Bengoispatriotic. Hefightsthegovernment'sdictatorialrulethatoppressesthecitizens. Heisjailedforyearsandnowthatheisback,hevowsto\"takeupthefightwhereIleftoff.\". Pg.22 .Heisoptimisticinthatafterbeingjailedforyears,hereturnsreadytocontinuethefighthopingtoliberatethepeople. Bengoisrealisticbecauseheadmitstohavingbroughttroubletohisfamilyalbeitwiththerightmotives. HegivesTaminasome Contact0715298695forothernotes guides.23money. HeisbraveenoughtoopposeaLacunagovernmentandisalmostkilledforthesame. Taminaisresilient. Shestickstoherfamilyandfendsforherchildrendespitethedisappearanceofherhusbandandlossofproperty. Sheworksfrom beforecock-crowtolateevening. Shefetcheswater15kilometersaway. Sheisassertive. SheoutrightlytellsBengooffforhisroleinscatteringherfamily. ShecriticizesKingKutula'scommemorationceremonyandthe\"invitationofherdaughtertotheceremonythatshetermsasa paganfestival.\". Pg.42 . Lacunaisdictatorial. Herulesbyanironfist. HedemandsthatJudahkillshisbrotherBengo,\"rubmypainingsidewiththeredbalm ofloyalty\" pg.23 .Heismurderous. HeordersthekillingofBengotwiceandfortunatelyforthelatter,hecheatsdeath. Beingapoormanager,heinauguratesthedam leadingtothedryingofstreamsandbrooks. Chipande'sgreedisevidentthroughhisrequesttoLacunatogivehim thesolemandatetoplantcoffee. Healsobuyslandfrompeople atvery low prices and he is largely selfish as hemisadvisesthegovernmentforhisselfishgains. Contact0715298695forothernotes guides.24MovementTwoSceneOneSummaryKutula'sCommemorationCeremony ThesceneissetatKutulaPeoples'Park. ThestageissetforthecelebrationofaNationalCommemorationDayandalltheleaders,delegates,bosom friendsofKutulaRepublicandothercitizensaregatheredatthepark. MissGerima,theteacherishelpingthedancerswiththefinaltouchesofrehearsalsbeforetheritualbegins. Lacuna steps forward to the royalgrave to perform thecommemorationritual. ApitcherwithwaterishandedtoLuluwhowashesLacuna'shands. LacunathenpourswateratthefootofthegraveandthenLuluputsthecrownonhishead,giveshimthemandatetoleadanddeclaresthedaytobeanationalrestday. MelissacommentsthatthecrowndoesnotfitLacuna'sheadandSangoiisquicktosayit'stimeLacunaputthecrownasideashedoesn'tfitthemandate. Aftertheceremony,LacunainvitesSangoiandtheschool Contact0715298695forothernotes guides.25childrentoabanquetinhispalace. HeistodiscusswithSangoimattersofevacuationofthepeople,topavewayfortheirrigationproject,althoughheisawarethatsheisagainsttheproposal. LacunathenleadshisguestsinthebanquetandistolatershareamealwithLuluathisprivatechambersasrequiredbythecustom. Tasksl . Describe the rituals performed during the commemorationchronologically.2.What does Lacuna mean by \"customs must bow to nationalemergencies\" pg.57 ? 3.Identifytheironyofthequoteinnumber2above.4.CommentonSangoi'ssaying,\"Whenthedeadmurmurinaconscience,theguiltyhearinittheterrorofthunder,ourforefathersaidit\" pg.56 .5.HowdoyouthinkthenationalrestthatLacunadeclaresimpactsontheeconomy?6.WhydoyouthinkSangoi,theeldersandthetwowhitemenfailtorespo. NdtoMalipoa? Contact0715298695forothernotes guides.267.Explainthesymbolism inLacuna'scrownthatdoesnotfitandislopsidedonhishead.8.WhoisGerimaandwhatisherroleinthecommemorationceremony?9.DescribeMelissa'sroleintheepisode. Commentary TheauthordemonstratesthesuperstitioustraditionalpracticesofcommemoratingthedepartedleadersinKutula. Thecurrentleaderisgiventhemandatetolead,bytheyouth,aftertheperformanceofaritual.\"... Ourancestorsdemandthatouryouthsgiveusmandatetoleadthemtotheirfuture...\" p.53 . Melissa and Sangoi's criticism ofLacuna's crown indicates adisapprovalofleadershipandalackofrespectandsupportforhim.\"... Thecrowndoesnotfithim...\" p.55 .\"...Itislop-sidedonhishead...\" Pg.55 . Melissa'sdisinterestintheritualisbasicallybecauseLacunahaschosen Lulu,a nineteen-year-old schoolgoing girl,as themessenger. Heissettogetintimatewithherintheprocess. Lacuna'saddresstothegraveofhisfatherisacaseofapostrophe Contact0715298695forothernotes guides.27intheplay. Headdresseshislatefathertobringouttheimmediacyofthefestival. Traditionsdemandthatthedeadmustnotbeoffended.\".. Lfourfatherswouldhaveussharethesameplatform...\" p.55 .Thedispleasureofthedeadcanbeunbearabletotheliving. Lacunaisasticklerfortraditionandsuperstition. Heperformstheritualasrequiredbycustom. HereadilyagreestotheadviceandguidancethatheisgivenbyMalipoa,histraditionaladvisor. MelissaandSangoiarecriticalandobservant. Theyarekeentonoticethelop-sidedcrownonLacuna'shead,Theyimplythatheisnotfitforleadership. SceneTwoSummaryLacuna'sBusinessDealswiththeImperialists Thesettingshiftstotheleader'spalaceformally,Governor Macay'sresidencewhichhasnowbeenextensivelymodernized. ItisherethatLacuna,GoldsteinandRobert'smeetingtakesplace. Contact0715298695forothernotes guides.28 ChipandewelcomesGoldsteinandRoberttothepalace. TheyarecatchinguponthejustendedcommemorationceremonybeforeLacunaarrives. Chipanderudelyhandlestheattendant. Hebragsabouthow hetreatsthem insummarystatementsinthenameofdemocracyanddevelopmentwhilefaultingKingKutulaforhavingtreatedeveryoneequally. Robertsarcasticallypointsathow Africanslovecelebrationsatthe expense ofserious issues like time managementandeconomy. Chipandecomesindefensesaying.thedrumsofprayerandthanksgivingareintendedtobringthedeadandthelivingtocommunion.\". Pg.59 . Robert'scontemptforAfricansisevidentwhenhesaysthewhitesaresuperiorandthat\"it'schokingme.doingbusinesswithimmoralragamumns...\" pg.60 .HeaddsthatAfricanleadersborrowmoniesabroadinthenameofthenativesonlytoenrichthemselves-themoneyhasavailednothingtothepeople. Withreferencetotheextravagantandunnecessarybanquet,henotesthatmostdrinksandmealsservedareimported. ThecoffeeisgrownbythelocalsbutthenexportedtoLondonforprocessingthensoldbacktothem. Robertwonders,\"Howcanwe Contact0715298695forothernotes guides.29dobusinesswithpeoplelikethese?\". Pg.61 . Goldstein'sperspectiveofbusinessistolend,makeprofitandenslavethenativesby\"...puttingthenoose theWhitemanandpoisonedhisownfathertodeath. \"Helovedme,butIkilledhim.\". Pg.69 .However,hegoesaheadtojustifythemurder,\"..myfatherlovedmebut Ilovedmypeoplemore...that'swhyhehadtodie.\". Pg.69 . GoldsteinrecountswhattheyhavedoneforLacunaandthenatives\" financed his inauguration.... Look, around thirtyuniversities with ultra-modern equipmentcomputer....miningCompany RobertandLacunafalloutbecausetheformerisquicktocriticizeLacuna'sleadership. PlanetWorldFinanciersLimitedhadextendedaloanofthirtybilliontosalvageKutula'seconomy. LacunagetsarrogantwhenGoldsteindemandsanaccountofhow themoneywasspentbecausehehasnoanyrecordofexpenditure. HethreatenstoleavetheofficeandtofreezeLacuna'saccountsabroad. Lacunatonesdownandadmitstohaveembezzledthefunds;heboughthimselfasleekaircraftandhasbankedthirtypercentofthemoneyinforeignaccounts. Healsodisclosesthatheshares Contact0715298695forothernotes guides.30themoneywithotherleadersfortheirpersonalbenefits. Lacunacannotaccountfortherestofthemoney. Yetheclaimstobegivingthenativesfreemedicalservices,education,food,etc. GoldsteinisnowseatedonthethroneandtakesadvantageofanintimidatedLacuna'signorance,mismanagementoffundsandpoorgovernancetosethimintobiggerloans. Lacunanowwantsanotherbiggerloantoboostthe economyandreclaim hispopularityamongthepeopleyethasnowayofpayingtheloanbacksincethe\"...exports,silver,runningataloss...\" pg.75 andfanninghasdismalreturns. Todate,KutulahasaloanadvancementofninetyeightbillionexclusiveofinterestandLacunaandhisministersoweRobertandGoldsteinahundredandtwentytwobillionwhichshouldbepaidwithinamonth. However,thedebtwillbepaidbyLacuna'ssubjects. Lacunaisgivenconditionsuponthenewloanextendedtohim byGoldstein. Heistoensuremoneyispaidforjobsdoneandnotofficesandpositionsandtoavoidnepotism. Contact0715298695forothernotes guides.31 Heisalsotoremovecontrolsonpricesespeciallyfortheforeignexchange. Heshouldincreasetheproductionofsilverandcoffeeforexport. Lacunaisalsotocutdownonemploymentandensurelongerhoursforworkers. Concerningagriculture,heistoevacuatetheoccupantsofthevalleytopavewayfortheirrigationproject. Tasks1.Stateinstancesofsarcasmanddiscusstheirsignificance.2.Howeffectivelydoesthewriterportraygreedinthisscene?3.ContrastthecharactersofRobertandGoldsteinasportrayedinthescene.4.ExplainthemotivesofbothGoldsteinandLacunathatleadtoKingKutula'sassassination.5.\"Andweletyourunit. Didn'tinterfere\" pg.70 ,ExplainthisstatementasmadebyGoldstein.6.OutlinetheconditionsthatGoldsteinandRobertimposedonLacuna. Contact0715298695forothernotes guides.327.DemonstrateinwhatwaybusinessbetweentheWestandKutulahas\"nohumanface\". Pg.82 .8.\"Themotherbefriended theweaverbird\" pg.82 .WhatdidLacuna'sfathermeanbythisstatement?9.Inyouropinion,howdoestheWhitemanstandtobenefitfrom theconditionsheimposesbeforeadvancingaloantoLacuna?Commentary Thereareanumberofinstancesofsarcasm inthescene. Goldsteincommentsaboutthenative'sobsessionwithcelebrations\"...Youpeoplecelebrateeverythingevenwhenthesunshrivels...\" pg59 . Robertsarcasticallysays,\"Oh!I'dlovetosee...thedeadandthelivingsharing!\". P.59 . Goldstein flatters Lacuna's leadership with sarcasm when hecompareshisregimetothatofhislatefather,KingKutula. Hetakesadvantageofhisgreedanduseshim toachievehisagendaasthequeen'srepresentative.\"... Itwastime to bring Kutula backtodignity and high civilization...ourpeople found a man ...yourExcellency...amanofaction...you.\". P.68 . TheauthorsatirizesLacunawhenheblameshislatefatherforhavinglefthimadisastrousleadershipforinheritance. Heblames Contact0715298695forothernotes guides.33Kutula'saversenaturetoeconomicdevelopmentandhisstrangeobsessionwithmultiplicationofmosquesandchurcheswhichleaves the economy in shambles yethe Lacuna has notsustained,andinsomecases,notstartedanyoftheeconomicprojectsforwhichhehasbeenadvancedbillionsofshillingsasloansforfunding. Lacunaiscastfoolishlyasaleaderwhocanneitheraccountfortheexpenditureoftheloan,whichheembezzledwithhiscronies,northeprojectsathand. Itisalsoironicalhow LacunaclaimsthatKutulaisasovereignstateyethehasbroughtitseconomytoitsknees;itisheavilyindebt. Goldsteintellshim \"...Asovereignstatewithoutauthorityandmoneyislowerthanaslave...\" p.74 . Lacunaandhisleadersdemonstrateinsatiablegreed. Theygrabeveryavailablechancetostealfrom thestate. Lacunaandhiscroniesembezzlebillionsofshillingsadvancedasloansleavingwhiteelephantprojectsandindustriesthathavesuffereddiremismanagement. Lacunausespartoftheloanstobuyhimselfanaircraftandheabdicatesthemanagementofthemoneytohiscronieswhoshareitravenously. Hedemandsforcertainpercentagesfor Contact0715298695forothernotes guides.34personalusefrom everyloanadvanced .Goldsteindescribesthesecroniesas\".agreedybunchofincompetentswhocan'tseeadimewithoutgettinglibidinousconvulsionsdowntheirmidriff?\". Pg76 . Racism isevidentthroughRobertwhonotonlyunderminesthenativesbutisalsosickenedbytheirwayoflife. Hecannotstandtheir customs and their nauseating suffocating loyalty of\"...crawlingonthefloor...fawning...mothering...\" p.60 . InternationalbusinesspracticebetweenKutulaandimperialists,whichhasnohumanface,isputtingpressureonbothLacunaandthecitizensandworkingtothedetrimentofthewelfareofKutula. Residentshavetobeevacuatedfromtheirhomestopavewayforagriculture,salaries have to be slashed,people have to beretrenchedandmoreincomehastobegeneratedattheexpenseofthepeople. LacunakillshisownfathertotakeoverleadershipinKutula. Itisanactofbetrayal,assassinationandgreed. Heclaimsthathisfatherrandownthecountryandneededtopayupwithhislife. ItisbecauseofgreedthatLacunafallspreytoGoldstein'smissionof eliminating his father."}
{"text": "What is your understanding of thisstatement?3.Inwhatwaysdothenativesexhibit'infernalallegiance'totheirleaders?4.Identifytheproverbsintheprologueandtheirrelevance.5.Menningeradmitstouseof\"excessivezeal. \"Howhavethenativesreactedtoit?6.\"Thekingisdangerous. LiketheQueenbee...\"Demonstratethetruthofthisstatement.7.Commentontheconflictthatarisesintheprologue.8.WhatdoesThornemeanwhenhesays\"TurmoilinAfricameansagreatlosstotheempire\" pg.4 ? 9.Outline the reasons King Kutula gives forwanting theimperialiststoleaveKutula.10.Pointoutatinstances in the prologue thatrevealThorneMacay'sattitudetowardsthenatives.11.Whatistheprologueallabout? Contact0715298695forothernotes guides.10Commentary TheprologuecaptureslifeinKutuladuringthecolonialeraundertheauthoritarianandoppressiveleadershipofthecolonialists. MulwaportraysthecolonyofKutulaasoneundertheharshruleofGovernorThornewhoisapparentlyangrywiththecolonialofficethathasabolishedwhippingthenatives. HeisdispleasedwiththecolonialofficerinLondonforhisadvocacyonsimulatedhumanitarianism fordeclaringthewhipasobsolete. Hesays,\"ThefooldrinkingcoffeeinLondonwhileImollycoddlenatives.theydowntheirtoolsandnothinggetsdone.\". Page3 TheGovernormistreatsandabusesthenativeblackservantandcallstheattendant,a\"ditheryidiot\"andregardshim asimpudentandthencompareshim tocommonanimals. Hisleadershipisexcessivelyzealousandhumiliating. A conflicthasensued between theAfricansand theirwhitemastersoverland,leadershipandresources. TheWhitemanhasbeenrobbingtheAfricansoftheirvaluablesandexportingthem Contact0715298695forothernotes guides.11tohismotherland. KingKutulaXVtakesdispleasureintheapparentinheritanceandinsiststhatnativesmustsharewhatcomesfrom theirland. Itisclearthatincaseofarevolution,theBritishEmpirestandstolosein the eventthatthe natives take overgovernance. This isbecause\"Africasupportstheempire...\" p.4 . Interracialconflictandrevolutionisdemonstratedbythereprisalandescalatingviolencebetweenthenativesandwhitesettlers. ThenativesdestroytheWhite'spropertyandmolesttheirchildrenandwomen. Theauthorbringsouttheconflictofattitudewherethewhitesettlersconsider themselvescivilized, democraticandmodernized. Theyalsoclaim tohavebroughtchangethrougheducation,hospitals,roads,churches,employment to theprimitive,ignorantandungratefulnatives. However,Kutulainsiststhatjustasabeetlecarriesitshouseonits back whetherstinking ornot,the natives willgovernthemselvesdespitetheirignoranceandinability. Pg11 Contact0715298695forothernotes guides.12 Ironyisemployedintheprologue. GovernorThorneregardsthenatives'customsasprimitive. Menningerseesthem aslackingoriginalityandcommonreasonyettheycanhardlycomprehendthewisdominthe'longwindedproverbs'ofthenatives. Theyalsodependonthenatives'republictosustaintheirempire. ItisironicalthattheBritishclaim tohavebroughtcivilizationtothenativesthroughschoolsyettheirmainmotiveistorobthesamenativesoftheirvaluables. TheyfearKingKutulaandregardhimas\"aningenious rascal\" p.15 .andadangerousman. 'Thiskingisdangerouslikethequeenbee,hesanctionsthestingandthetoilingworkersindiscriminatelydescenduponourpeople TheuseofproverbsisastylethatportraysKingKutula asassertive,independentmindedandingeniousdespitethewhiteman'scontrolandmanipulation. Heisalsocalm andcollected. Theauthortreatsthereadertodetaileddescriptionaboutthecharactersandsetting. Menningeris\"...middleaged,powerfullybuiltman ...An airofkeen intelligence and extreme selfimportanceabouthim... page4 .KingKutulaisdescribedasatall,leanandathleticmaninhislatefiftiesamostself-assuredrulerwithanunnervingpresence. P.7 . GovernorThorneisportrayedasanabusiveleader. Heinsultsthe Contact0715298695forothernotes guides.13attendantasa'ditheringidiot'impliesthatheisimprudent,referstothecolonialofficeroverseesas'Thefool'. Heisalsoshorttempered;hehandlestheattendantroughlyandisimpatientwithhim, don tgecko-gawkatme!\"HeaddressesKingKutulawi01insultsthus\"Damnall,KingKutula\". Page8 . Thegovernorisoppressive,authoritarianandselfish. Hefeelsdisadvantagedafterthewhipisabolishedbecauseheusesitforhisownconvenience. HeisdishonestandpretendstosupportSangoi'seducationyethewantstouseitagainstthenativesandbenefitfromdividingthemasadvisedbyBishopMenninger. KingKutulaXVisfirm andassertive. HetellsThornethatheissilentabouttheuprisingandthat\"yourpeoplewillcontinuetodie.\". Pg.13 .Hewillnotbow toimperialism. TheKingiswise. Hequotesmanyproverbsandnarrativesappropriatelytopassimportantmessages. King Kutula is calm and collected,and responds with admirablecalmnesstoGovernorThorne'soutburstsofanger. Heisaconfidentmanwhoisunafraidofthewhiteman'sthreats. \"DoyouknowIcanclapyouinforlife?\"Heresponds,'.eldersdon'tbandyinsults.\". P.8 Menningerissanctimoniousdespitebeingamanofthecloth. Hepropagatesoppression,imperialism,deceitandopportunism totheimperialmajestythrough hisadvice and counsel. He completely Contact0715298695forothernotes guides.14disregardsthevirtuousandgoodnewsmessagethathisreligionpreaches. Heseesnativesasrabbleswithoutunderstandingandcivilization. HeintendstomisguideSangoisothattheWesterneducationmakeshera\"...goddessofconfusionandusehertomanipulatethenatives...\" p.15 . AttendantIlisextremelyloyaltotheKing. Heispatientandforebearing and isableto workunderThorne. Sangoiisambitious,obedient,trustingandloyalSheobeysandtrustsherfatherwithwhomshespendsalotoftimewith. MovementOneSummaryLeadershipInheritance Kutula,thirtyyearslater,isanindependentRepublicundertheleadershipofLacunaKasooyetthestandardsoflivingarepoor. TaminaZenMeloisemaciatedandolderthanheragewithnoproperhousingandfood. Contact0715298695forothernotes guides.15 Bengo,apoliticalactivistwhohasjustarrivedfrom jailinthecapital,istreatedtoacoldwelcomebyTaminawhostillholdstoage-oldbitterness. TaminaexplainstoBengothatthewatertheyusedtogetfromthenearbyspringsandbrookshasbeendivertedbyCouncilorChipandeto BukelengeMountainsfifteenkilometersawaytomakeadam despiteReverendSangoi'sprotests. Infact,aninaugurationforthedamisdoneandreceivesmuchpraise. ThenativeshavebeendeniedlicensestogrowcoffeeandtheirlandstakenbyChipandeaftertheWhitemanleftmakingthemslavesintheirownfarms. Taminasays\"Mycoffeefarm inBukelengeMountains?Allgone. Now ImustpickcoffeeforChipandeonthefarmthathehadmeselltohimforpeanuts.\". P.24 . Tamina is bitterwith Bengo because ofhis indulgence inoppositionpoliticsthatledtotheneardeathofherhusband,JudahZenMelo,whowasLacuna'sspokespersonandpartyman,afterhisrefusaltokillhisbrotherwhowas\"Lacuna'sthorninhispoliticalside.\". P.23 . ThisearnsJudahunemploymentandheisexiled. Taminalosteverythingincludingthegoodlifesheoncelived. Contact0715298695forothernotes guides.16 Bengo,whoispopularandwouldhavewontheelectionswithalandslide,istakentojailtopavewayforChipande,Lacuna'scrony. Luluarriveshomefrom schoolearlierthanusualtocollectthetwothousandshillingfeesbalancefortheconstructionofaperimeterfenceandthecomputerlaboratorydespitepayingonethousandthepreviousday. Taminacomplainsofherlackofbasicslikefoodandwaterandwondersaboutthe essenceofeducation. Lulu isbitterandsomewhatinsolentanddisrespectfultohermother. Luluisfrustratedbyhermother'shelplessnessandpovertyandthreatensher,\"lwillusemybeautythen!Imustcompleteschoolandbesomebody...inanyway pg31 UnlikehermotherLuluwantstobefreefrompovertyandoppression. JudaharrivesfromthetownofPatolaandiswarmlywelcomedbyhiswife. Hesaysjobswerenotforthcomingandthepaywaslow. Besides,youneededyourowntribesmantogetajob. Hesacrificeshismoralsforemploymentbecause,religiondoesn'tsitwellonanemptystomach...\" p.36 .HethereforebeginsdrinkingandbribesMithambowithbeertogetajobasaMachineOperator. Heworksforlonghoursandcompetitionis Contact0715298695forothernotes guides.17stiff. Meanwhile,theirsonsarealsointownslookingforjobs. BeforeJudahcanrest,heleavesto\"sayhellotothecrowdandescortthe sunset\" pg.38 butleaves Tamina eighthundredshillingsbesidestheassortmentofgroceriesthathehasbroughthome. Luluisbackandapologeticfordisrespectinghermother. Shelearnsofherfather'sreturnwithexcitement. Sangoihas been appointed a ministerin the Ministry ofReclamation and Remedies byLacuna againstherwill. SheacceptsthepostforfearthatLacunamightassassinatehernowthatduringhiscoronation,peoplepreferredSangoiforLacunatobetheirleaderafterKingKutula'sdeath. Thegovernmentplanstoevacuatepeoplefrom thevalleyandSangoihopes thatLacuna would change his mind overtheevacuation before Kutula's much publicized commemorationceremony. Tamina is against Lulu's attendance of the king Kutulacommemorationceremony,despiteherkeyroleasaleaddancerintheschool'sdancetroupeinvitedbyLacunahimself. ItisonlythroughSangoi'sinterventionthatTaminapermitsLulutoattendwhatshecalls\"apaganritual\" pg.43 onconditionthat Contact0715298695forothernotes guides.18shewouldrunbackhomeafterthefestival. SangoipromisestowatchoverLuluandevenpayherschoolfeesbalance. Meloreturnshomedrunk. Hesaysheruleshisfamilywithloveand not machines and police guards like Lacuna. JudahcelebrateshisfamilyandreferstoTaminaasbeautyqueen...sobeautiful...\"andLuluas\"Girl,you'reablackqueenand...ori...hic...ginal!\". Pg.48 andchallengesLulutoworkhardandachieveherdreamsofbecomingadoctorandthenhegoestobed. Luluistotallyuninspiredbyherparents'marriage. Shesays,\"Ifthisiswhatitmeanstobeaparent,Iwon'tfollowtheirfootstepstobecrownedqueenofrags\". Pg.51 .Tasksl. Outlinethecounter-productivityofChipande'sdamproject.2.WhyisTaminastillbitterwithBengo?3.InwhatwaysisBengo\"...athorninLacuna'spoliticalside\"?4.State the challenges thatparents like Tamina with school-goingchildrenmustundergo.5.How does Judah Zen Melo's absence contribute to Tamina'schallenges? Contact0715298695forothernotes guides.196.\"Idon'twantthislife!Idon't!Idon't!\". Pg.31 .WhatexactlydoesLulumeanbythisstatement?7.DescribehowZenMelogetshisjobasamachineoperator.8.WhatcharacterofLuludemonstratesherunderstandingofhergoalsinlife?9.Givethreeillustrationsofincidencesofdisillusionmentinthisepisode. Commentary Itisironicalthatmuchasthenativesexpectedbetterlivesafterindependence,theworstishappeningtothem inform ofneocolonialism. Lacunaismoregreedy,corruptanddictatorialthanhispredecessors. Thenativesarebitter. Tamina'sbitternessisbornofthemis. Eriesshehasbeenthrough,broughtbyKutula'spoorleadershipmarredbygreedanddictatorship. SheisbitterwithBengowhoseroleasanactivistplungedherfamilyinmisery. Herhusbandisexiled,hersonsareawayinsearchofjobsandherdaughterisinandoutofschoolduetolackofschoolfees. Thenativesarelivinginfear. Thereisfearofbeingassassinatedincaseonefallsoutwiththeleader. BengoisnearlykilledforfightingLacuna'sleadership. JudahZenMelogoesintoself-exile Contact0715298695forothernotes guides.20forfearofbeingkilledoutofdisobeyingLacuna. Taminasays,\"YoumustsitontherightsideofLeaderLacuna...ifyouaretolive.\". Pg.21 SangoitakesuptheappointmentasaministerforfearofbeingkilledbyLacuna. Lacuna thrives on nepotism. He rewards sycophants andclansmenleavingmostqualifiedcitizensunemployed. Thosethatareemployedarepoorlypaidandovertaxed. Zensays,\"...itpaystoknowtheleader'stribesmen\" pg.34 . Inaflashback,TaminarevealstothereaderreasonsbehindBengo'simprisonmentandJudah'sexile. ItturnsoutthatKutularequiresJudahtokillhisbrother,BengoforbeingathorninLacuna'spoliticalside. WhenJudahZenMelodisobeys,heisalmostkilledashismangledbodyisfounddampedoutsidetheirhouseandDr. Jonathansaveshim. LaterBengoisimprisoned. TaminareferstoLacunaandhiscroniesasanoctopusthatimpliesthestrongpowerandtheabilitytostretchout,toreachandcontrolanyoneandanythingtheywishtoget. PovertyanddespondencyareportrayedintheMovement. Taminastilllivesinheroldgrass-thatchedhut. Contact0715298695forothernotes guides.21 Shewakesupbeforecock-crow topickcoffeebeansfarfromhome. Shehastowalkfifteenkilometerstofetchwaterfrom BukelengeMountains. HasonlytwoacresoflandleftafterChipandebuysherlandforpeanutstostarthismonopolyofgrowingcoffee. Luluissenthomeforschoolfeesbalanceoftwothousandshillings. Taminahasnomoney. Theleadershavetoldthepeoplethatthereare\"nofreethings\"andtheyshould tightenyourbelts.\". Pg.27 . Misrule and greed are seen through the leaders. Lacunademandsunyieldingloyaltyfromhissubjects. Hewantshisspokesman,JudahZenMelo,tokillhisownbrother,Bengo,whoistheleader'sthornintheflesh. JudahisalmostkilledfordisobeyingLacuna. Bengoisjailedformanyyears. LacunaispreoccupiedwithhelpinghisclansmenandhaslittleregardforKutulacitizens. Childrenaresentawayforschoolfeesfortheschooltoerecta Contact0715298695forothernotes guides.22perimeterfence,constructacomputerlaboratoryandpayfortheteachers'extraworkwhenresidentslackwaterandbasicneeds. JudahMeloisvirtuousandamanofintegrity. Herefusestokillhisbrother,Bengoeventhough'thegestureswon'tbeinvain' pg.23 .ThusLacunapromisestorewardhim ifhekillsthebrotherbutZenrefusestoobey. Heisaschemerforthesakeofsurvival. Hedoesn'tcallhisfamilyafterhisself-exilebutinsteadinvestsinbribingMithambowithdrinkstohirehim asamachineoperatorandhegetsit,getsadoublepayandcanaffordtoprovideforhisfamily. Judahisanescapist. He,\"deliberatelyshutshisinnerearfromhearing\" pg.33 thewife'spain. Hefailstocallorwritetotellhisfamilyabouthiswhereabout. Hedoesn'twanttokillwhatisleftintheirsinkinghearts. Bengoispatriotic. Hefightsthegovernment'sdictatorialrulethatoppressesthecitizens. Heisjailedforyearsandnowthatheisback,hevowsto\"takeupthefightwhereIleftoff.\". Pg.22 .Heisoptimisticinthatafterbeingjailedforyears,hereturnsreadytocontinuethefighthopingtoliberatethepeople. Bengoisrealisticbecauseheadmitstohavingbroughttroubletohisfamilyalbeitwiththerightmotives. HegivesTaminasome Contact0715298695forothernotes guides.23money. HeisbraveenoughtoopposeaLacunagovernmentandisalmostkilledforthesame. Taminaisresilient. Shestickstoherfamilyandfendsforherchildrendespitethedisappearanceofherhusbandandlossofproperty. Sheworksfrom beforecock-crowtolateevening. Shefetcheswater15kilometersaway. Sheisassertive. SheoutrightlytellsBengooffforhisroleinscatteringherfamily. ShecriticizesKingKutula'scommemorationceremonyandthe\"invitationofherdaughtertotheceremonythatshetermsasa paganfestival.\". Pg.42 . Lacunaisdictatorial. Herulesbyanironfist. HedemandsthatJudahkillshisbrotherBengo,\"rubmypainingsidewiththeredbalm ofloyalty\" pg.23 .Heismurderous. HeordersthekillingofBengotwiceandfortunatelyforthelatter,hecheatsdeath. Beingapoormanager,heinauguratesthedam leadingtothedryingofstreamsandbrooks. Chipande'sgreedisevidentthroughhisrequesttoLacunatogivehim thesolemandatetoplantcoffee. Healsobuyslandfrompeople atvery low prices and he is largely selfish as hemisadvisesthegovernmentforhisselfishgains. Contact0715298695forothernotes guides.24MovementTwoSceneOneSummaryKutula'sCommemorationCeremony ThesceneissetatKutulaPeoples'Park. ThestageissetforthecelebrationofaNationalCommemorationDayandalltheleaders,delegates,bosom friendsofKutulaRepublicandothercitizensaregatheredatthepark. MissGerima,theteacherishelpingthedancerswiththefinaltouchesofrehearsalsbeforetheritualbegins. Lacuna steps forward to the royalgrave to perform thecommemorationritual. ApitcherwithwaterishandedtoLuluwhowashesLacuna'shands. LacunathenpourswateratthefootofthegraveandthenLuluputsthecrownonhishead,giveshimthemandatetoleadanddeclaresthedaytobeanationalrestday. MelissacommentsthatthecrowndoesnotfitLacuna'sheadandSangoiisquicktosayit'stimeLacunaputthecrownasideashedoesn'tfitthemandate. Aftertheceremony,LacunainvitesSangoiandtheschool Contact0715298695forothernotes guides.25childrentoabanquetinhispalace. HeistodiscusswithSangoimattersofevacuationofthepeople,topavewayfortheirrigationproject,althoughheisawarethatsheisagainsttheproposal. LacunathenleadshisguestsinthebanquetandistolatershareamealwithLuluathisprivatechambersasrequiredbythecustom. Tasksl . Describe the rituals performed during the commemorationchronologically.2.What does Lacuna mean by \"customs must bow to nationalemergencies\" pg.57 ? 3.Identifytheironyofthequoteinnumber2above.4.CommentonSangoi'ssaying,\"Whenthedeadmurmurinaconscience,theguiltyhearinittheterrorofthunder,ourforefathersaidit\" pg.56 .5.HowdoyouthinkthenationalrestthatLacunadeclaresimpactsontheeconomy?6.WhydoyouthinkSangoi,theeldersandthetwowhitemenfailtorespondtoMalipoa? Contact0715298695forothernotes guides.267.Explainthesymbolism inLacuna'scrownthatdoesnotfitandislopsidedonhishead.8.WhoisGerimaandwhatisherroleinthecommemorationceremony?9.DescribeMelissa'sroleintheepisode. Commentary TheauthordemonstratesthesuperstitioustraditionalpracticesofcommemoratingthedepartedleadersinKutula. Thecurrentleaderisgiventhemandatetolead,bytheyouth,aftertheperformanceofaritual.\"... Ourancestorsdemandthatouryouthsgiveusmandatetoleadthemtotheirfuture...\" p.53 . Melissa and Sangoi's criticism ofLacuna's crown indicates adisapprovalofleadershipandalackofrespectandsupportforhim.\"... Thecrowndoesnotfithim...\" p.55 .\"...Itislop-sidedonhishead...\" Pg.55 . Melissa'sdisinterestintheritualisbasicallybecauseLacunahaschosen Lulu,a nineteen-year-old schoolgoing girl,as themessenger. Heissettogetintimatewithherintheprocess. Lacuna'saddresstothegraveofhisfatherisacaseofapostrophe Contact0715298695forothernotes guides.27intheplay. Headdresseshislatefathertobringouttheimmediacyofthefestival. Traditionsdemandthatthedeadmustnotbeoffended.\".. Lfourfatherswouldhaveussharethesameplatform...\" p.55 .Thedispleasureofthedeadcanbeunbearabletotheliving. Lacunaisasticklerfortraditionandsuperstition. Heperformstheritualasrequiredbycustom. HereadilyagreestotheadviceandguidancethatheisgivenbyMalipoa,histraditionaladvisor. MelissaandSangoiarecriticalandobservant. Theyarekeentonoticethelop-sidedcrownonLacuna'shead,Theyimplythatheisnotfitforleadership. SceneTwoSummaryLacuna'sBusinessDealswiththeImperialists Thesettingshiftstotheleader'spalaceformally,Governor Macay'sresidencewhichhasnowbeenextensivelymodernized. ItisherethatLacuna,GoldsteinandRobert'smeetingtakesplace. Contact0715298695forothernotes guides.28 ChipandewelcomesGoldsteinandRoberttothepalace. TheyarecatchinguponthejustendedcommemorationceremonybeforeLacunaarrives. Chipanderudelyhandlestheattendant. Hebragsabouthow hetreatsthem insummarystatementsinthenameofdemocracyanddevelopmentwhilefaultingKingKutulaforhavingtreatedeveryoneequally. Robertsarcasticallypointsathow Africanslovecelebrationsatthe expense ofserious issues like time managementandeconomy. Chipandecomesindefensesaying.thedrumsofprayerandthanksgivingareintendedtobringthedeadandthelivingtocommunion.\". Pg.59 . Robert'scontemptforAfricansisevidentwhenhesaysthewhitesaresuperiorandthat\"it'schokingme.doingbusinesswithimmoralragamumns...\" pg.60 .HeaddsthatAfricanleadersborrowmoniesabroadinthenameofthenativesonlytoenrichthemselves-themoneyhasavailednothingtothepeople. Withreferencetotheextravagantandunnecessarybanquet,henotesthatmostdrinksandmealsservedareimported. ThecoffeeisgrownbythelocalsbutthenexportedtoLondonforprocessingthensoldbacktothem. Robertwonders,\"Howcanwe Contact0715298695forothernotes guides.29dobusinesswithpeoplelikethese?\". Pg.61 . Goldstein'sperspectiveofbusinessistolend,makeprofitandenslavethenativesby\"...puttingthenoose theWhitemanandpoisonedhisownfathertodeath. \"Helovedme,butIkilledhim.\". Pg.69 .However,hegoesaheadtojustifythemurder,\"..myfatherlovedmebut Ilovedmypeoplemore...that'swhyhehadtodie.\". Pg.69 . GoldsteinrecountswhattheyhavedoneforLacunaandthenatives\" financed his inauguration.... Look, around thirtyuniversities with ultra-modern equipmentcomputer....miningCompany RobertandLacunafalloutbecausetheformerisquicktocriticizeLacuna'sleadership. PlanetWorldFinanciersLimitedhadextendedaloanofthirtybilliontosalvageKutula'seconomy. LacunagetsarrogantwhenGoldsteindemandsanaccountofhow themoneywasspentbecausehehasnoanyrecordofexpenditure. HethreatenstoleavetheofficeandtofreezeLacuna'saccountsabroad. Lacunatonesdownandadmitstohaveembezzledthefunds;heboughthimselfasleekaircraftandhasbankedthirtypercentofthemoneyinforeignaccounts. Healsodisclosesthatheshares Contact0715298695forothernotes guides.30themoneywithotherleadersfortheirpersonalbenefits. Lacunacannotaccountfortherestofthemoney. Yetheclaimstobegivingthenativesfreemedicalservices,education,food,etc. GoldsteinisnowseatedonthethroneandtakesadvantageofanintimidatedLacuna'signorance,mismanagementoffundsandpoorgovernancetosethimintobiggerloans. Lacunanowwantsanotherbiggerloantoboostthe economyandreclai. M hispopularityamongthepeopleyethasnowayofpayingtheloanbacksincethe\"...exports,silver,runningataloss...\" pg.75 andfanninghasdismalreturns. Todate,KutulahasaloanadvancementofninetyeightbillionexclusiveofinterestandLacunaandhisministersoweRobertandGoldsteinahundredandtwentytwobillionwhichshouldbepaidwithinamonth. However,thedebtwillbepaidbyLacuna'ssubjects. Lacunaisgivenconditionsuponthenewloanextendedtohim byGoldstein. Heistoensuremoneyispaidforjobsdoneandnotofficesandpositionsandtoavoidnepotism. Contact0715298695forothernotes guides.31 Heisalsotoremovecontrolsonpricesespeciallyfortheforeignexchange. Heshouldincreasetheproductionofsilverandcoffeeforexport. Lacunaisalsotocutdownonemploymentandensurelongerhoursforworkers. Concerningagriculture,heistoevacuatetheoccupantsofthevalleytopavewayfortheirrigationproject. Tasks1.Stateinstancesofsarcasmanddiscusstheirsignificance.2.Howeffectivelydoesthewriterportraygreedinthisscene?3.ContrastthecharactersofRobertandGoldsteinasportrayedinthescene.4.ExplainthemotivesofbothGoldsteinandLacunathatleadtoKingKutula'sassassination.5.\"Andweletyourunit. Didn'tinterfere\" pg.70 ,ExplainthisstatementasmadebyGoldstein.6.OutlinetheconditionsthatGoldsteinandRobertimposedonLacuna. Contact0715298695forothernotes guides.327.DemonstrateinwhatwaybusinessbetweentheWestandKutulahas\"nohumanface\". Pg.82 .8.\"Themotherbefriended theweaverbird\" pg.82 .WhatdidLacuna'sfathermeanbythisstatement?9.Inyouropinion,howdoestheWhitemanstandtobenefitfrom theconditionsheimposesbeforeadvancingaloantoLacuna?Commentary Thereareanumberofinstancesofsarcasm inthescene. Goldsteincommentsaboutthenative'sobsessionwithcelebrations\"...Youpeoplecelebrateeverythingevenwhenthesunshrivels...\" pg59 . Robertsarcasticallysays,\"Oh!I'dlovetosee...thedeadandthelivingsharing!\". P.59 . Goldstein flatters Lacuna's leadership with sarcasm when hecompareshisregimetothatofhislatefather,KingKutula. Hetakesadvantageofhisgreedanduseshim toachievehisagendaasthequeen'srepresentative.\"... Itwastime to bring Kutula backtodignity and high civilization...ourpeople found a man ...yourExcellency...amanofaction...you.\". P.68 . TheauthorsatirizesLacunawhenheblameshislatefatherforhavinglefthimadisastrousleadershipforinheritance. Heblames Contact0715298695forothernotes guides.33Kutula'saversenaturetoeconomicdevelopmentandhisstrangeobsessionwithmultiplicationofmosquesandchurcheswhichleaves the economy in shambles yethe Lacuna has notsustained,andinsomecases,notstartedanyoftheeconomicprojectsforwhichhehasbeenadvancedbillionsofshillingsasloansforfunding. Lacunaiscastfoolishlyasaleaderwhocanneitheraccountfortheexpenditureoftheloan,whichheembezzledwithhiscronies,northeprojectsathand. Itisalsoironicalhow LacunaclaimsthatKutulaisasovereignstateyethehasbroughtitseconomytoitsknees;itisheavilyindebt. Goldsteintellshim \"...Asovereignstatewithoutauthorityandmoneyislowerthanaslave...\" p.74 . Lacunaandhisleadersdemonstrateinsatiablegreed. Theygrabeveryavailablechancetostealfrom thestate. Lacunaandhiscroniesembezzlebillionsofshillingsadvancedasloansleavingwhiteelephantprojectsandindustriesthathavesuffereddiremismanagement. Lacunausespartoftheloanstobuyhimselfanaircraftandheabdicatesthemanagementofthemoneytohiscronieswhoshareitravenously. Hedemandsforcertainpercentagesfor Contact0715298695forothernotes guides.34personalusefrom everyloanadvanced .Goldsteindescribesthesecroniesas\".agreedybunchofincompetentswhocan'tseeadimewithoutgettinglibidinousconvulsionsdowntheirmidriff?\". Pg76 . Racism isevidentthroughRobertwhonotonlyunderminesthenativesbutisalsosickenedbytheirwayoflife. Hecannotstandtheir customs and their nauseating suffocating loyalty of\"...crawlingonthefloor...fawning...mothering...\" p.60 . InternationalbusinesspracticebetweenKutulaandimperialists,whichhasnohumanface,isputtingpressureonbothLacunaandthecitizensandworkingtothedetrimentofthewelfareofKutula. Residentshavetobeevacuatedfromtheirhomestopavewayforagriculture,salaries have to be slashed,people have to beretrenchedandmoreincomehastobegeneratedattheexpenseofthepeople. LacunakillshisownfathertotakeoverleadershipinKutula. Itisanactofbetrayal,assassinationandgreed. Heclaimsthathisfatherrandownthecountryandneededtopayupwithhislife. ItisbecauseofgreedthatLacunafallspreytoGoldstein'smissionof eliminating his father. Embezzlement, corruption andmismanagementoftheeconomybyLacunaandhisallieshaverundownthecountrytoshambles. Contact0715298695forothernotes guides.35 LeaderLacunaisnepotisticand irresponsible. Hekeepsnorecord ofthe borrowed monies spenton projects. He hasemployed politicalfriendsand clansmen with whom he hassquanderedmoneythatisborrowedandhasrundownmanyaproject. Themachinesarerotten,farminghasfailedyethehasstashedhugeamountsofmoneyinhisforeignaccountsandboughtapersonalaircraftwiththeloan,tostayabovethepeople. ItisironicalthatLacunaregardsKutulaasasovereignstateyetitisbrokeandbeggingforaid. Hismisrulehasmadethestatesinklowerthanthestatusofaslave. Thescenehasnumerousproverbs. LacunaquestionsRobert,\"How isafathertobeifvisitorscometoadvisethechildrenabouttheirtoys?\". Pg.81 .Thisimplies Lacuna 's discontentmentwith the interference in Kutula 'sforeignmattersbytheWhiteman. ThedeathofKingKutulaXVistoldthroughaflashback. Lacunarevealsthedayhepoisonshisfatheranddescribesthemannerinwhichheadministersthepoison. Hisguiltisevidentbuthecoversitthroughthejustificationofhisevilact. Hesays,\"Heboughtitwithhislifesothatwecaninheritacomfortablelife.\". P.69 Contact0715298695forothernotes guides.36 Lacunaisportrayedasincompetent. Hecanhardlyaccountforaloanborrowedbythestate. AllprojectstobefundedbytheloanarestalledandyetLacunahasnosufficientinformationoftheprogress. Heisalsogreedy. Lacunademandsforthirtypercentofanygrantsorincomethatthestategets. Hekillshisfathertoinherithisposition. Goldsteinisopportunisticand selfish. Heisonlyconcernedabouttheprofithewillmakefrom doingbusinesswithLacuna. Hedoesn'tcarewhethertheloanheadvancesKutulawillbenefitthepeopleornot. Heismanipulativeanddeceptive;hemanipulatesanddeceivesLacuna to killhis father. Goldstein's plan is to have acompromisingleaderlikeLacunawhom hecanmanipulateandcontrolatwill. TheimperialistsareselfishandopportunistswhoonlycareaboutmakingprofitsinthebusinessdealbetweenKutulaandtheEmpire. Thebusiness'hasnohumanface. 'ImpossibleconditionsdetrimentaltothewelfareofthepeoplearelaiddowniftheloanKutulaneedsistobeadvancedprofitstheystandtomake. Contact0715298695forothernotes guides.37SceneThreeSummaryResistanceandRebellion Thesceneisstillinthepalace. Sangoiandrespectedleadersfrom Bukelenge Basin have come to see Lacuna overtheevacuationofpeoplefromthevalleytoSamuka. Lacuna wants the elders to convince the occupants ofthegovernment'sintentiontorelocatethemandusethefertilebasinstoreclaim agricultureastheBukelengevalleyisearmarkedfordevelopment SangoiandtheeldershaveputitplainlytoLacunathattheevacuationwillnotbepossible. LacunaisannoyedbytheirdisobedienceandblamesSangoiforpoisoningtheopinionleadersagainsttheirrigationproject. Hesays,\"...thissilentrebellion...anythingtodowithyou?\". Pg.85 .Lacuna'scontemptforhissubjectsisevidentwhenhesaysthemassisilliterateandtheycannotthinkofinternationalbusiness. LacunathreatenstoeliminateSangoiashetellsChipandethatthatistheonlywayforhim toremainonthethrone. Hesensesstrong opposition from Sangoibearing Sangoi's popularity Contact0715298695forothernotes guides.38amongstthepeoplewhichhedoesnottakeforgranted. LuluisexpectedtospendanightwithLacunaintheRoyalchamberastheAnnualCustom demands. AllthepreparationshavebeendonebyChipande. ApparentlyLuluandLacunafailtoshowup. LacunafearsthathisleadershipwillfailbecauseRobertmighthavedefiledLulu'spuritybeforeunitingLacunawiththepowerfuldeadandtheunbornoftheworld. \"Shestandsinthegapandmustusherintomorrow'ssun. Sheisthebridge.\". Pg.88 . LacunatriestolureLulubyhispowerandaluxuriantlifestyleagainstthatofLuluthatispoor. Hetellsher,\"...whatwillyourmothergiveyou? Pg.93 .ButLuluremainsfirm thatsheistooyoungforhim andstillinschool;besides,sherespectsMelissa. Shewonderswhyshehasbeenconfinedinthepalaceandwantstogohome. TheritualispostponeduntilafterfourweeksandLuluwillbeconfinedinthechamberstobecleansedandtakencareofsothat\"...nottoangerandpainandworrythewiseoneswithinthedeep pg.92 Meanwhile,thereisapeacefuldemonstrationoutsidebythepeoplefrom Malima Temaagainsttherelocationofpeople Contact0715298695forothernotes guides.39from thevalley. Women,menandchildrenarecarryingtwigsanddoves,singing,dancingandmarching. Meshak,thecommanderofthearmedforces,reportsthatthedemonstrationisharmlessandthereisnoneedofusingguns. Lacuna is annoyed to hearthatno one has been shotorimprisoned. Hethreatensthatanyleaderwhowillnotsupporttheevacuationwillbedismissedforthwithandreplacedbypeoplefromtheroyalclanregardlessoftheirlevelofeducation. Tasks1.StateinstancesofsuperstitioninScene3.2.InwhatwaysdoestheBukelengeBasindisappointleaderLacuna?3.ContrastthereprisalofnativesduringKingKutula'sreigntotheprotestbytheBukelengemountainoccupants.4.\"Butletallbedoneinwisdom...\" pg.92 .Show how Lacunatakes eaveofwisdominthisscene.5.WhatcharactertraitofLacunaisrevealedwhenherespondstoSangoisaying,\"Theirsecondalternative,begins,SangoiAndno,gooutthereandeffectobedienceuponmypeople. Twoweeks,Sangoi\" pg.86-87 Contact0715298695forothernotes guides.406.Whatis Lacuna's perception ofwomen in lightofhow hedescribesMelissaon pg.94 ? 7.InwhatwaysdoesCommanderMeshackdisappointLacunawithregardtotrackingtheinsurgentsatMalima-TemaMountains?8.Whatisyourunderstandingoftheword\"cannibal\"asusedinthescene?Commentary TheauthordepictstheleadershipconflictbetweenSangoiandLacunaresultingfromtheissueofevacuationoftheoccupantsoftheBukelengevalleyto\"re-organizeourlandandboostproduction.\". P.84 . Lacunabeginstoexperiencetheoppositionoftheopinionleaderswhodisagreewithhisrequesttohavethem convincetheresidents\"astoournationalreasonsforsuchamove\" p.85 . Lacuna'sfaithinthesuperstitionspeggedontheyearlyritualofunitingthepowerfuldeadandtheunbornchildrenremainshisonlyhopeofsustaininghisleadershippositionbymakingthemidnightsacrificesofpoliticalperpetuation. P. OliticalsacrificestartswhenBukelengeoccupantsorganizea Contact0715298695forothernotes guides.41peacefulmarchtothepalacecarryingdoves. Noteventhearmycandisperseorhurtthewomenandchildrenbecausetheyareharmless. \"Theycarrytwigsandfarm toolsinsteadofguns!\". P.91 . The occupants ofBukelenge are portrayed as peacefulandharmonious. Theyallagreetoexpresstheirgrievancesjustastheirleaders'adviceanddirectthem,peacefulandbloodless. LuluisbroughtforthandallshewantsistogohomedespiteLacuna'sattempttotreatherwarmlyandpraiseherbeauty,andenticeherwithhisthroneandpower. \"Isawyou...myeyeshavebeenalldazzle' pg.93 . \"... Makingmeyoungagainbutabeggar,aworshipperatthedoorofyourheart.\". Lacunaisdisrespectfulofhiswife,Melissa. HedescribesherwithinsolenceinhisattempttolureLuluandwhenLuluturnsdownhisproposalclaimingthatsherespects. Melissa,he says,\"A demon!A tongue ofliving lightning,oversizedmatchstickofangrydynamite...oldwarclub,cobraheadedhandgrenade...\" p.94 . Contact0715298695forothernotes guides.42 CommanderMeshack is dutifuland responsive. He reportspromptlytoLacunaabouttheprogressofthepursuitoftheinsurgentswhichhesayswaswithoutcasualtiesasitwasapeacefulprotest. HeisobedientashefollowsLacuna'sorderstocarryontheevacuationandtodismissanysympathizersoftheprotesters. Heisordered to replacethem withotherpeopleregardlessoftheireducationandobeys. Malipoaisarealisticandcautiousperson. HeconstantlywarnsLacunaagainstoverzealousness.\"... Doallthesethings...letallbedoneinwisdomifyouaretostaysecure.\". Pg.92 . Lacunaisseenasseductive. Heattemptstoseduce19year-oldLuluwhoisattractedtohim andisunwillingtorelatewithhim. \"No!...Iwillnever\" pg93 .\"I'm yourdaughtermanytimesover,\" pg.93 .Hetellsher,\"Ilookatyourbeautyandnobility...makingme...abeggar,aworshipperatthedoorofyourheart.\". Luluisassertive. SheisnotreadytogetintoarelationshipwithLacuna,aleader,whoisasoldasherfather. Sherespectshimandthewife,Melissa. Allshewantsistogohometoherparents. 4345Contact0715298695forothernotes guides.46MovementThreeSceneOneSummaryJudahZenMelo'sDeath ThesceneissetinTaminaZenMelo'shut. ItisintheeveningandTaminahasjustenteredwithabundleoffirewood. Judahhaswrittenalettertoinform herthathewillbecominghomethatdaythesecondofSeptember. Intheletter,Judahwantstoknowthewhereaboutsofhischildren. Contact0715298695forothernotes guides.47 ThisremindsTaminahowLulu,theirdaughterhasbeenconfinedinthepalacewithapromiseofanew homeandlandinthemountains which she detests. She says,\"...and he had theprudencetosaltmyrawwoundIspatonhisfaceandheandhisfriendsfledfrommycookingspoon.\". Pg.98 . SangoivisitsTamina'shutshortly. Theissueofevacuationisagraveonebutall,includingTamina,willrallybehindher. ShereportsthatshehasnotseenLuluinthepalaceandthatJudahwasvisitedintheminesconcerningLulu'smarriagetoLacuna. Thoughhiding,SangoibearsthebadnewsofZenMelo'sdeath. Taminasays,\"...myhusbandisdead,that'swhatyoucametotellmebutyoudidn'thavethecourage. Isittrue?\". Pg.100 .Judahdiesatthemineswhenthemachineheoperatessnapsandcrusheshim. Taminaisinconsolablydesperateandbreaksintomourning. BengostopsbyTamina'shouseandfindsherbesideherselfwithgriefandwantstoassignsomewomentotakecareofher. TheMother'sUnioninherchurchwilllookintoherneeds. TaminaisdisillusionedanddisappointedbyLacuna'sleadership. Hehastakenherhusband,sons,Luluherdaughterandhervalley. Shehasnothingandnoonetohelpher. SangoiconsolesTamina. Contact0715298695forothernotes guides.48 Tasks1.HowdoesthediscussionbetweenSangoiandTaminaatthestartofthesceneprepareSangoitobreakthenewsofJudah'sdeath?2.DescribetheeventsthatleadtoJudahMelo'sdeath.3.Discussthethemeofhopelessnessanddisillusionmentinthescene,4.\"ThemoledigsGod'searthmerelytolivein...grassgrowsinthesoilhethrewaside. \"Discussthesignificanceofthissayinginthescene.5.WhichdiseaseisSangoireferringtobysaying,\"...thisstrangediseasefromacrosstheseas. Thedisease. \"6.Identifyandexplainaninstanceofbiblicalallusionfromthescene. Commentary The scene begins with fantasy. Tamina is excited aboutapossiblebrightfuturewith herfamilybutironicallydeath isimminent. ZenMeloiskilledinapremeditatedmurderattheminesbythefaultymachines. Hehasservedfaithfullywiththehope to contribute to the quadrupling ofproduction and toprovidefortunestochangethelifeofhisfamilyforthebetter. Contact0715298695forothernotes guides.49Taminalooksforwardtobettertimes. Thestatehasbetrayeditsown. Zelodieswiththeefforttoincreasetheproductionofsilvertomeettheconditionsoftheimperialistsyetthestatewon'tprotectitsownwiththerightworkingconditions. The news of Zelo's death creates the atmosphere ofhopelessnessanddespair. ThestrawsofhopethatTaminahadleftareallgone. ZenMelo'sdeathisamarkofherimminentmisery. Patriotism isportrayedbySangoiwhoinsistsuponBengotoensure that'no life is lost'in theirprotestmission againstLacuna'sleadership. Bengoisportrayedassupportive. HerallieshissupportbehindSangoi,\"thepeople'swould-be-saviour,\"\"weareallunited,awomanshallleadus\" p.103 . Lacuna is irrational and impulsive as he asks for thecommander'suniformtoassumetotalcontrolunderstrictmartiallaw. Hedeclaresacurfewandissues'shootonsight'ordersforlaw breakers. His move is received with greatresistance,oppositionandrebellionbythepeople. Contact0715298695forothernotes guides.50 Lacunaiscarnal. HeordersMalipoatobringLulualongasheissettomarryherwithoutherconsent. ShetellsLacuna,\"...keepmehereagainstmywill...youkilledmyfather...Iwillneverbeyourwife\" p.121 .Hissolemotivationofgettingintimatewithherisinordertogetthemandateofleadership. SceneTwoSummaryMartialLawandLacuna'sPredicaments Itisinthepalace. LacunahasaheatedargumentwithMalipoaoverwhenhewillhaveLuluasawife. MalipoasaysanotherweekwillbeneededbecauseLuluisstillmourningherfather'sdeath. Lacuna is disappointed by Lulu's consistentresistance to hisadvances. Hehaspouredlibationstoherlatefather'sspirit;hehaschanneledalotoffinancestohercomfortinthepalaceandhasofferedTaminavastlandsandlabourerstotillthelandbutshehasspurnedhisadvances. RobertandGoldsteinarebacktoseeLacunaafteramonthtoassesstheprogressmadeinmeetingtheconditionslaidfortheloangrant. Contact0715298695forothernotes guides.51 Apparently,tea,coffee,silver show no promise,themachines are broken down,and the industries are inshamblesbesidesassassinationsofworkers. Theoccupantsofthevalleystillaredueforevacuation Notashillingoftheonetwentybillionborrowedisusedbeyondthepalace. LacunasaysthepoorproductionisasaresultofrottenmachinesandthedeathofJudahwhowasthemachineoperator. However,RoberttellshimthattheyknowJudahwasmurderedandnottheoldmachine'serroraswasreported. GoldsteinholdsthegadgetscreentoLacunatoread,\"MeneMeneTekel' pg.109 ,meaninghehasbeenweighedandfoundwantingandGodhasnumberedhiskingdom. WhenLacunabluntlystatesthathewillpaytheloanwhenhewants,allhismoneyintheprivateaccountsabroadistransferredtopaythedebt. Robertsays,\"Wemustrecoverourdebt.\". Pg.112 . LacunahasbeendisabledcompletelybutordersthearrestofRobertandGoldstein. Healsodeclaresacurfewfrom dawntodusk. LacunaordersChipandetocanceltheevacuationplans,suspendallthe workers'salaries,and interdictallpublicofficialsincluding Contact0715298695forothernotes guides.52councilors,ministers,directorsandprincipals. LacunahimselfistobethecommanderinchiefinplaceofMeshak. Lacunahasextendedahundredpercenttaxontheprofitsmadebyallcorporations,banks,parastatalsandbusinessesandthemoneytobecollectedintothenationalkittyunderhiscustody. Chipandewarnshim ofmoreriotsnowthatthesituationisvolatilebecauseoftheplanstoforcefullyevacuatethepeoplefrom thevalley. LacunawantstobejoinedtoLuluinaholymatrimonybeforesunset. Malipoahasgonetofetchherandbeforehecomesback,LuluenterstomeetLacunawithoutpermissionfrom eithertheattendantorLacunahimself, LacunaaccusesLuluofanaffairwithRobert. Luluobjectstotheaccusationbutthenapologizes. Shewantstogo homeforthesecondintermentofherlatefatherandfearsforhernamebeingtarnishedas\"apalacegolddigger\" pg.119 besides,hermotherhasdisownedher. Luluwantstopursueheracademicsandbecomeadoctor. SherejectsLacuna'sadvancesofloveandallureofpleasures. LacunaisinfuriatedandslapsLulu. Contact0715298695forothernotes guides.53 Inannoyance,LuluremindsLacunahow hehaskeptherinthepalaceagainstherwill,killedherfather,impoverishedthem andmadethem slaves. Besides,heistentimesherfather'sageandwillnevergetmarriedtohim. LuluisforcefullyledoutbyChipandeandtheguardandconfinedtoherquartersunderLacuna'scommandpendingaforcefulmarriage. Tasks1.\"Allthewiseoneshaveordered,Ihavefulfilled. \"OutlinealltheordersandhowLacunahasfulfilledthem.2.\"Theymustplaythegame-totally,ifbothpartiesaretobenefit\" pg.107 .WhatdoesRobertmeanbythis?3.WhydoyouthinkJudahMeloismurderedinthemines?4.StatetheforeignbanksthatLacunahassavedhismoneyin.5.Citeinstancesofironyandsarcasminthescene.6.\"Didthesehandsembraceaforeigner?\". Pg.118 .WhatwouldbethetraditionalimplicationofLuluembracingaforeigneronthenightofthecommemoration?7.OutlinetheweaknessofLacuna'sleadershipasportrayedinthescene. Contact0715298695forothernotes guides.548.ContrastthecharacterofLacunaasaleaderandasacarnalmanwithreferencetotheadvanceshemakesonLulu. Commentary The scenes present cases of disillusionment."}
{"text": "Describe the rituals performed during the commemorationchronologically.2.What does Lacuna mean by \"customs must bow to nationalemergencies\" pg.57 ? 3.Identifytheironyofthequoteinnumber2above.4.CommentonSangoi'ssaying,\"Whenthedeadmurmurinaconscience,theguiltyhearinittheterrorofthunder,ourforefathersaidit\" pg.56 .5.HowdoyouthinkthenationalrestthatLacunadeclaresimpactsontheeconomy?6.WhydoyouthinkSangoi,theeldersandthetwowhitemenfailtorespondtoMalipoa? Contact0715298695forothernotes guides.267.Explainthesymbolism inLacuna'scrownthatdoesnotfitandislopsidedonhishead.8.WhoisGerimaandwhatisherroleinthecommemorationceremony?9.DescribeMelissa'sroleintheepisode. Commentary TheauthordemonstratesthesuperstitioustraditionalpracticesofcommemoratingthedepartedleadersinKutula. Thecurrentleaderisgiventhemandatetolead,bytheyouth,aftertheperformanceofaritual.\"... Ourancestorsdemandthatouryouthsgiveusmandatetoleadthemtotheirfuture...\" p.53 . Melissa and Sangoi's criticism ofLacuna's crown indicates adisapprovalofleadershipandalackofrespectandsupportforhim.\"... Thecrowndoesnotfithim...\" p.55 .\"...Itislop-sidedonhishead...\" Pg.55 . Melissa'sdisinterestintheritualisbasicallybecauseLacunahaschosen Lulu,a nineteen-year-old schoolgoing girl,as themessenger. Heissettogetintimatewithherintheprocess. Lacuna'saddresstothegraveofhisfatherisacaseofapostrophe Contact0715298695forothernotes guides.27intheplay. Headdresseshislatefathertobringouttheimmediacyofthefestival. Traditionsdemandthatthedeadmustnotbeoffended.\".. Lfourfatherswouldhaveussharethesameplatform...\" p.55 .Thedispleasureofthedeadcanbeunbearabletotheliving. Lacunaisasticklerfortraditionandsuperstition. Heperformstheritualasrequiredbycustom. HereadilyagreestotheadviceandguidancethatheisgivenbyMalipoa,histraditionaladvisor. MelissaandSangoiarecriticalandobservant. Theyarekeentonoticethelop-sidedcrownonLacuna'shead,Theyimplythatheisnotfitforleadership. SceneTwoSummaryLacuna'sBusinessDealswiththeImperialists Thesettingshiftstotheleader'spalaceformally,Governor Macay'sresidencewhichhasnowbeenextensivelymodernized. ItisherethatLacuna,GoldsteinandRobert'smeetingtakesplace. Contact0715298695forothernotes guides.28 ChipandewelcomesGoldsteinandRoberttothepalace. TheyarecatchinguponthejustendedcommemorationceremonybeforeLacunaarrives. Chipanderudelyhandlestheattendant. Hebragsabouthow hetreatsthem insummarystatementsinthenameofdemocracyanddevelopmentwhilefaultingKingKutulaforhavingtreatedeveryoneequally. Robertsarcasticallypointsathow Africanslovecelebrationsatthe expense ofserious issues like time managementandeconomy. Chipandecomesindefensesaying.thedrumsofprayerandthanksgivingareintendedtobringthedeadandthelivingtocommunion.\". Pg.59 . Robert'scontemptforAfricansisevidentwhenhesaysthewhitesaresuperiorandthat\"it'schokingme.doingbusinesswithimmoralragamumns...\" pg.60 .HeaddsthatAfricanleadersborrowmoniesabroadinthenameofthenativesonlytoenrichthemselves-themoneyhasavailednothingtothepeople. Withreferencetotheextravagantandunnecessarybanquet,henotesthatmostdrinksandmealsservedareimported. ThecoffeeisgrownbythelocalsbutthenexportedtoLondonforprocessingthensoldbacktothem. Robertwonders,\"Howcanwe Contact0715298695forothernotes guides.29dobusinesswithpeoplelikethese?\". Pg.61 . Goldstein'sperspectiveofbusinessistolend,makeprofitandenslavethenativesby\"...puttingthenoose theWhitemanandpoisonedhisownfathertodeath. \"Helovedme,butIkilledhim.\". Pg.69 .However,hegoesaheadtojustifythemurder,\"..myfatherlovedmebut Ilovedmypeoplemore...that'swhyhehadtodie.\". Pg.69 . GoldsteinrecountswhattheyhavedoneforLacunaandthenatives\" financed his inauguration.... Look, around thirtyuniversities with ultra-modern equipmentcomputer....miningCompany RobertandLacunafalloutbecausetheformerisquicktocriticizeLacuna'sleadership. PlanetWorldFinanciersLimitedhadextendedaloanofthirtybilliontosalvageKutula'seconomy. LacunagetsarrogantwhenGoldsteindemandsanaccountofhow themoneywasspentbecausehehasnoanyrecordofexpenditure. HethreatenstoleavetheofficeandtofreezeLacuna'saccountsabroad. Lacunatonesdownandadmitstohaveembezzledthefunds;heboughthimselfasleekaircraftandhasbankedthirtypercentofthemoneyinforeignaccounts. Healsodisclosesthatheshares Contact0715298695forothernotes guides.30themoneywithotherleadersfortheirpersonalbenefits. Lacunacannotaccountfortherestofthemoney. Yetheclaimstobegivingthenativesfreemedicalservices,education,food,etc. GoldsteinisnowseatedonthethroneandtakesadvantageofanintimidatedLacuna'signorance,mismanagementoffundsandpoorgovernancetosethimintobiggerloans. Lacunanowwantsanotherbiggerloantoboostthe economyandreclaim hispopularityamongthepeopleyethasnowayofpayingtheloanbacksincethe\"...exports,silver,runningataloss...\" pg.75 andfanninghasdismalreturns. Todate,KutulahasaloanadvancementofninetyeightbillionexclusiveofinterestandLacunaandhisministersoweRobertandGoldsteinahundredandtwentytwobillionwhichshouldbepaidwithinamonth. However,thedebtwillbepaidbyLacuna'ssubjects. Lacunaisgivenconditionsuponthenewloanextendedtohim byGoldstein. Heistoensuremoneyispaidforjobsdoneandnotofficesandpositionsandtoavoidnepotism. Contact0715298695forothernotes guides.31 Heisalsotoremovecontrolsonpricesespeciallyfortheforeignexchange. Heshouldincreasetheproductionofsilverandcoffeeforexport. Lacunaisalsotocutdownonemploymentandensurelongerhoursforworkers. Concerningagriculture,heistoevacuatetheoccupantsofthevalleytopavewayfortheirrigationproject. Tasks1.Stateinstancesofsarcasmanddiscusstheirsignificance.2.Howeffectivelydoesthewriterportraygreedinthisscene?3.ContrastthecharactersofRobertandGoldsteinasportrayedinthescene.4.ExplainthemotivesofbothGoldsteinandLacunathatleadtoKingKutula'sassassination.5.\"Andweletyourunit. Didn'tinterfere\" pg.70 ,ExplainthisstatementasmadebyGoldstein.6.OutlinetheconditionsthatGoldsteinandRobertimposedonLacuna. Contact0715298695forothernotes guides.327.DemonstrateinwhatwaybusinessbetweentheWestandKutulahas\"nohumanface\". Pg.82 .8.\"Themotherbefriended theweaverbird\" pg.82 .WhatdidLacuna'sfathermeanbythisstatement?9.Inyouropinion,howdoestheWhitemanstandtobenefitfrom theconditionsheimposesbeforeadvancingaloantoLacuna?Commentary Thereareanumberofinstancesofsarcasm inthescene. Goldsteincommentsaboutthenative'sobsessionwithcelebrations\"...Youpeoplecelebrateeverythingevenwhenthesunshrivels...\" pg59 . Robertsarcasticallysays,\"Oh!I'dlovetosee...thedeadandthelivingsharing!\". P.59 . Goldstein flatters Lacuna's leadership with sarcasm when hecompareshisregimetothatofhislatefather,KingKutula. Hetakesadvantageofhisgreedanduseshim toachievehisagendaasthequeen'srepresentative.\"... Itwastime to bring Kutula backtodignity and high civilization...ourpeople found a man ...yourExcellency...amanofaction...you.\". P.68 . TheauthorsatirizesLacunawhenheblameshislatefatherforhavinglefthimadisastrousleadershipforinheritance. Heblames Contact0715298695forothernotes guides.33Kutula'saversenaturetoeconomicdevelopmentandhisstrangeobsessionwithmultiplicationofmosquesandchurcheswhichleaves the economy in shambles yethe Lacuna has notsustained,andinsomecases,notstartedanyoftheeconomicprojectsforwhichhehasbeenadvancedbillionsofshillingsasloansforfunding. Lacunaiscastfoolishlyasaleaderwhocanneitheraccountfortheexpenditureoftheloan,whichheembezzledwithhiscronies,northeprojectsathand. Itisalsoironicalhow LacunaclaimsthatKutulaisasovereignstateyethehasbroughtitseconomytoitsknees;itisheavilyindebt. Goldsteintellshim \"...Asovereignstatewithoutauthorityandmoneyislowerthanaslave...\" p.74 . Lacunaandhisleadersdemonstrateinsatiablegreed. Theygrabeveryavailablechancetostealfrom thestate. Lacunaandhiscroniesembezzlebillionsofshillingsadvancedasloansleavingwhiteelephantprojectsandindustriesthathavesuffereddiremismanagement. Lacunausespartoftheloanstobuyhimselfanaircraftandheabdicatesthemanagementofthemoneytohiscronieswhoshareitravenously. Hedemandsforcertainpercentagesfor Contact0715298695forothernotes guides.34personalusefrom everyloanadvanced .Goldsteindescribesthesecroniesas\".agreedybunchofincompetentswhocan'tseeadimewithoutgettinglibidinousconvulsionsdowntheirmidriff?\". Pg76 . Racism isevidentthroughRobertwhonotonlyunderminesthenativesbutisalsosickenedbytheirwayoflife. Hecannotstandtheir customs and their nauseating suffocating loyalty of\"...crawlingonthefloor...fawning...mothering...\" p.60 . InternationalbusinesspracticebetweenKutulaandimperialists,whichhasnohumanface,isputtingpressureonbothLacunaandthecitizensandworkingtothedetrimentofthewelfareofKutula. Residentshavetobeevacuatedfromtheirhomestopavewayforagriculture,salaries have to be slashed,people have to beretrenchedandmoreincomehastobegeneratedattheexpenseofthepeople. LacunakillshisownfathertotakeoverleadershipinKutula. Itisanactofbetrayal,assassinationandgreed. Heclaimsthathisfatherrandownthecountryandneededtopayupwithhislife. ItisbecauseofgreedthatLacunafallspreytoGoldstein'smissionof eliminating his father. Embezzlement, corruption andmismanagementoftheeconomybyLacunaandhisallieshaverundownthecountrytoshambles. Contact0715298695forothernotes guides.35 LeaderLacunaisnepotisticand irresponsible. Hekeepsnorecord ofthe borrowed monies spenton projects. He hasemployed politicalfriendsand clansmen with whom he hassquanderedmoneythatisborrowedandhasrundownmanyaproject. Themachinesarerotten,farminghasfailedyethehasstashedhugeamountsofmoneyinhisforeignaccountsandboughtapersonalaircraftwiththeloan,tostayabovethepeople. ItisironicalthatLacunaregardsKutulaasasovereignstateyetitisbrokeandbeggingforaid. Hismisrulehasmadethestatesinklowerthanthestatusofaslave. Thescenehasnumerousproverbs. LacunaquestionsRobert,\"How isafathertobeifvisitorscometoadvisethechildrenabouttheirtoys?\". Pg.81 .Thisimplies Lacuna 's discontentmentwith the interference in Kutula 'sforeignmattersbytheWhiteman. ThedeathofKingKutulaXVistoldthroughaflashback. Lacunarevealsthedayhepoisonshisfatheranddescribesthemannerinwhichheadministersthepoison. Hisguiltisevidentbuthecoversitthroughthejustificationofhisevilact. Hesays,\"Heboughtitwithhislifesothatwecaninheritacomfortablelife.\". P.69 Contact07152986. 95forothernotes guides.36 Lacunaisportrayedasincompetent. Hecanhardlyaccountforaloanborrowedbythestate. AllprojectstobefundedbytheloanarestalledandyetLacunahasnosufficientinformationoftheprogress. Heisalsogreedy. Lacunademandsforthirtypercentofanygrantsorincomethatthestategets. Hekillshisfathertoinherithisposition. Goldsteinisopportunisticand selfish. Heisonlyconcernedabouttheprofithewillmakefrom doingbusinesswithLacuna. Hedoesn'tcarewhethertheloanheadvancesKutulawillbenefitthepeopleornot. Heismanipulativeanddeceptive;hemanipulatesanddeceivesLacuna to killhis father. Goldstein's plan is to have acompromisingleaderlikeLacunawhom hecanmanipulateandcontrolatwill. TheimperialistsareselfishandopportunistswhoonlycareaboutmakingprofitsinthebusinessdealbetweenKutulaandtheEmpire. Thebusiness'hasnohumanface. 'ImpossibleconditionsdetrimentaltothewelfareofthepeoplearelaiddowniftheloanKutulaneedsistobeadvancedprofitstheystandtomake. Contact0715298695forothernotes guides.37SceneThreeSummaryResistanceandRebellion Thesceneisstillinthepalace. Sangoiandrespectedleadersfrom Bukelenge Basin have come to see Lacuna overtheevacuationofpeoplefromthevalleytoSamuka. Lacuna wants the elders to convince the occupants ofthegovernment'sintentiontorelocatethemandusethefertilebasinstoreclaim agricultureastheBukelengevalleyisearmarkedfordevelopment SangoiandtheeldershaveputitplainlytoLacunathattheevacuationwillnotbepossible. LacunaisannoyedbytheirdisobedienceandblamesSangoiforpoisoningtheopinionleadersagainsttheirrigationproject. Hesays,\"...thissilentrebellion...anythingtodowithyou?\". Pg.85 .Lacuna'scontemptforhissubjectsisevidentwhenhesaysthemassisilliterateandtheycannotthinkofinternationalbusiness. LacunathreatenstoeliminateSangoiashetellsChipandethatthatistheonlywayforhim toremainonthethrone. Hesensesstrong opposition from Sangoibearing Sangoi's popularity Contact0715298695forothernotes guides.38amongstthepeoplewhichhedoesnottakeforgranted. LuluisexpectedtospendanightwithLacunaintheRoyalchamberastheAnnualCustom demands. AllthepreparationshavebeendonebyChipande. ApparentlyLuluandLacunafailtoshowup. LacunafearsthathisleadershipwillfailbecauseRobertmighthavedefiledLulu'spuritybeforeunitingLacunawiththepowerfuldeadandtheunbornoftheworld. \"Shestandsinthegapandmustusherintomorrow'ssun. Sheisthebridge.\". Pg.88 . LacunatriestolureLulubyhispowerandaluxuriantlifestyleagainstthatofLuluthatispoor. Hetellsher,\"...whatwillyourmothergiveyou? Pg.93 .ButLuluremainsfirm thatsheistooyoungforhim andstillinschool;besides,sherespectsMelissa. Shewonderswhyshehasbeenconfinedinthepalaceandwantstogohome. TheritualispostponeduntilafterfourweeksandLuluwillbeconfinedinthechamberstobecleansedandtakencareofsothat\"...nottoangerandpainandworrythewiseoneswithinthedeep pg.92 Meanwhile,thereisapeacefuldemonstrationoutsidebythepeoplefrom Malima Temaagainsttherelocationofpeople Contact0715298695forothernotes guides.39from thevalley. Women,menandchildrenarecarryingtwigsanddoves,singing,dancingandmarching. Meshak,thecommanderofthearmedforces,reportsthatthedemonstrationisharmlessandthereisnoneedofusingguns. Lacuna is annoyed to hearthatno one has been shotorimprisoned. Hethreatensthatanyleaderwhowillnotsupporttheevacuationwillbedismissedforthwithandreplacedbypeoplefromtheroyalclanregardlessoftheirlevelofeducation. Tasks1.StateinstancesofsuperstitioninScene3.2.InwhatwaysdoestheBukelengeBasindisappointleaderLacuna?3.ContrastthereprisalofnativesduringKingKutula'sreigntotheprotestbytheBukelengemountainoccupants.4.\"Butletallbedoneinwisdom...\" pg.92 .Show how Lacunatakes eaveofwisdominthisscene.5.WhatcharactertraitofLacunaisrevealedwhenherespondstoSangoisaying,\"Theirsecondalternative,begins,SangoiAndno,gooutthereandeffectobedienceuponmypeople. Twoweeks,Sangoi\" pg.86-87 Contact0715298695forothernotes guides.406.Whatis Lacuna's perception ofwomen in lightofhow hedescribesMelissaon pg.94 ? 7.InwhatwaysdoesCommanderMeshackdisappointLacunawithregardtotrackingtheinsurgentsatMalima-TemaMountains?8.Whatisyourunderstandingoftheword\"cannibal\"asusedinthescene?Commentary TheauthordepictstheleadershipconflictbetweenSangoiandLacunaresultingfromtheissueofevacuationoftheoccupantsoftheBukelengevalleyto\"re-organizeourlandandboostproduction.\". P.84 . Lacunabeginstoexperiencetheoppositionoftheopinionleaderswhodisagreewithhisrequesttohavethem convincetheresidents\"astoournationalreasonsforsuchamove\" p.85 . Lacuna'sfaithinthesuperstitionspeggedontheyearlyritualofunitingthepowerfuldeadandtheunbornchildrenremainshisonlyhopeofsustaininghisleadershippositionbymakingthemidnightsacrificesofpoliticalperpetuation. PoliticalsacrificestartswhenBukelengeoccupantsorganizea Contact0715298695forothernotes guides.41peacefulmarchtothepalacecarryingdoves. Noteventhearmycandisperseorhurtthewomenandchildrenbecausetheyareharmless. \"Theycarrytwigsandfarm toolsinsteadofguns!\". P.91 . The occupants ofBukelenge are portrayed as peacefulandharmonious. Theyallagreetoexpresstheirgrievancesjustastheirleaders'adviceanddirectthem,peacefulandbloodless. LuluisbroughtforthandallshewantsistogohomedespiteLacuna'sattempttotreatherwarmlyandpraiseherbeauty,andenticeherwithhisthroneandpower. \"Isawyou...myeyeshavebeenalldazzle' pg.93 . \"... Makingmeyoungagainbutabeggar,aworshipperatthedoorofyourheart.\". Lacunaisdisrespectfulofhiswife,Melissa. HedescribesherwithinsolenceinhisattempttolureLuluandwhenLuluturnsdownhisproposalclaimingthatsherespects. Melissa,he says,\"A demon!A tongue ofliving lightning,oversizedmatchstickofangrydynamite...oldwarclub,cobraheadedhandgrenade...\" p.94 . Contact0715298695forothernotes guides.42 CommanderMeshack is dutifuland responsive. He reportspromptlytoLacunaabouttheprogressofthepursuitoftheinsurgentswhichhesayswaswithoutcasualtiesasitwasapeacefulprotest. HeisobedientashefollowsLacuna'sorderstocarryontheevacuationandtodismissanysympathizersoftheprotesters. Heisordered to replacethem withotherpeopleregardlessoftheireducationandobeys. Malipoaisarealisticandcautiousperson. HeconstantlywarnsLacunaagainstoverzealousness.\"... Doallthesethings...letallbedoneinwisdomifyouaretostaysecure.\". Pg.92 . Lacunaisseenasseductive. Heattemptstoseduce19year-oldLuluwhoisattractedtohim andisunwillingtorelatewithhim. \"No!...Iwillnever\" pg93 .\"I'm yourdaughtermanytimesover,\" pg.93 .Hetellsher,\"Ilookatyourbeautyandnobility...makingme...abeggar,aworshipperatthedoorofyourheart.\". Luluisassertive. SheisnotreadytogetintoarelationshipwithLacuna,aleader,whoisasoldasherfather. Sherespectshimandthewife,Melissa. Allshewantsistogohometoherparents. 4345Contact0715298695forothernotes guides.46MovementThreeSceneOneSummaryJudahZenMelo'sDeath ThesceneissetinTaminaZenMelo'shut. ItisintheeveningandTaminahasjustenteredwithabundleoffirewood. Judahhaswrittenalettertoinform herthathewillbecominghomethatdaythesecondofSeptember. Intheletter,Judahwantstoknowthewhereaboutsofhischildren. Contact0715298695forothernotes guides.47 ThisremindsTaminahowLulu,theirdaughterhasbeenconfinedinthepalacewithapromiseofanew homeandlandinthemountains which she detests. She says,\"...and he had theprudencetosaltmyrawwoundIspatonhisfaceandheandhisfriendsfledfrommycookingspoon.\". Pg.98 . SangoivisitsTamina'shutshortly. Theissueofevacuationisagraveonebutall,includingTamina,willrallybehindher. ShereportsthatshehasnotseenLuluinthepalaceandthatJudahwasvisitedintheminesconcerningLulu'smarriagetoLacuna. Thoughhiding,SangoibearsthebadnewsofZenMelo'sdeath. Taminasays,\"...myhusbandisdead,that'swhatyoucametotellmebutyoudidn'thavethecourage. Isittrue?\". Pg.100 .Judahdiesatthemineswhenthemachineheoperatessnapsandcrusheshim. Taminaisinconsolablydesperateandbreaksintomourning. BengostopsbyTamina'shouseandfindsherbesideherselfwithgriefandwantstoassignsomewomentotakecareofher. TheMother'sUnioninherchurchwilllookintoherneeds. TaminaisdisillusionedanddisappointedbyLacuna'sleadership. Hehastakenherhusband,sons,Luluherdaughterandhervalley. Shehasnothingandnoonetohelpher. SangoiconsolesTamina. Contact0715298695forothernotes guides.48 Tasks1.HowdoesthediscussionbetweenSangoiandTaminaatthestartofthesceneprepareSangoitobreakthenewsofJudah'sdeath?2.DescribetheeventsthatleadtoJudahMelo'sdeath.3.Discussthethemeofhopelessnessanddisillusionmentinthescene,4.\"ThemoledigsGod'searthmerelytolivein...grassgrowsinthesoilhethrewaside. \"Discussthesignificanceofthissayinginthescene.5.WhichdiseaseisSangoireferringtobysaying,\"...thisstrangediseasefromacrosstheseas. Thedisease. \"6.Identifyandexplainaninstanceofbiblicalallusionfromthescene. Commentary The scene begins with fantasy. Tamina is excited aboutapossiblebrightfuturewith herfamilybutironicallydeath isimminent. ZenMeloiskilledinapremeditatedmurderattheminesbythefaultymachines. Hehasservedfaithfullywiththehope to contribute to the quadrupling ofproduction and toprovidefortunestochangethelifeofhisfamilyforthebetter. Contact0715298695forothernotes guides.49Taminalooksforwardtobettertimes. Thestatehasbetrayeditsown. Zelodieswiththeefforttoincreasetheproductionofsilvertomeettheconditionsoftheimperialistsyetthestatewon'tprotectitsownwiththerightworkingconditions. The news of Zelo's death creates the atmosphere ofhopelessnessanddespair. ThestrawsofhopethatTaminahadleftareallgone. ZenMelo'sdeathisamarkofherimminentmisery. Patriotism isportrayedbySangoiwhoinsistsuponBengotoensure that'no life is lost'in theirprotestmission againstLacuna'sleadership. Bengoisportrayedassupportive. HerallieshissupportbehindSangoi,\"thepeople'swould-be-saviour,\"\"weareallunited,awomanshallleadus\" p.103 . Lacuna is irrational and impulsive as he asks for thecommander'suniformtoassumetotalcontrolunderstrictmartiallaw. Hedeclaresacurfewandissues'shootonsight'ordersforlaw breakers. His move is received with greatresistance,oppositionandrebellionbythepeople. Contact0715298695forothernotes guides.50 Lacunaiscarnal. HeordersMalipoatobringLulualongasheissettomarryherwithoutherconsent. ShetellsLacuna,\"...keepmehereagainstmywill...youkilledmyfather...Iwillneverbeyourwife\" p.121 .Hissolemotivationofgettingintimatewithherisinordertogetthemandateofleadership. SceneTwoSummaryMartialLawandLa. Cuna'sPredicaments Itisinthepalace. LacunahasaheatedargumentwithMalipoaoverwhenhewillhaveLuluasawife. MalipoasaysanotherweekwillbeneededbecauseLuluisstillmourningherfather'sdeath. Lacuna is disappointed by Lulu's consistentresistance to hisadvances. Hehaspouredlibationstoherlatefather'sspirit;hehaschanneledalotoffinancestohercomfortinthepalaceandhasofferedTaminavastlandsandlabourerstotillthelandbutshehasspurnedhisadvances. RobertandGoldsteinarebacktoseeLacunaafteramonthtoassesstheprogressmadeinmeetingtheconditionslaidfortheloangrant. Contact0715298695forothernotes guides.51 Apparently,tea,coffee,silver show no promise,themachines are broken down,and the industries are inshamblesbesidesassassinationsofworkers. Theoccupantsofthevalleystillaredueforevacuation Notashillingoftheonetwentybillionborrowedisusedbeyondthepalace. LacunasaysthepoorproductionisasaresultofrottenmachinesandthedeathofJudahwhowasthemachineoperator. However,RoberttellshimthattheyknowJudahwasmurderedandnottheoldmachine'serroraswasreported. GoldsteinholdsthegadgetscreentoLacunatoread,\"MeneMeneTekel' pg.109 ,meaninghehasbeenweighedandfoundwantingandGodhasnumberedhiskingdom. WhenLacunabluntlystatesthathewillpaytheloanwhenhewants,allhismoneyintheprivateaccountsabroadistransferredtopaythedebt. Robertsays,\"Wemustrecoverourdebt.\". Pg.112 . LacunahasbeendisabledcompletelybutordersthearrestofRobertandGoldstein. Healsodeclaresacurfewfrom dawntodusk. LacunaordersChipandetocanceltheevacuationplans,suspendallthe workers'salaries,and interdictallpublicofficialsincluding Contact0715298695forothernotes guides.52councilors,ministers,directorsandprincipals. LacunahimselfistobethecommanderinchiefinplaceofMeshak. Lacunahasextendedahundredpercenttaxontheprofitsmadebyallcorporations,banks,parastatalsandbusinessesandthemoneytobecollectedintothenationalkittyunderhiscustody. Chipandewarnshim ofmoreriotsnowthatthesituationisvolatilebecauseoftheplanstoforcefullyevacuatethepeoplefrom thevalley. LacunawantstobejoinedtoLuluinaholymatrimonybeforesunset. Malipoahasgonetofetchherandbeforehecomesback,LuluenterstomeetLacunawithoutpermissionfrom eithertheattendantorLacunahimself, LacunaaccusesLuluofanaffairwithRobert. Luluobjectstotheaccusationbutthenapologizes. Shewantstogo homeforthesecondintermentofherlatefatherandfearsforhernamebeingtarnishedas\"apalacegolddigger\" pg.119 besides,hermotherhasdisownedher. Luluwantstopursueheracademicsandbecomeadoctor. SherejectsLacuna'sadvancesofloveandallureofpleasures. LacunaisinfuriatedandslapsLulu. Contact0715298695forothernotes guides.53 Inannoyance,LuluremindsLacunahow hehaskeptherinthepalaceagainstherwill,killedherfather,impoverishedthem andmadethem slaves. Besides,heistentimesherfather'sageandwillnevergetmarriedtohim. LuluisforcefullyledoutbyChipandeandtheguardandconfinedtoherquartersunderLacuna'scommandpendingaforcefulmarriage. Tasks1.\"Allthewiseoneshaveordered,Ihavefulfilled. \"OutlinealltheordersandhowLacunahasfulfilledthem.2.\"Theymustplaythegame-totally,ifbothpartiesaretobenefit\" pg.107 .WhatdoesRobertmeanbythis?3.WhydoyouthinkJudahMeloismurderedinthemines?4.StatetheforeignbanksthatLacunahassavedhismoneyin.5.Citeinstancesofironyandsarcasminthescene.6.\"Didthesehandsembraceaforeigner?\". Pg.118 .WhatwouldbethetraditionalimplicationofLuluembracingaforeigneronthenightofthecommemoration?7.OutlinetheweaknessofLacuna'sleadershipasportrayedinthescene. Contact0715298695forothernotes guides.548.ContrastthecharacterofLacunaasaleaderandasacarnalmanwithreferencetotheadvanceshemakesonLulu. Commentary The scenes present cases of disillusionment. Lacuna isdesperateanddisillusionedaseverythingisworkingagainsthim. Luluwon'tgiveintoLacuna;RobertandGoldsteinclearhisforeignaccountstopaytheaccruingdebt;citizensareagainsthisleadershipandthesilentonesareabouttounleashtheirwrathonhimsettinghimupf rdesperation. Hemakesdesperatemoves. Authoritarianism isatapeakinthescene. Lacunadeclaresmartiallaw,declaresadusktodawncurfew,freezessalariesandfirespeopleen-masseandcontinuestodetainLulu,andissuesashootonsightorderforthievesandlooters. Imperialism isportrayedtoo. RobertandGoldsteineffecttheirthreataftertheirfailuretomeettheconditionsandtheimpacttricklesdowntothecitizens. Evacuationwillaffectthem,byemptyingLacuna'saccounts,allorganizationswillbetaxedby Contact0715298695forothernotes guides.55100 .RobertisawarethatJudahwasmurderedinthemine;thewhitesseeminglyknowthenitty-grittyofLacuna'sadministration. Theyareincontrol. \"ItwasmurderforpoorJudah...\" p.109 . Lacunaisgreedyandselfish. Hewantstorecoverhissweptaccountsbyimposinghimselfandstealingfromthepoorcitizens. Hedeclaresmartiallaw andmakesdrasticanderraticorderstargetedatthepeopleandmeanttofrustratethem. HedetainsLuluforonemoreweektomarryherandgetthemandateofleadershipfromher. Luluisboldandcandid. SheconfrontsLacunaforkillingherfather,andforbeingundependable,selfishandanoppressiveleaderwithaperfectedartofkeepingcitizensinpoverty. Shevowsnevertomarryhim. Robertand Goldstein satirize Lacuna's miseries. Theyseemparticularlyexcitedatcatchinghim unawares. Theymuseathisshockontheirknowledgeofhisfinancialstanding,whentheytransferhissavingsfromhismanyforeignaccountstheyaddresshimsarcastically\"...'Twasnicedoingbusinesswithyou,oldpal...\" p.112 .anduseaproverbtomockhim. Goldstein,whatwasthatacrudeproverbyouarefondofusingaboutthesepeople?\". P.110 \"...Atetheredhenhasnopower?\". Goldstein and Robertaremercilessand ruthless. Theyclear Contact0715298695forothernotes guides.56Lacuna'saccountsinanefforttoeffecttheirconsequencesforunmetforeignconditions, TheauthorsatirizesLacunabycastinghim asanignorantandarrogantleader. LacunathreatensGoldsteinwhenheinsiststhatnew playerswillbeinvolvedinbusiness. Lacunatellshim \"...Apythonneverstrikesexceptinhunger...\" pg.108 .WhenGoldsteinandRobertcornerhim andclearhisforeignaccountsinforeigncountries;Lacunapanicsandbeginstopleadforpardonandasecondchance,Nonetheless,theytransferthemoneyfrom hisaccountandhisbalancereadszero. LacunademandsthatGoldsteinandRobertgivehim gunsandammunitiontoforcehispeopleoutofthemountainsiftheyresist,inordertofulfilltheconditionspeggedontheloan. Thisissatiricalandquitelaughable. RobertandGoldsteinseem tohavefirst-handinformationabouteverythinggoingoninKutula. Theyknow thatJudahMeloiskilledinanarrangedmurderinthefactory. WhenLacunaclaimsthathisattempttofulfilloneoftheconditionsgivenproduceddisastrousresults,tomeanthatJudahiskilledbyaccident,Robertrespondssaying,\"ItwasmurderforpoorJudah.\". Pg.108 Contact0715298695forothernotes guides.57MovementFourSceneOneSummaryPlanstoOverthrowLacuna'sGovernment Itisatdawninahouseinthedenselyforestedmountains. Bengoischairingameetingofagroupofleadersfrom thevillagebothyoungandold,whichplanstooverthrow Lacuna'sgovernment. Sangoicomesinlater. Thereisaconflictbetweentheyoungmaleleaderandtheelderlyleaderoverthepreviousapproach to issueswheretheelderlyleadershavebeenslow inthecauseoftheiractionsoverseriousmattersinthenameofcautionleadingtothecurrentpredicamentofthepeopleofKutula. Thegrouphastoreviewtheirapproachnowthatacurfewhasbeendeclaredtoensurethesuccessofthedemo. TheyhavethesupportofeverytribeincludingsomeofLacuna'sloyalists. Bengosaysthatthemissionshouldbeaccomplishedwithoutpain,hateorbloodshed. Heinsistsonunitytowinandifnot.atleastdiedsaying,\"no\"totyranny;particularlythetyrannyofourhistoryandinternationalneo-slavery.\". Pg.125 . Contact0715298695forothernotes guides.58 SangoiisthefavouriteofeverybodyandthesuggestedleaderafterLacunaisoverthrown. However,sheacceptstheleadershipwithaconditiontowithdraw thearmedsectionofthemovement. Thisreceivesalotofobjectionfrom theleaderswhofeeltheyshouldbearmedbecauseLacunahasanarmedarmy,too. Sangoiwillembarkonherchurchrolesandapoliticalleadersoughtafterwards. Tasks1.HowdoestheenemycatchBengoandhisfamilyoff-guardintheentireplay?2.\"Wehavepersistedbecauseweknowandareconvincedthatourcauseisjust,\"Givereasonstojustifythisstatement.3.WhydoyouthinkthepeoplehavesomuchconfidenceinSangoi?4.Whatisthepurposeofthemeeting?5.Explaintheconflictthatarisesbetweentheyoungandtheold.6.\"Canyouimaginethebitternessthroughouttheland?\"Commentonthisstatementwithregardtotheepisode.7.Outlinethedetailsoftheplanonhowtoattackthepalace. Contact0715298695forothernotes guides.598.Whatdoestheyoungleadermeanwhenhesays,\"OurleopardsmoveamongLacuna'sforces\" pg.124 ? 9.Outlinethestepsthatthenewleadershipwilltaketorebuildthestate?10.ExplainwhatSangoimeansbysaying\"Theysquandereditandwehavefeltitsyokeonournecks. \"Commentary ItisevidentthattheleadersaredeterminedtobringchangeinKutula. Bengosaystheyarereadyforanyeventuality. \"Ifwelose,posteritywillknowthatatleastwediedsaying,\"no\"totyranny...ifwewin,weshallrejoice...know ...weareaunitedpeople.\". Pg.125 . ThechangeinKutulaisnotonlytheresponsibilityoftheleadersbuteverycitizen'sconcern. Unityofpurposeisevidentastheelderlyleadersays,\"Andwe'vebeenjoinedbymillionsfrom allethnicgroupsandreligiousfaiths\" pg.124 .Bengoreportsthat,\"manyarewithusrightacross...theland.\". Pg.125 . Theneedforchangeismotivatedbythecontinuouspredicament Contact0715298695forothernotes guides.60thenativeshavefacedovertime. Theyarelandlessandservitude,\"Amad hattercontinues to sellus out-slaves on ourown soil.\". Pg.123 ,unemployed,\"...look atme waiting here forallmyeducation. Me!Agraduate.\". Pg.123 amongothers. Bengoisportrayedasasoberandaneffectiveleaderabletocalmdowntheelderswhentheybeginexpressingtheirdifferences. Theleaders'intelligenceisportrayedwhentheyorganizeawellplannedmissionandchooseSangoiasaleadertoguidethem. Theyaretoavoidcausingharm toanyoneandthisissymbolizedbythecarryingofdoves\"..tosignalourpeaceandresolve?\". Pg.127 .TheypretendtobeloyaltoLacuna. \"AndourleopardsmoveamongLacuna'sforces,pretendingloyalty.\". Pg.124 . Theword\"leopards\"isusedmetaphoricallybytheyoungmaleleadertomean\"prowlingspies.\". Sangoiiscastaslevel-headed. Sheadvocatespeacefulprotestsandspeaksagainstbloodshed. Sangoiiscommittedandsincere. Sheiswillingtoprotestagainstherbrother'sleadershipwhichshedoesnotrelateto. Sheisfightingforjustice. The\"fivefoolishvirgins\" pg.124 isabiblicalallusionusedtoliken Contact0715298695forothernotes. Guides.61theleadersduringthemeetingatdawntothefoolishvirginsafterSangoientersandtheleadersglidetothecornerreadytotakeoff. SceneTwoSummaryLacuna'sLossofPower ItisinthemorningandanagitatedLacunaandacoweringChipandeareinthepalaceandoutofcontrol. LacunahasfiredeverybodyincludingMalipoa. Peoplehavemobilizedthemselvesandthedemonstrationison. LacunaordersforthemobilizationofthetroopstoattacktherabbleofdissidentsandordersforthedetentionofRobertandGoldstein. Contact0715298695forothernotes guides.62 LacunaisobsessedwithhavingLuluashissecondbride."}
{"text": "Look, around thirtyuniversities with ultra-modern equipmentcomputer....miningCompany RobertandLacunafalloutbecausetheformerisquicktocriticizeLacuna'sleadership. PlanetWorldFinanciersLimitedhadextendedaloanofthirtybilliontosalvageKutula'seconomy. LacunagetsarrogantwhenGoldsteindemandsanaccountofhow themoneywasspentbecausehehasnoanyrecordofexpenditure. HethreatenstoleavetheofficeandtofreezeLacuna'saccountsabroad. Lacunatonesdownandadmitstohaveembezzledthefunds;heboughthimselfasleekaircraftandhasbankedthirtypercentofthemoneyinforeignaccounts. Healsodisclosesthatheshares Contact0715298695forothernotes guides.30themoneywithotherleadersfortheirpersonalbenefits. Lacunacannotaccountfortherestofthemoney. Yetheclaimstobegivingthenativesfreemedicalservices,education,food,etc. GoldsteinisnowseatedonthethroneandtakesadvantageofanintimidatedLacuna'signorance,mismanagementoffundsandpoorgovernancetosethimintobiggerloans. Lacunanowwantsanotherbiggerloantoboostthe economyandreclaim hispopularityamongthepeopleyethasnowayofpayingtheloanbacksincethe\"...exports,silver,runningataloss...\" pg.75 andfanninghasdismalreturns. Todate,KutulahasaloanadvancementofninetyeightbillionexclusiveofinterestandLacunaandhisministersoweRobertandGoldsteinahundredandtwentytwobillionwhichshouldbepaidwithinamonth. However,thedebtwillbepaidbyLacuna'ssubjects. Lacunaisgivenconditionsuponthenewloanextendedtohim byGoldstein. Heistoensuremoneyispaidforjobsdoneandnotofficesandpositionsandtoavoidnepotism. Contact0715298695forothernotes guides.31 Heisalsotoremovecontrolsonpricesespeciallyfortheforeignexchange. Heshouldincreasetheproductionofsilverandcoffeeforexport. Lacunaisalsotocutdownonemploymentandensurelongerhoursforworkers. Concerningagriculture,heistoevacuatetheoccupantsofthevalleytopavewayfortheirrigationproject. Tasks1.Stateinstancesofsarcasmanddiscusstheirsignificance.2.Howeffectivelydoesthewriterportraygreedinthisscene?3.ContrastthecharactersofRobertandGoldsteinasportrayedinthescene.4.ExplainthemotivesofbothGoldsteinandLacunathatleadtoKingKutula'sassassination.5.\"Andweletyourunit. Didn'tinterfere\" pg.70 ,ExplainthisstatementasmadebyGoldstein.6.OutlinetheconditionsthatGoldsteinandRobertimposedonLacuna. Contact0715298695forothernotes guides.327.DemonstrateinwhatwaybusinessbetweentheWestandKutulahas\"nohumanface\". Pg.82 .8.\"Themotherbefriended theweaverbird\" pg.82 .WhatdidLacuna'sfathermeanbythisstatement?9.Inyouropinion,howdoestheWhitemanstandtobenefitfrom theconditionsheimposesbeforeadvancingaloantoLacuna?Commentary Thereareanumberofinstancesofsarcasm inthescene. Goldsteincommentsaboutthenative'sobsessionwithcelebrations\"...Youpeoplecelebrateeverythingevenwhenthesunshrivels...\" pg59 . Robertsarcasticallysays,\"Oh!I'dlovetosee...thedeadandthelivingsharing!\". P.59 . Goldstein flatters Lacuna's leadership with sarcasm when hecompareshisregimetothatofhislatefather,KingKutula. Hetakesadvantageofhisgreedanduseshim toachievehisagendaasthequeen'srepresentative.\"... Itwastime to bring Kutula backtodignity and high civilization...ourpeople found a man ...yourExcellency...amanofaction...you.\". P.68 . TheauthorsatirizesLacunawhenheblameshislatefatherforhavinglefthimadisastrousleadershipforinheritance. Heblames Contact0715298695forothernotes guides.33Kutula'saversenaturetoeconomicdevelopmentandhisstrangeobsessionwithmultiplicationofmosquesandchurcheswhichleaves the economy in shambles yethe Lacuna has notsustained,andinsomecases,notstartedanyoftheeconomicprojectsforwhichhehasbeenadvancedbillionsofshillingsasloansforfunding. Lacunaiscastfoolishlyasaleaderwhocanneitheraccountfortheexpenditureoftheloan,whichheembezzledwithhiscronies,northeprojectsathand. Itisalsoironicalhow LacunaclaimsthatKutulaisasovereignstateyethehasbroughtitseconomytoitsknees;itisheavilyindebt. Goldsteintellshim \"...Asovereignstatewithoutauthorityandmoneyislowerthanaslave...\" p.74 . Lacunaandhisleadersdemonstrateinsatiablegreed. Theygrabeveryavailablechancetostealfrom thestate. Lacunaandhiscroniesembezzlebillionsofshillingsadvancedasloansleavingwhiteelephantprojectsandindustriesthathavesuffereddiremismanagement. Lacunausespartoftheloanstobuyhimselfanaircraftandheabdicatesthemanagementofthemoneytohiscronieswhoshareitravenously. Hedemandsforcertainpercentagesfor Contact0715298695forothernotes guides.34personalusefrom everyloanadvanced .Goldsteindescribesthesecroniesas\".agreedybunchofincompetentswhocan'tseeadimewithoutgettinglibidinousconvulsionsdowntheirmidriff?\". Pg76 . Racism isevidentthroughRobertwhonotonlyunderminesthenativesbutisalsosickenedbytheirwayoflife. Hecannotstandtheir customs and their nauseating suffocating loyalty of\"...crawlingonthefloor...fawning...mothering...\" p.60 . InternationalbusinesspracticebetweenKutulaandimperialists,whichhasnohumanface,isputtingpressureonbothLacunaandthecitizensandworkingtothedetrimentofthewelfareofKutula. Residentshavetobeevacuatedfromtheirhomestopavewayforagriculture,salaries have to be slashed,people have to beretrenchedandmoreincomehastobegeneratedattheexpenseofthepeople. LacunakillshisownfathertotakeoverleadershipinKutula. Itisanactofbetrayal,assassinationandgreed. Heclaimsthathisfatherrandownthecountryandneededtopayupwithhislife. ItisbecauseofgreedthatLacunafallspreytoGoldstein'smissionof eliminating his father. Embezzlement, corruption andmismanagementoftheeconomybyLacunaandhisallieshaverundownthecountrytoshambles. Contact0715298695forothernotes guides.35 LeaderLacunaisnepotisticand irresponsible. Hekeepsnorecord ofthe borrowed monies spenton projects. He hasemployed politicalfriendsand clansmen with whom he hassquanderedmoneythatisborrowedandhasrundownmanyaproject. Themachinesarerotten,farminghasfailedyethehasstashedhugeamountsofmoneyinhisforeignaccountsandboughtapersonalaircraftwiththeloan,tostayabovethepeople. ItisironicalthatLacunaregardsKutulaasasovereignstateyetitisbrokeandbeggingforaid. Hismisrulehasmadethestatesinklowerthanthestatusofaslave. Thescenehasnumerousproverbs. LacunaquestionsRobert,\"How isafathertobeifvisitorscometoadvisethechildrenabouttheirtoys?\". Pg.81 .Thisimplies Lacuna 's discontentmentwith the interference in Kutula 'sforeignmattersbytheWhiteman. ThedeathofKingKutulaXVistoldthroughaflashback. Lacunarevealsthedayhepoisonshisfatheranddescribesthemannerinwhichheadministersthepoison. Hisguiltisevidentbuthecoversitthroughthejustificationofhisevilact. Hesays,\"Heboughtitwithhislifesothatwecaninheritacomfortablelife.\". P.69 Contact0715298695forothernotes guides.36 Lacunaisportrayedasincompetent. Hecanhardlyaccountforaloanborrowedbythestate. AllprojectstobefundedbytheloanarestalledandyetLacunahasnosufficientinformationoftheprogress. Heisalsogreedy. Lacunademandsforthirtypercentofanygrantsorincomethatthestategets. Hekillshisfathertoinherithisposition. Goldsteinisopportunisticand selfish. Heisonlyconcernedabouttheprofithewillmakefrom doingbusinesswithLacuna. Hedoesn'tcarewhethertheloanheadvancesKutulawillbenefitthepeopleornot. Heismanipulativeanddeceptive;hemanipulatesanddeceivesLacuna to killhis father. Goldstein's plan is to have acompromisingleaderlikeLacunawhom hecanmanipulateandcontrolatwill. TheimperialistsareselfishandopportunistswhoonlycareaboutmakingprofitsinthebusinessdealbetweenKutulaandtheEmpire. Thebusiness'hasnohumanface. 'ImpossibleconditionsdetrimentaltothewelfareofthepeoplearelaiddowniftheloanKutulaneedsistobeadvancedprofitstheystandtomake. Contact0715298695forothernotes guides.37SceneThreeSummaryResistanceandRebellion Thesceneisstillinthepalace. Sangoiandrespectedleadersfrom Bukelenge Basin have come to see Lacuna overtheevacuationofpeoplefromthevalleytoSamuka. Lacuna wants the elders to convince the occupants ofthegovernment'sintentiontorelocatethemandusethefertilebasinstoreclaim agricultureastheBukelengevalleyisearmarkedfordevelopment SangoiandtheeldershaveputitplainlytoLacunathattheevacuationwillnotbepossible. LacunaisannoyedbytheirdisobedienceandblamesSangoiforpoisoningtheopinionleadersagainsttheirrigationproject. Hesays,\"...thissilentrebellion...anythingtodowithyou?\". Pg.85 .Lacuna'scontemptforhissubjectsisevidentwhenhesaysthemassisilliterateandtheycannotthinkofinternationalbusiness. LacunathreatenstoeliminateSangoiashetellsChipandethatthatistheonlywayforhim toremainonthethrone. Hesensesstrong opposition from Sangoibearing Sangoi's popularity Contact0715298695forothernotes guides.38amongstthepeoplewhichhedoesnottakeforgranted. LuluisexpectedtospendanightwithLacunaintheRoyalchamberastheAnnualCustom demands. AllthepreparationshavebeendonebyChipande. ApparentlyLuluandLacunafailtoshowup. LacunafearsthathisleadershipwillfailbecauseRobertmighthavedefiledLulu'spuritybeforeunitingLacunawiththepowerfuldeadandtheunbornoftheworld. \"Shestandsinthegapandmustusherintomorrow'ssun. Sheisthebridge.\". Pg.88 . LacunatriestolureLulubyhispowerandaluxuriantlifestyleagainstthatofLuluthatispoor. Hetellsher,\"...whatwillyourmothergiveyou? Pg.93 .ButLuluremainsfirm thatsheistooyoungforhim andstillinschool;besides,sherespectsMelissa. Shewonderswhyshehasbeenconfinedinthepalaceandwantstogohome. TheritualispostponeduntilafterfourweeksandLuluwillbeconfinedinthechamberstobecleansedandtakencareofsothat\"...nottoangerandpainandworrythewiseoneswithinthedeep pg.92 Meanwhile,thereisapeacefuldemonstrationoutsidebythepeoplefrom Malima Temaagainsttherelocationofpeople Contact0715298695forothernotes guides.39from thevalley. Women,menandchildrenarecarryingtwigsanddoves,singing,dancingandmarching. Meshak,thecommanderofthearmedforces,reportsthatthedemonstrationisharmlessandthereisnoneedofusingguns. Lacuna is annoyed to hearthatno one has been shotorimprisoned. Hethreatensthatanyleaderwhowillnotsupporttheevacuationwillbedismissedforthwithandreplacedbypeoplefromtheroyalclanregardlessoftheirlevelofeducation. Tasks1.StateinstancesofsuperstitioninScene3.2.InwhatwaysdoestheBukelengeBasindisappointleaderLacuna?3.ContrastthereprisalofnativesduringKingKutula'sreigntotheprotestbytheBukelengemountainoccupants.4.\"Butletallbedoneinwisdom...\" pg.92 .Show how Lacunatakes eaveofwisdominthisscene.5.WhatcharactertraitofLacunaisrevea. LedwhenherespondstoSangoisaying,\"Theirsecondalternative,begins,SangoiAndno,gooutthereandeffectobedienceuponmypeople. Twoweeks,Sangoi\" pg.86-87 Contact0715298695forothernotes guides.406.Whatis Lacuna's perception ofwomen in lightofhow hedescribesMelissaon pg.94 ? 7.InwhatwaysdoesCommanderMeshackdisappointLacunawithregardtotrackingtheinsurgentsatMalima-TemaMountains?8.Whatisyourunderstandingoftheword\"cannibal\"asusedinthescene?Commentary TheauthordepictstheleadershipconflictbetweenSangoiandLacunaresultingfromtheissueofevacuationoftheoccupantsoftheBukelengevalleyto\"re-organizeourlandandboostproduction.\". P.84 . Lacunabeginstoexperiencetheoppositionoftheopinionleaderswhodisagreewithhisrequesttohavethem convincetheresidents\"astoournationalreasonsforsuchamove\" p.85 . Lacuna'sfaithinthesuperstitionspeggedontheyearlyritualofunitingthepowerfuldeadandtheunbornchildrenremainshisonlyhopeofsustaininghisleadershippositionbymakingthemidnightsacrificesofpoliticalperpetuation. PoliticalsacrificestartswhenBukelengeoccupantsorganizea Contact0715298695forothernotes guides.41peacefulmarchtothepalacecarryingdoves. Noteventhearmycandisperseorhurtthewomenandchildrenbecausetheyareharmless. \"Theycarrytwigsandfarm toolsinsteadofguns!\". P.91 . The occupants ofBukelenge are portrayed as peacefulandharmonious. Theyallagreetoexpresstheirgrievancesjustastheirleaders'adviceanddirectthem,peacefulandbloodless. LuluisbroughtforthandallshewantsistogohomedespiteLacuna'sattempttotreatherwarmlyandpraiseherbeauty,andenticeherwithhisthroneandpower. \"Isawyou...myeyeshavebeenalldazzle' pg.93 . \"... Makingmeyoungagainbutabeggar,aworshipperatthedoorofyourheart.\". Lacunaisdisrespectfulofhiswife,Melissa. HedescribesherwithinsolenceinhisattempttolureLuluandwhenLuluturnsdownhisproposalclaimingthatsherespects. Melissa,he says,\"A demon!A tongue ofliving lightning,oversizedmatchstickofangrydynamite...oldwarclub,cobraheadedhandgrenade...\" p.94 . Contact0715298695forothernotes guides.42 CommanderMeshack is dutifuland responsive. He reportspromptlytoLacunaabouttheprogressofthepursuitoftheinsurgentswhichhesayswaswithoutcasualtiesasitwasapeacefulprotest. HeisobedientashefollowsLacuna'sorderstocarryontheevacuationandtodismissanysympathizersoftheprotesters. Heisordered to replacethem withotherpeopleregardlessoftheireducationandobeys. Malipoaisarealisticandcautiousperson. HeconstantlywarnsLacunaagainstoverzealousness.\"... Doallthesethings...letallbedoneinwisdomifyouaretostaysecure.\". Pg.92 . Lacunaisseenasseductive. Heattemptstoseduce19year-oldLuluwhoisattractedtohim andisunwillingtorelatewithhim. \"No!...Iwillnever\" pg93 .\"I'm yourdaughtermanytimesover,\" pg.93 .Hetellsher,\"Ilookatyourbeautyandnobility...makingme...abeggar,aworshipperatthedoorofyourheart.\". Luluisassertive. SheisnotreadytogetintoarelationshipwithLacuna,aleader,whoisasoldasherfather. Sherespectshimandthewife,Melissa. Allshewantsistogohometoherparents. 4345Contact0715298695forothernotes guides.46MovementThreeSceneOneSummaryJudahZenMelo'sDeath ThesceneissetinTaminaZenMelo'shut. ItisintheeveningandTaminahasjustenteredwithabundleoffirewood. Judahhaswrittenalettertoinform herthathewillbecominghomethatdaythesecondofSeptember. Intheletter,Judahwantstoknowthewhereaboutsofhischildren. Contact0715298695forothernotes guides.47 ThisremindsTaminahowLulu,theirdaughterhasbeenconfinedinthepalacewithapromiseofanew homeandlandinthemountains which she detests. She says,\"...and he had theprudencetosaltmyrawwoundIspatonhisfaceandheandhisfriendsfledfrommycookingspoon.\". Pg.98 . SangoivisitsTamina'shutshortly. Theissueofevacuationisagraveonebutall,includingTamina,willrallybehindher. ShereportsthatshehasnotseenLuluinthepalaceandthatJudahwasvisitedintheminesconcerningLulu'smarriagetoLacuna. Thoughhiding,SangoibearsthebadnewsofZenMelo'sdeath. Taminasays,\"...myhusbandisdead,that'swhatyoucametotellmebutyoudidn'thavethecourage. Isittrue?\". Pg.100 .Judahdiesatthemineswhenthemachineheoperatessnapsandcrusheshim. Taminaisinconsolablydesperateandbreaksintomourning. BengostopsbyTamina'shouseandfindsherbesideherselfwithgriefandwantstoassignsomewomentotakecareofher. TheMother'sUnioninherchurchwilllookintoherneeds. TaminaisdisillusionedanddisappointedbyLacuna'sleadership. Hehastakenherhusband,sons,Luluherdaughterandhervalley. Shehasnothingandnoonetohelpher. SangoiconsolesTamina. Contact0715298695forothernotes guides.48 Tasks1.HowdoesthediscussionbetweenSangoiandTaminaatthestartofthesceneprepareSangoitobreakthenewsofJudah'sdeath?2.DescribetheeventsthatleadtoJudahMelo'sdeath.3.Discussthethemeofhopelessnessanddisillusionmentinthescene,4.\"ThemoledigsGod'searthmerelytolivein...grassgrowsinthesoilhethrewaside. \"Discussthesignificanceofthissayinginthescene.5.WhichdiseaseisSangoireferringtobysaying,\"...thisstrangediseasefromacrosstheseas. Thedisease. \"6.Identifyandexplainaninstanceofbiblicalallusionfromthescene. Commentary The scene begins with fantasy. Tamina is excited aboutapossiblebrightfuturewith herfamilybutironicallydeath isimminent. ZenMeloiskilledinapremeditatedmurderattheminesbythefaultymachines. Hehasservedfaithfullywiththehope to contribute to the quadrupling ofproduction and toprovidefortunestochangethelifeofhisfamilyforthebetter. Contact0715298695forothernotes guides.49Taminalooksforwardtobettertimes. Thestatehasbetrayeditsown. Zelodieswiththeefforttoincreasetheproductionofsilvertomeettheconditionsoftheimperialistsyetthestatewon'tprotectitsownwiththerightworkingconditions. The news of Zelo's death creates the atmosphere ofhopelessnessanddespair. ThestrawsofhopethatTaminahadleftareallgone. ZenMelo'sdeathisamarkofherimminentmisery. Patriotism isportrayedbySangoiwhoinsistsuponBengotoensure that'no life is lost'in theirprotestmission againstLacuna'sleadership. Bengoisportrayedassupportive. HerallieshissupportbehindSangoi,\"thepeople'swould-be-saviour,\"\"weareallunited,awomanshallleadus\" p.103 . Lacuna is irrational and impulsive as he asks for thecommander'suniformtoassumetotalcontrolunderstrictmartiallaw. Hedeclaresacurfewandissues'shootonsight'ordersforlaw breakers. His move is received with greatresistance,oppositionandrebellionbythepeople. Contact0715298695forothernotes guides.50 Lacunaiscarnal. HeordersMalipoatobringLulualongasheissettomarryherwithoutherconsent. ShetellsLacuna,\"...keepmehereagainstmywill...youkilledmyfather...Iwillneverbeyourwife\" p.121 .Hissolemotivationofgettingintimatewithherisinordertogetthemandateofleadership. SceneTwoSummaryMartialLawandLacuna'sPredicaments Itisinthepalace. LacunahasaheatedargumentwithMalipoaoverwhenhewillhaveLuluasawife. MalipoasaysanotherweekwillbeneededbecauseLuluisstillmourningherfather'sdeath. Lacuna is disappointed by Lulu's consistentresistance to hisadvances. Hehaspouredlibationstoherlatefather'sspirit;hehaschanneledalotoffinancestohercomfortinthepalaceandhasofferedTaminavastlandsandlabourerstotillthelandbutshehasspurnedhisadvances. RobertandGoldsteinarebacktoseeLacunaafteramonthtoassesstheprogressmadeinmeetingtheconditionslaidfortheloangrant. Contact0715298695forothernotes guides.51 Apparently,tea,coffee,silver show no promise,themachines are broken down,and the industries are inshamblesbesidesassassinationsofworkers. Theoccupantsofthevalleystillaredueforevacuation Notashillingoftheonetwentybillionborrowedisusedbeyondthepalace. LacunasaysthepoorproductionisasaresultofrottenmachinesandthedeathofJudahwhowasthemachineoperator. However,RoberttellshimthattheyknowJudahwasmurderedandnottheoldmachine'serroraswasreported. GoldsteinholdsthegadgetscreentoLacunatoread,\"MeneMeneTekel' pg.109 ,meaninghehasbeenweighedandfoundwantingandGodhasnumberedhiskingdom. WhenLacunabluntlystatesthathewillpaytheloanwhenhewants,allhismoneyintheprivateaccountsabroadistransferredtopaythedebt. Robertsays,\"Wemustrecoverourdebt.\". Pg.112 . LacunahasbeendisabledcompletelybutordersthearrestofRobertandGoldstein. Healsodeclaresacurfewfrom dawntodusk. LacunaordersChipandetocanceltheevacuationplans,suspendallthe workers'salaries,and interdictallpublicofficialsincluding Contact0715298695forothernotes guides.52councilors,ministers,directorsandprincipals. LacunahimselfistobethecommanderinchiefinplaceofMeshak. Lacunahasextendedahundredpercenttaxontheprofitsmadebyallcorporations,banks,parastatalsandbusinessesandthemoneytobecollectedintothenationalkittyunderhiscustody. Chipandewarnshim ofmoreriotsnowthatthesituationisvolatilebecauseoftheplanstoforcefullyevacuatethepeoplefrom thevalley. LacunawantstobejoinedtoLuluinaholymatrimonybeforesunset. Malipoahasgonetofetchherandbeforehecomesback,LuluenterstomeetLacunawithoutpermissionfrom eithertheattendantorLacunahimself, LacunaaccusesLuluofanaffairwithRobert. Luluobjectstotheaccusationbutthenapologizes. Shewantstogo homeforthesecondintermentofherlatefatherandfearsforhernamebeingtarnishedas\"apalacegolddigger\" pg.119 besides,hermotherhasdisownedher. Luluwantstopursueheracademicsandbecomeadoctor. SherejectsLacuna'sadvancesofloveandallureofpleasures. LacunaisinfuriatedandslapsLulu. Contact0715298695forothernotes guides.53 Inannoyance,LuluremindsLacunahow hehaskeptherinthepalaceagainstherwill,killedherfather,impoverishedthem andmadethem slaves. Besides,heistentimesherfather'sageandwillnevergetmarriedtohim. LuluisforcefullyledoutbyChipandeandtheguardandconfinedtoherquartersunderLacuna'scommandpendingaforcefulmarriage. Tasks1.\"Allthewiseoneshaveordered,Ihavefulfilled. \"OutlinealltheordersandhowLacunahasfulfilledthem.2.\"Theymustplaythegame-totally,ifbothpartiesaretobenefit\" pg.107 .WhatdoesRobertmeanbythis?3.WhydoyouthinkJudahMeloismurderedinthemines?4.StatetheforeignbanksthatLacunahassavedhismoneyin.5.Citeinstancesofironyandsarcasminthescene.6.\"Didthesehandsembraceaforeigner?\". Pg.118 .WhatwouldbethetraditionalimplicationofLuluembracingaforeigneronthenightofthecommemoration?7.OutlinetheweaknessofLacuna'sleadershipasportrayedinthescene. Contact0715298695forothernotes guides.548.ContrastthecharacterofLacunaasaleaderandasacarnalmanwithreferencetotheadvanceshemakesonLulu. Commentary The scenes present cases of disillusionment. Lacuna isdesperateanddisillusionedaseverything. Isworkingagainsthim. Luluwon'tgiveintoLacuna;RobertandGoldsteinclearhisforeignaccountstopaytheaccruingdebt;citizensareagainsthisleadershipandthesilentonesareabouttounleashtheirwrathonhimsettinghimupf rdesperation. Hemakesdesperatemoves. Authoritarianism isatapeakinthescene. Lacunadeclaresmartiallaw,declaresadusktodawncurfew,freezessalariesandfirespeopleen-masseandcontinuestodetainLulu,andissuesashootonsightorderforthievesandlooters. Imperialism isportrayedtoo. RobertandGoldsteineffecttheirthreataftertheirfailuretomeettheconditionsandtheimpacttricklesdowntothecitizens. Evacuationwillaffectthem,byemptyingLacuna'saccounts,allorganizationswillbetaxedby Contact0715298695forothernotes guides.55100 .RobertisawarethatJudahwasmurderedinthemine;thewhitesseeminglyknowthenitty-grittyofLacuna'sadministration. Theyareincontrol. \"ItwasmurderforpoorJudah...\" p.109 . Lacunaisgreedyandselfish. Hewantstorecoverhissweptaccountsbyimposinghimselfandstealingfromthepoorcitizens. Hedeclaresmartiallaw andmakesdrasticanderraticorderstargetedatthepeopleandmeanttofrustratethem. HedetainsLuluforonemoreweektomarryherandgetthemandateofleadershipfromher. Luluisboldandcandid. SheconfrontsLacunaforkillingherfather,andforbeingundependable,selfishandanoppressiveleaderwithaperfectedartofkeepingcitizensinpoverty. Shevowsnevertomarryhim. Robertand Goldstein satirize Lacuna's miseries. Theyseemparticularlyexcitedatcatchinghim unawares. Theymuseathisshockontheirknowledgeofhisfinancialstanding,whentheytransferhissavingsfromhismanyforeignaccountstheyaddresshimsarcastically\"...'Twasnicedoingbusinesswithyou,oldpal...\" p.112 .anduseaproverbtomockhim. Goldstein,whatwasthatacrudeproverbyouarefondofusingaboutthesepeople?\". P.110 \"...Atetheredhenhasnopower?\". Goldstein and Robertaremercilessand ruthless. Theyclear Contact0715298695forothernotes guides.56Lacuna'saccountsinanefforttoeffecttheirconsequencesforunmetforeignconditions, TheauthorsatirizesLacunabycastinghim asanignorantandarrogantleader. LacunathreatensGoldsteinwhenheinsiststhatnew playerswillbeinvolvedinbusiness. Lacunatellshim \"...Apythonneverstrikesexceptinhunger...\" pg.108 .WhenGoldsteinandRobertcornerhim andclearhisforeignaccountsinforeigncountries;Lacunapanicsandbeginstopleadforpardonandasecondchance,Nonetheless,theytransferthemoneyfrom hisaccountandhisbalancereadszero. LacunademandsthatGoldsteinandRobertgivehim gunsandammunitiontoforcehispeopleoutofthemountainsiftheyresist,inordertofulfilltheconditionspeggedontheloan. Thisissatiricalandquitelaughable. RobertandGoldsteinseem tohavefirst-handinformationabouteverythinggoingoninKutula. Theyknow thatJudahMeloiskilledinanarrangedmurderinthefactory. WhenLacunaclaimsthathisattempttofulfilloneoftheconditionsgivenproduceddisastrousresults,tomeanthatJudahiskilledbyaccident,Robertrespondssaying,\"ItwasmurderforpoorJudah.\". Pg.108 Contact0715298695forothernotes guides.57MovementFourSceneOneSummaryPlanstoOverthrowLacuna'sGovernment Itisatdawninahouseinthedenselyforestedmountains. Bengoischairingameetingofagroupofleadersfrom thevillagebothyoungandold,whichplanstooverthrow Lacuna'sgovernment. Sangoicomesinlater. Thereisaconflictbetweentheyoungmaleleaderandtheelderlyleaderoverthepreviousapproach to issueswheretheelderlyleadershavebeenslow inthecauseoftheiractionsoverseriousmattersinthenameofcautionleadingtothecurrentpredicamentofthepeopleofKutula. Thegrouphastoreviewtheirapproachnowthatacurfewhasbeendeclaredtoensurethesuccessofthedemo. TheyhavethesupportofeverytribeincludingsomeofLacuna'sloyalists. Bengosaysthatthemissionshouldbeaccomplishedwithoutpain,hateorbloodshed. Heinsistsonunitytowinandifnot.atleastdiedsaying,\"no\"totyranny;particularlythetyrannyofourhistoryandinternationalneo-slavery.\". Pg.125 . Contact0715298695forothernotes guides.58 SangoiisthefavouriteofeverybodyandthesuggestedleaderafterLacunaisoverthrown. However,sheacceptstheleadershipwithaconditiontowithdraw thearmedsectionofthemovement. Thisreceivesalotofobjectionfrom theleaderswhofeeltheyshouldbearmedbecauseLacunahasanarmedarmy,too. Sangoiwillembarkonherchurchrolesandapoliticalleadersoughtafterwards. Tasks1.HowdoestheenemycatchBengoandhisfamilyoff-guardintheentireplay?2.\"Wehavepersistedbecauseweknowandareconvincedthatourcauseisjust,\"Givereasonstojustifythisstatement.3.WhydoyouthinkthepeoplehavesomuchconfidenceinSangoi?4.Whatisthepurposeofthemeeting?5.Explaintheconflictthatarisesbetweentheyoungandtheold.6.\"Canyouimaginethebitternessthroughouttheland?\"Commentonthisstatementwithregardtotheepisode.7.Outlinethedetailsoftheplanonhowtoattackthepalace. Contact0715298695forothernotes guides.598.Whatdoestheyoungleadermeanwhenhesays,\"OurleopardsmoveamongLacuna'sforces\" pg.124 ? 9.Outlinethestepsthatthenewleadershipwilltaketorebuildthestate?10.ExplainwhatSangoimeansbysaying\"Theysquandereditandwehavefeltitsyokeonournecks. \"Commentary ItisevidentthattheleadersaredeterminedtobringchangeinKutula. Bengosaystheyarereadyforanyeventuality. \"Ifwelose,posteritywillknowthatatleastwediedsaying,\"no\"totyranny...ifwewin,weshallrejoice...know ...weareaunitedpeople.\". Pg.125 . ThechangeinKutulaisnotonlytheresponsibilityoftheleadersbuteverycitizen'sconcern. Unityofpurposeisevidentastheelderlyleadersays,\"Andwe'vebeenjoinedbymillionsfrom allethnicgroupsandreligiousfaiths\" pg.124 .Bengoreportsthat,\"manyarewithusrightacross...theland.\". Pg.125 . Theneedforchangeismotivatedbythecontinuouspredicament Contact0715298695forothernotes guides.60thenativeshavefacedovertime. Theyarelandlessandservitude,\"Amad hattercontinues to sellus out-slaves on ourown soil.\". Pg.123 ,unemployed,\"...look atme waiting here forallmyeducation. Me!Agraduate.\". Pg.123 amongothers. Bengoisportrayedasasoberandaneffectiveleaderabletocalmdowntheelderswhentheybeginexpressingtheirdifferences. Theleaders'intelligenceisportrayedwhentheyorganizeawellplannedmissionandchooseSangoiasaleadertoguidethem. Theyaretoavoidcausingharm toanyoneandthisissymbolizedbythecarryingofdoves\"..tosignalourpeaceandresolve?\". Pg.127 .TheypretendtobeloyaltoLacuna. \"AndourleopardsmoveamongLacuna'sforces,pretendingloyalty.\". Pg.124 . Theword\"leopards\"isusedmetaphoricallybytheyoungmaleleadertomean\"prowlingspies.\". Sangoiiscastaslevel-headed. Sheadvocatespeacefulprotestsandspeaksagainstbloodshed. Sangoiiscommittedandsincere. Sheiswillingtoprotestagainstherbrother'sleadershipwhichshedoesnotrelateto. Sheisfightingforjustice. The\"fivefoolishvirgins\" pg.124 isabiblicalallusionusedtoliken Contact0715298695forothernotes guides.61theleadersduringthemeetingatdawntothefoolishvirginsafterSangoientersandtheleadersglidetothecornerreadytotakeoff. SceneTwoSummaryLacuna'sLossofPower ItisinthemorningandanagitatedLacunaandacoweringChipandeareinthepalaceandoutofcontrol. LacunahasfiredeverybodyincludingMalipoa. Peoplehavemobilizedthemselvesandthedemonstrationison. LacunaordersforthemobilizationofthetroopstoattacktherabbleofdissidentsandordersforthedetentionofRobertandGoldstein. Contact0715298695forothernotes guides.62 LacunaisobsessedwithhavingLuluashissecondbride. HeinstructsChipandeamidsttheconfusiontopreparetobethebestmanduringtheceremony. Lacunaisadamantuntilhehearsthesoundsofgunshots. AttendantIlshowshim themarchhasdrawnclosetothepalacefrom alldirections. Thecityisunderattack,thebarrackshavefallenandthepalacehasbeenbesieged. Theprotestorssurroundthepalacechanting,\"DownwithLacuna!Corruptingourchildren!Stealingfromthepoor!Starvingthepoor!\"....\"Weshallnotbemoved\"Downwithtyrants!\"\"Downwithcurfewsinfreeland!\". Pg.132 . MeanwhileBengo,SangoiandTaminacomeclosertoLacunaasBengoaddressesthecrowdabouttheneedforjusticeandrestrainspeoplefromusingviolenceagainstLacuna. ReverendSangoiaddressesthecrowdamidcheersandchantsofrevengetoperpetratorsofevilfrom thecrowd. Sheconfirmstheneedtodealwiththeevilsofthepastbeforeforgingforwardwiththereconstructionandhealingoftheland. Sangoiisquicktopointoutthattheeviloneshavereducedthe Contact0715298695forothernotes guides.63peopletobeggarsintheirownhomeland,theyouthintocriminalsanddrugaddicts,disintegrationoffamilies,\"...TaminaZenMeloandothers....sincedisasterstruckherhome,shehaslosthermind.. '' pg.135 . LacunaisorderedtojoinRobertandGoldstein. Thecrowdreferstothem asleechesthatbleedthecountrydry. Lacunaisguiltyoftyrannyandsinkingthecountryintodebts. SangoicommandsLacuna,MalipoaandChipandetobejailed. LacunablameshisadvisorsbutChipandesaysLacunaalwaysgaveorders. EvenafterSangoiiseducatedabroadandmarriedbyawhite,shedoes notspare Goldstein and Robert. The two foreigners aredeportedbacktotheircountry. SheinformsRobertinresponsetohisdemandfortheirdebtthatthemoneywasborrowedinthenameofthenativesbutsquanderedbyLacunaandhiscronies. LulumovestothefrontwheresheembraceshermotherTamina. SangoiquestionsLacunaoverLulu'sconfinementandTaminaoutofrageslapsLacunaforconfiningherdaughterformanydays. Contact0715298695forothernotes guides.64Tasks1.\"Icanseefurtherwithoutglassesthanhewithhisspiritualbinoculars. \"ShowtheironyofLacuna'sstatementinlightoftheeventslaterinthescene.2.WhatisSangoi'sroleinliberatingherpeople?3.\"IAM POPULAR!Notso?\"Commenton the irony ofthisstatement.4.OutlinetheevilsthatthenativeshavesufferedduetoLacuna'sleadership.5.WhatisBengo'sroleduringthedemonstrations?6.\"Hangtheleeches!Bleedingourcountrydry!\"Explaintheabovestatements.7.Identifyandexplaintheuseoflanguageinthisepisode.8.WhatisSangoi'sattitudetowardsLacuna,RobertandGoldstein?Commentary There is a revolution as people overthrow theirleader. AsuccessfulcoupisstagedwherethepalaceissurroundedandLacunatakenhostagebythepeopleandforthepeople. They Contact0715298695forothernotes guides.65declare,\"...unitedinasinglejustcause,we,byourowneffort,canraiseourselvesupagain...\" p.133 ItisironicalthatGoldsteinthoughtthateducatingSangoiinthewestwouldmakeherdividethepeoplefurtherbyindoctrinatingthem tosupportthewhitesbutsheturnsouttobethelionesshefearedshewouldbecome. BetrayalofloyaltyisseenwhenChipandedisownsLacunaandsaysthathisroleasadviserwasoverruledbyhisorders. Freedom andliberationcometothepeoplewhentheaustereleaderistakenhostage. Sangoidemonstrates her authoritativeness when Goldstein,Robert,Lacuna,Chipandea. NdMalipoatakeherorders. Thewhitemenaredeportedandtheotherthreearelockedup. Bengodemonstratesmaturityinleadershipbyrestrainingthecrowdfromanyformofviolence. Theauthorsatirizestheleaders. AllislostforthetoughtalkingRobertandGoldsteinastheysetouttodestabilizethecitizens. Lacunabowsandisnolongerpowerful. Heisinthehandsoftheverypeopleheoppressed. ChipandeandMalipoajointheirleaderincustody. Contact0715298695forothernotes guides.66 Lacunaisdishonestandanescapist. HeblameshistyrannyonMalipoaandChipande. Hedeniesthathistimeisupandinsists,\"Thepeopleloveme,I'mpopular,\" pg.131 .END."}
{"text": "731 . GENERAL MATHEMATICS FORMULAE Length The units of length that are used include the following: millimetre mm centimetre cm decimetre dm Metre m Dekametre Dm Hectometre Hm From the illustration: 10mm 1cm 10cm 1dm Kilometre Km 2 . 10dm 1m 10m 1 Dm 10Dm 1Hm 10 Hm 1Km The relationship between the units of lengths may be clearly seen if the units are written with a 10 between them. So to find how many small units are equivalent to another, multiply the number of tens between the units, hence: Km 1 Hm 10 Dm 100 M 1000 dm 10000 cm 100000 mm 1000000 Mass 1000 g 1Kg 1000 Kg 1Tonne 1000000 g 1Tonne Volume and Capacity 1 cm3 1 Ml millilitre 3 . 1000 cm3 1 L litre 100 cm3 1 dl decilitre 1 m3 1000 litre 1000000 cm3 1 m3 10 dl 1 Litre 1000ml Time 1 Litre 60 Seconds 1 Minute 60 Minutes 1Hour 3600 Seconds 1 Hour 24 Hours 1 day 7 Days 1 Week Area a Rectangle Area Length x Width A L X W b Square4 . Area Side x Side A S x S A S2 c Parallelogram A base x Height A b x h d Rhombus Area base x height A b x h TriangleArea 1 Traperium Atea 4x sum of paral lnes x heightA 2 eyxh 2z hardy2 Circle, half circle, quarter circle6 ."}
{"text": "The diagram below represents a solid whose dimensions are shown. 36 . What is the volume in cm3? A.30000 B.300000 C.3000 D.3000000 Working Volume Area of the Cross-section x length Volume of the top 20 x 10 x 150 30,000cm3 Volume of the bottom 60 x 30 x150 270,000cm3 Whole solid top bottom 30,000 270,000 300,000cm3 The correct answer is B 300 000 3. In the month of October, a farmer delivered 48750kg of maize to a miller. In November the amount of maize delivered was 1850kg more than that of October. The amount delivered in December was 2450kg less than that of November. What was the total mass, in tonnes, was delivered by the farmer in the 3 months? 37 . A.145.65 B. 147.5 C.152.4 D. 150.55 Working October 48750 kg November 48750 1850 kg 50,600 kg December 50,600-2,450 kg 48,150 kg Total mass 48750 50600 48150 147500 1000 tonnes 147.5 tonnes. The correct answer is B 147.5 4. A rectangular tank measures 1.2m by 80cm by 50cm. Water is poured into the tank to a height of 15cm. How many more liters of water are needed to fill the tank? A.144 Working B.14.4 C.33.6 D.336 Capacity of the tank 120 x 80 x 50 480,000cm3 Convert to litres 480,000 1000 480litres Volume of the water poured 120 x 80 x 50 144000cm3 Convert to litres 144000 1000 144 litres Volume of water needed 480 144 366litres. 38 . The correct answer is D 366 5. The diagram below represents a solid triangular prism. What is the volume in cm3? A.2400 B."}
{"text": "58 B. 5.8 C. 6 D. 60 Working Convert decilitres into litres 1 dl litres 5 dl litres 7.5 dl litres 0.75 litres Hence 43 litres 5dl 43.5 litres41 . No of containers 43.5 0.75 58 containers The correct answer is 58 A 10. The figure below shows a cylindrical solid of diameter 28cm and length 20 cm. Asquare hole of side 1.5 cm has been removed. What is the volume of the material in the solid, in 3cm3? A.12320 B. 4500 C 8400 D 7820 Working Volume of solid volume of a cylinder - volume of the square hole x 14 x 14x 20 - 15 x 15 x 20 12320 - 4500 7,820 cm3 The correct answer is D 7,820cm3 42 . 4. MONEY 4.1 Specific Objectives By the end of the unit, the learner should be able to: a Work out problems involving percentage profit and loss b Work out problems involving bills. C Solve problems involving discount, percentage, discount, commission and percentage commission d Work out problems involving hire purchase e Work out problems involving simple interest f Work out problems involving compound interest g Work out problems involving postal charges 4.2 Worked Exercise 1. Mutiso paid sh.330 for an item after the shopkeeper gave him a 12 discount. What was the marked price of the radio? A.sh300 Working B. sh369.60 C. sh375 D. sh350 Marked price 100 Discount 12 S.P 100 - 12 88 If 88 330 100 ? 43 . 100 x 300 Sh375 88 The correct answer is C 375 2. Olang borrowed sh.54000 from a bank which charged interest at the rate of 18 p.a. He repaid the whole loan after 8 months .How much did he pay back? A sh6480 B. sh60, 480 C.sh14580 D."}
{"text": "He repaid the whole loan after 8 months .How much did he pay back? A sh6480 B. sh60, 480 C.sh14580 D. sh77760 Working I PRT 100 54000 x 18 x 8 100 x 12 sh6480 Amount P I 54,000 6,480 shillings Ksh 60, 480 The correct answer is B 3. The cash price of a microwave is sh. 18000. The hire purchase price of the microwave is 20 more than the cash price. Bernice bought it on hire purchase terms by paying 40 of the hire purchase price as the deposit and the balance equal monthly installments of sh1620. How many installments did she pay? A. 12 B. 10 C. 9 D. 8 Working Let the cash price be 100 Hire purchase 100 20 120 of the cash price44 . 120 x 1800 100 sh.21, 600 Deposit 40 of HPP 40 x 21,600 100 sh.8, 640 HPP D MI I HPP - D MI 21600 8640 1620 8 Months The correct answer is D 8 4. Salim deposited sh25000 in a bank which paid compound interest at the rate of 10 per annum. If he withdraws all his money after years, how much interest did his money gain? A. sh5250 B. sh2500 C. sh1375 D. sh387 Working Interest for year 1 I PRT 100 25000 x 10 x 1 100 Sh2500 Amount 25000 250045 . 27,500 Interest for 2nd year I PRT 100 27,500 x 10 x 100 Sh13775 Total interest 2,500 1,375 Sh3875 The correct answer is D Sh 3875 5. Kamaru bought bananas in groups of 20 at sh20 per group. He grouped them into smaller groups of 5 bananas each and sold them at sh10 per group. What percentage profit did he make? A. 40 B. 50 C. 60 D."}
{"text": "40 B. 50 C. 60 D. 70 Working For every 20 bananas sh 25 One group produces 4 smaller groups of 5 bananas each S. P 4x 10 sh40 B.P price sh25 Profit 40 25 sh15 profit P x 100 BP 60 46 . The correct answer is C 60 . 6. A shopkeeper bought 3 trays of eggs at sh 150 per tray. On the way to the shop, he realized 20 of the eggs were broken. He sold the rest at sh 72 per dozen. How much loss did he make? A.sh450 B.sh432 C.sh18 D.sh28 Working B.P for 3 trays 3 x 150 sh450 Number of eggs 3 x 30 90 eggs 20 eggs broke 20 x 90 100 18 eggs broken Therefore remained 90 - 18 eggs 72 eggs 1 dozen 12 eggs ? 72 eggs 6 dozens 1 dozen sh.72 6 dozens ? Loss B.P S.P 450 - 432 sh18 The correct answer is C sh18 47 . 7. A Salesperson earns a basic salary of sh7500 per month. He is also paid a 5 commission on all sales above sh30, 000. In a certain month his total earnings were sh.14250. What was his total sales for that month? A.sh135000 B.sh285000 C. sh165000 D.sh315000 Working Commission sh14250 sh7500 sh6750 5 sh6750 100 ? 100 x 6750 5 Sh. 135,000 Total sales 135,000 30,000 sh165000 The correct answer is C sh 165,000 8. Shiku bought the following items from a shop 6kg of sugar sh45 of tea for sh90 3 kg of rice sh30 2kg of fat sh70 If she used one thousand shillings to pay for the items, what balance did she receive? 48 ."}
{"text": "Sh240 Working Two letters 95g Sh35.00 10 . The table below shows postal charges for sending letters; Mass of letter Sh ct Up to 20g 00 25 Over 20g up to 50g 30 00 Over 50g up to 100g 35 00 Over 100g up to 250g 50 00 Over 250g up to 500g 00 85 Over 500g up to 1kg 135 00 Over 1kg up to 2kg 190 00 Namu posted two letters each weighing 95g and another one weighing 450g. How much50 . 95g Sh35 .00 Another 450g Sh85.00 The correct answer is C sh155 51 . 5. TIME, SPEED AND TEMPERATURE 5.1 Specific Objectives By the end of this unit, the learner should be able to: a Work out problems involving time, speed, distance and average speed. B Work out problems involving temperature in degree Celsius. 5.2 Worked Exercise 1. An airplane took 4 hours to fly from Cairo to Zambia. If it landed in Nairobi at Nairobi at 0215 h on Saturday, when did it take off from Cairo? A. Friday 2145 h B. Saturday 2245h C. Friday 2245h D. Saturday 2145 h Working The time the aeroplane took from midnight to 0215h of Saturday 2h 15min The difference 4h 30min 2h 15min is the time the aero plane took on Friday night. Time on Friday night h min 4 30 - 2 15 2 15 2h 15min before midnight Time of takeoff from Cairo h min 24 0052 . -. 2 15 21 45 on Friday The correct answer is A Friday 2145 h 2. A train let Mombasa on Monday at 2125 h and took sixteen and half hours to reach Kisauni. When did the train reach Kisumu? A. Tuesday 1.55 a.m B. Tuesday 1.55 p.m C. Wednesday 1.55 p.m D."}
{"text": "Tuesday 1.55 a.m B. Tuesday 1.55 p.m C. Wednesday 1.55 p.m D. Monday 1:55 a.m Working Monday: from 2125h to midnight 2400h - 2125h 2h 35min Tuesday: Number of hours traveled from midnight 16h 30min - 2h 35 min 13h 55min The train arrived at Kisumu on Tuesday at 1355h This is the same as 1.55p.m The correct answer is B Tuesday 1.55pm 3. A meeting started at quarter to noon. If the meeting lasted for 2 h 35min, what time in 24-h clock system did the meeting end? A. 1320h B. 1420h C. 1310h D. 1410h Working The meeting started at 11.45 Add the meeting time53 . H min 11 45 2 35 14 20 The meeting ended at 1420h The correct answer is B 1420 h 4. A wall clock gains 3 seconds every one hour. The clock was set correct at 1pm on Tuesday. What time was it showing at 1pm on Friday on the following week? Working The number of days from Tuesday 1 pm to Friday 1pm the following week 10days. Number of hours 24 x 10 240 hrs. The clock gains 3 seconds after every hour in ten days. 240 x 3 720 seconds Min 12 min Hence it will show 1 p.m. 12 min 1.12 pm In 24 h clock system 1312h The correct answer is B 1312h 54 . 5. A cyclist traveled from Nairobi to Nyeri for 4h 30min at a speed of 80km h. He drove back to Nairobi taking 4 hours. What is his speed, in km h? A .90 B. 72 C. 80 D. 100 Working Distance speed x time 80 x 4 360 km From Nyeri - Nairobi distance 360km Time taken 4hrs Therefore speed Distance Time 90km h The correct answer is A 90km hr 6. A motorist crosses a bridge at a speed of 25m s."}
{"text": "100km h C. 60km h D. 150 km h Working Total distance from M to N and back 150 x 2 300 km Total time taken From 9.30 - 11.00 1 h 30 min Time spent in town 1 h 50 min Time taken from N to M 1430h 1250h 1h 40min Total time 5 hours Average speed Total distance Total time taken 60km h The correct answer is C 60km h 9. The temperature of an object was 20 C below the freezing point. It was warmed until there was a rise of 40 in temperature. What is the reading in the thermometer? 57 . A. 60 C B. 40C C. 20C D. 20C Working Below freezing point means; - 20 Rose by 40 Therefore - 20 40 20 C The correct answer is C 20 C 6. GEOMETRY 6.1 Specific Objectives By the end of this unit, the learner should be able to: a Construct triangles, b Construct circles touching the three sides of a triangle. C Work out problems using Pythagorean Theorem, d Construct of parallelogram and rhombuses, e Work out problems involving properties of square, rectangles, parallelograms, rhombuses and trapeziums and angles on straight lines, f Recognize and identify triangular and square based pyramids and g Identify nets of pyramids and prisms. Worked Exercise 1. Find the value of x in the following. 58 . Working X 45 50 1800 Angles on a straight lines are supplementary i.e. add up to 1800 X 95 1800 X 850 The value of x 850 2. Find the sum of angle a and angle b in the figure below. 50 0 45 0 x59 . Working Lines AB and C D are transversals Co-interior angles are Therefore 90 b 1800 supplementally Therefore b 180-90 B 900 Angle a 1200 - Corresponding angles Therefore a 1200 Sum of a and b 120 90 210060 . 3."}
{"text": "72,000cm cm 7.2cm If 1cm 10,000cm 55,000cm 55,000 cm 10,000 5.5cm Perimeter. Working 79 . P 2 L W 2 7.2 5.5 25.4 cm The correct answer is C 5. The scale of a map is 1: 50000. What is the length of this map of a road 20km long? A. 40cm B. 400 cm C. 4000 cm D. 4 cm Scale 1 : 50000 means 1cm on the map represents 50000 cm on the ground. 20 km 20 x 1000 x 100 2000000 cm 50,000cm represents 1 cm 2,000,000 represents 2,000,000 50,000 40cm. Working 80 . The correct answer is A 40 cm . 81 . 10. RATIO AND PROPORTION 10.1 Specific Objectives By the end of the unit, the learner should be able to: a Work out problems involving ratio, b Work out problems involving simple direct and indirect proportions and c Compare using ratio. D Sharing using ratio e Increase and decrease quantities using ratio 10.2 Worked Exercise 1. Muraya and Dan each made 126kg of a mixture of maize and beans. Muraya mixed maize and beans in the ratio 4:3 while Dan mixed maize and beans in the ratio 4:3 while Dan mixed maize and beans in the ratio of 5:4. How many more kilograms? A. 2 B. 3 C. 4 D. 6 Working In Muraya s mixture, maize: beans 4:3 maize Ratio of maize x No of kg Total ratio x 126 72 kg In Dan s mixture, maize: beans 5: 4 Maize Ratio of maize x No of kg Total ratio. 82 . X 126 70kg Difference 72 - 70 kg 2kg The correct answer is A 2kg 2."}
{"text": "Sh200 D.Sh192 Working Let the amount Paul got be t.84 .Therefore Elijah got t-120 Therefore t -120 : t 5 : 8 t 120 5 t 8 8t 960 5t 8t 5t 960 3t 960 t sh320 Therefore Paul got sh 320 The correct answer is B sh320 5.A contractor employed 60 men to complete a piece of work in 150 days. How many more days would 50 men take to complete the same work?A.180 B.30 C.40 D.50 Working 60 men take 150 days 1 man take 150x60 days Therefore 50 men will take 150 x 60 days 50 180 days How many more? 180 150 days 30 days The correct answer is B 30 days 6.Eighteen men can finish to dig a piece of land in 45 days. How many days would 15 men take to finish the same piece of land?.85 .A.54 B.25 C.7 D.9 Working 18 men take 45 days 1 man takes 45 x 18 days Therefore 15 men will take 45 x 18 15 54 days The correct answer is A 54 days."}
{"text": "The Pearlby John Steinbeck\"In the town they tell the story of the great pearl - how it was found and how it was lost again. They tell of Kino, the fisherman, and of his wife, Juana, and of the baby, Coyotito. And because the story has been told so often, it has taken root in every man's mind. And, as with all retold tales that are in people's hearts, there are only good and bad things and black and white things and good and evil things and no in-between anywhere. If this story is a parable, perhaps everyone takes his own meaning from it and reads his own life into it. In any case, they say in the town that...\"IKino awakened in the near dark. The stars still shone and the day had drawn only a pale wash of light in the lower sky to the east. The roosters had been crowing for some time, and the early pigs were already beginning their ceaseless turning of twigs and bits of wood to see whether anything to eat had been overlooked. Outside the brush house in the tuna clump, a covey of little birds chittered and flurried with their wings. Kino's eyes opened, and he looked first at the lightening square which was the door and then he looked at the hanging box where Coyotito slept. And last he turned his head to Juana, his wife, who lay beside him on the mat, her blue head-shawl over her nose and over her breasts and around the small of her back. Juana's eyes were open too. Kino could never remember seeing them closed when he awakened. Her dark eyes made little reflected stars. She was looking at him as she was always looking at him when he awakened. Kino heard the little splash of morning waves on the beach. It was very good - Kino closed his eyes again to listen to his music. Perhaps he alone did this and perhaps all of his people did it. His people had once been great makers of songs so that everything they saw or thought or did or heard became a song. That was very long ago. The songs remained; Kino knew them, but no new songs were added. That does not mean that there were no personal songs."}
{"text": "That was very long ago. The songs remained; Kino knew them, but no new songs were added. That does not mean that there were no personal songs. In Kino's head there was a song now, clear and soft, and if he had been able to speak of it, he would have called it the Song of the Family. His blanket was over his nose to protect him from the dank air. His eyes flicked to a rustle beside him. It was Juana arising, almost soundlessly. On her hard bare feet she went to the hanging box where Coyotito slept, and she leaned over and said a little reassuring word. Coyotito looked up for a moment and closed his eyes and slept again. Juana went to the fire pit and uncovered a coal and fanned it alive while she broke little pieces of brush over it. Now Kino got up and wrapped his blanket about his head and nose and shoulders. He slipped his feet into his sandals and went outside to watch the dawn. Outside the door he squatted down and gathered the blanket ends about his knees. He saw the specks of Gulf clouds flame high in the air. And a goat came near and sniffed at him and stared with its cold yellow eyes. Behind him Juanas fire leaped into flame and threw spears of light through the chinks of the brush-house wall and threw a wavering square of light out the door. A late moth blustered in to find the fire. The Song of the Family came now from behind Kino. And the rhythm of the family song was the grinding stone where Juana worked the corn for the morning cakes. The dawn came quickly now, a wash, a glow, a lightness, and then an explosion of fire as the sun arose out of the Gulf. Kino looked down to cover his eyes from the glare. He could hear the pat of the corncakes in the house and the rich smell of them on the cooking plate. The ants were busy on the ground, big black ones with shiny bodies, and little dusty quick ants. Kino watched with the detachment of God while a dusty ant frantically tried to escape the sand trap an ant lion had dug for him. A thin, timid dog came close and, at a soft word from Kino, curled up, arranged its tail neatly over its feet, and laid its chin delicately on the pile. It was a black dog with yellow-gold spots where its eyebrows should have been."}
{"text": "Kino watched with the detachment of God while a dusty ant frantically tried to escape the sand trap an ant lion had dug for him. A thin, timid dog came close and, at a soft word from Kino, curled up, arranged its tail neatly over its feet, and laid its chin delicately on the pile. It was a black dog with yellow-gold spots where its eyebrows should have been. It was a morning like other mornings and yet perfect among mornings. Kino heard the creak of the rope when Juana took Coyotito out of his hanging box and cleaned him and hammocked him in her shawl in a loop that placed him close to her breast. Kino could see these things without looking at them. Juana sang softly an ancient song that had only three notes and yet endless variety of interval. And this was part of the family song too. It was all part. Sometimes it rose to an aching chord that caught the throat, saying this is safety, this is warmth, this is the Whole. Across the brush fence were other brush houses, and the smoke camefrom them too, and the sound of breakfast, but those were other songs, their pigs were other pigs, their wives were not Juana. Kino was young and strong and his black hair hung over his brown forehead. His eyes were warm and fierce and bright and his mustache was thin and coarse. He lowered his blanket from his nose now, for the dark poisonous air was gone and the yellow sunlight fell on the house. Near the brush fence two roosters bowed and feinted at each other with squared wings and neck feathers ruffed out. It would be a clumsy fight. They were not game chickens. Kino watched them for a moment, and then his eyes went up to a flight of wild doves twinkling inland to the hills. The world was awake now, and Kino arose and went into his brush house. As he came through the door Juana stood up from the glowing fire pit. She put Coyotito back in his hanging box and then she combed her black hair and braided it in two braids and tied the ends with thin green ribbon. Kino squatted by the fire pit and rolled a hot corn-cake and dipped it in sauce and ate it. And he drank a little pulque and that was breakfast. That was the only breakfast he had ever known outside of feast days and one incredible fiesta on cookies that had nearly killed him."}
{"text": "Kino squatted by the fire pit and rolled a hot corn-cake and dipped it in sauce and ate it. And he drank a little pulque and that was breakfast. That was the only breakfast he had ever known outside of feast days and one incredible fiesta on cookies that had nearly killed him. When Kino had finished, Juana came back to the fire and ate her breakfast. They had spoken once, but there is not needfor speech if it is only a habit anyway. Kino sighed with satisfaction - and that was conversation. The sun was warming the brush house, breaking through its crevices in long streaks. And one of the streaks fell on the hanging box where Coyotito lay, and on the ropes that held it. It was a tiny movement that drew their eyes to the hanging box. Kino and Juana froze in their positions. Down the rope that hung the baby's box from the roof support a scorpion moved slowly. His stinging tail was straight out behind him, but he could whip it up in a flash of time. Kino's breath whistled in his nostrils and he opened his mouth to stop it. And then the startled look was gone from him and the rigidity from his body. In his mind a new song had come, the Song of Evil, the music of the enemy, of any foe of the family, a savage, secret, dangerous melody, and underneath, the Song of the Family cried plaintively. The scorpion moved delicately down the rope toward the box. Under her breath Juana repeated an ancient magic to guard against such evil, and on top of that she muttered a Hail Mary between clenched teeth. But Kino was in motion. His body glided quietly across the room, noiselessly and smoothly. His hands were in front of him, palms down, and his eyes were on the scorpion. Beneath it in the hanging box Coyotito laughed and reached up his hand toward it. It sensed danger when Kino was almost within reach of it. It stopped, and its tail rose up over its back in little jerks and the curved thorn on the tail's end glistened. Kino stood perfectly still. He could hear Juana whispering the old magic again, and he could hear the evil music of the enemy. He could not move until the scorpion moved, and it felt for the source of the death that was coming to it."}
{"text": "It stopped, and its tail rose up over its back in little jerks and the curved thorn on the tail's end glistened. Kino stood perfectly still. He could hear Juana whispering the old magic again, and he could hear the evil music of the enemy. He could not move until the scorpion moved, and it felt for the source of the death that was coming to it. Kino's hand went forward very slowly, very smoothly. The thorned tail jerked upright. And at that moment the laughing Coyotito shook the rope and the scorpion fell. Kino's hand leaped to catch it, but it fell past his fingers, fell on the baby's shoulder, landed and struck. Then, snarling, Kino had it, had it in his fingers, rubbing it to a paste in his hands. He threw it down and beat it into the earth floor with his fist, and Coyotito screamed with pain in his box. But Kino beat and stamped the enemy until it was only a fragment and a moist place in the dirt. His teeth were bared and fury flared in his eyes and the Song of the Enemy roared in his ears. But Juana had the baby in her arms now. She found the puncture with redness starting from it already. She put her lips down over the puncture and sucked hard and spat and sucked again while Coyotito screamed. Kino hovered; he was helpless, he was in the way. The screams of the baby brought the neighbors. Out of their brush houses they poured - Kino's brother Juan Tom s and his fat wife Apolonia and their four children crowded in the door and blocked the entrance, while behind them others tried to look in, and one small boy crawled among legs to have a look. And those in front passed the word back to those behind - \"Scorpion. The baby has been stung. \"Juana stopped sucking the puncture for a moment. The little hole was slightly enlarged and its edges whitened from the sucking, but the red swelling extended farther around it in a hard lymphatic mound. And all of these people knew about the scorpion. An adult might be very ill from the sting, but a baby could easily die from the poison. First, they knew, would come swelling and fever and tightened throat, and then cramps in the stomach, and then Coyotito might die if enough of the poison had gone in."}
{"text": "And all of these people knew about the scorpion. An adult might be very ill from the sting, but a baby could easily die from the poison. First, they knew, would come swelling and fever and tightened throat, and then cramps in the stomach, and then Coyotito might die if enough of the poison had gone in. But the stinging pain of the bite was going away. Coyotito's screams turned to moans. Kino had wondered often at the iron in his patient, fragile wife. She, who was obedient and respectful and cheerful and patient, could bear physical pain with hardly a cry. She could stand fatigue and hunger almost better than Kino himself. In the canoe she was like a strong man. And now she did a most surprising thing. \"The doctor,\" she said. \". Go to get the doctor. \"The word was passed out among the neighbors where they stood close-packed in the little yard behind the brush fence. And they repeated among themselves, \"Juana wants the doctor.\". A wonderful thing, a memorable thing, to want the doctor. To get him would be a remarkable thing. The doctor never came to the cluster of brush houses. Why should he, when he had more than he could do to take care of the rich people who lived in the stone and plaster houses of the town?\"He would not come,\" the people in the yard said. \"He would not come,\" the people in the door said, and the thought got into Kino. \"The doctor would not come,\" Kino said to Juana. She looked up at him, her eyes as cold as the eyes of a lioness. This was Juana's first baby - this was nearly everything there was in Juana's world. And Kino saw her determination and the music of the family sounded in his head with a steely tone. \"Then we will go to him,\" Juana said, and with one hand she arranged her dark blue shawl over her head and made of one end of it a sling to hold the moaning baby and made of the other end of it a shade over his eyes to protect him from the light. The people in the door pushed against those behind to let her through. Kino followed her. They went out of the gate to the rutted path and the neighbours followed them. The thing had become a neighbourhood affair."}
{"text": "The people in the door pushed against those behind to let her through. Kino followed her. They went out of the gate to the rutted path and the neighbours followed them. The thing had become a neighbourhood affair. They made a quick soft-footed procession into the center of the town, first Juana and Kino, and behind them Juan Tom s andApolonia, her big stomach jiggling with the strenuous pace, then all the neighbours with the children trotting on the flanks. And the yellow sun threw their black shadows ahead of them so that they walked on their own shadows. They came to the place where the brush houses stopped and the city of stone and plaster began, the city of harsh outer walls and inner cool gardens where a little water played and the bougainvillaea crusted the walls with purple and brick-red and white. They heard from the secret gardens the singing of caged birds and heard the splash of cooling water on hot flagstones. The procession crossed the blinding plaza and passed in front of the church. It had grown now, and on the outskirts the hurrying newcomers were being softly informed how the baby had been stung by a scorpion, how the father and mother were taking it to the doctor. And the newcomers, particularly the beggars from the front of the church who were great experts in financial analysis, looked quickly at Juana's old blue skirt, saw the tears in her shawl, appraised the green ribbon on her braids, read the age of Kino's blanket and the thousand washings of his clothes, and set them down as poverty people and went along to see what kind of drama might develop. The four beggars in front of the church knew everything in the town. They were students of the expressions of young women as they went into confession, and they saw them as they came out and read the nature of the sin. They knew every little scandal and some very big crimes. They slept at their posts in the shadow of the church so that no one crept in for consolation without their knowledge. And they knew the doctor. They knew his ignorance, his cruelty, his avarice, his appetites, his sins. They knew his clumsy abortions and the little brown pennies he gave sparingly for alms. They had seen his corpses go into the church."}
{"text": "They knew his ignorance, his cruelty, his avarice, his appetites, his sins. They knew his clumsy abortions and the little brown pennies he gave sparingly for alms. They had seen his corpses go into the church. And, since early Mass was over and business was slow, they followed the procession, these endless searchers after perfect knowledge of their fellow men, to see what the fat lazy doctor would do about an indigent baby with a scorpion bite. The scurrying procession came at last to the big gate in the wall ofthe doctor's house. They could hear the splashing water and the singing of caged birds and the sweep of the long brooms on the flagstones. And they could smell the frying of good bacon from the doctor's house. Kino hesitated a moment. This doctor was not of his people. This doctor was of a race which for nearly four hundred years had beaten and starved and robbed and despised Kino's race, and frightened it too, so that the indigene came humbly to the door. And as always when he came near to one of this race, Kino felt weak and afraid and angry at the same time. Rage and terror went together. He could kill the doctor more easily than he could talk to him, for all of thedoctor's race spoke to all of Kino's race as though they were simple animals. And as Kino raised his right hand to the iron ring knocker in the gate, rage swelled in him, and the pounding music of the enemy beat in his ears, and his lips drew tight against his teeth - but with his left hand he reached to take off his hat. The iron ring pounded against the gate. Kino took off his hat and stood waiting. Coyotito moaned a little in Juana's arms, and she spoke softly to him. The procession crowded close the better to see and hear. After a moment the big gate opened a few inches. Kino could see the green coolness of the garden and little splashing fountain through the opening. The man who looked out at him was one of his own race. Kino spoke to him in the old language. \". The little one - the firstborn - has been poisoned by the scorpion,\" Kino said. \". He requires the skill of the healer. \"The gate closed a little, and the servant refused to speak in the old language. \". A little moment,\" he said."}
{"text": "\"The little one - the firstborn - has been poisoned by the scorpion,\" Kino said. \". He requires the skill of the healer. \"The gate closed a little, and the servant refused to speak in the old language. \". A little moment,\" he said. \". I go to inform myself,\" and he closed the gate and slid the bolt home. The glaring sun threw the bunched shadows of the people blackly on the white wall. In his chamber the doctor sat up in his high bed. He had on his dressing-gown of red watered silk that had come from Paris, a little tight over the chest now if it was buttoned. On his lap was a silver tray with a silver chocolate pot and a tiny cup of egg-shell china, so delicate that it looked silly when he lifted it with his big hand, lifted it with the tips of thumb and forefinger and spread theother three fingers wide to get them out of the way. His eyes rested in puffy little hammocks of flesh and his mouth drooped with discontent. He was growing very stout, and his voice was hoarse with the fat that pressed on his throat. Beside him on a table was a small Oriental gong and a bowl of cigarettes. The furnishings of the room were heavy and dark and gloomy. The pictures were religious, even the large tinted photograph of his dead wife, who, if Masses willed and paid for out of her own estate could do it, was in Heaven. The doctor had once for a short time been a part of the great world and his whole subsequent life was memory and longing for France. \". That,\" he said, \"was civilized living\" - by which he meant that on a small income he had been able to enjoy some luxury and eat in restaurants. He poured his second cup of chocolate and crumbled a sweet biscuit in his fingers. The servant from the gate came to the open door and stood waiting to be noticed. \"Yes?\". The doctor asked. \"It is a little Indian with a baby. He says a scorpion stung it. \"The doctor put his cup down gently before he let his anger rise. \"Have I nothing better to do than cure insect bites for 'little Indians'? I am a doctor, not a veterinary. \"\"Yes, Patron,\" said the servant. \"Has he any money?\". The doctor demanded. \". No, they never have any money. I, I alone in the world am supposed to work for nothing - and I am tired of it."}
{"text": "I am a doctor, not a veterinary. \"\"Yes, Patron,\" said the servant. \"Has he any money?\". The doctor demanded. \". No, they never have any money. I, I alone in the world am supposed to work for nothing - and I am tired of it. See if he has any money!\"At the gate the servant opened the door a trifle and looked out at the waiting people. And this time he spoke in the old language. \"Have you money to pay for the treatment?\"Now Kino reached into a secret place somewhere under his blanket. He brought out a paper folded many times. Crease by crease he unfolded it, until at last there came to view eight small misshapen seed pearls, as ugly and gray as little ulcers, flattened and almost valueless. The servant took the paper and closed the gate again, but this time he was not gone long. He opened the gate just wide enough to pass the paper back. \"The doctor has gone out,\" he said. \". He was called to a serious case.\". And he shut the gate quickly out of shame. And now a wave of shame went over the whole procession. They melted away. The beggars went back to the church steps, the stragglers moved off, and the neighbors departed so that the public shaming of Kino would not be in their eyes. For a long time Kino stood in front of the gate with Juana beside him. Slowly he put his suppliant hat on his head. Then, without warning, he struck the gate a crushing blow with his fist. He looked down in wonder at his split knuckles and at the blood that flowed down between his fingers. IIThe town lay on a broad estuary, its old yellow plastered buildings hugging the beach. And on the beach the white and blue canoes that came from Nayarit were drawn up, canoes preserved for generations by a hard shell-like waterproof plaster whose making was a secret of the fishing people. They were high and graceful canoes with curving bow and stern and a braced section midships where a mast could be stepped to carry a small lateen sail. The beach was yellow sand, but at the water's edge a rubble of shell and algae took its place. Fiddler crabs bubbled and sputtered in their holes in the sand, and in the shallows little lobsters popped in and out of their tiny homes in the rubble and sand. The sea bottom was rich with crawling and swimming and growing things."}
{"text": "They were high and graceful canoes with curving bow and stern and a braced section midships where a mast could be stepped to carry a small lateen sail. The beach was yellow sand, but at the water's edge a rubble of shell and algae took its place. Fiddler crabs bubbled and sputtered in their holes in the sand, and in the shallows little lobsters popped in and out of their tiny homes in the rubble and sand. The sea bottom was rich with crawling and swimming and growing things. The brown algae waved in the gentle currents and the green eel grass swayed and little sea horses clung to its stems. Spotted botete, the poison fish, lay on the bottom in the eel-grass beds, and the bright-coloured swimming crabs scampered over them. On the beach the hungry dogs and the hungry pigs of the town searched endlessly for any dead fish or sea bird that might have floated in on a rising tide. Although the morning was young, the hazy mirage was up. The uncertain air that magnified some things and blotted out others hung over the whole Gulf so that all sights were unreal and vision could not be trusted; so that sea and land had the sharp clarities and the vagueness of a dream. Thus it might be that the people of the Gulf trust things of the spirit and things of the imagination, but they do not trust their eyes to show them distance or clear outline or any optical exactness. Across the estuary from the town one section of mangroves stood clear and telescopically defined, while another mangrove clump was a hazy black-green blob. Part of the far shore disappeared into a shimmer thatlooked like water. There was no certainty in seeing, no proof that what you saw was there or was not there. And the people of the Gulf expected all places were that way, and it was not strange to them. A copper haze hung over the water, and the hot morning sun beat on it and made it vibrate blindingly. The brush houses of the fishing people were back from the beach on the right-hand side of the town, and the canoes were drawn up in front of this area. Kino and Juana came slowly down to the beach and to Kino's canoe, which was the one thing of value he owned in the world. It was very old."}
{"text": "And the people of the Gulf expected all places were that way, and it was not strange to them. A copper haze hung over the water, and the hot morning sun beat on it and made it vibrate blindingly. The brush houses of the fishing people were back from the beach on the right-hand side of the town, and the canoes were drawn up in front of this area. Kino and Juana came slowly down to the beach and to Kino's canoe, which was the one thing of value he owned in the world. It was very old. Kino's grandfather had brought it from Nayarit, and he had given it to Kino's father, and so it had come to Kino. It was at once property and source of food, for a man with a boat can guarantee a woman that she will eat something. It is the bulwark against starvation. And every year Kino refinished his canoe with the hard shell-like plaster by the secret method that had also come to him from his father. Now he came to the canoe and touched the bow tenderly as he always did. He laid his diving rock and his basket and the two ropes in the sand by the canoe. And he folded his blanket and laid it in the bow. Juana laid Coyotito on the blanket, and she placed her shawl over him so that the hot sun could not shine on him. He was quiet now, but the swelling on his shoulder had continued up his neck and under his ear and his face was puffed and feverish. Juana went to the water and waded in. She gathered some brown seaweed and made a flat damp poultice of it, and this she applied to the baby's swollen shoulder, which was as good a remedy as any and probably better than the doctor could have done. But the remedy lacked his authority because it was simple and didn't cost anything. The stomach cramps had not come to Coyotito. Perhaps Juana had sucked out the poison in time, but she had not sucked out her worry over her first-born."}
{"text": "But the remedy lacked his authority because it was simple and didn't cost anything. The stomach cramps had not come to Coyotito. Perhaps Juana had sucked out the poison in time, but she had not sucked out her worry over her first-born. She had not prayed directly for the recovery of the baby - she had prayed that they might find a pearl with which to hire the doctor to cure the baby, for the minds of people are as unsubstantial as the mirage of the Gulf. Now Kino and Juana slid the canoe down the beach to the water, and when the bow floated, Juana climbed in, while Kino pushed the stern in and waded beside it until it floated lightly and trembled on the little breaking waves. Then in co-ordination Juana and Kino drove their double-bladed paddles into the sea, and the canoe creased the water and hissed with speed. The other pearlers were gone out long since. In a few moments Kino could see them clustered in the haze, riding over the oyster bed. Light filtered down through the water to the bed where the frilly pearl oysters lay fastened to the rubbly bottom, a bottom strewn with shells of broken, opened oysters. This was the bed that had raised the King of Spain to be a great power in Europe in past years, had helped to pay for his wars, and had decorated the churches for his soul's sake. The gray oysters with ruffles like skirts on the shells, the barnacle-crusted oysters with little bits of weed clinging to the skirts and small crabs climbing over them. An accident could happen to these oysters, a grain of sand could lie in the folds of muscle and irritate the flesh until in self-protection the flesh coated the grain with a layer of smooth cement. But once started, the flesh continued to coat the foreign body until it fell free in sometidal flurry or until the oyster was destroyed. For centuries men had dived down and torn the oysters from the beds and ripped them open, looking for the coated grains of sand. Swarms of fish lived near the bed to live near the oysters thrown back by the searching men and to nibble at the shining inner shells. But the pearls were accidents, and the finding of one was luck, a little pat on the back by God or the gods or both. Kino had two ropes, one tied to a heavy stone and one to a basket."}
{"text": "For centuries men had dived down and torn the oysters from the beds and ripped them open, looking for the coated grains of sand. Swarms of fish lived near the bed to live near the oysters thrown back by the searching men and to nibble at the shining inner shells. But the pearls were accidents, and the finding of one was luck, a little pat on the back by God or the gods or both. Kino had two ropes, one tied to a heavy stone and one to a basket. He stripped off his shirt and trousers and laid his hat in the bottom of the canoe. The water was oily smooth. He took his rock in one hand and his basket in the other, and he slipped feet first over the side and the rock carried him to the bottom. The bubbles rose behind him until the water cleared and he could see. Above, the surface of the water was an undulating mirror of brightness, and he could see the bottoms of the canoes sticking through it. Kino moved cautiously so that the water would not be obscured with mud or sand. He hooked his foot in the loop on his rock and his hands worked quickly, tearing the oysters loose, some singly, others in clusters. He laid them in his basket. In some places the oysters clung to one another so that they came free in lumps. Now, Kino's people had sung of everything that happened or existed. They had made songs to the fishes, to the sea in anger and to the sea in calm, to the light and the dark and the sun and the moon, and the songs were all in Kino and in his people - every song that had ever been made, even the ones forgotten. And as he filled his basket the song was in Kino, and the beat of the song was his pounding heart as it ate the oxygen from his held breath, and the melody of the song was the gray-green water and the little scuttling animals and the clouds of fish that flitted by and were gone. But in the song there was a secret little inner song, hardly perceptible, but always there, sweet and secret and clinging, almost hiding in the counter-melody, and this was the Song of the Pearl That Might Be, for every shell thrown in the basket might contain a pearl. Chance was against it, but luck and the gods might be for it."}
{"text": "And as he filled his basket the song was in Kino, and the beat of the song was his pounding heart as it ate the oxygen from his held breath, and the melody of the song was the gray-green water and the little scuttling animals and the clouds of fish that flitted by and were gone. But in the song there was a secret little inner song, hardly perceptible, but always there, sweet and secret and clinging, almost hiding in the counter-melody, and this was the Song of the Pearl That Might Be, for every shell thrown in the basket might contain a pearl. Chance was against it, but luck and the gods might be for it. And in the canoe above him Kino knew that Juana was making the magic of prayer, her face set rigid and her muscles hard to force the luck, to tear the luck out of the gods' hands, for she needed the luck for the swollen shoulder of Coyotito. And because the need was great and the desire was great, the little secret melody of the pearl that might be was stronger this morning. Whole phrases of it came clearly and softly into the Song of the Undersea. Kino, in his pride and youth and strength, could remain down over two minutes without strain, so that he worked deliberately, selecting the largest shells. Because they were disturbed, the oyster shells were tightly closed. A little to his right a hummock of rubbly rock stuck up, covered with young oysters not ready to take. Kino moved next to the hummock, and then, beside it, under a little overhang, he saw a very large oyster lying by itself, not covered with its clinging brothers. The shell was partly open, for the overhang protected this ancient oyster, and in the lip-like muscle Kino saw a ghostly gleam, and then the shell closed down. His heart beat out a heavy rhythm and the melody of the maybe pearl shrilled in his ears. Slowly he forced the oyster loose and held it tightly against his breast. He kicked his foot free from the rock loop, and his body rose to thesurface and his black hair gleamed in the sunlight. He reached over the side of the canoe and laid the oyster in the bottom. Then Juana steadied the boat while he climbed in. His eyes wereshining with excitement, but in decency he pulled up his rock, and then he pulled up his basket of oysters and lifted them in."}
{"text": "He kicked his foot free from the rock loop, and his body rose to thesurface and his black hair gleamed in the sunlight. He reached over the side of the canoe and laid the oyster in the bottom. Then Juana steadied the boat while he climbed in. His eyes wereshining with excitement, but in decency he pulled up his rock, and then he pulled up his basket of oysters and lifted them in. Juana sensed his excitement, and she pretended to look away. It is not good to want a thing too much. It sometimes drives the luck away. You must want it just enough, and you must be very tactful with God or the gods. But Juana stopped breathing. Very deliberately Kino opened his short strong knife. He looked speculatively at the basket. Perhaps it would be better to open the oyster last. He took a small oyster from the basket, cut the muscle, searched the folds of flesh, and threw it in the water. Then he seemed to see the great oyster for the first time. He squatted in the bottom of the canoe, picked up the shell and examined it. The flutes were shining black to brown, and only a few small barnacles adhered to the shell. Now Kino was reluctant to open it. What he had seen, he knew, might be a reflection, a piece of flat shell accidently drifted in or a complete illusion. In this Gulf of uncertain light there were more illusions than realities. But Juana's eyes were on him and she could not wait. She put her hand on Coyotito's covered head. \". Open it,\" she said softly. Kino deftly slipped his knife into the edge of the shell. Through the knife he could feel the muscle tighten hard. He worked the blade lever-wise and the closing muscle parted and the shell fell apart. The lip-like flesh writhed up and then subsided. Kino lifted the flesh, and there it lay, the great pearl, perfect as the moon. It captured the light and refined it and gave it back in silver incandescence. It was as large as a sea-gull's egg. It was the greatest pearl in the world. Juana caught her breath and moaned a little. And to Kino the secret melody of the maybe pearl broke clear and beautiful, rich and warm and lovely, glowing and gloating and triumphant. In the surface of the great pearl he could see dream forms."}
{"text": "It was the greatest pearl in the world. Juana caught her breath and moaned a little. And to Kino the secret melody of the maybe pearl broke clear and beautiful, rich and warm and lovely, glowing and gloating and triumphant. In the surface of the great pearl he could see dream forms. He picked the pearl from the dying flesh and held it in his palm, and he turned it over and saw that its curve was perfect. Juana came near to stare at it in his hand, and it was the hand he had smashed against the doctor's gate, and the torn flesh of the knuckles was turned grayish white by the sea water. Instinctively Juana went to Coyotito where he lay on his father's blanket. She lifted the poultice of seaweed and looked at the shoulder. \". Kino,\" she cried shrilly. He looked past his pearl, and he saw that the swelling was going out of the baby's shoulder, the poison was receding from its body. Then Kino's fist closed over the pearl and his emotion broke over him. He put back his head and howled. His eyes rolled up and he screamed and his body was rigid. The men in the other canoes looked up, startled, and then they dug their paddles into the sea and raced toward Kino's canoe. IIIA town is a thing like a colonial animal. A town has a nervous system and a head and shoulders and feet. A town is a thing separate from all other towns, so that there are no two towns alike. And a town has a whole emotion. How news travels through a town is a mystery not easily to be solved. News seems to move faster than small boys can scramble and dart to tell it, faster than women can call it over the fences. Before Kino and Juana and the other fishers had come to Kino's brush house, the nerves of the town were pulsing and vibrating with the news - Kino had found the Pearl of the World. Before panting little boys could strangle out the words, their mothers knew it. The news swept on past the brush houses, and it washed in a foaming wave into the town of stone and plaster. It came to the priest walking in his garden, and it put a thoughtful look in his eyes and a memory of certain repairs necessary to the church. He wondered what the pearl would be worth."}
{"text": "The news swept on past the brush houses, and it washed in a foaming wave into the town of stone and plaster. It came to the priest walking in his garden, and it put a thoughtful look in his eyes and a memory of certain repairs necessary to the church. He wondered what the pearl would be worth. And he wondered whether he had baptized Kino's baby, or married him for that matter. The news came to the shopkeepers, and they looked at men's clothes that had not sold so well. The news came to the doctor where he sat with a woman whose illness was age, though neither she nor the doctor would admit it. And when it was made plain who Kino was, the doctor grew stern and judicious at the same time. \". He is a client of mine,\" the doctor said. \". I am treating his child for a scorpion sting.\". And the doctor's eyes rolled up a little in their fat hammocks and he thought of Paris. He remembered the room he had lived in there as a great and luxurious place. The doctor looked past his aged patient and saw himself sitting in a restaurant in Paris and a waiter was just opening a bottle of wine. The news came early to the beggars in front of the church, and it made them giggle a little with pleasure, for they knew that there is no alms giver in the world like a poor man who is suddenly lucky. Kino has found the Pearl of the World. In the town, in little offices, sat the men who bought pearls from the fishers. They waited in their chairs until the pearls came in, and then they cackled and fought and shouted and threatened until they reached the lowest price the fisherman would stand. But there was a price below which they dared not go, for it had happened that a fisherman in despair had given his pearls to the church. And when the buying was over, these buyers sat alone and their fingers played restlessly with the pearls, and they wished they owned the pearls. For there were not many buyers really - there was only one, and he kept these agents in separate offices to give a semblance of competition. The news came to these men, and their eyes squinted and their finger-tips burned a little, and each one thought how the patron could not live forever and someone had to take his place."}
{"text": "And when the buying was over, these buyers sat alone and their fingers played restlessly with the pearls, and they wished they owned the pearls. For there were not many buyers really - there was only one, and he kept these agents in separate offices to give a semblance of competition. The news came to these men, and their eyes squinted and their finger-tips burned a little, and each one thought how the patron could not live forever and someone had to take his place. And each one thought how with some capital he could get a new start. All manner of people grew interested in Kino - people with things to sell and people with favours to ask. Kino had found the Pearl of theWorld. The essence of pearl mixed with essence of men and a curious dark residue was precipitated. Every man suddenly became related to Kino's pearl, and Kino's pearl went into the dreams, the speculations, the schemes, the plans, the futures, the wishes, the needs, the lusts, the hungers, of everyone,and only one person stood in the way and that was Kino, so that he became curiously every man's enemy. The news stirred up something infinitely black and evil in the town; the black distillate was like the scorpion, or like hunger in the smell of food, or like loneliness when love is withheld. The poison sacs of the town began to manufacture venom, and the town swelled and puffed with the pressure of it. But Kino and Juana did not know these things. Because they were happy and excited they thought everyone shared their joy. Juan Tom s and Apolonia did, and they were the world too. In the afternoon, when the sun had gone over the mountains of the Peninsula to sink in the outward sea, Kino squatted in his house with Juana beside him. And the brush house was crowded with neighbors. Kino held the great pearl in his hand, and it was warm and alive in his hand. And the music of the pearl had merged with the music of the family so that one beautified the other."}
{"text": "And the brush house was crowded with neighbors. Kino held the great pearl in his hand, and it was warm and alive in his hand. And the music of the pearl had merged with the music of the family so that one beautified the other. The neighbors looked at the pearl in Kino's hand and they wondered how such luck could come to any man. And Juan Tom s, who squatted on Kino's right hand because he was his brother, asked, \"What will you do now that you have become a rich man?\"Kino looked into his pearl, and Juana cast her eyelashes down and arranged her shawl to cover her face so that her excitement could not be seen. And in the incandescence of the pearl the pictures formed of the things Kino's mind had considered in the past and had given up as impossible. In the pearl he saw Juana and Coyotito and himself standing and kneeling at the high altar, and they were being married now that they could pay. He spoke softly: \"We will be married - in the church. \"In the pearl he saw how they were dressed - Juana in a shawl stiff with newness and a new skirt, and from under the long skirt Kino could see that she wore shoes. It was in the pearl - the picture glowing there. He himself was dressed in new white clothes, and he carried a new hat - not of straw but of fine black felt - and he too wore shoes - not sandals but shoes that laced. But Coyotito - he was the one - he wore a blue sailor suit from the United States and a little yachting cap such as Kino had seen once when a pleasure boat put into the estuary. All of these things Kino saw in the lucent pearl and he said: \"We will have new clothes. \"And the music of the pearl rose like a chorus of trumpets in his ears. Then to the lovely gray surface of the pearl came the little things Kino wanted: a harpoon to take the place of one lost a year ago, a new harpoon of iron with a ring in the end of the shaft; and - his mind could hardly make the leap - a rifle - but why not, since hewas so rich? And Kino saw Kino in the pearl, Kino holding a Winchester carbine. It was the wildest day-dreaming and very pleasant. His lips moved hesitantly over this - \"A rifle,\" he said."}
{"text": "And Kino saw Kino in the pearl, Kino holding a Winchester carbine. It was the wildest day-dreaming and very pleasant. His lips moved hesitantly over this - \"A rifle,\" he said. \". Perhaps a rifle. \"It was the rifle that broke down the barriers. This was an impossibility, and if he could think of having a rifle whole horizons were burst and he could rush on. For it is said that humans are never satisfied, that you give them one thing and they want something more. And this is said in disparagement, whereas it is oneof the greatest talents the species has and one that has made it superior to animals that are satisfied with what they have. The neighbors, close pressed and silent in the house, nodded their heads at his wild imaginings. And a man in the rear murmured: \"Arifle. He will have a rifle. \"But the music of the pearl was shrilling with triumph in Kino. Juana looked up, and her eyes were wide at Kino's courage and at his imagination. And electric strength had come to him now the horizons were kicked out. In the pearl he saw Coyotito sitting at a little desk in a school, just as Kino had once seen it through an open door. And Coyotito was dressed in a jacket, and he had on a white collar, and a broad silken tie. Moreover, Coyotito was writing on a big piece of paper. Kino looked at his neighbours fiercely. \". My son will go to school,\" he said, and the neighbours were hushed. Juana caught her breath sharply. Her eyes were bright as she watched him, and she looked quickly down at Coyotito in her arms to see whether this might be possible. But Kino's face shone with prophecy. \". My son will read and open the books, and my son will write and will know writing. And my son will make numbers, and these things will make us free because he will know - he will know and through him we will know.\". And in the pearl Kino saw himself and Juana squatting by the little fire in the brush hut while Coyotito read from a great book. \". This is what the pearl will do,\" said Kino. And he had never said so many words together in his life. And suddenly he was afraid of his talking. His hand closed down over the pearl and cut the light away from it."}
{"text": "And he had never said so many words together in his life. And suddenly he was afraid of his talking. His hand closed down over the pearl and cut the light away from it. Kino was afraid as a man is afraid who says, \"I will,\" without knowing. Now the neighbours knew they had witnessed a great marvel. They knew that time would now date from Kino's pearl, and that they would discuss this moment for many years to come. If these things came to pass, they would recount how Kino looked and what he said and how his eyes shone, and they would say: \"He was a man transfigured. Some power was given to him, and there it started. You see what a great man he has become, starting from that moment. And I myself saw it. \"And if Kino's planning came to nothing, those same neighbours would say: \"There it started. A foolish madness came over him so that he spoke foolish words. God keep us from such things. Yes, God punished Kino because he rebelled against the way things are. You see what has become of him. And I myself saw the moment when his reason left him. \"Kino looked down at his closed hand and the knuckles were scabbed over and tight where he had struck the gate. Now the dusk was coming. And Juana looped her shawl under the baby so that he hung against her hip, and she went to the fire hole and duga coal from the ashes and broke a few twigs over it and fanned a flame alive. The little flames danced on the faces of the neighbours. They knew they should go to their own dinners, but they were reluctant to leave. The dark was almost in, and Juana's fire threw shadows on the brush walls when the whisper came in, passed from mouth to mouth. \". The Father is coming - the priest is coming.\". The men uncovered their heads and stepped back from the door, and the women gathered their shawls about their faces and cast down their eyes. Kino and Juan Tom s, his brother, stood up. The priest came in - a graying, ageing man with an old skin and a young sharp eye. Children, he considered these people, and he treated them like children. \"Kino,\" he said softly, \"thou art named after a great man - and a great Father of the Church.\". He made it sound like a benediction."}
{"text": "Kino and Juan Tom s, his brother, stood up. The priest came in - a graying, ageing man with an old skin and a young sharp eye. Children, he considered these people, and he treated them like children. \"Kino,\" he said softly, \"thou art named after a great man - and a great Father of the Church.\". He made it sound like a benediction. \". Thy namesake tamed the desert and sweetened the minds of thy people, didst thou know that? It is in the books. \"Kino looked quickly down at Coyotito's head, where he hung on Juana's hip. Some day, his mind said, that boy would know what things were in the books and what things were not. The music had gone out of Kino's head, but now, thinly, slowly, the melody of the morning, the music of evil, of the enemy, sounded, but it was faint and weak. And Kino looked at his neighbours to see who might have brought this song in. But the priest was speaking again. \". It has come to me that thou hast found a great fortune, a great pearl. \"Kino opened his hand and held it out, and the priest gasped a little at the size and beauty of the pearl. And then he said: \"I hope thou wilt remember to give thanks, my son, to Him who has given thee this treasure, and to pray for guidance in the future. \"Kino nodded dumbly, and it was Juana who spoke softly. \". We will, Father. And we will be married now. Kino has said so.\". She looked at the neighbours for confirmation, and they nodded their heads solemnly. The priest said, \"It is pleasant to see that your first thoughts are good thoughts. God bless you, my children.\". He turned and left quietly, and the people let him through. But Kino's hand had closed tightly on the pearl again, and he was glancing about suspiciously, for the evil song was in his ears, shrilling against the music of the pearl. The neighbours slipped away to go to their houses, and Juana squatted by the fire and set her clay pot of boiled beans over the little flame. Kino stepped to the doorway and looked out."}
{"text": "Kino has said so.\". She looked at the neighbours for confirmation, and they nodded their heads solemnly. The priest said, \"It is pleasant to see that your first thoughts are good thoughts. God bless you, my children.\". He turned and left quietly, and the people let him through. But Kino's hand had closed tightly on the pearl again, and he was glancing about suspiciously, for the evil song was in his ears, shrilling against the music of the pearl. The neighbours slipped away to go to their houses, and Juana squatted by the fire and set her clay pot of boiled beans over the little flame. Kino stepped to the doorway and looked out. As always, he could smell the smoke from many fires, and he could see the hazy stars and feel the damp of the night air so that he covered his nose from it. The thin dog came to him and threshed itself in greeting like a wind-blown flag, and Kino looked down at it and didn't see it. He had broken through the horizons into a cold and lonely outside. He felt alone and unprotected, and scraping crickets and shrilling tree frogs and croaking toads seemed to be carrying the melody of evil. Kino shivered a little and drew his blanket more tightly against his nose. He carried the pearl still in his hand, tightly closed in his palm, and it was warm and smooth against his skin. Behind him he heard Juana patting the cakes before she put them down on the claycooking sheet. Kino felt all the warmth and security of his family behind him, and the Song of the Family came from behind him like the purring of a kitten. But now, by saying what his future was going to be like, he had created it. A plan is a real thing, and things projected are experienced. A plan once made and visualized becomes a reality along with other realities - never to be destroyed but easily to be attacked. Thus Kino's future was real, but having set it up, other forces were set up to destroy it, and this he knew, so that he had to prepare to meet the attack. And this Kino knew also - that the gods do not love men's plans, and the gods do not love success unless it comes by accident. He knew that the gods take their revenge on a man if he be successful through his own efforts. Consequently Kino was afraid of plans, but having made one, he could never destroy it."}
{"text": "Thus Kino's future was real, but having set it up, other forces were set up to destroy it, and this he knew, so that he had to prepare to meet the attack. And this Kino knew also - that the gods do not love men's plans, and the gods do not love success unless it comes by accident. He knew that the gods take their revenge on a man if he be successful through his own efforts. Consequently Kino was afraid of plans, but having made one, he could never destroy it. And to meet the attack, Kino was already making a hard skin for himself against the world. His eyes and his mind probed for danger before it appeared. Standing in the door, he saw two men approach; and one of them carried a lantern which lighted the ground and the legs of the men. They turned in through the opening of Kino's brush fence and came to his door. And Kino saw that one was the doctor and the other the servant who had opened the gate in the morning. The split knuckles on Kino's right hand burned when he saw who they were. The doctor said, \"I was not in when you came this morning. But now, at the first chance, I have come to see the baby. \"Kino stood in the door, filling it, and hatred raged and flamed in back of his eyes, and fear too, for the hundreds of years of subjugation were cut deep in him. \"The baby is nearly well now,\" he said curtly. The doctor smiled, but his eyes in their little lymph-lined hammocks did not smile. He said: \"Sometimes, my friend, the scorpion sting has a curious effect. There will be apparent improvement, and then without warning - pouf!\". He pursed his lips and made a little explosion to show how quick it could be, and he shifted his small black doctor's bag about so that the light of the lamp fell upon it, for he knew that Kino's race love the tools of any craft and trust them. \". Sometimes,\" the doctor went on in a liquid tone, \"sometimes there will be a withered leg or a blind eye or a crumpled back. Oh, I know the sting of the scorpion, my friend, and I can cure it. \"Kino felt the rage and hatred melting toward fear. He did not know, and perhaps this doctor did. And he could not take the chance of putting his certain ignorance against this man's possible knowledge."}
{"text": "Oh, I know the sting of the scorpion, my friend, and I can cure it. \"Kino felt the rage and hatred melting toward fear. He did not know, and perhaps this doctor did. And he could not take the chance of putting his certain ignorance against this man's possible knowledge. He was trapped as his people were always trapped, and would be until, as he had said, they could be sure that the things in the books were really in the books. He could not take a chance - not with the life or with the straightness of Coyotito. He stood aside and let the doctor and his man enter the brush hut. Juana stood up from the fire and backed away as he entered, and she covered the baby's face with the fringe of her shawl. And when the doctor went to her and held out his hand, she clutched the baby tight and looked at Kino where he stood with the fire shadows leaping on his face. Kino nodded, and only then did she let the doctor take the baby. \"Hold the light,\" the doctor said, and when the servant held the lantern high, the doctor looked for a moment at the wound on the baby's shoulder. He was thoughtful for a moment and then he rolled back the baby's eyelid and looked at the eyeball. He nodded his head while Coyotito struggled against him. \"It is as I thought,\" he said. \". The poison has gone inwards and it will strike soon. Come look!\". He held the eyelid down. \". See - it is blue.\". And Kino, looking anxiously, saw that indeed it was a little blue. And he didn't know whether or not it was always a little blue. But the trap was set. He couldn't take the chance. The doctor's eyes watered in their little hammocks. \". I will give him something to try to turn the poison aside,\" he said. And he handed the baby to Kino. Then from his bag he took a little bottle of white powder and a capsule of gelatine. He filled the capsule with the powder and closed it, and then around the first capsule he fitted a second capsule and closed it. Then he worked very deftly. He took the baby and pinched its lower lip until it opened its mouth."}
{"text": "He filled the capsule with the powder and closed it, and then around the first capsule he fitted a second capsule and closed it. Then he worked very deftly. He took the baby and pinched its lower lip until it opened its mouth. His fat fingers placed the capsule far back on the baby's tongue, back of the point where he could spit it out, and then from the floor he picked up the little pitcher of pulque and gave Coyotito a drink, and it was done. He looked again at the baby's eyeball and he pursed his lips and seemed to think. At last he handed the baby back to Juana, and he turned to Kino. \"I think the poison will attack within the hour,\" he said. \". The medicine may save the baby from hurt, but I will come back in an hour. Perhaps I am in time to save him.\". He took a deep breath and went out of the hut, and his servant followed him with the lantern. Now Juana had the baby under her shawl, and she stared at it with anxiety and fear. Kino came to her, and he lifted the shawl and stared at the baby. He moved his hand to look under the eyelid, and only then saw that the pearl was still in his hand. Then he went to a box by the wall, and from it he brought a piece of rag. He wrapped the pearl in the rag, then went to the corner of the brush house and dug a little hole with his fingers in the dirt floor, and he put the pearl in the hole and covered it up and concealed the place. And then he went to the fire where Juana was squatting, watching the baby's face. The doctor, back in his house, settled into his chair and looked at his watch. His people brought him a little supper of chocolate and sweet cakes and fruit, and he stared at the food discontentedly. In the houses of the neighbours the subject that would lead all conversations for a long time to come was aired for the first time to see how it would go. The neighbours showed one another with their thumbs how big the pearl was, and they made little caressing gestures to show how lovely it was. From now on they would watch Kino and Juana very closely to see whether riches turned their heads, as riches turn all people's heads. Everyone knew why the doctor had come."}
{"text": "The neighbours showed one another with their thumbs how big the pearl was, and they made little caressing gestures to show how lovely it was. From now on they would watch Kino and Juana very closely to see whether riches turned their heads, as riches turn all people's heads. Everyone knew why the doctor had come. He was not good at dissembling and he was very well understood. Out in the estuary a tight-woven school of small fishes glittered and broke water to escape a school of great fishes that drove in to eat them. And in the houses the people could hear the swish of the small ones and the bouncing splash of the great ones as the slaughter went on. The dampness arose out of the Gulf and was deposited on bushes and cacti and on little trees in salty drops. And the night mice crept about on the ground and the little night hawks hunted them silently. The skinny black puppy with flame spots over his eyes came to Kino's door and looked in. He nearly shook his hind quarters loose when Kino glanced up at him, and he subsided when Kino looked away. The puppy did not enter the house, but he watched with frantic interest while Kino ate his beans from the little pottery dish and wiped it clean with a corn-cake and ate the cake and washed the whole down with a drink of pulque. Kino was finished and was rolling a cigarette when Juana spoke sharply. \". Kino.\". He glanced at her and then got up and went quickly to her for he saw fright in her eyes. He stood over her, looking down, but the light was very dim. He kicked a pile of twigs into the fire hole to make a blaze, and then he could see the face of Coyotito. The baby's face was flushed and his throat was working and a little thick drool of saliva issued from his lips. The spasm of the stomach muscles began, and the baby was very sick. Kino knelt beside his wife. \". So the doctor knew,\" he said, but he said it for himself as well as for his wife, for his mind was hard and suspicious and he was remembering the white powder. Juana rocked from side to side and moaned out the little Song of the Family as though it could ward off the danger, and the baby vomited and writhed in her arms."}
{"text": "The spasm of the stomach muscles began, and the baby was very sick. Kino knelt beside his wife. \". So the doctor knew,\" he said, but he said it for himself as well as for his wife, for his mind was hard and suspicious and he was remembering the white powder. Juana rocked from side to side and moaned out the little Song of the Family as though it could ward off the danger, and the baby vomited and writhed in her arms. Now uncertainty was in Kino, and the music of evil throbbed in his head and nearly drove out Juana's song. The doctor finished his chocolate and nibbled the little fallen pieces of sweet cake. He brushed his fingers on a napkin, looked at his watch, arose, and took up his little bag. The news of the baby's illness travelled quickly among the brush houses, for sickness is second only to hunger as the enemy of poor people. And some said softly, \"Luck, you see, brings bitter friends.\". And they nodded and got up to go to Kino's house. The neighbours scuttled with covered noses through the dark until they crowded into Kino's house again. They stood and gazed, and they made little comments on the sadness that this should happen at a time of joy, and they said, \"All things are in God's hands.\". The oldwomen squatted down beside Juana to try to give her aid if they could and comfort if they could not. Then the doctor hurried in, followed by his man. He scattered the old women like chickens. He took the baby and examined it and felt its head. \". The poison it has worked,\" he said. \". I think I can defeat it. I will try my best.\". He asked for water, and in the cup of it he put three drops of ammonia, and he pried open the baby's mouth and poured it down. The baby spluttered and screeched under the treatment, and Juana watched him with haunted eyes. The doctor spoke a little as he worked. \". It is lucky that I know about the poison of the scorpion, otherwise-\" and he shrugged to show what could have happened. But Kino was suspicious, and he could not take his eyes from the doctor's open bag, and from the bottle of white powder there. Gradually the spasms subsided and the baby relaxed under the doctor's hands."}
{"text": "The baby spluttered and screeched under the treatment, and Juana watched him with haunted eyes. The doctor spoke a little as he worked. \". It is lucky that I know about the poison of the scorpion, otherwise-\" and he shrugged to show what could have happened. But Kino was suspicious, and he could not take his eyes from the doctor's open bag, and from the bottle of white powder there. Gradually the spasms subsided and the baby relaxed under the doctor's hands. And then Coyotito sighed deeply and went to sleep, for he was very tired with vomiting. The doctor put the baby in Juana's arms. \". He will get well now,\" he said. \". I have won the fight.\". And Juana looked at him with adoration. The doctor was closing his bag now. He said, \"When do you think you can pay this bill?\". He said it even kindly. \"When I have sold my pearl I will pay you,\" Kino said. \"You have a pearl? A good pearl?\". The doctor asked with interest. And then the chorus of the neighbours broke in. \". He has found the Pearl of the World,\" they cried, and they joined forefinger with thumb to show how great the pearl was. \"Kino will be a rich man,\" they clamoured. \". It is a pearl such as one has never seen. \"The doctor looked surprised. \". I had not heard of it. Do you keep this pearl in a safe place? Perhaps you would like me to put it in my safe?\"Kino's eyes were hooded now, his cheeks were drawn taut. \". I have it secure,\" he said. \". Tomorrow I will sell it and then I will pay you. \"The doctor shrugged, and his wet eyes never left Kino's eyes. He knew the pearl would be buried in the house, and he thought Kino might look toward the place where it was buried. \". It would be a shame to have it stolen before you could sell it,\" the doctor said, and he saw Kino's eyes flick involuntarily to the floor near the side post of the brush house. When the doctor had gone and all the neighbours had reluctantly returned to their houses, Kino squatted beside the little glowing coals in the fire hole and listened to the night sound, the soft sweep of the little waves on the shore and the distant barking of dogs, thecreeping of the breeze through the brush house roof and the soft speech of his neighbours in their houses in the village."}
{"text": "\"Tomorrow I will sell it and then I will pay you. \"The doctor shrugged, and his wet eyes never left Kino's eyes. He knew the pearl would be buried in the house, and he thought Kino might look toward the place where it was buried. \". It would be a shame to have it stolen before you could sell it,\" the doctor said, and he saw Kino's eyes flick involuntarily to the floor near the side post of the brush house. When the doctor had gone and all the neighbours had reluctantly returned to their houses, Kino squatted beside the little glowing coals in the fire hole and listened to the night sound, the soft sweep of the little waves on the shore and the distant barking of dogs, thecreeping of the breeze through the brush house roof and the soft speech of his neighbours in their houses in the village. For these people do not sleep soundly all night; they awaken at intervals and talk a little and then go to sleep again. And after a while Kino got up and went to the door of his house. He smelled the breeze and he listened for any foreign sound of secrecy or creeping, and his eyes searched the darkness, for the music of evil was sounding in his head and he was fierce and afraid. After he had probed the night with his senses he went to the place by the side post where the pearl was buried, and he dug it up and brought it to his sleeping mat, and under his sleeping mat he dug another little hole in the dirt floor and buried his pearl and covered it up again. And Juana, sitting by the fire hole, watched him with questioning eyes, and when he had buried his pearl she asked: \"Who do you fear?\"Kino searched for a true answer, and at last he said: \"Everyone.\". And he could feel a shell of hardness drawing over him. After a while they lay down together on the sleeping mat, and Juana did not put the baby in his box tonight, but cradled him on her arms and covered his face with her head shawl. And the last light went out of the embers in the fire hole. But Kino's brain burned, even during his sleep, and he dreamed that Coyotito could read, that one of his own people could tell him the truth of things. And in his dream, Coyotito was reading from a book as large as a house, with letters as big as dogs, and the words galloped and played on the book."}
{"text": "After he had probed the night with his senses he went to the place by the side post where the pearl was buried, and he dug it up and brought it to his sleeping mat, and under his sleeping mat he dug another little hole in the dirt floor and buried his pearl and covered it up again. And Juana, sitting by the fire hole, watched him with questioning eyes, and when he had buried his pearl she asked: \"Who do you fear?\"Kino searched for a true answer, and at last he said: \"Everyone.\". And he could feel a shell of hardness drawing over him. After a while they lay down together on the sleeping mat, and Juana did not put the baby in his box tonight, but cradled him on her arms and covered his face with her head shawl. And the last light went out of the embers in the fire hole. But Kino's brain burned, even during his sleep, and he dreamed that Coyotito could read, that one of his own people could tell him the truth of things. And in his dream, Coyotito was reading from a book as large as a house, with letters as big as dogs, and the words galloped and played on the book. And then darkness spread over the page, and with the darkness came the music of evil again, and Kino stirred in his sleep; and when he stirred, Juana's eyes opened in the darkness. And then Kino awakened, with the evil music pulsing in him, and he lay in the darkness with his ears alert. Then from the corner of the house came a sound so soft that it might have been simply a thought, a little furtive movement, a touch of a foot on earth, the almost inaudible purr of controlled breathing. Kino held his breath to listen, and he knew that whatever dark thing was in his house was holding its breath too, to listen. For a time no sound at all came from the corner of the brush house. Then Kino might have thought he had imagined the sound. But Juana's hand came creeping over to him in warning, and then the sound came again! The whisper of a foot on dry earth and the scratch of fingers in the soil. And now a wild fear surged in Kino's breast, and on the fear came rage, as it always did."}
{"text": "Then Kino might have thought he had imagined the sound. But Juana's hand came creeping over to him in warning, and then the sound came again! The whisper of a foot on dry earth and the scratch of fingers in the soil. And now a wild fear surged in Kino's breast, and on the fear came rage, as it always did. Kino's hand crept into his breast where his knife hung on a string, and then he sprang like an angry cat, leaped striking and spitting for the dark thing he knew was in the corner of the house. He felt cloth, struck at it with his knife and missed, and struck again and felt his knife go through cloth, and then his head crashed with lightning and exploded with pain. There was a soft scurry in the doorway, and running steps for a moment, and then silence. Kino could feel warm blood running down from his forehead, and he could hear Juana calling to him. \". Kino! Kino!\". And there was terror in her voice. Then coldness came over him as quickly as the rage had, and he said: \"I am all right. The thing has gone. \"He groped his way back to the sleeping mat. Already Juana was working at the fire. She uncovered an ember from the ashes and shredded little pieces of corn-husk over it and blew a little flame into the corn-husks so that a tiny light danced through the hut. And then from a secret place Juana brought a little piece of consecrated candle and lighted it at the flame and set it upright on a fireplace stone. She worked quickly, crooning as she moved about. She dipped the end of her head shawl in water and swabbed the blood from Kino's bruised forehead. \". It is nothing,\" Kino said, but his eyes and his voice were hard and cold and a brooding hate was growing in him. Now the tension which had been growing in Juana boiled up to the surface and her lips were thin. \". This thing is evil,\" she cried harshly. \". This pearl is like a sin! It will destroy us,\" and her voice rose shrilly. \". Throw it away, Kino. Let us break it between stones. Let us bury it and forget the place. Let us throw it back into the sea. It has brought evil."}
{"text": "Let us bury it and forget the place. Let us throw it back into the sea. It has brought evil. Kino, my husband, it will destroy us.\". And in the firelight her lips and her eyes were alive with her fear. But Kino's face was set, and his mind and his will were set. \". This is our one chance,\" he said. \". Our son must go to school. He must break out of the pot that holds us in. \"\"It will destroy us all,\" Juana cried. \". Even our son. \"\"Hush,\" said Kino. \". Do not speak any more. In the morning we will sell the pearl, and then the evil will be gone, and only the good remain. Now hush, my wife.\". His dark eyes scowled into the little fire, and for the first time he knew that his knife was still in his hands, and he raised the blade and looked at it and saw a little line of blood on the steel. For a moment he seemed about to wipe the blade on his trousers but then he plunged the knife into the earth and so cleansed it. The distant roosters began to crow and the air changed and the dawn was coming. The wind of the morning ruffled the water of the estuary and whispered through the mangroves, and the little waves beat on the rubbly beach with an increased tempo. Kino raised the sleeping mat and dug up his pearl and put it in front of him and stared at it. And the beauty of the pearl, winking and glimmering in the light of the little candle, cozened his brain with its beauty. So lovely it was, so soft, and its own music came from it - its music of promise and delight, its guarantee of the future, of comfort, of security. Its warm lucence promised a poultice against illness and a wall against insult. It closed a door on hunger. And as he stared at it Kino's eyes softened and his face relaxed. He could see the little image of the consecrated candle reflected in the soft surface of the pearl, and he heard again in his ears the lovely music of the undersea, the tone of the diffused green light of the sea bottom. Juana, glancing secretly at him, saw him smile. And because they were in some way one thing and one purpose, she smiled with him."}
{"text": "He could see the little image of the consecrated candle reflected in the soft surface of the pearl, and he heard again in his ears the lovely music of the undersea, the tone of the diffused green light of the sea bottom. Juana, glancing secretly at him, saw him smile. And because they were in some way one thing and one purpose, she smiled with him. And they began this day with hope. IVIt is wonderful the way a little town keeps track of itself and of all its units. If every single man and woman, child and baby, acts and conducts itself in a known pattern and breaks no walls and differs with no one and experiments in no way and is not sick and does not endanger the ease and peace of mind or steady unbroken flow of the town, then that unit can disappear and never be heard of. But let one man step out of the regular thought or the known and trusted pattern, and the nerves of the townspeople ring with nervousness and communication travels over the nerve lines of the town. Then every unit communicates to the whole. Thus, in La Paz, it was known in the early morning through the whole town that Kino was going to sell his pearl that day. It was known among the neighbours in the brush huts, among the pearl fishermen; it was known among the Chinese grocery-store owners; it was known in the church, for the altar boys whispered about it. Word of it crept in among the nuns; the beggars in front of the church spoke of it, for they would be there to take the tithe of the first fruits of the luck. The little boys knew about it with excitement, but most of all the pearl buyers knew about it, and when the day had come, in the offices of the pearl buyers, each man sat alone with his little black velvet tray, and each man rolled the pearls about with his finger-tips and considered his part in the picture. It was supposed that the pearl buyers were individuals acting alone, bidding against one another for the pearls the fishermen brought in. And once it had been so. But this was a wasteful method, for often, in the excitement of bidding for a fine pearl, too great a price had been paid to the fishermen. This was extravagant and not to be countenanced."}
{"text": "And once it had been so. But this was a wasteful method, for often, in the excitement of bidding for a fine pearl, too great a price had been paid to the fishermen. This was extravagant and not to be countenanced. Now there was only one pearl buyer with many hands, and the men who sat in their offices and waited for Kino knew what price they would offer, how high they would bid, and what method each one would use. And although these men would not profit beyond their salaries, there was excitement among the pearl buyers, for there was excitement in the hunt, and if it be a man's function to break down a price, then he must take joy and satisfaction in breaking it as far down as possible. For every man in the world functions to the best of his ability, and no one does less than his best, no matter what he may think about it. Quite apart from any reward they might get, from any word of praise, from any promotion, a pearl buyer was a pearl buyer, and the best and happiest pearl buyer was he who bought for the lowest prices. The sun was hot yellow that morning, and it drew the moisture from the estuary and from the Gulf and hung it in shimmering scarves in the air so that the air vibrated and vision was insubstantial. A vision hung in the air to the north of the city - the vision of a mountain that was over two hundred miles away, and the high slopes of this mountain were swaddled with pines and a great stone peak arose above the timber line. And the morning of this day the canoes lay lined up on the beach; the fishermen did not go out to dive for pearls, for there would be too much happening, too many things to see, when Kino went to sell the great pearl. In the brush houses by the shore Kino's neighbours sat long over their breakfasts, and they spoke of what they would do if they had found the pearl. And one man said that he would give it as a present to the Holy Father in Rome. Another said that he would buy Masses for the souls of his family for a thousand years. Another thought he might take the money and distribute it among the poor of La Paz; and a fourth thought of all the good things one could do with the money from the pearl, of all the charities, benefits, of all the rescues one could perform if one had money."}
{"text": "And one man said that he would give it as a present to the Holy Father in Rome. Another said that he would buy Masses for the souls of his family for a thousand years. Another thought he might take the money and distribute it among the poor of La Paz; and a fourth thought of all the good things one could do with the money from the pearl, of all the charities, benefits, of all the rescues one could perform if one had money. All of the neighbours hoped that sudden wealth would not turn Kino's head, would not make a rich man of him, would not graft onto him the evil limbs of greed and hatred and coldness. For Kino was a well-liked man; it would be a shame if the pearl destroyed him. \". That good wife Juana,\" they said, \"and the beautiful baby Coyotito, and the others to come. What a pity it would be if the pearl should destroy them all. \"For Kino and Juana this was the morning of mornings of their lives, comparable only to the day when the baby had been born. This was to be the day from which all other days would take their arrangement. Thus they would say: \"It was two years before we sold the pearl,\" or, \"It was six weeks after we sold the pearl.\". Juana, considering the matter, threw caution to the winds, and she dressed Coyotito in the clothes she had prepared for his baptism, when there would be money for his baptism. And Juana combed and braided her hair and tied the ends with two little bows of red ribbon, and she put on her marriage skirt and waist. The sun was quarter high when they were ready. Kino's ragged white clothes were clean at least, and this was the last day of his raggedness. For tomorrow, or even this afternoon, he would have new clothes. The neighbours, watching Kino's door through the crevices in their brush houses, were dressed and ready too. There was no self-consciousness about their joining Kino and Juana to go pearl selling. It was expected, it was an historic moment, they would be crazy if they didn't go."}
{"text": "For tomorrow, or even this afternoon, he would have new clothes. The neighbours, watching Kino's door through the crevices in their brush houses, were dressed and ready too. There was no self-consciousness about their joining Kino and Juana to go pearl selling. It was expected, it was an historic moment, they would be crazy if they didn't go. It would be almost a sign of unfriendship. Juana put on her head shawl carefully, and she draped one long end under her right elbow and gathered it with her right hand so that a hammock hung under her arm, and in this little hammock she placed Coyotito, propped up against the head shawl so that he could see everything and perhaps remember. Kino put on his large straw hat and felt it with his hand to see that it was properly placed, not on the back or side of his head, like a rash, unmarried, irresponsible man, and not flat as an elder would wear it, but tilted a little forward to show aggressiveness and seriousness and vigor. There is a great deal to be seen in the tilt of a hat on a man. Kino slipped his feet into his sandals and pulled the thongs up over his heels. The great pearl was wrapped in an old soft piece of deerskin and placed in a little leather bag, and the leather bag was in a pocket in Kino's shirt. He folded his blanket carefully and draped it in a narrow strip over his left shoulder, and now they were ready. Kino stepped with dignity out of the house, and Juana followed him, carrying Coyotito. And as they marched up the freshet-washed alley toward the town, the neighbours joined them. The houses belched people; the doorways spewed out children. But because of the seriousness of the occasion, only one man walked with Kino, and that was his brother, Juan Tom s.Juan Tom s cautioned his brother. \". You must be careful to see they do not cheat you,\" he said. And: \"Very careful,\" Kino agreed. \"We do not know what prices are paid in other places,\" said Juan Tom s. \"How can we know what is a fair price, if we do not know what the pearl buyer gets for the pearl in another place. \"\"That is true,\" said Kino, \"but how can we know?"}
{"text": "But because of the seriousness of the occasion, only one man walked with Kino, and that was his brother, Juan Tom s.Juan Tom s cautioned his brother. \". You must be careful to see they do not cheat you,\" he said. And: \"Very careful,\" Kino agreed. \"We do not know what prices are paid in other places,\" said Juan Tom s. \"How can we know what is a fair price, if we do not know what the pearl buyer gets for the pearl in another place. \"\"That is true,\" said Kino, \"but how can we know? We are here, we are not there. \"As they walked up towards the city the crowd grew behind them, and Juan Tom s, in pure nervousness, went on speaking. \"Before you were born, Kino,\" he said, \"the old ones thought of a way to get more money for their pearls. They thought it would be better if they had an agent who took all the pearls to the capital and sold them there and kept only his share of the profit. \"Kino nodded his head. \". I know,\" he said. \". It was a good thought. \"\"And so they got such a man,\" said Juan Tom s, \"and they pooled the pearls, and they started him off. And he was never heard of again and the pearls were lost. Then they got another man, and they started him off, and he was never heard of again. And so they gave the whole thing up and went back to the old way. \"\"I know,\" said Kino. \". I have heard our father tell of it. It was a good idea, but it was against religion, and the Father made that very clear. The loss of the pearl was a punishment visited on those who tried to leave their station. And the Father made it clear that each man and woman is like a soldier sent by God to guard some part of the castle of the Universe. And some are in the ramparts and some far deep in the darkness of the walls. But each one must remain faithful to his post and must not go running about, else the castle is in danger from the assaults of Hell. \"\"I have heard him make that sermon,\" said Juan Tom s. \"He makes it every year. \"The brothers, as they walked along, squinted their eyes a little, as they and their grandfathers and their great-grandfathers had done for four hundred years, since first the strangers came with argument and authority and gunpowder to back up both."}
{"text": "And some are in the ramparts and some far deep in the darkness of the walls. But each one must remain faithful to his post and must not go running about, else the castle is in danger from the assaults of Hell. \"\"I have heard him make that sermon,\" said Juan Tom s. \"He makes it every year. \"The brothers, as they walked along, squinted their eyes a little, as they and their grandfathers and their great-grandfathers had done for four hundred years, since first the strangers came with argument and authority and gunpowder to back up both. And in the four hundred years Kino's people had learned only one defense - a slight slitting oftheeyes and a slight tightening of the lips and a retirement. Nothing could break down this wall, and they could remain whole within the wall. The gathering procession was solemn, for they sensed the importance of this day, and any children who showed a tendency to scuffle, to scream, to cry out, to steal hats and rumple hair, were hissed to silence by their elders. So important was this day that an old man came to see, riding on the stalwart shoulders of his nephew. The procession left the brush huts and entered the stone and plaster city where the streets were a little wider and there were narrow pavements beside the building. And as before, the beggars joined them as they passed the church; the grocers looked out at them as they went by; the little saloons lost their customers and the owners closed up shop and went along. And the sun beat down on the streets of the city and even tiny stones threw shadows on the ground. The news of the approach of the procession ran ahead of it, and in their little dark offices the pearl buyers stiffened and grew alert. They got out papers so that they could be at work when Kino appeared, and they put their pearls in the desks, for it is not good to let an inferior pearl be seen beside a beauty. And word of the loveliness of Kino's pearl had come to them. The pearl buyers' offices were clustered together in one narrow street, and they were barred at the windows, and wooden slats cut out the light so that only a soft gloom entered the offices. A stout slow man sat in an office waiting. His face was fatherly and benign, and his eyes twinkled with friendship."}
{"text": "And word of the loveliness of Kino's pearl had come to them. The pearl buyers' offices were clustered together in one narrow street, and they were barred at the windows, and wooden slats cut out the light so that only a soft gloom entered the offices. A stout slow man sat in an office waiting. His face was fatherly and benign, and his eyes twinkled with friendship. He was a caller of good mornings, a ceremonious shaker of hands, a jolly man who knew all jokes and yet who hovered close to sadness, for in the midst of a laugh he could remember the death of your aunt, and his eyes could become wet with sorrow for your loss. This morning he had placed a flower in a vase on his desk, a single scarlet hibiscus, and the vase sat beside the black velvet-lined pearl tray in front of him. He was shaved close to the blue roots of his beard, and his hands were clean and his nails polished. His door stood open to the morning, and he hummed under his breath while his right hand practiced legerdemain. He rolled a coin back and forth over his knuckles and made it appear and disappear, made it spin and sparkle. The coin winked into sight and as quickly slipped out of sight, and the man did not even watch his own performance. The fingers did it all mechanically, precisely, while the man hummed to himself and peered out the door. Then he heard the tramp of feet of the approaching crowd, and the fingers of his right hand worked faster and faster until, as the figure of Kino filled the doorway, the coin flashed and disappeared. \"Good morning, my friend,\" the stout man said. \". What can I do for you?\"Kino stared into the dimness of the little office, for his eyes were squeezed from the outside glare. But the buyer's eyes had become as steady and cruel and unwinking as a hawk's eyes, while the rest of his face smiled in greeting. And secretly, behind his desk, his right hand practiced with the coin. \"I have a pearl,\" said Kino. And Juan Tom s stood beside him and snorted a little at the understatement. The neighbours peered around the doorway, and a line of little boysclambered on the window bars and looked through. Several little boys, on their hands and knees, watched the scene around Kino's legs. \"You have a pearl,\" the dealer said."}
{"text": "And Juan Tom s stood beside him and snorted a little at the understatement. The neighbours peered around the doorway, and a line of little boysclambered on the window bars and looked through. Several little boys, on their hands and knees, watched the scene around Kino's legs. \"You have a pearl,\" the dealer said. \". Sometimes a man brings in a dozen. Well, let us see your pearl. We will value it and give you the best price.\". And his fingers worked furiously with the coin. Now Kino instinctively knew his own dramatic effects. Slowly he brought out the leather bag, slowly took from it the soft and dirty piece of deerskin, and then he let the great pearl roll into the black velvet tray, and instantly his eyes went to the buyer's face. But there was no sign, no movement, the face did not change, but the secret hand behind the desk missed in its precision. The coin stumbled over a knuckle and slipped silently into the dealer's lap. And the fingers behind the desk curled into a fist. When the right hand came out of hiding, the forefinger touched the great pearl, rolled it on the black velvet; thumb and forefinger picked it up and brought it near to the dealer's eyes and twirled it in the air. Kino held his breath, and the neighbours held their breath, and the whispering went back through the crowd. \". He is inspecting it - No price has been mentioned yet - They have not come to a price. \"Now the dealer's hand had become a personality. The hand tossed the great pearl back in the tray, the forefinger poked and insulted it, and on the dealer's face there came a sad and contemptuous smile. \"I am sorry, my friend,\" he said, and his shoulders rose a little to indicate that the misfortune was no fault of his. \"It is a pearl of great value,\" Kino said. The dealer's fingers spurned the pearl so that it bounced and rebounded softly from the side of the velvet tray. \"You have heard of fool's gold,\" the dealer said. \". This pearl is like fool's gold. It is too large. Who would buy it? There is no market for such things. It is a curiosity only. I am sorry. You thought it was a thing of value, and it is only a curiosity. \"Now Kino's face was perplexed and worried. \". It is the Pearl of theWorld,\" he cried."}
{"text": "I am sorry. You thought it was a thing of value, and it is only a curiosity. \"Now Kino's face was perplexed and worried. \". It is the Pearl of theWorld,\" he cried. \". No one has ever seen such a pearl. \"\"On the contrary,\" said the dealer, \"it is large and clumsy. As a curiosity it has interest; some museum might perhaps take it to place in a collection of seashells. I can give you, say, a thousand pesos. \"Kino's face grew dark and dangerous. \". It is worth fifty thousand,\" he said. \". You know it. You want to cheat me. \"And the dealer heard a little grumble go through the crowd as they heard his price. And the dealer felt a little tremor of fear. \"Do not blame me,\" he said quickly. \". I am only an appraiser. Ask the others. Go to their offices and show your pearl - or better, let them come here, so that you can see there is no collusion. Boy,\" he called. And when his servant looked through the rear door: \"Boy, go to such a one, and such another one and such a third one. Ask them to step in here and do not tell them why. Just say that I will be pleased to see them.\". And his right hand went behind the desk and pulled another coin from his pocket, and the coin rolled back and forth over the knuckles. Kino's neighbours whispered together. They had been afraid of something like this. The pearl was large, but it had a strange colour. They had been suspicious of it from the first. And after all, a thousand pesos was not to be thrown away. It was comparative wealth to a man who was not wealthy. And suppose Kino took a thousand pesos. Only yesterday he had nothing. But Kino had grown tight and hard. He felt the creeping of fate, the circling of wolves, the hover of vultures. He felt the evil coagulating about him, and he was helpless to protect himself. He heard in his ears the evil music. And on the black velvet the great pearl glistened, so that the dealer could not keep his eyes from it. The crowd in the doorway wavered and broke and let the three pearl dealers through. The crowd was silent now, fearing to miss a word, to fail to see a gesture or an expression. Kino was silent and watchful."}
{"text": "And on the black velvet the great pearl glistened, so that the dealer could not keep his eyes from it. The crowd in the doorway wavered and broke and let the three pearl dealers through. The crowd was silent now, fearing to miss a word, to fail to see a gesture or an expression. Kino was silent and watchful. He felt a little tugging at his back, and he turned and looked in Juana's eyes, and when he looked away he had renewed strength. The dealers did not glance at one another nor at the pearl. The man behind the desk said: \"I have put a value on this pearl. The owner here does not think it fair. I will ask you to examine this - this thing and make an offer. Notice,\" he said to Kino, \"I have not mentioned what I have offered. \"The first dealer, dry and stringy, seemed now to see the pearl for the first time. He took it up, rolled it quickly between thumb and forefinger, and then cast it contemptuously back into the tray. \"Do not include me in the discussion,\" he said dryly. \". I will make no offer at all. I do not want it. This is not a pearl - it is a monstrosity.\". His thin lips curled. Now the second dealer, a little man with a shy soft voice, took up the pearl, and he examined it carefully. He took a glass from his pocket and inspected it under magnification. Then he laughed softly. \"Better pearls are made of paste,\" he said. \". I know these things. This is soft and chalky, it will lose its color and die in a few months. Look-\" He offered the glass to Kino, showedhim how to use it, and Kino, who had never seen a pearl's surface magnified, was shocked at the strange-looking surface. The third dealer took the pearl from Kino's hands. \". One of my clients likes such things,\" he said. \". I will offer five hundred pesos, and perhaps I can sell it to my client for six hundred. \"Kino reached quickly and snatched the pearl from his hand. He wrapped it in the deerskin and thrust it inside his shirt. The man behind the desk said, \"I'm a fool, I know, but my first offer stands. I still offer one thousand. What are you doing?\". He asked, as Kino thrust the pearl out of sight. \"I am cheated,\" Kino cried fiercely."}
{"text": "He wrapped it in the deerskin and thrust it inside his shirt. The man behind the desk said, \"I'm a fool, I know, but my first offer stands. I still offer one thousand. What are you doing?\". He asked, as Kino thrust the pearl out of sight. \"I am cheated,\" Kino cried fiercely. \". My pearl is not for sale here. I will go, perhaps even to the capital. \"Now the dealers glanced quickly at one another. They knew they had played too hard; they knew they would be disciplined for their failure, and the man at the desk said quickly, \"I might go to fifteen hundred. \"But Kino was pushing his way through the crowd. The hum of talk came to him dimly, his rage blood pounded in his ears, and he burst through and strode away. Juana followed, trotting after him. When the evening came, the neighbours in the brush houses sat eating their corncakes and beans, and they discussed the great theme of the morning. They did not know, it seemed a fine pearl to them, but they had never seen such a pearl before, and surely the dealers knew more about the value of pearls than they. \". And mark this,\" they said. \". Those dealers did not discuss these things. Each of the three knew the pearl was valueless. \"\"But suppose they had arranged it before?\"\"If that is so, then all of us have been cheated all of our lives. \"Perhaps, some argued, perhaps it would have been better if Kino took the one thousand five hundred pesos. That is a great deal of money, more than he has ever seen. Maybe Kino is being a pig-headed fool. Suppose he should really go to the capital and find no buyer for his pearl. He would never live that down. And now, said other fearful ones, now that he had defied them, those buyers will not want to deal with him at all. Maybe Kino has cut off his own head and destroyed himself. And others said, Kino is a brave man, and a fierce man; he is right. From his courage we may all profit. These were proud of Kino. In his house Kino squatted on his sleeping mat, brooding. He had buried his pearl under a stone of the fire hole in his house, and he stared at the woven tules of his sleeping-mat until the crossed design danced in his head. He had lost one world and had not gained another. And Kino was afraid."}
{"text": "He had buried his pearl under a stone of the fire hole in his house, and he stared at the woven tules of his sleeping-mat until the crossed design danced in his head. He had lost one world and had not gained another. And Kino was afraid. Never in his life had he been far from home. He was afraid of strangers and of strange places. He was terrified of that monster of strangeness they called the capital. It lay over the water and through the mountains, over a thousand miles, and every strange terrible mile was frightening. But Kino had lost his old world and he must clamber on to a new one. For his dream of the future was real and never to be destroyed, and he had said \"I will go,\" and that made a real thing too. To determine to go and to say it was to be halfway there. Juana watched him while he buried his pearl, and she watched him while she cleaned Coyotito and nursed him, and Juana made the corn-cakes for supper. Juan Tom s came in and squatted down beside Kino and remained silent for a long time, until at last Kino demanded: \"What else could I do? They are cheats. \"Juan Tom s nodded gravely. He was the elder, and Kino looked to him for wisdom. \". It is hard to know,\" he said. \". We do know that we are cheated from birth to the overcharge on our coffins. But we survive. You have defied not the pearl buyers, but the whole structure, the whole way of life, and I am afraid for you. \"\"What have I to fear but starvation?\". Kino asked. But Juan Tom s shook his head slowly. \". That we must all fear. But suppose you are correct - suppose your pearl is of great value - do you think then the game is over?\"\"What do you mean?\"\"I don't know,\" said Juan Tom s, \"but I am afraid for you. It is new ground you are walking on, you do not know the way. \"\"I will go. I will go soon,\" said Kino. \"Yes,\" Juan Tom s agreed. \". That you must do. But I wonder if you will find it any different in the capital. Here, you have friends and me, your brother. There, you will have no one. \"\"What can I do?\". Kino cried. \". Some deep outrage is here. My son must have a chance. That is what they are striking at."}
{"text": "\"Some deep outrage is here. My son must have a chance. That is what they are striking at. My friends will protect me. \"\"Only so long as they are not in danger or discomfort from it,\" said Juan Tom s. He arose, saying: \"Go with God. \"And Kino said: \"Go with God,\" and did not even look up, for the words had a strange chill in them. Long after Juan Tom s had gone Kino sat brooding on his sleeping-mat. A lethargy had settled on him, and a little gray hopelessness. Every road seemed blocked against him. In his head he heard only the dark music of the enemy. His senses were burningly alive, but his mind went back to the deep participation with all things, the gift he had from his people. He heard every little sound of the gathering night, the sleepy complaint of settling birds, the love agony of cats, the strike and withdrawal of little waves on the beach, and the simple hiss of distance. And he could smell the sharp odour of exposed kelp from the receding tide. The little flare of the twig fire made the design on his sleeping-mat jump before his entranced eyes. Juana watched him with worry, but she knew him and she knew she could help him best by being silent and by being near. And as though she too could hear the Song of Evil, she fought it, singing softly the melody of the family, of the safety and warmth and wholeness of the family. She held Coyotito in her arms and sang the song to him, to keep the evil out, and her voice was brave against the threat of the dark music. Kino did not move nor ask for his supper. She knew he would ask when he wanted it. His eyes were entranced, and he could sense the wary, watchful evil outside the brush house; he could feel the dark creeping things waiting for him to go out into the night. It was shadowy and dreadful, and yet it called to him and threatened him and challenged him. His right hand went into his shirt and felt his knife; his eyes were wide; he stood up and walked to the doorway. Juana willed to stop him; she raised her hand to stop him, and her mouth opened with terror. For a long moment Kino looked out into the darkness and then he stepped outside. Juana heard the little rush, the grunting struggle, the blow."}
{"text": "His right hand went into his shirt and felt his knife; his eyes were wide; he stood up and walked to the doorway. Juana willed to stop him; she raised her hand to stop him, and her mouth opened with terror. For a long moment Kino looked out into the darkness and then he stepped outside. Juana heard the little rush, the grunting struggle, the blow. She froze with terror for a moment, and then her lips drew back from her teeth like a cat's lips. She set Coyotito down on the ground. She seized a stone from the fireplace and rushed outside, but it was over by then. Kino lay on the ground, struggling to rise, and there was no one near him. Only the shadows and the strike and rush of waves and the hiss of distance. But the evil was all about, hidden behind the brush fence, crouched beside the house in the shadow, hovering in the air. Juana dropped her stone, and she put her arms around Kino and helped him to his feet and supported him into the house. Blood oozed down from his scalp and there was a long deep cut in his cheek from ear to chin, a deep, bleeding slash. And Kino was only half conscious. He shook his head from side to side. His shirt was torn open and his clothes half pulled off. Juana sat him down on his sleeping-mat and she wiped the thickening blood from his face with her skirt. She brought him pulque to drink in a little pitcher, and still he shook his head to clear out the darkness. \"Who?\". Juana asked. \"I don't know,\" Kino said. \". I didn't see. \"Now Juana brought her clay pot of water and she washed the cut on his face while he stared dazed ahead of him. \"Kino, my husband,\" she cried, and his eyes stared past her. \". Kino, can you hear me?\"\"I hear you,\" he said dully. \"Kino, this pearl is evil. Let us destroy it before it destroys us. Let us crush it between two stones. Let us - let us throw it back in the sea where it belongs. Kino, it is evil, it is evil!\"And as she spoke the light came back in Kino's eyes so that they glowed fiercely and his muscles hardened and his will hardened. \"No,\" he said. \". I will fight this thing. I will win over it."}
{"text": "Kino, it is evil, it is evil!\"And as she spoke the light came back in Kino's eyes so that they glowed fiercely and his muscles hardened and his will hardened. \"No,\" he said. \". I will fight this thing. I will win over it. We will have our chance.\". His fist pounded the sleeping-mat. \". No one shall take our good fortune from us,\" he said. His eyes softened then and he raised a gentle hand to Juana's shoulder. \". Believe me,\" he said. \". I am a man.\". And his face grew crafty. \"In the morning we will take our canoe and we will go over the sea and over the mountains to the capital, you and I. We will not be cheated. I am a man. \"\"Kino,\" she said huskily, \"I am afraid. A man can be killed. Let us throw the pearl back into the sea. \"\"Hush,\" he said fiercely. \". I am a man. Hush.\". And she was silent, for his voice was command. \". Let us sleep a little,\" he said. \". In the first light we will start. You are not afraid to go with me?\"\"No, my husband. \"His eyes were soft and warm on her then, his hand touched her cheek. \". Let us sleep a little,\" he said. VThe late moon arose before the first rooster crowed. Kino opened his eyes in the darkness, for he sensed movement near him, but he did not move. Only his eyes searched the darkness, and in the pale light of the moon that crept through the holes in the brush house Kino saw Juana arise silently from beside him. He saw her move toward the fireplace. So carefully did she work that he heard only the lightest sound when she moved the fireplace stone. And then like a shadow she glided toward the door. She paused for a moment beside the hanging box where Coyotito lay, then for a second she was black in the doorway, and then she was gone. And rage surged in Kino. He rolled up to his feet and followed her as silently as she had gone, and he could hear her quick footsteps going toward the shore. Quietly he tracked her, and his brain was red with anger. She burst clear out of the brush line and stumbled over the little boulders toward the water, and then she heard him coming and she broke into a run."}
{"text": "He rolled up to his feet and followed her as silently as she had gone, and he could hear her quick footsteps going toward the shore. Quietly he tracked her, and his brain was red with anger. She burst clear out of the brush line and stumbled over the little boulders toward the water, and then she heard him coming and she broke into a run. Her arm was up to throw when he leaped at her and caught her arm and wrenched the pearl from her. He struck her in the face with his clenched fist and she fell among the boulders, and he kicked her in the side. In the pale light he could see the little waves break over her, and her skirt floated about and clung to her legs as the water receded. Kino looked down at her and his teeth were bared. He hissed at her like a snake, and Juana stared at him with wide unfrightened eyes, like a sheep before the butcher. She knew there was murder in him, and it was all right; she had accepted it, and she would not resist or even protest. And then the rage left him and a sick disgust took its place. He turned away from her and walked up the beach and through the brush line. His senses were dulled by his emotion. He heard the rush, got his knife out and lunged at one dark figure and felt his knife go home, and then he was swept to his knees and swept again to the ground. Greedy fingers went through his clothes, frantic fingers searched him, and the pearl, knocked from his hand, lay winking behind a little stone in the pathway. It glinted in the soft moonlight. Juana dragged herself up from the rocks on the edge of the water. Her face was a dull pain and her side ached. She steadied herself on her knees for a while and her wet skirt clung to her. There was no anger in her for Kino. He had said: \"I am a man,\" and that meant certain things to Juana. It meant that he was half insane and half god. It meant that Kino would drive his strength against a mountain and plunge his strength against the sea. Juana, in her woman's soul, knew that the mountain would stand while the man broke himself; that the sea would surge while the man drowned in it."}
{"text": "It meant that he was half insane and half god. It meant that Kino would drive his strength against a mountain and plunge his strength against the sea. Juana, in her woman's soul, knew that the mountain would stand while the man broke himself; that the sea would surge while the man drowned in it. And yet it was this thing that made him a man, half insane and half god, and Juana had need of a man; she could not live without a man. Although she might be puzzled by these differences between man and woman, she knew them and accepted them and needed them. Of course she would follow him, there was no question of that. Sometimes the quality of woman, the reason, the caution, the sense of preservation, could cut through Kino's manness and save them all. She climbed painfully to her feet, and she dipped her cupped palms in the little waves and washed her bruised face with the stinging salt water, and then she went creeping up the beach after Kino. A flight of herring clouds had moved over the sky from the south. The pale moon dipped in and out of the strands of clouds so that Juana walked in darkness for a moment and in light the next. Her back was bent with pain and her head was low. She went through the line of brush when the moon was covered, and when it looked through she saw the glimmer of the great pearl in the path behind the rock. She sank to her knees and picked it up, and the moon went into the darkness of the clouds again. Juana remained on her knees while she considered whether to go back to the sea and finish her job, and as she considered, the light came again, and she saw two dark figures lying in the path ahead ofher. She leaped forward and saw that one was Kino and the other a stranger with dark shiny fluid leaking from his throat. Kino moved sluggishly, arms and legs stirred like those of a crushed bug, and a thick muttering came from his mouth. Now, in an instant, Juana knew that the old life was gone forever. A dead man in the path and Kino's knife, dark-bladed beside him, convinced her. All of the time Juana had been trying to rescue something of the old peace, of the time before the pearl. But now it was gone, and there was no retrieving it. And knowing this, she abandoned the past instantly."}
{"text": "All of the time Juana had been trying to rescue something of the old peace, of the time before the pearl. But now it was gone, and there was no retrieving it. And knowing this, she abandoned the past instantly. There was nothing to do but to save themselves. Her pain was gone now, her slowness. Quickly she dragged the dead man from the pathway into the shelter of the brush. She went to Kino and sponged his face with her wet skirt. His senses were coming back and he moaned. \"They have taken the pearl. I have lost it. Now it is over,\" he said. \". The pearl is gone. \"Juana quieted him as she would quiet a sick child. \". Hush,\" she said. \". Here is your pearl. I found it in the path. Can you hear me now? Here is your pearl. Can you understand? You have killed a man. We must go away. They will come for us, can you understand? We must be gone before the daylight comes. \"\"I was attacked,\" Kino said uneasily. \". I struck to save my life. \"\"Do you remember yesterday?\". Juana asked. \". Do you think that will matter? Do you remember the men of the city? Do you think your explanation will help?\"Kino drew a great breath and fought off his weakness. \". No,\" he said. \". You are right.\". And his will hardened and he was a man again. \"Go to our house and bring Coyotito,\" he said, \"and bring all the corn we have. I will drag the canoe into the water and we will go. \"He took his knife and left her. He stumbled toward the beach and he came to his canoe. And when the light broke through again he saw that a great hole had been knocked in the bottom. And a searing rage came to him and gave him strength. Now the darkness was closing in on his family; now the evil music filled the night, hung over the mangroves, skirled in the wave beat. The canoe of his grandfather, plastered over and over, and a splintered hole broken in it. This was an evil beyond thinking. The killing of a man was not so evil as the killing of a boat. For a boat does not have sons, and a boat cannot protect itself, and a wounded boat does not heal. There was sorrow in Kino's rage, but this last thing had tightened him beyond breaking."}
{"text": "The killing of a man was not so evil as the killing of a boat. For a boat does not have sons, and a boat cannot protect itself, and a wounded boat does not heal. There was sorrow in Kino's rage, but this last thing had tightened him beyond breaking. He was an animal now, for hiding, for attacking, and he lived only to preserve himself and his family. He was not conscious of the pain in his head. He leaped up the beach, through the brush line toward his brush house, and it did not occur to him to take one of the canoes of his neighbours. Never once did the thought enter his head, any more than he could have conceived breaking a boat. The roosters were crowing and the dawn was not far off. Smoke of the first fires seeped out through the walls of the brush houses, and the first smell of cooking corncakes was in the air. Already the dawn birds were scampering in the bushes. The weak moon was losing its light and the clouds thickened and curdled to the southward. The wind blew freshly into the estuary, a nervous, restless wind with the smell of storm on its breath, and there was change and uneasiness in the air. Kino, hurrying toward his house, felt a surge of exhilaration. Now he was not confused, for there was only one thing to do, and Kino's hand went first to the great pearl in his shirt and then to his knife hanging under his shirt. He saw a little glow ahead of him, and then without interval a tall flame leaped up in the dark with a crackling roar, and a tall edifice of fire lighted the pathway. Kino broke into a run; it was his brush house, he knew. And he knew that these houses could burn down in a very few moments. And as he ran a scuttling figure ran toward him - Juana, with Coyotito in her arms and Kino's shoulder blanket-clutched in her hand. The baby moaned with fright, and Juana's eyes were wide and terrified. Kino could see the house was gone, and he did not question Juana. He knew, but she said: \"It was torn up and the floor dug - even the baby's box turned out, and as I looked they put the fire to the outside. \"The fierce light of the burning house lighted Kino's face strongly."}
{"text": "The baby moaned with fright, and Juana's eyes were wide and terrified. Kino could see the house was gone, and he did not question Juana. He knew, but she said: \"It was torn up and the floor dug - even the baby's box turned out, and as I looked they put the fire to the outside. \"The fierce light of the burning house lighted Kino's face strongly. \". Who?\". He demanded. \"I don't know,\" she said. \". The dark ones. \"The neighbours were tumbling from their houses now, and they watched the falling sparks and stamped them out to save their own houses. Suddenly Kino was afraid. The light made him afraid. He remembered the man lying dead in the brush beside the path, and he took Juana by the arm and drew her into the shadow of a house away from the light, for light was danger to him. For a moment he considered and then he worked among the shadows until he came to the house of Juan Tom s, his brother, and he slipped into the doorway and drew Juana after him. Outside, he could hear the squeal of children and the shouts of the neighbours, for his friends thought he might be inside the burning house. The house of Juan Tom s was almost exactly like Kino's house; nearly all the brush houses were alike, and all leaked light and air, so that Juana and Kino, sitting in the corner of the brother's house, could see the leaping flames through the wall. They saw the flames tall and furious, they saw the roof fall and watched the fire die down as quickly as a twig fire dies. They heard the cries of warning of their friends, and the shrill, keening cry of Apolonia, wife of Juan Tom s. She, being the nearest woman relative, raised a formal lament for the dead of the family. Apolonia realized that she was wearing her second-best head-shawl and she rushed to her house to get her fine new one. As she rummaged in a box by the wall, Kino's voice said quietly: \"Apolonia, do not cry out. We are not hurt. \"\"How do you come here?\". She demanded. \"Do not question,\" he said. \". Go now to Juan Tom s and bring him here and tell no one else."}
{"text": "As she rummaged in a box by the wall, Kino's voice said quietly: \"Apolonia, do not cry out. We are not hurt. \"\"How do you come here?\". She demanded. \"Do not question,\" he said. \". Go now to Juan Tom s and bring him here and tell no one else. This is important to us, Apolonia. \"She paused, her hands helpless in front of her, and then: \"Yes, my brother-in-law,\" she said. In a few moments Juan Tom s came back with her. He lighted a candle and came to them where they crouched in a corner and he said: \"Apolonia, see to the door, and do not let anyone enter.\". He was older, Juan Tom s, and he assumed the authority. \". Now, my brother,\" he said. \"I was attacked in the dark,\" said Kino. \". And in the fight I have killed a man. \"\"Who?\". Asked Juan Tom s quickly. \"I do not know. It is all darkness - all darkness and shape of darkness. \"\"It is the pearl,\" said Juan Tom s. \"There is a devil in this pearl. You should have sold it and passed on the devil. Perhaps you can still sell it and buy peace for yourself. \"And Kino said: \"Oh, my brother, an insult has been put on me that is deeper than my life. For on the beach my canoe is broken, my house is burned, and in the brush a dead man lies. Every escape is cut off. You must hide us, my brother. \"And Kino, looking closely, saw deep worry come into his brother's eyes and he forestalled him in a possible refusal. \". Not for long,\" he said quickly. \". Only until a day has passed and the new night has come. Then we will go. \"\"I will hide you,\" said Juan Tom s.\"I do not want to bring danger to you,\" Kino said. \". I know I am like a leprosy. I will go tonight and then you will be safe. \"\"I will protect you,\" said Juan Tom s, and he called: \"Apolonia, close up the door. Do not even whisper that Kino is here. \"They sat silently all day in the darkness of the house, and they could hear the neighbours speaking of them. Through the walls of the house they could watch their neighbours raking through the ashes to find the bones."}
{"text": "I will go tonight and then you will be safe. \"\"I will protect you,\" said Juan Tom s, and he called: \"Apolonia, close up the door. Do not even whisper that Kino is here. \"They sat silently all day in the darkness of the house, and they could hear the neighbours speaking of them. Through the walls of the house they could watch their neighbours raking through the ashes to find the bones. Crouching in the house of Juan Tom s, they heard the shock go into their neighbours' minds at the news of the broken boat. Juan Tom s went out among the neighbours to divert their suspicions, and he gave them theories and ideas of what had happened to Kino and to Juana and to the baby. To one he said: \"I think they have gone south along the coast to escape the evil that was on them. \"And to another: \"Kino would never leave the sea. Perhaps he found another boat.\". And he said: \"Apolonia is ill with grief. \"And in that day the wind rose up to beat the Gulf and tore the kelps and weeds that lined the shore, and the wind cried through the brush houses and no boat was safe on the water. Then Juan Tom s told among the neighbours: \"Kino is gone. If he went to the sea, he is drowned by now.\". And after each trip among the neighbours Juan Tom s came back with something borrowed. He brought a little woven straw bag of red beans and a gourd full of rice. He borrowed a cup of dried peppers and a block of salt, and he brought in a long working knife, eighteen inches long and heavy, as a small ax, a tool and a weapon. And when Kino saw this knife his eyes lighted up, and he fondled the blade and his thumb tested the edge. The wind screamed over the Gulf and turned the water white, and the mangroves plunged like frightened cattle, and a fine sandy dusta rose from the land and hung in a stifling cloud over the sea. The wind drove off the clouds and skimmed the sky clean and drifted the sand of the country like snow. Then Juan Tom s, when the evening approached, talked long with his brother. \". Where will you go?\"\"To the north,\" said Kino. \". I have heard that there are cities in the north. \"\"Avoid the shore,\" said Juan Tom s. \"They are making a party to search the shore. The men in the city will look for you."}
{"text": "\"I have heard that there are cities in the north. \"\"Avoid the shore,\" said Juan Tom s. \"They are making a party to search the shore. The men in the city will look for you. Do you still have the pearl?\"\"I have it,\" said Kino. \". And I will keep it. I might have given it as a gift, but now it is my misfortune and my life and I will keep it.\". His eyes were hard and cruel and bitter. Coyotito whimpered and Juana muttered little magics over him to make him silent. \"The wind is good,\" said Juan Tom s. \"There will be no tracks. \"They left quietly in the dark before the moon had risen. The family stood formally in the house of Juan Tom s. Juana carried Coyotito on her back, covered and held in by her head shawl, and the baby slept, cheek turned sideways against her shoulder. The headshawl covered the baby, and one end of it came across Juana's nose to protect her from the evil night air. Juan Tom s embraced his brother with the double embrace and kissed him on both cheeks. \". Go withGod,\" he said, and it was like a death. \". You will not give up the pearl?\"\"This pearl has become my soul,\" said Kino. \". If I give it up I shall lose my soul. Go thou also with God. \"VIThe wind blew fierce and strong, and it pelted them with bits of sticks, sand, and little rocks. Juana and Kino gathered their clothing tighter about them and covered their noses and went out into the world. The sky was brushed clean by the wind and the stars were cold in a black sky. The two walked carefully, and they avoided the center of the town where some sleeper in a doorway might see them pass. For the town closed itself in against the night, and anyone who moved about in the darkness would be noticeable. Kino threaded his way around the edge of the city and turned north, north by the stars, and found the rutted sandy road that led through the brushy country towards Loreto, where the miraculous Virgin has her station. Kino could feel the blown sand against his ankles and he was glad, for he knew there would be no tracks. The little light from the stars made out for him the narrow road through the brushy country. And Kino could hear the pad of Juana's feet behind him."}
{"text": "Kino threaded his way around the edge of the city and turned north, north by the stars, and found the rutted sandy road that led through the brushy country towards Loreto, where the miraculous Virgin has her station. Kino could feel the blown sand against his ankles and he was glad, for he knew there would be no tracks. The little light from the stars made out for him the narrow road through the brushy country. And Kino could hear the pad of Juana's feet behind him. He went quickly and quietly, and Juana trotted behind him to keep up. Some ancient thing stirred in Kino. Through his fear of dark and the devils that haunt the night, there came a rush of exhilaration; some animal thing was moving in him so that he was cautious and wary and dangerous; some ancient thing out of the past of his people was alive in him. The wind was at his back and the stars guided him. The wind cried and whisked in the brush, and the family went on monotonously, hour after hour. They passed no one and saw no one. At last, to their right, the waning moon arose, and when it came up the wind died down, and the land was still. Now they could see the little road ahead of them, deep cut with sand-drifted wheel tracks. With the wind gone there would be footprints, but they were a good distance from the town and perhaps their tracks might not be noticed. Kino walked carefully in a wheel-rut, and Juana followed in his path. One big cart, going to the town in the morning, could wipe out every trace of their passage. All night they walked and never changed their pace. Once Coyotito awakened, and Juana shifted him in front of her and soothed him until he went to sleep again. And the evils of the night were about them. The coyotes cried and laughed in the brush, and the owls screeched and hissed over their heads. And once some large animal lumbered away, crackling the undergrowth as it went. And Kino gripped the handle of the big working knife and took a sense of protection from it. The music of the pearl was triumphant in Kino's head, and the quiet melody of the family underlay it, and they wove themselves into the soft padding of sandalled feet in the dust."}
{"text": "The coyotes cried and laughed in the brush, and the owls screeched and hissed over their heads. And once some large animal lumbered away, crackling the undergrowth as it went. And Kino gripped the handle of the big working knife and took a sense of protection from it. The music of the pearl was triumphant in Kino's head, and the quiet melody of the family underlay it, and they wove themselves into the soft padding of sandalled feet in the dust. All night they walked, and in the first dawn Kino searched the roadside for a covert to lie in during the day. He found his place near to the road, a little clearing where deer might have lain, and it was curtained thickly with the dry brittle trees that lined the road. And when Juana had seated herself and had settled to nurse the baby, Kino went back to the road. He broke a branch and carefully swept the footprints where they had turned from the roadway. And then, in the first light, he heard the creak of a wagon, and he crouched beside the road and watched a heavy two-wheeled cart go by, drawn by slouching oxen. And when it had passed out of sight, he went back to the roadway and looked at the rutand found that the footprints weregone. And again he swept out his traces and went back to Juana. She gave him the soft corn-cakes Apolonia had packed for them, and after a while she slept a little. But Kino sat on the ground and stared at the earth in front of him. He watched the ants moving, a little column of them near to his foot, and he put his foot in their path. Then the column climbed over his instep and continued on itsway, and Kino left his foot there and watched them move over it. The sun arose hotly. They were not near the Gulf now, and the air was dry and hot so that the brush cricked with heat and a good resinous smell came from it. And when Juana awakened, when the sun was high, Kino told her things she knew already. \"Beware of that kind of tree there,\" he said, pointing. \". Do not touch it, for if you do and then touch your eyes, it will blind you. And beware of the tree that bleeds. See, that one over there."}
{"text": "\"Do not touch it, for if you do and then touch your eyes, it will blind you. And beware of the tree that bleeds. See, that one over there. For if you break it the red blood will flow from it, and it is evil luck.\". And she nodded and smiled a little at him, for she knew these things. \"Will they follow us?\". She asked. \". Do you think they will try to find us?\"\"They will try,\" said Kino. \". Whoever finds us will take the pearl. Oh, they will try. \"And Juana said: \"Perhaps the dealers were right and the pearl has no value. Perhaps this has all been an illusion. \"Kino reached into his clothes and brought out the pearl. He let the sun play on it until it burned in his eyes. \". No,\" he said, \"they would not have tried to steal it if it had been valueless. \"\"Do you know who attacked you? Was it the dealers?\"\"I do not know,\" he said. \". I didn't see them. \"He looked into his pearl to find his vision. \". When we sell it at last, I will have a rifle,\" he said, and he looked into the shining surface for his rifle, but he saw only a huddled dark body on the ground with shining blood dripping from its throat. And he said quickly: \"We will be married in a great church.\". And in the pearl he saw Juana with her beaten face crawling home through the night. \". Our son must learn to read,\" he said frantically. And there in the pearl Coyotito's face, thick and feverish from the medicine. And Kino thrust the pearl back into his clothing, and the music of the pearl had become sinister in his ears, and it was interwoven with the music of evil. The hot sun beat on the earth so that Kino and Juana moved into the lacy shade of the brush, and small gray birds scampered on the ground in the shade. In the heat of the dayKino relaxed and covered his eyes with his hat and wrapped his blanket about his face to keep the flies off, and he slept. But Juana did not sleep. She sat quiet as a stone and her face was quiet. Her mouth was still swollen where Kino had struck her, and big flies buzzed around the cut on her chin."}
{"text": "In the heat of the dayKino relaxed and covered his eyes with his hat and wrapped his blanket about his face to keep the flies off, and he slept. But Juana did not sleep. She sat quiet as a stone and her face was quiet. Her mouth was still swollen where Kino had struck her, and big flies buzzed around the cut on her chin. But she sat as still as a sentinel, and when Coyotito awakened she placed him on the ground in front of her and watched him wave his arms and kick his feet, and he smiled and gurgled at her until she smiled too. She picked up a little twig from the ground and tickled him, and she gave him water from the gourd she carried in her bundle. Kino stirred in a dream, and he cried out in a guttural voice, and his hand moved in symbolic fighting. And then he moaned and sat up suddenly, his eyes wide and his nostrils flaring. He listened and heard only the cricking heat and the hiss of distance. \"What is it?\". Juana asked. \"Hush,\" he said. \"You were dreaming. \"\"Perhaps.\". But he was restless, and when she gave him a corn-cake from her store he paused in his chewing to listen. He was uneasy and nervous; he glanced over his shoulder; he lifted the big knife and felt its edge. When Coyotito gurgled on the ground Kino said: \"Keep him quiet. \"\"What is the matter?\". Juana asked. \"I don't know. \"He listened again, an animal light in his eyes. He stood up then, silently; and crouched low, he threaded his way through the brush towards the road. But he did not step into the road; he crept into the cover of a thorny tree and peered out along the way he had come. And then he saw them moving along. His body stiffened and he drew down his head and peeked out from under a fallen branch. In the distance he could see three figures, two on foot and one on horseback. But he knew what they were, and a chill of fear went through him. Even in the distance he could see the two on foot moving slowly along, bent low to the ground. Here, one would pause and look at the earth, while the other joined him. They were the trackers, they could follow the trail of a big horn sheep in the stone mountains. They were as sensitive as hounds."}
{"text": "Here, one would pause and look at the earth, while the other joined him. They were the trackers, they could follow the trail of a big horn sheep in the stone mountains. They were as sensitive as hounds. Here, he and Juana might have stepped out of the wheel rut, and these people from the inland, these hunters, could follow, could read a broken straw or a little tumbled pile of dust. Behind them, on a horse, was a dark man, his nose covered with a blanket, and across his saddle a rifle gleamed in the sun. Kino lay as rigid as the tree limb. He barely breathed, and his eyes went to the place where he had swept out the track. Even the sweeping might be a message to the trackers. He knew these inland hunters. In a country where there was little game they managed to live because of their ability to hunt, and they were hunting him. They scuttled over the ground like animals and found a sign and crouched over it while the horseman waited. The trackers whined a little, like excited dogs on a warming trail. Kino slowly drew his big knife to his hand and made it ready. He knew what he must do. If the trackers found the swept place, he must leap for the horseman, kill him quickly and take the rifle. That was his only chance in the world. And as the three drew nearer on the road, Kino dug little pits with his sandalled toes so that he could leap without warning, so that his feet would not slip. He had only a little vision under the fallen limb. Now Juana, back in her hidden place, heard the pad of the horse's hoofs, and Coyotito gurgled. She took him up quickly and put him under her shawl and gave him her breast and he was silent. When the trackers came near, Kino could see only their legs and only the legs of the horse from under the fallen branch. He saw the dark horny feet of the men and their ragged white clothes, and he heard the creak of leather of the saddle and the clink of spurs. The trackers stopped at the swept place and studied it, and the horseman stopped. The horse flung his head up against the bit and the bit-roller clicked under his tongue and the horse snorted."}
{"text": "She took him up quickly and put him under her shawl and gave him her breast and he was silent. When the trackers came near, Kino could see only their legs and only the legs of the horse from under the fallen branch. He saw the dark horny feet of the men and their ragged white clothes, and he heard the creak of leather of the saddle and the clink of spurs. The trackers stopped at the swept place and studied it, and the horseman stopped. The horse flung his head up against the bit and the bit-roller clicked under his tongue and the horse snorted. Then the dark trackers turned and studied the horse and watched his ears. Kino was not breathing, but his back arched a little and the muscles of his arms and legs stood out with tension and a line of sweat formed on his upper lip. For a long moment the trackers bent over the road, and then they moved on slowly, studying the ground ahead of them, and the horseman moved after them. The trackers scuttled along, stopping, looking, and hurrying on. They would be back, Kino knew. They would be circling and searching, peeping, stopping, and they would come back sooner or later to his covered track. He slid backward and did not bother to cover his tracks. He could not; too many little signs were there, too many broken twigs and scuffed places and displaced stones. And there was a panic in Kino now, a panic of flight. The trackers would find his trail, he knew it. There was no escape, except in flight. He edged away from the road and went quickly and silently to the hidden place where Juana was. She looked up at him in question. \"Trackers,\" he said. \". Come!\"And then a helplessness and a hopelessness swept over him, and his face went black and his eyes were sad. \". Perhaps I should let them take me. \"Instantly Juana was on her feet and her hand lay on his arm. \". You have the pearl,\" she cried hoarsely. \". Do you think they would take you back alive to say they had stolen it?\"His hand strayed limply to the place where the pearl was hidden under his clothes. \". They will find it,\" he said weakly. \"Come,\" she said. \". Come!\"And when he did not respond, \"Do you think they would let me live?"}
{"text": "\"Do you think they would take you back alive to say they had stolen it?\"His hand strayed limply to the place where the pearl was hidden under his clothes. \". They will find it,\" he said weakly. \"Come,\" she said. \". Come!\"And when he did not respond, \"Do you think they would let me live? Do you think they would let the little one here live?\"Her goading struck into his brain; his lips snarled and his eyes were fierce again. \". Come,\" he said. \". We will go into the mountains. Maybe we can lose them in the mountains. \"Frantically he gathered the gourds and the little bags that were their property. Kino carried a bundle in his left hand, but the big knife swung free in his right hand. He parted the brush for Juana and they hurried to the west, towards the high stone mountains. They trotted quickly through the tangle of the undergrowth. This was panic flight. Kino did not try to conceal his passage; he trotted, kicking the stones, knocking the tell-tale leaves from the little trees. The high sun streamed down on the dry creaking earth so that even the vegetation ticked in protest. But ahead were the naked granite mountains, rising out of erosion rubble and standing monolithic against the sky. And Kino ran for the high place, as nearly all animals do when they are pursued. This land was waterless, furred with the cacti which could store water and with the greatrooted brush which could reach deep into the earth for a little moisture and get along on very little. And underfoot was not soil but broken rock, split into small cubes, great slabs, but none of it water-rounded. Little tufts of sad dry grass grew between the stones, grass that had sprouted with one single rain and headed, dropped its seed, and died. Horned toads watched the family go by and turned their little pivoting dragon heads. And now and then a great jack-rabbit, disturbed in his shade, bumped away and hid behind the nearest rock. The singing heat lay over this desert country, and ahead the stone mountains looked cool and welcoming. And Kino fled. He knew what would happen. A little way along the road the trackers would become aware that they had missed the path, and they would come back, searching and judging, and in a little while they would find the place where Kino and Juana had rested."}
{"text": "The singing heat lay over this desert country, and ahead the stone mountains looked cool and welcoming. And Kino fled. He knew what would happen. A little way along the road the trackers would become aware that they had missed the path, and they would come back, searching and judging, and in a little while they would find the place where Kino and Juana had rested. From there it would be easy for them - these little stones, the fallen leaves and the whipped branches, the scuffed places where a foot had slipped. Kino could see them in his mind, slipping along the track, whining a little with eagerness, and behind them, dark and half-interested, the horseman with the rifle. His work would come last, for he would not take them back. Oh, the music of evil sang loud in Kino's head now, it sang with the whine of heat and with the dry ringing of snake rattles. It was not large and overwhelming now, but secret and poisonous, and the pounding of his heart gave it undertone and rhythm. The way began to rise, and as it did the rocks grew larger. But now Kino had put a little distance between his family and the trackers. Now, on the first rise, he rested. He climbed a great boulder and looked back over the shimmering country, but he could not see hisenemies, not even the tall horseman riding through the brush. Juana had squatted in the shade of the boulder. She raised her bottle of water to Coyotito's lips; his little dried tongue sucked greedily at it. She looked up at Kino when he came back; she saw him examine her ankles, cut and scratched from the stones and brush, andshe covered them quickly with her skirt. Then she handed the bottle to him, but he shook his head. Her eyes were bright in her tired face. Kino moistened his cracked lips with his tongue. \"Juana,\" he said, \"I will go on and you will hide. I will lead them into the mountains, and when they have gone past, you will go north to Loreto or to Santa Rosalia. Then, if I can escape them, I will come to you. It is the only safe way. \"She looked full into his eyes for a moment. \". No,\" she said. \". We go with you. \"\"I can go faster alone,\" he said harshly."}
{"text": "It is the only safe way. \"She looked full into his eyes for a moment. \". No,\" she said. \". We go with you. \"\"I can go faster alone,\" he said harshly. \". You will put the little one in more danger if you go with me. \"\"No,\" said Juana. \"You must. It is the wise thing and it is my wish,\" he said. \"No,\" said Juana. He looked then for weakness in her face, for fear or irresolution, and there was none. Her eyes were very bright. He shrugged his shoulders helplessly then, but he had taken strength from her. When they moved on it was no longer panic flight. The country, as it rose toward the mountains, changed rapidly. Now there were long outcroppings of granite with deep crevices between, and Kino walked on bare unmarkable stone when he could and leaped from ledge to ledge. He knew that wherever the trackers lost his path they must circle and lose time before they found it again. And so he did not go straight for the mountains any more; he moved in zigzags, and sometimes he cut back to the south and left a sign and then went toward the mountains over bare stone again. And the path rose steeply now, so that he panted a little as he went. The sun moved downward toward the bare stone teeth of the mountains, and Kino set his direction for a dark and shadowy cleft in the range. If there were any water at all, it would be there where he could see, even in the distance, a hint of foliage. And if there were any passage through the smooth stone range, it would be by this same deep cleft. It had its danger, for the trackers would think of it too, but the empty water-bottle did not let that consideration enter. And as the sun lowered, Kino and Juana struggled wearily up the steep slope towards the cleft. High in the gray stone mountains, under a frowning peak, a little spring bubbled out of a rupture in the stone. It was fed by shade-preserved snow in the summer, and now and then it died completely and bare rocks and dry algae were on its bottom. But nearly always it gushed out, cold and clean and lovely. In the times when the quick rains fell, itmight become a freshet and send its column of white water crashing down the mountain cleft, but nearly always it was a lean little spring."}
{"text": "It was fed by shade-preserved snow in the summer, and now and then it died completely and bare rocks and dry algae were on its bottom. But nearly always it gushed out, cold and clean and lovely. In the times when the quick rains fell, itmight become a freshet and send its column of white water crashing down the mountain cleft, but nearly always it was a lean little spring. It bubbled out into a pool and then fell a hundred feet to another pool, and this one, overflowing, dropped again, so that it continued, down and down, until it came to the rubble of the upland, and there it disappeared altogether. There wasn't much left of it then anyway, for every time it fell over an escarpment the thirsty air drank it, and it splashed from the pools to the dry vegetation. The animals from miles around came to drink from the little pools, and the wild sheep and the deer, the pumas and raccoons, and the mice - all came to drink. And the birds which spent the day in the brushland came at night to the little pools that were like steps in the mountain cleft. Beside this tiny stream, wherever enough earth collected for root-hold, colonies of plants grew, wild grape and little palms, maidenhair fern, hibiscus, and tall pampas grass with feathery rods raised above the spike leaves. And in the pool lived frogs and water-skaters, and water-worms crawled on the bottom of the pool. Everything that loved water came to these few shallow places. The cats took their prey there, and strewed feathers and lapped water through their bloody teeth. The little pools were places of life because of the water, and places of killing becauseof the water, too. The lowest step, where the stream collected before it tumbled down a hundred feet and disappeared into the rubbly desert, was a little platform of stone and sand. Only a pencil of water fell into the pool, but it was enough to keep the pool full and to keep the ferns green in the underhang of the cliff, and wild grape climbed the stone mountain and all manner of little plants found comfort here. The freshets had made a small sandy beach through which the pool flowed, and bright green watercress grew in the damp sand."}
{"text": "The little pools were places of life because of the water, and places of killing becauseof the water, too. The lowest step, where the stream collected before it tumbled down a hundred feet and disappeared into the rubbly desert, was a little platform of stone and sand. Only a pencil of water fell into the pool, but it was enough to keep the pool full and to keep the ferns green in the underhang of the cliff, and wild grape climbed the stone mountain and all manner of little plants found comfort here. The freshets had made a small sandy beach through which the pool flowed, and bright green watercress grew in the damp sand. The beach was cut and scarred and padded by the feet of animals that had come to drink and to hunt. The sun had passed over the stone mountains when Kino and Juana struggled up the steep broken slope and came at last to the water. From this step they could look out over the sun-beaten desert to the blue Gulf in the distance. They came utterly weary to the pool, and Juana slumped to her knees and first washed Coyotito's face and then filled her bottle and gave him a drink. And the baby was weary and petulant, and he cried softly until Juana gave him her breast, and then he gurgled and clucked against her. Kino drank long and thirstily at the pool. For a moment, then, he stretched out beside the water and relaxed all his muscles and watched Juana feeding the baby, and then he got to his feet and went to the edge of the step where the water slipped over, and he searched the distance carefully. His eyes set on a point and he became rigid. Far down the slope he could see the two trackers; they were little more than dots or scurrying ants and behind them a larger ant. Juana had turned to look at him and she saw his back stiffen. \"How far?\". She asked quietly. \"They will be here by evening,\" said Kino. He looked up the long steep chimney of the cleft where the water came down. \". We must go west,\" he said, and his eyes searched thestone shoulder behind the cleft. And thirty feet up on the gray shoulder he saw a series of little erosion caves. He slipped off his sandals and clambered up to them, gripping the bare stone with his toes, and he looked into the shallow caves."}
{"text": "\"We must go west,\" he said, and his eyes searched thestone shoulder behind the cleft. And thirty feet up on the gray shoulder he saw a series of little erosion caves. He slipped off his sandals and clambered up to them, gripping the bare stone with his toes, and he looked into the shallow caves. They were only a few feet deep, wind-hollowed scoops, but they sloped slightly downward and back. Kino crawled into the largest one and lay down and knew that he could not be seen from the outside. Quickly he went back to Juana. \"You must go up there. Perhaps they will not find us there,\" he said. Without question she filled her water bottle to the top, and then Kino helped her up to the shallow cave and brought up the packages of food and passed them to her. And Juana sat in the cave entrance and watched him. She saw that he did not try to erase their tracks in the sand. Instead, he climbed up the brush cliff beside the water, clawing and tearing at the ferns and wild grape as he went. And when he had climbed a hundred feet to the next bench, he came down again. He looked carefully at the smooth rock shoulder toward the cave to see that there was no trace of passage, and last he climbed up and crept into the cave beside Juana. \"When they go up,\" he said, \"we will slip away, down to the lowlands again. I am afraid only that the baby may cry. You must see that he does not cry. \"\"He will not cry,\" she said, and she raised the baby's face to her own and looked into his eyes and he stared solemnly back at her. \"He knows,\" said Juana. Now Kino lay in the cave entrance, his chin braced on his crossed arms, and he watched the blue shadow of the mountain move out across the brushy desert below until it reached the Gulf, and the long twilight of the shadow was over the land. The trackers were long in coming, as though they had trouble with the trail Kino had left. It was dusk when they came at last to the little pool. And all three were on foot now, for a horse could not climb the last steep slope. From above they were thin figures in the evening. The two trackers scurried about on the little beach, and they saw Kino's progress up the cliff before they drank."}
{"text": "And all three were on foot now, for a horse could not climb the last steep slope. From above they were thin figures in the evening. The two trackers scurried about on the little beach, and they saw Kino's progress up the cliff before they drank. The man with the rifle sat down and rested himself, and the trackers squatted near him, and in the evening the points of their cigarettes glowed and receded. And then Kino could see that they were eating, and the soft murmur of their voices came to him. Then darkness fell, deep and black in the mountain cleft. The animals that used the pool came near and smelled men there and drifted away again into the darkness. He heard a murmur behind him. Juana was whispering: \"Coyotito.\". She was begging him to be quiet. Kino heard the baby whimper, and he knew from the muffled sounds that Juana had covered his head with her shawl. Down on the beach a match flared, and in its momentary light Kino saw that two of the men were sleeping, curled up like dogs, while the third watched, and he saw the glint of the rifle in the match light. And then the match died, but it left a picture on Kino's eyes. He could see it, just how each man was, two sleeping curled up and the third squatting in the sand with the rifle between his knees. Kino moved silently back into the cave. Juana's eyes were two sparks reflecting a low star. Kino crawled quietly close to her and he put his lips near to her cheek. \"There is a way,\" he said. \"But they will kill you. \"\"If I get first to the one with the rifle,\" Kino said, \"I must get to him first, then I will be all right. Two are sleeping. \"Her hand crept out from under her shawl and gripped his arm. \". They will see your white clothes in the starlight. \"\"No,\" he said. \". And I must go before moonrise. \"He searched for a soft word and then gave it up. \". If they kill me,\" he said, \"lie quietly. And when they are gone away, go to Loreto. \"Her hand shook a little, holding his wrist. \"There is no choice,\" he said. \". It is the only way. They will find us in the morning. \"Her voice trembled a little."}
{"text": "And when they are gone away, go to Loreto. \"Her hand shook a little, holding his wrist. \"There is no choice,\" he said. \". It is the only way. They will find us in the morning. \"Her voice trembled a little. \". Go with God,\" she said. He peered closely at her and he could see her large eyes. His hand fumbled out and found the baby, and for a moment his palm lay on Coyotito's head. And then Kino raised his hand and touched Juana's cheek, and she held her breath. Against the sky in the cave entrance Juana could see that Kino was taking off his white clothes, for dirty and ragged though they were they would show up against the dark night. His own brown skin was a better protection for him. And then she saw how he hooked his amulet neck-string about the horn handle of his great knife, so that it hung down in front of him and left both hands free. He did not come back to her. For a moment his body was black in the cave entrance, crouched and silent, and then he was gone. Juana moved to the entrance and looked out. She peered like an owl from the hole in the mountain, and the baby slept under the blanket on her back, his face turned sideways against her neck and shoulder. She could feel his warm breath against her skin, and Juana whispered her combination of prayer and magic, her Hail Marys and her ancient intercession, against the black unhuman things. The night seemed a little less dark when she looked out, and to the east there was a lightening in the sky, down near the horizon where the moon would show. And, looking down, she could see the cigarette of the man on watch. Kino edged like a slow lizard down the smooth rock shoulder. He had turned his neckstring so that the great knife hung down from his back and could not clash against the stone. His spread fingers gripped the mountain, and his bare toes found support through contact, and even his chest lay against the stone so that he would not slip. For any sound, a rolling pebble or a sigh, a little slip of flesh on rock, would rouse the watchers below. Any sound that was not germane to the night would make them alert."}
{"text": "His spread fingers gripped the mountain, and his bare toes found support through contact, and even his chest lay against the stone so that he would not slip. For any sound, a rolling pebble or a sigh, a little slip of flesh on rock, would rouse the watchers below. Any sound that was not germane to the night would make them alert. But the night was not silent; the little tree frogs that lived near the stream twittered like birds, and the high metallic ringing of the cicadas filled the mountain cleft. And Kino's own music was in his head, the music of the enemy, low and pulsing, nearly asleep. But the Song of the Family had become as fierce and sharp and feline as the snarl of a female puma. The family song was alive now and driving him down on the dark enemy. The harsh cicada seemed to take up its melody, and the twittering tree frogs called little phrases of it. And Kino crept silently as a shadow down the smooth mountain face. One bare foot moved a few inches and the toes touched the stone and gripped, and the other foot a few inches, and then the palm of one hand a little downwards, and then the other hand, until the whole body, without seeming to move, had moved. Kino's mouth was open so that even his breath would make no sound, for he knew that he was not invisible. If the watcher, sensing movement, looked at the dark place against the stone which was his body, he could see him. Kino must move so slowly he would not draw the watcher's eyes. It took him a long time to reach the bottom and to crouch behind a little dwarf palm. His heart thundered in his chest and his hands and face were wet with sweat. He crouched and took great slow long breaths to calm himself. Only twenty feet separated him from the enemy now, and he tried to remember the ground between. Was there any stone which might trip him in his rush? He kneaded his legs against cramp and found that his muscles were jerking after their long tension. And then he looked apprehensively to the east. The moon would rise in a few moments now, and he must attack before it rose. He could see the outline of the watcher, but the sleeping men were below his vision. It was the watcher Kino must find - must find quickly and without hesitation."}
{"text": "The moon would rise in a few moments now, and he must attack before it rose. He could see the outline of the watcher, but the sleeping men were below his vision. It was the watcher Kino must find - must find quickly and without hesitation. Silently he drew the amulet string over his shoulder and loosened the loop from the horn handle of his great knife. He was too late, for as he rose from his crouch the silver edge of the moon slipped above the eastern horizon, and Kino sank back behind his bush. It was an old and ragged moon, but it threw hard light and hard shadow into the mountain cleft, and now Kino could see the seated figure of the watcher on the little beach beside the pool. The watcher gazed full at the moon, and then he lighted another cigarette, and the match illumined his dark face for a moment. There could be no waiting now; when the watcher turned his head, Kino must leap. His legs were as tight as wound springs. And then from above came a little murmuring cry. The watcher turned his head to listen and then he stood up, and one of the sleepers stirred on the ground and awakened and asked quietly, \"What is it?\"\"I don't know,\" said the watcher. \". It sounded like a cry, almost like a human - like a baby. \"The man who had been sleeping said: \"You can't tell. Some coyote bitch with a litter. I've heard a coyote pup cry like a baby. \"The sweat rolled in drops down Kino's forehead and fell into his eyes and burned them. The little cry came again and the watcher looked up the side of the hill to the dark cave. \"Coyote maybe,\" he said, and Kino heard the harsh click as he cocked the rifle. \"If it's a coyote, this will stop it,\" the watcher said as he raised the gun. Kino was in mid-leap when the gun crashed and the barrel-flash made a picture on his eyes. The great knife swung and crunched hollowly. It bit through neck and deep into chest, and Kino was a terrible machine now. He grasped the rifle even as he wrenched free his knife. His strength and his movement and his speed were a machine. He whirled and struck the head of the seated man like a melon."}
{"text": "He grasped the rifle even as he wrenched free his knife. His strength and his movement and his speed were a machine. He whirled and struck the head of the seated man like a melon. The third man scrabbled away like a crab, slipped into the pool, and then he began to climb frantically, to climb up the cliff where the water pencilled down. His hands and feet threshed in the tangle of the wild grapevine, and he whimpered and gibbered as he tried to get up. But Kino had become as cold and deadly as steel. Deliberately he threw the lever of the rifle, and then he raised the gun and aimed deliberately and fired. He saw his enemy tumble backward into the pool, and Kino strode to the water. In the moonlight he could see the frantic eyes, and Kino aimed and fired between the eyes. And then Kino stood uncertainly. Something was wrong, some signal was trying to get through to his brain. Tree frogs and cicadas were silent now. And then Kino's brain cleared from its red concentration and he knew the sound - the keening, moaning, rising hysterical cry from the little cave in the side of the stone mountain, the cry of death. Everyone in La Paz remembers the return of the family; there may be some old ones who saw it, but those whose fathers and whose grandfathers told it to them remember it nevertheless. It is an event that happened to everyone. It was late in the golden afternoon when the first little boys ran hysterically in the town and spread the word that Kino and Juana were coming back. And everyone hurried to see them. The sun was settling toward the western mountains and the shadows on the ground were long. And perhaps that was what left the deep impression on those who saw them. The two came from the rutted country road into the city, and they were not walking in single file, Kino ahead and Juana behind, as usual, but side by side. The sun was behind them and their long shadows stalked ahead, and they seemed to carry two towers of darkness with them. Kino had a rifle across his arm and Juana carried her shawl like a sack over her shoulder. And in it was a small limp heavy bundle. The shawl was crusted with dried blood, and the bundle swayed a little as she walked."}
{"text": "Kino had a rifle across his arm and Juana carried her shawl like a sack over her shoulder. And in it was a small limp heavy bundle. The shawl was crusted with dried blood, and the bundle swayed a little as she walked. Her face was hard and lined and leathery with fatigue and with the tightness with which she fought fatigue. And her wide eyes stared inward on herself. She was as remote and as removed as Heaven. Kino's lips were thin and his jaws tight, and the people say that he carried fear with him, that he was as dangerous as a rising storm. The people say that the two seemed tobe removed from human experience; that they had gone through pain and had come out on the other side; that there was almost a magical protection about them. And those people who had rushed to see them crowded back and let them pass and did not speak to them. Kino and Juana walked through the city as though it were not there. Their eyes glanced neither right nor left nor up nor down, but stared only straight ahead. Their legs moved a little jerkily, like well-made wooden dolls, and they carried pillars of black fear about them. And as they walked through the stone and plaster city brokers peered at them from barred windows and servants put one eye to a slitted gate and mothers turned the faces of their youngest children inward against their skirts. Kino and Juana strode side by side through the stone and plaster city and down among the brush houses, and the neighbours stood back and let them pass. Juan Tom s raised his hand in greeting and did not say the greeting and left his hand in the air for a moment uncertainly. In Kino's ears the Song of the Family was as fierce as a cry. He was immune and terrible, and his song had become a battle cry. They trudged past the burned square where their house had been without even looking at it. They cleared the brush that edged the beach and picked their way down the shore toward the water. And they did not look toward Kino's broken canoe. And when they came to the water's edge they stopped and stared out over the Gulf. And then Kino laid the rifle down, and he dug among his clothes, and then he held the great pearl in his hand. He looked into its surface and it was gray and ulcerous. Evil faces peered from it into his eyes, and he saw the light of burning."}
{"text": "And then Kino laid the rifle down, and he dug among his clothes, and then he held the great pearl in his hand. He looked into its surface and it was gray and ulcerous. Evil faces peered from it into his eyes, and he saw the light of burning. And in the surface of the pearl he saw the frantic eyes of the man in the pool. And in the surface of the pearl he saw Coyotito lying in the little cave with the top of his head shot away. And the pearl was ugly; it was gray, like a malignant growth. And Kino heard the music of the pearl, distorted and insane. Kino's hand shook a little, and he turned slowly to Juana and held the pearl out to her. She stood beside him, still holding her dead bundle over her shoulder. She looked at the pearl in his hand for a moment and then she looked into Kino's eyes and said softly: \"No, you. \"And Kino drew back his arm and flung the pearl with all his might. Kino and Juana watched it go, winking and glimmering under the setting sun. They saw the little splash in the distance, and they stood side by side watching the place for a long time. And the pearl settled into the lovely green water and dropped towards the bottom. The waving branches of the algae called to it and beckoned to it. The lights on its surface were green and lovely. It settled down to the sand bottom among the fern-like plants. Above, the surface of the water was a green mirror. And the pearl lay on the floor of the sea. A crab scampering over the bottom raised a little cloud of sand, and when it settled the pearl was gone. And the music of the pearl drifted to a whisper and disappeared."}
{"text": "1 AGRICULTURE FORM II NOTES 9.0.0 Soil Fertility II Inorganic Fertilizers 12 Lessons 10.0.0 Crop Production II Planting 16 Lessons 11.0.0 Crop Production III Nursery Practices 16 Lessons 12.0.0 Crop Production IV Field Practices 14 Lessons 13.0.0 Crop Production V Vegetables 16 Lessons 14.0.0 Livestock Health I Introduction 16 Lessons 15.0.0 Livestock Health II Parasites 16 Lessons 16.0.0 Livestock Production II Nutrition 12 Lessons Soil Fertility II Inorganic Fertilizers Introduction Plant nutrients occur in the soil in form of soluble substances. These substances are taken in by the plants in different quantities depending on their roles in the plant tissues. Essential Elements These are nutrients needed by plants for various uses. They are divided into two broad categories namely: Macronutrients micronutrients. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 2 Macro-nutrients These are also referred to as major nutrients. They are required by the plant in large quantities. They include; carbon, hydrogen, oxygen, nitrogen, phophorus, potassium, sulphur, calcium magnesium. Nitrogen, phosphorus and potassium are referred to as fertilizer elements, Calcium, magnesium and sulphur, are referred to as liming elements. Role of Macronutrients in Plants Nitrogen NO3,NH4 Sources: Artificial fertilizers Organic matter Atmospheric fixation by lightning Nitrogen fixing bacteria. Role of Nitrogen in Plants Vegetative growth Chlorophyll formation Build up of protoplasm. Improves leaf quality in leafy crops such as tea and cabbages. Deficiency Symptoms Yellowing of the leaves chlorosis. Stunted growth. Premature ripening. Premature shedding of the leaves. Light seeds. Effect of Excess Nitrogen Scorching of the leaves. Delayed maturity. Loss of Nitrogen From the Soil: Soil erosion. Leaching. Volatilization. Crop removal. Used by microorganisms."}
{"text": "Corrects the soil acidity. Deficiency symptoms Young leaves remain closed. There are light green bands along the margins of the leaves. Leaves in the terminal bud become hooked in appearance there is a die-back at the tip and along the margins. Loss of Calcium Crop removal Leaching Soil erosion Magnesium Mg2 Sources: Crop residues and organic manures Commercial fertilizers Weathering of soil minerals. Agricultural limes. Role of Magnesium in Plants Forms part of chlorophyll. Promotes the growth of the soil bacteria and enhances the nitrogen fixing power of the legumes. Activates the production and transport of carbohydrates and proteins in the growing plant. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 5 Deficiency symptoms Loss in green colour which starts from the bottom leaves and gradually moves upwards. The veins remain green. Leaves curve upwards along the margins. Stalks become weak and the plant develops long branched roots. The leaves become streaked. Sulphur S04 2- ,SO2 Sources: Commercial fertilizers. Soil mineral containing sulphides Atmospheric sulphur from industries. Rain water Role of Sulphur in Plants Formation and activation of coenzyme-A. Sulphur is a constituent of amino acids. Influence plant physiological processes. Deficiency Symptoms Small plants stunted growth. Poor nodulation in legumes. Light green to yellowish leaves chlorosis. Delayed maturity. Micro-nutrients Also referred to as trace or minor nutrients. They are required in small quantities traces. They are essential for proper growth and development of plants. They include; Iron, Manganese, Copper, Boron, Molybdenum Chlorine. Role of Micronutrients and Their Deficiency Symptoms Copper Role in oxidation-reduction reactions. Respiration and utilization of iron Deficiency symptoms-yellowing of young leaves. Iron Synthesis of proteins. Takes part in oxidation-reduction reactions. Deficiency symptoms - leaf chlorosis For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Molybdenum Nitrogen transformation in plants."}
{"text": "Iron Synthesis of proteins. Takes part in oxidation-reduction reactions. Deficiency symptoms - leaf chlorosis For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Molybdenum Nitrogen transformation in plants. Metabolization of nitrates to amino acids and proteins Deficiency symptoms -leaf curl and scathing. Manganese - Same as molybdenum. Zinc Formation of growth hormone. Reproduction process Deficiency symptoms - white bud formation. Boron Absorption of water. Translocation of sugar Inorganic Fertilizers These are chemically produced substances added to the soil to improve fertility. Classification According to: Nutrients contained Straight - contain only one macronutrient. Compound fertilizers - contain more than one macronutrient Time of application Some applied when planting. Top dressing after crop emergence Effects on the soil pH. Acidic fertilizers. Neutral fertilizers. Basic fertilizers. Properties and Identification of Fertilizers Nitrogenous Fertilizers Characteristics Highly soluble in water. Highly mobile in the soil hence it is applied as a top dress. Easily leached because of the high solubility hence does not have residual effect on the soil. Has scorching effect on young crops during wet seasons. Easy to volatilize during hot season. They have a tendency to cake under moist conditions. They are hygroscopic hence should be stored in dry conditions. Examples: Sulphate of Ammonia NH4 2 SO4 Physical appearance: white crystals, Has acidic effect, Contains 20 N. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 Ammonium Sulphate Nitrate NH4 2 SO4 NH4 NO3 Colour: granules which appear yellow orange, less acidic, contains 26 N. Calcium Ammonium Nitrate CAN Colour: greyish granules, neutral in nature, contains 21 N."}
{"text": "Examples: Sulphate of Ammonia NH4 2 SO4 Physical appearance: white crystals, Has acidic effect, Contains 20 N. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 Ammonium Sulphate Nitrate NH4 2 SO4 NH4 NO3 Colour: granules which appear yellow orange, less acidic, contains 26 N. Calcium Ammonium Nitrate CAN Colour: greyish granules, neutral in nature, contains 21 N. Urea Colour: small whitish granules Easily leached or volatilized, contains 45- 46 N. Phosphate Fertilizers Has low solubility and immobile. Non-scorching. Has a high residual effect hence benefit the next season's crop. Easy to store because they are not hygroscopic. Examples; Single super-phosphate Appearance: whitish, creamy white granules, contains 20-21 P2O5 Double super-phosphate Appearance: dark greyish granules, Contains 40-42 P2O5 Triple super-phosphate Appearance: small greyish granules, Contain 44-48 P2O5 Potassic Fertilizers Characteristics: Has moderate scorching effect. Moderately soluble in water. Most Kenyan soils have sufficient potassium. Examples; Muriate of Potash KCl Contain 60 - 62 K2O Slightly hygroscopic. Appearance amorphous white. Sulphate of Potash 50 K2O Compound or Mixed Fertilizers For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 These are fertilizers which supply 2 or more of the macronutrients. Examples; Mono ammonium phosphate. Di-ammonium phosphate 20:20:20, 23:23:23 Advantages of application of compound fertilizers Saves time and money. Mixture gives improved storage properties and better handling. Disadvantages of compound fertilizers application Expensive. Wasteful."}
{"text": "Mixture gives improved storage properties and better handling. Disadvantages of compound fertilizers application Expensive. Wasteful. Mixing may not be thorough. Incompatibility of the individual fertilizers. Methods of fertilizer application Broadcasting - random scattering of the fertilizers on the ground. Placement method - application of fertilizers in the planting holes. Side dressing - fertilizer is placed at the side of the plant within the root zone, in bands or spot-rings. Foliar spraying - specially formulated fertilizer solution applied on the foliage in spray form. Drip method - applied through irrigation water. Determination of Fertilizer Rates Contents of fertilizers are expressed as fertilizer grade or fertilizer analysis. Fertilizer grade indicate the guaranteed minimum of the active ingredients N, P2O5, K 2O in the mixture. It is expressed as a percentage on a weight to weight basis or percentage by weigh Example 10:20:0 means for every 10kg of the mixture there are 10kg of nitrogen, 20kg of P2O 5 and 0kg of K2O. Example A farmer was asked to apply fertilizers as follows: 60 kg ha nitrogen top dressing 60 kg ha P2O5 in planting hole . 60 kg ha K2O. How much sulphate of ammonia 20 would be required per hectare? How much double super-phosphate 40 P2O5would be required per hectare? How much muriate of potash 50 K2O would be required per hectare?"}
{"text": "How much sulphate of ammonia 20 would be required per hectare? How much double super-phosphate 40 P2O5would be required per hectare? How much muriate of potash 50 K2O would be required per hectare? Answer Solution Sulphate of ammonia SA which gives 60kg ha N 60 For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 9 20x 100 300kg SA Double super phosphate 40 P2O5 which gives 60kg ha P2O5 60 40x 100 150kg DSP Muriate of potash 60 K2O which gives 60kg hK2O 60 x 100 100kg muriate of potash 60 Example A farmer was asked to apply fertilizers as follows: 200kg ha of DSP 40 P2O5 150kg ha of muriate of potash 60 K2O 150kg ha of sulphate of ammonia 20 N How much P2O5 did the farmer apply per acre? How much K2O did the farmer apply per hectare? How much N did the farmer apply per hectare? Solution Answer P2O5 applied per hectare from 200kg of DSP 40 100x 200 80kg ha P2O 5 K2O5 applied per hectare from 150kg of muriate of potash 60 100x150 90kg ha K2O N applied per hectare from 150kg ha sulphate of ammonia 20 100 x 150 30kg ha N Soil Sampling Refers to obtaining of small quantity of soil that is representative in all aspects of the entire farm. Soil Sampling Procedures Clear the vegetation over the site. Dig out soil at depths of 15-25cm. Place the dug out soil in a clean container. Mix thoroughly the soil in the container. Take a sample and send it to National Agricultural Laboratory for analysis. The container carrying the sample should be properly labeled as follows: Name of the farmer, Location, District Address of the farmer."}
{"text": "They are not bulky therefore storage is easy. They are easy to handle during planting making operation easy. When planting seeds, it is easy to use machines like seed planters and drillers. It is easy to apply manures and fertilizers together with seeds during planting. Fertilizers and manures application can be easily mechanized. It is possible to develop new crop varieties due to cross pollination. Disantivantages of using seeds as planting materials. Some seeds have long dormancy and they may need special treatment in order to germinate. Plants raised from seeds have variations from the mother plant due to cross pollination, This may introduce undesirable characteristics. Soil borne pests may damage seeds if left for sometime in the soil before rain falls. Some seeds may lose viability if stored for a long time. This leads to gaps in the farm. 1. Vegetative materials. These are plant parts which have the ability to produce roots, they grow and develop in to new plants. Plant parts such as leaves, roots or stems can be used for planting as long as they are capable of rooting. Advantages of using vegetative materials for planting. Crops originating from vegetative materials matures faster than those from seeds. The crops shows uniformity in such qualities as disease resistance, seed size, colour, keeping or storing quality and chemical composition. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 12 It is possible to produce many varieties of compatible crops on the same root stock. Use of the vegetative materials is easier and faster, especially where seeds show prolonged dormancy. The resulting plant has desired shape and size for ease of harvesting and spraying. It facilitates the propagation of crops which are seedless or those that produce seeds which are not viable or have a long dormancy period. Such crops include sugar-cane, bananas, Napier grass and others. Disadvantages. Vegetative propagation does not result in new crop varieties. Keeping the materials free of diseases is difficult. Materials cannot be stored for long. The materials are bulky and there fore difficult to store and transport. Plant parts used for vegetative propagation. I Bulbils. These are tiny sisal plants produced in the inflorescence almost at the end of the plant growth cycle. They resemble the mother plant except that they are smaller in size."}
{"text": "I Bulbils. These are tiny sisal plants produced in the inflorescence almost at the end of the plant growth cycle. They resemble the mother plant except that they are smaller in size. They are produced by the branches of the sisal pole. When manure they mature they develop rudimentary roots and fall off to the ground just below the pole. They are the collected and raised in the nurseries before they are transplanted t o the main field. One sisal pole may produce as many as 3,000 bulbils. They are usually 10cm long. They make good planting materials and are better than sucke ii Splits These are plantlets divided from the existing mother plant with complete with complete leaves and rooting system. They are used to propagate most pasture grasses and pyrethrum. Pyrethrum splits are raised first in nursery and then transplanted to the field. Iii Crowns and slips These are materials used to propagate pineapples Crowns are born on top of the fruits and are broken off and prepared for planting. They are more preferred to suckers because they give uniform growth and take two years to reach maturity. Slips are borne to the base of the pineapple fruits. They are cut and prepared for plantings. Their growth rate is faster than for crowns giving average uniformity. They take 22 months from planting to maturity. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 13 Crowns and slips are planted in the nurseries first before transplanting to the main seed bed. Iv Suckers These are small plants that grow from the base of the main stem. They have adventitious roots which grow quickly when planted to form a new plant. They are used to propagate bananas, sisal, and pineapples. When planted, suckers give uneven growth leading to maturity at different times. T hey should be planted when they are young. V Tubers These are underground food storage organs which are short and thick. They are used as vegetative propagation materials because they sprout and produce roots for growth. There are mainly two types of tubers, the stem and root tubers. Root tubers develop from the thickening of the adventitious roots. Root tubers are not commonly used for propagation since they produce weak stems."}
{"text": "There are mainly two types of tubers, the stem and root tubers. Root tubers develop from the thickening of the adventitious roots. Root tubers are not commonly used for propagation since they produce weak stems. A good example of a root tuber is the sweet potato. On the other hand stem tubers have some auxiliary buds which are sometimes referred to as eyes . These eyes sprout to produce stems which grow into plants. Stem tubers are therefore swollen stems with scales leaves. A good example of a stem tuber is Irish potato. Vi Vines. These are soft wood cuttings which produce roots easily upon planting to give rise to new plants. They are cut from the mother plants and planted directly into the field. Soft wood cuttings vines are taken from rapidly growing shoots. The soft upper parts of the shoots are preferred. When preparing the cuttings, some leaves and nodes are included. Roots are produced from the nodes. Vii Cuttings and setts o Cuttings are portion of plants parts which are cut and then planted. O They may be from stems, roots or leaves. O A stem cutting must have a bud which develops into shoot. O The root cutting must have an eye. Cutting must have an eye. O Cuttings must produce leaves as soon as possible so that they can start making their own food. O Sometimes cuttings are induced to produce roots by use of rooting hormones. O Once the cuttings have developed roots, they give rise to new plants. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 14 o In some crops, the cuttings are big enough to be planted directly to the main seedbed whereas there are some plants whose cuttings are first raised in special nurseries before they are transplanted to the seedbed. O The cuttings of Napier grass and sugar-cane are planted directly on the seedbed but those of tea; have to be raised in special nursery before they are transferred to the seed bed. O Examples of crops which are propagated by use of stem cuttings include: tea, cassava, and sugar-cane and Napier grass. O The stem cuttings used to propagate sugar-cane are known as setts . Setts are stem cuttings which have 3-5 nodes are usually 30-45 cm long. Factors affecting rooting of cuttings."}
{"text": "O The stem cuttings used to propagate sugar-cane are known as setts . Setts are stem cuttings which have 3-5 nodes are usually 30-45 cm long. Factors affecting rooting of cuttings. Temperature: for the cuttings to produce roots warm temperatures are required around the root zone while cool temperatures are important for the aerial part of the cuttings. For most species optimum day and light temperatures for rooting are 22 -27 c and 15-21 c respectively. A Relative humidity: Proper rooting of cuttings requires high humidity which lower the transpiration rate. It also increases and maintains leaf turgidity all the time. As such, cuttings should be rooted in green houses or under shady conditions, where relative humidity can be regulated. Sometimes the propagation area can be sprayed with water to keep it moist. B Light intensity: soft wood cuttings need high intensity light to produce roots. This is because light promotes the production of roots since it affects the rate of photosynthesis. Hard wood cuttings do well in dark conditions since they have high amount of stored carbohydrates and therefore rooting is excellent in darkness. C Oxygen supply: plentiful supply of oxygen is required for root formation. The rooting medium used must therefore be capable of allowing proper aeration. D Chemical treatment: these rooting hormones which promote the production of roots in cuttings. The common ones include IAA Indoleacetic acid . E Leaf area: Soft woods cuttings require a lot of leaves for photosynthesis while hardwood cuttings will produce roots better without leaves. Selection of planting materials When selecting materials for planting the following factors must be considered: Suitability to the ecological conditions the selected planting materials should be well adapted to the soil conditions, temperatures and amount of rainfall in the area. There are many varieties of maize, for example, which are suitable to different ecological conditions. Hybrid 622f or example is mainly for the high altitudes areas of Kenya 513 for the medium altitudes and the Katumani composites for the low rainfall areas while the coast composites are suitable for the coastal conditions each variety will grow well and produce high yields if grown under the correct conditions Purity of the materials - planting materials should be pure and not mixed with other off types the percentage purity of planting materials will affect the seed while higher seeds rates are used for impure seeds."}
{"text": "Selection of planting materials When selecting materials for planting the following factors must be considered: Suitability to the ecological conditions the selected planting materials should be well adapted to the soil conditions, temperatures and amount of rainfall in the area. There are many varieties of maize, for example, which are suitable to different ecological conditions. Hybrid 622f or example is mainly for the high altitudes areas of Kenya 513 for the medium altitudes and the Katumani composites for the low rainfall areas while the coast composites are suitable for the coastal conditions each variety will grow well and produce high yields if grown under the correct conditions Purity of the materials - planting materials should be pure and not mixed with other off types the percentage purity of planting materials will affect the seed while higher seeds rates are used for impure seeds. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 15 Germination percentage - This is a measure of the germination potential of seeds it is expressed as a percentage for example a germination percentage of 80 means that for every 10 seeds planted 80 of them are expected to germinate. Germination percentage helps to determine the seed rates of crops lower seed rates are used for crops with higher germination percentage while higher seed rates are used for those with lower germination percentage. Certified seeds - These are seeds which have been tested and proven to have 100 germination potential and free from diseases and pests they give high yields after the first planting but the subsequent yields decline if replaced therefore in this case it is always advisable to buy new seeds which are certified every time planting is done In Kenya certified seeds are produced by the Kenya seed company KSC and distributed by Kenya Farmers Association KFA and other agents. PREPARATION OF PLANTING MATERIALS. After the planting materials are selected they are prepared in different ways before they are planted. Some of the methods used to prepare planting materials include the following: a Breaking the seed dormancy. Some seeds undergo a dormancy period between maturity and the time they sprout. The dormancy period is the stage whereby a seed cannot germinate, the stage of inhibited growth of seed. It should be broken before the seed is planted. Methods of breaking seed dormancy. The following methods are used to break seed dormancy: I Mechanical method: This is a method which aims at scratching the seed coat to make it permeable to water."}
{"text": "It should be broken before the seed is planted. Methods of breaking seed dormancy. The following methods are used to break seed dormancy: I Mechanical method: This is a method which aims at scratching the seed coat to make it permeable to water. Scarification is done by rubbing small sized seeds against hard surface such as sand paper, while filling or nicking the seed coat with a knife is done to large sized seeds such as croton seeds. Ii Heat treatment: this involves the use of hot water or burning the seeds lightly. It softens the seed coat making it permeable to water and thus is able to germinate. The seeds are soaked in hot water about 80 c for 3-4 minutes after which the water is allowed to drain off. Example of seeds treated in this way include: leucean 7 2 32 22 calliadra and acacia. Light burning also serves the same purpose as hot water treatment. In this case trash is spread over the seeds which are already covered with a thin layer of soil. The trash is burned, after which the seeds are retrieved and planted. Examples include acacia and wattle tree seeds. Overheating should be avoided as this will cook the seeds. Iii Chemical treatment: seeds are dipped in specific chemicals such as concentrated sulphuric acid, for two minutes and then removed. The chemical wears off the seed coat making it permeable to water. Care should be taken not to leave the seeds in the chemicals for too long as this will kill the embryo. Cotton seeds are normally treated with chemicals to remove the lint or fibres. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 16 iv Soaking in water: seeds are soaked in water for a period of between 24 48 hours until they swell. They are then removed and planted immediately. The seeds treated thus germinate very fast. Pre-germinated seeds are used when raising rice in the nurseries. B Seed dressing This is the coating of seeds with fungicides or an insecticide or a combination of the two chemicals. This is particularly common with cereals, sugar-cane and legumes. The chemicals protect the seedlings from soil-borne diseases and pests. Certified seeds which are sold by seed merchants in Kenya have been dressed with these chemicals. Farmers can also buy the chemicals and dress their own seeds."}
{"text": "The chemicals protect the seedlings from soil-borne diseases and pests. Certified seeds which are sold by seed merchants in Kenya have been dressed with these chemicals. Farmers can also buy the chemicals and dress their own seeds. C Seed inoculation In areas where soils are deficient in nitrogen, legumes such as beans, clovers and peas should be coated with an inoculant. An innoculant is a preparation which contains the right strain of Rhizobium depending on the type of legume and encourages nodulation, hence nitrogen fixation. Below is a table showing different legume crops and their right strain of Rhizobium. Crop inoculation group Rhizobium Species Lucerne R. melioti Clover R. trifoli Pea R. leguminosarum Bean R. phaseoli Lupin R. lupini soyabean R. japonicum When handling inoculated seeds, care should be taken to prevent them from coming in contact with chemicals. This means that inoculated seeds should not be dressed with chemicals as these will kill the bacterium. They should also be planted when the soil is moist to avoid dehydration which kills the bacterium. D Chitting This practice is also referred to as sprouting. The selected seed potatoes setts which are used as planting materials are sprouted before planting to break their dormancy. The setts of about 3-6 cm in diameter are arranged in layers of 2 or 3 tubers deep in a partially darkened room. The setts should be arranged with the rose- end facing upwards and the heel-end downwards. Diffused light encourages the production of short, green and healthy sprouts. If Chitting is done in complete darkness, long, pale thin sprouts develop which break easily during planting. During Chitting potato aphids and tuber months should be controlled by dusting or spraying the sett with dimethoate. Sometimes a chemical For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 17 known as Rendite is used to break dormancy, thus inducing sprouting. Chitting is done mainly to make sure that growth commences immediately the seed is planted so as to make maximum use of rains for high yields. Time of planting The timing of planting or sowing is influenced by the type of crop to be planted and the environmental conditions of the area. Factors to consider in timing planting. The rainfall pattern moisture condition of the soil."}
{"text": "Time of planting The timing of planting or sowing is influenced by the type of crop to be planted and the environmental conditions of the area. Factors to consider in timing planting. The rainfall pattern moisture condition of the soil. Type of crop to be planted. Soil type. Market demand. Prevalence of pests and diseases. Weed control. Timely planting is necessary and should be done at the onset of rains. In some areas where rainfall is scare dry planting is recommended. Advantages of timely planting. Crops make maximum use of rainfall and suitable soil temperature, leading to vigorous growth. Crops usually escape serious pests and diseases attack. Crops benefit from nitrogen flush which is available at the beginning of the rain. For horticultural crops, proper timing ensures that the produce is marketed when prices are high. Crops establish earlier than the weeds, hence smothering them. Methods of planting. There are two main methods of planting :- Broadcasting. Row planting. Broadcasting. This method involves scattering the seeds all over the field in a random manner. It is commonly adapted for light tiny seeds such as those of pasture grasses. It is easier, quicker and cheaper than row planting. However, it uses more seeds than row planting and the seeds are spread unevenly leading to crowding of plants in some places. This results in poor performance due to competition. Broadcasting gives a good ground cover, but weeding cannot be mechanized. For good results, the seedbed should be weed-free, firm and have a fine tilth. Row planting. The seeds or other planting materials are placed in holes, drills or furrows in rows. The distance between one row to the other and from one hole to the other is known. In Kenya, both large and small scale farmers practice row planting. It is practiced when planting many types of crops, especially perennial, annual and root crops. Advantages of row planting. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 18 Machines can be used easily between the rows. It is easy to establish the correct plant population. Lower seed rate is used than if broadcasting is adopted. It is easy to carry out cultural practices such as weeding, spraying and harvesting. Disadvantages of row planting. It does not provide an ample foliage cover. Thus the soil is liable to being eroded by wind and water."}
{"text": "Disadvantages of row planting. It does not provide an ample foliage cover. Thus the soil is liable to being eroded by wind and water. It is more expensive than broadcasting because of consuming a lot of labour and time. It requires some skill in measuring the distances between and within the rows. Seeds can also be planted by dibbling where the planting holes are dug by use of pangas or jembe, or by a dibbling stick dibbler . Most of the dibbling is done randomly although rows can also be used when using a planting line. Random dibbling is not popular in commercial farming due to low levels of production. It is only common among conservative farmers in planting of legumes such as beans, pigeon peas and cow peas. Over-sowing. This is the introduction of a pasture legume such as desmodium in an existing grass pasture. Some form of growth suppression of existing grass such as burning, slashing or hard grazing plus slight soil disturbance is recommended before over sowing. A heavy dose of superphosphate, preferably single supers at a rate of 200400 kg ha is applied. The grass must be kept short until the legume is fully established. Regardless of the method of establishment, the pastures and fodder stands should be ready for light grazing 4-5 months after planting if rainfall and soil fertility are not limiting. Under-sowing. This refers to the establishment of pasture under a cover crop, usually maize. Maize is planted as recommended and weeded 2-3 weeks after the onset of rains. Pasture seeds are then broadcasted with half the recommended basal fertilizer. No further weeding should be done and maize should be harvested early to expose the young pasture seedlings to sunlight. The benefits of under sowing include facilitating more intensive land utilization and encouraging an early establishment of pastures. Fodder crops and vegetetively propagated pasture species may also be under sown as long as rainfall is adequate for their establishment. Timing is not very crucial in this case and planting can be done as late as 6-8 weeks after the onset of rains. Plant population This refers to the ideal number of plants that can be comfortably accommodated in any given area, without overcrowding or too few to waste space. Agricultural research has arrived at the optimum number of various crop plants to be recommended to farmers. Plant population is determined by dividing the planting area by spacing of the crop."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 20 The space between the rows should allow free passage of the machinery which can be used in the field. For example, the spacing between rows of coffee is supposed to allow movement of tractor drawn implements. Soil fertility A fertile soil can support high plant population. Therefore closer spacing is possible. The size of plant Tall crop varieties require wider spacing while short varieties require closer spacing, for example, Kitale hybrid maize is widely spaced than Katumani maize. Moisture availability. Areas with higher rainfall are capable of supporting a large number of plants hence closer spacing than areas of low rainfall. Use of crop. Crop grown for the supply of forage or silage material is planted at a closer spacing than for grain production. Pest and diseases control. When crops are properly spaced, pests might find it difficult to move from one place to the other, for example, aphids in groundnuts. Growth habit. Spreading and tillering crop varieties require wider spacing than erect type. Seed rate. Seed rate is the amount of seeds to be planted in a given unit area governed by ultimate crop stand which is desired. The objective of correct spacing of crop is to obtain the maximum yields from a unit area without sacrificing quality. Most crops are seeded at lighter rates under drier conditions than under wet or irrigated conditions. Seeds with low germination percentage are planted at higher rates than those which have about 100 germination percentage. There is an optimal seed rate for various crops. For example, the seed rate for maize is 22 kg per hectare, wheat is 110 kg per hectare and cotton is between 17 to 45 kg per hectare. Factors to consider in choosing seed rates. Seed purity. When planting seed which is pure or with a high germination percentage, less seed is required. On the contrary, more seeds are required when using impure or mixed seeds. Germination percentage. Less seed is used when its germination percentage is higher. Seed of lower germination percentage is required in large amounts. Spacing. At closer spacing, more seeds are used than in a wider spacing. Number of seeds per hole. When two or more seeds are planted per hole, higher seed rate is required than when only one seed is planted per hole. The purpose of the crop. A crop to be used for silage making is spaced more closely than one meant for grain production."}
{"text": "When two or more seeds are planted per hole, higher seed rate is required than when only one seed is planted per hole. The purpose of the crop. A crop to be used for silage making is spaced more closely than one meant for grain production. This would require use of more seeds. Maize to be used for silage making, for example, requires more seeds than that meant for production of grain. Depth of planting. This is the distance from the soil surface to where the seed is placed. The correct depth of planting is determined by: Soil type: seeds will emerge from grater depths in sandy soil that are lighter than in clay soils. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 21 Soil moisture content: It is recommended that one plants deep in dry soils in order to place the seeds in a zone with moist soil. Size of the seed: Larger seeds are planted deeper in the soil because they have enough food reserves to make them shoot and emerge through the soil to the surface. Type of germination: seeds with epigeal type of germination carry cotyledons above the soil surface such as beans, should be planted shallower than those with hypogeal type of germination leave cotyledons under the soil such as maize. Suggested Activities. 1. Learners to carry out planting using broadcasting method and planting rows. 2. Learners to identify different vegetative propagation materials displayed by the teacher. 3. Learners to determine the correct plant population for a given area by mathematical calculations. 4. Learners to collect samples of different tree seeds and prepare them for planting by various methods of breaking seed dormancy. 5. Learners to determine the germination percentage of different samples of cereals and legume seeds. Crop Production III Nursery Practices Introduction Planting materials are either planted directly in a seedbed or indirectly through a nursery bed. A seedbed is a piece of land which could be small or large and prepared to receive planting materials. A nursery bed on the other hand is a small plot of land specially prepared for raising seedlings or planting materials before transplanting. It is usually 1m wide and any convenient length depending on the quantity of seedlings to be raised."}
{"text": "A seedbed is a piece of land which could be small or large and prepared to receive planting materials. A nursery bed on the other hand is a small plot of land specially prepared for raising seedlings or planting materials before transplanting. It is usually 1m wide and any convenient length depending on the quantity of seedlings to be raised. A seedling bed is a special type of nursery bed used for raising seedlings pricked out from the nursery bed due to overcrowding before they are ready for transplanting. Pricking out refers to the removal of seedlings from a nursery bed to a seedling bed. Nursery practices refer to all the activities carried out throughout a nursery life to raise seedlings. . Importance of Nursery Bed in Crop Production To facilitate the production of many seedlings in a small area. It is easy to carry out management practices in a nursery than in the seedbed. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 22 It facilitates the planting of small seeds which develop into strong seedlings that are easily transplanted. It ensures transplanting of only healthy and vigorous growing seedlings. It reduces the period taken by the crop in the field. Excess seedlings from the nursery may be sold to earn income. Selection of a Nursery Site Factors to consider; Nearness to the water source. Type of soil.-should be well drained, deep and fertile, preferably loam soil. Topography.-it should be situated on a gentle slope to prevent flooding and erosion through surface run-off. Previous cropping.-to avoid build up of pests and diseases associated with particular plant families, consider the preceding crops. Security.-select a site that is protected from theft and destruction by animals. Protection against strong winds and heat of the sun.-select a sheltered place. I.e. to avoid excessive evapotranspiration and uprooting seedlings. Types of Nurseries Categories of nurseries: Vegetable Nursery: They are used for raising the seedlings of vegetable crops. Tomatoes, cabbages, kale, onions, brinjals and peppers. Vegetable Propagation Nurseries: They are used for inducing root production in cuttings before they are transplanted, The cuttings can be planted directly in the soil and hence called bare root nurseries."}
{"text": "Types of Nurseries Categories of nurseries: Vegetable Nursery: They are used for raising the seedlings of vegetable crops. Tomatoes, cabbages, kale, onions, brinjals and peppers. Vegetable Propagation Nurseries: They are used for inducing root production in cuttings before they are transplanted, The cuttings can be planted directly in the soil and hence called bare root nurseries. Or planted into containers such as pots, polythene bags and others, hence called containerized nurseries. Tree Nurseries: These are used for raising tree seedlings. The seedlings can be raised in bare root nurseries or in containerized nurseries. Nursery Management Practices: These are the practices carried out in the nursery while the planting materials are growing. They include: Mulching. Light mulch should be applied on thenursery bed. It be should be removed on the 4th day Weed control. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 23 Shading. Pricking out. Pests and disease control. Hardening off Watering. Preparation of vegetative materials for planting: Cuttings -These are plant parts such as stems, leaves and roots induced to produce roots and used as planting materials. Grafting It is the practice of uniting two separate woody stems. The part bearing the roots is referred to as root stock while the part which is grafted onto the rootstock is known as scion. The scion has buds which develop into the future plant. The ability of the rootstock and the scion to form a successful union is termed as compatibility. Methods of Grafting Whip or tongue grafting: In this case the diameter of the rootstock and the scion are the same. It is carried out when the diameter of the scion and the rootstock is 'pencil' thick. Side grafting: In this case the diameter of the rootstock is bigger than that of the scion. Other types of grafting include ; Approach grafting, Notch grafting Bark grafting. Budding: It is the practice of uniting a vegetative bud to a seedling of another plant."}
{"text": "Side grafting: In this case the diameter of the rootstock is bigger than that of the scion. Other types of grafting include ; Approach grafting, Notch grafting Bark grafting. Budding: It is the practice of uniting a vegetative bud to a seedling of another plant. The scion has only one bud and some bark with or without wood. The bud is inserted in a slit made on the bark of the stock. It is held tightly on the stock by tying with a budding tape until it produces a shoot. Methods of Budding: T-budding Top budding Patch budding. Importance of Budding and Grafting: Plants with desirable root characteristics but with undesirable products may be used to produce desirable products for example lemon-orange graft. They facilitate the changing of the top of the tree from being undesirable to desirable For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 24 They make it possible to grow more than one type of fruit or flower on the same plant. They help to propagate clones that cannot be propagated in any other way. They help to shorten the maturity period. Layering It is the process by which a part of a plant is induced to produce roots while still attached to the mother plant. Once the roots have been produced, the stem is then cut off and planted. Types of layering; Marcotting or aerial layering. Tip layering. Trench layering. Compound or serpentine. Tissue Culture for Crop Propagation Tissue culture is a biotechnology used in cloning vegetatively propagated plants. It is based on the ability of plant tissue or cells to regenerate other parts of the plant. The tissues are derived from shoot tips where cells are undergoing rapid cell division and are not differentiated. The cells are then provided with the right conditions which enable them to multiply and develop roots. The Right Conditions for tissue culture: Culture medium. Correct temperature. Correct light intensity and Correct relative humidity. Importance of Tissue Culture in Crop Propagation It is used to recover and establish pathogen-free plants especially in the control of viral diseases. It is used in mass production of plantlets or propagules. It is fast and requires less space than the cultural methods of using cutting which requires a bigger space."}
{"text": "Importance of Tissue Culture in Crop Propagation It is used to recover and establish pathogen-free plants especially in the control of viral diseases. It is used in mass production of plantlets or propagules. It is fast and requires less space than the cultural methods of using cutting which requires a bigger space. Transplanting Seedlings Transplanting of vegetable and tree seedlings are generally the same. Generally, vegetable seedlings are ready for transplanting when they are one month old or have 4 -6 leaves or are about 10-15cm in height. Before transplanting, the nursery bed is adequately watered 3 - 4 hours before lifting the seedlings. This ensures the seedlings are lifted easily with a ball of earth around the roots to minimize root damage. Tree seedlings take a little longer to reach transplanting age compared to vegetable crop seedlings. The roots are trimmed before lifting the seedlings. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 25 Transplanting should be done at the onset of the long rains to give the young trees a good start. After transplanting the young trees should be protected from damage by animals for a period of about one year. Crop production IV Field Practices I Introduction Field practices are activities carried out on the field to facilitate proper growth and maximum yield of the various crops grown. They include the following: Crop Rotation Mulching R0uting field practices Crop protection Harvesting Crop Rotation This is the growing of different types on the same piece of land in different seasons, in an orderly sequence. Importance of Crop Rotation Maximizes use of nutrients and moisture. Breaks the life cycle of pests and disease agents. Maintains good soil structure. Reduces soil erosion due to adequate soil cover. Controls weeds that are specific to certain crops e.g. striga on cereals Improves soil fertility when legumes are included in crop rotation. Factors Influencing Rotational Programme Growth habits and nutrient req uirements. Liability to soil erosion. Crops attacked by the same pests and diseases should not follow one another in the programme. Availability of capital and market for example beans or peas in legumes."}
{"text": "Liability to soil erosion. Crops attacked by the same pests and diseases should not follow one another in the programme. Availability of capital and market for example beans or peas in legumes. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 26 Mulching This is the placement of materials such as banana leaves or polythene sheets on the ground next to the growing crop. These materials should not come into contact with the base of the crop as they may encourage pest attack. Importance of Mulching Reduction of evaporation rate. Smothers weeds. Moderation of soil temperature. Reduction of speed of run offs. Types of Mulching Materials Organic mulching materials such as; Sawdust, wood shavings, coffee pulps, rice husks, Dry grass, banana leaves, dry maize stalk, napier grass. Inorganic or synthetic materials commonly used are either black or transparent polythene sheets. Advantages of Mulching Prevents water evaporation thus maintaining moisture in the soil for crop use. Acts as an insulator thus modifying the soil temperature. It helps to control soil erosion. It controls weeds by suppressing them. After decomposition organic mulch add nutrients to the soil thus improving its fertility. Humus produced after the decomposition of organic mulch improves soil structure and the water holding capacity of the soil. Disadvantages of Mulching It is a fire risk. Provides a breeding ground as well as a hiding place for pests that finally may attack the crops. Traps the light showers of rainfall thus lowering the chances of rain drops reaching the soil. It is expensive to acquire, transport and apply. Routine Field Practices Thinning Removal of excess, weak, damaged or diseased seedlings. Allows the remaining seedlings to get enough nutrients and moisture. It is aimed at obtaining optimum plant population. Gapping Filling the gaps so as to maintain proper plant population. Gaps occur as a result of failure of seeds to germinate or dying of seedlings. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 27 It should be done early enough for the seedlings to catch up with the other plants Rogueing This is the removal and destruction of a diseased part of a plant or the whole plant. The destruction can be achieved through burning of the uprooted plant."}
{"text": "Gaps occur as a result of failure of seeds to germinate or dying of seedlings. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 27 It should be done early enough for the seedlings to catch up with the other plants Rogueing This is the removal and destruction of a diseased part of a plant or the whole plant. The destruction can be achieved through burning of the uprooted plant. Pruning Removal of extra unwanted parts of the plant. Reasons for pruning are: To remove old, unproductive or diseased, damaged parts of the plant. To train plants to take a desirable shape for example formative pruning in tea. To control crop leave ratio hence avoiding overbearing. To control diseases and pests for example antestia bugs in coffee. To facilitate other operations such as spraying, picking and seeding. To reduce wastage of chemicals applied on the crop. To remove branches that interfere with traffic, telephone lines and view. Open up the plant to allow free air circulation and exposure of leaves to sunlight. Note: Tools used are secateur, pruning saw and pruning knife. Earthing-up This is the placement of soil in form of a heap around the base of the plant. It is mostly carried out in tuber crops such as Irish and sweet potatoes to improve tuber formation. It is also carried out in groundnuts and maize. In groundnuts it promotes production of pods while in maize it provides support to prevent lodging. Crop Protection Weed Control Weeds are plants growing where they are not wanted, that is a plant out of place. Such plants include blackjack, couch grass, thorn apple and Mcdonald's eye. Such plants should be eradicated or controlled using recommended methods. Pest Control Crop pests are living organisms that are harmful to the crops. They include; insects, nematodes, rodents, thrips and mites. They cause great damage to crops in the field and stored produce. Control of Crop Diseases A disease is any alteration in the state of an organism and functions of a plant or its parts. Disease causing organisms are known as pathogens. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 28 They include fungi, viruses and bacteria. Diseases caused by fungi are referred to as fungal diseases while those caused by viruses and bacteria are referred to as viral and bacterial respectively."}
{"text": "Disease causing organisms are known as pathogens. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 28 They include fungi, viruses and bacteria. Diseases caused by fungi are referred to as fungal diseases while those caused by viruses and bacteria are referred to as viral and bacterial respectively. Harvesting It is the gathering or of the farm produce after maturity. Time of harvesting depends on: Stage of maturity of the crops. Use of the crop. Tastes and preferences of consumers. Weather conditions, hence liability to spoilage. Moisture. Methods of harvesting is determined by: Scale of farming for example large scale farming machines are used. Type of crop for example pyrethrum is harvested by hand. Uniformity in ripening of the crop for example wheat is harvested by use of combined harvester while coffee is harvested by hand. Uniformity in height of the crop and size of seed, fruits and flowers. Financial status of the farmer. Part of the plant to be harvested. Post-Harvest Practices These are the preparations carried out on crop produce before it gets to the consumer. They include; Threshing shelling. Drying. Cleaning. Sorting and grading. Dusting. Processing. Packaging. Storage Purpose of storage is to; Prevent spoilage Make the produce available for future use To await good market prices. Requirements for proper store are: It should be clean. It should be well ventilated. It should be raised from the ground to prevent damp conditions. It should be dry. It should be strong to hold crop produce. It should be easy to clean. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 29 It should be vermin-proof. It should be secure from theft. It should be treated against pests such as weevils. Types of Storage Traditional storage structures. Modern storage structures. Preparation of the Store Cleaning the store. Maintenance Dusting the store with appropriate chemicals. Clearing the vegetation around the store to keep off vermin. Crop Production V: Vegetables Introduction A vegetable is any crop that is grown and eaten fresh. Vegetables are important both for nutritional and commercial reasons. They are categorized on the basis of the part used as food."}
{"text": "Crop Production V: Vegetables Introduction A vegetable is any crop that is grown and eaten fresh. Vegetables are important both for nutritional and commercial reasons. They are categorized on the basis of the part used as food. Such parts include; Leaves, Stems, Roots, Fruits, Flowers, Pods Bulbs. Vegetables are grouped into the following categories: Leaf vegetables for example kales and cabbages. Root vegetables for example carrots, beets, radishes and turnips. Fruit vegetables for example French beans and okra. Stem vegetables for example asparagus, leeks and spring onions. Bulb vegetables for example bulbed onions and garlic. Tomatoes Lycopersicon esculentum Tomatoes are fruit vegetables widely grown in Kenya. The ripe fruit may be eaten raw cooked or processed to make tomato sauces, juices and pastes. Ecological Requirements Altitude: 0-2100m above sea level. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 30 Rainfall: 7S0-1300mm per annum. Soils: deep, fertile and well drained. Varieties Fresh market varieties: Money maker, Marglobe, hundred fold, Beef eater, Hot set, Super marmande Ponderosa. Processing varieties: Kenya beauty, San -marzano, Roma, Heinz 13S0, Primabel, Rutgers hybrid Cal- J. Nursery Practices Choose a site which has not been grown Solanaceae crop in the last three years. Nursery beds are raised about 15cm above the ground level. Make drills of 20cm apart and 1cm deep drill and cover the seeds. Provide shade or mulch material. Water twice a day. Apply phosphatic fertilizers during planting. Seedbed Preparation The land should be dug deeply to control weeds. Transplanting Seedlings are ready for transplanting when they are 10-15cmhigh after about one month. Holes are made at a spacing of 60cm x 90cm. Apply 20gm of DSP in the planting hole."}
{"text": "Transplanting Seedlings are ready for transplanting when they are 10-15cmhigh after about one month. Holes are made at a spacing of 60cm x 90cm. Apply 20gm of DSP in the planting hole. Transplant with a ball of soil around the roots. Apply mulch around each seedling. Transplanting is normally in the evening or on a cloudy day. Field Maintenance Early control of weeds is necessary. Top dressing is done after crop establishes. Pruning and staking are done to train the plants to grow vertically. Pests Controls American Bollworm Nature of damage: boring holes on the fruits. Control: spraying insecticides. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 31 Tobacco White Fly Nature of damage: suck plant sap from the underside of the leaf, hence may transmit viral diseases. Control: Destroy infected plant and spray insecticides. Disease Control Late Blight Cause: Fungus Symptoms: dry patches on the leaves and fruits. Control: use of fungicides, crop rotation and destruction of affected materials. Blossom-end Rot Caused by; Too much nitrogen in early stages. Irregular or infrequent watering. Calcium deficiency. Control: Apply calcium ammonium nitrate and correction of the above problems. Harvesting For canning, fruits should be fully ripe. For fresh market, fruits should be partially ripe and packed in crates to avoid damage. The fruits should be graded according to; Size, Colour, Ripeness Freedom from blemishes. Cabbage It is a leaf vegetable related to other brassica crops such as kales, cauliflower, Chinese cabbage and Brussels sprouts. Cabbage leaves may be eaten raw in salads, steamed, boiled or cooked in a variety of ways. The leaves can also be fed to livestock. Ecological Requirements Altitude: Those with small heads: 900-1500m above sea level Those with Large heads: 1800-2700m above sea level. Temperature: require cool condition. Rainfall: 750-2000mm per annum. Should be well distributed throughout the growing period."}
{"text": "Temperature: require cool condition. Rainfall: 750-2000mm per annum. Should be well distributed throughout the growing period. Soils: Deep, For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 32 Fertile Well drained. Varieties Early maturing: Brunswick, Sugar loaf, Early jersey, Copenhagen market, Chinese cabbage, Celery cabbage, Cafe splits kool Gloria, mukuki, Golden acre . Late maturing: Drumhead, Savoy, Perfection, Winningstadt. Nursery Practices The beds should be raised, dimension 1 m wide and any convenient length usually 23m in length . Make drills of 15-20cm apart. Sow seeds by drilling and cover to a depth of 1 cm. Provide shade or mulch material. Apply phosphatic fertilizers and mix thoroughly with soil during planting. Water twice a day. Seedbed Preparation Cultivation should be done during the dry season so that all the weeds are killed. Dig holes at the spacing of 60cm x 60cm. Incorporate farm yard manure in the soil. Transplanting Water the seedlings before uprooting. Seedlings are ready for transplanting after one month that is when they are 1O-15cm in height. Select healthy and vigorous seedlings. Transplant the seedlings with balls of soil to prevent root damage. Plant to the same depth as they were in the nursery. Field Maintenance Apply fertilizers during planting and top dress later. Control weeds to reduce competition. Pest Control For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 33 Diamond Black Moth Damage: Eats the underside of the leaf making windows or holes in the leaf. Control: Spray recommended insecticides. Cutworms Damage: Attacks the stem at the ground level causing he plant to fall. Control: Spray recommended insecticides. Disease Control Black Rot Cause: Bacteria Symptoms: Leaves turn yellow and rotting of the stem giving an offensive odour, Control: Closed season, crop rotation, use certified seeds and spray appropriate chemicals."}
{"text": "Cutworms Damage: Attacks the stem at the ground level causing he plant to fall. Control: Spray recommended insecticides. Disease Control Black Rot Cause: Bacteria Symptoms: Leaves turn yellow and rotting of the stem giving an offensive odour, Control: Closed season, crop rotation, use certified seeds and spray appropriate chemicals. Black Leg Cause: Fungus Symptoms: Brown to black spots on seedlings and dark canker on the stem. Control: crop rotation, destroy infected materials. Harvesting Cabbages are ready for harvesting 3-4 months after transplanting. The heads are cut when they are solid and compact. Harvested cabbages are sold immediately. Carrots Daucus carota It is a root vegetable grown in the cool areas of Kenya. It is commonly eaten raw in salads but can also be cooked. Ecological Requirements Altitude: 0-2,900m above sea level. Rainfall: 750 - 1,000mm. Well distributed throughout the growing period. Soils: It requires deep, Fine tilth Well drained soils that are free from obstacles to allow for root expansion. Temperatures: it requires cool to warm temperatures as very high temperatures result in the production of pale and short roots. Varieties Fresh market varieties for example Chantenay and Nantes. Canning varieties for example Nantes Fodder varieties for example Oxhast. Land Preparation The field should be well dug to a depth of about 20cm. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 34 The soil clods should be broken to give a fine tilth before planting. Manure should not be applied as it induces forking which reduces the crop quality. Planting Carrots are planted directly into the main seedbed. Seeds are drilled into rows made 20-30cm apart. The seeds are then covered lightly and the soil pressed down. 90kg ha of DSP should be applied at planting time in the drills. It should be mixed well with the soils before placing the seeds. Field Practice Thinning -- it is done 2 weeks after germination. Weed control- the field should be kept weed free."}
{"text": "It should be mixed well with the soils before placing the seeds. Field Practice Thinning -- it is done 2 weeks after germination. Weed control- the field should be kept weed free. Earthing up should be done while weeding to encourage root expansion .. Topdressing: after weeding 60kg of nitrogen per hectare should be applied as top dress. Irrigation - this should be carried out where or when there is not enough rainfall. Pest Control Carrots do not have many field pests except the green aphids. These can be controlled by use of the appropriate pesticides. Disease Control Occasionally attached by the mildews especially in wet and humid environment. Thinning can be done to reduce humid conditions. Harvesting and Marketing Carrots are ready for harvesting 3-5 months after planting depending on the variety. They are lifted from the soil and sold fresh or canned. Onions Allium cepa Onions are bulb vegetables grown in the warm areas of Kenya. They are used as a vegetable in salads and for flavouring foods, soups and stews. Ecological Requirements Altitude: 0-2, 100m above sea level. Rainfall: 1,000mm of rain per year Irrigation in dry areas . Soils: Requires well drained fertile soils pH of 6.0 - 7.0 . Temperatures: Onions are a warm climate crops. However, some varieties prefer cool conditions. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 35 They require a fairly long dry period for ripening. Varieties Red creole, Tropicana hybrid White creole. Land Preparation The land should be well prepared leaving a fine tilth. Farm yard manure at 40 - 50 tonnes per hectare should be applied and mixed well with the soil. Planting Direct: Seeds are drilled in rows 30cm apart and 8cm within the rows. 20kg ha of DSP fertilizer is used. Indirect: Seeds are established in the nurseries before transplanting them in rows 30cm apart and 8 cm within the rows. Shallow planting is recommended for bulb expansion."}
{"text": "20kg ha of DSP fertilizer is used. Indirect: Seeds are established in the nurseries before transplanting them in rows 30cm apart and 8 cm within the rows. Shallow planting is recommended for bulb expansion. Field Management Practices Thinning It is carried out only in the crop that has been directly planted so as to achieve spacing of 8cm between two plants within the row. The thinned plants referred to as spring onions are used as vegetables in salads. Topdressing Calcium ammonium nitrate at the rate of 250kg per hectare is recommended for topdressing onions. This is done 3 months after planting. Pest Control Onion Thrips: These cause silvering and withering of leaves from the tips downwards. They are controlled by spraying with appropriate insecticides such as Diazinon or fenthion. Disease Control Purple Blotch and Downey Mildew Purple blotch; Characterized by oval greyish lesions with purple centres on leaves. This causes leaf curling and die back. Downey mildew; Characterized by brown spores covering the leaves leading to death of the whole plant. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 36 The two diseases are effectively controlled by crop rotation and application of appropriate fungicides. Harvesting and Marketing Onions are ready for harvesting 5 months after planting. When leaves start drying the tops are broken or bent at the neck. This hastens the withering of the stems. The bulbs are then dug out and left to dry in a shade for a few days. Onions are graded according to size and marketed in nets of about 14 -16kgs. Livestock Health I Introduction to Livestock Health Introduction Health is the state of the body in which all the organs and systems are normal and functioning normally. Disease is any deviation from the normal health of the animal. Importance of Keeping Livestock Healthy: Healthy animals give high income due to low treatment costs. The productive life span of a healthy animal is longer. High production. Healthy animals can multiply regularly. Healthy animals give high quality products for example eggs. Safety of consumers of livestock products. Predisposing Factors to Livestock Diseases These are conditions within or around the animal that make it easy for an animal to contract a disease."}
{"text": "Healthy animals give high quality products for example eggs. Safety of consumers of livestock products. Predisposing Factors to Livestock Diseases These are conditions within or around the animal that make it easy for an animal to contract a disease. They include: Animal factors such as; species, breed, age, sex colour of the animal. Environmental factors such as; chilling, For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 37 being rained on, exposure to hot sun dampness. Management factors such as; poor feeding, housing, handling hygiene, overcrowding . Signs of ILL-Health in Livestock Abnormal behaviour for example separation from the rest of the herd and restlessness. Abnormal posture for example limping and lameness. Alimentary canal disfunction such as blood stained faeces and abnormal defecation, diarrhoea and dysentery. Urination: high frequency or too low and having strange colour. Skin: rough with scaly skin, blisters on the skin and hair loss. Causes of Diseases Pathogenic causes ; viruses, rickettsia, bacteria, protozoa fungi. Physical causes; fractures, dislocation, sprains . Nutritional disorders for example milk fever. Chemical causes for example poisoning by agrochemicals. Categories of Diseases Notifiable diseases ; These are diseases which cause high economic losses. Any case should be reported to the Chiefs, D.O.s, veterinary officers or the police. Tick-borne diseases - Transmitted by ticks. Breeding diseases - Transmitted through mating. Nutritional diseases for example milk fever and bloat. Parasitic diseases for example ascariosis. General Methods of Disease Control Quarantine. Vaccination. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 38 Control of vectors by use of acaricides and rotational grazing. Disinfecting the equipment and buildings. Use of preventive drugs. Proper feeding of livestock. Culling of the animals which are carriers slaughtering the affected animals. Use of artificial insemination to control breeding diseases."}
{"text": "Proper feeding of livestock. Culling of the animals which are carriers slaughtering the affected animals. Use of artificial insemination to control breeding diseases. Proper selection and breeding of animals. Proper housing and hygiene, Isolating sick animals. Appropriate Methods of Handling Livestock Animals are handled for the following reasons: When inspecting the animal to ascertain any abnormality or signs of diseases. When administering any form of treatment such as drenching, injection and mastitis control. When spraying or hand dressing the animal with chemicals to control external parasites. When milking the animal. When performing some of the management practices such as dehorning, disbudding, castration, hoof trimming . When carrying out these activities animals should be restrained in a crush. Other methods of restraining animals include the use of; halters, ropes, bull ring lead stick. Livestock Health II Parasites Introduction A parasite is an organism which obtains its livelihood from another organism host which suffers damage. Parasitism is the association between a parasite and a host. The effects of parasite on the host animal are: Depriving the host of its food. Sucking blood. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 39 Damaging the organs of the host. Cause irritation on the skin of the host. Destruction of hides and skins. Transmission of diseases. Cause obstruction in body passages. General Symptoms of Parasites Infestation: Emaciation. Pot bellied condition. Swellings in the jaw or other areas. Rough hair or rough coat. Anaemia. Diarrhoea. Presence of worm segments and blood stains in the defecation. Types of Parasites There are two types of parasites: External ecto-parasites Internal endo-parasites External parasites are; ticks, tsetse flies, mites, lice, fleas keds Life Cycle of ticks Eggs are laid in cracks on the ground. They hatch in 4-6 weeks into larvae which climb on the grass waiting for a passing animal. One-Host Tick This requires one host to complete its life cycle. Example: blue tick Boophilus decoloratus ."}
{"text": "They hatch in 4-6 weeks into larvae which climb on the grass waiting for a passing animal. One-Host Tick This requires one host to complete its life cycle. Example: blue tick Boophilus decoloratus . Preferred sites: face, neck, dewlap and side of the body. Disease transmitted: Redwater and anaplasmosis. Two-Host Tick This requires two different hosts to complete its life cycle. Example: The red legged tick Rhipicephalus everts Preferred sites: Ears, anus, udder and the tail. Disease transmitted: Redwater and east coast fever. Example: Bont legged tick amblyomma spp. Preferred sites: Udder, scrotum and tail switch. Disease transmitted: Sweating sickness. Three-Host Tick This requires three hosts to complete its life cycle. Example: The brown ear tick Rhipicephalus appendiculatus Preferred sites: Ears, tail switch and around the eyes. Disease transmitted: East coast fever and redwater. Bont tick transmit heartwater amblyomma spp. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 40 Control of Ticks Dipping spraying hand dressing with acaricides. Rotational grazing. Ploughing the land to break the life cycle. Hand picking and killing. Fencing of the grazing fields to keep off other animals including wild game. Burning of grass to kill them in various stages. Endo-parasites internal Parasites Endoparasites are helminths. They can be divided into: Platyhelminthes flatworms which include; Trematodes flukes Cestodes tapeworms . Nemato-helminthes nematodes. E.g Roundworms. General Symptoms of Helminthiasis Diarrhoea which foul the anal and tail region. Dullness. Anaemia. Big stomach pot bellied condition . Presence of worm segments in faeces. Coughing. Trematodes Liver Fluke There are two species of flukes: Fasciola gigantica Fasciola hepatica. Fasciola hepatica is more common."}
{"text": "Coughing. Trematodes Liver Fluke There are two species of flukes: Fasciola gigantica Fasciola hepatica. Fasciola hepatica is more common. It is commonly found in the liver and bile duct of cattle, sheep and goats. Liver fluke is a problem in marshy and low lying wet areas. Life Cycle of the Liver Fluke Adult fluke in the liver of the primary host lays eggs. Eggs pass through the bile duct into the small intestines and are passed out in faeces onto the pasture. Under moist conditions, they hatch into a miracidium larva which swims about in search of a secondary host fresh water snails . In the snail, it develops through sporocyst, redia and cercaria. When it leaves the snail, the cercaria gets encysted on vegetation and becomes metacercaria. This is swallowed by the primary host with grass. The young fluke migrates into the liver through blood vessels when it matures. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 41 Control of Liver Fluke Keep livestock off marshy areas near the rivers streams lakes and dams. Drench affected animals. Drainage of swampy areas. Eradicate the intermediate host by use of molluscicides. Provide water to livestock in elevated troughs. Tapeworms There are many species of tapeworms Eexample; Taenia solium Taenia saginata. The adults live in the small intestines of man the primary host . The intermediate host of Taenia solium is pig . The intermediate host of Taenia saginata is cattle. Life Cycle of Tapeworm Adult tapeworms live in man's intestines where it lays eggs. Eggs are passed out with faeces, Then they develop an outer covering known as onchosphere. The eggs are swallowed by intermediate host. The outer covering is digested and the young worm emerges. This bores into the blood vessels and is carried to specific muscles such as the tongue, heart, thigh muscles. It develops into an encysted form called bladder-worm. When the animal is killed and meat is eaten raw or in an inadequately cooked form, man gets infected by the bladder-worm."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 43 Acts as a lubricant. Acts as constituent of body fluids. Factors Determining the Requirements of Water by Livestock Production level. Amount of dry matter eaten. Temperature of the surrounding area. Type of animal. Type of food eaten. Protein Sources: Groundnut cakes, cotton seed cakes, fish meal, meat meal. Functions: Growth of new tissues. Repair of worn out tissues body building . Synthesis of antibodies. Synthesis of hormones and enzymes. Production of energy during starvation. Digestion of Proteins In non-ruminants, protein digestion takes placed in the stomach. Food is subjected to mechanical breakdown through chewing into small particles. Protein is acted on by enzymes to turn into amino acid which is assimilated into the bloodstream. In ruminants, protein digestion initially takes place in the rumen. Food is acted on by micro-organisms into microbial protein. Later, enzymatic action takes place in the \"true stomach\" or abomasum where proteins are broken down into amino acids which are then assimilated into the bloodstream. Carbohydrates Sources: Cereals, tubers commercially mixed feeds. Functions: Supply energy and heat to the body. Excess is stored in form of fat for insulation of the body. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 44 Digestion of Carbohydrates In non-ruminants; carbohydrate feeds are broken down by chewing into small particles. Then enzymatic action further breaks down carbohydrates into glucose, fructose and galactose which are then assimilated into the bloodstream. In ruminants; mechanical breakdown of carbohydrate feeds is followed by microbial activities which break down cellulose into volatile fatty acids. These are absorbed through the rumen walls. Some carbohydrates are broken down by enzymatic action in the \"true stomach\" or abomasum. Fats and Oils Sources: Cotton seeds, soya beans groundnuts. Functions: Supply energy and heat to the body. Excess is stored as fat adipose tissues. Source of metabolic water in the body. Required for the development of neural system. Insulator in the body."}
{"text": "Source of metabolic water in the body. Required for the development of neural system. Insulator in the body. Digestion of lipids in Ruminants Fats are hydrolysed in the rumen into fatty acids and glycerol. Others are fermented into propionic acid, The shorter chains are passed to the true stomach where enzymatic action takes place. Vitamins Sources: Green materials, dried grass fish liver oil. Functions: Protects the body against diseases. Regulate the functions of all parts of the body. It acts as a co-enzyme in the body. Examples: Vitamin A, vitamin B2 vitamin C, For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 45 vitamin E vitamin K. Minerals Sources: Salt licks, bone meal, legumes cereals. Functions: Form part of the tissues such as bones and teeth. Work together with the enzymes. Act as acid -base balances. Act as electrolyte in the body. Regulate osmotic balance in the body. Examples: Calcium, phosphorus, magnesium, iron, iodine, sodium chlorine. Calcium and phosphorus - Needed for teeth and bone formation. Lack of these minerals leads to rickets, osteomalacia. Lack of iron leads to anaemia. Classification of Animal Feeds This is based on nutrient composition: Roughages. Concentrates. Feed additives. Roughages Are feeds of low available nutrients per unit weight and high fibre content. Examples: Dry roughages, succulent roughages, residues from agricultural by products and conserved materials. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 46 Characteristics Low level of available nutrients. Have high level of calcium especially legumes. Good source of vitamin A. Have high fibre content. Concentrates Are feeds of high available nutrients per unit weight. Examples: Maize germ and bran, malt extract, milk products, soyabeans, oil seed cakes, meat meal, bonemeal bloodmeal. Characteristics Low fibre content. Feed content is consistently high. High digestibility of the feed. High in nutrient content."}
{"text": "Feed content is consistently high. High digestibility of the feed. High in nutrient content. Feed Additives These are substances added to the feed to increase; palatability, medication or hormones to make animals produce more. There are two types: Nutritive additives, such as mineral licks maclick . Non-nutritives additives, such as; medicants coccidiostats , Stilboestrol used in beef animals oxytocin to increase milk let down . Functions Stimulate growth and production. Improve feed efficiency. Prevent disease causing organisms. Compounded Feeds These are the feeds prepared and mixed by use of machines. These feeds can be round, pelleted, pencils, cubes or mash. Poultry feeds can be categorized as: Chick mash having 20 D.C.P. given to chicks. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 47 Growers mash having 16 D.C.P. given to growers. Layers mash having 12-15 D.C.P. given to layers. Meaning of terms used to express feed values Nutritive ratio NR : Is the proportion of protein to carbohydrates and fats. In young animals 1:3:6 In old animals 1:8. Crude protein C.P : Is the total amount of protein contained in a feed. Digestible Crude Protein D.C.P : Is the portion of crude protein which an animal is capable of digesting. Crude Fibre C.F. : Is the total amount of fibre contained in a feed. It is mainly lignin and cellulose. Digestible Fibre D.F. : Is the portion of the total fibre contained in a feed which an animal is capable of digesting. Dry Matter D.M. : Is the material left in a feed after water has been removed. Starch equivalent S.E. : Is the amount of pure starch which has the same energy as 100kg of that feed. Total Digestible Nutrients T.D.N. : Is the sum of all the digestible organic nutrients such as fats, proteins, carbohydrates and fibre."}
{"text": "Dry Matter D.M. : Is the material left in a feed after water has been removed. Starch equivalent S.E. : Is the amount of pure starch which has the same energy as 100kg of that feed. Total Digestible Nutrients T.D.N. : Is the sum of all the digestible organic nutrients such as fats, proteins, carbohydrates and fibre. Computation of Livestock Rations Ration: Is the amount of food that will provide essential nutrients to an animal in a 24 hour period to enable that animal to meet its maintenance and production requirements. Balanced ration: Is the ration that contains all the essential nutrients in required amounts and in the right proportion. Maintenance ration: is the portion of a feed required by an animal to continue with the vital body processes with no loss or gain in weight. Production ration: Is the feed required by animals over and above maintenance ration to enable the animal to produce; for example; milk, eggs, wool, grow in size, perform work, reproduce and fatten. Steps in ration formulation Finding out the animal's feed requirement based on body weight. List all the available feeds, with their nutrient composition and their prices. Calculate the amount of ingredients required in the ration to meet the animals needs. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 48 Methods used in ration formulation Trial and error method Pearson s square method Graphical method Linear programming use of computers Examples; Mix a Pigs ration 22 protein using soya bean meal 40 DCP and maize meal containing 8 DCP. Soya bean meal 14 100 43.75kg 32 Maize meal 18 100 56.25kg 32 Digestion and digestive systems Digestion is the process through which food is broken down into small particles in the alimentary canal ready for absorption into the blood stream. Digestion of food in livestock takes place in three stages; Mechanical breakdown and chewing Microbial breakdown by bacteria and protozoa in the rumen of ruminants Chemical breakdown by enzymes. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 49 Rumen- Breakdown of food by micro-organisms and also stores food. Synthesis of vitamin B-complex."}
{"text": "Digestion of food in livestock takes place in three stages; Mechanical breakdown and chewing Microbial breakdown by bacteria and protozoa in the rumen of ruminants Chemical breakdown by enzymes. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 49 Rumen- Breakdown of food by micro-organisms and also stores food. Synthesis of vitamin B-complex. Synthesis of amino acids from ammonia gas. Proteins are broken to peptides and amino acids. Carbohydrates are broken to volatile fatty acids. Reticulum: Separates large food particles from the small particles. Retains foreign materials such as stones, hard wood and sand. Omasum: Breaks up food by grinding. Reduction of water content from the feed stuff. Abomasum: Enzymatic digestion takes place here .. Contains some microbes which digest cellulose. Breaks up food by grinding. It is also found in non-ruminants. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 50 Comparison Between Digestion in Ruminant and Nonruminants Differences Ruminants Non -ruminants Chew the cud. Do not chew the cud. Have four stomach chambers-thus Have one stomach chamber polygastric. -. Thus monogastric. Regurgitate food. Cannot regurgitate food once Can digest cellulose. Have swallowed. Micro-organisms in the rumen Have no micro-organisms that digest cellulose. In the stomach hence cannot 5. Have no Ptyalin in saliva hence digest cellulose except those no enzymatic digestion in the mouth. Animals with micro-organisms Most digestion and absorption takes in the caecum. Place in the rumen. Have Ptyalin in the saliva hence Have alkaline saliva due to presence enzymatic digestion starts in the mouth of ammonia. Most digestion and absorption takes in the small intestines. The saliva is neutral pH. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 51 Functions of the Parts of Poultry Crop: Storage of food. Softening of food by secretions from small glands in the walls. Proventriculus: Enzymes start the breakdown of food."}
{"text": "For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 51 Functions of the Parts of Poultry Crop: Storage of food. Softening of food by secretions from small glands in the walls. Proventriculus: Enzymes start the breakdown of food. Gizzard:-Crushes and grinds the coarse food has small grit and gravel .Comparison Between Digestion In Ruminants and Non-Ruminants Similarities Between Digestion In Ruminants and Non-Ruminants Digestion in young ruminants is similar to that in non-ruminants as they do not have a developed rumen-reticulum complex. Final protein digestion takes place in the small intestines in both cases. Water absorption takes place in the colon in both ruminants and non ruminants For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke."}
{"text": "I STUDY GUIDE TO THE BLOSSOMS OF THE SAVANNAH BY HENRY OLE KULET 2015iiiii ABSTRACT This study interrogates re presentation of women characters in Blossoms of the Savannah and Vanishing Herds. It looks at how such re presentation of female characters defines and redefines femininity within the Maasai social environment of the texts. The research then focuses on a comparative analysis of such re presentation of femininity in both texts. To satisfy these objectives I have employed the use of Womanism strand of feminism whose proponent Nigerian Chikwenye Okonjo Ogunyemi contends serves as the rallying point for the women of African ancestry in their struggle to effectively assert their humanity in the face of the malevolent attitude of the men folk towards their self-fulfillment in life. Applying Womanism theory the study has done a close textual analysis of the two novels on the condition of the women characters in every text independently. My findings on Blossoms of the Savannah shows how the protagonist Resian s determination to pursue education in spite of resistance from a community still tied to retrogressive practices like FGM redefines the position of the women in that society. In Vanishing Herds the lead character is a woman called Norpisia. She redefines femininity in the society she lives in by her aggressive character when she fights for the conservation of the environment from degradation. In many instances she reminds us of the iconic environmentalist conservationist Wangari Maathai whose efforts at conservation of the environment won her accolades. Within the scope and limitation of my study I was restrained from expounding more on style in the two books. However, I feel that there is room for more research on the stylistic features of the two texts. It is an area that deserves scholarly attention as concerns the works of Henry ole Kulet and the role that he givesiv women. Such research will not only aid better understanding of his repertoire, but also shed light into how literature1 CHAPTER ONE BACKGROUND TO THE STUDY Introduction Over time, literature has revealed that there are variations in the feminist discourse all around the world. Acknowledging the difference in women s experience of patriarchy, literature has shown that femininity is culturally determined and society specific. We can therefore say that cultural variables are determinants of female expression. Different societies have cultural variables that fashion behavior of women and even their worldview."}
{"text": "Acknowledging the difference in women s experience of patriarchy, literature has shown that femininity is culturally determined and society specific. We can therefore say that cultural variables are determinants of female expression. Different societies have cultural variables that fashion behavior of women and even their worldview. For that the question of femininity must also be looked at in terms of how the various unique cultures produce norms that then reproduce specific kinds of behaviours of women which are unique to that particular society. A look into African-American literature reveals that the black women feminism caucus took note of the fact that the black woman faced different challenges compared to the European-American woman. The black woman faced a double patriarchal order that emanated from her own race and from the white race. As such writers like Alice Walker in The Colour Purple and Maya Angelou in I Know Why the Caged Bird Sings endeavored in their writing to unravel this experience that was peculiar to the black woman. The kind of feminist texts that dealt with the specific question of the black woman in America is what gave rise to Black femininity. Black femininity is the expression of feminism within the black culture. It emphasizes the cultural determinants within the black race and how it is shaped by forces from without White America and how the totality of this experience affects the feminist reaction that we find in black literature. 2 In the same vein, my study of femininity deals with how the image of the woman is conceptualized within the Maasai culture and how literature from that society represents the phenomenon. It also deals with how women deal with the conceived image of the ideal, either subverting them or abiding by the required image. So, on one hand, when I talk about Maasai femininity I am talking about the traditionally accepted image of a woman according to Maasai traditions as revealed in a work of literature. On the other hand, when I talk about redefinition of Maasai femininity I am alluding to the changes that happen to the traditional image of the Maasai woman when Maasai traditions come into collision with modernity. My focus is on two novels by Henry ole Kulet: Vanishing Herds 2011 and Blossoms of the Savannah 2008 . Henry ole Kulet is a Kenyan writer whose repertoire exploits Maasai culture for artistic expression. The works that he has produced thus far have dealt with the question of cultural determinism within the Maasai world."}
{"text": "My focus is on two novels by Henry ole Kulet: Vanishing Herds 2011 and Blossoms of the Savannah 2008 . Henry ole Kulet is a Kenyan writer whose repertoire exploits Maasai culture for artistic expression. The works that he has produced thus far have dealt with the question of cultural determinism within the Maasai world. He is a writer whose works represent not only the affirmation of the evolution of culture but also the catalysts that drive that change. In his vision Henry ole Kulet projects a point of view that is empathetic to the condition of women in the society. He has strong female protagonists who drive change in society. This is a departure from the previous decades when many African female scholars criticized the male African writers for neglecting female characters in their works. Such scholars are Mary Kolawole 1997 , Gloria Chukukere 1995 , Omolara, Flora Nwapa 1984 among others. Charles Fonchingong 2006 argues that Kolawole 1997 notes: by omission or commission, most male writers in the early phase of African literature encouraged the marginalization of women. In this context, female characters are made marginal to the plot of the fiction, while only a few emerge as powerful and credible protagonists 135 . Chukukere 1995 says, The female characters, who3 the male writers created, acted within the framework of her traditional roles as wife and mother 135 . Chukukere 1995 views that a woman, hence, is respected and loved due to, her adaptations to these roles that she did perform 135 . Therefore, the male writers showed that the women could only perform very well as wives and not in any other role. Such writers include Chinua Achebe 1958 , Elechi Amadi 1966 , Cyprian Ekwensi 1962 , Wole Soyinka 1973 and Ngugi wa Thiong o 1980 . However, the discourse that sidelined women has shifted. Contemporary female and male writers have come out to redefine and argue against the one-sided presentation of the African woman in literature. Lapin 1984 observes that three dozen women are currently recognized as authors across the African continent, and they have been joined by some male writers in giving serious treatment and a realistic characterization and all rounded perspective of the female gender."}
{"text": "However, the discourse that sidelined women has shifted. Contemporary female and male writers have come out to redefine and argue against the one-sided presentation of the African woman in literature. Lapin 1984 observes that three dozen women are currently recognized as authors across the African continent, and they have been joined by some male writers in giving serious treatment and a realistic characterization and all rounded perspective of the female gender. Writers tackle the gender equation in various ways as they strive to reverse aspects of female marginalization 142 . Writers such as Buchi Emecheta 1974 Mariama Ba 1981 , Ama Ata Aidoo 1996 , Flora Nwapa 1990 , Sembene Ousmane 1970 and Leopold Sedar Senghor attempt to bridge the gender rifts in the African literary landscape 135 . Henry ole Kulet, who comes from a patriarchal society, is among the writers whose later works portrays an all-rounded woman. Statement of the Problem The two novels Blossoms of the Savannah 2008 and Vanishing Herds 2011 by Henry ole Kulet show the writer s concern with the role of the Maasai woman in society. He uses women protagonists in the two novels to elevate the roles of women in the society. However, what is worth investigating is how the roles he gives to the women define and redefine their position within the4 Maasai society. Therefore, in this study I set out to investigate how the position of the Maasai woman is defined and re defined in the two novels. Objectives 1. To examine femininity in Blossoms of the Savannah and Vanishing Herds. 2. To do a comparative analysis of femininity in Blossoms of the Savannah and Vanishing Herds. Hypothesis 1. Examining femininity in Blossoms of the Savannah and Vanishing Herds reveals a definition and redefinition of Maasai femininity. 2. A comparison of the two novels would reveal the different shades of Maasai femininities that Henry ole Kulet projects in Blossoms of the Savannah and Vanishing Herds. Justification Interrogating the re definition of femininity in Blossoms of the Savannah 2008 and Vanishing Herds 2011 helps to highlight the peculiar nature in which Henry ole Kulet positions his vision of the Maasai woman character."}
{"text": "2. A comparison of the two novels would reveal the different shades of Maasai femininities that Henry ole Kulet projects in Blossoms of the Savannah and Vanishing Herds. Justification Interrogating the re definition of femininity in Blossoms of the Savannah 2008 and Vanishing Herds 2011 helps to highlight the peculiar nature in which Henry ole Kulet positions his vision of the Maasai woman character. Literary variables like characterization and plot development can help realize the inherent vision that Henry ole Kulet re presents in his work with regards to the destiny of the woman in the Maasai community. It is in the analysis of the re definition of the women that we can capture the unique feminism that emanates from Henry ole Kulet s creative works. Unraveling this kind of femininity would help to not only appreciate the nature of feminism within Maasai culture but also act as a pointer to the variant views on feminism which come from5 various cultures but which, the end, project the same vision of liberating the woman from traditions and customs that time has rendered untenable like female genital mutilation. It is imperative that a comparison of the two novels is done so as to show how the two books handle the issue of femininity. This shall help us see the issue of feminism in Maasai culture in totality with regard to how Henry ole Kulet handles it in the two texts. The two novels share similarities and differences that when looked at keenly reveal the vision of the author. The comparison also shows the techniques that the author has employed in different texts so as to bring out the presentation of the woman character and in so doing give a vision of what I term Maasai femininity. Literature Review A good research is one which is anchored in existing knowledge. This review looks at the existing literature related to this study under different topics. There are scholars who have previously done critical analyses of the works of Henry ole Kulet. A number of scholars have analyzed the images of women in Henry ole Kulet s novel based on subordination of women such as Everlyne Mengo 2010 but my study focuses on wholesome re presentation of women in Blossoms of the Savannah and Vanishing Herds. It also aims at doing additional work to the previous works done by other scholars on the concept of femininity especially work that reflects on Henry ole Kulet s novels."}
{"text": "There are scholars who have previously done critical analyses of the works of Henry ole Kulet. A number of scholars have analyzed the images of women in Henry ole Kulet s novel based on subordination of women such as Everlyne Mengo 2010 but my study focuses on wholesome re presentation of women in Blossoms of the Savannah and Vanishing Herds. It also aims at doing additional work to the previous works done by other scholars on the concept of femininity especially work that reflects on Henry ole Kulet s novels. It provides a comprehensive study of woman re presentation on Blossoms of the Savannah and Vanishing Herds. One of the critical interests on Henry ole Kulet s works has come from Khaemba Wanyonyi 2003 who focuses on tension, uncertainties and conflicts among the Maasai as reproduced in the texts. This is caused by the invasion of foreign education as well as cultures. He analyses Blossoms of the Savannah and Daughter of Maa in support of his argument. He closely looks at representation6 of beliefs and cultural values by characters that have received formal education and the backdrop of Maasai cultural practices in the selected novels. Wanyonyi 2003 argues that the introduction of Western education precipitated change in the status of the Maasai women transformation that has created tension and conflict. Wanyonyi s argument is useful to my study since the issue of education acts as one of the agents that leads to women redefining themselves in Blossoms of the Savannah and Vanishing Herds. Mengo 2010 portrays the way Maasai women are culturally mistreated within the Maasai community, her work provides an insight of the patriarchy society of the Maasai. Though dealing with the Maasai culture and how women have been subordinated she did not deal with the changes that are currently taking place in Maasai community hence emerging a different kind of woman as compared to the cultural expectations. However, her study is reflected in my study in terms of how patriarchy shapes the Maasai woman to be at the periphery. Peter Mbugua 2004 discusses Issues of Identity in Henry ole Kulet, Is it possible? And To Become a Man . He has highlighted different identities of the female characters in Is it Possible? 1971 and To Become a Man 1972 . This work is relevant to my study since it builds on presentation of women."}
{"text": "He has highlighted different identities of the female characters in Is it Possible? 1971 and To Become a Man 1972 . This work is relevant to my study since it builds on presentation of women. This study is reflected in my works since am focusing on the issue of patriarchy and its domination of the women character who struggle to assert themselves. Another critic who argues that the Maasai regard women as children is Ciarunji Chesaina 1997 . When a Maasai man talks about his children, he automatically means his wife wives along with children, reason being that women were to be guided and protected by men Ciarunji, 89 . This argument is reflected in my study in terms of how patriarchal Maasai community views women. This aspect of addressing the women as children is also seen in my study and how women are7 treated as equals to the children forms also part of my study because this is part of women s subordination that the women characters want to redefine themselves from. Susan Andrade 2000 interviews both Ogunyemi and Wanjira on their ideologies. In this interview Wanjira and Ogunyemi disassociate themselves from Western feminists whose ideologies such as lesbianism do not fit African community. An African woman should not alienate the man in her attempt to redefine her assertiveness, they argue. They also talk about the gender sensitization program that Wanjira is working on. Ogunyemi argues that feminism does not see beyond Western societies and hence ignores or marginalizes the specific problems of African women Susan, 174 . This interview is relevant to my study since my work employs the theory of Womanism as articulated by Ogunyemi. This interview helps in building the perspective on Womanism in this study. My study also values the role of the man in women s attempt to redefine their assertiveness such as is the case of Norpisia in Vanishing Herds, who values the role of Kedoki in saving the environment while Taiyo in Blossoms of the Savannah values Parmuat s assistance to rescue her from the humiliation of FGM."}
{"text": "This interview is relevant to my study since my work employs the theory of Womanism as articulated by Ogunyemi. This interview helps in building the perspective on Womanism in this study. My study also values the role of the man in women s attempt to redefine their assertiveness such as is the case of Norpisia in Vanishing Herds, who values the role of Kedoki in saving the environment while Taiyo in Blossoms of the Savannah values Parmuat s assistance to rescue her from the humiliation of FGM. Another critic is Akote Amouzou 2006 who demonstrates how Flora Nwapa has contributed to the Redefinition of the female gender and a counter-identification to men s voices in literature, a fight to initiate change in the minds of her people in order to restore women s images and dignity as mothers and wives and promote collaboration and complementarily among the sexes in Nigeria and more generally in Africa Amouzou, 97 . Amouzou observes that in Nigeria the male writers are generally the mouth piece of their society and they treat the female characters as disdainful, indifferent or at times in a cruel manner in which women are regarded in Nigerian society Amouzou, 97 . For Ebele Eko 1986 , these writers invariably cast all women in the strict sexist8 roles of mothers and wives, submissive to the norms and regulations that restrict them Amouzou, 211 . Amouzou further argues that before the publication of Flora Nwapa s Efuru 1966 The female portraiture by men was restricted to a kind of idealization, rigid conventionally, stereotyping and a superficiality that left to be desired. Infact, women were made peripheral Amouzou, 98 . Amouzou gives the example of Charles Nnolim 1989 who analyzed the works of Chinua Achebe, Cyprian Ekwensi and Elechi Amadi and argues that the women were stereotyped as helpless, dependent, brutalized, disparaged prostitutes or concubines or good time girls Nnolim, 59 . Such women include Ekwensi s Jagua Nana , Amadi s Ihuoma The Concubine and Wole Soyinka s Simi The Interpreters ."}
{"text": "Infact, women were made peripheral Amouzou, 98 . Amouzou gives the example of Charles Nnolim 1989 who analyzed the works of Chinua Achebe, Cyprian Ekwensi and Elechi Amadi and argues that the women were stereotyped as helpless, dependent, brutalized, disparaged prostitutes or concubines or good time girls Nnolim, 59 . Such women include Ekwensi s Jagua Nana , Amadi s Ihuoma The Concubine and Wole Soyinka s Simi The Interpreters . For Chinua Achebe, The man is made the subject of the narratives; he is significant and dominates Nnolim, 98 . Redefinition of female gender by Flora Nwapa is relevant to my study because it offers a benchmark for viewing what redefinition of the role of the woman character is all about in literature. This study also supports the argument by Charles Fonchingong 2006 who argues that the earlier works of Chinua Achebe, Cyprian Ekwensi, Wole Soyinka, Ngugi wa Thiong o among other writers placed men as central figures and powerful unlike women. Amouzou 2006 argues that the female characters fight the prejudices of the past in order to restore women to their rightful place in society . Writers, such as, Buchi Emecheta and Flora Nwapa, Present the developmental nature of the female character through a varied exploration of the theme of female assertiveness in the various societal facets which enslave the female Amouzou, 143 . In this works, the key message is that, although women are faced with oppressive cultural norms they must strive to assert themselves. This picture of women undergoing oppressive9 cultural norms is vividly portrayed in the works of Henry ole Kulet but through the characters he shows that they can triumph because at the end Resian and Taiyo join Egerton university while Norpisia is awarded the best environmentalist award. Mary Kolawole 1998 contends that Generally, African women are presented as a subaltern group in the margin of society, docile, and accepting the multiple levels of subjugation gracefully Kolawole, 223 ."}
{"text": "In this works, the key message is that, although women are faced with oppressive cultural norms they must strive to assert themselves. This picture of women undergoing oppressive9 cultural norms is vividly portrayed in the works of Henry ole Kulet but through the characters he shows that they can triumph because at the end Resian and Taiyo join Egerton university while Norpisia is awarded the best environmentalist award. Mary Kolawole 1998 contends that Generally, African women are presented as a subaltern group in the margin of society, docile, and accepting the multiple levels of subjugation gracefully Kolawole, 223 . Flora Nwapa s fiction seems to be a cry against that degraded position of Nigerian literature . Flora Nwapa creates a seemingly decent society for women. It is a society respectful of its women. She openly confronts the issues of gender and distribution of power by the patriarchal society. She moves her female characters from the innocent and helpless position to a state of self-empowerment and authority throughout her texts: In all her novellas it is no more the male, but the female character who is the center of concern and she dominates the plot. This is a challenge to the old order . This study guides my work in terms of how Henry ole Kulet has confronted the issue of gender giving women a voice and redefining themselves. Charles Fonchingong 2006 in his interrogation of the gender gap notes, Emecheta in Second Class Citizen has filled the gaping gender between male and female characterization and shown the other side of the coin. The rural backhouse, timid, subservient, lack-lustre woman has been replaced by her modern counterpart, a rounded human being, rotational, individualistic and assertive fighting for, claiming and keeping her own Obiageli and Otokunefor, 1989 . It is important to note that Henry ole Kulet belongs to the caliber of male writers who are now reconstructing the fragmented presentation of African female in earlier works that they had written ."}
{"text": "Charles Fonchingong 2006 in his interrogation of the gender gap notes, Emecheta in Second Class Citizen has filled the gaping gender between male and female characterization and shown the other side of the coin. The rural backhouse, timid, subservient, lack-lustre woman has been replaced by her modern counterpart, a rounded human being, rotational, individualistic and assertive fighting for, claiming and keeping her own Obiageli and Otokunefor, 1989 . It is important to note that Henry ole Kulet belongs to the caliber of male writers who are now reconstructing the fragmented presentation of African female in earlier works that they had written . In literature there was an imbalance where the male were put to the centre, such as in the10 works of: Chinua Achebe, Things Fall Apart 1958 ; Ngugi wa Thiong o, The River Between 1980 ; Wole Soyinka, Seasons of Anomy 1973 , and which has made many male African writers to help the course of feminism. Due to the rise the feminist movement and the efforts that have been expended in reclaiming the distorted image of the female gender, some of the African male writers have come up with works that re present women who are all rounded in perspective . Such writers include Sembene Ousmane 1970 , Ngugi wa Thiong o 1980 , Chinua Achebe 1988 and Henry ole Kulet. These writers have come out strongly and given the gender questions a critical dimension. Sembene Ousmane 1970 , for instance, disagrees with the stereotypes that women cannot be good leaders and they do not possess organizational capacity through his character and portraiture of Penda. Penda mobilizes the women, as well as, being a spokesperson in the strike, hence disapproving the point that women are not vocal and strong. Henry ole Kulet, the writer whose works I study, also portrays female characters such as Eddah and Norpisia who have organizational skills such as mobilizing women to plant trees hence, rehabilitating the environment. They mobilize men too during such an event."}
{"text": "Penda mobilizes the women, as well as, being a spokesperson in the strike, hence disapproving the point that women are not vocal and strong. Henry ole Kulet, the writer whose works I study, also portrays female characters such as Eddah and Norpisia who have organizational skills such as mobilizing women to plant trees hence, rehabilitating the environment. They mobilize men too during such an event. Ngugi, who previously had a gender bias attitude in The River Between 1965 later, empowers his female characters with strength, foresight and perseverance. Gathoni in I Will Marry When I Want 1980 is portrayed as an independent woman in her decision to choose her own husband defying the traditional precepts where parents impose their own choices on the children. Taiyo, too, in Blossoms of the Savannah chooses her own lover who, seemingly, comes from the same clan as she, hence, defined as her brother according to the culture. Gicaamba, in I Will Marry When I Want 1980 advocates for the education of the girl- child. He says, We the parents have not11 put much effort in the education of our girls, we oppressed women, giving ourselves numerous justification forgetting that the home belongs to boys and girls Ngugi . Achebe 1988 presents Beatrice as a professional woman who operates within the same wavelength as the most powerful men in the land . Beatrice presentation shows a woman shouldering the responsibility of charting the course of female emancipation. I, therefore, undertake to study Henry ole Kulet s works Blossoms of the Savannah and Vanishing Herds bearing in mind that the author is a male writer who uses female characters as the heroines. He writes about the Maasai community. A community that is patriarchal in nature but Henry ole Kulet unbends the gender bias attitude by, first of all, using female characters as his main characters, for example, Resian and Taiyo in Blossoms of the Savannah and Norpisia in Vanishing Herds. Secondly, he emancipates the female characters in such a way that he makes them heroines who overshadow the male characters such as Norpisia in Vanishing Herds where she overshadows her husband, Kedoki. Theoretical Framework This study is guided by Womanism tenet of feminism theory."}
{"text": "A community that is patriarchal in nature but Henry ole Kulet unbends the gender bias attitude by, first of all, using female characters as his main characters, for example, Resian and Taiyo in Blossoms of the Savannah and Norpisia in Vanishing Herds. Secondly, he emancipates the female characters in such a way that he makes them heroines who overshadow the male characters such as Norpisia in Vanishing Herds where she overshadows her husband, Kedoki. Theoretical Framework This study is guided by Womanism tenet of feminism theory. This theory has two main proponents separated by the Atlantic Ocean: the American Alice Walker and the Nigerian Chikwenye Okonjo Ogunyemi. The two writers contend that the black woman is in need of a revolutionary feminist mechanism that is different from that of the white woman. Chidi Maduka 2009 argues that Womanism in Africa was coined by Chikwenye Okonjo Ogunyemi in1982. Maduka defines womanism according to Ogunyemi as,12 Womanism is black centered; it is accomodationist. It believes in the freedom and independence of women like feminism; unlike radical feminism, it wants meaningful union between black women and black men and black children and will see to it that men begin to change from their sexist stand Ogunyemi, 65 . Maduka 2009 argues that womanism, according, to Ogunyemi serves: as the rallying point of the women of African ancestry in their struggle to effectively assert their humanity in the face of the malevolent attitude of the menfolk towards their self-fulfillment in life . Ogunyemi argues that womanism does not make a lesser man but it encourages the men to accept to live with women by first abandoning their self-perception as superior partners in the collective struggle of the race for a better society 14 . Layli Philips 2006 discusses the differences between Womanism by Alice Walker and Chikwenye Ogunyemi. She argues that both scholars coined Womanism almost at the same time but Walker s Womanism advocates for concepts that are intolerable to the African culture, such as lesbianism, while Ogunyemi s Womanism calls for total liberation of African women without neglecting the male who are significant part in that change."}
{"text": "Ogunyemi argues that womanism does not make a lesser man but it encourages the men to accept to live with women by first abandoning their self-perception as superior partners in the collective struggle of the race for a better society 14 . Layli Philips 2006 discusses the differences between Womanism by Alice Walker and Chikwenye Ogunyemi. She argues that both scholars coined Womanism almost at the same time but Walker s Womanism advocates for concepts that are intolerable to the African culture, such as lesbianism, while Ogunyemi s Womanism calls for total liberation of African women without neglecting the male who are significant part in that change. Ogunyemi believes in understanding between men and women in ending marginalization of African woman. This study shapes my study in terms of the fact that men and women participate in ending marginalization of African woman. Henry ole Kulet tries as much as he can to go against traditions such as polygamy, the value of boys against girls and FGM. Ogunyemi s Womanism will, largely, form the theoretical framework of my study. Ely-Sayed Adely 2014 demonstrates that Weep Not, Child 1964 is a womanist fiction. Adely analyses the characteristics of Womanist theory by Alice Walker. Further, Adely demonstrates by13 the use of the character how Womanist theory manifests its self in Weep Not, Child. In the study, she reveals that the female characters in the novel depict characteristics of women underlying Walker s definition of Womanism. For example, the theory of Walker addresses the issue of being a woman and not girlish in Weep Not Child. They reason as women and not in a girlish way. Walker in her theory advocates that a woman is capable of loving and Adely demonstrates that Mwikali loves Njoroge. Walker s theory advocates for a woman who loves other women, an ideology that is seen within women characters such as Taiyo and Resian in Blossoms of the Savannah who love one another such that they fight to achieve what they desire together. Another ideology as advocated by Walker is that: A woman who values Tears as Natural Counter balance of laughter that women a times use their tears as an expression of laughter. These characteristics of Walker s womanish are also applicable in my work and it helps my work in terms of understanding in depth the characterization of women and how they redefine themselves."}
{"text": "Walker s theory advocates for a woman who loves other women, an ideology that is seen within women characters such as Taiyo and Resian in Blossoms of the Savannah who love one another such that they fight to achieve what they desire together. Another ideology as advocated by Walker is that: A woman who values Tears as Natural Counter balance of laughter that women a times use their tears as an expression of laughter. These characteristics of Walker s womanish are also applicable in my work and it helps my work in terms of understanding in depth the characterization of women and how they redefine themselves. Helen Chukwume 1982 examines how female writers have presented female characters who rise above the patriarchy society, in their quest for their rights. Such writers are Flora Nwapa 1984 , Buchi Emecheta 1979 and Nawal el Saadawi 2007 . This study is different from my study since I am studying a male writer, Henry ole Kulet who uses female characters and tries to emancipate them. However, Chukwume s study is relevant to my study since, I am also interested in women emancipating themselves from a highly patriarchy society. This study assists my work which deals with how women have risen above the patriarchy society as they seek their rights. For example Resian refuses to undergo FGM and forced marriage in order to achieve education. Mary Monica 2012 critically examines the portrayal of women in Nwapa s and Emecheta s works. The female characters in these novels have been emancipated, which is what Nwapa and14 Emecheta advocate for since the two are womanists. These characters are bold and ready to emancipate themselves. This study is relevant to my study since am also focusing on female characters who have been emancipated, women who are courageous, and characters that are ready to face any challenges that hinders their growth. I am also looking at characters who participate in economic development such as Norpisia and Eddah Sein in Vanishing Herds. German Kouadio N guessan 2011 discusses the issue of gender .The writer argues that gender is constructed and that the woman is viewed as the other. The writer says that the sexes are socialized into accepting their roles. This study will assist my work because my study majorly focuses on how male and female have been socialized into accepting their roles."}
{"text": "German Kouadio N guessan 2011 discusses the issue of gender .The writer argues that gender is constructed and that the woman is viewed as the other. The writer says that the sexes are socialized into accepting their roles. This study will assist my work because my study majorly focuses on how male and female have been socialized into accepting their roles. This work is reflected in my study due to the issue of women being viewed as the other that helps me in bringing out the concept of emancipation and hence redefinition of women. Amouzou 2006 argues that Womanism wants meaningful union between men and children and wants to see to it that men begin to change from their sexist stand. Womanism is communal in its orientation and goes beyond the husband and wife situation. It is an ideology in which the destiny of distressed people can be urgently discussed in a meaningful context to avert disaster, not just to talk abstractly Amouzou, 102 . Amouzou argues that Flora Nwapa, Nigerian writer, advocates for Womanish: Her fiction shows the true nature of woman, her role, and her contribution to the development of her society, which were played down or neglected in the works of the male writers. Nwapa s major concern for improving the quality of her community, not just women s lives, marks her politics. Genuinely, democratic, her ideology is integrative rather than solely woman-centered. One can say that she does not see the problem of her country Nigeria as solely gender-specific Amouzou, 102 . I draw inspiration from this study since I am addressing15 too the issue of men who are also changing their sexist stand and value the women in the society. They are also leaving in meaningful union between children, husband and wife. Just like Flora Nwapa, my work also shows female characters who participate in developing their society. Sherley Anne Wiilliams 1986 argues that Womanist theory is committed to the survival and wholeness of entire people. Female and male, as well as, valorization of women s works in all their varieties and multitudes Williams, 304 . This study shapes my work since my study shows how women s ability can change a society. For example Norpisia s strength, in Vanishing Herds 2011 , changes the life of her community and that of the wildlife."}
{"text": "Female and male, as well as, valorization of women s works in all their varieties and multitudes Williams, 304 . This study shapes my work since my study shows how women s ability can change a society. For example Norpisia s strength, in Vanishing Herds 2011 , changes the life of her community and that of the wildlife. She helps in resuscitating the environment hence changing the life of people. Mary Mears 2009 argues that Flora Nwapa writes about women and their lives, issues, and concerns within a traditional Igbo culture radically affected by British colonialism . She argues that women desire change, choice and to be accepted. Women desire to participate, just like other human beings, fully. They want to be free from traditional roles such as workers, wives, and mothers. Instead, they wish greater freedom than traditional Igbo customs allow in the domestic and public realms . This study is relevant to my study since I study how women redefine themselves from the Maasai traditions and customs that demean and subordinates women. I also study women who participate in developing their society. They redefine themselves from the fact that they are only supposed to be house wives and mothers to better things such as taking care of environment as well as to be educated to highest levels of education. Georgiads Mboya Kivai 2010 argues that in an effort to empower the African woman, Chimamanda Ngozi Adichie crafts stories with female subjects pursuing female interests. She also structures her narrative to contest the male power with its violent manifestations Kivai, 23 . Kivai,16 further, argues that Adichie is involved in the creation of discourse meant to push women from margins to the centre. This study is reflected in my works in similar way that Adichie push women from margins to the centre is more less the same way Henry ole Kulet pushes women from traditional roles to powerful roles such as economic participation, improving environment, taking care of environment in Vanishing Herds 2011 and in Blossoms of the Savannah 2008 such as education as FGM and forced marriages. Womanism theory is suitable for this study because the author, Henry ole Kulet uses women as central characters and presents them as heroines in his works. He tries to give a voice to women in a society that is dominantly patriarchal in nature."}
{"text": "This study is reflected in my works in similar way that Adichie push women from margins to the centre is more less the same way Henry ole Kulet pushes women from traditional roles to powerful roles such as economic participation, improving environment, taking care of environment in Vanishing Herds 2011 and in Blossoms of the Savannah 2008 such as education as FGM and forced marriages. Womanism theory is suitable for this study because the author, Henry ole Kulet uses women as central characters and presents them as heroines in his works. He tries to give a voice to women in a society that is dominantly patriarchal in nature. Womanism is an appropriate theory since the novels are set in Africa, focuses on the African culture, specifically, the Maasai culture and this is a feature of Womanism since it focuses on African issues. The other reason is that the central figures are women who the author places as central heroines. This, therefore, refutes the argument by Makuchi 1993 who argues that Most male writers have been heavily criticized for their representations of African women in subservient gender roles. They are portrayed as women who are passive, always prepared to do the bidding of their husbands and family, as having no status of their own and therefore completely dependent on their husbands Makuchi, 7 . The theory is applicable to my work because the two novels, Blossoms of the Savannah 2008 and Vanishing Herds 2011 deal with issues of blacks of African descendants. The issues focus on women, their lives and their concerns. The narrator beliefs in the freedom and independence of women. The novels also believe in meaningful union between women, men and children as advocated for by Womanism. The fictions place the women as central characters Norpisia and17 Resian are heroines in the narratives and all the issues centers around them. The narrator argues that men should begin to change from the culture perception that subdues them. The novels show the struggle of women of African ancestry for self-fulfillment. Resian struggles to join university while Norpisia struggles to rehabilitate the environment. This is what brings them joy after they achieve. Womanism shows the assertiveness of women towards the men s attitude. Resian does not fear to fight against the plan of his father, Oloisudori and Olarinkoi."}
{"text": "This is what brings them joy after they achieve. Womanism shows the assertiveness of women towards the men s attitude. Resian does not fear to fight against the plan of his father, Oloisudori and Olarinkoi. Norpisia too, does not mind what people may think when she carries weapons and fights the cattle rustlers to death. The novels value men and see them as important. Norpisia sees her husband as a very good helper in her ambitions to save the environment. Taiyo also sees Parmuat as the only person who can rescue her from the humiliation of forced initiation. Although Resian wants to pursue education but believes that one time, later in life, that she will be married and have kids. She respects her own father. Taiyo also believes in being rescued by Parmuat. Norpisia in Vanishing Herds, loves and respects the husband, she takes care of his needs by cooking food for him and nursing him back to health. She works together with him towards changing the environment. The two novels project their worlds as more communal than individualistic. The families live together happily. They do things as a community. The Nasila people in Blossoms of the Savannah come together to welcome the ole Kaelo, they come together to fight the vice of men who attempt to rape Resian and Taiyo. Norpisia together with Masintet s community plant trees so as to protect the environment. The novels show the true nature of women. It has shown their physical, emotional, psychological and spiritual nature of women, their strength, ability and the length that they can go to achieve it. The novels show the contribution of women to the development of the society. Minik, in Blossoms of the Savannah, starts a ranch where she employs people. Norpisia assists women to plant trees and are rewarded with sheep according to the number of trees planted. 18 Research Methodology The theoretical framework of Womanism determined the methodology that I employ in this research. It influenced my focus on the characterization of the Maasai woman like Norpisia in Vanishing Herds. It is by focusing on the women characters that we are able to see how Henry ole Kulet defines the woman in accordance with Maasai conception of the female. The theory helped me focus on those aspects of characterization that best exhibited the aspects that redefine femininity in the Maasai contexts depicted in the two works."}
{"text": "It influenced my focus on the characterization of the Maasai woman like Norpisia in Vanishing Herds. It is by focusing on the women characters that we are able to see how Henry ole Kulet defines the woman in accordance with Maasai conception of the female. The theory helped me focus on those aspects of characterization that best exhibited the aspects that redefine femininity in the Maasai contexts depicted in the two works. The focus that I put on the character of Resian in Blossoms of the Savannah and her passion for education as a way of transforming her life and her opposition to FGM is inspired by Womanism theory that insists on looking at the woman in society in terms of how she tries to overcome the barriers of patriarchy to contribute to the well-being of the society. The analytical tools guided by Womanism theory helps in identifying productive and reproductive roles of women in Blossoms of the Savannah and Vanishing Herds. The productive roles include activities that help women acquire money, resources and all activities that bring value into the society. On the other hand, reproductive roles are day to day activities carried out women such as cooking, fetching water and firewood, caring for the family and procreation for the continuity of the community. The Womanism theory helps in identifying how women have redefined themselves in terms of leadership status, education, assertiveness and from customs and traditions that keep women in low status such as FGM, early marriages, forced marriages, dictatorship and polygamy. It brings out the value of men in their help in emancipating the women in Blossoms of the Savannah and Vanishing Herds. Further, the study begins by a close reading of the primary texts: Vanishing Herds and Blossoms of the Savannah with a view to find out how the women have been presented. I examined how women characters were presented by closely examining the plot, characterization and plot19 development guided by Womanism theory. I analyzed how women are represented as using language in order to redefine themselves from the traditions. To do a qualitative analysis I did close textual reading of the novels. Library research assisted in adding information concerning the culture of the Maasai. Scope and Limitation This study focuses on Henry ole Kulet s Vanishing Herds and Blossoms of the Savannah. The two novels provide an in-depth towards understanding how women have been presented leading to their redefinition. The paper focuses on re definition of femininity."}
{"text": "Scope and Limitation This study focuses on Henry ole Kulet s Vanishing Herds and Blossoms of the Savannah. The two novels provide an in-depth towards understanding how women have been presented leading to their redefinition. The paper focuses on re definition of femininity. Other books written by Henry ole Kulet have been referred to in providing more information on this research project. Chapter Breakdown Chapter One Introduction This chapter consists of the introduction to this study. It provides background information on the concept of women in Africa and gender. The introduction provides the statement of the problem and justifies it. It further states the objectives of the study as well as the theoretical framework employed and further explains the methodology applied. Chapter Two This chapter focuses on examining femininity in Vanishing Herds. Here I focus on how the author shows the woman as defining and redefining her place within the Maasai culture as is presented in the novel. 20 Chapter Three This chapter focuses on the second novel, Blossoms of the Savannah. I, closely, look at the text so as to establish how femininity has been presented in this novel. Chapter Four In this chapter I do a comparative analysis of the two books. My aim is to show how the author uses plot development, characterization and language use in presenting the female characters in Blossoms of the Savannah and Vanishing Herds. Chapter Five This chapter concludes my argument by tying together all elements discussed here by making a conclusion on the topic, the research finding and a suggestion for further research. 21 CHAPTER TWO EXAMINING FEMININITY IN VANISHING HERDS Introduction In anthropology studies done on the Maasai community by researchers like Stephen Sitoya ole Sankan 1971 have shown that the place of women in that community is defined by the cultural norms where cattle play a big role: Should a man mistakenly marry a girl of the same cattle brand as himself he pays a heifer so as to wife off the disgrace Sankan, 2 . Paul Spencer 1988 also says that within the clans the members know which families may or may not intermarry. It is recommended that the right pillar should marry the left pillar, but if marriage does occur within one pillar of clans, the prospective husband may pay a heifer to the family of his bride to wipe out the incest Spencer, 28 ."}
{"text": "21 CHAPTER TWO EXAMINING FEMININITY IN VANISHING HERDS Introduction In anthropology studies done on the Maasai community by researchers like Stephen Sitoya ole Sankan 1971 have shown that the place of women in that community is defined by the cultural norms where cattle play a big role: Should a man mistakenly marry a girl of the same cattle brand as himself he pays a heifer so as to wife off the disgrace Sankan, 2 . Paul Spencer 1988 also says that within the clans the members know which families may or may not intermarry. It is recommended that the right pillar should marry the left pillar, but if marriage does occur within one pillar of clans, the prospective husband may pay a heifer to the family of his bride to wipe out the incest Spencer, 28 . Sankan who also discusses the question of masculinity and war says that the Maasai women live separate houses from men Sankan, 40 . Women, do not handle warriors food unless a ceremony is carried out Sankan, 30 . Sankan also says that women welcomed warriors from war with songs and dances. Barren women, according to Sankan, go round collecting things for ancestral prayer, a women-blessing ceremony: This is a ceremony where women are blessed so that they may become more fertile Sankan, 42 . Andrews Fedders 1974 says it was22 in rare situations such as when a woman gave birth that a woman would slaughter a sheep. Removing of blood from large animals is done by men Fedders, 20 . These elements of the Maasai culture as studied by the anthropologists: Sankan, Spencer, Fedders and Saitoti are also reflected in Vanishing Herds and Blossoms of the Savannah. What defines the traditionally Maasai women is captured in these studies. They discuss the role of men as being head of the home, disciplines and protect the family. The scholars mainly studied the role of men and women in Maasai community. Definition of Femininity The Maasai woman is shown to be first defined by the code of dress that tradition ascribes her by Henry ole Kulet. The Maasai women had their dressing code which exemplifies the traditional expectation of the Maasai community."}
{"text": "The scholars mainly studied the role of men and women in Maasai community. Definition of Femininity The Maasai woman is shown to be first defined by the code of dress that tradition ascribes her by Henry ole Kulet. The Maasai women had their dressing code which exemplifies the traditional expectation of the Maasai community. When Norpisia was to visit Sein, the environmentalist, the women were adorned in lesos and multi-coloured bead necklace. The Maasai women wore lesos and shukas around their bodies depending on the clan that they came from. They wore beaded necklaces around their necks. They wore rubbers on their feet. For instance, Norpisia wore white pair of rubbers bought for her by Sein. Their male counterparts wore red shukas and Enkilaoondeeri, a beautiful outer garment made from soft wooly hyrax skins sewn into gown-like cloak. This is also seen in Daughter of Maa 1990 where Seleina is described as wearing shukas and had ornaments such as multi-coloured bead necklaces around her neck Daughter of Maa ,61 . The shuka is red-ochred. Women s role is defined by Henry ole Kulet as milking, preparing meals and looking after the young ones. She is to take care of her house. She ensures that her children as well as the husband are well fed. Norpisia had; A pot humming on one side of the fire, stone, as two hindquarters of mutton boiled. A large chunk of lamb chops spitted over the flames, with its outer fat layer sizzling 23 Vanishing Herds, 106 . It was the woman s role to light the fire and keep the house warm. We see Norpisia lighting fire and prepare their evening meals Vanishing Herds, 146 . She welcomes the husband warmly. For example the night when the wild beasts run off and they got back into the house, Norpisia went straight to check on her baby. She then stirred up the fire and boiled some milk. She served her husband and took some herself Vanishing Herds, 188 . In Is It Possible? 1971 it was the role of the women to milk for example Lerionka s mother milk s the cows Is It Possible? 9 ."}
{"text": "In Is It Possible? 1971 it was the role of the women to milk for example Lerionka s mother milk s the cows Is It Possible? 9 . In To Become a Man 1972 Kitika s mother, too, milks cows that had been brought by Kitika in their last raid To Become a Man, 15 . After a successful raid the women in To Become a Man sing soothly as the milk the cows To Become a Man, 85 . A woman had the obligation of ensuring that calves had fed, kids and lambs had suckled and dogs too, should be well fed Vanishing Herds, 27 . Weak animals were to be taken care of by women just like the way we see Norpisia caring for the weak ones and especially those that were unable to walk. Women were defined by the responsibility that they had at home. They fed the young ones of the animals by giving them milk. We see this when Norpisia is said to be giving the four wildebeest milk. Women had the responsibility to ensure that there was drinking water for her family. A woman has the responsibility to take care of the husband in Vanishing Herds. Norpisia makes an olchuret, a head covering to shield the husband from rain when he had been attacked by the cattle rustlers. She also nurses the husband back to health after he is attacked by the cattle rustlers. She predicts a man s needs. The reason being, it is the man who protects her and her children from danger. For if she did not protect the man who then would protect them in case any thing happened to the husband? Vanishing Herds,91 . In Daughter of Maa 1990 , too, the woman 24 --had to take care of husband s interests, cattle, sheep, goats, and above all his physical well- being Daughter of Maa,108 . In nomadism, the woman followed the animals from the rear. Her work was to look after the sick animals and young ones of the animals so that they may not fall into predator s hand. This is exactly the role that Norpisia performs. She follows their animals from the rear so as they would not fall into the hands of predators."}
{"text": "Her work was to look after the sick animals and young ones of the animals so that they may not fall into predator s hand. This is exactly the role that Norpisia performs. She follows their animals from the rear so as they would not fall into the hands of predators. This shows that the women performed menial jobs and were not trusted with strong and challenging jobs such as leading the animals from the front and protecting the whole herd as man was expected to do. The Maasai women as defined by Henry ole Kulet were the ones to construct huts. Norpisia makes a temporarily hut called olongoborr, She offloaded poles from one of the donkeys and erected them on the ground. Within no time, she had set a temporary hut of sticks and hides called olongoborr Vanishing Herds, 22 . Women were to construct the houses they lived in and we see women helping Norpisia to erect her first semi-permanent house Vanishing Herds, 180 . Incase of oncoming rains the women had to ensure that the roofs were not leaking at all. If they did not do that they were held as irresponsible. In Is It Possible? 1971 women repaired the roofs in case they were damaged and the rains were either about to fall or were falling by smearing the roofs with mud Is It Possible? 16 . It is also evidenced in To Become a Man 1972 when the rains start falling and drops through the roof at Lesho s father s house, Leshao s father says that he would look for a woman who would plaster their roof since Leshao's mother had died and that was her responsibility. Immediately, two women are seen repairing the Leshao s father s roof To Become a Man, 2 . 25 It is the responsibility of a Maasai woman to have children for procreation of the community as shown by Henry ole Kulet. And that is why Norpisia is thinking of having children before the two of them get old. She tells him that back at her home women of her age had already got their second child: I think it s the way a wife tells her husband how much she loves him and cares for him, whether she has children or not but I think I need to tell you I want to have your child before I get too old Vanishing Herds, 91 . Many women in marriage or before marriage desire to have children."}
{"text": "We notice the passionate feelings that women have for things that they love. Any harm happening to things that they love makes them so emotional that they end up crying. Norpisia cried after a hyena had killed and dragged away one of the sheep. To her it is a painful experience that she cannot bear. She is sad when she leaves behind her home and her relatives. She feels sad when she is separated from her friends at Eorr-Narasha. When the people bid them bye, Norpisia returned his wave, tears welling up in her eyes, she was suddenly overcome by the knowledge that she might never see the people of Eorr-Narasha again Vanishing Herds, 216 . Although it is an emotional parting but Norpisia is overwhelmed by sad emotions unlike Kedoki. She is sad too when she loses her siblings. However, Kedoki was strong and accepted his loss stoically Vanishing Herds, 40 . Such that Norpisia desired to emulate him and be emotionally strong as him. In Is It Possible? 1971 Lerionka s mother is so emotional because white people were to take one boy-child from each household so as to attend school yet Lerionka was her only son. The husband consoles her by telling her that the white men are not only taking their son but It is the boys of all the Maasai Is It Possible?11 . When Lerionka saw her mother crying he soothes her and persuades her to stop crying Is It Possible?11 . In To Become a Man, Leshao s aunt cries after seeing the situation that Leshao was in after the unsuccessful raid that led to one of his legs amputated To Become a Man, 135 . Men were not allowed to cry and this is seen when ole Sulunye, the circumciser wants to see Leshao s circumcised organ and when Leshao is about to cry he is told that Men don t cry To Become a Man, 109 . Women are defined as a weaker sex that is affected by issues such as death. In Vanishing Herds the women are not an exception to this. After the death of Norpisia s elder brother and sister, her28 mother was inconsolable. She became sadder than her husband. She refused to be comforted."}
{"text": "After the death of Norpisia s elder brother and sister, her28 mother was inconsolable. She became sadder than her husband. She refused to be comforted. A woman is seen as a person who is weak and depended on the man for protection. For example, when the group saw several morans, Norpisia scooped her baby and hastily retreated into her Olngoborr, a hut 177 . While Kedoki, Lembarata and Masintet stood ready to defend themselves in case of any eventuality. A woman s weakness is shown when Norpisia faces a herd of rhinos. She runs for her dear life and she cries as she runs. In Is It Possible? 1971 women are defined too as cowards. When strange men come to their homestead they leave one at a time carrying along their children to the bush: And in the end only men were left there Is It Possible?,. 12 . In To Become a Man 1972 women scream and ran from hut to hut snatching up their children who were playing in the moonlight and disappeared into the huts To Become a Man, 132 . When Leshao and Mbulung go to the circumciser s house all the women enter their huts and bring them honey for fear of what may befall them. Their faces too express fear To Become a Man, 96 . Women are defined in terms of having occasional outbursts of anger, mood swings and being stubborn at times by Henry ole Kulet. Just like Norpisia was. And the husband learned to accept and give her, her space during such occasions when she was in such moods Vanishing Herds, 46 . When there is heavy rain she stands in the rain crying until Kedoki comes for her Vanishing Herds, 109 . The narrator portrays that women are not used to being in the wilderness for long. Norpisia though being with Kedoki was tired of loneliness such that she longs for a human soul Vanishing Herds, 53 . This does not bother Kedoki at all. As long as he is with his wife and his livestock he feels quiet okay and not isolated from the people Vanishing Herds, 60 . She weakens too during her pregnancy Vanishing Herds, 156 . 29 Women are defined as shy in front of people by Henry ole Kulet."}
{"text": "As long as he is with his wife and his livestock he feels quiet okay and not isolated from the people Vanishing Herds, 60 . She weakens too during her pregnancy Vanishing Herds, 156 . 29 Women are defined as shy in front of people by Henry ole Kulet. This is expressed when the narrator says, That when the women looked at Norpisia it made her sharply aware of the thin lesos she was wearing. She suddenly felt dizzy as if she was treading in the air. Kedoki quickly took hold of her arm to reassure her. It was then that he realized the damage caused to her mind by the long isolation in the wilderness. She had become xenophobic and was now wary of strangers Vanishing Herds, 129 . This kind of shyness always made women to be humble before their husbands, as well as, subdue. As a result of being described as weaker sex it was therefore, the responsibility of the man to protect the woman. Kedoki, the husband, comes out ready to protect her with a spear. When Norpisia sees a herd of elephants she runs towards him so as to be protected. This shows that Maasai men are the ones to protect their women. For, according to the culture, the women are weaker than the men. It is with this assumption that Kedoki had dismissed the strength of women. He regarded women as gender of little consequence. He saw them as only purposed to procreate but this was changed immediately he found Norpisia. When Kedoki is attacked by cattle rustlers and lies on the ground, he thinks about Norpisia. The norms of the Maa culture stipulates that, man is to protect the woman at all times and not the other way round, a woman was to protect the husband and Kedoki thinks that he has to take care of his wife. He prays that they do not find her and molest her. The narrator says that it was his duty to defend her. He thinks of what they might do to her such as molest her, rape or abduct her Vanishing Herds, 75 . The reason as to why Kedoki is worried about Norpisia is because a woman within Maasai community is viewed as a weakling and it is the role of the man to defend her at any given time."}
{"text": "The narrator says that it was his duty to defend her. He thinks of what they might do to her such as molest her, rape or abduct her Vanishing Herds, 75 . The reason as to why Kedoki is worried about Norpisia is because a woman within Maasai community is viewed as a weakling and it is the role of the man to defend her at any given time. During any raids or fights as said by Leshao in To Become a Man 1972 women are never30 killed because Maasai men do not kill their women because they are considered as weaklings To Become a Man, 95 . In matters concerning the community, the women are not informed. Matters about their forced marriage were discussed in their absentia and dowry paid. Women are married off and dowry paid without their consent. For example without Norpisia s knowledge, Kedoki had proposed to marry her. Kedoki had entered a deal with Norpisia s father and the deal was sealed. She was given out to Kedoki without being consulted Vanishing Herds, 16 . This shows that women did not participate in any decision making and in cases where decisions were made, the women did not oppose at all. It was a norm and custom that the girls knew and it was not a surprise to them when they learnt that their fathers had married them off, so when Norpisia learnt that she had been married off she was not surprised because she was already eighteen years old Vanishing Herds,12 . The definition of any woman beyond eighteen years is marriageable and when it came to that the girl could not question the father because matters concerning marriage lay solely on the father. This is also seen in Daughter of Maa 1990 where Nalotuesha asks Nariku-Nkera, When did women of Maa protest when their husbands wanted to marry? Daughter of Maa, 72 . She reminds her that her husband if he wanted would marry without even asking for her consent for the men made decisions on when to marry and who to marry without asking the wives. Kedoki does not involve Norpisia in decision making. When he recovers from the injuries inflicted on him from the cattle rustlers he holds private discussions with Masintet and Lembrata."}
{"text": "They only come to the place when he calls for them. As such the slaughtering place acts as a space that determines feminine identity among the Maasai. Women were married off to men who they did not know and went with them to their homes in distant places. Norpisia is not exempted from this, She was now headed to an undisclosed destination with a husband she hardly knew Vanishing Herds, 21 . A woman had no right to object to this and she had to follow the decision that had been made by the elders in the community. 32 When a woman is married she is supposed to walk behind her husband. A woman is not supposed to cross any log or any object on her way. It was the work of shepu-Ilkerra to remove it for her. Kedoki and the wife have to walk for long distances even though the two do not have shepu-Ilkerra Vanishing Herds,17 .This, therefore, shows that the man was perceived as the head and it was his role to lead the woman as well as protect her. The Maasai had a way of respecting their elders. Girls and women greeted men by bowing their heads and for their mothers, they kissed them. For example, the narrator says when Norpisia approached her father, bowed to greet him, and went to where her mother was seated and hugged her, kissing her lightly on her lips Vanishing Herds, 14 . A woman was to greet an elderly man by bowing her head. This demonstrated respect for the male counterparts in the Maa community. The old man calls Norpisia, nakeria, a child, a term commonly referred to all the females Vanishing Herds, 140 . The nakeria term defines women as equals to children. Women referred to any elder who is his father s age mate as father, Papaai as Norpisia calls Barnoti s father Vanishing Herds, 141 . Therefore, definition of the traditional Maa woman equaled her to children in the face of male authority. Further, women are defined as submissive by the narrator. Norpisia displays this character when she sees Lemeisssorri, Barnoti s father, she quickly walked up to the old man, stopped a few feet from him and bent her head in greetings."}
{"text": "Therefore, definition of the traditional Maa woman equaled her to children in the face of male authority. Further, women are defined as submissive by the narrator. Norpisia displays this character when she sees Lemeisssorri, Barnoti s father, she quickly walked up to the old man, stopped a few feet from him and bent her head in greetings. He lifted his hand and lightly touched the top of her head Vanishing Herds, 140 . Unlike Kedoki who only extends his hand in greetings. Young boys and all females within the Maa community are supposed to bent their heads to greet any elder who is elderly than them. This shows that women are to be submissive towards the men for it shows their respect towards the elders. 33 Again weapons also defined the superiority of male and female in Maasai community. Women handled a smoothly, slender polished sticks, sticks on which they leaned slightly on. The slender stick was used for supporting them as they walked. This is different from their counterparts who carried spears and knobkerries demonstrating strength and might. For example in Bandits of Kibi 1999 the men carry bows, arrows, spears and knob-kerries Bandits of Kibi, 21 . In Daughter of Maa 1990 Joseph Malon was seen in the evenings working on a new stick or knobkerrie Daughter of Maa, 149 . In To Become a Man 1972 boys carried spears and that is why Leshao carries his too To Become a Man, 1 . The men and boys carried swords in a scabbard tied to their waist To Become a Man, 7 . When Leshao is asked to share meat with Mbulung he draws his sword from its sheath To Become a Man, 10 . Leshao and Mbulung find an old man in the forest carrying a bow, arrows and a quiver dangling on his back To Become a Man,92 . Leshao sees men in his homestead ,as he arrives from his meeting with Mbulung , With spears, some with clubs, some with bows and some with their drawn swords To Become a Man,83 . Maasai women are defined by their height. Mostly, many of them are tall and slender."}
{"text": "Leshao sees men in his homestead ,as he arrives from his meeting with Mbulung , With spears, some with clubs, some with bows and some with their drawn swords To Become a Man,83 . Maasai women are defined by their height. Mostly, many of them are tall and slender. For example, the narrator says that he allowed them to construct their cattle enclosure next to his own while his wife, a tall slender woman draped in colourful lesos, and multi-coloured beads, invited Norpisia into Olgoborr Vanishing Herds,119 . Maasai women are defined as beautiful: Her beauty was accentuated by her sparkling eyes and her beautiful smile. What a beautiful wife he had in Norpisia Vanishing Herds, 219 . In Daughter of Maa 1990 Seleina is described as tall, thin, slender hands, large brown eyes that made look beautiful Daughter of Maa, 61 . Womanhood is also expressed in Vanishing Herds in a number of ways that defines Maasai femininity. Eddah desires to know more about meeting Norpisia so as she knows more about her. 34 Womanhood and sisterhood is normally a concept with women. We find Norpisia and Masintet s wife becoming great friends and inseparable Vanishing Herds, 204 . She finds it hard to separate from her and wishes that her husband would change her mind so as they would stay a little bit longer. She teaches Masintet s wife about herbs and how to cure both the people and the sick Vanishing Herds, 205 . Women are defined as gossipers for when they walked on coming across a group of women who stood by the road, their arms folded across their chests, gossiping as they stared at Norpisia Vanishing Herds, 129 . Therefore, when they see Norpisia they start gossiping about her which makes her so uneasy. In To Become a Man 1972 women, too, are described as gossipers. For example when two women are forced by their husbands to repair Leshao s father s roof they speak ill of Leshao s father unaware that Leshao was hearing To Become a Man, 2 ."}
{"text": "Therefore, when they see Norpisia they start gossiping about her which makes her so uneasy. In To Become a Man 1972 women, too, are described as gossipers. For example when two women are forced by their husbands to repair Leshao s father s roof they speak ill of Leshao s father unaware that Leshao was hearing To Become a Man, 2 . When Leshao kept begging for food from neighbour s the women decided collectively that they would not continue feeding two men: Leshao and his father and truly whenever Leshao went begging for flour they would show him empty tins To Become a Man, 9 . When the moran s returned from a successful raid the narrator says that women whispered the news from one ear to another To Become a Man, 100 . Redefinition of Femininity The efforts at redefinition of femininity in Vanishing Herds is highly praised by Henry ole Kulet. Norpisia is bestowed with high praises such that even the representative of the governors praises her for her accomplishment in the resuscitation, rehabilitation and the conservation of the environment. She is described as unsurpassed in organizational skills and leadership qualities35 which enables her to marshal groups of women to plant thousands of tree-seedlings that matured into invaluable forests Vanishing Herds, 8 . Norpisia is presented as a leader. She is elected to lead women in conserving the environment: Sein was convinced that Norpisia was a born-leader. She could successfully lead her community in tackling some of the issues that had contributed to the degradation of the environment Vanishing Herds, 196 . And when the women choose her to spear head the resuscitation of the environment the narrator says , she accepted the challenge wholeheartedly and immediately embarked on forestation Vanishing Herds, 196 . This also shows her will to assist in developing her society through curbing destruction of the forests through reforestation which is one of the many qualities of a leader. Norpisia possesses organizational skills and leadership qualities. Which Amouzou 2006 posits that in Flora Nwapa works, women s roles transcend the domestic and reproductive Amouzou, 101 ."}
{"text": "And when the women choose her to spear head the resuscitation of the environment the narrator says , she accepted the challenge wholeheartedly and immediately embarked on forestation Vanishing Herds, 196 . This also shows her will to assist in developing her society through curbing destruction of the forests through reforestation which is one of the many qualities of a leader. Norpisia possesses organizational skills and leadership qualities. Which Amouzou 2006 posits that in Flora Nwapa works, women s roles transcend the domestic and reproductive Amouzou, 101 . This concept is seen in Norpisia whose organizational and leadership skills enables her organize groups of women who plant thousands tree-seedlings that matured into invaluable forests Vanishing Herds, 8 . Her role as a leader transcends the domestic and reproductive roles that initially were portrayed in the earlier works of Henry ole Kulet. Norpisia, can be compared to Penda in Sembene s, God s Bits of Wood 1970 who mobilizes the women and is the spokesman in the strike action, hence, as Fonchingong 2006 argues, Sembene defies the stereotype that women cannot be potential leaders and do not possess organizational capacity through his presentation of Penda Fonchingong,145 . Henry ole Kulet too defies this stereotype that women cannot be potential leaders by presenting Norpisia who leads the women in planting trees. 36 Eddah Sein was recognized by the governor but proposes Norpisia to be awarded. She is therefore presented as unselfish. Through her we learn the qualities of Norpisia. Norpisia is presented as an inspirational leader. She turns the desolate arid land which had been destroyed by charcoal burners, timber harvesters and expansionists into a dense green forest. She reduces the human and animal conflict between them. Norpisia had reared wildebeests that had become an attraction to tourist and formed part of the tourist package that was marketed overseas Vanishing Herds, 210 . Resuscitation, rehabilitation and the conservation of the environment, generally, requires an intelligent mind. Socially, we grow up knowing that men are more intelligent than women but the author redefines this socially constructed concept and shows, equally, a woman can be intelligent and also do activities that require highly skilled brains such as this."}
{"text": "Norpisia had reared wildebeests that had become an attraction to tourist and formed part of the tourist package that was marketed overseas Vanishing Herds, 210 . Resuscitation, rehabilitation and the conservation of the environment, generally, requires an intelligent mind. Socially, we grow up knowing that men are more intelligent than women but the author redefines this socially constructed concept and shows, equally, a woman can be intelligent and also do activities that require highly skilled brains such as this. This redefinition of Maasai femininity is what Flora Nwapa, a womanist ideologist, advocated for in her novels. She presents characters that are intelligent and ready to save the community irrespective of their gender. Amouzou 2006 argues that in Flora Nwapa s novel Never Again, the female character, Kate, seems to be vital source of hope for the generation of society. Women in this novel devote their energy to countering the forces of destruction such as hunger and starvation Amouzou, 101 . This is similar to Norpisia who desires, dreams and even gets involved in saving the forests as well as protecting the wildlife. The concept of pastoralism is socially constructed as a man s activity. However, in Vanishing Herds, the heroine, Norpisia is a famous woman pastoralist . She was said to have miraculously changed an arid and desolate wasteland into a Garden of Eden Vanishing Herds, 7 . As a pastoralist she preserves being the wilderness and faces dangerous situations such as wild animals. She helps the husband in herding the animals. In Is It Possible? 1971 it was the men s role to37 herd. We see Lerionka s father driving cattle, sheep and goats half way, leaving them to the care of his brother, Olodi, and his sons Vanishing Herds, 1 . Lerionka looked after the cattle and calves too Is It Possible?,. 5 . This concept of boys and men herding is also seen in To Become a Man 1972 . Boys looked after cattle and drove them back home. They were known as herdsmen or herds boys for example Leshao is one of the herdsboy who looks after his father s cattle."}
{"text": "This concept of boys and men herding is also seen in To Become a Man 1972 . Boys looked after cattle and drove them back home. They were known as herdsmen or herds boys for example Leshao is one of the herdsboy who looks after his father s cattle. As they herd or brought back the animals the boys would whistle and shout at the animals To Become a Man, 100 . Norpisia is presented as determined and fearless of any threats posed to her as long as she saves life of a human being. When Masintet s mother is bitten on the hand by a crocodile, Norpisia accepts to treat her; however, she tells them that the medicine to use was strong herbal medicine. Lenjirr, Masintet s brother threatened Norpisia by telling her that in case the mother dies, he says, I ll make sure that my spear goes through your rib-cage! Vanishing Herds,183 . This does not scare Norpisia and she says. I ll do it And bear whatever consequences! Vanishing Herds, 183 . The prophetess , Eddah Sein, also has qualities of a strong and unrelenting woman who is ready to rehabilitate the destroyed water catchment areas Vanishing Herds, 161 . The prophetess is said to be courageous and outspoken such that it made her a heroine in that particular community. The narrator says, she was said to have fearlessly confronted matters of environmental degradation with the aim of rehabilitating the destroyed water catchment areas Vanishing Herds, 161 . Women, because they are viewed as weaklings, are supposed to be protected by the men but Norpisia is ready to defend herself based on the skills that she had learnt from her grandmother s38 home. To show that she is quiet composed and not afraid, in the morning when Kedoki questions her whether she had heard strange noises at night she says, No, I didn t Only an occasional cow-bell tinkled Vanishing Herds,26 . Proving that she slept soundly, forgetting that she was actually in the forest and alone in the Olngoborr. Generally, women are culturally perceived as cowards by the narrator, they cannot stand being left in the forest at night all alone by themselves."}
{"text": "Women, within the Maasai community, are viewed as timid, weak, and backward and that they cannot do such things that Norpisia does, however, the author redefines39 what it is to be a woman within his fictional work, Vanishing Herds by presenting Norpisia who fights against the marginalized such as the wildlife. She also resuscitates the environment. Norpisia, in Vanishing Herds, is presented as a very intelligent woman who questions a lot about certain aspects of the environment. For example, she asks the husband why nature introduced predators to disturb such scene tranquility. She is also disturbed a lot about why man keeps destroying the environment. She pursed such aspects as the survival of species in their natural habitat. She realized that human interference with the habitat could only meddle with animals life and make it much more difficult for them to survive Vanishing Herds, 68 . She is passionate about the survival of species such that at a certain time she watched two reed bucks playing and a leopard stalking them: The leopard inched closer and Norpisia felt like shouting to alert the two reed bucks of the danger, but she dared not Vanishing Herds,69 . Norpisia is more concerned about the reed bucks oblivious of her own safeness as far as a leopard is concerned that is totally masculine in nature. Through a stream of conscious we see her intelligence in her reasoning. For example she asks herself: How could anybody in his right mind divert a whole river for his own selfish interests? How could he do that at the expense of the poor herders who had lost most of their livestock on account of the severe drought? How could he make them work on his farm for two days in exchange of water for their animals? She felt distraught and extremely disheartened Vanishing Herds, 121 . 40 We also see how Norpisia intelligently thinks about their safety as well as that of their animals If they had to cross the river. She asks, Do you think it is safe driving our cattle across the river, just yet? Look at the predators across Vanishing Herds, 123 . Norpisia s intelligence supersedes that of her husband."}
{"text": "She asks, Do you think it is safe driving our cattle across the river, just yet? Look at the predators across Vanishing Herds, 123 . Norpisia s intelligence supersedes that of her husband. She tells the husband that there was a need of them to move out of the Olmakarr farm: It is not secret that the fires we have been seeing in the past few days and the hardening drought we are witnessing are sending us a clear message. It is time for us to move out of Olmakarr farm before we are eventually thrown out Vanishing Herds, 153 . Norpisia s intelligence and reasoning is also contrasted to that of her husband. Norpisia reasons so intelligently that makes the husband agree with her. She carefully and skillfully uses idioms so as to build and support her argument. Do you know the reason why the founder said somebody else s cow dries up in the day time? She asked excitedly, beginning to initiate an argument. I believe he wisely meant that a thing that belongs to another could be taken away without warning. Similarly, whether we like it or not, we might be asked to vacate Olmakarr farm the moment the owner thinks our cattle are competing for grass with his Vanishing Herds, 156 . When Kedoki, Lembrata and Masintet were told to vacate Barnoti s farm they recalled the wisdom in Norpisia quoting the founder who said someone else s milk cow dried up at midday Vanishing Herds, 174 . Norpisia had foreseen them being thrown out of the farm but the three men could not see it at all. While the community finds it worth to fight and kill the wild animals for the destruction that they caused, Norpisia thinks contrary. When the old man tells her to join them in eating the maize so that she will help them to fight the wild animals she angrily says; Never! If I were to join the fray, I would join the wild animals and fight you for having41 encroached their natural habitat! Vanishing Herds, 104 . To her wildlife is a significant part in the community and feels that it is her obligation to defend them."}
{"text": "When the old man tells her to join them in eating the maize so that she will help them to fight the wild animals she angrily says; Never! If I were to join the fray, I would join the wild animals and fight you for having41 encroached their natural habitat! Vanishing Herds, 104 . To her wildlife is a significant part in the community and feels that it is her obligation to defend them. Eddah Sein, the prophetess as referred by the community is said to be equally and well versed in the world of art, culture and intellect. She is said to be a woman of high self-esteem. She mingled freely with the lowly pastoralists. If someone tried to discredit her in front of the multitude he or she would face the wrath of people. As a result, she was unassailable. She was always beyond the reach of those who would have liked to put her down Vanishing Herds, 162 . Eddah is well educated and described as unassailable. Therefore, Eddah could not be easily destroyed, defeated or questioned by any one. Eddah Sein is an educated Maasai woman. She reminiscences of the days ten years earlier when she used the route with her parents on her way to and from school, there was no trading centre to speak about then Vanishing Herds, 162 . Maasai girls hardly went to school and when they reached puberty age they were circumcised and sold off to a man that the parents choose for them. Most of the suitors were too old. Therefore, seeing Eddah Sein going through school and becoming an environmentalist redefines the notion of femininity in this fictional work. In both Is It Possible? 1971 and To Become a Man no girl goes to school. The only people who go to school are boys such as Lerionka in Is It Possible? And Leshao and Mbulung in To Become a Man 1972 . Eddah is actually conversant with the reasons as to why the community had to conserve the forests. She emphasized the fact that the forests were the source of rivers, herbal medicine, sacred trees and shrubs: that solemnized ceremonies and which held their people together simply put, forests were the source of life Vanishing Herds, 167 ."}
{"text": "And Leshao and Mbulung in To Become a Man 1972 . Eddah is actually conversant with the reasons as to why the community had to conserve the forests. She emphasized the fact that the forests were the source of rivers, herbal medicine, sacred trees and shrubs: that solemnized ceremonies and which held their people together simply put, forests were the source of life Vanishing Herds, 167 . Eddah emphasized about their equal rights to the forest resources. Eddah reminded them that no one had the right to cut down tree. The insatiable42 appetite that both Eddah and Norpisia have towards saving the environment is clearly a redefined role of a Maasai woman. Eddah Sein, equally, is portrayed as an intelligent woman. As we read the novel, we realize that she started an incentive scheme called Sheep for Trees Initiative in which villagers were given a sheep for a fixed number of trees planted Vanishing Herds, 9 . Eddah Sein possesses rare qualities that were hard to come by within the Maa community as portrayed in earlier works of Henry ole Kulet. Women, in the earlier African literature, are not portrayed in doing things that would develop the society. Things to do with economic development were, specifically, left to men. This is the reason that makes Amouzou 2006 argues that It is a fact that from the family circle to the public sphere, women suffer many hardships, simply because they are considered inferior to men. In most traditions and especially in Africa, women are devalued and considered Second class citizens Amouzou, 97 . Simone de Beauvoir 1949 argues that women are constructed by men as passive and inconsequential objects Amouzou, 97 . But this becomes a point of departure in Vanishing Herds because Henry ole Kulet presents very important female characters such as Norpisia and Eddah Sein who helps in resuscitating the environment that had been degraded. Eddah Sein skillfully teaches the community about conservation of forests which also shows the responsibility that she had. She explains that the roots held the soil together and prevented soil erosion while the undergrowth prevented moisture from evaporating Vanishing Herds, 167 ."}
{"text": "But this becomes a point of departure in Vanishing Herds because Henry ole Kulet presents very important female characters such as Norpisia and Eddah Sein who helps in resuscitating the environment that had been degraded. Eddah Sein skillfully teaches the community about conservation of forests which also shows the responsibility that she had. She explains that the roots held the soil together and prevented soil erosion while the undergrowth prevented moisture from evaporating Vanishing Herds, 167 . Eddah, further, says that rivers were kept cool by the forest cover and free from pollutants by their interwoven roots that filtered the underground water seepage Vanishing Herds, 167 . In addition, Eddah Sein says that tree leaves absorbed polluted air and other gases in the atmosphere,43 enabling people to breathe fresh air Vanishing Herds, 167 . Her teaching skills portray high rates of intelligence such that it redefines women. Her teaching convinces the community; hence, the narrator says, When she explained the link between forests, rivers and pastures, the people began to understand the genesis of the drought. They could now see how the wanton felling of trees, the clearing of the under growth and the destruction of water catchment areas had all worked together to destroy the environment resulting in the present condition Vanishing Herds, 167 . We learn that Norpisia has medicinal skills. She learnt the art of medicine from her grandmother, enkoibaoni. We learn that the grandmother was a renowned medicine woman who was reputed to possess supernatural powers Vanishing Herds, 12 . The grandmother, therefore, taught Norpisia the art of clairvoyance, divination and incantation Vanishing Herds, 12 . The grandmother was an expert in mixing and preparation of herbal. The narrator says that Norpisia s grandmother used to take her to the forest; she showed her different types of roots, barks, berries and nuts. She showed her how to prepare the medicine as well as cure the people. With this skill she finds, herbs that would use to treat the swelling on Kedoki s leg. We see her so familiarized with such herbs like Olmosilig, Olmagiro-ngiro, Olkonyil, Olkitolosua, Olosesiate and also Olcanilenkashe."}
{"text": "The narrator says that Norpisia s grandmother used to take her to the forest; she showed her different types of roots, barks, berries and nuts. She showed her how to prepare the medicine as well as cure the people. With this skill she finds, herbs that would use to treat the swelling on Kedoki s leg. We see her so familiarized with such herbs like Olmosilig, Olmagiro-ngiro, Olkonyil, Olkitolosua, Olosesiate and also Olcanilenkashe. We also see that Norpisia knows exactly which part of the herb is used for treating. She also knows how to prepare the medicine on her own without being assisted by any one. The narrator too emphasizes this concept by saying, In the afternoon Kedoki watched her as she prepared the herbs. He felt lucky to be with a woman who knew so much about herbal medicine. In less than a week, he was on his way to full recuperation Vanishing Herds, 87 . Supernatural powers were known to be owned by oloiboni, a male Maasai leader. Divines and incantations were, precisely, done by oloiboni or male magicians. But we see Norpisia s44 grandmother possessing such qualities, which she passes on to her grandchild. Norpisia seems to be more in contact with the supernatural spirits. All the time she keeps talking of dreams, especially, that her grandmother visits her in the dream. When four young wildebeest calves, one male, three females appeared from the bush, Norpisia is not surprised. The narrator says that Norpisia , told her husband what she had told him before: that she once dreamed of being asked to go to the highlands and join wild animals to fight human beings who were destroying the animals habitat Vanishing Herds,144 . Maybe, she said, the forces that destroyed the animals habitat were now finally departed, and the four young wildebeests were now finally defeated, and the four young wildebeests were symbolically sent by the gods to accompany their cattle and victoriously match into their liberated habitat Vanishing Herds, 144 ."}
{"text": "When four young wildebeest calves, one male, three females appeared from the bush, Norpisia is not surprised. The narrator says that Norpisia , told her husband what she had told him before: that she once dreamed of being asked to go to the highlands and join wild animals to fight human beings who were destroying the animals habitat Vanishing Herds,144 . Maybe, she said, the forces that destroyed the animals habitat were now finally departed, and the four young wildebeests were now finally defeated, and the four young wildebeests were symbolically sent by the gods to accompany their cattle and victoriously match into their liberated habitat Vanishing Herds, 144 . When Masintet, calls her words merely a figment of Norpisia imagination! Kedoki, her husband, warns Masintet by telling him not to dismiss her words for mostly they come true. In To Become a Man 1972 oloiboni was a man s role. He cursed whoever offended a person To Become a Man,32,43 Leshao s father seeks the service of oloiboni so as they would curse ole Sembe, his rival for many years, who had accused his son of stealing and slaughtering his goat. Leshao s aunt, too, is told by oloiboni that Leshao s father would leave his home and start wondering away from his home borrowing. This makes her go quickly to see Leshao s father to confirm the words of oloiboni whether they were to happen. Ifi Amadiume 1987 argues that indigenous spiritual practices empowered women in the person of the powerful Goddess Idemili. Women assumed the roles of Goddesses and their High priests could be men. There were also male deities with female High priestesses Amadiume, 39 . In this argument Amadiume shows that women too could possess supernatural powers which are inclined to African men just like what Henry ole Kulet portrays in Norpisia s grandmother who has some supernatural powers. 45 Another point where womanhood is redefined concerns security. The art of self-defense and selfreliance skills is culturally a male s activity but we learn that Norpisia was taught selfdefense and self-reliance skills by her male relatives who lived with her grandmother."}
{"text": "In this argument Amadiume shows that women too could possess supernatural powers which are inclined to African men just like what Henry ole Kulet portrays in Norpisia s grandmother who has some supernatural powers. 45 Another point where womanhood is redefined concerns security. The art of self-defense and selfreliance skills is culturally a male s activity but we learn that Norpisia was taught selfdefense and self-reliance skills by her male relatives who lived with her grandmother. She mastered the use of such weapons as spears, bows and arrows, knives and knobkerries to the extent that she could wield them as expertly as any man would. She also learnt animal husbandry Vanishing Herds, 13 . Henry ole Kulet redefines the concept of femininity by showing that women too can learn the art of self-defense and also self-reliance. Upon learning such skills they can do it just like any man would do, that is, defend them in case of any attack, as well as, protect the husband and the children. The issue of animal husbandry is also shown to be a quality that Norpisia learnt from the grandmother an issue that too shows that women can be familiarized with and not only the men. The narrator also shows circumstances under which Norpisia had to learn the art of defense. The narrator says that the reason as to why Norpisia had to learn defense skills was because of bandits who were common in the area and had already killed her siblings hence the need for her to learn the defense skills. The author argues that due to the violent nature that is facing the community, that there is need to learn the art of self-defense for example the bandits at the time of attack do not discriminate whether a woman or man. The cultural perception that women and children should be protected should be abandoned and that women too can equally defend themselves so as to build the strength of fighters in times of defending themselves. And to emphasize that women too can defend themselves Kedoki says, If you say my woman is halfman just because she is courageous and dependable, he said smilingly, then, I would agree with you entirely. During the period I have been with her, she had requited my trust in her appropriately by facing all manner of danger46 fearlessly Vanishing Herds, 58 . To Kedoki Norpisia faced many dangers but she stood firmly as a man and not as a coward."}
{"text": "And to emphasize that women too can defend themselves Kedoki says, If you say my woman is halfman just because she is courageous and dependable, he said smilingly, then, I would agree with you entirely. During the period I have been with her, she had requited my trust in her appropriately by facing all manner of danger46 fearlessly Vanishing Herds, 58 . To Kedoki Norpisia faced many dangers but she stood firmly as a man and not as a coward. When a hyena at one time disturbed the couples in the bush, the narrator says that Norpisia knew that there was an intruder and with that Stealthily she got up, picked a spear and stood waiting in readiness Vanishing Herds, 40 . This shows that Maasai woman, irrespective of the previous notion that they were weakling and that it was the Maasai men who would protect them, Norpisia takes a spear and fights just like any other man can do. Norpisia is so happy after she protects the family s animals from the hyenas. She says, I am certain my spear has hit the hyena, Norpisia said confidently, I hope I have hit it at the right place Vanishing Herds, 41 . Kedoki praises her. He notices that just like any man Norpisia is courageous and worthy a champion. In fact, Kedoki is so surprised and with utmost surprise says, What a markswoman you are my love! Vanishing Herds, 41 . Before she got married, Norpisia had vowed that she was going to take the place of Kedoki s slain brother and help him protect their cattle. Culturally, the responsibility of protecting the animals was solely a man s role but the author redefines exactly what it is to be a feminine within the Maa community. Norpisia sounds so revengeful a fact that is not commonly seen with women she says, If I ve killed it, I ll be happy to have avenged the sheep its kith and kin killed in the plains Vanishing Herds, 41 . These words, culturally, are not expected to come from a woman but in Vanishing Herds, Norpisia has been given that chance to say them meaning the authors seeks to redefine what it is to be a Maa woman."}
{"text": "Culturally, the responsibility of protecting the animals was solely a man s role but the author redefines exactly what it is to be a feminine within the Maa community. Norpisia sounds so revengeful a fact that is not commonly seen with women she says, If I ve killed it, I ll be happy to have avenged the sheep its kith and kin killed in the plains Vanishing Herds, 41 . These words, culturally, are not expected to come from a woman but in Vanishing Herds, Norpisia has been given that chance to say them meaning the authors seeks to redefine what it is to be a Maa woman. Although Norpisia is good at self-defense but Kedoki underestimates the strength of Norpisia. The narrator says,47 As he lay down wounded by the cattle rustler, he saw two men each holding a drawn sword, crawling stealthily toward him. His end had finally come, he told himself despairingly. Just then he saw Norpisia! Her slim body stretched out along the ground under a low branch in the dust. In her right hand she held his late brothers spear, in her left hand a bow and two arrows. A quiver dangled down from her shoulders. She was stalking them! He was gripped by an uncontrollable fear. How could a young woman do when pitted against two hardened cattle rustlers? How could he warn her to retreat without the beastly brutes? Who could tell her that she was nothing but a small thin woman thinking she could face two armed men? He was troubled Vanishing Herds, 77 . Here the author compares Kedoki to Norpisia. He shows that women can be even better at self- defense than the men. We see Kedoki has been stabbed by the rustlers but we see Norpisia is very good at stalking the two cattle rustlers. Kedoki feels that Norpisia is weak and cannot fight the two cattle rustlers but Norpisia is so determined that she would fight them alone, which she eventually does. The way Norpisia attacks the two cattle rustlers is so skillful and quiet shocking for Kedoki for she does it so well like any man can do and even better than them. For example, Norpisia is swift in running towards the attackers: Suddenly, he saw Norpisia dart across the open space in the forest."}
{"text": "Kedoki feels that Norpisia is weak and cannot fight the two cattle rustlers but Norpisia is so determined that she would fight them alone, which she eventually does. The way Norpisia attacks the two cattle rustlers is so skillful and quiet shocking for Kedoki for she does it so well like any man can do and even better than them. For example, Norpisia is swift in running towards the attackers: Suddenly, he saw Norpisia dart across the open space in the forest. Her first step was a full stride in a headlong dash at the open space before Kedoki s mind figured out what his eyes were seeing. She was running fast, her slender body bowed backward with her right arm raised high above her head, the muscles in it knotted, as firmly held her spear. Her eyes were wide open and her lips drawn back from48 her teeth in an expression of wild fury. She hurled her spear, which forcefully flew through the air toward one of the two men. The tall man, who Kedoki recognized as the one who, wounded him, glimpsed at her belatedly and raised his sword as he quickly got up to face her. The sharp end of Norpisia spear pierced into him, sending him sprawling, with blood gushing off his rib cage like crimson water from a fountain. Before the other man could attack her Norpisia had shot an arrow at him. The arrow got him squarely between his shoulder blades. The man yelled as he fell backward, fatally wounded Vanishing Herds, 78 . We see Norpisia killing the cattle rustlers, she does it single handedly. She has good tactics at selfdefense. This is shown by how she positions herself, how she runs towards the cattle rustlers and how she throws the spear. It shocks Masintet so much because ,initially ,he thought that the two cattle rustlers had been killed by Kedoki and with this Lembrata says, Only Enkaikipiani can manage such a feat! I would say with certainty that this is not a woman but a man! Vanishing Herds, 80 . The author juxtaposes the strength of Norpisia to Masintet and Lembarta, Kedoki s friends. The narrator says that Norpisia killed two cattle rustlers while the two only killed one cattle rustler."}
{"text": "I would say with certainty that this is not a woman but a man! Vanishing Herds, 80 . The author juxtaposes the strength of Norpisia to Masintet and Lembarta, Kedoki s friends. The narrator says that Norpisia killed two cattle rustlers while the two only killed one cattle rustler. This shows that femininity has been redefined in such a way to show that the previously weaker sex is much stronger than their men counterparts. Although Kedoki fears for his wife s courageous trait but Norpisia is not at all because she had killed other wild animals before at her grandmother s place. Kedoki still has the traditional perception of what it is to be a Maasai woman although this Norpisia herself is beyond this traditional femininity as portrayed by the author. Norpisia is not scared by the wild animals as Kedoki thinks, for her she feels that she is equal to the task. Kedoki found the following morning49 the dead hyena and Norpisia s spear penetrating its rib-cage and that it had pierced its heart. He is so surprised and at this juncture he says that she is full of surprises. He asks, Who would have ever thought a woman could throw a spear so forcefully as you did? Vanishing Herds, 42 . In To Become a Man 1972 it was men who killed fierce wild animals such as the lion. We see this when a group of morans, Leshao included, goes to kill a lion. Fortunately, Leshao kills it hence emerging as the most celebrated moran To Become a Man, 112 . The killing of the hyena by use of a spear surprises Kedoki a lot for still he does not believe that a woman could throw a spear so forcefully as Norpisia did and she was also good at aiming and not missing her target Vanishing Herds,42 . Through the stream of conscious, we learn that Norpisia knew a lot that contradicted the social cultural norms of the Maasai and she feared showing her husband since she had seen the way he had reacted when she had speared the hyena Vanishing Herds, 42-43 ."}
{"text": "Fortunately, Leshao kills it hence emerging as the most celebrated moran To Become a Man, 112 . The killing of the hyena by use of a spear surprises Kedoki a lot for still he does not believe that a woman could throw a spear so forcefully as Norpisia did and she was also good at aiming and not missing her target Vanishing Herds,42 . Through the stream of conscious, we learn that Norpisia knew a lot that contradicted the social cultural norms of the Maasai and she feared showing her husband since she had seen the way he had reacted when she had speared the hyena Vanishing Herds, 42-43 . Kedoki, previously, held women with little contempt but Norpisia changes this perception; his attitude towards women had been, until he met Norpisia, dismissive, regarding them as a gender of little consequence, required only for the purpose of procreation. He had therefore; surprisingly found the relationship with her to be totally different experience Vanishing Herds, 43 . This attitude of belittling women was there within the Maasai community such that women are referred as Nakerai, a child. Therefore, it surprises Kedoki when he sees such a woman who is so strong and defiant and has a strong personality than a woman. Amouzou 2006 argues that in Things Fall Apart 1966 Women are lumped together with children because it is generally accepted that they are unimportant creatures who have nothing significant to contribute to nation building Amouzou, 223 . 50 The Maasai culture is constructed in such a way that it was the men who carried a bow, arrows and quivers dangling on their shoulders. But the author reconstructs this by allowing Norpisia, a woman to carry them. The narrator says, Kedoki walked down the slope briskly with his spear held firmly in his hand, while Norpisia, a bow and the arrows in her hand, and a quiver dangling down her shoulder, followed behind him Vanishing Herds,54 . And to show that the role of weapons was basically what defined a man, Lembarta, a young man who joins the couple in the forest is worried to see Norpisia armed with bows and arrows like a man."}
{"text": "But the author reconstructs this by allowing Norpisia, a woman to carry them. The narrator says, Kedoki walked down the slope briskly with his spear held firmly in his hand, while Norpisia, a bow and the arrows in her hand, and a quiver dangling down her shoulder, followed behind him Vanishing Herds,54 . And to show that the role of weapons was basically what defined a man, Lembarta, a young man who joins the couple in the forest is worried to see Norpisia armed with bows and arrows like a man. Upon Kedoki s introduction of his wife, Norpisia, to the two men, Masintet and Lembarta, the narrator says, and the young man knitted his brows in consternation as he looked at Norpisia, a woman armed with bows and arrows like a man Vanishing Herds, 55 . In Daughter of Maa 1990 weapons such as spears were carried by men Daughters of Maa, 109 . In The Hunter 1985 we see men fighting using their sword which was put in a scabbard and supported by a beaded belt tied around his loins The Hunter, 4 . Leseiyo fights with a knobkerrie and a sword. Men carry spears, wear pig-tails made into fine lines and smeared with fat mixed with red ochre The Hunter, 10 . Warriors carry long spears, sword and long oval shield of buffalo. Not anywhere in these works show a woman carrying such weapons or even fighting. Masintet, too, cannot hide his anxiety by asking his friend, Who is this lass then, who looks half man, half woman? Vanishing Herds, 56 . Kedoki defends his wife by saying, I want to assure you the woman you saw is certainly not half-man, half-woman. She is a real woman and she is my wife Vanishing Herds, 57 . The author intended to show that it is not weird for women to hold weapons for the fact that it was male s previously role but women can do it without looking odd. In fact Masintet emphasizes his shock by saying, It is odd seeing a woman carrying a bow and arrows with a quiver dangling down her shoulders like a man."}
{"text": "She is a real woman and she is my wife Vanishing Herds, 57 . The author intended to show that it is not weird for women to hold weapons for the fact that it was male s previously role but women can do it without looking odd. In fact Masintet emphasizes his shock by saying, It is odd seeing a woman carrying a bow and arrows with a quiver dangling down her shoulders like a man. Kind of weird, isn t she? Vanishing51 Herds, 57 . Although according to Masintet finds it kind of weird for a woman to carry such weapons but Kedoki says that it s the product of the environment that has turned her so due to the harsh life of the wilderness. Therefore, she has also learnt the art of defense in cases of a dangerous occurrence. Henry ole Kulet redefines the aspect whereby a Maasai woman had to be protected by the husband or the elder sons. He shows that a Maasai woman too can defend herself equally to the way men can do with no fear at all. The author also shows that as a woman, Norpisia felt that she could also participate in keeping vigil just like the husband did. She tells the husband that from that night she would take the place of his late brother and that night she would keep vigil and her husband to sleep Vanishing Herds, 26 . Although the husband refuses, but through a flash back, we learn that Norpisia was equal to the task. She, previously, had killed ten hyenas, consistently, after attacking her grandmother s animals. For ten consecutive nights, she did it using a spear. As a matter of fact, Norpisia, tells the husband to try her and if she was not good to withdraw her because she left all behind that she loves so as to be with him. Norpisia is assertive and believes that she is capable of keeping vigil just like the man Vanishing Herds, 27 . Norpisia is always ready, irrespective of circumstances; to protect their herd. When a pack of hyenas chased wildebeest at night, She quickly got out of the Olngoborr in pitch darkness and collected a few stones from the ground. She threw them at the hyena to drive them away from near the cattle enclosure Vanishing Herds, 93 . This is a very brave and courageous act that Norpisia possesses."}
{"text": "When a pack of hyenas chased wildebeest at night, She quickly got out of the Olngoborr in pitch darkness and collected a few stones from the ground. She threw them at the hyena to drive them away from near the cattle enclosure Vanishing Herds, 93 . This is a very brave and courageous act that Norpisia possesses. Norpisia cries for the loss and killing of their animals by the hyenas. This fact is, socially, a passionate feeling for the Maasai men who, culturally, love their animals. This shows that women52 too can passionately love their animals. With this the narrator says, On seeing Norpisia weeping for the loss of a sheep that was killed by the hyenas, Kedoki understood her anxiety. He shared her feelings of devastation and loss Vanishing Herds, 32 . The passion that Norpisia has for birds is another skill that the author has used in the novel to redefine femininity. Norpisia knows the names of the birds very well and apart from that she knows how to communicate to them by whistling at them and even imitate bird calls. This skill she learned from her grandmother: Norpisia softly whistled replicating the bird song so precisely that the mother bird stopped feeding its chicks and momentarily turned in her direction, looking for another bird. Norpisia whistled again and the bird took a few steps toward her. When she lived with her grandmother, she taught her to imitate bird calls. When she had gained skill, she would call them and they would come expecting to see other birds of their kind Vanishing Herds, 52 . Such a skill of imitating the birds is a special art. Norpisia has multiple skills such as whistling in cases where she could detect a dangerous animal Norpisia whistled hence alerting the husband of the impeding danger. She could whistle to control the rear as well as alert that there was danger. Norpisia walked leisurely behind the herd, whistling and shouting at a sheep here and a goat there, when they started to break away Vanishing Herds, 122 . Norpisia possesses a good art of storytelling which mesmerizes even the prophetess."}
{"text": "She could whistle to control the rear as well as alert that there was danger. Norpisia walked leisurely behind the herd, whistling and shouting at a sheep here and a goat there, when they started to break away Vanishing Herds, 122 . Norpisia possesses a good art of storytelling which mesmerizes even the prophetess. Kedoki thinks every time she tells a story it feels like the first time, Although he knew her story well, he was nevertheless drawn to the refreshing way she rendered it. She was clear and precise with exemplary word choice, accompanied by evocative gestures She revealed how she was trained to mimic birds and53 animals sounds and how she eventually managed to imitate them with such finesse that even the birds and the animals could not tell the difference between the mimicked sound and that which was their own Vanishing Herds, 171 . Maasai men are outstanding when it comes to the role of herding but this has been redefined in Vanishing Herds such that, Norpisia, a Maasai woman is seen to be very good at herding. This is shown when the narrator says, Later that day, as he drove the herd through a wooded area, it pleased him to see her take charge, walking up and down controlling the movement of the cattle so that they slowed down to graze between bushes Vanishing Herds, 21 . This refutes the argument by Hammod and Jablow 1992:150 who argue that An African woman s role is limited to sexual and commercial labour: satisfying the sexual needs of men, working in the fields carrying loads, tending babies and preparing food Kisiang ani ,13 . This is not the case as seen in Vanishing Herds the woman is placed high above traditional roles. The calling of prophecy, culturally, is predominantly men s responsibility but in Vanishing Herds shows that a Maasai woman can, equally, become a prophetess who can foretell the future in truth. For example when the prophetess , Eddah Sein, visited Kedoki s village she told them about consequences and hazards of climate change. And true to her words, it came to happen and the narrator says, two days after she left the village, quite unexpected thunderstorms suddenly burst with unrestrained ferocity. The lightening that followed was vicious."}
{"text": "For example when the prophetess , Eddah Sein, visited Kedoki s village she told them about consequences and hazards of climate change. And true to her words, it came to happen and the narrator says, two days after she left the village, quite unexpected thunderstorms suddenly burst with unrestrained ferocity. The lightening that followed was vicious. Its great crackling tongues blasted any men, animals or trees in its path. Dung plastered as well as grass thatched roofs leaked so badly that many families, for the next few days, lived in quagmire Vanishing Herds, 158 . We also see that femininity has been redefined in Vanishing Herds in such a way that the main character Norpisia does her role intelligently: Norpisia brought up the rear, occasionally54 combing the bushes thoroughly to ensure that no kid, lamb or calf was left behind Vanishing Herds, 71 . She did her role passionately and showed high levels of responsibility. She loves their animals just like Kedoki loves them and she is not ready to see that any of them is left behind or killed by wild animals. Norpisia is obsessed with the need to save wild animals and preserve their habitat Vanishing Herds, 154 . This is expressed through her encounter with her grandmother which has also been highlighted and vividly described. Her grandmother, through dreams, advices her to join animals and fight alongside them ,so as to reclaim their habitat. Her grandmother urged her to request her husband to brand the wildebeest and allow them to stay among the herd for some time Vanishing Herds, 155 . Norpisia s desire to save the wild animals is portrayed when she begs her husband, Kedoki to accept the four beasts and to brand them with their clan s marks. To Norpisia she does what the other men like Kedoki, Lembrata and Masintet could not do. Eddah helps the community plant trees; she assists them to plant indigenous trees seedlings which the community had brought. Eddah had chosen an area that was adjacent to Olmakarr farm to symbolize future activities in that area where the forest was destroyed. Wherever she planted trees, she always erected a bill board with a picture of a green tree, which she said was a symbol of life Vanishing Herds, 166 ."}
{"text": "Eddah helps the community plant trees; she assists them to plant indigenous trees seedlings which the community had brought. Eddah had chosen an area that was adjacent to Olmakarr farm to symbolize future activities in that area where the forest was destroyed. Wherever she planted trees, she always erected a bill board with a picture of a green tree, which she said was a symbol of life Vanishing Herds, 166 . Women are presented, in the task of planting trees in Eorr-Narasha, as hard working, for the first time in the history of Eorr-Narasha, women were way ahead of men in the number of livestock they brought into their homesteads. Most women earned more sheep than their men Vanishing Herds, 202 . For example Norpisia earned fifty-five sheep while her husband, Kedoki earned fiftyfive sheep. Lembrata and his brother Masintet earned twenty-five sheep each, while Ngoto55 Lesiamin, Masintet s wife, got forty-five sheep. This extract shows that women are more active than their men which, initially, is not the case within the Maa community. Kedoki, Norpisia s husband marries because he wants someone to assist him drive the herd of cattle. This shows that Kedoki believed that a woman too can control a large herd, protect them from predators and more so cattle rustlers. When, Norpisia s father agreed Kedoki to marry her, the narrator says, He was delighted that he had someone to assist him make weighty decisions Vanishing Herds, 19 . This shows that the fact of decision making which was culturally men s role can also be done by women. Women were not involved in any decision making. It was actually the work of men to do it. The womanist ideology does not negate men, they view them as important in the society but what they advocate for is recognition of a woman as an equal partner. Although, a male writer, Kulet, shows that Kedoki wants to marry for companionship and not the previous held myth that a woman s sole purpose is procreation. The love that Kedoki has for Norpisia makes him assist her to make a hut which was a woman s role. Norpisia fears that his friends might find him doing it."}
{"text": "Although, a male writer, Kulet, shows that Kedoki wants to marry for companionship and not the previous held myth that a woman s sole purpose is procreation. The love that Kedoki has for Norpisia makes him assist her to make a hut which was a woman s role. Norpisia fears that his friends might find him doing it. This reconstructs the traditional norms whereby only women constructed houses and did many house chores but this has been reconstructed, While Masintet and Lembarta cut thorn branches to construct the cattle enclosure, Kedoki joined Norpisia and helped to offload the donkeys. Norpisia had made him breach some cultural norms, a situation that he knew would be frowned upon by other men if they came to know about it Vanishing Herds, 105 . We see this when the narrator says, They both put up the Olongoborr, anchoring poles into the ground to support the roof that was made of several hides linked and made to overlap one on top of the other. The oblong, dome-like structure had an opening at the top to let out smoke,56 if they needed to make a fire inside, though they seldom did Vanishing Herds, 105 . We also see Kedoki assisting Norpisia to gather firewood, a responsibility that was primarily women s. Therefore, the sharing of responsibility draws these two couples more closer to each other. Sharing of responsibility makes the couple happy with each other. For example, the narrator says, Once the Olngoborr was up, Kedoki went out to gather firewood while Norpisia lit the fire and began to prepare their evening meal Vanishing Herds, 105 . Norpisia s passion to save their animals demonstrate clearly that, she too, is involved in their property, Norpisia herbs came in handy to treat the animals, but at times the sick ones were so many that the herbs ran out before treating all of them Vanishing Herds,115 . In To Become a Man 1972 it was a woman s role to fetch firewood To Become a Man, 40 . Juliana Sam-Abbenyi Makuchi 1993 argues that one of the problems facing women in Africa is women s pleasure and the denial of pleasure for women which has also been one of the issues addressed by feminists Makuchi, 42 ."}
{"text": "Norpisia s passion to save their animals demonstrate clearly that, she too, is involved in their property, Norpisia herbs came in handy to treat the animals, but at times the sick ones were so many that the herbs ran out before treating all of them Vanishing Herds,115 . In To Become a Man 1972 it was a woman s role to fetch firewood To Become a Man, 40 . Juliana Sam-Abbenyi Makuchi 1993 argues that one of the problems facing women in Africa is women s pleasure and the denial of pleasure for women which has also been one of the issues addressed by feminists Makuchi, 42 . Women are married for the sake of procreation and not for sexual fulfillment it is the man to ask for sex and not vice versa. A Maasai woman, culturally, is married for procreation. The man hardly shows openly any love towards her wife in case the man wants to have sexual intercourse with the wife, it is his prerogative to decide on when and with who but in Vanishing Herds, the author has redefined the concept of femininity by showing that the Maasai men are shown in Vanishing Herds as capable of expressing their love to their women openly and that they are not shy in doing so. This is evidenced when Norpisia is about to be attacked by a, rhino, Kedoki realizes that It dawned on him that he had to secure her safety and her well-being. It also dawned on him that he loved her more than he ever believed possible. Until57 then, he did not know he could love so much, let alone think that he nearly lost her to the beast From then, henceforth, he declared his eye would always be on her and for the first time since they became husband and wife, they held hands affectionately as they walked together back to where their livestock grazed peacefully Vanishing Herds, 30 . Maasai husband and wife, rarely, mingle together they only meet when it is necessary and showing their love openly is such a hard thing to find in this community as expressed in the earlier works of literature. Loving a woman in Vanishing Herds has been redefined when Kedoki expresses his love openly hence showing how he appreciates Norpisia."}
{"text": "Until57 then, he did not know he could love so much, let alone think that he nearly lost her to the beast From then, henceforth, he declared his eye would always be on her and for the first time since they became husband and wife, they held hands affectionately as they walked together back to where their livestock grazed peacefully Vanishing Herds, 30 . Maasai husband and wife, rarely, mingle together they only meet when it is necessary and showing their love openly is such a hard thing to find in this community as expressed in the earlier works of literature. Loving a woman in Vanishing Herds has been redefined when Kedoki expresses his love openly hence showing how he appreciates Norpisia. He loves Norpisia and does not want to share her with the community: She knew it was true that he loved her. She had always known it and saw it in his eyes. Yes, she had always seen it in his brilliant, vivid, black eyes that caressed her with their look. His eyes always expressed the emotions that his cultural sensibilities could not allow him to show, and he tried so hard to keep them under control Vanishing Herds, 221 . Because of how the position of Maasai women has been redefined, we see that Kedoki, Norpisia s husband pays a keen interest to what Norpisia said. He listened attentively to what she had to say. He never gave an immediate answer but he pondered about it for some time. He allowed; Norpisia a chance to express her opinion which he never put down. The issue of having a child to inherit the father s name especially a son is normally the desire of any man but in Vanishing Herds we see that it is Norpisia, a woman who is bothered about it for Kedoki still feels that they still have a long way to go. Even when his friend Masintet teases him about him being Lesiote, a man who cried upon seeing a woman and thinking that her manhood58 had been eaten by terrible disease, he still persists for them to wait until they are out of wilderness. Norpisia is worried that Kedoki might die and leave her without a child. She certainly need his son to inherit his name and cattle Vanishing Herds, 91 ."}
{"text": "Even when his friend Masintet teases him about him being Lesiote, a man who cried upon seeing a woman and thinking that her manhood58 had been eaten by terrible disease, he still persists for them to wait until they are out of wilderness. Norpisia is worried that Kedoki might die and leave her without a child. She certainly need his son to inherit his name and cattle Vanishing Herds, 91 . She tells Kedoki about it I think it s the way a wife tells her husband how much she loves him and cares for him, whether she has children or not but I think I need to tell you I want to have your child before I get too old Vanishing Herds, 91 . But Kedoki responded by saying, You have a long way to go ... You are still very young Vanishing Herds, 91 . She purses the topic further by giving an example that Women of my age back at Olomuriti are already getting their second child 92 . Although, Norpisia persists the topic, which really is a man s concern Kedoki respond by saying that: he should be the one complaining and not her. Kedoki thinks that Norpisia has experienced so much in her short time. The concept of having children does not bother Kedoki but it keeps nagging Norpisia to the extent that She remained awake thinking of their discussion that evening about children Vanishing Herds, 93 . During pregnancy women are normally very weak but Norpisia who is pregnant says that if they decided to move out of the farm that she would manage in the wilderness contrary to the fear that the husband has for her that she might not manage Vanishing Herds,156 . Norpisia is concerned about her child s career therefore, has a career chosen for their son Kinyamal that is when he grows up she wanted him to be a game warden. This, therefore, shows that Norpisia was conversant with better jobs and also she knew that her son would help in protecting the wild animals. The narrator shows how Norpisia appreciates nature. When they enter Olkarsis farm she finds the air fresh, sharper and clean. The narrator describes Norpisia s experience as A cool fresh scent of lush green vegetation caressed her nostrils pleasantly."}
{"text": "The narrator shows how Norpisia appreciates nature. When they enter Olkarsis farm she finds the air fresh, sharper and clean. The narrator describes Norpisia s experience as A cool fresh scent of lush green vegetation caressed her nostrils pleasantly. She inhaled the luxurious air, filling her59 lungs with its invigorating freshness. What a contrast between the fresh air that farm and dusty and oppressive air that blasted them daily in the windswept plains. Here, every plant was olive green Vanishing Herds, 126 . Norpisia seems to be excited of her surrounding unlike her husband, Kedoki. She admires the animals found in Olkarsis farm: She stopped and stared, spell bound, at a large herd of black and white pedigree cattle that grazed contentedly in a field of tall green grass Vanishing Herds, 127 . She is so surprised by their udders which to her are amazingly large and heavy. She is further amazed to see long-bearded Angora goats, with long-haired white coats and horns that faced backward and tapered off to a point Vanishing Herds, 127 . Her optimism supersedes that of her husband. She is optimistic. After seeing the animals in Olkarsis, she believes that one day their animals will be like that and she says. Norpisia s optimism is vividly shown where the narrator says, Hope, optimism and enthusiasm began to take root in her heart. She began to dream positive dreams. She saw herself exciting the gloomy, despondent and hopeless world and entering into a world where there was no social stratification, such as pastoralists, herders, nomads, sedentary or any other Vanishing Herds,131 . Conclusion From the discussion of Vanishing Herds we find that Henry ole Kulet has defined and redefined Maasai femininity largely through the protagonist Norpisia. She is shown as a woman who champions for the well-being of the entire society. Norpisia s deeds in saving the environment and taking care of cattle raises her image to that of a saviour within the patriarchal society where the destiny of the community had always depended on men and not women. Ironically, in these roles Norpisia is also performing a role that society had reserved for women that of nurture. She uses her skills to nurture the community."}
{"text": "Norpisia s deeds in saving the environment and taking care of cattle raises her image to that of a saviour within the patriarchal society where the destiny of the community had always depended on men and not women. Ironically, in these roles Norpisia is also performing a role that society had reserved for women that of nurture. She uses her skills to nurture the community. The character of Eddah Sein is another woman who redefines60 Maasai femininity in the text. She does this through prophecy which has been a preserve of the males in the Maasai community. Overall, we see women being redefined in spaces hitherto considered sanctum of men: decision making with regards to cattle and landholding, cultural belief systems like prophecy and the space of the hero in society. CHAPTER THREE EXAMINING FEMININITY IN BLOSSOMS OF THE SAVANNAH Definition of Femininity Boy-child is highly valued in Nasila community as presented in Blossoms of the Savannah and this kind is seen by the fact that ole Kaelo desired boys but, unfortunately, he ended up with two girls who were not highly regarded in this particular community: When his wife got pregnant the second time, he prayed for a healthy baby boy Blossoms of the Savannah, 10 . A girl, as a child, is not valued as a boy child and this is the reason as to why when Resian is born the father, immediately, dislikes her for he thought that the wife would bore him a boy who would continue the ole Kaelo s name. A boy-child carries the family s name to the next generation. It is with this view that ole Kaelo61 prayed for a healthy baby boy who would carry the Kaelo s name to the next generation Blossoms of the Savannah, 10 . After the wife gave birth to a baby girl, ole Kaelo becomes annoyed because he desired a baby boy therefore he hated Resian right from her childhood. The boy child continued his father s name and in Is It Possible? 1971 Lerionka vows that he would continue his father s family name, ole Sururu Is It Possible?,. 3 . Lerionka, according to the narrator, feels that he has the responsibility of restoring and carrying the honour of Sururu s name to the coming generations Is it Possible?,3 ."}
{"text": "The boy child continued his father s name and in Is It Possible? 1971 Lerionka vows that he would continue his father s family name, ole Sururu Is It Possible?,. 3 . Lerionka, according to the narrator, feels that he has the responsibility of restoring and carrying the honour of Sururu s name to the coming generations Is it Possible?,3 . The issue of boys being valuable more than girls in Maasai community is further seen when Sopia, the chief advices Lerionka s father to remarry so as to have more son because he had to give out Lerionka to go to school Is It Possible?,14 . Women were, customarily, defined by the number of children that one bore and the sex of the children. The Boy-child was more valued than girl child. Boys were given better education while girls were married off at an early age. An example is that of ole Supeyo, ole Kedoki s friend. He has sent his boys to school and have reached university level while the girls are circumcised and married off Blossoms of the Savannah, 21 . So girls were not valued. They were taken as sources of wealth. Women were defined by the fact that they bore children. If one did not, she had to participate in traditions that included all the barrens to pray for a long time so as to conceive. They sung ancestral prayer songs and praises known as Enkai Aomon Entomon, this was a prayer exhorting God to open women s wombs. Due to the behavior shown by the community towards the barrens, the barren women were so violent and aggressive such that if any man refused their wives to participate in the prayer, one was mobbed and thoroughly beaten by these women and all the animals drawn62 out of their kraal and some animals were roughly slaughtered. The women were defined and thus respected if they bore children. We see that when ole Musanka blesses Taiyo he says that She will be a mother of the next leader of Nasila and Maa Blossoms of the Savannah, 54 . A mother was defined by her ability to conceive children. Women were married into polygamous marriages. They had no opportunity to refuse to be married off to a polygamous family. Each wife had her own house away from the husband."}
{"text": "Women were married into polygamous marriages. They had no opportunity to refuse to be married off to a polygamous family. Each wife had her own house away from the husband. It was only, when the husband wanted any of them that she would go to his house in turns according to his preference. The women were expected to be friends and care for the children, equally. Uncle Simiren s home is polygamous but they all lived in harmony and they respected their eldest mother Blossoms of the Savannah, 16 . Women were married to one man, as many as the man wanted. For example, Oloisudori had married six women and he still wanted to marry Resian. The women had to fulfill certain conditions and they had to agree to live a certain pattern of life. If a woman did not pass the test, one was rejected by the man. There was a yard stick that was used to measure the women s suitability. When the women entered the marriage they were expected to respect other wives and their position in that marriage. Women and girls were not to answer back their male counterparts no matter how annoyed they were. They were to be humble and swallow their bitterness. This is the reason as to why Resian s father slaps her for talking to him in a disrespectful manner. We see this in Daughter of Maa 1990 when Nariku-Nkera s husband wants to marry another wife and Naloutuesha confirms that a Maasai man can marry as many wives as possible and no one can stop them. For example she asks, When did women of Maa protest when their husbands wanted to marry? Daughter of Maa, 72 . Nalotuesha reminds Nariku-Nkera that her husband would marry without63 even asking for consent for the men made decisions. In To Become a Man 1972 a woman does not make any decision and if she tries to do she is rebuked harshly. When Leshao s mother persuades Leshao s father to take Lerionka to school as the rest of the children he says, Woman! This is my home. It is not ours. It is mine. I do not know why you keep on forgetting this even after staying with me all these years. But for the sake of saving you the trouble of trying to remember what I have repeatedly said, get this straight."}
{"text": "It is mine. I do not know why you keep on forgetting this even after staying with me all these years. But for the sake of saving you the trouble of trying to remember what I have repeatedly said, get this straight. This home belongs to Kerea ole Merresho alone- To Become a Man, 4 . The women seem to accept polygamy and FGM. When the girls came from Nakuru some women came to look closely at Taiyo and Resian to see if they were marriageable so as they comment them to their husbands so as they become their inkainito co-wives . Others came looking for potential wives for their sons while enkaitoyoni midwife and enkamuratani circumciser came to make acquaintances with potential clients Blossoms of the Savannah, 37 . Because of all what women went through, we see them accepting the culture of their community. And accepting the culture of looking for their children suitors and also the fact that they had to undergo FGM. In a polygamous family, the eldest wife was respected by everyone in the family. Many activities such as slaughtering of a goat took place in her house. This is shown by the narrator when he talks about Yeiyo-botorr who was the eldest wife of Simiren and who was highly respected by the other family members. This is seen when she is at Mama Milanoi s home and Resian argues with her concerning cultural aspects such as the role of the woman. Resian s mother becomes so annoyed and sees it as disrespect. A Maasai woman does not find her own suitor. The parents find her the suitor of their choice. For example, Mama Milanoi does not find her own suitor as described by the narrator. Her parents find64 a suitable suitor for her: The suitor was a young man who was reputed to be an upcoming businessman, her parents were satisfied that their daughter would not only be in safe hands, that their grandchildren would have a dependable protector. After what appeared to her to be lengthy protracted negotiations, the parties agreed and she was betrothed Blossoms of the Savannah, 30 . As a woman, the traditions dictated that one did not resist a suitor that the parents had selected for them and that is why Mama Milanoi accepts to be married to ole Kedoki without any resistance."}
{"text": "Her parents find64 a suitable suitor for her: The suitor was a young man who was reputed to be an upcoming businessman, her parents were satisfied that their daughter would not only be in safe hands, that their grandchildren would have a dependable protector. After what appeared to her to be lengthy protracted negotiations, the parties agreed and she was betrothed Blossoms of the Savannah, 30 . As a woman, the traditions dictated that one did not resist a suitor that the parents had selected for them and that is why Mama Milanoi accepts to be married to ole Kedoki without any resistance. Tradition did not allow her to offer any and as expected of her, she did not resist Blossoms of the Savannah, 30 . The culture did not allow women to find their own suitors. We see this through Mama Milanoi who upon seeing her daughter Taiyo happily and so in love with Parmuat the narrator says, She let her heart wander and wondered what might have happened had she met a handsome young man such as the one her daughter was speaking with, fallen in love and got married. If she had such an opportunity, what might her life have been? May be she would not have been joined at the hip with a bully like Blossoms of the Savannah, 49 . This shows that Mama Milanoi desired to find her own suitor but was not allowed. Fathers have the right to protect their daughters and that is why they choose suitors for them. This is the reason why ole Kaelo makes a decision that he was not going to allow his daughters ignorance destroy her future. As a father, he declared, he had a God given duty to guide her to secure future; to lead her to the honey pot that would be part of her future. Whatever happened Resian was to be married to Oloisudori 195 . The parents think that they can get better suitors for their girls than the girls themselves. Women are expected to fall in love with their husbands later after the marriage. For example Resian is said that she will fall in love with the palatial home when65 later she sees that is set before her such that she will curse her stubbornness for her refusal to get married to Oloisudori. Fathers have a right to take the dowry of girls form their suitors without the girls knowing or even consenting to it."}
{"text": "Women are expected to fall in love with their husbands later after the marriage. For example Resian is said that she will fall in love with the palatial home when65 later she sees that is set before her such that she will curse her stubbornness for her refusal to get married to Oloisudori. Fathers have a right to take the dowry of girls form their suitors without the girls knowing or even consenting to it. In Daughter of Maa 1990 the love to protect the daughters is seen through Nalotuesha who prefers her husband to marry Anna Nalangu rather than Anna Nalangu to be married by Joseph Malon, her daughter s boyfriend, who is also in love with Anna Nalaungu, who might end up hurting her daughter s heart. Girls are to be married off to people they do not make their own choice and they are to be circumcised before marriage in Blossoms of the Savannah. A girl has to be married off to an old person, even older than her father and is not to be questioned because that is the Maasai custom. This is evidenced by Oloisudori who is older than ole Kaelo and wants to marry Resian who is still young. Physical appearance defines the women of the Maasai. The notion that the Maasai women are so beautiful and well-made physically is expressed by the narrator through Mama Milanoi who is tall and has full and heavy breasts, slender waist, and wide hips and seductively curved. Women within the Maa community are defined as beautiful. Resian and Taiyo are defined too as being beautiful. Resian has a pretty face. Oloisodori gets attracted to Resian and the narrator describes Resian as he admired her physical and sensual attraction especially those of her full breasts, her strong and supple waist, the curve of her wide hips and her shapely long legs Blossoms of the Savannah,114 . The definition of beauty is big, solid, gleaming black eyes, full lips, sparkling white teeth planted on black gums. For example, Resian is described as taller than the old woman, had long slender limbs and high firm breasts. She had a narrow waist that tapered down, swelling out to bulging66 hips. Her arms and legs were slender but shapely she moved with a natural gait and pride Blossoms of the Savannah, 263 ."}
{"text": "The definition of beauty is big, solid, gleaming black eyes, full lips, sparkling white teeth planted on black gums. For example, Resian is described as taller than the old woman, had long slender limbs and high firm breasts. She had a narrow waist that tapered down, swelling out to bulging66 hips. Her arms and legs were slender but shapely she moved with a natural gait and pride Blossoms of the Savannah, 263 . A beautiful woman is defined by the beauty of her face that looked more like a baby s face, dimples on the cheeks, white pear like teeth planted on black gums, natural gap called enchilaoi that sits between upper front teeth. The waist is narrow and has long shapely legs. The eyes are large. The concept of Maasai women being beautiful is exemplified by the lady known as Oloisudori s wife number three who is said to be as beautiful as her surroundings. Girls, therefore, were required to sing and adorn themselves in beautiful multi-coloured beads. They sang beautifully. During ole Kaelo s home coming party, A bevy of beautiful young women stepped forward, their necks bedecked with layer after layer of exquisite lesos. They wore over their shoulders fluttered in the windy afternoon air as they moved sedately, heads poised, chests heaving forwards and backward, knees bowing, voices raised melodiously, as they glided smoothly into an exciting traditional dance Their light stops were sedate, their backs and shoulders held straight and their heads haughty and graceful Blossoms of the Savannah, 42 . The concept of beauty and physical appearance is evidenced in Daughter of Maa 1990 where girls are described as pretty, slender, graceful Their necks laden with beautiful multi-coloured bead-jewelry Daughter of Maa, 109 . Seleina is described as having a slim body, had multicoloured bead necklaces, earrings and amulets. All these according to the narrator made Seleina more beautiful than she had ever been Daughter of Maa, 124 . In The Hunters 1985 Namelok is described as having charming face, large brown eyes The Hunters, 45 . In Moran no More 1990 girls are described as curvy, dark complexion, brown fascinating eyes Moran no More, 15 ."}
{"text": "All these according to the narrator made Seleina more beautiful than she had ever been Daughter of Maa, 124 . In The Hunters 1985 Namelok is described as having charming face, large brown eyes The Hunters, 45 . In Moran no More 1990 girls are described as curvy, dark complexion, brown fascinating eyes Moran no More, 15 . The pastor s daughter is described as draped in red shuka which clung tightly to her67 small body narrow waist she was bedecked with multi-coloured bead ornaments. Round her forehead was tied more beads that made loops around her eyes Moran no More, 21 . In Bandits of Kibi 1999 Lilian Soila is described as having long shapely legs which were as delicate as a flamingo s and she had splendid strong white teeth Bandits of Kibi, 3 . Girls whether above eighteen years or not were, still, referred as children, nakerai in Blossoms of the Savannah. We see this when Resian and Taiyo are called, children, by a woman at their uncles home who wanted to find out whether they were awake so as to take tea. They obediently accepted and responded when called by this name Blossoms of the Savannah, 15 . Women are supposed to be submissive to their elders and it is with this reason that when the family arrived at Nasila, the narrator says that the girls heads were touched by their uncles, cousins, aunts and other relatives Blossoms of the Savannah, 11 . Bowing down of heads to male defines women in Maasai community as being submissive and respective and no one could defy this at all. Maasai women are supposed to be submissive. This is evident in Taiyo, Resian s sister in Blossoms of the Savannah. We find her all the time being humble towards her parents. She is described as the paragon of virtue a true model of Maa feminine decorum . And that was because she hardly ever talked to her father unless he spoke to her, and then only to answer him with utmost respect whatever question he has asked her Blossoms of the Savannah, 178 . This is what was expected of a Maasai woman; not to question or argue with the elderly at any given time."}
{"text": "She is described as the paragon of virtue a true model of Maa feminine decorum . And that was because she hardly ever talked to her father unless he spoke to her, and then only to answer him with utmost respect whatever question he has asked her Blossoms of the Savannah, 178 . This is what was expected of a Maasai woman; not to question or argue with the elderly at any given time. A woman who was defiant has no one to support her. She is cursed and is hated by the whole community. She is referred to as a wasp. The likes that are defiant are known as wasps, entangoroi and an example is68 that of Emakererei, a woman who owns a sheep ranch, who fights against FGM and early marriage. The community views her as a wasp, entangoroi. Women were not supposed to sit closer to men, especially; young Maasai girls were not allowed to sit closer to their father as a sign of respect. This is what we see in ole Kaelo s home where the father sits far away from the wife and his daughters. For example, when he calls Resian during the home coming party Resian sits far away from her father. Even when the father asks her to sit nearer she hardly moves Blossoms of the Savannah, 187 . This shows that women had to show respect to men at all given times. The distance that was put there signified respect and men and women sat far away from each other. The Maasai women and especially girls are defined by the fact that they showed total respect to their parents. The girls do not also share the same room with their father. We see this when the narrator says, as was their habit, when their father came into the living room, the girls quickly gathered the dishes, tidied the table and, instantly, disappeared into the kitchen Blossoms of the Savannah,70 . It is also expected of the culture that fathers talk to their daughters through their mothers. The direct confrontation between the father and daughters is not allowed in the Maasai community. Kaelo always talked to the girls through their mother. And when he wants to speak to them they show fear for they do not always know what their father wants. Because of the respect that they owe to their father the girls have so much fear and all the time live with their father as if he was a stranger."}
{"text": "A man: who does not circumcise his girls; has only girls as his children; is married to only one wife is not respected by the community. It is to this respect that the narrator says, Elders had termed reckless his decision to remain married to only one wife who only bore him two daughters. They had likened him to a mono-eyed giant who stood on legs of straw ... It would take not long before his brother earned himself the derogatory name of the father of intoiye nemengalana Blossoms of the Savannah,13 . A woman is defined and respected by the fact that she is circumcised and that is why their mother, Mama Milanoi is worried that her girls are not circumcised. This is shown by the narrator when he says, A creepy feeling kept on gnawing at her conscience regarding her daughter s status of being intoiye nemengalana, in the midst of a community that cherished girl child circumcision. She, however, dismissed the feeling and relegated it to the back of her mind Blossoms of the Savannah, 17 . 71 If any woman was intoiye nemengalana she was subjected to torture and abuse from the members of the community. This is no exception to Resian and Taiyo who as they walk back to their homestead after sightseeing, they are confronted by a man who calls them intoiye nemengalana. According to the vagabond, a decent woman was one who was circumcised. From the man s words we learn that a well-respected woman within the Maa community is one who has undergone FGM and if one has not, therefore, is not respected at all. And women who have undergone FGM are the ones who are defined as decent women. As the man leaves the two girls, he tells them that You have not seen the last of me. Soon you will come to know that there is no place in our society for women of your ilk Blossoms of the Savannah, 19 . The uncircumcised girls have no place in Nasila society. The families are not allowed to keep girls who are not circumcised at all in their homes and if they do they are not respected as well. Girls who have not undergone FGM undergo violent experiences wherever they go."}
{"text": "The uncircumcised girls have no place in Nasila society. The families are not allowed to keep girls who are not circumcised at all in their homes and if they do they are not respected as well. Girls who have not undergone FGM undergo violent experiences wherever they go. For example, during ole Kaelo s homecoming party the girls come into contact with the vagabond again who looks at them and this send shivers to the girls hence making them uncomfortable during the party Blossoms of the Savannah, 47 . A decent woman is properly defined if one has undergone FGM. If one has not undergone FGM she, therefore, is not a decent woman according to the norms and customs of the Nasila community. Nasila Culture demands that women have to undergo FGM and Mama Milanoi, through her stream of conscious, through the narrator we learn that she knew that as a family, they were already in breach of the tradition, for keeping at home their grown up girls as intoiye nemengalana instead of sending for enkamuratani to transform them from little girls into young women Blossoms of the Savannah, 61 . Mama Milanoi undergoes the same practice and because of that she is respected by elders of Nasila as well as other women. If a woman72 does not go through this practice one becomes a pariah in her own clan and the larger Nasila society. The elders hate uncircumcised girls and it is for this reason that ole Musanka, the elder who blesses ole Kaelo s family discourages the girls from listening to Minik who fights against FGM. He curses her and calls her a wasp, Taba! May she go down with the setting sun! Blossoms of the Savannah, 53 . The elders truly valued FGM and we see this when Minik ene Nkoitoi, the Emekererei; a manager at a certain sheep Ranch persuading ole Supeyo to stop the practice but he hears none of it: When the crusader insisted on having her way, he got angry and forcefully ejected her out of his homestead, threatening to clobber her Blossoms of the Savannah, 22 ."}
{"text": "He curses her and calls her a wasp, Taba! May she go down with the setting sun! Blossoms of the Savannah, 53 . The elders truly valued FGM and we see this when Minik ene Nkoitoi, the Emekererei; a manager at a certain sheep Ranch persuading ole Supeyo to stop the practice but he hears none of it: When the crusader insisted on having her way, he got angry and forcefully ejected her out of his homestead, threatening to clobber her Blossoms of the Savannah, 22 . Supeyo believes that female circumcision was not only an honored rite of passage that had been in existence from time immemorial, but an important practice that tamed an otherwise wild gender. Like cattle that required to be dehorned, to reduce accidental injuries to each other, a certain measure of docility was also necessary to keep more than one wife in one homestead Blossoms of the Savannah, 22 . To tame women hostility the community believed that a man had to marry many wives. Because as ole Supeyo remembers the adage that says, Two women in one homestead were two potent pots of poison Blossoms of the Savannah, 22 . And that is the reason as to why they need to be circumcised. The women are a times defined as being na ve especially when desperate. That is why Resian naively accepts to follow Olarinkoi thinking that he was to save him from the evil plans of Oloisudori and her father. She jumps into conclusion without thinking much about it only she ends up in a worse situation than she expected. She also believes that Olarinkoi meant no73 harm and that was the reason why he left her alone in that shack while he, went elsewhere to find himself a place to sleep Blossoms of the Savannah, 224 . Women are also, physically, abused by their husband in case they refused to consent to their demand. For example, Olarinkoi who believes Resian is his wife beats her until she loses her conscious, Then suddenly, he hit her so hard on her ribcage with his elbow, knocking the wind out of her. He hit her again on the side of her head and she passed out Blossoms of the Savannah, 227 ."}
{"text": "Women are also, physically, abused by their husband in case they refused to consent to their demand. For example, Olarinkoi who believes Resian is his wife beats her until she loses her conscious, Then suddenly, he hit her so hard on her ribcage with his elbow, knocking the wind out of her. He hit her again on the side of her head and she passed out Blossoms of the Savannah, 227 . This seems to agree with Spencer 1988 who argues that within the Maasai any woman who showed any stubbornness was thoroughly beaten. The Nasila community perceives girls as weaklings and therefore, Mama Milanoi is also worried about girls sightseeing places that they do not know. She cautions them to be weary of strangers who might take advantage of their unfamiliarity Blossoms of the Savannah, 17 . But the girls feel that their mother s misplaced fears as born of the misconception by the old people that girls were weaklings, incapable of deciding what was right 17 . Women are viewed as weak. Although ole Kaelo gets disturbed by the fact that Oloisudori wants to marry off Resian but he does not cry like the way Mama Milanoi does. She becomes uncomfortable at night. She does not sleep and she gets distracted the whole night. Mama Milanoi also turned in her bed. She tossed and tossed. As a woman with child and about to give birth would writhe and cry with pain, she writhed and cried with pain. Her silent anguished cry burned deep in her heart and in the pit of her stomach like an inferno in the bowels of the earth. Yes, she was inconsolable. Was that what she set out to achieve in Nasila? She lamented bitterly Blossoms of the Savannah, 114 . 74 Women are the ones to do house chores. We see this after the homecoming party of ole Kaelo that Resian remained behind for a moment helping their mother and other women gather and move utensils to the kitchen and tidy the room Blossoms of the Savannah, 55 . While their father sat in the sitting room. The mothers have to prepare their daughters on issues pertaining to FGM and marriage. They have to prepare them properly so as no problem occurs."}
{"text": "While their father sat in the sitting room. The mothers have to prepare their daughters on issues pertaining to FGM and marriage. They have to prepare them properly so as no problem occurs. Pertaining to this ole Kaelo tells the wife Now listen, you must immediately start counseling the girls to understand their roles as potential wives of the men of Nasila. Prepare them to appreciate their future responsibilities as mothers and home builders 62 . A woman s role is to prepare the daughters on challenges of responsible womanhood and motherhood . If she does not do it she is accused by the community as being irresponsible. If the daughters misbehave, the mother is seen as the one who has failed. A Maasai woman had to play a dutiful role of a faithful and obedient wife. For example ole Kaelo decides that the girls should be counseled about them being potential wives of the men of Nasila 62 . And that they should understand their roles therefore the issue of circumcision of girls in this community requires a thorough preparation. He also says that he would engage Parmuat, the teacher to teach about the culture and finally to call on enkamuratani, the circumciser, to carry out her role. Mama Milanoi does not question for culture demands that no one is to object the culture. If one does it no one will be on his or her side. In Daughter of Maa 1990 the woman it is said, had to take care of her husband s interests, cattle, sheep, goats, and above all, his physical well-being Daughter of Maa, 108 . In To Become a Man 1972 a woman made fire, made the house warm, cooked food and prepared milk. Leshao s house had no fire, no food and Leshao kept begging for food from neighbours due to the fact that his mother had died but when his aunt arrives there is joy because the hut was warm with fire, lit by his aunt To Become a Man, 50 . This75 reminds Leshao of his late mother and the narrator says, This was the first time since his mother died that he had found the hut lit by fire To Become a Man, 50 . The Maasai women are defined by their caring character in Blossoms of the Savannah."}
{"text": "Leshao s house had no fire, no food and Leshao kept begging for food from neighbours due to the fact that his mother had died but when his aunt arrives there is joy because the hut was warm with fire, lit by his aunt To Become a Man, 50 . This75 reminds Leshao of his late mother and the narrator says, This was the first time since his mother died that he had found the hut lit by fire To Become a Man, 50 . The Maasai women are defined by their caring character in Blossoms of the Savannah. We see this through Nabaru who quickly likes Resian, helps her regain her health and finally helps her to escape. She loves Resian more than how Mama Milanoi loves her; as her own daughter. She feeds her well and provides her with blankets and lesos Blossoms of the Savannah, 243 . Maasai women are defined by love that they show to children who are not their own. We see this kind of love through Minik, who helps Resian and loves her passionately as if she is her own daughter. She provides Resian with a two fully furnished house equipped with blankets, sheets and cartons containing utensils and foodstuffs. In To Become a Man 1972 women care for children who are not theirs as if they were their own children. The women such as Mbulung s mother provide Leshao with food any time he begs her. The women feel sad when they see Leshao badly beaten and blood covering his sheet To Become a Man, 33 . Leshao s aunt begs Leshao s father to allow her to cook for Leshao during his circumcision period To Become a Man, 70 . She stays with Leshao and the father many days later and he recovers. It is the work of women to cook. We see this when women such as Mama Milanoi, the eldest aunt in the family, Yeiyo botorr and the two girls cooking in the kitchen. In their midst there is no man as they work. A woman is supposed to be so perfect that we see Mama Milanoi saying about her girls that when they eventually get married and are accused of laziness, or when their husbands complain that they can t prepare tasty meals, they will not blame us Blossoms of the Savannah,77 ."}
{"text": "We see this when women such as Mama Milanoi, the eldest aunt in the family, Yeiyo botorr and the two girls cooking in the kitchen. In their midst there is no man as they work. A woman is supposed to be so perfect that we see Mama Milanoi saying about her girls that when they eventually get married and are accused of laziness, or when their husbands complain that they can t prepare tasty meals, they will not blame us Blossoms of the Savannah,77 . A woman is not supposed to be lazy and that one is supposed to be good at preparing meals. Mothers are to teach their daughters on how to become good women. If a woman is not76 good their mothers are blamed and anytime a woman does wrong the husband abuses her in relation to the mother. It is the role of women to cook and present meals in cases where their husbands had visitors. We see this when Mama Milanoi prepares meals and also serves the husband s visitors Blossoms of the Savannah, 183 . Girls are to help their mother s in house chores. This is evident when after Oloisudori and his friends leave ole Kaelo s home the narrator says, Later in the evening after Taiyo and Resian had cleared the table, washed all utensils and cleaned the kitchen 184 . The women have to do all house chores such as drawing water from the river. They have to carry the water containers from the river; on their backs although they were heavy. Women look after sheep, goats and young ones for example Olarinkoi s mother look after their sheep and goats. Daughter of Maa 1990 through Seleina we learn that it was women s role to do domestic chore such as fetching water from the river, fetching firewood and milking 149 . Fedder 1974 argues that a young girl helps her mother with housework, carries water and looks young babies Fedder, 40 . In To Become a Man 1972 the narrator says that behind the bush where Leshao was making preparations of a bird for his circumcision was the path which led to the village, the path which the women followed when they went for water below the cliffs To Become a Man, 22 ."}
{"text": "Daughter of Maa 1990 through Seleina we learn that it was women s role to do domestic chore such as fetching water from the river, fetching firewood and milking 149 . Fedder 1974 argues that a young girl helps her mother with housework, carries water and looks young babies Fedder, 40 . In To Become a Man 1972 the narrator says that behind the bush where Leshao was making preparations of a bird for his circumcision was the path which led to the village, the path which the women followed when they went for water below the cliffs To Become a Man, 22 . Women have to learn habits, traditions and culture and according to the narrator this would make their parents and the Nasila people proud of them Blossoms of the Savannah, 71 . It is because of this that ole Kaelo employs Parmuat so as to coach the girls on the traditions of the society. It is expected of them to know everything about the culture such that they do not violate any of it. Women uphold the moral values in the Maa community and as such are presented as violent when they find out a man who torments a girl. They beat him senselessly and even punish the whole77 community such as refuse to milk, cook and light fire until the elders come in to settle the matter. The offender is made to walk long distances so as to humiliate him so as in the future he will not repeat Blossoms of the Savannah, 117 . Spencer 1988 also says that during the women blessing ceremony the barren women are agitated, cry, shiver, shake and may even faint. They may attack any man who refuses their wife to join the gathering. They also attack his animals Spencer, 201 . There are some decisions that are not made by women. It is the head of the house who does. Taiyo s mother says that the request that Parmuat coaches the girls is to be decided by their father for that is his territory. In most cases ole Kaelo makes decisions such as moving from Nakuru to Nasila, starting up his business, who the girls would be married to."}
{"text": "It is the head of the house who does. Taiyo s mother says that the request that Parmuat coaches the girls is to be decided by their father for that is his territory. In most cases ole Kaelo makes decisions such as moving from Nakuru to Nasila, starting up his business, who the girls would be married to. Men have a right to manipulate women s body and nobody questions about it and this is seen when the vagabond wants to rape both Taiyo and Resian and the narrator says, Resian thought how hazardous it was to live in a society where men thought they had a right to every woman s body Blossoms of the Savannah,146 . In Daughter of Maa 1990 men too made decisions for example when Joseph Malon starts drawing away his love from Seleina, Seleina is tempted to challenge him but the narrator says, It was not her nature to challenge him Daughter of Maa, 63 . At one point Seleina insists that she put up with Joseph Malon but he authoritatively says, It is the man who decides. Men value the traditions more than the women they love. Parmuat s love and respect for traditions overwhelms his love for Taiyo and the narrator says that he finds Nasila culture as valuable because it gives him identity. It is a yard stick to be used to measure when he went of its boundary. It was the father and mother who, Brought up and nurtured its children to maturity. Nasila culture was too valuable and too important to be abandoned in its exchange of a woman s love. But was78 Taiyo just another woman? He searched and searched his heart again. At the end, it was the wisdom of Maa that prevailed. Its founder had said a man could never run away from his clan and his age-set .He declined her love 140 . The men demean women. They do not speak to them politely, for example, Olarinkoi speaks harshly at Resian at any given point for example he tells her, Don t stand there staring like a fool Blossoms of the Savannah, 223 . Further mistreatment and demeaning is seen when Olarinkoi says, You, woman, look here! ... You can either cook or keep standing stupidly and die of hunger. The choice is yours. Should you choose to cook, here is a piece of meat."}
{"text": "You can either cook or keep standing stupidly and die of hunger. The choice is yours. Should you choose to cook, here is a piece of meat. The knife is over there. Of course you are not blind you can see the sufurias. There is a whole bag of maize meal there and water is in that container. There is paraffin in that can and you can collect firewood from a stack outside the house. Any questions ? 223 . This kind of dictatorial tone is seen in Daughter of Maa 1990 when Seleina insists that she wants to go and live with Joseph Malon but Joseph Malon authoritatively says, It is the man who decides. Redefinition of Femininity Resian, Taiyo s sister has been presented as a person with great enthusiasm for education. For her, she says that she does not want to work in the shop that their father had started in their rural home instead she says that she wants to go back and join Egerton University. She wants to pursue a course in Veterinary doctor. She also wants to read everything until she graduates. At the end she wants to be called Dr. Resian. Being in a community that encourages early marriages for young girls Resian adamantly tells her sister that she does not want to be a parent. At least not in the foreseeable future. I want to study. When I ll have obtained my degree, other peripheral matters,79 such as a husband, children and such may be considered 18 . For her, Resian places her education at the forefront and she is not ready to relent it. Being in a community that encourages early marriages for young girls Resian adamantly tells her sister that she does not want to be a parent. She wants to study and obtain a degree. For her matters to do with marriage and children should come much later. For her, Resian places her education at the forefront and she is not ready to relent it. As Taiyo is busy doing chores like ferrying breakfast from the kitchen to the table Resian as described by the narrator is Fragile and pretty in her velvet and lace morning gown, her hair piled upon her head, slumped in an armchair, her nose as always buried in a book; reading 65 . Resian has redefined the concept that women are only supposed to do house chores, instead, for her reading comes first."}
{"text": "For her, Resian places her education at the forefront and she is not ready to relent it. As Taiyo is busy doing chores like ferrying breakfast from the kitchen to the table Resian as described by the narrator is Fragile and pretty in her velvet and lace morning gown, her hair piled upon her head, slumped in an armchair, her nose as always buried in a book; reading 65 . Resian has redefined the concept that women are only supposed to do house chores, instead, for her reading comes first. Contrary, to the notion that women are meant to do house chores, Resian defies this while her sister tidies up their room, Resian sits down to read and when asked by Taiyo to assist in arranging the room she tells Taiyo to do her part and for her she will do hers the following day. This presents Resian as going over the traditional roles of women performing house chores. Resian s passion for reading is so strong that any time she has time, she is reading alone. The narrator says, When they later walked into the practice room they found Resian waiting for them, sitting as she always did hunched up in a chair, her nose determinedly buried in a book, reading 137 . Within the Maasai community, initially, girls were not educated. As soon as they were born, their parents choose for them suitor s. Immediately they reached the age of puberty, they underwent through Female Genital Mutilation. Upon their recovery, they were sold off to their suitors without80 questioning. Therefore, when the author, presents a young teenager Maasai girl, Resian, with such an insatiable appetite clearly shows that Henry ole Kulet wants to reconstruct the perception of girl child education. The two girls had acquired education. They had not only gotten education but also had intermingled with children from other cultures. The girls as a result of intermingling with other girls from other communities know very little about the Nasila culture. Their mother defines them as children of undefined culture. Their desire for education makes them plan how to escape FGM by going back to Nakuru and enroll at the University. Resian says, We must beat them to it. We must convince him to allow us to go before they prevail upon him to embrace the primitive, backward, outdated and archaic traditions 35 ."}
{"text": "Their desire for education makes them plan how to escape FGM by going back to Nakuru and enroll at the University. Resian says, We must beat them to it. We must convince him to allow us to go before they prevail upon him to embrace the primitive, backward, outdated and archaic traditions 35 . What seems to liberate and redefine the women in Blossoms of the Savannah is education. Minik had gone to Makerere University where she studied veterinary medicine and acquired the name of Emakererei. Because of education, Minik finds the community s ways barbaric and that is why she fights FGM in this community. Taiyo and Resian are presented as not cowards and they are not afraid of anything. They want to sightsee around the neighborhood 16 . But her mother cautions them to be careful because of strangers who might take advantage of their unfamiliarity 17 . The narrator says, The girls looked at one another and giggled as they dismissed their mother s misplaced fears as born of the misconception of the old people that girls were weaklings, incapable of deciding what was right 17 . Therefore, the author wants to show that girls are not weaklings and they can protect themselves. Wanyonyi 2003 argues, in his abstract that the introduction of Western education has precipitated change in the status of Maasai women; a transformation that has created tension and conflict. The result of the change is characters who81 have a dual identity, a duality that has myriad challenges, but a duality that ole Kulet seems to espouse Education, too, in Blossoms of the Savannah changes the manner in which the characters present themselves in terms of arguing which plays a part in their redefinition. When the two girls are faced by a stranger who attacks them, the two girls are strong and ready to defend themselves. Resian tells the stranger to leave her sister. Taiyo too tells him to leave her hand. She further tells him, We are not the kind of women you have in mind! Blossoms of the Savannah,19 . This presentation shows that the girls are strong and not easily scared. Taiyo is presented as aggressive towards her love for Parmuat. She cannot hide her love towards Parmuat even with her father and mother present and with the whole community looking at her."}
{"text": "This presentation shows that the girls are strong and not easily scared. Taiyo is presented as aggressive towards her love for Parmuat. She cannot hide her love towards Parmuat even with her father and mother present and with the whole community looking at her. Taiyo, a young teenager, reminisces on how she battled with the father for denying her permission to travel to Mombasa with other young men and women who had been selected by an extravaganza Blossoms of the Savannah, 2 . Taiyo says, She had stubbornly put up a spirited struggle with him but the battle was so predictably and utterly lost Blossoms of the Savannah, 2 . It is rare for a young Maasai girl to be stubborn to the father. This quality that is placed here by the author redefines what it is to be a young Maasai girl in this particular community which is culturally reserved. Taiyo is presented as a person who believes in her talents and does not want her father to stop her. Taiyo is extremely, talented in music. She excelled in music festivals and was awarded and garlanded. Broadcasting stations recognized her talent and encouraged her to take music as a career 45 . Resian is presented as half-fearful; half-defiant which annoys her father. Resian's strength is seen even in her dream. We see her thinking of how she was going to deal with enkamuratani,82 circumciser. She was determined in her dream that the circumciser was not going to circumcise another girl: She was going to deal with her firmly and finally. She took hold of the old woman s bony arm. Her fingers were now laced firmly through the old woman s gripping the shriveled claw-like fingers that held the Olmurunya and twisting the hand mercilessly. The old woman shrieked with pain. Resian pounded the old woman s head with a mallet she had picked from the ground and hit her pleadingly. When the old mono eyed enkoiboni came to rescue the enkamurutani it was as if all Resian s energy had been reserved for her. Like a ferocious leopard, she descended upon her with vicious blows completely disfiguring her face and battering one eye. The old witch tried to say something as if to curse her, but she would not let her."}
{"text": "When the old mono eyed enkoiboni came to rescue the enkamurutani it was as if all Resian s energy had been reserved for her. Like a ferocious leopard, she descended upon her with vicious blows completely disfiguring her face and battering one eye. The old witch tried to say something as if to curse her, but she would not let her. She hit her hard on the head like a snake and she sprawled flat on the ground, lifeless 249, 250 . Resian is strong and not a weak character. She strongly faces her father and tells him point blank that she cannot be married to a person of that nature as Oloisudori. She is a redefined woman and cannot accept to be married to a man whom she does not like and a man she does not consent to. Resian is presented as a spirited fighter. When she was told that she was going to be circumcised Resian reasons that Olarinkoi may take her as a wife, circumcise her but mentally she would refuse to subdue to all this. She was going to refuse it mentally and physically where she was able to do it: She resolved to remain focused and she prayed for strength and endurance to be able to bear all those misfortunes 235 . Resian really puts a spirited fight such that we see her being a very a very strong woman. 83 The girls are presented as being worried concerning customs that was unfair to them. They do what they believe is fair for them and they are not scared of what will befall them. For example Taiyo, says that she does not care the fact that the community called them intoiye nemengalana. For her, she says, What I know is that my body belongs to me. I belong to myself 34 . She firmly says, Only when I am dead would anybody mutilate my body 34 . The girls in Maasai community are supposed to undergo FGM immediately they reach puberty but Resian and Taiyo so far have not undergone FGM. Although the community refers to the two girls as Intoiye nemengalana but the two are not at all scared about it. To them, FGM is a culture that dehumanizes a woman and the two girls are ready to fight it at all cost. Resian is presented as a spirited fighter against the custom that is against women in the Maasai community."}
{"text": "Although the community refers to the two girls as Intoiye nemengalana but the two are not at all scared about it. To them, FGM is a culture that dehumanizes a woman and the two girls are ready to fight it at all cost. Resian is presented as a spirited fighter against the custom that is against women in the Maasai community. When forced to remain behind so as to cook for Oloisudori she stands her ground by arguing that Taiyo should be left too. She questions her parents and argues: It was wrong for them as a family to allow a visitor, whoever he was, to dictate as to who amongst the members of the family should attend to him! 180 . Resian is determined to recapture or reconstruct the societal myth that women should keep always cooking and getting tired for men who just sit down and order them around. She strongly belief that men too should sweat just like any woman. She firmly says, It is the likes of Olarinkoi I am mad at, and all those other males who come here ordering us to do that or the other for them, simply because they are males 78 . She gives an example with women who visit them; she says that those women who visit give them leeway to respond to their requests. Resian reminds her aunt, equally, her mother that But as we burn our fingers here, Mr. Olarinkoi is dozing off comfortably84 in our living room waiting for his lunch and possibly a little angry and impatient with us for delaying it 78 . Minik-ene -Nkoitoi, the Emakererei, a manager at a certain Sheep Ranch called Intare-Naaju is presented as a person who redefines femininity by crusading against girl circumcision. Minik, when trying to persuade ole Supeyo to stop FGM, --- he got angry and forcefully ejected her out of his homestead, threatening to clobber her Blossoms of the Savannah, 22 . People like ole Supeyo held adamantly to the culture within the Maasai community. Later as narrated by the narrator, ole Supeyo calls Minik a wasp and he says that Minik was a great threat to the Maa culture 22 . Although Minik becomes an outcast in Nasila but she does not give up."}
{"text": "People like ole Supeyo held adamantly to the culture within the Maasai community. Later as narrated by the narrator, ole Supeyo calls Minik a wasp and he says that Minik was a great threat to the Maa culture 22 . Although Minik becomes an outcast in Nasila but she does not give up. She starts a Girls Rescue Centre that helps to rescue girls who are about to undergo FGM and early marriages. She offers them job and accommodation. She gives them scholarship so as to purse their education. Although Olarinkoi forcefully attacks Resian but she is so determined. She fights courageously by biting his thumb when he attempts to rape her. Then desperately she took the last chance of selfdefense and self-preservation. Mustering all her strength the thrust his thumb into her mouth; sunk her teeth into the flesh like a ferocious animal and tenaciously held onto it, tugging at it fiercely like a lioness. She could feel the flesh tearing and she tasted the salt of his blood as it filled her mouth but she clung unto the thumb as Olarinkoi howled with pain. He tried to push her away but she held on. He cried out loudly, but she was 227 . Initially, women depended on men to protect and fight for them, but Resian defends herself against the drunken Olarinkoi. After being attacked by strangers, Resian s strength is strengthened and she resolves that she was a combatant in a war zone and that one day she will team up with Emakererei to fight for women and girl child rights 146 . That determination and strength that Resian has, presents a85 new Maasai woman who has been redefined and ready to fight the Nasila s traditions. Resian detests the cultural norms of Nasila and in her heart she is determined to fight against it. This fight redefines her position as a Maasai woman. Taiyo too feels that if they were born sons Most likely we would have been let loose to romp about in the village and gather our experiences as we go along 74 . With this kind of reasoning, the author shows that the two girls are in search of liberating themselves in this given society that they find firmly held in cultural norms that sideline the women and sees them as object to be directed by their men counterparts."}
{"text": "This fight redefines her position as a Maasai woman. Taiyo too feels that if they were born sons Most likely we would have been let loose to romp about in the village and gather our experiences as we go along 74 . With this kind of reasoning, the author shows that the two girls are in search of liberating themselves in this given society that they find firmly held in cultural norms that sideline the women and sees them as object to be directed by their men counterparts. Resian s determination leads her to admire two people who are women, she calls them role models. Minik is admired by Resian for her fight against FGM while Wangari Maathai for her fight against forest destruction and her advocating for preservation of forest. Minik, Resian s model, fights FGM and forced marriages of girls to old men. She does not fear whether she becomes an outcast. She is determined to reconstruct the society s norms and culture. Minik rescues girls from the circumciser and organizes to take them back to school. Taiyo s determination to fight against the Maa culture is, further, explained by the narrator. The narrator says since they relocated to Nasila community she has always considered herself to be in a war zone against the Nasila culture which was debilitating. To her it is a kind of war for liberation of the Nasila women. Her determination is fired by the fact that they have an example of a woman who is a good leader and they took her as a role model, Minik. Taiyo determination to fight against women s rights leads her to compose a song that ridicules three women who she thinks are out to oppress women. She particularly wants to sing to witches enkasakutoni who are ready to curse intoiye nemengalana, another group that she is ready to curse is midwife enkaitoyoni who spies on girls who are giving birth and are not circumcised and86 lastly the Enkamuratani circumciser . Through songs Taiyo is ready to fight for her feminism and her own right as a woman. Resian believes that if women said no to detectable culture men would do nothing."}
{"text": "She particularly wants to sing to witches enkasakutoni who are ready to curse intoiye nemengalana, another group that she is ready to curse is midwife enkaitoyoni who spies on girls who are giving birth and are not circumcised and86 lastly the Enkamuratani circumciser . Through songs Taiyo is ready to fight for her feminism and her own right as a woman. Resian believes that if women said no to detectable culture men would do nothing. She was proud to be intoiye nemengalana and says that she would not trade her position for anything. The four women led by Minik, Resian, Taiyo and Nabaru promises to fight and end emurataneo-ntoiye so as to come to an end. Resian is adamant and says, Yes, because we are females, a male in the name of a clan brother is sought to come along and teach us the ABCD of a good Nasilian wife so that we shall please our future husbands. No, I refuse to be taught. I will either be taught at the university what is universally beneficial to all mankind or to be taught nothing! 75 . Resian does not support the fact that they have to be taught about the Nasila tradition. She says that she will be taught at the University what she feels will be important. Resian is presented as a defiant and outspoken character who is ready to fight off practices that humiliate women. She questions her aunt Yeiyo-botorr and her own mother: Do we go to all these lengths to please some lazy bunch of busybodies who do nothing but lounge about in the living rooms, yawning and stretching, waiting for tasty food to land on the table before them? 78 . She loudly asks why women have to cook for men who are just seated waiting to be fed without participating. She refuses to be silent on such issues. She adamantly says that she totally disagree to be brought up so as her main purpose is to please the male counterparts. Henry ole Kulet gives strength to Resian to air out her grievances as a woman so as to challenge the norms that are experienced in this particular community. She further points by saying that they can also cook, and they can, and should also learn to please us females 78 . She also wants men to do the same as women."}
{"text": "Henry ole Kulet gives strength to Resian to air out her grievances as a woman so as to challenge the norms that are experienced in this particular community. She further points by saying that they can also cook, and they can, and should also learn to please us females 78 . She also wants men to do the same as women. 87 Resian is defiant and cannot be coerced into being married to a man who is not her choice. She tells Oloisudori that he is mad if he thinks that she is going to be her wife. She says that she can only be his wife upon her dead body. She even says that they both can kill her, that is her father and Oloisudori and take her while she is dead to his palatial home. Without fearing the customs, Resian declines completely the fact that she is to be married off without her consent. She questions: Was there a curse for being born a woman that took away her right to her own body or her own mind? 210 . Resian is presented as unrelenting character such that she is defined as a hard nut to crack. She is obstinate, defiant, an example of the new undefined culture, has an independent mind. She is hard to be handled. If her father thought she was docile and that he would just call her and hand her over to Oloisudori, he was in for a rude shock. No amount of intimidation or threats could easily break her. She always said she knew her rights and would not allow anyone to trample them 120 . Resian is defensive and a seeker of justice towards women. She argues against the decision made by the Ilmolelian community about the two men who almost raped them. She argues that the thugs should be arrested and they should be taken to court. Each should get a jail term of not less than twenty years. Taiyo supports Resian s argument. Taiyo feels that their trauma cannot be appeased by a mere two heifers while the villains are walking freely who knows, they could even right now be stalking another pair of young innocent girls 171 . The girls tell their mother openly that the culture was unfair to the women. Resian is presented as argumentative. She argues so well against the issue of FGM."}
{"text": "The girls tell their mother openly that the culture was unfair to the women. Resian is presented as argumentative. She argues so well against the issue of FGM. FGM is a subject in Maasai land, customs and culture which could not be argued against, especially, by a young Maasai girl but Resian seems well outspoken in this subject and seems that she does not88 fear at all. She is ready to fight against it. She tells Taiyo about how she told the mother concerning FGM. She says that FGM is a tool of oppression. Resian does not believe in being coerced to do something that she does not like at all. She puts a spirited fight against being told that she would be left to receive Oloisudori the following morning. She pleads not to be left even though the father is adamant too. This aspect of Resian standing up so tough in her argument redefines what it is to be a female in Maasai community. The narrator says, She shook her head fiercely. She couldn t do it, she wouldn t do it, she declared 176 . Resian argues with her father by saying that he can kill her than hand over her to Oloisudori. Even when the father slaps her Resian stands firm on what she believes in. She adamantly tells her father. She repeats by telling him that she would rather die than get married to a monster. She calls him an Ol-ushuushi like Oloisudori, Never! Never! If I don t die and live to be eighty, I will still go to the university, Papaai, I tell you! I hope you will be there to witness my graduation. But for now, I can as well reveal to you, and that I have told your friend Oloisudori what I think of him. Yes, he is a monster, he is a gangster, and he is a bank robber and an extortionist per excellence! 214 . Resian strongly argues against men and their barbaric ways of continuing insisting on FGM for women and the way it is performed forever. Immediately, Resian sees Oloisudori, ole Kaelo s business partner, she becomes infuriated and hates him. She tells her mother, Whoever he is, Yeiyo, said Resian angrily, he is a manner less dirty old man! 95 ."}
{"text": "Resian strongly argues against men and their barbaric ways of continuing insisting on FGM for women and the way it is performed forever. Immediately, Resian sees Oloisudori, ole Kaelo s business partner, she becomes infuriated and hates him. She tells her mother, Whoever he is, Yeiyo, said Resian angrily, he is a manner less dirty old man! 95 . Resian is presented as a character who questions a lot on the things that she feels is not right. She is not comfortable of the fact that Joseph Parmuat is to coach them about the community values. She says to Taiyo, I am beginning to think it disadvantageous being a woman in this society 74 . She further questions,89 But I keep wondering what would have happened had we been sons rather than daughters. Do you think father would have looked for a clan sister to coach us and take us through the dim cultural paths of Nasila? 74 . Resian deconstructs, as well as, reconstructs the idea that women cannot stand up and question anything. She is so enthusiastic that she does not fear her eldest aunt whom other children, as well as, wives had so much fear. Taiyo also does not want to be left behind. She wants to join Minik together with Resian so that they can fight the aspect of FGM. Resian at any given moment finds time to rebuke men. She believes it was men who originated the story about women initiating FGM. She says men started such myths so as to blame women for everything that works against them . Resian is presented as inquisitive and intolerant to cultural practices that dehumanize women. She puts her mother to task by arguing against FGM. For her, she says, if one discovered a nasty but potent medicine that once taken cured an ailment, must they continue to swallow it every day-tenyears down the lines 91 . She says, she finds such a kind of thing not only ridiculous but also absurd 91 . Resian questions her mother on what is the value of FGM to women. When her mother questions whether men are the ones who are continuing the cultural rite, Resian answers so intelligently so that the narrator says that she has done it philosophically."}
{"text": "She says, she finds such a kind of thing not only ridiculous but also absurd 91 . Resian questions her mother on what is the value of FGM to women. When her mother questions whether men are the ones who are continuing the cultural rite, Resian answers so intelligently so that the narrator says that she has done it philosophically. She says, Even if I am reluctantly convinced that it was women and not men who initiated that obnoxious ritual who provoked the women to do so? The Ilarinkon who were purported to have pushed women into mutilating their sexuality were men. And the ancient Ilarinkon were no different from today s Ilarikon. The ancient Ilarikon were sadists and despotic. Today s Ilarikon are worse. In addition,90 to being despotic, they are oppressive tyrants; and no one of their ways of oppressing us is to demand that FGM be perpetuated against us forever! 92 . Taiyo is also presented as being inquisitive. She felt that his father was troubled therefore, she found herself questioning him, Papaai Is something wrong? She further questions the father about Oloisudori, ole Kaelo s business partner. She asks him whether she was the one who had financed their business. Taiyo questions a tradition that is hardly questioned. She is also ready, just like Resian, to go against the traditions of the society. She openly questions Parmuat whether he loves her, Joseph deny before me right now that you love me. Do it right now! 135 . Taiyo is more determined to stand against the culture that is inconsiderate to her feelings. She firmly says, I cannot accept that a culture that does not feed me, clothe me, or house me comes to control my life. Our lives belong to us, Joseph. The destiny of our lives is in our own hands. We should guard it jealously 136 . Taiyo is presented as being overwhelmed by Parmuat s love such that she goes to look for him in his house. We see her requesting her parents to allow Parmuat to coach them about the culture of Nasila. Taiyo knows that Parmuat comes from the same clan as her family but she does not want to hear that is the reason as to why they should not be together. She says that she does not care about the oppressive Nasila culture."}
{"text": "We see her requesting her parents to allow Parmuat to coach them about the culture of Nasila. Taiyo knows that Parmuat comes from the same clan as her family but she does not want to hear that is the reason as to why they should not be together. She says that she does not care about the oppressive Nasila culture. She asks why she should care about the violating culture while it did not care for her own rights. She is not shy and she tells him that she knows he is in love with just like the way she is in love with him. Resian is very observant and can easily foretell when the father is in trouble. For example the narrator says that, Just then, their father returned. Resian looked at him and perceived something queer about him. She was alarmed. Did she imagine it or was there something unnatural about91 him? She wondered. And what was it? 105 . As a keen observer she can be able to detect a slight tremor in his father s voice upon seeing Oloisudori. She also detects a measure of desperation and fear in his father. Faint sheen of perspiration was also noted by Resian, who is very observant and keen expressing her highly levels of intelligence which is extraordinary. Resian is quite observant and proves her reasoning with facts. She meets the father smiling in the morning and she detects that there is something unusual. She finds that her smile was artificial. She thinks that he was insincere. She questions herself, Where was his usual insensate anger that she had come to expect whenever he found her in a room? Why were his eyes shifty and withdrawn into their sockets like one who had little or no sleep at all? 122 . When she feels like asking the father so as to be allowed to go to Nakuru and enroll as a student at Egerton University she feels a kind of premonition that all is not well. The two girls are brilliant and have plans made without their parents knowing of how to exhort information from Oloisudori without him knowing. They are good at observing their parents and that they are ready to beat them at their own game. The narrator says that the girls also wanted to show that they were young modern women who had their own pride, self-respect and selfesteem, They wanted him to know that they were not rudderless objects drifting in the sea without direction 200 ."}
{"text": "The two girls are brilliant and have plans made without their parents knowing of how to exhort information from Oloisudori without him knowing. They are good at observing their parents and that they are ready to beat them at their own game. The narrator says that the girls also wanted to show that they were young modern women who had their own pride, self-respect and selfesteem, They wanted him to know that they were not rudderless objects drifting in the sea without direction 200 . They were wanted Oloisudori to know that they were redefined women and so: They already had their aims and projections that could only be enchanted by the lofty ideas they held and the desire for higher learning at university and career development. It was therefore, an insult to their intelligence, dignity and integrity to think that mere material things such as the gifts he lavishly gave them would sway them from the goals they had already set for themselves 201 . 92 Taiyo and Resian hate archaic culture of female circumcision which they considered obnoxious, repugnant and a threat to the health of the young girls 267 . They do not want to get married to a man who would never give them a chance to express themselves as their mother they concluded that if ever they too get married they would only enter into such a contract if they were considered as equal partners with spouses, and had a say in all matters that affected them They did not want to be like their mother who never participated in decision making. They want to be different women altogether. They declared that they would never lose their liberty and their rights in exchange of marital accommodation 282 . The women are also presented in different ways according to their dressing. Resian and Taiyo dress modernly. Resian s hair has braids which she styles with pins when Oloisudori is to visit their home, Resian is described as wearing maroon taffeta dress, cream and maroon silken scarf, golden colour earrings and a maroon handbag that matched the colour of her shoes 202,203 . Her mother too is described as dressed in modern clothes. During the home coming party the narrator says, She was resplendently dressed in purple silk 48 . This kind of dressing redefines them since before women wore lesos and shukas. The Maa community prefers boy children in a family and one who has them is highly regarded."}
{"text": "During the home coming party the narrator says, She was resplendently dressed in purple silk 48 . This kind of dressing redefines them since before women wore lesos and shukas. The Maa community prefers boy children in a family and one who has them is highly regarded. On the other hand a man has to marry more than one wife so as to be culturally accepted but for ole Kaelo, he only marries one wife, Mama Milanoi and even though she does not bear him boy children for him he is contented. Meaning that a child is a child whether a boy or a girl and marrying one wife for ole Kaelo is quite in order. Kaelo loves the wife and the narrator says that nature had not, however, been totally inconsiderate. It rewarded him with a gem in a form of his wifeJane Milanoi 9 . When Simiren, ole Kaelo s brother, informed ole Kulet about what the elders93 had said about him remaining married to only one wife and calling him he called the clan elders megalomaniacs who were still trapped in archaic customs and traditions that were better buried and forgotten 13 . This shows that ole Kaelo appreciates and respect his love towards his wife. Appreciation of femininity is shown through ole Kaelo who works to fulfill his dream. He builds them a good house. In his own words he says, This is the home that I have always dreamed I would one day build for you and my beloved daughters 31 . This shows that even though the wife does not provide him with a boy-child but still he appreciates that the wife bears him girls for to him a child is a child. The women, Mama Milanoi and her two girls enjoy freedom in their own family we see them happy especially when they are taken to their new home. The narrator says, while his wife and daughters jumped out of the pick-up excitedly and scrambled to the gate of their new house jubilantly, Parsemei ole Kaelo remained behind for a few minutes 27 . We see that the women are given freedom to be happy as opposed to historical culture where they are under oppression and cannot talk at all. Mama Milanoi, through her stream of conscious says that she always trusted her husband to do the best for her and her children 29 ."}
{"text": "How terrible it would be, he thought sorrowly, to see her cry forlornly, while questioning the sincerity of his love for her, and asking him the reason for his betrayal. Even Resian, with her sullenness and gracelessness that he disliked he had found out surprisingly that he had a soft spot for her. He cried and his heart bled for her 113 . We see that ole Kaelo loves the two girls irrespective of their gender and does not want to just sell off her daughters with no love from any man. He treasures them unlike the community who would have found the reason to sell them off as any other woman. Kaelo, although has girls, but is presented as having a duty to defend them at all cost. When he heard about his daughters near rape incident he almost became mad. He raved like a buffalo that had been infected with the East Coast Fever that was known as Olmilo. He was aggressively spoiling for a fight. Every now and then he groaned loudly like one in pain and clicked his tongue like a madman, he muttered to himself, making nasty waspish remarks 160 . This therefore,95 shows that ole Kaelo appreciates the fact that he has daughters as children and that he is ready to shield them at whatever cost. Delegation of work within ole Kaelo s family gives equal responsibility to each member, making them happy and eager to make the party a success. Mama Milanoi is at the tables to ensure that the trays that came out of the kitchen laden with meat delicacies, were sorted out and arranged appropriately 41 . Taiyo was busy slicing chunks of ox tongue into manageable pieces a job she did with dexterous fingers and Resian was busy transferring glasses from the side board onto a nearby table 41 . Kaelo is presented as a person who values his wife and children and trusts that they will do a perfect job irrespective of their gender. The voice of women in decision making is shown through Mama Milanoi who has been presented as a person who is trusted by the husband. They discuss together what is challenging them in their home such as the threats made by Oloisudori to marry Resian. They collectively come up with the solutions to difficult situations such as marrying off Resian to Oloisudori. They also discuss how they will lure Taiyo into agreeing to visit Resian ironically so as she can be circumcised."}
{"text": "They discuss together what is challenging them in their home such as the threats made by Oloisudori to marry Resian. They collectively come up with the solutions to difficult situations such as marrying off Resian to Oloisudori. They also discuss how they will lure Taiyo into agreeing to visit Resian ironically so as she can be circumcised. The author presents a community that is ready to defend the girl child for example when the community of Ilmolelian learnt about ole Kaelo s daughters who were about to be raped, the community defended them by punishing the offenders thoroughly. After the girls awful incident of almost being molested the community started respecting them. The stares stopped and they were greeted with respect. The young men became friendly to them and the elderly too respected them. Nabaru, who was to nurse Resian back to health after she had been circumcised, is presented as caring. She kindly takes care of Resian as her own child. She feds her, gives her water, milk olpurda. She brought more blankets for her to cover herself so as not to catch cold and lesos to96 cover her body. She reveals to Resian all what had been planned. She plans on how she was going to rescue her out of that place and which she does until she reaches Minik s place. This presents the fact that women are ready to assist one another out of difficult situation. Later Nabaru joins Minik, Resian and Taiyo to fight off the FGM. Nabaru is presented as a good schemer who arranges for Resian s escape without being noticed. She exchanges bitter words with Olarinkoi who follows them to the lorry that was to free them away. She fearlessly tells him, Away with you, you good for nothing, Osuji She compares him to embarie that waits for the lion to kill then it steals from him because it is a coward: How could you cheat this child who was desperately looking for help as she ran away from that villain called Oloisudori? You took advantage of her trust in you, just like embarie does. That is exactly what you are: Embarie. A good for nothing osuuji 254 . Resian too is not afraid to give her piece of mind to Olarinkoi."}
{"text": "That is exactly what you are: Embarie. A good for nothing osuuji 254 . Resian too is not afraid to give her piece of mind to Olarinkoi. She says, You, stupid Olarinkoi, you are worse than Oloisudori, But the two of you have one thing in common; warped minds 255 . Some things like prophesying was done by the Maasai men especially the Oloiboni or elders of the Maasai but Olarinkoi s mother had prophesized about Resian s family and that she would be married to her son. Olarinkoi s mother is presented as enkoiboni who foretold the future and had the ability to see. Nabaru tells Resian, Mostly you have only heard of a male holder of that position called oloiboni. Female ones are there but very rare. This particular one is famous for her prediction and prophecies that always nearly come true 237 . The Intapuka-e-Maa girls sang songs to show that although they are intoiye nemengalana but they were Blossoms of the Savannah, they were worthy. They were ready to be doctors, engineers and97 teachers. They believe that they would stand side by side with the men and build the nation together. The author presents women who at the end triumphs over cultural injustices. Conclusion The text Blossoms of the Savannah starts from a point where we see the society in which Resian lives as valuing the boy-child more than the girl-child. The fact that Mama Milanoi has not given her husband a boy stands him in bad stead with his peers. Conversely, we acknowledge that a Maasai woman is also defined by her ability to give her husband a male child, an heir. The issue also defines a man in that one with several males is on his way to occupy a prestigious position in the society than the men who do not have sons. Generally, we see the definition of Maasai femininity to occur in the domestic spaces within Maasai social structure. In this novel the female genital cut appears to be a great source of conflict because it is a practice that defines the Maasai woman. When Resian and her sister rebel against it, they are redefining their femininity in opposition to the traditional constructs of the identity of Maasai women."}
{"text": "Generally, we see the definition of Maasai femininity to occur in the domestic spaces within Maasai social structure. In this novel the female genital cut appears to be a great source of conflict because it is a practice that defines the Maasai woman. When Resian and her sister rebel against it, they are redefining their femininity in opposition to the traditional constructs of the identity of Maasai women. The redefinition of Maasai femininity in the text takes place as a result of social forces outside like education. One of the main reasons for Resian s rebellious streak is because of the influence that education has on her. She builds a dream which she hopes to achieve by how education will mould98 CHAPTER FOUR COMPARISON OF FEMININITIES IN VANISHING HERDS AND BLOSSOMS OF THE SAVANNAH Introduction In the previous chapters my analysis centered on how Henry ole Kulet presents the image of Maasai femininity in his two novels. And my interest was to look at how the aspect of femininity is defined and redefined in the two novels. In this chapter I shall look at how such presentation compares in the two novels. It is imperative to do a comparative analysis on how Henry ole Kulet manages to present femininity in similar and different shades in the two novels so as to get a holistic vision embodied in the two works. To achieve this I shall narrow on certain deliberate choices that Henry ole Kulet makes with respect to the characterization, setting and some aspects of style such as characterization. On one hand, my intention is to show how the narrative variables are the vortex within which presentation of Maasai femininity can be analyzed in the two novels. On the other hand, I intend to look at aspects of style so as to qualify the use of stylistic devices as being one of the points through which such presentation by use of narrative variables to present femininity can be accentuated. 99 Comparative Investigation of Femininities in Vanishing Herds and Blossoms of the Savannah The first point of comparison on femininities in the two texts concerns the characterization of the two protagonists. It is obvious that they are women. It is also obvious that they are young. However, what is not obvious and what I feel is worth pointing out is the fact that the two protagonist characters represent within the settings in which they are found the hope of their societies."}
{"text": "It is obvious that they are women. It is also obvious that they are young. However, what is not obvious and what I feel is worth pointing out is the fact that the two protagonist characters represent within the settings in which they are found the hope of their societies. It is within this hope for the future that we find their redefinitions of the way the Maasai woman is supposed to be. These two women define and redefine femininity differently. They use different tools to take their societies to the next phase of their lives. Norpisia uses the environment to redefine the new role of the Maasai woman in the society as that of a heroine, much in the build of a folk super-hero. And Resian uses the issue of FGM and education to fight for the cause of young Maasai girls in her society. As Chikwenye Ogonjo Ogunyemi 1982 argues on Womanism as serving as the rallying point of the women of African ancestry in their struggle to effectively assert their humanity in the face of the malevolent attitude of the men folk towards their self-fulfillment in life , it is important to look at how Henry ole Kulet uses the women characters to assert the individuality in society where such assertion of femininity is iconoclast. One of the greatest points scored by Womanism theoreticians is the notion that the woman is the nurturer of the environment. It is her who gives the society life. In their quest for equality of the sexes proponents of the theory like Chikwenye Okonjo Ogunyemi contends that the duty of the black woman is not to lose her role as a protector of the environment. She is the one who gives direction to the new born and shapes its life till later on. Ogunyemi does not envision the loss of such an important role for the woman in the society. And neither does Henry ole Kulet in these two selected novels. 100 Norpisia while rehabilitating the forest is restoring life to the society and Resian while fighting against retrogressive cultural practices is fighting for the achievement of equality that will enable the women within Maasai culture to play the same role as men in developing their societies. This is the hope that Resian s fight promises. The aspect of nurture show the different sides of the protagonists of the two novels and so highlight some of the different shades of femininity visible in the two texts."}
{"text": "100 Norpisia while rehabilitating the forest is restoring life to the society and Resian while fighting against retrogressive cultural practices is fighting for the achievement of equality that will enable the women within Maasai culture to play the same role as men in developing their societies. This is the hope that Resian s fight promises. The aspect of nurture show the different sides of the protagonists of the two novels and so highlight some of the different shades of femininity visible in the two texts. Also in Vanishing Herds the protagonist, Norpisia, is a soft-spoken woman who can be said to be very diplomatic in the way she tackles the patriarchal structures. She is characterized by the cattle. In her life the cattle occupy a prime place. She is passionate about nature. We are told that people wondered, surprised and amazed at her strength. Some when they saw her asked each other whether she was capable of doing all that she did. Some concluded that if it was true that she had spearheaded groups of women to plant thousands of trees that had helped to resuscitate the degraded environment then, she was the people s heroine Vanishing Herds, 3 . The author uses vivid description to show how Norpisia felt after their sheep were devoured by the hyena. She wept and was devastated as well as being at a loss. The narrator describes what happened one night when the hyena was attacking their animals. She took a spear and stood outside waiting. From this description we can say that Norpisia s center of life is the environment and cattle. They offer her drive for existence and curing of the environment. She is such an environmentalist that through description we see how Norpisia imitates the bird. The bird went to her thinking that it was birds of their kind. When she whistled the bird stopped feeding its chicks and went to where she was. She learned this skill when she was living with her grandmother. 101 In Blossoms of the Savannah, the protagonist is concerned about education. Her ambitions are encapsulated in her quest to attain higher standards in education. Even though different from Norpisia, she likewise is a woman who has a clear vision of where she wants to go to and how to get there. Here, again, the two protagonists are characterized to bring out the different shades of femininities. Even though there is a slight difference in age, Norpisia and Resian are relatively young women. The first score of comparison is age."}
{"text": "Here, again, the two protagonists are characterized to bring out the different shades of femininities. Even though there is a slight difference in age, Norpisia and Resian are relatively young women. The first score of comparison is age. Norpisia is a fairly mature woman who has been married while Resian is a young girl. This is important in showing the nature of conflict that brings the two protagonists with the patriarchal structure in the two works. While Norpisia wages her war on the environment. She wants to save the forest from degradation so that the society may be healed. She thinks that it is because of the cutting down of trees that is why life is so miserable. This brings her in confrontation with the patriarchal structure which deems a woman who is such strong-willed to be a bad woman. In many ways, Norpisia represents the femininity of the Maasai woman who has not received much education but who none the less is assertive in the society and aims to play a greater role in social change through what she know bets. On the other hand, Resian wages her war on education. Resian, who is the second born, is defiant stubborn, aggressive in matters of education, she is also observant, optimistic of a good future, and is passionate about reading. Her main ambition is to go to a higher institution of learning so that she may play a greater role in her society. Resian represents the kind of femininity that encapsulates the dream of a young girl within Maasai culture who having been exposed to modernity and education has a wider knowledge of her place in the society and has insight of the injustices that culture could bring to her. She is the elite who are meant to change the society. The issue in the difference in character traits has a bearing on the different nature of the conflicts that take place in the two novels and hence the shades of different femininities observable. 102 The issue of their age then brings in another important point on characterization that is love. Since they are young, on the one hand, and newly-married, on the other, as the stories begin, the question of their love life become a point from which we come to understand not only their character traits, but, importantly, their resolve to fight for that which they feel so strongly and passionately about, and that which come to define the nature of what up to this point I have termed femininity."}
{"text": "The issue in the difference in character traits has a bearing on the different nature of the conflicts that take place in the two novels and hence the shades of different femininities observable. 102 The issue of their age then brings in another important point on characterization that is love. Since they are young, on the one hand, and newly-married, on the other, as the stories begin, the question of their love life become a point from which we come to understand not only their character traits, but, importantly, their resolve to fight for that which they feel so strongly and passionately about, and that which come to define the nature of what up to this point I have termed femininity. The author uses vivid description to bring the feminine aspect of her characters and therefore show how physical attraction leads to the blossoming of love. Norpisia s physical appearance is described as tall, has lithe wiry muscles, long arms and legs. She is big and strong, has firm, full breasts, and that she had womanly hips that curved back to her well-rounded body Vanishing Herds, 17 . She also has a heart-shaped face, high cheek-bones ,well-defined jaw, smooth narrow chin, large brown eyes, straight and finely made nose, has smooth lips that curved up at the corners ,white pearl-like teeth Vanishing Herds,17 . Description shows that Kedoki appreciates being with Norpisia, they both walked together in nomadic pastoralism. They took care of their animals, for example, Kedoki controls their animals from the front while Norpisia from the back. Through the narrator s description we learn that Norpisia felt bad departing from her relatives and this makes her to be overcome by anguish, hence, breaking down and weeps. This saddens Kedoki for he knew that her heart was heavy because she was leaving her people and heading towards places where she did not know. Love becomes not only one of the themes that provide the fuel, so to speak, that drives the plot forward, but on another level it also confers on the two novels a romantic atmosphere that can be said to offer relief from the issues of male chauvinism and tradition that are rather bleak. In Vanishing Herds, Norpisia and Kedoki are brought together by the trauma of losing siblings to103 cattle rustling. The love affair between these two is the point on which the novel revolves."}
{"text": "Love becomes not only one of the themes that provide the fuel, so to speak, that drives the plot forward, but on another level it also confers on the two novels a romantic atmosphere that can be said to offer relief from the issues of male chauvinism and tradition that are rather bleak. In Vanishing Herds, Norpisia and Kedoki are brought together by the trauma of losing siblings to103 cattle rustling. The love affair between these two is the point on which the novel revolves. Every occurrence is put in perspective of how it affects the couple. The beauty of their love and the most refreshing thing about it is that it is the reservoir from where the characters get their strengths to overcome tragedy, trauma, and difficulties posed by tradition. Something unique to all these love affairs is that the lovers of the two protagonists appear to be comrades of their women in their fight against traditions that are out dated in the time of the characters. Kedoki and Joseph Parmuat are the strengths of their women. Kedoki is the source of Norpisia s strength in her quest to play a leading role in rehabilitating nature. Similarly, Joseph Parmuat and Tayio become the two love birds whose fate appear to be futile because of the genealogical tree of the Maasai which makes these two otherwise unrelated beings to be considered blood relatives whose union is similar to incest. Still, the love affair between the two provides a point for the character of Tayio to rebel against tradition. She gets to express her own voice against a practice that denies her the freedom to choose her own marriage partner. Another point is that the novels appear to have similar use of the environment in characterization and plot development. The women are characterized with their environment. The clothes that the women wear, the shuka, become a symbol of femininity in all the texts. The way nature is used in the two novels is very important in understanding the shifting moods and climate as the plot unfolds. It is as if, in both texts, Henry ole Kulet intends that the change in physical climate will lead to a corresponding change in the attitudes and behavior of the characters as well. This use of the environment as a having a bearing on the plot of the narrative is to be found in Ng ang a Mbugua s Different Colours 2006 where the fate of Banana County is tied to the environmental change that could take place in Orange River."}
{"text": "The way nature is used in the two novels is very important in understanding the shifting moods and climate as the plot unfolds. It is as if, in both texts, Henry ole Kulet intends that the change in physical climate will lead to a corresponding change in the attitudes and behavior of the characters as well. This use of the environment as a having a bearing on the plot of the narrative is to be found in Ng ang a Mbugua s Different Colours 2006 where the fate of Banana County is tied to the environmental change that could take place in Orange River. Miguel, Mbugua s protagonist, is a104 dreadlocked artist whose quest to save the river from Dick Teita is symbolic for saving Banana County itself. However, it is in Nawal el Saadawi s God Dies by the Nile 1983 where we observe in concrete terms the use of the environment to symbolize plot progression. Like Different Colours, the novel s setting is a town Kafr El Teen near a river, the majestic Nile. This river in its flow is symbolic of Zakeya s the protagonist quest for freedom. The point I was making by the above examples is on the symbol of the environment to the two novels. In Blossoms of the Savannah, the environmental change from Nakuru town to the country side itself is a shift that gets the characters closer to their roots. This closeness to the roots, as it were, is aimed at getting an understanding of the Maasai way of life which then leads to the basis of the conflict in the novel. In Vanishing Herds, the floods, which seems biblical allusion to the great floods in the book of Genesis, is a point of great turn in the plot of the narrative. We learn that Norpisia almost lost her life in a freakish flood . We learn that Kedoki and Norpisia lost all their livestock including four tamed wildebeests. The wildebeests had become a tourist attraction during the famous annual event when migratory herds of wild animals crossed Enkipai River on their way to the southern grasslands Vanishing Herds, 1 . The floods signify a new beginning in the life of the protagonist. In fact it is right to say that the place of the environment in this narrative is central to the existence of the characters and their possession, herds of cattle."}
{"text": "The wildebeests had become a tourist attraction during the famous annual event when migratory herds of wild animals crossed Enkipai River on their way to the southern grasslands Vanishing Herds, 1 . The floods signify a new beginning in the life of the protagonist. In fact it is right to say that the place of the environment in this narrative is central to the existence of the characters and their possession, herds of cattle. Therefore, the title of the novel Vanishing Herds can be interpreted to mean the disappearance of flora and fauna as a result of the destruction of the environment. Henry ole Kulet could have used this novel to be a reminder to his readers on the adverse effects of environmental degradation. When Kedoki is injured by a wild animal in the hazardous trek the message is that even animals105 are reacting viciously to the environmental degradation, inspired invariably by greed for capital, which humans have visited upon the habitat that they share with other species. The question of FGM offers another point on which we can compare and contrast the two works. It is the main point of conflict in Blossoms of the Savannah but it is not a big issue in Vanishing Herds. Henry ole Kulet uses the issue to characterize his protagonist. Resian is shown as a very determined woman who has the mettle to follow on her beliefs. Henry ole Kulet uses diction carefully to bring out the fight of the protagonist against FGM as an outdated cultural practice. Let us take note of the philosophical and argumentative language employed by Resian when she argues against FGM. She questions the mother the need for the FGM to be done during that time. She argues that Ilarinkon who had tortured the women was no longer there then why should it be done. She further argues that it is the current men who she calls Ilarinkoi that are causing harm to the women. She wonders why if one discovered a nasty but potent medicine that once taken cured an ailment must they continue to swallow it every day-ten years down the line. I find that not only ridiculous but also absurd. The sensible thing would be to discard the bitter medicine once they are cured. Period! She questions her mother without fear. Tell me Yeiyo, what use is F.G.M to today s woman? Blossoms of the Savannah, 91 . She assertively says that, Today s Ilarikon are worse."}
{"text": "She questions her mother without fear. Tell me Yeiyo, what use is F.G.M to today s woman? Blossoms of the Savannah, 91 . She assertively says that, Today s Ilarikon are worse. In addition to being despotic, they are oppressive tyrants; and one of their ways of oppressing us is to demand that F.G.M be perpetuated against us forever! Blossoms of the Savannah, 92 . In Vanishing Herds the points of conflicts revolve around nature. For instance, we have a scenario where Norpisia wants to fight the people in support of the animals. Minik uses argumentative tone to argue her point that culture is supposed to be dynamic and it ought to shed off aspects that had outlived their usefulness. She argues that in the past such old106 ways had been done away with and that they were forgotten. She argues that the name intoiye nemengalana should stop being derogatory and instead emuratare-o-ntoiye should disappear from Maa language and should be regarded as extinct Blossoms of the Savannah, 268 . Through the issue of FGM the author shows other characters who are agents of change. One of them is Nabaru. Nabaru too uses an argumentative tone and says that FGM did not add value to the victims instead it traumatized them and it was hazardous to their health. She attests to the fact that the practice ruined young ones and she vows to join Minik in lobbying against FGM. An argumentative language is used to show how Nabaru, the enkabaani, found fault with the women of Maa. She argues that they were the perpetrators of the obnoxious and repugnant tradition of female circumcision and its perpetuation. She thinks that no man had ever taken up the Olmurunya to circumcise a girl. To her the enkamuratani had always been a woman. She wonders what will happen to enkamuratani if she threw the olmurunya and refused to wield it again. Still on diction, Henry ole Kulet plays around by language of reasoning in showing how the characters are best suited for their liberation roles."}
{"text": "To her the enkamuratani had always been a woman. She wonders what will happen to enkamuratani if she threw the olmurunya and refused to wield it again. Still on diction, Henry ole Kulet plays around by language of reasoning in showing how the characters are best suited for their liberation roles. Through Taiyo who says culture is dynamic and that it keeps shading off irrelevant aspects such as FGM and culture that forces people of the same clan not to marry each other yet they are not related by blood. She argues that they should have disappeared long time ago. Taiyo s ability in reasoning is shown when she says after all, we can t love in darkness forever, can we? Blossoms of the Savannah, 137 . She believes that Nasila culture would soon shed off FGM. FGM is further used to create tension in Blossoms of the Savannah. An abusive language is used by Olarinkoi in talking to Resian, You mean, woman, look here you can either cook or keep standing stupidly and die of hunger. The choice is yours. Should you choose to cook, here is a107 piece of meat. The knife is over there. Of course you are not blind you can see sufurias. There is a whole bag of maize meal there and water is in that container. There is paraffin in that can and you can collect firewood from a stack outside the house. Any questions? Blossoms of the Savannah, 223 . He further says, You silly thing I tell you to prepare food and you refuse to do so, eh? Today you will know who the owner of this home is. If you are still in doubt, let me tell you frankly that from today on you are my wife, hear that, eh? You are my wife. For a long time you have been sneering at me, showing how highly educated you are. Today we shall see how educated your body is! Blossoms of the Savannah, 226 . These phrases show the kind of tension that builds up around the issue of FGM. It shows that the characters occupying positions of binary oppositions are symbolic of the past and the future. Vanishing Herds does not focus on FGM for conflict. It focuses on the issue of the environment as a source of contestation among the characters. This is one of the fundamental differences between the two novels."}
{"text": "Vanishing Herds does not focus on FGM for conflict. It focuses on the issue of the environment as a source of contestation among the characters. This is one of the fundamental differences between the two novels. This difference brings in the difference in the expression of Maasai femininities in the two novels where one is based on FGM and the other is based on the environment. Then again the two novels also present the motif of communal spirit, for instance, when Kedoki needs help with cattle he is helped by his friends Masintet and Lembarta. The two come at a point of need for Kedoki. This shows a sense of community and brotherhood that egalitarian societies are known for. The two are warmly welcomed by Masintet s family where they live together for a while before the couple re-embarks on their journey. Norpisia gets closer and very friendly to Masintet s wife. The community helps her plant trees. In Blossoms of the Savannah, when Resian s family moves from Nakuru to Nasila they are welcomed by the entire community. They are108 celebrated by each and every one. When the next day Resian and her family go to take breakfast they find themselves taking tea with everybody seated together. I can conclude that Ole Kulet uses the motif of communal spirit to show those aspects of traditional life, the egalitarian spirit, which are good and which should be retained. Henry ole Kulet uses this sense of communal spirit to show some of the good things that Maasai femininity is unique for. The question of literacy also plays an important role in the expression of Maasai femininity in the two texts. In Blossoms of the Savannah, Resian s quest to go to the university runs in tandem with her rejection and her fight against the outdated cultural practices like early marriage and FGM. Education becomes the main source of conflict between her personal ambition and her communal obligations as a young Maasai woman. Education becomes the point of change and redemption that the liberation from outdated cultural practices is pegged to. The issue of education is not a strong factor in Vanishing Herds. The protagonist, Norpisia, is married fairly early in her life and she begins her crusade as a prophetess of the environment not from an illiterate person point of view, but from a practical point of view which is from the degradation that she observes around her."}
{"text": "Education becomes the point of change and redemption that the liberation from outdated cultural practices is pegged to. The issue of education is not a strong factor in Vanishing Herds. The protagonist, Norpisia, is married fairly early in her life and she begins her crusade as a prophetess of the environment not from an illiterate person point of view, but from a practical point of view which is from the degradation that she observes around her. Resian is educated and therefore operates within a different worldview as Norpisia in Vanishing Herds. The question of other women characters is also an important one in the expression of femininity in the two novels. The other women either help the protagonist in their fight against patriarchy or they become the wet blankets that hinder their progress. In other words the other women characters either facilitate the protagonists quest for agency or hinder it. In Blossoms of the Savannah, Resian is a woman among other women. Some are helpful in her quest such as Taiyo and Nabaru while the others are not such as her mother, her uncle s eldest wife, Yeiyo botorr and Olarinkoi s mother. 109 For one Mama Milanoi, her own mother, appears defenseless against tradition. She does not know how to oppose patriarchy. When they relocate to Nasila she is finally hit by the reality of the customs of her people from which she had been shielded by urban life in Nakuru. Mama Milanoi is not portrayed as a great determinant of change. There is the character of Resian s uncle s eldest wife, Yeiyo-bottor, is portrayed as one who is an agent against change. She is the epitome of matriarchal structure that collaborates with patriarchy to disregard the equal rights of women in the local culture, to use the words of Resian when she lashed out at her mother in the presence of the uncle s wife: It is time to circumcise your daughters and get rid of olkuenyi. It is that simple Blossoms of the Savannah, 79 . Here the woman is telling Resian s mother that her daughter s stupidity at talking back to the elders can only be cured by the cut the healing cut. She is steeped in tradition that denies young girls a brighter future by marrying them early after the cut. She is a stumbling block of progress."}
{"text": "Here the woman is telling Resian s mother that her daughter s stupidity at talking back to the elders can only be cured by the cut the healing cut. She is steeped in tradition that denies young girls a brighter future by marrying them early after the cut. She is a stumbling block of progress. In Virginia Woolf s In a Room of their Own 1962 , Virginia Woolf contends that if women are to be free to express themselves and get a perspective on their condition then it is best if they can get a space where they have room to think. This is the fundamental principle for women friendship in most feminist literary texts. For instance in Nuruddin Farah s From a Crooked Rib 1961 , the protagonist, Ebla, in her quest to escape oppressive patriarchal tradition meets other women like the Widow and Asha who are able to impart on her philosophies that liberate and empower her. Such women can be termed as catalysts of agency. This is not the same thing that we see in Blossoms of the Savannah, Taiyo is Resian s sister who can be said to be very helpful to her. She is the one with whom they face the tribulations of culture together. Nabaru too is a catalyst of change as she assists Resian by caring for her, as her own child, nurses her back to health after110 being beaten unconscious by Olarinkoi. She cooks and feeds her; she ensures that Resian is warm by providing her with more coverings such blankets. She also reveals to her all the evil plans of Olarinkoi and her mother such as to circumcise her and taken to Tanzania where she will be married to Olarinkoi, she assists her to escape and finally takes her to her role model, Minik. Another point of looking into the representation of the different shades of Maasai femininity could be on the aspect of stylistic choices that Henry ole Kulet makes in both novels. Let us first look at Vanishing Herds. In terms of style one thing that stands out for me with regards to this novel is the manner in which the author has used the environment symbolically. The narrator says that the coming of rains had been most influenced by the trees that Norpisia had planted. This surprised the people a lot and they could not believe that she was capable of doing such a thing. They wanted to see Norpisia who was described as the famous woman pastoralist."}
{"text": "The narrator says that the coming of rains had been most influenced by the trees that Norpisia had planted. This surprised the people a lot and they could not believe that she was capable of doing such a thing. They wanted to see Norpisia who was described as the famous woman pastoralist. She was said to have miraculously changed an arid and desolate wasteland into a Garden of Eden 7 . This description enables the reader to learn the exemplary qualities of Norpisia. Norpisia s character are described as unsurpassed. She had good organizational skills that enabled her organize groups of women who ended up planting tree-seedlings which matured to invaluable forests. The Womanist theoretician, Sherley Anne Williams 1986 argues that Womanist theory is committed to the survival and wholeness of entire people Williams, 304 . It is in this understanding that we locate the role that Norpisia has for her society by saving the environment from degradation. She walks through the damp grass that was dripping wet with dew, towards a small narrow stream that flowed between giant trees Vanishing Herds, 85 . She also gets into the forest searching for herbs all by herself and the narrator says she went deeper and deeper looking111 for herbs. To, further, show that Norpisia is not a coward, the narrator describes a situation when wildebeest were being chased by a pack of hyenas She quickly got out of the olngoborr in pitch darkness and collected a few stones from the ground. She threw them, at the hyenas to drive them away from near the cattle enclosure Vanishing Herds, 93 . Norpisia is described as that her sense of horror had gone and she did not fear that a wild dog would attack her. She was preoccupied with her sense of keep going and nothing else. This then explains her character as that of being resilience. Description of how Norpisia would treat Kedoki who had been injured by the cattle rustlers is given to assert Norpisia s knowledge on medicine, She found olmasiligi, with its thick large succulent leaves, uprooted several whole plants that she was to heat over the fire. She would place the hot, fleshy leaves on the swollen part of his leg. She would also boil the whole plant to make a wash, for it contained skin-healing and wound-suppurating curatives Vanishing Herds, 86 ."}
{"text": "Description of how Norpisia would treat Kedoki who had been injured by the cattle rustlers is given to assert Norpisia s knowledge on medicine, She found olmasiligi, with its thick large succulent leaves, uprooted several whole plants that she was to heat over the fire. She would place the hot, fleshy leaves on the swollen part of his leg. She would also boil the whole plant to make a wash, for it contained skin-healing and wound-suppurating curatives Vanishing Herds, 86 . She also picked tiny leaves of olmagiro-ngiro. This she was to add to the solution: she knew they were excellent for healing anything from bites to boils, even severe ulcers and wounds she dug out roots of olkonyil to add to his soup as a general antidote for poisons and other toxic reactions Vanishing Herds, 86 . Olkitolosua roots helped boost energy and warm their bodies Olesiate was good for its antiseptic and quick healing properties: They were also effective in keeping flies away from a wound. She would pound them and make a strong solution that she would often splash on Kedoki s wound Vanishing Herds, 86 . Olcani-lenkashe herb was not only a good fly-repellent when made into an infusion for an external wash, but an excellent addition to the soup that made a person sweat profusely and helped to open up pores on the skin -- She then112 dug up tubers and collected twigs, berries and barks of trees and carried them all to their temporary camp Vanishing Herds, 86 . Norpisia attachment to the environment is described as she is overwhelmed by the beautiful scenario. There were thousands and thousands of wild animals grazing on the bluish green tall grass: In the sky, she saw a soaring olkupelia bird seeking a nibbling shrew. She heard crickets trill in the nearby bushes. She knew hyraxes drowsed in the hollow of the trees in the forest and on the same trees perched the ugly vultures with their almost featherless heads and necks, waiting to find another dying animal Vanishing Herds, 88 . Her passion for the environment is seen in that she does not want the environment to be destroyed."}
{"text": "She heard crickets trill in the nearby bushes. She knew hyraxes drowsed in the hollow of the trees in the forest and on the same trees perched the ugly vultures with their almost featherless heads and necks, waiting to find another dying animal Vanishing Herds, 88 . Her passion for the environment is seen in that she does not want the environment to be destroyed. She sees that it was the human beings who destroyed the environment for they did not want to leave nature just as the way God intended them to be. Men, too, play a significant part in the redefinition of the femininity in Vanishing Herds and Blossoms of the Savannah. In Vanishing Herds Kedoki loves the wife so much and appreciates her exceptional skills and encourages her in her undertakings. He also assists in her in making their hut, collecting firewood; he assists her in tree planting process and escorts her to receive her reward in Nakaru. Parmuat in Blossoms of the Savannah teaches the girls - Resian and Taiyo about the culture, he is friendly to both of them, he finds interesting stories to tell them, he makes them aware of Olarinkoi and Oloisudori, he accepts to fall in love with Taiyo, though a forbidden love since they are related through clan relation and finally, he assists Taiyo to escape though unfruitful since he is discovered and unfortunately killed. Let me conclude by looking at the significance of the titles of the two novels. The title Vanishing Herds signifies the degradation of the environment. This destruction of flora is seen as being a113 precursor to the loss of fauna, most of all cattle. And as we have seen in the novel cattle is the mark of social status among the Maasai. This social status is for the man the head of the patriarchal structure. The deterioration of the environment will lead to this loss. It will make the herds of cattle to vanish. This will lead to economic pauperization of a people for whom cattle is the backbone of the micro economy. Norpisia comes to save the day when she fights against the loss of the environment. Ironically her fight for the protection of the environment is like killing two birds with one stone she uses the fight to overcome male chauvinism and also to protect her people s sense of identity."}
{"text": "This will lead to economic pauperization of a people for whom cattle is the backbone of the micro economy. Norpisia comes to save the day when she fights against the loss of the environment. Ironically her fight for the protection of the environment is like killing two birds with one stone she uses the fight to overcome male chauvinism and also to protect her people s sense of identity. The second title Blossoms of the Savannah signifies the new shoots of new way of life among the Maasai who inhabit the savannah. To blossom means to flourish or to flower. Resian and Taiyo are used to offers a sense of a new beginning in the novel. They blossom and in so doing they show the society the new way of life that they need to appreciate and accept. Conclusion The comparison of the two novels reveals that Henry ole Kulet has a concern for the place of the woman in bringing change in her society. In both novels the woman is made the main agent of desired change and transformation of society. Therefore, the expression of Maasai femininity is chiefly meant to show the Maasai woman as being liberated and playing a greater role in the society. In terms of narrative variables Henry ole Kulet has used the environment symbolically in Vanishing Herds to situate Norpisia as the woman as the protagonist against degradation of the environment. In Blossoms of the Savannah, he has used education as the main stimuli of change and agent for fighting the retrogressive tradition of FGM. The differences and the similarities that I have discussed go a long way in showing the various shades of femininity in the various styles that the author uses to show them. 114 CHAPTER FIVE CONCLUSION The study was guided by the two objectives to understand how femininity is defined and redefined in Blossoms of the Savannah and Vanishing Herds. Central to my discussion was the need to show how the two novels show the image of a Maasai woman caught up in the quest to liberate herself and become an agent of productive change in the society. Guided by the Womanism theoretical framework I have argued that the two novels by Henry ole Kulet display instances where the position of the woman in Maasai culture is defined and redefined. The author has defined and redefined femininity in Vanishing Herds. The definition of femininity traditionally reflects the women in terms of their dressing code."}
{"text": "Guided by the Womanism theoretical framework I have argued that the two novels by Henry ole Kulet display instances where the position of the woman in Maasai culture is defined and redefined. The author has defined and redefined femininity in Vanishing Herds. The definition of femininity traditionally reflects the women in terms of their dressing code. They are defined in terms of reproductive roles which can be either house chores as well as procreation. It was women s responsibility to cook, look for water and take care of husbands as well as animals. The woman is the provider of homes by constructing and mending huts. In terms of procreation motherhood is defined in terms of the ability to conceive. The way in which they behaved such as submission and respect towards their male counterparts defines them. They are defined by the aspect of FGM. They were respected if only they underwent the cut. Their strength ability also defines them in that they are viewed as a weaker gender either physically or emotionally hence the need of protection from their husbands. Men played a significant part in decision making and slaughtering of animal leaving out the women. Young girls were sold off to partners that they do not know without their consent. Motherhood defines them by the fact that they are supposed to continue the community through giving birth. Women too have been redefined in terms of their strength. They are presented115 as strong, courageous, fearless and ready to face even hard situations such as what Norpisia faces in the wilderness. They equally take part in socio- economic activities such as pastoralism, rehabilitating of the environment. They help in planting trees. Women have been redefined in such a way that they are made to be leaders and they possess good qualities of leaders who assist in rehabilitating the environment. From naivety emerges an intelligent woman who arguably portrays determined woman she is supportive for example helps the husband to save the sick and their animals. Women acquire various skills such as medicine, herding, rehabilitation of environment, self-defence and even self-reliance. An ideal relationship exists between men and women. I have also found out that the two novels by Henry ole Kulet display instances where the position of the woman in Maasai culture is defined and redefined. In Vanishing Herds, I have found out that a woman like Norpisia, the protagonist, sees herself as a Maasai woman. She fulfills the demand of such an identity through dressing and also through the behavior with other women."}
{"text": "I have also found out that the two novels by Henry ole Kulet display instances where the position of the woman in Maasai culture is defined and redefined. In Vanishing Herds, I have found out that a woman like Norpisia, the protagonist, sees herself as a Maasai woman. She fulfills the demand of such an identity through dressing and also through the behavior with other women. This is what defines her as a woman. However, I have also found out that she redefines these roles of the women in society in a number of ways. First, her quest to conserve the environment brings her into conflict with males who think it is their right to do with the environment as they desire. This male attitude comes from the traditional notion that males inherit land and females don t, therefore the latter have no say in matters concerning land. By championing for the course of the environment Norpisia is redefining the role of Maasai women in her society to include the space outside the domestic confine that tradition sets proscribes for her. In Blossoms of the Savannah, Resian is the epitome of a woman who challenges the societal view of the destiny of a girl. She is determined to continue with her studies and achieve a better future116 for herself in defiance of the arranged marriage and FGM that the community sets out for her as her path to being a Maasai woman. In Blossoms of the Savannah the concept of definition and redefinition can be summarized as follows. The boy-child is highly valued unlike the girl-child because the boy-child is said to be carrying the name of the family to the next generation. Motherhood is valued and a woman has to give birth if not one had to participate in ancestral prayer songs. This woman was so aggressive and bitter because God had denied her a child. Women are expected to accept polygamous marriages and respect her co-wives as well as their children. The parents had the obligation of getting girls best suitors for the marriage for parents believed they would make better choices than the girls. Some girls were even married off to old men, as old as the fathers. Due to submission, Maa women are defined as less talkative. Beauty defines the Maa women in terms of their physical appearance. Women are submissive and shows respect to men. There was a gap between fathers and daughters. The gap was filled by the mother who acted as a link between father and daughters."}
{"text": "Women are submissive and shows respect to men. There was a gap between fathers and daughters. The gap was filled by the mother who acted as a link between father and daughters. Father spoke to girls through their mother responsibilities such as cooking, fetching water and looking after the young animals were basically the role of women and none was to question about it. FGM is a significant aspect that any woman is supposed to undergo. Women are defined as weaklings, na ve, humble. Women shape their daughters to become responsible and potential wives in the future. The issue of morality was highly guarded by women. They punished offenders who molested girls. They are also defined by their caring attitude and love towards children whom are not theirs. Henry ole Kulet redefines the young girls as ambitious, optimistic. They desire to purse education to highest level. They do not mind whatever challenges that face them. Women117 have been redefined from a woman in the kitchen to one who wants to purse education. Women fight against injustices such as women submission, FGM, early marriages, education in determination to redefine themselves. My second objective was to do a comparative analysis of the two novels to find out how they present the question of definition and redefinition. In doing a comparative analysis of the two novels, the study examined characterization, plot and language use. Characterization, plot and language were used in developing the female characters and more so to highlight the definition and redefinition of Maasai femininity. The author used varied language in bringing out the characters such as rebellious tone, argumentative, inquisitive tone and so on. This has helped to illuminate the definition and redefinition of Maasai femininity in the two novels. The study found out that, while previously, some African male writers wrote their novels putting male characters at the centre while women were viewed as wives, mothers and that they were allowed to perform traditional roles only, today s some of male writers are concerned with the greater role that the woman can play as an agent of change and not a mere object of it. The characters of Norpisia and Resian show that well enough. My final word would be that there is room for further research on Maasai femininity in literature. My study is not conclusive in itself but it is a contribution to criticism on Henry ole Kulet to understanding the way literature represents the picture of women in conservative societies like the Maasai."}
{"text": "The characters of Norpisia and Resian show that well enough. My final word would be that there is room for further research on Maasai femininity in literature. My study is not conclusive in itself but it is a contribution to criticism on Henry ole Kulet to understanding the way literature represents the picture of women in conservative societies like the Maasai. From this study it is clear that literature, aside from being the mirror of the society is also concerned with being an agent of change with regards to the position of the marginalized in the society. 118 WORKS CITED Achebe, Chinua. Things Fall Apart. Oxford: Heinemann Educational Books Publishers Limited, 1958. . Anthills of the Savannah. New York: Double Day, 1988. Adely, Ely-Sayed. Ngugi Weep not Child along with Alice Walker s Womanish. European Scientific Journal 10 2014 136-158. Amadi, Elechi. The Concubine. London: Heinemann, 1966. Amadiume, Ifi 1987 . Male Daughters, Female Husbands: Gender and Sex in an African Society. London: Martin s Press, 1987. Amouzou, Akote. Re-Conceptualizing Gender in Nigerian Literature: The Dynamics of Womanist Ideology in Flora s Nwapa Fiction. Sciences Sociales et Humaines 007 2006 97-104. Andrade, Susan. African Gender Trouble and African Womanish: An Interview with Chikwenye Ogunyemi and Wanjira Muthoni. Road to Empowerment. Spring 25 2000 : 709-726. Beauvoir, Simone de. The Second Sex. London: Vintage, 1949. Brown,Lloyd. The African Woman as Writer. Canadian Journal of African Studies 9 1975 : 493. 119 Chukwume, Helen. Women s Quest for Rights: African Feminist Theory in Fiction. Lagos: Igada Publishers,1982. Chukukere, Gloria. Gender Voices and Choices: Redefining Women in Contemporary African Fiction. Enugu: Fourth Dimension Publishing, 1995. Ciarunji, Chesaina. Images of Women in Africa Oral Literature: A Case Study of Kalenjin and Maasai Narratives. Nairobi: University of Nairobi Press, 1997."}
{"text": "Ciarunji, Chesaina. Images of Women in Africa Oral Literature: A Case Study of Kalenjin and Maasai Narratives. Nairobi: University of Nairobi Press, 1997. Ebunoluwa, Sotunsa Mobelanle. Feminism: The Quest for an African Variant. The Journal of African Studies 3 2009 : 227-34. Eko,Ebele. Changes in the Image of the African Woman: A celebration Phylon 3 1986 210- 18. Ekwensi, Cyprian. Burning Grass. London: Heinemann, 1962. Emecheta, Buchi. The Joy of Motherhood. New York: George Braziller, 1979. . Second-Class Citizen. London: Allison Busby, 1974. Fedders, Andrews. Maasai. London: St James Place, 1974. Hammod and Sablow. The Africa that Never was. The Journal of American Folklore 85 1972 . Fonchingong, Charles. Unbending Gender in African Literature. Journal of International Women Studies 8 2006 : 135-147. Kisiangani, Edward Namasiko Waswa. Decolonising Gender Studies. In African Gender Scholarship: Concepts, Methodologies and Paradigms 2004 : 9-26. 120 Kivai, Georgiads Mboya. The Female Voice and the Future of Gender Relationships in the Nigerian Nation in Chimamanda Adichie s Purple Hibiscus and Half a Yellow Sun. Kenyatta University: Unpublished Masters of Arts Thesis, 2010. Kolawole, Mary E. Modupe. Womanism and African Consciousness. Trenton: African World Press, 1997. Kruger, Marie. Female Characters in Contemporary Kenyan Women s Writing: Independent Figures or Subdued Voices? Madison: University of Wisconsin Press, 1998. Kulet, Henry ole. Blossoms of the Savannah. Nairobi: Sasa Sema Publishers, 2008. . Vanishing Herds. Nairobi: Sasa Sema Publishers: Nairobi, 2011. . Daughter of Maa. Nairobi: Sasa Sema Publishers, 1990. . Bandits of Kibi."}
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{"text": "In Search of our Mothers Gardens: Womanist Prose. New York: Harcourt Brace Jovanovich, 1983.Wanyonyi, Khaemba. Representation of Cultural Tension and Conflict among the Maasai in Henry ole Kulet s works: A Post-Colonial Reading of Blossoms of the Savannah and Daughter of Maa. Kenyatta University: Unpublished Master of Arts Thesis, 2003.Williams, Sherley Anne. Some Implications of Womanist Theory. Baltimore: The University Press, 9 1986 :304.Woolf, Virginia. In a Room of their own. New York: Harcourt, Brace and Company, 1989."}
{"text": "EXCERPTS FROM BLOSSOMS OF THE SAVANNAH 1. Read the extract below and answer the questions that follow. No Joseph, she said in an infantile whimper. Ican t bear that we can t express the love that we have for one another because of some primitive culture. If by loving you, I offend the sensibilities of Nasila then let me offend and face the consequences of doing so! I also love you very much, Joseph Parmuat responded finally. I loved you the moment I saw you during your father s homecoming ceremony. But then the clan matter came to separate us. It is true we have no blood relation. But Nasila culture dictates who are related and who are not. We are slotted among those who cannot marry. No, it can t be, I cannot accept its verdict, she said petulantly her words agonised. No way, never! She stopped, confused and angry with herself at her inarticulate outburst. She took several long steadying breaths and then said, I cannot accept that a culture that does not feed,clothe or house me comes to control my life. Our lives belong to us, Joseph. The destiny of our lives is in our own hands. We should guard it jealously. At last they drew a little a part .His eyes were open, honest and steady upon her face. 1. What happens before this excerpt? 3mks 2. For both Joseph and Taiyo, give and illustrate two character traits. 4mks 3. How is dialogue significant in this excerpt? 4mks 4. Explain any two thematic concerns addressed in the excerpt. 4mks 5. From elsewhere in the novel, how does Joseph sacrifice for his love for Taiyo? 4mks 6. Explain the meaning of the following vocabulary as used in the excerpt. 4mks a destiny b infantile c petulantly d primitive 7. What happens immediately after this extract? 2mks 2. Read the excerpt below and answer the questions that follow You are mad! Resian screamed at him. You are stark mad if you think I am your wife. I can only be your wife over my dead body. Yes, you and my father can kill me and carry my dead body to your palatial home. He was stunned by those harsh words."}
{"text": "You are stark mad if you think I am your wife. I can only be your wife over my dead body. Yes, you and my father can kill me and carry my dead body to your palatial home. He was stunned by those harsh words. He winced as if he had been struck. Then already harsh line of his mouth tightened and he stood tense for a moment. Then he relaxed and watched her mockingly. You can never escape Resian, he repeated quietly, smiling. The very normality of his voice as he spoke those monstrous words was most shocking and disturbing to her. Whether you scream your heart out, or jump into the deep sea, Resian, you are mine. You are my wife from now henceforth Iwant to go now. Resian announced angrily shuddering with disgust and terror. You want to go? He asked, the contemptuous quiet of his voice a menace by itself. Go! You want to be persuaded, coaxed and pampered to marry Oloisudori Lonkiyaa? Sorry I will not do that! If you want to go, please yourself. You may opt to go, but when you are mine, you will do as I please. No one plays games with Oloisudori. Ask your father, he will tell you. Stop it! Stop it! Resian screamed excruciatingly pained by the disdainful remarks of Oloisudori. Putting her hands over her ears, she made a dash for the door. He made no effort to stop her but she flung it open and turned to glare at him with tearful eyes You are mad! She screamed again sobbingly. You are stark mad! You hear me? You are nothing but ol-ushuushi. She walked away and as she did so, she heard his soft laughter behind her. 1. Say what happens before this excerpt. 3mks 2. How is Oloisudori portrayed in this excerpt? 4mks 3. Describe the feeling of Resian in this excerpt 3mks 4. From other areas of the novel, state other crimes that are practiced by Oloisudori. 3mks . 5. How does the writer utilize irony in this excerpt? 3mks 6. You are my wife from now henceforth Rewrite in the reported speech. 1mk 7."}
{"text": "3mks 6. You are my wife from now henceforth Rewrite in the reported speech. 1mk 7. Explain the meaning of the following words 4mks a Pamperedb Disgust c Mad d Palatial 7. What happens immediately after this extract? 3mks 3. Read the following excerpt and answer the questions that follow. They were silent as they climbed the hill on their way back from Nasila river to draw water. The water containers that they carried on their backs were now heavy. The straps that supported the containers pressed down their heads with a painful exhaustion. As they walked, each one of them allowed her mind to fleetingly roam the fanciful land of wishful thinking. Resian thought how wonderful it would be, had she had a chance to enroll at the Egerton University and after graduation had a chance to work with her role model, Minik ene Nkoitoi, the Emakererei at the sheep ranch that she managed. She imagined herself already there driving a large flock of sheep. And when she thought of sheep, her mind flew back to fifteen years or so earlier and reminisced the first time she saw a sheep. It was a childhood memory, a memorable picture from the swirling scene around her which had been captured and preserved by her mind when she and Taiyo accompanied their father to the Nakuru Agricultural Show. She could still see in her mind a group of big, docile, tawny woolly animals that stood panting drowsily in a green pasture, with the sun beaming down brightly from a clear blue sky. She had then admired the white long overcoats that the handlers wore. Taiyo also thought of Emakererei. She would ask Joseph Parmuat, to assist her compose a song in her praise. She had already put words to a tune she had composed to ridicule the three women who she thought collaborated with men to oppress the women folk. They were Nasila s three blind mice who, she thought, did not seem to know that the world was changing."}
{"text": "She would ask Joseph Parmuat, to assist her compose a song in her praise. She had already put words to a tune she had composed to ridicule the three women who she thought collaborated with men to oppress the women folk. They were Nasila s three blind mice who, she thought, did not seem to know that the world was changing. Those were the enkasakutoni, who threatened to curse intoiye nemengalana and ensured they did not get husbands nor children: the midwife Enkaitoyoni who threatened to spy on the young women as they gave birth to ensure that any who was still among intoiyenemengalana had her status altered there and then; and the dreadedEnkamuratani, who would never tire of wielding her olmurunya menacingly. 1. Place the excerpt in its immediate context. 4Mks 2. Identify and illustrate two aspects of style in this excerpt. 4Mks 3. Discuss two themes evident in the excerpt. 4Mks 4. Discuss one character trait of Resian and Taiyo in the excerpt. 4Mks 5. The straps that supported the containers pressed down their heads with a painful exhaustion. Rewrite beginning: with . 1Mk 6. How do Resian s thoughts now come to be fulfilled in future? Briefly explain. 4Mks 7. Explain the meaning of the following words as used in the excerpt. 4Mks i Reminisced ii Collaborated iii Dreaded iv Menacingly 4. Read the following excerpt and answer the questions that follow Yes, Papaai, Resian said apprehensively. I am here. Taiyo tells me you are calling me? Yes, yes, her father replied. Please take a seat. Yes, Papaai, Resian repeated as she sat on a chair far away from her father. Come nearer child, her father said pleasantly. Why do you sit a mile away? Come nearer. Resian moved her chair hardly an inch from where it was and then she looked up into her father s face with eager expectation. If I do remember well, her father began in a low even tone, you will be nineteen in September this year, am I right You are quite right, Papaai. Resian answered eyeing him curiously."}
{"text": "Why do you sit a mile away? Come nearer. Resian moved her chair hardly an inch from where it was and then she looked up into her father s face with eager expectation. If I do remember well, her father began in a low even tone, you will be nineteen in September this year, am I right You are quite right, Papaai. Resian answered eyeing him curiously. His face was unusually kind. His eyes held hers as he smiled broadly. That s it! She thought triumphantly. That must be it! You and I have not discussed important issues for a long time, he said with a friendly chuckle that was intended to bring her closer to him. I thought today would be the best day to break the news. Your future is very important to me, my dear child. Resian thought the concern in her father s voice, rang false. She hesitated, but could not holdherself any more. The anxiety was too great. Papaai, is it Yeiyo or Taiyo who spoke to you? She asked sensationally, thinking she was stating the obvious. But seeing her father s face cloud, she added quickly. Who between them spoke to you about our enrolment at the Egerton University? What are you talking about, child? Her father, who seemed dumbfounded, asked after a long and uncomfortable silence. Both Yeiyo and Taiyo promised to talk to you about it, and I thought she had. What, in the name of God are you talking about, child? He repeated, this time agitated and shaking his head vigorously. No, I have never spoken to anybody about any of you enrolling at the university. Never! When I said I wanted us to discuss your future, that isn t what I meant at all. Of course not! Resian looked at her father s face enquiringly. 1. What has happened before the excerpt? 3mks 2. What is so ironical in this passage? Explain your answer referring to elsewhere in the novel. 3mks 3. Your future is very important to me, my dear child From elsewhere in the novel, explain why Ole Kaelo tells his daughter so. 3Mks 4. Discuss two aspects of character in Resian in this excerpt. 4Mks 5. What major issue is addressed in this excerpt?"}
{"text": "Sample excerpt 2 1. Oloisudori informs Resian of the benefits she will get for marrying him. Resian gets very annoyed and speechless. Resian learns that her father has alreadyreceived dowry for her marriage to Oloisudori. He reports to her that their fate is sealed. 2. Contemptuous. He asked, the contemptuous quiet of his voice a menace by itself. Proud. He feels superior and egocentric. No one plays games with Oloisudori. Asked your father, he will tell you. 3. She is feeling disappointed and desperate of her father s action of receiving dowry with an aim of sealing her marriage with Oloisudori. She feels really betrayed. 4. Extortion, assassinations shadowy businesses, sexual immorality,robber, smuggler, poacher 5. It is ironical that Oloisudori who is older than Resian s father plans to marry Resian a young girl even after he is told her wish is to study at the university. It is also ironical that Kaelo has already picked dowry from Oloisudori and has never bothered to inform Resian of it. 6. He told her that she was her wife from then henceforth. 7. A Insane b Grand like a palace c Strong loathe d Treat with excessive care8. Resian rans blindly knocking a chair and a table and disappears past Oloisudori s driver. She goes to her father s shop. She is raving mad with indignation. She becomes very disappointed with her father. Sample excerpt 3 1. Before the excerpt, Taiyo and Resian go to the River to fetch water. They remember their discussion with their aunt and admire Minik s fight against women oppression by men. They muse that men must be very angry with her for snatching five hundred girls from her. After the excerpt, Taiyo sings the song she has composed about three women whom she refers as mice silently in her heart. One of those women is the enkamuratani chasing a woman with a knife. 2. Flashback- Resian recalls fifteen years back when she and Taiyo accompanied their father to the Nakuru agricultural show and she saw sheep the first time. Vivid description-The sheep are vividly described as big, docile tawny wooly animals."}
{"text": "2. Flashback- Resian recalls fifteen years back when she and Taiyo accompanied their father to the Nakuru agricultural show and she saw sheep the first time. Vivid description-The sheep are vividly described as big, docile tawny wooly animals. Metaphors-She calls the three women who collaborated with men to oppress women as Nasila s three blind mice. 3. Theme of Determination or optimism. Resian is full of optimism that one day she would join Egerton university. Women as their own enemies. The three Nasila women collaborated with men to oppress women. Negative cultural practices. The three women propagate negative cultural practices against women such as F.G.M. 4. Resian is visionary. She thought how wonderful it would be, had she a chance to enroll at the Egerton University. She dreams of going to university. Taiyo-critical-she wants to compose a song ridiculing three Nasilian women who collaborated with men to oppress women. 5. With a painful exhaustion, the straps that supported the containers pressed down their heads. 6. Later, she is rescued from a planned marriage by Nabaru and is taken to Minik s ranch. There, she is given a house and a job. Minik also helps in securing their admission at Egerton University. She also gives a scholarship. The novel ends when she and Taiyo are going to University. 7. Recall Recalled Worked together Feared Threateningly Sample Excerpt 4 1.Ole Kaelo sends Taiyo to call Resian for him. Resian feels hopeful and excited that she is being called to be informed about admission to the university. She thinks that it is her mother or sister who has talked to her father about the matter. 2. It is ironical for Resian to think that her father is going to tell her about her dream wish of joining Egerton University but he has plans to marry her off to his friend Oloisudori. This is even as he says your future is very important to me 3. He says this because he has plans to marry her to his friend Oloisudori. If this succeeds, his business would be saved because Oloisudori had helped him establish the business and even building his house in Nasila. 4. Ignorant- she thinks that her father has good news about joining university which is not the case. She says, That s it! She thought triumphantly."}
{"text": "4. Ignorant- she thinks that her father has good news about joining university which is not the case. She says, That s it! She thought triumphantly. Is it Yeiyo or Taiyo who spoke to you? Apprehensive. She replies to her father apprehensively. Fearful- she is in fear of her father. She sits on a chair far from her father. 5. Determination optimism. Resian is very much determined to join Egerton University. She thinks it is the reason why her father has called her. Who between them spoke to you about our enrollment at the Egerton University. 6. After the excerpt, Ole Kaelo hesitates telling Resian what he wanted to tell her and tells her to go to the kitchen. He tells her to tell her mother to come. 7. She asked him who between them had spoken to him about their enrollment at the Egerton University. 8. Suspense. The reader is left in suspense wanting to know why Ole Kaelo had called his daughter. Dialogue- there is dialogue between Resian and her father. It reveals the strained relationship between daughter and father. Nervously worriedly fearfully Sit far away Control herselfTroubled disturbed PRACTICE EXCERPTS 1. Read the following excerpt and answer the questions that follow However, the notion that he was about to hand over his own daughter to a gangster continued to gnaw at the conscience of Ole Kaelo relentlessly. He felt guilty, especially when he recalled the atrocities that were known to have been committed by Oloisudori over the years. But another voice told him quietly that he was being foolish and unreasonable to question his own conscience over the matter of Oloisudori, for he was just one among many who were enjoying the fruits of their labour. And it was hardly anybody s business to know how honest that labour was. After all, the small voice reassured him tauntingly, those who committed bigger crimes such as Goldenberg and Anglo-leasing, were still enjoying the fruits of their labour. Had they not invested the yields of their ill-gotten money in housing estates, in shares, in import and exports in tourism, in transport and in other trades, just as Oloisudori had done?"}
{"text": "But another voice told him quietly that he was being foolish and unreasonable to question his own conscience over the matter of Oloisudori, for he was just one among many who were enjoying the fruits of their labour. And it was hardly anybody s business to know how honest that labour was. After all, the small voice reassured him tauntingly, those who committed bigger crimes such as Goldenberg and Anglo-leasing, were still enjoying the fruits of their labour. Had they not invested the yields of their ill-gotten money in housing estates, in shares, in import and exports in tourism, in transport and in other trades, just as Oloisudori had done? When he went to bed later that evening, he remained awake for many hours pondering over those disturbing thoughts that went through his mind fleetingly, like water that churned violently in a turbulent sea. He thought of Oloisudori s impending visit and his intended marriage to Resian. He knew the success of failure of the event would determine the fate of his business. Even his continued ownership of that house where he and his family lived, depended on the outcomes of that event. Should Oloisudori fail to get Resian and recall the loan he had extended to him to buy that house, he was done. And knowing Oloisudori, he could very easily draw the rug from beneath his feet, leaving him vulnerable to all kinds of vagaries. And the thoughts gave him anxious moments. At dawn when sleep overtook him, Ole Kaelo had a pleasant dream. Resian had consented to Oloisudori s proposal. After Oloisudori reported that to him, he was greatly pleased and relieved. His wife was rapturous. Although they were astonished at the turn of events, they were relieved to know that they would not have to live with the guilt of having forced their daughter to get married. What a wise child his once hardheaded daughter had turned to be after all! And how devious! After all those years of sullenness, awkwardness and tactlessness, she had finally brought relief to their life and ushered in a period of peace and tranquility. But then, it was just that. A dream! 1. Place the excerpt in its immediate context. 4Mks 2. Discuss three major issues in this excerpt. 6Mks 3. Discuss two character traits of Ole Kaelo in this excerpt."}
{"text": "Discuss three major issues in this excerpt. 6Mks 3. Discuss two character traits of Ole Kaelo in this excerpt. 4Mks 4. And the thoughts gave him anxious moments Add a question tag. 1Mk 5. Discuss any three aspects of style in this excerpt. 6Mks 6. Explain the meaning of the following expressions from the excerpt. 4Mks i . Gnaw ii . Pondering iii . Impending visit iv . He was done. 2. Read the following excerpt and answer the questions that follow. Her dream was rudely and violently interrupted by a thunderous bang and a loud roar of laughter. She woke up with a start, jumped up to her feet and stared at the door with wide panic-stricken eyes. For a moment she could not figure out her surroundings and called out the name of her sister Taiyo. She was terrified. The door flung open and Olarinkoi staggered in. He was stone drunk. Resian stared at him unblinkingly as he walked towards her and she backed off terrified, squeezing herself flatly against the wall. He followed her there and got hold of her shoulders and shook her violently glaring at her with his glittering eyes. You silly thing, he thundered angrily. I tell you to prepare food and you refuse to do so, eh? Today you will know who is the owner of this home. If you are still in doubt, let me tell you frankly that from today on you are my wife, hear that, eh? You are my wife. For a long time you have been sneering at me, showing how highly educated you are. Today we shall see how educated your body is! Yes, we shall see! He got hold of her hand and began dragging her into the other room. At first she did not understand his intention until he began unfastening her buttons with his rough trembling hands. Then the truth came, and with it, terror and panic. She tried to get away from him, but he held her effortlessly as he brutally continued fumbling with her dress, trying to loosen it. She screamed as loudly as she could while she pushed him away and thrashed frantically about. But that did not deter him and he totally ignored her screams holding her more firmly with his strong arms. Against her loud protest, he tore her garments and began to push her towards the bed."}
{"text": "She screamed as loudly as she could while she pushed him away and thrashed frantically about. But that did not deter him and he totally ignored her screams holding her more firmly with his strong arms. Against her loud protest, he tore her garments and began to push her towards the bed. Then desperately she took the last chance of self defense and self-preservation. Mustering all her strength, she thrust his thumb into her mouth; sunk her teeth intothe flesh like a ferocious animal and tenaciously held onto it, tugging at it fiercely like a lioness. She could feel the flesh tearing and she tasted the salt of his blood as it filled her mouth but she clung unto the thumb as Olarinkoi howled with pain. 1. Make notes on the contents of Resian s dream. 4Mks 2. Discuss one character traits of Resian in this excerpt. 2Mks 3. What has greatly changed in Olarinkoi in this excerpt compared to his earlier conduct in the novel? 3Mks 4. Identify and illustrate two aspects of style in this excerpt. 4Mks 5. Explain two major issues raised in the excerpt. 4Mks 6. Explain what happens immediately after the excerpt. 3Mks 7. Today we shall see how educated your body is Rewrite in reported speech. 1Mk 8. Explain the meaning of the following expressions in the passage. 4 Mks i . Unblinkingly ii . Effortlessly iii . Mustering iv . Howled 3. Read the excerpt below and answer the questions that follow Nothing is wrong with me, Resian retorted furiously. And pointing at the living room, with her figure, she fiercely charged, I have no quarrel with my father for whom, I have tremendous respect. It is the likes of Olarinkoi I am mad at, and all those other males who come here ordering us to do that or the other for them, simply because they are males. When women visit us, they give us the leeway to respond to their requests. But as we burn our fingers here Mr.Olarinkoi is dozing off comfortably in our living room waiting for his lunch and possibly a little angry and impatient with us for delaying it. It is enough, cried Yeiyo Botorr viciously."}
{"text": "It is the likes of Olarinkoi I am mad at, and all those other males who come here ordering us to do that or the other for them, simply because they are males. When women visit us, they give us the leeway to respond to their requests. But as we burn our fingers here Mr.Olarinkoi is dozing off comfortably in our living room waiting for his lunch and possibly a little angry and impatient with us for delaying it. It is enough, cried Yeiyo Botorr viciously. She instantly abandoned the peeling of potatoes and threw the knife into the pail that held the peeled potatoes. Supporting herself by holding onto a nearby wall, she painfully lifted a large, heavy body. My enkaini, I agree with you that something is wrong with our child, and I think I know what ails her. Come along with me and I will tell you what I think ails her. I am not sick Resian was saying that when she was cut short by Taiyo. Even if you are not sick, you cannot argue with Yeiyo Botorr, Taiyo told her sternly as soon as they were out of earshot of their mother and Yeiyo Botorr, there are things one has to learn on their own. One of them is that you cannot antagonize the older people by arguing with them, however, untenable their argument may be. That goes without saying, my dear little sister. 1. What happens before this extract? 3mks 2. Comment on any two stylistic devices used in the extract. 4mks 3. Explain any issue brought about in this extract. 3mks 4. What is the character of Yeiyoo Botorr from this extract? 4mks 5. From elsewhere in this text how does Olarinkoi contribute to the plot development of the novel? 3mks 6. Re-write and add a question tag. 1mks Nothing is wrong with me. 7. Write the meaning of the following vocabulary. 4mks a Sternly b Antagonize c Retorted d Leeway 8. What happens immediately after this extract? 3mks 4."}
{"text": "4mks a Sternly b Antagonize c Retorted d Leeway 8.What happens immediately after this extract? 3mks 4.Read the following excerpt and answer the questions that follow At seven o clock in the evening after the lights had been put on, and the traditional esuguroi drink had been served in generous measures, tongues loosened and hearts gladdened. Soon after, the party gathered momentum and voices rose. Within no time, one could hardly be heard over the hubbub of talk and laughter. And as the pleasurable and lively celebration progressed, voices became animated; hands andarms gesticulated vigorously while heads turned more often. Eyes searched out acquaintances within the throng of revelers. And it was all pomp and gaiety as ivory adorned and bejeweled fingers fluttered; bare shoulders gleamed in the light multicoloured bead ornaments glittered upon elaborately bedecked necks: pendulous ilmiintoni of all colours dangled loosely down extended ear-lobes: and the bright colours of lesos, kangas, red shukas and multicoloured blankets, all turned the Ole Kaelo living room into a kaleidoscope of shifting light and colour.1.Place this extract in its immediate context. 4mks 2.State and explain two thematic concerns in this context. 4mks 3.What is the significance of the use of words like esuguroi, ilmiintoni, lesos, kangas, and shukas? 3mks 4.Identify and explain two character traits of ole Kaelo. 4mks 5.Eyes searched out acquaintances within the throng of revelers. Rewrite to form a question 1mk 6.Which other party has an equal weight from the rest of the novel. What is its significance? 3mks 7.Comment on the prevalent mood in the context. 2mks 8.Explain the meaning of the following words: 4mks a Hubbub b Gesticulated c Gaiety d Dangled."}
{"text": "Walterakach gmail.com 2014THE DEFINITIVE GUIDE TO WHEN THE SUN GOES DOWN BY WALTER AKACH THE DEFINITIVE GUIDETOWHEN THE SUN GOES DOWNBYWALTER AKACH2 Table of Contents The guilt, Rayda Jacobs 2 When The Sun Goes Down, Goro wa Kamau .8 Leaving, Moyez G. Vassanji ...15 The War of the Ears, Moses Isegawa 21 The Mirror, Haruki Murakami .30 Diamond Dust, Anita Desai 35 Arrested Development, Sandisile Tshuma 42 Sandra Street, Michael Anthony ...48 Twilight Trek, Sefi Atta ..52 I Stand Here Ironing, Tillie Olsen ..........65 The Retraction, Stanley Onjezani Kenani .....77 The Bamboo Hut, Grace Ogot 85 Tuesday Siesta, Gabriel Garcia Marquez ..91 Two Stories of a House, Leila Abouzeid 100 Law of the Grazing Fields, Cyprian Ekwensi..106 White Hands, Jane Katjavivi .112 The Guilt, Rayda Jacobs South Africa 3 1. Plot a. Introduction We meet Mrs. Lilian Thurgood at the side of her house picking guavas. Her two dogs: Tembi and Tor alert her of somebody s presence at her gate. She is not a very strong woman; she walks with the aid of a cane. Flowers are everywhere sprouting in her compound and this gives her pleasure. B. Narrative Hook She engage s the man at the gate in a conversation c. Rising Action William Sidlay has a letter to prove that he is collecting money for some organization. He is looking for handouts donations if he can t find work. Lilian doubts the authenticity of the letter. Even as she rummages for change in her purse, she knew she was making a mistake to empathize with William. People like William took advantage of people like Lilian or murdered them. Lilian, like the rest of the whites, was filled with guilt of having gained her privileged position because of her race. She gives him the five rand, even though she could ill afford it. D. Climax William offers to work for the money. He says it s too much."}
{"text": "D. Climax William offers to work for the money. He says it s too much. She opens the gate for him to clean her garden, despite doubts. He however refuses to stop working when she Lilian makes the request. She had to go into the4 house for the phone was ringing. William followed her there. E. Falling Action Lilian bids him to leave but he declines. He demands 10 rand for his effort. When she threatens to call her husband, William tells her that she lives alone. He insists on ten rand besides the 5 he d been given. F. D nouement Feeling threatened she sets the dogs on him. She gets a gun from her bedroom. She gets back her five rand before seeing him off. Although she comes out of the episode unscathed, she does not boast about it to her friends, may be still consumes with guilt. Where there was guilt there was opportunity. Write an essay to confirm this using Rayda Jacob s The Guilt for your illustrations. 2. Setting The story is set in s white suburb in South Africa. Mrs. Lilian a pensioner Thurgood s home is a fortress, 10 foot high wall fence, and has a large compound in which she has fruit trees: guavas and lemons. She also has flowers in her garden: geraniums, basil and oregano. She lives alone. The incident with William takes place in the morning. 3. Conflict. The Guilt has both external and internal conflict. I Internal conflicts - First Mrs. Lilian Thurgood experiences internal conflict. She did not have to answer the call at the gate. She says she had ignored many such calls. 5 - She also suffers from internal conflict when confronted with the forged letter William Sidlay presents. She takes it anyway. -. She is faced with another instance of internal conflict when she discovers that she has 5 rand 23 cents. The five rand she thinks is too much and the 23 cents too little. She gives him the five rand in spite of herself. -. Another instance of internal conflict is on the night it was raining and she had to get the door. She wonders whether it is racist to it one were afraid to open doors to strangers. She does it anyway to make for the guilt of benefitting from the old regime. Ii External Conflict - William Sidlay threatens Lilian physically."}
{"text": "She wonders whether it is racist to it one were afraid to open doors to strangers. She does it anyway to make for the guilt of benefitting from the old regime. Ii External Conflict - William Sidlay threatens Lilian physically. She gives Tembi Tor the first command which allowed them to terrorise but not draw blood. She wonders what they might do if she gave the second signal she doesn t use it. -. Next, she goes for the gun which she uses to drive William out of her compound and survives a potentially murderous situation. 4. Characters Although several characters are mentioned in this story, the action focuses on Lilian and William. A. Lilian Physical attributes - She is a white woman over sixty-six years old and walks with a limp owing to a painful leg for which she takes medicine. -. Assign character traits to Mrs. Lilian Thurgood based on the following situations. 6 i Can I help you? Lilian asked. Respectful courteous ii She handed the letter back to him and said, wait here, kind iii Based on the incidents with the African woman who d knocked her door at night, the woman who d seen her sitting in the stoep , the man who rung persistently at her gate, you would say that Lilian is generous? Iv Her sudden anger when confronted with five rand 23 cents and she longs for her husband s presence he would have ordered the man off the grounds. Insecure v She would not lock the door behind her, she told herself. She trusted him. Naive trusting vi He came forward. Sa! Lilian commanded the dogs. Decisive vii The fact that she did not give the last command to the Alsatians nor pull the trigger of the gun. Humane viii The fact that she did not tell the truth to Margaret, Ruth and Ethel May. Modest Assign character traits to William Sidlay based on the following situations. I The fact that he did not panic when confronted by Tembi Tor. Calm courageous brave7 ii The fact that he forged a letter to gain entry into white homes dishonest iii The fact that he wanted the five rand besides demanding for 10 rand. Greedy iv The fact that he knew Lilian lived alone and that no one was going to come to her aid."}
{"text": "I The fact that he did not panic when confronted by Tembi Tor. Calm courageous brave7 ii The fact that he forged a letter to gain entry into white homes dishonest iii The fact that he wanted the five rand besides demanding for 10 rand. Greedy iv The fact that he knew Lilian lived alone and that no one was going to come to her aid. Scheming v The fact that he moved towards Lilian when she threatened to call the police. Menacing vi Sidlay producing a letter allowing him to beg after being told by Lilian that she had no work. Persistent 5. POV The story is told from the omniscient narrator perspective. 6. Theme i Guilt All the generous actions of Mrs. Thurgood are driven by guilt-she says that it was making good on the guilt, the guilt they were accused of having. Ii Deception a William Sidlay forges a letter that he purports allows him to collect funds for an organisation. It is a plan to gain entry into white people s homes and either take advantage of their guilt or murder them. B The woman who d seen Lilian sitting on the stoep deceives her that she will sell8 her eight plants for four rand and plant them. She asks for water to wet the ground when Lilian returns with the hose she finds 30 plants planted and a bill of 12 rand which she had to pay. Iii Race relations The blacks do anything in their power to take advantage of the whites. On their part, the whites feel inclined to help the blacks because of the guilt they have that their privileged position was a benefit of the previous white regime. Question Show that people pay dearly for showing their weaknesses. Using Rayda Jacob s The Guilt show that this is true. 9 When the Sun Goes Down by Goro wa Kamau The Plot We meet Steve, a successful businessman, walking down the streets of his home town. He receives questioning stares from the people standing along the streets who pretend to be going on with their businesses while in truth they are discussing Steve. He runs into his boyhood friends, Kanja. He invites Kanja to his home for a chat. He asks Kanja to tell him of the rumours about him doing rounds in the town. Kanja informs him that it is rumoured that he is marrying Maureen."}
{"text": "He invites Kanja to his home for a chat. He asks Kanja to tell him of the rumours about him doing rounds in the town. Kanja informs him that it is rumoured that he is marrying Maureen. We learn that people suspect that Maureen is infected with the HIV virus. Steve confirms it is true. Steve then relates the sad circumstances of Maureen s marriage to an abusive and promiscuous soldier. When Kanja meets Maureen, she unashamedly opens up and tells him how she learned that she was infected with HIV. It was long after she had struck friendship with Steve and was carrying his child. It is at this point that Steve also took an HIV test and it turned out that he too was positive. Maureen serves Kanja with juice he declines to take and finally Steve shares it with his son. This stigmatisation discrimination hurts Maureen and sends her into a depression. Despite Steve s appeal to her that they fight the disease together, she is unable to overcome her depressive mood. One evening while asleep, Maureen becomes delirious and starts mumbling bible verses. Tom, a sympathetic neighbor, helps Steve to take her to hospital. When Maureen realizes where she is, she stages a protest demanding to be taken home to die. She does not recover from her depression. 10 She is buried a week later. She leaves Steve and Kanja and Kimotho to continue the struggle. The Title The title, When the Sun Goes Down , is made in reference to Maureen s feelings of depression, hopelessness and guilt to the point of giving up on life. It creates the impression that for her, all is lost. Setting The story is set in a rural town in Central Kenya. The villagers know each other by age, name and family. This explains the concerns of each other s welfare. It also explains how this familiarity results into interference in the private lives of one another. The story is set in the modern times. HIV is a reality and so are ARV s. Conflict We shall approach conflict from two perspectives: conflict developed by Maureen. A Conflict developed by Steve. Steve largely develops external conflict i In the introductory part of the plot Steve is confronted with external conflict: between him and the villagers. He has made a decision that has not gone down well with the villagers. They believe that he deserves better than marrying Maureen."}
{"text": "Steve largely develops external conflict i In the introductory part of the plot Steve is confronted with external conflict: between him and the villagers. He has made a decision that has not gone down well with the villagers. They believe that he deserves better than marrying Maureen. This is because11 Maureen is HIV positive. However, no one is ready to seek his opinion on the matter but they all talk behind his back about his affair with Maureen. His decision to marry Maureen therefore alienates him from the people who looked up to him. His mind is however made up and he doesn t care what they think or say about him He; has no friends but Kanja ii The second external conflict he develops is between him and Kanja, his boyhood friend. Kanja has heard rumours about Steve s intentions to marry Maureen; however he is afraid for Steve because rumour also has it that she is HIV positive. Steve feels that Kanja, his only remaining friend, should not be part of the rumour mill. He has no control over this and it turns out that his friend indeed has come fishing for information based on the rumours he s heard. What is more, his friend had also made advances to Maureen but was unsuccessful. Further, his friend brings the HIV stigma right into their house when he refuses to drink the juice Maureen serves him. It is this conflict with Kanja that is central to the story and is responsible for the ultimate death of Maureen. Iii The other external conflict Steve develops is between him and Maureen. Pp19 Maureen explains to Kanja how Steve came to learn that he had HIV. This was her way of taking responsibility for pass the virus to him; this was her way of making him a victim and Steve resented it. He forbids her to reason like that but will not stop. 12 Pp22 Maureen is hurt by Kanja s refusal to take the juice she serves him. She says it s worthless to live if people cruelly discriminate against you. Steve would have none of this and implores her not to think like that to no avail. Pp25-26 Steve not only buys the most nutritious foods for her but also cooks them but Maureen wouldn t eat. She suffers from nausea after a few bites, what is more she yearns for death."}
{"text": "Steve would have none of this and implores her not to think like that to no avail. Pp25-26 Steve not only buys the most nutritious foods for her but also cooks them but Maureen wouldn t eat. She suffers from nausea after a few bites, what is more she yearns for death. Despite his remonstrations with her that she banishes such thoughts of death from her head she wouldn t stop. Pp26-27 Maureen s sense of guilt finally gets the better of Steve. Her deep seated sense of guilt reinforced by the careless talk of the neighbours finally gets Steve to contemplate the terrible possibility of her death. Iv Steve also develops external conflict between him and HIV AIDS. -. He tries to have good mental health by making Maureen avoid negative talk, this is a battle he loses for her but does not succumb to. He continues to live positively He talks of counting their blessings. -. He stops smoking at the urging of his doctor. This too is a battle that he is winning. -. He buys nutritious foods and takes his drugs. He tells Maureen that she has to eat and take her drugs daily. Although Maureen loses this battle Steve does not he is in it for the long haul. He is determined to stay alive. 13 Even Maureen acknowledges this pp20 she says that she has no doubt he will live. B Maureen develops external conflict as well as internal. Internal conflict Maureen blames herself for passing the virus on to Steve. Pp19 She protests that she was faithful both to her husband and to Steve. She tells the story of how Steve found out he was positive to assuage herself lessen her guilt Pp26 As she gets delirious she mumbles that she was faithful both to her husband and to Steve. External Conflict i She develops a conflict between her and HIV - This is another conflict central to the story. From the time we meet Maureen there is no doubt she is losing the battle against HIV. When we first meet her we are told that she looked somewhat weary. -. When Kanja refuses to take the juice she serves him, she is devastated. Pp21 she asks Steve why people must be so cruel. She refuses to forgive herself for bringing this cruelty on Steve. Subsequently she refuses to eat and it is hinted that she may have stopped taking her drugs pp26 Steve reminds her that she has to eat and take her drugs daily."}
{"text": "Pp21 she asks Steve why people must be so cruel. She refuses to forgive herself for bringing this cruelty on Steve. Subsequently she refuses to eat and it is hinted that she may have stopped taking her drugs pp26 Steve reminds her that she has to eat and take her drugs daily. -. When forced to eat pp26 she develops nausea and says that she longs to rest euphemism for die. -. At the hospital, she tells the nurse that she is dying. Pp28 - pp21 tears flow down her face as she thinks of Kanja s action and wishes people were more compassionate. -. Pp26 she declares that she is a living dead - In short, Maureen s sun went down the day she discovered she d passed on HIV to Steve. Ii She also develops a conflict between her and the Kanja s of this world. When Kanja refuses to take her14 juice, she is devastated and asks Steve why people are so cruel. She feels that her family is discriminated against because she brought AIDS into it. -. She hardly goes out for fear of what people will say. -. Pp 26 Steve laments that her sense of guilt was the product of listening to lose speaking tongues. Themes Two of the best developed themes in this story are fear and guilt. They are both developed by Maureen. -. Kanja develops the theme of hypocrisy friendship cracks at mention of AIDS. -. HIV AIDS is developed by both Steve and Maureen. The author uses Steve to show how people can live positively with AIDS. Maureen on the other hand serves to illustrate how hopelessness and not AIDS kills people infected with HIV. -. Ignorance is developed by: Kanja not taking the juice Maureen serves The town s folk in general not knowing that their negative talk kills worse than AIDS. Mr. Kabia- fears contracting AIDS if an AIDS sufferer is carried in his car. -. Loneliness is developed by both Steve and Maureen. Characterisation 1. Steve: determined, loving, realistic, open, sociable, hardworking 2. Kanja: hypocritical, ignorant, lustful 3. Maureen: hopeless, faithful, loving, religious, hospitable, stoic15 Essay Question 1. Life is worth living even if one is suffering from HIV."}
{"text": "Kanja: hypocritical, ignorant, lustful 3. Maureen: hopeless, faithful, loving, religious, hospitable, stoic15 Essay Question 1. Life is worth living even if one is suffering from HIV. Using Goro wa Kamau s When the Sun Goes Down for your illustrations show that this is true. 16 Leaving by Moyez G. Vassanji 1. Setting The story is set in Dar es salaam, Tanzania. We first meet the family leaving on Uhuru Street where the Narrator s mother runs a shop. Later they move to the residential area of Upanga, upon her selling her shop. 2. Plot The story opens with the concept of leaving. The girls are getting married. Mehroon marries a former school mate who leaves in Dar. Razia marries a wealthy man who leaves in Tanga. Then there is Firoz who drops out of school and gets employed. The narrator s mother then sells her shop and moves from Uhuru Street to Upanga residential area. The narrator informs us their mother laid hopes on he Aloo. This is because they both excel at school. The narrator joins the local University. Meanwhile, in his last year at school, he proves to be exceptionally bright in his studies. Mr. Datoo, a farmer student and teacher at the boys school, visits the town from U.S.A. the similarity of Datoo s and Aloo s background makes Aloo feels that he too could study in the USA. He starts writing applications to various universities in America. His ambition is to study medicine. When the results are out, he has straight A s. However, the local varsity gives him a place to study Agriculture. This is what makes the offer from CIT more appealing. They not only offer him a place at the university but also give him a scholarship. His determination to study in17 America intensifies; however, the money required for transport and upkeep as well as his mother s fear of losing her son stands in his way. After seeking Mr. Velji s opinion, and some reflection, his mother is ready to let go. She bids Aloo not to smoke nor drink and not to marry a white woman. Her fears allayed, she sends Aloo to America for further studies 3."}
{"text": "Velji s opinion, and some reflection, his mother is ready to let go. She bids Aloo not to smoke nor drink and not to marry a white woman. Her fears allayed, she sends Aloo to America for further studies 3. Conflict This story is about Aloo s determination to study medicine i The first conflict he faces is bureaucracy and corruption. On pp 35 the narrator hints at this: But some bureaucratic hand, probably corrupt, dealt out a future prospect for him that came as a shock. This explains why the family does not want to question the university about Aloo s placement. Clearly, with his straight A s deserved a place in the medicine class. However, the family does not even think about arguing his case with the varsity would be an exercise in futility. Nothing would come out of it. Ii The second conflict is developed by Velji and Aloo s mother on pp 3 he tells Aloo s mother, But if you send him, you will lose your son. It s a far place, America, It is his mother, however, who fully develops this conflict on page 35, after Aloo has overcome his shock of getting CIT placement and scholarship, we are told: But first he had to contend with mother. 18 She does not believe it and thinks that he is teasing her. Next she raises issue with the money required. 3000 shillings is required for pocket money. She further questions where they d raise his air fare from- it was not a little money that needed. She concludes that no one in Dar would help him Pp 36 she gets angry at him and asks him why he wants to go away, so far from them and wonders whether they mean so little to him. Further, she is worried that something might happen to him. Her final resistance to his leaving is on page 39- she asks him to promise that he will not marry a white woman, nor will smoke nor drink. At this point we now understand her fear at telling him go: she would lose him to a different culture that all the values she d taught him would be in vain. 4. Characters and Characterisation. I Aloo a intelligent scores straight A s in his final exam b respectful -pp 36 He had raised his voice to her, the first time I saw him that."}
{"text": "This shows that she understands that through education her children would improve their lot. Iii Fear The main conflict in this story is Aloo s mother s reluctance to let him go study in a foreign country. This conflict is borne of fear a That her son doesn t care much for the family b That something could happen to him c That he could start smoking and drinking d That he could marry a white woman 6. POV This story is told from the 1st person pov. The narrator is the 2nd last born child in a family of 3 boys and 2 girls. It is an inspirational story of how upbringing influences the destinies of he and his siblings in general but Aloo in particular. He reports objectively the factors that influence Aloo s destiny. We trust his judgment because he is not only an adult but he is at the university. He wished his brother well from the start and in the end it comes to pass. In the end we do not just read a story for entertainment value. Stories also have information value. For us to exploit this fully we need to answer 3 questions. I Is the title appropriate? 21 Yes, all the 5 siblings and their mother are involved in leavings of sorts. Ii What is the significant event? Mr. Datoo s visit is. He inspires Aloo to be all that he can be. This is so important because schools are yet to find a place for alumni. Without a doubt they influence the destinies of students and they should therefore be incorporated in career guidance activities. Iii What is the author s intention? A First of all the author s main audience are parents. Parents should learn that the way they bring up their children determines how positively they live life and how successful that life is. B The author s second audience is the youth: although the environment in which you are brought up matters; ultimately, there is no success without input. The contrast between Firoz and Aloo exemplifies this. 22 The War of the Ears by Moses Isegawa 1. Setting The story is set in a rural Uganda during a period of civil strife. A rebel group, God s Victorious Brigades, is fighting to stamp corruption out of the country in the light of their interpretation of the Ten Commandments. The ultimate sufferers are civilians."}
{"text": "Setting The story is set in a rural Uganda during a period of civil strife. A rebel group, God s Victorious Brigades, is fighting to stamp corruption out of the country in the light of their interpretation of the Ten Commandments. The ultimate sufferers are civilians. The story s main setting is Nandere Primary School with episodes in Ma Beeda s home and the forest. Most of the activities take place in the night. Darkness symbolizes the evil that has befallen the country at large and is about to befall Ma Beeda s village in particular. 2. Plot The story opens at the close of day at Nandere Primary School. Beeda is confronted with a problem: the world outside school is full of questions he couldn t answer and things he couldn t control. This drives him into a panic that it is possible that these events beyond his control could stop the children from coming back to school. Indeed, his fears are fanned by the letter that arrives in the school that day. The rebel group, God s Victorious Brigades, says it is the last letter they send to warn Ma Beeda of dire consequences should she fail to close the school. She however swears to defy them and believes that they have government protection. Beeda, however, is clearly terrified and feels helpless because he does not believe the government s promise would come to much. We learn that his father had died when he was four, and now as a secondary school student, he doubles up as a teacher at his Mother s school. 23 To prove their point, the rebel group has dispatched four child soldiers to Nandere Primary School, the only surviving school in the region. They are led by Major Azizima who is 14. The other 3 boys are his juniors. His immediate superior, Colonel Kalo, is 17. Upon reaching the school, Azizima awaits instructions from Kalo to burn it down. We learn that the supreme leader of the rebels is Generalissimo who is revered because he spoke with God. All the rules and guidelines come from him. This involves indoctrinating the child soldiers with his interpretation of the Ten Commandments and heavy doses of barbaric punishment for offences against his rules. Similarly, the soldiers mete out barbaric punishment like chopping off the ears of those who do not support the course of the rebels."}
{"text": "All the rules and guidelines come from him. This involves indoctrinating the child soldiers with his interpretation of the Ten Commandments and heavy doses of barbaric punishment for offences against his rules. Similarly, the soldiers mete out barbaric punishment like chopping off the ears of those who do not support the course of the rebels. The arrival of these rebels in Beeda s village brings to his door step those things he d feared he has no control over. At school first they are confronted with the pane Azizima had broken the previous night, Next, Miss Bengi informs them that a man s ear had been cut off the previous night and because of this insecurity, she intends to leave the village for the city. The gunfire later that night is the last piece of evidence that the war of the ears had finally come to their village. 3. Conflict a External i The first conflict we meet is between Ma Beeda and the rebels. They have been sending her letters telling her that she is a government agent and that she should close her school. The final letter is24 signed by Colonel Kalo. It tells her that her punishment for defying them will be both heavy and harsh. She continues to defy them in the hope that the government s security apparatus will protect her and her investment. Ii Secondly, we learn that the teachers too are in direct conflict with the rebels. We are told that Beeda s is filling in for a teacher who had fled weeks ago. Further, Ma Beeda s says that she spoke to the teachers and 2 or 3 want to run away pp 46 . Then there is Miss Bengi who announces her desire to leave for the city after a man s ear was cut off pp 59 iii The major conflict is between the government and the rebels pp 46 A war was going on in the forest and hills where government forces occasionally clashed with the rebels. This is also confirmed in the letter sent to Ma Beeda in which she is called a government agent. Their professed goal is to stamp corruption of out of the country. Iv The conflict between the rebels and the government has also brought on conflict between the civilians and government on one hand and civilians and rebels on the other. Major Azizima s father died in the hands of the government security apparatus."}
{"text": "Their professed goal is to stamp corruption of out of the country. Iv The conflict between the rebels and the government has also brought on conflict between the civilians and government on one hand and civilians and rebels on the other. Major Azizima s father died in the hands of the government security apparatus. They had alleged that he was collaborating with the rebels pp 51 We are also told that in between engagements with rebels, government forces looked for rebel collaborators pp 46 . 25 Then there is the conflict between rebels and civilians in general. We are told that in the period between engagements with government forces the rebels attacked civilians pp46 Major Azizima tells us that his mother was killed by the rebels. What is more, he d been asked to cut off her ears pp 51 . Major Azizima also cuts off the ear of a villager who was looking for medicine for his sick wife. Pp53 . Further, after this act, they trained their rifles on the shops in case people confronted them. No one did. In the letter to Ma Beeda the rebels state that the war of ears had begun. This is in reference to cutting off the ears of civilians who defied them pp 45 . Finally the village is awakened deep in the night by gunfire. Pp61 b The other conflict developed in the story is internal i Beeda In front of the class he knew everything and there was nothing he could not do. However, the world outside was full of questions he could not answer and things he could not control pp43 it is a flash-forward in the problems the villagers face from the government and rebels ii Azizima He thinks of escaping from the rebel base but if caught by the government soldiers he would be tortured or killed or both. If caught by the comrades he would be killed. Either way he would die but he wanted to live to26 avenge his parents. Besides he wanted to find out what had happened to his siblings who had disappeared. Further, at school Nandere he felt a yearning to return to school, to study and get a certificate but he hated having to take orders from teachers. Moreover it would mean surrendering his power something he knew he would not do freely. 4. Characters and Characterisation."}
{"text": "Moreover it would mean surrendering his power something he knew he would not do freely. 4. Characters and Characterisation. A Ma Beeda A widow, entrepreneur and a single parent, she has a son, Beeda i Hardworking started her school under a mango tree but is now a full-fledged learning centre. Ii Determined Resolute Hers is the last operational school. All the other schools have shut down at the behest of the rebels. Despite the numerous letters by the rebels that she shuts down her school, she defies them. Iii Optimistic Despite the war going on around her, she is hopeful that it will not touch her school. She says that the rebels have no chance of victory and that they don t have the people s support. She also tells us that the government would hunt down all the criminals and punish them pp57 27 iv Secretive She had a journal in which she entered the Nightcrawler s reports. Beeda was not allowed to look in the book. Pp 59 v Curiuos Has set the Nightcrawler to find out details of what several people had heard and seen the night before. Vi Perceptive pp 47 She had the ability to guess what her son was thinking and at times he disliked it intensely. B Beeda i Hardworking stays at school teaching until late -plans his lessons in good time ii Concerned pp 46 asks his mom whether she spoke to the teachers i.e. ask them to stay. -Wants to know the response of the regional commander in relation to their insecurity. C Azizima -ambitious violent reflective determined 5. Themes a Human rights abuse crimes against humanity. I Children are denied the right to education. Ma Beeda tells us that hers is the only school opening in the area, and even this is threatened to be short28 lived by the rebels who have served her with a final notice to close the school. Ii People are killed both by the rebels and the government. Azizima tells us that government forces killed his father for allegedly collaborating with the rebels. The rebels too killed his mother for an unspecified reason. Iii People suffer mutilation in the hands of the rebels. The letter sent to Ma Beeda warns her that ears that don t listen to their master get chopped off and hers would be next."}
{"text": "The rebels too killed his mother for an unspecified reason. Iii People suffer mutilation in the hands of the rebels. The letter sent to Ma Beeda warns her that ears that don t listen to their master get chopped off and hers would be next. Azizima tells us that Blue Beast forced him to chop off his mother s ears. Azizima chops of the ear of a villager and keeps it as a trophy and proof to his superiors that he is loyal. Miss Bengi threatens to leave for the city saying she does not want her ear chopped off. Iv Displacement People are fleeing the village on account of insecurity arising from the war of the ears. Ma Beeda tells us that two or 3 teachers have expressed their intention to leave for the city. Beeda is filling in for a teacher who had fled several weeks before. Miss Bengi is thinking of going to the city to avoid the atrocities of the rebels. V Enlisting of Child Soldiers. Major Azizima is only14 years old and is a soldier trained and armed by the rebels. The three soldiers he is sent to Nandere Primary school with are younger than he is. His superior, colonel Kalo29 is only 17 years. These children are first abducted and then forced into fighting. Vi Barbaric treatment of the soldiers at the base. Sex was forbidden at the base except for the four people in high command. Anyone who broke this rule got one hundred strokes of the hippo-hide whip. Rape was punished with amputation of the left hand. Dissention and theft were punished with death. There is no appeal against the words of the spies. They were made to chant Generalissimos hatred for the Uganda government for hours on end. B Family relations i MaBeeda trains her son on the work ethic; he not only knows his house hold chores but loves his teaching job. Ii Beeda is very respectful of his mother and she too of him. -. When his mother summons him, he drops what he is doing and goes to her for example when he was talking to Miss Bengi and his mother summons him he goes to her despite the fact he would have liked to continue talking to her. -. She too is respectful of him when he burns their supper; she resists the urge to raise her voice at him. Further, although she d lost her appetite, she respectfully eats some of the food he serves her."}
{"text": "- When his mother summons him, he drops what he is doing and goes to her for example when he was talking to Miss Bengi and his mother summons him he goes to her despite the fact he would have liked to continue talking to her. -. She too is respectful of him when he burns their supper; she resists the urge to raise her voice at him. Further, although she d lost her appetite, she respectfully eats some of the food he serves her. C Violence - War going on between government and rebels - Government torturing and killing rebel collaborators death of Azizima s father30 - Rebels mutilating or killing government sympathisers death of another chopping of the ears of a man. -breaking of a window pane at the school and its imminent burning down. -. Killing and mutilation of soldiers who break rules at the camp. D Fear. Pp46 Beeda is afraid that teachers will desert the school; further, he is afraid that the promise of their safety by the regional commander may not hold water. He is afraid that something might have happened to uncle Modo Pp 54 Most people went home early and were barricaded inside their house by nightfall. Pp 51 Azizimo is afraid that if he runs away from the base he ll be executed by the rebels upon capture. Further if he does escape he ll be tortured or killed by government agents upon capture. Pp 53 After Azizimo had chopped off the ear of a villager, the train their rifles on the shops- Nobody came out to confront them for fear of being killed or mutilated by the rebels. Pp 54-6 MaBeeda wakes up feeling that a messenger was at the door, waiting to break the news that her school was no more. It was a daily ordeal which reached its peak every morning. 31 The Mirror by Haruki Murakami 1. Setting The story is set in the narrator s house in the night. He is seated with some friends and they are relating scary stories or those of premonitions. There is however, another setting in which the narrator rebels a frightful moment in his life. This is at a school junior high school in which he was employed as a lone night watchman at the age of 18 or 19. The night was windy and hot. Mosquitoes buzzed all over amidst the noise of the wind."}
{"text": "This is at a school junior high school in which he was employed as a lone night watchman at the age of 18 or 19. The night was windy and hot. Mosquitoes buzzed all over amidst the noise of the wind. The broken gate of the swimming pool made banging rhythmic banging noises in the dark night. This description creates a scary mood which is consistent with his frightening experience. 2. Plot The narrator is hosting a number of friends and they pass time relating scary experiences or those of premonitions. The narrator says that there is a force linking the world of the living with that of the dead giving rise to the narrator of stories being related. These forces he says restrict people to either group those people who see ghosts are unable to have premonition and vice versa. The forces don t give people the ability to do both that is, they are mutually exclusive The narrator then distances himself from these experiences. He says that in his 30yrs he has neither seen a ghost nor had a premonition. However, he admits that he has had a scary experience which he narrates for the first time. He had kept it secret for fear that if he spoke of it then it might happen all over again. 32 He relates how in his 2 am round on a scary night, he thinks he notices something in the hallway. Upon closer inspection it turns out that a mirror, which had previously not been there, gave his reflection. The mirror has him spell bound until he forcefully tears himself from it and shatters it rashes back to the janitor s room to sleep. In the morning, he goes back to inspect the scene of the incident. He finds the cigarette butt and his kendo that he dropped. However, that shattered mirror is not there. 3. Conflict i The first conflict is about the nature of these supernormal experiences. The narrator tells his friends that all their experiences fall into two broad categories. The repetition of the phrase all your stories , suggests that his friends were not in agreement with him. Ii The second conflict is that the narrator is immune to verse experiences. He describes an incident in an elevator with two friends who swear they could see a woman standing next to the narrator. He insists it was only the three of them in the lift. Iii The third conflict is between the narrator and his parents. At seventeen they expected him to proceed to college after high school."}
{"text": "He insists it was only the three of them in the lift. Iii The third conflict is between the narrator and his parents. At seventeen they expected him to proceed to college after high school. He declines, and instead wonders all over Japan working at various manual jobs. Iv The last conflict is internal. He believes that he is immune to the supernormal experiences. Yet he has this encounter with a non-existent mirror that33 holds him captive and seems to control him. He keeps this event secret for over 12 years, but finally he relates it. What is more, he keeps away from mirrors. He is afraid the scary incident would happen again yet he swears he does not believe in supernormal forces. 4. Character and characterisation. Narrator a proud - Thinks that people that have encountered ghosts or have had premonition are not normal and that he is unique because he s never had those experiences. B fearful - Feels apprehensive about mirrors and does not keep them around him. -. He was too scared to fix the broken gate because of the dark night. -. Terrified by the mirror incident he runs back to the janitor s room. C rebellious - Refuses to go to college and chooses to do manual work. D Hospitable Hosts his friends and having been entertained by their stories he too narrates one that he has kept secret in order to further entertain them. E Analytical Upon listening to his friend s stories he separates them into two categories: those of ghosts and premonitions; further, he says a force links people to these things. He goes a step further and says the34 impression he gets is that these experiences are mutually exclusive. 5. Themes i Identity Crisis - At 17 when the narrator should be proceeding to college, he chooses to wander all over Japan doing manual work. This is a typical teenage problem as they try to identify who they really are, different from what their parents want them to be. -. What is disturbing though is that at 30, more experienced with life, he says he d do it all over again. This rebellious streak is stuck with him. -. He also believes that he is different from other people. Other people see ghosts; he doesn t. Other people have premonitions; he doesn t. Yet he is very much like them because of the encounter he had with an imaginary mirror that still controls his life."}
{"text": "36 Diamond Dust by Anita Desai 1. Setting The story is set in Bharti Nagar, an urban civil servants residential area in India. The events take us from Mr. Das house, to the streets of Bharti Nagar, into the Lodi Gardens and down the alleys of the town. 2. Plot We are introduced to Mr. and Mrs. Das and Diamond, Mr. Das problematic dog. It is not only a nuisance to Mrs. Das but to service providers and children as well. To Mr. Das, he is a lovable pet hence the name Diamond. As a result of Diamond s nature C.P. Biswas asks Das why he named the dog Diamond and not the more probable coal after its black colour. Das wouldn t hear of this neither does he have an explanation for Mr. Biswas. What is more, Das outs his dog before family; on return from work he greets Diamond then the family members. Mrs. Das has a premonition that all this is not going to end well. But Das is unstoppable. He even frolics with Diamond in public something that displeases his colleagues. His friends Biswas and Base see Das behavior as bringing shame to them before their superiors:- the undersecretary and the retired Joined Secretary. Mrs. Das too disapproves of this attachment to Diamond. Over the years she has had to clean after Diamond: its urine, smell and fur from floor rugs and seats. She has even sacrificed a cooking pot has to move out of the house for one hour as Diamond s37 meat cooks. Her protests do not yield any change. Ironically, Das complains that an animal s nature can t be changed by domestication. Children, though they approved of Diamond, teased him when Das wasn t around. He cautions them against using sticks or stones against Diamond or running away from him. They protest that they d be bitten the way Ranu was if they don t run. However, the real problems begin when Diamond matures into a full grown god. He moves from a nuisance to a menace. First, there is his phobia for uniform. He bellows at the postman, chases him and tears his trousers. The result is Mrs. Das doesn t get her mail regularly for it is thrown at the hedge."}
{"text": "He bellows at the postman, chases him and tears his trousers. The result is Mrs. Das doesn t get her mail regularly for it is thrown at the hedge. Then there are the other service providers: electricity meter readers telephone repair men, and garbage collectors who do not render their services to the Das family because Diamond attacks them when they do. Finally there are the school children who cannot get to the bus stop without adult protection. Neighbours however do not report him to the police out of both propriety and pity. In the end, Diamond becomes a pain to Das during mating seasons. He disappears for long stretches and during this period Das spends days and nights in search of him. What is more, his behavior when he catches Diamond mating alarms parents. Mrs. Das too wouldn t have Diamond back in the house until he s been cleaned. Further, Diamond is a threat to his job. He spends time looking for him instead of going to work or when he does go to work he is distracted. 38 Diamond s final escapade ends badly for both of them. Diamond is caught by the dog catchers and he faces certain death. Das sees him in the moving van jumps onto it and plunges to death. 3. Conflict A conflict arising from Diamond s actions i Diamond Mrs. Das Diamond generally upsets Mrs. Diamond. He upsets the table, when she sets Das food. He knocks her down. He gets more attention than her children do. She had to mop after him when he was a puppy and constantly urinated on the floor. She had to put up with the smell of the dog in her next house. Diamonds further had to be constantly removed from rugs, sofas and armchairs. Her letters got lost or never reached her because Diamond attacked the postman when he made deliveries. She had to nurse Mr. Das when he caught flu in the cold nights in search of Diamond. Finally, her husband dies when he tries to save Diamond from the moving fog catcher s van. Ii Diamond and the neighbours a The children would throw stones or sticks at Diamond, then he d break loose and run after them nipping at their heels or stopping when they fell in the dust. B When his phobia for uniform grew he would chase children on their way to or from school. The result was that they could39 neither go to the bus-stop nor come from it, without adult protection."}
{"text": "Ii Diamond and the neighbours a The children would throw stones or sticks at Diamond, then he d break loose and run after them nipping at their heels or stopping when they fell in the dust. B When his phobia for uniform grew he would chase children on their way to or from school. The result was that they could39 neither go to the bus-stop nor come from it, without adult protection. C During the badmashi days, Diamond would howl so loudly keeping the neighbours awake. This would go on until he snapped his collar. B Conflicts arising from Mr. Das actions:- i Das and Mrs. Das a Mrs. Das complained that he gave more attention to Diamond than he did to his children or grandchildren pp 3 Not even about our children not even your first-born son or your grandchildren, have you made so much of us that dog. She also complains that on his return from work Das greeted the dog Diamond, my friend before greeting Mrs. Das, his grandchildren or anyone at all. B She refuses to go to the butcher s for buffalo meat for Diamond nor would she cook the meat when Das brought it he had to do it himself. Further, she asks him to substitute milk and bread for Diamond s meat but Das would hear none of this. C She complains that her letters don t reach her because Diamond attacks the postman when he makes deliveries. Das instead accuses the postman of being cowardly. D When Diamond goes out on his last escapade in Nov. the night chill made Das sick and she40 had to nurse him every time he came back empty handed. Further, she pleaded with him to give up Diamond before the search kills him to no avail. Iii Das and his colleagues neighbours a C.P.Biswas is convinced the name Diamond is too good for the dog and wonders when it was given such a name. He d rather it be named coal after its black coat. Das says he d never do such a thing to Diamond. B His colleagues had caught him frolicking with Diamond in public like a child. They feel he s taken leave of his senses and this worries them. Further, they feel that his behavior embarrasses them before their superiors, the under-Secretary and the retired Joint Secretary."}
{"text": "7. A Is the title appropriate? Dictionary .com defines diamond dust as pulverized diamonds uses as an abrasive. Diamonds abrasive nature rubs everyone the wrong way including its owner. B What is the significant event? Mr. Das obsessive behavior towards Diamond. C What is the aim of the author? I The author cautions against obsessive behavior Mr. Das does because of the excessive love he has for his dog. Besides, he is oblivious to the pain it causes other people. Ii The author also cautions against the danger pets pose to both their owners and society in general. An animal nature can t be changed simply because it is domesticated. Diamond stays true to this statement which ironically is made by Mr. Das. The other irony in relation to this statement is that Mr. 43 Das personality does not change despite the many pleas from friends and family. Task: One person s pleasure can be a terrible displeasure to someone else. Write an essay that is in support of this statement with illustrations from Anita Desai s story Diamond Dust 44 Arrested Development by Sandisile Tshuma 1. Setting The story is set on a road trip from Zimbabwe s capital Bulawayo, to Beitbridge, a town bordering South Africa. The setting moves from Max s garage, to a contraband ferrying vehicle and ultimately to Beitbridge. This is at a time when Zimbabwe is experiencing hyperinflation. 2. Plot The narrator and tens of travelers are writing at Max s garage for vehicles to take them to their various destinations. The narrator is an academic researcher in search of data on order jumping. There is no public transport and so the travelers are at the mercy of private vehicle owners. As a result of the collapse of public service provision, the people of Zimbabwe have developed infinite patience in order to get anything they want. After three days of waiting, the narrator struggles with other passengers to get onto the back of a pick-up that has stopped next to her. They are charged an exorbitant fare. Though they pay up, the driver takes them back to Max s alleging that his costs will not be covered. Presently she is directed by a tout to a vehicle ready to leave for Beitbridge. She finds herself travelling in the company of two contraband dealers, the driver and the woman in midthirties. She learns that the police take bribes to ignore the contraband."}
{"text": "Presently she is directed by a tout to a vehicle ready to leave for Beitbridge. She finds herself travelling in the company of two contraband dealers, the driver and the woman in midthirties. She learns that the police take bribes to ignore the contraband. She learns that the lot of the cross-border traders is way better than that of highly educated Zimbabweans. For example she and her friend Lihile who has despaired of her lot ever improving. From the45 passenger who joins them at Gwanda, she learns that ignorance is preyed upon in a very cruel way. This cruelty on one another wises up victims. Survival for con-artists therefore is a daily struggle. Zimbabweans are filled with loneliness and despair. Even for the cross-border traders, the risks are many. The best everyone can do is resign themselves to their fate like Lihile who now fetches water and easily contends with blackouts The narrator s research however offers a ray of hope that might salvage the youth from their endless troubles in search of a livelihood. 3. Conflict i Poor public service provision. The public looks to the government for the provision of public service. These have either broken down completely, like transport, or are not efficiently provided like electricity, water etc. The public is powerless to bring on any improvement and have resigned themselves to waiting. Ii Private transport With the collapse of public transport, private vehicle owners have moved in to fill the gap. They charge fares that the public can bear. They even use unscrupulous means, like taking them back to the pickup stations, to Max on fares. 46 iii The Public The public is its own worst enemy. They have perfected vigoroni: the art of getting ahead of the crowd and on top of the pile. A tiny old woman painfully elbows the narrator to earn her place on the vehicle to Beitbridge. The narrator in return scales the sides of the pick-up without regards to the less athletic woman. The passenger who joins them at Gwanda is conned of 780 rand. Payment defaulters in the cross-border trade are sold off to Nigerians in Johannesburg . The traders are mugged by bandits who strip search them. They pay off every government officer they come in contact with for their businesses to continue. They pay off border officials, highway police, magistrates even farmers. For example, Gloria pays a border official in order to cross the border without a pass."}
{"text": "They pay off every government officer they come in contact with for their businesses to continue. They pay off border officials, highway police, magistrates even farmers. For example, Gloria pays a border official in order to cross the border without a pass. The driver buys a ticket from the police to avoid paying more bribes on the way. 4. Characters and Characetrisation i Narrator a Observant -vividly describes the boarding of the twin-cab pickup -places the Gwanda passenger as a Tshuma b Intelligent -an academician carrying out a research project47 c Focused The wealth made by the cross-border traders does not make her give up the quest of improving the lot of the youth in return for quick riches in business. Ii Cross-border traders: -opportunists -cunning -daring- crossing of the Limpopo iii General populace -impotent powerless to bring about change not every via ballot -Greedy change exorbitant fees for services transport and products fuel - Police govt. Officials take bribes Government officials swindle cash meant for development projects like the Matabeleland Zambezi Water Pipeline. -con one another e.g. the Tshuma boys conned by the money changers. -Resigned- Lihile now fetches water and contends with the blackouts despite her education and exposure at the U.K. -Generous there who have found work in S.A send cash and groceries to their relatives in Zimbabwe. 5. Themes. The best developed theme in this story is suffering. There are many other themes but not well developed. I Suffering a No public service or they are inefficient. 48 -the narrator waits for 3 hours before she gets transport. The Tshuma man had waited 18 hours for the mini-bus to Bulawayo to fill. B The narrator had waited for 2 hours at the bank to withdraw money. C black -outs are common place and house taps are dry d payment defaulters are sold off to Nigerians in Johannesburg e traders sometimes have to cross the crocodile infested river Limpopo. At times they are attacked by bandits f The practice of Vigoroni has robbed them of etiquette."}
{"text": "B The narrator had waited for 2 hours at the bank to withdraw money. C black -outs are common place and house taps are dry d payment defaulters are sold off to Nigerians in Johannesburg e traders sometimes have to cross the crocodile infested river Limpopo. At times they are attacked by bandits f The practice of Vigoroni has robbed them of etiquette. The narrator is elbowed painfully by a tiny old woman as they scramble for space on a pick-up ii Impotence -In the first two paragraphs, the word wait has been used five times and waiting once. This apparent patience is actually the collective weakness not strength of Zimbabweans . But it is not in the nature of a Zimbabwean to question or complain. Pp 88 -the educated like Lihile have despaired and put her life expectancy at 40 or just below . What is more, she has adapted to the dry taps and blackouts. Iii Corruption -pp 93 There is no palm that cannot be greased, apparently border officials, highway police, magistrates all take bribes -pp 87 people in high office swindle project fundsMatebeleland Zambezi Water Pipeline has never taken off. 49 iv Human rights violations pp 93 payment defaulters are sold off to Nigerians in Johannesburg, traders are subjected to strip searchers by bandits v Insecurity traders are mugged by bandits in the farmlands of Limpopo Province. Vi Loneliness pp 93 I am struck by a loneliness that I have noticed in everyone lately. On page 93 Gloria tells us that: Trust no one, not even relatives. This lack of trust seems to be the source of the loneliness. 6. POV 1st person narrator makes the story more credible because of her high academic status and the fact that she is the only person doing something to bring about change. 7. A Is the title appropriate? Yes. Arrested development, though a contradiction, points to the fact that the impotence of 12million people has ensured their quality of life does not improve. B What is the significant event? The discovery of the patience of Zimbabweans c What is the aim of the author? Unless people do something about their circumstances, their lot will never change. 50 Sandra Street by Michael Anthony 1. Setting The story is set in a suburb street called Sandra. It is no ordinary street."}
{"text": "50 Sandra Street by Michael Anthony 1. Setting The story is set in a suburb street called Sandra. It is no ordinary street. It houses a residential area, a school and it leads into a forested hill. Sandra Street maintains a somewhat natural environment: there are no fences or gates, a few houses, a small population and its people live in harmony. Neighbouring residential areas are a little way off. 2. Plot We are introduced to Steve, the narrator; Mr. Blades, his new teacher who is a nature lover and Sandra Street. We learn about the natural environment of Sandra Street through a composition by Kenneth, a boy from the other side of town. His story leads t a conflict between boys from the other side of the town and those from Sandra Street. The Sandra Street boys feel that their town has been described negatively. Mr. Blades reads a few more stories, some of which say very nice things about Sandra Street. His delight at these did not appease most of the boys from Sandra Street. In a desperate attempt to calm them, he asks the class to write a composition on the other side of town. This only fuels the conflict between the boys. However, the narrator does an objective assessment of Kenneth s composition and finds that it was a truthful description of Sandra Street. He even begins to appreciate its beauty. He is so caught up in his reflections he does not realise the break bell has gone. It takes Mr. Blades to bring him back to the present. 51 The following Tuesday the boys fight again as a result of what they wrote about the other side of town. More compositions are written on other subjects yet Sandra Street did not go away. Mr. Blades, who is new to Sandra Street, is waiting for the mango season to find out whether the boys had given an accurate description of Sandra Street during that season. What is more, Mr. Blades takes an interest in Steven s writing. The two of them appear at the window several times looking out at Sandra Street. With every discussion they have at the window, Steven s observation ability grows so does this love of nature. His interest in nature takes him to the hills where he explores the river, mango and banana groves and even gets to put away green bananas in the immortelle roots to ripen. In his last encounter with Mr. Blades at the window, Steven invites him to the hills to inspect his bananas. At the hills, Mr."}
{"text": "In his last encounter with Mr. Blades at the window, Steven invites him to the hills to inspect his bananas. At the hills, Mr. Blades, who had thought the trip was a nature trail walk, is disappointed that Steven only focuses on the ripening bananas and not the view of Sandra Street the hill affords them. 3. Conflict a The main conflict revolves around Mr. Blades and Steven. Mr. Blades is a nature lover. He sees in Steven a similar spirit which is however latent. There is an uneasy relationship in which the master trains the pupil to appreciate his environment. The challenge is in showing Steve the beauty of his environment without telling him what stands out as beautiful. So it is a journey in which Steven awakens to the beauty that is his environment with Mr. Blades as his hands-off guide. 52 NB: This journey is made up of a series of conflicts between Blades and Steven. Identify all of them. B Kenneth s work and Steven This is one in the series of conflicts mentioned in a above. However it stands out because it runs through the entire story. Mr. Blades contrasts Kenneth s writing with that of Steve. Kenneth seems to have well developed observation powers Steve does not. It is Kenneth s composition on Sandra Street that Mr. Blades uses to arouse Steven s passion for nature. Although it is unprofessional, Mr. Blades uses Kenneth s work to criticize Steven s pp 103,106 . C Further, conflict develops between the boys from Sandra Street and those from the other side of town. Each writes disparagingly about the other s residential area resulting in two bruising battles. What is the import of these fights? Steven gives us the answer. He had written in anger what I thought of now in joy pp 99. Each of these pupils has a latent love of the environment in them. It however is not well directed. Mr. Blades tries to direct Steven s love of nature and remove the juvenile jealousy and hatred he possesses. D Steven experiences internal conflict. I First, although he likes to hear the steel band they do not have one in Sandra Street he puts it in his composition to disparage the other side of town he describes its sound as horrible pp98 . Ii As Steven begins to appreciate the beauty of Sandra Street, it also fills him with a sense of sadness."}
{"text": "D Steven experiences internal conflict. I First, although he likes to hear the steel band they do not have one in Sandra Street he puts it in his composition to disparage the other side of town he describes its sound as horrible pp98 . Ii As Steven begins to appreciate the beauty of Sandra Street, it also fills him with a sense of sadness. He says53 that certain sadness came over him as he looked over the houses across to the hills pp 100 . Iii Steven writes in his compositions about his experiences at the hills but hopes that Mr. Blades will not see the reality in it. He wonders how Mr. Blades had found out about the bananas; he put out to ripen in the roots of the immortelle pp104-105 . E Mr. Blades suffers internal conflict His dilemma is how to make the pupils appreciate Sandra Streets beauty without telling them what is beautiful. Thus, when he reads Kenneth s work class and appreciates it, he is misunderstood by the boys from Sandra Street. His attempts to placate them by reading stories that said nice things about Sandra Street fall through. Instead of telling them what to look out for, he gives them an assignment to write about the other side of town. His teaching style is allowing learners to discover. He makes a compromise by guiding one. 54 TWILIGHT TREK by SEFFI ATTA 1. Setting The story is set in Gao, Mali. It then moves through Mali and Algeria upto Tangier, a Moroccan coastal town. This is desert country ant the travelers suffer the heat of the scorching sun and constant sand storms. The trek itself must take place in the night- it covers two nights. The travelers stop at a camp on a mountain just outside Tangier. It is a stinking mess. 2. Plot The story opens with the narrator receiving a fake passport in the name of Jean Luc from an agent in Gao, Mali. He narrates how he sold marijuana to raise his fare. Impatient that the money was not coming in quickly enough, he steals from his employer. He threatens to send a gang to sodomise him then slit his throat. The narrator scales up his immigration time-table and starts his illegal immigration journey. At the start of the journey he meets Patience, a girl he travels with to the Tangier camp. During the journey they face a lot of suffering."}
{"text": "The narrator scales up his immigration time-table and starts his illegal immigration journey. At the start of the journey he meets Patience, a girl he travels with to the Tangier camp. During the journey they face a lot of suffering. It is a bumpy ride and the sandstorms drive sand everywhere. In the day, they have to hide under the truck from the scorching sun. What is more, their guide increases the fare by 100 or he abandons them in the desert. They pay up and the second leg of their journey starts. Even this leg is disappointing. Their guide drops them at55 the foot of the mountain and they complete their journey on foot. When they reach the camp the narrator is shocked by the insalubrious conditions. Men, women and children all live under plastic sheets and there are no sanitation facilities in sight. Further, they are warned to be wary of thieves, Moroccan security forces, conmen and plagues. Their final destination, Cueta, presents a challenge to get to. Obazee says that he s been trying for six years but keeps getting caught by the police who beat him up. The narrator finds out from Obazee how to cross the sea and what dangers each mode of transport presents and the cost. This information excites him and he shares it with Patience who has resorted to reading the bible for solace. He is ready to meet her crossing fee. She wonders where he would get the money from. He shows her where his money is hidden. They wake up in the morning to find that Obazee is moving the camp further away from the security forces. The narrator wouldn t move because he is still waiting for Patience who had gone to Tangier to find a samsara . He also discovers that she has taken his money. He waits to no avail. He has to start all over again. 3. Conflict The story raises conflicts at different levels. External conflict develops at two levels. First there is conflict56 between people. Second, there is conflict between man and nature. The other level of conflict is internal. The narrator through his dreams understands that his mother s advice was worth taking yet he can t or wouldn t take it. We will now examine conflict in the chronological order that they are developed. I."}
{"text": "The narrator through his dreams understands that his mother s advice was worth taking yet he can t or wouldn t take it. We will now examine conflict in the chronological order that they are developed. I. Illegal immigrant and foreign embassies pp109 The foreign embassies will not grant visas to illegal African immigrants effectively denying them an opportunity to move to Europe. The Africans believe they can still get to Europe. They will cross the Sahara and get to Morocco then cross the Mediterranean Sea into Spain. Ii. The narrator and drug seller pp 109 The narrator disagrees with his mother and runs away from home. To survive he sells marijuana. Dissatisfied with how much he was making, he steals from his employer. His employer in return promises to send a gang to sodomise him then slit his throat. To avoid this treatment he starts his journey to Europe. Iii. The narrator and his mother When the narrator was little his mother would dress him up like a girl. He would struggle during such treatment pp109 . When he got older, she tried to pimp him to a Lebanese man who liked light skinned boys. He runs away from home to avoid such treatment pp110 . Further, we learn that his dreams enhance this mother and57 child conflict. His mother tries to dissuade him from making the trip by narrating to him horror stories of illegal immigration attempts. He is still in Gao and would have turned back but he doesn t pp110 . In the second dream, she alludes to the Promised Land, a story from the bible. However, the people who seek the Promised Land end up us taxi drivers, night guards, cleaners of plates and toilets and some become homeless sleeping in the cold of ghettos and streets. Yet others go on to become sex slaves or cultural slaves pp113 4 . In his penultimate dream, his mother uses strong images of death to hint at Jeans imminent failure. He still does not take her advice. In the final dream she dismisses Patience as a common prostitute and that her reading of the bible was of no value. She gives him more stories of frustrated immigrants. He does not heed his mother s advice that he stays away from Patience and the trip. Iv. Illegal immigrants and nature When the trek gets underway, the travelers find out that they can only travel in the night and the winds are very cold then. The sand too presents a problem."}
{"text": "Iv. Illegal immigrants and nature When the trek gets underway, the travelers find out that they can only travel in the night and the winds are very cold then. The sand too presents a problem. It hurts their eyes, stings their nostrils and mats their chests. It is also in their food and58 water. Their tongues swell so badly they cannot converse. Their legs are cramped. Others suffer from piles and wheezing chests. The conflict with nature continues when they stop in the day. They suffer the scorching sun and hide underneath the truck to avoid the heat. There is however no escaping the sand which is all over them including in their underpants pp112 113 . V. Travellers and Tuareg guide At the start of the second leg of their journey, the travellers get blackmailed by their Tuareg guide. They are deep in the Sahara desert and the guide tells them to pay an extra 100 each or he abandons them. They pay up pp114 5 vi. Illegal immigrants and environment a. The camp is insalubrious The narrator describes it as an open sewer pp115 . There is lack of privacy. Men, women and children all sleep under plastic sheets. The environment is a health hazard. B. They suffer constant bites from fleas. Many are coughing. They are warned that even the air that they breathe may carry plagues pp115 6 . C. At the camp they are told to beware of thieves, Moroccan security forces and con men. 59 vii. The narrator and Patience She steals his money and heads for Tangier and the world beyond. 4. Character and characterisation a. The narrator Independent minded When he was little his mother dressed him up as a girl and he d resist this. When she tried to pimp him out to a homosexual, he ran away from home. B. Gifted He plays football very well. This is the main reason why he wants to travel to Europe where he hopes to develop his talent further. C. Friendly Befriends Patience and helps her through the difficult times. He is willing to pay part of her fare. D. Na ve Trusts Patience and tells her where his money is hidden. She steals it and abandons him at the camp. E. Braggart He brags to Patience about his football skills and how he was going to make a career out of playing football in Europe."}
{"text": "Irony - The most important instance of irony comes at the start of the story and it s concluded at the end. The narrator dupes his master and steals his cash. During the trek he befriends Patience. He builds a tent at the camp which he shares with her; he promises to meet the cost of her crossing the sea and to prove that he can he shows her the where the money is. She steals it and abandons him at the camp. It is the same money that he had stolen from his employer. -. Another instance of irony that runs through the story plays out between the narrator and his mother. She raised him with only one purpose in mind: to pimp him62 out to homosexuals. He flees from home because of this. However, throughout the trek she remains the only voice of reason through his dreams. She constantly impresses upon him the folly of his action. -. Obazee is also an ironic figure. He holds a degree. His knowledge and skills ought to be used in the service of the people of his country. He is however portrayed as lacking in imagination. For six years he is stuck in the camp described as an open sewer. All his attempts to get to Cueta have been thwarted by the Guardia Civil. He fancies himself as the leader of the camp. This is a complete waste of university education. NB: Find more instances of irony. Notice that each of these ironic situations points to a human weakness. That is satire. Now let us examine the things that have been satirised in this story. A Opportunism callousness of human nature and greed The writer satirises the callousness of human nature in taking advantage of those around them for personal gain. The opportunists satirised in this story include: The narrator At the time Patience steals from him he has 1000. This means that he stole a lot of money from his employer. The money has not brought him any benefit. First, the journey through the desert has been a very difficult one. Now far away from home he is not only destitute but he has no way of salvaging himself. Further, his inexperience has made him prey to the older Patience. 63 The narrator s employer He deals in marijuana. This drug corrupts the youth. What is more is that he uses the young Jean to peddle his drugs and pays him peanuts. The result is that Jean steals from him."}
{"text": "This drug corrupts the youth. What is more is that he uses the young Jean to peddle his drugs and pays him peanuts. The result is that Jean steals from him. The narrator s mother She raises Jean with the intention of pimping him out to homosexuals. This is child abuse. She lamely tells him about the Lebanese: He ll only touch you . Her son runs away from home because he does not wish to be a homosexual. The Tuareg guide His greed is satirised. Deep in the desert he takes advantage of the travellers and asks them for more money or he abandons them. The poor souls would die in the desert. They pay up. Patience Her greed too is satirised. Jean was ready to share his loot with her so that they cross the sea into Spain together. She however steals his money and leaves him destitute. B Brutality violence i. The police The last time Obazee tries to get into Cueta illegally, the Guardia Civil catch him and beat him up severely. It is the Medecins Sans Frontieres that saves his life. Pp119 ii. Bandits There is talk that travellers are sometimes attacked by bearded moslems and bandits when their trucks break down in the desert. There is no64 guarantee that the police would arrive in time to rescue them. Such stories make some women turn back at the last moment pp111 . Iii. Samsara In his fourth dream, his mother narrates the story of the Senegalese girl who couldn t swim. The Samsara who carries her in his dhingy refuses to get close to the shore. He orders her to jump out of the dhingy into the sea and find her way somehow. Pp 121 c Collective folly of illegal of illegal immigration At the end of the first dream, the narrator s mother tells him that the lesson to be learned from the deportation story is that the world is round and that means if one ran too fast, one might end up chasing the very homeland one is running from. In his second dream she tells him the story of disillusionment. Those who finally reached The Promised Land wonder what they were chasing."}
{"text": "Pp 121 c Collective folly of illegal of illegal immigration At the end of the first dream, the narrator s mother tells him that the lesson to be learned from the deportation story is that the world is round and that means if one ran too fast, one might end up chasing the very homeland one is running from. In his second dream she tells him the story of disillusionment. Those who finally reached The Promised Land wonder what they were chasing. They end up driving taxis,, washing plates and toilets, guarding buildings at night, sleeping in the streets, serving as sex slaves and enslaving themselves to the West through marriage pp113-4 The illegal immigrants have neither clear plans nor the money to get them to Spain from the camp. The narrator says of the people in the camp: These people here are not like any65 villagers; they are like refugees on television, squatting under plastic sheets: men, women and children. The implication is that they choose to lead a squalid life yet nobody sent them away from their villages which are more comfortable than the camps. Obazee gives a very poor show for an educated man. He lives a squalid life and fancies himself the camp leader demanding to be addressed with respect. How can a man who doesn t respect himself be respected by others. He should be using his university education to improve the lot of his people back at home. Six years have gone by with nothing achieved and many more will go by because he can neither go forward nor turn back. 7. POV The story is told from the first person point of view. It makes the story credible. We would not believe that people can be so wicked or so stupid unless we hear it from the horse s mouth. 8. A Appropriateness of the title Harrap s Essential English Dictionary defines a trek as a long journey usually on foot. Twighlight, on the other hand is the period immediately after sunset. Indeed the trek for the two days begins after sunset. In the day they rest to avoid the patrolling police. The journey is undoubtedly long although very little of it is done on foot. 66 Figuratively too, the sun is not yet up for this would be immigrants. They are not realistic in their ambition to immigrate. B Significant event The notice of revenge on Jean by the drug baron is the significant event in this story."}
{"text": "66 Figuratively too, the sun is not yet up for this would be immigrants. They are not realistic in their ambition to immigrate. B Significant event The notice of revenge on Jean by the drug baron is the significant event in this story. He says that he could not afford to be sodomised against his will so he flees pp109 . C Aim of the author i. Show the ridiculous lengths to which people will go to try and improve their lot. Ii. Show human suffering occasioned by poor decision making. Q. 1 What are some of the elements that Sefi Atta exposes as ridiculous in Twilight Trek? Q. 2 Discuss the suffering the illegal immigrants undergo in Twilight Trek by Sefi Atta. 67 I STAND HERE IRONING BY TILLIE OLSEN 1. Setting The story is set in USA after the depression and WWII but before the economy had fully recovered. The narrator is ironing the family s clothes on an ironing board in her house. 2. The plot The narrator, a mother of five in her late 30 s, stands ironing her family s clothes. She reflects on a question asked her by somebody handling her daughter, probably a teacher at school. The unnamed person wants her to visit and give information that could be used to help her withdrawn daughter, Emily. She doesn t think she should go because she believes she doesn t have an answer. She believes her 19 year old daughter has lived through experiences that have altered her life in ways a mother cannot understand. Through her reflections, we however get the picture. Emily, very beautiful at birth, is her first born. Her husband abandons them when she is only eight months. The narrator, a working class mother, could not afford to employ a nanny. At first she left the baby with an inconsiderate neighbour. Later she took her to her grandparents. A year goes by before Emily reunites with her mother. Two reasons are given for this long period of separation. First, the narrator could not raise the fare. Second, Emily suffered an attack of chicken pox. 68 When she returns, their lot has not improved. She is shipped to school where she suffers in the hands of nasty children because of the scars left by chicken pox. She also suffers in the hands of inconsiderate teachers who sent her back to the bullies."}
{"text": "68 When she returns, their lot has not improved. She is shipped to school where she suffers in the hands of nasty children because of the scars left by chicken pox. She also suffers in the hands of inconsiderate teachers who sent her back to the bullies. What is more, the economic hardship makes her mother send her back to her grandparents. When she returns, she finds that she has a new father. Things get worse for Emily when her siblings start coming: four in total. Her mother barely has time to smile at her, let alone comfort her in the nights when she has nightmares. She therefore feels rejected and unwanted. The only saving grace is that her condition, we are not told what it is, impairs her growth. She therefore looks much younger than her age. Inconsiderate children tease her because she does not fit the picture of the stereotype beauty. Her younger sister does not help much. She too bullies Emily. In the end, the narrator is less harassed by the task of parenting. The children have grown older and don t require much attention. She begins to pay more attention to Emily. At first these moments are rejected. Gradually, communication does begin to take place but only on Emily s terms. The narrator is therefore hopeful that ho intervention is requires and that her daughter will end up well. 69 3. Conflict i. All the conflicts in this story centre on Emily and the challenges she goes through from infancy to young adulthood. She is born to young parents who have no means of raising her. Her mother is only 19 and America is going through its worst economic crisis: the great depression. Clearly not ready for the sacrifices of parenthood, her father abandons them when she is only eight months old. She lacks a father s love throughout her life. Her new daddy does not fare any better. In the night when her mother is tired and cannot comfort her when she has nightmares, he does not step in. Ii. Her mother s love is not forthcoming either. At eight months she has to be with a neighbour during the day as her mother earns her keep. When the financial crisis deepens, she has to go and live with her grandparents for one year. During this period there is absolutely no contact between mother and daughter. This movement to her grandparents happens twice. When she reunites with her mother at the age of 2, she has to go to school. This is the only way her mother could go to work."}
{"text": "This movement to her grandparents happens twice. When she reunites with her mother at the age of 2, she has to go to school. This is the only way her mother could go to work. School exposes her to more loneliness. She is tormented by both pupils and teachers pp129-30 . Emily s conflict with her mother worsens when the clinic persuades her to send Emily away to the convalescent home in the country. For the first six weeks the narrator was not allowed to see her daughter. When she was finally allowed, she70 could only speak to her daughter from a distance. The situation was made worse because Emily was not allowed to hold or keep the many letters her parents wrote her. They were only read to her once. Emily s mother also remembers a time when an old man living in the back told her that she should smile at Emily a little more when she looked at her. This was a t a time when Emily was an only child. The narrator remembers this when the other children had come and they were receiving the smiles but it was too late for Emily pp130 iii. The other conflict develops between Emily and her siblings. When Susan was born, her mother was away in hospital for one week. Upon her return, Emily was not allowed near her mother or the baby for another week. She had to endure two weeks of loneliness. As a result, she became delirious with fever pp131 . What is more is that she didn t get better, and suffered nightmares. When she called out to her mother, she d ask her to go back to sleep because it was just a dream. She was too exhausted looking after Susan there was no energy left to look after Emily. There are more problems with Susan. The narrator refers to the relationship between them as poisonous. Their mother acknowledges that she solved the conflicts between the two very badly. She blamed Emily for them. She says that Emily had a corroding resentment towards Susan. 71 Then there is the social contest between the siblings. Susan had the good looks that Emily lacked. Further, she was more confident and articulate than Emily. She stole Emily s jokes and riddles and the audience lived her. The most cruel thing was losing or breaking Emily s precious things without apology and getting away with it pp133-4 iv. The instance between Emily and a boy she loved Emily loved a boy painfully through two semesters."}
{"text": "She is brought out as a very ordinary woman who has both weaknesses and strengths. A Strengths i. Determined She looks after her family despite the economic strain. She says that she d go out to work or go out to look for work pp128 . 73 ii. Responsible Looked after Emily as best as she could. When she couldn t be there, she left her with a neighbour or took her to her grandparents. Iii. Reflective At the beginning of the story, someone has asked her to visit and give insights that might help improve Emily s lot. The rest of the story is her reflection on what her achievements and failures have been in bringing up Emily. Iv. Honest She admits her mistakes in the upbringing of Emily. She was distracted both by poverty and the sheer amount of work involved in raising five children almost single handedly. She says that the first six years of Emily s life, she was either away working or Emily was away with her grandparents pp136 . When Susan was born she was too exhausted in the nights to comfort Emily when she had nightmares pp 131 . B Weaknesses i. Fearful She is afraid that she may not raise her child right. Emily is brought up by the book. She is fed when the book says she should and not a minute too soon pp127 . She fears to raise the child alone and often sends her back to her paternal grandparents home although her husband had deserted her pp128 . 74 She is afraid of going to talk to the person who wants insights into Emily s life. In fact, she will not go. She says, Let her daughter be; the only thing that Emily needs to know is that she is not helpless pp136 . She sends her child to the convalescence home for fear she would be taken away from her. The child only returns when the social worker says so even though it was clear to her long ago that the home was not improving Emily. Ii. Biased She was more lenient with Susan than she was with Emily. She says that when it came to balancing the hurts and the needs between Emily and Susan, she did badly in the earlier years. This was because she felt that Emily had a corroding resentment towards Susan. She did not smile as readily with Emily as she did with the other children."}
{"text": "She says that when it came to balancing the hurts and the needs between Emily and Susan, she did badly in the earlier years. This was because she felt that Emily had a corroding resentment towards Susan. She did not smile as readily with Emily as she did with the other children. She remembers the old neighbour s admonition that she smiles more readily with Emily. This face of joy she admits she started wearing too late for Emily. She therefore does not smile as easily as the others pp130 . She readily made Emily miss school but is very strict with her siblings school attendance pp133 . 75 iii. Resigned She is resigned to the fact that Emily is different from the other children. When she went to school to watch Emily s performance, she only recognized the Emily that nearly drowned into the curtains. She however cannot come to terms with the Emily that is spell binding and exuding control, command and confidence. Little wonder that she does nothing to nurture Emily s talent pp135 . That is to say that according to her Emily is a misfit and that is how things should stay. 5. Themes i. Poverty The narrator is a working class mother. She says that she worked or was out looking for work pp128 . The long hours she spent ironing are indicative that she could not afford to employ somebody to do it. Her daughter asks her: Aren t you ever going to finish the ironing, mother? Pp135 . Of Emily s condition, she says: We were poor and could not afford for her the soil of easy growth pp136 . The goodbye note that Emily s father writes is another indication that they are poor. He writes: He could no longer endure sharing want with them pp128 . Want as a noun means a state of extreme poverty. Ii. Suffering Emily s life is one of suffering right form birth. 76 Being a first born, her mother brought her up by the book. This meant that she had to endure hours of hunger because her mother only fed her when the book said that she should. At eight months her father walks out on them. She has to be left with a neighbour, who didn t like her very much, when her mother went out to work or look for work."}
{"text": "This meant that she had to endure hours of hunger because her mother only fed her when the book said that she should. At eight months her father walks out on them. She has to be left with a neighbour, who didn t like her very much, when her mother went out to work or look for work. Later she is sent to her father s relatives because her mother could not afford to raise her. At her grandparents she comes down with small pox which scars her face for life. Then there was her stay at the convalescent home. For the first six weeks she is not allowed to see he mother. When she if finally allowed to visit, they can only see on another from a distance lest the children are contaminated. Further, the only friend that Emily makes, a little girl, is taken away from her. Emily laments that: They don t want like you to love anybody here pp132 . There is someone else Emily loved. This is the boy at school. She even stole money from her mother s purse to buy him his favourite candy. He however liked Jennifer better. NB: There are many more instances of Emily s suffering. Identify and illustrate all of them. Do you think the narrator too undergoes suffering? Explain your answer. 77 iii. Family relationships Try to find answers to the following issues raised about Emily s family. Trace the development of the relationship between Emily and her mother. Give illustrations to show that the relationship between Emily and Susan is a sour one. Supply evidence to show that Emily s four siblings got preferential treatment. 6. POV This story is told by the first person. The events are made more credible through the use of stream of consciousness. The narrator s reflections and the memories jump from one thought to another as she gives us insights on why Emily turned out the way she did. 7. A Appropriateness of title The title is symbolic It is a symbol of the poverty of the narrator and the general harsh economic period in which Emily was born and raised. Besides putting in long hours for the people who employ her, the narrator had to put up even longer hours to take care of her own household chores."}
{"text": "7. A Appropriateness of title The title is symbolic It is a symbol of the poverty of the narrator and the general harsh economic period in which Emily was born and raised. Besides putting in long hours for the people who employ her, the narrator had to put up even longer hours to take care of her own household chores. It is also a symbol of the tortured thoughts and memories that go through the narrator s mind as she tries to understand why Emily turned out the way she did. Finally it is a symbol of hope. At the end of the story the narrator says that Emily should know that she is78 not as helpless as the dress on the ironing board before the iron. B Significant event The significant event in this story is Emily s father deserting his wife and daughter when Emily is only eight months old . C Aim of the author The writer depicts the suffering endured by the working class families in America during the great depression. Question Write an essay to show the suffering that Emily has endured in her 19 years. 79 THE RETRACTION BY STANLEY O. KENANI 1. Setting The story is set in three countries. First, there is the narrator s home country, Zambia. Part of it is set in his village and part of it in the capital, Lusaka. Secondly, it is set in Lilongwe, Malawi. The final setting is Johannesburg, South Africa. The movement between Botolo and Lusaka dominates the story. Another important aspect of the setting is the contrived setting. The contrast in the two contrived settings brings out the futility of the complaint letter against Tatha. 2. The plot The narrator receives an email from Tatha, a former airline hostess, with Malawi Air. She complains that she loses her job on account of a complaint letter that the narrator writes. Through a series of flashbacks, we learn exactly how he came to write the complaint. The airline served alcoholic drinks on the plane. However, the hostesses were under strict instructions to give additional drinks to passengers only after they had finished what they had been served. This was the only limitation. The narrator however comes from a culture in which pride at a drinking place depends on the number of bottles that one places on the table."}
{"text": "However, the hostesses were under strict instructions to give additional drinks to passengers only after they had finished what they had been served. This was the only limitation. The narrator however comes from a culture in which pride at a drinking place depends on the number of bottles that one places on the table. Every time he rings for a hostess, it is Tatha that appears and politely declines to serve him an extra drink unless he has finished what he s been served. Towards the end of the journey, another hostess asks the passengers to write down their comments on slips of80 paper that she provides. The narrator confesses he was drunk having been drinking for two hours but still gives his comments. He alleges that Tatha had been rude to him throughout the flight. Tatha s email touches him so much that he sells most of the things that he d bought with the prize money and travels by road to Malawi, a 1000km journey, to retract his complaints and to personally apologise to Tatha. He does not get the responses he had expected and travels back home crestfallen but happy with what he had done. Years later, he sees Tatha in a magazine crowned the hostess of the year at Kenya Airways. 3. Conflict i. Tatha and Zgambo This is the main conflict in the story. Tatha s dream from childhood has been to work for Air Malawi. This she has achieved and wishes to develop her career. What brings her and Zgambo together is fate. Fate would have it that Zgambo would win an air ticket at a raffle draw courtesy of the Lundazi District council. Fate would have it that he boards the plane on which Tatha was on duty. Fate would have it that at drinks time, the less sophisticated Zgambo, would wish to invoke his tribal pride of beer drinking. Fate would have it that airline drink policy allowed for only one drink at a time and Tatha would politely advice him so. However, there was no upper limit. Fate would have it that Zgambo would take advantage of the upper limit policy and get drank. Finally, fate would have it that the airline, in a bid to offer world class services, had resorted to seeking passengers views on the flight and that the drunken Zgambo would81 make his comments that Tatha had been rude to him throughout the flight. That s it."}
{"text": "Fate would have it that Zgambo would take advantage of the upper limit policy and get drank. Finally, fate would have it that the airline, in a bid to offer world class services, had resorted to seeking passengers views on the flight and that the drunken Zgambo would81 make his comments that Tatha had been rude to him throughout the flight. That s it. A man s ego took advantage of company policy and ruined ta fledgling career. This conflict is further developed when Zgambo visits Blantyre to retract his comments. He goes to Tatha s home and she bluntly refuses to welcome him despite the rain. She claims that the apology would do her no good, nor will the retraction amount to anything. Finally, he turns to leave and she runs up to him to ask him in until the rains die down. She adds that she was confused by the whole event. He declines to go in with her. Ii. Zgambo and the airline s CEO Zgambo gets to Blantyre and visits the Malawi Air office. His intention is to meet the CEO and retract his comments. He does meet the CEO but finds out that the retraction is not a one man affair. The CEO has to present the matter to the disciplinary committee. There was nothing more for Zgambo to o but leave. Iii. Zgambo and other service providers. A Zgambo and the caf receptionist She was downright rude to him. He says there was a trace of irritation, sarcasm or both in her voice. Further, she does not wait for his full name but fills the entire space with his surname in block letters and in very poor handwriting. She then tears off the receipt before he finishes spelling his name and hands it to him. This is because she was in a hurry to close. 82 b Zgambo and bus service to Blantyre The buses were small and jam packed with sweating humanity. The bus industry sacrificed human comfort for the sole purpose of maximising revenue. What is more, they did not entertain comments on the services they provided. C Zgambo and Malawi Air receptionist The receptionist spoke endlessly on the phone as she served Zgambo. She dismisses his pleas the he sees the CEO sooner just so that she can get back to her telephone conversation. Hardly a world class service. The call was not a business one. 4. Character and characterisation i."}
{"text": "The call was not a business one. 4. Character and characterisation i. Zgambo a Careless irresponsible He made disparaging comments about Tatha s work to take revenge on an employee who had declined to soothe his ego because what he demanded was against company policy. As a result, she lost her job. B Reflective Upon receiving Tatha s email about the consequences of his actions, he reviews the events on the plane and says that he had not acted judiciously. He seeks to correct his actions by retracting the comments he d written. C Determined He seeks the most effective way to make the retraction. It turns out emails are not taken seriously and the Zambian postal system is ineffective. He is left with only one option: travelling to Malawi. To achieve this he has to sell most of the things that he d83 bought using the gift shopping voucher from the raffle. He sold most of the things at a fraction of their cost. Further, he endured the discomfort of the buses and inns to make the retraction in person. Finally, he patiently waits for several hours to meet the CEO and makes his retraction. D Concerned He is bothered that his comments resulted in Tatha losing her job. After meeting the CEO he walks out feeling assured that Tatha would be reinstated. He is relieved when he finds out a couple of years later that Tatha got a new job and was excelling at it. 5. Themes i. Integrity This is the main theme of the story. Many characters display a lot of dishonesty in this story. For example, the narrator only learns that his actions on the plane lacked integrity after they had caused Tatha her job. Most of the service providers he meets lack integrity and are merely concerned about themselves. Therefore the services they offer are poor at best. Malawi Air too is a prisoner of its own policies. They were quick to dismiss Tatha on account of a comment from a solitary passenger who was drunk. The claims were not verifiable. What is more, they were at pains to rescind an unfair decision that they had made even after a personal retraction by the complainant. They also have double standards: passengers on their planes are asked to make comments on the quality of service but visitors to their offices are given such an opportunity."}
{"text": "The claims were not verifiable. What is more, they were at pains to rescind an unfair decision that they had made even after a personal retraction by the complainant. They also have double standards: passengers on their planes are asked to make comments on the quality of service but visitors to their offices are given such an opportunity. As a result,84 the receptionist uses company resources, time and phone, for personal benefit without fear of retribution. Finally and most importantly, Tatha acted with integrity but lost her job on account of bureaucracy. However, because of her integrity she lands a similar job in a different company and is soon crowned Employee of the Year. Integrity pays. Suffering Another theme worth examining is suffering. Find out all the characters that undergo suffering in this story. Name them and illustrate the suffering they go through. 6. Style i. Irony The chief device that the author uses in this story is irony. The narrator had complained about Tatha s alleged rudeness on the flight to South Africa. Her behaviour is contrasted with the other service providers who are downright rude to him. This makes Tatha s integrity stand out. Ii. Symbolism The rain is a symbol of suffering. We encounter rain in the evening the evening that Zgambo went to visit Tatha. We are told that it was raining when the taxi they were in pulled over in front of Tatha s house. The narrator steps out of the cab and into the rain. In the seconds that it takes him to reach the door, he was heavily soaked. His entire conversation with Tatha is held with the rain hitting him hard. He pleads with Tatha to let him in because it was freezing cold in the rain. After Tatha dismissed him and shut the door in85 his face, he stands facing the door for a long time oblivious of the rain. When he chooses to walk away, Tatha calls him back but he walks on. She joins him in the rain and tries to convince him to stay in the house until the rain stops. She says that her actions were as a result of the pain she was filled with. The rain therefore symbolises the suffering that the two undergo. 7. POV The story is told from the first person point of view. The narrator makes a mistake for which he wishes to make amends. The story is about the challenges he faces in his attempt to retract his comment on Tatha s conduct on the flight to South Africa."}
{"text": "POV The story is told from the first person point of view. The narrator makes a mistake for which he wishes to make amends. The story is about the challenges he faces in his attempt to retract his comment on Tatha s conduct on the flight to South Africa. Coming from the horses mouth, the story is credible. The honest remorse of the narrator is evident. 8. A Appropriateness of title The retraction is an appropriate title because the narrator made a comment on Tatha s conduct that he should not have made. He tells the Malawi Air CEO exactly that. But the real story is in the lessons he learns as he tries to make the retraction. He learns that most people discharge their duties completely devoid of integrity and that he had judged the one person who served him with integrity wrong. Above all, he learns that his efforts to make the retraction did not go to waste. Tatha did get a job at a new company and continued to excel. 86 b Significant event The significant event in this story is Tatha writing a email to complain to Zgambo that he has hurt her career. Without this email he would never have known that he had wronged Tatha. It is responsible for his making the retraction. C Aim of the author This is a morality story. The writer cautions us against doing things just because we can. There is a need to reflect upon the possible outcomes of our actions on the people we deal with. People should behave with integrity whether or not they are being watched. The message in short is that integrity pays. TASK We like to cause suffering to ourselves and those around us. Write an essay to show the validity of this statement using The Retraction by Stanley O. Kenani for your illustrations87 The Bamboo Hut by Grace Ogot 1. Setting The story is set among the people who live on the shores of Lake Victoria. It is a rural setting in the era of the African chieftaincy. The story is completely devoid of Western influence and examines the shortcomings of the inherited chieftaincy and how this affects the chief s family. Further, it examines the morality of the decisions these people make owing to the pressure of the inherited chieftaincy. 2. The Plot Chief Mboga goes to the foot of the Ramogi Hills to pray for a son. He is a man both stressed and depressed because none of his many wives have borne him a son to inherit his throne."}
{"text": "2. The Plot Chief Mboga goes to the foot of the Ramogi Hills to pray for a son. He is a man both stressed and depressed because none of his many wives have borne him a son to inherit his throne. This is the final plea he is making on this sacred spot. His wife, Achieng is pregnant and due to give birth soon. Unknown to anybody, she is carrying twins. Two months after Mboga s visit to the sacred hill she gives birth alone at the river bank where she had gone to fetch water. She is disappointed when she gives birth to a baby girl. Her disappointment is not long lived though because she goes into labour again and this time the twin is a boy. Overjoyed and desiring to please her husband, she abandons the girl child by the bank and takes the boy back home to the happy chief. Her secret tears at her heart but when she goes back to the river bank after staying indoors for the mandatory 4 days, the baby is not there. 88 Many years later the chief encounters a girl that impresses him with her bravery and he wishes that his son marries her. His son, Owiny, too is impressed by the girl and vows to marry none other. However, the protocol of marriage in a chief s home has to be followed. It turns out that nobody knows the girl s father because her foster mother had found her abandoned by the river bank soon after birth. The right decision is reached at the chief s home: his son cannot marry a woman of unknown parentage. Owiny would have none of this. He had set his eyes on Awiti and no substitute would appease him. Achieng is a tortured mother. Awiti s story fits that of the child she had abandoned by the river bank. She has no choice but to tell the truth. The chief has a moral obligation to punish her for the wrong that she had done. It was taboo to throw away a new born child and she was therefore not worthy of being the chief s wife He chooses not to and instead organises a celebration and keeps his family together. 3. Conflict i. Mboga and the gods Chief Mboga feels that the gods have denied him happiness. For many years he had beseeched Ramogi, the ancestor of the Luo people, to intercede on his behalf for a son."}
{"text": "Conflict i. Mboga and the gods Chief Mboga feels that the gods have denied him happiness. For many years he had beseeched Ramogi, the ancestor of the Luo people, to intercede on his behalf for a son. He is not happy because he hasn t a son to inherit his chieftaincy. Ii. Achieng She badly wanted to please her husband by being the first wife to bear him a son. So focused is she89 that when she gives birth to twins se abandons the girl child by the river bank for she argues that she will spoil the fun. She soon finds out that this decision comes back to haunt her. She can neither find the child she had abandoned nor the peace of mind that should have come naturally to her for bearing the heir to the chief s throne. Iii. Owiny and Mboga Owiny is very disappointed when he finds out that he cannot marry Awiti. He tells his father that he has chosen Awiti over the beaded stool. Iv. Achieng and Mboga Achieng realises that she is the only one who can resolve the conflict between her husband and son. However, this comes with a risk to her personal safety. If she reveals that she had abandoned a new born baby, then the rules demanded that she be sent away. She chooses to tell the truth despite the consequences. The chief too has a problem because he risks breaking his family. He makes up his mind to keep Achieng despite the mistake that she had committed because losing her would break his heart. Further, he argues that she had borne a lot of pain when she lost the opportunity of seeing her child. 4. Character and characterisation Mboga: traditional, merciful, strict, authoritarian Owiny: resolute stubborn, Achieng : decisive90 5. Themes i. Tradition A number of Luo traditional practices are brought out in this story: Marriage, child naming, chieftaincy, religion ii. Clemency forgiveness Achieng had gone against the rules of the community. As a result, she was supposed to be sent away. The chief gives two extenuating circumstances against effecting this decision. The first is the heartache it was going to cause him to lose the woman he loved; secondly, he pitied her for the pain she had lived with upon losing her daughter."}
{"text": "As a result, she was supposed to be sent away. The chief gives two extenuating circumstances against effecting this decision. The first is the heartache it was going to cause him to lose the woman he loved; secondly, he pitied her for the pain she had lived with upon losing her daughter. The third reason is a very interesting revelation: people have secrets and he does not know the extent of these secrets. But it makes him learn that though he was a powerful chief, he was still human and his own family kept secrets from him. Iii. Power authority Chief Mboga although considered a mighty leader understands his limitations. If the chieftaincy is to remain in his lineage he has to sire a son. There is nothing he can do about this. Besides, he needs a son to look after him because he has no authority to keep his daughters from going away upon attaining marriage age. Further, he follows all the laid down procedures to prepare for the marriage of his son. When it turns out that his son cannot marry Awiti, he does91 not use his office unjustly to influence the marriage although he risks losing his son for he is determined to marry Awiti. The import of this is that leadership is a challenge and that the use of power authority for the common good is its sole object. This the mighty chief achieves. The only time he uses his office to suit his purposes is the time he refuses to send Awiti away but chooses to celebrate the return of his daughter. 6. POV This story is told from a third person point of view. This is appropriate because it is a controlled admiration of a leader by his subjects. Any other point of view would have been subjective. The audience is able to find reason to admire the leadership of Mboga as he deals with a difficult period in his tenure involving personal matters. He comes out us a leader who makes judicious decisions. Certainly leadership is not a bed of roses. 7. A Aptness of title The title is symbolic. The bamboo hut in Mboga s home was beautifully built and well kept, however it was reserved for the woman who would bear the chief a son. Achieng does and she is treated with the respect that the hut was. When the chief learns of the mistake she had committed in order to please him, she is forgiven her sins. That decision too is symbolic because it brings out the gentler side of the chief or the human face of leadership."}
{"text": "Achieng does and she is treated with the respect that the hut was. When the chief learns of the mistake she had committed in order to please him, she is forgiven her sins. That decision too is symbolic because it brings out the gentler side of the chief or the human face of leadership. The bamboo plant is a delicate one just like the decision the chief had to take on this issue. 92 b Significant event The significant event is the arrival of the twins; in particular their being born by the river bank away from prying eyes. This allows Achieng to make a personal decision that allows the story to develop. C The aim of the author The author is concerned with the pressures that people in position of authority have to deal with as they conduct their business. Mboga is called a great chief; some also call him a mighty chief. This is because he applies the rules even when his family is affected and all this to the common good. This therefore should be the goal of any leader. Task Leadership is not a bed of roses. Discuss this assertion in light of the events in this story. 93 TUESDAY SIESTA by GABRIEL GARCIA MARQUEZ COLOMBIA 1. Setting The story is set in Colombia. Part of the setting is the train and the other is the banana growing plantations of Colombia. The train affords us an opportunity to get a closer look at the mother and her daughter. One thing that is very clear is their poverty. But we also get a great insight into their self-esteem. The banana plantations they pass on their way to their destination depict the monotony of life which is made worse by the hot weather that brings life to a standstill for a couple of hours every day. This stifling heat is a very important component of the setting. It helps to develop the oppressive nature of relationships among these people. 2. The plot We meet a bereaved family, mother and daughter, on a train. They are on their way to mourn her only son who had been shot allegedly in the act of stealing. The town they are going to is far away necessitating the train ride which the deceased s sister is taking for the first time. Upon disembarking from the train, they walk straight to the church and demand to see the deceased s grave. It turns out that the deceased was not known even by the priest."}
{"text": "The town they are going to is far away necessitating the train ride which the deceased s sister is taking for the first time. Upon disembarking from the train, they walk straight to the church and demand to see the deceased s grave. It turns out that the deceased was not known even by the priest. He hears his name for the first time from the mother of the deceased. He begs her to wait until the sun goes down before she goes to the cemetery but she insists she has a train to catch at three. He94 gives her the key to the cemetery and follows it up with a question on poor upbringing. The deceased s mother protests that she raised her son as a morally upright person but he was only a victim of their poverty. By this time word has done the rounds about their presence and a sizeable crowd of curious onlookers has already gathered outside the church to catch a glimpse of mother and daughter. The priests best efforts to dissuade her from walking into the crowd fail. 3. Conflict a The most noticeable conflict is between the people and the weather. The heat is extreme. On the train the oppressive nature of the weather is described in a number of ways. The air became humid and they could not feel the sea breeze any more. Pp165 By twelve the heat had begun. Pp166 The band was playing a lively tune under the oppressive sun. Pp166 A dry burning wind came in the window pp168 When they get off the train we get more descriptions of the heat: The town was floating in the heat. Pp168 The woman and the girl walked over to the shady side of the street. Pp168 It was two. At that time, weighed down by the drowsiness, the town was taking a siesta. Pp168 95 In some houses, it was so hot that the residents ate lunch in the patio. Pp168 At the parish house we are told, An electric fan was humming inside . Pp168 The priest asks the mother why she has to go to the cemetery in the heat and pleads with her to wait until the sun goes down. Pp170 The priests sister tells her that she will melt in the hot streets."}
{"text": "Pp168 At the parish house we are told, An electric fan was humming inside . Pp168 The priest asks the mother why she has to go to the cemetery in the heat and pleads with her to wait until the sun goes down. Pp170 The priests sister tells her that she will melt in the hot streets. Pp173 b The mourners and time When the story opens we are told that it was 11:00am. On that train trip we are continually reminded of the passage of time. By twelve, the heat had begun. Pp166 It was almost two. Pp168 This is the time they disembark from the train. At the priests house she is told to go back after three and she replies that the train leaves at three-thirty. Hers therefore is a race against time. Ironically, in her hosts town, time is of no importance, it comes to a standstill at eleven and wakes a little before four. Pp168 c The mourners and poverty The narrator tells us that the woman and her child were both in severe and poor mourning clothes. Pp165 Further, we are told that they were the only passengers in the lone third-class car. Pp165 The woman we are told bore the conscientious serenity of someone accustomed to poverty. Pp166 96 4. Character and characterisation a Bereaved mother i. Dignified Having or showing self-esteem She does not allow her poverty to result in low self-esteem. On the train she sits upright and we are told that she bore the conscientious serenity of someone accustomed to poverty. She is concerned about their looks. As they are about to disembark from the train she gives her a comb and asks her to comb her hair. She too dries the sweat from her neck and wiped the oil from her face. At the priests house she shows calm determination as she insists that she has an emergency and needs to be served. When the priest does not understand who Carlos is, she tells him that he was the thief that was killed a week ago and that she was his mother. Asked why she did raise a morally upright son, she says that she did and that he was a very good man."}
{"text": "At the priests house she shows calm determination as she insists that she has an emergency and needs to be served. When the priest does not understand who Carlos is, she tells him that he was the thief that was killed a week ago and that she was his mother. Asked why she did raise a morally upright son, she says that she did and that he was a very good man. He however had no work and may have moved to the plantations in search of better pasture, having lost all his teeth to boxing. The crowds that gather to stare at her make the priest and his sister very uncomfortable but not her. She tells them that she is all right and walks right into the crowd. 97 5. Themes a Human relations This is the major theme of this story. The young man died an unnecessary death. There is no hint of insecurity in the area. For 28 years she had lived alone and had never had to fire the gun. His death was not looked at as tragic because no one knew him. When the priest asks her to identify herself, she does so confidently and in precise details. This makes the priest uncomfortable he blushes . We can only infer that owing to her circumstances he had not expected her to be so dignified. The members of this community break from their languid siesta routine and move out into the streets to catch a glimpse of the mother of a thief. The priest and his sister are so scared by the scene they try to dissuade her from going out but in vain. She does not lose her self-esteem and walks out into the streets filling up with crowds of people. The bereaved mother is therefore a symbol of people who life has treated badly but do not succumb to the labels that society ascribes them. They are strong willed and dignified. B Suffering This is the other theme developed in the story. I. The bereaved mother shows a lot of stoicism as she mourns the death of her son. We are told that the priest looks at them in amazement when he realises that they were not going to cry. Pp171 98 ii. Further, she is faced with a difficult situation in which no one knows her family and against her son s alleged crime she is judged. The priest asks her whether she ever tried to get him on the right track."}
{"text": "Pp171 98 ii. Further, she is faced with a difficult situation in which no one knows her family and against her son s alleged crime she is judged. The priest asks her whether she ever tried to get him on the right track. The priest is evidently find fault with her parenting ability. Pp171 iii. This family cannot afford good clothing. We are told that mother and daughter were dressed in severe mourning clothes. Further, the deceased we are told used a rope for a belt and was barefoot. Iv. This family also faces discrimination. The crowds break from their routine siesta just to catch a glimpse of the deceased man s family. The priests sister is so scared she tells them that they were going to melt. The mother stoically endures the questioning stares of the people who want to see what the mother of a thief looks like. The members of this community too have their own problems. V. The heat is evidently one of the things that cause them untold suffering. They have to close down public schools, offices, and stores everyday at 11:00am and open just before 4:00pm on account of the heat. Vi. The priest too has his moment of suffering. When he asks the woman to identify herself, she does so with so much confidence that the he blushes and breaks into a sweat. His suffering stems from the fact that he had judged the woman99 badly and her sense of self-esteem is what puts him under undue pressure. 6. Style The chief style in this story is symbolism. I. The heat In its tedium, that is monotony, the heat represents the deceased s mother s life. It is very oppressive and has few choices if any. She has raised her children well telling them what is wrong and what is right. This does not however save her son from the harsh realities of life. He has to eat. He takes to boxing which to say the least only hurts her son. When he abandons this, he moves further afield only to die in search of food. She has to face the curious crowd outside the church. If she stays until the sun goes down then she will miss the 3:30pm train and she does not have the means to lodge in the town for the night. NB: What do you think the heat symbolises in the lives of the banana plantation farmers? It symbolises the loss of control of their lives."}
{"text": "If she stays until the sun goes down then she will miss the 3:30pm train and she does not have the means to lodge in the town for the night. NB: What do you think the heat symbolises in the lives of the banana plantation farmers? It symbolises the loss of control of their lives. The heat controls how their day is run. They routinely break at eleven and resume work at four. Nothing exciting happens nor do they create avenues for entertainment. This is why the diversion presented from their routine by the arrival of the mourners stirs them from their routine. 100 ii. The death of her son symbolises fate. The nature of his death is such that nobody could save him. He had just arrived in the town, no one knew him but he was hungry and was ignorant of the risk of knocking on people s doors in the night as a stranger. His mother accepts this reality stoically. She tells the priest that she is the mother of the thief that was killed there the previous week. She also does not question the reason for her poverty. She takes it for a fact and lives in it with dignity. She pays for third class car because that is what they can afford; it is instructive that they are the only ones in the car- it means most people can afford to pay for better transportation. It does not bother her that they are the only passengers on it. However, before they disembark she makes sure that she and her daughter are as presentable as they can be. 7. POV The story is told from a third person point of view. It is however omniscient objective. There is no comment on the characters or their thoughts. No interpretations are offered. We have to interpret the events on our own. This is good for the story because the author wants us to see things as they are. He does not wish to unduly influence our thinking. However, the details offered are sufficient to convince us that human beings are very quick to judge one another and often with very wrong conclusions being jumped to. 101 8 a Appropriateness of title The title of this story is appropriate. It is the Tuesday of August. It is a typical hot day in the calendar of the banana plantation people. They have all taken a break from the heat at 11:00am as usual and are having their siesta."}
{"text": "It is the Tuesday of August. It is a typical hot day in the calendar of the banana plantation people. They have all taken a break from the heat at 11:00am as usual and are having their siesta. This unfortunately will not be an ordinary siesta because an event happens that wakes them from their mid-day sleep: the mother of the slain thief is in town and everyone wants to catch a glimpse of her. So it is for them a story about a Tuesday that their siesta was interfered with. B Significant event The significant event in this story is the decision of the mother of the slain thief to visit her slain sons grave. Her trip necessitates that we learn about her economic background and why the slaying of her son was fated. C Aim of the author. The author picks a sad event in the life of a poor mother to show us how strong we can be both in adversity and grinding poverty. No one can therefore take your self-esteem from you but yourself. First we must view ourselves with pride then those around us will see our dignity. 102 Two Stories of a House by Leila Abouzeid Morocco 1. Setting This is story is set in a Moroccan town. It is told in two parts. The first part is set in a courthouse while the second part is set in the roof house of an old woman. The first setting is a very formal one with a government officer presiding and passing judgment. The second one is very informal and the two old women pass their own judgment. 2. The plot Khadija Bent Ahmed has lost the house she has lived in for over thirty years and has therefore taken the matter to court. The defendant is Meeluda Bent Albacheer, her land lady. Khadija feels that she has paid rent all those years and been of help socially to the defendant and this ought to give her ownership of the house. Meeluda on the other hand thinks that the rent was insignificant and it does not make Khadija an owner. She therefore convinced Khadija to vacate the house for renovation upon which she would return. This was not to be. Khadija s house was the first floor and to get there she had to use the stairs. Meeluda gets the repair man to destroy the stairs and the landing. Subsequently she says they cannot be repaired and that the whole house is coming down."}
{"text": "Khadija s house was the first floor and to get there she had to use the stairs. Meeluda gets the repair man to destroy the stairs and the landing. Subsequently she says they cannot be repaired and that the whole house is coming down. The judge s verdict: Khadija should go and take her belongings and cease to lay any claim on the property. In her devastated mood, Khadija learns of an old woman with a story similar to hers. She goes there to share her story. The woman tells her about her own tribulations which she feels are even more devastating103 than Khadija s. Her husband of over forty years had divorced her and married a girl below twenty years old. What annoys her is that she was the girl s benefactor. The girl was pregnant out of wedlock and was hiding from her brothers. Since the old woman was barren she gets into a deal with the girl that she will hide her shame and in return she would leave the child she was carrying to her. Her husband takes to the girl and marries her and then divorces the old woman. Although she keeps the two children twins their mother secretly meets them every day when the old woman is out of the house. 3. Conflict The first conflict is between Khadija and Meeluda Kahdija feels that she should own the property she has lived in for over thirty years. Her claim does not make sense. She has been a tenant and therefore she was paying for a service. This is Meeluda s argument which the judge upholds. This conflict however reveals some very important facts. Khadija also had a conflict with her husband. She feels that her husband squandered the family wealth through his generosity. He was hospitable at the expense of his family. This also brings us to another very important fact: women have no right to own property. It appears that it is the men who handle family finances. So even though Khadija knew how best to spend the family s104 resources in order to secure her future, she was not allowed to make financial decisions. This can be confirmed through the second case in which the old woman is thrown out of the house she says her sweat is in and now has nowhere to go. The second conflict is developed by the divorcee She is in conflict both with her husband and his new wife. She feels that the new wife has ruined her marriage."}
{"text": "This can be confirmed through the second case in which the old woman is thrown out of the house she says her sweat is in and now has nowhere to go. The second conflict is developed by the divorcee She is in conflict both with her husband and his new wife. She feels that the new wife has ruined her marriage. They had made a deal and the girl swore on the saint s tomb that she would only give birth in the old woman s house and then leave for her the child. Instead she made herself comfortable as a wife. The other conflict she develops is with her husband. She acknowledges that she has not been able to bear any children for him. However, during the period she was married to him she worked hard and they got to own a house. Now he has thrown her out of it and she is destitute. What is more is that she is in her sunshine years and does not have the strength to start all over again. Therefore she feels that her husband has treated her very unfairly. Both women develop conflict with religion. Khadija says that Meeluda swore to Mecca, and the divorcee says that the young girl swore on the saint s tomb. None of these people honoured their pledges. In khadija s case, she tells the judge that the reason she has taken long before bringing the case to his court is that she had still left the case with the saints. 105 It therefore means that her disillusionment with her religion is what finally makes her bring the case before the judge. She feels that her faith was misplaced. This is the same reaction that we get from the divorcee. She had hoped for God s reward for helping the girl but suffers a divorce instead. This makes her a very cynical woman: she says that there is no good neighbour in this world, no grateful people, and no faithful husbands. 4. Character and characterisation Khadija- unrealistic, religious Meeluda cruel Divorcee-hard working, religious Please supply illustrations that confirm these traits. 5. Themes Place of the woman in society This is the major theme in this story. This is brought to us through the experiences of two women. Khadija has a husband who is pleasure loving. She dutifully serves him as a wife but when he dies her future is not secure and there is no law to protect her from the harsh reality of life. This is why the urban setting is extremely important."}
{"text": "Khadija has a husband who is pleasure loving. She dutifully serves him as a wife but when he dies her future is not secure and there is no law to protect her from the harsh reality of life. This is why the urban setting is extremely important. Men cannot hope to carry on as if they are in the village and forget their obligation to their families. The divorcee too develops this theme. She swears that she worked hard as a wife and attributes the house she and her husband lived in and all the good106 things in it to her efforts, at least partly. Now in her sunshine years she is thrown out and becomes destitute. She seems to understand that justice will not be served anywhere so unlike Khadija, she does not report the matter for arbitration to any authority but simply becomes cynical of human nature. So for both women society has failed to protect them from the ill wind of the world despite their devotion to their religion and men. 6. Pov The story is told from a third person point of view. This is appropriate because it gives us an objective view of the goings on in women s lives in this society. 7. A Appropriateness of title Two Stories of a House is an interesting title. It leads us to believe that we are going to look at one house and hear two stories about it. This however is not what obtains. There are actually two houses and two stories. So why is the house in the title singular? The pains and the resulting misery to the women is the same. The author implies that take any two women in this society and you will find that they identify with each other s suffering. The title is therefore appropriate in the cry for equity. B Significant event Khadija s going to court and the divorcee becoming the village girls benefactor. 107 C Aim of the author The author is appealing for gender parity. This is a patriarchic community in which women have little or no say about their own affairs. The author thinks that this state of affairs should change. 108 THE LAW OF THE GRAZING FIELDS BY CYPRIAN EKWENSI 1. Setting This story is set among the nomadic people of West Africa. It is most likely Nigeria. What is more important though is the time. The story is set in pristine Africa before the influence of the west. It is a typical short story with the events taking place in a very short time."}
{"text": "Pp183 Amina and her brothers Modio was suspicious of her behaviour and therefore set a trap for her. Jama had not paid the full bride price and therefore could not yet take her. This intervening period presented Yalla with an opportunity to steal Amina. That evening Modio lays in wait with a pack of wild cattle dogs which he sets on Yalla and then grabs Amina. He takes her back to the hut swearing that she was going nowhere but Jama s. Her elder brother disturbed by this incident begins to plan how they were to escort her when the time finally came. He says he would ride behind her because she could not be trusted after what she had been through with Modio. Amina and Jama She is averse to marrying him because he does not fit the stereotype male of the community. This is supposed to be the masculine type that would protect their families from attack by wild animals. According to her he is weak-kneed and110 effeminate. He had failed the flogging test. She says that he had wept and begged as they flogged him at the sharo. She would be an embarrassment to her if she married him. Her brothers and Yalla They knew he was planning to elope with Amina. This is why Modio kept vigil. When he finally gets the girl they run after them and the brothers are not afraid to use poisoned arrows if only to get their sister back and take her to Jama. When he finally beats them to his hut, they tell him that their father will know no rest until Yalla will have compensated for his cattle. Pp189 Finally they acknowledge defeat. One of the brothers says that Yalla is a man. He set fire to their camp, stole their sister and then called them thieves for taking back their horse that they had saddled for another bridegroom. 4. Character and characterisation Amina-strong willed, determined, proud Yalla-courageous, determined, humorous, loving Get your illustrations to prove the above traits. 5. Themes a Tradition This is the most important theme in this story. We learn about the culture of these pastoralists in relation to marriage. I. First there is the law of the grazing fields. A man may elope with a woman of his choice as long as he is not caught. Ii. A man must complete the payment of dowry before he could take his wife."}
{"text": "A man may elope with a woman of his choice as long as he is not caught. Ii. A man must complete the payment of dowry before he could take his wife. They were waiting for Jama to111 deliver the last instalment of his dowry before they could hand Amina over to him. Iii. Men had to be tested to determine their suitability for marriage. The stage for doing this was a ceremony called sharo in which the man would be flogged in public to determine how well he bore pain. Those who wept and begged during the flogging lost favour in the eyes of potential brides. Iv. Parents arranged marriage for their daughters. Amina s father had first accepted the bride price then told her about it. She was not expected to have a say and that is why her brothers were trying to enforce the will of their father. B Love Another theme developed in this story is love. This is a story of passion. Nothing would stop Yalla from marrying the woman he loved. She says that he was strong enough to break stubborn bulls but when he smiled and held her in his hands his face was so gentle and sweet. When they are in Yalla s settlement and he points his hut out to her, she says: Our hut you mean . She tells Modio when he stops her from eloping: This night I will be with Yalla. He s the husband I ve chosen. Yalla on his part has suffered to get this woman to be his wife. He endured the pack of wild cattle dogs and later a poisoned arrow. Despite the poison he takes time to acknowledge Amina when he gets them to his house: My wife! He moaned. Mine at last. 112 6. Style a Flashback It is through flashback that we learn why Amina is opposed to marrying Jama. He had wept and begged when flogged. We also learn of how they had set to elope through a flashback. Yalla was to make scratching sounds to indicate his presence. It is also thorough flashback that we learn of the huge dowry that Jama is paying. B Image The image of a hawk has been used twice in this story. The first time it is used with reference to Modio. He crouches before her with hands curved like the claws of a hawk about to strike. In this instance the hawk is playing a protective role."}
{"text": "The resulting strikes bring about violence and unemployment. Another important factor worth mentioning is the contrast in the weather. The Namibia she leaves is hot and dry which agrees with the political heat created by the oppressive regime. The England she visits is in the middle of winter and is therefore equally oppressive. 2. The plot The story opens with Angelika s visit to Birmingham. We are told that it was the town of her liberation. We learn that she is in the UK courtesy of her church. She has been sent there to learn English. So bad is the situation at home that it is only churches that are setting up projects to improve the lot of the people. It is in one such project the Angelica and her husband work. It is a day care centre for children whose mothers have to go to work but have nobody to leave them with. Besides studying English, she hopes to take a course in Community Studies that would help her run the day care centre. 115 Her friend Tembi, a Namibian nurse studying in UK, encourages her to avail herself of the medical expertise in the UK to find out why she can t have children and perhaps even have the problem remedied. Her visit to the hospital reveals that she had been stirilised. She says this was done without her knowledge by the military doctors who had removed her appendix. The sympathetic doctors in Birmingham tell her that although the operation is considered permanent they had carried out a few reversals successfully. They are cautious though and tell her that there are no guarantees that her case too would be a success. She consents to the operation nonetheless. Again the church bears the cost of the operation. Naturally she has to travel back home to meet with her husband to determine the success of the operation. Here too the church meets the cost. She returns to Birmingham and anxiously waits for her to find out whether she is lucky. Her periods do not come and this is a good sign. She shares this news only with Tembi for fear of raising people s expectations too high. Her luck holds out and finally it was evident to all that she was pregnant. It is only then that she informs her husband. She continued with her studies as she carried the pregnancy to term. Six months after her baby was born she bids farewell to her benefactors and heads back home. 3. Conflict a The conflict with weather is very important. It develops the theme of suffering in the story."}
{"text": "She tells that it is God who helped her as always. This is in reference to the surgery that she undergoes to correct her sterilisation. B. Hardworking Every day she looked after 80 preschoolers at the children s centre that she ran. Their mothers dropped them in the early hours and collected them when it began to turn dark. C. Realistic When it became obvious that she was not going to have children of her own, she adopted three girls from her husband s family. D. Forgiving When it became clear that she had been sterilised by white doctors without her consent, her friends wished to write letters to the newspapers and contact the UN to object to the malicious behaviour of the white doctors. She objected to this approach. Clearly she118 felt no bitterness towards the people who had wronged her. E. Secretive Upon missing her periods, she did not readily tell the people around her. Further, she only went to the doctor s after 7 weeks. What is more, she did not dare tell her husband for fear that something might go wrong. The only person she told was Tembi whom she asked not to tell anyone. 5. Themes a. Human rights abuses i. Forced sterilisation A number of women are sterilised by white doctors without their consent. Angelika is one such woman. Further, she says that she thought of the other women it must have happened to who neither knew nor had the chance to reverse their enforced childlessness. Ii. Oppression Political leaders were detained, tortured or forced into exile. Iii. Forced resettlement The natives had been resettled into remote reserves. The narrator says that the village had been pushed into the rocky hills by colonial settlement. B. Friendship i. Church The church is responsible for a number of humanitarian assistance. The narrator says that as the South African rule oppressed the119 people of Namibia, it is only the churches that could set up projects to help the people. Further, the church met the cost of Angelika s education, treatment and travel expenses. We are told that they offered assistance from an emergency fund so she could give birth in Birmingham and continue her studies afterwards. Ii. The people of Namibia The narrator tells us that the people survived the traumatising experiences because of their solidarity."}
{"text": "We are told that they offered assistance from an emergency fund so she could give birth in Birmingham and continue her studies afterwards. Ii. The people of Namibia The narrator tells us that the people survived the traumatising experiences because of their solidarity. She says that survival came through mutual support, through solidarity within the communities and within the families: helping people who did not have enough food, caring for those who were sick, looking out for each other s children. Iii. Tembi We are told that it was Tembi who began to show Angelika around to ensure that she did not spend too much time alone in her room. Further, she is the one who suggested that Angelika seeks proper treatment. As a result, Angelika found out that she had been sterilised without her consent, but what is more the doctors were able to reverse her condition which was thought to be permanent. Iv. The people of England Angelika visits England at a time they were facing labour unrest. The administration was120 harsh and the police charged on protestors. She says that the people sent parcels of food across the country to the places that the strike held out the longest. 6. A. Appropriateness of title The title is appropriate. The white hands that are talked about were responsible for both the suffering and joy of the protagonist. It is the malicious white doctors in South Africa who sterilised her without her consent. This was a supremacist statement. If they could stop the blacks from reproducing, then the superior white race would have the country to themselves. Ironically, it is the white doctors in England who identify the reason why she cannot conceive and correct the problem through surgery. B. Significant event The significant event in this story is the sterilisation of Angelika by the white doctors in Windhoek. C. Aim of the author This is a sad story that uses contrast to show that both evil and well-meaning people exist. A group of people should therefore not be condemned because one of them has acted out of line, rather we should judge individuals by their strengths and weaknesses. The strong121 message is therefore one of tolerance and building friendships. Task Q 1 Friendship helps overcome adversity. Using Angelica s experiences both in Namibia and England show that this is true. Give illustrations from Jame Katjavivi s White Hands. 122 Thank you very much for the purchase of this eBook. I hope enjoyed reading it and that it did add value to your teaching learning."}
{"text": "Give illustrations from Jame Katjavivi s White Hands.122 Thank you very much for the purchase of this eBook. I hope enjoyed reading it and that it did add value to your teaching learning. Walter Akach PS: If there ever is a need to wish to share your thoughts about this work feel free to drop me a word at walterakach gmail.com."}
{"text": "Thepearl:plotAnalysis:chapter1SummaryKino watchedwiththedetachmentofGodwhileadustyantfranticallytriedtoescapethesandtrap. Justbeforesunrisesometimearound 1900,aMexican-IndianpearldivernamedKinoawakenstothesoundofcrowingroosters. HelivesnearthevillageofLaPaz,onthePacificcoastoftheBajaPeninsula. Hewatchesthedaydawningthroughthecrackofthedoortohishouse,whichismadeofbrush bundlesofstrawfastenedtogethertoformwallsandaroof. Hethenlookstoamakeshiftcradle,akindofboxhangingfromtheroofofthehut,wherehisinfantson,Coyotito,sleeps. Finally,stillrestingonthemat,Kinoturnshisgazetotheopeneyesofhiswife, Juana. ShelooksbackatKinoasshealwaysdoesintheearlymorning. Hearingthewavesrollinguponthenearbybeach,Kinocloseshiseyesagaintolistentothesoundofanoldsonginhishead. JuanarisestocheckonCoyotitoandstartsafire. Kinoalsorises,wrappinghimselfinablanketandslidingintohissandals. Outside,heregardstheclimbingsunandthehoveringcloudsasJuanapreparesbreakfast. Inthecompanyofagoatandadog,Kinostares withthedetachmentofGod atagroupofindustriousantsunderfoot. Behindhim,KinohearsJuanasingingandnursingCoyotito. Hersongissimple,anditmovesKinotocontemplation. Astherestoftheneighborhoodstirs,KinogoesbackinsidethehouseandfindsJuanafixingherhair. Astheyeattheirsimplebreakfast,thereisnospeechbetweenthembeyondacontentedsighfromKino. ArayoflightshinesonCoyotito shangingbox,revealingascorpioncrawlingdowntheropetowardthechild. Terrified,JuanarecitesacharmandaprayertoprotectCoyotito,whileKinomovesforwardtocapturethescorpion. Coyotitospotsthescorpionontherope,laughs,andreachesuptograbit. Justthen,positionedinfrontofthehangingbox,Kinofreezes,slowlystretchingouthishandtowardthescorpion."}
{"text": "Thepearl:plotAnalysis:chapter1SummaryKino watchedwiththedetachmentofGodwhileadustyantfranticallytriedtoescapethesandtrap. Justbeforesunrisesometimearound 1900,aMexican-IndianpearldivernamedKinoawakenstothesoundofcrowingroosters. HelivesnearthevillageofLaPaz,onthePacificcoastoftheBajaPeninsula. Hewatchesthedaydawningthroughthecrackofthedoortohishouse,whichismadeofbrush bundlesofstrawfastenedtogethertoformwallsandaroof. Hethenlookstoamakeshiftcradle,akindofboxhangingfromtheroofofthehut,wherehisinfantson,Coyotito,sleeps. Finally,stillrestingonthemat,Kinoturnshisgazetotheopeneyesofhiswife, Juana. ShelooksbackatKinoasshealwaysdoesintheearlymorning. Hearingthewavesrollinguponthenearbybeach,Kinocloseshiseyesagaintolistentothesoundofanoldsonginhishead. JuanarisestocheckonCoyotitoandstartsafire. Kinoalsorises,wrappinghimselfinablanketandslidingintohissandals. Outside,heregardstheclimbingsunandthehoveringcloudsasJuanapreparesbreakfast. Inthecompanyofagoatandadog,Kinostares withthedetachmentofGod atagroupofindustriousantsunderfoot. Behindhim,KinohearsJuanasingingandnursingCoyotito. Hersongissimple,anditmovesKinotocontemplation. Astherestoftheneighborhoodstirs,KinogoesbackinsidethehouseandfindsJuanafixingherhair. Astheyeattheirsimplebreakfast,thereisnospeechbetweenthembeyondacontentedsighfromKino. ArayoflightshinesonCoyotito shangingbox,revealingascorpioncrawlingdowntheropetowardthechild. Terrified,JuanarecitesacharmandaprayertoprotectCoyotito,whileKinomovesforwardtocapturethescorpion. Coyotitospotsthescorpionontherope,laughs,andreachesuptograbit. Justthen,positionedinfrontofthehangingbox,Kinofreezes,slowlystretchingouthishandtowardthescorpion. WhenCoyotitoshakestheropeofthehangingbox,thescorpionfalls,landsonhisshoulder,andstingshim. Kinoimmediatelyseizesthecreatureandcrushesitinhisgrasp,beatingittodeathonthefloorforgoodmeasure. Kino sretributiondoesnogood,though,andCoyotitoscreamswithpain. JuanagrabsCoyotitoatonceandattemptstosuckthevenomoutofhisfesteringwound. Thechild swailingsummonsseveralneighborstoKino sdoorstep,includingKino sbrother,JuanTom s,andJuanTom s swife,Apolonia. AsCoyotito scriesdiminishintomoans,JuanaasksKinotosummonthedoctor. Sucharequestsurprisestheneighborssincethedoctorhasnevervisitedthepoorclusterofbrushhouses. ThedoctorbelongstothesocialclassoftheSpanishcolonistsoftheregion,aclassfarabovethatofpoornativessuchasKinoandJuana. WhenKinoexpressesdoubtthatthedoctorwillcometoCoyotito,JuanaresolvestotakeCoyotitotothedoctor. KinoandJuanasetoutforthecenteroftown,theirneighborstrailingbehindthem. Nearthecenteroftown,morepeoplefollow,curioustoseetheoutcomeofapoorman spleatoarichdoctor. Arrivingatthedoctor shouse,Kinoknocksatthegate. Hebothfearsandresentsthedoctor,apowerfulmannotofhisownpeople. Presently,thegateopenstorevealoneofKino sownpeople,employedinthedoctor sservice. KinoexplainsthedetailsofCoyotito sinjuryinhisnativetongue;themanignoresKino suseofthenativelanguageandrespondsinSpanish. HetellsKinotowaitwhilehegoestospeakwiththedoctor. Indoors,thedoctorsitsupinbed,surroundedbyluxuries. HefeastsonbiscuitsandhotchocolateandthinksnostalgicallyofParis. Whentheservantinterruptsthedoctor sreverietoannounceKino svisit,thedoctorbitterlydemandstoknowifKinohasmoneytopayforthetreatment. Kinogivestheservanteightsmallpearls,butsoontheservantreturnstoKinowiththem,explainingthatthedoctorhasbeencalledouttoattendtoaseriouscase. Withthisdismissal,theprocessionbreaksup,leavingKinofuriousandashamed. Standinginshockinfrontoftheclosedgate,Kinostrikesoutinanger,smashinghisfistintothebarrierandbloodyinghisknuckles. AnalysisAsitsshort,simplesentencesandheavilysymbolicmoralovertonesmakeevident, ThePearl isbasedontheformofbiblicalparable,andthesimplenaturalbeautyoftheopeningscenerecallsthebeautyandinnocenceoftheGardenofEdenbeforeAdamandEve sfall. Thoughthecomparisonisnotmadeexplicitly,itisneverthelessanaptone likeAdamandEve,KinoandJuanamakechoiceslaterinthestorythatcausethemtolosetheirinnocenceandforcethemtoleavetheirparadiseforthehardshipsofthewiderworld. TheclusterofbrushhousesbytheseawhereKinoandJuanalivefunctionsasakindofparadise,inwhichmanandwomanlivetogetherinastateofnature. Steinbeckfocusesonthefamily srusticsimplicityandonitsreverenceforahigherpower. Steinbeckusesrepetitiouslanguage,whichevokestheBibleandotherreligiousliterature,tounderscorethefamily sspirituality. ThisscripturalstructureisespeciallyevidentinSteinbeck sfrequentuseoftheword and todrivethenarrative: Andagoatcamenearandsniffedathim ; Andtherhythmofthefamilysongwasthegrindingstone ; Andhedrankalittlepulqueandthatwasbreakfast. Kino sknowledgeoftheworldisnotexpansive,buthisstoreoftraditionalsongsandhiscontented,familiarmannerofsurveyinghismeagerterritoryshowthatheisintimatelyacquaintedwitheveryaspectoftheexistenceheknows. Kinofrequentlyhearstraditionalsongsinhisheadthatexpresshismoodorhissenseofhisenvironment whenheiscontentathomeinthischapter,hehearsthesoothingrhythmsoftheSongoftheFamily,forinstance,butwhenheisintroublelaterinthenovellahehearsthealarmingSongofDanger. Kino sinnersoundtrackhighlights ThePearl soriginalconceptionasafilmproject theaudiencewouldactuallyhaveheardthesesongsandexperiencedthemasrecurringmotifs. ItalsopointstotheoralnatureofKino sculture,inwhichsongsarepasseddownfromgenerationtogenerationandassumesuchapositionofpsychologicalimportancethattheyactuallyprovideaninternalcontextwithoutwhichKinoisunabletointerprethisownfeelings. SteinbeckseemstosuggestthattheimminentdisruptionofKino sEden,liketheharmonythatprecedesit,istheworkofadivinepower. LikeKino,whoobservestheantsasthoughhewereadetachedGod,theGodwatchingoverKino andindeedallhumanityinthetext showsindifferencetothecruelcombinationofsuccessesandfailuresthatpeopleencounter. AsKinosurveysthesurroundingsofhisbrushhouse,wilddovesflyandruffledroostersfight,symbolizingthewaygoodandevilhaphazardlycommingle. ThescorpionthatbringsterrorintoKino shouseholdrepresentstheworkofadivineagent. InChristianliterature,scorpionstraditionallysymbolizeevil,andthestreakofsunlightthatfallsonthescorpionasitrestsonthehangingboxropeseemsaheavenlyspotlight,settingthedramainmotion. WiththeSongofEvildrowningouttheSongofFamily,Kinomusttakecontrolofhisfamily sdestinyafterthisunkindtwistoffate. Steinbeck swritingevincescontemptforthetowndoctor,whosurroundshimselfwiththevulgartrappingsofEuropean civilizedliving. ToSteinbeck,thedoctor snotionofcivilizationisutterlymaterialisticanddevoidofthecomplexspiritualitysointegraltoKinoandJuana slife. Nevertheless,thedoctor sbarbaricbeliefsholdswayinthiscolonialcontext,andthedividebetweenrichandpoorseemsraciallyandinflexiblydefined. Thedoctor sservant,asanativeemployedbyacolonial,demonstratesthedividebetweentheworldofthedoctorthatofKinoandJuana. TheservantisoverlyofficialandspeaksSpanishwhenreceivingKinoandJuana,underscoringthesocialdifferencesbetweenKinoandthedoctor. Hedoes,however,reverttotheirnativelanguageinamoresympatheticmoment. Whiletheservantpossessesthecapacitytomove linguisticallyandotherwise betweentwodisparateworlds,thecolonialdoctorpossessesneitherthelinguisticabilitynorthedesiretodoso. ThoughKinodesirestocrossbetweenthetwoworldstoo,heisunabletodoso. Thispowerlessnessrendershisindignationatthedoctor srefusaltotreatCoyotitoirrelevant,sincehehasnoproductivemeanstoexpressthisindignation. PlotAnalysisThepearl:chapter2Chapter2SummaryButthepearlswereaccidents,andthefindingofonewasluck,alittlepatonthebackbyGodorthegodsorboth."}
{"text": "Thepearl:plotAnalysis:chapter1SummaryKino watchedwiththedetachmentofGodwhileadustyantfranticallytriedtoescapethesandtrap. Justbeforesunrisesometimearound 1900,aMexican-IndianpearldivernamedKinoawakenstothesoundofcrowingroosters. HelivesnearthevillageofLaPaz,onthePacificcoastoftheBajaPeninsula. Hewatchesthedaydawningthroughthecrackofthedoortohishouse,whichismadeofbrush bundlesofstrawfastenedtogethertoformwallsandaroof. Hethenlookstoamakeshiftcradle,akindofboxhangingfromtheroofofthehut,wherehisinfantson,Coyotito,sleeps. Finally,stillrestingonthemat,Kinoturnshisgazetotheopeneyesofhiswife, Juana. ShelooksbackatKinoasshealwaysdoesintheearlymorning. Hearingthewavesrollinguponthenearbybeach,Kinocloseshiseyesagaintolistentothesoundofanoldsonginhishead. JuanarisestocheckonCoyotitoandstartsafire. Kinoalsorises,wrappinghimselfinablanketandslidingintohissandals. Outside,heregardstheclimbingsunandthehoveringcloudsasJuanapreparesbreakfast. Inthecompanyofagoatandadog,Kinostares withthedetachmentofGod atagroupofindustriousantsunderfoot. Behindhim,KinohearsJuanasingingandnursingCoyotito. Hersongissimple,anditmovesKinotocontemplation. Astherestoftheneighborhoodstirs,KinogoesbackinsidethehouseandfindsJuanafixingherhair. Astheyeattheirsimplebreakfast,thereisnospeechbetweenthembeyondacontentedsighfromKino. ArayoflightshinesonCoyotito shangingbox,revealingascorpioncrawlingdowntheropetowardthechild. Terrified,JuanarecitesacharmandaprayertoprotectCoyotito,whileKinomovesforwardtocapturethescorpion. Coyotitospotsthescorpionontherope,laughs,andreachesuptograbit. Justthen,positionedinfrontofthehangingbox,Kinofreezes,slowlystretchingouthishandtowardthescorpion. WhenCoyotitoshakestheropeofthehangingbox,thescorpionfalls,landsonhisshoulder,andstingshim. Kinoimmediatelyseizesthecreatureandcrushesitinhisgrasp,beatingittodeathonthefloorforgoodmeasure. Kino sretributiondoesnogood,though,andCoyotitoscreamswithpain. JuanagrabsCoyotitoatonceandattemptstosuckthevenomoutofhisfesteringwound. Thechild swailingsummonsseveralneighborstoKino sdoorstep,includingKino sbrother,JuanTom s,andJuanTom s swife,Apolonia. AsCoyotito scriesdiminishintomoans,JuanaasksKinotosummonthedoctor. Sucharequestsurprisestheneighborssincethedoctorhasnevervisitedthepoorclusterofbrushhouses. ThedoctorbelongstothesocialclassoftheSpanishcolonistsoftheregion,aclassfarabovethatofpoornativessuchasKinoandJuana. WhenKinoexpressesdoubtthatthedoctorwillcometoCoyotito,JuanaresolvestotakeCoyotitotothedoctor. KinoandJuanasetoutforthecenteroftown,theirneighborstrailingbehindthem. Nearthecenteroftown,morepeoplefollow,curioustoseetheoutcomeofapoorman spleatoarichdoctor. Arrivingatthedoctor shouse,Kinoknocksatthegate. Hebothfearsandresentsthedoctor,apowerfulmannotofhisownpeople. Presently,thegateopenstorevealoneofKino sownpeople,employedinthedoctor sservice. KinoexplainsthedetailsofCoyotito sinjuryinhisnativetongue;themanignoresKino suseofthenativelanguageandrespondsinSpanish. HetellsKinotowaitwhilehegoestospeakwiththedoctor. Indoors,thedoctorsitsupinbed,surroundedbyluxuries. HefeastsonbiscuitsandhotchocolateandthinksnostalgicallyofParis. Whentheservantinterruptsthedoctor sreverietoannounceKino svisit,thedoctorbitterlydemandstoknowifKinohasmoneytopayforthetreatment. Kinogivestheservanteightsmallpearls,butsoontheservantreturnstoKinowiththem,explainingthatthedoctorhasbeencalledouttoattendtoaseriouscase. Withthisdismissal,theprocessionbreaksup,leavingKinofuriousandashamed. Standinginshockinfrontoftheclosedgate,Kinostrikesoutinanger,smashinghisfistintothebarrierandbloodyinghisknuckles. AnalysisAsitsshort,simplesentencesandheavilysymbolicmoralovertonesmakeevident, ThePearl isbasedontheformofbiblicalparable,andthesimplenaturalbeautyoftheopeningscenerecallsthebeautyandinnocenceoftheGardenofEdenbeforeAdamandEve sfall. Thoughthecomparisonisnotmadeexplicitly,itisneverthelessanaptone likeAdamandEve,KinoandJuanamakechoiceslaterinthestorythatcausethemtolosetheirinnocenceandforcethemtoleavetheirparadiseforthehardshipsofthewiderworld. TheclusterofbrushhousesbytheseawhereKinoandJuanalivefunctionsasakindofparadise,inwhichmanandwomanlivetogetherinastateofnature. Steinbeckfocusesonthefamily srusticsimplicityandonitsreverenceforahigherpower. Steinbeckusesrepetitiouslanguage,whichevokestheBibleandotherreligiousliterature,tounderscorethefamily sspirituality. ThisscripturalstructureisespeciallyevidentinSteinbeck sfrequentuseoftheword and todrivethenarrative: Andagoatcamenearandsniffedathim ; Andtherhythmofthefamilysongwasthegrindingstone ; Andhedrankalittlepulqueandthatwasbreakfast. Kino sknowledgeoftheworldisnotexpansive,buthisstoreoftraditionalsongsandhiscontented,familiarmannerofsurveyinghismeagerterritoryshowthatheisintimatelyacquaintedwitheveryaspectoftheexistenceheknows. Kinofrequentlyhearstraditionalsongsinhisheadthatexpresshismoodorhissenseofhisenvironment whenheiscontentathomeinthischapter,hehearsthesoothingrhythmsoftheSongoftheFamily,forinstance,butwhenheisintroublelaterinthenovellahehearsthealarmingSongofDanger. Kino sinnersoundtrackhighlights ThePearl soriginalconceptionasafilmproject theaudiencewouldactuallyhaveheardthesesongsandexperiencedthemasrecurringmotifs. ItalsopointstotheoralnatureofKino sculture,inwhichsongsarepasseddownfromgenerationtogenerationandassumesuchapositionofpsychologicalimportancethattheyactuallyprovideaninternalcontextwithoutwhichKinoisunabletointerprethisownfeelings. SteinbeckseemstosuggestthattheimminentdisruptionofKino sEden,liketheharmonythatprecedesit,istheworkofadivinepower. LikeKino,whoobservestheantsasthoughhewereadetachedGod,theGodwatchingoverKino andindeedallhumanityinthetext showsindifferencetothecruelcombinationofsuccessesandfailuresthatpeopleencounter. AsKinosurveysthesurroundingsofhisbrushhouse,wilddovesflyandruffledroostersfight,symbolizingthewaygoodandevilhaphazardlycommingle. ThescorpionthatbringsterrorintoKino shouseholdrepresentstheworkofadivineagent. InChristianliterature,scorpionstraditionallysymbolizeevil,andthestreakofsunlightthatfallsonthescorpionasitrestsonthehangingboxropeseemsaheavenlyspotlight,settingthedramainmotion. WiththeSongofEvildrowningouttheSongofFamily,Kinomusttakecontrolofhisfamily sdestinyafterthisunkindtwistoffate. Steinbeck swritingevincescontemptforthetowndoctor,whosurroundshimselfwiththevulgartrappingsofEuropean civilizedliving. ToSteinbeck,thedoctor snotionofcivilizationisutterlymaterialisticanddevoidofthecomplexspiritualitysointegraltoKinoandJuana slife. Nevertheless,thedoctor sbarbaricbeliefsholdswayinthiscolonialcontext,andthedividebetweenrichandpoorseemsraciallyandinflexiblydefined. Thedoctor sservant,asanativeemployedbyacolonial,demonstratesthedividebetweentheworldofthedoctorthatofKinoandJuana. TheservantisoverlyofficialandspeaksSpanishwhenreceivingKinoandJuana,underscoringthesocialdifferencesbetweenKinoandthedoctor. Hedoes,however,reverttotheirnativelanguageinamoresympatheticmoment. Whiletheservantpossessesthecapacitytomove linguisticallyandotherwise betweentwodisparateworlds,thecolonialdoctorpossessesneitherthelinguisticabilitynorthedesiretodoso. ThoughKinodesirestocrossbetweenthetwoworldstoo,heisunabletodoso. Thispowerlessnessrendershisindignationatthedoctor srefusaltotreatCoyotitoirrelevant,sincehehasnoproductivemeanstoexpressthisindignation. PlotAnalysisThepearl:chapter2Chapter2SummaryButthepearlswereaccidents,andthefindingofonewasluck,alittlepatonthebackbyGodorthegodsorboth. Ontheshoresoftheestuary,asetofblueandwhitecanoessitsinthesand. Crabsandlobsterspokeoutfromtheirholes,andalgaeandseahorsesdriftaimlesslyinthenearbycurrents. Dogsandpigsscavengetheshorelineforseadriftinthehazymorning. Amidthisscene, Kino and Juana walkdownthebeachtoKino scanoe. Theyaregoingtosearchforpearls,desperatelyhopingtofindapearlofsufficientvaluetopersuadethedoctortotreatthepoisonedCoyotito. Thecanoe,anheirloompasseddowntoKinofromhispaternalgrandfather,isKino ssoleassetintheworld. Kinolayshisblanketinitsbow. JuanarestsCoyotitoupontheblanketandplaceshershawloverhimtoprotecthimfromthesun. Shethenwadesintothewaterandcollectssomeseaweed,whichsheappliesgentlytoCoyotito swound. KinoandJuanaslidethecanoeintothewater,Juanaclimbsin,andKinopushestheboatawayfromshore. OnceKinoboards,thetwobeginpaddlingouttoseainsearchofpearls. Inashorttime,theycomeuponothercanoes,whichhaveclusteredaroundthenearestoysterbed. Kinomakesadivetocollectoysters,whileJuanastaysinthecanoe,prayingforluck. Hestaysunderwaterforovertwominutes,gatheringthelargestshells,includingoneespeciallyenormousoysterthathasa ghostlygleam. Climbingbackintothecanoe,Kinoisreluctanttoexaminethelargestoysterfirst. Afterhalfheartedlypawingatasmallerone,eagernessovercomeshim,andJuanasoftlyurgeshimtoopentheprizecatch. Kinocutstheshellopentorevealthebiggestpearlthateitherofthemhaseverseen. Nearlybreathless,JuanashrieksinastonishmenttofindthatCoyotito swoundhasimprovedinthepresenceofthegreatpearl. Kino,overcomewithemotion,tenseshisentirebodyandletsoutaresoundingyell. Startledbythisunexpecteddisplay,theothercanoesquicklyracetowardKinoandJuanatouncoverthesourceofthecommotion. AnalysisThePearl:Plotanalysis."}
{"text": "Thepearl:plotAnalysis:chapter1SummaryKino watchedwiththedetachmentofGodwhileadustyantfranticallytriedtoescapethesandtrap. Justbeforesunrisesometimearound 1900,aMexican-IndianpearldivernamedKinoawakenstothesoundofcrowingroosters. HelivesnearthevillageofLaPaz,onthePacificcoastoftheBajaPeninsula. Hewatchesthedaydawningthroughthecrackofthedoortohishouse,whichismadeofbrush bundlesofstrawfastenedtogethertoformwallsandaroof. Hethenlookstoamakeshiftcradle,akindofboxhangingfromtheroofofthehut,wherehisinfantson,Coyotito,sleeps. Finally,stillrestingonthemat,Kinoturnshisgazetotheopeneyesofhiswife, Juana. ShelooksbackatKinoasshealwaysdoesintheearlymorning. Hearingthewavesrollinguponthenearbybeach,Kinocloseshiseyesagaintolistentothesoundofanoldsonginhishead. JuanarisestocheckonCoyotitoandstartsafire. Kinoalsorises,wrappinghimselfinablanketandslidingintohissandals. Outside,heregardstheclimbingsunandthehoveringcloudsasJuanapreparesbreakfast. Inthecompanyofagoatandadog,Kinostares withthedetachmentofGod atagroupofindustriousantsunderfoot. Behindhim,KinohearsJuanasingingandnursingCoyotito. Hersongissimple,anditmovesKinotocontemplation. Astherestoftheneighborhoodstirs,KinogoesbackinsidethehouseandfindsJuanafixingherhair. Astheyeattheirsimplebreakfast,thereisnospeechbetweenthembeyondacontentedsighfromKino. ArayoflightshinesonCoyotito shangingbox,revealingascorpioncrawlingdowntheropetowardthechild. Terrified,JuanarecitesacharmandaprayertoprotectCoyotito,whileKinomovesforwardtocapturethescorpion. Coyotitospotsthescorpionontherope,laughs,andreachesuptograbit. Justthen,positionedinfrontofthehangingbox,Kinofreezes,slowlystretchingouthishandtowardthescorpion. WhenCoyotitoshakestheropeofthehangingbox,thescorpionfalls,landsonhisshoulder,andstingshim. Kinoimmediatelyseizesthecreatureandcrushesitinhisgrasp,beatingittodeathonthefloorforgoodmeasure. Kino sretributiondoesnogood,though,andCoyotitoscreamswithpain. JuanagrabsCoyotitoatonceandattemptstosuckthevenomoutofhisfesteringwound. Thechild swailingsummonsseveralneighborstoKino sdoorstep,includingKino sbrother,JuanTom s,andJuanTom s swife,Apolonia. AsCoyotito scriesdiminishintomoans,JuanaasksKinotosummonthedoctor. Sucharequestsurprisestheneighborssincethedoctorhasnevervisitedthepoorclusterofbrushhouses. ThedoctorbelongstothesocialclassoftheSpanishcolonistsoftheregion,aclassfarabovethatofpoornativessuchasKinoandJuana. WhenKinoexpressesdoubtthatthedoctorwillcometoCoyotito,JuanaresolvestotakeCoyotitotothedoctor. KinoandJuanasetoutforthecenteroftown,theirneighborstrailingbehindthem. Nearthecenteroftown,morepeoplefollow,curioustoseetheoutcomeofapoorman spleatoarichdoctor. Arrivingatthedoctor shouse,Kinoknocksatthegate. Hebothfearsandresentsthedoctor,apowerfulmannotofhisownpeople. Presently,thegateopenstorevealoneofKino sownpeople,employedinthedoctor sservice. KinoexplainsthedetailsofCoyotito sinjuryinhisnativetongue;themanignoresKino suseofthenativelanguageandrespondsinSpanish. HetellsKinotowaitwhilehegoestospeakwiththedoctor. Indoors,thedoctorsitsupinbed,surroundedbyluxuries. HefeastsonbiscuitsandhotchocolateandthinksnostalgicallyofParis. Whentheservantinterruptsthedoctor sreverietoannounceKino svisit,thedoctorbitterlydemandstoknowifKinohasmoneytopayforthetreatment. Kinogivestheservanteightsmallpearls,butsoontheservantreturnstoKinowiththem,explainingthatthedoctorhasbeencalledouttoattendtoaseriouscase. Withthisdismissal,theprocessionbreaksup,leavingKinofuriousandashamed. Standinginshockinfrontoftheclosedgate,Kinostrikesoutinanger,smashinghisfistintothebarrierandbloodyinghisknuckles. AnalysisAsitsshort,simplesentencesandheavilysymbolicmoralovertonesmakeevident, ThePearl isbasedontheformofbiblicalparable,andthesimplenaturalbeautyoftheopeningscenerecallsthebeautyandinnocenceoftheGardenofEdenbeforeAdamandEve sfall. Thoughthecomparisonisnotmadeexplicitly,itisneverthelessanaptone likeAdamandEve,KinoandJuanamakechoiceslaterinthestorythatcausethemtolosetheirinnocenceandforcethemtoleavetheirparadiseforthehardshipsofthewiderworld. TheclusterofbrushhousesbytheseawhereKinoandJuanalivefunctionsasakindofparadise,inwhichmanandwomanlivetogetherinastateofnature. Steinbeckfocusesonthefamily srusticsimplicityandonitsreverenceforahigherpower. Steinbeckusesrepetitiouslanguage,whichevokestheBibleandotherreligiousliterature,tounderscorethefamily sspirituality. ThisscripturalstructureisespeciallyevidentinSteinbeck sfrequentuseoftheword and todrivethenarrative: Andagoatcamenearandsniffedathim ; Andtherhythmofthefamilysongwasthegrindingstone ; Andhedrankalittlepulqueandthatwasbreakfast. Kino sknowledgeoftheworldisnotexpansive,buthisstoreoftraditionalsongsandhiscontented,familiarmannerofsurveyinghismeagerterritoryshowthatheisintimatelyacquaintedwitheveryaspectoftheexistenceheknows. Kinofrequentlyhearstraditionalsongsinhisheadthatexpresshismoodorhissenseofhisenvironment whenheiscontentathomeinthischapter,hehearsthesoothingrhythmsoftheSongoftheFamily,forinstance,butwhenheisintroublelaterinthenovellahehearsthealarmingSongofDanger. Kino sinnersoundtrackhighlights ThePearl soriginalconceptionasafilmproject theaudiencewouldactuallyhaveheardthesesongsandexperiencedthemasrecurringmotifs. ItalsopointstotheoralnatureofKino sculture,inwhichsongsarepasseddownfromgenerationtogenerationandassumesuchapositionofpsychologicalimportancethattheyactuallyprovideaninternalcontextwithoutwhichKinoisunabletointerprethisownfeelings. SteinbeckseemstosuggestthattheimminentdisruptionofKino sEden,liketheharmonythatprecedesit,istheworkofadivinepower. LikeKino,whoobservestheantsasthoughhewereadetachedGod,theGodwatchingoverKino andindeedallhumanityinthetext showsindifferencetothecruelcombinationofsuccessesandfailuresthatpeopleencounter. AsKinosurveysthesurroundingsofhisbrushhouse,wilddovesflyandruffledroostersfight,symbolizingthewaygoodandevilhaphazardlycommingle. ThescorpionthatbringsterrorintoKino shouseholdrepresentstheworkofadivineagent. InChristianliterature,scorpionstraditionallysymbolizeevil,andthestreakofsunlightthatfallsonthescorpionasitrestsonthehangingboxropeseemsaheavenlyspotlight,settingthedramainmotion. WiththeSongofEvildrowningouttheSongofFamily,Kinomusttakecontrolofhisfamily sdestinyafterthisunkindtwistoffate. Steinbeck swritingevincescontemptforthetowndoctor,whosurroundshimselfwiththevulgartrappingsofEuropean civilizedliving. ToSteinbeck,thedoctor snotionofcivilizationisutterlymaterialisticanddevoidofthecomplexspiritualitysointegraltoKinoandJuana slife. Nevertheless,thedoctor sbarbaricbeliefsholdswayinthiscolonialcontext,andthedividebetweenrichandpoorseemsraciallyandinflexiblydefined. Thedoctor sservant,asanativeemployedbyacolonial,demonstratesthedividebetweentheworldofthedoctorthatofKinoandJuana. TheservantisoverlyofficialandspeaksSpanishwhenreceivingKinoandJuana,underscoringthesocialdifferencesbetweenKinoandthedoctor. Hedoes,however,reverttotheirnativelanguageinamoresympatheticmoment. Whiletheservantpossessesthecapacitytomove linguisticallyandotherwise betweentwodisparateworlds,thecolonialdoctorpossessesneitherthelinguisticabilitynorthedesiretodoso. ThoughKinodesirestocrossbetweenthetwoworldstoo,heisunabletodoso. Thispowerlessnessrendershisindignationatthedoctor srefusaltotreatCoyotitoirrelevant,sincehehasnoproductivemeanstoexpressthisindignation. PlotAnalysisThepearl:chapter2Chapter2SummaryButthepearlswereaccidents,andthefindingofonewasluck,alittlepatonthebackbyGodorthegodsorboth. Ontheshoresoftheestuary,asetofblueandwhitecanoessitsinthesand. Crabsandlobsterspokeoutfromtheirholes,andalgaeandseahorsesdriftaimlesslyinthenearbycurrents. Dogsandpigsscavengetheshorelineforseadriftinthehazymorning. Amidthisscene, Kino and Juana walkdownthebeachtoKino scanoe. Theyaregoingtosearchforpearls,desperatelyhopingtofindapearlofsufficientvaluetopersuadethedoctortotreatthepoisonedCoyotito. Thecanoe,anheirloompasseddowntoKinofromhispaternalgrandfather,isKino ssoleassetintheworld. Kinolayshisblanketinitsbow. JuanarestsCoyotitoupontheblanketandplaceshershawloverhimtoprotecthimfromthesun. Shethenwadesintothewaterandcollectssomeseaweed,whichsheappliesgentlytoCoyotito swound. KinoandJuanaslidethecanoeintothewater,Juanaclimbsin,andKinopushestheboatawayfromshore. OnceKinoboards,thetwobeginpaddlingouttoseainsearchofpearls. Inashorttime,theycomeuponothercanoes,whichhaveclusteredaroundthenearestoysterbed. Kinomakesadivetocollectoysters,whileJuanastaysinthecanoe,prayingforluck. Hestaysunderwaterforovertwominutes,gatheringthelargestshells,includingoneespeciallyenormousoysterthathasa ghostlygleam. Climbingbackintothecanoe,Kinoisreluctanttoexaminethelargestoysterfirst. Afterhalfheartedlypawingatasmallerone,eagernessovercomeshim,andJuanasoftlyurgeshimtoopentheprizecatch. Kinocutstheshellopentorevealthebiggestpearlthateitherofthemhaseverseen. Nearlybreathless,JuanashrieksinastonishmenttofindthatCoyotito swoundhasimprovedinthepresenceofthegreatpearl. Kino,overcomewithemotion,tenseshisentirebodyandletsoutaresoundingyell. Startledbythisunexpecteddisplay,theothercanoesquicklyracetowardKinoandJuanatouncoverthesourceofthecommotion. AnalysisThePearl:Plotanalysis. Chapter3SummaryMysonwillreadandopenthebooks...hewillknowandthroughhimwewillknow....Thisiswhatthepearlwilldo. Wordof Kino sdiscoverytravelsquickly. EvenbeforeKinoreturnstohisbrushhouse,everyoneintownknowsthathehasfound thePearloftheWorld. Throughouttown,peopleofeveryclass fromthebeggartothebusinessmantothepriest dreamofhowKino spearlcanhelpthem. Likeeveryoneelse,thedoctorwhoturnedKinoawaydesiresthepearl. Ignorantofothers jealousy,Kinoand Juana delightintheirgoodfortune,invitingfamilyandfriendstosharetheirjoyintheirnewfoundtreasure. WhenJuanTom sasksKinowhathewilldowithhiswealth,Kinodetailshisplans:apropermarriageinthechurch,newclothingforthefamily,aharpoon,andarifle,amongotherthings. Kino snewboldnessamazesJuana,especiallywhenheexpresseshisdesireforCoyotitotobesenttoschoolandeducated. Kinohimselfissurprisedsomewhatbyhisownresolutestatement,andalloftheneighborsstareatthemightypearlwithamixtureofhopeandfearattheenormouschangesthatlieahead. Asduskapproaches,Juanarevivesthefire,andtheneighborsoverstaytheirwe. Lcome. Neardark,thepriestcomestodeliverabenediction. Oncehehasblessedthehousehold,heaskstoseethepearl. Dazzled,thepriestimploresKinotorememberthechurchinhisnewprosperity. Juanaannouncestheirintentiontobemarriedinthechurch,andthepriestleavesthemwithakindword. AsenseofevilovercomesKinointhewakeofthepriest svisit."}
{"text": "WhenCoyotitoshakestheropeofthehangingbox,thescorpionfalls,landsonhisshoulder,andstingshim. Kinoimmediatelyseizesthecreatureandcrushesitinhisgrasp,beatingittodeathonthefloorforgoodmeasure. Kino sretributiondoesnogood,though,andCoyotitoscreamswithpain. JuanagrabsCoyotitoatonceandattemptstosuckthevenomoutofhisfesteringwound. Thechild swailingsummonsseveralneighborstoKino sdoorstep,includingKino sbrother,JuanTom s,andJuanTom s swife,Apolonia. AsCoyotito scriesdiminishintomoans,JuanaasksKinotosummonthedoctor. Sucharequestsurprisestheneighborssincethedoctorhasnevervisitedthepoorclusterofbrushhouses. ThedoctorbelongstothesocialclassoftheSpanishcolonistsoftheregion,aclassfarabovethatofpoornativessuchasKinoandJuana. WhenKinoexpressesdoubtthatthedoctorwillcometoCoyotito,JuanaresolvestotakeCoyotitotothedoctor. KinoandJuanasetoutforthecenteroftown,theirneighborstrailingbehindthem. Nearthecenteroftown,morepeoplefollow,curioustoseetheoutcomeofapoorman spleatoarichdoctor. Arrivingatthedoctor shouse,Kinoknocksatthegate. Hebothfearsandresentsthedoctor,apowerfulmannotofhisownpeople. Presently,thegateopenstorevealoneofKino sownpeople,employedinthedoctor sservice. KinoexplainsthedetailsofCoyotito sinjuryinhisnativetongue;themanignoresKino suseofthenativelanguageandrespondsinSpanish. HetellsKinotowaitwhilehegoestospeakwiththedoctor. Indoors,thedoctorsitsupinbed,surroundedbyluxuries. HefeastsonbiscuitsandhotchocolateandthinksnostalgicallyofParis. Whentheservantinterruptsthedoctor sreverietoannounceKino svisit,thedoctorbitterlydemandstoknowifKinohasmoneytopayforthetreatment. Kinogivestheservanteightsmallpearls,butsoontheservantreturnstoKinowiththem,explainingthatthedoctorhasbeencalledouttoattendtoaseriouscase. Withthisdismissal,theprocessionbreaksup,leavingKinofuriousandashamed. Standinginshockinfrontoftheclosedgate,Kinostrikesoutinanger,smashinghisfistintothebarrierandbloodyinghisknuckles. AnalysisAsitsshort,simplesentencesandheavilysymbolicmoralovertonesmakeevident, ThePearl isbasedontheformofbiblicalparable,andthesimplenaturalbeautyoftheopeningscenerecallsthebeautyandinnocenceoftheGardenofEdenbeforeAdamandEve sfall. Thoughthecomparisonisnotmadeexplicitly,itisneverthelessanaptone likeAdamandEve,KinoandJuanamakechoiceslaterinthestorythatcausethemtolosetheirinnocenceandforcethemtoleavetheirparadiseforthehardshipsofthewiderworld. TheclusterofbrushhousesbytheseawhereKinoandJuanalivefunctionsasakindofparadise,inwhichmanandwomanlivetogetherinastateofnature. Steinbeckfocusesonthefamily srusticsimplicityandonitsreverenceforahigherpower. Steinbeckusesrepetitiouslanguage,whichevokestheBibleandotherreligiousliterature,tounderscorethefamily sspirituality. ThisscripturalstructureisespeciallyevidentinSteinbeck sfrequentuseoftheword and todrivethenarrative: Andagoatcamenearandsniffedathim ; Andtherhythmofthefamilysongwasthegrindingstone ; Andhedrankalittlepulqueandthatwasbreakfast. Kino sknowledgeoftheworldisnotexpansive,buthisstoreoftraditionalsongsandhiscontented,familiarmannerofsurveyinghismeagerterritoryshowthatheisintimatelyacquaintedwitheveryaspectoftheexistenceheknows. Kinofrequentlyhearstraditionalsongsinhisheadthatexpresshismoodorhissenseofhisenvironment whenheiscontentathomeinthischapter,hehearsthesoothingrhythmsoftheSongoftheFamily,forinstance,butwhenheisintroublelaterinthenovellahehearsthealarmingSongofDanger. Kino sinnersoundtrackhighlights ThePearl soriginalconceptionasafilmproject theaudiencewouldactuallyhaveheardthesesongsandexperiencedthemasrecurringmotifs. ItalsopointstotheoralnatureofKino sculture,inwhichsongsarepasseddownfromgenerationtogenerationandassumesuchapositionofpsychologicalimportancethattheyactuallyprovideaninternalcontextwithoutwhichKinoisunabletointerprethisownfeelings. SteinbeckseemstosuggestthattheimminentdisruptionofKino sEden,liketheharmonythatprecedesit,istheworkofadivinepower. LikeKino,whoobservestheantsasthoughhewereadetachedGod,theGodwatchingoverKino andindeedallhumanityinthetext showsindifferencetothecruelcombinationofsuccessesandfailuresthatpeopleencounter. AsKinosurveysthesurroundingsofhisbrushhouse,wilddovesflyandruffledroostersfight,symbolizingthewaygoodandevilhaphazardlycommingle. ThescorpionthatbringsterrorintoKino shouseholdrepresentstheworkofadivineagent. InChristianliterature,scorpionstraditionallysymbolizeevil,andthestreakofsunlightthatfallsonthescorpionasitrestsonthehangingboxropeseemsaheavenlyspotlight,settingthedramainmotion. WiththeSongofEvildrowningouttheSongofFamily,Kinomusttakecontrolofhisfamily sdestinyafterthisunkindtwistoffate. Steinbeck swritingevincescontemptforthetowndoctor,whosurroundshimselfwiththevulgartrappingsofEuropean civilizedliving. ToSteinbeck,thedoctor snotionofcivilizationisutterlymaterialisticanddevoidofthecomplexspiritualitysointegraltoKinoandJuana slife. Nevertheless,thedoctor sbarbaricbeliefsholdswayinthiscolonialcontext,andthedividebetweenrichandpoorseemsraciallyandinflexiblydefined. Thedoctor sservant,asanativeemployedbyacolonial,demonstratesthedividebetweentheworldofthedoctorthatofKinoandJuana. TheservantisoverlyofficialandspeaksSpanishwhenreceivingKinoandJuana,underscoringthesocialdifferencesbetweenKinoandthedoctor. Hedoes,however,reverttotheirnativelanguageinamoresympatheticmoment. Whiletheservantpossessesthecapacitytomove linguisticallyandotherwise betweentwodisparateworlds,thecolonialdoctorpossessesneitherthelinguisticabilitynorthedesiretodoso. ThoughKinodesirestocrossbetweenthetwoworldstoo,heisunabletodoso. Thispowerlessnessrendershisindignationatthedoctor srefusaltotreatCoyotitoirrelevant,sincehehasnoproductivemeanstoexpressthisindignation. PlotAnalysisThepearl:chapter2Chapter2SummaryButthepearlswereaccidents,andthefindingofonewasluck,alittlepatonthebackbyGodorthegodsorboth. Ontheshoresoftheestuary,asetofblueandwhitecanoessitsinthesand. Crabsandlobsterspokeoutfromtheirholes,andalgaeandseahorsesdriftaimlesslyinthenearbycurrents. Dogsandpigsscavengetheshorelineforseadriftinthehazymorning. Amidthisscene, Kino and Juana walkdownthebeachtoKino scanoe. Theyaregoingtosearchforpearls,desperatelyhopingtofindapearlofsufficientvaluetopersuadethedoctortotreatthepoisonedCoyotito. Thecanoe,anheirloompasseddowntoKinofromhispaternalgrandfather,isKino ssoleassetintheworld. Kinolayshisblanketinitsbow. JuanarestsCoyotitoupontheblanketandplaceshershawloverhimtoprotecthimfromthesun. Shethenwadesintothewaterandcollectssomeseaweed,whichsheappliesgentlytoCoyotito swound. KinoandJuanaslidethecanoeintothewater,Juanaclimbsin,andKinopushestheboatawayfromshore. OnceKinoboards,thetwobeginpaddlingouttoseainsearchofpearls. Inashorttime,theycomeuponothercanoes,whichhaveclusteredaroundthenearestoysterbed. Kinomakesadivetocollectoysters,whileJuanastaysinthecanoe,prayingforluck. Hestaysunderwaterforovertwominutes,gatheringthelargestshells,includingoneespeciallyenormousoysterthathasa ghostlygleam. Climbingbackintothecanoe,Kinoisreluctanttoexaminethelargestoysterfirst. Afterhalfheartedlypawingatasmallerone,eagernessovercomeshim,andJuanasoftlyurgeshimtoopentheprizecatch. Kinocutstheshellopentorevealthebiggestpearlthateitherofthemhaseverseen. Nearlybreathless,JuanashrieksinastonishmenttofindthatCoyotito swoundhasimprovedinthepresenceofthegreatpearl. Kino,overcomewithemotion,tenseshisentirebodyandletsoutaresoundingyell. Startledbythisunexpecteddisplay,theothercanoesquicklyracetowardKinoandJuanatouncoverthesourceofthecommotion. AnalysisThePearl:Plotanalysis. Chapter3SummaryMysonwillreadandopenthebooks...hewillknowandthroughhimwewillknow....Thisiswhatthepearlwilldo. Wordof Kino sdiscoverytravelsquickly. EvenbeforeKinoreturnstohisbrushhouse,everyoneintownknowsthathehasfound thePearloftheWorld. Throughouttown,peopleofeveryclass fromthebeggartothebusinessmantothepriest dreamofhowKino spearlcanhelpthem. Likeeveryoneelse,thedoctorwhoturnedKinoawaydesiresthepearl. Ignorantofothers jealousy,Kinoand Juana delightintheirgoodfortune,invitingfamilyandfriendstosharetheirjoyintheirnewfoundtreasure. WhenJuanTom sasksKinowhathewilldowithhiswealth,Kinodetailshisplans:apropermarriageinthechurch,newclothingforthefamily,aharpoon,andarifle,amongotherthings. Kino snewboldnessamazesJuana,especiallywhenheexpresseshisdesireforCoyotitotobesenttoschoolandeducated. Kinohimselfissurprisedsomewhatbyhisownresolutestatement,andalloftheneighborsstareatthemightypearlwithamixtureofhopeandfearattheenormouschangesthatlieahead. Asduskapproaches,Juanarevivesthefire,andtheneighborsoverstaytheirwelcome. Neardark,thepriestcomestodeliverabenediction. Oncehehasblessedthehousehold,heaskstoseethepearl. Dazzled,thepriestimploresKinotorememberthechurchinhisnewprosperity. Juanaannouncestheirintentiontobemarriedinthechurch,andthepriestleavesthemwithakindword. AsenseofevilovercomesKinointhewakeofthepriest svisit. Theneighborsdispersetotheirownsuppers,andJuanabeginstoprepareamealofbakedbeans. Kinohuddlesbeneathablanketinthecoldnight,keepingthepearlclosetohisbody. Plaguedwithcontinuedillfeeling,Kinomeditatesontheformersecurityofhisfamily,andonthemenacinguncertaintyintowhichtheirnewfoundfortunehascastthem. Fromthedoorofhisbrushhouse,Kinowatchestwomenapproach. Thefiguresprovetobethedoctorandhisservant,whohavecometoexamineCoyotito swound. Kinobrusquelydismissesthedoctor sattentions,butwhenthedoctormakesasinisterinsinuationaboutthelingeringpotentialforinfection,Kinorelentsandallowshimtoenter. Juanaisextremelysuspiciousofthedoctor,butKinoreassuresher. WhenthedoctorexaminesCoyotito,hecontendsthathehasfoundevidenceofcomplicationsandproducesacapsuleofmedicationthatheproceedstoadminister. Claimingthatthepoisonwillstrikewithinanhourandthatthemedicinemayprovelifesaving,thedoctordeclaresthathewillreturninanhourtocheckonCoyotito sprogress. AsJuanastaresatCoyotitowithconcern,Kinorealizesthathehasbeencarelessinnotguardingthepearl. Withoutdelay,hewrapsthepearlinarag,digsahole,andburiesthepearlinacornerofthebrushhouse,concealingthehidingplacefromview. AsKinoeatshissupper,asmallblackpuppylingersinthedoorwayandshakesitstailnervously. Afterward,JuanaalertsKinothatCoyotito sconditionisgrowingworse,andshesingssoothinglyinanefforttocomfortthebaby. WhenCoyotit. Obecomesvisiblyill,anevilfeelingfillsKinoonceagain. Theneighborslearnquicklyofthedoctor svisitandCoyotito ssubsequentdecline,andtheyreconveneatKino shousetoprovidesupport. Thedoctorreappears,andaswiftlyadministeredpotionsetsCoyotitotorest. ThedoctorinnocuouslyaskswhenKinomightbeabletopayhim. Kinoexplainsthatoncehehassoldhismostvaluablepearlhewillbeabletopay. Feigningignoranceaboutthepearl,thedoctorofferstokeepitinhissafe,butKinodeclinestheoffer,explainingthatheintendstosellthepearlinthemorning. Thedoctorexpressesconcernthatthepearlmightbestolen,andKinoinadvertentlyglanceswithfearatthecornerwherethepearlisburied. Later,whenthedoctorandneighborsdepartanditistimetosleep,Kinopacesaboutthehouseanxiously,listeningvigilantlyforthreateningnoises. Inafitofprecaution,hedigsupthepearlandreburiesitbeneathhissleepingmat. Finally,Kino,Juana,andCoyotitocurluptogetheronthematandattempttosleeppeacefully. Atfirst,KinodreamsofCoyotito sfuturesuccess,buttheevilfeelingreturnsandquicklyovertakeshim. Hestirsrestlessly,wakingJuana. Hewakesandhearsanintruderinthehouse,coweringandscratchinginthecorner,clearlyinsearchofthepearl. Grabbinghisknife,Kinoleapsintothecornerandstruggleswiththeintruder,stabbingathimwildly. Afteraviolentscuffle,theintruderflees,leavingKinobloodiedasJuanacallsouttohiminterror. Regaininghersenses,sheswiftlypreparesasalveforKino sbruisedforehead. AsshetendsKino swounds,Juanarailsagainstthepearl,callingitanevilplagueuponthem. Kinoremainsadamantaboutthepearl svirtue,insistingthatitwillbetheirroadtosalvation. Juanadisagrees,declaringthatitwilldestroytheirentirefamily. AsKinohushesher,henoticesaspotofbloodonhisknife,whichheremoves. Withdawnapproaching,hesettlesdowntolookathispearl. Initsluminescence,Kinoseeshisfamily schanceforthefuture,andsmiles. Juanasmileswithhim,andtheymeetthedaywithhope. Analysis Though ThePearl snarrativeseemstosuggestthatgreedisthefirststeptodestruction,inthischapterSteinbeckfocusesnotongreedbutonambition Kino sdesiretousethewealthofferedbythepearltobetterhislifeandthelifeofhisfamily. Steinbeckportraysthiskindofbenevolentdesireforadvancementasatraituniquetohumanity,onethathasmadehumankindsuperiortoallanimals. Kino sneighborshavetroublefiguringwhetherKino sambitionwillbringhimsuccessorsuffering. Theytooareintoxicatedbytheawe-inspiringprospectofKinoowningarifleorCoyotitoreceivinganeducation,butthesepropositionsaresofarremovedfromtheirsenseofwhatispossiblethattheyreacttothemwithanaturalsuspicion. Theneighborsareonlyabletothinkaboutthepearlintermsoftheirpreexistingnarratives. Becausetheyhaveanancientlegendaboutagreat PearlThatMightBe, theybelievethatthatlegendhascometofruitioninKino spearl,whichtheydubthe PearloftheWorld. TheydonotconceiveofthepearlassimplyavaluableluckybreakforKino;forthem,thepearlhasdeepmoralandspiritualsignificance. Byrelatingthestoriestheneighborstrade,Steinbeckshowshowthehumanmindturnsrealexperienceintoparablethroughtheactofstorytelling."}
{"text": "Ontheshoresoftheestuary,asetofblueandwhitecanoessitsinthesand. Crabsandlobsterspokeoutfromtheirholes,andalgaeandseahorsesdriftaimlesslyinthenearbycurrents. Dogsandpigsscavengetheshorelineforseadriftinthehazymorning. Amidthisscene, Kino and Juana walkdownthebeachtoKino scanoe. Theyaregoingtosearchforpearls,desperatelyhopingtofindapearlofsufficientvaluetopersuadethedoctortotreatthepoisonedCoyotito. Thecanoe,anheirloompasseddowntoKinofromhispaternalgrandfather,isKino ssoleassetintheworld. Kinolayshisblanketinitsbow. JuanarestsCoyotitoupontheblanketandplaceshershawloverhimtoprotecthimfromthesun. Shethenwadesintothewaterandcollectssomeseaweed,whichsheappliesgentlytoCoyotito swound. KinoandJuanaslidethecanoeintothewater,Juanaclimbsin,andKinopushestheboatawayfromshore. OnceKinoboards,thetwobeginpaddlingouttoseainsearchofpearls. Inashorttime,theycomeuponothercanoes,whichhaveclusteredaroundthenearestoysterbed. Kinomakesadivetocollectoysters,whileJuanastaysinthecanoe,prayingforluck. Hestaysunderwaterforovertwominutes,gatheringthelargestshells,includingoneespeciallyenormousoysterthathasa ghostlygleam. Climbingbackintothecanoe,Kinoisreluctanttoexaminethelargestoysterfirst. Afterhalfheartedlypawingatasmallerone,eagernessovercomeshim,andJuanasoftlyurgeshimtoopentheprizecatch. Kinocutstheshellopentorevealthebiggestpearlthateitherofthemhaseverseen. Nearlybreathless,JuanashrieksinastonishmenttofindthatCoyotito swoundhasimprovedinthepresenceofthegreatpearl. Kino,overcomewithemotion,tenseshisentirebodyandletsoutaresoundingyell. Startledbythisunexpecteddisplay,theothercanoesquicklyracetowardKinoandJuanatouncoverthesourceofthecommotion. AnalysisThePearl:Plotanalysis. Chapter3SummaryMysonwillreadandopenthebooks...hewillknowandthroughhimwewillknow....Thisiswhatthepearlwilldo. Wordof Kino sdiscoverytravelsquickly. EvenbeforeKinoreturnstohisbrushhouse,everyoneintownknowsthathehasfound thePearloftheWorld. Throughouttown,peopleofeveryclass fromthebeggartothebusinessmantothepriest dreamofhowKino spearlcanhelpthem. Likeeveryoneelse,thedoctorwhoturnedKinoawaydesiresthepearl. Ignorantofothers jealousy,Kinoand Juana delightintheirgoodfortune,invitingfamilyandfriendstosharetheirjoyintheirnewfoundtreasure. WhenJuanTom sasksKinowhathewilldowithhiswealth,Kinodetailshisplans:apropermarriageinthechurch,newclothingforthefamily,aharpoon,andarifle,amongotherthings. Kino snewboldnessamazesJuana,especiallywhenheexpresseshisdesireforCoyotitotobesenttoschoolandeducated. Kinohimselfissurprisedsomewhatbyhisownresolutestatement,andalloftheneighborsstareatthemightypearlwithamixtureofhopeandfearattheenormouschangesthatlieahead. Asduskapproaches,Juanarevivesthefire,andtheneighborsoverstaytheirwelcome. Neardark,thepriestcomestodeliverabenediction. Oncehehasblessedthehousehold,heaskstoseethepearl. Dazzled,thepriestimploresKinotorememberthechurchinhisnewprosperity. Juanaannouncestheirintentiontobemarriedinthechurch,andthepriestleavesthemwithakindword. AsenseofevilovercomesKinointhewakeofthepriest svisit. Theneighborsdispersetotheirownsuppers,andJuanabeginstoprepareamealofbakedbeans. Kinohuddlesbeneathablanketinthecoldnight,keepingthepearlclosetohisbody. Plaguedwithcontinuedillfeeling,Kinomeditatesontheformersecurityofhisfamily,andonthemenacinguncertaintyintowhichtheirnewfoundfortunehascastthem. Fromthedoorofhisbrushhouse,Kinowatchestwomenapproach. Thefiguresprovetobethedoctorandhisservant,whohavecometoexamineCoyotito swound. Kinobrusquelydismissesthedoctor sattentions,butwhenthedoctormakesasinisterinsinuationaboutthelingeringpotentialforinfection,Kinorelentsandallowshimtoenter. Juanaisextremelysuspiciousofthedoctor,butKinoreassuresher. WhenthedoctorexaminesCoyotito,hecontendsthathehasfoundevidenceofcomplicationsandproducesacapsuleofmedicationthatheproceedstoadminister. Claimingthatthepoisonwillstrikewithinanhourandthatthemedicinemayprovelifesaving,thedoctordeclaresthathewillreturninanhourtocheckonCoyotito sprogress. AsJuanastaresatCoyotitowithconcern,Kinorealizesthathehasbeencarelessinnotguardingthepearl. Withoutdelay,hewrapsthepearlinarag,digsahole,andburiesthepearlinacornerofthebrushhouse,concealingthehidingplacefromview. AsKinoeatshissupper,asmallblackpuppylingersinthedoorwayandshakesitstailnervously. Afterward,JuanaalertsKinothatCoyotito sconditionisgrowingworse,andshesingssoothinglyinanefforttocomfortthebaby. WhenCoyotitobecomesvisiblyill,anevilfeelingfillsKinoonceagain. Theneighborslearnquicklyofthedoctor svisitandCoyotito ssubsequentdecline,andtheyreconveneatKino shousetoprovidesupport. Thedoctorreappears,andaswiftlyadministeredpotionsetsCoyotitotorest. ThedoctorinnocuouslyaskswhenKinomightbeabletopayhim. Kinoexplainsthatoncehehassoldhismostvaluablepearlhewillbeabletopay. Feigningignoranceaboutthepearl,thedoctorofferstokeepitinhissafe,butKinodeclinestheoffer,explainingthatheintendstosellthepearlinthemorning. Thedoctorexpressesconcernthatthepearlmightbestolen,andKinoinadvertentlyglanceswithfearatthecornerwherethepearlisburied. Later,whenthedoctorandneighborsdepartanditistimetosleep,Kinopacesaboutthehouseanxiously,listeningvigilantlyforthreateningnoises. Inafitofprecaution,hedigsupthepearlandreburiesitbeneathhissleepingmat. Finally,Kino,Juana,andCoyotitocurluptogetheronthematandattempttosleeppeacefully. Atfirst,KinodreamsofCoyotito sfuturesuccess,buttheevilfeelingreturnsandquicklyovertakeshim. Hestirsrestlessly,wakingJuana. Hewakesandhearsanintruderinthehouse,coweringandscratchinginthecorner,clearlyinsearchofthepearl. Grabbinghisknife,Kinoleapsintothecornerandstruggleswiththeintruder,stabbingathimwildly. Afteraviolentscuffle,theintruderflees,leavingKinobloodiedasJuanacallsouttohiminterror. Regaininghersenses,sheswiftlypreparesasalveforKino sbruisedforehead. AsshetendsKino swounds,Juanarailsagainstthepearl,callingitanevilplagueuponthem. Kinoremainsadamantaboutthepearl svirtue,insistingthatitwillbetheirroadtosalvation. Juanadisagrees,declaringthatitwilldestroytheirentirefamily. AsKinohushesher,henoticesaspotofbloodonhisknife,whichheremoves. Withdawnapproaching,hesettlesdowntolookathispearl. Initsluminescence,Kinoseeshisfamily schanceforthefuture,andsmiles. Juanasmileswithhim,andtheymeetthedaywithhope. Analysis Though ThePearl snarrativeseemstosuggestthatgreedisthefirststeptodestruction,inthischapterSteinbeckfocusesnotongreedbutonambition Kino sdesiretousethewealthofferedbythepearltobetterhislifeandthelifeofhisfamily. Steinbeckportraysthiskindofbenevolentdesireforadvancementasatraituniquetohumanity,onethathasmadehumankindsuperiortoallanimals. Kino sneighborshavetroublefiguringwhetherKino sambitionwillbringhimsuccessorsuffering. Theytooareintoxicatedbytheawe-inspiringprospectofKinoowningarifleorCoyotitoreceivinganeducation,butthesepropositionsaresofarremovedfromtheirsenseofwhatispossiblethattheyreacttothemwithanaturalsuspicion. Theneighborsareonlyabletothinkaboutthepearlintermsoftheirpreexistingnarratives. Becausetheyhaveanancientlegendaboutagreat PearlThatMightBe, theybelievethatthatlegendhascometofruitioninKino spearl,whichtheydubthe PearloftheWorld. TheydonotconceiveofthepearlassimplyavaluableluckybreakforKino;forthem,thepearlhasdeepmoralandspiritualsignificance. Byrelatingthestoriestheneighborstrade,Steinbeckshowshowthehumanmindturnsrealexperienceintoparablethroughtheactofstorytelling. Forus,theneighbors suspicionofKino sgoodfortuneseemsjustified,basedonSteinbeck stentativetoneandonhisremarksthatthegodsdisregardmen splansandonlyallowmensuccessifitcomesbyaccident. Steinbeckassertsthatwhenhumanagencyactuallydoesbringaboutsuccess throughtheexerciseofabenevolentambitionlikeKino s,forexample , thegodstaketheirrevengeonaman. Inthisway,SteinbeckcompletelynegatesthevaluesystemoftheAmericandream. Hardworkandopennesstoopportunity,themaincomponentsofthetraditionalAmericandream,aremeaninglessinamalevolentuniverseinwhich thegods conspireagainsteveryindividual sdesiretoimprovehisorherlotinlife. Becausehispearlisworthsomuchmoney,Kinobelievesitoffershimachancetorealizehisambitiousdreamsandfreehimselffromtheshacklesofcolonialism. ButwhatkeepsKinofromfulfillinghisambitionsishislackofknowledge. Kinomaybeabletopaythedoctortohealhisson,butheisignorantastowhetherheismakingtherightchoice perhapsthedoctorisinfactpoisoninghisson. Kinoiswellawareofhispredicament,andhisdesireforhissontoobtainaneducationshowsKino srecognitionthateducationprovidestheonlypossibleescapefromcolonialoppression. Butinhissingle-mindedpursuitofsuccessandwealthforhisson,Kinoabandonsthenurturingaspectsofhisfatherlyduty. KinoleavesJuanaalonetocarefortheailingCoyotitowhilehe,Kino,focuseshisattentionsonfindingaplacetoconcealthepearl. AsKinoshiftshisfocustoprovidingforhissoninmaterialratherthanemotionalways,hemakesacorrespondingshiftfrompeacefulcoexistenceinhisvillagetoviolent,paranoidsuspicionofhisneighbors. NowthatKinohasacquiredwealth,heisobligatedtodefendthatwealthfrompotentialusurpers. Ultimately,thisshiftinpreoccupationdemonstratesthatwealthhasadehumanizingeffectonthosewhopossessit,suchasthedoctorandKino,andonthosewhodesireit,suchastheintruderwhocomestostealthepearl. Theintruderisdescribedinvague,inhumantermsthatportrayhimasanunidentifiablemassofclothing. Kinoevenreferstohimas thething, asthoughhewereaplaguesentagainstKinoratherthananotherhumanbeing. Atthispointinthestory,however,onlyJuanaseemstorecognizethatthepearlisanevilinstrumentthatwillbringherfamilypainandheartache. Thepearl:Chapter4PlotAnalysisSummaryWordspreadsthroughoutthetownofLaPazthat Kino willbesellinghisgreatpearl. Thepearlbuyersareespeciallyexcited,andthepearlfishersabandontheirworkforthedaytowitnessthetransaction. Overbreakfastthatmorning,thebrush-houseneighborhoodteemswithspeculationandopinion. Kino, Juana,andCoyotitoweartheirbestclothesfortheoccasion,andKinodonshishatwithcare,anxioustoappearaserious,vigorousmanoftheworld. AsKinoandJuanasetoutfromtheirbrushhouse,theneighborsfallinlinebehindthem. JuanTom swalksatthefrontwithKinoandexpresseshisconcernthatKinomaybecheated,asKinohasnostandardoftruecomparisontoknowwhathispearlisworth. Kinoacknowledgesthisproblembutaddsthattheyhavenowayofsolvingit. JuanTom stellsKinothatanothersystemofpearl. -sellingusedtoexistbeforeKinowasborn. Pearlerswouldgivetheirpearlstoagentsforsaleinthecapital,butasaresultoftherampantcorruptionofpearlagentswhostolethepearlsmeantforsale,theoldsystemisnolongerinplace. Kinopointsoutthataccordingtothechurch,suchasystemmustfail,asitrepresentsavaineffortonthepartofthepearlerstoexceedtheirstationinlife. KinoandJuanTom swalkoninsilenceintothecity,drawingstaresfromassembledonlookers. AsKino,JuanTom s,andtheattendingcrowdapproach,thepearldealersscrambletoputtheirofficesinorder,hidingtheirlittlepearlsandpreparingtomakeoffers. Thefirstdealerisashort,slickmanwhonervouslyrollsacoinbackandforthinhishand. Heexplainsafteracarefulexaminationthatthepearlisworthlessbecauseofitsabnormallylargesize. Declaringitmoreofamuseumcuriositythanamarketcommodity,thedealermakesanoffhandbidofonethousandpesos. Kinoreactsangrilytothislowballofferandinsiststhatthepearlisworthfiftytimesthatmuch. ThedealerfirmlyassertsthathisisanaccurateappraisalandinvitesKinotoseekoutasecondopinion. Kino sneighborsstiruneasily,wonderinghowKinocanrejectsuchalargesumofmoneyandwonderingwhetherheisbeingfoolishandheadstrongbydemandingmore. Presently,threenewdealersarrivetoexaminethepearl,andtheinitialdealerinvitesthemtomakeindependentappraisals. Thefirsttwodealersrejectthepearlasamereoddity,andthethirddealermakesafeebleofferoffivehundredpesos. Uponhearingthisnews,Kinoquicklyremovesthepearlfromconsideration. Ashedoesso,theinitialdealer,unfazedbythelowerbid,insiststhathisofferofonethousandpesosstillstands. Protestingthathehasbeencheated,Kinoannouncesaplantosellhispearlinthecapitalcity. Hisoutburstraisesthebidtofifteenhundredpesos,butKinowillhavenoneofit. HefiercelypusheshiswayoutofthecrowdandstartsthelongwalkhomeasJuanatrailsafterhim. Atsupper,Kino sneighborsdebatetheday sevents. Somesuggestthatthedealers appraisalswerefair,whileothersthinkthatKinoisthevictimofascam. Somethinkheshouldhavesettledforthefinalofferoffifteenhundredpesos;otherspraiseKino sbraveryforinsistingonhisownterms. Meanwhile,inhisbrushhouse,Kinohasburiedthepearlunderhissleepingmat. Hesitsbrooding,nervousabouthisupcomingjourneytothefarawaycapital. JuanawatcheshimwhileshenursesCoyotitoandpreparessupper. JuanTom sthenenterstotrytowarnKinoofthedangersinvolvedingoingtothecapital,butKinoisadamantaboutsellinghispearltosecureabetterfutureforhisson. UnabletoconvinceKinotoheedhiswarning,JuanTom sreturnshome. ThatnightKinogoeswithoutsupper. Hesitsawaketoprotectthepearlandcontinuestoporeoverthedetailsofhisproblem. Juanakeepsherownsilentvigil,intendingtosupportKinowithhercompany. Suddenly,Kinosensesanevilpresence. Herises,feelingfortheknifeunderhisshirt,andmovestowardthedoorwayasJuanastiflesadesiretorestrainhim. Fromthedarkness,amanassaultsKino,andastruggleensues. BythetimeJuanareachesthefray,theattackerhasfled. Bloodiedandcutandwithhisclothestorn,Kinoliessprawledontheground,onlyhalfconscious. Withoutdelay,JuanahelpsKinoinsidetocareforhiswounds. Kinoadmitsthatinthedarkhewasunabletotellwhoattackedhim. AfterJuanawashesouthislastcut,shebegshimindesperationtodiscardtheevilpearl. But,morefiercelythanever,Kinoinsiststhattheymustcapitalizeontheirgoodfortune. Heexplainsthatinthemorningtheywillsetoutinthecanoeforthecapital. Juanadutifullysubmitstoherhusband splan,andtheybothgotosleep."}
{"text": "Chapter3SummaryMysonwillreadandopenthebooks...hewillknowandthroughhimwewillknow....Thisiswhatthepearlwilldo. Wordof Kino sdiscoverytravelsquickly. EvenbeforeKinoreturnstohisbrushhouse,everyoneintownknowsthathehasfound thePearloftheWorld. Throughouttown,peopleofeveryclass fromthebeggartothebusinessmantothepriest dreamofhowKino spearlcanhelpthem. Likeeveryoneelse,thedoctorwhoturnedKinoawaydesiresthepearl. Ignorantofothers jealousy,Kinoand Juana delightintheirgoodfortune,invitingfamilyandfriendstosharetheirjoyintheirnewfoundtreasure. WhenJuanTom sasksKinowhathewilldowithhiswealth,Kinodetailshisplans:apropermarriageinthechurch,newclothingforthefamily,aharpoon,andarifle,amongotherthings. Kino snewboldnessamazesJuana,especiallywhenheexpresseshisdesireforCoyotitotobesenttoschoolandeducated. Kinohimselfissurprisedsomewhatbyhisownresolutestatement,andalloftheneighborsstareatthemightypearlwithamixtureofhopeandfearattheenormouschangesthatlieahead. Asduskapproaches,Juanarevivesthefire,andtheneighborsoverstaytheirwelcome. Neardark,thepriestcomestodeliverabenediction. Oncehehasblessedthehousehold,heaskstoseethepearl. Dazzled,thepriestimploresKinotorememberthechurchinhisnewprosperity. Juanaannouncestheirintentiontobemarriedinthechurch,andthepriestleavesthemwithakindword. AsenseofevilovercomesKinointhewakeofthepriest svisit. Theneighborsdispersetotheirownsuppers,andJuanabeginstoprepareamealofbakedbeans. Kinohuddlesbeneathablanketinthecoldnight,keepingthepearlclosetohisbody. Plaguedwithcontinuedillfeeling,Kinomeditatesontheformersecurityofhisfamily,andonthemenacinguncertaintyintowhichtheirnewfoundfortunehascastthem. Fromthedoorofhisbrushhouse,Kinowatchestwomenapproach. Thefiguresprovetobethedoctorandhisservant,whohavecometoexamineCoyotito swound. Kinobrusquelydismissesthedoctor sattentions,butwhenthedoctormakesasinisterinsinuationaboutthelingeringpotentialforinfection,Kinorelentsandallowshimtoenter. Juanaisextremelysuspiciousofthedoctor,butKinoreassuresher. WhenthedoctorexaminesCoyotito,hecontendsthathehasfoundevidenceofcomplicationsandproducesacapsuleofmedicationthatheproceedstoadminister. Claimingthatthepoisonwillstrikewithinanhourandthatthemedicinemayprovelifesaving,thedoctordeclaresthathewillreturninanhourtocheckonCoyotito sprogress. AsJuanastaresatCoyotitowithconcern,Kinorealizesthathehasbeencarelessinnotguardingthepearl. Withoutdelay,hewrapsthepearlinarag,digsahole,andburiesthepearlinacornerofthebrushhouse,concealingthehidingplacefromview. AsKinoeatshissupper,asmallblackpuppylingersinthedoorwayandshakesitstailnervously. Afterward,JuanaalertsKinothatCoyotito sconditionisgrowingworse,andshesingssoothinglyinanefforttocomfortthebaby. WhenCoyotitobecomesvisiblyill,anevilfeelingfillsKinoonceagain. Theneighborslearnquicklyofthedoctor svisitandCoyotito ssubsequentdecline,andtheyreconveneatKino shousetoprovidesupport. Thedoctorreappears,andaswiftlyadministeredpotionsetsCoyotitotorest. ThedoctorinnocuouslyaskswhenKinomightbeabletopayhim. Kinoexplainsthatoncehehassoldhismostvaluablepearlhewillbeabletopay. Feigningignoranceaboutthepearl,thedoctorofferstokeepitinhissafe,butKinodeclinestheoffer,explainingthatheintendstosellthepearlinthemorning. Thedoctorexpressesconcernthatthepearlmightbestolen,andKinoinadvertentlyglanceswithfearatthecornerwherethepearlisburied. Later,whenthedoctorandneighborsdepartanditistimetosleep,Kinopacesaboutthehouseanxiously,listeningvigilantlyforthreateningnoises. Inafitofprecaution,hedigsupthepearlandreburiesitbeneathhissleepingmat. Finally,Kino,Juana,andCoyotitocurluptogetheronthematandattempttosleeppeacefully. Atfirst,KinodreamsofCoyotito sfuturesuccess,buttheevilfeelingreturnsandquicklyovertakeshim. Hestirsrestlessly,wakingJuana. Hewakesandhearsanintruderinthehouse,coweringandscratchinginthecorner,clearlyinsearchofthepearl. Grabbinghisknife,Kinoleapsintothecornerandstruggleswiththeintruder,stabbingathimwildly. Afteraviolentscuffle,theintruderflees,leavingKinobloodiedasJuanacallsouttohiminterror. Regaininghersenses,sheswiftlypreparesasalveforKino sbruisedforehead. AsshetendsKino swounds,Juanarailsagainstthepearl,callingitanevilplagueuponthem. Kinoremainsadamantaboutthepearl svirtue,insistingthatitwillbetheirroadtosalvation. Juanadisagrees,declaringthatitwilldestroytheirentirefamily. AsKinohushesher,henoticesaspotofbloodonhisknife,whichheremoves. Withdawnapproaching,hesettlesdowntolookathispearl. Initsluminescence,Kinoseeshisfamily schanceforthefuture,andsmiles. Juanasmileswithhim,andtheymeetthedaywithhope. Analysis Though ThePearl snarrativeseemstosuggestthatgreedisthefirststeptodestruction,inthischapterSteinbeckfocusesnotongreedbutonambition Kino sdesiretousethewealthofferedbythepearltobetterhislifeandthelifeofhisfamily. Steinbeckportraysthiskindofbenevolentdesireforadvancementasatraituniquetohumanity,onethathasmadehumankindsuperiortoallanimals. Kino sneighborshavetroublefiguringwhetherKino sambitionwillbringhimsuccessorsuffering. Theytooareintoxicatedbytheawe-inspiringprospectofKinoowningarifleorCoyotitoreceivinganeducation,butthesepropositionsaresofarremovedfromtheirsenseofwhatispossiblethattheyreacttothemwithanaturalsuspicion. Theneighborsareonlyabletothinkaboutthepearlintermsoftheirpreexistingnarratives. Becausetheyhaveanancientlegendaboutagreat PearlThatMightBe, theybelievethatthatlegendhascometofruitioninKino spearl,whichtheydubthe PearloftheWorld. TheydonotconceiveofthepearlassimplyavaluableluckybreakforKino;forthem,thepearlhasdeepmoralandspiritualsignificance. Byrelatingthestoriestheneighborstrade,Steinbeckshowshowthehumanmindturnsrealexperienceintoparablethroughtheactofstorytelling. Forus,theneighbors suspicionofKino sgoodfortuneseemsjustified,basedonSteinbeck stentativetoneandonhisremarksthatthegodsdisregardmen splansandonlyallowmensuccessifitcomesbyaccident. Steinbeckassertsthatwhenhumanagencyactuallydoesbringaboutsuccess throughtheexerciseofabenevolentambitionlikeKino s,forexample , thegodstaketheirrevengeonaman. Inthisway,SteinbeckcompletelynegatesthevaluesystemoftheAmericandream. Hardworkandopennesstoopportunity,themaincomponentsofthetraditionalAmericandream,aremeaninglessinamalevolentuniverseinwhich thegods conspireagainsteveryindividual sdesiretoimprovehisorherlotinlife. Becausehispearlisworthsomuchmoney,Kinobelievesitoffershimachancetorealizehisambitiousdreamsandfreehimselffromtheshacklesofcolonialism. ButwhatkeepsKinofromfulfillinghisambitionsishislackofknowledge. Kinomaybeabletopaythedoctortohealhisson,butheisignorantastowhetherheismakingtherightchoice perhapsthedoctorisinfactpoisoninghisson. Kinoiswellawareofhispredicament,andhisdesireforhissontoobtainaneducationshowsKino srecognitionthateducationprovidestheonlypossibleescapefromcolonialoppression. Butinhissingle-mindedpursuitofsuccessandwealthforhisson,Kinoabandonsthenurturingaspectsofhisfatherlyduty. KinoleavesJuanaalonetocarefortheailingCoyotitowhilehe,Kino,focuseshisattentionsonfindingaplacetoconcealthepearl. AsKinoshiftshisfocustoprovidingforhissoninmaterialratherthanemotionalways,hemakesacorrespondingshiftfrompeacefulcoexistenceinhisvillagetoviolent,paranoidsuspicionofhisneighbors. NowthatKinohasacquiredwealth,heisobligatedtodefendthatwealthfrompotentialusurpers. Ultimately,thisshiftinpreoccupationdemonstratesthatwealthhasadehumanizingeffectonthosewhopossessit,suchasthedoctorandKino,andonthosewhodesireit,suchastheintruderwhocomestostealthepearl. Theintruderisdescribedinvague,inhumantermsthatportrayhimasanunidentifiablemassofclothing. Kinoevenreferstohimas thething, asthoughhewereaplaguesentagainstKinoratherthananotherhumanbeing. Atthispointinthestory,however,onlyJuanaseemstorecognizethatthepearlisanevilinstrumentthatwillbringherfamilypainandheartache. Thepearl:Chapter4PlotAnalysisSummaryWordspreadsthroughoutthetownofLaPazthat Kino willbesellinghisgreatpearl. Thepearlbuyersareespeciallyexcited,andthepearlfishersabandontheirworkforthedaytowitnessthetransaction. Overbreakfastthatmorning,thebrush-houseneighborhoodteemswithspeculationandopinion. Kino, Juana,andCoyotitoweartheirbestclothesfortheoccasion,andKinodonshishatwithcare,anxioustoappearaserious,vigorousmanoftheworld. AsKinoandJuanasetoutfromtheirbrushhouse,theneighborsfallinlinebehindthem. JuanTom swalksatthefrontwithKinoandexpresseshisconcernthatKinomaybecheated,asKinohasnostandardoftruecomparisontoknowwhathispearlisworth. Kinoacknowledgesthisproblembutaddsthattheyhavenowayofsolvingit. JuanTom stellsKinothatanothersystemofpearl-sellingusedtoexistbeforeKinowasborn. Pearlerswouldgivetheirpearlstoagentsforsaleinthecapital,butasaresultoftherampantcorruptionofpearlagentswhostolethepearlsmeantforsale,theoldsystemisnolongerinplace. Kinopointsoutthataccordingtothechurch,suchasystemmustfail,asitrepresentsavaineffortonthepartofthepearlerstoexceedtheirstationinlife. KinoandJuanTom swalkoninsilenceintothecity,drawingstaresfromassembledonlookers. AsKino,JuanTom s,andtheattendingcrowdapproach,thepearldealersscrambletoputtheirofficesinorder,hidingtheirlittlepearlsandpreparingtomakeoffers. Thefirstdealerisashort,slickmanwhonervouslyrollsacoinbackandforthinhishand. Heexplainsafteracarefulexaminationthatthepearlisworthlessbecauseofitsabnormallylargesize. Declaringitmoreofamuseumcuriositythanamarketcommodity,thedealermakesanoffhandbidofonethousandpesos. Kinoreactsangrilytothislowballofferandinsiststhatthepearlisworthfiftytimesthatmuch. ThedealerfirmlyassertsthathisisanaccurateappraisalandinvitesKinotoseekoutasecondopinion. Kino sneighborsstiruneasily,wonderinghowKinocanrejectsuchalargesumofmoneyandwonderingwhetherheisbeingfoolishandheadstrongbydemandingmore. Presently,threenewdealersarrivetoexaminethepearl,andtheinitialdealerinvitesthemtomakeindependentappraisals. Thefirsttwodealersrejectthepearlasamereoddity,andthethirddealermakesafeebleofferoffivehundredpesos. Uponhearingthisnews,Kinoquicklyremovesthepearlfromconsideration. Ashedoesso,theinitialdealer,unfazedbythelowerbid,insiststhathisofferofonethousandpesosstillstands. Protestingthathehasbeencheated,Kinoannouncesaplantosellhispearlinthecapitalcity. Hisoutburstraisesthebidtofifteenhundredpesos,butKinowillhavenoneofit. Hefiercelypushe. ShiswayoutofthecrowdandstartsthelongwalkhomeasJuanatrailsafterhim. Atsupper,Kino sneighborsdebatetheday sevents. Somesuggestthatthedealers appraisalswerefair,whileothersthinkthatKinoisthevictimofascam. Somethinkheshouldhavesettledforthefinalofferoffifteenhundredpesos;otherspraiseKino sbraveryforinsistingonhisownterms. Meanwhile,inhisbrushhouse,Kinohasburiedthepearlunderhissleepingmat. Hesitsbrooding,nervousabouthisupcomingjourneytothefarawaycapital. JuanawatcheshimwhileshenursesCoyotitoandpreparessupper. JuanTom sthenenterstotrytowarnKinoofthedangersinvolvedingoingtothecapital,butKinoisadamantaboutsellinghispearltosecureabetterfutureforhisson. UnabletoconvinceKinotoheedhiswarning,JuanTom sreturnshome. ThatnightKinogoeswithoutsupper. Hesitsawaketoprotectthepearlandcontinuestoporeoverthedetailsofhisproblem. Juanakeepsherownsilentvigil,intendingtosupportKinowithhercompany. Suddenly,Kinosensesanevilpresence. Herises,feelingfortheknifeunderhisshirt,andmovestowardthedoorwayasJuanastiflesadesiretorestrainhim. Fromthedarkness,amanassaultsKino,andastruggleensues. BythetimeJuanareachesthefray,theattackerhasfled. Bloodiedandcutandwithhisclothestorn,Kinoliessprawledontheground,onlyhalfconscious. Withoutdelay,JuanahelpsKinoinsidetocareforhiswounds. Kinoadmitsthatinthedarkhewasunabletotellwhoattackedhim. AfterJuanawashesouthislastcut,shebegshimindesperationtodiscardtheevilpearl. But,morefiercelythanever,Kinoinsiststhattheymustcapitalizeontheirgoodfortune. Heexplainsthatinthemorningtheywillsetoutinthecanoeforthecapital. Juanadutifullysubmitstoherhusband splan,andtheybothgotosleep. Analysis LikeChapter 3,Chapter 4 openswithacommentbythenarratoraboutthetown Itiswonderfulthewayalittletownkeepstrackofitselfandofallitsunits. Steinbeckgoesontoportraythetownasanall-powerfulunit,fullofmenwhoworktogethertosuppressthedeviantelementsintheirmidst. Steinbeckemphasizesthatsocietyshapesanindividual sfateasmuchasdivinityoranyotherforce. Intheuniverseof ThePearl, thegodsasserttheirinfluenceonhumansthroughchanceandaccident,butsocietyassertsanequalinfluencethroughforces suchasgreedandviolence thatemanatefromhumandrives. BothhumanwillandthegodsshapeKino sfateinSteinbeck sparable:anaccidentenablesKinotofindthepearl,andgreedandambitionleadtohisdownfall. Thenarratorsaysthatpeacecanbeachievedinthetownonlyifnoonedeviatesfromnormal,expectedbehavior,implyingthattownsarealmostlikeminiatureauthoritarianstates. ItisironicthatSteinbecknamesthetownin ThePearl LaPaz,whichmeans peace inSpanish. Thetown scapitalistcartelwagesconstantwarwithallchallengers,andbypossessingagreatpearl,Kinomakeshimselfatargetfortheracketofpearlbuyersthathasevolvedovertime. Behindthescenes,onemandetermineshowmuchthebuyersshouldofferforeachpearl,therebyprofitingshamelesslywhileremainingoutofthereachofaccusation. Anindividualsellingapearlthereforehasnoalternativebuttocomplywiththissystemor,despitethedifficultyofdoingso,trytocircumventit. Kino scommenttoJuanTom sthattheoldsystemofpearlsellingwas againstreligion highlightsthewaytheCatholicchurchpreservedexistingsocialhierarchiesandgrossdisparitiesinwealthbycautioningitsfollowersabouttherelativeunimportanceandevendangerofthematerialworld. ThenarratoraddsthatthenativesofMexicohaveenduredthispositionatthebottomofthesocialhierarchy,includingitsabsoluteandtotalexploitationofbothfinancialandmoralterms,forthefourhundredyearssincethefirstEuropeansarrived. ThethieflikepearldealersKinoencounterslacknames,charactercomplexity,andemotion theyseemtolackhumanity. Aprofitmargindictatestheirentireexistence,andtheirlivelihoodsdependuponunderhandeddeals,assymbolizedbythefactthatthefirstdealerspendsallhistimesecretlypracticingacointrickbeneathhisdesk. Whenoneneighborasksifthedealersconspiredinadvanceregardingthepriceofthepearl,anotherneighborresponds, Ifthatisso,thenallofushavebeencheatedallofourlives. Itisalmostasthoughsuchapossibilityistoohorribletoforthenativestoface. Instead,everyonechoosestoignorethelegitimacyofthesuggestion,andmostofthevillagersridiculeKino sdefianceofthedealers. WhilewesympathizewithKino sdesiretobreakfreefromoppression asJuanTom srealizes,Kino sambitionpitshimagainstanentireestablishedstructureofbusiness,church,andempire ,Kino streatmentofJuanalessensoursympathyforhimsomewhat. JuanafindsherselfsubjectedtoKino swhimsjustasheissubjectedtothecolonists whims. Shehasnoroleinthebusinessprocess,andKinoneverconsultsheraboutthepropercourseofactionwithregardtothepearl. WhenJuanafinallyvolunteersherintuitionthatthepearlisevilandwillruinthem,Kinorefusestolisten,assuringherwiththesimpledeclaration Iamaman. Juanahasnorecourse. Kino srefusaltoacknowledgehiswife sbetterjudgmentparallelsthecolonialsuppressionofthenative sintuitiveknowledgeof thingsofthespirit. Thepearl:plotanalysisAsalatemoonrisesoutside,nearbymotionrouses Kino fromhissleep. Inthepalelight,heisbarelyabletodiscern Juana,whomovestowardthefireplace,quietlygathersthepearl,andsneaksoutintothenight. Kinostealthilyfollowsherassheheadstowardtheshore. Whenshehearshiminpursuit,Juanabreaksintoarun,butKinoapprehendsherjustassheispreparingtohurlthepearlintothewater. Grabbingthepearlfromher,hepunchesherinthefaceandkicksherinthesidewhenshefallsdown. AsKinohoversoverJuana,thewavesbreakuponhercrumpledbody. Hehissesmenacinglyaboveher,thenturnsindisgustandleavesherwithoutaword. AsKinomakeshiswayupthebeach,agroupofmenassaultshim. Kinostrugglesviolentlyastheypawandprodathim. AsKinodriveshisknifeintooneofhisattackers,themenknockthepearlfromhisgrasp. Meanwhile,somedistanceawayfromthefight,Juanagetsuponherkneesandbeginstomakeherwayhome. Climbingthroughthebrush,sheseesthepearllyinginthepath. Shepicksitupandconsidersreturningtotheseatodiscardthepearlonceandforall."}
{"text": "Theneighborsdispersetotheirownsuppers,andJuanabeginstoprepareamealofbakedbeans. Kinohuddlesbeneathablanketinthecoldnight,keepingthepearlclosetohisbody. Plaguedwithcontinuedillfeeling,Kinomeditatesontheformersecurityofhisfamily,andonthemenacinguncertaintyintowhichtheirnewfoundfortunehascastthem. Fromthedoorofhisbrushhouse,Kinowatchestwomenapproach. Thefiguresprovetobethedoctorandhisservant,whohavecometoexamineCoyotito swound. Kinobrusquelydismissesthedoctor sattentions,butwhenthedoctormakesasinisterinsinuationaboutthelingeringpotentialforinfection,Kinorelentsandallowshimtoenter. Juanaisextremelysuspiciousofthedoctor,butKinoreassuresher. WhenthedoctorexaminesCoyotito,hecontendsthathehasfoundevidenceofcomplicationsandproducesacapsuleofmedicationthatheproceedstoadminister. Claimingthatthepoisonwillstrikewithinanhourandthatthemedicinemayprovelifesaving,thedoctordeclaresthathewillreturninanhourtocheckonCoyotito sprogress. AsJuanastaresatCoyotitowithconcern,Kinorealizesthathehasbeencarelessinnotguardingthepearl. Withoutdelay,hewrapsthepearlinarag,digsahole,andburiesthepearlinacornerofthebrushhouse,concealingthehidingplacefromview. AsKinoeatshissupper,asmallblackpuppylingersinthedoorwayandshakesitstailnervously. Afterward,JuanaalertsKinothatCoyotito sconditionisgrowingworse,andshesingssoothinglyinanefforttocomfortthebaby. WhenCoyotitobecomesvisiblyill,anevilfeelingfillsKinoonceagain. Theneighborslearnquicklyofthedoctor svisitandCoyotito ssubsequentdecline,andtheyreconveneatKino shousetoprovidesupport. Thedoctorreappears,andaswiftlyadministeredpotionsetsCoyotitotorest. ThedoctorinnocuouslyaskswhenKinomightbeabletopayhim. Kinoexplainsthatoncehehassoldhismostvaluablepearlhewillbeabletopay. Feigningignoranceaboutthepearl,thedoctorofferstokeepitinhissafe,butKinodeclinestheoffer,explainingthatheintendstosellthepearlinthemorning. Thedoctorexpressesconcernthatthepearlmightbestolen,andKinoinadvertentlyglanceswithfearatthecornerwherethepearlisburied. Later,whenthedoctorandneighborsdepartanditistimetosleep,Kinopacesaboutthehouseanxiously,listeningvigilantlyforthreateningnoises. Inafitofprecaution,hedigsupthepearlandreburiesitbeneathhissleepingmat. Finally,Kino,Juana,andCoyotitocurluptogetheronthematandattempttosleeppeacefully. Atfirst,KinodreamsofCoyotito sfuturesuccess,buttheevilfeelingreturnsandquicklyovertakeshim. Hestirsrestlessly,wakingJuana. Hewakesandhearsanintruderinthehouse,coweringandscratchinginthecorner,clearlyinsearchofthepearl. Grabbinghisknife,Kinoleapsintothecornerandstruggleswiththeintruder,stabbingathimwildly. Afteraviolentscuffle,theintruderflees,leavingKinobloodiedasJuanacallsouttohiminterror. Regaininghersenses,sheswiftlypreparesasalveforKino sbruisedforehead. AsshetendsKino swounds,Juanarailsagainstthepearl,callingitanevilplagueuponthem. Kinoremainsadamantaboutthepearl svirtue,insistingthatitwillbetheirroadtosalvation. Juanadisagrees,declaringthatitwilldestroytheirentirefamily. AsKinohushesher,henoticesaspotofbloodonhisknife,whichheremoves. Withdawnapproaching,hesettlesdowntolookathispearl. Initsluminescence,Kinoseeshisfamily schanceforthefuture,andsmiles. Juanasmileswithhim,andtheymeetthedaywithhope. Analysis Though ThePearl snarrativeseemstosuggestthatgreedisthefirststeptodestruction,inthischapterSteinbeckfocusesnotongreedbutonambition Kino sdesiretousethewealthofferedbythepearltobetterhislifeandthelifeofhisfamily. Steinbeckportraysthiskindofbenevolentdesireforadvancementasatraituniquetohumanity,onethathasmadehumankindsuperiortoallanimals. Kino sneighborshavetroublefiguringwhetherKino sambitionwillbringhimsuccessorsuffering. Theytooareintoxicatedbytheawe-inspiringprospectofKinoowningarifleorCoyotitoreceivinganeducation,butthesepropositionsaresofarremovedfromtheirsenseofwhatispossiblethattheyreacttothemwithanaturalsuspicion. Theneighborsareonlyabletothinkaboutthepearlintermsoftheirpreexistingnarratives. Becausetheyhaveanancientlegendaboutagreat PearlThatMightBe, theybelievethatthatlegendhascometofruitioninKino spearl,whichtheydubthe PearloftheWorld. TheydonotconceiveofthepearlassimplyavaluableluckybreakforKino;forthem,thepearlhasdeepmoralandspiritualsignificance. Byrelatingthestoriestheneighborstrade,Steinbeckshowshowthehumanmindturnsrealexperienceintoparablethroughtheactofstorytelling. Forus,theneighbors suspicionofKino sgoodfortuneseemsjustified,basedonSteinbeck stentativetoneandonhisremarksthatthegodsdisregardmen splansandonlyallowmensuccessifitcomesbyaccident. Steinbeckassertsthatwhenhumanagencyactuallydoesbringaboutsuccess throughtheexerciseofabenevolentambitionlikeKino s,forexample , thegodstaketheirrevengeonaman. Inthisway,SteinbeckcompletelynegatesthevaluesystemoftheAmericandream. Hardworkandopennesstoopportunity,themaincomponentsofthetraditionalAmericandream,aremeaninglessinamalevolentuniverseinwhich thegods conspireagainsteveryindividual sdesiretoimprovehisorherlotinlife. Becausehispearlisworthsomuchmoney,Kinobelievesitoffershimachancetorealizehisambitiousdreamsandfreehimselffromtheshacklesofcolonialism. ButwhatkeepsKinofromfulfillinghisambitionsishislackofknowledge. Kinomaybeabletopaythedoctortohealhisson,butheisignorantastowhetherheismakingtherightchoice perhapsthedoctorisinfactpoisoninghisson. Kinoiswellawareofhispredicament,andhisdesireforhissontoobtainaneducationshowsKino srecognitionthateducationprovidestheonlypossibleescapefromcolonialoppression. Butinhissingle-mindedpursuitofsuccessandwealthforhisson,Kinoabandonsthenurturingaspectsofhisfatherlyduty. KinoleavesJuanaalonetocarefortheailingCoyotitowhilehe,Kino,focuseshisattentionsonfindingaplacetoconcealthepearl. AsKinoshiftshisfocustoprovidingforhissoninmaterialratherthanemotionalways,hemakesacorrespondingshiftfrompeacefulcoexistenceinhisvillagetoviolent,paranoidsuspicionofhisneighbors. NowthatKinohasacquiredwealth,heisobligatedtodefendthatwealthfrompotentialusurpers. Ultimately,thisshiftinpreoccupationdemonstratesthatwealthhasadehumanizingeffectonthosewhopossessit,suchasthedoctorandKino,andonthosewhodesireit,suchastheintruderwhocomestostealthepearl. Theintruderisdescribedinvague,inhumantermsthatportrayhimasanunidentifiablemassofclothing. Kinoevenreferstohimas thething, asthoughhewereaplaguesentagainstKinoratherthananotherhumanbeing. Atthispointinthestory,however,onlyJuanaseemstorecognizethatthepearlisanevilinstrumentthatwillbringherfamilypainandheartache. Thepearl:Chapter4PlotAnalysisSummaryWordspreadsthroughoutthetownofLaPazthat Kino willbesellinghisgreatpearl. Thepearlbuyersareespeciallyexcited,andthepearlfishersabandontheirworkforthedaytowitnessthetransaction. Overbreakfastthatmorning,thebrush-houseneighborhoodteemswithspeculationandopinion. Kino, Juana,andCoyotitoweartheirbestclothesfortheoccasion,andKinodonshishatwithcare,anxioustoappearaserious,vigorousmanoftheworld. AsKinoandJuanasetoutfromtheirbrushhouse,theneighborsfallinlinebehindthem. JuanTom swalksatthefrontwithKinoandexpresseshisconcernthatKinomaybecheated,asKinohasnostandardoftruecomparisontoknowwhathispearlisworth. Kinoacknowledgesthisproblembutaddsthattheyhavenowayofsolvingit. JuanTom stellsKinothatanothersystemofpearl-sellingusedtoexistbeforeKinowasborn. Pearlerswouldgivetheirpearlstoagentsforsaleinthecapital,butasaresultoftherampantcorruptionofpearlagentswhostolethepearlsmeantforsale,theoldsystemisnolongerinplace. Kinopointsoutthataccordingtothechurch,suchasystemmustfail,asitrepresentsavaineffortonthepartofthepearlerstoexceedtheirstationinlife. KinoandJuanTom swalkoninsilenceintothecity,drawingstaresfromassembledonlookers. AsKino,JuanTom s,andtheattendingcrowdapproach,thepearldealersscrambletoputtheirofficesinorder,hidingtheirlittlepearlsandpreparingtomakeoffers. Thefirstdealerisashort,slickmanwhonervouslyrollsacoinbackandforthinhishand. Heexplainsafteracarefulexaminationthatthepearlisworthlessbecauseofitsabnormallylargesize. Declaringitmoreofamuseumcuriositythanamarketcommodity,thedealermakesanoffhandbidofonethousandpesos. Kinoreactsangrilytothislowballofferandinsiststhatthepearlisworthfiftytimesthatmuch. ThedealerfirmlyassertsthathisisanaccurateappraisalandinvitesKinotoseekoutasecondopinion. Kino sneighborsstiruneasily,wonderinghowKinocanrejectsuchalargesumofmoneyandwonderingwhetherheisbeingfoolishandheadstrongbydemandingmore. Presently,threenewdealersarrivetoexaminethepearl,andtheinitialdealerinvitesthemtomakeindependentappraisals. Thefirsttwodealersrejectthepearlasamereoddity,andthethirddealermakesafeebleofferoffivehundredpesos. Uponhearingthisnews,Kinoquicklyremovesthepearlfromconsideration. Ashedoesso,theinitialdealer,unfazedbythelowerbid,insiststhathisofferofonethousandpesosstillstands. Protestingthathehasbeencheated,Kinoannouncesaplantosellhispearlinthecapitalcity. Hisoutburstraisesthebidtofifteenhundredpesos,butKinowillhavenoneofit. HefiercelypusheshiswayoutofthecrowdandstartsthelongwalkhomeasJuanatrailsafterhim. Atsupper,Kino sneighborsdebatetheday sevents. Somesuggestthatthedealers appraisalswerefair,whileothersthinkthatKinoisthevictimofascam. Somethinkheshouldhavesettledforthefinalofferoffifteenhundredpesos;otherspraiseKino sbraveryforinsistingonhisownterms. Meanwhile,inhisbrushhouse,Kinohasburiedthepearlunderhissleepingmat. Hesitsbrooding,nervousabouthisupcomingjourneytothefarawaycapital. JuanawatcheshimwhileshenursesCoyotitoandpreparessupper. JuanTom sthenenterstotrytowarnKinoofthedangersinvolvedingoingtothecapital,butKinoisadamantaboutsellinghispearltosecureabetterfutureforhisson. UnabletoconvinceKinotoheedhiswarning,JuanTom sreturnshome. ThatnightKinogoeswithoutsupper. Hesitsawaketoprotectthepearlandcontinuestoporeoverthedetailsofhisproblem. Juanakeepsherownsilentvigil,intendingtosupportKinowithhercompany. Suddenly,Kinosensesanevilpresence. Herises,feelingfortheknifeunderhisshirt,andmovestowardthedoorwayasJuanastiflesadesiretorestrainhim. Fromthedarkness,amanassaultsKino,andastruggleensues. BythetimeJuanareachesthefray,theattackerhasfled. Bloodiedandcutandwithhisclothestorn,Kinoliessprawledontheground,onlyhalfconscious. Withoutdelay,JuanahelpsKinoinsidetocareforhiswounds. Kinoadmitsthatinthedarkhewasunabletotellwhoattackedhim. AfterJuanawashesouthislas. Tcut,shebegshimindesperationtodiscardtheevilpearl. But,morefiercelythanever,Kinoinsiststhattheymustcapitalizeontheirgoodfortune. Heexplainsthatinthemorningtheywillsetoutinthecanoeforthecapital. Juanadutifullysubmitstoherhusband splan,andtheybothgotosleep. Analysis LikeChapter 3,Chapter 4 openswithacommentbythenarratoraboutthetown Itiswonderfulthewayalittletownkeepstrackofitselfandofallitsunits. Steinbeckgoesontoportraythetownasanall-powerfulunit,fullofmenwhoworktogethertosuppressthedeviantelementsintheirmidst. Steinbeckemphasizesthatsocietyshapesanindividual sfateasmuchasdivinityoranyotherforce. Intheuniverseof ThePearl, thegodsasserttheirinfluenceonhumansthroughchanceandaccident,butsocietyassertsanequalinfluencethroughforces suchasgreedandviolence thatemanatefromhumandrives. BothhumanwillandthegodsshapeKino sfateinSteinbeck sparable:anaccidentenablesKinotofindthepearl,andgreedandambitionleadtohisdownfall. Thenarratorsaysthatpeacecanbeachievedinthetownonlyifnoonedeviatesfromnormal,expectedbehavior,implyingthattownsarealmostlikeminiatureauthoritarianstates. ItisironicthatSteinbecknamesthetownin ThePearl LaPaz,whichmeans peace inSpanish. Thetown scapitalistcartelwagesconstantwarwithallchallengers,andbypossessingagreatpearl,Kinomakeshimselfatargetfortheracketofpearlbuyersthathasevolvedovertime. Behindthescenes,onemandetermineshowmuchthebuyersshouldofferforeachpearl,therebyprofitingshamelesslywhileremainingoutofthereachofaccusation. Anindividualsellingapearlthereforehasnoalternativebuttocomplywiththissystemor,despitethedifficultyofdoingso,trytocircumventit. Kino scommenttoJuanTom sthattheoldsystemofpearlsellingwas againstreligion highlightsthewaytheCatholicchurchpreservedexistingsocialhierarchiesandgrossdisparitiesinwealthbycautioningitsfollowersabouttherelativeunimportanceandevendangerofthematerialworld. ThenarratoraddsthatthenativesofMexicohaveenduredthispositionatthebottomofthesocialhierarchy,includingitsabsoluteandtotalexploitationofbothfinancialandmoralterms,forthefourhundredyearssincethefirstEuropeansarrived. ThethieflikepearldealersKinoencounterslacknames,charactercomplexity,andemotion theyseemtolackhumanity. Aprofitmargindictatestheirentireexistence,andtheirlivelihoodsdependuponunderhandeddeals,assymbolizedbythefactthatthefirstdealerspendsallhistimesecretlypracticingacointrickbeneathhisdesk. Whenoneneighborasksifthedealersconspiredinadvanceregardingthepriceofthepearl,anotherneighborresponds, Ifthatisso,thenallofushavebeencheatedallofourlives. Itisalmostasthoughsuchapossibilityistoohorribletoforthenativestoface. Instead,everyonechoosestoignorethelegitimacyofthesuggestion,andmostofthevillagersridiculeKino sdefianceofthedealers. WhilewesympathizewithKino sdesiretobreakfreefromoppression asJuanTom srealizes,Kino sambitionpitshimagainstanentireestablishedstructureofbusiness,church,andempire ,Kino streatmentofJuanalessensoursympathyforhimsomewhat. JuanafindsherselfsubjectedtoKino swhimsjustasheissubjectedtothecolonists whims. Shehasnoroleinthebusinessprocess,andKinoneverconsultsheraboutthepropercourseofactionwithregardtothepearl. WhenJuanafinallyvolunteersherintuitionthatthepearlisevilandwillruinthem,Kinorefusestolisten,assuringherwiththesimpledeclaration Iamaman. Juanahasnorecourse. Kino srefusaltoacknowledgehiswife sbetterjudgmentparallelsthecolonialsuppressionofthenative sintuitiveknowledgeof thingsofthespirit. Thepearl:plotanalysisAsalatemoonrisesoutside,nearbymotionrouses Kino fromhissleep. Inthepalelight,heisbarelyabletodiscern Juana,whomovestowardthefireplace,quietlygathersthepearl,andsneaksoutintothenight. Kinostealthilyfollowsherassheheadstowardtheshore. Whenshehearshiminpursuit,Juanabreaksintoarun,butKinoapprehendsherjustassheispreparingtohurlthepearlintothewater. Grabbingthepearlfromher,hepunchesherinthefaceandkicksherinthesidewhenshefallsdown. AsKinohoversoverJuana,thewavesbreakuponhercrumpledbody. Hehissesmenacinglyaboveher,thenturnsindisgustandleavesherwithoutaword. AsKinomakeshiswayupthebeach,agroupofmenassaultshim. Kinostrugglesviolentlyastheypawandprodathim. AsKinodriveshisknifeintooneofhisattackers,themenknockthepearlfromhisgrasp. Meanwhile,somedistanceawayfromthefight,Juanagetsuponherkneesandbeginstomakeherwayhome. Climbingthroughthebrush,sheseesthepearllyinginthepath. Shepicksitupandconsidersreturningtotheseatodiscardthepearlonceandforall. Atthismoment,JuanaspiestwodarkfigureslyingintheroadandrecognizesoneofthemasKino. Inthenextinstant,JuanarealizesthatKinohaskilledthemanslumpedbyhisside. JuanadragsthedeadbodyintothebrushandthenhelpsKino,whomoansaboutlosinghispearl. JuanasilenceshimbyshowinghimthepearlandexplainsthattheymustfleeimmediatelybecauseKinohascommittedahorriblecrime. Kinoproteststhatheactedinself-defense,butJuanaarguesthathisalibiwon tmatteratalltotheauthorities. KinorealizesthatJuanaisright,andtheyresolvetoflee. WhileJuanarunsbacktothebrushhousetograbCoyotito,Kinoreturnstothebeachtoreadyhiscanoefortheescape. Hefindsthatsomeonehaspunchedalargeholeintheboat sbottom. Filledwithsorrowandrage,hequicklyscramblesbacktohisbrushhouse,momentsbeforedawn. Ashearrivesinthevicinityoftheneighborhood,henoticesflamesandrealizesthathishouseisburning. Asherunstowardthefire,JuanameetshimwithCoyotitoinherarms. Sheconfirmsthattheirhousehasbeenburneddowncompletely. Astheneighborsrushtocontrolthefireandtosavetheirownhouses,Kino,Juana,andCoyotitoduckbetweentheshadowsandintoJuanTom s shouse. InthedarknessinsideJuanTom s shouse,KinoandJuanalistenastheneighborsattempttosubduethefireandspeculatethatKinoandJuanahavebeenkilledintheblaze. ThecouplecanonlylistenasJuanTom s swife,Apolonia,wailsinmourningforthelossofherrelatives. WhenApoloniareturnstoherhousetochangeheadshawls,Kinowhisperstoher,explainingthattheyaretakingrefuge. KinoinstructsApoloniatobringJuanTom stothemandtokeeptheirwhereaboutsasecret. Shecomplies,andJuanTom sarrivesmomentslater,postingApoloniaatthedoortokeepwatchwhilehetalkswithKino. Kinoexplainsthatheinadvertentlykilledamanafterbeingattackedinthedarkness. JuanTom sblamesthismisfortuneonthepearlandadvisesKinotosellitwithoutdelay. Kino,however,ismorefocusedonhislosses,detailingthedestructionofhiscanoeandhishouse. HeimploresJuanTom stohidetheminhishouseforanight,untiltheycangatherthemselvesandmakeasecondattempttoflee. JuanTom shesitatestobringdangeruponhimselfbutultimatelyagreestoshelterthemandkeepsilentabouttheirplans."}
{"text": "Forus,theneighbors suspicionofKino sgoodfortuneseemsjustified,basedonSteinbeck stentativetoneandonhisremarksthatthegodsdisregardmen splansandonlyallowmensuccessifitcomesbyaccident. Steinbeckassertsthatwhenhumanagencyactuallydoesbringaboutsuccess throughtheexerciseofabenevolentambitionlikeKino s,forexample , thegodstaketheirrevengeonaman. Inthisway,SteinbeckcompletelynegatesthevaluesystemoftheAmericandream. Hardworkandopennesstoopportunity,themaincomponentsofthetraditionalAmericandream,aremeaninglessinamalevolentuniverseinwhich thegods conspireagainsteveryindividual sdesiretoimprovehisorherlotinlife. Becausehispearlisworthsomuchmoney,Kinobelievesitoffershimachancetorealizehisambitiousdreamsandfreehimselffromtheshacklesofcolonialism. ButwhatkeepsKinofromfulfillinghisambitionsishislackofknowledge. Kinomaybeabletopaythedoctortohealhisson,butheisignorantastowhetherheismakingtherightchoice perhapsthedoctorisinfactpoisoninghisson. Kinoiswellawareofhispredicament,andhisdesireforhissontoobtainaneducationshowsKino srecognitionthateducationprovidestheonlypossibleescapefromcolonialoppression. Butinhissingle-mindedpursuitofsuccessandwealthforhisson,Kinoabandonsthenurturingaspectsofhisfatherlyduty. KinoleavesJuanaalonetocarefortheailingCoyotitowhilehe,Kino,focuseshisattentionsonfindingaplacetoconcealthepearl. AsKinoshiftshisfocustoprovidingforhissoninmaterialratherthanemotionalways,hemakesacorrespondingshiftfrompeacefulcoexistenceinhisvillagetoviolent,paranoidsuspicionofhisneighbors. NowthatKinohasacquiredwealth,heisobligatedtodefendthatwealthfrompotentialusurpers. Ultimately,thisshiftinpreoccupationdemonstratesthatwealthhasadehumanizingeffectonthosewhopossessit,suchasthedoctorandKino,andonthosewhodesireit,suchastheintruderwhocomestostealthepearl. Theintruderisdescribedinvague,inhumantermsthatportrayhimasanunidentifiablemassofclothing. Kinoevenreferstohimas thething, asthoughhewereaplaguesentagainstKinoratherthananotherhumanbeing. Atthispointinthestory,however,onlyJuanaseemstorecognizethatthepearlisanevilinstrumentthatwillbringherfamilypainandheartache. Thepearl:Chapter4PlotAnalysisSummaryWordspreadsthroughoutthetownofLaPazthat Kino willbesellinghisgreatpearl. Thepearlbuyersareespeciallyexcited,andthepearlfishersabandontheirworkforthedaytowitnessthetransaction. Overbreakfastthatmorning,thebrush-houseneighborhoodteemswithspeculationandopinion. Kino, Juana,andCoyotitoweartheirbestclothesfortheoccasion,andKinodonshishatwithcare,anxioustoappearaserious,vigorousmanoftheworld. AsKinoandJuanasetoutfromtheirbrushhouse,theneighborsfallinlinebehindthem. JuanTom swalksatthefrontwithKinoandexpresseshisconcernthatKinomaybecheated,asKinohasnostandardoftruecomparisontoknowwhathispearlisworth. Kinoacknowledgesthisproblembutaddsthattheyhavenowayofsolvingit. JuanTom stellsKinothatanothersystemofpearl-sellingusedtoexistbeforeKinowasborn. Pearlerswouldgivetheirpearlstoagentsforsaleinthecapital,butasaresultoftherampantcorruptionofpearlagentswhostolethepearlsmeantforsale,theoldsystemisnolongerinplace. Kinopointsoutthataccordingtothechurch,suchasystemmustfail,asitrepresentsavaineffortonthepartofthepearlerstoexceedtheirstationinlife. KinoandJuanTom swalkoninsilenceintothecity,drawingstaresfromassembledonlookers. AsKino,JuanTom s,andtheattendingcrowdapproach,thepearldealersscrambletoputtheirofficesinorder,hidingtheirlittlepearlsandpreparingtomakeoffers. Thefirstdealerisashort,slickmanwhonervouslyrollsacoinbackandforthinhishand. Heexplainsafteracarefulexaminationthatthepearlisworthlessbecauseofitsabnormallylargesize. Declaringitmoreofamuseumcuriositythanamarketcommodity,thedealermakesanoffhandbidofonethousandpesos. Kinoreactsangrilytothislowballofferandinsiststhatthepearlisworthfiftytimesthatmuch. ThedealerfirmlyassertsthathisisanaccurateappraisalandinvitesKinotoseekoutasecondopinion. Kino sneighborsstiruneasily,wonderinghowKinocanrejectsuchalargesumofmoneyandwonderingwhetherheisbeingfoolishandheadstrongbydemandingmore. Presently,threenewdealersarrivetoexaminethepearl,andtheinitialdealerinvitesthemtomakeindependentappraisals. Thefirsttwodealersrejectthepearlasamereoddity,andthethirddealermakesafeebleofferoffivehundredpesos. Uponhearingthisnews,Kinoquicklyremovesthepearlfromconsideration. Ashedoesso,theinitialdealer,unfazedbythelowerbid,insiststhathisofferofonethousandpesosstillstands. Protestingthathehasbeencheated,Kinoannouncesaplantosellhispearlinthecapitalcity. Hisoutburstraisesthebidtofifteenhundredpesos,butKinowillhavenoneofit. HefiercelypusheshiswayoutofthecrowdandstartsthelongwalkhomeasJuanatrailsafterhim. Atsupper,Kino sneighborsdebatetheday sevents. Somesuggestthatthedealers appraisalswerefair,whileothersthinkthatKinoisthevictimofascam. Somethinkheshouldhavesettledforthefinalofferoffifteenhundredpesos;otherspraiseKino sbraveryforinsistingonhisownterms. Meanwhile,inhisbrushhouse,Kinohasburiedthepearlunderhissleepingmat. Hesitsbrooding,nervousabouthisupcomingjourneytothefarawaycapital. JuanawatcheshimwhileshenursesCoyotitoandpreparessupper. JuanTom sthenenterstotrytowarnKinoofthedangersinvolvedingoingtothecapital,butKinoisadamantaboutsellinghispearltosecureabetterfutureforhisson. UnabletoconvinceKinotoheedhiswarning,JuanTom sreturnshome. ThatnightKinogoeswithoutsupper. Hesitsawaketoprotectthepearlandcontinuestoporeoverthedetailsofhisproblem. Juanakeepsherownsilentvigil,intendingtosupportKinowithhercompany. Suddenly,Kinosensesanevilpresence. Herises,feelingfortheknifeunderhisshirt,andmovestowardthedoorwayasJuanastiflesadesiretorestrainhim. Fromthedarkness,amanassaultsKino,andastruggleensues. BythetimeJuanareachesthefray,theattackerhasfled. Bloodiedandcutandwithhisclothestorn,Kinoliessprawledontheground,onlyhalfconscious. Withoutdelay,JuanahelpsKinoinsidetocareforhiswounds. Kinoadmitsthatinthedarkhewasunabletotellwhoattackedhim. AfterJuanawashesouthislastcut,shebegshimindesperationtodiscardtheevilpearl. But,morefiercelythanever,Kinoinsiststhattheymustcapitalizeontheirgoodfortune. Heexplainsthatinthemorningtheywillsetoutinthecanoeforthecapital. Juanadutifullysubmitstoherhusband splan,andtheybothgotosleep. Analysis LikeChapter 3,Chapter 4 openswithacommentbythenarratoraboutthetown Itiswonderfulthewayalittletownkeepstrackofitselfandofallitsunits. Steinbeckgoesontoportraythetownasanall-powerfulunit,fullofmenwhoworktogethertosuppressthedeviantelementsintheirmidst. Steinbeckemphasizesthatsocietyshapesanindividual sfateasmuchasdivinityoranyotherforce. Intheuniverseof ThePearl, thegodsasserttheirinfluenceonhumansthroughchanceandaccident,butsocietyassertsanequalinfluencethroughforces suchasgreedandviolence thatemanatefromhumandrives. BothhumanwillandthegodsshapeKino sfateinSteinbeck sparable:anaccidentenablesKinotofindthepearl,andgreedandambitionleadtohisdownfall. Thenarratorsaysthatpeacecanbeachievedinthetownonlyifnoonedeviatesfromnormal,expectedbehavior,implyingthattownsarealmostlikeminiatureauthoritarianstates. ItisironicthatSteinbecknamesthetownin ThePearl LaPaz,whichmeans peace inSpanish. Thetown scapitalistcartelwagesconstantwarwithallchallengers,andbypossessingagreatpearl,Kinomakeshimselfatargetfortheracketofpearlbuyersthathasevolvedovertime. Behindthescenes,onemandetermineshowmuchthebuyersshouldofferforeachpearl,therebyprofitingshamelesslywhileremainingoutofthereachofaccusation. Anindividualsellingapearlthereforehasnoalternativebuttocomplywiththissystemor,despitethedifficultyofdoingso,trytocircumventit. Kino scommenttoJuanTom sthattheoldsystemofpearlsellingwas againstreligion highlightsthewaytheCatholicchurchpreservedexistingsocialhierarchiesandgrossdisparitiesinwealthbycautioningitsfollowersabouttherelativeunimportanceandevendangerofthematerialworld. ThenarratoraddsthatthenativesofMexicohaveenduredthispositionatthebottomofthesocialhierarchy,includingitsabsoluteandtotalexploitationofbothfinancialandmoralterms,forthefourhundredyearssincethefirstEuropeansarrived. ThethieflikepearldealersKinoencounterslacknames,charactercomplexity,andemotion theyseemtolackhumanity. Aprofitmargindictatestheirentireexistence,andtheirlivelihoodsdependuponunderhandeddeals,assymbolizedbythefactthatthefirstdealerspendsallhistimesecretlypracticingacointrickbeneathhisdesk. Whenoneneighborasksifthedealersconspiredinadvanceregardingthepriceofthepearl,anotherneighborresponds, Ifthatisso,thenallofushavebeencheatedallofourlives. Itisalmostasthoughsuchapossibilityistoohorribletoforthenativestoface. Instead,everyonechoosestoignorethelegitimacyofthesuggestion,andmostofthevillagersridiculeKino sdefianceofthedealers. WhilewesympathizewithKino sdesiretobreakfreefromoppression asJuanTom srealizes,Kino sambitionpitshimagainstanentireestablishedstructureofbusiness,church,andempire ,Kino streatmentofJuanalessensoursympathyforhimsomewhat. JuanafindsherselfsubjectedtoKino swhimsjustasheissubjectedtothecolonists whims. Shehasnoroleinthebusinessprocess,andKinoneverconsultsheraboutthepropercourseofactionwithregardtothepearl. WhenJuanafinallyvolunteersherintuitionthatthepearlisevilandwillruinthem,Kinorefusestolisten,assuringherwiththesimpledeclaration Iamaman. Juanahasnorecourse. Kino srefusaltoacknowledgehiswife sbetterjudgmentparallelsthecolonialsuppressionofthenative sintuitiveknowledgeof thingsofthespirit. Thepearl:plotanalysisAsalatemoonrisesoutside,nearbymotionrouses Kino fromhissleep. Inthepalelight,heisbarelyabletodiscern Juana,whomovestowardthefireplace,quietlygathersthepearl,andsneaksoutintothenight. Kinostealthilyfollowsherassheheadstowardtheshore. Whenshehearshiminpursuit,Juanabreaksintoarun,butKinoapprehendsherjustassheispreparingtohurlthepearlintothewater. Grabbingthepearlfromher,hepunchesherinthefaceandkicksherinthesidewhenshefallsdown. AsKinohoversoverJuana,thewavesbreakuponhercrumpledbody. Hehissesmenacinglyaboveher,thenturnsindisgustandleavesherwithoutaword. AsKinomakeshiswayupthebeach,agroupofmenassaultshim. Kinostrugglesviolentlyastheypawandprodathim. AsKinodriveshisknifeintooneofhisattackers,themenknockthepearlfromhisgrasp. Meanwhile,somedistanceawayfromthefight,Juanagetsuponherkneesandbeginstomakeherwayhome. Climbingthroughthebrush,sheseesthepearllyinginthepat. H.Shepicksitupandconsidersreturningtotheseatodiscardthepearlonceandforall. Atthismoment,JuanaspiestwodarkfigureslyingintheroadandrecognizesoneofthemasKino. Inthenextinstant,JuanarealizesthatKinohaskilledthemanslumpedbyhisside. JuanadragsthedeadbodyintothebrushandthenhelpsKino,whomoansaboutlosinghispearl. JuanasilenceshimbyshowinghimthepearlandexplainsthattheymustfleeimmediatelybecauseKinohascommittedahorriblecrime. Kinoproteststhatheactedinself-defense,butJuanaarguesthathisalibiwon tmatteratalltotheauthorities. KinorealizesthatJuanaisright,andtheyresolvetoflee. WhileJuanarunsbacktothebrushhousetograbCoyotito,Kinoreturnstothebeachtoreadyhiscanoefortheescape. Hefindsthatsomeonehaspunchedalargeholeintheboat sbottom. Filledwithsorrowandrage,hequicklyscramblesbacktohisbrushhouse,momentsbeforedawn. Ashearrivesinthevicinityoftheneighborhood,henoticesflamesandrealizesthathishouseisburning. Asherunstowardthefire,JuanameetshimwithCoyotitoinherarms. Sheconfirmsthattheirhousehasbeenburneddowncompletely. Astheneighborsrushtocontrolthefireandtosavetheirownhouses,Kino,Juana,andCoyotitoduckbetweentheshadowsandintoJuanTom s shouse. InthedarknessinsideJuanTom s shouse,KinoandJuanalistenastheneighborsattempttosubduethefireandspeculatethatKinoandJuanahavebeenkilledintheblaze. ThecouplecanonlylistenasJuanTom s swife,Apolonia,wailsinmourningforthelossofherrelatives. WhenApoloniareturnstoherhousetochangeheadshawls,Kinowhisperstoher,explainingthattheyaretakingrefuge. KinoinstructsApoloniatobringJuanTom stothemandtokeeptheirwhereaboutsasecret. Shecomplies,andJuanTom sarrivesmomentslater,postingApoloniaatthedoortokeepwatchwhilehetalkswithKino. Kinoexplainsthatheinadvertentlykilledamanafterbeingattackedinthedarkness. JuanTom sblamesthismisfortuneonthepearlandadvisesKinotosellitwithoutdelay. Kino,however,ismorefocusedonhislosses,detailingthedestructionofhiscanoeandhishouse. HeimploresJuanTom stohidetheminhishouseforanight,untiltheycangatherthemselvesandmakeasecondattempttoflee. JuanTom shesitatestobringdangeruponhimselfbutultimatelyagreestoshelterthemandkeepsilentabouttheirplans. Thatafternoon,KinoandJuanacrouchtogetherinsilence,listeningtotheneighborsdiscussthemamongtheashesoutside. MostoftheneighborsassumethatKinoandJuanaaredead,butJuanTom ssuggeststhatperhapsthefamilyhasfledtothesouthtoescapepersecution. Ashemovesbackandforthamongtheneighbors,hereturnstohishousefromtimetotime,bringingbitsandpiecesofprovisionsthatwillhelpKinoandJuanaontheirjourney. Thatevening,KinotellsJuanTom shisplantotraveltothecitiesofthenorth. JuanTom sadviseshimtoavoidthecoast,asasearchpartywillbeonthelookoutforhim. WhenJuanTom sasksifKinostillhasthepearl,Kinorespondsthathedoesandthatheintendstoholdontoit. Atdark,beforethemoonrises,Kino,Juana,andCoyotitoexchangepartingwordswithJuanTom sandApolonia,andheadoutintothenight. AnalysisOnceKinobeatsJuana,hebeginstoloseeverythingasrapidlyashegainedthePearloftheWorld. Kinoloseshisself-respectasahusbandbybeatingJuana,hisintegrityasalaw-abidingcitizenbykillinghisattacker,hisbirthrightintheformofthedestroyedcanoe,andhishome,burnedtothegroundbyanarsonist. Furthermore,Kino ssensesbecome dulledbyhisemotion inhisdeterminationtoovercomeadversityandgainwhathefeelstoberightfullyhisbysellingthepearl. Hehaslostthecapacitytofeelguilt,sohedoesn tregretstrikinghiswifeorkillinganotherman. AsKino sambitiontoimprovehisfamily slotstrengthens,hisabilitytoseetohisfamily swell-beingweakens. Heexposeshissontoquestionablemedicaltreatmentandabuseshiswife,alltoachievethematerialsuccesshewantsforthem. Kino sattemptstosafeguardthepearlpredisposehimtoviolenceindefenseofhisproperty. Intheheatofbattle,helosescontrolandsuccumbstohisbasesthumaninstincts:hemurdershisassailant. Oncehecrossesthelinefromdefendertoaggressor,Kinosuddenlyfindshimselfwithnothingtogainandeverythingtolose. AfterKinokillsaman,thethoughtof improving hisfamilyislost theonlythingthatremainsisto savehimselfandhisfamily. Kinoassociateshimselfwithhispearl,remarkingtoJuanTom sthatwhereasheoncemighthavegiventhepearlawayasagift,hismanytroubleshavegraftedthepearltohim. Kinoseesthepearlasbothaburdenandapromise,andrefusestogiveitup."}
{"text": "Analysis LikeChapter 3,Chapter 4 openswithacommentbythenarratoraboutthetown Itiswonderfulthewayalittletownkeepstrackofitselfandofallitsunits. Steinbeckgoesontoportraythetownasanall-powerfulunit,fullofmenwhoworktogethertosuppressthedeviantelementsintheirmidst. Steinbeckemphasizesthatsocietyshapesanindividual sfateasmuchasdivinityoranyotherforce. Intheuniverseof ThePearl, thegodsasserttheirinfluenceonhumansthroughchanceandaccident,butsocietyassertsanequalinfluencethroughforces suchasgreedandviolence thatemanatefromhumandrives. BothhumanwillandthegodsshapeKino sfateinSteinbeck sparable:anaccidentenablesKinotofindthepearl,andgreedandambitionleadtohisdownfall. Thenarratorsaysthatpeacecanbeachievedinthetownonlyifnoonedeviatesfromnormal,expectedbehavior,implyingthattownsarealmostlikeminiatureauthoritarianstates. ItisironicthatSteinbecknamesthetownin ThePearl LaPaz,whichmeans peace inSpanish. Thetown scapitalistcartelwagesconstantwarwithallchallengers,andbypossessingagreatpearl,Kinomakeshimselfatargetfortheracketofpearlbuyersthathasevolvedovertime. Behindthescenes,onemandetermineshowmuchthebuyersshouldofferforeachpearl,therebyprofitingshamelesslywhileremainingoutofthereachofaccusation. Anindividualsellingapearlthereforehasnoalternativebuttocomplywiththissystemor,despitethedifficultyofdoingso,trytocircumventit. Kino scommenttoJuanTom sthattheoldsystemofpearlsellingwas againstreligion highlightsthewaytheCatholicchurchpreservedexistingsocialhierarchiesandgrossdisparitiesinwealthbycautioningitsfollowersabouttherelativeunimportanceandevendangerofthematerialworld. ThenarratoraddsthatthenativesofMexicohaveenduredthispositionatthebottomofthesocialhierarchy,includingitsabsoluteandtotalexploitationofbothfinancialandmoralterms,forthefourhundredyearssincethefirstEuropeansarrived. ThethieflikepearldealersKinoencounterslacknames,charactercomplexity,andemotion theyseemtolackhumanity. Aprofitmargindictatestheirentireexistence,andtheirlivelihoodsdependuponunderhandeddeals,assymbolizedbythefactthatthefirstdealerspendsallhistimesecretlypracticingacointrickbeneathhisdesk. Whenoneneighborasksifthedealersconspiredinadvanceregardingthepriceofthepearl,anotherneighborresponds, Ifthatisso,thenallofushavebeencheatedallofourlives. Itisalmostasthoughsuchapossibilityistoohorribletoforthenativestoface. Instead,everyonechoosestoignorethelegitimacyofthesuggestion,andmostofthevillagersridiculeKino sdefianceofthedealers. WhilewesympathizewithKino sdesiretobreakfreefromoppression asJuanTom srealizes,Kino sambitionpitshimagainstanentireestablishedstructureofbusiness,church,andempire ,Kino streatmentofJuanalessensoursympathyforhimsomewhat. JuanafindsherselfsubjectedtoKino swhimsjustasheissubjectedtothecolonists whims. Shehasnoroleinthebusinessprocess,andKinoneverconsultsheraboutthepropercourseofactionwithregardtothepearl. WhenJuanafinallyvolunteersherintuitionthatthepearlisevilandwillruinthem,Kinorefusestolisten,assuringherwiththesimpledeclaration Iamaman. Juanahasnorecourse. Kino srefusaltoacknowledgehiswife sbetterjudgmentparallelsthecolonialsuppressionofthenative sintuitiveknowledgeof thingsofthespirit. Thepearl:plotanalysisAsalatemoonrisesoutside,nearbymotionrouses Kino fromhissleep. Inthepalelight,heisbarelyabletodiscern Juana,whomovestowardthefireplace,quietlygathersthepearl,andsneaksoutintothenight. Kinostealthilyfollowsherassheheadstowardtheshore. Whenshehearshiminpursuit,Juanabreaksintoarun,butKinoapprehendsherjustassheispreparingtohurlthepearlintothewater. Grabbingthepearlfromher,hepunchesherinthefaceandkicksherinthesidewhenshefallsdown. AsKinohoversoverJuana,thewavesbreakuponhercrumpledbody. Hehissesmenacinglyaboveher,thenturnsindisgustandleavesherwithoutaword. AsKinomakeshiswayupthebeach,agroupofmenassaultshim. Kinostrugglesviolentlyastheypawandprodathim. AsKinodriveshisknifeintooneofhisattackers,themenknockthepearlfromhisgrasp. Meanwhile,somedistanceawayfromthefight,Juanagetsuponherkneesandbeginstomakeherwayhome. Climbingthroughthebrush,sheseesthepearllyinginthepath. Shepicksitupandconsidersreturningtotheseatodiscardthepearlonceandforall. Atthismoment,JuanaspiestwodarkfigureslyingintheroadandrecognizesoneofthemasKino. Inthenextinstant,JuanarealizesthatKinohaskilledthemanslumpedbyhisside. JuanadragsthedeadbodyintothebrushandthenhelpsKino,whomoansaboutlosinghispearl. JuanasilenceshimbyshowinghimthepearlandexplainsthattheymustfleeimmediatelybecauseKinohascommittedahorriblecrime. Kinoproteststhatheactedinself-defense,butJuanaarguesthathisalibiwon tmatteratalltotheauthorities. KinorealizesthatJuanaisright,andtheyresolvetoflee. WhileJuanarunsbacktothebrushhousetograbCoyotito,Kinoreturnstothebeachtoreadyhiscanoefortheescape. Hefindsthatsomeonehaspunchedalargeholeintheboat sbottom. Filledwithsorrowandrage,hequicklyscramblesbacktohisbrushhouse,momentsbeforedawn. Ashearrivesinthevicinityoftheneighborhood,henoticesflamesandrealizesthathishouseisburning. Asherunstowardthefire,JuanameetshimwithCoyotitoinherarms. Sheconfirmsthattheirhousehasbeenburneddowncompletely. Astheneighborsrushtocontrolthefireandtosavetheirownhouses,Kino,Juana,andCoyotitoduckbetweentheshadowsandintoJuanTom s shouse. InthedarknessinsideJuanTom s shouse,KinoandJuanalistenastheneighborsattempttosubduethefireandspeculatethatKinoandJuanahavebeenkilledintheblaze. ThecouplecanonlylistenasJuanTom s swife,Apolonia,wailsinmourningforthelossofherrelatives. WhenApoloniareturnstoherhousetochangeheadshawls,Kinowhisperstoher,explainingthattheyaretakingrefuge. KinoinstructsApoloniatobringJuanTom stothemandtokeeptheirwhereaboutsasecret. Shecomplies,andJuanTom sarrivesmomentslater,postingApoloniaatthedoortokeepwatchwhilehetalkswithKino. Kinoexplainsthatheinadvertentlykilledamanafterbeingattackedinthedarkness. JuanTom sblamesthismisfortuneonthepearlandadvisesKinotosellitwithoutdelay. Kino,however,ismorefocusedonhislosses,detailingthedestructionofhiscanoeandhishouse. HeimploresJuanTom stohidetheminhishouseforanight,untiltheycangatherthemselvesandmakeasecondattempttoflee. JuanTom shesitatestobringdangeruponhimselfbutultimatelyagreestoshelterthemandkeepsilentabouttheirplans. Thatafternoon,KinoandJuanacrouchtogetherinsilence,listeningtotheneighborsdiscussthemamongtheashesoutside. MostoftheneighborsassumethatKinoandJuanaaredead,butJuanTom ssuggeststhatperhapsthefamilyhasfledtothesouthtoescapepersecution. Ashemovesbackandforthamongtheneighbors,hereturnstohishousefromtimetotime,bringingbitsandpiecesofprovisionsthatwillhelpKinoandJuanaontheirjourney. Thatevening,KinotellsJuanTom shisplantotraveltothecitiesofthenorth. JuanTom sadviseshimtoavoidthecoast,asasearchpartywillbeonthelookoutforhim. WhenJuanTom sasksifKinostillhasthepearl,Kinorespondsthathedoesandthatheintendstoholdontoit. Atdark,beforethemoonrises,Kino,Juana,andCoyotitoexchangepartingwordswithJuanTom sandApolonia,andheadoutintothenight. AnalysisOnceKinobeatsJuana,hebeginstoloseeverythingasrapidlyashegainedthePearloftheWorld. Kinoloseshisself-respectasahusbandbybeatingJuana,hisintegrityasalaw-abidingcitizenbykillinghisattacker,hisbirthrightintheformofthedestroyedcanoe,andhishome,burnedtothegroundbyanarsonist. Furthermore,Kino ssensesbecome dulledbyhisemotion inhisdeterminationtoovercomeadversityandgainwhathefeelstoberightfullyhisbysellingthepearl. Hehaslostthecapacitytofeelguilt,sohedoesn tregretstrikinghiswifeorkillinganotherman. AsKino sambitiontoimprovehisfamily slotstrengthens,hisabilitytoseetohisfamily swell-beingweakens. Heexposeshissontoquestionablemedicaltreatmentandabuseshiswife,alltoachievethematerialsuccesshewantsforthem. Kino sattemptstosafeguardthepearlpredisposehimtoviolenceindefenseofhisproperty. Intheheatofbattle,helosescontrolandsuccumbstohisbasesthumaninstincts:hemurdershisassailant. Oncehecrossesthelinefromdefendertoaggressor,Kinosuddenlyfindshimselfwithnothingtogainandeverythingtolose. AfterKinokillsaman,thethoughtof improving hisfamilyislost theonlythingthatremainsisto savehimselfandhisfamily. Kinoassociateshimselfwithhispearl,remarkingtoJuanTom sthatwhereasheoncemighthavegiventhepearlawayasagift,hismanytroubleshavegraftedthepearltohim. Kinoseesthepearlasbothaburdenandapromise,andrefusestogiveitup. AmidKino smonomania obsessivefocusonasingleidea ,Juanaremainstetheredtoandtrappedinanincreasinglydisastroussituation. ThoughsheseesKinoas halfinsaneandhalfgod, shecannotimaginelivingwithoutaman. Becauseofherpositionasawifeinatraditionalsociety,JuanaisnecessarilysubservienttoKino. Shemustfollowwhatheviewsashislargerambitions,eventhoughhergoodsensecautionsagainstitastheirsituationbecomesincreasinglydesperate. Unfortunately,althoughJuana sgoodsensedemandsthatthepearlbethrownaway. Onaclear,windynight,Kino, Juana,andCoyotitobegintheirlongmarchnorth,avoidingthesleepingtown. Outsideoftown,theyfollowaroad,carefullywalkinginawheelruttoconcealtheirtracks. Theywalkallnightandmakecampinaroadsideshelteratsunrise. Aftereatingasmallbreakfast,Juanarestsuntilmidday. Kinospotsaclusterofantsandlaysdownhisfootasanobstacle. Theantsclimboverit,andhekeepshisfootinplaceandwatchesthemscaleit. WhenJuanarises,sheasksKinoifhethinkstheywillbepursued. JuanathenbeginstodoubtKino sconvictionthatthepearlisworthfarmorethanthedealersoffered,butKinopointsoutthathisattackerswouldnothavetriedtostealthepearlwereitworthnothing. Kinostaresatthepearltoreadhisfuture. HeliestoJuana,tellingherthatheseesarifle,amarriageinachurch,andaneducationforCoyotito. IntruthKinoseesabodybleedingontheground,Juanamakingherwayhomethroughthenightafterbeingbeaten,andCoyotito sfaceswollenasthoughheweresick. Thefamilyretreatsfartherintotheshadeforanotherrest. WhileKinosleepssoundly,Juanaisrestless. AssheplayswithCoyotito,Kinowakesfromadreamanddemandsthattheykeepquiet. Creepingforward,hespotsatriooftrackerspursuingtheirtrail. Kinostiffensandattemptstobestillandsilentuntilthetrackershavepassed. Hewatchesthemgrownearerandpreparestospringonthemwithhisknifeifnecessary. JuanaalsohearstheapproachingtrackersanddoesherbesttoquietCoyotito. Thetrackers horsegrowsexcitedasthetrackersapproachtheshelter. Foramoment,itappearsthattheyarepoisedtoapprehendCoyotitoandJuana,buteventuallytheylosetheirleadonthetra. Ilandmoveon. Kinorealizesthatitisonlyamatteroftimebeforetheyreturn,andherunsquicklytoJuana,tellinghertogatherupherthingssothattheycanleaveatonce. Suddenly,Kinofeelstheircausetobehopelessandloseshiswilltoflee,butJuanacastigateshimforgivinguponhisfamily. Finally,Kinosuggeststhattheymightbeabletolosethetrackersupinthemountains. KinoandJuanacollecttheirbelongingsandfleewithCoyotitothroughtheundergrowth,makingnoefforttoconcealtheirtracks. Astheyclimbthefirstrises,Kinorealizesthatthedistanceheisputtingbetweenhisfamilyandthetrackersoffersonlyatemporaryfixtotheirproblem. WhenJuanatakesarestwithCoyotito,Kinoproposesthatshehidewhilehemovesonahead. Untilthetrackershavebeendiverted,shecantakerefugeinanearbytown. But,despiteKino sinsistence,Juanarefusestosplitup,sothefamilymovesontogether. Astheirascentgrowssteeper,Kinoattemptstovaryanddoublebackontheirroutetomisleadthetrackers. Asthesunbeginstoset,KinoandJuanareachanearbycleftandreplenishtheirwatersupplyatapoolandstream,wheretheydrinktocontentment,andJuanarinsesCoyotito. Fromthelookout,Kinospiesthetrackersatadistancebelow,hurryinguptheslope. Juanaalsorealizesthattheyarestillbeingpursued. KinodeceivesthetrackersbycreatingafalsetrailupthecliffanddescendingagaintotakerefugewithJuanaandCoyotitoinanearbycave. Kinohopesthatthetrackerswillclimbpastthem,providingachanceforthemtoclimbdownthehillandoutofrange. KinoinstructsJuanatokeepCoyotitoquiet,andtheyliesilentlyinthecaveastwilightsettlesovertheland. Byevening,thetrackersarriveatthepool,wheretheymakecampandeat. Inthecave,Coyotitogrowsrestless,andJuanaquietshim. Kinonoticesthattwoofthemenhavesettledintosleep,whilethethirdkeepswatch. Kinorealizesthatifhecanmanagetostiflethelookout,he,Juana,andCoyotitowillhaveachancetoescape. JuanafearsforKino slife,butKinoexplainsthattheyhavenootherchoice. Heinstructshertoruntothenearesttownshouldhebekilled,andtheypartreluctantly. Kinostripsnakedtoavoidbeingseenbythewatchman,and,aftercrouchingatthecaveentranceforamomenttosurveyhisroute,hespringsforward. AsJuanapraysforhim,Kinoslowlymovesdowntheslopetowardthepool. Twentyfeetfromthetrackers,hecrouchesbehindapalmtreetoponderhisnextmove. Hismusclescrampandtremble,butheknowshemustactquicklybeforethemoonrises. Heunsheatheshisknifeandpreparestoattack. Justasheispoisedtospring,themoonappears,andherealizesthathisopportunityhasbeenlost. Waitingforamomentwhenthewatchman sheadisturned,Kinogetsreadytotakeamuchriskierapproach. Suddenly,Coyotitoletsoutacrythatwakesoneofthesleepingtrackers. Atfirst,theywonderifitcouldpossiblybethecryofahuman,orwhetheritissimplythecryofacoyote. Thewatchmandecidestosilencethewailerbyshootinginthedirectionofthecry. UnbeknownsttoKino,thebullethitsandkillsCoyotito. Asthewatchmanshoots,Kinospringsuponthetrackers,stabbingthewatchmanandseizingtherifle. Knockingoneoftheothermenoutwithafierceblow,hewatchesasthelastmanattemptstofleeupthecliff. ThemanmakeslittleprogressbeforeKinostopshimwithafirstshot,andthenmurdershimexecution-stylewithanothershotbetweentheeyes. Intheterriblemomentthatensues,Kinonoticesthesilenceofthesurroundinganimals,andfinallyhearstheblood-curdlingcryissuingfromhiswife,mourningthedeathofCoyotito. Laterthenextday,towardsunset,KinoandJuanawalksidebysideintoLaPaz,withJuanacarryingCoyotito scorpseinasackslungoverhershoulder. Theywalkdazedlythroughthecity,withunmovingeyes,speakingtonoone. Onlookersstarewordlessly,andevenJuanTom scanonlyraiseahandingreeting. KinoandJuanamarchthroughthetown,pastthebrushhouses,allthewaytothesea. Attheedgeofthewater,Kinostopsandpullsthepearlfromhispocket. Holdingituptothelight,hestaresintoitcarefully,andafloodofevilmemorieswashesoverhim. Kinoholdsthepearloutinfrontofhim,andthenflingsitoutintotheocean. KinoandJuanawatchthepearlasitsplashesthesurface,andstareatthespotquietlyasthesunsets. Thenthecolumn ofants climbedoverhisinstepandcontinuedonitsway,andKinoleft..AnalysisAftertheirbrushhouseisburneddownandtheyareforcedtofleetheirneighborhood,KinoandJuanafindthemselvesinastruggleforsurvivalinnature. TheirstateofnatureironicallymimicsthatoftheanimalsKinoobservescontemplativelyinChapters 1 and 2."}
{"text": "Atthismoment,JuanaspiestwodarkfigureslyingintheroadandrecognizesoneofthemasKino. Inthenextinstant,JuanarealizesthatKinohaskilledthemanslumpedbyhisside. JuanadragsthedeadbodyintothebrushandthenhelpsKino,whomoansaboutlosinghispearl. JuanasilenceshimbyshowinghimthepearlandexplainsthattheymustfleeimmediatelybecauseKinohascommittedahorriblecrime. Kinoproteststhatheactedinself-defense,butJuanaarguesthathisalibiwon tmatteratalltotheauthorities. KinorealizesthatJuanaisright,andtheyresolvetoflee. WhileJuanarunsbacktothebrushhousetograbCoyotito,Kinoreturnstothebeachtoreadyhiscanoefortheescape. Hefindsthatsomeonehaspunchedalargeholeintheboat sbottom. Filledwithsorrowandrage,hequicklyscramblesbacktohisbrushhouse,momentsbeforedawn. Ashearrivesinthevicinityoftheneighborhood,henoticesflamesandrealizesthathishouseisburning. Asherunstowardthefire,JuanameetshimwithCoyotitoinherarms. Sheconfirmsthattheirhousehasbeenburneddowncompletely. Astheneighborsrushtocontrolthefireandtosavetheirownhouses,Kino,Juana,andCoyotitoduckbetweentheshadowsandintoJuanTom s shouse. InthedarknessinsideJuanTom s shouse,KinoandJuanalistenastheneighborsattempttosubduethefireandspeculatethatKinoandJuanahavebeenkilledintheblaze. ThecouplecanonlylistenasJuanTom s swife,Apolonia,wailsinmourningforthelossofherrelatives. WhenApoloniareturnstoherhousetochangeheadshawls,Kinowhisperstoher,explainingthattheyaretakingrefuge. KinoinstructsApoloniatobringJuanTom stothemandtokeeptheirwhereaboutsasecret. Shecomplies,andJuanTom sarrivesmomentslater,postingApoloniaatthedoortokeepwatchwhilehetalkswithKino. Kinoexplainsthatheinadvertentlykilledamanafterbeingattackedinthedarkness. JuanTom sblamesthismisfortuneonthepearlandadvisesKinotosellitwithoutdelay. Kino,however,ismorefocusedonhislosses,detailingthedestructionofhiscanoeandhishouse. HeimploresJuanTom stohidetheminhishouseforanight,untiltheycangatherthemselvesandmakeasecondattempttoflee. JuanTom shesitatestobringdangeruponhimselfbutultimatelyagreestoshelterthemandkeepsilentabouttheirplans. Thatafternoon,KinoandJuanacrouchtogetherinsilence,listeningtotheneighborsdiscussthemamongtheashesoutside. MostoftheneighborsassumethatKinoandJuanaaredead,butJuanTom ssuggeststhatperhapsthefamilyhasfledtothesouthtoescapepersecution. Ashemovesbackandforthamongtheneighbors,hereturnstohishousefromtimetotime,bringingbitsandpiecesofprovisionsthatwillhelpKinoandJuanaontheirjourney. Thatevening,KinotellsJuanTom shisplantotraveltothecitiesofthenorth. JuanTom sadviseshimtoavoidthecoast,asasearchpartywillbeonthelookoutforhim. WhenJuanTom sasksifKinostillhasthepearl,Kinorespondsthathedoesandthatheintendstoholdontoit. Atdark,beforethemoonrises,Kino,Juana,andCoyotitoexchangepartingwordswithJuanTom sandApolonia,andheadoutintothenight. AnalysisOnceKinobeatsJuana,hebeginstoloseeverythingasrapidlyashegainedthePearloftheWorld. Kinoloseshisself-respectasahusbandbybeatingJuana,hisintegrityasalaw-abidingcitizenbykillinghisattacker,hisbirthrightintheformofthedestroyedcanoe,andhishome,burnedtothegroundbyanarsonist. Furthermore,Kino ssensesbecome dulledbyhisemotion inhisdeterminationtoovercomeadversityandgainwhathefeelstoberightfullyhisbysellingthepearl. Hehaslostthecapacitytofeelguilt,sohedoesn tregretstrikinghiswifeorkillinganotherman. AsKino sambitiontoimprovehisfamily slotstrengthens,hisabilitytoseetohisfamily swell-beingweakens. Heexposeshissontoquestionablemedicaltreatmentandabuseshiswife,alltoachievethematerialsuccesshewantsforthem. Kino sattemptstosafeguardthepearlpredisposehimtoviolenceindefenseofhisproperty. Intheheatofbattle,helosescontrolandsuccumbstohisbasesthumaninstincts:hemurdershisassailant. Oncehecrossesthelinefromdefendertoaggressor,Kinosuddenlyfindshimselfwithnothingtogainandeverythingtolose. AfterKinokillsaman,thethoughtof improving hisfamilyislost theonlythingthatremainsisto savehimselfandhisfamily. Kinoassociateshimselfwithhispearl,remarkingtoJuanTom sthatwhereasheoncemighthavegiventhepearlawayasagift,hismanytroubleshavegraftedthepearltohim. Kinoseesthepearlasbothaburdenandapromise,andrefusestogiveitup. AmidKino smonomania obsessivefocusonasingleidea ,Juanaremainstetheredtoandtrappedinanincreasinglydisastroussituation. ThoughsheseesKinoas halfinsaneandhalfgod, shecannotimaginelivingwithoutaman. Becauseofherpositionasawifeinatraditionalsociety,JuanaisnecessarilysubservienttoKino. Shemustfollowwhatheviewsashislargerambitions,eventhoughhergoodsensecautionsagainstitastheirsituationbecomesincreasinglydesperate. Unfortunately,althoughJuana sgoodsensedemandsthatthepearlbethrownaway. Onaclear,windynight,Kino, Juana,andCoyotitobegintheirlongmarchnorth,avoidingthesleepingtown. Outsideoftown,theyfollowaroad,carefullywalkinginawheelruttoconcealtheirtracks. Theywalkallnightandmakecampinaroadsideshelteratsunrise. Aftereatingasmallbreakfast,Juanarestsuntilmidday. Kinospotsaclusterofantsandlaysdownhisfootasanobstacle. Theantsclimboverit,andhekeepshisfootinplaceandwatchesthemscaleit. WhenJuanarises,sheasksKinoifhethinkstheywillbepursued. JuanathenbeginstodoubtKino sconvictionthatthepearlisworthfarmorethanthedealersoffered,butKinopointsoutthathisattackerswouldnothavetriedtostealthepearlwereitworthnothing. Kinostaresatthepearltoreadhisfuture. HeliestoJuana,tellingherthatheseesarifle,amarriageinachurch,andaneducationforCoyotito. IntruthKinoseesabodybleedingontheground,Juanamakingherwayhomethroughthenightafterbeingbeaten,andCoyotito sfaceswollenasthoughheweresick. Thefamilyretreatsfartherintotheshadeforanotherrest. WhileKinosleepssoundly,Juanaisrestless. AssheplayswithCoyotito,Kinowakesfromadreamanddemandsthattheykeepquiet. Creepingforward,hespotsatriooftrackerspursuingtheirtrail. Kinostiffensandattemptstobestillandsilentuntilthetrackershavepassed. Hewatchesthemgrownearerandpreparestospringonthemwithhisknifeifnecessary. JuanaalsohearstheapproachingtrackersanddoesherbesttoquietCoyotito. Thetrackers horsegrowsexcitedasthetrackersapproachtheshelter. Foramoment,itappearsthattheyarepoisedtoapprehendCoyotitoandJuana,buteventuallytheylosetheirleadonthetrailandmoveon. Kinorealizesthatitisonlyamatteroftimebeforetheyreturn,andherunsquicklytoJuana,tellinghertogatherupherthingssothattheycanleaveatonce. Suddenly,Kinofeelstheircausetobehopelessandloseshiswilltoflee,butJuanacastigateshimforgivinguponhisfamily. Finally,Kinosuggeststhattheymightbeabletolosethetrackersupinthemountains. KinoandJuanacollecttheirbelongingsandfleewithCoyotitothroughtheundergrowth,makingnoefforttoconcealtheirtracks. Astheyclimbthefirstrises,Kinorealizesthatthedistanceheisputtingbetweenhisfamilyandthetrackersoffersonlyatemporaryfixtotheirproblem. WhenJuanatakesarestwithCoyotito,Kinoproposesthatshehidewhilehemovesonahead. Untilthetrackershavebeendiverted,shecantakerefugeinanearbytown. But,despiteKino sinsistence,Juanarefusestosplitup,sothefamilymovesontogether. Astheirascentgrowssteeper,Kinoattemptstovaryanddoublebackontheirroutetomisleadthetrackers. Asthesunbeginstoset,KinoandJuanareachanearbycleftandreplenishtheirwatersupplyatapoolandstream,wheretheydrinktocontentment,andJuanarinsesCoyotito. Fromthelookout,Kinospiesthetrackersatadistancebelow,hurryinguptheslope. Juanaalsorealizesthattheyarestillbeingpursued. KinodeceivesthetrackersbycreatingafalsetrailupthecliffanddescendingagaintotakerefugewithJuanaandCoyotitoinanearbycave. Kinohopesthatthetrackerswillclimbpastthem,providingachanceforthemtoclimbdownthehillandoutofrange. KinoinstructsJuanatokeepCoyotitoquiet,andtheyliesilentlyinthecaveastwilightsettlesovertheland. Byevening,thetrackersarriveatthepool,wheretheymakecampandeat. Inthecave,Coyotitogrowsrestless,andJuanaquietshim. Kinonoticesthattwoofthemenhavesettledintosleep,whilethethirdkeepswatch. Kinorealizesthatifhecanmanagetostiflethelookout,he,Juana,andCoyotitowillhaveachancetoescape. JuanafearsforKino slife,butKinoexplainsthattheyhavenootherchoice. Heinstructshertoruntothenearesttownshouldhebekilled,andtheypartreluctantly. Kinostripsnakedtoavoidbeingseenbythewatchman,and,aftercrouchingatthecaveentranceforamomenttosurveyhisroute,hespringsforward. AsJuanapraysforhim,Kinoslowlymovesdowntheslopetowardthepool. Twentyfeetfromthetrackers,hecrouchesbehindapalmtreetoponderhisnextmove. Hismusclescrampandtremble,butheknowshemustactquicklybeforethemoonrises. Heunsheatheshisknifeandpreparestoattack. Justasheispoisedtospring,themoonappears,andherealizesthathisopportunityhasbeenlost. Waitingforamomentwhenthewatchman sheadisturned,Kinogetsreadytotakeamuchriskierapproach. Suddenly,Coyotitoletsoutacrythatwakesoneofthesleepingtrackers. Atfirst,theywonderifitcouldpossiblybethecryofahuman,orwhetheritissimplythecryofacoyote. Thewatchmandecidestosilencethewailerbyshootinginthedirectionofthecry. UnbeknownsttoKino,thebullethitsandkillsCoyotito. Asthewatchmanshoots,Kinospringsuponthetrackers,stabbingthewatchmanandseizingtherifle. Knockingoneoftheothermenoutwithafierceblow,hewatchesasthelastmanattemptstofleeupthecliff. ThemanmakeslittleprogressbeforeKinostopshimwithafirstshot,andthenmurdershimexecution-stylewithanothershotbetweentheeyes. Intheterriblemomentthatensues,Kinonoticesthesilenceofthesurroundinganimals,andfinallyhearstheblood-curdlingcryissuingfromhiswife,mourningthedeathofCoyotito. Laterthenextday,towardsunset,KinoandJuanawalksidebysideintoLaPaz,withJuanacarryingCoyotito scorpseinasackslungoverhershoulder. Theywalkdazedlythroughthecity,withunmovingeyes,speakingtonoone. Onlookersstarewordlessly,andevenJuanTom scanonlyraiseahandingreeting. KinoandJuanamarchthroughthetown,pastthebrushhouses,allthewaytothesea. Attheedgeofthewater,Kinostopsandpullsthepearlfromhispocket. Holdingituptothelight,hestaresintoitcarefully,andafloodofevilmemorieswashesoverhim. Kinoholdsthepearloutinfrontofhim,andthenflingsitoutintotheocean. KinoandJuanawatchthepearlasitsplashesthesurface,andstareatthespotquietlyasthesunsets. Thenthecolumn ofants climbedoverhisinstepandcontinuedonitsway,andKinoleft..AnalysisAftertheirbrushhouseisburneddownandtheyareforcedtofleetheirneighborhood,KinoandJuanafindthemselvesinastruggleforsurvivalinnature. TheirstateofnatureironicallymimicsthatoftheanimalsKinoobservescontemplativelyinChapters 1 and 2. Exposedtotheelemen. Tsandthecriesofcoyotes,owls,andotheranimals,Kinothinksofhimselfassomeonewhohasbeentakenoverbysomeanimalforce. Hispeaceful,domesticlifeisathingofthepast. AshedoesinChapter 1,Kinohereobservesaclusterofants. However,insteadofwatching withthedetachmentofGod ashedoesbefore,Kinolaysdownhisfootasanobstacleintheants path. ThedifferencebetweenthesetwoactssymbolizesthewayKino sunderstandingofhisrelationshipwithnaturehaschanged. Whereasearlierheisadetachedobserver,henowattemptstocarvehisownfateandruleinthenaturalworld. But,astheantsrevealbyeasilyfindingtheirwayaroundtheobstacleKinocreates,Kino sattemptstoruleovernatureortwistittohisowndeviceshavelittleeffect,andnaturehasitswaywithhimanyway. WhileKinodoesattempttocontrolthenaturalworld,healsolookstoittoguidehisbehaviorwhenhegazesintothepearl tofindhisvision ofthefuture. Inthepearl,Kinoseeshisfamily struefate,yethemistakenlybelievesthatdenyingwhatheseesandannouncinganalternativevisionwillallowhimtoovercomehisfate. Ultimately,Kino sbaseactionsnullifythenobleintentionsheexpressesinhisspeech. KinoannouncestoJuanathatheenvisionsagrandwedding,butwhatthepearlreflectstohimistherealitythathebeatshiswife. KinoalsoannouncestoJuanathatheenvisionsaneducationforCoyotito,butinthepearlheseestherealityof Coyotito sface,thickandfeverishfromthe doctor s medicine. ThoughshedoesnotlookintothepearlwithKino,JuanarecognizesthatKino svisionsareillusionsgroundedonambitionandhope. HersuggestionthatthepearlhasnorealworthimplicitlycriticizesKino sfoolishness. Yet,whenKinoconsidersgivingup,Juanachastiseshimforhisweakness. HerdesiretocontinuesuggeststhatherambitionisinfactjustasfierceasKino s.Likehim,sheallowsherdreamsforherfamilytoleadhertoignoretherealityofhersituationandtoattempttoovercomeherfate. Herinitialwishtosecureagreatpearlbringsonlygrieftoherfamily. SteinbeckexplicitlycomparesKinoandJuanatoanimalsbeingchasedbyhunters. Likeanimals,thepairattemptstoescapetheirpursuersbyseekingoutahigherelevation. WhatputsKinoandJuanaincloseproximitytothetrackersistheneedtobenearwater,aneedcommontoallmammals. Furthermore,Kinofindshimselfforcedtostripoffhisclothes,distinctivesymbolsofhishumanity,inordertosurprisehispursuers. Inrevertingtothisanimalisticstrategy,Kinoinadvertentlytransformshisownsonintoananimal,leadingtoCoyotito sdeathbyanindiscriminategunshotonthepartofthetrackers,whomistakethebaby scryforthatofacoyote. Coyotito sname,whichliterallymeans littlecoyote inSpanish,foreshadowsthistransformationthroughoutthe novella. Thenarratorpointsoutthatintheanimalworld,watersourcesareboth placesoflife and placesofdeath, becausetheyofferaresourcebutalsocreatecompetitionbetweenanimalsfortheresource. Thisparadoxicalstatusofthewaterpoolparallelsthatofthepearl,whichexertsbothapositiveandadestructiveinfluenceonKinoandJuana. Extrapolatingfurther,thenarrator scommentaboutthewatersourceseemstoapplytotheentirematerialworld everyonebothdependsuponandcompetesforthematerialresourcesneededforsurvival. Oncethetrackersaredead,Kinoisfreetocontinuetothecitytosellhispearl,butCoyotito sdeathhasstrippedKinoofthemotiveforhisstruggle. KinoandJuanaintendedthepearltofacilitatethefuturetheyhavedreamedoffortheirson,butthepearl svalueislostonceCoyotitodies. TheparablesubtlyevokesthestoryofJesus,inthatKino,inattemptingtoplayGodbydetermininghisownfate,sacrificeshisson. Thoughaninfant,Coyotitocouldbeviewedasamartyr,sincehediesforthesinsofothers. Inthissense,Coyotitohimselfisthebiblical pearlofgreatprice, thetitleSteinbeckoriginallyplannedtogivehisnovella. CriticsaredividedonthequestionofwhetherKino sultimatedecisiontoridhimselfofthepearlbythrowingitbackintotheoceanrepresentsavictoryoradefeat. SomesuggestthatKino sfinalactofmaterialrenunciationempowershim. ThefactthattherenunciationmeansthathewillcontinuetolivealifeofpovertyleadsotherstoarguethatKinoonlyaddstohistragedyindiscardingthepearl. ThenarratornotesthatasKinoandJuanareenterthetowntodisposeofthepearl, thesunwasbehindthemandtheirlongshadowsstalkedahead,andtheyseemedtocarrytwotowersofdarknesswiththem. ThisimagesymbolizesKinoandJuana ssituation:theirbrightestdaysarebehindthem,andadarkpatchoftheirownmakingliesahead."}
{"text": "Thatafternoon,KinoandJuanacrouchtogetherinsilence,listeningtotheneighborsdiscussthemamongtheashesoutside. MostoftheneighborsassumethatKinoandJuanaaredead,butJuanTom ssuggeststhatperhapsthefamilyhasfledtothesouthtoescapepersecution. Ashemovesbackandforthamongtheneighbors,hereturnstohishousefromtimetotime,bringingbitsandpiecesofprovisionsthatwillhelpKinoandJuanaontheirjourney. Thatevening,KinotellsJuanTom shisplantotraveltothecitiesofthenorth. JuanTom sadviseshimtoavoidthecoast,asasearchpartywillbeonthelookoutforhim. WhenJuanTom sasksifKinostillhasthepearl,Kinorespondsthathedoesandthatheintendstoholdontoit. Atdark,beforethemoonrises,Kino,Juana,andCoyotitoexchangepartingwordswithJuanTom sandApolonia,andheadoutintothenight. AnalysisOnceKinobeatsJuana,hebeginstoloseeverythingasrapidlyashegainedthePearloftheWorld. Kinoloseshisself-respectasahusbandbybeatingJuana,hisintegrityasalaw-abidingcitizenbykillinghisattacker,hisbirthrightintheformofthedestroyedcanoe,andhishome,burnedtothegroundbyanarsonist. Furthermore,Kino ssensesbecome dulledbyhisemotion inhisdeterminationtoovercomeadversityandgainwhathefeelstoberightfullyhisbysellingthepearl. Hehaslostthecapacitytofeelguilt,sohedoesn tregretstrikinghiswifeorkillinganotherman. AsKino sambitiontoimprovehisfamily slotstrengthens,hisabilitytoseetohisfamily swell-beingweakens. Heexposeshissontoquestionablemedicaltreatmentandabuseshiswife,alltoachievethematerialsuccesshewantsforthem. Kino sattemptstosafeguardthepearlpredisposehimtoviolenceindefenseofhisproperty. Intheheatofbattle,helosescontrolandsuccumbstohisbasesthumaninstincts:hemurdershisassailant. Oncehecrossesthelinefromdefendertoaggressor,Kinosuddenlyfindshimselfwithnothingtogainandeverythingtolose. AfterKinokillsaman,thethoughtof improving hisfamilyislost theonlythingthatremainsisto savehimselfandhisfamily. Kinoassociateshimselfwithhispearl,remarkingtoJuanTom sthatwhereasheoncemighthavegiventhepearlawayasagift,hismanytroubleshavegraftedthepearltohim. Kinoseesthepearlasbothaburdenandapromise,andrefusestogiveitup. AmidKino smonomania obsessivefocusonasingleidea ,Juanaremainstetheredtoandtrappedinanincreasinglydisastroussituation. ThoughsheseesKinoas halfinsaneandhalfgod, shecannotimaginelivingwithoutaman. Becauseofherpositionasawifeinatraditionalsociety,JuanaisnecessarilysubservienttoKino. Shemustfollowwhatheviewsashislargerambitions,eventhoughhergoodsensecautionsagainstitastheirsituationbecomesincreasinglydesperate. Unfortunately,althoughJuana sgoodsensedemandsthatthepearlbethrownaway. Onaclear,windynight,Kino, Juana,andCoyotitobegintheirlongmarchnorth,avoidingthesleepingtown. Outsideoftown,theyfollowaroad,carefullywalkinginawheelruttoconcealtheirtracks. Theywalkallnightandmakecampinaroadsideshelteratsunrise. Aftereatingasmallbreakfast,Juanarestsuntilmidday. Kinospotsaclusterofantsandlaysdownhisfootasanobstacle. Theantsclimboverit,andhekeepshisfootinplaceandwatchesthemscaleit. WhenJuanarises,sheasksKinoifhethinkstheywillbepursued. JuanathenbeginstodoubtKino sconvictionthatthepearlisworthfarmorethanthedealersoffered,butKinopointsoutthathisattackerswouldnothavetriedtostealthepearlwereitworthnothing. Kinostaresatthepearltoreadhisfuture. HeliestoJuana,tellingherthatheseesarifle,amarriageinachurch,andaneducationforCoyotito. IntruthKinoseesabodybleedingontheground,Juanamakingherwayhomethroughthenightafterbeingbeaten,andCoyotito sfaceswollenasthoughheweresick. Thefamilyretreatsfartherintotheshadeforanotherrest. WhileKinosleepssoundly,Juanaisrestless. AssheplayswithCoyotito,Kinowakesfromadreamanddemandsthattheykeepquiet. Creepingforward,hespotsatriooftrackerspursuingtheirtrail. Kinostiffensandattemptstobestillandsilentuntilthetrackershavepassed. Hewatchesthemgrownearerandpreparestospringonthemwithhisknifeifnecessary. JuanaalsohearstheapproachingtrackersanddoesherbesttoquietCoyotito. Thetrackers horsegrowsexcitedasthetrackersapproachtheshelter. Foramoment,itappearsthattheyarepoisedtoapprehendCoyotitoandJuana,buteventuallytheylosetheirleadonthetrailandmoveon. Kinorealizesthatitisonlyamatteroftimebeforetheyreturn,andherunsquicklytoJuana,tellinghertogatherupherthingssothattheycanleaveatonce. Suddenly,Kinofeelstheircausetobehopelessandloseshiswilltoflee,butJuanacastigateshimforgivinguponhisfamily. Finally,Kinosuggeststhattheymightbeabletolosethetrackersupinthemountains. KinoandJuanacollecttheirbelongingsandfleewithCoyotitothroughtheundergrowth,makingnoefforttoconcealtheirtracks. Astheyclimbthefirstrises,Kinorealizesthatthedistanceheisputtingbetweenhisfamilyandthetrackersoffersonlyatemporaryfixtotheirproblem. WhenJuanatakesarestwithCoyotito,Kinoproposesthatshehidewhilehemovesonahead. Untilthetrackershavebeendiverted,shecantakerefugeinanearbytown. But,despiteKino sinsistence,Juanarefusestosplitup,sothefamilymovesontogether. Astheirascentgrowssteeper,Kinoattemptstovaryanddoublebackontheirroutetomisleadthetrackers. Asthesunbeginstoset,KinoandJuanareachanearbycleftandreplenishtheirwatersupplyatapoolandstream,wheretheydrinktocontentment,andJuanarinsesCoyotito. Fromthelookout,Kinospiesthetrackersatadistancebelow,hurryinguptheslope. Juanaalsorealizesthattheyarestillbeingpursued. KinodeceivesthetrackersbycreatingafalsetrailupthecliffanddescendingagaintotakerefugewithJuanaandCoyotitoinanearbycave. Kinohopesthatthetrackerswillclimbpastthem,providingachanceforthemtoclimbdownthehillandoutofrange. KinoinstructsJuanatokeepCoyotitoquiet,andtheyliesilentlyinthecaveastwilightsettlesovertheland. Byevening,thetrackersarriveatthepool,wheretheymakecampandeat. Inthecave,Coyotitogrowsrestless,andJuanaquietshim. Kinonoticesthattwoofthemenhavesettledintosleep,whilethethirdkeepswatch. Kinorealizesthatifhecanmanagetostiflethelookout,he,Juana,andCoyotitowillhaveachancetoescape. JuanafearsforKino slife,butKinoexplainsthattheyhavenootherchoice. Heinstructshertoruntothenearesttownshouldhebekilled,andtheypartreluctantly. Kinostripsnakedtoavoidbeingseenbythewatchman,and,aftercrouchingatthecaveentranceforamomenttosurveyhisroute,hespringsforward. AsJuanapraysforhim,Kinoslowlymovesdowntheslopetowardthepool. Twentyfeetfromthetrackers,hecrouchesbehindapalmtreetoponderhisnextmove. Hismusclescrampandtremble,butheknowshemustactquicklybeforethemoonrises. Heunsheatheshisknifeandpreparestoattack. Justasheispoisedtospring,themoonappears,andherealizesthathisopportunityhasbeenlost. Waitingforamomentwhenthewatchman sheadisturned,Kinogetsreadytotakeamuchriskierapproach. Suddenly,Coyotitoletsoutacrythatwakesoneofthesleepingtrackers. Atfirst,theywonderifitcouldpossiblybethecryofahuman,orwhetheritissimplythecryofacoyote. Thewatchmandecidestosilencethewailerbyshootinginthedirectionofthecry. UnbeknownsttoKino,thebullethitsandkillsCoyotito. Asthewatchmanshoots,Kinospringsuponthetrackers,stabbingthewatchmanandseizingtherifle. Knockingoneoftheothermenoutwithafierceblow,hewatchesasthelastmanattemptstofleeupthecliff. ThemanmakeslittleprogressbeforeKinostopshimwithafirstshot,andthenmurdershimexecution-stylewithanothershotbetweentheeyes. Intheterriblemomentthatensues,Kinonoticesthesilenceofthesurroundinganimals,andfinallyhearstheblood-curdlingcryissuingfromhiswife,mourningthedeathofCoyotito. Laterthenextday,towardsunset,KinoandJuanawalksidebysideintoLaPaz,withJuanacarryingCoyotito scorpseinasackslungoverhershoulder. Theywalkdazedlythroughthecity,withunmovingeyes,speakingtonoone. Onlookersstarewordlessly,andevenJuanTom scanonlyraiseahandingreeting. KinoandJuanamarchthroughthetown,pastthebrushhouses,allthewaytothesea. Attheedgeofthewater,Kinostopsandpullsthepearlfromhispocket. Holdingituptothelight,hestaresintoitcarefully,andafloodofevilmemorieswashesoverhim. Kinoholdsthepearloutinfrontofhim,andthenflingsitoutintotheocean. KinoandJuanawatchthepearlasitsplashesthesurface,andstareatthespotquietlyasthesunsets. Thenthecolumn ofants climbedoverhisinstepandcontinuedonitsway,andKinoleft..AnalysisAftertheirbrushhouseisburneddownandtheyareforcedtofleetheirneighborhood,KinoandJuanafindthemselvesinastruggleforsurvivalinnature. TheirstateofnatureironicallymimicsthatoftheanimalsKinoobservescontemplativelyinChapters 1 and 2.Exposedtotheelementsandthecriesofcoyotes,owls,andotheranimals,Kinothinksofhimselfassomeonewhohasbeentakenoverbysomeanimalforce. Hispeaceful,domesticlifeisathingofthepast. AshedoesinChapter 1,Kinohereobservesaclusterofants. However,insteadofwatching withthedetachmentofGod ashedoesbefore,Kinolaysdownhisfootasanobstacleintheants path. ThedifferencebetweenthesetwoactssymbolizesthewayKino sunderstandingofhisrelationshipwithnaturehaschanged. Whereasearlierheisadetachedobserver,henowattemptstocarvehisownfateandruleinthenaturalworld. But,astheantsrevealbyeasilyfindingtheirwayaroundtheobstacleKinocreates,Kino sattemptstoruleovernatureortwistittohisowndeviceshavelittleeffect,andnaturehasitswaywithhimanyway. WhileKinodoesattempttocontrolthenaturalworld,healsolookstoittoguidehisbehaviorwhenhegazesintothepearl tofindhisvision ofthefuture. Inthepearl,Kinoseeshisfamily struefate,yethemistakenlybelievesthatdenyingwhatheseesandannouncinganalternativevisionwillallowhimtoovercomehisfate. Ultimately,Kino sbaseactionsnullifythenobleintentionsheexpressesinhisspeech. KinoannouncestoJuanathatheenvisionsagrandwedding,butwhatthepearlreflectstohimistherealitythathebeatshiswife. KinoalsoannouncestoJuanathatheenvisionsaneducationforCoyotito,butinthepearlheseestherealityof Coyotito sface,thickandfeverishfromthe doctor s medicine. ThoughshedoesnotlookintothepearlwithKino,JuanarecognizesthatKino svisionsareillusionsgroundedonambitionandhope. HersuggestionthatthepearlhasnorealworthimplicitlycriticizesKino sfoolishness. Yet,whenKinoconsidersgivingup,Juanachastiseshimforhisweakness. HerdesiretocontinuesuggeststhatherambitionisinfactjustasfierceasKino s.Likehim,sheallowsherdreamsforherfamilytoleadhertoignoretherealityofhersituationandtoattempttoovercomeherfate. Herinitialwishtosecureagreatpearlbringsonlygrieftoherfamily. SteinbeckexplicitlycomparesKinoandJuanatoanimalsbeingchasedbyhunters. Likeanimals,thepairattemptstoescapetheirpursuersbyseekingoutahigherelevation. WhatputsKinoandJuanaincloseproximitytothetrackersistheneedtobenea. Rwater,aneedcommontoallmammals. Furthermore,Kinofindshimselfforcedtostripoffhisclothes,distinctivesymbolsofhishumanity,inordertosurprisehispursuers. Inrevertingtothisanimalisticstrategy,Kinoinadvertentlytransformshisownsonintoananimal,leadingtoCoyotito sdeathbyanindiscriminategunshotonthepartofthetrackers,whomistakethebaby scryforthatofacoyote. Coyotito sname,whichliterallymeans littlecoyote inSpanish,foreshadowsthistransformationthroughoutthe novella. Thenarratorpointsoutthatintheanimalworld,watersourcesareboth placesoflife and placesofdeath, becausetheyofferaresourcebutalsocreatecompetitionbetweenanimalsfortheresource. Thisparadoxicalstatusofthewaterpoolparallelsthatofthepearl,whichexertsbothapositiveandadestructiveinfluenceonKinoandJuana. Extrapolatingfurther,thenarrator scommentaboutthewatersourceseemstoapplytotheentirematerialworld everyonebothdependsuponandcompetesforthematerialresourcesneededforsurvival. Oncethetrackersaredead,Kinoisfreetocontinuetothecitytosellhispearl,butCoyotito sdeathhasstrippedKinoofthemotiveforhisstruggle. KinoandJuanaintendedthepearltofacilitatethefuturetheyhavedreamedoffortheirson,butthepearl svalueislostonceCoyotitodies. TheparablesubtlyevokesthestoryofJesus,inthatKino,inattemptingtoplayGodbydetermininghisownfate,sacrificeshisson. Thoughaninfant,Coyotitocouldbeviewedasamartyr,sincehediesforthesinsofothers. Inthissense,Coyotitohimselfisthebiblical pearlofgreatprice, thetitleSteinbeckoriginallyplannedtogivehisnovella. CriticsaredividedonthequestionofwhetherKino sultimatedecisiontoridhimselfofthepearlbythrowingitbackintotheoceanrepresentsavictoryoradefeat. SomesuggestthatKino sfinalactofmaterialrenunciationempowershim. ThefactthattherenunciationmeansthathewillcontinuetolivealifeofpovertyleadsotherstoarguethatKinoonlyaddstohistragedyindiscardingthepearl. ThenarratornotesthatasKinoandJuanareenterthetowntodisposeofthepearl, thesunwasbehindthemandtheirlongshadowsstalkedahead,andtheyseemedtocarrytwotowersofdarknesswiththem. ThisimagesymbolizesKinoandJuana ssituation:theirbrightestdaysarebehindthem,andadarkpatchoftheirownmakingliesahead. Impor."}
{"text": "Table of ContentsUnit 1Sentence StructurePart A Preparatory It and There6B Phrases and Clauses10C Sentence Types14D ReviewConnectorsPart A Conjunctions and Parallel Structure 20B Conjunctive Adverbs24C Review Wishes and Conditional SentencesPart A Wishes about the Present and the Past30B Zero and First Conditional Sentences34C Second Conditional Sentences38D Third Conditional Sentences42E ReviewNoun ClausesPart A Noun Clauses with That, If, and Whether 48B Noun Clauses with Question Words52C ReviewComparisons and More Conditionals Part A Omitting If and Implied Conditions58B Comparisons with Like, As if, and As though62C Alternate Forms of First Conditionals66D Alternate Forms of Second and Third Conditionals70E Review 74Unit 6Adverb ClausesPart A Adverb Clauses of Time76B Adverb Clauses of Cause and Effect80C Adverb Clauses of Condition 84D Adverb Clauses of Contrast88E Review Reduced ClausesPart A Reducing Adjective Clauses94B Reducing Adverb Clauses98C Review Emphasis and InversionPart A Emphatic Structure104B Inversion108C Review Punctuation and CapitalizationPart A Capitalization114B Punctuation I118C Punctuation II122D Review 126Unit 10 Idioms and ExpressionsPart A Idioms and Expressions I 128B Idioms and Expressions II132C Idioms and Expressions III136D Review Index150Transcripts Answer KeyPart A Preparatory It and ThereUnit 1 Sentence Structure6 Unit 1 Sentence StructureGrammar ExplanationPreviewThe preparatory It is used to show opinion or condition especially concerning time, distance, andweather . The preparatory It acts as a dummy subject and is usually followed by the verb be or a modal be . The logical subject in sentences beginning with It is often a to-infinitive phrase or a noun clause. The preparatory There often begins sentences that show location or existence, especially when theexistence of something or someone is mentioned for the first time. It is usually followed by the verb be ora modal be .Preparatory It and ThereIt is nice to meet you. It would be fun to live on a sailboat. It is important that we not litter in the park. It is 3:30 p.m."}
{"text": "The preparatory It acts as a dummy subject and is usually followed by the verb be or a modal be . The logical subject in sentences beginning with It is often a to-infinitive phrase or a noun clause. The preparatory There often begins sentences that show location or existence, especially when theexistence of something or someone is mentioned for the first time. It is usually followed by the verb be ora modal be .Preparatory It and ThereIt is nice to meet you. It would be fun to live on a sailboat. It is important that we not litter in the park. It is 3:30 p.m. right now. It never snows in July around here. It is believed that he will arrive next week. Look! There s a bear. There s a shooting star in the sky. There will be a party on Saturday. There is a mosquito in my bedroom. There was a new girl at school today. There were two groups of pterosaurs, or flyingreptiles. The early pterosaurs, which went extinctat the end of the Jurassic Period, came first. Descendants of the first group, the second groupdeveloped in the late Jurassic. It is believed thatthis group included the largest flying reptiles ever. Up to fifteen meters from wingtip to wingtip,the largest pterosaur was Quetzalcoatlus. It isthought to have weighed up to 100 kilograms. Its neck was extremely long, its jawslacked teeth, and its head featured a long, bony crest. There are still questions about how this amazing animal lived. It is thought tohave soared high in the sky, covering great distances. This ability, along with its longneck, has prompted the idea that it survived in a similar way to the vulture, feedingon the corpses of dead dinosaurs. However, because of its long slender jaws, it hasalso been suggested that Quetzalcoatlus searched tidal pools and shores for shellfishand other sea animals. It has also been hypothesized that it flew low over warm shallow seas, plucking fish from the surface of the water. Practice 1Part A 71. Will be cold with a chance of a thunderstorm tomorrow.2. Come look! Is an Asian elephant on television.3. No, isn t any milk in the fridge.4. Will be two hours before we get there.5. Is a man at the door who wants to talk to you.6."}
{"text": "No, isn t any milk in the fridge.4. Will be two hours before we get there.5. Is a man at the door who wants to talk to you.6. Go check and see if is any cake left.7. Can you tell me what time is?8. I think are three men in the car behind us. Exercise 2Complete the sentences with it or there.1. Before you go, there it is something I should tell you.2. There It is unlikely that Marco will be at the party.3. Do you know if there it is a gas station on this street?4. There It is five o clock on a Sunday.5. There It was sunny yesterday.6. Oh, there it is Diego. I couldn t see him before.7. Do you know if there it is possible for me to see a doctor?8. There It is 800 kilometers to Toronto. Exercise 1Circle the correct answer.it isExercise 3Fill in the blank with it or there and the correct form of the verb be. My favorite time of the year in Sydney is the summer. Right now, 1. December, and 2. Greenery everywhere. 3. Hotenough to wear shorts all the time; 4. Usually between 17 and 25degrees Celsius. Downtown, 5. Hundreds of tourists, especiallyaround the historic part of Sydney. One of the most famous sights in Sydney is theOpera House. 6. Essential that all tourists go there. From the OperaHouse, 7. A lovely view out to sea, and 8. Interesting boats and ships passing all day long. Practice 28 Unit 1 Sentence StructureExercise 5Look at the pictures and answer the questions using sentencesbeginning with it or there.1. Where can I get some aspirin? 2. What time is it? 3. How far is it to Peru? 4. What is in this picture? 5. Why would most bank robbersnot rob this bank right now? Exercise 4Listen to a conversation about a haunted house."}
{"text": "How far is it to Peru? 4. What is in this picture? 5. Why would most bank robbersnot rob this bank right now? Exercise 4Listen to a conversation about a haunted house. Take notes as youlisten, and then answer the questions in full sentences. Track 21. Why is this haunted house famous? .2. When are there tours? .3. How much does it cost? .45Haunted HouseFamous because:- What happened in it? -. How many ghosts? -. Some people them;others just themDays Open: - tour times? Costs:- adults: - children: Part A 9Grammar in UseExercise 6Read the passage and underline all the uses of preparatory it andpreparatory there. There have been large extinctionsthroughout Earth s history. The mostfamous of these signaled the end of thedinosaurs about 65 million years ago. Itis important to note that not just thedinosaurs died out in this extinction. Around 70 percent of all the species onEarth died out at that time. Althoughdinosaurs had been in a period of decline before the extinction, it is thought that arecovery would have occurred if something catastrophic had not prevented it. The most accepted theory about the cause of this extinction is the asteroid theory. It is believed that an asteroid about 10 km in diameter hit the Earth. It issuggested that the impact from such a collision would have destroyed everythingwithin about 500 km of the impact site. It would also have caused fires, increased volcanic activity, and sent huge clouds of dust gases and water vapor into theatmosphere. Because of this, there would have been months of darkness, coolertemperatures, and acid rain. It is interesting to note that there is a crater about180 km in diameter off the northwest tip of the Yucatan Peninsula in Mexico. Thecrater has been dated as 65 million years old and is believed to be evidence of ahuge asteroid impact.1. What happened to the Earth about 65 million years ago? 2. What is this event believed to have caused? 3. What evidence is there to support this belief? Exercise 7Answer questions about the reading."}
{"text": "What happened to the Earth about 65 million years ago? 2. What is this event believed to have caused? 3. What evidence is there to support this belief? Exercise 7Answer questions about the reading. Part B Phrases and Clauses10 Unit 1 Sentence StructurePhrases are groups of related words that can include either a subject or a tensed verb. Prepositional phrases have a preposition andan object of the preposition. Gerund phrases have a gerund and canfunction the same way as a noun. They oftenappear as the object of a preposition. Infinitive phrases have an infinitive and can function as a noun, adjective, or adverb. Participial phrases have a participle andfunction as an adjective. They are set off fromthe rest of the sentence by commas. There was a delicious smell coming from the kitchen. The dog barked at the stranger. Thank you for coming to my house. Walking alone late at night is dangerous. Lisa is going to university to study economics. To see the Eiffel Tower is a dream of mine. Having seen the play three times, she didn t want tosee it again. Janice, not used to ice skates, fell down and hurt her knee. Phrases and ClausesClauses are groups of related words that include both a subject and a tensed verb. Independent clauses can stand alone as asentence. Two independent clauses are oftenconnected with a coordinating conjunction. Dependent clauses cannot stand alone as asentence. They need an independent clause toform a complete sentence. When a dependentclause begins a sentence, a comma is used toseparate it from the independent clause. Maria is afraid of animals, so she doesn t go nearthem. We are going swimming, but they are going shopping. We are going swimming since it is so hot outside. Since it is so hot outside, we are going swimming. Grammar ExplanationPreviewOne of the world s most famous folk dances isthe Ka mate Haka performed by the Maori. TheMaori are the indigenous inhabitants of NewZealand."}
{"text": "They need an independent clause toform a complete sentence. When a dependentclause begins a sentence, a comma is used toseparate it from the independent clause. Maria is afraid of animals, so she doesn t go nearthem. We are going swimming, but they are going shopping. We are going swimming since it is so hot outside. Since it is so hot outside, we are going swimming. Grammar ExplanationPreviewOne of the world s most famous folk dances isthe Ka mate Haka performed by the Maori. TheMaori are the indigenous inhabitants of NewZealand. The dance has been made famous by theNew Zealand rugby team, the All Blacks, who use itbefore their matches to intimidate opponents. The haka dates back to the early 19th century. Created by a Maori chief, Te Rauparaha, itrecounts the tale of the chief s pursuit and escapefrom members of opposing tribes, his fear of being captured, and his joy ofregaining his freedom. In the famous incident that inspired the creation of the Ka mate Haka, TeRauparaha had been visiting a neighboring tribe. Certain members of that tribe wantedto kill Te Rauparaha for raiding one of their villages years before. To protecthim, other members of the tribe hid Te Rauparaha in a sweet potato pit. PaPractice 1Part B 111. Peter discovered a chest of gold hidden under the stones in the old fireplace. 2. The school council is considering increasing the hours of the library and computerlab. 3. John walked down the ramp to the beach. 4. We need to find a way to provide more money for charity. 5. Cigarette companies continue to fight to prevent the government from regulatingtobacco. 6. Most people oppose marketing cigarettes to children. Exercise 2Identify the underlined phrases in the following sentences asprepositional Pr , gerund G , infinitive I , or participial Pa .1. I need to study because I have a test tomorrow. D I2. When Mark was studying, the library was very noisy. D I3. Allen studied in the library, but it was hard to concentrate. D I4. Sarah went to the store; however, she didn t buy any bread. D I5. Today is Tuesday, and our papers are due on Wednesday. D I6. Our class, which meets Thursday mornings, looks at the importance of grammar."}
{"text": "Today is Tuesday, and our papers are due on Wednesday. D I6. Our class, which meets Thursday mornings, looks at the importance of grammar. D IExercise 3Circle D if the underlined clause is dependent or I if it is independent. Underline the prepositional phrase and circle the preposition.1. The UFO appeared above the town before it disappeared.2. I can hear my dad snoring from the other side of the house. Underline the gerund phrase and circle the gerund.3. Driving without lights at night is dangerous.4. The actor was excited about scrambling over burning debris for his role in the action film. Underline the infinitive phrase and circle the infinitive.5. It is hard not to buy into the hype around brand names when you can t go anywherewithout seeing them.6. The committee plans to release its report on Saturday. Underline the participial phrase and circle the present or past participle.7. The police caught my sister throwing rocks at cars.8. The astronaut chosen for the mission had trained hard for the honor. Exercise 1Follow the directions for each group of sentences. Practice 212 Unit 1 Sentence Structure1. Dependent clauseI like flowers 2. Prepositional phraseNick is building the table 3. Participial phraseMark, , went to bed early. Exercise 6Complete the sentences with the type of phrase or clause indicated. Useyour own ideas and information. Exercise 4Listen and number the pictures from 1--4.Track 31. DependentConfused, Emily decided to meet withher teachera. She was able to figure it out herself.b. She struggled with the material onher own for an hour.c. Since she was having trouble with theassignment.3. IndependentClaire is going to run in the racea. Unless her parents tell her she can t.b. Because she wants to win.c. ,. So she should get lots of sleep.2. DependentThe school choir is touring Brazila. Even though Amy s mother objectedto it.b. ;. Indeed, they will be gone for anentire month.c. ,. And they will probably take a side-tripto visit Uruguay.4. IndependentThe doctor was worrieda. That Tom was gaining too muchweight.b. About Tom putting on weight.c."}
{"text": "IndependentThe doctor was worrieda. That Tom was gaining too muchweight.b. About Tom putting on weight.c. ,. So he told Tom to start exercising. Exercise 5Choose the answer with the type of clause indicated to complete thesentence. Part B 13Grammar in UseExercise 7Read the passage about sword dancing.1. Q: A: The Spartan armed dance.2. Q: A: Malcolm III.3. Q: A: Before battle.4. Q: A: Because it was a bad sign. Exercise 8Write questions based on the notes in Exercise 7 for the answers below. The most famous sword dance isthe Scottish sword dance. Developed from the armed danceof the ancient Greek city-state ofSparta, the Scottish danceremains a battle dance. Important in Scottish history, asMalcolm III is reported to haveperformed a victorious sword dance in 1058 after beheading Macbeth, who18 years earlier had murdered Malcolm s father, King Duncan I, to take theScottish throne. Also according to legend, sword dances were performed before battle, andtouching swords while dancing was considered a bad sign for the comingbattle. Notes about the Sword DancePart C Sentence Types14 Unit 1 Sentence StructureGrammar ExplanationPreviewStonehenge FAQs Frequently Asked Questions 1. What is Stonehenge?Stonehenge is a prehistoric construction located insouthern England, consisting of two concentric circlesof large standing stones. It was built between 3100 and1500 BCE and is thought to have been an astronomicalcalendar or a temple to the sun.2. Who built Stonehenge?Three different cultures contributed to theconstruction of Stonehenge. These cultures include theWindmill, the First Wessex, and the Beakers.3. Where are the Bluestones, and why are theycalled Bluestones?The Bluestones, thus called because they turn blue when they get wet, are found in theinner of the two concentric circles of stone.4. Is Stonehenge the world s largest stone circle?Stonehenge is not the largest stone circle in the world, but it is the only in which the lintels the stones placed horizontally on the vertical stones remain in place.5. Why was it built where it is?Nobody knows.6."}
{"text": "Where are the Bluestones, and why are theycalled Bluestones?The Bluestones, thus called because they turn blue when they get wet, are found in theinner of the two concentric circles of stone.4. Is Stonehenge the world s largest stone circle?Stonehenge is not the largest stone circle in the world, but it is the only in which the lintels the stones placed horizontally on the vertical stones remain in place.5. Why was it built where it is?Nobody knows.6. Why can t visitors enter the circle?In order to protect the site, people aren t allowed within the stone circles. Over the lastfew centuries, many of the original stones have been taken or chipped away by visitors assouvenirs, so the management is careful to keep people away except on Solstice morning,when a few people are allowed in to watch the sun come up. We celebrated Grandpa s eightieth birthday yesterday. Simple sentences have just one independent clause. Amy loves peanut butter and jelly sandwiches. He finished all of his homework, but he forgot tobring it to school. Sue was late for swimming practice, and she lefther goggles at home. Sentence TypesAlthough he sprained his ankle, he finished the race. Complex sentences have one independent and one dependent clause. She didn t eat because she wasn t hungry. Compound sentences have more than one independent clause. Before the plane took off, Sarah called her dad to saygood-bye, but he didn t answer the phone. I like this class; though early in the morning, it svery interesting. Compound-complex sentences have more than one independent clause and at least one dependent clause. Practice 1TYPE OF SENTENCE CONNECTS WITH1. How can you possibly believe 2. Mark prefers working alone, but Claire likes brainstorming 3. Because I forgot to pay my bills, 4. My aunt, who visited at Christmas, 5. Lying exposed without its blanket of snow, 6. Montreal has better clubs, a. ice on the river melts quickly in the spring.b. The bank sent me a letter, and the power company called to remind me.c. That the world is flat?d. But Toronto has better cinemas.e. Just moved to New Zealand.f. With others because a group can solve a problem more efficiently. Part C 15Exercise 2Match the sentence parts and identify the type of sentence.1."}
{"text": "But Toronto has better cinemas.e. Just moved to New Zealand.f. With others because a group can solve a problem more efficiently. Part C 15Exercise 2Match the sentence parts and identify the type of sentence.1. Jenny went to the mall. Allen went with her. 2. We could go to a movie. We could rent a DVD. 3. She didn t lock the car. I can get the cooler. 4. You can trust John. Don t tell Sarah about it. Exercise 3Combine the following simple sentences into one compound sentence. Exercise 1Underline the independent clauses. Circle the dependent clauses. Then,identify the sentences as Simple, Compound, Complex, or CompoundComplex.1. Even if you fail, at least you ll have tried, and you ll be a better person for it.2. I don t think you know what you are talking about.3. The same picture hung over the bed until the house burned down.4. The park was built for the children of the neighborhood in 1956.5. Peter, an avid swimmer, loves spending summers at the beach.6. My dad says that he will help us build a tree house. Practice 216 Unit 1 Sentence StructureExercise 5Using the words given, combine the following simple sentences into onecomplex sentence. Exercise 4Listen to the news report. Circle T if the statement is true, F if it is false,or NI if there is not enough information to know.1. Don t forget to buy some sunscreen. It is really sunny out today. Because 2. Fredrick ordered three hamburgers. He is very hungry. As 3. I m going to the party. If Peter comes before I leave, I won t go. Unless 4. There will be a war over ownership of the moon. There will be many attempts toprevent it. Although 5. Adam is having trouble with his math homework. He is usually amazing at math. Even though 1. There was a plane crash last night. T F NI2. One plane hit the side of a mountain. T F NI3. It was sunny with a light breeze. T F NI4. The crash was avoidable. T F NI5."}
{"text": "T F NI4. The crash was avoidable. T F NI5. Planes will crash in that area again. T F NIExercise 6Combine the group of sentences to form a compound-complex sentence. Track 41. Mark lent me a book. It is a rare illustrated version. He wants me to take good care of it. 2. The front tire is flat. Sarah s mother drove over a nail. She doesn t want to pay to getit fixed. 3. I just met John. I trust him completely. I lent him my car. Built in 1. Phases, Stonehenge took thousands of years to become whatit is now. The original circle was made of 2. Inside a large 3. With a 4. . Then the wooden posts were replaced with 5. Around 2500 BCE. Two centuries later, these 6. Were moved to differentplaces and even larger stones called 7. Were brought in to form the bigcircle with 8. Placed on top of the vertical-standing stones. Part C 17Grammar in UseExercise 7Read the passage on Stonehenge. Stonehenge and the monumentsin the surrounding area were nameda World Heritage Site in 1986. Thestone circle is surrounded by aceremonial landscape comprisingmore than 300 burial mounds andother major prehistoric monuments. Altogether, the site covers 2,600 hectares. Stonehenge was built in three phases. The first phase saw the constructionof a ditch and bank around a circle of timber. About 4,500 years ago, the sitewas rebuilt with the bluestones that make up the smaller inner circle ofstones seen today. Finally, the third phase of construction took place about4,300 years ago. The bluestones were dug up and rearranged, and this timeeven bigger stones, now called Sarsen, were brought in from 32 km away. Each pair of stones was heaved upright and topped by connecting lintels. There is no consensus among experts as to how these stones were placedupright or how the lintels, the heaviest of which weighs about 45 tons, wereplaced atop the Sarsen. Exercise 8Complete the paraphrase of the reading."}
{"text": "About 4,500 years ago, the sitewas rebuilt with the bluestones that make up the smaller inner circle ofstones seen today. Finally, the third phase of construction took place about4,300 years ago. The bluestones were dug up and rearranged, and this timeeven bigger stones, now called Sarsen, were brought in from 32 km away. Each pair of stones was heaved upright and topped by connecting lintels. There is no consensus among experts as to how these stones were placedupright or how the lintels, the heaviest of which weighs about 45 tons, wereplaced atop the Sarsen. Exercise 8Complete the paraphrase of the reading. 18 Unit 1 Sentence StructureReviewPart DA: Hi, Sarah!A: I was on my way, but then I met Nickand decided to go to the mall. A: You re right. I m sorry. A: Sure. Let s go!B: Where were you? I was at the park,but you weren t there!B: You should have called me. B: That s all right. Do you want to go tothe park and play tennis now?Exercise 1Practice the conversations with a partner. Change roles for each conversation.1.2.3.1. I decided that I was going to university. D I2. Sarah told Nick she didn t want to play chess anymore. D I3. Though Mark is quite hairy, I think he s cute. D I4. I don t like it, but it s not my decision. D I5. My teacher, who goes to your doctor, said to say hi. D I6. I will go to Mexico unless you can give me a better reason than that not to go. DIExercise 2Circle D if the underlined clause is dependent or I if it is independent. Exercise 3Identify the underlined phrases in the following sentences asprepositional Pr , gerund G , infinitive I , or participial Pa .Lisa the park Emily school Peter the basketball courtsNick the mall Allen the library Jenny a moviecalled me told me first asked me to come, toothe park tennis my house chess field soccer1. I am thinking about limiting the number of times I go to the mall so I don t spend somuch money. 2. Children introduced to music early develop strong intellectual skills. 3."}
{"text": "2.Children introduced to music early develop strong intellectual skills. 3.To finish her shift without spilling any more drinks is Sarah s dearest wish tonight. 4.Mark doesn t like going to the dentist because he has sensitive teeth. You can t wake a person who is pretending to be asleep. ProverbExercise 4Complete the sentences with it or there.1. Is about 400 kilometers from here to Toronto.2.This is crazy! Is July and is snowing!3.Tell him that is an advertisement for a job that would be great for him.4. Isn t any sugar in the pantry.5. Have been many attempts to climb Mount Everest.6. Is time to leave for the movie.7. Isn t any reason to stay here, is ? 8. Is important to eat fruits and vegetables every day. Exercise 5Identify the following sentences as Simple, Compound, Complex, orCompound-Complex.1. Call your mother as soon as you arrive in Singapore.2. I ate my sushi, and I left the restaurant.3. Unless my girlfriend postpones her visit from Calgary, I will not havetime to study for my exam.4. The football game was canceled because it was raining.5. The football game was canceled because of the rain.6. If he changes his mind, we shall know for sure that Tom has learnedhis lesson, but only time will tell. Review 19."}
{"text": "Table of ContentsUnit 1VerbsPart A Transitive and Intransitive Verbs6B Progressive and Non-progressive Stative Verbs10C Phrasal Verbs14D Review Simple Tenses: Present and PastPart A Simple Present 20B Simple Past and Habitual Past 24C ReviewProgressive Tenses: Present and PastPart A Present Progressive30B Past Progressive34C Review Future TensesPart A Will and Be Going To40B Simple Present and Present Progressive 44C Future Progressive 48D ReviewNouns and ArticlesPart A Types of Nouns54B Countable Nouns and Uncountable Nouns58C Partitives 62D Indefinite Adjectives 66E Articles Indefinite and Definite 70F Generic Nouns and Articles74G Review78Unit 6Adjectives and AdverbsPart A Adjectives and Adjective Order80B Participles Used as Adjectives 84C Adverbs 88D Positions and Types of Adverbs 92E Review Comparatives and SuperlativesPart A Comparatives98B Other Comparative Forms 102C Superlatives106D Review PronounsPart A Subject Pronouns and Object Pronouns 112B Possessive Pronouns116C Reflexive Pronouns120D Indefinite Pronouns124E Singular and Plural Forms of Other128F Review AgreementPart A Subject-Verb Agreement134B Parallel Structure138C Review 142Unit 10 ConjunctionsPart A Correlative Conjunctions 144B Subordinating and Coordinating Conjunctions148C Review Index155Transcripts Answer KeyTransitive and Intransitive VerbsPart AUnit 1 Verbs6 Unit 1 VerbsGrammar ExplanationPreviewNapoleon Bonaparte was one of the greatest generalsof all time. He helped France conquer much ofEurope. However, many other countries hated himbecause of his power. Eventually, they were able todefeat Napoleon."}
{"text": "He helped France conquer much ofEurope. However, many other countries hated himbecause of his power. Eventually, they were able todefeat Napoleon. Afterward, Napoleon was sent tothe island of Elba where he died without any power. Transitive verbs require a direct object for their meaning to be complete. SubjectTransitive VerbDirect ObjectMeaningJennyerased.incompleteJennyerasedthe whiteboard.completeGarytold.incompleteGarytolda secret.completeSome verbs can be transitive or intransitive depending on the context in the sentence. SubjectVerbDirect ObjectAdverbialTransitive IntransitiveDougmovedthe sofa.transitiveDougmovedto Singapore.intransitiveKellylefther bag at home.transitiveKellyleftat three o clock.intransitiveIntransitive verbs do NOT require a direct object for their meaning to be complete. SubjectIntransitive VerbDirect ObjectAdverbialMeaningWendyslept.completePeterranto school.completePractice 1Part A 71. My friend and I broke.2. We ran to the park.3. She threw.4. She cried.5. I helped. Exercise 2Put a check next to the sentences that are complete.1. My friend threw .2. I lied the monkey in a suit.3. My brother was laughing at .4. The teacher always worries the ball to me.5. The strong man lifted the giant stone over his head. Exercise 3Connect the sentence parts from the two columns. If the first half is complete, connect it to a blank space.1. We ate it. IT2. I am going to drink a huge bottle of soda. IT3. The boy finished his work at school. IT4. The mountain climber fell down the mountain. IT5. My mother is reading a book. ITExercise 1Circle I if the sentence has an intransitive verb or T if it has atransitive verb. Practice 28 Unit 1 VerbsExercise 5Look at the pictures. Write an appropriate sentence using either atransitive or intransitive verb. Exercise 6Write sentences with the verbs given. Write one sentence with a transitive form and the other with an intransitive form.1. 2. 3. 4. 5."}
{"text": "3. 4. 5. IntransitiveIntransitiveTransitiveTransitiveIntransitiveExercise 4Listen to the dialog and answer the questions.1. What kind of game are they talking about? 2. What couldn t the batter do? 3. What did the outfielder do? 4. Did they enjoy the game? 1. To move Transitive Intransitive 2. To drive Transitive Intransitive 3. To draw Transitive Intransitive 4. To eat Transitive Intransitive 5. To read Transitive Intransitive Track 2Part A 9Grammar in UseExercise 7Read about Leslie s last vacation. Decide if each verb is transitive orintransitive. Circle T for transitive or I for intransitive. If the verb istransitive, write an appropriate direct object on the line.1. Leslie went to the beach last winter. TF2. Leslie liked the food she ate. TF3. People at the beach sold many different foods. TF4. She spent a lot of money on her vacation. TFExercise 8Circle T for true or F for false. Last summer, I went to the beach. It was great. The sea was so beautiful,and I sat 1. T I in the sun all day. I read2. T I . I also went swimming3. T I . It was so muchfun, but I drank 4. T I and became sick. The food was delicious though. I ate 5. T I . There wasso much variety. Finally, it was great becauseeverything was so cheap. I didn t spend6. T I while there. It was a wonderful vacation. Progressive and Non-progressive Stative VerbsPart B10 Unit 1 VerbsPreviewDear Mr. Simpson,Thank you for letting us use your cabin for ourvacation. The cabin was beautiful. I can t imaginea nicer place. It looks just like a postcard."}
{"text": "The cabin was beautiful. I can t imaginea nicer place. It looks just like a postcard. I feel solucky that you trusted us enough to let us stay there. We were looking for the cabin in the wrong valleybefore we realized our mistake. We all loved skiingon the mountain and appreciate your kindness. Sincerely,EmilyNon-progressive Stative verbs do not describe actions. Instead, they describe a state or condition. Thestate or condition can occur over a period of time. They are NOT formed with be the present participle. SubjectStative VerbDianalovesCasey. Pizzatastesgood. TheyunderstandSpanish. Common non-progressive stative verbs: appreciate, believe, dislike, exist, fear, hate, know, like, love, need, prefer, realize, resemble, seem, sound, understandMany verbs can be progressive or non-progressive stative depending on the context of the sentence. SubjectVerbProgressive StativeJohnthinkssoccer is fun.stativeKevinis thinkingabout soccer.progressiveShelleyfeelssick.stativeLisais feelingthe rabbit s fur.progressiveCommon progressive and non-progressive verbs: appear, cost, feel, forget, have, hear, imagine, include,look, measure, remember, see, smell, taste, think, want, weighGrammar ExplanationProgressive verbs describe an action occurring over a period of time. They are formed with the verb be the present participle -ing form .SubjectBePresent ParticipleIam readingthe newspaper. Angelawaswashingthe dishes. Theyhad beenrunninga marathon. 1. The dog in the grass when it started raining.2. The boys playing soccer.3. Being a policeman like a great job.4. She didn t the movie yesterday because she was studying.5. Because he is sick, Mark in bed all day. Part B 11Exercise 1Circle the stative verb in each group. Exercise 2Complete the sentences with the correct words from the box.1. Take We my car to the mechanic to get it fixed now.2. Cost Though I am enjoying my vacation, it much morethan I thought it would.3. Want My mother doesn t me to be lazy in school.4. See Jack and Jill each other for three weeks. Their firstdate was at the end of last month.5."}
{"text": "Want My mother doesn t me to be lazy in school.4. See Jack and Jill each other for three weeks. Their firstdate was at the end of last month.5. Weigh At the moment, the butcher the steak Jack wantsto buy.1. A. sleepb. Knowc. Digd. Show2. A. soundb. Studyc. Readd. Work3. A. meetb. Scratchc. Typed. Believe4. A. cutb. Fearc. Sleepd. Spend5. A. watchb. Swimc. Appreciated. LiveExercise 3Complete the sentences with the correct form of the verb given.seelovewas rollinghas been lyingsoundsPractice 1Practice 212 Unit 1 VerbsExercise 4Listen and circle T for true or F for false. Exercise 5Match each statement to the correct picture.a. The giraffe is eating leaves.b. The man forgot where he put his keys.c. The woman prefers the dark shirt, but the man prefers the light one.d. He is weighing himself on the scale.e. The woman resembles her sister.1. 2. 3. 4. 5. Exercise 6Finish the sentences with your own information.1. I imagine that next year I am imagining 2. My father thinks My father is thinking 3. Skunks smell The skunks are smelling 4. The fluffy little kitten looks The fluffy little kitten is looking Track 31. Mark is running for class president. TF2. Mark likes the school lunch. TF3. Mark wants new basketballs for gym class. TF4. Mark doesn t want new school uniforms. TF5. Mark wants many changes at school. TFPart B 13Grammar in UseExercise 7Complete the sentences with the correct form of the verbs given. I remember 1. My first day of school very well. I walk 2. To my classroom when Itripped and fell. I feel 3. Really embarrassed. It was OK because no one watch 4. . I got up and went tomy class. My teacher was so great, that by the endof the day I wasn t think 5."}
{"text": ". I got up and went tomy class. My teacher was so great, that by the endof the day I wasn t think 5. About it anymore. Everything was fine. Exercise 8Write about your first day of school. Include how you felt and whatyou were thinking. 14 Unit 1 VerbsPart C Phrasal VerbsGrammar ExplanationPreviewVirgo: This week you should make up with afriend who you have fallen out of favorwith. You will then be able to count onthis friend in the future, and this willhelp to keep your long-term goals fromfalling through. Phrasal verbs are verbs that combine with a preposition to create a meaning that is different from thetwo words taken separately. With some phrasal verbs, the object must be placed after the preposition. VerbPrepositionMeaningSherricameacrosssomeone s wallet on the street.found by chanceDid Craigdropbyhis friend s house?visitWe didn tgetonthe bus. Enter a vehicle Other common non-separable phrasal verbs: check in, drop out of , get along with , get off, get in,grow up, look after, take after, run into With some phrasal verbs, the object can be placed between the verb and the preposition or after thepreposition. VerbObjectPrepositionMeaningBarneyfiguredthe answerout.found understoodDid shepicka candyout?chooseHe didn tturnhis iPodoff.stopOther common separable phrasal verbs: call off, cheer up, drop off, find out, give up, hand in, look up,make up, put off, take over, turn on, turn down Note that not every verb preposition is a phrasal verb. Phrasal verbs are only those combinations thathave a separate meaning. VerbPrepositionPhrasal verb NotThe balldroppedbythe big tree.notWedroppedbythe store for some milk.phrasal verbShe lookedintoa trip to Hawaii.phrasal verbCharlielooked intothe fridge to see if there notwas any milk. Part C 151. After watching the rain for three hours, they finally decided to the baseball game.2. Mark cannot what is wrong with his computer.3."}
{"text": "Part C 151. After watching the rain for three hours, they finally decided to the baseball game.2. Mark cannot what is wrong with his computer.3. At first I didn t like this book, but now I am really starting to it.4. Jenny s boyfriend is coming to her at seveno clock.5. My uncle says that I am really starting to my father, but Idisagree. Exercise 2Complete the sentences with the correct phrasal verbs from the box.1. Mark forgot his homework, so he is going to hand in it late. 2. My brother always seems to be able to get around the rules. 3. I was really disappointed when I found up who the killer in the movie was. 4. When my father first arrived at the hotel to check out, the lady was rude to him. When he left to check in, she was much friendlier. 5. My friend is so lazy. She always puts off her homework until late at night. Exercise 3Underline the mistakes in the sentences. Write the correct words on theline. If there is no mistake, write OK on the line. Practice 1Exercise 1Match the phrasal verb with its definition.1. After three years, my friend dropped out of school. A. to meet by accident2. It was strange to run into my old boss at school.b. To submit to give3. We always hand in our assignments on time.c. To take care of4. My brother cheered me up after my best friendd. To quit doing somethingmoved away.5. The nurse looks after patients at the hospital.e. To make happytake afterfigure outpick upcall offget intoPractice 216 Unit 1 VerbsA: Let s 1. With our reporter standing by with David Best. B: Thanks, Tom. I am here with David Best. David, many people say that your team2. The team of two years ago. Is that true?C: Well, that team two years ago was great. We all 3. To them. Hopefully, today we can work hard and 4. .B: You 5."}
{"text": "We all 3. To them. Hopefully, today we can work hard and 4. .B: You 5. In this area, and this is your first game in this stadium. How does it feel?C: It feels great! I couldn t 6. The chance to play for my hometown. Exercise 4Listen to the interview. Then fill in the blanks with the correctphrasal verb.a. The building blew up.b. The man is asking the woman out.c. The woman looks after her son.d. They pulled over to check the map. Exercise 5Match each sentence to the correct picture. Exercise 6Complete the sentences with a phrasal verb from the box. Track 41. 2. 3. 4. Made up get along with dropped out gave up1. Her sister doesn t her boyfriend. They are always fighting.2. After years of trying to become a doctor, Mr. James finally and of medical school. Now he works in a bank.3. Mark finally admitted that his story was not true. He had it to impress his friends. Part C 17Grammar in UseExercise 7Unscramble the phrases or sentences to reveal the instructions for theassignment. Students,Your final project for the year is coming up, which means that you will havea lot of work. If you do not know enough about your topic, 1. It up must you look and 2. About it. Out find more . 3. In must check You me with every week.4. Late. Projects in cannot turned be 5. Work not Please do off. This put If youhave any questions, please come to me. Good luck. Mr. Craven1. What should the students do if they do not know enough about the topic? 2. What must students do every week? 3. Will late projects be accepted? 4. What does the teacher ask the students to do at the end? Exercise 8Answer questions about the final project."}
{"text": "What must students do every week? 3. Will late projects be accepted? 4. What does the teacher ask the students to do at the end? Exercise 8Answer questions about the final project. 18 Unit 1 VerbsReviewPart DA: Hi, do you want to get together later?B: Well, I am eating dinner andI need to do homework. A: OK, well I will come by later to see B: OK, talk to you soon.how you are doing.1. It sounds stealing the car when the police arrived.2. The thief was out which book I want to buy.3. I can t seem to pick .4. The dog ate like you are really enjoying your class.5. My mother has been cooking all afternoon. 1. Several of my friends work in the gym near my apartment. 2. We were lucky to run Kevin s father. He gave us a ride home.3. We are late, so hurry up and get the car!4. After a long, angry argument, Sally and her friend finally made . 5. Let s drop the supermarket to pick some ice cream. Exercise 2Connect sentence parts from the two columns to make completesentences.1.2.3.get together catch uphook upeat dinner do homeworkplay piano restwatch TV walk the dogcome bystop bydrop inExercise 3Complete the phrasal verbs with the correct preposition. Exercise 1Practice the conversations with a partner. Change roles for each conversation. Misery loves company. ProverbExercise 4Fix the mistake in each sentence. Then number the pictures 1--4.Exercise 6Complete the sentences with information about yourself.1. It are swimming in the ocean. 2. He ran onto his friend on the street. 3. The man is loving his wife. 4. Cindy is standing in to her sister. Review 191. For months. We been six have traveling 2. Party parents My called the off. 3. Will be to It on finish difficult time. 4. Away threw garbage. We the 1."}
{"text": "Table of ContentsUnit 1Nouns and ArticlesPart A Categorization of Nouns6B Countable and Uncountable Nouns10C Possessives14D Articles and Generic Statements 18E Review PrepositionsPart A Prepositions of Place 24B Prepositions of Time 28C Other Prepositions 32D Review ConjunctionsPart A Coordinating Conjunctions 38B Subordinating Conjunctions I 42C Subordinating Conjunctions II 46D Review Modal AuxiliariesPart A Basic Modal Auxiliaries 52B Polite Requests and Permission 56C Necessity and Obligation 60D Certainty 64E Review Infinitives and GerundsPart A Infinitives 70B Gerunds 74C Go Gerund 78D Review 82Unit 6Past ProgressivePart A Form and Function 84B When and While88C Review Perfect TensesPart A Present Perfect 94B Present Perfect Progressive 98C Review Adjectives and AdverbsPart A Adjectives 104B Indefinite Adjectives 108C Adverbs 112D Irregular Adverbs 116E Adverbs of Frequency 120F Review Comparatives and SuperlativesPart A Comparative and Superlative Adjectives 126B Comparative and Superlative Adverbs 130C Review 134Unit 10 Passive VoicePart A Active and Passive Voices 136B By Object 140C Review Index148Transcripts Answer KeyCategorization of NounsPart AUnit 1 Nouns and Articles6 Unit 1 Nouns and ArticlesGrammar ExplanationPreviewThere is some candy on the table. Ryan has a good idea. He likes candy. He puts it in his mouth. Nouns are words that represent people, places, things, or ideas. PersonJohn went to the new theater last week with his father. Examples: brother, mailman, chef, assistant, friend, kingPlaceWe met our neighbors at the arcade. Examples: beach, zoo, home, Spain, woods, work, schoolThingI found the keys under the sofa. Examples: eraser, chain, picture, door, pen, tractor, stickIdeaHappiness is very important. Examples: sadness, freedom, fun, love, angerPractice 1Part A 71. I gave my homework to my .a. Teacher b. doctor c. penguin2. I went to the doctor yesterday. He gave me .a."}
{"text": "Penguin2. I went to the doctor yesterday. He gave me .a. Candy b. medicine c. hospital3. The works hard in the fields all day.a. Police officer b. farmer c. salesperson4. I helped my younger with his homework. A. sister b. uncle c. brotherExercise 2Choose the best answers.1. PERSON:letter France firefighter2. PLACE:apartment time tennis3. THING:sweater grandparents fun4. IDEA:fear garage stomachExercise 3Circle the correct answers.1. Doctor Smith has an office in the city.2. We don t have any time.3. John bought coffee, milk, and sugar at the store.4. My mother put a cake in the oven. Exercise 1Underline the nouns. Practice 28 Unit 1 Nouns and ArticlesExercise 5Circle all the nouns and write them in the correct boxes.tree house boredom go girlswim Mr. Smith love run campleave sad school dad truckteach printer cards catch havefriendship fun brother room walkExercise 4Listen and put a check for each type of noun you hear. PeoplePlaces Things Ideas1. 2.3.Places People Things Ideas Track 2Part A 9Grammar in Usetiger parents animals manes lion zoos stripesExercise 6Complete the sentences with words from the box.1. Ligers are small. TF2. Some ligers have manes. TF3. Ligers only live in Africa. TF4. Ligers don t have stripes. TFExercise 7Read the statements about Exercise 6. Circle T for true or F for false. A liger is an amazing animal. It is a mix between a 1. And a2. . Ligers only live in 3. . They are bigger thantheir 4. . Ligers have 5. Like a tiger. Someligers have long hairy 6. Like lions. Ligers are the largest catsin the world. They really are amazing 7. ! Countable and UncountableNounsPart B10 Unit 1 Nouns and ArticlesGrammar ExplanationPreviewA: These cookies are delicious!B: Thanks. Here is your lemonade. A: Thank you. Wow!"}
{"text": "Countable and UncountableNounsPart B10 Unit 1 Nouns and ArticlesGrammar ExplanationPreviewA: These cookies are delicious!B: Thanks. Here is your lemonade. A: Thank you. Wow! It s sour!B: Yes, it is! Let s add some sugar. A: Good idea. Nouns can be either countable or uncountable. Countable nouns represent things that can be countedI bought eleven CDs and a new book.as individuals. Use a, many, few, or numbers We saw many cars and a few vans.before countable nouns. Countable nouns: apple, ant, bag, book, cat, chair, donut, friend, house, jacket, map, neighbor, page,question, raft, stoveUncountable nouns represent things that cannot beI had some soup before dinner.counted as individuals. Use much, little, some or any I didn t have any coffee. For negatives and questions before uncountable nouns. Did you have any fun at the zoo?Yes, we had some fun at the zoo. Uncountable nouns: bread, cheese, coffee, food, fruit, furniture, homework, mail, meat, milk, music, paper, rice, soup, water Some and any can also be used with countable nouns. Any is used for questions and negatives. Someis used when the exact number is not known or is not important. Example: Do you have any apples? Yes, we have some apples in the fridge. 1. The keeps her in a 2. The tailor cut some cloth.3. I filled my cup with juice.4. He had cereal for breakfast.5. The team scored five goals. Part B 11Practice 1Exercise 1Write the nouns in the correct box.book bread teacherwoodmusic country gold monkeyboy ice tooth erasersugar juice rain cupCountable Nouns Uncountable Nouns Exercise 2Underline the nouns and write C for countable or U for uncountable.woman jewelrybox. CUC1. Sugar juice sandwich soup2. Notebook CD pencil paper3. Chair wood money glue4. Ice cream cereal cookie riceExercise 3Circle the odd words. Practice 212 Unit 1 Nouns and ArticlesExercise 4Listen and circle the correct answers. Then number the pictures.1."}
{"text": "Ice cream cereal cookie riceExercise 3Circle the odd words. Practice 212 Unit 1 Nouns and ArticlesExercise 4Listen and circle the correct answers. Then number the pictures.1. We had two some fried chicken for lunch.2. He locked a much door with a key.3. He ate some any pasta for dinner.4. Are there any much chickens on the road? Yes, there are two. Exercise 5Fix the mistake in each sentence.1. I drank any water yesterday. 2. She is buying twelve eggs and much apples. 3. There was too many butter on my popcorn. Exercise 6Write sentences about yourself. Change the underlined words.1. I had an apple, a sandwich, and milk for lunch yesterday. 2. I don t have any brothers, but I have three sisters. Track 3Part B 13Grammar in UseExercise 7Complete the sentences with words from the box.salt and peppermeatsome lettuce, cheese, fresh breada big bitemayonnaiseFirst, you need 1. . Then, you spread some butteror 2. On the bread. Next, you put some 3. Or turkey on the bread. Then, you add 4. And tomato. If you want, you can add some 5. . Finally, you cut your sandwich in half and take 6. ! Making a SandwichFirst, . Then, you . Next, you put . Then, you add .Finally, you and take a big bite!Making a SandwichExercise 8Make your own sandwich using different ingredients. IDEASmustard ketchuppickles chickenmeat onionolives tuna14 Unit 1 Nouns and ArticlesPart C PossessivesGrammar ExplanationPreviewI went to my friend s house yesterday. Westudied for over two hours in her father s office. After we finished, her brother took us for somepizza in their parents car. Their father is theowner of the restaurant."}
{"text": "The computer belonged to my friend. John saw our teacher s car. Who ate his French fries?Exercise 2Rewrite the sentences using apostrophes.1. Who ate John s French fries? 2. We borrowed Nick and Tom s pool cues. 3. I lost Sarah s keys. 4. John ripped his book, and I ripped my book. Exercise 3Make sentences using possessive adjectives.1. I have one sister. Yesterday, I walked my sisters dog to the park.2. I don t like my brother new girlfriend.3. My family bought a pet parrot. The parrots color is very unusual.4. My sister doesn t like the color off the parrot. Exercise 1Fix the mistake in each sentence. Practice 1Practice 216 Unit 1 Nouns and Articles1. Who has the cap? John Kelly2. Who has the keys? John Sarah3. Who has the bag? Kelly Peter4. Who has the books? Peter the studentsExercise 4Listen and choose the correct answers. The mother of the bride is collecting gifts.1. The bride s mother is collecting gifts. 2. My friend s sister speaks German. 3. The queen of England is very old. 4. The friends of my sister are very nice. 5. The eyes of that kitten are cute. Exercise 6Change the form of the sentences.1. The eyes fish are very unusual.2. The collar has a tag on it. 3. The cell phone battery has no power.4. The owner boat is smiling. Exercise 5Complete the sentences using the pictures. Track 4Part C 17Grammar in UseSunday s game of the team s goalkeeper John s ballExercise 7Fill in the blanks in the conversation.1. Tom has John s ball. TF2. Tom took John s ball on Saturday. TF3. The final is on Sunday. TF4. One team s goalkeeper is injured. TFExercise 8Read the statements about Exercise 7. Circle T for true or F for false. Tom: Hey, do you have John s ball?Nick: Yes, 1. Is at my house."}
{"text": "One team s goalkeeper is injured. TFExercise 8Read the statements about Exercise 7. Circle T for true or F for false. Tom: Hey, do you have John s ball?Nick: Yes, 1. Is at my house. I took it onSaturday. Tom: Great, we will need it for 2. .Nick: Oh yes---for the league final. Wehave a great chance! The other 3. Isinjured. Tom: I really want to win! The winners 4. League get one hundred dollars! 18 Unit 1 Nouns and ArticlesPart D Articles and Generic StatementsA is for singular nouns. It goes in front of consonant sounds. An is for singular nouns. It goes in front of vowel sounds. The is for singular or plural nouns and goesin front of consonant or vowel sounds. The is used for things that are alreadyknown or introduced. The is also usedwhen the noun it precedes is the only oneof its kind. ArticlesA zebra has stripes. Nick eats a sandwich. She teaches at a university. The u has a y sound. We will meet them in an hour. The h is silent. John sees an airplane. You need an umbrella. Nick eats a sandwich. The sandwich is delicious. John sees an airplane. The airplane is in the sky. The moon is in the sky. There is only one moon andone sky. Some apples are in the fridge. Most people only haveone fridge in their homes. Generic statements are sentences that provide information that is true most or all of the time. Generic statements often use the verb Be. Some generic statements use the verb Have. Other generic statements use verbs that describe a state or condition. Other state or condition verbs: look, smell, taste, sound, like, love, hate, think, believeGeneric StatementsI am a student. She is tall. They are my parents. Insects have six legs. He has blue eyes. Candy tastes sweet. Feathers feel soft. Grammar ExplanationPreviewEagles are very beautiful birds. There is an eaglein the zoo. He has a big cage. There is an ostrichnext to him. The ostrich is from Africa. Part D 191. My dad bought me a an -- new cell phone.2. It took me a an -- hour to choose it.3. It has a an -- expensive digital camera in it.4."}
{"text": "A cheetah cheetahs once, but it was in 6. A the zoo. Part D 21Grammar in UseExercise 7Complete the sentences with a, an, the, or --.1. Alligators have strong tails. TF2. Alligators are good pets for kids. TF3. Alligators swim well. TF4. Alligators live in many parts of the world. TFExercise 8Read the statements about Exercise 7. Circle T for true or F for false. 1. Alligators are very dangerous animals. They come fromall parts of 2. World. There are many alligators in Florida in3. US. 4. Alligators are great swimmers. 5. Strong tail helps alligators 6. Swim. Analligator can kill 7. Person. Stay away from 8. Them! 22 Unit 1 Nouns and Articles ReviewPart EA: What do you have in your pocket?B: I have an MP3 player. A: I like the color. Where did you get it?B: Thanks. I got it at an electronics store. Exercise 1Practice the conversations with a partner. Change roles for each conversation.1. The moon is far from an the Earth.2. I like Nick s Nicks new sweater.3. A white tiger is a an extremely rare animal.4. The winner of the of competition won a nice painting.5. Nick likes his computer. He got it for his Nick s birthday. Exercise 2Choose the correct answers.1.2.3.pocket an MP3 player hand a ring bag a CD playerthe color get the design buy the shape winan electronics store a jewelry store a competitionCountable1. 2. 3. 4. 5. Uncountable6. 7. 8. 9. 10. Exercise 3Complete the lists with things you have at home.a bedtapeThe first step is the hardest. ProverbExercise 4Complete the crossword. Exercise 6Write the nouns in the correct boxes.joy Italy police officer computer Justin time city hot chocolatePlaces People Things Ideas Down1."}
{"text": "9. 10. Exercise 3Complete the lists with things you have at home.a bedtapeThe first step is the hardest. ProverbExercise 4Complete the crossword. Exercise 6Write the nouns in the correct boxes.joy Italy police officer computer Justin time city hot chocolatePlaces People Things Ideas Down1.I will go to a after I finish high school.2.An is similar to a crocodile.3.A fixes teeth. Across4.A waiter serves food in a .5.A flies airplanes. Review 23My family goes 1. Camping every year. Wealways make 2. Big fire. Then, we cookdinner over 3. Fire. After dinner, we play4. Games and talk. It s fun. I look at5. Moon and 6. Stars. Exercise 5Complete the sentences with a, an, the, or --.4.3.5.1.2."}
{"text": "Participial Phrases........................................... Infinitive phrases............................................ CHAPTER FOUR: SENTENCES........................................ What is a sentence?........................................ Sentence Fragments....................................... Objects........................................................... Complements................................................. Types of sentences......................................... Simple sentences............................................ Compound sentences...................................... Complex sentences......................................... Declarative sentences..................................... Interrogative sentences................................... Exclamatory sentences..................................... Imperatives sentences..................................... Conditional sentences...................................... Direct and indirect speech................................ Question tags.................................................. CHAPTER FIVE: CAPITALIZATION AND PUNTUATION........ Capitalization................................................... Punctuation..................................................... End marks....................................................... The comma...................................................... The Semicolon and the Colon............................ The Hypen........................................................ The Apostrophe................................................ Quotation Marks............................................... www.arena.co.ke 0713779527 5 PREFACE This book has been specially prepared to meet the needs of Secondary School Students and learners of English as a second language. It embarks on enlightening them on the nature and structure of the English Grammar in a very simplified and understandable manner. English is the official language and the main medium of instruction in many countries in the world. Besides this, it is an examinable subject in many national examinations. Hence this book will certainly come handy for many people in the world. Numerous exercises have been provided after every single topic to give the students a chance to practice and test their understanding of the areas discussed. Answers to those exercises are provided at the back of this book. It is my hope that this book will simplify the English grammar for all who read it. Www.arena.co.ke 0713779527 6 PART ONE PARTS OF SPEECH All words may be classified into groups called parts of speech. There are 8 parts of speech namely: Nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. We shall now discuss these parts of speech one at a time: CHAPTER ONE 1. NOUNS A noun is the part of speech that names a person, a place, a thing or an idea. You use nouns every day when you speak or write. Every day you probably use thousands of nouns. Because nouns name the objects and people and places around you, it would be very difficult to talk about anything at all without them."}
{"text": "You use nouns every day when you speak or write. Every day you probably use thousands of nouns. Because nouns name the objects and people and places around you, it would be very difficult to talk about anything at all without them. Many nouns name things you can see: www.arena.co.ke 0713779527 7 Persons Places Things Boy Lake Boot Student Country Shadow John Kamau Nairobi Chair Stranger Jupiter Sweater Writer Kenyatta Market Calendar Barrack Obama Sierra Leone Short story Note: Nouns can be two or more words e.g. John Kamau, Kenyatta Market and Short story. They are called compound nouns. We shall learn more about them in coming pages. Some nouns name things you cannot see such as feelings, ideas and characteristics: Feelings Ideas Characteristics Excitement Freedom Curiosity Fear Justice Cowardice Anger Fantasy Courage Happiness Faith Imagination Surprise Evil Self-confidence Exercise 1 What words in each sentence below are nouns? Example: John is a dancer John, dancer 1. The students planned a party. 2. Three boys performed songs. 3. Excitement filled the air. 4. Joyce Chepkemoi won a prize. 5. Otieno lives in a house on my street. Exercise 2 Copy the nouns below and write whether it names a person, a place, a thing, or an idea. Example: river place 1. Candle 5. Guitar 2. Wrestle 6. China 3. Joy 7. Hatred 4. Menengai Crater 8. Masanduku Arap Simiti Exercise 3 Write down each noun in the following sentences. Example: Kenya is a beautiful country Kenya, country 1. The musicians played drums and trumpets. 2. Her family lives in a village. 3. Petronilla enjoyed the trip. 4. A festival was held in Kenyatta University. 5. People in costumes filled the streets. Www.arena.co.ke 0713779527 8 6. Boys in Scouts uniforms were leading the parade. 7. The holiday was a great excitement. 8. A taxi brought the family to the airport. 9. Maryanne built a huge castle in the wet sand. 10. Her mother swam in the warm water. There are different kinds of nouns: 1.1. Common and proper nouns All nouns can be described as either common or proper."}
{"text": "Her mother swam in the warm water. There are different kinds of nouns: 1.1. Common and proper nouns All nouns can be described as either common or proper. When you talk or write about a person, a place, a thing, or an idea in general, you use a common noun. Example: Doctors work hard. They treat many patients. A proper noun is the name of a particular person, place, thing, or idea. Proper nouns always begin with capital letters. Example: Ephraim Maree is a doctor. He comes from Kirinyaga. Note: When a proper noun is made up of more than one word, only the important words in the noun will begin with a capital letter. Do not capitalize words such as the, of, or for. Example: Gulf of Mexico, State of Liberty, the Commander in Chief. Common and Proper Nouns Common nouns Proper nouns Common nouns Proper nouns street Kerugoya city Raila Odinga author South Africa ocean Wanjohi wa Kigogo-ini policeman Asia bed Moi Avenue country Indian Ocean wardrobe Lake Victoria mountain England continent Dr. Frank Njenga lake Nelson Mandela assistant Professor Saitoti Proper nouns are important to good writing. They make your writing more specific, and therefore clearer. Exercise 4 Which words are proper nouns and should be capitalised? Which words are common nouns? Example: kenya Proper: Kenya 1. July 6. Student 11. America 2. Book 7. Kendu bay 12. Business 3. Face 8. John hopkins 13. Day 4. England 9. Life 14. East africa 5. Crocodiles 10. Johannesburg 15. Calendar Exercise 5 www.arena.co.ke 0713779527 9 List the common nouns and the proper nouns in each of the following sentences. Example: Nancy welcomed the guests. Proper: Nancy common: guests 1. Lucky Dube was a famous singer. 2. This dancer has performed in London and Paris. 3. His last flight was over the Mediterranean Sea. 4. She worked as a nurse during the Second World War. 5. Her goal was to educate students all over the world. 6. It was the worst accident in the history of Europe. 7. Bill Gates is best known for founding Microsoft. 8. The Pilot was the first woman to cross that ocean alone. 9."}
{"text": "8. The Pilot was the first woman to cross that ocean alone. 9. She grabbed a kettle and brought them water. 10. Professor Wangari Maathai won a Nobel Peace Prize. 1.2 Singular and Plural Nouns A noun may be either singular or plural. A singular noun names one person, place, thing, or idea. Example: The farmer drove to the market in his truck. A plural noun names more than one person, place, thing or idea. Example: The farmers drove to the markets in their trucks. Rules for forming plurals The following are guidelines for forming plurals: 1. To form the plural of most singular nouns, add -s. Examples: Street streets, house houses, painter painters, shelter shelters, event- events, hospital hospitals. 2. When a singular noun ends in s, sh, ch, x, or z, add - es. Examples: dress-dresses, brush-brushes, ax-axes, coach-coaches, box boxes, benchbenches, dish-dishes, waltz waltzes. 3. When a singular noun ends in o, add -s to make it plural. Examples: Piano-pianos, solo-solos, cameo cameos, concerto concertos, patiopatios, studio-studios, radio-radios, rodeo rodeos. 4. For some nouns ending with a consonant and o, add -es. Examples: hero heroes, potato potatoes, echo-echoes, veto vetoes, tomato tomatoes. 5. When a singular noun ends with a consonant and y, change the y to i and add -es. Examples: Library libraries, activity activities, story stories, city cities, berry berries. 6. When a singular noun ends with a vowel a,e,i,o,u followed by y, just add -s. Www.arena.co.ke 0713779527 10 Examples: Valley valleys, essay essays, alley alleys, survey surveys, joy joys. 7. To form the plural of many nouns ending in f or fe, change the f to v and add -es or s. Examples: Wife wives, thief thieves, loaf loaves, half halves, shelf shelves, leaf leaves, scarf scarves, life lives, calf calves, elf elves. 8."}
{"text": "Tomato 6. The are playing in the field. Child 7. Some are hiding in the ceiling. Mouse 8. The of the buildings must be repaired. Roof 9. The music helped them imagine the strange . Story 10. Koech used creative to help young people sharpen their imagination. Activity Countable and Uncountable Nouns Countable Nouns These are nouns that take plurals and can be counted. Examples: www.arena.co.ke 0713779527 11 Egg eggs One egg, three eggs , ten eggs Potato - Potatoes Twenty potatoes Onion - Onions Two hundred onions Such nouns are known as COUNTABLE or COUNT NOUNS Uncountable Nouns These are nouns that do not take plurals and cannot be counted. Examples : salt, butter, cooking fat, milk, bread, jam We do not say: Two butters Ten milks Three breads Such nouns are known as UNCOUNTABLE or MASS NOUNS Exercise 8 Rewrite the words below in two columns, COUNTABLE and UNCOUNTABLE NOUNS Orange Coffee Furniture tea Water gold Chair team Friend music Plurals with uncountable Nouns One way to express plurals of uncountable nouns is by use of expressions of quantity. Example: a piece of information - pieces of information a loaf of bread - four loaves of bread a tin of soup - three tins of soup a piece of furniture - several pieces of furniture a litre of milk - twenty litres of milk a bottle of beer - ten bottles of beer Exercise 9 Supply an appropriate expression of quantity for the following uncountable nouns 1. A........................................... of cigarettes. 2. Two.................................... of cooking oil 3. Three.............................. of jam. 4. Ten............................of butter. 5. Six...........................of soda. 6. A........................... of toothpaste 7. Three..........................of rice. 8. Five ............................. of flour. 9. Two .............................. of chocolate. 10. Four.......................... of news. Www.arena.co.ke 0713779527 12 Collective Nouns These are nouns that represent a group of people or things as a single unit."}
{"text": "Four.......................... of news. Www.arena.co.ke 0713779527 12 Collective Nouns These are nouns that represent a group of people or things as a single unit. Some collective nouns can take plural forms Examples: Crowd s flock s Group s herd s Team s committee s Pair s Some collective nouns, however, cannot be used in the plural: Examples Furniture beddings Equipments informations Luggages baggages Exercise 10 When I arrived at the airport, there were ...............1.............. crowd of people blocking the entrance with their .................2.................. luggage . Near the customs sections, several...............3................. group of officials were standing, checking the ..................4.................. equipment that was being loaded onto a trolley. Most people were standing, waiting for... .............5................. information from the loundspeakers onthe departures and arrivals of aircraft. COMPOUND NOUNS A compound noun is a noun that is made up of two or more words. The words that form compound nouns may be joined together, separated or hyphenated. Examples: Joined: bookcase, blackboard, pushcart Separated: high school, rabbit hutch, radar gun Hyphenated: go-getter, mother-in-law, sergeant at-arms Compound nouns are usually a combination of two or moreword classes. The most common combinations are as follows; a some are formed by joining a noun with another noun. Most of these compound noun take their plurals in the last words. Examples: Tableroom s grassroot s prizefighter s Cubboard s policeman men rubber-stamp s Bookcase s farmhouse s sanitary towel s Cowshed s fruit machine s shoulder blade s b Some are formed by joining a verb and an adverb. Most of these compound nouns also take their plurals in the last words. Examples: www.arena.co.ke 0713779527 13 Breakfast s push-up s rundown s Takeaway s knockout s slip-up s Sit-up s meltdown s c Some compound nouns are formed by joining an adjective and a noun. Most of these also take their plurals in the last words."}
{"text": "Most of these compound nouns also take their plurals in the last words. Examples: www.arena.co.ke 0713779527 13 Breakfast s push-up s rundown s Takeaway s knockout s slip-up s Sit-up s meltdown s c Some compound nouns are formed by joining an adjective and a noun. Most of these also take their plurals in the last words. Examples: Hotdog s polar bear s safe guard s Blackboard s quicksand Highway s remote control s Nuclear power right angle s d Some are formed by joining a verb and a noun. Most of these also take their plurals in the last words. Examples: Driveway s playground s spend thrift s Breakdance pushchair s go-getter s Mincemeat screwdriver s Password s spare wheel s e Some ore formed by joining an adverb and a noun. Most of these also take their plural in the last words Examples: Overdraft s overcoats s backyards s Backbencher s undercoat s backbone s Backlog s underwear s oversight s f A few compound nouns are formed by joining an adverb and a verb. These ones also take their plurals in the last words. Examples: Outbreak s Backlash s Output s Outburst s Outcast s input s g A few others are formed by joining a noun and a verb. They also take their plurals in the last words Examples: Nosedive s Nightfall s h A number of compound nouns are formed by joining two nouns by use f hyphens and a short preposition in between. These compound nouns always take their plurals in the first words. Examples: Commander s - in- chief Sergeant s -at-arms Mother s -in-laws sister s -in-law Play s -within-play Exercise 11 Underline the compound nouns in the following sentences and write down their plural forms where possible. 1. John wants to be a quantity surveyor when he grows up. 2. Rainwater had washed away all the top soil. 3. The footballer was shown a red card by the referee. 4."}
{"text": "Boys, songs 3. Excitement, air 4. Joyce Chepkemoi, prize 5. Otieno, house, street Exercise 2 1. Candle thing 5. Guitar thing 2. Wrestler person 6. China place 3. Joy idea 7. Hatred idea 4. Menengai Crater place 8. Masanduku arap Simiti person Exercise 3 1. Musicians, drums, trumpets 2. Family, village 3. Petronilla, trip 4. Festival, Kenyatta University 5. People, costumes, streets 6. Boys, Scouts, sniforms, parade 7. Holiday, excitement 8. Taxi, family, airport 9. Maryanne, castle, sand 10. Mother, water www.arena.co.ke 0713779527 17 Exercise 4 Proper nouns Common nouns July book England face Kendu Bay crocodiles John Hopkins student Johannesburg life America business East Africa day calendar Exercise 5 1. Proper Lucky Dube Common singer 2. Proper London, Paris Common dancer 3. Proper Mediterranean sea Common flight 4. Proper Second World War Common nurse 5. Common goal, students, world 6. Proper Europe Common accident 7. Proper Bill Gates, Microsoft 8. Common pilot, woman, ocean 9. Common kettle, water 10. Proper Professor Wangari Maathai, Nobel Peace Prize Exercise 6 1. Tooth teeth 9. Cliffs 17. Moose 25. Bosses 2. Wives 10. Deer 18. Children 26. Foxes 3. Giraffes 11. Cliff 19. Echoes 27. Bunches 4. Heroes 12. Autos 20. Babies 28. Ferries 5. Radios 13. Studios 21. Skies 29. Flashes 6. Potatoes 14. Men 22. Beaches 30. Ships 7. Beliefs 15. Roofs 23. Eyes 8. Thieves 16. Rodeos 24. Volcanoes volcanos Exercise 7 1. Knives 6."}
{"text": "Rodeos 24. Volcanoes volcanos Exercise 7 1. Knives 6. Children 2. Potatoes 7. Mice 3. Geese 8. Roofs www.arena.co.ke 0713779527 18 4. Shelves 9. Stories 5. Tomatoes 10. Activities Exercise 8 1. The lion s tail 2. Cliff s dog 3. My mother s hat 4. Evan s book 5. The child s pet 6. The doll s name 7. Lucy s mobile phone 8. Kimani s shoes 9. The fox s teeth 10. My friend s rabbit Exercise 9 1. Cook s aprons 6. Women s sports 2. Men s boots 7. Carpenter s nails 3. Countries flags 8. Sailors uniforms 4. Guests coats 9. Musicians instruments 5. Athlete s medals 10. Neighbours pets Exercise 10 1. The couple s wealth 2. A men s team, a women s team 3. The teams uniforms 4. The athletes shirts 5. The team-mates scores 6. Their friends cheers 7. The coaches whistles 8. The children s eyes 9. Their mothers soothing voices 10. Their neighbours house www.arena.co.ke 0713779527 19 PRONOUNS A pronoun is a part of speech that takes the place of a noun. They include such words as I, we, he, she, thy, me and us. Pronouns enable you to avoid repeating the same names nouns , when writing or speaking, which would otherwise make you sound very awkward and wordy. By using pronouns effectively, you can make your writing and speaking flow smoothly. Pronouns can be classified into 6 types. These are personal, indefinite, demonstrative, interrogative, reflexive and intensive pronouns. 2.1 Personal pronouns A personal pronoun is a word that is used in place of a noun or another pronoun. They are used to refer to nouns that name persons or things. Example: Awkward Kamau put on Kamau s gum boots. Then Kamau went to the shamba. Improved Kamau put on his gum boots."}
{"text": "Examples: She is a painter subject form He praised her. Object form It is her best painting. Possessive form Subject Pronouns A subject pronoun takes the place of a noun as the subject of a sentence. These pronouns are: i Singular forms I, you, he, she, it ii Plural forms we, you, they Examples: Noun Subject Pronoun The housegirl takes care of the baby She takes care of the baby The dog guards the house It guards the house Mark and Francis love swimming They love swimming Subject pronouns also appear after forms of the linking verbs be. Examples: The watchman today is he. The composers were they. Exercise 1 Underline the subject pronouns in the following sentences. Example: She ate a water melon 1. They ate fish and chips. 2. We like Italian food. 3. It is delicious. 4. The biggest eater was he. 5. You helped in the cooking. 6. The cooks were Tom and I. Exercise 2 Replace the underlined words with subject pronouns. Example: Pio and Gama are friends - They www.arena.co.ke 0713779527 21 1. The glasses were under the table. 2. Emma fed the chicken. 3. The pears were juicy. 4. Uncle Ben and Lillian visited the orphans. 5. The new waitress is Jane. 6. The fastest runners were Tecla and Kirui. 7. Lisa went to the hall. 8. The chicken was slaughtered. 9. Lucky Dube and Brenda Fasie were South African Singers. 10. Samuel Wanjiru has won many athletics medals. Object pronouns Object pronouns can replace nouns used after action verbs. These pronouns are: i Singular me, you, him, her, it ii Plural us, you them Examples: The driver drove him. Direct object The parents thanked us. Direct object The reporters asked him many questions. Indirect object In the above examples, the personal pronouns are the direct or indirect objects of the verbs before them. Object pronouns can also replace nouns after prepositions such as to, for, with, in, at or by. That is, they can be objects of prepositions. Examples: Gladys waved to them. Object of a preposition The delivery is for me."}
{"text": "That is, they can be objects of prepositions. Examples: Gladys waved to them. Object of a preposition The delivery is for me. Ben went with them to the theatre. Exercise 3 Choose the correct pronoun in the brackets in the following sentences. Example: Irungu photographed us, we . Us 1. Lisa asked he, him for a picture. 2. Adam sketched Lisa and I, me . 3. He gave a photo to us, we . 4. Ann and she, her saw Dave and Bob. 5. Adam drew Lisa and they, them . 6. Mark helped I, me with the packing. 7. Loise praised him, he for his good work. 8. Everyone spotted they, them easily. 9. That night Mike played the guitar for us, we . 10. We, Us drove with they, them to the mountains. Possessive pronouns A possessive pronoun shows ownership. Www.arena.co.ke 0713779527 22 Example: My pen is black. There are two kinds of possessive pronouns: i Those used as adjectives to modify nouns. These possessive pronouns are: Singular: My, your, his, her, its Plural: Our, your, their Examples: My shirt is yellow. Your food is on the table. His bag is green. This is her dress. Its fur is soft. These are our parents. Pay your bills. They removed their bats. The above possessive pronouns always appear before nouns to modify them. Hence, they are called modifiers. Ii Those that stand alone and replace nouns in sentences. These possessive nouns are: Singular: mine yours his, hers, its Plural: ours yours, their Examples: The yellow shirt is mine. The food on the table is yours. The green bag is his. This dress is hers. Its is the soft fur. These crops are ours. These bills are yours. Those hats are theirs. Exercise 4 Complete the following sentences by choosing the correct possessive pronoun from the brackets. Example: The lazy girl completed her, hers home work. Her. 1. My, mine journey to Mombasa was enjoyable. 2. Florence said her, hers was the best. 3. Are the pictures of Fort Jesus your, yours ? 4."}
{"text": "3. Are the pictures of Fort Jesus your, yours ? 4. Her, Hers were taken at Jomo Kenyatta Beach. 5. Tomorrow we will make frames for our, ours pictures. 6. My, mine class is planning a trip to Mt. Kenya. 7. Our, ours trip will be taken on video. 8. Micere is excited that the idea was her, hers . 9. Koki and Toti cannot hide their, theirs excitement. 10. My, mine dream is to climb to the highest peak of the mountain. POINTS TO NOTE 1. The pronoun I is used as a subject or after forms of the linking verb be. Www.arena.co.ke 0713779527 23 Examples: Subject: I travel by bus After the linking verb be: Yesterday, the prefects on duty were Victor and I 2. The pronoun me is used object after action verbs or words prepositions such as to, for, with, in, or at. Examples: Object: Rose met me at the gate. After prepositions: Rose waited for me at the gate. You are coming with me. 3. When using compound subjects and objects i.e. subjects and objects comprising of a pronoun and a noun or another pronoun , always name yourself last. Examples: Diana and I visited our grandmother yesterday. Who appointed Chege and me? Rose waited for her and me at the gate. CONTRACTIONS WITH PRONOUNS A contraction is a shortened form of two words. One or more letters are omitted and an apostrophe is used in place of the letters left out. A contraction is formed by combining pronouns and the verbs am, is, are, will, would, have, has, and had. Pronoun verb Contraction Pronoun verb Contraction I am I m I have I ve He is he s he has he s It is it s it has it s You are you re you have you ve They are they re they have they ve I will I ll I had I d You will you ll you had you d We would we d we had we d Note: 1 Some contractions look the same but are formed from different words. Examples: he is, he has he s we had, we would we d 2 Some possessive pronouns sound like contractions."}
{"text": "A contraction is formed by combining pronouns and the verbs am, is, are, will, would, have, has, and had. Pronoun verb Contraction Pronoun verb Contraction I am I m I have I ve He is he s he has he s It is it s it has it s You are you re you have you ve They are they re they have they ve I will I ll I had I d You will you ll you had you d We would we d we had we d Note: 1 Some contractions look the same but are formed from different words. Examples: he is, he has he s we had, we would we d 2 Some possessive pronouns sound like contractions. Because the words sound alike, they are sometimes confused. Examples: Possessive pronouns Contractions its it s your you re their they re whose who s www.arena.co.ke 0713779527 24 Incorrect: The team celebrated it s victory. Correct: The team celebrated its victory. Incorrect: Your late for the preps. Correct: You re late for the preps. Incorrect: Whose the fastest runner in the world? Correct: Who s the fastest runner in the world? Rules of using possessive pronouns and contractions correctly 1. If the word you want to use stands for two words, it is a contraction and needs an apostrophe. 2. Never use an apostrophe in a possessive pronoun. Exercise 5 Write the contractions for the following word pairs. Example: It has it s 1. You will 3. He had 5. You have 2. We would 4. I am 6. They will Exercise 6 What pronoun and verb make up each of the following contractions? Example: It s it is, it has 1. I ll 3. You d 5. They re 2. We re 4. He s 6. She d Exercise 7 Choose the correct word given in brackets in the following sentences. 1. The Kenyan government has worked hard to improve its, it s educational system. 2. Whose, Who s going to decide where the guests will sleep? 3. Their, they re learning French their school. 4. Only students whose, who s scores are excellent will join national schools. 5."}
{"text": "4. Only students whose, who s scores are excellent will join national schools. 5. Its, It s been estimated that about 8 million Kenyans are living with HIV AIDS. INDEFINITE PRONOUNS An indefinite pronoun is a pronoun that does not refer to a specific person or thing. In English, there are singular indefinite pronouns, plural indefinite and both singular and plural indefinite pronouns. Singular Indefinite Pronouns another anything everybody neither one www.arena.co.ke 0713779527 25 anybody each everyone nobody somebody anymore either everything no one someone. An indefinite pronoun must agree with its verbs and in number with its possessive pronoun. The above indefinite pronouns are used with singular verbs. They are also used with singular possessive pronouns. Examples: Agreement with verbs Correct: Everyone has heard of Lake Turkana. Incorrect: Everyone have heard of Lake Turkana. Correct: Nobody knows what happened to Samuel Wanjiru. Incorrect: Nobody know what happened to Samuel Wanjiru. Correct: Everything about the old man remains a mystery. Incorrect: Everything about the old man remain a mystery. Agreement in number with possessive pronouns Correct: Neither believed his her eyes. Incorrect: Neither believed their eyes. Correct: Each strained his her neck to see. Incorrect: Each strained their neck to see. Plural indefinite pronouns both many few several These indefinite pronouns use plural verbs and possessive pronouns. Examples: Plural verbs Correct: Few know about Lake Olbolsat. Incorrect: Few knows about Lake Obolsat. Correct: Both stand by what they believe. Incorrect: Both stands by what they believe. Plural possessive pronouns Correct: Several reported their findings. Incorrect: Several reported his her findings. Both singular and plural indefinite pronouns all some any none These indefinite pronouns may be singular or plural, depending on their meaning in the sentence. Examples: All of my story is true singular All of the guests are here plural None of the lake is foggy singular None of the photos are spoiled plural. Www.arena.co.ke 0713779527 26 EXERCISE 8 Underline the indefinite pronouns in the following sentences and then write the correct form of the verb or possessive pronoun in the brackets. 1. All the photographs of the killer is, are unclear. 2. Has, Have anybody seen my camera? 3."}
{"text": "2. Has, Have anybody seen my camera? 3. Many believes, believe a monster lives in the lake. 4. Each of the photographs make, makes people want more. 5. All of the evidence indicates, indicate that he was killed by his wife. 6. Everyone has taken his, their payment. 7. Several eyewitnesses volunteered to give his, their accounts. 8. Anyone can lose her, their eyesight. 9. Another reported his, their case to the police. 10. Somebody left her, their handbag in the lecture hall. DEMONSTRATIVE PRONOUNS A demonstrative pronoun is used to single or point out one or more persons or things referred to in the sentence. These pronouns are this, that, these, and those. This and these point to persons or things that are near. Examples: This is a gazelle. These are the students of Kianjege West Secondary School. That and those point to persons or things that are farther away. Examples: That is the city square. Those are the lodging rooms. This and that are used with singular nouns. These and those are used with plural nouns. Exercise 9 Pick the correct demonstrate pronouns from the choices given in the brackets in the following sentences. 1. This, That is the canteen we are entering now. 2. This, That is the dispensary across the street 3. These, Those are beautiful flowers on the counter over there. 4. Are those, these chocolate bars on the far counter? 5. I think these, those are called vuvuzelas. Www.arena.co.ke 0713779527 27 INTERROGATIVE PRONOUNS An interrogative pronoun is used to ask a question. These pronouns are who, whose, whom, which and what. Examples: Who is the mayor of this town? Whose is the red car? Which is her blouse? What did she ask you? Whom should I trust with my secret? USING WHO, WHOM, AND WHOSE Who, whom, and whose are often used to ask questions. Hence, they are interrogative pronouns. WHO is the subject form. It is used as the subject of a verb. Examples: Who taught you how to play the guitar?"}
{"text": "WHO is the subject form. It is used as the subject of a verb. Examples: Who taught you how to play the guitar? Who is the subject of the verb taught. WHOM is the object form. It is used as the direct object of a verb or as the object of a preposition. Examples: Whom did you meet? Whom is the object of the verb did meet . For whom is this trophy? Whom is the object of the preposition for . WHOSE is the possessive form. It can be used : i To modify a noun Example: Whose is umbrella is this? Whose modifies the noun umbrella ii Alone as the subject or object of a verb Examples: Whose are those water melons? Whose is the subject of the verb are Whose did you admire? Whose is the object of the verb did admire Exercise 10 Pick the correct interrogative pronouns from the brackets in the following sentences. 1. Who, Whom owns that shop? 2. Who, Whom can we ask the way? 3. Which, What did they ask you? 4. Which, What are the objects on the table called? 5. To who, whom does the boutique belong? Exercise 11 Complete the following sentences with who, whom, or whose. 1. Knows the origin of the Luos? Www.arena.co.ke 0713779527 28 2. Did you ask about it? 3. To did you give the letter? 4. Is the most attractive painting? 5. Is likely to receive the Chaguo la Teeniez award? 6. For did you buy this doll? 7. Skill in dancing is the best? 8. Is the officer-in-charge here? 9. Are you looking at? 10. Are those healthy Merino sheep? REFLEXIVE AND INTENSIVE PRONOUNS Reflexive and intensive pronouns end in -self or -selves. These are myself, yourself, herself, himself, itself, ourselves, and themselves. There is, however, one difference between reflexive and Intensive pronouns. A reflexive pronoun refers to an action performed by the subject of the sentence. The meaning of the sentence is incomplete without the reflexive pronoun."}
{"text": "There is, however, one difference between reflexive and Intensive pronouns. A reflexive pronoun refers to an action performed by the subject of the sentence. The meaning of the sentence is incomplete without the reflexive pronoun. Examples: Monicah bought herself a new dress. The meaning of the sentence is incomplete without the reflexive pronoun because we do not know for whom Monicah bought the dress . An Intensive pronoun is used to emphasise a noun or a pronoun. It does not add information to a sentence, and it can be removed without changing the meaning of the sentence. I myself pulled the boy out of the river. If you remove myself, the meaning of the sentence does not change Exercise 12 Identify the Reflexive and Intensive pronouns in the following sentences, labelling them accordingly. 1. I myself have never tried mountain climbing. 2. He himself was taking the cows to graze in the forest. 3. My sister Annastasia mends her clothes herself. 4. She often challenges herself by doing strenuous activities. 5. You may ask yourself about the sanity of beer drinking competition. SPECIAL PRONOUNS PROBLEMS 1. Double subjects We all know that every sentence must have a subject. Sometimes we incorrectly use a double subject a noun and a pronoun - to name the same person, place, or thing. Incorrect Correct Jane she is my cousin. Jane is my cousin. Www.arena.co.ke 0713779527 29 She is my cousin. Her scarf it is pretty. Her scarf is pretty. It is pretty. Jane and she should not be used as subjects together. The subject her scarf should not be used together with it. Use only a noun or a pronoun to name a subject. 2. Pronouns and their Antecedents The antecedent of a pronoun is a noun or another pronoun for which the pronoun stands. A personal pronoun, you will remember, is used in place or a noun. The noun is the word to which the pronouns refer and it is therefore its antecedent. The noun usually comes first, either in the same sentence or in the sentence before it. Examples: We met Mureithi. He is the medical doctor. He stands for Mureithi. Mureithi is the antecedent . The students had come to school with their mobile phones. Their stands for students."}
{"text": "Mureithi is the antecedent . The students had come to school with their mobile phones. Their stands for students. Students is the antecedent . Pronouns may be the antecedents of other pronouns. Examples: Does everybody have his booklet? Everybody, which is a singular indefinite pronoun, is the antecedent of his . All of the students have brought theirs. All, which is a plural indefinite pronoun, is the antecedent of theirs . Now, a pronoun must agree with its antecedent in number. Agree here means that the pronoun must be the same in number as its antecedent. The word number means singular or plural. If the pronoun is singular, the word that it stands for must be singular, and it must be plural if the word it stands for is plural. Examples: Correct: The scientists tested their new discovery Scientists is plural; their is plural. Incorrect: The scientists tested his new discovery. Correct: Mr. Kiama turned on his TV. Mr Kiama is singular; his is singular Correct: Nobody left her workstation Nobody is singular, her is singular NB: When the antecedent refers to both males and females, it is best to use the phrase his or her. 3. Use of we and us with nouns. Phrases such as we students and us girls are often incorrectly used. To tell which pronoun to use, drop the noun and say the sentence without it. Problem: We, Us boys study hard. Solution: We study hard We boys study hard. Problem: The DC praised us, we students. Www.arena.co.ke 0713779527 30 Solution: The DC praised us The DC praised us students 4. Using the pronoun Them The word them is always a pronoun. It is always used as the object of a verb or a preposition, never as a subject. Examples: Correct: The president greeted them direct object of the verb greeted Correct: She gave them a Sandwich Indirect object of the verb gave Correct: The information was useful to them object of the preposition to Incorrect: Them they arrived late. 5. Using Those Although we previously said that those is used as a demonstrative pronouns, it is sometimes used as an adjective i.e. a word that modifies a noun or a pronoun."}
{"text": "2. Adam sketched Lisa and me. 3. He gave a photo to us. 4. Ann and she saw Dave and Bob. 5. Adam drew Lisa and them. 6. Mark helped me with the packing. 7. Loise praised him for his good work. 8. Everyone spotted them easily. 9. That night Mike played the guitar for us. 10. We drove with them to the mountains. Exercise 4 1. My journey to Mombasa was enjoyable. 2. Florence said hers was the best. 3. Are the pictures of Fort Jesus yours? 4. Hers are about Jomo Kenyatta Beach. 5. Tomorrow we will make frames for our pictures. 6. My class is planning a trip to Mt. Kenya. 7. Our trip will be taken on video. 8. Micere is excited that the idea was hers. 9. Koki and Toti cannot hide their excitement. 10. My dream is to climb to the highest peak of the mountain. Exercise 5 1. You will You ll 2. We would we d 3. He had he d 4. I am I m 5. You have you ve 6. They will they ll Exercise 6 1. I ll I will 2. We re we are 3. You d you would, you had www.arena.co.ke 0713779527 33 4. He s he is, he has 5. They re they are 6. She d she would, she had Exercise 7 1. Its 3. They re 5 it s 2. Who s 4. Whose Exercise 8 1. All are 6. Everyone his 2. Anybody has 7. Several their 3. Many believe 8. Anyone her 4. Each makes 9. Another his 5. All indicates 10. Somebody her Exercise 9 1. This 3. Those 5. These 2. That 4. Those Exercise 10 1. Who 3. What 5. Whom 2. Whom 4. What Exercise 11 1. Who 6. Whom 2. Whom 7. Whose 3. Whom 8. Who 4. Whose 9. Who 5."}
{"text": "Sometimes helping verbs and main verbs are separated by words that are not verbs. Examples: I do not ride bicycle any more. Can we ever be friends again? We should definitely apologise for the mistakes. Exercise 2 Indicate H.V. under the Helping verb and M.V. under the Main verb in the following sentences. 1. The school choir is singing a new song. 2. The football season has finally begun. 3. This car just can travel very fast. 4. He had waited for this chance for years. 5. My parents will be visiting us soon. 6. Our friends have come for a visit. 7. You must buy your ticket for the game. 8. Sarah has chosen Kenyatta University for her degree course. 9. She is hitting her child with a rubber strap. 10. I will go for the game next week. VERBS TENSES The time of an action or the state of being is expressed by different forms of the verb. These forms are called the tenses of the verb. There are three main forms of a verb: the present, the past, or the future. The Present Tense A verb which is in present tense indicates what the subject of the sentence is doing right now. Example: The teacher sees the students. The verb sees tells that the teacher is seeing the students now. To show the present tense, an -s or -es is added to most verbs if the subject is singular. If the subject is plural, or I or You, the -s, or -es is not added. Example: The bird hatches in the nest. The stream flows down the hill. The boys rush for their breakfast. We talk a lot. Www.arena.co.ke 0713779527 38 Rules for forming the Present Tense with Singular Subjects 1. Most verbs: add s get gets play plays eat eats 2. Verbs ending in s, ch, sh, x, and z: add-es pass passes, mix mixes punch-punches, buzz buzzes push pushes 3. Verbs ending with a consonant and y: change the y to i and add -es try - tries empty empties Exercise 3 Write the correct present form of each verb in the brackets in the following sentences. 1. She carefully the map study 2. A fish in the water near me. Splash 3."}
{"text": "She carefully the map study 2. A fish in the water near me. Splash 3. She her hands. Wash 4. He to the classroom. Hurry 5. Bryan and I the assignment. Discuss The Past Tense A verb which is in past tense shows what has already happened. Example: Tito liked his grandmother s story. The verb liked tells that the action in the sentence happened before now. Rules for forming the Past Tense 1. Most verbs: Add -ed play played talk talked climb climbed 2. Verbs ending with e: Add -d praise praised hope hoped wipe wiped 3. Verbs ending with a consonant and -y: bury buried the y to i and add -ed carry carried study studied 4. Verbs ending with a single vowel and stop stopped a consonant: Double the final consonant man manned www.arena.co.ke 0713779527 39 and add-ed trip tripped Exercise 4 Write the past tense forms of each of the verbs in brackets in the following sentences. 1. John his house burn into ashes. Watch 2. The baby loudly. Cry 3. The teacher at the naughty student. Yell 4. The chef a delicious cake. Bake 5. We for a present for our grandmother. Shop The Future Tense A verb which is in future tense tells what is going to happen. Examples: Evans will take his car to the garage. She will probably come with us. The verbs will take and will come tell us what is going to happen. Hence, they are in future tense. To form the future tense of a verb, use the helping verb will or shall with the main verb. Exercise 5 Write the future tense forms of the verbs in the following sentences. 1. We write in exercise books. 2. The train stopped at the station. 3. He decides what he wants to do. 4. They practise in the football field. 5. Rats multiply very fast. More Tenses The above three forms of tenses can further be divided into: 1. The simple tenses - Present simple tense - Past simple tense - Future simple tense 2."}
{"text": "Rats multiply very fast. More Tenses The above three forms of tenses can further be divided into: 1. The simple tenses - Present simple tense - Past simple tense - Future simple tense 2. The perfect tenses - Present perfect tense - Present perfect progressive - Past perfect tense - Future perfect www.arena.co.ke 0713779527 40 - Future perfect progressive 3. The progressive tenses - Present progressive tense - Past progressive tense - Progressive tense - Future perfect progressive tense. The simple Tenses The most common tenses of the verb are the simple tenses. You use them most often in your speaking and writing. 1. Present simple tense. Look at the following sentences. A I know Kisumu b He goes to school everyday. C The sun rises from the east. All the above sentences contain a verb in the present simple tense. This tense is used for different purposes. I To state a personal fact Example: I know Kisumu. Ii To point out a regular habit. Example: He goes to school everyday. Iii To state known a scientific fact Example: The sun rises from the east. Exercise 6 Complete the following sentences putting the verbs in brackets in the present simple tense. 1. They their new principal. Like 2. Every morning, she her teeth. Brush 3. The earth on its own axis. Rotate 4. Twice a year, he his family. Visit 5. Air when heated. Rise 2. Past Simple Tense The past simple tense is used when an action has been completed . Examples: We cleaned our classrooms yesterday. He drove the car this morning. She planned the whole incident. Exercise 7 www.arena.co.ke 0713779527 41 Write down the past simple tense of the following words and then use each of them in sentences of your own. Start breathe add roam trap obey annoy worry pity fit 3. Future Simple Tense The future simple tense places the action or condition in the future. It is formed by using the word shall or will before the present form of the main verb. Examples: We shall need help with her load. She will eat the bananas alone The dancers will entertain them. Exercise 8 Use the following words in future simple tense in sentences of your own."}
{"text": "Examples: We shall need help with her load. She will eat the bananas alone The dancers will entertain them. Exercise 8 Use the following words in future simple tense in sentences of your own. See develop go begin exist consume introduce hunt bring become The Perfect Tenses The perfect tenses are used to show that an action was completed or that a condition existed before a given time. The perfect tenses are formed using has, have, or had before the past participles i.e. verb forms ending in -ed. Examples: 1. Present Perfect Tense: Ceasar has just finished his homework. Kamau and Njoroge have now agreed to meet. 2. Present Perfect Continuous Tense Kibet has been working in his shamba for two hours. We have been swimming in this pool for ten minutes. 3. Past Perfect Tense We had completed the work by the time the supervisor came. Nobody knew that she had already remarried. Www.arena.co.ke 0713779527 42 4. Past Perfect Continuous Tense I had been trying to contact him for two hours before he finally appeared. Mrs. Masumbuko had been feeling unwell the whole week before she decided to visit a doctor. 5. Future Perfect Tense Agege will have sold his goats by two p.m. By next term, twenty students will have dropped from this school. 6. Future Perfect Continuous The players will have been playing for twenty minutes by the time the President arrives. By the end of this term, she will have been living with her aunt for five years. Exercise 9 Rewrite the following sentences changing the verb into present perfect, present perfect progressive, past perfect, past perfect progressive, future perfect and future perfect progressive tenses. Make any necessary changes to make the sentences meaningful. John comes here every year. The Progressive Verb Forms The progressive form of the verb shows continuing action. Examples: I am singing She was dancing. The progressive form is formed using various forms of the verb be plus the present participle i.e. a verb form that ends in -ing. Examples: 1. Present Progressive Tense I am reading a book about Red Indians. Her mother is preparing dinner. 2. Present Perfect Progressive He has been cleaning his car since morning. They have been exercising for a week now. 3. Past Progressive Tense She was cooking supper when I arrived. They were fighting fiercely when the police arrived. 4."}
{"text": "Past Progressive Tense She was cooking supper when I arrived. They were fighting fiercely when the police arrived. 4. Past Perfect Progressive Tense Sonko had been wearing an earing for years before he removed it. Onyancha had been killing children before he was finally discovered. Www.arena.co.ke 0713779527 43 5. Future Progressive He will be tilling the land next week. Joyce and Joan will be washing clothes all morning. 6. Future Perfect Progressive The children will have been sleeping for two hours by the time their parents arrive. John will have grown a beard by the time he is twelve. Exercise 10 Rewrite the following sentence changing the verb into present progressive, present perfect progressive, past progressive, past perfect progressive, future progressive and future perfect progressive tenses. Make any necessary changes to make the sentences meaningful. Jane plays the guitar well. SUBJECT VERB AGREEMENT Present tense A verb and its subject must agree in number. To agree means that if the subject is singular, the verb must be in singular form. If the subject is plural, the verb form must be plural. Examples: The baby cries every morning - SINGULAR The babies cry every morning - PLURAL Rules for subject-verb Agreement 1. Singular subject The man drives a bus. Add -s or -es to the verb She teaches in a primary school. He studies his map. 2. Plural subject: The men drive buses. Do not add -s or -es They teach in primary schools. To the verb We study our maps. 3. For I or You I hate books. Do not add -s or -es to the verb You like dogs. I admire actors. When a sentence has a compound subject i.e. two subjects joined by and, the plural form of the verb is used. Examples: John and James work at Naivas Supermarket. The teachers and the students respect one another a lot. Www.arena.co.ke 0713779527 44 Subject-verb Agreement with be and have The verbs be and have change their forms in special ways in order to agree with their subjects. Various ways in which be and have change in order to agree with their subjects. Subject Be Have 1. Singular subjects: I You He, she, it Singular Noun am, was are, were is, was is, was have, had have, had has, had has, had 2."}
{"text": "Examples: He saw great misery all around him past He has seen great misery all round him past participle Common irregular Verbs Verb Past tense Past participles begin choose began chose had begun had chosen www.arena.co.ke 0713779527 46 go speak ride fight throw come sing steal swim make run grow write ring drink lie do eat know went spoke rode fought threw came sang stole swam made ran grew wrote rang drank lay did ate knew had gone had spoken had ridden had fought had thrown had came had sung had stolen had swum had made had run had grown had written had rung had drunk had lain had done had eaten had known For a few irregular verbs, like hit and cut, the three principal parts are spelled the same. These ones offer no problems to learners. Most problems come from irregular verbs with three different forms. For example, the irregular verbs throw and ring. Throw threw had thrown Ring rang had rung If you are not sure about a verb form, look it up in the dictionary. Exercise 13 Write the past tense and past participles of the following irregular verbs and then use each of them in sentences of your own. 1. Arise 6. Fall 2. Tear 7. Blow 3. Wear 8. Freeze 4. Lay 9. Fly 5. See 10. Write ACTIVE AND PASSIVE VERB FORMS Active Voice A verb is in active voice when the subject of the sentence performs the action. Examples: Our teacher punished us for making noise in class. Subject action www.arena.co.ke 0713779527 47 Players arrived for their first match early in the morning. Subject action In the above sentences, the subject is who performed the action. Hence, the verbs of these sentences are in active voice. Passive voice The word passive means acted upon . When the subject of the sentence receives the action or expresses the result of the action, the verb is in passive voice. Examples: We were punished by the teacher for making noise. Subject action He was helped by a passer-by. Subject action In the above sentences the subjects we and he receive the action."}
{"text": "Examples: We were punished by the teacher for making noise. Subject action He was helped by a passer-by. Subject action In the above sentences the subjects we and he receive the action. When we do not know who or what did the action, or when we do not want to say who or what did it, we use the passive voice. The passive form of a verb consists of some form of be plus the past participle. Examples: Active Passive Baabu explored the sea. The sea was explored by Baabu. Be past participle The captain helped him. He was helped by the captain. Be past participle Exercise 14 Write the verbs from the following sentences and then label each one Active or Passive. 1. The guest of honour presented prizes to the best students. 2. The cattle were taken home by the herders. 3. The health officer ordered the slaughter house closed. 4. Peace and order has been restored in the area by the youth wingers. 5. The workers cleared the farm. 6. The crop was harvested by the hired workers. 7. The government stressed the importance of unity among tribes. 8. The farmers were urged to redouble their efforts in food production. 9. The KIE is developing support materials for the 8-4-4 system of education. 10. A fishing pond was started by the Wildlife Club in the school. TRANSITIVE AND INTRANSITIVE VERBS Some sentences express a complete thought with only a subject and an action verb. Www.arena.co.ke 0713779527 48 Example: The sun shines. Subject Active verb In other sentences, a direct object must follow the action verb for the sentence to be complete. A direct object is a noun or a pronoun that receives the action of the verb. Example: The goalkeeper caught the ball. Subject action verb direct object Transitive verbs A Transitive verb is an action verb that must take a direct object for the sentence to express a complete thought. A direct object answers the question what? Or whom? Examples: The captain steered the ship. Steered what? The ship The teacher praised the students. Praised whom? The students Transitive verbs cannot be used alone without direct objects in sentences; they would not have complete meanings. Exercise 15 What are the action verbs and the direct objects in the following sentences? 1. He carried his bag with him. 2. The two friends discussed the examination paper. 3."}
{"text": "2. The two friends discussed the examination paper. 3. We took a trip to Nakuru last month. 4. The water splashed me. 5. He gave interesting facts about whales. 6. We searched the house for rats. 7. They cheered the team noisily. 8. My brother bought a camera. 9. Njoroge admires Papa Shirandula. 10. We viewed the shouting star at midnight. Intransitive verbs An Intransitive verb is an action verb that does not require a direct object for the sentence to have complete meaning. Examples: The ship sailed. Subject action verb The child smiled. Subject action verb They do not answer the questions what? Or whom? Sometimes they answer the questions how? Or how often? Examples: The ship sailed smoothly. How did it sail? Smoothly The child smiled repeatedly. How often did the child smile? Repeatedly www.arena.co.ke 0713779527 49 Both transitive and intransitive verbs Some verbs can be used both transitively and intransitively. Examples: We cheered our team noisily. Transitive We cheered noisily. Intransitive He broke the window pane. Transitive The glass broke. Intransitive NB: Only transitive verbs can be changed from active to passive voice. Examples: Active Passive He kicked the ball The ball was kicked by him She bought a new dress A new dress was bought by her. She wailed loudly ?? They danced well ?? Exercise 16 Indicate at the end of each of the following sentences whether the underlined verb is Transitive or Intransitive. 1. Some whales sing songs. 2. We gave our books to the gatekeeper. 3. She cried bitterly. 4. He made a sketch of the giraffe. 5. John danced to the music. 6. The bird flew in the air. 7. They located the lost ship. 8. She pleaded with him mercifully. 9. The children heard the sound from the cave. 10. It rained heavily. TROUBLESOME PAIRS OF VERBS Some pairs of verbs confuse learners of English because their meanings are related but not the same. Others confuse them because they sound similar, but their meanings are different. Others are similar in appearance but different in meanings."}
{"text": "Seems - Linking verb 2. Watched Action verb 3. Cheered Action verb 4. Seems Linking verb 5. Is Linking verb 6. Aimed Action verb 7. Blew Action verb 8. Was Linking verb 9. Is Linking verb 10. Seems Linking verb Exercise 2 Helping verb Main verb 1. Is singing 2. Has begun 3. Can travel www.arena.co.ke 0713779527 51 4. Had waited 5. Will be visiting 6. Have come 7. Must buy 8. Has chosen 9. Is hitting 10 will go Exercise 3 1. Studies 2. Splashes 3. Washes 4. Hurries 5. Discuss Exercise 4 1. Watched 2. Cried 3. Yelled 4. Baked 5. Shopped Exercise 5 1. Will write 2. Will stop 3. Will decide 4. Shall practice 5. Will multiply Exercise 6 1. Like 2. Brushes 3. Rotates 4. Visits 5. Rises Exercise 7 1. Started 6. Breathed 2. Added 7. Roamed 3. Trapped 8. Obeyed 4. Annoyed 9. Worried 5. Pitied 10. Fitted www.arena.co.ke 0713779527 52 Exercise 8 1. Will shall see 6. Will shall develop 2. Will shall go 7. Will shall begin 3. Will shall exist 8. Will shall consume 4. Will shall introduce 9. Will shall hunt 5. Will shall bring 10. Will shall become Exercise 9 1. John has come here every year. -. Present perfect 2. John has been coming here every year. -. Present perfect progressive 3. John had come here every year. Past perfect 4. John had been coming here every year. Past perfect progressive 5. John will have come here every year. Future perfect 6. John will have been coming here every year. Future perfect progressive. Exercise 10 1. Jane is playing the guitar. Present progressive 2."}
{"text": "Transitive 5. Intransitive 10. Intransitive Exercise 17 www.arena.co.ke 0713779527 54 1. Teach 6. Raises 2. Lies 7. Raises 3. Lie 8. Taught 4. Sits 9. Raises 5. Taught 10. Laid ADJECTIVES An adjective is a word that describes or modifies a noun or a pronoun. To describe or modify means to provide additional information about nouns or pronouns. To modify further means to change something slightly. Writers and speakers modify an idea or image by choosing certain describing words, which are called adjectives. Hence, these adjectives are also called modifiers. Adjectives are like word cameras. They are words that describe colours, sizes and shapes. Adjectives help you capture how the world around you looks and feels. Adjectives tell: 1. What kind? Examples: www.arena.co.ke 0713779527 55 The powerful gorilla knocked down the hunter. The old man walked slowly. 2. How many? Examples: Three zebras were resting. He has few friends. 3. Which one s ? Examples: This painting is attractive. These farmers are clearing the field. There are 4 main kinds of adjectives, namely:- 1. Descriptive adjectives 2. Definite and indefinite adjectives 3. Demonstrative adjectives 4. Interrogative adjectives 5. Articles and possessive adjectives Descriptive adjectives Descriptive adjectives tell us the size, shape, age, colour, weight, height, make, nature and origin of the nouns they are describing. Examples of descriptive Adjectives: SizeShapeAgeColourWeightHeightMakeNatureOrigin big huge small tiny thin fat wide shallow slender oval circular triangular rectangular round square twisted pointed old young aged red green white blue brown black maroon purple pink heavy light tall short wooden plastic metal stony glass mud warm cold shy famous peaceful brave powerful gentle kind Kenya American Tanzania Italian South African Ugandan Korean Descriptive adjective are of two types. 1 Common descriptive adjectives these are adjectives that give general features of somebody or something. They are the adjectives of size, shape, age, colour, weight, height, make and nature. Refer to the examples in the diagram above. 2 Proper adjectives These ones are formed from proper nouns. They are always capitalized."}
{"text": "Refer to the examples in the diagram above. 2 Proper adjectives These ones are formed from proper nouns. They are always capitalized. They always appear last in a string of adjectives modifying the same noun, just before the noun itself. Examples of proper adjectives: The Japanese ambassador A Mexican carpet An Italian chef Note that when a proper adjective comprises of two words, both are capitalized. Www.arena.co.ke 0713779527 56 Examples: A South African farmer A North American cowboy Exercise 1 Find the adjectives in the following sentences and indicate what types they are. 1. Alaska is the largest state in the USA. 2. The Alaskan Senator is Lord John Mc Dougal. 3. Mt. Kenya is the tallest mountain in Kenya. 4. Alaska has a tiny population of one and a half million people. 5. Northern Province has small, scattered towns. 6. A trip to Northern Kenya will take you across vast wilderness. 7. American tourists are fond of wild animals. 8. There is a huge lake in the Rift Valley Province. 9. I sent a letter to my Australian pen pal. 10. I have a beautiful Egyptian robe. Demonstrative Adjectives A demonstrative adjective tells which one or which ones. They are used before nouns and other adjectives. There are 4 demonstrative adjectives in English: This, that, these and those. This and these are used to refer to nouns close to the speaker or writer. That and those refer to nouns farther away. This and that are used before singular nouns while these and those are used before plural nouns. Examples: This picture is very beautiful. Singular noun That one is not as beautiful. Singular noun These drawings are very old. Plural noun Those ones were painted in Uganda. Plural noun. Exercise 2 Choose the word in brackets that correctly completes each of the following sentences. 1. My bus left the station before that, those matatus. 2. Those, These chairs behind me were occupied. 3. My seat has a better view than this, that one over there. 4. Those, That man should fasten his seat belt. 5. This, That car is old, but that one is new. 6. These, Those clouds are far away. 7. This, That window next to me has a broken pane. 8. That, This chair near me is broken. 9."}
{"text": "Possessive Pronouns The words my, her, its, our and their are possessive pronouns, but they can also be used as adjectives. These modifiers tell which one, which ones or whose? Examples: My brother likes Sean Paul, but his sister does not. Of his songs, ever blazing is his favourite. Our school produces heroes, its fame is widespread. Exercise 5 Write the adjectives from the following sentences and the nouns they modify. 1. In her lifetime, Brenda Fasie composed many songs. 2. Her early songs entertained her fans all over the world. 3. Our first performance was successful. 4. Her coughing grew worse with time. 5. They agreed that it was their best goal in ten years. Position of adjectives in sentences 1. Most adjectives appear immediately before the nouns they are modifying e.g. Descriptive: The beautiful house belongs to my uncle. Demonstrative: That house belongs to my uncle. Numerals: Two houses were burned down. Articles: The house on fire belongs to her sister. Possessive pronouns: Their house was burned down. 2. Predicate Adjectives Some adjectives appear after the nouns that they are modifying. These adjectives are always used after linking verbs that separate them from the words they modify. An adjective that follows a linking verb and that modifies the subject is called a predicate adjective. Examples: Joyce seemed lonely. Her brother was upset. He became concerned. Exercise 6 Identify the predicate adjectives in the following sentences. Www.arena.co.ke 0713779527 60 1. Her early songs were often quiet and serious. 2. One of her songs, Vulindlela, is very popular. 3. The dark city below the sky seems calm and peaceful. 4. Her performance in K.C.S.E. was brilliant. 5. The West African singer Kofi Olominde is extraordinary. COMPARING WITH ADJECTIVES We have seen that adjectives describe nouns. One way in which they describe nouns is by comparing people, places or things. To compare two people, places or things, we use the comparative form of an adjective. To compare more than two, we use the superlative form of the adjective. Examples: ONE PERSON: Kimenju is tall. TWO PERSONS: Kimenju is taller than James. THREE OR MORE: Kimenju is the tallest of all."}
{"text": "Examples: ONE PERSON: Kimenju is tall. TWO PERSONS: Kimenju is taller than James. THREE OR MORE: Kimenju is the tallest of all. The comparative The comparative form of the adjective is used to compare one thing, person or place with another one. It is formed in two ways. 1. For short adjectives, add -er. Examples: great er greater sweet er sweeter big er bigger light er lighter. 2. For longer adjectives, the comparative is formed by using the word more before them. Examples: More handsome more remarkable More attractive more hardworking Most adjectives ending in -ful and -ous also form the comparative using more. Examples: More successful more curious more ferocious More beautiful more generous more prosperous The superlative The superlative form of the adjective is used to compare a person, a place or a thing with more than one other of its kind. Examples: Elephants are the largest animals in the jungle. However, they are the most emotional animals. The superlative form of an adjective is formed in two ways. 1. By adding -est to the short adjective Examples: great est greatest sweet est sweetest big est biggest light est light www.arena.co.ke 0713779527 61 2. For longer adjectives, use most before them. Examples: most mysterious most awkward most successful most attractive The ending -er in the comparative becomes -est in the superlative while more becomes most. Adjective comparative superlative strong stronger strongest quick quicker quickest adventurous more adventurous most adventurous co-operative more co-operative most co-operative Summary of rules comparing with adjectives: Rule Examples 1. For most short adjectives: Add -er or -est to the adjective bright dark smart bright darker smarter brightest darkest smartest 2. For adjectives ending with e: Drop the e and add -er or -est safe nice wide safer nicer wider safest nicest widest 3. For adjectives ending with a consonant and y: Change the y to i and add -er or -est busy crazy happy busier crazier happier busiest craziest happiest 4. For single-syllable adjectives ending with a single vowel and a consonant: Double the last consonant and add -er or -est flat slim fat flatter slimmer fatter flattest slimmest fattest 5."}
{"text": "For adjectives ending with e: Drop the e and add -er or -est safe nice wide safer nicer wider safest nicest widest 3. For adjectives ending with a consonant and y: Change the y to i and add -er or -est busy crazy happy busier crazier happier busiest craziest happiest 4. For single-syllable adjectives ending with a single vowel and a consonant: Double the last consonant and add -er or -est flat slim fat flatter slimmer fatter flattest slimmest fattest 5. For most adjectives with two or more syllables: Use more or most careful generous more careful more generous most careful most generous Points to note about Adjectives: 1. A comparative is used to compare two persons, or things or two groups of persons or things. Examples: A rat is smaller than a mouse. Buffaloes are larger than domestic cows 2. A superlative is used to compare a thing or a person to more than one other of its kind. Examples: Lions are the bravest of all animals. Elephants are the largest of all herbivores. Www.arena.co.ke 0713779527 62 3. You must use the word other when comparing something with everything else of its kind. Examples: Leopards are more ferocious than any other cat. 4. Do not use both -er and more or -est and most. Incorrect: Men die more earlier than women. Correct: Men die earlier than women. Incorrect: My father is the most oldest of the three brothers. Correct: My father is the oldest of the three brothers. Exercise 7 Write the adjectives in brackets in the following sentences correctly. 1. My next sculpture will be even beautiful . 2. That was the cartoon I have ever watched funny . 3. English is my subject of all enjoyable . 4. Job is the person in his family. Energetic 5. She is the of the three nurses. Helpful 6. That story sounds than fiction. Strange 7. He is than a cat. Curious 8. Her school grades are than mine. High 9. You are than Maria. Creative 10. My next test will be than this one."}
{"text": "Twenty 6. What 2. Few, our 7. Whose 3. All 8. Which 4. Much 9. What 5. Numerous, this 10. Which Exercise 4 www.arena.co.ke 0713779527 65 1. A 6. The 2. A 7. An 3. The 8. The 4. The 9. The 5. An 10. A Exercise 5 1. Many songs 2. Her, early songs, her fans 3. Our, first performance 4. Her coughing 5. Their, best goal, ten years Exercise 6 1. Quiet, serious 2. Popular 3. Calm, peaceful 4. Brilliant 5. Extraordinary Exercise 7 1. More beautiful 6. Stranger 2. Funniest 7. More curious 3. Most enjoyable 8. Higher 4. Most energetic 9. More creative 5. Most helpful 10. Simpler Exercise 8 1. Best 6. Farther 2. Bad 7. Less or lesser 3. Best 8. Good 4. Worse 9. Better 5. Least 10. Most Exercise 9 1. Those 6. These 2. These 7. Those 3. This 8. This 4. Those 9. That 5. Those 10. This www.arena.co.ke 0713779527 66 ADVERBS An adverb is a word that describes a verb, an adjective, or another adverb. Adverb tell how, when, or where, or to what extent an action happens. Examples: HOW: The man walked quickly. WHEN: It will rain soon. WHERE: We shall meet here at 2 p.m. TO WHAT EXTENT: He is extremely rude. Other examples: HOW WHEN WHERE TO WHAT EXTENT happily sometimes underground fully secretly later here extremely together tomorrow there quite carefully now inside very sorrowfully finally far rarely painfully again upstairs fast often downstairs hard once somewhere slowly first forward www.arena.co.ke 0713779527 67 hurriedly next behind quietly then above Adverbs used to describe verbs Adverbs that describe verbs tell how, when, where and to what extent an action happened. Examples: HOW: John waited patiently for his turn."}
{"text": "TO WHAT EXTENT: He is extremely rude. Other examples: HOW WHEN WHERE TO WHAT EXTENT happily sometimes underground fully secretly later here extremely together tomorrow there quite carefully now inside very sorrowfully finally far rarely painfully again upstairs fast often downstairs hard once somewhere slowly first forward www.arena.co.ke 0713779527 67 hurriedly next behind quietly then above Adverbs used to describe verbs Adverbs that describe verbs tell how, when, where and to what extent an action happened. Examples: HOW: John waited patiently for his turn. WHEN: He is now walking into the office. WHERE: He will eat his lunch there. TO WHAT EXTENT: He is very pleased with himself. Adverbs make the meaning of the verb clearer. Example: He will eat his lunch. Without adverb He will eat his lunch there. The adverb makes it clear where the action of eating will take place. Exercise 1 Write the adverbs in the following sentences and then indicate whether the adverb tells how, when, where, or to what extent. 1. The tourist travelled far. 2. They cheerfully greeted their grandmother. 3. Tina hurried downstairs when she heard the knock. 4. He worked carefully and skilfully. 5. She was extremely agitated. 6. The scientist looked curiously at the creature. 7. Soon the bell was rung. 8. The hall was fully occupied. 9. They hugged their grandmother adorably. 10. He brought the cake down. Adverbs used to describe adjectives Adverbs that tell to what extent can be used to describe adjectives. Examples: The cave was very dark. Adv adj The tea was extremely hot. Adv adj Other adverbs used with adjectives just nearly somewhat most These adverbs make the adjectives they are describing more understandable and precise. Www.arena.co.ke 0713779527 68 Example: The tomb was dark. Without adverb The tomb was fully dark. The adverb fully describes the extent of the darkness . Exercise 2 Identify the adverb in each of the following sentences and then indicate the adjective it describes. 1. He is a highly successful businessman. 2. The extremely cold weather made me shiver. 3. They are quite difficult to deal with. 4. The house is barely visible from here. 5. He is a very old man by now. 6. She is mysteriously secretive about her activities. 7. Jackline is horribly mean with her money. 8."}
{"text": "Sometimes the verbs in the sentences above are used as action verbs. In this case, they are followed by adverbs, not adjectives. They modify the verbs and tell how, when, where, or to what extent. Examples: www.arena.co.ke 0713779527 71 The singer looked up. V adv We tasted the chocolate eagerly. V adv The principal appeared suddenly. V adv 5. Good and well Good and well have similar meanings, but differ in their use in a sentence. Example: Incorrect: He narrates the story good. Correct: He narrates the story well. Good is always an adjective and modifies nouns or pronouns. It is never used to modify a verb. Example: He is a good narrator. Adjective modifying the noun narrator Well can be used as either an adjective or an adverb. Examples: I feel well. As an adjective He drives well. As an adverb Exercise 4 Choose the correct form of the words in brackets in the following sentences. 1. Luos tell you quick, quickly that they are not Bantus. 2. Over the months, the snow gradual, gradually melted. 3. Rice tastes especially good, well with avocado. 4. The popularity of video games has grown. Rapid, rapidly 5. The name of the town may sound strange, strangely to some people. 6. These puppies look a little odd, oddly . 7. The idea of breaking the door does not sound reasonable, reasonably . 8. Visitors eat Nyama Choma very rapid, rapidly . 9. If Nyama Choma has been prepared good, well , it tastes even better than chicken. 10. Since fish is high in proten and low in fat, it is bound to keep you good, well . COMPARING WITH ADVERBS We have seen that we can use adjectives to compare people, things or places. Adverbs can also be used to compare actions. And like adjectives, we use the comparative form of an adverb to compare two actions and the superlative form of an adverb to compare more than two actions. Examples: ONE ACTION: Maree swims fast. TWO ACTIONS: Maree swims faster than Ciku. THREE OR MORE: Maree swims fastest of all. Just like adjectives, adverbs have special forms or spelling for making comparisons."}
{"text": "TWO ACTIONS: Maree swims faster than Ciku. THREE OR MORE: Maree swims fastest of all. Just like adjectives, adverbs have special forms or spelling for making comparisons. Www.arena.co.ke 0713779527 72 The comparative form The comparative form of the adverb is used to compare one action with another. It is formed in two ways: 1. For short adverbs, add -er. Examples: The bird flew higher than the helicopter. The president arrived sooner than we expected. 2. For most adverbs ending in -ly, use more to make the comparative. Examples: She visited him more frequently than Martin. The tractor towed the lorry more powerfully than the bull-cart. The superlative form The superlative form is used to compare one action with two or more others of the same kind. Examples: Of the three athletes, Kipruto runs the fastest. The lion roars the loudest of all the big cats. Adverbs that form the comparative with -er form their superlative with -est. Those that use more to form comparative use most to form superlative. Examples: Adverbs Comparative Superlative long longer longest fast faster fastest softly more softly most softly politely more politely most polite Points to Remember 1. Use the comparative to compare two actions and the superlative to compare more than two. Examples: Comparative: He sat nearer to the window than him Superlatives: He sat nearest to the window than all the others. 2. Do not leave out the word other when comparing one action with every other action of the same kind. Examples: Incorrect: The lion roared louder than any lion. Correct: The lion roared louder than any other lion. 3. Do not use both -er and more or -est and most. Incorrect: The dancer moved more faster than before. Correct: The dancer moved faster than before. Www.arena.co.ke 0713779527 73 Summary of rules for comparing with Adverbs 1.For most adverbs Add -er or -est to the adverb hard late deep harder later deeper hardest latest deepest 2.For most adverbs comprising of two or more syllables: Use more or most with the adverb skilfully firmly rudely more skilfully more firmly most rudely most skilfully most firmly most rudely Exercise 5 Write each of the following sentences using the correct form of the adverb. 1."}
{"text": "Odd 2. Gradually 7. Reasonable 3. Good 8. Rapidly 4. Rapidly 9. Well 5. Strange 10. Well www.arena.co.ke 0713779527 75 Exercise 5 1. More often 6. More swiftly 2. More slowly 7. Most accurately 3. Quickly 8. The longest 4. More skilfully 9. Gracefully 5. The fastest 10. The most sweetly www.arena.co.ke 0713779527 76 PREPOSITIONS A preposition is a word that shows the relationship between other words in a sentence. Examples: The cat lay under the table. The preposition under connects the verb lay with table. Under points out the relationship between lay and table. Hence a preposition is a word that links another word or word group to the rest of the sentence. The noun or pronoun after the preposition is called the object of the preposition. The table is the object of the preposition under in the above sentence. The preposition under relates the verb lay to the noun table. More examples: She gave it to me. The preposition to relates the pronoun me with the action gave . I liked the bike with the metal handles. The preposition with relates the noun handles with the noun bike. Common prepositions about before except on toward above behind for onto under aboard below from out underneath across beneath in outside until after beside inside over up against between into past upon along beyond like since with among by near through within around down of throughout without at during off to From the above list of prepositions, you will note that some of them tell where, others indicate time, others show special relationships like reference or separation. Changing one preposition with another in a sentence changes the meaning of the sentence. Example: The cat lay under the table. The cat lay on the table. Lying under the table means below the surface of the table but on means above the surface. Exercise 1 www.arena.co.ke 0713779527 77 Write the preposition in each of the following sentences and say what relationship it indicates. 1. Sometimes they lie on the ground. 2. They have grown maize for food. 3. The children played with the dolls. 4. A man found some treasure in the cave. 5. They make clothes from cotton. Exercise 2 Use the most appropriate preposition to complete the sentences below."}
{"text": "5. They make clothes from cotton. Exercise 2 Use the most appropriate preposition to complete the sentences below. 1. Driving had been my dream years. 2. 1990, I bought a second-hand car. 3. That year, I learned how to drive. 4. I rolled the car the road more than two kilometres. 5. I was really thrilled the experience. Preposition Phrases A prepositional phrase consists of a preposition, its object and any words that modify the object. Examples: The school children waited for the green light. In this sentence, the preposition is for, its object is light, and the modifier, or adjective, is green. The entire preposition phrase modifies the verb waited. Sometimes two or more nouns or pronouns are used as objects in a prepositional phrase. Example: He needs a worker with diligence and a good character. The preposition with has two objects: diligence and character. Exercise 3 Identify the prepositional phrase in each of the following sentences. Underline the preposition once and its objects twice. 1. Donkeys help people in many ways. 2. They bring happiness to the people around them. 3. In large cities, they help to carry water. 4. On farms, they carry heavy loads. 5. How could you travel across a river? 6. You might swim to the other side. 7. You might cross at a shallow place. 8. You can cross by boat. 9. Bridges are a better solution to the problem. 10. Most bridges are built over water. Www.arena.co.ke 0713779527 78 Types of prepositional phrases Prepositional phrases can either be: i Adjective prepositional phrases - these prepositional phrases, just like adjectives, modify nouns and pronouns. Example: A scout leader wears a uniform with many badges. In this sentence, with many badges is an adjective prepositional phrase modifying the noun uniform. Ii Adverb prepositional phrases these ones, just like adverbs, modify verbs, adjectives or other adverbs. Examples: Scouts rain for many hours. The adverb prepositional phrase for many hours modifies the verb train. They are active in all public functions. The adverb prepositional phrase in all public functions modifies the adjective active. The scout leader commands forcefully with a loud voice."}
{"text": "They are active in all public functions. The adverb prepositional phrase in all public functions modifies the adjective active. The scout leader commands forcefully with a loud voice. The adverb prepositional phrase with a loud voice modifies the adverb forcefully. We have seen that the object of a preposition is the noun or pronoun that follows the preposition. When the object of the preposition is a pronoun, we use an object pronoun like me, you, him, her, it, us, and them. And not a subject pronoun like I, he, she, we, and they . Examples: Correct: I gave a present to her. Incorrect: I gave a present to she. Correct: I gave a present to Jane and her. Incorrect: I gave a present to Jane and she. Exercise 4 Choose the pronoun in brackets that correctly completes each of the following sentences. 1. The dog chased after Travis and her, she . 2. Cleaning the house was a tasking job for Evans and I, me . 3. We planned a family picture of our parents and us, we . 4. The victory belonged to he, him . 5. Michael and Bernard stood behind Mom and she, her . 6. The crowd around we, us started cheering. 7. My little sister ran behind Sammy and I, me . 8. The toys belong to Karen and him, he . 9. Johnny sat between James and me, I . 10. I went to the cat race with Jim and she, her . Sometimes one prepositional phrase immediately follows another. Examples: The thief entered the house through the door on the right. Www.arena.co.ke 0713779527 79 through the door modifies the verb entered and tells where. On the left modifies the noun door and tells which one. A prepositional phrase can be at the beginning, in the middle, or at the end of a sentence. Examples: BEGINNING: At dusk we closed the shop. MIDDLE: The chief of the area was helpful. END: The path went through the village. Preposition or Adverb? Sometimes the same word can be used as either a preposition or an adverb. How can you tell the difference between the two? Examples: PREPOSITION: He has a box inside the house. ADVERB: They ran inside."}
{"text": "Her 9. Me 5. Us 10. Her Exercise 5 1. Outside preposition 6. Up adverb 2. Inside adverb 7. Down adverb 3. In preposition 8. Outside adverb 4. Over preposition 9. By adverb 5. Above preposition 10. Out adverb www.arena.co.ke 0713779527 83 Exercise 6 1. Have 4. Anybody 7. Anybody 10. Ever 2. Anyone 5. Anywhere 8. Anyone 3. Ever 6. Had 9. Has www.arena.co.ke 0713779527 84 CONJUNCTIONS A conjunction is a word that connects words or groups of words. Like prepositions, conjunctions show a relationship between the words they connect. But, unlike prepositions, conjunctions do not have objects. There are 3 main categories of conjunctions; 1 Coordinating conjunctions 2 Subordinating conjunctions 3 Correlative conjunctions Coordinating Conjunctions Coordinating conjunctions connect related words, groups of words, or sentences. There are three coordinating conjunctions: and, but and or. And is used to join words, groups of words, or sentences together. But shows contrast while or shows choice. Examples: The bull and the cart are inseparable. Connects two subjects . The cart carries the farmer and his tools. Connects two direct objects . The food was hard and tasteless. Connects two predicate adjectives . Each night, the dancers danced in a circle or in several other patterns. Connects two prepositional phrases . Some people died in the fracas, but most managed to escape, alive. Connects two sentences . Exercise 1 Complete each of the following sentences using the most appropriate coordinating conjunction 1. Bats and insects fly, only birds have feathers. 2. Eagles build nests on cliffs in tall trees. 3. Parrots live in wild places in zoos. 4. Swallows sparrows often build nests in buildings. 5. Hummingbirds are tiny very brave. 6. Many birds fly south in winter, others do not. 7. Their feathers keep them warm dry. 8."}
{"text": "7. Their feathers keep them warm dry. 8. A bird can fly forward backward. 9. Many birds shed old feathers grow new ones. 10. Their legs are weak their wings are strong. Subordinating conjunctions Subordinating conjunctions connect two or more clauses to form complex sentences. Refer to Part Two of this handbook . Subordinating conjunctions introduce subordinate clauses. They include because, since, if, as, whether, and for. Www.arena.co.ke 0713779527 85 Examples: If I go home, my dog will follow me. The subordinating conjunction if connects the subordinate clause I go home with the main clause my dog will follow me. The stayed inside the church because it was raining. He was always rude since he was a child. The rain fell as they entered the building. The pastor asked the congregation whether they were happy. The man rejoiced for he had won a prize. Exercise 2 Join the following pairs of sentences using the most appropriate subordinating conjunctions. 1. They arrived late. It was raining heavily. 2. John worked hard. He wanted to buy a house. 3. I won t carry the umbrella. You need it. 4. I drove the car madly. I was later for the meeting. 5. He will come. The meeting ends. Correlative conjunctions Correlative conjunctions are conjunctions that are used in pairs to connect sentence parts. These include either .. or, neither .. nor, not only . But also, whether . Or and both and. Examples: Both boys and girls attended the conference. People brought not only food but also clothes for the victims of the floods. The students ride either on bicycles or motorbikes. The sailor had to decide whether to sail on or head back when the weather changed. Neither John nor James was moved by the shocking news. Exercise 3 Join the following pairs of sentences using the correlative conjunctions in brackets. 1. The vehicles stopped for repairs. The vehicles stopped for fuel. Either ..or 2. The drivers knew they had to travel more than fifty kilometres. If they did not travel more than fifty kilometres, they would have to endure harsh storms. Either .or . 3. Many people build their own homes. Many people grow their own food. Not only but also 4. Men wanted to buy the pictures."}
{"text": "Many people grow their own food. Not only but also 4. Men wanted to buy the pictures. Women also wanted to buy the pictures. Both . And 5. Maize is an important part of a Kenyan s diet. Meat is important too. Both and ANSWERS ON CONJUNCTIONS Exercise 1 www.arena.co.ke 0713779527 86 1. But 6. But 2. Or 7. And 3. Or 8. Or 4. And 9. And 5. But 10. But Exercise 2 1. They arrived late because it was raining heavily. 2. John worked hard as he wanted to buy a house. 3. I won t carry the umbrella for you need it. 4. I drove the car madly since I was late for the meeting. 5. He will come before the meeting ends. Exercise 3 1. The vehicles either stopped for repairs or for fuel. 2. The drivers knew they had either to travel more than fifty kilometres or endure harsh storms. 3. Many people not only build their own homes but also grow their own food. 4. Both men and women wanted to buy the pictures. 5. Both maize and meat are important parts of a Kenyan s diet. INTERJECTIONS www.arena.co.ke 0713779527 87 An interjection is either a single word or short groups of words that is used to express a feeling or emotion. Interjections can express such feelings as urgency, surprise, relief, joy, or pain. An interjection that expresses strong emotion is often followed by an exclamation mark. An interjection that expresses mild emotion is usually followed by a comma. Examples: Let s go! We can t sleep before we find the missing boy urgency . Phew! I was afraid we would never find him. Relief Oh, you have grown so big. Surprise Well, I have never been so happy. Joy Exercise 1 Identify the interjection in the following sentences and indicate what feeling or emotion it expresses. 1. Say, have you heard about Nameless and Jua Kali, the famous Kenyan musicians. 2. Wow! Seeing the calf being born was exciting. 3. All right! I yelled to him. This is not right thing to do. 4. Boy! Some people felt wonderful being in the air balloon, but I felt nervous. 5."}
{"text": "John Montagu, the fourth Earl of Sandwich, who liked eating meat between slices of bread. Maverick A person who breaks from conventional actions Samuel Maverick, a Texas cattle owner who refused to brand the calves of one of his herds as per the requirements. Saxophone A musical wind instrument Adolphe Sax, the Belgian inventor of the musical instrument. Madras A cotton cloth with a design Madras, a city in India, where it was www.arena.co.ke 0713779527 89 or pattern on plain background invented. Rugby A game Rugby school. England, where rugby was invented. Tarantula A large, hairy spider Taranto, a town in Italy where Tarantulas are found. Shylock A greedy money-lender The relentless and vengeful money- lender in Shakespeare s play, The Merchant of Venice. Sousaphone A musical instrument John Phillip Sousa, an American composer who invented the Sousaphone. There are many more words in the English language which originated from names of people or places. Exercise 2 Find out from your dictionary the origins and meanings of the following English words. 1. Lima bean 6. Guppy 11. Guillotine 2. Cardigan 7. Cheddar 12. Macadam 3. Bloomer 8. Quisling 13. Pasteurisation 4. Canary birds 9. Silhouette 14. Watt 5. Ferris wheel 10. Marxism 15. Ohm iii Words formed from blending two or more words portmanteau words Some words in the English language are a blend of two or more words or morphemes. Examples: Word Combination of Meaning Smog Smoke fog A combination of smoke and fog in the air. Fantabulous Fantastic fabulous Incredible, astonishing, unbelievable, wonderful Brunch Breakfast lunch A late breakfast taken some hours before lunch Wikipedia Wiki encyclopaedia A website Comcast Communication broadcast Verizori Veritas horizon Accenture Accent future Spork Spoon fork An eating utensil that is a combination of a spoon and a fork. Skort Skirt shorts An item of clothing that is part skirt and short."}
{"text": "Examples: Word Combination of Meaning Smog Smoke fog A combination of smoke and fog in the air. Fantabulous Fantastic fabulous Incredible, astonishing, unbelievable, wonderful Brunch Breakfast lunch A late breakfast taken some hours before lunch Wikipedia Wiki encyclopaedia A website Comcast Communication broadcast Verizori Veritas horizon Accenture Accent future Spork Spoon fork An eating utensil that is a combination of a spoon and a fork. Skort Skirt shorts An item of clothing that is part skirt and short. Simulcast Simultaneous broadcast To broadcast a programme on television and radio at the same time Cyborg Cybernetic organism Motel Motor hotel A roadside hotel www.arena.co.ke 0713779527 90 Exercise 3 Identify the words that are blended to form the following words. Find out their meanings from your dictionary. 1. Slithy 6. Breathalyser 2. Chortle 7. Cable gram 3. Galumph 8. Camcorder 4. Bash 9. Edutainment 5. Blog 10. Email iv Words formed by use of prefixes and suffixes Some words are formed addition of prefixes and suffixes to other words. Prefixes A prefix is a word part that is added to the beginning of a word to form another word or to change its meaning. The word to which the prefix is added is called the base word. Examples: Prefix Base word New word un friendly unfriendly pre pay prepay A prefix changes the meaning of the base word. For example, the prefix un-above means not . Hence, unfriendly means not friendly . Each prefix has its own meaning."}
{"text": "For example, the prefix un-above means not . Hence, unfriendly means not friendly . Each prefix has its own meaning. More examples of common English prefixes Prefix Meaning Examples misre- pre- ante- anti- contra- counter- en- extra- inter- intra- non- over- post- pre- pro- re- semi- trans- un- under- wrong, incorrectly again before, in advance before, preceding opposing, against, the opposite against opposition, opposite direction put into or on outside, beyond between, among inside, within absence, negation excessively, completely after in time, or order before in time, place order or importance favouring, in support of again half, partly across, beyond not beneath, below misspell to spell incorrectlyrevisit visit again preschool before school antecedent, ante-room anti-aircraft, antibiotic, anticlimax contraceptive, contraband counter-attack, counteract engulf, enmesh extraordinary, extracurricular interact, interchange intramural, intravenous non-smoker, non-alcoholic overconfident, overjoyed postpone, post-mortem precondition, preadolescent Pro-African repaint, reawaken semicircle, semi-conscious transnational, transatlantic unacceptable, unreal, unhappy, unmarried underarm, undercarriage Exercise 4 www.arena.co.ke 0713779527 91 Give the meaning of the following prefixes and write two examples each of words in which they are used. Use your dictionary. 1. Ultra- 6. Infra- 2. Hypo- 7. Hypo- 3. Hemi- 8. Hemi 4. Ex- 9. Ex- 5. Dia 10. Dia- Suffixes A suffix is a word part that is added to the end of a base word to form a new word or to change its meaning. Example: Enjoy able enjoyable Each suffix has its own meaning. The suffix able means capable of . Hence enjoyable means capable of being enjoyed ."}
{"text": "He stood outside in the rain completely bare. Base bass N the bottom support of something N the lowest pitches in music We need a new base for that lamp. I sang bass in the church choir. Www.arena.co.ke 0713779527 94 More examples of homophones lead, ledleast, leased loan, lone male, mail meet, meat mind, mined morning, mourning naval, navel new, knew no, know one, won pear, pair pie, pi piece, peace pier, peer poor, pour rain, reign raw, roar read, reed road, rode sale, sail saw, sore see, sea sun, son tail, tale tea, tee their, they re they re, there tide, tied too, to two, too wail, whale warn, worn weal, wheel wear, whereweather, whether week, weak weight, wait while, wile wood, would write, right yew, you your, you re acetic, ascetic axle, axial formerly, formally ion, iron loch, lock holy, wholly heal, heel ad, add ail, ale all, awl alms, arms altar, alter arc, ark aren t, aunt anger, augur aural, oral away, aweigh awe, oar, or, ore bale, bail band, banned bean, been blew, blue brake, break cell, sell cent, scent, sent cereal, serialcheck, cheque chord, cord cite, site, sight coo, coup cue, queue dam, damn dew, due die, dye doh, doe, dough earn, urn ewe, yew, you faint, feint fair, fare feat, feet few, phew find, fined fir, fur flaw, floor flea, flee flew, flue flour, flower for, fore, four foreword, forward fort, fought gait, gate genes, jeans gnaw, nor, gorilla, guerrilla grate, great groan, grown guessed, guest hale, hail hair, hare Exercise 7 Give the homophones and the meanings of the following words. 1. In 6. Knight 2. Heard 7. Knows 3. Horse 8. Tick 4. Hey 9. Rung 5. Need 10."}
{"text": "Daniel felt happy Daniel felt light-hearted. She was happy with her grade She was pleased with her grade. They sang a happy song They sang a cheerful song. Examples of common synonyms in English about, approximatelyaccomplish, achieve administer, manage admit, confess almost, nearly annoy, irritate answer, reply arise, occur arrive, reach begin, start belly, stomach bizarre, weird brave, courageous chop, cut clerk, receptionist close, shut contrary, opposite correct, right daybreak, dawn demonstrate, protest denims, jeans desert, abandon devil, Satan disappear, vanish eager, keen emphasize, stress enormous, huge, immense enquire, investigate evaluate, assess fanatic, enthusiast fool, idiot sincere, honest skull, cranium soiled, dirty formerly, previouslyfragrance, perfume function, operate garbage, rubbish gay, homosexual grab, seize gut, intestine hard, tough hashish, cannabis hawk, peddle hint, trace, tip homicide, murder hunger, starvation hurry, rush idler, loafer if, whether illustrate, demonstrate imitate, mimic immediate, instant immobile, motionless impartial, neutral impasse, deadlock impolite, rude inconsiderate, thoughtless infamous, notorious informal, casual inheritor, heir instructions, directions jealous, envious joy, delight lacking, missing lethal, deadly ultimate, final uncommon, unusual lousy, awfulmadness, insanity magnify, exaggerate manmade, artificial material, fabric merciless, cruel midway, halfway mind, intellect mirror, reflect mistrust, distrust modern, contemporary movie, film murderer, assassin naked, bare nameless, anonymous nightfall, dusk noon, midday numerous, many object, thing outside, external overlook, miss peaceable, peaceful poisonous, toxic post-mortem, autopsy praise, compliment reasonable, fair refrain, chorus religious, devout respond, reply scarcity, shortage signal, sign silly, foolish vain, useless vary, differ www.arena.co.ke 0713779527 96 suggest, proposesunrise, dawn temper, mood trustworthy, reliable uncooked, rawunforeseen, unexpected unfortunate, unlucky unmarried, single untimely, premature vast, hugewinery, vineyard withstand, resist zenith, peak Exercise 8 Give the synonyms of the following words: 1. Start 6. Collect 2. Come 7. Assist 3. Lengthy 8. Build 4. Shattered 9. Reply 5. Fix 10."}
{"text": "Precious 5. Dangerous 10. Naked v Idioms and Sayings An idiom is a phrase that has a special meaning as a whole. The meaning of an idiom is different from the meanings of its separate words. Examples: It was raining cats and dogs. The idiom raining cats and dogs does not mean that cats and dogs were falling out of the sky! It means raining heavily . I put my foot in my mouth today. The idiom put my foot in my mouth means to say the wrong thing . Sometimes the context in which an idiom is used can give a hint of its meaning. Example: Jeff is talking through his hat when he says that he can spell every word in the English language. This idiom clearly means that Jeff cannot possibly spell every word in the English language. Hence, the idiom talking through his hat means talking nonsense More examples of idioms in the English language Idiom Meaning 1. 2. 3. 4. 5. It was a blessing in disguise. He is a doubling Thomas. That scandal was a drop in the bucket. The exam was a piece of cake. The punishment was a slap in the wrist. The thief received a taste of his own medicine. Something good that is not recognised at first. A sceptic who needs physical or personal evidence in order to believe something. A very small part of something big or whole. A task that can be accomplished very easily. A very mild punishment. He was mistreated the same way he mistreats others. Www.arena.co.ke 0713779527 98 6. 7. 8. 9. 10 11 12 13 Don t add fuel to the fire! The principal is just all bark but no bite. The theory is all Greek to me. We are all in the same boat. The house cost him an arm and a leg. The teacher has an axe to grind with the bursar. Joyce is the apple of my eye. When something is done to make a bad situation even worse than it is. When someone is threatening and or aggressive but not willing to engage in a fight. Meaningless and incomprehensible. When everyone is facing the same challenges. Very expensive. A large amount of money. To have a dispute with someone. Someone who is cherished above all others."}
{"text": "A large amount of money. To have a dispute with someone. Someone who is cherished above all others. 14 15 16 17 18 19 20 21 22 IdiomThe boy did the work at the drop of a hat. The politician is a back seat driver. They were back to square one in their search for the treasure. The government has to go back to the drawing board on the issue of the New Constitution. The investigator realised he was barking the wrong tree. You are beating a dead horse. Stop beating around the bush. I will bend over backwards to see you through school. She was caught between a rock and a hard place. You are biting off more than you can chew. John decided to bite his tongue. MeaningWilling to do something immediately. People who criticize from the sidelines. Having to start all over again. When an attempt fails and its time to start all over again. A mistake made in something you are trying to achieve. To force an issue that has already ended. Avoiding the main topic, not speaking directly about an issue. Do whatever it takes to help. Willing to do anything. Stuck between two very bad options. To take on a task that is way too big. Www.arena.co.ke 0713779527 99 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Tom has a cast iron stomach. That is a cock and bull story. I will have to win, come hell or high water. Don t cry over spilt milk. He likes crying wolf. Tim is a dark horse. Kinyua is a devil s advocate. My father drinks like a fish. This problem is driving me up the wall. The students had a field day with the visiting guests. The food was finger licking good. He changed from rags to riches. I need to get over it. She got up on the wrong side of the bed. You must go the extra mile to achieve your goal. To avoid talking. Someone who has no problems, complications, or ill effects with eating or drinking anything. An unbelievable tale. Any difficult situation or obstacle. When you complain about a loss from the past. Intentionally raise a false alarm. One who was previously unknown and now is prominent. Someone who takes a position for the sake of argument without believing in that particular side of the argument. To drink very heavily."}
{"text": "Overwhelmed by what is happening at the moment. Carefully watch somebody. To remain joyful in a tough situation. Die To politely ask for someone s full attention. To share a secret that wasn t supposed to be shared. A fair competition where no side has an advantage. To act in a frenzied manner. Someone who is unpredictable and can cause damage if not kept in check. Nonsense or meaningless speech. Someone new to the group or area. Www.arena.co.ke 0713779527 101 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 I said that off the record! I was on pins and needles. The prefects sit on the fence when there is a strike. The dog appeared out of the blue. You will get the job over my dead body. Mark is fond of passing the buck to his brother. Dennis is a peeping Tom. Pipe down! We have heard you! You are pulling my leg. Rise and shine! It s time to go to school. The businessman has run out of steam nowadays. The convict was saved by a bell. He was a scapegoat for amorous politician. The naughty boy got away scot-free. She was sick as a dog. He has a sixth sense. The judge smelt a rat when the witness started trembling. The prosecutor smelt something fishy when the accused winked at the witness. We have to start from scratch. The ball is in your court. They tied the knot in December. Getting a bad start on a relationship or task. No longer have to deal with a tough situation. Something said in confidence that the speaker doesn t want attributed to him or her. Anxious or nervous especially in anticipation of something. Undecided. Something that suddenly and unexpectedly occurs or appears. When you absolutely will not allow something to happen. Avoid responsibility by giving it to someone else. Someone who observes people in the nude or sexually active people, mainly for his own gratification. To shut up or be quiet. Tricking someone as a joke. Time to get out of bed and get ready for work or school. To be completely out of energy. Saved at the last possible moment. Someone else who takes the blame. To escape and not have to pay. To be very sick with flu or a cold A paranormal sense that allows you to communicate with the dead."}
{"text": "Someone else who takes the blame. To escape and not have to pay. To be very sick with flu or a cold A paranormal sense that allows you to communicate with the dead. To be suspicious or detect someone in the group is betraying the others. Detecting that something isn t right and there might be a reason for it. Www.arena.co.ke 0713779527 102 80 81 82 83 84 85 86 87 88 89 90 91 92 93 I will wait till the cows come home. To make a long story short, you are not coming with us. The government turned a blind eye to the plight of IDPs. I am under the weather today. Forget the water under the bridge. He will pay you the money when pigs fly. She wines and dines with stars. It is without a doubt the best programme. Your guess is as good as mine. To do it all over again from the beginning. It is your decision this time. To get married. A long time. Said by someone during a long boring story. Refuse to acknowledge something you know is real or legitimate. Feeling ill or sick. Anything from the past that isn t significant or important any more. Something that will never ever happen. When someone is treated to an expensive meal. For certain. I have no idea. Common idiomatic expressions and sayings 1. A bird in the hand is worth to in the bush. Having something that is certain is much better than taking a risk for more, because chances are you might lose everything. 2. A fool and his money are easily parted. It s easy for a foolish person to lose his her money. 3. A house divided against itself cannot stand. Everyone involved must unify and function together or it will not work out. 4. A leopard can t change his spots. You cannot change who you are. Www.arena.co.ke 0713779527 103 5. A penny save is a penny earned. By not spending money you are saving money little by little . 6. A picture paints a thousand words. A visual presentation is far more descriptive than words. 7. Actions speak louder than words. It s better to actually do something than just talk about it. 8. Curiosity killed the cat. Being inquisitive can lead you into a dangerous situation. 9. Don t count your chickens before they hatch."}
{"text": "Being inquisitive can lead you into a dangerous situation. 9. Don t count your chickens before they hatch. Don t rely on it until you are sure of it. 10. Don t look a gift horse in the mouth. When someone gives you a gift, don t be ungrateful. 11. Don t put all your eggs in one basket. Do not put all your resources in one possibility. 12. Drastic times call for drastic measures. When you are extremely desperate you need to take extremely desperate actions. 13. Elvis has left the building. The show has come to an end. It s all over. 14. Every cloud has a silver lining. Be optimistic, even difficult times will lead to better days. 15. Great minds think alike. Intelligent people think like each other. 16. Haste makes waste. Doing things quickly may result in a poor ending. 17. Idle hands are the devils tools. You are more likely to get it trouble if you have nothing to do. 18. If it s not one thing, it s another. When one thing goes wrong, then another, and another . 19. It takes two to tango. A conflict involves two people and both must cooperate to have it resolved. 20. It s a small world. You cannot hide from your evil deeds in this world. 21. Let bygones be bygones. To forget about a disagreement or argument. 22. Let sleeping dogs lie. To avoid restarting a conflict. 23. Never bite the hand that feeds you. Don t hurt anyone that helps you. 24. Practice makes perfect. By constantly practising, you will become better. 25. Rome was not built in one day. -. If you want something to be completed properly, then it s going to take time. 26. The bigger they are, the harder they fall. The bigger and stronger opponent may be more difficult to beat, but when he does, he suffers a much bigger loss. 27. Variety is the spice of life. The more experiences you try the more exciting life can be. 28. When it rains, it pours. Since it rarely rains, when it does it will be a huge, storm. 29. You are what you eat. In order to stay healthy, you must eat healthy foods. 30. You can t judge a book by its cover."}
{"text": "In order to stay healthy, you must eat healthy foods. 30. You can t judge a book by its cover. Decisions shouldn t be made primarily on appearance. Exercise 10 Give the meaning of the italicized idioms in the following sentences. 1. I was completely at sea when the Prime Minister visited my house. 2. Jane has her hands full. She can t take on more work. 3. Do you have a bone to pick with me? 4. I can t make heads or tails of this story. Www.arena.co.ke 0713779527 104 5. The test was as easy as pie. 6. I am sick and tired of doing nothing at work. 7. I am broke! I have to borrow some money. 8. She dropped me a line yesterday. 9. He filled in for her when she fell sick. 10. My business is in the red. ANSWERS FROM CHAPTER TWO Exercise 1 www.arena.co.ke 0713779527 105 1. Crack 6. Quack 2. Roar 7. Pop 3. Tick 8. Lap 4. Growl 9. Boom 5. Chime 10. Hiss Exercise 2 1. Lima bean a broad, flat, pale-green or white bean used as a vegetable named after Lima, the capital of Peru where it was grown first. 2. Cardigan a kind of a pullover or sweater that buttons down the front named after J.T. Brudwell, the 7th Earl of Cardigan. 3. Bloomer a woman s baggy and long garment for the lower body named after Amelia Bloomer, an American women rights and temperance advocate. 4. Canary birds yellow songbirds named after Canary Islands, Spain, where they are found in large numbers. 5. Ferris wheel a special wheel for an amusement park named after the inventor G.W. Ferris. 6. Guppy the most popular freshwater tropical fish named after R.J.L. Guppy, the man who introduced it in England. 7. Cheddar A firm Cheese named after the English village of Cheddar, where it was first made. 8. Quisling a person who treacherously helps to prepare for enemy occupation of his own county, a traitor named after Vidkum Quisling, a Norwegian politician."}
{"text": "Cheddar A firm Cheese named after the English village of Cheddar, where it was first made. 8. Quisling a person who treacherously helps to prepare for enemy occupation of his own county, a traitor named after Vidkum Quisling, a Norwegian politician. 9. Silhouette an outline portrait or profile named after a French minister of finance, Etienne de Silhouette. 10. Marxism the political and economic theories of Karl Marx and Friedrich Engels named after Karl Marx. 11. Guillotine a device used for carrying out executions named after Dr. Joseph Guillotine, the designer. 12. Macadam small, broken stones that are used for making roads named after John L. McAdam, a Scottish engineer who invented this kind of a road. 13. Pasteurisation the process of heating milk, wine, beer, or other liquids hot enough to kill harmful bacteria and to prevent or stop fermentation named after Louis Pasteur, a French chemist, who invented the process. 14. Watt Unit of measuring electric power named after James Watt, a Scottish engineer, who pioneered in the development of the steam engine. 15. Ohm a measure of electrical resistance named after George S. Ohm, a German physicist. Exercise 3 1. Slithy lithe slimy 6. Breathalyser breath analyser 2. Chortle chuckle short 7. Cablegram cable telegram 3. Galumph gallop triumph 8. Camcorder camera recorder 4. Bash bang smash 9. Edutainment education entertainment 5. Blog web log 10. Email electronic mail www.arena.co.ke 0713779527 106 Exercise 4 1. Utra beyond ultraviolet, ultrasonic 2. Syn in union synchronize, symmetry 3. Sub at a lower position submarine, subsoil 4. Peri round, about perimeter 5. Out surpassing, exceeding outperform 6. Infra below infrared, infrastructure 7. Hypo under hypodermic, hypothermia 8. Hemi half hemisphere 9. Ex previous ex-wife, ex-policeman 10."}
{"text": "Hypo under hypodermic, hypothermia 8. Hemi half hemisphere 9. Ex previous ex-wife, ex-policeman 10. Dia across, through diagonal Exercise 5 1. Hopeful full of hope 6. Greenish having green colour 2. Reader a person who reads 7. Weary tired 3. Childish having manners of a child 8. Fearless lacking fear 4. Greyish having grey colour 9. Kindness the quality of being kind 5. Playful fond of playing 10. Washable can be washed Exercise 6 1. Pen a device for writing an enclosure for sheep 2. Tire to make weary the rubber material on the wheel of an automobile or bicycle. 3. Dove past tense of dive a bird 4. Wound past tense of wind an injury. 5. Mean stingy average 6. Act a dramatic performance doing something 7. Arms upper limbs weapons 8. Block a building obstruct 9. Box a carton fight with gloves 10. Bank edge of a river a money depository Exercise 7 1. In inn 6. Knight night 2. Heard herd 7. Knows nose 3. Horse hoarse 8. Tick tic www.arena.co.ke 0713779527 107 4. Key quay 9. Rung wrung 5. Need knead 10. Sees seize Exercise 8 1. Start begin 6. Collect gather 2. Come arrive 7. Assist help 3. Lengthy long 8. Build construct 4. Shattered broken 9. Reply answer 5. Fix repair 10. Purchase buy Exercise 9 1. Easy hard 6. Sweet sour 2. Whisper yell 7. Stationary mobile 3. Triumph fail 8. Strength weaken 4. Dull interesting 9. Precious worthless 5. Dangerous safe 10. Naked clothed Exercise 10 1. At sea confused 2."}
{"text": "Dangerous safe 10. Naked clothed Exercise 10 1. At sea confused 2. Has his hands full is busy 3. Have a bone to pick with me have a quarrel 4. Make heads or tails make sense 5. As easy as pie very easy 6. Sick and tired can t stand, hate 7. Broke to have no money 8. Dropped me a line yesterday sent me a letter or email 9. Filled in for her did her work while she was away 10. In the red losing money, not profitable CHAPTER THREE PHRASES AND SENTENCES PHRASES www.arena.co.ke 0713779527 108 A phrase is a group of words without a subject or a predicate or both and does not express a complete thought. Therefore, a phrase can never stand on its own as a complete sentence. Using different kinds of phrases enables a writer or a speaker to create informative and descriptive sentences that vary in structure. Phrases combine words into a larger unit that can function as a sentence element. The most common kinds of phrases in English are: Noun phrases, verb phrases, prepositional phrases, gerund phrases and participial phrases. I Noun Phrases A noun phrase consists of a noun and all its modifiers. It can function as a subject, object, or complement in the sentence. The modifiers may include articles, prepositions and adjectives. Examples: a Noun phrases as subjects The lazy old man sleeps all day long. Some school boards reward teachers who produce good results. B Noun phrases as objects Teachers rejected the proposed performance contracts. Critics opposed the controversial marriage bill. C Noun phrases as complements Teaching is a valuable profession. Sheila is a hardworking no-nonsense lady. Exercise 1 Identify the noun phrases in each of the following sentences and indicate whether it functions as a subject, object or complement. 1. I saw a TV show yesterday. 2. Playful animals really fascinate me. 3. Yesterday, I had a thrilling adventure. 4. Swimming is an exciting activity. 5. Twenty university students were expelled last month. 6. She is a certified public health officer. 7. Many of the soldiers were killed in the battle. 8. The old woman carried a heavy load of firewood on her back. 9. Peter seems a very complicated man to understand 10."}
{"text": "The old woman carried a heavy load of firewood on her back. 9. Peter seems a very complicated man to understand 10. A devastating earthquake hit China yesterday. Ii Verb phrases A verb phrase consists of a main verb and its helping verbs. It can function as the predicate of a sentence. The predicate tells what the subject does or is. It tells something about the subject . Examples: John was born in Malindi. Www.arena.co.ke 0713779527 109 This problem may have contributed to the collapse of the economy. Without highly trained workers, many Kenyan companies would be forced to close down. Sometimes the parts of a verb phrase are separated from each other by words that are not verbs. Examples: He is finally buying a new house. Salesmen must occasionally travel long distances. Some words are joined with other words to make contractions. Examples: He hasn t turned up for the meeting has not We couldn t tell what had killed the cow. Could not I ve ordered them to leave the house. I have . NB: The word not and the contraction n t are adverbs. They are never part of a verb or verb phrase. Exercise 2 Write the verb phrase in each of the following sentences. 1. We should have taken pictures of the wild animals. 2. You must have seen the posters of the event. 3. They should have been told to come with flowers to plant in the school compound. 4. Mr. Muchira would have told some interesting stories. 5. Scientists must ve visited the Menengai Crater. 6. He must have seen some wonderful places. 7. Many advocates do fear the new Chief Justice. 8. The scouts have often made camp here. 9. The bull fighters would sometimes stampede noisily. 10. I could have read the book if he had allowed me. Iii Prepositional phrases A prepositional phrase is made up of a preposition, the object of the preposition, and all the words between them. It often functions as an adjective or adverb, but it can function as a noun as well. Examples: We carried the fruits in our school bags. Adverb telling where The plane flew through the cloud. Adverb telling where Almost half of Africa s population suffers from water related diseases. Adverb modifying suffers . The water supply in the United States is expected to decline dramatically. Adjective modifying water supply ."}
{"text": "Adverb modifying suffers . The water supply in the United States is expected to decline dramatically. Adjective modifying water supply . The best time to practise water conservation is before a water shortage. Noun functioning as a complement . Www.arena.co.ke 0713779527 110 In sentence 1 above, the preposition is in, the object of the preposition is bags, and the modifiers or adjectives are our and school. Sometimes two or more nouns or pronouns are used as objects in a prepositional phrase. Example: He needs a wife with diligence and a good character. Diligence and character are objects of the preposition with. When prepositional phrases function as adjectives and adverbs in sentences, they are called adjectival and adverbial phrases respectively. A An adjectival prepositional phrase modifies nouns or pronouns. Examples: The woman wears shoes with sharp heels. An adjectival phrase modifying the noun shoes The man with a funny looking dog crossed the road. An adjectival phrase modifying the noun man b An adverbial prepositional phrase modifies verbs, adjectives, or other adverbs. Examples: Soldiers train for many months. An adverbial phrase modifying the verb train People are lazy in the afternoons. An adverbial phrase modifying the adjective lazy. She arrived late in the night. An adverbial phrase modifying the adverb late . Sometimes one prepositional phrase immediately follows another. Examples: The man led him through the door on the left. Note that the prepositional phrase through the door is an adverbial phrase modifying the verb led and tells where? The second prepositional phrase on the left is an adjectival phrase modifying the noun door and tells which one? A prepositional phrase can be at the beginning, in the middle, or at the end of a sentence. Examples: At dusk, we began to walk home. The map of the area was very helpful. The path went by a forest and a large lake. Exercise 3 Underline the prepositional phrases in the following sentences and indicate what type each of them is. 1. The oldest building is found in Mombasa. 2. Five companies around the country have bought new fire engines. 3. The barking of the dog scared the strangers. 4. Bulls are bred for hard work. 5. Most bridges are built over water."}
{"text": "Bulls are bred for hard work. 5. Most bridges are built over water. Www.arena.co.ke 0713779527 111 6. Travellers were spared many miles of travel. 7. I went by bus to the market. 8. At the market, I saw beautiful and unusual people. 9. I also saw a display of colourful clothes. 10. She took him through the lesson with professional expertise. Iv Gerund phrases A gerund is a verb form used as a noun. It is formed by adding -ing to the present these of a verb. Gerunds can be used as subjects, direct objects, objects of prepositions, and complements. Examples: Subject: Fishing is a popular activity in Nyanza Province. Fishing is a gerund, the subject of the verb is Direct object: The sport involves riding. Riding is a gerund, the direct object of the verb involves Object of preposition: The sport is similar to fencing. Fencing is a gerund, the object of the preposition to . A gerund phrase includes a gerund, its modifiers, objects or complements. It always functions as a noun. Examples: Becoming a Tusker Project fame finalist was Msechu s lifetime dream. Gerund phrase is the subject of the sentence. Msechu dreamt all his life about winning the top award. The gerund phrase is an object of the preposition about . One of Msechu s biggest disappointments was losing to Alpha. The gerund phrase is a complement . The game involves jumping over hurdles. Object of the verb involves . Exercise 4 Underline the gerund or gerund phrases in the following sentences and label each one subject, direct, object, object of preposition, or complement. 1. In early days, golfing was a game for the rich. 2. The rich were mostly interested in protecting their status. 3. Playing golf with a commoner would mean lowered status. 4. Much of the rich people s time was spent playing the game. 5. Training thoroughly improved a golfer s accuracy in the game. 6. There he learned about playing the game. 7. Later, he started contesting with other junior golfers. 8. At fifteen or sixteen, he began playing with the professionals. 9. Participating in international tournaments was the golfer s dream. 10. But the greatest dream was winning an in international title."}
{"text": "Participating in international tournaments was the golfer s dream. 10. But the greatest dream was winning an in international title. V Participial phrases www.arena.co.ke 0713779527 112 A participle is a verb form that always acts as an adjective. There are two types of participles: a The past participle it is usually formed by adding d, or -ed to the present tense. Examples: Fooled, the shopkeeper bought fake products. Fooled is a past participle modifying the noun shopkeeper Shaken, he dashed to the police station. Shaken is a past participle modifying the pronoun he The participles of irregular verbs, however, do not follow the above rule: run-run, throw-thrown. B The present participle it is usually formed by adding -ing to the present tense of any verb. Examples: Smiling, the conman stepped out of the shop. Smiling is a present participle modifying the noun conman . Using participles is a simple way of adding information to sentences and to vary sentences beginnings. A participial phrase consists of a present or past participle and its modifiers, objects, or complements. It always functions as an adjective. Examples: Rounding the corner, the conman met two policemen. Rounding the corner is a present participial phrase modifying the noun conman . Surprised by the appearance of the conman, the policemen started blowing their whistles. Surprised by the appearance of the conman is a past participial phrase modifying the noun policemen . A participle or participial phrase is not always at the beginning of a sentence. Sometimes it may appear in the middle but it should be near the noun or pronoun it modifies. Examples: The skilled policemen arrested the conman. The conman, losing control, fought the policemen fiercely. Points to note Both the gerund and the present participle are created by a adding -ing to the present tense of a verb. BUT how can you tell whether a word is a gerund or a participle? It all depends on how the word is used in a sentence. I A participle is used as a modifier in a sentence. Example: Gaining courage, the conman attempted to escape. Gaining courage is a participial phrase modifying conman . Ii A gerund is used as a noun in a sentence."}
{"text": "Example: Gaining courage, the conman attempted to escape. Gaining courage is a participial phrase modifying conman . Ii A gerund is used as a noun in a sentence. Example: www.arena.co.ke 0713779527 113 Gaining courage made the conman look aggressive. Gaining courage is a gerund phrase, the subject of the verb made . Exercise 5 Underline the participial phrases in the following sentences, indicating whether it is a past or present participial phrase and the noun or pronoun it modifies. 1. Defying all odds, Kisoi Munyao attempted to climb to the highest peak of Mt. Kenya for seven times. 2. Failing each time, he refused to give up. 3. Seeing his passion to scale the peak, the government offered him financial assistance. 4. The climber ascended slowly, making steady progress. 5. Pleased with his progress, he camped at eleven thousand feet. 6. The climber, determined to hoist the Kenyan flag, progressed on the following morning. 7. Slipping on the snow, Munyao fell on a dry tree trunk. 8. A rope worn from too many climbs then broke. 9. One of his hot water bottles, slipping to the bottom of the cliff, broke into pieces. 10. Munyao, overcome with joy, finally hoisted the flag at Point Batian. Vi Infinitive phrases An infinitive is a verb form that usually appears with the word to before it. To is called the sign of the infinitive. Examples: to lift to eat to launch to register To is a preposition if it is followed by a noun or noun phrase, but it is a sign of the infinitive if it is followed by a verb or verb phrase. Examples: Joseph longed for a flight to the moon. Prepositional phrase Not until 1985 was he able to succeed. Infinitive An infinitive phrase consists of an infinitive and its modifiers, objects or complements. It can function as a noun, adjective, or adverb. Examples: To write clearly and concisely can be difficult sometimes. Infinitive phrase functioning as a noun and the subject of the sentence . Proofreading your writing is a good way to ensure the absence of typing mistakes. Infinitive phrase functioning as an adjective modifying the noun way ."}
{"text": "2. Around the country adjectival modifying the noun companies. 3. Of the dog adjectival modifying the noun barking. 4. For hard work adverbial modifying the verb bred. 5. Over water adverbial modifying the verb built. 6. Of travel adjectival modifying the noun miles. 7. By bus adverbial modifying the verb went. To the market adverbial modifying the verb went. 8. At the market adjectival modifying the noun. 9. Of colours clothes adjectival modifying the noun display. 10. With professional expertise adverbial modifying the phrasal verb took through. Exercise 4 1. Golfing complement 2. Protecting their status object of the preposition in. 3. Playing golf with a commoner subject 4. Playing the game direct object 5. Training thoroughly subject 6. Playing the game- object of preposition 7. Contesting with junior golfers subject 8. Playing with the professionals direct object 9. Participating in international tournaments subject 10. Winning an international title complement Exercise 5 1. Defying all odds present participial phrase Kisoi Munyao 2. Failing each time present participial phrase he 3. Seeing his passion to scale the peak present participial phrase - government 4. Making steady progress - present participial phrase climber 5. Pleased with his progress past participial phrase he 6. Determined to hast the Kenya flag - past participial phrase climber 7. Slipping on the snow - present participial phrase Munyao 8. Worn from too many climbs - past participial phrase rope 9. Slipping to the bottom of the cliff- present participial - bottles 10. Overcome with joy - past participial phrase Munyao Exercise 6 1. To climb Mt. Kenya noun 2. To climb the mountain noun www.arena.co.ke 0713779527 116 3. To try this risky climb adjective modifying the noun Kenyans 4. To make rapid progress adverb modifying the verb helped 5. With very limited climbing gear adverb modifying the verb reach 6. To reach Point Batian noun 7."}
{"text": "Faces To find out the verb, ask what after the subject. Examples: The young kids did what? Jumped Their faces did what? Shone The key word in the subject of a sentence is called the simple subject. For example, kids, faces. The complete subject is the simple subject plus any words that modify or describe it. For example, The young kids, Their faces. The key word in the predicate is called the simple predicate. For example, jumped, shone. The complete predicate is the verb plus any words that modify or complete the verb s meaning. For example, jumped playfully, shone brightly. The simple subjects and predicates may sometimes be more than one word. For simple subjects, it may be the name of a person or a place. Examples: www.arena.co.ke 0713779527 118 Ballack Obama won the US presidential race. South Africa is the home of many bats. The simple predicate may also be more than one word. There may be a main verb and a helping verb. Tanya has acted in many TV shows. She will be performing again tonight. Objects An object in a sentence is a word or words that complete the meaning of a sentence. It is involved in the action but does not carry it out. The object is the person or thing affected by the action described in the verb. It is always a noun or a pronoun and it always comes after the verb. Example: The man climbed a tree. Some verbs complete the meaning of sentences without the help of other words. The action that they describe is complete. Examples: It rained. The temperature rose. Some other verbs do not express a complete meaning by themselves. They need to combine with other words to complete the meaning of a sentence. Examples: Christine saw the snake. Rose wears goggles. He opened the door. In the above examples, the snake, goggles and the door are the objects as they are the things being affected by the verbs in the sentences. Refer to the topic on Transitive and Intransitive Verbs under the main topic VERBS . Exercise 1 Which groups of words are sentences and which ones are sentence fragments? 1. A huge storm was coming. 2. Behind the wattle tree. 3. After the earthquake. 4. The wind broke several houses. 5. Surprised by a loud noise. 6. Winds of high speed. 7. Rescue workers arrived. 8. From different parts of the world. 9."}
{"text": "Punctuating compound sentences When writing some compound sentences, a comma is used before the conjunction. The comma tells the reader where to pause. Without a comma, some compound sentences can be quite confusing. Examples: Confusing: Jane studied the specimen and her sister took notes. The sentence might cause the reader to think that Jane studied both the specimen and her sister Better: Jane studied the specimen, and her sister took notes. The comma makes the sentence to be clear Sometimes the parts of a compound sentence can be joined with a semicolon ; rather than a comma and a conjunction. Example: Jane studied the specimen; her sister took notes. Www.arena.co.ke 0713779527 123 Never join simple sentences with a comma alone. A comma is not powerful enough to hold the sentences together. Instead use a semicolon. Example: Incorrect: My father enjoyed the meal, he didn t like the soup. Correct: My father enjoyed the meal; he didn t like the soup. Correct: My father enjoyed the meal, but he didn t like the soup. Iii Complex sentences A complex sentence contains one independent main clause and one or more subordinate dependent clauses. They describe more than one thing or idea and have more than one verb in them. They are made up of more than one clause, an independent clause that can stand by itself and a dependent clause which cannot stand by itself . Example: The picture looks flat because it is colourless. The picture looks flat is the independent main clause whereas because it is colourless is the subordinate dependent clause What is a clause? A clause is a group of words that contains a verb and its subject. There are two types of clauses main clauses and subordinate clauses. Main clauses A main clause is a clause that can stand as sentence by itself. A compound sentence contains two or more main clauses, because it is made up of two or more simple sentences. Each of these simple sentences is a main clause. Example: Robots operate machines, and they solve many labour problems. Robots operate machines and they solve many labour problems are both main clauses. They are also simple sentences. Main clauses are sometimes called independent clauses. Subordinate clauses Subordinate clauses are clauses that do not express a complete thought. So they cannot stand by themselves. Examples: If technology will improve When robots can do the work While electronics will work After the system is complete. None of the above clauses express a complete thought."}
{"text": "So they cannot stand by themselves. Examples: If technology will improve When robots can do the work While electronics will work After the system is complete. None of the above clauses express a complete thought. They are sentence fragments that leave the reader wondering then what? Subordinate clauses are introduced by subordinating conjunctions such as if, when, while, and after. Www.arena.co.ke 0713779527 124 Other examples of subordinating conjunctions: although because so that until as before than whatever as if in order that though wherever as long as provided till whenever as though since unless where Now we can understand a complex sentence better. We have said that it contains one main clause and one or more subordinate clauses. Main clause subordinate clause The bell started ringing before we were out of bed. The battery needs recharging so that it can work tonight. The subordinate clause can sometimes appear before the main clauses. Examples: When the power failed, the computer stopped. Before you know it, your flat screen television will be stolen. The subordinate clause can also sometimes appear in between the sentence. Example: The medicine man, who knew many tricks, cheated the man that he had been bewitched. Types of subordinate clauses Subordinate clauses may be used in sentences as adjectives, adverbs and nouns in complex sentences. Such clauses are called adjectival, adverbial and noun clauses respectively. They add variety to one s writing. They can also make one s writing more interesting by adding details. Examples: Without subordinate clause: The bushman told us about the hidden cave. With subordinate clause: The bushman, who knew the forest well, told us about the hidden cave. I Adjectival clauses An adjectival clause acts as an adjective in a sentence, that is, it modifies a noun or a pronoun. Examples: The bushman, who knew the forest well, told us about the hidden cave. Who knew the forest well is an adjectival clause that modifies the noun bushman . The bushman told us a legend that involved the cave. That involved the cave is an adjectival clause that modifies the noun legend . An adjective clause usually comes immediately after the noun it modifies. More examples: People still search for the treasure that the pirate hid. As can be seen from the above examples, adjectival clauses, like adjectives, modify nouns or pronouns answering questions like which? Or what kind of?"}
{"text": "Informal: The map you saw guides the way. But never omit the relative pronoun if it is in the clause. Examples: www.arena.co.ke 0713779527 126 Correct: This is the forest that has a secret cave. Incorrect: This is the forest has a secret cave. Commas are put around adjectival clauses only if they merely add additional information to a sentence. Example: The map, which you saw, shows the way. This adjective clause can be left out without affecting the grammatical structure of the sentence. It is merely adding information to the sentence by telling us which map? The map shows the way. Ii Adverbial clauses An adverbial clause is a subordinate clause which takes the place of an adverb in a sentence. Just like adverbs and adverbial phrases, adverbial clauses answer the questions where, when, how, to what extent, with what goal result and under what conditions. In addition, an adverbial clause may tell why. Note how an adverb clause can replace an adverb and an adverbial phrase in the following example: Adverb: The Prime Minister gave a speech here. Adverbial phrase: The Prime Minister gave a speech in the afternoon. Adverbial clause: The Prime Minister gave a speech where the workers were striking. Usually, an adverbial clause is introduced by a subordinating conjunction like because, when, whenever, where, wherever, since, after and so that. Note that a subordinate adverb clause can never stand alone as a complete sentence. Example: after they left dining hall The above adverbial clause will leave the reader asking what happened after they left the dining hall? Adverbial clauses express relationships of cause, effect, place, time and condition. Cause Adverb clauses of cause answer the question why? Example: Njoroge wanted to kill his uncle because he had murdered his father. Effect Adverbial clauses of effect answer the question with what goal result? Example: Njoroge wanted to kill his uncle so that his father s murder would be avenged. Time Adverbial clauses of time answer the question when? Www.arena.co.ke 0713779527 127 Example: After Njoroge s uncle married his mother, he wanted to kill him Condition Adverbial clauses of condition answer the question under what conditions? Example: If the uncle cooperates, Njoroge may decide to pardon him."}
{"text": "Time Adverbial clauses of time answer the question when? Www.arena.co.ke 0713779527 127 Example: After Njoroge s uncle married his mother, he wanted to kill him Condition Adverbial clauses of condition answer the question under what conditions? Example: If the uncle cooperates, Njoroge may decide to pardon him. Place Adverbial clauses of place answer the question where? Example: Njoroge organised a demonstration where his father s murder occurred. Note that an adverbial clause can appear either before or after the main clause of the sentence. Iii Noun clauses A noun clause is a clause which takes the place of a noun or a noun phrase. It can be used in any way that a noun is used. That is, it can act as the subject, object, object of a preposition, or predicate noun in a sentence. Just like a noun, a noun clause answers the questions who, when, or what? Examples: As subjects Noun: Kamau is unknown Noun phrase: Their destination is unknown Noun clause: Where they are going is unknown. The noun clause where they are going is the subject of the verb is. As objects Noun: I know French. Noun phrase: I know the three ladies. Noun clause: I know that Latin is no longer spoken as a native language. In the first sentence, the noun French acts as the direct object of the verb know. In the third sentence, the entire clause that Latin is no longer spoken as a native language is the direct object of the verb know. As objects of the preposition Noun: He talked about him. Noun phrase: He talked about the funny items. Noun phrase: He talked about what you bought at the supermarket. In the first sentence the pronoun him is the object of the preposition about. In the third sentence, what you bought at the supermarket is the object of the preposition about and answers the question about what? As predicate nouns Her first day in school was what shaped her life. Www.arena.co.ke 0713779527 128 The adverbial clause what shaped her life gives more information about the subject of the sentence Her first day in school. Words often used to introduce noun clauses that when whose what whatever whoever how who whoever where whom Note You cannot tell the kind of a clause from the word that introduces it."}
{"text": "As predicate nouns Her first day in school was what shaped her life. Www.arena.co.ke 0713779527 128 The adverbial clause what shaped her life gives more information about the subject of the sentence Her first day in school. Words often used to introduce noun clauses that when whose what whatever whoever how who whoever where whom Note You cannot tell the kind of a clause from the word that introduces it. You can tell the kind of clause only by the way it is used in a sentence. If the clause is used as a noun, it is a noun clause. If the clause is used as a modifier, it is an adjectival clause or an adverbial clause. Examples: Whoever built the house was not an expert. Noun clause as a subject No one knew where he came from. Noun clauses a direct object He left the construction site whenever he wished. As an adverbial clause This is the layout which he left behind. As an adjectival clause . Exercise 4 Identify the following sentences as simple, compound or complex. If it is a complex sentence, indicate whether it has an adjective, an adverb or a noun subordinate clause. 1. The hotel is not very old. 2. The hotel is not very old; it was constructed in 1987. 3. It has a strange name, but it attracts many tourists. 4. Whoever broke the mirror will have to pay for it. 5. The Gor Mahia fans hope that the team will win again. 6. Did I tell you about the author whom I met? 7. They are searching for the man stole the cow. 8. People began riding horses at least five thousand years ago. 9. Some people watch the moon as though it affects their lives. 10. Some superstitions developed when people felt helpless about the world around them. 11. The parachute was really a sail that was designed for skiing. 12. The moon orbits the earth every 291 2 days. 13. My dog loves bread crusts. 14. I always buy bread because my dog loves the crusts. 15. Whenever lazy students whine, Mrs. Ndegwa throws pieces of chalk at hem. 16. The lazy students whom Mrs. Ndegwa hit in the head with pieces of chalk complained bitterly. 17. My dog Shimba, who loves bread crusts, eats them under the kitchen table. Www.arena.co.ke 0713779527 129 18."}
{"text": "Example: Register to vote, said the senator, before the end of the day . If the second part of the quotation is a complete sentence, the forst kword of this sentence is capitalized. Example: I did register, said Carol. It took only a few minutes Commas and full stops are placed inside quotation marks Example: Last night, said Joyce, I listened to a debate Quotation marks and exclamation marks are placed inside a quotation mark if they belong to the quotation. If they do not, they are placed outside the quotation. Examples: Joyce asked, Whom are you voting for? Did Carol say, I don t know yet ? I can t believe that she said, I don t know yet ! Speech tags may appear before, in the middle or at the direct speech. Examples: He said, You know quite well that you have to vote You know quite well, he said, that you have to vote . You know quite well that you have to vote, he said. Exercise 6 Rewrite the following sentences correctly in direct speech. Ensure you puntuiate them accordingly. 1. John said there was a terrible accident in Nairobi. 2. Petro added it happened in Umoja Estate. 3. It involved a train and a bus added John www.arena.co.ke 0713779527 133 4. Sarah asked did anyone die 5. No one died, but the railway line was destroyed answered Peter 6. Over the months said John the railway line has been rebuilt 7. How lucky that no one died exclaimed sarah 8. I think kthey shoul put a railway-crossing sigh board Petro said it would help bus0drivers a lot 9. Or they shoul put bumps on both sides of the railway line to slow down the buses John suggested 10. Who knows what might happen next wondered Sarah INDIRECT SPEECH Indirect speech is used to refer to a person s words without quoting him or her exactly. It is also referred to as indirect quotation or reported speech. The original spoken words are not repeated. The exact meaning is given without repeating the speaker s words. Example: Direct speech: The governor said, Creating new jobs will be my first priority Indirect speech: The governor said that creating new jobs would be his first priority. Several changes do occur when changing a sentence from direct to indirect speech 1."}
{"text": "Don t worry, Joels aid They will be apprehended tomorrow . QUESTION TAGS A question tag or a tag question is a phrase that is added at the end of a statement to turn into a question. When a speaker uses a question tag at the end of a statement, he she is seeking for approval, confirmation or correction. Examples: APPROVAL: I look smart today, don t I? Yes you do. CORFIRMATION: These are the new students, aren t they? Yes they are. CORRECTION: I paid your money yesterday, didn t I ? No you didn t Many learners face a problem of supplying the correct question tags to sentences. This is because they fail to observe the following rules of question tags: 1. A comma must be put to separate the statement with the question tag. A question mark must be placed at the end of the question tag. Examples: Rufftone has released a new album, hasn t he? He is pushing for a decision by tomorrow, isn t he? 2. The auxiliary verb in the statement must be repeated in the question tag Examples: Neson Mandela was in prison for 27 years, wasn t he? The people of South Africa have lost a great hero, haven t they? 3. When there is no auxiliary verb in the statement, the appropriate form of the auxiliary verb Do must be used in the question tag Examples: Mark Francis wakes up very early, doesn t he? Peter Bryan bought an I-pad phone, didn t he ? 4. The subject in the statement must be repeated in the question tag. If it is a noun in the statement, it changes to the appropriate pronoun. If it is a pronoun in the statement, it remains a pronoun in the question tag. Examples: Fatou Bensouda is prosecutor in ICC, isn t she? She does her work meticulously, doesn t she? 5. Wen the statement is positive i.e. It does not have the word not in it , the question tag must be negative i.e. must use the negative word not and visa versa. Examples: David Rudisha has broken another record, hasn t he? Cathrerine Ndereba hasn t been very active, has she? Douglas Wakiihuri does not run any more, does he? Www.arena.co.ke 0713779527 136 Ezekiel Kemboi entertains the audience after winning, doesn t he?"}
{"text": "Green object complement 5. The queen object complement 6. Stealing the mango participial complement 7. Senseless object complement 8. A kind person subject complement 9. Crying participial complement 10. Trembling participial complement Exercise 4 1. Simple sentence 2. Compound sentence 3. Compound sentence 4. Complex whoever broke the mirror noun clause 5. Simple sentence 6. Complex sentence whom I met adjectival clause 7. Complex sentence who stole the cow adjectival clause 8. Simple sentence 9. Complex sentence as though it affects their lives adverbial clause 10. Complex sentence - when people felt helpless about the world around them adverbial clause. 11. Complex sentence that was designed for skiing adjectival clause 12. Simple sentence 13. Simple sentence 14. Complex sentence because my dog loves crusts adverbial clause 15. Complex sentence whenever lazy students whine adverbial clause www.arena.co.ke 0713779527 139 16. Complex sentence whom Mrs. Ndegwa hit in the head with pieces of chalk adjectival clause 17. Complex sentence who loves bread crusts adjectival clause 18. Complex sentence that drinks too much milk adjectival clause 19. Complex sentence what Aunt Lucy adds to her stew noun clause 20. Compound sentence Answers to Exercise 5 1. Declarative 11. Declarative 2. Imperative 12. Imperative conditional 3. Exclamatory 13. Interrogative 4. Conditional 14. Interrogative 5. Interrogative 15. Declarative 6. Exclamatory 16. Exclamatory 7. Exclamatory 17. Conditional 8. Declarative 18. Imperative 9. Imperative 19. Declarative 10. Conditional 20. Exclamatory CHAPTER FIVE CAPITALIZATION AND PUNCTUATION A Capitalization www.arena.co.ke 0713779527 140 Capitalization is the writing of a word with its first letter as an upper case and the remaining letters in lower case."}
{"text": "Do not capitalize little words such as a, an, the, but, as, if, and, or, nor etc. C Titles of shorts stories, songs, articles, book chapters and most poems. Examples: Half a Day short story Kigeugeu song Three Days on Mt. Kenya short story www.arena.co.ke 0713779527 141 The Noun Clauses chapter in a book Grass Will Grow a poem E Religious names and terms Examples: God Allah Jesus the Bible the Koran Do not capitalize the words god and goddess when they refer to mythological deities. F Major words in geographical names Examples: Continents Africa, Asia, Europe, Australia Water bodies the Indian Ocean, the Atlantic Ocean, the Nile River, River Tana, Lake Victoria. Landforms the Rocky Mountains, the Aberdares Mountains, the Rift Valley, the Sahara Desert. Political Units the Kirinyaga County, the Central Province, Inoi Sub-location. Public Areas Nairobi National Park, Wajee Nature Park. Roads and Highways Jogoo Road, Kenyatta Avenue, Uganda Road. G Names of organisations and institutions Examples: Kianjege West Secondary School, United Nations, University of Nairobi, Nairobi Women s Hospital Note that here you capitalize only the important words. Do not capitalize such words such as a, in, and of. Do not capitalize such words as school, college, church and hospital when they are not used as parts of names. Example: There will be a beauty contest at school. H Months, days and holidays Examples: June Labour Day Tuesday December Kenyatta Day Mashujaa Day Do not capitalize names of seasons: autumn, summer, winter, spring I Languages, races, nationalities and religions Examples: Chinese Kikuyu Christianity Caucasian Bantu Nigerian Muslim Oriental J The first word of every sentence Example: What an exciting day it was! K The pronoun I Example: www.arena.co.ke 0713779527 142 What should I do next? L Proper Nouns Examples: Lang ata Cemetery Ann Pauline Nyaguthii Kangaita Women s Group Muhigia Teachers Sacco M Proper Adjectives Examples: We ate at an Italian restaurant She is a German N The first word in greetings and the closing of a letter."}
{"text": "H Months, days and holidays Examples: June Labour Day Tuesday December Kenyatta Day Mashujaa Day Do not capitalize names of seasons: autumn, summer, winter, spring I Languages, races, nationalities and religions Examples: Chinese Kikuyu Christianity Caucasian Bantu Nigerian Muslim Oriental J The first word of every sentence Example: What an exciting day it was! K The pronoun I Example: www.arena.co.ke 0713779527 142 What should I do next? L Proper Nouns Examples: Lang ata Cemetery Ann Pauline Nyaguthii Kangaita Women s Group Muhigia Teachers Sacco M Proper Adjectives Examples: We ate at an Italian restaurant She is a German N The first word in greetings and the closing of a letter. Examples: Dear Mark, Yours sincerely, Dear Bryan, Yours faithfully, My dear Mum, Very truly yours, O Quotations Examples: Jamlick exclaimed, This book would make a great movie! Where, asked the stranger, is the post office? It s late, Billy said. Let s go home! P First word of each main topic and subtopic in an outline Examples: 1. Parts of speech A. Nouns i Proper nouns Exercise 1 Correct all errors of capitalization in the following sentences. 1. This play is a revision of shakespeare s earlier play, the merchant of venice. 2. John kiriamiti wrote my life in crime 3. I admire women who vie for parliamentary seats 4. Benard mathenge and his wife have travelled to america. 5. My grandmother grew up in witemere. 6. The nile river is one of the largest rivers in africa. 7. Each year tourists visit maasai mara national part. 8. The tv show papa shirandula has attracted many viewers. 9. Uganda and kenya have signed an agreement over the ownership of migingo islands. 10. Our country got it s independence in december 1963. 11. On christmas day, all my relatives gathered at my home. 12. Waiyaki is a fictional character in ngugi wa thiongo s novel, the river between. Www.arena.co.ke 0713779527 143 13. The city of mombasa gets its water from river tana. 14."}
{"text": "Skin diseases B. Verbs 5. Hereditary diseases 1. Types of verbs 6. Lifestyle diseases 2. Uses of verbs 7. Infectious diseases between numerals representing dollars, cents, before a decimal and in percentages Examples: 25.65 165.42 25.3 b The question mark ? The question mark is used at the end of an interrogative sentence a sentence that asks a question . Examples: When was the Times Tower built? Who built it? C The Exclamation mark ! The exclamation mark is used at the end of the exclamatory sentence and after an interjection. An exclamatory sentence expresses strong feeling, emotion or emphasis. An interjection is a word or group of words that expresses strong feelings . Examples: Exclamatory sentence: Oh, what a tall building it is! Interjections: Superb! Fantastic! Impressive! An exclamation mark can also be used at the end of an imperative sentence that expresses strong feeling. Example: Sit! And stay in that chair if you know what s good for you! Ii The comma www.arena.co.ke 0713779527 145 There are a number of uses of the comma in English. A comma generally tells the reader where to pause. They are used: to separate words in a series except the last The three or four items in a series can be nouns, verbs, adjectives, adverbs, phrases, independent clauses, or other parts of sentences. Examples: Nouns: John, Jim, Jack walk to school everyday. Verbs: He located, patched, and sealed the leak in the tyre. Adverbs: She walked quickly, steadily, and calmly. Prepositional phrases: He walked through the park, over the bridge, and onto the streets. Independent clauses: The match was over, the crowd cheered, and Barcelona received the first- place trophy. Adjectives: The fresh, ripe fruit was placed in a bowl. Note in the above examples that a comma must be used just before the conjunction. Before the conjunction in a compound sentence Some students were taking their lunch, but others were studying. Marto photographed the accident scene, and he sold the pictures to the newspaper. Example: Would she be a lawyer, or would she be a doctor? Note: A comma is not required in very short compound sentence in which the parts are joined by and."}
{"text": "Serah, do you know where I kept my phone? How is your leg, grandpa? To set off the spoken words in a direct sentence or quotation from the speech tag Examples: Jackson said, After my injury I had to learn to walk again. The therapists urged me to keep trying, he continued. If the speech tag interrupts the spoken words commas are used after the last word of the first part of the spoken words and after the last word in the speech tag. Example: After a while, he added, I was walking without a cane . Note: When a sentence is indirect or reported, no commas are used. Example: He added that after a while he was walking without a cane. When writing dates Place a comma after the day of the month. Examples: July 3, 1965 December 12, 2010 when referring to geographical location. Place a comma between the name of the town or city and the name of the state, district, or country. Examples: Kibingoti, Kirinyaga County Mombasa, Kenya www.arena.co.ke 0713779527 147 after the closing of a friendly or business letter. Examples: Dear Rose, Yours sincerely, iii The semicolon ; and the colon : a The semicolon ; The semicolon is used: to separate the parts of a compound sentence when no conjunction is used. Example: Mountain climbing is exciting; it can also be dangerous. Note that the semicolon replaces the comma and the coordinating conjunction. Conjunctions that are commonly replaced by semicolons are and, but, or, for, and nor. Before a conjunctive adverb that joins the clauses of a compound sentence conjunctive adverbs are words like therefore, however, hence, so, then, moreover, nevertheless, yet, consequently, and besides . Example: The competition takes place in July; however, I prefer August. To separate the parts of a series when commas occurs within the parts. Example: Last year I flew to Johannesburg, South Africa; Cairo, Egypt; and Kingston, Jamaica. Iv The colon : The colon is used: to introduce a list of items Example: My school bag contains the following items: exercise books, text books, pencils, pens, a geometrical set, and a packet of crayons. After the greeting of a business letter Example: Dear Mr."}
{"text": "Example: Last year I flew to Johannesburg, South Africa; Cairo, Egypt; and Kingston, Jamaica. Iv The colon : The colon is used: to introduce a list of items Example: My school bag contains the following items: exercise books, text books, pencils, pens, a geometrical set, and a packet of crayons. After the greeting of a business letter Example: Dear Mr. Mututho: between numerals that represent hours and minutes and between chapter and verse in a biblical reference Examples: 9:00 A.M. 6:00 P.M. Exodus 2:1-3 v The Hyphen - The hyphen is used: www.arena.co.ke 0713779527 148 to divide a word at the end of a line of writing. Note that only words with two or more syllables may be divided at the end of a line and words should be divided only between syllables. Example: When walking along the streets of Naivasha Town, he met his friend, Waina- ina. Never divide a word of one syllable and do not divide words to leave a single letter at the end or beginning of a line. Incorrect: a-ttraction Correct: attra-ction. In compound adjectives that come before the nouns they modify and in certain compound nouns. Examples: Samuel Wanjiru was a world-famous athlete. She is my sister-in-law. In compound numbers from twenty-one through ninety-nine and in fractions. Examples: seventy-three relatives one-quarter full vi The Apostrophe The apostrophe is used: to form the possessive of a singular noun Add an apostrophe and an s. Examples: the baby s cot James s car Joseph s radio to form the possessive of a plural noun that does not end in s Add an apostrophe and an s. Examples: children s men s women s to form the possessive of a plural noun that ends in s Add only the apostrophe. Examples: tricksters tenants to form the possessive of an indefinite pronoun Use an apostrophe and an s. Examples: everybody s somebody s nobody s Note: Never use an apostrophe with a possessive pronoun like our, yours, hers, theirs."}
{"text": "Examples: children s men s women s to form the possessive of a plural noun that ends in s Add only the apostrophe. Examples: tricksters tenants to form the possessive of an indefinite pronoun Use an apostrophe and an s. Examples: everybody s somebody s nobody s Note: Never use an apostrophe with a possessive pronoun like our, yours, hers, theirs. In names of organisations and business, Show possession in the last word only www.arena.co.ke 0713779527 149 Example: the United Nations brochure in hyphenated terms Show possession in the last word only. Example: My mother-in-law s photograph album in cases of joint ownership Show possession in the last word only. Example: Peter and Patrick s Limousine in forming contractions In contractions, apostrophes replace omitted letters. Examples: she s she is aren t are not I m I am it s It is isn t is not we ll we will can t cannot won t will not they ve they have To show that part of a date has been omitted Examples: The tribal clashes of 08 the tribal clashes of 2008 The 82 coup attempt the 1982 coup attempt vii Quotation Marks The quotation marks are used: to enclose the spoken words in a direct sentence. Indirect sentences need no quotation marks. Example: Direct speech: The presidential candidate promised, Creating new jobs for the youths will be my first priority. Indirect speech: The presidential candidate promised that creating new jobs would be his first priority. Note: i Always begin a direct quotation with a capital letter. Example: The minister said, You must conserve our environment. Ii When the spoken words are divided by the speech tag, begin the second part of the quotation with a small letter. Example: Bring me the money, said the moneylender, before the end of the day. If the second part of the quotation is a complete sentence, the first word of this sentence is capitalized. Example: I am scared, said the borrower. That moneylender is a brute. Www.arena.co.ke 0713779527 150 iii Place commas and fullstops inside quotation marks Place semicolons and colons outside quotation marks."}
{"text": "Example: Bring me the money, said the moneylender, before the end of the day. If the second part of the quotation is a complete sentence, the first word of this sentence is capitalized. Example: I am scared, said the borrower. That moneylender is a brute. Www.arena.co.ke 0713779527 150 iii Place commas and fullstops inside quotation marks Place semicolons and colons outside quotation marks. Examples: Last month, the borrower explained, I borrowed some money from the moneylender. Carol said to the borrower, And you refused to repay back on time ; however, the borrower did not agree. These candidates were suggested in the article Our Country s Future : Raila Odinga, Uhuru Kenyatta, William Ruto, and Martha Karua. Iv Place question marks and exclamation marks inside quotation marks if they belong to the quotation. Place them outside if they do not belong to the quotation. Examples: Carol asked, How much money did you borrow? Did the borrower say, I can t remember ? You are a fool! Exclaimed Carol. V Use single quotation marks to enclose a title or quotation within a quotation. Example: Carol heard the borrower say, I can t remember before she lost her temper. If the tile or quotation within the quotation ends the sentence, use both the single and the double quotation marks after the last word of a sentence. Example: Carol heard the borrower say, I can t remember. V In a quotation of more than one paragraph, use quotation marks at the beginning of each paragraph and the end of the final paragraph. Exercise 1 Punctuate each of the following sentences appropriately. 1. He earned about three million dollars that year 2. You know who Jomo Kenyatta was, don t you 3. What a wonderful and inspired leader he was 4. He was also a person who helped many people 5. Some people write stories but others write poems. 6. Try to write a concise informative and interesting letter. 7. Also make sure your letter as a heading an inside address a salutation a body a closing and your signature. 8. One of the most exciting modern developments I believe is the computer. 9. Today is July 2 2011. I will never forget this date. 10. I have lived in Sagana Kirinyaga County since 2008."}
{"text": "What a wonderful and inspired leader he was!4.He was also a person who helped many people.www.arena.co.ke 0713779527 152 5.Some people write stories, but other write poems.6.Try to write a concise, informative, and interesting letter.7.Also make sure that your letter has a heading, an inside address, a salutation, a body, a closing, and your signature.8.One of the most exciting modern developments, I believe, is the computer.9.Today is July 2, 2011.I will never forget this date.10.I have lived in Sagana, Kirinyaga County, since 2008 11.Try submitting your work to the following publishers: Longhorn Publishers, Jomo Kenyatta Foundation, or Oxford University Press.12.Remember, a writing career requires the following traits: confidence, perseverance, and a thick skin!13.Long ago, people used hand sharpened straws and reeds as pens.14.Fountain pens were invented in our great grandparents time.15.Soft-tip pens and rolling-ball pens were invented twenty-five years ago.16.What would you do if you couldn t build a house for yourself?17.You d find someone who could build it for you, wouldn t you?18.These archives are important to modern historians research.19.In his play Shreds of Tenderness, John Ruganda said, People who have never lived through a coup d etat have romantic ideas about it. 20.Mr. Mureithi said, A short letter to a friend is an insult. Www.arena.co.ke 0713779527."}
{"text": "A TEACHER S Guide TO THE SIGNET CLASSICS EDITION OFHENRIK IBSEN sA DOLL s HOUSEby LAURA REIS MAYERS e r i e s E d i t o r s :Jeanne M. McGlinn and James E. McGlinnboth at University of North Carolina AT ASHEVILLEA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House2Copyright 2008 by Penguin Group USA For additional teacher s guides, catalogs, and other resources, please visit www.penguin.com academic or write to:TABLE OF CONTENTSAn Introduction......................................................................................................3List of Characters....................................................................................................3Synopsis of the Play................................................................................................4Prereading Activities...............................................................................................5I. Building Background Knowledge in Literature............................................5II. Building Background Knowledge in History and Culture..........................7III. Building Background Knowledge Through Initial Exploration of Themes..........................................................................8During Reading Activities.....................................................................................11I. Analyzing Through Group Response..........................................................11II. Analyzing Through Individual Response .................................................16After Reading Activities........................................................................................19I. Topics For Discussion And Essays..............................................................19II. Connecting To The Wild Duck, Hedda Gabler, and The Master Builder....20III. Group And Individual Projects................................................................21About the Author of This Guide..........................................................................26About the Editors of This Guide..........................................................................26Free Teacher s Guides............................................................................................27PENGUIN GROUP USA INC.Academic Marketing Department375 Hudson StreetNew York, NY 10014-3657http: www.penguin.com academicIn Canada, write to:PENGUIN BOOKS CANADA LTD.Academic Sales90 Eglinton Ave. East, Ste. 700Toronto, OntarioCanada M4P 2Y3Printed in the United States of AmericaA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House3AN INTRODUCTIONTo a generation of students raised on liberated dolls such as Barbies and Bratz, Henrik Ibsen s A Doll s House uncovers a shocking secret: some dolls don t get to play the roles they really want. Ibsen s Nora Helmer is a doll trapped in her house, a condition underscored by the fact that all the play s action takes place in her own living room."}
{"text": "East, Ste. 700Toronto, OntarioCanada M4P 2Y3Printed in the United States of AmericaA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House3AN INTRODUCTIONTo a generation of students raised on liberated dolls such as Barbies and Bratz, Henrik Ibsen s A Doll s House uncovers a shocking secret: some dolls don t get to play the roles they really want. Ibsen s Nora Helmer is a doll trapped in her house, a condition underscored by the fact that all the play s action takes place in her own living room. Repressed by a husband who expects her to fulfill her wifely and motherly roles under strict guidelines of morality and appearance, Nora discovers she has a will of her own. Ultimately, Nora realizes there is only one path that leads to her true identity, and that path begins outside the doll house. As a genre study, A Doll s House is a realistic drama that highlights the cultural conflicts of the nineteenth century. With its shocking and controversial conclusion, it marks a monumental, historic shift in the role of theater. Yet Ibsen s masterpiece remains a celebration of the art of theater. With its emphasis on individual characters, costumes, and personal props such as Nora s macaroons and tarantella dress, Ibsen s play transforms common stage conventions into a prophetic vision of a new society, one where individuals, both men and women, are free from the restraint of playing pre-determined roles. Today s teachers are in a unique position to share the historic, theatrical, and cultural significance of A Doll s House. Proving the adage that everything old is new again, FOX Broadcasting has announced a new television series scheduled to premiere in January 2009. Its central character is a woman whose job requires her to play a new personality every week. In between roles, her memory is erased. But her blossoming self-awareness and search for true identity soon mark her as subversive. The series is titled . . . Dollhouse. This guide is designed to assist teachers in planning a unit accessible to readers of various levels and learning styles. Ideas include opportunities for listening, speaking, writing, and creating. Pre-reading activities are provided to prepare students for reading a nineteenth century reality play, and to challenge students to think about Ibsen s themes. During-reading activities ask students to read more critically."}
{"text": "Ideas include opportunities for listening, speaking, writing, and creating. Pre-reading activities are provided to prepare students for reading a nineteenth century reality play, and to challenge students to think about Ibsen s themes. During-reading activities ask students to read more critically. And post-reading activities encourage students to evaluate the significance of A Doll s House by analyzing Ibsen s style and comparing the play to other works, including Ibsen s The Wild Duck, Hedda Gabler, and The Master Builder. The scope and variety of activities offered in this guide can be used selectively by teachers in focusing on the objectives of their course and the goals for their students. LIST OF CHARACTERS Major CharactersTorvald HelmerA lawyerNora HelmerTorvald s wifeDr. RankTorvald s closest friendMrs LindeNora s childhood friendNils KrogstadA bank clerkMinor CharactersIvar, Emmy, BobThe Helmers three small childrenAnne-MarieTheir nurseHeleneA maidDelivery BoyA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House4SYNOPSIS OF THE PLAYAct OneNora Helmer enters her lovely living room laden with packages and a Christmas tree, humming a happy tune and sneaking a macaroon. Her husband, Torvald, greets her with questions about her spending, calling Nora his little lark, squirrel, spendthrift, and sweet tooth. Nora reminds him that they have no worries since Torvald has just been offered a bank managerial position, but her husband opts for caution. When Torvald inquires what she desires for Christmas, Nora asks for money. Two visitors enter the house: Dr. Rank accompanies Torvald to his study, and Mrs. Linde, an old friend who has been out of touch, joins Nora. The two women share confidences, and Nora reveals that she has hidden more than macaroons from her husband. Due to Torvald s serious illness several years prior, Nora explains, she had to finance a year of recovery in Italy. While she told Torvald that her father had left them the money, Nora actually forged her father s signature and borrowed the money from a lawyer named Krogstad. Justifying her dishonesty by saving Torvald s health and pride, Nora explains that she has been secretly working to pay off the loan, and she is almost free of her debt."}
{"text": "Due to Torvald s serious illness several years prior, Nora explains, she had to finance a year of recovery in Italy. While she told Torvald that her father had left them the money, Nora actually forged her father s signature and borrowed the money from a lawyer named Krogstad. Justifying her dishonesty by saving Torvald s health and pride, Nora explains that she has been secretly working to pay off the loan, and she is almost free of her debt. Krogstad enters next, hoping to salvage his position at the bank by speaking to Torvald. After Krogstad leaves, Nora is able to talk Torvald into giving Mrs. Linde a position at the bank. Torvald, Dr. Rank, and Mrs. Linde leave, and Nora visits with her three children. Krogstad returns with a threat: Nora must get Torvald to keep Krogstad s position at the bank, or Krogstad will reveal Nora s deception and forgery. Upon Torvald s return, Nora questions him about Krogstad s past, and Torvald explains that Krogstad lost his own reputation due to forgery. Declaring that such a lie infects the whole life of a home, Helmer returns to his study, leaving Nora anxious but determined. Act TwoThe curtain rises on the same room the next day, which is Christmas. Nora paces frantically, anxious that Krogstad will return to reveal her forgery to Torvald. The nurse enters with a box of masquerade clothes for the next evening s festivities, and Nora questions her about children who grow up without mothers. Kristine Linde enters, and as she helps Nora repair her masquerade dress, Nora confides in her friend once again. Assuring Kristine that she did not get the money from Dr. Rank, Nora asks Mrs. Linde to play with the children while she speaks to Torvald. Promising to scamper about and do tricks if only Torvald would give in, Nora asks her husband to keep Krogstad at the bank. Reminding her that rumors would spread about his wife s influence, Torvald denies Nora s request. When she says his concerns about propriety are petty, Torvald becomes incensed and sends Krogstad s termination letter to his home. Dr. Rank confides to Nora that he is dying and that he has loved her for years."}
{"text": "When she says his concerns about propriety are petty, Torvald becomes incensed and sends Krogstad s termination letter to his home. Dr. Rank confides to Nora that he is dying and that he has loved her for years. Unable to ask the doctor for help after his admission, Nora asks for a lamp to be brought in. Krogstad, having received his termination, returns to threaten Nora again, and the two admit that though they have both considered suicide, neither can brave it. Krogstad leaves, but his letter revealing all is clearly heard entering the mail slot. Nora keeps Torvald from reading the letter by begging his help with the tarantella dance she will perform at the masquerade. Dancing frenetically as though her life were at stake, Nora keeps Torvald occupied re-teaching her the dance. But tomorrow night, she promises him, then you ll be free. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House5Act ThreeThe act opens, once again, in the Helmer s living room, where Kristine Linde awaits the Helmers return from the party upstairs. Nora has just danced the tarantella. As Mrs. Linde waits, Krogstad arrives at her request. Kristine asks Krogstad to give them a second chance at a relationship. Krogstad agrees, promising to retrieve his letter of revelation, but Kristine convinces him to let the truth come to light for the good of both Nora and Torvald. The Helmers arrive from the party, Kristine leaves, and Torvald s amorous mood is interrupted by a visit from Dr. Rank, who leaves his calling card marked by the black cross that announces his impending death. Helmer tells Nora that he has often wished for some danger to befall her so that he can rescue her, and Nora seizes this opportunity to encourage Torvald to read Krogstad s letter. Torvald reads it and immediately chastises Nora, claiming she has wrecked his happiness and ruined his future. Torvald explains that Nora can stay in the house but will be unfit to raise the children. From now on, Torvald claims, happiness doesn t matter; all that matters is . . . The appearance. When a letter arrives including Nora s cancelled debt, Torvald is happy again."}
{"text": ". . The appearance. When a letter arrives including Nora s cancelled debt, Torvald is happy again. But Nora is forever changed by her husband s reaction, and after removing her masquerade costume, she sits down with Torvald to share the first serious conversation of their eight year marriage. Declaring she has been wronged greatly by both her father and her husband, Nora compares her existence in their homes to a doll in a doll house. When Torvald declares his wife cannot leave because her husband and children are her most sacred duties, Nora responds with I have other duties equally sacred. . . .Before all else, I m a human being. Nora is determined to remain strangers unless the greatest miracle of all could happen the ability to live together in a true marriage. Nora departs, and the audience is left with the sound of a door slamming shut. PREREADING ACTIVITIESThese activities are designed to deepen students background knowledge of literary symbols and traditions, and to introduce them to the play s major themes. Note: Consult other Teacher s Guides to Signet Classics; they contain ideas that can be adapted to prepare students to read and enjoy this play .I. BUILDING BACKGROUND KNOWLEDGE IN LITERATUREIntroduction to A Doll s HouseTreasure HuntOne way to arouse students interest in studying any play is to have them bring or draw objects which are connected to the plot, characters, or theme of the play. You can provide students with a list if you want to do this activity before they read the play OR they can brainstorm a list after they read different parts of the play or as a post-reading activity. Students can gather or create a range of objects, from easy to difficult, to bring to class to organize displays. Here are a few suggestions for a class reading A Doll s House:1.SETTING: a dollhouse, a masquerade mask, a peasant costume, a box of macaroons, a map of Norway, an audio tape with the sound of a slamming door or gypsy music suitable for the tarentella. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House62.CHARACTERS: a mommy doll, three children dolls, a lawyer s name plate, a business card with a black cross, a forged letter. 3. THEME: objects which symbolize individualism, deception, identity, and reality vs."}
{"text": "A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House62.CHARACTERS: a mommy doll, three children dolls, a lawyer s name plate, a business card with a black cross, a forged letter. 3. THEME: objects which symbolize individualism, deception, identity, and reality vs. appearance prior to the scavenger hunt allow students to brainstorm ideas of objects which suggest these abstract qualities .Probable PassagesTo encourage student predictions, generate a list of ten to fifteen words related to A Doll s House. Ask students to write a probable passage paragraph that predicts the content of the play by using all the words from the list. After the play is read, students can return to the passage and make corrections to their summaries. Possible words might include: dollhouse, black cross, tarantella, masquerade, forgery, bank, mailbox, door, blackmail, husband, wife, reputation, morality. Circle MapTo build anticipation and to make connections by studying the play s title, ask students to draw a circle map at their desks as you model one on the board. In the middle of the circle, write A Doll s House. Ask students to predict what the play will be about by filling in the circle with words and ideas associated with a doll house. Model how to draw a frame around the circle map. Ask students to fill in the frame of reference with sources for their associations. For example, if students wrote toy in the circle, they might write my childhood in the frame of reference. Encourage abstract associations such as playing parts or fantasy role-play. Metaphoric ConnectionsA Doll s House utilizes the traditional metaphor of role-playing or masking to represent a character s repressed identity. Ask students to research other works of literature that incorporate masking and to create bibliographic entries and short summaries for each source they find. Arrange for a class period in the computer lab or media center and provide students with links or titles in order to initiate their searches. Either on the computer or in written form, individual students or teams can summarize the plot of their selection s and add works cited type entries with source information. Afterwards, summaries and bibliographic information can be compiled and shared in class to demonstrate the pervasiveness of the masking role-playing metaphor in literature. Titles for research might include:1. As You Like It2. Cinderella3. Much Ado About Nothing4."}
{"text": "As You Like It2. Cinderella3. Much Ado About Nothing4. Pinocchio5. Pygmalion6. Romeo and Juliet7. Sleeping BeautyA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House7Genre StudyCritical ReadingWhile Ibsen is classified as a realistic dramatist, his theatrical career is often divided into three distinct periods that define the styles of his individual plays. The foreword to the Signet Classics Centennial Edition of Ibsen: Four Major Plays discusses Ibsen s developing style with particular emphasis on A Doll s House. Ask students to read Rolf Fjelde s Foreword and choose an appropriate comprehension strategy for note taking. Students might take Cornell Notes, double-column notes, or use post-its. To process their thinking, allow students to turn and talk after they have completed the reading. Reality TelevisionIn order to encourage students to think about the choices a playwright must make when creating a play with the look and feel of real life, ask students to develop a new reality T.V. show. Explain to students, however, that unlike the current television offerings, these reality shows must actually attempt to appear real. Like the realistic dramatists of the 19th and 20th centuries, students must discard lofty or overblown theatrics and storylines in exchange for the actual and the everyday. Their characters must be unable to arrive easily at answers to their predicaments. Students or teams must create a proposal for their show that answers the following questions:1.On what everyday situation or dilemma will your show focus?2. What everyday characters will your show include?3. What physical or philosophical problems of daily living, either social, philosophical, or psychological, will your show examine?II. BUILDING BACKGROUND KNOWLEDGE IN HISTORY AND CULTUREWomen s Rights TimelineAsk students to create a digital or hard copy timeline that details the growth and development of women s rights from as far back as the Anglo-Saxon period in Europe through the current day. Both historical and literary items may be included. Highlights might include Mary Wollstonecraft Shelley s A Vindication of the Rights of Women 1792 , Sojourner Truth s Ain t I A Woman? 1851 , Lydia Chapin, Susan B."}
{"text": "Both historical and literary items may be included. Highlights might include Mary Wollstonecraft Shelley s A Vindication of the Rights of Women 1792 , Sojourner Truth s Ain t I A Woman? 1851 , Lydia Chapin, Susan B. Anthony and the 19th Century Women s Suffrage Movement, and the still elusive Equal Rights Amendment ERA .19th Century Background MultiMedia Presentation Using Inspiration! Or another multi-media program, ask students to research and produce a 1-3 minute audio-story or podcast introducing the class to one of the following topics:1. Henrik Ibsen 2. 19th century Norway3. Realistic drama4. Tarentella dance5. 19th century women s roles in the WestA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House8All students need is a microphone and an audio-editing software program like Audacity, which can be downloaded for free. Students create an MP3 file with their information and include transitional commentary. Next, students upload the podcast to a free site such as iTunes, or ask the local webmaster to post it to the school website. Classmates, parents, and other community members can listen to the recordings online or download them to their ipods. III. BUILDING BACKGROUND KNOWLEDGE THROUGH INITIAL EXPLORATION OF THEMESIndividualism versus Social ResponsibilityWalkabout SurveyTo activate prior knowledge and connections to the play s themes, have students perform a survey. Using a survey question that generates thought, provide students with a nine block 3 X 3 handout ready for responses. On the left side of the blocks going down, create blanks for three Informers. On the top of the blocks going left to right, create blanks for Detail 1, Detail 2, and Detail 3. Students then walk around and ask three different Informers to answer the survey question, giving three facts each. Students record their Informers facts in the blocks. After returning to their seats, students summarize in writing what they have learned from their classmates."}
{"text": "On the left side of the blocks going down, create blanks for three Informers. On the top of the blocks going left to right, create blanks for Detail 1, Detail 2, and Detail 3. Students then walk around and ask three different Informers to answer the survey question, giving three facts each. Students record their Informers facts in the blocks. After returning to their seats, students summarize in writing what they have learned from their classmates. Sample questions to generate a walkabout survey for A Doll s House include: What is the definition of freedom? Does social responsibility impede the rights of the individual? What are society s expectations for mothers? What are society s expectations for fathers? Can a person contradict these expectations and still be a good mother or father? Do society s expectations prevent a parent s individual growth? Are society s expectations of parents outdated in today s world?Gender Roles and MarriageGender Roles DiscussionAs a class, read The Story of an Hour, the short story written by American realist Kate Chopin in 1894. Discuss as a class:1. How does Chopin depict a high-class marriage at the turn of the nineteenth century?2. How does Chopin illustrate the role of women in nineteenth century Western Civilization? 3. To what does Mrs. Mallard refer when she thinks to herself, Free! Body and soul free! ? 4. Discuss the irony in the story s last line: She had died of heart disease of joy that kills. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s HouseThe Art of AdvertisementProvide groups of students with magazine, Internet, and television ads that can be perceived as gender specific or sexist. Consider commercials for cleaning products, food, cars, and alcohol. Ask students to analyze the following:1. Describe your advertisement in one paragraph. If print, start from the most obvious image and move to the details. If video, describe in sequential order. 2.What, if anything, about the advertisement makes it gender specific or sexist?3. Is the ad appealing? Why or why not? What is your group s reaction?4. What is the intended effect of the advertisement on the consumer?5. Is the company justified in portraying its product in this fashion?"}
{"text": "What is your group s reaction?4. What is the intended effect of the advertisement on the consumer?5. Is the company justified in portraying its product in this fashion? Why or why not?Marriage DebatePlay an audio recording of Ani DiFranco s song, Wishin and Hopin . Provide students with the lyrics, including:Show him that you care, just for himDo the things that he likes to do. Wear your hair just for him, causeYou won t get him, thinkin and a prayin Wishin and hopin .Divide the class into two groups. One group will argue that such gender roles of dominance and submission still exist in today s society; the other will argue that today our society no longer desires such gender specific behaviors, and that true love and marriage is based on mutual respect. Ask each side to prepare supporting points, as well as predict what the opposing side will say. Challenge them to make connections to their own lives. Hold a class debate, complete with cross examinations and rebuttals. Think-Pair-ShareIn A Doll s House, Nora is referred to by a number of nicknames such as, little lark, squirrel, spendthrift, and sweet tooth. Nora refers to her husband as darling and dear. Ask students to consider the language that will be used in the play to represent gender stereotypes. On a sheet of paper, students work independently to brainstorm nicknames or pet names currently used when talking about men and women. After they write their thinking down, students pair up and compare lists. Partners should note any commonalities, trends or patterns they see. For instance, are the nicknames used for one gender more condescending than the other? Is one set more physically oriented? Is one more comparable to children? Or are both sets equal? After partners discuss their observations, the class can share as a whole. Complications and DeceptionsShared ReadingIn partners, read the Greek myth of Arachne, a skilled female weaver who is turned into a spider by the goddess Athena for daring to challenge her defined role as a lower class,A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House10mortal woman. Discuss as a pair:1. In what web of her own design does Arachne ensnare herself? Examine the question literally and symbolically.2."}
{"text": "Discuss as a pair:1. In what web of her own design does Arachne ensnare herself? Examine the question literally and symbolically.2. Why does Athena choose the spider for Arachne s new form? How is this choice appropriate on more than one level? Response JournalsIn response journals, ask students to examine Sir Walter Scott s line from Marmion: Oh what a tangled web we weave, When first we practice to deceive! Respond to the following:1.How is the metaphor of a web effective for the topic of deceit?2. Write about a time you found yourself spinning such a web. What were the results?Another quotation on which students may journal is from Shakespeare s As You Like It: All the world s a stage, and all the men and women merely players. 1. Is human existence simply a matter of playing parts? Explain.2. The world s stage is Shakespeare s metaphor. Can you think of another appropriate metaphor for life today? Elaborate. Problem Situation: Alligator RiverAsk students to read the following story and rank the characters as explained in the instructions below. Students may work independently or in pairs and share as a class afterwards. There lived a woman named Abigail who was in love with a socially important man named Gregory. Gregory lived on the shore of a river. Abigail lived on the opposite shore of the same river. The river that separated the two lovers was teeming with dangerous alligators. Abigail wanted to cross the river to be with Gregory. Unfortunately, the bridge had been washed out by a heavy flood the previous week. So she went to ask Sinbad, a riverboat captain, to take her across. He said he would be glad to if she would consent to deliver illegal drugs to a teenage dealer on the other side. She promptly refused and went to a friend named Ivan to explain her plight. Ivan did not want to get involved at all in the situation. Abigail felt her only alternative was to accept Sinbad s terms and deliver the drugs. Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her illegal escapade in order to cross the river, Gregory cast her aside because he thought that his reputation would be damaged when people heard what his fianc had done. Heartsick and rejected, Abigail turned to Slug with her tale of woe."}
{"text": "Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her illegal escapade in order to cross the river, Gregory cast her aside because he thought that his reputation would be damaged when people heard what his fianc had done. Heartsick and rejected, Abigail turned to Slug with her tale of woe. Slug, feeling compassion for Abigail, sought out Gregory and beat him brutally. Abigail was happy at the sight of Gregory getting his due. As the sun set on the horizon, people could hear Abigail laughing at Gregory. Source of original story Simon, S. B, Howe, L. W., Kirschenbaum, H. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House11 1972 . Values Clarification. NY: Warner Books. Instructions: After reading the story, rank the five 5 characters in the story beginning with the one whom you consider as the most morally offensive and end with the one whom you consider the least objectionable. That is, the character who seems to be the most dishonorable to you should be entered first in the list following the story, then the second most dishonorable, and so on, with the least dishonorable or objectionable being entered fifth. Very briefly note why you rank them in the order that you do. Characters: Abigail, Gregory, Ivan, Sinbad, Slug1. Most dishonorable 2. 3. 4. 5. Least dishonorable In small groups or with the whole class, have the students compare their choices for most dishonorable and least dishonorable. Discuss: On what basis did you judge the morality or immorality of the characters? Is it ever right to do something wrong to achieve a good end? What is virtue? How do we judge it? Is there absolute good or evil? Or are there degrees of good and evil?DURING READING ACTIVITIESThese activities encourage students to utilize research-based comprehension strategies such as predicting, connecting, summarizing, and determining main ideas while reading A Doll s House. Whether the play is read aloud in class or silently at home, teachers can choose appropriate assignments from the ideas below. I."}
{"text": "How do we judge it? Is there absolute good or evil? Or are there degrees of good and evil?DURING READING ACTIVITIESThese activities encourage students to utilize research-based comprehension strategies such as predicting, connecting, summarizing, and determining main ideas while reading A Doll s House. Whether the play is read aloud in class or silently at home, teachers can choose appropriate assignments from the ideas below. I. ANALYZING THROUGH GROUP RESPONSEReader s TheatreAssign roles for a particular act and ask students to sit in a row of chairs at the front of the classroom. Students may use their scripts, but they should utilize vocal and facial expression to bring the play alive for the class. Alternatively, clear a space in the middle or front of the classroom and ask students to stand and follow stage directions as they read the play. Provide macaroons for Nora and a pen and wallet for Torvald, and watch students get into character. After the reading, hold a Meet the Cast Session, where actors discuss their characterization choices with the rest of the class. Alternatively, students can journal or write a critical response to explain their interpretations. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House12To prepare for dramatic reading activities, teachers might choose one or more of the following activities.1. Character Sketch If the reading will be done after the class has discussed or read part of the play already, ask students to write a one page, first-person point of view description of the character whose lines they will read. For instance, a student reading Torvald Helmer might write, My name is Torvald Helmer. I am in my mid thirties, I believe in maintaining appearances, and I despise any type of deception or dishonesty. I am of the firm belief that character is directly defined by a mother s morals. For minor characters, students can fill in the blanks, creating appropriate backgrounds for characters whose description is minimal.2. Modeling If the reading will be done without prior discussion or research, the teacher can model proper interpretive form for students. Pick a monologue from the assigned reading and read once with no vocal inflection or facial expression, and then follow up with an animated reading of the same passage. Ask students to point out specific qualities that made the second reading more interesting and informative."}
{"text": "Modeling If the reading will be done without prior discussion or research, the teacher can model proper interpretive form for students. Pick a monologue from the assigned reading and read once with no vocal inflection or facial expression, and then follow up with an animated reading of the same passage. Ask students to point out specific qualities that made the second reading more interesting and informative. Make a list on the board of those qualities students should reflect as they read, such as volume, enthusiasm, facial expression, and word-emphasis.3. Line Rehearsal This is a variation of teacher modeling. Choose several lines from A Doll s House and ask one or more students to read them one at a time, first with no emphasis, inflection, or expression, and then with energy and meaning. Ask readers to explain their interpretive choices.4. Role Study Show students a video clip from A Doll s House and ask them to take notes on the actor who portrays the part they will be reading. How does the character speak? Describe his accent. Is the character loud or soft spoken? Does he use any hand gestures? How does his vocal and physical portrayal help define his character? Do you like the actor s choices? Why or why not? Students can choose to fashion their characterization on the film, or they may create their own interpretations. In any case, ask students to be ready to defend their choices. Reciprocal ReadingIn order to teach inferencing and self-regulation of comprehension, assign small groups of students individual strategies to use as they read an act outloud: Questioner: poses questions that focus on main ideas and themes. Summarizer: summarizes the action. Clarifier:clarifies difficulties in understanding. Predictor:makes a prediction about future content. Students may keep their roles for the entire act, or they may alternate. An alternative is the ReQuest strategy, where the teacher models questioning after a segment of the act is read, and then students imitate such questioning after the next segment. Freeze-FrameDivide the class into small groups of 5 students. Have the group choose a scene and prepare a still photograph of their favorite or most significant part of a particular scene. AllA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House13members of the group must appear in the still life even though some will be inanimate objects."}
{"text": "An alternative is the ReQuest strategy, where the teacher models questioning after a segment of the act is read, and then students imitate such questioning after the next segment. Freeze-FrameDivide the class into small groups of 5 students. Have the group choose a scene and prepare a still photograph of their favorite or most significant part of a particular scene. AllA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House13members of the group must appear in the still life even though some will be inanimate objects. You can follow up this activity by asking students to write about their choices. Dramatic Book CoversIn this activity, groups create and portray a living book cover for an illustrated edition of the play. In picking a quotation from the play and in portraying an illustration that depicts the quotation s meaning, students take on the role of the bookseller or publishing house, who must decide how best to get across the point of the play to an audience who has not yet read it. Ask groups to follow this process:1. Pick one quotation from the play that is particularly significant, one that seems to speak to one of the playwright s major themes or intents, one that would make good sense on the cover of the play. 2. Write out the quotation on a long, narrow piece of paper, in large enough print to be seen from the back of the classroom. 3. Decide how to portray the quotation in a frozen tableau. Rather than presenting a scene from the play, create a picture that illustrates the quotation. For instance, the struggle between Nora s role as a wife and her duty to herself might be portrayed as a tug of war. This activity requires you to illustrate comprehension and synthesis by turning your understanding into performance art. 4. In front of the class, arrange yourselves into the frozen tableau, and either hold or post your quotation so that it is part of the book cover. Hold the scene for thirty seconds, so that the rest of the class can read and appreciate your illustrated classic. Modern Scene RewritesTo illustrate the point that period plays have relevant meaning and messages for all eras, groups can re-write, re-interpret and re-enact scenes for new settings. While these scenes are fun to create and enjoyable to watch, challenge students to keep the playwright s objectives, tone, and themes intact."}
{"text": "4. In front of the class, arrange yourselves into the frozen tableau, and either hold or post your quotation so that it is part of the book cover. Hold the scene for thirty seconds, so that the rest of the class can read and appreciate your illustrated classic. Modern Scene RewritesTo illustrate the point that period plays have relevant meaning and messages for all eras, groups can re-write, re-interpret and re-enact scenes for new settings. While these scenes are fun to create and enjoyable to watch, challenge students to keep the playwright s objectives, tone, and themes intact. Students might be asked to re-write Nora s revelation scene set in the 1950 s era, or to re-interpret the tarantella as a modern dance. Discussion QuestionsDiscussion questions encourage students to deepen their individual analysis of the play by sharing their reactions with classmates. Students generally feel more comfortable sharing their ideas with a small group of peers first. When group discussions are complete, student spokespersons can discuss their findings with the class as a whole. Discussion questions on A Doll s House ask students to analyze playwright s purpose, theme, social commentary, and literary techniques. Below are some thought-provoking questions from each act. Act I1. From the beginning of Act I, Torvald calls Nora several pet names. What do these names suggest about Torvald s perception of his wife and his marriage? 2.Compare Nora s and Kristine s lives since marriage. Who is better off? Explain. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House143. What might be the link between Nora s contraband macaroons and her huge desire to say to hell and be damned? 4. What crime has Nora committed?5. Do Nora s motives for committing the crime excuse her in some way?6. What does Nora s tree decorating and chattering at the end of Act I reveal about her character?Act II1. When Nora sees the box of masquerade clothes, she wants to rip them in a million pieces! What does Ibsen symbolize with this characterization?2. Discuss the foreshadowing in Nora s conversation with Anne-Marie.3. Why does Torvald make such a decisive show of mailing the letter firing Krogstad against Nora s pleas?4. After Dr. Rank professes his love, Nora demands the lamp be brought in. Why? Is this light real or artificial?"}
{"text": "Rank professes his love, Nora demands the lamp be brought in. Why? Is this light real or artificial? What might Ibsen be suggesting about truth and light in the Helmer s household?5. Some histories of the tarantella dance explain that it is used to fight off the venomous effects of a spider bite. Other interpretations suggest it represents a woman s frustration in oppression. Which of these explanations best fits Nora s violent practice at the end of Act II? Might both apply? Explain. Act III1. Why is Kristine willing to risk everything for Krogstad?2. Why does Kristine encourage Krogstad to let Torvald read the letter revealing Nora s deception?3. Dr. Rank suggests Nora should go to the next masquerade dressed as Charmed Life, and that she should dress just as she looks every day. What is the implication about Nora s daily life? Is it charmed? Or is the charm a masquerade? Explain.4. Discuss the irony in Torvald s accusation that Nora has played with him like a puppet. 5. Helmer s pronouncement that before all else, Nora is a wife and mother is contradicted by Nora s before all else, I m a human being. Is this issue significant today, or is it only a sign of Ibsen s time? Explain.6. Discuss Nora s decision to leave her family. Is it truly the only way she can reclaim her identity and humanity?7. The last sound the audience hears is the door slamming shut after Nora s departure. Examine the theatrical, literary, and historical significance of this stage device. Online Discussion BoardUsing an online teaching assistant such as Blackboard or Moodle, create a discussion topic or use the discussion questions for student responses outside of class. Give students a deadline to respond, and ask them to discuss not only the initial topic, but theirA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House15classmates responses as well. You may wish to extend the discussion in class. Electronic Chat RoomThe difference in the discussion board and the online chat is that discussion boards take place over a period of days, whereas the chat occurs in real time, while the teacher is present and monitoring. Using a program such as Blackboard or Moodle, students register under fake screen names in order to participate in an online discussion board."}
{"text": "Give students a deadline to respond, and ask them to discuss not only the initial topic, but theirA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House15classmates responses as well. You may wish to extend the discussion in class. Electronic Chat RoomThe difference in the discussion board and the online chat is that discussion boards take place over a period of days, whereas the chat occurs in real time, while the teacher is present and monitoring. Using a program such as Blackboard or Moodle, students register under fake screen names in order to participate in an online discussion board. The teacher can post two or three open-ended discussion questions designed to elicit a broad range of answers with the capacity for complex and controversial responses. In a computer lab or lap-top classroom, students read and respond to each other s posts in silence. Because online postings allow multiple responses simultaneously, questions that normally receive five or six verbal responses in the classroom elicit hundreds of responses online. And due to the screen names anonymity, students who usually are too reticent to share out loud are encouraged to respond without fear of appearing foolish or hurting classmates feelings. The teacher s job is to ensure posts are on-task and analytical. Assessments can be completed later when the teacher pulls up the discussion as a whole. Sample chat room prompts might include:1. Is Nora the only doll in A Doll s House?2. Defend or support Torvald s beliefs about moral corruption and heredity.3. Is Nora s decision to leave her husband and children acceptable? Explain. Opinion-Proof TeamsAssign one half of the class to one team, the second half to another team. Each team is given an opinion derived from major themes in A Doll s House. Students must work together to create a list of proofs for their opinion regardless of whether they agree with it or not."}
{"text": "Explain. Opinion-Proof TeamsAssign one half of the class to one team, the second half to another team. Each team is given an opinion derived from major themes in A Doll s House. Students must work together to create a list of proofs for their opinion regardless of whether they agree with it or not. For example, one team might be assigned the opinion, Torvald has the right to be angry that Nora forged the promissory note. Their proof list might include, Torvald could be arrested for his wife s forgery, and Married couples shouldn t lie to one another. The opposite team would be assigned the opinion Torvald has no right to be angry that Nora forged the promissory note. Their proof list might include, Nora had no choice she did it to save Torvald s life, and Women were not allowed to get a loan by themselves in this era. After teams compose their proofs, they can share them in the form of a discussion, a debate, a speech, or an essay. Give One-Get OneIn this interactive strategy, students set up a barter system to demonstrate their comprehension of major themes in the play and to exchange ideas with peers. Prepare a grid for students with six to twelve empty boxes on a sheet of paper. Label the boxes with response prompts, such as, I believe. . . Or I think the most important action was. . . Or One thing I like about Mrs. Linde is. . . Ask students to choose three of the prompts and record their personal opinions or knowledge. Next, students mingle and ask their peers to provide opinions and knowledge to fill in the remainder of the boxes. For each box they get, students must give one as well. Once students have completed the boxes, ask them to share ideas that are unique, helpful, interesting, or profound. If students did not get all boxes filled in, they may do so during the group discussion. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House16II. ANALYZING THROUGH INDIVIDUAL RESPONSE Flow-ChartFlow charts help students differentiate between main action versus supporting action while keeping up with the play s storyline. Ask students to create a box and arrow flowchart in which only main action is recorded in the boxes. To practice predicting, students can stop the flow and create two or three new boxes that predict the next possible action."}
{"text": "ANALYZING THROUGH INDIVIDUAL RESPONSE Flow-ChartFlow charts help students differentiate between main action versus supporting action while keeping up with the play s storyline. Ask students to create a box and arrow flowchart in which only main action is recorded in the boxes. To practice predicting, students can stop the flow and create two or three new boxes that predict the next possible action. When reading resumes, students continue with the prediction box that was correct, or create a new one for the correct action, and the flow chart continues. The result is a better understanding of how each action in the drama impacts the next. Character-Foil Double-Bubble MapLike Venn-Diagrams, Double-Bubble Maps help students compare and contrast. Ask students to fill in the two main bubbles with the names of two character foils, such as Nora and Kristine, or Torvald and Dr. Rank. In the bubbles shared by the foils, students record similarities, such as female in a male-dominated society. In the bubbles specific to each of the characters, students record parallel differences, such as has nothing to lose and will lose home and children. After students fill in their double-bubble maps, they might turn and share with a classmate or the class, adding to their maps as the discussion ensues. Double-Column NotesDouble-Column Notes encourage students to take a second look while reading, and to read for analysis, not simply plot. The best notes are composed as the student reads, not after the reading is completed. In this way, students prove to themselves and their teachers that they are thinking as they read. Whether handwritten or electronic notes that students submit via email, teachers can add comments throughout, responding personally to ideas students may not be willing to verbalize in class. Ask students to find one or more significant events or quotations from each act in A Doll s House, and record them on the left side of a double-columned sheet of paper. On the right side column, students record their thinking about the event or quotation. They might comment on patterns they see developing, themes they see evolving, social or historical commentary they see being made, or connections they believe tie the play to modern society. As the double-column notes progress, students should see their responses falling into categories that illustrate their comprehension of Ibsen s significant themes and issues. Later, double-column notes can be used to initiate student-led discussions in class."}
{"text": "On the right side column, students record their thinking about the event or quotation. They might comment on patterns they see developing, themes they see evolving, social or historical commentary they see being made, or connections they believe tie the play to modern society. As the double-column notes progress, students should see their responses falling into categories that illustrate their comprehension of Ibsen s significant themes and issues. Later, double-column notes can be used to initiate student-led discussions in class. Ask students: Who would like to share a response from Act Two? After a student answers, the teacher can invite responses, and the discussion is off and running. Cornell-NotesCornell Notes teach students to summarize by separating main and supporting ideas. For each act of the play, ask students to draw a capital letter I that takes up an entire sheet of notebook paper. The vertical line will be off-center to the left. On the left side of the vertical line, students record major themes. On the right side of the vertical line, students record supporting details or actions from the play that illustrate these main themes. Below theA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House17bottom horizontal line, ask students to summarize the act s themes in a sentence or two. Post-It NotesTo help students make personal, literary, and cultural connections to Ibsen s play, ask them to record on post-it notes any connections they see as they read A Doll s House. To emphasize the idea that connections should count, remind students to think about how these observations help them better understand the play, and to discard the post-its that do not aid in comprehension. At the end of each act, students can collaborate and categorize their connections, and stick their post-its on labeled posters throughout the room, allowing the class to move and observe each other s ideas. Exit SlipsAs students complete the day s reading, ask them to write a five-minute response on an index card that they will submit as they exit. Prompts might be specific, such as Describe Nora s inner-conflict, or they might be general, such as, Write down anything you remember about the play s main themes. Exit slips can also take the form of 1-2-3 cards, where students write down three characters, two themes, and one dramatic device used in the day s reading."}
{"text": "To emphasize the idea that connections should count, remind students to think about how these observations help them better understand the play, and to discard the post-its that do not aid in comprehension. At the end of each act, students can collaborate and categorize their connections, and stick their post-its on labeled posters throughout the room, allowing the class to move and observe each other s ideas. Exit SlipsAs students complete the day s reading, ask them to write a five-minute response on an index card that they will submit as they exit. Prompts might be specific, such as Describe Nora s inner-conflict, or they might be general, such as, Write down anything you remember about the play s main themes. Exit slips can also take the form of 1-2-3 cards, where students write down three characters, two themes, and one dramatic device used in the day s reading. Exit slips are formative assessments that allow students to self assess their comprehension and teachers to check the impact of their lesson. Script WritingAsk students to step into the playwright s shoes by writing a monologue, dialogue, or scene. When students write script, they demonstrate their understanding of Ibsen s writing style, characterization, and dramatic purpose. Students can write in either formal language as used in the 19th century or modern, contemporary language. Speeches can illustrate characters internal or external struggles, elaborate on one of their thoughts, or depict their objectives. Scripts can be assessed as written assignments, or students can perform them before the class, as well. Ideas for script writing include:1. Pretend you are Nora in Act One. Explain to Torvald why he would be wise in hiring Mrs. Linde at the bank. Instead of playing on Torvald s ego with she s terribly eager to come under a capable man s supervision, depict Nora as honest and straightforward.2. Put yourself in Krogstad s shoes in Act Two. Elaborate on what you mean when you tell Nora You can drop those thoughts. . . . Most of us think about that at first. I thought about it, too, but I discovered I hadn t the courage. 3. Take on the role of Helmer in Act Three."}
{"text": "Most of us think about that at first. I thought about it, too, but I discovered I hadn t the courage. 3. Take on the role of Helmer in Act Three. Instead of letting Nora slam the door and leave, verbalize your sudden hope as she refers to the greatest miracle. Theatrical Device T-ChartTo focus on the theatrical devices such as costumes, sounds, and props, ask students to keep a record of the devices used in A Doll s House and the effects the devices have on the audience. Students write a large capital T on a piece of notebook paper. On top of the horizontal line, students record the act or scene number. To the left of the vertical line,A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House18they write the theatrical device, such as Nora s macaroons. To the right of the vertical line, students write the effect of the device on the audience. An example might read, The macaroons reveal Nora s secret rebellion to the audience. As each scene or act is completed, students can share their devices with small groups or the class as a whole. Advice ColumnTo examine point of view, ask students to write a Dear Abby type response. Advise Nora or Torvald how to repair her his life at the end of the play. Students can post their responses on a bulletin board for all to see and discuss. Character SketchesCharacter sketches are often used in drama classes to encourage actors understanding of the parts they portray. However, character sketches are very useful in literature classes, too, as an examination of a character s history, motivation, and thinking. In the character sketch, students answer simple questions about the character they choose or are assigned. Afterwards, the assignment can be extended when students write their own monologues or deliver a monologue from the text. The Character Sketch asks:1. What does this character look like? How does he she carry himself herself? How does he she dress?2. How does this character speak? Does he she have any identifiable speech patterns?3. Where was this character born? How was he she raised?4. Describe the time period in which this character lives. How do the times affect this character s thinking and actions?5. What is this character s main motivation? Why?6. Describe any redeeming qualities this character may have. 7. Analyze the character s personality flaws."}
{"text": "Describe any redeeming qualities this character may have. 7. Analyze the character s personality flaws. From what do they stem? How do they affect the choices he she makes?8. Choose an object this character holds or would hold dear. Explain the connection.9. Does this character have any secrets? If so, explain.10. Who would be this character s contemporary counterpart? Explain your choice. Closing Arguments SpeechesIn this activity, students take the role of attorneys presenting their closing arguments at the end of a criminal trial. In this case Nora is on trial. Her crime can be varied: forgery, desertion, breach of contract. Ask students to choose whether to defend or prosecute Nora. To prepare their case, they list all the possible arguments from both sides. For example, if they plan to defend Nora, they list not only all the arguments they plan to use but also as many arguments as they can think of that will be used by the prosecution. Then, they ll list possible responses to the opposition s points. In this way, students not only consider both points of view but also illustrate their skills in persuasive writing andA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House19speaking. Students should be encouraged to incorporate their original thinking but should also be required to cite the play whenever possible to encourage close reading. Prior to preparing their arguments, students might watch a closing argument on video, such as the scene at the end of John Grisham s A Time to Kill. Such a model provides ideas for rhetorical strategies such as repetition, storytelling, and gestures. Students present arguments orally to the class. AFTER READING ACTIVITIESThese activities encourage students to deepen their interpretation of A Doll s House by helping them make connections between themes and issues in the play, in other works, and in the outside world. I. TOPICS FOR DISCUSSION AND ESSAYSNow that students have read the entire play, they can return to the text for a deeper understanding of its significant themes. The following topics and questions can be used for whole class and small group discussion or as essay topics.1. Revisit one of the pre-reading activities such as the walkabout survey, the probable passage, or the circle map. Now that you have completed the play, what further commentary can you add? Do you and your classmates see your topic differently now? Why or why not?2."}
{"text": "Now that you have completed the play, what further commentary can you add? Do you and your classmates see your topic differently now? Why or why not?2. A Doll s House is full of references to dolls, puppets, and playthings. Trace these references throughout the play while summarizing Ibsen s ideas about gender and societal roles.3. When Nora submits to Torvald, telling him, Whatever you do is always right, Torvald replies, Now my little lark s talking like a human being. But later, Nora says Before all else, I m a human being. Compare and contrast Torvald s and Nora s definitions of human being. 4. Ibsen infuses his play with vivid dramatic devices such as the many artificial lights, the letter hitting the mailbox, and the slamming door. How does the dramatic genre help tell the playwright s story in a manner unparalleled by the novel form?5. Consider the character of Torvald Helmer. Is Torvald an antagonist? A misogynist? Or could Torvald be just as much a victim of nineteenth century societal norms as Nora? Discuss.6. Many Ibsen critics argue that A Doll s House is not a feminist play, and is more about asserting self, regardless of gender. Yet Joan Templeton, in her afterword to the Signet Classics edition of Ibsen: Four Major Plays Volume I, disagrees, asserting that Make Nora a man, and the play becomes not only ludicrous, but impossible. What do you think? Is A Doll s House a play about feminism or humanism? Explain.7. Why are there so many references to sickness and fever in A Doll s House? Trace these references throughout the play. What broader concern for society might Ibsen be expressing? A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House208. What is the role of Dr. Rank in A Doll s House? Is he simply a friend and admirer? Or is he more? Explain.9. Mrs. Linde tells Krogstad, I ve learned to be realistic. Life and hard, bitter necessity have taught me that. How is A Doll s House a realistic play? What sets it apart from other nineteenth century dramas we ve read? How does A Doll s House help define the realistic movement in drama?10."}
{"text": "Life and hard, bitter necessity have taught me that. How is A Doll s House a realistic play? What sets it apart from other nineteenth century dramas we ve read? How does A Doll s House help define the realistic movement in drama?10. At the end of the play, Nora slams the door to the doll house and walks away. Yet she leaves Torvald with hope for the greatest miracle. Why did Ibsen write an ambiguous ending? Cite evidence from Nora s and Torvald s closing speeches to indicate what you believe to be the ultimate ending to this drama. II. CONNECTING TO THE WILD DUCK, HEDDA GABLER, aND THE MASTER BUILDERThe following activities can be used for enrichment as Henrik Ibsen s A Doll s House is compared to three of his other major plays. Script StudyAs a class, re-read the scene in A Doll s House, Act II, where Nora dances wildly during her tarantella practice. Next, read the last scene in Hedda Gabler, where Hedda plays a wild dance melody on the piano shortly before her tragic exit at the play s end. Discuss with students: Why does Ibsen utilize the dramatic device of dance in both plays? What statement is the playwright making about women in nineteenth century marriages?Title SearchAsk students to examine the intriguing titles of two of Ibsens s plays: A Doll s House and The Wild Duck. For Nora in her house, and for the Ekdals in their sky lighted attic with the wild duck, the titles represent a place of refuge from the real world. Give students the following prompt for a journal response: What is the reality both Nora and the Ekdals avoid? Explain Ibsen s vision of nineteenth century society. After writing, students can share journal responses individually with the teacher, or collectively with the class. Venn DiagramOn the board, draw a Venn diagram two side-by-side, overlapping circles and lead students through a brainstorm activity comparing Torvald in A Doll s House and Solness in The Master Builder. Ask students to list all the ways Torvald has built his achievements by using Nora. Record their answers in the left circle. In the right circle, ask students to provide ways Solness has built his life using women, as well."}
{"text": "Ask students to list all the ways Torvald has built his achievements by using Nora. Record their answers in the left circle. In the right circle, ask students to provide ways Solness has built his life using women, as well. Student responses that apply to both Torvald and Solness should be written in the area where the circles overlap, thus illustrating Ibsen s repetitive themes of male mastery and dominance. To extend the discussion, choose a different color board marker and ask students to consider the closing scenes of both A Doll s House and The Master Builder. Discuss each man s character at play s end. Are there lessons either one or both have learned? Add these responses to the appropriate sections of the Venn diagram. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House21Film Criticism After watching an excerpt or the entirety of one or more of the following films based on Ibsen s works, students write a film critique discussing one or more of the cinematic choices of casting, characterization, special effects, and theme development. If appropriate, critiques should include comparative discussion on watching the film versus reading the script and the effectiveness of those differences. Ask students:1. Several of Ibsen s plays have been set in modern times on film. Describe the setting of this video production. Where and when does it take place? Does the setting seem authentic? Why or why not? What specific direction and production choices add to the atmosphere? Discuss costuming and prop choices.2. Discuss the use of special effects. Consider lighting, music, and sound. How do these elements add to your understanding of the play? What differences exist between the film s interpretation and your own while reading? Do these differences add to or change your analysis of Ibsen s work? Explain.3. Discuss the production s casting. Do the actors provide effective portrayals of Ibsen s characters? Why were these actors cast? Consider the time period in which the film was produced.4. What were the strengths of this film production? Use specific evidence from the film. Were there any weaknesses? If so, discuss specific issues.5. What is your overall impression of this film? Would your impression be different had you not read the play first?A Doll s House. Dir. Patrick Garland. Elkins Productions: 1973.Hedda Gabler. Dir. Paul Willis. Best Ten Dollar Suit Pictures: 2004.The Master Builder. Dir."}
{"text": "Paul Willis. Best Ten Dollar Suit Pictures: 2004.The Master Builder. Dir. Michael Darlow. UK Television: 1988.The Wild Duck. Dir. Henri Safran. Film Bancor of Australia: 1983.III. GROUP AND INDIVIDUAL PROJECTSQAR GridIn order to develop levels of critical questioning, students will create their own questions on A Doll s House. Ask students to create a Question-Answer-Relationship QAR Grid by folding a piece of paper in half and then in half again. When the paper is opened, it should have four equal-sized squares. Ask students to label the squares with the following: Right There:The answer is in the play, usually very easy to find. Think and Search:The answer is in the play, but not directly. You have to put together pieces of information to find it. Playwright and You:The answer is not in the play. You have to think about what you already know, what Ibsen tells you in the play, and how the two fit together. On Your Own:The answer is not in the play. You have to use your own experience and prior knowledge to find it. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House22After creating questions in all four categories, students can trade their QAR grids with each other and answer the questions either individually or in groups. Write a Sequel While The Doll House ends with a slamming door, Nora seems to leave a possible opening for Torvald to learn his lesson. Because Ibsen s ending has spurred controversy among audiences and critics alike, ask students to write a sequel, or additional ending scene, making clear whether Nora eventually returns to Torvald or embarks on a life of her own forever. Students can parody Ibsen s language, illustrating their comprehension of style. And because they choose the ending they believe Ibsen intended based on the evidence he included, students will also be utilizing their skills in research and analysis. To extend this assignment, students might be provided a rubric prior to beginning. The rubric indicates components that will be assessed, such as adherence to Ibsen s style, complexity of character and theme, editing, and effort. Upon completion of the scene, writers can move into peer edit groups and grade two other classmates scenes using the rubric. Editors should make comments on both the scene and the rubric, and discuss their observations with writers."}
{"text": "The rubric indicates components that will be assessed, such as adherence to Ibsen s style, complexity of character and theme, editing, and effort. Upon completion of the scene, writers can move into peer edit groups and grade two other classmates scenes using the rubric. Editors should make comments on both the scene and the rubric, and discuss their observations with writers. In this way, students practice writing to specific audiences and for specific purposes. Later, writers can share their scenes with the rest of the class. Stage a SceneBecause plays are meant to be staged, encourage your students to bring the text alive. For instance, have small groups pick a scene from A Doll s House to act out for the class. Assign extra credit for props and costumes. Assign a director in each group. After the group meets to discuss what themes, emotions, or messages they want their scene to portray, the director helps bring this vision to life, making sure all blocking is planned, practiced, and focused on the intended goal. Remind students to use vocal and facial expression and energy. Learn the TarantellaInterested students might research and learn the steps to the tarantella. Ask them to present the dance, complete with music and costume, in front of the class. Research might include the rich history and motivation behind the dance. Websites of interest include:http: www.virtualitalia.com articles tarantella.shtmlhttp: www.streetswing.com histmain z3tartla.htmPaper DollsTo illustrate characterization and to emphasize Ibsen s doll house theme, ask students to create paper dolls of Nora and Torvald. The character s true identity should be evident in the clothes he she wears closest to the body, and the identities assigned them by others will be illustrated in the doll clothes designed to fit them. For example, the Nora paper doll might wear a t-shirt that reads, in search of identity or I am a human being. But she might have a masquerade dress and mask for the tarantella and an apron and long skirt for daily life, illustrating her masked rebellion and repressed role. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House23Doll HouseAfter revisiting the stage directions and descriptions in the script, ask students to design the set for a production of A Doll s House."}
{"text": "The character s true identity should be evident in the clothes he she wears closest to the body, and the identities assigned them by others will be illustrated in the doll clothes designed to fit them. For example, the Nora paper doll might wear a t-shirt that reads, in search of identity or I am a human being. But she might have a masquerade dress and mask for the tarantella and an apron and long skirt for daily life, illustrating her masked rebellion and repressed role. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House23Doll HouseAfter revisiting the stage directions and descriptions in the script, ask students to design the set for a production of A Doll s House. Using materials as simple as a shoe box or as complicated as wood and nails, students will design a set that highlights the play s time period and themes. Ideally, students will create a model doll house complete with wall paper, furniture, and props. Particular attention should be paid to important devices such as the Christmas tree, the mailbox, and the front door. Trading CardsStudents can create trading cards with the picture of each character on the front, and a physical description, character traits, and other information on back. These cards can serve as a review or can be exchanged with classmates to initiate discussion after reading the play. Production PacketsAssign teams of four students each to create a production pack for a modern film production of A Doll s House. This assignment provides practice in cooperative learning, technical writing, and digital storytelling. Production Teams are responsible for creating a dynamic presentation meant to persuade a producer to produce their film. Groups decide on a concept, such as what time period the film will be set in and whether they plan to use Ibsen s music or create an original soundtrack. Groups then cast the film with modern actors. Next, team members assign themselves the individual roles of director, costume designer, set designer, and sound designer. Each position creates both a written as well as a visual proposal analyzing the following considerations:Director: Supervises the team and pulls together all word processed work into a single document. Also creates a promotional product such as a digital movie trailer or movie poster. Justifies the group s casting choices of specific, contemporary actors. Costume Designer:Creates a portfolio of costumes for major characters. Work can be hand-drawn, computer assisted, or cut from magazines."}
{"text": "Also creates a promotional product such as a digital movie trailer or movie poster. Justifies the group s casting choices of specific, contemporary actors. Costume Designer:Creates a portfolio of costumes for major characters. Work can be hand-drawn, computer assisted, or cut from magazines. Costume styles must align with the team concept, such as Victorian or contemporary, casual or formal. Research is documented and choices are analyzed in writing. Set Designer:Creates a set plan that fits the team concept. If the film is to be shot on location, the plan details the locations and their appropriateness, and includes pictures. If the film is to be shot on an inside set, the plan describes the stage, explains the design, and includes a hand-drawn or computerized drawing. Sound Designer:Creates a sound design that fits the team concept. If an original soundtrack is to be used, creates a CD complete with insert that analyzes choices. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House24Gallery Walk In this cooperative learning activity, divide students into groups of four or five. Assign each group one of the major themes that have been addressed throughout the reading of A Doll s House, such as gender roles, social responsibility, the role of the individual, and complication and deception. In front of large sheets of paper posted around the room, groups meet at their base poster, which is the paper pre-labeled with the name of a theme. Students brainstorm and write down all textual evidence and commentary they can think of to support the role of their theme in the play. When the teacher says, continue your walk, students move to the next base and read what the previous groups have written before adding their own commentary. The gallery walk continues until the groups have seen and contributed to all posters and return to their original place. Four CornersFour Corners is a kinesthetic strategy for practicing point-of-view and argumentation techniques. Assign each corner of the classroom a different opinion, topic, or answer to a question. For example, one corner might be assigned, Nora is a wife and mother above all else, and she shouldn t have left. Other corners may assert, Nora is a human and can leave if and when she chooses; Nora can leave for a while, but needs to come back when she s found herself; and I am undecided. Present the topic or question to the students, allowing them time to choose and move to a corner that matches their opinions."}
{"text": "The gallery walk continues until the groups have seen and contributed to all posters and return to their original place. Four CornersFour Corners is a kinesthetic strategy for practicing point-of-view and argumentation techniques. Assign each corner of the classroom a different opinion, topic, or answer to a question. For example, one corner might be assigned, Nora is a wife and mother above all else, and she shouldn t have left. Other corners may assert, Nora is a human and can leave if and when she chooses; Nora can leave for a while, but needs to come back when she s found herself; and I am undecided. Present the topic or question to the students, allowing them time to choose and move to a corner that matches their opinions. Allow groups to talk amongst themselves to generate support for their opinion, and prompt them to give a summary statement. Now allow students to change corners after hearing each other s explanations. Students should explain why they moved. Final CountdownTo provide students with a visual framework for reflection and evaluation, provide them with a large triangle divided into six blocks, one box on the row closest to the point, two on the middle row, and three on the base row of the triangle. Ask them to reflect individually on what they have learned about The Doll House and record their responses on the rocket-shaped triangle. On the base row, ask students to write the three most important things they have learned about the play. On the middle row, ask students to write two questions they still have. And on the top row, have students write one statement that reflects their new learning. Vanity Plates and Bumper StickersTo help students summarize their learning creatively, invite them to create vanity plates or bumper stickers for cars. Students pretend they are one of the play s characters, and they design an appropriate vanity plate or bumper sticker for that character s car. For instance, Nora might choose a vanity plate that reads I4G , and Torvald s bumper sticker might say Appearance is Everything. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House25Extended ReadingAsk students to read one short story or poem, one play or novel, and watch one film that depicts a character s journey from playing a part to asserting identity. Students can make a comparison chart depicting the similarities and differences between the main character and Nora Helmer. Students can consider the following questions as they read view:1."}
{"text": "Students pretend they are one of the play s characters, and they design an appropriate vanity plate or bumper sticker for that character s car. For instance, Nora might choose a vanity plate that reads I4G , and Torvald s bumper sticker might say Appearance is Everything. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House25Extended ReadingAsk students to read one short story or poem, one play or novel, and watch one film that depicts a character s journey from playing a part to asserting identity. Students can make a comparison chart depicting the similarities and differences between the main character and Nora Helmer. Students can consider the following questions as they read view:1. What character traits and dramatic elements depict the protagonist as being on a journey to identity?2. Does this character illustrate a moral or social code of behavior? If so, describe it.3. What is the character s greatest desire? 4. What ultimate price is the protagonist willing to pay to reach his her objective?5. Detail the outcome of the protagonist s journey.6. Does the protagonist regret his her decision? How do you know?7. Is the protagonist ultimately redeemed or condemned for his her choices?The following titles focus on themes of identity, social responsibility, gender roles, and marriage, and are excellent for both independent reading or literature circles where each group of students reads a different work on the same theme. Ask students for their own additions to the list. IdentityCisneros, Sandra. The House on Mango Street. NY: Knopf, 1984.Dead Poets Society. Dir. Peter Weir. Touchstone Pictures, 1989.Emerson, Ralph Waldo. Self-Reliance. 1841.Lowry, Lois. The Giver. NY: Random, 2002.Sachar, Louis. Holes. NY: Random, 2000.Tennyson, Lord Alfred. The Lady of Shallot. 1833, 1842.Whitman, Walt. Song of Myself. 1855.Wright, Richard. Black Boy. HarperCollins, 2008.Social ResponsibilityGreen, John. Looking for Alaska. NY: Penguin, 2006.Hobbs, Will. Downriver. NY: Random, 1995.Lee, Harper. To Kill a Mockingbird. NY: Grand Central, 1988.Le Guin, Ursula. A Wizard of Earthsea."}
{"text": "To Kill a Mockingbird. NY: Grand Central, 1988.Le Guin, Ursula. A Wizard of Earthsea. NY: Bantam, 2004.Miller, Arthur. The Crucible. NY: Penguin, 2003.Shaw, George Bernard. Major Barbara. NY: Penguin, 2001.Twain, Mark. Adventures of Huckleberry Finn. NY: Norton, 1998.Zusak, Markus. I am the Messenger. NY: Random, 2006. Gender Roles and MarriageAusten, Jane. Pride and Prejudice. NY: Penguin, 2005.Chopin, Kate. The Awakening. NY: Bantam, 2003.Edwards, Kim. The Memory Keeper s Daughter. NY: Viking Penguin, 2006.Levin, Ira. The Stepford Wives. NY: Harper, 2002. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House26Please Don t Eat the Daisies. Dir. Charles Walters, Euterpe, 1960.Shakespeare, William. Much Ado About Nothing. NY: Signet Classics, 1998.Spinelli, Jerry. Crash. NY: Random, 1997.Williams, Tennessee. A Streetcar Named Desire. NY: Penguin, 1986.ABOUT THE AUTHOR OF THIS GUIDELaura Reis Mayer is a High School Literacy Coach and a Support Provider for National Board Certified Teachers in Asheville, North Carolina. She taught middle, high school, and college English for sixteen years and has facilitated at state and regional conferences on Senior Project, National Board Certification, literacy strategies, and technology in the English classroom. She is also the author of A Teacher s Guide to The Signet Classics Edition of George Bernard Shaw s Pygmalion and My Fair Lady and A Teacher s Guide to The Signet Classics Edition of Christopher Marlowe s Dr. Faustus. About the Editors of this GuideJeanne M. McGlinn, Professor in the Department of Education at the University of North Carolina at Asheville, teaches Children s and Adolescent Literature and directs the field experiences of 9-12 English licensure candidates. She is a Board member of NC English Teachers Association and the Children s Literature and Reading SIG of the IRA."}
{"text": "Faustus. About the Editors of this GuideJeanne M. McGlinn, Professor in the Department of Education at the University of North Carolina at Asheville, teaches Children s and Adolescent Literature and directs the field experiences of 9-12 English licensure candidates. She is a Board member of NC English Teachers Association and the Children s Literature and Reading SIG of the IRA. She has written extensively in the area of adolescent literature, including a critical book on the historical fiction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series. James E. McGlinn, Professor of Education at the University of North Carolina at Asheville, teaches methods of teaching and reading courses. He has taught high school English, and he is Past-President of the College Professors of Reading Special Interest Council of the NC Reading Association. His research interests include study strategies for online text and increasing the reading achievement of students in high school and college. Teacher s Guides for the Signet Classic Shakespeare SeriesAntony and CleopatraAs You Like ItHamletHenry IV Part IHenry VJulius CaesarKing LearMacbethMeasure for MeasureA Midsummer Night s DreamThe Merchant of VeniceMuch Ado About NothingOthelloRichard IIIRomeo and JulietThe Taming of the ShrewThe TempestTwelfth Night New TitlesTeacher s Guides Adventures of Huckleberry FinnAnimal FarmAnthemBeowulfThe Call of the WildCannery RowCity of GodThe Country of the Pointed Firs and Other StoriesThe CrucibleDeath of a SalesmanDoctor Faustus A Doll s HouseDr. Jekyll and Mr."}
{"text": "1 AGRICULTURE FORM III NOTES 17.0.0 Livestock Production Selecting and Breeding 12 Lessons 18.0.0 Livestock Production Livestock Rearing 10 Lessons 19.0.0 Farm Structures 18 Lessons 20.0.0 Agricultural Economics II Land Tenure and Land Reform 20 Lessons 21.0.0 Soil and Water Conservation 19 Lessons 22.0.0 Weeds and Weed Control 15 Lessons 23.0.0 Crop Pests and Diseases 14 Lessons 24.0.0 Crop Productivity VI Field Practices II 17 Lessons 25.0.0 Forage Crops 9 Lessons 26.0.0 Livestock Health III Diseases 20 Lessons Livestock Production III Selection and Breeding Introduction The breeding of animals is under human control, and the breeders decide which individuals shall produce the next generation. The breeder makes a choice. The breeding of animals is based upon the fact that certain qualities are genetic ,hence valuable qualities are passed on from parents to off -springs. The qualities can be maintained or improved in the next generation. The performance of an animal is influenced by two major factors; Genetic potential The environment, which includes: Feeding, Health, Care The ecological conditions. The genetic potential of an animal is inherited from its parents. In selection and breeding animals with superior characteristics are selected and allowed to mate. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 2 In the process they transmit the superior characteristics to their offspring. When this is done over a long period of time, it results in livestock improvement. Reproduction and Reproductive Systems Reproduction is the process by which off-springs are produced. All farm animals multiply by means of sexual reproduction. It begins with fertilization which is the fusion of male and female gametes to form a zygote. Fertilization takes place internally in the body of the female. The embryo zygote formed develops inside body of mother, fed and protected until end of gestation period."}
{"text": "It is a copulatory organ, also used for urination. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 4 Ovaries and fallopian tubes oviduct Two ovaries located in abdomen, left and right. Produce ova eggs and hormones which control sexual cycle. Oestrogen produced by graafian follicle inside ovary induces oestrus ie. Heat period so that the cow shows signs of heat After every 21 days the ovary releases a mature ovum and the cow comes on heat. The ovum travels through the fallopian tubes to the uterus. The release and movement of the ovum down to the uterus is called ovulation. If mating is done at this time, fertilization will take place. The fertilized egg implants itself onto the endometrium walls of uterus and develops into foetus. Fallopian tubes: Fertilization takes place here. Also a passage for the egg from the ovary to the uterus. The uterus: Embryo develops here. The cervix: Closes the uterus. The vagina and Vulva: Vulva is the external opening of female reproductive system. It allows mating to take place so that sperms are deposited into the vagina. The foetus and urine are removed through the vulva. Pregnancy Is period between fertilization of ova and the expulsion of the foetus through the vulva. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 5 Also called gestation period. In cattle gestation period is 270-285 days. Ends with the birth of a calf. The reproductive tract undergoes a period of rest during which it is repaired and returns to normal. During pregnancy, hormone called progesterone is produced by the placenta to maintain the foetus in the uterus. Parturition giving birth Act of giving birth called parturition. This time the foetus expelled through the birth canal. When an animal is about to give birth, it shows signs;- Distended udder which produces thick milky fluid called colostrums. Swollen vulva producing thick mucus. Loose and slackened pelvic girdle. Visible pin bones. General restlessness."}
{"text": "Loose and slackened pelvic girdle. Visible pin bones. General restlessness. Animal parturates within 2-3 hours after this signs. The correct presentation is with the front feet first ,and the head outstretched and resting in between the fee. Any other presentation called mal-presentation or breech presentation and requires assistance. Reproduction in Poultry The cock has no penis but a small opening near the vent through which sperms are emitted. Cock has testes within the body. The hen has elongated oviduct for formation of an egg. Fertilization occurs internally. During mating the cloaca of the hen and the vent of the cock fit into each other and then semen is poured into the cloaca ,then sucked to the oviducts. The Reproductive System of a Hen For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Ovary Hen has two ovaries but one functional. Ova formed in ovaries. 3500-4000 ova present inside ovary held by follicle. Mature ovum released via rapture of follicle. It moves into oviduct received by the funnel. Funnel infundibulum Fertilization occurs here. Chalazae also added to yolk. Time here is 15 minutes. It is 11.6cm long. Magnum Thick albumen is added. Stays for 3hrs.its 33cm long. Isthmus Its 10.6cm long. Shell membranes added. Determines shape of egg. Water, mineral salts and vitamins added. Takes 15 minutes. Uterus shell gland Calcium deposited 9ie.shell added around the egg. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 Pigments added. Addition of albumin finished. Stays here for 18-22hours. Vagina Short, 6.9cm long. For temporal storage of egg before laying Cloaca Egg moves out of cloaca through the vent. The cloaca extents out to prevent the egg from breaking. NB; Egg formation not depended on fertilization. Egg formation takes 24-26hours. The components of egg are obtained from body reserves of the hens body."}
{"text": "NB; Egg formation not depended on fertilization. Egg formation takes 24-26hours. The components of egg are obtained from body reserves of the hens body. Selection of a Breeding Stock Selection is used as a tool for livestock improvement. A breeding stock is a group of males and females which act as parents of future generations. Selection is the process of allowing certain animals to be parents of future generations while culling others. Culling is the removal of animals which do not perform to the desired level, from the herd. The animals retained have certain desirable characteristics which make them produce more. Selected animals make up the breeding stock. The breeding stock should pass the good qualities to their offsprings for better performance, to improve the livestock. Selection process repeated for many generations increases chances of formation of desirable qualities in an animal. Genetically termed as gene frequency occurrence of the genes that carry desirable characteristics. Selection increases occurrence of desirable genes and decreases occurance of undesirable genes. During selection, the characteristics to be selected for are first studied closely to ascertain that it is not influenced by the environment, but mainly by the genetic makeup. Selection helps improve characteristics which are highly heritable. Heritability means the likelihood of a particular trait to be transmitted to the offspring and they are strongly inherited. A character like milk yield is lowly heritable, i.e. it is weakly inherited and a bigger percentage of the character is affected by the environment. The degree to which selection affects a character depends on the following factors; The heritability of the character The intensity with which the selection is done The interval between generations and kind of selection being practiced. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 Factors To Consider When Selecting A Breeding Stock. Age Level of performance Physical Fitness Health Body Conformation Temperament or Behaviour Quality of products Mothering Ability Adaptability Proliferation Age Young animals, Those that have not parturated for more than 3-times, should be selected. They have a longer productive life. Old animals are poor breeders and low producers. Production and breeding efficiency decline with age. Level of performance Animals with highest production level selected. Performance best indicated by records."}
{"text": "Production and breeding efficiency decline with age. Level of performance Animals with highest production level selected. Performance best indicated by records. Good performance of animal indicated by; High milk, wool and egg production, Good mothering ability High prepotency which is the ability of a parent to pass good qualities to their offsprings. The animals with poor performance should be culled. Good records kept and used by the farmer for this purpose. Physical Fitness Animals selected should be free from any physical defect e.g. mono-eyed, limping, irregular number of teats, scrotal hernia, defective and weak backline Health Sick animals do not breed well and are expensive to keep. Animals that are resistant to diseases pass these characteristics to their offsprings Body Conformation For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 9 Animals for breeding to be selected according to proper body conformation. A dairy cow should be wedge-shaped with a large udder, thin legs, long neck. Temperament or Behaviour Animals with bad behaviors should be culled.eg Cannibalism, egg eating, aggressiveness, kicking Quality of products Select animals that give products of high quality. Mothering Ability Animals selected should have a good mothering ability, That is animals with good natural instinct towards their young ones. This will enable them to rear the young ones up to weaning. Adaptability Animals selected should be well adapted to the prevailing climatic condition in the area. Prolificacy Animals selected should be highly prolific. That is, animals with the ability to give birth to many offsprings at a time larger litter . This is a quality that should be considered when selecting pigs and rabbits. Selection in cattle, and sheep, Selection in cattle Consider the following; Level Of Performance Which Include; Milk Yield Buter Content. Length Of Lactation Period. Calving Intervals."}
{"text": "Selection in cattle, and sheep, Selection in cattle Consider the following; Level Of Performance Which Include; Milk Yield Buter Content. Length Of Lactation Period. Calving Intervals. Age Of The Animal, Fertility, Physical Fitness, Health Of The Animal, Body Conformation, Suitability Of The Enterprise-Milk Or Beef Selection in sheep Consider the following; Level of performance which includes; Mothering ability Growth rate Wool quality For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 10 Carcass quality Twining rate Age Suitability to the enterprise-wool or mutton Flocking instinct Health of the animal Physical fitness Inheritable defects Fertility Inheritable defects. Fertility. Selection in Goats Consider the following: Fertility. Mothering ability. Growth rate. Twining rate Carcass quality dressing percentage. Growth rate. Suitability to the enterprise - milk or mutton. Health of the animal. Age. Selection in Pigs Consider the following: Carcass quality dressing percentage. Suitability to the enterprise bacon or pork Growth rate. Health of the animal. Mothering ability. Prolificacy. Number of teats. Temperament. Body formation. Age. Heredity defects Selection in Camels Health of the animal. Age. Temperament. Foraging ability. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 11 Fertility. Level of performance-milk, meat, fur and transport. Method of Selection These include: Mass selection - Animals with superior characteristics are selected from a herd and then allowed to mate among each other. Progeny testing - assessing on the breeding value of an animal on the basis of performance of its offsprings. Contemporary comparison -comparison of performance between heifers of the same age and sexual maturity. Breeding Process of mating selected males and females to produce offspring with the desired characteristics. Reasons: To expand the inherited potential of the animal. To improve production. To overcome production problems created by the environment. To satisfy consumers taste. For economic reasons."}
{"text": "To overcome production problems created by the environment. To satisfy consumers taste. For economic reasons. Terms Used in Breeding Inheritance Genetic transmission of characteristics from parents to offsprings. The mechanism of inheritance is carried by the sex cells gametes and is controlled by genes found in the chromosomes. Genes are very tiny units of inheritance carrying particular characteristics, such as colour, body shape and amount of milk production. Chromosomes are genetic materials which carry genes. They exist in pairs paternal and maternal in the nucleus f the body cells. They are always constant in number. Dominant and Recessive Characteristics A dominant gene is one that suppresses the other. It produces a dominant characteristic. A recessive gene is one that is suppressed by the other. It produces a recessive characteristic. Hybrid and Hybrid Vigour A hybrid is an animal which is the product of crossing animals of two different breeds. Hybrid vigour or heterosis is increased vigour and performance resulting from crossing two superior breeds. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 12 Epistasis This is the masking of the effect of one gene by another gene which is non-allelic, that is situated on different locus. Breeding Systems Inbreeding Mating of animals which are related. Reasons: To increase genetic uniformity in a herd. Used to fix the required characteristics in new breeds. To increase phenotypic uniformity. To get proven sires. Limitations It can bring about loss of hybrid vigour. It may lead to decline in fertility. It may lead to high rate of pre-natal mortality. Systems of Inbreeding Close Breeding: mating between very closely related animals, for example sibmating and parents sib-mating. Line Breeding: mating of distantly related animals that had a common ancestor for example cousins. Outbreeding Mating of animals which are not related. Reasons: To introduce new genes in an existing breeding herd. To exploit heterosis resulting from a cross between two breeds. To develop a new breed or a grade animal. Limitations Lack of uniformity in animals that result from outbreeding. Desirable characteristics may be lost due to variation. Systems of Outbreeding Cross-breeding Mating of animals from two different pure breeds."}
{"text": "Limitations Lack of uniformity in animals that result from outbreeding. Desirable characteristics may be lost due to variation. Systems of Outbreeding Cross-breeding Mating of animals from two different pure breeds. Out-Crossing Mating of unrelated animals from the same breed. Upgrading Grading up Mating where the female of a cow grade stock locals is mated with a pure breed sire. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 13 The resultant animal is referred to as a high grade. Mating in Livestock Mating in Cattle Heat signs occur every 21 days. The heat period last for 18-30 hours on average 24 hours. Cow should be served 12-18 hours after showing the first heat signs. Heat Signs Restlessness. Mounting on others and when mounted on she stands still. Rise in body temperature. Drop in milk production in lactating cows. Vulva swells and becomes reddish. Clear or slimy mucus from the vulva. Bellowing or mooing frequently. Mating in Pigs Heat signs in pigs occur after every 21 days. The heat lasts about 72 hours. Sows or gilts should be served in 18- 36 hours of the heat period. Signs of Heat Restlessness. Frequent urination. Swelling and reddening of the vulva. Clear or slimy discharge from the vulva. Frequent mounting on others. It responds very well to the 'riding test'. Mating in Rabbits Does are ready for mating 6-7 months of age. Heat signs occur every 14 days. The doe should be taken to the buck and not vice versa. Signs of Heat Restlessness. Frequent urination. Swollen vulva. The doe throws herself on the side. The doe rubs herself against the wall or any other solid object. The doe tries to contact other rabbits in the next hutch by peeping. Methods of Service in Livestock For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 14 Natural Mating Advantages: It is more accurate. It is less laborious. Useful when heat signs of females cannot be easily detected."}
{"text": "Methods of Service in Livestock For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 14 Natural Mating Advantages: It is more accurate. It is less laborious. Useful when heat signs of females cannot be easily detected. Disadvantages Inbreeding is not easily controlled. Transmission of breeding diseases. Extra feed for the male is required. Large males can injure small females. Wastage of semen. It is cumbersome and expensive to transport a bull to remote areas. Artificial insemination Introduction of semen into the female reproductive tract by artificial means. Advantages There is economical use of semen. It controls transmission of breeding diseases. Sires that are unable to serve cows due to heavy weight or injury can produce semen to serve cows. It prevents large bulls from injuring small cows. It reduces the expenses of keeping a male animal. A small scale farmer who cannot afford to buy a superior bull can have the cows served at a low cost. Semen can be stored for long. It helps to control inbreeding. It eliminates the threat of keeping dangerous bulls from the farm. It makes research work easier. Disadvantages Harmful characteristics can be spread quickly by one bull to the offsprings. It requires skilled labour. Low chance of conception due to death of semen during storage. It is laborious: Embryo Transplant It is the implantation of an embryo fertilized ova from a high quality female donor in the uterus of a low grade female recipient . Advantages Faster multiplication of an animal with superior characteristics . It is easier to transport embryos than the whole animal. Embryos can be stored for a long period awaiting the availability by recipient females. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 15 It stimulates milk production in a female recipient that was not ready to produce milk. Low grade animals can be used in production and rearing of high quality animals. Offsprings of a superior female can spread quickly in an area. Disadvantages It is expensive. It requires skilled personnel. It requires special equipment for fertilization and storage of embryos. Signs of Parturition in Livestock Parturition is the act of giving birth in female animals."}
{"text": "It requires skilled personnel. It requires special equipment for fertilization and storage of embryos. Signs of Parturition in Livestock Parturition is the act of giving birth in female animals. Parturition in Cattle The gestation period in cattle is 270-285 days averaging 280days. Signs of Parturition Restlessness Enlarged or swollen vulva. Clear mucus discharge from the vulva. Slackening of the pelvic muscles. Full and distended udder. Thick milky fluid from the teats. A water bag appears and bursts just before calving. Parturition in Pigs The gestation period in pigs is about 4 months or 3 months, 3 weeks and 3 days. Signs of Parturition Restlessness. The vulva turns red and swells. The udder becomes full with a milky fluid the sow starts to prepare a nest by collecting some beddings at one comer of the pen. Parturition in Rabbits The gestation period in rabbits is 28-32 days. Signs of Parturition Preparing a nest by plucking off hair from her belly. Goes off feeding Restlessness. The udder distends. Livestock Production IV Livestock Rearing Practice For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 16 Introduction In the management of livestock there are many activities that are carried out on animals to enhance production. They require care in feeding, health, breeding. Specific management also important in bee and fish farming. Routing livestock rearing practices. A routine is a fixed regular way of doing something. Done repeatedly after a certain period of time Feeding Practice Animals are fed to cater for both maintenance and production requirements. These are special types of feeding carried out on certain animals to cater for specific needs. These include: Flushing The practice of giving extra quality feed to an animal around service time. In sheep it is done 2-3 weeks before tupping and 3 weeks after tupping. In pigs it is done 3-4 weeks before service. Importance of Flushing It increases conception rates. It enhances implantation of the zygote. In sheep it increases twinning percentage by 15-20 ."}
{"text": "Facilitate easy mating in adult life. Minimise fouling of the wool with faeces. Reduce incidences of blowfly infestation. Methods of Docking tailing Cutting with sharp knife or scalpel. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 18 Use of elastrator and rubber ring. Dipping and Spraying These are methods of applying acaricides on the animals to control external parasites. Dusting It is the application of chemical powders on the animal body or on the walls of the animal house to control external parasites. It is used to control stick-fast parasites and fleas in poultry. Breeding Practices These are practices carried out to enhance successful breeding. Crutching and Ringing Crutching - cutting of wool around the external reproductive organs of female sheep. Ringing - trimming wool around the sheath of the penis of the rams to facilitate mating. Tupping and Serving Tupping refers to mating in sheep and goats. Serving refers to mating in cattle and pigs. Raddling This is the practice of fitting the rams with breeding chutes which are painted in different colours during mating to identify mated ewes and to indicate the active rams hence help in culling of the weak rams. Identification The practice of putting identification marks on animal. Branding - burning marks on the animals skin. Ear tagging - placing marked plastic or metallic tags on the animals ears. Ear notching - cutting different shapes bearing different values on the ear lobes. Tattooing - use of permanent ink or dye to mark animals with light skin. Neck strap or chain - Fixing of tags round the animals neck with a chain or a strap. Importance purpose of Identification record keeping Setting disputes in case animals get mixed up in the pasture. Debeaking Cutting about 1 3 of the upper beak with a knife, scissors or hot iron. Importance Control egg eating. Control cannibalism. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 19 Tooth Clipping The removal clipping of the needle canine teeth in piglets 24 hours after birth. Culling Removal of undesirable animals from a herd. Dehorning Removal of horns or horn buds from an animal."}
{"text": "Parturition in Cattle It is referred to as calving. Gestation period lasts 270-285 days after conception. When the signs of parturition are observed the cow should be separated from the rest of the herd. Normal calving should take 2 hours and the normal presentation is the muzzle, face or fore head on top of the forelegs first. In case of other presentations the mother should be assisted. Provide the mother with plenty of water and feed after parturition. If the after birth does not come out within 48 hours a veterinarian should be called to remove it. Parturition in Sheep It is referred to as lambing. Gestation lasts 21 weeks 150 days after conception. The ewe lamb naturally without any problem. If complications arise the ewes should be assisted. Signs of Parturition in Sheep Udder becomes full. Teats are bright red in colour. Restlessness and bleating. Slackening of the hip muscles. After these signs 'are seen the ewes should be separated from the others. The normal presentation is forelegs and head first. After birth the mother should be allowed to lick the lamb to ensure the coat is dry. Parturition in Goats It is referred to as kidding. It takes place 150 days after conception. Nannies carrying twins, kid a few days earlier. Kidding nannies should be kept in a clean dry place which should be well sheltered. Signs of parturition are similar to those of ewes. Kidding nannies should be kept with another female for company. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 21 Parturition in Pigs It is referred to as farrowing. Gestation period 113-117 days 4 months . Signs of Farrowing The sow becomes restless. There is enlargement of the vulva . Muscles on each side of the tail slacken. There is loss of appetite. The udder and the teats become enlarged. The sow collects bedding material in one comer to build a nest. Milk present in the teats 24 hours before farrowing. After the signs are seen; Farrowing takes about 2-6 hours under normal condition. An attendant should be there to assist the mother and piglets."}
{"text": "Milk present in the teats 24 hours before farrowing. After the signs are seen; Farrowing takes about 2-6 hours under normal condition. An attendant should be there to assist the mother and piglets. Ensure the removal of the after birth to prevent the sow from eating it. The sow should be fed well and given plenty of clean water. Parturition in Rabbits It is referred to as kindling. It takes place 28-32 days after conception. Provide a nesting box and plenty of dry soft beddings in the hutch towards the fourth week of gestation . Signs of Parturition The doe plucks off the fur from her body. Uses the fur to build a nest about 3-10 days earlier. Bee Keeping Apiculture Bees are insects which live in very well organised colonies. Each colony consists of: Queens - fertile females that breed to ensure the continuity of the species. Drones - fertile males that mate with the queen for reproduction process. Workers - non-fertile or sterile females that maintain the colony. Duties of Workers They rear and nurse the brood eggs, larvae and pupae , queen and drones. They collect nectar and make honey. They make the honey combs. They protect the hives. They clean the hive. Importance of Bees Collect nectar from flowers. Make honey - a nutritious product used by man as food. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 22 Helps in crops pollination of plants. Bees produce wax used to make candles. They make propolis - a bee product which is medicinal. Routine Management Siting locating of an Apiary Factors to consider; Nearness or accessibility to nectar or flower-producing vegetation. Areas with shade. Bees are sensitive to the sun's heat and require some shade to protect them. Safe distance from human residence and other livestock. Bees are stinging insects and can be a hazard to humans or other animals. Nearness to a source of water for use in their nutrition. A good distance from source of noise and other disturbances. Safety from predators for example honey badgers, ants safari ants , birds and other parasites such as wax moths."}
{"text": "Nearness to a source of water for use in their nutrition. A good distance from source of noise and other disturbances. Safety from predators for example honey badgers, ants safari ants , birds and other parasites such as wax moths. Feeding Normally bees are self-sufficient in providing their food from the honey they make. However, during the dry season, their feeding should be supplemented by providing a solution syrup of sugar water or giving molasses. This should be placed strategically so that it is easily accessible to the bees. Parasites Ants Wax moths Bee louse Honey badger Control of Parasites Use of physical barriers such as Vaseline grease to control ants. Smoke the hive to control bee louse. Suspend the hive to control honey badgers. Burn infected combs to control wax moths. Diseases and Control African bees are seldom attacked by diseases. Harvesting Honey Factors to consider; Stage of ripening: Honey must be harvested when it is fully mature. Season of the year: Harvested at the end of the rainy season. Procedure Blow light smoke through the hole. This makes bees suck honey and become engorged and docile. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 23 Lower the hive to the ground. Open the hive to expose honey combs. Brush the bees off the honey combs. Cut the honey combs, leaving a small margin on the bars and keep them in a closed container. Honey Processing Using heat in a water bath to melt the honey. Crushing and straining. Using a centrifugal extractor. Precautions When Handling Bees Avoid excessive smoking. This kills the brood and lowers quality of the honey. Use protective clothing to avoid sting. Protect the hive from rain water. Use clean equipment and containers to avoid contamination of the honey. Use recommended method of extracting honey. Use recommended type of hive such as Kenya top bar hive. Fish Keeping Aquaculture Introduction The rearing or keeping of fish is called fish farming and is normally carried out in specially prepared ponds. A good fish-pond should have the following features: Site should be on a fairly level ground with a permanent supply or source of water."}
{"text": "Planting grass where necessary. Removing un desirable vegetation. Removing the silt. Fish Preservation Practices before preservation: Clean the fish to remove mud and any worms. Removing scales and slime. Opening the fish on the side to remove the gut and the intestines referred to as gutting. . Cleaning the abdominal cavity thoroughly. Keeping fish in open containers. Methods of Preservation Freezing Salting Sun drying Smoking Appropriate Handling of Livestock During Management Physical beating should be avoided. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 25 Structures which help in restraining animals should be used whenever applicable. The correct methods of securing and casting animals should be used. Use as little force as possible. Equipment such as ropes, halters, lead stick and bull rings are used to handle animals appropriately. Farm Structures Introduction Farm structures are physical constructions on the farm used to increase efficiency in production. Construction of Farm Structures Involves: Planning for farm structures ; Consider; Farm activities. Size of the enterprise. Future of the enterprise. Accessibility. Soil type. Siting farm structures; Consider: The location of the homestead. Accessibility. Security. Drainage topography. Wind direction. Relationship between the structures. Proximity to social amenities. Farmer's taste and preference. Materials for Construction Structural Materials and Use Factors which determine the type of materials to use are; durability, strength, labour, availability, For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 26 workability, serviceability, cost sanitation. Stones and Bricks Advantages Stones and bricks are durable, easy to disinfect, resistant to weather and insects decay and are easily available. Disadvantages They are bulky and require skilled labour to make them. Plastic and Synthetic Materials These include; glass, asbestos fibre polythene materials. Advantages Light, cheep depending on quality, easy to disinfect, can be moulded into any shape, are durable, cannot be destroyed by insects and fungus are water-proof. Disadvantages Are easily destroyed, fragile, very expensive require skilled labour."}
{"text": "Plastic and Synthetic Materials These include; glass, asbestos fibre polythene materials. Advantages Light, cheep depending on quality, easy to disinfect, can be moulded into any shape, are durable, cannot be destroyed by insects and fungus are water-proof. Disadvantages Are easily destroyed, fragile, very expensive require skilled labour. Wood Timber Advantages They are workable, cheap, can be re-used For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 27 are fairly strong. Disadvantages They can catch fire easily, decay if exposed to water are affected by fungus and insects. Concrete Is a mixture of cement, sand, aggregate and water e.g. in making blocks the ratio is 1:2:3; one part cement, two parts sand and three parts aggregate. Uses Making posts for fencing. Making walls and floor of buildings. Making gabions and water channels to prevent erosion. Making water troughs. Advantages These materials are; durable, workable, easy to disinfect, cheap to maintain, fire resistant Disadvantages These materials are ; expensive, require skilled labour, bulky, cannot be reused Animal handling structures The crush used when doing following activities; Spraying livestock to control ticks, milking, examining sick animals, artificial insemination, treating animals, eg drenching, vaccination, dong routine jobs such as dehorning, identification marks, The spray race-used in the control of ticks by spraying livestock with acaricides The dip- machakos type, and the pludge dip. This is used in the control of ticks by dipping livestock Farm Buildings Factors to be considered in site selection; Security For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 28 Nearness to a source of water Topography Direction of the prevailing wind Direction of the sun Personal whims tastes and preference Nearness to means of communication. Types of farm buildings Houses for farm animals. Stores for farm produce. Stores for equipment, tools and supplies. Buildings for growing crops e.g green house. Building for processing plant e.g milk plant."}
{"text": "Stores for equipment, tools and supplies. Buildings for growing crops e.g green house. Building for processing plant e.g milk plant. Parts of a building The foundation, The walls, The roof Include; kingpost, rafters, struts, tie beam, rafter batten For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 29 Include; concrete floor, foundation wall, PVC sheet damp-proof course the compacted fill hard core . Fences Importance of Fence in a Farm Keep out intruders to the farm, Define the boundary lines of the farm. Paddocking of fields to make rotational grazing possible. Live fences serve as windbreaks. Fences are used in mixed farming to protect crops from. Damage by livestock. Fences add aesthetic values to the farm. It is easy to control breeding. It is easy to isolate sick animals from the rest of the herd. Types of Fences For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 30 Dead fences. Barbed wire fences. Electric fence. Concrete fence. Chicken wire fence mesh wire fence . Woven wire fence chain link . Wooden fence. Fencing Practice Materials include; wires, staples, nails, posts, droppers concrete materials. Size of posts: General purpose 2.5m by 25cm in diameter Strainer units and corner posts 3m by 30cm in diameter: Distance between the posts: 3m between posts, 10m if droppers are to be used. 200m between strainer units. Depth of holes - 60cm. Gate Posts, Gates and Strainer Units Gates should be hung on posts separate from the fence. Mechanical implements for example tractors require 4.0-4.5m width of gate. Entrance gates for pedestrians can be accommodated within the fence. Steps in Fencing Locate the corners Clear the fencing area. Mark gates, strainers, pass places and standards by pegging. Dig holes to proper depths. Fix the standard posts. Firm around posts or apply concrete. Fix wires on posts. Fix the droppers."}
{"text": "Firm around posts or apply concrete. Fix wires on posts. Fix the droppers. Agricultural Economics II Land Tenure and Land Reforms Introduction For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 31 Land is an important factor of production. Without land it is impossible to practice the agricultural business. However the efficiency of utilization of land is influenced to a large extent by the condition of holding the land. Land Tenure Land tenure is defined as the possession of the legal rights to the use of land. Various kinds of rights to the use of land give rise to different tenure systems. Land Tenure System All land tenure systems fall into two major classes, namely: Collective Tenure Systems This includes: Communal Tenure Systems This involves the possession of rights over land by the whole community. It works quite well under conditions of unlimited, land resources. Advantages of Communal Tenure Landless problem does not exist. Land is not fragmented. Allows for free movement of animals in search of better pastures and water. Promotes community spirit among the members. Disadvantages of Communal Tenure No incentive among the users to conserve the land resources. Everybody strives to maximize returns from the land without the drive to invest, for example, in terms of soil conservation and maintenance of soil fertility. There is a tendency of overstocking and continuous cropping; which leads to soil erosion and loss of land productivity. As a result of communal grazing of livestock, it is impossible to improve livestock through; controlled breeding, proper feeding, disease and parasite control. Since there is no title deed, certificate of ownership it is virtually impossible to secure loans to develop the land. Co-operative Tenure System This category includes various collective arrangements under the government or other authorities. Farmers voluntarily group together and buy land which they subsequently operate on cooperative basis. Examples are co-operative ranches. Advantages of Co-operative Tenure No land disputes. Labour is well utilized. Profit is distributed according to the number of shares. Resource use is enhanced for high production. Disadvantages of co-operative tenure. Incase of poor management everybody will loose. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 32 No individual title deed hence cannot secure loans."}
{"text": "Disadvantages of co-operative tenure. Incase of poor management everybody will loose. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 32 No individual title deed hence cannot secure loans. State ownership Land is owned by the whole state and is refered to as government land. Examples in Kenya; Areas not allocated to individuals Land under local county councils cities and towns Land under forest, game reserve and parks, land for infra-structure and public utility Advantages of state ownership Generation of income for the state All the citizens benefit from whatever comes out of the land. Disadvantages Non-competitive in terms of production No individual motivation when working on the land. Individual Tenure system The various forms of individual land tenure are; Owner operator, Plantation and Concestion, Land-lordism Tenancy Owner operator This category includes all persons who operate on land to which they have absolute individual rights. Examples are the majority of individual land owners in areas where demarcation and registration of land has taken place and title deeds issued. Advantages The owner is free to make permanent production plans. The owner can pledge the land title deed to secure loans credit from lending agencies for further development An individual is motivated to work harder than when under communal arrangement Managerial failures usually affect small units of production and are therefore negligible. It is easy for the owner to get agricultural advice. Disadvantages Cost such as machinery for processing may be too high for the individual owner Innovation may be inadequate due to low levels of education. Lack of capital to invest. Plantation and concession In this form of land tenure, the individual is usually a company or a corporation. Most of them engage in the production of only one commodity They are rigid in their production plans and in most cases labour is hired on wage basis. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 33 Example are coffee, tea, sugarcane, sisal estates in Kenya. Advantages High production from the land hence high economic gains Allows foreigners to use and develop land No land disputes Create employment for the local people Generate government revenue through taxation. Disadvantages Individuals own large pieces of land while others are landless Large areas of land may be left underdeveloped. Foreigners may repatriate profit to their countries."}
{"text": "Advantages High production from the land hence high economic gains Allows foreigners to use and develop land No land disputes Create employment for the local people Generate government revenue through taxation. Disadvantages Individuals own large pieces of land while others are landless Large areas of land may be left underdeveloped. Foreigners may repatriate profit to their countries. Landlordism and tenancy The arrangement here involves the ownership of land by one individual or group of individuals landlord who lease it to another individual tenant . A legal lease specifies the length of time during which the tenure is operative; and that serves as a security of tenure to the tenant. The efficiency of production in this arrangement is greatly affected by the length of lease, its legal backing and rent payable. Advantages A person without land can get a chance to use land. A landlord who cannot operate the land, for any reason, can still earn income by leasing it to a needy tenant. It is a flexible arrangement; that is, it allows room for change of production plans should need arise. Security of tenure gives the tenant incentive to invest depending on the length of tenure. Disadvantages Poor land use and low production if the tenant does not have enough funds to improve on land. Tenants cannot produce long term crops, Landlords can exploit the tenants by overcharging. Lack of incentives to improve land by the tenants since it does not belong to them. Land Reforms Definition Land reform is any organized action designed to improve the structure of land tenure and land use. Forms of Land Reform Land Consolidation This means bringing or putting together, into one piece; fragmented parcels or pieces of land scattered over a large area. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 34 The objective of land consolidation are : To save on time spent while moving from one piece of land to another. To facilitate effective and efficient farm planning. To create an incentive among land operators to invest on and develop land. To facilitate mechanization and improve production through efficiency. To improve level of production through effective supervision of the labour force and sound farming methods, Land Fragmentation and Sub-division This is the subdividing of a large piece of land into smaller portions. Sometimes it becomes necessary to sub-divide land for the following reasons: To sell part of the land."}
{"text": "To facilitate mechanization and improve production through efficiency. To improve level of production through effective supervision of the labour force and sound farming methods, Land Fragmentation and Sub-division This is the subdividing of a large piece of land into smaller portions. Sometimes it becomes necessary to sub-divide land for the following reasons: To sell part of the land. The parent may wish to subdivide and distribute his land among the sons, daughters and other dependants. The government may decide to subdivide large farms in order to settle landless citizens. Land Adjudication and Registration Land adjudication involves; Establishing the legitimate ownership, Measurements to make permanent boundaries Recording of land details. Once land has been adjudicated, and any disputes concerning the same land are settled, It is then registered in the \"Register of Land\". And the owner is issued with a land title deed or certificate of legal ownership. Importance of land title deed The legal owner of the land has security of tenure and hence an incentive to invest and improve productivity. A farmer can mortgage the land by offering land title certificate as a security to loaning agencies to secure capital to finance development projects. If a farmer who cannot operate the farm, he can still earn income from it by leasing it. Disputes concerning land boundaries and or land ownership no longer arise. Land Settlement and Resettlement Definition Land settlement means the occupation of land which was previously uninhabited. Land resettlement, on the other hand, is the transfer of people from an already densely populated area to a sparsely populated one. Objectives To settle the landless citizens. To relieve population pressure in densely populated areas. To increase or promote agricultural productivity by farming on land that was previously unused or lying idle. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 35 To create self-employment thus improving the living standards. Land reclamation, especially by creating tsetse fly-barriers. Soil and Water Conservation Introduction Soil and water are two very important natural resources in farming. They should therefore be well maintained and used without wastage to sustain continuous production. Water loss during the rainy season should be prevented and excess water conserved for use during scarcity. Soil erosion must be controlled at whatever cost if soil is to be conserved."}
{"text": "They should therefore be well maintained and used without wastage to sustain continuous production. Water loss during the rainy season should be prevented and excess water conserved for use during scarcity. Soil erosion must be controlled at whatever cost if soil is to be conserved. Soil Erosion It is the removal and carrying away of the top soil by the action of water or wind. Factors Influencing Soil Erosion Amount and intensity of rainfall. The steeper the land the higher the velocity of surface runoff. The higher the velocity of surface runoff the greater is its erosive power effect. Type of soil for example sandy soils are more easily detached and carried away than clayey soils. Soil depth; The deeper the soil, the longer it takes to be saturated with water. Land use: Overstocking leads to bareness of the land and looseness of the soil. Deforestation - indiscriminate removal of trees leads to exposure of soil to heavy rainfall and high temperatures. Indiscriminate burning of vegetation exposes the soil to erosive agents. Clean weeding leaves the soil bare. Ploughing along the slope. Monoculture or continuous cultivation. Ground cover Trees act as windbreakers. Roots of vegetation cover hold the soil particles together. Leaf fall act as mulch which reduces erosion. Leaves of vegetation cover intercepts raindrops reducing their erosive power. Agents of Erosion Water - moving water has erosive power. Wind - wind carries away soil. Human beings - through man's activities such as cultivation and mining. Animals - through overgrazing and creating footpaths where soil erosion takes place. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 36 Types of Erosion Raindrop splash - displacement of the soil caused by raindrops. Sheet - uniform removal of soil in thin layers from flat or gently sloping areas. Rill - removal of soil from small bur well defined channels or rills. Gulley - removal of soil from channels which become progressively deeper and wider. Riverbank Erosion - removal of soil along river banks by the river water. Solifluction - gravitational flow of soil saturated with water."}
{"text": "Gulley - removal of soil from channels which become progressively deeper and wider. Riverbank Erosion - removal of soil along river banks by the river water. Solifluction - gravitational flow of soil saturated with water. Land slides - mass movement of rock debris and soil down a slope, For example; Slip movement of earth or rock masses for a short distance. Debris slide - materials move at a greater speed. Debris fall - movement of materials debris along vertical cliff. Rock fall - movement of rock down a very steep slope. Rock slides - mass of rock materials that slide along a bedding plate, a joint or a fault face. Soil Erosion Control Measures Soil conservation measures can be classified into: Biological or cultural control Physical or structural control Biological or Cultural Control Measures These measures are applicable where land slope is between 2-12 . Grass strips filter strips; These are narrow uncultivated strips along the contour left between cultivated strips. Cover cropping ; The establishment of a crop that spreads out over the surface of the soil to provide it with a cover. Contour farming ; Carrying out all land operations along the contour. Mulching ; Covering of the soil with either organic or synthetic materials. Proper cropping systems such as: Crop rotation Correct spacing Inter-cropping Ridging furrowing Strip cropping Controlled grazing; Proper stocking rate, rotational grazing. Strip cropping; Growing crops which give little ground cover in alternate strips with crops such as beans which have a good ground cover. Afforestation re-afforestation. Afforestation - growing of trees where non-existed. Re-afforestation - growing of trees where they have been cut down. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 37 Agroforestry - land use that involves the growing of trees in combination with crops and pastures on the same piece of land. Physical or Structural Control Measures These are soil and water conservation measures which involve mechanical constructions on the earth. They are used in areas of moderate slope between 13-55 . They include: Trash or stone lines; These are rows of heaped crop' residues or stones made along the contours."}
{"text": "Physical or Structural Control Measures These are soil and water conservation measures which involve mechanical constructions on the earth. They are used in areas of moderate slope between 13-55 . They include: Trash or stone lines; These are rows of heaped crop' residues or stones made along the contours. Filter strips; It involves the growing of an open crop in the upper side of the slope followed by a dense crop to reduce speed of water. This increases infiltration. Terraces; Are structures constructed across a slope to reduce the length of a slope thus reducing run-off. Bench terraces; Are constructed where the slope is 35-55 . Tree crops are suitable for such areas. Importance of a Bench Terrace: - Reduces slope of the land. Conserves soil moisture. Better retention of soil fertility. Narrow based terraces Cannot allow cultivation by machines. Broad based terraces - Is wide enough to allow cultivation by machines. Graded terraces: Have a drainage channel to lead off excess water to a vegetated place. They should be about 100m in length. Level terraces: Have no outlet channels, The aim is to have water infiltrating, Hence no water can flow from the ends of the terrace. Fanya juu: A ridge made by digging a channel and throwing the soil uphill. Fanya chini: In this case the soil is heaped on the lower side of the channel. Bunds: heaps of soil earth made along the contour. Cutoff drains: An open trench with an embankment on the lower side into which water from the farm drains. Water from the trench should be discharged into; Natural waterways, Artificial waterways, Rocky ground For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 38 Grassland Gabion Porous dams: Galvanized wire mesh boxes filled with stones which are built across slopes and gullies. Dams and reservoirs ; Dams - barriers built across a river waterway to hold and store water. It reduces speed of runoff. Reservoirs - these are large storage tanks."}
{"text": "Dams and reservoirs ; Dams - barriers built across a river waterway to hold and store water. It reduces speed of runoff. Reservoirs - these are large storage tanks. Ridging - heaps of soil to reduce the speed of water, They retain the water for some time. Water Harvesting Methods Water harvesting and storage should be done during the rainy seasons to avoid wastage. This should be done using the following methods: Roof catchment - trapping and collection of rain water from roof tops. Rock catchment - water is harvested by constructing a barrier on the lower side of a large impervious rock to trap surface runoff from the rock. Weirs and dams. Dam - a barrier constructed across a river or a dry valley so that it can hold water. Weirs - barriers constructed across a river or a stream to raise the water level and still allow water to flow over it. Ponds - water retention excavations' made to hold excess surface water. Retention ditches level terraces.-These are terraces constructed with blocked ends to retain water. Micro-Catchments A system of harvesting limited rainfall and storing the water in the ground for use by the planted crops. Types of Microcatchments; Triangular V-shaped Negarims; V-shaped bunds measuring 25cm Are built with soil from the excavated planting holes to direct runoff water towards the basin area around the base of each plant Semi-circular bunds; Formed around the growing plant to hold water around the plant. Trapezoidal bunds; Trapezoidal shaped bunds, which enclose a large area where the crops are grown. Contour bunds furrows ; These are furrows made along the contours between the rows of crops where agroforestry trees are intercropped with annual crops. Planting holes pits ; These are extra large planting holes made and filled with dry plant materials before filling in with soil. Use of Micro-Catchments For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 39 Slow down the speed of surface runoff. Used during landscaping of the compound, parks and roadside nest areas. Reclamation of land for food crop in dry areas. Water collected and stored can be used for irrigation Afforestation in dry areas."}
{"text": "Weeds lower the quality of pasture for example: Tickberry Lantana camara Nut grass Cyperus rotundus , Manyatta grass Eleusine jaegeri Some weeds irritate workers thus reducing the efficiency in which they are controlled for example: Double thorn Oxygonum sinuatum , Stinging nettle Urtica massaica , Devil's horse whip Achyranthes aspera . Factors Contributing to the Competitive Ability of Weeds For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 40 They produce large quantities of seeds for example pigweed and black jack. Their seeds remain viable in the soil for a long time awaiting conducive germination conditions. They have effective seed dispersal mechanisms. Some weeds propagate by means of elaborate underground storage structures. They are efficient in utilizing little moisture, nutrients and sunlight. Some have short life cycles. They have elaborate root systems for supporting the plant and absorbing nutrients and water. Weed Classification It is based on: Life cycles for example: Annuals - complete their life cycle in only one season. Biennuals - complete their life cycles in two seasons only. Perennials - complete their life cycle in more than two seasons. Morphology - leaf formation such as size, shape and venation. Broad leaved weeds for example black jack, lantana, pig weed, oxalis and others. Narrow leaved weeds for example couch grass, setaria, nut-grass, manyatta grass and others. Habitat - some weeds are terrestrial grow on land while others are aquatic grow on aquatic marine conditions . Weed Identification Weeds are identified by their common individual names and botanical names. They are named according to specific features or according to person who identified them. Common Name Botanical Name Black Jack Bidens pilosa Mexican marigold Tagetes minuta 0xalislsorrel ..Oxalis spp."}
{"text": "Weed Identification Weeds are identified by their common individual names and botanical names. They are named according to specific features or according to person who identified them. Common Name Botanical Name Black Jack Bidens pilosa Mexican marigold Tagetes minuta 0xalislsorrel ..Oxalis spp. Double thorn Oxygonum sinuatum Thorn apple ..Datura stramonium Couch grass ..Digitaria scalarum Nut grass ..Cyperus rotundus Wandering Jew Commelina bengalensis Sow thistle Sonchus ole race us Devil's horsewhip .Achyranthes aspera Macdonald's eye Gallant soldier. Gallinsoga parviflora Sodom apple .Solanum incanum Black night shade ..Solanum nigrum Chinese lantern . Nicandra physalodes Bracken fern ..Pteridium aquillium For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 41 Love grass Bristly foxtail .Setaria verticillata Cleavers Gallium spurium Stinging Nettle ..Urtica massaica Fat hen Goose foot ...Chenopodium spp. Rape weed Brassica nap us Wild oats ...Avena fatua Lantana Tick berry Lantana camara Water hyacinth .Eichhornia crassipes Striga Witch weed Striga hermontheca Creeping indigo .Indigofera spicata Weed Control Methods The methods of weed control determined by: The weed being controlled. Weather conditions. Capital availability. Effect on environment. METHODS OF WEED CONTROL INCLUDE: Chemical Weed Control The use of chemicals known as herbicides to control weeds."}
{"text": "Capital availability. Effect on environment. METHODS OF WEED CONTROL INCLUDE: Chemical Weed Control The use of chemicals known as herbicides to control weeds. Classification of Herbicides Based on: Formulation - the physical form of the herbicides for example: Liquids Wettable powders Emulsion Dust Time of Application Pre-emergence - applied before the planted crop germinates. Post emergence - applied after the planted crop germinates. Selectivity Selective. Non selective. Mode of Action Contact - herbicides that kill only the parts of the plant which it comes into contact. Translocated systemic herbicides that will kill the whole plant even if it comes into contact with only a small part of it. Methods of Herbicide Application Spraying - application of solutions. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 42 Dusting - application of dusts. Fumigation - application of fumigants into the soil. Safety Measures in the Use of Chemicals Read manufacturer's instructions and follow them. Wear protective clothing such as overalls, breathing mask, gloves and boots. Avoid inhaling the herbicides. Wash thoroughly after handling chemicals. Do not blow or such blocked nozzles. Avoid herbicide drift to unintended crops and other plants. Avoid herbicide drift to livestock feed and water. Avoid spilling herbicides in pastures and fodder crops. Dispose off the empty containers properly for example burying them in the soil. Do not wash spraying equipment in water sources used by animals and human beings. Store chemicals in a safe place. Wash the spraying equipment thoroughly. Sink left over chemicals into the soil after the day's work. Advantages of Chemical Weed Control It is less laborious. Effective in the control of difficult weeds such as couch grass and sedges. It does not disturb crop roots and other underground structures. It makes the control of weeds in certain crop easier. It is efficient in both wet and dry conditions. It does not destroy soil structure. Cheaper in large scale production than the use of manual or mechanical cultivation. Disadvantages of Chemical Weed Control It requires skilled labour in mixing and application. Cause environmental pollution. Herbicides have long residual effects which may interfere with future crops."}
{"text": "Disadvantages of Chemical Weed Control It requires skilled labour in mixing and application. Cause environmental pollution. Herbicides have long residual effects which may interfere with future crops. It is very expensive. Mechanical Weed Control It involves the following operations: Tillage Cultivation This is the opening and loosening up of the soil. It can be done by hand tools or tractor drawn implements. Advantages Cheap in small scale production. Increases water and air infiltration into the soil. Incorporates crops residues into the soil. The earthing-up done during tillage encourages root growth. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 43 Disadvantages If done repeatedly it destroys soil structure. It is laborious and expensive in large scale production. It may not effectively control weeds. It may lead to soil erosion and loss of soil moisture. Damage crop roots. Slashing Mowing Mechanical removal of shoots from weeds. It is effective in the control of annual weeds. Uprooting It is done when the crops are too close To allow mechanical cultivation or where weeds are scattered. Cultural Weed Control It involves the following practices: Mulching. Cover cropping. Crop rotation. Timely planting. Use of clean seed planting materials. Proper spacing. Proper seedbed preparation. Flooding. Biological Weed Control The use of living organisms to control weeds. Examples are: Use of livestock to graze and control growth of weeds especially in plantations. Use of weed eating fish to control aquatic weeds. Use of moths to control cactus. Limitations: the method is not reliable. Legislative Weed Control Quarantine It involves government laws and regulations which prevent the introduction and spread of foreign weeds in a country or an area. Done by KEPHIS. Limitations: Only samples are checked while the bulk of the materials may have some weed seeds. Crop Pests and Diseases For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 44 Introduction Crop pests and diseases lead to high losses in crop production hence efficient control measures are needed. Proper control measures require the farmers to be able to; Identify these organisms, Know their life cycles, feeding habits The damage they cause to crops."}
{"text": "Pests of grains attack the crops when the grains are formed. Field and Storage Pests Some pests attack the crops while in the field. Other pests attack the produce after it has been harvested and stored. Identification of Common Pests Name of Pest Crop Attacked Damage Done Control Measures Armyworms Cereal crops Defoliate the i Early planting Spodoptera Sugar cane whole plant ii Use of effective insecticides exempta iii Grasses Cut worms Young seedlings Cut the seedlings i Early planting Agrotis Spp. At the stem base ii Use of soil applied insecticides fumigants iii Flood irrigation Boll worms Cotton, Eat and destroy i Crop rotation Heliathis migera citrus, maize, the fruits and ii Field hygiene beans, millet, seeds iii Spraying with insecticides For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 45 legumes iv early planting Maize stalk borer Maize sorghum Destruction of the i Early planting Busseola fusca stem and young ii Field hygiene and growing tissues iii Crop rotation Chilo partellus iv Use of stalk borer dust. Loopers Coffee Make windows in i Use of effective Ascotis selena ria crop leaves ii Use of parasitic wasps, and chameleons Leaf Miner Coffee Make mines in Use of parasitic wasps l Leucoptera the leaves enemies meyricki and L. reducing ii Use of effective caffeina photosynthetic area. Stainers Cotton Stain the cotton Use of parasitic tachinid fl Dysdercus spp. Lint reducing Spraying with insecticides. Quality Control alternate hosts. Crop rotation Aphids Several crops i Transmit Natural enemies for Aphis spp. As citrus, maize, viral diseases. Lady birds cotton, beans. Ii Suck out ii Overhead irrigation cabbages and sap leading iii Use of insecticides others to stunted growth. Other Crop Pests Include: Mealy bugs - coffee Thrips - coffee Beetles - field and storage pests. Birds - field pests - cereals and fruits."}
{"text": "Trap cropping: These are crops which attract pests diverting them from the main crop. The trap crop is grown together with the main crop. Crop rotation: It breaks the life cycle of the pest. Planting resistant varieties: These are plants with natural protective mechanisms against pest for example hairy cotton against jassid bugs, goose necked sorghum against birds, high tillering in sorghum against shoot fly. Field hygiene: This includes rogueing and removal of crop residues which harbour pests from field. Alterations of environmental conditions, such as, creating a microclimate which is not conducive to pests for example open pruning in coffee. Crop nutrition: application of fertilizers and manures to make the crop strong and able to escape pest attacks. Destruction of alternate hosts, for example, weeds like mallow which harbour cotton stainers. Use of clean planting materials. This helps to prevent introduction of crop pests. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 47 Proper spacing: if well spaced some pests find it difficult to move from one plant to another. Use of organic manure, for example, farmyard manure discourages eel worms nematodes . Chemical Control Chemicals used to control pests are known as pesticides. Pesticides are administered through dusting, spraying or fumigating. Classification of Pesticides: Pesticides are classified on the basis of: Mode of Entry Stomach - ingested by the pest together with the crop materials. Contact - absorbed through the body tissues. Fumigants - through the breathing mechanism. Systemic - translocated to all parts. Mode of Action Respiratory poisons - interfere with breathing mechanisms. Coagulants - cause the blood of the pest to coagulate. Neurotoxins - act on the nervous system. Protoplasmic poisons - cause the cells to disintegrate. Target Pests Insecticides - kill insect pests Molluscicides - kill snails and slugs. Rodenticides - kill rodents. Nematocides - kill nematodes. Formulation . Dusts, granules and powders Emulsifiable concentrates. Miscible liquids. Wettable powders. Fumigants. Factors That Affect the Efficiency of Pesticides Concentration of the pesticides."}
{"text": "Wettable powders. Fumigants. Factors That Affect the Efficiency of Pesticides Concentration of the pesticides. Weather conditions at the time of application. Timing of application - efficiency is high if applied when the pest is most susceptible. Persistence of the pesticide having long residual effect in the soil. Resistance of the pests. Advantages of Chemical Pest Control Faster Immediate results are achieved. Low labour requirements. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 48 Disadvantages of Chemical Pest Control Expensive to buy. Cause pollution to the environment. Require skilled labour to apply. Some pesticides may kill beneficial organisms and predators. Some target pests may build up resistance. Mechanical Pest Control Physical This involves the killing of the pests using physical methods. Or creating physical barriers to prevent pests from getting into contact with the crops . Example: Flooding irrigation; for example, moles are suffocated through flooding. Use of lethal temperatures: either too cold or too hot. Suffocation; commonly used in grain storage bins by being made air tight. Trapping and killing, for example, rats. Creation of physical barriers, such as, rat bafflers, sticky materials on tree trunks. Proper drying: this makes them too hard to be destroyed by pests. Scaring devices especially in rice plantations to control birds. Use of explosives thrown at breeding places of birds to kill or scare them away. Biological Pest Control It involves the use of living organisms to reduce the pest population. Predator Target Pest Parasitic wasp-------------------White fly in citrus, boll worms, stalk borers Birds--------------------------------- Crickets, locusts, caterpillar llars. Lady Bird --------------------------Aphids Trachnid flies -------------------cotton stainer Praying mantis-----------------giant loppers Majimoto ants -----------------scales Cats ----------------------------------moles,rats,mice Brachonid wasps-------------mealy bugs Chicken ---------------cotton stainer, larvae of beetles, grasshoppers, crickets Advantages Cheap No environmental pollution Saves on labour. Disadvantages Takes too long to get the correct agent Difficult to control the pest effectively. Integrated Pest Management It is a new method which involves the combination of the methods mentioned above."}
{"text": "Lady Bird --------------------------Aphids Trachnid flies -------------------cotton stainer Praying mantis-----------------giant loppers Majimoto ants -----------------scales Cats ----------------------------------moles,rats,mice Brachonid wasps-------------mealy bugs Chicken ---------------cotton stainer, larvae of beetles, grasshoppers, crickets Advantages Cheap No environmental pollution Saves on labour. Disadvantages Takes too long to get the correct agent Difficult to control the pest effectively. Integrated Pest Management It is a new method which involves the combination of the methods mentioned above. The aim is to have least hazards to the user and to the environment. Example, attractant-pheromones are used to attract pests to one place where they are sprayed and eradicated. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 49 Legislative Method Quarantine Legislative mearsures of pest control are effected by the Kenya Plant Health Inspectorate Service KEPHIS through seed inspection. Crop Disease And Their Control A disease is any deviation from the normal performance or functions. A plant disease is any harmful physiological disorder in a plant caused by pathogenic agents such as virus, bacteria, fungi. The study of plant disease is called plant pathology. Economic importance of crop diseases They lower crop yield They reduce the quality of the produce thus reducing their market value They cause food poisoning. E.g ergot in wheat, afflatoxin in grain crops by fungus. They reduce photosynthetic area of the plant. Classification and identification of plant disease Plant disease are classified according to their causal agents; Fungal diseases; Fungi are non-green plant-like. Some are parasitic and others are saprophytic. Parasitic fungi divided into; Obligate parasites- those that depend on other living organisms for food. Falcultative parasites-those that are able to live on both the living and dead tissues."}
{"text": "Fusarium ii. Yellowing and shedding oxysporum of leaves. Iii. Wilting of the plant. Black arm Cotton i. Small round spots on the i. Field hygiene. Anthomonas cotyledons of young ii. Use of certified seeds. Malvacearum seedlings. Ii. The spots elongate to form black lesions on the stem. Bacterial wilt Tomatoes and Uniform. Wilting of the whole i. Use of certified seeds. Pseudomonas potatoes plant even with enough ii. Crop rotation. Solanacearum water. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 51 Viral Diseases Viruses are small living organisms which can only be seen under a very powerful electronic microscope. Viruses interfere with photosynthesis, respiration, transpiration and nitrogen utilization Symptoms of Viral Infection Leaf chlorosis. Leaf curling. Mosaic light green or yellow patches . Malformation distortion of plant parts. Rosettes; Development of abnormally short internode. Transmission Through the use of infected vegetative materials and insect vectors like aphids, mealybugs and leafhoppers. Viral diseases Disease Cause crops Attacked Symptoms of Attack Control Measures Ratton stunting Sugar cane Red discoloration on the vascular Use of clean materials. Bundles. Treatment of seed canes. Maize streak Maize Yellow stripes alternating with Control leaf hopper. Green, parallel to the midrib. Ii. Use if certified seeds. Iii. Field sanitation. Greening Citrus i. Yellow mottling of the leaves. I, Use of clean tools when disease Die back. Budding. Iii. Premature leaf fall. Control of insect vectors. Leaf mosaic Suzgar cane, i. Yellow mottling. Control of aphids. Cassava. Sweet Necrosis of stem. Ii. Use of clean materials. Potatoes. Seed treatment. Tristeza Citrus Dwarfing of i. Stripping affected fruits. Die back. Ii. Use of clean equipment of budding. Other Causes of Crop Diseases Flooding forming ammonia which is poisonous to the crops causing a burning effect on leaves. Chemicals: some may be toxic. Poor weather: Extremes of day and night temperatures. Stress: such as irregular watering as in tomato blossom end rot. Control of Crop Diseases Cultural method: This involves use of Healthy planting materials."}
{"text": "Poor weather: Extremes of day and night temperatures. Stress: such as irregular watering as in tomato blossom end rot. Control of Crop Diseases Cultural method: This involves use of Healthy planting materials. Practicing field hygiene. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 52 Proper seedbed preparation. Proper spacing. Heat treatment of the planting materials for example sugar cane. Proper drying of cereals and pulses to 13 M.C. Growing disease resistant varieties. Legislative Method Involves the imposing of regulations and laws especially in case of disease outbreaks to prevent the introduction and spread of diseases. Chemical Control Used as a last resort. Chemical control measures include: Seed dressing before planting. Soil fumigation to control soil borne diseases. Spraying: application of fungicides. Crop Production VI Field Practices II Introduction There are many crops cultivated in Kenya. These crops are grown for various uses and require different ecological conditions. Definitions: Hybrids - These are crop varieties developed by crossing two pure lines. Composites - These are crop varieties developed through repeated mass selection. Cultivars - these are varieties of crops which are cultivated in a given area. Maize Main growing areas: Trans-Nzoia, Nakuru, Uasin Gishu, Laikipia districts and others. Ecological Requirements Altitude: Upto 2000m above sea level. Temperature: About 25 C Soils: Freely draining, fertile loam soils. Rainfall: 750-12S0rnm critical at silking and pollination stage. Varieties For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 53 High altitude areas: Hybrids 611, 613 and 614C. Medium altitude areas: 511,512,622 and 632. Marginal rainfall areas: Katumani composite and Makueni composite. Coast regions: Coast composite and Katumani composite. Seedbed Preparation Ploughing should be deep and done during the dry season to eradicate weeds. Require medium tilth. Plant spacing 75-90cm x 20-30cm. Planting done at the onset of the rains. This helps to reduce pest attack. Dry planting in areas with inadequate rainfall is necessary."}
{"text": "Planting done at the onset of the rains. This helps to reduce pest attack. Dry planting in areas with inadequate rainfall is necessary. Field Maintenance: Apply phosphatic fertilizer during planting at a rate of 120kg ha P2O5 Also nitrogenous fertilizers as top dress at the rate of 200kg of ASN or CAN. Control weeds by cultivation, use of appropriate herbicides, uprooting, slashing and mulching. Pest Control Maize Stalk Borer: Nature of damage: Boring the leaves causing windowing effect, boring the stems and cobs. Control: Destruction of previous years crop residue, closed season and apply chemicals Maize Weevils: it is a storage pest. Damage: Bores holes into the maize grains, eating the contents. Control: Proper hygiene and sanitation in the stores. Use of chemicals such as Actellic Super. Disease Control: Rust Cause: Fungus. Symptoms: Red or brown pustules on the. Leaves. Control: Plant resistant varieties and crop rotation. Smuts Cause: Fungus Symptoms: Black sooty mass of spores on maize heads or cobs ear . Control: Crop rotation, growing resistant varieties and destruction of affected plant parts. Maize Streak Virus For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 54 Cause: Virus Symptoms: Yellow longitudinal stripes parallel to the midrib. Control: Certified seed, early planting and rogueing. Harvesting Harvest the crop 3-9 months after planting depending on variety. Maize stalks are cut and stocked in the field. Cobs removed by hand. For large scale harvesting, combined harvesters are used. Yields about 3,OOOkg and 4500kg ha. Bulrush Millet Areas where grown: Lower areas of Kirinyaga, Embu, Meru, Parts of Machakos Kerio Valley. Ecological Requirements Altitude: Does well in areas below 1200m. Rainfall: 500-600mrn per annum. Soils: Light sandy soils."}
{"text": "Ecological Requirements Altitude: Does well in areas below 1200m. Rainfall: 500-600mrn per annum. Soils: Light sandy soils. Varieties: Serere 2A, 3A, 6A, 17, 16 9 Seed Bed Preparations Ploughing of land during the dry season. Soil should be of fine tilth since the seeds are small. Planting: Done at the onset of the rains. Planted by broadcasting and row planting at a spacing of 60cm x 15cm. Field Maintenance: Weeding is done until tillering. Top-dressing is done by use of sulphate of ammonia. Pest Control Birds Nature of Damage: Eats the seeds at milky stage. Control: Bird scaring devices. Disease Control Ergot Cause: Fungus. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 55 Symptoms: Heads become sticky. Control: Use of certified seeds, crop rotation and destruction of affected crops. Downy Mildew Cause: Fungus. Symptoms: Long, whitish lines on the leaves. Control: Crop rotation and field hygiene. Harvesting Done by cutting off the heads. Drying of the heads. Threshing and winnowing of the grains. Stored under well ventilated dry conditions. Yields about 1000kg ha with good management. Finger Millet Areas where grown: Western Kenya and Uganda. Ecological Requirements Altitude: 0-2400m above sea level. Rainfall: 900mm, drought resistant in the early stages. Soils: Free draining fertile soils. Varieties: Serere varieties developed at Serere in Uganda. Ultra lupin 5.18 oats. Land Preparations The seedbed should be thoroughly prepared to a fine tilth due to the small size of the seeds. It also helps to control weeds. Field Operations Planting Finger millet should be planted as early as possible in the season. It is usually broadcasted by hand. If planted in rows, the furrows should be 30-33cm apart and the plants should be thinned to 5cm apart within the rows."}
{"text": "Field Operations Planting Finger millet should be planted as early as possible in the season. It is usually broadcasted by hand. If planted in rows, the furrows should be 30-33cm apart and the plants should be thinned to 5cm apart within the rows. Fertilizer Application Sulphate of ammonia at the rate of 125kg ha is recommended for topdressing finger millet. Weed Control For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 56 Clean seedbed preparation Uprooting Pest Control: Birds are controlled through scaring. Disease Control Head blast: Cause: Fungus Symptoms: Brown spots with grey centres on the leaves and stems below the inflorescence. Control: Use of resistant varieties. Harvesting Individual heads are cut with knives. Heads are dried, threshed and winnowed. Yields 1650kg ha with good management. Sorghum It is grown in Western, northern, Rift Valley, Eastern and some parts of Central Province. Ecological Requirements Altitude: 0-1500m above sea level. Rainfall: 420-630mm. It is drought resistant. Soils: Fairly fertile and well drained soils. Varieties Dobbs variety. Serena variety. Field Operations Planting Broadcasting the seeds on the firmly prepared seedbed. Intercropped with other crops especially maize and beans. Can be planted in pure stands at a spacing of 60cm x 15cm Fertilizer Application Responds well to farmyard manure FYM . Inorganic fertilizers are not commonly used in growing sorghum. Pest Control For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 57 Bird pests: They are the most common sorghum pests. They include quelea, aethiopica Sudan Dioch , weaver birds, starling bird bishop's bird. They are controlled through; killing them using explosives, poison spraying in their breeding places use of flame throwers. Sorghum shoot-fly controlled by early planting, closed season and application of insecticides. Stem borer - control by use of insecticides and field hygiene."}
{"text": "They are controlled through; killing them using explosives, poison spraying in their breeding places use of flame throwers. Sorghum shoot-fly controlled by early planting, closed season and application of insecticides. Stem borer - control by use of insecticides and field hygiene. Disease Control Common sorghum diseases include: Leaf blight Anthracnose. Sooty stripe. Loose smut Head smut Smuts are controlled by seed dressing-while the other diseases are controlled by growing resistant varieties. Harvesting Sorghum is ready for harvesting 3-4 months after planting. Heads are cut off using a sharp knife after which they are sun-dried, threshed, winnowed and stored. Up to 3000kg hectare can be obtained with good management. Beans Grown in all provinces where maize is grown. Ecological Requirements Altitude: 10.00-2100 metres above sea level. Rainfall: Average of 62Smm per annum. Soils: Well drained loamy soils rich in organic matter. Varieties For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 58 Varieties for dry beans: Rose Coco, Mwezi Moja, Canadian Wonder, Wairimu, Haricot, Mwitemania. Variety for canning: Mexican 142. Varieties for French Beans: Primeur, Long Tom, Saza, Master Piece Monel. Seedbed Preparation Land should be prepared early. Primary and secondary cultivation done to control perennial weeds. Seed Selection and Treatment Select wholesome seeds free from damage and wrinkles. Seeds are dressed against bean fly. Seeds should be inoculated with appropriate bacteria none dressed seeds Planting Planted at the onset of the rains. Spacing 30-45cm x 15cm. Apply phosphatic fertilizer during planting time. Plant 2-4 seeds per hole. Field Maintenance Provide sticks for the climbing varieties. Control of weeds through shallow cultivation. Top-dress with nitrogenous fertilizer for example CAN. PestControl Bean-Fly Nature of damage: Feeds on the stems causing swelling at the roots. This results in wilting and death. Control: Dressing of seeds, early planting and spraying with insecticides."}
{"text": "PestControl Bean-Fly Nature of damage: Feeds on the stems causing swelling at the roots. This results in wilting and death. Control: Dressing of seeds, early planting and spraying with insecticides. Bean Bruchid Storage Pest Nature of damage: Make dark circular windows on the grains. Control: Clean stores, fumigation, and seed dressing. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 59 Diseases Control Bean Anthracnose Cause' Fungus Symptoms: Brown or black lesions on the underside of the leaves, pods and stems. Control: Growing resistant varieties, crop rotation, destruction of crop residues and spraying with fungicides. Bean Rust Cause: Fungus Symptoms: Red brown pustules on the leaves. Control: Planting resistant varieties and spraying copper fungicides. Harvesting Done during the dry season for dry beans and when the pods are dry. Threshing and winnowing done. Sorting of rotten, off types and damaged ones. Sold to National Cereals and Produce Board when dry. For French beans, pick the pods when soft and green. Market immediately to avoid shrivelling. Rice Production Areas where grown; Mwea Tabere Irrigation Scheme Ahero Pilot Scheme in Kano plains. Bunyala in Busia. Bura in Tana River. Land Preparation Plots of 0.4 hectare are made with bunds constructed around them. Plots are flooded for four days. Rotavators jembes are used to work the flooded fields on the fifth day. The land is then levelled and allowed to drain. Water Control During land preparation, water level should be about 7.5-10cm. During levelling water level should be 5cm Water is drained off completely for direct sowing. For transplanted rice, water level should be 5cm at transplanting. Water level should be maintained at 1 3 the height of plant until maturity. Water should be allowed to flow slowly through the fields. Old water should be changed every 2- 3 weeks if the flow of water is not possible. Water introduced should always be warm to ensure pollination."}
{"text": "Water should be allowed to flow slowly through the fields. Old water should be changed every 2- 3 weeks if the flow of water is not possible. Water introduced should always be warm to ensure pollination. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 60 Fertilizer Application S.A applied in the nursery. Rate of 25kg SA for every nursery unit of 18.5m x 18.5m. Phosphatic fertilizers broadcasted in the field. Rate of 120kg ha DSP before planting. S.A applied in the field in two splits before and after transplanting at a rate of 250kg ha Flooding in Rice Flood water in rice production is important for the following reasons; It provides good conditions for growth such as high humidity. Kills soil organisms. Prevents denitrification. Weed Control Controlled through flooding. Appropriate herbicides such as propanil and butachlor are also used. Harvesting of Industrial Crops cotton, pyrethrum, sugarcane, coffee and tea. Harvesting of Cotton Stage of harvesting Takes 4 months to mature. Harvest when bolls are dry and fully opened. Method and Procedure In Kenya cotton is picked manually. Sort out grade AR safi from grade BR fifi into separate containers. Precautions Harvest during dry conditions to prevent dirtifying the lint. Avoid use of gunny bags to prevent contamination. Avoid picking leaves. Harvest on weekly basis. Harvesting of Pyrethrum Stage of harvesting Takes 3-4 months to mature. Harvest the flowers with disc florets which have assumed a horizontal position. Methods and Procedure Pyrethrum is picked manually. Flowers are picked by twisting the heads so that no stem is attached. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 61 Precaution Clean harvesting should be done. Avoid picking leaves. Flowers are placed in woven baskets. Overblown flowers are picked and thrown off. Pick the flowers when the dew is dry. Harvested flowers should be taken to the factory the same day. Avoid compaction of flowers in the basket. Harvesting interval, once in two weeks during the wet season and once in a month during the dry season."}
{"text": "Harvested flowers should be taken to the factory the same day. Avoid compaction of flowers in the basket. Harvesting interval, once in two weeks during the wet season and once in a month during the dry season. Harvesting Sugarcane Stage of harvesting; Take 14-20 months for the plant crop to mature and 12-16 months for the ratoon crop. Sampling of cane is done before harvesting to ascertain the correct sugar content. Methods and Procedures Cut the cane at the ground level to avoid yield loss. The green tops are removed from the canes. Harvesting matchet is used for cutting the cane. Precaution Cane should be harvested immediately at maturity to avoid lowering quality. The green tops should be removed immediately after cutting to avoid reduction of sugar content by enzyme invertase. Burnt cane should be harvested immediately after burning to prevent rapid inversion to monosaccharides. The cane should be processed within 48 hours. Harvesting of Coffee Stage of harvesting; Takes 2-4 years depending on the pruning system. Harvest only ripe berries. Methods and Procedures; Hand picking is done so that ripe berries can be selected. During picking hooked sticks can be used to bend the tall trees. Precautions Only the uniformly ripe berries should be picked. Over-ripe and under-ripe berries should be dried and sold as buni. Ripe cherries should be processed on the same day they are picked. Harvesting Tea For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 62 Stage of harvesting It takes 2-4 years for tea to mature depending on the method of bringing young tea into bearing. Method and Procedures Tea harvesting is known as plucking. Fine plucking - 2 leaves and a bud are removed. Coarse plucking - 3 leaves and a bud are removed. A straight fitto straight stick is used to guide the plucker on the plucking table. Tipping is done by cutting off shoots that appear above the fitto. Precautions Plucked tea is placed in woven well ventilated baskets to prevent fermenting before it reaches the factory. The plucked tea should be kept in a cool place awaiting transport. It should be processed within the same day of harvesting."}
{"text": "Precautions Plucked tea is placed in woven well ventilated baskets to prevent fermenting before it reaches the factory. The plucked tea should be kept in a cool place awaiting transport. It should be processed within the same day of harvesting. Harvesting is done on a weekly basis under wet conditions and once after every two weeks under dry conditions. Forage Crops Introduction These are plants which either grow naturally or are cultivated by man to be used for feeding livestock. The term forage crops include pasture and fodder crops. Fodder crops are purposely grown for feeding livestock. They are cut or uprooted when ready Pasture is a ground cover of grass or a mixture of grass and legumes grazed directly or cut and fed to livestock. Classification of Pastures According to type of stand. Either pure Mixed stands. According to ecological zones . Low altitude, Medium altitude, High altitude pastures According to the establishment . Natural Artificial pastures. Examples of grasses Napier, Rhodes, Setaria, Molasses, Congo signal, kikuyu, star, Guatemala, Sudan For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 63 Guinea. Examples of legumes; Lucern, Clover, Desmodium, Glycine, Stylo, Centrio, Pasture Establishment Seedbed Preparation This involves clearing the land, primary and secondary cultivation to a fine tilth because the seeds are small. This is done during the dry season. Selection of planting materials Select seeds of high germination percentage, Free from impurities or buy certified seeds. If vegetative materials are used, select from high yielding, vigorous-growing and healthy plants. Treatment of legume seeds Legume seeds are inoculated with the correct strain of bacteria which fix nitrogen for the crop. Planting This is done at the beginning of the rains Methods of sowing are; Direct sowing, Under sowing, Over-sowing Oversowing This is introduction of a pasture legume in an existing grass pasture. Undersowing The establishment of a pasture in an already existing crop which acts as a cover crop. Seeds rate depend; On purity of seeds, Pasture species Whether pure or mixed stand."}
{"text": "Planting This is done at the beginning of the rains Methods of sowing are; Direct sowing, Under sowing, Over-sowing Oversowing This is introduction of a pasture legume in an existing grass pasture. Undersowing The establishment of a pasture in an already existing crop which acts as a cover crop. Seeds rate depend; On purity of seeds, Pasture species Whether pure or mixed stand. Apply phosphatic fertilizer when planting and later top-dress with nitrogenous fertilizer. Pasture management Re-seeding or gapping; Re-seeding is done if the grass is completely denudated. But if partially, gapping can be done Control of weeds by slashing, uprooting and mowing Fertilization of pastures-done by use of manures and nitrogenous fertilizer. Topping;This is the removal of stemmy fibrous material left behind after grazing. It allows new growth after the rains Control of pests-done by trapping of moles, use of pesticides and biological means. Pasture Utilization Pastures should be utilized at maturity when nutritive value is high. It is utilized through the following methods: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 64 Direct grazing - this can be done through rotational grazing or herding. Zero grazing - this is where the pasture is cut and fed to the animals in the stalls. Common fodder Crops Edible Cana Altitude: 1500 - 2000m above sea level. Establishment: Young tubers or bulbs are used. Spacing: 1m x 1m. Management: Does well with application of farmyard manure and requires fertile land. Utilization: Tops and tubers are sliced and fed to livestock. Conservation: Bulbs or tubers are sliced and stored. Napier Grass Altitude: 0 - 2000m above sea level. Establishment: Stem cuttings or splits. Spacing: 1 m x 50cm. Management: Apply phosphatic fertilizers during planting time. Top-dress with nitrogenous fertilizers in split application. Clean weeding when young. Cut when 6-8 weeks or 1m-1.5m in height. Utilization: Cut stem is fed to livestock. Conservation: Ensiled when in plenty."}
{"text": "To have sustained supply of feed for livestock throughout the year. Methods Hay Making This is the dehydration of green pastures to a moisture content of 16-20 per cent: Steps in hay making: Cut the crop when the sun is shining. Dry the materials for 1-2 days. Windrow the dry material to allow for further drying. Bale the dry materials for storage. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 66 Store under shed or shelter. Factors Determining Quality of Hay Stage of growth at which forage is harvested. Leaf content of the forage material. Method of handling and curing the hay. Form in which material is fed to livestock. Species of forage used. Amount of foreign materials in forage. Silage Making This is a feed produced by conserving forage in succulent form through the process of fermentation by anaerobic bacteria. Steps in silage making: Cut the crop and transport it to the silo, Material with a high moisture content is wilted in the sun for 4-48 hours before ensiling . Material is chopped to reasonable size pieces before filling in the silo. Spread the chopped material evenly. Check temperature if below 31 C, needs further filling; if above 31 C compaction is necessary. Filling should be complete by the end of the third or fourth day. The silo is covered with 15cm of straw, sawdust then 15cm of soil to make it air and water tight. A trench is dug round the silo to keep off surface water. Factors Affecting the Quality of Silage Maturity stage of the crop when cut. Type of crop. Moisture content of the material Additives such as molasses. Degree of compaction. Size of pieces ensiled. Amount of foreign materials included in the silage. Amount of leaf of the ensiled material. Standing Forage This is forage left in the field to be used during the dry season. Livestock Health III: Diseases Introduction For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 67 Livestock diseases are classified according to causative agents as follows: Protozoan diseases -caused by protozoans."}
{"text": "Control Disinfection of chick house. Prevention of contamination of food and water with droppings. Use of prophylatic drugs for example, Coccidiostats. Trypanosomiasis Nagana Animals attacked: cattle, sheep and goats. Cause: Protozoan of the trypanosome species, Vector-tsetse flies. Symptoms Fever. Dullness. Anorexia loss of appetite. Loss of body condition emaciation. Swollen lymph nodes. Lachrimation which leads to blindness. Diarrhoea Rough coat and sometimes without hair and may be cracked. Swelling in parts of the belly. Drop in milk production in lactating cows. '. Loss of hair at tail end. Anaemia. Abortion may occur in pregnant females. Control Treating animals with trypanocidal drugs. Effective vector Tsetse flies control Confinement of wild animals in game parks. Bacterial Diseases Fowl typhoid For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 69 Foot rot. Contagious abortion. Scours. Blackquarter. Mastitis. Anthrax. Pneumonia. Fowl Typhoid Animals attacked: All domestic birds which include chicken, turkey and ducks. Causes: Bacteria Salmonella gallinarum Symptoms Depression appearing very sick. Respiratory distress. Dullness. Drooping wings. Sleepy eyes. Anaemia resulting in pale and shrunken combs and wattles. Greenish yellow diarrhoea. Control Killing all affected birds and proper disposal of the carcasses. Maintaining hygiene in the poultry house. Ensuring that the house is dry and well ventilated. Obtaining chicks from reliable sources. Treatment using sulphur drugs which are mixed in drinking water or mash. For example: application of Furazolidone Furazol at the rate of 0.04 in mash for 10 continuous days treats the disease effectively. Foot Rot It is also referred to as foul-in-the foot. Animals attacked: cattle, sheep and goats. However, it is most serious in sheep."}
{"text": "Foot Rot It is also referred to as foul-in-the foot. Animals attacked: cattle, sheep and goats. However, it is most serious in sheep. Cause: Bacteria Fusiformis necrophorus and Fusiformis nodosus . Symptoms Animal's foot becomes swollen. Lameness is observed. Pus and rotten smell come out of the hoof. Sheep are found kneeling while grazing when the front feet are affected. Animals spend most of their time lying down when the hind feet are affected. Emaciation due to lack of feeding. Control Hygiene in the living places. Regular foot examination and hoof trimming. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 70 Use of a foot bath of copper sulphate solution at 5-10 solution or formalin at 2-5 solution. Treating wounds on the feet with antiseptics. Affected animals should be given antibiotic injections. Isolation of sick animals from healthy ones. Avoid dampness and muddy conditions. Contagious Abortion Brucellosis Bang's Disease Animals attacked: cattle, sheep, goats and pigs. O It also affects man. Cause: Bacteria o Brucella abortus in cattle, o Brucella suis in pigs o Brucella malitensis in goats and sheep. Symptoms Spontaneous abortion or premature birth. Retained placenta if abortion occurs during the later stages of pregnancy. Infertility in cows while bulls have low libido and inflamed testis also known as orchitis. A yellowish brown, slimy, odourless discharge from the vulva may occur after the abortion. Control Use of artificial insemination. Slaughtering affected animals followed by proper disposal of their carcasses. The attendant to the animals should avoid contact with the aborted foetus. A blood test should be carried out for all breeding animals to detect the infected ones. Hygiene in the animals' houses. Scours white Scours Animals atacked: calves, piglets, lambs and kids. Cause: A bacterium which attacks young animals in the first week of life. Symptoms White or yellowish diarrhoea. Pungent smelling faeces. Fever. Anorexia loss of appetite. Listlessness. Sunken eyes."}
{"text": "Anorexia loss of appetite. Listlessness. Sunken eyes. Undigested milk and mucus with blood spots observed in the faeces. Faecal matter sticks to the hind quarters. Sudden death if no treatment is given. Control Maintaining hygiene in the young animal housing units. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 71 Avoiding dampness on the floor of the house. Fingers of the attendant training calves to drink milk from a bucket must be disinfected. Calving should be carried out in a clean area. Have separate attendants for the infected calves to prevent disease spread. Replacing milk with warm water mixture. Treating affected animals with antibiotics. Black Quarter It is also known as black leg. Animals attacked: All ruminants aged between 8 - 18 months. Cause: Bacteria Clostridium chauvei and Chauvei septicum Symptoms Lameness. Fever. Fast and heavy breathing. Cracking on the swollen parts if touched. Swelling of the affected parts usually the hindquarters, shoulders and chest or back. Dullness. Anorexia. Grunting and grinding of teeth. Animal stops chewing cud. Control Treating with recommended antibiotics. Vaccinating using black quarter vaccine known as blanthax. Burying the carcass deep or burning it completely. Mastitis Is an inflammation of the udder. Animals attacked: Goats, cows, pigs and human beings. Cause: Bacteria Streptococcus spp. Or Staphylococcus spp. Pre-disposing Factors: Incomplete milking. Injuries on the udder and teats. Weak sphincter muscles of the teats allowing free flow of milk. Symptoms Milk is watery, blood stained or clotted. Swollen udder Control Proper milking techniques. Treatment by use of antibiotics. Culling of animals which are often attacked. Anthrax For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 72 Attacks all domestic animals. Cause: Bacteria Bacillus anthracis Symptoms Sudden death. High fever. Grinding of the teeth."}
{"text": "Cause: Bacteria Bacillus anthracis Symptoms Sudden death. High fever. Grinding of the teeth. Pneumonia It is an inflammation of the lungs. Animals attacked: Calves, kids, lambs, piglets and poultry. Cause: Bacteria Mycoplasma mycoides dust worms in the lungs. Symptoms Dullness. Anorexia loss of appetite. Staring coat. Emaciation. Breathing rapidly. Abnormal lung sounds when breathing. Coughing if the chest is pressed. Fluctuating body temperature. Nasal discharge. Control Keeping young animals in warm pens. Proper sanitation. Isolation of the affected animals. Treating using antibiotics. Viral Diseases Rinderpest. Foot and mouth disease FMD . New Castle Fowl pox Gumboro African swine fever Rinderpest Animal attacked: Cattle and wild game. Cause: virus. Symptoms For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 73 Harsh staring coat. Rise in temperature. Eye discharge Lachrimation Diarrhoea and dysentery. Ulcers in the mouth. Foot and Mouth Disease Animals attacked: Cattle, sheep, goats and pigs. Cause: Virus . Symptoms Sharp rise in temperature. Blisters in the mouth, hooves, udder and teats. Loss of appetite. Control Vaccination. Quarantine nursing wounds with disinfectant. New Castle Animals attacked: Poultry. Cause: Virus. Symptoms Difficulties in breathing. Beaks remain wide open and necks are strained. Birds become dull. The birds stand with eyes closed all the time. Anorexia loss of appetite. Nasal discharges which force the birds to shake their heads to clear it. Birds walk with a staggering motion. Paralysis of wings and legs may occur. Birds have their beaks and wings down. Birds produce watery greenish diarrhoea. Birds lay soft shelled eggs. Control Killing all birds and burning them followed by cleaning and disinfecting the houses before bringing in new stock."}
{"text": "Birds produce watery greenish diarrhoea. Birds lay soft shelled eggs. Control Killing all birds and burning them followed by cleaning and disinfecting the houses before bringing in new stock. Vaccination should be done during the first 6 weeks and then 2-3 months later. Quarantine. FowlPox Animals affected: Poultry. Cause: A virus known as avian fox. Symptoms For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 74 Two types of fowl pox with different symptoms. Cutaneous type Diptheritic type The cutaneous type affects the skin and has the following signs: Injuries on the combs and wattles, legs, vent and under the wings. Loss appetite. The diptheritic type affects internal membranes and has the following symptoms: Injuries in the inside of the throat and mouth membranes resulting in difficult breathing and swallowing. Eyes and nose produces a watery liquid. Loss of appetite. Dullness. Emaciation. Control Killing all affected birds followed by proper disposal of their carcasses. Vaccinating remaining healthy birds. Gumboro It is also referred to as poultry AIDS. Animals attacked: Poultry. Cause: A virus known as Birma virus. Symptoms The glands above the vent bursa become swollen. Drop in egg production. Birds develop respiratory distress. Loss of appetite. Low water intake by birds. Loss of immunity making the birds more susceptible to opportunistic diseases. Control Vaccination. Administering vitamins and especially B12. African Swine Fever Animals attacked: All domesticated pigs. Cause: A virus known as Irido virus. Symptoms Fever. Loss of appetite. Depression dullness. Emaciation. Coughing. Nasal discharge. Diarrhoea in serious conditions. Control For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 75 Vaccination. Quarantine. Killing all affected animals and proper disposal of their carcasses. Double fencing to keep wild animals away. Nutritional Diseases Disorders Milk Fever It is a non-infectious disease brought about by calcium deficiency in animals which have recently given birth. Animals attacked: Cows, goats and pigs that have recently given birth."}
{"text": "Double fencing to keep wild animals away. Nutritional Diseases Disorders Milk Fever It is a non-infectious disease brought about by calcium deficiency in animals which have recently given birth. Animals attacked: Cows, goats and pigs that have recently given birth. Causes: Due to low calcium levels in the blood. Which leads to an increase in the magnesium and sugar level in the blood. Mostly occurs in high producing cows in the first few months of lactation. This is because these animals loose more calcium through milk secretion than they are getting from the diet. Symptoms Dullness. Muscular twitching causing the animal to tremble. Staggering as the animals move. Animal falls down ands becomes unconscious. The animal lies down on its side and the whole body stiffens. Body functions such as urination, defecation and milk secretion stops. Stomach contents are drawn into the mouth which later cause lung fever when breathing in. Loss of appetite. Treatment Intravenous injection of soluble calcium salt in form of calcium boro-gluconate ,60gms dissolved in 500cc of water. Keeping the animal in a comfortable position on its sternum. Giving fresh water. Note: The animals suffering from milk fever should not be given medicine orally for the following reasons: It will not be able to swallow medicine. The medicine may get into the lungs thereby promoting lung fever. Control Partial milking for the first 10 days. High yielding cows should be given rations containing phosphorus and calcium. Giving high doses of Vitamin D.Bloat Animals attacked: Cattle and sheep. Cause: Accumulation of gases as a result of fermentation in the rumen. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 76 Symptoms The left side is blown up. Sudden death. Control Relieve by use of trocar and cannula. Chasing the animal around if noticed early. Drenching by use of stop bloat. Feeding ruminants with dry roughages during the wet season before grazing on lush pastures. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke."}
{"text": "Fish Farming Aquaculture : This is the practice of rearing fish and other aquatic organisms , in ponds. Bee Keeping Apiculture : This involves the rearing of bees in structures known as beehives. Poultry Keeping: This is the keeping of domesticated birds. Agricultural Economics It deals with the allocation of scarce resources land, labour, capital and management for agricultural production. Agricultural Engineering This branch of agriculture deals with the use and maintenance of farm tools, machinery and structures. Farming Systems A farming system is the organization of the various enterprises in a farm. It is determined by the following factors: Resources available land, labour, capital and management . Skills of the farmer. Environmental factors such as climate, soil type and topography. Government policy. Farmer's choice and preference. Enterprise requirement. Social-cultural factors. The following are systems of farming: Extensive System: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke It is a system where a large piece of land with low investment of resources per unit area is carried out. Advantages It is cheap. Does not require high level of management. Requires less labour. Disadvantages Low profit per unit area. Cannot be practiced where land is limited. Low output per unit area. The land is under-utilized, Intensive Farming: This system utilizes the factors of production to the maximum and involves high level of management. Advantages Maximum utilization of the resources. Can be practiced even where land is a limiting factor. Results in high yields. Disadvantages Labour intensive. High capital investment is required. Requires high level of management. Can lead to high loses in case of poor management. Large Scale Farming Refers to the farming practice under large areas of land over 20 hectares. It is used mainly for commercial purposes. The system is highly mechanized. Advantages Results in high yields. Due to economics of scale high profit is realized. Disadvantages Lack of diversification may lead to total failure in case of unfavorable conditions. High level of management is required. Heavy capital investment. Requires skilled and qualified manpower. Small Scale Farming Refers to farming carried out on a small area of land less than 5 hectares. Family or casual labour can be engaged during the peak periods."}
{"text": "Requires skilled and qualified manpower. Small Scale Farming Refers to farming carried out on a small area of land less than 5 hectares. Family or casual labour can be engaged during the peak periods. Most of the Kenyan farmers are small scale due to unavailability of farmland. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Advantages Requires low capital investment. Possible where land is a limiting factor. Does not require high management level unless under intensive system. Disadvantages Uneconomical 10 mechanize due to small size. Low production. Provides limited employment. Labour intensive. Difficult to specialize. Methods of Farming A method of farming is an established way of carrying out farming activities. The following are the common methods of farming: Mixed Farming It is the practice of growing crops and keeping of livestock on the same land. Its common in high potential areas. Advantages Mutual benefit between crops and livestock. Crops supply feed for animals while animals supply manure for crops. Acts as an insurance against total loss by the farmer. The farmer is assured of an income throughout the year. There is maximum utilization of the resources. Animals can be used in the farm activities particularly draught animals. Ensures proper utilization of labour and land throughout the year. Disadvantages High initial capital. Lack of specialization. Land can be a limiting factor if both enterprises are to be raised. Requires high level of management for both enterprises. Nomadic-Pastoralism This is the practice of livestock rearing whereby animals are moved from one place to another in search of water and pastures. It is practiced in the arid and semi-arid areas where in most cases beef animals are kept. Nomadic pastoralism is gradually changing to ranching with the introduction of: Improved pasture species, improved livestock breeds and supplementary feeding. Efficient disease and parasite control measures. Improved infra-structure such as roads, water supply, cattle dipping facilities. Extension services. Advantages Serves as the backbone of beef industry in Kenya. Proper way of utilizing the arid and semi arid areas. Source of income to the pastoral communities."}
{"text": "Advantages Serves as the backbone of beef industry in Kenya. Proper way of utilizing the arid and semi arid areas. Source of income to the pastoral communities. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Disadvantages It encourages the spread of livestock pests and diseases due to communal watering points, grazing and dipping facilities. There is a tendency to increased soil erosion and land degradation. Source of conflicts and ethnic tension among the nomadic communities for the control of good pastures and water. Difficult to control breeding and breeding diseases. High rate of inbreeding leading to poor quality livestock. Low production of milk, meat, hides and skins due to wastage of energy in traveling from one place to another in search of pastures and water. High death rates as a result of walking for long distances. Shifting Cultivation It is a traditional method of cultivating a piece of land until the soil is exhausted and crop yields decline. The land is abandoned and the farmer shifts to a new field as the previous land is left fallow to regain its fertility. Advantages Land is allowed to rest and regain its fertility. No build up of pests and diseases. Soil structure is restored. The cost of production is low since inorganic fertilizers and pesticides are not used. Crop produce are chemical free. Disadvantages Not practical where land is a limiting factor. Farm planning and acquisition of credits for land development is 'not possible. It is a cumbersome method due to constant movement. Lack of soil conservation measures Not possible to grow perennial crops. Low output per unit area due to poor farming methods. Where fire is used to clear the land organic matter is destroyed. Organic Farming It is a fanning method where crops are grown and livestock reared without the use of agrochemicals. It is a method of farming which has been adopted to reduce the long term effect of the agro-chemicals on crops which may eventually end up in man and livestock. Agro-chemicals are also expensive thus organic farming reduces the cost of production. Organically produced goods fetch high market prices. Advantages Cheap and cost effective. Make use of the locally available materials Useful in improving the soil structures. No side effects from the crops and livestock products. No environmental pollution."}
{"text": "Make use of the locally available materials Useful in improving the soil structures. No side effects from the crops and livestock products. No environmental pollution. Agro-Forestry For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke This is the practice of integrating trees and crops on the same piece of land. With land resources becoming more scarce, agroforestry is becoming more important. Examples of common agroforestry trees and shrubs include: Cajanus cajan Grevillea robusta Sesbania sesban Calliandra calothyrsus Casuarina equisetifolia Leucaena leucocephala Trees selected for agroforestry should have the following characteristics: Able to grow fast. Deep roots to minimize competition for nutrients. Should be preferably leguminous. Advantages Trees reduce soil erosion in a given area. Leguminous trees add nitrates into the soil thus improving the soil fertility. Some trees can be used as livestock fodder to provide a high level of proteins. They are important sources of wood fuel and timber. There is maximum utilization of land. Importance of Agriculture to the Economy of Kenya Provides food to the population to meet nutritional requirements and to enable man to engage in other activities of farming. Provides employment. This for example can be direct as a labourer in the farm, tea plucker or indirect for example, working in agricultural based industries. Source of raw materials for industries for example cotton lint for textile industry. Provides foreign exchange - through exporting agricultural produce. Provides market for industrial goods agriculture is a consumer of the finished goods from agro-based industries. Source of income - farmers as well as the government get revenue from the sale of agricultural produce and tax payment. Factors Influencing Agriculture Introduction Agricultural production is influenced by external factors: Human factors Biotic factors Climatic factors Edaphic factors. Human Factors For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke These are human characteristics which affect the way decisions are made and operations carried out. Level of education and technology: Skills Technological ad van cements . Human health HIV-AIDS: These affect the strength, the vigour, vision and the determination to work."}
{"text": "Human Factors For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke These are human characteristics which affect the way decisions are made and operations carried out. Level of education and technology: Skills Technological ad van cements . Human health HIV-AIDS: These affect the strength, the vigour, vision and the determination to work. HIV AIDS is the biggest threat to human health today and has long lasting effects on agriculture, such as; Shortage of farm labour. Loss of family support. Low living standards leading to despondency and hopelessness. Increased criminal activities. More time spent by the Government and NGO's in Carring for the sick. Economy; Stability in the countries' economy affect agricultural production. Government Policy: These are governmental laws which have been enacted to protect farmers, land and livestock. They include: Food policy Policies on control of livestock parasites and diseases. Policies on marketing of both local and export products and others. Transport and communication: For agricultural goods to move from the farm to the consumers. Cultural practices and religious beliefs: These activities hinder important changes in a society that may bring agricultural development. Market forces: Demand and supply forces which affect prices of commodities in a free market. Biotic Factors These are living organisms which affect agricultural production. Pests - Destructive organisms which destroy crops. Parasites - These are invertebrates which live in or on other living organisms. Decomposers - Organisms which act on plants and animal tissues to form manure. Pathogens - Micro-organisms which cause diseases. Predators - Animals that kill and feed on other animals. Pollinators - They transfer pollen grains from the stamens to the pistil of a flower. Nitrogen fixing bacteria -They are micro-organisms which convert atmospheric nitrogen to nitrates ready for use by the plants. Climatic Factors weather elements . Rainfall, Temperature, Wind, Relative humidity Light. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Weather - Atmospheric conditions of a place at a given time period. Climate - weather conditions of a place observed and recorded for a period of 30-40 years."}
{"text": "Weathering is the breakdown and alteration of the parent rock near the surface of the earth to a stable substance. Weathering process is a combination of disintegration breakdown and synthesis build up process. Weathering process is continuous. Types of Weathering Physical weathering Chemical weathering Biological weathering Agents of Weathering Physical Agents of Weathering Include wind, water, moving ice and temperature. Wind - carry materials which hit against each other to break into fragments. Water - intensity of rainfall causes breakdown of rock. Moving ice - has grinding effects which tear off rock particles. Extreme temperature cause rocks to expand and contract suddenly peeling off their surface. Chemical Weathering Affects the chemical composition and structure of the rock. Involves processes such as ; Hydrolysis, Hydration, Carbonation Oxidation. Hydration; The process by which soluble minerals in the rocks absorb water and expand weakening the rock thus leading to disintegration. Hydrolysis; The process whereby water dissolves soluble minerals in the rock weakening it. Oxidation; For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke The reaction of rock minerals with oxygen to form oxides which break easily. Carbonation; The process whereby carbonic acids formed when rain water dissolves carbon dioxide, It reacts with calcium carbonates in limestone causing it to disintegrate. Biological Weathering This involves the action of living organisms, plants and animals on the rocks. Burrowing animals, for example, termites and moles bring soil particles to the surface exposing them to other agents of weathering. Big animals like, elephants, buffaloes, camels and cattle exert a lot of pressure on the rocks as they step on them due to their heavy weights causing the rocks to disintegrate. Earthworms take part in the decomposition of plant matter with the soil particles. Man's activities like, mining and quarrying expose rocks to the surface during excavation. These activities breakdown large rocks into smaller rock particles. Plant roots force their way through the cracks in the rocks thus widening and splitting them. Humic acids formed when plant tissues decompose react with the rocks weakening them further. Plant remains-decompose adding humus into the soil."}
{"text": "Plant roots force their way through the cracks in the rocks thus widening and splitting them. Humic acids formed when plant tissues decompose react with the rocks weakening them further. Plant remains-decompose adding humus into the soil. Factors influencing soil formation Climate- rainfall, temperature and wind Biotic factors - living organisms. Parent material- Nature and properties of the original rock from which the soil is formed. Time - length of time during which the soil forming processes have taken place. Topography - influences the movement of disintegrated materials. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke It is the vertical arrangement of different layers of soil from the ground surface to the bedrock. These layers are also referred to as horizons. The layers show differences in their contents and physical properties such as colour, texture and structure. The layers include: organic matter region, top soil, sub-soil, weathered rocks and parent material. Organic Matter Region First layer of the soil found on the surface. Made up of leaves and other plant remains at various stages of decomposition. Some soil organisms may also be found here. Top Soil Has a dark colour due to the presence of humus. Is rich in plant nutrients and well aerated. It is a zone of maximum leaching zone of eluviations Sub-Soil It is compact and less aerated. It is a zone of accumulation of leached material zone of aluviation from the top layers. Deep rooted crops have their roots growing up to this region. Hard pans normally form in this layer For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Weathered Rocks It is also called substratum. Rocks at various stages of disintegration are found in this zone. Most of the materials found in this zone originate from the parent rock. Parent Rock It exists as a solid mass which is un-weathered. It is the source of the inorganic composition of the soil. The water table is on the surface of this rock. Soils Formed in Situ and Soils Deposited Soil formed in the same place and remains there is said to be in situ."}
{"text": "It is the source of the inorganic composition of the soil. The water table is on the surface of this rock. Soils Formed in Situ and Soils Deposited Soil formed in the same place and remains there is said to be in situ. However, soil can be formed due to deposition of soil particles carried from its original site of formation to another area which is usually in the lower areas of slopes. Such soils are said to have been formed through deposition. Soil Formed in Situ Soil Deposited l.Has the colour of the parent rock 1. Has the characteristics of when: it came from. 2. Shallower 2. Deeper 3. Less rich in plant nutrients 3. Richer in plant nutrients 4. Easily eroded 4. Not easily eroded 5. Less silty 5. More silty 6. Have the same chemical composition 6. Differ in chemical composition from the as that of the underlying parent rock. Underlying parent rock. Soil Depth This is the distance between top soil layer and the bottom soil layer in a profile. It dictates root penetration and growth Deep soils are more suitable for crop growth since they contain more nutrients. Have a larger surface are for root expansion. Deep soils facilitate good drainage and aeration. Soil Constituents Organic Matter - Dead and decaying plants and animal remains Living Organisms - Soil organisms and plant roots. Micro-organisms bacteria, protozoa and fungi Invertebrates -termites, Earthworms and molluscs. Higher animals - rodents and others. Inorganic or Mineral Matter Formed from the parent materials. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Supply plant nutrients Form the skeleton and framework of the soil. Air Found in the pore spaces of the soil. Used for root and organism respiration Used for germination of seeds. Helps in decomposition of organic matter. Regulates soil temperature. Regulates the movement of water through capillary action. Water Dissolves mineral salts Maintain turgidity in plants. Used for germination of seeds Used by soil organisms. Regulate soil temperature Dictates the amount of air in the soil."}
{"text": "Soil Textural Classes Sandy Soils Made up largely of sand particles. Have large pore spaces hence poor in water retention. Easy to till light soils . Freely draining. Low fertility due to leaching of minerals. Easily erodible. Clayey Soils Made up largely of clayey particles. Have small pore spaces hence good in moisture retention. Difficult to till heavy soils . Poorly 'drained. Expand when wet, crack when dry. High capillary. Rich in plant nutrients. Loam Soils About equal amounts of sand and clay. Moderately good in both moisture and air retention. Fertile soils. Soil Colour This depends on the, mineral composition of the parent rock and the organic matter content. Soils containing a lot of iron are brownish, yellowing and reddish in colour. Soils with a lot of silica are white. Soils with a lot of humus are dark or grey. Soil pH This refers to the acidity or alkalinity of the soil solution the concentration of hydrogen ions in the soil solution. Soil pH is determined by the concentration of hydrogen ions H or the hydroxyl ions OH in the soil solution. A pH of less than 7 means that the soil is acidic. A pH of more than 7 means that the soil is alkaline. As the hydroxyl ions OH in the soil increase the soil becomes more alkaline. Influence of Soil pH Crop Growth It determines the type of crop to be grown in a particular area. Most crops are affected by either very acidic or very basic soil pH. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Soil pH affects the choice of fertilizers and the availability of nutrients to crops. At low pH the concentration of available iron and aluminium in the soil solution may increase to toxic levels, which is harmful to plants. Very acidic or low pH inhibit the activity of soil micro-organisms. Farm Tools and Equipment Introduction Farm tools and equipment perform specific jobs in the farm. They make work easier and more efficient. They can be classified according to their uses as follows: Garden Tools and Equipment Tools Uses Panga Cutting and shallow cultivation, making holes. Jembe hand hoe Cultivation, digging, shallow planting holes and trenches."}
{"text": "They make work easier and more efficient. They can be classified according to their uses as follows: Garden Tools and Equipment Tools Uses Panga Cutting and shallow cultivation, making holes. Jembe hand hoe Cultivation, digging, shallow planting holes and trenches. Fork iembe Cultivation, digging out roots, harvesting of root crops. Rake Collecting trash, breaking large clods, levelling, removing stones from a seedbed and spreading organic manure. Spade Scooping and carrying of soil, sand, concrete mixture and manure. Spring balance Measuring weight. Trowel Scooping seedlings during transplanting and .digging planting holes for seedlings. Pruning hook Bending tall branches when pruning. Secateur Cutting young stems and pruning branches. 10. Tape measure Measuring distances. 11. Axe Cutting big trees and roots and splitting logs of wood. 12. Soil auger Making holes for fencing posts. 13. Mattock Digging hard soils 14. Sprinklers Overhead irrigation. 15. Watering can Watering plants in nursery bed. 16. Wheel barrow Transportation of soil, fertilizers, farm produce, tools and equipment. 17. Levelling board For levelling a nursery bed. 18. Pruning saw Cutting old wood stems and pruning big branches. 19. Hose pipe For conveying water from a tap to where it is need. 20. Knap sack sprayer Applying agro-chemical by spraying. 21. Garden shear Trimming hedges. 22. Pruning knife Removal of small shoots. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Livestock Production Tools and Equipment Tools Uses Drenching gun Administering liquid drugs to animals orally. Bolus gun dosing gun Administering solid drugs or tablets to animals orally. Wool Shears Cutting off wool from sheep. Hypodermic syringe Administering drugs by injection for example in vaccination. Stirrup bucket pump Application of acaricide by hand spraying. Thermometer Taking body temperatures of farm animals. Burdizzo Used in bloodless method of castration. Halter Rope designed to restrain the animal. Trimming knife Cutting short the overgrown hooves. Elastrator Stretching rubber ring during castration, dehorning and docking of lambs. Iron dehorner Applies heat on the horn bud to prevent growth of horns."}
{"text": "Trimming knife Cutting short the overgrown hooves. Elastrator Stretching rubber ring during castration, dehorning and docking of lambs. Iron dehorner Applies heat on the horn bud to prevent growth of horns. Nose ring Fixed into the nose of a bull to restrain it. Strip cup Detecting mastitis in milk products. Trocar and cannula Relieving a bloated animal of gases particularly ruminants. Hard broom For scrubbing the floor. Ear notcher Making ear notches in livestock. Bucket For holding milk during milking. Milk chum For holding milk after milking. Milk strainer sieve Removing foreign particles from milk for example hairs and sediments. Rope Tying or tethering animals. Milking stool Used by the milker to sit on while milking. Weighing balance Weighing milk after milking. Teeth clipper Removal of canine teeth of piglets soon after birth. Chaff cutter Cutting fodder into small bits. Dehorning wire Cutting grown horns. 23. Meter ruler Measuring distances. 24. Garden fork Shallow digging. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Workshop Tools and Equipment Tools Uses Spanner Tightening and loosening nuts and bolts. Pliers Cutting small wires and thin metal and gripping firmly. Files Sharpening tools, smoothening or shaping edges of metals, Rasps Smoothening and shaping of wooden structures. Chisels wood Making grooves in wood. Cold chisel Cutting and shaping metal. Screw drivers Driving screws in or out of wood or metal. Saws Cross cut saw Cutting across the grain of wood. Rip saw Cutting along the grain of wood. Hack saw Bow saw Cutting metals. Tenonlback saw Cutting branches of trees. Coping saw Cutting Joints on wood and fine sawing. Compass keyhole saw Cutting curves on thin wood. Cutting either along or across the grain of wood especially when cutting key holes. Tin snip Cutting metal sheets. Braces and bits. Boring holes in wood. ,. Drill and bits Boring holes in metal work and woodwork. Hammer Claw hammer Driving in, removing and straightening nails. Ball pein Driving in nails, rivets and straightening metal. Also used on cold chisel Mallet Hammering or hitting wood chisel. Jack plane Fine finishing of wood."}
{"text": "Soften the soil for easy planting. Operations in primary cultivation Hand digging ; Use of hand tools ; Jembes, Mattocks, Fork-jembes. Mechanical cultivation ; Use of mouldboard ploughs; Disc ploughs, Chisel ploughs, Subsoilers Rippers. Use of Ox-Ploughs ; Which can be drawn by; Oxen, Donkeys, Camels Depth of Cultivation Depends on: The type of crop to be planted size of seed. The implements available. The type of soil. Choice of Implement Determined by: The condition of land. The type of tilth required type of crop. Depth of cultivation. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Secondary Tillage These are refinement practices on the seedbed that follow primary cultivation. It is also known as harrowing. Reasons for secondary Tillage: To remove the germinating weeds. To break soil clods to produce required tilth. To level the seedbed for uniform planting. To incorporate organic matter manure into the soil. Factors determining number of secondary cultivation: Soil moisture content. Size of the planting materials. Condition of the soil after primary cultivation. Slope of the land. Tertiary Operations: Ridging ; The process of digging soil on a continuous line and heaping on one side to produce a furrow and a bund ridge . It is important for root crops, to allow root expansion and for soil and water conservation. Rolling: It is the compaction of the soil to produce a firm surface which increases seed-soil contact and prevents wind erosion. Levelling; Production of an even, uniform surface which promotes uniform planting. Subsoiling: This is deep cultivation into the subsoil layer to break up any hardpan which might have developed. It is done for the following reasons:- To facilitate drainage. Bring up leached nutrients to the surface. Increase aeration of the soil. To improve root penetration. The implements used include chisel plough and subsoilers. Minimum Tillage: This is the application of a combination of farming practices with the aim of reducing the disturbance of the soil."}
{"text": "To improve root penetration. The implements used include chisel plough and subsoilers. Minimum Tillage: This is the application of a combination of farming practices with the aim of reducing the disturbance of the soil. Examples of which include: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Use of herbicides. Mulching and cover-cropping. Timely operations to prevent weed infestation. Strip cultivation. Uprooting and slashing of weeds. Reasons for Minimum Tillage To reduce cost of cultivation. To control soil erosion. To preserve soil moisture. To prevent root exposure and damage. To reconstruct destroyed soil structure. Water Supply, Irrigation and Drainage Introduction Water is a very important natural resource. It is necessary for both crops and livestock. Uses of water in the farm; Cleaning equipment. Irrigation in dry areas. Processing farm produce, for example, coffee. Drinking by livestock and man. Mixing agro-chemicals such as acaricide, fungicides and herbicides. Providing power in water mills to grind grain crops. Cooling engines. Construction work. Sources of Water in the Farm Three major sources of water in the farm: Surface water: Includes water from; Rivers, Streams Dams. Ground water: Includes water from; Springs, Wells Boreholes. Rain water: This is water tapped in various ways such as; Rooftops Rock surface, when it is raining and stored in various ways. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Collection and Storage of Water Dams: These are structures constructed across rivers and channels. They collect and store water for use during the dry season. Weirs: These are structures constructed across rivers to raise the water level for easy pumping. Unlike in the dams water flows over the barrier created across the river. Water Tanks: These are structures made of concrete, stone, metal sheets and plastics. They store water from rain or that which has been pumped from other sources. Tanks should be covered to prevent contamination from dust. Pumps and Pumping of Water Pumping is the lifting of water from one point to another by use of mechanical force."}
{"text": "They store water from rain or that which has been pumped from other sources. Tanks should be covered to prevent contamination from dust. Pumps and Pumping of Water Pumping is the lifting of water from one point to another by use of mechanical force. Water is pumped from the various sources and then conveyed to where it is required for use or storage. Types of Water Pumps Used to lift water from its source. Centrifugal pumps Piston or reciprocating pumps Semi-rotary pumps and Hydram Conveyance of Water This is the process of moving water from one point, usually the source or point of storage to where it will be used or stored. Piping; This is where water is moved through pipes. The common types of pipes include: Metal pipes Plastic pipes Hose pipes Use of Containers: In this case water is drawn and put in containers . Drums, jerry cans, pots, gourds, tanks and buckets . Which are carried by animals, bicycles, human beings and vehicles. Use of Canals: In this case water is conveyed from a high point to a lower one along a gradual slope to avoid soil erosion. Water conveyed through this way is mostly used for irrigation and livestock. Water Treatment Raw water contains impurities which may be dissolved, floating or suspended in water. These impurities are grouped into three categories, namely: Physical impurities: these are dissolved impurities detected by colour, taste and smell. Chemical impurities: these are dissolved impurities detected by use of chemical analysis. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Biological impurities: these are microorganisms in water such as bacteria, viruses and algae. Importance of Treating Water To kill disease causing microorganisms such as cholera and typhoid bacteria that thrive in dirty water. To remove chemical impurities such as excess fluoride which may be harmful to human beings. To remove smells and bad taste. To remove sediments of solid particles such as soil, sand and sticks. Methods of Treating Water Aeration: this is the removal of smell and odour from water by fine spraying or bubbling of air. Sedimentation: this is where water is put in large containers so that solid particles such as sand, metal and others can settle at the bottom."}
{"text": "French drains. Cambered beds. Pumping out water from the soil. Planting tree species which absorb a lot of water for example eucalyptus. Water Pollution This is the process by which harmful substances get into the water. The harmful substance is referred to as a pollutant. Agricultural practices which pollute water include: Use of inorganic fertilizers. Use of pesticides. Poor cultivation practices such as over cultivation, cultivating along the river banks. Overgrazing which leads to erosion of soil thus causing siltation in water sources. Methods of Preventing Water Pollution Soil conservation measures which minimize soil losses through erosion. Fencing off the water sources. Adopting organic farming practices for example controlling pests and weed using nonchemical techniques. Planting grass along river banks to minimize siltation in rivers. Proper disposal of empty chemical containers. Soil Fertility I Organic Manures For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Introduction Soil fertility is the ability of the soil to provide crops with the required nutrients in their proper proportions. Characteristics of a Fertile Soil Good depth - Good soils give roots greater volume to obtain plant nutrients and provide strong anchorage. Good aeration - for the respiration of plant roots and use by soil organisms. Good water holding capacity - ensures provision of adequate water for plant growth. Proper drainage - ensures provision of adequate air for plant growth. Correct soil pH - different crops have different soil pH requirements. Adequate nutrients supply - it should supply the required nutrients in the correct amounts and in a form available to plants. Free from excessive infestation of soil borne pests and diseases. How soil loses fertility Leaching: vertical movement of dissolved minerals from the top to the lower horizons of the soil profile. Soil erosion - The removal and carrying away of the top fertile soil from one place to another. Monocropping - This is the practice of growing one type of crop on a piece' of a land over a long time. Continuous cropping - crops take away a lot of nutrients from the soil which are never returned. Growing crops continuously without giving the soil time to rest makes the soil infertile. Change in soil pH - changes in soil pH affect the activity of soil microorganisms as well as the availability of soil nutrients."}
{"text": "Reasons why green manure is not commonly used limitations: Most of the plants used as green manure are food crops. Green manure crops may use most of the soil moisture. Most of the nutrients are used up by soil micro-organisms in the process of decomposing the green manure. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Planting of the major crop is delayed. Farm Yard Manure FYM Is a mixture of animal waste and crop residues used as beddings in animal houses. Factors that Determine the Quality of FYM The types of the animals used. Types of food eaten Types of litter used. Method of storage. Age of farmyard manure. Age of the animals used. Preparation of FYM Provide beddings in the houses of farm animals. Animals deposit their droppings and urine on the beddings. Animals mix them through trampling. The beddings together with dung are removed and heaped under shed to decompose. After sometime, the materials decompose and FYM is formed. It can then be used in the farm Compost Manure Is manure prepared from heaped composted organic materials. Factors to consider in selecting site for making compost manure: A well drained place. Direction of the prevailing wind. Size of the farm. Accessibility. Preparation of Compost Manure Two methods: Four heaps method Indore Method Pit Method Indore Method Pit Method Procedure ; Select a sheltered place with a shade and near the field. Dig a pit with the dimension 1.2m x 1.2m x 1.2m. Place the materials in the following order: Hedge cuttings or maize stalks to a depth of 30cm as a foundation A layer of grass, green weeds or leaves and kitchen wastes to 30cm. A well rotten manure poultry droppings. Wood ash and phosphatic fertilizers. A layer of topsoil to introduce microorganism for the decomposition of organic remains. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Note: Some water should be sprinkled to the materials to initiate the decomposition process and regulate temperatures. Four heaps method: Procedure Clear the site."}
{"text": "A layer of topsoil to introduce microorganism for the decomposition of organic remains. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Note: Some water should be sprinkled to the materials to initiate the decomposition process and regulate temperatures. Four heaps method: Procedure Clear the site. Level the site Four posts 2m high are fixed 1.2m apart from four corners of the heap. Fix wood planks on the sides. Materials are placed in two heaps as in the pit method, The two heaps make up heap 1. After 3-4 weeks, the decomposed material from heap 1 is transferred to heap II. After another 3 - 4 weeks the material is transferred to heap III. After 3-4 weeks it is ready for use in the farm. Indicators of well decomposed manure Absence of bad odour. Materials are lighter. Manure is brown in colour. Advantages of Compost Manure One does not have to own livestock in order to prepare it. A lot of manure can be produced within a short time. A variety of materials can be used in its preparation. Uses locally available materials thus cheaper than the artificial fertilizers. Improves the soil structure. Limitations of Compost Manure It releases nutrients slowly into the soil. Large quantities of compost manure are required to supply enough plant nutrients. Its preparation is labour intensive. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke It may induce soil-borne pests and diseases. Livestock Production: Common Breeds Introduction The term livestock is used to refer to all domesticated animals. These animals include cattle, sheep, goats, poultry, pigs, rabbits, camels, bees, fish and donkeys. The importance of keeping livestock: Source of food. Source of income. Cultural values. Source of animal power. Provision of raw materials for industries. Farmyard manure from the animals is used in maintaining soil fertility. Cattle dung is used in the production of biogas. Cattle Breeds Cattle can be classified into two groups based on their origin. These are; Indigenous cattle. Exotic cattle."}
{"text": "Cattle Breeds Cattle can be classified into two groups based on their origin. These are; Indigenous cattle. Exotic cattle. Indigenous Cattle Zebus They are small in size and with a distinct hump and include: Nandi, Bukedi Maasai cattle. The Borana These are the cattle kept in the Northern parts of Kenya. They are larger than the Zebus. Indigenous cattle are hardy hence able to tolerate the harsh environmental conditions in the tropics. They are the major suppliers of beef in Kenya. Exotic Cattle Foreign cattle from the temperate regions. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke They have distinct breed characteristics and are classified into various breeds. General characteristics: They have no humps. They have low tolerance to high temperatures hence popular in cool climates of the Kenya highlands .. They are highly susceptible to tropical diseases. They have fast growth rates leading to early maturity. They are good producers of both meat and milk. They cannot walk for long distances. They have short calving intervals of one calf per year if well managed. Exotic cattle breeds fall under the following groups: Dairy cattle breeds. Beef cattle breeds. Dual purpose breeds. Dairy Cattle Breeds They include; Friesian, Ayrshire, Guernsey Jersey. Characteristics of Dairy Cattle Wedge or triangular in shape. Large stomach. Docile with mild temperament. Large, well suspended udders and teats. Lean bodies. Lean and smooth neck. Large and long mammary milk wells and veins. Cylindrical; uniform and well spaced teats. Wide and well set hindquarters to accommodate the udder. Friesian-Holstein largest of all dairy breeds Origin: Holland Colour: Black and white Size: Cow weighs 550-680kgs Bull weighs 950 kg. Highest milk producers of all dairy breeds about 9150 kg per lactation but with least butterfat content; 3.5 Ayrshire Origin: Scotland Colour: White with brown markings. Size: Cow weighs 360-590kgs Bulls weighs 500-720kg. Conformation: Straight top lines, horns are long and face upwards."}
{"text": "Highest milk producers of all dairy breeds about 9150 kg per lactation but with least butterfat content; 3.5 Ayrshire Origin: Scotland Colour: White with brown markings. Size: Cow weighs 360-590kgs Bulls weighs 500-720kg. Conformation: Straight top lines, horns are long and face upwards. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Milk production is second to Friesian about 61OOkg per lactation with butter content of about 4 . Guernsey Origin: Guernsey Island off the coast of France. Colour: Yellowish brown to red with white legs, switch and girth .. Size: Bulls 540-770kg. Cow weighs 450- 500kgs Conformation: Udders are less symmetrical. Average milk production is about 5185kg per lactation with a butterfat content of 4.5 hence the yellow colour of milk. Jersey smallest of all the dairy breeds Origin: England Colour: Yellow brown with black muzzle and switch. Size: Bulls weigh 540-700kg. Cow weighs 350-450kgs Conformation: Dished forehead, have straight top-line and level rumps with sharp withers. Have protruding black eyes. Average milk production 1270kg per lactation of butterfat content 5 . They tolerate high temperatures. Beef Cattle Examples: Aberdeen Angus, Hereford, Shorthorns, Galloway, American Brahman, charolais Santa Getrudis. Characteristics of Beef Cattle Blocky or square conformation. Have thick muscles or are well fleshed. Early maturing. Deep chest and girth and short legs. Straight top and lower lines. AberdeenAngus Origin: North East Scotland. Colour: Black Shape: Cylindrical, compact and deep; It is polled. Size: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Mature bulls weigh 900kg. Mature cows weigh 840kgs. It is found in Timau area of Kenya Hereford Origin: England. Colour: Deep red and white-faced. Size: Average weight of bulls is 1000kg."}
{"text": "It is found in Timau area of Kenya Hereford Origin: England. Colour: Deep red and white-faced. Size: Average weight of bulls is 1000kg. Cows weigh 840kgs. It is found in areas such as Naivasha. Shorthorn Origin: England. Has easy fleshing ability Colour: Red, Roan or white Shape: Cylindrical, compact and deep. It is polled. Size: Bulls weigh 700-900kg, cows weigh 545-630kgs. Galloway Origin: Scotland. Colour: Black Kept in the highland areas like Molo in Kenya. Charolais Origin: France. Colour: Creamy white. Size: Bulls weigh 1200kg, cows weigh 1000kgs. It is found in ranches in Laikipia District. Dual Purpose Breeds Examples: Sahiwal, Red Poll and Simmental. Sahiwal Origin: India and Pakistan .. Colour: reddish brown. Size: Bulls weigh 650kg, and cows 400kg. Milk production averages 2700-3000 per lactation with a butter fat content of 3.7 . It has a pendulous udders which does not let down milk easily. It is therefore said to be a difficult milker. It is kept in semi-arid areas such as Naivasha. Red Poll Origin: England. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Colour: Deep red with a white nose. Conformation: Polled-deep girth and short legs. Kept in semi-arid areas such as Nakuru, Mogotio. Simmental Origin: Switzerland. Colour: Light red and white patches on the head. Conformation: It has broad and straight back, with well-sprung ribs and deep girth. It is well fleshed at rear quarters, well suspended udders and large teats. Sheep Breeds: Purpose of Keeping Sheep; Meat mutton . Wool production. Exotic Sheep Wool breeds -for example merino. Dual purpose- for example Corriedale, Romney marsh. Mutton breeds -for example Hampshire Down, Dorpers."}
{"text": "Exotic Sheep Wool breeds -for example merino. Dual purpose- for example Corriedale, Romney marsh. Mutton breeds -for example Hampshire Down, Dorpers. Merino Origin: Spain Characteristics: It has white face and its lips and nostrils are pink in colour. Rams have horns which are spiral in shape. It is susceptible to foot rot, worm and respiratory diseases. Corriedale Origin: New Zealand. Size: Rams 85 - 90kg. Ewes 60-- 85 kg This is a dual-purpose breed with white open face and white spots on the legs. It is hornless and hardy. Romney Marsh Origin: England. Size: Rams 100 - 115kg. Ewes 84- 100 kg It is a dual-purpose breed which s hornless with wide poll and black nostrils and lips. It is average in prolificacy. It is resistant to foot rot diseases and worm infestation. Hampshire Down Origin: England. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Size: Rams 125kg. Ewes 80-100 kg It is a mutton breed which is early maturing, hardy and prolific. Fleece is of poor quality because of the black fibres. Lambing percentage is 125-140. Dorper Is a crossbreed of Dorset horn and black head Persian sheep. It is mutton breed. Dorset Horn Dual purpose breed of sheep. Indigenous Breeds of Sheep Their bodies are covered with hair. Their classification is based on their tails and their names vary according to different tribes. Characteristics; Thin tailed sheep found in West Africa. Fat tailed such as Maasai sheep. Fat rumped sheep. Maasai Sheep Found in South Western Kenya and Northern Tanzania. Size: Ram 38kg, Ewe 20-30kg. Colour: Red and brown. These are early maturing with long legs and small pointed horns. Black Head Persian Sheep Origin: South Africa Colour: White with black head and neck. It is polled with a big dewlap, fat rump and a curved tail.."}
{"text": "Pigs wallow when it is hot due to absence of sweat glands. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke They breathe fast when it is hot. They have bristles instead of hair. Breeds Large White Origin: Britain Kept for bacon and pork production. Long, large and white in colour. Ears straight and erect. Has dished face and snout. Most prolific and with good mothering ability. Fairly hardy. Landrace Origin: Denmark White and longer than large white. Ears drooping. Good for bacon production. Very prolific with good mothering ability. Requires high level of management. Wessex Saddle Back Origin: England Colour: Black with white forelegs and shoulders. Straight snout and drooping ears. Good for bacon and pork. Good for keeping outdoors. Excellent mothering instincts. Other pig breeds include: Berkshire, Middle-white Duroc Jersey pig. Pigs can be crossed to obtain hybrids or crosses. Advantages of Crosses Increased litter size. Early maturing. Increase in body length. High proportion of lean meat to fat. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Poultry Breeds There are three types of chicken breeds: The light breeds kept for egg production. The heavy breeds kept for meat production. Dual purpose breeds - kept for both eggs and meat production. Characteristics of Light Breeds Never go broody hence poor sitters. Excellent layers over 220 eggs per year . Poor meat producers hens can attain 2kg; cocks 3kgs Very nervous and exhibit high degree of cannibalism. Hen's comb is large and bent over one eye and cock's comb is large with 5 - 6 serrations. Examples: Leghorns, Anconas, Silkies, Minorcas. Characteristics of Heavy Breeds Can lay few eggs and provide good meat as broilers. Can go broody. Heavier and bigger in size. Grow fast. Examples: Light Sussex, Cornish Dark White. Characteristics of Dual-Purpose Breeds Go broody. Have good meat."}
{"text": "Can live in cold regions hence its thick and long coat acts as insulation. Capable of shedding the coat during spring. Terms used to describe livestock in different age, sex and use. Livestock Adult Replacement Stock Young Users Species Male Female Male Female One Cattle Bull Cow Bullock Heifer Calf Dairy - milk Beef-meat Sheep Ram Ewe Ram Hogget Lamb Mutton - meat Wool sheep -wool Goat Buck or Doe or Buck Doe Kid Dairy - milk Billy Nanny Mutton - meat For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Pigs Boar Sow Boar Gilt Piglet Pork - meat Bacon -cured Poultry Cock Hen Cockerel Pullet Chick Broilers - meat Layers - eggs Rabbits Buck Doe Buck Doe Kindling Meat Camel Bull Cow Bull Heifer Calf Pack, trained for riding, racing milk, meat, fur Agricultural Economics I Basic Concepts and Farm Records Introduction Economics is the study of how man and society chooses to allocate scarce productive resources to produce various commodities, over time, and distribute them among various consumers in society. It attempts to explain how man can best use the limited resources to produce goods and services which satisfies his needs with minimum wastage or loss of these resources Example; food, clothing shelter Agricultural economics is therefore defined as a science that aims at maximizing output while minimizing costs by combining the limited supplies of goods and services for use by the society over a certain period of time. These are; land, capital, labour management Basic economic Principles Scarcity Economic scarcity means resources are limited in supply relative to demand. This principle implies that there is no time that man can have enough resources to satisfy all his need or desires Choice Preference Human wants are many and varied and means of satisfying them are limited. Therefore, man has to make a choice among the alternatives in order to use the resources available. Man does this by satisfying the most pressing needs first. This is called scale of preference. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Opportunity Cost Opportunity cost is the revenue forgone from the best alternative. It exists only where there are alternatives. Where there are no alternatives the opportunity cost is equal to zero. Opportunity cost helps in decision making."}
{"text": "It exists only where there are alternatives. Where there are no alternatives the opportunity cost is equal to zero. Opportunity cost helps in decision making. Farm Records Farm records are documents kept in the farm They show farm activities carried out over a long period of time Or information kept in the farm in written form, about the farm and all activities in it. Uses of Farm Records Show the history of the farm Show whether the farm is making a profit or loss. Show all the assets and liabilities of the farm which can be used to value the farm. Help in supporting insurance claims on death, theft, fire or loss of farm assets. Help in tax assessment to avoid over taxation. Used as a guide in planning and budgeting. Helps to detect losses or theft in the farm. Make it easy to share profits or losses in partnerships. Help in settling disputes among heirs to estate if the farmer dies without a will. Provide labour information on terminal benefits for a worker. Type of Farm Records Production Records - Show the total yield and yield per unit of each enterprise. Inventory Records - A record of all permanent and consumable goods in the farm. Consumable Goods Inventory Date Commodity Quantity Date Issued to Quantity balallce Item Stock Field Operation Records - Show in details all field practices carried out together with the input used for all the crop enterprises. Breeding Records Show all the breeding activities in the farm. From these records it is possible to select the prolific animals and cull the infertile ones. Feeding Records A record of the types of feeds used in the farm and their quantities. Health Records Indicates the health conditions of the animals in the farm. From these records it is possible to: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Select and cull animals on health grounds."}
{"text": "Feeding Records A record of the types of feeds used in the farm and their quantities. Health Records Indicates the health conditions of the animals in the farm. From these records it is possible to: For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Select and cull animals on health grounds. Encyclopedia For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Agriculture: General agrarian reform agricultural subsidies agriculture agronomy animal husbandry aquaculture aquaponics baler binder black earth bog lime bone meal catch crop calcareous soil chernozem clearcutting colter combine commune compost collective farm cover crop creamery cultivation cultivator dairying dip disk plow drainage dry farming ensilage fallow land farming fertilizer forestry Good Agricultural Practices Green Revolution grain guano harrow harvester hay baler hoe humus hydroponics For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke incubator irrigation kibbutz kolkhoz lariat lasso land reform liming lister loam loess manure market gardening marl middlebuster moldboard mower mulch organic farming pasture peat picker plant breeding planter plough plow podzol prairie soil rake ranch reaper reclamation of land root crop rotation of crops Rothamsted sericulture share sharecropping separator, cream silage silo silviculture soil soiling soilless gardening straw strip cropping superphosphate For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke terrace thrashing threshing tractor truck farming water gardening winnowing Plants Animals Agriculture and Horticulture Animals Biographies Botany Microbes, Algae, and Fungi Plants Zoology and Veterinary Medicine The Columbia Electronic Encyclopedia, 6th ed. Copyright 2012, Columbia University Press. All rights reserved."}
{"text": "Encyclopedia For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke Agriculture: General agrarian reform agricultural subsidies agriculture agronomy animal husbandry aquaculture aquaponics baler binder black earth bog lime bone meal catch crop calcareous soil chernozem clearcutting colter combine commune compost collective farm cover crop creamery cultivation cultivator dairying dip disk plow drainage dry farming ensilage fallow land farming fertilizer forestry Good Agricultural Practices Green Revolution grain guano harrow harvester hay baler hoe humus hydroponics For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke incubator irrigation kibbutz kolkhoz lariat lasso land reform liming lister loam loess manure market gardening marl middlebuster moldboard mower mulch organic farming pasture peat picker plant breeding planter plough plow podzol prairie soil rake ranch reaper reclamation of land root crop rotation of crops Rothamsted sericulture share sharecropping separator, cream silage silo silviculture soil soiling soilless gardening straw strip cropping superphosphate For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke terrace thrashing threshing tractor truck farming water gardening winnowing Plants Animals Agriculture and Horticulture Animals Biographies Botany Microbes, Algae, and Fungi Plants Zoology and Veterinary Medicine The Columbia Electronic Encyclopedia, 6th ed. Copyright 2012, Columbia University Press. All rights reserved. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke."}
{"text": "Table of ContentsUnit 1Verb MoodsPart A Indicative and Imperative6B Present Subjunctive10C Past Subjunctive14D Review TensesPart A Simple and Progressive Tenses 20B Perfect Tenses24C ReviewSubject-Verb AgreementPart A Recognizing Subjects30B Quantifiers34C Review ModalsPart A Ability, Permission, Polite Requests, and Suggestions40B Obligation, Prohibition, and Lack of Necessity44C Probability: Past, Present, and Future48D ReviewAdjectives and AdverbsPart A Collective Adjectives54B Adjective Clauses Restrictive and Non-restrictive 58C Adverbs and Adverb Order62D ReviewNouns and ArticlesPart A Uncountable Nouns and Quantity68B Indefinite Articles72C The Definite Article76D Generic Nouns80E Review 84Unit 7PronounsPart A Reflexive and Reciprocal Pronouns86B Interrogative Pronouns and Relative Pronouns as the Object of a Preposition90C Indefinite Relative Pronouns94D Review PrepositionsPart A Advanced Prepositions100B Verbs and Prepositions104C Phrasal Verbs108D ReviewDirect and Indirect SpeechPart A Verb Tense and Form114B Question Forms and Time Shifts118C Modals in Indirect Speech122D Review126Unit 10 Passive VoicePart A Passive Tenses128B Stative Passives132C Direct and Indirect Objects in the Passive Voice136D Passive Voice Clauses140E The Passive of Modal Auxiliaries144F ReviewIndex151Transcripts Answer KeyIndicative and ImperativePart AUnit 1 Verb MoodsVerb MoodsGrammar ExplanationPreviewVerb Moods: Indicative and ImperativeThe indicative mood is the most common verb mood in English. It is used to express facts and opinions,or to ask questions about them. The indicative mood is used in all verb tenses. The imperative mood is used to make requests or give orders and warnings. It is used only in the simple present and future tenses. I am going to visit Paris next week. You looked happy yesterday. My dog is barking at passing cars. Does she have my book?Do they study English on Tuesdays?The subject in the imperative mood is alwaysyou. In simple present tense, the you-subject isnot usually stated. In the simple future tense, the you-subject isusually stated."}
{"text": "The indicative mood is used in all verb tenses. The imperative mood is used to make requests or give orders and warnings. It is used only in the simple present and future tenses. I am going to visit Paris next week. You looked happy yesterday. My dog is barking at passing cars. Does she have my book?Do they study English on Tuesdays?The subject in the imperative mood is alwaysyou. In simple present tense, the you-subject isnot usually stated. In the simple future tense, the you-subject isusually stated. It is used to place strongeremphasis on a command. Pass me the salt, please. Don t walk near my vegetable garden. Look out for those bees!Finish your homework tonight. Command You will finish your homework tonight! Strong command Indicative Conjugation Simple Present :amwalkiswalksarewalkIHe She ItYou We TheyClass NoticeThere will be no computer class tomorrow aswe are upgrading the computer server. Thenew server is bigger and faster than the previousone. The classroom door will be locked all day,so do not attempt to enter. Use the time foryour private study and remember to collectyour new log-in password. Send me your emailaddress so I can give you some homework. Thework must be finished by Friday. Don t smoke. People use cars to drive around. Part A 71. Smoking is dangerous for your health. 2. Talking in the library is forbidden. 3. Walking alone downtown at night can be dangerous. 4. Eating a lot of fatty snacks can damage your heart. 5. It is not nice to lie to your parents and teachers. 6. Littering the streets makes the city dirty. Exercise 2Write negative imperative sentences based on the information given.1. 2. 3. 4. Exercise 3Look at the pictures. Write indicative sentences with the phrases in the box.1. Is Carlos from Spain? 2. Jack is cooking dinner. 3. Be careful of the hot stove. 4. Tell your sister to call me when she gets home. 5. When will you give me my allowance? 6. You will eat all your vegetables! Exercise 1Write indicative if the sentence is in the indicative mood or imperativeif the sentence is in the imperative mood.1."}
{"text": "Tell your sister to call me when she gets home. 5. When will you give me my allowance? 6. You will eat all your vegetables! Exercise 1Write indicative if the sentence is in the indicative mood or imperativeif the sentence is in the imperative mood.1. Drive around2. Call their friends3. Tell the time4. Stay dryPractice 1Brazil will beat Argentina in the soccer game tomorrow. Practice 2Verb MoodsExercise 5Write indicative sentences in the correct tense. Exercise 6Unscramble the imperative sentences.1. Brazil - beat - Argentina - soccer game - tomorrow 2. Snow - New York - last - Friday 3. James - go - Japan - on vacation - next summer 4. Kyle - study - science - library - now 5. How long - you - be - wait - for me? Exercise 4Listen and take notes. Then answer the following questions.1. What is wrong with Simon? 2. What did Simon s doctor tell him to do? 3. What should Simon avoid? 4. What do his parents have to do next week? 1. Turn lights off Please the later. 2. Be if Call me late. You going to are 3. Use cell phones the test. Your Don t during 4. The trash, Throw please. Papers these in Track 2Simon: - caught Doctor: - rest ,- take ,- avoid because Simon s parents: - bring Part A 9Grammar in UseExercise 7Underline the imperative sentences. Hiking through the Rocky Mountains can be a rewarding experience. Theclean air and breathtaking scenery attract tourists from all around the world. However, this area is also home to the grizzly bear. Because of the dangersassociated with grizzly encounters, hikers should heed the following safetyprecautions. Check with park rangers for information on bear activity beforechoosing a trail. Travel in large groups and make a lot of noise. Grizzliestend to avoid people and noise. Carry bearspray and keep it easily accessible."}
{"text": "Travel in large groups and make a lot of noise. Grizzliestend to avoid people and noise. Carry bearspray and keep it easily accessible. When thispepper spray gets into a bear s eyes, the bearwill usually retreat. Always remain alert. Thesooner you know a bear is near, the easier itwill be to avoid trouble!1. Where do grizzly bears live? 2. What would you tell a friend to do before going hiking in the Rocky Mountains? 3. What do grizzlies tend to avoid? 4. Why should hikers keep bear spray easily accessible? Exercise 8Answer questions about the passage. Principal: I am recommending that Mrs.Robinson stay home until after herbaby is born. Jenny:When is her baby due?Principal: Around September 15th. I requestedthat she return to school in January. Mark:Who is going to teach us until then? Principal: Ms. Shaw. I insist you be as respectfulto her as you are to Mrs. Robinson!Part BVerb MoodsGrammar ExplanationPreviewThe subjunctive mood is used to express uncertain actions or states. The present subjunctive is formed with the base form of a verb. It follows verbs, nouns, or adjectivesthat express suggestion, demand, or request. Words of suggestion used: determine,determination, propose, recommend,recommendation, suggest, suggestion,advise, advisable, critical, desirable,important, vital, urgeWords of demand used: demand, imperative, insist, necessary, order,require, requiredWords of request used: ask, beg, prefer,request, wishThe doctor suggested I sleep more. My recommendation is that he sleep more. The doctor s recommendation is that they sleep more. It is advisable that she sleep more. My parents demand that I be quiet at night. Your parents require that you be quiet at night. It is imperative that she not be noisy at night. I ask that you have more patience with the other students. The teacher requested that Nick have his project finished a day earlier. The term present refers to the form of the subjunctive verb base form rather than the time in which the action happens."}
{"text": "The police officer insisted my father shows show have shown him his driver slicense. Part B 11Practice 1Exercise 1Circle Sub if the verb in bold is in the subjunctive mood, circle Ind if itis in the indicative mood, or circle Imp if it is in the imperative mood. Exercise 2Choose the best word s to complete each sentence.1. The doctor insisted that Stan remains in bed. 2. The commander ordered that the thief is arrested. 3. The police request all citizens avoids the highway during the snowstorm. 4. Karen like to play basketball. 5. The bank manager demanded that he pays the debt on time. 1. My sister insisted that she get the large room in our new house. SubIndImp2. Ms. O Malley suggested that her students choose a research topic as soon as possible. SubIndImp3. Turn down your radio! SubIndImp4. The young couple is requesting a table by the window. SubIndImp5. The ranger recommended we be careful around bears. SubIndImp6. It is critical that she send in her application before the deadline. SubIndImpExercise 3Underline the mistakes. Then write the corrections. Practice 2Verb MoodsExercise 4Listen and number the pictures from 1--4.Exercise 5Match the sentence parts.1. Tom suggested we go fishing she apply to Harvard.2. Her math teacher advised that travel plan before he goes away.3. Mom insisted that Bob make a if the weather is nice tomorrow.4. Our French teacher demanded that we meet twice a week.5. My tutor prefers that we be quiet during the test. Exercise 6Unscramble the sentences.1. Advised I they scenic route. The take 2. Citizens taxes. The insists that all pay government 3. A new start He suggested that she hobby. 4. Students the be recommend I that quiet. 5. Demanded The father a traditional have wedding. Daughter his Track 3 Part B 13Grammar in UseSteve: Hey Jo, what s up?"}
{"text": "Students the be recommend I that quiet. 5. Demanded The father a traditional have wedding. Daughter his Track 3 Part B 13Grammar in UseSteve: Hey Jo, what s up? Are youplanning our surfing holiday?Jo:No, my parents are insistingthat I 1. Home. Steve: Why? Is it because it s toodangerous?Jo:Yeah, they asked that we 2. A safer activity. Steve: How about we 3. Sightseeing in Beijing instead?Jo:That s an idea. I ll bet that they 4. Me do that. I ll call you if they agree. Steve: Even if they 5. ,. Call me anyway. I want to catcha movie with you tonight. Exercise 8Read the statements about Exercise 7. Circle T for true or F for false.1. Jo s parents think that surfing is dangerous. TF2. Jo s parents asked that they not go to Hong Kong. TF3. Steve suggests that they see a movie tonight. TF4. Steve recommends that Jo and her family go to Beijing. TFgo let stay don t chooseExercise 7Fill in the blanks with words from the box. Verb MoodsPart C Past SubjunctivePreviewDear friends,I m having a great time here in Canada. So far, Ihave been skiing, ice skating, and fishing. It looksas if it s going to be sunny tomorrow, so we mighteven go camping! There s so much to do. If I wereback home, I would never have done all these funthings. I wish you were all here with me. If onlyyou weren t so busy, you could join me. Well,hope to see you soon. Your friend,ClaireGrammar ExplanationThe subjunctive mood is also used to express uncertain actions or states. The past subjunctive is formed with the simple past form of a verb that describes a state, condition,or habit. With the verb be, the form were not was is always used. It refers to hypothetical or imaginarysituations. The past subjunctive is used after the verbwish to express an unfulfilled desire. It is also used after the verbs suppose andimagine or with if only phrases to expressunreal conditions."}
{"text": "Your friend,ClaireGrammar ExplanationThe subjunctive mood is also used to express uncertain actions or states. The past subjunctive is formed with the simple past form of a verb that describes a state, condition,or habit. With the verb be, the form were not was is always used. It refers to hypothetical or imaginarysituations. The past subjunctive is used after the verbwish to express an unfulfilled desire. It is also used after the verbs suppose andimagine or with if only phrases to expressunreal conditions. Such sentences are usuallyfollowed by would or could. The past subjunctive is also used when a comparison to an imaginary condition ismade. In this case, as though or as if usually precedes it. I wish Sally were here to help us. He wishes he could run faster. Suppose you met the president. What would you say?Imagine you were rich. What would you do first?If people drove smaller cars, we could all breathe cleaner air. She acts as though she were very rich, but she s not. He drives as if he were in a Formula 1 race. The term past refers to the form of the subjunctive verb past simple rather than the time in whichthe action happens. The following sentences all use the past subjunctive mood:If I were more organized, I would have arrived yesterday. If I were you, I would call her right now. If I weren t sick, I would go skiing with you tomorrow. KnewPart C 151. I wish I know my sister s secret. 2. Suppose I were very ugly. Will you still like me then? 3. The boy speaks as if he is a man. 4. She wishes she can speak English fluently. 5. If he was born in Berlin, he would speak German. 1. If I be rich, I will buy a new car.2. If only I be taller, I can reach the top shelf.3. The teacher demanded that Elaine stop talking in class.4. If they be so lazy, all the work will be finishedby now.5. If he study more, he will get higher grades. Exercise 2Underline the mistakes. Then write the corrections.1."}
{"text": "You were here. We re having an exciting time in HongKong. The food is great, and the buildings are so tall. But the weather is so hot!2. That the weather back home were hot and humid every night. That s what it s like here! Yesterday, we were in a taxi. The driver was driving3. We were in a race. Suddenly, we crashed into another taxi. The two drivers were yelling at each other, and it looked as though they4. Going to fight. Eventually,we got back to our hotel OK. The trip hasbeen perfect so far, except I wish ourroom 5. Air conditioning. Your friend,AndyExercise 8Write your own answers to the questions.imagine had as if wish were1. What would you do if you visited Hong Kong? 2. Suppose you were in a taxi and the driver were driving too fast. What would you do? 3. If your taxi were hit by another taxi, what would you do? Verb MoodsReviewPart DA: Clean up your room, please. A: If you were cleaner, I wouldn t have to ask. A: I recommend you start saving now. B: If I were older, you wouldn t askme to do that. B: I wish I had my own house!Exercise 1Practice the conversations with a partner. Change roles for each conversation.1. It is important that you be given will given your medication by a qualified nurse.2. I suggest that he finishes finish his homework by twelve.3. He recommended that I took care take care to study longer than twenty minutesfor the next test.4. My mother insists that my father exercise exercises regularly.5. Jerry requested that Kim helps help him with his essay.1. Julie s father demands that she home early. Come 2. He insisted that she a lawyer. See 3. I suggested that he for the job. Apply 4. If I were happier, I smile more often. Will 5. If we had more time, we go to the zoo. Can 6. If it snowing, we could go skiing."}
{"text": "If we had more time, we go to the zoo. Can 6.If it snowing, we could go skiing. Be Exercise 2Choose the correct verbs to complete the sentences.1.2.3.Clean up your room Go upstairs Stop talking on the phone older a famous musician a boy cleaner my own house quieter nicer parents more responsible my start savingapologize to usown phone hang upExercise 3Complete the sentences with the correct form of the verb given. Be careful of the big dog. If wishes were fishes, we d all havesome fried. ProverbExercise 4Rewrite the sentences in the past subjunctive tense. Use the words given.1.If it is sunny tomorrow, I will go hiking. Now 2.She sings as well as a pop star. As if 3.I am short, so I can t dunk a basketball. Taller 4.Three players on our team are injured, so we will probably lose the game. Healthy ...win Review 191.Be - careful - big - dog. 2.Where - be - Sheila - from? 3.It - be - important - she - check - her doctor - before - starting - diet. 4.If - he - have - longer - hair, - he - will - look - like - girl. Exercise 5Use the words to write complete sentences. Add prepositions and articles if necessary. Change the form of the verbs if necessary."}
{"text": "THE PEARL By John Steinbeck1The Pearl: An Overview The Pearl is a novella by American author John Steinbeck, first published in 1947. It is the story of a pearl diver, Kino, and explores man's nature as well as greed, defiance of societal norms, and evil. Steinbeck's inspiration was a Mexican folk tale from La Paz, Baja California Sur, Mexico, which he had heard in a visit to the formerly pearl-rich region in 1940. In 1947, it was adapted into a Mexican film named La perla and in 1987 into a cult Kannada movie Ondu Muttina Kathe. The story is one of Steinbeck's most popular books and has been widely used in high school classes. Summary The Pearl, which takes place in La Paz, Mexico, begins with a description of the seemingly idyllic family life of Kino, his wife Juana and their infant son, Coyotito. Kino watches as Coyotito sleeps, but sees a scorpion crawl down the rope that holds the hanging box where Coyotito lies. Kino attempts to catch the scorpion, but Coyotito bumps the rope and the scorpion falls on him. Although Kino kills the scorpion, it still stings Coyotito. Juana and Kino, accompanied by their neighbors, go to see the local doctor, who refuses to treat Coyotito because Kino cannot pay. Kino and Juana leave the doctors and take Coyotito down near the sea, where Juana uses a seaweed poultice on Coyotito's shoulder, which is now swollen. Kino dives for oysters from his canoe, attempting to find pearls. He finds a very large oyster which, when Kino opens it, yields an immense pearl, which Kino therefore dubs \"The Pearl of the World\". Kino puts back his head and howls, causing the other pearl divers to look up and race toward Kino's canoe. The news that Kino has found an immense pearl travels fast through La Paz. The doctor who refused to treat Coyotito decides to visit Kino. Kino's neighbors begin to feel bitter toward him for his good fortune, but neither Kino nor Juana realizes this feeling they have engendered."}
{"text": "The news that Kino has found an immense pearl travels fast through La Paz. The doctor who refused to treat Coyotito decides to visit Kino. Kino's neighbors begin to feel bitter toward him for his good fortune, but neither Kino nor Juana realizes this feeling they have engendered. Juan Tomas, the brother of Kino, asks him what he will do with his money, and he envisions getting married to Juana in a church and dressing Coyotito in a yachting cap and sailor suit. He claims that he will send Coyotito to school and buy a rifle for himself. The local priest visits and tells Kino to remember to give thanks and to pray for guidance. The doctor also visits, and although Coyotito seems to be healing, the doctor insists that Coyotito still faces danger and treats him. Kino tells the doctor that he will pay him once he sells his pearl, and the doctor attempts to discern where the pearl is located Kino has buried it in the corner of his hut . That night, a thief attempts to break into Kino's hut, but Kino drives him away. Juana tells Kino that the pearl will destroy them, but Kino insists that the pearl is their one chance and that tomorrow they will sell it. 2 Kino's neighbors wonder what they would do if they had found the pearl, and suggest giving it as a present to the Pope, buying Masses for the souls of his family, and distributing it among the poor of La Paz. Kino goes to sell his pearl, accompanied by his neighbors, but the pearl dealer only offers a thousand pesos when Kino believes that he deserves fifty thousand. Although other dealers inspect the pearl and give similar prices, Kino refuses their offer and decides to go to the capital to sell it there. That night, Kino is attacked by more thieves, and Juana once again reminds Kino that the pearl is evil. However, Kino vows that he will not be cheated, for he is a man. Later that night, Juana attempts to take the pearl and throw it into the ocean, but Kino finds her and beats her for doing so. While outside, a group of men accost Kino and knock the pearl from his hand. Juana watches from a distance, and sees Kino approach her, limping with another man whose throat Kino has slit."}
{"text": "Later that night, Juana attempts to take the pearl and throw it into the ocean, but Kino finds her and beats her for doing so. While outside, a group of men accost Kino and knock the pearl from his hand. Juana watches from a distance, and sees Kino approach her, limping with another man whose throat Kino has slit. Juana finds the pearl, and they decide that they must go away even if the murder was in self-defense. Kino finds that his canoe has been damaged and their house was torn up and the outside set afire. Kino and Juana stay with Juan Tomas and his wife, Apolonia, where they hide for the next day before setting out for the capital that night. Kino and Juana travel that night, and rest during the day. When Kino believes that he is being followed, the two hide and Kino sees several bighorn sheep trackers who pass by him. Kino and Juana escape into the mountains, where Juana and Coyotito hide in the cave while Kino, taking his clothes off so that no one will see his white clothing. The trackers think that they hear something when they hear Coyotito crying, but decide that it is merely a coyote pup. After a tracker shoots in the direction of the cries, Kino attacks the three trackers, killing all three of them. Kino can hear nothing but the cry of death, for he soon realizes that Coyotito is dead from that first shot. Juana and Kino return to La Paz. Kino carries a rifle stolen from the one of the trackers he killed, while Juana carries the dead Coyotito. The two approach the gulf, and Kino, who now sees the image of Coyotito with his head blown off in the pearl, throws it into the ocean. Setting Steinbeck began writing the story as a movie script in 1944, and first published it as a short story called \"The Pearl of the World\" in Woman's Home Companion in December 1945. The original publication is also sometimes listed as \"The Pearl of La Paz\". He expanded it to novella length and published it under the name The Pearl by Viking Press in 1947. As he was writing the novella version, he was3frequently travelling to Mexico where the film version, co-written with Jack Wagner, was being filmed."}
{"text": "The original publication is also sometimes listed as \"The Pearl of La Paz\". He expanded it to novella length and published it under the name The Pearl by Viking Press in 1947. As he was writing the novella version, he was3frequently travelling to Mexico where the film version, co-written with Jack Wagner, was being filmed. The film was also released by RKO in 1947 as a copromotion with the book. The Pearl was loosely adapted in 2001 for a film directed by Alfredo Zacharias and starring Lukas Haas and Richard Harris which was released directly to video in 2005. The Pearl Character List Kino A prototypical Mexican-Indian who works as a pearl diver, he begins the story as a devoted father and husband to Coyotito and Juana, respectively. Kino is the central character of the story, an everyman' who finds himself becoming increasingly violent, paranoid and defiant as he faces opposition from others after he finds the pearl, and resorts to assaulting Juana and murdering those who threaten him. Juana The mother of Coyotito and the wife of Kino, Juana is, as her name suggests, the representation of woman for Steinbeck in the story. She dutifully supports her husband, despite his worsening treatment of her, but warns him against the dangers that the pearl can bring to the family. Juana remains steadfast throughout the story and devoted to maintaining her family. She even refuses to obey Kino when he suggests that they take separate paths to avoid the trackers. Coyotito The infant son of Kino and Juana, after he is stung by a scorpion, the doctor refuses to treat him because his parents have no money. Although Juana seemingly cures him with a seaweed poultice, he receives treatment from the doctor only after Kino finds the pearl. When Kino and Juana are hunted by trackers after escaping La Paz, one of the trackers shoots Coyotito in the head as they hide in a cave. The Doctor A fat, complacent man who is not from the same race as Kino and Juana, he refuses to treat Coyotito for a scorpion sting when Kino and Juana cannot pay enough. However, once he learns that Kino has found the Pearl of the World, he treats the healed Coyotito after leading Kino and Juana to believe that Coyotito may suffer unseen consequences from the bite."}
{"text": "When Kino and Juana are hunted by trackers after escaping La Paz, one of the trackers shoots Coyotito in the head as they hide in a cave. The Doctor A fat, complacent man who is not from the same race as Kino and Juana, he refuses to treat Coyotito for a scorpion sting when Kino and Juana cannot pay enough. However, once he learns that Kino has found the Pearl of the World, he treats the healed Coyotito after leading Kino and Juana to believe that Coyotito may suffer unseen consequences from the bite. Seemingly interested in stealing4the pearl, the doctor is not of the same race as Kino and Juana, and longs for his days in Paris. Juan Tomas The brother of Kino and the husband of Apolonia, he warns Kino against the disastrous consequences that he faces from finding the pearl. Juan Tomas hides Kino and Juana in his house after Kino murders a man in self-defense. Apolonia The fat wife of Juan Tomas, Apolonia allows Kino and Juana to hide in her house after Kino murders a man in self-defense. 5Book Summary and Analysis by Chapters Chapter 1 Kino awakes and watches the hanging box where his infant son, Coyotito, sleeps. He then watches his wife, Juana, who has also awakened and rests peacefully. Kino thinks of the Song of the Family, a traditional song of his ancestors, as the dawn comes and Juana begins to prepare breakfast. Kino's ancestors had been great makers of songs, and everything they saw or thought had become a song. Juana sings softly to Coyotito part of the family song. Kino looks at them and thinks that \"this is safety, this is warmth, this is the Whole.\". Kino sees a movement near the hanging box where Coyotito sleeps. A scorpion moves slowly down the rope supporting the box. Kino thinks of the Song of Evil, the music of the enemy, as the Song of the Family cries plaintively. Kino stands still, ready to grasp the scorpion, but Coyotito shakes the rope and the scorpion falls on him. Kino reaches to catch it, but it falls onto the baby's shoulder and strikes. Kino grabs the scorpion and kills it as Coyotito screams in pain. Juana begins to suck the puncture to remove the poison."}
{"text": "Kino reaches to catch it, but it falls onto the baby's shoulder and strikes. Kino grabs the scorpion and kills it as Coyotito screams in pain. Juana begins to suck the puncture to remove the poison. Having heard the baby's screams, Kino's brother, Juan Tomas, and his fat wife Apolonia enter with their children. Juana orders them to find a doctor. The doctor never comes to their cluster of brush houses, so Juana decides to go to the doctor herself. The event becomes a neighborhood affair, for Juan Tomas and Apolonia accompany them and even the beggars in front of the church follow Juana as she marches toward the doctor. Kino feels weak as he approaches the doctor's home, for the doctor is not of his race and thus believes that Kino's people are simple animals. Kino tells the doctor's servant that his child was poisoned by a scorpion. The doctor is a fat man who longs for civilized living. Although the doctor is at home, he refuses to treat Coyotito unless he knows that he has money. The servant asks if Kino has money, and when he can only offer small seed pearls, the servant tells Kino that the doctor has gone out. Kino strikes the gate with his fist, splitting his knuckles. Chapter 1 Analysis The Pearl takes place among an impoverished Mexican-Indian community in La Paz. Although the story involves essentially only this couple, Steinbeck uses Kino and Juana as symbolic of the community in which they live. Steinbeck constructs Kino as an everyman with concerns typical of persons of all social stations. As shown by his encounter with the scorpion, Kino is a devoted father6who dotes on his infant son and adores his wife. Quite importantly, as the story begins Kino is perfectly content with his situation, despite his lack of material possessions and difficult existence. As Kino watches his family, he believes that this is the \"whole,\" the entirety of everything he really needs. This is significant, for this early contentment contrasts with the later panic that Kino and Juana will feel once they receive hope for a better future. Juana, whose name even translates into woman,' symbolizes a feminine ideal that complements Kino's masculine prototype."}
{"text": "As Kino watches his family, he believes that this is the \"whole,\" the entirety of everything he really needs. This is significant, for this early contentment contrasts with the later panic that Kino and Juana will feel once they receive hope for a better future. Juana, whose name even translates into woman,' symbolizes a feminine ideal that complements Kino's masculine prototype. Nevertheless, despite the serene description with which Steinbeck begins The Pearl, he also establishes that this existence is a precarious one; Coyotito's encounter with the scorpion illustrates this possibility of danger that the family faces at all times and brings into focus the magnitude of their poverty, showing that their poverty places a tangible price on their existence that Kino may not be able to pay. The scorpion is a symbol of the furtive dangers that threaten Kino and his family, able to strike furtively at any moment. It is therefore analogous to the other enemies that will threaten Kino and Juana: the scorpion secretly enters the house and strikes at them indirectly, instead of presenting a direct and open challenge to them. The critical situation that Kino's family faces is significant to show the great importance of the fortune that Kino will receive, for it provides not only the possibility of material goods but may buy the life of his child. Kino's encounter with the doctor sharply illustrates this, as the doctor essentially allows Coyotito to die because Kino cannot pay for treatment. Although Kino and Juana are representative of the larger community in which they live, this community itself becomes significant in terms of the development of the story. This village takes on a character of its own; this is shown in particular when Juana and Kino visit the doctor and their neighbors follow in a near procession. These nameless villagers serve as a form of chorus on the action of the story, commenting on the developments and judging the decisions and events that occur to Kino. The idea of community is also significant in terms of the various songs that Kino remembers. These songs are entirely symbolic, meant to place Kino in the larger, less personal context as a member of a community with a sense of heritage and to reinforce his status as an everyman. The two songs that Kino remembers during this chapter, the Song of the Family and the Song of Evil, also place the story in a context with diametric opposites; the story is largely a parable with defined parameters of good and evil."}
{"text": "The idea of community is also significant in terms of the various songs that Kino remembers. These songs are entirely symbolic, meant to place Kino in the larger, less personal context as a member of a community with a sense of heritage and to reinforce his status as an everyman. The two songs that Kino remembers during this chapter, the Song of the Family and the Song of Evil, also place the story in a context with diametric opposites; the story is largely a parable with defined parameters of good and evil. Steinbeck uses the doctor who refuses to treat Coyotito as a symbol of the forces of oppression that Kino and Juana face. The doctor represents the societal system that places a monetary value on human life, as well as the obstacles that Kino7and Juana face. The racial divide between the doctor and Kino plays a considerable role in his refusal to treat Coyotito; although this aspect of the story is not omnipresent, this presents an additional element of adversity that Kino and Juana must endure. In this chapter, Steinbeck foreshadows eventual changes in Kino's character when he smashes his fist on the doctor's gate. This event shows that Kino reverts to violence and anger when confronted with adversity, yet when he does so he hurts only himself. Chapter 2 Kino and Juana walk slowly down the beach to Kino's canoe, the one thing of value that he owns. The canoe is old, bought by Kino's grandfather, and is the source of food for Kino. It is their most important possession, for \"a man with a boat can guarantee a woman that she will eat something.\". Coyotito still suffers from the scorpion bite: the swelling on his shoulder continues up his neck and his face is puffed and feverish. Juana makes a poultice from brown seaweed. This poultice is \"as good a remedy as any and probably better than the doctor could have done.\". Kino and Juana get into the canoe so that Kino can find pearl oysters that may pay for the treatment for Coyotito. Kino dives for pearl oysters, where he thinks of the Song of the Pearl That Might Be and the Song of the Undersea. Kino works steadily under the water until he sees a large oyster lying by itself with its shell partly open, revealing what seems to be a massive pearl. Kino forces the oyster loose and holds it tightly against him."}
{"text": "Kino dives for pearl oysters, where he thinks of the Song of the Pearl That Might Be and the Song of the Undersea. Kino works steadily under the water until he sees a large oyster lying by itself with its shell partly open, revealing what seems to be a massive pearl. Kino forces the oyster loose and holds it tightly against him. When Kino comes up for air, Juana can sense his excitement. Kino opens the various oysters he had caught, leaving the largest one for last. He worries that the large pearl he saw was merely a reflection, for \"in this Gulf of uncertain light there were more illusions than realities.\". Finally, Kino opens the oyster to see a rich, perfectly curved pearl. Juana lifts the poultice of seaweed from Coyotito to see that the swelling has begun to recede. Kino puts back his head and howls, causing the men in other canoes to look up and race toward Kino's canoe. Chapter 2 Analysis Steinbeck continues to detail the extreme poverty in which Kino and Juana live; not only can they not afford their own canoe so that Kino may perform his job as a pearl diver, they must use a canoe that is several generations old. This is important, for it gives greater weight to the discovery of the pearl, which could raise them from a meager existence into some sense of security. 8 The canoe is a symbol of Kino's heritage, a relic passed down from his grandfather, but it also represents Kino's role as a provider for his family. Steinbeck generalizes the statement that a man with a canoe can ensure that his wife will never go hungry to illustrate Kino's status as an everyman and to emphasize the distinct roles and duties of a husband and father. The life that Kino and Juana lead is also an antiquated one; when the doctor refuses to treat Coyotito, Juana relies on primitive methods to cure her son. Steinbeck does not offer a sharp critique of these methods. Instead, he finds them more than adequate to the task and perhaps better than the treatment that the doctor might offer. In this novel, Steinbeck gives greater emphasis and value to traditional behaviors and even primitivism over modern conveniences and, in particular, those who have those luxuries. Kino's occupation as a pearl diver demonstrates the small chance that he and his family have for success."}
{"text": "Instead, he finds them more than adequate to the task and perhaps better than the treatment that the doctor might offer. In this novel, Steinbeck gives greater emphasis and value to traditional behaviors and even primitivism over modern conveniences and, in particular, those who have those luxuries. Kino's occupation as a pearl diver demonstrates the small chance that he and his family have for success. Pearl diving is a largely fruitless task that relies on the small chance for finding suitable oysters undersea and generally offers only the bare sustenance that maintains Juana and Kino. In effect, pearl diving is an act of desperation that further bolsters descriptions of Kino's poverty. It is the only hope that Kino and Juana have. Nevertheless, Kino immediately realizes that he has found an impressive pearl when he finds the oyster during his dive, leaving this large oyster as the final one to be opened. This creates a sense of tension and anticipation, as Kino realizes the significance of the pearl he has found. Steinbeck even bolsters the idea of fortuitous chance by juxtaposing the discovery of the pearl with Juana's realization that Coyotito has been cured, thus linking these two events, both of which provide great hope for Kino and Juana. However, even upon the discovery of the pearl Steinbeck foreshadows the later difficulties that might occur. Kino reverts to animalistic behavior once he finds the pearl, literally howling in joy. The pearl causes Kino to revert to instinctual behavior, a change that will have dangerous and disastrous consequences. Chapter 3 The news of the pearl travels fast through Kino's small village. Before Kino and Juana return home, the news had already spread that Kino had found \"The Pearl of the World,\" as it comes to be known. The local priest learns, as well as the doctor who refused to treat Coyotito. When the doctor learns, he tells the patient that he is treating that he must treat Coyotito for a scorpion sting. All manner of people grow interested in Kino, and the news stirs up something infinitely black9and evil. The pearl buyers consider how they might deal with Kino and offer him the lowest possible price. However, Kino and Juana do not know the anger and bitterness they have engendered."}
{"text": "All manner of people grow interested in Kino, and the news stirs up something infinitely black9and evil. The pearl buyers consider how they might deal with Kino and offer him the lowest possible price. However, Kino and Juana do not know the anger and bitterness they have engendered. Juan Tomas asks Kino what he will do now that he has become rich, and Kino answers that he and Juana will be married in the church. Kino envisions how he will be dressed, and sees Coyotito in a yachting cap and sailor suit from the United States. Kino then imagines buying a rifle. Thinking of the rifle breaks down barriers for Kino, as he imagines the whole lot of things that he might have. He thinks that Coyotito will go to school and learn to read. He claims that \"my son will make numbers, and these things will make us free because he will know he will know and through him we will know.\". The priest visits Kino and Juana, and tells them that he hopes that they will remember to give thanks and to pray for guidance. The doctor also visits, and although Kino tells him that Coyotito is nearly well, the doctor claims that the scorpion sting has a curious effect that comes later and if he is not treated he may suffer blindness or a withered leg. Not sure whether or not the doctor is telling the truth, Kino nevertheless lets him see the baby. The doctor takes a bottle of white powder and a gelatin capsule, and gives Coyotito a pill. The doctor tells them that the medicine may save the baby from pain, but he will come back in an hour to check on him. After the doctor leaves, Kino wraps the pearl in a rag and digs a hole in the dirt floor where he conceals the pearl. When the doctor returns, he gives Coyotito water with ammonia and tells Kino that the baby will get well now. Kino tells the doctor that he will pay him once he has sold his pearl. The neighbors tell the doctor that Kino has found the Pearl of the World and will be a rich man. The doctor suggests that Kino keep the pearl in his safe, but Kino says that he has it secure. The doctor realizes that Kino will likely look to the place where it is stored, and sees his eyes move to the corner where he had buried it."}
{"text": "The neighbors tell the doctor that Kino has found the Pearl of the World and will be a rich man. The doctor suggests that Kino keep the pearl in his safe, but Kino says that he has it secure. The doctor realizes that Kino will likely look to the place where it is stored, and sees his eyes move to the corner where he had buried it. After the doctor leaves again, Juana asks Kino whom he fears, and he answers everyone.'. That night, Kino thinks that he hears noises in his hut. He grabs his knife and strikes out in the dark. The person scurries out. Juana tells Kino that the pearl is evil and will destroy them. She tells him to throw it away or break it, for it will destroy them. Kino says that the pearl is their one chance, and that the next morning they will sell the pearl. Chapter 3 Analysis As the titular object of the novel, the pearl that Kino discovers can symbolize several different ideas or themes. In this chapter, Steinbeck equates the pearl10with hope for the future, for it is the means by which Kino and Juana will be able to provide for Coyotito and give him a better life. The pearl also represents a sense of freedom by enabling Kino to educate Coyotito and give him the ability to choose his own profession and way of life apart from the deterministic poverty of his parents. Although the story takes place in Mexico, Steinbeck equates this with the American dream of fortune and prosperity; Kino imagines Coyotito dressed in clothes from the United States. The discovery of the pearl causes a sharp change in the villagers' reactions to Kino and Juana, for the once unimportant couple become renowned and notorious in La Paz. The pearl gives Kino great importance within La Paz, as demonstrated by the visit from the local priest and the doctor who had just recently refused treatment to Coyotito. However, with this newfound interest in Kino comes the impending feeling of hatred and hostility for him; the discovery causes an anonymous bitterness toward Kino for his great luck, a feeling that he and Juana cannot realize. The hostility directed toward Kino and Juana takes two forms; the first is a general jealousy from the community toward Kino for his luck, while the second is a more specific greed shown by those who wish the pearl for themselves. Steinbeck illustrates this avarice through both the priest and the doctor."}
{"text": "However, with this newfound interest in Kino comes the impending feeling of hatred and hostility for him; the discovery causes an anonymous bitterness toward Kino for his great luck, a feeling that he and Juana cannot realize. The hostility directed toward Kino and Juana takes two forms; the first is a general jealousy from the community toward Kino for his luck, while the second is a more specific greed shown by those who wish the pearl for themselves. Steinbeck illustrates this avarice through both the priest and the doctor. In the former case, the priest gives attention to Kino merely as a means to gain some of the money to the church, shamelessly asking Kino to monetarily compensate God for the good fortune he has received. In the latter, the doctor's newfound interest in Kino stems from a manipulative and dangerous greed. His visit to Kino reveals that he not only wishes to secure part of Kino's new fortune through the salary the doctor might receive for treatment but, as shown by the doctor's attempt to locate the pearl in Kino's hut, that he intends to steal the pearl. Steinbeck makes clear that the doctor does not visit Kino to cure his son; in fact, he indicates that the doctor's treatment of Coyotito might even be superfluous. The suspicious designs of both the doctor and the priest indicate that the danger that Kino faces is not from jealous neighbors who might use the pearl to escape their own poverty, but rather from those whose economic situation is secure and who merely desire greater luxury. Steinbeck thus uses the community reaction to the pearl as social commentary that critiques the ruling class for avarice and exploitation. The manipulative behavior of the doctor foreshadows greater calamities that Kino and Juana will suffer, which Steinbeck also shows through the anonymous thief who attempts to steal the pearl that night. However, Kino's and Juana's problems are not merely external forces, but are equally internal. Throughout the chapter, Kino and Juana evolve significantly. At first, neither can vocalize the changes that the pearl will make for them, but once they think of the tangible consequences for their newfound fortune they begin to articulate previously11impossible and unimaginable dreams. However, Kino and Juana diverge in their later reactions to the pearl. Juana disavows the consequences of the fortune they will receive, finding the scorn and danger that others present to be an insurmountable evil."}
{"text": "At first, neither can vocalize the changes that the pearl will make for them, but once they think of the tangible consequences for their newfound fortune they begin to articulate previously11impossible and unimaginable dreams. However, Kino and Juana diverge in their later reactions to the pearl. Juana disavows the consequences of the fortune they will receive, finding the scorn and danger that others present to be an insurmountable evil. Kino uses the animosity and danger as reason for suspicion and paranoia, as shown when Kino strikes randomly with his knife when he fears an intruder. He lapses into the instinctual animalism demonstrated in the previous chapter, a quality that will play a significant role in the tragedy to come. Steinbeck also foreshadows the trouble that Kino will find with the pearl buyers. In his description of the pearl buyers, Steinbeck claims that, although there are many of them, they are essentially one. This aligns with the idea of segments of the community as a collective that permeates The Pearl; as Steinbeck describes the town, it is like \"a colonial animal\" with its own emotion, essentially a person in itself. The neighbors who comment on the action are not individuals, but rather symbols of their class. Even Juana and Kino exist less as fully-formed individuals and as archetypal representations of man and woman. The pearl buyers, anonymous except for their identity as part of a class, symbolize the ruling elite of La Paz who can exploit Kino. Chapter 4 In La Paz, the entire town knew that Kino was going to sell the pearl that day. Kino's neighbors speak of what they might do with the pearl. One man says that he would give it as a present to the Pope, while another said he would buy Masses for the souls of his family for a thousand years, while another thought he would distribute it among the poor of La Paz. Everyone worries that the pearl will destroy Kino and Juana. Before leaving to sell the pearl, Juan Tomas warns Kino and Juana to get the best price for the pearl, and tells him how their ancestors got an agent to sell their pearls, but this agent ran off with the pearls. Kino had heard the story told as a warning of punishment against those who try to leave their station. Kino and Juana, followed by neighbors, reach the offices of the pearl buyers."}
{"text": "Before leaving to sell the pearl, Juan Tomas warns Kino and Juana to get the best price for the pearl, and tells him how their ancestors got an agent to sell their pearls, but this agent ran off with the pearls. Kino had heard the story told as a warning of punishment against those who try to leave their station. Kino and Juana, followed by neighbors, reach the offices of the pearl buyers. The pearl dealer inspects the pearl and tells him that his pearl is like fool's gold, for it is too large and valuable only as a curiosity. Kino cries out that it is the Pearl of the World, and no one has ever seen such a pearl. The dealer offers a thousand pesos, to which Kino says that it is worth fifty thousand and the dealer wants to cheat him. The dealer tells Kino to ask the others around him. Kino can feel the evil around him as other dealers inspect the pearl. One dealer refuses the pearl altogether, while a second dealer offers five hundred pesos. Kino tells them that he will go to the capital. The dealer offers fifteen hundred pesos, but Kino leaves with the pearl. 12 That night, the townspeople argue whether Kino should have accepted the money, which was still more than he would have ever seen. Kino buries the pearl again that night, and remains terrified at the world around him. Juan Tomas tell Kino that he has defied not only the pearl buyers, but the whole structure of life, and he fears for his brother. Juan Tomas warns him that he treads on new ground. Juan Tomas reminds Kino that his friends will protect him only if they are not in danger, and tells him \"Go with God\" before he departs. In the middle of the night, Kino feels a sense of evil from outside of his brush house, and he prepares to wield his knife. Kino steps outside to see if there are prowlers. Juana can hear noise from outside, so she picks up a stone and steps out of their hut. She finds Kino with blood running down his scalp and a long cut in his cheek from ear to chin. Juana once again tells Kino that the pearl is evil and they must destroy it. Kino insists that he will not be cheated, for he is a man."}
{"text": "She finds Kino with blood running down his scalp and a long cut in his cheek from ear to chin. Juana once again tells Kino that the pearl is evil and they must destroy it. Kino insists that he will not be cheated, for he is a man. Chapter 4 Analysis: Steinbeck begins the chapter with the reactions of the people of La Paz, who propose what they might do if they were to find a pearl of such great value. Their reactions reveal a sense of animosity toward Kino, for the great plans for charity that these people suggest contrast with the seemingly self-interested ideas that Kino proposed in the previous chapter. This is important to show the undercurrent of criticism for Kino. Steinbeck suggests the jealousy that people have for his good fortune. Additionally, the idealistic and charitable ideas that people propose reveal a simplistic attitude toward receiving such a great fortune; as Steinbeck has shown and will continue to show, Kino and Juana do not face easy decisions with regard to their newfound fortune, and in fact may be in serious danger. The pearl dealer, who symbolizes the ruling elite classes, proves to be another example of a manipulative professional man akin to the priest and the doctor. He shamelessly attempts to cheat Kino out of his money, offering a price that seems far too low for such a pearl; although there remains the possibility that the pearl may be an oddity with little practical value, the numerous attempts to steal the pearl, perhaps instigated by the pearl dealers, suggest otherwise. Kino's refusal is no small feat; as Juan Tomas declares, he has defied the structure of life around him. This places the parable in a larger political context, suggesting that a hierarchy around Kino works to exploit him and others of his station and resists any attempts to shift this social order. This idea is bolstered by the story concerning the pearl agent in which punishment is inflicted upon those who attempt to secure a better station for themselves. 13However, although Kino repudiates the idea that punishment should be inflicted on those who reach for higher social status, Steinbeck has conflicting ideas concerning this idea. Although Steinbeck is quite sympathetic to Kino and Juana, casting them as the protagonists of the story in comparison to the greedy, manipulative and one-dimensional villains such as the doctor and the pearl buyers, the very structure of the story seems to suggest that Kino and Juana will pay a great price for their aspirations."}
{"text": "This idea is bolstered by the story concerning the pearl agent in which punishment is inflicted upon those who attempt to secure a better station for themselves. 13However, although Kino repudiates the idea that punishment should be inflicted on those who reach for higher social status, Steinbeck has conflicting ideas concerning this idea. Although Steinbeck is quite sympathetic to Kino and Juana, casting them as the protagonists of the story in comparison to the greedy, manipulative and one-dimensional villains such as the doctor and the pearl buyers, the very structure of the story seems to suggest that Kino and Juana will pay a great price for their aspirations. For finding the pearl and attempting to sell it, Kino and Juana are physically threatened, suffer a silent condemnation from their neighbors, and are besieged by opportunists, while they were content in their poverty, a situation which Kino thought was \"the whole.\". Steinbeck continues to demonstrate that the pearl has more detrimental consequences for Kino and Juana than benefits. Only two days after having found the pearl, Kino has suffered two robbery attempts and has been assaulted once. These threats against Kino strengthen his resolve, however, causing him to obstinately fight for the pearl and revert to brutal behavior. The attacks against Kino are an affront to his masculinity, as shown by his constant avowal that he is a man and thus cannot be cheated. This helps to illustrate the definition of masculinity that Steinbeck deals with throughout The Pearl. While earlier the idea of masculinity meant providing for one's family, for Kino it now encompasses receiving just and respectful treatment. Juana serves as the lone voice of reason, continuing to warn Kino of the disastrous consequences of the pearl. As Kino becomes more and more consumed by his paranoia and impulses, it is Juana who remains maintains a realistic appraisal of the effects of the pearl. For Juana, the pearl represents a great evil and suffering, a sharp change from the sense of hope and freedom that it originally symbolized. The irony of this situation is notable: the pearl that would secure prosperity and stability for Kino and Juana instead offers them only pain and danger. Chapter 5 Kino senses movement near him, but it is only Juana who arises silently from beside him. Kino sees her near the hanging box where Coyotito lay, and then watches her go out the doorway."}
{"text": "The irony of this situation is notable: the pearl that would secure prosperity and stability for Kino and Juana instead offers them only pain and danger. Chapter 5 Kino senses movement near him, but it is only Juana who arises silently from beside him. Kino sees her near the hanging box where Coyotito lay, and then watches her go out the doorway. Kino begins to feel a great sense of rage as he hears her footsteps going toward the shore; Juana is going to throw the pearl back into the ocean. Kino chases Juana, then strikes her in the face with his clenched fist and kicks her in the side. He then turns away from her and walks up the beach. Juana knows that when Kino said that he is a man, he meant that he was \"half-insane and half-god\" and knows as a woman that \"the mountain14would stand while the man broke himself; that the sea would surge while the man drowned in it.\". While walking on the beach, men accost Kino in search of the pearl, which is knocked from his hand and lands on the pathway. Juana soon sees Kino limping toward her with a stranger whose throat has been slit. She finds the pearl for Kino, and tells him that they must go away before daylight. Kino says that he struck to save his life, but Juana says that this does not matter. He orders her to get Coyotito and all of the corn they have. Kino finds his canoe with a splintered hole in the bottom. He rushes home to find Juana and Coyotito, but Juana tells Kino that their house was torn up and the floor dug, and someone set fire to the outside. Juana and Coyotito go to Juan Tomas and Apolonia. When Kino tells about the man he has killed, Juan Tomas says that it is the pearl and he should have sold it. Kino begs his brother to hide them until nightfall. Kino tells Juan Tomas that he will head north. Kino says that he will not give up the pearl, because \"if I give it up I shall lose my soul.\". Chapter 5 Analysis Steinbeck builds a sense of paranoia and imminent tragedy for Juana and Kino during this chapter, in which anonymous enemies threaten their safety. The men who attack Kino are never named and their origins are never revealed; although Kino suspects that they are the agents of the pearl dealers."}
{"text": "Kino tells Juan Tomas that he will head north. Kino says that he will not give up the pearl, because \"if I give it up I shall lose my soul.\". Chapter 5 Analysis Steinbeck builds a sense of paranoia and imminent tragedy for Juana and Kino during this chapter, in which anonymous enemies threaten their safety. The men who attack Kino are never named and their origins are never revealed; although Kino suspects that they are the agents of the pearl dealers. This anonymity is significant, for the men who assault Kino symbolize a more generalized evil' than the specific villainy of the pearl dealer or the doctor. This continues the string of various calamities that occur to Juana and Kino; they lose their boat and their home while defending themselves. These two losses are significant, for the canoe symbolizes the ability that Kino has to provide for and protect his family and the home symbolizes the idea of the family that once gave Kino great comfort. By this point in the story, Juan Tomas joins Juana in warning Kino of the problems of the pearl, but Juana's predictions of disaster have already been partially fulfilled. When Juan Tomas tells Kino \"go with God\" when Kino prepares to venture to the capital, this statement has a sense of impending doom; Steinbeck makes it very clear that a tragic end for Kino and Juana is imminent. Steinbeck also makes the explicit point that the greatest damage caused by the pearl is the change that it effects within Kino. The caring father and partner of the first chapter at this point in the story attacks Juana when she attempts to take the pearl. Juana realizes the change in her husband from a normal man to one15with a questionable grip on sanity. It is ironic that, when Kino declares that he is a man, he begins to act \"half insane and half god,\" thus negating the qualities that define him as a man. Steinbeck creates a tone of futility about Kino's enterprise; as the rational and level-headed Juana realizes, Kino is a man raging against an obstacle as insurmountable as a mountain or a storm, and his struggles will only cause him to destroy himself. Kino even finds himself capable of murder to defend himself; whether Kino is capable of a more cold-blooded killing still remains questionable. Kino's comment that the pearl has become his soul is the defining statement of his condition."}
{"text": "Steinbeck creates a tone of futility about Kino's enterprise; as the rational and level-headed Juana realizes, Kino is a man raging against an obstacle as insurmountable as a mountain or a storm, and his struggles will only cause him to destroy himself. Kino even finds himself capable of murder to defend himself; whether Kino is capable of a more cold-blooded killing still remains questionable. Kino's comment that the pearl has become his soul is the defining statement of his condition. It shows that Kino has ceased to be in some level human; he cannot consider normal human needs and emotions, but defiantly focuses on the pearl. The reaction of the community to the tragedies that occur to Kino and Juana is significant. While the neighbors followed every detail of Kino's life once the pearl promised to bring him fortune and renown, during this time his neighbors remain silent. Only Juan Tomas and Apolonia hide Juana and Kino but do so reluctantly. While Kino's neighbors have commented on all of the events in previous chapters, they do not manifest any reaction to the attacks on Kino and Juana. Chapter 6 As Kino and Juana travel northward, Kino feels a sense of exhilaration along with his fear. They walk all night and rest during the day so that they may not be found, and attempt to cover their tracks so that they cannot be followed easily. Kino warns Juana that \"whoever finds us will take the pearl,\" but Juana wonders whether the dealers were right and the pearl has no value. Kino says that they would not have tried to steal it if it were not valuable. Kino repeats what they will have once they sell the pearl: the church wedding, the rifle, education for Coyotito. When they stop to rest during the day, Juana does not sleep and Kino stirs as he dreams. When they hear noises from the distance, Kino orders Juana to keep Coyotito quiet. While Juana hides, Kino moves through the brush to see what he heard, and notices in the distance three bighorn sheep trackers, one of whom is on horseback. Kino realizes that if the trackers find them, he must leap for the horseman, kill him and take his rifle. As the horseman passes by Kino, he does not notice him. Kino and Juana both realize that if the trackers find them, they will kill them to get the pearl."}
{"text": "Kino realizes that if the trackers find them, he must leap for the horseman, kill him and take his rifle. As the horseman passes by Kino, he does not notice him. Kino and Juana both realize that if the trackers find them, they will kill them to get the pearl. 16Kino and Juana escape into the mountains, not bothering to cover their tracks. Kino orders Juana and Coyotito to leave him, for he can go faster alone, but she staunchly refuses. Kino and Juana take a zigzag path in order to thwart the trackers, and eventually find a small stream and the entrance to a cave. Kino tells Juana to hide in the cave, and he fears that Coyotito will cry, alerting the trackers. While hiding in the cave, Kino finds that the trackers are by the stream. So that he will not be seen, Kino takes off his white clothing and stealthily creeps near them as they rest. The trackers can hear Coyotito, but think that it is merely a coyote pup. As the tracker prepares to shoot what he thinks is a coyote, Kino approaches the trackers and pounces on them. He grabs one of the trackers' rifle and shoots him between the eyes, and stabs another with his knife. The third tracker escapes up the cliff toward the cave, but Kino shoots him. Kino stands silently and hears nothing but the cry of death. Coyotito has been shot. Kino and Juana arrive back in La Paz; he carries a gun while she carries her shawl with a limp, heavy bundle. Their return to La Paz becomes a notable event: \"there may e some old ones who saw it, but those whose fathers and whose grandfathers told it to them remember it nevertheless. It is an event that happened to everyone.\". Juana appears hardened and tight with fatigue. Kino thinks of the Song of the Family, which has become his battle cry. As they return to La Paz, nobody speaks to them and even Juan Tomas cannot bear to say a word. Kino and Juana approach the gulf, and in the surface of the pearl Kino remembers seeing Coyotito lying in the cave with his head shot away. Kino throws the pearl into the ocean."}
{"text": "As they return to La Paz, nobody speaks to them and even Juan Tomas cannot bear to say a word. Kino and Juana approach the gulf, and in the surface of the pearl Kino remembers seeing Coyotito lying in the cave with his head shot away. Kino throws the pearl into the ocean. Chapter 6 Analysis The final chapter focuses primarily on the hunt for Kino and Juana as they try to escape La Paz and reach the capital so that they can sell the pearl. Steinbeck creates the sense that Kino and Juana are followed at all times. Pursued by bighorn sheep trackers, Juana and Kino are literally hunted like animals. The division between man and animal is an important motif throughout this chapter. It primarily relates to Kino's descent from those human qualities he once displayed. Steinbeck illustrates this through a number of events, such as when Kino attacks the trackers. In this instance, Kino moves from being capable of murder for selfdefense to a more cold-blooded killing. Kino kills the three men out of fear and instinct and not because of any tangible threat they pose to him. Steinbeck also shows the loss of human qualities within Kino when he crawls naked to find the trackers so that his white clothes will not expose him. He loses17the final vestiges of humanity and society to become even more animalistic. This descent is particularly ironic when considering the death of Coyotito. Kino behaves as an animal so that he can protect himself and his family, but Coyotito dies when the child is mistaken for a coyote pup. Coyotito plays a significant role in this chapter as a reminder of the serene domestic environment that Kino and Juana once had and as a danger for them. In the savage wilderness where Kino and Juana find themselves, Coyotito serves as their one reminder of society and civilization. Coyotito also represents the hope that Kino and Juana have for the future; it is the infant child who will benefit most from the pearl, according to his parents' plans, and he thus symbolizes the advantages that the pearl may bring.. Once again, Steinbeck keeps the adversaries who pursue Kino and Juana anonymous in order to preserve their symbolic connotations. The bighorn sheep trackers may not even be pursuing Kino and Juana; they are more important for how Kino and Juana perceive them than their actual personalities."}
{"text": "Coyotito also represents the hope that Kino and Juana have for the future; it is the infant child who will benefit most from the pearl, according to his parents' plans, and he thus symbolizes the advantages that the pearl may bring.. Once again, Steinbeck keeps the adversaries who pursue Kino and Juana anonymous in order to preserve their symbolic connotations. The bighorn sheep trackers may not even be pursuing Kino and Juana; they are more important for how Kino and Juana perceive them than their actual personalities. Whether or not they are actually a threat, Kino is so assured that they are dangerous that he murders them before they have a chance to strike. In contrast to the savage and brutal Kino, Juana becomes stronger through the suffering she faces. She reveals herself to be dedicated to her husband even at the most dire moments, demanding that he not break up their family despite the practical advantages. Furthermore, it is Juana who remains awake at night, guarding Kino and Coyotito as Kino sleeps. Steinbeck juxtaposes Kino with Juana; while the man becomes more instinctual and animalistic, the woman retains her particularly human qualities. While Kino becomes suspicious and paranoid, when he looks \"for weakness in her face, for fear or irresolution . . . There is none.\". The return of Kino and Juana to La Paz is anticlimactic, yet contains some degree of ironic horror. Kino returns to La Paz with the one possession that he desperately wanted, a rifle, but has lost his child and rejects the pearl. His rejection of the pearl fully demonstrates the horror that the pearl has wrought upon him. Steinbeck constructs Kino's return to La Paz as an event that brings Kino back to the family-centered ideals with which he began the story, but his recollection of the Song of the Family has a significant undercurrent of defiance and anger. His family has been destroyed, yet he clings to that ideal, for it is all that remains for him. The Pearl is therefore a parable with an uncertain meaning at best and a morbidly determinist one at worst. The story does seem to warn against attempting to improve one's social situation, recalling Juan Tomas' story of the18pearl agent who stole the townspeople's pearls."}
{"text": "His family has been destroyed, yet he clings to that ideal, for it is all that remains for him. The Pearl is therefore a parable with an uncertain meaning at best and a morbidly determinist one at worst. The story does seem to warn against attempting to improve one's social situation, recalling Juan Tomas' story of the18pearl agent who stole the townspeople's pearls. Although it seems to indict Kino for his attempts to gain the fortune that the pearl offers, it offers equal if not greater censure to the elites of La Paz who attempt to exploit Kino and thwart his attempts to sell the pearl. Even if Steinbeck does not intend the story to be a critique of Kino for his behavior, the story has a decidedly deterministic viewpoint that implies that Kino and Juana could do nothing to improve their situation. Perhaps the most valid critique that Steinbeck offers in the pearl concerns the effects that the newfound chance for riches has on Kino, who replaces human, civilized values with an obsessive preoccupation with the pearl and suspicion of those around him. Steinbeck criticizes the idea that the pearl has become Kino's soul, demonstrating that there are far greater losses that Kino can face. Yet where the story remains problematic is that the hope that the pearl brings is never tangible; calamities occur nearly immediately for Juana and Kino, making the pearl into a simple curse for the family. Kino does not choose to sacrifice his fortune; he chooses to repudiate his pain. When Kino throws the pearl into the ocean, he discards a meaningless object. The pearl has no value in the sense that, without Coyotito, the pearl has no power to provide for a better future for Kino and Juana, who could gain only simple material items from their fortune. Kino's repudiation of the pearl is an empty event, for he does not make a meaningful sacrifice. He instead rids himself of an unwanted object that causes him pain. As a parable, The Pearl is an empty one, merely choosing to heap tragedy upon its protagonists and forcing them into pain and agony without offering them an alternate option or any possibility for hope."}
{"text": "CRE NOTES CLASS 6 COMPLETE CREATION Introduction i. Creation is making something out of nothing ii. God completed creation work in 6 days iii. On 6thday he created human beings. 1. The Creation Of Man a. God took soil and molded man from it. B. God breathed his breath into Adams nostrils c. The trinity took part in creating man. Let us create human beings to resemble us Genesis 1:26-28 d. Eve was formed from Adam s ribs. Created to be a companion to Adam. E. Both were special because they were created in the image and likeness of God. F. God created them male and female; by this he ordained blessed marriage. Man is special because:- i. Made in the image and likeness of God. Ii. Can communicate to God on behalf of other creations. Iii. He was given authority over God s creation iv. Molded or formed unlike the rest of God s creation v. He was given responsibility to care for God s creation. Vi. He was to share God s life by obeying his commands e.g. - Have many children - Do not eat www.arena.co.ke 0713779527info arena.co.ke Authority given to man 1. Control the rest of God s creation 2. Use and conserve environment responsibly. 3. Use God s creation for food. 4. 5. 6. Fall of man Genesis 3 - God commanded man to eat fruits from all trees except from the tree of knowledge of good and evil at the middle of the Garden of Eden. -. God told them that they will die if they ate a fruit from it. -. They disobeyed and ate. -. Cause of sin of disobedience Serpent eve Adam Consequences of sin of disobedience a. Adam b. Eve c. Snake d. Both Adam and eve were chased from the garden of Eden. Lesson - Sin separates God and man. -. Qn: what did god do to prevent man from going back to Eden? Refer primary C.R.E 6 PAGE 1-8 A. Traditional African creation stories 1. Every community has a traditional story of creation.www.arena.co.ke 0713779527info arena.co.ke 2. Creation stories tell people s origin. 3. In all creation stories God is the ultimate creator. 4. Different communities have different names of God depending on God s nature and character."}
{"text": "In all creation stories God is the ultimate creator. 4. Different communities have different names of God depending on God s nature and character. Qn : name five communities and the name of their God. A. Agikuyu creation story i. God called Ngai one who distributes ii. God s dwelling place is Mt. Kirinyaga Mt. Kenya iii. First man called gikuyu and first woman mumbi iv. God blessed them with nine daughters origin of kikuyu 9 clans v. Gikuyu prayed to God who provided sons to marry the daughters. Vi. God placed Gikuyu and Mumbi at Mukurwe-wa-nyagathanga. B. The Bukusu creation story luhya community - God called Were Khakaba giver of all things - Were created the universe alone in two days. -. He started by creating his dwelling place- Mt. Elgon. -. His two assistants were Mukhobe and Muramwa. -. First man called mwambu and wife Sela. He placed them at Mt. Elgon Mt. Masaba c. The Nandi creation story - God called Asis - First man and woman from a swollen knee. Knee belonged to a creature which looked like man. Qn: can you recall creation stories from any African Community? Similararities between African Creation Stories and Biblical Creation Stories.www.arena.co.ke 0713779527info arena.co.ke 1. God is the creator of the universe. 2. God created everything in an orderly way. 3. Man is God s special creature. 4. God at first created male and female. 5. The first man and woman became first parents. 6. 7. 8. How We Respond to God s Creation God s creation shows God s power, greatness and love towards man a. Caring for God s creation b. Caring for the environment. C. Respect God s creation d. Value and give equal importance to all God s creation. E. Preserve God s creation f. g. h. Topical questions 1. Quick reading std 6 pg 4-5, 1-10 2. Spotlight CRE 6 pg 4-6 3."}
{"text": "Topical questions 1. Quick reading std 6 pg 4-5, 1-10 2. Spotlight CRE 6 pg 4-6 3. Primary CRE 6 pg 8-9www.arena.co.ke 0713779527info arena.co.ke UNIT 2: NEW LIFE IN THE COMMUNITY New Life in Traditional African Society - New life means change transformation a person goes through in life. -. New life involves stages in life i.e rites of passage - Rites of passage include:- a. Birth b. Initiation c. Marriage d. Death. A. Birth - Marks the beginning of new life after delivery - Naming done by the women of the clan. -. Naming depends on one s community. -. Newborn welcomed with gifts and ceremonies. -. Mother underwent ritual cleansing after delivery. B. Initiation - Passage from childhood to adulthood. -. Ceremonies include circumcision, removal of teeth, tattooing e.t.cwww.arena.co.ke 0713779527info arena.co.ke - Bloodshed joins the initiates with the ancestors. -. Bathing in the river signifies casting riding off childhood. -. Initiates kept in isolation period seclusion to be taught responsible adult behavior. -. Gateway to marriage. C. Marriage - Mainly for having children seals marriage - Polygamous nature. -. Choosing of marriage partners done by community. -. Divorce rare because wife belongs to the community. -. Married couple takes up new family responsibilities. D. Death - Joins the dead to the ancestral world. -. One starts a new life in the spiritual world. -. The deceased family starts a new life without the deceased. Nb:- new life can be experienced when people move to new areas. Genesis 12:1-9 Abraham moved from to . New Life in Christianity 2 Corinthians 5:17, Ephesians 4:17 -32 a. Starts when Christians believe and accept Jesus in their lives. B. Christians are followers of Jesus Christ. C. Baptism is a symbol of new life in Christ. D. Christians are filled with the Holy Spirit who helps them live a holy life by avoiding evil deeds. E. The Holy Spirit helps Christians practice Christian values. F."}
{"text": "E. The Holy Spirit helps Christians practice Christian values. F. We share new life in Christ by:www.arena.co.ke 0713779527info arena.co.ke a Reading the bible b Singing in choir c d e How We Give Our Lives to God - When we dedicate our lives to God, the Holy Spirit controls our lives - We give our lives to God by: a. Praying and reading the bible b. Praising and worshiping God. C. Giving offerings. D. Participating in community projects e. f. g. Genesis 12:1-9 The Call of Abraham - Called while at and commanded to move to - Abraham agreed because he had a great faith in - God promised Abraham:- a. Many descendants b. Great nation c. Blessings d. Protection e. Landwww.arena.co.ke 0713779527info arena.co.ke f. Son g. Great name. Malachi 3:8-12 - Tithe a tenth of one s income money or possession - God wants us to give part of our income as a way of giving our lives. God Sharing With Us a New Life Titus 3:4-8 By :- 1. By giving us Jesus to sane man from sins 2. Giving us Holy Spirit who is our helper. 3. Showing mercy, kindness, love and grace. 4. Promising and giving eternal life. Christian Sharing With Others Acts 2:44-47, 4:34-35, 6:1-6 - The early Christians lived a common life by:- a. Preached together b. Prayed together c. d. e. - Christians share new life by:- a. Helping others b. Doing good to others c. Sharing word of God. D. e. How Ancestors Served the Clan Genesis 1:26-29 www.arena.co.ke 0713779527info arena.co.ke - Clan- group of people with the same common ancestor - Ancestors served God by?- a. Performing special duties i.e. healing, making rain, priestly duties, protection, solving disputes e.t.c. B. Protecting the community- warriors c. Offering sacrifices- priests d. Teaching virtues and values e. Keeping custom and cultures. F. Settling disputes. G."}
{"text": "F. Settling disputes. G. Caring for members of the community h. i. How Ancestors Shared Their Possession Matthew 25:33-40 - Life was communal- each member was catered for according to needs. -. The gap between the rich and the poor was minimized. -. A person s wealth was measured in term of:- a. Number of children b. Number of animals c. Size of land d. Number of wives - Cultivated land belonged to the aged. -. Shared work - Welcomed strangers. Mathew 25:33-40 - We will be judged according to how we share our possession especially with the needy.www.arena.co.ke 0713779527info arena.co.ke - We should show concern for the needy. How Christians Share Talent Skills with Others - God given talents include a. Singing b. Teaching c. d. e. f. - Talents are special gifts given by God. -. Skills are learnt and perfected. -. Christians should use different talents and skills to do the work of God. How Christians Share Their New Life with Jesus Mathew 25:33-40 - Christians share their new life with Jesus by helping the needy e.g.:- a. Visiting prisoners b. Feeding the hungry c. Clothing the naked. D. Caring for the sick and the aged. E. Welcoming strangers. -. When Christians help the needy Jesus assure them of great reward i.e will join Him and rejoice forever in heaven. Revision questions a. Primary CRE 6 pg 26-27, 1-11 b. Quick reading CRE pg 11-12, 1-10 c. Spotlight CRE 6 pg 12-15www.arena.co.ke 0713779527info arena.co.ke UNIT 3: BREAKING THE BREAD a. Importance Of Sharing A Meal Luke 19:1-10 - People share meals on many occasions e.g. parties, , and . -. Sharing of meals is important because:- a. Brings people together. B. Promotes sense of belonging and harmony. C. Promotes unity in the family d. It is a sign of love, generosity, friendship and care."}
{"text": "C. Promotes unity in the family d. It is a sign of love, generosity, friendship and care. Luke 19:1-10 - Jesus shared a meal with a tax collector called - Zacheaus lived in the town of - - He climbed on a tree in order to because he was - People grumbled why Jesus shared a meal with - Zachaeus agreed to change his life after sharing a meal with Jesus. -. We should share with others irrespective of their reputation. B. The Meaning Of Passover - The last meal then Israelites celebrated in Egypt before they left. -. It is called Passover because the angel of death passed over Israelites homes and spared them. -. Israelites:www.arena.co.ke 0713779527info arena.co.ke a. Slaughtered a one year old lamb b. Roast its meat whole c. Broke none of its bone. D. Ate all meat e. Ate it with unleavened bread and bitter herbs. F. Ate while standing. G. Eaten only by circumcised me. -. Marked the begging of new life for Israelites - Was taught from one generation to another and celebrated annually. Questions 1. Why did the Israelites celebrate Passover feast each year? 2. What did they eat during the feast? -. We should depend on God s power and protection during challenging situations. What Jesus said and did during the last supper What Jesus didWhat he said1. Took a cup of wine and gave thanks 1. Take this and share among yourselves 2.2.3.3.4.4.5.5. Question: which was the most disturbing statement Jesus said during the Last Supper? Symbols Jesus used a. Unleavened bread- Jesus body Holy Communion www.arena.co.ke 0713779527info arena.co.ke b. Wine Jesus blood. Why We Remember Death and Resurrection Of Jesus Luke 24:1-9, 1 Corinthians 11:23-26 - It gives Christians hope for eternal life. -. It reminds us of God s love. -. It strengthens our faith. -. It assures forgiveness of sins. -. His death is final and most perfect sacrifice for our sins. -. It confirms God s promises are true. Luke 24:1-9 Questions 1. On which day did the women visit the tomb of Jesus? 2."}
{"text": "Luke 24:1-9 Questions 1. On which day did the women visit the tomb of Jesus? 2. Who were these women: 3. Why did they visit the tomb of Jesus? 4. Which 3 strange things did they encounter with in the tomb? 5. Resurrection of Jesus gives Christians How the Communion is Shared - Christians celebrate the Holy Communion to remember the death and resurrection of Jesus. -. The shared bread represents the body of Jesus and the wine the blood of Jesus.. - Christians show unity when celebrating Holy Communion. -. Christians proclaim death and resurrection of Jesus until He comes again.www.arena.co.ke 0713779527info arena.co.ke Acts 2:42-27 Early believer lived in unity by:- a. Fellowshipping together. B. Praying together. C. Sharing meals. D. Sharing possession with each other. E. Sharing Holy Communion. John 6:1-14 a. Jesus demonstrated pity and kindness. B. Jesus asked where to get food from. But discovered a with - and . C. Jesus blessed it, and fed the multitude and baskets remained. Getting Ready For the Second Coming of Jesus Christ 2 peter 3:10-15 - Christians should get ready for the second coming of Jesus for there will be no warning. -. We should prepare ourselves by:- a. Living pure and holy lives. B. Repenting and asking God for forgiveness c. Living prayerful lives. D. Obeying God s commandments. E. Believing and accepting Jesus in our lives. F. - g. h. www.arena.co.ke 0713779527info arena.co.ke - 2 peter 3:10-15 a. Jesus will come unexpectedly. B. Jesus will come as a thief c. Qn: state the events of that day Meaning Of Repentance and Forgiveness Luke 15:11-32 - Repentance- act of feeling sorry of wrong doings. -. Forgiveness willingness to pardon those who wrong us. -. God always forgives us:- a. When we are truly sorry of our wrongs. B. When we forgive those who wrong us. -. Repentance and forgiveness strengthens our relationship with God. -. Jesus taught repentance and forgiveness using the parable of the prodigal son - Sinners- lost son - God- loving father."}
{"text": "When we forgive those who wrong us. -. Repentance and forgiveness strengthens our relationship with God. -. Jesus taught repentance and forgiveness using the parable of the prodigal son - Sinners- lost son - God- loving father. Celebrating Breaking of Bread 1 Corinthians 11:23-32 - Breaking of bread is also called :- a. Lord s supper b. Lord s table c. The holy communion d. The Eucharist e. The holy mass. -. Christians by celebrating the holy communion obey Jesus command do this in remembrance of me - Christians remember death and resurrection of Jesus.www.arena.co.ke 0713779527info arena.co.ke - Before breaking bread one should repent sins. Values Required During the Breaking of Bread - Humility - Love - Happiness - Sharing - Thankfulness - Caring - Patience - Tolerance By celebrating the Holy Communion Christians demonstrate unity, togetherness, love, humility, joy, appreciation and giving. Revision questions 1. Primary CRE 6 pg 43-44 2. Quick reading CRE pg 16-17 3. Spotlight CRE 6 pg 21-24 UNIT 4: CHRISTIANS SUPPORTING PEOPLE WITH SPECIAL NEEDS People with special needs i. The blind visually impaired ii. The lame or crippled physically impaired iii. The deaf hearing impaired www.arena.co.ke 0713779527info arena.co.ke iv. The mentally handicapped. V. The behaviorally and emotionally disturbed. Vi. Those with communication disorders mute or dumb vii. The orphans viii. The poor ix. The street children x. People living with HIV AIDS xi. The refugees. Xii. The sick 1. Visually impaired blind - Challenge cannot see or read. -. Require assistance when walking. -. Use Braille to read. -. Causes old age, accidents, sickness, born blind John 9:1-12 - Jesus encounter with a man born blind. -. Disciples asked the cause of his blindness. -. Jesus said- sins never caused blindness. Born that way for God s power to be seen at work. -. Jesus healed him by:- a. Spitting on the ground. B. Made mud c. Rubbed it on his eyes. D. Sent him to wash his face at the pool of Siloam."}
{"text": "Rubbed it on his eyes. D. Sent him to wash his face at the pool of Siloam. -. As Christian we should help the blind enjoy life like normal people.www.arena.co.ke 0713779527info arena.co.ke 2. The Physically Impaired - Challenge cannot walk without help - Discrimination at work places. -. Difficulties at work - Causes:- accidents, sickness, born that way. Acts 3:1-10 - Peter and john met a lame man at the Beautiful Gate of Jerusalem temple. -. The crippled man asked them for money silver or gold - Peter told him that they did not have money but we will give you what we have. -. He told him to walk in the name of Jesus and he got healed. Mark 2:1-12 - Jesus healed a paralyzed man lowered from the roof. -. He was healed because of the faith of those who brought him. -. Jesus forgave him his sins and told him to rise up take his mat and go home. -. Jesus healed him to show that he had power to forgive sins. -. Christians help the lame to enjoy life. 3. The Hearing Impaired The Deaf - Challenge- cannot hear. -. Difficulties in communication - Causes: accidents, loud sounds, being born, mishandling ears. Mark 7:31-35, 37 - Jesus healed a deaf man by placing his fingers in the ears. -. Jesus said Ephphatha - meaning open-up. -. Christians should be concerned with people who are deaf.www.arena.co.ke 0713779527info arena.co.ke 4. Mentally Handicapped - Challenge- mental sickness - Causes: evil spirits witchcraft , sickness brain damage Matthew 8:28-34 - Jesus met with a man possessed by demons. -. The man lived among the tombs. -. The demons begged Jesus not to destroy them. -. Jesus ordered them to leave the man mob and entered a herd of pigs. -. The owner of the pigs forced Jesus to leave their territory. -. Jesus probed he has power over evil spirits. -. Christians should help the mentally sick by:- a. Providing daily needs b. Taking them to special schools c. 5. Behaviorally And Emotionally Disturbed."}
{"text": "Taking them to special schools c. 5. Behaviorally And Emotionally Disturbed. -. These are people who act abnormally e.g.:- Isolate themselves, cry with reason, ever absent minded, staring at nothing for a long time e.t.c. -. Causes: stress, loss of a loved one, overworking, fear e.t.c - This condition can be overcome by: Trusting in God and pray over all experiences. Seek assistance from experts. Participate in sports and games. 6. The Dumb Mute www.arena.co.ke 0713779527info arena.co.ke - Challenge- can t speak talk, can t express themselves verbally - Use gestures signs - Many people can t understand sign language. Mathew 9:22-33 - Jesus healed a man who could not talk for he had a demon. -. He ordered the demon to leave the man and he spoke 7. The Orphans - Orphans are children whose parents are dead. -. Challenge: lack of parental love and guidance - If young they lack food, clothing, and shelter e.t.c. Deuteronomy 26:12 - Moses gave instruction on use of a tenth of their produce Should be given to Levites, the foreigners, fatherless and windows. James 1;27 - True religion is taking care of orphans and widows. 8. The Poor - These people lack enough basic needs Psalms 41:1 - King David stresses that those concerned with the poor are blessed and God will deliver them in times of trouble. 9. People living with HIV AIDS - These people are infected with HIV AIDS - HIV AIDS is transmitted mainly through sex. -. Christians should care for them and help them lead a normal life.www.arena.co.ke 0713779527info arena.co.ke 10. Street Children - These are children who are homeless and live in towns streets. -. Problems they face lack of food, shelter, clothes, medical care e.t.c, sexual harassment. -. Causes: parental negligence, poverty, harassment at home e.t.c. -. Christians should be concerned with the street children by providing basic needs, taking them to rehabilitation centers 11. Refugees Mathew 2:13-15, 19-23 - These are people who have freed their countries because of war, insecurity - Challenges : lack of shelter, food, clothing, peace e.t.c - Christians should help refugees by:- a."}
{"text": "- Causes: parental negligence, poverty, harassment at home e.t.c. -. Christians should be concerned with the street children by providing basic needs, taking them to rehabilitation centers 11. Refugees Mathew 2:13-15, 19-23 - These are people who have freed their countries because of war, insecurity - Challenges : lack of shelter, food, clothing, peace e.t.c - Christians should help refugees by:- a. Providing basic needs. B. Helping them join refugees organizations e.g. UNHCR. How Christians support people with special needs. 1. Building special schools for them Example: - Thika school for blind sponsored by - Mumias school for deaf and dumb- catholic church - - - 2. Providing necessary equipments for challenged people. 3. Building houses for orphans, refugees 4. Training people on how to be self reliant 5. 6. Www.arena.co.ke 0713779527info arena.co.ke 7. 8. Why Christians should care for people with special needs James 2:14-17 - It is our Christian duty to do so James 2:14-17 - It is our responsibility to continue with the work of Jesus - By doing so, it is a demonstration of faith with actions - - Revision 1. Primary CRE 6 pg 70-71 2. Quick reading CRE 6 pg 23 3. Spotlight CRE 6 pg 37-38www.arena.co.ke 0713779527info arena.co.ke TERM 2 UNIT 5: LIVING A RESPONSIBLE LIFE 1. Meaning Of A Responsible Life Understanding who we are in terms of i. Our abilities and interest. Ii. Our acceptable and unacceptable characters. Iii. Our feelings and how we relate with others. Iv. Our behaviors and seeking our goals. 2. Acquiring Self- Awareness Self-Worth Reference Primary CRE Pg 72-73 This is when we:- i. Accept that we are God s perfect creation ii. Feel good about ourselves. Iii. Realize that we are important in God s sight.www.arena.co.ke 0713779527info arena.co.ke iv. Are unique and created for a purpose. Memory verse: Isaiah 43:4 Questions a. List two ways that shows man is a special creature. B. State a reason why God placed Adam and Eve in the Garden of Eden."}
{"text": "List two ways that shows man is a special creature. B. State a reason why God placed Adam and Eve in the Garden of Eden. 3. Identifying Interests and Abilities Interest is things we enjoy doing. Abilities are things one is able to do well and has interest in them e.g. swimming, dancing, , , , e.t.c. Some abilities are natural born with but we acquire other abilities as we grow up. Exodus 35:30 God gave Bazalel and the ability and knowledge to design and make to make a tabernacle. Mathew 25:14-30 parable of 3 servants The master had servants He gave each servant according to ones ability. One he gave , to another he gave and to another he gave . The master was happy with the first two BUT condemned the third servant. 1 Peter 4:10-11 Saint Peter teaches that the gifts of the Holy Spirit should be used to serve God. Question: a State seven gifts of the holy spirit spiritual gifts b Why was the master unhappy with the third servant in the parable of the 3 servants?www.arena.co.ke 0713779527info arena.co.ke c According to exodus 35:30-35, Bazalel son of was given skill and abilities of all kinds of crafts, , , , and . 4. Character Traits Needed For Acceptance By Others Character are behavioral patterns Characters are grouped into good and bad. Good characters are called virtues acceptable Example: love, kindness, loyalty humility .. Bad characters are called vices not acceptable . Example: hatred, disrespect, pride . Questions a Explain how one acquires good characters b If you are dishonest, how would you acquire the virtue of honest? C Read Isaiah 43:4 I will give up , then memorize it. D State 5 acceptable behaviors in a school. 5. Accepting Feelings Of Self-Worth We express our feelings of self-worth by:- a. Being confident b. Telling the truth c. Being honest d. Accepting change e. Sharing feelings f. Being ready to face challenges g. Appreciating ourselves and others. Isaiah 43:4www.arena.co.ke 0713779527info arena.co.ke God reminds and assures us that he loves us and we are precious to him. 6."}
{"text": "Appreciating ourselves and others. Isaiah 43:4www.arena.co.ke 0713779527info arena.co.ke God reminds and assures us that he loves us and we are precious to him. 6. Acquiring Socially Responsible Behavior SRB These are good acts that make us acceptable to others. They are learnt from parents, school and at church Examples: Taking care of property home, school, church Living peacefully with others Using resources responsibly Helping the needy. Being kind Caring and preserving environment. Being courteous while interacting with others. Practicing virtues We please God when we behave responsibly 1 Peter 2:1-5 We are advised to get rid of lying, -, , and . Ephesians 4:25-32 We are advised to get rid of all bitterness, , , , . Instead be kind, and John 15-11-15 Jesus commands us to love each other just as he loves us. Galatians 5:23-26 We learn to be gentle and have self control Colossians 3:20www.arena.co.ke 0713779527info arena.co.ke It is the duty of children to obey parents for this pleases God Romans 13:1-5 We should obey those in authority because authority comes from God. Mathew 5:14-16 We are the light of the world. We should let our good deeds by light to others hence praise God. Questions a In 1 Peter 2:1-5, we are advised to get rid of all - and b We should obey and state authority because? C List down 4 unacceptable character triats. D Ohaliab was chosen by God and given the ability to 7. Developing Goal Seeking Behavior A goal purpose, aspiration is the aim or target we set for us. Goal can be classified as: Short term- completing primary school Long term completing high school,-university-getting a career Ways to achieve our goals include:- Being creative Avoid harmful activities in our lives. Sharing ideas with others. Being persistent and never loose hope. Accepting criticism positively. Always praying and depending on God for guidance. Mathew 25:14-30 parable of 3 servants www.arena.co.ke 0713779527info arena.co.ke We are reminded to be active in using our abilities to release our goals by avoiding laziness. 8."}
{"text": "We should make decisions that are in line with God s commandments. We should aim at glorifying God with our decisions. Related story: Primary CRE 6 pg 90 c. Critical thinking Luke 11:37-44 This is being able to make fair and careful judgments about good and bad qualities of people or something. Involves exploring possibilities of doing a task in more than one way. Helps us to express our judgments after analyzing a situation. Helps us to respect views of other people in achieving our goals.www.arena.co.ke 0713779527info arena.co.ke Luke 11:37-44 Jesus was invited to a Pharisee s house for a meal. Jesus did not wash his hands. Jesus criticized Pharisees for their hypocrisy by: Washing the outside of their cups and plates while inside ws full of violence and evil. Giving tenth of their harvest but neglected justice and love of God. They loved the reserved seats in the synagogues and be greeted with respect. D. Developing creative thinking This is being able to develop new ideas and methods especially when tackling a problem. Involves imagining, improvising and coming up with new things. Helps us to respect the views of other people. Luke 20-19-26 Teachers of law wanted to trap and arrest Jesus. The spies asked Jesus whether it was right to pay taxes. Jesus was creative, he did not answer yes or no Jesus asked for a coin and asked them whose face appeared on the coin. Jesus concluded by saying pay to what belongs to and to God what to God . Related story: primary CRE 6 pg 96-97 e. How to listen and respond To listen is to concentrate on hearing something by paying attention. To respond is to act in response to something.www.arena.co.ke 0713779527info arena.co.ke Involves our attentiveness, patience and acting obediently. John 3:1-21 Jesus and Nicodemus had a discussion. They listened and responded to each other. Nicodemus wondered how he could be born again. Jesus responded to him by explaining to him how to be born again. Jesus was a good listener; he listened and responded to Nicodemus. Nb: we should listen and respond to the word of God. Related story: primary CRE 6 pg 98-100 UNIT 6: BEING LED BY THE HOLY SPIRIT 1."}
{"text": "Jesus was a good listener; he listened and responded to Nicodemus. Nb: we should listen and respond to the word of God. Related story: primary CRE 6 pg 98-100 UNIT 6: BEING LED BY THE HOLY SPIRIT 1. Gifts Of The Holy Spirit Spiritual Gifts 1 Corinthians 12:4-11 1 Knowledge 2 Faith 3 Wisdom 4 Healing 5 Working miracles 6 Preaching 7 Discerning spirits. 8 Speaking in tongues 9 Interpreting tongues. 2. Fruits of the Holy Spirit Galatians 5:22-23 1 Lovewww.arena.co.ke 0713779527info arena.co.ke 2 Joy 3 Peace 4 Patience 5 Kindness 6 Goodness 7 Faithfulness 8 Gentleness 9 Self-control. Related story: Primary CRE pg 103-104 3. The Story Of Gideon Judges 6:11-16, 7:1-3, 7:16-22 Life history His home village was called Ophrah An angel appeared to him when threshing wheat. His tribe was Manasseh weakest tribe His father was called Joash. -. God was angry with the Israelites for their sins. He let the Amalekites and Midianites attack them. -. God heard the Israelites cry and sent Gideon to save them. -. Gideon meaning great worrier complained at first because:- His tribe was the weakest He was the least in his family. -. God promise to be with Gideon to fight Medianites. -. God helped Gideon to defeat Medianites with 300 soldiers. -. From Gideon story we learn to follow God s instructions to succeed. Questionswww.arena.co.ke 0713779527info arena.co.ke 1 Gideon s soldiers were to blow the , break and shout, a sword 2 How did God fight for Israelites? 3 How did Gideon test his soldiers to know the courageous and true soldiers? 4 Why did Gideon at first complain when he received God s message from the angel? Related story: Primary CRE pg 105-6 4."}
{"text": "3 How did Gideon test his soldiers to know the courageous and true soldiers? 4 Why did Gideon at first complain when he received God s message from the angel? Related story: Primary CRE pg 105-6 4. Response Of Paul to The Holy Spirit Acts 16:6-10, 18:9-11, 20:22-24 - Paul means small - At first called Saul. -. Born in Tarsus and was tent maker. -. He was a Pharisee and opposed Christianity. -. He witnessed the stoning of Stephen - On his way to Damascus, to arrest Christians, he met Jesus in form of a dazzling light. -. Jesus asked Paul why do you persecute me? . -. After conversion he became blind, his men led him to Judas home in Damascus. -. Ananias was sent to Paul to baptize, lay hands on him and help him regain sight. -. The Holy Spirit led Paul to preach to the gentiles. -. He wrote 10 letters epistles to different gentile churches - Pauline epistles: romans, -, , , , , , , and . Questions 1 Before Paul converted to become a Christian he was a? 2 Name 5 epistles in the bible that were not written by Paul. 3 Who is a gentile?www.arena.co.ke 0713779527info arena.co.ke 4 State 3 things Ananias did to Paul at Damascus Related story: Primary CRE pg 106-107 5. How The Holy Spirit Led The Writers Of The Bible - The bible is the Christian holy book. -. Bible is divided into: New Testament 27 books Old Testament 39 books. A. New testament 27 books i. Gospel 4 Mathew, , and . Ii. Historical 1 - Acts of the apostles written by Luke iii. Pauline epistles 10 Romans, , , , , , , , and - iv. Other epistles 8 Hebrews, ........ v. Prophetic books 1 Revelation written by John. B. Old Testament 39 books i. Books of law Moses Torah Genesis pupils to list the others ii. Historical books 12 Judges, pupils list the others iii."}
{"text": "Old Testament 39 books i. Books of law Moses Torah Genesis pupils to list the others ii. Historical books 12 Judges, pupils list the others iii. Poetic books 5 Job, pupils list the others www.arena.co.ke 0713779527info arena.co.ke iv. Prophetic books 17 Isaiah, pupils list the others - The main purpose of the bible is to:- Teach the truthas about God and man. Rebuke errors Correct faults. Give instructions for right living. 6. Using The Bible As Our Guide Philip the Ethiopian Eunuch Acts 8:26-40 - Philip means lover of horses was a famous gentile evangelist - Holy Spirit led him to meet an Ethiopian eunuch on his way to Jerusalem. -. Philip guided him to understand prophesy of messiah according to Isaiah. -. Philip baptized Ethiopian eunuch after he believed. Nb: We should read and understand the bible to:- - Gain wisdom - Learn God s commandments. -. Learn how to live a good life. -. Experience joy in our lives - Know the truth. 7. Charismatic Renewal of the Church In Kenya. John 1:2. Acts 5:32, Luke 11:13 - Charismatic means God s grace. -. Charismatic renewal- renewing bringing back the experience of the presence of thewww.arena.co.ke 0713779527info arena.co.ke Grace of God through the Holy Spirit. -. The outpouring of the Holy Spirit leads to extensive use of gifts of the Holy Spirit in serving God. -. Renewal began in Kenya in 1970s in both catholic and protestant churches. -. Charismatic renewal is characterized by:- Increased desire to serve and worship God. The reception of the gifts of the holy spirit by Christians. More fruits of the Holy Spirit seen among Christians. Questions 1 What is charismatic renewal? 2 In which year was charismatic renewal experienced in Kenya? 3 Name 5 spiritual gifts. 4 The Ethiopian Eunuch was baptized by 5 preached the good news to Samaria. 6 The early believers received power of Holy Spirit from Apostle through ? 8. The Holy Spirit In The Life Of A Christian - Works of the holy spirit in the life of a Christian are:- a."}
{"text": "6 The early believers received power of Holy Spirit from Apostle through ? 8. The Holy Spirit In The Life Of A Christian - Works of the holy spirit in the life of a Christian are:- a. Giving us gifts and helping us to use them to produce fruits. B. Helps us to lead holy lives c. Gives us courage to preach good news. D. Helps in our prayers. E. Inspiring us to help others f. g. h. www.arena.co.ke 0713779527info arena.co.ke John 16:15 - Jesus says all that God has is His and Holy Spirit will take what he gave him and give it to us. 1 Peter 2:1-5 - We are advised to rid ourselves of all evil, lying, , or Acts 13:1-4 - Barnabas and were chosen and sent by the holy spirit to preach. They took to help them. 9. Unity In The Church Ephesians 4:3-6 i. Unity amongst Christians is expressed through: a. One body of Christ. B. One faith in God. C. One faith in Jesus. D. One faith in the Holy Spirit. Ii. Christians remain united today through:- a. The apostle creed- faith b. Working towards a common CRE syllabus. C. Attending interdenominational services prayers. D. Conducting charity works of mercy. E. Fostering unity through organizations e.g. NCCK Questions 1 The father of Gideon was called? 2 During the time of Gideon, the Israelites were attacked by? 3 Who is referred to as Gentile Apostles?www.arena.co.ke 0713779527info arena.co.ke 4 Paul and Silas were not allowed by the Holy Spirit to preach good news to ? 5 How many soldiers did Gideon chose to fight the Medianites? 6 Who accompanied Barnabas and Silas in their preaching work 7 When Philip met the Ethiopian Eunuch, he was reading from the book of ? 8 Gideon was from the tribe of? 9 State 4 believes found in the apostle creed. 10 By healing a paralytic man, Jesus shows that he has power to? UNIT 7: GOD S PEOPLE COME TOGETHER A. Differences in class - God created male and female."}
{"text": "10 By healing a paralytic man, Jesus shows that he has power to? UNIT 7: GOD S PEOPLE COME TOGETHER A. Differences in class - God created male and female. -. God created us different in:- a. Sex b. Size c. Agewww.arena.co.ke 0713779527info arena.co.ke d. Weight e. Talents abilities f. Physical appearances g. Academic performance h. Denominations Psalms 139:13-18 a. God the sole creator of all of us. B. God created us in unique way c. We are fearfully and wonderfully created by God. B. How different we are in our local community a. Ethnicity tribe Romans 12:4-10 b. Races Galatians 3:28, john 4:7-9 c. Wealth Luke 16:19-31, 18:24-25 d. Poverty roman 15:26-29 e. Religion 1 Corinthians 10;32-33 C. Accepting the needy people in the society The needy - Orphans - Widows - The sick - The hungry - The refugees - The disabledwww.arena.co.ke 0713779527info arena.co.ke - The IDP - The aged. We accept the needy by: a. Sharing food, clothing, shelter e.t.c with them b. Visiting the sick and the prisoners. C. Caring for orphans and widows, displaced, aged e.t.c d. Building schools e. Paying school fees for the needy. Luke 10:27-37 - Love your neighbor the needy as you love yourself. Jesus demonstrated love for neighbor by: - Healed lepers though they were rejected and considered unclean. -. Gave the parable of the good Samaritan who helped a Jew. -. Died for all sinners. D. We are all equally important before God. -. We have differences amongst us but we are all equal before God. -. God made us in his own likeness and image. -. God gave us power over all creations - God wants us to live like brother and sisters James 2:1-4 - We should pray to God for ourselves and others. -. The rich and poor should be treated in the same way. E."}
{"text": "- God gave us power over all creations - God wants us to live like brother and sisters James 2:1-4 - We should pray to God for ourselves and others. -. The rich and poor should be treated in the same way. E. The role of the church in uniting people The church unites people by: a. Sharing the holy communion b. Conducting marriage wedding ceremonies.www.arena.co.ke 0713779527info arena.co.ke c. Conducting interdenominational prayers. D. Conducting church choirs competitions e. Universal bible study. F. Common religious instructional materials in schools. G. Enhancing working together as Christians Ecumenism Psalms 133:1-3 - Teaches Christians to live together in unity and God will bless us. James 4:11-12 - We should respect other people and their religion Questions 1 List four differences among pupils in class 2 Name for ethnic communities in Kenya 3 What lesson do we learn from the story of Lazarus and the rich man? 4 What is the difference between a tribe and a race? 5 What happened to the man who was travelling to Jericho from Jerusalem in the parable of the Good Samaritan? 6 Name 3 activities that can unite people in a church 7 Psalms 139:14 says we are 8 Jesus healed 10 lepers, only one thanked him. The healed leper who thanked Jesus was a? 9 The man who was attacked by robbers in the parable of good Samaritan was travelling from --- to . 10 State the greatest commandments according to Jesus.www.arena.co.ke 0713779527info arena.co.ke UNIT 8: THE DIGNITY OF WORK 1. What is work? -. Work is the use of physical or mental power in order to do or make something. -. Work is ordained by God. -. God worked for 6 days and rested on the seventh day. -. God put man in charge of all creations. -. God put man in the Garden of Eden and told him to care for it. -. Paul encourages us to work hard. He says those who do not work should not eat. 2 Thessalonians 3:6-12 2."}
{"text": "- Paul encourages us to work hard. He says those who do not work should not eat. 2 Thessalonians 3:6-12 2. Why do people work today - To provide for familieswww.arena.co.ke 0713779527info arena.co.ke - To earn a living. -. To relies our set goals. -. To acquire property. -. To fulfill the will of God. -. To help those in need - To realize development in the society. - -. 3. Why people worked in traditional African society - To feed their families. -. To become famous. -. To be seen hardworking. -. To set good example to children. -. To be wealthy. -. To earn respect. -. Laziness was discouraged. 4. Reasons why god wants us to work - Work is ordained by God. -. To continue with his work of creation. -. To emulate Jesus who also worked hard to save man. -. To make our environment better. -. To improve our living conditions - To spread news about His Kingdom. -. To serve others through our abilities. Romans 12:6-8 www.arena.co.ke 0713779527info arena.co.ke - To be self- reliant - - - 5. Division of work at home - Every member in the family has a role to play. -. Family members share work according to ability, age, type of work and status. -. Shared work becomes lighter and takes less time. -. Sharing work promotes unity, love and joy in the family. -. Sharing work encourages members to avoid laziness Colossians 3:23 - We should work with all our hearts as if we are serving God. Thessalonians 3:10:12 - Paul encourages us to work hard and avoid laziness. -. Those who do not work should not eat. 6. Forms of child labor 2 kings 5:2 a. A child is any person under the age of 18 years. B. Child-labour- using children to do adults work. C. Child labour includes:- - Operating heavy machines - Working as house helps. -. Working at farms and on construction sites.www.arena.co.ke 0713779527info arena.co.ke - Hawking - Carrying heavy loads - - - Why are children engaged in child labour? A. Poverty b. Death of parents c. Neglect by guardians and parents d. Drug abuse e. f."}
{"text": "Neglect by guardians and parents d. Drug abuse e. f. g. Effects of child labour 1 Children do not enjoy life- spend most time working. 2 Children fail to go to school. 3 Affects the health of children. 4 Some are paid very little or no pay at all. 5 Children are exposed to harassment and sexual abuse. 6 Children engage in irresponsible behaviors 7 Children develop fear because of mistreatment. 8 Children are exposed to dangers that can even cause death.www.arena.co.ke 0713779527info arena.co.ke 7. Working in the community - Community work:- a. Building roads b. Clearing rubbish c. Building dams. D. Digging bore holes. Effects of community work 2 Thessalonians 3:6-13 - Enhances unity in the community - Reduces poverty - Improves quality of life in the community. -. Encourages people to work hard. Nb: apostle Paul worked as a tent maker to earn his living. 8. Working for the nation Romans 13:6-8 Different jobs in Kenya - Doctors - Technician - Policeman - Farming - Nurses - Lawyers a. Everyone should work well in order to help our nation. B. If people are lazy, poverty will strike our nation hence thieves increase. C. Bible encourages us to work hard to support the government by paying taxes.www.arena.co.ke 0713779527info arena.co.ke d. Paying taxes enables the nation to develop. Dignity of manual work 2 Thessalonians 3:7-8, Acts 18:1-4, Genesis 4:2 9. -. Manual work- the work done using our hands. -. Examples: livestock keeping, digging, clearing, , , , - Manual work makes our lives better and helps us to have enough basic needs. -. Manual work keeps our environment safe. -. Examples of manual work in the bible:- a. Apostle Paul was a tent maker b. Cain was a farmer. C. Abel was a herdsman d. Joseph was a carpenter e. f. g. h. 10. Attitudes towards work Luke 18:9-14 a. Should appreciate it because it helps us earn a living. B. View work with dignity since through it we are able to provide basic needs. C."}
{"text": "B. View work with dignity since through it we are able to provide basic needs. C. Work is a service to God and the community. D. All work is meant to help man live a comfortable life. E. f. www.arena.co.ke 0713779527info arena.co.ke g. 11. What it means to work for God. A. We use our talents and abilities to serve God through others. B. All work is a way of partnering with God e.g. doctors, teaching e.t.c. C. Preachers, pastors, priests and evangelists serve God directly. D. Voluntary work requires no pay but is a way of serving God through the needy. E. We are encouraged to receive servants of God; Jesus sent his disciples and commanded them not to carry money, food, clothes. Jesus expected people to provide for them. Questions 1 What is work? 2 Why did God put man in the Garden of Eden? 3 State 3 reasons why people worked in traditional communities 4 Apostle Paul worked as a? 5 Give two example of child labour 6 Why is it important for Christians to work together? 7 The slave girl who foretold the future and was healed by Paul was from? 8 Whoever does not work should not 9 Cain worked as a ? 10 Elisha worked as a before God called him to be a prophet.www.arena.co.ke 0713779527info arena.co.ke UNIT 9: THE HOPE OF THE WORLD A. Our hope after primary school - Hope is a strong desire or expectation that something will happen or true. -. People have hopes about different things at different times. -. Hope gives meaning to life - Examples of things one can hope for:- a. Getting a good job b. Getting married. C. Getting children d. Joining university. E. Start a business and travel across the world. -. Hopes that are realized in future are called distant hopes. Biblical approach Romans 8:23-25,28 - Paul tells us that the whole of God s creation expects His salvation. We should patiently hope for good things in life. Evaluation 1. Should accompany hope in order to have salvation. 2. A person without hope is called? 3. The book of Romans was written by?www.arena.co.ke 0713779527info arena.co.ke 4."}
{"text": "A person without hope is called? 3. The book of Romans was written by?www.arena.co.ke 0713779527info arena.co.ke 4. List FOUR things one can hope for in life. 5. Which are the two main types of hopes? B. Our hopes for future adult life - An adult is a grown up person who in most cases is independent. -. An adult has to be over 18 years of age according to Kenyan Law. Rights and privileges of an adult in Kenya - Acquire a national identification card ID - Seek employment. -. Getting married. -. Running business - Joining church ministry - - Biblical Approach Psalms 138:7-8 - God keeps his promises and his love is everlasting. Jeremiah 29:10-14 - God knows the pans he has for us. 1 Corinthians 13:9-13 - God wants us to proper in all ways. -. Spiritual growth enables us to understand the plans of God. Quizwww.arena.co.ke 0713779527info arena.co.ke 1 Having good feelings about good things that will happen to us is called? 2 Who will receive eternal life? 3 The greatest hope that a committed Christian should have is? 4 Who is an adult according to the Kenyan law? 5 Write the authors of the following books a. Psalms b. Jeremiah c. Corinthians 6. Name the prophet who prophesied about the new covenant. C. How we overcome disappointments 1 Corinthians 13:9-13 - Disappointment- a feeling of sadness because something has not happened as you hoped for. -. Disappointment happens as a result of broken hopes Ways of overcoming disappointments a. Setting achievable goals b. Being focused on strengths c. Developing a positive attitude towards everything we do. D. Being prayerful. E. Trusting in God in all our undertakings. F. Being hardworking. G. Accept situation we cannot change. Results of disappointments - Feeling unhappywww.arena.co.ke 0713779527info arena.co.ke - Feeling discouraged - Feeling frustrated. -. Lack of sleep. -. Loss of appetite. Quiz 1 Disappointment is the 2 The leper who said thank you was a 3 List three things we can do to avoid disappointment 4 List two results of disappointment to a human being D."}
{"text": "- Lack of sleep. -. Loss of appetite. Quiz 1 Disappointment is the 2 The leper who said thank you was a 3 List three things we can do to avoid disappointment 4 List two results of disappointment to a human being D. What the church hopes for - Church it refers to a congregation of believers worshippers. -. A person who believes and follows Jesus Christ is called a Christian. -. Christians hope for:- a. The second coming of Jesus b. Peace and unity in the world. C. Salvation of yet non-believers by Christ. D. Good deeds. E. Eternal life with Christ. -. New life in Christ is characterized by a. A holy life b. Preaching c. Teaching the good news. D. Singing. -. Christians can achieve their hopes through:www.arena.co.ke 0713779527info arena.co.ke a. Praying to God b. Reading the bible c. Going to church and worshipping. D. Confession that Jesus is our savior. Quiz 1 Name two beliefs for Christians 2 Disciples of Jesus were first referred to as Christians in a town called? 3 Jesus ascended to heaven from the town of? 4 Name the helper that Jesus promised His disciples. 5 Name four things that the church hopes for. E. The Wisemen hope for the king - Jesus was born in Bethlehem of Judea - Prophet Micah prophesied that the messiah would be born in Bethlehem - Wisemen studied a unique star. -. The star first led them to Herod s palace- the then king of Judea. -. Jesus was the hope of the whole world, so God protected him from being killed by King Herod. -. The wisemen brought the following to the baby Jesus:- a. Gold b. Frankincence c. Myrrh - Jesus was brought up grew in Nazareth. Quiz 1 Name three gifts that the Wisemen brought to baby Jesus. 2 The name Jesus means?www.arena.co.ke 0713779527info arena.co.ke 3 Which King was the ancestor of Jesus? 4 is known to be the city of David. 5 The Wisemen came from the? 6 Prophet foretold the birth of Jesus. 7 Prophet prophesied about the killing of babies by Herod soldiers. F."}
{"text": "6 Prophet foretold the birth of Jesus. 7 Prophet prophesied about the killing of babies by Herod soldiers. F. A sure hope for human kind Mathew 1:18-22, Romans 5:12, John 17:25-26 - Mary was a virgin Jewish lady and had an engagement with Joseph- a descendant of David. -. Mary conceived through the power of the Holy Spirit. -. The message was taken to Mary by Angel Gabriel. -. Prophet Isaiah refers to the baby as Emmanuel- meaning God with us - The gentiles were to put their hopes in him. -. When Jesus was presented to the temple, a man called Simeon was moved by the Holy Spirit and spoke good about the baby Jesus. Quiz 1 Who was the earthly father of Jesus? 2 Give four titles used by prophet Isaiah to describe Emmanuel 3 Who wanted to kill baby Jesus? 4 The wisemen were guided by a? 5 Jesus was a revelation and salvation for the who were not Israelites . 6 Name 3 occasions Jesus encountered with the gentiles. G. Our ambitions in life Micah 6:6-8 - An ambition is a determination to be successful in a certain area. -. Some of the ambitions include a. Being a doctorwww.arena.co.ke 0713779527info arena.co.ke b. Being a pilot d. Being a teacher - Prophet Micah teaches that we should worship God in a just way. Just- being fair in the way we treat others - God expects us to be:- a. Just b. Loving and caring to everybody c. Humble d. Prayerful. Quiz 1 What did Simeon, a man full of the Holy Spirit, foretell about what Jesus would do to the gentiles? 2 Name three purposes God has for your life H. Jesus Christ hope of eternal life - Eternal life- life with a beginning but has no end. -. Eternal life is also called everlasting life - Eternal life starts on earth when one repents his her sins and gets baptized. The origin of death - Adam and eve disobeyed God. -. The sin of disobedience separated people from God and God pronounced death as one of the punishment on man. Christians view of death - Death does not mark the end of life of a Christian believer."}
{"text": "The origin of death - Adam and eve disobeyed God. -. The sin of disobedience separated people from God and God pronounced death as one of the punishment on man. Christians view of death - Death does not mark the end of life of a Christian believer. -. John 3:16 says God sent His son Jesus Christ so that however believes in him shall not perish but have everlasting life.www.arena.co.ke 0713779527info arena.co.ke Quiz 1 Eternal life is also called? 2 When does eternal Life begin? 3 Initiation in Christianity is equivalent to in African Traditional Religion 4 The tree that man ate from is known as the tree of? 5 Apart from death, state other punishments God gave to a. Snake b. Eve c. Adam How eternal life is received - Death came by means of a man called Adam and resurrection will come through Jesus Christ. -. When the body is buried it is immortal or perishable but when raised it is immortal or imperishable. -. Jesus died and was buried. -. He rose from the dead after 3 days with a spiritual body. -. On the last day, the living will receive the spiritual bodies that will join Jesus in the clouds. Quiz 1 State 3 women who were first to see the resurrected Jesus 2 Jesus resurrected on 3 offered a tomb to bury the body of Jesus. 4 Name the seven deacons I. Life after death John 14:1-30 www.arena.co.ke 0713779527info arena.co.ke - In the ATR African traditional religion people believe in life after death, so does Christians. -. In ATR children are named after the dead as a show of honor - The dead are involved in rituals such as circumcision - Christians bury the dead and wait for the day of resurrection - We should not be afraid of death but respect God and love so as to inherit the kingdom of God. Quiz 1 State the common belief among the ATS and Christians. Both believe in 2 What is the significance of bloodshed during circumcision? 3 Naming children is very important in ATS. Name four ways of naming the children in ATS 4 Go wash your face in the pool of Siloam . Siloam means? Luke 9:1-12 5 Give the meaning of the following names: a. Emmanuel b. Isaac c. Jacob d."}
{"text": "Emmanuel b.Isaac c.Jacob d.Jesus e.Rabbi - www.arena.co.ke 0713779527info arena.co.ke."}
{"text": "BASIC ENGLISHGRAMMARBASIC ENGLISHGRAMMARBookSAD DLEBAC KBASIC ENGLISH GRAMMARSor English Language LearnersHoward Sargeant Copyright 2007 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. ISBN 1-59905-203-2Printed in the United States of America13 12 11 10 09 08 07Three WatsonIrvine, CA 92618-2767Web site: www.sdlback.comFirst published in the United States by Saddleback Educational Publishing, 3 Watson, Irvine, CA 92618 by arrangement with Learners Publishing Pte Ltd, Singapore3Grammar is a very old field of study. Did you know that the sentence was first divided into subject and verb by Plato, the famed philosopher from ancient Greece? That was about 2,400 years ago! Ever since then, students all over the world have found it worthwhile to study the structure of words and sentences. Why? Because skill in speaking and writing is the hallmark of all educated people. Lesson by lesson, this book provides basic instruction in the eight parts of speech nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections as well as the standard patterns of English sentences. All students of English, be they native speakers or those who are studying English as a second language, will profit from the fundamental introduction and review of grammar provided by SADDLEBACK'S BASIC ENGLISH GRAMMAR 1 and 2."}
{"text": "These common nouns are words for things.ruler chair hammer bicycle truthpen table saw ship calculatorcrayons sofa axe truck televisionpencil loyalty drill ferry fridgebook lamp ladder train cookerdictionary carpet lawnmower bus computercourage telephone spade laziness printerThese common nouns are words for animals. Notice that special names for young animals are included.animal its youngdog puppycat kittencow calfhorse foalsheep lambgoat kidfrog tadpole These common nouns are words for places.bank airporthotel gas stationlibrary parkmuseum farmmall zootheater factoryhospital nursery animal its youngfox cubelephant calfkangaroo joeybear cublion cubtiger cubwhale calfschool post officeuniversity police stationoffice restaurantmosque supermarkettemple stadiumshop synagoguegym church1 Nouns1 Nouns 8These common nouns are words for people who do certain things.singer manager sailor gardenerdancer secretary pilot police officerartist teacher driver plumberphotographer doctor writer farmermagician dentist friend clerkathlete lawyer brother technicianProper NounsThe names of particular people, places and things are proper nouns. They always begin with a capital letter. These people s names are proper nouns. Robin Hood Florence Nightingale Mom Miss ParkAladdin Muhammad Ali Dad Mrs. TaylorFrankenstein George Washington Granny Mr. YoungHarry Potter David Beckham Grandad Dr. LeeSanta Claus Julia Roberts Uncle David Professor RajMahatma Gandhi Nelson Mandela Aunt Diana JoseConfucius Alex Rodriguez Ms. Hall Yang MingThe names of the days of the week and the months of the year are proper nouns."}
{"text": "YoungHarry Potter David Beckham Grandad Dr. LeeSanta Claus Julia Roberts Uncle David Professor RajMahatma Gandhi Nelson Mandela Aunt Diana JoseConfucius Alex Rodriguez Ms. Hall Yang MingThe names of the days of the week and the months of the year are proper nouns. Days of the week months Monday January July Tuesday February August Wednesday March September Thursday April October Friday May November Saturday June December Sunday Nouns: Proper NounsAUGUSTSunday 4 11 18 25Monday 5 12 19 26Tuesday 6 13 20 27Wednesday 7 14 21 28Thursday 1 8 15 22 29Friday 2 9 16 23 30Saturday 3 10 17 24 319Nouns: Proper NounsThe names of special days and celebrations are also proper nouns. New Year s Day Veterans' DayMother s Day ThanksgivingIndependence Day Memorial DayValentine s Day HalloweenLabor Day ChristmasRamadan Yom Kippur The names of famous places, buildings and monuments are proper nouns. Big Ben the Empire State Buildingthe Sphinx the Taj MahalGraceland the Eiffel Towerthe Grand Canyon the Golden Gate Bridgethe Sydney Opera House the Great Wall of ChinaBuckingham Palace Chaco Canyon Pueblothe Leaning Tower of Pisa the Statue of Liberty The names of people who live in a particular country are also proper nouns.country peopleAfghanistan AfghansAustralia Australians Britain the BritishChina the ChineseFrance the FrenchGermany GermansIndia IndiansIndonesia IndonesiansItaly ItaliansJapan the JapaneseKorea KoreansMalaysia Malaysians country peopleSamoa SamoansNew Zealand New ZealandersPakistan Pakistanisthe Philippines FilipinosRussia RussiansNicaragua NicaraguansSouth Africa South AfricansSpain SpaniardsSwitzerland the SwissThailand ThaisUSA AmericansVietnam the Vietnamese Write each common noun under the correct heading.theater lion father brother doctor restaurant builder stove elephant kangaroo museum library things animals places people Exercise 2Underline the common nouns and circle the proper nouns in these sentences. 1. I told Uncle John about my accident. 2. Kim and Stephanie wore masks on Halloween. 3. The lawnmower is broken. 4. We re going to the movies tomorrow. 5. The lion is playing with one of its cubs. 6. My sister s favorite soccer player is David Beckham. 7. I m watching a videotape about the Sahara Desert. 8."}
{"text": "7. I m watching a videotape about the Sahara Desert. 8. The tourists visited Rome and saw the Colosseum. 9. Does this bus go to the stadium? 10. We re reading a story about a boy called Harry Potter. Exercise 3Read the following passage containing common nouns and proper nouns. Put a C in the box after a common noun and a P in the box after a proper noun. Mr. Peters lives in Maine in a big house by the sea . He has three cats and a dog . He likes to travel to different countries . Last Christmas , he went to Paris and saw the Eiffel Tower . He enjoyed eating French food in nice restaurants .1011Nouns: Singular Nouns; Plural NounsSingular NounsNouns can be singular or plural. When you are talking about just one thing or person, use a singular noun. For example:a tent a park an ideaa taxi a doctor an ovena house a lady an exercisePlural NounsUse a plural noun when you are talking about two or more people, places or things. Just add s to make most nouns plural.singular plurala computer computersa chair chairsa train trainsa player playersa teacher teachersa taxi taxis N o t e s n Words called articles or determiners are used to signal nouns. A river an armchair three biscuits a castle an idea five eggs n The article an is used before nouns that begin with the vowels a, e, i, o and u. an artist an eye an insect an oven an umbrellan The article a is used before nouns that begin with the other letters, called consonants. But some words don t follow these rules."}
{"text": "For example:a tent a park an ideaa taxi a doctor an ovena house a lady an exercisePlural NounsUse a plural noun when you are talking about two or more people, places or things. Just add s to make most nouns plural.singular plurala computer computersa chair chairsa train trainsa player playersa teacher teachersa taxi taxis N o t e s n Words called articles or determiners are used to signal nouns. A river an armchair three biscuits a castle an idea five eggs n The article an is used before nouns that begin with the vowels a, e, i, o and u. an artist an eye an insect an oven an umbrellan The article a is used before nouns that begin with the other letters, called consonants. But some words don t follow these rules. A uniform, a unit, a user: a, not an, is used because the vowel u in these words is pronounced like the word you; an hour, an heir, an honor: an, not a, is used because the consonant h in these words is not pronounced.singular plurala mountain mountainsa river riversan envelope envelopesan insect insectsan oven ovensan uncle uncles 12singular pluralsandwich sandwicheswitch witchesbrush brushesflash flashesbox boxesfox foxessingular pluralday daystray traysrunway runwayschimney chimneystrolley trolleysvalley valleys Nouns that end in s, ss, ch, sh or x, are made plural by adding es.singular pluralbus busesglass glassesdress dressesbranch brancheschurch churchesbeach beaches Most nouns that end in y are made plural by changing the y to i and adding es.singular pluralbaby babiesfamily familiesstory storiesteddy teddiesfairy fairiespuppy puppieshousefly houseflieslibrary librariescity citieslily liliesparty partiesdictionary dictionariesNouns that have a vowel before the y are made plural by simply adding s at the end."}
{"text": "A river an armchair three biscuits a castle an idea five eggs n The article an is used before nouns that begin with the vowels a, e, i, o and u. an artist an eye an insect an oven an umbrellan The article a is used before nouns that begin with the other letters, called consonants. But some words don t follow these rules. A uniform, a unit, a user: a, not an, is used because the vowel u in these words is pronounced like the word you; an hour, an heir, an honor: an, not a, is used because the consonant h in these words is not pronounced.singular plurala mountain mountainsa river riversan envelope envelopesan insect insectsan oven ovensan uncle uncles 12singular pluralsandwich sandwicheswitch witchesbrush brushesflash flashesbox boxesfox foxessingular pluralday daystray traysrunway runwayschimney chimneystrolley trolleysvalley valleys Nouns that end in s, ss, ch, sh or x, are made plural by adding es.singular pluralbus busesglass glassesdress dressesbranch brancheschurch churchesbeach beaches Most nouns that end in y are made plural by changing the y to i and adding es.singular pluralbaby babiesfamily familiesstory storiesteddy teddiesfairy fairiespuppy puppieshousefly houseflieslibrary librariescity citieslily liliesparty partiesdictionary dictionariesNouns that have a vowel before the y are made plural by simply adding s at the end. Singular pluralkey keysmonkey monkeysdonkey donkeystoy toysboy boyscowboy cowboys Nouns: Plural Nouns13Many nouns that end in f are made plural by changing the f to v and adding es.singular pluralhalf halvesleaf leavesshelf shelveswolf wolvesthief thievesBut some nouns that end in f are made plural simply by adding s.singular pluralchief chiefsroof roofshandkerchief handkerchiefscliff cliffspuff puffsSome nouns that end in f can be made plural in two ways.singular pluralscarf scarfs or scarveshoof hoofs or hoovesdwarf dwarfs or dwarveswharf wharfs or wharves Most nouns that end in fe are made plural by changing the f to v and adding s."}
{"text": "Put a checkmark in the correct box. Common nouns proper nouns 1. Do you like cheese? 2. They stood next to the Niagara Falls. 3. May I borrow your umbrella? 4. The ambulance was driving very fast. 5. Carl did not agree with them. 6. She loves to visit Disneyland. 7. Would you like some more water? 8. The fog was very thick. 9. May I invite Tom to join us? 10. My car is very old. N o t e s You can use a pair of with these plural nouns. For example: a pair of trousers a pair of pants a pair of glasses a pair of scissors a pair of chopsticks a pair of sandals a pair of glovesNouns: Plural Nouns 15Read the following passage. Write S in the box after each singular noun and P in the box after each plural noun. Our teacher is a very nice lady . She s very kind to all the children in the class and she tells us very funny stories . Yesterday, she told a story about the animals on a farm . They all had a race . The pigs and sheep ran faster than the ducks and cows , but the heroes of the story were the mice . They were faster than all the other animals , even though they had the shortest legs ! Exercise 6Read the following passage. Notice that the plural nouns are missing. Write the correct plural form of the singular nouns in parentheses. The first one has been done for you. Three lady in pink dress took their baby for a walk in the zoo. They saw four giraffe , three hippo , two kangaroo and an elephant. They walked for so long that their foot became sore, so they sat down on a bench for a rest near some monkey . The monkey were playing with cardboard box and throwing stick at each other. After a while, the lady looked at their watch and decided it was time to go home. Ladies1617 N o t e sCollective NounsWords for groups of people, animals or things are called collective nouns. Here are some collective nouns for groups of people.a family a crewa team a cluba community a committeea choir a companya band a gangan orchestra the governmentan audience the armyCollective nouns may be used with a singular verb or with a plural verb."}
{"text": "After a while, the lady looked at their watch and decided it was time to go home. Ladies1617 N o t e sCollective NounsWords for groups of people, animals or things are called collective nouns. Here are some collective nouns for groups of people.a family a crewa team a cluba community a committeea choir a companya band a gangan orchestra the governmentan audience the armyCollective nouns may be used with a singular verb or with a plural verb. If the group is acting as a single unit, use a singular verb. If group members are acting as individuals, use a plural verb. For example:The crowd was orderly. OrThe crowd were clapping, yelling and cheering. Here are more collective nouns you can use for groups of people.a crowd of shoppers a gang of thievesa company of actors a panel of judgesa class of schoolchildren a platoon of soldiersMany groups of animals have their own special collective nouns.a herd of cattle a pack of wolves a litter of puppiesa flock of birds a pride of lions a troop of monkeysa drove of sheep a pod of dolphins a brood of chickensa gaggle of geese a school of fish a swarm of bees Always use a plural verb with the collective nouns, people and the police. For example:Those people live not lives in Asia. The police have caught not has caught the thief. Nouns: Collective Nouns18Some groups of things also have their own special collective nouns.a bunch of bananas a deck of cardsa cluster of grapes a flight of stepsa bunch of flowers a suite of roomsa bouquet of flowers a suite of furniturea range of mountains a set of toolsa fleet of ships a string of beadsa fleet of vehicles a grove of treesSome nouns name the amount or form of something.a loaf of bread a bar of soapa ball of string a bar of chocolateThe words a piece of mean a single serving or part of something.a slice piece of bread a slice piece of cheesea piece square of chocolate a slice piece of cakea sheet piece of paper a piece of chalka piece of information a piece of adviceExercise 7Read the following passage. Write the missing collective nouns in the blank spaces. Remember that sometimes there are two words you can use. Mom took Kate, Rudy and Derrick to the zoo. The zoo was very busy. A of people had gathered round the monkeys."}
{"text": "Remember that sometimes there are two words you can use. Mom took Kate, Rudy and Derrick to the zoo. The zoo was very busy. A of people had gathered round the monkeys. One of the monkeys had a of bananas. Watching the monkey eat made the children feel hungry. Mom took a of bread and some of cheese out of the picnic hamper and everyone made sandwiches. After eating the sandwiches, the children had two of chocolate each. Rudy wanted to give one piece to a monkey, but the zookeeper gave Rudy a very useful of advice. Monkeys may look friendly, but sometimes they are very fierce, he said. 18Nouns: Collective NounsRead the sentences. Does the collective noun indicate a group acting together as a single unit? If so, circle the singular verb. Does the collective noun indicate a group in which each member acts individually? Circle the plural noun. 1. The jury were was arguing about the importance of evidence. 2. A whole company of soldiers is are marching in the parade. 3. A gaggle of geese is are running every which way in the barnyard. 4. Those people live lives in North America. 5. The police has have arrested the suspect. 6. That troupe of actors always stay stays at the Grand Hotel. 7. The committee is are handing in their ballots. 8. Our school band play plays many lively marches. 9. A big colony of ants lives live under the front porch. 10. The government are is entitled to collect taxes. Exercise 9Complete each phrase with a noun from the box that names a part or an amount of something. Bushel scoop ream pair drop grain pinch galaxy 1. A of stars 5. A of potatoes 2. A of sand 6. A of bookends 3. A of paper 7. A of ice cream 4. A of salt 8. A of rain1920masculine femininenephew nieceking queenprince princessemperor empresswizard witchactor actresspoliceman policewomanwaiter waitress Nouns: Masculine and Feminine NounsMasculine and Feminine NounsMasculine nouns are words for men, boys and male animals."}
{"text": "They are older than I am. 25Object PronounsThe object of a verb receives the action of the verb. The personal pronouns me, you, him, her, it, us and them can all be used as the object of a verb. Look at the following two sentences:Lisa likes cats. She likes to stroke them. In the first sentence, the noun cats is the object of the verb likes. In the second sentence, the pronoun them is the object of the verb stroke. Here are some more pairs of sentences that show personal pronouns used as objects of verbs. I m doing my homework. Dad is helping me. Goodbye, children! I ll call you later. Where is John? I need to speak to him. Miss Garcia is very nice. All the children like her. The car is very dirty. Mom is cleaning it. Uncle Harry called Mary to ask her a question. My chocolates are all gone. Someone has eaten them. First Person, Second Person and Third PersonIn grammar, the person who is speaking is called the first person. The one spoken to is called the second person, and the one spoken about is called the third person. Here is a table to help you remember which pronouns to use.subject object first person singularImesecond person singularyouyouthird person singularhehimsheherititfirst person pluralweussecond person pluralyouyouthird person pluraltheythem Pronouns: Personal Pronouns26Reflexive PronounsReflexive pronouns are words that refer to the noun or pronoun that is the subject of the verb."}
{"text": "N o t e sn Use this and these when you are talking about things near you.n Use that and those when you are talking about things farther away. Pronouns: Possessive Pronouns; Demonstrative Pronouns28Interrogative PronounsInterrogative pronouns are used to ask questions. The words who, whose, what, which and whom are interrogative pronouns. Who used all my paper?Who is Mom talking to?Who are those people?Whose pen is this?Whose are these shoes?What is your brother s name?What does Tom want?What is the date today?What do you want to be when you grow up?Which of these desks is yours?Which do you prefer?Which of your sisters is the tallest?Whom did the President criticize?Inedefinite PronounsAn indefinite pronoun does not refer directly to any other word. Most indefinite pronouns express he idea of quantity. Everybody is welcome at the meeting. Many prefer their coffee with sugar. Does anybody care for a cheese sandwich?Few choose to live in the arid desert. Pronouns: Interrogative Pronouns; Indefinite Pronouns N o t e sn In writing and formal speaking, you can also use whom as the object of verbs and prepositions. For example: Whom did the president criticize? Whom is the principal talking to? Or To whom is the principal talking?but you cannot use whom as the subject of a verb. So you cannot say: Whom came to the party last night?You have to say: Who came to the party last night? N Who can be used as the subject or the object of a verb. For example: Who broke the window? As the subject Who are you inviting to your party? As the object n Who can be used as the object of a preposition. For example: Who is Mom talking to?n You can also use whom as the object of a preposition."}
{"text": "As the subject Who are you inviting to your party? As the object n Who can be used as the object of a preposition. For example: Who is Mom talking to?n You can also use whom as the object of a preposition. For example: Whom is Mom talking to?If you put the preposition before the interrogative pronoun, you must use whom: To whom is Mom talking? 29Indefinite Pronounsalleachmostotheranothereitherneitherseveralanyeverybodynobodysomeanybodyeveryonenonesomebodyanyonefewno onesomeonebothmanyonesuchThe pronoun they is considered an indefinite pronoun when it makes an indefinite reference. They produce a lot of coal in your state. Why don't they repair the bad roads? Exercise 1Read the following passage. Write the missing subject and object pronouns in the blank spaces. My name is Charlie. Have two brothers. Are both older than . Sometimes they take me to the park and play football together. I like playing football with because they are very good. We are going to the park today. Would you like to come with ? Can all play together. Afterwards, can come to my house if want to. I think will like my dad. He is very funny and makes great pizzas. Do like pizza?29Pronouns: Indefinite Pronouns Some of the reflexive pronouns in the following sentences are used correctly, but some are not. Put a checkmark in the box if the reflexive pronoun is correct. Put an x in the box if it is not correct. Then write the correct reflexive pronoun in the blank space. 1. Sometimes I wash the dishes all by himself . 2. Dad had an accident. He cut herself with a knife. 3. Sally washes the car by herself . 4. Do you think the doctor can cure itself when he is ill? 5. The cat stays clean by licking itself . 6. Anna and May made the dinner all by herself . 7. Mom lets me walk to school by myself . 8. Can you dress themselves , boys and girls? 9. David can swim all by himself now.10. This light is automatic. It switches itself on at night. Exercise 3Write a short sentence using each of the interrogative pronouns below."}
{"text": "5. Several applied for the job, but no one was hired. 32 3 Adjectives3 AdjectivesAdjectives describe nouns and pronouns. They give you more information about people, places, and things. Kinds of Adjectives Some adjectives tell about the size of people or things.a big housea long bridgetiny feeta large armya high mountainbig handsa huge shipa short mana short skirta tall buildinga thin boylong trousersSome adjectives tell about the color of things.a red carpeta gray suita brown beara white swanan orange balloongreen peppersa blue uniforma yellow ribbonblack shoesSome adjectives tell what people or things are like by describing their quality.a beautiful womana young soldiera flat surfacea handsome boyan old unclea hot drinka poor familya kind ladya cold wintera rich couple a familiar voicea sunny daya strange placea deep poolcool weatherSome adjectives tell what things are made of. They refer to substances.a plastic foldera stone walla clay pota paper baga metal boxa glass doora cotton shirta silk dressa concrete roada jade ringa wooden spoona porcelain vase33Some adjectives are made from proper nouns of place. These adjectives are called adjectives of origin.a Mexican hata British police officerthe French flaga Filipino dressan American customWashington applesa Japanese ladya Spanish dancean Indian templean Italian carThe Order of Adjectives Sometimes several adjectives are used to describe a single noun or pronoun. When you use two or more adjectives, the usual order is: size, quality, color, origin, substance. For example:a small green plastic box size color substancea stylish red Italian car quality color originHere are more examples.a large Indian templea tall white stone buildinga colorful cotton shirta long Chinese silk robedelicious Spanish foodan old graceful Japanese lady crunchy Australian applesa short handsome English manAdjectives of quality sometimes come before adjectives of size. For example:beautiful long hairelegant short hairBut adjectives of size always come before adjectives of color. For example:beautiful long black hairelegant short red hairIf you use any adjective of substance, it comes after the color adjective. For example:a beautiful long black silk dressAdjectives: The Order of Adjectives Read the following passage and underline the adjectives."}
{"text": "For example:beautiful long hairelegant short hairBut adjectives of size always come before adjectives of color. For example:beautiful long black hairelegant short red hairIf you use any adjective of substance, it comes after the color adjective. For example:a beautiful long black silk dressAdjectives: The Order of Adjectives Read the following passage and underline the adjectives. Write S above adjectives of size, C above adjectives of color, Q above adjectives of quality and O above adjectives of origin. Sydney is a large Australian city with busy streets and expensive shops. In summer, it s a very hot place. People wear cool clothes and drink cool drinks. There are beautiful sandy beaches where people can rest and look up at the wide blue sky. There are big parks for tourists to visit. Japanese tourists like to sit and watch other people. British tourists take photographs of the strange plants and colorful birds. Exercise 2The following passage contains a lot of adjectives. Some of the adjectives appear in the wrong order. First underline the wrongly ordered adjectives. Then write them in their correct order on the lines below the passage. My friend Jeremy is a handsome tall boy. He always wears a white long T-shirt and a big red cap. He carries a blue huge canvas bag to school. His favorite food is red crunchy apples and he always has one in his bag. Our teacher is an English kind tall man called Mr. Clark. He wears a blue smart suit and glasses with black plastic thick frames.3435Adjective EndingsAdjectives have many different endings. Some adjectives end in -ful. These adjectives describe noun or pronouns that are full of something or have a lot of something.a beautiful facea painful injurya careful studenta cheerful babya joyful smilea helpful teachera powerful machinea wonderful timeplayful childrena skillful playera useful bookcolorful clothesSome adjectives end in -ous.a famous writera courageous soldiera mountainous areaan adventurous explorera dangerous joba poisonous snakea humorous filma generous giftmischievous childrenmarvelous resultsSome adjectives end in -y. A messy rooma noisy cardirty handsa sleepy doga cloudy skythirsty childrena muddy patha sunny daystormy weatheran easy testa lazy worker juicy fruitSome adjectives end in -less. These adjectives describe a person or thing that does not have something."}
{"text": "These adjectives describe noun or pronouns that are full of something or have a lot of something.a beautiful facea painful injurya careful studenta cheerful babya joyful smilea helpful teachera powerful machinea wonderful timeplayful childrena skillful playera useful bookcolorful clothesSome adjectives end in -ous.a famous writera courageous soldiera mountainous areaan adventurous explorera dangerous joba poisonous snakea humorous filma generous giftmischievous childrenmarvelous resultsSome adjectives end in -y. A messy rooma noisy cardirty handsa sleepy doga cloudy skythirsty childrena muddy patha sunny daystormy weatheran easy testa lazy worker juicy fruitSome adjectives end in -less. These adjectives describe a person or thing that does not have something. A cloudless sky a meaningless worda sleeveless dressa fearless fightera careless driverhomeless peoplea joyless songseedless grapesa useless toolharmless animalsAdjectives: Adjective Endings 36Some adjectives end in -al.a national flagpersonal possessionsmusical instrumentsa traditional costumeelectrical goodsmagical powersa coastal townmedical equipmentHere are some adjectives that end in -ic, -ish, -ible, -able, -ive and -ly. A fantastic singera terrible messan imaginative storyan energetic doga sensible answerexpensive jewelerybasic grammarhorrible smellstalkative childrenenthusiastic shoutingvisible footprintsa creative artista selfish acta likeable childfriendly teachersfoolish behaviorcomfortable clothesa lovely dressstylish clothesvaluable advicea lively catchildish talksuitable colorsan elderly manMany adjectives end in -ing. Loving parentsan interesting booka caring nursea disappointing resulta flashing lightan outstanding swimmera smiling facean exciting ridea boring storychattering monkeysa gleaming carshocking news N o t e sWords like smiling, caring and flashing are present participles of verbs. They are formed by adding ing to the verbs. Many present participles can also be used as adjectives. Adjectives: Adjective Endings 37Many of adjectives end in ed. A closed doorsatisfied customersboiled eggsworried passengerswasted timeescaped prisonersa painted wallexcited studentsreduced pricesinvited guestsDescribing What Something Is Made OfSome nouns can be used like adjectives."}
{"text": "They are formed by adding ing to the verbs. Many present participles can also be used as adjectives. Adjectives: Adjective Endings 37Many of adjectives end in ed. A closed doorsatisfied customersboiled eggsworried passengerswasted timeescaped prisonersa painted wallexcited studentsreduced pricesinvited guestsDescribing What Something Is Made OfSome nouns can be used like adjectives. For example, if you have a chair that is made of plastic, you can use the noun plastic as an adjective and say that the chair is a plastic chair. If you have a watch that is made of gold, you can say it is a gold watch. But the nouns wood and wool can t be used like this. To make adjectives of these nouns you have to add en. Noun adjectiveexamplewoodwoodena wooden doorwoolwoolena woolen jumperDescribing What Something Is LikeThere s another way to make adjectives from nouns. Suppose you want to say that something is like a certain material, although not made of it. To make these adjectives, add -en to some nouns and -y to other nouns.nounadjectiveexample goldgoldena golden sunrise bright yellow like gold silksilky or silkensilky skin as soft as silk leadleadena leaden sky dark gray like the color of lead N o t e sWords like closed, wasted and escaped are past participles of verbs. Many past participles can also be used as adjectives. Adjectives: Describing What Something Is Made Of 38careinterestingExercise 3The following sentences contain adjectives made by adding endings to nouns. Write the noun that each adjective comes from on the line after each sentence. The first one has been done for you. Remember that some nouns must be changed slightly before the ending is added. 1. She s always making careless mistakes. 2. It was a very painful injury. 3. Witches and wizards have magical powers. 4. These oranges are very juicy. 5. Dogs are usually more energetic than cats. 6. Our neighbors are not very friendly. 7. She keeps her toys in a large wooden box. 8. Take off your muddy shoes before you come in. 9. May I borrow your pencil sharpener? Mine is useless. 10. What a beautiful dress! Exercise 4Fill in the blank spaces with adjectives made from the verbs in parentheses."}
{"text": "10. What a beautiful dress! Exercise 4Fill in the blank spaces with adjectives made from the verbs in parentheses. Remember that both present participles and past participles can be used as adjectives. Choose the adjective that suits the sentence best. The first one has been done for you. 1. It wasn t a very interest movie. 2. We could hear the excite fans screaming. 3. I hope the pupils don t think that my classes are bore . 4. My dad had a very worry look on his face. 5. Have the police found the steal car yet? 6. The supermarket sells lots of freeze food. 7. The players on the win team don t look tired at all. 8. Some of the old houses had break windows.3839The Comparison of AdjectivesThe Comparative FormTo compare two people or things, use the comparative form of an adjective. The comparative form is usually made by adding er to the adjective.adjectivecomparative formadjectivecomparative form darkdarkerhardharderlightlighterwarmwarmerhighhighercoldcolderlowlowerfastfasteroldolderslowsloweryoungyoungerrichricherpoorpoorertalltallersmallsmallersoftsofterThe Superlative FormWhen you compare three or more people or things, use the superlative form of an adjective. The superlative form is usually made by adding est to the adjective.adjectivesuperlative form adjectivesuperlative formdarkdarkestwarmwarmestlightlightestcoldcoldesthighhighestfastfastestlowlowestslowslowestoldoldestyoungyoungestrichrichestpoorpooresttalltallestsmallsmallestsoftsoftesthardhardest N o t e sThe word the is often used before the superlative form. For example:A bee is a small insect. A ladybird is smaller, but an ant is the smallest. N o t e sThe word than is often used to compare two things or people. For example, you say:Mr. Lee is taller than Philip. A car is faster than a bike."}
{"text": "N o t e sThe word than is often used to compare two things or people. For example, you say:Mr. Lee is taller than Philip. A car is faster than a bike. Adjectives: The Comparison of Adjectives40If the adjective ends in e, add r to form the comparative and st to form the superlative.adjectivecomparativesuperlative nicenicernicestclosecloserclosestlargelargerlargestruderuderrudestsafesafersafestwidewiderwidestSuppose the adjective is a short word that ends in a consonant and has a single vowel in the middle. Just double the consonant and add er to make the comparative and est to make the superlative.adjectivecomparativesuperlativesadsaddersaddestwetwetterwettestslimslimmerslimmestthinthinnerthinnestbigbiggerbiggestSuppose the adjective has two syllables and ends in y. Just change the y to i and add er to make the comparative and add est to make the superlative. Adjective comparative superlativeadjective comparative superlativeeasyeasiereasiestheavyheavierheaviestfunnyfunnierfunniestlovelylovelierloveliestdirtydirtierdirtiestprettyprettierprettiestnoisynoisiernoisiesttidytidiertidiesthappyhappierhappiestfriendlyfriendlierfriendliestnaughty naughtiernaughtiesttinytiniertiniest Adjectives: The Comparison of Adjectives41Use more and most to compare most other two-syllable adjectives. You will also use more and most with all adjectives that have more than two syllables.adjectivecomparativesuperlative famousmore famousmost famouspreciousmore preciousmost precioushandsomemore handsomemost handsomeexcitingmore excitingmost excitingbeautifulmore beautifulmost beautifulexpensivemore expensivemost expensivecomfortablemore comfortablemost comfortabledeliciousmore deliciousmost deliciousinterestingmore interestingmost interestingdifficultmore difficultmost difficultIrregular Comparative and Superlative FormsA few adjectives don t form their comparative and superlative forms in any of the usual ways."}
{"text": "Just change the y to i and add er to make the comparative and add est to make the superlative. Adjective comparative superlativeadjective comparative superlativeeasyeasiereasiestheavyheavierheaviestfunnyfunnierfunniestlovelylovelierloveliestdirtydirtierdirtiestprettyprettierprettiestnoisynoisiernoisiesttidytidiertidiesthappyhappierhappiestfriendlyfriendlierfriendliestnaughty naughtiernaughtiesttinytiniertiniest Adjectives: The Comparison of Adjectives41Use more and most to compare most other two-syllable adjectives. You will also use more and most with all adjectives that have more than two syllables.adjectivecomparativesuperlative famousmore famousmost famouspreciousmore preciousmost precioushandsomemore handsomemost handsomeexcitingmore excitingmost excitingbeautifulmore beautifulmost beautifulexpensivemore expensivemost expensivecomfortablemore comfortablemost comfortabledeliciousmore deliciousmost deliciousinterestingmore interestingmost interestingdifficultmore difficultmost difficultIrregular Comparative and Superlative FormsA few adjectives don t form their comparative and superlative forms in any of the usual ways. The comparative and superlative forms of these adjectives are different words, called irregular forms.adjectivecomparativesuperlative goodbetterbestbadworseworstlittlelessleastmanymoremostfarfarther or furtherfarthest or furthestFor example:My painting is good, Melanie s painting is better, but Andrew s painting is the best. Adjectives: The Comparison of Adjectives 42Adjective PhrasesPhrases can be used like single adjectives to describe nouns and pronouns. Phrases that are used in this way are called adjective phrases. Most adjective phrases come after the word they describe. Look at these examples. The adjective phrases are in bold and the nouns they describe are in color. Who is the girl with long hair?My friend lives in the house across the street. Mrs. Morris is tall and slim. This is the road to Toledo. The lady in the bookshop is a friend of mine. Some adjective phrases come before the word they describe."}
{"text": "The adjective phrases are in bold and the nouns they describe are in color. Who is the girl with long hair?My friend lives in the house across the street. Mrs. Morris is tall and slim. This is the road to Toledo. The lady in the bookshop is a friend of mine. Some adjective phrases come before the word they describe. The words in these phrases are often joined with hyphens.a long-legged bird an eight-year-old childa well-dressed ladya ten-cent coina fun-loving teenagera twenty-story buildinguser-friendly equipmenta large-sized shirtExercise 5Read the following passage. Write the correct comparative and superlative forms of the adjectives in parentheses in the blank spaces. The first one has been done for you. Paul likes playing football. He s a very good player, but his friend Sally is a good player. She s the good player in the whole school. She is fast and strong than all the boys, even the boys who are old and big than her. That s why Paul likes her. Paul thinks all games are exciting, but football is the exciting game and it s noisy than all the other games he plays with his friends. When the grass is wet, everyone gets dirty when they play football. But Sally gets dirty and wet than everyone else.better 42Adjectives: Adjective Phrases 4343to Tokyosmall and brownExercise 6Complete the following sentences. Write an adjective phrase that includes the preposition in parentheses. The first one has been done for you. 1. Is this the train to ? 2. They live in a big house near . 3. Emilly's desk is oppposite . 4. The bucket has a hole in . 5. Who is the man with ? Exercise 4Complete the following sentences. Write an adjective phrase, using the adjective in parentheses and another adjective linked with and or but. The first one has been done for you. 1. My dog is small . 2. His sister's hair is black . 3. Our teacher is oppposite . 4. Tomorrow's weather will be sunny . 5. The museum was quiet . 44 N o t e sn Some vowels have a consonant sound as well as vowel sound. Use the article a with nouns that begin with these vowels: Is there a university in your town?"}
{"text": "The museum was quiet . 44 N o t e sn Some vowels have a consonant sound as well as vowel sound. Use the article a with nouns that begin with these vowels: Is there a university in your town? Does every child in the school wear a uniform? We are taking a European vacation this summer.n Some words begin with a silent h. Use an with nouns that begin with a silent h: We ve been waiting here for an hour. Meeting the president was an honor for all of us.4 Determiners appleumbrellaentranceislandanfoxpeachmuseumladypencila4 DeterminersDeterminers, or noun signals, are special adjectives used before nouns. There are different kinds of determiners. The ArticlesThe words a, an and the are called the articles. The words a and an are indefinite articles. They are used with singular nouns. Use a before nouns that begin with a consonant. Use an before nouns that begin with a vowel. John is reading a book. Would you like a peach?Is that a dog or a fox?You ll need a ruler and a pencil. Is there also an entrance at the back of the building?Have you ever seen an elephant?I always take an apple to school. Do you have an umbrella that I can borrow?Would you like to live on an island? 45 The word the is called the definite article. Use the before a noun when you are talking to someone who already knows which person or thing you mean. Dad is sitting in the garden. Who made the mess on the carpet?Turn the television off now. I ll wait for you in the car. The boys are upstairs and the girls are outside in the street. Using Nouns without Articles When you are talking about something in general, not a particular thing, use a noun without an article. You can also use plural nouns without an article. Frogs are my favorite animals. Children like playing games. Babies cry a lot. Glasses are things that you wear to correct your eyesight. Birds are animals that can fly. People enjoy watching television. Nouns that don't show quantity are normally used without a or an."}
{"text": "I ll wait for you in the car. The boys are upstairs and the girls are outside in the street. Using Nouns without Articles When you are talking about something in general, not a particular thing, use a noun without an article. You can also use plural nouns without an article. Frogs are my favorite animals. Children like playing games. Babies cry a lot. Glasses are things that you wear to correct your eyesight. Birds are animals that can fly. People enjoy watching television. Nouns that don't show quantity are normally used without a or an. The article the, however, may be used with nouns that don't show quantity. I like sunshine. I sometimes have fruit for breakfast. You ve got dirt on your face. A clock measures time. Put sugar in your tea to make it sweet. I need time to think of a new plan. Would you pass me the salt, please. Can I borrow the paint when you ve finished? N o t e sYou often use the singular nouns school, home, work, church without an article:We go to school by bus. Dad has already left home for work. They go to church on Sundays. Determiners: Using Nouns without Articles 46Demonstrative DeterminersThe words this, that, these and those are also special pronouns called determiners. They are used to point out which thing or person you mean. They are called demonstrative determiners. Use this and these to talk about things and people that are near you. Use this with singular nouns. Who lives in this house?This car belongs to my mom. Does this key fit the lock?This book is my favorite. Who gave you this money?This cheese tastes funny. Use that and those to talk about things that are farther away from you. Use that with singular nounsThis chair is mine and that chair is yours. That animal is making a funny noise. Would you pass me that book, please? Who is that man talking to Dad? How much is that dress? Use those with plural nounsI gave my sandwiches to those boys. Those children go to a different school. These shoes are mine and those shoes are yours. These apples look fresh but those apples look rotten. Those people are from Africa. Determiners: Demonstrative DeterminersUse these with plural nounsThese trousers are too short. I don t like these comics. These biscuits don t taste very good. I bought these apples for lunch. Is there an adult with these children?"}
{"text": "These apples look fresh but those apples look rotten. Those people are from Africa. Determiners: Demonstrative DeterminersUse these with plural nounsThese trousers are too short. I don t like these comics. These biscuits don t taste very good. I bought these apples for lunch. Is there an adult with these children? 47Quantifying DeterminersWords such as many, much and several tell about quantity without giving an exact number. They are called quantifying determiners. Some quantifying determiners are used only with plural nouns. They are few, a few, fewer, many, several and both. Few people have been to the moon. We went to Europe many years ago. A few children are absent today. Several friends went with me. I have fewer CDs than you. Both brothers have dark hair. Some quantifying determiners can be used with plural nouns and nouns that show no exact number. They are all, half, some, enough, a lot of, lots of, more, most, other and plenty of. All children seem to like chocolate. We ve eaten all the food in the refrigerator. Half the balloons have burst already. Jenny spends half her time watching television. Some girls like to play football. Can I have some water?Do you have enough books to read?I don t have enough material to make a dress. A lot of people like burgers. There s a lot of fruit in the bowl. They went to a park with lots of animals in it. You will gain weight if you eat lots of ice cream. You ve got more brothers than I have. There s more space in my room than yours. Most teachers enjoy teaching. Most lemonade contains sugar. He likes playing with other children. They had never tasted other food. Plenty of my friends have seen the Harry Potter movies. Drink plenty of water every day. Determiners: Quantifying Determiners48 Some determiners can be used only with nouns of no exact number. They are little meaning not much , a little meaning some , much and less. We have little time to play. There s a little rice left. Does the teacher give you much homework?I ve got less ice cream than you. Some quantifying determiners can only be used with singular nouns. They are another, every and each. I need another pencil. He likes every child in the class. Each house is painted a different color. The quantifying determiners either and neither refer to two people or things. I don t like either drink. Neither sister has long hair."}
{"text": "Some quantifying determiners can only be used with singular nouns. They are another, every and each. I need another pencil. He likes every child in the class. Each house is painted a different color. The quantifying determiners either and neither refer to two people or things. I don t like either drink. Neither sister has long hair. Some quantifying determiners are used with singular, plural, or nouns of no exact quantity. They are any, no, no other and the other. Any dog will bite if it s afraid. Are there any good books in the library?There wasn t any space in the cupboard. No child likes getting hurt. There were no pencils in the drawer. We ve done no work today. There is no other way of solving the problem. She has no other friends. We have no other food in the refrigerator. Do you like this picture or the other picture?The other boys laughed at him. I like the other music better. Determiners: Quantifying Determiners49Interrogative DeterminersThe words what, which and whose are used before nouns to ask questions. Interrogative determiners appear just before nouns. What time is it?Which boy is your brother?Whose pen is this?Possessive DeterminersThe words my, your, his, her, its, our and their are used before nouns to show ownership. They are called possessive determiners. I gave my sandwich to John. Is this your desk?Alan crashed his bike into a wall. Mrs. Park keeps her house very clean. The dog was licking its paws. There s a snake in our garden. Susan and Peter have invited me to their party. This table will help you remember how to use possessive determiners.singular personal possessiveplural personal possessive pronoundeterminerpronoundeterminerI subject pronoun my we subject pronoun ourme object pronoun my us object pronoun ouryou subject object pronoun your you subject object pronoun yourhe subject pronoun his they subject pronoun theirhim object pronoun his them object pronoun theirshe subject pronoun herher object pronoun herit subject object pronoun its N o t e sThe possessive determiner your can be used when you are talking to one person or more than one person:I m very angry with you, John."}
{"text": "They are called possessive determiners. I gave my sandwich to John. Is this your desk?Alan crashed his bike into a wall. Mrs. Park keeps her house very clean. The dog was licking its paws. There s a snake in our garden. Susan and Peter have invited me to their party. This table will help you remember how to use possessive determiners.singular personal possessiveplural personal possessive pronoundeterminerpronoundeterminerI subject pronoun my we subject pronoun ourme object pronoun my us object pronoun ouryou subject object pronoun your you subject object pronoun yourhe subject pronoun his they subject pronoun theirhim object pronoun his them object pronoun theirshe subject pronoun herher object pronoun herit subject object pronoun its N o t e sThe possessive determiner your can be used when you are talking to one person or more than one person:I m very angry with you, John. Your behavior has been very bad today. Jake and Josh, your dinner is ready. Determiners: Interrogative Determiners; Possessive Determiners50NumbersNumbers are determiners, too. Numbers are often used before nouns to tell you exactly how many people or things there are. Our family has two dogs. There are twelve months in the year. We bought three pizzas. My grandfather lived for a hundred years. Using Determiners Together You can use quantifying determiners with each other and with numbers. Some people like winter but many more people prefer summer. There s a little less space in this cupboard than in that one. There are five fewer children in my class than in your class. Use of between a quantifying determiner and another kind of determiner. I don t like any of these drinks. Some of my friends don t like country music. Each of the boys answered the question correctly. I ve had enough of your bad behavior!Five of these girls are taller than any of the boys. The quantifying determiner all may be used with or without of. For example you can say:We ate all of the food in the fridge. OrWe ate all the food in the fridge. He spends all of his time playing or He spends all his time playing football. Football. She likes all of my friends. Or She likes all my friends. Determiners: Numbers; Using Determiners Together Read the following passage."}
{"text": "OrWe ate all the food in the fridge. He spends all of his time playing or He spends all his time playing football. Football. She likes all of my friends. Or She likes all my friends. Determiners: Numbers; Using Determiners Together Read the following passage. Write the correct article in each blank space. If no article is needed, leave the space blank. The first one has been done for you. John lives in apartment with his mom, dad and sister Katy. Apartment has three bedrooms, kitchen, bathroom and living room. John s mom works in office and his dad stays at home and looks after apartment. He spends much of his time in kitchen, preparing meals. John and Katy help their dad with housework. John likes using vacuum cleaner and Katy likes to sweep floor. Dad gives John and Katy money when they help him. They usually spend the money on computer games! Exercise 2 Notice the determiners in the following passage. What kind of determiners are they? Put a D in the box after a demonstrative determiner, a Q after a quantifying determiner, an I after an interrogative determiner, a P after a possessive determiner and an N after a number. Sally is my friend. We play together every day. I usually go to her house to play. Her parents are very nice, but she has two brothers who sometimes spoil our games. Last week, her brothers pulled my hair. Sally s mom was very angry with them. Stop behaving in that rough way! She shouted. I m glad I don t have any brothers. 51an525 Verbs and Tenses5 Verbs and TensesMost verbs describe actions, so they are called action verbs. Action verbs tell what people or things are doing. Here are some common action verbs.drink look jump swim fall eat shout walk throw climblaugh run sit catch dance Subject and Verb AgreementWhen you use a verb, you have to say who or what is doing the action. This who or what is the subject of the verb. The subject and the verb match each other. You say that the subject and the verb agree when they match each other. Use a singular verb if the subject is a singular noun. For example, the subjects my dad or our school , or any of the pronouns he, she or it, require a singular verb. Most singular verbs end in s. Look at the subjects and their verbs in these examples."}
{"text": "For example, the subjects my dad or our school , or any of the pronouns he, she or it, require a singular verb. Most singular verbs end in s. Look at the subjects and their verbs in these examples. The subjects are in bold and the verbs are in color. He always drinks milk when he s hot. She eats bananas for breakfast. Mom walks to work every day. My sister dances like a professional dancer. The baby falls when she tries to walk. Our cat climbs the trees in our garden. This form of the verb is called the third person singular. You use it when the subject of the verb is not you or the person you are speaking to, but some other person a third person or a thing. Here are some more third person singular verbs that end in s.plays sings shines rides smilesdraws paints blows thinks stopsreads rains travels talks starts 53The third person singular form of some verbs is made by adding es at the end. Some examples are verbs that end in sh, ch, ss, x, zz and o. brushes watches kisses fixesrushes reaches misses mixespolishes teaches passes buzzes crashes catches presses does washes touches dresses goesHere are some sentences with verbs in their third person singular form. The subjects are in bold and the verbs are in color. She always brushes her teeth at bedtime. Dad polishes his shoes until they shine. My brother watches television after school. Kim catches the ball with one hand. Dad mixes flour and water when he makes bread. The bee buzzes around the flowers. My friend Sanjay goes to the same school as I do. How do you make the third person singular form of most verbs that end in y? Usually, you just change the y to an i and then add es. Carry carries hurry hurries copy copiescry cries fly flies marry marriesstudy studies worry worries bully bulliesA cat carries its kitten with its mouth. Mr. Chen hurries to work every morning. The baby cries a lot at night. This plane flies to the island every day. Alice tries hard at school. She copies all the questions in her notebook. Verbs and Tenses: Subject and Verb Agreement 54Some verbs that end in y have a vowel before the y. Just add an s at the end of these words to make the third person singular form.buy buys say says pray prayspay pays annoy annoys stay staysMom buys bread at the supermarket. Mr."}
{"text": "Chen hurries to work every morning. The baby cries a lot at night. This plane flies to the island every day. Alice tries hard at school. She copies all the questions in her notebook. Verbs and Tenses: Subject and Verb Agreement 54Some verbs that end in y have a vowel before the y. Just add an s at the end of these words to make the third person singular form.buy buys say says pray prayspay pays annoy annoys stay staysMom buys bread at the supermarket. Mr. Carter pays all his bills with a credit card. My friend says he has a salt-water aquarium. She annoys me with her silly jokes. Anna stays with her aunt on weekends. If the subject of a verb is a plural noun, such as Mom and Dad or our teachers , use a plural verb. Do not add s, es or ies to plural verbs. Plural verbs are also used with the pronouns I, we, you and they. Mom and Dad love us. My sisters listen to music a lot. The stars shine brightly on a clear night. Some people drink tea. I like juicy hamburgers. We learn interesting things at school. You all know the words to this song, children. They always walk home from school together. Suppose the subject of a noun refers to a group of people. Depending on the meaning of the sentence, you may use either a singular or a plural verb. The audience was enjoying the play. The audience have all gone home. The class has thirty students. The class are handing in their papers. The band is performing until midnight. The band were arguing among themselves. N o t e sWords that refer to groups of people or animals are called collective nouns. Here are some more examples:crowd committee herd crew litter flockVerbs and Tenses: Subject and Verb Agreement 55Transitive and Intransitive VerbsSome verbs have an object. The object of a verb is the person or thing that is affected by the action of the verb. Look at this sentence: Alice eats a banana for breakfast. The subject of the verb is Alice. She is the person who does the action: she eats. The object of the verb is a banana. A banana is affected by the action of the verb. So in this sentence, the object of the verb eat is a banana . Verbs that have objects are called transitive verbs. Here are some sentences with transitive verbs."}
{"text": "So in this sentence, the object of the verb eat is a banana . Verbs that have objects are called transitive verbs. Here are some sentences with transitive verbs. The verbs are printed in bold and their objects are printed in color. John likes apples. Sam knows the answer to the question. My sister cooks all our meals. My brother rides his bike in the street. Dad buys tea at the market. Mom writes stories in her spare time. Some verbs don t have an object. A verb that does not have an object is called an intransitive verb. Here are some sentences with intransitive verbs. In China, lots of people walk to work. The boys play in the yard after school. Mr. Carter always drives very carefully. Doris is a very successful businesswoman. Michael and I both entered the race. He won but I lost. Some verbs can be either transitive or intransitive. Notice that the transitive meaning and the intransitive meaning are sometimes different.transitive verbsintransitive verbs The pilot flies the plane very well. Eagles fly high in the sky. The boys play football on weekends. The boys play in the yard on weekends. My mom runs her own company. My mom runs in the park for fun. We walk the dog every evening. We walk on the beach every evening. The verb is the action wordThe subjectdoes the actionThe object is affected by the action Verbs and Tenses: Transitive and Intransitive Verbs Read the following sentences. Underline the verb in each sentence. 1. We live in an apartment on the boulevard. 2. Some children learn very fast. 3. We go for swimming lessons on Sunday. 4. I like my new bike. 5. Babies sometimes sleep during the day. 6. My dad buys a newspaper every morning. 7. These dolls belong to Kathleen. 8. I often walk to school with my dad. 9. My sister plays the piano very well. 10. Sarah sometimes reads in bed at night. Exercise 2Fill in the blank spaces with the third person singular form of the verbs in parentheses. Example: Ali look sad today. 1. Sumiko speak English very well. 2. Mr. Kim come to school on his motorbike. 3. My neighbor s dog bark very loudly. 4. My little brother always brush his teeth properly."}
{"text": "My neighbor s dog bark very loudly. 4. My little brother always brush his teeth properly. 5. Dad is so tall that his head almost touch the ceiling. 6. Our dog catch the ball in its teeth. 7. Mom mix vinegar and oil to make salad dressing. 8. Sally try not to disturb her brother when he s reading. 9. Dad buy his newspaper from the store on the corner. 10. Her music annoy me when I m doing my homework. 56looksintransitive transitive objectverbverbExercise 3Underline the verbs in the following sentences. Then show whether the verb is transitive or intransitive by putting a checkmark in the correct box. Remember that depending on the meaning, some verbs can be either transitive or intransitive. For each of the transitive verbs you have marked, write the object of the verb on the lines. The first one is done for you. 1. My brother and I often play chess. 2. Mom and Dad work in the garden on weekends. 3. The library closes at 5 P.M. 4. Mr. Ross drives his car very carefully. 5. The cat jumped over the wall. 6. My sister likes her new jeans. 7. Grandad walks the dog every evening. 8. Will you come with me to the shop? 9. The boys are skating in the park. 10. Dad is making sandwiches. 11. The children went to bed. 12. We buy our food at the supermarket. 13. Sally found a good hiding place. 14. They are learning to speak English. 15. Anna was reading an interesting book. 16. On weekends, I usually go to the beach with Dad. 17. The cat is sleeping under the tree. 18. They pushed the cart into the shed. 58The Simple Present TenseVerbs have forms called tenses that tell you when the action happens. If the action happens regularly, sometimes or never, use the simple present tense. We always wash our hands before meals. Joe sometimes lends me his bike. Dad jogs in the park every day. We often go to the movies on Satrurday. Mr. Ross takes a train to work."}
{"text": "4. You on the basketball team, too? 5. Nobody in my class interested in football. 6. This computer more expensive than that one? 7. Sally my best friend. 8. Mom and Dad downstairs watching television. 9. Paul and Henry in the computer room. 10. The Eiffel Tower the tallest monument in Paris. Exercise 6Read the following passage. Fill in there s, there are, there isn t or there aren t in the blank spaces. I like playing in our park because some great things to play on. A big chute to slide on and a huge sandbox to play in. Also some swings. Dogs are not allowed in the park so no dogs to bother us. Also a lot of space for us to run around. It sometimes gets hot because many trees to give shade, but a fountain where we can drink water. It s the best place in the town for children. Another place as good as the park.61Rewrite the following sentences using contractions. The first one has already been done to help you. 1. It is another sunny day today. 2. This is my sister. She is five. 3. I am not very interested in sports. 4. She is not my best friend. You are my best friend. 5. Cats are not as noisy as dogs. 6. We are busy doing our homework. 7. She is busy cleaning the car in the garage. 8. Our teacher is not very tall. 9. My parents are not home from work yet. 10. My friend is not very good at math. It s another sunny day today.6263The Present Progressive TenseThe present progressive tense is used to talk about things that are continuing to happen. Make the present progressive tense by using am, is or are with a verb that ends in ing. I am learning how to swim. I am eating my lunch. I am watching television. She is reading a book. Dad is baking a cake. My sister is listening to music. Uncle David is cleaning his car. The dog is barking in the garden. We are singing our favorite song. My brother and I are playing a computer game. The teachers are showing us a film. They are bringing a television set into the classroom. The present progressive tense is also used to talk about things that are planned for the future. I am going to the library tomorrow."}
{"text": "It s another sunny day today.6263The Present Progressive TenseThe present progressive tense is used to talk about things that are continuing to happen. Make the present progressive tense by using am, is or are with a verb that ends in ing. I am learning how to swim. I am eating my lunch. I am watching television. She is reading a book. Dad is baking a cake. My sister is listening to music. Uncle David is cleaning his car. The dog is barking in the garden. We are singing our favorite song. My brother and I are playing a computer game. The teachers are showing us a film. They are bringing a television set into the classroom. The present progressive tense is also used to talk about things that are planned for the future. I am going to the library tomorrow. My sister is giving me her bike when she gets her new one. We can t go to the movies tomorrow because my mom is working. We are having a barbecue on Sunday. All my friends are coming to my party next week. We re taking my cousin to the zoo later today. N o t e sThe ing form of a verb is called the present participle. You use the present participle with am, is or are to make the present progressive tense.am watching present participle is listening present participle are playing present participle Verbs and Tenses: The Present Progressive Tense Fill in the blank spaces with the present progressive tense of the verbs in parentheses. Try to use contractions such as I m, she s and they re where you can. 1. We go to the zoo tomorrow. 2. He fix my bike in the garage. 3. I help Mom in the kitchen. 4. My sister and I watch television in our bedroom. 5. The train leave in ten minutes. 6. They come with us to the museum. 7. We paint some pictures for Aunt Susan. 8. The boys and girls dance in the hall. 9. The cat chase some birds. 10. My brother tickle me. Exercise 9Complete the following sentences with either 1 the simple present form of the verb, or 2 the present progressive form of the verb. 1. The teacher always give us interesting project work. 2. The wind blow very strongly today. 3. I like chocolate ice cream. 4. Be quiet!"}
{"text": "I like chocolate ice cream. 4. Be quiet! We try to listen to the radio. 5. Let s go inside now. It begin to rain. 6. Penguins eat fish. 7. Dad never let us play in the street when it s dark. 8. The children go swimming every day. 9. We re trying to catch the ball that roll down the hill. 10. My teacher know a lot about plants and animals.6465The Simple Past Tense Use the simple past tense to talk about things that happened in the past. The simple past tense is usually made by adding ed to the verb. I opened the door and looked inside. The plane landed ten minutes ago. My cousin visited us last summer. We walked to school yesterday. She laughed when I told her the joke. If a verb ends in e, just add d to make the simple past tense. Who closed all the windows?We lived in that house when I was a baby. She smiled when she saw me. We raced each other on our bikes. If a verb ends in y, change the y to i before adding ed. I carried my mom s shopping bag. My brother cried when he fell off his bike. We hurried to the station to catch the train. Dad tried to help me with my homework. With some short verbs that end in a consonant, you must double the consonant before adding ed. I climbed over the fence and ripped my shirt. The stranger grabbed my arm. The dog wagged its tail when it saw the biscuits. He slammed the door and walked off angrily. Verbs and Tenses: The Simple Past Tense 66was and wereThe words was and were are the simple past forms of the verb be. N Was is the simple past form of am and is. Use was with singular nouns like my dad and the teacher , and with the pronouns he, she and it. N Were is the simple past form of are."}
{"text": "N Was is the simple past form of am and is. Use was with singular nouns like my dad and the teacher , and with the pronouns he, she and it. N Were is the simple past form of are. Use were with plural nouns like my parents and Jenny and Mary , and with the pronouns we, you and they. Ten years ago, I was only a baby. When I was younger, I played with teddy bears. My friend was ill yesterday. Mom was angry when she saw the broken vase. It was very wet on Monday. It was six o clock when we got home. We were away on vacation last month. John and I were in the garden. You were nasty to me!You and Sally were not at school yesterday. Dinosaurs were prehistoric animals. Those were my best jeans. Here is a table to help you remember how to use was and were.singularplural first personI waswe weresecond personyou wereyou werethird personhe wasthey wereshe wasthey wereit wasthey were N o t e sYou may use these contractions when you are combining was and were with not. Full formshort form I was notI wasn the was nothe wasn tshe was notshe wasn tit was notit wasn twe were notwe weren tyou were notyou weren tthey were notthey weren tVerbs and Tenses: was and were67Irregular Verbs Many common verbs have unusual present and past tense forms. These are called irregular verbs. Remember that the simple past tense of most verbs is made by adding ed at the end: look becomes looked. Notice that the simple past tense of these common irregular verbs is quite different. Irregular verbsimple past tenseirregular verbsimple past tensebreakbrokekeepkeptbringbroughtkneelkneltbuyboughtknowknewcatchcaughtleaveleftcomecameloselostdodidmeetmetfallfellringrangfeedfedrunranfeelfeltseesawflyflewsellsoldgetgotsleepsleptgowentspeakspokehavehadwritewrote The simple past tense of other irregular verbs does not change at all. Verbsimple past tenseexample costcostI bought a new CD. It cost twenty dollars. CutcutMy brother cut his finger this morning. HithitShe hit the ball into a neighbor s garden. HurthurtI hurt my leg when I jumped off the wall."}
{"text": "CutcutMy brother cut his finger this morning. HithitShe hit the ball into a neighbor s garden. HurthurtI hurt my leg when I jumped off the wall. LetletMom opened the door and let us in. PutputThe tea tasted horrible because I put too much sugar in it. ReadreadDad read us a story last night. Verbs and Tenses: Irregular Verbs Write each past tense verb below under the correct heading.laughed lived smiled landed cried pinned hurried played hopped tried grabbed raced verb edverb ddouble the last letter ed change y to i and add ed Exercise 11Complete the sentences with the simple past tense of the verbs in parentheses. 1. The boys whisper secrets to each other. 2. Uncle Ben hurry to catch his bus. 3. We return our books to the library. 4. She kiss the frog and it change into a prince. 5. Someone tap me on the shoulder. 6. The baby cry when we took her toy away. 7. John pin the badge onto his jacket. 8. Two doctors rush into the room. 9. This is the house that we live in when I was younger.10. Grandad lower himself into the chair.68Write was or were in the blank spaces in the following passage. It a beautiful summer s day and there n t a cloud in the sky. Mom, Dad and I all in the garden. Dad in the vegetable garden planting some seeds and Mom and I busy with other jobs. The sun hot and soon I feeling very tired. Mom and Dad n t tired at all. They went on working for a long time. I glad when it time to go inside and have a drink. Exercise 13Draw a circle around the correct past tense verb in each sentence below. 1. I losed lost my watch in the park. 2. David hurt hurted his knee when he falled fell . 3. I kicked the ball hard and it breaked broke a window. 4. My new shoes cost costed a lot of money. 5. I getted got this book from the library. 6. We had a garage where we keeped kept our car. 7."}
{"text": "6. We had a garage where we keeped kept our car. 7. Ali shew showed me the cut on his knee. 8. The glass falled fell off the table and breaked broke . 9. We selled sold our old car and buyed bought a new one.10. The bell ringed rang and we all goed went into school. 11. The dog catched caught the ball in its mouth. 12. The man kneeled knelt down to talk to the little boy.13. I meeted met my friend in the park.14. Our cat runned ran onto the road in front of a car. 15. Jane writed wrote a letter to her best friend.6970The Past Progressive Tense Use the past progressive tense to talk about things that were happening in the past and had not stopped happening. They were continuing. To make the past progressive tense, use was or were and a verb that ends in ing. I was watching television. Ben was finishing his homework. She was putting her books into her schoolbag. Jenny and I were tidying the classroom. We were all dancing at the party. You weren t listening to the teacher. Some boys were looking out of the window. You can also use the past progressive tense to say what was happening when something else happened. Sam was doing his math homework when the phone rang. Dad was cooking our dinner when I got home. When I saw Joe, he was looking for his dog. We were all enjoying the movie when the power went out. What were they doing when the bell rang?Exercise 14Complete the sentences with the past progressive tense of the verbs in parentheses. 1. At the block party lots of people dance in the street. 2. I sit in my bedroom reading a book. 3. Someone make a very loud noise in the street. 4. Why you all laugh when I came in? 5. Mike and John wash their paintbrushes. 6. Sally practice the piano. 7. I ran so fast that my heart beat really hard. 8. Our neighbors have a barbecue. N o t e sThe ing form of a verb is called the present participle."}
{"text": "8. Our neighbors have a barbecue. N o t e sThe ing form of a verb is called the present participle. You use the present participles with was or were to make the past progressive tense:was cleaning present participle were listening present participle 70 Verbs and Tenses: The Past Progressive Tense71have, has and had The verb have is used to say what people own or possess. N Use have with the pronouns I, we, you and they, and with plural nouns such as my parents and Tom and Susan . N Use has with the pronouns he, she and it, and with singular nouns such as my dad and the teacher .I have two brothers and one sister. Monkeys have long tails. My sister and I have a swing in our garden. John has a big brother. Sally has a pretty face. An elephant has a long trunk. It also has big ears. His brother has dark hair. Our apartment has big windows. Use have to talk about things that people do or get. I can t play football because I have a broken leg. We have art lessons on Mondays. You have a stain on your shirt. They have the desks nearest the teacher. Peter has a sore knee. You also use have to talk about things that people eat. We usually have lunch at school. Mom and Dad sometimes have their breakfast in bed. Jenny often has sandwiches for lunch. She sometimes has cola to drink. N o t e sThe words have and has are the simple present forms of the verb have. Verbs and Tenses: have, has and had 72Here is a table to help you remember how to use have and has.singularplural first personI havewe havesecond personyou haveyou havethird personhe hasthey haveshe hasthey haveit hasthey have The simple past tense form of have and has is had. I had a big toy car when I was small. It was sunny so we had lunch in the garden. They had a wonderful holiday in Europe. Sally and I had chicken for dinner. The boys had a fight in the playground. Dad had a sore back yesterday. She had long hair when I saw her a year ago. Our cat had three kittens last week. Use had when you're talking about wishes."}
{"text": "Verbs and Tenses: have, has and had 72Here is a table to help you remember how to use have and has.singularplural first personI havewe havesecond personyou haveyou havethird personhe hasthey haveshe hasthey haveit hasthey have The simple past tense form of have and has is had. I had a big toy car when I was small. It was sunny so we had lunch in the garden. They had a wonderful holiday in Europe. Sally and I had chicken for dinner. The boys had a fight in the playground. Dad had a sore back yesterday. She had long hair when I saw her a year ago. Our cat had three kittens last week. Use had when you're talking about wishes. I wish I had a new bike. Kathleen wishes she had a big sister. Dad wishes he had a bigger garage. The boys wish they had more space to play football in. You can make the negative with didn t have. I wish I didn t have so much homework. Jack wishes he didn t have a broken leg. Dad wishes he didn t have to work on weekends. Do you wish you didn t have English classes today?Verbs and Tenses: have, has and had 73The Present Perfect TenseThe present perfect tense shows action in the indefinite past. The present perfect tense is also used to show action begun in the past and continuing into the present. To make the present perfect tense, use have or has and a verb that ends in ed. We have lived in this house for five years. And we still live there Your plane has already landed. And it s still on the ground She has dirtied her new shoes. She made them dirty and they re still dirty The teacher has pinned a notice on the board. And the notice is still there You don t need your key. I ve already opened the door. And it s still open Irregular Past ParticiplesRemember that irregular verbs don t have a simple past form that ends in -ed. Irregular verbs also have unusual past participles that don t end in -ed."}
{"text": "I ve already opened the door. And it s still open Irregular Past ParticiplesRemember that irregular verbs don t have a simple past form that ends in -ed. Irregular verbs also have unusual past participles that don t end in -ed. The past participle of some verbs is the same as the simple past tense.irregular verb simple past tense past participle fightfoughtfoughthavehadhadloselostlostteachtaughttaughtwinwonwonVerbs and Tenses: The Present Perfect Tense; Irregular Past Participles N o t e sThe ed form of a verb is called the past participle when it is used with has or have to make the present perfect tense:have landed past participle has opened past participle 74 Here are more examples of irregular past participles.irregular simple past exampleverbpast tense participlekeepkeptkeptI have kept the letter you sent me. CatchcaughtcaughtThe police have caught the thieves. BringbroughtbroughtMaggie has brought her favorite CD to school. MakemademadeThe children have made a birthday card for their mom. SellsoldsoldThey ve sold their car and now they buyboughtboughthave bought motorcycles. Some common irregular verbs have a past participle that is different from the simple past tense.irregular simplepastexampleverbpast form participlebewasbeenAnna has been my best friend for years. BreakbrokebrokenI m sorry, I ve broken your pencil. DodiddoneJack has already done his homework. DrawdrewdrawnWe ve drawn a picture for you, Mom. DrinkdrankdrunkHave you drunk all your orange juice? EatateeatenSomeone has eaten all the chocolates. FallfellfallenOne of the pictures has fallen off the wall. GowentgoneI m sorry, but your train has already gone. KnowknewknownI ve known Michael for two years. SeesawseenKathleen has already seen that movie. SpeakspokespokenMiss Hill has spoken to the principal about the problem. Verbs and Tenses: Irregular Past Participles75 Some irregular verbs have a past participle that does not change at all.irregular pastexampleverbparticiplecutcutI ve cut my finger and it s bleeding badly. HithitThe children next door have hit their ball into the busy street."}
{"text": "SpeakspokespokenMiss Hill has spoken to the principal about the problem. Verbs and Tenses: Irregular Past Participles75 Some irregular verbs have a past participle that does not change at all.irregular pastexampleverbparticiplecutcutI ve cut my finger and it s bleeding badly. HithitThe children next door have hit their ball into the busy street. CostcostThis vacation has cost us hundreds of dollars already. ReadreadDad hasn t read my school report yet. HurthurtCan Anna sit down? She s hurt her leg. PutputHave you put any sugar in my tea? Exercise 15Complete the following sentences with has or have. 1. My dog a long shiny coat. 2. Our teacher a very kind face. 3. You a lot of homework to do. 4. Sam and I desks near the front of the class. 5. Paul two brothers and a sister. 6. My friend Andy a big house. 7. Mice long tails. 8. Most dogs sharp teeth. 9. I more toys than my friend .10. These flowers a strange smell.75 Verbs and Tenses: Irregular Past ParticiplesComplete the sentence with the present perfect tense of the verbs in parentheses. 1. The children make the house very messy. 2. I see that actor in several movies. 3. The boys drink all the soda in the refrigerator. 4. Our dog hurt its leg. 5. One of the workmen fall off his ladder. 6. She s sad because her friends go to the park without her. 7. Dad have a shower already. 8. I ve been shouting so much that I lose my voice. 9. My sister s boyfriend buy her a diamond ring. 10. Alan do this jigsaw puzzle so many times that he could do it with his eyes shut. Exercise 17Draw a circle around the correct past participle in each sentence below. 1. Your child has broke broken my window! 2. Have you eaten ate all your dinner? 3. I have known knew Sally since we were in kindergarden. 4. Michael has drew drawn a picture for his grandad. 5. The new girl seems nice, but I haven t spoke spoken to her yet. 6."}
{"text": "5. The new girl seems nice, but I haven t spoke spoken to her yet. 6. We ve drank drunk all the milk. 7. The ball has went gone over the garden fence. 8. Has Tom did done all his homework? 9. You have been was late for school every day this week.10. Help! I ve fell fallen down a hole!7677The Future Tense To show future action use the verbs shall and will with another verb that describes the action. N You can use either shall or will with the pronouns I and we. N Use will with the pronouns you, he, she, it and they. N Will is also used with singular nouns like my dad and with plural nouns like all the boys in my class .I shall do my homework after dinner. I will miss you when you leave. We shall take the dog for a walk later. We will visit Grandma this weekend. He will be home later. She will help us cook the food for the party. It will soon be dark outside. I think it will be sunny tomorrow. I expect they will give you a present. Mom will be very pleased with you. Your plant will die without water. The school will soon need a lot of repairs. John and I shall be glad when the exams are over. Bill and Kim will be late for school if they don t hurry. To make the negative form, use will and shall with not. The contraction for will not is won t.I will not help you unless you help me first. It won t be very sunny again until next summer. You won t like this food. It s horrible!We shall not go to the party without you. N o t e sYou can shorten shall and will as ll when you use these words with pronouns:full formcontraction I shall, I willI llwe shall, we willwe llyou willyou llhe willhe llshe willshe llit willit llthey willthey ll Verbs and Tenses: The Future Tense 78To talk about facts in the future or plans that will not change, use the simple present tense. Tomorrow is Sunday. Summer vacation ends on Friday. The new library opens next week. We fly to Paris on Wednesday. You can also talk about plans for the future and other future happenings by using be going to and another verb."}
{"text": "It s horrible!We shall not go to the party without you. N o t e sYou can shorten shall and will as ll when you use these words with pronouns:full formcontraction I shall, I willI llwe shall, we willwe llyou willyou llhe willhe llshe willshe llit willit llthey willthey ll Verbs and Tenses: The Future Tense 78To talk about facts in the future or plans that will not change, use the simple present tense. Tomorrow is Sunday. Summer vacation ends on Friday. The new library opens next week. We fly to Paris on Wednesday. You can also talk about plans for the future and other future happenings by using be going to and another verb. Remember to: n Use am and was with the pronoun I. n Use is and was with the pronouns he, she and it, and with singular nouns like my mom and the teacher . N Use are and were with the pronouns we, you and they, and with plural nouns like my friends and John and Sally . I am going to visit my cousin tomorrow. I am going to see the new Star Wars movie next week. My friend John is going to move to Chicago next year. Dad is going to buy me a skateboard. Aunt Jane is going to have another baby soon. It is going to be windy tomorrow. I hope someone is going to fix the television soon. You are going to help me, aren t you?My friends are going to teach me how to play chess. Mom and Dad are going to buy a new computer. Your books are going to fall off the shelf if you re not careful. Are you going to read your book now?Verbs and Tenses: The Future Tense Decide whether shall and will are used correctly in each sentence. Put a checkmark in the box for a correct use and an x in the box for an incorrect use. 1. My dad will be home later. 2. I will never forget my days at school. 3. Tom and Kumar shall come with us. 4. The weather report says that it shall be sunny again tomorrow. 5. We will miss my cousins when they leave. 6. Raj and I shall feel happier when the exams are over. 7. It will be late when we arrive in London. 8. I shall stay awake all night and watch for Santa Claus. 9."}
{"text": "8. I shall stay awake all night and watch for Santa Claus. 9. My grandparents shall enjoy coming to our house for Christmas. 10. The winter holidays shall give us all a good rest. Exercise 19Read the pairs of subjects and verbs below. Then write sentences about future events using the correct form of be going to. For example, for the first sentence you could write:My friend Tom is going to sleep at my house tonight.subjectverb 1. My friend Tomsleep 2. Weride 3. The dogcatch 4. Uncle Andy come 5. Itrain 6. Weeat 7. Jamal and Ihave 8. The teachersread 7980do, does and did The verb do is used to talk about actions. The words do and does are the simple present forms of the verb do. N Use do with the pronouns I, we, you and they, and with plural nouns such as my parents and Tom and Susan . N Use does with the pronouns he, she and it, and with singular nouns such as my dad and the teacher .I always do my homework after dinner. I do drawings with colored pencils. We do our shopping at the supermarket. You do magic tricks very well. They do their housework on the weekend. Mom and Dad do the cooking together. Jim and Alan always do well in math tests. The artist does beautiful paintings. She does very interesting work. He does the washing and she does the cooking. Julie always does her exercises before breakfast. My friend Hannah does karate at a local gym. The vacuum cleaner does a better job than the broom. Here is a table to help you remember how to use do and does.singularplural first personI dowe dosecond personyou doyou dothird personhe doesthey doshe doesthey doit doesthey do Verbs and Tenses: do, does and did81full formshort form I we did notI we didn tyou did notyou didn tthey did notthey didn the she it did nothe she it didn t The simple past form of do is did. I did my homework but forgot to take it to school. Sally did her hair in front of the mirror. The boys did very badly in their spelling test. Paul and Roger did some magic tricks for us. The children did the housework while their parents relaxed."}
{"text": "Julie always does her exercises before breakfast. My friend Hannah does karate at a local gym. The vacuum cleaner does a better job than the broom. Here is a table to help you remember how to use do and does.singularplural first personI dowe dosecond personyou doyou dothird personhe doesthey doshe doesthey doit doesthey do Verbs and Tenses: do, does and did81full formshort form I we did notI we didn tyou did notyou didn tthey did notthey didn the she it did nothe she it didn t The simple past form of do is did. I did my homework but forgot to take it to school. Sally did her hair in front of the mirror. The boys did very badly in their spelling test. Paul and Roger did some magic tricks for us. The children did the housework while their parents relaxed. To make the negative form of verbs in the simple present tense, use do and does with not. I do not have any brothers or sisters. We do not want any more bread, thank you. My brother and I do not like football. You see beautiful mountains in Scotland but you do not see much sunshine. Mom does not buy our food at that supermarket. Jenny does not eat lunch at school because she does not like the food. My cat does not make as much noise as your dog. The simple past tense of does not and do not is did not. The contraction is didn t. Maggie did not have long hair when I first met her. I got sunburned because I did not wear my hat. The teacher didn t give us any homework. Mom and Dad didn t buy me a cell phone for my birthday. You didn t take the dog for a walk last night. N o t e sHere are the contractions you can use when do, does and did are used with not.full formshort form I we do notI we don tyou do notyou don tthey do notthey don the she it does nothe she it doesn tVerbs and Tenses: do, does and did Complete the following sentences with do, does or did. 1. I always my homework in my room. 2. Mom and Dad usually the laundry together. 3. You the same math problems last week. 4. We always our shopping at the farmers' market. 5. The children their work quietly while the teacher looks at their homework. 6."}
{"text": "5. The children their work quietly while the teacher looks at their homework. 6. Uncle David magic tricks when he comes to visit. 7. Last night, Mom her exercises before bedtime. 8. Anna played the piano and Rachel a lively dance. 9. Kamal always well in math tests.10. If John the cooking, will you the dishes? Exercise 21Complete the following sentences with the contractions don t, doesn t or didn t. 1. Katy go to school on the bus. 2. I like chocolate ice cream. 3. If the weather improve, we ll have the party indoors. 4. Worry about the mess. It does not matter. 5. I answer all the questions on the math test. 6. Mom and Dad work on weekends. 7. My sister and I visit Grandma last Sunday. 8. My friend John finish his homework yesterday. 9. Our neighbors like dogs very much.10. Our teacher speak Japanese.8283The InfinitiveThe infinitive is the base form of a verb. It is often preceded by the word to. Infinitives often appear after other verbs. The rain began to fall. Sally and I agreed to meet this afternoon. I ve arranged to see the doctor at 3 o clock. I hope to visit Disneyland someday. I like to ride my bike in the street. My parents have decided to buy a new car. Paul is learning to swim. I didn t mean to upset you. Some verbs have an object before the infinitive. In these examples the objects are printed in color. Simon asked me to help him. The teacher told us not to run in the corridor. Susie persuaded her friends to play on the team. The manager allowed the staff to leave early. Infinitives often appear after adjectives."}
{"text": "In these examples the objects are printed in color. Simon asked me to help him. The teacher told us not to run in the corridor. Susie persuaded her friends to play on the team. The manager allowed the staff to leave early. Infinitives often appear after adjectives. In these examples the adjectives are printed in color. The boys were afraid to cross the busy road. I m very pleased to see you again. This problem will be difficult to solve. The shelf is too high to reach. Don t you think it s rude to ignore the new girl in class?The experiment was interesting to watch. You re welcome to come with me. Verbs and Tenses: The Infinitive 84 You can also use infinitives after some nouns and pronouns to say what you are using something for. Take a book to read. I phoned for a taxi to take us to the airport. Has everyone got something to drink?I ve got lots of nice clothes to wear. Find a space on the floor to sit in. Infinitives sometimes follow words like how, what, which and where. My brother is learning how to cook. I can t decide which to choose the ice cream or the pudding. I don t know what to say. Sally can t remember where to hang her coat. Infinitives are also used after helping verbs such as will, can, should, may and must. After these helping verbs use infinitives without the word to. I can swim. We think she will win the race. You must try harder. Do you think we should wait?May I come in?The Imperative Form of Verbs When you give an order or command, use the base form of a verb, such as give, read or come. This base form is called the imperative. Open your books to page 25.Stop and look before you cross the road. Come to the front of the class. Show me your homework. Read the first sentence out loud. Choose a partner and stand in a circle. N o t e sThe helping verbs will, can, should, may and must are called auxiliary verbs. Verbs and Tenses: The Infinitive; The Imperative Form of Verbs 85 Imperatives are very direct. To be more polite, you can use please before the imperative. Please show me your homework. Please read the first sentence out loud. Please come to the front of the class."}
{"text": "9. It was embarrassing . 10. The sea was warm and wonderful .Exercise 23Decide whether or not each sentence uses the infinitive correctly. Mark a correct use with a checkmark and an incorrect use with an x . 1. She likes play in the park. 2. The sun was beginning to shine. 3. I decided to help Dad with the dinner. 4. Mom asked me close the window. 5. The teacher warned me to be quiet. 6. I didn t know which tool use. 7. We couldn t decide how many cakes to buy. 8. Can I to watch the TV, Mom? 9. Do you think I should help him?10. I think I shall to go home now.86 Study the following pairs of verbs and nouns. Then write a sentence using each pair with the verb as an imperative. Try to use negatives in some of your sentences. For the first pair, you could write:Show him the picture. Or Don t show him the picture. Verbnoun 1. Showpicture 2. Bringbike 3. Eatsandwiches 4. Washhands 5. Listenparents 6. Waitname 7. Sleepclassroom 8. MakenoiseExercise 25Make a gerund from each verb below. Then write a sentence using that gerund. For example, the gerund you can make from the first verb is cycling. You could write the sentence: She loves cycling in the countryside. Verbgerund 1. Cycle 2. Paint 3. Eat 4. Sleep 5. Watch 6. Bake 7. Fly 8. Cookcycling87886 Auxiliary Verbs6 Auxiliary VerbsAuxiliary, or helping verbs, are used before infinitives to add a different meaning. For example, you use auxiliary verbs to say:n that someone is able to do something,n that someone is allowed to do something, or n that someone has to do something. The hellping verbs are can, could, would, should, ought to, will, shall, may, might and must. Can and couldUse can and could to say that someone is able to do something. She can draw really good pictures. Philip can run faster than Matt. Can you ride a bike?Can you help me with my homework?She could already read before she started school. Our teacher said we could go home early."}
{"text": "For example, you use auxiliary verbs to say:n that someone is able to do something,n that someone is allowed to do something, or n that someone has to do something. The hellping verbs are can, could, would, should, ought to, will, shall, may, might and must. Can and couldUse can and could to say that someone is able to do something. She can draw really good pictures. Philip can run faster than Matt. Can you ride a bike?Can you help me with my homework?She could already read before she started school. Our teacher said we could go home early. I ran as fast as I could. Sarah could not come to the party because she was ill. You may also use can and could to say that someone is allowed to do something. My mom says you can come to our house for dinner. Dad says I can t walk to school on my own. You can t go in there without a ticket. Mom said I could have ice cream after my dinner. The big sign on the gate said PRIVATE, so we couldn t go in. N o t e sn Could is the simple past tense form of can.n When you put not after can, write it as one word: cannot. They cannot find their way home.n The contraction of cannot is can t, and the contraction of could not is couldn t.They can t find their way home. I m full."}
{"text": "I ran as fast as I could. Sarah could not come to the party because she was ill. You may also use can and could to say that someone is allowed to do something. My mom says you can come to our house for dinner. Dad says I can t walk to school on my own. You can t go in there without a ticket. Mom said I could have ice cream after my dinner. The big sign on the gate said PRIVATE, so we couldn t go in. N o t e sn Could is the simple past tense form of can.n When you put not after can, write it as one word: cannot. They cannot find their way home.n The contraction of cannot is can t, and the contraction of could not is couldn t.They can t find their way home. I m full. I can t eat any more. Sarah couldn t come to the party because she was ill. 89Can and could are also used for asking for information or help, for offering something, and for suggesting something. Can you tell me if this train goes to Topeka?Could you show me where the accident happened?Could you open that window, please?You can borrow my pen, if you like. Your sister could come with us, if she wanted to. I could lend you my football. We can go to the library instead. You could ask your dad to help us. John can borrow his brother s skates.will and wouldUse will and would when you are asking someone to do something. Will you please stop making that noise?Would you pass me that book, please?Please, will you close the door?You can also use will and would to offer something or to suggest something. Will I hold this end of the rope?Will I carry the bag for you?Would you like another drink?Which cake would you like?shall and shouldYou can use shall and should to ask for advice, offer something and suggest something. Should I bring waterproof clothes?Shall I go by car, or will it be better to walk?Should I phone the police?Shall I help you with that heavy bag?Shall we go home now?You should try that new French restaurant. Auxiliary Verbs: will and would; shall and should N o t e sThe contraction of will not is won t and the contraction of would not is wouldn t:Won t you stay and eat with us?Wouldn t it be better to wait?"}
{"text": "The preposition gives the verb a special meaning. Here are some sentences that contain phrasal verbs. Read the meanings in parentheses. Who looks after takes care of the baby when your parents are at work?Mike has blond hair and blue eyes. He takes after looks like his mother. Dad bumped into met by chance an old friend at the station. My sister is getting into is starting to be interested in pop music. Is your mom getting over recovering from her illness?Some health inspectors came to look over inspect the factory. We hoped that the thieves wouldn t get away with escape punishment for their crime. I m going to the store because we ve run out of rice used all our rice .Exercise 1Complete the sentences below by writing can or can t on the blanks. 1. You borrow my book, if you want to. 2. Sam looked everywhere but he find his pencil. 3. Don t help me. I do it by myself. 4. Sandy open the window. She s not tall enough to reach it. 5. Why John come out to play? Because he s ill. 6. This is a film for adults only. Children watch it. 7. You help me with this heavy bag? 8. They ve lost the map and find their way back to the hotel. Auxiliary Verbs: Verb Phrases91 N o t e sSome verb phrases have three parts:get away withrun out of92would beComplete the sentences using would or wouldn t with a verb from the list below. The first one has been done for you.stopworkhelptakelikewaitbuybemoveenjoy 1. We hoped it sunny for our picnic. 2. I pushed the horse hard but it . 3. I asked Dad if he me some ice cream. 4. You some more orange juice? 5. Sally switched on her computer but it . 6. Mom and Dad said they me to the zoo as a treat. 7. We sat in the house and wished the rain . 8. Uncle David said he me with my homework. 9. The man said he until the doctor was free.10. I knew you playing my new video game. Exercise 3Tell whether each sentence below uses may or may not correctly. Show a correct use with a checkmark or an incorrect use with an x . 1. Andrew may not go out to play now because he has finished his homework. 2."}
{"text": "1. Andrew may not go out to play now because he has finished his homework. 2. Take an umbrella. It may not rain. 3. Please may we not watch television now? 4. You may not hurt yourself with that sharp knife. 5. I may come out to play later if I m feeling better. 6. They are late. The bus may not have broken down. 7. May I read the story you have written? Yes, you may not. 8. May Andrew stay for dinner? Yes, he may. 9393should stopExercise 4Complete the sentences using should or shouldn t and a verb from the list below. The first one has been done for you.goeatstopbelievethinkwaittryreadletlisten 1. They making all that noise. It s disturbing people. 2. Mom says I more vegetables. 3. We everything we see on television. 4. You more about other people and less about yourself. 5. It s getting late. I home now. 6. You your best. 7. You letters that are addressed to other people. 8. Parents their children go out after dark. 9. Students outside the door until the teacher tells them to come in.10. Children to the advice their parents give them. Exercise 5Now rewrite the sentences from Exercise 4 above, using ought to or ought not to. 1. 2. 3. 4. 5. 94 6. 7. 8. 9.10.Exercise 6Complete the sentences using must or mustn t with a verb from the list below. The first one has been done for you.goeatstopbelievetellstealbereadparklisten 1. You at the curb and look before you cross the street. 2. Children to the teacher if they want to learn. 3. You everything your friends tell you. 4. You the question carefully before you write the answer. 5. If you want to be healthy, you a lot of fruits and vegetables. 6. You out on your own at night. 7. We because it is wrong. 8. Drivers their cars in the middle of the road. 9. If you want people to be nice to you, you nasty to them.10. You always the truth.must stop94957 Adverbs and Adverb Phrases7 Adverbs and Adverb Phrases Adverbs are words that tell you more about verbs, adjectives and other adverbs."}
{"text": "9. If you want people to be nice to you, you nasty to them.10. You always the truth.must stop94957 Adverbs and Adverb Phrases7 Adverbs and Adverb Phrases Adverbs are words that tell you more about verbs, adjectives and other adverbs. Many adverbs end in ly. You make these adverbs by adding ly to adjectives. She writes neatly. The traffic was moving slowly. We waited patiently to see the doctor. They waved goodbye sadly. David sings beautifully. The children walked quickly into the classroom. Adverb phrases are groups of words that functions as single adverbs to describe the action of the verb. Are you sitting in a comfortable chair?Mr. Dickson always dresses in fashionable clothes. He draws cartoons like a real cartoonist. The train arrived on time. Adverbs of Manner Some adverbs and adverb phrases describe the way people do things. They answer the question How? The girls answered all the questions correctly. He was driving carelessly. The plane landed safely. Katy plays the piano skillfully. Sam is behaving like a baby. Please speak in a clear voice. She writes in a very grown-up way. You can buy fruit very cheaply in this shop. They sell everything at very low prices. David sings like a professional singer. N o t e sSome words that end in ly are not adverbs. Some adjectives end in ly too. For example:Sam was feeling very lonely. She was wearing a lovely dress. It was a very lively party. 96Adverbs of TimeSome adverbs and adverb phrases answer the question when? They are called adverbs of time. I m going to my new school tomorrow. The train has already left. We moved into our new house last week. My big brother goes to college in the autumn. Our favorite TV program starts at 6 o clock. It rained heavily last night. We re going on a trip in a few days time. We ll leave as soon as possible. My shoes will be too small for me next year. I haven t seen Mom this morning. Is she working today?Adverbs of PlaceSome adverbs and adverb phrases answer the question where? They are called adverbs of place. It s very sunny but cold outside."}
{"text": "I m going to my new school tomorrow. The train has already left. We moved into our new house last week. My big brother goes to college in the autumn. Our favorite TV program starts at 6 o clock. It rained heavily last night. We re going on a trip in a few days time. We ll leave as soon as possible. My shoes will be too small for me next year. I haven t seen Mom this morning. Is she working today?Adverbs of PlaceSome adverbs and adverb phrases answer the question where? They are called adverbs of place. It s very sunny but cold outside. The boys are playing upstairs. That s our ball there. I couldn t find my book anywhere. They live in a house nearby. The dog is in the garden. Flowers like these grow in the park. We re going to New York City on our school trip. My brother is studying at an English university. They live on the northern side of the island. Adverbs of Time and Place97The library is closed today and tomorrow 10 11 May . It will be reopened on 12 May. LibrarianAdverbs of FrequencySome adverbs and adverb phrases answer the question how often? They are called adverbs of frequency. Katy practices the piano regularly. The children always go to school on the bus. I ll never make that mistake again. Have you ever been to Japan?We ve been to Disneyland twice. The shops are often very busy. The newspaper is delivered daily. We walk home from school every day. I clean my bedroom every week. Have you forgotten my name? I ve told you three times already. Dad polishes his shoes twice a week. You should go to the dentist once every six months. Adverbs of DurationSome adverbs and adverb phrases answer the question how long? They are called adverbs of duration. The library is temporarily closed. We re staying in a hotel overnight. The teacher left the classroom briefly. The snow lasted for three days. Mom was away a very long time. Stand still for a moment while I comb your hair. He talked to his girlfriend for over an hour. We waited for ages for a bus. I haven t seen my cousins for two years. We stayed up all night talking. Adverbs of Frequency and Duration98Adverbs of EmphasisWe have seen that most adverbs describe verbs, but remember that some adverbs also describe adjectives or other adverbs. They are usually used to add emphasis. Here are some examples. The emphasizing adverbs are printed in bold."}
{"text": "They are usually used to add emphasis. Here are some examples. The emphasizing adverbs are printed in bold. The adjectives or adverbs they describe are printed in color. Anna can run really fast. That s a very good drawing. My rice is too hot. The film was just terrible. Your excuses are completely unbelievable. These old tools are totally useless. She sings quite beautifully. Exercise 1Choose an adjective from the box and turn it into an adverb to complete the sentences below. The first one has been done for you.closefirmbrightneatcarefulquicksadregularquietclear 1. She writes very . 2. You have to talk when you re in the library. 3. Carry the glass so you don t drop it. 4. You should exercise if you want to stay fit. 5. Goodbye. I m going to miss you, she said . 6. The sky was blue and the sun was shining . 7. If you follow us , you won t get lost. 8. I can t understand you. Please speak more . 9. Let s walk so we get home before it starts to rain. 10. Attach the sign to the wall.neatly98Adverbs: Adverbs of Emphasis99Are the bold words in the following sentences adverbs or adjectives? Write adverb or adjective on the line after each sentence. 1. The teacher smiled kindly. 2. She has a lovely smile. 3. The children in my class are very friendly. 4. John had no friends and felt very lonely. 5. It was raining, so they wisely decided to stay in. 6. My dad buys a daily newspaper. 7. Some snakes are deadly. 8. I ve nearly finished my homework. 9. I shook hands politely with the head teacher. 10. They played some very lively games. Exercise 3Circle the verb in each sentence below. Then underline the adverb or adverb phrase that describes the verb. What kind of adverb is it? Write M for manner, T for time, P for place, F for frequency or D for duration in the box after each sentence. The first one has been done for you. 1. Kent did his homework carelessly. 2. We start our vacation next week. 3. Farah read the poem in a very clear voice. 4. The accident happened during the afternoon. 5. The man walked very slowly. 6. My cousin arrived yesterday. 7. I left my schoolbag in the car. 8."}
{"text": "7. I left my schoolbag in the car. 8. It stopped raining for a few minutes. 9. Dad goes jogging regularly. 10. We eat our meals in the dining room. MComplete the sentences with an adverb or adverb phrase from the box. The kind of adverb you will need is in parentheses after each sentence. The first one has been done for you. Outsidethis morning everon the busclearlyall dayin old clothesfor a weekalreadyevery day 1. His face was dirty and he was dressed . Manner 2. Have you been in a plane? Frequency 3. She was so ill that she missed school . Duration 4. I did some homework last night and finished it . Time 5. We went to play. Place 6. Dad takes the dog for a walk . Frequency 7. Sally left her pencil case . Place 8. Speak so everyone can hear you. Manner 9. It was a fine day and the children played in the garden . Duration 10. Go and do your homework. I ve done it. Time in old clothes1001018 Prepositions and Prepositional Phrases8 Prepositions and Prepositional PhrasesPrepositions are words that show a connection between other words. Most prepositions are little words like at, in and on. Prepositional phrases are groups of words, such as out of and on top of. Preposition or Adverb?Some words can be used either as prepositions or as adverbs. If the word is followed by a noun or a pronoun, it is a preposition. Look at these pairs of examples. In each of the sentences marked preposition, there is a noun or pronoun after the preposition. This noun or pronoun is called the object of the preposition. Notice that objects are printed in color. She put her hand inside my bag. It was raining, so they decided to stay inside. His friends walked past him without speaking. A car drove past at high speed. John s house is across the street. They got into the boat and rowed across. Water was running down the walls. He tripped over his shoelaces and fell down."}
{"text": "They got into the boat and rowed across. Water was running down the walls. He tripped over his shoelaces and fell down. Preposition noun adverb preposition noun adverb preposition nounadverb adverb preposition noun102Prepositions of PlaceSome prepositions show where something happens. They are called prepositions of place. Sally was sitting under a tree. There s a wooden floor underneath the carpet. Some geese flew over their house. John and Sarah were hiding inside the wardrobe. There was a tree beside the river. I have a friend who lives in Wyoming. A big truck parked in front of their car. The cat jumped on top of the cupboard. One girl sits in the middle of the playground and the others dance round her. Prepositions of TimeSome prepositions show when something happens. They are called prepositions of time. School starts at nine o clock. I brush my teeth in the morning and at night. We re going to the zoo on Saturday. No, you can t watch a video. It s past your bedtime already. I visited my grandparents during the summer. You must finish the work by Friday. I ll do my homework before dinner. Mom, can you help me with my homework? Not now. You ll have to wait until this afternoon. Prepositions of Place and Time103Prepositions of DirectionSome prepositions show where something is going. They are called prepositions of direction. The boys chased after each other. The football rolled down the hill. A man was walking his dog along the riverbank. The freeway goes right through the city. We were travelling towards Miami. A girl went past them on a bike. This road leads away from the stadium. They watched the train pull out of the station. Prepositions with Special UsesMany prepositions are used in other ways."}
{"text": "You ll have to wait until this afternoon. Prepositions of Place and Time103Prepositions of DirectionSome prepositions show where something is going. They are called prepositions of direction. The boys chased after each other. The football rolled down the hill. A man was walking his dog along the riverbank. The freeway goes right through the city. We were travelling towards Miami. A girl went past them on a bike. This road leads away from the stadium. They watched the train pull out of the station. Prepositions with Special UsesMany prepositions are used in other ways. Here are some of them.of I bought a bag of rice and a quart of milk. Would you like a glass of orange juice?Kathleen is a member of the chess club. I need three pieces of paper. Most of the children in my class like school. There are several ways of cooking meat.for I made this bookmark for Mom. Is there room for me on this seat?I d like a new computer for Christmas. We re going downtown for a meeting. What s this bag for?This word is too difficult for me to spell. Prepositions of Direction and with Special Uses104withHe pounds nails in with a hammer. Mix the flour with water. She painted the picture with her new paints. Would you like to come with us to the arcade? I can do difficult problems with help from Mom. Who is the man with the beard?Michael came home with dirty hands. Cross the busy street with care.except and instead ofI like all kinds of food except pasta. Everyone likes chocolate except Tom. We go to school every day except Saturday and Sunday. You should eat fruit instead of candy. Dad is coming to the theater with us instead of Mom. We could watch TV instead of reading our books.like, as and thanThe words like, as and than are used to compare things. Kathleen looks like her dad. Andrew smiles like his mother. Peter sings like a professional singer. Are these shoes the same as those?Sue is nearly as tall as the teacher. My backpack is bigger than John s.Dad is taller than all of us. This painting is more beautiful than that one. The neighborhood streets are less busy than downtown streets. Prepositions with Special Uses105Prepositions with Adjectives, Verbs or NounsPrepositions with Adjectives, Verbs or NounsPrepositions are used with some adjectives."}
{"text": "Here are some of them.of I bought a bag of rice and a quart of milk. Would you like a glass of orange juice?Kathleen is a member of the chess club. I need three pieces of paper. Most of the children in my class like school. There are several ways of cooking meat.for I made this bookmark for Mom. Is there room for me on this seat?I d like a new computer for Christmas. We re going downtown for a meeting. What s this bag for?This word is too difficult for me to spell. Prepositions of Direction and with Special Uses104withHe pounds nails in with a hammer. Mix the flour with water. She painted the picture with her new paints. Would you like to come with us to the arcade? I can do difficult problems with help from Mom. Who is the man with the beard?Michael came home with dirty hands. Cross the busy street with care.except and instead ofI like all kinds of food except pasta. Everyone likes chocolate except Tom. We go to school every day except Saturday and Sunday. You should eat fruit instead of candy. Dad is coming to the theater with us instead of Mom. We could watch TV instead of reading our books.like, as and thanThe words like, as and than are used to compare things. Kathleen looks like her dad. Andrew smiles like his mother. Peter sings like a professional singer. Are these shoes the same as those?Sue is nearly as tall as the teacher. My backpack is bigger than John s.Dad is taller than all of us. This painting is more beautiful than that one. The neighborhood streets are less busy than downtown streets. Prepositions with Special Uses105Prepositions with Adjectives, Verbs or NounsPrepositions with Adjectives, Verbs or NounsPrepositions are used with some adjectives. The adjectives in these examples are printed in color. Dad was angry with us. We were afraid of the big dog. She s not very interested in sports. John is very good at drawing. Prepositions are used with some verbs. The verbs in these examples are printed in color. I m looking for my pencil. Have you seen it?Can you think of another word for pleased ? Does this book belong to you?We re listening to CDs. I agree with you. I lent my skateboard to Sue. Tell me about the show you saw. Cut the cake into five pieces. They borrowed money from the bank. Prepositions are used with some nouns."}
{"text": "The adjectives in these examples are printed in color. Dad was angry with us. We were afraid of the big dog. She s not very interested in sports. John is very good at drawing. Prepositions are used with some verbs. The verbs in these examples are printed in color. I m looking for my pencil. Have you seen it?Can you think of another word for pleased ? Does this book belong to you?We re listening to CDs. I agree with you. I lent my skateboard to Sue. Tell me about the show you saw. Cut the cake into five pieces. They borrowed money from the bank. Prepositions are used with some nouns. The nouns in these examples are printed in color. What s the answer to this question?Is there a reason for this delay?What s the matter with you?Here s an example of good behavior. Congratulations on winning the competition! Traffic can cause damage to the environment. Mr. Lee is pleased with our work. The teachers are always kind to us. What s wrong with the computer? Underline the prepositions in the following sentences. 1. There was a sign above the door. 2. The ball rolled under a car. 3. She put the letter in her pocket. 4. Sam hid behind the fence. 5. Tuesday comes after Monday. 6. Mr. Shin is from Korea. 7. The train went through the station without stopping. 8. I left the book on the table. 9. My favorite TV program starts at 6:00 o clock.10. There s a path between the two houses. Exercise 2Complete the following sentences with the prepositions from the box. The type of preposition you need is in parentheses. The first sentence has been done for you. Afterundertowardduringoninbeforeataway fromacross 1. A cat was sitting the roof of my car. Place 2. Some people were talking the movie. Time 3. A man was coming us on his bike. Direction 4. The party starts six o clock. Time 5. She put the book her bag. Place 6. We walked the street to the park. Place 7. I ll be late for school! It s nine o clock already! Time 8. She keeps her slippers her bed. Place 9. We always wash our hands meals. Time 10. She ran the dog because she was frightened."}
{"text": "We always wash our hands meals. Time 10. She ran the dog because she was frightened. Direction on106107Circle the preposition in each sentence. Then underline the noun or pronoun that is the object of the preposition. The first one has been done for you. 1. There is a new bookstore across the street. 2. Which letter comes after D? 3. She found the missing ticket under the carpet. 4. We opened the cupboard and found nothing in it. 5. Mom keeps a family photograph on her desk. 6. Students mustn t talk during the exam. 7. Our vacation starts on Friday. 8. You can play outside after lunch. 9. We ran inside the house when it started to rain.10. A plane flew over their heads. Exercise 4Complete each sentence by using a preposition from the box.offorwithexceptinstead of 1. We baked a cake Mom s birthday. 2. All the boys went swimming Tom. 3. Can I come you to the beach? 4. Most the children in my class like computer games. 5. Stir the sauce a wooden spoon. 6. Would you like rice pasta? 7. How many pounds hamburger did you buy? 8. Dad is good at everything cooking. 9. Children, what would you like dinner?10. Who s the lady the long blonde hair? Read the following sentences. Then tell whether like, as and than are used correctly in each sentence. Put a checkmark in the box for a correct use and put an x in the box for an incorrect use. If the wrong preposition is used, write the correct preposition on the line. The first one has been done for you. 1. John is nearly as tall than his dad. 2. Our house is smaller than David s. 3. That car isn t the same like this one. 4. Sally plays tennis like a professional player. 5. This video is longer than the one we watched last night. 6. Whales look as dolphins but they re much bigger. 7. The wind sometimes sounds like a howling dog. 8. This ring is more expensive as that one. 9. The sea was as calm as a swimming pool. 10. Mom is a few months younger than Dad. 108as 1099 Conjunctions9 ConjunctionsConjunctions are words used to link words, phrases or clauses. Some common conjunctions are and, but and or."}
{"text": "Take the toy out of the box before you throw the box away. Before you leave the house, be sure that you ve got your backpack. I usually do my homework after I have my dinner. After I went to bed, I heard a strange noise downstairs. We ve moved to a new house since I last wrote to you. Since the new teacher arrived, we all enjoy our work more. You can t watch TV until you ve done your homework. Until the rice is cooked, we can t eat dinner. I ll call you when I get home. When the wind blows, the branches on the tree bend. Dad watches TV while he does his exercises. While we re waiting for the bus, let s play a game. People stand back as the train goes through the station. As the president s car goes past, everybody waves. We went inside as soon as it started to rain. As soon as you ve finished your homework, let me see it. Conjunctions of PlaceThe conjunctions where and wherever are used to talk about places. They are called conjunctions of place. Does anybody know where Mr. Carter lives?Where the road is narrow, big trucks can t get through. The dog follows Andrew wherever he goes. Wherever there are mountains, you will also find streams. Conjunctions of Time and Place114Conjunctions of ReasonThe conjunctions because, since, as and in case tell why someone does something. They are called conjunctions of reason. I sat down because I was feeling tired. Because we arrived late, we missed the beginning of the play. I took an apple since it was the only fruit in the bowl. Since you have finished your homework, you can help me make dinner. Mom switched off the TV as it was past my bedtime. As you re my best friend, I ll lend you my new bike. Take an umbrella in case it rains. In case you forget the number, I ve written it on this piece of paper. Conjunctions of PurposeThe conjunctions so, so that and in order to tell what the purpose of something is. They are called conjunctions of purpose. The children are wearing hats so they won t get sunburned. John finished his homework before dinner so he could watch his favorite TV program. Let s write down the address so we don t forget it. We left early so that we wouldn t be late. John took a map so that he wouldn t get lost."}
{"text": "The children are playing. They are singing. Four Kinds of SentenceA declarative sentence makes a statement. It is raining. Tom likes football. The school bell was ringing. The children are playing with the dog. Topeka is in Kansas. An interrogative sentence asks a question. Where are my keys?Why is the sky blue?Who is talking to the teacher?Is this the way to the ice skating rink?An exclamatory sentence makes a very strong statement called an exclamation. It shows a strong feeling such as surprise or anger. What a kind thing to do!How beautiful she is! The silly boy! N o t e sAn interrogative sentence ends with a question mark ? Instead of a period. N o t e sAn exclamatory sentence ends with an exclamation point ! Instead of a period. N o t e sA declarative sentence ends with a period. 119An imperative sentence gives an order. Ask Tom to come and see me. Don t tell me lies. Please leave. Go to your room!Speak up!Sentences with ObjectsThe subject of a sentence often does something to another person or thing. The person or thing that receives the action of the subject is called the object of the verb. Verbs that have objects are called transitive verbs. Here are some sentences with transitive verbs. Subject transitive verb object Dad is reading a book. I am cooking dinner. You have broken my new toy. Mom likes her new car. She has forgotten her backpack. The dog licked my face. Our ball hit a window. They visited the museum. Anna is sewing a dress for her doll. Uncle Ben sent a package to his friend. Sentences: Sentences with Objects N o t e sAn imperative sentence can end with an exclamation point ! If the order is very firm. 120Verbs with Two ObjectsSome verbs have two objects. Look at the sentence below. Sam gave Anna a present. The thing that Sam gives is a present , so a present is the direct object of the verb. But there is another object: Anna . Anna is the person that receives the present, so Anna is the indirect object of the verb. Many verbs have both direct and indirect objects. Here are some examples.subject verb indirect object direct object Dad is reading the children a story. Grandma is baking me a cake. A kind man showed us the way. We have brought you some new magazines to read. Mr."}
{"text": "A kind man showed us the way. We have brought you some new magazines to read. Mr. Berg is teaching the children French. Jack asked the teacher a question. I am writing my friend a letter. She sent her cousin an email. John has found us a secret place to play. Uncle Andy told them the good news. Verbs with No ObjectSome verbs don t have an object. A verb that does not have an object is called an intransitive verb. Here are some sentences with intransitive verbs. Mr. Park usually walks to work. Anna talks a lot in class. The sun is shining. It is snowing. I don t know. We have already eaten. The man smiled. Dad always drives carefully. Miss Lee always dresses very smartly. Can your little brother read?Sentences: Verbs with Two Objects; Verbs with No Object indirect object direct objectTell whether each sentence below is a declarative sentence, an interrogative sentence, an exclamatory sentence or an imperative sentence. The first one has been done for you. 1. The girls were playing volleyball. 2. Where is my bike? 3. What a lovely dog! 4. It s snowing again today. 5. Please show me that pair of black shoes. 6. Can Anna come out to play? 7. Do your homework now. 8. What time is it? 9. Pass me the orange juice, please. 10. On weekends, I often go fishing with Dad. 11. Can your little brother read? 12. Speak in a loud, clear voice. 13. That was a fantastic game! 14. What fun this is! 15. Jamal really likes horses. Exercise 2Underline the verbs in these sentences. Then tell whether each verb is transitive or intransitive. Put a checkmark in the correct box. Transitive verb intransitive verb 1. Dad is baking bread. 2. We buy our food at the supermarket. 3. We are learning Latin. 4. Come with me now. 5. The children went to bed. 121declarative sentence122 I DUnderline the objects in the following sentences. Write D for direct object or I for indirect object above each one. The first one has been done for you. 1. Uncle Bill gave Michael some money. 2. Mom is baking us a chocolate cake for Christmas. 3. The children crossed the road safely. 4. Please pass me that pencil. 5."}
{"text": "4. Please pass me that pencil. 5. Henry sent Sam a letter from Japan. 6. I ve forgotten your name. 7. She s always giving her students advice. 8. We gave Dad a watch for his birthday. Exercise 4All the following sentences have verbs with direct objects. Rewrite each sentence, adding an indirect object to it. For example, for the first sentence you could write: Dad bought Mom some flowers. 1. Dad bought some flowers. 2. The teacher found an empty seat. 3. The police officer showed her badge. 4. Rudy sent a postcard. 5. Will you buy some bread at the supermarket ? 6. I ll bring my stamp collection. 123Simple SentencesA clause is a group of words that contains one subject and one verb. A sentence that consists of one clause is called a simple sentence. Here are some examples. The subjects are printed in bold and the verbs are printed in color. The girls are playing baseball. Sally found a good hiding place. I am eating my breakfast. Tom is wearing his new shoes today. Will you help me?The sky was very cloudy. I can hear the birds. Everyone was happy. Is it raining again?Compound SentencesA compound sentence contains two clauses joined by a conjunction such as and, or, but or so. Look at these examples. The verbs in the clauses are printed in color. Notice that there are two verbs, one on each side of the conjunction. Some people are always happy and some people are always sad. She opened the bag and took out a book. Do you want coffee or would you prefer lemonade?Is that a bird or is it a plane?John is good at English but he s not very good at math. Michael wants to see Star Wars but his friends have already seen it. Tom dropped his sandwich so I gave him mine. It started to rain so we went inside. Sentences: Simple Sentences; Compound Sentences124 Conditional SentencesTo talk about things that are possible, you often use if in a sentence. A sentence with if is called a conditional sentence. Here is an example of a conditional sentence with the if-clause printed in color. If it rains tomorrow, we shall not go to the beach. In the if-clause, use a verb in the simple present tense. In the main clause, use shall or will and an infinitive. Here are some more examples."}
{"text": "9. Our new teacher is a young man. 10. Switch off the light and go to sleep. 125and Sentences: Positive and Negative SentencesMatch the if-clauses in the box with the main clauses below. Write two sentences for each pair of clauses. The first one has already been done for you. If they get no water if you don t write neatlyif we all work together if we don t leave nowif you let me explain if I need helpif you don t want to see this movie if you work hard 1. You ll do well in your exams 2. We ll be late 3. I won t be able to read your story 4. We ll choose a different movie 5. The plants will die 6. We ll finish the job more quickly If you work hard, you ll do well in your exams. You ll do well in your exams if you work hard.126127 7. I ll tell you what happened 8. I ll ask Mom and Dad Exercise 7Rewrite the following sentences to make them negative. Use negative words such as no, not and never. Use contractions in some of your sentences. The first one has been done for you. 1. Children like chocolate. 2. John is my best friend. 3. I ve got a new bike. 4. Everybody knows where I live. 5. There s some food in the refrigerator. 6. I saw the boy throw the stone. 7. We want to go to the ballgame. 8. Sam always tells the truth. Children don t like chocolate.127128 QuestionsThere are two kinds of questions: yes or no questions and question-word questions.yes or no questionsWhen you ask a yes or no question, you want the answer yes or the answer no. Use the verbs be, have and do along with helping verbs such as can, will and should when you ask these questions. Here are some examples of yes or no questions, with answers. Is this your seat? May I sit here?Yes. Yes. Can you ride a bike? Don t you like pizza?No. No. Do you like swimming? Are we late?Yes. No. In questions, the helping verb comes before the subject. The other verb comes after the subject. The verb be also comes before the subject when it is an ordinary verb rather than a helping verb. Here are some examples of statements and the questions you can make from them."}
{"text": "The other verb comes after the subject. The verb be also comes before the subject when it is an ordinary verb rather than a helping verb. Here are some examples of statements and the questions you can make from them. Notice that the helping verbs are printed in bold and the subjects are in color. Statement question Dad is ill today. Is Dad ill today? She has finished her homework. Has she finished her homework? The cat doesn t like noise. Doesn t the cat like noise? Michael can ride a bike. Can Michael ride a bike? Sally could borrow your pencil. Could Sally borrow your pencil? You may leave now. May I leave now? I think it will rain tomorrow. Do you think it will rain tomorrow? I saw Tom at the football game. Did you see Tom at the football game? Miss Lee sang a song. Did Miss Lee sing a song? The computer needs to be repaired. Does the computer need to be repaired? Sentences: Questions129 Question-word questionsUse the question words what, which, who sometimes whom , whose, when, where and how to ask for information. The verbs be, have and do, and helping verbs such as can, will and should are also used in questions. The helping verb comes before the subject, as it does in yes or no questions. Here are some examples. Again, the helping verb is printed in bold and the subject is printed in color. What is your name?What date is it today?Which boy is your brother?Which house do you live in?Who is the boy next to Alan?Who or Whom did he ask?Whose book is this?When can I come to visit you?When does the spring vacation start?Where is the pencil that I left on my desk?Where do the birds go when they fly away in winter?How can Grandma read without her glasses?How does a plane stay in the sky? Sometimes the wh-word itself is the subject of the sentence. In this case, don t use do to form questions. Who wants to come with me?What caused the accident?Which is the fastest car?I ve got my coat. Whose is this? Sentences: Question-word questions130Question TagsSometimes people finish what they are saying with a short question. Why do they do this? Because they want to know if the person they are speaking to agrees with them. This short question is called a question tag."}
{"text": "Why do they do this? Because they want to know if the person they are speaking to agrees with them. This short question is called a question tag. Look at the following sentence. The weather is lovely today, isn t it?The main part of the sentence is positive, but the question tag is negative. You expect the answer to a negative question tag to be yes. For example: The weather is lovely today, isn t it? Yes, it is. Use a helping verb and the subject of the sentence to make the question tag. Notice that the subject has been replaced by a pronoun in the example sentences. The pronoun in the question tag refers to the subject printed in color. Tom is older than you, isn t he?Sally has got a dog, hasn t she?Anna and I can go by train, can t we?Peter and David should leave now, shouldn t they?If the main part of the sentence has I am in it, use aren t I in the question tag. I m your best friend, aren t I?I m taller than Sumiko, aren t I?If the main part of the sentence is negative, the question tag is positive. You expect the answer to a positive question tag to be no. These questions aren t very difficult, are they?You haven t read this book, have you?Peter isn t as tall as I am, is he?She isn t eight yet, is she?There aren t many clouds in the sky, are there?There isn t much wind today, is there?There weren t any emails for me, were there? Sentences: Question TagsRewrite the following statements as yes or no questions. The first one has already been done for you. 1. It is raining again. 2. She can speak Japanese. 3. Margaret is at home. 4. My mom works in an office. 5. The teacher told the children a story. 6. Philip has got a new bike. 7. She is Sumiko s best friend. 8. Tom could sit with David. 9. Dad will help Jennifer with her homework. 10. We will be late. Is it raining again?131Choose one of the question words from the box to complete the sentences below. You may use some of the words more than once. The first one has been done for you.what who when why which whose where how 1. Are my keys? 2."}
{"text": "The first one has been done for you.what who when why which whose where how 1. Are my keys? 2. Is the tall boy at the back of the class? 3. Time did they arrive? 4. Is the problem? 5. Are we going to the zoo? Tomorrow. 6. Do you know the answer? 7. Do the stars twinkle? 8. Coat is this? 9. Would you like for dinner? 10. Did you open the door without a key? 11. Is your favorite singer? 12. Does this train leave? 13. Bike is that over there? 14. Cafe do you prefer? 15. Can we find a restaurant?Where132Complete the following sentences by adding a question tag. Remember that a positive sentence needs a negative question tag, and a negative sentence needs a positive question tag. The first one has been done for you. 1. This is your house, ? 2. That isn t the right answer, ? 3. Your sister is very pretty, ? 4. Andrew can t ride a bike, ? 5. You ve already seen that movie, ? 6. I m lucky to have a friend like Alice, ? 7. The tunnel was very dark, ? 8. They didn t play very well, ? 9. We shouldn t look at the answers first, ? 10. Aunt Sarah could come to our house for dinner, ? 11. There was a bag in the car, ? 12. Sally hasn t got a dog, ? 13. We mustn t be late, ? 14. There is a post office nearby, ? 15. There were some people in the park, ? 16. We can stay an extra day, ? 17. The journey won t take long, ? 18. I m your best friend, ? 19. Andrew and Susan are your neighbors, ? 20. You didn t see the dog in the garden, ? Isn t it13313411 Direct and Indirect Speech11 Direct and Indirect SpeechDirect SpeechThe exact words that someone says are called direct speech. Quotation marks are used to set off direct speech. Mom said, Where are my keys? This ice cream is delicious, said Tom. Have you boys washed your hands? Asked Dad. Please get out of the car, the police officer ordered. What a beautiful dress! Said Sally. Indirect SpeechYou can report what someone says without using their exact words."}
{"text": "You didn t see the dog in the garden, ? Isn t it13313411 Direct and Indirect Speech11 Direct and Indirect SpeechDirect SpeechThe exact words that someone says are called direct speech. Quotation marks are used to set off direct speech. Mom said, Where are my keys? This ice cream is delicious, said Tom. Have you boys washed your hands? Asked Dad. Please get out of the car, the police officer ordered. What a beautiful dress! Said Sally. Indirect SpeechYou can report what someone says without using their exact words. To do this, use a verb like say, ask or tell, followed by that. This is called indirect speech. There are several differences between a sentence with direct speech and a sentence with indirect speech. N You don t use quotation marks with indirect speech.n You change the tense of the verb.n You change the pronouns and determiners. Here are some examples. The verb tenses that change are printed in bold and the pronouns and determiners that change are printed in color. Remember that the past tense of can is could and the past tense of will is would.direct speechindirect speech Maggie said, I feel ill. Maggie said that she felt ill. Sumiko said, It s time to leave. Sumiko said that it was time to leave. I can t find my book, said Alice. Alice said that she couldn t find her book. John is hitting me, said Peter. Peter said that John was hitting him. Dad said, I haven t had my Dad said that he hadn t had his breakfast yet. Breakfast yet. My car won t start, said Mom. Mom said that her car wouldn t start. 135In indirect speech people often leave out the conjunction that. Maggie said that she felt ill. Sumiko said that it was time to leave. Alice said that she couldn t find her book. Peter said that John was hitting him. Dad said that he hadn t had his breakfast yet. When you are using indirect speech to report a statement that is still true now, you don t change the tense of the verb. Direct speechindirect speech John said, My mom doesn t like John said that his mom doesn t like fish. Fish. I live in a house by the sea, said Anna said that she lives in a house Anna.by the sea. Dad said, Paris is a beautiful city. Dad said Paris is a beautiful city."}
{"text": "To report a question-word question, use the same question word in direct speech.direct speech indirect speech Mom said, Where are your shoes? Mom asked where my shoes were. Maggie said, Who has taken my Maggie asked who had taken her pen. Pen? What time does the show start? Sue asked what time the show started. Asked Sue. Peter said, Why did you leave Peter asked why I left before the end of before the end of the movie? The movie. Direct and Indirect Speech: Indirect Questions 137137When you are reporting yes or no questions, use if or whether after the verb.direct speech indirect speech Is it raining? Asked Tom. Tom asked if it was raining. Alice said, Can you help us? Alice asked whether I could help them. Dad said, Is the train on time? Dad asked if the train was on time. Exercise 1Fill in the blank spaces with a verb in the correct tense. The first one has been done for you.direct speechindirect speech 1. I am very tired, said Dad. Dad said that he very tired. 2. You look very handsome, Mike, Mom told Mike that he said Mom.very handsome. 3. The teacher said, Sam has not The teacher said that Sam made any mistakes. Not made any mistakes. 4. I am losing my patience, said Mr. Carter said that he losing Mr. Carter.his patience. 5. You can come to my house for Maggie told Jason that he dinner, Maggie told Jason.come to her house for dinner. 6. Dad said, Hurry up or we will be Dad told us to hurry up or we late. Be late. 7. The train is coming, said Peter. Peter said that the train coming. 8. I have cleaned up my room, said Kathleen said that she cleaned Kathleen.up her room. 9. The teacher said, It is time to stop The teacher said that it time writing. To stop writing.10. I don t want to watch TV, said John said that he want to John. Watch TV.Direct and Indirect Speech: Indirect Commandswas Exercise 2Complete these indirect speech sentences with the correct pronoun or determiner. The first one has been done for you.direct speechindirect Speech 1. My head is aching, said Sarah. Sarah said that head was aching. 2."}
{"text": "9. Write your name at the top of the page, everyone, said Miss Lee.10. Does the ball belong to you boys? The woman asked. Mom asked if I was feeling ill.13914012 Punctuation12 PunctuationPunctuation Marks Punctuation marks are signs such as periods, commas and question marks. They are used in sentences to make the meaning clear.period Put a period at the end of a sentence. Tim lent me his skateboard. The children are playing in the garden. The train arrived late. It s not a very sunny day.comma Put a comma between items in a list. You need paper, scissors and glue. She likes reading, swimming, playing basketball and going to the movies. Tom, May Ling, Sue and Christopher all went shopping together. Put a comma after yes and no. Do you like football? Yes, I like it very much. Is this your house? Yes, it is. Is it still snowing? No, it s stopped. Has Sarah had breakfast yet? No, she hasn t. You also put a comma before or after the name of the person you are speaking to. Hello, Mr. Carter. Miss Lee, can I borrow a pencil, please?Goodbye, Andrew.., 141Commas are used before please and thank you. Could you pass me that pencil, please? Would you like some more orange juice, David? Yes, please. I ve had enough to eat, thank you. Would you like another cupcake, Sally? No, thank you. A comma is also used between the parts of a place name. Chicago, IllinoisTower Bridge, LondonAthens, Georgiathe Lincoln Memorial, Washington DCquestion mark Write a question mark at the end of a question, instead of a period. Can you hear me, children? Didn t you read the sign?Who is that man talking to Dad? Where is my schoolbag? Is there someone knocking at the door? How many apples are left?exclamation point Use an exclamation point at the end of a sentence that shows a strong feeling such as surprise or fear. An exclamation point is used instead of a period. What a silly thing to do! Help! A monster!You re completely wrong!What a shame!I told you not to go out on your own!How sad!You can also use exclamation points with strong orders. Sit down! Don t touch that knife!Be quiet!"}
{"text": "Help! A monster!You re completely wrong!What a shame!I told you not to go out on your own!How sad!You can also use exclamation points with strong orders. Sit down! Don t touch that knife!Be quiet! Give me that ball!Leave that computer alone!Do it now!!?Punctuation: Punctuation Marks 142Exclamation points are usually used after interjections. People often use just one or two words to express a sudden feeling such as fear, happiness, surprise or anger, or in greeting somebody. These short expressions are called interjections. Here are some examples:Hello! Ouch! Good morning! Hurray! Good night! Help! Well done! Look out! Oh dear! Happy Birthday! Apostrophe Use an apostrophe with s to show who something belongs to. This is Michael s room. This is my Dad s desk. Are you Kathleen s mom?This dog s tail is very long. The teacher collects everyone s books at the end of the class. Jack is going to his friend s house for lunch. You also use an apostrophe to show where one or more letters are missing in a contraction. I m am the boy who lives next door. She s is my best friend. He s has been to Europe twice. We re are going to the zoo today. You re are my favorite uncle. I d had better go home now. You ve have got dirt on your new shoes. He ll will lend you his bike. Punctuation: Punctuation Marks 143quotation marks Use quotation marks around the exact words that someone says. You put the mark at the beginning of the words, and the mark at the end. Use a comma before the last quotation mark, to separate the words from the rest of the sentence. This bike is mine, said Susan. I would like some apple juice, please, said the little boy. Let s play computer games, said James. Suppose the exact words that someone says come after the rest of the sentence."}
{"text": "You put the mark at the beginning of the words, and the mark at the end. Use a comma before the last quotation mark, to separate the words from the rest of the sentence. This bike is mine, said Susan. I would like some apple juice, please, said the little boy. Let s play computer games, said James. Suppose the exact words that someone says come after the rest of the sentence. In this case put a period before the last quotation mark. Dad said, Come inside and have lunch. John, said Mom, please turn your music down. Put question marks and exclamation points in the same place as periods, before the last quotation mark. Is this the way to the station? The man asked. Sam said, Can I borrow your pencil? Don t do that! Said Mom. John said, What a great movie! Colon When you are reading a playscript, notice the colon between the name of a character and the words that they speak. Jack: What have you got in the bag?Maggie: My swimming suit. Jack: When are you going swimming?Maggie: This afternoon. Would you like to come?:Punctuation: Punctuation Marks 144Capital LetterUse a capital letter as the first letter of the first word in a sentence. Dogs have wet noses. Where is my ball?That isn t fair!This is my brother. You need a racket if you re going to play tennis. You also use a capital letter for the first letter of the first word in direct speech. Sam said, This is my brother. Where is my ball? Tom asked. Alice shouted, That isn t fair! You ll need a racket if you re going to play tennis, said Dad. The word I is always written as a capital letter. I m really pleased with your work. Do you know what I got for my birthday?Paul and I asked if we could help. Use a capital letter to begin the names of people and places. JohnAustraliathe SphinxMay LingGermanythe Taj MahalDavid Beckhamthe United States of Americathe Grand CanyonDr. RajMexico Citythe Great Wall of ChinaMiss LeeBeijingthe Pacific OceanGrandadBuckingham PalaceMount FujiUncle Davidthe Statue of Libertythe Rio GrandeProfessor Parkthe Erie Canalthe Himalayas Punctuation: Capital Letter 145You also use capital letters after the initials in someone s name."}
{"text": "You also use a capital letter for the first letter of the first word in direct speech. Sam said, This is my brother. Where is my ball? Tom asked. Alice shouted, That isn t fair! You ll need a racket if you re going to play tennis, said Dad. The word I is always written as a capital letter. I m really pleased with your work. Do you know what I got for my birthday?Paul and I asked if we could help. Use a capital letter to begin the names of people and places. JohnAustraliathe SphinxMay LingGermanythe Taj MahalDavid Beckhamthe United States of Americathe Grand CanyonDr. RajMexico Citythe Great Wall of ChinaMiss LeeBeijingthe Pacific OceanGrandadBuckingham PalaceMount FujiUncle Davidthe Statue of Libertythe Rio GrandeProfessor Parkthe Erie Canalthe Himalayas Punctuation: Capital Letter 145You also use capital letters after the initials in someone s name. T.K. LeeJ.K. RowlingJ.R.R. TolkienM.C. Hammer The days of the week and months of the year begin with a capital letter. MondayJanuaryJulyTuesdayFebruaryAugustWednesdayMarchSeptemberThursdayAprilOctoberFridayMayNovemberSaturdayJuneDecemberSundayThe names of holidays and special celebrations also begin with a capital letter. Valentine s DayVeterans DayYom KippurHalloweenChristmasIndependence DayMemorial DayThanksgivingCapital letters are also used in the titles of books, films and plays. The Lady and the Tramp Star WarsHarry Potter and the Sorcerer s StoneThe Adventures of Sherlock Holmes Alice in WonderlandThe Sword in the StoneHamlet, Prince of DenmarkCats and DogsUniversal World AtlasPunctuation: Capital Letter 146Nationalities and languages also begin with a capital letter. AustralianGermanIndonesianKoreanSpanishFrenchEgyptianRussianHinduJapaneseSouth AfricanChineseBritishEnglishPakistaniCantoneseYou also use a capital letter for the first letter in words and phrases that you use for saying hello and goodbye. Good morning. Have a nice day. Bye. Hi. See you later. Take it easy. Punctuation: Capital LetterPut the correct punctuation mark at the end of each sentence. 1. Sally is my sister s friend 2. What time is it 3. Don t speak to your mother like that 4."}
{"text": "Sally is my sister s friend 2. What time is it 3. Don t speak to your mother like that 4. Good morning Did you sleep well 5. Oh dear Did he hurt himself Exercise 2Rewrite the following sentences by putting commas and apostrophes in the correct places. 1. This food is delicious isnt it? 2. Hello David. Have you seen Toms new bike? 3. Good morning children said Miss Lee. 4. I cant speak French very well. 5. Excuse me Mr. Chen. Could you help me with this question please. 6. Sams mom bought rice eggs and flour. 7. Yes thank you. Ive had a lovely day. 8. Shes my big brothers girlfriend.147 6. Mom asked if I had cleaned my room 7. Help I m falling 8. Could you open a window, please 9. He s very handsome, isn t he10. What a lovely dayPut capital letters in the correct places as you rewrite these sentences. 1. Have you seen mr. Chen? 2. Can I help with the cooking, mom? 3. We went to paris for a holiday. 4. Do you like my new car? Asked uncle david. 5. We visited new york and saw the statue of liberty. 6. My friend doesn t speak english. 7. They spent christmas in london. 8. We went to the library on thursday. 9. Were you born in june or july?10. Have you read the lord of the rings by j.r.r. Tolkien? 11. They re going to italy next summer. 12. Have a good day, mrs."}
{"text": "They re going to italy next summer. 12. Have a good day, mrs. Park.148149A List of Irregular VerbsA List of Irregular VerbsHere is a table to remind you of the forms of irregular verbs. Simple Third Person Present Simple PastPresent Singular Participle Past Participlebeam, is, arebeingwasbeenbeatbeatsbeatingbeatbeatenbecomebecomesbecomingbecamebecomebeginbeginsbeginningbeganbegunbendbendsbendingbent bentbitebitesbitingbitbittenblowblowsblowingblewblownbreakbreaksbreakingbrokebrokenbringbringsbringingbroughtbroughtbuildbuildsbuildingbuiltbuiltburnburnsburningburnedburnedburstburstsburstingburstburstbuybuysbuyingboughtboughtcatchcatchescatchingcaughtcaughtchoosechooseschoosingchosechosencomecomescomingcamecomecreepcreepscreepingcreptcreptcutcutscuttingcutcutdigdigsdiggingdugdugdodoesdoingdiddonedrawdrawsdrawingdrewdrawn150Simple Third Person Present Simple PastPresent Singular Participle Past Participledrinkdrinksdrinkingdrankdrunkdrivedrivesdrivingdrovedriveneateatseatingateeatenfallfallsfallingfellfallenfeedfeedsfeedingfedfedfeelfeelsfeelingfeltfeltfightfightsfightingfoughtfoughtfindfindsfindingfoundfoundflyfliesflyingflewflownforgetforgetsforgettingforgotforgottenfreezefreezesfreezingfrozefrozengetgetsgettinggotgotgivegivesgivinggavegivengogoesgoingwentgonegrowgrowsgrowinggrewgrownhavehashavinghadhadhearhearshearingheardheardhidehideshidinghidhiddenhithitshittinghithitholdholdsholdingheldheldhurthurtshurtinghurthurtkeepkeepskeepingkeptkeptkneelkneelskneelingkneltkneltknowknowsknowingknewknownlaylayslayinglaidlaidleadleadsleadingledled151Simple Third Person Present Simple PastPresent Singular Participle Past Participlelearnlearnslearninglearnedlearnedleaveleavesleavingleftleftlendlendslendinglentlentletletslettingletletlielieslyinglaylainlightlightslightinglit lightedlit lightedloseloseslosinglostlostmakemakesmakingmademademeetmeetsmeetingmetmetpaypayspayingpaidpaidputputsputtingputputreadreadsreadingreadreadrideridesridingroderiddenringringsringingrangrungriserisesrisingroserisenrunrunsrunningranrunsaysayssayingsaidsaidseeseesseeingsawseensellsellssellingsoldsoldsendsendssendingsentsentshakeshakesshakingshookshakenshineshinesshiningshoneshoneshootshootsshootingshotshotshowshowsshowingshowedshownshutshutsshuttingshutshutsingsingssingingsangsung152Simple Third Person Present Simple PastPresent Singular Participle Past Participlesinksinkssinkingsanksunksitsitssittingsatsatsleepsleepssleepingsleptsleptsmellsmellssmellingsmelledsmelledspeakspeaksspeakingspokespokenspendspendsspendingspentspentspreadspreadsspreadingspreadspreadstealstealsstealingstolestolensticksticksstickingstuckstucksweep sweepssweepingsweptsweptswellswellsswellingswelledswollenswimswimsswimmingswamswumswingswingsswingingswungswungtaketakestakingtooktakenteachteachesteachingtaughttaughtteartearstearingtoretorntelltellstellingtoldtoldthinkthinksthinkingthoughtthoughtthrowthrowsthrowingthrewthrownunderstandunderstandsunderstandingunderstoodunderstoodwakewakeswakingwokewokenwearwearswearingworewornweepweepsweepingweptweptwinwinswinningwon wonwritewriteswritingwrotewritten Lessons are tightly focused on core concepts of grammar More than 80 practice exercises are included for readyreinforcement A wealth of examples are provided on every topic Concise explanations are bolstered by extra grammartips and useful language notesBeginning to intermediate students of all ages will greatlybenefit from a clear understanding of English grammarbasics."}
{"text": "12. Have a good day, mrs. Park.148149A List of Irregular VerbsA List of Irregular VerbsHere is a table to remind you of the forms of irregular verbs. Simple Third Person Present Simple PastPresent Singular Participle Past Participlebeam, is, arebeingwasbeenbeatbeatsbeatingbeatbeatenbecomebecomesbecomingbecamebecomebeginbeginsbeginningbeganbegunbendbendsbendingbent bentbitebitesbitingbitbittenblowblowsblowingblewblownbreakbreaksbreakingbrokebrokenbringbringsbringingbroughtbroughtbuildbuildsbuildingbuiltbuiltburnburnsburningburnedburnedburstburstsburstingburstburstbuybuysbuyingboughtboughtcatchcatchescatchingcaughtcaughtchoosechooseschoosingchosechosencomecomescomingcamecomecreepcreepscreepingcreptcreptcutcutscuttingcutcutdigdigsdiggingdugdugdodoesdoingdiddonedrawdrawsdrawingdrewdrawn150Simple Third Person Present Simple PastPresent Singular Participle Past Participledrinkdrinksdrinkingdrankdrunkdrivedrivesdrivingdrovedriveneateatseatingateeatenfallfallsfallingfellfallenfeedfeedsfeedingfedfedfeelfeelsfeelingfeltfeltfightfightsfightingfoughtfoughtfindfindsfindingfoundfoundflyfliesflyingflewflownforgetforgetsforgettingforgotforgottenfreezefreezesfreezingfrozefrozengetgetsgettinggotgotgivegivesgivinggavegivengogoesgoingwentgonegrowgrowsgrowinggrewgrownhavehashavinghadhadhearhearshearingheardheardhidehideshidinghidhiddenhithitshittinghithitholdholdsholdingheldheldhurthurtshurtinghurthurtkeepkeepskeepingkeptkeptkneelkneelskneelingkneltkneltknowknowsknowingknewknownlaylayslayinglaidlaidleadleadsleadingledled151Simple Third Person Present Simple PastPresent Singular Participle Past Participlelearnlearnslearninglearnedlearnedleaveleavesleavingleftleftlendlendslendinglentlentletletslettingletletlielieslyinglaylainlightlightslightinglit lightedlit lightedloseloseslosinglostlostmakemakesmakingmademademeetmeetsmeetingmetmetpaypayspayingpaidpaidputputsputtingputputreadreadsreadingreadreadrideridesridingroderiddenringringsringingrangrungriserisesrisingroserisenrunrunsrunningranrunsaysayssayingsaidsaidseeseesseeingsawseensellsellssellingsoldsoldsendsendssendingsentsentshakeshakesshakingshookshakenshineshinesshiningshoneshoneshootshootsshootingshotshotshowshowsshowingshowedshownshutshutsshuttingshutshutsingsingssingingsangsung152Simple Third Person Present Simple PastPresent Singular Participle Past Participlesinksinkssinkingsanksunksitsitssittingsatsatsleepsleepssleepingsleptsleptsmellsmellssmellingsmelledsmelledspeakspeaksspeakingspokespokenspendspendsspendingspentspentspreadspreadsspreadingspreadspreadstealstealsstealingstolestolensticksticksstickingstuckstucksweep sweepssweepingsweptsweptswellswellsswellingswelledswollenswimswimsswimmingswamswumswingswingsswingingswungswungtaketakestakingtooktakenteachteachesteachingtaughttaughtteartearstearingtoretorntelltellstellingtoldtoldthinkthinksthinkingthoughtthoughtthrowthrowsthrowingthrewthrownunderstandunderstandsunderstandingunderstoodunderstoodwakewakeswakingwokewokenwearwearswearingworewornweepweepsweepingweptweptwinwinswinningwon wonwritewriteswritingwrotewritten Lessons are tightly focused on core concepts of grammar More than 80 practice exercises are included for readyreinforcement A wealth of examples are provided on every topic Concise explanations are bolstered by extra grammartips and useful language notesBeginning to intermediate students of all ages will greatlybenefit from a clear understanding of English grammarbasics. This is the ideal supplement to your language artsprogram whether your students are native English speakers orbeginning English language learners."}
{"text": "Have a good day, mrs.park.148149A List of Irregular VerbsA List of Irregular VerbsHere is a table to remind you of the forms of irregular verbs. Simple Third Person Present Simple PastPresent Singular Participle Past Participlebeam, is, arebeingwasbeenbeatbeatsbeatingbeatbeatenbecomebecomesbecomingbecamebecomebeginbeginsbeginningbeganbegunbendbendsbendingbent bentbitebitesbitingbitbittenblowblowsblowingblewblownbreakbreaksbreakingbrokebrokenbringbringsbringingbroughtbroughtbuildbuildsbuildingbuiltbuiltburnburnsburningburnedburnedburstburstsburstingburstburstbuybuysbuyingboughtboughtcatchcatchescatchingcaughtcaughtchoosechooseschoosingchosechosencomecomescomingcamecomecreepcreepscreepingcreptcreptcutcutscuttingcutcutdigdigsdiggingdugdugdodoesdoingdiddonedrawdrawsdrawingdrewdrawn150Simple Third Person Present Simple PastPresent Singular Participle Past Participledrinkdrinksdrinkingdrankdrunkdrivedrivesdrivingdrovedriveneateatseatingateeatenfallfallsfallingfellfallenfeedfeedsfeedingfedfedfeelfeelsfeelingfeltfeltfightfightsfightingfoughtfoughtfindfindsfindingfoundfoundflyfliesflyingflewflownforgetforgetsforgettingforgotforgottenfreezefreezesfreezingfrozefrozengetgetsgettinggotgotgivegivesgivinggavegivengogoesgoingwentgonegrowgrowsgrowinggrewgrownhavehashavinghadhadhearhearshearingheardheardhidehideshidinghidhiddenhithitshittinghithitholdholdsholdingheldheldhurthurtshurtinghurthurtkeepkeepskeepingkeptkeptkneelkneelskneelingkneltkneltknowknowsknowingknewknownlaylayslayinglaidlaidleadleadsleadingledled151Simple Third Person Present Simple PastPresent Singular Participle Past Participlelearnlearnslearninglearnedlearnedleaveleavesleavingleftleftlendlendslendinglentlentletletslettingletletlielieslyinglaylainlightlightslightinglit lightedlit lightedloseloseslosinglostlostmakemakesmakingmademademeetmeetsmeetingmetmetpaypayspayingpaidpaidputputsputtingputputreadreadsreadingreadreadrideridesridingroderiddenringringsringingrangrungriserisesrisingroserisenrunrunsrunningranrunsaysayssayingsaidsaidseeseesseeingsawseensellsellssellingsoldsoldsendsendssendingsentsentshakeshakesshakingshookshakenshineshinesshiningshoneshoneshootshootsshootingshotshotshowshowsshowingshowedshownshutshutsshuttingshutshutsingsingssingingsangsung152Simple Third Person Present Simple PastPresent Singular Participle Past Participlesinksinkssinkingsanksunksitsitssittingsatsatsleepsleepssleepingsleptsleptsmellsmellssmellingsmelledsmelledspeakspeaksspeakingspokespokenspendspendsspendingspentspentspreadspreadsspreadingspreadspreadstealstealsstealingstolestolensticksticksstickingstuckstucksweep sweepssweepingsweptsweptswellswellsswellingswelledswollenswimswimsswimmingswamswumswingswingsswingingswungswungtaketakestakingtooktakenteachteachesteachingtaughttaughtteartearstearingtoretorntelltellstellingtoldtoldthinkthinksthinkingthoughtthoughtthrowthrowsthrowingthrewthrownunderstandunderstandsunderstandingunderstoodunderstoodwakewakeswakingwokewokenwearwearswearingworewornweepweepsweepingweptweptwinwinswinningwon wonwritewriteswritingwrotewritten Lessons are tightly focused on core concepts of grammar More than 80 practice exercises are included for readyreinforcement A wealth of examples are provided on every topic Concise explanations are bolstered by extra grammartips and useful language notesBeginning to intermediate students of all ages will greatlybenefit from a clear understanding of English grammarbasics. This is the ideal supplement to your language artsprogram whether your students are native English speakers orbeginning English language learners. Skill-specific lessonsmake it easy to locate and prescribe instant reinforcementor intervention. BASIC ENGLISHGRAMMARBASIC ENGLISHGRAMMARBook."}
{"text": "Table of ContentsUnit 1InfinitivesPart A Causative Verbs and Infinitive Form6B To-infinitives as Subjects10C To-infinitives in Predicates14D To-infinitives with Too, Enough, and In Order18E Review GerundsPart A Gerunds and Common Verbs with Gerunds 24B Infinitives vs. Gerunds 28C Gerunds after Prepositions 32D Special Expressions with Gerunds 36E Review ParticiplesPart A Present and Past Participles 42B Perfect Participle Clauses46C Review Perfect TensesPart A Simple Past vs. Present Perfect 52B Past Perfect 56C Present Perfect Progressive 60D Past Perfect Progressive 64E Adverbs with Perfect Tenses 68F Review Modal AuxiliariesPart A Expressing Ability74B Polite Requests 78C Necessity and Obligation 82D Advice and Suggestion86E Expectation90F Review 94Unit 6Noun ClausesPart A Noun Clauses with Question Words96B Noun Clauses with That, If, and Whether100C Noun Clauses vs. Noun Phrases 104D Review Relative ClausesPart A Restrictive Clauses 110B Non-restrictive Clauses 114C Review Direct and Indirect SpeechPart A Direct Speech 120B Indirect Speech 124C Review Active and Passive VoicesPart A Active and Passive Voices 130B Active and Passive Forms 134C Stative Passives 138D Review 142Unit 10 Prepositions with NounsPart A Nouns Followed by Prepositions 144B Prepositions Followed by Nouns 148C Review Index155Transcripts Answer Key6 Unit 1 InfinitivesGrammar ExplanationPreviewDear Diary,I was so happy today because I overcame my fearof speaking in front of the class. My friend Emilywas so helpful because she helped me realizethat standing and speaking in front of others wasnot a big deal. After class was over, Emily had mestand on a desk. Then, she made me give myspeech over and over until I became comfortablein front of her. She convinced me to speakconfidently with a loud voice and also forced meto stand up straight while speaking."}
{"text": "After class was over, Emily had mestand on a desk. Then, she made me give myspeech over and over until I became comfortablein front of her. She convinced me to speakconfidently with a loud voice and also forced meto stand up straight while speaking. I am sograteful for all of her help. Claire A causative verb is a verb that enables, causes, or allows a person to do something to another person. For help, both to-infinitives and bare infinitives are acceptable. I helped them to move the sofa. I helped them move the sofa. Causative Verbswith To-infinitivesGet, force, allow, encourage, persuade,convince, and help are followed by an objectand the to-infinitive form of a verb. Let, make, have, and help are followed by anobject and the bare infinitive form of a verb. They persuaded us to join their group. She convinced me to leave early. My parents did not let me go to the rock concert. That food made my stomach feel sick. The teacher had me do the sum on the board. Causative Verbs and Infinitive FormPart AUnit 1 Infinitiveswith Bare InfinitivesPart A 71. My teacher forces me do chores around her house.2. I always help my grandmother to do my homework.3. Mark s brother had his friend help him with his homework.4. Jenny encourages others do the dishes after dinner.5. Allen hates it when his mom makes him to try new things. Exercise 2Match the sentence parts.1. My violin teacher made convinced me to practice for two hours every night.2. Are you sure I can t convince make you to come with us? 3. Sometimes late at night, my father gets lets me drive the car.4. Emily and Claire are always having persuading us to go shopping with them.5. My teacher is going to get have me take a special math class next month. 6. Even though Peter doesn t like it, his father always forces has him to go to musiclessons after school. Exercise 3Choose the correct causative verb.1. After begging for three hours, I finally convinced my friend to let me borrow hislaptop. 2. My mother made me take ballet lessons when I was younger.3."}
{"text": "After begging for three hours, I finally convinced my friend to let me borrow hislaptop. 2. My mother made me take ballet lessons when I was younger.3. My mother has me make my bed every morning. 4. My desire to get into a good university forces me to study hard every day. 5. They convinced me to go to the shop for them.6. Hopefully, she can persuade her father to let her stay out late on Friday. Exercise 1Circle the causative verbs in the sentences. Some sentences havemore than one causative verb. Practice 1Practice 28 Unit 1 InfinitivesExercise 5Underline the mistakes. Write the corrections on the lines. If there are nomistakes, write OK on the line.1. Yesterday, Peter and Allen let Jenny to beat them in the race. 2. The woman convinced the filthy boy to take a shower after he had been playing inthe mud. 3. Every day, my friend convinces me eat the same thing for lunch. 4. Yesterday, Allen s father had him to go to the hair stylist with his little sister. 5. After-school academies help children reinforce topics that they learn in school. 6. Tomorrow, we will get his friend help us move the giant sofa. Exercise 6Use the pictures to write sentences with causative verbs.1. 2. 3. 4. Exercise 4Listen and answer the questions. Track 21. What is the client s name? 2. What does the lawyer want the jury to do? 3. What does not guilty mean? 4. What was Mr. Pearson forced to do? Part A 9Grammar in UseExercise 7Circle the four mistakes in the passage.1. 2. 3. 4. Exercise 8Rewrite the incorrect sentences correctly. Bruce,I can t believe what happened to me yesterday! I was walking with Joe, andhe persuaded me play a joke on Michelle. We took her backpack. Then wetold her it was stolen. But we made a mistakeand took the wrong bag. The one we tookbelonged to the teacher s daughter. Theteacher made us to say sorry to herdaughter."}
{"text": "But we made a mistakeand took the wrong bag. The one we tookbelonged to the teacher s daughter. Theteacher made us to say sorry to herdaughter. Then she forced us tell Michelleabout the joke. It was really embarrassing. I ll never let myself to listen to Joe again!BrianPart B To-infinitives as Subjects10 Unit 1 InfinitivesA to-infinitive phrase may be used as the subject ofa sentence. When the to-infinitive phrase is long,the sentence begins with it and the to-infinitivephrase comes at the end of the sentence. For an object preceding an infinitive gives thatinfinitive a specific subject. An indirect object may follow take and cost. A to-infinitive can begin a sentence. This is usuallydone with short infinitive phrases or to give thesentence a more formal feeling. It is unusual to see an owl during the day. It takes time to learn a new language. It is worthwhile for people to invest their savings. It is unusual for owls to come out during the day. How long did it take her to do her homework?It cost her a lot of money to get a good tutor. To ski takes strong legs and good balance. To be kind to others is important. To-infinitives as SubjectsGrammar ExplanationPreviewLeadershipTo lead requires good organization and a clear set of goals. It takes good communication skillsto pass the vision of the goals to others, and it isalways important for the leader to inspire hisfollowers to work hard for that goal. Practice 1Part B 111. To do that again. For me would be It awful 2. Eighty years the championship. To win took the team It 3. Dollars lunch. To buy It four costs 4. Everyone to fail Not to do requires job. Their Exercise 2Unscramble the sentences.1. Necessary - adults 2. Important - president 3. Unfortunate - a child 4. Rude - teenagers Exercise 3Make sentences using it and the words given.1. It cost her three hundred dollars repair her computer.2. To respect your parents is very important.3. Every morning, it takes him one hour to fix his hair.4."}
{"text": "It cost her three hundred dollars repair her computer.2. To respect your parents is very important.3. Every morning, it takes him one hour to fix his hair.4. It is bad for business to too many customer complaints.5. When did it occur to you to ask for directions?6. How long does take you to finish a pint of ice cream?Exercise 1Check the sentences that are correct. Practice 212 Unit 1 Infinitives1. For me to help do chores around the house.2. To never do your homework.3. One dollar to take the bus.4. To stand up for what you believe.5. To hear my friend sing. Exercise 6Complete the sentences with your own information. Begin each sentencewith it.1. It costs about eight dollars to see a movie. 2. It takes a while to get to school in the morning. 3. It takes a lot of studying to do well in school. 4. It is strange for our boss to take us out for dinner. 5. It is quite common for Peter to forget his homework. Exercise 5Rewrite each sentence into a more formal sentence beginning with aninfinitive. Exercise 4Look at the pictures and answer the questions you hear.1. 2. 3. 4. Track 3Part B 13Grammar in UseExercise 7Complete the conversation with words from the box.1. To find my house is .2. It takes around .3. It is important for .4. It is also important for .5. Finally, .Exercise 8Give directions to your house using the prompts. Man:OK, how do we get to your house?Woman: Well, 1. My house is pretty easy. It takes abouttwenty minutes 2. There from here. Start bytaking Orchard Road for about fifteen minutes. It is important foryou 3. Slowly because there is a school nearby. It is unusual for there 4. Children playing in thestreet, but be careful. It is also important for you 5."}
{"text": "Slowly because there is a school nearby. It is unusual for there 4. Children playing in thestreet, but be careful. It is also important for you 5. To the big grey wall on your leftbecause you must turn right onthe street after the wall. Afterturning, go to the end of the streetand look for the big blue house. Man:OK, let s go!to pay attention to drive to find to be to getPart C To-infinitives in Predicates14 Unit 1 InfinitivesGrammar ExplanationPreviewQ: Why should you be admitted to Tiger College?Even though there are many other opportunitiesfor me, I want to attend Tiger College. Eversince I was a small child, my father expected meto work my hardest, so I could go to the bestcollege. I did well on my tests and refused tosettle for number two in my class, and I hope to study under the guidance of Tiger sworld-renowned faculty. I will be delighted tostart classes this fall, and I promise tomaintain my high work ethic. The to-infinitive comes after a verb. The to-infinitive comes after an object. The to-infinitive comes after an adjective. A to-infinitive can be placed at several different positions within a sentence. They wanted to stay for a few extra days. We asked to see the menu. I asked her to stay for a few more hours. I lifted the heavy box to impress the girls. He will be disappointed not to see you. It will be strange to meet her after so many years. To-infinitives in PredicatesPractice 11. Me to give my teacher less My mother persuaded homework. 2. Information allows to get The Internet us anywhere. From 3. Off forgot to Peter oven. The turn 4. Embarrassed are going the play. We to be to act in 5. To travel the world. Around Jenny s planning sister is Part C 15Exercise 2Unscramble the sentences.1. The President promised the citizens something. He listened to their problems. 2. After not eating all day, my brother will need food. He will eat a big dinner. 3. She was very nervous."}
{"text": "After not eating all day, my brother will need food. He will eat a big dinner. 3. She was very nervous. She flew for the first time. 4. I expect to have a good job when I grow up. I am going to be a doctor. 5. After the airplane landed, I was so excited. I saw my grandparents. Exercise 3Combine the two clauses using an infinitive. Exercise 1Write A if the infinitive comes after an adjective, O if it comes after anobject, or V if it is after a verb.1. I will be happy to finish this essay.2. My grandmother plans to give me a diamond ring when I get married.3. The skier appeared to injure his leg after the girl ran into him.4. When will your father ask Peter to finish building the dresser?5. Claire and Emily were very sad to leave Italy and return home. Practice 216 Unit 1 InfinitivesExercise 5Choose the correct answer for each sentence. Exercise 4Listen and answer the questions.1. She really to like her new boyfriend.a. Prefers b. seems c. agrees d. decides2. I am sorry, I can t to ignore it any longer. You have food on your face. A. wish b. deserve c. attempts d. pretend3. My father always reminds me that he me to lose every time we playbasketball against each other.a. Expects b. plans c. determines d. agrees4. Hollywood actors are always eager for the camera.a. To fly b. to sneeze c. to smile d. to sleep1. What is the speaker s profession? 2. Which city are they in? 3. What does he want everybody to do? 4. What is he going to show the audience how to do? Exercise 6Use the pictures to write sentences using infinitives. Track 41. 2. 3. 4. Part C 17Grammar in UseExercise 7Complete the passage with words from the box.wake up seems try excited home in the middleMy daily life 1. To be pretty boring."}
{"text": "4. Part C 17Grammar in UseExercise 7Complete the passage with words from the box.wake up seems try excited home in the middleMy daily life 1. To be pretty boring. Every day, I go to school tolisten to my teachers talk about the same thing. After school, Iget 2. To meet my friends so we can go playsoccer. I then go 3. To eat dinner. After that I 4. To finish myhomework, but I usually stop 5. To take a nap. I then 6. Tofinish my homework before going back tosleep for the night. Exercise 8Complete the sentences with information about your daily life.1. After I come home from school, I want .2. Every day, I am happy .3. Every day, my parents require me .4. Every day, I am amazed . To-infinitives with Too,Enough, and In OrderPart D18 Unit 1 InfinitivesGrammar ExplanationPreviewMy parents are always telling me that their liveswere so much harder when they were kids. When Iwant to get a ride to go to a friend s house, they saythey had to walk in a meter of snow to get toschool. Or if I don t like my dinner, they say thatthey never had enough to eat. When I need newclothes because mine are too old to wear, theytell me that they always wore clothes that were toosmall to wear because their family never hadenough money to buy new ones. I don t believeeverything they say. I think they tell me this inorder to make me feel guilty. Too shows that an adverb or adjective is excessive for a certain purpose. I.e., that there is more than a person would wantor like Enough shows that an adverb, adjective, or noun issufficient for a certain thing. I.e., that a person does not need any more of thatthing In order to is used to show purpose. It can also be implied when just a to-infinitive is used. Using a comma, it can precede the main clause. Itcan also follow the main clause. In this case, thereis no comma. To-infinitives with Too, Enough, and In OrderI was too tired to do any work."}
{"text": "I think they tell me this inorder to make me feel guilty. Too shows that an adverb or adjective is excessive for a certain purpose. I.e., that there is more than a person would wantor like Enough shows that an adverb, adjective, or noun issufficient for a certain thing. I.e., that a person does not need any more of thatthing In order to is used to show purpose. It can also be implied when just a to-infinitive is used. Using a comma, it can precede the main clause. Itcan also follow the main clause. In this case, thereis no comma. To-infinitives with Too, Enough, and In OrderI was too tired to do any work. Too adjective adverb to-infinitiveI have too much work to do today. Too much uncountable noun to-infinitiveI have too many presents to buy. Too many plural countable noun to-infinitiveWe had enough time to finish the project. Enough noun to-infinitiveHe s not fast enough to play for the team. Adjective adverb enough to-infinitiveI studied hard in order to pass the test. I studiedhard to pass the test. My father drove down Oak Street in order toavoid traffic. In order to avoid traffic, my fatherdrove down Oak Street. Practice 1Part D 191. Emily doesn t have time to go to all her after-school classes andfinish her homework.2. My parents sent me chocolate to finish before I leave.3. There are cars on the road to drive home quickly.4. With forty students and only twenty-five desks, there are studentsto place in desks.5. Jenny feels that there is pressure on her to perform well in school. Exercise 2Complete the sentences with too much, too many, or enough.1. I must have creativity. I want to write novels. 2. After doing poorly on my exam, I must have a good interview. I want to get into agood college. 3. You want to see all of France. You must climb to the top of the Eiffel Tower. 4. Peter kept his brother from telling their parents that he broke the vase. Peter cleanedhis brother s room for a week. 5."}
{"text": "Peter kept his brother from telling their parents that he broke the vase. Peter cleanedhis brother s room for a week. 5. Allen wants to buy his girlfriend a bracelet. Allen will need to get a job. Exercise 3Combine the two sentences to form one sentence using in order to-infinitive.1. In order to fly a kite, in order to get my work done.2. My friend doesn t practice enough to become a great pianist.3. He weighs too much to fly to America.4. I need to wake up early tomorrow to make sure I don t get thirsty.5. It usually costs a thousand dollars it must be a windy day.6. When hiking, I always take enough water to sit on the baby s swing. Exercise 1Match the sentence parts. Practice 220 Unit 1 InfinitivesExercise 4Listen and choose the best responses.1. He brought enough candy to share with everyone. Did ? 2. We have too much work to do it properly. Do ? 3. You must always watch the ball in order to hit a baseball. What ? 4. I take cooking lessons to impress Jenny. Why ? 5. Allen wants to be taller in order to be a good basketball player. Why ? Exercise 6Rewrite the sentences in question form.1. 2. 3. 4. Exercise 5Use the pictures to write sentences using too, enough, and in order to. Track 51. A.b.c.2. A.b.c.3. A.b.c.4. A.b.c. Part D 21Grammar in UseExercise 7Complete the sentences with too, enough, or in order to.1. Make the best ChocolateChip cookies, follow these easy steps.2. Get your flour, baking soda, and salt andmix them together. Be sure to add baking soda or yourcookies will look like crackers.3. Next, make sure to add sugar and vanilla to make your cookiessweet, and mix them together along with the flour and a couple of eggs.4."}
{"text": "Get your flour, baking soda, and salt andmix them together. Be sure to add baking soda or yourcookies will look like crackers.3. Next, make sure to add sugar and vanilla to make your cookiessweet, and mix them together along with the flour and a couple of eggs.4. After that, stir in the chocolate chips evenly avoid somecookies having many chips and some cookies with too few.5. Then, put your dough in the refrigerator for ten minutes let the baking soda rise so your cookies aren t flat like cardboard.6. Next, preheat your oven to 350 degrees, and put spoonfuls of cookie doughonto a cookie sheet. Don t make your cookies thick or themiddle will never bake.7. Finally, put your cookies into the oven for ten minutes. Be sure to allow time for the oven to preheat ensurethat your cookies are baked properly.8. Now you can take the cookies out of the oven and enjoy them!1. In order to make cookies, what ingredients do you need? 2. Why must you put the dough in the refrigerator? 3. Why shouldn t you make your cookies too thick? Exercise 8Answer questions about the reading. 22 Unit 1 InfinitivesReviewPart EA: I bought a new English book inorder to study harder. A: Yes, but sometimes I don t haveenough time to study. A: Yes, I will just do my best!B: Cool. It s a good idea to learn a newlanguage. B: Well, don t study too much. It takestime to learn a new language. Exercise 1Practice the conversations with a partner. Change roles for each conversation.1.2.3.bought a new English book joined a new gym got a canoestudy harder get fit take up a sportto learn a new language get in shape learn a new sportstudy exercise practice1. My mother promised the author to finish his book.2. Because he misbehaved, the teacher had we need to have tickets.3. It took three years for Allen stand outside of the classroom.4. In order to get into the stadium, to buy me new shoes for my birthday.5. I never agreed to allow my cousin to stay in my room.1. Successful."}
{"text": "In order to get into the stadium, to buy me new shoes for my birthday.5.I never agreed to allow my cousin to stay in my room.1.successful. It hard work to takes become 2.finish homework. Sister I help her will my 3.to care. Irresponsible One be not must 4.strange others. It is very help to see a selfish man Exercise 2Match the sentence parts. Exercise 3Unscramble the sentences. It is better to be safe than sorry. ProverbExercise 4Write a complete sentence using the words and tense given.1. Present I - too tired - to do 2. Future My friend - convince - comic books 3. Past We - invite - our friends 4. Future He - not have - enough - cake 5. Past In order to - catch - friend - he - run Exercise 5Circle two mistakes in each sentence and then rewrite the sentencecorrectly.1.Yesterday, Peter makes his friend to go with him to the doctor s office. 2.Mark wanted her help he with his homework. 3.She doesn t got a high enough score pass the test. 4.I m study French order to go to Paris. 5.You can never to do enough help others to live well. Review 23."}
{"text": "INTRODUCTION TO AGRICULTURE K.C.S.E PAST PAPERS 1. 1996: What is plantation farming system? 2. 1997: State the main characteristics of shifting cultivation. 3. 1997: Differentiate between olericulture and pomoculture 4. 1997: State three characteristics of shifting cultivation. 5. 2001: State six reasons why agriculture is important in Kenya s economy 6. 2002: State two ways in which agriculture contributes directly to the development of industries. 7. 2004: Give the limitations of pastoral Farming. 8. 2004: State any two disadvantages of pastoral nomadism system of farming. FACTORS INFLUENCING AGRICULTURE K.C.S.E PAST PAPERS 1. 1995: List four environmental factors that affect crop distribution in Kenya. 2. 1996: State two ways by which wind affects the growth of crops. 3. 1997: a State two ways by which wind affects the growth of crops. B Give two roles of micro-organisms in the soil that are beneficial to crops c State three properties of soil that are influenced by its texture. 4. 1999: List down the four aspects of rainfall that affect agriculture. 5. 1999: Describe the environmental conditions that may lead to low crop yields. 6. 2000: Outline three effects of soil organisms which benefit crop growth. 7. 2001: State two causes of hard pan in a crop yield. 8. 2002: a Name tow processes of rock weathering. B Differentiate between soil texture and soil structure. C State three benefits of good soil structure in crop production. 9. 2003: a List two aspects of light that influence crop growth. B The diagram below shows an experiment set up using soil types , H and J and observations made after 24 hours. Study the diagram and answer the questions that follow. I What is the experiment represented above designed to study? Ii Name the three soil types H and J. iii What is the characteristic texture of soil types G and J? Iv State how a farmer would improve the structure of soil type G. 10. 2004: a Give 3 reasons why soil is important to crops. B State two benefits of optimum soil temperature in crop production. C Give 3 factors of soil that influence soil productivity. 11. 2004: Give three reasons why soil is important to crops. 12."}
{"text": "11. 2004: Give three reasons why soil is important to crops. 12. 2004: a Give four reasons why a well drained soil is suitable for crop production. B State two benefits of optimum soil temperature in crop production. C Give three soil factors that influence soil productivity. 13. 2005: State three advantages of adding organic matter to sandy soil. 14. 2005: a State tow roles of good soil aeration in crop growth. B Give two roles of micro-organisms in the soil that are beneficial to corps. C State three properties of soil that are influenced by its texture. FARM TOOLS AND MACHINERY 1. 1995: Give one use of each of the following hammers; i Ball pein hammer ii Sledge hammer State two maintenance practices that should be carried out on a wheelbarrow. 2. 1996 The diagram labeled N I, N II, N III below represent some tolls used in farms. I What functional advantage does the tool labeled N II have over the tool labeled NIII? Ii What is the function of tool labeled NI iii Give the maintenance practice of NI3. Study the photographs below carefully and answer the questions that follows: a i Identify 1------------------------ 2 ----------------------- ii Give the land preparation stage when 2 is used b i Which of the tools is suited for a field with roots, trash and other obstacles? Ii Give a reason for your answer in b i 4. 1996: State one use of each of the following tools; i Spoke shave ii Plumb bob 5. 1997: Name two tools used for cutting galvanized iron pipes. 6. 1998: State four maintenance requirements of a jack plane. 7. 1998: List four tools used for laying concrete blocks when constructing a wall. 8. 1999: a What is the difference between a tenon saw and a crosscut saw? B What safety measure should be taken when using a crosscut saw? C Give three maintenance practices that should be carried out on crosscut saws. 9. 2000: Give the factor, that are considered when selecting a garden tool for primary cultivation. 10: 2000 a State one use of each of the following tools, i sickle ii Secateurs. B Give two reasons for proper maintenance of farm implements."}
{"text": "2000: Give the factor, that are considered when selecting a garden tool for primary cultivation. 10: 2000 a State one use of each of the following tools, i sickle ii Secateurs. B Give two reasons for proper maintenance of farm implements. C State three factors that should be considered when selecting gardener tools for primary cultivation. 12. 2001: L, M, N and O are diagrams of farm tools. Study them and answer the questions that follow. I Identify the farm tools; L, AA N and O. ii State the use of each tool L, AA, N and O. 13. 2001: List the tool used for each of the following i Tightening barbed wires during fencing, ii Smoothening concrete flours during plastering. Iii Administration of liquid medicine to livestock through the mouth. Iv Processing butter------------------- 14. 2003: List five tools used when constructing a wooden fence. 15. 2003: a Diagrams M, N, P and Q represents some farm tools. I Identify the tools; M,N,P and Q. ii Give the use of each of the tools named above. Iii State two maintenance practices that should be carried out on tool M. b The diagram below shows a farm equipment. Study it and answer the questions that follow. I Identify the equipment. Ii Name the parts labeled R, S, T and U. CROP PRODUCTION LAND PREPARATION K.C.S.E PAST PAPERS 1. 1994: State 4 reasons for primary cultivation. 2. 1997: State four reasons for primary cultivation. 10. 1999: State four factors which determine the depth of ploughing. 3. 2000: a Give tow reasons why the use of fire should be discouraged in clearing land during seedbed preparation. B Give tow reasons for secondary cultivation. C State two benefits of minimum tillage in crop production. 4. 2000: List four implements used to carry out secondary cultivation 5. 2001: State two causes of hard pans in a crop field. 6. 2001: Give the maintenance practices of a disc plough. 7. 2002: State reasons why use of fire in clearing land is discouraged. 8. 2003: Outline the main reasons for secondary tillage. 9. 2004: State the main benefits of minimum tillage 10."}
{"text": "2003: Outline the main reasons for secondary tillage. 9. 2004: State the main benefits of minimum tillage 10. 2005: a State one condition under which a farmer would prefer to use an ox-cart instead of tractor drawn trailer. B Give three maintenance practices carried on an ox plough. 11. 2004: Give four farming practices that may help in achieving minimum tillage. WATER SUPPLY AND IRRIGATION K.C.S.E PAST PAPERS 1. 1994: Give the main methods of conveying water from place to place. 2. 1995: State two methods of storing water on a farm. 3. 1995: State two ways of overcoming the problem of water logging in crop production. 4. 1996: State four methods of treating water for domestic use. 5. 1997: a Give tow ways of conserving water for livestock use. 6. State two means by which water can be conveyed from the place of Storage to where it is needed on the farm. 7. 1998: Name four types of water pumps which can be used on the farm. 8. 1998: List two features of plastic pipes a farmer should consider before buying the pipes. 9. 1998: a State three factors to be considered before deciding on irrigation in crop production. B State three advantages of overhead irrigation compared to surface irrigation. 10. 1998: Give four feature of plastic pipes a farmer should consider before buying the pipes. 11. 1998: Name four types of water pumps which can be used on a farm. 12. 1998: Which of these factors would you consider in deciding on irrigation in crop production. 13. 2000: In what way is water useful for agriculture activities? 14. 2000: a Explain the reasons for treating water on the farm. B State the uses of water in the farm. C Describe the process involved in water treatment using a chemical treatment system. 15. 2001: Give two factors that influence the quantity of water used in the farm. 16. 2001: State three farming activities which may cause pollution to water sources. 17. 2002: State three advantages of crop irrigation in a farm. 18. 2003: Study the illustration below carefully am answer the questions which follow River. A Identify the illustration b Explain part 1 -6 19. 2003: Outline two routine maintenance practices carried out on water storage tanks. 20."}
{"text": "A Identify the illustration b Explain part 1 -6 19. 2003: Outline two routine maintenance practices carried out on water storage tanks. 20. 2003: List three types of surface irrigation in crop production. 21. 2003: List four methods used to drain farm land. 22. 2004: a List three surface water sources found in a farm. B Give two reasons for treating water before use in a farm. 23. 2004: Give the reasons why water treatment ii important. SOIL FERTILITY ORGANIC MANURES K.C.S.E PAST PAPERS. 1. 1995: How is green maturing carried out on a farm? 1995: a Give four reasons why it is advantageous to use farm yard manure instead of straight fertilizer. B State four factors that determine the quality of farm yard manure. 2. 1998: State four ways by which plant nutrients may be lost fro the soil. 3. Outline the various benefits of F. Y. M in the farm. 4. 1999: a Define soil fertility b List the major characteristics of a fertile soil. 5. The diagram below is a presentation of a cross section through a compost heap studies it and answer the questions which follow. A i Name the parts labeled 1 Give the importance of 5, 4, 3 b Why is it advisable that i A long sharp pointed stick driven into the file at an angle. Ii Compost pits be preferably alone in more drier area weather. 9. 1999: Give four ways by which soil loses its fertility 10. 2000: State four characteristics that make a crop suitable for green manuring. 11. 2002: State three factors that determine the quality of compost manure. 12. 2003: State four characteristics of a fertile soil. 13. 2003: Name three farming practices which may lead to soil erosion. 14. 2005: State three factors which should be considered when sitting a compost heap. 15. 2005: State three advantages of adding organic matter to sandy soil. LIVESTOCK PRODUCTION COMMON BREEDS K.C.S.E PAST PAPERS 2. 1996: i Name the breed of camel that is used for provision of quicker mode of transport and is better adapted for arid conditions. Ii Give two reasons why this species of camel is well adapted to North par of Kenya. 3."}
{"text": "1996: i Name the breed of camel that is used for provision of quicker mode of transport and is better adapted for arid conditions. Ii Give two reasons why this species of camel is well adapted to North par of Kenya. 3. 1998: i Give two reasons why jersey breeds is better suited for marginal areas than Friesians breed. 3. 1999: Name the major characteristics of indigenous cattle breeds. 4. 1999: Give the major features of exotic beef breeds 1. 2000: Name the exotic cattle with i Highest butter fat content ii Lowest butter fat content 5. 2001: State two characteristics of goats that make them adaptable to arid areas of Kenya. 6. 2001: Give three ways used to improve production in indigenous cattle. AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS KCSE PAST PAPERS 1. 1994: List any four types of records a farmer should keep. 2. 2001: State four reasons for keeping health records in livestock production 3. 2005: State the conditions under which the opportunity cost is Zero in a farming enterprise. SOIL FERTILITY II INORGANIC FERTILIZERS KCSE PAST PAPERS 1. 1995 2001: State four characteristics of Nitrogenous fertilizers 2mks 2. 1996: Calculate the amount of K2O contained in 400kg of a compound fertilizer 25:10:5. 2mks 3. 1996: State four functions of Potassium in plant growth. 2mks 4. Give two symptoms of potassium deficiency in crops 2mks 5. 1998: State four ways by which plant nutrients may be lost from the soil 2mks 6. 2001 a State three functions of nitrogen in crops 2mks b State two symptoms of nitrogen deficiency in a growing maize crop 2mks 7. 2003: State four effects of excessive application of Nitrogenous fertilizers on crop growth. 2mks 8. 2004: Give two functions of sulphur in crops 2mks 9. 2004: Give four deficiency symptoms of phosphorous in crops. 2mks 10. 2005: List four ways of applying fertilizers in crops 2mks 11."}
{"text": "2004: Give four deficiency symptoms of phosphorous in crops. 2mks 10. 2005: List four ways of applying fertilizers in crops 2mks 11. 2005: a Differentiate between macro nutrients and mirco nutrients 2mks b State four functions of Calcium in plant growth and development 2mks CROP PRODUCTION II PLANTING KCSE PAST PAPERS. 1. 1995: State four benefits of using vegetative propagation in orange production. 2mks 2. 1995: a Give two advantages of growing cereal crops in rows instead of broadcasting. 2mks b Give two reasons for planting crops at correct spacing 2mks c Give two factors that determine the depth at which seeds should be planted. 2mks 3. 1996: State any four factors that determine the spacing of a crop 2mks 4. 1997: Give two reasons for sowing annual crops early in the planting season. 2mks 5. 1997: Why should legume seeds be inoculated before planting 1mks 6. 1997: State two benefits a farmer would get by having the correct plant population in the production of annual crops. 2mks 7. 1998: State four factors that influence spacing when planting a pure stand maize. 2mk 8. 1998: Give two factors that would influence the time of planting beans 1mk 9. 1999: Give four reasons for seed selection in crop production. 2mks 10. 1999: State six factors that influence the spacing of an annual crop. 2mks 11. 2000: Give four advantages of under sowing in pasture production. 2mks 12. 2000: a Give two harmful effects of high population density in a maize crop growth for grain production 2mks b Calculate the plant population per hectares of a maize crop planted at a spacing of 100cm x 50cm. Show your working 2mks 13. 2002: Name two crop production practices carried after planting to achieve optimum plant population. 1mk 14. 2002: State five qualities of the mother plant which should be considered when selecting vegetative materials for planting. 2mks 15."}
{"text": "1mk 14. 2002: State five qualities of the mother plant which should be considered when selecting vegetative materials for planting. 2mks 15. 2002: State four factors that determine the time of planting of a crop. 2mks 16. 2002: Give four disadvantages of planting seed using broadcasting method. 2mks 17. 2004: List four factors that determine 2mks 18. 2005: Give six reasons for timely planting of annual crops. 3mks CROP PRODUCTION-NURSERY PRACTICES KCSE PAST PAPERS 1996 2005: Give a reason for carrying out each of the following practices in a tomato nursery. 2mks i Pricking out ii Hardening off. 1997: Give two activities carried out during hardening off tomato seedlings 2mks 1998: Give two characteristics of a good root stock for grafting. 1mk CROP PRODUCTION IV FIELD PRACTICES KCSE PAST PAPERS 1. 1997 2005: State four reasons for pruning fruit crops 2mks 2. 1998: Give two reasons for drying grains before storage. 2mks 3. 1999: a Why is training done in some crops. 1mk b Name two crops, which require training. 5. 1999: State two factors that determine the stage at which a grain crop is ready for harvesting 1mk 6. 1999: State four benefits of using organic matter for mulching, sounds 2mks 7. 2000: State two ways in which inorganic mulch helps to conserve moisture in the soil 1mk 8. 2001: a What is crop rotation? 1mk b State three advantages of crop rotation. 1mk c State three factors considered when designing a crop rotation programme 2mks CROP PRODUCTION V VEGETABLES KCSE PAST PAPERS 1. 1996 2005: a Give one cause of blossom end rot in tomatoes b State two methods of controlling blossom end rot in tomatoes 2mks 2. 1996 2005: State four factors to consider when grading tomatoes for fresh market."}
{"text": "1mk c State three factors considered when designing a crop rotation programme 2mks CROP PRODUCTION V VEGETABLES KCSE PAST PAPERS 1. 1996 2005: a Give one cause of blossom end rot in tomatoes b State two methods of controlling blossom end rot in tomatoes 2mks 2. 1996 2005: State four factors to consider when grading tomatoes for fresh market. LIVESTOCK HEALTH INTRODUCTION KCSE PAST PAPERS 1. 1996 1997: a State three advantages of keeping a herd of dairy cattle health. 3mks 2. 1997: a State two reasons for maintaining livestock in good health. 2mks b Name two noticeable diseases in cattle. 2mks 3. 1999: state two ways by which proper feeding contribute to disease control in livestock. 1mk 4. 2000: Explain measures used to control livestock diseases. 12 marks 5. 2002: Give four ways in which diseases can spread can spread from one animal to the other within the farm. LIVE STOCK HEALTH PARASITES KCSE PAST PAPERS 1. 1995: a Which livestock disease is transmitted by each of the following ticks? 2mks i Blue tick Boophilous decoloratus ii Brown ear tick Rhipicephalous appendicula tus b How many hosts does the red-legged tick Rhipicephalous averts require to complete its life cycle? 1mk 2. 1998: a State four signs of infestation by external parasites in livestock? 2mks 3. A State four signs of infestation by external parasites in livestock? 2mks b Name the intermediate host for each of the following internal parasites. 2mks Tape worm Taenia solium ii Liver fluke Fasciola hepatica 4. 200: describe the life cycle of a three- host tick. 8mks 5. 2003: State four non-chemical methods of controlling ticks in cattle. 2mks 6. 2004: Give four measures that should be taken to control tapeworms on the farm."}
{"text": "2003: State four non-chemical methods of controlling ticks in cattle. 2mks 6. 2004: Give four measures that should be taken to control tapeworms on the farm. 2mks LIVE STOCK PRODUCTION II NUTRITION KCSE PAST PAPERS 1. 1995 2002: What is a production ration as used in animal nutrition? 1mk 2. 1995: Name two groups into which vitamins are classified. 1 mk 3. 1996: State 3 factors that influence the amount of water intake by a farm Animal. 11 2 mks 4 1996: a Differentiate between a roughage and a concentrate feed in animal nutrition. 2mks b State three ways in which a production ration may be utilized by cattle. 3 mks 5. 1998: Give four characteristics of a livestock roughage feedstuff. 6. 1998: Outline four functions of proteins in the body of an animal. 2mks 7. 1999 2002: Outline four factors that determine the nutritional requirements in cattle 2mks 8. 2000: Give 4 functions of calcium in dairy cow. 2mks 9. 2001: State four factors that are considered when formulating a livestock ration 2 marks 10. 2002: a Explain the term production ration as used in livestock productions. 1mk b State four factor which determine the amount of feed an animalcan consume. 4mks 11. 2004. State three reasons for feeding livestock. 11 2mks LIVE STOCK PRODUCTION III - SELECTION AND BREEDING KCSE PAST PAPERS. 1. 1994: a How does crossbreeding improve livestock production. 2. 1994: State six signs that are likely to be observed when a cow is on heat 3. 1996: State four disadvantages of natural mating as a method of breeding in dairy cattle management. 4. 1997: Define the term out crossing in animal breeding. 5. The diagram below shows the reproductive system of a cow. Study it carefully and answer the questions that follow. A i Name the parts labeled A B and C."}
{"text": "7. 2000: State four reasons for castrating male piglets. 8. 2000: Give two qualities of creep feed that makes it suitable for piglets. 9. 2000: State two reasons why it is necessary to place sugar syrup close to a beehive. 10. 2000: State four routine management practices that should be carried out on a lactating ewe. 11. 2001: State six management practices in fish rearing. 12 2002: Give five signs, which indicate that a sow is about to furrow. 13. 2002: State four conditions which would make it necessary to feed bees. 14. 2003: State four management practices that should be carried out during the mating season in sheep. 15. 2005: Name four species of fresh water fish reared in Kenya. FARM STRUCTURES. 1. 1994: The diagram below represents a calf pen. Study it to answer the questions that follow. I How high should the floor be above the ground level? Ii Why should the floor of the calf pen be raised? Iii Why should the parts of the pen marked p be open? Iv State three factors that should be considered in sitting a calf pen? 2 1995: State two advantages of using wood in the construction of farm buildings 3. 1995: Describe the construction of a rabbit hutch under the following sub- headings. 4. 1996: Give two reasons for treating timber to the used in construction of farm buildings. 5. 1996: State one advantage and one disadvantage of using barbed wire instead of plain wire for fencing paddocks. 6. 1996: State two functions of ventilation in an animal house. 7. 1996: a One of the recommended ratio of mixing ingredients for making Concrete block is 1:3:4, Name ingredients represented by the numbers 1, 3 and 4 in the mixture. B If stronger concrete blocks were to be made, name the ingredient that would be increased. C State three properties of concrete that make it suitable for constructing farm buildings. D In addition to concrete, name three other materials that would be required to construct the floor of milking shed. 8. 1997: State four features of a good maize granary. 9. 1998: State two reasons why maintenance of farm structures is important. 10. 1998: a State any four factors that would influence the sitting of a calf pen."}
{"text": "1998: State two reasons why maintenance of farm structures is important. 10. 1998: a State any four factors that would influence the sitting of a calf pen. B State fur factors to consider when selecting materials for constructing a calf pen. C Give four maintenance practices that should be carried out on a permanent calf pen. 11. 1999: Give two practices, other than use of preservatives, that can be carried out on wooden fencing posts to make them last long. 12. 1999: State six features of an ideal calf pen. 13. 1999: Outline any four maintenance practices that should be carried out in a deep litter poultry house. 14. 2001: Give two advantages of concrete blocks over timber as building materials. 15. 2001: a State the uses of fences in farms. B What factors would be considered when sitting a farm structures. 16. 2002: a State four advantages of a hedge in a farm. 17. 2003: State four advantages of using a Kenya Top Bar Hive ove log hive. 18. 2003: Outline two routine maintenance practices carried out on water tanks. 19. 2004: a Explain the uses of various hand tools in the construction a Kenya Top Bar Hive b Describe the procedure of erecting wooden posts for fencing. 20. 2005: State three disadvantages of using steel in construction of farm buildings. SOIL AND WATER CONSERVATION KCSE PAST PAPERS 1. 1995: Give one way through which check dams control soil erosion. 2. 1997: State two ways by which trees help in soil conservation. 3. 1997: State two reasons for carrying out soil conservation in a farm. 4. 1998: State two ways by which grass cover help to conserve soil. 5. 2003: State two ways by which inorganic mulch help to conserve water in the Soil. 6. 2004: Define the terms; a Forestation b Re-a forestation 7. 2005: Outline three factors, which may influence soil erosion. WEEDS AND WEED CONTROL KCSE PAST PAPERS 1. 1998: State four reasons why timely weed control is advisable in crop production. 2. 2000: Give four ways of controlling weeds in a maize field. 2mks 3. 2000: PP2: Diagram and H show weeds. I Identify the weeds."}
{"text": "2mks 3. 2000: PP2: Diagram and H show weeds. I Identify the weeds. 2mks ii State the economic importance of the weed shown in diagram G 2mks iii Why is it difficult to control weed in diagram G? 1mk 4. 2001: State six disadvantages of weeds in crop production 3mks 5 2004: i State four factors that contribute to the competitive ability of weeds. 2mks 6. 2004: The diagram below represents a weed. I Identify the weed 1 2 mrks ii Classify the weed according to its life span. 1 2 mark iii State one harmful effect of the weed to livestock. 1mk AGRICULTURE ECONOMICS II - LAND TENURE AND REFORMS KCSE PAST PAPERS 1. 1997: State four disadvantages of communal land tenure system. 2. 1999: Give two ways in which land consolidation helps to improve farm management. 3. 2003: State four objectives of land settlement which have been undertaken in Kenya 4. 2005: Give two forms of collective land tenure system in CROP PESTS AND DISEASES KCSE PAST PAPERS 1. 1994: PP2 Below is a diagram of a bird labeled A. Which is a crop pest? I Identify the pestii State two ways by which the bird causes loss in crops. Iii State four methods, which are used to control the pests. 2. 1995: The diagram labeled D below shows a Kale crop invested by a pest i Identify the pest. Ii What damage does the pest cause the crop? Iii State two methods of controlling the pest 3. 1995: Give two methods of controlling the pest? 4. 1995: State two cultural methods of controlling bollworms in a crop of cotton. 5. 1996: Give two ways of controlling bacteria blight in cotton. 6. 1998 1999: State four factors that affect the effectiveness of a pesticide. 7. 1999: a State two feeding habits of field insect pests. B State two cultural methods of pest control in stored grains. 8. 1999: Explain how various practices carried out in the field help to control crop diseases. 9."}
{"text": "8. 1999: Explain how various practices carried out in the field help to control crop diseases. 9. 2003: State three cultural ways of controlling nematodes in a field of bananas. 10. 2003: a Define the term Economic Injury Level of a crop. B Give two ways by which pesticides kills crop pests. C State four disadvantages of chemical pest control in crop production. 11. 2004: Give three harmful effects of pests in crop production 12. 2005: State two cultural methods in controlling bollworms in a tomato crop. 13. 2005: Give two possible causes of swelling on the roots of bean plants. CROP PRODUCTION VI FIELD PRACTICES II KCSE PAST PAPERS. 1. 1994: Name two field pests and two diseases of millet. 2. 1996: Why is it advisable to apply a straight nitrogenous fertilizer to a crop of maize at a height of 30 45cm. 3. 1996: Which disease causes a mass of dark spores on the flowering parts of maize? 4. 1996: State any four non chemical methods of controlling storages pests in a maize granary. 5. 1996: List four insect pests of maize in storage. 6. 1996: PP2 The diagram below labeled G, H, J and K shows different stages of cotton fruit. I Rearrange the label G, H, J, and K to show the correct sequence in which the cotton fruit develops. Ii What would be the effect of attack by cotton boll worms at the stage labeled K? Iii State two conditions that should be observed when harvesting to ensure that cotton picked is of high quality. Iv Name the two products which are obtained after processing cotton. 7. 1997: State four practices used to control maize streak in the field. 8. 1998: i State tow cultural methods of controlling pests in an established field of sorghum. Ii List any four insect pests that attack maize in the field. 9. 2000: Give four ways of controlling weeds in a field of maize. 10. 2000: Give four control measures pf maize steak virus. FORAGE CROPS KCSE PAST PAPERS. 1997 1995: State two advantages of establishing a mixed grass legume pasture instead of planting a pure grass pasture. 2. 1996: Give two disadvantages of overstocking in cattle production. 3."}
{"text": "2. 1996: Give two disadvantages of overstocking in cattle production. 3. 1997: State two roles of additives in silage making. 4. 1997: a Define the following term, i Under sowing ii Over sowing b State three methods of controlling weeds in a pure grass pasture. C Give three benefits of top dressing in the management of grass pastures. 5. 1998: State four ways by which a farmer can make efficient use of a pasture crop. 6. 1999 2004: Give four factors that determined the nutrient content of hay. 7. 2000: State four advantages of under sowing in pasture production 8. 2003: Describe field production of Napier elephant grass under the following sub-headings. I Seedbed preparationii Planting iii Fertilizer application iv Weed control v Utilization 9. 2004: a List three pasture legumes grown in medium altitude zones. B Give three advantages of rotational grazing. C State three ways by which overheating can be prevented in the process of making silage. 10. 2005: State two advantages of proper stocking pasture management. 11. 2005: Explain the following terms as used in pasture establishment. A Seed Inoculation b Over sowing LIVE STOCK HEALTH III LIVESTOCK DISEASES KCSE PAST PAPERS. 1. 1994: List six routes through which pathogens can enter the body of an animal. 2. 1995: State two methods of controlling rinder pest disease in cattle. 3. 1994 1996: Give four symptoms of Newcastle disease in poultry. 4. 1996: State four predisposing factors to the occurrence of mastitis in dairy cattle. 5. 1996: State any three symptoms of mastitis in dairy cattle. 6. 1997: Name two notifiable diseases in cattle. 7. 1996 2004: State two measures that should be taken to prevent an outbreak of Newcastle disease in poultry. 8. 1997: PP2: The diagram below shows the head of a chicken having symptoms of a poultry disease. I Identify the disease ii Give two reasons why the disease is of economic importance to the farmer. Iii State any tow methods of controlling the disease. 9. 1999: State four symptoms of foot rot in sheep. 10."}
{"text": "9. 1999: State four symptoms of foot rot in sheep. 10. 2009: Name the causal agents for each of the following disease, i Coccidiosis ii Black quarter 11. 2000: i State two predisposing factors of foot rot in sheep. Ii Give three symptoms of anaplasmosis disease. 12. 2000: Explain measures used to control livestock diseases. 12mks 13. 2001: Give two signs that would indicate that a cow has died of anthrax. 14. 2001: a Name the causal organism of brucellosis in cows 1mks b Give two symptoms of brucellosis in cows. C State four measures that should be taken to control brucellosis in cattle. 15. 2002: Give three methods of controlling rinderpest in cattle. 16. 2004: Mention four symptoms of East Coast Fever in cattle. 17. 2005: a State the cause of milk fever in dairy cows. 1mks b Give four symptoms of milk fever in dairy cows. C State two methods of controlling milk fever. LIVESTOCK PRODUCTION POULTRY KCSE PAST PAPERS 1. 1995: Give three methods of controlling cannibalism in a flock of layers in deep litter system. 2. 1995: List four factors that should be considered when grading eggs for marketing. 3. 1998: a Describe the artificial rearing of layer chicks from day old up to the end of brooding. B Describe the characteristics of a poor layer, which should be considered during culling 4. 1999: Outline any four maintenance practices, which should be carried out in a deep litter poultry house. 2mks 5. 2000: Give four conditions that reduce the quality of eggs for hatching. 2mks 6. 2001: Give four measures that can control egg eating by hens in a deep litter system 2mks 7. 2002: a State four observations on the behaviour of chicks which would indicate that the temperature of a brooder is too high. 4mks b Give four advantages of deep litter system of poultry keeping. 4mks 8. 2005: List six qualities of eggs suitable for incubation 3mks 9."}
{"text": "4mks b Give four advantages of deep litter system of poultry keeping. 4mks 8. 2005: List six qualities of eggs suitable for incubation 3mks 9. 2005: Describe the steps to be taken in maintaining hygiene in a deep litter poultry house. 5mks LIVESTOCK PRODUCTION VI CATTLE KCSE PAST PAPERS. 1. 1995: a The diagram below is a cross section of part of a cows adder Label on the diagram the parts marked k, I, m and n. 2mks b i What is milk let down? 1mk ii Which hormone stimulates milk let down. 1mk c State three practices which are carried out to control mastitis in lactating cows. 2. 1995: Describe the management of a dairy heifer calf from birth until it is mature for first service. 20mks 3. 1997: a Name any two characteristics of good quality whole milk. 1mk b State three advantages of artificial calf rearing. 3mks 4. 1998: State four qualities of clean milk. 2mks a Define the term colostrums 1mk b Explain three qualities that make colostrums suitable for newly born calves. 3mks c Give two methods if feeding colostrums to a newly born calf. 1mk 5. 1999: State any six practices that would ensure clean milk production 3mks 6. 2000: State six marketing problems affecting dairy farming in Kenya. 3mks 7. 2001: Describe the management of a dairy calf using artificial rearing method from birth to weaning 20 mks FARM POWER AND MACHINERY KCSE PAST PAPERS 1. 1995: a States four advantages of farm mechanization 2mks b Give the functions of each of the following parts of a mould board plough. 4mks i Mould board ii Share iii Frog iv Landslide. C Give two daily maintenance practices that should be carried out on a mould board plough. 2mks 2."}
{"text": "4mks i Mould board ii Share iii Frog iv Landslide. C Give two daily maintenance practices that should be carried out on a mould board plough. 2mks 2. 1995: The diagram below is a tractor drawn implant hitched at the rear of the tractor. I Identify the implement 1mk ii What is the method of power transmission for operating the implement? 1mk iii State three maintenance practices that should be carried out on the implement. 3mks 3. 1996 a Compare the use of an ox-drawn mould board plough with that of a tractor-drawn mould board plough. 9mks b Describe the maintenance practices that should be carried out on an ox-drawn mould board plough 6mks c What are the advantages and disadvantages of using tractor hire service farming instead of owning and using your own tractors. 5mks 4. 1997 a State two reasons of applying oil and grease on a rotary mower. 2mks b State four maintenance practices required on a rotary mower besides oiling and greasing. 2mks c State four factors that a farmer should consider before buying a tractor for use as the source of power on the farm. 2mks 5. 1999 a Give two uses of ox drawn harrow 2mks b Give two maintenance practices of a ox-drawn tine harrow. 2mks c State two advantages of an ox- drawn harrow over tractor-drawn harrow. 2mks 6. 2000: Out line four maintenance practices of a disc harrow. 2mks 7. 2001 a State one method of increasing ploughing depth when using a disc plough. 1mk b State two reasons for maintaining a disc plough, 2mks c State three advantages of farm mechanization. 3mks 8. 2003 a State two functions of a coulter in a mould board plough. 2mks b Give three maintenance practices carried out on an 0x-drawn trailer. 3mks 9. 2004 a State two problems associated with tractor hire service that farmers encounter."}
{"text": "2mks b Give three maintenance practices carried out on an 0x-drawn trailer. 3mks 9. 2004 a State two problems associated with tractor hire service that farmers encounter. 1mk b List four implements used to carry out secondary cultivation. 2mks 10. 2005 a State one condition under which a farmer would prefer to use an ox-cart instead of a tractor-drawn trailer. B Give three maintenance practices carried out on an ox-plough.,. 3mks AGRICULTURE ECONOMIC III- PRODUCTION ECONOMICS 1 1995: a State four ways of improving the labour productivity of farm labour. 2mks b What is increasing returns in a production? 1m ark c What are three classifications of farm credits according to the repayment periods? I mks 2. 1996: a Define the term opportunity cost as used in economics. 1mk b What is working capital in a farming situation 1mk c Define the term utility of a commodity as used in agriculture economics. 1 mk 3. 1997; a State any two sources of capital for farming b Explain the advantages of budgeting in farm business. 5mks 4. 1998: a Explain the difference between fixed costs and variable costs in farming. B Give four variable costs in the production of coffee in an established field of coffee. 2mks c Give 3 advantages of planning in a farm business. 3mks 5. 1999: Give two uses of gross margin analysis in farm business. 6. 1999: a Below is a graphical representation of The law of admonishing returns. A Explain what happens in each of the Zones marked I, II and III in relation to output. 3mks b Which of the three is a rational zone of production? 1mks c State any three precautions a potatoes farmer would take to minimize risks in the production of potatoes. 2mks 7. 2000: a State three ways of improving labour productivity in a farm. B Give two changes that would indicate improvement of labour efficiency in farm. 2mks c State two ways of determining the rate of payment of casual labour in a farm."}
{"text": "2000: a State three ways of improving labour productivity in a farm. B Give two changes that would indicate improvement of labour efficiency in farm. 2mks c State two ways of determining the rate of payment of casual labour in a farm. 3mks 8. 2001: a State four factors that influence the supply of casual labour in a farm. 2mks b State six ways by which a farmer can risk and uncertainties. C State six reasons why agriculture is important in Kenya economy. 3mks 9. 2002: State 2 reasons for choosing the right enterprise combination in farming business. 1mks 10 2003: a Give four examples of joint products in livestock production. B List four variable inputs in poultry production. C A farmer can combine dairy meal and home made in Dairy meal kg Home made feed kg Marginal rate of substitution 1 48 O 2 39 V 3 32 7 4 27 W 5 23 4 6 21 X 7 20 1 8 19 y i Given the above information, calculate the marginal rate of substitution and give values of V, W, X and X 4mks ii Given that the pride of dairy meal is Ksh. 8.00 per kilogram and that of homemade feeds in Ksh. 2.00 per kilogram, calculate the least cost combination. 1mks 11. 2004: a Name three product relationship in agriculture economics. B Explain the following terms as used in agriculture economics. I Production function ii Equi marginal returns. 12. 2005: Name five sources of agriculture credit in Kenya 1 mks 13. Give two examples in each case of the following costs incurred in the production of milk. A Variable costs 1mk b Fixed costs 1mks 14. 2005: a Differentiate between partial budget and complete budget. 2mks b Explain how factors may adjust uncertain rules in farming business 2mks The cost of fertilizer is Kshs. 1500 per unit and the price of maize in Ksh. 1200 per bag. I At what unit of fertilizer input should the farmer be advised to stop applying any more fertilizer to the maize."}
{"text": "1500 per unit and the price of maize in Ksh. 1200 per bag. I At what unit of fertilizer input should the farmer be advised to stop applying any more fertilizer to the maize. Ii Give two reasons for your answer in b i above. Iii Calculate the marginal return at the point of optimum production. AGRICULTURAL ECONOMICS FARM ACCOUNTS 1. 1996: a List four types of financial books farmers should keep. 2mks 1996: State two uses of a balance sheet. 2 mks 2. 1998: Study the following information which was extracted from Mr. Rambo s farm record on 31 -12 95 and answer the question below. Kshs. Loans payable to bank 300,000 Five milking cows 250,000 400 layers 80,000 20 goats 30,000 Debts payable to cooperative 20,000 Buildings and structures 600,000 Bonus payable to workers 19,000 Cattle feed in store 10,000 Animal drugs in store 4,000 Debts receivable 18,000 Breakages to repair 30,000 I cash at hand 20,000 I Cash in bank 30,000 Spray equipment 12,000 Prepare a balance sheet for Rambo s farm using the information above 7 mks3. 2001: a Explain the following terms as used in farm account. I Cash account ii Ledger iii Balance sheet iv Purchase order. Name two types of inventories used in farm accounts. 2mks 4. 2002: On 5 1- 2001 Tamu farm purchased on credit the following items from a K. F. A shop. 20 bags of dairy meal, 70kg each sh. 1,100 per bag. 16 bags of bran, 70kg each sh. 700 per bag. 18 bags of D.S.P fertilizer, 50kg each sh. 1,500 per bag. 45 bags of seed maize, each 2kg Ksh. 300 per bag. 8 shearing knives medium size sh. 300 per knife. I Prepare the purchase order that Tamu farm made to K.F.A."}
{"text": "8 shearing knives medium size sh. 300 per knife. I Prepare the purchase order that Tamu farm made to K.F.A. 6mks ii Calculate the value of each item purchased and the total value of the order. 3mks 5. 2004: The following accounts information is from Mrs. Mbuta s farm for the year ended 31 12 2003. Opening valuation Ksh. 6,0007 Paid wages Ksh. 5000 Bought equipment worth Ksh. 8,000 Bought pig feeds worth Ksh. 4,000 Sold mature pigs worth Ksh. 7,000 Bought drugs worth Ksh. 3,200 Sold maize worth Ksh. 3,000 Closing valuation Ksh. 4,000 i Using the information above, prepare a profit and loss account for Mrs. Mbuta s farm. Ii From the calculations in i above, state whether Mrs. Mbuta made a profit or a loss. 1mk 6. 2005: a What is opening valuation as used in farm account? 1mks b State the use of each of the following financial documents 3mks i Cash receipt ii Purchase order. Mi Delivery note. AGRICULTURAL ECONOMICS AGRICULTURAL MARKETING AND ORGANIZATION 1. 1995: a What is the minimum number of people required to form a co-operative society? 1mks b State four factors that may influence the supply of a commodity in a market? 4mks c State four problems that farmers are likely to face when marketing their produce. 4mks d Name two marketing organizations for coffee in Kenya. 1mk 2. 1996: a Differentiate between market and marketing? 2mks b What is an imperfect market? 1mk c How will the price of mangoes in the short run be affected if the quantity of mangoes supplied in a market is increased d State any four problems a dairy farmer is likely to face in marketing milk. 2mks 3. 1997: a State the law of demand. 1mk b State four factors that determine the demand of a commodity in a free market economy."}
{"text": "2mks 3. 1997: a State the law of demand. 1mk b State four factors that determine the demand of a commodity in a free market economy. 4mks c What is elasticity of demand for a commodity? 1mk d Explain the functions of agricultural marketing boards. 15 mks 4. 1998: a Give four benefits a farmer would derive from being a member of a dairy co-operative society. 2mks 5. 1999: a Explain the problems farmers face in marketing of agricultural produce. 9mks b Describe the various agencies and institutions involved in marketing of a agricultural produce. 5mks 6. 2000: a State six factors that influence demand for a commodity in a market. 3mks 7. 2003: a Given that at a price of Ksh.100 per bag, 20 bags of maize are demanded, but when the price changes to Ksh.800 per bag, 22 bags of are demanded. Calculate the elasticity of demand. Show your working. 3mks 8. 2003: a Describe the functions of agricultural marketing 10mks b Explain the role of agricultural co-operatives in Kenya. 10mks 9. 2004: a State six problems experienced by farmers in marketing agricultural produce. 3mks K.C.S.E AGRICULTURE PAPER 1 2006 SECTION A 30 marks Answer all the questions in this section in the spaces provided 1. Differentiate between Olericulture and pomocullure as used in crop production 1 mk 2. State three ways by which biological agents can enhance the process of soil formation 1 mk 3. State four advantages of drip irrigation 2 mks 4. State four advantages of adding organic manure to a sandy oil 2 mks 5. State two factors that would determine the amount of fertilizer to be top dressed to a crop in the field 1 mk 6. State four advantages of applying lime as a measure of improving soil condition 2 mks 7. Give four reasons for using certified seeds for planting 2 mks 8. Give four reasons for planting crops at the correct spacing 2 mks 9."}
{"text": "State four advantages of applying lime as a measure of improving soil condition 2 mks 7. Give four reasons for using certified seeds for planting 2 mks 8. Give four reasons for planting crops at the correct spacing 2 mks 9. State three effects of soil erosion 2 mks 10. Name four methods used to control weeds in pastures 2 mks 11. State two benefits of conserving forage crops 2 mks 12. Mention four practices that should be carried out to maintain grass pasture 1 mks 13. Define the following terms as used in agriculture economics a Gross domestic product GDP 1 mks b Per capita income mks 14. What is profit maximization in agriculture economics? Marks 15. State four benefits of budgeting to a farm manager 2 mks 16. Give two reasons why farmers keep farm accounts 17. State activities carried out by young farmers club in Kenya 2 mks 18. State four ways by which afforestation helps in land reclamation 2 mks 19. State three advantages of multiple stem pruning over single stem pruning in coffee 1 mks SECTION B 20 mks Answer ALL the questions in this section in the spaces provided 20. Two maize pests are shown in the diagram below. Study them and answer the questions that follow, a Identify the pests in the diagram labeled A and B 1 mk b at what stage of maize production does each damage the crop? C Give one way of controlling each of the pests in the field21 a state the law of diminishing returns in a production process b Use the information on the table below to answer the questions that follow Fertilizer input units Maize yield bags Marginal productions bags 0 50 12 1 62 12 2 66 4 3 68 2 4 69 1 5 69 0 The cost of fertilizer is Kshs 1500 per unit and the price of maize is Kshs 1200 per bag. I At what unit of fertilizer input should the farmer be advised to stop applying any more fertilizer to the maize?"}
{"text": "Study them and answer the questions that follow, a Identify the pests in the diagram labeled A and B 1 mk b at what stage of maize production does each damage the crop? C Give one way of controlling each of the pests in the field21 a state the law of diminishing returns in a production process b Use the information on the table below to answer the questions that follow Fertilizer input units Maize yield bags Marginal productions bags 0 50 12 1 62 12 2 66 4 3 68 2 4 69 1 5 69 0 The cost of fertilizer is Kshs 1500 per unit and the price of maize is Kshs 1200 per bag. I At what unit of fertilizer input should the farmer be advised to stop applying any more fertilizer to the maize? 1mk ii Give a reason for your answer in b above iii Calculate the marginal return at the point of optimum production 1mk 22. A Describe the procedure which should be followed in spraying a crop in tomatoes using a fungicide in powder form, water and a knapsack sprayer. 3 mks b Name one fungal disease of tomatoes that can be controlled using the above procedure. 1mks c State four safety measures that should be taken while spsraying the crop with the fungicide. 2mks 23. The diagram below shows a weed a Identify the weed 1mk b State two reasons for controlling the weed. 2mks c Name two herbicides that can be used to control the weed in a field of maize 1mk d A t what stage of growth of maize should the weed be controlled using a post emergence herbicide ? SECTION C 40 MARKS Answer any TWO questions in this section in the spaces provided at the end of the section. 24. Describe the establishment of kales under the following sub headings: a Nursery preparation b Establishment in the nursery c Management of seedlings in the nursery. D Transplanting of seedlings. 25. A Outline the factors necessary for proper functioning of farmers co-operative societies in Kenya. 5mks b Explain how farmers overcome risks and uncertainties in a farming business."}
{"text": "25. A Outline the factors necessary for proper functioning of farmers co-operative societies in Kenya. 5mks b Explain how farmers overcome risks and uncertainties in a farming business. C Describe the steps farmers should follow when planning a farm business 26. A List various methods of harvesting water in a farm b Outline farming activities which may encourage soil erosion. C Explain how various farming practices would help to conserve soil in a farm. K.C.S.E. 2006 PAPER 2 SECTION A 30 MARKS Answer ALL the questions in this section in the spaces provided. 1. Name a breed of sheep with a Lambing percentage of above 125 and whose fleece may be inferior due to black fibres. 1mk 2. List two appropriate hand tools needed to finish off the handle of a fork-jembe. 1mk 3. What is cropping in fish farming? 1mk 4. State four functions of lubrication system in a tractor. 2mks 5. Give four maintenance practices carried out on the water cooling system of a tractor. 2mks 6. State reasons why a farmer would choose to use a disc plough rather than a mould board plough. 2mks 7. State four construction features necessary in a fish pond. 2mks 8. Give four ways in which disease causing organisms can gain access into a newly born calf 2mks 9. State four ways of controlling tsetse flies. 2mks 10. Give two predisposing factors of foot-rot in sheep. 1mk 11. State four factors which should be considered when selecting dairy goats for breeding. 2mks 12. Give four reasons why camels are suited to living in arid areas. 2mks 13. Name two functions of the crop in the digestive system of chicken. 1mk 14. State four methods of dehorning 2mks 15. Mention six causes of stress to a flock of layers. 3mks 16. State four functions of the worker bees in a bee colony. 2mks 17. State four features of a good pig house. 2mks SECTION B 20 MARKS Answer ALL the questions in this section in the spaces provided. 18."}
{"text": "10mks b Discuss Foot and Mouth disease under the following headings: i Casual organisms. 1mk ii Livestock species attacked. 2mks iii Symptoms of attack. 4mks iv Control measures. 3mks 23. A Describe the management practices that a farmer should carry out to improve milk production in a low yielding herd of dairy cattle. 15mks b Describe the management practices that would ensure maximum yield of fish in a fish pond. 5mks 24. A What are the advantages of farm mechanization? 6mks b Explain the differences between a two stroke and a four stroke cycle engine. 6mks c Outline the daily maintenance practices that should be carried out on a farm tractor 8mks K.C.S.E 2007 AGRICULTURE PAPER 1 SECTION A 30 MARKS Answer ALL the questions in this section in the spaces provided. 1. Give four conditions of the land which may make it necessary to carry out reclamation practices. 2marks 2. List three physical weathering agents in the soil formation process 11 2 3. State two mechanical methods of separating soil particles according to size during soil analysis 1marks 4. Give two benefits of possessing a land Title Deed to a farmer. 1mark 5. Give four advantages of crop rotation 2 marks 6. State four factors that should be considered when classifying crop pest 7. State three functions of boron in crop development. 11 2 8. Outline four observable indicators of economic development of a nation 2marks 9. Give three factors that may influence the price of an agricultural commodity. 11 2 10. Name three examples of leguminous fodder crops. 11 2 11. Give two factors that may determine the size of a pit for silage making 1mark 12. Give three reasons for controlling weeds in pastures. 11 2 13. State six characteristics of a productive soil. 3 mks 14."}
{"text": "Study them and answer the questions that follow. A Name the parts labeled A1, and A2 2 mks A1 A2 b Name the methods of propagation illustrated in diagrams A3 and B 2 mks A3 B 19. Study the crop illustrated in the diagram below and answer the questions that follow a Name one insect pest which attacks the part labeled C1 and one disease which attacks the part labeled C2 2 mks C1 C2 20. A member of young farmers club was advised to apply a complete fertilizer 30: 20:10 in a tomato plot measuring 10m long by 5m wide at the rate of 300kg per hectare a State the percentage of P205 in the complete fertilizer 1 mk b Calculate the amount of fertilizer the member would require for the plot 2 mks Show your working 21. The diagrams labeled D and E below are illustrations of coffee established using two different formative pruning systems. Study them and answer the questions that follow. A Name the system of pruning illustrated in diagram D above 1mk b Outline how the pruning system illustrated in diagram E is carried out 2 mks SECTION C 40 MARKS Answer any two questions in this section in the spaces provided after questions 24 22. A Describe the field production of irrigated rice under the following sub-headings i Land preparation 7 mks ii Water control 6 mks b Describe the management of trees grown under various agro- forestry systems 7 mks 23. A Describe the problems of marketing of agricultural produce 10 mks b Discuss the importance of budgeting in agricultural production 10 mks 24. A Discuss the importance of irrigation if farming 12 mks b Explain the factor that influence the type of irrigation to be used in a farm 8 mks K.C.S.E 2007 AGRICULTURE PAPER 2 SECTION A 30 marks Answer ALL the questions in this section in this section in the spaces provided. 1. Give two reasons for using litter in a poultry house. 1mk 2. Name two diseases of poultry that are controlled by vaccination. 1mk 3."}
{"text": "1mk 2. Name two diseases of poultry that are controlled by vaccination. 1mk 3. State two factors that could lead to failure to conceive in sows after service. 1mk 4. Give tow causes of scouring in calves. 1mk 5. State three factors that would determine the amount of concentrate fed to dairy cattle. 1 marks 6. Give three ways of stimulating milk let-down in a dairy cow. 1 marks 7. State tow reasons for dehorning cattle. 1mk 8. List two equipment used in handling cattle during an agricultural exhibition. 1mk 9. State three signs of anthrax infection disease observed in the carcass of cattle. 1 mks 10. Give three effects of external parasites that are harmful to livestock. 1 mks 11. State four factors to consider when siting a fish pond. 2mks 12. State three adjustments that should be carried out on a tractor mounted moulboard plough in preparation for ploughing. 1 mks 13. A Name four breeds of dairy goats. 2mks b Mention two distinguishing characteristics of the Bactrian camel breed. 1mk 14. State five methods of maintaining good health in livestock. 2 mks 15. List four sources of farm power which are environmental friendly. 2mks 16. State three maintenance practices that should be carried out on a feed trough. 1 mks 17. Name four systems of a tractor engine. 2mks 18. List three types of calf pens. 1 mks 19. State four conditions that would encourage hens to eat eggs in poultry production 2mks SECTION B 20 MKS Answer ALL the questions in this section in the spaces provided. 20. The diagrams labeled A and B below show the teeth arrangements in hand workshop tools. A Identify the tools represented with by the teeth arrangements A and B. 1mk A .. B .. b State one functional difference between tools represented by the teeth arrangements A and B. A B c Give two maintenance practices for the tools represented by the teeth arrangement shown above. 2mks 21."}
{"text": "B State one functional difference between tools represented by the teeth arrangements A and B. A B c Give two maintenance practices for the tools represented by the teeth arrangement shown above. 2mks 21. A The diagram below illustrates a method of identification in livestock production. Study the diagram and answer the Questions that follow. I Name the type of identification illustrated above. 1mks ii Give the identification number of the animal illustrated in the diagram above. 1mk iii Using diagrams illustrate how you can identify animals Nos 24 and 36 using the above method. 2mks Animal No. 24 Animal No. 36 b If a sow was successfully served on 27th September, 2006, state the date she is likely to have farrowed. 1mks 22. The diagram below shows a type of a farm gate. Study the diagram and answer the questions that follow. A Identify the type of gate shown 1 2 mk b Name the parts labeled C, D and E. 1 mks C .. D E .. c i State one function of the part labeled F. 1mk F ii State two functions of the gate illustrated above. 2mks 23. The diagram below shows a farm implement. Study it and answer the questions that follow. A Identify the farm implement illustrated above. 1mk b Name the parts labeled G, H, J and K. G H ... J K .. c State four functions of the farm implement illustrated above. 2mks SECTION C 40 marks Answer any TWO questions in this section in the spaces provided after question 26. 24. A Describe the advantages of the battery system of rearing layers. 10mks b Outline the factors to consider when selection livestock for breeding. 25. A Name the strokes in a four stroke engine and describe how each operates. 12mks b Describe the functions of the gear box in a tractor. 8mks 26. A Name and describe the features of an ideal calf pen."}
{"text": "A Name the strokes in a four stroke engine and describe how each operates. 12mks b Describe the functions of the gear box in a tractor. 8mks 26.a Name and describe the features of an ideal calf pen. 9mks b Discuss pneumonia in calves under the following sub headings: i Predisposing factors 3mks ii Symptoms 5mks iii Control measures 3mks."}
{"text": "INTRODUCTION Composition writing is an important component in the KCPE examination Primary English Paper. In fact it constitutes over 40 of what a candidate gets in the English paper. It goes without saying that highlighting on the various skills, principles and challenges in writing a composition would be very useful to KCPE examination candidates What is a Composition? The answer to this question varies from person to person depending on theme and areas of specialization. But as for our case, based on K.C.P.E examination, a composition is a combination of thoughts and ideas put down in a logical manner. A composition can either be fictitious or factual depending on the title given rubric . Types of Compositions. There is a number of composition types covered under the primary school curriculum. The main ones include;- i Narratives ii Stories iii Letters- friendly and official iv Recipes. V Reports vi Minutes vii Dialogues viii Filling forms. NB:- In all the themes covered in the English syllabus, the last exercises introduces a learner into articulating what he or she has learnt orally into continuous writing. This dictates the need for proper teaching and syllabus coverage to enhance the acquisition of language and writing skills www.arena.co.ke 0713779527info arena.co.ke When does a child begin writing a composition? The answer to this question is not fixed. It all depends on the interpretation. But one thing is certain. That composition writing begins as soon as child begins to think critically and recall what he or she sees, learns, hears and feels. This should tell us that a child begins writing composition even before joining a formal system of education. In formal education, a pupil is introduced to letters then to words and subsequently sentences. It is the combination of sentences that bring about a paragraph and many paragraphs bring out a story. Of course the paragraphs should be centered on a given goal lesson or subject. They should also make sense to both the writer and the reader otherwise the whole process could be futile. The writers thoughts should come out strongly, in fact show me a piece of good writing and I shall tell you the mind of the writer Writing a Composition. Writing a composition depends on a number of factors some of which are answers to the following questions 1. Is it a guided composition? This is mainly done in class 3,4 and 5 2. Is it a topical composition?"}
{"text": "Is it a guided composition? This is mainly done in class 3,4 and 5 2. Is it a topical composition? This type of composition is some what restrictive in that the pupil is expected to develop the story from a certain angle or point of view - Much is expected since the facts are known Examples of topical compositions, given in form of a composition title are; The August Holiday A wedding Ceremony A tree plating day Soil Erosion . 3. Is it a started composition or an ended composition? This has been the mode of K.C.P.E testing of composition since its inception. I don t wish to suggest that a change is impossible. All www.arena.co.ke 0713779527info arena.co.ke what is stipulated in the curriculum is examinable and therefore candidates should practice on all the areas. NB:- In most of the K.C.P.E composition tasks, the topic is often open ended. This means that a learner has a wide scope of what to write about. Below are the beginning of compositions for various years in K.C.P.E. These and many other questions dictated how a composition should be written. However, one major factor in writing a composition is one s preparedness. Think critically on what you have to write about and list down the main points. This may sound unusual but unless a person on a journey knows where he is, where he wants to go and how far it is from his initial position, the journey may not take place. The writer can ease the writing of a composition if an attempt is made to answer questions such as what?,. Where?,when? How? And so? As relates to the composition to be written. For instance if one was to write a composition on the topic A Wedding Ceremony, the following questions can go a long way in making a pupil focus on the topic, 1. Who is wedding? 2. Where is the wedding taking place? 3. When is the wedding taking place? 4. How are the preparations before the wedding? 5. What is your take or involvement in the wedding? 6. What were the emerging issues during the wedding? 7. So how did it end and what was the day like? A good composition should therefore have the following notable characteristics: i An interesting introduction one that captivates the reader and acts as a gateway to the writers thoughts. It should be short, clear and interesting."}
{"text": "So how did it end and what was the day like? A good composition should therefore have the following notable characteristics: i An interesting introduction one that captivates the reader and acts as a gateway to the writers thoughts. It should be short, clear and interesting. Ii A body that brings together the writers thoughts and ideas logically and must be explicit elaborate. Iii A conclusion - This captures the lesson experienced in the whole plot. It brings out the writers feeling about the whole story or www.arena.co.ke 0713779527info arena.co.ke sums up the story. At times it leaves the reader to guess the outcome of an episode. Basing on the title A wedding ceremony the introduction should be such that it touches on the people wedding, the place or venue and the preparation in place. The body should concentrate much on the ceremony itself- from the service, the officiating, and the signing of the certificate, the cutting of the cake, the eating process and the giving of gifts. The conclusion should highlight the general feeling of the ceremony and the departure from the venue. The attitude of the writer is felt here. Where need be, a proverb is best placed to conclude a story. SKILLS IN COMPOSITION WRITING. Below are a number of skills necessary in writing a good composition. I Legibility First and foremost, a piece of writing must be appealing to both the writer and the reader. The teacher for that matter looks at the level of legibility as a merit. An illegible one that cannot be read composition is bound to score less compared to the former. Let your lettering be correct. Some pupils do not write certain letters correctly which bring about some confusion. For example a pupil can write letter a look like letter Q, letter r that looks like v. Let your letters be very clear. The rubbing of any letter or word should be such that the marks do not overlap causing illegibility of the intended word. Avoid crossing a word and writing another one above it. The spacing of words should be uniform and not too close neither too far apart. The letters if possible should follow a particular pattern preferably erect and should be large enough. Ii Fluency www.arena.co.ke 0713779527info arena.co.ke A script should be such that ideas tend to flow in a logical manner. Many candidates find themselves mixing up ideas."}
{"text": "The letters if possible should follow a particular pattern preferably erect and should be large enough. Ii Fluency www.arena.co.ke 0713779527info arena.co.ke A script should be such that ideas tend to flow in a logical manner. Many candidates find themselves mixing up ideas. For example, what should have been the introduction comes last and what should have been the conclusion comes first. In the case of events, we would expect a certain sequence of proceedings that do not seem to overlap. Fluency is also affected by ideas that do not seem to fully develop or come in quick successions. Such a composition is termed as being jerky . For example, in reference to a composition on A wedding ceremony, it is not in order to have the arrival of bridal team coming first, then followed by writing about the venue and then jumping onto the party and then the signing of the certificate. In such a case the flow is hampered. Another element that hampers flow in composition writing is the mixing of tenses and wrong structures that tend to confuse the reader. Punctuation is yet another area that affects the fluency of a composition as we shall see later under challenges in composition writing. Iii Accuracy This includes all the other elements of language in terms of word agreement, correct use of words, phrases, proverbs, paragraphing, and punctuation and so on. What hinder accuracy are the numerous errors displayed in the scripts. These will be highlighted later. Iv Creativity This is a skill that has to be developed through interest and being dynamics while interacting with the course content as well as the immediate environment. It involves coming up with a unique composition that use correct but unfamiliar words, expressions and creates suspense - You keep yearning for more when the story ends. Involvement of all the senses in a composition makes it interesting, varied and the reader relates well with it. Creating scenes within a scene but still keeping the flow can be one way of expressing creativity.- for example on a composition on sports, a writer could create a scene within the main scene about sports where perhaps a player is about to score but a mad man dashes into the field as if from hell and picks the ball after which he runs with it into the maize plantation, or The guest of honour in a harambee meeting thanks the www.arena.co.ke 0713779527info arena.co.ke audience and volunteers to pray for the hefty collection only to find the money gone after."}
{"text": "It involves coming up with a unique composition that use correct but unfamiliar words, expressions and creates suspense - You keep yearning for more when the story ends. Involvement of all the senses in a composition makes it interesting, varied and the reader relates well with it. Creating scenes within a scene but still keeping the flow can be one way of expressing creativity.- for example on a composition on sports, a writer could create a scene within the main scene about sports where perhaps a player is about to score but a mad man dashes into the field as if from hell and picks the ball after which he runs with it into the maize plantation, or The guest of honour in a harambee meeting thanks the www.arena.co.ke 0713779527info arena.co.ke audience and volunteers to pray for the hefty collection only to find the money gone after. V Originality Our learning environment has become affected by an attitude of laxity. Most learners have a tendency of copying work or cramming or memorizing passages, stories or paragraphs from the many sample composition in textbooks in order to impress the teachers. This hinders originality of a composition. This is a practice that should be avoided at all cost. Candidates should realize that those who mark KCPE composition are teachers who have come across all those compositions in revision books. They can therefore tell when one writes such a composition that has been crammed from books. COMMON CHALLENGES IN COMPOSITION WRITING. A Mother tongue influence A learner first interacts with his or her language before getting introduced to English. This has an effect on the writing of the child unless thorough work is done to alleviate this. A good example is:- today is today from the Kiswahili saying Leo ni leo msema kesho ni mwongo. It may sound proper English but that is far from the truth. Other examples of instance where mother tongue interference occur are; - My brother removes job in Nairobi, instead of, My brother works in Nairobi - The tisha told us to go out, Instead of The teacher told us to go out - We ate lice rast night, Instead of, We ate rice last night - Where is my pook? Instead of Where is my book? B Spelling errors: This is a very common problem with most pupils. Some words such as tomorrow, surprised, beautiful, received, until, writing among other www.arena.co.ke 0713779527info arena.co.ke are often not spelled correctly."}
{"text": "Instead of Where is my book? B Spelling errors: This is a very common problem with most pupils. Some words such as tomorrow, surprised, beautiful, received, until, writing among other www.arena.co.ke 0713779527info arena.co.ke are often not spelled correctly. Teachers can give dictation to pupils as a remedy to this problem. Pupils on the other hand are advised to read widely. Looking up new words in a dictionary is another sure way to arrest the problem. B Mixing of speech For example, When the teacher came in he asked us are you going to the show? We said Yes and we boarded the bus. The underlined words were to be punctuated. The correct way of writing it would be- When the teacher came in, he asked us Are you going to the show? We said Yes and we boarded the bus. Alternatively, it can be written as a reported speech to read- When the teacher came, he asked us whether we were to go to the show. We told him that we were interested and we boarded the bus. Pupils should learn how to write in the correct speech. This is only possible if they practice writing compositions which should be marked and errors noted by the teacher corrected. C Use of short form This is another area that challenges a number of pupils. KCPE candidates are advised to be careful when writing short forms of the following words among others. Word Short form Cannot can t Shall not shan t Is not isn t Will not won t Could not couldn t They are they re Would not wouldn t Here is an example of a sentence with short form of some words. We couldn t go home so the teacher asked us to remain in class. He wouldn t let us play. Unless in direct speech, contracted form of verbs should be avoided. Www.arena.co.ke 0713779527info arena.co.ke d Wrong use of vocabulary, expression, phrase I will use the example below to illustrate wrong use of vocabulary, expression and phrase. I occasionally without wasting time left the hall and went straight to the office. Within a snitch of time, I was holding a convocation with the principal. In the above example, the word occasionally refers to frequency and therefore does not sound well with the sentence which is on time. In a nick of time, within a stitch of time or in a fraction of a second would be the right expression to use."}
{"text": "Within a snitch of time, I was holding a convocation with the principal. In the above example, the word occasionally refers to frequency and therefore does not sound well with the sentence which is on time. In a nick of time, within a stitch of time or in a fraction of a second would be the right expression to use. The writer must have held a conversation with the principal or rather a dialogue. F Omission and commission Some errors are mastered and unless revision is carried out, they will keep recurring year after year. Such errors are such as return back, enter in, discuss about, congratulate for reached at among others are common. The additional prepositions are wrongly placed which distorts the rule of the English language. Another challenge here is joining words that should not be joined. For example Iam instead of I am Infact instead of In fact Infront instead of In front Or separating a word that one for example Can not instead of Cannot every thing instead of everything. My self instead of myself There are also errors of omission such as in the two sentences below 1. My uncle lives in USA. Www.arena.co.ke 0713779527info arena.co.ke 2. The monitor put some on the table The correct way of writing the sentences would be i My uncle lives in the USA. Ii The monitor put some books on the table. The underlined words were omitted g Tenses This is a major concern in the writing and speaking of English. We more often than not write what we speak and with a lot of broken English carrying the day, remedial measures must be put in place. It is not surprising to find a writer with the kind of writing shown below : - My mother take coffee and I took tea. -. We eat ugali and meat and then we go home. -. My uncle said that we can go swimming that afternoon. -. She wake up hurriedly and shout for help - I likes eating rice and meat The correct way of writing the above sentences is as shown below. Note the underlined words which were not correctly used earlier. -. My mother took coffee but I took tea. Took but to - We ate ugali and meat and then we went home. -. My uncle said that we could go swimming that afternoon. -. She woke up hurriedly and shouted for help. -. I like eating rice and meat. I like eating rice and meat."}
{"text": "- She woke up hurriedly and shouted for help. -. I like eating rice and meat. I like eating rice and meat. H Poor sentence construction: A sentence is NOT a sentence unless it fulfills the grammatical rule. It would be ridiculous to say: Me I always come to school early, the correct way should be- I always come to school early. We are see that is not easy to go back home. The correct way should be- We realize that it was not easy to go home. Www.arena.co.ke 0713779527info arena.co.ke All visitors they could not believe. The correct way should be- All visitors would not believe. That was the episode day to recall until I kick the bucket. The correct way should be- That was an episode to recall until I kick the bucket or That was an unforgettable episode NB: It is wrong to have two pronouns or a noun and a pronoun in a sentence following each other. I Punctuation errors Many candidates either do not know the use of punctuation marks in writing or they simply ignore them. Emphasis need to be put in order to alleviate the vice. Some common punctuation errors involve wrong punctuation such as - What a great day it was? Instead of What a great day! -. My brother s wives are coming today. This might sound ambiguous but reading through a composition, the writer might be referring to his two or three brothers wives. To correct this, the apostrophes should come after s so that the sentence reads- my brother s wives are coming today. Mr. Nguri our teacher of English is absent today. Commas are, missing to separate the main idea from the additional statement. -. This is very common. The correct way of writing is -Mr. Nguri, our teacher of English, is absent today j Irrelevancy This comes about when the writer deviates from the subject matter and goes on to write a story that has no relationship with the topic one supposed to write about. For example if one was writing on the topic Sports, it would be a grave mistake to go a head and ignore the subject and instead write about a kidnap ordeal or wedding. This is usually common among candidates who cram a given sample composition from books prior to a test. Www.arena.co.ke 0713779527info arena.co.ke Once again I would like to discourage this."}
{"text": "For example if one was writing on the topic Sports, it would be a grave mistake to go a head and ignore the subject and instead write about a kidnap ordeal or wedding. This is usually common among candidates who cram a given sample composition from books prior to a test. Www.arena.co.ke 0713779527info arena.co.ke Once again I would like to discourage this. There are instances where a whole class crams a given composition which they reproduce during the examination. If this happen during KCPE examination, chances of all the candidates being penalized is very high. CONCLUSION In conclusion, I wish to state that for a learner to be able to write an elaborate story, a lot of preparedness has to be done. The teacher has to inculcate the discipline of wide reading, research, use of the dictionary and the speaking of English. This enhances confidence in the learner which in turn creates a sense of determination in composition writing. To the teacher, The evaluation or making of composition should be objective. A teacher should target what to look for in a given composition. If for instance your aim is to look for spelling errors, do so without putting much emphasis on writing or any other aspect of language. This should be alternated every other time with emphasis on a different area. Since practice makes perfect, pupils should be made to write as many compositions as is practical. As for the candidates, I wish to advise that you desist from lifting passage, stories or extract from past papers, newsletters, revision composition books or any other source but rather be creative in your own way. This does not mean that you should not borrow words, expressions, phrases, but copying a whole story hampers your own intellectual capability Read the story below and identify the errors discussed earlier. There are more than thirty errors! SAMPLE COMPOSITION WITH ERRORS . Www.arena.co.ke 0713779527info arena.co.ke I wake up very early in the mourning and headed to the bathroom. I took a cold shawer that left me as fresh as a cucumber. I took a few minutes at the dressing table before emerging looking elegant. The table has been set. I sat comfortably and served myself. Their were all sorts of delicacy ranging from sausages, bacons, egg not to mention tosted bread. In no time, I had grulped my scrimptions breakfast and washed it down with a glass of worm water."}
{"text": "I sat comfortably and served myself. Their were all sorts of delicacy ranging from sausages, bacons, egg not to mention tosted bread. In no time, I had grulped my scrimptions breakfast and washed it down with a glass of worm water. I was set for the long journey that awaited me- a tour in Tsavo National park. The journey was to comment shortly before eight thirty. I walked the short distance from home to the local market centre where the Moi primary school bus was to pick up. To my utter amazing, Ochola, the moniter of our class, was already their. I joined him and congratulated him for his early arrival. By quarter past eight almost everybody had arrived at the place except Kasuve who, as long as I could remember has never arrived to school earlier than eight. He was a reknowed latecomer. The bus negotiated a corner from the far end of the end of the market and halted at the bus stop area.we filed in as the classteacher Mr Nguri called the register. It was not until the driver ignited the engine that Kasuve was seen running towards the bus. As soon as he entered in the bus it set of. You may ask questions if you wish, the teacher said as the bus drove on and on. With it s windscreen glittering as the sun shore on it was surprising to find that what seem a days journey took us not more than two hours to be there.www.arena.co.ke 0713779527info arena.co.ke."}
{"text": "CRE NOTES CLASS 8 COMPLETE CHAPTER ONE GOD S HELP AND SELF HELP The body is the temple of God Various drugs and how they are used The effect of drug on human body Sexual misuse The effects of sexual misuse The misuse of natural resources The view of traditional African society on the misuse God s creation The Christian teaching on the use and misuse of God s creation How to respond to the misuse of God s creation CHRISTIANITY AND TRADITIONAL AFRICAN HERITAGE African stories of creation The relationship between the unborn, the living , the living dead and the ancestors The difference between continuity of life in African tradition and Christianity Respect for the life of the unborn and the born Concept of God in African traditional Society and Christianity Response to God in African traditional society Similarities between TAS and Christianitywww.arena.co.ke 0713779527info arena.co.ke The difference between Christianity and African traditional beliefs and customs GOD S HELP AND SELF HELP The body is the temple of God In the ancient times, Israelites worshipped God from temples They had to travel from far and wide to go and worship God and offer sacrifices in the temple Through the death and resurrection of our lord Jesus Christ, God lives in our bodies, only those who have accepted the salvation of Jesus Christ Today we do not have to travel to the temple or churches to worship God We can worship God anywhere anytime Though we may worship God anywhere, it is still necessary to go to church to be encouraged and have our faith strengthened by others 1 corinthians 6:19-20, romans 12:1-3 St Paul teaches that: Our bodies are the temples of God hence should be used well We should allow God to transform our mind through the power of the holy spirit We should offer our bodies as a living sacrifice before GOD Sin makes our bodies dirty in the eyes of God We should avoid all sins to make our bodies remain clean drug abuse, sexual immorality As Christians we should appreciate our bodies and take good care of them Wash your body to avoid bad smell Various drugs and how they are used A drug is a substance which when used it affects the normal functioning of the body Medicine: these are drugs prescribed by the doctors when one is sickwww.arena.co.ke 0713779527info arena.co.ke Abuse: the wrong use of drugs and substances Drug abuse: taking of drugs for non-medical purposes Commonly abused drugs Alcohol This drug is cheaply and readily available in cheap quantities It is abused through drinking It is packed in bottles, sachets, and at times in a container Some types of alcohol used in the society include: Changaa Muratina Busaa Mnazi Genesis 9:24 states that Noah who took some wine and took off his clothes His son saw the fathers nakedness and laughed When he got sober and learnt about it he cursed him Effects of alcohol Drunkards are not able to think well They walk in a staggering gait Their bodies are weak to perform duties Alcohol destroys the brain cell and liver Alcoholic mothers give birth to babies with low weight Tobacco cigarette Tobacco is abused through:www.arena.co.ke 0713779527info arena.co.ke Smoking Sniffing Chewing People addicted to smoking are called chain smokers Effects of tobacco Lung cancer leading to breathing problems Mouth ulcers and sores Causes cancer of mouth and throat Stained teeth and bad smell from their mouth Non-smokers who inhale the smoke are affected Bhang cannabis sativa Also known as: Marijuana Grass Charas Ganja Hashish It is abused through: Smoking Mixing with food and drinks Effects of bhang Causes loss of memorywww.arena.co.ke 0713779527info arena.co.ke Causes cancer of mouth, brain, throat and stomach Sense of sight and hearing are distorted Their eyes are always red It leads to depression and finally madness Miraa khat An evergreen plant tree Its young shoots are sold in bundles Miraa is abused through chewing the green tender leaves It helps one remain awake for long hours Effects Causes lack of sleep Damages the brains Causes lack of appetite Slowed performance at work May lead to infertility Causes mouth ulcers and stomach ulcers Heroine and cocaine These drugs are abused through: Sniffing Injection Smoking Cocaine comes from a leaf known as coca It has no smellwww.arena.co.ke 0713779527info arena.co.ke It is white, crystal and is like powder Effects They cause hallucinations They are dangerous stimulants Increase body temperatures and sweat a lot They cause stroke and heart attacks They cause liver and kidney failure Inhalants glue, petroleum products These are drugs that are abused through: Inhaling Sniffing They are put in a bottle and brought closer to the nose Effects Cause brain damage leading to slurred speech Breathing problems leading to nose bleeding Sniffing causes dizziness and vomiting Liver and kidney failure Ephesians 5: 18 Apostle Paul teaches that: We should not get drunk with alcohol because it has negative effects Instead e should be filled with the Holy Spirit who influences our lives positively Preventing drug abusewww.arena.co.ke 0713779527info arena.co.ke Educating the users the dangers of drugs through drug fighting body NACADA: national agency for the campaign against drug abuse, ministry of education, ministry of health, parents, teachers, etc Avoid the company of drug users Stiff penalties should be issued to drug traffickers Drug barons should be exposed to the public at large Mass education through the radio, television, films, seminars, bill boards and posters Young people should engage in active leisure and do something constructive Sexual misuse Sex is an act of intercourse between a male and a female Sex is sacred holy Sex is ordained by God Sexual misuse is having sex with wrong purpose NB: Our bodies are the temple of the holy spirit and they should not be misused People should avoid irresponsible sex behaviors Sex is meant for married partners Ways of misusing sex Prostitution Adultery Homo sexuality Rape Incest Fornicationwww.arena.co.ke 0713779527info arena.co.ke Bestiality Prostitution This is the act of commercializing your body for material gain It is the work done by a prostitute Hosea 2:5-7 It states of Gomer, Hosea s wife She practiced prostitution She looked for lovers who would give her food, water, clothes, olive oil and wine God was not happy Prostitution is shameful, sinful and degrading We should refrain from prostitution and work honorably Adultery This is the act of having sex outside the marriage bond Exodus 20: 14 The seventh commandment states that do not commit adultery Marriage partners need to love and respect one another 2 samuel 11: 2-15 It sates about David He took Bethsheba, uriahs wife and committed adultery He killed uriah trying to cover this sin God sent prophet Nathan to warn him against these God punished him through the death of his sonwww.arena.co.ke 0713779527info arena.co.ke Jogn4:16 It teaches about Samaritan woman at Jacobs well She did not have a defined husband for she had five different men Homosexuality This is sex between two people of the same gender God hates sexual intercourse between people of the same gender During the times of Moses homosexuals were punished through stoning Rape This is forced sex Rape involves use of violence Genesis 34:1-29 It states of Dinah Jacobs daughter who was raped by Shechem This act caused death to Scechem and his father Hamor Rape cases are on the rise and children are being molested Do not leave children with people who have questionable behavior Incest This is sexual intercourse between relatives: father, brothers, sisters."}
{"text": "CRE NOTES CLASS 8 COMPLETE CHAPTER ONE GOD S HELP AND SELF HELP The body is the temple of God Various drugs and how they are used The effect of drug on human body Sexual misuse The effects of sexual misuse The misuse of natural resources The view of traditional African society on the misuse God s creation The Christian teaching on the use and misuse of God s creation How to respond to the misuse of God s creation CHRISTIANITY AND TRADITIONAL AFRICAN HERITAGE African stories of creation The relationship between the unborn, the living , the living dead and the ancestors The difference between continuity of life in African tradition and Christianity Respect for the life of the unborn and the born Concept of God in African traditional Society and Christianity Response to God in African traditional society Similarities between TAS and Christianitywww.arena.co.ke 0713779527info arena.co.ke The difference between Christianity and African traditional beliefs and customs GOD S HELP AND SELF HELP The body is the temple of God In the ancient times, Israelites worshipped God from temples They had to travel from far and wide to go and worship God and offer sacrifices in the temple Through the death and resurrection of our lord Jesus Christ, God lives in our bodies, only those who have accepted the salvation of Jesus Christ Today we do not have to travel to the temple or churches to worship God We can worship God anywhere anytime Though we may worship God anywhere, it is still necessary to go to church to be encouraged and have our faith strengthened by others 1 corinthians 6:19-20, romans 12:1-3 St Paul teaches that: Our bodies are the temples of God hence should be used well We should allow God to transform our mind through the power of the holy spirit We should offer our bodies as a living sacrifice before GOD Sin makes our bodies dirty in the eyes of God We should avoid all sins to make our bodies remain clean drug abuse, sexual immorality As Christians we should appreciate our bodies and take good care of them Wash your body to avoid bad smell Various drugs and how they are used A drug is a substance which when used it affects the normal functioning of the body Medicine: these are drugs prescribed by the doctors when one is sickwww.arena.co.ke 0713779527info arena.co.ke Abuse: the wrong use of drugs and substances Drug abuse: taking of drugs for non-medical purposes Commonly abused drugs Alcohol This drug is cheaply and readily available in cheap quantities It is abused through drinking It is packed in bottles, sachets, and at times in a container Some types of alcohol used in the society include: Changaa Muratina Busaa Mnazi Genesis 9:24 states that Noah who took some wine and took off his clothes His son saw the fathers nakedness and laughed When he got sober and learnt about it he cursed him Effects of alcohol Drunkards are not able to think well They walk in a staggering gait Their bodies are weak to perform duties Alcohol destroys the brain cell and liver Alcoholic mothers give birth to babies with low weight Tobacco cigarette Tobacco is abused through:www.arena.co.ke 0713779527info arena.co.ke Smoking Sniffing Chewing People addicted to smoking are called chain smokers Effects of tobacco Lung cancer leading to breathing problems Mouth ulcers and sores Causes cancer of mouth and throat Stained teeth and bad smell from their mouth Non-smokers who inhale the smoke are affected Bhang cannabis sativa Also known as: Marijuana Grass Charas Ganja Hashish It is abused through: Smoking Mixing with food and drinks Effects of bhang Causes loss of memorywww.arena.co.ke 0713779527info arena.co.ke Causes cancer of mouth, brain, throat and stomach Sense of sight and hearing are distorted Their eyes are always red It leads to depression and finally madness Miraa khat An evergreen plant tree Its young shoots are sold in bundles Miraa is abused through chewing the green tender leaves It helps one remain awake for long hours Effects Causes lack of sleep Damages the brains Causes lack of appetite Slowed performance at work May lead to infertility Causes mouth ulcers and stomach ulcers Heroine and cocaine These drugs are abused through: Sniffing Injection Smoking Cocaine comes from a leaf known as coca It has no smellwww.arena.co.ke 0713779527info arena.co.ke It is white, crystal and is like powder Effects They cause hallucinations They are dangerous stimulants Increase body temperatures and sweat a lot They cause stroke and heart attacks They cause liver and kidney failure Inhalants glue, petroleum products These are drugs that are abused through: Inhaling Sniffing They are put in a bottle and brought closer to the nose Effects Cause brain damage leading to slurred speech Breathing problems leading to nose bleeding Sniffing causes dizziness and vomiting Liver and kidney failure Ephesians 5: 18 Apostle Paul teaches that: We should not get drunk with alcohol because it has negative effects Instead e should be filled with the Holy Spirit who influences our lives positively Preventing drug abusewww.arena.co.ke 0713779527info arena.co.ke Educating the users the dangers of drugs through drug fighting body NACADA: national agency for the campaign against drug abuse, ministry of education, ministry of health, parents, teachers, etc Avoid the company of drug users Stiff penalties should be issued to drug traffickers Drug barons should be exposed to the public at large Mass education through the radio, television, films, seminars, bill boards and posters Young people should engage in active leisure and do something constructive Sexual misuse Sex is an act of intercourse between a male and a female Sex is sacred holy Sex is ordained by God Sexual misuse is having sex with wrong purpose NB: Our bodies are the temple of the holy spirit and they should not be misused People should avoid irresponsible sex behaviors Sex is meant for married partners Ways of misusing sex Prostitution Adultery Homo sexuality Rape Incest Fornicationwww.arena.co.ke 0713779527info arena.co.ke Bestiality Prostitution This is the act of commercializing your body for material gain It is the work done by a prostitute Hosea 2:5-7 It states of Gomer, Hosea s wife She practiced prostitution She looked for lovers who would give her food, water, clothes, olive oil and wine God was not happy Prostitution is shameful, sinful and degrading We should refrain from prostitution and work honorably Adultery This is the act of having sex outside the marriage bond Exodus 20: 14 The seventh commandment states that do not commit adultery Marriage partners need to love and respect one another 2 samuel 11: 2-15 It sates about David He took Bethsheba, uriahs wife and committed adultery He killed uriah trying to cover this sin God sent prophet Nathan to warn him against these God punished him through the death of his sonwww.arena.co.ke 0713779527info arena.co.ke Jogn4:16 It teaches about Samaritan woman at Jacobs well She did not have a defined husband for she had five different men Homosexuality This is sex between two people of the same gender God hates sexual intercourse between people of the same gender During the times of Moses homosexuals were punished through stoning Rape This is forced sex Rape involves use of violence Genesis 34:1-29 It states of Dinah Jacobs daughter who was raped by Shechem This act caused death to Scechem and his father Hamor Rape cases are on the rise and children are being molested Do not leave children with people who have questionable behavior Incest This is sexual intercourse between relatives: father, brothers, sisters. Cousins Leviticus 18: 6-18 God forbids us from having sexual intercourse with relatives I cor 5:1-3 It teaches that Paul was annoyed with a man who had sexual intercourse with the step mother He ordered this man to be expelled from the churchwww.arena.co.ke 0713779527info arena.co.ke Fornication This is sex between two people who are not married This is commonly practiced by young people who disobey God s commands Young people should abstain from sex before marriage Bestiality This is sex between man and animals Leviticus 18:23 It states that anybody who may have sexual relations with an animal is condemned by God Effects of sexual misuse Sexually transmitted diseases eg: syphilis, gonorrhea, herpes, chancroid, HIV AIDS, etc Early pregnancies which may lead to girls being affected physically, mentally and psychologically School dropout for one may not remain in school and still bring up the baby Early marriages Death in case the girl may decide to abort and complication arise Abortion is removal of foetus before the time of birth Guilt and stress Quiz State 5 effects of sexual misuse Identify 3 sexually transmitted diseases Give 2 reasons why we should not conduct abortion Which king committed adultery Misuse of natural resourceswww.arena.co.ke 0713779527info arena.co.ke A resource is an asset that can be used to generate wealth Natural resources are found in nature."}
{"text": "CRE NOTES CLASS 8 COMPLETE CHAPTER ONE GOD S HELP AND SELF HELP The body is the temple of God Various drugs and how they are used The effect of drug on human body Sexual misuse The effects of sexual misuse The misuse of natural resources The view of traditional African society on the misuse God s creation The Christian teaching on the use and misuse of God s creation How to respond to the misuse of God s creation CHRISTIANITY AND TRADITIONAL AFRICAN HERITAGE African stories of creation The relationship between the unborn, the living , the living dead and the ancestors The difference between continuity of life in African tradition and Christianity Respect for the life of the unborn and the born Concept of God in African traditional Society and Christianity Response to God in African traditional society Similarities between TAS and Christianitywww.arena.co.ke 0713779527info arena.co.ke The difference between Christianity and African traditional beliefs and customs GOD S HELP AND SELF HELP The body is the temple of God In the ancient times, Israelites worshipped God from temples They had to travel from far and wide to go and worship God and offer sacrifices in the temple Through the death and resurrection of our lord Jesus Christ, God lives in our bodies, only those who have accepted the salvation of Jesus Christ Today we do not have to travel to the temple or churches to worship God We can worship God anywhere anytime Though we may worship God anywhere, it is still necessary to go to church to be encouraged and have our faith strengthened by others 1 corinthians 6:19-20, romans 12:1-3 St Paul teaches that: Our bodies are the temples of God hence should be used well We should allow God to transform our mind through the power of the holy spirit We should offer our bodies as a living sacrifice before GOD Sin makes our bodies dirty in the eyes of God We should avoid all sins to make our bodies remain clean drug abuse, sexual immorality As Christians we should appreciate our bodies and take good care of them Wash your body to avoid bad smell Various drugs and how they are used A drug is a substance which when used it affects the normal functioning of the body Medicine: these are drugs prescribed by the doctors when one is sickwww.arena.co.ke 0713779527info arena.co.ke Abuse: the wrong use of drugs and substances Drug abuse: taking of drugs for non-medical purposes Commonly abused drugs Alcohol This drug is cheaply and readily available in cheap quantities It is abused through drinking It is packed in bottles, sachets, and at times in a container Some types of alcohol used in the society include: Changaa Muratina Busaa Mnazi Genesis 9:24 states that Noah who took some wine and took off his clothes His son saw the fathers nakedness and laughed When he got sober and learnt about it he cursed him Effects of alcohol Drunkards are not able to think well They walk in a staggering gait Their bodies are weak to perform duties Alcohol destroys the brain cell and liver Alcoholic mothers give birth to babies with low weight Tobacco cigarette Tobacco is abused through:www.arena.co.ke 0713779527info arena.co.ke Smoking Sniffing Chewing People addicted to smoking are called chain smokers Effects of tobacco Lung cancer leading to breathing problems Mouth ulcers and sores Causes cancer of mouth and throat Stained teeth and bad smell from their mouth Non-smokers who inhale the smoke are affected Bhang cannabis sativa Also known as: Marijuana Grass Charas Ganja Hashish It is abused through: Smoking Mixing with food and drinks Effects of bhang Causes loss of memorywww.arena.co.ke 0713779527info arena.co.ke Causes cancer of mouth, brain, throat and stomach Sense of sight and hearing are distorted Their eyes are always red It leads to depression and finally madness Miraa khat An evergreen plant tree Its young shoots are sold in bundles Miraa is abused through chewing the green tender leaves It helps one remain awake for long hours Effects Causes lack of sleep Damages the brains Causes lack of appetite Slowed performance at work May lead to infertility Causes mouth ulcers and stomach ulcers Heroine and cocaine These drugs are abused through: Sniffing Injection Smoking Cocaine comes from a leaf known as coca It has no smellwww.arena.co.ke 0713779527info arena.co.ke It is white, crystal and is like powder Effects They cause hallucinations They are dangerous stimulants Increase body temperatures and sweat a lot They cause stroke and heart attacks They cause liver and kidney failure Inhalants glue, petroleum products These are drugs that are abused through: Inhaling Sniffing They are put in a bottle and brought closer to the nose Effects Cause brain damage leading to slurred speech Breathing problems leading to nose bleeding Sniffing causes dizziness and vomiting Liver and kidney failure Ephesians 5: 18 Apostle Paul teaches that: We should not get drunk with alcohol because it has negative effects Instead e should be filled with the Holy Spirit who influences our lives positively Preventing drug abusewww.arena.co.ke 0713779527info arena.co.ke Educating the users the dangers of drugs through drug fighting body NACADA: national agency for the campaign against drug abuse, ministry of education, ministry of health, parents, teachers, etc Avoid the company of drug users Stiff penalties should be issued to drug traffickers Drug barons should be exposed to the public at large Mass education through the radio, television, films, seminars, bill boards and posters Young people should engage in active leisure and do something constructive Sexual misuse Sex is an act of intercourse between a male and a female Sex is sacred holy Sex is ordained by God Sexual misuse is having sex with wrong purpose NB: Our bodies are the temple of the holy spirit and they should not be misused People should avoid irresponsible sex behaviors Sex is meant for married partners Ways of misusing sex Prostitution Adultery Homo sexuality Rape Incest Fornicationwww.arena.co.ke 0713779527info arena.co.ke Bestiality Prostitution This is the act of commercializing your body for material gain It is the work done by a prostitute Hosea 2:5-7 It states of Gomer, Hosea s wife She practiced prostitution She looked for lovers who would give her food, water, clothes, olive oil and wine God was not happy Prostitution is shameful, sinful and degrading We should refrain from prostitution and work honorably Adultery This is the act of having sex outside the marriage bond Exodus 20: 14 The seventh commandment states that do not commit adultery Marriage partners need to love and respect one another 2 samuel 11: 2-15 It sates about David He took Bethsheba, uriahs wife and committed adultery He killed uriah trying to cover this sin God sent prophet Nathan to warn him against these God punished him through the death of his sonwww.arena.co.ke 0713779527info arena.co.ke Jogn4:16 It teaches about Samaritan woman at Jacobs well She did not have a defined husband for she had five different men Homosexuality This is sex between two people of the same gender God hates sexual intercourse between people of the same gender During the times of Moses homosexuals were punished through stoning Rape This is forced sex Rape involves use of violence Genesis 34:1-29 It states of Dinah Jacobs daughter who was raped by Shechem This act caused death to Scechem and his father Hamor Rape cases are on the rise and children are being molested Do not leave children with people who have questionable behavior Incest This is sexual intercourse between relatives: father, brothers, sisters. Cousins Leviticus 18: 6-18 God forbids us from having sexual intercourse with relatives I cor 5:1-3 It teaches that Paul was annoyed with a man who had sexual intercourse with the step mother He ordered this man to be expelled from the churchwww.arena.co.ke 0713779527info arena.co.ke Fornication This is sex between two people who are not married This is commonly practiced by young people who disobey God s commands Young people should abstain from sex before marriage Bestiality This is sex between man and animals Leviticus 18:23 It states that anybody who may have sexual relations with an animal is condemned by God Effects of sexual misuse Sexually transmitted diseases eg: syphilis, gonorrhea, herpes, chancroid, HIV AIDS, etc Early pregnancies which may lead to girls being affected physically, mentally and psychologically School dropout for one may not remain in school and still bring up the baby Early marriages Death in case the girl may decide to abort and complication arise Abortion is removal of foetus before the time of birth Guilt and stress Quiz State 5 effects of sexual misuse Identify 3 sexually transmitted diseases Give 2 reasons why we should not conduct abortion Which king committed adultery Misuse of natural resourceswww.arena.co.ke 0713779527info arena.co.ke A resource is an asset that can be used to generate wealth Natural resources are found in nature. These are things like trees, water, soil, air and minerals Human beings should be responsible and take care of the environment Human beings use the resources to derive their livelihood Man has misused the resources in the following ways: Deforestation This is cutting down of trees This causes: Soil erosion Global warming Change of rain pattern Famine Drying up of water reservoirs Desertification Mining This is the act of getting minerals from the earths surface Effects of mining include Open pits Breeding sites for mosquitoes Ugly sites Destroys fertile agricultural land A lot of dust from the mining area Mining interferes with eco-systemwww.arena.co.ke 0713779527info arena.co.ke Pollution This is the act of making dirty or impure Pollution is caused on: Land Air Water Chemicals released into water bodies make it unfit for drinking It also causes water borne diseases eg."}
{"text": "CRE NOTES CLASS 8 COMPLETE CHAPTER ONE GOD S HELP AND SELF HELP The body is the temple of God Various drugs and how they are used The effect of drug on human body Sexual misuse The effects of sexual misuse The misuse of natural resources The view of traditional African society on the misuse God s creation The Christian teaching on the use and misuse of God s creation How to respond to the misuse of God s creation CHRISTIANITY AND TRADITIONAL AFRICAN HERITAGE African stories of creation The relationship between the unborn, the living , the living dead and the ancestors The difference between continuity of life in African tradition and Christianity Respect for the life of the unborn and the born Concept of God in African traditional Society and Christianity Response to God in African traditional society Similarities between TAS and Christianitywww.arena.co.ke 0713779527info arena.co.ke The difference between Christianity and African traditional beliefs and customs GOD S HELP AND SELF HELP The body is the temple of God In the ancient times, Israelites worshipped God from temples They had to travel from far and wide to go and worship God and offer sacrifices in the temple Through the death and resurrection of our lord Jesus Christ, God lives in our bodies, only those who have accepted the salvation of Jesus Christ Today we do not have to travel to the temple or churches to worship God We can worship God anywhere anytime Though we may worship God anywhere, it is still necessary to go to church to be encouraged and have our faith strengthened by others 1 corinthians 6:19-20, romans 12:1-3 St Paul teaches that: Our bodies are the temples of God hence should be used well We should allow God to transform our mind through the power of the holy spirit We should offer our bodies as a living sacrifice before GOD Sin makes our bodies dirty in the eyes of God We should avoid all sins to make our bodies remain clean drug abuse, sexual immorality As Christians we should appreciate our bodies and take good care of them Wash your body to avoid bad smell Various drugs and how they are used A drug is a substance which when used it affects the normal functioning of the body Medicine: these are drugs prescribed by the doctors when one is sickwww.arena.co.ke 0713779527info arena.co.ke Abuse: the wrong use of drugs and substances Drug abuse: taking of drugs for non-medical purposes Commonly abused drugs Alcohol This drug is cheaply and readily available in cheap quantities It is abused through drinking It is packed in bottles, sachets, and at times in a container Some types of alcohol used in the society include: Changaa Muratina Busaa Mnazi Genesis 9:24 states that Noah who took some wine and took off his clothes His son saw the fathers nakedness and laughed When he got sober and learnt about it he cursed him Effects of alcohol Drunkards are not able to think well They walk in a staggering gait Their bodies are weak to perform duties Alcohol destroys the brain cell and liver Alcoholic mothers give birth to babies with low weight Tobacco cigarette Tobacco is abused through:www.arena.co.ke 0713779527info arena.co.ke Smoking Sniffing Chewing People addicted to smoking are called chain smokers Effects of tobacco Lung cancer leading to breathing problems Mouth ulcers and sores Causes cancer of mouth and throat Stained teeth and bad smell from their mouth Non-smokers who inhale the smoke are affected Bhang cannabis sativa Also known as: Marijuana Grass Charas Ganja Hashish It is abused through: Smoking Mixing with food and drinks Effects of bhang Causes loss of memorywww.arena.co.ke 0713779527info arena.co.ke Causes cancer of mouth, brain, throat and stomach Sense of sight and hearing are distorted Their eyes are always red It leads to depression and finally madness Miraa khat An evergreen plant tree Its young shoots are sold in bundles Miraa is abused through chewing the green tender leaves It helps one remain awake for long hours Effects Causes lack of sleep Damages the brains Causes lack of appetite Slowed performance at work May lead to infertility Causes mouth ulcers and stomach ulcers Heroine and cocaine These drugs are abused through: Sniffing Injection Smoking Cocaine comes from a leaf known as coca It has no smellwww.arena.co.ke 0713779527info arena.co.ke It is white, crystal and is like powder Effects They cause hallucinations They are dangerous stimulants Increase body temperatures and sweat a lot They cause stroke and heart attacks They cause liver and kidney failure Inhalants glue, petroleum products These are drugs that are abused through: Inhaling Sniffing They are put in a bottle and brought closer to the nose Effects Cause brain damage leading to slurred speech Breathing problems leading to nose bleeding Sniffing causes dizziness and vomiting Liver and kidney failure Ephesians 5: 18 Apostle Paul teaches that: We should not get drunk with alcohol because it has negative effects Instead e should be filled with the Holy Spirit who influences our lives positively Preventing drug abusewww.arena.co.ke 0713779527info arena.co.ke Educating the users the dangers of drugs through drug fighting body NACADA: national agency for the campaign against drug abuse, ministry of education, ministry of health, parents, teachers, etc Avoid the company of drug users Stiff penalties should be issued to drug traffickers Drug barons should be exposed to the public at large Mass education through the radio, television, films, seminars, bill boards and posters Young people should engage in active leisure and do something constructive Sexual misuse Sex is an act of intercourse between a male and a female Sex is sacred holy Sex is ordained by God Sexual misuse is having sex with wrong purpose NB: Our bodies are the temple of the holy spirit and they should not be misused People should avoid irresponsible sex behaviors Sex is meant for married partners Ways of misusing sex Prostitution Adultery Homo sexuality Rape Incest Fornicationwww.arena.co.ke 0713779527info arena.co.ke Bestiality Prostitution This is the act of commercializing your body for material gain It is the work done by a prostitute Hosea 2:5-7 It states of Gomer, Hosea s wife She practiced prostitution She looked for lovers who would give her food, water, clothes, olive oil and wine God was not happy Prostitution is shameful, sinful and degrading We should refrain from prostitution and work honorably Adultery This is the act of having sex outside the marriage bond Exodus 20: 14 The seventh commandment states that do not commit adultery Marriage partners need to love and respect one another 2 samuel 11: 2-15 It sates about David He took Bethsheba, uriahs wife and committed adultery He killed uriah trying to cover this sin God sent prophet Nathan to warn him against these God punished him through the death of his sonwww.arena.co.ke 0713779527info arena.co.ke Jogn4:16 It teaches about Samaritan woman at Jacobs well She did not have a defined husband for she had five different men Homosexuality This is sex between two people of the same gender God hates sexual intercourse between people of the same gender During the times of Moses homosexuals were punished through stoning Rape This is forced sex Rape involves use of violence Genesis 34:1-29 It states of Dinah Jacobs daughter who was raped by Shechem This act caused death to Scechem and his father Hamor Rape cases are on the rise and children are being molested Do not leave children with people who have questionable behavior Incest This is sexual intercourse between relatives: father, brothers, sisters. Cousins Leviticus 18: 6-18 God forbids us from having sexual intercourse with relatives I cor 5:1-3 It teaches that Paul was annoyed with a man who had sexual intercourse with the step mother He ordered this man to be expelled from the churchwww.arena.co.ke 0713779527info arena.co.ke Fornication This is sex between two people who are not married This is commonly practiced by young people who disobey God s commands Young people should abstain from sex before marriage Bestiality This is sex between man and animals Leviticus 18:23 It states that anybody who may have sexual relations with an animal is condemned by God Effects of sexual misuse Sexually transmitted diseases eg: syphilis, gonorrhea, herpes, chancroid, HIV AIDS, etc Early pregnancies which may lead to girls being affected physically, mentally and psychologically School dropout for one may not remain in school and still bring up the baby Early marriages Death in case the girl may decide to abort and complication arise Abortion is removal of foetus before the time of birth Guilt and stress Quiz State 5 effects of sexual misuse Identify 3 sexually transmitted diseases Give 2 reasons why we should not conduct abortion Which king committed adultery Misuse of natural resourceswww.arena.co.ke 0713779527info arena.co.ke A resource is an asset that can be used to generate wealth Natural resources are found in nature. These are things like trees, water, soil, air and minerals Human beings should be responsible and take care of the environment Human beings use the resources to derive their livelihood Man has misused the resources in the following ways: Deforestation This is cutting down of trees This causes: Soil erosion Global warming Change of rain pattern Famine Drying up of water reservoirs Desertification Mining This is the act of getting minerals from the earths surface Effects of mining include Open pits Breeding sites for mosquitoes Ugly sites Destroys fertile agricultural land A lot of dust from the mining area Mining interferes with eco-systemwww.arena.co.ke 0713779527info arena.co.ke Pollution This is the act of making dirty or impure Pollution is caused on: Land Air Water Chemicals released into water bodies make it unfit for drinking It also causes water borne diseases eg. Typhoid, cholera, bilharzias etc Air is polluted by the gases of emitted from the loud noise from the music shop. S, vehicles Land pollution occurs when refuse is disposed anyhow anywhere Questions Write down 2 effects of desertification Give three reasons why human beings take care of the environment The view traditional African society on the use and misuse of God s creation According to TAS, God is the creator of everything Man is in charge of all God s creation African man considers the earth as the mother because it provides for his food Some plants provide medicine for him Rivers were considered as sources of water Some places were considered sacred: God s dwelling place In the past, environment was given special care It was a taboo to destroy the environment Anyone who destroyed it was punished heavilywww.arena.co.ke 0713779527info arena.co.ke The Christian teaching on the use and misuse of God s creation Genesis 1:11-29 All plants were created by God on the third day On the fourth day He created heavenly bodies On the fifth day He created animals which live in the water and the birds On the sixth day He created all and animals and man God created everything and for a purpose Christians should: Care for the environment Use it responsibly Preserve water catchment areas Cultivate and guard it Improve on areas already destroyed Consider the earth to be the source of life and respect it Questions Write four effects of misuse of God s creation What did God mean by telling human beings to control His creation Describe 2 ways in which people misuse animals State one way in which rivers and lakes water is misused How to respond to the misuse of God s creation We should join together and campaign for the restoration of the environment that has been destroyed Educating people to avoid cultivating near the river bank and other water resourceswww.arena.co.ke 0713779527info arena.co.ke Plant cover crops on bare land, dig terraces and build gabions in sloppy areas to control soil erosion Dispose garbage carefully to avoid pollution Regulate mining activities Protect animals and give poachers stiffer punishment Plant trees where there were no trees Plant trees where they were cut prof Wangari Maathai Prevent desertification after cutting one tree plant two Work to do: Pry cre pupils bk 8 page 29-31 CHAPTER TWO CHRISTIANITY AND TRADITIONAL AFRICAN HERITAGE African stories of creation In traditional African society, different communities had their own creation stories People in TAS believed that God is the sole creator Human beings are the most important of God s creation TAS stories are called myths A myth is a story with a message Different communities explain how they were formed: Agikuyu People of central Kenya believe that God created the universe He then created a man called Gikuyu God gave Gikuyu a wife called Mumbi They both lived at a place called Mukurwe wa Nyagathanga They had nine daughterswww.arena.co.ke 0713779527info arena.co.ke Gikuyu offered sacrifices to God who offered nine handsome men to marry them Thus the gikuyu community today Akamba They had a God called Mulungu, Ngai, Mwatuangi He created the first man and woman Let them down from heaven and fell on earth They landed on a stone on Nzaui hills God blessed them with many sheep cattle and goats Akamba people are believed to have come from anthills The Nandi They believe to have come from a knee The knee belonged to a certain animal It got swollen and finally it burst Out of it a man and woman They became the first parents of the Nandi Biblical teachings about creation Genesis 1:4-13 The story of creation is illustrated in the bible God is the sole creator He created for 6 days the world and everything in it He created human beings last God gave him authority over all creationwww.arena.co.ke 0713779527info arena.co.ke The learners to give the order of creation The relationship between the unborn, the living, the living dead and ancestors In TAS, life was very important because it is given by God Every stage of life was related to the other None of the stage was important than the other Life has no end Life began before birth and it continued after death Before children were born, they were considered as part of the society A person who has died continues to be a member of the society In TAS, life existed in four forms, The unborn The living The living dead The ancestors Unborn These were members of the society who were not yet born Everybody in the society looked forward to the birth of the unborn They were protected Expectant mothers were given healthy food and avoided heavy duties When children were born they became part of the family and community They replaced the dead Children ensured life continuity in the family, clan and communitywww.arena.co.ke 0713779527info arena.co.ke The living The other form of life is living It is made up of the community who are alive Once children were born they became living members of the community The living dead These are community members who died recently Their physical appearance, behavior and character could still be remembered by the living members of the community The ancestors These are the community members who died long time ago No living member of the community could recall them Information about them is passed by the word to the next generation They are important for they founded the clan They are remembered in the history of the community NB: Ancestors and the living dead exist in form of spirit Ancestors and the living dead influence the life of the living through dreams or visions They are believed to be closer to God and therefore acted as mediators They could warn people and rebuke any evil done in the family or community In TAS."}
{"text": "Cousins Leviticus 18: 6-18 God forbids us from having sexual intercourse with relatives I cor 5:1-3 It teaches that Paul was annoyed with a man who had sexual intercourse with the step mother He ordered this man to be expelled from the churchwww.arena.co.ke 0713779527info arena.co.ke Fornication This is sex between two people who are not married This is commonly practiced by young people who disobey God s commands Young people should abstain from sex before marriage Bestiality This is sex between man and animals Leviticus 18:23 It states that anybody who may have sexual relations with an animal is condemned by God Effects of sexual misuse Sexually transmitted diseases eg: syphilis, gonorrhea, herpes, chancroid, HIV AIDS, etc Early pregnancies which may lead to girls being affected physically, mentally and psychologically School dropout for one may not remain in school and still bring up the baby Early marriages Death in case the girl may decide to abort and complication arise Abortion is removal of foetus before the time of birth Guilt and stress Quiz State 5 effects of sexual misuse Identify 3 sexually transmitted diseases Give 2 reasons why we should not conduct abortion Which king committed adultery Misuse of natural resourceswww.arena.co.ke 0713779527info arena.co.ke A resource is an asset that can be used to generate wealth Natural resources are found in nature. These are things like trees, water, soil, air and minerals Human beings should be responsible and take care of the environment Human beings use the resources to derive their livelihood Man has misused the resources in the following ways: Deforestation This is cutting down of trees This causes: Soil erosion Global warming Change of rain pattern Famine Drying up of water reservoirs Desertification Mining This is the act of getting minerals from the earths surface Effects of mining include Open pits Breeding sites for mosquitoes Ugly sites Destroys fertile agricultural land A lot of dust from the mining area Mining interferes with eco-systemwww.arena.co.ke 0713779527info arena.co.ke Pollution This is the act of making dirty or impure Pollution is caused on: Land Air Water Chemicals released into water bodies make it unfit for drinking It also causes water borne diseases eg. Typhoid, cholera, bilharzias etc Air is polluted by the gases of emitted from the loud noise from the music shops, vehicles Land pollution occurs when refuse is disposed anyhow anywhere Questions Write down 2 effects of desertification Give three reasons why human beings take care of the environment The view traditional African society on the use and misuse of God s creation According to TAS, God is the creator of everything Man is in charge of all God s creation African man considers the earth as the mother because it provides for his food Some plants provide medicine for him Rivers were considered as sources of water Some places were considered sacred: God s dwelling place In the past, environment was given special care It was a taboo to destroy the environment Anyone who destroyed it was punished heavilywww.arena.co.ke 0713779527info arena.co.ke The Christian teaching on the use and misuse of God s creation Genesis 1:11-29 All plants were created by God on the third day On the fourth day He created heavenly bodies On the fifth day He created animals which live in the water and the birds On the sixth day He created all and animals and man God created everything and for a purpose Christians should: Care for the environment Use it responsibly Preserve water catchment areas Cultivate and guard it Improve on areas already destroyed Consider the earth to be the source of life and respect it Questions Write four effects of misuse of God s creation What did God mean by telling human beings to control His creation Describe 2 ways in which people misuse animals State one way in which rivers and lakes water is misused How to respond to the misuse of God s creation We should join together and campaign for the restoration of the environment that has been destroyed Educating people to avoid cultivating near the river bank and other water resourceswww.arena.co.ke 0713779527info arena.co.ke Plant cover crops on bare land, dig terraces and build gabions in sloppy areas to control soil erosion Dispose garbage carefully to avoid pollution Regulate mining activities Protect animals and give poachers stiffer punishment Plant trees where there were no trees Plant trees where they were cut prof Wangari Maathai Prevent desertification after cutting one tree plant two Work to do: Pry cre pupils bk 8 page 29-31 CHAPTER TWO CHRISTIANITY AND TRADITIONAL AFRICAN HERITAGE African stories of creation In traditional African society, different communities had their own creation stories People in TAS believed that God is the sole creator Human beings are the most important of God s creation TAS stories are called myths A myth is a story with a message Different communities explain how they were formed: Agikuyu People of central Kenya believe that God created the universe He then created a man called Gikuyu God gave Gikuyu a wife called Mumbi They both lived at a place called Mukurwe wa Nyagathanga They had nine daughterswww.arena.co.ke 0713779527info arena.co.ke Gikuyu offered sacrifices to God who offered nine handsome men to marry them Thus the gikuyu community today Akamba They had a God called Mulungu, Ngai, Mwatuangi He created the first man and woman Let them down from heaven and fell on earth They landed on a stone on Nzaui hills God blessed them with many sheep cattle and goats Akamba people are believed to have come from anthills The Nandi They believe to have come from a knee The knee belonged to a certain animal It got swollen and finally it burst Out of it a man and woman They became the first parents of the Nandi Biblical teachings about creation Genesis 1:4-13 The story of creation is illustrated in the bible God is the sole creator He created for 6 days the world and everything in it He created human beings last God gave him authority over all creationwww.arena.co.ke 0713779527info arena.co.ke The learners to give the order of creation The relationship between the unborn, the living, the living dead and ancestors In TAS, life was very important because it is given by God Every stage of life was related to the other None of the stage was important than the other Life has no end Life began before birth and it continued after death Before children were born, they were considered as part of the society A person who has died continues to be a member of the society In TAS, life existed in four forms, The unborn The living The living dead The ancestors Unborn These were members of the society who were not yet born Everybody in the society looked forward to the birth of the unborn They were protected Expectant mothers were given healthy food and avoided heavy duties When children were born they became part of the family and community They replaced the dead Children ensured life continuity in the family, clan and communitywww.arena.co.ke 0713779527info arena.co.ke The living The other form of life is living It is made up of the community who are alive Once children were born they became living members of the community The living dead These are community members who died recently Their physical appearance, behavior and character could still be remembered by the living members of the community The ancestors These are the community members who died long time ago No living member of the community could recall them Information about them is passed by the word to the next generation They are important for they founded the clan They are remembered in the history of the community NB: Ancestors and the living dead exist in form of spirit Ancestors and the living dead influence the life of the living through dreams or visions They are believed to be closer to God and therefore acted as mediators They could warn people and rebuke any evil done in the family or community In TAS. ,. Life began before birth, one was born, she he then diedwww.arena.co.ke 0713779527info arena.co.ke Christians also have ancestors also called patriarchs These are people whose has greatly influenced the Christians Genesis 13: 14-18, 50: 24-25, Mathew 1:1-17 In the book of genesis, we read the origin of the people of Israel From Abraham, Isaac, Jacob and their children The generations that existed before the birth of Jesus that took place in the new testament Abraham, joseph and david are the ancestors of Jesus Christians share in the life of Jesus through believing in him Quiz What is the difference between the living dead and the ancestors Write down three ancestors of Jesus Mary the mother of Jesus received the good news about the birth of Jesus in ?"}
{"text": "These are things like trees, water, soil, air and minerals Human beings should be responsible and take care of the environment Human beings use the resources to derive their livelihood Man has misused the resources in the following ways: Deforestation This is cutting down of trees This causes: Soil erosion Global warming Change of rain pattern Famine Drying up of water reservoirs Desertification Mining This is the act of getting minerals from the earths surface Effects of mining include Open pits Breeding sites for mosquitoes Ugly sites Destroys fertile agricultural land A lot of dust from the mining area Mining interferes with eco-systemwww.arena.co.ke 0713779527info arena.co.ke Pollution This is the act of making dirty or impure Pollution is caused on: Land Air Water Chemicals released into water bodies make it unfit for drinking It also causes water borne diseases eg. Typhoid, cholera, bilharzias etc Air is polluted by the gases of emitted from the loud noise from the music shops, vehicles Land pollution occurs when refuse is disposed anyhow anywhere Questions Write down 2 effects of desertification Give three reasons why human beings take care of the environment The view traditional African society on the use and misuse of God s creation According to TAS, God is the creator of everything Man is in charge of all God s creation African man considers the earth as the mother because it provides for his food Some plants provide medicine for him Rivers were considered as sources of water Some places were considered sacred: God s dwelling place In the past, environment was given special care It was a taboo to destroy the environment Anyone who destroyed it was punished heavilywww.arena.co.ke 0713779527info arena.co.ke The Christian teaching on the use and misuse of God s creation Genesis 1:11-29 All plants were created by God on the third day On the fourth day He created heavenly bodies On the fifth day He created animals which live in the water and the birds On the sixth day He created all and animals and man God created everything and for a purpose Christians should: Care for the environment Use it responsibly Preserve water catchment areas Cultivate and guard it Improve on areas already destroyed Consider the earth to be the source of life and respect it Questions Write four effects of misuse of God s creation What did God mean by telling human beings to control His creation Describe 2 ways in which people misuse animals State one way in which rivers and lakes water is misused How to respond to the misuse of God s creation We should join together and campaign for the restoration of the environment that has been destroyed Educating people to avoid cultivating near the river bank and other water resourceswww.arena.co.ke 0713779527info arena.co.ke Plant cover crops on bare land, dig terraces and build gabions in sloppy areas to control soil erosion Dispose garbage carefully to avoid pollution Regulate mining activities Protect animals and give poachers stiffer punishment Plant trees where there were no trees Plant trees where they were cut prof Wangari Maathai Prevent desertification after cutting one tree plant two Work to do: Pry cre pupils bk 8 page 29-31 CHAPTER TWO CHRISTIANITY AND TRADITIONAL AFRICAN HERITAGE African stories of creation In traditional African society, different communities had their own creation stories People in TAS believed that God is the sole creator Human beings are the most important of God s creation TAS stories are called myths A myth is a story with a message Different communities explain how they were formed: Agikuyu People of central Kenya believe that God created the universe He then created a man called Gikuyu God gave Gikuyu a wife called Mumbi They both lived at a place called Mukurwe wa Nyagathanga They had nine daughterswww.arena.co.ke 0713779527info arena.co.ke Gikuyu offered sacrifices to God who offered nine handsome men to marry them Thus the gikuyu community today Akamba They had a God called Mulungu, Ngai, Mwatuangi He created the first man and woman Let them down from heaven and fell on earth They landed on a stone on Nzaui hills God blessed them with many sheep cattle and goats Akamba people are believed to have come from anthills The Nandi They believe to have come from a knee The knee belonged to a certain animal It got swollen and finally it burst Out of it a man and woman They became the first parents of the Nandi Biblical teachings about creation Genesis 1:4-13 The story of creation is illustrated in the bible God is the sole creator He created for 6 days the world and everything in it He created human beings last God gave him authority over all creationwww.arena.co.ke 0713779527info arena.co.ke The learners to give the order of creation The relationship between the unborn, the living, the living dead and ancestors In TAS, life was very important because it is given by God Every stage of life was related to the other None of the stage was important than the other Life has no end Life began before birth and it continued after death Before children were born, they were considered as part of the society A person who has died continues to be a member of the society In TAS, life existed in four forms, The unborn The living The living dead The ancestors Unborn These were members of the society who were not yet born Everybody in the society looked forward to the birth of the unborn They were protected Expectant mothers were given healthy food and avoided heavy duties When children were born they became part of the family and community They replaced the dead Children ensured life continuity in the family, clan and communitywww.arena.co.ke 0713779527info arena.co.ke The living The other form of life is living It is made up of the community who are alive Once children were born they became living members of the community The living dead These are community members who died recently Their physical appearance, behavior and character could still be remembered by the living members of the community The ancestors These are the community members who died long time ago No living member of the community could recall them Information about them is passed by the word to the next generation They are important for they founded the clan They are remembered in the history of the community NB: Ancestors and the living dead exist in form of spirit Ancestors and the living dead influence the life of the living through dreams or visions They are believed to be closer to God and therefore acted as mediators They could warn people and rebuke any evil done in the family or community In TAS. ,. Life began before birth, one was born, she he then diedwww.arena.co.ke 0713779527info arena.co.ke Christians also have ancestors also called patriarchs These are people whose has greatly influenced the Christians Genesis 13: 14-18, 50: 24-25, Mathew 1:1-17 In the book of genesis, we read the origin of the people of Israel From Abraham, Isaac, Jacob and their children The generations that existed before the birth of Jesus that took place in the new testament Abraham, joseph and david are the ancestors of Jesus Christians share in the life of Jesus through believing in him Quiz What is the difference between the living dead and the ancestors Write down three ancestors of Jesus Mary the mother of Jesus received the good news about the birth of Jesus in ? How do the dead influence the life of the living Continuity of life in Christianity and African traditions Both Christians and people in TAS, believe that life is a gift from God and it has no end There are differences between Christian understanding and traditional understanding concerning the continuity of life Christian understandingtraditional African understanding Christians hope to live forever with God in heaven Life continuedafter death in spiritual;world which is not definite Evil doers are not welcome in the spiritual world."}
{"text": "Typhoid, cholera, bilharzias etc Air is polluted by the gases of emitted from the loud noise from the music shops, vehicles Land pollution occurs when refuse is disposed anyhow anywhere Questions Write down 2 effects of desertification Give three reasons why human beings take care of the environment The view traditional African society on the use and misuse of God s creation According to TAS, God is the creator of everything Man is in charge of all God s creation African man considers the earth as the mother because it provides for his food Some plants provide medicine for him Rivers were considered as sources of water Some places were considered sacred: God s dwelling place In the past, environment was given special care It was a taboo to destroy the environment Anyone who destroyed it was punished heavilywww.arena.co.ke 0713779527info arena.co.ke The Christian teaching on the use and misuse of God s creation Genesis 1:11-29 All plants were created by God on the third day On the fourth day He created heavenly bodies On the fifth day He created animals which live in the water and the birds On the sixth day He created all and animals and man God created everything and for a purpose Christians should: Care for the environment Use it responsibly Preserve water catchment areas Cultivate and guard it Improve on areas already destroyed Consider the earth to be the source of life and respect it Questions Write four effects of misuse of God s creation What did God mean by telling human beings to control His creation Describe 2 ways in which people misuse animals State one way in which rivers and lakes water is misused How to respond to the misuse of God s creation We should join together and campaign for the restoration of the environment that has been destroyed Educating people to avoid cultivating near the river bank and other water resourceswww.arena.co.ke 0713779527info arena.co.ke Plant cover crops on bare land, dig terraces and build gabions in sloppy areas to control soil erosion Dispose garbage carefully to avoid pollution Regulate mining activities Protect animals and give poachers stiffer punishment Plant trees where there were no trees Plant trees where they were cut prof Wangari Maathai Prevent desertification after cutting one tree plant two Work to do: Pry cre pupils bk 8 page 29-31 CHAPTER TWO CHRISTIANITY AND TRADITIONAL AFRICAN HERITAGE African stories of creation In traditional African society, different communities had their own creation stories People in TAS believed that God is the sole creator Human beings are the most important of God s creation TAS stories are called myths A myth is a story with a message Different communities explain how they were formed: Agikuyu People of central Kenya believe that God created the universe He then created a man called Gikuyu God gave Gikuyu a wife called Mumbi They both lived at a place called Mukurwe wa Nyagathanga They had nine daughterswww.arena.co.ke 0713779527info arena.co.ke Gikuyu offered sacrifices to God who offered nine handsome men to marry them Thus the gikuyu community today Akamba They had a God called Mulungu, Ngai, Mwatuangi He created the first man and woman Let them down from heaven and fell on earth They landed on a stone on Nzaui hills God blessed them with many sheep cattle and goats Akamba people are believed to have come from anthills The Nandi They believe to have come from a knee The knee belonged to a certain animal It got swollen and finally it burst Out of it a man and woman They became the first parents of the Nandi Biblical teachings about creation Genesis 1:4-13 The story of creation is illustrated in the bible God is the sole creator He created for 6 days the world and everything in it He created human beings last God gave him authority over all creationwww.arena.co.ke 0713779527info arena.co.ke The learners to give the order of creation The relationship between the unborn, the living, the living dead and ancestors In TAS, life was very important because it is given by God Every stage of life was related to the other None of the stage was important than the other Life has no end Life began before birth and it continued after death Before children were born, they were considered as part of the society A person who has died continues to be a member of the society In TAS, life existed in four forms, The unborn The living The living dead The ancestors Unborn These were members of the society who were not yet born Everybody in the society looked forward to the birth of the unborn They were protected Expectant mothers were given healthy food and avoided heavy duties When children were born they became part of the family and community They replaced the dead Children ensured life continuity in the family, clan and communitywww.arena.co.ke 0713779527info arena.co.ke The living The other form of life is living It is made up of the community who are alive Once children were born they became living members of the community The living dead These are community members who died recently Their physical appearance, behavior and character could still be remembered by the living members of the community The ancestors These are the community members who died long time ago No living member of the community could recall them Information about them is passed by the word to the next generation They are important for they founded the clan They are remembered in the history of the community NB: Ancestors and the living dead exist in form of spirit Ancestors and the living dead influence the life of the living through dreams or visions They are believed to be closer to God and therefore acted as mediators They could warn people and rebuke any evil done in the family or community In TAS. ,. Life began before birth, one was born, she he then diedwww.arena.co.ke 0713779527info arena.co.ke Christians also have ancestors also called patriarchs These are people whose has greatly influenced the Christians Genesis 13: 14-18, 50: 24-25, Mathew 1:1-17 In the book of genesis, we read the origin of the people of Israel From Abraham, Isaac, Jacob and their children The generations that existed before the birth of Jesus that took place in the new testament Abraham, joseph and david are the ancestors of Jesus Christians share in the life of Jesus through believing in him Quiz What is the difference between the living dead and the ancestors Write down three ancestors of Jesus Mary the mother of Jesus received the good news about the birth of Jesus in ? How do the dead influence the life of the living Continuity of life in Christianity and African traditions Both Christians and people in TAS, believe that life is a gift from God and it has no end There are differences between Christian understanding and traditional understanding concerning the continuity of life Christian understandingtraditional African understanding Christians hope to live forever with God in heaven Life continuedafter death in spiritual;world which is not definite Evil doers are not welcome in the spiritual world. Such spirits were the evil spirits When the living died, they became part of Those who die without believing will be punished by God on judgment day."}
{"text": ",life began before birth, one was born, she he then diedwww.arena.co.ke 0713779527info arena.co.ke Christians also have ancestors also called patriarchs These are people whose has greatly influenced the Christians Genesis 13: 14-18, 50: 24-25, Mathew 1:1-17 In the book of genesis, we read the origin of the people of Israel From Abraham, Isaac, Jacob and their children The generations that existed before the birth of Jesus that took place in the new testament Abraham, joseph and david are the ancestors of Jesus Christians share in the life of Jesus through believing in him Quiz What is the difference between the living dead and the ancestors Write down three ancestors of Jesus Mary the mother of Jesus received the good news about the birth of Jesus in ? How do the dead influence the life of the living Continuity of life in Christianity and African traditions Both Christians and people in TAS, believe that life is a gift from God and it has no end There are differences between Christian understanding and traditional understanding concerning the continuity of life Christian understandingtraditional African understanding Christians hope to live forever with God in heaven Life continuedafter death in spiritual;world which is not definite Evil doers are not welcome in the spiritual world. Such spirits were the evil spirits When the living died, they became part of Those who die without believing will be punished by God on judgment day. They will not receive eternal life Christians who die will resurrect and be www.arena.co.ke 0713779527info arena.co.ke given heavenly bodies the living dead They continued to live in form of spirits Quiz 1. How do we become a member of Christian family? 2. Where did life continue in African society? 3. Teaches about resurrection of the body. Respect for life of the unborn and the unborn 1. Life is a gift from God. 2. Expectant mothers were taken care of. 3. They were protected from any evil forces. 4. The unborn were regarded as potential human beings 5. Life begins after conception 6. Expectant mothers were not allowed to do heavy duties. 7. They were fed with a well balanced diet. Psalms 139:13-16 1. Christians teach that life begins at conception. 2. The unborn should be loved and taken care of. 3. God formed me and put every part in my mother s womb. 4. Life should be highly regarded."}
{"text": "God formed me and put every part in my mother s womb. 4. Life should be highly regarded. Nb: both African Traditional and Christianity does not allow for abortion. Life should be protected and valued. Quiz 1. Why is abortion a sin 2. Why do Africans regard life as sacred?www.arena.co.ke 0713779527info arena.co.ke 3. Memorize verse psalms 139:13-14 Concepts of God in African Traditional society and Christianity 1. African tradition considers God to be as follows:- a. All powerful b. All knowing omniscient c. Everywhere omnipresent d. God is eternal has no beginning or end. E. He is the creator of the world and all that is in it. F. God is a spirit. G. God is merciful h. God is good. I. God is the father, mother, friend e.t.c j. God is the provider. K. God is holy Christians consider God to be as follows Matthew 6:9, john 1:3, 6:35, 8:12, 14:6, 15:5 1. Giver of life and creator 2. God is the provider 3. God is good. 4. God is merciful 5. He is our father. 6. He is the bread of life 7. He is the provider 8. Omnipresentwww.arena.co.ke 0713779527info arena.co.ke 9. Omniscient. 10. Omnipotent. Nb: God manifests himself as the trinity. This means 3 persons in one- God the father, son and the Holy Spirit. Quiz 1. Give similarities between African and Christian concepts of God. 2. Where do African names of God come from? 3. State 3 title given to God in T.A.S Response to God in Traditional African society Africans responded to God through 1. Offering sacrifices 2. Prayers 3. Consulting special people 4. Ritual cleansing 5. Dance and songs. Offering sacrifices a. People worshiped God using birds and animal sacrifices. B. A bird or an animal was slaughtered and the blood poured ou to God before people began worshipping. C. The sacrifice was either offered whole or a half and the other half was eaten. D."}
{"text": "C. The sacrifice was either offered whole or a half and the other half was eaten. D. Birds and animals were of the same color without blemish. E. The colors preferred were black or white.www.arena.co.ke 0713779527info arena.co.ke Prayers a. Traditional Africans prayed to God for help in different situations. B. Example, Elders prayed and blessed warriors when going for war c. They asked God to give warriors courage and victory. Consulting special people a. These special people were seers and diviners. B. Diviners found out about the future events by receiving signs from the spirit world. C. Seers foretold about God s will in the community d. They also foretold the future events from the dreams they had. E. They also advised people on what to do if the annoyed God to please him. Ritual cleansing a. This is done after the death of a spouse in a community. Example Taita people b. When one spouse died they had to cleanse the living spouse. C. She he had to be taken to the river for a ritual bath. D. This was important for one to be accepted by God. Dance and song a. People sang different songs b. Some songs were sacred or religious. C. As they sung, drums were beaten to remove evil spirtit. D. E.g the Swahili people had a ceremony called Kupunga pepo and it was accompanied by dancing and drumming e. This was to get rid of the evil spirit that possessed people. F. Medicine men conducted the ceremony but God cured people.www.arena.co.ke 0713779527info arena.co.ke Quiz 1. Why did people pray in the African Traditional society 2. State 3 ways in which people worshiped in African traditional 3. Explain how people responded to God in African tradition Ways of reconciling with God in African tradition society 1. People reconcile to heal broke relationships 2. There were ways in which people offended God e.g a. Refusing to offer sacrifices b. Refusing to give offering after harvest c. Breaking rules in the society. 3. Reconciliation ways include a. Animal sacrifices b. An animal was burnt as a sacrifice to him c. The best animal was chosen d. Animals with blemish were not allowed. E. People also offered grains e.g."}
{"text": "Animals with blemish were not allowed. E. People also offered grains e.g. maize, bananas, beans e.t.c f. These were taken to the shrines and left there Cleansing Rituals a. If one committed a sin she he became dirty b. She he had to be cleansed to reconcile her him with God. C. A ritual bath had to be taken using water and special herbs, which were anointed with special oil. D. The appropriate ritual bath was given by a medicine woman or medicine man e. Special types of clothes were worn to seek reconciliation with God e.g when one was sick or under a curse. F. The clothes were prescribed by a medicine man.www.arena.co.ke 0713779527info arena.co.ke Prayers a. Libation was poured to the ground and elders talked to ancestors to seek reconciliation with God. Similarities between Christianity and African Traditional beliefs and customs 1. Believe in God as the creator 2. Belief in life after death. 3. Power of covenants. 4. Presence of evil. 5. Belief in prophets and prophecy 6. Giving offering ad first fruits. 7. Power of prayers. The difference between Christianity and African Traditional beliefs and customs 1. Belief in trinity 2. Belief in lesser Gods 3. Belief in magic and witchcraft. 4. Animal sacrifice 5. Human sacrifices. 6. Image of God 7. Places of worship 8. Jesus and ancestors 9. Baptism 10. Lord s supper 11. Tithingwww.arena.co.ke 0713779527info arena.co.ke JESUS CHRIST VICTORY OVER PAIN AND SUFFERING CAUSES OF SUFFERING 1. Suffering is the feeling of pain, sorrow or discomfort. 2. All people experience suffering in different ways 3. Suffering is caused by:- a. Natural calamities b. Negligence c. Sickness and death d. Irresponsible sexual behavior e. Armed attacks e.g. by robbers f. War and ethnic clashes g. Violence in homes, at school h. Drug substance abuse. 4. Jesus taught that suffering can be caused by sins 5. He forgave the sins of the paralyzed man and took away his suffering.www.arena.co.ke 0713779527info arena.co.ke 6."}
{"text": "4. Jesus taught that suffering can be caused by sins 5. He forgave the sins of the paralyzed man and took away his suffering.www.arena.co.ke 0713779527info arena.co.ke 6. Suffering can also come so that God s glory may be seen 7. Jesus took away the suffering of the blind man when He sent him to the pool of Siloam. 8. We should trust in God to overcome all forms of suffering. QUIZ 1. The Word Siloam means? 2. Write three examples of natural calamities. PAIN AND SUFFERING 1. Pain and suffering are the same or related 2. There are three main types of suffering: a. Physical suffering b. Emotional suffering c. Mental suffering 3. Physical suffering involves inflicting pain on the body. 4. Emotional suffering involves feelings such as guilt, sadness or joy. 5. Mental suffering relates to the mind. 6. Job suffered mentally, emotionally and physically 7. He suffered physically because he got sores all over his body. 8. He suffered emotionally because he lost the children he loved 9. Job also suffered mentally when he lost everything he owned. 10. We should remain faithful to God who helps us overcome suffering. Quiz 1. State three types of suffering each with a valid examplewww.arena.co.ke 0713779527info arena.co.ke 2. Name another person in the bible other than Job who suffered physically. 3. Job 2:10 says VARIETIES OF MENTAL SUFFERING 1. Any problem that affects the mind causes mental suffering 2. Not all people who suffer mentally are mad 3. Some people may be depressed while others are retarded. 4. Mental suffering can be caused by:- a. Diseases b. Injury to the brain c. Disturbing experiences d. Being naturally born in such a state e. Drug and substance abuse. 5. Jesus healed a man who suffered mentally in Gerasa territory. 6. The man had an evil spirit which made him mad. 7. He was called legion or mob because the demons in him were many 8. Jesus has the power to heal those who suffer mentally. Quiz 1. The evil spirits in legion begged Jesus not to 2. Mad people are also called 3. To be possessed means VARIETIES OF PHYSICAL SUFFERING 1."}
{"text": "The evil spirits in legion begged Jesus not to 2. Mad people are also called 3. To be possessed means VARIETIES OF PHYSICAL SUFFERING 1. Physical suffering occurs when pain is inflicted in the body.www.arena.co.ke 0713779527info arena.co.ke 2. Physical suffering can be caused by :- a. Injury b. Deprivation c. diseases d. Brutality e. War f. Poverty g. injustice 3. Jesus taught the parable of the rich man and Lazarus. 4. The rich man lived in great luxury and comfort 5. Lazarus had sores on his body and no food to eat 6. The rich man did not show love and concern for Lazarus. 7. Lazarus competed with dogs for left over s from the rich man s table. 8. Lazarus trusted in God and ended up being rewarded in paradise. Quiz 1. List down four examples of suffering 2. The of , the first Christian martyr made him suffer physically. VARIETIES OF EMOTIONAL SUFFERING 1. People suffer emotionally when they feel rejected or unloved. 2. Other cause of emotional suffering may include :- a. Conflict between friends or relatives b. Failure in examswww.arena.co.ke 0713779527info arena.co.ke c. Harassment and bullying d. Loss of loved ones e. Breakdown in relationship f. Unemployment or loss of a job. G. Poverty. 3. When people suffer emotionally they cry or weep. 4. Emotional suffering can be overcome through prayer and moral support. 5. It can also be dealt with through guidance and counseling. 6. Jesus was tried both by Pirate and Sanhedrin. 7. He suffered emotionally because of the false accusations brought up against Him. 8. Like Jesus, we should always trust in God to help us overcome suffering. QUIZ 1. Which actions of the soldiers made Jesus suffer emotionally? A. b. 2. Jesus persevered because his suffering had JESUS CHRIST TRIUMPHS OVER PAIN AND SUFFERING 1. Jesus underwent pain and suffering 2. He persevered suffering in humility and silence 3. He accepted his suffering to save mankind from sin. 4. Jesus was the final sacrifice for the deliverance of man 5."}
{"text": "Stephen was the first Christians martyr 7. He was one of the seven deacons 8. The seven deacons were a. Philip b. Nicanor c. Prochorus d. Nicolaus e. Permenaswww.arena.co.ke 0713779527info arena.co.ke f. Timon g. Stephen 9. Stephen was opposed by the Libertines, the synagogue of freed me. 10. Jesus promised us the holy spirit to help endure suffering. Quiz 1. Mention tea North African Martyrs 2. Acts 7:60 says CHRISTIAN SUFFERING TODAY 1. Some Christians suffer rejection from their friends and relatives. 2. They are considered traitors because of forsaking their traditional way of life. 3. Some people are sent away from home after responding to the call for salvation. 4. Persistent prayer and faith in God strengthens one s resolve to follow Christ. 5. The bible teaches that Christians should share in Christ suffering. 6. God rewards those who remain faithful even when persecuted. 7. God also saves people from danger and provides them with their needs. 8. We should pray for Christians undergoing persecution. Quiz 1. State three types of suffering 2. The words spoken by Stephen similar to those spoken by Jesus were www.arena.co.ke 0713779527info arena.co.ke LIVING THE CHRISTIAN FAITH THE MEANING OF PRAYER 1. Prayer is communicating withy God 2. There are two types of prayers namely: a. Private prayer b. Public prayer 3. During prayer Christians hold a conversation with God. 4. In prayer, one talks to god and also listens to Him. 5. There are four elements of prayers a. Adoration b. Confession c. Thanksgiving d. Supplication 6. Adoration involves praise and worship 7. Supplication involves petition and intercession 8. Petition is a prayer on behalf of oneself. 9. Intercession is a prayer on behalf of others. 10. Prayers should be made in faith and humility. Quiz 1. Confession should be accompanied by 2. The parable of teaches about humility in prayer. PRIVATE AND PUBLIC PRAYERSwww.arena.co.ke 0713779527info arena.co.ke 1. Prayer is a conversation with God. 2. There are public and private prayers 3."}
{"text": "Prayer is a conversation with God. 2. There are public and private prayers 3. Private prayer is when one converses with God 4. It is called individual or solo prayer 5. Public prayer is made in a group 6. It is also called communal or corporate prayer 7. Public prayer is made aloud 8. Such prayers are made in schools, homes or churches 9. Public prayers are also made during occasions such as a. Church services b. Weddings c. National holidays d. Christian holidays 10. God answers public and private prayers. Quiz 1. State the meaning of the following Christian groups abbreviations a. C U b. YMCA c. YWCA d. C A 2. Acts 2:42 says www.arena.co.ke 0713779527info arena.co.ke ANSWERS TO PRAYERS 1. God listens to and answers prayers 2. We know God has answered our prayers when what we pray for happens 3. Christians expect answers to both public and private prayers 4. God can answer prayers in three ways namely:- a. Yes b. No c. Wait 5. God answers prayers according to his will 6. When God answers no it might be that we prayed for something that can harm us 7. God answers wait when the time is not appropriate for our requests. 8. Saul consulted a medium at Endor when God failed to answer his prayers. 9. God was angry with Saul because of his disobedience. 10. We should obey God so that our prayers get answered. Quiz 1. Write a prayer before exams 2. State four elements of prayers DIFFERENCE BETWEEN PRAYER AND MAGICIANS 1. Magic is manipulating forces in the universe to achieve results. 2. It can be used for good or evil purposes 3. Consulting magicians comes from lack of trust in God. 4. Traditional Africans used magic to produce :www.arena.co.ke 0713779527info arena.co.ke a. Wealth b. Luck c. Success d. Good health. 5. Magi creates dependence on magicians who may control victims to their detriment. 6. Prayer, unlike magic has positive effects on a Christian. 7. It is guided by the free will of a Christian 8. Christian prayers lead to peace and reconciliation with God, oneself and others 9. Simon of Samaria used magic to do wonders."}
{"text": "It is guided by the free will of a Christian 8. Christian prayers lead to peace and reconciliation with God, oneself and others 9. Simon of Samaria used magic to do wonders. 10. He tried to buy the Holy Spirit using money which offended God. Quiz 1. The words magician utter are called 2. Magicians cast on their victims. THE RELATIONSHIP BETWEEN FASTING AND PRAYER 1. Fasting and prayer are Christians practices. 2. Fasting is voluntarily denying oneself food and spend time in prayer. 3. It involves self denial and disciplined commitment 4. Fasting intensifies the effects of prayers 5. Jesus taught his disciples to be humble when praying and fasting. 6. He taught that fasting should not be done for a public show. 7. One can fast to pray for personal or individual needs. 8. Fasting can also be done to intercede for others.www.arena.co.ke 0713779527info arena.co.ke 9. Genuine fasting is rewarded by God. 10. Prayer and fasting brings one nearer to God. Quiz 1. State three bible personalities who went without food for forty days 2. Jesus taught that prayer and fasting should be done in SELF DENIAL IN SERVICE TO OTHERS 1. Self-denial is depriving oneself of certain things so as to serve others. 2. Fasting is an example of self-denial in order to pray. 3. Christians also sacrifices money and other resources to serve God. 4. Christians also sacrifice their time to serve a. The aged b. Destitute children c. Prisoners d. People living with HIV AIDS 5. Jesus taught that following Him is about self denial 6. He taught that Christians must put the interest of others before their own. 7. Following Jesus involves carrying the cross daily. 8. The cross is a symbol of suffering. Quiz 1. List five ways through which Christians demonstrates self-denial 2. Celibacy means www.arena.co.ke 0713779527info arena.co.ke FAITH IN DAILY ACTIONS 1. Christians face many challenges that require them to demonstrate their faith. 2. A committed Christian should trust in God even in difficult circumstances. 3. Christians can demonstrate their faith by :- a. Obeying God s commandments b. Observing set rules and regulations c. Reporting crime to lawful authorities. D. Being role models e."}
{"text": "Reporting crime to lawful authorities. D. Being role models e. Helping the needy. F. Self-denial g. Practicing honesty and integrity. 4. The bible teaches that Christians should offer themselves as a living sacrifice. 5. They should dedicate themselves to God s service 6. Christians should please God in all they do. 7. They should allow God to transform them inwardly to be like Him. 8. We should emulate the example of patriarchs who had total faith in God. Quiz 1. Was considered blameless and walked with God 2. God called a man after my own heart.www.arena.co.ke 0713779527info arena.co.ke THE MEANING OF LIVING FAITH 1. Living faith involves actions dictated by gospel values. 2. Gospel values include :- a. Honesty b. Integrity c. Love d. Mutual caring e. Sharing 3. Apostle James teaches that Christian s faith should be meaningful. 4. Living faith is accompanied by actions 5. It involves practically showing concern for the needy. 6. Faith without action is dead. 7. James also taught that Christians should confess their sins to one another. 8. A prayer made in faith by a righteous person has power to heal. 9. Jesus taught that it is more blessed to give than to receive 10. We should demonstrate living faith in all we do. Quiz 1. The crippled beggar at the Beautiful gate was healed by and 2. State three reasons for fasting a. b. c. www.arena.co.ke 0713779527info arena.co.ke UNIT FIVE SOCIAL PROBLEMS AND CHRISTIAN VALUES CHRISTIAN VALUES A. JUSTICE 1. Justice is the quality of being fair and acting according to what is right. 2. It involves condemning what is wrong and uphold what is right. 3. Justice brings peace and harmony among people. 4. Prophet Jeremiah condemns the injustice of :- A. Killing innocent people B. Mistreating foreigners C. Mistreating windows and orphans. 5. Amos challenged the injustice in courts. 6. He spoke against oppressing the poorwww.arena.co.ke 0713779527info arena.co.ke 7. Amos also condemned selling people in slavery. 8. He also condemned false scales and overcharging customers. 9. Apostle James condemned the rich who deny their laborers their wages. 10."}
{"text": "9. Apostle James condemned the rich who deny their laborers their wages. 10. He also condemned those who murder innocent people. Quiz 1. Corruption in courts was condemned by 2. Prophet Micah condemned the injustice of B. FAIRNESS 1. Fairness is the value of being just and impartial 2. It involves doing things according to laid down rules and regulations 3. Fair people treat others as they would like to be treated. 4. Joseph s brothers treated him unfairly because his father loved him. 5. They sold him to the Ishmaelite and he ended up in prison. 6. Jesus refused to condemn a woman who had been caught in adultery, 7. He treated her fairly and advised her to stop her immoral life. 8. God expects us to treat all people with justice and fairness Quiz 1. State two reasons why Joseph was Jacob s favorite son a. b. 2. Suggested that they should throw Joseph into a wellwww.arena.co.ke 0713779527info arena.co.ke 3. Convinced his brothers to sell Joseph to the Ishmaelite. C. HONESTY AND INTEGRITY 1. Honesty and integrity are important Christian values 2. Honest people tell the truth and do not steal. 3. Integrity is the quality of being honest and having strong morals 4. People of integrity are upright, honest and sincere. 5. They are just and honest in their behaviour. 6. Prophet Elisha had a dishonest servant called Gehazi. 7. Gehazi wanted to benefit financially from Elisha s miracle 8. He ended up getting leprosy together with his descendants 9. God wants us to uphold justice and integrity 10. We should tell the truth to all people at all times. Quiz 1. Namaan got healed of his leprosy by 2. And lied to the holy spirit 3. Is the father of lies. NEPOTISM 1. Nepotism is the vice of showing favoritism to one s relatives. 2. It makes family members receive privileges they do not deserve. 3. Nepotism at the workplace may result in the following :www.arena.co.ke 0713779527info arena.co.ke a. Bitterness and rivalry b. Lack of love and concern c. Frustration and hopelessness d. Lack of teamwork e."}
{"text": "Lack of love and concern c. Frustration and hopelessness d. Lack of teamwork e. Disrespect poor work output. 4. Jesus refused to show nepotism in his ministry 5. He refused his mother and his brothers undue recognition. 6. Jesus refused to grant James and John the right to sit beside Him in his kingdom 7. To Jesus, leadership meant service to others not gaining special favour. Quiz 1. The earthly brothers of Jesus were 2. James and John the sons of were also known as TRIBALISM ETHNICITY 1. Tribalism is the unfair treatment of people from other tribes. 2. It involves granting unwarranted favours to members of one s tribe. 3. Tribalism comes from mistrust among members of different ethnic communities. 4. It causes bitterness, pain and suffering to its victims. 5. Jesus was denied water by a Samaritan woman because he ws a Jew. 6. He however gave the Samaritan woman life- giving water. 7. Jesus taught his disciples not to discriminate against anyone. 8. He was a universal savior as shown by the miracles ofwww.arena.co.ke 0713779527info arena.co.ke a. Healing the ten lepers b. Healing the centurion servant c. Healing a Canaanite woman s daughter. Quiz 1. To whom did Jesus say, it is not good for me to take children s food and give it to dogs 2. The fear and hatred for people from other countries is called CORRUPTION 1. Corruption is practiced by those who lack honesty and intergrity. 2. It involves giving and receiving bribes. 3. Bribes are given as money or service offered in return of a favour. 4. Corruption is caused by :- a. Greed b. Selfishness c. Desire to quick riches d. Indiscipline. 5. Corruption is prevalent when:- a. People win elections unfairly b. Police take handouts to flout traffic rules c. Justice is denied to court of laws d. Students are to schools they don t deserve. 6. Corruption can be overcome throughwww.arena.co.ke 0713779527info arena.co.ke a. Refusing to give or receive bribes. B. Reporting corruption to relevant authorities c. Creating awareness supporting anti-corruption efforts. 7."}
{"text": "Reporting corruption to relevant authorities c. Creating awareness supporting anti-corruption efforts. 7. The ethics and Anti-Corruption commission is charged with fighting corruption. 8. Jesus accepted Zacheus who denounced his former corrupt way of life. Quiz 1. State two reasons why tax collectors were hated 2. Define corruption MISMANAGEMENT OF RESOURCES 1. Resources are assets that are used to generate wealth 2. There are three types of assets namely :- a. Natural resources b. Man-made resources c. Human resources. 3. Natural resources are mismanaged through:- a. Pollution b. Over-mining c. Pouching. 4. Man-made resources are mismanaged by:- a. Vandalism b. Fraud and embezzlementwww.arena.co.ke 0713779527info arena.co.ke c. Neglect d. Arson 5. Human resources are people who can be mismanaged through:- a. Being overworked and underworked b. Being denied promotion c. Being underpaid d. Being deployed outside their profession 6. The bible teaches us to value all resources 7. We should take care of all resources. Quiz 1. List four natural resources 2. NEMA stands for UPHOLDING CHRISTIAN VALUES IN OUR LIVES 1. Christian values are virtues and principals that are worthy of upholding 2. They include a. Justice b. Honesty c. Fairness d. Integrity e. Responsibility f. Humility g. Generositywww.arena.co.ke 0713779527info arena.co.ke 3. Most Christian values are universal 4. They are derived from the teachings of Jesus. 5. They lead to forms of conduct that are universally considered worthwhile. 6. Apostle Paul taught the Ephesians to be patient, humble and loving. 7. Christian values show that one has matured in faith. Quiz 1. List three social evils that affect our society today 2. Which vice was EACC established to curb? UNIT 6 JESUS FREES AND COMMANDS THE MEANING OF CHRISTIAN FREEDOM 1. Freedom is the state or condition of being unrestrained. 2. It does not mean doing as one wishes 3. True freedom must be accompanied by responsibility 4. Truly free people respect and obey lawful authoritywww.arena.co.ke 0713779527info arena.co.ke 5."}
{"text": "It does not mean doing as one wishes 3. True freedom must be accompanied by responsibility 4. Truly free people respect and obey lawful authoritywww.arena.co.ke 0713779527info arena.co.ke 5. They do not allow themselves to be enslaved by immoral things. 6. Jesus death on the cross set Christians free 7. Human being however still has freedom to choose their destiny. 8. God grants us the free will to choose life or death. 9. Each choice we make have consequences 10. We should protect or freedom by living according to Jesus teachings. Quiz 1. Galatians 5:1 says 2. We may be free to do anything but JESUS SHOWS HIS OBEDIENCE TO GOD 1. Jesus is God s only son 2. He is the first born of creations 3. He was born of virgin Mary who had conceived through immaculate conception 4. The baby Jesus was always obedient to his earthly parents 5. He grew up gaining favour with God and men. 6. He obeyed his heavenly father and accomplished his mission on earth 7. He restrained Peter who wanted to protect him using violence. 8. Jesus was obedient to his father even unto death 9. He condemned anyone who came in the way of God s will. 10. We should emulate Jesus obedient to lawful authority. Quizwww.arena.co.ke 0713779527info arena.co.ke 1. Peter cut the ear of was a servant of 2. Those who live by the sword shall also die by the sword . These words were said by to JESUS REACTION TOWARDS FREEDOM 1. Jesus taught his disciples to obey his commandments 2. He said that those who obey his commandments would know the truth 3. Those who know the truth, Jesus said, would be st free. 4. True freedom, Jesus taught, comes from being informed 5. Everyone who sins is a slave of sins. 6. Jesus teaching makes people free by taking away sin and immorality 7. We should work to inform people about Jesus and quality life 8. Such people will make informed choices. 9. We should desire to achieve true freedom. 10. We should also help other to make the most informed decisions. Quiz 1. John 8:31-32 says 2."}
{"text": "We should also help other to make the most informed decisions. Quiz 1. John 8:31-32 says 2. True freedom must be accompanied by JESUS CHRIST S RESPECT FOR AUTHORITY 1. Jesus grew up as an obedient child 2. When he was eight days old, he was circumcised according to the law of Moses.www.arena.co.ke 0713779527info arena.co.ke 3. When Jesus was forty days old he was presented at the temple for dedication. 4. He attended the Passover feast in Jerusalem when he was twelve years old 5. Jesus was baptized by John the Baptist so as to fulfill God s wish. 6. He began his ministry in Galilee and had twelve disciples. 7. Jesus taught his disciples to respect lawful authority. 8. He supported payment of taxes and sent peter to pay temple tax 9. The Pharisee tried to trap Jesus on the issue of paying taxes. 10. He evaded their trap and said give to Ceaser what belongs to ceaser and to God what belongs to God Quiz 1. State three accusations brought against Jesus before Pilate, the governor 2. When Jesus was born, who was the Roman Emperor? PERSONAL FREEDOM PERSONAL FREEDOM IN RELATION TO OURSELVES 1. It is important to use our personal freedom wisely 2. Our freedom of action should be exercised in a cautious manner 3. Freedom should never be a stumbling block to others 4. All Christians should exercise freedom by being of good character 5. Freedom should never be misused to cover up evil 6. We should commit ourselves to God in all we do. 7. We should not engage in drug abuse or immorality.www.arena.co.ke 0713779527info arena.co.ke 8. We should use our freedom to serve God and others. Quiz 1. List two other words which mean the same as freedom 2. According to Apostle Peter, freedom should not be used PERSONAL FREEDOM IN RELATION TO AUTHORITY 1. Christians should submit to lawful and relevant authority. 2. Lawful authorities are instituted by God. 3. Those who oppose lawful authority oppose God and will be punished. 4. Christians should be peaceful, friendly and law abiding. 5. They should not talk ill of anyone especially those in authorities. 6."}
{"text": "A family is a group of people who are related by:- a. Blood b. Marriage c. Adoption.www.arena.co.ke 0713779527info arena.co.ke 2. There are two types of families namely :- a. Nuclear family b. Extended family. 3. A nuclear family is made up of:- a. Father b. Mother c. Children 4. An extended family is made up of: a. The nuclear family b. Other relatives. 5. A Christian nuclear is complete even without children 6. Family members should love and respect one another. 7. God established families and wants them to stay united. Quiz 1. Name members of the extended family other than the nuclear family a. b. c. d. www.arena.co.ke 0713779527info arena.co.ke e. f. 2. List two complete biblical families. FACTORS CONSIDERED WHEN CHOOSING A MARRIAGE PARTNER. 1. Marriage is a legally recognized union between a man and a woman. 2. The legal union between marriage partners makes them one. 3. There are various factors considered when choosing a marriage partner. 4. These factors include :- a. Maturity b. Self-discipline c. Good character d. Respect e. Family background f. Hard work 5. When choosing a marriage partner, one should not consider : a. Physical beauty b. Wealth c. Sexual demands 6. Factors when choosing whom to marry are considered during courtship 7. The bible teaches that a sensible wife is only given by God. 8. Joseph was engaged to Mary and married her according to God s law.www.arena.co.ke 0713779527info arena.co.ke Quiz 1. List two types of families 2. List three thing that join family members. MARRIAGE BENEFITS OF A CHRISTIAN MARRIAGE 1. A Christian marriage has many benefits 2. The couple is given guidance and counseling. 3. Marriage partners are taught about their responsibilities in advance 4. A Christian wedding is conducted in public and has many witnesses 5. The wedding gives one a sense of belonging when it is conducted in his her church. 6. Prayers said during a Christian wedding bestow blessings on the couple. 7. Wedding rings are an outward mark of a Christian marriage. 8. Marriage certificate given during a Christian wedding makes it legal. 9."}
{"text": "8. Marriage certificate given during a Christian wedding makes it legal. 9. Christian marriages are recognized by God and the state. 10. A Christian marriage is monogamous and gives one a sense of security. Quiz 1. The bible teaches that whoever God has put together 2. List three Christians virtues that bind marriage partners a. b. c. FACTORS CONSIDERED WHEN GETTING MARRIEDwww.arena.co.ke 0713779527info arena.co.ke 1. Marriage is voluntary and binding for a man and a woman to become one. 2. It is a lifelong commitment that should be entered in sobriety. 3. There are several factors one should consider when getting married. 4. These factors include a. Religious background. B. Likes and interest c. Age of a partner d. Family background. E. Level of education f. Economic background 5. Abraham organized for his son Isaac to get a good wife. 6. Abraham servant prayed before choosing Rebecca for Isaac. 7. Christians should pray for God s guidance when choosing a marriage partner. Quiz 1. Match the following bible personalities with their wives a. Amram b. Aquila c. Nabal d. Mahlon 2. Dowry is ESSENTIAL NEEDS OF A FAMILY 1. A family has member who have essential needswww.arena.co.ke 0713779527info arena.co.ke 2. The essential needs of a family can be classified as a. Physical needs b. Social needs c. Spiritual needs 3. Physical needs include food, water, shelter and clothing. 4. Social needs of a family include:- a. Security b. Love c. Acceptance d. Self esteem 5. The need for God stands above every other need of a family. 6. Family members need to live with hope and assurance of eternal life. 7. Jesus taught that human beings cannot live on bread alone. 8. Just as we need food for physical growth, we need the gospel for spiritual well-being. Quiz 1. Give examples of the following a. Basic need b. Secondary needs c. Tertiary needs 2. The word essential means OBSTACLES TO A GOOD MARRIAGEwww.arena.co.ke 0713779527info arena.co.ke 1. There are many factors that may lead to failure in a marriage 2. Some of the factors include a."}
{"text": "The word essential means OBSTACLES TO A GOOD MARRIAGEwww.arena.co.ke 0713779527info arena.co.ke 1. There are many factors that may lead to failure in a marriage 2. Some of the factors include a. Unfaithfulness b. Childlessness c. Communication breakdown d. Mistrust e. Different likes and interest f. Poverty g. Interference from the extended family. H. Alcoholism and drug abuse i. Un- forgiveness and intolerance j. Failure to pay dowry. 3. Marriage partners should strive to overcome all obstacles. 4. God values the institution of marriage 5. No one should separate those whom God has put together, Quiz 1. Partners who have marriage problems should go for and 2. The first marriage was ordained by in 3. List three factors considered when choosing a marriage partner a. b. c. www.arena.co.ke 0713779527info arena.co.ke TRADITIONAL AFRICAN VIEW ON LOVE AND MARRIAGE 1. Africans traditionally valued and respected the marriage institution 2. Marriage was an obligation and every African was expected to marry. 3. African marriage was mainly for child-bearing or procreation. 4. An African family was not complete without children. 5. Africans valued chastity and sex before marriage was considered immoral. 6. African marriage extended kinship bands; one got more relatives. 7. An African marriage raised the status of a couple. 8. Polygamous unions were encouraged in African marriage eradicating adultery and prostitution. 9. Polygamy also raised the status of the first wife and the husband. 10. The bible teaches that riches can be inherited but a sensible wife comes from the Lord. Quiz 1. State three reasons why children were valued in African communities 2. Dowry is also known as CHRISTIAN TEACHING ON LOVE AND MARRIAGE 1. A Christian marriage is highly valued. 2. The marriage unit forms the foundation of a strong nation 3. Among the Christian teaching on marriage are:- a. Marriage was established by God b. Courtship should be pure and maturewww.arena.co.ke 0713779527info arena.co.ke c. Fornication is not allowed d. Procreation should be within marriage e. Love and fitfulness are the cornerstones of marriage. F."}
{"text": "Procreation should be within marriage e. Love and fitfulness are the cornerstones of marriage. F. The wife should submit to the husband. 4. The bible teaches that God ordained marriage from the very beginning. 5. Celibacy is a gift from God but it is not for all people. 6. Apostle taught that marriage partners should honour their roles towards each other. 7. Windows and widowers can remarry to avoid temptations. Quiz 1. Define courtship 2. List two types of sexual immorality. 3. Husbands should love their wives just as QUALITIES OF A GOOD PARENT 1. A good parent provides the basic needs of his or her family. 2. Such parent advises children concerning good conduct and character. 3. Z good parent provides both formal and non-formal education. 4. Good parents provide security and protection for their families. 5. Children should get love and attention from their parents. 6. Parents should give directions to their children in all matters especially about God. 7. The bible teaches that children are a gift from God. 8. Family members should always be committed to the family cause. 9. Jesus admonished his disciples for barring children from him.www.arena.co.ke 0713779527info arena.co.ke 10. He said let the children come to me Quiz 1. List three biblical parents and their children 2. Mathew 19:14 says THE QUALITIES OF A GOOD CHILD 1. A good child takes the initiative to help in family duties 2. Such a child offers encouragement to his or her parents. 3. A good child provides physical protection for the family where need be. 4. An obedient child is a role model to the rest of the family. 5. He she can be relied on to provide for the family when the parents are away. 6. A good child accepts and takes correction positively when wrong. 7. Above all, a good child is God fearing 8. The bible teaches that children have a chriatian duty to obey their parents. 9. Those who obey their parents have a promised of a long and prosperous life. 10. We should desire to honour and obey our parents. Quiz 1. State two types of families 2. Define a family 3."}
{"text": "Quiz 1. State two types of families 2. Define a family 3. The words, let the children come to me were said by www.arena.co.ke 0713779527info arena.co.ke RESPONDING TO CHRIST S CALL THE MEANING OF DISCIPLESHIP 1. A disciple is a follower of another person s religious or political teaching. 2. Jesus had twelve disciples. 3. John the Baptist and the Pharisees also had disciples. 4. In Christianity, discipleship is a response to Christ s call 5. The first four disciples of Jesus were : a. Peter and Andrew b. James and John. 6. All disciples of Jesus gave up their comfort and worldly possessions to follow him. 7. Discipleships call for love and commitment in serving God and others. 8. A disciple should have unshakeable faith in Jesus and God. 9. Disciples of Jesus are expected to be his witness all over the world. 10. Disciples should also be ready to suffer for their faith like Stephen and Paul. Quiz 1. Name four disciples of Jesus with multiple names. THE TEACHING OF JESUS CHRIST ON DISCIPLESHIP 1. Jesus taught his disciples to deny themselves so as to follow him. 2. He taught them to love their enemies and do good to those who persecute them. 3. Jesus taught his followers to forgive and forget. 4. Our forgiveness completely depends on our forgiveness.www.arena.co.ke 0713779527info arena.co.ke 5. God forgives the sins of those who forgive others. 6. Disciples must be ready to endure hardships. 7. Family obligations should not interfere with the demands of the kingdom. 8. Discipleship calls for total commitment on the part of the disciple. 9. Jesus was approached by a man in the Samaritan village who wanted to follow him. 10. Jesus told him that foxes have holes and birds have nests but the son of man has nowhere to rest his head. Quiz 1. Mathew 5:44 says 2. The disciple who said , can anything good come from Nazareth was 3. The disciple who walked with the risen Christ to Emmaus was ABIDING IN THE VINE 1. Christ is the true vine and his followers are the branches. 2. His father, our God, is the vinedresser. 3."}
{"text": "2. His father, our God, is the vinedresser. 3. Abiding in the vine is accepting Jesus and obeying his commandments. 4. Branches are totally dependent on the vine for growth. 5. Christians too, should be totally dependent on Jesus the source of life. 6. They are also expected to bear fruits of love, patience and service to God and mankind. 7. Without abiding in Christ, such fruits cannot be produced. 8. We should desire to be true disciples of Jesus Christ. Quiz 1. John 15:7 says www.arena.co.ke 0713779527info arena.co.ke 2. Write four qualities of a Christian disciple 3. The most loved disciple of Jesus was LOVING ONE ANOTHER 1. To love is to care deeply for someone. 2. As disciples of Jesus we are expected to love one another. 3. Loving others involves a. Caring for the well being of others b. Sharing with the needy c. Forgiving those who offend us. D. Praying for our enemies. E. Denying oneself comfort for others sake f. Suffering for those we love. 4. God demonstrate His love by offering his son as a sacrifice for sin. 5. Apostle Paul taught that love is the greatest thing a disciple can achieve. 6. Love without good deeds is worthless. 7. Apostle John taught that from the beginning God wanted us to love onr another. 8. Christians should love one another as a mark of true discipleship. Quiz 1. All commandments are summed up by 2. The first four commandment are about loving www.arena.co.ke 0713779527info arena.co.ke 3. Love is the way Jesus summarized the last six commandments. SERVING ONE ANOTHER AND DENYING ONESELF 1. Service refers to actions of kindness and love to others. 2. Christians should serve all people without discrimination 3. They should deny themselves some comfort in order to be of service to others. 4. Self denial in an important characteristic of a Christian disciple. 5. Jesus taught that his disciples should be ready to endure suffering. 6. During the last supper, Jesus washed his disciple s feet. 7. By so doing, Jesus taught humility in service. 8. We can serve God through serving our fellow human beings. Quiz 1. List four New Testament names for Passover."}
{"text": "We can serve God through serving our fellow human beings. Quiz 1. List four New Testament names for Passover. 2. Who had denied Jesus the chance to wash his feet? THE PLACE OF WEALTH IN CHRISTINA DISCIPLESHIP 1. Wealth is material possessions such as money, land or property. 2. God blesses people to be wealthy. 3. Wealthy people should not be proud or arrogant. 4. Instead, they should live with humility and thankfulness. 5. Wealthy Christians can use their wealth to work for God. 6. They can use their wealth to support church programs such as evangelization and outreach.www.arena.co.ke 0713779527info arena.co.ke 7. They can also support the needy in the communities they live in. 8. The bible teaches Christians to ask God to bless them with enough. 9. Jesus taught that it is easier for a camel to go through the eye of a needle than for the rich to enter God s kingdom. 10. We should share with gladness what God has given us. Quiz 1. Wealthy people are those who have a. b. c. d. 2. Africans believe that wealth came from MISUSE OF WEALTH IN CHRISTIAN DISCIPLESHIP 1. Wealth is said to be misused when it is used in a way that does not glorify God. 2. Christians should not in opulence and luxury to draw people s attention. 3. They should not exploit their workers to work for long hours. 4. Christian employers should not threaten their employees. 5. Wealthy Christians should give tithe to support the work of God. 6. Prophet Micah condemned the rich who gave bribes to subvert justice. 7. They paid prophets to give favourable revelations. 8. The priest interpreted the law for them to favour their interests. Quizwww.arena.co.ke 0713779527info arena.co.ke 1. List two wealthy bible personalities. 2. State three things done by the rich condemned by Apostle James. THE ROLE OF EVANGELISTIC AND WITNESSES 1. An evangelist is a person who preaches to person urging them to accept Christ. 2. A witness is a person who tells the truth about what he has seen or heard. 3. A Christian witness tells others about Christ through their actions. 4."}
{"text": "3. A Christian witness tells others about Christ through their actions. 4. We can all be witnesses of Christ if we conduct ourselves according to the teachings of Christ. 5. Jesus started the greatest commission on earth 6. He sent his disciples to make people of all nations his disciples. 7. The early missionaries responded to that call by spreading the gospel to Frica. 8. We should appreciate the role of evangelists and witnesses in the church. Quiz 1. Was the apostle of the gentiles. 2. Jesus told his disciples to begin their missionary work in to the uttermost parts of the earth. 3. Paul made missionary journeys. UNIT NINE LEISUREwww.arena.co.ke 0713779527info arena.co.ke THE MEANING OF LEISURE 1. Leisure is the time when we are free from work or studies. 2. There are many activities one can do during leisure. 3. These activities can be classified into: a. Active leisure b. Passive leisure 4. Active leisure involves physical activities . 5. Such activities include:- a. Sports and games. B. Dancing. 6. Passive leisure has minimal or no physical activity. 7. It includes watching television, reading, listening to music or sleeping. 8. We should not use leisure time to engage in immoral activities. Quiz 1. List four games one can take part in during leisure time a. b. c. d. 2. The fourth commandment states www.arena.co.ke 0713779527info arena.co.ke LEISURE TODAY AND IN TRADITIONAL AFRICAN COMMUNITIES 1. There were many leisure activities in traditional African communities. 2. Different people participated in leisure activities according to:- a. Age b. Gender c. Social status. 3. Today leisure activities are done according to people s :- A. Interests B. Affordability. C. Availability of time. 4. Leisure activities were conducted during seremonies such as:- a. Naming b. Initiation c. Marriage d. Funerals e. Thanksgiving. 5. Some of these leisure activities were a. Visits b. Games and sports c. Folk stories d. Riddles and tongue twisters. 6. Leisure activities accompanied work in African societies.www.arena.co.ke 0713779527info arena.co.ke 7."}
{"text": "Riddles and tongue twisters. 6. Leisure activities accompanied work in African societies.www.arena.co.ke 0713779527info arena.co.ke 7. Leisure is important to all people irrespective of age, gender or social status. USES OF LEISURE FOR PERSONAL GROWTH. 1. Leisure is good for physical and spiritual growth. 2. One can do voluntary work in the community. 3. Leisure time can also be used to develop skills and talents. 4. One can also acquire new skills during leisure time. 5. Leisure time can be used for fellowship with other chriatians. 6. David used his leisure time to play the harp. 7. He ended up using the skill to help King Saul when he was tormented by evil spirit. 8. Leisure can be used to relieve fatigue, evil thoughts and sadness. Quiz 1. List three talents one can develop during leisure a. b. c. 2. State four examples of passive leisure a. b. c. www.arena.co.ke 0713779527info arena.co.ke d. TO BE WITH THE FAMILY 1. Leisure time can be used to be with one s family 2. During leisure time, family members can a. Visit friends or relatives. B. Attend ceremonies. C. Spend time with one another. D. Pray and worship together. E. Visit different places. F. Engage in charity work. 3. Leisure time allows family members to :- a. Unite as a family b. Appreciate one another c. Support each other d. Understand one another. E. Enjoy each other s company. 4. The bible teaches that Mary went to visit her cousin Elizabeth. 5. Elizabeth felt honored to be visited by the Lord s mother 6. We should spend quality leisure time with our friends and relatives. Quiz 1. List two types of familieswww.arena.co.ke 0713779527info arena.co.ke 2. State three things one can do with his or her family members. FOR CULTURAL DEVELOPMENT 1. Leisure time can be used to gain knowledge on culture. 2. This can be done through a. Visiting cultural centers b. Participating in music and drama festivals. C. Telling folk stories, riddles and tongue twisters. D. Visiting grandparents. E. Encouraging sports and games. F."}
{"text": "E. Encouraging sports and games. F. Supporting cultural events. G. Having family leisure time. 3. David was gifted in playing the harp. 4. Playing the harp was a Jewish cultural practice for boys. 5. He ended up helping Saul who was tormented by evil spirits. 6. We should enhance our culture during our free time. Quiz 1. Name two cultural centers in Kenya 2. Write three proverbs in English, Kiswahili and your mother tongue. CHRISTIAN ACTIVITIES DURING LEISURE 1. There are many ways a Christian can spend their leisure time 2. Christian leisure activities should be morally right. 3. Such activities may includewww.arena.co.ke 0713779527info arena.co.ke a. Visiting b. Worshipping God c. Resting d. Spending time with family e. Participating in church activities f. Attending retreats. G. Games and sports h. Community development projects i. Guidance and counseling 4. The bible teaches that God sanctioned rest when he made the sabath. 5. The Sabbath is sanctified as a holy day of rest. 6. Christians should observe the Sabbath and keep it holy. Quiz 1. List the creations of God according to the biblical order of creation a. b. c. d. e. f. 2. Is the fourth commandment. MISUSE OF LEISUREwww.arena.co.ke 0713779527info arena.co.ke 1. Leisure can be used to engage in immoral activities. 2. This may be caused by a. Peer pressure b. Curiosity c. Idleness d. Lack of guidance e. Having too much money. 3. Activities that misuse leisure include a. Pre-marital sex b. Abusing drugs c. Idling and gossiping d. Over-indulging in the same activities. E. Getting into bad company. 4. Misuse of leisure makes life miserable 5. Noah abused leisure when he got drunk with wine. 6. He ended up staying naked in sight of his son Ham. 7. The end result was that Ham got cursed 8. We should avoid destructive leisure activities. Quiz 1. State two effects or results of irresponsible sex during leisure 2."}
{"text": "We should avoid destructive leisure activities. Quiz 1.State two effects or results of irresponsible sex during leisure 2.The sons of Noah were LEISURE AND UNEMPLOYMENTwww.arena.co.ke 0713779527info arena.co.ke 1.Leisure time is the time when one is free from work and studies.2.Unemployment, on the other hand, is lack of work to earn a living.3.Unemployed people are not in continuous leisure time.4.Such people may engage in crime and other destructive activities.5.This can be avoided through self employment.6.One can also train to acquire new skills.7.Apostle Paul condemned laziness when teaching Thessalonians.8.He was a good example for he worked as a tent-maker.9.Unemployed people should not engage in idling and gossip.10.They should trust in God and keep trying to gain regular employment. Quiz 1.State two categories of leisure activities 2.2nd Thessalonians 3:10 says 3.List two traditional leisure activities www.arena.co.ke 0713779527info arena.co.ke."}
{"text": "Table of ContentsUnit 1Nouns and Basic PronounsPart A Nouns and Articles6B Subject Pronouns and Possessive Adjectives10C ReviewSimple PresentPart A Be and Information Questions with Be16B Negative Forms of Be and Yes No Questions with Be20C Regular Verbs24D Irregular Verbs28E Negative Verb Forms and Yes No Questions32F Information Questions36G ReviewPunctuation and Simple SentencesPart A Capitalization and Punctuation42B Suggestions Let s and Why don t 46C Interjections and Exclamations50D Imperatives54E Statements58F Tag Questions62G ReviewPresent ProgressivePart A Form and Function68B Negative Forms and Questions72C Non-progressive Stative Verbs76D The Present Progressive vs. The Simple Present80E Review84Unit 5Simple PastPart A Regular Verbs86B Irregular Verbs90C Negative Verb Forms and Yes No Questions94D Information Questions98E ReviewFuturePart A Affirmative and Negative Forms of Will and Be Going To104B Questions108C ReviewPronounsPart A Personal and Possessive Pronouns114B Demonstrative Pronouns118C It122D ReviewBasic Sentence StructuresPart A Subjects, Verbs, Objects, and Adverbials128B Subject Complements and Object Complements132C Direct and Indirect Objects136D ReviewIndex143Transcripts Answer KeyUnit 1 Nouns and Basic PronounsPart A Nouns and Articles 6 Unit 1 Nouns and Basic PronounsNouns can be singular or plural. SINGULAR: bananaPLURAL: bananasArticles are a, an, and the. A baby cries. An alligator swims. Sometimes no article is used. The teenagers whisper. Apples are delicious."}
{"text": "A baby cries. An alligator swims. Sometimes no article is used. The teenagers whisper. Apples are delicious. Spelling Rules for Plural NounsNoun EndingRuleExamplesa consonant or a voweladd -sa bed bedsa table tables most regular nouns a bus busesa match matches-s, -ss, -sh, -ch, -xadd -esa glass glassesa fox foxesa dish dishesa consonant ychange y to i and add -esa dictionary dictionaries-f or -fechange -f -fe to v and add -esa leaf leavesa knife knivesVowels: a, e, i, o, uConsonants: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z ArticlesA is for singular nouns. A zebra has stripes. It goes in front of consonant sounds. Nick eats a sandwich. An is for singular nouns. An iris is a flower. It goes in front of vowel sounds. John sees an airplane. The is for singular or plural nouns. The dogs bark. The ice cream is vanilla. It goes in front of consonant or vowel sounds. Tom is at the library. Lisa has the erasers. Words beginning with u often have a y ju sound. In this case, a is used. Y SOUND: A unicorn ju;nIk ;rn has a horn. U SOUND: Amy has an umbrella mbrel .H is often silent when it begins a word. In this case, an is used. SILENT: An hour is a long time. SPOKEN: Sarah has a hamster. Grammar ExplanationPreviewLisa has new shoes. The shoes are blue and brown. Blue is Lisa s favorite color. Practice 1Part A 71.a. The girls are hitting a tennis ball.b. The girl is hitting a tennis ball.c. The tennis ball is hitting the girl.2.a. A child carries her parents.b. A mother carries a child.c. A father carries a child.3.a. A tree climbs the koala.b. A koala climbs a tree.c. Koalas climb the trees. Exercise 2Look at the pictures and circle the correct sentences. 1.anhour hours2. Earring 3. Baseball 4. Year 5. University 6."}
{"text": "Baseball 4. Year 5. University 6. House 7. Pineapple 8. Plant 9. Armchair 10. Uncle 11. Helicopter 12. Athlete Exercise 3Write a or an before the words. Then write the plural forms.1. Tom plays an the violin.2. A An ant is a an insect.3. Amy rides a an horse.4. The A apples are ripe.5. Amy wears a an uniform to school.6. The An hotel is near a the airport. Exercise 1Circle the correct answers. Practice 28 Unit 1 Nouns and Basic PronounsA.B.C.D.Exercise 5Fill in the blanks with a or an. Then make sentences by matching the words.1.Alaska is a cold place. Live in Alaska.2. Has a pencil. The is yellow.3. The change color. The change.4. A is a vegetable. Are good for you. Exercise 6Complete the sentences with nouns from the box.1.Afork is fruit.2. Kitten is home.3. Orange is autensil.4. Apartment is big animal.5. Elephant is baby cat. Exercise 4Listen and number the pictures from 1--4.leaves pencil carrot seasons Alaska vegetables Amy Polar bearsTrack 2Part A 9Grammar in Useplants The night porcupine AExercise 7Complete the sentences with words from the box.1. Porcupines eat meat. TF2. Porcupines climb trees. TF3. Twigs protect porcupines. TF4. Porcupines are awake at night. TFExercise 8Circle T for true or F for false. Welcome to City Zoo! A porcupine is nocturnal. It sleeps all day andstays awake at 2. . A porcupine eats green 3. . A porcupine has long quills. 4. Quills protect the porcupine. 5."}
{"text": "4. Quills protect the porcupine. 5. Porcupine climbs trees. Learn about a 1. ! Subject Pronouns andPossessive AdjectivesPart B10 Unit 1 Nouns and Basic PronounsSubject Pronouns refer to nouns. They replace subjects. John plays basketball. He is athletic. He John Lisa and Tom play musical instruments. They take lessons. They Lisa and Tom Possessive Adjectives show ownership orrelationship. They often go before nouns. My hair is brown. Amy and her brother have a pet rabbit. Their rabbit eats lettuce. Grammar ExplanationPreviewMy brother and I want a horse. Our aunt has two horses. We ride the horses. They are fast!Subject PronounsIyouhesheitwethey Its is a possessive adjective. It s It isPossessive Adjectivesmyyourhisherits ourtheirPractice 1Part B 111.Jennifer likes bubble gum. Favorite flavor is watermelon. Chews it every day. Is delicious. 2.Sam is a skateboarder. Can do tricks. Brother and sister skateboard, too. Learn from Sam.3.The cow sees Ryan. Shows Ryan tongue. Takes a picture. Picture is funny. Exercise 2Look at the pictures and complete the sentences with subject pronounsor possessive adjectives. 1. My name is John. 2. I am fifteen years old. 3. I live with my mom and dad. 4. We live in an apartment.5. My dad is a teacher. 6. He likes his job. Exercise 1Underline the subject pronouns and circle the possessive adjectives. Exercise 3Listen and circle the subject pronouns and possessive adjectives youhear. He my they I his you their we it its your she her ourTrack 3Practice 212 Unit 1 Nouns and Basic PronounsExercise 4Rewrite the sentences with subject pronouns.1. Lisa wears skirts. She wears skirts.2. John and Nick play tennis. 3. Giraffes are tall. 4. The sofa is comfortable. 5. Tom and his sister watch cartoons. Exercise 5Fix the mistakes in the sentences. Each sentence has one mistake.1. His is happy."}
{"text": "The They c.an We d.a ItExercise 2Choose the best answers.1.2.3.Amy John Nicka new student your new teammate an art studentLisa headband Tom goggles Sarah watchReview 151.We live on island.2.He has basketball.3.She is acrobat.4. Orangutan has long arms.5.She wears uniform to school.6.I see ambulance.1. My I sister is nineteen years old.2. She Her name is Monica.3. She He is nice.4. I You love her very much. She is 5. An a universitystudent.6. Its Her favorite subject is science. She is 7. A an good student.8. She Their often studies in 9. An the library. Exercise 4Circle the correct answers.1.He throws an baseball. 2.She washes she face. 3.We see an helicopter. Exercise 5Fix the mistakes in the sentences. Each sentence has one mistake. An apple a day keeps the doctor away. ProverbExercise 3Complete the sentences with a or an. Then number the pictures from 1--6."}
{"text": "CRE STD 4JESUS AND CREATIONTHE EFFECTS OF WEATHER AND WATERGenesis 7:11-24, numbers 20:2-6, psalms 104:10-14.1. Weather is the day to day change in the atmosphere.2. There are good effects of weather and bad effect.3. Good effectsa. It helps crops to growb. It helps to water land and prevent dust.c. It provides water for cooking, washing and drinking.d. Sun dries our grains, wind helps winnowing4. Bad effects of weathera. Flood destroys plants and cropsb. Wind can destroy the roofs, draught dries crops.5. During the time of Noah, it rained for 40 days and 40 nights. Questions1. Name the three sons of Noah , , and .2. Noah build the .3. Noah was years when he started building the ark.4. Write down three bd effects of weatheri. Ii. Iii. 5. Write down 3 good effects of weatheri. Ii. Iii. The Miracles Of Jesus ChristThe feeding of 5000 people John 6:1-13 1. Jesus fed 5000 men with two fish and 5 loaves of bread.2. After eating 12 baskets were left.3. The food belonged to a small boy.4. Jesus asked Philip where they will buy bread.5. Andrew said that there was a boy with 5 loaves and 2 fish.6. These miracles shows that Jesus cares for our spiritual and physical needs.www.arena.co.ke 0713779527 7. Jesus has the power over nature. The Raising Of Lazarus John 38:44 1. Lazarus lived in Bethany.2. Lazarus had two sisters Mary and Martha.3. Lazarus died and was buried 4 days.4. Jesus raised Lazarus5. Christians should have hope of life after death. The Miraculous Catch of Fish Luke 5:3-11 1. Simon peter and Andrew had gone fishing in the lake of Galilee.2. Jesus asked them to throw their nest into water.3. Simon Peter believed and trusted God.4. They managed to catch 153 fish.5."}
{"text": "Jesus asked them to throw their nest into water.3. Simon Peter believed and trusted God.4. They managed to catch 153 fish.5. The disciples were amazed at the miraculous catch of fish.6. Jesus showed that he had power over nature. Quiz1. Jesus fed people with loaves of bread and fish.2. Baskets remained.3. The food belonged to a 4. And were the sisters of Lazarus5. Lazarus and his sisters lived in 6. Lazarus was dead for days.7. In the miraculous catch of fish, how many fish were caught?The Calming Of The Storm Luke 8:22-25 1. Jesus and his disciples were crossing the lake in a boat.2. A great storm suddenly appeared.3. The disciples were terrified and woke Jesus up.4. Jesus Christ ordered the wind and the storm to calm down.5. Jesus asked the disciple why they did not have faith.6. The disciples were amazed.7. This shows that Jesus has power over nature.www.arena.co.ke 0713779527 Walking On Water John 6:16-21 1. Jesus and his disciple were on a boat going to Capernaum.2. Jesus failed to turn up, the disciples decided go to Capernaum3. As they were sailing they saw Jesus walking on water.4. They thought it was a ghost.5. Jesus told them not to be a afraid6. Jesus got in the and they sailed on.7. This shows that Jesus has power over nature. The response to the power of Jesus Christ.1. God created everything through Jesus Christ.2. Jesus has power over all that God created.3. We should respond to the power of Jesus Christ by:a.Reading the bibleb. Obeying God s commandment.c. Trusting and believing God s word.d. Showing love to God and others.e. Helping the needy.f. Living in peace with neighbours.g. Taking care of God s creationQuiz1. And were the sons of Zebedee2. By raising Lazarus, Jesus showed that he had power over 3. By calming the storm, Jesus showed that he had power over 4."}
{"text": "And were the sons of Zebedee2. By raising Lazarus, Jesus showed that he had power over 3. By calming the storm, Jesus showed that he had power over 4. By feeding the 5000 people, Jeus showed he had power over .Jesus Christ Our Leader 1 Timothy 3:1-7 1. Qualities of a good leadera. Honesb. Without faultc. Orderly and soberd. Trustworthye. Self controlf. Able to manage family.g. Hospitable to strangers.h. Be a husband of one wife.www.arena.co.ke 0713779527 i.Not greedy.j. Not a drunkard or violentk. Able to teachl. Mature in faith.m. Above reproach. Jesus Christ As An Example Of A Good Leader John 7:17, Matthew 3:13-17 1. Jesus was baptized by John the Baptist.2. He was baptized in river 3. Jesus accepted to be baptized as a sign of obeying the will of God his father.4. When Jesus was baptized the holy spirit of God came in form of a dove.5. A voice was heard from heaven saying this is my beloved son in whom I am wellpleased 6. Jesus did everything to glorify God. Quiz1. Name 5 qualities of a good leader.a. B. c. d. e. 2. Jesus was baptized by 3. He was baptized in river?4. The Holy Spirit came in a form of?5. The voice that was heard was from?Jesus Christ Cleansing The Temple Mark 11:15-18 1. Jesus went to the temple in 2. Jesus was unhappy with those were selling3. Jesus used his authority to drive out people who were selling and buying in the temple.4. He said that the temple is a house of prayer. Forgiving sins Luke 5:17-25 1. Jesus was teaching people in a house.2. A paralyzed man was brought through the roof.3. Jesus healed him by forgiving his sin.4. The Pharisees were not happy that Jesus could forgive sins.5."}
{"text": "Church leaders should accept the authority of Jesus by:a.Be concerned about the needs of others.b. Be compassionate and lovingc. Praying for the sick.d. Mobilize people to donate food for the hungry.e. Help in raising funds to educate the orphans.f. Mobilize people to donate funds to pay hospital bills for the sick.g. Offer guidance and counseling to the church youth. Quiz1. Jesus Christ used and to feed 4000 people.2. How many baskets were collected after feeding the 4000 people?3. Write things that show Christ was a responsible leader. Following Jesus Christ Mark 9:14-29, 1 Timothy 4:18 Following Christ is not always easy. Some of the difficulties in following Christ include:a.People being cruel to themb. Lack of to do their work.c. Lack of shelter.d. Lack of food and clothinge. Lack of transport.f. Fear and lack of faith. The bible teaches us thata. We should follow Christ out of love and not out of fear.b. Fear makes it difficult for us to follow Christ.c. Christian s should pray for enough faith to follow Christ. Quiz1. A boy brought to Christ by his father had and spirit.2. Write two reasons why disciples were unable to heal the boya. B. www.arena.co.ke 0713779527 3. The bible teaches us that there is no in .4. Perfect drives out all 5. Makes it difficult for the followers of Christ to do their work.6. We should follow Christ out of and not Revision exercise pg 48-49 Primary CRE book 4.www.arena.co.ke 0713779527 UNIT 4FOLLOWING JESUS CHRIST OUR LEADER.How Good Leader Leads Us.1. A good leader is the one who guides people, serves them well and sets a good example.2. A good leader should desire to do excellent work3. Good leaders should:a.Perfect in all thingsb. Sober and self-controlled.c. A husband of one wife.d. Gentle and peaceful.e. Hospitablef. Mature in faithg. Respected by people in the community4."}
{"text": "Sober and self-controlled.c. A husband of one wife.d. Gentle and peaceful.e. Hospitablef. Mature in faithg. Respected by people in the community4. A good leader is not a boss but a servant of the people. Memory verse 1 timothy 3:1 This is a true saying; if a man is eager to be a church leader, he desires an excellent work. Quiz1. Name 3 qualities of a good leader.2. Name 2 leaders in a church.3. In which book do we find the qualities of a good leader?4. Jesus had followers.5. Name 3 things that a church leader should not do. Service1. Service is help or assistance we give to others.2. When we work at home, school or in the community we serve other.a. Service at homeService at home involves serving our parents, brothers, sisters and all the other memberof our family. We can give service at home bya. Fetching waterb. Washing clothec. Looking after animalsd. E. www.arena.co.ke 0713779527 f. b. Service in the communitya community is a group of people living together. We can offer our services to the community by:a.Planting trees.b. Helping the needy.c. Taking part in cleaning the shopping centred. E. f. c.Service in the churchWe can serve in the church by :a.Collecting offeringb. Ushering people in the church.c. Singing in the church choird. Leading people in prayers.e. F. g. Samuel served God in the at .Quiz1. A place where we get education is called a 2. Give 3 ways in which pupils can serve at school3. How many wives should a church leader have?4. What is service?5. And were parents of Samuel. Jesus Christ: washing the disciples feet1. Jesus Christ as a good leader served people.2. He served them by:a.Praying for themb. Forgiving sinsc. Healing the sickd. Feeding the crowds.3. Jesus washed his disciple s feet to show service.4.This was a sign of humility.www.arena.co.ke 0713779527 5. He told them to do to others what he had done for them.6."}
{"text": "Feeding the crowds.3. Jesus washed his disciple s feet to show service.4.This was a sign of humility.www.arena.co.ke 0713779527 5. He told them to do to others what he had done for them.6. Jesus Christ wants us to serve one another.7. He set a good example for all the leaders to follow. Quiz1. Name 2 in which Jesus served people.2. Washing of the disciples feet shows 3. Had first refused to be washed by Jesus.4. Name three things Jesus used to wash his disciple feet.5. Was the most beloved disciple of Jesus. Jesus Christ Teaching His Disciples1. Jesus taught his disciple using short stories called parables.2. He serviced his disciples by teaching them.3. In Luke 8:18-22 Jesus taught:a.Whoever has something will be given moreb. He taught them the importance of listening attentively to the word of God.c. Taught them to obey the word of God.d. Taught them we should care for our spiritual life as we care for our physical life.e. Taught that we should show genuine love for Jesus.f. Taught that when serving God we should be ready to suffer. Quiz1. Jesus called Peter times.2. Jesus called Peter son of 3. According to Luke 11:38-41 who invited Jesus to his home?4. Christian suffering bring to God.5. Was the first Christian martyr. Jesus Healing the Centurion Servant1. The roman officer or the centurion met Jesus at Capernaum.2. A centurion is a roman officer in charge of a hundred soldiers.3. He begged Jesus to heal his servant.4. He told Jesus to give and his servant will be well.5. Jesus was amazed by the centurion faith.6. He said that he had never seen such faith in Israel.www.arena.co.ke 0713779527 7. Jesus served the sick servant by healing him.8. The centurion served his servant by asking Jesus on his behalf. Quiz1. Who begged Jesus to heal his servant .2. The roman officer had that Jesus would heal his servant.3. The centurion was a leader of soldiers.4. The roman officer met Jesus at 5."}
{"text": "The roman officer had that Jesus would heal his servant.3. The centurion was a leader of soldiers.4. The roman officer met Jesus at 5. For us to be healed we should have in God. Choosing To BelongMaking our choices as Christians1. As Christians we can choose to obey or disobey.2. God made Adam and Eve and put them in the Garden of Eden.3. He allowed them to eat from all trees apart from the one in the middle.4. It was the tree of knowledge.5. God gave them freedom to choose to obey or disobey.6. They disobeyed when they listened to the serpent and ate the forbidden fruit.7. They were punished by God.8. Adam and Eve made a wrong choice. Quiz1. And were the first parents.2. They lived in the Garden of .3. Satan appeared to Eve in form of a 4. From punishment of Adam and Eve Christians learn to a.Hide when nakedb. Obey Gods commandsc. Avoid talking to strangersd. Avoid snakes.5. Adam and Eve had 3 sons namely:a. b. c. www.arena.co.ke 0713779527 Choice made by Abraham1. Abraham was the son of Terah.2. Abraham was called by God when he was 75 yrs old.3. Abraham wife was called Sarah.4. Abraham got his son when he was 100yrs old and Sarah was 90 yrs.5. Their son was called Isaac.6. Isaac means laughter.7. God asked Abraham to sacrifice his only son on Mt. Moriah8. As Abraham was about to sacrifice his son, God provided a ram.9. Abraham made a choice to trust and obey God.10. Isaac made a choice to obey his father.11. They made a good choice. Quiz.1. Sarah servant was called?2. The promised son of Abraham was 3. Isaac means 4. Abraham was to sacrifice his son on mt. 5. Instead of Isaac God provided a for sacrificea. Goatb. Bullc. Ramd. SheepChoice Made By Moses1. Moses s was the son of Amram and Jochebed.2. He was a brother to Mirriam and Aaron.3."}
{"text": "SheepChoice Made By Moses1. Moses s was the son of Amram and Jochebed.2. He was a brother to Mirriam and Aaron.3. Moses means drawn from water 4. His wife was Zipporah the daughter of Jethro.5. Moses killed an Egyptina and run away to midian6. He was called by God when he was looking after Jethro sheep near Mt. Sinai7. God told Moses his name is I AM.8. God sent Moses to Egypt to deliver the children of Israelites.9. God told Moses to go with his brother Aaron.10. Moses and Aaron obeyed God and made a good choiceQuizwww.arena.co.ke 0713779527 1. And were the parents of moses.2. Moses means 3. Moses had two sons and .4. Moses run away and went to 5. Saw a buring bush.6. The call of moes in the bible is recorded in the book of Choice Made By Ruth1. Naomi and her husband Elimelech lived in Bethlehem Judah2. They had two sons mahlon and Chillion.3. The family moved from Bethlehem to Moab because there was a famine.4. In moab, their sons married two Moabite women orpha and Ruth.a. Ruth was the wife of mahlonb. Orpha was the wife of chillion.5. Later the son and father died6. Naomi was left with her daughters in-law.7. Naomi chose to go back to Bethlehem.8. Orpha chose to go back to her people.9. Ruth chose t follow Naomi.10. Ruth made the correct choice. Quiz1. An were Naomi s daughters in-law.2. And were the sons of Naomi.3. Was the wife of elimelech.4. This family was refugee in the land of 5. Between Ruth and Orpha who was royal to Naomi?Choices made by Solomon1. Solomon was the son of David and Bathsheba.2. He was the 3rd king of Israel.3. God appeared to him in a dream while at Gibeon4."}
{"text": "Solomon was the son of David and Bathsheba.2. He was the 3rd king of Israel.3. God appeared to him in a dream while at Gibeon4. Solomon asked God for wisdom to :a.Rule God s people with justice.b. To know the difference between good and bad.5. He made a very good choice.6. God gave him wisdom, understanding , wealth, honor and a long life.7. As Christians we should serve God by serving other people.www.arena.co.ke 0713779527 Quiz1. Was the w ise king.2. And were the parents odf Solomon3. Built a temple for God.4. After giving Solomon wisdom God also added hima. B. c. Choices Made By Levi1. Levi was a tax collector.2. He was also called Matthew.3. The tax-collectors were dishonest people.4. Jesus asked Levi to follow him.5. Levi left everything and followed Jesus.6. Levi made a good choice by following Jesus.7. He was one of the disciples of Jesus. Quiz1. Who among the disciples of Jesus was a tax collector?2. Another name for Mathew is?3. Is the first book of the gospel. Choices made by Ananias and sapphire1. The early church lived together nad shared what they had.2. They would sell their properties and bring money to the apostles.3. Ananias and sapphire sold a land that belonged to them.4. They did not give the whole amount of money to peter.5. They lied to the holy spirit.6. They died the same day because of cheating the holy spirit.7. They made a wrong choice.8. Selfishness and greed cause people to make the wrong choices. Quiz1. And - cheated the Holy spirit.2. The story of Ananias and sapphire is found in the book of .3. Ananias and sapphire took the money to apostle www.arena.co.ke 0713779527 4. And made a wrong choice. Choices Made By Jesus during The Temptation1. Jesus was baptized by John in RIVER Jordan2. After baptism he was filled by the holy spirit and he went to pray.3."}
{"text": "And made a wrong choice. Choices Made By Jesus during The Temptation1. Jesus was baptized by John in RIVER Jordan2. After baptism he was filled by the holy spirit and he went to pray.3. Jesus prayed and fated for 40 days.4. Satan tempted Jesus three times. He told Jesus to:a.Turn stones into bread.b. Worship him.c. To throw himself down.5. Jesus chose to reject the temptation of food, powere and fame.6. The holy spirit gave him power to overcome the temptations.7. We should also seek the help of the holy spirit and the word of God to be able toovercome the temptation. Choosing To Belong To the Family Of Jesus Christ.1. The first family was started by God.2. It had Adam and Eve and their sons Cain.,. Abel and Seth.3. The church is the family of Jesus Christ.4. The family of Jesus Christ consist of those who believe and are baptized.5. Children should obey their parents.6. Parents should teach their children good Christian behaviors.7. Servant should respect and obey their master. Quiz1. Tempted Jesus.2.Jesus fasted for days.3. Which was the second temptation4. Children obey your parent this is a commandment with a Christians communities in KenyaSome Christians communities in KenyaWhat re Christian communities.1. A Christian community is a group of people who believe that Jesus Christ is their lordand savior.2. The first believers were called Christians at a place called Antioch.www.arena.co.ke 0713779527 3. Christians worship in church4. Examples of Christian communities in Kenyaa. The roman Catholicsb. Pentecostal assemblies of God PAG c.The seventh day Adventist SDDA d.The Methodist churche. African inland church AIC f.Presbyterian church of east Africa PCEA g.The Pentecostal evangelistic fellowship of Africa PEFA h. Full gospels churches of Kenya FGCK i.The Lutheran churchj. The Salvation Army.5. Some of the Christian communities were started by the missionaries.6. The church at Antioch had some leaders who were prophets and teachers.7. Some of them werea. Barabbasb. Simon called black c.Lucias from Cyrene.d."}
{"text": "The church at Antioch had some leaders who were prophets and teachers.7. Some of them werea. Barabbasb. Simon called black c.Lucias from Cyrene.d. Manach who was brought up with Herod Antipas.e. Saul8. Paul guided by the holy spirit strengthened the Christian believers ina. Antiochb. Caesareac. Galatiad. Phrygia. Quiz1. Name five Christian communities in Kenya2. He preached the gospel to Antioch and Galatia churches and converted many to Jesus. Whowas he?3. The first Christian community was found at a place called?4. Who among the following was not a teacher or a prophet in the first Christian community?a. Manaenb. Luciasc. Barnabasd. Zaccheuswww.arena.co.ke 0713779527 The work of the Christian communities1. Christian communities in Kenya are involved in many activities2. They share the love of Jesus Christ bya. They build schools, churches, hospitals, homes for the aged and orphans and disabled.b. They visit and comfort the sick and those with HIV AIDSThey preach the gospel of Jesus Christ. They visit prisoners.3. Jesus taught his disciples that they should:a.Feed the hungryb. Give a drink to the thirstyc. Clothe the naked.d. Welcome strangers.e. Visit the sick4. Jesus taught that those who do good work will inherit the kingdom of God. Quiz1. Name for activities carried out by the Christian communitya. B. c. d. 2. Jesus said I was and you did not give me food 3. I was thirsty and you did not give me The Early Church1. Jesus was taken up to heaven Mt. Olives IN Bethany.2. He promised his disciples a helper who was the holy spirit.3. The disciple received the holy spirit on the day of Pentecost.4. Peter preached and 3000 people became Christians.5. The early church began in Jerusalem after the disciple received the holy spirit.6. The believers lived together as a family. They also :a.Prayed and worshiped together.b. Read the word of God together.c. Shared meals together.d. Sold what they had and shared the money according to their needs.7. The number of Christians increased every day8."}
{"text": "Read the word of God together.c. Shared meals together.d. Sold what they had and shared the money according to their needs.7. The number of Christians increased every day8. Prophet Agabus predicted about a serious famine that would affect the whole worldwww.arena.co.ke 0713779527 9. We should follow the example of Jesus Christ by sharing what we have. Quiz1. Jesus was taken up to heaven on Mt. 2. Name for activities that the early church did together.3. The disciple received the holy spirirt on the day of 4. Prophet predicted about a serious famine that would affect the wholeword. The Christian Sacred Places.1. A sacred place is a holy place2. A church is a community of believers3. There are different sacred places for different religious traditions for example :a.Christian churchb. Muslim- mosquec. Hindu templed. Jews synagogue temple4. Jesus was angry with the people who were selling and buying in the temple.5. He was angry that the people did not respect the house of God.6. He taught the people that the temple is a place of prayer for all nations. The church1. A church is a community of believers.2. Christians meet and worship in a church.3. Worship can be led by a pastor or a priest4. Christian use different names to describe a churchA chapelCathedralSchool halls, cinema halls, open air and stadiums.5. Christians sacred places should be approached I honor and respect.6. In Traditional African Communities prayers were held at:a.Under treesb. In cavesc. Facing the sond. Facing the mountain.7. We should respect the house of God.www.arena.co.ke 0713779527 Quiz1. A is a community of believers.2. Name three places that Christians worship God.3. In African traditional society, prayers were done in places like?a. B. c. d. 4. A is found in school and collegesa. Caveb. Churchc. Chapeld. SDASharing and voluntary servicesTHE MEANING OF SHARING OF WORK1. Work is nay task that requires mental or physical efforts to do.2. Sharing work means dividing task according to ability.3."}
{"text": "SDASharing and voluntary servicesTHE MEANING OF SHARING OF WORK1. Work is nay task that requires mental or physical efforts to do.2. Sharing work means dividing task according to ability.3. Work should be shared at home, school, church and in the community.4. Sharing work is important because:a.It makes work easyb. It makes work enjoyablec. It is less tiring.d. Work is done in a short timee. It promotes unity.5. When sharing work we should consider factors like:a.Experienceb. Agec. Abilityd. Intereste. Availability of time.f. Work rate.6. Hannah and elkanah shared work by visiting Samuel.7. Jesus shared work with his disciples.8. We should desire to work with others.www.arena.co.ke 0713779527 Quiz1. List three disadvantage of sharing work2. When sharing work we should consider factors like?a. B. c. Sharing work in the traditional African community1. In traditional African community, work was done to provide the basic family needs.2. In Tradition African Community everybody is expected.3. Work in traditional African community was shared according to :A. AgeB. TalentsC. Status of the familyD. GenderE. Ability4. Women shared domestic work like cooking, fetching water, firewood and looking afterthe young ones.5. Men were hunting, looking after cattle and digging.6. Children helped in grazing and looking after small ones.7. Those who were lazy were mocked through songs and riddles.8. The bible teaches us to carry one another s burdenQuiz1. Outline the work that was done by men in traditional African society.a. B. c. 2. Women were supposed toa. B. c. 3. Children helped looking afar .Benefits of sharing work1. Benefits of sharing work areIt creates the spirit of teamworkwww.arena.co.ke 0713779527 It creates peace, love and unity among people. It brings joy and happiness. It brings understating among workers. It makes work easierWork is completed faster. It brings unity Acts 4:32-37.Quiz1."}
{"text": "C. 3. Children helped looking afar .Benefits of sharing work1. Benefits of sharing work areIt creates the spirit of teamworkwww.arena.co.ke 0713779527 It creates peace, love and unity among people. It brings joy and happiness. It brings understating among workers. It makes work easierWork is completed faster. It brings unity Acts 4:32-37.Quiz1. List down 4 characteristics of early believers according to acts 4:32-37.Serving Others Deuteronomy 24:19-21, Luke 10:29-37 Serving others means doing something for the good of others. It also means helping others without expecting to be paid back. We serve others by :a.Caring for the needy.b. Visiting homes for orphansc. Teaching others how to read and write.d. Cleaning the church.e. Helping in chores,f.Donating food and clothing for the needy.g. Praying for the needs of other people. Quiz1. The Jew in the good Samaritan parable was traveling from to .2. Samaritans and Jews were 3. Name two people who walked by and never helped the Jew4. Who is a good neighbor?Exploitation of children through work1. Exploitation is when children are treated unfairly.2. Exploitation is also called child labour.3. Exploiting children is against the children rights.4. Children are exploited in the following waysCarrying heavy loads. Being employed at a young age.Hawkingwww.arena.co.ke 0713779527 Being beach boys. Employed to pick tealeaves and coffee. Employed as house helps.5. All children have right to :To be educated. To be loved. To be cared for. To lifeGood health careBe protected from exploitation. Quiz1. List for problems of exploiting children2. We should take care of the helpless such asa. B. c. d. e. Types Of Voluntary Services Mathew 9:35-38, Acts 4:32-37 1. Voluntary service is work done freely and willingly.2."}
{"text": "C. d. e. Types Of Voluntary Services Mathew 9:35-38, Acts 4:32-37 1. Voluntary service is work done freely and willingly.2. Voluntary services includei. Collecting litter in the estate.ii. Tree planting.iii. Visiting children s home.iv. Cleaning drainage systems.v. Picking litter in the school compound.vi. Cooking for the elderly people.vii. Helping at social functions such as weddings and funerals.3. Jesus Christ offered voluntary services such asa..b. .c.d.4. The early Christians offered voluntary services such aswww.arena.co.ke 0713779527 a..b. .c..d. .Peace John 14:27 1. Peace refers to the harmony between people.2. Is a situation where there is no war or disagreement3. When there is no peace peoplea. B. c. 4.It is important for people to live in with one another.5. We should be at with God, others and 6. Jesus Christ came to make peace between and 7. List sown six benefits of peace. The Expression Of Peace In Traditional African Communities. John 14:27 1. Peace was highly appreciated in the African traditional society.2. In the absence of peace people fight and quarrel.3. Ways of expressing peace in traditional African societies :A. Pouring libationB. Shaking handsC. Sharing a mealD. Offering sacrificesE. Naming schildren after ancestors. F. Using elders in solving quarrels. G. Holding meetings after a conflict. Teachings of Jesus Christ On Peace John 14:1-3, 20:19 When we quarrel or fight we should make peace. Jesus teaches us not to be worried, upset or afraid. We should believe in God and in Jesus Christ.www.arena.co.ke 0713779527 Jesus is the source of peace. He is the prince of peace. The Holy Spirit gives us power to overcome fear. Quiz1. Jesus taught his disciple not to bea. B. c. 2. Fear takes away 3."}
{"text": "Jesus taught his disciple not to bea. B. c. 2. Fear takes away 3. In john 20:19 why were disciples behind locked doors?Being At Peace With God Psalms 29:11, Romans 5:1, Colossians 1:20, 2 Thessalonians3:16 We should desire to be at peace with God. We experience peace in God when we believe in him. We have peace with God through God brought peace in the world through the death of Psalms 29:1, God is the source of and people with List down 6 ways of being at peace with God. Being At Peace With Oneself Luke 18:9-13 1. We feel guilty when we wrong others2. We are ot at peace when we wrong others.3. We should promote peace within ourselves by:a.Accepting we are sinners.b. Ask God for forgiveness.c. Being humbled. Believing in ourselves.e. Being prayerful.4. We should not be boastful or proud.5. In Luke 18:9-13 humbled himself before God and prayed for his sins tobe forgiven6. Was praising himself before God.www.arena.co.ke 0713779527 Being At Peace with Others. Matthew 5:19, Romans 12:8, 2 Corinthians 13:11, Ephesians 2:14-15We must be at peace wit others for us to live happily. We should be at peace with our:a.Classmatesb. Neighborsc. Family membersd. Teacherse. Members of societyf. ParentsIn Romans 12:8 we should do everything possible to live at with everybody. Matthew 5:9 peacemakers would be called of God.2 Corinthians 13:11, we should strive for perfection, agree and live at The death of Jesus Christ unites people and brings peace. Agencies That Work For Peace Romans 12:18 1. Peace is very important in the society.2. Peace enables us to go on well with our normal duties.3. Agencies of peace are organizations that help bring peace4. They include:a.The Kenya defense forces- KDFb. The policec. The churchd."}
{"text": "Agencies of peace are organizations that help bring peace4. They include:a.The Kenya defense forces- KDFb. The policec. The churchd. Parents and teachers.e. Eldersf. The African union- AUg. The united nations UN5. In Romans 12:18, we are told to live in peace with 6. List down 5 people who helps us to live in pace in the community. The birth of the price of peacePeace at home Ephesians 4:31-32 1. Ways of expressing peace at home:a.Worshiping togetherb. Obeying parentsc. Showing respect to one another.www.arena.co.ke 0713779527 d. Using polite words.e. Forgiving each other.f. Avoiding being angry.2. Peace at home brings a b, c 3. List down 5 things that disrupt pace according to Ephesians 4:31-324. The bible encourages us to be:a. b. c. d. The Promise Of The Prince Of PeaceIsaiah 7:14, 9:6, Micah 5:2, Mathew 1:18-23, 2:1-11, john 14:271. God promised through prophet Isaiah and Micah messiah would be born2. Isaiah promised that messiah would be born of a woman.3. Prophet Isaiah promised that messiah would be called Immanuel4. Immanuel means 5. According to Isaiah 9:6 he would bea. The wonderful counselor.b. Mighty Godc. Prince of peace6. Prophet promised messiah would be born in Bethlehem7. According to Micah, messiah would also be . Micah 5:2Quiz1. Messiah means 2. Prophet Micah said Jesus would be born in the town of 3. Prophesied about the birth of prince of peace.4. Announced about the birth of Jesus. The Birth of The Prince Of Peace Luke 2:1-14 1. Jesus was born at the time of emperor 2. Jesus was born In the town of 3. Joseph and Mary had gone to be in Bethlehem.4."}
{"text": "Jesus was born at the time of emperor 2.Jesus was born In the town of 3.Joseph and Mary had gone to be in Bethlehem.4.Baby Jesus was laid in a because there was no room.5. Told shepherds the good news of the birth of Jesus.www.arena.co.ke 0713779527 6.A great army of appeared singing praise to God.7. Were the first people to visit baby Jesus.8. Was the home town of Jesus Christ.9.Mary concaved a child through the power of the 10. Was a relative of Mary and was six months pregnant.www.arena.co.ke 0713779527."}
{"text": "TOPICS COVERED SECTION I QUESTIONS INTRODUCTION TO AGRICULTURE ..3 CROP PRODUCTION I LAND PREPARATION 5 FACTORS WHICH INFLUENCE AGRICULTURE ......5 WATER SUPPLY, IRRIGATION AND DRAINAGE .. ...."}
{"text": "TOPICS COVERED SECTION I QUESTIONS INTRODUCTION TO AGRICULTURE ..3 CROP PRODUCTION I LAND PREPARATION 5 FACTORS WHICH INFLUENCE AGRICULTURE ......5 WATER SUPPLY, IRRIGATION AND DRAINAGE .. .... SOIL FERTILITY 1 ORGANIC MANURE .. ..8 AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS 9 SOIL FERTILITY II IN ORGANIC FERTILIZERS . .. 10 CROP PRODUCTION II PLANTING .. .12 CROP PRODUCTION III NURSERY MANAGEMENT PRACTICES .14 CROP PRODUCTION IV FIELD MANAGEMENT PRACTICES 15 CROP PRODUCTION V VEGETABLES ..16 LIVESTOCK HEALTH INTRODUCTION TO LIVESTOCK HEALTH 17 AGRICULTURAL ECONOMICS II LAND TENURE AND LAND REFORM .18 SOIL AND WATER CONSERVATION ...18 WEEDS AND WEED CONTROL 19 CROP PESTS AND DISEASES .21 pp1 : CROP PRODUCTION VI FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFEE AND TEA CROP PRODUCTION III NURSERY MANAGEMENT PRACTICES 23 FORAGE CROPS ...24 AGRICULTURAL ECONOMICS III PRODUCTION ECONOMICS ..25 CROP PRODUCTION IV FIELD MANAGEMENT PRACTICES CROP PRODUCTION V VEGETABLES .."}
{"text": "TOPICS COVERED SECTION I QUESTIONS INTRODUCTION TO AGRICULTURE ..3 CROP PRODUCTION I LAND PREPARATION 5 FACTORS WHICH INFLUENCE AGRICULTURE ......5 WATER SUPPLY, IRRIGATION AND DRAINAGE .. .... SOIL FERTILITY 1 ORGANIC MANURE .. ..8 AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS 9 SOIL FERTILITY II IN ORGANIC FERTILIZERS . .. 10 CROP PRODUCTION II PLANTING .. .12 CROP PRODUCTION III NURSERY MANAGEMENT PRACTICES .14 CROP PRODUCTION IV FIELD MANAGEMENT PRACTICES 15 CROP PRODUCTION V VEGETABLES ..16 LIVESTOCK HEALTH INTRODUCTION TO LIVESTOCK HEALTH 17 AGRICULTURAL ECONOMICS II LAND TENURE AND LAND REFORM .18 SOIL AND WATER CONSERVATION ...18 WEEDS AND WEED CONTROL 19 CROP PESTS AND DISEASES .21 pp1 : CROP PRODUCTION VI FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFEE AND TEA CROP PRODUCTION III NURSERY MANAGEMENT PRACTICES 23 FORAGE CROPS ...24 AGRICULTURAL ECONOMICS III PRODUCTION ECONOMICS ..25 CROP PRODUCTION IV FIELD MANAGEMENT PRACTICES CROP PRODUCTION V VEGETABLES .. AGRICULTURAL ECONOMICS IV .29 LIVESTOCK HEALTH INTRODUCTION TO LIVESTOCK HEALTH AGRICULTURAL ECONOMICS II AND TENURE AND LAND REFORM . SOIL AND WATER CONSERVATION .. .."}
{"text": "TOPICS COVERED SECTION I QUESTIONS INTRODUCTION TO AGRICULTURE ..3 CROP PRODUCTION I LAND PREPARATION 5 FACTORS WHICH INFLUENCE AGRICULTURE ......5 WATER SUPPLY, IRRIGATION AND DRAINAGE .. .... SOIL FERTILITY 1 ORGANIC MANURE .. ..8 AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS 9 SOIL FERTILITY II IN ORGANIC FERTILIZERS . .. 10 CROP PRODUCTION II PLANTING .. .12 CROP PRODUCTION III NURSERY MANAGEMENT PRACTICES .14 CROP PRODUCTION IV FIELD MANAGEMENT PRACTICES 15 CROP PRODUCTION V VEGETABLES ..16 LIVESTOCK HEALTH INTRODUCTION TO LIVESTOCK HEALTH 17 AGRICULTURAL ECONOMICS II LAND TENURE AND LAND REFORM .18 SOIL AND WATER CONSERVATION ...18 WEEDS AND WEED CONTROL 19 CROP PESTS AND DISEASES .21 pp1 : CROP PRODUCTION VI FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFEE AND TEA CROP PRODUCTION III NURSERY MANAGEMENT PRACTICES 23 FORAGE CROPS ...24 AGRICULTURAL ECONOMICS III PRODUCTION ECONOMICS ..25 CROP PRODUCTION IV FIELD MANAGEMENT PRACTICES CROP PRODUCTION V VEGETABLES .. AGRICULTURAL ECONOMICS IV .29 LIVESTOCK HEALTH INTRODUCTION TO LIVESTOCK HEALTH AGRICULTURAL ECONOMICS II AND TENURE AND LAND REFORM . SOIL AND WATER CONSERVATION .. .. WEEDS AND WEED CONTROL .."}
{"text": "SOIL FERTILITY 1 ORGANIC MANURE .. ..8 AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS 9 SOIL FERTILITY II IN ORGANIC FERTILIZERS . .. 10 CROP PRODUCTION II PLANTING .. .12 CROP PRODUCTION III NURSERY MANAGEMENT PRACTICES .14 CROP PRODUCTION IV FIELD MANAGEMENT PRACTICES 15 CROP PRODUCTION V VEGETABLES ..16 LIVESTOCK HEALTH INTRODUCTION TO LIVESTOCK HEALTH 17 AGRICULTURAL ECONOMICS II LAND TENURE AND LAND REFORM .18 SOIL AND WATER CONSERVATION ...18 WEEDS AND WEED CONTROL 19 CROP PESTS AND DISEASES .21 pp1 : CROP PRODUCTION VI FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFEE AND TEA CROP PRODUCTION III NURSERY MANAGEMENT PRACTICES 23 FORAGE CROPS ...24 AGRICULTURAL ECONOMICS III PRODUCTION ECONOMICS ..25 CROP PRODUCTION IV FIELD MANAGEMENT PRACTICES CROP PRODUCTION V VEGETABLES .. AGRICULTURAL ECONOMICS IV .29 LIVESTOCK HEALTH INTRODUCTION TO LIVESTOCK HEALTH AGRICULTURAL ECONOMICS II AND TENURE AND LAND REFORM . SOIL AND WATER CONSERVATION .. .. WEEDS AND WEED CONTROL .. CROP PESTS AND DISEASES .."}
{"text": "AGRICULTURAL ECONOMICS IV .29 LIVESTOCK HEALTH INTRODUCTION TO LIVESTOCK HEALTH AGRICULTURAL ECONOMICS II AND TENURE AND LAND REFORM . SOIL AND WATER CONSERVATION .. .. WEEDS AND WEED CONTROL .. CROP PESTS AND DISEASES .. CROP PRODUCTION VI FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON, PYRETHRUM, SUGAR CANE COFFEE TEA AGRICULTURE ECONOMICS V . .. 32 AGRO FORESTRY ....32 SECTION I ANSWERS .. .. 34 SECTION II QUESTIONS FARM TOOLS AND EQUIPMENT ... .92 LIVESTOCK PRODUCTION I COMMON LIVESTOCK BREEDS 96 LIVESTOCK HEALTH II LIVESTOCK PARASITES 97 LIVESTOCK PRODUCTION II NUTRITION ..98 LIVESTOCK PRODUCTION III SELECTION AND BREEDING .. 99 LIVESTOCK PRODUCTION IV LIVESTOCK MANAGEMENT PRACTICES ..100 FARM STRUCTURES 103 LIVESTOCK HEALTH III LIVESTOCK DISEASES 108 LIVESTOCK PRODUCTION V POULTRY 110 LIVESTOCK PRODUCTION III LIVESTOCK REARING PRACTICES 112 FARM POWER AND MACHINERY ..113 SECTION IIAnswers ..117SECTION I : QUESTIONS INTRODUCTION TO AGRICULTURE This topic entails the following:- Definition of agriculture Main branches of agriculture Farming systems Farming methods Role of agriculture to Kenya s economy Varied opportunities in agriculture."}
{"text": "WEEDS AND WEED CONTROL .. CROP PESTS AND DISEASES .. CROP PRODUCTION VI FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON, PYRETHRUM, SUGAR CANE COFFEE TEA AGRICULTURE ECONOMICS V . .. 32 AGRO FORESTRY ....32 SECTION I ANSWERS .. .. 34 SECTION II QUESTIONS FARM TOOLS AND EQUIPMENT ... .92 LIVESTOCK PRODUCTION I COMMON LIVESTOCK BREEDS 96 LIVESTOCK HEALTH II LIVESTOCK PARASITES 97 LIVESTOCK PRODUCTION II NUTRITION ..98 LIVESTOCK PRODUCTION III SELECTION AND BREEDING .. 99 LIVESTOCK PRODUCTION IV LIVESTOCK MANAGEMENT PRACTICES ..100 FARM STRUCTURES 103 LIVESTOCK HEALTH III LIVESTOCK DISEASES 108 LIVESTOCK PRODUCTION V POULTRY 110 LIVESTOCK PRODUCTION III LIVESTOCK REARING PRACTICES 112 FARM POWER AND MACHINERY ..113 SECTION IIAnswers ..117SECTION I : QUESTIONS INTRODUCTION TO AGRICULTURE This topic entails the following:- Definition of agriculture Main branches of agriculture Farming systems Farming methods Role of agriculture to Kenya s economy Varied opportunities in agriculture. The following relevant questions and their answers in this topic will help and motivate the user to comprehend and understand the required concepts and practices: 1."}
{"text": "CROP PESTS AND DISEASES .. CROP PRODUCTION VI FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON, PYRETHRUM, SUGAR CANE COFFEE TEA AGRICULTURE ECONOMICS V . .. 32 AGRO FORESTRY ....32 SECTION I ANSWERS .. .. 34 SECTION II QUESTIONS FARM TOOLS AND EQUIPMENT ... .92 LIVESTOCK PRODUCTION I COMMON LIVESTOCK BREEDS 96 LIVESTOCK HEALTH II LIVESTOCK PARASITES 97 LIVESTOCK PRODUCTION II NUTRITION ..98 LIVESTOCK PRODUCTION III SELECTION AND BREEDING .. 99 LIVESTOCK PRODUCTION IV LIVESTOCK MANAGEMENT PRACTICES ..100 FARM STRUCTURES 103 LIVESTOCK HEALTH III LIVESTOCK DISEASES 108 LIVESTOCK PRODUCTION V POULTRY 110 LIVESTOCK PRODUCTION III LIVESTOCK REARING PRACTICES 112 FARM POWER AND MACHINERY ..113 SECTION IIAnswers ..117SECTION I : QUESTIONS INTRODUCTION TO AGRICULTURE This topic entails the following:- Definition of agriculture Main branches of agriculture Farming systems Farming methods Role of agriculture to Kenya s economy Varied opportunities in agriculture. The following relevant questions and their answers in this topic will help and motivate the user to comprehend and understand the required concepts and practices: 1. Give two factors which characterize intensive farming 2."}
{"text": "CROP PRODUCTION VI FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON, PYRETHRUM, SUGAR CANE COFFEE TEA AGRICULTURE ECONOMICS V . .. 32 AGRO FORESTRY ....32 SECTION I ANSWERS .. .. 34 SECTION II QUESTIONS FARM TOOLS AND EQUIPMENT ... .92 LIVESTOCK PRODUCTION I COMMON LIVESTOCK BREEDS 96 LIVESTOCK HEALTH II LIVESTOCK PARASITES 97 LIVESTOCK PRODUCTION II NUTRITION ..98 LIVESTOCK PRODUCTION III SELECTION AND BREEDING .. 99 LIVESTOCK PRODUCTION IV LIVESTOCK MANAGEMENT PRACTICES ..100 FARM STRUCTURES 103 LIVESTOCK HEALTH III LIVESTOCK DISEASES 108 LIVESTOCK PRODUCTION V POULTRY 110 LIVESTOCK PRODUCTION III LIVESTOCK REARING PRACTICES 112 FARM POWER AND MACHINERY ..113 SECTION IIAnswers ..117SECTION I : QUESTIONS INTRODUCTION TO AGRICULTURE This topic entails the following:- Definition of agriculture Main branches of agriculture Farming systems Farming methods Role of agriculture to Kenya s economy Varied opportunities in agriculture. The following relevant questions and their answers in this topic will help and motivate the user to comprehend and understand the required concepts and practices: 1. Give two factors which characterize intensive farming 2. State three reasons why organic farming is encouraged in farming 3."}
{"text": "The following relevant questions and their answers in this topic will help and motivate the user to comprehend and understand the required concepts and practices: 1. Give two factors which characterize intensive farming 2. State three reasons why organic farming is encouraged in farming 3. State two ways in which agriculture contributes to industrial development 4. State four ways by which wind affects the growth of crops 5. State one physical characteristic used in classifying soil 6. Outline four advantages of organic farming 7. State two conditions under which shifting cultivation is practiced 8. Differentiate between the following terms as used in Agriculture:- a Oleculture and floriculture b Apiculture and aquaculture FACTORS WHICH INFLUENCE AGRICULTURE In this topic, the following factors influence agriculture. -Human factors e.g. -level of education, -Health HIV AIDS, -Economic status of the farmer e.t.c - Biotic factors e.g. pests, parasites, decomposers, pathogens, pollinators, predators e.t.c."}
{"text": "State two conditions under which shifting cultivation is practiced 8. Differentiate between the following terms as used in Agriculture:- a Oleculture and floriculture b Apiculture and aquaculture FACTORS WHICH INFLUENCE AGRICULTURE In this topic, the following factors influence agriculture. -Human factors e.g. -level of education, -Health HIV AIDS, -Economic status of the farmer e.t.c - Biotic factors e.g. pests, parasites, decomposers, pathogens, pollinators, predators e.t.c. -. Climatic factors e.g. rainfall, temperature, wind and relative humidity, light - Edaplus factors e.g. type of soils, soil profile, soil structure, soil texture, soil chemical properties. The following relevant questions and their answers in this topic will greatly help and motivate the user to comprehend and understand the required concepts: 1. State two roles of humus in the soil that are beneficial to crops 2.a outline five activities that may be undertaken in organic farming 3."}
{"text": "- Climatic factors e.g. rainfall, temperature, wind and relative humidity, light - Edaplus factors e.g. type of soils, soil profile, soil structure, soil texture, soil chemical properties. The following relevant questions and their answers in this topic will greatly help and motivate the user to comprehend and understand the required concepts: 1. State two roles of humus in the soil that are beneficial to crops 2.a outline five activities that may be undertaken in organic farming 3. List four effects of temperature on crop growth 4. State four ways by which wind affects the growth of crops 5. Name two factors related to light that affect crop production and distribution in Kenya 6. Describe the environmental conditions that may lead to low crop yields 7. List three environmental factors that affect crop distribution in Kenya 8. State one physical characteristic used in classifying soil 9. Outline four advantages of organic farming 10."}
{"text": "List three environmental factors that affect crop distribution in Kenya 8. State one physical characteristic used in classifying soil 9. Outline four advantages of organic farming 10. The diagrams below show an experiment carried out by a form 1 class. Study them carefully and answer questions that follow: a What was the aim of the experiment? B What was the observation that form 1 students made at the end of the experiment in flasks D and E? C Give the reason for the observation made in flask D 12. Briefly explain how sub-soil as a horizon in a soil profile can affect soil productivity 13. A What are the three aspects of light that are important to a farmer? B Mention three ways through which relative humidity affect crop production 14."}
{"text": "Briefly explain how sub-soil as a horizon in a soil profile can affect soil productivity 13. A What are the three aspects of light that are important to a farmer? B Mention three ways through which relative humidity affect crop production 14. The diagram labeled E and F below illustrates some type of soil structure. Study the diagrams carefully and answer the questions that follow: a Identify the types of soil structure illustrated in diagrams E and F b Identify the parts labeled i and ii in diagram F c Outline the influence of physical characteristics of soil on its properties 15. State three physical characteristics of soil 16. Study the diagram below and answer the questions that follow a State merits of horizon A b State distinct features of horizon B c What does the term transition zone refer to in soil profile i Name horizon C and state its importance 17. Outline two ways temperature affects crop production 18."}
{"text": "State three physical characteristics of soil 16. Study the diagram below and answer the questions that follow a State merits of horizon A b State distinct features of horizon B c What does the term transition zone refer to in soil profile i Name horizon C and state its importance 17. Outline two ways temperature affects crop production 18. List four ways by which biological agents can enhance the process of soil formation 19. List four environmental factors that affect crop production in Kenya 20. Explain the role played by topography in soil formation 22. Mention two importance of parent s material in soil profile 23. Mention four ways of modifying soil temperature in crop production24.a Mention two factors that affect selectivity of herbicides b Name two farming practice that cause water pollution 25. Give four factors that influence soil formation 26. State three properties of soil that is influenced by soil texture 27."}
{"text": "Mention four ways of modifying soil temperature in crop production24.a Mention two factors that affect selectivity of herbicides b Name two farming practice that cause water pollution 25. Give four factors that influence soil formation 26. State three properties of soil that is influenced by soil texture 27. Name any t hree agents of biological weathering CROP PRODUCTION I LAND PREPARATION Land preparation entails the following farming practices. Land clearing or bush clearing tools, chemicals and equipment used. Primary cultivation, tools and equipment as machines used. Primary cultivation, tools and equipment as machines used. Secondary cultivation, tools and equipment used. Tertiary operations e.g. ridging, rolling and leveling. Sub-soiling, tools used and reasons for the same. Minimum tillage and reasons for the secure. The following relevant questions and their answers in this topic will greatly help and motivate the user to comprehend and understand the required concepts and farming practices: 1."}
{"text": "Sub-soiling, tools used and reasons for the same. Minimum tillage and reasons for the secure. The following relevant questions and their answers in this topic will greatly help and motivate the user to comprehend and understand the required concepts and farming practices: 1. Give three factors that determine depth of ploughing during land preparation 2. List four reasons for cultivating land before planting 3. A What is minimum tillage? B Give four farming practices that help in achieving minimum tillage. 4. A Describe the establishment of grass pasture from the time the land is ploughed using a mould board plough to the time the pasture is ready for grazing b Explain five practices that a farmer should carry out to ensure uniform germination of seeds c Describe five factors that determine the number of cultivations when preparing a seedbed 5."}
{"text": "B Give four farming practices that help in achieving minimum tillage. 4. A Describe the establishment of grass pasture from the time the land is ploughed using a mould board plough to the time the pasture is ready for grazing b Explain five practices that a farmer should carry out to ensure uniform germination of seeds c Describe five factors that determine the number of cultivations when preparing a seedbed 5. State four physical conditions of the seedbed that need to be changed to facilitate germination 6. State four importance of sub soiling as a tertiary operation 7. Outline four advantages of rolling in seedbed preparation 8. State four disadvantages of minimum tillage 9."}
{"text": "State four importance of sub soiling as a tertiary operation 7. Outline four advantages of rolling in seedbed preparation 8. State four disadvantages of minimum tillage 9. The diagram below illustrate a tertiary operation carried out in the farm a Identify the tertiary operation b i State the importance of the tertiary operation identified in 20 a above ii Give two other tertiary operations carried out in the field besides the one identified above 10. Give two reasons why it is advisable to cultivate the field during the dry season 11. How are hard pans caused by cultivation? 12. Give four factors that determine the number of secondary cultivation operations 13. Define the term minimum tillage 14. List four advantages of timely planting 15. State any two factors that determine the number of cultivation on a field before it is ready for planting 17. Give three benefits of timely planting of annual crops 18."}
{"text": "List four advantages of timely planting 15. State any two factors that determine the number of cultivation on a field before it is ready for planting 17. Give three benefits of timely planting of annual crops 18. State four factors determining the depth of ploughing land WATER SUPPLY, IRRIGATION AND DRAINAGE This topic entails the following: Hydrological cycle Sources of water on the farm Water collection and storage Pumps and pumping of water Types water pipes Water treatment Uses of eater of the farm. Types of irrigation advantages and disadvantages. Importance and methods of drainages Water pollution causes and prevention. The following relevant questions and their answers in this topic will greatly help and motivate the user to comprehend and understand the required concepts and practices: 1. State two reasons for treating water for us on the farm 2. State three reasons for draining swampy land before growing crops 3."}
{"text": "The following relevant questions and their answers in this topic will greatly help and motivate the user to comprehend and understand the required concepts and practices: 1. State two reasons for treating water for us on the farm 2. State three reasons for draining swampy land before growing crops 3. Use the diagram below of irrigation method to answer the questions that follow. A Identify the method of irrigation b State four advantages of the above irrigation system c State three factors that determine the type of irrigation on the farm d State two disadvantages o f the above system of irrigation 4.a What is irrigation b Outline three methods of irrigation 5. A List four use of water on the farm b Give four methods of harvesting water on the farm c Outline the stages involved in water treatment process 6. List any four uses of water in the farm 7. State two types of irrigation used in Kenya 8."}
{"text": "A List four use of water on the farm b Give four methods of harvesting water on the farm c Outline the stages involved in water treatment process 6. List any four uses of water in the farm 7. State two types of irrigation used in Kenya 8. Outline four disadvantages of cambered beds Describe the process of water treatment9. Give four roles of drainage as a method of land reclamation 10. Name two types of water pumps which can be used in the farm 11. Name any four examples of working capital in maize production 12. List four types of water pumps which can be used in the farm 13. State four methods of drainage 14. Distinguish between a dam and a weir 15. How do the government control prices of essential farm produce 16. What is the difference between pumping and piping of water in the farm? 17. List four reasons of draining water logged soils before planting. 18."}
{"text": "Give four reasons for practicing irrigation 22.a State four importance of water to plants b State four reasons for treating water before use c Describe water treatment system in a chemical treatment plant23. Name four diseases caused to man by drinking untreated water 24. State the functions of the following chemicals as used in water treatment; a Chlorine. B Aluminum sulphate AIlum 21. The diagrams labeled S and T illustrate some methods of draining waterlogged fields; use it to answer the questions that follow: a Identify the methods illustrated b What are the materials in S labeled M and N c Name two types of crops that can be planted in the field instead of carrying out the practice illustrated in S and T d What is the importance of carrying out land reclamation?"}
{"text": "State the functions of the following chemicals as used in water treatment; a Chlorine. B Aluminum sulphate AIlum 21. The diagrams labeled S and T illustrate some methods of draining waterlogged fields; use it to answer the questions that follow: a Identify the methods illustrated b What are the materials in S labeled M and N c Name two types of crops that can be planted in the field instead of carrying out the practice illustrated in S and T d What is the importance of carrying out land reclamation? SOIL FERTILITY 1 ORGANIC MANURE This topic entails the following: Characteristics of a fertile soil How soil loses soil fertility Soil fertility maintenance Reasons of adding organic matter to soil Disadvantages of organic manure Types of organic manure i.e green manure, farm yard manure and compost measure."}
{"text": "B Aluminum sulphate AIlum 21. The diagrams labeled S and T illustrate some methods of draining waterlogged fields; use it to answer the questions that follow: a Identify the methods illustrated b What are the materials in S labeled M and N c Name two types of crops that can be planted in the field instead of carrying out the practice illustrated in S and T d What is the importance of carrying out land reclamation? SOIL FERTILITY 1 ORGANIC MANURE This topic entails the following: Characteristics of a fertile soil How soil loses soil fertility Soil fertility maintenance Reasons of adding organic matter to soil Disadvantages of organic manure Types of organic manure i.e green manure, farm yard manure and compost measure. The following relevant questions and their answers in this topic will greatly help the user to comprehend and understand the required concepts and practices: 1."}
{"text": "The diagrams labeled S and T illustrate some methods of draining waterlogged fields; use it to answer the questions that follow: a Identify the methods illustrated b What are the materials in S labeled M and N c Name two types of crops that can be planted in the field instead of carrying out the practice illustrated in S and T d What is the importance of carrying out land reclamation? SOIL FERTILITY 1 ORGANIC MANURE This topic entails the following: Characteristics of a fertile soil How soil loses soil fertility Soil fertility maintenance Reasons of adding organic matter to soil Disadvantages of organic manure Types of organic manure i.e green manure, farm yard manure and compost measure. The following relevant questions and their answers in this topic will greatly help the user to comprehend and understand the required concepts and practices: 1. State two roles of humus in the soil that are beneficial to crops 2."}
{"text": "SOIL FERTILITY 1 ORGANIC MANURE This topic entails the following: Characteristics of a fertile soil How soil loses soil fertility Soil fertility maintenance Reasons of adding organic matter to soil Disadvantages of organic manure Types of organic manure i.e green manure, farm yard manure and compost measure. The following relevant questions and their answers in this topic will greatly help the user to comprehend and understand the required concepts and practices: 1. State two roles of humus in the soil that are beneficial to crops 2. List four characteristic of fertile soil 3. The diagram below illustrates a compost heap. Study it and answer the questions that followa Name the part labeled Q and state its function b What is the function of each of the following components in preparation of compost manure i Top soil ii Wood ash iii Rotten manure 4."}
{"text": "State two roles of humus in the soil that are beneficial to crops 2. List four characteristic of fertile soil 3. The diagram below illustrates a compost heap. Study it and answer the questions that followa Name the part labeled Q and state its function b What is the function of each of the following components in preparation of compost manure i Top soil ii Wood ash iii Rotten manure 4. The illustration below shows a four heap system of making compost manure. Study it and answer the questions that follow. A By use of arrows indicate on the diagram above how the following material should be transferred from one heap to another till the manure is applied in the field b How long does the material take to be ready for application in the field as manure?"}
{"text": "The diagram below illustrates a compost heap. Study it and answer the questions that followa Name the part labeled Q and state its function b What is the function of each of the following components in preparation of compost manure i Top soil ii Wood ash iii Rotten manure 4. The illustration below shows a four heap system of making compost manure. Study it and answer the questions that follow. A By use of arrows indicate on the diagram above how the following material should be transferred from one heap to another till the manure is applied in the field b How long does the material take to be ready for application in the field as manure? C Give a reason for turning the material in the heap regularly d Give two reasons why it is necessary to sprinkle water on the heap 5. Name four indicators of well-decomposed manure 6."}
{"text": "A By use of arrows indicate on the diagram above how the following material should be transferred from one heap to another till the manure is applied in the field b How long does the material take to be ready for application in the field as manure? C Give a reason for turning the material in the heap regularly d Give two reasons why it is necessary to sprinkle water on the heap 5. Name four indicators of well-decomposed manure 6. A State two factors that should be considered when siting a compost manure heap b When preparing compost manure, explain the importance of each of the following:- i Addition of ash ii Regular turning of the compost manure7. What is leaching ? 8. State four advantages of adding organic matter to a sandy soil 9."}
{"text": "What is leaching ? 8. State four advantages of adding organic matter to a sandy soil 9. A Describe the preparation of the following farm materials: i Farm yard manure ii Hay b Explain the factors considered in timely planting of annual crops 10. A ration containing 18 protein is to be made from maize and sunflower cake. Given that maize contains 7 protein, and sunflower seed cake 34 protein. Use Pearson square method to calculate the value of feedstuffs to be used to prepare 100kgs of the feed ii A part from Pearson square method, name two other methods that can be used to formulate feed ration AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS This topic entails the following Definition of scarcity, preference and classic, opportunity cot as used in agriculture production."}
{"text": "State four advantages of adding organic matter to a sandy soil 9. A Describe the preparation of the following farm materials: i Farm yard manure ii Hay b Explain the factors considered in timely planting of annual crops 10. A ration containing 18 protein is to be made from maize and sunflower cake. Given that maize contains 7 protein, and sunflower seed cake 34 protein. Use Pearson square method to calculate the value of feedstuffs to be used to prepare 100kgs of the feed ii A part from Pearson square method, name two other methods that can be used to formulate feed ration AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS This topic entails the following Definition of scarcity, preference and classic, opportunity cot as used in agriculture production. Uses of farm records Types of farm records i.e production records, filed operation records, breeding records, feeding records, health, labour records and master roll."}
{"text": "A Describe the preparation of the following farm materials: i Farm yard manure ii Hay b Explain the factors considered in timely planting of annual crops 10. A ration containing 18 protein is to be made from maize and sunflower cake. Given that maize contains 7 protein, and sunflower seed cake 34 protein. Use Pearson square method to calculate the value of feedstuffs to be used to prepare 100kgs of the feed ii A part from Pearson square method, name two other methods that can be used to formulate feed ration AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS This topic entails the following Definition of scarcity, preference and classic, opportunity cot as used in agriculture production. Uses of farm records Types of farm records i.e production records, filed operation records, breeding records, feeding records, health, labour records and master roll. The following relevant questions and their answers in this topic will greatly help and motivate the user comprehend and understand the concepts and practices."}
{"text": "A ration containing 18 protein is to be made from maize and sunflower cake. Given that maize contains 7 protein, and sunflower seed cake 34 protein. Use Pearson square method to calculate the value of feedstuffs to be used to prepare 100kgs of the feed ii A part from Pearson square method, name two other methods that can be used to formulate feed ration AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS This topic entails the following Definition of scarcity, preference and classic, opportunity cot as used in agriculture production. Uses of farm records Types of farm records i.e production records, filed operation records, breeding records, feeding records, health, labour records and master roll. The following relevant questions and their answers in this topic will greatly help and motivate the user comprehend and understand the concepts and practices. 1. A What are the uses of farm records to a farmer? 2."}
{"text": "1. A What are the uses of farm records to a farmer? 2. Identify the farm record below and the questions that follow: Date Disease symptoms Animals affected Drug used Cost of treatment Remarks a Identity of the record b State two different information that should be entered in the remarks column c Give two importance of keeping the farm record illustrated above 3. State four uses of farm records 4. State four uses of farm records 5. Outline two ways the level of education and technology influence the efficiency of agricultural production 6. Study the illustration below of farm records:- Use it to answer the questions that follow: Enterprise Month Name of cow DAYS IN MONTH 1 2 3 4 5 6 AM PM AM PM AM PM AM PM AM PM AM PM a Name the type of the farm record illustrated above b Give three reasons for keeping health records in a livestock production c Give three pieces of information a dairy farm manager should collect for planning purposes 7."}
{"text": "State four uses of farm records 5. Outline two ways the level of education and technology influence the efficiency of agricultural production 6. Study the illustration below of farm records:- Use it to answer the questions that follow: Enterprise Month Name of cow DAYS IN MONTH 1 2 3 4 5 6 AM PM AM PM AM PM AM PM AM PM AM PM a Name the type of the farm record illustrated above b Give three reasons for keeping health records in a livestock production c Give three pieces of information a dairy farm manager should collect for planning purposes 7. List down four pieces of information recorded in a field operation record. 8. List two events occur during induction stroke in a four stroke engine 9. Give two conditions under which a farmer may prefer the use of donkey trailed cart instead of a tractor drawn trailer in his farmForm 1 work ANSWERS INTRODUCTION TO AGRICULTURE 1."}
{"text": "8. List two events occur during induction stroke in a four stroke engine 9. Give two conditions under which a farmer may prefer the use of donkey trailed cart instead of a tractor drawn trailer in his farmForm 1 work ANSWERS INTRODUCTION TO AGRICULTURE 1. Two factors which characterize intensive farming Small farms Huge capital Skilled labour Produce for sale Mechanization done 2. Three reasons why organic farming is encouraged in farming Cheap Environmental friendly No chemical residues in produce 3.two ways in which Agriculture contributes to industrial development. -. Provide raw materials for industries. -. Provide market for industrial goods. -. Is a source of capital for starting industries. 4.four ways by which wind affects the growth of crops. -. Causes physical damage to crops. -. Cause rapid spread of diseases pests weeds. -. Can cause water stress as a result of evaporation. -. Causes stress of crops due to chilling caused cold winds."}
{"text": "- Cause rapid spread of diseases pests weeds. -. Can cause water stress as a result of evaporation. -. Causes stress of crops due to chilling caused cold winds. -. Encourage transpiration hence water and mineral uptake. Agriculture rearing of fish in fish ponds 5. One physical characteristic used in classifying soil is: Colour, Texture, Structure 6. Four advantages of organic farming Environmental friendly Products do not have organic farming Products do not have organic chemical residue Improve soil structure Replenishes nutrients in the soil as it uses organic manure Enhances soil water retention Provides food for soil microbes Enhances soil water infiltration 7. Two conditions under which shifting cultivation is practiced are: Can only be practiced where land is abundant Practiced where population is sparse Practiced where number of livestock per units low 2 mks 8."}
{"text": "One physical characteristic used in classifying soil is: Colour, Texture, Structure 6. Four advantages of organic farming Environmental friendly Products do not have organic farming Products do not have organic chemical residue Improve soil structure Replenishes nutrients in the soil as it uses organic manure Enhances soil water retention Provides food for soil microbes Enhances soil water infiltration 7. Two conditions under which shifting cultivation is practiced are: Can only be practiced where land is abundant Practiced where population is sparse Practiced where number of livestock per units low 2 mks 8. Four factors that determine the time of planting a crop a Olericulture production of vegetables Floriculture production of flowers b Apiculture bee keeping Agriculture rearing of fish in fish ponds FACTORS WHICH INFLUENCE AGRICULTURE 1."}
{"text": "Four advantages of organic farming Environmental friendly Products do not have organic farming Products do not have organic chemical residue Improve soil structure Replenishes nutrients in the soil as it uses organic manure Enhances soil water retention Provides food for soil microbes Enhances soil water infiltration 7. Two conditions under which shifting cultivation is practiced are: Can only be practiced where land is abundant Practiced where population is sparse Practiced where number of livestock per units low 2 mks 8. Four factors that determine the time of planting a crop a Olericulture production of vegetables Floriculture production of flowers b Apiculture bee keeping Agriculture rearing of fish in fish ponds FACTORS WHICH INFLUENCE AGRICULTURE 1. Two roles of humus in the soil that are beneficial to crops Provide nutrients Increase water holding capacity Increase soil temperature Neutral soil PH 2.a five activities that may be undertaken in organic farming Mulching Apply manure Use medicinal plants to control parasites and diseases Crop rotation Rear livestock on natural organically grown pasture Physical cultural biological pests, weeds and disease control 3."}
{"text": "Two conditions under which shifting cultivation is practiced are: Can only be practiced where land is abundant Practiced where population is sparse Practiced where number of livestock per units low 2 mks 8. Four factors that determine the time of planting a crop a Olericulture production of vegetables Floriculture production of flowers b Apiculture bee keeping Agriculture rearing of fish in fish ponds FACTORS WHICH INFLUENCE AGRICULTURE 1. Two roles of humus in the soil that are beneficial to crops Provide nutrients Increase water holding capacity Increase soil temperature Neutral soil PH 2.a five activities that may be undertaken in organic farming Mulching Apply manure Use medicinal plants to control parasites and diseases Crop rotation Rear livestock on natural organically grown pasture Physical cultural biological pests, weeds and disease control 3. Four effects of temperature on crop growth Low temp-slow growth rate -increase incidence of negative infection e.g. CBD -improve quality of some crop High temp-cause wilting -increase growth rate -improve quality of some crops -increase pest and disease incidences 1 2x4 2mks 4.four ways by which wind affects the growth of crops."}
{"text": "Four factors that determine the time of planting a crop a Olericulture production of vegetables Floriculture production of flowers b Apiculture bee keeping Agriculture rearing of fish in fish ponds FACTORS WHICH INFLUENCE AGRICULTURE 1. Two roles of humus in the soil that are beneficial to crops Provide nutrients Increase water holding capacity Increase soil temperature Neutral soil PH 2.a five activities that may be undertaken in organic farming Mulching Apply manure Use medicinal plants to control parasites and diseases Crop rotation Rear livestock on natural organically grown pasture Physical cultural biological pests, weeds and disease control 3. Four effects of temperature on crop growth Low temp-slow growth rate -increase incidence of negative infection e.g. CBD -improve quality of some crop High temp-cause wilting -increase growth rate -improve quality of some crops -increase pest and disease incidences 1 2x4 2mks 4.four ways by which wind affects the growth of crops. -. Causes physical damage to crops."}
{"text": "Two roles of humus in the soil that are beneficial to crops Provide nutrients Increase water holding capacity Increase soil temperature Neutral soil PH 2.a five activities that may be undertaken in organic farming Mulching Apply manure Use medicinal plants to control parasites and diseases Crop rotation Rear livestock on natural organically grown pasture Physical cultural biological pests, weeds and disease control 3. Four effects of temperature on crop growth Low temp-slow growth rate -increase incidence of negative infection e.g. CBD -improve quality of some crop High temp-cause wilting -increase growth rate -improve quality of some crops -increase pest and disease incidences 1 2x4 2mks 4.four ways by which wind affects the growth of crops. -. Causes physical damage to crops. -. Cause rapid spread of diseases pests weeds."}
{"text": "Four effects of temperature on crop growth Low temp-slow growth rate -increase incidence of negative infection e.g. CBD -improve quality of some crop High temp-cause wilting -increase growth rate -improve quality of some crops -increase pest and disease incidences 1 2x4 2mks 4.four ways by which wind affects the growth of crops. -. Causes physical damage to crops. -. Cause rapid spread of diseases pests weeds. -. Can cause water stress as a result of evaporation. -. Causes stress of crops due to chilling caused cold winds. -. Encourage transpiration hence water and mineral uptake. 5. Two factors related to light that affect crop production and distribution in Kenya:- Light intensity Light duration - Light wavelength6."}
{"text": "- Encourage transpiration hence water and mineral uptake. 5. Two factors related to light that affect crop production and distribution in Kenya:- Light intensity Light duration - Light wavelength6. The environmental conditions that may lead to low crop yields Poor soil fertility infertile soil Damage by hailstorms Less rainfall unreliable drought Poor soil type resulting into leaching or water logging Inappropriate soil PH Inappropriate temperature too low or high Excessive wind leading to increase in water loss from the soil Extreme relative humidity Extreme of light intensity Topography some attitudes e.g. very high may limit crop growth 1mk x any 7pts 7mks 7.- Rainfall Soil Topography Light Wind 8. One physical characteristic used in classifying soil is: Colour, Texture, Structure 9."}
{"text": "Two factors related to light that affect crop production and distribution in Kenya:- Light intensity Light duration - Light wavelength6. The environmental conditions that may lead to low crop yields Poor soil fertility infertile soil Damage by hailstorms Less rainfall unreliable drought Poor soil type resulting into leaching or water logging Inappropriate soil PH Inappropriate temperature too low or high Excessive wind leading to increase in water loss from the soil Extreme relative humidity Extreme of light intensity Topography some attitudes e.g. very high may limit crop growth 1mk x any 7pts 7mks 7.- Rainfall Soil Topography Light Wind 8. One physical characteristic used in classifying soil is: Colour, Texture, Structure 9. Four advantages of organic farming Environmental friendly Products do not have organic farming Products do not have organic chemical residue Improve soil structure Replenishes nutrients in the soil as it uses organic manure Enhances soil water retention Provides food for soil microbes Enhances soil water infiltration 4x 2mks 10."}
{"text": "The environmental conditions that may lead to low crop yields Poor soil fertility infertile soil Damage by hailstorms Less rainfall unreliable drought Poor soil type resulting into leaching or water logging Inappropriate soil PH Inappropriate temperature too low or high Excessive wind leading to increase in water loss from the soil Extreme relative humidity Extreme of light intensity Topography some attitudes e.g. very high may limit crop growth 1mk x any 7pts 7mks 7.- Rainfall Soil Topography Light Wind 8. One physical characteristic used in classifying soil is: Colour, Texture, Structure 9. Four advantages of organic farming Environmental friendly Products do not have organic farming Products do not have organic chemical residue Improve soil structure Replenishes nutrients in the soil as it uses organic manure Enhances soil water retention Provides food for soil microbes Enhances soil water infiltration 4x 2mks 10. A The aim of the experiment was:- to show presence of living organisms in the soil b observations were: Flask D - Limewater turns milky turbid 1mk Flask E Lime water remains clear 1mk c The reason for the observation in flask D is:- Carbon dioxide which turns water milky in flask D would have been produced only during the respiration of living organisms present in fresh soil 11."}
{"text": "One physical characteristic used in classifying soil is: Colour, Texture, Structure 9. Four advantages of organic farming Environmental friendly Products do not have organic farming Products do not have organic chemical residue Improve soil structure Replenishes nutrients in the soil as it uses organic manure Enhances soil water retention Provides food for soil microbes Enhances soil water infiltration 4x 2mks 10. A The aim of the experiment was:- to show presence of living organisms in the soil b observations were: Flask D - Limewater turns milky turbid 1mk Flask E Lime water remains clear 1mk c The reason for the observation in flask D is:- Carbon dioxide which turns water milky in flask D would have been produced only during the respiration of living organisms present in fresh soil 11. -. It may have hard pan which interfere with water infiltration 12."}
{"text": "Four advantages of organic farming Environmental friendly Products do not have organic farming Products do not have organic chemical residue Improve soil structure Replenishes nutrients in the soil as it uses organic manure Enhances soil water retention Provides food for soil microbes Enhances soil water infiltration 4x 2mks 10. A The aim of the experiment was:- to show presence of living organisms in the soil b observations were: Flask D - Limewater turns milky turbid 1mk Flask E Lime water remains clear 1mk c The reason for the observation in flask D is:- Carbon dioxide which turns water milky in flask D would have been produced only during the respiration of living organisms present in fresh soil 11. -. It may have hard pan which interfere with water infiltration 12. A - Light duration Light intensity Light wave length x3 1 mks b Evapotranspiration Presence of pest 13.a - E Single grained structure - F Granular structure 1x1 1 mk b i Humus with clay 1x1 1 mk ii Air space 1x1 1 mk c - Colour affects soil texture and hence micro- organisms in the soil - Texture affects drainage, aeration and capillary - Structure affects aeration and root penetration 14."}
{"text": "A State merits of horizon A source of plant nutrients support anchor the crops store of water for the crops sources of soil micro organism b State distinct features of horizon B deficient of humus nutrients contain leached nutrients contains more compact soil particles presence of hard pans in some soils c Transitional zone-this is a zone bordering two adjacent layer of soil profile i Weathered rock Importance Give rise to sub soil Source of minerals Determine mineral content of soil and type of soil 16 Low temperatures encourages crop diseases such as leaf rust Low temperatures may increase or lower the quality of farm produce High temperatures hastens maturity improves the quality lower the quality Increases the rate of evapo transpiration which may result loss plant moisture leading to wilting of crops 17. Movement of animals in large numbers Decomposition of plant and animal remains by soil micro- organisms Physical breaking of rocks by roots of higher plants Man s activities e.g. cultivation, mining and road construction Mixing up of soil by animals e.g. earth worms and 18. -. Temperature Altitude - Soil type; - Prevailing winds;- Rainfall; 4x 2mks 19. -. It influences the movement of the weathered materials hence affecting the depth of soil development; 22."}
{"text": "Movement of animals in large numbers Decomposition of plant and animal remains by soil micro- organisms Physical breaking of rocks by roots of higher plants Man s activities e.g. cultivation, mining and road construction Mixing up of soil by animals e.g. earth worms and 18. -. Temperature Altitude - Soil type; - Prevailing winds;- Rainfall; 4x 2mks 19. -. It influences the movement of the weathered materials hence affecting the depth of soil development; 22. Two importance of parent s material in soil profile Determine soil characteristics Determine soil depth Determine soil nutrients 23. Four ways of modifying soil temperature in crop production Mulching Pruning Shading of crops Irrigation 4x mks 24.a two factors that affect selectivity of herbicides Stage of plants growth Plants morphology and anatomy Mode of action Environmental factors 2x1 2mks b Name two farming practice that cause water pollution 25."}
{"text": "- It influences the movement of the weathered materials hence affecting the depth of soil development; 22. Two importance of parent s material in soil profile Determine soil characteristics Determine soil depth Determine soil nutrients 23. Four ways of modifying soil temperature in crop production Mulching Pruning Shading of crops Irrigation 4x mks 24.a two factors that affect selectivity of herbicides Stage of plants growth Plants morphology and anatomy Mode of action Environmental factors 2x1 2mks b Name two farming practice that cause water pollution 25. Four factors that influence soil formation Parents rock material Climate Topography Biotic organic living organism 26. -. Drainage -Aeration -Water-holding capacity -capillary 27.-large animals e.g. Buffaloes -Man activities e.g. farming -Root pressure of plants -Burrowing animals e.g moles, termites CROP PRODUCTION I LAND PREPARATION 1."}
{"text": "Four ways of modifying soil temperature in crop production Mulching Pruning Shading of crops Irrigation 4x mks 24.a two factors that affect selectivity of herbicides Stage of plants growth Plants morphology and anatomy Mode of action Environmental factors 2x1 2mks b Name two farming practice that cause water pollution 25. Four factors that influence soil formation Parents rock material Climate Topography Biotic organic living organism 26. -. Drainage -Aeration -Water-holding capacity -capillary 27.-large animals e.g. Buffaloes -Man activities e.g. farming -Root pressure of plants -Burrowing animals e.g moles, termites CROP PRODUCTION I LAND PREPARATION 1. Three factors that determine depth of ploughing during land preparation Crop to be planted Implement available Type of soil 2.Four reasons for cultivating land before planting. -. To improve soil aeration. -. To improve germination. -. Destroy weeds. -. Destroy weeds. -. Incorporate organic matter in the soil. -. Increase water infiltration. 3."}
{"text": "- Incorporate organic matter in the soil. -. Increase water infiltration. 3. A Is a situation in which least possible cultivation operations are carried out in crop production. B - Clearing the land bush clearing. -. Using appropriate chemicals to kill the existing vegetation. -. Weeding using herbicides. -. Planting drilling seeds directly into the stubble of previous crop."}
{"text": "- Using appropriate chemicals to kill the existing vegetation. -. Weeding using herbicides. -. Planting drilling seeds directly into the stubble of previous crop. 4. A - Harrow the land to a fine filth; - Harrow during the dry or before the rains; - Make the seed be weed free ensure clean seed bed; - Firm the seed bed using rollers after sowing; - Select a desirable variety of seed for the ecological zone,; - Sow seeds at the onset rains early planting; - Apply phosphatic fertilizers at appropriate rate of 200 300 kgs ha at planting time; - Drill or broadcast the seeds evenly; - Use a recommended seed rate for the variety seed rate of 1.5 2.0 kh ha pure seeds; - Bury seeds at 2 times their diameter; - Control weeds by uprooting apply a suitable herbicide; - Apply nitrogenous fertilizers about 6 weeks after germination in split application."}
{"text": "- Weeding using herbicides. -. Planting drilling seeds directly into the stubble of previous crop. 4. A - Harrow the land to a fine filth; - Harrow during the dry or before the rains; - Make the seed be weed free ensure clean seed bed; - Firm the seed bed using rollers after sowing; - Select a desirable variety of seed for the ecological zone,; - Sow seeds at the onset rains early planting; - Apply phosphatic fertilizers at appropriate rate of 200 300 kgs ha at planting time; - Drill or broadcast the seeds evenly; - Use a recommended seed rate for the variety seed rate of 1.5 2.0 kh ha pure seeds; - Bury seeds at 2 times their diameter; - Control weeds by uprooting apply a suitable herbicide; - Apply nitrogenous fertilizers about 6 weeks after germination in split application. -. Avoid grazing when the pasture is too young."}
{"text": "- Planting drilling seeds directly into the stubble of previous crop. 4. A - Harrow the land to a fine filth; - Harrow during the dry or before the rains; - Make the seed be weed free ensure clean seed bed; - Firm the seed bed using rollers after sowing; - Select a desirable variety of seed for the ecological zone,; - Sow seeds at the onset rains early planting; - Apply phosphatic fertilizers at appropriate rate of 200 300 kgs ha at planting time; - Drill or broadcast the seeds evenly; - Use a recommended seed rate for the variety seed rate of 1.5 2.0 kh ha pure seeds; - Bury seeds at 2 times their diameter; - Control weeds by uprooting apply a suitable herbicide; - Apply nitrogenous fertilizers about 6 weeks after germination in split application. -. Avoid grazing when the pasture is too young. -. Practice light grazing in the field phase of pasture establishment."}
{"text": "4. A - Harrow the land to a fine filth; - Harrow during the dry or before the rains; - Make the seed be weed free ensure clean seed bed; - Firm the seed bed using rollers after sowing; - Select a desirable variety of seed for the ecological zone,; - Sow seeds at the onset rains early planting; - Apply phosphatic fertilizers at appropriate rate of 200 300 kgs ha at planting time; - Drill or broadcast the seeds evenly; - Use a recommended seed rate for the variety seed rate of 1.5 2.0 kh ha pure seeds; - Bury seeds at 2 times their diameter; - Control weeds by uprooting apply a suitable herbicide; - Apply nitrogenous fertilizers about 6 weeks after germination in split application. -. Avoid grazing when the pasture is too young. -. Practice light grazing in the field phase of pasture establishment. 10 x 1 10 mk b - Select seeds of the same size, variety, age and free from pests and diseases."}
{"text": "- Avoid grazing when the pasture is too young. -. Practice light grazing in the field phase of pasture establishment. 10 x 1 10 mk b - Select seeds of the same size, variety, age and free from pests and diseases. -. Plant seeds at the same time. -. Prepare the whole field to required uniform tilth. -. Plant at the right moisture content of the soil irrigation uniformly. -. Treat seeds before planting i.e. break dormancy. -. Plant at the correct depth. 5 x 1 5 mks c - Soil moisture content. -. Type of soil. -. Cost of operation. -. Size of seed type of planting material type of crop. -. Type of machinery available use of tractors. -. Topography gradient of the land liability of soil erosion. -. Skills of the operator. -. Initial conditions of the land the cropping history of the land."}
{"text": "Four importance of sub soiling as a tertiary operation Brings leached nutrients to the surface Breaks hard pans Promotes aeration of the soil Promotes water infiltration - Ensures better root penetration 7. Four advantages of rolling in seedbed preparation are: Press the seeds against the soil moisture Controls soil erosion Ensure uniform germination Controls removal of small seeds by wind Breaks large soil cods 8.four disadvantages of minimum tillage The less porous surface increased soil erosion especially in heavily sols Difficulty in weed control Speed of planting to reduce due to large amount of residues in the soil and big clods Leads to accumulating of soil borne pests and diseases 9. A - ridging b i Encourage tuber expansion Allow easy harvesting of crop roots ii Rolling Leveling 10. Leads to timely planting Weeds are appropriately controlled especially the perennial such as couch grass Farmers take advantage of availability of labour reducing the cost of labour Control of soil borne pests Gives time for better organic decomposition 11."}
{"text": "Four advantages of rolling in seedbed preparation are: Press the seeds against the soil moisture Controls soil erosion Ensure uniform germination Controls removal of small seeds by wind Breaks large soil cods 8.four disadvantages of minimum tillage The less porous surface increased soil erosion especially in heavily sols Difficulty in weed control Speed of planting to reduce due to large amount of residues in the soil and big clods Leads to accumulating of soil borne pests and diseases 9. A - ridging b i Encourage tuber expansion Allow easy harvesting of crop roots ii Rolling Leveling 10. Leads to timely planting Weeds are appropriately controlled especially the perennial such as couch grass Farmers take advantage of availability of labour reducing the cost of labour Control of soil borne pests Gives time for better organic decomposition 11. -. By repeated cultivation at the same depth; - Cultivating the soil when wet using heavy machinery; 12."}
{"text": "A - ridging b i Encourage tuber expansion Allow easy harvesting of crop roots ii Rolling Leveling 10. Leads to timely planting Weeds are appropriately controlled especially the perennial such as couch grass Farmers take advantage of availability of labour reducing the cost of labour Control of soil borne pests Gives time for better organic decomposition 11. -. By repeated cultivation at the same depth; - Cultivating the soil when wet using heavy machinery; 12. -. Type and size of planting material; - Topography slope f land; - Soil moisture content; - Initial condition of land amount of vegetation on the land; -Capital available - Type of implement used; 13.It is the least number of cultivation operations either during preparation of the seed bed or during the management of the crops. 14."}
{"text": "- By repeated cultivation at the same depth; - Cultivating the soil when wet using heavy machinery; 12. -. Type and size of planting material; - Topography slope f land; - Soil moisture content; - Initial condition of land amount of vegetation on the land; -Capital available - Type of implement used; 13.It is the least number of cultivation operations either during preparation of the seed bed or during the management of the crops. 14. Market demand Type of crop to be planted Moisture condition of the soil and rainfall pattern Prevalence of pests and diseases Prevalence of weeds 15."}
{"text": "- Type and size of planting material; - Topography slope f land; - Soil moisture content; - Initial condition of land amount of vegetation on the land; -Capital available - Type of implement used; 13.It is the least number of cultivation operations either during preparation of the seed bed or during the management of the crops. 14. Market demand Type of crop to be planted Moisture condition of the soil and rainfall pattern Prevalence of pests and diseases Prevalence of weeds 15. Two factors that determine the number of cultivation on a field before it is ready for planting purpose of crop moisture content concentration of desired chemical weather market demand 16.- Enables crop to benefit maximumly from available moisture -Crops make use of nitrogen flush available at that time -Crops fetch high market prices -Crops escape from pests and diseases -There is high vigour in crops that resist diseases -Ensures timely harvesting 17."}
{"text": "14. Market demand Type of crop to be planted Moisture condition of the soil and rainfall pattern Prevalence of pests and diseases Prevalence of weeds 15. Two factors that determine the number of cultivation on a field before it is ready for planting purpose of crop moisture content concentration of desired chemical weather market demand 16.- Enables crop to benefit maximumly from available moisture -Crops make use of nitrogen flush available at that time -Crops fetch high market prices -Crops escape from pests and diseases -There is high vigour in crops that resist diseases -Ensures timely harvesting 17. -. Type of crop to be planted -Implements available -Type of soil -Climatic conditions WATER SUPPLY, IRRIGATION AND DRAINAGE 1. State two reasons for treating water for us on the farm Remove chemical impurities Remove foreign material Remove disease earning organisms Remove bad smell taste 2."}
{"text": "Two factors that determine the number of cultivation on a field before it is ready for planting purpose of crop moisture content concentration of desired chemical weather market demand 16.- Enables crop to benefit maximumly from available moisture -Crops make use of nitrogen flush available at that time -Crops fetch high market prices -Crops escape from pests and diseases -There is high vigour in crops that resist diseases -Ensures timely harvesting 17. -. Type of crop to be planted -Implements available -Type of soil -Climatic conditions WATER SUPPLY, IRRIGATION AND DRAINAGE 1. State two reasons for treating water for us on the farm Remove chemical impurities Remove foreign material Remove disease earning organisms Remove bad smell taste 2. State three reasons for draining swampy land before growing crops Increase soil volume Improve aeration Increases activities of micro organisms Control erosion Reduce toxic substance in soil 3 ."}
{"text": "- type of crop to be planted -Implements available -Type of soil -Climatic conditions WATER SUPPLY, IRRIGATION AND DRAINAGE 1. State two reasons for treating water for us on the farm Remove chemical impurities Remove foreign material Remove disease earning organisms Remove bad smell taste 2. State three reasons for draining swampy land before growing crops Increase soil volume Improve aeration Increases activities of micro organisms Control erosion Reduce toxic substance in soil 3 . A Sprinkle irrigation b four advantages of the above irrigation system Little water required Done on nay topography Control weeds between rows Water under low pressure Prevent fungal diseases c three factors that determine the type of irrigation on the farm Where tree crops are planted Little water supply Enough capital for the method is available Slope land3x 1 mks d two disadvantages o f the above system of irrigation Difficult to carry field mechanization Require a lot of capital Require clean water Regular repair of broken pipes and blocked pipes Applicable where tree plants are grown 4.a Artificial application of water to the soil surface for purpose of supplying enough moisture for plants growth mark whole b Surface, overhead, subsurface, drip trickle 5.a four use of water on the farm Irrigation Domestic use Diluting chemicals Construction work Watering livestock and washing buildings Processing farm produce 1 2x4 2mks b four methods of harvesting water on the farm 2mks roof cantonment weirs rock cantonment dams ponds c the stages involved in water treatment process filtration of water intake softening coagulation and sedimentation filtration in tanks chlorination storage 1 2x6 3mks 6.four uses of water in the farm."}
{"text": "State two reasons for treating water for us on the farm Remove chemical impurities Remove foreign material Remove disease earning organisms Remove bad smell taste 2. State three reasons for draining swampy land before growing crops Increase soil volume Improve aeration Increases activities of micro organisms Control erosion Reduce toxic substance in soil 3 . A Sprinkle irrigation b four advantages of the above irrigation system Little water required Done on nay topography Control weeds between rows Water under low pressure Prevent fungal diseases c three factors that determine the type of irrigation on the farm Where tree crops are planted Little water supply Enough capital for the method is available Slope land3x 1 mks d two disadvantages o f the above system of irrigation Difficult to carry field mechanization Require a lot of capital Require clean water Regular repair of broken pipes and blocked pipes Applicable where tree plants are grown 4.a Artificial application of water to the soil surface for purpose of supplying enough moisture for plants growth mark whole b Surface, overhead, subsurface, drip trickle 5.a four use of water on the farm Irrigation Domestic use Diluting chemicals Construction work Watering livestock and washing buildings Processing farm produce 1 2x4 2mks b four methods of harvesting water on the farm 2mks roof cantonment weirs rock cantonment dams ponds c the stages involved in water treatment process filtration of water intake softening coagulation and sedimentation filtration in tanks chlorination storage 1 2x6 3mks 6.four uses of water in the farm. -. For diluting chemicals used to control pests."}
{"text": "State three reasons for draining swampy land before growing crops Increase soil volume Improve aeration Increases activities of micro organisms Control erosion Reduce toxic substance in soil 3 . A Sprinkle irrigation b four advantages of the above irrigation system Little water required Done on nay topography Control weeds between rows Water under low pressure Prevent fungal diseases c three factors that determine the type of irrigation on the farm Where tree crops are planted Little water supply Enough capital for the method is available Slope land3x 1 mks d two disadvantages o f the above system of irrigation Difficult to carry field mechanization Require a lot of capital Require clean water Regular repair of broken pipes and blocked pipes Applicable where tree plants are grown 4.a Artificial application of water to the soil surface for purpose of supplying enough moisture for plants growth mark whole b Surface, overhead, subsurface, drip trickle 5.a four use of water on the farm Irrigation Domestic use Diluting chemicals Construction work Watering livestock and washing buildings Processing farm produce 1 2x4 2mks b four methods of harvesting water on the farm 2mks roof cantonment weirs rock cantonment dams ponds c the stages involved in water treatment process filtration of water intake softening coagulation and sedimentation filtration in tanks chlorination storage 1 2x6 3mks 6.four uses of water in the farm. -. For diluting chemicals used to control pests. -. For watering livestock."}
{"text": "A Sprinkle irrigation b four advantages of the above irrigation system Little water required Done on nay topography Control weeds between rows Water under low pressure Prevent fungal diseases c three factors that determine the type of irrigation on the farm Where tree crops are planted Little water supply Enough capital for the method is available Slope land3x 1 mks d two disadvantages o f the above system of irrigation Difficult to carry field mechanization Require a lot of capital Require clean water Regular repair of broken pipes and blocked pipes Applicable where tree plants are grown 4.a Artificial application of water to the soil surface for purpose of supplying enough moisture for plants growth mark whole b Surface, overhead, subsurface, drip trickle 5.a four use of water on the farm Irrigation Domestic use Diluting chemicals Construction work Watering livestock and washing buildings Processing farm produce 1 2x4 2mks b four methods of harvesting water on the farm 2mks roof cantonment weirs rock cantonment dams ponds c the stages involved in water treatment process filtration of water intake softening coagulation and sedimentation filtration in tanks chlorination storage 1 2x6 3mks 6.four uses of water in the farm. -. For diluting chemicals used to control pests. -. For watering livestock. -. For watering plants e.g. irrigation."}
{"text": "- For diluting chemicals used to control pests. -. For watering livestock. -. For watering plants e.g. irrigation. -. For washing utensils, calf pen bully sheds. -. For domestic use e.g. drinking, cooking. -. For rearing fish. -. For recreation - Processing of farm produce. -. In construction of buildings. 7.two types of irrigation used in Kenya. -. Overhead sprinkler. -. Surface Flood furrow basin. -. Drip trickle. 8. Four disadvantages cambered beds High cost of maintenance Provides breeding ground for vectors of malaria Prevents proper mechanization of the farm - Labour intensive c Stage I: Filtration of water intake. -. Water from source river is made to pass through a series of sieves. -. Large particles of impurities are trapped by the sieves. -. Water then enters into the large pipe to be directed to the mixing chamber. Stage II:Softening of the water."}
{"text": "- Large particles of impurities are trapped by the sieves. -. Water then enters into the large pipe to be directed to the mixing chamber. Stage II:Softening of the water. Water circulates in the mixing chamber and doses of soda ash to soften the water. Stage III:Coagulation and sedimentation Water is passed through coagulation tank where fresh air enters to remove bad smell chloride of lime used. Water stays for 36 hours thus solid particles settle and bilharzias causing organisms killed. Alum added to coagulated solid particles which settle at the bottom. Stage IV:Filtration Water is passed through filtration tank with layers of sand and gravel to filter it. Water leaving the filtration tank is clean. Stage V:Chlorination Water is passed through chlorination tank where chlorine is added. Micro-organisms in the water are killed by chlorine. Stage VI:Storage - The treated water is stored in large overhead tanks before distribution and use."}
{"text": "Stage V:Chlorination Water is passed through chlorination tank where chlorine is added. Micro-organisms in the water are killed by chlorine. Stage VI:Storage - The treated water is stored in large overhead tanks before distribution and use. 9. -. Improves soil aeration Raises soil temperature Increases activities of micro- organisms Increases soil volume - Prevent accumulation of poisonous substances in the soil 10.- Semi-rotary Hydram Piston reciprocating Centrifugal Rotary 11. Four examples of working capital in maize production are; Seeds fertilizer Herbicides Pesticides Fuel fragticides Casual labour 4x 2mks 12. Four types of water pumps which can be used in the farm Centrifugal rotadynathic pumps Piston reciprocating pump Semi-Rotan pump Hydram pump 13. Four methods of drainage Open ditches Under ground drain pipes French drains Cambered beds Pumping Planting of trees planting of trees such as Eucalyptus 14."}
{"text": "Four examples of working capital in maize production are; Seeds fertilizer Herbicides Pesticides Fuel fragticides Casual labour 4x 2mks 12. Four types of water pumps which can be used in the farm Centrifugal rotadynathic pumps Piston reciprocating pump Semi-Rotan pump Hydram pump 13. Four methods of drainage Open ditches Under ground drain pipes French drains Cambered beds Pumping Planting of trees planting of trees such as Eucalyptus 14. A dam is a barrier constructed a cross a river or a dry valley to hold water and raise its level to form a reservoir or lake A weir is a barrier constructed across a river to raise the level of water and still allow water to flow over it 15.- Giving subsidies by reducing the cost of production inputs Fixes prices of the related products 16."}
{"text": "Four types of water pumps which can be used in the farm Centrifugal rotadynathic pumps Piston reciprocating pump Semi-Rotan pump Hydram pump 13. Four methods of drainage Open ditches Under ground drain pipes French drains Cambered beds Pumping Planting of trees planting of trees such as Eucalyptus 14. A dam is a barrier constructed a cross a river or a dry valley to hold water and raise its level to form a reservoir or lake A weir is a barrier constructed across a river to raise the level of water and still allow water to flow over it 15.- Giving subsidies by reducing the cost of production inputs Fixes prices of the related products 16. Piping is the conveyance of water through pipes from one place to the other while pumping is the lifting of water from one point to another by use of mechanical force; 17."}
{"text": "Four methods of drainage Open ditches Under ground drain pipes French drains Cambered beds Pumping Planting of trees planting of trees such as Eucalyptus 14. A dam is a barrier constructed a cross a river or a dry valley to hold water and raise its level to form a reservoir or lake A weir is a barrier constructed across a river to raise the level of water and still allow water to flow over it 15.- Giving subsidies by reducing the cost of production inputs Fixes prices of the related products 16. Piping is the conveyance of water through pipes from one place to the other while pumping is the lifting of water from one point to another by use of mechanical force; 17. To facilitate the action of soil living organisms To check or reduce leaching To moderate or increase soil temperature To reduce accumulation of dissolved soil salts To reduce erosion rate of top soil To improve soil structure To increase effectiveness of phosphorous fertilizer and conserve soil nitrogen As a way of reclaiming areas such as coastal plains and the river belts which may have high water tables In rice fields, water should be controlled by draining the water for a different crop cycle."}
{"text": "A dam is a barrier constructed a cross a river or a dry valley to hold water and raise its level to form a reservoir or lake A weir is a barrier constructed across a river to raise the level of water and still allow water to flow over it 15.- Giving subsidies by reducing the cost of production inputs Fixes prices of the related products 16. Piping is the conveyance of water through pipes from one place to the other while pumping is the lifting of water from one point to another by use of mechanical force; 17. To facilitate the action of soil living organisms To check or reduce leaching To moderate or increase soil temperature To reduce accumulation of dissolved soil salts To reduce erosion rate of top soil To improve soil structure To increase effectiveness of phosphorous fertilizer and conserve soil nitrogen As a way of reclaiming areas such as coastal plains and the river belts which may have high water tables In rice fields, water should be controlled by draining the water for a different crop cycle. 18."}
{"text": "Piping is the conveyance of water through pipes from one place to the other while pumping is the lifting of water from one point to another by use of mechanical force; 17. To facilitate the action of soil living organisms To check or reduce leaching To moderate or increase soil temperature To reduce accumulation of dissolved soil salts To reduce erosion rate of top soil To improve soil structure To increase effectiveness of phosphorous fertilizer and conserve soil nitrogen As a way of reclaiming areas such as coastal plains and the river belts which may have high water tables In rice fields, water should be controlled by draining the water for a different crop cycle. 18. Allowing livestock to graze near water sources often results in organic waste products being washed into the water ways."}
{"text": "To facilitate the action of soil living organisms To check or reduce leaching To moderate or increase soil temperature To reduce accumulation of dissolved soil salts To reduce erosion rate of top soil To improve soil structure To increase effectiveness of phosphorous fertilizer and conserve soil nitrogen As a way of reclaiming areas such as coastal plains and the river belts which may have high water tables In rice fields, water should be controlled by draining the water for a different crop cycle. 18. Allowing livestock to graze near water sources often results in organic waste products being washed into the water ways. Fertilizer application Pesticides Over grazing Irrigation Over cultivation Use of farm machinery 19.a i A Drop trickle irrigation ii B Sprinkler overhead irrigation b Two advantages of method A over method BConserves water Does not damage flowers, leaves Does not cause splash splatter irrigation Does not encourage spread of fungal diseases from crop to crop Does not encourage the growth of weeds all over the field Agro- chemical can be dissolved in the water and directly applied to the crop c i Cotton wool ii Rough sand 21."}
{"text": "18. Allowing livestock to graze near water sources often results in organic waste products being washed into the water ways. Fertilizer application Pesticides Over grazing Irrigation Over cultivation Use of farm machinery 19.a i A Drop trickle irrigation ii B Sprinkler overhead irrigation b Two advantages of method A over method BConserves water Does not damage flowers, leaves Does not cause splash splatter irrigation Does not encourage spread of fungal diseases from crop to crop Does not encourage the growth of weeds all over the field Agro- chemical can be dissolved in the water and directly applied to the crop c i Cotton wool ii Rough sand 21. Four reasons for practicing irrigation Increase crop production by applying adequate moisture To reclaim dry areas To meet moisture requirement of crops To produce and benefit from off season crops Growing of paddy vice 23."}
{"text": "Allowing livestock to graze near water sources often results in organic waste products being washed into the water ways. Fertilizer application Pesticides Over grazing Irrigation Over cultivation Use of farm machinery 19.a i A Drop trickle irrigation ii B Sprinkler overhead irrigation b Two advantages of method A over method BConserves water Does not damage flowers, leaves Does not cause splash splatter irrigation Does not encourage spread of fungal diseases from crop to crop Does not encourage the growth of weeds all over the field Agro- chemical can be dissolved in the water and directly applied to the crop c i Cotton wool ii Rough sand 21. Four reasons for practicing irrigation Increase crop production by applying adequate moisture To reclaim dry areas To meet moisture requirement of crops To produce and benefit from off season crops Growing of paddy vice 23. -. To prevent rotting -For processing - For long storage - Prevent pest and disease attack 24."}
{"text": "Fertilizer application Pesticides Over grazing Irrigation Over cultivation Use of farm machinery 19.a i A Drop trickle irrigation ii B Sprinkler overhead irrigation b Two advantages of method A over method BConserves water Does not damage flowers, leaves Does not cause splash splatter irrigation Does not encourage spread of fungal diseases from crop to crop Does not encourage the growth of weeds all over the field Agro- chemical can be dissolved in the water and directly applied to the crop c i Cotton wool ii Rough sand 21. Four reasons for practicing irrigation Increase crop production by applying adequate moisture To reclaim dry areas To meet moisture requirement of crops To produce and benefit from off season crops Growing of paddy vice 23. -. To prevent rotting -For processing - For long storage - Prevent pest and disease attack 24. A Kill germs b For sedimentation 21. S- French drainageT- Vambedred pedsM soil- stones SOIL FERTILITY 1 ORGANIC MANURE 1."}
{"text": "Four reasons for practicing irrigation Increase crop production by applying adequate moisture To reclaim dry areas To meet moisture requirement of crops To produce and benefit from off season crops Growing of paddy vice 23. -. To prevent rotting -For processing - For long storage - Prevent pest and disease attack 24. A Kill germs b For sedimentation 21. S- French drainageT- Vambedred pedsM soil- stones SOIL FERTILITY 1 ORGANIC MANURE 1. Two roles of humus in the soil that are beneficial to crops Provide nutrients Increase water holding capacity Increase soil temperature Neutral soil PH 2. Four characteristic of fertile soil 2mks Well drained Correct PH Good water holding capacity Adequate plant nutrients Free from pest and diseases Correct soil nutrients 3."}
{"text": "A Kill germs b For sedimentation 21. S- French drainageT- Vambedred pedsM soil- stones SOIL FERTILITY 1 ORGANIC MANURE 1. Two roles of humus in the soil that are beneficial to crops Provide nutrients Increase water holding capacity Increase soil temperature Neutral soil PH 2. Four characteristic of fertile soil 2mks Well drained Correct PH Good water holding capacity Adequate plant nutrients Free from pest and diseases Correct soil nutrients 3. A Q-stick Function-checking temperature and other conditions within the heap b i Top soil-introduces organisms to effect composition ii Wood ash-increases the level of phosphorus and potassium iii Rotten manure-provides food for micro-organism 4. The illustration below shows a heap system of making compost manure. Study it and answer the questions that follow."}
{"text": "Two roles of humus in the soil that are beneficial to crops Provide nutrients Increase water holding capacity Increase soil temperature Neutral soil PH 2. Four characteristic of fertile soil 2mks Well drained Correct PH Good water holding capacity Adequate plant nutrients Free from pest and diseases Correct soil nutrients 3. A Q-stick Function-checking temperature and other conditions within the heap b i Top soil-introduces organisms to effect composition ii Wood ash-increases the level of phosphorus and potassium iii Rotten manure-provides food for micro-organism 4. The illustration below shows a heap system of making compost manure. Study it and answer the questions that follow. A use of arrows indicate how the decomposing material should be transferred from one heap to another till the manure is applied in the field. B - 3 - 6 wks c one reason for turning the material in the heap regularly."}
{"text": "A Q-stick Function-checking temperature and other conditions within the heap b i Top soil-introduces organisms to effect composition ii Wood ash-increases the level of phosphorus and potassium iii Rotten manure-provides food for micro-organism 4. The illustration below shows a heap system of making compost manure. Study it and answer the questions that follow. A use of arrows indicate how the decomposing material should be transferred from one heap to another till the manure is applied in the field. B - 3 - 6 wks c one reason for turning the material in the heap regularly. -. Proper decomposition. -. Facilitate air circulation. -. Microbial activities. D two reasons why it is necessary to sprinkle water on the heap. -. To regulate the internal temperatures in the heap. -. Create moist environment for microbial activity. 5."}
{"text": "- To regulate the internal temperatures in the heap. -. Create moist environment for microbial activity. 5. Four indicators of well-decomposed manure Absence of bad odour and instead the smell of forest soil Light weight Brown colour Moist but not wet - Original nature of material not noticeable x 4pts 2mks 6. A Two factors that should be considered when siting a compost manure heap are: Accessibility Drainage Direction of prevailing wind Size of the farm proximity b Five advantages of rotation grazing are: 5mks Livestock with maximum use of pastures Reduces build up of parasites and diseases Animal waste evenly distributed Pasture area given time to regenerate Excess pasture conserved Possible to apply fertilizer in the parts of the pasture which are not in use 5x1 5mks 7. It is movement of dissolved nutrients front p soil to lower horizons of soil becoming Unravel able to crops 8."}
{"text": "Four indicators of well-decomposed manure Absence of bad odour and instead the smell of forest soil Light weight Brown colour Moist but not wet - Original nature of material not noticeable x 4pts 2mks 6. A Two factors that should be considered when siting a compost manure heap are: Accessibility Drainage Direction of prevailing wind Size of the farm proximity b Five advantages of rotation grazing are: 5mks Livestock with maximum use of pastures Reduces build up of parasites and diseases Animal waste evenly distributed Pasture area given time to regenerate Excess pasture conserved Possible to apply fertilizer in the parts of the pasture which are not in use 5x1 5mks 7. It is movement of dissolved nutrients front p soil to lower horizons of soil becoming Unravel able to crops 8. Improves soil structure Adds nutrientsIncreases cation exchange capacity Increases microbial activity in the soil Improves water holding capacity reduces leaching Buffers soil PH Moderates soil temperature 9."}
{"text": "A Two factors that should be considered when siting a compost manure heap are: Accessibility Drainage Direction of prevailing wind Size of the farm proximity b Five advantages of rotation grazing are: 5mks Livestock with maximum use of pastures Reduces build up of parasites and diseases Animal waste evenly distributed Pasture area given time to regenerate Excess pasture conserved Possible to apply fertilizer in the parts of the pasture which are not in use 5x1 5mks 7. It is movement of dissolved nutrients front p soil to lower horizons of soil becoming Unravel able to crops 8. Improves soil structure Adds nutrientsIncreases cation exchange capacity Increases microbial activity in the soil Improves water holding capacity reduces leaching Buffers soil PH Moderates soil temperature 9. A i Preparation of farm yard manure: Collect animal waste refuse dung and urine; Collect animal bedding litter and other rotten plant residues; Store collected materials under roof shed to prevent leaching and oxidization of nutrients; Turnover the materials regularly; Sprinkle water if dry; leave the material to rote completely before use; 6x1 6mks ii Preparation of Hay Cut the grass legume in the field when 50 of it is starting to flower; The cut forage is spread in the field for four continuous days sunny days The cut forage is turned daily for even for four uniform drying; Gather the dried material in a central spot; Bale the material; Properly store the baled hay 6x1 6mks b Factors to consider in timely planting of annual crops Escape from serious weed competition; Utilization of early rainfall; Exploitation of Nitrogen flush in the soil that has accumulated during dry season; Escape from serious pest disease attack e.g. stalk borer in maize; Fetch high market prices when harvested early; Reduce competition for labour during labour peak period; For harvesting season to coincide with dry period to reduce losses e.g. cotton Early planting means early farming calendar for the farmer to enable him her to finish up other farm activities; 8x1 8mks 10.i A ration containing 18 protein is to be made from maize and sunflower cake."}
{"text": "It is movement of dissolved nutrients front p soil to lower horizons of soil becoming Unravel able to crops 8. Improves soil structure Adds nutrientsIncreases cation exchange capacity Increases microbial activity in the soil Improves water holding capacity reduces leaching Buffers soil PH Moderates soil temperature 9. A i Preparation of farm yard manure: Collect animal waste refuse dung and urine; Collect animal bedding litter and other rotten plant residues; Store collected materials under roof shed to prevent leaching and oxidization of nutrients; Turnover the materials regularly; Sprinkle water if dry; leave the material to rote completely before use; 6x1 6mks ii Preparation of Hay Cut the grass legume in the field when 50 of it is starting to flower; The cut forage is spread in the field for four continuous days sunny days The cut forage is turned daily for even for four uniform drying; Gather the dried material in a central spot; Bale the material; Properly store the baled hay 6x1 6mks b Factors to consider in timely planting of annual crops Escape from serious weed competition; Utilization of early rainfall; Exploitation of Nitrogen flush in the soil that has accumulated during dry season; Escape from serious pest disease attack e.g. stalk borer in maize; Fetch high market prices when harvested early; Reduce competition for labour during labour peak period; For harvesting season to coincide with dry period to reduce losses e.g. cotton Early planting means early farming calendar for the farmer to enable him her to finish up other farm activities; 8x1 8mks 10.i A ration containing 18 protein is to be made from maize and sunflower cake. Given that maize contains 7 protein, and sunflower seed cake 34 protein. Use Pearson square methods to calculate the value of feedstuffs to be used to prepare 100kgs of the feed 3mks ii two other methods that can be used to formulate feed ration 2mks Linear programming Trial and error Graphical method."}
{"text": "Improves soil structure Adds nutrientsIncreases cation exchange capacity Increases microbial activity in the soil Improves water holding capacity reduces leaching Buffers soil PH Moderates soil temperature 9. A i Preparation of farm yard manure: Collect animal waste refuse dung and urine; Collect animal bedding litter and other rotten plant residues; Store collected materials under roof shed to prevent leaching and oxidization of nutrients; Turnover the materials regularly; Sprinkle water if dry; leave the material to rote completely before use; 6x1 6mks ii Preparation of Hay Cut the grass legume in the field when 50 of it is starting to flower; The cut forage is spread in the field for four continuous days sunny days The cut forage is turned daily for even for four uniform drying; Gather the dried material in a central spot; Bale the material; Properly store the baled hay 6x1 6mks b Factors to consider in timely planting of annual crops Escape from serious weed competition; Utilization of early rainfall; Exploitation of Nitrogen flush in the soil that has accumulated during dry season; Escape from serious pest disease attack e.g. stalk borer in maize; Fetch high market prices when harvested early; Reduce competition for labour during labour peak period; For harvesting season to coincide with dry period to reduce losses e.g. cotton Early planting means early farming calendar for the farmer to enable him her to finish up other farm activities; 8x1 8mks 10.i A ration containing 18 protein is to be made from maize and sunflower cake. Given that maize contains 7 protein, and sunflower seed cake 34 protein. Use Pearson square methods to calculate the value of feedstuffs to be used to prepare 100kgs of the feed 3mks ii two other methods that can be used to formulate feed ration 2mks Linear programming Trial and error Graphical method. AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS 1."}
{"text": "A i Preparation of farm yard manure: Collect animal waste refuse dung and urine; Collect animal bedding litter and other rotten plant residues; Store collected materials under roof shed to prevent leaching and oxidization of nutrients; Turnover the materials regularly; Sprinkle water if dry; leave the material to rote completely before use; 6x1 6mks ii Preparation of Hay Cut the grass legume in the field when 50 of it is starting to flower; The cut forage is spread in the field for four continuous days sunny days The cut forage is turned daily for even for four uniform drying; Gather the dried material in a central spot; Bale the material; Properly store the baled hay 6x1 6mks b Factors to consider in timely planting of annual crops Escape from serious weed competition; Utilization of early rainfall; Exploitation of Nitrogen flush in the soil that has accumulated during dry season; Escape from serious pest disease attack e.g. stalk borer in maize; Fetch high market prices when harvested early; Reduce competition for labour during labour peak period; For harvesting season to coincide with dry period to reduce losses e.g. cotton Early planting means early farming calendar for the farmer to enable him her to finish up other farm activities; 8x1 8mks 10.i A ration containing 18 protein is to be made from maize and sunflower cake. Given that maize contains 7 protein, and sunflower seed cake 34 protein. Use Pearson square methods to calculate the value of feedstuffs to be used to prepare 100kgs of the feed 3mks ii two other methods that can be used to formulate feed ration 2mks Linear programming Trial and error Graphical method. AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS 1. A - Help to determine the value of the farm determine assets and liabilities."}
{"text": "Given that maize contains 7 protein, and sunflower seed cake 34 protein. Use Pearson square methods to calculate the value of feedstuffs to be used to prepare 100kgs of the feed 3mks ii two other methods that can be used to formulate feed ration 2mks Linear programming Trial and error Graphical method. AGRICULTURE ECONOMICS BASIC CONCEPTS AND FARM RECORDS 1. A - Help to determine the value of the farm determine assets and liabilities. -. Provide history of the farm. -. Assist in planning and budgeting in various fields. -. Helps to detect losses or theft in the farm. -. Assists when sharing losses or profits dividends for communal owned farms partnership. -. Help to settle disputes in the farm among heirs. -. Help to support insurance claim e.g. against fire and theft. -. Provide labour information like terminal benefits, NSSF due, Sacco dues for all employees."}
{"text": "- Help to settle disputes in the farm among heirs. -. Help to support insurance claim e.g. against fire and theft. -. Provide labour information like terminal benefits, NSSF due, Sacco dues for all employees. -. Help to compare the performance of different enterprises within a farm or other farms. -. Help in the assessment of income tax to avoid over or under taxation. -. Records, helps to show whether the farm business is making profit or losses. This information helps in obtaining credit. 10 x 1 10 mks 2."}
{"text": "- Help to compare the performance of different enterprises within a farm or other farms. -. Help in the assessment of income tax to avoid over or under taxation. -. Records, helps to show whether the farm business is making profit or losses. This information helps in obtaining credit. 10 x 1 10 mks 2. A Health record b Next date of treatment vaccination - Occurrence of the disease - Response to treatment x 2 1mk c - Select and cull animals on health ground Know the course of action to be taken in the event of a disease and maintenance of good health Know the prevalent disease - Calculate cost of treatment 3 Four uses of farm records are; Used to compare the performance of different enterprise Shows history of the farm Help in planning and budgeting of farm operations Assessment of income tax Calculation of profits and losses Securing loans Settling disputes where no will is left 4."}
{"text": "- Help in the assessment of income tax to avoid over or under taxation. -. Records, helps to show whether the farm business is making profit or losses. This information helps in obtaining credit. 10 x 1 10 mks 2. A Health record b Next date of treatment vaccination - Occurrence of the disease - Response to treatment x 2 1mk c - Select and cull animals on health ground Know the course of action to be taken in the event of a disease and maintenance of good health Know the prevalent disease - Calculate cost of treatment 3 Four uses of farm records are; Used to compare the performance of different enterprise Shows history of the farm Help in planning and budgeting of farm operations Assessment of income tax Calculation of profits and losses Securing loans Settling disputes where no will is left 4. Four uses of farm records Help compare performance of different enterprises within the farm and other farms Shows the history of the farm Guide a farmer in planning and budgeting of farm operations Helps to detect losses or theft on the farm Helps to avoid over taxation or under taxation Helps to determine the value of the farm in terms of assets and liabilities Helps in sharing of profits and losses in partnership Helps in setting disputes among heirs in absents of a will Shows whether the farm business is making profit or losses Helps in supporting insurance claims of farm assets Provide labour information 5."}
{"text": "- Records, helps to show whether the farm business is making profit or losses. This information helps in obtaining credit. 10 x 1 10 mks 2. A Health record b Next date of treatment vaccination - Occurrence of the disease - Response to treatment x 2 1mk c - Select and cull animals on health ground Know the course of action to be taken in the event of a disease and maintenance of good health Know the prevalent disease - Calculate cost of treatment 3 Four uses of farm records are; Used to compare the performance of different enterprise Shows history of the farm Help in planning and budgeting of farm operations Assessment of income tax Calculation of profits and losses Securing loans Settling disputes where no will is left 4. Four uses of farm records Help compare performance of different enterprises within the farm and other farms Shows the history of the farm Guide a farmer in planning and budgeting of farm operations Helps to detect losses or theft on the farm Helps to avoid over taxation or under taxation Helps to determine the value of the farm in terms of assets and liabilities Helps in sharing of profits and losses in partnership Helps in setting disputes among heirs in absents of a will Shows whether the farm business is making profit or losses Helps in supporting insurance claims of farm assets Provide labour information 5. Understanding the technical language used in agriculture Application of the right amounts of inputs Correct appropriate measurements in farming Uses of appropriate technology 6."}
{"text": "A Health record b Next date of treatment vaccination - Occurrence of the disease - Response to treatment x 2 1mk c - Select and cull animals on health ground Know the course of action to be taken in the event of a disease and maintenance of good health Know the prevalent disease - Calculate cost of treatment 3 Four uses of farm records are; Used to compare the performance of different enterprise Shows history of the farm Help in planning and budgeting of farm operations Assessment of income tax Calculation of profits and losses Securing loans Settling disputes where no will is left 4. Four uses of farm records Help compare performance of different enterprises within the farm and other farms Shows the history of the farm Guide a farmer in planning and budgeting of farm operations Helps to detect losses or theft on the farm Helps to avoid over taxation or under taxation Helps to determine the value of the farm in terms of assets and liabilities Helps in sharing of profits and losses in partnership Helps in setting disputes among heirs in absents of a will Shows whether the farm business is making profit or losses Helps in supporting insurance claims of farm assets Provide labour information 5. Understanding the technical language used in agriculture Application of the right amounts of inputs Correct appropriate measurements in farming Uses of appropriate technology 6. A Milk production record 1x1 1mk b Determine prevalent diseases; - Establish treatment of diseases; - Establish disease control method; - Determine cost of medication health care; - Determine the health status of different animals; 4x1 4mks c Price trends market situation - Production techniques - Labour trends - Breeds of dairy cattle - Production constraints risks and certainties 7."}
{"text": "Four uses of farm records Help compare performance of different enterprises within the farm and other farms Shows the history of the farm Guide a farmer in planning and budgeting of farm operations Helps to detect losses or theft on the farm Helps to avoid over taxation or under taxation Helps to determine the value of the farm in terms of assets and liabilities Helps in sharing of profits and losses in partnership Helps in setting disputes among heirs in absents of a will Shows whether the farm business is making profit or losses Helps in supporting insurance claims of farm assets Provide labour information 5. Understanding the technical language used in agriculture Application of the right amounts of inputs Correct appropriate measurements in farming Uses of appropriate technology 6. A Milk production record 1x1 1mk b Determine prevalent diseases; - Establish treatment of diseases; - Establish disease control method; - Determine cost of medication health care; - Determine the health status of different animals; 4x1 4mks c Price trends market situation - Production techniques - Labour trends - Breeds of dairy cattle - Production constraints risks and certainties 7. Field Area of the land Season Crop planted Crop variety Land preparation date Type of fertilizer at planting Type of fertilizer at top dressing Seed rate used Type of weed and date of weed control Type of pest and date of pest control Date of harvesting Remarks Any 4 8."}
{"text": "Understanding the technical language used in agriculture Application of the right amounts of inputs Correct appropriate measurements in farming Uses of appropriate technology 6. A Milk production record 1x1 1mk b Determine prevalent diseases; - Establish treatment of diseases; - Establish disease control method; - Determine cost of medication health care; - Determine the health status of different animals; 4x1 4mks c Price trends market situation - Production techniques - Labour trends - Breeds of dairy cattle - Production constraints risks and certainties 7. Field Area of the land Season Crop planted Crop variety Land preparation date Type of fertilizer at planting Type of fertilizer at top dressing Seed rate used Type of weed and date of weed control Type of pest and date of pest control Date of harvesting Remarks Any 4 8. List two events occur during induction stroke in a four stroke engine. 1mk Piston moves down from TDC Exhaust valve is closed Inlet valve is open Air fuel mixture get into combustion chamber Piston reaches BDC. 4x 2mks 9."}
{"text": "A Milk production record 1x1 1mk b Determine prevalent diseases; - Establish treatment of diseases; - Establish disease control method; - Determine cost of medication health care; - Determine the health status of different animals; 4x1 4mks c Price trends market situation - Production techniques - Labour trends - Breeds of dairy cattle - Production constraints risks and certainties 7. Field Area of the land Season Crop planted Crop variety Land preparation date Type of fertilizer at planting Type of fertilizer at top dressing Seed rate used Type of weed and date of weed control Type of pest and date of pest control Date of harvesting Remarks Any 4 8.List two events occur during induction stroke in a four stroke engine. 1mk Piston moves down from TDC Exhaust valve is closed Inlet valve is open Air fuel mixture get into combustion chamber Piston reaches BDC. 4x 2mks 9. Where the resources are free - where there is no alternative - where the alternatives are very many."}
{"text": "FORM ONE TOPICS. 1.a . What is Agriculture? The art and Science of crop and livestock production. B . State the roles played by agriculture in national development Food supply Source of raw materials for industries Employment opportunities Foreign exchange earnings Source of capital for development Market for industrial goods. C . State the forms of employment in Agriculture i.Primary employment - Working on farms ii. Secondary employment - In agriculture based industries iii. Tertiary employment In distribution of farm produce. D . I Briefly outline the problems that have hindered agricultural development in Kenya."}
{"text": "B . State the roles played by agriculture in national development Food supply Source of raw materials for industries Employment opportunities Foreign exchange earnings Source of capital for development Market for industrial goods. C . State the forms of employment in Agriculture i.Primary employment - Working on farms ii. Secondary employment - In agriculture based industries iii. Tertiary employment In distribution of farm produce. D . I Briefly outline the problems that have hindered agricultural development in Kenya. Lack of capital for investment Pests and diseases of crops and livestock Unpredictable climatic conditions Fluctuation of market prices Inadequate or poor storage structure leading to heavy lose Inadequate technical know-how Population pressure hence over-use of land Poor communication Perishability Bulky commodity prices ii Suggest ways in which these problems can be alleviated Proper food preservation Improved communication network Industries located near bulky products Extension services advice Provide good seeds Credit facilities Pest and disease control Irrigation Proper storage facilities Government price control."}
{"text": "C . State the forms of employment in Agriculture i.Primary employment - Working on farms ii. Secondary employment - In agriculture based industries iii. Tertiary employment In distribution of farm produce. D . I Briefly outline the problems that have hindered agricultural development in Kenya. Lack of capital for investment Pests and diseases of crops and livestock Unpredictable climatic conditions Fluctuation of market prices Inadequate or poor storage structure leading to heavy lose Inadequate technical know-how Population pressure hence over-use of land Poor communication Perishability Bulky commodity prices ii Suggest ways in which these problems can be alleviated Proper food preservation Improved communication network Industries located near bulky products Extension services advice Provide good seeds Credit facilities Pest and disease control Irrigation Proper storage facilities Government price control. 2.a i What are the characteristics of shifting cultivation? Limited capital for investment Use of rudimentary tools and equipment 1Small land usually cultivated Slash and burn technique of clearing Crops not properly managed."}
{"text": "Lack of capital for investment Pests and diseases of crops and livestock Unpredictable climatic conditions Fluctuation of market prices Inadequate or poor storage structure leading to heavy lose Inadequate technical know-how Population pressure hence over-use of land Poor communication Perishability Bulky commodity prices ii Suggest ways in which these problems can be alleviated Proper food preservation Improved communication network Industries located near bulky products Extension services advice Provide good seeds Credit facilities Pest and disease control Irrigation Proper storage facilities Government price control. 2.a i What are the characteristics of shifting cultivation? Limited capital for investment Use of rudimentary tools and equipment 1Small land usually cultivated Slash and burn technique of clearing Crops not properly managed. Ii State the problems associated with shifting cultivation ."}
{"text": "2.a i What are the characteristics of shifting cultivation? Limited capital for investment Use of rudimentary tools and equipment 1Small land usually cultivated Slash and burn technique of clearing Crops not properly managed. Ii State the problems associated with shifting cultivation . A wasteful method of farming Slow rate of regeneration of vegetation allowing soil erosion to take place No incentive to develop land No permanent structures are put up hence a lot of time wasted in moving or travelling to the homestead A lot of time wasted in moving from one place to another. B What is pastoralism? A major system of keeping livestock and moving with them from place of search of better pasture and water for livestock. C State the factors to consider in choosing a type of farm Type of enterprise itself Environmental factors Knowledge and skills of the farmer about the enterprise Available resources e.g labour and capital Cultural factors social factors Governmental policy Type of market he is producing for."}
{"text": "B What is pastoralism? A major system of keeping livestock and moving with them from place of search of better pasture and water for livestock. C State the factors to consider in choosing a type of farm Type of enterprise itself Environmental factors Knowledge and skills of the farmer about the enterprise Available resources e.g labour and capital Cultural factors social factors Governmental policy Type of market he is producing for. D What is arable farming? Growing of crops only. E i State the limitations of mixed farming The farmer will obtain sustainable income throughout the year The farmer will never experience total loss Animals contribute manure to crops while crops contribute provide crop residues fed to animals. Labour is utilized efficiently throughout the year Animals can be used to do work in the farm e.g oxen ploughing ii State the limitations of mixed farming Lack of enough land for more enterprises Lack of enough capital Lack of specialisation."}
{"text": "Growing of crops only. E i State the limitations of mixed farming The farmer will obtain sustainable income throughout the year The farmer will never experience total loss Animals contribute manure to crops while crops contribute provide crop residues fed to animals. Labour is utilized efficiently throughout the year Animals can be used to do work in the farm e.g oxen ploughing ii State the limitations of mixed farming Lack of enough land for more enterprises Lack of enough capital Lack of specialisation. F i Give the types of farming practised by small scale farmers Arable farming Pastoralism Mixed farming ii Name the types of large scale farming Plantations Ranching iii Why does the Kenya government put a lot of emphasis on ranching?"}
{"text": "E i State the limitations of mixed farming The farmer will obtain sustainable income throughout the year The farmer will never experience total loss Animals contribute manure to crops while crops contribute provide crop residues fed to animals. Labour is utilized efficiently throughout the year Animals can be used to do work in the farm e.g oxen ploughing ii State the limitations of mixed farming Lack of enough land for more enterprises Lack of enough capital Lack of specialisation. F i Give the types of farming practised by small scale farmers Arable farming Pastoralism Mixed farming ii Name the types of large scale farming Plantations Ranching iii Why does the Kenya government put a lot of emphasis on ranching? 2Because arable land is becoming smaller Ranching will lead to higher production of livestock to meet the high demand for meat iv State the common features of ranching as a farming system: Done in marginal areas with poor pasture System is extensive Extension services provided Improved pastures Selective livestock breeding High level livestock management."}
{"text": "Labour is utilized efficiently throughout the year Animals can be used to do work in the farm e.g oxen ploughing ii State the limitations of mixed farming Lack of enough land for more enterprises Lack of enough capital Lack of specialisation. F i Give the types of farming practised by small scale farmers Arable farming Pastoralism Mixed farming ii Name the types of large scale farming Plantations Ranching iii Why does the Kenya government put a lot of emphasis on ranching? 2Because arable land is becoming smaller Ranching will lead to higher production of livestock to meet the high demand for meat iv State the common features of ranching as a farming system: Done in marginal areas with poor pasture System is extensive Extension services provided Improved pastures Selective livestock breeding High level livestock management. G i State the advantages of plantation farming Provision of employment Revenue to government High outputs Foreign exchange earner Economies of large scale production Other activities done e.g processing. Ii State the disadvantages of plantations."}
{"text": "2Because arable land is becoming smaller Ranching will lead to higher production of livestock to meet the high demand for meat iv State the common features of ranching as a farming system: Done in marginal areas with poor pasture System is extensive Extension services provided Improved pastures Selective livestock breeding High level livestock management. G i State the advantages of plantation farming Provision of employment Revenue to government High outputs Foreign exchange earner Economies of large scale production Other activities done e.g processing. Ii State the disadvantages of plantations. Overdependence on one enterprise High initial capital required. Iii State the major characteristics of plantation farming. Most of the work is mechanised Requires skilled and qualified personnel Large tracts of land used Sometimes run by a company or the government or individuals The aim is to produce enough for local consumption and export market. Provides a lot of employment High output and quality of products Enjoys the economies of large scale production Scientific methods of farming used High investments of capital."}
{"text": "Iii State the major characteristics of plantation farming. Most of the work is mechanised Requires skilled and qualified personnel Large tracts of land used Sometimes run by a company or the government or individuals The aim is to produce enough for local consumption and export market. Provides a lot of employment High output and quality of products Enjoys the economies of large scale production Scientific methods of farming used High investments of capital. 3.a List the ecological factors affecting agriculture. Rainfall Humidity Soil Temperature Wind Light Topography b Mention the aspects of rainfall which are important in crop production Reliability Distribution Intensity of rainfall Amount of rainfall c i What is optimal temperature? Temperature at which plant growth is at its best. 3ii State the effects of temperature on crop production. Photosynthesis Respiration Flowering and ripening Quality of the products. D State the effects of wind to crops. Physical damage Stress through evaporation chilling Spread of pests, weeds, diseases Soil erosion Increase of water and mineral uptake by increasing transpiration."}
{"text": "Photosynthesis Respiration Flowering and ripening Quality of the products. D State the effects of wind to crops. Physical damage Stress through evaporation chilling Spread of pests, weeds, diseases Soil erosion Increase of water and mineral uptake by increasing transpiration. 4.a . I. Define the term soil. A collection of natural unconsolidated body covering the earth s crust, where plants grow ii . Name the ways in which soil is important to growing plants. Provides enchorage support for the plant Provides nutrients Provides moisture b . I State the factors which influence the soil forming process Climatic factors e.g rainfall Biotic factors e.g plants Type of parent materials Topography of land Time taken by the process. Ii . What biological agents influence the speed of the soil forming process? Movement of animals in large groups Man s activities e.g cultivation, mining, road and railway construction."}
{"text": "Provides enchorage support for the plant Provides nutrients Provides moisture b . I State the factors which influence the soil forming process Climatic factors e.g rainfall Biotic factors e.g plants Type of parent materials Topography of land Time taken by the process. Ii . What biological agents influence the speed of the soil forming process? Movement of animals in large groups Man s activities e.g cultivation, mining, road and railway construction. Micro-organisms ie. Decomposing plant and animal remains and adding to soil Earth worms, termites, moles etc mix up soil Roots of higher plants force their way through the rock cracks and further break them physically. C i Define the term soil Profile The vertical arrangement of soil layers ii How does soil profile influence plant growth?"}
{"text": "E i What is soil structure? Aggregation of soil particles. Ii State the farming practices that improve soil structure. Addition of organic matter Fallowing Mixed cropping including cereals and legumes Minimum tillage Good crop rotation programme Cultivation at right moisture content of soil Liming. Iii Why is a good soil structure desireable for growing crops. Improves drainage and water infiltration. Improves aeration Minimises buildup of carbondioxide in the soil which becomes toxic to crops and micro-organisms. Facilitates better root penetration Creates favourable conditions for activity of micro-organisms Ensures adequate water retention for growing crops It makes tillage easier. F i What is soil texture? Proportion of different sizes of soil particles. Ii State the properties of soil that are influenced by its texture. Aeration porosity Drainage Water holding capacity capillarity Stickiness consistency Cation exchange capacity PH availability of nutrients iii Give the types of soil based on texture."}
{"text": "Proportion of different sizes of soil particles. Ii State the properties of soil that are influenced by its texture. Aeration porosity Drainage Water holding capacity capillarity Stickiness consistency Cation exchange capacity PH availability of nutrients iii Give the types of soil based on texture. Sandy soils Clay soils Loam soils 5.a State the advantages of using farm tools. They make work easier i.e increase working efficiency Help to avoid drudgery Timeliness of operations is achieved 5Operations e.g spraying to control pests and diseases are more exact hence effective b List the factors that determine a farmer s choice of tools and equipment. Nature of work to be done The financial status Type of power used on the farm Condition of land where the tool will be used. C i Why should tools and equipment to maintained well? To reduce cost of repair replacement To increase their durability last long To increase work efficiency Ensure safety of the user To remain in good working order."}
{"text": "Nature of work to be done The financial status Type of power used on the farm Condition of land where the tool will be used. C i Why should tools and equipment to maintained well? To reduce cost of repair replacement To increase their durability last long To increase work efficiency Ensure safety of the user To remain in good working order. Ii How should tools and equipment be maintained? Store in sheds and racks Clean and oil moving parts Regularly sharpen cutting edges Clean tools thoroughly after use Keep metal parts rust free Replace or repair broken wornout parts Ensure there are no loose parts Use tool for its intended purpose Buy good quality tools and equipment Always keep tools in good working condition d List the safety precautions necessary for tools and equipment Use the tool for its intended purpose Sharp points should always point away from user people Use protective clothing when working with tools Always replace repair broken parts keep handles smooth Handle delicate tools carefully store them safely."}
{"text": "To reduce cost of repair replacement To increase their durability last long To increase work efficiency Ensure safety of the user To remain in good working order. Ii How should tools and equipment be maintained? Store in sheds and racks Clean and oil moving parts Regularly sharpen cutting edges Clean tools thoroughly after use Keep metal parts rust free Replace or repair broken wornout parts Ensure there are no loose parts Use tool for its intended purpose Buy good quality tools and equipment Always keep tools in good working condition d List the safety precautions necessary for tools and equipment Use the tool for its intended purpose Sharp points should always point away from user people Use protective clothing when working with tools Always replace repair broken parts keep handles smooth Handle delicate tools carefully store them safely. E How is friction reduces in moving parts? Apply oil Apply grease Generally lubricate moving parts f Name the categories of farm tools and equipment."}
{"text": "Store in sheds and racks Clean and oil moving parts Regularly sharpen cutting edges Clean tools thoroughly after use Keep metal parts rust free Replace or repair broken wornout parts Ensure there are no loose parts Use tool for its intended purpose Buy good quality tools and equipment Always keep tools in good working condition d List the safety precautions necessary for tools and equipment Use the tool for its intended purpose Sharp points should always point away from user people Use protective clothing when working with tools Always replace repair broken parts keep handles smooth Handle delicate tools carefully store them safely. E How is friction reduces in moving parts? Apply oil Apply grease Generally lubricate moving parts f Name the categories of farm tools and equipment. Garden tools Workshop tools Livestock production tools Masonery and plumbing tools 6.a State the importance of land preparation."}
{"text": "E How is friction reduces in moving parts? Apply oil Apply grease Generally lubricate moving parts f Name the categories of farm tools and equipment. Garden tools Workshop tools Livestock production tools Masonery and plumbing tools 6.a State the importance of land preparation. Removal of weeds Breaking the soil into smaller pieces Mixing organic matter into soil bury crop aeration Improve drainage water holding capacity 6Destroy pests and disease causing organisms. B i What is primary cultivation? All operations carried cut in opening up land for crop promotion. Ii Which factors influence choice of tools for primary cultivation. Type of soil Availability of implements Depth of ploughing Type of tilth required Condition of the land Type of crop to be growth Topography of the area Financial ability of the farmer Time remaining before planting c i What is secondary cultivation? Subsequent cultivation after primary cultivation to make seedbed fine and ready for planting. Ii Give reasons for secondary cultivation?"}
{"text": "Type of soil Availability of implements Depth of ploughing Type of tilth required Condition of the land Type of crop to be growth Topography of the area Financial ability of the farmer Time remaining before planting c i What is secondary cultivation? Subsequent cultivation after primary cultivation to make seedbed fine and ready for planting. Ii Give reasons for secondary cultivation? Removing weeds which have just germinated break soil into small clods Make the field level Mixing organic matter with soil Make land ready for planting. D i Define minimum tillage To maintain soil structure To reduce soil erosion To reduce cost of seedbed preparation To conserve soil moisture To avoid damage to roots. Iii State reasons for practising minimum tillage. Saves time Reduces cost of production Maintains soil structure controls soil erosion Maintains soil moisture e Name the factors that determine the number of tillage operations during seedbed preparation."}
{"text": "D i Define minimum tillage To maintain soil structure To reduce soil erosion To reduce cost of seedbed preparation To conserve soil moisture To avoid damage to roots. Iii State reasons for practising minimum tillage. Saves time Reduces cost of production Maintains soil structure controls soil erosion Maintains soil moisture e Name the factors that determine the number of tillage operations during seedbed preparation. Implement used type of machinery used The crop to be planted Soil moisture Initial condition of the land Soil type soil condition Skill of operator Liability of soil to erosion topography Capital available cost of operation Time available for other operations. 7.a List the sources of water on the farm. 7Surface water Rain water rainfall Underground ground water b How is water conveyed from one point to another? Transporting in containers by vehicles animals human Piping Use of channels c State how water is stored on a farm Use of water tank container Use of dam pond d i Name the types of water pipes."}
{"text": "7.a List the sources of water on the farm. 7Surface water Rain water rainfall Underground ground water b How is water conveyed from one point to another? Transporting in containers by vehicles animals human Piping Use of channels c State how water is stored on a farm Use of water tank container Use of dam pond d i Name the types of water pipes. Metal pipes Plastic pipes Hose pipe ii Mention the types of metal pipe Aluminium pipes Galvanised iron pipes. Iii What features are considered when buying plastic pipes? Quality of material used for making the pipes Size of the pipes i.e diameter length Working pressure of the pipes. E Name the types of water pumps to be used on the farm. Centrifugal rotodynamic Semi-rotary Piston reciprocating pumps Hydram. F i Why should water be treated before use? Kill disease causing organisms Remove chemical impurities Remove bad smell and taste Remove sediments and other solids."}
{"text": "9b List types of records kept on mixed farms. Production records Health records Field operations Feeding Inventory Breeding records c List types of records kept by crop farmers. Field operations Marketing Production Labour Inventory. 11. A i What are livestock domesticated animals ii Give examples of livestock Cattle, poultry, sheep, goat, pigs, bees, fish, donkey, camel b i Explain the role of livestock in human life food supply. Source of income Raw materials for industry Source of employment Cultural uses e.g dowry, sacrifices, etc Biological cooks e.g cocks For sports and recreation. Ii List factors that affect livestock industry in Kenya. Tradition and belief Product input prices Management Capital Selling prices marketing Climatic conditions Communication transport Diseases and parasites. C i List dairy breeds of cattle Friesian, Ayrshire, Guernsey, Jersey ii State their characteristics. Triangular shaped Well attached udder Little flesh on the body Short, well set legs Ling, thin neck Feminine appearance Wide spring of ribs Long, thin tail. 10d i Name beef cattle breeds."}
{"text": "C i List dairy breeds of cattle Friesian, Ayrshire, Guernsey, Jersey ii State their characteristics. Triangular shaped Well attached udder Little flesh on the body Short, well set legs Ling, thin neck Feminine appearance Wide spring of ribs Long, thin tail. 10d i Name beef cattle breeds. Boran, Aberdean Angus, Hereford, Galloway, Charolais. Ii What are the characteristics of beef cattle. Blocky squared rectangular shape Low set have short legs Have a fleshy body Have short, thin necks Smaller udders. E Name the important rabbit breeds in Kenya. Chinchilla, earlops, New Zealand, White, Kenya white, Californian Angora, Flemish giant. F i Which is the common species of camel in Kenya? Single humped dromedary ii State the uses of camels Milk production Meat production Provide leather, wool and Transport people loads ii State the general characteristics of camels."}
{"text": "Chinchilla, earlops, New Zealand, White, Kenya white, Californian Angora, Flemish giant. F i Which is the common species of camel in Kenya? Single humped dromedary ii State the uses of camels Milk production Meat production Provide leather, wool and Transport people loads ii State the general characteristics of camels. Beast of burden Provides meat, wool, milk and leather Adapted to life in dry regions Drink a lot of water Resistant to most diseases. G i What is the reasons for keeping poultry? For meat and egg production. Ii List the characteristics of broilers. Have red waxy combs and wattles Beak free from yellow pigmentation Abdomen soft and pliable to touch Good distance between pelvic bones and breastbone Well developed bones Bent is crescent shaped, moist and white in colour Body is light iii List the characteristics of broilers. Heavier and bigger than layer Grow very fast Females lay very few eggs."}
{"text": "Ii List the characteristics of broilers. Have red waxy combs and wattles Beak free from yellow pigmentation Abdomen soft and pliable to touch Good distance between pelvic bones and breastbone Well developed bones Bent is crescent shaped, moist and white in colour Body is light iii List the characteristics of broilers. Heavier and bigger than layer Grow very fast Females lay very few eggs. H Name the major breeds of sheep in Kenya and indicate the purpose they are kept for Hampshire down for meat Corriadace for multon and wool dual purpose 11Romney Marsh which is dual purpose Merino kept for wool South Down for mutton Locals e.g Black headed persia, Maasai sheep are kept for meat and skin production. I Name important goat breeds and their uses Dairy breeds are Toggenberg and saanen Dual purpose are Boer, Nubian Meat is Jamnapar Meat and skin is small E. A goat Wool fur is the Angora goat. J Name important pig breeds kept in Kenya."}
{"text": "H Name the major breeds of sheep in Kenya and indicate the purpose they are kept for Hampshire down for meat Corriadace for multon and wool dual purpose 11Romney Marsh which is dual purpose Merino kept for wool South Down for mutton Locals e.g Black headed persia, Maasai sheep are kept for meat and skin production. I Name important goat breeds and their uses Dairy breeds are Toggenberg and saanen Dual purpose are Boer, Nubian Meat is Jamnapar Meat and skin is small E. A goat Wool fur is the Angora goat. J Name important pig breeds kept in Kenya. Large white Saddleback Landrace Hampshire k i Give the meanings of exotic and to indigenous breeds. Exotic means imported breeds while indigenous means local breeds. Ii State the characteristics of exotic cattle that make them better suited to marginal areas than exotic cattle breeds."}
{"text": "Large white Saddleback Landrace Hampshire k i Give the meanings of exotic and to indigenous breeds. Exotic means imported breeds while indigenous means local breeds. Ii State the characteristics of exotic cattle that make them better suited to marginal areas than exotic cattle breeds. Able to walk long distances in search of pasture and water Tolerate high ambient temperatures Tolerate tick-borne diseases. Iii What are the advantages of keeping a Jersey cow instead of Friesian for production of milk? Can tolerate high temperatures High butter fat content Small size hence less food required Can utilize poor pasture well. L i State the general characteristics of exotic cattle breeds ."}
{"text": "Iii What are the advantages of keeping a Jersey cow instead of Friesian for production of milk? Can tolerate high temperatures High butter fat content Small size hence less food required Can utilize poor pasture well. L i State the general characteristics of exotic cattle breeds . No humps Produce more milk Easily attacked by tropical diseases Susceptible to tropical heat Cannot tolerate hardy areas Early maturing ii Give the characteristics of indigenous cattle Are humped Produce less milk Good resistance to tropical diseases like East Coast Fever Tolerate hardy areas Can withstand tropical heat Late maturing 12FORM TWO TOPICS. 1. A i What is soil fertility? The ability of a soil to provide all the required plant nutrients thereby producing and sustaining high crop yields. Ii State the characteristics of a fertile soil. Suitable PH Good aeration Deep soil Good water holding capacity Good drainage Free from pests and diseases."}
{"text": "The ability of a soil to provide all the required plant nutrients thereby producing and sustaining high crop yields. Ii State the characteristics of a fertile soil. Suitable PH Good aeration Deep soil Good water holding capacity Good drainage Free from pests and diseases. Iii How can a fertile soil loss its fertility 13Soil erosion Weed infestation Leaching of nutrients Alteration of soil PH Monocropping Accumulation of undesirable salts salination Burning the land Soil capping formation of impervious layer. Iv . State the ways of maintaining or improving soil fertility Improving water retention Crops rotation Maintain right PH value Erosion control Drainage to remove water logging Maintain adequate nutrient level Weed control Irrigation to add water b i What are plant nutrients? Minerals which constitute plant food and help to sustain plant life Mainly got from the soil ii Na me the major plant nutrients macro-nutrients Nitrogen, phosphorous, potassium, calcium, magnesium, sulphur."}
{"text": "Iii How can a fertile soil loss its fertility 13Soil erosion Weed infestation Leaching of nutrients Alteration of soil PH Monocropping Accumulation of undesirable salts salination Burning the land Soil capping formation of impervious layer. Iv . State the ways of maintaining or improving soil fertility Improving water retention Crops rotation Maintain right PH value Erosion control Drainage to remove water logging Maintain adequate nutrient level Weed control Irrigation to add water b i What are plant nutrients? Minerals which constitute plant food and help to sustain plant life Mainly got from the soil ii Na me the major plant nutrients macro-nutrients Nitrogen, phosphorous, potassium, calcium, magnesium, sulphur. C State the roles and deficiency of the following nutrients in plants. I Nitrogen uses. Formation of proteins Part of chlorophyll Vegetative growth Increase grain size. Deficiency. Chlorosis yellowing Stunted growth Premature leaf fall Very short roots Excessive supply Excessive succulency in grains Lodging Weak stems Delayed maturity ii Phosphorous used."}
{"text": "Formation of proteins Part of chlorophyll Vegetative growth Increase grain size. Deficiency. Chlorosis yellowing Stunted growth Premature leaf fall Very short roots Excessive supply Excessive succulency in grains Lodging Weak stems Delayed maturity ii Phosphorous used. Protein and enzyme formation Shoot growth Root development Synthesis of sugar Seed formation 14Deficiency Purplish leaves Less fruit grain low yield Stunted slow growth Delayed maturity Poor root development Weak slender stems iii Potassium uses. Carbohydrate formation Uptake of nutrients Resistance against diseases Strengthen straw cell wall Development of chlorophyll Neutralise organic acids. Deficiency. Lodging weak stems Chlorotic leaf surface Scorching at tips and margin Premature defoliation Mottling brown spots on leaves Stunted growth. D i What is soil sampling? Taking a small representative quantity of soil from an area for testing. Ii List the methods of soil sampling. Traverse diagonal pattern Zigzag random collection. Iii State the reasons for soil testing: To determine nutrient status of the soil To determine soil PH."}
{"text": "Ii List the methods of soil sampling. Traverse diagonal pattern Zigzag random collection. Iii State the reasons for soil testing: To determine nutrient status of the soil To determine soil PH. Iv Explain the procedure of soil sampling: Clear all vegetation Make a vertical cut and scoop soil at 15-25 cm depth Take soil from many places take representative sample Mix all soils thoroughly Break up soil clods. Get a small representative sample by quartering. V State precautions necessary during soils sampling Avoid contamination e.g by cigarette ash Avoid unused areas like ant-hill manure heaps etc Avoid mixing top soil with sub-soil. Vi Name the methods of detecting nutrient deficiency in crops: Soil analysis 15Leaf analysis Observation of deficiency symptoms iv State the importance of soil PH to a crop: Determines availability of nutrients in a place Determines presence activity of micro-organisms in soil Influences soil structure."}
{"text": "Get a small representative sample by quartering. V State precautions necessary during soils sampling Avoid contamination e.g by cigarette ash Avoid unused areas like ant-hill manure heaps etc Avoid mixing top soil with sub-soil. Vi Name the methods of detecting nutrient deficiency in crops: Soil analysis 15Leaf analysis Observation of deficiency symptoms iv State the importance of soil PH to a crop: Determines availability of nutrients in a place Determines presence activity of micro-organisms in soil Influences soil structure. 1.a i Differentiate between manure and fertilizer: Manures are organic substances which contain plant nutrients Fertilizers are inorganic manures usually prepared artificially and sold commercially. Ii List the common organic manures Farm yard manure Green manure Compost manure Organic mulches. B . I What is organic matter? Part of soil formed from dead and decomposed plant and animal remains."}
{"text": "Ii List the common organic manures Farm yard manure Green manure Compost manure Organic mulches. B . I What is organic matter? Part of soil formed from dead and decomposed plant and animal remains. Ii State the importance of organic matter Improves soil aeration Improves soil structure Improves water infiltration and retention in soil Adds nutrients after decomposition Reduces soil erosion Modify soil temperature iii How can organic matter be added to soil? Incorporating crop remains, weeds, etc Adding organic manure Mulching using organic materials c i Describe how to make farm Yard manure: Place plant materials in inside a shed on the floor Animals defecate on it and mix it with urine and dung Remove it from pen and heap it outside for 6 months Cover the heap with soil and polythene sheet to prevent leaching of nutrients Consolidate heap to prevent entry of water Allow it to rot completely before being used."}
{"text": "Nearness to the place where compost will be used Distance to the place where compost will be used Direction of prevailing winds in relation to the position of homestead milking shed In a well drained place In a sheltered place Accessibility to the site ii Describe how to make compost manure Materials are put in a pit or pits 1.2 x 1.2 x 60cm depth Chop large pieces into small pieces Keep compost well moistened and well aerated Add organic materials in layers Add some soil to provide micro-organisms Add ash to provide potash and sulphure Insert a stick to allow free air circulation, test temperature and to test degree of decomposition. Turn compost every two to three weeks to facilitate air Add water whenever compost becomes dry Keep the center warm Avoid contraction or waterlogging Do not use material infested with pests or disease Protect from rain and sun Materials include crop residues, animal waste, old manure, farm yard manure, inorganic fertilizers and top soil. E i How is green manuring done on the farm? A crop is grown and then ploughed under to be incorporated in the soil while it is still green."}
{"text": "Turn compost every two to three weeks to facilitate air Add water whenever compost becomes dry Keep the center warm Avoid contraction or waterlogging Do not use material infested with pests or disease Protect from rain and sun Materials include crop residues, animal waste, old manure, farm yard manure, inorganic fertilizers and top soil. E i How is green manuring done on the farm? A crop is grown and then ploughed under to be incorporated in the soil while it is still green. Ii List the characteristics of green manure crops: Fast growth rate Preferably a legume Leafy high foliage ratio Ability to rot rapidly iii What are the advantages of green manuring? 17Fixation of atmospheric nitrogen into the soil Improves soil aeration, water infiltration and absorption Increases organic matter and humus content of the soil Increases crop yields. 2.a Classify fertilizers by nutrient content."}
{"text": "Ii List the characteristics of green manure crops: Fast growth rate Preferably a legume Leafy high foliage ratio Ability to rot rapidly iii What are the advantages of green manuring? 17Fixation of atmospheric nitrogen into the soil Improves soil aeration, water infiltration and absorption Increases organic matter and humus content of the soil Increases crop yields. 2.a Classify fertilizers by nutrient content. Straight fertilizers contain one type of nutrient e.g nitrogenous, potassic or phosphatic Compound contains two or more e.g DAP, MAP and NPK b i Name the common nitrogenous fertilizers. They supply nitrogen and include sulphate of ammonia, ammonium sulphate nitrate, ammonium nitrate, urea and calcium ammonium nitrate."}
{"text": "2.a Classify fertilizers by nutrient content. Straight fertilizers contain one type of nutrient e.g nitrogenous, potassic or phosphatic Compound contains two or more e.g DAP, MAP and NPK b i Name the common nitrogenous fertilizers. They supply nitrogen and include sulphate of ammonia, ammonium sulphate nitrate, ammonium nitrate, urea and calcium ammonium nitrate. Ii State properties of nitrogenous fertilizers characteristics Highly soluble in water easily leached no residual effect Have a scorching burning effect on plants They are volatile change into gaseous form Hygroscopic absorb moisture from the atmosphere cake easily. Iii When are they applied and why at that time? When the crop is already growing e.g for maize at 30-45 cm height At this stage the crop has well developed roots to absorb dissolved nitrogen fertilizer."}
{"text": "Ii State properties of nitrogenous fertilizers characteristics Highly soluble in water easily leached no residual effect Have a scorching burning effect on plants They are volatile change into gaseous form Hygroscopic absorb moisture from the atmosphere cake easily. Iii When are they applied and why at that time? When the crop is already growing e.g for maize at 30-45 cm height At this stage the crop has well developed roots to absorb dissolved nitrogen fertilizer. The crop has well developed leaves for foliar feed Crop is growing fast and required a lot of nitrogen. C i Name the common phosphatic fertilizers: They supply phosphorous and include DSP, SSP and TSP ii When are they applied and why at the time? Applied at planting time Applied for formation, development and early establishment of roots."}
{"text": "The crop has well developed leaves for foliar feed Crop is growing fast and required a lot of nitrogen. C i Name the common phosphatic fertilizers: They supply phosphorous and include DSP, SSP and TSP ii When are they applied and why at the time? Applied at planting time Applied for formation, development and early establishment of roots. Has long residual effect stays long in the soil Have low mobility Rather insoluble d i Name the common potassic fertilizers supply potassium and include potassium chloride kcl and muriate of potash. Ii Characteristics: Easily soluble Mobile No fixation hence Easily absorbed Easily leached Have searching effect. E i What is fertilizer application? Restoring soil fertility by supplying growing plants with nutrients that may be lacking in the soil. Ii List the methods of fertilizer application: Broadcasting 18Row application Top dressing Side dressing Foliar spraying iii What is top dressing?"}
{"text": "E i What is fertilizer application? Restoring soil fertility by supplying growing plants with nutrients that may be lacking in the soil. Ii List the methods of fertilizer application: Broadcasting 18Row application Top dressing Side dressing Foliar spraying iii What is top dressing? F i Calculate the amount of K 2 O potassium chloride contained in 400 kg of a compound fertilizer 25:10:5 5kg of K 2 O is contained in 100kg of 25:10:5 Therefore:400kg of fertilizer contains 400 x 5 20kg of K 2 O 100 ii A farmer is to apply a compound fertilizer 20:30:10 on a vegetable plot measuring 5 metres long by 4 metres wide, at the rate of 200kg per hectare."}
{"text": "Restoring soil fertility by supplying growing plants with nutrients that may be lacking in the soil. Ii List the methods of fertilizer application: Broadcasting 18Row application Top dressing Side dressing Foliar spraying iii What is top dressing? F i Calculate the amount of K 2 O potassium chloride contained in 400 kg of a compound fertilizer 25:10:5 5kg of K 2 O is contained in 100kg of 25:10:5 Therefore:400kg of fertilizer contains 400 x 5 20kg of K 2 O 100 ii A farmer is to apply a compound fertilizer 20:30:10 on a vegetable plot measuring 5 metres long by 4 metres wide, at the rate of 200kg per hectare. A Calculate the amount of the fertilizer the farmer would require for the plot. Show your working 10,000 sq. M require 200kg of fertilizer therefore 5 x 4 sq. M would require 20 x 200 0.4 kg 400gm 10,000 b What do the figures 20, 30 and 10 in the fertilizer stand for 20 stands for the ratio of N 2 Nitrogen 30 stands for the ratio for phosphorous 10 stands for the ratio of potassium iii How much of a fertilizer labeled 20:20:10 should be applied to a plot which requires 30 kg P 2 O 5 ?"}
{"text": "Iii What happens to nitrogen in the soil? May evaporate volatilize Used up by micro-organisms May be used up by plants May be released into atmosphere by bacteria In the process of denitrification May be leached May be eroded. B i State the importance of carbon cycle Provides carbon dioxide for photosynthesis Production of energy for plant and animal use. Ii Describe the carbon Compounds in plant residues digested oxidised to release carbon dioxide Carbon dioxide in the soil produces carbonic acid, carbonates and bicarbonates. Animals release carbon dioxide to the atmosphere during respiration Plants also release carbon dioxide to the atmosphere during respiration. Iii How is carbon lost? Leaching Used by higher plants iv How can carbon be restored to the atmosphere? Enhancing process of photosynthesis Burning hydrocarbons During plant and animal respiration. 5. A i Define crop propagation. Development and multiplication of new individual crops from existing ones. Ii What are the methods of crop propagation?"}
{"text": "5. A i Define crop propagation. Development and multiplication of new individual crops from existing ones. Ii What are the methods of crop propagation? Seeds Vegetative materials b i List the different methods of vegetative propagation: Use of cuttings Layering Grafting 20Budding bud grafting Use of storage organs ii State advantages of vegetative propagation. Desirable characteristics reserved Disease resistance imported from some crops Short period to maturity Quick way of multiplication of low viability plants Gives more than one variety on one crop Short period to maturity Quick way of multiplication of low viability plants Gives more than one variety on one crop. Iii State its disadvantages. Cannot produce new varieties Difficult to keep materials free from diseases Vegetative materials cannot be stored for long."}
{"text": "Desirable characteristics reserved Disease resistance imported from some crops Short period to maturity Quick way of multiplication of low viability plants Gives more than one variety on one crop Short period to maturity Quick way of multiplication of low viability plants Gives more than one variety on one crop. Iii State its disadvantages. Cannot produce new varieties Difficult to keep materials free from diseases Vegetative materials cannot be stored for long. C i What are the advantages of seed propagation Easy to store large number of seeds Plant can produce large number of seeds Can produce new plant varieties ii State the disadvantages of seed propagation Do not breed true to type Some seeds have long dormancy periods Seed may spread undesirable genes quickly Crops may take too long to produce fruits Seeds may be attacked by pests diseases d i Give the advantages of early planting Crops make good use of available rainfall Establishment is early hence withstand competition from weeds Crops escape attack by pests and diseases Crops use nutrients well before leaching e.g nitrogen Crops reach market early hence get good market Reduces labour competition for various operations ii State the factors to consider when selecting seeds or other planting materials for planting Quality of parent plant e.g high yielding, vigorous growth Disease and pest resistance Free from weeds and pest disease damage Early maturing suitable to the area High quality products good size and grade Should be viable iii What are the reasons for seed selection?"}
{"text": "Iii State its disadvantages. Cannot produce new varieties Difficult to keep materials free from diseases Vegetative materials cannot be stored for long. C i What are the advantages of seed propagation Easy to store large number of seeds Plant can produce large number of seeds Can produce new plant varieties ii State the disadvantages of seed propagation Do not breed true to type Some seeds have long dormancy periods Seed may spread undesirable genes quickly Crops may take too long to produce fruits Seeds may be attacked by pests diseases d i Give the advantages of early planting Crops make good use of available rainfall Establishment is early hence withstand competition from weeds Crops escape attack by pests and diseases Crops use nutrients well before leaching e.g nitrogen Crops reach market early hence get good market Reduces labour competition for various operations ii State the factors to consider when selecting seeds or other planting materials for planting Quality of parent plant e.g high yielding, vigorous growth Disease and pest resistance Free from weeds and pest disease damage Early maturing suitable to the area High quality products good size and grade Should be viable iii What are the reasons for seed selection? To obtain high crop yields 21Reducing chances of disease pest attack Obtain viable seeds Obtain high quality produce To get seeds suitable to the area iv What practices are carried out for seeds to ensure that they germinate?"}
{"text": "Cannot produce new varieties Difficult to keep materials free from diseases Vegetative materials cannot be stored for long. C i What are the advantages of seed propagation Easy to store large number of seeds Plant can produce large number of seeds Can produce new plant varieties ii State the disadvantages of seed propagation Do not breed true to type Some seeds have long dormancy periods Seed may spread undesirable genes quickly Crops may take too long to produce fruits Seeds may be attacked by pests diseases d i Give the advantages of early planting Crops make good use of available rainfall Establishment is early hence withstand competition from weeds Crops escape attack by pests and diseases Crops use nutrients well before leaching e.g nitrogen Crops reach market early hence get good market Reduces labour competition for various operations ii State the factors to consider when selecting seeds or other planting materials for planting Quality of parent plant e.g high yielding, vigorous growth Disease and pest resistance Free from weeds and pest disease damage Early maturing suitable to the area High quality products good size and grade Should be viable iii What are the reasons for seed selection? To obtain high crop yields 21Reducing chances of disease pest attack Obtain viable seeds Obtain high quality produce To get seeds suitable to the area iv What practices are carried out for seeds to ensure that they germinate? Proper seed selection Planting at same depth Proper seedbed preparation Planting at proper moisture content Treating seeds to break dormancy Treating soil against pests and diseases Plant at correct depth."}
{"text": "C i What are the advantages of seed propagation Easy to store large number of seeds Plant can produce large number of seeds Can produce new plant varieties ii State the disadvantages of seed propagation Do not breed true to type Some seeds have long dormancy periods Seed may spread undesirable genes quickly Crops may take too long to produce fruits Seeds may be attacked by pests diseases d i Give the advantages of early planting Crops make good use of available rainfall Establishment is early hence withstand competition from weeds Crops escape attack by pests and diseases Crops use nutrients well before leaching e.g nitrogen Crops reach market early hence get good market Reduces labour competition for various operations ii State the factors to consider when selecting seeds or other planting materials for planting Quality of parent plant e.g high yielding, vigorous growth Disease and pest resistance Free from weeds and pest disease damage Early maturing suitable to the area High quality products good size and grade Should be viable iii What are the reasons for seed selection? To obtain high crop yields 21Reducing chances of disease pest attack Obtain viable seeds Obtain high quality produce To get seeds suitable to the area iv What practices are carried out for seeds to ensure that they germinate? Proper seed selection Planting at same depth Proper seedbed preparation Planting at proper moisture content Treating seeds to break dormancy Treating soil against pests and diseases Plant at correct depth. E i List the methods of planting Dibbling Broadcasting Row planting Drilling ii State the advantages of row planting."}
{"text": "To obtain high crop yields 21Reducing chances of disease pest attack Obtain viable seeds Obtain high quality produce To get seeds suitable to the area iv What practices are carried out for seeds to ensure that they germinate? Proper seed selection Planting at same depth Proper seedbed preparation Planting at proper moisture content Treating seeds to break dormancy Treating soil against pests and diseases Plant at correct depth. E i List the methods of planting Dibbling Broadcasting Row planting Drilling ii State the advantages of row planting. Saves on seeds economy on seeds Easy to get correct spacing Makes subsequent operations easier iii State the factors which influence planting depth. Soil moisture Soil type Size of seeds. Iv What factors determine crop spacing?"}
{"text": "Saves on seeds economy on seeds Easy to get correct spacing Makes subsequent operations easier iii State the factors which influence planting depth. Soil moisture Soil type Size of seeds. Iv What factors determine crop spacing? Fertility status of soil Moisture content of soil Use to which crop is to be put Machinery to be used in subsequent operations Growth habit of crop Number of seeds per hole Prevalence of certain diseases pests Method of planting v State the advantages of correct spacing Avoid competition for nutrients, light, water, space Obtain adequate plant population Controls spread of pests and diseases Easy to carry out subsequent operations easy to mechanics vi Why is correct plant population necessary? To obtain high quality crops Helps a farmer to control weeds pest diseases Helps in soil and water conservation To obtain high yields 22f Name the treatments necessary on planting materials before planting?"}
{"text": "Iv What factors determine crop spacing? Fertility status of soil Moisture content of soil Use to which crop is to be put Machinery to be used in subsequent operations Growth habit of crop Number of seeds per hole Prevalence of certain diseases pests Method of planting v State the advantages of correct spacing Avoid competition for nutrients, light, water, space Obtain adequate plant population Controls spread of pests and diseases Easy to carry out subsequent operations easy to mechanics vi Why is correct plant population necessary? To obtain high quality crops Helps a farmer to control weeds pest diseases Helps in soil and water conservation To obtain high yields 22f Name the treatments necessary on planting materials before planting? Legume seed inoculation Seed dressing Breaking dormancy of seeds Pre-conditioning seeds g List the field practices on crops; Thinning Gapping Pruning Roguing Staking training propping Earthing h i What is crop rotation?"}
{"text": "Fertility status of soil Moisture content of soil Use to which crop is to be put Machinery to be used in subsequent operations Growth habit of crop Number of seeds per hole Prevalence of certain diseases pests Method of planting v State the advantages of correct spacing Avoid competition for nutrients, light, water, space Obtain adequate plant population Controls spread of pests and diseases Easy to carry out subsequent operations easy to mechanics vi Why is correct plant population necessary? To obtain high quality crops Helps a farmer to control weeds pest diseases Helps in soil and water conservation To obtain high yields 22f Name the treatments necessary on planting materials before planting? Legume seed inoculation Seed dressing Breaking dormancy of seeds Pre-conditioning seeds g List the field practices on crops; Thinning Gapping Pruning Roguing Staking training propping Earthing h i What is crop rotation? Growing of different crops in an orderly sequence on the same field seedbed ii Why is crop rotation important?"}
{"text": "To obtain high quality crops Helps a farmer to control weeds pest diseases Helps in soil and water conservation To obtain high yields 22f Name the treatments necessary on planting materials before planting? Legume seed inoculation Seed dressing Breaking dormancy of seeds Pre-conditioning seeds g List the field practices on crops; Thinning Gapping Pruning Roguing Staking training propping Earthing h i What is crop rotation? Growing of different crops in an orderly sequence on the same field seedbed ii Why is crop rotation important? Maintains soil fertility improves soil structure, aeration, water infiltration, addition of nitrogen by legumes Controls pests diseases Makes maximum use of soil nutrients Reduces chance of erosion Controls weeds. Iii State the factors to consider when planning a crop rotation system: Nutrient requirement of different crops in the sequence The need to include grass loys in the programme Prevalent pests and diseases Types of crops in the sequence Growth habit of the different crops included."}
{"text": "Iv Why dry grains before storage? Prevents germination sprouting in storage Reduces pests disease attack Reduces attack by fungi. V What factors are considered when grading crops for market? Size Colour Shape Dryness Damages on crops j i List the various storage structures on farms Traditional granaries Maize crib Bags Bulk storage e.g silos ii State the problems farmers face in storage of produce from farms . Vermin s, insects and fungi Dampness in stores causes rot Storage facilities are poor Little knowledge on treatment before storage Lack of capital to construct good structures and buy chemicals. Iii List the features a good crop storage structure has Raised from the ground adequately Leak-proof roof water proof roof Clean or easy to clean Vermin proof Strong enough to support the produce in store Strong enough to keep away thieves Well ventilated Easy to load unload 6.a What is a nursery?"}
{"text": "Size Colour Shape Dryness Damages on crops j i List the various storage structures on farms Traditional granaries Maize crib Bags Bulk storage e.g silos ii State the problems farmers face in storage of produce from farms . Vermin s, insects and fungi Dampness in stores causes rot Storage facilities are poor Little knowledge on treatment before storage Lack of capital to construct good structures and buy chemicals. Iii List the features a good crop storage structure has Raised from the ground adequately Leak-proof roof water proof roof Clean or easy to clean Vermin proof Strong enough to support the produce in store Strong enough to keep away thieves Well ventilated Easy to load unload 6.a What is a nursery? A place where seeds are grown to get special attention before being transferred into the main field seedbed b State the reasons for using a nursery."}
{"text": "Vermin s, insects and fungi Dampness in stores causes rot Storage facilities are poor Little knowledge on treatment before storage Lack of capital to construct good structures and buy chemicals. Iii List the features a good crop storage structure has Raised from the ground adequately Leak-proof roof water proof roof Clean or easy to clean Vermin proof Strong enough to support the produce in store Strong enough to keep away thieves Well ventilated Easy to load unload 6.a What is a nursery? A place where seeds are grown to get special attention before being transferred into the main field seedbed b State the reasons for using a nursery. When seeds are too small Easy to handle take care of seedlings Easy to select seedlings Some seeds are delicate hence not viable and require proper care Pest control is easy It is possible to carry out watering Uniformity of plants in the field 24For bulking up as in the case of sugarcane planting. C State the nurseries management practices."}
{"text": "A place where seeds are grown to get special attention before being transferred into the main field seedbed b State the reasons for using a nursery. When seeds are too small Easy to handle take care of seedlings Easy to select seedlings Some seeds are delicate hence not viable and require proper care Pest control is easy It is possible to carry out watering Uniformity of plants in the field 24For bulking up as in the case of sugarcane planting. C State the nurseries management practices. Proper watering Hardening off Controlling pests and diseases Thinning or pricking out d Explain the following nursery practices. I Pricking out. Done to enable seedling to grow vigorously and healthy avoid overcrowding ii Hardening off. Carried out to make the seedlings to get used to the actual field conditions. Iii Rogueing."}
{"text": "Done to enable seedling to grow vigorously and healthy avoid overcrowding ii Hardening off. Carried out to make the seedlings to get used to the actual field conditions. Iii Rogueing. Removal of diseased crop plants 7.a i What is health and diseases Health is the state of the body in which all body organs and systems are functioning normally and are normal. Disease is any alteration in the state of the body or any organs or systems which would interfere with or interrupt the proper functioning. Ii State the importance of keeping livestock healthy To increase quantity of livestock products To increase quality of livestock products To increase profit level reduce cost of production To prevent the spread of diseases To increase productive life of an animal To enable them to breed regularly."}
{"text": "Removal of diseased crop plants 7.a i What is health and diseases Health is the state of the body in which all body organs and systems are functioning normally and are normal. Disease is any alteration in the state of the body or any organs or systems which would interfere with or interrupt the proper functioning. Ii State the importance of keeping livestock healthy To increase quantity of livestock products To increase quality of livestock products To increase profit level reduce cost of production To prevent the spread of diseases To increase productive life of an animal To enable them to breed regularly. Iii State the signs of illness in cattle Dullness Abnormal urination e.g red water Rough hair-coat hair falls off Abnormal respiration rate Dry mucus membrane Abnormally low or high temperature Loss of appetite Abnormal pulse rate Decline in production Abnormal defalcation e.g diarrhoea constipation Aggressive when approached. Iv List the causes of animal diseases: nutritional cause chemical causes physical cause living organisms."}
{"text": "Ii State the importance of keeping livestock healthy To increase quantity of livestock products To increase quality of livestock products To increase profit level reduce cost of production To prevent the spread of diseases To increase productive life of an animal To enable them to breed regularly. Iii State the signs of illness in cattle Dullness Abnormal urination e.g red water Rough hair-coat hair falls off Abnormal respiration rate Dry mucus membrane Abnormally low or high temperature Loss of appetite Abnormal pulse rate Decline in production Abnormal defalcation e.g diarrhoea constipation Aggressive when approached. Iv List the causes of animal diseases: nutritional cause chemical causes physical cause living organisms. V What are the categories of diseases? 25Bacterial Viral Ricketsial Fungal Protozoan b State the general methods of disease control."}
{"text": "Iv List the causes of animal diseases: nutritional cause chemical causes physical cause living organisms. V What are the categories of diseases? 25Bacterial Viral Ricketsial Fungal Protozoan b State the general methods of disease control. Use of prophylactic drugs e.g antibiotics prophylaxis Proper sanitation farm hygiene Use of antiseptics and disinfectants for cleaning Quarantine and isolation to reduce spread Slaughtering, culling or killing affected animals Routine vaccination to prevent infection Killing vectors e.g ticks, tsetsefly, etc Proper nutrition feed properly Use proper technique of milking to control mastitis Artificial insemination to avoid breeding disease e.g contagious abortion Proper disposal of carcass e.g for Anthrax Proper housing avoid overcrowding Treat affected animals to avoid infecting others Avoid injuring animals Rotational grazing to control parasites internal parasites Prevent avoid factors causing stress. 8.a What is a parasite? Any organism that depends on another organism, called host, for nutritional and protective purposes."}
{"text": "Use of prophylactic drugs e.g antibiotics prophylaxis Proper sanitation farm hygiene Use of antiseptics and disinfectants for cleaning Quarantine and isolation to reduce spread Slaughtering, culling or killing affected animals Routine vaccination to prevent infection Killing vectors e.g ticks, tsetsefly, etc Proper nutrition feed properly Use proper technique of milking to control mastitis Artificial insemination to avoid breeding disease e.g contagious abortion Proper disposal of carcass e.g for Anthrax Proper housing avoid overcrowding Treat affected animals to avoid infecting others Avoid injuring animals Rotational grazing to control parasites internal parasites Prevent avoid factors causing stress. 8.a What is a parasite? Any organism that depends on another organism, called host, for nutritional and protective purposes. B i What are external parasites? Live on the host at lease for part of its life cycle."}
{"text": "Any organism that depends on another organism, called host, for nutritional and protective purposes. B i What are external parasites? Live on the host at lease for part of its life cycle. Ii State examples of external parasites: Ticks, tsetsefly, mites, lice, fleas, keds iii State the signs of infestation by external parasites: Anaemia Irritation scratching Loss of hair Sores wounds on skin Presence of parasites on animals body iv List the harmful effects of external parasites. Transmit diseases cause diseases Suck blood and cause anaemia Irritation and discomfort Poor quality hides and skins Increase production costs. C i State the categories of tick. One-host Two-host 26Three-host ii Give the stage of tick s life cycle in proper order Egg, larva, nymph, adult. Iii How are ticks controlled? Use of chemicals acarioides Ploughing the pastures or crop Burning infested pasture Hand picking and killing Rotational grazing Fencing the farm d i What are internal parasites? Stay inside body of host."}
{"text": "Iii How are ticks controlled? Use of chemicals acarioides Ploughing the pastures or crop Burning infested pasture Hand picking and killing Rotational grazing Fencing the farm d i What are internal parasites? Stay inside body of host. Ii Give examples of internal parasites Round worms Flukes liver fluke Tapeworms iii List the harmful effects of internal parasites: Retarded growth malnutrition emaciation Lower production rate Diarrhoea constipation Damage to the organs blindness pneumonia Blockage of organs Irritation coughing Anaemia Death iv State the methods of controlling internal parasites of livestock."}
{"text": "Use of chemicals acarioides Ploughing the pastures or crop Burning infested pasture Hand picking and killing Rotational grazing Fencing the farm d i What are internal parasites? Stay inside body of host. Ii Give examples of internal parasites Round worms Flukes liver fluke Tapeworms iii List the harmful effects of internal parasites: Retarded growth malnutrition emaciation Lower production rate Diarrhoea constipation Damage to the organs blindness pneumonia Blockage of organs Irritation coughing Anaemia Death iv State the methods of controlling internal parasites of livestock. Regular drenching deworming Rotational grazing Draining of swampy areas Proper sanitation in livestock houses Spraying swampy areas with appropriate chemicals Burning pastures t kill eggs Plough the pastures to bury eggs e a Name intermediate hosts for: i Tape worm Pig cattle ii Liver fluke Snail mud or vaster snail f Why should drenching alone not be an affective control measure for livestock It does not destroy intermediate hosts It does not destroy other stages of the parasites 9.a What is nutrition?"}
{"text": "Stay inside body of host. Ii Give examples of internal parasites Round worms Flukes liver fluke Tapeworms iii List the harmful effects of internal parasites: Retarded growth malnutrition emaciation Lower production rate Diarrhoea constipation Damage to the organs blindness pneumonia Blockage of organs Irritation coughing Anaemia Death iv State the methods of controlling internal parasites of livestock. Regular drenching deworming Rotational grazing Draining of swampy areas Proper sanitation in livestock houses Spraying swampy areas with appropriate chemicals Burning pastures t kill eggs Plough the pastures to bury eggs e a Name intermediate hosts for: i Tape worm Pig cattle ii Liver fluke Snail mud or vaster snail f Why should drenching alone not be an affective control measure for livestock It does not destroy intermediate hosts It does not destroy other stages of the parasites 9.a What is nutrition? Process by which an animal takes in, digests and assimilates food 27b Describe the various nutritional elements: i Carbohydrates Are energy foods Produces heat for all body processes Produces energy for maintaining animal alive Crude fibre in carbohydrates prevents constipation Excess converted to fats and stored Source includes roughage, cereals, tubers, lactose from milk."}
{"text": "Ii Give examples of internal parasites Round worms Flukes liver fluke Tapeworms iii List the harmful effects of internal parasites: Retarded growth malnutrition emaciation Lower production rate Diarrhoea constipation Damage to the organs blindness pneumonia Blockage of organs Irritation coughing Anaemia Death iv State the methods of controlling internal parasites of livestock. Regular drenching deworming Rotational grazing Draining of swampy areas Proper sanitation in livestock houses Spraying swampy areas with appropriate chemicals Burning pastures t kill eggs Plough the pastures to bury eggs e a Name intermediate hosts for: i Tape worm Pig cattle ii Liver fluke Snail mud or vaster snail f Why should drenching alone not be an affective control measure for livestock It does not destroy intermediate hosts It does not destroy other stages of the parasites 9.a What is nutrition? Process by which an animal takes in, digests and assimilates food 27b Describe the various nutritional elements: i Carbohydrates Are energy foods Produces heat for all body processes Produces energy for maintaining animal alive Crude fibre in carbohydrates prevents constipation Excess converted to fats and stored Source includes roughage, cereals, tubers, lactose from milk. Ii Proteins Are body building feeds Provides raw materials for synthesis of animal Products e.g milk, eggs, etc Used in synthesis growth of cells Used to produce energy For formation of enzymes and antibodies Maintain body tissues repair and replacement Deficiency leads to stunted growth, low fertility, low production, wearing out of body tissues and poor resistance to diseases."}
{"text": "Regular drenching deworming Rotational grazing Draining of swampy areas Proper sanitation in livestock houses Spraying swampy areas with appropriate chemicals Burning pastures t kill eggs Plough the pastures to bury eggs e a Name intermediate hosts for: i Tape worm Pig cattle ii Liver fluke Snail mud or vaster snail f Why should drenching alone not be an affective control measure for livestock It does not destroy intermediate hosts It does not destroy other stages of the parasites 9.a What is nutrition? Process by which an animal takes in, digests and assimilates food 27b Describe the various nutritional elements: i Carbohydrates Are energy foods Produces heat for all body processes Produces energy for maintaining animal alive Crude fibre in carbohydrates prevents constipation Excess converted to fats and stored Source includes roughage, cereals, tubers, lactose from milk. Ii Proteins Are body building feeds Provides raw materials for synthesis of animal Products e.g milk, eggs, etc Used in synthesis growth of cells Used to produce energy For formation of enzymes and antibodies Maintain body tissues repair and replacement Deficiency leads to stunted growth, low fertility, low production, wearing out of body tissues and poor resistance to diseases. Iii Fats Source of energy Sources include sunflower, fish meal, seeds, etc iv Vitamins."}
{"text": "Process by which an animal takes in, digests and assimilates food 27b Describe the various nutritional elements: i Carbohydrates Are energy foods Produces heat for all body processes Produces energy for maintaining animal alive Crude fibre in carbohydrates prevents constipation Excess converted to fats and stored Source includes roughage, cereals, tubers, lactose from milk. Ii Proteins Are body building feeds Provides raw materials for synthesis of animal Products e.g milk, eggs, etc Used in synthesis growth of cells Used to produce energy For formation of enzymes and antibodies Maintain body tissues repair and replacement Deficiency leads to stunted growth, low fertility, low production, wearing out of body tissues and poor resistance to diseases. Iii Fats Source of energy Sources include sunflower, fish meal, seeds, etc iv Vitamins. Classified as water soluble or fat soluble Functions are to promote growth, help in blood clotting, bone formation, muscular activities, prevent diseases and act as catalysts. Sources are most food eaten."}
{"text": "Iii Fats Source of energy Sources include sunflower, fish meal, seeds, etc iv Vitamins. Classified as water soluble or fat soluble Functions are to promote growth, help in blood clotting, bone formation, muscular activities, prevent diseases and act as catalysts. Sources are most food eaten. V Minerals. Maintain osmotic pressure, regulate metabolism, bone formation and development, teeth development, increase food conversion, increase in appetite. Deficiency leads to reduced appetite, loss of weight, decrease in production, poor growth and loss of condition. Sources include mineral supplements. Vi Water Functions: Regulation of body temperature Make cells turgid and maintain body shape Transport of nutrients Biochemical reactions As a lubricant vii Factors influencing intake."}
{"text": "Deficiency leads to reduced appetite, loss of weight, decrease in production, poor growth and loss of condition. Sources include mineral supplements. Vi Water Functions: Regulation of body temperature Make cells turgid and maintain body shape Transport of nutrients Biochemical reactions As a lubricant vii Factors influencing intake. Size of animal Productivity e.g milk Type of food given to animal Physiological status of animal e.g pregnant Ambient temperature Species kind of animal 28c Explain what the following means: i Concentrates A feed with high protein and or energy content but low in fibre Have high available nutrients per unit weight Compact in form mashes powder, granules, salt and mineral blocks, etc Fed in small amounts. Ii Roughage A feed with high fibre contents and or low energy Are bulky, of low digestibility, low in protein, and of plant origin e.g pasture, hay, silage, fodder. D What is a ration?"}
{"text": "Size of animal Productivity e.g milk Type of food given to animal Physiological status of animal e.g pregnant Ambient temperature Species kind of animal 28c Explain what the following means: i Concentrates A feed with high protein and or energy content but low in fibre Have high available nutrients per unit weight Compact in form mashes powder, granules, salt and mineral blocks, etc Fed in small amounts. Ii Roughage A feed with high fibre contents and or low energy Are bulky, of low digestibility, low in protein, and of plant origin e.g pasture, hay, silage, fodder. D What is a ration? Amount of food that will produce essential nutrients to an animal to enable animal nest its nutritional requirements. E Explain the meaning and importance of."}
{"text": "Ii Draw a ruminant stomach e.g cow and explain the functions of the four chambers. 29Rumen: First chamber Stores and softens food Microbial action of food takes places here Reticulum Separates coarse food from fine food particles Omasum Grinds food and reduces water content Abomasum Has enzymes which act on food thus causing food digestion b How is grass digested in the rumen of an adult ruminant? Food is stored in the rumen Coarse grass is regurgitated from the rumen for further chewing in the mouth i.e chewing cud. Saliva that is mixed with feed when chewing cud creates alkaline PH suitable for bacterial action in the rumen. Food undergoes microbial fermentation in the rumen In the rumen carbohydrates are broken down into volatile fatty acids acetic acid and butyric acid. Gases like methane, carbon dioxide and hydrogen are released."}
{"text": "Saliva that is mixed with feed when chewing cud creates alkaline PH suitable for bacterial action in the rumen. Food undergoes microbial fermentation in the rumen In the rumen carbohydrates are broken down into volatile fatty acids acetic acid and butyric acid. Gases like methane, carbon dioxide and hydrogen are released. Proteins are broken down into peptides amino acids Amino acids essential amino acids are synthesized from ammonia and other non-protein nitrogen by micro-organisms. Micro-organisms also synthesize certain vitamins e.g vitamin B complex, vitamin K. Much of the volatile fatty acids and ammonia are absorbed through bolching i.e carbon dioxide and methane. C State the functions of the following parts of poultry digestive system . I Crop Softening food Storage of food ii Gizzard Contains small stones which help to grind food and break down cellulose. 11."}
{"text": "C State the functions of the following parts of poultry digestive system . I Crop Softening food Storage of food ii Gizzard Contains small stones which help to grind food and break down cellulose. 11. A i Draw the reproductive system of a hen and explain the stage taken during the formation of an egg. 30Ovary Produces ova Infindibulum Site of fertilization and storage of sperm calls Yolk takes 15 minutes here Magnum Albumen is added Egg takes 3 hours here Isthmus Secretes the shell membrane Water, minerals and vitamins Process takes 1 hours Uterus shell gland Has calcium deposits Shell added round eggs Completes the addition of albumen Process takes 18 22 hours Vagina Pigmentation of egg takes place here Socrates mucus which reduces friction and facilitates expulsion of the egg Takes 1. 10 minutes Cloaca Delivers the egg out gently. Ii Draw a clearly labeled diagram to show the reproductive system of a cow and state the functions of the labeled parts."}
{"text": "A i Draw the reproductive system of a hen and explain the stage taken during the formation of an egg. 30Ovary Produces ova Infindibulum Site of fertilization and storage of sperm calls Yolk takes 15 minutes here Magnum Albumen is added Egg takes 3 hours here Isthmus Secretes the shell membrane Water, minerals and vitamins Process takes 1 hours Uterus shell gland Has calcium deposits Shell added round eggs Completes the addition of albumen Process takes 18 22 hours Vagina Pigmentation of egg takes place here Socrates mucus which reduces friction and facilitates expulsion of the egg Takes 1. 10 minutes Cloaca Delivers the egg out gently. Ii Draw a clearly labeled diagram to show the reproductive system of a cow and state the functions of the labeled parts. Fallopian tube. This is a passage through which ova pass from the ovary. This is where fertilization takes place as the ovum passes to the uterus. Ovary."}
{"text": "This is a passage through which ova pass from the ovary. This is where fertilization takes place as the ovum passes to the uterus. Ovary. Produce ova Produce sex hormones e.g oestrogen, progesterone 31Uterus After fertilization foetus develops until birth here. Vagina and Vulva. Receive male s sperms Aid in expulsion of young from the womb during birth b i What is selection in animal breeding? The process of allowing certain animals to be parents of future generations. Ii State the factors to consider during selection. Increase in yield Improved quality of products Resistance against diseases Resistance to heat or dry conditions Reduced maturity age. C i What is breeding? It involves mating of desirable males and females ii State the importance of breeding. To obtain high quality products Increase production capacity Import disease resistance Increase tolerance to high ambient temperature To reduce maturity age. Iii Give the methods of mating cattle Artificial insemination AI Natural method d i What is natural mating?"}
{"text": "May cause inbreeding if bull is not controlled Expensive uneconomical to keep a bull There is a risk of transmission of breeding diseases A bull may cause physical injury to a cow handler Only a limited number few cows can be mated by one bull within a given period of time. E Explain the main systems of breeding. I Grading up The process of crossing until an animal having desirable characteristics is obtained. Example is mating Boran bull to Friesian cow to obtain increased production and disease resistance. 32ii Line breeding Is the mating of two individuals originating from one ancestor or same line of breeding. Iii Cross breeding Meaning: Mating two pure breeds belonging to different breeds mating a pure bred sire of one breed to a high quality grade female of another breed. Reasons: To produce a hybrid with hybrid vigour Imparts desirable genes from either of the parents. What is hybrid vigour?"}
{"text": "Iii Cross breeding Meaning: Mating two pure breeds belonging to different breeds mating a pure bred sire of one breed to a high quality grade female of another breed. Reasons: To produce a hybrid with hybrid vigour Imparts desirable genes from either of the parents. What is hybrid vigour? The increased ability and performance of the offspring above the average of the two unrelated parents. Iv Outcrossing Mating two unrelated animals of the same breed v Inbreeding. Meaning. Mating of closely related animals Aim To retain preserve certain desirable qualities Disadvantages Increases embryonic mortality abortion Reduces disease resistance ability Reduces the vigour of the animal causes weakness abnormality Reduces yield. F i What is artificial insemination? Obtaining semen from males and depositing it in female s reproductive canal by artificial means. Ii State its advantages."}
{"text": "F i What is artificial insemination? Obtaining semen from males and depositing it in female s reproductive canal by artificial means. Ii State its advantages. Cheap can be afforded by many farmers Controls breeding diseases One male can serve many females Makes use of good bulls quick way of improvement Young small females not injured Used to prevent inbreeding Semen can be used in distant places iii Give the disadvantages. Can quickly spread undesirable genetic traits Requires special equipment and good communication network Timing of optimum period is difficult Not readily available to small scale farmers. 3312. A Discuss sheep management from selection of breeding stock to lambing. I Selection of breeding stock . High fertility and regular breeding Good quality products Fast growing early maturing Healthy stock Good mothering instinct Good body conformation not physically deformed."}
{"text": "A Discuss sheep management from selection of breeding stock to lambing. I Selection of breeding stock . High fertility and regular breeding Good quality products Fast growing early maturing Healthy stock Good mothering instinct Good body conformation not physically deformed. Ii Breeding Flush owes by giving extra concentrates high plant nutrition Flushing should be started about 3 weeks before mating and continued for three weeks after mating Clip wool around vulva for easy mating do crouching Raddling of rams before mating Use one ram for 35 60 owes Mating time for lambing to coincide with the season when there is enough pasture. If more than one ram used, use different colour of paste for each ram. Remove rams from owes after mating."}
{"text": "Ii Breeding Flush owes by giving extra concentrates high plant nutrition Flushing should be started about 3 weeks before mating and continued for three weeks after mating Clip wool around vulva for easy mating do crouching Raddling of rams before mating Use one ram for 35 60 owes Mating time for lambing to coincide with the season when there is enough pasture. If more than one ram used, use different colour of paste for each ram. Remove rams from owes after mating. Iii Management during gestation Food owes on good pasture concentrates 3 4 weeks before lambing steam up Move owes to clean pasture three weeks before lambing Deworm owes 2 3 weeks before lambing Vaccinate owes 2 3 weeks before lambing against common diseases Provide clean water. Iv Lambing management."}
{"text": "Remove rams from owes after mating. Iii Management during gestation Food owes on good pasture concentrates 3 4 weeks before lambing steam up Move owes to clean pasture three weeks before lambing Deworm owes 2 3 weeks before lambing Vaccinate owes 2 3 weeks before lambing against common diseases Provide clean water. Iv Lambing management. Observe signs of lambing and supervise assist when necessary Disinfect navel cord immediately after lambing Ensure lambs suckle within first 1-2 hours Dagging clipping of wool around teats after lambing Owes that give birth to more than one lamb should be given extra feeding. B Disease the management of lambs from birth upto and including weaning."}
{"text": "Iv Lambing management. Observe signs of lambing and supervise assist when necessary Disinfect navel cord immediately after lambing Ensure lambs suckle within first 1-2 hours Dagging clipping of wool around teats after lambing Owes that give birth to more than one lamb should be given extra feeding. B Disease the management of lambs from birth upto and including weaning. Weak lambs should be artificially reared Rejected orphaned lambs should be given to faster mothers Keep lambs and the owe on good pastures Dock the lambs within the first 2 weeks Castrate male lambs not needed for breeding within the first two weeks Introduce creep feed to the lambs from 6 weeks Dip spray dust sheep as necessary against octoparasites Treat sick animals Wean lambs between 4 5 months or when 22kg live weight Put identification marks before weaning Trim hooves before mating Deworm lambs before weaning Keep records 13."}
{"text": "Observe signs of lambing and supervise assist when necessary Disinfect navel cord immediately after lambing Ensure lambs suckle within first 1-2 hours Dagging clipping of wool around teats after lambing Owes that give birth to more than one lamb should be given extra feeding. B Disease the management of lambs from birth upto and including weaning. Weak lambs should be artificially reared Rejected orphaned lambs should be given to faster mothers Keep lambs and the owe on good pastures Dock the lambs within the first 2 weeks Castrate male lambs not needed for breeding within the first two weeks Introduce creep feed to the lambs from 6 weeks Dip spray dust sheep as necessary against octoparasites Treat sick animals Wean lambs between 4 5 months or when 22kg live weight Put identification marks before weaning Trim hooves before mating Deworm lambs before weaning Keep records 13. A i Describe the factors to consider when selecting a gilt for breeding."}
{"text": "B Disease the management of lambs from birth upto and including weaning. Weak lambs should be artificially reared Rejected orphaned lambs should be given to faster mothers Keep lambs and the owe on good pastures Dock the lambs within the first 2 weeks Castrate male lambs not needed for breeding within the first two weeks Introduce creep feed to the lambs from 6 weeks Dip spray dust sheep as necessary against octoparasites Treat sick animals Wean lambs between 4 5 months or when 22kg live weight Put identification marks before weaning Trim hooves before mating Deworm lambs before weaning Keep records 13. A i Describe the factors to consider when selecting a gilt for breeding. Maturity ie. Proper age 12 months or 90 100 kg live weight 34Good mothering instinct Fast growth rate Lack of physical defects Healthy i.e lacking history of many diseases ii What characteristics should be considered when selecting a breeding boar?"}
{"text": "Weak lambs should be artificially reared Rejected orphaned lambs should be given to faster mothers Keep lambs and the owe on good pastures Dock the lambs within the first 2 weeks Castrate male lambs not needed for breeding within the first two weeks Introduce creep feed to the lambs from 6 weeks Dip spray dust sheep as necessary against octoparasites Treat sick animals Wean lambs between 4 5 months or when 22kg live weight Put identification marks before weaning Trim hooves before mating Deworm lambs before weaning Keep records 13. A i Describe the factors to consider when selecting a gilt for breeding. Maturity ie. Proper age 12 months or 90 100 kg live weight 34Good mothering instinct Fast growth rate Lack of physical defects Healthy i.e lacking history of many diseases ii What characteristics should be considered when selecting a breeding boar? Docile good temperament Good body conformation for the breed Lack of physical deformities Strong back and legs Fast growing early maturing b What preparations should be carried out for a sow one weak before she farrows?"}
{"text": "A i Describe the factors to consider when selecting a gilt for breeding. Maturity ie. Proper age 12 months or 90 100 kg live weight 34Good mothering instinct Fast growth rate Lack of physical defects Healthy i.e lacking history of many diseases ii What characteristics should be considered when selecting a breeding boar? Docile good temperament Good body conformation for the breed Lack of physical deformities Strong back and legs Fast growing early maturing b What preparations should be carried out for a sow one weak before she farrows? Clean and disinfect the farrowing pen Wash clean and disinfect the sow Treat the sow against external parasites Move the sow to farrowing pen orate within a week separate from the rest Reduce sow s ration a day before farrowing Provide heat in the farrowing pen creep area Provide clean bedding material Provide bran to the sow as a laxative."}
{"text": "Maturity ie. Proper age 12 months or 90 100 kg live weight 34Good mothering instinct Fast growth rate Lack of physical defects Healthy i.e lacking history of many diseases ii What characteristics should be considered when selecting a breeding boar? Docile good temperament Good body conformation for the breed Lack of physical deformities Strong back and legs Fast growing early maturing b What preparations should be carried out for a sow one weak before she farrows? Clean and disinfect the farrowing pen Wash clean and disinfect the sow Treat the sow against external parasites Move the sow to farrowing pen orate within a week separate from the rest Reduce sow s ration a day before farrowing Provide heat in the farrowing pen creep area Provide clean bedding material Provide bran to the sow as a laxative. C Discuss the management of piglets from farrowing to weaning time."}
{"text": "Docile good temperament Good body conformation for the breed Lack of physical deformities Strong back and legs Fast growing early maturing b What preparations should be carried out for a sow one weak before she farrows? Clean and disinfect the farrowing pen Wash clean and disinfect the sow Treat the sow against external parasites Move the sow to farrowing pen orate within a week separate from the rest Reduce sow s ration a day before farrowing Provide heat in the farrowing pen creep area Provide clean bedding material Provide bran to the sow as a laxative. C Discuss the management of piglets from farrowing to weaning time. Keep watch over farrowing process help in the farrowing process Remove mucus and any foreign materials around piglet s nostrils Put piglet in a safe warm place Tie out and disinfect umbilical cord Dispose of afterbirth stillborns Ensure piglets suckle colestrum piglets suckle immediately after birth Got rid of excess piglets rear excess piglets artificially give excess piglets to a foster mother Clip off the needle tooth Give piglets iron injection or iron paste to control anaemia Provide croop food to the piglets Give sow extra food according to the number of piglets sucking it Castrate male piglets not intended for breeding at about 3 weeks of age Put identification marks on piglet identify piglets using appropriate method Weigh piglets regularly weekly and later monthly Remove sow from farrowing pen to wean piglets Select the piglets to be used for breeding Provide piglets with extra food and water at weaning Keep farrowing pen clean throughout the rearing period Wean between 4 8 weeks of age Keep appropriate records Deworm piglets at weaning time Provide adequate water Control diseases as necessary vaccination Control external parasites d How would you rear a gilt from weaning time to the time it farrows?"}
{"text": "Clean and disinfect the farrowing pen Wash clean and disinfect the sow Treat the sow against external parasites Move the sow to farrowing pen orate within a week separate from the rest Reduce sow s ration a day before farrowing Provide heat in the farrowing pen creep area Provide clean bedding material Provide bran to the sow as a laxative. C Discuss the management of piglets from farrowing to weaning time. Keep watch over farrowing process help in the farrowing process Remove mucus and any foreign materials around piglet s nostrils Put piglet in a safe warm place Tie out and disinfect umbilical cord Dispose of afterbirth stillborns Ensure piglets suckle colestrum piglets suckle immediately after birth Got rid of excess piglets rear excess piglets artificially give excess piglets to a foster mother Clip off the needle tooth Give piglets iron injection or iron paste to control anaemia Provide croop food to the piglets Give sow extra food according to the number of piglets sucking it Castrate male piglets not intended for breeding at about 3 weeks of age Put identification marks on piglet identify piglets using appropriate method Weigh piglets regularly weekly and later monthly Remove sow from farrowing pen to wean piglets Select the piglets to be used for breeding Provide piglets with extra food and water at weaning Keep farrowing pen clean throughout the rearing period Wean between 4 8 weeks of age Keep appropriate records Deworm piglets at weaning time Provide adequate water Control diseases as necessary vaccination Control external parasites d How would you rear a gilt from weaning time to the time it farrows? 35Food gilt on atleast 3 kg of sow and weaner meal daily Provide clean drinking water Vaccinate the gilt to control common diseases Control external parasites by dusting with pesticides Treat gilt of sick House the gilt next to a boar at age of 12 months Ready to be served serve it at right age and weight Keep the pen clean by maintaining clean litter Flush gilt 3-4 weeks before service by feed on high quality diet Take gilt to the boars pen for service and let it stay for at least 12 hours."}
{"text": "C Discuss the management of piglets from farrowing to weaning time. Keep watch over farrowing process help in the farrowing process Remove mucus and any foreign materials around piglet s nostrils Put piglet in a safe warm place Tie out and disinfect umbilical cord Dispose of afterbirth stillborns Ensure piglets suckle colestrum piglets suckle immediately after birth Got rid of excess piglets rear excess piglets artificially give excess piglets to a foster mother Clip off the needle tooth Give piglets iron injection or iron paste to control anaemia Provide croop food to the piglets Give sow extra food according to the number of piglets sucking it Castrate male piglets not intended for breeding at about 3 weeks of age Put identification marks on piglet identify piglets using appropriate method Weigh piglets regularly weekly and later monthly Remove sow from farrowing pen to wean piglets Select the piglets to be used for breeding Provide piglets with extra food and water at weaning Keep farrowing pen clean throughout the rearing period Wean between 4 8 weeks of age Keep appropriate records Deworm piglets at weaning time Provide adequate water Control diseases as necessary vaccination Control external parasites d How would you rear a gilt from weaning time to the time it farrows? 35Food gilt on atleast 3 kg of sow and weaner meal daily Provide clean drinking water Vaccinate the gilt to control common diseases Control external parasites by dusting with pesticides Treat gilt of sick House the gilt next to a boar at age of 12 months Ready to be served serve it at right age and weight Keep the pen clean by maintaining clean litter Flush gilt 3-4 weeks before service by feed on high quality diet Take gilt to the boars pen for service and let it stay for at least 12 hours. Observe the return to heat, if any, after three weeks, and repeat the service if necessary."}
{"text": "Keep watch over farrowing process help in the farrowing process Remove mucus and any foreign materials around piglet s nostrils Put piglet in a safe warm place Tie out and disinfect umbilical cord Dispose of afterbirth stillborns Ensure piglets suckle colestrum piglets suckle immediately after birth Got rid of excess piglets rear excess piglets artificially give excess piglets to a foster mother Clip off the needle tooth Give piglets iron injection or iron paste to control anaemia Provide croop food to the piglets Give sow extra food according to the number of piglets sucking it Castrate male piglets not intended for breeding at about 3 weeks of age Put identification marks on piglet identify piglets using appropriate method Weigh piglets regularly weekly and later monthly Remove sow from farrowing pen to wean piglets Select the piglets to be used for breeding Provide piglets with extra food and water at weaning Keep farrowing pen clean throughout the rearing period Wean between 4 8 weeks of age Keep appropriate records Deworm piglets at weaning time Provide adequate water Control diseases as necessary vaccination Control external parasites d How would you rear a gilt from weaning time to the time it farrows? 35Food gilt on atleast 3 kg of sow and weaner meal daily Provide clean drinking water Vaccinate the gilt to control common diseases Control external parasites by dusting with pesticides Treat gilt of sick House the gilt next to a boar at age of 12 months Ready to be served serve it at right age and weight Keep the pen clean by maintaining clean litter Flush gilt 3-4 weeks before service by feed on high quality diet Take gilt to the boars pen for service and let it stay for at least 12 hours. Observe the return to heat, if any, after three weeks, and repeat the service if necessary. Steaming up should start 1 months before farrowing by giving 3-4 kg of feed 7-10 days before farrowing, the gilt should be washed and moved into a clean and disinfected farrowing pen."}
{"text": "35Food gilt on atleast 3 kg of sow and weaner meal daily Provide clean drinking water Vaccinate the gilt to control common diseases Control external parasites by dusting with pesticides Treat gilt of sick House the gilt next to a boar at age of 12 months Ready to be served serve it at right age and weight Keep the pen clean by maintaining clean litter Flush gilt 3-4 weeks before service by feed on high quality diet Take gilt to the boars pen for service and let it stay for at least 12 hours. Observe the return to heat, if any, after three weeks, and repeat the service if necessary. Steaming up should start 1 months before farrowing by giving 3-4 kg of feed 7-10 days before farrowing, the gilt should be washed and moved into a clean and disinfected farrowing pen. Sow and weaner meal should be reduced three days before farrowing Observe the signs of farrowing, and supervise the farrowing process."}
{"text": "Observe the return to heat, if any, after three weeks, and repeat the service if necessary. Steaming up should start 1 months before farrowing by giving 3-4 kg of feed 7-10 days before farrowing, the gilt should be washed and moved into a clean and disinfected farrowing pen. Sow and weaner meal should be reduced three days before farrowing Observe the signs of farrowing, and supervise the farrowing process. Deworm the gilt 7-10 days before farrowing. E i Give the reasons for culling a breeding boar. When the boar is old When the health of the boar is poor injury When the offsprings are being used as replacement stock to stop inbreeding When the bear is too fat and lazy back leg weakness When the performance of offsprings is poor When the bear lacks libido infertile ii Why should a breeding sow be culled?"}
{"text": "Deworm the gilt 7-10 days before farrowing. E i Give the reasons for culling a breeding boar. When the boar is old When the health of the boar is poor injury When the offsprings are being used as replacement stock to stop inbreeding When the bear is too fat and lazy back leg weakness When the performance of offsprings is poor When the bear lacks libido infertile ii Why should a breeding sow be culled? Goats are browsers require less food They can do with little water They are easy to manage Less attack by diseases Good walkers good climbers. 14. A Why are goats suited to most parts of Kenya? Goats are browsers require less food They can do with little water They are easy to manage Less attack by diseases Good walkers good climbers b What are the various management practices a goat farmer should carry out?"}
{"text": "14. A Why are goats suited to most parts of Kenya? Goats are browsers require less food They can do with little water They are easy to manage Less attack by diseases Good walkers good climbers b What are the various management practices a goat farmer should carry out? If goats are kept for milk, the kids should be removed from their mother and fed from a bucket or a bottle The kid should be fed three times a day Solid food should be introduces at 2-3 weeks old Regular vaccination should be carried out after weaning Hoof trimming Confined meat producing goats may be fed on out forage Food on sweet potato vines, napier grass or green maize In addition to grazing, dairy goats food on roughage such as silage 36Concentrates must be fed to lactating goats to correct any mineral deficiency in roughage provide mineral lick Proper records on various operations should be kept Spraying against external parasites farm hygiene Identification operations e.g tagging, branding, ear-notching tatooing Castrate males not required for breeding c Give the methods of improving dairy goats."}
{"text": "A Why are goats suited to most parts of Kenya? Goats are browsers require less food They can do with little water They are easy to manage Less attack by diseases Good walkers good climbers b What are the various management practices a goat farmer should carry out? If goats are kept for milk, the kids should be removed from their mother and fed from a bucket or a bottle The kid should be fed three times a day Solid food should be introduces at 2-3 weeks old Regular vaccination should be carried out after weaning Hoof trimming Confined meat producing goats may be fed on out forage Food on sweet potato vines, napier grass or green maize In addition to grazing, dairy goats food on roughage such as silage 36Concentrates must be fed to lactating goats to correct any mineral deficiency in roughage provide mineral lick Proper records on various operations should be kept Spraying against external parasites farm hygiene Identification operations e.g tagging, branding, ear-notching tatooing Castrate males not required for breeding c Give the methods of improving dairy goats. Proper selection bulling Proper breeding upgrading cross breeding Maintaining good health Proper feeding Proper milking methods Proper housing."}
{"text": "Goats are browsers require less food They can do with little water They are easy to manage Less attack by diseases Good walkers good climbers b What are the various management practices a goat farmer should carry out? If goats are kept for milk, the kids should be removed from their mother and fed from a bucket or a bottle The kid should be fed three times a day Solid food should be introduces at 2-3 weeks old Regular vaccination should be carried out after weaning Hoof trimming Confined meat producing goats may be fed on out forage Food on sweet potato vines, napier grass or green maize In addition to grazing, dairy goats food on roughage such as silage 36Concentrates must be fed to lactating goats to correct any mineral deficiency in roughage provide mineral lick Proper records on various operations should be kept Spraying against external parasites farm hygiene Identification operations e.g tagging, branding, ear-notching tatooing Castrate males not required for breeding c Give the methods of improving dairy goats. Proper selection bulling Proper breeding upgrading cross breeding Maintaining good health Proper feeding Proper milking methods Proper housing. 15."}
{"text": "If goats are kept for milk, the kids should be removed from their mother and fed from a bucket or a bottle The kid should be fed three times a day Solid food should be introduces at 2-3 weeks old Regular vaccination should be carried out after weaning Hoof trimming Confined meat producing goats may be fed on out forage Food on sweet potato vines, napier grass or green maize In addition to grazing, dairy goats food on roughage such as silage 36Concentrates must be fed to lactating goats to correct any mineral deficiency in roughage provide mineral lick Proper records on various operations should be kept Spraying against external parasites farm hygiene Identification operations e.g tagging, branding, ear-notching tatooing Castrate males not required for breeding c Give the methods of improving dairy goats. Proper selection bulling Proper breeding upgrading cross breeding Maintaining good health Proper feeding Proper milking methods Proper housing. 15. A State the factors that should be considered when selecting rabbits for breeding."}
{"text": "Proper selection bulling Proper breeding upgrading cross breeding Maintaining good health Proper feeding Proper milking methods Proper housing. 15. A State the factors that should be considered when selecting rabbits for breeding. Good body size Breeding efficiency Good body conformation Growth rate Good health Freedom from physical deformities. B Why is it important that rabbits are fed on a balanced diet? For quick growth To prevent mineral deficiency To give good quality products To give maximum yield Prevention from diseases c List the heat signs in a doe. Restlessness Rubs itself against any object Vulva swells Interested in other rabbits May lie on her side d Name the types of rabbits keeping. Rabbitry and hutches Mordant i.e movable rabbit house built of light materials Warren Colony system. E State the general routine management practices necessary to protect rabbits from diseases and parasites. Cleanliness in the housing units Do not feed on contaminated food Isolation and treatment of sick ones Disinfect cages, water and feed troughs Impose quarantine of two weeks on new rabbits."}
{"text": "Rabbitry and hutches Mordant i.e movable rabbit house built of light materials Warren Colony system. E State the general routine management practices necessary to protect rabbits from diseases and parasites. Cleanliness in the housing units Do not feed on contaminated food Isolation and treatment of sick ones Disinfect cages, water and feed troughs Impose quarantine of two weeks on new rabbits. 3716. A State the uses of bees on the farm. Pollination of flowers Production of honey and wax b Give the functions of the various classes of bees found in a beehive. Queen is fertile and lays egg Drones are fertile males and mate with queen to fertilize the eggs Works are sterile male who take care of all other bees and the hive, and also offer protection to the hive. C How can bees be attracted to a hive? Using honey Smear sugar syrup on hive Use of molasses. D i When is it recommended to harvest honey?"}
{"text": "C How can bees be attracted to a hive? Using honey Smear sugar syrup on hive Use of molasses. D i When is it recommended to harvest honey? Late in the evening Early in the morning ii State why smoke should be used when harvesting honey, but not fire. Smoke makes bees loss aggressive less active It does not kill bees breed Quality of honey obtained is sufficiently high iii What precautions are necessary when harvesting honey? Avoid excess smoke getting into the hive Prevent rain water from getting into hive Use clean utensils to avoid contamination Use of protective clothes e i Name diseases of bees. Acorive disease Foul breath disease ii Give examples of pests of bees. Safari ants Bee lose Private wasps Wax moth Birds Honey badger Beetles Robber bees 17. What makes the camel suited to living and working in desert conditions?"}
{"text": "Acorive disease Foul breath disease ii Give examples of pests of bees. Safari ants Bee lose Private wasps Wax moth Birds Honey badger Beetles Robber bees 17. What makes the camel suited to living and working in desert conditions? Can tolerate high temperature A browser which survives well on scanty vegetation Travels long distance and for several days without water Hooves are suited to walk on sand 3818. Mention the uses of donkeys. Transportation Work e.g pulling ox-ploughs for cultivation. B What management practices are necessary to enable a donkey work efficiently? Proper harnessing to avoid injuries Foot care and hoof trimming when necessary Proper feeding Enough rest after work Treat when sick Drenching using horse dewormer. 19. A i Explain cropping in fish farming. The removal of marketable size of fish from the pond to provide more food for those left behind. Ii What is fish harvesting? Removal of all fish from the pond b List the features that are necessary in fish-pond construction."}
{"text": "The removal of marketable size of fish from the pond to provide more food for those left behind. Ii What is fish harvesting? Removal of all fish from the pond b List the features that are necessary in fish-pond construction. Inlet for fresh water Spillway to remove excess overflow water Outlet for drainage e.g when harvesting fish or replacing water Fence to keep away predators thieves Screen to prevent fish from escaping. C Explain the maintenance practices necessary for a fish pond. Maintain optimum level of water by regulating inflow and outflow of water Immediate blockage of water leakages Remove any debris Out weeds or grass growing around pond Fertilize pond regularly Provide enough food to fish 20. A i How can skin of an animal be damaged while animal is still alive? Poor branding Scratching by sharp objects such as wires whipping injury by other animals Skin diseases Bites by parasites. Ii State the treatment given to hides and skins after flaying."}
{"text": "A i How can skin of an animal be damaged while animal is still alive? Poor branding Scratching by sharp objects such as wires whipping injury by other animals Skin diseases Bites by parasites. Ii State the treatment given to hides and skins after flaying. Washing Trimming Tanning Draining and fleshing Preserving by salting iii What are the uses of hides and skins? Source of revenue Used to make items e.g shoes, etc 39b i Give reasons why honey harvesting at night is not encouraged. To avoid bush fires Because one may not distinguish between honey combs and brood combs Loss damage to combs Little contamination of honey To avoid killing bees. Ii Describe the procedure of harvesting honey."}
{"text": "Source of revenue Used to make items e.g shoes, etc 39b i Give reasons why honey harvesting at night is not encouraged. To avoid bush fires Because one may not distinguish between honey combs and brood combs Loss damage to combs Little contamination of honey To avoid killing bees. Ii Describe the procedure of harvesting honey. Wear protective clothing Approach beehive from behind Move smoothly Puff smoke, using smoker, into entrance holes Inspect combs thoroughly Harvest only where scaled combs Leave enough combs with honey, especially in dry season, to avoid starving bees Brush out bees from honey combs Avoid crushing bees. Iii State the methods of extracting honey from honey combs Using heat method Crush and strain Using of extraction. Iv What factors influence the quality of honey?"}
{"text": "Wear protective clothing Approach beehive from behind Move smoothly Puff smoke, using smoker, into entrance holes Inspect combs thoroughly Harvest only where scaled combs Leave enough combs with honey, especially in dry season, to avoid starving bees Brush out bees from honey combs Avoid crushing bees. Iii State the methods of extracting honey from honey combs Using heat method Crush and strain Using of extraction. Iv What factors influence the quality of honey? Presence of impurities foreign materials Source of nectar food type Stage of ripening maturity under 17 moisture content Season of the year rainy season flowering Method of extraction."}
{"text": "Iii State the methods of extracting honey from honey combs Using heat method Crush and strain Using of extraction. Iv What factors influence the quality of honey? Presence of impurities foreign materials Source of nectar food type Stage of ripening maturity under 17 moisture content Season of the year rainy season flowering Method of extraction. C Describe hoe to kill and prepare a rabbit carcass Kill by dislocating the neck Hold by back legs in the hand Strike a sharp blow with edge of hand, at base of skull behind the ears This causes bone separation and breaks blood vessels of the neck Hook up rabbit immediately by one leg Remove head to assist bleeding Slit abdominal wall and eviscerate remove visceran remove internal organs Dry the skin using appropriate method Sell meat locally. D i State the difference between wool and hair."}
{"text": "Presence of impurities foreign materials Source of nectar food type Stage of ripening maturity under 17 moisture content Season of the year rainy season flowering Method of extraction. C Describe hoe to kill and prepare a rabbit carcass Kill by dislocating the neck Hold by back legs in the hand Strike a sharp blow with edge of hand, at base of skull behind the ears This causes bone separation and breaks blood vessels of the neck Hook up rabbit immediately by one leg Remove head to assist bleeding Slit abdominal wall and eviscerate remove visceran remove internal organs Dry the skin using appropriate method Sell meat locally. D i State the difference between wool and hair. Wool is outer coat of sheep made of many fibres with crimp Appearance that make the fibres elastic Hair is smooth, lacks waviness and is inelastic ii What is fleece?"}
{"text": "C Describe hoe to kill and prepare a rabbit carcass Kill by dislocating the neck Hold by back legs in the hand Strike a sharp blow with edge of hand, at base of skull behind the ears This causes bone separation and breaks blood vessels of the neck Hook up rabbit immediately by one leg Remove head to assist bleeding Slit abdominal wall and eviscerate remove visceran remove internal organs Dry the skin using appropriate method Sell meat locally. D i State the difference between wool and hair. Wool is outer coat of sheep made of many fibres with crimp Appearance that make the fibres elastic Hair is smooth, lacks waviness and is inelastic ii What is fleece? Wool which has been shorn out from sheep iii Give the qualities of good wool. Clean loss 40Long Fine soft wool count Be of pure colour white Strong Elasticity crimpy."}
{"text": "Wool is outer coat of sheep made of many fibres with crimp Appearance that make the fibres elastic Hair is smooth, lacks waviness and is inelastic ii What is fleece? Wool which has been shorn out from sheep iii Give the qualities of good wool. Clean loss 40Long Fine soft wool count Be of pure colour white Strong Elasticity crimpy. Iv List the precautions to be taken during the sheep shearing process to ensure good quality wool Shearing on dry and fine weather season Use clean floor to avoid fouling of wool Avoid half cut wool as this lowers quality e How are fish processed before cooking? Scaling Removal of offal s eviscerating Sun drying or smoking to slow down deterioration ii List the methods of preserving fish before sale to consumers Splitting then drying in the sun Smoking Salting. FORM THREE TOPICS 411.a Define farm layout refers to how land on the farm is allocated to various uses."}
{"text": "Iv List the precautions to be taken during the sheep shearing process to ensure good quality wool Shearing on dry and fine weather season Use clean floor to avoid fouling of wool Avoid half cut wool as this lowers quality e How are fish processed before cooking? Scaling Removal of offal s eviscerating Sun drying or smoking to slow down deterioration ii List the methods of preserving fish before sale to consumers Splitting then drying in the sun Smoking Salting. FORM THREE TOPICS 411.a Define farm layout refers to how land on the farm is allocated to various uses. B What is a good layout One which allows easy management of various enterprises on the farm One which satisfies the farmer and give him comfort. C State the factors to consider when planning the layout of a mixed farm ."}
{"text": "FORM THREE TOPICS 411.a Define farm layout refers to how land on the farm is allocated to various uses. B What is a good layout One which allows easy management of various enterprises on the farm One which satisfies the farmer and give him comfort. C State the factors to consider when planning the layout of a mixed farm . Slope of land drainage topography Direction of prevailing winds Type of soil Type of enterprises required other enterprises on farm Infrastructure accessibility other enterprises on farm Government regulation Existing permanent structures on the farm Land size Security of enterprises Existing ammonites e.g electricity, water Panoramic view 2.a List the common structures found on the farm."}
{"text": "V What maintenance practices are carried out on farm fences? Replacing broken posts, droppers etc Replacing tightening loose wires Control termites and fungi from causing damage Replace struts if broken. E State the uses of a crush. Hand spraying or hand dressing to control ticks Drenching or deworming against internal parasites Artificial insemination Applying identification marks Taking temperature Pregnancy diagnosis Milking Dehorning Castration f i Name the main sections of a cattle dip stating its functions. Assembly yard is a waiting area for holding the animals before dipping Footbath for washing mud from cattle hooves to prevent dip contamination s Dip tank which contains dip wash into which cattle got immersed Draining race drying race for holding animals after dipping to let the dip wash drip. Ii State the main use of a dip. Where animals are immersed in a solution of acaricide and water dipwash to control external parasites e.g ticks."}
{"text": "Assembly yard is a waiting area for holding the animals before dipping Footbath for washing mud from cattle hooves to prevent dip contamination s Dip tank which contains dip wash into which cattle got immersed Draining race drying race for holding animals after dipping to let the dip wash drip. Ii State the main use of a dip. Where animals are immersed in a solution of acaricide and water dipwash to control external parasites e.g ticks. G State the factors to consider when planning to construct a grain store . Sited on a well-drained ground Free ventilation without draughts Rainproof leakproof Adequate floor space Easy to clean Vermin pest proof have rat guards Keep away thieves predators. H i State the features of an ideal calf porn Well ventilated Leakproof Well drained floor Clean 44Draught free Enough space for calf ii What facts influence siting of calf pens?"}
{"text": "Repair broken parts of the house Clean and remove the cobwebs and any dirt Improve drainage Fumigate against pests and diseases Paint some parts of the house. J i State the factors to consider in siting a rabbit hutch. The site should be safe and secure especially in or near a homestead It should be sized in an accessible place The place should be sheltered from strong prevailing winds The area should be well drained It should be located on the leeward side of the farm to avoid bad smell ii What factors should be considered in selecting the construction materials ? Consider availability or materials Durable materials are preferred Consider cost of the material to use Select roofing materials that can keep off rain Some materials for the walls should allow enough light and ventilation Select some materials for the floor that will allow drainage of urine and from passage of droppings. Iii Give the environment of a rabbit hutch."}
{"text": "The site should be safe and secure especially in or near a homestead It should be sized in an accessible place The place should be sheltered from strong prevailing winds The area should be well drained It should be located on the leeward side of the farm to avoid bad smell ii What factors should be considered in selecting the construction materials ? Consider availability or materials Durable materials are preferred Consider cost of the material to use Select roofing materials that can keep off rain Some materials for the walls should allow enough light and ventilation Select some materials for the floor that will allow drainage of urine and from passage of droppings. Iii Give the environment of a rabbit hutch. 45Lack proof Easy to clean Free from strong wind draught Safe from prodiors raised above ground level Floor to allow from drainage of urine and droppings Well ventilated Adequate space. Iv State the reasons for raising rabbit hutches above ground level."}
{"text": "Iii Give the environment of a rabbit hutch. 45Lack proof Easy to clean Free from strong wind draught Safe from prodiors raised above ground level Floor to allow from drainage of urine and droppings Well ventilated Adequate space. Iv State the reasons for raising rabbit hutches above ground level. To ensure security from attack by dogs, cats, etc To hasten drying of bedding To avoid dampness from the ground K i State the factors to consider when designing a piggery to ensure good health of pigs. Ventilation Space requirements according to recommended stocking rate Basking exercise area Security of piglets e.g constructing guard rails Drainage Position of food troughs and water troughs in relation to dunging area. L a State the reasons why maintenance of farm structures is important. Avoid accidents when using them Ensure efficiency of usage of structure Prolong the life of the structure farm 3. A i What is land tenure?"}
{"text": "Ventilation Space requirements according to recommended stocking rate Basking exercise area Security of piglets e.g constructing guard rails Drainage Position of food troughs and water troughs in relation to dunging area. L a State the reasons why maintenance of farm structures is important. Avoid accidents when using them Ensure efficiency of usage of structure Prolong the life of the structure farm 3. A i What is land tenure? Ownership of rights to the use of land ii List the land tenure Collective e.g communal and cooperative tenure Individual e.g owner-occupier, company and tenancy and landlordism lease held system b i What is land refers? Any organised action taken to improve the structure of land tenure and land use deliberate change in the land tenure system ii State the methods of land refers. Land consolidation Land subdivision fragmentation Land adjudication and registration demarcation Settlement and resettlement c i Distinguish between settlement and resettlement."}
{"text": "Ownership of rights to the use of land ii List the land tenure Collective e.g communal and cooperative tenure Individual e.g owner-occupier, company and tenancy and landlordism lease held system b i What is land refers? Any organised action taken to improve the structure of land tenure and land use deliberate change in the land tenure system ii State the methods of land refers. Land consolidation Land subdivision fragmentation Land adjudication and registration demarcation Settlement and resettlement c i Distinguish between settlement and resettlement. Settlement is planned transfer of population from one area to another Resettlement is transferring population from more densely populated area to less populated one. Ii State the objectives of settlement and resettlement To settle the land lost 46To make use of idle land To create self employment To relieve population pressure To increase agricultural population. Iii What were the contributions of settlement schemes?"}
{"text": "Settlement is planned transfer of population from one area to another Resettlement is transferring population from more densely populated area to less populated one. Ii State the objectives of settlement and resettlement To settle the land lost 46To make use of idle land To create self employment To relieve population pressure To increase agricultural population. Iii What were the contributions of settlement schemes? Have increased production Better use of extension services Increased agricultural credit Marketing cooperatives are being used There are more improved livestock Acceleration in development of infrastructure 4. A i What is soil erosion? Detachment and carrying away of top soil by wind and water. Ii Name the types of soil erosion. Splash raindrop erosion Gully erosion Streambank erosion Rill erosion Shoot erosion iii State the factors which influence the rate of soil erosion."}
{"text": "Compete with crops are nutrients, space, light, water Reduce quality of products Some are Some block irrigation channels and deprive fish of oxygen Some lower quality of pasture They increase production costs d Describe the wed control methods i Cultural Includes mulching, cover cropping, field hygiene, timely planting, crop rotation, using clean planting materials, etc. Ii Mechanical: By use of tillage, cultivation, slashing defoliation and uprooting weeds iii Biological Deliberate use of a biological agent e.g insect, virus, fungi animal to reduce the population of a target weed. Iv Chemicals. Use of herbicides to kill weeds Herbicides are chemicals which kill plants. 6.a i What is a crop pest? Any organism that destroys is a nuisance to crops, either directly xxxxx, by feeding on tem or introducing disease causing ii Name the categories of crop pest? Insects- Micro-organisms Mites- Higher animals Birds- Molasses Nematodes- Rodents iii How can pests be controlled on the farm?"}
{"text": "6.a i What is a crop pest? Any organism that destroys is a nuisance to crops, either directly xxxxx, by feeding on tem or introducing disease causing ii Name the categories of crop pest? Insects- Micro-organisms Mites- Higher animals Birds- Molasses Nematodes- Rodents iii How can pests be controlled on the farm? By use of chemical e.g pesticides Early planting of crops Field hygiene e.g destruction of affected crop residues Use of trap crops, trap cropping Close season Crop rotation Growing resistant varieties Trapping and killing pest. 48iv What is integrated pest management? The use of a combination of various control methods b i What is a plant disease. Any alteration in the state of a plant or of its parts, which interrupts or disturbs the proper performance of functions of its parts. Ii Name the disease causing factors in crops."}
{"text": "The use of a combination of various control methods b i What is a plant disease. Any alteration in the state of a plant or of its parts, which interrupts or disturbs the proper performance of functions of its parts. Ii Name the disease causing factors in crops. Viruses Mineral deficiency nutritional in balance Bacterial Fungi Physiological disorders iii List the various practices carried out in the field to control crop diseases . Crop rotation Close season Roguing destroying infected Planting disease free plants use of certified seeds Early planting timely planting Pruning proper spacing Weed control Use of resistance varieties Quarantine Application of appropriate chemicals Use of clean equipment Heat treatment. 7.Discuss the growing of the following crops."}
{"text": "Scare the birds Apply appropriate insecticides to control stalk bearer Fungal disease control use resistant varieties, plant certified seeds vi Harvesting Ready 3-9 months depending on variety Cut head panicle b Maize i Seedbed preparation Clear land early before the rains Harrow the land to medium tilth Cultivate land to get rid of parannial weeds and allow vegetation to rot. Ii Planting Done at the beginning of rains Dry planting is recommended Spacing varies with variety i.e 23-30 cm x 57 90 cm Plant seed at 2.5 10 cm deep Planting manually or mechanically Apply DAP at 100 150 kg hectare in planting hole Top dress with CAN at 200kg hectare iii Weeding Weed at early stage to reduce competition for moisture Hand weeding done Herbicides sometimes used e.g simazine artrazine before germination and MCPA 2,40 after germination. Iv Field management Thinning done early to get consistent growth Gapping done early v Pests control Scare birds e.g quellea and weaver birds Use appropriate control of pests e.g aphids, army worm e.g insecticides. Vi Disease control Use appropriate control e.g fungicides for smut, rust and maize stork vii Harvesting Depending on altitude and variety Stock out maize or harvest cabs when dry in field c Cassava i Basic requirements Requires altitude of below 1500m."}
{"text": "Ii Planting Done at the beginning of rains Dry planting is recommended Spacing varies with variety i.e 23-30 cm x 57 90 cm Plant seed at 2.5 10 cm deep Planting manually or mechanically Apply DAP at 100 150 kg hectare in planting hole Top dress with CAN at 200kg hectare iii Weeding Weed at early stage to reduce competition for moisture Hand weeding done Herbicides sometimes used e.g simazine artrazine before germination and MCPA 2,40 after germination. Iv Field management Thinning done early to get consistent growth Gapping done early v Pests control Scare birds e.g quellea and weaver birds Use appropriate control of pests e.g aphids, army worm e.g insecticides. Vi Disease control Use appropriate control e.g fungicides for smut, rust and maize stork vii Harvesting Depending on altitude and variety Stock out maize or harvest cabs when dry in field c Cassava i Basic requirements Requires altitude of below 1500m. Moderate rainfall drought resistant 50Sandy soils free draining soils ii Seedbed preparation and planting Deep ploughing recommended prepare ridges Plant stem cuttings 40cm long at 45 o or less Spacing is 1.5m x 0.9m Bury half stem in soil."}
{"text": "Iv Field management Thinning done early to get consistent growth Gapping done early v Pests control Scare birds e.g quellea and weaver birds Use appropriate control of pests e.g aphids, army worm e.g insecticides. Vi Disease control Use appropriate control e.g fungicides for smut, rust and maize stork vii Harvesting Depending on altitude and variety Stock out maize or harvest cabs when dry in field c Cassava i Basic requirements Requires altitude of below 1500m. Moderate rainfall drought resistant 50Sandy soils free draining soils ii Seedbed preparation and planting Deep ploughing recommended prepare ridges Plant stem cuttings 40cm long at 45 o or less Spacing is 1.5m x 0.9m Bury half stem in soil. Iii Field management Control weeds at early stages of growth. Iv Pest control White scale controlled by clean planting materials. V Diseases. Mosaic disease causes melting of leaves and deformed tubers Control by planting resistant varieties."}
{"text": "Iv Pest control White scale controlled by clean planting materials. V Diseases. Mosaic disease causes melting of leaves and deformed tubers Control by planting resistant varieties. Vi Harvesting Remove individual tubers or uproot whole plant Use stick or forked jembes to harvest Yields about 7-10 tons per hectare d Millet i Basic requirements Altitude from 0-1200m Rainfall of 500-600mm per annum Light sandy soils ii Seedbed preparation and planting Prepare seedbed of fine tilth Spacing is 60 x 30 cm Sometimes interplanted with other crops iii Field management Top dress with nitrogenous fertilizer when 30cm long Weeding done upto tillering stage iv Pest control Quelea birds cat seeds at miling stage Controlled by scaring v Disease control Dowry mildow control using fungicides and crop rotation vi Harvesting Individual heads out using knife or sickle e Sweet potatoes i Basic requirements Altitude of C-2400m 750 mm of rainfall per year drought resistant 51wide variety of soils warm to cool climate ii Seedbed preparation and planting Prepare flat seedbed ridges Plant cutting in form of apical pieces of vines Bury atleast half of vine."}
{"text": "Vi Pests Control 52Birds Scaring Rice hispid, stem Spray with BHC, DDT dimention Field rats Field rat poison vii Diseases Control Rice blast - Use loss nitrogen - Use resistant varieties yellow mottling - Quarantine. Viii Water regulation. Maintain water depth at 1 3 height of plant throughout growing period Ensure fresh water supply Drain off water 3 weeks before harvesting. Ix Harvesting Rice reaches maturity at 4-5 months harvest when dry Out stem at base any correct method Dry to 12-14 moisture content Bag for dispatch. 8.a What do the following terms mean? I Pasture A cover of grass or legume or grass and legume used for feeding livestock. Ii Forage Crop A plant which either grows naturally or is cultivated by farmers and used for feeding livestock. Iii A forage plant that is grown, harvested and given to livestock when ready. B Outline the methods that can be used to improve permanent potatoes ."}
{"text": "Ii Forage Crop A plant which either grows naturally or is cultivated by farmers and used for feeding livestock. Iii A forage plant that is grown, harvested and given to livestock when ready. B Outline the methods that can be used to improve permanent potatoes . Irrigation Control weeds Top dress with N-fertilizers to avoid denudation Reseeding Out back dry and unpalatable atoms with tractor mower to encourage fresh regrowth after grazing cycle Controlled grazing. C What factors determine the forage crop species to be established at a place ? 53Yield of forage species in terms of herbage is quantity per unit of land Resistance to pests and diseases Adaptability to the area where it is established Ease with which it can be established and eradicated Whether pure or mixed stand Growth rate and fast establishment d i In which form can pasture be considered? Silage Hay Standing hay ii Why is it important to conserve pasture?"}
{"text": "C What factors determine the forage crop species to be established at a place ? 53Yield of forage species in terms of herbage is quantity per unit of land Resistance to pests and diseases Adaptability to the area where it is established Ease with which it can be established and eradicated Whether pure or mixed stand Growth rate and fast establishment d i In which form can pasture be considered? Silage Hay Standing hay ii Why is it important to conserve pasture? To distribute available forage for livestock throughout the year To provide feed for dry season To ensure better and full utilization of the available land Conserved forage can be sold for money. 9.a List the routes though which pathogens can enter the body of an animal . Skin, eye, nose, mouth, anus, ear, genital organs, mammary glands, navel cord. B i What is immunity? The ability of an animal to resist infection by disease ii Name the types of immunity."}
{"text": "Skin, eye, nose, mouth, anus, ear, genital organs, mammary glands, navel cord. B i What is immunity? The ability of an animal to resist infection by disease ii Name the types of immunity. Natural immunity Artificial immunity iii What is a vector? A carrier of disease from one organism to another. It does not cause disease itself. Iv Explain the term incubation in livestock diseases Period between infection by pathogen and showing of symptoms of the disease. 10. Discuss the following diseases under appropriate sub-headings."}
{"text": "Iv Explain the term incubation in livestock diseases Period between infection by pathogen and showing of symptoms of the disease. 10. Discuss the following diseases under appropriate sub-headings. A Red water i Causal agent Protozoa bibesia bigomina ii Symptoms Red urine Fever high temperature Loss of appetite Anaemia Loss of production Jaundice Swollen lymph glands Licking soil Increased breathing iii Control measures Tick control e.g spraying, dipping, fencing, etc 54b Anthrax i Causal agent Bacteria bacillus enthracis ii Symptoms Sudden death Bleeding form external crifices Bleated carcass High temperature shivering Dullness Bloody diarrhoea milk ha blood stains Non-clotting blood Lack of rigor nortis Loss of appetite iii Control measures Vaccination Quarantine isolation Treatment of the herd tread early with antibiotics Proper disposal burying burning Public education c Newcastle i Causal agent Virus ii Symptoms Watery diarrhoea Staggering with dreeping wings and bent neck Soft-shelled eggs Sneezing Sudden death Nervousness restlessness Loss of production Thick mucus discharge from nostrils difficulty in breathing."}
{"text": "10. Discuss the following diseases under appropriate sub-headings. A Red water i Causal agent Protozoa bibesia bigomina ii Symptoms Red urine Fever high temperature Loss of appetite Anaemia Loss of production Jaundice Swollen lymph glands Licking soil Increased breathing iii Control measures Tick control e.g spraying, dipping, fencing, etc 54b Anthrax i Causal agent Bacteria bacillus enthracis ii Symptoms Sudden death Bleeding form external crifices Bleated carcass High temperature shivering Dullness Bloody diarrhoea milk ha blood stains Non-clotting blood Lack of rigor nortis Loss of appetite iii Control measures Vaccination Quarantine isolation Treatment of the herd tread early with antibiotics Proper disposal burying burning Public education c Newcastle i Causal agent Virus ii Symptoms Watery diarrhoea Staggering with dreeping wings and bent neck Soft-shelled eggs Sneezing Sudden death Nervousness restlessness Loss of production Thick mucus discharge from nostrils difficulty in breathing. Iii Control measures."}
{"text": "Discuss the following diseases under appropriate sub-headings. A Red water i Causal agent Protozoa bibesia bigomina ii Symptoms Red urine Fever high temperature Loss of appetite Anaemia Loss of production Jaundice Swollen lymph glands Licking soil Increased breathing iii Control measures Tick control e.g spraying, dipping, fencing, etc 54b Anthrax i Causal agent Bacteria bacillus enthracis ii Symptoms Sudden death Bleeding form external crifices Bleated carcass High temperature shivering Dullness Bloody diarrhoea milk ha blood stains Non-clotting blood Lack of rigor nortis Loss of appetite iii Control measures Vaccination Quarantine isolation Treatment of the herd tread early with antibiotics Proper disposal burying burning Public education c Newcastle i Causal agent Virus ii Symptoms Watery diarrhoea Staggering with dreeping wings and bent neck Soft-shelled eggs Sneezing Sudden death Nervousness restlessness Loss of production Thick mucus discharge from nostrils difficulty in breathing. Iii Control measures. Vaccination Disinfection proper hygiene Quarantine Proper disposal killing the flock Use birds that are certified to be clean Examination and treatment of suspected birds."}
{"text": "A i Name the sources of farm power Human power Wind power Animal power Oil fuel power gas paraffin Electricity Solar energy Wood charcoal Biogas power Nuclear energy ii Mention the ways in which solar energy is used on the farm. Production of electric energy by use of photo-electric cell panel Electricity used for lighting, pumping water, healing etc Direct drying of crops Water heating Cooking iii Give the disadvantages of using wood fuel or charcoal as a source of power. Inefficient use of energy Leads to destruction of environment through indiscriminate felling of trees Snake produced pollutes environment Exhaustible source of power b i What are the requirements for animals used as a source of farm power? Good health healthy Fully grown maturing Well fed. Ii Give the benefits of using animal power on the farm."}
{"text": "Inefficient use of energy Leads to destruction of environment through indiscriminate felling of trees Snake produced pollutes environment Exhaustible source of power b i What are the requirements for animals used as a source of farm power? Good health healthy Fully grown maturing Well fed. Ii Give the benefits of using animal power on the farm. Cheaper t buy than machines Loss time used than using human power Wider range of relief than tractor e.g hills 57Loss maintenance cost e.g no fuel needed Does more work than human power Not much skill and training needed to operate them Animals can provide manure iii State the limitations of using animal power Low work output than tractor power Extra piece of land required to grow forage for them Animals cannot be used in use tsetsefly infested areas Animals tire quickly Tiresome since it also requires two handlers Requires time to train animals and handlers Theft and production problems Slower rate of work therefore not suitable in large scale farming Cause damage to crops when used in weeding."}
{"text": "Good health healthy Fully grown maturing Well fed. Ii Give the benefits of using animal power on the farm. Cheaper t buy than machines Loss time used than using human power Wider range of relief than tractor e.g hills 57Loss maintenance cost e.g no fuel needed Does more work than human power Not much skill and training needed to operate them Animals can provide manure iii State the limitations of using animal power Low work output than tractor power Extra piece of land required to grow forage for them Animals cannot be used in use tsetsefly infested areas Animals tire quickly Tiresome since it also requires two handlers Requires time to train animals and handlers Theft and production problems Slower rate of work therefore not suitable in large scale farming Cause damage to crops when used in weeding. C i State the advantages of farm mechanization."}
{"text": "Ii Give the benefits of using animal power on the farm. Cheaper t buy than machines Loss time used than using human power Wider range of relief than tractor e.g hills 57Loss maintenance cost e.g no fuel needed Does more work than human power Not much skill and training needed to operate them Animals can provide manure iii State the limitations of using animal power Low work output than tractor power Extra piece of land required to grow forage for them Animals cannot be used in use tsetsefly infested areas Animals tire quickly Tiresome since it also requires two handlers Requires time to train animals and handlers Theft and production problems Slower rate of work therefore not suitable in large scale farming Cause damage to crops when used in weeding. C i State the advantages of farm mechanization. The rate at which a job can be completed is increased improves efficiency Number of man-days involved is reduces labour saving Products harvested mechanically are more uniform Uniformly harvested products are more acceptable to consumers Timeliness of operations Contributes to increased farm production Contributes to increased farm productivity Uniformity of operations e.g ploughing, planting Less labour easy ii What are its disadvantages?"}
{"text": "Cheaper t buy than machines Loss time used than using human power Wider range of relief than tractor e.g hills 57Loss maintenance cost e.g no fuel needed Does more work than human power Not much skill and training needed to operate them Animals can provide manure iii State the limitations of using animal power Low work output than tractor power Extra piece of land required to grow forage for them Animals cannot be used in use tsetsefly infested areas Animals tire quickly Tiresome since it also requires two handlers Requires time to train animals and handlers Theft and production problems Slower rate of work therefore not suitable in large scale farming Cause damage to crops when used in weeding. C i State the advantages of farm mechanization. The rate at which a job can be completed is increased improves efficiency Number of man-days involved is reduces labour saving Products harvested mechanically are more uniform Uniformly harvested products are more acceptable to consumers Timeliness of operations Contributes to increased farm production Contributes to increased farm productivity Uniformity of operations e.g ploughing, planting Less labour easy ii What are its disadvantages? Capital outlay on machinery is high May lead to problem of soil capping Mechanization is more worthwhile in large scale farming enterprises Maintenance is expensive May create an unemployment problem Requires skilled manpower Requires uniform produce Tractors and ox-ploughs can not be used on steep land iii Why is mechanisation on small scale farming not worthwhile?"}
{"text": "C i State the advantages of farm mechanization. The rate at which a job can be completed is increased improves efficiency Number of man-days involved is reduces labour saving Products harvested mechanically are more uniform Uniformly harvested products are more acceptable to consumers Timeliness of operations Contributes to increased farm production Contributes to increased farm productivity Uniformity of operations e.g ploughing, planting Less labour easy ii What are its disadvantages? Capital outlay on machinery is high May lead to problem of soil capping Mechanization is more worthwhile in large scale farming enterprises Maintenance is expensive May create an unemployment problem Requires skilled manpower Requires uniform produce Tractors and ox-ploughs can not be used on steep land iii Why is mechanisation on small scale farming not worthwhile? Low level of capital investment Use of machinery is uneconomical No efficiency in farm operations. D i Name the tractor drawn implements."}
{"text": "Capital outlay on machinery is high May lead to problem of soil capping Mechanization is more worthwhile in large scale farming enterprises Maintenance is expensive May create an unemployment problem Requires skilled manpower Requires uniform produce Tractors and ox-ploughs can not be used on steep land iii Why is mechanisation on small scale farming not worthwhile? Low level of capital investment Use of machinery is uneconomical No efficiency in farm operations. D i Name the tractor drawn implements. Trailers, ploughs disc and mouldboard , harrows and mowers ii Name the animal drawn implements. Ox plough, ox-time cultivator, ex-cart e State the functions of the following parts of a mouldboard plough. I Landside Stabilises the plough absorbs side thrust caused by furrow slice 58ii Mouldboard Inverts furrow slice buries woods trash iii Coulter Vertically cuts the soil or trash iv Share point. Digs opens cuts or breaks the ground v Frog Holds the frame onto the moldboard, landslide and share."}
{"text": "Ox plough, ox-time cultivator, ex-cart e State the functions of the following parts of a mouldboard plough. I Landside Stabilises the plough absorbs side thrust caused by furrow slice 58ii Mouldboard Inverts furrow slice buries woods trash iii Coulter Vertically cuts the soil or trash iv Share point. Digs opens cuts or breaks the ground v Frog Holds the frame onto the moldboard, landslide and share. F State the functions of the following principal parts of a disc plough. I Beam. Part of the plough on which all parts are joined ii Hitch most. Point at which the top link is connected to tractor iii Scrapper Inverting furrow slice cleans disc iv Disc. Cutting the ground ploughing inverting overturning v Hub Contains roller bearings that allow the disc to roll while in operation. Vi Standard Holds the discs vii Springs Absorbs vertical shock of plough viii Furrow wheel Absorbs side thrust used for adjusting the depth of ploughing."}
{"text": "Point at which the top link is connected to tractor iii Scrapper Inverting furrow slice cleans disc iv Disc. Cutting the ground ploughing inverting overturning v Hub Contains roller bearings that allow the disc to roll while in operation. Vi Standard Holds the discs vii Springs Absorbs vertical shock of plough viii Furrow wheel Absorbs side thrust used for adjusting the depth of ploughing. Ix Crossbar Attachment for left and right arm x Hitch point Where plough is attached to tractor. G i State the sources of tractor hire services Government hire services Private contractors Individual farmers Some cooperatives ii Give the advantages of tractor hire services. A farmer does not incur cost of buying tractor No cost of maintenance by farmer No risks of owning a tractor The farmer is able to carry out the task faster 59iii What are its disadvantages? May not be available when required May be very expensive to hire Some operators can produce poor quality work. FORM FOUR TOPICS."}
{"text": "A farmer does not incur cost of buying tractor No cost of maintenance by farmer No risks of owning a tractor The farmer is able to carry out the task faster 59iii What are its disadvantages? May not be available when required May be very expensive to hire Some operators can produce poor quality work. FORM FOUR TOPICS. 1.a Discuss the management of dairy cattle to ensure high milk production. I Selection Select good animals on the basis of high yield Select healthy animals Select animals with good body conformation Should be of high fertility level To have good temperament it docile cattle Poor animals should be coulled Selecting and culling should be a continous exercise ii Breeding management Use superior bulls or semen from superior bulls Breed heifers when fully mature i.e right age and size Breed cows 60-90 days after calving to maintain a calving internal of 1 year. 60iii Feeding management."}
{"text": "1.a Discuss the management of dairy cattle to ensure high milk production. I Selection Select good animals on the basis of high yield Select healthy animals Select animals with good body conformation Should be of high fertility level To have good temperament it docile cattle Poor animals should be coulled Selecting and culling should be a continous exercise ii Breeding management Use superior bulls or semen from superior bulls Breed heifers when fully mature i.e right age and size Breed cows 60-90 days after calving to maintain a calving internal of 1 year. 60iii Feeding management. Feed on a balanced diet, water, minerals, vitamins Give adequate fee Feed should be clean and free from contamination. Iv Housing Provide proper housing i.e well drained, clean, well ventilated, well lit Avoid overcrowding it provide enough space."}
{"text": "60iii Feeding management. Feed on a balanced diet, water, minerals, vitamins Give adequate fee Feed should be clean and free from contamination. Iv Housing Provide proper housing i.e well drained, clean, well ventilated, well lit Avoid overcrowding it provide enough space. V Disease and parasite control Keep animals healthy by routine vaccination Control external parasites by spraying using appropriate drugs e.g acaricides Control internal parasites by routines drenching using appropriate drugs Treat sick animals Isolate and put new animals under quarantine Avoid physical injuries to animals by avoiding sharp objects or holes and using plain wires, not barbed Improve sanitation i.e hygiene or cleanliness in the farm vi General management practices. Milk at regular intervals Use proper milking techniques Observe heat signs and signs of disease closely Handle animals properly Keep proper and good records and use them to evaluate the herd."}
{"text": "Iv Housing Provide proper housing i.e well drained, clean, well ventilated, well lit Avoid overcrowding it provide enough space. V Disease and parasite control Keep animals healthy by routine vaccination Control external parasites by spraying using appropriate drugs e.g acaricides Control internal parasites by routines drenching using appropriate drugs Treat sick animals Isolate and put new animals under quarantine Avoid physical injuries to animals by avoiding sharp objects or holes and using plain wires, not barbed Improve sanitation i.e hygiene or cleanliness in the farm vi General management practices. Milk at regular intervals Use proper milking techniques Observe heat signs and signs of disease closely Handle animals properly Keep proper and good records and use them to evaluate the herd. B Describe the management of a dairy cow from the time of conception until calving gestation period Small breeds like Jersey and Guernsey should be served at 15-18 months of age having attained 250-270 kgs Large breeds at 18-20 months of age or 280 320kg live weight Milking is done for 7 months after conception Pregnancy diagnosis ie. Checking conception is carried out in the fourth month after insemination."}
{"text": "V Disease and parasite control Keep animals healthy by routine vaccination Control external parasites by spraying using appropriate drugs e.g acaricides Control internal parasites by routines drenching using appropriate drugs Treat sick animals Isolate and put new animals under quarantine Avoid physical injuries to animals by avoiding sharp objects or holes and using plain wires, not barbed Improve sanitation i.e hygiene or cleanliness in the farm vi General management practices. Milk at regular intervals Use proper milking techniques Observe heat signs and signs of disease closely Handle animals properly Keep proper and good records and use them to evaluate the herd. B Describe the management of a dairy cow from the time of conception until calving gestation period Small breeds like Jersey and Guernsey should be served at 15-18 months of age having attained 250-270 kgs Large breeds at 18-20 months of age or 280 320kg live weight Milking is done for 7 months after conception Pregnancy diagnosis ie. Checking conception is carried out in the fourth month after insemination. Drying off of incalf cow at 2 months before calving i.e in 7 th month of gestation by skip milking or partial milking Mastities control antibiotics applied into feat canal i.e carry out dry cow therapy Drying up build body reserves hence increases milk production in the next location period The foetus also gets sufficient food hence born strong and healthy Food reserves are used to synthesize colostrum Initiate steaming up in order to give dam enough energy during calving Steaming up should include high quality pastures, concentrates and minerals Do not dip incalf cow in plunge dip to avoid abortion due to shock."}
{"text": "Milk at regular intervals Use proper milking techniques Observe heat signs and signs of disease closely Handle animals properly Keep proper and good records and use them to evaluate the herd. B Describe the management of a dairy cow from the time of conception until calving gestation period Small breeds like Jersey and Guernsey should be served at 15-18 months of age having attained 250-270 kgs Large breeds at 18-20 months of age or 280 320kg live weight Milking is done for 7 months after conception Pregnancy diagnosis ie. Checking conception is carried out in the fourth month after insemination. Drying off of incalf cow at 2 months before calving i.e in 7 th month of gestation by skip milking or partial milking Mastities control antibiotics applied into feat canal i.e carry out dry cow therapy Drying up build body reserves hence increases milk production in the next location period The foetus also gets sufficient food hence born strong and healthy Food reserves are used to synthesize colostrum Initiate steaming up in order to give dam enough energy during calving Steaming up should include high quality pastures, concentrates and minerals Do not dip incalf cow in plunge dip to avoid abortion due to shock. Spraying the incalf cow Avoid drenching toward the end of gestation as this may be dangerous to foetus In preparation for parturition, the incalf should be taken to a parturition pen next to homestead and wait for parturition signs 61Parturition signs include disterned udder, enlarged vulva, clear mucus discharge from vulva, slackening of pelvic girdle muscles i.e relaxing of hip muscles, sometimes colostrum drips out of teats and dam frequently bellows Leave the cow to calve undisturbed Watch for malpresention, if present seek assistance of veterinarian Allow the dam to lick its calf clean of mucus or wipe mucus from nostril and mouth to allow it breath Artificial respiration may be performed when breathing is delayed The naval cord is out and tied and wound sterilized using iodine or methylated spirit to avoid infection."}
{"text": "B Describe the management of a dairy cow from the time of conception until calving gestation period Small breeds like Jersey and Guernsey should be served at 15-18 months of age having attained 250-270 kgs Large breeds at 18-20 months of age or 280 320kg live weight Milking is done for 7 months after conception Pregnancy diagnosis ie. Checking conception is carried out in the fourth month after insemination. Drying off of incalf cow at 2 months before calving i.e in 7 th month of gestation by skip milking or partial milking Mastities control antibiotics applied into feat canal i.e carry out dry cow therapy Drying up build body reserves hence increases milk production in the next location period The foetus also gets sufficient food hence born strong and healthy Food reserves are used to synthesize colostrum Initiate steaming up in order to give dam enough energy during calving Steaming up should include high quality pastures, concentrates and minerals Do not dip incalf cow in plunge dip to avoid abortion due to shock. Spraying the incalf cow Avoid drenching toward the end of gestation as this may be dangerous to foetus In preparation for parturition, the incalf should be taken to a parturition pen next to homestead and wait for parturition signs 61Parturition signs include disterned udder, enlarged vulva, clear mucus discharge from vulva, slackening of pelvic girdle muscles i.e relaxing of hip muscles, sometimes colostrum drips out of teats and dam frequently bellows Leave the cow to calve undisturbed Watch for malpresention, if present seek assistance of veterinarian Allow the dam to lick its calf clean of mucus or wipe mucus from nostril and mouth to allow it breath Artificial respiration may be performed when breathing is delayed The naval cord is out and tied and wound sterilized using iodine or methylated spirit to avoid infection. Separate the calf from the dam after it has been licked and take to a warm calf pen Check and ensure that the placenta comes out a few hours after birth but if not, consult a veterinarian."}
{"text": "Drying off of incalf cow at 2 months before calving i.e in 7 th month of gestation by skip milking or partial milking Mastities control antibiotics applied into feat canal i.e carry out dry cow therapy Drying up build body reserves hence increases milk production in the next location period The foetus also gets sufficient food hence born strong and healthy Food reserves are used to synthesize colostrum Initiate steaming up in order to give dam enough energy during calving Steaming up should include high quality pastures, concentrates and minerals Do not dip incalf cow in plunge dip to avoid abortion due to shock. Spraying the incalf cow Avoid drenching toward the end of gestation as this may be dangerous to foetus In preparation for parturition, the incalf should be taken to a parturition pen next to homestead and wait for parturition signs 61Parturition signs include disterned udder, enlarged vulva, clear mucus discharge from vulva, slackening of pelvic girdle muscles i.e relaxing of hip muscles, sometimes colostrum drips out of teats and dam frequently bellows Leave the cow to calve undisturbed Watch for malpresention, if present seek assistance of veterinarian Allow the dam to lick its calf clean of mucus or wipe mucus from nostril and mouth to allow it breath Artificial respiration may be performed when breathing is delayed The naval cord is out and tied and wound sterilized using iodine or methylated spirit to avoid infection. Separate the calf from the dam after it has been licked and take to a warm calf pen Check and ensure that the placenta comes out a few hours after birth but if not, consult a veterinarian. C Explain the management practices of a dairy calf from birth until it is ready for the first service."}
{"text": "Spraying the incalf cow Avoid drenching toward the end of gestation as this may be dangerous to foetus In preparation for parturition, the incalf should be taken to a parturition pen next to homestead and wait for parturition signs 61Parturition signs include disterned udder, enlarged vulva, clear mucus discharge from vulva, slackening of pelvic girdle muscles i.e relaxing of hip muscles, sometimes colostrum drips out of teats and dam frequently bellows Leave the cow to calve undisturbed Watch for malpresention, if present seek assistance of veterinarian Allow the dam to lick its calf clean of mucus or wipe mucus from nostril and mouth to allow it breath Artificial respiration may be performed when breathing is delayed The naval cord is out and tied and wound sterilized using iodine or methylated spirit to avoid infection. Separate the calf from the dam after it has been licked and take to a warm calf pen Check and ensure that the placenta comes out a few hours after birth but if not, consult a veterinarian. C Explain the management practices of a dairy calf from birth until it is ready for the first service. Clean mucus from the calf as soon as it is born or ensure cow licks its calf dry Ensure the calf is breathing or administer artificial respiration if necessary Cut and disinfect umbilical cord Ensure the calf suckles the mother within the first 8 hours to get colostrum Feed the calf on colostrum for the first 4-7days Keep records on the performance of the calf Introduce feeding of whole milk or milk replacer from the 4 th day Feed the calf with warm milk upto weaning time Observe strict hygiene in the calf pen Protect the calf against adverse weather conditions e.g wind by providing housing Provide adequate clean water from the third week Introduce palatable dry foods e.g concentrates and good quality out grass from the third week Provide mineral supplements Keep calf in individual pens until it is 3-4 months Spray or dip the calf against external parasites Release the calf occasionally for exercise Wean the calf at 8 weeks or late weaning at 16 weeks Drench or deworm the calf against internal parasites Vaccinate calf against prevalent diseases Release the calf occasionally for exercise Wean the calf at 8 weeks or late weaning at 16 weeks Dehorn the calf using appropriate method Graze the calf on good quality pasture, preferably ahead of mature animals Separate heifer calves from bull calves at puberty to avoid inbreeding Remove extra teats if necessary Any change of feeding should be done gradually to avoid feeding disorders Serve at the right age i.e at 15-20 months of 250-280 kg live weight Treat against disease when sick Weigh the calf regularly d Describe the procedure of training a calf to drink milk from a bucked after separating it from its mother."}
{"text": "Separate the calf from the dam after it has been licked and take to a warm calf pen Check and ensure that the placenta comes out a few hours after birth but if not, consult a veterinarian. C Explain the management practices of a dairy calf from birth until it is ready for the first service. Clean mucus from the calf as soon as it is born or ensure cow licks its calf dry Ensure the calf is breathing or administer artificial respiration if necessary Cut and disinfect umbilical cord Ensure the calf suckles the mother within the first 8 hours to get colostrum Feed the calf on colostrum for the first 4-7days Keep records on the performance of the calf Introduce feeding of whole milk or milk replacer from the 4 th day Feed the calf with warm milk upto weaning time Observe strict hygiene in the calf pen Protect the calf against adverse weather conditions e.g wind by providing housing Provide adequate clean water from the third week Introduce palatable dry foods e.g concentrates and good quality out grass from the third week Provide mineral supplements Keep calf in individual pens until it is 3-4 months Spray or dip the calf against external parasites Release the calf occasionally for exercise Wean the calf at 8 weeks or late weaning at 16 weeks Drench or deworm the calf against internal parasites Vaccinate calf against prevalent diseases Release the calf occasionally for exercise Wean the calf at 8 weeks or late weaning at 16 weeks Dehorn the calf using appropriate method Graze the calf on good quality pasture, preferably ahead of mature animals Separate heifer calves from bull calves at puberty to avoid inbreeding Remove extra teats if necessary Any change of feeding should be done gradually to avoid feeding disorders Serve at the right age i.e at 15-20 months of 250-280 kg live weight Treat against disease when sick Weigh the calf regularly d Describe the procedure of training a calf to drink milk from a bucked after separating it from its mother. Put 3 4 fingers in the calf s mouth Let the calf suck the fingers 62Place a bucket of milk at a convenient raised position Gently lower the fingers into the bucket of milk while the calf is still sucking the milk Repeat the procedure until the calf is able to drink from the bucket on its own."}
{"text": "C Explain the management practices of a dairy calf from birth until it is ready for the first service. Clean mucus from the calf as soon as it is born or ensure cow licks its calf dry Ensure the calf is breathing or administer artificial respiration if necessary Cut and disinfect umbilical cord Ensure the calf suckles the mother within the first 8 hours to get colostrum Feed the calf on colostrum for the first 4-7days Keep records on the performance of the calf Introduce feeding of whole milk or milk replacer from the 4 th day Feed the calf with warm milk upto weaning time Observe strict hygiene in the calf pen Protect the calf against adverse weather conditions e.g wind by providing housing Provide adequate clean water from the third week Introduce palatable dry foods e.g concentrates and good quality out grass from the third week Provide mineral supplements Keep calf in individual pens until it is 3-4 months Spray or dip the calf against external parasites Release the calf occasionally for exercise Wean the calf at 8 weeks or late weaning at 16 weeks Drench or deworm the calf against internal parasites Vaccinate calf against prevalent diseases Release the calf occasionally for exercise Wean the calf at 8 weeks or late weaning at 16 weeks Dehorn the calf using appropriate method Graze the calf on good quality pasture, preferably ahead of mature animals Separate heifer calves from bull calves at puberty to avoid inbreeding Remove extra teats if necessary Any change of feeding should be done gradually to avoid feeding disorders Serve at the right age i.e at 15-20 months of 250-280 kg live weight Treat against disease when sick Weigh the calf regularly d Describe the procedure of training a calf to drink milk from a bucked after separating it from its mother. Put 3 4 fingers in the calf s mouth Let the calf suck the fingers 62Place a bucket of milk at a convenient raised position Gently lower the fingers into the bucket of milk while the calf is still sucking the milk Repeat the procedure until the calf is able to drink from the bucket on its own. E What is zero grazing?"}
{"text": "Clean mucus from the calf as soon as it is born or ensure cow licks its calf dry Ensure the calf is breathing or administer artificial respiration if necessary Cut and disinfect umbilical cord Ensure the calf suckles the mother within the first 8 hours to get colostrum Feed the calf on colostrum for the first 4-7days Keep records on the performance of the calf Introduce feeding of whole milk or milk replacer from the 4 th day Feed the calf with warm milk upto weaning time Observe strict hygiene in the calf pen Protect the calf against adverse weather conditions e.g wind by providing housing Provide adequate clean water from the third week Introduce palatable dry foods e.g concentrates and good quality out grass from the third week Provide mineral supplements Keep calf in individual pens until it is 3-4 months Spray or dip the calf against external parasites Release the calf occasionally for exercise Wean the calf at 8 weeks or late weaning at 16 weeks Drench or deworm the calf against internal parasites Vaccinate calf against prevalent diseases Release the calf occasionally for exercise Wean the calf at 8 weeks or late weaning at 16 weeks Dehorn the calf using appropriate method Graze the calf on good quality pasture, preferably ahead of mature animals Separate heifer calves from bull calves at puberty to avoid inbreeding Remove extra teats if necessary Any change of feeding should be done gradually to avoid feeding disorders Serve at the right age i.e at 15-20 months of 250-280 kg live weight Treat against disease when sick Weigh the calf regularly d Describe the procedure of training a calf to drink milk from a bucked after separating it from its mother. Put 3 4 fingers in the calf s mouth Let the calf suck the fingers 62Place a bucket of milk at a convenient raised position Gently lower the fingers into the bucket of milk while the calf is still sucking the milk Repeat the procedure until the calf is able to drink from the bucket on its own. E What is zero grazing? The practice of rearing animals under confinement in stalls whereby food and water are brought to the animals."}
{"text": "Put 3 4 fingers in the calf s mouth Let the calf suck the fingers 62Place a bucket of milk at a convenient raised position Gently lower the fingers into the bucket of milk while the calf is still sucking the milk Repeat the procedure until the calf is able to drink from the bucket on its own. E What is zero grazing? The practice of rearing animals under confinement in stalls whereby food and water are brought to the animals. Ii State the advantages of zero grazing Easy to control livestock diseases High production per unit area of land Proper utilization of pasture i.e no trampling or fouling Animals do not waste a lot of energy in walking Good method of accumulation and collection of farm yard manure for plant and dung for biogas Possible to keep livestock where there is bad terrain eg. Swampy, stony or steep slopes."}
{"text": "E What is zero grazing? The practice of rearing animals under confinement in stalls whereby food and water are brought to the animals. Ii State the advantages of zero grazing Easy to control livestock diseases High production per unit area of land Proper utilization of pasture i.e no trampling or fouling Animals do not waste a lot of energy in walking Good method of accumulation and collection of farm yard manure for plant and dung for biogas Possible to keep livestock where there is bad terrain eg. Swampy, stony or steep slopes. Possible to keep livestock where land is limited High level of stocking rate achieved. Iii List the limitation of zero grazing Expensive as it requires high initial capital Labour intensive i.e a lot of labour required May not be possible where there is in adequate water Requires a lot of technical sills to manage well. 2.Discuss the management of beef cattle from birth until it is ready to be sold as steer."}
{"text": "633.a Describe the preparations one would make before the arrival of day old chicks on the farm. A poultry house should be constructed The house should be well ventilated and should not allow draught inside A brooder should be ready 2-3 days before chicks arrive A coccidiostat should be bought ready for use in case acoccidiosis attacks chicks Put newspapers on the floor of the brooder to prevent chicks from eating litter e.g saw dust. Spread food on the newspapers and some on feeders Avail proteins DCP and vitamins A and B. The protein and vitamin A encourage faster growth rate provide chick starter mash Provide feeders and waterers The farmer should ensure that the poultry house has a door to keep of predators like wild cats, jackals and foxes The door also keeps of cold wind entering the house. B Discuss the artificial rearing of layer chicks from day old upto the end of brooding."}
{"text": "Spread food on the newspapers and some on feeders Avail proteins DCP and vitamins A and B. The protein and vitamin A encourage faster growth rate provide chick starter mash Provide feeders and waterers The farmer should ensure that the poultry house has a door to keep of predators like wild cats, jackals and foxes The door also keeps of cold wind entering the house. B Discuss the artificial rearing of layer chicks from day old upto the end of brooding. This is between hatching time upto 3 weeks old Ensure brooder corners are rounded Provide enough brooding space according to the number and age of the chicks Clean and disinfect the brooder and house Provide proper litter on the floor e.g wood shavings Maintain appropriate range of temperatures according to the age of the chicks Temperature during the first week should be 32 35 o C then reduce accordingly Provide fresh, adequate and quality feed e.g chick mash Provide brood with reliable and appropriate lighting Provide adequate and appropriate waterers according to age."}
{"text": "The protein and vitamin A encourage faster growth rate provide chick starter mash Provide feeders and waterers The farmer should ensure that the poultry house has a door to keep of predators like wild cats, jackals and foxes The door also keeps of cold wind entering the house. B Discuss the artificial rearing of layer chicks from day old upto the end of brooding. This is between hatching time upto 3 weeks old Ensure brooder corners are rounded Provide enough brooding space according to the number and age of the chicks Clean and disinfect the brooder and house Provide proper litter on the floor e.g wood shavings Maintain appropriate range of temperatures according to the age of the chicks Temperature during the first week should be 32 35 o C then reduce accordingly Provide fresh, adequate and quality feed e.g chick mash Provide brood with reliable and appropriate lighting Provide adequate and appropriate waterers according to age. Control diseases using appropriate methods e.g vaccination against Newcastle, fowl pox and marcocks diseases."}
{"text": "B Discuss the artificial rearing of layer chicks from day old upto the end of brooding. This is between hatching time upto 3 weeks old Ensure brooder corners are rounded Provide enough brooding space according to the number and age of the chicks Clean and disinfect the brooder and house Provide proper litter on the floor e.g wood shavings Maintain appropriate range of temperatures according to the age of the chicks Temperature during the first week should be 32 35 o C then reduce accordingly Provide fresh, adequate and quality feed e.g chick mash Provide brood with reliable and appropriate lighting Provide adequate and appropriate waterers according to age. Control diseases using appropriate methods e.g vaccination against Newcastle, fowl pox and marcocks diseases. Isolate and treat the sick chicks immediately Keep proper records Debeaking should be done 8 10 days towards the end of breeding c i What are growers?"}
{"text": "This is between hatching time upto 3 weeks old Ensure brooder corners are rounded Provide enough brooding space according to the number and age of the chicks Clean and disinfect the brooder and house Provide proper litter on the floor e.g wood shavings Maintain appropriate range of temperatures according to the age of the chicks Temperature during the first week should be 32 35 o C then reduce accordingly Provide fresh, adequate and quality feed e.g chick mash Provide brood with reliable and appropriate lighting Provide adequate and appropriate waterers according to age. Control diseases using appropriate methods e.g vaccination against Newcastle, fowl pox and marcocks diseases. Isolate and treat the sick chicks immediately Keep proper records Debeaking should be done 8 10 days towards the end of breeding c i What are growers? These are chicks that are between 9 22 weeks old ii Discuss briefly the rearing of growers upto the point of lay Provide adequate floor space i.e 18 20 cm sq per 100 birds Provide enough space at water and feed throughs and at roosts The house should be disinfected Provide enough clean litter on the floor Provide growers mash 16 17 protein Provide insoluble grit for digestion Hang green vegetables e.g cabbage leaves to keep birds busy Provide plenty of clean water Vaccinate against fowl typhoid, newcastle diseases when necessary Keep a high level of hygiene Keep litter dry to avoid disease out break and change as necessary Control external parasites 64d Describe the management of layers in deep litter system starting from the point of lay."}
{"text": "Collect eggs frequently, atleast twice a day Provide atleast 20g of layers mash per bird per day Ensure the birds have enough calcium by providing oyster shell Supply some grits to help in digestion Ensure enough supply of grits or vitamins Cull poor layers and diseased birds Debeak birds to prevent cannibalism or egg eating if necessary Vaccinate birds regularly against predominant diseases or give prophylactic drugs Check birds for disease symptoms Check for occurrence of pests and apply appropriate pesticides. Avoid stress factors e.g noise, disturbance, etc Discourage broodiness among a the layers Maintain and repair the house and equipment as the need arises Provide enough feed throughs Provide grains in the litter to keep birds busy Isolate and treat sick birds Keep appropriate records Dispose off the dead birds by burying or burning and also dispose off broken eggs or shells Maintain correct concentration of disinfectant at foot bath. 4.a State the tests that should be carried out to determine the quality of fresh eggs. Candling Physical observation Floatation Shaking lightly."}
{"text": "Avoid stress factors e.g noise, disturbance, etc Discourage broodiness among a the layers Maintain and repair the house and equipment as the need arises Provide enough feed throughs Provide grains in the litter to keep birds busy Isolate and treat sick birds Keep appropriate records Dispose off the dead birds by burying or burning and also dispose off broken eggs or shells Maintain correct concentration of disinfectant at foot bath. 4.a State the tests that should be carried out to determine the quality of fresh eggs. Candling Physical observation Floatation Shaking lightly. B List the factors that should be considered when grading eggs for marketing . Size, weight or volume of egg Colour Shell quality e.g rough or broken Shape of egg c i What is candling? Examining an egg for abnormalities by looking at it against a strong source of light."}
{"text": "B List the factors that should be considered when grading eggs for marketing . Size, weight or volume of egg Colour Shell quality e.g rough or broken Shape of egg c i What is candling? Examining an egg for abnormalities by looking at it against a strong source of light. Ii Describe how to candle an egg 65Put a strong light under the egg and look at it contents Look at the external and internal contents If abnormalities are seen discord the egg iii State the reasons for candling an egg To check for fertility To confirm presence of chick during incubation d Explain the occurrence of double yolked eggs A yolk delays in the infindibulum and is joined by the next yolk The two yolks travel together to the magnum They are then enclosed by one albumen and one shell 5.a What is milk? The white substance secreted in the mammary system of female mammals. B Draw a well labelled diagram of a mammary glad."}
{"text": "Ii Describe how to candle an egg 65Put a strong light under the egg and look at it contents Look at the external and internal contents If abnormalities are seen discord the egg iii State the reasons for candling an egg To check for fertility To confirm presence of chick during incubation d Explain the occurrence of double yolked eggs A yolk delays in the infindibulum and is joined by the next yolk The two yolks travel together to the magnum They are then enclosed by one albumen and one shell 5.a What is milk? The white substance secreted in the mammary system of female mammals. B Draw a well labelled diagram of a mammary glad. C What is milk let-down? The flow of milk from the upper region of the udder alveolar region to the gland and test cistern. Ii State the essentials of clean milk production."}
{"text": "C What is milk let-down? The flow of milk from the upper region of the udder alveolar region to the gland and test cistern. Ii State the essentials of clean milk production. The milkmen should be clean Test for mastitis before milking Ensure clean milking utensils and equipment Have a clean milking parlour i.e shed Ensure the cows are free from diseases e.g T.B. Cows with mastitis should be milked last Clean the udder Sieve the milk iii Explain the procedure of hand milking Collect all milking equipment around so that you do not need to move unnecessarily once milking has started Restrain the cow Give some feeds Clean the udder with a clean towel Squeeze test to extract milk within 7 8 minutes Strip the udder dry Apply milking jelly 66Dip the test in anti-mastitis solution Release the cow Weigh the milk Filtering and sieving Cooling or storage in cool place. E State the factors which influence the amount of milk produced by a cow."}
{"text": "The milkmen should be clean Test for mastitis before milking Ensure clean milking utensils and equipment Have a clean milking parlour i.e shed Ensure the cows are free from diseases e.g T.B. Cows with mastitis should be milked last Clean the udder Sieve the milk iii Explain the procedure of hand milking Collect all milking equipment around so that you do not need to move unnecessarily once milking has started Restrain the cow Give some feeds Clean the udder with a clean towel Squeeze test to extract milk within 7 8 minutes Strip the udder dry Apply milking jelly 66Dip the test in anti-mastitis solution Release the cow Weigh the milk Filtering and sieving Cooling or storage in cool place. E State the factors which influence the amount of milk produced by a cow. Breed of animal Age of animal Period of lactation Health of the animal Temperament of the cow Feed and water supply Season of the year Animal handling during milking 6.Discuss the field production of the following crops."}
{"text": "Cows with mastitis should be milked last Clean the udder Sieve the milk iii Explain the procedure of hand milking Collect all milking equipment around so that you do not need to move unnecessarily once milking has started Restrain the cow Give some feeds Clean the udder with a clean towel Squeeze test to extract milk within 7 8 minutes Strip the udder dry Apply milking jelly 66Dip the test in anti-mastitis solution Release the cow Weigh the milk Filtering and sieving Cooling or storage in cool place. E State the factors which influence the amount of milk produced by a cow. Breed of animal Age of animal Period of lactation Health of the animal Temperament of the cow Feed and water supply Season of the year Animal handling during milking 6.Discuss the field production of the following crops. A Tea i Biological requirements At least 1400mm rainfall per annum Altitude of 1900 2200m Soils should be well drained, fertile, deep slighly acidic."}
{"text": "E State the factors which influence the amount of milk produced by a cow. Breed of animal Age of animal Period of lactation Health of the animal Temperament of the cow Feed and water supply Season of the year Animal handling during milking 6.Discuss the field production of the following crops. A Tea i Biological requirements At least 1400mm rainfall per annum Altitude of 1900 2200m Soils should be well drained, fertile, deep slighly acidic. Ii Land preparation Clear land well Remove all tree stumps to prevent almillaria Remove all parannial weeds Make cut off drains to divert storm water Terrace where land is steep Ring back trees six months before cutting iii Transplanting Dig holes 30 x 45cm Spacing of 1.2 x 0.9 m or 1.5 x 0.75m or 1.2 x 0.7m Plant when there is enough moisture in soil Apply phosphatic fertilizer in planting hole Apply shade when necessary Water when necessary Avoid planting in unusual places. Iv Field management."}
{"text": "B Cotton i Ecological requirements Requires 500 100mm, well distributed rainfall Altitude of 0-1500m Temperature above 15.5c o but below 30 o c Soils well drained with PH above 5 i.e alkalinic Black cotton soil or clay soil preferable ii Land preparation Clear the site of vegetation Remove all stumps and roots Remove all perennial or grass weeds Planting holes spaced at 30 x 90cm or 45 x 90cm- iii Planting. Plant early in the main rainy season Put one seed in spacing of 30 x 90 cm or two seeds in a spacing of 45 x 90 cm Apply DAP fertilizer at planting time at the recommended rate Initially plant 20 seeds per hole. Iv Field management Keep field weed free Thin out plants not required v Pests include cotton stainers, American Bellworm, pink bellworms and cotton lygus. They are controlled by using insecticides Control bacterial blight by using cultural means and jusarium with disease by using appropriate fungicides. Vi Harvesting."}
{"text": "Iv Field management Keep field weed free Thin out plants not required v Pests include cotton stainers, American Bellworm, pink bellworms and cotton lygus. They are controlled by using insecticides Control bacterial blight by using cultural means and jusarium with disease by using appropriate fungicides. Vi Harvesting. Pick cotton in dry season when lint is dry Sort out into grade A and B Use clean hands when harvesting Pick only clean cotton Avoid sisal bags and any form of contamination. C Coffee. Ecological requirements Rainfall of 1500 2000 mm per year, which is well distributed Well drained, fertile, deep volcanic soils having 5.3 6.0 PH Altitude of 1400 2000m Prefers cloudy conditions so provide shade trees ii Land Preparation."}
{"text": "Pick cotton in dry season when lint is dry Sort out into grade A and B Use clean hands when harvesting Pick only clean cotton Avoid sisal bags and any form of contamination. C Coffee. Ecological requirements Rainfall of 1500 2000 mm per year, which is well distributed Well drained, fertile, deep volcanic soils having 5.3 6.0 PH Altitude of 1400 2000m Prefers cloudy conditions so provide shade trees ii Land Preparation. Prepare land six months early Remove roots to prevent armillarial disease Carry out soil conservation e.g terracing Holes dug 3 months early Dimensions of holes are 60 x 60 x 60 cm Spacing at 2. X 2.7m or 1.3 x 1.3 m depending on a variety 68iii Transplanting Coffee is first planted in nurseries Transplant at onset of rains Holes reopened immediately before transplanting Spread roots well and place at same depth like in nursery or sleeves Apply mulch and fertilizers Water well after planting Provide shade."}
{"text": "C Coffee. Ecological requirements Rainfall of 1500 2000 mm per year, which is well distributed Well drained, fertile, deep volcanic soils having 5.3 6.0 PH Altitude of 1400 2000m Prefers cloudy conditions so provide shade trees ii Land Preparation. Prepare land six months early Remove roots to prevent armillarial disease Carry out soil conservation e.g terracing Holes dug 3 months early Dimensions of holes are 60 x 60 x 60 cm Spacing at 2. X 2.7m or 1.3 x 1.3 m depending on a variety 68iii Transplanting Coffee is first planted in nurseries Transplant at onset of rains Holes reopened immediately before transplanting Spread roots well and place at same depth like in nursery or sleeves Apply mulch and fertilizers Water well after planting Provide shade. Iv Field management Mulching at all stages to control weeds and water conservation Proper weed control by slashing, mechanically and use of herbicides Pruning by single or multiple stem facilitates picking, disease and pest disease and pest control, spraying of chemicals, avoids overbearing and die back of roots and lateral buds."}
{"text": "Ecological requirements Rainfall of 1500 2000 mm per year, which is well distributed Well drained, fertile, deep volcanic soils having 5.3 6.0 PH Altitude of 1400 2000m Prefers cloudy conditions so provide shade trees ii Land Preparation. Prepare land six months early Remove roots to prevent armillarial disease Carry out soil conservation e.g terracing Holes dug 3 months early Dimensions of holes are 60 x 60 x 60 cm Spacing at 2. X 2.7m or 1.3 x 1.3 m depending on a variety 68iii Transplanting Coffee is first planted in nurseries Transplant at onset of rains Holes reopened immediately before transplanting Spread roots well and place at same depth like in nursery or sleeves Apply mulch and fertilizers Water well after planting Provide shade. Iv Field management Mulching at all stages to control weeds and water conservation Proper weed control by slashing, mechanically and use of herbicides Pruning by single or multiple stem facilitates picking, disease and pest disease and pest control, spraying of chemicals, avoids overbearing and die back of roots and lateral buds. V Pests and diseases Major pests are leaf miner and antestia bug both controlled chemically and culturally Major coffee diseases are coffee berry disease CBD and leaf rust both controlled by applying fungicides and planting resistant varieties."}
{"text": "Prepare land six months early Remove roots to prevent armillarial disease Carry out soil conservation e.g terracing Holes dug 3 months early Dimensions of holes are 60 x 60 x 60 cm Spacing at 2. X 2.7m or 1.3 x 1.3 m depending on a variety 68iii Transplanting Coffee is first planted in nurseries Transplant at onset of rains Holes reopened immediately before transplanting Spread roots well and place at same depth like in nursery or sleeves Apply mulch and fertilizers Water well after planting Provide shade. Iv Field management Mulching at all stages to control weeds and water conservation Proper weed control by slashing, mechanically and use of herbicides Pruning by single or multiple stem facilitates picking, disease and pest disease and pest control, spraying of chemicals, avoids overbearing and die back of roots and lateral buds. V Pests and diseases Major pests are leaf miner and antestia bug both controlled chemically and culturally Major coffee diseases are coffee berry disease CBD and leaf rust both controlled by applying fungicides and planting resistant varieties. Vi Harvesting."}
{"text": "Iv Field management Mulching at all stages to control weeds and water conservation Proper weed control by slashing, mechanically and use of herbicides Pruning by single or multiple stem facilitates picking, disease and pest disease and pest control, spraying of chemicals, avoids overbearing and die back of roots and lateral buds. V Pests and diseases Major pests are leaf miner and antestia bug both controlled chemically and culturally Major coffee diseases are coffee berry disease CBD and leaf rust both controlled by applying fungicides and planting resistant varieties. Vi Harvesting. Done by hand Pick only crops berries or cherries Deliver to factory some day Harvest early to avoid loss of fruit through pests and over-ripening overripe as MBUNI d Phyrethrum."}
{"text": "V Pests and diseases Major pests are leaf miner and antestia bug both controlled chemically and culturally Major coffee diseases are coffee berry disease CBD and leaf rust both controlled by applying fungicides and planting resistant varieties. Vi Harvesting. Done by hand Pick only crops berries or cherries Deliver to factory some day Harvest early to avoid loss of fruit through pests and over-ripening overripe as MBUNI d Phyrethrum. I Biological factors At least 1000mm rainfall yearly Short period of dry weather for high quality Altitude of 1500 3000m Temperature of 15.5 o C Fertile, well drained soils with good water retention and PH of 5.6 ii Land preparation Early land preparation Eradication of perennial weeds e.g grasses Dig deep Make ridges 60 90cm apart Spacing of 90 x 60cm on ridges iii Selection of planting materials From high yielding mother plant Pest free Disease free Vigorous Use splits instead of roots 69iv Transplanting At the onset of the rains Dig holes 10 15 cm deep Add 1 teaspoonful of TSP i.e 15gm or 30g DSP Mix fertiliser with soil Place splits as they were in the nursery Fill soil bit by bit Firm the soil around the roots v Field practices."}
{"text": "Coveid bug attacks young nuts and has no effective control 70Termites controlled by applying insecticides v Harvesting Matures from 5 10 years after transplanting Nuts picked 7 10 months after flowering f Citrus i Ecology Altitude of 0 2000m Atleast 900mm, well distributed rainfall annually Deep, well drained soils with PH 5.0 7.0 ii Land preparation and planting Plant by budding Buds mature early, are less thorny, seedless Rough lemon commonly used as root stock Nursery managed for 12 18 months before transplanting Holes are 60 x 60 x 60cm Refill holes with top soil, farm yard manure, and add phosphate fertilizer Spacing is 6 x 4 m iii Field Management Control weeds by mulching, chemicals, mechanically Apply compound fertilizers at recommended rate Mulch young plants Remove any flower appearing upto 2 yars After transplanting Remove suckers. Iv Pests and Diseases Citrus aphids, false codling moth, fruit flies, scale, insects and mites are controlled using appropriate chemicals Gummosis and citrus tristeza controlled by use of resistant rootstock v Harvesting Harvest by picking the fruits by hand Harvesting starts after 2 years Avoid damage by bruising Pack fruits well. 7.a What do the following terms mean? I Total digestible nutrients T.D.N The sum of all digestible organic nutrients i.e carbohydrates, proteins and fats in a feed."}
{"text": "Iv Pests and Diseases Citrus aphids, false codling moth, fruit flies, scale, insects and mites are controlled using appropriate chemicals Gummosis and citrus tristeza controlled by use of resistant rootstock v Harvesting Harvest by picking the fruits by hand Harvesting starts after 2 years Avoid damage by bruising Pack fruits well. 7.a What do the following terms mean? I Total digestible nutrients T.D.N The sum of all digestible organic nutrients i.e carbohydrates, proteins and fats in a feed. Ii Starch Equivalent S.E Amount of pure starch which has the same energy as 100kg of that feed iii Digestible crude protein DCP Sum of all nitrogenous compounds in feed or total amount of proteins in a feed iv Dry matter DM Also called digestible matter 71This is the actual percentage of proteins, carbohydrates and minerals in a feed v Crude fibre Cellulose and other carbohydrates resistant and insoluble that are not dissolved by weak acids and alkalis b State the factors that would affect the degree to which a given foodstuff would be digested by a Chemical composition of feed e.g celluse, lignin Physical form of food e.g crushing of food, etc Amount of food an animal has eaten Rate of feeding Method of preparing the food i.e quality of food ratio of energy to protein more energy loss digestibility c State the factors to consider when preparing foodstuffs for livestock Weight of the animals Age of the animal Level of production Availability of various food components Species of animals Cost of food Physical and processing characteristics."}
{"text": "7.a What do the following terms mean? I Total digestible nutrients T.D.N The sum of all digestible organic nutrients i.e carbohydrates, proteins and fats in a feed. Ii Starch Equivalent S.E Amount of pure starch which has the same energy as 100kg of that feed iii Digestible crude protein DCP Sum of all nitrogenous compounds in feed or total amount of proteins in a feed iv Dry matter DM Also called digestible matter 71This is the actual percentage of proteins, carbohydrates and minerals in a feed v Crude fibre Cellulose and other carbohydrates resistant and insoluble that are not dissolved by weak acids and alkalis b State the factors that would affect the degree to which a given foodstuff would be digested by a Chemical composition of feed e.g celluse, lignin Physical form of food e.g crushing of food, etc Amount of food an animal has eaten Rate of feeding Method of preparing the food i.e quality of food ratio of energy to protein more energy loss digestibility c State the factors to consider when preparing foodstuffs for livestock Weight of the animals Age of the animal Level of production Availability of various food components Species of animals Cost of food Physical and processing characteristics. D A foodstuff contains 7 digestible crude protein DCP while another contains 62 D.C.P. Calculate the amount of foodstuff, in kilograms required to prepare 100kg of poultry feed containing 20 D.C.P by using the pearson square method 7 42 62 13 55 Quantity of first foodstuff 42 55 x 100 76.4kg Quantity of second foodstuff 13 55 x 100 23.6 kg Total 76.4 23.6 100kg."}
{"text": "I Total digestible nutrients T.D.N The sum of all digestible organic nutrients i.e carbohydrates, proteins and fats in a feed. Ii Starch Equivalent S.E Amount of pure starch which has the same energy as 100kg of that feed iii Digestible crude protein DCP Sum of all nitrogenous compounds in feed or total amount of proteins in a feed iv Dry matter DM Also called digestible matter 71This is the actual percentage of proteins, carbohydrates and minerals in a feed v Crude fibre Cellulose and other carbohydrates resistant and insoluble that are not dissolved by weak acids and alkalis b State the factors that would affect the degree to which a given foodstuff would be digested by a Chemical composition of feed e.g celluse, lignin Physical form of food e.g crushing of food, etc Amount of food an animal has eaten Rate of feeding Method of preparing the food i.e quality of food ratio of energy to protein more energy loss digestibility c State the factors to consider when preparing foodstuffs for livestock Weight of the animals Age of the animal Level of production Availability of various food components Species of animals Cost of food Physical and processing characteristics. D A foodstuff contains 7 digestible crude protein DCP while another contains 62 D.C.P. Calculate the amount of foodstuff, in kilograms required to prepare 100kg of poultry feed containing 20 D.C.P by using the pearson square method 7 42 62 13 55 Quantity of first foodstuff 42 55 x 100 76.4kg Quantity of second foodstuff 13 55 x 100 23.6 kg Total 76.4 23.6 100kg. 8.a i What is agricultural economics?"}
{"text": "Ii Starch Equivalent S.E Amount of pure starch which has the same energy as 100kg of that feed iii Digestible crude protein DCP Sum of all nitrogenous compounds in feed or total amount of proteins in a feed iv Dry matter DM Also called digestible matter 71This is the actual percentage of proteins, carbohydrates and minerals in a feed v Crude fibre Cellulose and other carbohydrates resistant and insoluble that are not dissolved by weak acids and alkalis b State the factors that would affect the degree to which a given foodstuff would be digested by a Chemical composition of feed e.g celluse, lignin Physical form of food e.g crushing of food, etc Amount of food an animal has eaten Rate of feeding Method of preparing the food i.e quality of food ratio of energy to protein more energy loss digestibility c State the factors to consider when preparing foodstuffs for livestock Weight of the animals Age of the animal Level of production Availability of various food components Species of animals Cost of food Physical and processing characteristics. D A foodstuff contains 7 digestible crude protein DCP while another contains 62 D.C.P. Calculate the amount of foodstuff, in kilograms required to prepare 100kg of poultry feed containing 20 D.C.P by using the pearson square method 7 42 62 13 55 Quantity of first foodstuff 42 55 x 100 76.4kg Quantity of second foodstuff 13 55 x 100 23.6 kg Total 76.4 23.6 100kg. 8.a i What is agricultural economics? The art and science of organising limited resources to achieve maximum returns ii Explain the meaning of scarcity and chice Productive resources are scarce in relation to demand i.e goods and services produced are not enough to satisfy human wants Therefore, a choice has to be made on which goods and services should be produced using the limited resources."}
{"text": "D A foodstuff contains 7 digestible crude protein DCP while another contains 62 D.C.P. Calculate the amount of foodstuff, in kilograms required to prepare 100kg of poultry feed containing 20 D.C.P by using the pearson square method 7 42 62 13 55 Quantity of first foodstuff 42 55 x 100 76.4kg Quantity of second foodstuff 13 55 x 100 23.6 kg Total 76.4 23.6 100kg. 8.a i What is agricultural economics? The art and science of organising limited resources to achieve maximum returns ii Explain the meaning of scarcity and chice Productive resources are scarce in relation to demand i.e goods and services produced are not enough to satisfy human wants Therefore, a choice has to be made on which goods and services should be produced using the limited resources. 72b Explain how the house hold and firm are both producers and consumers ."}
{"text": "The relationship generates money to both sides therefore both are producers and consumers. C What do the following terms mean? I Gross domestic product G.D.P The sum total of goods and services produced by a country within one year. Ii Gross national product GNP Total output from resources owned by the nationals of a country both within and outside the country within a year. Iii Per capital income Gross national income divided by total population d i What does the term opportunity cost in farming mean? Cost of the foregone alternative when we make a choice. Example is choosing to grow maize instead of wheat. Opportunity cost is the value of wheat Opportunity cost only exists where there are alternatives. Ii State the main implications of opportunity cost in farming. Poor decision leads to losses Correct decision leads to good profits iii When is opportunity cost nil or zero? When supply is unlimited When goods are free When there are no alternatives 9.a i What is production?"}
{"text": "Ii State the main implications of opportunity cost in farming. Poor decision leads to losses Correct decision leads to good profits iii When is opportunity cost nil or zero? When supply is unlimited When goods are free When there are no alternatives 9.a i What is production? The process of transforming productive resources e.g land, labour and capital into consumption resources e.g potatoes, maize and milk over a period of time. Ii State the factors of production. Land provides space for production Labour human effort Capital man made to assist other factors Management organises other factors b i Name the sources of capital for farming. Leading a genoies Personal savings and earnings Inherited property. Ii How is labour classified?"}
{"text": "Land provides space for production Labour human effort Capital man made to assist other factors Management organises other factors b i Name the sources of capital for farming. Leading a genoies Personal savings and earnings Inherited property. Ii How is labour classified? Permanent Casual 73Family iii State the functions of farm manager Planning Gathering information Comparing levels of production with those of neighbouring farms Detecting weaknesses and constraints and finding ways and means of overcoming them Keeping up to date farm records Implementing farm management decisions Taking responsibilities c i State the law of diminishing returns In a production process, if variable additional units of an input are increased while all other factors are held constant, there will be an increase in additional output until a point is reached when the additional output per additional units of input declines. Ii State agricultural examples of this law."}
{"text": "Ii How is labour classified? Permanent Casual 73Family iii State the functions of farm manager Planning Gathering information Comparing levels of production with those of neighbouring farms Detecting weaknesses and constraints and finding ways and means of overcoming them Keeping up to date farm records Implementing farm management decisions Taking responsibilities c i State the law of diminishing returns In a production process, if variable additional units of an input are increased while all other factors are held constant, there will be an increase in additional output until a point is reached when the additional output per additional units of input declines. Ii State agricultural examples of this law. Use of varying units of labour on a fixed unit of land Feeding dairy cattle with varying units of feed for milk production Using varying units of fertilizer in the production of a given crop d i What is production function?"}
{"text": "Permanent Casual 73Family iii State the functions of farm manager Planning Gathering information Comparing levels of production with those of neighbouring farms Detecting weaknesses and constraints and finding ways and means of overcoming them Keeping up to date farm records Implementing farm management decisions Taking responsibilities c i State the law of diminishing returns In a production process, if variable additional units of an input are increased while all other factors are held constant, there will be an increase in additional output until a point is reached when the additional output per additional units of input declines. Ii State agricultural examples of this law. Use of varying units of labour on a fixed unit of land Feeding dairy cattle with varying units of feed for milk production Using varying units of fertilizer in the production of a given crop d i What is production function? The relationship between the units of input that a farmer employs in production and the corresponding units of output The out put depends on inputs hence output is a function inputs."}
{"text": "Ii State agricultural examples of this law. Use of varying units of labour on a fixed unit of land Feeding dairy cattle with varying units of feed for milk production Using varying units of fertilizer in the production of a given crop d i What is production function? The relationship between the units of input that a farmer employs in production and the corresponding units of output The out put depends on inputs hence output is a function inputs. Ii Name the types of production function? Increasing returns Constant returns Decreasing returns iii What is a decreasing returns to a production function? A production function where each additional unit of input results into a smaller increase in output than the proceeding unit of input. E State the ways in which farmers may improve the production efficiency in farming."}
{"text": "Increasing returns Constant returns Decreasing returns iii What is a decreasing returns to a production function? A production function where each additional unit of input results into a smaller increase in output than the proceeding unit of input. E State the ways in which farmers may improve the production efficiency in farming. Following proper livestock production practices Efficient use of labour Following proper crop rotation practices e.g spacing and control of pests and diseases Mechanization of farm operations Adoption of new techniques and methods of production Organising marketing activities to realize high prices as possible Revising farm plans when necessary Proper enterprise selection f i State the risks and uncertainties in farming Weather changes Disease and pest outbreaks Natural calamities e.g earthquakes 74Obsolescence becoming out of date e.g farm machinery New production techniques Changing prices of commodities Low or high yields of production Theft cases Change in government policy Fire outbreaks Sickness, injury or death. Ii Give the ways through which farmers may adjust to risks and uncertainties ."}
{"text": "E State the ways in which farmers may improve the production efficiency in farming. Following proper livestock production practices Efficient use of labour Following proper crop rotation practices e.g spacing and control of pests and diseases Mechanization of farm operations Adoption of new techniques and methods of production Organising marketing activities to realize high prices as possible Revising farm plans when necessary Proper enterprise selection f i State the risks and uncertainties in farming Weather changes Disease and pest outbreaks Natural calamities e.g earthquakes 74Obsolescence becoming out of date e.g farm machinery New production techniques Changing prices of commodities Low or high yields of production Theft cases Change in government policy Fire outbreaks Sickness, injury or death. Ii Give the ways through which farmers may adjust to risks and uncertainties . Diversification Selecting a more certain promising enterprise Contracting giving contracts Insurance e.g crops and livestock Input rationing Adopting modern methods of production Flexibility in production methods iii State how the government helps farmers to overcome risks and uncertainties Weather forecasts Providing extension services and advice Adjusting future commodity prices Giving farmers loans Price stabilization to avoid price fluctuation Research in crops and livestock Provide and subsidise agricultural inputs g i What is gross margin?"}
{"text": "Following proper livestock production practices Efficient use of labour Following proper crop rotation practices e.g spacing and control of pests and diseases Mechanization of farm operations Adoption of new techniques and methods of production Organising marketing activities to realize high prices as possible Revising farm plans when necessary Proper enterprise selection f i State the risks and uncertainties in farming Weather changes Disease and pest outbreaks Natural calamities e.g earthquakes 74Obsolescence becoming out of date e.g farm machinery New production techniques Changing prices of commodities Low or high yields of production Theft cases Change in government policy Fire outbreaks Sickness, injury or death. Ii Give the ways through which farmers may adjust to risks and uncertainties . Diversification Selecting a more certain promising enterprise Contracting giving contracts Insurance e.g crops and livestock Input rationing Adopting modern methods of production Flexibility in production methods iii State how the government helps farmers to overcome risks and uncertainties Weather forecasts Providing extension services and advice Adjusting future commodity prices Giving farmers loans Price stabilization to avoid price fluctuation Research in crops and livestock Provide and subsidise agricultural inputs g i What is gross margin? Total output income less variable costs ii Use the information provided below to calculate the gross margin of beans per hectare."}
{"text": "Ii Give the ways through which farmers may adjust to risks and uncertainties . Diversification Selecting a more certain promising enterprise Contracting giving contracts Insurance e.g crops and livestock Input rationing Adopting modern methods of production Flexibility in production methods iii State how the government helps farmers to overcome risks and uncertainties Weather forecasts Providing extension services and advice Adjusting future commodity prices Giving farmers loans Price stabilization to avoid price fluctuation Research in crops and livestock Provide and subsidise agricultural inputs g i What is gross margin? Total output income less variable costs ii Use the information provided below to calculate the gross margin of beans per hectare. -. Crop yields 20 bags - Price per bag Shs. 2000 - Casual labour Shs. 1,000 - Purchase of seeds Shs. 3,000 - Purchase of fertilizers Shs. 1,200 - Ploughing Shs. 1,000 - Purchase of gunny bags Shs. 300 Gross margin gross output variable costs Gross output yield x price 20 bags x shs. 2000 shs. 40,000 75Total variable costs shs. 1000 3000 1200 1000 300 6,500 Gross margin shs. 40,000 6,500 33,500 iii What are the uses of gross margin analysis?"}
{"text": "Diversification Selecting a more certain promising enterprise Contracting giving contracts Insurance e.g crops and livestock Input rationing Adopting modern methods of production Flexibility in production methods iii State how the government helps farmers to overcome risks and uncertainties Weather forecasts Providing extension services and advice Adjusting future commodity prices Giving farmers loans Price stabilization to avoid price fluctuation Research in crops and livestock Provide and subsidise agricultural inputs g i What is gross margin? Total output income less variable costs ii Use the information provided below to calculate the gross margin of beans per hectare. -. Crop yields 20 bags - Price per bag Shs. 2000 - Casual labour Shs. 1,000 - Purchase of seeds Shs. 3,000 - Purchase of fertilizers Shs. 1,200 - Ploughing Shs. 1,000 - Purchase of gunny bags Shs. 300 Gross margin gross output variable costs Gross output yield x price 20 bags x shs. 2000 shs. 40,000 75Total variable costs shs. 1000 3000 1200 1000 300 6,500 Gross margin shs. 40,000 6,500 33,500 iii What are the uses of gross margin analysis? To compare performance of one farm and another To compare the performance of the farm between one season and another To compare the contribution of one enterprise and another in the same farm To act as a measure of profit in a farm."}
{"text": "Total output income less variable costs ii Use the information provided below to calculate the gross margin of beans per hectare. -. Crop yields 20 bags - Price per bag Shs. 2000 - Casual labour Shs. 1,000 - Purchase of seeds Shs. 3,000 - Purchase of fertilizers Shs. 1,200 - Ploughing Shs. 1,000 - Purchase of gunny bags Shs. 300 Gross margin gross output variable costs Gross output yield x price 20 bags x shs. 2000 shs. 40,000 75Total variable costs shs. 1000 3000 1200 1000 300 6,500 Gross margin shs. 40,000 6,500 33,500 iii What are the uses of gross margin analysis? To compare performance of one farm and another To compare the performance of the farm between one season and another To compare the contribution of one enterprise and another in the same farm To act as a measure of profit in a farm. H i What is budgeting?"}
{"text": "- Crop yields 20 bags - Price per bag Shs. 2000 - Casual labour Shs. 1,000 - Purchase of seeds Shs. 3,000 - Purchase of fertilizers Shs. 1,200 - Ploughing Shs. 1,000 - Purchase of gunny bags Shs. 300 Gross margin gross output variable costs Gross output yield x price 20 bags x shs. 2000 shs. 40,000 75Total variable costs shs. 1000 3000 1200 1000 300 6,500 Gross margin shs. 40,000 6,500 33,500 iii What are the uses of gross margin analysis? To compare performance of one farm and another To compare the performance of the farm between one season and another To compare the contribution of one enterprise and another in the same farm To act as a measure of profit in a farm. H i What is budgeting? The estimation of inputs and outputs both physically and financially, in a production process. Ii Name the types of farm budgets."}
{"text": "H i What is budgeting? The estimation of inputs and outputs both physically and financially, in a production process. Ii Name the types of farm budgets. Complete budget prepared for each enterprise on the farm Partial budget prepared for specific enterprises when there is a minor change required. Iii State the importance of budgeting in farming Assists the farmer to estimate the required production resources e.g labour, capital etc Assists in making farm management decisions when comparing alternative Helps to reduce uncertainty in the farming process Encourage farmers to be efficient with the hope of meeting the project targets Show progress or lack of progress in the farm business i.e focus profit or foresee losses iv What factors should be considered when selecting a farm enterprise?"}
{"text": "Ii Name the types of farm budgets. Complete budget prepared for each enterprise on the farm Partial budget prepared for specific enterprises when there is a minor change required. Iii State the importance of budgeting in farming Assists the farmer to estimate the required production resources e.g labour, capital etc Assists in making farm management decisions when comparing alternative Helps to reduce uncertainty in the farming process Encourage farmers to be efficient with the hope of meeting the project targets Show progress or lack of progress in the farm business i.e focus profit or foresee losses iv What factors should be considered when selecting a farm enterprise? Availability of market for the produce Prevailing climate Size of land available for the enterprise Common pests and diseases that may hinder implementation Technical skills that may be required to manage the enterprise Profit margin in relation to price fluctuation at different times of the season Availability of infrastructure to allow good communication Availability of labour according to requirements of the enterprise Availability of enough security Suitability of soil to the enterprise Socio-cultural factors."}
{"text": "Complete budget prepared for each enterprise on the farm Partial budget prepared for specific enterprises when there is a minor change required. Iii State the importance of budgeting in farming Assists the farmer to estimate the required production resources e.g labour, capital etc Assists in making farm management decisions when comparing alternative Helps to reduce uncertainty in the farming process Encourage farmers to be efficient with the hope of meeting the project targets Show progress or lack of progress in the farm business i.e focus profit or foresee losses iv What factors should be considered when selecting a farm enterprise? Availability of market for the produce Prevailing climate Size of land available for the enterprise Common pests and diseases that may hinder implementation Technical skills that may be required to manage the enterprise Profit margin in relation to price fluctuation at different times of the season Availability of infrastructure to allow good communication Availability of labour according to requirements of the enterprise Availability of enough security Suitability of soil to the enterprise Socio-cultural factors. I Name the sources of agricultural support services available to farmers ."}
{"text": "Iii State the importance of budgeting in farming Assists the farmer to estimate the required production resources e.g labour, capital etc Assists in making farm management decisions when comparing alternative Helps to reduce uncertainty in the farming process Encourage farmers to be efficient with the hope of meeting the project targets Show progress or lack of progress in the farm business i.e focus profit or foresee losses iv What factors should be considered when selecting a farm enterprise? Availability of market for the produce Prevailing climate Size of land available for the enterprise Common pests and diseases that may hinder implementation Technical skills that may be required to manage the enterprise Profit margin in relation to price fluctuation at different times of the season Availability of infrastructure to allow good communication Availability of labour according to requirements of the enterprise Availability of enough security Suitability of soil to the enterprise Socio-cultural factors. I Name the sources of agricultural support services available to farmers . Extension services Research services Training services Veterinary services Artificial insemination services bull camps Credit services Marketing services Tractor hire services Banking Farm input supplies Insurance services J i What is agricultural credit?"}
{"text": "Availability of market for the produce Prevailing climate Size of land available for the enterprise Common pests and diseases that may hinder implementation Technical skills that may be required to manage the enterprise Profit margin in relation to price fluctuation at different times of the season Availability of infrastructure to allow good communication Availability of labour according to requirements of the enterprise Availability of enough security Suitability of soil to the enterprise Socio-cultural factors. I Name the sources of agricultural support services available to farmers . Extension services Research services Training services Veterinary services Artificial insemination services bull camps Credit services Marketing services Tractor hire services Banking Farm input supplies Insurance services J i What is agricultural credit? Borrowed capital resources to be invested in agricultural projects 76ii Name types of agricultural credit and state their uses. SHORT TERM A credit for seasonal purchases of seed, fertilizers, chemicals, livestock feeds, fuel, etc Usually repaid within one year. MEDIUM TERM."}
{"text": "Borrowed capital resources to be invested in agricultural projects 76ii Name types of agricultural credit and state their uses. SHORT TERM A credit for seasonal purchases of seed, fertilizers, chemicals, livestock feeds, fuel, etc Usually repaid within one year. MEDIUM TERM. Used for the purpose of minor land improvement e.g fencing and purchase of machinery Repaid in 2-5 years LONG TERM Used for long lasting projects like land purchase, and major improvement within the farm e.g soil conservation and irrigation. Repaid in 6-15 or more years. 10. A State the uses of the following financial documents i Invoices A document issued by a seller to a buyer for goods taken on credit ii Receipts A document issued as evidence when goods and services rendered are paid for iii Delivery notes A financial document given by the seller to the buyer as an evidence of goods supplied. Iv Purchase order A document issued for requesting for the supply of goods or services on credit."}
{"text": "10. A State the uses of the following financial documents i Invoices A document issued by a seller to a buyer for goods taken on credit ii Receipts A document issued as evidence when goods and services rendered are paid for iii Delivery notes A financial document given by the seller to the buyer as an evidence of goods supplied. Iv Purchase order A document issued for requesting for the supply of goods or services on credit. B What are the uses of the following financial books? I Ledger The principal book of account where all entries contained in other books are recorded. Ii Journal A financial book in which daily farm transactions are entered as they occur iii Inventory A financial book which shows all assets of the farm at a particular time It gives an estimated value of all farm assets and also enables him to know that is missing, stolen or lost iv Cash book A financial book where all transaction which involve cash receipts and payments are recorded."}
{"text": "B What are the uses of the following financial books? I Ledger The principal book of account where all entries contained in other books are recorded. Ii Journal A financial book in which daily farm transactions are entered as they occur iii Inventory A financial book which shows all assets of the farm at a particular time It gives an estimated value of all farm assets and also enables him to know that is missing, stolen or lost iv Cash book A financial book where all transaction which involve cash receipts and payments are recorded. C List the financial statements which are usually prepared on a farm. Balance sheet Profit and loss account or a training account Cash analysis d i What is a balance sheet? 77A statement which shows the financial position of the farm at a given date and is made at the end of the year."}
{"text": "C List the financial statements which are usually prepared on a farm. Balance sheet Profit and loss account or a training account Cash analysis d i What is a balance sheet? 77A statement which shows the financial position of the farm at a given date and is made at the end of the year. Ii State the uses of a balance sheet Shows farm assets and liabilities Shows farm network and can therefore be used to negotiate for a loan or for correct income tax assessment. Can be used for decision making concerning the farm e i State the uses of a profit and loss account It shows all purchases and receipts made during a particular accounting period ii What is opening valuation in profit and loss account? A financial statement showing the worth of all assets one has at the beginning of the accounting period. F Name the various columns that should be shown in a cash analysis."}
{"text": "Can be used for decision making concerning the farm e i State the uses of a profit and loss account It shows all purchases and receipts made during a particular accounting period ii What is opening valuation in profit and loss account? A financial statement showing the worth of all assets one has at the beginning of the accounting period. F Name the various columns that should be shown in a cash analysis. Sales and receipts Purchases and expenses Details or particulars Types of enterprises Money value g i What is a statement in financial accounts Document issued by a supplier to a buyer which summarises all transactions that have taken place and not yet paid for in a certain period e.g end of month. Ii Explain the meaning of solvent and insolvent in a farming situation Solvent means the farm is able to pay up all its debts Insolvent means the farm is unable to pay up all debts owed by it to other people or farms. 11."}
{"text": "Performance of business activities that direct the flow of goods and services from producers and consumers. B State the following laws. I Law of demand States that as price increases quantity of a good bought declines and as price decreases the quantity of goods bought increases. Ii Law of supply At higher prices more quantity of goods are supplied and at lower prices less quantity is supplied. C State the factors which affect price of goods Demand Cost of production Supply Government control policies 78Quality of the produce d What is equilibrium price?"}
{"text": "I Law of demand States that as price increases quantity of a good bought declines and as price decreases the quantity of goods bought increases. Ii Law of supply At higher prices more quantity of goods are supplied and at lower prices less quantity is supplied. C State the factors which affect price of goods Demand Cost of production Supply Government control policies 78Quality of the produce d What is equilibrium price? A point at which quantity of demand equals quantity of supply e State the various marketing functions Buying Selling Assembling by traders or middlemen Transportation i.e distribution Standardization by grading and sorting out Storage facilities Processing Packing or packaging Advertising i.e sales promotion Financing i.e provide credit to farmers Risk bearing Market research f List the problems of marketing agricultural goods Perishability of agricultural products Bulkiness hence storage problems Poor transport network Seasonality of production Difficulty in storage and handling g Name the agents and institutions that are involved in marketing agricultural products."}
{"text": "Ii Law of supply At higher prices more quantity of goods are supplied and at lower prices less quantity is supplied. C State the factors which affect price of goods Demand Cost of production Supply Government control policies 78Quality of the produce d What is equilibrium price? A point at which quantity of demand equals quantity of supply e State the various marketing functions Buying Selling Assembling by traders or middlemen Transportation i.e distribution Standardization by grading and sorting out Storage facilities Processing Packing or packaging Advertising i.e sales promotion Financing i.e provide credit to farmers Risk bearing Market research f List the problems of marketing agricultural goods Perishability of agricultural products Bulkiness hence storage problems Poor transport network Seasonality of production Difficulty in storage and handling g Name the agents and institutions that are involved in marketing agricultural products. Itinerant traders or middlemen Processors or manufacturing companies buy produce to process Wholesalers buy produce in bulk from farmers or processors and resell Brokers or commission agents act on behalf of other businessmen for a fee called commission Cooperative societies and unions buy farm produce locally Marketing boards created by acts of parliament to promote production and marketing of agricultural produce i.e buy produce from farmers 12."}
{"text": "C State the factors which affect price of goods Demand Cost of production Supply Government control policies 78Quality of the produce d What is equilibrium price? A point at which quantity of demand equals quantity of supply e State the various marketing functions Buying Selling Assembling by traders or middlemen Transportation i.e distribution Standardization by grading and sorting out Storage facilities Processing Packing or packaging Advertising i.e sales promotion Financing i.e provide credit to farmers Risk bearing Market research f List the problems of marketing agricultural goods Perishability of agricultural products Bulkiness hence storage problems Poor transport network Seasonality of production Difficulty in storage and handling g Name the agents and institutions that are involved in marketing agricultural products. Itinerant traders or middlemen Processors or manufacturing companies buy produce to process Wholesalers buy produce in bulk from farmers or processors and resell Brokers or commission agents act on behalf of other businessmen for a fee called commission Cooperative societies and unions buy farm produce locally Marketing boards created by acts of parliament to promote production and marketing of agricultural produce i.e buy produce from farmers 12. A i what is a cooperative?"}
{"text": "A point at which quantity of demand equals quantity of supply e State the various marketing functions Buying Selling Assembling by traders or middlemen Transportation i.e distribution Standardization by grading and sorting out Storage facilities Processing Packing or packaging Advertising i.e sales promotion Financing i.e provide credit to farmers Risk bearing Market research f List the problems of marketing agricultural goods Perishability of agricultural products Bulkiness hence storage problems Poor transport network Seasonality of production Difficulty in storage and handling g Name the agents and institutions that are involved in marketing agricultural products. Itinerant traders or middlemen Processors or manufacturing companies buy produce to process Wholesalers buy produce in bulk from farmers or processors and resell Brokers or commission agents act on behalf of other businessmen for a fee called commission Cooperative societies and unions buy farm produce locally Marketing boards created by acts of parliament to promote production and marketing of agricultural produce i.e buy produce from farmers 12. A i what is a cooperative? An organisation of people with a common aim who pool their resources together to achieve a common objective e.g to market or purchase agricultural goods and services ii Outline the procedure of forming a cooperative society People or a person put the idea to others and they discuss Meetings are held and interim committee formed Committee draws up a constitution Committee registers cooperative with commissioner of cooperatives through local cooperative officer Minimum number is ten adult members."}
{"text": "Itinerant traders or middlemen Processors or manufacturing companies buy produce to process Wholesalers buy produce in bulk from farmers or processors and resell Brokers or commission agents act on behalf of other businessmen for a fee called commission Cooperative societies and unions buy farm produce locally Marketing boards created by acts of parliament to promote production and marketing of agricultural produce i.e buy produce from farmers 12. A i what is a cooperative? An organisation of people with a common aim who pool their resources together to achieve a common objective e.g to market or purchase agricultural goods and services ii Outline the procedure of forming a cooperative society People or a person put the idea to others and they discuss Meetings are held and interim committee formed Committee draws up a constitution Committee registers cooperative with commissioner of cooperatives through local cooperative officer Minimum number is ten adult members. Iii State the principles that govern the operations of farmers cooperative societies ."}
{"text": "A i what is a cooperative? An organisation of people with a common aim who pool their resources together to achieve a common objective e.g to market or purchase agricultural goods and services ii Outline the procedure of forming a cooperative society People or a person put the idea to others and they discuss Meetings are held and interim committee formed Committee draws up a constitution Committee registers cooperative with commissioner of cooperatives through local cooperative officer Minimum number is ten adult members. Iii State the principles that govern the operations of farmers cooperative societies . Open membership which voluntary Equal rights e.g one person, one vote 79Share buying is limited Dividends distributed according to contribution Withdrawal is voluntary Sale of produce only through cooperative Total loyalty of members to the cooperative Education to members Non-profit motive by cooperative Cooperation with other cooperative organizations Only cash sale of produce Continous expansion Neutrality e.g in religion, politics or language iv State the functions of cooperative societies Marketing facilities Provision of inputs on credits Provide expert advice Storage of inputs and produce Giving loans all credit to farmers Educating for fair prices of inputs and produce Keep proper records of all activities Provide banking services to members."}
{"text": "An organisation of people with a common aim who pool their resources together to achieve a common objective e.g to market or purchase agricultural goods and services ii Outline the procedure of forming a cooperative society People or a person put the idea to others and they discuss Meetings are held and interim committee formed Committee draws up a constitution Committee registers cooperative with commissioner of cooperatives through local cooperative officer Minimum number is ten adult members. Iii State the principles that govern the operations of farmers cooperative societies . Open membership which voluntary Equal rights e.g one person, one vote 79Share buying is limited Dividends distributed according to contribution Withdrawal is voluntary Sale of produce only through cooperative Total loyalty of members to the cooperative Education to members Non-profit motive by cooperative Cooperation with other cooperative organizations Only cash sale of produce Continous expansion Neutrality e.g in religion, politics or language iv State the functions of cooperative societies Marketing facilities Provision of inputs on credits Provide expert advice Storage of inputs and produce Giving loans all credit to farmers Educating for fair prices of inputs and produce Keep proper records of all activities Provide banking services to members. V What problems are faced by cooperative societies?"}
{"text": "Iii State the principles that govern the operations of farmers cooperative societies . Open membership which voluntary Equal rights e.g one person, one vote 79Share buying is limited Dividends distributed according to contribution Withdrawal is voluntary Sale of produce only through cooperative Total loyalty of members to the cooperative Education to members Non-profit motive by cooperative Cooperation with other cooperative organizations Only cash sale of produce Continous expansion Neutrality e.g in religion, politics or language iv State the functions of cooperative societies Marketing facilities Provision of inputs on credits Provide expert advice Storage of inputs and produce Giving loans all credit to farmers Educating for fair prices of inputs and produce Keep proper records of all activities Provide banking services to members. V What problems are faced by cooperative societies? Poor management i.e administrative problems Shortage of capital Disloyalty of members Political interference. 13. I What is a statutory board?"}
{"text": "Poor management i.e administrative problems Shortage of capital Disloyalty of members Political interference. 13. I What is a statutory board? An organisation established by an act of parliament to run or manage an industry e.g KTDA, NCPB, CBK, etc ii State the functions of statutory boards Promote and regulate production of crops Carry out research Provide bulk planting materials Marketing i.e selling crops for farmers Represents government in international issues Provide licences for crops and processing factories Provide inputs Regulate prices of farm produce Quality control e.g inspect and maintain quality Provide storage facilities Risk bearing by sharing overhead costs Provide market information Provide credit to farmers Process farm produce Grade and standardize farm produce Storage of farm produce 80Packaging function Invest profits for benefit of farmers Advertisement i.e sales promotion d State the functions of each of the following farmers organisations i Kenya farmers National Union KNFU Better prices of farm produce Adequate supply of farm inputs at reasonable prices Better terms of loans Good roads and infrastructure to improve farming Adequate control of livestock and crop pests and diseases Education to farmers ii Agricultural society of Kenya ASK Organise agricultural shows and exhibitions Assist in administration of milk records schemes Publishes Kenya Study book and the Kenya Farmers magazine Organise national ploughing completion."}
{"text": "13. I What is a statutory board? An organisation established by an act of parliament to run or manage an industry e.g KTDA, NCPB, CBK, etc ii State the functions of statutory boards Promote and regulate production of crops Carry out research Provide bulk planting materials Marketing i.e selling crops for farmers Represents government in international issues Provide licences for crops and processing factories Provide inputs Regulate prices of farm produce Quality control e.g inspect and maintain quality Provide storage facilities Risk bearing by sharing overhead costs Provide market information Provide credit to farmers Process farm produce Grade and standardize farm produce Storage of farm produce 80Packaging function Invest profits for benefit of farmers Advertisement i.e sales promotion d State the functions of each of the following farmers organisations i Kenya farmers National Union KNFU Better prices of farm produce Adequate supply of farm inputs at reasonable prices Better terms of loans Good roads and infrastructure to improve farming Adequate control of livestock and crop pests and diseases Education to farmers ii Agricultural society of Kenya ASK Organise agricultural shows and exhibitions Assist in administration of milk records schemes Publishes Kenya Study book and the Kenya Farmers magazine Organise national ploughing completion. Iii 4 K CLUBS Means Kuungana, Kuanya, Kusaidia Kenya Teaching youth to like agriculture Showing youth new techniques of farming Teaching youth on leadership qualities Participation in competitive shows iv Young farmers Clubs YFC Participating in shows and competitions Hold workshops and seminars in agriculture Organise youth exchange programmes Develop sense of self reliance and individual responsibility in the youth."}
{"text": "I What is a statutory board?An organisation established by an act of parliament to run or manage an industry e.g KTDA, NCPB, CBK, etc ii State the functions of statutory boards Promote and regulate production of crops Carry out research Provide bulk planting materials Marketing i.e selling crops for farmers Represents government in international issues Provide licences for crops and processing factories Provide inputs Regulate prices of farm produce Quality control e.g inspect and maintain quality Provide storage facilities Risk bearing by sharing overhead costs Provide market information Provide credit to farmers Process farm produce Grade and standardize farm produce Storage of farm produce 80Packaging function Invest profits for benefit of farmers Advertisement i.e sales promotion d State the functions of each of the following farmers organisations i Kenya farmers National Union KNFU Better prices of farm produce Adequate supply of farm inputs at reasonable prices Better terms of loans Good roads and infrastructure to improve farming Adequate control of livestock and crop pests and diseases Education to farmers ii Agricultural society of Kenya ASK Organise agricultural shows and exhibitions Assist in administration of milk records schemes Publishes Kenya Study book and the Kenya Farmers magazine Organise national ploughing completion.iii 4 K CLUBS Means Kuungana, Kuanya, Kusaidia Kenya Teaching youth to like agriculture Showing youth new techniques of farming Teaching youth on leadership qualities Participation in competitive shows iv Young farmers Clubs YFC Participating in shows and competitions Hold workshops and seminars in agriculture Organise youth exchange programmes Develop sense of self reliance and individual responsibility in the youth.81."}
{"text": "ThePearlGuideThePearlbyJohnSteinbeckBelowaretheEssentialQuestions,ThemeTopics Motifs ,ThematicQuestions,andKeyLiteraryTermsthatwewilluseforouranalysisofThePearl. Thesequestions,themetopics,andtermswillguideourdiscussionandanalysisduringthisunit,soitisimportantforyoutobefamiliarwiththemasyouread. Usethisoverviewtohelpguideyourannotationsandreadthroughthebackgroundinformationbeforeyoureadthenovel. EssentialQuestionsHowdoesparabletranscendtimeandplacetoemployauniversaltheme?Whatmakesathemeuniversal?Whyaresymbolsusefultowritersandtheiraudience?Howcanwritingbeusedtoeffectchangeinsociety?ThemeTopics Motifs fromThePearlDuringyourreadingandannotatingofThePearllookforandmarkpassagesthatmakeapointorstatementaboutthesepossiblethemetopics: Money,Possessions,Greed:Lookforpassages quotesdealingwiththequestformoneyandthedesireforthingsofthematerialworld,aswellasreferencestothestepswhichpeoplewilltaketoattainthosethings. Also,lookforpassages quotesthatimplythatmoneycanbuyhappiness. SocialOppression:Lookforpassages quotesdealingwiththeoppressionoftheMexicanIndiansintheportrayalofthedoctor,thepriest,thepearlbuyers,andthetrackers. WatchfordetailswhichshowhowKinoandhispeoplearetreateddisrespectfully,takenadvantageof,anddiscriminatedagainst. Manasapartofnature:Lookforpassages quoteswhichillustratesimilaritiesbetweenhumansandotherspeciesthroughcomparisons. NOTICEthefrequentimagesSteinbeckusesandthinkofhowthesepassagesreflectorforeshadow givehintsaboutfutureevents HUMANevents. Kino ssongs:Lookforpassages quoteswithreferencestothe music Kinohears thethreetypesofsongshehearsandtheirsignificance. PayparticularattentiontoWHENandUNDERWHATCIRCUMSTANCEShe hears aparticularsong. Goodvs. Evil:Lookforpassages quotesthatreflectimagesandideasofdarknesslight,good-evil,brightness-dimness,day-night,black-white,etc. Appearancevs. Reality:Lookforpassages quotesthatrefertothingsnotbeingwhattheyseem. Considerlookingforpassages quotesaboutvisions,haze,mirages,dreams,vagueness,ghostlygleams,illusions,etc. ThematicQuestionsHowdoesoppressionmanifestinboththecommunityandindividual?Howcansociety swrongsberighted?Howmuchcontroldoesanindividualhaveoverhis her success inlife?Howcanwedetermineifsomethingorsomeoneiswhatorwhotheyappeartobe?Canmoneyordesirechangeanindividual?Ismoneynecessarytobe successful inlife?Whatisthedifferencebetweengoodandevil?Arethereanyshadesofgray?HonorsEnglishIThePearl RememberthataLiteraryThemeis thecontrollingideaofastory anarguablecommentorstatementanauthormakesaboutthenatureofhumankindorsociety atruththatcanbetakenfromthespecificsofthestoryandappliedtosocietyingeneral somehumantruththattheauthorwantsthereadertounderstandaboutlife,thehumanexperience,orhumannatureKeyLiteraryTerms:theme,motif,characterization,conflict,symbolism,parable,allegory,setting,metaphor,simile,personification,figurativelanguage,imagery,Freytag sPlotPyramidThePearl BackgroundInformationAuthor:JohnSteinbeck 1902-1968 wasborninSalinas,Californiathesonofpoorparents. AlthoughhewaseducatedatStanfordUniversityandbecameacelebratedwriter,heneverforgothisorigins. Growingupinworkingclasstowns,hebecameanexcellentobserverofhumannatureandlaterwroteaboutthepeoplehelivedaround workersincludingMexican-Americanandmigrantworkers. Hediscoveredtheharshrealitythatthesepeoplewereoftentreatedpoorlyandwithoutrespectandhadlittlemeansofdefendingthemselves. Asaresult,manyofthecharactershewroteaboutweredownandout,isolatedandoppressed. Theyrepresentthe struggle themeofhisnovels principallythestrugglebetweenthepoorandthewealthy,theweakandthestrong,goodandevil,andbetweenculturesorcivilizations. ThesethemesareallevidentinThePearl. Origins:In1940,SteinbecksetoutonasailingexpeditiontostudymarinelifeintheGulfofCalifornia,hopingtofinduniversalpatternsinmarinespeciesthatwouldhelphimunderstandlifeingeneral. Duringthistrip,SteinbeckheardaboutthelegendofaMexicanfisherboywhohadfoundanenormouspearlthathadbroughthimmuchmisery. SteinbeckdevelopedthislegendintothenovelThePearl. AsyoureadThePearl,watchfordetailsabouttheplantandanimallifeintheGulfandthemanymetaphors comparisons ,imagesandthemesSteinbeckuseswhichareconnectedtothesedetails. Setting:TheeventsofThePearltakeplacesometimearoundthe1900onanestuary mouthoftheriver somewhereonthecoastofMexicointhetownofLaPaz. OnamapthelongpeninsulawhichdescendsfromCaliforniaiscalledBAJACALIFORNIA.ItispartofMexicoandisseparatedfromtherestofMexicobytheGulfofCalifornia,alsoknownastheSeaofCortez. HonorsEnglishIThePearlHistoricalBackgroundandSocialCulture:Atthetimethestorytakesplace,theIndiansofMexicohadalreadybeenunderthedominationofpeopleofSpanishdescentfor300years. ThegoverningclasswasprimarilymadeupofthoseofSpanishdescentandtheRomanCatholicChurchwho,together,kepttheMexicanIndiansatthebottomofthesocialhierarchyorsocialladder. Inmostcases,theIndianswerenotallowedtoattendschoolorownland. Keepingpeopleuneducatedanddependentkeepsthemoppressed .AlthoughSpanishcultureandCatholicritualswereforcedupontheIndians,theyfiercelyheldontomanyoftheirspiritualbeliefs,cultures,andcustomsoftheirvarioustribes. WATCHFOREVIDENCEOFTHISINTHENOVEL!Style:ThePearlisashortnovelornovellawhichistoldintheformofanallegoryorPARABLE ashort,simpleworkwithlittledialogueillustratingalessonoralargertruthoftenonthesubjectofgoodandevil. InaPARABLE,goodandevilareclearlydefined everythingisblackandwhite,therearenoshadesofgray. Forinstance,thegoodcharactershavenames,andthebadcharactershavenonames. Thecharactersandactionsymbolizecertainuniversalideasorconceptsandthereadersattachtheirownmeaningtothesesymbols. PointofView:ThePearlistoldbyanallknowingOMNISCIENTthird-personnarratorwhoisobservingthecharactersandtheiractionsfromoutsidethestory. Comment:Thereaderistoldinthepreface, Inthetowntheytellthestoryofthegreatpearl howitwasfoundandhowitwaslostagain Ifthisstoryisaparable,perhapseveryonetakeshisownmeaningfromitandreadshisownlifeintoit. ThusbeginsSteinbeck snovelofgoodandevil,ThePearl. ItisthetimelesstaleoftheMexican-IndianfishermanKino,hiswifeJuana,andtheirinfantson,Coyotito. IttellsofhowKinofindsthePearloftheWorldanddreamsofbreakingoutofthetrapofpovertyandignorancethatoppresseshimandhisfamily. Theviolencethatfollowshisdreams,butbringshimagreaterunderstandingofhimselfandtherealitiesoftheworldinwhichhelives. Asyouread,considerwhatmeaningyoutakefromKino sstory. OtherWell-KnownNovelsBySteinbeck:TortillaFlat 1935 TheRedPony 1937 OfMiceandMen 1937 TheGrapesofWrath 1939 CanneryRow 1945 EastofEden 1952 TheWinterofOurDiscontent 1961 TravelsWithCharley 1962 HonorsEnglishIThePearlThePearl LiteratureGuideAsyoureadThePearl,completethefollowingquestions. Thesequestionswillhelpyourememberandreflectonimportantplotandliteraryelements techniquesfromthereading,sothatyouranalysisismorein-depth. Thestoryissimple,butbecauseitisanallegory,thereisdeepermeaningateveryturn. Readbetweenthelinesandanalyzecharacters,setting,imagery,symbols,etc. ThePearlisashortnovellaandreadingitseveraltimesbeforethestartoftheschoolyearwillofferyouamorein-depthunderstanding. Chapter1 pg.3-13 1."}
{"text": "ThePearlGuideThePearlbyJohnSteinbeckBelowaretheEssentialQuestions,ThemeTopics Motifs ,ThematicQuestions,andKeyLiteraryTermsthatwewilluseforouranalysisofThePearl. Thesequestions,themetopics,andtermswillguideourdiscussionandanalysisduringthisunit,soitisimportantforyoutobefamiliarwiththemasyouread. Usethisoverviewtohelpguideyourannotationsandreadthroughthebackgroundinformationbeforeyoureadthenovel. EssentialQuestionsHowdoesparabletranscendtimeandplacetoemployauniversaltheme?Whatmakesathemeuniversal?Whyaresymbolsusefultowritersandtheiraudience?Howcanwritingbeusedtoeffectchangeinsociety?ThemeTopics Motifs fromThePearlDuringyourreadingandannotatingofThePearllookforandmarkpassagesthatmakeapointorstatementaboutthesepossiblethemetopics: Money,Possessions,Greed:Lookforpassages quotesdealingwiththequestformoneyandthedesireforthingsofthematerialworld,aswellasreferencestothestepswhichpeoplewilltaketoattainthosethings. Also,lookforpassages quotesthatimplythatmoneycanbuyhappiness. SocialOppression:Lookforpassages quotesdealingwiththeoppressionoftheMexicanIndiansintheportrayalofthedoctor,thepriest,thepearlbuyers,andthetrackers. WatchfordetailswhichshowhowKinoandhispeoplearetreateddisrespectfully,takenadvantageof,anddiscriminatedagainst. Manasapartofnature:Lookforpassages quoteswhichillustratesimilaritiesbetweenhumansandotherspeciesthroughcomparisons. NOTICEthefrequentimagesSteinbeckusesandthinkofhowthesepassagesreflectorforeshadow givehintsaboutfutureevents HUMANevents. Kino ssongs:Lookforpassages quoteswithreferencestothe music Kinohears thethreetypesofsongshehearsandtheirsignificance. PayparticularattentiontoWHENandUNDERWHATCIRCUMSTANCEShe hears aparticularsong. Goodvs. Evil:Lookforpassages quotesthatreflectimagesandideasofdarknesslight,good-evil,brightness-dimness,day-night,black-white,etc. Appearancevs. Reality:Lookforpassages quotesthatrefertothingsnotbeingwhattheyseem. Considerlookingforpassages quotesaboutvisions,haze,mirages,dreams,vagueness,ghostlygleams,illusions,etc. ThematicQuestionsHowdoesoppressionmanifestinboththecommunityandindividual?Howcansociety swrongsberighted?Howmuchcontroldoesanindividualhaveoverhis her success inlife?Howcanwedetermineifsomethingorsomeoneiswhatorwhotheyappeartobe?Canmoneyordesirechangeanindividual?Ismoneynecessarytobe successful inlife?Whatisthedifferencebetweengoodandevil?Arethereanyshadesofgray?HonorsEnglishIThePearl RememberthataLiteraryThemeis thecontrollingideaofastory anarguablecommentorstatementanauthormakesaboutthenatureofhumankindorsociety atruththatcanbetakenfromthespecificsofthestoryandappliedtosocietyingeneral somehumantruththattheauthorwantsthereadertounderstandaboutlife,thehumanexperience,orhumannatureKeyLiteraryTerms:theme,motif,characterization,conflict,symbolism,parable,allegory,setting,metaphor,simile,personification,figurativelanguage,imagery,Freytag sPlotPyramidThePearl BackgroundInformationAuthor:JohnSteinbeck 1902-1968 wasborninSalinas,Californiathesonofpoorparents. AlthoughhewaseducatedatStanfordUniversityandbecameacelebratedwriter,heneverforgothisorigins. Growingupinworkingclasstowns,hebecameanexcellentobserverofhumannatureandlaterwroteaboutthepeoplehelivedaround workersincludingMexican-Americanandmigrantworkers. Hediscoveredtheharshrealitythatthesepeoplewereoftentreatedpoorlyandwithoutrespectandhadlittlemeansofdefendingthemselves. Asaresult,manyofthecharactershewroteaboutweredownandout,isolatedandoppressed. Theyrepresentthe struggle themeofhisnovels principallythestrugglebetweenthepoorandthewealthy,theweakandthestrong,goodandevil,andbetweenculturesorcivilizations. ThesethemesareallevidentinThePearl. Origins:In1940,SteinbecksetoutonasailingexpeditiontostudymarinelifeintheGulfofCalifornia,hopingtofinduniversalpatternsinmarinespeciesthatwouldhelphimunderstandlifeingeneral. Duringthistrip,SteinbeckheardaboutthelegendofaMexicanfisherboywhohadfoundanenormouspearlthathadbroughthimmuchmisery. SteinbeckdevelopedthislegendintothenovelThePearl. AsyoureadThePearl,watchfordetailsabouttheplantandanimallifeintheGulfandthemanymetaphors comparisons ,imagesandthemesSteinbeckuseswhichareconnectedtothesedetails. Setting:TheeventsofThePearltakeplacesometimearoundthe1900onanestuary mouthoftheriver somewhereonthecoastofMexicointhetownofLaPaz. OnamapthelongpeninsulawhichdescendsfromCaliforniaiscalledBAJACALIFORNIA.ItispartofMexicoandisseparatedfromtherestofMexicobytheGulfofCalifornia,alsoknownastheSeaofCortez. HonorsEnglishIThePearlHistoricalBackgroundandSocialCulture:Atthetimethestorytakesplace,theIndiansofMexicohadalreadybeenunderthedominationofpeopleofSpanishdescentfor300years. ThegoverningclasswasprimarilymadeupofthoseofSpanishdescentandtheRomanCatholicChurchwho,together,kepttheMexicanIndiansatthebottomofthesocialhierarchyorsocialladder. Inmostcases,theIndianswerenotallowedtoattendschoolorownland. Keepingpeopleuneducatedanddependentkeepsthemoppressed .AlthoughSpanishcultureandCatholicritualswereforcedupontheIndians,theyfiercelyheldontomanyoftheirspiritualbeliefs,cultures,andcustomsoftheirvarioustribes. WATCHFOREVIDENCEOFTHISINTHENOVEL!Style:ThePearlisashortnovelornovellawhichistoldintheformofanallegoryorPARABLE ashort,simpleworkwithlittledialogueillustratingalessonoralargertruthoftenonthesubjectofgoodandevil. InaPARABLE,goodandevilareclearlydefined everythingisblackandwhite,therearenoshadesofgray. Forinstance,thegoodcharactershavenames,andthebadcharactershavenonames. Thecharactersandactionsymbolizecertainuniversalideasorconceptsandthereadersattachtheirownmeaningtothesesymbols. PointofView:ThePearlistoldbyanallknowingOMNISCIENTthird-personnarratorwhoisobservingthecharactersandtheiractionsfromoutsidethestory. Comment:Thereaderistoldinthepreface, Inthetowntheytellthestoryofthegreatpearl howitwasfoundandhowitwaslostagain Ifthisstoryisaparable,perhapseveryonetakeshisownmeaningfromitandreadshisownlifeintoit. ThusbeginsSteinbeck snovelofgoodandevil,ThePearl. ItisthetimelesstaleoftheMexican-IndianfishermanKino,hiswifeJuana,andtheirinfantson,Coyotito. IttellsofhowKinofindsthePearloftheWorldanddreamsofbreakingoutofthetrapofpovertyandignorancethatoppresseshimandhisfamily. Theviolencethatfollowshisdreams,butbringshimagreaterunderstandingofhimselfandtherealitiesoftheworldinwhichhelives. Asyouread,considerwhatmeaningyoutakefromKino sstory. OtherWell-KnownNovelsBySteinbeck:TortillaFlat 1935 TheRedPony 1937 OfMiceandMen 1937 TheGrapesofWrath 1939 CanneryRow 1945 EastofEden 1952 TheWinterofOurDiscontent 1961 TravelsWithCharley 1962 HonorsEnglishIThePearlThePearl LiteratureGuideAsyoureadThePearl,completethefollowingquestions. Thesequestionswillhelpyourememberandreflectonimportantplotandliteraryelements techniquesfromthereading,sothatyouranalysisismorein-depth. Thestoryissimple,butbecauseitisanallegory,thereisdeepermeaningateveryturn. Readbetweenthelinesandanalyzecharacters,setting,imagery,symbols,etc. ThePearlisashortnovellaandreadingitseveraltimesbeforethestartoftheschoolyearwillofferyouamorein-depthunderstanding. Chapter1 pg.3-13 1. Wheredoesthestoryopen?"}
{"text": "ThePearlGuideThePearlbyJohnSteinbeckBelowaretheEssentialQuestions,ThemeTopics Motifs ,ThematicQuestions,andKeyLiteraryTermsthatwewilluseforouranalysisofThePearl. Thesequestions,themetopics,andtermswillguideourdiscussionandanalysisduringthisunit,soitisimportantforyoutobefamiliarwiththemasyouread. Usethisoverviewtohelpguideyourannotationsandreadthroughthebackgroundinformationbeforeyoureadthenovel. EssentialQuestionsHowdoesparabletranscendtimeandplacetoemployauniversaltheme?Whatmakesathemeuniversal?Whyaresymbolsusefultowritersandtheiraudience?Howcanwritingbeusedtoeffectchangeinsociety?ThemeTopics Motifs fromThePearlDuringyourreadingandannotatingofThePearllookforandmarkpassagesthatmakeapointorstatementaboutthesepossiblethemetopics: Money,Possessions,Greed:Lookforpassages quotesdealingwiththequestformoneyandthedesireforthingsofthematerialworld,aswellasreferencestothestepswhichpeoplewilltaketoattainthosethings. Also,lookforpassages quotesthatimplythatmoneycanbuyhappiness. SocialOppression:Lookforpassages quotesdealingwiththeoppressionoftheMexicanIndiansintheportrayalofthedoctor,thepriest,thepearlbuyers,andthetrackers. WatchfordetailswhichshowhowKinoandhispeoplearetreateddisrespectfully,takenadvantageof,anddiscriminatedagainst. Manasapartofnature:Lookforpassages quoteswhichillustratesimilaritiesbetweenhumansandotherspeciesthroughcomparisons. NOTICEthefrequentimagesSteinbeckusesandthinkofhowthesepassagesreflectorforeshadow givehintsaboutfutureevents HUMANevents. Kino ssongs:Lookforpassages quoteswithreferencestothe music Kinohears thethreetypesofsongshehearsandtheirsignificance. PayparticularattentiontoWHENandUNDERWHATCIRCUMSTANCEShe hears aparticularsong. Goodvs. Evil:Lookforpassages quotesthatreflectimagesandideasofdarknesslight,good-evil,brightness-dimness,day-night,black-white,etc. Appearancevs. Reality:Lookforpassages quotesthatrefertothingsnotbeingwhattheyseem. Considerlookingforpassages quotesaboutvisions,haze,mirages,dreams,vagueness,ghostlygleams,illusions,etc. ThematicQuestionsHowdoesoppressionmanifestinboththecommunityandindividual?Howcansociety swrongsberighted?Howmuchcontroldoesanindividualhaveoverhis her success inlife?Howcanwedetermineifsomethingorsomeoneiswhatorwhotheyappeartobe?Canmoneyordesirechangeanindividual?Ismoneynecessarytobe successful inlife?Whatisthedifferencebetweengoodandevil?Arethereanyshadesofgray?HonorsEnglishIThePearl RememberthataLiteraryThemeis thecontrollingideaofastory anarguablecommentorstatementanauthormakesaboutthenatureofhumankindorsociety atruththatcanbetakenfromthespecificsofthestoryandappliedtosocietyingeneral somehumantruththattheauthorwantsthereadertounderstandaboutlife,thehumanexperience,orhumannatureKeyLiteraryTerms:theme,motif,characterization,conflict,symbolism,parable,allegory,setting,metaphor,simile,personification,figurativelanguage,imagery,Freytag sPlotPyramidThePearl BackgroundInformationAuthor:JohnSteinbeck 1902-1968 wasborninSalinas,Californiathesonofpoorparents. AlthoughhewaseducatedatStanfordUniversityandbecameacelebratedwriter,heneverforgothisorigins. Growingupinworkingclasstowns,hebecameanexcellentobserverofhumannatureandlaterwroteaboutthepeoplehelivedaround workersincludingMexican-Americanandmigrantworkers. Hediscoveredtheharshrealitythatthesepeoplewereoftentreatedpoorlyandwithoutrespectandhadlittlemeansofdefendingthemselves. Asaresult,manyofthecharactershewroteaboutweredownandout,isolatedandoppressed. Theyrepresentthe struggle themeofhisnovels principallythestrugglebetweenthepoorandthewealthy,theweakandthestrong,goodandevil,andbetweenculturesorcivilizations. ThesethemesareallevidentinThePearl. Origins:In1940,SteinbecksetoutonasailingexpeditiontostudymarinelifeintheGulfofCalifornia,hopingtofinduniversalpatternsinmarinespeciesthatwouldhelphimunderstandlifeingeneral. Duringthistrip,SteinbeckheardaboutthelegendofaMexicanfisherboywhohadfoundanenormouspearlthathadbroughthimmuchmisery. SteinbeckdevelopedthislegendintothenovelThePearl. AsyoureadThePearl,watchfordetailsabouttheplantandanimallifeintheGulfandthemanymetaphors comparisons ,imagesandthemesSteinbeckuseswhichareconnectedtothesedetails. Setting:TheeventsofThePearltakeplacesometimearoundthe1900onanestuary mouthoftheriver somewhereonthecoastofMexicointhetownofLaPaz. OnamapthelongpeninsulawhichdescendsfromCaliforniaiscalledBAJACALIFORNIA.ItispartofMexicoandisseparatedfromtherestofMexicobytheGulfofCalifornia,alsoknownastheSeaofCortez. HonorsEnglishIThePearlHistoricalBackgroundandSocialCulture:Atthetimethestorytakesplace,theIndiansofMexicohadalreadybeenunderthedominationofpeopleofSpanishdescentfor300years. ThegoverningclasswasprimarilymadeupofthoseofSpanishdescentandtheRomanCatholicChurchwho,together,kepttheMexicanIndiansatthebottomofthesocialhierarchyorsocialladder. Inmostcases,theIndianswerenotallowedtoattendschoolorownland. Keepingpeopleuneducatedanddependentkeepsthemoppressed .AlthoughSpanishcultureandCatholicritualswereforcedupontheIndians,theyfiercelyheldontomanyoftheirspiritualbeliefs,cultures,andcustomsoftheirvarioustribes. WATCHFOREVIDENCEOFTHISINTHENOVEL!Style:ThePearlisashortnovelornovellawhichistoldintheformofanallegoryorPARABLE ashort,simpleworkwithlittledialogueillustratingalessonoralargertruthoftenonthesubjectofgoodandevil. InaPARABLE,goodandevilareclearlydefined everythingisblackandwhite,therearenoshadesofgray. Forinstance,thegoodcharactershavenames,andthebadcharactershavenonames. Thecharactersandactionsymbolizecertainuniversalideasorconceptsandthereadersattachtheirownmeaningtothesesymbols. PointofView:ThePearlistoldbyanallknowingOMNISCIENTthird-personnarratorwhoisobservingthecharactersandtheiractionsfromoutsidethestory. Comment:Thereaderistoldinthepreface, Inthetowntheytellthestoryofthegreatpearl howitwasfoundandhowitwaslostagain Ifthisstoryisaparable,perhapseveryonetakeshisownmeaningfromitandreadshisownlifeintoit. ThusbeginsSteinbeck snovelofgoodandevil,ThePearl. ItisthetimelesstaleoftheMexican-IndianfishermanKino,hiswifeJuana,andtheirinfantson,Coyotito. IttellsofhowKinofindsthePearloftheWorldanddreamsofbreakingoutofthetrapofpovertyandignorancethatoppresseshimandhisfamily. Theviolencethatfollowshisdreams,butbringshimagreaterunderstandingofhimselfandtherealitiesoftheworldinwhichhelives. Asyouread,considerwhatmeaningyoutakefromKino sstory. OtherWell-KnownNovelsBySteinbeck:TortillaFlat 1935 TheRedPony 1937 OfMiceandMen 1937 TheGrapesofWrath 1939 CanneryRow 1945 EastofEden 1952 TheWinterofOurDiscontent 1961 TravelsWithCharley 1962 HonorsEnglishIThePearlThePearl LiteratureGuideAsyoureadThePearl,completethefollowingquestions. Thesequestionswillhelpyourememberandreflectonimportantplotandliteraryelements techniquesfromthereading,sothatyouranalysisismorein-depth. Thestoryissimple,butbecauseitisanallegory,thereisdeepermeaningateveryturn. Readbetweenthelinesandanalyzecharacters,setting,imagery,symbols,etc. ThePearlisashortnovellaandreadingitseveraltimesbeforethestartoftheschoolyearwillofferyouamorein-depthunderstanding. Chapter1 pg.3-13 1. Wheredoesthestoryopen? ThestoryopensinKino shut,locatedonthebeach. ThebeachisontheGulfofMexico,butthisinformationisnotrevealeduntilChapter2.2."}
{"text": "ThePearlGuideThePearlbyJohnSteinbeckBelowaretheEssentialQuestions,ThemeTopics Motifs ,ThematicQuestions,andKeyLiteraryTermsthatwewilluseforouranalysisofThePearl. Thesequestions,themetopics,andtermswillguideourdiscussionandanalysisduringthisunit,soitisimportantforyoutobefamiliarwiththemasyouread. Usethisoverviewtohelpguideyourannotationsandreadthroughthebackgroundinformationbeforeyoureadthenovel. EssentialQuestionsHowdoesparabletranscendtimeandplacetoemployauniversaltheme?Whatmakesathemeuniversal?Whyaresymbolsusefultowritersandtheiraudience?Howcanwritingbeusedtoeffectchangeinsociety?ThemeTopics Motifs fromThePearlDuringyourreadingandannotatingofThePearllookforandmarkpassagesthatmakeapointorstatementaboutthesepossiblethemetopics: Money,Possessions,Greed:Lookforpassages quotesdealingwiththequestformoneyandthedesireforthingsofthematerialworld,aswellasreferencestothestepswhichpeoplewilltaketoattainthosethings. Also,lookforpassages quotesthatimplythatmoneycanbuyhappiness. SocialOppression:Lookforpassages quotesdealingwiththeoppressionoftheMexicanIndiansintheportrayalofthedoctor,thepriest,thepearlbuyers,andthetrackers. WatchfordetailswhichshowhowKinoandhispeoplearetreateddisrespectfully,takenadvantageof,anddiscriminatedagainst. Manasapartofnature:Lookforpassages quoteswhichillustratesimilaritiesbetweenhumansandotherspeciesthroughcomparisons. NOTICEthefrequentimagesSteinbeckusesandthinkofhowthesepassagesreflectorforeshadow givehintsaboutfutureevents HUMANevents. Kino ssongs:Lookforpassages quoteswithreferencestothe music Kinohears thethreetypesofsongshehearsandtheirsignificance. PayparticularattentiontoWHENandUNDERWHATCIRCUMSTANCEShe hears aparticularsong. Goodvs. Evil:Lookforpassages quotesthatreflectimagesandideasofdarknesslight,good-evil,brightness-dimness,day-night,black-white,etc. Appearancevs. Reality:Lookforpassages quotesthatrefertothingsnotbeingwhattheyseem. Considerlookingforpassages quotesaboutvisions,haze,mirages,dreams,vagueness,ghostlygleams,illusions,etc. ThematicQuestionsHowdoesoppressionmanifestinboththecommunityandindividual?Howcansociety swrongsberighted?Howmuchcontroldoesanindividualhaveoverhis her success inlife?Howcanwedetermineifsomethingorsomeoneiswhatorwhotheyappeartobe?Canmoneyordesirechangeanindividual?Ismoneynecessarytobe successful inlife?Whatisthedifferencebetweengoodandevil?Arethereanyshadesofgray?HonorsEnglishIThePearl RememberthataLiteraryThemeis thecontrollingideaofastory anarguablecommentorstatementanauthormakesaboutthenatureofhumankindorsociety atruththatcanbetakenfromthespecificsofthestoryandappliedtosocietyingeneral somehumantruththattheauthorwantsthereadertounderstandaboutlife,thehumanexperience,orhumannatureKeyLiteraryTerms:theme,motif,characterization,conflict,symbolism,parable,allegory,setting,metaphor,simile,personification,figurativelanguage,imagery,Freytag sPlotPyramidThePearl BackgroundInformationAuthor:JohnSteinbeck 1902-1968 wasborninSalinas,Californiathesonofpoorparents. AlthoughhewaseducatedatStanfordUniversityandbecameacelebratedwriter,heneverforgothisorigins. Growingupinworkingclasstowns,hebecameanexcellentobserverofhumannatureandlaterwroteaboutthepeoplehelivedaround workersincludingMexican-Americanandmigrantworkers. Hediscoveredtheharshrealitythatthesepeoplewereoftentreatedpoorlyandwithoutrespectandhadlittlemeansofdefendingthemselves. Asaresult,manyofthecharactershewroteaboutweredownandout,isolatedandoppressed. Theyrepresentthe struggle themeofhisnovels principallythestrugglebetweenthepoorandthewealthy,theweakandthestrong,goodandevil,andbetweenculturesorcivilizations. ThesethemesareallevidentinThePearl. Origins:In1940,SteinbecksetoutonasailingexpeditiontostudymarinelifeintheGulfofCalifornia,hopingtofinduniversalpatternsinmarinespeciesthatwouldhelphimunderstandlifeingeneral. Duringthistrip,SteinbeckheardaboutthelegendofaMexicanfisherboywhohadfoundanenormouspearlthathadbroughthimmuchmisery. SteinbeckdevelopedthislegendintothenovelThePearl. AsyoureadThePearl,watchfordetailsabouttheplantandanimallifeintheGulfandthemanymetaphors comparisons ,imagesandthemesSteinbeckuseswhichareconnectedtothesedetails. Setting:TheeventsofThePearltakeplacesometimearoundthe1900onanestuary mouthoftheriver somewhereonthecoastofMexicointhetownofLaPaz. OnamapthelongpeninsulawhichdescendsfromCaliforniaiscalledBAJACALIFORNIA.ItispartofMexicoandisseparatedfromtherestofMexicobytheGulfofCalifornia,alsoknownastheSeaofCortez. HonorsEnglishIThePearlHistoricalBackgroundandSocialCulture:Atthetimethestorytakesplace,theIndiansofMexicohadalreadybeenunderthedominationofpeopleofSpanishdescentfor300years. ThegoverningclasswasprimarilymadeupofthoseofSpanishdescentandtheRomanCatholicChurchwho,together,kepttheMexicanIndiansatthebottomofthesocialhierarchyorsocialladder. Inmostcases,theIndianswerenotallowedtoattendschoolorownland. Keepingpeopleuneducatedanddependentkeepsthemoppressed .AlthoughSpanishcultureandCatholicritualswereforcedupontheIndians,theyfiercelyheldontomanyoftheirspiritualbeliefs,cultures,andcustomsoftheirvarioustribes. WATCHFOREVIDENCEOFTHISINTHENOVEL!Style:ThePearlisashortnovelornovellawhichistoldintheformofanallegoryorPARABLE ashort,simpleworkwithlittledialogueillustratingalessonoralargertruthoftenonthesubjectofgoodandevil. InaPARABLE,goodandevilareclearlydefined everythingisblackandwhite,therearenoshadesofgray. Forinstance,thegoodcharactershavenames,andthebadcharactershavenonames. Thecharactersandactionsymbolizecertainuniversalideasorconceptsandthereadersattachtheirownmeaningtothesesymbols. PointofView:ThePearlistoldbyanallknowingOMNISCIENTthird-personnarratorwhoisobservingthecharactersandtheiractionsfromoutsidethestory. Comment:Thereaderistoldinthepreface, Inthetowntheytellthestoryofthegreatpearl howitwasfoundandhowitwaslostagain Ifthisstoryisaparable,perhapseveryonetakeshisownmeaningfromitandreadshisownlifeintoit. ThusbeginsSteinbeck snovelofgoodandevil,ThePearl. ItisthetimelesstaleoftheMexican-IndianfishermanKino,hiswifeJuana,andtheirinfantson,Coyotito. IttellsofhowKinofindsthePearloftheWorldanddreamsofbreakingoutofthetrapofpovertyandignorancethatoppresseshimandhisfamily. Theviolencethatfollowshisdreams,butbringshimagreaterunderstandingofhimselfandtherealitiesoftheworldinwhichhelives. Asyouread,considerwhatmeaningyoutakefromKino sstory. OtherWell-KnownNovelsBySteinbeck:TortillaFlat 1935 TheRedPony 1937 OfMiceandMen 1937 TheGrapesofWrath 1939 CanneryRow 1945 EastofEden 1952 TheWinterofOurDiscontent 1961 TravelsWithCharley 1962 HonorsEnglishIThePearlThePearl LiteratureGuideAsyoureadThePearl,completethefollowingquestions. Thesequestionswillhelpyourememberandreflectonimportantplotandliteraryelements techniquesfromthereading,sothatyouranalysisismorein-depth. Thestoryissimple,butbecauseitisanallegory,thereisdeepermeaningateveryturn. Readbetweenthelinesandanalyzecharacters,setting,imagery,symbols,etc. ThePearlisashortnovellaandreadingitseveraltimesbeforethestartoftheschoolyearwillofferyouamorein-depthunderstanding. Chapter1 pg.3-13 1. Wheredoesthestoryopen? ThestoryopensinKino shut,locatedonthebeach. ThebeachisontheGulfofMexico,butthisinformationisnotrevealeduntilChapter2.2. Whoarethemaincharactersintroducedatthebeginningofthischapter?Kino,hiswife,Juana,andhisinfantson,Coyotito3."}
{"text": "Wheredoesthestoryopen? ThestoryopensinKino shut,locatedonthebeach. ThebeachisontheGulfofMexico,butthisinformationisnotrevealeduntilChapter2.2. Whoarethemaincharactersintroducedatthebeginningofthischapter?Kino,hiswife,Juana,andhisinfantson,Coyotito3. WheredoesCoyotitosleep?Inahangingbox4. WhatdidKino s people do?Theyweremakersofgreatsongs. Everythingtheysaw,thought,did,heardorexperiencedbecameasong.5. WhatistheSongoftheFamily?Thesoundsofthefamilywaking JuanatalkingtoCoyotito,Juanafanningthefireintoflames,andtherhythmofthegrindingstonethatJuanausedtoworkthecornformorningcakes.6. WhatkindofmorningdidKinothinkitwas? Itwasamorninglikeothermorningsandyetperfectamongmornings. 7. WhatistheWhole?ItisthesafetyandwarmthprovidedbythefamiliarroutinesofKino sfamily.8. HowisKinodescribed? Kinowasyoungandstrongandhisblackhairhungoverhisbrownforehead. Hiseyeswerewarmandfierceandbrightandhismustachewasthinandcoarse. 9. WhatdrawsKino sattentiontoCoyotito shangingbox?Atinymovement ascorpionwasclimbingdowntheropethatsuspendedthebox.10. WhatistheSongofEvil? WhatbringstheSongofEvil? TheSongofEvilisthemusicoftheenemy,ofanyfoeofthefamily,asavage,secretdangerousmelody . ThescorpionbringstheSongofEvil.11. WhatcontradictiondoesJuanadisplaywhenthescorpionappears?Sherepeatsanancientmagictoguardagainstevil,whilemutteringaHailMarybetweenclenchedteeth. ItisthecontradictionbetweenpaganandChristianreligiousrituals.12. WhatharmcomestoCoyotito?"}
{"text": "WhatcontradictiondoesJuanadisplaywhenthescorpionappears?Sherepeatsanancientmagictoguardagainstevil,whilemutteringaHailMarybetweenclenchedteeth. ItisthecontradictionbetweenpaganandChristianreligiousrituals.12. WhatharmcomestoCoyotito? WhyisKinounabletostopit?Kinoreachesforthescorpionandwhenitposestosting,Coyotitoshakestheropetothebox,andthescorpionfallsonthebabyandstingshim.13. WhatdoesKinodotothescorpion?Hebeatsandstampsituntilitisonlyamoistplaceinthedirt.14. HowdoesJuanareacttoCoyotito sinjury?Sheimmediatelybeginstosuckthepoisonfromthepuncturewound.15. Whatisthedangerofthescorpion ssting?Thepoisonfromthestingmaymakeanadultgravelyill,butitcouldcausedeathinababy.16. WhatsurprisingthingdidJuanarequestafterCoyotitowasstung? Whywasitsurprising?SheaskedKinotogogetthedoctor. Itwassurprisingbecause Togethimwouldbearemarkablething. Thedoctornevercametotheclusterofbrushhouses. 17. WhatdoesKinodoaboutJuana srequest? HowdoesJuanarespond?KinotellsJuana, Thedoctorwouldnotcome. JuanatellsKinotheywillgotothedoctor.18. What skill didthebeggarshave? Theywereexpertsin financialanalysis. Thatis,theywereabletodeterminepeople sstatusofwealthorpovertybyobservingthem.19. WhatdidthebeggarsdecideaboutKinoandJuana?Theydecidedthattheyweretoopoor,andthedoctorwouldnotseethem.20. Whatdidthebeggarsknowaboutthedoctor? Theyknewhisignorance,hiscruelty,hisavarice,hisappetites,hissins. 21."}
{"text": "Theywereexpertsin financialanalysis. Thatis,theywereabletodeterminepeople sstatusofwealthorpovertybyobservingthem.19. WhatdidthebeggarsdecideaboutKinoandJuana?Theydecidedthattheyweretoopoor,andthedoctorwouldnotseethem.20. Whatdidthebeggarsknowaboutthedoctor? Theyknewhisignorance,hiscruelty,hisavarice,hisappetites,hissins. 21. WhydoesKinohesitatewhentheyreachthedoctor sresidence?BecausethedoctorwasofaracewhichfornearlyfourhundredyearshadbeatenandstarvedandrobbedanddespisedKino srace;allofthedoctor sracespoketoallofKino sraceasthoughtheyweresimpleanimals.22. Whataresomeindicationsthatthedoctorleadsawealthylifestyle?HewearsadressinggownofsilkfromParis. Thegownistight,whichmeanshe seatingwellandgainingweight. Hehasasilvertraywithdelicatechinaonit. Thed coroftheroomindicatesawealthylifestyleaswell.23. WhenthedoctorlearnsofCoyotito sinjury,whatishisreaction? WhatdoesthisindicateabouthisattitudetowardKino srace?Hereactswithanger,thenhereactswithgreed. Hesays, HaveInothingbettertodothancureinsectbitesfor littleIndians ? Iamadoctor,notaveterinary. Thenhedemands, Hasheanymoney? Seeifhehasanymoney! ThedoctorbelievesKino speopleareanimals,andtheyareworthlessunlesstheycanpayforhisservices.24. WhenKinoofferspearlsaspaymentsforthedoctor sservice,whathappens?Thedoctor sservantisgoneforashortmoment,andthenhereturnstotellKino, Thedoctorhasgoneout. Hewascalledtoaseriouscase. 25. Whatisironicabouttheservant scommentstoKino?Thedoctorhasnotreallygoneout,andtheservant schoiceofwordsisironic."}
{"text": "WhenKinoofferspearlsaspaymentsforthedoctor sservice,whathappens?Thedoctor sservantisgoneforashortmoment,andthenhereturnstotellKino, Thedoctorhasgoneout. Hewascalledtoaseriouscase. 25. Whatisironicabouttheservant scommentstoKino?Thedoctorhasnotreallygoneout,andtheservant schoiceofwordsisironic. Whatcouldbeamore seriouscase thanapoisonedchild?26. HowdoesKinoreacttothedoctor sbehaviortowardhisfamily?Hestrikesthegatewithhisfist. Chapter21. WhatdopeopleoftheGulftrust? Thingsofthespiritandthingsoftheimagination,buttheydonottrusttheireyestoshowthemdistanceorclearoutlineoranyopticalexactness. 2. WhatistheonethingofvalueKinoowns? Whyisitsovaluable?Hiscanoe; itisthebulwarkagainststarvation. Itishismeansofincomeandkeepinghisfamilyfedandsheltered.3. HowdoesJuanatreatCoyotito sscorpionsting?Shemakesapoulticeoutofbrownseaweedandpressesittothebaby sswollenshoulder.4. Doesherremedywork?Theremedyis asgoodaremedyasanyandprobablybetterthanthedoctorcouldhavedone. Buttheremedylackedhisauthoritybecauseitwassimpleanddidn tcostanything. Theremedymightwork,butJuanaisskepticalbecauseadoctordidn tapplyit. Asyet,Coyotitohadn texperiencedthestomachcrampstypicalforscorpionpoisoning,soherremedymightbeworking.5. ForwhatdoesJuanapray?Shedidn tpraydirectlyforCoyotito srecovery. ShepraysforKinotofindapearllargeenoughtopaythedoctorforhisservicestocurethebaby.6. Whatisthe accident thathappenstooysters?Asmallgrainofsandgetsinthefoldsofmuscleandirritatesthefleshuntilinselfprotectionthefleshcoatsthegrainofsand."}
{"text": "ForwhatdoesJuanapray?Shedidn tpraydirectlyforCoyotito srecovery. ShepraysforKinotofindapearllargeenoughtopaythedoctorforhisservicestocurethebaby.6. Whatisthe accident thathappenstooysters?Asmallgrainofsandgetsinthefoldsofmuscleandirritatesthefleshuntilinselfprotectionthefleshcoatsthegrainofsand. Thecoatedgrainofsandbecomesapearl.7. AboutwhathadKino speoplemadesongs?Everythingthathappenedorexisted;theymadesongstothefishes,totheseainangerorincalm,tothelightanddark,tothesunandmoon.8. WhatsongwasinKinoasheheldhisbreathunderwater?TheSongofthePearlThatMightBe,partoftheSongoftheUndersea9. HowlongcanKinoholdhisbreathunderwater?Overtwominutes10. WhatattractsKino sattentiontotheancientoysterthatlyingbyitself?Aghostlygleam11. WhyisKinoreluctanttoopen the oysteruntilhe sopenedalltheotheroysters?Hedoesn tdaretohopethattheoystercontainsapearl. Theghostlygleamhesawcouldhavebeenanillusion,orareflectionoftheshell. Hispeople,thepeopleoftheGulfareusedtodisappointment,andthispearloffershope.12. WhatdoesJuanatellKinotodowith the oyster?Shetellshimtoopenit.13. WhathasKinofoundintheoyster?Hehasfound thegreatestpearlintheworld. 14. WhatdoKinoandJuanadiscoverrightaftertheydiscoverthepearl?TheyfindthattheseaweedpoulticehastakentheswellingoutofCoyotito sshoulder,andthepoisonwasrecedingfromhisbody. Chapter31. Throughoutthenovel,therearevarioustypesofanimalimagery. Whatischaracterizedasananimalatthebeginningofthischapter?"}
{"text": "WhatdoKinoandJuanadiscoverrightaftertheydiscoverthepearl?TheyfindthattheseaweedpoulticehastakentheswellingoutofCoyotito sshoulder,andthepoisonwasrecedingfromhisbody. Chapter31. Throughoutthenovel,therearevarioustypesofanimalimagery. Whatischaracterizedasananimalatthebeginningofthischapter? Whenisthisimageryfirstusedinthenovel? Thetownisathinglikeacolonialanimal. Theimagetheauthorgivesdemonstrateshowthetownspeople digest thenewsofKino sdiscovery. TheanimalimageryisfirstusedwhenKino speoplearecharacterizedasanimalsbythedoctorinChapter1.2. AsthenewsofKino sprizetravelsthroughthevillage,wholearnsofthe PearloftheWorld ? Thepriest,theshopkeepers,thedoctor,andthebeggarsinfrontofthechurch3. Whatisthedoctor sreactiontothenewsofKino spearl?HesaysthatKinoisaclientofhis,andheistreatingCoyotitoforascorpionsting.4. Whatdoesthedoctor sreactiontoKino sgoodfortunerevealabouthischaracter? Itemphasizeshisgreediness. Hewouldn thaveanythingtodowithKinoorhisfamilywhentheycametohimforhelpwhenCoyotitowasinjured,becauseheknewtheycouldn tpayforhisservices. NowthatheknowsaboutKino spearl,he swillingtotreatCoyotito.5. HowdopeoplereacttothenewsofKino spearl?"}
{"text": "Hewouldn thaveanythingtodowithKinoorhisfamilywhentheycametohimforhelpwhenCoyotitowasinjured,becauseheknewtheycouldn tpayforhisservices. NowthatheknowsaboutKino spearl,he swillingtotreatCoyotito.5. HowdopeoplereacttothenewsofKino spearl? Whatdoesthenewsofthepearlstirupinthetown? EverymansuddenlybecamerelatedtoKino spearl,andKino spearlwentintothedreams,thespeculations,theschemes,theplans,thefutures,thewishes,theneeds,thelusts,thehungers,ofeveryone,andonlyonepersonstoodinthewayandthatwasKino,sothathebecamecuriouslyeveryman senemy. Thepearlstirsupsomethingblackandevilinthetown thepoisonsacsofthetownbegantofillwithvenom. PeoplebecameimmediatelyenviousofKino sgoodfortune,andtriedtofigureoutawaytogetthepearlforthemselves.6. Whatcommentonhumannaturedoestheauthormakewiththevillagers response?Peoplearebasicallygreedy. Evenpeoplewhoareusedtohavingnothingandarehappycanbechangedbythepossibilityofwealth.7. WhatdoKinoandJuanaassumeaboutthevillager sresponsetoKino sprize?Theyassumethateveryonewouldbehappyfortheirgoodfortune.8. WhatmusicdoesKinoexperienceafterfindingthepearl? Themusicofthepearlhadmergedwiththemusicofthefamilysothatonebeautifiedtheother. Thepearlissomethinggoodforthefamily.9. WhatdoesJuanTomasaskKinoabouthisdiscovery? WhatisKino sresponse?JuanTomasasks, Whatwillyoudonowthatyouhavebecomearichman? KinotellsJuanTomasthatheandJuanawillbemarriedinthechurch,theywillhavenewclothes,hemightbuyarifle,andCoyotitowillgotoschool.10."}
{"text": "WhatmusicdoesKinoexperienceafterfindingthepearl? Themusicofthepearlhadmergedwiththemusicofthefamilysothatonebeautifiedtheother. Thepearlissomethinggoodforthefamily.9. WhatdoesJuanTomasaskKinoabouthisdiscovery? WhatisKino sresponse?JuanTomasasks, Whatwillyoudonowthatyouhavebecomearichman? KinotellsJuanTomasthatheandJuanawillbemarriedinthechurch,theywillhavenewclothes,hemightbuyarifle,andCoyotitowillgotoschool.10. WhydoestheideaofKino ssonattendingschoolcausesuchastiramongthevillagers?Kinosays, thesethingswillmakeusfreebecausehewillknow andthroughhimwewillknow. Kino speoplehadbeenoppressedforhundredsofyears,andonereasonthatthisoppressioncontinuedisbecausetheyareilliterateanduneducated. ThepossibilityofCoyotitobecomingeducatedcreateshope.11. Whathappenstotimeasaresultofthepearl?Timewillbemeasuredbasedonthepearl. Everythingwillbeintermsofhappeningbeforeorsincethediscoveryofthepearl.12. WhocomestovisitKino? Why?ThepriestcomestovisitKino. Heremindshimtobegeneroustothechurchwithhisnewfoundfortune. 13. Howisthepriestliketherestofthevillageinhisrequest?HewantstobenefitfromKino sdiscoveryofthepearl.14. WhatfaintsongdoesKinohearwhenthepriestvisits? Whatdoesthismean?Kinobeginstohearthesongofevil,oftheenemy. Kinoknows,perhapsonlyonasubconsciouslevel,thatpeoplewanttogetthepearlawayfromhim.15. WhatanimalimageryisusedfortheSongoftheFamilyinthischapter? Whydoyouthinktheauthorusesthisimage?TheSongoftheFamilyischaracterizedaslikethepurringofakitten. ThisimageconveysthewarmthandsecurityKinofeelswithinhisfamily. Akittenonlypurrswhenitfeelssafeandiscontentorhappy.16."}
{"text": "Whydoyouthinktheauthorusesthisimage?TheSongoftheFamilyischaracterizedaslikethepurringofakitten. ThisimageconveysthewarmthandsecurityKinofeelswithinhisfamily. Akittenonlypurrswhenitfeelssafeandiscontentorhappy.16. Shortlyafterthepriestandtheneighborsleave,Kinosensesdanger. Whoappearsatthistime?Thedoctorappearswithtwoassistants.17. WhatliedoesthedoctortellKinoandJuana? Iwasnotinwhenyoucamethismorning. Butnow,atthefirstchance,Ihavecometoseethebaby. Ofcourse,hewashomewhentheyvisitedthatmorning,andhehasonlycomeafterhearingaboutKino spearl.18. EventhoughCoyotitoappearstoberecoveringfromthescorpion ssting,howdoesthedoctormakeKinoandJuanabelievehisservicesarestillnecessary?Hetellsthemthatascorpion spoisoncanlaydormant,andthencauseseriousdamagesuchasablindeyeorwitheredleg. HetellsKino, Iknowthestingofascorpion,myfriend,andIcancureit. HetellsKinothatthepoisonhas goneinwardanditwillstrike Coyotitosoon. OnesignofthisisCoyotitoblueeyelid.19. Whatremedydoesthedoctorgivethebaby? WhatsuspiciondoesKinohaveaboutthisremedy?ThedoctorgivesCoyotitoagelatincapsuleofwhitepowder,andsaysthatifthepoisonisgoingtostrike,itwilldosowithinthehour. Duringthathour,Coyotitobeginstoconvulseandvomit. Thedoctorreturnsandtreatshimwithafewdropsofammoniadilutedinwater. Thebaby sspasmssubsideanditappearsthedoctorhascuredhimfromthepoison. KinobelievesthatthecapsulescontainedsomethingthatcausedCoyotito sconvulsions,andthedoctorwasonlytryingtogetsomeofKino smoneyfromthepearl.20. WhatquestiondoesthedoctoraskwhenheisdonetreatingCoyotito?"}
{"text": "Thebaby sspasmssubsideanditappearsthedoctorhascuredhimfromthepoison. KinobelievesthatthecapsulescontainedsomethingthatcausedCoyotito sconvulsions,andthedoctorwasonlytryingtogetsomeofKino smoneyfromthepearl.20. WhatquestiondoesthedoctoraskwhenheisdonetreatingCoyotito? WhatofferdoeshemaketoKino? Heaskswhenpaymentwillbemadeforhisservices. Kinotellshimaboutthepearl aboutwhichthedoctoralreadyknew,ofcourse ,andpromisestopaythedoctorafterhehassoldit. ThedoctorofferstokeepKino spearlinhissafe. Kinorefusestheofferandsaysthepearlissafe.21. Whatdidthedoctorhopetorevealwithhisoffer? Isthisinformationrevealed? Heknewthepearlwouldbeburiedinthehouse,andhethoughtKinomightlooktowardtheplacewhereitwasburied. Yes,theinformationisrevealedwhen Kino seyesflickinvoluntarilytothefloornearthesidepostofthebrushhut. 22. Aftereveryonehasleftthehut,JuanaasksKino, Whodoyoufear? Whatishisresponse?Kinosayshefearseveryone.23. Whiletheyaresleepingthatnight,whathappensinKinoandJuana shut?Kinoawakensandhears thewhisperofafootondryearthandthescratchoffingersinthesoil. Anintrudercomes,andquietlytriestodigupthepearl.24. Istheintrudersuccessful?No,Kinoattackshiminthedarkandtriestostabhim. Kino sheadissmashedinthescuffleandtheintruderescapes.25. Whoisthemostlikelypersontohavesenttheintruder? Howdoyouknow?Thedoctorsenttheintruder. Itmusthavebeenthedoctor,becausetheintrudertriestodigintheplacewhereKinoglancedwhenthedoctoraskedhimifthepearlwassafe.26."}
{"text": "Whoisthemostlikelypersontohavesenttheintruder? Howdoyouknow?Thedoctorsenttheintruder. Itmusthavebeenthedoctor,becausetheintrudertriestodigintheplacewhereKinoglancedwhenthedoctoraskedhimifthepearlwassafe.26. HowisKinocharacterizedduringthefight?Heis likeanangrycat,leapedstrikingandspittingforthedarkthing . Again,theauthorusesanimalimageryfordescription.27. WhatisJuana sresponsetothestranger sintrusionandattackonherhusband?Shecries, Thisthingisevil. Thispearlislikeasin! Itwilldestroyus. Sheasksherhusbandtothrowthepearlbackintotheseaandsays, Ithasbroughtevil. Kino,myhusband,itwilldestroyus. 28. WhatstatementdoesJuanamakethatservesasforeshadowing? Itwilldestroyusall. Evenourson. 29. WhatpromisedoesKinomaketoJuanaaboutthepearl? Howisthepearldescribedattheendofthechapter?Kinopromisesthattheywillsellthepearlandtheevilwillgowithit,andonlythegoodwillstay. Thepearlisa guaranteeofthefuture,ofcomfort,ofsecurity. Itswarmlucencepromisedapoulticeagainstillnessandawallagainstinsult. Itclosedadooronhunger. Chapter41. Whatisthenameofthetownthat keepstrackofitselfandofallitsunits ? Whatdoesthismean?LaPaz. Itmeansthateveryoneinthissmalltownknowseveryoneelse sbusiness.2. Whatdidthepearlbuyersknow?TheyalreadyknewthatKinowascomingtosellhispearlthatday.3. Whatsuppositionismadeaboutthepearlbuyers? Whatisactuallythecase? Whenarethepearlbuyershappy?Itissupposedthatthepearlbuyersactaloneandcompeteagainstoneanotherforbusiness. Inactuality,onemajorbuyeremploysthemall. The bestandhappiestpearlbuyerwashewhoboughtforthelowestprice. 4."}
{"text": "Whenarethepearlbuyershappy?Itissupposedthatthepearlbuyersactaloneandcompeteagainstoneanotherforbusiness. Inactuality,onemajorbuyeremploysthemall. The bestandhappiestpearlbuyerwashewhoboughtforthelowestprice. 4. WhatdotheneighborshopeforKino?Theyhopethatthepearldoesnotdestroyhimandhisfamily. Theydon twantwealthtochangeKino,theyhopedthatwealthwouldnotgraftontohimtheevillimbsofgreedandhatredandcoldness.5. WhatwasexpectedoftheneighborswhenKinogoestotowntosellhispearl?Itwasexpectedthattheywouldjoinhim itwasanhistoricmoment,theywouldbecrazyiftheydidn tgo. Itwouldbealmostasignofunfriendship. 6. WhatdoesJuanTomaswarnKinoagainstasheleavestosellthepearl? Whyishiswarningironic?JuanTomastellsKino, Youmustbecarefultoseetheydonotcheatyou. Thisisironicbecause,inthenextlineJuanTomasadmits, Wedonotknowwhatpricesarepaidinotherplaces. Sincetheydonotknowwhatthepearl smarketvalueis,theycannotknowiftheyarebeingcheated.7. WhydidKino sancestorsgiveuptryingtogetbetterpricesfortheirpearlsinthecapital?Becausewhentheysenttheirpearlsmentosellthemontheirbehalf,themenwoulddisappearwiththeirpearlsandtheywouldendupwithnothing. 8. WhydoesKinobelievethatsellingthepearlatthecapitalisagainstreligion? Whatisreallytrueaboutthisbelief?Becausethepriesthassaidso thepriestgivesayearlysermonabouthoweachmanorwomanisasoldiersentbyGodtoguardhisownpartoftheuniverse. Eachpersonissupposedtoremainfaithfulandnotgorunningabout. Themenwhotriedtoselltheirpearlsatthecapitalwere runningabout andnotguardingtheirpost,andthatiswhytheylosttheirpearls. Thebeliefisbasedinblindfaith."}
{"text": "Eachpersonissupposedtoremainfaithfulandnotgorunningabout. Themenwhotriedtoselltheirpearlsatthecapitalwere runningabout andnotguardingtheirpost,andthatiswhytheylosttheirpearls. Thebeliefisbasedinblindfaith. Kinobelievesthepriestbecausehewasraisedtodoso,butinreality,thepriestiscontributingtotheoppressionofKino speoplebyperpetuatingthisbelief.9. WhatsigndoesthepearlbuyergiveofhisastonishmentatKino spearl?HegivesnovisualsignorfacialexpressionthatKinocandistinguish,butunderthedesk,thepearlbuyerdropsacoinhehasbeenturningbetweenhisknuckles.10. Whatisthepearlbuyer sinitialappraisalofthepearl? Whatofferdoeshemake?ThepearlbuyertellsKinothatthepearlistoolargetosell,becausethereisnomarketforsuchthings. HetellsKinoitislikefool sgold,anditisonlyacuriosity. ThepearlbuyeroffersKino1,000pesosforthepearl.11. DoesKinoaccepttheoffer? WhatdoesKinobelievethepearlisworth?No. Kinoaccusesthebuyeroftryingtocheathim. Kinothinksthepearlisworth50,000pesos.12. HowdoestheauthorcharacterizethefeelingsKinohaswhiledealingwiththepearlbuyer?Theanimalimageryisusedagain. Kino feltthecreepingoffate,thecirclingofwolves,thehoverofvultures. Hefelttheevilcoagulatingabouthim,andhewashelplesstoprotecthimself. 13. Howdoesthepearlbuyer prove hisoriginalofferwasfair? HowdoyouknowhewasreallytryingtocheatKino?Theotherpearlbuyerssupporttheideathatthepearlisvalueless,buttheyprobablyarrangedthisaheadofKino sarrival,sothattheycouldgetthegreatpearlfortheleastamountofmoney. ThepearlbuyerrevealshimselfwhenheisreluctanttoletKinoleavewithhis worthless pearl,andhemakesanotherofferof1,500pesos.14."}
{"text": "Howdoesthepearlbuyer prove hisoriginalofferwasfair? HowdoyouknowhewasreallytryingtocheatKino?Theotherpearlbuyerssupporttheideathatthepearlisvalueless,buttheyprobablyarrangedthisaheadofKino sarrival,sothattheycouldgetthegreatpearlfortheleastamountofmoney. ThepearlbuyerrevealshimselfwhenheisreluctanttoletKinoleavewithhis worthless pearl,andhemakesanotherofferof1,500pesos.14. Whatdotheneighborssayaboutthepearlbuyers businessdealingswithKino? Whyisthisironic?TheneighborsbelievethepearlbuyersmusthavebeentruthfulwithKinobecausetheyeachdeterminedthepearltobevalueless. WhenKinooffersthetheorythattheycouldhavearrangedthecollusionbeforehisarrival,theysay, Ifthatisso,thenallofushavebeencheatedallofourlives. Thatcommentisironicbecause,infact,thesepeoplehavebeencheatedalloftheirlives.15. WithwhatproblemregardingthepearlisKinonowconfronted?Sincehehasdefiedthepearlbuyers,hehasnowaytosellthepearllocally.16. WhatdothelessfearfulneighborssayaboutKino sactionswiththepearlbuyers?Theysaid, Kinoisabraveman,andafierceman;heisright. Fromhiscouragewemayallprofit. TheyrealizethatKino sconfrontationwiththepearlbuyersmayleadtofairerdealingsinthefuture.17. Whosaid, Wedoknowthatwearecheatedfrombirthtotheoverchargeonourcoffins ? Whatdoeshemean?JuanTomassaiditbecausethepearlbuyerscheatedKino,andtheirpeoplehavebeencheatedforgenerations.18. WhydoesJuanTomasfearforKino?HesaysthatKinohasnotonlydefiedthepearlbuyers,butthewholestructureofhowKino speoplemaketheirliving. Hesays, Youhavedefiednotthepearlbuyers,butthewholestructure,thewholewayoflife,andIamafraidforyou. 19."}
{"text": "Whatdoeshemean?JuanTomassaiditbecausethepearlbuyerscheatedKino,andtheirpeoplehavebeencheatedforgenerations.18. WhydoesJuanTomasfearforKino?HesaysthatKinohasnotonlydefiedthepearlbuyers,butthewholestructureofhowKino speoplemaketheirliving. Hesays, Youhavedefiednotthepearlbuyers,butthewholestructure,thewholewayoflife,andIamafraidforyou. 19. Kinoisundertheimpressionthathisfriendswillprotecthimifnecessary,butwhatdoesJuanTomastellhim?HisfriendswillprotectKino onlysolongastheyarenotindangerordiscomfortfromit. 20. WhathappensduringthenightatKinoandJuana shut?MoreintrudersattackKino.21. WhatdoesJuanaaskKinoaftertheattackersaregone?Sheaskshim,again,todestroythepearlorthrowitbackintheseabeforeitdestroysthem. Chapter51. WhatisJuanadoingatthebeginningofthechapter? Whatissheplanningtodo?Atthebeginningthechapter,Juanaismovingaroundthehutandshemovesthefireplacestone wherethepearlishidden . Sheisplanningtothrowthepearlbackintothesea. 2. WhostopsJuanafromthrowingthepearl? How?Kinostopsherbywrenchingherarm,andstrikingherintheface. Aftershefalls,hekicksherintheside.3. WhatdoKino sactionsdemonstrateaboutwhatthepearlhasdonetohim?ThepearlhasbecomeeverythingtoKino hewouldmurderhiswiferatherthanlosethepearl.4. WhatanimalimageryisusedwhenKinoattacksJuana?Kinobareshisteethand, hissedatherlikeasnake. Juanastaresbackathim, likeasheepbeforethebutcher. 5. WhathappenstoKinoafterheattacksJuana? Why?Whenheiswalkingupthebeach,heistackledandsearchedbyattackers. Theyaretryingtofindthepearl.6."}
{"text": "WhathappenstoKinoafterheattacksJuana? Why?Whenheiswalkingupthebeach,heistackledandsearchedbyattackers. Theyaretryingtofindthepearl.6. WhenKinotoldJuana, Iamaman, whatdidthatmeantoher?Itmeantthathewashalfinsaneandhalfgod.7. WhenJuanawalksbackinthedarknessafterKinoattacksher,whatthingsdoesshefind?First,shefindsthepearlthatwasknockedfromKino shandwhenhewasattacked. Thensheseestwodarkfigureslyinginthepath. OnefigureisKino;theotherisanattackerwhomKinohaskilled.8. WhatdoesJuanaknowaftersheseesthatKinohaskilledaman?Sheknowsthattheiroldlifeisgoneforever.9. WhenKinostartstoregainhissensesaftertheattack,whatishisfirstconcern? Whatideadoesthisemphasize see 3 ? Hisfirstconcernisthathehaslostthepearl. Again,thepearlhasbecomeeverything Kinoisnotsoconcernedthathehascommittedmurder,asheisthathe slostthepearl.10. WhydoesKinostillthinkhecanreturntothevillageandretainhisoldlife? Canhe?Hethinkspeoplewillbelievethathestrucktosavehislife. Hecannotreturntohisoldlife it sgone. Juanaremindshimabouthowthepearlbuyerstreatedhimandhowsomeoftheneighborstreatedhimafterhisdefianceofthebuyers. Toomanypeopleareagainstthemnowbecauseofthepearl. 11. AfterKinodecidesthathewilltakehisfamilyandleave,whatdoeshediscover?Hediscoversthathiscanoehasbeenvandalized,andalargeholeisknockedintothebottom.12. WhenKinodiscovershisbrokencanoe,hethinks, Thiswasanevilbeyondthinking. Thekillingofamanwasnotsoevilasthekillingofaboat. Whydoeshebelievethis?Becauseaboatcannotprotectitself,andawoundedboatdoesnotheal."}
{"text": "AfterKinodecidesthathewilltakehisfamilyandleave,whatdoeshediscover?Hediscoversthathiscanoehasbeenvandalized,andalargeholeisknockedintothebottom.12. WhenKinodiscovershisbrokencanoe,hethinks, Thiswasanevilbeyondthinking. Thekillingofamanwasnotsoevilasthekillingofaboat. Whydoeshebelievethis?Becauseaboatcannotprotectitself,andawoundedboatdoesnotheal. Also,theboatisaman swayofmakingaliving,andwhenhisboatisdamaged,amanhasnotprotectionagainststarvation. Thebrokencanoealsodemonstratestheevilinman. ThemeninthevillageweresoenviousofKino,theycouldnolongerallowhimtohaveanormallifeamongthem.13. WhatthoughtneveroccurstoKinoafterhediscovershisbrokencanoe? Whatdoesthissayabouthim?ItneveroccurstoKinototakeanotherman scanoe. Hecannotconceiveoftreatinganothermantheywayhehasbeentreated. Thismaymeanthathestillhasashisbasichumanity. Hehasn tlosteverythingtothepearl yet .14. WhathappenstoKinoandJuana shutasthey repreparingtoleave?Theirhutisransackedandthensetonfire.15. AccordingtoJuana,whoisresponsiblefordestroyingtheirhut? Thedarkones. KinoandJuanadon tknowwhoisagainstthem theintrudersandattackerscouldbeanyone,buttheonethingKinoandJuanaknowaboutthemisthattheyareevilor dark. 16. TowhatdoesJuanTomasattributeKinoandJuana smisfortune?Heblamesthepearl. Hesays, thereisadevilinthispearl. Youshouldhavesolditandpassedonthedevil. Perhapsyoucanstillsellitandbuypeaceforyourself. 17. WhatrequestdoesKinomakeofhisbrother? DoesJuanTomasagree?KinoasksJuanTomastohidehisfamily,andJuanTomasagreestodoso.18."}
{"text": "Perhapsyoucanstillsellitandbuypeaceforyourself. 17. WhatrequestdoesKinomakeofhisbrother? DoesJuanTomasagree?KinoasksJuanTomastohidehisfamily,andJuanTomasagreestodoso.18. WhatpromisedoesKinomaketohisbrother?Kinosays, Iwillgotonightandthenyouwillbesafe. Kinodoesn twanttobeadangertohisbrotherorhisbrother sfamily.19. HowdoesJuanTomasaccountforthedisappearanceofKinoandhisfamily?Hetellspeopledifferentthings. TosomehesaysKinoandJuanahavegonesouthalongtheshoretoescapeevil. ToothershesaysKinomusthavegonebysea. TotheneighborshesaysthatifKinowenttothesea,hemusthavedrowned. HetellspeoplehiswifeisillwithgriefoverthelossofKinoandhisfamily.20. WhatdoesKinotellJuanTomasaboutthepearl?Kinotellshimhestillhasit,andhewillkeepit. Hesays, Imighthavegivenitasagift,butnowitismymisfortuneandmylifeandIwillkeepit. 21. Whycan tKinogiveupthepearl? Kino soriginalplanwhenhefoundthepearlwastoprovidemoreforhiswifeandson. Hewasunselfishinthisplan,andpossiblyhe sstillnotwillingtogivethatup. Atthispoint,however,he slostsomuchbecauseofthepearl,heisn twillingtogiveitup. Hefeelsthatitmustbeworthallthathe slost. Hesays, Thispearlhasbecomemysoul. IfIgiveitupIshalllosemysoul. Chapter61. WhatchangeoccursinKinoasheandJuanaareescaping?Somethingancientstirsinhim,andsomeanimalqualityabouthimmakeshimcautiousandwaryanddangerous.2. WhatmusicorsongdoesKinohearastheywalk?Themusicofthepearlintertwinedwiththequietmelodyofthefamily.3."}
{"text": "IfIgiveitupIshalllosemysoul. Chapter61. WhatchangeoccursinKinoasheandJuanaareescaping?Somethingancientstirsinhim,andsomeanimalqualityabouthimmakeshimcautiousandwaryanddangerous.2. WhatmusicorsongdoesKinohearastheywalk?Themusicofthepearlintertwinedwiththequietmelodyofthefamily.3. WhydoesKinobelievetheyarebeingfollowed?Hestillbelievestheywillbetrackedforthepearl,aswellasforthemurderhecommitted.4. HowdoesKinoconvinceJuanathatthepearlbuyerswerewrongintheirstatementthatthepearlwasworthless?Hetellsherthattheywouldnothavetriedtostealitifitwasworthless.5. WhatcontradictionsdoesKinoseeonthesurfaceofthepearl?Hethoughtthepearlwouldallowhimtobuyarifle,butheonlyseesthemanhekilled. HethoughtthepearlwouldallowheandJuanatohaveachurchwedding,butheseeshimselfbeatinghiswifeforthepearl. Hethoughtthepearlwouldallowhimtoeducatehisson,butheseeshissonsickwithfeverfromthedoctor smedicine.6. WhathappenstothemusicofthepearlforKino? Themusicofthepearlbecomessinister,andintertwineswiththemusicofevil.7. WhodoKinoandJuanaencounterastheyaretryingtoescape?Theyarebeingfollowedbythreetrackers,twoonfootandoneonhorsebackcarryingarifle.8. Whatanimalimageryisusedtodescribethetrackers? Theywereassensitiveashounds. Later,whenitappearsthetrackershavefoundasignofKino strail,they whinedalittle,likeexciteddogsonawarmingtrail. 9. WheredoKinoandJuanadecidetogoinanefforttoescapethetrackers?Theytrytolosethetrackersinthemountains. Theauthorusestheanimalimageryyetagainwhenhewrites, AndKinoranforthehighplace,asnearlyallanimalsdowhentheyarepursued. 10."}
{"text": "Whatanimalimageryisusedtodescribethetrackers? Theywereassensitiveashounds. Later,whenitappearsthetrackershavefoundasignofKino strail,they whinedalittle,likeexciteddogsonawarmingtrail. 9. WheredoKinoandJuanadecidetogoinanefforttoescapethetrackers?Theytrytolosethetrackersinthemountains. Theauthorusestheanimalimageryyetagainwhenhewrites, AndKinoranforthehighplace,asnearlyallanimalsdowhentheyarepursued. 10. WhatdoKinoandJuanaargueaboutduringtheirescape?KinotriestogetJuanatotakethebabyandgoinadifferentdirectionthanKino. Juanaisdeterminedandrefusestoleaveherhusband.11. WheredoKinoandJuanagointhemountainrange?Theytraveltowardadarkandshadowycleft. Thecleftwouldprovideasourceofwater,andiftherewereanypassagethroughthemountains,itwouldbethroughthecleft.12. DothetrackersloseKinoandJuana strailinthemountains?No,theyarefarbehind,buttheyarestillontheirtrail.13. Sincethetrackerswillfollowthemintothemountainrange,Kinodecideshisfamilywillclimbtothelowlandsagain. Whatconcerndoeshehaveaboutdoingthis?Heisafraidthatthebabymaycry.14. Asthetrackerscampforthenight,whatdoesKinodecide? Whenmusthecarryouthisplan?Kinodecidestoattackthetrackersduringthenight. Ifhecangettotheonewiththeriflefirst,hewillkillhimandusehisrifletokilltheothertwotrackers. Hemustcarryouthisplanbeforethemoonrises,orthetrackerswillspothim.15. WhatformofprotectiondoesKinousetoambushthetrackersduringthenight?Heremoveshiswhiteclothingbecauseitwillshowupinthemoonlight. Hisownbrownskinisbetterprotectionforhiminthedarkness.16."}
{"text": "Hemustcarryouthisplanbeforethemoonrises,orthetrackerswillspothim.15. WhatformofprotectiondoesKinousetoambushthetrackersduringthenight?Heremoveshiswhiteclothingbecauseitwillshowupinthemoonlight. Hisownbrownskinisbetterprotectionforhiminthedarkness.16. WhatdrivesKinodowntowardhisenemy?TheSongoftheFamilybecomes asfierceandsharpandfelineasthesnarlofafemalepuma. Again,theauthorusestheanimalimagerytodescribeKino sfeelings.17. Whycan tKinocarryouthisplan?Themoonrises.18. Whatdothetrackershear? Whatdotheythinktheyhear?ThetrackershearCoyotitocrying. Theythinkitisacoyoteandherlitter.19. Whatdoesthetrackerdoaboutthesound? HowdoesKinoreact?Thetrackerdecidestoshootinthedirectionofthesound. Kinoleapsatthetrackerandstabshimintheneck,killinghim. Heusesthebuttoftherifletosmashtheheadofaseatedtracker,andshootsthethirdtrackerwhilehe stryingtoescape.20. WhatdoesKinohearafterhekillsthetrackers? Thekeening,moaning,risinghystericalcryfromthelittlecave thecryofdeath. 21. WhateventhappenedtoeveryoneinLaPaz?ThereturnofKino sfamilytothevillage22. WhatisJuanacarryingwhensheandKinowalkintothevillage?Shecarrieshershawllikeasackoverhershoulder. Initwasasmall,limpheavybundle,andtheshawliscrustedwithdriedblood. Thespecificcontentsoftheshawlarenotrevealedforanotherpageandahalf,butthebundleisthedeadbodyofCoyotito.23. TowheredoKinoandJuanawalk?Theywalktotheshore,totheedgeoftheGulf.24."}
{"text": "Initwasasmall,limpheavybundle,andtheshawliscrustedwithdriedblood. Thespecificcontentsoftheshawlarenotrevealedforanotherpageandahalf,butthebundleisthedeadbodyofCoyotito.23. TowheredoKinoandJuanawalk?Theywalktotheshore,totheedgeoftheGulf.24. WhatdoesKinoseeinthesurfaceofthepearlwhenheremovesitfromhisclothing?Heseesevilfaces,thefranticeyesofthemanhekilled,andheseeshisinfantsonlyinginacavewitthetopofhisheadshotaway.25. Whathappenstothepearl?Kinothrowsitintotheoceanwithallhismightanditdisappears. 26. Whydoyousupposetheauthorusessomuchanimalimagerythroughoutthisnovel?Perhapsitistoshowhowmenactlikeanimalswhentheybecomegreedy.27. Whateventsforeshadowedthenovel sconclusion?JuanarepeatedlytoldKinothatthepearlwasevilandthepearl woulddestroyus. Evenourson. JuanTomastoldKinothatthepearlhadthedevilinitandheshouldgetridofit. Kinoneverreallyhadachancetohangontothepearl. TherewereothercommentsmadethroughoutthenovelaboutthepovertythatKino speoplelivedinandwouldalwayslivein losingthepearlwasinevitablebecausethoseinpowerwouldnevergiveuptheirpowertooneofKino srace.28. Whatdoesthepearlrepresentinthisnovel?Thepearlcouldrepresentmanythings. First,itrepresentshope,becauseitallowsKinotheopportunitytoprovidethingsforhisfamilyhecouldneverhaveprovidedbeforefindingthepearl. Second,itrepresentsgreed. Thepearlchangesthepersonalitiesofeveryonewhocomesincontactwithit,andtheycanonlythinkabouthowtobenefitfromthepearl. CharacterslikethedoctorandthepriestbehavedifferentlytowardKino sfamilybecauseoftheiravariceforthepearl. Ofcourse,Kinoisthegreediestofall,whenheultimatelyforsakeshisfamilyinordertoprotecthispreciouspearl."}
{"text": "Thepearlchangesthepersonalitiesofeveryonewhocomesincontactwithit,andtheycanonlythinkabouthowtobenefitfromthepearl. CharacterslikethedoctorandthepriestbehavedifferentlytowardKino sfamilybecauseoftheiravariceforthepearl. Ofcourse,Kinoisthegreediestofall,whenheultimatelyforsakeshisfamilyinordertoprotecthispreciouspearl. Third,thepearlrepresentsevil."}
{"text": "CharacterslikethedoctorandthepriestbehavedifferentlytowardKino sfamilybecauseoftheiravariceforthepearl. Ofcourse,Kinoisthegreediestofall,whenheultimatelyforsakeshisfamilyinordertoprotecthispreciouspearl. Third,thepearlrepresentsevil. WhenitcausesKinotomurderfourmen,itcausesthelossofmoralityinKino. CharacterListKino - Theprotagonistofthenovella. Kinoisadignified,hardworking,impoverishednativewhoworksasapearldiver. Heisasimplemanwholivesinabrushhousewithhiswife,Juana,andtheirinfantson,Coyotito,bothofwhomhelovesverymuch. AfterKinofindsagreatpearl,hebecomesincreasinglyambitiousanddesperateinhismissiontobreakfreeoftheoppressionofhiscolonialsociety. Ultimately,Kino smaterialambitiondriveshimtoastateofanimalisticviolence,andhislifeisreducedtoabasicfightforsurvival..Juana - Kino syoungwife. Afterherprayersforgoodfortuneintheformofagiantpearlareanswered,Juanaslowlybecomesconvincedthatthepearlisinfactanagentofevil. Juanapossessesasimplefaithindivinepowers,butshealsothinksforherself. Unfortunatelyforherandherchild,Coyotito,shesubjectsherdesirestothoseofherdominanthusbandandallowsKinotoholdontothepearl. Coyotito - KinoandJuana sonlyson,whoisstungbyascorpionwhilerestinginahammockonemorning. BecauseCoyotitoisaninfant,heishelplesstoimprovehissituationandthusatthemercyofthosewhoprovideforhim. KinoandJuana seffortstosavehimbyfindingabigpearlwithwhichtheycanpayadoctorprovetodomoreharmthangood. JuanTom s - Kino solderbrother. Deeplyloyaltohisfamily,JuanTom ssupportsKinoinallofhisendeavorsbutwarnshimofthedangersinvolvedinpossessingsuchavaluablepearl. HeissympathetictoKinoandJuana,however,puttingthemupwhentheyneedtohideandtellingnooneoftheirwhereabouts. Apolonia - JuanTom s swifeandthemotheroffourchildren. Likeherhusband,ApoloniaissympathetictoKinoandJuana splight,andsheagreestogivethemshelterintheirtimeofneed. Thedoctor - Asmall-timecolonialwhodreamsofreturningtoabourgeoisEuropeanlifestyle. ThedoctorinitiallyrefusestotreatCoyotitobutchangeshismindafterlearningthatKinohasfoundagreatpearl. Herepresentsthearrogance,condescension,andgreedattheheartofcolonialsociety. Thepriest - Thelocalvillagepriestostensiblyrepresentsmoralvirtueandgoodness,butheisjustasinterestedinexploitingKino swealthaseveryoneelse,hopingthathecanfindawaytopersuadeKinotogivehimsomeofthemoneyhewillmakefromthepearl. Thedealers - Theextremelywell-organizedandcorruptpearldealersinLaPazsystematicallycheatandexploittheIndianpearldiverswhosellthemtheirgoods. TheydesperatelylongtocheatKinooutofhispearl. Thetrackers - ThegroupofviolentandcorruptmenthatfollowsKinoandJuanawhentheyleavethevillage,hopingtowaylayKinoandstealhispearl."}
{"text": "CRE NOTES CLASS 4 COMPLETE JESUS AND CREATION THE EFFECTS OF WEATHER AND WATER Genesis 7:11-24, numbers 20:2-6, psalms 104:10-14. 1. Weather is the day to day change in the atmosphere. 2. There are good effects of weather and bad effect. 3. Good effects a. It helps crops to grow b. It helps to water land and prevent dust. C. It provides water for cooking, washing and drinking. D. Sun dries our grains, wind helps winnowing 4. Bad effects of weather a. Flood destroys plants and crops b. Wind can destroy the roofs, draught dries crops. 5. During the time of Noah, it rained for 40 days and 40 nights. Questions 1. Name the three sons of Noah , , and . 2. Noah build the . 3. Noah was years when he started building the ark. 4. Write down three bd effects of weatherwww.arena.co.ke 0713779527info arena.co.ke i. ii. Iii. 5. Write down 3 good effects of weather i. ii. Iii. The Miracles Of Jesus Christ The feeding of 5000 people John 6:1-13 1. Jesus fed 5000 men with two fish and 5 loaves of bread. 2. After eating 12 baskets were left. 3. The food belonged to a small boy. 4. Jesus asked Philip where they will buy bread. 5. Andrew said that there was a boy with 5 loaves and 2 fish. 6. These miracles shows that Jesus cares for our spiritual and physical needs. 7. Jesus has the power over nature. The Raising Of Lazarus John 38:44 1. Lazarus lived in Bethany. 2. Lazarus had two sisters Mary and Martha. 3. Lazarus died and was buried 4 days. 4. Jesus raised Lazarus 5. Christians should have hope of life after death. The Miraculous Catch of Fish Luke 5:3-11 1. Simon peter and Andrew had gone fishing in the lake of Galilee. 2. Jesus asked them to throw their nest into water.www.arena.co.ke 0713779527info arena.co.ke 3. Simon Peter believed and trusted God. 4."}
{"text": "Jesus asked them to throw their nest into water.www.arena.co.ke 0713779527info arena.co.ke 3. Simon Peter believed and trusted God. 4. They managed to catch 153 fish. 5. The disciples were amazed at the miraculous catch of fish. 6. Jesus showed that he had power over nature. Quiz 1. Jesus fed people with loaves of bread and fish. 2. Baskets remained. 3. The food belonged to a 4. And were the sisters of Lazarus 5. Lazarus and his sisters lived in 6. Lazarus was dead for days. 7. In the miraculous catch of fish, how many fish were caught? The Calming Of The Storm Luke 8:22-25 1. Jesus and his disciples were crossing the lake in a boat. 2. A great storm suddenly appeared. 3. The disciples were terrified and woke Jesus up. 4. Jesus Christ ordered the wind and the storm to calm down. 5. Jesus asked the disciple why they did not have faith. 6. The disciples were amazed. 7. This shows that Jesus has power over nature. Walking On Water John 6:16-21 www.arena.co.ke 0713779527info arena.co.ke 1. Jesus and his disciple were on a boat going to Capernaum. 2. Jesus failed to turn up, the disciples decided go to Capernaum 3. As they were sailing they saw Jesus walking on water. 4. They thought it was a ghost. 5. Jesus told them not to be a afraid 6. Jesus got in the and they sailed on. 7. This shows that Jesus has power over nature. The response to the power of Jesus Christ. 1. God created everything through Jesus Christ. 2. Jesus has power over all that God created. 3. We should respond to the power of Jesus Christ by:- a. Reading the bible b. Obeying God s commandment. C. Trusting and believing God s word. D. Showing love to God and others. E. Helping the needy. F. Living in peace with neighbours. G. Taking care of God s creation Quiz 1. And were the sons of Zebedee 2. By raising Lazarus, Jesus showed that he had power over 3. By calming the storm, Jesus showed that he had power over 4."}
{"text": "And were the sons of Zebedee 2. By raising Lazarus, Jesus showed that he had power over 3. By calming the storm, Jesus showed that he had power over 4. By feeding the 5000 people, Jeus showed he had power over .www.arena.co.ke 0713779527info arena.co.ke Jesus Christ Our Leader 1 Timothy 3:1-7 1. Qualities of a good leader a. Hones b. Without fault c. Orderly and sober d. Trustworthy e. Self control f. Able to manage family. G. Hospitable to strangers. H. Be a husband of one wife. I. Not greedy. J. Not a drunkard or violent k. Able to teach l. Mature in faith. M. Above reproach. Jesus Christ As An Example Of A Good Leader John 7:17, Matthew 3:13-17 1. Jesus was baptized by John the Baptist. 2. He was baptized in river 3. Jesus accepted to be baptized as a sign of obeying the will of God his father. 4. When Jesus was baptized the holy spirit of God came in form of a dove. 5. A voice was heard from heaven saying this is my beloved son in whom I am well pleased 6. Jesus did everything to glorify God. Quiz 1. Name 5 qualities of a good leader.www.arena.co.ke 0713779527info arena.co.ke a. b. c. d. e. 2. Jesus was baptized by 3. He was baptized in river? 4. The Holy Spirit came in a form of? 5. The voice that was heard was from? Jesus Christ Cleansing The Temple Mark 11:15-18 1. Jesus went to the temple in 2. Jesus was unhappy with those were selling 3. Jesus used his authority to drive out people who were selling and buying in the temple. 4. He said that the temple is a house of prayer. Forgiving sins Luke 5:17-25 1. Jesus was teaching people in a house. 2. A paralyzed man was brought through the roof. 3. Jesus healed him by forgiving his sin. 4. The Pharisees were not happy that Jesus could forgive sins. 5. Jesus used His power to forgive sins and heal the sick man."}
{"text": "F. Mobilize people to donate funds to pay hospital bills for the sick. G. Offer guidance and counseling to the church youth. Quiz 1. Jesus Christ used and to feed 4000 people. 2. How many baskets were collected after feeding the 4000 people? 3. Write things that show Christ was a responsible leader. Following Jesus Christ Mark 9:14-29, 1 Timothy 4:18 - Following Christ is not always easy. -. Some of the difficulties in following Christ include:- a. People being cruel to them b. Lack of to do their work.www.arena.co.ke 0713779527info arena.co.ke c. Lack of shelter. D. Lack of food and clothing e. Lack of transport. F. Fear and lack of faith. -. The bible teaches us that a. We should follow Christ out of love and not out of fear. B. Fear makes it difficult for us to follow Christ. C. Christian s should pray for enough faith to follow Christ. Quiz 1. A boy brought to Christ by his father had and spirit. 2. Write two reasons why disciples were unable to heal the boy a. b. 3. The bible teaches us that there is no in . 4. Perfect drives out all 5. Makes it difficult for the followers of Christ to do their work. 6. We should follow Christ out of and not Revision exercise pg 48-49 Primary CRE book 4.www.arena.co.ke 0713779527info arena.co.ke UNIT 4 FOLLOWING JESUS CHRIST OUR LEADER. How Good Leader Leads Us. 1. A good leader is the one who guides people, serves them well and sets a good example. 2. A good leader should desire to do excellent work 3. Good leaders should:- a. Perfect in all things b. Sober and self-controlled. C. A husband of one wife. D. Gentle and peaceful. E. Hospitablewww.arena.co.ke 0713779527info arena.co.ke f. Mature in faith g. Respected by people in the community 4. A good leader is not a boss but a servant of the people. Memory verse 1 timothy 3:1 This is a true saying; if a man is eager to be a church leader, he desires an excellent work. Quiz 1. Name 3 qualities of a good leader."}
{"text": "Memory verse 1 timothy 3:1 This is a true saying; if a man is eager to be a church leader, he desires an excellent work. Quiz 1. Name 3 qualities of a good leader. 2. Name 2 leaders in a church. 3. In which book do we find the qualities of a good leader? 4. Jesus had followers. 5. Name 3 things that a church leader should not do. Service 1. Service is help or assistance we give to others. 2. When we work at home, school or in the community we serve other. A. Service at home - Service at home involves serving our parents, brothers, sisters and all the other member of our family. -. We can give service at home by a. Fetching water b. Washing clothe c. Looking after animals d. e. f. www.arena.co.ke 0713779527info arena.co.ke b. Service in the community - a community is a group of people living together. -. We can offer our services to the community by: a. Planting trees. B. Helping the needy. C. Taking part in cleaning the shopping centre d. e. f. c. Service in the church - We can serve in the church by :- a. Collecting offering b. Ushering people in the church. C. Singing in the church choir d. Leading people in prayers. E. f. g. - Samuel served God in the at . Quiz 1. A place where we get education is called a 2. Give 3 ways in which pupils can serve at school 3. How many wives should a church leader have?www.arena.co.ke 0713779527info arena.co.ke 4. What is service? 5. And were parents of Samuel. Jesus Christ: washing the disciples feet 1. Jesus Christ as a good leader served people. 2. He served them by:- a. Praying for them b. Forgiving sins c. Healing the sick d. Feeding the crowds. 3. Jesus washed his disciple s feet to show service. 4. This was a sign of humility. 5. He told them to do to others what he had done for them. 6. Jesus Christ wants us to serve one another. 7. He set a good example for all the leaders to follow. Quiz 1. Name 2 in which Jesus served people. 2."}
{"text": "Quiz 1. Name 2 in which Jesus served people. 2. Washing of the disciples feet shows 3. Had first refused to be washed by Jesus. 4. Name three things Jesus used to wash his disciple feet. 5. Was the most beloved disciple of Jesus. Jesus Christ Teaching His Disciples 1. Jesus taught his disciple using short stories called parables. 2. He serviced his disciples by teaching them. 3. In Luke 8:18-22 Jesus taught:www.arena.co.ke 0713779527info arena.co.ke a. Whoever has something will be given more b. He taught them the importance of listening attentively to the word of God. C.Taught them to obey the word of God. D. Taught them we should care for our spiritual life as we care for our physical life.e. Taught that we should show genuine love for Jesus. F. Taught that when serving God we should be ready to suffer. Quiz 1. Jesus called Peter times. 2. Jesus called Peter son of 3. According to Luke 11:38-41 who invited Jesus to his home? 4. Christian suffering bring to God. 5. Was the first Christian martyr. Jesus Healing the Centurion Servant 1. The roman officer or the centurion met Jesus at Capernaum. 2. A centurion is a roman officer in charge of a hundred soldiers. 3. He begged Jesus to heal his servant. 4. He told Jesus to give and his servant will be well. 5. Jesus was amazed by the centurion faith. 6. He said that he had never seen such faith in Israel. 7. Jesus served the sick servant by healing him. 8. The centurion served his servant by asking Jesus on his behalf. Quiz 1. Who begged Jesus to heal his servant . 2. The roman officer had that Jesus would heal his servant.www.arena.co.ke 0713779527info arena.co.ke 3. The centurion was a leader of soldiers. 4. The roman officer met Jesus at 5. For us to be healed we should have in God. Choosing To Belong Making our choices as Christians 1. As Christians we can choose to obey or disobey. 2. God made Adam and Eve and put them in the Garden of Eden. 3. He allowed them to eat from all trees apart from the one in the middle. 4."}
{"text": "3. He allowed them to eat from all trees apart from the one in the middle. 4. It was the tree of knowledge. 5. God gave them freedom to choose to obey or disobey. 6. They disobeyed when they listened to the serpent and ate the forbidden fruit. 7. They were punished by God. 8. Adam and Eve made a wrong choice. Quiz 1. And were the first parents. 2. They lived in the Garden of . 3. Satan appeared to Eve in form of a 4. From punishment of Adam and Eve Christians learn to a. Hide when naked b. Obey Gods commands c. Avoid talking to strangers d. Avoid snakes. 5. Adam and Eve had 3 sons namely:- a. www.arena.co.ke 0713779527info arena.co.ke b. c. Choice made by Abraham 1. Abraham was the son of Terah. 2. Abraham was called by God when he was 75 yrs old. 3. Abraham wife was called Sarah. 4. Abraham got his son when he was 100yrs old and Sarah was 90 yrs. 5. Their son was called Isaac. 6. Isaac means laughter. 7. God asked Abraham to sacrifice his only son on Mt. Moriah 8. As Abraham was about to sacrifice his son, God provided a ram. 9. Abraham made a choice to trust and obey God. 10. Isaac made a choice to obey his father. 11. They made a good choice. Quiz. 1. Sarah servant was called? 2. The promised son of Abraham was 3. Isaac means 4. Abraham was to sacrifice his son on mt. 5. Instead of Isaac God provided a for sacrifice a. Goat b. Bull c. Ramwww.arena.co.ke 0713779527info arena.co.ke d. Sheep Choice Made By Moses 1. Moses s was the son of Amram and Jochebed. 2. He was a brother to Mirriam and Aaron. 3. Moses means drawn from water 4. His wife was Zipporah the daughter of Jethro. 5. Moses killed an Egyptina and run away to midian 6. He was called by God when he was looking after Jethro sheep near Mt. Sinai 7. God told Moses his name is I AM. 8."}
{"text": "Sinai 7. God told Moses his name is I AM. 8. God sent Moses to Egypt to deliver the children of Israelites. 9. God told Moses to go with his brother Aaron. 10. Moses and Aaron obeyed God and made a good choice Quiz 1. And were the parents of moses. 2. Moses means 3. Moses had two sons and . 4. Moses run away and went to 5. Saw a buring bush. 6. The call of moes in the bible is recorded in the book of Choice Made By Ruth 1. Naomi and her husband Elimelech lived in Bethlehem Judah 2. They had two sons mahlon and Chillion. 3. The family moved from Bethlehem to Moab because there was a famine.www.arena.co.ke 0713779527info arena.co.ke 4. In moab, their sons married two Moabite women orpha and Ruth. A. Ruth was the wife of mahlon b. Orpha was the wife of chillion. 5. Later the son and father died 6. Naomi was left with her daughters in-law. 7. Naomi chose to go back to Bethlehem. 8. Orpha chose to go back to her people. 9. Ruth chose t follow Naomi. 10. Ruth made the correct choice. Quiz 1. An were Naomi s daughters in-law. 2. And were the sons of Naomi. 3. Was the wife of elimelech. 4. This family was refugee in the land of 5. Between Ruth and Orpha who was royal to Naomi? Choices made by Solomon 1. Solomon was the son of David and Bathsheba. 2. He was the 3rd king of Israel. 3. God appeared to him in a dream while at Gibeon 4. Solomon asked God for wisdom to :- a. Rule God s people with justice. B. To know the difference between good and bad. 5. He made a very good choice. 6. God gave him wisdom, understanding , wealth, honor and a long life.www.arena.co.ke 0713779527info arena.co.ke 7. As Christians we should serve God by serving other people. Quiz 1. Was the w ise king. 2. And were the parents odf Solomon 3. Built a temple for God. 4."}
{"text": "And were the parents odf Solomon 3. Built a temple for God. 4. After giving Solomon wisdom God also added him a. b. c. Choices Made By Levi 1. Levi was a tax collector. 2. He was also called Matthew. 3. The tax-collectors were dishonest people. 4. Jesus asked Levi to follow him. 5. Levi left everything and followed Jesus. 6. Levi made a good choice by following Jesus. 7. He was one of the disciples of Jesus. Quiz 1. Who among the disciples of Jesus was a tax collector? 2. Another name for Mathew is? 3. Is the first book of the gospel. Choices made by Ananias and sapphire 1. The early church lived together nad shared what they had.www.arena.co.ke 0713779527info arena.co.ke 2. They would sell their properties and bring money to the apostles. 3. Ananias and sapphire sold a land that belonged to them. 4. They did not give the whole amount of money to peter. 5. They lied to the holy spirit. 6. They died the same day because of cheating the holy spirit. 7. They made a wrong choice. 8. Selfishness and greed cause people to make the wrong choices. Quiz 1. And - cheated the Holy spirit. 2. The story of Ananias and sapphire is found in the book of . 3. Ananias and sapphire took the money to apostle 4. And made a wrong choice. Choices Made By Jesus during The Temptation 1. Jesus was baptized by John in RIVER Jordan 2. After baptism he was filled by the holy spirit and he went to pray. 3. Jesus prayed and fated for 40 days. 4. Satan tempted Jesus three times. He told Jesus to:- a. Turn stones into bread. B. Worship him. C. To throw himself down. 5. Jesus chose to reject the temptation of food, powere and fame. 6. The holy spirit gave him power to overcome the temptations. 7. We should also seek the help of the holy spirit and the word of God to be able to overcome the temptation.www.arena.co.ke 0713779527info arena.co.ke Choosing To Belong To the Family Of Jesus Christ. 1. The first family was started by God. 2."}
{"text": "1. The first family was started by God. 2. It had Adam and Eve and their sons Cain.,. Abel and Seth. 3. The church is the family of Jesus Christ. 4. The family of Jesus Christ consist of those who believe and are baptized. 5. Children should obey their parents. 6. Parents should teach their children good Christian behaviors. 7. Servant should respect and obey their master. Quiz 1. Tempted Jesus. 2. Jesus fasted for days. 3. Which was the second temptation 4. Children obey your parent this is a commandment with a Christians communities in Kenya - Some Christians communities in Kenya - What re Christian communities. 1. A Christian community is a group of people who believe that Jesus Christ is their lord and savior. 2. The first believers were called Christians at a place called Antioch. 3. Christians worship in church 4. Examples of Christian communities in Kenya a. The roman Catholics b. Pentecostal assemblies of God PAG c. The seventh day Adventist SDDA www.arena.co.ke 0713779527info arena.co.ke d. The Methodist church e. African inland church AIC f. Presbyterian church of east Africa PCEA g. The Pentecostal evangelistic fellowship of Africa PEFA h. Full gospels churches of Kenya FGCK i. The Lutheran church j. The Salvation Army. 5. Some of the Christian communities were started by the missionaries. 6. The church at Antioch had some leaders who were prophets and teachers. 7. Some of them were a. Barabbas b. Simon called black c. Lucias from Cyrene. D. Manach who was brought up with Herod Antipas. E. Saul 8. Paul guided by the holy spirit strengthened the Christian believers in a. Antioch b. Caesarea c. Galatia d. Phrygia. Quiz 1. Name five Christian communities in Kenya 2. He preached the gospel to Antioch and Galatia churches and converted many to Jesus. Whowww.arena.co.ke 0713779527info arena.co.ke was he? 3. The first Christian community was found at a place called? 4. Who among the following was not a teacher or a prophet in the first Christian community? A. Manaen b."}
{"text": "Who among the following was not a teacher or a prophet in the first Christian community? A. Manaen b. Lucias c. Barnabas d. Zaccheus The work of the Christian communities 1. Christian communities in Kenya are involved in many activities 2. They share the love of Jesus Christ by a. They build schools, churches, hospitals, homes for the aged and orphans and disabled. B. They visit and comfort the sick and those with HIV AIDS They preach the gospel of Jesus Christ. They visit prisoners. 3. Jesus taught his disciples that they should:- a. Feed the hungry b. Give a drink to the thirsty c. Clothe the naked. D. Welcome strangers. E. Visit the sick 4. Jesus taught that those who do good work will inherit the kingdom of God. Quiz 1. Name for activities carried out by the Christian communitywww.arena.co.ke 0713779527info arena.co.ke a. b. c. d. 2. Jesus said I was and you did not give me food 3. I was thirsty and you did not give me The Early Church 1. Jesus was taken up to heaven Mt. Olives IN Bethany. 2. He promised his disciples a helper who was the holy spirit. 3. The disciple received the holy spirit on the day of Pentecost. 4. Peter preached and 3000 people became Christians. 5. The early church began in Jerusalem after the disciple received the holy spirit. 6. The believers lived together as a family. They also :- a. Prayed and worshiped together. B. Read the word of God together. C. Shared meals together. D. Sold what they had and shared the money according to their needs. 7. The number of Christians increased every day 8. Prophet Agabus predicted about a serious famine that would affect the whole world 9. We should follow the example of Jesus Christ by sharing what we have. Quiz 1. Jesus was taken up to heaven on Mt. 2. Name for activities that the early church did together.www.arena.co.ke 0713779527info arena.co.ke 3. The disciple received the holy spirirt on the day of 4. Prophet predicted about a serious famine that would affect the whole word. The Christian Sacred Places. 1. A sacred place is a holy place 2. A church is a community of believers 3."}
{"text": "1. A sacred place is a holy place 2. A church is a community of believers 3. There are different sacred places for different religious traditions for example :- a. Christian church b. Muslim- mosque c. Hindu temple d. Jews synagogue temple 4. Jesus was angry with the people who were selling and buying in the temple. 5. He was angry that the people did not respect the house of God. 6. He taught the people that the temple is a place of prayer for all nations. The church 1. A church is a community of believers. 2. Christians meet and worship in a church. 3. Worship can be led by a pastor or a priest 4. Christian use different names to describe a church - A chapel - Cathedral - School halls, cinema halls, open air and stadiums. 5. Christians sacred places should be approached I honor and respect. 6. In Traditional African Communities prayers were held at:- a. Under trees b. In caveswww.arena.co.ke 0713779527info arena.co.ke c. Facing the son d. Facing the mountain. 7. We should respect the house of God. Quiz 1. A is a community of believers. 2. Name three places that Christians worship God. 3. In African traditional society, prayers were done in places like? A. b. c. d. 4. A is found in school and colleges a. Cave b. Church c. Chapel d. SDA Sharing and voluntary services THE MEANING OF SHARING OF WORK 1. Work is nay task that requires mental or physical efforts to do. 2. Sharing work means dividing task according to ability. 3. Work should be shared at home, school, church and in the community. 4. Sharing work is important because:- a. It makes work easywww.arena.co.ke 0713779527info arena.co.ke b. It makes work enjoyable c. It is less tiring. D. Work is done in a short time e. It promotes unity. 5. When sharing work we should consider factors like:- a. Experience b. Age c. Ability d. Interest e. Availability of time. F. Work rate. 6. Hannah and elkanah shared work by visiting Samuel. 7. Jesus shared work with his disciples. 8. We should desire to work with others. Quiz 1."}
{"text": "8. We should desire to work with others. Quiz 1. List three disadvantage of sharing work 2. When sharing work we should consider factors like? A. b. c. Sharing work in the traditional African communitywww.arena.co.ke 0713779527info arena.co.ke 1. In traditional African community, work was done to provide the basic family needs. 2. In Tradition African Community everybody is expected. 3. Work in traditional African community was shared according to :- A. Age B. Talents C. Status of the family D. Gender E. Ability 4. Women shared domestic work like cooking, fetching water, firewood and looking after the young ones. 5. Men were hunting, looking after cattle and digging. 6. Children helped in grazing and looking after small ones. 7. Those who were lazy were mocked through songs and riddles. 8. The bible teaches us to carry one another s burden Quiz 1. Outline the work that was done by men in traditional African society. A. b. c. 2. Women were supposed to a. b. c. 3. Children helped looking afar .www.arena.co.ke 0713779527info arena.co.ke Benefits of sharing work 1. Benefits of sharing work are - It creates the spirit of teamwork - It creates peace, love and unity among people. -. It brings joy and happiness. -. It brings understating among workers. -. It makes work easier - Work is completed faster. -. It brings unity Acts 4:32-37. Quiz 1. List down 4 characteristics of early believers according to acts 4:32-37. Serving Others Deuteronomy 24:19-21, Luke 10:29-37 - Serving others means doing something for the good of others. -. It also means helping others without expecting to be paid back. -. We serve others by :- a. Caring for the needy. B. Visiting homes for orphans c. Teaching others how to read and write. D. Cleaning the church. E. Helping in chores, f. Donating food and clothing for the needy. G. Praying for the needs of other people. Quizwww.arena.co.ke 0713779527info arena.co.ke 1. The Jew in the good Samaritan parable was traveling from to . 2. Samaritans and Jews were 3."}
{"text": "The Jew in the good Samaritan parable was traveling from to . 2. Samaritans and Jews were 3. Name two people who walked by and never helped the Jew 4. Who is a good neighbor? Exploitation of children through work 1. Exploitation is when children are treated unfairly. 2. Exploitation is also called child labour. 3. Exploiting children is against the children rights. 4. Children are exploited in the following ways - Carrying heavy loads. -. Being employed at a young age. -. Hawking - Being beach boys. -. Employed to pick tealeaves and coffee. -. Employed as house helps. 5. All children have right to :- - To be educated. -. To be loved. -. To be cared for. -. To life - Good health care - Be protected from exploitation. Quizwww.arena.co.ke 0713779527info arena.co.ke 1. List for problems of exploiting children 2. We should take care of the helpless such as a. b. c. d. e. Types Of Voluntary Services Mathew 9:35-38, Acts 4:32-37 1. Voluntary service is work done freely and willingly. 2. Voluntary services include i. Collecting litter in the estate. Ii. Tree planting. Iii. Visiting children s home. Iv. Cleaning drainage systems. V. Picking litter in the school compound. Vi. Cooking for the elderly people. Vii. Helping at social functions such as weddings and funerals. 3. Jesus Christ offered voluntary services such as a. . B. . C. d. 4. The early Christians offered voluntary services such aswww.arena.co.ke 0713779527info arena.co.ke a. .b. .c. .d. . Peace John 14:27 1. Peace refers to the harmony between people. 2. Is a situation where there is no war or disagreement 3. When there is no peace people a. b. c. 4. It is important for people to live in with one another. 5. We should be at with God, others and 6. Jesus Christ came to make peace between and 7. List sown six benefits of peace. The Expression Of Peace In Traditional African Communities. John 14:27 1. Peace was highly appreciated in the African traditional society. 2."}
{"text": "John 14:27 1. Peace was highly appreciated in the African traditional society. 2. In the absence of peace people fight and quarrel. 3. Ways of expressing peace in traditional African societies :- A. Pouring libation B. Shaking hands C. Sharing a meal D. Offering sacrificeswww.arena.co.ke 0713779527info arena.co.ke E. Naming schildren after ancestors. F. Using elders in solving quarrels. G. Holding meetings after a conflict. Teachings of Jesus Christ On Peace John 14:1-3, 20:19 - When we quarrel or fight we should make peace. -. Jesus teaches us not to be worried, upset or afraid. -. We should believe in God and in Jesus Christ. -. Jesus is the source of peace. -. He is the prince of peace. -. The Holy Spirit gives us power to overcome fear. Quiz 1. Jesus taught his disciple not to be a. b. c. 2. Fear takes away 3. In john 20:19 why were disciples behind locked doors? Being At Peace With God Psalms 29:11, Romans 5:1, Colossians 1:20, 2 Thessalonians 3:16 - We should desire to be at peace with God. -. We experience peace in God when we believe in him. -. We have peace with God through - God brought peace in the world through the death of www.arena.co.ke 0713779527info arena.co.ke - Psalms 29:1, God is the source of and people with - List down 6 ways of being at peace with God. Being At Peace With Oneself Luke 18:9-13 1. We feel guilty when we wrong others 2. We are ot at peace when we wrong others. 3. We should promote peace within ourselves by:- a. Accepting we are sinners. B. Ask God for forgiveness. C. Being humble d. Believing in ourselves. E. Being prayerful. 4. We should not be boastful or proud. 5. In Luke 18:9-13 humbled himself before God and prayed for his sins to be forgiven 6. Was praising himself before God. Being At Peace with Others."}
{"text": "B.c.d. The Promise Of The Prince Of Peace Isaiah 7:14, 9:6, Micah 5:2, Mathew 1:18-23, 2:1-11, john 14:27 1.God promised through prophet Isaiah and Micah messiah would be born 2.Isaiah promised that messiah would be born of a woman.3.Prophet Isaiah promised that messiah would be called Immanuel 4.Immanuel means 5.According to Isaiah 9:6 he would be a.The wonderful counselor.b. Mighty God c.Prince of peace 6.Prophet promised messiah would be born in Bethlehem 7.According to Micah, messiah would also be .Micah 5:2www.arena.co.ke 0713779527info arena.co.ke Quiz 1.Messiah means 2.Prophet Micah said Jesus would be born in the town of 3.prophesied about the birth of prince of peace.4.announced about the birth of Jesus. The Birth of The Prince Of Peace Luke 2:1-14 1.Jesus was born at the time of emperor 2.Jesus was born In the town of 3.Joseph and Mary had gone to be in Bethlehem.4.Baby Jesus was laid in a because there was no room.5.told shepherds the good news of the birth of Jesus.6.A great army of appeared singing praise to God.7.were the first people to visit baby Jesus.8.was the home town of Jesus Christ.9.Mary concaved a child through the power of the 10.was a relative of Mary and was six months pregnant.www.arena.co.ke 0713779527info arena.co.ke."}
{"text": "CRE NOTES UNIT 1 GOD GIVEN TALENTS ABILITIES AND THEIR USES 1. MEANING OF TALENTS pg 1,2,3- pre CRE 6 and quick reading pg 1 Talents i. They are special gift that God has given us. Ii. Physical talents include athletics, singing, and football e.t.c. Iii. Mental talents are expressed through knowledge of subjects e.g. mathematics, English e.t.c iv. Each person has been given different talents of God v. We should use our talents to serve God and others. Vi. We should appreciate our God given talents. 1 Samuel 16:14-23 a. The spirit of God left Saul and evil spirits tormented him b. Kings servants asked him to look for someone who would soothe the spirits c. David son of Jesse was indentified because he was a talented Harp player d. David was also talented as a good speaker, soldier and a shepherd. E. Whenever King Saul was tormented by evil spirits David played harp and the evil spirits left Saul. F. David served king Saul and was even chosen to be carrying kings Saul s weapons. Nb:- 1. King David killed goliath 2. King David captured Jerusalem city from Jebusites. CLASS 7 COMPLETE www.arena.co.ke 0713779527info arena.co.ke 3. King David made Jerusalem capital city of Israel. 4. King David brought the Ark of Covenant to Jerusalem. 5. King David married King Saul s daughter. 6. King David defeated most of Israelites enemies. 7. King David was promised an everlasting kingdom and King; also called man after God s own heart 8. King David desired Uriah s wife 9. King David planned uriah s death and took his wife 10. Prophet Nathan warned him against his sin and building Jerusalem temple. 2. Uses of talents at home, school and free time a. At home i. Helping our parents with work e.g washing utensils, cooking, digging ii. Knitting and sewing iii. Operating machine iv. V. vi. Let pupils fill the gaps Mathew 25:14-30 - Jesus compared the kingdom of God with the parable of 3 servants - A master shared his part of property with 3 servants. -. He gave each according to ability."}
{"text": "Vi. Let pupils fill the gaps Mathew 25:14-30 - Jesus compared the kingdom of God with the parable of 3 servants - A master shared his part of property with 3 servants. -. He gave each according to ability. 1st was given , the 2nd was givenwww.arena.co.ke 0713779527info arena.co.ke and the 3rd was given silver coins. -. The servants used the talents in different ways and the first two got profit. -. Third servant did not use his talents to make profit but hid it. How was he punished ? -. God will reward us if we use our talents to serve Him. B. At school i. Playing games ii. Clubs and societies. Iii. Studying iv. V. 1 Corinthians 12:4-7 - Different kinds of gifts but given by same spirit - Gifts of Holy Spirit:- - - - - - - - - - There are different ways of serving but the same Lord is served - There are different abilities but the same Lord gives them. -. Should use our talents in school to glorify God and benefit of others. C. Free time leisure time www.arena.co.ke 0713779527info arena.co.ke - Visiting the sick - Visiting the aged - Visiting orphanages. -. Participating in voluntary work 1 Peter 4:10-11 - We should use our gifts for the good of others - However preaches must preach God s message - Whoever serves must serve with God s strength for His Glory. Nb: a. We should be good managers of our talents b. We should use our talents for the good of others. Questions 1. God rejected Saul to lead Israelites as their king because? 2. When evil spirits tormented king , would sooth the evil spirits by 3. In the parable of the three servants, why did the mater punish the 3rd servant? 4. State 5 parables Jesus used in His Ministry 5. Prophet tore his robe into 12 pieces and gave 10 pieces to and the rest two were to be given to 1 kings 11:26-40 3."}
{"text": "4. State 5 parables Jesus used in His Ministry 5. Prophet tore his robe into 12 pieces and gave 10 pieces to and the rest two were to be given to 1 kings 11:26-40 3. The meaning of abilities - An ability is the power to use a certain skill or power to do something - Ability can be learnt in school or from other people Examples of abilities Painting, weaving, embroidery, Exodus 35:31-35www.arena.co.ke 0713779527info arena.co.ke a. Bazalel son of Uri and Ohalib son of Ahisamach were given by God various artistic skills. B. God gave Bazalel abilities to - Weave - Embroidery - Curve craftsman - Work with gold, silver - Carpentry c. Abilities are God given for well-being of ourselves. And others. 4. Improving our abilities at school - A school consists of members from different families and backgrounds - We all have different abilities - We should always pray for God s wisdom on how to improve abilities. -. We should seek advice on how to improve our abilities. -. We should always practice using abilities to help others in school - We should work harder and smarter, listen to instructions given and share with others. 1 Corinthians 12:4-10 The gifts of the Holy Spirit include i. ii. Iii. Iv. V. vi. Vii. Viii. Www.arena.co.ke 0713779527info arena.co.ke ix. 5. Improving our abilities at work By:- i. Assisting fellow workmates ii. Asking assistance iii. Asking for God s help iv. Being responsible v. Being committed vi. Being honest John 13:12-15 - Jesus demonstrated service by washing his disciples feet - Jesus set a good example of humility in our services Exodus 36:1-2 - Moses called Bazalel and Oholiab and all skilled men. -. These men worked together and build the sacred tent each working according to God given ability. -. Therefore, we should be willing to improve our abilities at work. 6. The work of Christians and God 1. Christian work in the community is aimed at building the kingdom of God. 2. We co-operate with God when we use abilities well 3. Christians work includes: i. Preaching the good news ii. Helping the needy iii."}
{"text": "Christians work includes: i. Preaching the good news ii. Helping the needy iii. Building schools, hospitals, special homes e.t.cwww.arena.co.ke 0713779527info arena.co.ke iv. Caring for environment v. Improving abilities. Vi. Pleasing God in their life. Exodus 6:28-30 - God appointed Moses and sent Him as his spokesman to Pharaoh in Egypt. 2 Kings 5:2-4 - The little Israelite girl worked for Naaman s wife. -. She was concerned and wanted Namaan healed - She informed Namaan s wife about prophet Elisha who later healed Namaan s leprosy. Jeremiah 1:4-8 - God chose Jeremiah to be a prophet in his mother s womb - Jeremiah complained he was young and knew nothing. -. God touched Jeremiah lips with his finger and put his message in him. Nb: both Moses and Jeremiah were reluctant when God sent them but only agreed when God gave them assurance of being with them. Acts 18:24-28 - Apollos was eloquent speaker - Worked for God at Ephesus - Priscilla and Aquila worked for God by explaining to Apollos about Jesus. -. Apollos became a great help to all believers - Christians should tirelessly work for God. 7. Values acquired in education As we use our talents and abilities in school we acquire:- i. Teamwork ii. Co-operationwww.arena.co.ke 0713779527info arena.co.ke iii. Obedience iv. Wisdom and insight v. Patience vi. Tolerance vii. Diligence viii. Respect ix. Honesty x. Leadership xi. Understanding xii. Faithfulness xiii. Knowledge 2 Timothy1:6 - We should keep alive the gift God has given us. 2 Timothy 2:5-6 - We should obey laid rules in order to please God Proverbs 2:1-4 - We are advised to learn, not forget, listen to wisdom, beg for knowledge, plead for insight and look for wisdom a hidden treasure Questions 1. Apart from playing harp David was also good in , and 2. Moses called , and to build the sacred tent. 3. Who was Moses spokesman in Egypt? 4. The Hebrews settled in a place called in Egypt. 5."}
{"text": "Change with circumstances and influenced by one s position in the society. 5. They are eternal. Beatitudes God s blessings Mathew 5:1-11 BeatitudeRewardHappy are those who know they are spiritually poor God will comfort themHappy are the humble meek God will satisfy them fullyHappy are the merciful They will see GodHappy are the peace makers The kingdom of God belongs to themHappy are those persecuted for Christ s www.arena.co.ke 0713779527info arena.co.ke sake 3. Christian values from the sermon on the mountain. I. Poverty ii. Mercy iii. Charity iv. Humility v. Purity vi. Discernment vii. Judgment forgiveness and reconciliation viii. Peace and contentment ix. Prayer and fasting x. True riches xi. Integrity 1 Poverty Mathew 5:3 - Spiritual poverty means seeking and trusting God. -. This is total dependence on God - When we help the needy we should not make a show of it mt 6:6-10 - Spiritual poverty demonstrated through prayer and fasting and allowing Jesus to live in us. 2 Charity - Charity means love in action - It is an act of kindness to others - We show charity by giving.www.arena.co.ke 0713779527info arena.co.ke 3 Mercy Mathew 5:7 - It is an act of forgiving those who wrong us - Those who forgive others receive forgiveness from God. -. It is also an act of showing pity to the helpless we should help without expecting a reward from those we help. 4 Humility Mathew 5:5 - It is an act of not showing off but lowering ourselves by considering others more important. -. Demonstrated by Acceptance of oneself and others Serving and caring for others Showing kindness. 5 Purity Matthew5:8 - This is an act of good thoughts, intentions and actions - Pure people live holy lives - Living a life emulating Jesus Christ. -. Demonstrated by Practicing chastity avoiding sexual sin Being truthful Being prayerful Avoiding evil thoughts. Choosing pure thoughts and judgments Philippians 1:9-11 6 Discernment, Judgment and Justice - Discernment: ability to exercise wisdom in evaluating a given situation - Judgment: making a decision after analyzing a given issue."}
{"text": "5 Purity Matthew5:8 - This is an act of good thoughts, intentions and actions - Pure people live holy lives - Living a life emulating Jesus Christ. -. Demonstrated by Practicing chastity avoiding sexual sin Being truthful Being prayerful Avoiding evil thoughts. Choosing pure thoughts and judgments Philippians 1:9-11 6 Discernment, Judgment and Justice - Discernment: ability to exercise wisdom in evaluating a given situation - Judgment: making a decision after analyzing a given issue. -. Justice: form a right opinion and make a fair conclusion.www.arena.co.ke 0713779527info arena.co.ke Matthew7:1-5 - Should not be quick in judging others - God will judge us the same way we judge others. -. Christians should set good examples by correcting their faults. 7 Forgiveness and Reconciliation - To forgive is to stop feeling angry with somebody who has wronged us - Reconciliation is the act of ending disagreement and starting a good relationship. -. Forgiveness and reconciliation:- Promotes peace and harmony Restores broken relationships Promotes acceptance and understanding. 8 Peace and Contentment - Peace is a state of being in harmony with oneself, others and God. -. Contentment is being satisfied with what we have, who we are and where we are. -. Those who live in peace and contentment have:- Faith in God Happiness when things go wrong Confidence in God for provision Peace and satisfaction in God. Not worried or upset about their needs Matthew6:25-31 Peace with everybody Romans 12:18, John 14:27 1 Kings 21:1-16 - King Ahab was not at peace with himself. -. He wanted Naboth s vineyard.www.arena.co.ke 0713779527info arena.co.ke - Had a lot of land but not contented with it - Ahab and Jezebel killed Naboth to have his vineyard. 9 Prayer - It is a dialogue with God the father, son and Holy Spirit. -. Mode of communicating to God Elements of Prayer Praise, confession, thanksgiving, petition own needs and intercession other needs Types of prayers - Public praying as group together."}
{"text": "- He wanted Naboth s vineyard.www.arena.co.ke 0713779527info arena.co.ke - Had a lot of land but not contented with it - Ahab and Jezebel killed Naboth to have his vineyard. 9 Prayer - It is a dialogue with God the father, son and Holy Spirit. -. Mode of communicating to God Elements of Prayer Praise, confession, thanksgiving, petition own needs and intercession other needs Types of prayers - Public praying as group together. -. Private praying alone meditation - Prayer can be done anywhere at anytime - Prayer has no specific posture - Prayer should be done in humbleness- parable of the tax collector and Pharisee. -. Prayer should be always persistent- parable of widow and the judge and friend at midnight. 10 Fasting Isaiah 58:3-7, Matthew6:16-18 - This is accepting to go without food as a self-denial for religious purposes. -. Done in secret private- only God should know who sees in the secret and rewards. -. One should continue with normal duties. -. Jesus fasted for 40 days and nights before starting work. -. Christians fast for 40 days before Easter to remember death and resurrection of Jesus. This period is lent - Christians can fast anytime to strengthen their faith in God - God wants true fasting that promotes peace. Love, harmony, freedom to all. Isaiah 58:3- 7 Nb:www.arena.co.ke 0713779527info arena.co.ke Prayer and fasting renew our relationship with God. Strengthens our faith Brings us closer to God Helps us to live holy life 11 The Riches - This is a life that Christ is at the centre - True riches are Christian values i.e. love, humility, mercy, charity, forgiveness, reconciliation, tolerance 1 timothy 6:6 - True religion makes a person rich i.e. he is contented with what he has. Matthew6:19-21 - We should store our riches in heaven - Earthly riches are temporary. 12 Integrity - It is the quality of being honest and truthful - It involves honesty, faithfulness, trustworthy, loyalty, contentment and forgiving. 1 Corinthians 10:21 - We should trust in God and serve him alone."}
{"text": "Matthew6:19-21 - We should store our riches in heaven - Earthly riches are temporary. 12 Integrity - It is the quality of being honest and truthful - It involves honesty, faithfulness, trustworthy, loyalty, contentment and forgiving. 1 Corinthians 10:21 - We should trust in God and serve him alone. 2 Corinthians 8:21 - It is our Christian duty to do what is right before God and man. 13 Living Values Acquired In Education a.HonestyTelling the truth in spirit of loveb. RespectRecognizing other people s rightsc. Co-OperationWorking together with othersd. ObedienceBeing loyal and follow instructions givene. SelfDiscipline Ability to make someone do something as requiredf. ResponsibilityDuty to deal with or take care of somethingwww.arena.co.ke 0713779527info arena.co.ke g.SharingTo give some of what one has to someone else.h. ToleranceWillingness to accept situation that are not appealing Revision questions primary CRE 7 pg 41-42, 1-15 Quick reading 7 pg 12 UNIT 3 ETERNAL LIFE MEANING OF ETERNAL LIFE - Eternal means knowing God and Jesus Christ whom God sent john 17 - Begins when one believes and accepts Jesus in one s life. -. It is everlasting- starts here on earth and continues after death a. Eternal life as a way of holiness 1 Peter 1:13-16, 2 Peter 3:11 - Holiness is a state of being totally separated from evil - Holiness is given by the Holy Spirit through Jesus Christ. -. Christians are expected to live a holy life. This can be done by Practicing self control Setting our minds completely focused on Jesus Being obedient to God Avoiding evil desires. Devoted to live according to Christians values. B. Eternal life as a way of faith mark 11:22-24 www.arena.co.ke 0713779527info arena.co.ke - Faith is complete trust and reliance on God i.e. strong belief in God. -. It is being sure of what one hopes for even though not seen - Faith causes great things to happen through prayer. -. Faith involves total dependence on God and always ready to please God. -. Faithfulness to God demands risking one s life for God s sake. C."}
{"text": "- Faith involves total dependence on God and always ready to please God. -. Faithfulness to God demands risking one s life for God s sake. C. Eternal life as a way of Joy Luke 10:20, Philippians 4:4-6 - Joy is intense happiness - Eternal life brings happiness in our life because there is assurance of eternal joy even in times of hardships. -. Jesus told his disciples they should be glad because their names are in the book of life. Luke 10:20 - Always rejoice in God because of eternal life. -. Not to worry about anything because he care for us - Joy in serving God is everlasting and fulfilling. D. Way of love john 3:16, 1 Peter 1:22 - Love is a strong attraction by affection. -. Love is the greatest commandment that sums up God s law. -. John 15:13 greatest love one can give is one s life for others. -. John 3:16: God greatest love shown through gift of Jesus - Eternal life is way of love through selfless acts. -. Actions of love include helping the needy, praying for others e. Way of hope 1 Thessalonians 4:13-18 - Hope: desire or expectation of some fulfillment - All Christians hope to receive eternal life - Those who die believing in Jesus hope to inherit God s kingdom. -. Eternal life is a way of hope for all Christianswww.arena.co.ke 0713779527info arena.co.ke - All Christians hope for the second coming of Jesus. -. Eternal life gives us hope for future. F. Way of justice 2 Samuel 12:1-6, psalms 82:3 - Justice is practicing what is right and fair towards others - Justice brings forth reconciliation, love in the parties involved and caring for others eg oppressed - Justice brings harmony and understanding - Eternal life as a way of justice Creates a sense of belonging - Justice promotes peace, stability, integrity and good judgment. 2 Samuel 12:1-6 - David sinned by:- a. Desiring Uriah s wife b. Committing adultery with Bathsheba c. Killing Uriah. D. Prophet Nathan rebukes David s sin. E. Nathan used a story of a rich man and a poor man f. David practiced injustice by taking Bathsheba g. God punished David. His son got ill and died."}
{"text": "Sacrifices are offered to God and ancestors e. Children are named after dead relatives or people f. Africans make ancestors happy appeasing them by:- a. pouring libation b. Calling their names c. Sacrificing to them d. Naming children after them g. In some communities the dead are buried with belongings to use in the next world. H. Both Christians and Africans believe in life-after-death i. Africans believe in reincarnation but Christians believe in resurrection Revision questionswww.arena.co.ke 0713779527info arena.co.ke a. Primary CRE pg 65-65 1-15 b. Quick reading CRE 7 pg 17 1-10 c. Spotlight CRE 7 pg 24-26 1-20 FAITH AND WORK 1. Meaning of faith and work James 2:14-18 a. Faith is a string belief or trust on something or someone. B. Being sure of invisible hopes. C. By faith Abraham obeyed God d. We believe in existence of God e. We believe God Created the universe. F. Work is the use of energy g. Work is sacred because it is ordained by God h. Manual work involves physical energy while intellectual involves mental energy. Col 3:23 a. Should work with all our heart to please God and not man. B. We should be committed to work. James 2:14-18 a. Faith must be accompanied by actions b. Faith without actions is dead. C. Can express our faith in action by refer spotlight CRE 7 pg 36 2. Reasons for working 2 thess 3:6-10, acts 18:1-3 a. Work is ordained by God, it is a duty and a right from God. B. Work enables us to get our basic needswww.arena.co.ke 0713779527info arena.co.ke c. Conserves the environment d. To improve our living standards e. Give sense of responsibility and fulfillment f. To earn our living. 2 thess 3:6-10 a. We should follow example of apostles who tirelessly worked. B. We should avoid laziness and lazy people. C. Those who do not work should not eat. Acts 18:1-3 d. Aquila and Paul and Pricilla eared their live as tentmakers e."}
{"text": "Cleaning church e. Teaching Sunday school f. g. h. i. Romans 12:9-21 Christians should :- a. Respect in sincere heart b. Value hard work c. Be patient and pray always d. Do everything that pleases God.www.arena.co.ke 0713779527info arena.co.ke 6. Christian Service To The Nation Titus 3:8 - Nation : people living in a country under one government - Nation leaders represents God s authority in their working stations - Christians can serve a nation by a. Electing leaders b. Praying for the nation c. Respecting laws d. Nation building e. Showing respect for authority. Titus 3:8 - Give our time to doing good deeds useful to everyone. 7. Cause Of Child Labour - Child labour is involving children to do work meant for adults. -. Causes:- a. Poverty- poor families fail to provide basic needs to children. Therefore, children look for ways of getting basic needs b. Orphan hood- they have no one to care for them c. Divorce d. Drugs substance abuse- those engaged have to look for money to buy drugs. E. Parent s disability- they are not physically fit to work and provide basics hence they use their children to do the work. F. Political instability e.g. war- children are recruited as soldiers g. Irresponsible parents h. i. www.arena.co.ke 0713779527info arena.co.ke j. 8. Child Rights Concerning Labour a. Right to be protected from any form of exploitation b. Right to basic needs c. Right to a satisfactory environment for development. D. Right to exercise their talents and skills through play. E. Right to life and safety f. Right to love and care g. h. i. Ephesians 6:4 - Parents do not treat your children in way to anger them - Parents should bring up children with Christian discipline and instructions. Working for God a. Commitment Romans 12:11, Luke 9:23-26 Commitment - Willingness to work and give your best - Being devoted to work - Involves: i. Self sacrifice and thinking of others ii. Enduring sufferings iii. Self-denial iv. Perseverance and endurance v. Carrying ones cross and follow Jesuswww.arena.co.ke 0713779527info arena.co.ke vi."}
{"text": "Self-denial iv. Perseverance and endurance v. Carrying ones cross and follow Jesuswww.arena.co.ke 0713779527info arena.co.ke vi. Generosity vii. Full devotion to a task. -. We show responsibility at home by i. Helping our parents ii. Taking care of our brothers , sisters and property iii. Obeying set rules and instruction iv. Spending money given wisely v. vi. Vii. 1 Peter 4:10-11 - We should be good managers of God-given gifts - We should use talents abilities gifts for the good of others and ourselves Revision questions a. Spotlight CRE 7 pg 45-49 b. Quick reading CRE pg 26 c. Primary CRE 7 pg 94-96. UNIT 5 CHRISTIANS IN EDUCATION AND DEVELOPMENT THE CHURCH IN EDUCATION a. The early missionary contribution Matthew28:19-20 - The missionaries came to Kenya through the coast - Their main objective was to spread the gospel. -. They could not spread the gospel because Africans did not know how to read and write. -. The first missionary arrived in Kenya at Rabai in 1844. His name was Ludwing Krapfwww.arena.co.ke 0713779527info arena.co.ke - Krapf started the first mission station at Rabai in 1844. -. In 1846, he was joined by Johan Rebman - Both started a mission school at Rabai in 1846. -. Krapf learnt Kiswahili and translated part of St. Luke into Kiswahili. -. Both were sent by church missionary society under ACK - The missionaries fulfilled Jesus command to preach good news mt 28:19-20 b. The early missionary schools - They aimed at training Africans to read and write so that they could read the bible - Examples Aaliance school St. Mary Yala Mangu high School Friend s School Kamusinga Loreto convent - Africans were involved in activities that encouraged them attend learning. Formal EducationInformal EducationTaught in schoolsTaught anytime and anywhere daily events Taught by trained teachersLearnt through daily activitiesFollows a set syllabusNo set syllabus and not assessed formally www.arena.co.ke 0713779527info arena.co.ke Assessment are doneNo textbooks neededUse textbooks Questions 1."}
{"text": "The early missionary schools - They aimed at training Africans to read and write so that they could read the bible - Examples Aaliance school St. Mary Yala Mangu high School Friend s School Kamusinga Loreto convent - Africans were involved in activities that encouraged them attend learning. Formal EducationInformal EducationTaught in schoolsTaught anytime and anywhere daily events Taught by trained teachersLearnt through daily activitiesFollows a set syllabusNo set syllabus and not assessed formally www.arena.co.ke 0713779527info arena.co.ke Assessment are doneNo textbooks neededUse textbooks Questions 1. State 4 ways the church is involved in formal education 2. Write down 3 ways the church is involved in non-formal education today Special Education John 9:1-3 Special Groups Include - The deaf and mute - The blind - Physically handicapped - Mentally handicapped These people receive special attention and care. They use special learning equipments. Example SchoolSpecial GroupSponsorMumia schoolThe deafCatholicNyangoma school kisumuPhysically handicappedACKKambui Presbyterian school The deafPCEAThika schoolThe blindSALVATION ARMYJacaranda school NairobiMentally handicapped John 9:1-3 - Jesus and disciples saw a blind man - Disciples asked whether his blindness was caused by his or his parent s sins - Jesus told them, that the man was blind so that God s power might be seen at work. C. Youth education programmes ecc 12:1-5 www.arena.co.ke 0713779527info arena.co.ke - Youth are young people between 18-35 years - The church youth programmes are important for : a. Evangelism b. Training leadership c. Information of good Christian characters. -. These programmes include:- a. Youth fellowship b. Camp and treats c. Talent shows d. Bible studies e. Drama and music competitions f. Mission work g. h. i. j. Ecclesiastes 12:1-5 - Youth are reminded to remember God while still energetic Nb: Some youth training centres are a. Rural training centre Limuru Agricultural Youth Centre, Mogotio Village Polytechnic b. Industrial Training Centre Maua Methodist Youth Polytechnic, African Inland Church Naivasha Polytechnic CHURCH AND DEVELOPMENT a."}
{"text": "Ecclesiastes 12:1-5 - Youth are reminded to remember God while still energetic Nb: Some youth training centres are a. Rural training centre Limuru Agricultural Youth Centre, Mogotio Village Polytechnic b. Industrial Training Centre Maua Methodist Youth Polytechnic, African Inland Church Naivasha Polytechnic CHURCH AND DEVELOPMENT a. Farming genesis 1:28-31 - Church has initiated projects to satisfy physical needs under N.C.CK.www.arena.co.ke 0713779527info arena.co.ke Examples:- - Initiating irrigation schemes in dry areas - Poultry farming - Training agricultural officers - Training farmers on new methods. Genesis 1:28-31 - God blessed man and woman and put them in charge of CREation - Have many children and live all over the earth. -. Bring the earth under control - Guard and cultivate land - Church obeys God command during Creation when it is involved in farming. B. International Involvement 2 Corinthians 8:1-4 - Providing emergency relief during disasters and political crisis. -. Involvement in community development projects. -. Evangelism internationally global teaching - Building homes for needy orphans and aged - Offering scholarship - Training people on missionary work, farming, teaching e.t.c. - - -. 2 Corinthians 8:1-4 - Paul praises the church of Macedonia - Macedonia church was tested by troubles but went through.www.arena.co.ke 0713779527info arena.co.ke - The poor were generous - We should therefore support the church in its involvement internationally. Some international Christian organization 1. The world vision 2. The catholic relief services 3. The world church council 4. Christian Aid c. Christian Training Centres 2 Thessalonians 3:6-10 - Church is involved in building of training centres - They are meant to teach people to be self-reliant - Provides basic facilities and training - The government provides required staff. D. Rural Training Centre - Aim at:- improving talents and abilities - Have a source of income - Develop skills - Become self-reliant They include:- - Village polytechnics carpentry, tailoring, agricultural, tannery leather work, adult literacy."}
{"text": "Christian Training Centres 2 Thessalonians 3:6-10 - Church is involved in building of training centres - They are meant to teach people to be self-reliant - Provides basic facilities and training - The government provides required staff. D. Rural Training Centre - Aim at:- improving talents and abilities - Have a source of income - Develop skills - Become self-reliant They include:- - Village polytechnics carpentry, tailoring, agricultural, tannery leather work, adult literacy. -. Industrial training centres Found in urban centres Offers: masonary, plumbing, seCREtarial, hairdressing, carpentry, welding, ICT, mechanics, electricity, wiring, painting, art and design. Revision questionwww.arena.co.ke 0713779527info arena.co.ke - Spotlight CRE 7 pg 55 - Primary CRE 7 pg 117-118 - Quick reading 7 pg 32 UNIT 6 CHRISTIAN IN ACTION IN HEALTH CARE AND SOCIAL WELFARE The Church and Health Care a. Training Medical Personnel s Luke 9:1-2, Mark 16: 15-18 - The church provides medical help and train medical personnel. -. Medical work is a vocation and requires total commitment - Church activities includes: a. Building hospitals and dispensaries b. Organizing seminars and workshops c. Free mobile services. D. Educating on nutrition e. Offering education on health matters. Luke 9:1-2, mark 16:15-18 - Jesus gave disciples power and authority to:- a. Cure diseases b. Drive out demons preach the kingdom of God c. Heal the sick d. Baptize the believers in the name of Jesuswww.arena.co.ke 0713779527info arena.co.ke e. Perform miracles and exercise Holy Spirit. B. Flying Doctors Service - Doctors use air transport to give health services in remote areas. -. The service started by Michael woods in Kenya in 1950s - It was initiated in Kenya by the Christians churches of Kenya CCK - It is part of AMREF African Medical and Research Foundation - This service was first started in Australia - Activities a. Organizing free medical camps b. Vaccination and treatment c. First Aid and evacuation e.g accident victims. D. Training health workers c."}
{"text": "First Aid and evacuation e.g accident victims. D. Training health workers c. Community Health Programmes Luke 9:6 - They are sponsored by Christians, non-Christians and government. -. Mainly these programs educate the community on:- a. health matters b. Diseases prevention through vaccination c. Hygiene on handling food d. Proper waste disposal e. Family planning programmes f. HIV AIDS related matters. G. h. www.arena.co.ke 0713779527info arena.co.ke Luke 9:6 a. Disciples of Jesus preached good news and healed the sick b. Christians should support the church by participating in community health. The church in training the clergy Matthew4:18-22 - Clergy:- these are people trained and ordained to serve the church - They include- bishops, priests, pastors, pope - Courses learnt Theology Divinity Pastoral studies church doctrines Philosophy Guidance and counseling Leadership and communication Administration. Matthew4:18-22 - Jesus called the 1st 4 disciples to be fishers of men - Jesus trained them to be preachers 2 Timothy 2:12 - Paul trained timothy and advised him to train others. CHURCH TRAINING ON THE LAITY ACTS 6:1-6 - Laity : Christians given various responsibilities in the church. -. It includes- Sunday school teachers, choir masters, ushers, catechists e.t.c - Laity duties:- a. Conducting Sunday school b. Training choirswww.arena.co.ke 0713779527info arena.co.ke c. Assisting clergy d. Making announcements e. Teaching catechism f. g. h. Acts 6:1-6 - Apostles choose helpers deacons to help distribute food to the windows and orphans - Their leader was Stephen who was stoned because of His faith in Jesus. -. Seven deacons were Stephen, Philip, , , , , The Church and Social Welfare Acts 2:43-47, 4:32 a. Care for the aged mt 25:41-45 b."}
{"text": "Acts 6:1-6 - Apostles choose helpers deacons to help distribute food to the windows and orphans - Their leader was Stephen who was stoned because of His faith in Jesus. -. Seven deacons were Stephen, Philip, , , , , The Church and Social Welfare Acts 2:43-47, 4:32 a. Care for the aged mt 25:41-45 b. Church helps the aged by: - Taking them in special homes for the aged. Give examples of such homes - Giving them food, clothes and medical care - Building homes for them - Protecting properties - - - Matthew25:41-45 - Our judgment will be based on our service to the less fortunate. -. Any service given to the needy is service to God.www.arena.co.ke 0713779527info arena.co.ke Care for the Orphans James 1:27 - An orphan is a child whose both parents are dead. -. Challenges a. Lack of basic needs b. Lack of care c. Lack of love d. Child labour e. Discrimination - The church supports orphans by:- a. Giving them basic needs b. Building special homes orphanages e.g Nyumbani childrens home Daggoretti Mama ngina SOS eldoret, Nairobi and Mombasa Mama fatuma children s home Nairobi c. Giving them education d. Helping them improve talents e. f. g. Relief Services 1 Corinthians 16:1-3 - Relief is the assistance given to people affected by war, draught, famine, floods etc - Relief can be inform of food, shelter, clothing, money, medicine e.t.c - Relief provided by the church includewww.arena.co.ke 0713779527info arena.co.ke a. Building shelters b. distributing food, clothing, medicine c. paying school fees for the affected d. clean water e. pupils to add four more point - Church organizations that offer relief services a. Catholic relief service CRS b. Christian Aid c. AMREF d. Jesus Relief Service. E. Red Cross. -. Christians offer prayers, comfort, guidance and counseling to the affected. -. Paul advised Corinthians to offer help to the needy in Judea."}
{"text": "Red Cross. -. Christians offer prayers, comfort, guidance and counseling to the affected. -. Paul advised Corinthians to offer help to the needy in Judea. Care For Refugees Matthew25:25-26,5:16 - A refugee is a person who is forced to leave motherland country because of war, persecution, political problem e.t.c - Refugee s main help comes from church organizations, non-governmental organizations NGOs and government. -. Church activities to the refugees are:- a. Provision of basic needs. B. Provision of loans and grants for self-employment. C. Giving spiritual encouragement. D. Offering educational scholarships e. Offering training and career guidance. F. g. www.arena.co.ke 0713779527info arena.co.ke h. - Church organizations involved with refugees a. NCCK- National Council of Churches Of Kenya b. KEC- Kenya Episcopal Conference Catholics c. SDA d. AACC- All Africa Conference of Churches e. WCC- World Council of Churches. F. UNHCR- United Nations High Commission for Refugees. -. Matthew25:25-26: Jesus taught that we should support the needy financially, materially and spiritually. When we support the needy we glorify God. -. Matthew5:16: our good deeds must shine among people that God will be praised. Christians Working Together - Church is a community of believer. -. Christian community shows unity and strength when they work together. -. The cooperation of different church denominations for a common purpose is called ecumenism. -. Christians work together in:- a. Preaching the word of God b. Praying for others c. Community health and youth programs. D. Training the clergy and laity. E. Building schools, hospitals, homes and orphanages.www.arena.co.ke 0713779527info arena.co.ke f. Promoting peace and harmony in a country. G. Caring for the needy. H. Educating people on health, drugs , family e.t.c Revision questions 1. Quick reading CRE 7 pg 39 2. Primary CRE 7 pg 145-146 3. Spotlight CRE 7 pg 64-68 TERM 2 UNIT 7 FRIENDSHIP AND LOVE 1. What emotions - Ways of coping with emotionswww.arena.co.ke 0713779527info arena.co.ke 2. Accepting ourselves and others 3."}
{"text": "Spotlight CRE 7 pg 64-68 TERM 2 UNIT 7 FRIENDSHIP AND LOVE 1. What emotions - Ways of coping with emotionswww.arena.co.ke 0713779527info arena.co.ke 2. Accepting ourselves and others 3. Friendship - Wanting the best for others - Tolerance and patience in friendship 4. Necessity of loyalty, openness and trust in friendship 5. Sharing activities with others 6. Contribution of parents in making a happy home. 7. Contribution of children in making a happy home. 8. The effects of good and bad relationships in a family 9. Christ our example. Reference books 1. Primary CRE klb 2. Quick reading CRE 3. Spotlight CRE 4. Face to face CRE 5. Good news bible A. FRIENDSHIP AND LOVE What emotions are 1. Emotions are strong feelings we experience in our lives. Emotions can either be - Negative- sadness - Positive- happiness. 2. Positive desirable emotions include - Joy - Happinesswww.arena.co.ke 0713779527info arena.co.ke - Love - Excitement Negative undesirable emotions include - Fighting - Quarreling - Enmity - Abusing others - Depression - Suicide - Destruction of properties. 3. 1 Samuel 17:28-30 a. David eldest son was b. was angry with David because he saw him in the battle field c. Jesus when he was in sorrow. He arrived and found his friend, , dead and buried. Quiz 1. Lazarus sisters were and 2. Lazarus family lived in 3. Jesse s sons were I chronicles 2:13 4. Jesse s family lived in 5. Eliab scolded David calling him Ways of Coping with Emotions 1. Our emotions changes depending on the circumstances we find ourselves in 2. When we are angry we should control our anger by forgiving those who makes us angry. 3. Positive ways of coping with emotions: - Prayingwww.arena.co.ke 0713779527info arena.co.ke - Seeking guidance and counseling. -. Exercising patience and tolerance. -. Forgiveness s - Sharing the problem with a trusted friend. 4. Ephesians 4:26-32 a. If you become angry do not let your anger lead you into sin and do not stay angry all day."}
{"text": "Our freedom should not be an excuse to b. Love should c. Love your as you d. Love should help us not to behave , e. Harm and others. Quiz 1. Which Jewish feast were Jesus and his disciples celebrating when they had the last supper? 2. The story of annunciation of birth of Jesus is written on the books of? 3. Which one of the was done by prophet Elisha a. Healing a blind man b. Casting demons from a woman c. Calling fire from heaven d. Multiplication of bread 4. The first man to plant a vineyard in the world was likely to be 5. Who Among the following judges of Israel was the first one in Israel? Recitation - Seven deacons - Isaiah s prophecy about Jesuswww.arena.co.ke 0713779527info arena.co.ke - Order of Creation Friendship Wanting the best for others 1. True friendship lasts when we want the best for the other person 2. We can show that we want the best for our friends by - Helping - Comforting - Visiting 3. True friendship involves love 4. A loving friend is patient, kind, faithful and ready to forgive. 5. 1 Corinthians 13:4-7 Love isLove is not Quiz 1. What kind of education was carried out in Traditional African Society? Formal, non-formal, modern adult 2. Three of the following happened in the last night in Egypt. Which one did not a. Ate roasted meat b. Smeared the blood on the door posts c. Took bitter herbs d. Jesus pointed out his betrayal. 3. Was the disciple who was a tax collector before he was called by Jesuswww.arena.co.ke 0713779527info arena.co.ke 4. Bring the full amount of your tithes to the temple so that there will be plenty of food there which said these words? 5. Which two disciples were sent by Jesus to make ready the Lord s supper? Recitation - Disciple - Abraham s promises by God. -. Ten Commandments. Tolerance and Patience in Friendship 1. Tolerant means the ability to bear or put with a situation or something or somebody. 2. Patience ability to endure trying situations 3. Genesis 29 :15-29 a. Jacob s uncle is b. Laban promised to give Jacob his daughter c."}
{"text": "Genesis 29 :15-29 a. Jacob s uncle is b. Laban promised to give Jacob his daughter c. Jacob had to work years to get Rachael d. After disappointment with Leah, Laban promised to give Rachel to Jacob after e. Jacob was patient and tolerant with Quiz 1. In the book of Acts which Christians value is seen in Dorcas and Cornelius? 2. From apostle Creed which statement does not show that Jesus was truly the son of God? A. Was conceived by the Holy spirit b. Born of the Virgin Mary c. Rose from the dead on the third day d. Suffered under Pontius Pilatewww.arena.co.ke 0713779527info arena.co.ke 3. The resurrection of Jesus teaches Christians to be 4. The festival celebrated by Christians to mark Jesus victory over death is 5. The meaning of the name Messiah is Recitation - Beatitude - Apostle Creed - Lord s prayer. Necessity of Loyalty, Openness and Trust In Friendship 1. -. Loyalty is being faithful in supporting somebody - Openness is being honest and not hiding information or feeling from somebody - Trust is the belief that somebody is sincere and will not harm or betray one. 2. 1 Samuel 20:1-23, 19:2 a. warned David that his father wanted to kill him. He asked David to hide b. He made his father swore that he would not kill David. He was to David c. David was open to by telling him how king wanted to kill him. D. The two friends trusted each other by telling the truth e. David promised to remain loyal to his friends house forever. Quiz 1. Which one of the following ways did Jonathan show his loyalty to his best friend David? A. Telling David that king Saul wanted to murder him B. Helping David to escape from his father C. Promising to always help David D. Allowing David to take his royal coat. 2. Who is not properly matched to mother www.arena.co.ke 0713779527info arena.co.ke a. John Mary b. Isaac- Rebecca c. Joseph- leah d. Samuel- Hannah 3. Prayed for and blessed seven lepers 4. Was angry when he saw David in the battle field. 5. Who among the following s not Jesses son? A. Jonathan b. Eliab c."}
{"text": "Children s role in making a happy home include a. Being kind b. Helpful to one another c. Share home activitieswww.arena.co.ke 0713779527info arena.co.ke d. Obey and respect their parents e. Work hard at school f. Being good listeners to instruction and advice given. G. Taking care of family and personal property. 2. Luke 2:51-52 a. When Jesus was years old he went with parent to Jerusalem to celebrate and they went back home in b. Jesus grew up in and gaining favour with and c. Colossians 3:20 Children, it is your christain duty to for that is what pleases God. Quiz 1. Was given skills and ability to work on silver and gold 2. Blessed and the poor in spirit 3. Why was King Saul rejected by God a. He got possessed by the evil spirit b. He wanted to kill David c. He obeyed God d. He married many wives 4. Jonathan, David s friend was the son of 5. Was the disciples that Jesus loved most. Recitationwww.arena.co.ke 0713779527info arena.co.ke - Early church - Apostle Creed - Fruit of the holy spirit EFFECTS OF GOOD AND BAD RELATIONSHIP IN THE FAMILY 1. Benefit of good relationship in a family include a. Respect among members b. Love among members c. Enhanced communication and openness d. Harmony and unity in the family e. Promoting concern for each other f. Stability and security. 2."}
{"text": "Promoting concern for each other f. Stability and security. 2. Effect of bad relationship in a family - Unfaithfulness - Impatience and lack of understanding - Lack of respect, obedience and love - Oppression, frustration, hopelessness and depression - Selfishness - Increase in pride - Lack of peace and harmony Luke 15:11-24 - The prodigal lost son took all his - He wasted it and went back home and his father forgave him - The parable teaches that when we repent God is ready to forgive us because he loves us.www.arena.co.ke 0713779527info arena.co.ke Ephesians 4:26 - In our anger we should not sin - We should not let the sun go down while still angry John 11:1-27 - Lazarus sisters were and - They lived in - acknowledged Jesus as the messiah, the son of God - went to meet Jesus but stayed in the same house. Quiz 1. The disciple of Jesus also known as Twin is 2. Who among the disciples of Jesus did not see the risen Christ? 3. Christianity was first introduced in Kenya in the mid 18th century by missionaries who were sent by 4. Brothers choose seven men from among you who are known to be full of the spirit and wisdom , who among the following are the seven deacons? A. Philip, Mathias, Nicolas, And Timon b. Paul, Stephen, Procoru, And Nicana c. Timon, Nicolus, Nicanor And Cleopas d. Nicolas, Parmenas, Timon And Philip 5. Jesus healed a blind man who always sat by the roadside in Jericho. The blind man was called? Recitation - Seven deacons - Beatitudes - Lord s prayerwww.arena.co.ke 0713779527info arena.co.ke CHRIST OUR EXAMPLE 1. Jesus showed what love is through his many acts of mercy and kindness. 2. His greatest act of love was his death on the cross. 3. Mark 15:1-5 a. Jesus was taken before and accused of claiming to be b. Jesus was the son of God and He did not boast about it. 4. Memorize 1 john 4:7-8 Dear friends, lets us love one another because love comes from God. Whoever loves is a child of God and knows God."}
{"text": "4. Memorize 1 john 4:7-8 Dear friends, lets us love one another because love comes from God. Whoever loves is a child of God and knows God. Whoever does not love does not know God Recitation - Song- Jesus loves me Jesus love is very wonderful - Disciples of Jesus - Order of Creation - King David achievement. Quiz 1. Who was thrown in the den of lions for kneeling and praying to God? 2. True riches should be stored in? 3. Who was an apostle of the gentiles? 4. Blessed are the poor in spirit 5. I am fearfully and wonderfully made were said by? Unit evaluation exercise 1. CRE klb pg 1717-172 1-15 2. Spotlight pg 86-88www.arena.co.ke 0713779527info arena.co.ke 3. Revision exercise 7a 7b UNIT 8www.arena.co.ke 0713779527info arena.co.ke CIVIC RESPONSIBILITIES 1. The meaning and purpose of authority Luke 22:24-27 - Authority is the power to set rules and guide other people to achieve set goals. -. The duties of citizens are called responsibility - Authority is found in all sectors at LevelleadersAuthorityHomeParentsGuiding and counseling- Discipline children - Training children to be morally upright - Settling disputes at home SchoolHead teacherEnsuring school rulesare followedDeputy teacher TeachersInstilling discipline - Supervising school activities - Impart knowledge ChurchBishopPreaching the word ofGodPastors - Priests Guiding and counseling members - Making rules for the church - Leading people in forgiveness and reconciliation GovernmentPresidentEnsure that there is lawwww.arena.co.ke 0713779527info arena.co.ke - Mps - Governors - Dcs and order - Maintain security in the country - Developing the country - Implementing government policies - Luke 22:24-27 Jesus taught the disciples that the purpose of authority is service. -. Christians should obey and respect people in authority because authority is from God. -. Jesus used authority to serve others. Questions 1. Authority comes from 2. God wants us to respect people in authority 3. Jesus taught that to be a leader you have to 4. State two ways in which teachers can use their authority in school 5."}
{"text": "God wants us to respect people in authority 3. Jesus taught that to be a leader you have to 4. State two ways in which teachers can use their authority in school 5. Became the leader of disciples after accession of Jesus Christ. 2. Respect for people in authority Romans 13:1-7, Titus 3;11 - Authority exists to serve the community - Leaders are people of authority - There is peace and harmony when we respect people in authority. -. We respect people in authority by: a. Obeying the rules of the country b. Paying taxes c. Encouraging and supporting themwww.arena.co.ke 0713779527info arena.co.ke d. Implementing policies laid down e. Carrying out duties assigned to us f. Correcting them with love when they make wrong decisions. G. Praying for them. H. Guiding and counseling those who oppose our leaders. -. Romans 13:1-7 Paul tells us that we should obey authority not for fear of punishment but as our Christian duty. When we obey we please God as leaders are God s servants. -. Titus 3:1 we should submit to rulers and authorities, obey them and be ready to do good in every way memory verse Questions 1. State three ways of which we can show respect for people in authority 2. We show authority to school authorities by and 3. We should to rulers and authorities, them and be ready to good in all ways. 4. St. Paul worked as a 5. The collection of books written by Paul is called? Name them 3. Building a better society through love, peace and unity Colossians 3:12-15, Romans 13:1-7 Activity relating to national anthem - Love, peace and unity brings prosperity and harmony in a nation - Love, peace and unity fostered our country s development in a. Building learning institutions through Harambeewww.arena.co.ke 0713779527info arena.co.ke b. Raising money to pay hospital bills and school fees. -. Love, peace and unity can develop if we:- a. Share with others b. Respect others c. Obey rules d. Understanding others e. Avoid quarrels - Factors to undermine love, peace and unity a. Selfish and un co-operative behavior b. Social evils e.g. bribery, injustice, tribalism c."}
{"text": "Selfish and un co-operative behavior b. Social evils e.g. bribery, injustice, tribalism c. Quarrels, fights, war d. Suspicion of each other e. Disobeying the laws of the country. -. Colossians 3:12-15 a good society should have the following qualities- kindness, humility, gentleness, love, peace, patience and compassion. Questions 1. Love, peace and unity are words found in our 2. God asks us to tolerate and one another if a quarrel arise among us. 3. Which of the following promote peace, love and unity? A. Revenge and kindness b. Pride and hard work c. Hard work and revenge d. Forgiveness and tolerance. 4. The greatest fruit of the holy spirit is www.arena.co.ke 0713779527info arena.co.ke 5. The greatest commandment is based on 4. Care Of Personal And Public Property Exodus 20:13,15,17 - Property are things we own - Personal property- are things that belongs to an individual - Public property- are things that belong to the community or state. They are shared by all the people; they are either built or bought by tax payers money. -. Example in each category Personal propertyPublic propertyClothesRoadsHousesSchoolsCarsHospitalBicyclesGovernment vehiclesSchool bagsRailways , public toilets - Ways of misuse of these property include:- a. Stealing, destroying or mishandling public property b. Deforestation c. Dumping garbage anywhere resulting to disease. D. Vandalism of telephone booths, wires, streetlightswww.arena.co.ke 0713779527info arena.co.ke e. Killing - Ways of caring for these properties include a. Washing and keeping personal property clean b. Proper disposal of refuse c. Cleaning the environment and planting trees d. Proper use of public amenities e.g. toilets. -. Exodus 20:13, 15, 17 life belong to God and should be protected hence should not commit murder. -. We should respect other people s property by not desiring. Questions 1. Property is divided into two categories namely and 2. Name 3 things the we should not desire according to exodus 20:17 3. When we take care of the property a. God is not involved b. We glorify God c."}
{"text": "When we take care of the property a. God is not involved b. We glorify God c. We suffer for it d. It becomes ours. 4. Which one of the following shoes that we take care of public property? A. Water shortages b. Garbage along the roads c. Dirty toilets d. Neat classrooms with clean walls. 5. Name two public properties 5. Activities Of The Harambee Youth Week Ephesians 4:2, 15-16www.arena.co.ke 0713779527info arena.co.ke - Harambee means working together to accomplish a certain goal. -. Takes place once a year as it is set aside by the government of Kenya. -. The youth are involved in a. Visiting the sick b. Helping the needy c. Caring for and cleaning the environment d. Participating in youth exchange programs e. CREating awareness of the youth rights and responsibilities. -. Ephesians 4:2, 15-16 we should work together as the body works. -. Christians are expected to have virtues like: Humility Gentleness Patience Tolerance and love. Questions 1 What is Harambee youth week 2 List at least three activities youth can participate in during the Harambee Youth Week. A. b. c. 3 The greatest value required in the breaking of bread is? 4 Who among the following was told by God to preserve the gift that God had given him? A. Timothy b. Titus c. Silaswww.arena.co.ke 0713779527info arena.co.ke d. Apollos 6. Christian Obligation towards Strangers Matthew25:35, 38,40 - Strangers are the people we do not know or have never met before. -. We meet strangers in public places - We should treat strangers by :- a. Greeting them and finding out whether they need assistance. B. Providing them with food, water, shelter and clothing. C. Directing them to places they want to get to. D. Being hospitable to them. -. It is our Christian duty to help the strangers because We obey Jesus teachings We show the readiness to help those in need It promotes love, peace and unity. It is a way of serving God. It is loving others as we love ourselves. -. Jesus taught that we should help strangers by feeding them, giving them a drink, clothing and welcoming them in our homes."}
{"text": "It is a way of serving God. It is loving others as we love ourselves. -. Jesus taught that we should help strangers by feeding them, giving them a drink, clothing and welcoming them in our homes. -. As Christians we should not discriminate but treat all as God s children. Questionswww.arena.co.ke 0713779527info arena.co.ke a. Who is a stranger? B. The deacons chosen to distribute food, who among them was a gentile? C. was referred as the apostle of the gentiles d. According to Christian teachings, the MAIN purpose for marriage is to? E. Who among the following sons of Jacob was an ancestor of Jesus? A. Reuben b. Simeon c. Judah d. Benjamin 7. Helping In Literacy Work Proverbs 4:13 - Illiteracy means inability to read and write - Literacy is the ability to read and write. -. Christians help to fight illiteracy through Donating reading and writing materials Discouraging school drop-outs. Educating parents on the importance of education Volunteering to teach illiterate people Building more schools through Harambee. -. The government has helped reduce illiteracy through:- Free primary education Providing textbooks and other equipments Training teachers. -. Proverbs 4:13- we should remember all that we have learnt - We should value our education and use it well.www.arena.co.ke 0713779527info arena.co.ke Questions 1. The ability to read and write is called? 2. Paul was brought up under strict instructions of a man known as? A. Appolos b. Timothy c. Gamaliel d. Eliazar 3. The current minister of education is? 4. Jesus taught using? 5. Is the only prophetic book in the New Testament and is the only historical book in the New Testament. 8. Our Role In Community Work Philippians 2:1-5 - Community work is work or activities done by the residents of a place to uplift their social and economic welfare. -. The activities include: a. Building schools and hospitals b. Conservation of soil and water resources c. Sensitizing the community on development projects. D. Contributing money towards school fees for the needy and hospital bills, building gabions and planting cover crops to prevent soil erosion. Advantages of working together a."}
{"text": "D. Contributing money towards school fees for the needy and hospital bills, building gabions and planting cover crops to prevent soil erosion. Advantages of working together a. Helps us to live in peace, love and unity b. Enables us to give service to each other c. Helps us to do a lot of work within a short time.www.arena.co.ke 0713779527info arena.co.ke d. Brings faster development in our community. E. Helps christens express their unity in Christ. -. Philippians 2:1-5: Christians show love, care and concern towards those in need when they take part in the community work. -. We should be willing to take part in the community work. Questions 1. List three advantages of working together 2. The best way a Christian can use leisure to serve God is by? A. Participating in community work b. Taking part in community celebrations c. Participating in games d. Entertaining friend at home. 3. The book of Acts was written by? 4. Was raised by Peter from the dead. 5. Which one of the following Christian values do Christians learn from the story of Tabitha making clothes for the poor? A. Kindness b. Humility c. Honesty d. Purity 9. Celebrating National Days And Christian Festivals Leviticus 23:39-44 - National days are days when Nations in the world remember important events. -. Christian festivals are celebrated to remember important Christian events.www.arena.co.ke 0713779527info arena.co.ke - Example of these days are:- National Days - Labour Day Christian Festivals - Good Friday Madaraka DayEaster Sunday MondayMashujaa DayPentecost DayJamuhuri DayChristmas Day - National days are celebrated by:- Singing the National Anthem Performing dances and entertainments. Listening to patriotic songs. Listening to Presidential speech. Visiting places of interest e.g. recreational facilities. -. Christian festivals are celebrated by :- Going to church to worship. Sharing with the needy. Praying and singing together Exchanging gifts. Visiting the needy. -. Leviticus 23:39-44: God commanded the Israelites to celebrate the festivals of shelters or booths or tabernacle. The people were to offer food, offerings and sacrifices. Questions 1. Name three national days in Kenya. 2."}
{"text": "Questions 1. Name three national days in Kenya. 2. Name three Christian festivalswww.arena.co.ke 0713779527info arena.co.ke 3. The feast described in Leviticus 23:39-44 is the? A. Passover feast b. Harvest feast c. Purification feast d. Feast of weeks 4. The Christian festival which is celebrated to mark Christ s victory over death is? 5. Was a Jew from Alexandria who was an eloquent speaker and had a good knowledge of the scripture. Topical summary questions Primary CRE- let us remember 192-194 UNIT 9www.arena.co.ke 0713779527info arena.co.ke GOD S PURPOSE FOR EVERY CHILD 1. -. Our Fears - Overcoming Fear By Relaying On God 2. Careers In Adult Life 3. The Purpose Of God For Every Child 4. Jesus as a Refugee in Egypt. 1. OUR FEARS - Fear is the feeling that something bad might happen. -. Fear include An attack Punishment Murder- death Sickness Accidents - Imagined fears include:- Darkness ghost Failure New environment. -. We overcome fear by 1. Praying to God. 2. Sharing with others 3. Seeking advice from friends and responsible adults. -. John 16:16-21:www.arena.co.ke 0713779527info arena.co.ke a. Jesus explains he will die, be buried and resurrect. B. His disappearance will bring temporary pain but eventually joy. Quiz 1. Jesus went to the temple when he was years old. 2. Samuel was called by God times. 3. Which is the main value required by boys and girls in African traditional society? 4. Who were the parents of Samuel? 5. Which is the greatest commandment according to Jesus Christ? Recitation 1. Song by the Angels to the shepherd. 2. Life among the early church. 3. Ten Commandments. Overcoming Our Fear by Relaying On God - We can overcome our fears if we fully trust God in everything. -. In prayer, let our worry be known to God. -. Psalms 34:4: David says, I prayed to the Lord and he answered me; he free me from - Isaiah 41:10: God is our protector and savior. We should not fear anything. Quiz 1. Jesus Christ chose His first four disciples who were?"}
{"text": "We should not fear anything. Quiz 1. Jesus Christ chose His first four disciples who were? 2. When Jesus began his ministry he was years old. 3. Which king of Israel did not worship other gods and was called a man after God s own heart? 4. A Jewish servant girl helped her master to get healed from leprosy. 5. Who among the following never lived in Egypt? A. Jesuswww.arena.co.ke 0713779527info arena.co.ke b. Abraham c. Solomon d. Jacob 6. Jesus grew up in? Recitation 1. Ten commandments 2. God s promises to Abraham 3. Sons of Jacob. 2. CAREERS IN ADULT LIFE - The kind of work or occupation people choose to be when they grow up is a career. -. A career is also an occupation one chooses to be their life s work in future. -. A career gives an opportunity to make use of the talents God has given us. -. Ephesians 1:15-18: in prayer we should ask God to give us the Holy Spirit that will a. Make us wise b. Help us know. C. Understand God s plan for our future. Quiz 1. Was the last Judge of Israel. 2. Broke the commandment do not kill 3. A Jewish servant girl advised Namaan to see prophet to be healed 4. ,. A disciple did not believe Jesus had risen. 5. The spirit of the Lord is upon me, for He has anointed me to preach good news to the poor . Jesus read this scripture from the book of 6. Jesus appeared to on their walk to Emmaus. Recitationwww.arena.co.ke 0713779527info arena.co.ke 1. Song spirit of the Lord. 2. Order of Creation 3. Disciples. 3. THE PURPOSE OF GOD FOR EVERY CHILD 1. We are all God s children and He has a particular purpose for each one of us. 2. God s purpose for each child include a. Bring prosperity and hope. B. Doing everything without complaining c. Be innocent and pure d. Be holy and perfect even though living with sinful and corrupt people. E. Avoid being shy and proud. F. Allow the spirit to fill us with love, power and self-control. 3."}
{"text": "F. Allow the spirit to fill us with love, power and self-control. 3. Jeremiah 29:11 memorize I alone know the plans I have for you. Plans to bring you prosperity and not disaster, plans to bring the future you hope for . Quiz 1. Which King wanted to kill baby JESUS? 2. Why did the Israelites go to live in Egypt? A. Because Joseph had bought a piece of land there. B. Because they were looking for jobs. C. Because John fought the angel and they had to run away from God. D. Because there was famine in the land. 3. While in the synagogue of Nazareth, Jesus read from the book of? 4. Prophet prophesied that a virgin would give birth to a son. 5. Why did angel Gabriel tell Mary to name her son Jesus ? Www.arena.co.ke 0713779527info arena.co.ke a. Because he would be the savior of the world b. Because he would rule forever. C. Because he would be the prince. D. Because God wanted him to be born. Recitations 1. Song- Angels to the shepherd 2. Fruits of the Holy Spirit. 3. Jacob s sons. 4. Jesse s sons. 4. JESUS CHRIST AS REFUGEE IN EGYPT. MATTHEW2:13-14, PHILIPPIANS 4:13 - A refugee is a person who has been forced to leave his her country because of: War or fighting Religious reasons Social reasons Political reasons. -. Challenges faced by refugees Lack of food, shelter and clothing Lack of medical facilities. Lack of security. -. Matthew2:13-14 : King Herod learnt of the birth of Jesus through Magi wise men who came from East www.arena.co.ke 0713779527info arena.co.ke - King Herod planned to kill the baby boys as prophesied by Jeremiah. -. Joseph, Mary and Jesus fled to Egypt as refugees. -. The parents had hope in God s protection, deliverance and faithfulness. Questions 1. Jesus was a refugee in 2. Which prophet foretold about Jesus being a refugee in Egypt? 3. Matthew2:15 Jesus and his parents fled to Egypt to fulfill the prophecy of God that, I called my son of Egypt. 4."}
{"text": "3. Matthew2:15 Jesus and his parents fled to Egypt to fulfill the prophecy of God that, I called my son of Egypt. 4. Which prophet prophesied the birth place of Jesus? 5. I alone know the plans I have for you; plans to give you a future and hope , were words said by prophet? 5. THE HOPE OF JESUS CHRIST FOR HUMAN KIND. -. Hope is to have faith that something will happen. -. Jesus went in the synagogue of Nazareth and was given a scroll as it was written by prophet Isaiah. -. Jesus spoke of his hope for human kind which was:- To bring good news to the poor. To proclaim liberty to the captives. To give sight to the blind.www.arena.co.ke 0713779527info arena.co.ke To set the oppressed free. To announce that the time had come when the Lord will save His people. -. Jesus enlightened Nicodemus and gave sight to Bartimeus. -. He set free the Gerasene demoniac. -. Jesus healed the lepers and kept company of the tax collectors. -. Angel Gabriel announced that Jesus was to save Jews. -. The angel told the shepherds that he had good news for them. Questions 1. Name three people who received information about the birth of Jesus from the angel 2. Jesus was born in and brought up in 3. Who were the two seCREt disciples of Jesus? 4. Who were the first people to know about the birth of Jesus? 5. Who brought gifts to baby Jesus? 6. REASON FOR THE BIRTH OF JESUS CHRIST MATTHEW1:21 - God had planned for Jesus Christ to be born - Angel Gabriel told Mary to name the child Jesus meaning savior. -. Jesus was born to save people from sins. -. Jesus was born to proclaim the love of God for all people. -. Purpose of God sending Jesus was to reconcile human beings who had fallen to sin through Adam. -. Jesus said it is finished meaning his mission to forgive sins through shedding blood was over. -. During the last supper, Jesus told his disciples that his body and blood would take away sins from mankind.www.arena.co.ke 0713779527info arena.co.ke - God showed love for us by sending Jesus Christ. Questions 1. The annunciation of Jesus is recorded in the book of? 2. Angel announced the birth of the messiah. 3."}
{"text": "2.Angel announced the birth of the messiah.3.At that time when Jesus was born, emperor had called for census.4.and asked for permission to bury the body of Jesus.5.Jesus celebrated the Passover in the house of?www.arena.co.ke 0713779527info arena.co.ke."}
{"text": "Get more notes and past papers at downloads.easyelimu.com. Synopsis and Summary of Acts - A Doll's House Study GuideSynopsisA Doll s House traces the awakening of Nora Helmer from her previously unexamined life of domestic,wifely comfort. Having been ruled her whole life by either her father or her husband Torvald, Nora finallycomes to question the foundation of everything she has believed in once her marriage is put to the test. Having borrowed money from a man of ill-repute named Krogstad by forging her father s signature, shewas able to pay for a trip to Italy to save her sick husband s life he was unaware of the loan, believingthat the money came from Nora s father. Since then, she has had to contrive ways to pay back her loan,growing particularly concerned with money and the ways of a complex world. When the play opens, it is Christmas Eve, and we find that Torvald has just been promoted to manager ofthe bank, where he will receive a huge wage and be extremely powerful. Nora is thrilled because shethinks that she will finally be able to pay off the loan and be rid of it. Her happiness, however, is marredwhen an angry Krogstad approaches her. He has just learned that his position at the bank has beenpromised to Mrs. Linde, an old school friend of Nora s who has recently arrived in town in search of work,and he tells Nora that he will reveal her secret if she does not persuade her husband to let him keep hisposition. Nora tries to convince Torvald to preserve Krogstad s job, using all of her feminine tricks whichhe encourages , but she is unsuccessful. Torvald tells her that Krogstad s morally corrupt nature isphysically repulsive to him and impossible to work with. Nora becomes very worried. The next day, Nora is nervously moving about the house, afraid that Krogstad will appear at any minute. Her anxiety is reduced by being preoccupied with the preparations for a big fancy-dress party that willtake place the next night in a neighbor s apartment. When Torvald returns from the bank, she again takesup her pleas on behalf of Krogstad. This time, Torvald not only refuses but also sends off the noticeof termination that he has already prepared for Krogstad, reassuring a scared Nora that he will take uponhimself any bad things that befall them as a result."}
{"text": "Nora becomes very worried. The next day, Nora is nervously moving about the house, afraid that Krogstad will appear at any minute. Her anxiety is reduced by being preoccupied with the preparations for a big fancy-dress party that willtake place the next night in a neighbor s apartment. When Torvald returns from the bank, she again takesup her pleas on behalf of Krogstad. This time, Torvald not only refuses but also sends off the noticeof termination that he has already prepared for Krogstad, reassuring a scared Nora that he will take uponhimself any bad things that befall them as a result. Nora is extremely moved by this comment. She beginsto consider the possibility of this episode transforming their marriage for the better as well as thepossibility of suicide. Meanwhile, she converses and flirts with a willing Dr. Rank. Learning that he is rapidly dying, she has anintimate conversation with him that culminates in him professing his love for her just before she is able toask him for financial help. His words stop her, and she steers the conversation back to safer ground. Theirtalk is interrupted by the announcement of Krogstad s presence. Nora asks Dr. Rank to leave and hasKrogstad brought in. Krogstad tells her that he has had a change of heart and that, though he will keep the bond, he will notreveal her to the public. Instead, he wants to give Torvald a note explaining the matter so that Torvald willbe pressed to help Krogstad rehabilitate himself and keep his position at the bank. Nora protests againstTorvald s involvement, but Krogstad drops the letter in Torvald s letterbox anyway, much to Nora s horror. Nora exclaims aloud that she and Torvald are lost. Still, she tries to use her charms to prevent Torvaldfrom reading the letter, luring him away from business by begging him to help her with the tarantella forthe next night s party. He agrees to put off business until the next day. The letter remains in the letterbox. The next night, before Torvald and Nora return from the ball, Mrs. Linde and Krogstad, who are old lovers,reunite in the Helmers living room. Mrs. Linde asks to take care of Krogstad and his children and to helphim become the better man that he knows he is capable of becoming."}
{"text": "Linde and Krogstad, who are old lovers,reunite in the Helmers living room. Mrs. Linde asks to take care of Krogstad and his children and to helphim become the better man that he knows he is capable of becoming. The Helmers return from the ball asMrs. Linde is leaving Krogstad has already left , with Torvald nearly dragging Nora into the room. Alone, Torvald tells Nora how much he desires her but is interrupted by Dr. Rank. The doctor,unbeknownst to Torvald, has come by to say his final farewells, as he covertly explains to Nora. After heleaves, Nora is able to deter Torvald from pursuing her any more by reminding him of the ugliness ofdeath that has just come between them, Nora having revealed Dr. Rank s secret. Seeing thatTorvald finally has collected his letters, she resigns herself to committing suicide. As she is leaving, though, Torvald stops her. He has just read Krogstad s letter and is enraged by itscontents. He accuses Nora of ruining his life. He essentially tells her that he plans on forsaking her,contrary to his earlier claim that he would take on everything himself. During his tirade, he is interruptedGet more notes and past papers at downloads.easyelimu.com.by the maid bearing another note from Krogstad and addressed to Nora. Torvald reads it and becomesoverjoyed. Krogstad has had a change of heart and has sent back the bond. Torvald quickly tells Nora thatit is all over after all: he has forgiven her, and her pathetic attempt to help him has only made her moreendearing than ever. Seeing Torvald s true character for the first time, Nora sits her husband down to tell him that she isleaving him. After he protests, she explains that he does not love her and, after tonight, she does notlove him. She tells him that, given the suffocating life she has led until now, she owes it to herself tobecome fully independent and to explore her own character and the world for herself. As she leaves, shereveals to Torvald that she hopes that a miracle might occur: that one day, they might be able to unitein real wedlock."}
{"text": "After he protests, she explains that he does not love her and, after tonight, she does notlove him. She tells him that, given the suffocating life she has led until now, she owes it to herself tobecome fully independent and to explore her own character and the world for herself. As she leaves, shereveals to Torvald that she hopes that a miracle might occur: that one day, they might be able to unitein real wedlock. The play ends with the door slamming on her way out. Summary of ActsAct OneNora Helmer enters her lovely living room laden with packages and a Christmas tree, humming a happytune and sneaking a macaroon. Her husband, Torvald, greets her with questions about her spending,calling Nora his little lark, squirrel, spendthrift, and sweet tooth. Nora reminds him that they haveno worries since Torvald has just been offered a bank managerial position, but her husband opts forcaution. When Torvald inquires what she desires for Christmas, Nora asks for money. Two visitors enterthe house: Dr. Rank accompanies Torvald to his study, and Mrs. Linde, an old friend who has been out oftouch, joins Nora. The two women share confidences, and Nora reveals that she has hidden more thanmacaroons from her husband. Due to Torvald s serious illness several years prior, Nora explains, she hadto finance a year of recovery in Italy. While she told Torvald that her father had left them the money, Noraactually forged her father s signature and borrowed the money from a lawyer named Krogstad. Justifyingher dishonesty by saving Torvald s health and pride, Nora explains that she has been secretly working topay off the loan, and she is almost free of her debt. Krogstad enters next, hoping to salvage his position atthe bank by speaking to Torvald. After Krogstad leaves, Nora is able to talk Torvald into giving Mrs. Linde aposition at the bank. Torvald, Dr. Rank, and Mrs. Linde leave, and Nora visits with her three children. Krogstad returns with a threat: Nora must get Torvald to keep Krogstad s position at the bank, or Krogstadwill reveal Nora s deception and forgery."}
{"text": "Torvald, Dr. Rank, and Mrs. Linde leave, and Nora visits with her three children. Krogstad returns with a threat: Nora must get Torvald to keep Krogstad s position at the bank, or Krogstadwill reveal Nora s deception and forgery. Upon Torvald s return, Nora questions him about Krogstad s past,and Torvald explains that Krogstad lost his own reputation due to forgery. Declaring that such a lie infects the whole life of a home, Helmer returns to his study, leaving Nora anxious but determined. Act TwoThe curtain rises on the same room the next day, which is Christmas. Nora paces frantically, anxious thatKrogstad will return to reveal her forgery to Torvald. The nurse enters with a box of masquerade clothesfor the next evening s festivities, and Nora questions her about children who grow up without mothers. Kristine Linde enters, and as she helps Nora repair her masquerade dress, Nora confides in her friend onceagain. Assuring Kristine that she did not get the money from Dr. Rank, Nora asks Mrs. Linde to play withthe children while she speaks to Torvald. Promising to scamper about and do tricks if only Torvald wouldgive in, Nora asks her husband to keep Krogstad at the bank. Reminding her that rumors would spreadabout his wife s influence, Torvald denies Nora s request. When she says his concerns about propriety are petty, Torvald becomes incensed and sends Krogstad s termination letter to his home. Dr. Rank confidesto Nora that he is dying and that he has loved her for years. Unable to ask the doctor for help after hisadmission, Nora asks for a lamp to be brought in. Krogstad, having received his termination, returns tothreaten Nora again, and the two admit that though they have both considered suicide, neither can braveit. Krogstad leaves, but his letter revealing all is clearly heard entering the mail slot. Nora keeps Torvaldfrom reading the letter by begging his help with the tarantella dance she will perform at the masquerade. Dancing frenetically as though her life were at stake, Nora keeps Torvald occupied re-teaching her thedance."}
{"text": "Krogstad, having received his termination, returns tothreaten Nora again, and the two admit that though they have both considered suicide, neither can braveit. Krogstad leaves, but his letter revealing all is clearly heard entering the mail slot. Nora keeps Torvaldfrom reading the letter by begging his help with the tarantella dance she will perform at the masquerade. Dancing frenetically as though her life were at stake, Nora keeps Torvald occupied re-teaching her thedance. But tomorrow night, she promises him, then you ll be free. Act ThreeThe act opens, once again, in the Helmer s living room, where Kristine Linde awaits the Helmers returnfrom the party upstairs. Nora has just danced the tarantella. As Mrs. Linde waits, Krogstad arrives at herrequest. Kristine asks Krogstad to give them a second chance at a relationship. Krogstad agrees,Get more notes and past papers at downloads.easyelimu.com.promising to retrieve his letter of revelation, but Kristine convinces him to let the truth come to light forthe good of both Nora and Torvald. The Helmers arrive from the party, Kristine leaves, and Torvald samorous mood is interrupted by a visit from Dr. Rank, who leaves his calling card marked by the blackcross that announces his impending death. Helmer tells Nora that he has often wished for some danger tobefall her so that he can rescue her, and Nora seizes this opportunity to encourage Torvald to readKrogstad s letter. Torvald reads it and immediately chastises Nora, claiming she has wrecked hishappiness and ruined his future. Torvald explains that Nora can stay in the house but will be unfit to raisethe children. From now on, Torvald claims, happiness doesn t matter; all that matters is . . . Theappearance. When a letter arrives including Nora s cancelled debt, Torvald is happy again. But Nora isforever changed by her husband s reaction, and after removing her masquerade costume, she sits downwith Torvald to share the first serious conversation of their eight year marriage. Declaring she has been wronged greatly by both her father and her husband, Nora compares her existence in their homes to adoll in a doll house."}
{"text": "Theappearance. When a letter arrives including Nora s cancelled debt, Torvald is happy again. But Nora isforever changed by her husband s reaction, and after removing her masquerade costume, she sits downwith Torvald to share the first serious conversation of their eight year marriage. Declaring she has been wronged greatly by both her father and her husband, Nora compares her existence in their homes to adoll in a doll house. When Torvald declares his wife cannot leave because her husband and children areher most sacred duties, Nora responds with I have other duties equally sacred. . . .Before all else, I m ahuman being. Nora is determined to remain strangers unless the greatest miracle of all could happen the ability to live together in a true marriage. Nora departs, and the audience is left with the sound of adoor slamming shut. Powered by TCPDF www.tcpdf.org Get more notes and past papers at downloads.easyelimu.com. Themes, Motifs Symbols - A Doll's House Study GuideThemes, Motifs SymbolsThemesThemes are the fundamental and often universal ideas explored in a literary work. The Sacrificial Role of Women Role of women in the societyIn A Doll s House, Ibsen paints a bleak picture of the sacrificial role held by women of all economic classesin his society. In general, the play s female characters exemplify Nora s assertion spoken to Torvald in ActThree that even though men refuse to sacrifice their integrity, hundreds of thousands of women have. The following points show how women sacrifice in this society. In order to support her mother and two brothers, Mrs. Linde found it necessary to abandonKrogstad, her true but penniless love, and marry a richer man. The nanny had to abandon her own child to support herself by working as Nora s and then asNora s children s caretaker."}
{"text": ".Before all else, I m ahuman being. Nora is determined to remain strangers unless the greatest miracle of all could happen the ability to live together in a true marriage. Nora departs, and the audience is left with the sound of adoor slamming shut. Powered by TCPDF www.tcpdf.org Get more notes and past papers at downloads.easyelimu.com. Themes, Motifs Symbols - A Doll's House Study GuideThemes, Motifs SymbolsThemesThemes are the fundamental and often universal ideas explored in a literary work. The Sacrificial Role of Women Role of women in the societyIn A Doll s House, Ibsen paints a bleak picture of the sacrificial role held by women of all economic classesin his society. In general, the play s female characters exemplify Nora s assertion spoken to Torvald in ActThree that even though men refuse to sacrifice their integrity, hundreds of thousands of women have. The following points show how women sacrifice in this society. In order to support her mother and two brothers, Mrs. Linde found it necessary to abandonKrogstad, her true but penniless love, and marry a richer man. The nanny had to abandon her own child to support herself by working as Nora s and then asNora s children s caretaker. As she tells Nora, the nanny considers herself lucky to have found thejob, since she was a poor girl who d been led astray. Though Nora is economically advantaged in comparison to the play s other female characters, shenevertheless leads a difficult life because society dictates that Torvald be the marriage s dominantpartner. Torvald issues decrees and condescends to Nora, and Nora must hide her loan from him becauseshe knows Torvald could never accept the idea that his wife or any otherwoman had helped save his life. Furthermore, she must work in secret to pay off her loan because it is illegal for a woman to obtaina loan without her husband s permission. By motivating Nora s deception, the attitudes ofTorvald and society leave Nora vulnerable to Krogstad s blackmail. Nora s abandonment of her children can also be interpreted as an act of self- sacrifice. Despite Nora s great love for her children manifested by her interaction with them and her greatfear of corrupting them she chooses to leave them."}
{"text": "Linde found it necessary to abandonKrogstad, her true but penniless love, and marry a richer man. The nanny had to abandon her own child to support herself by working as Nora s and then asNora s children s caretaker. As she tells Nora, the nanny considers herself lucky to have found thejob, since she was a poor girl who d been led astray. Though Nora is economically advantaged in comparison to the play s other female characters, shenevertheless leads a difficult life because society dictates that Torvald be the marriage s dominantpartner. Torvald issues decrees and condescends to Nora, and Nora must hide her loan from him becauseshe knows Torvald could never accept the idea that his wife or any otherwoman had helped save his life. Furthermore, she must work in secret to pay off her loan because it is illegal for a woman to obtaina loan without her husband s permission. By motivating Nora s deception, the attitudes ofTorvald and society leave Nora vulnerable to Krogstad s blackmail. Nora s abandonment of her children can also be interpreted as an act of self- sacrifice. Despite Nora s great love for her children manifested by her interaction with them and her greatfear of corrupting them she chooses to leave them. Nora truly believes that the nanny will be abetter mother and that leaving her children is in their best interest. Parental and Filial ObligationsNora, Torvald, and Dr. Rank each express the belief that a parent is obligated to be honestand upstanding, because a parent s immorality is passed on to his or her children like a disease. In fact,Dr. Rank does have a disease that is the result of his father s depravity. Dr. Rank implies that his father simmorality his many affairs with women led him to contract a venereal disease that he passed on to hisson, causing Dr. Rank to suffer for his father s misdeeds. Torvald voices the idea that one s parentsdetermine one s moral character when he tells Nora, Nearly all young criminals had lying -mothers. Healso refuses to allow Nora to interact with their children after he learns of her deceit, for fear that she willcorrupt them. Yet, the play suggests that children too are obligated to protect their parents."}
{"text": "Rank to suffer for his father s misdeeds. Torvald voices the idea that one s parentsdetermine one s moral character when he tells Nora, Nearly all young criminals had lying -mothers. Healso refuses to allow Nora to interact with their children after he learns of her deceit, for fear that she willcorrupt them. Yet, the play suggests that children too are obligated to protect their parents. Norarecognized this obligation, but she ignored it, choosing to be with and sacrifice herself for hersick husband instead of her sick father. Mrs. Linde, on the other hand, abandoned her hopes of being withKrogstad and undertook years of labor in order to tend to her sick mother. Ibsen does not pass judgmenton either woman s decision, but he does use the idea of a child s debt to her parent to demonstrate thecomplexity and reciprocal nature of familial obligations. The Unreliability of AppearancesOver the course of A Doll s House, appearances prove to be misleading veneers that mask the reality ofthe play s characters and -situations. Our first impressions of Nora, Torvald, and Krogstad are alleventually undercut. Nora initially seems a silly, childish woman, but as the play progresses, we see thatGet more notes and past papers at downloads.easyelimu.com.she is intelligent, motivated, and, by the play s conclusion, a strongwilled, independent thinker. Torvald,though he plays the part of the strong, benevolent husband, reveals himself to be cowardly, petty, andselfish when he fears that Krogstad may expose him to scandal. Krogstad too reveals himself to be a muchmore sympathetic and merciful character than he first appears to be. The play s climax is largely a matterof resolving identity confusion we see Krogstad as an earnest lover, Nora as an intelligent, brave woman,and Torvald as a simpering, sad man. Situations too are misinterpreted both by us and by the characters. The seeming hatred between Mrs.Linde and Krogstad turns out to be love. Nora s creditor turns out to be Krogstad and not, as we and Mrs.Linde suppose, Dr. Rank. Dr. Rank, to Nora s and our surprise, confesses that he is in love with her."}
{"text": "Rank. Dr. Rank, to Nora s and our surprise, confesses that he is in love with her. Theseemingly villainous Krogstad repents and returns Nora s contract to her, while the seemingly kindheartedMrs. Linde ceases to help Nora and forces Torvald s discovery of Nora s secret. The instability of appearances within the Helmer household at the play s end results from Torvald sdevotion to an image at the expense of the creation of true happiness. Because Torvald craves respectfrom his employees, friends, and wife, status and image are important to him. Any disrespect when Noracalls him petty and when Krogstad calls him by his first name, for example angers Torvald greatly. By theend of the play, we see that Torvald s obsession with controlling his home s appearance and his repeatedsuppression and denial of reality have harmed his family and his happiness irreparably. Marriage as an Unequal PartnershipAt the heart of A Doll's House is the marriage between Nora and Torvald one fairly typical of the era. Is ita good or exemplary marriage? Is it an equitable relationship for the woman?A close analysis of the dialogue shows a very unequal relationship with Torvald holding all the power. Infact, the interactions between husband and wife serve a specific purpose: they illustrate the banality ofthe discourse between the two. Torvald does not address his wife regarding any subject of substance. Instead, he bestows her with pet names that often begin with the personal pronoun my and ofteninclude the diminutive little : Is that my little lark? In this respect, Torvald may think he is flattering hiswife. However, he is actually reducing her to a cute, harmless pet one that is clearly owned. And like a pet, Nora is expected to obey her owner husband and his petty tyrannical rules: she is forbiddenfrom eating macaroons and must do so on the sly which she clearly resents."}
{"text": "Infact, the interactions between husband and wife serve a specific purpose: they illustrate the banality ofthe discourse between the two. Torvald does not address his wife regarding any subject of substance. Instead, he bestows her with pet names that often begin with the personal pronoun my and ofteninclude the diminutive little : Is that my little lark? In this respect, Torvald may think he is flattering hiswife. However, he is actually reducing her to a cute, harmless pet one that is clearly owned. And like a pet, Nora is expected to obey her owner husband and his petty tyrannical rules: she is forbiddenfrom eating macaroons and must do so on the sly which she clearly resents. Additionally, when Torvaldaddresses Nora, he belittles her by constantly bringing up her lack of responsibility with money. Depending on the translation, Nora is spendthrift, prodigal and little moneybags. All of these terms,spoken affectionately, are passively aggressive. A Doll's House has few stage directions indicating tone of voice, so there is a great deal of freedom in themanner in which the actor can play the part Torvald. He can be playedlike a patriarchal tyrant or a fatuous, passive-aggressive sexist. The second option is, perhaps, the betterchoice; Torvald s utter obliviousness to his own oppressive behavior is a driving force in the play. Heberates his wife for knowing nothing about worldly matters but, ultimately, is himself unaware of themeasures she has taken to save his life. Torvald is so self-centered that he continues to see his wife howhe wants her to be or how she fails to be his ideal woman; he never sees the actual woman she is. MaterialismTorvald in particular focuses on money and material goods rather than people. His sense of manhooddepends on his financial independence. He was an unsuccessful barrister because he refused to take\"unsavory cases.\". As a result, he switched jobs to the bank, where he primarily deals with money. For him,money and materialism may be a way to avoid the complications of personal contact. Respect and ReputationThe men of A Doll's House are obsessed with their reputation. Some have good standing in theircommunities and will do anything to keep it; others have lost their good name and will do anything to getit back."}
{"text": "He was an unsuccessful barrister because he refused to take\"unsavory cases.\". As a result, he switched jobs to the bank, where he primarily deals with money. For him,money and materialism may be a way to avoid the complications of personal contact. Respect and ReputationThe men of A Doll's House are obsessed with their reputation. Some have good standing in theircommunities and will do anything to keep it; others have lost their good name and will do anything to getit back. Though the play is set in the living room of a private residence, the public eye is constantlypeeking through the curtains. Get more notes and past papers at downloads.easyelimu.com. Disease and MoralityDr. Rank has inherited his consumption from his father, who lived a morally questionable life, and in muchthe same way, Nora worries that her morally reprehensible actions fraudulently signing her father'sname will infect her children. Corruption, the play suggests, is hereditary. As he does in other plays, suchas The Wild Duck, Ibsen explores the tension between real life and moral ideals. Higher Moral Values vs. Societal Mores and LawsAs Nora reveals to Mrs. Linde, she faced a moral crisis at the beginning of her marriage. Unable to procure,in a legal manner, the funds needed to save her husband s life, she resorts to forging her father s name asguarantor of the loan. She places her love and concern for her husband s well-being above the law. Sinceshe diligently works to pay back the loan, the offense does not seem so severe; it is a crime in definitiononly. In a higher sense, Nora has not acted in an immoral manner. However, those who adhere to societal standards, like her husband, ultimately have different values. Torvald values social respectability and honor above all else, including actions done out of love. Nora values love over social honor. Consequently, a conflict emerges regarding their prioritization ofvalues. The Unexamined Life is Not Worth LivingThis paraphrase to a Socrates aphorism applies to Torvald and Nora. However. Nora eventually stops tolook at herself and her marriage and doesn t like what she sees. So she steps out of her old persona andinto a new one, and then walks into an uncertain future."}
{"text": "However. Nora eventually stops tolook at herself and her marriage and doesn t like what she sees. So she steps out of her old persona andinto a new one, and then walks into an uncertain future. She has begun examining her life. MotifsMotifs are recurring structures, contrasts, or literary devices that can help to develop and inform thetext s major themes. Nora s Definition of FreedomNora s understanding of the meaning of freedom evolves over the course of the play. In the first act, shebelieves that she will be totally free as soon as she has repaid her debt, because she will have theopportunity to devote herself fully to her domestic responsibilities. After Krogstad blackmails her,however, she reconsiders her conception of freedom and questions whether she is happy in Torvald shouse, subjected to his orders and edicts. By the end of the play, Nora seeks a new kind of freedom. Shewishes to be relieved of her familial obligations in order to pursue her own ambitions, beliefs, and identity. LettersMany of the plot s twists and turns depend upon the writing and reading of letters, which function withinthe play as the subtext that reveals the true, unpleasant nature of situations obscured by Torvald andNora s efforts at beautification. Krogstad writes two letters: the first reveals Nora s crime of forgery toTorvald; the second retracts his blackmail threat and returns Nora s promissory note. The first letter,which Krogstad places in Torvald s letterbox near the end of Act Two, represents the truth about Nora spast and initiates the inevitable dissolution of her marriage as Nora says immediately after Krogstadleaves it, We are lost. Nora s attempts to stall Torvald from reading the letter represent her continueddenial of the true nature of her marriage. The second letter releases Nora from her obligation to Krogstadand represents her release from her obligation to Torvald. Upon reading it, Torvald attempts to return tohis and Nora s previous denial of reality, but Nora recognizes that the letters have done more than exposeher actions to Torvald; they have exposed the truth about Torvald s selfishness, and she can no longerparticipate in the illusion of a happy marriage. Dr. Rank s method of communicating his imminent death is to leave his calling card marked with a blackcross in Torvald s letterbox."}
{"text": "The second letter releases Nora from her obligation to Krogstadand represents her release from her obligation to Torvald. Upon reading it, Torvald attempts to return tohis and Nora s previous denial of reality, but Nora recognizes that the letters have done more than exposeher actions to Torvald; they have exposed the truth about Torvald s selfishness, and she can no longerparticipate in the illusion of a happy marriage. Dr. Rank s method of communicating his imminent death is to leave his calling card marked with a blackcross in Torvald s letterbox. In an earlier conversation with Nora, Dr. Rank reveals his understanding ofTorvald s unwillingness to accept reality when he proclaims, Torvald is so fastidious, he cannot face up to-anything ugly. By leaving his calling card as a death notice, Dr. Rank politely attempts to keep TorvaldGet more notes and past papers at downloads.easyelimu.com.from the ugly truth. Other letters include Mrs. Linde s note to Krogstad, which initiates her -life-changingmeeting with him, and Torvald s letter of dismissal to Krogstad. SymbolsSymbols are objects, characters, figures, or colors used to represent abstract ideas or concepts. The Christmas TreeThe Christmas tree, a festive object meant to serve a decorative purpose, symbolizes Nora s position inher household as a plaything who is pleasing to look at and adds charm to the home. There are severalparallels drawn between Nora and the Christmas tree in the play. Just as Nora instructs the maid that thechildren cannot see the tree until it has been decorated, she tells Torvald that no one can see her in herdress until the evening of the dance. Also, at the beginning of the second act, after Nora s psychologicalcondition has begun to erode, the stage directions indicate that the Christmas tree is correspondingly dishevelled. New Year s DayThe action of the play is set at Christmastime, and Nora and Torvald both look forward to New Year s asthe start of a new, happier phase in their lives. In the new year, Torvald will start his new job, and heanticipates with excitement the extra money and admiration the job will bring him. Nora also looksforward to Torvald s new job, because she will finally be able to repay her secret debt to Krogstad."}
{"text": "Also, at the beginning of the second act, after Nora s psychologicalcondition has begun to erode, the stage directions indicate that the Christmas tree is correspondingly dishevelled. New Year s DayThe action of the play is set at Christmastime, and Nora and Torvald both look forward to New Year s asthe start of a new, happier phase in their lives. In the new year, Torvald will start his new job, and heanticipates with excitement the extra money and admiration the job will bring him. Nora also looksforward to Torvald s new job, because she will finally be able to repay her secret debt to Krogstad. By theend of the play, however, the nature of the new start that New Year s represents for Torvald and Nora haschanged dramatically. They both must become new people and face radically changed ways of living. Hence, the new year comes to mark the beginning of a truly new and different period in both their livesand their personalities. Dress and CostumeNora's fancy dress for the party symbolizes the character she plays in her marriage to Torvald. Take noteof when Nora is supposed to be wearing it and for whom. Note too that when she leaves Torvald in the lastact, she first changes into different clothes, which suggests the new woman she is to become. The Masquerade BallThe masquerade ball that Torvald and Nora attend represents the lies and deceit that people resort to ineveryday life. At a masquerade, people hide behind masks. Their true selves cannot be seen through thecostume. Nora is hiding behind a mask of lies, keeping the truth from her husband and Dr. Rank. She ispretending and playing a part much like people do at a masquerade ball. It is not long after the ball thatthe mask comes off and the truth is revealed. The TarantellaA tarantella is a folk dance from southern Italy that accelerates from its already quick tempo andalternates between major and minor keys. In its constant fluctuation, it is like Nora's character. In this Act,it serves as Nora's last chance to be Torvald's doll, to dance and amuse him."}
{"text": "It is not long after the ball thatthe mask comes off and the truth is revealed. The TarantellaA tarantella is a folk dance from southern Italy that accelerates from its already quick tempo andalternates between major and minor keys. In its constant fluctuation, it is like Nora's character. In this Act,it serves as Nora's last chance to be Torvald's doll, to dance and amuse him. Also, the tarantella iscommonly and falsely known as a dance that is supposed to rid the dancer of the bite of the tarantula. Applied to the play, its use suggests that Nora is trying to rid herself of the deadly poison of an outsideforce, however fruitlessly. Rather than alleviating the bite, though, the music and her life only continue toaccelerate and spin out of control. Powered by TCPDF www.tcpdf.org Get more notes and past papers at downloads.easyelimu.com. CHARACTERS AND CHARACTERISATION - A Doll's House Study GuideCharacter ListNoraThe protagonist of the play and the wife of Torvald Helmer. Nora initially seems like a playful, na ve childwho lacks knowledge of the world outside her home. She does have some worldly experience, however,and the small acts of rebellion in which she engages indicate that she is not as innocent or happy as sheappears. She comes to see her position in her marriage with increasing clarity and finds the strength tofree herself from her oppressive situation. Torvald HelmerNora s husband. Torvald delights in his new position at the bank, just as he delights in his position ofauthority as a husband. He treats Nora like a child, in a manner that is both kind and patronizing. He doesnot view Nora as an equal but rather as a plaything or doll to be teased and admired. In general, Torvald isoverly concerned with his place and status in society, and he allows his emotions to be swayed heavily bythe prospect of society s respect and the fear of society s scorn. KrogstadA lawyer who went to school with Torvald and holds a subordinate position at Torvald s bank. Krogstad scharacter is contradictory: though his bad deeds seem to stem from a desire to protect his children fromscorn, he is perfectly willing to use unethical tactics to achieve his goals."}
{"text": "He doesnot view Nora as an equal but rather as a plaything or doll to be teased and admired. In general, Torvald isoverly concerned with his place and status in society, and he allows his emotions to be swayed heavily bythe prospect of society s respect and the fear of society s scorn. KrogstadA lawyer who went to school with Torvald and holds a subordinate position at Torvald s bank. Krogstad scharacter is contradictory: though his bad deeds seem to stem from a desire to protect his children fromscorn, he is perfectly willing to use unethical tactics to achieve his goals. His willingness to allow Nora tosuffer is despicable, but his claims to feel sympathy for her and the hard circumstances of his own lifecompel us to sympathize with him to some degree. Mrs. LindeNora s childhood friend. Kristine Linde is a practical, down-to-earth woman, and her sensible worldviewhighlights Nora s somewhat childlike outlook on life. Mrs. Linde s account of her life of poverty underscoresthe privileged nature of the life that Nora leads. Also, we learn that Mrs. Linde took responsibility for hersick parent, whereas Nora abandoned her father when he was ill. Dr. RankTorvald s best friend. Dr. Rank stands out as the one character in the play who is by and largeunconcerned with what others think of him. He is also notable for his stoic acceptance of his fate. UnlikeTorvald and Nora, Dr. Rank admits to the diseased nature literally, in his case of his life. For the mostpart, he avoids talking to Torvald about his imminent death out of respect for Torvald s distaste forugliness. Bob, Emmy, and IvarNora and Torvald s three small children. In her brief interaction with her children, Nora shows herself to bea loving mother. When she later refuses to spend time with her children because she fears she maymorally corrupt them, Nora acts on her belief that the quality of parenting strongly influences a child sdevelopment. Anne-MarieThe Helmers nanny. Though Ibsen doesn t fully develop her character, Anne-Marie seems to be a kindlywoman who has genuine affection for Nora. She had to give up her own daughter in order to take thenursing job offered by Nora s father. Thus, she shares with Nora and Mrs."}
{"text": "Though Ibsen doesn t fully develop her character, Anne-Marie seems to be a kindlywoman who has genuine affection for Nora. She had to give up her own daughter in order to take thenursing job offered by Nora s father. Thus, she shares with Nora and Mrs. Linde the act of sacrificing herown happiness out of economic necessity. Nora s fatherGet more notes and past papers at downloads.easyelimu.com. Though Nora s father is dead before the action of the play begins, the characters refer to him throughoutthe play. Though she clearly loves and admires her father, Nora also comes to blame him for contributingto her subservient position in life. Analysis of Major CharactersNora HelmerAt the beginning of A Doll s House, Nora seems completely happy. She responds affectionately toTorvald s teasing, speaks with excitement about the extra money his new job will provide, and takespleasure in the company of her children and friends. She does not seem to mind her doll-like existence, inwhich she is coddled, pampered, and patronized. As the play progresses, Nora reveals that she is not just a silly girl, as Torvald calls her. That sheunderstands the business details related to the debt she incurred taking out a loan to preserve Torvald shealth indicates that she is intelligent and possesses capacities beyond mere wifehood. Her description ofher years of secret labor undertaken to pay off her debt shows her fierce determination and ambition. Additionally, the fact that she was willing to break the law in order to ensure Torvald s health shows hercourage. Krogstad s blackmail and the trauma that follows do not change Nora s nature; they open her eyes to herunfulfilled and underappreciated potential. I have been performing tricks for you, Torvald, she saysduring her climactic confrontation with him. Nora comes to realize that in addition to her literal dancingand singing tricks, she has been putting on a show throughout her marriage. She has pretended to besomeone she is not in order to fulfill the role that Torvald, her father, and society at large have expectedof her. Torvald s severe and selfish reaction after learning of Nora s deception and forgery is the final catalyst forNora s awakening. But even in the first act, Nora shows that she is not totally unaware that her life is atodds with her true personality."}
{"text": "Nora comes to realize that in addition to her literal dancingand singing tricks, she has been putting on a show throughout her marriage. She has pretended to besomeone she is not in order to fulfill the role that Torvald, her father, and society at large have expectedof her. Torvald s severe and selfish reaction after learning of Nora s deception and forgery is the final catalyst forNora s awakening. But even in the first act, Nora shows that she is not totally unaware that her life is atodds with her true personality. She defies Torvald in small yet meaningful ways by eating macaroons andthen lying to him about it, for instance. She also swears, apparently just for the pleasure she derives fromminor rebellion against societal standards. As the drama unfolds, and as Nora s awareness of the truthabout her life grows, her need for rebellion escalates, culminating in her walking out on her husband andchildren to find independence. Torvald HelmerTorvald embraces the belief that a man s role in marriage is to protect and guide his wife. He clearlyenjoys the idea that Nora needs his guidance, and he interacts with her as a father would. He instructs herwith trite, moralistic sayings, such as: A home that depends on loans and debt is not beautiful because itis not free. He is also eager to teach Nora the dance she performs at the costume party. Torvald likes toenvision himself as Nora s savior, asking her after the party, D o you know that I ve often wished youwere facing some terrible dangers so that I could risk life and limb, risk everything, for your sake? Although Torvald seizes the power in his relationship with Nora and refers to her as a girl, it seems thatTorvald is actually the weaker and more childlike character. Dr. Rank s explanation for not wanting Torvaldto enter his sickroom Torvald is so fastidious, he cannot face up to anything ugly suggests that Dr.Rank feels Torvald must be sheltered like a child from the realities of the world. Furthermore, Torvaldreveals himself to be childishly petty at times."}
{"text": "Dr. Rank s explanation for not wanting Torvaldto enter his sickroom Torvald is so fastidious, he cannot face up to anything ugly suggests that Dr.Rank feels Torvald must be sheltered like a child from the realities of the world. Furthermore, Torvaldreveals himself to be childishly petty at times. His real objection to working with Krogstad stems not from-deficiencies in Krogstad s moral character but, rather, Krogstad s overly friendly and familiar behavior. Torvald s decision to fire Krogstad stems ultimately from the fact that he feels threatened and offended byKrogstad s failure to pay him the proper respect. Torvald is very conscious of other people s perceptions of him and of his standing in the community. Hisexplanation for rejecting Nora s request that Krogstad be kept on at the office that retaining Krogstadwould make him a laughing stock before the entire staff shows that he prioritizes his reputation overhis wife s desires. Torvald further demonstrates his deep need for society s respect in his reaction toNora s deception. Although he says that Nora has ruined his happiness and will not be allowed to raise thechildren, he insists that she remain in the house because his chief concern is saving the appearance ofGet more notes and past papers at downloads.easyelimu.com.their household. KrogstadKrogstad is the antagonist in A Doll s House, but he is not necessarily a villain. Though his willingness toallow Nora s torment to continue is cruel, Krogstad is not without sympathy for her. As he says, Evenmoney lenders, hacks, well, a man like me, can have a little of what you call feeling, you know. He visitsNora to check on her, and he discourages her from committing suicide. Moreover, Krogstad hasreasonable motives for behaving as he does: he wants to keep his job at the bank in order to spare hischildren from the hardships that come with a spoiled reputation. Unlike Torvald, who seems to desirerespect for selfish reasons, Krogstad desires it for his family s sake. Like Nora, Krogstad is a person who has been wronged by society, and both Nora and Krogstad havecommitted the same crime: forgery of signatures."}
{"text": "As he says, Evenmoney lenders, hacks, well, a man like me, can have a little of what you call feeling, you know. He visitsNora to check on her, and he discourages her from committing suicide. Moreover, Krogstad hasreasonable motives for behaving as he does: he wants to keep his job at the bank in order to spare hischildren from the hardships that come with a spoiled reputation. Unlike Torvald, who seems to desirerespect for selfish reasons, Krogstad desires it for his family s sake. Like Nora, Krogstad is a person who has been wronged by society, and both Nora and Krogstad havecommitted the same crime: forgery of signatures. Though he did break the law, Krogstad s crime wasrelatively minor, but society has saddled him with the stigma of being a criminal and prohibited him frommoving beyond his past. Additionally, Krogstad s claim that his immoral behavior began when Mrs. Lindeabandoned him for a man with money so she could provide for her family makes it possible for us tounderstand Krogstad as a victim of circumstances. One could argue that society forced Mrs. Linde awayfrom Krogstad and thus prompted his crime. Though society s unfair treatment of Krogstad does not justifyhis actions, it does align him more closely with Nora and therefore tempers our perception of him as adespicable character. Powered by TCPDF www.tcpdf.org Get more notes and past papers at downloads.easyelimu.com. GENERAL ESSAY QUESTIONS AND SAMPLE ESSAYS WITH ANSWERS- A Doll's House1. How could the submissive, selfish and silly Nora of the first two acts transform herselfinto an independent woman by the end of the last act? Is the transformation realistic?While Nora puts on a convincing performance of being a submissive, selfish and foolish womanduring the first act, there are early signs that this is not the real her. When she asks Torvald formore money despite having just been on a spending spree, she appears selfish and grasping. Butwe soon discover, in her conversation with Mrs Linde, that she is not squandering the money tosatisfy her own desires, but using it to pay off the loan she took out in order to save her husband'slife. In doing so, she has denied herself new things so that her husband and children can have allthey need."}
{"text": "When she asks Torvald formore money despite having just been on a spending spree, she appears selfish and grasping. Butwe soon discover, in her conversation with Mrs Linde, that she is not squandering the money tosatisfy her own desires, but using it to pay off the loan she took out in order to save her husband'slife. In doing so, she has denied herself new things so that her husband and children can have allthey need. Her arranging the loan and the trip to Italy - and her subsequent careful managementof money and of her secret - show an astonishing strength of character. In addition, she secretlytakes jobs to pay off the loan, a step towards the independence she finally embraces. But in thefirst two acts, Nora does not dare to acknowledge her own strength, let alone use it. There aremany reasons for this. Chief among them are that her beloved Torvald, and society in general,would not comfortably countenance such strength in a woman. So it is easier for Nora to keep herhead below the parapet rather than risk the consequences of showing herself as she is. Nora's submissiveness to Torvald is not all it seems. By playing the doll-child according to hiswishes, she manipulates him into the role of indulgent father-figure. But in spite of her skill at'managing' him, there is one instance in which she desperately wants him to adopt the manly anddominant role: she wants him to rescue her from the ruin caused by Krogstad's revelations. Whenhe fails to provide the strength she needs, she realizes that she no longer loves him, as he is notthe man she thought him. It is almost inevitable that she is forced to find that strength withinherself. Her realization that she wants to pursue her independence is not so much a transformationas an awakening to a strength she has possessed all along.2. In what way does A Doll's House explore social issues?A Doll's House shines a searchlight on Victorian society, drawing attention to its hypocrisy and useof public opinion to suppress individuality."}
{"text": "It is almost inevitable that she is forced to find that strength withinherself. Her realization that she wants to pursue her independence is not so much a transformationas an awakening to a strength she has possessed all along.2. In what way does A Doll's House explore social issues?A Doll's House shines a searchlight on Victorian society, drawing attention to its hypocrisy and useof public opinion to suppress individuality. The critic Bjorn Hemmer, in an essay in The CambridgeCompanion to Ibsen, wrote: \"The people who live in such a society know the weight of 'publicopinion' and of all those agencies which keep watch over society's 'law and order': the norms, theconventions and the traditions which in essence belong to the past but which continue into thepresent and there thwart individual liberty in a variety of ways. \"Torvald lives by society's norms, and when faced with a choice of whether to support his wife orsociety, he sides with society. When he realizes that she has broken the law in forging her father'ssignature on the loan document, he never questions the morality of such a law: it is left to Nora todo that. His aim is to preserve the appearance of respectability and ensure his continuedacceptance in society. He has become so shaped by society's conventions that he cannot see hiswife's suffering. In The Cambridge Companion to Ibsen, Gail Finney writes that in Ibsen's own notesfor this play, he notes that a mother in modern society is \"like certain insects who go away and diewhen she has done her duty in the propagation of the race.\". This view is confirmed by Torvald'srejection of Nora when he discovers her secret; he says she is not fit to bring up their children ifher reputation is tarnished. For Torvald, public life has obscured and overtaken private self. Inorder to find out who she is and what she wants, Nora has to reject the life that society prescribesGet more notes and past papers at downloads.easyelimu.com.for her as a wife and mother, and strike out on her own. \". I am going to see,\" she tells Torvald inAct 3, \"who is right, the world or I.\"But this is not simple. The nineteenth century saw a huge shift from the old social order of selfimprovement within a stable rural society to a new social order founded on money."}
{"text": "Inorder to find out who she is and what she wants, Nora has to reject the life that society prescribesGet more notes and past papers at downloads.easyelimu.com.for her as a wife and mother, and strike out on her own. \". I am going to see,\" she tells Torvald inAct 3, \"who is right, the world or I.\"But this is not simple. The nineteenth century saw a huge shift from the old social order of selfimprovement within a stable rural society to a new social order founded on money. But women atthe time could not control money without the authority of the man who 'owned' them, be ithusband, brother or father. Single and lone women like Mrs Linde had more control over their livesand money than married women, who were discouraged from taking jobs and had to surrendermoney matters to their husbands. But as Mrs Linde's story shows, having no male 'provider'brought its own problems. In sum, women had little power. Power lay with people like Torvald, who is a banker and lawyer. Torvald is able to dictate the fate not only of his family but of Mrs Linde by giving her a job andKrogstad by giving away his job . He is gratified by the prospect of sacking Krogstad because hedisapproves of his morality. In effect, the Torvalds of this world defined morality. As we have seenwith regard to Nora's crime, they also defined the law, and therefore, who was a criminal. It isworth noting that Ibsen based the episode of Nora's forgery on a similar 'crime' committed by afemale friend of his, which ended tragically for her, so he was drawing attention to what he saw asa genuine social problem. He supported economic reform that would protect women's property andbefriended European feminists. Other social issues addressed in the play include how women should be educated, both for theresponsibilities of family and for self-fulfillment; the right of women to define their role in thefamily and society; the degrading effects of poverty on self-fulfillment as with Mrs Linde and theNurse ; and the scourge of venereal disease as suffered by Dr Rank .3. How do different characters use the words \"free\" and \"freedom\"?"}
{"text": "It isworth noting that Ibsen based the episode of Nora's forgery on a similar 'crime' committed by afemale friend of his, which ended tragically for her, so he was drawing attention to what he saw asa genuine social problem. He supported economic reform that would protect women's property andbefriended European feminists. Other social issues addressed in the play include how women should be educated, both for theresponsibilities of family and for self-fulfillment; the right of women to define their role in thefamily and society; the degrading effects of poverty on self-fulfillment as with Mrs Linde and theNurse ; and the scourge of venereal disease as suffered by Dr Rank .3. How do different characters use the words \"free\" and \"freedom\"? How does the use ofthese words change throughout the play?It is Torvald who introduces the concept of freedom in the play, claiming that \"There can be nofreedom or beauty about a home life that depends on borrowing and debt.\". He defines freedom ineconomic terms, as befits an age where power depended upon money. He is also adoptingsociety's values, as debt was disapproved of and considered a sign of moral degeneracy. Thedramatic irony behind his words lies in the fact that Torvald would not have any life at all if his wifehad not gone into debt, though he does not realize this. Like Torvald, Krogstad sees freedom as moral respectability in the eyes of society. His job at thebank is the means by which he will \"cut himself free\" from the stigma of his \"indiscretion\" offorgery. The problem with this approach is that his \"freedom\" depends upon the whim of hisemployer, who also sits in moral judgment on him and can withdraw his job if he finds that he fallsshort in that respect. Mrs Linde feels proud that by working hard, she was able to support her brothers and mother, and\"I was privileged to make the end of my mother's life almost free from care.\". Like Torvald, she isdefining freedom in economic terms. But she is operating at a lower economic level than he is."}
{"text": "His job at thebank is the means by which he will \"cut himself free\" from the stigma of his \"indiscretion\" offorgery. The problem with this approach is that his \"freedom\" depends upon the whim of hisemployer, who also sits in moral judgment on him and can withdraw his job if he finds that he fallsshort in that respect. Mrs Linde feels proud that by working hard, she was able to support her brothers and mother, and\"I was privileged to make the end of my mother's life almost free from care.\". Like Torvald, she isdefining freedom in economic terms. But she is operating at a lower economic level than he is. Sheis talking of being able to provide the necessities of life, whereas he is talking of the relative luxuryof being free from debt. In Act 1, Nora is delighted that soon she will have paid off her debt to Krogstad and will be \"freeGet more notes and past papers at downloads.easyelimu.com.from care, quite free from care; to be able to play and romp with the children; to be able to keepthe house beautifully and have everything just as Torvald likes it!\". At this point, she defines herfreedom in terms of the very things that as she later realizes restrict her: her role as a submissivewife and mother. By the end of Act 2, Krogstad's letter revealing Nora's debt and forgery of her father's signature issitting in Torvald's letterbox. Nora, who fears yet hopes that Torvald will shield her by taking theentire blame upon himself, means to disappear or commit suicide, thereby saving him fromdisgrace. She tells him: \"Then you will be free.\". Thus Torvald will maintain his respectability bymeans of Nora's obliterating herself from his world. At the end of the play, Nora has been awakened to Torvald's narrow-mindedness and no longersees freedom in terms of bondage to him or obliteration of herself. On the contrary, she definesfreedom for herself and Torvald as complete independence from each other, as she leaves themarriage to forge a new life for herself: \"I set you free from all your obligations. You are not to feelyourself bound in the slightest way, any more than I shall. There must be perfect freedom on bothsides. \"4."}
{"text": "On the contrary, she definesfreedom for herself and Torvald as complete independence from each other, as she leaves themarriage to forge a new life for herself: \"I set you free from all your obligations. You are not to feelyourself bound in the slightest way, any more than I shall. There must be perfect freedom on bothsides. \"4. Compare Torvald s and Nora s attitudes toward money. Torvald and Nora s first conversation establishes Torvald as the member of the household whomakes and controls the money and Nora as the one who spends it. Torvald repeatedly teases Noraabout her spending, and at one point Mrs. Linde points out that Nora was a big spender in heryounger days. These initial comments paint Nora as a shallow woman who is overly concerned with-material delights. Yet Nora s generous tip to the porter in the play s opening scene shows that sheis not a selfish woman. More important, once the secret of Nora s loan is made known to theaudience, we see that Nora s interest in money stems more from her concern for her family swelfare than from petty desires. We realize that the excitement she has expressed over Torvald snew, well-paying job results from the fact that more spending money means she can finally pay offher debt to Krogstad. While Torvald seems less enthralled by money because he doesn t talk about it except to chastiseNora for her spending, he is obsessed with having a beautiful home, including a beautiful wife. Heconsiders these things important to his reputation, and keeping up this reputation requires money. Although Torvald accuses Nora of wasting money, Nora spends her money mostly on worthycauses, whereas Torvald uses his for selfish, shallow purposes.5. Why does Torvald constantly reprimand Nora for her wastefulness and foolishnesswhile simultaneously supporting her behavior? What insight does this contradictiongive us into Torvald and Nora s relationship?Torvald perceives Nora as a foolish woman who is ignorant of the way society works, but he likesNora s foolishness and ignorance because they render her helpless and therefore dependent onhim. It soon becomes clear to us that Nora s dependence, not Torvald s love for Nora as a person,forms the foundation of Torvald s affection for her. In Act One, Torvald teases Nora about wastingmoney but then tries to please her by graciously giving her more."}
{"text": "What insight does this contradictiongive us into Torvald and Nora s relationship?Torvald perceives Nora as a foolish woman who is ignorant of the way society works, but he likesNora s foolishness and ignorance because they render her helpless and therefore dependent onhim. It soon becomes clear to us that Nora s dependence, not Torvald s love for Nora as a person,forms the foundation of Torvald s affection for her. In Act One, Torvald teases Nora about wastingmoney but then tries to please her by graciously giving her more. Similarly, he points out her faultsbut then says he doesn t want her to change a bit. He clearly enjoys keeping Nora in a positionwhere she cannot function in the world without him, even if it means that she remains foolish. Get more notes and past papers at downloads.easyelimu.com. In general, Torvald disapproves of any kind of change in Nora s constant, obedient demeanorbecause he needs to control her behavior. When Nora begins to dance the tarantella wildly in ActTwo, he is unsettled. In Act One, Nora says that it would humiliate Torvald if he knew he wassecretly in debt to her for his life, indicating that Torvald wants the power in his marriage to be onesided rather than mutual.6. Compare and contrast Mrs. Linde and Nora at the end of the play. By the end of Act Three, both Nora and Mrs. Linde have entered new phases in their lives. Nora haschosen to abandon her children and her husband because she wants independence from her rolesas mother and wife. In contrast, Mrs. Linde has chosen to abandon her independence to marryKrogstad and take care of his family. She likes having people depend on her, and independencedoes not seem to fulfill her. Despite their apparent opposition, both Nora s and Mrs. Linde sdecisions allow them to fulfill their respective personal desires. They have both chosen their ownfates, freely and without male influence. Ibsen seems to feel that the nature of their choices is notas important as the fact that both women make the choices themselves.7. Using specific examples, discuss how Ibsen's \"progress from one work to the other\" is due to a\"perpetual scrutiny of the same general questions regarded from different points of view. \"8. Do you feel that Ibsen's drama is \"dated\"?"}
{"text": "Ibsen seems to feel that the nature of their choices is notas important as the fact that both women make the choices themselves.7. Using specific examples, discuss how Ibsen's \"progress from one work to the other\" is due to a\"perpetual scrutiny of the same general questions regarded from different points of view. \"8. Do you feel that Ibsen's drama is \"dated\"? To defend your view, cite dramatic themes in theseplays which you consider to be universal, or limited in scope.9. Show how the first act forewarns the audience of almost all the forthcoming events in the rest ofthe drama.10. Point out some instances where Ibsen is able to \"externalize\" inner problems by using effectivesymbols.11. At least one character in each play prefers an imaginary view of life to a realistic viewpoint. Withthis in mind, discuss the life-view of Torvald Helmer.12. In what ways does the vocation of Torvald Helmer provide additional insight into his character?13. Devise an alternative ending for A Doll's House, trying not to violate Ibsen's dramatic thesis. Defend either your new conclusion or the inviolability of Ibsen's original ending.14. Explain the symbolic significance of hereditary disease in A Doll's House.15. Do today's women face the same sort of barriers that women did in Nora's time?16. In what ways is Torvald caged by societal expectations? What about the other men in the play?Krogstad? Dr. Rank?17. What is important about the title? Who is the \"doll\" Ibsen refers to?18. Who is the more significant female character in terms of plot development, Nora or Kristine?Explain your answer.19. Do you think Kristine's decision not to prevent Krogstad from revealing the truth to Torvald is abetrayal of Nora? Does this act ultimately hurt or benefit Nora?20. How does Henrik Ibsen reveal character in A Doll's House? Is Nora a sympathetic character? Didyour opinion of Nora change from the beginning of the play to its conclusion21. Does the play end the way you expected? Do you think this was a happy ending?22. A Doll's House is generally considered a feminist work. Do you agree with this characterization?Why or why not?23. How essential is the setting, both in terms of time period and location?"}
{"text": "A Doll's House is generally considered a feminist work. Do you agree with this characterization?Why or why not?23. How essential is the setting, both in terms of time period and location? Could the play have takenplace anywhere else? Would the final outcome have had the same impact if A Doll's House hadbeen set in the present day? Why or why not? Get more notes and past papers at downloads.easyelimu.com.24. Knowing that the plot is based on a series of events that happened to a female friend of Ibsen's,did it bother you that he used Laura Kieler's story without it benefiting her?25. Which actress would you cast as Nora if you were to stage a production of A Doll's House? Whowould play Torvald? Why is the choice of actor important to the role? Explain your choices. Powered by TCPDF www.tcpdf.org Get more notes and past papers at downloads.easyelimu.com. SAMPLE AND PRACTICE EXCERPTS - A Doll's House Study GuideRead the extract below and answer the questions that follow. 25 marks Nora: It s a shame to say that. I do really save all I can. Helmer: laughing That s very true, - all you can. But you can t save anything!Nora: smiling quietly and happily You haven t any idea how many expenses we skylarks andsquirrels have, Torvald. Helmer: You are an odd little soul. Very like your father. You always find some new way of wheedlingmoney out of me, and as soon as you have got it, it seems to melt in your hands. You never know where ithas gone. Still, one must take you as you are. It is in the blood: for indeed it is true that you can inheritthese things, Nora. Nora: Ah, I wish I had inherited many of papa s qualities. Helmer: And I would not wish you to be anything but just what you are, my little skylark. But do youknow, it strikes me that you are looking-rather what shall I say- rather uneasy today?Nora: do I?HELMER: You do, really."}
{"text": "Still, one must take you as you are. It is in the blood: for indeed it is true that you can inheritthese things, Nora. Nora: Ah, I wish I had inherited many of papa s qualities. Helmer: And I would not wish you to be anything but just what you are, my little skylark. But do youknow, it strikes me that you are looking-rather what shall I say- rather uneasy today?Nora: do I?HELMER: You do, really. Look straight at me. Nora : looks at him well?Helmer: wagging his finger at her Hasn t Miss Sweet Tooth been breaking rules in town today?Nora: No; what makes you think that?Helmer: Hasn t she paid a visit to the confectioner s?Nora: No, I assure you, TorvaldHelmer: Not been nibbling sweets?Nora: No, certainly not. Helmer: Not even take a bite at a macaroon or two?Nora: going to the table on the right I shouldn t think of going against your wishes. Helmer: No, I am sure of that: besides, you gave me your word- Going up to her Keep your littleChristmas secrets to yourself, my darling. They will be revealed tonight when the Christmas tree is lit, nodoubt. Nora: Did you remember to invite Doctor Rank?Helmer: No. But there is no need; as a matter of course, he will come to dinner with us. However, I willask him when he comes this morning. I have ordered some good wine. Nora, you can t think how I amlooking forward to this evening. Nora: So am I! And how the children will enjoy themselves, Torvald!Helmer: It is splendid to feel that one has a perfectly a safe appointment, and a big enough income. Itis Delightful to think of, isn t it?Nora: It s wonderful! Get more notes and past papers at downloads.easyelimu.com.a. Place this extract in its immediate context. 4 marks b. Explain the dramatic irony in this extract 3marks c. Helmer says here it is splendid to feel that one has a perfectly safe appointment . What is hereferring to?d. What issues on money and gender emerge in this extract? 4 marks e."}
{"text": "What is hereferring to?d. What issues on money and gender emerge in this extract? 4 marks e. Identify and illustrate any two ways the playwright has used language to achieve foregrounding inthis extract. 4 marks f. What do we learn about the character of Nora in this extract. 4 marks g. Imagine you are directing this play. Which quality would you look for in an actor to play the role ofTorvald 2 marks h. Explain the meaning of the following expressions as used in the extract? 3 marks i. Wheedling money out of meii. Confectioner siii. You gave me your word Read the extract and answer the questions that followNora: I didn t find it dull. Helmer: smiling but there was a precious little, result, Nora. Nora: oh, you shouldn t tease me about that again. How could I help the cat s going in and tearingeverything to pieces?Helmer: of course you couldn t, poor little girl. You had the best of intentions to please us all, and that sthe main thing. But it is a good thing that our hard times are over. Nora: yes.it is wonderfulHelmer: this time I needn t sit here and be dull all alone and you needn t to ruin your dear eyes and yourpretty little handsNora: clapping her hands no, Torvald, I needn t any longer, need i! It s a wonderfully lovely to her yousay so! Taking his arm now I will tell you how I have been thinking we ought to arrange things. Torvalds. As soon as Christmas is over a bell rings in the hall. There s the bell. She tidies the room . There ssomeone at the door. What a nuisance!Helmer: if it is a caller, remember I am not at home. Maid: in the doorway a lady to see you ma am. A stranger. Nora: ask her to come in. Maid: to Helmer The Doctor came at the same time, sir. Helmer: did he go straight into my room?Maid: yes, sir. Questionsa. What didn t Nora find dull? 2 marks b. What has happened that has made the couple happy? 2 marks c."}
{"text": "What didn t Nora find dull? 2 marks b. What has happened that has made the couple happy? 2 marks c. Discuss two themes evident in this extract. 4 marks Get more notes and past papers at downloads.easyelimu.com.d. There s someone at the door. Add a question tag. 1 mark e. Who is the lady who has come to see Nora? Why does she want to see Nora? 4 marks f. How has Torvalds been portrayed in this extract? Write you answer in note form 4 marks g. Comment on the effectiveness of any style in this extract. 2 marks h. Briefly explain what happens after this extract. 2 marks i. Explain the meaning of the following expressions as used in this extract. 4 marks i. Tease ii. Dull iii. Nuisance .iv. A caller ..Read the extract and answer the questions that follow. Nora: oh, yes, that one; but this one is another. I ordered it. Torvald mustn t know about it. Rank: oho! Then that was the great secret. Nora: of course. Just go in to him; he is sitting in the inner room. Keep him as long asRank: Make your mind easy: I won t let him escape goes into the Helmer s room Nora: to the maid and he is standing waiting in the kitchen?Maid: yes, he came up the back stairs. Nora: but didn t you tell him no one was in?Maid: yes, but it was no good. Nora: he won t go away?Maid: No; he says he won t until he has seen you ma am. Nora: well, let him come in- but quietly. You mustn t say anything about it to anyone. It is a surprise to myhusband. Maid: yes, ma am, I quite understand. Exit Nora: this dreadful thing is going to happen! It will happen in spite of me! No, no, no, it can t happen- itshan t happen.a. Place this extract in its immediate context. 4 marks b. What is referred to as the it by Nora in the first line?"}
{"text": "No, no, no, it can t happen- itshan t happen.a. Place this extract in its immediate context. 4 marks b. What is referred to as the it by Nora in the first line? What does it reveal about the character ofNora? 3 marks c. Explain the use of soliloquy in this extract. 2 marks d. Who is waiting in the Kitchen and why has he come? 3 marks e. This dreadful thing is going to happen. Write in reported speech f. Explain one issue depicted in this extract. 2 marks g. Explain the dreadful thing that Nora fears might happen.h. How is the maid depicted in this extract? 2 marks i. Explain the meaning of the following expressions as used in the extract. 4 marks Get more notes and past papers at downloads.easyelimu.com.i. Make your mind easyii. I won t let him escapeiii. It was no goodiv. DreadfulRead the following extract and answer the questions that follow. Krogstad: Are you sure of that?Mrs. Linde: Quite sure, butKrogstad: with a searching look at her is that what it all means? -. That you want to save your friend atany cost? Tell me frankly. Is that it?Mrs. Linde: Nils, a woman who has once sold herself for another s sake doesn t do it a second Time. Krogstad: I will ask for my letter back. Mrs.Linde: No.no. Krogstad: Yes, of course I will. I will wait here until Helmer comes; I will tell him he must give me myletter back. -. That it only concerns my dismissal- that he is not to read itMrs. Linde: No Nils, you must not recall your letter. Krogstad: But, tell me wasn t it for the very purpose that you asked me to meet you here?Mrs. Linde: In my first moment of fright, it was. But twenty-four hours have elapsed since then, In thattime I have witnessed incredible things in this house. Helmer must know all about it. This unhappy secretmust know all about it. This unhappy secret must be Disclosed; they must have a complete understandingbetween them which is impossible With all this concealment and falsehood going on. Krogstad: Very well, if you take this responsibility."}
{"text": "Helmer must know all about it. This unhappy secretmust know all about it. This unhappy secret must be Disclosed; they must have a complete understandingbetween them which is impossible With all this concealment and falsehood going on. Krogstad: Very well, if you take this responsibility. But then there is one thing I can do in that Case and Ishall do it once. Mrs.Linde: listening you must be quick and go. The dance is over; we are not safe a moment Longer. Krogstad: I will wait for you below. Mrs.Linde: yes, do. You must see me back to my doorKrogstad: I have never had such an amazing piece of god fortune in my life.a. Explain what has happened before this extract. 2 marks b. Explain why Krogstad says he would ask for his letter back? 3 marks c. Nils, a woman who has once sold herself for another s sake doesn t do it second time . Explainwhat makes Mrs.Linde say this. 3 marks d. Make notes on we what we learn about the character of Mrs.Linde in this extract. 4 marks e. Explain the irony in this extract. 2 marks f. But there is one thing I can do in any case and I shall do it at once. What is that Krogstad doeslater and how does it affect the rest of the play. 4 marksg. I have never had such an amazing piece of good fortune in my life! Rewrite beginning Never h. What piece of good fortune is Krogstad referring to? 2 marks i. Explain the meaning of the following words and phrases as used in this extract?i. At any costii. Recalliii. ElapsedGet more notes and past papers at downloads.easyelimu.com.iv. Incredible thingsRead the following extract and answer the questions that follow. Nora: But it was absolutely necessary that he should not know! My goodness can t you Understand that?It was necessary he should have no idea what a dangerous condition He was in. It was to me that thedoctors came and said that his life was in danger And that the only thing to save him was to live in theSouth. Do you suppose I didn t try?First of all, to get what I wanted as it were for myself?"}
{"text": "I mean, of course, when Torvald is No longer as devoted tome as he is now; when my dancing and dressing-up and reciting Have paled on him; then it may be a goodthing to have something in the reserve- Breaking off what nonsense! That time will never come. Nowwhat do you think I am of No use? I can tell you, too, that this affair has caused me a lot of worry. It hasbeen by No means easy for me to meet my engagements punctually. I may tell you that there Issomething that is called, in business, quarterly interest and another thing called?Payment in installments and it is always dreadfully difficult to manage them. I have had To save a littlehere and there, where I could, you understand. I have not been able to Put aside much from housekeepingmoney for Torvald must have a good table. I Couldn t let my children be shabbily dressed: I have feltobliged got use up all he Gave me for them, the sweet little darlings.a. Place this extract in its immediate context. 4 marks b. State and explain any two aspects of style used in this extract. 4 marks c. In about 35 words, summarize Nora s reasons for not revealing the secret to Torvald. 4 marks d. What is the attitude of Mrs.Linde towards Nora in this extract 3 marks e. Explain two themes evident in this extract. 4 marks f. Comment on the character of Nora in this extract. 2 marks g. Explain the meaning of the following words. 4 marks i. Indulgentii. To let him into the secretiii. Put asideiv. CapricesRead the following extract and answer the questions that follow. Get more notes and past papers at downloads.easyelimu.com. Mrs. Linde: is Doctor Rank a man of means?Nora: yes, he is. Mrs. Linde: and has no one to provide for?Nora: no, no one: butMrs. Linde: and comes her every dayNora: yes, I told you so. Mrs. Linde: but how can this well-bred man be so tactless?Nora: I don t understand you at all. Mrs. Linde: Don t prevaricate, Nora. Do you suppose I don t guess who lent you the two?"}
{"text": "Linde: but how can this well-bred man be so tactless?Nora: I don t understand you at all. Mrs. Linde: Don t prevaricate, Nora. Do you suppose I don t guess who lent you the two? Hundred andfifty pounds?Nora: are you out of your senses? How can you think of such a thing! A friend of ours who Comes hereevery day! Do you realize what a horribly painful position that would? Be?Mrs. Linde: No, certainly not. It would never have entered into my head for a moment. Besides, he hadno money to lend then: he came into his money afterwards. Mrs. Linde: well, I think that was lucky for you, my dear Nora. Nora: no, it would never have come into my head to ask Doctor Rank. Although I am quite sure That if Ihad asked him. Mrs. Linde: but of course, you won t.Nora: Of course not. I have no reason to think it could possibly be necessary. But I am quite Sure that if Itold Doctor RankMrs. Linde: behind your husband s back. Nora: I must make an end of it with the other one, and that will be behind his back too. I must make anend of it with him. Mrs.Linde: yes, that is what I told you yesterday, butNora: walking up and down a man can put a Thing like that straight much easier than a womanMrs. Linde: One s husband, yes. Nora: nonsense! Standing still when you pay off a debt you get your bond back, don t you?Mrs. Linde: Yes, as a matter of course. Nora: and can tear it into a hundred thousand pieces, and burn it up- the nasty dirty paper!Mrs. Linde: looks hard at her, lays down her sewing and gets up slowly Nora, you are Concealingsomething from me. Nora: Do I look as if I were?Mrs. Linde: Something has happened to you since yesterday morning. Nora, what s it?a. What happens immediately after this extract? 2 marks Get more notes and past papers at downloads.easyelimu.com.b. Discuss any two issues brought out in this extract? 4 marks c. Explain the use of any two dramatic techniques in this extract. 4 marks d."}
{"text": "What happens immediately after this extract? 2 marks Get more notes and past papers at downloads.easyelimu.com.b. Discuss any two issues brought out in this extract? 4 marks c. Explain the use of any two dramatic techniques in this extract. 4 marks d. Linde is said to be laying down her sewing in this extract. What was she sewing and how isrelevant to the events in this play. 3 marks e. Something has happened to you since yesterday morning. Rewrite as an interrogative. 1mark f. What is Nora concealing from Mrs.Linde? Explain what happens when Mrs.Linde learns of it later inthis extract. 3 marks g. Give the meaning of the following expressions as used in this extract.i. A man of meansii. Prevaricateiii. I must make an end of it.iv. ConcealingRead the following extract and answer the questions that follow. Nora: I don t believe that any longer. I believe that before all else I am a reasonable human Being, just asyou are- or at all events, that I must try and became one. I know quite Well, Torvald that most peoplewould think you right and that views of that kind are to be Found in books. I must think over things formyself and get to understand them. Helmer: can you not understand your place in your own home? Have you not any reliable guide in suchmatters as that? -. Have you known religion?Nora: I am afraid, Torvald, I do not exactly what religion is. Helmer: What are you saying?Nora: I know nothing but what the clergyman said when I went to be confirmed. He told us that religionwas this and that, and the other. When I am away from all this, and I am alone, I will look Into the mattertoo. I will see if what the clergyman said is true, or at all events if it is True for me. Helmer: This is unheard of in a girl of your age! But if religion cannot lead you alright, let me try Andawaken your conscience. I suppose you have some moral sense? Or-answer me- Am I to think you havenone?Nora: I assure you, Torvald that is not an easy question to answer. I really don t know. The thing Perplexesme all together. I only know that you and I look at it in a quite different light."}
{"text": "I really don t know. The thing Perplexesme all together. I only know that you and I look at it in a quite different light. I Am learning, too, that thelaw is quite another thing from what I suppose; but I find it Quite impossible to convince myself that thelaw is right. According to it, a woman Has no right to spare her old dying father, or to save her husband slife. I can t believe That. Helmer: you talk like a child. You don t understand the conditions of the world in which you live. Nora: No, I don t. But now I am going to try. I am going to see if I can make out who is right, the World orI.a. Recount the circumstances leading to the events in this extract. 5 marks b. What is it that Nora doesn t believe any longer? 2 marks c. How is Torvald depicted in this extract. 4 marks d. From elsewhere in the play, how is Nora s character portrayed in a different way from the way sheis portrayed in this extract. 2 marks e. Discuss any concern addressed in this extract. 2 marks f. Why does Helmer ask Nora if she has no religion? 2 marks g. Explain the imagery in this extract. 2 marks h. Describe the mood in this extract. 2 marks i. What is the meaning of the following expressions as used in this extract. 4 marks Get more notes and past papers at downloads.easyelimu.com.i. I am a reasonable beingii. Clergymaniii. Conscienceiv. PerplexesRead the following extract and answer the questions that follow. Nora: But you must believe me, Mr.Krogstad: it is not in my power to help you at all. Krogstad: Then it is because you haven t the will; but I have the means to compel you. Nora: You don t mean that you will tell my husband that I owe you money?Krogstad: Hm-suppose I were to tell him?Nora: it would be perfectly infamous of you. Sobbing to think of his learning my secret which Has beenmy joy and pride, in such an ugly, clumsy way-that he should learn it from you!"}
{"text": "Conscienceiv. PerplexesRead the following extract and answer the questions that follow. Nora: But you must believe me, Mr.Krogstad: it is not in my power to help you at all. Krogstad: Then it is because you haven t the will; but I have the means to compel you. Nora: You don t mean that you will tell my husband that I owe you money?Krogstad: Hm-suppose I were to tell him?Nora: it would be perfectly infamous of you. Sobbing to think of his learning my secret which Has beenmy joy and pride, in such an ugly, clumsy way-that he should learn it from you! And it would put me in ahorribly disagreeable positionKrogstad: only disagreeable?Nora: impetuously well, do it then!-and it will be the worse for you. My husband will see for Himself whata blackguard you are, and you certainly won t keep your post then. Krogstad: I asked you if it was only a disagreeable scene at home you were afraid of. Nora: If my husband does get to know of it, of course he will at once pay you what is still owing You andwe shall have nothing more to do with you. Krogstad: coming a step nearer listen to me, Mrs Helmer. Either you have a bad memory or You knowvery little of business. I shall be obliged to remind you of a few details. Nora: what do you mean?a. It is not in my power to help you at all how is this statement ironic considering earlier events inthis play. 2 marks b. Explain why Krogstad wants Nora to help him 3 marks c. Why has Nora s secret been her joy and pride, in such an ugly, clumsy way? 4 marks d. I asked you if it was only a disagreeable scene at home that you were afraid of? Rewrite in directspeech.e. Explain any one theme evident in this extract 3 marks f. What is Nora s attitude towards Krogstad in this extract? 3 marks g. Discuss one character trait for each of the following. 4 marks h. Krogstadi. Noraj. Krogstad tells Nora the he shall be obliged to remind her of a few details. Briefly explain thesedetails. 3 marks k."}
{"text": "Noraj. Krogstad tells Nora the he shall be obliged to remind her of a few details. Briefly explain thesedetails. 3 marks k. Explain the meaning of the following expressions as used in this extract. 4 marks i. Compelii. Infamousiii. Disagreeableiv. BlackguardRead the following extract and answer the questions that follow. Mrs. Linde: Nora-it was Krogstad who lent you the money! Get more notes and past papers at downloads.easyelimu.com. Nora: Yes, and now Torvald will know about it. Mrs.Linde: Believe me, Nora, that s the best thing for both of you. Nora: you don t know all. I forged a name. Mrs.Linde: Good heavens!Nora: I only want to say this to you, Christine- you must be my witnessMrs. Linde: Your witness? What do you mean? What am I to-?Nora: if I should go out of my mind and it might easily happenMrs. Linde: Nora!Nora: or anything else should happen to me anything, for instance, that prevent my being HereMrs. Linde: Nora! Nora! You are quite out of your mind. Nora: and if it should happen that there was someone who wanted to take all the responsibility, all theblame, you understandMrs. Linde: Yes, yes-but how can you suppose-?Nora: Then you must be my witness, that is not true Christine. I am in my right senses now, and Now I tellyou no one else has known anything about it; I and I alone, did the whole thing. Remember that. Mrs. Linde: I will, indeed. But I don t understand all this. Nora: how should you understand it? A wonderful thing is going to happen.a. Briefly explain what has just happened before this extract. 3 marks b. Believe me Nora, that s the best thing for both of you. From elsewhere in the play, which reasonsdoes mrs. Linde give to support what he says now? 3 marks c. Explain the dominant theme in this extract 3 marks d. Explain what tone would be appropriate in reading Nora s parts in this extract. 2 marks e. From this extract, how has Nora violated social ethics? 2 marks f. Nora says a wonderful thing is going to happen."}
{"text": "Explain what tone would be appropriate in reading Nora s parts in this extract. 2 marks e. From this extract, how has Nora violated social ethics? 2 marks f. Nora says a wonderful thing is going to happen. From the rest of the play, explain what she meansby that? 3 marks g. Discuss one aspect of style in this extract. 2 marks h. What do we learn about the character of Mrs.Linde in this context. 2 marks i. I and I alone did the whole thing Rewrite beginning The whole thing j. Explain the meaning of the following expression s as used in this extract. 4 marks i. Forgedii. Go out of my mindiii. Prevent my being hereiv. Right sensesRead the following extract and answer the questions that follow. Helmer: miserable creature- what have you done?Nora: let me go. You shall not suffer for my sake. You shall not take it upon yourself. Helmer: No tragic airs, please. Locks the hall door here you shall stay and give me explanation. Do youunderstand what you have done? Answer me! Do you understand what you? NHave done? Get more notes and past papers at downloads.easyelimu.com. Nora : looks steadily at him and says with a growing look of coldness in her face yes now I am Beginningto understand thoroughly. Helmer: walking about the room what a horrible awakening! All these years- she who was my Joy andpride- a hypocrite, a liar-worse, worse a criminal. The unutterable ugliness Of it all- For shame! Nora issilent and looks steadily at him. He stops in front of her I ought to have suspected something of that sortwould happen. I ought to have seen it. All your father s want of principle has come out in you. No religion,no morality, no sense of Duty- how I am punished for having winked at what he did! I did it for your sake,and this is How you repay me. Nora: yes, that s just it. Helmer: Now you have destroyed all my happiness. You have ruined all my future. It is horrible To thinkof! I am in the power of an unscrupulous man; he can do what he likes with me, Ask anything he likes ofme, give me any orders he pleases- I dare not refuse."}
{"text": "You have ruined all my future. It is horrible To thinkof! I am in the power of an unscrupulous man; he can do what he likes with me, Ask anything he likes ofme, give me any orders he pleases- I dare not refuse. And I Must sink to such miserable depths because ofa thoughtless woman. Nora: when I am out of the way, you will be free.a. What has happened before this extract 2 marks b. Explain what Nora means by saying you shall not suffer for my sake 3 marks c. Describe Helmer s change of attitude towards Nora. 3 marks d. Describe two character traits of Krogstad from this extract 4 marks e. Explain two recurring ideas in this extract 4 marks f. Explain the use of satire in this extract. 2 marks g. When I am out of the way, you will be free. Give two possible meanings of Nora s wordsconsidering what happens later in the play. 2 marks h. Here you shall stay and give me an explanation. Rewrite beginning You.... i. Explain the meaning of the following expressions as used in the excerpt. 4 marks i. Take it upon yourselfii. No tragic airsiii. Your father s want of principleiv. Unscrupulous manRead the following extract and answer the questions that follow. Helmer: standing at the open door . Yes, do. Try and calm yourself, and make your mind easy again, myfrightened little singing bird. Be at rest, and feel secure; I have broad wings to shelter you under. Walksup and down by the door how warm and cozy our home is, Nora. Here is The shelter for you; here I willprotect you like a hunted dove that I have saved from A hawk s claws; I will bring peace to your poorbeating heart. It will come, little by Little, Nora, believe me. Tomorrow morning you will look upon itdifferently; soon Everything will be just as it was before. Very soon you won t need me to assure You that Ihave forgiven you; you will yourself feel the certainty that I have done so. Can You suppose I should everthink of such thing as repudiating you, or even reproaching You? You have no idea what a true man sheart is like, Nora."}
{"text": "Very soon you won t need me to assure You that Ihave forgiven you; you will yourself feel the certainty that I have done so. Can You suppose I should everthink of such thing as repudiating you, or even reproaching You? You have no idea what a true man sheart is like, Nora. There is something so Indescribably sweet and satisfying, to a man, in the knowledgethat he has forgiven his Wife- forgiven her freely, and with all his heart. It seems as if that had made her,as it Doubly his own; and she has in a way become both wife and child to him. So you shall Be for me afterthis, my little scared helpless darling. Have no anxiety about anything, Nora; Only be frank and open withme, and I will serve as will and conscience both to you- what Is this? Not gone to bed? Have you changedyour things?Nora: in everyday dress yes, Torvald, I have changed my things now. Helmer: But what for? -. So late as this. Nora: I shall not sleep tonight. Get more notes and past papers at downloads.easyelimu.com. Helmer: But, my dear NoraNora: looking at her watch it is not so very late. Sit down here, Torvald. You and I have so much to sayto one another. She sits down at one side of the table Helmer: Nora-what s this? -. This cold, set face?Nora: sit down. It will take some time: I have a lot to talk over with you. Helmer: sits down at the opposite side of the table you alarm me, Nora! And I don t understand You. Nora: no, that is just it. You don t understand me, and I have never understood you either before tonight. No, you mustn t interrupt me. You must simply listen to what I say. Torvald, this is settling of accounts. Helmer: what do you mean by that?a. Place this excerpt in its immediate context. 4 marks b. How is the character of Helmer brought out in this excerpt? 4 marks c. Comment on the use of imagery in this extract? 4 marks d. What are the two main issues of concern that are addressed in this extract 4 marks e. Describe the tone of Torvald in his first line?"}
{"text": "Comment on the use of imagery in this extract? 4 marks d. What are the two main issues of concern that are addressed in this extract 4 marks e. Describe the tone of Torvald in his first line? 2 marks f. I shall not sleep tonight. Rewrite in the affirmative. 1 mark g. Why is Nora in everyday dress? 2 marks h. Explain the meaning of the following words as used in excerpt 4 marks i. Repudiatingii. Reproachingiii. Indescribablyiv. AccountsRead the following extract and answer the questions that follow. Nora: yes, tremendous! A barrister s profession is such an uncertain thing, especially if he won t Unsavorycases; and naturally Torvald has been willing to do that, and I quite agree with Him. You may imagine howpleased we are! He is to take up his work in the bank at the New Year. And then he will have a big salaryand lots of commissions. For the future we Can live quite differently- we can do just as we like. I feel sorelieved and happy, Christine! It will be splendid to have heaps of money and not need to have anyanxiety, Won t it?Mrs. Linde: Yes, anyhow I think it would be delightful to have what one needs. Nora: No, not only what one needs, but heaps and heaps of money. Mrs.Linde: smiling Nora. Nora, haven t you learned sense yet? In our schooldays you were a Greatspendthrift. Nora: laughing yes, that is what Torvalds says now. Wags her finger at her but Nora, Nora is Not sosilly as you think. We have not been in a position for me to waste money. We have Both had to work. Mrs.Linde: You too?Nora: yes; odds and ends, needlework, crotchetwork, embroidery and that kind of thing dropping Hervoice and other things as well. You know Torvald left his office when we were Married? There was noprospect of promotion there, and he had to try and earn more than Before. But during the first year heoverworked himself dreadfully."}
{"text": "You know Torvald left his office when we were Married? There was noprospect of promotion there, and he had to try and earn more than Before. But during the first year heoverworked himself dreadfully. You see he had to Make money every way he could, and he worked earlyand late; but he couldn t stand and Fell dreadfully ill, and the doctors said it was necessary for him to gosouth.a. Explain what happens after this extract. 2 marks Get more notes and past papers at downloads.easyelimu.com.b. Identify and illustrate two character traits of Nora and comment on them 4 marks c. Identify two aspects of style in this excerpt and comment on their effectiveness. 4 marks d. Explain two thematic concerns that are addressed in this extract. 4 marks e. In this extract, Torvalds is portrayed as overworking. Where else is portrayed in a similar way? 2marks f. What was Torvald s reaction when Nora told him he needed to go south for treatment? 2 marks g. There was no prospect of promotion there rewrite adding a question tag. 1 mark h. Nora says Torvald has been calling her spendthrift. Give two instances where Torvald referred toher as a spendthrift? 2 marks i. Explain the meaning of the following words as used in this extract. 4 marks i. Barristerii. Unsavouryiii. Prospectiv. DreadfullyRead the following extract and answer the questions that follow. Nora: yes, you could-couldn t you?Helmer: And I hear he is a good worker too. But I knew him when were boys. It was one of those Harshfriendships that so often prove an incubus in afterlife I may as well tell you plainly, We were once on veryintimate terms with one another. But this tactless fellow lays no Restraint on himself when other peopleare present. On the contrary, he thinks it gives Him the right to adopt a familiar one with me and everyminute it is I say, Helmer, Old Fellow and that sort of thing I assure you it is extremely painful for me. Hewould make My position at the bank intolerable. Nora: Torvald, I don t believe you mean that. Helmer: Don t you?"}
{"text": "But this tactless fellow lays no Restraint on himself when other peopleare present. On the contrary, he thinks it gives Him the right to adopt a familiar one with me and everyminute it is I say, Helmer, Old Fellow and that sort of thing I assure you it is extremely painful for me. Hewould make My position at the bank intolerable. Nora: Torvald, I don t believe you mean that. Helmer: Don t you? Why not?Nora: because it is such a narrow minded way of looking at things. Helmer: What are you saying? Narrow-minded? Do you think I am narrowing minded?Nora: no, just the opposite dear-and it is exactly for that reason. Helmer: It is the same thing. You say my point of view is narrow-minded, so I must Be so too. Narrow0minded! Very well- I must put an end to this. Goes to the hall and calls Helen!Nora: what are you going to do?Helmer: looking among his papers settle it. Enter MAID look here; take this letter and go Downstairswith it at once. Find a messenger and tell him to deliver it, and be quick. The address is on it, here is themoney. Maid: very well, sir. Exit with the letter Helmer: putting his papers together now then, little misses Obstinate. Nora: breathlessly Torvald- what was that letter?Helmer: Krogstad s dismissal. Nora: call her back, Torvald. There is still time. Oh Torvald, call her back! Do it for my sake- for Your ownsake- for the children s sake! Do you hear me Torvald? Call her back. You don t Know what that letter willbring upon us. Get more notes and past papers at downloads.easyelimu.com. Helmer: It s too late. Nora: Yes, it s too late. Helmer: My dear Nora, I can forgive the anxiety you are in, although really it is an insult to me. It isindeed. Isn t it an insult to think that I should be afraid of starving a quill s driver vengeance? But I forgiveyou nevertheless, because it is such eloquent witness to your great love for me."}
{"text": "It isindeed. Isn t it an insult to think that I should be afraid of starving a quill s driver vengeance?But I forgiveyou nevertheless, because it is such eloquent witness to your great love for me. Takes her in his arms .And that it should be, my own darling Nora. Come what will, you may be sure that I shall have bothcourage and strength if they may be needed. You will see I am a man enough to take everything uponmyself.a. Explain what happens after this extract. 3 marks b.Comment on two issues addressed in the text. 4 marks c.State and explain the character trait for each of the two characters in this extract. 4 marks i.Torvaldii. Krogstadd. Why does Nora want the maid to be called back? 3 marks e.Identify two literary strategies used in this extract 4 marks f.Referring to other parts of the text, why can t Torvald work with Krogstad? 2 marks g.Because it is such a narrow minded way of looking at things rewrite using narrow mindedly 1mark h.Explain the meaning of the following words as used in this extract. 4 marks i.Intolerableii. Narrow-mindediii. Obstinateiv.vengeancePowered by TCPDF www.tcpdf.org."}
{"text": "THE FORMULA METHODTEACHERS NAME .TSC NO SCHOOL INSTITUTION FORM: THREESUBJECT: MATHEMATICSTOPIC: QUADRATIC EXPRESSIONS AND EQUATIONSSUB TOPIC: SOLVING THE FORMED EQUATION USING THE FORMULA METHODWEEK:3LESSON NO: 5DATE ..TIME ..OBJECTIVES: By the end of the lesson the learner should be able to:Solve the formed equations using the formula methodLESSON PRESENTATIONSELF EVALUATION."}
{"text": "PHYSICS SCHEMES OF WORKFORM FOUR 2019TERM IREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s BookPHYSICS SCHEMES OF WORKFORM FOURTERM IIREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s BookPHYSICS SCHEMES OF WORKFORM FOURTERM IIIREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s Book."}
{"text": "The River and the SourceQ1. Read the extract below and answer the questions that follow. At first light, as was her wont- for she was an early riser, she woke the entire village with wails and screams. People rushed out of their houses to the chief s homestead thinking that it was the chief or his son who had died, for either case it would have been Nyar Yimbo s duty to raise the alarm. When a good sized crowd had gathered, she stood just outside her house and spoke with a loud voice. I Akoko Obanda Nyar Yimbo daughter of the people of Yimbo came to the homestead of Owour Kembo, chief, as a pure girl nineteen seasons old. In all that time I was taught nothing but the ways of Chik and how to conduct myself as a woman of impeccable birth. Never in all that time did my mother or my father take me out in the dark for the purpose of showing me how to cast spells or to brew love potions to snare the hearts of me. I was taught that the way to keep a man was by the work of my hands and the words of my mouth. Obanda my granduncle was a great healer, after whom many children are named. He was known to harm no man and frequently sent off those who sought trouble for others with a flea in their ear. Has anyone ever seen me gossiping with other women at the water hole? Do I always not rise early to till my lands? Have I ever begged for food from you my mother-in-law as all your daughters-in-law do? Do I not always have enough to eat and more left over to barter in exchange for cattle, goats and sheep? Indeed the size of the herds had become quite impressive . Children are a gift from Were both to the deserving and undeserving. Do not even murderers, witches and sluggards who cannot even feed themselves have children? Should I spit in the eyes of Were like a snake and deny that he has given me children? Were creates a child in its mother s womb in secret, in his own time and at his own evolution. I have not stood in the way of my husband and other women. He is the chief and I cannot order him either to marry or not to marry."}
{"text": "Were creates a child in its mother s womb in secret, in his own time and at his own evolution. I have not stood in the way of my husband and other women. He is the chief and I cannot order him either to marry or not to marry. Much has been said by the daughter of the people of Asembo nyar Asembo and her son Otieno about the thirty head of cattle that were paid to my father as a bride price. It causes them much bitterness that I have not borne thirty children in exchange for those cattle. Indeed my continued presence here is bitter aloes to them. Therefore I shall lift their gloom and suffering and depart from here to go back to my father s house. Be it known that my father was a wealthy man before receiving those cattle and would have remained wealthy without them. For none of my twenty- one brothers is wifeless. Be it noted also that the wealth I have created in this home is more than double the number paid for me. This everyone knows. Therefore when I reach home, I shall request the council of Jodongo to convene proceedings for a separation. My people will give back your cattle and you will give me back mine. A Explain what happens just before the extract. 3 marks b Identify one theme that is addressed in this excerpt. 2 marks c Identify and illustrate two features of style used in the extract. 4 marks d Identify and illustrate three character traits of Akoko as brought in the extract. 6 marks e Comment on the view that this society holds about a married woman. 2 marks f Explain the meaning of the following phrase as used raise the alarm 1 mark g Children are a gift from were both to the deserving and the undeserving."}
{"text": "Religion Akoko believes in were- children are a gift from Were and created them in secret. 3. Traditions naming of a children; Obanda my granduncle was a great healer,after whom many children are named. C Rhetorical questions Has anyone ever seen me gossiping with other women at the water hole? Use of local language- Were chik children are brought up in the way of chik1 mark for identification1 mark for illustration d 1. Hardworking determinedShe tills her land and has enough to eat and barter2. Impulsive rash reckless-when she learns about the accusation from the mother in law she wails and people gather. She does not think about the results of her action. 3. Religious- she strongly believes that children are a gift from Were- god. E - Women are viewed as a source of wealth. Akoko says that thirty head of cattle waspaid as bride price. -. Women are supposed to bear as many children as possible as long as bride price was paid for them 1 mark each f Attract attention g Are children a gift from Were both to the deserving and undeserving? H Owour Kembo- treats Akoko as a queen 1 markOtieno treats his wives like sluts1 mark i -Akoko leaves her matrimonial home. -. The children protest but she orders them to go back and wait their father s return. -. When Owour Kembo comes and gets the story, he almost strikes his mother and throttles his brother half to death.1 markQ2. Read the extract below and answer the questions that follow. She means everything to me . She looked at him steadily for a little while. So do you -though I am beginning to think it s a waste of time. When are you going to propose if at all?. We ve known each other for six years. Six years? What I don t have by now I ll never get. I am twenty six years old and you are looking at the finished product. And I am tired of being asked when I will bring home the man from Ruguru- meaning the man from the west as my relatives refer to you . You do not mean it, don t you?"}
{"text": "I am twenty six years old and you are looking at the finished product. And I am tired of being asked when I will bring home the man from Ruguru- meaning the man from the west as my relatives refer to you . You do not mean it, don t you? It is not brain fever due to overwork and lack of sleep, is it? He said it half in rest, half in earnest. You really are too much, she said getting up. Come on! Do have a sense of humor. It isn t every day a girl proposes to me. As a matter of fact this is the first time so forgive me if don t quite know what to say. But you know there s never been anyone else since I met you. To heal with it, since we are in the age of equality, why don t I just say that there s never been anyone else? The answer is yes I ll marry you. Any day you want. Today, if we can get anyone to marry us . You are really a comedian, you know. What are you still doing here- an underpaid intern? Your should be out there earning your millions with bill Cosby and the rest . This was how there conversation always ended. Two strong wills pitted against each other. She wondered if she was taking on more than she could manage. But he had a power over her- which even he did not know. There was no one else, there could be still she was piqued by him. Point taken. But I am dead serious. You can tell your mum that I ll over pay my courtesy call as soon as this internship business is over. My intentions towards her daughter have always been good even if I am not a son of Mumbi and Gikuyu- the founders of your great tribe . The alarm rang and cut him short. Yak! I ve got to run, honey. I have gallonfuls of blood testing yet to be done. I ll just walk you to the bus stop and then get on with the job at hand. He grubbed his coat and opened the door. She understood. After all, she herself was an intern and at the mercy of the clock and the back and call of others. It was one hell of a life and once heel of a courtship. Why couldn t she fall in love with an ordinary guy who worked ordinary hours? One doctor in the house was than enough. She wondered if the marriage would survive the onslaught of medicine."}
{"text": "4 marks e Which trait of character is shared by both Aoro and Wandia in this excerpt? 3 marks f Illustrate any two features of style used in the excerpt. 2 marks g Where do Aoro and Wandia meet for the first time in the story? 1 mark h There s never been anyone else since I met you Beginning: Never . 1 mark Answers a BeforeWandia has time off from Machakos Hospital to go and see her mother. On her way to Muranga she stops by to see Aoro her boyfriend in Nairobi. 2 marks AfterWandia meets her mother in Hospital she also visits her sister and spends the night there. Her intended marriage to Aoro is discussed by both her sister and mother. 2 marks b Change 1 mark - Wandia proposes to Aoro, a deviation from the norm since men normally propose to women 1 mark . C ii Wandia s mother. 1 mark ii Because of worry, overwork and lately diabetes. 1 mark iii She is mature and ready for marriage. She does not require any more time to develop. 1 mark d -they have no time to rest or eat. -they have no time for social life-they have no sleep and are overworked. -. They interact with rude and uncompromising consultants.4 x1 4 marks e Both are loving caring 2 marks-Wandia proposes to Aoro-Aoro confesses to Wandia 1 Identification -2Illustration -1 f Direct address she means everything to me Humour I ll marry you. Any day you want. Today, if we can get anyone to marry us. Rhetorical question- why couldn t she fall in love?2 marks g At the university of Nairobi as they pursue medicine1 mark h Never has there been anyone else1 markQ3."}
{"text": "Any day you want. Today, if we can get anyone to marry us. Rhetorical question- why couldn t she fall in love?2 marks g At the university of Nairobi as they pursue medicine1 mark h Never has there been anyone else1 markQ3. Read the following extract and answer the questions that followOdero looked confused for a moment, having expected a spirited fight to reduce the number to at least twenty head. However, he was not a great Chief for nothing. He rose beautifully to the occasion. After all style had to be met with style, Nyadhi with Nyadhi Ayie, I have accepted your suit. May the young girl be called so that people of Sakwa may see what a jewel we are giving them. Giving us! Thought Otieno in annoyance. At this rate there will be no cattle left for me pay bride price with. In a little while Akoko walked in, in the company of her mother. Traditionally the girl at this point should have been the picture of demure shyness, her eyes fixed firmly on the floor, her hands held together in front of her mouth. Not Akoko. She walked in, steps measured, head held high, hands at her sides. Her head swiveled around a bit and then her gaze rested on Owuor. Let him see what he was getting. What a brazen lass, thought Otieno. Thirty head indeed! Owour experienced an indescribable sensation. What happened, of course was that he had fallen deeply and irrevocably in love. Since that was not considered particularly important for a successful marriage, he did not understand or appreciate what was happening to him and that it would change his entire life and outlook. She turned and left the room. Her mother remained for the rest of the ceremony. People of Sakwa, continued Aloo, We are pleased that we have reached an understanding. We hope that a friendship will spring up between us now and into posterity. Let us pour more libation to Were and drink more kong o to gladden our hearts. Mother of Akoko, please bring us some food. The feasting went on into the late afternoon until about the tenth hour. Then the suitors had to leave, for chick did not allow them to spend the night."}
{"text": "Let us pour more libation to Were and drink more kong o to gladden our hearts. Mother of Akoko, please bring us some food. The feasting went on into the late afternoon until about the tenth hour. Then the suitors had to leave, for chick did not allow them to spend the night. Questions a Place this excerpt in its immediate context. 4mks b What were chief Odero s expections after fixing the bride price at thirty head? 2mks c Why is Otieno disappointed? 2mks d Explain what Otieno does later in the novel as a sign of dislike for Akoko. 4mks e Explain the meaning of the following words as used in passage i Demure ii Brazen lass f Change the following into a question 1mk What a braze lass g Describe any two aspects of tradition evident in the excerpt. 2mks h Describe Otieno s character as depicted in the extract. 4mks i Examine two aspects of style and their effects. 4mks Answers a Before- The Jodongo had been outside consulting on how much to demand as bride price. -. They have come back into the hut. After- The people of Sakwa bring the bride price- Akoko is married off after the traditional mock fight b He thought the suitors would request to have it reduced. It wasn t to be c He did not expect the bride price to be fixed at thirty heads as this would mean there will be no more cattle to pay bride price for his own wives d Complains as does his mother about Akoko s inability to have many children. He takes away Akoko s wealth."}
{"text": "After- The people of Sakwa bring the bride price- Akoko is married off after the traditional mock fight b He thought the suitors would request to have it reduced. It wasn t to be c He did not expect the bride price to be fixed at thirty heads as this would mean there will be no more cattle to pay bride price for his own wives d Complains as does his mother about Akoko s inability to have many children. He takes away Akoko s wealth. He is not willing to hand over the chieftaincy to Akoko s grandchild e i Modest ii A girl who is shameless f Is she not a brazen lass? G Tradition the behaviour of girls before their suitors they should be shy, their eyes on the ground hands at their mouthsSuitors cannot spend the night at their in-laws h Selfish wants Akoko s bride price reduced so as to benefit at this rate there will be no cattle left to pay bride price with Sarcastic says Thirty head indeed. As he does not approve of Akoko s behaviour 4mks i - Metaphor Jewel refers to Akoko she is precious her beauty makes her extremely valuable as a jewel- Local dialect Kong o and Were - the local words give the story local flavorQ4. Read t he following extract and answer the question that followVera did not want to be held, and the big flashing eyes on her skinny face were restless and tempestuous. Even adults were a little afraid of her. She however had one saving grace; her capacity for love. Hers was and would remain a passionate nature. She took nothing for granted. She was completely loyal and from an early age her sister was the object of love and protection. It was her business to see to it that Becky was happy and had everything she needed. She was willing and ready to do battle with anyone who crossed Becky s path and she was a fearless fighter although tears were ready to fall at the slightest provocation. Once when she was about five, she almost tore a playmate apart before anyone realized what was happening because she was screaming at the top of her lungs while pummeling him. The boy remained mute and shocked and did not or could not utter a sound."}
{"text": "There was suspicion everywhere -white against black and black against white .the kikuyu especially suffered greatly- and could be shot ,maimed, killed or translocated at a moment s notice. They returned atrocity for atrocity and blood flowed- both black and white. Mark was very lonely without his wife and children. He particularly missed little Vera s constant chatter which he had found so irritating before. She had been tireless and irrepressible, but now he would have given anything to hear her say: Father why is mother s stomach so big? A Place the extract in its immediate context.4 marks b Characterize Vera according to the extract.4 marks c Identify and illustrate two features of style employed in the extract.4 marks d What are some of the themes brought out in the extract? 6 marks e In a paragraph of not more than 20 words give the effects of war as seen in the extract.4 marksRough draft Fair copy f Mark is said to have been lonely. This loneliness leads to something. Briefly say whathappens.3 marks Q5. Read the extract below and answer the questions that follow. Let them show that my daughter is not going to starve in that wasteland they call a home. They trooped back into the hut and the negotiations began in earnest. Brother, people of Sakwa, we are pleased to welcome you to Yimbo. It is customary, because of the good dak between us, for you to marry our daughters and we yours. We are therefore more than neighbours, we have great wat between us of the intermingling of blood though this has not occurred between our two lines so there is no danger of brother marrying sister- a great taboo."}
{"text": "Brother, people of Sakwa, we are pleased to welcome you to Yimbo. It is customary, because of the good dak between us, for you to marry our daughters and we yours. We are therefore more than neighbours, we have great wat between us of the intermingling of blood though this has not occurred between our two lines so there is no danger of brother marrying sister- a great taboo. Since you are our brothers, we will not make things difficult for you. Here he stopped to take a sip of Kong o and you could have heard the ants talk, so great was the silence. However, nobody was fooled by his sweet words. He continued, enjoying immensely the tension he was creating. Our daughter, Adoyo Obanda is a great beauty whose assets have been praised and sung by many a nyatiti singer from here to Chumbu Kombit, from Sakwa to Loka Nam. She is as fleet as a gazelle and her flying feet have been incorporated into the saying of our village so that mothers sending their daughters on errand tell them to run like Adoyo of the flying feet. She has been carefully brought up and has been taught all the requirements of chik. She is a very apt pupil, and will therefore not bring shame and ruin to her husband by improper conduct. Her antecedents are peerless for she can trace her bloodline clear to Ramogi our great father and her blood is pure for we have always taken care to marry correctly. She is also the eldest daughter of our great chief, a man whose fame is known throughout this land. After careful consultation, we have therefore decided that thirty head of cattle should be the proper bride price. Was that an inaudible gasp from someone at the back? Chief Owour Kembo signaled to his uncle and the old man spoke. A State what happens just before and after this extract. 4 marks b What is the importance of this ceremony? 3 marks c Identify and illustrate two themes brought out in the extract. 4 marks d Identify and illustrate 3 features of style used in the extract."}
{"text": "Chief Owour Kembo signaled to his uncle and the old man spoke. A State what happens just before and after this extract. 4 marks b What is the importance of this ceremony? 3 marks c Identify and illustrate two themes brought out in the extract. 4 marks d Identify and illustrate 3 features of style used in the extract. 3 marks e With illustrations, cite two character traits of Akoko as evidenced in the extract. 4 marks f We have therefore decided that thirty head of cattle should be proper bride price. Rewrite the statement in indirect speech 1 mark g Let them show that my daughter is not going to starve in that wasteland they call a home. Who says this and what aspect of his her character is brought out in the statement? 2 marks h However, nobody was fooled by his sweet words. Change into active voice 1 mark i What was Otieno s reaction about the bride prize? 3 marks Answers a Before- Akoko s marriage negotiations are going on. -Chief Odero Gogni calls the council Jodongo outside for consultation. -. He had already sent away twelve suitors who wanted a hand in marriage for his eldest daughter. -. He liked this particular suitor but wants to trim their arrogance. -. Sets bride price at thirty heads of cattle.2 marksAfter- The suitors request to be allowed to consult. -. Watching what was going on from her mothers kitchen. Akoko is resignedto remaining in her father s home. -. The suitors especially Otieno Kembo argue against the high bride price. -Owour Kembo accepts the dowry asked for without bargaining. 2 marks b - the marriage was to portray the great friendship between the two parties involved inthe case of Sakwa and Yimbo."}
{"text": "- the suitors especially Otieno Kembo argue against the high bride price. -Owour Kembo accepts the dowry asked for without bargaining. 2 marks b - the marriage was to portray the great friendship between the two parties involved inthe case of Sakwa and Yimbo. -. Intermarriage was to lead to a cordial relationship. -. Customarily, good neighborliness was to be fostered through marriage. 3 marks c TraditionMarriage institution was core in the people s lives. Negotiations and dowry payments was necessary before marriage took place. Love and marriageLove wasn t a necessary ingredient for marriage to take place. A girl married the man of her fathers choice. 4 marks d simile she is as fleet as a gazelle. Personification you could have heard the ants talk. Metaphor her flying fleet. Local language wat dak nyatiti kongo Any three 3 marks e fast swift she is as fleet as a gazelle. Apt she is apt pupilPure her antecedents are peerless can trade her bloodline Her blood is pure. Popular have been praised by many singers4 marks f They said that it had therefore been decided that thirty head of cattle should be theproper bride prize. G chief Odero GogriProud egoistic- Sets high expectations for his visitors. -. Refers to their home as wasteland. Loving caring-wants to ensure his daughter would be comfortable when she gets married. 2 marks h - we were however not fooled by his sweet words.2 marks i - says thirty heads was enough to marry three wives. -. Says women are all the same. -. Suggests that they should get of there. 3 marksQ6. Read the extract below and answer the questions that follow. She felt the weight of injustice that women have felt since time immemorial in her male dominated world."}
{"text": "3 marksQ6. Read the extract below and answer the questions that follow. She felt the weight of injustice that women have felt since time immemorial in her male dominated world. Even a half- wit like her brother-in law could rob her of her hard earned wealth, and her grandson of his rightful position as the chief, for in all truth Otieno should have held the chief s stool only until the infant Owour came of age, but it was now clear he had no intention of ever giving up the chiefdom and after his death, his numerous sons would make sure that it stayed in the family. Owour would be outnumbered practically by infinity to one. As it was, his grandmother feared for his life and watched him like a hawk. It was disquieting to have all one s egg in this one tiny frail basket. After pondering over her predicament at length Akoko decided to make contact with the sirikal and seek their intervention. The first thing she did was to remove her two year old grandson and take him back to her brother, Oloo in Yimbo. His mother had meanwhile married one of the numerous cousins. In any case she was not the sort of woman to fight for her rights, leave alone her sons s. All she wanted was a husband and some security, and who could blame her? After all not everybody could be like Akoko. Before she left she went to see her daughter Nyabera who was in mourning again having lost both her sons to a ferocious outbreak of measles which had raged through her village during the last harvest. She was pregnant again but so downcast and depressed that she stayed in her house, rarely going out and hardly eating. She needed help and her mother decided to spend some time with her before leaving. She found her daughter thin to the point of emaciation with her belly sticking out before her like an appendage. When she saw her mother still unbent and uncowed by suffering, looking like a woman half her age, she just broke down and wept in her arms as if she was a little girl again. Cry my child, for one does not bury a child without burying a apart of one s soul with it. It is good to cry for who can comprehend the ways of Were? It is for us men to wash away our painful confusion with tears and then to carry on, perhaps there might be some meaning in it all that only glimmers like firefly in a dark night."}
{"text": "Cry my child, for one does not bury a child without burying a apart of one s soul with it. It is good to cry for who can comprehend the ways of Were? It is for us men to wash away our painful confusion with tears and then to carry on, perhaps there might be some meaning in it all that only glimmers like firefly in a dark night. Who knows but that one day Were will give you a child that lives grows? Yesterday is not today and today is not tomorrow for each day rises fresh from the hands of Were god of the eye of the sun, bringing with it gladness and sorrow, sun and darkness, the two faces of Were; for how can we appreciate light unless we understand darkness? Weep my child and do not hold pain within yourself for it will turn into a snake that devours you from the inside. I. what happens immediately before this excerpt?3 marks ii. Name two injustices Akoko suffer from her brother-in-law.2 marks iii. Akoko and her daughter can be said to be ill-fated. Give reasons using evidence from the extract and elsewhere in the novel.4 marks iv. After all not everybody was like Akoko . How was Akoko different from her grandson smother mentioned in the excerpt?4 marks v. a Akoko mentions of going to the sirikal for intervention . What did she want intervention? 2 marks b Apart from the sirikal, name other changes that come with the white man. 3 marks vi. Identify and illustrate two stylistic devices used in the excerpt.2 marks vii. A As Akoko comes to see her daughter Nyabera, she is very expectant. Whom does shegive birth to? 1 mark b Akoko comes out as the source of the river. How does this child contribute to the river?"}
{"text": "Whom does shegive birth to? 1 mark b Akoko comes out as the source of the river. How does this child contribute to the river? 4marks Answersi. -Owour Kembo dies and his son Owang Sino becomes chief. -. Owang Sino also dies Owour young brother Otieno Kembo becomes chief. Ii. The injustice that Akoko suffers from her brother-in law Otieno. A. He tries to grab Akoko s personal wealth. 1b. There is a clear indication that Otieno Kembo had no intention of giving up the chiefdomwhen young Owour, Akoko grandson came of age. 1iii. A Akoko loses her husband and the same applies to Nyabera. 1 b Akoko s two children Obura and Owang die young and the same applies toNyabera s children except Awiti. 1iv.-Akoko does not remarry like her daughter-in law after the death of her husband. 1- Akoko could fight for her rights, in any case, she was not the type to fight for her rights. 12 marksv. A She wanted the serikal to force Otieno Kembo to relinquish the chiefdom to youngOwour when he came of age. B The Whiteman came with Taxes, new religion, money and education. 3 marksvi. I Metaphor 1 she felt the weight of injustice that women 1 ii Proverb 1 it was disquieting to have all one s eggs in this one tiny frail basket. 12 marksvii. A she gives birth to Awiti. 1 b Awiti gives birth to children- Becky, Vera, Aoro and other children. 1- Becky given forth two children with new white husband. 1- Aoro marries Wandia and have children. 1- This shows the river gains momentum rejuvenates from Awiti. 14 marksQ7. Read the extract below and then answer the questions that follow. Owuor looked at his grandmother in confusion."}
{"text": "14 marksQ7. Read the extract below and then answer the questions that follow. Owuor looked at his grandmother in confusion. Naturally he had thought that his secret was well kept. The confusion became respectful admiration. He should have known that nothing could escape this astute woman. Grandmother, you know that I have worked closely with the priest and I feel that I would like to enter priesthood. I want to be a priest. His grandmother was nothing if not surprising, so he should have been flabbergasted by her reaction but he was. I wondered when you would get the courage to come out with it. You would not be my grandson if you were a coward. You have concluded quite wrongly that I will stand in your way. It is true that I have had hopes that you might one day sit in the chief s stool that your father and your grandfather once occupied, but things have changed and people are turning to different things. I had also hoped that you would marry and provide many sons to ensure the continuity of the house of Owuor Kembo , but no I will not stand in your way. However, from now henceforth you shall take your grandfathers name so that as long as you live his name shall be heard among the people. You will not be Owuor Sino, but Owuor Kembo. That is all my boy. Do whatever the spirit bids you . Owuor could only say weakly; Oh grandmother! The two women smiled at each other over his head. And so it was that Peter Owuor Kembo, aged fifteen, formally Petro Owuor Sino found himself as seminarian at St. Paul s Seminary Rakwano. His worldly possessions were few, his academic knowledge haphazard but he had faith in God and therefore in himself and he had love in his heart and the solid love of three women behind him. Finally he had unbounded hope in the future. So what if this hope was rosily cohered by his youthful enthusiasm? One wise man once said that it was better to have loved and lost than never to have loved at all. In the same vein, it is better to have been buoyed up by hope , the horizon limitless before one, than to have lived in the grey world of timid fearfulness. The course of the world is changed by those who dare to dream."}
{"text": "One wise man once said that it was better to have loved and lost than never to have loved at all. In the same vein, it is better to have been buoyed up by hope , the horizon limitless before one, than to have lived in the grey world of timid fearfulness. The course of the world is changed by those who dare to dream. Some dream of wealth and others dream of fame, Owuor dreamt of a life expended in service. He had never really known his father or the joy of a father-son relationship, now dreamt of being the spiritual father of many. And so he entered the rigors and splendor of life in the seminary. Sometimes when things were particularly tough, he would wonder whether mere blood and flesh would survive it, but it never entered in his mind to leave. If he had learned anything at all at his grandmother s knees, it was that a job once begun had to be completed. He was no quitter. He would survive. He would see it through. One day he would be Father Peter. Maybe one day a bishop. He was happy to serve Christ anywhere and in anyway. A Explain briefly what happened before the excerpt.4 marks b Give two character traits of Akoko brought out in this excerpt.4 marks c Explain how Owuor is considered courageous.2 marks d What really made Owuor want to become a priest.2 marks e At the end of the excerpt, Owuor has one wish To become a spiritual father of many . Explain what he missed in his father but hopes to get as a father 6 marks f Grandmother, you know that I have worked closely with the priest and I feel that Iwould like to enter the priesthood. I want to be a priest. Write in indirect speech . 2 marks g Give one theme evident in the extract."}
{"text": "I want to be a priest. Write in indirect speech . 2 marks g Give one theme evident in the extract. Illustrate 5 marks Answers a Owuor had fully decided to join the priesthood and confided to his cousin Awiti. Her mother had gone to her home and had stayed for two years and was now back. Owuor told her his wish and together went to inform the all-knowing Akoko. They found her working in the mission compound where they were staying. 4 marks b Astute even before Owuor could mention report that he wanted to be a priest she Akoko knew there was something in the boy since he was hiding all along. Determined Akoko did not tire to fight for her rights. She had well informed Owuor his position in the tribe, that he was destined be the rightful heir to the chief s stool nowheld by the council of elders the Jodongo 4 marks c Owuor is considered courageous in the sense that he knew he was the rightful heir to theChief s stool. He defied without offending Akoko. His passion for the vocation of priesthood was strong. He first told his cousin Awiti who advised him to wait for her mother Maria. When Maria came he informed her. They both went to report to Akoko. Owuor then, without fear announced his intensions to Akoko. Marks d Owuor wanted to become a priest because of the newly acquired knowledge of the mysteryof mass, catechism teachings and the closeness to the missionary priests as an altar boy. 2 marks e -Owuor will miss the powers of a tribal chief and that of head of the Jodongo,marriage and sire children just like his father- Owuor as a priest will be a father to many. Many will call him father since he willbe their spiritual mentor and priest of their lives both children, men and women will be his 3 marks f Owuor told his grandmother that she knew that he had worked closely with the priests and he felt that he would like to enter the priesthood and become one a priest . 2 marks g Religion."}
{"text": "2 marks e -Owuor will miss the powers of a tribal chief and that of head of the Jodongo,marriage and sire children just like his father- Owuor as a priest will be a father to many. Many will call him father since he willbe their spiritual mentor and priest of their lives both children, men and women will be his 3 marks f Owuor told his grandmother that she knew that he had worked closely with the priests and he felt that he would like to enter the priesthood and become one a priest . 2 marks g Religion. -. The whiteman brought the christian religion specifically the Catholic faith which taught the blacks using catechists and the institution of a seminary. -. Various cadres were evident- Christians. Catechists, priest and also bishops. -. Owuor chose not to be the traditional spiritual leader as a chief to become a father in Christianity. -. Religion brought people to God with love in their heart, faith and hope for heavenlypossessions rather than worldly possessions of a chief, which can be lost. 3 marksQ8. Read the extract below and answer the questions that follow. For this jewel there can be no price. Therefore we have decided to give her to you free except for a token bull, two cows and six goats with which to funish the requirements of chik. The bull shall come to me in lieu of her father. The two cows and goats will be taken to Yimbo to the house of Oloo her grandmother s brother who in all ways was a father to the girl and her cousin and always provided for them. The aspiring suitors stared in disbelief. Held in readiness back in seme were twenty four head of cattle, double the normal bride price which was the least they expected to be asked. Oloo had instructed his uncle to ask for a grace period of six months in which he would have looked for whatever else they would have demanded. And now this. They couldn t possibly give away such a girl for free. They must have something hidden up their sleeves. But they hadn t. He was just an incredibly lucky man and it was beginning to dawn on him. 1.Place the excerpt in its immediate context. 4 marks 2. For this jewel there can be no price . Whose words are these?"}
{"text": "2mks3.Awiti was an educated girl 1mk a teacher 1mk and yet he was asked to pay a token price. 1mk4. Awiti is an educated beautiful and professional teacher. 1mk expectedly anybody who marriesher would pay dearly 1mk yet the suitors only pay a token bride price. 1mk5. -. Change 1mk i unlike in Akoko s days bride price is no longer elaborate and expensive. It is a token nowadays. 1mk ii Marriages are friendly and peaceful unlike Akoko s day when they were characterizedby rivary and tension. 1mk6. I Hypocritical pretends he is contented to accept token bride price for Awiti yet he wasangry when Akoko and Maria decided they would not demand a hefty bride price. Ii Appreciative - describes Awiti as a jewel iii Understanding friendly appears friendly and understanding as he announces thesuitors terms of paying bride price. Iv Irresponsible neglects his duty in raising his brother s child Any 2 well illustrated traits 2 4 marks 7. That night 1mk Akoko passes on 1mk8. I didn t they? Observe punctuation ii Be given get the bull instead of Awiti s father. Iii Elizabeth AwitiQ9. The River and the SourceRead the following extract and answer the questions that follow: Mother, I have decided to seek the new religion which you have heard about. You know my life is a painful wound to me and much as I try my heart fills with bitterness- for me and for you . My child, do not feel bitterness for me for I am an old woman who has lived her life. As for you it is better that you seek this new way. It might give you hope and rescue you from bitterness. Bitterness is poison to the spirit for it breeds nothing but vipers some of which might consume your very self. Pain and sorrow all human being feel; but bitterness drops on the spirit like aloes- causing it to wither. I give you my blessing my child. If you are walking along and you find your path leading nowhere, then it is only wise to try some other path. Thank you mother."}
{"text": "Pain and sorrow all human being feel; but bitterness drops on the spirit like aloes- causing it to wither. I give you my blessing my child. If you are walking along and you find your path leading nowhere, then it is only wise to try some other path. Thank you mother. I will bring you news as soon as I can. May Were protect you. Questions. Place the above extract to its immediate context. 6mks . . . . You know my life is painful wound. What made Nyabera regard her life as a painful wound? 4mks . . . . In what way was Nyabera s life similar to that of Akoko according to the rest of the novel. 3mks . . . Identify and illustrate one characters trait of Akoko and Nyabera as brought out in this extract. Akoko 2mks . . Nyabera 2mks . . Identify two features of style used in this extract 4mks Pain and sorrow all human being feel. Rewrite this sentences making human the subject of the sentence. 1mk . Briefly explain one theme that is brought out in this extract. 2mks . . Answers 2 a . Before thisNyabera had gone to philipo to inquire about the new religion. She had then gathered her things and decided to leave her daughter with her mother n Yimbo. Shei informs her mother of her decision to seek the new religion .Her mother encourage her to go ahead and join the new religion and forget her bitters .Immediately after this Nyabera t ravel s to Aluor mission and join the new religion b ."}
{"text": "Before thisNyabera had gone to philipo to inquire about the new religion. She had then gathered her things and decided to leave her daughter with her mother n Yimbo. Shei informs her mother of her decision to seek the new religion .Her mother encourage her to go ahead and join the new religion and forget her bitters .Immediately after this Nyabera t ravel s to Aluor mission and join the new religion b . Nyabera had suffered a lot in her life because her children had died mysteriously leaving her with only grl child . Ant Her husband had died .Ogoma Kwach who had inherited her had gone to his family c . I . Both had lost their husbands through death ii . Their children had died iii . They were both sonless d . I Akoko- philosophical Bitterness is poison to the spirit for it breeds nothing but viper ii . NyaberaBitter You know my wife a painful wound and much as my heart fills with bitterness Religions Decides to seek solace n the new religion May Never protect you Identificant e . Dialogue Mother I have decided .. Simile but bitterness drops on the spirit like aloes .. Use of Non English Were f . Theme of religion Nyabera decides to seek new religion . Theme of human suffering - You know my life is a painful woundQ10. Read the excerpt below and then answer the questions that follow. Brothers, we greet you and bring you many greetings from the people of seme. My nephew, Oloo, son of my late brother Sigu, came to me and said: Father, I have found a girl and I want to get married. Now I am a reasonable man and I know the ways of chik, so I asked him: Son I asked him one does not just find a girl in the air. One sends ajwanyo to go and spy a girl and find out her antecedents and character. Is she a thief or a witch? Is she lazy or shiftless? Might there be consanguinity between you and her? Who is her mother and father? I tell you my brothers that I was flabbergasted to hear that none of these things had crossed his mind."}
{"text": "Might there be consanguinity between you and her? Who is her mother and father? I tell you my brothers that I was flabbergasted to hear that none of these things had crossed his mind. He knew that her mother s name was Maria and her grandmother s name was Akoko and that was all. You will therefore forgive us because we do not know you and you do not know us. We only came because we have faith in our son who has always been a reasonable man. We therefore wish to introduce ourselves before we go on. I am SemoRakula of Seme, our village is near that strange rock- upon-a-rock, Kit-Mikai. We are the descendants of that wear warrior, Nyagudi Kogambi. Oloo and these young men are my sons and nephew . Oloo is a man of learning and what is more a soldier who has fought for the white man in distant landa Now he is a clerk with a big kambi company in Nakuru, where he gets a good salary. So should this suit be acceptable to all you need have no fear that your daughter will starve. I tell you these things because there are things jawang yo would have found out for you. Thank you brothers. A pot of kong o was moved near him and he drew a long refreshing draught. Some things never change-a spokesman needs to irrigate his throat. Brothers, people of Seme. My name is Oyange Silwal The girl Awiti is the only child of my late brother Okumu. We are from Sakwa from the village of Gombe, The girl has group in Gem because her mother being a widow and having converted to Christianity decided to settle here which a good thing is because now she is like light for the rest of us. She is highly educated and a teacher of children. A Place this excerpt in its immediate context. 4marks b Identify and illustrate any three thematic concerns evident in this excerpt."}
{"text": "She is highly educated and a teacher of children. A Place this excerpt in its immediate context. 4marks b Identify and illustrate any three thematic concerns evident in this excerpt. 6marks c Describe the character of Awiti as brought out in this excerpt, 2marks d Apart from the case in this excerpt, explain where again there is a compromise in the brideprice later on in the novel. 2marks e In one sentence, paraphrase the statements below 2marks Brothers, people of Seme. My name is OyangeSilwal The girl Awiti is the only child of my late brotherOkumu. We are from Sakwa from the village of Gombe. F We only came because we have faith in our son who has always been a reasonable man. Provide a question tag for the above statement. Lmarks g You will therefore forgive us brothers because we do not know you and you do not know us. In lightof what happens in the novel, why is the speaker begging for forgiveness. 2marks h Identify and illustrate any two stylistic devices evidently used in this excerpt."}
{"text": "Provide a question tag for the above statement. Lmarks g You will therefore forgive us brothers because we do not know you and you do not know us. In lightof what happens in the novel, why is the speaker begging for forgiveness. 2marks h Identify and illustrate any two stylistic devices evidently used in this excerpt. 4marks i Give the meaning of the following words and phrases as used in the excerpt. 2marks Consanguinity; irrigate his throat; AnswersPlace this excerpt in its immediate context 4mks Awiti Elizabeth begins a relationship with Mark Sigu; she introduces the matter to Akoko and Nyabera; Akoko invites her relations and negotiation is fixed .Mark Sigu comes also with his relations. They meet, talk and are entertained. They agree on just a token as a bride price. The talks are concluded and akoko calls Mark for a close talk, they joyously talk. Later on in the night Akoko dies. Identify and illustrate any three thematic concerns evident in this excerpt 6mks Love and friendship: Awiti and mark fall in love and marry; Family ties and relations: Akoko s close relatives must be invited for the negotiation so is the family of Mark Sigu. Changes; mark and Awiti want to marry yet they do not know one another s family background; religion: Awiti s mother is said to be converted to Christianity and went to live in the mission; Eduaction: Awiti is said to be an educated girl and is a teacher. Describe the character of Awiti as brought out in this excerpt 2mks Hardworking; she studies very hard and becomes a teacherApart from the case in this excerpt, explain where again there is compromise in the bride price later on in the novel 2mks Wandia s mother does not demand any bride price but only asks Aoro to stay in peace with her daughter."}
{"text": "Later on in the night Akoko dies. Identify and illustrate any three thematic concerns evident in this excerpt 6mks Love and friendship: Awiti and mark fall in love and marry; Family ties and relations: Akoko s close relatives must be invited for the negotiation so is the family of Mark Sigu. Changes; mark and Awiti want to marry yet they do not know one another s family background; religion: Awiti s mother is said to be converted to Christianity and went to live in the mission; Eduaction: Awiti is said to be an educated girl and is a teacher. Describe the character of Awiti as brought out in this excerpt 2mks Hardworking; she studies very hard and becomes a teacherApart from the case in this excerpt, explain where again there is compromise in the bride price later on in the novel 2mks Wandia s mother does not demand any bride price but only asks Aoro to stay in peace with her daughter. In one sentence, paraphrase the statements below 3mks Brothers, people of seme. My name are OyangeSilwal. The girl Awiti is the only child of my late brother Okumu. We are from Sakwa from the village of Gombe. Oyangesilwal tells the people of Seme that Awiti is the only child of his late brother Okumu and that they are from Sakwa from the clan of GombeWe only came because we have faith in our son has always been a reasonable man. Provide a question tag for the above statement 2mks We only came because we have faith in our son who has always been a reasonable man, didn t we? You will therefore forgive us brothers because we do not know you and you do not know us In light of what happens in the novel, why is the speaker begging for forgiveness 2mks Because it is not customary to get into marriage negotiations without full knowledge of one another s background. Identify any two stylistic devices evidently used in this excerpt 2mks Rhetoric questions: Is she a thief or a witch? Is she lazy or shiftless? Might there be consanguinity between you and her? Who is her mother and father?.........Direct address Brothers we greet you and bring you man greetings."}
{"text": "Is she lazy or shiftless? Might there be consanguinity between you and her? Who is her mother and father?.........Direct address Brothers we greet you and bring you man greetings. Give the meaning of the following words and phrases as used in the excerpt 2mks Consanguinity;- close relationshipTo irrigate his throat to take a drink to so as to talk with ease. Q11. Read the excerpt below and answer the questions that followMy fathers, It is a shameful thing for my wife to leave her husbands house and return to her father s house. This outrageous thing had occurred only because I was not here to prevent it. Our chief, we are saddened by this unfortunate state of affairs, but you must admit that your mother has a point or two. Long have we pleaded with you to take another wife for two. Long have we pleaded with you to take another wife for yourself and you have adamantly refused. Now she has left you, you are like a misumba, a bachelor which would not have been the case if you had another wife. We beg you take another wife for yourself. This was from Oyier, a grizzled old man who had been his mother s greatest champion in her quest for a wife for Owuor. He realized that the old geezrs were going to give him a hard time of it, so he changed his tactics. Fathers, you are the wise men of this community. That is why you sit in the council. Is it that you have forgotten the ways of chik or that your determination to get me to marry other wives has clouded your judgement? Do you not know that a man s mikai is the greatest jewel that adorns his compound? That her position in maintained and protected by taboos imposed by the ways of chik? That if I die, Were forbid, my body can only lie of her hut? And this would do so even if she herself were dead? To lose one s mikai is to lose one s right hand. The Jodongo nodded sagaciously at the wisdom uttered by the chief. It is true that the mikai is the centre post that holds up a man s hut. Without her, or if she were stupid, only Were could rescue such a man from being blown away from among the people like so much chaff. She it is who saves a young man from the follies and stupidities of youth."}
{"text": "It is true that the mikai is the centre post that holds up a man s hut. Without her, or if she were stupid, only Were could rescue such a man from being blown away from among the people like so much chaff. She it is who saves a young man from the follies and stupidities of youth. Indeed the people of Ramogi has a saying which declared that The medicine for stupidity in marriage . Yes, the chief had spoken wisely. But Oyier would not give up so easilyQuestions a Explain what happens just before this excerpt 3mks .. .. .. b What is the bone of contention between Akoko and her mother-in-law, Nyar Asembo 3mks .. .. .. c The girl child brieflt explain the relevance of this sub-heading to the whole novel 2mks .. .. d Oyier sounds sarcastic in his speech. Identify and explain the sarcasm 2mks .. .. e Basing your answer on what we see in the excerpt, contrast the character of Owuor with that of his brother Otieno 4mks .. .. .. .. f Explain the meaning of the following line as used in the extract It is true that Mikai is the centre post that hold up a man s hut 2mks .. .. g Identify parenthisis in the last paragraph of this excerpt 1mk .. .. h Explain the main theme that comes out in this excerpt 2mks .. .. i From your knowledge of the novel, describe the role of Jodongo in the community represented in this novelWrite your answer in note farm 3mks .. .. .."}
{"text": "I From your knowledge of the novel, describe the role of Jodongo in the community represented in this novelWrite your answer in note farm 3mks .. .. .. i Local language is used in this exerpt. Give two examples and explain its significances 2mks .. .. k Discuss the mood that is prevalent in this extract 1mk .. Answers a Owuor returns his journey only to find an empty houseHe tries to inquire from neighbours and from his children what had happenedHe gets very angry locks himself up in his simba He sermons the council; jodongo to convene the following day 3mks b Nyar Asembo alleges that Akoko is unable to conceive regularly her rate of procreation is slowShe accuses Akoko of practicing witchcraft against her sonShe also acuses Akoko of standing between Owuor and his marriage to other women by casting a spell on himc The Girl child This refers to AKokoShe is the source of the family tree river that extends for many generations for her, Nyabera, Elizabeth and her great grandchildrenAkoko is the source of life. She represents women as natia, Awiti, Vera and WandiaAas a source, her family survives due to he determination wisdom, hardwork and clarity of vision as a girl-childShe plays a role of those who have been wise in their time, pioneers through whose daring actions bring progress to the whole society 2mks d Oyier says that they are saddened by the disappearance of Akoko but in the real sense he capitalizes or this opportunity to advance Owuor s mother s quest of getting him Owuor marry another wife. Oyier calls him a misumba ."}
{"text": "Answers a Owuor returns his journey only to find an empty houseHe tries to inquire from neighbours and from his children what had happenedHe gets very angry locks himself up in his simba He sermons the council; jodongo to convene the following day 3mks b Nyar Asembo alleges that Akoko is unable to conceive regularly her rate of procreation is slowShe accuses Akoko of practicing witchcraft against her sonShe also acuses Akoko of standing between Owuor and his marriage to other women by casting a spell on himc The Girl child This refers to AKokoShe is the source of the family tree river that extends for many generations for her, Nyabera, Elizabeth and her great grandchildrenAkoko is the source of life. She represents women as natia, Awiti, Vera and WandiaAas a source, her family survives due to he determination wisdom, hardwork and clarity of vision as a girl-childShe plays a role of those who have been wise in their time, pioneers through whose daring actions bring progress to the whole society 2mks d Oyier says that they are saddened by the disappearance of Akoko but in the real sense he capitalizes or this opportunity to advance Owuor s mother s quest of getting him Owuor marry another wife. Oyier calls him a misumba . This is meant to hurt and humiliate Owuor so that he can marry another wife e Look for the following pointsOwuorOtieno i wiseFoolish ii ReasoningIrrational iii FaithfulImmoral iv ResponsibleIrresponsible v Generousgreedy vi Tacticaltactless 4mks NB- Contrasting words and phrases must be used. If not award o markOne character trait of Owuor must come from the excerpt but that of Otieno from elsewhere in the novelAward any relevant trait well illustrated f It expresses the importance of the first wife Akoko0 to Owuor Kembo. Just like a central post holdsup a hut, the Mikai prevents a homestead from falling apart. Akoko supports her husband and givesdignity."}
{"text": "If not award o markOne character trait of Owuor must come from the excerpt but that of Otieno from elsewhere in the novelAward any relevant trait well illustrated f It expresses the importance of the first wife Akoko0 to Owuor Kembo. Just like a central post holdsup a hut, the Mikai prevents a homestead from falling apart. Akoko supports her husband and givesdignity. 2mks g Without her, or if she were stupid only Were could rescue suh a man from being blown away from among the people like so much chaff 1mk h Tradition-If a man dies, his body lies in his house before burial in the right hand side of Mikai s houseThe council of Jodongo arbitrates in marriage desputesPosition of Mikai is protected by taboosLosing a mikai is like loosing one s right hand mikai refered as a jewel The society is polygamousIt was a taboo for a man and such a chief to be a misumba bachelor 2mks i Involved in marriage negotiations solved marriage disputesArbitrate in social matters judges casesAssists the chief in running the affairs of the communityAssists in the removal of a bad chief 3mks NB- Notes are shown through letters, arrows, a star, a dash, a dot and use of incomplete sentences. If not in note form,deduct half a mark from the total score j : Mikai , Chik , Misumba,EffectivenessHas aesthetic valueGives the story its local flavor thus providing varietyAdd colour and flavor to the novelIt authenticates and pin points the setting of the novel as KenyanIt injects life in the narration thus making the story enjoyableIt provides a social and geographical setting 2mks k Solemn serious grave somber melancholic mood. My fathers ..it is a shameful thing fro my wife to leave ..prevent it 1mk Q12. Read the excerpt below and then answer the questions that followIN THE BOX THE WOMENS HALL OF residence, no one was consulted before being assigned a room mate and one could end up with a real creep."}
{"text": "So when Vera came in that night weeping, Mary-Anne was very solicitous of her. She put her in bed and just held her arms until she calmed down, then she made a cup of cocoa just the way Vera liked it-dark brown and sweet, with no milk. Want to talk? Tommy and I broke up today. Then I went to look for my sister- I felt so lonely. A sister? Yes, my twin sister. You have a sister in this town? Yes! How come she never comes to see you? Are you going to listen! Sorry, I was surprised, that s all. You broke up with Tommy! The expression on her face was so comical that Vera just laughed. I might as well let you tell the story Mary-Anne. Sorry, but you can t throw such shockers my way and expect me to think sensibly. Please tell me. What was his crime? Nothing. It s got nothing to do with him at all. I just did not feel right about it, that s all . I just did not feel right about it, that s all. There are many questions I could and should ask, but I will ask only one-how did he take it You know Tommy, he tried to take it with good humour and then suddenly he couldn t take any more and he left. Do you realize that you might live to regret this? Boys like Tommy simply don t grow off trees you know. Some girl is going to snap him up faster than fast. All the same it is not for me to censure you- an adult woman. Think it; you may see things differently tomorrow. Tell me about your sister. Your twin sister, if you please! Questions a Who is the twin sister referred to here? 2mks .. .. b State what happens immediately before and after this extract i Before 2mks .. ii After 2mks .. c Describe the events that led to Vera and Tommy s break up 3mks .. .. d Identify any two styles in the excerpt 4mks .. .. .."}
{"text": "D Identify any two styles in the excerpt 4mks .. .. .. .. e You have a sister in this town Rewrite this question adding a question tag 1mk .. .. f Describe the character of Vera and Mary-Anne Ngugi as portrayed in this excerpt 4mks i Vera .. .. ii Mary-Anne .. .. g Vera s twin sister had left home unceremoniously. From elsewhere in the novel state what necessitates the sisters departure from home 4mks .. .. .. .. h Explain the meaning of the following words as used in the excerpt 3mks i Creep .. ii Solicitous .. iii Censure .. AnswersQ13. Read the following extract and answer the questions that follow: Mother, I have decided to seek the new religion which you have heard about. You know my life is a painful wound to me and much as I try my heart fills with bitterness- for me and for you . My child, do not feel bitterness for me for I am an old woman who has lived her life. As for you it is better that you seek this new way. It might give you hope and rescue you from bitterness. Bitterness is poison to the spirit for it breeds nothing but vipers some of which might consume your very self. Pain and sorrow all human being feel; but bitterness drops on the spirit like aloes- causing it to wither. I give you my blessing my child. If you are walking along and you find your path leading nowhere, then it is only wise to try some other path. Thank you mother. I will bring you news as soon as I can. May Were protect you. Questions. Place the above extract to its immediate context. 6mks . . . ."}
{"text": ". . . You know my life is painful wound. What made Nyabera regard her life as a painful wound? 4mks . . . . In what way was Nyabera s life similar to that of Akoko according to the rest of the novel. 3mks . . . Identify and illustrate one characters trait of Akoko and Nyabera as brought out in this extract. Akoko 2mks . . Nyabera 2mks . . Identify two features of style used in this extract 4mks Pain and sorrow all human being feel. Rewrite this sentences making human the subject of the sentence. 1mk . Briefly explain one theme that is brought out in this extract. 2mks . . AnswersNyabera had gone to philipo to inquire about the new religion. She had then gathered her things and decided to leave her daughter with her mother n Yimbo. Shei informs her mother of her decision to seek the new religion .Her mother encourage her to go ahead and join the new religion and forget her bitters .Immediately after this Nyabera t ravel s to Aluor mission and join the new religion b . Nyabera had suffered a lot in her life because her children had died mysteriously leaving her with only grl child . Ant Her husband had died .Ogoma Kwach who had inherited her had gone to his family c . I . Both had lost their husbands through death ii . Their children had died iii . They were both sonless d . I Akoko- philosophical Bitterness is poison to the spirit for it breeds nothing but viper ii ."}
{"text": "Both had lost their husbands through death ii . Their children had died iii . They were both sonless d . I Akoko- philosophical Bitterness is poison to the spirit for it breeds nothing but viper ii . NyaberaBitter You know my wife a painful wound and much as my heart fills with bitterness Religions Decides to seek solace n the new religion May Never protect you Identificant e . Dialogue Mother I have decided .. Simile but bitterness drops on the spirit like aloes .. Use of Non English Were f . Theme of religion Nyabera decides to seek new religion . Theme of human suffering - You know my life is a painful woundQ14. Read the excerpt below and then answer the questions that follow. Brothers, we greet you and bring you many greetings from the people of seme. My nephew, Oloo, son of my late brother Sigu, came to me and said: Father, I have found a girl and I want to get married. Now I am a reasonable man and I know the ways of chik, so I asked him: Son I asked him one does not just find a girl in the air. One sends ajwanyo to go and spy a girl and find out her antecedents and character. Is she a thief or a witch? Is she lazy or shiftless? Might there be consanguinity between you and her? Who is her mother and father? I tell you my brothers that I was flabbergasted to hear that none of these things had crossed his mind. He knew that her mother s name was Maria and her grandmother s name was Akoko and that was all. You will therefore forgive us because we do not know you and you do not know us. We only came because we have faith in our son who has always been a reasonable man. We therefore wish to introduce ourselves before we go on. I am SemoRakula of Seme, our village is near that strange rock- upon-a-rock, Kit-Mikai. We are the descendants of that wear warrior, Nyagudi Kogambi. Oloo and these young men are my sons and nephew ."}
{"text": "I am SemoRakula of Seme, our village is near that strange rock- upon-a-rock, Kit-Mikai. We are the descendants of that wear warrior, Nyagudi Kogambi. Oloo and these young men are my sons and nephew . Oloo is a man of learning and what is more a soldier who has fought for the white man in distant landa Now he is a clerk with a big kambi company in Nakuru, where he gets a good salary. So should this suit be acceptable to all you need have no fear that your daughter will starve. I tell you these things because there are things jawang yo would have found out for you. Thank you brothers. A pot of kong o was moved near him and he drew a long refreshing draught. Some things never change-a spokesman needs to irrigate his throat. Brothers, people of Seme. My name is Oyange Silwal The girl Awiti is the only child of my late brother Okumu. We are from Sakwa from the village of Gombe, The girl has group in Gem because her mother being a widow and having converted to Christianity decided to settle here which a good thing is because now she is like light for the rest of us. She is highly educated and a teacher of children. A Place this excerpt in its immediate context. 4marks b Identify and illustrate any three thematic concerns evident in this excerpt. 6marks c Describe the character of Awiti as brought out in this excerpt, 2marks d Apart from the case in this excerpt, explain where again there is a compromise in the brideprice later on in the novel. 2marks e In one sentence, paraphrase the statements below 2marks Brothers, people of Seme. My name is OyangeSilwal The girl Awiti is the only child of my late brotherOkumu. We are from Sakwa from the village of Gombe."}
{"text": "6marks c Describe the character of Awiti as brought out in this excerpt, 2marks d Apart from the case in this excerpt, explain where again there is a compromise in the brideprice later on in the novel. 2marks e In one sentence, paraphrase the statements below 2marks Brothers, people of Seme. My name is OyangeSilwal The girl Awiti is the only child of my late brotherOkumu. We are from Sakwa from the village of Gombe. F We only came because we have faith in our son who has always been a reasonable man. Provide a question tag for the above statement. Lmarks g You will therefore forgive us brothers because we do not know you and you do not know us. In lightof what happens in the novel, why is the speaker begging for forgiveness. 2marks h Identify and illustrate any two stylistic devices evidently used in this excerpt. 4marks i Give the meaning of the following words and phrases as used in the excerpt. 2marks Consanguinity; irrigate his throat; AnswersPlace this excerpt in its immediate context 4mks Awiti Elizabeth begins a relationship with Mark Sigu; she introduces the matter to Akoko and Nyabera; Akoko invites her relations and negotiation is fixed .Mark Sigu comes also with his relations. They meet, talk and are entertained. They agree on just a token as a bride price. The talks are concluded and akoko calls Mark for a close talk, they joyously talk. Later on in the night Akoko dies."}
{"text": "They agree on just a token as a bride price. The talks are concluded and akoko calls Mark for a close talk, they joyously talk. Later on in the night Akoko dies. Identify and illustrate any three thematic concerns evident in this excerpt 6mks Love and friendship: Awiti and mark fall in love and marry; Family ties and relations: Akoko s close relatives must be invited for the negotiation so is the family of Mark Sigu. Changes; mark and Awiti want to marry yet they do not know one another s family background; religion: Awiti s mother is said to be converted to Christianity and went to live in the mission; Eduaction: Awiti is said to be an educated girl and is a teacher. Describe the character of Awiti as brought out in this excerpt 2mks Hardworking; she studies very hard and becomes a teacherApart from the case in this excerpt, explain where again there is compromise in the bride price later on in the novel 2mks Wandia s mother does not demand any bride price but only asks Aoro to stay in peace with her daughter. In one sentence, paraphrase the statements below 3mks Brothers, people of seme. My name are OyangeSilwal. The girl Awiti is the only child of my late brother Okumu. We are from Sakwa from the village of Gombe. Oyangesilwal tells the people of Seme that Awiti is the only child of his late brother Okumu and that they are from Sakwa from the clan of GombeWe only came because we have faith in our son has always been a reasonable man. Provide a question tag for the above statement 2mks We only came because we have faith in our son who has always been a reasonable man, didn t we? You will therefore forgive us brothers because we do not know you and you do not know us In light of what happens in the novel, why is the speaker begging for forgiveness 2mks Because it is not customary to get into marriage negotiations without full knowledge of one another s background. Identify any two stylistic devices evidently used in this excerpt 2mks Rhetoric questions: Is she a thief or a witch? Is she lazy or shiftless? Might there be consanguinity between you and her?"}
{"text": "Identify any two stylistic devices evidently used in this excerpt 2mks Rhetoric questions: Is she a thief or a witch?Is she lazy or shiftless?Might there be consanguinity between you and her?Who is her mother and father?.........Direct address Brothers we greet you and bring you man greetings. Give the meaning of the following words and phrases as used in the excerpt 2mks Consanguinity;- close relationshipTo irrigate his throat to take a drink to so as to talk with ease."}
{"text": "CAUCASIAN CHALK CIRCLE EXTRACTS ANSWERSQ1. 1. A case is presented to court whereby an innkeeper is accusing his stableman of raping his daughter in law the innkeepers Ludovica. 3 marks 2. These are words used by Azdak as a way of soliciting for a bribe. It implies that he is ready and willing to be bribed. 2 marks 3. The theme of moral decadence. The stable man was caught having sex with Ludovica despite the fact that Ludovica is another man s wife. 4. She entered the stable to see the new foal the stable man observed that it was hot that day. The stable man laid his hand on her left breast she resisted by telling him not to do that The stableman continued handling her indecently That provoked her anger Before she realized his sinful intensions he got closer it was all over when her father in law came and accidentally trod on her Any 4 points 1 mark each . 5. Azdak i Corrupt- He openly accept brides in court I accept ii Persistent he repeats the particularly liked the little roan. Persistently asks to be bribed with the little roan iii Immoral Tells Ludovica to remove her veil possibly to assess how beautiful she is. LUDOVICA i Immoral unfaithful she sleeps with the stable man despite having a husband. Ii Opportunistic she takes advantages of the absence of her husband to have an affair with the stable man. Iii Obedient she complies when she is told to remove her veil by the judge. Identification 1 mark illustration 1 mark each 6. Azdak wants to asses how beautiful Ludovica is possibly to justify her having tempted the stableman. 2 marks 7. The statement is ironical because as it turns out Azdak rules in favour of the stableman and fines Ludovica to hand over the little roan to the court. This is despite the fact that he has already received a bribe from the inkeeper. One would have accepted him to rule in favour of Ludovica 3 marks 8."}
{"text": "The statement is ironical because as it turns out Azdak rules in favour of the stableman and fines Ludovica to hand over the little roan to the court. This is despite the fact that he has already received a bribe from the inkeeper. One would have accepted him to rule in favour of Ludovica 3 marks 8. The statement alludes to the story of the woman who was caught by the Pharisees, committing adultery which was against the laws of Moses and she was presented to Jesus to pass judgement on her. 2 marks 9. I Roan a horse with a mixture of two colours101 1,101 2,101 3 English Top grade predictor publishers Page 9 ii Stables building in which horses are kept. 2 marks Q2. 1 Describe the events leading to this extract. 4 marks Grusha arrives at her brother, Lavrenti s house, seeking shelter but is received coldly by her sister-in-law, who mistreats her. The brother suggests an arranged marriage to Jussup, a dying man. Grusha accepts the deal in order to get her son an identity and a roof over his head. Shelter They arrive at the mother-in-law home where a ceremony is conducted by a cheap monk, invited by the mother-in-law. Grusha takes the vow as the mother-in-law responds on behalf of the dying man. 1mrk each 4mrks 2 Explain what the guests mean by the statement The grand Duke is back 2 marks The Grand Duke, the ruler of Grusinia , had earlier been overthrown by the princes who had led a revolt against him. The Grand Duke went into hiding for two years, and was able to fight back to power with the help of the king of Persia. 3 Why does the mother-in-law welcome the guests to eat cakes? 1 mark To celebrate the wedding of Grusha and her son Jussup. 4 Identify and explain three ironic situations in this extract. 6 marks The shah of Persia is supposed to be the enemy of Grusinia yet he lends an army to the Grand Duke that restored him to power."}
{"text": "1 mark To celebrate the wedding of Grusha and her son Jussup. 4 Identify and explain three ironic situations in this extract. 6 marks The shah of Persia is supposed to be the enemy of Grusinia yet he lends an army to the Grand Duke that restored him to power. The old woman thinks Grusha s reaction is about Jussup yet she is excited by the possibility of meeting her dear Simon. It is ironic that the guests are concerned that taxes will go up instead of appreciating the prospects of peace after the war. 22 Many of the soldiers are coming back from Persia with saddles yet they need crutches since they have lost their legs. 5 Identify and explain two themes in this extract 4 marks i The effects of war Taxation would go up Disability through loss of limbs Loss through negligence of farming activities. Break up of families relationships. Ii Love and affection Grusha is excited at the prospects of Simon s return. She is overwhelmed at the sight of a Persian product-evidence that war is over. She even kneels down in prayer. Takes the silver cross and chain out her blouse, and kisses it. Iii Religion Grusha kneels down in prayer. Any other relevant theme. 1 mrk id; 1 mrk ill 6. What happens immediately after this extract? 3 marks Jussup reprimands his mother for wasting his money on cakes. Jussup demands to see the wife he has been saddled with. The mother-in-law is shocked as Jussup climbs out of bed and staggers into the other room. The guests are also amazed to see him walk. He sends them out of the house and for the first time, he sarcastically speaks to Grusha any three pts, 1 mk each 3 7. What makes the dying man sit bolt upright? 2 mark He learns about the end of war hence, the dying man Jussup becomes excited because he had evaded serving in the military8. Did someone say the soldiers are back? GRUSHA asked. Rewrite the sentence in reported speech. 1 mark Grusha asked whether someone had said that the soldiers were back. 9."}
{"text": "Rewrite the sentence in reported speech. 1 mark Grusha asked whether someone had said that the soldiers were back. 9. The mother-in-law s action was an effort in futility. Do you agree with this assertion? Justify your response. 2 marks Yes 1 mark Grusha is already engaged to simon and they get re-united after the war. 1 mark Q3. A Before: Grusha washes linen by the stream accompanied by Michael. She advises him to go and play with the other children. As the children play, they re-enact the beheading of the Governor, Michael s father. However, instead of playing the Governor, Michael insists that he be allowed to behead the fat boy. Unexpectedly, Simon appears and he seems prepared to marry Grusha. After: Grusha looks up at Simon in despair in tears. Simon stares before him, picks up a piece of wood and enquires if there is a little one already, to which Grusha admits but says the child is not hers 4mks b By a stream, Grusha is washing linen 1mk c Strained Relationship - Simon learns that all is not well and the relationship may be headed to the rocks. Grusha is reluctant to reveal fully what has happened, but Simon can tell there is a problem. He says: Nothing stands between us and yet there is something? 4mks d At the gateway of the church square. Simon a palace guard is flirting with Grusha a kitchen maid . Simon reveals that he often hides behind a bush and watches over Grusha as she washes linen in the river so that he can see her dip her legs. After learning this, Grusha feels embarrassed and runs off enraged 3mks e Because she is already married to Jussup the dying man . She had to get married to protect Michael. In addition, she needed to leave her brother s house because of the inquisitive sister in-law. The laws do not allow one to have a child out of wedlock and similarly it does not allow one to leave the husband, thus Grusha is stuck up in the Northern Mountains 3mks f Faithful: - He comes back for Grusha just like he had promised. He is now prepared to marry her. This shows his commitment."}
{"text": "The laws do not allow one to have a child out of wedlock and similarly it does not allow one to leave the husband, thus Grusha is stuck up in the Northern Mountains 3mks f Faithful: - He comes back for Grusha just like he had promised. He is now prepared to marry her. This shows his commitment. Humorous - he is lively and jocular. He tells Grusha, he wasn t eaten because they found better fish. He also asks if a certain lady still dips her feet in water. This eases the tension between him and Grusha in this excerpt 4mks g i Other soldiers died in the war but Simon survived. He returned to theMountains safely. 2mks ii Happily 1mk h Love - Simon comes back to look for Grusha - Grusha assures Simon that everything is just as it was Betrayal - Simon feels betrayed when Grusha indicates that she is no longer called what she used to be called. Q4. A He has just seen Grusha who has promised to wait for him and marry him. 2 marks b A coup has just been staged against the Governor who has been assassinated. The Adjutant wants to take Natella out of the city to a safe place. 2 marks c Natella rummages through the trunks for some time looking for her wine-coloured dress , and when they finally leave they forget Michael behind. The baby is handed to Grusha by Maro. 3marks d i Natella:Materialistic she is preoccupied with her dresses that she would take with her instead of worrying about her child. 2marks accept any relevant trait from the ones given below Indecisive she does not exactly know what she wants or what is good for her. She says she is not sure if her head is still on. Foolish unwise she tells the servant to put Michael down so she can help her select the dresses she will take along. Abusive she abuses her servants both physically and verbally. For example, she calls one of them a bitch, and then hits her. Ii Shalva Tzereteli:Loyal. He remains loyal to the late Governor."}
{"text": "A Grusha is motivated by the following: The flight has been exhaustive and the baby heavy. Fears that Simon might return in her absence. She has smelt the milk from the peasant woman s farm. 4 x1 4 mks b Features of style: Symbolism fine linen symbolic of affluence Royalty Metaphor you cannot vomit in my room Humour Any 2 x illus 4 mks c She has realized she has divulged important information concerning the child which can easily sell him out to the enemy. 2 mks d The Ironshirts are pursuing the baby having been mandated by the Fat Prince with an intention of killing the child. He would want to kill him as he is the heir to the Governor. 3 mks e Grusha Protective is bent on protecting the baby from the ironshirts and this is why she runs back to the house. Cunning cheats the corporal that she had left the milk on the stove Dishonest Caring Identification illus 2 mks Corporal Perverted Immoral Humorous Identification illus 2 mks f Grusha meets the same corporal; later in when Matella sues Grusha for stealing the baby. As she is led to court she bumps into him and confirms the same by a huge scar on the face. G Must you? 1 mk h After this excerpt the peasant woman betrays Grusha by telling the Corporal that it is Grusha who had left the baby. The corporal sees the baby in the crib. 2 mks Bawl short loudly in an unpleasant manner 1mk Run him through , kill him by sticking a lance. 1mk Carnal glance a look with some sexual desire 1 mk NB: The meaning of the phrases should be consistent with the tense of the words. Q7."}
{"text": "2 mks Bawl short loudly in an unpleasant manner 1mk Run him through , kill him by sticking a lance. 1mk Carnal glance a look with some sexual desire 1 mk NB: The meaning of the phrases should be consistent with the tense of the words. Q7. Before the excerpt, a coup has taken place in which the Grand Duke is overthrown and Azdak has found a fugitive Old Man and he is helping him to his hut. After the excerpt, Azdak accommodates the Grand Duke and he later denounces himself to the police . 2. He is the Grand Duke and he is being pursued to be killed . 3. Corruption Azdak steals rabbit from the Prince. -The landowner squeezed twice the usual amount of taxes out of them. Impunity Azdak is not punished for stealing rabbits. Injustice They hanged him like a common criminal because he was a Turk he couldn t do much about it. 4. He has visited Azdak s home so as to arrest him . 5. Azdak says that rabbits are dangerous and destructive beast yet they are harmless . It s ironical that Azdak welcomes a stranger to his home yet he doesn t trust him . 6. Azdak -Corrupt he steals rabbit from the Prince. When one of the Prince s rabbit is stolen Inquisitive he asks the Old Man a lot of questions Make what? A proposition? Welcoming he gives the old man food though he s a stranger, encircle the cheese on the plate.. Intelligent How often must I tell you I m a man of intellect? Shauwa-Na ve he negotiates with Azdak on whether to arrest him Azdak I m a policeman, what should I do with an offending party? . Old Man- Illiterate doesn t speak coherently, Pursued. Need Undivided attention. Untrustworthy In short, I don t trust you. Fearful he stand trembling in the corner 1 mark for identification, 1 mark for illustration N B Accept any other well illustrated trait. 7. I must explain how a poor man behaves. 8."}
{"text": "7. I must explain how a poor man behaves. 8. Laying his elbows on the table. Encircling the cheese on the plate holding the knife like an undersized sickle. Giving the cheese a troubled look. 9. A. Insolence extremely rude and showing lack of respect. B. Exterminated killed all members of a group. C. Ignoramus a person who does not have much knowledge. Q8. A There is a coup and the governor is arrested and executed People in homestead free for their safety In her hurry to leave Natella ,the governors wife leaves her child behind After watching over the child overnight and realizing nobody is coming back for him Grusha decides to take baby. Peace returns and Natella want her baby back . The case is presided over by judge Azdak between Grusha and Natellab He says that Mother bore the child Blood is thicker than water. She carried the baby in her womb. She fed the baby with her blood. She borne it with pain. She is affected negatively emotionally by the loss of her child. Any 4 4x1 mrks c The lawyer point out that ,even herself does not claim any blood relationship between her and the child 1mrk d Greedy, materialism, Egocentric, Hypocritical any 1, well illustrated 2mks The lawyer reveals that she want the child in order to acquire her husband estate which is tied to Michael the heir Hypocritical She claims that she has suffered bereavement anxiety and sleepless night while the cook tell us she left her child behind because all she was thinking about was shoes and dresses she had to take along . Ii Grusha:- Caring ,Motherly ,Possessive, Kind ,Generous ,Loving ,Disciplined ,strict , Principled ,Honest 1mk for 1 indent illustrated any other well illustrated and relevant award. 2x2 2mks e Greed, Materialism Conflict Negligence Irresponsibility indent 1mrk illus 1mk any other relevant and well illustrated 2x2 4mks f She was concerned about her own welfare 1mk g Rhetorical question Is there a more ultimate relationship?"}
{"text": "Any 4 4x1 mrks c The lawyer point out that ,even herself does not claim any blood relationship between her and the child 1mrk d Greedy, materialism, Egocentric, Hypocritical any 1, well illustrated 2mks The lawyer reveals that she want the child in order to acquire her husband estate which is tied to Michael the heir Hypocritical She claims that she has suffered bereavement anxiety and sleepless night while the cook tell us she left her child behind because all she was thinking about was shoes and dresses she had to take along . Ii Grusha:- Caring ,Motherly ,Possessive, Kind ,Generous ,Loving ,Disciplined ,strict , Principled ,Honest 1mk for 1 indent illustrated any other well illustrated and relevant award. 2x2 2mks e Greed, Materialism Conflict Negligence Irresponsibility indent 1mrk illus 1mk any other relevant and well illustrated 2x2 4mks f She was concerned about her own welfare 1mk g Rhetorical question Is there a more ultimate relationship? -Can one tear a child from its mother? Ellipsis-to show somebody was cut off Mid sentenced-We agree .. was seen with the baby .. Irony Natella leaving her child and later claiming it -Natella using her child as a tool to acquire wealth. Any 2 well illustrated 2 mks any other relevant-award 4mks h Title given to a respected person -Respect or action of giving respect -Privilege 2mks i In her womb she carried it 1mks Q9. A Circumstances that lead the speaker to say these words: am accused of instigating war? This is said by Azdak who is role playing the Grand Duke. The Grand Duke has been accused by the princess of instigating the war. In the play within a play the Iron Shirts have decided to put Bizergan Kazbeki who has been proposed by Arsen Kabeki as he next judge through a rehearsal to test his ability as a judge. What follows then is the mock trial. B Why the nephew is reluctant to try the case."}
{"text": "In the play within a play the Iron Shirts have decided to put Bizergan Kazbeki who has been proposed by Arsen Kabeki as he next judge through a rehearsal to test his ability as a judge. What follows then is the mock trial. B Why the nephew is reluctant to try the case. Since he obviously does not have what it takes to be a judge or probably because he knows the role the princes, and particularly his uncle played in causing Grusinia to lose the war. 2 x 1 2mks c Who is responsible for instigating the war. The princes are responsible for instigating the war. Azdak says that the war was started on the advice of patriot s like uncle Kazbeki who is a prince . The nephew supports this when he says one can t be arraigned for declaring a war. D At least two dominant themes in this extract. I Abuse of power officers flog soldiers only on command. Land owners sleep with peasant s wives only on the strictest command. Ii Irresponsibility Azdak accuses the princess of having failed in the responsibility because they sent sick horses to war and during attack they were drinking in whore houses. Iii Greed and materialism The princess are also said to have embezzled funds. The princes are also said to have benefited in he war because they got 3,863,000 piasters for horses not delivered and 8,240,000 piasters for food supplies not produced. NB: Any 2 well developed themes. 4mks e Two character traits of Arsen Kazbek as brought out in this extract. Contemptuous seems to have no respect for Azdak. He refers to him as madcap which would mean a lunatic, also refers to him as a carpet weaver. Manipulative He seems to manipulate the nephew so that he can achieve his goals. He tells him answer him my little fox, I am with you. Irrational emotional Even before the nephew can pass the verdict, he has already started shouting that Azdak should be hanged. Cunning sly He keeps referring to the nephew as Little fox. He also cunningly wants the nephew installed as the Judge to serve his own purpose. 4mks f Two stylistic devices and comment on their effectiveness."}
{"text": "He tells him answer him my little fox, I am with you. Irrational emotional Even before the nephew can pass the verdict, he has already started shouting that Azdak should be hanged. Cunning sly He keeps referring to the nephew as Little fox. He also cunningly wants the nephew installed as the Judge to serve his own purpose. 4mks f Two stylistic devices and comment on their effectiveness. I Imagery simile cannot be watchdog if you howl like wolf meaning the nephew can t be judge, if he is irrational. To be judge you need to be level headed. This draws the attention of the audience to the fact that the prices are as guilty as the Duke. This man talks like a carpet weaver shows the contempt Kazbeki has for Azdak. Ii Metaphors my little fox Kazbeki refers to his nephew thus bringing in the cunning nature of the nephew and in equal measure that of the Fat Prince. Just as the fox is cunning, so is the nephew. Iii Play within a play Azdak role plays the Grand Duke who has been accused of instigating the war and causing Grusinia to lose the war. 6mks g Ironic twist that takes place in this extract. Immediately after this, the Fat Prince says that the rehearsal is enough and asks the Iron Shirts to ratify the new judge s appointment. Obviously he thinks that the Iron shirts will settle on his nephew as the new judge, but ironically the Ironshirts declare Azdak as the new judge. NB: For a candidate to score, the Irony must be brought out. 2mks Q10. A The singer highlights Grusha s escape to the Northern Mountain. How she sang a song, bought some milk and carried the baby in a sack. B Grusha had Michael who is the governor s heir. He is supposed to automatically take over as governor, a situation that jeopardizes Kazbeki s current position. For Kazbeki to be assured of his seat, Michael had to be killed. C Hateful spiteful contemptuous says kill the soldiers if you want milk. Critical old man says the soldiers from city have our goats. D Loving motherly she flees to the Northern mountains to protect the baby from the Iron shirts."}
{"text": "C Hateful spiteful contemptuous says kill the soldiers if you want milk. Critical old man says the soldiers from city have our goats. D Loving motherly she flees to the Northern mountains to protect the baby from the Iron shirts. Sacrifices a week s wages. Determined to protect the boy no matter what. Insolent says to old man may lightning strike you. Selfless sacrifices a week s pay to buy milk. E Reveals the Ironshirts as determined and Grusha as enduring and vulnerable. F Sarcasm old man tells Grusha to kill the soldiers if she wants milk. Rhetoric questions Three piasters for this little drop? Metaphor Bloodhounds, butchers. Any two g It is a murderous business you have here and sinful too, isn t it? H Materialism old man sells milk expensively. Selflessness Grusha buys milk expensively. I This is an expensive joke Refers to the milk that is too little yet exorbitantly bought. And for a God-bless-you eh?- For free of charge. Blood hounds A large dog used for finding where someone is or has been."}
{"text": "A DOLL S HOUSE- ESSAY QUESTIONS AND SAMPLE ESSAYSHow could the submissive, selfish and silly Nora of the first two acts transform herself into an independent woman by the end of the last act? Is the transformation realistic? While Nora puts on a convincing performance of being a submissive, selfish and foolish woman during the first act, there are early signs that this is not the real her. When she asks Torvald for more money despite having just been on a spending spree, she appears selfish and grasping. But we soon discover, in her conversation with Mrs Linde, that she is not squandering the money to satisfy her own desires, but using it to pay off the loan she took out in order to save her husband's life. In doing so, she has denied herself new things so that her husband and children can have all they need. Her arranging the loan and the trip to Italy - and her subsequent careful management of money and of her secret - show an astonishing strength of character. In addition, she secretly takes jobs to pay off the loan, a step towards the independence she finally embraces. But in the first two acts, Nora does not dare to acknowledge her own strength, let alone use it. There are many reasons for this. Chief among them are that her beloved Torvald, and society in general, would not comfortably countenance such strength in a woman. So it is easier for Nora to keep her head below the parapet rather than risk the consequences of showing herself as she is. Nora's submissiveness to Torvald is not all it seems. By playing the doll-child according to his wishes, she manipulates him into the role of indulgent father-figure. But in spite of her skill at 'managing' him, there is one instance in which she desperately wants him to adopt the manly and dominant role: she wants him to rescue her from the ruin caused by Krogstad's revelations. When he fails to provide the strength she needs, she realizes that she no longer loves him, as he is not the man she thought him. It is almost inevitable that she is forced to find that strength within herself. Her realization that she wants to pursue her independence is not so much a transformation as an awakening to a strength she has possessed all along. In what way does A Doll's House explore social issues? A Doll's House shines a searchlight on Victorian society, drawing attention to its hypocrisy and use of public opinion to suppress individuality."}
{"text": "Her realization that she wants to pursue her independence is not so much a transformation as an awakening to a strength she has possessed all along. In what way does A Doll's House explore social issues? A Doll's House shines a searchlight on Victorian society, drawing attention to its hypocrisy and use of public opinion to suppress individuality. The critic Bjorn Hemmer, in an essay in The Cambridge Companion to Ibsen, wrote: \"The people who live in such a society know the weight of 'public opinion' and of all those agencies which keep watch over society's 'law and order': the norms, the conventions and the traditions which in essence belong to the past but which continue into the present and there thwart individual liberty in a variety of ways. \"Torvald lives by society's norms, and when faced with a choice of whether to support his wife or society, he sides with society. When he realizes that she has broken the law in forging her father's signature on the loan document, he never questions the morality of such a law: it is left to Nora to do that. His aim is to preserve the appearance of respectability and ensure his continued acceptance in society. He has become so shaped by society's conventions that he cannot see his wife's suffering. In The Cambridge Companion to Ibsen, Gail Finney writes that in Ibsen's own notes for this play, he notes that a mother in modern society is \"like certain insects who go away and die when she has done her duty in the propagation of the race.\". This view is confirmed by Torvald's rejection of Nora when he discovers her secret; he says she is not fit to bring up their children if her reputation is tarnished. For Torvald, public life has obscured and overtaken private self. In order to find out who she is and what she wants, Nora has to reject the life that society prescribes for her as a wife and mother, and strike out on her own. \". I am going to see,\" she tells Torvald in Act 3, \"who is right, the world or I.\"But this is not simple. The nineteenth century saw a huge shift from the old social order of self-improvement within a stable rural society to a new social order founded on money. But women at the time could not control money without the authority of the man who 'owned' them, be it husband, brother or father."}
{"text": "\"I am going to see,\" she tells Torvald in Act 3, \"who is right, the world or I.\"But this is not simple. The nineteenth century saw a huge shift from the old social order of self-improvement within a stable rural society to a new social order founded on money. But women at the time could not control money without the authority of the man who 'owned' them, be it husband, brother or father. Single and lone women like Mrs Linde had more control over their lives and money than married women, who were discouraged from taking jobs and had to surrender money matters to their husbands. But as Mrs Linde's story shows, having no male 'provider' brought its own problems. In sum, women had little power. Power lay with people like Torvald, who is a banker and lawyer. Torvald is able to dictate the fate not only of his family but of Mrs Linde by giving her a job and Krogstad by giving away his job . He is gratified by the prospect of sacking Krogstad because he disapproves of his morality. In effect, the Torvalds of this world defined morality. As we have seen with regard to Nora's crime, they also defined the law, and therefore, who was a criminal. It is worth noting that Ibsen based the episode of Nora's forgery on a similar 'crime' committed by a female friend of his, which ended tragically for her, so he was drawing attention to what he saw as a genuine social problem. He supported economic reform that would protect women's property and befriended European feminists. Other social issues addressed in the play include how women should be educated, both for the responsibilities of family and for self-fulfillment; the right of women to define their role in the family and society; the degrading effects of poverty on self-fulfillment as with Mrs Linde and the Nurse ; and the scourge of venereal disease as suffered by Dr Rank . How do different characters use the words \"free\" and \"freedom\"? How does the use of these words change throughout the play? It is Torvald who introduces the concept of freedom in the play, claiming that \"There can be no freedom or beauty about a home life that depends on borrowing and debt.\". He defines freedom in economic terms, as befits an age where power depended upon money."}
{"text": "How do different characters use the words \"free\" and \"freedom\"? How does the use of these words change throughout the play? It is Torvald who introduces the concept of freedom in the play, claiming that \"There can be no freedom or beauty about a home life that depends on borrowing and debt.\". He defines freedom in economic terms, as befits an age where power depended upon money. He is also adopting society's values, as debt was disapproved of and considered a sign of moral degeneracy. The dramatic irony behind his words lies in the fact that Torvald would not have any life at all if his wife had not gone into debt, though he does not realize this. Like Torvald, Krogstad sees freedom as moral respectability in the eyes of society. His job at the bank is the means by which he will \"cut himself free\" from the stigma of his \"indiscretion\" of forgery. The problem with this approach is that his \"freedom\" depends upon the whim of his employer, who also sits in moral judgment on him and can withdraw his job if he finds that he falls short in that respect. Mrs Linde feels proud that by working hard, she was able to support her brothers and mother, and \"I was privileged to make the end of my mother's life almost free from care.\". Like Torvald, she is defining freedom in economic terms. But she is operating at a lower economic level than he is. She is talking of being able to provide the necessities of life, whereas he is talking of the relative luxury of being free from debt. In Act 1, Nora is delighted that soon she will have paid off her debt to Krogstad and will be \"free from care, quite free from care; to be able to play and romp with the children; to be able to keep the house beautifully and have everything just as Torvald likes it!\". At this point, she defines her freedom in terms of the very things that as she later realizes restrict her: her role as a submissive wife and mother. By the end of Act 2, Krogstad's letter revealing Nora's debt and forgery of her father's signature is sitting in Torvald's letterbox. Nora, who fears yet hopes that Torvald will shield her by taking the entire blame upon himself, means to disappear or commit suicide, thereby saving him from disgrace."}
{"text": "In Act 1, Nora is delighted that soon she will have paid off her debt to Krogstad and will be \"free from care, quite free from care; to be able to play and romp with the children; to be able to keep the house beautifully and have everything just as Torvald likes it!\". At this point, she defines her freedom in terms of the very things that as she later realizes restrict her: her role as a submissive wife and mother. By the end of Act 2, Krogstad's letter revealing Nora's debt and forgery of her father's signature is sitting in Torvald's letterbox. Nora, who fears yet hopes that Torvald will shield her by taking the entire blame upon himself, means to disappear or commit suicide, thereby saving him from disgrace. She tells him: \"Then you will be free.\". Thus Torvald will maintain his respectability by means of Nora's obliterating herself from his world. At the end of the play, Nora has been awakened to Torvald's narrow-mindedness and no longer sees freedom in terms of bondage to him or obliteration of herself. On the contrary, she defines freedom for herself and Torvald as complete independence from each other, as she leaves the marriage to forge a new life for herself: \"I set you free from all your obligations. You are not to feel yourself bound in the slightest way, any more than I shall. There must be perfect freedom on both sides. \"Compare Torvald s and Nora s attitudes toward money. Torvald and Nora s first conversation establishes Torvald as the member of the household who makes and controls the money and Nora as the one who spends it. Torvald repeatedly teases Nora about her spending, and at one point Mrs. Linde points out that Nora was a big spender in her younger days. These initial comments paint Nora as a shallow woman who is overly concerned with -material delights. Yet Nora s generous tip to the porter in the play s opening scene shows that she is not a selfish woman. More important, once the secret of Nora s loan is made known to the audience, we see that Nora s interest in money stems more from her concern for her family s welfare than from petty desires. We realize that the excitement she has expressed over Torvald s new, well-paying job results from the fact that more spending money means she can finally pay off her debt to Krogstad."}
{"text": "Yet Nora s generous tip to the porter in the play s opening scene shows that she is not a selfish woman. More important, once the secret of Nora s loan is made known to the audience, we see that Nora s interest in money stems more from her concern for her family s welfare than from petty desires. We realize that the excitement she has expressed over Torvald s new, well-paying job results from the fact that more spending money means she can finally pay off her debt to Krogstad. While Torvald seems less enthralled by money because he doesn t talk about it except to chastise Nora for her spending, he is obsessed with having a beautiful home, including a beautiful wife. He considers these things important to his reputation, and keeping up this reputation requires money. Although Torvald accuses Nora of wasting money, Nora spends her money mostly on worthy causes, whereas Torvald uses his for selfish, shallow purposes. Why does Torvald constantly reprimand Nora for her wastefulness and foolishness while simultaneously supporting her behavior? What insight does this contradiction give us into Torvald and Nora s relationship? Torvald perceives Nora as a foolish woman who is ignorant of the way society works, but he likes Nora s foolishness and ignorance because they render her helpless and therefore dependent on him. It soon becomes clear to us that Nora s dependence, not Torvald s love for Nora as a person, forms the foundation of Torvald s affection for her. In Act One, Torvald teases Nora about wasting money but then tries to please her by graciously giving her more. Similarly, he points out her faults but then says he doesn t want her to change a bit. He clearly enjoys keeping Nora in a position where she cannot function in the world without him, even if it means that she remains foolish. In general, Torvald disapproves of any kind of change in Nora s constant, obedient demeanor because he needs to control her behavior. When Nora begins to dance the tarantella wildly in Act Two, he is unsettled. In Act One, Nora says that it would humiliate Torvald if he knew he was secretly in debt to her for his life, indicating that Torvald wants the power in his marriage to be one-sided rather than mutual. Compare and contrast Mrs. Linde and Nora at the end of the play. By the end of Act Three, both Nora and Mrs. Linde have entered new phases in their lives."}
{"text": "Linde and Nora at the end of the play. By the end of Act Three, both Nora and Mrs. Linde have entered new phases in their lives. Nora has chosen to abandon her children and her husband because she wants independence from her roles as mother and wife. In contrast, Mrs. Linde has chosen to abandon her independence to marry Krogstad and take care of his family. She likes having people depend on her, and independence does not seem to fulfill her. Despite their apparent opposition, both Nora s and Mrs. Linde s decisions allow them to fulfill their respective personal desires. They have both chosen their own fates, freely and without male influence. Ibsen seems to feel that the nature of their choices is not as important as the fact that both women make the choices themselves. Using specific examples, discuss how Ibsen's \"progress from one work to the other\" is due to a \"perpetual scrutiny of the same general questions regarded from different points of view. \"Do you feel that Ibsen's drama is \"dated\"? To defend your view, cite dramatic themes in these plays which you consider to be universal, or limited in scope. Show how the first act forewarns the audience of almost all the forthcoming events in the rest of the drama. Point out some instances where Ibsen is able to \"externalize\" inner problems by using effective symbols. At least one character in each play prefers an imaginary view of life to a realistic viewpoint. With this in mind, discuss the life-view of Torvald Helmer. In what ways does the vocation of Torvald Helmer provide additional insight into his character? Devise an alternative ending for A Doll's House, trying not to violate Ibsen's dramatic thesis. Defend either your new conclusion or the inviolability of Ibsen's original ending. Explain the symbolic significance of hereditary disease in A Doll's House. Do today's women face the same sort of barriers that women did in Nora's time? In what ways is Torvald caged by societal expectations? What about the other men in the play? Krogstad? Dr. Rank? What is important about the title? Who is the \"doll\" Ibsen refers to? Who is the more significant female character in terms of plot development, Nora or Kristine? Explain your answer. Do you think Kristine's decision not to prevent Krogstad from revealing the truth to Torvald is a betrayal of Nora?"}
{"text": "Who is the more significant female character in terms of plot development, Nora or Kristine?Explain your answer. Do you think Kristine's decision not to prevent Krogstad from revealing the truth to Torvald is a betrayal of Nora?Does this act ultimately hurt or benefit Nora?How does Henrik Ibsen reveal character in A Doll's House?Is Nora a sympathetic character?Did your opinion of Nora change from the beginning of the play to its conclusionDoes the play end the way you expected?Do you think this was a happy ending?A Doll's House is generally considered a feminist work. Do you agree with this characterization?Why or why not?How essential is the setting, both in terms of time period and location?Could the play have taken place anywhere else?Would the final outcome have had the same impact if A Doll's House had been set in the present day?Why or why not?Knowing that the plot is based on a series of events that happened to a female friend of Ibsen's, did it bother you that he used Laura Kieler's story without it benefiting her?Which actress would you cast as Nora if you were to stage a production of A Doll's House?Who would play Torvald?Why is the choice of actor important to the role?Explain your choices."}
{"text": "The Pearl GuideThe Pearl by John SteinbeckBelow are the Essential Questions, Theme Topics Motifs , Thematic Questions, and Key Literary Terms that we will use for our analysis of The Pearl. These questions, theme topics, and terms will guide our discussion and analysis during this unit, so it is important for you to be familiar with them as you read. Use this overview to help guide your annotations and read through the background information before you read the novel. Essential Questions How does parable transcend time and place to employ a universal theme? What makes a theme universal? Why are symbols useful to writers and their audience? How can writing be used to effect change in society? Theme Topics Motifs from The PearlDuring your reading and annotating of The Pearl look for and mark passages that make a point or statement about these possible theme topics: Money, Possessions, Greed: Look for passages quotes dealing with the quest formoney and the desire for things of the material world, as well as references to the stepswhich people will take to attain those things. Also, look for passages quotes that implythat money can buy happiness. Social Oppression: Look for passages quotes dealing with the oppression of theMexican Indians in the portrayal of the doctor, the priest, the pearl buyers, and thetrackers. Watch for details which show how Kino and his people are treateddisrespectfully, taken advantage of, and discriminated against. Man as a part of nature: Look for passages quotes which illustrate similaritiesbetween humans and other species through comparisons. NOTICE the frequent imagesSteinbeck uses and think of how these passages reflect or foreshadow give hints aboutfuture events HUMAN events. Kino s songs: Look for passages quotes with references to the music Kino hears the three types of songs he hears and their significance. Pay particular attention toWHEN and UNDER WHAT CIRCUMSTANCES he hears a particular song. Good vs. Evil: Look for passages quotes that reflect images and ideas of darknesslight,good- evil, brightness- dimness, day- night, black- white, etc. Appearance vs. Reality: Look for passages quotes that refer to things not beingwhat they seem."}
{"text": "Evil: Look for passages quotes that reflect images and ideas of darknesslight,good- evil, brightness- dimness, day- night, black- white, etc. Appearance vs. Reality: Look for passages quotes that refer to things not beingwhat they seem. Consider looking for passages quotes about visions, haze, mirages,dreams, vagueness, ghostly gleams, illusions, etc. Thematic Questions How does oppression manifest in both the community and individual? How can society s wrongs be righted? How much control does an individual have over his her success in life? How can we determine if something or someone is what or who they appear to be? Can money or desire change an individual? Is money necessary to be successful in life? What is the difference between good and evil? Are there any shades of gray? Honors English IThe Pearl Remember that a Literary Theme is the controlling idea of a story an arguable comment or statement an author makes about the nature of humankind orsociety a truth that can be taken from the specifics of the story and applied to society in general some human truth that the author wants the reader to understand about life, the human experience, or human natureKey Literary Terms: theme, motif, characterization, conflict, symbolism, parable, allegory, setting, metaphor, simile, personification, figurative language, imagery, Freytag s Plot PyramidThe Pearl Background InformationAuthor: John Steinbeck 1902-1968 was born in Salinas,California the son of poor parents. Although he was educated at Stanford University and became a celebrated writer, he never forgot his origins. Growing up in working class towns, he became an excellent observer of human nature and later wrote about the people he lived around workers including Mexican-American and migrant workers. He discovered the harsh reality that these people were often treated poorly and without respect and had little means of defending themselves. As a result, many of the characters he wrote about were down and out, isolated and oppressed."}
{"text": "Growing up in working class towns, he became an excellent observer of human nature and later wrote about the people he lived around workers including Mexican-American and migrant workers. He discovered the harsh reality that these people were often treated poorly and without respect and had little means of defending themselves. As a result, many of the characters he wrote about were down and out, isolated and oppressed. They represent the struggle theme of his novels principally the struggle between the poor andthe wealthy, the weak and the strong, good and evil, and between cultures or civilizations. These themes are all evident in The Pearl. Origins: In 1940, Steinbeck set out on a sailing expedition to study marine life in the Gulf of California, hoping to find universal patterns in marine species that would help him understand life in general. During this trip, Steinbeck heard about the legend of a Mexican fisher boy who had found an enormous pearl that had brought him much misery. Steinbeck developed this legend into the novel The Pearl. As you read The Pearl, watch for details about the plant and animal life in the Gulf and the many metaphors comparisons , images and themes Steinbeck uses which are connected to these details. Setting: The events of The Pearl take place sometime around the 1900 on an estuary mouth of the river somewhere on the coast of Mexico in the town of La Paz. On a map the long peninsula which descends from California is called BAJA CALIFORNIA. It is part of Mexico and is separated from the rest of Mexico by the Gulf of California, also known as the Sea of Cortez. Honors English I The PearlHistorical Background and Social Culture: At the time the story takes place, the Indians of Mexico had already been under the domination of people of Spanish descent for 300 years. The governing class was primarily made up of those of Spanish descent and the Roman Catholic Church who, together, kept the Mexican Indians at the bottom of the social hierarchy or social ladder. In most cases, the Indians were not allowed to attend school or own land. Keeping people uneducated and dependent keeps them oppressed . Although Spanish culture and Catholic rituals were forced upon the Indians, they fiercely held onto many of their spiritual beliefs, cultures, and customs of their various tribes. WATCH FOR EVIDENCE OF THIS IN THE NOVEL!"}
{"text": "Keeping people uneducated and dependent keeps them oppressed . Although Spanish culture and Catholic rituals were forced upon the Indians, they fiercely held onto many of their spiritual beliefs, cultures, and customs of their various tribes. WATCH FOR EVIDENCE OF THIS IN THE NOVEL! Style: The Pearl is a short novel or novella which is told in the form of an allegory or PARABLE a short, simple work with little dialogue illustrating a lesson or a larger truth often on the subject of good and evil. In a PARABLE, good and evil are clearly defined everything is black and white, there are no shades of gray. For instance, the good characters have names, and the bad characters have no names. The characters andaction symbolize certain universal ideas or concepts and the readers attach their ownmeaning to these symbols. Point of View: The Pearl is told by an all knowing OMNISCIENT third-person narratorwho is observing the characters and their actions from outside the story. Comment: The reader is told in the preface, In the town they tell the story of the great pearl how it was found and how it was lost again If this story is a parable, perhaps everyone takes his own meaning from it and reads his own life into it. Thus begins Steinbeck s novel of good and evil, The Pearl. It is the timeless tale of the Mexican-Indian fisherman Kino, his wife Juana, and their infant son, Coyotito. It tells of how Kino finds the Pearl of the World and dreams of breaking out of the trap of poverty and ignorance that oppresses him and his family. The violence that follows his dreams, but brings him a greater understanding of himself and the realities of the world in which he lives. As you read, consider what meaning you take from Kino s story. Other Well-Known Novels By Steinbeck:Tortilla Flat 1935 The Red Pony 1937 Of Mice and Men 1937 The Grapes of Wrath 1939 Cannery Row 1945 East of Eden 1952 The Winter of Our Discontent 1961 Travels With Charley 1962 Honors English IThe PearlThe Pearl Literature GuideAs you read The Pearl, complete the following questions. These questions will help you remember and reflect onimportant plot and literary elements techniques from the reading, so that your analysis is more in-depth."}
{"text": "As you read, consider what meaning you take from Kino s story. Other Well-Known Novels By Steinbeck:Tortilla Flat 1935 The Red Pony 1937 Of Mice and Men 1937 The Grapes of Wrath 1939 Cannery Row 1945 East of Eden 1952 The Winter of Our Discontent 1961 Travels With Charley 1962 Honors English IThe PearlThe Pearl Literature GuideAs you read The Pearl, complete the following questions. These questions will help you remember and reflect onimportant plot and literary elements techniques from the reading, so that your analysis is more in-depth. Thestory is simple, but because it is an allegory, there is deeper meaning at every turn. Read between the lines andanalyze characters, setting, imagery, symbols, etc. The Pearl is a short novella and reading it several times beforethe start of the school year will offer you a more in-depth understanding. Chapter 1 pg. 3-13 1. Where does the story open? The story opens in Kino s hut, located on the beach. The beach is on the Gulf of Mexico, but this information is not revealed until Chapter 2. 2. Who are the main characters introduced at the beginning of this chapter? Kino, his wife, Juana, and his infant son, Coyotito3. Where does Coyotito sleep? In a hanging box4. What did Kino s people do? They were makers of great songs. Everything they saw, thought, did, heard or experienced became a song. 5. What is the Song of the Family? The sounds of the family waking Juana talking to Coyotito, Juana fanning the fire into flames, and the rhythm of the grinding stone that Juana used to work the corn for morning cakes. 6. What kind of morning did Kino think it was? It was a morning like other mornings and yet perfect among mornings. 7. What is the Whole? It is the safety and warmth provided by the familiar routines of Kino s family. 8. How is Kino described? Kino was young and strong and his black hair hung over his brown forehead. His eyes were warm and fierce and bright and his mustache was thin and coarse. 9. What draws Kino s attention to Coyotito s hanging box?"}
{"text": "Kino was young and strong and his black hair hung over his brown forehead. His eyes were warm and fierce and bright and his mustache was thin and coarse. 9. What draws Kino s attention to Coyotito s hanging box? A tiny movement a scorpion was climbing down the rope that suspended the box. 10. What is the Song of Evil? What brings the Song of Evil? The Song of Evil is the music of the enemy, of any foe of the family, a savage, secret dangerous melody . The scorpion brings the Song of Evil. 11. What contradiction does Juana display when the scorpion appears? She repeats an ancient magic to guard against evil, while muttering a Hail Mary between clenched teeth. It is the contradiction between pagan and Christian religious rituals. 12. What harm comes to Coyotito? Why is Kino unable to stop it? Kino reaches for the scorpion and when it poses to sting, Coyotito shakes the rope to the box, and the scorpion falls on the baby and stings him. 13. What does Kino do to the scorpion? He beats and stamps it until it is only a moist place in the dirt. 14. How does Juana react to Coyotito s injury? She immediately begins to suck the poison from the puncture wound. 15. What is the danger of the scorpion s sting? The poison from the sting may make an adult gravely ill, but it could cause death in a baby. 16. What surprising thing did Juana request after Coyotito was stung? Why was it surprising? She asked Kino to go get the doctor. It was surprising because To get him would be a remarkable thing. The doctor never came to the cluster of brush houses. 17. What does Kino do about Juana s request? How does Juana respond? Kino tells Juana, The doctor would not come. Juana tells Kino they will go to the doctor. 18. What skill did the beggars have? They were experts in financial analysis. That is, they were able to determine people s status of wealth or poverty by observing them. 19. What did the beggars decide about Kino and Juana? They decided that they were too poor, and the doctor would not see them. 20. What did the beggars know about the doctor?"}
{"text": "They decided that they were too poor, and the doctor would not see them. 20. What did the beggars know about the doctor? They knew his ignorance, his cruelty, his avarice, his appetites, his sins. 21. Why does Kino hesitate when they reach the doctor s residence? Because the doctor was of a race which for nearly four hundred years had beaten and starved and robbed and despised Kino s race; all of the doctor s race spoke to all of Kino s race as though they were simple animals. 22. What are some indications that the doctor leads a wealthy lifestyle? He wears a dressing gown of silk from Paris. The gown is tight, which means he s eating well and gaining weight. He has a silver tray with delicate china on it. The d cor of the room indicates a wealthy lifestyle as well. 23. When the doctor learns of Coyotito s injury, what is his reaction? What does this indicate about his attitude toward Kino s race? He reacts with anger, then he reacts with greed. He says, Have I nothing better to do than cure insect bites for little Indians ? I am a doctor, not a veterinary. Then he demands, Has he any money? See if he has any money! The doctor believes Kino s people are animals, and they are worthless unless they can pay for his services. 24. When Kino offers pearls as payments for the doctor s service, what happens? The doctor s servant is gone for a short moment, and then he returns to tell Kino, The doctor has gone out. He was called to a serious case. 25. What is ironic about the servant s comments to Kino? The doctor has not really gone out, and the servant s choice of words is ironic. What could be a more serious case than a poisoned child? 26. How does Kino react to the doctor s behavior toward his family? He strikes the gate with his fist. Chapter 21. What do people of the Gulf trust? Things of the spirit and things of the imagination, but they do not trust their eyes to show them distance or clear outline or any optical exactness. 2. What is the one thing of value Kino owns? Why is it so valuable? His canoe; it is the bulwark against starvation. It is his means of income and keeping his family fed and sheltered. 3."}
{"text": "Why is it so valuable? His canoe; it is the bulwark against starvation. It is his means of income and keeping his family fed and sheltered. 3. How does Juana treat Coyotito s scorpion sting? She makes a poultice out of brown seaweed and presses it to the baby s swollen shoulder. 4. Does her remedy work? The remedy is as good a remedy as any and probably better than the doctor could have done. But the remedy lacked his authority because it was simple and didn t cost anything. The remedy might work, but Juana is skeptical because a doctor didn t apply it. As yet, Coyotito hadn t experienced the stomach cramps typical for scorpion poisoning, so her remedy might be working. 5. For what does Juana pray? She didn t pray directly for Coyotito s recovery. She prays for Kino to find a pearl large enough to pay the doctor for his services to cure the baby. 6. What is the accident that happens to oysters? A small grain of sand gets in the folds of muscle and irritates the flesh until in self-protection the flesh coats the grain of sand. The coated grain of sand becomes a pearl. 7. About what had Kino s people made songs? Everything that happened or existed; they made songs to the fishes, to the sea in anger or in calm, to the light and dark, to the sun and moon. 8. What song was in Kino as he held his breath underwater? The Song of the Pearl That Might Be, part of the Song of the Undersea9. How long can Kino hold his breath underwater? Over two minutes10. What attracts Kino s attention to the ancient oyster that lying by itself? A ghostly gleam11. Why is Kino reluctant to open the oyster until he s opened all the other oysters? He doesn t dare to hope that the oyster contains a pearl. The ghostly gleam he saw could have been an illusion, or a reflection of the shell. His people, the people of the Gulf are used to disappointment, and this pearl offers hope. 12. What does Juana tell Kino to do with the oyster? She tells him to open it. 13. What has Kino found in the oyster? He has found the greatest pearl in the world. 14."}
{"text": "13. What has Kino found in the oyster? He has found the greatest pearl in the world. 14. What do Kino and Juana discover right after they discover the pearl? They find that the seaweed poultice has taken the swelling out of Coyotito s shoulder, and the poison was receding from his body. Chapter 31. Throughout the novel, there are various types of animal imagery. What is characterized as an animal at the beginning of this chapter? When is this imagery first used in the novel? The town is a thing like a colonial animal. The image the author gives demonstrates how the townspeople digest the news of Kino s discovery. The animal imagery is first used when Kino s people are characterized as animals by the doctor in Chapter 1. 2. As the news of Kino s prize travels through the village, who learns of the Pearl of the World ? The priest, the shopkeepers, the doctor, and the beggars in front of the church3. What is the doctor s reaction to the news of Kino s pearl? He says that Kino is a client of his, and he is treating Coyotito for a scorpion sting. 4. What does the doctor s reaction to Kino s good fortune reveal about his character? It emphasizes his greediness. He wouldn t have anything to do with Kino or his family when they came to him for help when Coyotito was injured, because he knew they couldn t pay for his services. Now that he knows about Kino s pearl, he s willing to treat Coyotito. 5. How do people react to the news of Kino s pearl? What does the news of the pearl stir up in the town? Every man suddenly became related to Kino s pearl, and Kino s pearl went into the dreams, the speculations, the schemes, the plans, the futures, the wishes, the needs, the lusts, the hungers, of everyone, and only one person stood in the way and that was Kino, so that he became curiously every man s enemy. The pearl stirs up something black and evil in the town the poison sacs of the town began to fill with venom. People became immediately envious of Kino s good fortune, and tried to figure out a way to get the pearl for themselves. 6. What comment on human nature does the author make with the villagers response?"}
{"text": "People became immediately envious of Kino s good fortune, and tried to figure out a way to get the pearl for themselves. 6. What comment on human nature does the author make with the villagers response? People are basically greedy. Even people who are used to having nothing and are happy can be changed by the possibility of wealth. 7. What do Kino and Juana assume about the villager s response to Kino s prize? They assume that everyone would be happy for their good fortune. 8. What music does Kino experience after finding the pearl? The music of the pearl had merged with the music of the family so that one beautified the other. The pearl is something good for the family. 9. What does Juan Tomas ask Kino about his discovery? What is Kino s response? Juan Tomas asks, What will you do now that you have become a rich man? Kino tells Juan Tomas that he and Juana will be married in the church, they will have new clothes, he might buy a rifle, and Coyotito will go to school. 10. Why does the idea of Kino s son attending school cause such a stir among the villagers? Kino says, these things will make us free because he will know and through him we will know. Kino s people had been oppressed for hundreds of years, and one reason that this oppression continued is because they are illiterate and uneducated. The possibility of Coyotito becoming educated creates hope. 11. What happens to time as a result of the pearl? Time will be measured based on the pearl. Everything will be in terms of happening before or since the discovery of the pearl. 12. Who comes to visit Kino? Why? The priest comes to visit Kino. He reminds him to be generous to the church with his newfound fortune. 13. How is the priest like the rest of the village in his request? He wants to benefit from Kino s discovery of the pearl. 14. What faint song does Kino hear when the priest visits? What does this mean? Kino begins to hear the song of evil, of the enemy. Kino knows, perhaps only on a subconscious level, that people want to get the pearl away from him. 15. What animal imagery is used for the Song of the Family in this chapter? Why do you think the author uses this image? The Song of the Family is characterized as like the purring of a kitten."}
{"text": "What animal imagery is used for the Song of the Family in this chapter? Why do you think the author uses this image? The Song of the Family is characterized as like the purring of a kitten. This image conveys the warmth and security Kino feels within his family. A kitten only purrs when it feels safe and is content or happy. 16. Shortly after the priest and the neighbors leave, Kino senses danger. Who appears at this time? The doctor appears with two assistants. 17. What lie does the doctor tell Kino and Juana? I was not in when you came this morning. But now, at the first chance, I have come to see the baby. Of course, he was home when they visited that morning, and he has only come after hearing about Kino s pearl. 18. Even though Coyotito appears to be recovering from the scorpion s sting, how does the doctor make Kino and Juana believe his services are still necessary? He tells them that a scorpion s poison can lay dormant, and then cause serious damage such as a blind eye or withered leg. He tells Kino, I know the sting of a scorpion, my friend, and I can cure it. He tells Kino that the poison has gone inward and it will strike Coyotito soon. One sign of this is Coyotito blue eyelid. 19. What remedy does the doctor give the baby? What suspicion does Kino have about this remedy? The doctor gives Coyotito a gelatin capsule of white powder, and says that if the poison is going to strike, it will do so within the hour. During that hour, Coyotito begins to convulse and vomit. The doctor returns and treats him with a few drops of ammonia diluted in water. The baby s spasms subside and it appears the doctor has cured him from the poison. Kino believes that the capsules contained something that caused Coyotito s convulsions, and the doctor was only trying to get some of Kino s money from the pearl. 20. What question does the doctor ask when he is done treating Coyotito? What offer does he make to Kino? He asks when payment will be made for his services. Kino tells him about the pearl about which the doctor already knew, of course , and promises to pay the doctor after he has sold it. The doctor offers to keep Kino s pearl in his safe."}
{"text": "He asks when payment will be made for his services. Kino tells him about the pearl about which the doctor already knew, of course , and promises to pay the doctor after he has sold it. The doctor offers to keep Kino s pearl in his safe. Kino refuses the offer and says the pearl is safe. 21. What did the doctor hope to reveal with his offer? Is this information revealed? He knew the pearl would be buried in the house, and he thought Kino might look toward the place where it was buried. Yes, the information is revealed when Kino s eyes flick involuntarily to the floor near the side post of the brush hut. 22. After everyone has left the hut, Juana asks Kino, Who do you fear? What is his response? Kino says he fears everyone. 23. While they are sleeping that night, what happens in Kino and Juana s hut? Kino awakens and hears the whisper of a foot on dry earth and the scratch of fingers in the soil. An intruder comes, and quietly tries to dig up the pearl. 24. Is the intruder successful? No, Kino attacks him in the dark and tries to stab him. Kino s head is smashed in the scuffle and the intruder escapes. 25. Who is the most likely person to have sent the intruder? How do you know? The doctor sent the intruder. It must have been the doctor, because the intruder tries to dig in the place where Kino glanced when the doctor asked him if the pearl was safe. 26. How is Kino characterized during the fight? He is like an angry cat, leaped striking and spitting for the dark thing . Again, the author uses animal imagery for description. 27. What is Juana s response to the stranger s intrusion and attack on her husband? She cries, This thing is evil. This pearl is like a sin! It will destroy us. She asks her husband to throw the pearl back into the sea and says, It has brought evil. Kino, my husband, it will destroy us. 28. What statement does Juana make that serves as foreshadowing? It will destroy us all. Even our son. 29. What promise does Kino make to Juana about the pearl? How is the pearl described at the end of the chapter?"}
{"text": "Even our son. 29. What promise does Kino make to Juana about the pearl? How is the pearl described at the end of the chapter? Kino promises that they will sell the pearl and the evil will go with it, and only the good will stay. The pearl is a guarantee of the future, of comfort, of security. Its warm lucence promised a poultice against illness and a wall against insult. It closed a door on hunger. Chapter 41. What is the name of the town that keeps track of itself and of all its units ? What does this mean? La Paz. It means that everyone in this small town knows everyone else s business. 2. What did the pearl buyers know? They already knew that Kino was coming to sell his pearl that day. 3. What supposition is made about the pearl buyers? What is actually the case? When are the pearl buyers happy? It is supposed that the pearl buyers act alone and compete against one another for business. In actuality, one major buyer employs them all. The best and happiest pearl buyer was he who bought for the lowest price. 4. What do the neighbors hope for Kino? They hope that the pearl does not destroy him and his family. They don t want wealth to change Kino, they hoped that wealth would not graft onto him the evil limbs of greed and hatred and coldness. 5. What was expected of the neighbors when Kino goes to town to sell his pearl? It was expected that they would join him it was an historic moment, they would be crazy if they didn t go. It would be almost a sign of unfriendship. 6. What does Juan Tomas warn Kino against as he leaves to sell the pearl? Why is his warning ironic? Juan Tomas tells Kino, You must be careful to see they do not cheat you. This is ironic because, in the next line Juan Tomas admits, We do not know what prices are paid in other places. Since they do not know what the pearl s market value is, they cannot know if they are being cheated. 7. Why did Kino s ancestors give up trying to get better prices for their pearls in the capital? Because when they sent their pearls men to sell them on their behalf, the men would disappear with their pearls and they would end up with nothing. 8. Why does Kino believe that selling the pearl at the capital is against religion?"}
{"text": "Because when they sent their pearls men to sell them on their behalf, the men would disappear with their pearls and they would end up with nothing. 8. Why does Kino believe that selling the pearl at the capital is against religion? What is really true about this belief? Because the priest has said so the priest gives a yearly sermon about how each man or woman is a soldier sent by God to guard his own part of the universe. Each person is supposed to remain faithful and not go running about. The men who tried to sell their pearls at the capital were running about and not guarding their post, and that is why they lost their pearls. The belief is based in blind faith. Kino believes the priest because he was raised to do so, but in reality, the priest is contributing to the oppression of Kino s people by perpetuating this belief. 9. What sign does the pearl buyer give of his astonishment at Kino s pearl? He gives no visual sign or facial expression that Kino can distinguish, but under the desk, the pearl buyer drops a coin he has been turning between his knuckles. 10. What is the pearl buyer s initial appraisal of the pearl? What offer does he make? The pearl buyer tells Kino that the pearl is too large to sell, because there is no market for such things. He tells Kino it is like fool s gold, and it is only a curiosity. The pearl buyer offers Kino 1,000 pesos for the pearl. 11. Does Kino accept the offer? What does Kino believe the pearl is worth? No. Kino accuses the buyer of trying to cheat him. Kino thinks the pearl is worth 50,000 pesos. 12. How does the author characterize the feelings Kino has while dealing with the pearl buyer? The animal imagery is used again. Kino felt the creeping of fate, the circling of wolves, the hover of vultures. He felt the evil coagulating about him, and he was helpless to protect himself. 13. How does the pearl buyer prove his original offer was fair? How do you know he was really trying to cheat Kino? The other pearl buyers support the idea that the pearl is valueless, but they probably arranged this ahead of Kino s arrival, so that they could get the great pearl for the least amount of money."}
{"text": "How does the pearl buyer prove his original offer was fair? How do you know he was really trying to cheat Kino? The other pearl buyers support the idea that the pearl is valueless, but they probably arranged this ahead of Kino s arrival, so that they could get the great pearl for the least amount of money. The pearl buyer reveals himself when he is reluctant to let Kino leave with his worthless pearl, and he makes another offer of 1,500 pesos. 14. What do the neighbors say about the pearl buyers business dealings with Kino? Why is this ironic? The neighbors believe the pearl buyers must have been truthful with Kino because they each determined the pearl to be valueless. When Kino offers the theory that they could have arranged the collusion before his arrival, they say, If that is so, then all of us have been cheated all of our lives. That comment is ironic because, in fact, these people have been cheated all of their lives. 15. With what problem regarding the pearl is Kino now confronted? Since he has defied the pearl buyers, he has no way to sell the pearl locally. 16. What do the less fearful neighbors say about Kino s actions with the pearl buyers? They said, Kino is a brave man, and a fierce man; he is right. From his courage we may all profit. They realize that Kino s confrontation with the pearl buyers may lead to fairer dealings in the future. 17. Who said, We do know that we are cheated from birth to the overcharge on our coffins ? What does he mean? Juan Tomas said it because the pearl buyers cheated Kino, and their people have been cheated for generations. 18. Why does Juan Tomas fear for Kino? He says that Kino has not only defied the pearl buyers, but the whole structure of how Kino s people make their living. He says, You have defied not the pearl buyers, but the whole structure, the whole way of life, and I am afraid for you. 19. Kino is under the impression that his friends will protect him if necessary, but what does Juan Tomas tell him? His friends will protect Kino only so long as they are not in danger or discomfort from it. 20. What happens during the night at Kino and Juana s hut? More intruders attack Kino. 21. What does Juana ask Kino after the attackers are gone?"}
{"text": "More intruders attack Kino. 21. What does Juana ask Kino after the attackers are gone? She asks him, again, to destroy the pearl or throw it back in the sea before it destroys them. Chapter 51. What is Juana doing at the beginning of the chapter? What is she planning to do? At the beginning the chapter, Juana is moving around the hut and she moves the fireplace stone where the pearl is hidden . She is planning to throw the pearl back into the sea. 2. Who stops Juana from throwing the pearl? How? Kino stops her by wrenching her arm, and striking her in the face. After she falls, he kicks her in the side. 3. What do Kino s actions demonstrate about what the pearl has done to him? The pearl has become everything to Kino he would murder his wife rather than lose the pearl. 4. What animal imagery is used when Kino attacks Juana? Kino bares his teeth and, hissed at her like a snake. Juana stares back at him, like a sheep before the butcher. 5. What happens to Kino after he attacks Juana? Why? When he is walking up the beach, he is tackled and searched by attackers. They are trying to find the pearl. 6. When Kino told Juana, I am a man, what did that mean to her? It meant that he was half insane and half god. 7. When Juana walks back in the darkness after Kino attacks her, what things does she find? First, she finds the pearl that was knocked from Kino s hand when he was attacked. Then she sees two dark figures lying in the path. One figure is Kino; the other is an attacker whom Kino has killed. 8. What does Juana know after she sees that Kino has killed a man? She knows that their old life is gone forever. 9. When Kino starts to regain his senses after the attack, what is his first concern? What idea does this emphasize see 3 ? His first concern is that he has lost the pearl. Again, the pearl has become everything Kino is not so concerned that he has committed murder, as he is that he s lost the pearl. 10. Why does Kino still think he can return to the village and retain his old life? Can he? He thinks people will believe that he struck to save his life."}
{"text": "Why does Kino still think he can return to the village and retain his old life? Can he? He thinks people will believe that he struck to save his life. He cannot return to his old life it s gone. Juana reminds him about how the pearl buyers treated him and how some of the neighbors treated him after his defiance of the buyers. Too many people are against them now because of the pearl. 11. After Kino decides that he will take his family and leave, what does he discover? He discovers that his canoe has been vandalized, and a large hole is knocked into the bottom. 12. When Kino discovers his broken canoe, he thinks, This was an evil beyond thinking. The killing of a man was not so evil as the killing of a boat. Why does he believe this? Because a boat cannot protect itself, and a wounded boat does not heal. Also, the boat is a man s way of making a living, and when his boat is damaged, a man has not protection against starvation. The broken canoe also demonstrates the evil in man. The men in the village were so envious of Kino, they could no longer allow him to have a normal life among them. 13. What thought never occurs to Kino after he discovers his broken canoe? What does this say about him? It never occurs to Kino to take another man s canoe. He cannot conceive of treating another man they way he has been treated. This may mean that he still has as his basic humanity. He hasn t lost everything to the pearl yet . 14. What happens to Kino and Juana s hut as they re preparing to leave? Their hut is ransacked and then set on fire. 15. According to Juana, who is responsible for destroying their hut? The dark ones. Kino and Juana don t know who is against them the intruders and attackers could be anyone, but the one thing Kino and Juana know about them is that they are evil or dark. 16. To what does Juan Tomas attribute Kino and Juana s misfortune? He blames the pearl. He says, there is a devil in this pearl. You should have sold it and passed on the devil. Perhaps you can still sell it and buy peace for yourself. 17. What request does Kino make of his brother? Does Juan Tomas agree? Kino asks Juan Tomas to hide his family, and Juan Tomas agrees to do so. 18."}
{"text": "Does Juan Tomas agree? Kino asks Juan Tomas to hide his family, and Juan Tomas agrees to do so. 18. What promise does Kino make to his brother? Kino says, I will go tonight and then you will be safe. Kino doesn t want to be a danger to his brother or his brother s family. 19. How does Juan Tomas account for the disappearance of Kino and his family? He tells people different things. To some he says Kino and Juana have gone south along the shore to escape evil. To others he says Kino must have gone by sea. To the neighbors he says that if Kino went to the sea, he must have drowned. He tells people his wife is ill with grief over the loss of Kino and his family. 20. What does Kino tell Juan Tomas about the pearl? Kino tells him he still has it, and he will keep it. He says, I might have given it as a gift, but now it is my misfortune and my life and I will keep it. 21. Why can t Kino give up the pearl? Kino s original plan when he found the pearl was to provide more for his wife and son. He was unselfish in this plan, and possibly he s still not willing to give that up. At this point, however, he s lost so much because of the pearl, he isn t willing to give it up. He feels that it must be worth all that he s lost. He says, This pearl has become my soul. If I give it up I shall lose my soul. Chapter 61. What change occurs in Kino as he and Juana are escaping? Something ancient stirs in him, and some animal quality about him makes him cautious and wary and dangerous. 2. What music or song does Kino hear as they walk? The music of the pearl intertwined with the quiet melody of the family. 3. Why does Kino believe they are being followed? He still believes they will be tracked for the pearl, as well as for the murder he committed. 4. How does Kino convince Juana that the pearl buyers were wrong in their statement that the pearl was worthless? He tells her that they would not have tried to steal it if it was worthless. 5. What contradictions does Kino see on the surface of the pearl? He thought the pearl would allow him to buy a rifle, but he only sees the man he killed."}
{"text": "5. What contradictions does Kino see on the surface of the pearl? He thought the pearl would allow him to buy a rifle, but he only sees the man he killed. He thought the pearl would allow he and Juana to have a church wedding, but he sees himself beating his wife for the pearl. He thought the pearl would allow him to educate his son, but he sees his son sick with fever from the doctor s medicine. 6. What happens to the music of the pearl for Kino? The music of the pearl becomes sinister, and intertwines with the music of evil. 7. Who do Kino and Juana encounter as they are trying to escape? They are being followed by three trackers, two on foot and one on horseback carrying a rifle. 8. What animal imagery is used to describe the trackers? They were as sensitive as hounds. Later, when it appears the trackers have found a sign of Kino s trail, they whined a little, like excited dogs on a warming trail. 9. Where do Kino and Juana decide to go in an effort to escape the trackers? They try to lose the trackers in the mountains. The author uses the animal imagery yet again when he writes, And Kino ran for the high place, as nearly all animals do when they are pursued. 10. What do Kino and Juana argue about during their escape? Kino tries to get Juana to take the baby and go in a different direction than Kino. Juana is determined and refuses to leave her husband. 11. Where do Kino and Juana go in the mountain range? They travel toward a dark and shadowy cleft. The cleft would provide a source of water, and if there were any passage through the mountains, it would be through the cleft. 12. Do the trackers lose Kino and Juana s trail in the mountains? No, they are far behind, but they are still on their trail. 13. Since the trackers will follow them into the mountain range, Kino decides his family will climb to the lowlands again. What concern does he have about doing this? He is afraid that the baby may cry. 14. As the trackers camp for the night, what does Kino decide? When must he carry out his plan? Kino decides to attack the trackers during the night. If he can get to the one with the rifle first, he will kill him and use his rifle to kill the other two trackers."}
{"text": "When must he carry out his plan? Kino decides to attack the trackers during the night. If he can get to the one with the rifle first, he will kill him and use his rifle to kill the other two trackers. He must carry out his plan before the moon rises, or the trackers will spot him. 15. What form of protection does Kino use to ambush the trackers during the night? He removes his white clothing because it will show up in the moonlight. His own brown skin is better protection for him in the darkness. 16. What drives Kino down toward his enemy? The Song of the Family becomes as fierce and sharp and feline as the snarl of a female puma. Again, the author uses the animal imagery to describe Kino s feelings. 17. Why can t Kino carry out his plan? The moon rises. 18. What do the trackers hear? What do they think they hear? The trackers hear Coyotito crying. They think it is a coyote and her litter. 19. What does the tracker do about the sound? How does Kino react? The tracker decides to shoot in the direction of the sound. Kino leaps at the tracker and stabs him in the neck, killing him. He uses the butt of the rifle to smash the head of a seated tracker, and shoots the third tracker while he s trying to escape. 20. What does Kino hear after he kills the trackers? The keening, moaning, rising hysterical cry from the little cave the cry of death. 21. What event happened to everyone in La Paz? The return of Kino s family to the village22. What is Juana carrying when she and Kino walk into the village? She carries her shawl like a sack over her shoulder. In it was a small, limp heavy bundle, and the shawl is crusted with dried blood. The specific contents of the shawl are not revealed for another page and a half, but the bundle is the dead body of Coyotito. 23. To where do Kino and Juana walk? They walk to the shore, to the edge of the Gulf. 24. What does Kino see in the surface of the pearl when he removes it from his clothing? He sees evil faces, the frantic eyes of the man he killed, and he sees his infant son lying in a cave wit the top of his head shot away. 25. What happens to the pearl?"}
{"text": "He sees evil faces, the frantic eyes of the man he killed, and he sees his infant son lying in a cave wit the top of his head shot away. 25. What happens to the pearl? Kino throws it into the ocean with all his might and it disappears. 26. Why do you suppose the author uses so much animal imagery throughout this novel? Perhaps it is to show how men act like animals when they become greedy. 27. What events foreshadowed the novel s conclusion? Juana repeatedly told Kino that the pearl was evil and the pearl would destroy us. Even our son. Juan Tomas told Kino that the pearl had the devil in it and he should get rid of it. Kino never really had a chance to hang on to the pearl. There were other comments made throughout the novel about the poverty that Kino s people lived in and would always live in losing the pearl was inevitable because those in power would never give up their power to one of Kino s race. 28. What does the pearl represent in this novel? The pearl could represent many things. First, it represents hope, because it allows Kino the opportunity to provide things for his family he could never have provided before finding the pearl. Second, it represents greed. The pearl changes the personalities of everyone who comes in contact with it, and they can only think about how to benefit from the pearl. Characters like the doctor and the priest behave differently toward Kino s family because of their avarice for the pearl. Of course, Kino is the greediest of all, when he ultimately forsakes his family in order to protect his precious pearl. Third, the pearl represents evil. When it causes Kino to murder four men, it causes the loss of morality in Kino. Character ListKino - The protagonist of the novella. Kino is a dignified, hardworking, impoverished native who works as a pearl diver. He is a simple man who lives in a brush house with his wife, Juana, and their infant son, Coyotito, both of whom he loves very much. After Kino finds a great pearl, he becomes increasingly ambitious and desperate in his mission to break free of the oppression of his colonial society. Ultimately, Kino s material ambition drives him to a state of animalistic violence, and his life is reduced to a basic fight for survival. . Juana - Kino s young wife."}
{"text": "The priest - The local village priest ostensibly represents moral virtue and goodness, but he is just as interested in exploiting Kino s wealth as everyone else, hoping that he can find a way to persuade Kino to give him some of the money he will make from the pearl. The dealers - The extremely well-organized and corrupt pearl dealers in La Paz systematically cheat and exploit the Indian pearl divers who sell them their goods. They desperately long to cheat Kino out of his pearl. The trackers - The group of violent and corrupt men that follows Kino and Juana when they leave the village, hoping to waylay Kino and steal his pearl."}
{"text": "THE WHALE RIDER Kungu Gachui. The Novel: The whale Rider Witi Ihimaera Although the Maori are patriarchal society it is the women who dominate the menfolk with close reference to Witi Ihimaera s The whale Rider write an essay to show the validity of the above statementIntroductionIt is ironical that a society that is patriarchal in nature has its women taking charge of situations. In the Novel, The WhaleRider the women characters come out stronger that the menMuriwai, Nani flower s ancestor, takes charge of a cause that is in danger of capsizing and saves herself and the men crew in it. Nani flowers comes out stronger in her arguments with her husband, Koro and always comes out victorious in the many arguments they haveNani takes charge of Kahu s birth cord and ensures it is buried at the right place a task normally performed by men. Nani at one time pushes Koro out of bed and Koro sleeps on the floor something demeaning for a man who is chief of the MaoriRehua, Porourangi s wife is potrayed as wise and decisive, names her daught Kahu and requests that her birth cord and after birth be buried at Whagara,. This foresight ensures Kahu s survival and inheritance of the Maori chieftainAna and not her husband Porourangi is the one who decides that Kahu should come and live with the family instead of being raised by her maternal grand mother. Kahu excels academically beating boys at schoolShe is best in Maori language and cultureShe retires the cared stone from the deepest ocean while boys that Koro had been training fails to. Kahu is able to communicate with the whales and dolphins something that Koro tries and fail and therefore she manage to rescue the whale as the whale rider and saves the tribe she therefore becomes the next leader of the Maori people. Witi Ihimaera, The Whale Rider Ihimaera uses the novel to show that certain stereotypes about women are quite unnecessary Write an essay to show how certain negative beliefs about women are discredited in The Whale Ride. IntroductionSince time immemorial the woman has been regarded as a weaker sex gender . Society has been having certain stereotypes about women. For instance there are certain jobs or even foods that women are not allowed to have."}
{"text": "IntroductionSince time immemorial the woman has been regarded as a weaker sex gender . Society has been having certain stereotypes about women. For instance there are certain jobs or even foods that women are not allowed to have. This is an unfortunate state of affairs which has been overtaken by events and is unnecessary as outlined below. Accept any other relevant introduction Content points to considerWomen in Witi s society were being kept away from the training of cultural ways which were considered sacred and for men. Kahu however proves then wrong when she becomes interested in the Maori culture and is destined to lead her people. She becomes the first woman to go against this stereotype which for years had placed woman in a place of disadvantage. Women were not allowed to assume leadership positions in Witi Ihamaera s society. The chieftaincy was passed on from the eldest son to the eldest son of the next generation. This went on until kahu breaks the monotony. Kahu shatters this belief for she is determined to become the leader of her community after Koro Apirana. Nani Flower s ancestor, Muriwai was one of the greatest women chiefs in her time whose blood, Nani believes, throbs in Kahu s veins. Unlike other traditionalists, Nani Flowers believe Kahu can be a leader. It was expected that it was only men who could undertake certain tasks like making the ancient bull whale return to sea. But to the surprise of everyone, when all men fail, it is Kahu who comes to the aid of the community and saves it from perishing. This was against the stereotypes. Koro Apirana had a low opinion of Kahu. He is not happy when his grandson s first born turns out to be a girl Kahu . He so desperately wishes for a male child as a first born so as to be the heir to inherit take the seat of Porourangi. Unfortunately, it does not work despite all the efforts and Kahu, a girl, emerges the chosen heiress and takes up the leadership of Porourangi. Accept any relevant point The NovelWiti Ihimaera s The Whale Rider The world would be a better place if women were given equal opportunities. Basing your illustrations on Witi Ihimaera s The Whale Rider, argue in favour of this assertion. IntroductionDiscrimation against women is baseless and unwarranted."}
{"text": "Unfortunately, it does not work despite all the efforts and Kahu, a girl, emerges the chosen heiress and takes up the leadership of Porourangi. Accept any relevant point The NovelWiti Ihimaera s The Whale Rider The world would be a better place if women were given equal opportunities. Basing your illustrations on Witi Ihimaera s The Whale Rider, argue in favour of this assertion. IntroductionDiscrimation against women is baseless and unwarranted. A society that discriminates against them wastes a lot of potential and subjects the women to unnecessary suffering. In Witi Ihimaera s The Whale Rider this is clearly seen through Kahu and Nani Flowers. ContentNani Flowers comes to the aid of Kahu when she is born. Koro Apirana is so desperate for a baby boy that when a girl is born he simply brushes her aside saying I have nothing to do with her. For the burial of the afterbirth, it takes Nani Flowers firmness to have it buried in her paternal home. This is despite opposition from Koro Apirana. Thereafter, she protects her from Koro who keeps growling at her. She therefore presents herself as a voice of reason. Secondly, Kahu emerges the best in the school break-up ceremony despite all odds. She writes a winning speech in the Maori language. This is similar to the cultural preservation that Koro has been working for. Kahu also comes to the rescue of the community when its livelihood is threatened. This is the case when the whales come to the shore to protest the invasion of their kingdom. After the effort of all the men bore no fruit, a mere girl, who happens to be the subject of Korosis the one who makes the whole difference. To the utter surprise of Rawiri and the boys, there is a white lady wading off whale hunters who are cashing in on the stranded whales. Her wails and call for help draw the boys to her and together they manage to save the stranded whales. Lastly, symbolically, the Whale Mother comes out as a voice of reason when she convinces the Bull Whale,that the rider is not Kahutia Te Rangi. This is despite the Bull Whale's conviction. So, when it turned out that the rider was really a girl, the Whale Mother takes the day as a female."}
{"text": "Lastly, symbolically, the Whale Mother comes out as a voice of reason when she convinces the Bull Whale,that the rider is not Kahutia Te Rangi. This is despite the Bull Whale's conviction. So, when it turned out that the rider was really a girl, the Whale Mother takes the day as a female. NB: ACCEPT ANY OTHER RELEVANT POINTS THAT PORTRAY THE WOMAN POSITIVELY. ConclusionFrom the discussion above, it is sufficient to conclude that the woman occupies a special position which has been undermined for a long time. Mark 3:3:3:3 12Introduction 2Grammar 4Conclusion 2Total 20 The society looks down upon women. Write an essay in support of this statement drawing your illustrations from The Whale Rider by Witi Ihimaera. The society looks down upon women. Support the statement. Women cannot be trusted with leadership. Pai 12 year old girl born as a twin but her brother died. Her brother was expected to be chief to continue to lead the next generation on from their grandfather Koro. Koro does not believe that Pai should bear the name of the great legend Paikea the Whale Rider. Koro also thinks of Paikea as being worthless and he does not want Pai because she is female. Pai considers herself as being destined to be the next chief because she is a direct descendant of Paikea. Traditional expectations and inclinations make Koro to choose to pick a male from the tribe to be chief, Koro in the beginning is unable to accept Pai because of his own traditions and his tribe s 1000 year old tradition that every first male born is the new chief in their generation. The society s bias towards the male child Koro would rather have Pai die and her twin brother live. Koro states that he is only there for the boy because his first anote is where is the boy? Koro wouldn t even acknowledge his granddaughter Pai is lying next to the deceased boy Koro commands that she be taken away but the girl squeals and cries demanding for her grandfather s acknowledgement. Accept any other relevant point. Expect 4 well illustrated points. Mark 3:3:3:3 12 marksCONCLUSIONA summary of the given points. An opinion that sums up the points. Accept any other relevant conclusion."}
{"text": "Mark 3:3:3:3 12 marksCONCLUSIONA summary of the given points. An opinion that sums up the points. Accept any other relevant conclusion. Language 4mks The Whale Rider 20 marks Both boys and girls have equal rights to leadership in the society. Write an essay supporting this statement basing your answer on Witi Ihimaera s novel,Intro: Any but appropriateThe traditional expectations of the society that leadership is handed down from the father to the eldest son excludes girls from assuming leadership. Yet Muriwai proved this belief wrong for she was one of the greatest chiefs of her people. The disappointment Koro Apirana has at the birth and his opposition to be given a male s name of Kahu is unnecessary because it turns out that Kahu is the chosen one that he has been searching for all along, to take the mantle of leadership. When the community requires strong leadership, it is the women who upstage the men in leading the way. Nani Flowers ensures that Kahu s afterbirth and birth cord are buried in front of the tribe s meeting house, which bears the statue of Kahutia Te Rangi. This enhances the community s connection to the ancestors. The boys fail to retrieve Koro Apirana s carved stone but Kahu, effortlessly goes into the ocean and brings it back. She even communes with nature. The entire population of the male in habitants of Whangara fails in their attempt to coax the ancient bull whale back to the ocean, but Kahu manages to do so. As a result, she is accepted by Koro who calls her the best grandchild in the entire world. Any other relevant and justified pointThe NovelWiti ihimaera, The whale Rider Societies use traditions to justify their suppression of women. Using illustrations from Witi Ihimaera s the Whale Rider, write and essay supporting this statement. THE NOVEL: THE WHALE RIDERIntroduction 2mks -it is indeed true that society uses cultural practices to deny women opportunities. This is clearly brought out in the novel the whale rider. Or-contextual or general introduction highlighting implications of gender disparity to women."}
{"text": "Any other relevant and justified pointThe NovelWiti ihimaera, The whale Rider Societies use traditions to justify their suppression of women. Using illustrations from Witi Ihimaera s the Whale Rider, write and essay supporting this statement. THE NOVEL: THE WHALE RIDERIntroduction 2mks -it is indeed true that society uses cultural practices to deny women opportunities. This is clearly brought out in the novel the whale rider. Or-contextual or general introduction highlighting implications of gender disparity to women. Accept any other relevant introduction Content 12mks Cithe naming of the girl after her male ancestor Kahutia i.eRangi is vehemently opposed by her great grand father Koro Apirana, aha thanks that it would be a contemptuous act since kahu is a girl , who was believed to be of no use in this male dominated society. He felt naming the girl-child afther the founder of the tribe was belittling kahutiai.erangi s prestige. Pg 14-16 Ciiin this text the tradition do not allow a girl to take over a leadership mantle. The news of kahu annoyed koro so much that he started to desperately search for someone in fact a boy a man that will succeed him. Ciiikahu s straggle to assert her leadership potential was brutally rejected by the traditions through koro. The girl naively bites koro toe , searches and obtained his cover stone and addition crayfish that the boy had failed to retrieve did not appeal to him because she is a girl. Civin this society the traditions restricts woman from the attending men s lessons. Koro is upset when kahu intrudes into the room where lessons on language were going on. Cvtraditionally it is a taboo for a man to get in contact with kahu. The fact that porourangi fails to protect the girl because of the traditional order. Cvithe culture practice had a bad effect to woman in school. Despite kahu doing well by topping in every item in school, koro fails to attend the ceremony. Accept any other relevant point Expect any 4 well developed points, mark 3:3:3:3 12mksConclusion 2mks In conclusion , woman are never allowed to express themselves in this society."}
{"text": "Cvithe culture practice had a bad effect to woman in school. Despite kahu doing well by topping in every item in school, koro fails to attend the ceremony. Accept any other relevant point Expect any 4 well developed points, mark 3:3:3:3 12mksConclusion 2mks In conclusion , woman are never allowed to express themselves in this society. They have to fight like the girl kahu.orA recap of the discussed points orAn opinion that sums up the essayLanguage 4mks The Novel 20mks The Whale Rider by Witi Ihimaera. Point out four aspects of Maori culture portrayed in The Whale Rider and relate them to cultures of East Africa communities. The NovelIntroductionAspects of the Maori culture portrayed are belief in ancestors, relationship between humans and wildlife, gender, discrimination and attachment of places of birth origin. The people of Whangara have a strong belief in their ancestor, Paikea who came riding on a whale. E.A. believe in legends who founded their communities e.g. Gikuyu and Mumbi. The Maori people believe that their lives and those of creatures are closely connected. If the whale lives, they live and vice versa. E.A. have animals they relate to as their relatives, totems or clan symbols. Gender discriminations is blatant in the Whale Rider. Koro Apirana rejects her granddaughter, Kahu. In E.A., sons are regarded as the rightful heirs and inheritors of family line and property. Attachment of places of birth or origin is seen in the Whale Rider where Kahu s umbilical cord in front of the meeting house. In E.A. there is also a desire by people to be buried on one s ancestral grounds. ConclusionAspects of Maori culture are closely similar to those of E.A. communities 2mks Expect any three well illustrated pointsMark 4:4:4 12 marksLanguage 4 marksThe Novel: Witi Ihamaera: The Whale Rider Using illustrations from Witi Ihimaera s The Whale Rider , write an essay to show how Leadership is passed from generation to generation 20Marks . How leadership is passed from generation to generation in Maori community. It is customary for leadership of Maori people to pass from male descendant to the next."}
{"text": "Communities 2mks Expect any three well illustrated pointsMark 4:4:4 12 marksLanguage 4 marksThe Novel: Witi Ihamaera: The Whale Rider Using illustrations from Witi Ihimaera s The Whale Rider , write an essay to show how Leadership is passed from generation to generation 20Marks . How leadership is passed from generation to generation in Maori community. It is customary for leadership of Maori people to pass from male descendant to the next. The first born child of the heir apparent ought to be a boy for this lineage to progress. Porourangi s siring of daughters in succession is viewed as ill-luck and that is the reason for koro Apirana s anger, he says he does not want anything to do with the girl Kahu. This is dearly a patriarchal society that believes in the supremacy of boys over girls or men over women. When Kahu is born, it is evident that her great grandfather expected a boy to inherit leadership of the community. He becomes disappointed when a girl is born and rejects herHe is looking for a male heir to the chief truancy and will not settle for a girl. The birth of another girl-child to Porourangi with his new wife Ana, does not make things any better. Instead, koro Apirana becomes obsessed with looking for a boy to inherit the chieftaincy. He even begins to look into other royal families to get the chosen one. Leadership in Maori community is purely hereditary and the mantle is passed from the eldest son to the eldest son is disintegrating slowly when Kahu becomes the chosen one. Though there is resistance by koro Apirana that a girl female should not take over leadership and insists on getting a boy to inherit the chieftaincy, Kahu finally inherits the leadership of Maori community. Introduction- 2mksBody content- 12 mks 3: 3: 3: 3 Conclusion - 2 mksLanguage- 4 mksThe Whale RiderThe natural and the supernatural are in mutual co-existence in The Whale Rider by Witi Ihimaera. Write an essay in support of this statement. .c INTRODUCTIONMost communities believe in the harmonious co-existence between the living and the departed between the humans and other creatures whom they are closely linked."}
{"text": "Introduction- 2mksBody content- 12 mks 3: 3: 3: 3 Conclusion - 2 mksLanguage- 4 mksThe Whale RiderThe natural and the supernatural are in mutual co-existence in The Whale Rider by Witi Ihimaera. Write an essay in support of this statement. .c INTRODUCTIONMost communities believe in the harmonious co-existence between the living and the departed between the humans and other creatures whom they are closely linked. In Witi Ihimaera s novel, The Whale Rider this is quite evident. Any other relevant introduction 2mksBODYThe spirit of the ancestor Kahutia Te Rangi the Whale Rider lives in eh little girl Kahu. The ancestors are able to communicate with whales and other animals. When the whales are stranded, they have to be sung to and talked to in order to move back to the sea. Every activity including fishing is preceded by a sacrifice to the gods. As some whales are dying, the other whales make mourning sounds like humans and he death of the ancient bull whale will mean the death of the whole community. While other people are butchering whales, some members of the community come up strongly to defend the whales because of their sacred origin. Accept any four well illustrated points mark 3: 3: 3: 3Conclusion 2mks From the above illustrations, we see that both the natural and supernatural co-exist are in harmony. Accept any other relevant conclusion. The Whale Rider by Witi Ihimaera What a man can do, a woman can do even better . Write a composition to support this statement basing your discussion on the novel, OPTIONAL TEXT: WITI IHIMAERA: The Whale RiderIntroductionThe society in the Whale rider is clearly a patriarchal one. It believes in the supremacy of boys over girls men over women. When Kahu is born, her great grandfather is not excited that the child born is a girl. He keeps telling her that she is of no use to him. But she grows to prove herself true to her calling. -From her childhood Kahu is marked and shows the potentials of a leader. This is not so with boys of her age. But there are few who cannot recognize this. Like her great grandfather Koro who believed that the next chief must be male as has been the tradition."}
{"text": "This is not so with boys of her age. But there are few who cannot recognize this. Like her great grandfather Koro who believed that the next chief must be male as has been the tradition. -Kahu is a bright and capable child. She proves herself up to any task. She is willing to learn about her culture and steals herself to hear Maori lessons traditionally meant for men boys. Here she learns better than the boys do. -Kahu excels at school in both academics and cultural events. -She has talent and skill. She is capable of doing what no one else in this community can do; she speaks to the Whales this makes her special even above male counterparts through Koro, her great grandfather can t see this. -The author believes that children, regardless of gender, should be mentored into leadership as leadership comes from both men and women and this fact ought to be accepted by all. ConclusionGovernance systems which are under the control of men exist across the world. Cases of women rising to leadership are still few as women are still denied the opportunities to realize their full potential as human beings. Witi Ihimaera explores the idea that women can hold positions of responsibility and do it well. -Society should accept women as equal in ordinary life and support them. Witi Ihimaera: The Whale RiderCompare and contrast the character of Koro Apirana with that of Nani flowersIntroduction:To compare is to pinpoint the similarities and to contrast is to identify the differences which exist between Koro Apirana and Nani flowers. 2marks BodySimilaritiesi They are both loyal to their family and tribe. Koro Apirana goes to great lengths to protect and identify members of the tribe by starting school sessions to teach boys and men the Maori customs and language. He fiercely protects the age old tradition of only boysinheritng the mantle of leadership. He rejects Kahu, his great grandchild, because she is a girl. Nani flowers love for Kahu is evident in the things she does to ensure that she remains among her people. She buries her birth cord in Whangara near the meeting house in the sight of the stature of Kahutia Te Rangi the founder of the tribe. Ii They are both stubbornKoro Apirana adamantly refuses to love Kahu because he prefers a boy child to inherit the chieftaincy from Porourangi."}
{"text": "Nani flowers love for Kahu is evident in the things she does to ensure that she remains among her people. She buries her birth cord in Whangara near the meeting house in the sight of the stature of Kahutia Te Rangi the founder of the tribe. Ii They are both stubbornKoro Apirana adamantly refuses to love Kahu because he prefers a boy child to inherit the chieftaincy from Porourangi. He does not allow her to participate in the lessons he gives the boys on the wisdom of the tribe. He even fails to recognize that Kahu is the chosen one because he is blinded by chauvinism. Nani flowers also stubbornly refuses to let Koro Apirana have his way where Kahu is concerned. She does all she can to ensure that Kahu remains among her people. She cites her Muriwai lineage when Koro Apirana thinks she is stubborn and uncooperative. Iii They are both lovingNani Flowers loves Kahu right from the beginning without caring whether she is a girl. Koro Apirana however, loved her at the end of the story when it is no longer in doubt that she is the chosen one. Differences i Nani flowers is humorous and full of life while Koro Apirana is said to be grumpy. Nani s threat to divorce Koro Apirana is comical because she does not carry out her threat. She chases after her husband when he goes out to sea to sulk and calls him endearing names as she does so. Koro Apirana, on the other hand goes not to sea to sulk whenever he feels angry. He also growls at Kahu whenever she shows up at the door of the meeting house. Ii Nani Flowers supports the girl child as a leader. She does everything in her power to support Kahu. For example, she buries her birth cord in Whangara to ensure she is close to her people. Koro Apirana is steeped in traditions and does not support the idea of girls taking up of leadership positions. He refuses to see Kahu as a possible leader of the tribe even when the signs are there."}
{"text": "4 well illustrated pts. 3mks - 12mks Conclusion 2mks Summary of the points illustrated in the body. Should be relevant and tied to the content grammar. 4mks MarksIntroduction 2mks Body 3:3:3:3 2mks Expect 4 well illustrated points Conclusion 2mks Grammar Marks should be tied to the points 4mks Total 20mks The Novel: The Whale Rider 20 marks It requires a strong character to survive in a male dominated world. Assess the truth of this statement with reference to Nani Flowers in The Whale Rider by Witi Ihimaera. Introduction- Nani Flowers is portrayed as a character who can not be put down under any circumstances. In a community that is patriarchal in nature, she opts to defend herself and other females in her household and society. -. She goes out of her way to defend her great grandchild against Koro Apirana sprejudice. She defends Porourangi s decision to name her Kahu despite it being a man s name. She hits the narrator for overworking the girl and taking her to the moves. She also refuses to allow Koro Apirana to alienate the girl and encourages Kahu to pester him for attention. Despite her obvious disapproval of Koro Apirana s mannerisms, she truly loves him and fondly calls him Old Paka . -. She is assertive, and independent minded as a wife and grandmother. She tells Koro Apirana occasionally that she will divorce him to marry Waari if he continues to annoy her. She pulls his boat back to the beach after he sulks after quarreling with her she insists on bringing back to the community. Kahu s afterbirth and birth cord despite Koro Apirana s opposition. She demands that women should be allowed to participate in meetings and saving the ancient bull whale. -. She is strong-willed and courageous. She says she belongs to the Muriwai people whose fierceness is legendary. Indeed Koro Apirana agrees with her and says her Muriwai s blood is too strong thus it has led to the birth of a girl as an heir in the family."}
{"text": "- She is strong-willed and courageous. She says she belongs to the Muriwai people whose fierceness is legendary. Indeed Koro Apirana agrees with her and says her Muriwai s blood is too strong thus it has led to the birth of a girl as an heir in the family. She defends the decision to name Porourangi s child, Kahu and quarrels and challenges Koro Apirana on almost everything. It is said she is always stepping out of line. -. She is foresighted. She is able to notice the extraordinary abilities and qualities in Kahu. That s why she buries her afterbirth and birth cord in front of the tribe s meeting house. She encourages the girl to attend the men s meetings by threatening Koro Apirana whenever he sends Kahu away. She notices that Kahu is no ordinary girl while she is retrieving the curved stone from the floor of the ocean. She also notices that the girl is communicating with the Dolphins and she bids her time waiting for the right signs of what is to come. Should have a conclusion, the candidate should tie up his her argument using a short paragraph. Use the format of making question 2 to mark this one . The Novel 20 marks Witi Ihimaera, The Whale RiderKahu faces a lot of rejection but eventually saves her people. Write an essay expounding on this rejection experienced by Kahu. A IntroductionMost people who volunteer to save the society encounter obstacles and hardships on the way. One of these challenges is one of rejection not only by the society but also by those close to them. This makes their work quite difficult. In The Whale Rider, Kahu is rejected right from birth even though she is the one who finally saves her people. Accept any other relevant introduction, 2mks. Should only be in the first paragraph. Do not accept a mere definition or restatement of the question. Content i She is rejected from birth for being a girl. The grandfather rejects her when the phone call reveals that she is a girl. A girl , Koro Apirana, our grandfather said disgusted. I will have noting to do with her. She has broken the male line of descent in our tribe. He even blames his wife for Kahu s birth. It s your fault. Your female side was too strong. P10. Ii Her name is rejected. She is given a boy s name."}
{"text": "Your female side was too strong. P10. Ii Her name is rejected. She is given a boy s name. Kahutia Te Rangi is not only a man s name but it is the name of the ancestor of their village. Koro Apirana feels that naming a girl child after the founder of their tribe is belittling Kahutia Te Rangi s prestige. P14 iii Her birth causes cultural conflict. Koro Apirana cannot reconcile his traditional beliefs about Maori leadership and rights with Kahu s birth. By Maori custom, leadership was hereditary and normally the mantle of prestige fell from the eldest son to the eldest son. Iv She is rejected as an orphan particularly by Koro Apirana. Porourangi brings Kahu s mother back to the village where the funeral was held. When Rehua s mother asked if she and her people can raise Kahu, Nani Flowers objects strongly. V She is rejected when she comes for holiday. She is put in Koro Apirana s hands but he says no though it is surprising how Kahu and Koro Apirana resemble each other with the only difference being that she loves him but he does not love her. When he gives her back to Nani Flowers, she starts to cry, reaching for him but he turns away and leaves the house. P25. Expect any 4 well developed areas. Mark 3:3:3:3. Total 12 marks. Kahu s rejection must clearly be seen; if not mark out of 2 for each point. Grammar and presentation score pegged to content score as shown. B ConclusionIt is indeed true that prophets are rarely recognized in their homes. This is true even from religious writings but the same people become saviours of the very same communities who rejected them. Accept any other relevant conclusion 2 mksShould only be in the last paragraph. Score should be tied to the content score as shown in question 2."}
{"text": "B ConclusionIt is indeed true that prophets are rarely recognized in their homes. This is true even from religious writings but the same people become saviours of the very same communities who rejected them. Accept any other relevant conclusion 2 mksShould only be in the last paragraph. Score should be tied to the content score as shown in question 2. THE NOVELWiti Ihimaera - The Whale Rider:Drawing your illustrations from the Whale Rider by Witi Ihimaera, write a composition entitled\"Gender discrimination is sometimes proved wrong\". 20 marks The Novel The Whale Rider Witi IhimaeraDrawing examples from the novel, show how women are discriminated against in the Maori societyQ4 WHALE RIDERIntroduction 2 marksIt must introduce the question appropriately it can be either be generalized or contextualized. When Koro Apirano learns that he has a first born great grand daughter, he comments that he has nothing to do with her. He is disgusted because the girl had broken the male line descent in their tribe. He expected a boy who would be next chief because women were not traditionally expected to hold positions of chieftain. He says that Kahu won t be any good to him No good. I won t have anything to do with her that Porourangi had better have a son next time. When Nani Flowers brings out the subject of Kahu, Koro Apirana compresses his lips crosses his arms, turns his back on Nani and looks elsewhere. We are also told that the love which Kahu received from koro Apirana was the sort that dropped off the edge of the table like bread-crumbs after everybody else had a big meal. This shows that women are considered inferior men in the society. Koro Apirana excludes women from instruction in his school. This is clearly noted when Kahu has to sneak or just stare in at the boys as they receive instruction. When he finds her eavesdropping, he grows at her and sends her packing. When Kahu openly embraces Koro Apirana, he cannot reciprocate the love. He feels embarrassed and ashamed. We are told that he stood there thunderstruck looking for somewhere to hide. He is also not comfortable with Kahu calling him Paka and he tries to persuade her to call him Koro but she won t stop."}
{"text": "He feels embarrassed and ashamed. We are told that he stood there thunderstruck looking for somewhere to hide. He is also not comfortable with Kahu calling him Paka and he tries to persuade her to call him Koro but she won t stop. When Koro Apirana is told by Nani flowers that he should not discriminate against women any more, he answers that he doesn t give a hang about women and they haven t got the power. We also learn from Kahu that it is considered a waste of time for a girl to go to university. We learn also that women are discriminated against in the Maori community this in the case of MihiKutukutuku a big chief who descended from Aparui, she was once ordered by a chief to sit down because women were not allowed to stand up and speak on sacred ground. Another instance of discrimination against women from the traditional activities of the Maori tribe is where we are told that fishing is only done by men because it is considered a sacred activity and men are considered to be sacred. Koro Apirana has started a school for boys and discovered three sons from royal bloodlines to whom he intends to pass the mantle of knowledge. He keeps on chasing Kahu away from the boys school meetings and at one incident he hurls her away and cautions Nani to keep her away from the meeting house. In the chieftain test that involves people diving into deep water to retrieve a curved stone dropped there by a priest, only men are involved. Conclusion 2 marksThis must be a summary of the main argument s Marks distribution allocationIntroduction 2 marksContent any four well ill. 3 marks 12 marks 3:3:3:3Linguistic competent 4 marks TOTAL 20 MARKSTHE NOVEL: Witi Ihimaela s - The Whale RiderUsing the novel,The Whale Riderby Witi Ihimaela, show how traditions prevent women from contributing towards society s development. The novel: The Whale Rider. Write a story that portrays Kahu as a child of destiny from birth in the novelThe Whale Rider by Witi IhimaeraThe Novel The whale Rider Witi IhimaeraBoth boys and girls have equal rights to leadership in the society. Write an essay supporting this statement basing your arguments on the novel. The Whale Rider ."}
{"text": "Write a story that portrays Kahu as a child of destiny from birth in the novelThe Whale Rider by Witi IhimaeraThe Novel The whale Rider Witi IhimaeraBoth boys and girls have equal rights to leadership in the society. Write an essay supporting this statement basing your arguments on the novel. The Whale Rider . Witi Thimaera The Whale RiderBasing your illustrations from the text. The Whale Rider by Witi Thimaera, show how gender discrimination has been brought outRACIAL DISCRIMINATIONThis refers to discrimination that is based on skin complexion. This mainly happened at Papua New Guinea where Rawiri had relocated to with Jeff having come from Australia. When they arrived at Jeff s home, his parents are informed that Rawiri was a Maori. But they find too dark. Rawiri says that he could almost hear Clara, Jeff s mother, wondering how she would explain him to other women at the Bridge Club. After staying for some time at Papua New Guinea, Jeff s parents start pushing him out gently. They felt that Rawiri was supposed to consult with his own kind in the clubs and all parties of the expatriates. This throws Rawiri more to the company of the natives. According to the whites In Papua New Guinea, he had broken a cardinal rule and the punishment was ostracism. At one time, the family gets invited to a reception hosted at Port Moresby for a young expatriate couple who had wed. Claranaturally assumed that Rawiri would be left to watch the plantation. Jeff insisted that he should go as he was one of the family. Clara made it obvious that she was embarrassed by Rawiri s presence. Rawiri is saddened to her say to another guest, he s a friend of Jeff s. You know our Jeff, always bringing home dogs and strays. But at least he s not a native. Pg 58 . When Jeff runs over Bernard, their own worker, the family has no qualms leaving him on the road, injured. When Rawiri tries to move out to help him, he is told by Clara to leave him alone because he was only a native! Tom himself told Rawiri to try to understand . Jeff whimpers and starts the car. When Rawiri forcefully yanks the door open, Clara yells to Jeff to leave him there and that is what they do."}
{"text": "Tom himself told Rawiri to try to understand . Jeff whimpers and starts the car. When Rawiri forcefully yanks the door open, Clara yells to Jeff to leave him there and that is what they do. When the inquest is done, the verdict was that: it was an accident, of course. A native walking carelessly on the side of the road. And it could have happened to anybody. Rawiri wondered whether he would be the next. Within a month he leaves the country and went back to New Zealand. FAMILY RELATIONSThe author gives prominence to family and family relationships in the story. The Maori tribe is said to have originated from a mystical man from the sea. This man was Kahutia Te Rangi and his spears that ensured family stability. Koro Apirana and Nani Flowers run their homestead with a firmness that holds the family together. Porourangi, the oldest grandson of Koro, stays outside the city but maintains a close touch with the family back home. He keeps on informing them about his new family development. He calls to tell them of the birth of his first born, a girl Kahu. Everybody celebrates except Koro Apirana who wanted a boy for a great grand child to be the custodian of Maori culture. Family relations are heightened when Kahu s afterbirth and birth cord are brought to be buried in her ancestral home. This is to reconcile her with Whangara people, her father s family. The cord is picked by Nani Flowers and the boys from the airport and buried in front of the meeting house. The naming of children also strengthens family relations. Rehua named the child after their ancestor, Kahutia Te Rangi, so that if she Rehua died the child would be linked to her father s people and land. Her birth cord is buried on the earth Marae, their village since Kahu has Porourangi and Old Paikea s blood. Family relationship is further developed through the characters in the story. Rawiri purposely narrates to us the mutual relationship between the extended family members. He reveals the deep bond of love and culture holding the family together.no wonder Porourangi who is staying in South Island updates his family of his developments. Rawiri also communicates with his family while in diaspora."}
{"text": "Rawiri purposely narrates to us the mutual relationship between the extended family members. He reveals the deep bond of love and culture holding the family together.no wonder Porourangi who is staying in South Island updates his family of his developments. Rawiri also communicates with his family while in diaspora. At the end of the story even Koro Apirana who had not appreciated Kahu because of being a girl, embraces her as the best grandchild in the whole wide world, boy or girl, it doesn t matter pg 121 .BETRAYALThis is the act of betraying someone who trusts you. The ancient whale together with the golden master had established a very close relationship ever since the golden master rescued the whale when it was small. One day Kahutia Te Rangi requested the ancient whale to accompany him to take gifts of Hawaiki to the people of Whangara. While there the golden master gets married and starts a family. He tells the whale to return to the kingdom of Tangaroa and live with his own kind. The whale felt betrayed by the golden master for bringing to an end the close relationship they had the heartache of the separation has never left the whale pg 77 .Koro Apirana betrayed Kahu by failing to acknowledge her just because she was a girl. The moment she was born, he got disgusted and said that he will have nothing to do with her. Although Kahu craves for his love, Koro pushes her away at every opportunity he gets. As a girl, Kahu is of use to Koro Apirana. Pg 10, 91 .When Jeff hit a man Bernard on the road and leaves him for dead, Rawiri who had treated him a best friend feels betrayed. It pained Rawiri that a friend he had could react to the assumptions of his culture. He wondered whether he would be the next victim. This is one of the events that made him start thinking of going back home."}
{"text": "FORM I1.0.0 Introduction to Agriculture 8 Lessons 2.0.0 Factors Influencing Agriculture 24 Lessons 3.0.0. Farm Tools And Equipment 7 Lessons 4.0.0 Crop Production I Land Preparation 7 Lessons 5.0.0 Water Supply, Irrigation And Drainage 10 Lessons 6.0.0 Soil Fertility I Organic Manures 6 Lessons 7.0.0 Livestock Production I Common Breeds 7 Lessons 8.0.0 Agricultural Economics I Basic Concepts and Farm Records 7 Lessons Introduction to AgricultureDefinition of AgricultureAgriculture is the science and art of cultivation of crops and rearing of livestock. As a science, it involves experimentation and application of scientific knowledge in such areas as;Soil analysis,Control of pests and diseases,Farm machinery and structures,Crop and livestock breeding. As an art, it involves the use of learned skills in;Tilling the land,Construction,Measurement,Harvesting of crops,Feeding and handling of livestockMarketing. Branches of AgricultureCrop Farming Arable Farming The practice of growing crops on cultivated land. It is subdivided into:Field crops Cultivation:maize, beans, potatoes, coffee, tea, cotton to name but a few. Horticulture:It involves the growing of perishable crops which have high value. It is further subdivided into:Floriculture - the growing of flowers. Olericulture - the growing of vegetables. Pomoculture - the growing of fruits. Livestock FarmingThis branch deals with the rearing of livestock for various products. It is further subdivided into:Pastoralism: This is the rearing of mammalian livestock such as cattle, sheep, goats, rabbits, pigs and camels. Fish Farming Aquaculture : This is the practice of rearing fish and other aquatic organisms , in ponds. Bee Keeping Apiculture : This involves the rearing of bees in structures known as beehives. Poultry Keeping: This is the keeping of domesticated birds. Agricultural EconomicsIt deals with the allocation of scarce resources land, labour, capital and management for agricultural production. Agricultural EngineeringThis branch of agriculture deals with the use and maintenance of farm tools, machinery and structures."}
{"text": "Poultry Keeping: This is the keeping of domesticated birds. Agricultural EconomicsIt deals with the allocation of scarce resources land, labour, capital and management for agricultural production. Agricultural EngineeringThis branch of agriculture deals with the use and maintenance of farm tools, machinery and structures. Farming SystemsA farming system is the organization of the various enterprises in a farm. It is determined by the following factors:Resources available land, labour, capital and management . Skills of the farmer. Environmental factors such as climate, soil type and topography. Government policy. Farmer's choice and preference. Enterprise requirement. Social-cultural factors. The following are systems of farming:Extensive System:It is a system where a large piece of land with low investment of resources per unit area is carried out. AdvantagesIt is cheap. Does not require high level of management. Requires less labour. DisadvantagesLow profit per unit area. Cannot be practiced where land is limited. Low output per unit area. The land is under-utilized,Intensive Farming:This system utilizes the factors of production to the maximum and involves high level of management. AdvantagesMaximum utilization of the resources. Can be practiced even where land is a limiting factor. Results in high yields. DisadvantagesLabour intensive. High capital investment is required. Requires high level of management. Can lead to high loses in case of poor management. Large Scale FarmingRefers to the farming practice under large areas of land over 20 hectares. It is used mainly for commercial purposes. The system is highly mechanized. AdvantagesResults in high yields. Due to economics of scale high profit is realized. DisadvantagesLack of diversification may lead to total failure in case of unfavorable conditions. High level of management is required. Heavy capital investment. Requires skilled and qualified manpower. Small Scale FarmingRefers to farming carried out on a small area of land less than 5 hectares. Family or casual labour can be engaged during the peak periods. Most of the Kenyan farmers are small scale due to unavailability of farmland. AdvantagesRequires low capital investment. Possible where land is a limiting factor. Does not require high management level unless under intensive system. DisadvantagesUneconomical 10 mechanize due to small size. Low production. Provides limited employment. Labour intensive. Difficult to specialize."}
{"text": "Provides limited employment. Labour intensive. Difficult to specialize. Methods of FarmingA method of farming is an established way of carrying out farming activities. The following are the common methods of farming:Mixed FarmingIt is the practice of growing crops and keeping of livestock on the same land. Its common in high potential areas. AdvantagesMutual benefit between crops and livestock. Crops supply feed for animals while animals supply manure for crops. Acts as an insurance against total loss by the farmer. The farmer is assured of an income throughout the year. There is maximum utilization of the resources. Animals can be used in the farm activities particularly draught animals. Ensures proper utilization of labour and land throughout the year. DisadvantagesHigh initial capital. Lack of specialization. Land can be a limiting factor if both enterprises are to be raised. Requires high level of management for both enterprises. Nomadic-PastoralismThis is the practice of livestock rearing whereby animals are moved from one place to another in search of water and pastures. It is practiced in the arid and semi-arid areas where in most cases beef animals are kept. Nomadic pastoralism is gradually changing to ranching with the introduction of:Improved pasture species, improved livestock breeds and supplementary feeding. Efficient disease and parasite control measures. Improved infra-structure such as roads, water supply, cattle dipping facilities. Extension services. AdvantagesServes as the backbone of beef industry in Kenya. Proper way of utilizing the arid and semi arid areas. Source of income to the pastoral communities. DisadvantagesIt encourages the spread of livestock pests and diseases due to communal watering points, grazing and dipping facilities. There is a tendency to increased soil erosion and land degradation. Source of conflicts and ethnic tension among the nomadic communities for the control of good pastures and water. Difficult to control breeding and breeding diseases. High rate of inbreeding leading to poor quality livestock. Low production of milk, meat, hides and skins due to wastage of energy in traveling from one place to another in search of pastures and water. High death rates as a result of walking for long distances. Shifting CultivationIt is a traditional method of cultivating a piece of land until the soil is exhausted and crop yields decline. The land is abandoned and the farmer shifts to a new field as the previous land is left fallow to regain its fertility. AdvantagesLand is allowed to rest and regain its fertility."}
{"text": "Shifting CultivationIt is a traditional method of cultivating a piece of land until the soil is exhausted and crop yields decline. The land is abandoned and the farmer shifts to a new field as the previous land is left fallow to regain its fertility. AdvantagesLand is allowed to rest and regain its fertility. No build up of pests and diseases. Soil structure is restored. The cost of production is low since inorganic fertilizers and pesticides are not used. Crop produce are chemical free. DisadvantagesNot practical where land is a limiting factor. Farm planning and acquisition of credits for land development is 'not possible. It is a cumbersome method due to constant movement. Lack of soil conservation measuresNot possible to grow perennial crops. Low output per unit area due to poor farming methods. Where fire is used to clear the land organic matter is destroyed. Organic FarmingIt is a fanning method where crops are grown and livestock reared without the use of agrochemicals. It is a method of farming which has been adopted to reduce the long term effect of the agro-chemicals on crops which may eventually end up in man and livestock. Agro-chemicals are also expensive thus organic farming reduces the cost of production. Organically produced goods fetch high market prices. AdvantagesCheap and cost effective. Make use of the locally available materialsUseful in improving the soil structures. No side effects from the crops and livestock products. No environmental pollution. Agro-ForestryThis is the practice of integrating trees and crops on the same piece of land. With land resources becoming more scarce, agroforestry is becoming more important. Examples of common agroforestry trees and shrubs include:Cajanus cajanGrevillea robustaSesbania sesbanCalliandra calothyrsusCasuarina equisetifoliaLeucaena leucocephalaTrees selected for agroforestry should have the following characteristics:Able to grow fast. Deep roots to minimize competition for nutrients. Should be preferably leguminous. AdvantagesTrees reduce soil erosion in a given area. Leguminous trees add nitrates into the soil thus improving the soil fertility. Some trees can be used as livestock fodder to provide a high level of proteins. They are important sources of wood fuel and timber. There is maximum utilization of land."}
{"text": "Some trees can be used as livestock fodder to provide a high level of proteins. They are important sources of wood fuel and timber. There is maximum utilization of land. Importance of Agriculture to the Economy of KenyaProvides food to the population to meet nutritional requirements and to enable man to engage in other activities of farming. Provides employment. This for example can be direct as a labourer in the farm, tea plucker or indirect for example, working in agricultural based industries. Source of raw materials for industries for example cotton lint for textile industry. Provides foreign exchange - through exporting agricultural produce. Provides market for industrial goods agriculture is a consumer of the finished goods from agro-based industries. Source of income - farmers as well as the government get revenue from the sale of agricultural produce and tax payment. Factors Influencing AgricultureIntroductionAgricultural production is influenced by external factors:Human factorsBiotic factorsClimatic factorsEdaphic factors. Human FactorsThese are human characteristics which affect the way decisions are made and operations carried out. Level of education and technology:SkillsTechnological ad van cements . Human health HIV-AIDS:These affect the strength, the vigour, vision and the determinationto work. HIV AIDS is the biggest threat to human health today and has longlasting effects on agriculture, such as;Shortage of farm labour. Loss of family support. Low living standards leading to despondency and hopelessness. Increased criminal activities. More time spent by the Government and NGO's in Carring for the sick. Economy;Stability in the countries' economy affect agricultural production. Government Policy:These are governmental laws which have been enacted to protect farmers, land and livestock. They include:Food policyPolicies on control of livestock parasites and diseases. Policies on marketing of both local and export products and others. Transport and communication:For agricultural goods to move from the farm to the consumers. Cultural practices and religious beliefs:These activities hinder important changes in a society that may bring agricultural development. Market forces:Demand and supply forces which affect prices of commodities in a free market. Biotic FactorsThese are living organisms which affect agricultural production. Pests - Destructive organisms which destroy crops. Parasites - These are invertebrates which live in or on other living organisms. Decomposers - Organisms which act on plants and animal tissues to form manure. Pathogens - Micro-organisms which cause diseases."}
{"text": "Parasites - These are invertebrates which live in or on other living organisms. Decomposers - Organisms which act on plants and animal tissues to form manure. Pathogens - Micro-organisms which cause diseases. Predators - Animals that kill and feed on other animals. Pollinators - They transfer pollen grains from the stamens to the pistil of a flower. Nitrogen fixing bacteria -They are micro-organisms which convert atmospheric nitrogen to nitrates ready for use by the plants. Climatic Factors weather elements . Rainfall,Temperature,Wind,Relative humidityLight. Weather - Atmospheric conditions of a place at a given time period. Climate - weather conditions of a place observed and recorded for a period of 30-40 years. RainfallSupplies Water:Which is necessary for the life process in plants and animals. Which makes the plant turgid hence provides support. Acts as a solvent for plant nutrients. Cools the plant during transpiration. Which is used as a raw material in photosynthesis. When plants lack enough water they respond in different ways as follows:By closing the stomata to restrict water loss. Hastens maturity. Some will roll their leaves. Other plants have developed permanent adaptation to water stress such as:Growing needle like leaves. Develop fleshy leaves for water storage. Develop long roots. Wilting and death in extreme conditions. Important Aspects of Rainfall:Rainfall reliability;This is the dependency on the timing of the onset of the rains. Amount of rainfall;Quantity of rain that falls in a given area within a given year. Rainfall distribution ;The number of wet months in a year. Rainfall intensity;Amount of rainfall that falls in an area within a period of 1 hour. TemperatureThis is the degree of hotness or coldness of a place measured in degrees Celsius. Cardinal range of temperature is the temperature required by plant to grow and thrive well. Optimum range of temperatures - the best temperature for the best performance of plants. Effects of Temperatures on Crop Production:Low temperatures:Slow the growth rate of crops due to slowed photosynthesis and respiration. High incidences of disease infection. Improves quality of crops such as tea and pyrethrum. High TemperaturesIncrease evaporation rate leading toWilting. Hastens the maturity of crops. Increase disease and pest infection. Improves quality of crops such as pineapples, oranges and pawpaws."}
{"text": "Hastens the maturity of crops. Increase disease and pest infection. Improves quality of crops such as pineapples, oranges and pawpaws. WindWind is moving air. Good effects of wind include:Seed dispersalCooling of landPollination in cropsBrings rain bearing cloudsNegative effects of wind:Increases the rate of evaporation of water. Causes lodging of cereals and distorts perennial crops. Increases evapo-transpiration. Spreads diseases and pests. Destroys farm structures. Relative humidityThe amount of water vapour in the airAffects the rate of evapo-transpiration. Forms dew which supplies soil with moisture under dry conditions. High humidity induce rooting in cuttings. Increases disease multiplication and spread. LightProvide radiant energy harnessed by green plant for photosynthesis. Important aspects of light:Light intensity ;The strength with which light is harnessed by chlorophyll for photosynthesis. Light duration;The period during which light is available to plants per day. Plant response to light duration is known as photoperiodism. Short-day plants - require less than 12 hours of daylight to flower and seed. Long-day plants - require more than 12 hours of daylight to flower and seed. Day-neutral plants require 12 hours of daylight to flower and seed. Light wavelength;This is the distance between two - successive crests of a wavelength. It dictates the difference between natural and artificial light. Chlorophyll absorbs certain wavelengths of light. Edaphic Factors Influencing AgricultureThese are soil factors. Soil is the natural material that covers the surface of the earth,Made of weathered rock particles and decomposed animal and plant tissues, and on which plants grow. Importance of SoilProvides anchorage to the plants by holding their roots firmly. Provides plants with mineral salts nutrients which are necessary for their growth. Provide the plants with water. Contains oxygen necessary for respiration of the plants and soil micro-organisms. Soil Formation:Soil is formed through weathering process. Weathering is the breakdown and alteration of the parent rock near the surface of the earth to a stable substance. Weathering process is a combination of disintegration breakdown and synthesis build up process. Weathering process is continuous. Types of WeatheringPhysical weatheringChemical weatheringBiological weatheringAgents of WeatheringPhysical Agents of WeatheringInclude wind, water, moving ice and temperature."}
{"text": "Weathering process is a combination of disintegration breakdown and synthesis build up process. Weathering process is continuous. Types of WeatheringPhysical weatheringChemical weatheringBiological weatheringAgents of WeatheringPhysical Agents of WeatheringInclude wind, water, moving ice and temperature. Wind - carry materials which hit against each other to break into fragments. Water - intensity of rainfall causes breakdown of rock. Moving ice - has grinding effects which tear off rock particles. Extreme temperature cause rocks to expand and contract suddenly peeling off their surface. Chemical WeatheringAffects the chemical composition and structure of the rock. Involves processes such as ;Hydrolysis,Hydration,CarbonationOxidation. Hydration;The process by which soluble minerals in the rocks absorb water and expand weakening the rock thus leading to disintegration. Hydrolysis;The process whereby water dissolves soluble minerals in the rock weakening it. Oxidation;The reaction of rock minerals with oxygen to form oxides which break easily. Carbonation;The process whereby carbonic acids formed when rain water dissolves carbon dioxide,It reacts with calcium carbonates in limestone causing it to disintegrate. Biological WeatheringThis involves the action of living organisms, plants and animals on the rocks. Burrowing animals, for example, termites and moles bring soil particles to the surface exposing them to other agents of weathering. Big animals like, elephants, buffaloes, camels and cattle exert a lot of pressure on the rocks as they step on them due to their heavy weights causing the rocks to disintegrate. Earthworms take part in the decomposition of plant matter with the soil particles. Man's activities like, mining and quarrying expose rocks to the surface during excavation. These activities breakdown large rocks into smaller rock particles. Plant roots force their way through the cracks in the rocks thus widening and splitting them. Humic acids formed when plant tissues decompose react with the rocks weakening them further. Plant remains-decompose adding humus into the soil. Factors influencing soil formationClimate- rainfall, temperature and wind Biotic factors - living organisms. Parent material- Nature and properties of the original rock from which the soil is formed. Time - length of time during which the soil forming processes have taken place. Topography - influences the movement of disintegrated materials."}
{"text": "Parent material- Nature and properties of the original rock from which the soil is formed. Time - length of time during which the soil forming processes have taken place. Topography - influences the movement of disintegrated materials. It is the vertical arrangement of different layers of soil from the ground surface to the bedrock. These layers are also referred to as horizons. The layers show differences in their contents and physical properties such as colour, texture and structure. The layers include: organic matter region, top soil, sub-soil, weathered rocks and parent material. Organic Matter RegionFirst layer of the soil found on the surface. Made up of leaves and other plant remains at various stages of decomposition. Some soil organisms may also be found here. Top SoilHas a dark colour due to the presence of humus. Is rich in plant nutrients and well aerated. It is a zone of maximum leaching zone of eluviations Sub-SoilIt is compact and less aerated. It is a zone of accumulation of leached material zone of aluviation from the top layers. Deep rooted crops have their roots growing up to this region. Hard pans normally form in this layerWeathered RocksIt is also called substratum. Rocks at various stages of disintegration are found in this zone. Most of the materials found in this zone originate from the parent rock. Parent RockIt exists as a solid mass which is un-weathered. It is the source of the inorganic composition of the soil. The water table is on the surface of this rock. Soils Formed in Situ and Soils DepositedSoil formed in the same place and remains there is said to be in situ. However, soil can be formed due to deposition of soil particles carried from its original site of formation to another area which is usually in the lower areas of slopes. Such soils are said to have been formed through deposition. Soil DepthThis is the distance between top soil layer and the bottom soil layer in a profile. It dictates root penetration and growthDeep soils are more suitable for crop growth since they contain more nutrients. Have a larger surface are for root expansion. Deep soils facilitate good drainage and aeration. Soil ConstituentsOrganic Matter - Dead and decaying plants and animal remainsLiving Organisms - Soil organisms and plant roots."}
{"text": "Have a larger surface are for root expansion. Deep soils facilitate good drainage and aeration. Soil ConstituentsOrganic Matter - Dead and decaying plants and animal remainsLiving Organisms - Soil organisms and plant roots. Micro-organisms bacteria, protozoa and fungi Invertebrates -termites,Earthworms and molluscs. Higher animals - rodents and others. Inorganic or Mineral MatterFormed from the parent materials. Supply plant nutrientsForm the skeleton and framework of the soil. AirFound in the pore spaces of the soil. Used for root and organism respirationUsed for germination of seeds. Helps in decomposition of organic matter. Regulates soil temperature. Regulates the movement of water through capillary action. WaterDissolves mineral saltsMaintain turgidity in plants. Used for germination of seedsUsed by soil organisms. Regulate soil temperatureDictates the amount of air in the soil. Water in the soil exists in three forms namely:Superfluous Gravitational WaterFound in the large spaces macro-pores in the soil particles. Held by gravitation forces. When the pores are saturated, the soil is said to be waterlogged. It moves and may cause leaching. Hygroscopic WaterWater found in thin films on the soil particles. Held by strong adhesive forces between water and soil particles. Does not move and hence not available for plant use. Capillary WaterOccupy micro-pores in the soil particles. Held by cohesive forces between water molecules. Moves through capillary actionAvailable to plants for use. Soil StructureThis is the arrangement of soil particles in a soil horizon. Types of Soil Structure Single-grainedCrumbyGranularPrismaticColumnarPlatyBlockyImportance of Soil Structure on Crop ProductionSoil Structure InfluencesSoil aerationSoil drainage and water holding capacity. Plants root penetrability and anchorage. Microbial activities in the soil. Circulation of gases in the soil. Farming practices which improve the soil structure are:Application of inorganic manure into the soil. Tilling the land at the right moisture content. Crop rotation. Minimum tillage. Cover cropping. Mulching. Soil TextureIt refers to the relative proportion of the various sizes of the mineral particles of soil."}
{"text": "Cover cropping. Mulching. Soil TextureIt refers to the relative proportion of the various sizes of the mineral particles of soil. Importance of Soil Texture on Crop Production;Influences soil fertilityAffects the organic matter contentInfluences the drainage of the soil. Influences soil aeration. Influences water holding capacity. Influences the capillarity or movement of water in the soil. Soil Textural ClassesSandy SoilsMade up largely of sand particles. Have large pore spaces hence poor in water retention. Easy to till light soils . Freely draining. Low fertility due to leaching of minerals. Easily erodible. Clayey SoilsMade up largely of clayey particles. Have small pore spaces hence good in moisture retention. Difficult to till heavy soils . Poorly 'drained. Expand when wet, crack when dry. High capillary. Rich in plant nutrients. Loam SoilsAbout equal amounts of sand and clay. Moderately good in both moisture and air retention. Fertile soils. Soil ColourThis depends on the, mineral composition of the parent rock and the organic matter content. Soils containing a lot of iron are brownish, yellowing and reddish in colour. Soils with a lot of silica are white. Soils with a lot of humus are dark or grey. Soil pHThis refers to the acidity or alkalinity of the soil solution the concentration of hydrogen ions in the soil solution. Soil pH is determined by the concentration of hydrogen ions H or the hydroxyl ions OH in the soil solution. A pH of less than 7 means that the soil is acidic. A pH of more than 7 means that the soil is alkaline. As the hydroxyl ions OH in the soil increase the soil becomes more alkaline. Influence of Soil pH Crop GrowthIt determines the type of crop to be grown in a particular area. Most crops are affected by either very acidic or very basic soil pH. Soil pH affects the choice of fertilizers and the availability of nutrients to crops. At low pH the concentration of available iron and aluminium in the soil solution may increase to toxic levels, which is harmful to plants. Very acidic or low pH inhibit the activity of soil micro-organisms. Farm Tools and EquipmentIntroductionFarm tools and equipment perform specific jobs in the farm. They make work easier and more efficient."}
{"text": "Very acidic or low pH inhibit the activity of soil micro-organisms. Farm Tools and EquipmentIntroductionFarm tools and equipment perform specific jobs in the farm. They make work easier and more efficient. They can be classified according to their uses as follows:Garden Tools and EquipmentLivestock Production Tools and EquipmentWorkshop Tools and EquipmentPlumbing and Masonry ToolsCare and Maintenance of Tools and EquipmentReasons for MaintenanceTo increase durability. To increase efficiency. Reduce costs of replacement. For safety of the user avoid accidents. Avoid damage to the tool. MethodsUse tools for the right work. Proper handling when using tools or equipment. Clean and oil tools after work. Keep tools in there right place. Replace and repair worn-out partsSharpen cutting or digging edgesGrease moving parts to reduce frictionUse safety devices in the workshop to reduce accidents and breakagesCROP PRODUCTION 1 Land Preparation IntroductionA piece of land which is prepared is known as seedbed. A seedbed is a piece of land that is prepared ready to receive planting materials. Seedbed PreparationReasons for Seedbed Preparation;To enable water to infiltrate. To kill weedsTo improve soil aeration. To destroy pests and diseases. To incorporate organic matter in the soil. For easy planting. To facilitate root penetration. Operations in Land PreparationLand ClearingClearing of land is necessary when:Opening up a virgin land. A stalk growing crop was previously planted. There is long interval between primary and secondary cultivation. Land was left fallow for a long time. ProcedureTree felling and removal of stumps and roots. BurningSlashingUse of chemicals. Note: Burning should be avoided where possible since it;Leads to loss of organic matter,Kills soil organismsDestroys soil structure and plant nutrients. Primary CultivationThis is the initial breaking of land. It is done early before the onset of the rains to:Give time for soil organisms to act on organic matter. Allow gaseous exchange to take place, thus carbon dioxide diffuses out of the soil while oxygen enters into the soil. Allow other operations to take place in time. Reasons for primary cultivation:Remove weeds. Burry organic matter. Open up soil for infiltration of water and air. Expose pests and disease causing organisms. Soften the soil for easy planting."}
{"text": "Open up soil for infiltration of water and air. Expose pests and disease causing organisms. Soften the soil for easy planting. Operations in primary cultivationHand digging ;Use of hand tools ;Jembes,Mattocks,Fork-jembes. Mechanical cultivation ;Use of mouldboard ploughs;Disc ploughs,Chisel ploughs,SubsoilersRippers. Use of Ox-Ploughs ;Which can be drawn by;Oxen,Donkeys,CamelsDepth of CultivationDepends on:The type of crop to be planted size of seed. The implements available. The type of soil. Choice of ImplementDetermined by:The condition of land. The type of tilth required type of crop. Depth of cultivation. Secondary TillageThese are refinement practices on the seedbed that follow primary cultivation. It is also known as harrowing. Reasons for secondary Tillage:To remove the germinating weeds. To break soil clods to produce required tilth. To level the seedbed for uniform planting. To incorporate organic matter manure into the soil. Factors determining number of secondary cultivation:Soil moisture content. Size of the planting materials. Condition of the soil after primary cultivation. Slope of the land. Tertiary Operations:Ridging ;The process of digging soil on a continuous line and heaping on one side to produce a furrow and a bund ridge . It is important for root crops, to allow root expansion and for soil and water conservation. Rolling:It is the compaction of the soil to produce a firm surface which increases seed-soil contact and prevents wind erosion. Levelling;Production of an even, uniform surface which promotes uniform planting. Subsoiling:This is deep cultivation into the subsoil layer to break up any hardpan which might have developed. It is done for the following reasons:-To facilitate drainage. Bring up leached nutrients to the surface. Increase aeration of the soil. To improve root penetration. The implements used include chisel plough and subsoilers. Minimum Tillage:This is the application of a combination of farming practices with the aim of reducing the disturbance of the soil. Examples of which include:Use of herbicides. Mulching and cover-cropping. Timely operations to prevent weed infestation. Strip cultivation. Uprooting and slashing of weeds. Reasons for Minimum TillageTo reduce cost of cultivation. To control soil erosion."}
{"text": "Uprooting and slashing of weeds. Reasons for Minimum TillageTo reduce cost of cultivation. To control soil erosion. To preserve soil moisture. To prevent root exposure and damage. To reconstruct destroyed soil structure. Water Supply, Irrigation and DrainageIntroductionWater is a very important natural resource. It is necessary for both crops and livestock. Uses of water in the farm;Cleaning equipment. Irrigation in dry areas. Processing farm produce, for example, coffee. Drinking by livestock and man. Mixing agro-chemicals such as acaricide, fungicides and herbicides. Providing power in water mills to grind grain crops. Cooling engines. Construction work. Sources of Water in the FarmThree major sources of water in the farm:Surface water:Includes water from;Rivers,StreamsDams. Ground water:Includes water from;Springs,WellsBoreholes. Rain water:This is water tapped in various ways such as;RooftopsRock surface, when it is raining and stored in various ways. Collection and Storage of WaterDams:These are structures constructed across rivers and channels. They collect and store water for use during the dry season. Weirs:These are structures constructed across rivers to raise the water level for easy pumping. Unlike in the dams water flows over the barrier created across the river. Water Tanks:These are structures made of concrete, stone, metal sheets and plastics. They store water from rain or that which has been pumped from other sources. Tanks should be covered to prevent contamination from dust. Pumps and Pumping of WaterPumping is the lifting of water from one point to another by use of mechanical force. Water is pumped from the various sources and then conveyed to where it is required for use or storage. Types of Water PumpsUsed to lift water from its source. Centrifugal pumpsPiston or reciprocating pumpsSemi-rotary pumps andHydramConveyance of WaterThis is the process of moving water from one point, usually the source or point of storage to where it will be used or stored. Piping;This is where water is moved through pipes. The common types of pipes include:Metal pipesPlastic pipesHose pipesUse of Containers:In this case water is drawn and put in containers . Drums, jerry cans, pots, gourds, tanks and buckets ."}
{"text": "Piping;This is where water is moved through pipes. The common types of pipes include:Metal pipesPlastic pipesHose pipesUse of Containers:In this case water is drawn and put in containers . Drums, jerry cans, pots, gourds, tanks and buckets . Which are carried by animals, bicycles, human beings and vehicles. Use of Canals:In this case water is conveyed from a high point to a lower one along a gradual slope to avoid soil erosion. Water conveyed through this way is mostly used for irrigation and livestock. Water TreatmentRaw water contains impurities which may be dissolved, floating or suspended in water. These impurities are grouped into three categories, namely:Physical impurities: these are dissolved impurities detected by colour, taste and smell. Chemical impurities: these are dissolved impurities detected by use of chemical analysis. Biological impurities: these are microorganisms in water such as bacteria, viruses and algae. Importance of Treating WaterTo kill disease causing microorganisms such as cholera and typhoid bacteria that thrive in dirty water. To remove chemical impurities such as excess fluoride which may be harmful to human beings. To remove smells and bad taste. To remove sediments of solid particles such as soil, sand and sticks. Methods of Treating WaterAeration: this is the removal of smell and odour from water by fine spraying or bubbling of air. Sedimentation: this is where water is put in large containers so that solid particles such as sand, metal and others can settle at the bottom. Filtration: this is passing water through fine granular materials to remove solid particles and biological substances. Coagulation: addition of chemicals which precipitate impurities and help in softening of hard water. Chlorination: Sterilization to destroy disease causing organisms. IrrigationIt is the artificial application of water to crops in dry areas or where water is not enough. It is one of the methods of land reclamation in case of arid and semi arid areas. Factors to Consider in Identifying and Assessing the Potential of Land for Irrigation DevelopmentTopography of the landSoil typeType of crop to be grownWater availabilityHuman factors such as skill, capital availability and economic activities. Types of IrrigationSurface irrigation:This includes flood irrigation and basin irrigation. It is used in flat areas. The problem with this method is loss of water through seepage."}
{"text": "Types of IrrigationSurface irrigation:This includes flood irrigation and basin irrigation. It is used in flat areas. The problem with this method is loss of water through seepage. It also increases soil salinity. Sub-surface Irrigation:This involves the use of porous pipes or perforated pipes. It is used in slopy areas and where water is inadequate. Overhead or Sprinkler Irrigation:It is used in any area which is not steep. Drip or Trickle Irrigation:It is used where water is little and in relatively sloppy and flat areas. DrainageThis is a method of removing excess water or lowering the water table from a marshy water-logged land. It is also a method of land reclamation. Importance of Drainage as a Method of Land ReclamationTo increase soil aeration. To raise soil temperature. To increase microbial activities in the soil. To reduce toxic substances from the soil. To increase soil volume for exploitation by plant roots. Methods of DrainageUse of open ditches. Use of underground drain pipes. French drains. Cambered beds. Pumping out water from the soil. Planting tree species which absorb a lot of water for example eucalyptus. Water PollutionThis is the process by which harmful substances get into the water. The harmful substance is referred to as a pollutant. Agricultural practices which pollute water include:Use of inorganic fertilizers. Use of pesticides. Poor cultivation practices such as over cultivation, cultivating along the river banks. Overgrazing which leads to erosion of soil thus causing siltation in water sources. Methods of Preventing Water PollutionSoil conservation measures which minimize soil losses through erosion. Fencing off the water sources. Adopting organic farming practices for example controlling pests and weed using non-chemical techniques. Planting grass along river banks to minimize siltation in rivers. Proper disposal of empty chemical containers. Soil Fertility I Organic Manures IntroductionSoil fertility is the ability of the soil to provide crops with the required nutrients in their proper proportions. Characteristics of a Fertile SoilGood depth - Good soils give roots greater volume to obtain plant nutrients and provide strong anchorage. Good aeration - for the respiration of plant roots and use by soil organisms. Good water holding capacity - ensures provision of adequate water for plant growth. Proper drainage - ensures provision of adequate air for plant growth."}
{"text": "Good aeration - for the respiration of plant roots and use by soil organisms. Good water holding capacity - ensures provision of adequate water for plant growth. Proper drainage - ensures provision of adequate air for plant growth. Correct soil pH - different crops have different soil pH requirements. Adequate nutrients supply - it should supply the required nutrients in the correct amounts and in a form available to plants. Free from excessive infestation of soil borne pests and diseases. How soil loses fertilityLeaching: vertical movement of dissolved minerals from the top to the lower horizons of the soil profile. Soil erosion - The removal and carrying away of the top fertile soil from one place to another. Monocropping - This is the practice of growing one type of crop on a piece' of a land over a long time. Continuous cropping - crops take away a lot of nutrients from the soil which are never returned. Growing crops continuously without giving the soil time to rest makes the soil infertile. Change in soil pH - changes in soil pH affect the activity of soil microorganisms as well as the availability of soil nutrients. Burning of vegetation - burning of vegetation cover destroys organic matter. It also exposes the soil to the agents of soil erosion. Accumulation of salts - soils with a lot of salts are said to be saline. State of having too much salt in the soil is referred to as soil salinity. Salts accumulation cause water deficiency in plants. It may also lead to change in soil pH. Maintenance of Soil FertilitySoil fertility is maintained through the following methods:Control of Soil Erosion ;Terracing,Contour cultivation,Strip cropping,Cut off drainsPlanting cover crops. Crop Rotation ;Practice of growing different crops on the same field in different seasons in an orderly sequence. Control of Soil pH :Application of liming materials such as limestone, quicklime, magnesium carbonate and slaked lime if the soil is acidic. Application of acidic fertilizers if the soil is alkaline. Application of manures. Proper drainage;Done through:Breaking hard pan. Construction of water channels. Growing crops on cambered bedPumping out water from the soil. Weed control:Use of herbicides. SlashingUprooting. MulchingUse of proper farming practices such as early planting, correct spacing and cover crops. Intercropping Farming practice where different crops species are grown together in the field. Minimum Tillage;Use of herbicides. Uprooting of weeds."}
{"text": "Intercropping Farming practice where different crops species are grown together in the field. Minimum Tillage;Use of herbicides. Uprooting of weeds. Slashing weedsMulchingStrip cultivation. Use of Inorganic Fertilizer ;Chemical compounds manufactured to apply specific plant nutrients for example calcium ammonium nitrate CAN . Use of Manure;Well decomposed manures release nutrients into the soil and increase its water holding capacity. Organic ManuresManures are derived from plants and animal remains. They supply organic matter to the soil which after decomposition releases plant nutrients. The end product of this decomposition is known as humus. It influences soil chemical properties and soil temperature. Manures supply a wide range of essential plant nutrients. Importance of Organic Matter in the SoilIncreases the soil water holding capacity of the soil. Improves soil fertility by releasing a wide range of nutrients into the soil. Provides food and shelter for soil micro-organisms. Improves the soil structure. Buffers soil pH moderates soil pH. Reduces the toxicity of plant poisons in the soil. Moderates soil temperature by its dark colour. Limitations in the Use of ManureThey are bulky - low nutritive value per unit volume. Laborious in application and transport. They spread diseases, pests and weeds. Loss of nutrients if poorly stored. If not fully decomposed crops may not benefit from them. Types of Organic ManuresGreen manure. Farm yard manure. Compost manureGreen ManureMade from green plants which are grown for the purpose of incorporating into the soil. Characteristics of plants used for preparation for green manure:Have fast growth rates. Have high nitrogen content. Capable of rotting quickly. Capable of growing in poor conditions. Preparation of Green ManurePlant the green manure crop in the field. Allow the crop to grow up to flowering stage. Incorporate it into the soil through ploughing. Allow the crop to decompose for two weeks. Prepare the field for planting the major crop. Reasons why green manure is not commonly used limitations:Most of the plants used as green manure are food crops. Green manure crops may use most of the soil moisture. Most of the nutrients are used up by soil micro-organisms in the process of decomposing the green manure. Planting of the major crop is delayed."}
{"text": "Green manure crops may use most of the soil moisture. Most of the nutrients are used up by soil micro-organisms in the process of decomposing the green manure. Planting of the major crop is delayed. Farm Yard Manure FYM Is a mixture of animal waste and crop residues used as beddings in animal houses. Factors that Determine the Quality of FYMThe types of the animals used. Types of food eatenTypes of litter used. Method of storage. Age of farmyard manure. Age of the animals used. Preparation of FYMProvide beddings in the houses of farm animals. Animals deposit their droppings and urine on the beddings. Animals mix them through trampling. The beddings together with dung are removed and heaped under shed to decompose. After sometime, the materials decompose and FYM is formed. It can then be used in the farmCompost ManureIs manure prepared from heaped composted organic materials. Factors to consider in selecting site for making compost manure:A well drained place. Direction of the prevailing wind. Size of the farm. Accessibility. Preparation of Compost ManureTwo methods:Four heaps methodIndore Method Pit Method Indore Method Pit Method Procedure ;Select a sheltered place with a shade and near the field. Dig a pit with the dimension 1.2m x 1.2m x 1.2m. Place the materials in the following order:Hedge cuttings or maize stalks to a depth of 30cm as a foundationA layer of grass, green weeds or leaves and kitchen wastes to 30cm. A well rotten manure poultry droppings. Wood ash and phosphatic fertilizers. A layer of topsoil to introduce microorganism for the decomposition of organic remains. Note: Some water should be sprinkled to the materials to initiate the decomposition process and regulate temperatures. Four heaps method:ProcedureClear the site. Level the siteFour posts 2m high are fixed 1.2m apart from four corners of the heap. Fix wood planks on the sides. Materials are placed in two heaps as in the pit method,The two heaps make up heap 1. After 3-4 weeks, the decomposed material from heap 1 is transferred to heap II. After another 3 - 4 weeks the material is transferred to heap III."}
{"text": "Materials are placed in two heaps as in the pit method,The two heaps make up heap 1. After 3-4 weeks, the decomposed material from heap 1 is transferred to heap II. After another 3 - 4 weeks the material is transferred to heap III. After 3-4 weeks it is ready for use in the farm. Indicators of well decomposed manureAbsence of bad odour. Materials are lighter. Manure is brown in colour. Advantages of Compost ManureOne does not have to own livestock in order to prepare it. A lot of manure can be produced within a short time. A variety of materials can be used in its preparation. Uses locally available materials thus cheaper than the artificial fertilizers. Improves the soil structure. Limitations of Compost ManureIt releases nutrients slowly into the soil. Large quantities of compost manure are required to supply enough plant nutrients. Its preparation is labour intensive. It may induce soil-borne pests and diseases. Livestock Production: Common Breeds IntroductionThe term livestock is used to refer to all domesticated animals. These animals include cattle, sheep, goats, poultry, pigs, rabbits, camels, bees, fish and donkeys. The importance of keeping livestock:Source of food. Source of income. Cultural values. Source of animal power. Provision of raw materials for industries. Farmyard manure from the animals is used in maintaining soil fertility. Cattle dung is used in the production of biogas. Cattle BreedsCattle can be classified into two groups based on their origin. These are;Indigenous cattle. Exotic cattle. Indigenous CattleZebus They are small in size and with a distinct hump and include:Nandi,BukediMaasai cattle. The BoranaThese are the cattle kept in the Northern parts of Kenya. They are larger than the Zebus. Indigenous cattle are hardy hence able to tolerate the harsh environmental conditions in the tropics. They are the major suppliers of beef in Kenya. Exotic CattleForeign cattle from the temperate regions. They have distinct breed characteristics and are classified into various breeds. General characteristics:They have no humps. They have low tolerance to high temperatures hence popular in cool climates of the Kenya highlands .. They are highly susceptible to tropical diseases. They have fast growth rates leading to early maturity."}
{"text": "They have low tolerance to high temperatures hence popular in cool climates of the Kenya highlands .. They are highly susceptible to tropical diseases. They have fast growth rates leading to early maturity. They are good producers of both meat and milk. They cannot walk for long distances. They have short calving intervals of one calf per year if well managed. Exotic cattle breeds fall under the following groups:Dairy cattle breeds. Beef cattle breeds. Dual purpose breeds. Dairy Cattle BreedsThey include;Friesian,Ayrshire,GuernseyJersey. Characteristics of Dairy CattleWedge or triangular in shape. Large stomach. Docile with mild temperament. Large, well suspended udders and teats. Lean bodies. Lean and smooth neck. Large and long mammary milk wells and veins. Cylindrical; uniform and well spaced teats. Wide and well set hindquarters to accommodate the udder. Friesian-Holstein largest of all dairy breeds Origin: HollandColour: Black and whiteSize: Cow weighs 550-680kgs Bull weighs 950 kg. Highest milk producers of all dairy breeds about 9150 kg per lactation but with least butterfat content; 3.5 AyrshireOrigin: ScotlandColour: White with brown markings. Size: Cow weighs 360-590kgs Bulls weighs 500-720kg. Conformation:Straight top lines, horns are long and face upwards. Milk production is second to Friesian about 61OOkg per lactation with butter content of about 4 . GuernseyOrigin: Guernsey Island off the coast of France. Colour: Yellowish brown to red with white legs, switch and girth .. Size: Bulls 540-770kg. Cow weighs 450- 500kgsConformation:Udders are less symmetrical. Average milk production is about 5185kg per lactation with a butterfat content of 4.5 hence the yellow colour of milk. Jersey smallest of all the dairy breeds Origin: EnglandColour: Yellow brown with black muzzle and switch. Size: Bulls weigh 540-700kg. Cow weighs 350-450kgsConformation:Dished forehead, have straight top-line and level rumps with sharp withers. Have protruding black eyes. Average milk production 1270kg per lactation of butterfat content 5 ."}
{"text": "Cow weighs 350-450kgsConformation:Dished forehead, have straight top-line and level rumps with sharp withers. Have protruding black eyes. Average milk production 1270kg per lactation of butterfat content 5 . They tolerate high temperatures. Beef CattleExamples:Aberdeen Angus,Hereford,Shorthorns,Galloway,American Brahman,charolaisSanta Getrudis. Characteristics of Beef CattleBlocky or square conformation. Have thick muscles or are well fleshed. Early maturing. Deep chest and girth and short legs. Straight top and lower lines. AberdeenAngusOrigin: North East Scotland. Colour: BlackShape: Cylindrical, compact and deep; It is polled. Size:Mature bulls weigh 900kg. Mature cows weigh 840kgs. It is found in Timau area of KenyaHerefordOrigin: England. Colour: Deep red and white-faced. Size: Average weight of bulls is 1000kg. Cows weigh 840kgs. It is found in areas such as Naivasha. ShorthornOrigin: England. Has easy fleshing abilityColour: Red, Roan or whiteShape: Cylindrical, compact and deep. It is polled. Size:Bulls weigh 700-900kg,cows weigh 545-630kgs. GallowayOrigin: Scotland. Colour: BlackKept in the highland areas like Molo in Kenya. CharolaisOrigin: France. Colour: Creamy white. Size: Bulls weigh 1200kg, cows weigh 1000kgs. It is found in ranches in Laikipia District. Dual Purpose BreedsExamples: Sahiwal, Red Poll and Simmental. SahiwalOrigin: India and Pakistan .. Colour: reddish brown. Size: Bulls weigh 650kg, and cows 400kg. Milk production averages 2700-3000 per lactation with a butter fat content of 3.7 . It has a pendulous udders which does not let down milk easily. It is therefore said to be a difficult milker. It is kept in semi-arid areas such as Naivasha. Red PollOrigin: England. Colour: Deep red with a white nose. Conformation: Polled-deep girth and short legs."}
{"text": "Red PollOrigin: England. Colour: Deep red with a white nose. Conformation: Polled-deep girth and short legs. Kept in semi-arid areas such as Nakuru, Mogotio. SimmentalOrigin: Switzerland. Colour: Light red and white patches on the head. Conformation:It has broad and straight back, with well-sprung ribs and deep girth. It is well fleshed at rear quarters, well suspended udders and large teats. Sheep Breeds:Purpose of Keeping Sheep;Meat mutton . Wool production. Exotic SheepWool breeds -for example merino. Dual purpose- for example Corriedale, Romney marsh. Mutton breeds -for example Hampshire Down, Dorpers. MerinoOrigin: SpainCharacteristics:It has white face and its lips and nostrils are pink in colour. Rams have horns which are spiral in shape. It is susceptible to foot rot, worm and respiratory diseases. CorriedaleOrigin: New Zealand. Size: Rams 85 - 90kg. Ewes 60-- 85 kgThis is a dual-purpose breed with white open face and white spots on the legs. It is hornless and hardy. Romney MarshOrigin: England. Size: Rams 100 - 115kg. Ewes 84- 100 kgIt is a dual-purpose breed which s hornless with wide poll and black nostrils and lips. It is average in prolificacy. It is resistant to foot rot diseases and worm infestation. Hampshire DownOrigin: England. Size: Rams 125kg. Ewes 80-100 kgIt is a mutton breed which is early maturing, hardy and prolific. Fleece is of poor quality because of the black fibres. Lambing percentage is 125-140. DorperIs a crossbreed of Dorset horn and black head Persian sheep. It is mutton breed. Dorset HornDual purpose breed of sheep. Indigenous Breeds of SheepTheir bodies are covered with hair. Their classification is based on their tails and their names vary according to different tribes. Characteristics;Thin tailed sheep found in West Africa. Fat tailed such as Maasai sheep. Fat rumped sheep. Maasai SheepFound in South Western Kenya and Northern Tanzania."}
{"text": "Fat tailed such as Maasai sheep. Fat rumped sheep. Maasai SheepFound in South Western Kenya and Northern Tanzania. Size: Ram 38kg,Ewe 20-30kg. Colour: Red and brown. These are early maturing with long legs and small pointed horns. Black Head Persian SheepOrigin: South AfricaColour: White with black head and neck. It is polled with a big dewlap, fat rump and a curved tail.. GoatsGoats well adapted to a wide range of environmental conditions because of the following characteristics:They feed on a wide range of vegetation. They require very little amount of water. They are tolerant to high temperatures. They are fairly resistant to diseases. They can walk long distances without losing weight. Indigenous Goat BreedsGalla white in colour . Adult female can weigh 25kg. Somali Boran : Found in Northern Kenya white in colour . Turkana Samburu: Long hair and bearded. Mubende: Black 40-45kg . These are small and hardy and are kept for meat and milked by the pastoralists. Exotic BreedsBoer goatOrigin: South AfricaColour: WhiteHas long ears and long hair on their bodies. Anglo-NubianOrigin: North East AfricaColour: Roan and WhiteThese have long legs, lopped ears and are polled. They produce 1-2 litres of milk per , day. JumnapariOrigin: IndiaColour: White, black and fawn. They are horned, have large lopped earsProduce 1-1.5 litres of milk per day. ToggenburgOrigin: SwitzerlandColour: White patches on the body, white stripes on the face and neck. Erect forward pointing ears and polled. Can produce 2-3 of milk per day. SaanenOrigin: Switzerland. Colour: WhiteThey have erect, forward pointing ears and polled. Can produce 2-3 Iitres of milk per day. AngoraOrigin: Angora in Asia. Colour: WhiteIt is kept for wool production. French alpine. PigsCharacteristics:They are sparsely haired and therefore cannot withstand cold. Pigs wallow when it is hot due to absence of sweat glands. They breathe fast when it is hot. They have bristles instead of hair."}
{"text": "Pigs wallow when it is hot due to absence of sweat glands. They breathe fast when it is hot. They have bristles instead of hair. BreedsLarge WhiteOrigin: Britain Kept for bacon and pork production. Long, large and white in colour. Ears straight and erect. Has dished face and snout. Most prolific and with good mothering ability. Fairly hardy. LandraceOrigin: DenmarkWhite and longer than large white. Ears drooping. Good for bacon production. Very prolific with good mothering ability. Requires high level of management. Wessex SaddleBack Origin: EnglandColour: Black with white forelegs and shoulders. Straight snout and drooping ears. Good for bacon and pork. Good for keeping outdoors. Excellent mothering instincts. Other pig breeds include:Berkshire,Middle-whiteDuroc Jersey pig. Pigs can be crossed to obtain hybrids or crosses. Advantages of CrossesIncreased litter size. Early maturing. Increase in body length. High proportion of lean meat to fat. Poultry BreedsThere are three types of chicken breeds:The light breeds kept for egg production. The heavy breeds kept for meat production. Dual purpose breeds - kept for both eggs and meat production. Characteristics of Light BreedsNever go broody hence poor sitters. Excellent layers over 220 eggs per year . Poor meat producers hens can attain 2kg; cocks 3kgs Very nervous and exhibit high degree of cannibalism. Hen's comb is large and bent over one eye and cock's comb is large with 5 - 6 serrations. Examples:Leghorns,Anconas,Silkies,Minorcas. Characteristics of Heavy BreedsCan lay few eggs and provide good meat as broilers. Can go broody. Heavier and bigger in size. Grow fast. Examples:Light Sussex,Cornish DarkWhite. Characteristics of Dual-Purpose BreedsGo broody. Have good meat. Disease resistant do not require high standard of management . Rarely exhibit cannibalism. Examples: Rhode Island Red. HybridsThese are developed by crossing two different breeds. They are superior in performance. Can attain 2kg in 56 days for broilers and layover 200 eggs per year for layers. Examples:Shavers,ThombersIsabrown."}
{"text": "It attempts to explain how man can best use the limited resources to produce goods and services which satisfies his needs with minimum wastage or loss of these resourcesExample;food,clothingshelterAgricultural economics is therefore defined as a science that aims at maximizing output while minimizing costs by combining the limited supplies of goods and services for use by the society over a certain period of time. These are;land,capital,labourmanagementBasic economic PrinciplesScarcityEconomic scarcity means resources are limited in supply relative to demand. This principle implies that there is no time that man can have enough resources to satisfy all his need or desiresChoice PreferenceHuman wants are many and varied and means of satisfying them are limited. Therefore, man has to make a choice among the alternatives in order to use the resources available. Man does this by satisfying the most pressing needs first. This is called scale of preference. Opportunity CostOpportunity cost is the revenue forgone from the best alternative. It exists only where there are alternatives. Where there are no alternatives the opportunity cost is equal to zero. Opportunity cost helps in decision making. Farm RecordsFarm records are documents kept in the farmThey show farm activities carried out over a long period of timeOr information kept in the farm in written form, about the farm and all activities in it. Uses of Farm RecordsShow the history of the farmShow whether the farm is making a profit or loss. Show all the assets and liabilities of the farm which can be used to value the farm. Help in supporting insurance claims on death, theft, fire or loss of farm assets. Help in tax assessment to avoid over taxation. Used as a guide in planning and budgeting. Helps to detect losses or theft in the farm. Make it easy to share profits or losses in partnerships. Help in settling disputes among heirs to estate if the farmer dies without a will. Provide labour information on terminal benefits for a worker. Type of Farm RecordsProduction Records - Show the total yield and yield per unit of each enterprise. Inventory Records - A record of all permanent and consumable goods in the farm. Consumable Goods InventoryField Operation Records - Show in details all field practices carried out together with the input used for all the crop enterprises. Breeding Records Show all the breeding activities in the farm. From these records it is possible to select the prolific animals and cull the infertile ones."}
{"text": "Consumable Goods InventoryField Operation Records - Show in details all field practices carried out together with the input used for all the crop enterprises. Breeding Records Show all the breeding activities in the farm. From these records it is possible to select the prolific animals and cull the infertile ones. Feeding Records A record of the types of feeds used in the farm and their quantities. Health Records Indicates the health conditions of the animals in the farm. From these records it is possible to:Select and cull animals on health grounds. EncyclopediaThe Columbia Electronic Encyclopedia, 6th ed. Copyright 2012, Columbia University Press. All rights reserved."}
{"text": "GUIDE TO THE MEMORIES WE LOSTANDOTHER STORIES. TABLE OF CONTENTIntroduction pageAuthorsCopyrightTable of contentMemories we lost. ............................................ 1How much land does mannee.........................8Light.................................................................13My Fathers Head. The Umbrella Man............................................24The President...................................................31Window SeatAlmost Home...................................................... 45The Folded Leaf...................................................55Hitting BudapestMissing Out.........................................................68No need to LieThe Handsomest Drowned Man In the world. Stones Bounce On WaterSAMPLE ANSWERED QUESTIONS.................................961. MEMORIES WE LOSTBy Lidudumalingani MqombofhiAbout the AuthorThe author Lidudumalingani was born in the Eastern Cape Province of South Africa in a village called Zikhovane. Lidudumalingani is a writer, filmmaker and a photographer. He grew up herding cattle and moulding goats from clay and later grew fond of words and images. He writes about music, art, culture and films for the Mail, Guardian and Africa is my country. He has published in literature journals Chimurenga chronic and pufrock and the second short, sharp story collection Adults only. He currently lives in Cape TownThe TitleMemories we lost is a biography. The life of a sister seen by a younger sister. The story is about mental illnessghigpphrenig and its effect. It is first described as this thing that takes the narrator's younger sister. Over time it robs the sister of the ability to speak and remember hence the title Memories we lost. The title is a reflection of loss and regret. The settingThe story is set in South Africa, indeed the author Lidudumalingani is a South African. A number of South African indigenous words are used in the story. The plotThe story Memories we lost is about challenges brought by mental illness to the victim and those around them. The mental illness is schizophrenia. It is a mental disorderCharacterized by many symptoms. It causes a breakdown in the relationship between thoughts, feelings and actions. There are many causes Of the disease and hereditary is one of them. It's No wonder the disease runs in the narrator's family. The narrator's father was a scherophrene. Events and actions in the story rotate around a sick sister."}
{"text": "It's No wonder the disease runs in the narrator's family. The narrator's father was a scherophrene. Events and actions in the story rotate around a sick sister. The sickness is terrifying and attacks without warning. The narrator tells us that after the attack is over she would mumble c prayer and would embrace the sister for a long time. This suggests . The reader that the illness is horrific and painful. In one of these attacks the sick sister screams and disappears intr, the night. All men and boys go out in search of her The men Or boys disoriented and peered shuffled in the dark and split into smc groups as instructed by a man \" Pg 1 0. Hours later they return bu without the sister. It is the mother who returns the following dot carrying the daughter. In a different episode as the narrator is telling her sister a story, she is seized by an attack and knocks her head on the wall so much one so hard that she bleed profusely. An effort to shield her from doing this fails because of the abnormal strength that the sister has during an attack. The episode is so memorable to the mind of the narrator and says, \"The smell of blood lingered after many sunsets had come; even after the rain had come \" Pg 1 2. The disease makes the sister violent and destructive. This is evident ir a case where she flung a desk across a room smashing the glass window. In yet another moment of attack the ill sister pours hot porridge on the sister's chest causing her a lot of pain and harm. It is due to the disease that the narrator's sister drops out of school and cannot continue with her schooling 'This thing, this thing that took over her followed her to school and had to drop out ' This makes the narrator who loves the sister so much to absent himself from school. Eventually suffering the same fate The narrator spends much time with the sister playing e g drawing sketches. It is while narrator is in school that she learns about schizophrenia. She comes to understand that it is what the sister was suffering from. She further learns that there is not medication for the disease and has no cure. The medicine she was taking was of no help. The sisters secretly decide not to take the medicine anymore \"The first thing my sister and I got rid of was her arsenal of medicaitrion \" Pg 1 3,Henceforth they buried all the herbs and the narrator demonstrated to the sister how to fake taking medication drinks."}
{"text": "She further learns that there is not medication for the disease and has no cure. The medicine she was taking was of no help. The sisters secretly decide not to take the medicine anymore \"The first thing my sister and I got rid of was her arsenal of medicaitrion \" Pg 1 3,Henceforth they buried all the herbs and the narrator demonstrated to the sister how to fake taking medication drinks. Like any good mother, the mother has made many attempts to have the girl cured. She has used herbs, modern medication, prayers and even consulted. The younger sister tries as much as possible to bring the sister to be her old self. In one such episode the sisters are playing in the rain. They are happy and the disease appears to have 'left' the sister \" We jumped in the rain in that moment, my sister returned; she smiled and laughed. That day we began to form new childhood memories, filling the void left by one that had been wiped out \" Pg 1 4The mother sees them in this state and she imagines that the disease was going to come again. She organizes for another ritual to cure the daughter. This time round she organizes for a Nkunzi witchdoctor from another village famous for baking people on a fire from cow dung and wood. The narrator is aware that effects of ritual is unknown as dangerous ritual and says \"l had not heard anyone who had survived either \"She could not allow this to happen to the sister. The both ran away to the unknown place. Just like the father before them the two sisters are escaping from their village and the people. The want to put enough distance between themselves and the home memories and secrets that stamp them as belonging to a family known for mental illness. But at the end hope is on sight, for after walking the whole night they reached a town and a hospital in sight. They knowingly fifteen each other grip. CHARACTERIZATIONTHE NARRATORShe is a sister to the mentally ill sister. The narrator and the sister have no names because they symbolize or represent others like them who love and live with mentally ill relatives. The narrator is loving or affectionate. She loves the mentally ill sister despite her state. This is unlike many families where the mentally ill have no one to take care of them."}
{"text": "The narrator is loving or affectionate. She loves the mentally ill sister despite her state. This is unlike many families where the mentally ill have no one to take care of them. When the sister 'comes out' of an attack she is always there for her \"The embraces I remember, were always tight and long as if she hoped the moment would last forever \" There seem to be a very strong bond of love between the two sisters. The sibling's relation is loving and cordial. They even discuss their physical growth including the emergence of the sister's growth. The narrator is curious inquisitive when she hears the mother and the uncle discussing the sister's illness in the morning she crouches near them to hear what they are saying. She is quite protective and protects the sister from the wrath ofNkunzi a sangoma who 'bakes' patients with mental illness. They run away to another village. The narrator emphasizes with the sister. When called by an old aunt from the house, the narrator says, \"we hugged tightly, my sister and I wiped each other's tears \" She is inseparable from her sister, \"the only way to have me turn away from her would be to cut us apart \"The narrator is courageous because she walks throughout the night with the sister alone in the villages as they are fleeing even with the dogs barking. She is religious and prayful. When the sister came out of an attack from mental attack she says \"I stretched my arms out in all directions, mumbled two short prayers \"THE SICK SISTERMost of the things we know about her are told by the sister. She is mentally ill and because of this she is violent. She hauls a desk breaking the window in a class. She also violently harms herself by hitting her head against tree trump until she bleed. She pours hot porridge on her sister. But she also loves and her relation to the sister is cordial and loving. She is also secretive and emotional because she cries the whole night of the ritual but does not want the brother to know \"...and she sunk her teeth in the pillow so that she would not cry. THE MOTHER She is determined. Her determination to have the daughter healedj of the mental illness is admirable. She tries all forms of reme including prayers, herbs, witchdoctors etc. We also see this determination when the daughter has a seize illness and runs away at night. All the men and boys return wi the girl hopeless."}
{"text": "He is all knowing and reveals to the readers the thoughts, motives and intentions of different characters. He gets into the mind of characters and reveals to us their intentions. ImageryThe author has used a number of metaphors and similes to develop aesthetic and fantastical descriptions that can be quite memorable. Among them, include:\"would shrivel like a parched plant\"\"he massages the cream into her scalp like lotion\"\"feathery clumps that swirl into the drain like fuzzy fish\"\"an elephant of mistrust and awkwardness\"\"she strings his virtues out like Christmas lights\"1. HumourThe quality of being amusing or comic, especially as expressed in, literature or speech. The author uses humour to ease the rather sad mood prevailing in theStory. She uses humorous expression as though saying, this is so funny but take it with a lot of seriousness. For instance:\"Buki, I love you. I will give you many sons\" p 29 \"It happens two or more times before the girl learns to paw notes better\"We expect the girl to Stop writing love letters after -be reprimands her but she only learns how to pgss them segre4'CHARACTERISATIONEnebeliHe appears to be comical. However, he is concerned, remorseful and Loving. He loves his daughter to an extent that he still cooks for her even when she is fourteen. He takes her to the salon for her hair to be relaxed P.29 He is also depicted as being a true Domineering man. When his wife wants to go with the daughter, he refuses the idea and stands firm on the decision. Enebeli's wifeShe is depicted as being a caring and a loving mother, She is indeed helpful, supportive and a concerned lady, who cares for her daughter and although she is away tries to bring her up in the right way p 32 ACTIVITY1. Discuss the character traits of the following charactersEnebeli 1 Enebeli's wife 1 Enebeli's daughter. 2. Discuss the theme of Emancipation as brought out in this short story. 3. What are the effects of distance relationship to good parenting4. Compare and contrast the advantages and disadvantages of studying abroad. 5. Our parents get a lot of challenges when it comes to balancing career and parental responsibility. It is like serving two masters at a go."}
{"text": "5. Our parents get a lot of challenges when it comes to balancing career and parental responsibility. It is like serving two masters at a go. Discuss some of these challenges. 4. My Father's Head ,By: Okwiri OduorBACKGROUNDOkwiri Oduor, the author of My Father's Head, was born in NairobiKenya. She has won a number of prizes among them the 2014prize. She has also written a novella, The Dream Chasers, which highly commended in the 201 2 Commonwealth Book Prize. Speaking about herself Okwiri Oduor says, \"l am an African writer and so what next? I am interested in fullness of the human experience like creating characters that are dynamic, that are real people, which have strengths. My Father's Head was published during post-colonial Kenya. During this period, Kenya, like any other African continent, is struggling with post-colonial evils ranging from poor governance to corruption to poverty. Themes of violence, religion, death, memory and heritage have prevailed in this prizewinning short story. The mention of the1998 bomb blast on the Kenyan embassy is a proof of violence against human race in post-colonial Africa. This short story presents a recollection of painful and repressed memory. The members of the said society are relinquishing in abject poverty and the old have no willing family members to take care of. They live in a home for the old people. SYNOPSISThis story starts interestingly as a simple story but later proceeds in complexity as the narrator tries to recall her father. Seemingly, the narrator cannot remember the head of her father. The narrat0 'Simbi, works in old peoples' home. She starts to think about her father when the one Father Ignatius visits the home. His coming reminds her so much of her father, but never the head. The figure of the priest acts as a trigger that prompts the narrator's journey to search for herDue to loneliness, Simbi, the narrator, has distorted images of the people she has encountered. She has been away from home for a long time and silently mourns the death of her father. It is for this reason therefore that the people she relates with are presented a faceless and to an extent nameless. As readers, it is only by description that we get to know them. Thus vivid description, as a literary technique comes in handy."}
{"text": "Her -naivety and easy going disposition increases the entertainment and aesthetic value of this masterpiece. TRAITSGenerouslwelcoming: she welcomes her father to her house and you have offered me makes her some tea. Her father says, tea \"Nostalgic: she misses all the moments she shared with her father during her childhood and tries to bring them back. However, she hos lost all the memories and even when she tries to draw her father on paper she can only remember his clothes and not his head. She says, \"His head refuses to appear on the paper \"Nciive: She thinks her father has shapes- circles, triangles anc squares on his eyes. She does not realise that those are reflections. She actually says, \"l had wondered how those shape had got inside my father's eye 'Mournful: Throughout the short story, Simbi mourns the death of father ond spends time trying to ecall what hisb BwiboFriendly: Of all the workers around the old peoples' home, the narrator formed an easy camaraderie with her. Convincing: She convinces Simbi that she cannot remember her father's head because he was a good man and according to her, \"good men never show you their heads; they show you their faces \"Sympathetic: She feels for the narrator because she cannot remember her father. She tries to console her for the lost memories of her father by telling her that it was all because her father was a good man. Pessimistic: she does not believe that the narrator will receive a warm welcome when he goes back to her home. She tells her to anticipate a negative welcome from her people when she visits. A The narrator's fatherHe is a loving and a caring man. He loved her daughter and both shared beautiful moments. He could make visits to her house once she requested so. Chauvinistic: He shows dominance of the male gender over the female gender when he tells his daughter to untie his shoelaces. Selfless: He would live his duties unattended to help a fixed neighbour. Sometimes could hear a neighbour saying, \"Johnson, there is no time to put on clothes; iust come the way you are \"RoleThe narrative gains its momentum through him. He is the vehicle of communication and the mirror that reflects the world of reality as depicted by Okwiri Oduor."}
{"text": "Selfless: He would live his duties unattended to help a fixed neighbour. Sometimes could hear a neighbour saying, \"Johnson, there is no time to put on clothes; iust come the way you are \"RoleThe narrative gains its momentum through him. He is the vehicle of communication and the mirror that reflects the world of reality as depicted by Okwiri Oduor. The narrations aesthetic beauty is seen through his bildungsroman and his daughters too. IFURTHER ACTIVITY1. What kind of a person do you think the narrator's father. Discuss. 2. The narrator says love is not for the old. Do you agree with he, point of view about love? Explain3. Discuss the following themes as brought out in this short story;Moral decadencePovertyMemory and Heritage4. In note form, highlight the challenges people face when the, return home. 5. Write notes on the character traits of:Simbi, The NarratorFather Ignatius! Bwibo. 6. Identify the cases of hyperbole and explain them and thei effect to the masterpiece. 5. THE UMBRELLA MANBY SIPPHAR THAGIGOOSiddhartha Gigoo is an Indian author and film-maker. He studieEnglish Literature at the Jawaharlal Nehru University, in New DelhiIndia. His short story 'The Umbrella Man' is the Asia'winner of thCommonwealth Short Story prize of 201 5. He has books of fictions under his name: These are, The Garden oi solitude 201 1 andA fistful of Earth and Other Stories 2015 .Furthermore he has book of poems entitled \"falland other poems\" and \"Reflections \"SETTINGThe story happens in an asylum for mentally challenged persons. Thi is a hospital for the confinement of people who have a menta breakdown and thus they have to be kept in isolation, in solitary sod that they are treated and to improve on their health condition 0k;is a member of this asylum facility. \". The Umbrella Man\" is about an inmate, Number 7, living in a mental asylum. All he possesses is an umbrella with yellow-and-Red stripes. Number 7 suffers from unknown psychosis. He yearns for rain. During evenings, he strolls in the asylum compound, carrying along theYellow-and Red striped umbrella hoping to experiencing rainfall."}
{"text": "Furthermore, many families are taken in atToronto Canada by Kadi and Abou Nabe to escape the violence inSierra Leone. The violence caused by the rebels leads to a lot of suffering to the people. Some are left handicapped and cannot fend for themselves; others are forced to relocate from their homes, while it also leads to poor living conditions like in the amputees' camp and also begging on the streets. EDUCATIONMariatu Kamara, together with young Asian women, grandmothers from the Middle East and men from Southern Africa are enrolled in an English as a second Language course where they learn the language. She graduates with a diploma. Later she is enrolled to a high school. She finds it difficult but with her endurance she manages to attain Cs. She gets a laptop to use to aid in her studies. Kamara hopes to better her life through education such that she able to support her family back at home. Kamara is raped by Salieu who leaves her pregnant and threatensRebels have no regard for human life as they kill people and maim others mercilessly. There is a camp for amputees in Freetown. Children are made soldiers and be involved in such barbaric activities as killing and torture which is not appropriate to their development. SUFFERINGMost people in Manarma are attacked by rebels and are while others are amputated. Kamara is amputated, Adam z taken away. In addition Ibrahim and Mohamed are capture d, tied. The displaced and amputated people are forced to pathetic conditions such as what is witnessed in amputees'which is full of filthy litter and full of dirty bodies. They are force t s:beg on the streets to get what to eat. War has taken toll on innocent, children and women. IMPACT OF WAR ON CIVILIANSThe hatred and animosity among citizens leads to unrests violence. This leads to suffering of people. Violence facilita, ? Deaths of people, Injuries and torture such as cutting of people:hands Kamara displacement of people from their homes suchMarie and Alie, Kamara and more families that end up in CanadtMore there is it facilitates poor living conditions like the filth, amputees camp in Freetown. CHILDREN IN WARMost children suffer during war."}
{"text": "Violence facilita, ? Deaths of people, Injuries and torture such as cutting of people:hands Kamara displacement of people from their homes suchMarie and Alie, Kamara and more families that end up in CanadtMore there is it facilitates poor living conditions like the filth, amputees camp in Freetown. CHILDREN IN WARMost children suffer during war. Some are made children soldier:like those who capture Kamara are her age mates while other:endure atrocities; Kamara as a child has her hands cut off. AdamsabIbrahim and Mohamed are captured by rebels which in itself i:torturous. THE POWER OF HUMAN SPIRIT RESILIENCEThe human spirit is undying, enduring and resilient. Despite atrocitie that Kamara undergoes, she doesn't lose the zeal to live on. She ho:an indomitable spirit to overcome adversity. When Kamara regain:consciousness after her hands are chopped off, she picks herself upThe amputees in the camp do not have hands but still they are able to feed and wash themselves. Kamara learns to cook, tie shoe laces, up zips and even goes to school to learn to better her life despite theWell wishers cannot sit and watch human rather help to take in victims of such violereag acquire educations. Humans have the inner strength to push onCHARACTERS AND CHARACTERIZATIONMariatu Kamara Narrator Ndjve: She does not understand what Salieu has done to her after he forcefully has intercourse with her. She blatantly that she only knows that only women get babies but not girls. More she doesn't know that pregnancy is as a result of sexualResilient enduring: Rebels cut off her hands, but this does not deter her from going on with life. She doesn't lose the zeal to live on. She has an indomitable spirit to overcome adversity; she picks herself up and ensures she moves to safety. Kamara learns to cook, tie shoe laces, do up zips and even goes to school to learn to better her life despite the lack of limps. She learnsEnglish Language as a second language and graduates with a diploma. Thoughtful: She minds about the welfare of her family back at home and wants to study and be in a position to assist them."}
{"text": "I remember asking myself, \"What is c I president\"...'Inhumane: They kill people during their attack on Manarma village I they torture their victims by cutting off their hands anc 1taunting them. One child soldier tell Kamara... We are net I going to kill you go to the, president as the president to give you new hands. LANGUAGE USE STYLENarrative TechniqueThis story is told from a first person point of view by Mariatu Kamarc who narrates to us her ordeal in the hands of her captors in the war torn village of Manarma and her escape to Freetown ana eventually her life in Toronto Canada. FlashbackKamara recounts her ordeal in the hands of Salieu who fchimself on her leaving her pregnant. She also recalls her stayMarie, her father's sister and Marie's husband Alie in Magb village. Vivid DescriptionThe amputees camp is described as '... was a size of a foot field, was filthy wit litter, the smell of rubbish, dirty bodies, bring out the pathetic conditions that the people in the camps wr living In. The laptop she Is bought for is described by the narrator as '... computer was special with a mouse shaped like a big ball so that I car easily manoeuvre it the key board was Loam Dialogue ra converses with the rebels who want her to ch Karr 10 h ent before leaving punis m 'You must choose a punishment before you leave, \" he said ke what?\". I mumbled: Li Which hand do you want to lose first?\". He asked. This dialogue brings out the cruel nature of the rebels. There is dialogue with the female doctor, \"...you are pregnant \"You 0 e going to have a baby \" k \" , :But there must be a mista e, I said \"Only women hove babies, not girls \" This points out how nave Kamara is. Sarcasm Mariatu is informed by the child soldiers that her hands are to be chopped off so that she would not vote for the president, then they sarcastically refer her to go to the president who should provide her with new hands. We are not going to kill you. We want you to go to the president and show him what we did to you. Ask the president to give you new hands \" REVISION QUESTIONS 1. Political instability and violence breeds misery. Discuss 2."}
{"text": "Ask the president to give you new hands \" REVISION QUESTIONS 1. Political instability and violence breeds misery. Discuss 2. A friend in need is a friend in deed. Discuss this statement in light of the story \"The president\" by Mariatu Kamara 3. Tribal conflicts and hatred have far reaching consequences the society way effects that conflicts have on the s share in the 4. The less privileged in Discuss al 5. Describe the devastating misfortunes of the mighty in society innocent, children and women irit 6. No power is stronger than human sp 7 Window Seat By Benjamin Branoff Bseniamin Bronoff is a Tanzanian writer. His short story, Wind?vi Sent, is featured in the third volume of Tell me, My Friends, which univects stories and plays written by students and staff a h ers'tY of Dar es Salaam. SETTINGThe narrator, a foreigner, is in a public transport daladala in Dar es Salaam, moving from Miimani via goes to Posta down town. This story tells a humorous story of a young man, a boards a daladala from Mlimani via Mwenge to the town. The foreigner meets many people who squeeze the small van, including a beautiful Tanzanian girl who behinds of the foreigner. The mzungu is seated next to a window, in a daladala travei'ng to down town. The minivan is meant to carry about ten people but 24 people are squeezed in it. The road they are on is in a deplorable condition, full of poth m dust which fills the van. The narrator expresses how he desires to be with Monique, French girl he has met in college and she also stays across courtyard in downtown. He changes vehicles from the minivan to a bus to head to PostoTown. The bus is also overloaded and overcrowded like was. Among the passengers there is a young lady, probably some age as the narrator. She is quiet beautiful and because of narrator's lustful nature, he forgets about desires the Kanga lady. The bus is stopped by a police officer who allows go after taking a bribe he wastes a lot of time foe attendants to whom time is moriey. The vehicle picks up another passenger, a who ho. To sit. Mzungu offers his seat to the woman ho on the insistence of M,zungu she takes the seat."}
{"text": "The vehicle picks up another passenger, a who ho. To sit. Mzungu offers his seat to the woman ho on the insistence of M,zungu she takes the seat. Stands throughout the req of the iourrzy,There is a lot of squeezing and holding on one another the passengers. The vehicle stops at points to drop and pick more passengers. In an instance, when the vehicle stops, Kanga, a passenger holds on the waist of Mzungu, Mzungu is. Carried away by the feeling he gets from Kanga holding him on the waist. He feels Kanga's other hand slowly slipping off hisAfterwards when the vehicle stops, Kanga alights in dismay ofMzungu who thinks of having her give him the world's biggest secret. She waves to him and leaves mzungu in a blissful existence. Mzungu drifts to his world of love, a world of fantasy. He dozes off only to be awakened when all passengers have alighted. Mzungu is to pay his fare only to realize his wallet is missing, it has been stolen. THEMES:J. UWLESSNESSON THE ROADS. Vehicles should always follow traffic laws on the roads for safety. In his story however, law and order is not followed as it should be. To start with, the public transport vehicles are so much overloaded. Passengers are literally packed. Conductors carry excess passengers as the narrator says a mini-van meant to carry ten passengers now carries twenty five of them. It even becomes worse when it comes to rush hour where they carry twenty eight with others drivers also bribe the traffic policemen in order to get away with crime. Even when things seem to be okay with the vehicle thePOIicemen solicit for bribes to an extent of removing the car keys fie ignition. The bribe here is a very powerful voice that the ponce use to silence the adamant drivers. Passengers suffer on roods, The no to commit to o Iono rood becouso of they don't veem to core or they ore used to it. Tip loudly when the policemen toke bribes but, \"ep tt even because of overloading thol mokos it to rob rhe narrator. 2. POVERTY. Poverty is Olso portrayed in this Story. The people ot the bus said to be in sandals and others barefoot. This means afford better shoes."}
{"text": "Poverty is Olso portrayed in this Story. The people ot the bus said to be in sandals and others barefoot. This means afford better shoes. The passengers could be suffering he overloaded dalodalos because of poverty. This is bee-cuz pay less money for fare. The narrator describes Kanga that she hos a trim figure cowed by a lifetime of hard work and deprivation of luxurie. That she cannot afford luxuries. We also think that \"hot her to steal from the narrator is poverty. The aggressiveness of touts in town is also a sign of poverty. This P. society where one must struggle to make ends meet. That'l why t'\"scream and shout and also convince people to take their daladalc: -2. Coem\"nomCorruptii is also evident in this Story especially on the roads pocmerc were wpposed to guarantee zafety on the ond collude driver, in order to escape facing 10... seem to have token bribes as their bea\"se even if the vehicle has everything right force by toking keys from ignitim. 4. RELATIONSHIPS. The narrator enters into a relationship with Monique the French girl in campus. He says that he gave her an unordinary smile and she returned it. At the bus station he sees her but never gets to talk to her. He regrets never getting to fix a date with her that day. The narrator treats this relationship so casually and he is not serious about it. He says that he conjured up the smile for her and when she is through ith it he can conjure it up for someone else \"A man only has so many smiles \" When he meets Kanga in the van he seems to also fall in love with her. He flirts with her and even imagines one part ofKongo's body. He loses his mind when Kanga grabs his trousers. He goes wild with imagination about himself and Kanga and does not realize that he was being robbed. When he meets Kanga, the narrator says that he had forgotten about Monique. He says, '...I drift in the world of my new love. Le felle is over and done with. Kanga is in. This shows how casuals he treated his relationships with women considering that he only metKanga in thedaladala. 5.AACALSA1The word Mzungu means a white man."}
{"text": "Kanga is in. This shows how casuals he treated his relationships with women considering that he only metKanga in thedaladala. 5.AACALSA1The word Mzungu means a white man. The Africans call them this to mean he is from the white race. The Africans see this man, the narrator as more superior than them and use even a spectacle that he is using public transport. When the guard greets him at the cityChuo everybody turns to see him. Africans perceive the white men as rich and wealthy that's why Kanga robs him in the vehicle. The narrator chooses to date Monique a French girl because she is from their race. He says, I should be with the French girl Le fille becauseFrench women absolutely like American men. CHARACTER AND CHARACTERIZATIONMiunguLustfulWhen he meets Kongo, the narrator says that he had forgo about Monique. He says, drift in the w or Id of my new love. L is over and done with. Kongo is in\". This shows how casuals he treat his relationships with women considering that he only met Kang'the dalodala. This leads to his wallet being stolen yet he things of Kongo's touch as a sign of desire for him. RespectfulHe respectfully greets the old woman who moves to the back ro from the front one. Observant: Has a clear picture of how the vehicles are overcrowded and squeezed passengers, he gives a clear description of the dust on the road and also describes how bumpy the ride is. Policeman:Stubborn: couldn't let the vehicle go on unless a bribe is paid despite finding no fault with it. He picks the bribe and smiles and waves for the vehicle to proceed with the journey. KongoTactful: she skilfully holds on to Mzungu as if supporting herself fro'plunging forward only to rob him. Opportunist: waits at the squeezed moment and movement by the vehicle to rob Mzungu's walletANGUAGE USE STYLISTIC DEVICES1. VIVID DESCRIPTION. The author makes use of vivid description which makes his own interesting and leaves an impact the readers' minds. He describes sitting position in the daladala very clearly lamina wet of sitting, fatal position. My knees are wedged between my abdur n and the sit in front of me."}
{"text": "He is caught by Tarrant, as he tries to hobble around a furniture van. Hi is tied with the plastic cuffs. They take a ferry that is to take them to Tangier, Morocco. Just when they are almost arriving to their destination, Ali jumps off the ferry into the water and drowns. THEMATIC CONCERNSILLEGAL TIONAli Mahfouz is an illegal immigrant in Ireland. Ali migrates illegally from Morocco when he is seventeen years old. He lives in Georges street where he says its people were very kind to him. Ali lies to the people that he is a medical student; his face book picture even shows him standing outside the college of surgeons holding two voluminous books which we learn that they were telephone directories. Ali makes many friends everywhere and instantly. These people give him gifts and allowed him to sleep on their sofas. Ali struggled so much to make it in Ireland. He did odd jobs there among them sellingChristmas trees door to door. He does not want to go back home. When a professor of Trinity College gives him two hundred Euros to buy a ticket to Tangier he buys an iPod instead. Many attempts also by the soldiers to deport him have been futile. Tarrant and Slattery are trying to deport him this one more time. RESISTANCE TO DEPORTATIONDeportation is the eviction of foreign persons back to their countries. Tarrant and Slattery are soldiers who are here to deAli but Ali shows resistance because he doesn't want to go back. Determined to make it Ireland. We learn that a university professor earlier gives him twoEuros but he buys himself an iPod instead. Tarrant explains to woman at the service station that they have tried to deport Ali twit by air but he has been disruptive and he alarmed the 0th passengers by shouting that he was a terrorist and that he blow the plane by a bomb that he had. Ali tries to escape Tarrant and Slattery at the service station. Rushes to the French woman and pleads with her to save him from t abductors but when Slattery explains things to her she understan and Ali is taken back to the car. In on other attempt to resist deportation Ali dangerously ducks do' a moving trailer barely dodging the moving wheels but finds himse on Tarrant's fists on the other side."}
{"text": "Ali tries to escape Tarrant and Slattery at the service station. Rushes to the French woman and pleads with her to save him from t abductors but when Slattery explains things to her she understan and Ali is taken back to the car. In on other attempt to resist deportation Ali dangerously ducks do' a moving trailer barely dodging the moving wheels but finds himse on Tarrant's fists on the other side. When they see Tangier harb finally Slattery pats Ali on the shoulder and tells him \" Almost hornAli knows that he would reach home without doubt despite all effort to escape. He thinks about three years in prison and suffering that his mother and sisters WOUld go through in order save him from being eaten alive in iail. Ali therefore makes dangerous decision; to jump into the sea just to resist deportation. POVERTY AND LACK OF JOB OPPORTUNITIESAli's mother and sisters live in cramped apartments in Beni MakacThis indicates that they are poor. Ali also says that they had rais the two thousand Euros to spirit him out of the country with difficul but he had not paid them even a cent. This was in an attempt toAli get opportunities in the Ireland but he was deported with anything and to top it all he WOUId have to go to jail. This shame a fear causes him to jump into the sea. CHARACTERS AND CHARACTERIZATIONAli MahfouzDeceitful: he tells people that he is a medical student and even puts a picture on face book that shows him at the surgeons' college with college books yet the books are only telephone directories. He only does menial jobs in Ireland. In addition he walks with little white buds in his ears as if he is listening to music from the iPod yet he doesn't even know how to load the gadget with music. Hardworking: Ali does all kinds of jobs in Ireland to cater for his upkeep. For instance he slices kebab meat; while working for two Egyptian brothers, also he power-washes cars, scrubs pots and wipes tables. Sociable: He makes many friends when he just arrives in Ireland. He is quite charming and makes Slattery to laugh all the time despite being in a serious situation. Stubborn: He has been warned by Tarrant not to cause any problem while they travel yet he attempts to escape twice."}
{"text": "Sociable: He makes many friends when he just arrives in Ireland. He is quite charming and makes Slattery to laugh all the time despite being in a serious situation. Stubborn: He has been warned by Tarrant not to cause any problem while they travel yet he attempts to escape twice. Furthermore, the government has tried to deport him twice, where every time he is disruptive on the plane threatening of blowing up the plane with a bomb in his possession. Despite all these he still lives in Ireland. Sarcastic: Tells Slattery and Tarrant that they are travelling in style and that they are on a mighty journey yet he is being deported. Determined: He attempts all means to prevent his deportation. He threatens to blow up the plane twice; he attempts to escape from Slattery and Tarrant in France and Spain. As last resort he decides to drown himself in water provided it is away to escape from being deported. Observant: He is keen enough to note that Slattery has good FreAli also notes that Slattery has no wedding band despite him being in mid-thirties and handsome. DNvsioned: Ali loses hope with life in his country because of pove scxh that his family is cramped together in the apartment, then imagines of life in prison, lack of food, clothing and having to pay bribes. This shame and fear causes him to jump into the sea. SlatteryJovial: He is charming and laughing all the time when Ali cracks jokes. Tactful: He manipulatively talks the French woman out of her thinking of helping Ali. He manages to convince her that any interference will mean they Slattery and Tarrant will leave Ali to be the responsibility of the French government. TarrantAggressive: He blocks Ali into a corner before barking orders to him, and threatens to smack him if he tries any nonsense. When Ali attempts to escape in Spain, he hits him to theSerious: He does not get involved in laughter when Ali cracks jokes that leave Slattery in stitches. He remains stony faced as strict: orders Ali to go back where they were when Ali runsLANGUAGE USESTYLESPERSONIFICATIONThe author uses personification a great deal in this story. This is very effective because we get a clear description of events. In the first paragraph, it is said that the Oscar Wilde ferry rested in theWelford harbor. Resting being a human attribute has been given to the ferry."}
{"text": "This is very effective because we get a clear description of events. In the first paragraph, it is said that the Oscar Wilde ferry rested in theWelford harbor. Resting being a human attribute has been given to the ferry. Other examples include; The room hummed as the turbine span. The sound of the ship as it moves becomes very clear here, humming. The tiny fish seemed inquisitive. Inquisitive is also a human attribute given to fish to make the description clear. DIALOGUEDialogue has also been exploited by the author to make the story more real and to break the monotony. There is a dialogue also between Tarrant, Ali and Slattery also with the woman at the service station. In some of the dialogue made we learn about the character traits of the soldiers being tough and Ali being defiant and sarcastic. METAPHORSMoroccan rain is metaphorically to have the light touch of a tiny baby's fingers but Irish rain was a smack from an open hand, watery assault. Tarrant's fists are said to be wall made of bone and skin. All compares Ireland to a man. Ireland is like a man who in\" people to his house for a fist and then discovers he doesn't hj enough food. The ferry is said to cut the Mediterranean Sea like scissors. Tk shadow cast by the boat looked a dark cloud on a grey sky. All the have been used effectively. They show us the actions more vividly. USE OF SUB STANDARD ENGLISH AND OTHER LANGUAGESAli knows how to speak standard English but he uses broken Englishfi annoy the soldiers and also in his attempt to resist deportation h says; \"I want say thank you Ireland\"I have so happy in Ireland. Mm times happy, people good, weather good, guiness good. There is also the use of French. Ali also uses so Irish expressions whid are not Standard English; \"Soft day, did your Mummy make any rnort like you SYMBOLISMThe title 'Almost Home' is symbolic. It symbolizes death. It is believed that Ali did not go back home as he should have, but he dies in the sea when he drowns himself. Ali talks of a man who invites people to his house for a feast and when he discovers that he doesn't havi enough food he tries to hide his anger and humiliation by shouting, cursing and forcing them out into the night."}
{"text": "It symbolizes death. It is believed that Ali did not go back home as he should have, but he dies in the sea when he drowns himself. Ali talks of a man who invites people to his house for a feast and when he discovers that he doesn't havi enough food he tries to hide his anger and humiliation by shouting, cursing and forcing them out into the night. This man symbolizesIreland because they allow illegal immigrants to come and stay in the country then hunts them down in order to deport them. The different two types of rains in the two countries symbolize their different challenges to survival as Ali says it is easy in Morocco than in Ireland. REVISION QUESTIONSPoverty and lack of employment largely contribute to illegal migration. Discuss Immigration is nobody's best choice. Whys Compare and contrast the character traits of Slattery and Tarrant. Discuss the traits of All as brought out in this story. What factors contribute to people migrating illegally to other countries? Dialogue has played a key role in character and plot development in the story. Discuss. Disillusionment is detrimental to human living. Discuss 9.The Folded Leaf by Segun Afolabi Summary of the incidents Segun Afolabi's 'The Folded Leaf, is a short story that was shortlisted for Caine Prize 2015.it boasts of its urgency to address burning contemporary issues in Nigeria. Bunmi's voice introduces most of the characters through whom the narrative will move forward. While characters like Bunmi, Samuel, Tunde and Mrs Kekere are introduced with peculiar health challenges, others like Bola, Papa and the Ejiofohs accompany them; and together, they form the narrative backbone with Bunmi as the main narrator. The story is about a Christian community comprising of various family members who in spite of health challenges have had to contend with the reality of their being, and to live a normal communal Christian life. But when after a strong resolve of collective contributions, they set out on a journey to Lagos in search of healing, from a man of God who doesn't seem to have answers to their questions, a new reality which will alter or question the basis of their Christian faith and practice is unfolded. THEMESa ReligionThe author explores the role of religion in our daily lives portrayed in the contemporary Nigeria and the larger AfriReligion is used to brainwash the followers of some deities that f more superior to the others."}
{"text": "The story is about a Christian community comprising of various family members who in spite of health challenges have had to contend with the reality of their being, and to live a normal communal Christian life. But when after a strong resolve of collective contributions, they set out on a journey to Lagos in search of healing, from a man of God who doesn't seem to have answers to their questions, a new reality which will alter or question the basis of their Christian faith and practice is unfolded. THEMESa ReligionThe author explores the role of religion in our daily lives portrayed in the contemporary Nigeria and the larger AfriReligion is used to brainwash the followers of some deities that f more superior to the others. Churches in the urban area a portrayed to be superior to churches in the rural areas. It is throu this portrayal that we see villagers, worse still the village preache like Reverend Abbe and Reverend Okulaia leading th congregation to a point of donating towards Mrs. Eiiofoh, MrKekere, Bola and Bunmi among other travellers, for their journeyLagos, going to seek for healing from pastor Fayemi \"P.92\"The issue of religion is becoming a melting pot in Nigeria, and Afric at large. Religion seems to rob the individual of choice. Religi extremist leads to hypocrisy, obsession, aiienation and fear. It through this religion that people lack self acceptance. Not until the get robbed of their money, do they come in terms with their physica challenges. Bumni the narrator, who cannot see, begins t understand her own life and accept it after having made a Ion journey to lagos city to be attended by pastor Fayemi's church, vainThe narrator, Bunmi begins to come to good terms with her life, an self-actualization is seen whereby she accepts that her physic impairment is God given, therefore appreciates reverend Abb who prays for people, even when they have paid no mone p 94 Prayers are not left aside in all the doings. The faithful'travelling to Lagos; gather for a prayer led by Reverent Ab before setting off for their journey to Lagos. '. Bless Samuel, tamer Jehovah, \"today, today, please- send him new prayers are perceived as a tool of spiritual healing, nourishment a Poverty and class barriersAnother theme that comes out clearly is the class stratification in the contemporary Nigeria."}
{"text": "Bumni the narrator, who cannot see, begins t understand her own life and accept it after having made a Ion journey to lagos city to be attended by pastor Fayemi's church, vainThe narrator, Bunmi begins to come to good terms with her life, an self-actualization is seen whereby she accepts that her physic impairment is God given, therefore appreciates reverend Abb who prays for people, even when they have paid no mone p 94 Prayers are not left aside in all the doings. The faithful'travelling to Lagos; gather for a prayer led by Reverent Ab before setting off for their journey to Lagos. '. Bless Samuel, tamer Jehovah, \"today, today, please- send him new prayers are perceived as a tool of spiritual healing, nourishment a Poverty and class barriersAnother theme that comes out clearly is the class stratification in the contemporary Nigeria. The story adroitly brings to light, the ever existing gap between the rich haves and the poor have no's right from the village to the suburbs of the capital, Lagos, people are seen to be poor, compared to those who lives in the urban centers. Mrs. Kerekere pleads with the policemen on their way to Lagos, that they are not rich P.84 . In fact, the money they are spending on their way to Lagos is a donation from their local church that alone, they couldn't manage to afford it. Comparison is made with the urban people who are very rich. Daddy cool is better known in the account of his helicopter andGulfstream jet, and his homes in Florida and Switzerland and somewhere in the Caribbean p 81 a perceptionAfolabi is trying to imply that there are multiple ways of viewing life, in different apheres, by using the narrative voice of the blind narrator Bunmi to elaborate on the theme of perception:Appearance to me may not be your own appearance. And my own understanding of own self, may not compare with other people's perceptions. But do any of us identify the same thing in exactly the same way? Is the colour blue the same? And does the leaf smell? Bola thinks sometimes. So don't worry, he says."}
{"text": "And does the leaf smell? Bola thinks sometimes. So don't worry, he says. And Bola's right about most thingsIn trying to avoid authorial interference, Afolabi tells his through this blind twelve-year-old whose narrative power inheres her strong stimulus, curiosity, perception and scepticism; a narr who relies on interviewing skills like probing, prompting, scoop and interrogation to account for the plot's progression. TECHNIQUE AND LANGUAGE USE a first person narrative voiceThis narration has been told from the perceptive of a first person narrator. The 'l' narrator is therefore the protagonist in the story and he narrates the events as he experienced them. This kind of narration makes the events to be quite immediate to the reader and hence, it becomes engaging to read. Segun Afolabi also uses present tense instead of the usual past tense we would expect in a story about events that happened in the past it is as if he is giving commentary on the event. A rapport therefore between the narrator and the reader is created. B SuspenseThe feeling of worry or excitement that a person develops when the develop a feeling that something is going to happen is what is callec suspense. The folded leaf creates some desire to know whad happens to Bumni, Sam and Mrs. Kekere who are on their way tc meet pastor Fayemi for healing. Throughout the narration, the reader is kept gluedto the text, to see how things will end. Even the village preacher, reverent Abbe is wishful that God may bless, heal and lead them to the capital, Lagos. \". Bless Samuel, father today, today, please- send him new c ContrastThis is a literary technique in which the author sets two people, events or objects in opposition to each other in order to showAfolabi uses contrast as a technique to drive in his thematic concerns with ease. Reverent Abbe is a servant of God in a village church, who prays to people to gain hope and restoration without pay. She leads a very humble life and she is depicted as a true believer, who loves her congregation. Her church donates whole heartedly to finance the long anticipated journey to Lagos The author contrasts her with pastor Adejola Fayemi, or Daddy Cool as he is better known on account of his helicopter, jets and lavish lifestyle. His followers deny Bumnis' access to seeing him, even after paying all the money they had carried to the church."}
{"text": "She leads a very humble life and she is depicted as a true believer, who loves her congregation. Her church donates whole heartedly to finance the long anticipated journey to Lagos The author contrasts her with pastor Adejola Fayemi, or Daddy Cool as he is better known on account of his helicopter, jets and lavish lifestyle. His followers deny Bumnis' access to seeing him, even after paying all the money they had carried to the church. A Use of dialogueAfolabi uses dialogue richly to develop his characters and themes. He reproduces the exact words that characters are supposed to have spoken. Cases in point are as follows;'What do you have inside?\". A voice demands from outside the bus. Police, \" Bola whispers\"Just people, \" the driver says \"we go Lagos. '. How many of you?\". P 83 This conversation reveals the experience the narrator and the other travellers face as they travel to Lagos. This and many other dialogues are used to foreground the thematic concerns and enliven the plot development. B Local idiomThe author uses local language. Since this story is set in the bothNigerian suburbs and Nigerian city, Lagos, the use of local dialect makes it easy not only to identify the setting, but also to give it a local flavor. The following are examples of local dialects used; agbada, which means a four-piece attire worn by men; eshayu, which means thank you, na so meaning yes, it's true; among others. Characterization a NarratorThe narrator is a blind twelve-year-old whose narrative power is inheres in her strong will and introspecting personality. She is an examining girl who is young, honest and hopeful that she will receive healing after attending the church service in town. She is indeed determined to meeting pastor Daddy Cool and therefore becomes too obnoxious, on learning that it will not be possible. The story end when she is more strong and ambitious in spite of all the happenings that she has started to understand that at least she has life, a good one for that effect. B Reverend AbbeReverend Abbe is a pastor who is depicted as a servant of God, leading a true deity church. So loving and caring she is that she organizes her church members in the village for donations to the narrator's journey to seek healing."}
{"text": "The story end when she is more strong and ambitious in spite of all the happenings that she has started to understand that at least she has life, a good one for that effect. B Reverend AbbeReverend Abbe is a pastor who is depicted as a servant of God, leading a true deity church. So loving and caring she is that she organizes her church members in the village for donations to the narrator's journey to seek healing. HShe is a committed and dedicated Christian that though a deacon she is, members of the church prefer her to reverend Okulaia, who the reverend-in-charge is. She is trustable that the narrator says that she is complacent having her as a clergy, who prays for people without asking for money from them 294 c Pastor Adeiola Fayemi. He is portrayed as a fat cat tycoon, leading a wealth life. He runs a church in the Lagos capital. Religion seems to rob the individual of choice. Religious extremist people really suffer a lot through him, making him an exploitative person. Not until they get robbed of their money, do they come in terms with their physical challenges. Papa has given out all the money that had been contributed, and denied access to the pastoral place pulpit p 90 ln this case therefore, Afolabi's story represents the new face of pseudo-Christian practice in Nigeria, through him, which is hinged on the gospel of healing miracles and prosperity. Activity1. Discuss the following oral techniques in the story:a Use of songs b Humour and comic relief c Exaggeration d Dialogue2. Put the following excerpt in its immediate context. I have always been blind. How they appear to me and my understanding of myself, might not compare with other3. Describe the character traits of Pastor Feyemi as exhibited in perception. The story10. HITTING BUDAPESTBy NoViolet Bulawayo. BACKGROUNDThe short story \"Hitting Budapest\" by NoViolet Bulawayo follows sixAfrican children on their trip to steal guavas from a rich neighborhood. The author has structured the short story in three scenes marked by suspension points. The first scene presents the trip to Budapest; the second focuses on the way back, while the third marks a strange incident when the children discover a hanged woman in the bushes of Paradise."}
{"text": "BACKGROUNDThe short story \"Hitting Budapest\" by NoViolet Bulawayo follows sixAfrican children on their trip to steal guavas from a rich neighborhood. The author has structured the short story in three scenes marked by suspension points. The first scene presents the trip to Budapest; the second focuses on the way back, while the third marks a strange incident when the children discover a hanged woman in the bushes of Paradise. The story also follows the plot elements, having an exposition, a rising action, a climax and a falling actionNoViolet examines convoluted issues of social inequality and inadequate access to resources in such an amazing way through her creative determination and imagination to improve the material conditions of her characters. Africa is the richest in the world in terms of natural resource endowments, despite this poverty wracks havoc in most, if not all, parts of the continent where apparently children and women are the most affected. Summary of incidentsThe story is about five young girls, mostly pre-teen, moving from their shanty town of Paradise to the estates of Budapest in search Of guavas and anything that matter. As they make their tourney towardsBudapest they converse as all children do. It is through this that we get to know that Chipo, a girl of ten years, has been impregnated her grandfather. At Budapest they met a white woman of 33 years who had just come from London, eating ice-cream. They looked longingly at this icecream only for her to throw what is left of it into the dustbin and take a picture of them. On their way back they shared their dreams with each other: to travel to America, get big houses and cars. WhereasIMF is a street at Budapest, AU is a street at Paradise, the shanty town. The kids steal, eat and go back to the shanty to meet a dead woman dangling from a tree. Their hunger allows them to conquer their fear of death and they steal her shoes so they can sell them in order to buy bread. But the real story is in the class divide, in the loss of innocence, immigration, violence, defilement, poverty, extreme hunger, and dejection. Initially, this story reads as a metaphor where some Africans in search of better lives travel abroad. Again, Paradise and Budapest represent the economic duality that we have in most countries where extreme poverty exists side by side with all the skyscrapers and glass-houses."}
{"text": "But the real story is in the class divide, in the loss of innocence, immigration, violence, defilement, poverty, extreme hunger, and dejection. Initially, this story reads as a metaphor where some Africans in search of better lives travel abroad. Again, Paradise and Budapest represent the economic duality that we have in most countries where extreme poverty exists side by side with all the skyscrapers and glass-houses. However, as the story unfolds, the metaphorical view changed. Back at Paradise, the children went to ease themselves in the bush where they saw a woman dangling from a rope-a possible suicide. The children decided to remove the shoes the dead woman was wearing and sell them for bread. SETTINGPublished in 201 0, the short story \"Hitting Budapest\" by NoVioletBulawayo is set in an African country, most likely Zimbabwe, the author's native country. Time and physical settingThe time setting is during guava season and the action spans over a day in the lives of six children. The main physical setting is the rich neighborhood Budapest, but also the way to Budapest from the shanty town called Paradise. Budapest is depicted in detail by the narrator to show the between the poor area they come from and the richness of nearby neighborhood. Buf not an ordinary country it looks like everybody woke up one day and closed their gates, doors, and windows, picked up thei passports, and left for better countries. Even the air is empty; no burning things, no smell of cooking food or something rotting. Iust plain air with nothing in its hands. Budapest is big, big house;with the graveled yards and tall fences and walls and flowers and green trees, heavy with fruit p 98 Social settingThe social setting in \"Hitting Budapest\" presents several aspects related to African society and the world society in general. The interactions and conversations between the children show their lack of education as they have no knowledge about human reproduction, but also the commonness of incest and rape among poor Africans Chipo is pregnant with her grandfather P. 98 THEMESThe main theme of the short story \"Hitting Budapest\" by NoVioletBulawayo is poverty and its dehumanizing effects, which is enhanced through the motif of the gap between the rich and the poor."}
{"text": "Budapest is big, big house;with the graveled yards and tall fences and walls and flowers and green trees, heavy with fruit p 98 Social settingThe social setting in \"Hitting Budapest\" presents several aspects related to African society and the world society in general. The interactions and conversations between the children show their lack of education as they have no knowledge about human reproduction, but also the commonness of incest and rape among poor Africans Chipo is pregnant with her grandfather P. 98 THEMESThe main theme of the short story \"Hitting Budapest\" by NoVioletBulawayo is poverty and its dehumanizing effects, which is enhanced through the motif of the gap between the rich and the poor. The author's intention was to show the consequences of poverty experienced by African children and to bring a critique to those who turn a blind eye on the gap between the rich and the poor, hinting at the idea that it is Western states and organizations who bare most of the responsibility for it. J Effects of poverty. The short story explores the dehumanizing effects of poverty through the setting and characters. The action takes places in a poor African area probably Zimbabwe and shows through symbolical setting elements the crude reality of the gap between the rich and the poor. The characters areAfrican children Basta, Chipo, Godknows, Sbho, Stina, and Darling who have no other option to calm their hunger but to go to neighboring rich area Budapest and steal guava fruits p 98 The fact that the children go there frequently suggests that stealing for survival has become something very common, part of their everyday lives. Poverty makes these children to steal even to a dead woman, on their way back to paradise. L DefilementTo defile is to violate chastity of a person. Defilement is a major burning factor in most African states today. Defilement becomes a bee sting in that case where the molesters go for children under the age of eighteen years. It becomes a child sexual abuse when an adult or older adolescents use a child for sexual stimulation. This indeed ruins the Childs life and is against the children rights in many countries of the post colonial Africa. NoViolet Bulawayo did not demean the fact of existence of such people in the society, People who are child molesters."}
{"text": "It becomes a child sexual abuse when an adult or older adolescents use a child for sexual stimulation. This indeed ruins the Childs life and is against the children rights in many countries of the post colonial Africa. NoViolet Bulawayo did not demean the fact of existence of such people in the society, People who are child molesters. Chipo, a girl of ten years, has been impregnated by her grandfather. Chipo, a young efficacious girl who used to outrun everybody in Paradise, has something in hers stomach, put there by her grandfather P.97 However, indiscipline and immoral behaviors in the society should not go unpunished. Hitting Budapests victim does not go unpunished. He becomes a guest of the state. 2 ImmigrationTo avoid harsh circumstances at home, Africans cross borders and dangerous water masses to go to the west. They do low paying jobs or even sometimes illegal ones. Godknows' uncle left for London long time ago. Now, he does not even write p 1 01 Basta dreams of going abroad after school, actually to Paris. Darling too, dreams of going to America once she grows up. These children have been fed with the societal believe thatWest is good, not knowing that Africa is rich enough to sustain its people, in terms of resources, once utilized well. Today, Africans are not captured by the slave traders but by theCOIonial and post independence governments. These governments have created conditions that forces Africans to go abroad. Techniques and language use a First person narrative voice child narrator. The author uses first person point of view by a girl called Dari. Who is also part of the actions unfolding. As a result, the narrator has limited knowledge on the events and the other characters, and only depicts what happens, based on what she observes:And there, squatting and screaming, is Godknows. He is also pointing ahead in the thick trees, and we see it, a tall thing\"What's that?\". Somebody, I don't know who, whispers. Nobody answer P. 104 She tells the story as an eye witness, this making the rider to make the episodes in the narration more immediate to the reader. This allows the author to keep aesthetic distance and give the story an illusion of obiectivity."}
{"text": "Nobody answer P. 104 She tells the story as an eye witness, this making the rider to make the episodes in the narration more immediate to the reader. This allows the author to keep aesthetic distance and give the story an illusion of obiectivity. B ContrastThe language of \"Hitting Budapest\" by NoViolet Bulawayo is simple and easy to follow, though it initially is ambiguous due to the contrast in the names and places which do not seem to match. The names Of the characters suggest an African setting, while the names of place suggest Western places. However, as the story unfolds, the meaning become clearer. People living in the Budapest are very rich. Mello looks pretty, jewellery, smooth brown skin and she does not have a scar to that she is a living person. They have enough to eat. The houses clean and big P. 1 01 The children are leading a shnty poor live in their village, paradiseTheirs is to steal Guavas from the villagers. They even steal shoes a dead woman. C DialogueNOViolet Bulawayo uses dialogue richly, intertwined with narrativeMaking the story more appealing and dynamic. Many passage, times, the dialogue is simple and humorous:it\"What's one day? Tomorrow? Thursday? Next week?\"'Can't you see her stomach is still small? The baby has to grow \"\"A baby grows outside. That's the reason they are born. So they grow \" p 97 The narrative passages, on the other hand, are quite detailed and descriptive, helping reader's better grasp of what is happening nd there, squatting and screaming, is Godknows. He is also pointing ahead in the thick trees, and we see it, a tall thing dangling in a free. \". What's that?\". Somebody, I don't know who, whispers. Nobody answers because now we can all see what it is P. 104 a HumourDespite the seriousness of the incidents presented, the story is executed with a lot of humour it is effective as a means of satirizing social foibles such as poverty. The worst thing about guavas, all those seeds gets you constipated when you eat foo much. When it comes to having a natural call, we get in so much pain, like trying to give birth to a county P. 7 04 the woman's twisted mouth finishes chewing. I swallow with her. P."}
{"text": "7 04 the woman's twisted mouth finishes chewing. I swallow with her. P. 107 do not remember my feet ever looking like that, maybe when I was born P. 00 CHARACTERIZATIONThe most important characters in the short story \"Hitting Budapest\" by NoViolet Bulawayo are the six African children, Darling the narrator, and the British woman. In what follows, we will look at the narrator and the British woman separately and then at the all six children as a collective character. DarlingDarling is the child-narrator of the short story and one ofAfrican children. From her outer characterization, we only find that she is nine years old and has an aunt who lives in America. Though we do not know how she looks like, we can assume that as poorly dressed as the other children and equally needy. The girl's inner characterization is built through her narrative and her perspective and attitude towards the events she is experiencing. Darling comes across as a simple girl who has gotten used to the reality of her poverty which pushes her and the other children to steal. She is depicted as being remorseful in the way she decides to write a apology letter to Mello while in the correction centre. She is a determined girl who learns very fast how to read and write. Being comical can be senseless without her. She is the kind of a girl who gets soo much pain after eating guavas as if she is giving birth to a country. RoleShe presents the poor and down trodden in the society. She knows nothing, but oppression and poverty. 2 The British womanThe British woman is an episodic character in the short story. Her name is Mello. From her outer characterization, we find out that she is 33looking and wealthy and that her father is a native, good-Her inner characterization is constructed through her interactions with the children. Initially, she comes across as curious when she approaches them. Then she proofs to be friendly, and social. She decides to even take the children a photo. She seems egocentric in the way she eats alone, as the children stand there gazing at her admiringly. 3 The African childrenThe African children form a collective character in the short story, as most of their actions are done in group, although their different identities are also indicated."}
{"text": "The civil servants are underpaid and therefore strikes and go slows by the workers are common. It is such factors that drive Leila into writing about a classic situation: that of an immigrant couple Sudanese inLondon . Having been born to a Sudanese father, brought up and schooled in Sudan, Leila understands the plight of Africa as o continent and at the same time celebrates and champions for the values that have held the African continent together. By the use Of scarce characters, Leila uses a couple, Maidy and Samra to represent both sides of African continent: the pros and cons of living in Africa. Maidy embraces the new culture while Samra retreats more and more and becomes withdrawn and isolated from the reality of life around her. In this story of love, culture and alienation, Leila still for trading our culture with the western one but yet retain the pros of ourShe is not totally opposed to adapting what is good from the own. Culture 'Missing out' depicts its originality by the fact that author uses religion that is widespread in the country of its origin:Sudan. The author's own experiences, especially while at the, niversity, influenced her writing. She pursued Economics at the university, which she found difficult due to high baccalaureate scores and math being a particularly strong subject under the dedicated tutelage of her mother. Other than her personal life and the biographical, which have been major influences and sources of inspiration for her work, Aboulela's literary influences include writers such as Naguib Mahfouz and Tayeb Salih. She also admires works byDoris Lessing, J.M. Coetzee, Ahdaf Soueif, Anita Desai, ChimamandaNgozi Adichie and Abdulrazak Gurnah. SUMMARYSYNOPSIS'Missing Out' is an emotional and moving story of love, culture, alienation and a longing for home by one of its characters while theOther character blindly sinks into the new culture and hence he is alienated. It's a story of Maidy, a young and ambitious Muslim man living in London. It's a wondrous story that moves rather swiftly, giving the readers the character's conflicts without unnecessarily dwelling too long on their problems. This quick pace helps the author to state, though not explicitly, that the story is not about Maidy, but about a sort Of young, ambitious Muslim caught between modernity and tradition."}
{"text": "It's a story of Maidy, a young and ambitious Muslim man living in London. It's a wondrous story that moves rather swiftly, giving the readers the character's conflicts without unnecessarily dwelling too long on their problems. This quick pace helps the author to state, though not explicitly, that the story is not about Maidy, but about a sort Of young, ambitious Muslim caught between modernity and tradition. Majdy is sympathetic and his conflict is a universal one, charmingly rendered. E Story revolves around a young man from Sudan who joins college in London. During his first term, Maidy writes home citing he would not make it and that he would give up and return. EntOuragernent from his mother, who strongly believes he can make it. Maidy weds Samra as the mother advocates. This is made to make him concentrate more on his studies and deter him from marrying a white and losing taste of his culture the beauty of his country. Samra learns that Maidy has religion as he doesn't observe the mandatory prayers and in tries to win him back. Samra is nostalgic and has refused to adapt to new life in London and observes he duties as a Muslim woman. On the other hand, Maidy sinks into the new culture and all he sees looking at his origin country, Sudan, is negativity and backwardness. He tries to discourage Samra but she stays aloof and gets excited when it is suggested to her that she was going to spend holiday in Sudan. Maidy later calls home and announces that he desired to remain inLondon even after his studies. This is ironical as from the beginning he had always expressed attachment to his mother country. SETTINGThe setting of this story shifts from London to Sudan. This could be a deliberate move by the author to compare and contrast life in Sudan and in London. London is depicted as developed politically, socially and economically. Life in London was swift and 'interfered' with normal life. Maidy argues, 'here in London praying was distraction, an interruption 'p 1 12 London was civilized. Life was easy. Samra wondered how one can buy meat already cut up for her. The author observes, 'every Obiect she touched was perfect, qualify radiated from every little thing 13 London is so developed that even Samrc longed to be ill in order to take medicine which was so seducing."}
{"text": "Life was easy. Samra wondered how one can buy meat already cut up for her. The author observes, 'every Obiect she touched was perfect, qualify radiated from every little thing 13 London is so developed that even Samrc longed to be ill in order to take medicine which was so seducing. The author says, 'even the pharmacies were stocked so full of medicine inso many different colors and flavors that she almost longed to ill ' pl 13 Sudan on the other hand is depicted as underdeveloped. Although life in Sudan is still and rhythmic, many elites like Maidy find it ra retrogressive. Unlike in London where begging is illegal, in Sudor beggars are all over. Child labor is a common practice in third world countries as inferred in this story 'Shooing away the baref00children who passed by with loaded trays trying to sell her che gum, hairpins and matches ' P. 1 08 for the elites like Maidy Sud and by extension African Continent is underdeveloped. MOidy thought Samra would be grateful to him for rescuing her from the backwardness of Khartoum. Chaos is in the city and strikes by the civil servants prevail. This is the plight of Africa. THEMESChange. It is said that change is inevitable. Many traditions of people, particularly Africans change when they go to abroad. This is clearly shown by Maidy who abandons his culture e g the mandatory Islamic prayers. He says, \"here in London praying was distraction, an interruption ' It is no wonder his mother gets really shocked when she learns about the sudden change of her son. Additionally, he even sees the very fabric of traditions that have held his life together as'backwardness' and retrogressive. It is in that view that Maidy thinks that Samra should be grateful for saving her from 'the backwardness of Khartoum 'Maidy was hardworking back in the days. He was brilliant and always came to the top of his class. He even had appeared on a newspaper at sixteen. In London, Maidy loses his hardworking spirit and 'in his first term at college in London he complained that studies had become hard 'The plight of AfricaLeila Aboulela is concerned about the staggering poverty and underdevelopment in Sudan and the inability of African governments to function at the level they ought to. African has resources but is taken away from the Africans."}
{"text": "He even had appeared on a newspaper at sixteen. In London, Maidy loses his hardworking spirit and 'in his first term at college in London he complained that studies had become hard 'The plight of AfricaLeila Aboulela is concerned about the staggering poverty and underdevelopment in Sudan and the inability of African governments to function at the level they ought to. African has resources but is taken away from the Africans. Sudan is underdeveloped. Children at tender age who ought to be in school are in the streets busy hawking to feed their families 'Shooing away the barefooted children who passed by with loaded trays trying to sell her chewing gum ' p 1 08 Africa is suffering from civil wars. Sudan is politically unstable. Samra's teacher says, 'you must be relieved that you are here, all thatWar and famine back home. The place of women in the society. This is clearly a patriarchal society that believes in the male over female. It is clear that Maidy's mother is left with the responsibility of taking care of her son. Parenting has been left to women. The relationship between Maidy and Samra is domineering one. That could be the reason why Maidy uses abusive language on his wife. She is not supposed to question her husband's behavioral changes. She is not supposed to question him for not doing his prayers and when she does Maidy calls her stupid. TECHNIQUES AND LANGUAGE USE. Narrative voiceThe author has employed third person narrative mode, where every character is referred to by the narrator as 'he', 'she' or 'they'. This makes it clear that the narrator is an unspecified entity or uninvolved person in the story. This kind of narration brings out the thoughts and intentions of different characters hence their character traits are fully developed. A third person narrator is omniscient and omnipresent. Such narrator has knowledge of all times, people, places and events and this makes it possible to shift the plot fromLondon to Khartoum, Sudan. Even then the narrator's knowledge is\"limited\" to the characters, that is, the narrator cannot describe things unknown to the focal character. Local dialectTo keep it original, the author has used local dialect to avoid the story been confused with European literature. Use of local dialect also helps the reader to determine the physical setting of the story."}
{"text": "Even then the narrator's knowledge is\"limited\" to the characters, that is, the narrator cannot describe things unknown to the focal character. Local dialectTo keep it original, the author has used local dialect to avoid the story been confused with European literature. Use of local dialect also helps the reader to determine the physical setting of the story. The author has used certain local words among them tobe, zedInshallah, ka 'ba and QiblaHumourMaidy is a humorous character. He gets lazy with prayers and says that it's because life in London is swift. He tells Samra not to cover her head with a tobe because he didn't want to be associated fanatics and backwardness: His culture. It's also humorous that when Maidy complains of studies being difficult for him his mother saddles him with a wife. Ironically this to'IronyIrony is a strange, funny or sad situation in which things happen in the opposite way to what you would expect. It is ironic that Maidy, who does so well in his secondary education certificate, goes to study abroad but complains of studies being hard on him on his first term. There is irony when Maid ' calls home to complain about studies and his mother instead marries him to Samra. One wonders whether marriage makes studies easy or complicates the state of the learner. It is therefore not a surprise that Maidy abandons obligatory prayers completely. It is ironic that Maidy expects Samra to show gratitude and appreciation for saving her \"the backwardness\" of Khartoum but instead she continues to be nostalgic about the same backwardness and eventually travels back home during the holiday. Maidy asks Samra to take a leave to Sudan so he can also take a break from her but soon after leaving, he feels hollow and empty. CHARACTER AND CHARACTERISATIONThis story like any other short story uses scarcity of characters and this has given the author the opportunity to explore the characters into details giving us their character traits. Each character plays a significant role that clearly can't be overlookedMaidyHe is loving: He shows love and care to Samra. He shows her around and does everything possible to make her happy and comfortable in her new environment; London. He gives her his attention despite his busy schedule. He is supportive: He supports Samra to settle in her new environment. He buys her a mat to use during her obligatory prayers."}
{"text": "He gives her his attention despite his busy schedule. He is supportive: He supports Samra to settle in her new environment. He buys her a mat to use during her obligatory prayers. He is alienatedDetached: He is detached from his culture. He blindly copies the western culture. He abandons the very fabric of hisCulture that holds him together: the obligatory prayers. It is noWonder that he views the practice of his people back in Khartoum, Sudan as 'backwardness 'e is abusive: He calls Samra stupid and sees her as retrogressive for observing her obligatory prayers. He is immoral: He sees it as an opportunity to bring other women in his matrimonial bed when Samra travels to Sudan for holiday. Majdy represents the elites who go overseas either to study or work there and fail to ever return to their countries: The plight of AfricaAfrica suffers from brain drain. Such are the people who appreciate more the western culture and abandon their own. According to Majdy, African culture is inferior to western culture. SAMRAShe is religious: She observes her religious duties in a foreign country and even urges her husband to create time for prayers in her busy schedule. She is resilient: Unlike her husband who is changed by his surrounding, Samra remains as religious as she left Khartoum. She still observes her religious duties despite the fact that life in London is swift. She is naive: Amazed by the kind of development there is in London especially in the field of medicine, Samra is so much seduced by the color and flavor of medicine that she wishes to fall sick that she may use them. She is loving: As a typical African woman, Samra takes care of her husband and it is no wonder he feels hollow and incomplete when she goes back to Sudan for a holiday. She represents Africans who stick to their cultures and admonishes it so much that they actually value it even when in oversees. As a typicalAfrican woman, she adores and cherishes her husband. She represents African women who stand up for their marriages and families. MAJDY'S MOTHERShe is caring: She calls her son to check on her. She gets worried when she learns that her son thinks of dropping because studies have become hard and encourages him to work harder. She is generous: when her son does well in examinations back Khartoum, she throws up a party for him. She invites the villagers te come and celebrate with her."}
{"text": "She gets worried when she learns that her son thinks of dropping because studies have become hard and encourages him to work harder. She is generous: when her son does well in examinations back Khartoum, she throws up a party for him. She invites the villagers te come and celebrate with her. She is selfish: She only thinks of herself and not her son. When he announces that he will stay in London she only complains about her being left alone other than looking at the advantages her son will get. She is hopeful: She hopes that things will not remain dark in Sudan and speaks of a better future. She says, 'But what if things improve here, son? If they strike oil or make lasting peace. She represents citizens who endure hostility and poor standards of living in their African countries with the hope that 'things will improve ' As a mother, she shows love, care and good will to her son. She wishes the very best to him. ACTITIVITYI. Compare and contrast the character of Maidy and Samra2. The university students were demonstrating. Do you think demonstrations can solve problems? Discuss. 3. Discuss irony as used in this story. 4. Discuss the theme of religion5. Maidy's determination to remain in London symbolizes running away from the culture of his people. Discuss. 12. NO NEED TO LIEBY Rolf SchmidBackgroundRolf Schmid's \"No Need to Lie\" is an extraordinary account of a remarkable life. The author describes his rough painful struggleWith cancer in the both Kenya and Germany. He became a celebrated restaurateur and sportsman and after acquiringKenyan citizenship, he represented his new home in judo, polo, Weightlifting and pistol shooting, excelling in all four of them. He also still got time to emulate his childhood idol, Ernest Heming w as a passionate big game hunter in the African bush. Tragedy through cancer which almost killed him, but sheer determination, and the hand of God saved him. After this ordeal, he ventured become a world champion power lifter in the masters over categories. For this and all his previous achievements in sports, he was bestowed with the Order of the Grand Warrior of Kenya by HisExcellency President Daniel arap Moi. Rolf Schmid has surmounted many barriers in life but a diagnosis of throat cancer came as a terrible blow to the prominent chef."}
{"text": "After this ordeal, he ventured become a world champion power lifter in the masters over categories. For this and all his previous achievements in sports, he was bestowed with the Order of the Grand Warrior of Kenya by HisExcellency President Daniel arap Moi. Rolf Schmid has surmounted many barriers in life but a diagnosis of throat cancer came as a terrible blow to the prominent chef. Summary of IncidentsRolf schmid narrates in biographic way his long painful struggle and fight with cancer. As he battled all those negative emotions, Rolf made a vow to himself that he would not let the disease take him down. After all, he was only 50 years old p 22 It was not an easy fight. The surgery, chemotherapy and medicine took a heavy toll on him. He had lost all appetite for food. HoweverRolf knew that if he did not put something into his tummy, his recover would be severely compromised. The terrible sores inside his mo made any contact with food a painful ordeal. To counter this, he resorted to inserting a long pipe into his gulle through which he poured in food in liquid form. But the battle with cancer was not the cue to take things easy watch life pass by. More than anything else, Rolf's battle with c sums up his character: A never-say-die attitude in the face seemingly insurmountable challenThe well schemed masterpiece ends with Schmid landing back toNairobi where he was accorded a hero's welcome, after having been treated at the Katharinen hospital in Germany. He rejoices together with his wife Asmahan and their children. He felt himself a victor and thathe was beginning a new life. Setting\"No need to lie\" is set in Kenya. Rolf Schmid had obtained a Kenyan citizenship after staying in Kenya and working as a leading chef inNairobi. Places like Langata road in Kibera are mentioned in the short story where he could drive on his way to and from the job. P 1 31 After the treatments in the Nairobi hospital proved to be ineffective, Rolf was referred to Katharinen Krsnkenhaus hospital in Germany, where he went with Roland for further medication. This makes the setting shift from Kenya to Germany, then back to Kenya, seeking medical attention for his cancerous condition. The events are taking place between late December and earlyJanuary."}
{"text": "P 1 31 After the treatments in the Nairobi hospital proved to be ineffective, Rolf was referred to Katharinen Krsnkenhaus hospital in Germany, where he went with Roland for further medication. This makes the setting shift from Kenya to Germany, then back to Kenya, seeking medical attention for his cancerous condition. The events are taking place between late December and earlyJanuary. His medication journey begun January 8, after his personalDoctor, Mrs. Van Enk's coming back from Mombasa, where he had gone for the Christmas celebration. It begins at the Caren Surgery. Pl 23 Themes a Struggle to surviveOne Of his greatest battles in life was cancer. At 50, he was diagnosed with throat cancer. A fighter with a black belt in judo and a Weightlifter, Schmidt vowed the disease would not put him down. He SUrvived having gone through surgery, chemotherapy and no appetite and COntinued to forge on with life, with gusto. 0. A Burdens of sicknessThere is nothing that burdens Rolf, than his encounter with the throat cancer. It came after he had decided to cut weight, so that at least he, could lead a better sportsmanship life. Little had he known that he would be sick and the weight would cut down itself automatically, until the day he met Mrs. Van Enk, his private Doctor. He was informed that his medical condition needed a lot of urgency, Dr Rupani agreed that he had to admit him and take a biopsy. After 'the test, it was affirmed that he was having cancer and not Aids. P. 1 25 the greatest problem that exposed him to more harm was that his condition was in an alarming third stage, which was second to the last stage. He realized at a very late stage that he was cancerous. The grotesque look of the people in the radiation ward made him scared more than before. After it he become malnourished, with his skin, sagging. As if this is not enough, he was still to undergo four more chemotherapies. He says that he endured four chemo sessions for the four Saturdays preceding. He lost half of his hair and most of his beard. In his last cancer chemo, he got sick, something that made him dismiss all the clinics, the diagnosis and prognosis. He therefore decided to go to Germany."}
{"text": "He lost half of his hair and most of his beard. In his last cancer chemo, he got sick, something that made him dismiss all the clinics, the diagnosis and prognosis. He therefore decided to go to Germany. He fought his tears back as he saw his wife Asmahan cry at the airport, as she was bidding him good bye. He had to undergo a series of treatments befor getting back to his normality. B Love and friendshipRolf Schmid is a man that makes the definition of the word friendship easier. He receives a lot of attention from his native wife and native doctors too, who are assisting in his critical condition Whatsoever. His greatest treasure was his children. His wishful prayer was that he was going to live and see his children grow up, play more polo, do more sculptures and be With Asmahan, His sickness really affected her wife a lot. She is seen weeping, full of tears; she tells him that God is going to be with him. That he has to remember to chant a prayer daily p 132 His children andAsmahan were there ready to receive him after his treatments. They rejoiced together. He was indeed thankful in the way he appreciated the staff at the Germany hospital. He feels troubled, that he did not get time to appreciate Roland, who had taken a lot of core during his sickness time, for he died a year later, of a tragic occident, before their meeting again p 1 35 Techniques and Language Use a Point of viewThis short story is written in the first person narrative voice. The \"l\" narrator is therefore the protagonist in the story and he narrates the events as he experienced them. This kind of narrative voice makes the events look very immediate to the readers. It enhances aesthetic distance, that degree of separateness between an author and the events they present in the story. The first person narrator also helps create rapport with the readers through the informal use of humour, despite the depressing situation presented at hand. B DialogueThis is a verbal exchange between characters. Dialogue is used to develop characters and themes in the \"No Need to lie\". Quite a number of dialogues throughout the text. They make usCOmprehend the thematic concern and the plot at large. C Rhetorical questionsA rhetorical question is a figure of speech in which a stat formulated as a question."}
{"text": "Quite a number of dialogues throughout the text. They make usCOmprehend the thematic concern and the plot at large. C Rhetorical questionsA rhetorical question is a figure of speech in which a stat formulated as a question. The question is not supposed answered, or if answered, one is expected to agree With the speaker without any contradiction. On my way to Dr Rupani's, my head did not stop spinning. Fee had finally gripped me. What if it is HI V? Can I live with thought of being on death row? What about the stigma? P. 123 This shows the kind of tension and fear as Rolf had as he travelling to Karen hospital for diagnosis. Was I going to live? How bad was it? Did I have a chance? Too many questions went an answered P. 3 These and other rhetorical questions give us the actual suspense created. They make the audience glued to the eyes. That the reader cannot keep the text aside, not until they have read up to the last dot. A Local dialectsinformal languageThe hallmark of Schmid, successful use of language is his deployment of simple English throughout. This gives the story c relaxed informal tone. It is as if the narrator is telling it to his peers. Ndume-a male animalBwana sirAlhamdulillahi-praise be to Allah the most highBismillahi it's an Islamic exclamation meaning in the name Of their God. This gives the story a local flavor, making the writer to create his mental picture to the audience. Characterization1. Rolf schmidHe is our narrator in the text. He is the one who had fallen victim of cancer. Cathartic effect is really developed on him by the reader, after seeing the struggle he undergoes with the treatment of cancer. He is depicted as being assertive. He refuses to be killed by cancer. He has a strong will and power to withstand all the woes that abides by the medication process for cancer. He is determined, ambitious and indeed devoted. I. Dr. RupaniDr Rupani is quite resourceful. He admits Rolf and takes care of him in the Nairobi Hospital, together with the nurses as he is undergoing the chemo and the radiotherapies. 2. AsmahanAsmahan is Mr. Schmids wife. She is depicted as being a caring and a loving wife to him."}
{"text": "AsmahanAsmahan is Mr. Schmids wife. She is depicted as being a caring and a loving wife to him. She is indeed helpful supportive and a concerned coastal lady, who gets to be attentive to the husband all the time. She is quite emotional in how she really sheds tears as she bids the husband a good bye as he was flying to Germany for the further treatment. Further she is depicted as being a religious woman who proposes that her husband be praying all the time while undergoing treatments at the hospital in Germany. 3. RolandThis is a Helpful, supportive and caring character. He is dutiful; he has taken it upon him to ensure that his friend is healed. He takes him to hospital abroad. I. Is the title No Need to Lie appropriate? Discuss. Activity ii. Compare the medication process in the first world the third world countries, with reference to this short story. Iii. Identify the use of suspense from the story and explain effectively it has been used. Iv. Identify and discuss two major themes from the text. V. Hierarchically, show the stages for battling with cancer. 13THE HANDSOMEST DROWNED MAN IN THE WORLDBY Gabriel Garcia MarquezBackground\"The Handsomest Drowned Man in the World\" is a short story written by Colombian author Gabriel Garcia Marquez in 1968. Originally written in Spanish, the story was translated into English in1 972, and was published with a collection of Mrquez's short stories entitled Leaf Storm and Other StoriesThe Latin American writer, Gabriel Garcia Marquez presents a true masterpiece \"The Handsomest Drowned Man in the World\", with events occurring in a small fishing village. It's a coastal, cliff-side town, a desert like cape with no flowers, and so little land that the inhabitants have to throw their dead over the cliffs and into the sec rather than bury them in the ground. The inhabitants are a simple group of people, who believe in myths as strongly as what they see with their eyes. It's such a small village, that the all the men combined fit into seven boats, and there are only about twenty housesSummary of incidentsHandsomest Drowned Man in the world\" opens with a group of children playing on the beach of a small fishing village. In the waves a dark and slinky bulge is approaching. It turns out to be a drowned man, covered in seaweed, stones, and Dead Sea creatures."}
{"text": "It's such a small village, that the all the men combined fit into seven boats, and there are only about twenty housesSummary of incidentsHandsomest Drowned Man in the world\" opens with a group of children playing on the beach of a small fishing village. In the waves a dark and slinky bulge is approaching. It turns out to be a drowned man, covered in seaweed, stones, and Dead Sea creatures. P 1 38 .This drowned man has a huge impact on the village, which is changed forever by his arrival. The men head to neighboring villages to see if the dead man belongs to one of them, while the women clean off the body and prepare it for a funeral. They will make their houses bigger and stronger and better, and dig for springs in their courtyards, and paint their houses bright colors to make Esteban's memory eternal, and plant flowers on their cliffs so that years from now, sailors going by will see the colors and smell the scents and know that there, on those cliffs, is Esteban's village. SettingMrquez never specifies the time or place of his story, but the action takes place somewhere in Latin America. We know that we're dealing with an isolated village, with no real modern technology, livelihood. That its relies on fishing forThe scenery changes from start to end. At the story's beginning, the village is simply a desert like cape with no flowers. Later we're told that it's arid and windless. This is a dry, ordinary, boring place to live. It's so ordinary, in fact, that the drowned man, a truly extraordinary guy' has no place in it. Esteban is incompatible with the village as it first exists. And so with his arrival, Esteban transforms the village into place as extraordinary as he is. Themes\"The Handsomest Drowned Man in the World\" explores the which human beings overcome personal isolation through collective community. In this story, common beliefs in the fantastic bring together the members of a small fishing village. The men, women, and children of this community are united by their common desire for self-improvement. Together, they imagine a better future for themselves, a future in which they are as extraordinary as the myths in which they all believe."}
{"text": "In this story, common beliefs in the fantastic bring together the members of a small fishing village. The men, women, and children of this community are united by their common desire for self-improvement. Together, they imagine a better future for themselves, a future in which they are as extraordinary as the myths in which they all believe. The drowning man therefore becomes a true tablet for isolation to the villagers2 Men and MasculinityMasculinity is narrowly defined in \"The Handsomest Drowned Man in the World \" Size, strength, and attractiveness are all synonymous with masculinity in this story. However, non-physical traits like compassion, humility, leadership, and modesty are also associated with the notion of what it means to be a man. A true man is defined on his physical appearance, and their physical muscle. That, the man would not have drowned in their village, because theirs is a shanty village and therefore unable to accommodate such a handsome gigantic looking man P. 41 The highest ideal of masculinity is shared and admired equally by both men and women in this story. 3 Transformation\"The Handsomest Drowned Man in the World\" explores the transformative effect of one dead man on an entire village. It argues that a truly great person has the power to change othersO inspire them to be better, to make them want to be extraordinary. It's interesting that, in this story, the villager's transformati00originates entirely from within. The dead man is dead, after all'which means the villagers are responsible themselves and for the4 Admiration\"The Handsomest Drowned Man in the World\" means for a person to be great, and what effect such a person canThose women, who went for flowers, to a far village, now that theirs an arid zone, came back with their friend, women from the neighboring villages. On seeing how handsome the drowning man was, they admired him a lot. They went back for more flowers. Admiration can be directed toward, but at some point, the story teaches us, it turns inward, toward the self, and manifests as a desire for self-betterment. Techniques and language use1. Symbolism, Imagery, AllegoryGabriel Garcia Mrquez presents this work, full of sea imagery, from the title on forward. When the dead body first approaches the shore, the kids playing think he is a whale; then, a ship."}
{"text": "If the village is dry and colorless, the drowned man brings with him the possibility of lively springs and bright flowers. And sure enough, this possibility is soon realized. As the women prepare for the drowned man's funeral, they go to get flowers from neighboring villages. They return with other women who could not believe what they had been told, and those women wer back for more flowers when they saw the dead man, and they brought more and more until there were so many flowers and so many people that it was hard to walk aboutThey were going to paint their house fronts gay colors to makeEsteban's memory eternal and they were going to break their backs digging for springs among the stones and planting flowers on the cliffs so that in future years at dawn the passengers on great liners would awaken, suffocated by the smell of gardens the high seas. This is a far cry from the desert like cape we first met at the beginning of the story. ThirdPerson Limited Omniscient might be tempting to label this story is told from an omniscient point of view. After all, the narrative gets into the heads of many different villagers at many different times. But realize that all the information get is from the perspective of the villagers we are limited to their we know what they know, and only what they know. At first, the children playing think the drowned man is a ship, and then a whale. We don't know he's a man until they realize he's a man. The villagers never know where the drowned man came from, so neither does we. They think he is called Esteban, so for the purposes of the story, he isEsteban. L. AllusionThis is a style in writing which the writer refers to a statement or quotations of incidents to clarify a pointBiblical allusion:When the men came with the news that the drowned man was not from the neighboring village, the women, with iubilation, chanted in the midst of their tears, \"praise the lord, \" they sighed \"he's ours\" this makes us to comprehend their social set up under the religious perspective."}
{"text": "They think he is called Esteban, so for the purposes of the story, he isEsteban. L. AllusionThis is a style in writing which the writer refers to a statement or quotations of incidents to clarify a pointBiblical allusion:When the men came with the news that the drowned man was not from the neighboring village, the women, with iubilation, chanted in the midst of their tears, \"praise the lord, \" they sighed \"he's ours\" this makes us to comprehend their social set up under the religious perspective. Historical allusion:The Story alludes to Homer's Odyssey mentions the Sirens \"Some sailors who heard the weeping from a distance went off course, andPeople heard of one who had himself tied to the mainmast, remembering ancient fables about sirens\"Refers to the crying during Esteban's funeral and the crying is like the ring songs of the sirens. Esteban is a \"myth\"Characterization a The Drowned Man Esteban Although he is a stranger-and a dead stranger at that steb plays a central role in the villagers' lives. He does not speak, yethis j face and his body speaks for him, telling the villagers how sorry he is to be such a bother, large and cumbersome as he is. They intuit that he is ostentatious, stoic, dignified, kind and considerate, yet authoritative enough to command the fish to jump into his boat when he is fishing. The women of the village find him\"speaking\" to them in other ways, making them compare their husbands to his splendid size and handsome features. They are certain that he would be have been embarrassed of his huge size and the inconvenience it caused those around him, and even now, the hassle it's causing the villagers in trying to bury his huge body. The drowned man is given an honorary family and a beautiful funereal ceremony. A The WomenThe women respond to Esteban with care, then admiration, then longing, and finally, ownership. We know more about the women of the village than we do about the men, simply because we spend more time in their perspective. Much of the characterization of the drowned man comes from the women. That is, it isn't the drowned man being characterized as much the women's idea of the drowned man that is described."}
{"text": "This is an act of deliberate killing of another human being. The themeOf murder is quite open in the story. Winnie is dead. She has been killed by her friends for their own selfish gain. '. Winnie starts to suspect of her being killed as the story unfoldsShe felt it at very first time when Chelsea proposed of another honey moon in Africa. \". Winnie nearly dropped her cup at Chelsea's remarks. The scowl returned. To hide it, she put the cup on the table and reached for a hanky to wipe her face \" P. 1 46 She even said it publicly that someone was trying to kill her. \". Someone's trying to kill me!\". P 1 48 At the end of the day, she disappears, only to be recovered at the dead dumping site, according to Simon, that is the pond. 2 BetrayalBetrayal is fully identifiable in this story, in the way Winnie's death being plotted. Winnie turns out to face betrayal from her friends, worse still to her husband. Everyone turned to Winnie, for she'd dropped her spoon and her face had lost color. She was struggling to keep the food in her mouth. She lost the battle and dumped the stuff into the napkin on her lap. \". Is that where you'll deposit my body?\". She said. This implies that Winnie is indeed sensing the betrayal from far. Many people, including me, believe these three conspired to murder without the cooperation of the Paulsons. I became firmly convinced Of this last night, after BBC radio reported that Peter had marriedChelsea. Tim was the best man. The Paulsons skipped the wedding ' P 162-163 This is Simon, the narrator, who puts things clear that betrayal was at its peak in Winnie's death. I GreedThis is actually the excessive yearning or desire for more than it's needed. This is especially desire for money, wealth, food, or other material possessions. Tim and his friends yearn for Winnies chair ship, and wealth to a point of eradicating her. '. The Yard discovered that Tim called a poacher in Kenya shortly before Tim came to Uganda, but they couldn't prove that the poacher provided Tim with the dart gun ' p 1 62 However, their greed doesn't succeed. \". The publicity hurt the Paulsons charity so much that it ceased all activities two years after Winnie's death."}
{"text": "Tim and his friends yearn for Winnies chair ship, and wealth to a point of eradicating her. '. The Yard discovered that Tim called a poacher in Kenya shortly before Tim came to Uganda, but they couldn't prove that the poacher provided Tim with the dart gun ' p 1 62 However, their greed doesn't succeed. \". The publicity hurt the Paulsons charity so much that it ceased all activities two years after Winnie's death. They now live a quite life in their mansion. They are volunteer teachers at a local school. I don't work for them anymore \" p 1 62 Winnie's lawyers fought to prevent Tim, Peter and Chelsea from inheriting her money and Gala, but after the trail, there was no reason why they couldn't. 2 HypocrisyThis is a pretense of holding beliefs, feelings, or opinions that one does not actually possess. When one applies criticism to others, or actually the moral self contradiction in that case whereby you plan good things with your 'in-quotes' friends leads to hypocrisy. Innie is living with friends who in deed are foes and at the end of the day decides to kill her. As illustrated below:\"Peter, \" Winnie hissed, \"when I die the police will question you first. You won't mention that we quarrel every day, will you? You won't mention that we quarrel every time we go to bed, so I better publicize it P. I 52 This illustration now clearly indicates that peter is cheating onWinnie, with Chelsea \"Shut up!\". Peter shot out of his chair, banging tis fist on the table at the same time. He upset a glassYou won t shut me up! You are cheating on me with Chelsea!\"\"Oh Winnie!\". Chelsea said \"Don't you Oh Winnie me!\". P.l 52 Techniques and language use a Narrative voiceFirst person narrative voice is a narration that has been told from the perceptive of a first person narrator. The T narrator is therefore the protagonist in the story and he narrates the events as he experienced them. This kind of narration makes the events to be quite immediate to the reader and hence, it becomes engaging to read. Dilman Dila also uses present tense intertwined with the usual past tense in this story about events that happened in the past. It is as if he is giving commentary on the event."}
{"text": "This kind of narration makes the events to be quite immediate to the reader and hence, it becomes engaging to read. Dilman Dila also uses present tense intertwined with the usual past tense in this story about events that happened in the past. It is as if he is giving commentary on the event. A rapport therefore between the narrator, Simon, and the reader is created. B Vivid descriptionOne of the ways through which an author can make hisher works to be tangible, enjoyable, and memorable and eye catching is by using vivid description. It's through vivid description that the thematic concern of a story floats in the reader's sea. Below are some of the descriptions in the story. At this time of the year, the hundred feet wide pond had green slime on its surface. Flowery vegetation draped the mountain of rocks that formed a ring around the water. White stones pocked the muddy shore. Several bird species flew about, chirping and singing to add beauty to the scene. We followed the cop to the pond. It looked like a paradise that morning. The encircling cliff of white rocks draped in vegetation stood clear against a blue sky, casting a shadow that offered solace from the sun's heat rays. Where there was no slime, the water sparkled in calmness. The birds chirped louder than ever, and darted about in larger numbers than I'd ever seen PI 59 a DialogueA series of dialogue has been employed in this story. This is discourse between two or more characters in a work of art. \". L am Sergeant Pascal Kivumbi, \" he said \"Sub County Police- a title that doesn't exist-\"Where is the missingCommander woman?\"That question scared the people on the porch more than his appearance did p 1 54 Dialogue creates a sense of immediacy in the text, and an illusion of reality. It appears as if we are listening to the narration a video watching it, making the story appeal to almost all the senses. Characterization i WinnieWinnie is a character who appears to be quite suspicious, \"Just paranoid! Why did you go with that cook to the pond? He's the cook, Tim! He can poison my food!\"She seems probing and observant in this excerpt \"He took you to that pond to show you where you can deposit my body after he's poisoned me! Didn't he?\"The flow of events in the story gains momentum through her."}
{"text": "He's the cook, Tim! He can poison my food!\"She seems probing and observant in this excerpt \"He took you to that pond to show you where you can deposit my body after he's poisoned me! Didn't he?\"The flow of events in the story gains momentum through her. Ii SimonSimon is the narrator of Stones Bounce on Water. He is a cook who is working at Meg's home, together with some two other young men. He spears to be comical. However, he is concerned and remorseful; in the way he is deeply concerned by the death of Winnie, and finds all the details, even after Winnie's death. Iii Sergeant Pascal KivumbiSergeant Pascal is an ambitious, self driven man, who is committed to Performing his duty as a police officer. He works with a lot ofC Ompetence and prowess. He is a hard working, confident man, who doesn't give up, not until he gets to find out the route course of innies death. In line with the war, children are also recruited into war as soldiers. Mostly this is done against their will and they end up missing on their childhood. Kamara is tortured and eventually amputated by child soldiers who are her age mates. She pleads with one child soldier to have mercy on her as she is his age but the child soldier hears none of that. Victims of violence and conflicts are forced to live under pathetic conditions. Kamara, her cousins and aunt have to live in a camp for amputees in Freetown. This camp is full of filthy litter and full of dirty bodies. More so they are forced to beg on the streets to get what to eat. Children who undergo such violence like what Kamara goes through have psychological torture. Kamara mentions that she is enrolled in high school before she is swallowed by thoughts of her past and family. It's very clear that conflicts, which are mostly fueled by hatred has detrimental effects on innocent, children and women. They are the ones who suffer the greatest brunt of such. They suffer a lot, they are handicapped, displaced from their homes, are forced to live in pathetic conditions and some even lose their lives. LDiscuss the traits of Ali Mahfouz as brought out in this story ALMOSTHOME by Barry McKinley. Ali Mahfouz is the main character in the short story \"Almost Home\"."}
{"text": "They suffer a lot, they are handicapped, displaced from their homes, are forced to live in pathetic conditions and some even lose their lives. LDiscuss the traits of Ali Mahfouz as brought out in this story ALMOSTHOME by Barry McKinley. Ali Mahfouz is the main character in the short story \"Almost Home\". He faces an imminent deportation from Ireland. He exhibits a lot of traits as he attempts to fight back against the deportation. The writer paints Ali as deceitful. He tells people that he is a medical student and even puts a picture on face book that shows him at the surgeons' college with college books yet the books are only telephone directories. He only does menial jobs in Ireland for survival but he has not gone to study medicine. In addition he walks with little white buds in his ears as if he is listening to music from the iPod yet he doesn't even know how to load the gadget with music. Ali is Hardworking as he does all kinds of jobs in Ireland to cater his upkeep. For instance he slices kebab meat; while working for twEgyptian brothers, also he power-washes cars, scrubs pots and wipes tables. When he just arrives in Ireland, Ali makes many friends. He is quite charming and sociable. He Makes Slattery to laugh all the time despite being in a serious situation this bringsAli is Stubborn, He has been warned by Tarrant not to cause any problem while they travel yet he attempts to escape twice. Furthermore, the government has tried to deport him twice, where every time he is disruptive on the plane threatening of blowing up the plane with a bomb in his possession. Despite all these he still lives in Ireland. With all the attempts to be deported from Ireland, Ali tries all means to prevent it from happening- He threatens to blow up the plane twice; he attempts to escape from Slattery and Tarrant inFrance and Spain. As a last resort he decides to drown himself in sea provided it is a way to escape from being deported. This brings out his determined nature. Ali Observes keenly enough to note thatSlattery has good French. Ali also notes that Slattery has no wedding band despite him being in mid-thirties and handsome. Ali loses hope with life in his country, he is disillusioned, and this is what makes him to opt and go to Ireland and seek a better life."}
{"text": "Ali Observes keenly enough to note thatSlattery has good French. Ali also notes that Slattery has no wedding band despite him being in mid-thirties and handsome. Ali loses hope with life in his country, he is disillusioned, and this is what makes him to opt and go to Ireland and seek a better life. Because of poverty, his family is cramped together in the apartment'Ali imagines of life in prison, lack of food, clothing and having to pay bribes. This shame and fear causes him to jump into the sea. Ali manages to stay in Ireland as an illegal migrant due to his deceitful nature, and he determinedly avoids being deported3. THE UMBRELLA MAN by Siddhartha GiaooDiscuss the stylistic devices employed in the above story and give their effectiveness. Siddhartha Gigoo has used language distinctively in order to pass across his message. More so he has employed various styles to necessitate character development and flow of the plot. This story is told from a third person point of view, where the narrator gives us the story from what he observes. The narrator gives us what number seven does and what other inmates do in the story. This facilitates the development of the story. The writer has used vivid description extensively to bring out the picture of the confinement of the inmates in the asylum, the place with limited freedom. The area in the asylum that is allowed for movement is described as \"... The wall around the one hundred and twenty-square-meter compound ninety something yards in the narrow avenue outside the gates that ended at another wall. Beyond that brick-and stone wall was a vast darkness \"The umbrella possessed by Number 7 is described as a yellow-andred striped, beautiful Umbrella. It was the most beautiful thing in the entire asylum, more beautiful than the bed of wild flowers along the wall. Dialogue has also been used. Number 7 converses with the barber about rain which shows Number 7's fascination with rain. There is dialogue between doctors and Number 7. This conversation reveals change in the state of Number 7's health such that he is free to go. He has been obedient and shown a calm disposition to facilitate his release from the asylum. The dialogue between Number 7 and his friend the puny little fellow reveals Number 7's anticipation for freedom and the little puny fellow's fear of destruction that can be brought about by rain. I4."}
{"text": "He has been obedient and shown a calm disposition to facilitate his release from the asylum. The dialogue between Number 7 and his friend the puny little fellow reveals Number 7's anticipation for freedom and the little puny fellow's fear of destruction that can be brought about by rain. I4. Discuss the major issues highlighted by the writer in the storyWINDOW SEAT by Benjamin Branoff. Every writer sets out to pass a certain massage or communicate a particular issue to the audience through their work of art. This is the main reason why stories are written. Benjamin Branoff highlights a few concepts in the story \"Window Seaf 'To start with, the author addresses the issue of lawlessness on our roads. Vehicles should always follow traffic laws on the roads for safety. In this story however, law and order is not followed as it should be. For instance, the public transport vehicles are so much overloaded. Passengers are literally packed. Conductors carry excess passengers as the narrator says a mini-van meant to carry ten passengers now carries twenty four of them. It even becomes worse when it comes to rush hour where they carry twenty eight with others standing. The drivers also bribe the traffic policemen in order to get away with this crime. Even when things seem to be okay with the vehicle the policemen solicit for bribes to an extent of removing the car keys from the ignition. The bribe here is a very powerful voice that the police use to silence the adamant drivers. The passengers suffer on these roads. The narrator says that one learns no to commit to a long road because of discomfort. However, they don't seem to care or they are used to it. They even smack their lips loudly when the policemen take bribes but they don't take any step. It is even because of overloading that makes it easy for Kanga to rob the narrator. PhotosetterBot:Poverty is also portrayed in this story. The people at the bus stop ar said to be in sandals and others are barefoot. This means that cannot afford better shoes. The passengers could be suffering in silence in the overloaded daladala because of poverty. This is because they pay less money for fare. The narrator describes Kanga that shehaso trim figure probably caused by a lifetime of hard work and deprivation of luxuries. This shows that she cannot afford luxuries. We also think that what made her to steal from the narrator is poverty. The aggressiveness of touts in town is also a sign of poverty."}
{"text": "This shows that she cannot afford luxuries. We also think that what made her to steal from the narrator is poverty. The aggressiveness of touts in town is also a sign of poverty. This iso society where one must struggle to make ends meet. That's why they scream and shout and also convince people to take their daladala. Corruption is also evident in this story especially on the roads where the policemen who were supposed to guarantee safety on the roads take bribes and also collude with drivers in order to escape facing the law. The corrupt police officers seem to have taken bribes as their rights because even if the vehicle has everything right they force the drivers' submission by taking the keys from ignition. The word Mzungu means a white man. The Africans call them this to mean he is from the white race. The Africans see this man, the narrator as more superior than them and use even a spectacle that he is using public transport. When the guard greets him at the cityChuo everybody turns to see him. Africans perceive the white men as rich and wealthy that's why Kanga robs him in the vehicle. The narrator chooses to date Monique a French girl because sheisfre their race. He says, 'I should be with the French girl La fille becau French women absolutely like American men 'Major issues that can be related to our day to day lives are highlighted in the story. Such issues such as corruption, poverty and lawlessness on our roads need to be dealt with for better life."}
{"text": "THE CAUCASIAN CHALK CIRCLE BY BERTOLT BRECHTTHE AUTHORBertolt Brecht was a German poet , playwright and theatrical reformer. He was born in 1898 and became one of the most prominent figures in the 20th-century theater. Bertolt Brecht was concerned with encouraging audiences to think rather than becoming too involved in the story line and to identify with the characters. Bertolt Brecht was born in Augsburg, the son of Beltold Brecht, the director of a paper company, and Sophie Brezing, the daughter of a civil servant. His father was a Catholic, and his mother a Protestant. Both parents hailed from Achern in the Black Forest. Brecht began to write poetry as a boy, and had his first poems published in 1914. Between 1919 and 1921 he wrote theatre criticisms for the left-wing Socialist paper Die Augsburger. After military service as a medical orderly, he returned to his studies, but abandoned them in 1921. During the Bavarian revolutionary turmoil of 1918, Brech wrote his first play, Baal. From this period also dates his poem, 'Legend of the Dead Soldier'. It was cited by the Nazis as one of their strong reasons to deprive him of German citizeship in 1935. Like several other poems, it was set to music by the author, and sung to the accompaniment of his guitar in a Berlin cabaret. Brecht's works have been translated into 42 languages and sold over 70 volumes. The Caucasian Chalk Circle was written in 1944 in Hollywood. Drawing on the Greek tradition, he wanted his theater to represent a forum for debate hall rather than a place of illusions. He aimed to take emotion out of the production, persuade the audience to distance from the make believe characters and urge actors to dissociate from their roles. Then the political truth would be more easy to comprehend. Once he said: \"Nothing is more important than learning to think crudely. Crude thinking is the thinking of great men.\". Brecht formulated his literary theories much in reaction to Georg Luk cs 1885-1971 , a Hungarian philosopher and Marxist literary theoretician. He disapproved Luk cs attempt to distinguish between good realism and bad naturalism. He died in 1956. SETTINGThe Caucasus is a region that bridges Europe and Asia."}
{"text": "He disapproved Luk cs attempt to distinguish between good realism and bad naturalism. He died in 1956. SETTINGThe Caucasus is a region that bridges Europe and Asia. The Caucasus is divided by the Caucasian mountain ranges into two regions:The northern slopes of the mountains reach into Chechnya and other border states of the former Soviet UnionOn the southern side of the mountains are the modern-day countries Georgia, Armenia and Azerbaijan. Grusinia, where The Caucasian Chalk Circle takes place, is a ctionalized version of the modern day countries; Georgia and Azerbaijan towards the end of the WWII in 1944. The play was translated to English by Eric Bentley. The play is a comedy, with a happy ending. The play is based on communism i.e. whoever can make the best use of resources in order to provide for others deserves to get the best of the resources. Brecht shows communism through three stories;The ownership of a piece of land between goat herders and fruit farmers. In the end through arbitrators, the fruit farmers get the valley because they will use the land better. The story about Grusha the kitchen maid, through the use of Solomonic law: Solomon and the baby from the bible . Grusha gets the baby because she deserves him. The story about Judge Azdak. His fair judging in favour of the peasants made him very popular especially among the poor. THE TITLEThe Caucasian Chalk Circle is derived from a circle Judge Azdak orders Shauwa to draw, .............get a piece of chalk and draw a circle on the floor. Pg 97 . Its purpose is to determine Michael s real mother. Both Natella Abashwili and Grusha Vashnadze desire custodian of the child. Shauwa is directed to place the child in the circle and the mother to hold him by the hands and pull him out. Whoever pulls him out of the circle would retain him. It is ironical that Natella, Michael s biological mother, is denied custody of the child when she pulls him out. Grusha declines to tear the child and consequently ends with the child. The title symbolically signifies the possibility of surrendering what might be rightfully yours for better utilization."}
{"text": "It is ironical that Natella, Michael s biological mother, is denied custody of the child when she pulls him out. Grusha declines to tear the child and consequently ends with the child. The title symbolically signifies the possibility of surrendering what might be rightfully yours for better utilization. The play infers from both a Chinese play Circle of chalk written in 1300 AD and a biblical story The judgement of Solomon- 1 Kings 3: 16-28 In the Chinese story, a young girl, HAi-tang, bears a child as the second wife of a wealthy man. His first wife claims the child is her own. However, the second wife is judged the true mother when she refuses to pull the child apart in the test of the Chalk Circle. In the biblical story, two women live in the same house and both bear a child. One baby dies in the night and its mother swaps him for the living baby. Both claim the living child is their own. Solomon orders that the child be cut in two and each half be given to each mother. The real mother of the child gives up the child rather than see him harmed and is judged to be the true mother. The agriculturist and herders are seated in circles as they negotiate and in the end the herders agree to surrender their claim on the valley of Rosa Luxemburg since they would put it to better use. SYNOPSISThe Caucasian Chalk Circle begins with a prologue which captures a dispute between two communities; the fruit growing and the goat farming one. The clash is over who should own and manage the valley. The Goat Farm Commune Group is the original owner who had relocated due to the advancing Hitler s army. The fruit growing Commune has demonstrated interest in the piece of land. A delegate from Tiflis-the capital of the Soviet State of Georgia-has been sent to settle the dispute. The Fruit Growing Collective Farm has made elaborate arrangements of irrigating the valley so as to make it more productive. The delegate awards the land to the fruit growers because they have plans to use the resources better despite the land originally belonging to the goat farming group. Act one begins when the city of Grusinia has been taken over by the iron shirts and the governor, Georgi Abashwili, is beheaded in a coup that has been planned by his brother, the Fat Prince and his head fastened on a wall."}
{"text": "The Fruit Growing Collective Farm has made elaborate arrangements of irrigating the valley so as to make it more productive. The delegate awards the land to the fruit growers because they have plans to use the resources better despite the land originally belonging to the goat farming group. Act one begins when the city of Grusinia has been taken over by the iron shirts and the governor, Georgi Abashwili, is beheaded in a coup that has been planned by his brother, the Fat Prince and his head fastened on a wall. The governor s wife Natella flees and in the process abandons her child, Michael. Fortunately, the kitchen maid Grusha salvages the child from the soldiers and the Fat Prince and escapes with him to her brother's place in the Northern Mountains, pursued by soldiers. She endures great suffering in the way, including hostile and uncooperative people. She finally gets to her brother s place but he the brother insists that she must be married to an almost dying man by the name Jussup. Jussup has faked illness to avoid taking part in the war. When it is announced that the war is over, Jussup miraculously recovers. Grusha is stuck with a husband she did not want. When Simon Grusha s lover returns from the war, he discovers that Grusha is married and suspects that Michael is her child. Later, the child is taken away from her by some soldiers who claim that he belongs to Natella and he is taken back to the Caucasian village. Through a flashback, the writer explains how the Grand Duke is sheltered by Azdak, later to be judge, soon after he escapes the bloody coup. However, Azdak is not aware that he is hiding a dangerous fugitive and fearing he might be branded a traitor he presents himself to the soldiers to be tried and soon wins their favour and is installed as judge. Azdak judges four very weird cases, ruling in each case in favour of the poor. He soon gains reputation for supporting the poor. He serves for two years as a judge, before the return of the Grand Duke. He is arrested for being a traitor and as the soldiers are about to kill him, he is saved by the Grand Duke who recalls that he saved his life. He reappoints him to be the judge. The major case that Azdak handles is that of Grusha and the child."}
{"text": "He is arrested for being a traitor and as the soldiers are about to kill him, he is saved by the Grand Duke who recalls that he saved his life. He reappoints him to be the judge. The major case that Azdak handles is that of Grusha and the child. The governor s wife wants Michael back because without him, she cannot take over the former Governor s wealth. However, Grusha wants to keep the child because she has raised him for the past two years. Interestingly, even Simon offers to support her in the trial. When Azdak listens to the case, he orders a Chalk Circle to be drawn, after he learns what Grusha has done to the child. The child is placed in the middle and orders the two women to pull saying that whoever can pull him out of the circle will get him. The governor s wife pulls whereas Grusha lets go. This is repeated and finally, AZDAK gives Michael to Grusha. The governor s wife is ordered to leave. Michael s wealth is taken and made into public gardens. The message the author is passing across is that resources should belong to those who make better use of them- the child to Grusha, just the same way the valley goes to those who will take care of it. In the end, Azdak divorces Grusha from Jussup, paving way for her to get married to Simon. Azdak disappears never to be seen again. PROLOGUESummer of 1945The play begins with a prologue an introduction to a play that captures a conflict between members of two collective farms both who claim a stake in a disputed valley. The two rivals are: Goat Farm Rosa Luxemburg and Fruit Farm Galinsk. The two are neighbours. The goat herding commune claims to be the original owners of the disputed land until Hitler s armies forced them to relocate. The fruit growing commune has laid down an elaborate plan to irrigate the valley for agricultural purposes. They intend to use a dam across the mountain lake and water seven hundred acres of infertile land and plan to plant vineyards and orchards thereA delegate from the State Reconstruction Commission from Tiflis-the capital city-has been sent to arbitrate on the dispute. He intimates that Goat Farm Rosa Luxemburg occupied the valley before moving East on orders from the government."}
{"text": "The fruit growing commune has laid down an elaborate plan to irrigate the valley for agricultural purposes. They intend to use a dam across the mountain lake and water seven hundred acres of infertile land and plan to plant vineyards and orchards thereA delegate from the State Reconstruction Commission from Tiflis-the capital city-has been sent to arbitrate on the dispute. He intimates that Goat Farm Rosa Luxemburg occupied the valley before moving East on orders from the government. The Goat herding commune is now dissatisfied with their new grazing land which they claim is not palatable to their animals. They claim that the valley belongs to them from eternity and the law attests to that. However, members from the Fruit Farm Galinsk explain the reason why they deserve to own the valley. An amicable solution is finally reached when the land is awarded to the Fruit growing commune and the two groups settle down to eat and drink. Entertainment soon follows when a legendary singer- Arkadi- is invited to perform an old Chinese song entitled, The Chalk Circle. This song is about two stories which have a bearing on their resolved dispute. The prologue serves several functions; first, it gives the play a unique structure, secondly, enables the playwright to pass on his her key message and the moral of the play to the reader or audience before he or she watches or reads it. Bertolt roots for communism, that whoever can make good use of something should keep it. THE NOBLE CHILDThis part opens with Arkadi- the singer narrating a story about Georgi Abashwili, the governor in Grusinia and a rich man who owns numerous horses and soldiers. He is married to Natella and they have a son, Michael. On the morning of the Easter Sunday, the governor s family goes to church. At the gateway, he is confronted by many beggars and petitioners. Mothers hold emaciated children as people with clutches and petitions beg for money. They complain of high taxes, starvation and bribery. The governor ignores them and soldiers whip them with thick leather whips to keep them away. Michael-the governor s son and heir- is brought along and the crowd sees him for the first time. He is carried in a decorated carriage and is attended to by two doctors. Even the mighty Prince Kazbeki bows before him at the church door. Natella informs the prince about the Governor s plan of bringing down the slums to pave way for his garden."}
{"text": "He is carried in a decorated carriage and is attended to by two doctors. Even the mighty Prince Kazbeki bows before him at the church door. Natella informs the prince about the Governor s plan of bringing down the slums to pave way for his garden. The governor has lost interest in the affairs of Grusinian people in spite of the raging war that is taking place. The governor even dismisses a messenger from the city bringing some confidential papers for him saying he can only attend to him after the service. Later the adjutant an officer who acts as military assistant informs the messenger that the governor does not wish to receive military news before dinner. Grusha Vashnadze- governor s kitchen maid- does not attend the service as she has to get a goose for the family s banquet. She is seen talking to Simon Shashava, a soldier, who reveals that he often hides behind a bush to watch her dip her legs in the river as she washes her line. Before the awaited dinner and a talk with the architects can take place, the palace is surrounded and the Governor arrested. George Abashwili is executed and the city is in bloodshed. Natella s life is in danger. Servants rush out of the house trying to frantically salvage what they can. A scuffle erupts between the two family doctors over who should attend to the governor s wife who has fainted. Simon comes looking for Grusha. He aims at wooing her. The two have to part ways when Simon is ordered by the adjutant to guard Natella on her way to safety. He gives Grusha a silver chain that his mother had given him. She promises him that she would wait for him and remain faithful till their re-union. The adjutant is seen trying to save Natella from danger but she is reluctant to go without her most valued essentials. The adjutant forces her on a horse back amidst complaints that she has left her wine-coloured dress. She leaves her child Michael behind who falls into the custody of Grusha the kitchen maid. As everyone flees, Grusha decides to hide the child under a blanket and keeps the baby company throughout the night."}
{"text": "The adjutant forces her on a horse back amidst complaints that she has left her wine-coloured dress. She leaves her child Michael behind who falls into the custody of Grusha the kitchen maid. As everyone flees, Grusha decides to hide the child under a blanket and keeps the baby company throughout the night. The following day she flees with the child from the Ironshirts who together with the Fat Prince are looking for the baby, It s a pity they took the brat along, though, I need him urgently. Pg 28 THE FLIGHT TO THE MOUNTAINSThe Singer accounts Grusha escape from the city to the Northern Mountains to save Michael from the Fat Prince and his soldiers. She is carrying Michael in a sack. She journeys along the Grusinian highway on the Northern Mountains after singing The song of the Four Generals. As lunchtime approaches, she has to look for a meal to feed the child. She buys milk from a peasant at two piasters, an equivalent to a week s pay. Having spent most of her money Grusha keeps on moving towards the north as the Iron shirts who want to kill Michael pursue her. The singer tells us that she then arrives at the River Sirra and with the burden of the child weighing on her; she decides to keep him at the doorstep of a farmyard after realising that the peasant woman has some milk. She anticipates the peasant will feed him and goes to hide behind a tree in order to watch what would happen. When the peasant woman finds Michael at her door, she takes him into the house. She suggests to her husband that they keep the child but her husband tells her to give him to the local priest. As Grusha hurries off in the opposite direction she bumps on Ironshirts who demand to know where she is coming from. She lies that she is going to meet Simon Shashava. The ironshirts demand the whereabouts of Michael. Grusha gets scared and rushes back to the cottage where she had left the child and pleads with the peasant woman to hide it. Initially the woman agrees to hide Michael but is immediately frightened by the presence of the soldiers. She reveals to the corporal that Grusha left the child on her doorstep. In desperation, Grusha seizes a log and hits the corporal on the head until he loses consciousness. She then grabs Michael and runs away."}
{"text": "She reveals to the corporal that Grusha left the child on her doorstep. In desperation, Grusha seizes a log and hits the corporal on the head until he loses consciousness. She then grabs Michael and runs away. In her flight from the Ironshirts, she finally reaches the foot of Janga-Tau Glacier after journeying for twenty-two days. She adopts Michael. She removes his silken shirt, throws it away and wraps him in rags. Finally, she arrives at the bridge on the glacier still pursed by the Ironshirts. One of the bridge s rope is broken and half of the bridge is hanging down the abyss. Despite the danger, Grusha is determined to cross the bridge. Luckily they get to the other side of the bridge despite fears and warning by the merchants on the impending danger. She laughs triumphantly to her freedom as the Ironshirts pursuing her cannot cross the bridge. Finally she sings The Song of the Child pg 41 IN THE NORTHERN MOUNTAINSAfter journeying across the glacier for another seven days, Grusha finally arrives at Lavrenti s her brother house. She expects to be welcomed warmly but this is not the case. Her bother has to cook up a story to convince his religious wife that his sister is on her way to her husband s place at the mountains. To have Grusha leave the house, Lavrenti comes up with an idea of getting her a husband. He Lavrenti organizes to get her married to a dying man- Jussup at a fee of 400 piasters. The mother-in-law realizing there is a child demands for an additional 200 piasters for the wedding to proceed. The mother-in-law has hired a cheap monk to unite the two. After the wedding, neighbours who came to witness the marriage ceremony are served with cakes as they gossip. From the gossiping visitors, news indicate that the Grand Duke has assembled an army to fight the princes that rebelled against him the previous year. When Grusha hears that the soldiers are coming back now that the war is over, she is in shock and drops a cake pan. Her worry being that Simon will come back and find she is married to another man. Once Jussup hears the war is over, he miraculously recovers. Jussup gets out of bed and the visitors are shocked to see him."}
{"text": "Who will be the judge?... Pg 62 . The matter will now be handed over by Azdak, the city judge, to determine the rightful owner of the child. THE STORY OF THE JUDGERewind to the day of the coup, the day Grusha took the child. The village clerk scrivener , Azdak, has been poaching in the woods and comes across someone he believes to be a refugee. He shelters him for the night only discovering after the man has gone that it was the Grand Duke himself, who escaped the clutches of the rebellious princes. Rather than risk being found out Azdak hands himself in, expecting to be punished. When he gets to the courtroom he sees the hanging bodies of authority figures and mistakenly interprets the revolution as a people s revolt. His shouts of joy are interrupted by a soldier who tells him he s got it all wrong: it s not a people s revolution but a military coup. An uprising by the rebellious carpet weavers resulted in all the hangings and the soldiers were brought in to suppress them. Azdak is nearly hanged by soldiers. The Fat Prince brings his nephew Bizergan Kazbeki to be installed as the new judge the old judge had been killed by the carpet weavers . Azdak suggest that the candidate s knowledge in law be tested. In a play within a play, Azdak plays the role of the defendant. The soldiers, after testing the nephew in a mock trial in which Azdak accuses the Fat Prince of profiting from the Persian war, makes Azdak judge instead. Over two years Azdak, with his trusty assistant Shauva, travels the country turning justice on its head, accusing a rape victim of being a rapist herself, sympathising with an old woman clearly guilty of theft, doling out law as he sees fit. Finally the Grand Duke comes back, the Fat Prince is beheaded and Natella Abashvilli returns from exile. Frightened that his behaviour over the last couple of years will land him in trouble now that order is restored, Azdak promises to help Natella get her son back."}
{"text": "Over two years Azdak, with his trusty assistant Shauva, travels the country turning justice on its head, accusing a rape victim of being a rapist herself, sympathising with an old woman clearly guilty of theft, doling out law as he sees fit. Finally the Grand Duke comes back, the Fat Prince is beheaded and Natella Abashvilli returns from exile. Frightened that his behaviour over the last couple of years will land him in trouble now that order is restored, Azdak promises to help Natella get her son back. THE CHALK CIRCLEThe Singer introduces us to the Act by saying it is the story of the trial. The trial is about determining who is the true mother to Michael and in this regard, Grusha has come back to the city to face the law for having taken the Governor s son. As they wait for the judge to come, Simon appears and swears he will say he is the father to the child. Then Grusha spots the Ironshirt whom she clobbered and this makes her regret why she came to Nuka. The corporal leaves cursing as he fears exposing Grusha because he would be admitting that he ran after the child to kill it. The governors wife, Natella, arrives, in her characteristic style, she cannot hide her contempt for the low class and the underprivileged: At least there are no common people here, thank God. I can t stand their smell. It always gives me migraine. Pg 88 Azdak having been declared an enemy of the new regime for having worked with the Fat Prince is stripped of his judge s robes. The Ironshirts and the farmers tear his gown and beat him. He is about to be hanged when a messenger arrives announcing the Grand Duke would like Azdak to remain as judge, as a thank you for saving his life that Easter Sunday. Azdak presides over a trial in which he must judge who gets Michael Grusha, who has cared for him and put herself through hell for him; or his natural mother, Natella, who abandoned him. A heated debate ensues on who is the rightful owner of the child. The prosecutors explain that Grusha has stolen Natella s child and refuses to hand it over. They advance their case by saying that Grusha does not have any blood relations with the child."}
{"text": "A heated debate ensues on who is the rightful owner of the child. The prosecutors explain that Grusha has stolen Natella s child and refuses to hand it over. They advance their case by saying that Grusha does not have any blood relations with the child. On the other hand, Grusha lays claim on the child by saying that she brought him up and always found him something to eat. Hearing both arguments, Azdak is unable to decide. He adjourns the court to hear the case of an old couple who want a divorce. He tells them he ll think about it. Returning to Michael s case, Azdak invokes the ancient wisdom of the Chalk Circle: Michael is placed in the centre of a circle and whoever is strong enough to pull him out must be the right mother. Grusha won t pull, she cannot hurt him. Azdak orders the women to repeat the trial. Grusha again cannot pull. Azdak judges that she must be the right mother. Natella faints. Simon and Grusha thank Azdak, who signs the divorce papers not the divorce of the old couple but Grusha s divorce from the man she married in the mountains. Everyone dances. Azdak disappears. The Singer explains that the child has been given to the mother who will be best for it and, reminding us of the prologue, that the land should go to whoever is right for it. THEMESCORRUPTION GREED AND MATERIALISMCorruption mainly refers to lack of integrity or honesty and is mainly manifested by accepting bribes. Corrupt individuals use their privileged positions they have been entrusted with to make illegitimate gains, thus undermining their moral integrity. They are usually driven by greed. Forms of corruption vary and can include bribery, extortion, nepotism, and general embezzlement of mainly of public funds. George Abashwili is materialistic. As he makes procession to enter the church fort Easter service, many beggars and petitioners try in vain to reach out to him. We learn through his wife Natella that the governor plans to tear down the slums to create room for the garden of the East Wing of palace. All those wretched slums are to be torn down to make room for the garden. Pg 15 After the coup and the beheading of the governor, we see Natella in a hurry to collect her dresses and shoes."}
{"text": "As he makes procession to enter the church fort Easter service, many beggars and petitioners try in vain to reach out to him. We learn through his wife Natella that the governor plans to tear down the slums to create room for the garden of the East Wing of palace. All those wretched slums are to be torn down to make room for the garden. Pg 15 After the coup and the beheading of the governor, we see Natella in a hurry to collect her dresses and shoes. She abandons her son Michael as she runs for her safety. Later we learn that the main reason she is claiming her son Michael from Grusha is to get inheritance of the vast governor s estates. The Ironshirts are corrupt. They use their privileged positions to execute others and in the process make illegitimate gains. One Ironshirt says, .......This morning they strung up the city judge. As for us we beat them to pulp. We are paid one hundred piasters per man, you understand? The iron shirts follow Grusha and Michael since a good price is offered. Azdak, the judge, is overly corrupt and his greed unstoppable. He openly takes bribes in the court before listening to a case. He begins by saying, I accept, meaning that he is willing to be bribed. As Azdak executes his duties, his deeds do not measure up to the expected standards. He makes controversial judgements that put his integrity into questions. He sits on the statue book when delivering justice. A pointer to his contempt for what is just. He also takes wine in public as he executes his duties. ABUSE OF POWERThe governor, George Abashwili, is said to be as rich as Croesus. He has so many horses in his stable and yet there are so many beggars on his door step. This shows that he amasses so much wealth for himself at the expense of his subjects. They pile along the gate carrying thin children and holding petitions. They cry for mercy and reduction of the high taxes. Pg 14 . The governor has hired two doctors to look after his son Michael-the apple of his eyes. Pg 15 . This is in contrast to the starving and suffering common men who push and shove to see the governor s heir. The governor plans to tear down the slums to start building the East Wing garden for his son Michael. It does not matter to him that those slums are people s homes."}
{"text": "This is in contrast to the starving and suffering common men who push and shove to see the governor s heir. The governor plans to tear down the slums to start building the East Wing garden for his son Michael. It does not matter to him that those slums are people s homes. The soldiers also abuse power. ........... Soldiers push the crowd back lashing at them with thick whips. Pg 14 When the crowd pushes to have a peep at their heir-baby Michael- the crowd is pushed back by the iron shirts using thick whips. The Fat prince abuses power when he conspires and overthrows the governor from power. He The Fat prince then orders the governor to be beheaded and his head hanged at the entrance of the palace for all to see. He then orders the iron shirts to follow Grusha and get Michael back; he intends to kill him too. The fat prince also abuses power by practising nepotism, where he intends to have his nephew, Bizergan Kazbeki, to be bestowed as the new judge. ............. So I ve bought along my dear nephew Bizergan Kazbeki, He ll be the new judge, hm? Pg 71 The judge, Azdak abuses power openly by accepting bribes. Before considering any case he utters a short statement- I accept- to mean he is ready to take a bribe. All the cases he judges are in favour of the suffering poor. He fines the wealthy like the farmers heavily, in this way he abuses power to help the poor. LOVE COMPASSIONThe playwright explores the theme of love and friendship through various characters in the play. This is mainly portrayed through the parental love between the governor and his son Michael, Grusha, the kitchen maid and Michael, Grusha s romantic love with Simon Shashava and finally between Grusha and her brother Lavrenti Vashnadze. Michael does not experience the motherly love from his biological mother Natella Abashwili. Fortunately, his father, the governor of the Caucasian City bestows on Michael fatherly love. Michael is attended to by two doctors who never mover from his side to keep him in good health. The Fat prince also notices the child on their way to church and comments that, And little Michael is a governor from head to foot! Pg 15 ."}
{"text": "Fortunately, his father, the governor of the Caucasian City bestows on Michael fatherly love. Michael is attended to by two doctors who never mover from his side to keep him in good health. The Fat prince also notices the child on their way to church and comments that, And little Michael is a governor from head to foot! Pg 15 . Natella, Michael s biological mother, is jealous of the attention Michael is given by his father. She says it is impossible for them to live in the slum but her husband would build the East Wing for Michael since he is the apple of the governor s eye. .............. Will only build for little Michael...........Michael is all.......... pg 18-19 . Finally she abandons him. Grusha loves Michael. She has to overcome a strong tide of opposition from the other servants before she rescues Michael. The groom tells her, Better put him down, I tell you. I d rather not think what d happen to anybody who was found with the baby. Pg 27 The older woman tells her, Grusha, you re a good soul, but you are not very bright, and you know it. I tell you, if he has plague he couldn t be more dangerous. Pg 27 . Grusha watches over Michael the whole night and by morning as the writer puts it, the seduction between Grusha and Michael i complete, .............till morning the seduction was complete.......she crept away, pg 29 . She also saves the child from being killed by several iron shirts. Just like a mother who loves her child, she makes several sacrifices. She is forced to buy him milk at an exorbitant price using her meagre weekly pay. She risks her life to save Michael by hitting a corporal with a wooden log and crosses over to the Northern Mountains using a broken bridge. She has to marry a dying man - Jussup- for Michael s sake and thus risks her engagement with Simon Shashava. The climax of Grusha s love for Michael is shown at the trial scene. Grusha defends for her love towards Michael by saying that she brought him up and that she married because of Michael. When Azdak, the judge, asks for Michael so that he can choose his true mother, Michael s love for Grusha is seen when he smiles at her."}
{"text": "The climax of Grusha s love for Michael is shown at the trial scene. Grusha defends for her love towards Michael by saying that she brought him up and that she married because of Michael. When Azdak, the judge, asks for Michael so that he can choose his true mother, Michael s love for Grusha is seen when he smiles at her. After drawing the Chalk Circle, Azdak orders the two women to pull the child out of the circle. Meanwhile, Grusha refuses to pull portraying her motherly love and finally she says, I brought him up! Shall I also tear him to bits? I can t. pg 98 As Grusha flees to the north, she comes across a bridge on the glacier. She is determined to cross but the merchants caution her against risking her life and that of Michael, The merchant woman tells her, But you can t take the child on that bridge. It s sure to break. And look! Pg 41 The next man warns her to think of the baby, I think of the baby. Risk your life not a child s pg 41 . This shows their love and compassion for Michael. The love relationship between Grusha and Simon is romantic. It is already sealed through an engagement. They exchange intimate words and inquire about each other s background. Simon removes a chain from his neck and tells Grusha, ...........my mother gave me this cross.....please wear it. Pg 22 . Grusha promises Simon that she would wait for him. She says, Simon Shashava.....it is just as it was. Pg 23 . Grusha is introduced to the idea of getting married to Jussup due to the illegitimacy of the child. However, deep within her, she loves Simon and wishes that the union would not last long so that she may re-unite with her fianc whom she thinks would willingly take care of Michael. This turns out to be true. True love unfolds when Simon testifies at the court that he is Michael s father. I am the father, your honour. Pg 93 . The climax of the sincere love for each other is portrayed when Grusha informs Simon that, Now I can tell you: I took him because on that Easter Sunday I got engaged to you. So he s a child of love. Michael, let s dance. Pg 99 ."}
{"text": "The climax of the sincere love for each other is portrayed when Grusha informs Simon that, Now I can tell you: I took him because on that Easter Sunday I got engaged to you. So he s a child of love. Michael, let s dance. Pg 99 . This she does after the judgement where she wins the child. When Grusha runs to the North and arrives at her brother s house, her brother sympathises with her and gives her a roof and even makes arrangements for her to get married to the dying man, Jussup. After the marriage, Jussup takes in both her and the child without asking questions, It is her compassion for Michael that makes her to agree to be married yet she is engaged to Simon. NEGLIGENCE OF DUTY IRRESPONSIBILITYNegligence refers to failure to give somebody or something enough care or attention. It also refers to failure to perform one s duty which impacts negatively on others. Georgi Abashwili is the Governor and therefore responsible for the welfare of those under him. Although he is rich, he has so many beggars from the gateway, holding up thin children, crutches and petitions. Although they have come for help, he does not attend to any. It is Easter and therefore one would expect he would be compassionate enough to listen to their grievances. They complain of taxes being high. One petitioner laments: The child is starving in my arms pg 14 . Although there is a servant collecting their grievances and another distributing coins from a purse, none of their petitions is attended to and eventually they are driven back with whips. Despite being in a high position and being responsible for the welfare of the people, we are surprised to learn that, he knows nothing about the approaching war and therefore no safety measures have been put in place. When asked about the war, he indicates lack of interest. The Governor has ignored the plight of his subjects. There are so many of them in the slums. To make matters worse he has decided to tear down the slums to make room for a garden for the East Wing he is about to construct. People are complaining of hunger, yet his child has two doctors, The two doctors are also irresponsible in that none wants to take responsibility over the discomfort of the child. They blame each other over luke warm bath water used to bath the child."}
{"text": "To make matters worse he has decided to tear down the slums to make room for a garden for the East Wing he is about to construct. People are complaining of hunger, yet his child has two doctors, The two doctors are also irresponsible in that none wants to take responsibility over the discomfort of the child. They blame each other over luke warm bath water used to bath the child. The governor is informed by his Adjutant that an injured young rider has come as a messenger from the capital, bringing him confidential papers. He neglects his responsibility to see him and after waiting in vain the messenger mutters a curse and leaves. We are not surprised when we learn that the plotting against the Governor by The Fat Prince happened in the capital therefore we can guess that the messenger comes to warn him. Eventually, the governor loses his life. It is strange that the Governor refuses to talk to the wounded Rider when he appears again but prefers to confer with the architects. The Adjutant says of him, The governor does not wish to receive military news before dinner- especially if it s depressing pg 19 . Because of his irresponsibility in choosing his priorities, he is caught unawares and is beheaded. That is why the singer laments over the blindness of the great who, ...........go their ways like gods....sure of hired fists. Trusting in their power. But long is not forever. Pg 20 It is the height of irresponsibility when Natella Abashwili takes her time choosing the dresses and shoes to carry. She finally leaves and forgets her child whom she had directed to be laid on the floor. She is busy rummaging through clothing when the Adjutant is busy pleading that they should run for their lives. She does not care about the many people she is exposing to danger by her delay, Maro, a servant, realizes that, only beasts can leave children behind. She says, They left it behind, the beasts pg 26 Lavrenti, Grusha s brother, is irresponsible and neglects her when he fails to look after her. He marries her off to a total stranger and a dying man it becomes a double tragedy when Jussup does not die and Grusha does not know what to do with a total stranger who is unaware of her plight and yet she cannot marry her lover Simon."}
{"text": "She does not care about the many people she is exposing to danger by her delay, Maro, a servant, realizes that, only beasts can leave children behind. She says, They left it behind, the beasts pg 26 Lavrenti, Grusha s brother, is irresponsible and neglects her when he fails to look after her. He marries her off to a total stranger and a dying man it becomes a double tragedy when Jussup does not die and Grusha does not know what to do with a total stranger who is unaware of her plight and yet she cannot marry her lover Simon. As an older brother of Grusha, Lavrenti fails in his responsibility to support her. The monk hired to officiate the wedding is irresponsible. He agrees to join a girl to a dying man. We are surprised that, the monk, a man who should be a role model is upholding morals in a society is called from a tavern. He is drunk. DECEIT, RELIGIOUSITY AND HYPOCRISYReligion refers to having or showing belief in and reverence for a deity on the other hand hypocrisy is deception by pretending to entertain on set of intentions while acting under the influence of another. In The Caucasian Chalk Circle cases of religious hypocrisy are common. Act one of the play begins with Governor Georgi Abashwili going for Easter mass. He is accompanied by his wife Natella, and Michael, their child. Although he would like to pass as a devoted Christian, his regime has oppressed the people it serves. As they enter the church, beggars and petitioners cry over all sorts of problems that bespeaks of a people who have been living in an oppressive regime. They lament, Mercy! Mercy, your Grace! The taxes are too high. I lost my leg in the Persian war....The child is starving in my arms....the water inspector takes bribes...... pg 14 As for the Fat Prince, hypocrisy reigns supreme. He attends church, wishes the Governor a happy Easter Sunday and bows before Michael. He tickles the child after commenting, I love a gay sky.....little Michael is a Governor from head to foot! Pg 15 . He also tells the governor there is good news after so much bad. This is total deception that he is loyal to the Governor s family. Plans to behead the Governor and end Michael s life are already in place."}
{"text": "He also tells the governor there is good news after so much bad. This is total deception that he is loyal to the Governor s family. Plans to behead the Governor and end Michael s life are already in place. While he directs the soldier to fasten the Governor s head in the middle, he displays his hypocrisy when he says, This morning at the church....Abashwili...I love a gay sky....prefer the lightning that comes out of a gay sky. Pg 28 The Monk who is supposed to be religiously inclined is portrayed as hypocritical. He presides over the wedding between Jussup and Grusha while drunk. He is found in the tavern perhaps taking alcohol by Grusha;s mother-in-law who threatens to expose him. He is also paid to do the same. Even when Jussup fails to take the vows and instead his mother does it on his behalf, he goes hiding and he has to be looked for by the mother-in-law. Being a religious person, his character should be beyond reproach. It smacks of religious hypocrisy for Jussup to go through the rigorous of a wedding, a much valued religious ceremony, yet he knows he is pretending to be a dying man. Grusha is hypocritical because she is not committed to the marriage as she does it for own expediency. The mourners are also hypocritical. They gobble down the cake without being seriously mournful. They seem to expectantly look forward to the death of Jussup. They are sincerely not sad, only greedily wolfing down the funeral cakes. Aniko pretends to have religious principles that she does not possess. In fact, her hypocritical nature is displayed in her meanness. Lavrenti says she is very sensitive, People need only mention our farm and she is worried. Pg 48 . Her servants seem to suffer under her as she shouts orders all over. The maid may not be well paid. She once goes to church with a hole in her stocking. Ever since, Aniko has worn two pairs of stockings in church. She is truly hypocritical, feigning to be concerned about Grusha yet she is not. She has false appearance as a devout woman. Lavrenti is afraid of her. He tells Grusha, You can t stay here long with the child. She id religious, you see. Pg 46 . Aniko id painted as really heartless."}
{"text": "He tells Grusha, You can t stay here long with the child. She id religious, you see. Pg 46 . Aniko id painted as really heartless. She is the exaggerated embodiment of certain aspects of religious opinions. Lavrenti is also hypocritical. He also makes Grusha who is honest to be dehumanized by leading her to engage in a fake wedding. He cannot stand up for his sister but sings to the whims of Aniko, You need a place to go......because of the child.....have a husband, so people won t talk.....can find you a husband. Pg 48 The mother-in-law is hypocritical. She deceives the mourners that Grusha is a bride to Jussup. She pretends that Grusha came from the city to find Jussup alive. The first woman confidentially seems to know Jussup is faking illess and near death to avoid conscription to the war. Another feels it would be a blessing if he does not suffer too long; so she wishes he dies especially now he is of no use as a farmer as the corn is ripe and there is no one to harvest. POLITICAL AND SOCIAL TURBULENCEBertolt Bretcht has profoundly raised the issue of political intolerance that has consequently resulted to social instability. The ruling class has no regard for the woes of the have- nots. Poor leadership has led to violence and suffering of both the nobles and the masses. First, we are presented with a desperate and deplorable Caucasian village due to war. It is described as war ravaged and is in ruins, That s where we stopped three Nazi tanks but the apple orchard was already destroyed......Our beautiful daily farm: a ruin. Pg 97 The number of villages have declined and people have relocated to other areas. We are told by a wounded soldier, Comrade, we haven t as many villages as we used to have. We haven t as many hands. Pg 8 The village has been ruined with almost everything being rationed. All pleasures have to be rationed. Tobacco is rationed and wine. Pg 8 People s normal lifestyle is affected as evident when the Goat Herding commune is forced to relocate on orders from the government. They fight to reclaim the land for they are not satisfied with their new grazing land. An old man comments, You can t live there."}
{"text": "Tobacco is rationed and wine. Pg 8 People s normal lifestyle is affected as evident when the Goat Herding commune is forced to relocate on orders from the government. They fight to reclaim the land for they are not satisfied with their new grazing land. An old man comments, You can t live there. It doesn t even smell of morning in the morning. Pg 8 Political intolerance has brought fear and insecurity. The girl Tractorist notes that plans to rehabilitate the disputed valley had been conceived during days and nights when they have to take cover in the mountains. She says, Often we hadn t even enough ammunition for our half-dozen rifles. We could hardly lay our hands on a pencil. Pg 10 The effects of political and social turbulences are not restricted to the Caucasian village only. From Arkadi s performance, we learnt that the war in Persia has spilled to the Grusinian people. Under the leadership of the Grand Duke and Governor Georgi Abashwili majority of the poor people have been rendered beggars. The Governor is confronted by many petitioners who are not comfortable in the state of affairs, The children are emaciated. Some people are in clutches while others have been crippled due to the war. They complain about the high taxes and bribery from senior people like the water inspector. The same people cannot win the governor s eye and soldiers cause further suffering when they lash at them with thick whips. The state of the poor is deplorable as evident when the Governor contemplates bringing down their slums in order to create room for his gardens. The political class especially the nobles have no regard to the masses. Michael-The Governor s heir and son- is served by two doctors, He is the apple of the Governor s eye. The governor is not perturbed by the suffering of the people. He is contemptuous even to the people who have to provide him with security briefs from the capital. A rider with confidential papers has to wait until the Governor attends the Easter Sunday service and the latter attends his visitors-architects- at dinner. It is this indifference that leads the princes to stage a coup and subsequently orders for his execution. The coup comes with numerous harrowing effects. The singer comments: when the house of a great one collapses many little ones are slain. Pg 20 . The servants panic and fear for their lives as illustrated when they ask, what about us?"}
{"text": "The coup comes with numerous harrowing effects. The singer comments: when the house of a great one collapses many little ones are slain. Pg 20 . The servants panic and fear for their lives as illustrated when they ask, what about us? We ll be slaughtered like chickens. As always. ...... There is bloodshed in the city, they say? Pg 21 Coup results to people being internally displaced as seen when the Grand Duke flees and seeks refuge at Azdak s place. The Governor s wife is also relocated to safer grounds while Grusha disappears to the Northern Mountains to protect Michael whom the soldiers desperately want to kill. Political instability has bred inhuman and sadistic characters. The soldiers who behead the governor also fasten his head on the wall with nails. Moral conscience is lost among people like the old man who cannot sympathize with Michael. Grusha has to plead to get milk for the baby. He tells her, milk? We have no milk. The soldiers from the city have our goats. Go to the soldiers if you want milk. Pg 31 Grusha is forced to pay two piasters for a drop. The peasant woman whom Grusha thinks will hide the baby from the Iron shirts betrays her by denouncing Michael. She tells the soldiers, Soldier, I didn t know a thing about it. Please don t burn the roof over our heads.....I had nothing to do with it. She left it on my doorstep. Pg 38 The fabric that holds the society together has therefore been dismantled by political instability. ANTAGONISM CONFLICTS DISPUTESA conflict is a disagreement that arises when two or more parties dispute or fail to agree. The Caucasian Chalk Circle addresses a number of these disputes. In the prologue there is a conflict between two land owners over the valley-The Goat Herders Collective Farm and the Fruit Growing Commune. They are arguing over the ownership and usage of the valley. The Goat Herders claim they are the original owners of the valley but have been forced to flee by the government because of war. They have come back because the land they have relocated to is not favourable for their goats. Unfortunately the Fruit Growers have laid elaborate plans for the valley which they will irrigate. They purpose to establish fruit and vine orchards. The delegate from Tiflis helps settle the difference between the two communes."}
{"text": "Unfortunately the Fruit Growers have laid elaborate plans for the valley which they will irrigate. They purpose to establish fruit and vine orchards. The delegate from Tiflis helps settle the difference between the two communes. There is a conflict between the princes and the Grand Duke. The princess want to take over power and leadership from the Duke and his Governors. The conflict leads to staging of a coup where the Grand Duke is exiled and the Governor of Nuka-George Abashwili- is beheaded. The judge of the Supreme Court is hanged and Azdak made the judge. There is conflict between Grusha-Governor s kitchen maid- and Natella Abashwili. They both claim motherhood rights to Michael. Natella claims that she is the biological mother while Grusha claims right over the child since she picked him and nurtured him for two years. The mother claims him out of greed for property. The conflict id resolved by judge Azdak who draws a circle round the child and asks the two to pull the child from the circle. Grusha hesitates twice and the judge rules in her favour. Another conflict develops between Grusha and Jussup. When Grusha gets to her brother s home in the Northern Mountains, Lavrenti- her brother schemes to have her married to a dying man ironically it turns out that Jussup has all along feigned illness to evade war and when news breaks out that the war is over he recovers and Grusha is horrified. She had engaged herself to Simon Shashava and cannot imagine cheating on him. Jussup complains that she is not fulfilling her matrimonial duties. He argues, Can t the peasant do it herself? Get the brush.....you are my wife and you re not my wife......God has given you sex.. pg 56-57 . The dispute is settled when Azdak gives Grusha a divorce and then she is free to marry Simon. There is conflict between Grusha and Simon when the latter returns from war and finds her at the river washing lines. When he sees Michael, he thinks that she has been unfaithful to him. He gets emotional and walks away. He later on realizes that the baby belonged to Natella. He comes to help her acquire the child during the famous chalk circle. He even lies that he is the father to Michael."}
{"text": "He later on realizes that the baby belonged to Natella. He comes to help her acquire the child during the famous chalk circle. He even lies that he is the father to Michael. Other examples of conflict are between:Azdak and ShauwaAzdak and landownersThe monk and Jussup s motherGrusha and the corporalSELF-SACRIFICE AND SELFLESSNESSThis is the act of giving up what one has or wants so that other people can have what they need. It is acting with less concern for yourself than for the welfare or success of others. One cares more about the needs and happiness of other people than their own. Grusha is the best example. When the governor s wife and her personal servant forget Michael, Grusha takes care of him. Other servants advise her to abandon the child for her own good. One old woman tells her, Grusha you re a good soul, but you are not very bright and you know it. Pg 27 Grusha tries to leave Michael but realizes she cannot. The singer tells us that after looking at the baby, Grusha hears as if it is telling her, woman it said, Help me pg 28 Despite the danger in town, Grusha watches over the baby the whole night and the next day takes him with her. On the way she has to buy the baby milk. When the old man sells to her the milk so expensively, she decides not to buy, but on realizing the baby needs it so badly and the journey is long she goes back and buys the milk. The baby s weight weighs on her back but she moves on. She decides to save the baby from starving by leaving it outside the door of a Fat peasant woman. She tells Michael, The peasant woman is kind, and can t you just smell milk pg 34 She hides behind the tree and observes the woman carry the baby into the house. She risks her life when she hits the corporal to save the baby. Again looking round in despair, she sees a log of wood, seizes it, and hits the corporal over the head from behind pg 39 . It is during her escape that she decides to adopt the baby. Grusha risks both their lives on order to get away from the Iron shirt. This is when she reaches Janga-Tau Glacier."}
{"text": "It is during her escape that she decides to adopt the baby. Grusha risks both their lives on order to get away from the Iron shirt. This is when she reaches Janga-Tau Glacier. No amount of warning can stop her and she crosses the dangerous bridge after turning the offer by the merchant woman to hide the baby for her. I won t, we belong together.....live together, die together. Pg 41 Grusha has to bear the discomfort of her brother s home. She makes another sacrifice as she has to live with a hard to please sister-in law. To survive she has to be crafty. She tells Michael they have to be As small as cockroaches.. the sister-in-law will forget we are in the house. Pg 47 Grusha, who is alredy engaged to Simon and has promised to await his return ends up getting married to a dying man Jussup-to make Michael have a legitimate father. This is another sacrifice that she makes. She endangers her life by following the Ironshirts who have taken Michael. She is a wanted person for having attacked and injured a corporal. What matters to her is Michael. She goes through the court procedure for Michael. It is out of her self-sacrifice that eventually Grusha wins the case. Other characters that make sacrifices for the welfare of other people are;Lavrenti who tries as much as he could to ensure that Grusha is comfortable in his house.. Simon commitment to Grusha calls for sacrifice. He has been away for two years and remained loyal to her. Simon s big sacrifice to accompany the Governor s wife as her guard to Tiflis. Shalva the adjutant makes sacrifices when her helps Natella escape during the coup. He remains loyal to the governor s family despite the risks as the public has turned against the authority. SOCIAL CLASS INEQUALITYThere is existence of social classes in the society described in the Caucasian Chalk Circle. There is unfair difference between groups of people in this society. Some are wealthier than others and enjoy a high status or opportunities as opposed to others. The diverse lifestyle enjoyed by the governor and his family is in contrast to the object poverty the lowly citizen has to endure."}
{"text": "There is unfair difference between groups of people in this society. Some are wealthier than others and enjoy a high status or opportunities as opposed to others. The diverse lifestyle enjoyed by the governor and his family is in contrast to the object poverty the lowly citizen has to endure. Georgi Abashwili is rich as Croesus pg 13 had a healthy baby ...so many horses in his stable pg 13-14 In sharp contrast so many beggars in his door step so many petitioners his courtyard.....He enjoyed his life pg 14 The governor and his beautiful wife go to church guarded by extremely many soldiers who are at his service. Beggars and petitioners pour from the church gateway with complains. They display thin children to the governor, others hold up crutches and petitions. They are a pitiful sight. The social difference is due to the poor governance. The governor s family is expensively dressed. Natella derides the poor, For instance on page 18 she says It s impossible to live in such a slum.... When she enters the court, she is relieved that there are no common people: I can t stand their smell. It always gives me a migraine. Pg 88 From the onset, she dislikes Azdak and on pg 89 she says, I disliked that man from the moment I saw him Natella s behaviour is characterized by false pride and an exaggerated sense of self-importance. She does not have time for the poor beggars and her servants and only identifies herself. Her contempt for the poor is seen in the court when he sees Michael and laments that he is in rags. The class of people conscripted to fight the Persian war have been maimed, yet they have not been compensated. The down trodden have suffered injustice while they are innocent, My brother is innocent, your Grace misunderstanding -worse still they suffer from hunger. BETRAYALTo betray is to hurt people who trust you especially by not being loyal or faithful to them. When the governor is being arrested, the iron shirts of the place guard who are supposed to guard the governor refuse to obey. They stare coldly and indifferently at the Adjutant and refuse to obey him when he commands them. The doctors betray the Abashwili family immediately they realize the governor has been arrested."}
{"text": "When the governor is being arrested, the iron shirts of the place guard who are supposed to guard the governor refuse to obey. They stare coldly and indifferently at the Adjutant and refuse to obey him when he commands them. The doctors betray the Abashwili family immediately they realize the governor has been arrested. Pg 21 on that little brat s account The Fat Prince is with the Governor at the church and even wishes him a happy Easter, yet he is the one who leads the iron shirts in arresting the Governor. Grusha is betrayed by the peasant woman whom she had trusted not to reveal presence of the child. She is also betrayed by her brother. She has been asked by Simon where she would hide and she confidently says she would run to her brother in the Northern Mountains. When she arrives there, her brother cannot host her with the child because he says his wife is religious and cannot host her. Instead of being given a warm welcome, Grusha stays like a fugitive in her brother s house. In order to get her out of his house he gets her a dying husband and when he resurrects she finds herself with a husband she does not love. Jussup betrays his fellow young men, the government and his mother when he pretends to be seriously sick so that he doesn t get drafted to war. Simon feels betrayed by Grusha as she has promised to wait until he returns after giving company to Natella and guarding her on the way to the loyal guards. When he comes, she is apparently married and has a child. He does not know the circumstances that lead her to get married or the nature of the marriage. He feels so betrayed that he cannot even get his cross back but directs Grusha to throw it into the stream. Natella betrays her own child and her husband when she escapes leaving Michael in the courtyard. She orders a servant to put down the child in order for the servant to run for her little saffron coloured boots to match with a green dress. The baby is left behind. JUSTICE. In Caucasian Chalk Circle the writer explores on the beauty of fair and reasonable treatment of people. Through the legal system used to punish people is not perfect the people who have committed crimes are somehow brought to justice. Justice is a fundamental thematic concern in the prologue. The meeting between the Goat Herders and the Fruit Growers is meant to determine which people deserve to own the valley."}
{"text": "Through the legal system used to punish people is not perfect the people who have committed crimes are somehow brought to justice. Justice is a fundamental thematic concern in the prologue. The meeting between the Goat Herders and the Fruit Growers is meant to determine which people deserve to own the valley. The Goat Herders who formerly owned the land had vacated at the approach of Hitler s armies. Their intended resettlement encounters opposition from Collective Fruit Farmers. With their delegates they sit in a circle signalling their determination to negotiate between themselves in order to reach a fair and reasonable decision without perverting the cause of justice. A delegate from Tiflis presides over the case. Both sides present their arguments as to the reason why they are deserving owners of the valley. They arrive at a consensus through the voice of reason rather that by the rule of law. The petitioners and beggars bitterly cry for justice. The governor demurs to heed to their pitiable calls for fair treatment. However, reason does not prevail; the soldiers are guilty of abstracting justice by lashing at the pitiful petitioners. They are heavily taxed and expect the water inspector who takes bribes to be brought to justice. Due to the injustice the people suffer, they are somehow rewarded when the Fat Princes and soldiers plan a coup d tat. The grand Duke and hid governors are overthrown. Although the legal system use to punish people like the Governor and the Fat prince is crude, the people engage in administering justice are convicted that they are justified to put the criminals to the gallows for their heinous crimes. The singer voices the importance of acceptable and appropriate handling of fellow human beings. Although Azdak is a criminal, he argues that he should not be arrested for stealing only a rabbit. He expresses the opinion that Shauwa is a worse criminal for catching people and will be judged by God. Later Azdak denounced himself for committing an unpardonable crime of ignorantly letting the Grand Duke escape. He persuades Shauwa to chain him and take him to be judged in Nuka. He begs to be shred to pieces because he is conscience-stricken. This way justice will prevail. Azdak dispenses justice although not in a fastidious or meticulous manner. It is justice in his own fashion. He harbours a soft heart for the vulnerable and down trodden. He encounters no restrictions of the statute book which he seats on instead of making reference to it."}
{"text": "It is justice in his own fashion. He harbours a soft heart for the vulnerable and down trodden. He encounters no restrictions of the statute book which he seats on instead of making reference to it. The period of his judging is described as a brief golden age, almost an age of justice. Pg 99 . However, he does not acquaint himself with the legal system of the statute book. He carries not, the professional demeanour of a judge. He presides over a number of cases some are handled simultaneously; Most of the accused are acquitted though proved guilty. The plaintiffs are condemned and fined. Azdak rules in favour of the doctor who is guilty of professional negligence. Azdak turns justice upside down to the relief of the vulnerable. His ruling is controversial. He declares to the Doctor; you have perpetrated an unpardonable error in the practice of your profession; you are acquitted. Pg 77 Ludovica is accused of committing an intentional assault yet she is the victim of rape by the stable man who is not sentenced. He acquits the old woman guilty of theft and drinks with the thief, bandit Irakli whom he addresses as pious man. He offers to sit on the floor and offers the judge s chair to the old woman. Shauwa s official designation is prosecutor, however he doubles up as a sweeper. This displays lack of seriousness in court. Sometimes the judge s chair is carried to the tavern where Azdak carries judgement while drinking wine. The singer comments Azdak broke rules to save them pg 82 . He renders verdict to save the poor The poor and the lowly. He dispenses justice in his fashion. When the landowners take law into their hands to get revenge for not getting justice from Azdak, it is his previous human treatment of the Duke that saves him from the gallows. Justices prevails to favour Azdak who is reappointed judge by the order and authority of the Grand Duke who has returned. This dramatic turn of events offers more room for Azdak to preside over other cases such as the famous Chalk Circle. The writer uses Grusha as a vehicle of justice. She fearlessly condemns Azdak for being corrupt. Azdak asks her, You want justice, but do not want to pay for it. Pg 94 ."}
{"text": "The writer uses Grusha as a vehicle of justice. She fearlessly condemns Azdak for being corrupt. Azdak asks her, You want justice, but do not want to pay for it. Pg 94 . Grusha comments sarcastically, A fine kind of justice pg 94 I d tell you what I think of your justice, you drunken onion! Pg 95 . Grusha is rewarded for her human nature. CHARACTER AND CHARACTERIZATIONA character is a person who takes part in the actions of a work of art. GRUSHA VASHNADZEShe is a kitchen maid in the governor s palace. She is a fianc to Simon Shashava and a sister to Lavrenti Vashnadze. She is the heroine in the play. She rescues Michael who is abandoned by her fleeing mother, Natella after the coup. To survive she makes several sacrifices and choices she stays with him for two years. She is described as;Loving Caring ConcernedShe is concerned about Simon s fate when he is delegated to be Natella s Abashwili s guard after the coup. She says, Isn t it dangerous to go with her. You are a man Simon Shashava what has that woman got to do with you pg 22 She is concerned about the plight of the Governor she asks What have they done with the governor pg 26 When Michael is left behind by his mother Natella. She picks him up to spare him from being killed by the soldiers who are looking for him. She does this despite the fact that other servants at the palace dissuade her to do so pg 27 . She has lain down all her life for the welfare of Michael. Courageous Bold Daring BraveHer courage has been motivated by her will to defend Michael. She is not afraid even at the law courts. When told by judge Azdak that she would be fined ten piasters for contempt of court she responds, Even if it was thirty, I d tell you what I think of your justice, you drunken onion pg 95 She hits the corporal until he collapses and gets a chance to flee with the child. In a daring move, she crossses the broken bridge despite the impending danger and risks."}
{"text": "She is not afraid even at the law courts. When told by judge Azdak that she would be fined ten piasters for contempt of court she responds, Even if it was thirty, I d tell you what I think of your justice, you drunken onion pg 95 She hits the corporal until he collapses and gets a chance to flee with the child. In a daring move, she crossses the broken bridge despite the impending danger and risks. In the court room, she confronts the Governor s wife and says, You want to hand the child over to her, she wouldn t even know how to keep it dry. She is so refined. Pg 94 Grusha knows how to fight for her rights. MotherlyShe is more motherly to Michael than his biological mother. When people run to save their lives and forget the baby she sits with the child all through the night until dawn. Then she takes him away. She suckled Michael just like a mother, and realizing that he is not suckling anymore, she goes to the peasant and tells him, The baby must be fed pg 32 At the trial scene, Grusha cannot bring herself to pull Michael from the chalk circle. When asked why she is not participating she says, I brought him up! Shall I also tear him up to bits? I can t pg 98 This test makes judge Azdak choose the mother who is motherly. Grusha adopts Michael bringing out her deeper feelings as a mother would do. She says Since no one else will take you son....we ll see it through together. Pg 39 She does several selfless actions for the sake of Michael. First, she gives up her money for the child, paying two piasters for milk then goes back to save Michael after leaving him with the peasant woman. She even gets married breaking her promise to Simon."}
{"text": "She says Since no one else will take you son....we ll see it through together. Pg 39 She does several selfless actions for the sake of Michael. First, she gives up her money for the child, paying two piasters for milk then goes back to save Michael after leaving him with the peasant woman. She even gets married breaking her promise to Simon. D Defensive AbusiveWhen the governor s wife remarks that Michael is in rags and He must have been in a pigsty pg 97 Grusha retorts, I m not a pig but there are some who are! In the court room when Azdak initially fines her ten piasters for contempt of court, she refers to him as a drunken onion pg 55 E Determined ResoluteShe is determined to keep Michael that when the corporal goes to take a look at Michael, she seizes a log and hits him in the head with it, knocking him down. Her determination is also exemplified when she succeeds in getting across the broken bridge thus risking her life and Michaels. At the court when she is asked by judge Azdak if she would want Michael to go back to her mother so that he can be rich and powerful she says, I won t give him up. I have raised him and he knows me. Pg 17 F PossessiveWhen asked by a cook why she must hold on to the baby at any price when the baby isn t hers she says, He s mine. I brought him up pg 87 G AppreciativeWhen Simon offers to help her by swearing that the child is his, she says to Simon, Thank You pg 87 H ObedientShe has to miss the Easter Sunday Service to attend to the master. I was dressed to go but they needed another gooses for the banquet. AZDAKInitially he is a village recorder clerk but after he is accidentally chosen to be the judge by the iron shirts. He represents the voice of reason and social justice as he takes from the rich and gives to the poor. He is in charge of determining who the mother will be in the chalk circle. During his initial appearance in stage he is in rags an indication that, he lives in abject poverty."}
{"text": "He represents the voice of reason and social justice as he takes from the rich and gives to the poor. He is in charge of determining who the mother will be in the chalk circle. During his initial appearance in stage he is in rags an indication that, he lives in abject poverty. Since he is the village recorder economic hardships triggered by an oppressive and unstable government must have contributed to his degradation. He is a dynamic character who despite his many faults one cannot fail to admire him. Azdak can be described as:-Intelligent wise skilful knowledgeableHe has firsthand knowledge about political affairs in Persia. He narrates to the iron shirts about the political turbulence in the country, when consulted by the iron shirts about installation of a new judge; he portrays himself as intelligently reasonable and sensible. He proposes that the judge to be appointed should be vetted. Tested to the marrow pg 71 He skilfully sings the song of injustice in Persia in which he is used as a vehicle to highlight evils such as inhumanity, injustice, corruption, economic devastation and poverty. In the play within a play, he intelligently imitates the Grand Duke s accent. His defence is quite impressive. He displays knowledge about how the princes were corrupt and did not lose war because that corruptly made money out of it. War lost but not for the princes. Princes won their war. Got 3,863,000 piasters for horses not delivered, 8,240, 000 piasters for food supplies not produced pg 74 The skilful and intelligent way in which he puts up his defence makes him he installed as the judge. As a judge he disguises his intentions well. He asks for payment from the prosecutors and Grusha. As the prosecutors are able to pay him well, they smile with relief thinking that he would be on their side, He seems to be hard on Grusha especially when he says he wants to be told the truth and especially when he tells her, we ll make it short and not listen to any more lies to Grusha especially not yours pg 93 We are surprised when he later rules the case in her favour. He is able to exchange a dialogue using proverbs with Simon to further his argument."}
{"text": "He asks for payment from the prosecutors and Grusha. As the prosecutors are able to pay him well, they smile with relief thinking that he would be on their side, He seems to be hard on Grusha especially when he says he wants to be told the truth and especially when he tells her, we ll make it short and not listen to any more lies to Grusha especially not yours pg 93 We are surprised when he later rules the case in her favour. He is able to exchange a dialogue using proverbs with Simon to further his argument. When Simon implies that, since he has been given work by the ruling class he thinks he is of the same class, he answers Better a treasure in manure than a stone in a mountain stream pg 94 . He means although the nobility are corrupt, they are providing him with a means of livelihood, rather than when he would be starving with the morally upright people. The idea of the chalk circle is a sign of intelligence on Azdak part as it finally proves that motherhood is not just the biological process but also the emotional attachment one has towards the child. Hospitable Accommodative welcomingHe accommodates an old man in his hut, who turns out to be the Grand Duke. Although he is in rags his generosity is seen when he offers a stranger cheese and a place to sleep. Considerate Judicious SensibleHe listens to both sides giving them chances to explain their side of the story. After the first lawyer has presented his case, Azdak asks Grusha: What is your answer to all this and anything else the lawyer might have to say pg 91 When she just answers that the child is hers, he asks, Is that all? I hope you can prove it. Why should I assign the child to you in any case. Pg 91 He is sensible when he refuses to divorce a couple who have been married for the last forty years but wants to get divorce simply because they don t like each other. Justice is done when the circle is drawn and the mothers are asked to pull the child out of it."}
{"text": "I hope you can prove it. Why should I assign the child to you in any case. Pg 91 He is sensible when he refuses to divorce a couple who have been married for the last forty years but wants to get divorce simply because they don t like each other. Justice is done when the circle is drawn and the mothers are asked to pull the child out of it. Cautious suspicious discerningHe is wary of the way the old beggar behaves and he discerns that the beggar may actually be disguised do not lick your chops like a Grand Duke.......watching you gives me the most awful ideas.....flogger. Pg 64 When the old man offers to give some hundred thousand piasters, he cannot trust him when he says he does not have the money with him. He handles his guest and the people he interacts with a lot of caution. He does trust the old man, ....In short I don t trust you. Pg 66 Remorseful contriteHe suffers from guilt conscience and reproachfully denounces himself when he realizes that he had harboured and let the Grand Duke escape. In the name of justice, I ask to be severely judged in public trial. I m contemptible, I am a traitor! A branded criminal. Pg 66 His conscience also pricks him for having treated people injudiciously. I ll have to pay for it. I let the.....and ....outs get away with murder. I ll have to pay for it.... pg 84 HumorousHe makes a joke in court when it is explained that Grusha is engaged to Simon yet is married to a peasant in the mountain village. He asks whether she did so because Simon was not good in bed. Abusive disrespectful insolentHe insults the old beggar when he discovers that he is not a beggar ......walking swindler! Peasant flogger and a leech. He tells the old beggar I couldn t hand over a bedbug to that animal pg 65 referring to Shauwa. He insults the iron shirts who have been beating him. He addresses then as dogs living in the dog world. Pg 89 Viii Corrupt unscrupulous undisciplinedHe is overly corrupt."}
{"text": "He insults the iron shirts who have been beating him. He addresses then as dogs living in the dog world. Pg 89 Viii Corrupt unscrupulous undisciplinedHe is overly corrupt. Before he presides over any case he solicits for a bribe when he says, I accept on pg 77 the singer tells us that he is crooked. The way he handles the court cases leaves a lot to be desired. He sits in the judge s chair peeling an apple. He seems overwhelmed by the number of cases he has to handle and so he decides to handle two cases simultaneously. He sometimes presides over serious cases out of the court where the judge s chair has to be carried. He enters from the caravansary.......carried pg 77 He presides over another case in the tavern while drinking wine. Instead of referring to the statute book, he sits on itHe sits on the floor and does some personal grooming in the courtroom. Azdak sits on the floor shaving...... pg 83 There isn t a standard way of charging clients and it seems all are charged differently. Grusha is first fined ten, then twenty, then thirty and finally forty. ImmoralOn page 93 while addressing Grusha he says, Is he no good in bed? Tell the truth this is in reference to Simon. In the court, he admonishes Grusha for not, making eye.....and wiggling her backside a little to keep him.....in good temper. Pg 95 GEORGI ABASHWILIHe is the governor of the Grusinian people, Natella s husband and Michael s father. He is beheaded on Easter Sunday after his brother the Fat Prince successfully stages a coup. He is described as;Irresponsible inhuman insensitiveHe lacks commitment to the people he is serving. He uses his position to mistreat the poor and the less fortunate in the city of Nuka. The deplorable nature of the beggars and petitioners shows that they have been neglected and are living in abject poverty. He is not interested in the state of war. He ignores a messenger rider from the capital who comes with confidential papers. He will not attend to this matter until after the service."}
{"text": "He is not interested in the state of war. He ignores a messenger rider from the capital who comes with confidential papers. He will not attend to this matter until after the service. This annoys the rider who, .....turns sharply round and, muttering a curse goes off pg 66 Hypocritical selfish self-centredHe appears to be more interested in the Easter Sunday service than the people he serves. Christian values dictates that the weak and poor should be considered yet he ignores the many beggars and petitioners who flock the gateway. He is more concerned about his personal interests. He intends to bring down the slums to pave way for his garden. He engages two doctors to take care of his son yet the beggar s children are thin, with scarcely anything to eat. He has accumulated so much wealth around him that the singer compares his richness to Croesus a king of Lydia who was known for his riches His contempt for the poor masses is telling, when he ignores them as he enters the church. LovingHe refers to his son as the apple of his eye. Two doctors are responsible for him. He is ready to build a whole wing which makes his wife Natella jealous of their son. NATELLA ABASHWILIShe is the wife to Governor Abashwili and biological mother to Michael. When the coup takes place, she leaves behind her child and later, she tries to reclaim him back from Grusha, the lady who salvaged him. She is portrayed as;Materialistic greedyShe is so much concerned with earthly things and wealth that she even forgets her child when she is fleeing. She cannot imagine leaving behind her personal possessions such as dresses. This is done oblivious of the danger she is exposing herself and the servants to. I ve got to take this silver dress-it cost a thousand piasters...the wine coloured one? Pg 25 She desperately rummages into the trunks looking for her most valuable essentials. She cannot even dream of escaping on a horse back despite prevailing danger. Such nonsense! I wouldn t dream of going on horseback! Pg 25 Contemptuous Vain proud self-centredHer behaviour is characterised by false pride and an exaggerated sense of self-importance. She does not have time for beggars and her servants. She only identifies herself with people of class."}
{"text": "I wouldn t dream of going on horseback! Pg 25 Contemptuous Vain proud self-centredHer behaviour is characterised by false pride and an exaggerated sense of self-importance. She does not have time for beggars and her servants. She only identifies herself with people of class. She insults a young woman who already assured her that no harm has come to her dress. Nothing in your head, but making eyes at Shalva....I ll kill you, you bitch. She beats up the young woman. Pg 24 She is offensive by nature. She lacks respect for human beings. She refers to Azdak as a creature. What sort of a creature is that Shalva pg 85 she comments that Michael must have been in pigsty because he is dressed in rags. When she enters the courtroom, she sighs with relief that there is no common man around. She says she cannot stand their smell as it always gives her migraine. She looks at Grusha and asks contemptuously, Is that the creature pg 88 Careless irresponsibleShe orders the woman holding Michael, Natella s own son to put him down so that she can get her little saffron coloured boots from the bedroom. She is not interested in the child. No wonder the child is left behind as she flees. Pretentious HypocriticalThe first lawyer cautions her against speaking disrespectfully about people until they have another judge, she retorts, But I didn t say anything.....I love the people with their simple straight forward minds. It s only that their smell brings on my migraine pg 92 At the courtroom, she pretends that she is very affected by the loss of her child. She describes her loss as, A most cruel fate, sir, forces me to describe to you the fortunes of a bereaved mother s soul, the anxiety, the sleepless nights the....... pg 92 WickedWhen Azdak is lifted up and dragged under the noose. The governor s wife claps her hands hysterically and comments, I disliked that man from the moment I first saw him. Pg 89 SHAUWAHe is a policeman and a guard that accompanies Azdak to Nuka on request to a court trial. He doubles up as a prosecutor and a sweeper in court during Azdak s term as judge."}
{"text": "She describes her loss as, A most cruel fate, sir, forces me to describe to you the fortunes of a bereaved mother s soul, the anxiety, the sleepless nights the....... pg 92 WickedWhen Azdak is lifted up and dragged under the noose. The governor s wife claps her hands hysterically and comments, I disliked that man from the moment I first saw him. Pg 89 SHAUWAHe is a policeman and a guard that accompanies Azdak to Nuka on request to a court trial. He doubles up as a prosecutor and a sweeper in court during Azdak s term as judge. He can be described as;Compromising tolerant patientHe does not arrest Azdak for his criminal activity of stealing rabbits. Instead he tries to reason with him, ....When prince s rabbits are stolen......I m a policeman ....should I do with the offending party pg 65 . Although Azdak remains stubborn and unwilling to change his behaviour Shauwa is tolerant and patient with this. He tells him, You caught another rabbit....you d promised me it wouldn t happen again. Azdak claims the rabbit should be exterminated. He is oblivious of the tricky circumstance he places Shauwa in. The latter is tolerant and persuasive instead, Azdak don t be hard on me. I ll lose my job if I don t arrest you. I know you re a good heart pg 65 . Shauwa is a policeman with power to arrest Azdak but instead Azdak incriminates him and orders him to go home and repent which Shauwa does. Obedient Submissive AccommodatingHe cooperates with Azdak who request him to take him to Nuka. He is forced to walk half the night with Azdak to clear the whole thing all by threat. All Shauwa says is, That wasn t nice of you Azdak pg 66 He takes orders from Azdak even in the circumstances when he has the right to rebel. Azdak shouts at him, shut your mouth Shauwa, shauwa does not respond to this angry outburst. Pg 67 He obediently agrees to tell the iron shirts how Azdak had shouted at shoemaker street when ordered to by Azdak."}
{"text": "All Shauwa says is, That wasn t nice of you Azdak pg 66 He takes orders from Azdak even in the circumstances when he has the right to rebel. Azdak shouts at him, shut your mouth Shauwa, shauwa does not respond to this angry outburst. Pg 67 He obediently agrees to tell the iron shirts how Azdak had shouted at shoemaker street when ordered to by Azdak. They confronted him in butcher street...Shoemaker Street. That s all pg 67 He is ordered by Azdak to sing with him as he holds the rope around Azdak. He sings. Agreeable ResponsibleHe appears to be a pleasant person, quite easy to get along with. During the reign of Azdak as judge, he takes responsibility of the difficult duties as being prosecutor and at the same time sweeping and serving Azdak like a servant. He reports to Azdak and does what he is ordered to do. Public prosecutor drop your knife pg 78 Shauwa obeys. Shauwa reports all the cases to Azdak without influencing him and showing any bias. He serves Azdak wine in the tavern. Shauwa brings him wine pg 79 sometimes he reports the cases while sweeping busy sweeping Blackmail pg 76 Caring ConcernedWhen the Grand Duke returns and Azdak is scared that he will face the consequences of his actions, Shauwa warns him when he presumes there is danger someone s coming pg 84 SIMON SHASHAVAHe is a soldier of the palace guard who remains at the door when the Governor and his family enter the Church. He is ordered to accompany the governor s wife, Natella Abashwili as her guard. He is Grusha s betrothedHe is portrayed as:Loyal obedientHe accepts to accompany the Governor s wife as her guard to Tiflis. He takes up the responsibility despite the risks involved in being identified with the Governor s family. Grusha warns him, isn t it dangerous to go with her pg 21 When ordered by the Adjutant to move, he stands attention and goes off. Inquisitive CuriousIn his encounter with Grusha, he asks ceaseless questions."}
{"text": "He takes up the responsibility despite the risks involved in being identified with the Governor s family. Grusha warns him, isn t it dangerous to go with her pg 21 When ordered by the Adjutant to move, he stands attention and goes off. Inquisitive CuriousIn his encounter with Grusha, he asks ceaseless questions. May I ask if the young lady still has parents -My second question is this, - is the young lady as healthy as a fish in water. When he comes back from the war and finds Grusha by the river, he wants to know whether she is sill faithful to him and whether the child is hers. FaithfulFor the two years he is away for war, he remains faithful to Grusha. This explains why he is eager to know the relationship between Michael and Grusha. To show his commitment to Grusha he offers to assist her in the case and even says that Michael is his. HumorousHis conversation with Grusha on Pg 17-18 is full of humour. A goose He feigns suspicion I d like to see that goose. I only went for a fish. Loving concerned responsibleWhen he returns from war, he goes to look for Grusha at the Northern Mountains. He asks her How are things here? Was the winter bearable? When the Governor is toppled and killed he comes to look for Grusha: Grusha! There you are at last! What are you going to do? Pg 21 When he is delegated to accompany Natella by the Adjutant and Grusha complains. He answers That woman has nothing to do with me. I have my orders and I go pg 22 He cares about the welfare of Grusha when he acquires about the parents, whether she is healthy and if she is impatient. He gives Grusha a silver chain to cement their relationship. He is always there for her. Impatient Hot temperedHe does not take time to listen to Grusha s explanation that she has been faithful to him. To him she is married and has a son. He tells her, Give me back the cross I gave you."}
{"text": "Impatient Hot temperedHe does not take time to listen to Grusha s explanation that she has been faithful to him. To him she is married and has a son. He tells her, Give me back the cross I gave you. Better still throw it in the stream. Pg 61 Wise PrudentHe makes use of several proverbs in answer to Azdak A fine day, lets go fishing said the angler to the warm pg 94 A well can t be filled with dew, they say pg 90 AppreciativeWhen he realizes that Azdak has granted Grusha divorce, he is so grateful that he tells the judge that forty piasters are cheap when one considers what he has gained. Cheap at your price, your honour. And many thanks. LAVRENTI VASHNADZEHe is Grusha s brother and husband to Aniko. When Grusha flees to the mountains, he accommodates her and makes arrangement for her to get married to the dying man -Jussup. He is potrayed as;Fearful cowardly timidThe manner in which he quietly and quickly inquires from Grusha whether there is a father to the child indicates that he is fearful. He is intimidated by his wife. Due to this Lavrenti anxiously says that they must think something up. He fears that the priest had questioned Grusha about the child and only gets relieved to hear that Grusha did not tell him anything. He is fearful of the people who are already gossiping about the illegitimate child. Due to the fear of his wife and people he organizes for a fake marriage for Grusha so that people won t talk. So people won t talk pg 49 The singer comments, The cowardly brother.......giver of shelter pg 47 Hospital welcomingWhen Grusha flees to the mountains and finally lands at his home, he welcomes her cordially despite the initial fears he has on how his wife will react. Deceitful dishonest untrustworthy untruthfulHe lies to Aniko that Grusha is on her way to her husband and Grusha says she got married to a man on the other side of the mountain. He plans to steal Aniko s milk money to use it for Grusha s wedding."}
{"text": "So people won t talk pg 49 The singer comments, The cowardly brother.......giver of shelter pg 47 Hospital welcomingWhen Grusha flees to the mountains and finally lands at his home, he welcomes her cordially despite the initial fears he has on how his wife will react. Deceitful dishonest untrustworthy untruthfulHe lies to Aniko that Grusha is on her way to her husband and Grusha says she got married to a man on the other side of the mountain. He plans to steal Aniko s milk money to use it for Grusha s wedding. To cover up his wife s weaknesses, he purports she is sensitive and religious. Crafty cunning schemingIn order to get rid of Grusha, he plans for her marriage with a dying man. He does this secretly without informing his wife. He wants to ensure that they do not suffer shame so he makes people believe that Grusha actually had a husband on the other side of the mountain. People mustn t know anything pg 47 . He organizes the marriage without consulting Grusha initially, only to inform her later about the arrangement. He hides the baby from the monk and only brings out the baby when the ceremony is over for he knows very well that the vows cannot be reversed. ANIKOShe is Lavrenti s wife and a sister-in-law to Grusha. She is portrayed as;Hypocritical pretentiousShe is portrayed as being religious but lacks religious qualities. Grusha arrives at their home worn out and tires, all she is concerned is about Grusha s single status. If your husband s not in the city, where is he....has your husband got a farm...but when will he come back if the war s broken out again as people say? Pg 46 Lavrenti explains to Grusha that she cannot stay for long with them because Aniko is religious. ..... But you can t stay here long with child. She s religious; you see pg 46 Arrogant proudWhen Grusha faints she says, Heavens she s ill what are we going to do....as long....as its not scarlet fever.......if it s consumption we ll get it pg 45-46 She keeps on shouting to the servants Sosso!"}
{"text": "If your husband s not in the city, where is he....has your husband got a farm...but when will he come back if the war s broken out again as people say? Pg 46 Lavrenti explains to Grusha that she cannot stay for long with them because Aniko is religious. ..... But you can t stay here long with child. She s religious; you see pg 46 Arrogant proudWhen Grusha faints she says, Heavens she s ill what are we going to do....as long....as its not scarlet fever.......if it s consumption we ll get it pg 45-46 She keeps on shouting to the servants Sosso! Where on earth are you? Sosso! Pg 46 Cold UnwelcomingWhen she is introduced to Grusha instead of welcoming her, she asks I thought you were in service in Nuka....wasn t it a good job? We are told it was. Lavrenti has to defend her to Grusha She has a good heart. But wait till after supper pg 46 Grusha even has to tell Michael, Michael we must be clever, if we make ourselves as small as cockroaches. The sister-in-law will forget we re in the house and then we can stay till the snow melts pg 47 MOTHER-IN-LAWShe is the mother to Jussup. She makes arrangement with Lavrenti to have his sister married to her son Jussup on his deathbed She is portrayed as;Materialistic greedyShe is to be paid by Lavrenti 400 piasters for having Grusha marry Jussup. When she discovers that there is a child, Lavrenti has to offer 200 piasters more and she readily agrees to have the marriage take place My Jussup doesn t have to marry a girl with a child...all right make it another 200 piasters. Pg 50 . She hires a cheap monk to perform the wedding in order to save. She saved on the priest the wretch. Hired a cheap monk pg 50 OpportunisticTakes advantage of her son s illness to make money by marrying him off on his deathbed. The son of this peasant woman is going to die.... How much does the peasant want?"}
{"text": "Hired a cheap monk pg 50 OpportunisticTakes advantage of her son s illness to make money by marrying him off on his deathbed. The son of this peasant woman is going to die.... How much does the peasant want? Four hundred piasters pg 49 she also gets a chance to add more money when she discovers that the bride has a child-Lavrenti has to add two hundred piasters more. Hypocritical dishonestWhen she sees Grusha with the child, she weeps, saying that her people are honest and she does not want to live with the shame. She makes the monk accept that Jussup has accepted the marriage: Of course he is! Didn t you hear him say yes? Pg 51 PretentiousWhen she arrives with the monk, she tells the guests I hope you won t mind waiting a few moments? My son s bride has just arrived from the city. An emergency wedding is about to be celebrated pg 51 . Grusha has not arrived from the city nor is she her sons beloved. When the monk and she enter the bedroom, she tells him, I might have known you couldn t keep your trap shut pg 51 . This means she is not amused by the arrival of the guests. When the monk inquires about the child, she tells him, Is there a child? I don t see a child...you understand? Pg 52 ARSEN KAZBEKIHe is referred to as the Fat Prince. He is a brother to the Governor. He plots and stages a coup, with the help of ironshirts that leads to the killing of his brother-The Governor. When the Grand Duke returns after two years he is deposed and beheaded. He is portrayed as;Hypocritical insincereHe pretends to be so much pleased with the governor s family that he bows and remarks sarcastically that Michael is a governor from head to foot. He hypocritically terms George s intention of bringing down slums to pave room for the garden, good news. Good news after so much bad pg 5 He has instigated war against the Grand Duke and the Governor; He intends to overthrow the government. He then claims that the universally loved judge has been hanged. My friends, we need peace, peace in Grusinia! And justice!"}
{"text": "He then claims that the universally loved judge has been hanged. My friends, we need peace, peace in Grusinia! And justice! So I ve brought along my dear nephew Bizergan Kazbeki pg 71 He pretends that he wants the ironshirts to confer and democratically decide who should be judge yet at the same time informs his nephew, Don t worry my little fox. The job s yours pg 71 . More so he intends to ignore the Ironshirts once the Grand Duke is arrested. He tells his nephew and when we catch the Grand Duke, we won t have to please this rabble any longer. Pg 71 Sadistic callous inhumanHe schemes for the murder of the Governor and once he is executed, he orders the drunken soldiers to fasten his head on the wall using nails. He desperately looks for Michael so that he can kill him. He comments, It s a pity they took the brat along though, I need him, urgently pg 28 Crafty scheming cunningHe schemes to install his nephew as judge by influencing the Iron shirts but they stage a rehearsal with the nephew acting as judge. He tells the nephew. It isn t customary....who got there first. Pg 72 CorruptHe fights for his nephew to be installed as judge. The iron shirts outwit him in his own game and the position goes to Azdak. GreedyHis plan to overthrow the system run by the Grand Duke is motivated by greed for power. He even kills the Governor, his brother, and act that shows the extent hunger for control and power can push one to. Since evil begets evil, he is executed the same way he killed his brother. LANGUAGE AND STYLEStyle in literature can be described as how the author uses literary elements such as words, sentence structure and figurative language to describe events, ideas and objects in their work. Stylistic devices refer to a variety of techniques used by writers. PLAY WITHIN A PLAYPlay within a play involves having another play within the main play. It is important as it helps in plot development, bringing out various themes and character traits."}
{"text": "Stylistic devices refer to a variety of techniques used by writers. PLAY WITHIN A PLAYPlay within a play involves having another play within the main play. It is important as it helps in plot development, bringing out various themes and character traits. The play The Caucasian Chalk Circle is three stories presented in one; The story of the Goat Herders and Fruit farmers,The story of Grusha and Michael and The story of Azdak as the judge.these are thus presented as plays within the main play. The story of The Caucasian Chalk Circle , borrowed from a Chinese tale is presented as a play within a play. There is a meeting of the delegates who are trying to resolve the puzzle of who owns the piece of land between the fruit farmers and the goat keepers. When an agreement is reached, the peasant woman on the left invites Arkadi Tscheidse, the singer, to entertain them. There is also a play within a play when Michael and other children enact the beheading of the Governor. It is used to show the extent of evil in society as the children who are so innocent clearly portray it. Michael refusing to be the one to be beheaded shows he is the chip off the old block-the Governor s son. It is also a satire of criticism of the senseless and cruel behaviour in the society. The play within a play is used to bring out the self sacrificing nature of Grusha. As seen when she takes care of Michael as he own son, through it various stylistic techniques such as use of song, Irony and flash back are evident. Various themes such as hypocrisy, negligence of duty among others are also brought out. The story of Azdak the judge is also a play within a play. It begins when Azdak helps the old beggar who late turns out to be the Grand Duke. It ends with Azdak judging Grusha s and Natella s case using The Caucassian Chalk Circle. This play within a play exemplifies the themes of justice, abuse of power and greed. Another play within a play is when the Fat Prince wishes to appoint his nephew Bizergan Kazbeki, as the judge. He requests the drunken Iron shirts to vet him. They perform a mock trial which involves Azdak who poses as the Grand Duke and the nephew poses as the judge. The Iron shirts takes up the roles of the people who have come to listen to the proceedings of the case."}
{"text": "He requests the drunken Iron shirts to vet him. They perform a mock trial which involves Azdak who poses as the Grand Duke and the nephew poses as the judge. The Iron shirts takes up the roles of the people who have come to listen to the proceedings of the case. Azdak is blames of running the war badly but he instead blames the princes rather than himself. He is able to make several successful attacks on the prince s corruption. Here, we learn how the princes mismanaged the war and blamed it on the Grand Duke. The nephew fails to make a judgement since he is out-witted by Azdak and the ironshirts unanimously settle on Azdak as the judge. The first ironshirt tells him, Go to the judge s seat! Now sit in It! Pg 74 JUXTAPOSITION CONTRASTThis is a stylistic feature used by writers to put people or things side by side in order to show the contrast or their differences. This style has been used to enhance dramatic effect. The act of Governor George Abashwili entering the church is juxtaposed with the image of the soldiers pushing the common people out of the way. This contrast undermines the religious significance of going to church. This is exemplified when the soldier says, Get back! Clear the church door. Pg 14 Grusha buys milk for Michael and pays two piasters. This is her week s salary. This amount of money used is a sacrifice for Michael. This contrasts the 100,000 piasters offered to Azdak by the Duke for one night lodging ....persuasion! Pay hundred thousand piasters one night, I tell you...where are they? Pg 64 . This contrast is meant to bring to fore the glaring gap between the rich and the poor. This satirises the society that puts more value on money to show the difference in the levels of wealth in social classes. Consequently, Azdak uses his position to take from the rich and give the poor. Thus, he fines the rich invalid, The Blackmailer, the innkeeper, and the farmers all of whom are wealthy. During the wedding of Jussup and Grusha, the monk says, Dear wedding and funeral guests! Pg 53 . This depicts two contrasting life eventualities, one representing continuity and the other- end."}
{"text": "Thus, he fines the rich invalid, The Blackmailer, the innkeeper, and the farmers all of whom are wealthy. During the wedding of Jussup and Grusha, the monk says, Dear wedding and funeral guests! Pg 53 . This depicts two contrasting life eventualities, one representing continuity and the other- end. There is also an instance of juxtaposition where the goat and fruit farmers are placed side by side to establish the deserving owners of the valley. Natella and Grusha are juxtaposed to establish the difference in level of love: true motherly love for a child and love for material wealth out of the peril of the child. Other characters that have been contrasted are Lavrenti with his wife Aniko, Simon and Grusha, Grusha and other peasants working for the Governor, among others. HUMOURDespite the occurrence of serious issues explored within the play, there are humorous incidents. We are presented with doctors; Mika Loladze and Mishiko Oboladze. They are in charge of Michael and quarrel over trivial issues. May I remind you.....that I was against the lukewarm bath ....more likely a sight draft during the night. Your Grace....no cause for concern, your Grace. Pg 15-16 It is humorous that these two doctors described as dignified would quarrel over Michael s coughing. In another comic episode, the two argue over whom will take charge of Natellla now that she has fainted after chaos and death erupt in the palace. Niko Mikadze, it is your duty as a doctor to attend Natella Abashwili....you neglect your duty........ pg 21 It is humorous to find the two going to an extent of fighting in the middle of a catastrophe. This humour serves to lessen the tension that is created when George is assassinated. It also brings out the character of the two doctors as incompetent and irresponsible characters. When Simon encounters Grusha, there is humour when he says he watches over her as she washes linen by the willows, There s more."}
{"text": "This humour serves to lessen the tension that is created when George is assassinated. It also brings out the character of the two doctors as incompetent and irresponsible characters. When Simon encounters Grusha, there is humour when he says he watches over her as she washes linen by the willows, There s more. Your toes and more....your foot and a little more.... pg 18 There is humour when a drunken peasant sings, There was a young woman who said: I thought I d be happier, wed but my husband is old and remarkably cold so I sleep with a candle instead pg 54 When Shauwa knocks at the door, Azdak says that he is not in. Azdak explains himself to Shauwa possibly to escape the arrest. .... Shauwa don t talk about things you don t understand. The rabbit is dangerous and destructive beast. It feeds on plants especially on the species of plants known as weeds. It must therefore be exterminated, he adds, I........man is made in God s image. Not So a rabbit....I m a rabbit-eater, but you re a man eater...go home and repent. Pg 65 SATIRESatire refers to the way a writer ridicules an individual or the society in a humorous way, with an aim of bringing desirable change. The playwright exposes weakness of leaders who have been entrusted with power and fail to do what is expected of them. People are oppressed and live in misery. The beggars and petitioners are crying that they do not have enough to eat and they feel neglected. The policing administration is criticized for the inhuman treatment of the suffering lot. They lash them with whips to keep them away from the Governor and his family instead of sympathizing with their plight. The governor and his wife pretend to be religious yet they display their contempt for the lowly class. The governor is a political leader but surprisingly, lacks interest in political matters. He ignores the rider who has confidential papers from the capital in preference to personal matters. Instead, he meets the architects to discuss building plans. The governor is ignorant of serious issues such as a meeting held by princes in the capital in which a coup was planned, ironically, one of the architects is fully aware of the plan to overthrow the Grand Duke and his Governors. Pg 15 . His political nature is being ridiculed because being in political position means he ought to accord political matters serious consideration."}
{"text": "The governor is ignorant of serious issues such as a meeting held by princes in the capital in which a coup was planned, ironically, one of the architects is fully aware of the plan to overthrow the Grand Duke and his Governors. Pg 15 . His political nature is being ridiculed because being in political position means he ought to accord political matters serious consideration. The police administration s brutality is criticized for the inhuman treatment of the suffering lot. They lash them with whips to keep them away from the Governor and his family instead of sympathizing with their plight. The Fat prince pretends to be so much pleased with the governor s family that he even bows and remarks sarcastically that Michael is a governor from head to foot and yet he had planned to kill the Governor that very day. When he tells the Governor he loves a gay sky, he is not sincere. Aniko, wife to Lavrenti and sister-in-law to Grusha claims to be religious, However, she is presented as mean, egocentric, selfish and inhospitable. She bullies around her husband and tries to throw Grusha out of the house as she fears what the neighbours will say for hosting an unmarried woman with a child. The monk s religious hypocrisy is also satirized. He is expected to be religiously inclined but he has many weaknesses. He oversees Grusha s marriage to Jussup while drank. He is actually paid to perform the ceremony but as a monk, he is expected to devote his life and time to religious matters, which he does not. The Governor s wife is satirized through her vain behaviour. She does not have time for the poor beggars and her servants and only identifies herself with people of class. After the coup her main concern is the clothes she is going to carry, only essential!.......the green one! And of course, the one with far trimming..... pg 24 On the same page she adds, ........get my little saffron-coloured boots..... I need them for green dress. In haste to save her dresses, she leaves her son Michael as she flees. When Michael coughs Natella s attention is drawn to him and she wants to know what is up. She even asks her husband whether he had heard the baby cough. She then givens a stern warning and advises the two doctors in charge of the child to be more careful."}
{"text": "I need them for green dress. In haste to save her dresses, she leaves her son Michael as she flees. When Michael coughs Natella s attention is drawn to him and she wants to know what is up. She even asks her husband whether he had heard the baby cough. She then givens a stern warning and advises the two doctors in charge of the child to be more careful. When he sees Michael after he is brought in by the ironshirts, she remarks that He s in rags pg 97 Natella has very low regard for the underprivileged. Pg 18 , she says, It s impossible to live in such a slum,,,, When she enters the court, she is relieved that there are no common people: I can t stand their smell. It always gives me migraine. Pg 88 From the onset, she dislikes Azdak and pg 89 she says, I disliked that man from the moment I first saw him. This foreshadows the fact that she may not get a fair judgement from him. IRONYIrony refers to an incongruity between what might be expected and what actually occurs or is. It is also the use of words that convey a meaning that is opposite of its literal meaning. There are different types of irony for example verbal irony where the speaker says direct opposite of what is meant. Dramatic irony occurs when the audience knows facts in a text which a character in the text is ignorant of. Other types of irony are situational, comic and tragic irony. The playwright has used this style in several areas in The Caucasian Chalk Circle. The irony of situation is that George Abashwili, the Governor plans to remodel and enlarge his palace. ..... In the afternoon his Excellency will confer with prominent architects. Pg 19 He even proposes to pull down the peasant shacks on the estate. Natella says, All those wretched slums are to be torn down to make room for a garden. Pg 15 . This is ironical in that this will be a garden for the privileged at the expense of the poor majority. Irony is further seen when this same estate is confiscated for the state at the court when Azdak declares it would be given to the people and made into a play ground for children."}
{"text": "Natella says, All those wretched slums are to be torn down to make room for a garden. Pg 15 . This is ironical in that this will be a garden for the privileged at the expense of the poor majority. Irony is further seen when this same estate is confiscated for the state at the court when Azdak declares it would be given to the people and made into a play ground for children. He says, ....your estates fall to the city...Azdak s gardens. Pg 98 Also the Governor s plans do not pull through because he is executed that afternoon. The Play Wright uses the noble child Michael, to bring out irony. Being the only son to the Governor, he has two doctors for his medical care. It is ironical when the coup takes place, the doctors Niko Mikadze and Nika Loladze abandon the child. Mika says, ......Do you really think ......little brat s account? Pg 21 . The situational irony is that the child has two doctors while the common people are suffering. The Governor s wife, who thinks that the Governor pays more attention to Michael than to her, is more concerned with her elegant dresses and forgets her baby. Ironically, Grusha a servant girl saves the child from being killed by the Fat Prince. She is more willing to be a guardian to the infant than her wealthy mistress. The biological mother of the child. The incident when Grusha plans to abandon Michael at the doorstep of a peasant woman s house has been developed through use of irony. Grusha s plans are well intentioned since she thinks the peasant will be kind enough to give Michael milk and she assumes that are far enough from the city. This is exemplified when she says, now you have wet yourself again...you can t ask that can you? Pg 34 . Irony is brought to the fore when her thoughts are displayed in the chorus, because I am single....someone who s newly poor. Pg 35 . When she meets the ironshirts she runs back to save Michael. Ironically, her plan with the peasant woman betrays Grusha, who hits the corporal over the head with a log of wood just to save Michael. When Grusha manages to cross the rotten bridge, she laughs her way to freedom and shows the Ironshirts the child."}
{"text": "When she meets the ironshirts she runs back to save Michael. Ironically, her plan with the peasant woman betrays Grusha, who hits the corporal over the head with a log of wood just to save Michael. When Grusha manages to cross the rotten bridge, she laughs her way to freedom and shows the Ironshirts the child. Ironically, this freedom does not last for long as she suffers in her brother s house because of Michael. She is too weak to walk and her sister-in-law who is portrayed to be religious ironically does not apply the religious principles but uses religion as an excuse to kick Grusha out of her home. Lavrenti only allows Grusha to live in his house over winter. Due to the same reasons he has given to his religious wife over Grusha s marital status, Lavrenti forces Grusha to marry a dying man from the other side of the mountains. This is especially because of the presence of the illegitimate child. The irony of the situation is that the brotherly love that Grusha had expected from Lavrenti is not forthcoming; he ends up complicating Grusha s live when he organizes for the fake wedding. Jussup, Grusha s dying husband, illness is developed in an ironic manner. The peasants comment on Jussup s health status. They initially thought Jussup was faking illness in order to avoid being drafted in to war. They regret having felt that way because Jussup really appears about to die. When the guests continue to talk and eat, one of them remarks that the army can no longer draft anyone as the war is over. Jussup suddenly sits up in bed; the most ironic possible scenario of his death is no more. He is alive and kicking. Azdak s judgement at the court is presented in an ironic manner. Brecht has used this style to point out that Azdak is a disappointed man and would not cause disappointment to others. The judgment pronounced on the cases in ironical. The doctor who operates a patient on the wrong leg is acquitted for perpetrating an unpardonable error on his practice."}
{"text": "Brecht has used this style to point out that Azdak is a disappointed man and would not cause disappointment to others. The judgment pronounced on the cases in ironical. The doctor who operates a patient on the wrong leg is acquitted for perpetrating an unpardonable error on his practice. The farmer who accuses the old man for receiving his stolen animal is fined five hundred piasters and ironically the suspect is made to sit the same table with the judge ....you granny and you....and Azdak! Pg 82 Natella, the Governor s wife, is using the child Michael as a means of acquiring inheritance. Her claim that she is the mother of Michael is not due to her motherly love. The Chalk Circle brings out an ironic twist when Grusha does not pull Michael. Ironically, Natella the real mother rushes to pull the child but Grusha says, I brought him up! Shall I also tear him into bits? I can t! Pg 98 This determined the deserving mother as the one who is motherly. USE OF IMAGERYImagery refers to the use of figurative language to represent ideas, objects or actions. It can also be defined as the use of descriptive language that appeals to our senses of sight, hearing, touch, smell and taste. This is mainly done through metaphors and similes. MetaphorsA metaphor is a figure of speech in which an expression word or phrase which ordinarily refers to one thing is used to denote another in order to suggest a similarity. It suggests the likeness between the two. The girls Tractorist says, I started the fire myself, This means she started the onslaught herself against the Nazis. Pg 97 There is also reference to a bloody time pg 13 . This denotes time of war characterized by violence and death. In the chorus pg 32 , the ironshirts pursuing Grusha are likened to bloodhounds , dogs that are known for their powerful sense of smell. On page 65, Azdak likens the old man grand prince to a bedbug to suggest he is a pest Azdak thinks it is Ludovika who assaults the stable man with a dangerous weapon which means she is provocative."}
{"text": "This denotes time of war characterized by violence and death. In the chorus pg 32 , the ironshirts pursuing Grusha are likened to bloodhounds , dogs that are known for their powerful sense of smell. On page 65, Azdak likens the old man grand prince to a bedbug to suggest he is a pest Azdak thinks it is Ludovika who assaults the stable man with a dangerous weapon which means she is provocative. The Fat prince refers to his nephew my little fox pg 71 to hint at his traits and to show how confident he is that he will be made the judge. SimilesThis is a figure of speech that directly compares two things that are related using connective words such as like , as or resembles The Governor Georgi Abashwili is described thus: He was rich as Croesus, pg 7 this compares him to the king of Lydia who was defeated by Persians and was known for his immense wealth, his name is synonymous with wealth. The singer castigates the insensitive leaders thus: O blindness of the great! They go their way like gods..... pg 20 After the coup, the servants say among themselves, we ll be slaughtered like chickens, as always pg 21 . This suggests they are not safe. Simon asks Grusha, Is the lady as healthy as a fish in water? Pg 22 . Grusha is compared to a thief, probably for the reader to pass judgement on whether she is justifies to take Michael, we are told: As if she was a thief she crept away! Pg 29 When Grusha is sheltered at her brother s house, she tells Michael that they should make themselves as small as cockroaches pg 47 to escape the wrath of her sister-in-law."}
{"text": "Simon asks Grusha, Is the lady as healthy as a fish in water? Pg 22 . Grusha is compared to a thief, probably for the reader to pass judgement on whether she is justifies to take Michael, we are told: As if she was a thief she crept away! Pg 29 When Grusha is sheltered at her brother s house, she tells Michael that they should make themselves as small as cockroaches pg 47 to escape the wrath of her sister-in-law. Indeed, Lavrenti remarks, why are you sitting there muffled up like coachmen.... pg 48 To suggest that she cannot run away from Michael, Grusha tells him, I came by you as the peat trees comes by sparrows pg 49 Azdak says law is a sensitive organ, .....like the spleen, in delivering justice, we are told by the singer he, Broke law like bread he gave them. Pg 82 SONGSMany songs have been sung by Arkadi and other characters in the play. Some are at the beginning of the scene, others within the scene and at the end of the scene. The governor is introduced through a song. Before we meet him, we are told about what king of a person he is as follows:- He was rich as CroesusHe had a beautiful wifeHe had a healthy baby pg 13 We learn that he has many beggars and petitioners whom he ignores. This song juxtaposes the rich governor with the majority poor folks who wait for hand outs in form of coins which are distributed by a servant. Simon Shashava, the soldier, and Grusha, a kitchen maid are also introduced to us before we meet them. We learn of their relationship. The song on pg 18 is summative. It summarizes the action. The Governor s palace foreshadows restlessness. The palace is said to be a fortress but is surrounded by soldiers. We anticipate the death of the Governor. ..... Noon was the hour to die. These words are followed by the appearance of the Fat Prince. The stage is set for the execution of the Governor by the Fat Prince. The tension surrounding the Governor s execution is found in the song on pg 20 , in the song, stage directions are given e.g."}
{"text": ".....Noon was the hour to die. These words are followed by the appearance of the Fat Prince. The stage is set for the execution of the Governor by the Fat Prince. The tension surrounding the Governor s execution is found in the song on pg 20 , in the song, stage directions are given e.g. ....look about you once more blind man! Grusha s action of taking the abandoned Michael is brought out through a song. She is drawn to Michael and decides to save him though this is risky. In the song, she does what the singer says. Grusha s flight into the mountains with Michael is captures in a song. She sang a song and bought milk on the way, The song pre-empts the action of bargaining for milk with the old man. The risky flight with iron shirts following Grusha is underscored pg 32 . They hunt for the fleeing due, never tire and sleep a little. Iron shirts feelings are captured in their song. They go into war leaving behind their lovers pg 33 . The song on pg 35 reveals Grusha mixed feelings of happiness and sadness after she abandons Michael at the peasant s doorstep. Azdak sings the song of injustice in Persia which was sang to him by his grandfather. It shows instances of injustice and the effects of the war: why don t our sons breed anymore?....Our men are carried to the ends of the earth, so that the great ones can eat at home.....The battle was lost, the helmets were paid for. Pg 68 The song of the chaos in Egypt pg 83 finally brings out the emancipation of the masses from the oppression and misrule of the ruling class. For instance it says, ...who had no bread at all have full granaries... pg 84PROVERBS AND WISE SAYINGSMany proverbs have been used by the playwright. The capability to use proverbs in one s conversation is interpreted as a sign of wisdom. It also shows masterly of one s own language since proverbs and wise sayings require comprehension of metaphors, similes and symbols in one s community."}
{"text": "For instance it says, ...who had no bread at all have full granaries... pg 84PROVERBS AND WISE SAYINGSMany proverbs have been used by the playwright. The capability to use proverbs in one s conversation is interpreted as a sign of wisdom. It also shows masterly of one s own language since proverbs and wise sayings require comprehension of metaphors, similes and symbols in one s community. When Grusha points out to Simon that it must be dangerous for him to accompany Natella Abashwili as her guard on her flight, he replies with a wise saying- in Tiflis, they say: Isn t the stabbing dangerous for the knife? Pg 21 means as the knife stabs what it is supposed to, it is also in danger of breaking or bending but it still stabs anyway. Likewise, a soldier protects others despite the danger despite the danger he exposes himself. When they meet in the courtyard and Grusha is rushing to collect her personal effects, She accepts Simon s proposal long before he even proposes. Simon feels embarrassed and responds, haste, they say is the wind that blows down the scaffold a temporary building built for workers round a building that is being constructed, If they are blown away then the builders will not be able to build the permanent structure as they will have no where to stay just like Grusha and Simon will not have a marriage if she is not patient enough to listen to the information that will cement that relationship. When Michael and other boys are playing the game of cutting off the Governor s head, the other children want Michael to play the Governor s role of just bending and his head is cut off but Michael adamantly refuses and says he wants to be the person to cut off. The other children disagree but Michael is adamant so when they shout to Grusha that Michael won t play his part, Grusha laughs and says, Even the little duck is a swimmer, they say. Pg 58 Meaning even though Michael is young, you cannot command him since he is the son of a Governor and so others do what he demands and not vice versa. When Azdak discovers that the fleeing duke is not a peasant but a land owner he orders him out but the Duke make him a proposition."}
{"text": "When Michael and other boys are playing the game of cutting off the Governor s head, the other children want Michael to play the Governor s role of just bending and his head is cut off but Michael adamantly refuses and says he wants to be the person to cut off. The other children disagree but Michael is adamant so when they shout to Grusha that Michael won t play his part, Grusha laughs and says, Even the little duck is a swimmer, they say. Pg 58 Meaning even though Michael is young, you cannot command him since he is the son of a Governor and so others do what he demands and not vice versa. When Azdak discovers that the fleeing duke is not a peasant but a land owner he orders him out but the Duke make him a proposition. Azdak finds this to be the height of insolence and responds, The bitten man scratches his fingers bloody, and the leech that s biting him makes him a proposition! Pg 64 . This implies that the landowners have been exploiting the peasants and the low class and when a chance comes up for the exploited to free themselves; the exploiters make a proposition so that they can go on exploiting the masses and maintain their status quo. When waiting for trial, the cook asks Grusha why she is holding on to the child at any price yet the child is not hers. She explains how she first just expected to give the child away but later thought that Natella, the mother, wouldn t come back and the cook responds, An even borrowed coat keeps a man warm hm? Pg 87 . This implies that, even if Grusha knows the child was not hers, the feeling that the child belonged to her is fulfilling. After Azdak is reinstated as a judge and openly demands for a bribe, the prosecutors who have been worried smile with relief. The cook is worried but Simon comments A well can t be filled with dew, they say pg 90 . In his argument to prove that Natella abashwili deservers to be given the child instead of Grusha who claims to have brought him up, he quotes , Blood, as a popular saying goes is thicker than water. Pg 60 There is a heated exchange of proverbs between Azdak and Simon when Grusha thinks Azdak enacts to give Natella the child simply because she is too poor to pay legal fees."}
{"text": "After Azdak is reinstated as a judge and openly demands for a bribe, the prosecutors who have been worried smile with relief. The cook is worried but Simon comments A well can t be filled with dew, they say pg 90 . In his argument to prove that Natella abashwili deservers to be given the child instead of Grusha who claims to have brought him up, he quotes , Blood, as a popular saying goes is thicker than water. Pg 60 There is a heated exchange of proverbs between Azdak and Simon when Grusha thinks Azdak enacts to give Natella the child simply because she is too poor to pay legal fees. Azdak argues that the poor are able to give the butcher his dues but not the judge, Simon quotes- When the horse was shod, the horsefly held out its leg. Pg 94 . This means Azdak who is poor as they are or in the same class, is now counting himself among the ruling class. Azdak replies, Better a treasure in manure that a stone in a mountain stream pg 94 . Although a mountain stream has very clean water an ordinary stone in it is worthless but a treasure in a manure can be retrieved and utilized. When one is poor, no matter how morally upright one is, one is worse off than a rich, corrupt person. Simon replies by saying, Let s go fishing said the angler to the worm, pg 94 meaning that just like the angler would benefit, Azdak would just be used by the rulers to oppress the poor and Azdak might as well end up being devoured just like the worm. By Azdak replying that, I m my own master, said the servant; and cut off his foot, means one does not have to do outrageous activities to prove that one is independent minded. Simon replies by showing that, people are able to see through their tormentors hypocrisy when the latter professes to love the farmer and therefore still give them their due. This is proved when he says, I love you as a father said the Czar to the peasants, and had the Czarevitch s head chopped off."}
{"text": "By Azdak replying that, I m my own master, said the servant; and cut off his foot, means one does not have to do outrageous activities to prove that one is independent minded. Simon replies by showing that, people are able to see through their tormentors hypocrisy when the latter professes to love the farmer and therefore still give them their due. This is proved when he says, I love you as a father said the Czar to the peasants, and had the Czarevitch s head chopped off. Azdak knows that despite the appearance, he is still on the poor people s side yet Simon does not realize this, so that is why he concludes the discussion by saying, A fool s worst enemy is himself. Pg 94 From all the above, it is important to note that, the cook, Grusha, Azdak and Simon are the only people who portray positive traits in the society. They portray a sense of wisom as seen when they are highlighted as the only characters that employ proverbs and wise sayings. ALLUSIONAllusion refers to a passing reference or indirect mention of something or someone the reader is expected to know. The playwright alludes to the king of Lydia 560 BC-547BC who was defeated by Persians and was known for his immense wealth on pg 7. We are told that the Governor Georgi Abashwili was,.... rich as Croesus. The girls tractorist also quotes the poet Vladimir Mayakovsy, pg 10, a Georgian born in 1883. He wrote the poems, The Cloud and I which are among the most popular during his time. Singer alludes to Jesus when he remarks, And now you don t need an architect, a carpenter will do, pg 20 . The Governor needs Jesus to save him from his predicament. The play infers from both a Chinese play Circle of chalk written in 1300 AD and a biblical story The judgement of Solomon- 1 Kings 3: 16-28 In the Chinese story, a young girl, Hai-tang, bears a child as the second wife of a wealthy man. His first wife claims the child is her own. However, the second wife is judged the true mother when she refuses to pull the child apart in the test of the Chalk Circle."}
{"text": "The play infers from both a Chinese play Circle of chalk written in 1300 AD and a biblical story The judgement of Solomon- 1 Kings 3: 16-28 In the Chinese story, a young girl, Hai-tang, bears a child as the second wife of a wealthy man. His first wife claims the child is her own. However, the second wife is judged the true mother when she refuses to pull the child apart in the test of the Chalk Circle. In the biblical story, two women live in the same house and both bear a child. One baby dies in the night and its mother swaps him for the living baby. Both claim the living child is their own. Solomon orders that the child be cut in two and each half be given to each mother. The real mother of the child gives up the child rather than see him harmed and is judged to be the true mother. SARCASMThis is the use of humorous language to ridicule or to convey scorn, especially saying one thing but implying the opposite. The Fat Prince is sarcastic when he says, And little Michael is a governor from head to foot! Tititi! Pg 15 . Simon is sarcastic when he tells Grusha: Why shouldn t I wash the linen by the willows! That s good, really good! Pg 17 . On pg 18, the singer says, And the goose was plucked and roasted But the goose was not eaten this time. This refers to the killing of the Governor and draws an analogy to the goose Grusha kills for the Governor s family. When the singer says, And now you don t need an architect, a carpenter will do, pg 20 , the playwright is sarcastic towards religion as this alludes to the fact that the Governor needs Jesus, who was a carpenter to intervene on this Easter Sunday. This will of course not happen. The dying man refers to Grusha as, A nice thing you ve saddled me with! A simpleton for a wife! Pg 57 When Grusha is fined ten pisters for using indecent language in court, she sarcastically lambasts Azdak and his corrupt ways by saying, A fine kind of Justice!"}
{"text": "The dying man refers to Grusha as, A nice thing you ve saddled me with! A simpleton for a wife! Pg 57 When Grusha is fined ten pisters for using indecent language in court, she sarcastically lambasts Azdak and his corrupt ways by saying, A fine kind of Justice! You play fat and loose with us because we don t talk as refined as that crowd with their lawyers pg 94 SYMBOLISMSymbolism refers to the use of symbols to represent ideas. The silver chain Simon gives Grusha is symbolic pg 28 . It is a symbol of the bondage between the two. When Grusha hears that the war is over and the soldiers are back, she kneels down in prayer and kisses the chain. Later, Simon suspects that Grusha is married to another man and he asks for the chain. On pg 81, Azdak, enacts the old woman as granny Grusinia. She is a symbol of a nation that has fallen prey of the greedy citizens the three farmers who deprives it all that it owns her sons . She symbolises a nation that seeks justice. The Chalk Circle drawn to help Azdak, the judge, comes up with as a rational decision on who should have the child is a symbol of truth. Ironically, his methods of justice are not by the Book of Statutes he sits on. Therefore, he lets justice reveal itself. Similarly, the play opens with another circle of justice, when members of the two communes sit together to decide who should have the valley. The Delegate, like Azdak, announces the outcome without pushing. Within this friendly circle where the communes have equal social status, they can impartially decide the best use of the valley, and it is peacefully and mutually decided for the fruit growers. The playwright has also used the Christian symbolism. The Christian church has been used as a tool to support the upper class and keep the lower classes in their places. The historical church subverts the original teaching of Christ who treated all humans with respect. The garden that Governor Abashwili want to establish for his son by knocking down slums for the poor symbolises oppression and insensitivity of the rich towards the poor."}
{"text": "The Christian church has been used as a tool to support the upper class and keep the lower classes in their places. The historical church subverts the original teaching of Christ who treated all humans with respect. The garden that Governor Abashwili want to establish for his son by knocking down slums for the poor symbolises oppression and insensitivity of the rich towards the poor. Ironically, Azdak later rules that the Governor s estate should revert to the poorFORESHADOWINGForeshadowing is a situation where a writer gives a sign of something that will come later on a work of art, that which is important or appalling. When the Fat Prince greets his brother Governor Georgi Abashwili, this is quite unusual until the Governor remarks, .....But did you hear Brother Kazbeki wish me a happy Easter? Which is all very well, but I don t believe it did rain last night. Pg 16 . The relationship between the brothers is thus foreshadowed by the Governor s comment, in which he expresses surprise at being greeted by his brother. The brother later executes him. Natella, the governor s wife, seems to have an unstable mind and poses, I hardly know if my head s still on. Where s Michael? .......... Pg 24 . Later she forgets to carry his as she flees. Another important moment is when Natella, the governor s wife, tells, her adjutant how jealous of Michael she really is, She is desperate for attention from her husband. But Georgi, of course, will only build for his little Michael, Never for me! Michael is all! All for Michael! This jealousy of her child is important since she abandons him later in the act. Shortly before Azdak makes the ruling on who should take Michael between Natella and Grusha, the boy smiles at the latter. This foreshadows the ruling made by the judge as Grusha is finally given child. Azdak tells the old man Grand Duke to encircle the cheese on the plate like it might be snatched from him pg 65 This foreshadows the chalk circle that is drawn to choose a mother for the child, Michael. Pg 97 REVISION QUESTIONS AND EXPECTED POINTSQuestion 1Justice is an important institution in any well governed community."}
{"text": "This foreshadows the ruling made by the judge as Grusha is finally given child. Azdak tells the old man Grand Duke to encircle the cheese on the plate like it might be snatched from him pg 65 This foreshadows the chalk circle that is drawn to choose a mother for the child, Michael. Pg 97 REVISION QUESTIONS AND EXPECTED POINTSQuestion 1Justice is an important institution in any well governed community. Explain the truth of the above assertion with reference to Bertolt Brecht s The Caucasian Chalk Circle 20mks In the prologue there is the dispute over the ownership of the valley, presided over by the delegate from the capital, Tiflis. Emphasis is laid on fairness in order to avoid the reoccurrence of future disputes. The fruit farmers and the goat herders amicably discuss a resolution to the dispute. It is decided that the land goes to the fruit and vine growers amicably as they would make better use of the land. The agreement is followed by a party to seal the deal Justice is also portrayed by the test of the chalk circle- In the old story, the real mother is revealed by the test. -. Her feelings for the child are too deep to allow her to gain it by force that injures the child- The child is taken from the natural mother, Natella Abashwili who is only after the inheritance and given to the false mother Grusha Vashnadze who has the greatest feelings of love for the boy Michael Abashwili Justice is also shown in the way Azdak s good turn in protecting and giving shelter to the Grand Duke. Eventually he is rewarded when the Grand Duke appoints Judge just in time to save him from the hangman s nooseAzdak then proceeds to dispense justice to the poor and down trodden in a manner never witnessed before in the land. Adzak s two year reign as Judge is treated as an era of rough justice especially forthe poor and vulnerable in society. -. The singer says he broke the rules to save them- At long last the poor and the lowly had someone who was not too holy to be bribed by empty hands. QUESTION 2Human weaknesses affect characters negatively."}
{"text": "Adzak s two year reign as Judge is treated as an era of rough justice especially forthe poor and vulnerable in society. -. The singer says he broke the rules to save them- At long last the poor and the lowly had someone who was not too holy to be bribed by empty hands. QUESTION 2Human weaknesses affect characters negatively. Explain the truth of the above assertion with reference to Bertolt Brecht s The Caucasian Chalk Circle 20mks Points of interpretationThe following must come out clearly;Weakness of a characterDetails of that weaknessHow it affects that character negativelyW1. Natela Abashwili s weakness on adoring things. She forgets her child at the time of war and takes clothes and boots instead, pg 25 The maid escapes with the child to save his life but Natela later goes for the child because she wants to inherit the governor s estate. She loses both the child and the estate. WII The fat prince greed and hunger for powerEliminates his brother to get his power,WIII The governor s lack of concern for his subjects. He oppresses his subjects forcing people to go to war, charging high taxation. He loses his life and power. WIV- Lavrenti and his wife undermines family values. Fails to give Grusha a warm welcome though she comes from town where war has broken out tired and sickWV The self righteous nature of Aniko shown through her hypocritical actionsWVI. Natela s hatred for the poor. She undermines Grusha during the court case feeling that Grusha is too poor to keep the child. She finally loses the child to the poor Grusha due to her arrogance. Question 3Discuss the consequences of Fighting and war in any society with evidence from Bertolt Brecht s The Caucasian Chalk Circle. IntroductionFighting and war in any society has far reaching consequences. During war people s normal lifestyle way of living is disrupted and there is a lot of destruction of property and lives. Bertolt Bretch has shown how war affects people in his play, The Caucasian Chalk Circle. BodyDuring war, the innocent and the vulnerable suffer the most from the effects of war and fighting. The servants say this about their employer, the Governor s family: They even have to have their weeping done for them p 26 ."}
{"text": "Bertolt Bretch has shown how war affects people in his play, The Caucasian Chalk Circle. BodyDuring war, the innocent and the vulnerable suffer the most from the effects of war and fighting. The servants say this about their employer, the Governor s family: They even have to have their weeping done for them p 26 . Michael is being hunted down to be killed yet he is not aware of the war, being only an infant. There is disruption of people s normal lifestyles as farms and homes are abandoned. Resettlement has to be negotiated afresh after the war. See p7 prologue . As a result of war, there are ruins of a war ravaged Caucasian village, the people orchard is already destroyed and the once beautiful dairy farm is a ruin. People s livelihoods are destroyed as the goat herders complain of the low quality of cheese they now produce from their new settlement. The old man whom Grusha requests to sell her some milk retorts: Go to the soldiers if you want milk. The soldiers of the Grand Duke burn the houses of innocent people and kill them making it difficult for them to live peacefully. War creates internal refugees. The farmers and the goat herders have been displaced from their homes having been uprooted by the Germans. Grusha and her fellow workers flee into the Northern Mountains as a result of fighting in the city. Fighting and war breeds civil wars and counter coups as warring groups fight for supremacy. The grand Duke is overthrown by the princes who murder his governor but they are in turn rounded up and killed when the Grand Duke takes back powers. There is rampant landlessness during the war and fighting as seen in the cases presented before Azkak. He has been a thief as Shauwa says. The soldiers and policemen also break the law they are meant to uphold. The two farming groups goat herders and the fruit growers are landless. War results in exploitation and oppression. For instance, in The song of injustice in Persia. It is stated that the kings are driven by greed in their quest to acquire new territories by impoverishing peasants. Their sense of imperialism drives them into unrealistic adventures that Azdak refers to as the roof of the world ironically, as the soldiers kill each other, the marshals assault each other. There is fear and apprehensions which are direct effects of this war."}
{"text": "It is stated that the kings are driven by greed in their quest to acquire new territories by impoverishing peasants. Their sense of imperialism drives them into unrealistic adventures that Azdak refers to as the roof of the world ironically, as the soldiers kill each other, the marshals assault each other. There is fear and apprehensions which are direct effects of this war. Jussup feigns illness and lies in bed for a long time for fear of being drafted into the war. He only recovers when he hears that the war has ended. The song of the centre clearly portrays the fear among the soldiers at the front line. It says that if one wants to survive the war and come back home one has to remain at the center p47. The peasant woman at whose door Grusha leaves Michael shows extreme fear and apprehension at the sight of the soldiers. She disowns Grusha s agreement with her to claims that the child is hers and instead falls down on her knees begging for mercy. Grusha has to flee again with Michael. Accept any other relevant point. Expect 4 well developed illustrated points. Question 4. The society depicted in The Caucasian Chalk Circle is one that ignores important issues and gives priority to less serious ones leading often with disastrous consequences. Discuss the validity of the statement with illustrations from the play. Introduction: May be General or SpecificMany people ignore the important things that matter in their lives and instead pay attention to useless things that don t add value to their lives often leading to dire consequences. This is true of characters in the play like Natella Abashwili, the governor and others as discussed below. The governorImmensely rich yet has many beggars, petitioners etc at his door. Refuses to hear the message from the wounded rider before the mass and ever after leading to his tragic death. Page 16 -19Natella AbashwiliConcerned about the dresses to pack leading to her abandoning her baby. In the court she is interested in getting Michael back only because of the estates left by her husband. She ends up losing the baby to GrushaAniko and LavrentiCan t stand Grusha with her baby . Aniko is so religious to accept GrushaLavrenti forces Grusha to marry a dying man whom she does not love."}
{"text": "In the court she is interested in getting Michael back only because of the estates left by her husband. She ends up losing the baby to GrushaAniko and LavrentiCan t stand Grusha with her baby . Aniko is so religious to accept GrushaLavrenti forces Grusha to marry a dying man whom she does not love. He pays the mother of the man a huge sum and later the marriage is dissolved by Azdak. Jussup s motherInterested in marrying her son before he dies and no attempts to treat himShe has to feed the guests at the wedding, hiring a monk and later her son is divorced. Black Mailer. Interested in knowing whether a certain land owner raped his niece or not and not the plight of the niece. Heavily fined. InvalidGets a stroke when he hears the doctor he paid fees to train is treating freeHeavily fined. Prince KazbekiOne of the princes who ran down the warWants his unqualified nephew appointed the judgeEmbarrassed by Azdak in the mock trial and later killed on the return of the dukeQuestion 5Bertolt Bretch; The Caucasian Chalk Circle What there is shall go to those who are good for it . With illustrations from the play the caucasian chalk circle, write an essay in support of this statement."}
{"text": "InvalidGets a stroke when he hears the doctor he paid fees to train is treating freeHeavily fined. Prince KazbekiOne of the princes who ran down the warWants his unqualified nephew appointed the judgeEmbarrassed by Azdak in the mock trial and later killed on the return of the dukeQuestion 5Bertolt Bretch; The Caucasian Chalk Circle What there is shall go to those who are good for it . With illustrations from the play the caucasian chalk circle, write an essay in support of this statement. I In the prologue, the valley is given to the fruit governorsThey have plans to build their fruits culture to ten times its original sizeThey have prepared a plan for an irrigation projectThe farm will not only grow more fruits but could also support vineyardsThey even present calculations for the projectii Michael is given to Gruisha because of her motherly natureShe rescuers him on the Easter Sunday when his mother leaves him behindGruisha takes to a risky journey to the Northern Mountains amid pursuit by the ironshirtsShe marries a man on his death bed in order to give legitimacy to MichaelIn the chalk circle test ,she does not pull Michael from the circleiii. Azdak is made judge by the iron shirts and later on the Grand DukeIn the mock could scene be displays better knowledge of the law in comparison to prince Kazbeki s nephewHis reign as judge is described as a brief golden age, almost an age of justice .In making his rulings the look from the rich and gave to the poorHe is late reappointed as judge by the Grand Duke as a show of gratitude for saving his lifeiv. Azdak divorces Gruisha and Jessup instead of the old coupleThe divorce paves way for Gruisha s marriage to SimonSimon had stood by Gruisha in court claiming to be Michael s fatherThe union between Gruisha and Jessup wars for convenienceSimon trulyDeserved Gruisha for he came back to lack for her after the warQuestion 6Drawing illustrations from what Grusha goes through in order to save and adopt Michael, write an essay on the challenges of being a good person in a rotten societyINTRODUCTIONEven in a rotten society, if possible to come across a good person."}
{"text": "Prince KazbekiOne of the princes who ran down the warWants his unqualified nephew appointed the judgeEmbarrassed by Azdak in the mock trial and later killed on the return of the dukeQuestion 5Bertolt Bretch; The Caucasian Chalk Circle What there is shall go to those who are good for it . With illustrations from the play the caucasian chalk circle, write an essay in support of this statement. I In the prologue, the valley is given to the fruit governorsThey have plans to build their fruits culture to ten times its original sizeThey have prepared a plan for an irrigation projectThe farm will not only grow more fruits but could also support vineyardsThey even present calculations for the projectii Michael is given to Gruisha because of her motherly natureShe rescuers him on the Easter Sunday when his mother leaves him behindGruisha takes to a risky journey to the Northern Mountains amid pursuit by the ironshirtsShe marries a man on his death bed in order to give legitimacy to MichaelIn the chalk circle test ,she does not pull Michael from the circleiii. Azdak is made judge by the iron shirts and later on the Grand DukeIn the mock could scene be displays better knowledge of the law in comparison to prince Kazbeki s nephewHis reign as judge is described as a brief golden age, almost an age of justice .In making his rulings the look from the rich and gave to the poorHe is late reappointed as judge by the Grand Duke as a show of gratitude for saving his lifeiv. Azdak divorces Gruisha and Jessup instead of the old coupleThe divorce paves way for Gruisha s marriage to SimonSimon had stood by Gruisha in court claiming to be Michael s fatherThe union between Gruisha and Jessup wars for convenienceSimon trulyDeserved Gruisha for he came back to lack for her after the warQuestion 6Drawing illustrations from what Grusha goes through in order to save and adopt Michael, write an essay on the challenges of being a good person in a rotten societyINTRODUCTIONEven in a rotten society, if possible to come across a good person. In the Caucasian Chalk circle, such a person is Grusha. Grusha goes through many challenges in order to save and adopt Michael."}
{"text": "I In the prologue, the valley is given to the fruit governorsThey have plans to build their fruits culture to ten times its original sizeThey have prepared a plan for an irrigation projectThe farm will not only grow more fruits but could also support vineyardsThey even present calculations for the projectii Michael is given to Gruisha because of her motherly natureShe rescuers him on the Easter Sunday when his mother leaves him behindGruisha takes to a risky journey to the Northern Mountains amid pursuit by the ironshirtsShe marries a man on his death bed in order to give legitimacy to MichaelIn the chalk circle test ,she does not pull Michael from the circleiii. Azdak is made judge by the iron shirts and later on the Grand DukeIn the mock could scene be displays better knowledge of the law in comparison to prince Kazbeki s nephewHis reign as judge is described as a brief golden age, almost an age of justice .In making his rulings the look from the rich and gave to the poorHe is late reappointed as judge by the Grand Duke as a show of gratitude for saving his lifeiv. Azdak divorces Gruisha and Jessup instead of the old coupleThe divorce paves way for Gruisha s marriage to SimonSimon had stood by Gruisha in court claiming to be Michael s fatherThe union between Gruisha and Jessup wars for convenienceSimon trulyDeserved Gruisha for he came back to lack for her after the warQuestion 6Drawing illustrations from what Grusha goes through in order to save and adopt Michael, write an essay on the challenges of being a good person in a rotten societyINTRODUCTIONEven in a rotten society, if possible to come across a good person. In the Caucasian Chalk circle, such a person is Grusha. Grusha goes through many challenges in order to save and adopt Michael. Some of these challenges are discusses belowAccept any other relevant introductionCONTENT i She sacrifices the little she has in order to sustain Michael. She buys milk exorbitantly ii She is forced to come up with ingenuinenes way of eluding the red shirts who are after him. She knocks one of them down with a piece of wood, enduring her life in the process."}
{"text": "Some of these challenges are discusses belowAccept any other relevant introductionCONTENT i She sacrifices the little she has in order to sustain Michael. She buys milk exorbitantly ii She is forced to come up with ingenuinenes way of eluding the red shirts who are after him. She knocks one of them down with a piece of wood, enduring her life in the process. Iii She crosses of dangerous bridge, endangering her life and Michael s iv She has to contend with a society that frowns upon single motherhood. She is forced to accept marriage to an invalid called Jussup in order to normalize her status vi Her relationship with her fianc e, Simon , is endangered. Vi She is force to go through a court processes in order to gain custody of MichaelQuestion 7 True mother hood is not necessarily biological Write an essay illustrating this statement using Bertolt Brecht s , The Caucasian chalk Circle . NatellaAbashiwili, the biological mother of Michael abandons the child as she feels the city .She is more interested in her fine linen and shoes as well as horse carriagesIt takes the motherly instinct of the kitchen maid Grusha to retrieve the baby and fend for it offering protection and nourishmentGrusha adopts the body and risks being captured by the soldiers and crosses the dangerous and rotten bridge to save the life of Michael from the iron shirtsThe mockery of Grusha s sister-in-law concerning the illegitimate child, Michael does not affect her affection for the young boyVashnadze endures an arranged and difficult marriage on paper to a dying man, Jussup: for the sake of the childA mere kitchen help Grusha fights for the custody of Michael in court and does not pull him to her side in the test of the chalk circle so as not to tear him up. She fears to destroy the boy she has nurtured and brought up expensively as a real mother. Conclusion:Generally mothers are suppose to be motherly for one to be accredited a real mother of a child .This world mean not all the biological mothers are a sincere parents as to claim the ownership, however the soul that would nurture brings up responsibly deserves the ownership as portrays in Grusha vashnadze."}
{"text": "TABLE OF CONTENTPREFACE23CHAPTER ONE 44SYNOPSIS OFBLOSSOMSOFTHESAVANNAH 4CHAPTER SUMMARIES5CHAPTER TWO1818CHAPTER THREE 40THEMES4064CHAPTER FOUR 65LANGUAGE ANDSTYLE 65CHAPTER SIX 9191PREFACEThis study guide provides a detailed analysis of the novel BlossomsoftheSavannah. The analysis is aimed at preparing KCSE candidates for both the excerpt and the compulsory essay question in paper two and three respectively. This guide is written in a manner that both the candidates and teachers will immensely benefit from it. This has been achieved through the presentation of a succinct synopsis, detailed chapter summaries, as well as deeply analyzed characters, themes and stylistic devices. At the end of each of these sections, there are sample essay questions to guide students in revising and preparing for both the internal and national exams. There are also general essay questions, sample and practice excerpts, all meant to prepare students for KCSE English paper two and three. This guide might not have exhaustively analyzed the novel, BlossomsoftheSavannah. Therefore, students are advised to consult other authorities such as their teachers in order to enrich what is contained in this guide. THE BIOGRAPHY OF HENRY OLE KULETHenry ole Kulet was born in 1946. He is a veteran and award winning Kenyan writer known for his novels which capture aspects of environment, culture and experiences of Maasai people. He is an established author for he has written eight novels. Daughterof Maais a story of quiet village that is stirred by a frenzy of activities by the arrival of a young and pretty community teacher, Anna Walangh. He authored Itispossiblein 1971, HowTobecameaManin 1972 and BanditsofKibiin 1999. In BanditsofKibi, he created scenes which came out during the Post-Election Violence in 2007 after the disputed elections. CHAPTER ONESYNOPSIS AND SUMMARIES OF CHAPTERSSYNOPSIS OF BLOSSOMSOFTHESAVANNAHThe novel begins as Kaelo, his wife, Taiyo and Resian leave Nakuru for Nasila, a rural area in Maasai land."}
{"text": "He authored Itispossiblein 1971, HowTobecameaManin 1972 and BanditsofKibiin 1999. In BanditsofKibi, he created scenes which came out during the Post-Election Violence in 2007 after the disputed elections. CHAPTER ONESYNOPSIS AND SUMMARIES OF CHAPTERSSYNOPSIS OF BLOSSOMSOFTHESAVANNAHThe novel begins as Kaelo, his wife, Taiyo and Resian leave Nakuru for Nasila, a rural area in Maasai land. This is as a result of retrenchment of Kaelo who has been working as the manager of Agribix Limited. On reaching Nasila, Ole Kaelo s are welcomed by uncle Simiren s family which consists of four wives and sixteen children. In a move towards settling in Nasila the new home, Ole Kaelo visits his old friend Ole Sumpeyo. It is thirty years since Ole Kaelo left Nasila for Nakuru. The Kaelo s hold a homecoming party in which they invite members from the five clans aimed at re-linking the Kaelo family to the other villagers. Taiyo and Resian observe that some young men are suspicious of them for they are not circumcised. In an attempt of acquainting the two girls with Nasila culture, Kaelo informs Joseph Parmuat to teach Taiyo and Resian traditional songs and dances. As the young ones spend more time together, a love relationship begins to develop between Taiyo and Joseph but unfortunately due to cultural demands the relationship is restrained. Unfortunately, there is an attempted rape on Resian and Taiyo. Consequently, an ad hoc group of men is formed to hunt down the culprits. After it is known that Lante and Ntara are responsible for the heinous act, punishment is meted on them. The novel reveals of how females have contributed significantly to the beginning and continuation of FGM through the Olarinkoi legendary story. Kaelo opens an agricultural shop and enters into business contracts through Oloisudori who is conversant with shady businesses. Oloisudori s aim is to exploite Kaelo. After realizing that Kaelo has beautiful daughters, he chooses to marry one and organize for the other one to be married by his friend instead of extorting him."}
{"text": "Kaelo opens an agricultural shop and enters into business contracts through Oloisudori who is conversant with shady businesses. Oloisudori s aim is to exploite Kaelo. After realizing that Kaelo has beautiful daughters, he chooses to marry one and organize for the other one to be married by his friend instead of extorting him. Oloisudori comes in a procession and gives gifts and money as dowry for the young Resian. Since Resian disagrees with Oloisudori and her father s plan, Oloisudori plans to use anesthesia to render Resian unconscious so that he may snatch her for marriage by force. However, the girls craft a scheme of shaming Oloisudori in which they return the gifts Oloisudori had given them earlier. The couple goes to consult Simiren and Sumpeyo on how to deal with Oloisudori s demands as the girls go to the shop. On their way back, the girls are almost raped by two callous young men. Later on, after Resian refuses to cooperate, Oloisudori gets enraged and slaps her mercilessly. It is Olarinkoi who supposedly saves her by whisking her away before she commits suicide. Olarinkoi organizes with a pick-up driver so that he whisks Resian away claiming to ensure her safety from Oloisudori and her father. The three have a trek of terror which leaves Resian raped by Olarinkoi in a dark hut in the forest. On regaining consciousness, she finds herself under the care of Nabaru, a nurse who reveals everything that transpired. Finally, with the help of Nabaru Resian comes face to face with Minik eneNkoitoi, the activist against FGM in the sheep s ranch. She welcomes Nabaru and Resian warmly. Resian learns that Oloisudori has advertised in the newspaper for her search. Minik s pivotal role is evident in that in the ranch there are other five hundred girls who have gone through a similar experience just like Resian. On the other hand, Taiyo faces the painful blade of the Olmurunya. While managing the ranch, Minik meets a new challenge in which the powerful in the government are threatening to close the ranch. However, Minik, the foresighted planner ensures the survival of the ranch. Resian learns of the unfortunate death of Joseph Parmuat."}
{"text": "While managing the ranch, Minik meets a new challenge in which the powerful in the government are threatening to close the ranch. However, Minik, the foresighted planner ensures the survival of the ranch. Resian learns of the unfortunate death of Joseph Parmuat. He is killed in his mission of saving Taiyo from a group that circumcises her by force. At long last, Resian meets Taiyo at the ranchOloisudori makes his last heinous kicks by visiting the ranch to demand Resian as his wife. He is told off by Minik. With his company, he flees for his life after his cars are burnt down. The ultimate goal is attained when Minik takes Taiyo and Resian to Egerton University where Resian has a chance of studying her dream course. CHAPTER SUMMARIESCHAPTER 1: THE JOUNERYAs the novel begins, Ole Kaelo is reprimanding loaders for being slow. The couple is relocating from Nakuru to Nasila after Ole Kaelo is retrenched from Agribix Limited where he has been working as the commercial manager. Not long ago Kaelo had denied Taiyo a chance to go to Mombasa to develop her talent. That is why Taiyo sympathizes with the loaders who are receiving strict instructions from her father. The two girls visualize what life in the new environment will be like. The girls are experiencing apprehension. Nakuru town has always bustled with life and they fear the shop that their father aims at starting may not pick. Taiyo encourages Resian that they should hope for the best. Resian requests Taiyo to plead with their father so that they can join Egerton University. Resian knows her father listens to Taiyo. Through a flash back, the reader learns that Ole Kaelo and his wife Mama Milanoi have lived for twenty two years since they married. Women from Nasila had earlier visited Mama Milanoi at Nakuru and hinted at the hostility expected especially because the daughters are not married. Kaelo has been a hardworking man, a trait that led to his promotion at Agribix Limited. The retrenchment has triggered ambition to work so as to be rich. A few kilometers to Nasila one lorry breaks down but soon it is fixed and the family reach uncle Simiren s homestead where they are welcomed warmly. It is now thirty years since Ole Kaelo left Nasila for Nakuru."}
{"text": "The retrenchment has triggered ambition to work so as to be rich. A few kilometers to Nasila one lorry breaks down but soon it is fixed and the family reach uncle Simiren s homestead where they are welcomed warmly. It is now thirty years since Ole Kaelo left Nasila for Nakuru. In all this time he has been away, uncle Simiren has been representing his elder brother. Elders are not happy with Kaelo s monogamous marriage. Simiren on his part has four wives and sixteen childrenCHAPTER 2: NASILALife at the rural Nasila is contrasted with that of Nakuru town. Uncle Simiren is a polygamous man. He has four wives and sixteen children. Each of these wives has a house .The girls are introduced to the sixteen cousins by the senior most aunt, and the eldest wife. The children are aged between three and sixteen years and out of the four wives, two aunts are pregnant. Resian and Taiyo are allowed to go walking. The girls make the observation that the four aunts are not happy as well and the kids are not contented. Resian outrightly says she is not ready to be a parent and that she will first learn. They are accosted by a tall heavyset young man with thick dark beard and a moustache. Resian orders the man to leave Taiyo alone. According to the man, the girls are not decent for they are uncircumcised. The girls keep the ordeal as a secret. Ole Kaelo visits ole Sumpeyo, a famous cattle trader and a longtime friend who supports FGM. Ironically, even though a close friend, Sumpeyo is malicious and envious of Kaelo especially when he learns of his great business plan. He however warns him to be wary of Oloisudori, a business partner, and advises him to keep his daughters away from him. CHAPTER 3: STRANGE VISITORSOle Kaelo ushers his family into the newly constructed house. The Kaelo s are elated by the new house. In a flashback Mama Milanoi remembers how she was married by Kaelo while she was eighteen and Kaelo twenty four years old. The couple has enjoyed peace generally since then but since she does not have a son, Mama Milanoi feels she has failed Kaelo."}
{"text": "The Kaelo s are elated by the new house. In a flashback Mama Milanoi remembers how she was married by Kaelo while she was eighteen and Kaelo twenty four years old. The couple has enjoyed peace generally since then but since she does not have a son, Mama Milanoi feels she has failed Kaelo. In a dialogue, we learn that Taiyo and Resian are afraid of undergoing the act and wish to go back to Nakuru and join university. In a dramatic irony we realize that Kaelo has been hard and cruel to Resian for he expected a son to be born in her place. Although Taiyo does not understand the cause of the hatred, she always defends her sister devotedly even when her mother does not offer any protection. Probably Mama Milano is afraid of ole Kaelo. CHAPTER 4: HOME COMING CEREMONYIn order to re-link himself to the community ole Kaelo holds a big celebration party which is also made for blessing his home. Members from the five Maa clans: Ilmolelian, Ilmakesen, Ilukumae, Ilaiser and illtarosero are invited. The Kaelo s belong to the Ilmolelian clan. Ole Kaelo s are very actively involved in the preparation of the homecoming ceremony. During the dances, Taiyo is attracted to the manager of music, a young local primary school music teacher Joseph Parmuat but unfortunately they belong to the same clan and forging any intimate relationship is an abomination. A carnival mood is witnessed during the party for the generous Kaelo, has offered plenty of foodstuffs. In the dance Taiyo s talent is brought forth for she is really attracted to the song and dance. We learn that she has always done well in music festivals too. Unfortunately, her father denied her a chance to go for a music extravaganza in Mombasa which would have developed her talent. Lastly, Musanka leads in the blessing section. He calls upon the community to welcome the Kaelo s back home. Kaelo is advised to involve himself in the community affairs and Nasila. He is also advised to take care of his family and children. CHAPTER 5: DEPRESSED ONETaiyo and Resian are distressed. Resian feels Taiyo is taking too long before broaching the issue of their university studies with their father. The issue of FGM makes the two girls have a sleepless night."}
{"text": "CHAPTER 5: DEPRESSED ONETaiyo and Resian are distressed. Resian feels Taiyo is taking too long before broaching the issue of their university studies with their father. The issue of FGM makes the two girls have a sleepless night. Taiyo is also disturbed by the cultural law that does not allow her relationship with Joseph Parmuat, the primary school teacher and a music enthusiast. The two girls cry a lot that night. The day before, Joseph had promised to visit her and also coach her in traditional music. The thought of enkamuratani circumciser and Olmurunya circumcising blade makes Taiyo shudder with dread. In Resian s mind it is clear that enkamurataniand her Olmurunyacannot have their way with her, maybe over her dead body. Contrastingly Kaelo and his wife enjoy a great night after the day of the great party and blessings. They feel fulfilled for the great achievement, getting welcomed as well as being blessed. In her morning thoughts, Mama Milanoi is at a dilemma, whether to force the girls to undergo the ritual and lose their faith, love and confidence or refuse to yield to the traditions and become a pariah in the Ilmolelian clan. Kaelo authoritatively states his demands; mama Milanoi is to counsel her daughters in preparations for circumcision while he is to ask Parmuat to teach the girls home truths and later enkamuratanito be called to do her part. Mama Milanoi interrogatively reflects on her stand and that of her family. She feels her husband is turning into a deep Nasilian very fast. Afterwards, the Kaelo s visit their agricultural shop. On arriving home, the three females welcome Joseph Parmuat delightfully. As the chapter ends, a second male visitor visits the Kaelo s. CHAPTER 6: OLARINKOIKaelo makes a pompous speech introducing Joseph Parmuat. Despite the warning, Taiyo is still infatuated with Joseph and decides to make him a confidante. Resian is critical and dismissive of her father s pompous speech and generally how females are viewed by men. In a defiant mood, Resian expresses her mind on the subject of unfair men towards women. Surprisingly and daringly, she portrays the defiance to her aunt, mother and Resian. The listeners are deeply embarrassed."}
{"text": "In a defiant mood, Resian expresses her mind on the subject of unfair men towards women. Surprisingly and daringly, she portrays the defiance to her aunt, mother and Resian. The listeners are deeply embarrassed. Aunt Botorr says Resian has a bad spirit that can only be treated through circumcision. Taiyo s questions who Olarinkoi is and is answered by Joseph by telling a legendary story. Ilarinkon is a legend who was a great fighter who saved the Maa community from being wiped out by an adversary while their morans had gone for a raid. Ilarinkon warriors abused women until one day women discovered how to deal with the problem. Their collective resolution ironically gave birth to enkamurataniwho was handed over an Olmurunya. Hence the birth of FGM and therefore according to Joseph, only women can stop the barbaric FGM. CHAPTER 7: SHADOWY OLOISUDORIResian is in an optimistic mood that all will be well especially about their university education. After Taiyo leaves for the shop, Mama Milanoi broaches the subject of FGM. Even though Mama Milanoi supports FGM, Resian is categorical that it has been used by men as a tool of oppression to women. One Edward Oloisudori visits Kaelo s home. Resian is uncomfortable with him for he is immoral. Mother scorns her for talking ill about him. Father returns and due to Resian s nervousness, he calls her names. Kaelo clearly states that all members of Kaelo family must respect Oloisudori and that he should not be denied anything. Resian learns that her father did not give in to the request about joining university. Joseph reveals that Oloisudori is a shadowy figure; a Jack -of-all-trades. He is also, a poacher, smuggler, robber, extortionist and a hired assassin. He had survived numerous jail terms and was now incorrigible. Due to the revelation, the girls fear for their father. When Oloisudori leaves, the countenance of Kaelo and Mama Milanoi changes; they are absent-minded and aloof even though Kaelo insists that everything is in control. Mama Milanoi even burns rice without realizing it."}
{"text": "Due to the revelation, the girls fear for their father. When Oloisudori leaves, the countenance of Kaelo and Mama Milanoi changes; they are absent-minded and aloof even though Kaelo insists that everything is in control. Mama Milanoi even burns rice without realizing it. CHAPTER 8: TROUBLED COUPLEOloisudori s cruel demand, to marry Resian and organize the marriage of Taiyo renders Kaelo and Mama Milanoi a sleepless night. Although Kaelo knew Oloisudori s past criminal record, he still falls for his trap due to greed for wealth. Oloisudori s initial plan was to extort money from Kaelo but on noticing his two beautiful daughters he changed his mind. Mama Milanoi suffers great pain and cries for the olden days when demands such as those of Oloisudori would be dealt with accordingly. Mama Milanoi recalls through flashback how women had invoked mass action on men in the past by depriving men food, milk and beating them up while naked. She contrasts those times with the current times when Nasila River is polluted with chemicals. She fears that Oloisudori may kill her daughter. Despite the hard times the Kaelo s are experiencing, the following morning, the members manage to afford smiles as they take tea. Even the entrance of Olarinkoi does not dampen the high spirits embraced by the Kaelo s. CHAPTER 9: LOVEJoseph Parmuat begins a routine practice of coaching Taiyo and Resian on traditional songs and dances and the trio enjoy it immensely. Joseph Parmuat guards against any untoward behavior so as to conserve his integrity. The chapter then says a lot about the Maa Culture on different subjects. He explains different types of loves to the two girls; elangatare and patureishi. Resian boldly asks Joseph to be her patureishi but he explains how it is impossible for that to happen due to Nasila cultural norms. Taiyo and Resian question the rigidity of Nasila culture and traditions. They question some negative practices like F.G.M Joseph clarifies that culture had dropped some negative practices like throwing the dead and the dying to the hyenas, abandoning very old and ill in deserted homesteads. In a flashback, Taiyo accounts for her love to Joseph."}
{"text": "Taiyo and Resian question the rigidity of Nasila culture and traditions. They question some negative practices like F.G.M Joseph clarifies that culture had dropped some negative practices like throwing the dead and the dying to the hyenas, abandoning very old and ill in deserted homesteads. In a flashback, Taiyo accounts for her love to Joseph. It began on the day their father organized a homecoming celebration and since then she has even visited Joseph in his house. Joseph also feels strong love to her but traditions shields him from her. They think of falling in love and leaving for a far destination. Taiyo is ready but Joseph is prefers to abide by Nasila culture. CHAPTER 10: OLARINKOI VERSUS THE RAPISTSA cloud of apprehension hangs around the couple. Oloisudori does not turn up as he had promised earlier. After procrastinating for some time they find it unbearable. Mother and father leave their home so as to consult their friends; the wife to Simiren and Ole Kaelo to Supeyo, on the issue touching on Oloisudori s callous demand to marry one of their daughters. The two girls go to the shop to have their lunch prepared by the manager, Maiso. On their return journey, they are attacked by two rude young men. On observing the two men, they realise one of the accosters was responsible for the earlier ambush. The two young men are frightening for they are in possession of knobkerries. They attempt to rape them but luckily the girls are rescued by Olarinkoi. The girls cannot thank Olarinkoi enough. The two girls detest the two young men s behaviour. The girls feel terribly shaken. Resian feels she should leave Nasila for university. The incident strengthens Taiyo s resolve as a combatant in a war zone. CHAPTER 11: CHANGE OF ENVIRONMENTTaiyo and Resian wait for their parent s return to tell them of the near rape ordeal as they were coming from their shop at Nasila. Ole Kaelo is very agitated on hearing that his daughters were assaulted with the aim of being raped. Their father storms out of the house while their mother asks them to go to Simiren s house to have a change of environment. The girls are heartily welcomed at their uncle s home and that enables them to settle very fast. They get used to the communal and polygamous running of affairs at their uncle s home."}
{"text": "Their father storms out of the house while their mother asks them to go to Simiren s house to have a change of environment. The girls are heartily welcomed at their uncle s home and that enables them to settle very fast. They get used to the communal and polygamous running of affairs at their uncle s home. They learn very many aspects of Nasila culture, both negative and positive. They are told more about Minik eneNkoitoi, the Emakerereiand their role model by one of Simiren s wives. They are told that she went to Makerere University where she studied veterinary medicine. They admire her opposition of negative Nasila culture and say they would like to be like her. Through flashback, it is revealed that Resian s interest in vet medicine began when she and Taiyo accompanied their father to agricultural show in Nakuru and since then, she has admired the profession. Taiyo plans to compose a song with the help of Joseph Parmuat praising Minik and ridiculing three women who still clung on retrogressive Nasilian culture. Later, they are asked to return home by their parents. A party, which their parents also attend, is held for them after which they return home. CHAPTER 12: RETALIATIONOle Kaelo hits the road angry and bitter and complaining to all he meets about the beastly attack on his daughter. He goes to the school where Joseph teaches and explains the events heading to his anger. Joseph parades all pupils, and sends boys from the Ilmolelian clan to go and call their elder brothers and fathers to an urgent meeting at Oerataplain. The search party narrows down on Lante son of Kanyira of Ilukumae clan and Ntara son of Muyo, also of Ilukumae clan as the culprits. They decide to embark on a revenge mission to prevent further provocation from the Illukumae clan. The retaliation is done by the young and old men from Iimolelian clan and the sympathizers from Limakesen clan. The search party comes across the two culprits who ran and fall under the feet of two old men begging for mercy. According to Nasila culture, a man is spared of any crime if he hides his head between the legs of an old man. Nevertheless, they are clobbered, slapped and kicked by Kaelo and his men."}
{"text": "The search party comes across the two culprits who ran and fall under the feet of two old men begging for mercy. According to Nasila culture, a man is spared of any crime if he hides his head between the legs of an old man. Nevertheless, they are clobbered, slapped and kicked by Kaelo and his men. It is realized after interrogation that one of the offenders was related to Taiyo and Resian for he was son of Mama Milanoi s sisters. A cleansing ceremony is planned and Ole Kaelo is compensated for the trauma he underwent. Ntara Muyo gives Taiyo and Resian each a heifer to remove the shame he caused them. Lante pays two heifers. Ole Kaelo continue to have mixed feelings about Oloisudori s plan to marry his daughter. He consoles himself that Oloisudori is not an ordinary man. And that his business success depended on him. Thus reasoning, he decides to go along with Oloisudori s plan. He also dismisses negative rumours about Oloisudori assuring himself that his daughter was lucky to get such a man. Meanwhile, the girls visit to the uncle s home has greatly changed their outlook on life. It reduces their overreliance on their parents. They are finally happy that they are getting acceptance in the highly traditional community. CHAPTER 13: OLOISUDORI S GRAND VISITOloisudori changes his plans of coming for Resian in two weeks time and declares he would do so the following day. He would be accompanied by his three friends and wants Resian to cook for them. Ole Kaelo asks Resian to remain at home and cook for them instead of going to help plaster the kitchen of Teiyo Kiti with Taiyo as they had planned. She is not comfortable with the idea saying she fears Oloisudori and that he is like a monster. Her father hears none of her protestation. Resian seeks refuge in the garden. She wonders why she has been chosen and not Taiyo. She finds injustice in the way her father treated her unlike her sister Taiyo. Taiyo sympathizes with her situation. She knows her father biasness in treating his daughters. She thinks that the current demand from his father would make him hate her more. She blames the new culture that her father has immersed himself into as the cause of all her problems."}
{"text": "She knows her father biasness in treating his daughters. She thinks that the current demand from his father would make him hate her more. She blames the new culture that her father has immersed himself into as the cause of all her problems. Traditionally, a girl was shielded from men and it was rare for a girl to interact with men. Finally, Resian agrees to cook for the visitors after Taiyo is allowed to do it with her. Oloisudori arrives in a procession of four wheel drive vehicles. He is immaculately dressed and so is his three friends. Taiyo starts sensing that he could be targeting her sister Resian. He gives each of the family members generous gifts including a briefcase to their father. Later after leaving, Taiyo talks to her father to get more information about Oloisudori and his mission in their home but he reveals little. After failing, she plans to ask him to enroll them at Egerton but she does not succeed. Ole Kaelo calls for his daughter Resian. He talks to her pleasantly and tells her he has good news for her. Resian misinterprets this thinking it s about being enrolled at the university. Finding that they are on different pages, he dismisses her and calls for her mother. CHAPTER 14: THE WEALTHY OLOISUDORIOle Kaelo and his wife visit one of Oloisudori s homes in Naivasha. He wanted them to see the home he is building for their daughter so that they can easily convince her to marry him. Oloisudori compares Resian with one of the legendary beauty in the land and this greatly flatters Ole Kaelo. He also compares her with lord Ngata an English lady who drove a legendary gentleman crazy but the lady finally refused to marry him hence making the gentleman hate women forever. He intends to rectify that by building a palatial home that she would not turn down. Oloisudori is even ready to enroll her as a parallel student at Egerton if she marries him. However, she must undergo circumcision before he can marry her. Ole Kaelo regards Resian lucky and hopes his other daughter would find such a rich man who could give him generous dowry. Ole Kaelo reminisces his journey with his wife to Oloisudori s palatial home in Naivasha with pleasure."}
{"text": "However, she must undergo circumcision before he can marry her. Ole Kaelo regards Resian lucky and hopes his other daughter would find such a rich man who could give him generous dowry. Ole Kaelo reminisces his journey with his wife to Oloisudori s palatial home in Naivasha with pleasure. He still remembers with awe the grandeur and magnificence of the house Oloisudori was building for Resian in Milimani area of Nakuru which made him decide that Resian had to be married by Oloisudori come what may. Before parting, they hatch a plan of abducting Resian if she offers resistance and are very happy about it. His wife is not very happy about the idea but has no option. She is unhappy that her daughter would miss a chance of going to Egerton University. Ole Kaelo also seems at conflict but keeps assuring himself that Oloisudori is a genuine man enjoying his own fruits of labour. Later, after a disturbed night, he has a dream in which Resian accepts to marry Oloisudori without any resistance and that raises husband and wife s spirits. Resian and Taiyo hatch a plan of returning all gifts Oloisudori had given them in his next visit to show him they were not on sale. Resian receives Oloisudori warmly into their home and hands over the carton she and Taiyo had packed all his gifts. This catches Oloisudori by surprise and he is made to believe that the battle has been won. He reveals his plans to marry her and she is shocked by the revelation. They have a nasty exchange of words with Resian telling him that she can only be his wife over her dead body. Resian storms out of the house and confronts her father in his shop at Nasila. Ole Kaelo confirms his intention to marry her off to his friend and says he has no intention of enrolling her to university. She has a nasty verbal exchange after which he slaps her twice. She tells him he better kill her than hand her over to his friend, the monster. Their bitter exchange attracts a crowd outside the shop. Resian leaves in hurry and heads to the river where she contemplates committing suicide. Just then, Olarinkoi comes to what seems to be her rescue."}
{"text": "Their bitter exchange attracts a crowd outside the shop. Resian leaves in hurry and heads to the river where she contemplates committing suicide. Just then, Olarinkoi comes to what seems to be her rescue. She tells her that Oloisudori men are looking for her all over and that he can help her reach Minik s ranch. Resian agrees to the idea and they plan to start off very early the following day. CHAPTER 15: THE REAL OLARINKOIAfter a sugarless breakfast served by a kind-hearted old woman, Resian and Olarinkoi gets into a pick up to start their journey to Minik s ranch. The old woman gives Resian a leso and a blanket to cover herself with. At the beginning, she is very optimistic and happy that finally her salvation has come. Later the hot weather and the bumpy ride makes the journey very uncomfortable while dust, flies, mosquitoes and the fear of wild animals haunt along the way. On the way, Olarinkoi is aloof, he does not communicate with Resian, but this does not bother her for her focus is to reach the ranch and meet Minik her mentor. The pick- up stops outside a mud plastered house with a rusty tin roof and Olarinkoi orders her to alight. He orders her to follow her into the desolate house which has two rooms Olarinkoi brings several foodstuffs he had brought with him in the pick-up, rudely gives Resian several instructions on how to cook a meal and leaves in a huff. Soon, she falls asleep and dreams where she meets Minik who promises to enroll her as a student at Egerton University and protect her from F.G.M. Her dream is interrupted by a loud bang on the door by Olarinkoi. He reprimands her for not cooking food and tells her she is his wife. He proceeds to take her by force and a struggle ensues. Resian bites his thumb and in defense, he hits her on the ribcage making her pass out before proceeding to rape her. When consciousness returns, Resian realizes she was in a bed covered with bloody rags and naked. She begins to have recollection of what happened but cannot go beyond biting Olarinkoi s thumb. She faints again and sees alternating images of both Olarinkoi and Oloisudori."}
{"text": "When consciousness returns, Resian realizes she was in a bed covered with bloody rags and naked. She begins to have recollection of what happened but cannot go beyond biting Olarinkoi s thumb. She faints again and sees alternating images of both Olarinkoi and Oloisudori. When she regains consciousness, she notices another woman who she had been seeing in her hallucinations in the room. The woman is called Nabaru and is the nurse that has been treating her. One evening after she is able to walk on her feet, Olarinkoi s mother comes and admonishes her for biting her son s thumb and abuses her for being uncircumcised. She reveals that she intends to have her circumcised after recovering and that she and Olarinkoi would go to Tanzania to start their marriage. The nurse comes when she is deep in thoughts and tells her that Olarinkoi s mother is an enkoiboni, a prophet and had prophesied that her son would bring one of Ole Kaelo s daughter home, circumcise her and make her his wife. The nurse tells her she has admired her courage and is ready to help her out in whatever plans she has. The news gives Resian a new surge of hope. CHAPTER 16: HELPResian has a life full of torment at Olarinkoi s home from insects, reptiles as well as from the old enkoiboni. The Enkoibonihas a lot of bitterness directed to the well to do in the society such as Oloisudori. Nabaru informs Resian she is under a lot of pressure from Enkoiboni to have her recover so that she can undergo the initiation ritual. Resian pleads with her to take her to Emakererei sranch which Nabaru agrees to. When her health improves a little bit, Resian starts venturing out of the homestead. She keeps the company of some two young women who were married early. Olarinkoi reappears after disappearing for several days and tries to ask for forgiveness from Resian and even assures her that he would never molest her sexually again. He discloses that they plan to have her circumcised in two days time so that he can marry her. After the revelation, Resian realizes that her only hope is in Nabaru. She waits for her eagerly but does not come that evening."}
{"text": "He discloses that they plan to have her circumcised in two days time so that he can marry her. After the revelation, Resian realizes that her only hope is in Nabaru. She waits for her eagerly but does not come that evening. She has a dream in which she fights the enkamurataniwho wants to circumcise her, enkoiboniand when she is about to attack Nabaru, her dream is cut short by somebody calling out her name. Resian at first is unable to stand to open the door for Nabaru but after great effort, she reaches the door and opens it before collapsing. Nabaru administers some medicine through her mouth and she regains consciousness. The two women escape from the advancing enkoiboni,Olarinkoi and the enkamuratani. As they walk to the main road to board a lorry, they experience a big challenge, the heavy rain. Olarinkoi catches up with them as the lorry is about to leave, exchanges assaulting words with the two women before leaving him standing in the rain. Finally, they reach the sheep ranch were Minik eneNkoitoi is the manager, and the place where she so longed to go. Resian is very grateful for Nabaru s sacrifices to save her from Olarinkoi saying that only God could repay her for her love and kindness. Three motorbikes catch up with them as they wait for their lorry to cool down. One of the riders is Minik who also recognizes Resian having seen her picture in the papers which advertised her disappearance and promised a big reward to whoever would find her. Minik orders the driver to take her to the farm so that they can talk more. Resian is now towards the end of a torturous journey; homestretch as the lorry heads to the station. CHAPTER 17: THE PROMISEResian finds Minik sitting on the veranda of her spacious house. She is awed by her presence for she reminds her of her high school Principal. She welcomes Nabaru and Resian into her glamorous and elegant house. After bathing, she tells Minik the events leading to her present state. She discloses she has always admired Minik, wanted to meet her and wanted to study veterinary medicine which Minik herself did at Makerere University. She also tells her that she would like to join her in the fight against FGM."}
{"text": "After bathing, she tells Minik the events leading to her present state. She discloses she has always admired Minik, wanted to meet her and wanted to study veterinary medicine which Minik herself did at Makerere University. She also tells her that she would like to join her in the fight against FGM. Minik observes that some cultural practices like F.G.M and emuatahad outlived their usefulness and should cease being part of Maa s culture. Nabaru promises to join Minik in fighting the practice Minik also promises to have Taiyo and Resian enrolled at Egerton University, their lifelong dream. She also promises Resian a scholarship and gives her a fully furnished house and a job in the ranch for the duration she would be studying at the universityCHAPTER 18: SISTERS REUNIONOn her fifth day in the ranch one mid-morning, a vehicle that Minik had sent on a rescue mission comes in the ranch. Minik goes to see the girl s condition and later sends for Resian. Resian is gripped by anxiety and apprehension on finding Minik angry. Minik is angry at the new culture brought by wealth where men would like young girls and forcefully circumcise them hence lowering their esteem. She narrates the case about the girl. She tells Resian the girl s rescue was not easy for the home where she was circumcised was heavily guarded and after luring the guards, they were able to rescue her but unfortunately, the man who assisted in rescuing the girl was speared to death by the thugs. She tells Resian that the rescued girl was her sister and the killed man was Joseph Parmuat a teacher. Through recollections, Taiyo remembers how her mother lured her to accompany three women promising they would take her to Resian. When they got to Esoit village she was abandoned in a smoky hut and in the morning was forcefully circumcised. After that she went through several hallucinations. Resian goes to her room and the sisters hug and kiss passionately. The reunion of the two girls is very emotional. Taiyo slowly recovers with the help of Minik, nursing care of Nabaru and counseling by a teacher. Taiyo fully recovers, she and her sister discuss their dark past events. They blame their mother for accepting to agree to everything their father said. They vow not to be subservient to their male counterparts."}
{"text": "Taiyo fully recovers, she and her sister discuss their dark past events. They blame their mother for accepting to agree to everything their father said. They vow not to be subservient to their male counterparts. They also blame women for the perpetuation of F.G.M arguing that if all women said no to the practice, men would do nothing about it. As the chapter comes to a close, Taiyo is advised to accept what has happened to her and move on. She is also advised to ensure in future her children do not go through a similar experience. The three ladies agree that if they stand by their position the primitive culture would end. CHAPTER 19: DREAM FULFILLEDMinik calls for Taiyo and Resian later in August that year. She discloses that the contents of the two envelopes she has are about their admission in Egerton University. The girls are elated by the news. Minik organizes a farewell party for the girls. She invites many workers and girls to come and celebrate with the girls. The girls from Intapuka-e-Maa sing a song that seeks to empower and energize them in their resistance of outdated cultural practices. In the song, they condemn F.G.M and envision themselves as great professionals just like men in the nation. As they sing, Oloisudori comes in a convoy of vehicles to demand to be given either Resian or Taiyo arguing that he has already paid enough to have them both. Minik tells him to leave the place for he would have none of the girls. Oloisudori starts insulting Minik calling her a spinster who lost a chance to get married and now masquerades as an FGM crusader. Oloisudori orders his men to take Resian by force and a vicious fight ensues between the ranch s workers and Oloisudori s men. Oloisudori s convoy is burnt to the ground and he and his men ran for their lives after a thorough clobbering. On 5th September the following day, Resian and Taiyo are full of happy sensation as they climb the four wheel drive vehicle belonging to Minik to go to Egerton University, their Nirvana. They think of ways to repay Minik for her kindness but all in all agree that it is well that ends well. CHAPTER TWOCHARACTERS AND CHARACTERISATIONA character is a fictitious personage created by a novelist in order to convey an idea."}
{"text": "On 5th September the following day, Resian and Taiyo are full of happy sensation as they climb the four wheel drive vehicle belonging to Minik to go to Egerton University, their Nirvana. They think of ways to repay Minik for her kindness but all in all agree that it is well that ends well. CHAPTER TWOCHARACTERS AND CHARACTERISATIONA character is a fictitious personage created by a novelist in order to convey an idea. Characterization is the process of selecting suitable characters that suit specific roles by the novelist. Characters are of many types: main, minor, shadow, protagonist, antagonist depending on their role and significance. With themes and style, they form the basic triangle in literary work. The three questions answered by the three basic aspects are what, how and who. The question answered by character and characterization is who . In this novel, the protagonist, the character every reader would wish to be like, is Resian. The family of Kaelo is a key family; Kaelo, Mama Milanoi and Taiyo. Close people to this family like Oloisudori, Olarinkoi, and Joseph Parmuat are equally key characters in this novel. There are still other characters that help in anchoring thematic concerns, the plot and style and they include: Simiren, his wives especially Yeiyoo Botorr and yeiyoo-kiti,Ole Supeyo, Nabaru, Minik, the enkamurataniand enkoiboni. Parsimei Ole KaeloHe is the husband to Mama Milanoi and father to Taiyo and Resian. He is a retrenched commercial manager of Agribix Limited Company situated in Nakuru. StrictAs the bread winner of the family and a senior officer at the work place Kaelo develops a strict character. As the novel begins, he is reprimanding the loaders of a lorry p.1 . He denies Taiyo permission to travel to Mombasa with other young men and women to attend an extravaganza. He thinks Taiyo s exposure to music extravaganza would make her a harlot p.45 . Taiyo tells Resian they hurry to the lorry before father spoils their day with his sharp tongue p. 5 . He also denies Resian a chance to go to the university saying her education is enough yet his aim is to enjoy the money p.207 ."}
{"text": "Taiyo tells Resian they hurry to the lorry before father spoils their day with his sharp tongue p. 5 . He also denies Resian a chance to go to the university saying her education is enough yet his aim is to enjoy the money p.207 . He terms Resian as stupid and myopic for insisting on going to school. P.207 . His daughters fear to report the heinous incident when they are accosted by a callous young man p.20 . When he is away, the house is joyous and comfortable. P.35 . The moment Resian sees him, she becomes clumsy and breaks a glass p.40 . During the homecoming ceremony, he sends a corrosive glance at Taiyo when Joseph approaches her. P.48 . When their father comes at the sitting room, Taiyo and Resian disappear to the kitchen p.69 Commanding short temperedHe commands the loaders violently p.1 .Taiyo knew the sting of her father s tongue. P.1 When a lorry breaks down during relocation, he fuses, curses and mutters expletives p.10 .When Resian becomes clumsy and almost breaks the glass he winces, grimaces and struggles to control himself p 40 .When mama Milanoi shows her dilemma about whether the girls should be circumcised or not, Kaelo commands, You must immediately start counseling the girls p.61 . After Supeyo fails to take him to Oloisudori, he gets very annoyed. He shouted in a thunderous booming voice p.46 . On learning that her girls were accosted he takes a sword and froths trembling p.147 .He furiously pursues the men who had accosted his daughters p.159 . HatefulHe detests Resian from the moment she is born. When she shows early signs of maturity he declares to himself the earlier we disposed of her, the better p.10 . This clearly shows his disregard to his own blood. Mama Milanoi attests that Kaelo had scolded and bullied her like half-witted child p.29 . He wonders where in the world they fetched that awkward, overblown, stupid Resian. P.40 . When they make an accident with Resian at the door he curses, Have you run amok? P.96 ."}
{"text": "He wonders where in the world they fetched that awkward, overblown, stupid Resian. P.40 . When they make an accident with Resian at the door he curses, Have you run amok? P.96 . This is a disregard of the delicate emotional little girl. He brutally slaps Resian for not co-operating with Oloisudori p.209 He gets dowry from Oloisudori without even informing his daughters p.209 .This is great disregard to Resian for she is the one expected to be in the marriage yet he does not inform her that he has picked dowry. HardworkingKaelo remembers how while young he worked himself to the bone preparing for his future p.8 . He believes the way to the stars is hard work p.8 . Hard work had seen him through the ranks from a clerk to the coveted position of a manager p.9 . He succeeds in whatever he puts his hands in p.29 . He goes to Nakuru to work and returns to Nasila with wealth p.38 . While organizing for the homecoming event, he wakes up at cock crow. Mama Milanoi informs Yeiyo-Botorr that Kaelo is hard-working and that Taiyo resembles him p.76 . SexistA sexist person is that who discriminates on grounds of sex. Right from the time Resian is born, he detests her for she is not male. It is unfair for a child is always innocent. In this case she did not participate in her birth. He uses abusive language on Resian most of the time. He instructs Joseph to coach her girls on traditional dances. Resian argues that if they were males their father would not have got them a trainer. It had been his prayer to get at least three boys p.9 . Chauvinistic egocentricTaiyo is his pride. When she is born, Kaelo proofs his fatherhood p.10 . But when he gets the second girl, he is disappointed. He detests Resian since then p.10 . When he sees Joseph talking to her daughter, he refers her to Mama Milanoi s daughter p .48 yet we know she belongs to both her father and mother but since he considers the gesture embarrassing he does not wish to be associated with her."}
{"text": "But when he gets the second girl, he is disappointed. He detests Resian since then p.10 . When he sees Joseph talking to her daughter, he refers her to Mama Milanoi s daughter p .48 yet we know she belongs to both her father and mother but since he considers the gesture embarrassing he does not wish to be associated with her. He talks to her daughter through their mother p.69 .this is because his gloated manly feeling cannot allow him to address a young girl. He stays for long time without relaying critical information like the intention by Oloisudori to marry one of his daughters p.114 . Since she is a woman and her decisions are not necessary, he first weighs the issue independently. EnterprisingHis mentor is Ole Supeyo p.20 who is a serious businessman in cattle trading. He owns a pick up for business p.22 . Plans to open the shop at the onset of rains p.24 . He is about to sign a four-year s contract with the government through Oloisudori. P.24 . His mother-in-law is happy to get a son in law who is a businessman p.28 . GreedyEven after being warned by Supeyo against the corrupt Oloisudori, Kaelo insists on dealing with him due to financial gains. He views the warning as envy on the part of Supeyo p.26 . Because of greed, he becomes a sycophantic follower of Oloisudori. This makes him mention reckless statements like There is nothing that he ought to be denied in this home p.98 . He chooses to deal with Oloisudori the criminal due to greed p.109 . He wishes to deal with the wealthy. P.109 . He does not care the means of getting wealthy p.111 . He takes dowry for his two daughters even when they want to join university p.111 . ModernHe tells off his brother when elders send him to tell him to marry other wives and get more children and sons. He says polygamy is archaic. He has only one wife and two daughters even when men have many wives and many children. He builds a modern stone house for his family with red tiles p.27 . His shop in Nasila is also furnished tastefully to attract high-class customers."}
{"text": "He has only one wife and two daughters even when men have many wives and many children. He builds a modern stone house for his family with red tiles p.27 . His shop in Nasila is also furnished tastefully to attract high-class customers. TraitorousThough a parent to Resian and Taiyo he betrays them. He does not provide parental love as he ought to. He does not support university education for his daughters and he supports their early marriage. He also supports their FGM so that he can receive dowry and safeguard his businesses. PatrioticDuring the homecoming ceremony, he swears never again will he Live away from Nasila nor abandon its culture p.40 . The twin sub clans of IlmolelianItoorashaKihejiand Lelemawill always be like two chambers of his heart. P.40 . He calls Joseph to train Taiyo and Resian Maa dance and culture p.121 . AlienatedHe had got detached from Nasila life for many years. He has to hold a homecoming ceremony. P.37 . It is now thirty years since he left Nasila for Nakuru. He seems to embrace more of the modern culture than the traditional one. This makes him embrace the likes of OloisudoriPerfectionist MeticulousHe made sure that their furniture was loaded as fittingly as possible so that it does not break on the way p.14 .He organizes a homecoming party without fault p. 37 . He includes guests from all the five clans p 37 . IronicalWhen elders send Simiren to tell him to be polygamous, he dismisses polygamy as archaic yet later he encourages FGM on her daughters p.13 , which is equally a negative traditional cultural practice. StoicEven when he is retrenched, he goes about the sudden news without physically showing he is beaten. He views the new change as an inevitability p.7 . When Resian runs and leaves Oloisudori at home on reaching the shop, Kaelo attempts not to show his great fury to the girl. When asked about university studies he answers stoically, I decided I am not sending you there p.207 . StubbornHe stubbornly denies his daughters a chance to study at the university. Taiyo comments You know the stubbornness of father p. 4 ."}
{"text": "StubbornHe stubbornly denies his daughters a chance to study at the university. Taiyo comments You know the stubbornness of father p. 4 . SycophanticWhen Oloisudori visits, Kaelo stands in order to please him. P.177 . He seems to be worshipping riches and wealth. JealousHe is hurt because Simiren is more appreciated and considered as the cultural leader of the Kaelo s p.9 . Dependable TrustworthyOle Supeyo trusts him. He would entrust him to count his money p.4 . Milanoi s parents find him a dependable protector p.29 . CorruptHe is well versed with the murky business of the underworld. P.23 . He is about to sign a four-year s contract with the government through the help of the corrupt Oloisudori p.25 . Foresighted plannerMama Milanoi expresses this fact on p.29 in a flashback. He planned homecoming ceremony meticulously p.37 . He tells Joseph that he had planned his future life when he was young p.70 . ResponsibleMama Milanoi attests to the fact that Kaelo is responsible p.28 . She says since he married her he has always provided for the family. LovingMama Milanoi confirms this trait p.29 . He calls her Lanoo-ai-nayorr an intimate expression p.30 . Taiyo is his favorite daughter p.111 . The role of Kaelo is to anchor the themes of patriarchy, culture, FGM, greed among others. He is useful in development of other characters especially Taiyo, Resian, Mama Milanoi and Oloisudori. The writer uses him to create flashbacks and his retrenchment helps in developing the novel s plot. TaiyoShe is sister to Resian and daughter to Kaelo and Mama Milanoi. IntelligentShe understands her father well p.1 . For example she knows when he is not in the right mood to be spoken to. She knows he does not like having his plans delayed. She observes intelligently that culture and traditions are never static but by being dynamic, culture sheds off aspects that are irrelevant p.127 . SympatheticShe sympathizes with the loaders who are receiving stern instructions from Kaelo her father."}
{"text": "She knows he does not like having his plans delayed. She observes intelligently that culture and traditions are never static but by being dynamic, culture sheds off aspects that are irrelevant p.127 . SympatheticShe sympathizes with the loaders who are receiving stern instructions from Kaelo her father. P.1 She had made it her duty to mop her young sister s tears, sooth her anger and gently reassure her when shaken p.34 . At the homecoming ceremony she sympathizes with the old man who struggles with meat with little success p.50 . She later comes to know he is Ole Musanka, a religious leader. She brings alternative soft food to him. Bold DaringTo the knobkerrie carrying young man she demands. Let go of my hand. She vows to fight F.G.M even when Nasila culture and her father promote it p.88 . She declares openly to Joseph that she has fallen in love with him. She does not give a hoot about it. P.129 . She boldly visits Joseph s house even when it is a risky affair p.130 . She thinks boldly that their relationship with Joseph must remain even if it means relocating to Tanzania and becoming people of undefined culture p.136 . The attack by callous young men strengthens her resolve p.143 . LovingShe loves Joseph. This is even after being warned against having a relationship with him by the father p.71 . She is infatuated and makes him a confidante. She says If by loving you I offend the sensibilities of Nasila then let me offend them and face the consequences of doing so. P.133 . She sacrifices to go and see Resian so that Resian may eat when her mother lies to her that Resian has gone on a hunger strike p.272 . EmotionalAt the time they are leaving Nakuru for Nasila, Taiyo sheds tears p.6, p.2 . This shows the intimate relationship she has had with this town. She is not ready to let go of the town. She could also be afraid of relocating to a rural town. She is not willing to part with her boyfriend from Nakuru, Lenjir p.3 . When she realizes her relationship with Joseph Parmuat is highly hindered by traditions, she weeps herself dry p.56 ."}
{"text": "She could also be afraid of relocating to a rural town. She is not willing to part with her boyfriend from Nakuru, Lenjir p.3 . When she realizes her relationship with Joseph Parmuat is highly hindered by traditions, she weeps herself dry p.56 . ResponsibleShe holds Resian s cheek and registers that she has been devoted to her sister since they were in nursery school p.34 . She takes a lot of time before broaching the issue of going to university for she seeks an apt opportunity p.54 . Kaelo tells Joseph that the girls are intelligent but require cultural studies p.70 . She responsibly and carefully prepares delicious meals p.75 . She advises Joseph that they keep a clandestine relationship and then reveal it later so as not to hurt Papaai p.134 . She advises Resian not to be left alone in the house with Oloisudori p.197 . AlienatedShe feels estranged for she has never visited Nasila before in her lifetime therefore she lacks basics of Nasila culture p.70 . She chooses to fall in love with Joseph even when the culture does not allow. This is because she is ignorant and alienated of the culture. She finds it hard to cope with Nasila culture at first. During the dance she takes a lot of time watching for she has no dancing skills of Nasila dances. She has to be trained traditional dances and culture by Joseph. StubbornShe stubbornly puts up a spirited struggle but later the battle is lost. This is when she insists on attending an extravaganza at Mombasa but her father denies her permission p.2 . She stubbornly falls in love with Joseph p.133 . SociableWhile in Nakuru, with Resian they always stand at the window every Sunday before they go to church p.2 . With Resian, they discuss petty issues like they observe that two out of four aunts are pregnant p.18 .Together with Resian they mingle with women folk and girls of Nasila and learn a lot p.36 . OptimisticShe hopes that the new shop will succeed. She says Nasila is an Agricultural area and fertilizer and other inputs will be in high demand p.4 . She hopes one day they will go to Egerton University p.4 ."}
{"text": "OptimisticShe hopes that the new shop will succeed. She says Nasila is an Agricultural area and fertilizer and other inputs will be in high demand p.4 . She hopes one day they will go to Egerton University p.4 . AssertiveShe tells the young man who accosts them We are not the kind of women you have in mind. P.19 . With Resian, while in the ranch they declare never to be subservient to their male counterparts P.277 . HardworkingOn arriving in their new house at Nasila, Taiyo works to exhaustion even when Resian is just reading books p.32 . FlexibleWith Resian, they adapt to Nasila s lifestyle and easily get used to welcoming impromptu visitors like Olarinkoi p.35 . Her role in the novel in the novel is essential in developing the character of Resian. It is through her that we understand the character of Resian as assertive and committed to female empowerment. ResianShe is sister to Taiyo and daughter to Kaelo and Mama Milanoi. Inquisitive KeenShe inquisitively questions the chances of her father s new shop picking up p.3 .She questions on the rivalry and apprehension between the four houses of her uncle. P.16 . She interrogates and observes that Kaelo s cheerfulness has decreased after meeting Oloisudori p.120 . She questions Olarinkoi s sincerity about taking her to the ranch p.217 . CriticalShe questions why her father sought Joseph to be their teacher of culture Why not a girl p.73 . She observes that the arrangement is favoring men. That Joseph is to prepare them to be suitable wives to their husbands p.73 . When mother tries to explain FGM to her, she dismisses it as a myth created by men to oppress women p.90 . She critically observes FGM to be useless in the current times p.91 . She fails to see any difference between the ancient Ilarinkon from the current Ilarinkon p.91 . She questions the intruding tendency by Nasilan s into their house p.91 . She initially questions the significance of Kaelo Oloisudori relationship p.98 ."}
{"text": "She fails to see any difference between the ancient Ilarinkon from the current Ilarinkon p.91 . She questions the intruding tendency by Nasilan s into their house p.91 . She initially questions the significance of Kaelo Oloisudori relationship p.98 . Firm Determined ResoluteEven when told of their new shop she clearly says she does not want to work in the shop but to go to Egerton University. She does not just want to go to a university but Egerton University where she will take veterinary science and become a veterinary doctor p.4 . When she is told by Taiyo that she will have a right to have as many children as she wishes she answers immediately saying, I don t want to be a parent. At least not in the foreseeable future p.18 . She adds, I want to study. She resolves to face the callous Oloisudori firmly p.200 . Even when she is beaten and denied a chance to join University by her father, she does not lose hope but still focuses on going to the university p.211 .She reminds herself when the lorry breaks down before reaching the ranch that she will not allow other people to sway her from her charted course p.256 . It should be noted that Resian s decision to go to Egerton University began when with Taiyo and her father visited agricultural show. From that time she stuck to the goal till came to fruition. BoldOn reaching Nasila, with Taiyo they manage to walk around even when they are not familiar with the environment p.17 . She asks her mother directly into her eyes, what is the purpose of FGM today? P.90 . She openly and boldly says she will not allow early marriage to occur in her life p.129 . She does not easily agree when told by her father that she is to wait for Oloisudori and three guests to cook for them p.171 . She comes up with a risky plan of humiliating Oloisudori p.195 . She is most attracted to bold personalities like Minik and Prof. Wangari Maathai p.250 . Nabaru confirms to us that Resian is a brave girl p.253 ."}
{"text": "She is most attracted to bold personalities like Minik and Prof. Wangari Maathai p.250 . Nabaru confirms to us that Resian is a brave girl p.253 . Resian inspires the old lady Nabaru with her boldness so that she walks a long distance to organize for a lorry to take them to the ranch. Dr. Minik congratulates Resian for being firm and boldly resisting FGM p.264 . AssertiveWhen they are accosted with Taiyo by knobkerrie welding young man she hisses, Leave my sister alone. P.19 . She strongly declares that she would rather live in the noisiest place than near a vagabond with intention of mutilating her p.33 . She feels Joseph s lessons are taking her to the Stone Age era p.72 . She detests Joseph s teachings on culture and insists she will be taught universal content at the university p.73 . Mama Milanoi thinks of her as a hard nut to crack for she knew her rights p.118 . She knows Oloisudori will not have a walkover on the issue of marriage p.118 . She observes that Nasila culture must soon shed off F.G.M and assertively notes that there are no two ways about it p.128 . AggressiveShe bites the thumb of Olarinkoi when he attempts to rape her p.22 . In a dream, she tells the old enkamuratanithat she will never circumcise again. She twists her hand that is holding the Olmurunyamercilessly p.245 . She descends on the mono eyed witch like a ferocious leopard and disfigures her face. She batters her mono eye p.245 . Resian hits the witch on the head like a snake. The witch sprawls flat on the ground p.245 . All these happen in a dream. ResentfulShe instinctively detects the absence of love from her father. She grows sullen, bewildered and resentful p.10 . She resents Oloisudori s ill-motive and therefore tells him off when he visits and insists that she should serve him p.205 . She resentfully asks what is wrong with being born a woman. P.205 . She contemplates suicide after her plan to go to the university is cancelled by her father p.210 ."}
{"text": "She resentfully asks what is wrong with being born a woman. P.205 . She contemplates suicide after her plan to go to the university is cancelled by her father p.210 . RemorsefulWhen she becomes clumsy and almost breaks the glass she apologizes to her father p.40 . When chided by her mother against using rude words towards Oloisudori and yeiyo-botorr, she apologizes p.94 . When she learns Oloisudori is heart she says sorry P.95 . Visionary AmbitiousShe has a dream of being called Dr. Resian Kaelo P.94 . She is always reading books so as to keep her ambition alive p.135 . When Kaelo tells her with finality that she is not joining university, she screams like one possessed with demented spirits p.209 . ObservantShe observes that her uncle s four houses have rivalry and apprehension amongst themselves. She observes that two of the four aunts are pregnant p.18 . She interestingly observes that there is always a scramble for girls to marry in Nasila p.128 . She observes that the doors are well locked p.138 . Lastly, she observes that the term children always referred to girls in the Maa culture p.175 . PessimisticAt time she lacks hope. This is partly contributed by her father who disliked her right from her birth. Mama Milanoi observes that Resian is in a pessimistic mood most of the times p.29 . She hopes for the worst in their new house and requests Taiyo to plead with father so that they can go to university for studies and security p.33 . Persuasive PersistentShe persuades Taiyo to plead with Kaelo her father to take them for university studies p.5 . She does not change her stand. She always asks Taiyo whether she has talked to father about their university education p.89 . She persuades the young man accosting them not to harm them, Taiyo Resian p.18 . Sarcastic Wiser indeed! Jeered Resian. P.72 .She mocks her father s words that Joseph will teach them."}
{"text": "She persuades the young man accosting them not to harm them, Taiyo Resian p.18 . Sarcastic Wiser indeed! Jeered Resian. P.72 .She mocks her father s words that Joseph will teach them. When asked by her father why she has left her guest Oloisudori alone in the house, she sarcastically answers, I left him at home enjoying his tea and pancakes p.206 . JealousShe fears Taiyo s attraction to Joseph may lower her attention to her Resian p.49 . She declares to hate anyone who comes in between her and her sister p.49 . She is not ready to be abandoned by Taiyo as she falls in love with Joseph p.72 . LazyIn their new house, even when there are many duties to be done, she chooses to read a book p.32 . She tosses into the bed and declares that, my body belongs to me. P.33 . Kaelo comments that she is lazy like an overfed lizard after comparing her with the industrious Taiyo p.64 . DefiantShe said in a defiant voice that she has no problem with adding knowledge but not traditional knowledge p.76 . Resian does not wish to please male counterparts p.77 . She is mad at Olarinkoi who is always doing nothing in the house p.77 . OptimisticShe constantly hopes that one day she will join university p.89 . She imagines herself already admitted at the university and walking majestically p.89 . SecretiveShe agrees that they should not inform the father about the incident when they are accosted by a callous young man p.20 . Resian s role in the novel as a protagonist is critical. The author uses her to drive central themes like FGM, female assertiveness and determination. She compliments Taiyo her elder sister and a confidante. She also immensely develops dialogue as a style as well as the plot of the novel. Mama Jane MilanoiShe is the wife to Kaelo and mother to Taiyo and Resian. Meek SubmissiveShe says she did not resist Kaelo s marriage for traditions did not allow any resistance p.2 ."}
{"text": "She also immensely develops dialogue as a style as well as the plot of the novel. Mama Jane MilanoiShe is the wife to Kaelo and mother to Taiyo and Resian. Meek SubmissiveShe says she did not resist Kaelo s marriage for traditions did not allow any resistance p.2 . She prays God to open her womb so that she can bear a son for Kaelo p.29 . When she is taken to her new house she exclaims, Father of all creation! P.30 . When Taiyo requests her to allow Joseph Parmuat to come and coach her on traditional dances, she fears saying that s your father s territory. P.56 . She fears to broach the subject of circumcision of her daughters. P.61 . She is disturbed by Resian when she Resian uses harsh words on Oloisudori p.94 .She knows very little about her husband for he is a man p.95 . She honors her husband s visitor and his friends p.179 . She burns rice as she is afraid of Kaelo after Oloisudori has just left p.104 . ReligiousBefore embarking on their journey to Nasila, she leads in prayers. Kaelo first spotted her at a church service at Nasila p.9 . She is to join women in ancestral prayers and songs of praise, a prayer for exhorting God to open women s wombs so that she can bear a son for Kaelo p.29 . CautiousShe cautions Taiyo and Resian against strangers who might take advantage of their unfamiliarity with Nasila. P.17 . She wishes to care for her children although she fears Nasila people for their intolerance p.30 . She is torn between her love for Nasila culture and that for her daughters as well as her dutiful role of a faithful and obedient wife. P.61 . That is why she takes the subject of FGM cautiously. LovingShe loves and cares for her daughters. She is worried by the FGM that is to be conducted on them p.61 . On learning that Oloisudori intends to marry one of her daughters she cries with pain. P.113 . Like a woman in labour, the story about selling Resian to Oloisudori highly hurts her p.193 ."}
{"text": "On learning that Oloisudori intends to marry one of her daughters she cries with pain. P.113 . Like a woman in labour, the story about selling Resian to Oloisudori highly hurts her p.193 . Evasive ElusiveShe avoids the girls demand to be taken to university p.8 . Even when the girls make this request she lingers. Mama Milanoi as a character is important in addressing the issue of women subjugation by men in the patriarchal Maa community. The novelist uses her to demonstrate how women occupy a lowly position in the family. Dialogue and flashback as stylistic devices are used by the novelist through her. She is also used to address the issue of religion in the novel. TraitorousHer daughters expect her to voice their requests to their strict father but she disappoints them on the issue. The girls also expect the mother to side with them on the idea of FGM so that they do not undergo the cut but instead she supports their circumcision and keeps quiet about the arranged marriage of her daughters and Oloisudori even when she notes the gender disparity and the girls relentless desire to acquire university education. Uncle Simiren KaeloHe is the younger brother to Kaelo, uncle to Taiyo and Resian and brother in-law to Mama Milanoi. ResponsibleFor thirty years, Parsimei Ole Kaelo has been away and during this time Simiren has acted as the head of the Kaelo family p.11 . He ran all kinds of errands for his brother p.12 . He purchases livestock for him p.12 . He also sells cattle for him p.12 . He participates in the construction of Kaelo s two buildings p.12 . He always passes any critical information to him and keeps him updated on what is happening in Nasila. An apt example is when elders show displeasure in his monogamous state p.13 . Humble peaceful There had never been any rivalry between him and his brother ever since they were young p.12 . He has always accepted his position to be subordinate p. 12 . Even when he has four wives and sixteen children while his brother has only one wife and two children he remains humble p.12 ."}
{"text": "He has always accepted his position to be subordinate p. 12 . Even when he has four wives and sixteen children while his brother has only one wife and two children he remains humble p.12 . When Ole Kaelo returns to Nasila, he humbly expects that Kaelo will take up his role as the eldest brother p.12 When Kaelo gets enraged after he Simiren relays elders concerns to him Kaelo on their stand on polygamy, he does not argue with his brother p.13 . HospitableHe jovially welcomes the Kaelo s; his brother s family, back home from Nakuru where they have stayed for around thirty years. Traditional ConservativeHe represents his brother during ritual and practices such as girls initiation, boys circumcision etc. P.11, 12 . The novelist uses Simiren to show the positive aspects of the Maa culture. Humility, generosity, responsibility and hospitality are emphasized. He makes it possible for Kaelo to have a smooth transition to Nasila before and during the migration. Yeiyo-BotorrShe is the first wife of Simiren, and aunt to Taiyo and Resian. She is accorded more roles in the family and has an obligation of leading the co-wives. In Simiren s house, she is the eldest wife of the four wives. Conservative SuperstitiousShe thinks of Resian as a mad girl when she speaks ill about the lazy Olarinkoi. She cannot bear an argument about female freedom and assertiveness P.77 . She believes Resian has a bad spirit because she is not circumcised p.78 .Yeiyo-botorris used by the novelist to lay ground for polygamy in a Maa family. She is used to show cohesion in a traditional polygamous family. ResponsibleShe introduces the other women to visitors p.16 . SincereWhen she finds Taiyo and Resian doing house chores she genuinely praises them p.76 . Soin Ole SupeyoHe is a respected elder of Ilmolelian clan, a longtime friend to Ole Kaelo as well as his mentor. HonestHe honestly tells Ole Kaelo how much corrupt Oloisudori is and warns him sarcastically against him p.26 ."}
{"text": "SincereWhen she finds Taiyo and Resian doing house chores she genuinely praises them p.76 . Soin Ole SupeyoHe is a respected elder of Ilmolelian clan, a longtime friend to Ole Kaelo as well as his mentor. HonestHe honestly tells Ole Kaelo how much corrupt Oloisudori is and warns him sarcastically against him p.26 . He advises Kaelo to be careful with Oloisudori p.26 . He also warns Kaelo against Oloisudori s immoral behavior by telling him to ensure he keeps his daughters away from him p.26 . SarcasticHe uses sarcastic remarks on Kaelo aiming at hurting him. Supeyo said, scornful smile twisting his lips. P.26 Emakererei Minik eneNkoitoiShe is a doctor of veterinary science, manager of a big ranch and a crusader against FGM. She is the mentor to Taiyo and Resian. She is the manager of a ranch and a veterinary expert. BoldThough she is hated very much in Nasila, she champions freedom of females and crusades against F.G.M and early marriages p.62. She boldly tells Oloisudori that none of the girls would leave the ranch p.283 . She looks boldly into Oloisudori s eyes p.283 .She visits Ole Supeyo s homestead to persuade him not to circumcise his daughter p.22 .She orders Oloisudori to leave the ranch for his own safety and the safety of his expensive machines p.283 . She refuse to comply with his demand to be given either Resian or Taiyo. AuthoritativeShe orders the driver to take delivery notes to the office p.254 . Resian observes that Dr. Minik Nkoitoi has an authoritative aura like of a principal in a high school p.259 . She authoritatively makes it clear that Oloisudori and his group did not have a right to receive any invitation letter to the party p.282 . She advises Oloisudori to leave the ranch in an angry tone p.283 . Generous HelpfulShe helps Resian and Taiyo get admission letters to Egerton University."}
{"text": "She authoritatively makes it clear that Oloisudori and his group did not have a right to receive any invitation letter to the party p.282 . She advises Oloisudori to leave the ranch in an angry tone p.283 . Generous HelpfulShe helps Resian and Taiyo get admission letters to Egerton University. She gives Resian a house and a job in the Ranch and saves Taiyo from her circumcisers. She holds a party for the two girls before they go to the university p.280 . Educated liberatedMama Milanoi says she had gone to Makerere University in Uganda p.61 . She manages a vast ranch which requires a lot of expertise. Loving WarmShe holds Resian on her shoulder and speaks to her calmly p.259 . She chooses to address Nabaru instead of Resian directly. P.262 . She develops a warm relationship with Resian p.267 . ConvincingShe convinces Nabaru that FGM is wasteful to females and Nabaru changes her position towards FGM p.263 . SympatheticShe feels sad when she sees a traumatized girl; she feels bitter bile sizzle inside herself and burn in her heart p.269 . CourteousThe narrator comments about her courteous character when she calls the girls for the admission letters p.279 . Minik is important to the novel for she is the agent of education, female empowerment as well as crusader of women freedom. Without her, the novelist cannot address the central issue of FGM in the novel. The last section of the novel takes place at the ranch and therefore she contributes significantly to plot development. Edward Oloisudori LoonkiyaaHe is a close friend to Ole Kaelo and a jack of all trades. ImmoralSupeyo warns Kaelo to keep his daughters away from him terming him as a randy he goat. His initial plan was to extort Kaelo but on noticing the two girls he changes his mind. P.112 . Resian certainly felt the fingers of his lifted hand graze the fullness of her breast p.93 . While in Kaelo s house, Oloisudori s eyes drop from face to Resian s bosom p.203 . Kaelo is advised to keep off his daughters from him."}
{"text": "Resian certainly felt the fingers of his lifted hand graze the fullness of her breast p.93 . While in Kaelo s house, Oloisudori s eyes drop from face to Resian s bosom p.203 . Kaelo is advised to keep off his daughters from him. CunningHe brings gifts to the girls without telling them he is also paying their dowry p.179 . He entices Resian and Taiyo s parents by taking them for a visit in his own homestead p. 186 . Ole Kaelo had even earlier reported to Oloisudori that girls are reporting at the University but instead he plans to marry them p.187 . He ensnares Taiyo and Resian like antelopes p.192 . He schemes a plan of grabbing Resian to be his wife p.200 . CorruptSupeyo states clearly that Oloisudori s corrupt nature is known by everybody in Nasila. Joseph refers to him as a monster p.100 . He also describes him as a shadowy figure p.100 and extortionist p.101 . He takes part in hunting elephants and rhinos p.236 . AuthoritativeHe authoritatively asks where Kaelo is p.92 . He authoritatively states that Resian is his wife p.204 and that only death can part them p.204 . Cynical SarcasticHe tells Kaelo, that he is interested in his girl, Resian and his friend is interested in Taiyo bluntly p.110 . He instructs that only Resian should cook for him and three guests p.69 . He tells Kaelo, I would like to relieve you of your two daughters p.110 . SadisticWhen Resian tells him off he laughs sadistically. P.205 . Resian tells Oloisudori that he is stark mad for thinking she is her wife. In response to this, Oloisudori laughs softly. This shows he derives pleasure from her displeasure. Oloisudori is essential in the novel for he helps in creation of the theme of materialism greed. The author uses him to create irony as a stylistic device. Joseph ParmuatHe is a teacher in primary school and trainer of Taiyo and Resian on traditional dances."}
{"text": "Oloisudori is essential in the novel for he helps in creation of the theme of materialism greed. The author uses him to create irony as a stylistic device. Joseph ParmuatHe is a teacher in primary school and trainer of Taiyo and Resian on traditional dances. He is in love with Taiyo but traditions restrain the relationship. BoldHe openly tells Taiyo and Resian that he will join them to fight FGM even when the environment is not friendly p.88 . He describes himself as a fish that had jumped out of water on verge of death This is when his relationship with Taiyo inclines to intimacy p.136 . DependableMama Milanoi corrects Kaelo s thinking by informing him that Joseph is the finest and dependable young man of Nasila p.48 . She does not disappoint Taiyo s parents p.132 . LovingOn meeting Taiyo, he falls in love with her. He promises to visit her the following day and also coach her on traditional dance if allowed by Taiyo s father. CautiousIn dealing with Kaelo s two girls, he is cautious of Nasila culture and respects his parents. P.122 . He is alert so that with Taiyo they do not begin a clandestine relationship p.123 . He fears the condition of Intoiyenemengalanain the girls. He cautiously weighs whether to fall in love with Taiyo and break his cultural law p.137 . He fears that the uncircumcised Taiyo may be wild and untamable. ResponsibleWhile dealing with Taiyo he always ensures that Resian is available p.124 . He follows Kaelo closely to ensure the old man was safe during the errands of pursuing his girls molesters p.159 . He helps in the rescue of Taiyo from her circumcisers although he dies by being speared to death in the process. Intelligent InformedHe observes that Maa culture has already shed off some traditional practices like throwing of the dead and the dying to hyenas, abandoning very old and terminally ill people to animals. P.128 . He observes how Nasila culture is violent once its sensibilities are violated p.132 . PatrioticAlthough there is a strong wave of marrying Taiyo who is uncircumcised, he sticks to his culture."}
{"text": "Intelligent InformedHe observes that Maa culture has already shed off some traditional practices like throwing of the dead and the dying to hyenas, abandoning very old and terminally ill people to animals. P.128 . He observes how Nasila culture is violent once its sensibilities are violated p.132 . PatrioticAlthough there is a strong wave of marrying Taiyo who is uncircumcised, he sticks to his culture. He strongly feels that Nasila culture was the father and mother that nurtured. P.137 . In this case he views the culture as that which nourishes the members of the community. He resolves to decline her love p.136 . EducatedIn his house shelves are neatly packed with books. P.131 . He is a primary school teacher in Maasai land, an area with low education index. Joseph Parmuat s role is important in the novel. The novelist uses him to anchor the theme of culture. He also helps in the emancipation of women through his sacrifice towards Taiyo s education. Old Ole MusankaHe is the old man who leads in blessing ceremony of Kaelo s during the homecoming ceremony. ReligiousHe leads in blessings of the religious section of the Kaelo s homecoming function p.51 . He blesses Taiyo and prophetically says she will be a mother of the next leader ofNasila p.52 . WiseHe uses proverbs in his conversations. He describes Kaelo as a tiny strand of hair that had been blown to show the insignificance of Kaelo compared to Maa culture p.51 . He interprets Maa culture to the crowd p.52 . Home is Maa, Home is Nasila, home is family and home is children p.52 . ConservativeHe warns Taiyo and Resian not to follow the teachings of Emakererei. He curses Emakererei the wasp, may she go down with the setting sun! P.52 .Ole Musanka is an important character in reinforcing the theme of religion as well as culture. His age and position as an elder as well as a prophet make him stand a better position in religion and culture. He also signals future and hope in Taiyo through his prophecy. PatrioticHe advises Maa elders to cut loose the strings of alien culture from Ole Kaelo p.52 ."}
{"text": "His age and position as an elder as well as a prophet make him stand a better position in religion and culture. He also signals future and hope in Taiyo through his prophecy. PatrioticHe advises Maa elders to cut loose the strings of alien culture from Ole Kaelo p.52 . OlarinkoiHe is the young Maasai man who stays at Kaelo s home. He is a suspicious character and through him the novelist employs suspense. IntrudingHe intrudes into the affairs of the girls while in the house of Ole Kaelo p.74 . He is not known by the Kaelo s yet he keeps coming to Kaelo s house. IndifferentHe directs his attention to the girl s parents and not the girls p.75 . While escaping with Resian, they travel for a very long distance in silence p.127 . LazyHe is always dozing off at the sitting room or idling somewhere else p.77 . He does not bathe and stinks terribly p.240 . SecretiveHe occasionally brings bundles of food to Kaelo s P.79 . He knows the prophesy which states that he should marry Resian and keeps quiet about it as he waits for the opportune time. ProtectiveHe protects Resian from committing suicide after her father beats her and denies her a chance to go for University studies p.210 . He rescues the girls from molestation by two young menMysteriousJoseph says Olarinkoi is a mystery p.80 and only four men know about him. But the four always contradict in their facts about him p.81 .For example one says that he comes from Polonga, 200 kilometers from Nasila p.80 . AbusiveHe uses caustic language p.211 . He uses very abusive language on Resian even after she is emotionally unstable p.217 . He calls Nabaru a filthy woman for escaping with Resian p.249 . Rough ViolentOn the day he abducts Resian, he goes drinking and comes late in the night kicking the door roughly p.221 . Beastly bitterHe rapes Resian while drunk p.221 . He promises to do something nasty to Nabaru in case she returns after taking Resian to the ranch. P.249 ."}
{"text": "Beastly bitterHe rapes Resian while drunk p.221 . He promises to do something nasty to Nabaru in case she returns after taking Resian to the ranch. P.249 . He strongly believes that Nabaru and Resian will be followed by a curse p.249 . Olarinkoi is important as far as suspense is concerned. The author uses him to create suspense. He is used in the development of F.G.M as a theme as well as exploring the theme of violence. NabaruShe is the old woman who takes care of Resian after she regains her consciousness after the rape ordeal done by Olarinkoi. Caring HelpfulShe encourages and cares for Resian until she regains her health p.225 . She promises to give Resian account of what transpired when she lost her memory p.231 . She is the enkabaaniwho informs Resian of great secrets and even the prophecy p.232 . She saves the life of Resian. P.236 . She also becomes her confidant p.237 so that the two share a great deal. BoldShe travels a long distance in a rough terrain at night to search for a lorry to ferry Resian to the ranch p.253 . Independent mindedShe thinks it is none of enkoiboni sbusiness to want to circumcise Resian while her parents were still alive p.238 . Her role is vital in showing the possibility of a female helping a fellow female in overcoming challenges of FGM. The author uses her to develop dialogue as a major stylistic device in the novel. Olarinkoi s MotherShe is the old woman prophetess enkoiboniScaryShe looks like a witch and has ill motives p.227 . She has a single, red rimmed eye that resembled a monster which is partly stone and partly human p.227 . Cynical WickedShe shows mockery and disregard to Resian. She abuses her for biting her son s thumb. She calls her names for being uncircumcised. She says Resian is not yet a woman because she is not circumcised p.228 . She shamelessly uncovers Resian s stomach to check whether she is pregnant p.235 ."}
{"text": "She calls her names for being uncircumcised. She says Resian is not yet a woman because she is not circumcised p.228 . She shamelessly uncovers Resian s stomach to check whether she is pregnant p.235 . SarcasticShe remarks sarcastically, We have been trying to feed you from your bed with a silver spoon. This is not true for Resian was always treated roughly by the witch. P.228 . She laughs sarcastically. She mocks her for her father has money p.228 . ContemptuousShe has contempt for the rich corrupt people in the society p.236 . She feels political leaders and wealthy people in the country are responsible for the unequal distribution of resources. In the novel, she represents women who are responsible for being stumbling blocks to their fellow women in the society. She is used by the writer to bring out the theme of women as enemies of themselves. Lebutu Lorry DriverMeekHe politely asks for more work from Dr. Minik p.254 . On their way to the ranch he uses polite language to address the two ladies. He is contrasted with the other driver who drives a pick up earlier in the novel carrying Olarinkoi. CHAPTER THREETHEMESThemes are issues that are consistent in a creative work. They are sub categories or sub topics of the subject matter or the main idea in a work of art. They constitute the entire message the writer wishes to put across to his or her readers. Therefore, themes are the messages put across by a writer in a work of art. There are major and minor themes. Major themes cut across the text and are the main ideas the writer intends to pass to the readers. Minor themes are minor ideas which are still important in the text. POSITIVE NASILIAN CULTURE TRADITIONSCulture refers to the customs, habits and behaviors that characterize a society s, community s or nation s way of life. On the other hand, traditions form part of the culture of a people and are handed down from one generation to the next. Positive aspects of culture in Nasila are important in holding people together. There are many aspects of Nasilian culture which are positive. The songs the young people and children sing during Ole Kaelo s homecoming ceremony attest to the rich Maa culture."}
{"text": "Positive aspects of culture in Nasila are important in holding people together. There are many aspects of Nasilian culture which are positive. The songs the young people and children sing during Ole Kaelo s homecoming ceremony attest to the rich Maa culture. The narrator says, From the children s performance, it was evident that the cherished Nasilian traditional dance would stand the test of time. P.44 . The writer says that the party was full of pomp and gaiety. This is brought out by jewelry won by the guests such as ivory, beads, coloured lesos, kangas and shukas p.47 , all attesting to the rich cultural heritage of the Maa. Generosity as a virtue is seen in Simiren who invites all those present in the party to savor his brother s lavish hospitality p.46 . Food and drinks are served in generous measures to all those present p.47 . Ole Musanka, an elder who blesses Ole Kaelo s home, glorifies Maa s culture saying that it was the blood and marrow that gave sustenance to the body p.51 . According to him, home is Maa, Nasila, family and children p.52 . His only problem is that he supports FGM, a cultural practice that does not assist women in any way. When Resian and Taiyo go to stay at their uncle s place for some time, they witness some positive aspects of communal life and unity at their uncle s home. We are told that, Life and work in that home was communal. Although each mother had her own house and cooked her own food, all grown up daughters helped each one of them p.148 . There is well laid down chain of command with the first wife being the deputy to their uncle. There are hardly any disagreements and virtues of selflessness and sharing are emphasized p.149 . When Ole Kaelo s daughters are assaulted by two men, the communal way of life comes in handy. All Ilmolelian men join him in pursuing the men and meting punishment on them. He is not left alone to deal with the matter. During Ole Kaelo s homecoming ceremony, young men and women from the clan work together to make the day successful."}
{"text": "All Ilmolelian men join him in pursuing the men and meting punishment on them. He is not left alone to deal with the matter. During Ole Kaelo s homecoming ceremony, young men and women from the clan work together to make the day successful. Ole Kaelo is touched after discovering that brotherhood, honour and selflessness still existed in Nasila and this makes him swear that he would never abandon the culture of his people or live outside his clan p.40 . Nasila culture clearly defined relationships. The founder had intended that the culture would regulate the lives of the people It charted out the way for everyone, from cradle to the grave. It defined relationships, it created laws that governed the ownership of property and settled disputes. It did not discriminate, it did not favour anyone over the other, it gave everyone a chance to live a full life; it protected everyone within its confines and provided cleansing procedures for those who defiled it. It was simply a cherished way of life for all the Maa people p.118 . Mama Milanoi appreciates Nasila culture which spares her nephew from death. She began to see the wisdom of the Maa founder who ensured that justice was always tempered with mercy p.163 . According to Nasila culture, if a man sought refuge between the legs of an old man, he was to be spared despite the crime committed p.162 . Anybody who violates cultural values of Nasila culture is faced with laid down punishment. Both Ntara Muyo and Lante who had attempted to rape Resian and Taiyo are forced to pay fines to the girls and their father and somehow, justice is done. The two boys had been fined two heifers each and Ntara Muyo an extra heifer to cover the shame that he had occasioned by accosting his own sister p.164 . Mama Milanoi also reminisces the old aspect of her culture which gave room for mass action in case somebody misbehaved and went against the expected conduct. A case in point is where an old man got infatuated by a girl of fourteen years. When women realized it, they attacked the man, stripped him naked and beat him up to death. That served as a detractor to any other man who would harbor such intentions."}
{"text": "A case in point is where an old man got infatuated by a girl of fourteen years. When women realized it, they attacked the man, stripped him naked and beat him up to death. That served as a detractor to any other man who would harbor such intentions. Mama Milanoi wonders where such good aspects of Nasila culture had gone for they would shield her daughter from being forced to marry an old man like Oloisudori pp.115-117 . A girl was always protected from men with evil intentions. Girls were kept away from male visitors in their homes and there was hardly any interaction between fathers and daughters p.175 . The rich Maa culture has different types of love. There is elangatare where boys did anything possible to win girls admiration p.124 . The elangatarelove included feats by boys such as killing lions and defending people and their cattle from their enemies. There is also patureishitype of love where a girl and a boy were allowed to have a love affair alongside the conventional love. Such boys were the darlings of the girls and a song of praise would be composed by the girlfriend in praise of the valorous deeds of her boyfriend pp.124-125 . This relationship ended in marriage after a marriage ceremony. On the other hand, the patureishidid not end in marriage. It was meant to check the conduct and behavior of young people and keep them disciplined p.126 . NEGATIVE CULTURE TRADITIONSNegative aspects of culture in Nasila are strongly opposed by the young generation. To them, such practices should be shunned because they have outlived their usefulness in a society that is slowly but surely embracing modernity and civilization. Female Genital Mutilation F.G.M is an outdated cultural practice that has no standing in the changing Nasila. To those that support it, it is meant to tame a wild gender just as cattle that require to be dehorned p.22 . When it was discovered several years back, it was to find a lasting solution to the exploitation of the Maa women by the Ilarinkon warriors. That gave birth to enkamuratani the female circumciser . And her Olmurunyawas shaped, sharpened and handed to her p.87 ."}
{"text": "When it was discovered several years back, it was to find a lasting solution to the exploitation of the Maa women by the Ilarinkon warriors. That gave birth to enkamuratani the female circumciser . And her Olmurunyawas shaped, sharpened and handed to her p.87 . Mama Milanoi also affirms the origin of this cultural practice saying, It was the shame and anger that was provoked by Ilarinkon taunts, lewd teasing and provocative posturing that made the women do what they did to curtail those desires the worthless predators exploited to prey upon them p.90 . Resian is very much opposed to this retrogressive practice. She says, I would rather live in the noisiest place on earth, than live anywhere near a vagabond who would accost me with the intention of mutilating my sexuality p.33 . At this early point, she makes her stand clear that she is opposed to the practice that disfigures and damages female sexuality. She is bitter and has pain in her heart due to threats of undergoing F.G.M. The olmurunya, the instrument used to conduct is scary. The writer reveals that it was a bladelike tool shaped like a smoothing plane blade and the enkamuratani showed the way she went about her profession of transforming young girls into young women through the cut of olmurunya p.58 . She wonders what the use of F.G.M in today s woman is p.90 . She observes that the practice is being fueled by men who use it to continue oppressing women. One of their ways of oppressing us is to demand that F.G.M be perpetuated against us forever p.91 . The enkoiboni,mother to Olarinkoi tells Resian, As soon as we clip that erogenous salacity from you that destroys homes, you will become a respected woman p.229 . This was not the original reason why F.G.M was invented but the practice has been maintained to purportedly keep women faithful. F.G.M is so highly regarded that no girl would get married before getting circumcised. Such a girl was derogatorily referred to as entaapaiand her family was not spared ridicule."}
{"text": "This was not the original reason why F.G.M was invented but the practice has been maintained to purportedly keep women faithful. F.G.M is so highly regarded that no girl would get married before getting circumcised. Such a girl was derogatorily referred to as entaapaiand her family was not spared ridicule. To make matters worse, if she got pregnant, she would be circumcised at birth and married off to the oldest man in the village p.63 . According to enkoiboni,no mother would want an uncircumcised girl as a wife for her son p.235 . This would prevent any other girl from doing such a thing. Circumcising the girl at birth is painful, dehumanizing and traumatizing. Joseph Parmuat opines that negative aspects of culture such as throwing the dead and the dying to hyenas or abandoning the old and very sick in deserted homesteads to be eaten by wild animals have already been expunged from Nasila culture p.128 . Resian is optimistic that soon, Nasila culture would do away with F.G.M as a cultural practice. Minik cites horrible and outdated cultural practice such as emuatathat forced young brides to wear heavy copper around their limbs, legs, arms to make them beautiful and which had been discarded hence freeing women from pain. She opines that even girl child circumcision should be discarded for it has outlived its usefulness p.263 . Sexism refers to preference given to either the male or the female gender child. It is an outdated tradition that is still embraced by individuals such as Ole Kaelo. We are told that he wanted at least three boys but instead gets two girls. This shows his preference for boys. When his wife gets pregnant again, he hopes for a boy who would carry his name to the next generation but instead, he gets a girl that he lives to loathe p.10, 174 . The communal way of life in Nasila and clanship system also has negative effects. Its major negative effect is that it offered no privacy to those who needed it. Taiyo and Resian realize that in Nasila, home belonged to all members of the clan. We are told It was not an unusual thing to get up in the morning to find the living room full of men and women who came that early to share a sumptuous breakfast with their kith and kin p.35 ."}
{"text": "Its major negative effect is that it offered no privacy to those who needed it. Taiyo and Resian realize that in Nasila, home belonged to all members of the clan. We are told It was not an unusual thing to get up in the morning to find the living room full of men and women who came that early to share a sumptuous breakfast with their kith and kin p.35 . Some intrude their homes even without being invited 65 . Although they adjust to such a negative aspect of culture, it still remains a bad aspect of culture for it interferes with their privacy. Taiyo is unhappy with the tradition that disallows marriage of young people from the same clan, however remotely related they are. According to Nasila culture, if such people married, there would be untold consequences p.49 . Taiyo finds this as a gross unfairness of the outdated culture and a searing torment to her and to all others who were of progressive minds p.56 . Joseph fears going against that tradition because he would be castigated and punished for doing such a thing. He would also be forced to pay cattle to Ole Kaelo as compensation and undergo a demeaning cleansing ceremony as well as a public rebuke p.123 . On the contrary, according to Taiyo, culture and traditions are never static but are dynamic in that culture shades off aspects that become irrelevant with time p.127 . She cites F.G.M and the clan system that prevents people from the same clan from marrying p.128 . She observes that such practices should have disappeared at the turn of the last century p.128 . Another aspect of culture that Resian and Taiyo condemn is the practice of booking unborn baby girls p.129 . This denies women a chance to choose their marriage partners based on love but not what is dictated upon them by their parents. Apart from booking unborn baby girls, young women are also subjected to early marriages. Resian and Taiyo are the best cases in point. Ole Kaelo forces Resian to marry Oloisudori, his business friend against her expectations. She undergoes several challenges in order to overcome this plan. When she escapes from Oloisudori s net, she is subjected to another forced marriage to Olarinkoi but she also escapes it. Taiyo is also not spared the practice."}
{"text": "She undergoes several challenges in order to overcome this plan. When she escapes from Oloisudori s net, she is subjected to another forced marriage to Olarinkoi but she also escapes it. Taiyo is also not spared the practice. She is forcefully circumcised in order to be handed over to Oloisudori as a wife, although she is rescued by Minik. ALIENATIONAlienation is becoming a stranger to what one initially belonged to or being isolated from others. Alienation in the novel, Blossoms of the Savannah is as a result of embracing new culture. Ole Kaelo and his family have lived for thirty years in Nakuru where he has brought up his daughters until his retrenchment. This has alienated him from many cultural practices which he comes across with once he returns to Nasila. During his absence from Nasila, it was his brother Simiren who represented him in the Ilmolelian clan in sacred rituals such as girls initiation p.11 . While his brother has married four wives for the culture permits polygamy, Ole Kaelo has one wife and is contemptuously likened to a mono-eyed giant who stood on legs of straw p.13 showing that his position and stand in Nasila is precarious and unstable. He regards himself as civilized and calls the clan elders megalomaniacs who were still trapped in archaic traditions that were better buried and forgotten p.13 . During Ole Kaelo s homecoming party, his daughters jokingly observe that he does not know how to dance and that he should be coached p.45 . His inability to dance, perhaps, is a result of being away from Nasila for many years. After settling in Nasila, the writer says that a new Ole Kaelo was emerging and he was becoming a Nasilian very fast p.62 . Mama Milanoi reveals that her husband was not a strict follower of Nasila traditions only prescribing to those aspects that he considered decent p.60 . Perhaps, that is why he allows Oloisudori to marry his daughter Resian, a thing that goes against the cultural grain of Nasila. She asks, How could a man who was the age of her husband be her son-in-law? Where was Nasila culture? P.114 . Resian blames the tension which continues to be witnessed at their home to their father."}
{"text": "Ole Kaelo has also alienated himself from his culture by marrying only one wife while the community allows polygamy. He is likened to a mono-eyed giant who stood on legs of straw p.13 . He is in constant clash with the Nasila culture which if he adhered to; he would not give his daughters to an old man like Oloisudori. For instance, culture prohibits girls meeting with male visitors but he insists that Resian should serve Oloisudori and his friend during his visit p.175 . Both Resian and Taiyo clash with FGM tradition, forced early marriages and coaching about Nasila culture. Resian is very rebellious of FGM and forced marriage to Oloisudori. She also rejects cultural coaching saying, I refuse to be taught to solely please male counterparts p.77-78 . Resian and Taiyo have lost touch with Nasila culture as a result of being brought up in the city of Nakuru and being educated. They don t know the types of love that exist in the rich cultural heritage of their community. Resian asks Joseph Parmuat whether patureishi really exists p.127 showing her ignorance about the matter. Taiyo s modern cultural values clashes with traditional Nasila culture. She falls in love with Joseph who is of her clan, a thing not allowed in the Nasilian culture. She does not care about her disregard of such a cultural restriction arguing she cannot care about a primitive culture which also violates her right to marry anybody she falls in love with p.133 . The positive aspects of Nasila culture are under threat from the imposing modern culture. The writer puts that this culture, was no more and just Nasila River has been polluted by chemicals, by the likes of Oloisudori. It had become mutable and now it contained defiant mutants that it could not regulate and which were above Nasila laws p.118 . Mama Milanoi admits that her daughters were operating under a different culture from hers. She says they, knew very little of Nasila culture. They were children of a new undefined culture. Theirs was a mutant of another kind p.118 . Education is one of the causes of alienation. The Kaelo s, for instance, want their daughters educated but at the same time are wary of the influence of education on them."}
{"text": "Theirs was a mutant of another kind p.118 . Education is one of the causes of alienation. The Kaelo s, for instance, want their daughters educated but at the same time are wary of the influence of education on them. We are told that the sons of Nasila who got educated got alienated and hardly came back home p.150 . There is a clash between formal education, which is an aspect of modern culture, with traditional Nasilian culture. This clash makes Nasila culture to be grappling with the changes education brought. These changes, according to the narrator, were threatening an explosion in the not too distant future pp.150-151 . CULTURAL CONFLICTSeveral characters undergo cultural conflict or dilemma in the novel as a result of encountering and embracing the modern culture. Nasila culture, which is part of the larger Maa culture, is also in crisis as a result of clashing with modernity. Mama Milanoi, wife to Ole Kaelo, is at cultural crossroads. She is in dilemma as far as the question of FGM is concerned. She understands the danger she would expose her daughters in Nasila where there are both positive and negative cultural practices and wishes she could shield them and protect them p.30 . She knows this would not be possible because Nasila people were very intolerant of those who ignored their cherished cultural sensibilities p.30 . She knows that she is in breach of Nasila traditions by not having circumcised her daughters by then p.60 . While back in Nakuru and before her husband s retrenchment, Mama Milanoi admits that FGM was a nonissue in the family for She had regarded the practice as an archaic rite that had been discarded and forgotten. But there it was now, rearing its ugly head and threatening to wreak havoc in the young innocent lives of her daughters p.63 . Mama Milanoi is torn between yielding her daughters to the barbaric culture and losing their faith, love and confidence and going against Nasila culture and becoming an alien in the clan. She fears doing anything that would wrong her husband and hence chooses to tread carefully around the matter. She comes out as a weak woman who shies from declaring her stand on Nasila culture when she meekly tells her husband, Our culture is everything and its rules, our lives p.61 ."}
{"text": "Mama Milanoi is torn between yielding her daughters to the barbaric culture and losing their faith, love and confidence and going against Nasila culture and becoming an alien in the clan. She fears doing anything that would wrong her husband and hence chooses to tread carefully around the matter. She comes out as a weak woman who shies from declaring her stand on Nasila culture when she meekly tells her husband, Our culture is everything and its rules, our lives p.61 . Her dutiful role of a faithful and obedient wife to Ole Kaelo comes before her duty to her daughters hence chooses to obey his edicts. She wishes to join forces with the likes of Minik or Emakererei, and fight against practices like FGM but then fears for her marriage, If she aligned herself with a person who Nasila regarded as having such an obnoxious reputation, where would her marriage stand? P.62 . She even wonders whether as a family, they are traditionalists or modernists especially by embracing retrogressive cultural values p.62 . Joseph is faced with cultural conflict when he falls in love with Taiyo who is from his clan. His culture does not allow such a union and hence he is torn between loyalty to that culture or love for Taiyo. He asks himself several questions that reveal this crisis. Did he have to abandon Nasila culture in exchange of a woman who sneered at its tenets? He considered running away from Nasila and its culture but that left a sour taste in his mouth. P.137 . He finally opts to stick by Nasila culture arguing that it was too valuable to be abandoned in exchange of a woman s love. He finally resolves this conflict by declining Taiyo s love p.137 . Ole Kaelo s alienation from his culture and embracing a culture that was neither modern nor traditional creates internal conflict in him. He is torn between marrying his daughter Resian to Oloisudori or turning down his request, thereby losing his business. He keeps wondering what sort of a man Oloisudori is and at some point, he has to assure himself that he is a morally upright man so that he can marry his daughter to him p.194 . FEMALE ASSERTIVENESSAt the centre of fighting retrogressive cultural practices is Resian, Taiyo and Minik ene Nkoitoi who is commonly called Emakererei."}
{"text": "He is torn between marrying his daughter Resian to Oloisudori or turning down his request, thereby losing his business. He keeps wondering what sort of a man Oloisudori is and at some point, he has to assure himself that he is a morally upright man so that he can marry his daughter to him p.194 . FEMALE ASSERTIVENESSAt the centre of fighting retrogressive cultural practices is Resian, Taiyo and Minik ene Nkoitoi who is commonly called Emakererei. Both Resian and Taiyo resist F.GM and do all they can to fight the outmoded practice. Resian says she would not live anywhere near a man who would want to mutilate her sexuality while Taiyo says she would only be mutilated if only she were dead p.33 . This declaration sets the mood and tone in the rest of the novel where the girls fight various individuals that try to force them in taking a path they do not wish. Resian resists being circumcised by force in a dream by fighting the enkamurataniand the enkoiboni pp.244 -254 . She tells Minik that she had heard of her relentless fight against F.G.M and underage marriage p.262 . Her stand is that girl child circumcision should disappear from Maa language and regarded extinct and that IntoiyeNemengalana uncircumcised girl should stop being derogatory p.263 . Minik is bitter and angry about the continued practice of F.G.M at a time she believes the rite has stopped being useful to women. She blames the practice on the neo-culture of wealth which was dampening the fight against such outdated practices. Her take is that there was need to plan new strategies to battle the new monster that was rearing its ugly head p.269 . Resian has a different way out of the problem. She believes that if all women said no to the detestable culture, men would do nothing about it pp.277-278 . Women who have undergone F.G.M such as Minik and Nabaru agree that they are not different human beings hence downplaying its importance. Resian is opposed to cultural coaching by Joseph Parmuat. Her father observes that though they may find some cultural demands detestable, it is such practices that nurtured and bound their people together p.71 ."}
{"text": "Women who have undergone F.G.M such as Minik and Nabaru agree that they are not different human beings hence downplaying its importance. Resian is opposed to cultural coaching by Joseph Parmuat. Her father observes that though they may find some cultural demands detestable, it is such practices that nurtured and bound their people together p.71 . To Resian, the coaching is worthless and she says that if they were sons, they would not be subjected to cultural coaching. She says, I refuse to be taught. I will either be taught at the university what is universally beneficial to all mankind or be taught nothing p.73 . She is opposed to informal education to girls meant to please men saying, I refuse to be taught to solely please male counterparts. They can also cook, and they can, and should also learn to please us females p.77 . She is described as someone who knows her rights by her mother and that she would not allow anyone trample on them p.118 . Later, she accepts to be coached but only after Joseph introduces interesting topics such as those of love. When Taiyo falls in love with Joseph, she does not care about what others or the culture says about it. She boldly tells Joseph, No, I don t care about the oppressive Nasila culture. Why should I care about violating the backward culture when it does not care when it violates my own rights? P.133 . She says this despite knowing very well that her culture does not allow inter-clan marriage. She assertively tells Joseph she does not care about her culture s position on the matter when he tells her they cannot marry p.134 . She is ready to defend her love for Joseph including eloping with him to join others who share with her neo-cultural persuasion. The two girls are ready to fight and resist forced marriages and Oloisudori s advances on them. They plan and succeed in returning the gifts that he had brought them saying, Woe to him if he thought she was a chattel to be secured by the content of a briefcase! P.198 . She flatly rejects Oloisudori s plans to marry her saying, You are stark mad if you think I am your wife. I can only be your wife over my dead body p.204 . She boldly tells her father that she would rather die than get married to a monster p.209 ."}
{"text": "She flatly rejects Oloisudori s plans to marry her saying, You are stark mad if you think I am your wife. I can only be your wife over my dead body p.204 . She boldly tells her father that she would rather die than get married to a monster p.209 . When Resian is abducted by Olarinkoi, she continues in her fighting and resisting spirit. The writer says, Olarinkoi and his demonic mother may physically take her to Tanzania take her as his wife physically circumcise her, but mentally she was going to resist She was going to refuse to be subdued she was going to physically resist p.230 . The song by the girls from Intapuka-e-Maa during Taiyo s and Resian s farewell party is full of female assertion. They say they are proud to be uncircumcised and that they would be doctors, teachers and engineers and would build the nation together with men p.281 . This is a song of hope and optimism hence revealing a generation of young people that are not ready to be daunted by retrogressive cultural practices. MORAL DECADENCEDespite the rich cultural setting of the novel, there are many cases of immoral conduct or behavior that falls short of the morals of any society. This can be largely attributed to the clash or encounter between the traditional culture and modern culture. Many evils are perpetrated by Oloisudori and other characters with warped morality. Oloisudori is totally morally decayed. He engages in all sorts of vices in order to amass wealth. He is corrupt, immoral, an extortionist, a smuggler, a poacher, a blackmailer, a thug and even a killer p.101, 236 . He is also suspected by Ole Kaelo to belong to the cult of ilmasonik, a cult that thrived on extortion and blackmail p.107 . These vices, allegedly associated with him, point at his moral deficiency. When Ole Kaelo asks his friend Supeyo if Oloisudori is a man of integrity, he replies, Don t trust him any further than you would a hyena in your homestead keep the fellow away from your daughters p.26 . When Oloisudori meets Resian for the first time, his amorous character is evident."}
{"text": "These vices, allegedly associated with him, point at his moral deficiency. When Ole Kaelo asks his friend Supeyo if Oloisudori is a man of integrity, he replies, Don t trust him any further than you would a hyena in your homestead keep the fellow away from your daughters p.26 . When Oloisudori meets Resian for the first time, his amorous character is evident. He openly scans her body p.92 and cranes his neck to watch her p.95 . In his presence, Resian is uncomfortable for she felt from his looks as if her blouse was unbuttoned p.96 . She also feels as if he was caressing her entire body with his hands against her will p.96 . He tells Ole Kaelo his intention to marry his daughter very callously and as if he was talking about a goat or a sheep p.110 . In his first visit to Ole Kaelo s home, he took a long time washing his hands as he gloatingly peered at her p.179 . He has no shame taking the hand of Resian and kissing it without her consent. He looks at her in a sexually suggestive manner his gaze deliberately dropped from her face to her bosom and lingered there p.203 . This is before he drops the bombshell; which is marrying her and making her the happiest woman in East Africa. He shamelessly tells Kaelo of his intention to circumcise Resian before marrying her. Ole Kaelo regards such talks as very abnormal between a father-inlaw and a would be son-in-law. From such immoral talk, Ole Kaelo believes that the world had come to an end p.112 . Apart from Oloisudori, there are many other morally rotten characters in the novel such as Olarinkoi warriors, Olarinkoi, and enkoiboni. The Olarinkoi warriors, who subdued the Maa for long, are morally rotten. They forced the Maa women to compose lewd songs which they had to perform in the most outrageous and indecent postures and styles p.86 . They took advantage of the compromising situation of the Maa women to exploit them sexually knowing that they were not able to resist their natural instinctive desires p.86 ."}
{"text": "Apart from Oloisudori, there are many other morally rotten characters in the novel such as Olarinkoi warriors, Olarinkoi, and enkoiboni. The Olarinkoi warriors, who subdued the Maa for long, are morally rotten. They forced the Maa women to compose lewd songs which they had to perform in the most outrageous and indecent postures and styles p.86 . They took advantage of the compromising situation of the Maa women to exploit them sexually knowing that they were not able to resist their natural instinctive desires p.86 . Taiyo and Resian s near rape by two men as they come from their father s shop in Nasila points at moral decay in Nasila. P.140 . This incident causes the girls mental torture. Some of these deeds are done to them because they are uncircumcised. Olarinkoi is also immoral. He abuses Resian by telling her: Today we shall see how educated your body is p.221 . This is before physically assaulting and raping her after she passes out. The foul language that enkoiboni, the mother to Olarinkoi, addresses Resian with is full of moral rottenness. Her language is full of abuses and bitterness. Enkabaani,Resian s nurse does not support enkoiboni sfoul language and urges Resian to ignore her. She does not respect Resian s privacy when she feels her stomach with her hands to check whether she was pregnant. All this time, Resian seethed with anger at the blatant intrusion of her privacy and total disregard for her feelings p.235 . BETRAYALBetrayal is breaking of the trust that existed between individuals before. The greatest betrayal in the novel is that of Ole Kaelo to his daughters. On page one, we are told that Ole Kaelo refused to allow his daughter Taiyo to travel to Mombasa with other young men and women selected by an FM radio station for a music extravaganza pp.1-2 . He refused to allow her saying that no daughter of his would so demean herself and her family as to perform in public in exchange of monetary gain p.45 . To him that would be like engaging in harlotry."}
{"text": "On page one, we are told that Ole Kaelo refused to allow his daughter Taiyo to travel to Mombasa with other young men and women selected by an FM radio station for a music extravaganza pp.1-2 . He refused to allow her saying that no daughter of his would so demean herself and her family as to perform in public in exchange of monetary gain p.45 . To him that would be like engaging in harlotry. In addition, he betrays his daughters ambitions to join Egerton University preferring instead to marry them off to Oloisudori, a very rich man. This shows he is not ready to help them realize their dreams as a father should do. Ole Kaelo has betrayed Resian in many ways. He has not loved her as he should from her birth. We are told that From the moment she was born, mute and helpless, he detested her p.10 . This has contributed to Resian growing up sullen, bewildered and resentful p.10 . He is biased in his treating of the two daughters for he does not love her as he loves Taiyo. Taiyo admits this emotional betrayal: For reasons she did not understand, she had always found their father strangely and harshly impatient towards Resian p.34 . However, she knew that he despised her ever since she was young p.173 . Ole Kaelo is strongly hateful and unappreciative of her: he wondered where in the world they fetched that awkward, overblown, stupid child And the very look in her eyes, half-fearful, half-defiant and wholly troubled, was always enough to raise his temper to the highest pitch p.41 . He also abuses her at the slightest provocation. He tells her: While Taiyo works herself to the bone, she lazes about like an over-fed lizard in the hot afternoon sun! P.64 . He goes on Look at the way you slouch I ll not be surprised if you soon become a hunchback p.64 . Even her mother fails Resian for we are told: Even stranger was their mother s failure to come to Resian s defense. It was as if her motherly instincts could not extend her protective wings to cover Resian."}
{"text": "He goes on Look at the way you slouch I ll not be surprised if you soon become a hunchback p.64 . Even her mother fails Resian for we are told: Even stranger was their mother s failure to come to Resian s defense. It was as if her motherly instincts could not extend her protective wings to cover Resian. Seeing her parents betrayal of her sister, Taiyo takes over to comfort Resian and reassure her when hurt especially by her father. Her role in Resian s life is very important because she relies on her to make requests to their father on her behalf for she cannot approach him directly. The case in point is her quest to join university which she keeps pestering Taiyo to ask their father to do on her behalf. A parent that cannot communicate with his child has definitely failed in his parental responsibility. Ole Kaelo and Oloisudori mercilessly hatch a plan to abduct Resian and marry her off without her consent if she does not cooperate. The plan is If she declined, he would leave it at that until the evening when his men would pounce on her and abduct her p.191 . After such a heinous plan, The three of them roared with rich laughter p.192 . He is even ready to have her circumcised so that she can get married to a man she does not even love. Mama Milanoi is not blameless because she is inwardly opposed to the abduction plan; but does not speak out to condemn such a wicked plan. When Oloisudori reveals his plan to marry Resian, it dawned on her that her father had already sold her p.204 . This greatly shocks her because she never thought that her father could go to the extent of selling her p.205 . He confirms the plan to marry her off to his friend Oloisudori and also shatters Resian s dream of enrolling as a student at Egerton University. He tells her: I thought about it alright, but decided that I am not sending you there! P.207 . This discovery makes her cry, accusing her father of hatred and betrayal by betrothing her to Oloisudori p.208 ."}
{"text": "He confirms the plan to marry her off to his friend Oloisudori and also shatters Resian s dream of enrolling as a student at Egerton University. He tells her: I thought about it alright, but decided that I am not sending you there! P.207 . This discovery makes her cry, accusing her father of hatred and betrayal by betrothing her to Oloisudori p.208 . Resian does not absolve her mother from blame for she believes she also failed her p.230 especially due to her silence when all those plans against her were being devised. She reasons that her mother should not have been silent when her daughter was being sold to the highest bidder for Even the hyena s greed spared its own young ones p.231 . Mama Milanoi also betrays her daughter Taiyo by allowing her to accompany three women to take her to Resian only for her to end up being forcefully subjected to F.G.M. We are told that When she came to, two days later, she was sore, bitter and angry p.273 . Her mother does all this out of her docile submission and fear of her husband. In addition, she has to play along with Ole Kaelo in his devious acts so that they cannot lose the wealth Ole Kaelo has corruptly acquired by doing business with Oloisudori. Later, when Resian and Taiyo are reunited, they blame their mother for their ordeals saying She was an example of a wife they never wanted to become and that they knew she was always in awe of their father who held her captive and never for once allowed her to express her own opinion on any matter however small it was p.277 . MATERIALISM GREED AND OPULENCEMaterialism is putting material possession before anything else in one s life while greed is insatiable want for material possessions. Opulence in this novel refers to exaggerated display of wealth by characters. Ole Kaelo s house in Nasila is so magnificent that Mama Milanoi exclaims, Father of all creation! This is but a dream p.30 . Taiyo says that the house is magnificent while Resian exclaims she had never seen anything like it before p.31 .He has furnished his shop at Nasila extravagantly. We are told It was splendid, large and well stocked."}
{"text": "This is but a dream p.30 . Taiyo says that the house is magnificent while Resian exclaims she had never seen anything like it before p.31 .He has furnished his shop at Nasila extravagantly. We are told It was splendid, large and well stocked. The d cor was discreetly and fashionably done while taking into consideration the kind of customers that were expected p.65 . This is a show of extravagance and opulence which the rich in this society strongly believe are indications of a wealthy man. Taiyo tells her ever critical sister: It s important that the shop displays a certain measure of opulence p.65 . This is so that their father can attract rich customers. The genesis of Ole Kaelo s troubles is his signing of a contract with Oloisudori to start a business in Nasila. We are told that He had long realized the choice was between remaining a nobody; self-righteously and accepting, sensibly, that the man with the meat was also the same man with the knife p.25 . He therefore gets into business with him. His friend, Supeyo, warns him in advance what kind of man Oloisudori is and Oloisudori is probably the most corrupt keep the fellow away from your daughters p.26 . Despite the early warning, he is unheeding a thing which makes him lose his two dear daughters finally. Oloisudori has his hands on all sorts of businesses both legal and illegal. These are; agriculture, finance, tourism, import and export, mining and motor trade, extortion, poaching, smuggling and robbing p.101 . When he comes visiting Ole Kaelo, his show of extravagance cannot fail to be noticed in his extravagant dressing. He has a pin-striped designer suit, a gold watch, gold bracelet and a gold chain. P.177 . He shows off his wealth by giving generous gifts to Ole Kaelo, Mama Milanoi, Resian and Taiyo. P.178 . He also hands over a briefcase to Ole Kaelo which is later revealed to have contained a half a million shillings p.188 . Despite these ugly businesses, Ole Kaelo still deals with him in order to save his business from collapsing."}
{"text": "P.178 . He also hands over a briefcase to Ole Kaelo which is later revealed to have contained a half a million shillings p.188 . Despite these ugly businesses, Ole Kaelo still deals with him in order to save his business from collapsing. He is not sure whether Oloisudori does not belong to a cult that thrived on blackmail and extortion and which after helping a businessman grow his business, would come back making outrageous demands like sacrificing their beloved ones to the gods of the cult p.107 . Despite knowing all these about him, Ole Kaelo comforts himself in order to defend the material path he has taken. The narrator observes: He knew it was pursuit of success that made him interact with Oloisudori .Success was attainment, fortune and prosperity; it was triumph and it gave one happiness. It did not matter how it was obtained .the end justified the means pp.108-109 . He consoles himself for having decided to marry his daughter to Oloisudori saying, Where else would he ever get such a business offer as the one Oloisudori had offered him p.165 . He decides that he is not ready to lose his business premises and home for these were a matter of life and death to him. In order to survive, he realized with finality, he had to change his attitude towards Oloisudori; he had to embrace him p.165 . He sees the material side only if his daughter married Oloisudori, saying, she would soon have her own establishment and a wealthy husband who had much ambition p.166 . When Ole Kaelo visits one of the homes of Oloisudori and the house he is building for Resian, he falls instantly in love with the might of wealth that he witnesses. Ole Kaelo s house is lavishly furnished and the writer says it must have been done by a person whose mind must have been preoccupied by the need to be showy, and ostentatious. On the other hand, the house being built for Resian leaves Ole Kaelo speechless and Mama Milanoi stupefied by its grandeur and magnificence p.190 ."}
{"text": "When Ole Kaelo visits one of the homes of Oloisudori and the house he is building for Resian, he falls instantly in love with the might of wealth that he witnesses. Ole Kaelo s house is lavishly furnished and the writer says it must have been done by a person whose mind must have been preoccupied by the need to be showy, and ostentatious. On the other hand, the house being built for Resian leaves Ole Kaelo speechless and Mama Milanoi stupefied by its grandeur and magnificence p.190 . Attracted by wealth, he concludes that it was only a stupid woman, like his daughter Resian, who would turn down the offer to own the riches they saw in Oloisudori s home p.188 . He also hopes that Taiyo, his other daughter would get a rich man to marry her and give him hefty sums of money just as Oloisudori had done. P.188 . After witnessing Oloisudori s wealth, he decides that Resian must be married by Oloisudori and that he was not going to allow his daughter s ignorance to destroy her future p.191 . He so much wants the marriage plan to work that he devises a plan with Oloisudori to abduct Resian by force if she did not cooperate p.191 .in fact they agree on usage of a anesthesia to make her unconscious. The only saving grace that can prevent losing his business and house is the success of the marriage. He admits that, the success or failure of the event would determine the fate of his business p.194 . He fears being reduced to poverty by Oloisudori and therefore, betrays his own daughter in exchange of material possessions. DETERMINATION OPTIMISMNot giving up in whatever one decides to do is very instrumental in achieving success. Resian s determination to go to university from the beginning of the novel to the time her dream is achieved is remarkable. This determination is seen from the time they are in Nakuru to when they relocate to Nasila. As her father and family is busy packing so that they can go to their rural home in Nasila, she tells her sister I don t want to work at the shop I want to come back to Nakuru and join Egerton University."}
{"text": "Resian s determination to go to university from the beginning of the novel to the time her dream is achieved is remarkable. This determination is seen from the time they are in Nakuru to when they relocate to Nasila. As her father and family is busy packing so that they can go to their rural home in Nasila, she tells her sister I don t want to work at the shop I want to come back to Nakuru and join Egerton University. I want to take a course in Veterinary Science and become a veterinary doctor p.4 . She keeps urging her sister to talk to their father so that they can be enrolled at the university. To escape FGM, she tells her sister: That s why it s imperative that you persuade Papaaito allow us go back to Nakuru and enroll at the university p.33 . She is worried that her father had spent all the money in decorating the shop and left with nothing for their university education p.65 . Sometimes, she would imagine herself admitted at the university and walking majestically with other students into one of those awesome lecture theatres, while donning her academic regalia p.89 . After their near-rape by two young men, Resian tells Taiyo to use that incident to compel their father to take them to university p.144 . She dreams of graduating and getting a chance to work with Minik eneNkoitoi, her lifelong role model. P.153 . She is determined to face Oloisudori and resist his advances on her. We are told that She had vowed to face the monster gallantly She was in the battle front and success or failure was in her hands p.200 . Her optimism to join university does not reduce even at her lowest moment when she realizes her father s intention to marry her by force to Oloisudori. She says, If I don t die and live to be eighty, I will still go to the university. I ll go to Egerton University, Papaai I hope you will be there to witness my graduation p.210 .Even in her dream while held captive by Olarinkoi at his hut, she has a dream that showcases her gallant and determined nature. She was determined that the old enkamurataniwould never circumcise another girl again p.244 ."}
{"text": "She says, If I don t die and live to be eighty, I will still go to the university. I ll go to Egerton University, Papaai I hope you will be there to witness my graduation p.210 .Even in her dream while held captive by Olarinkoi at his hut, she has a dream that showcases her gallant and determined nature. She was determined that the old enkamurataniwould never circumcise another girl again p.244 . In the dream she fought both the enkamurataniand enkoiboniwith a mallet. Resian s determination to get university educated and resistance against FGM start bearing fruits when she and Nabaru reach Ntare-Naaju sheep ranch. She remembers the Maa adage that said: home was never far for one who was still alive pp.256-257 . Her dreams of joining Egerton University are fulfilled when Minik promises that she would ensure that she and Taiyo get enrolled at the university as they wanted. This is fulfilled when she brings them letters of admission to the university towards the end of the novel. The song that the girls from Intapuka-e-Maa sing is full of determination. The girls are proud of being uncircumcised and have hopes of being doctors, teachers and engineers and contribute in building the nation with men p.281 . Taiyo is determined to be married by Joseph. She says she won t be dissuaded by Nasila culture that prevents inter-clan marriage saying, I cannot accept its verdict I am too, ready to face any eventuality that may arise out of our love for one another p.134 . HELP BENEVOLENCEThe overcoming of difficult situations by some characters would not be possible without help and benevolence from other characters. Some of these incidents of help and benevolence, though coincidental, are very important in not only shaping characters lives but also in shaping the novel s plot. When Taiyo and Resian are about to be assaulted sexually by two men, we are told, Suddenly and unexpectedly, a third man sprang out of the bushes like a ghost p.141 . This man is Olarinkoi and he is the one that saves them by fighting the two men. The girls cannot imagine what would have happened to them if he had not come at that moment p.142-143 ."}
{"text": "When Taiyo and Resian are about to be assaulted sexually by two men, we are told, Suddenly and unexpectedly, a third man sprang out of the bushes like a ghost p.141 . This man is Olarinkoi and he is the one that saves them by fighting the two men. The girls cannot imagine what would have happened to them if he had not come at that moment p.142-143 . Later, it is the same Olarinkoi who saves Resian from Oloisudori s men. His appearance is timely because Resian has even been contemplating to commit suicide by jumping into a river p.210 . Resian is nursed by Nabaru, a motherly woman after her sexual abuse by Olarinkoi p224 . At times she held her up, giving her drinks of water, or milk, or feeding her; putting bits of olpurdadipped in honey into her mouth p.224 . Nabaru also promises to help Resian in whatever her plans are: I am willing to help you to do what you intend to do or go where you want to go once you are back onto your feet p.233 . She keeps her word by coming to rescue Resian when Olarinkoi s mother is just about to attack and have her circumcised p.246 . Further, Taiyo and Resian get help from Minik when she promises to have her enrolled at Egerton University p.264 . She keeps her promise when she gives the two girls letters of admission to the university. Resian also qualifies for a scholarship from the ranch which is managed by Minik to fund her education. She in addition gives her a job in the ranch, an advance salary, as well as a fully furnished house. Resian is sincerely appreciative of Minik s benevolence, saying, Your voice dear Emakererei is truly the voice of God p.265 . Taiyo is rescued from the hands of her circumcisers by Minik. Both Nabaru and Minik are very instrumental in the physical and psychological healing of the two girls. We are told that with Nabaru s nursing care, Minik s encouragement and counseling sessions from a teacher from Intapuka-e-Maa school, Taiyo is able to fully recover p.276 ."}
{"text": "Taiyo is rescued from the hands of her circumcisers by Minik. Both Nabaru and Minik are very instrumental in the physical and psychological healing of the two girls. We are told that with Nabaru s nursing care, Minik s encouragement and counseling sessions from a teacher from Intapuka-e-Maa school, Taiyo is able to fully recover p.276 . MALE CHAUVINISMMale chauvinism refers to the feeling of superiority by men and their domineering attitude over women in the society as a result of general male domination or patriarchy in a given society. Ole Kaelo is a male chauvinist. He beats his wife to submission to coerce her follow his decisions without any resistance. When his wife reasons that they should think of the family interests first with regard to adhering to Nasila culture, he irritably asks her, What do you mean? P.61 . When she realizes that he is getting angry, she beats a hasty retreat saying, Our culture is everything and it rules our lives p.61 . Although Mama Milanoi realizes when it is too late the role Oloisudori has played in shaping their material lives, she admits that she would not have helped to separate him from such a man because it Was the man who made decisions as to which direction their lives took p.114 . According to Resian, the ancient Ilarinkon were no different from the current ones. She is of the view that the current Ilarinkon are worse and that they are despotic oppressive tyrants who oppress women by ensuring that they are subjected to FGM for ever p.91 . The current Ilarinkon include Ole Kaelo, Oloisudori and Olarinkoi. Ole Kaelo forces Resian to attend to and serve his friend Oloisudori when her mother says nothing about it. He orders: You have to be there it is important to me that you are there p.171 . Olarinkoi s chauvinism is seen in his changed attitude towards Resian when he takes her to his house far from Nasila. He tells her, You woman You can either cook or keep standing stupidly or die of hunger and Resian stared at the man who seemed to have suddenly turned from a person she had known for quite some time, to a beast p.218 ."}
{"text": "He orders: You have to be there it is important to me that you are there p.171 . Olarinkoi s chauvinism is seen in his changed attitude towards Resian when he takes her to his house far from Nasila. He tells her, You woman You can either cook or keep standing stupidly or die of hunger and Resian stared at the man who seemed to have suddenly turned from a person she had known for quite some time, to a beast p.218 . He later molests her sexually after returning drunk. Oloisudori is a male chauvinist. This is seen in his address to Resian when she refuses his marriage offer. He tells her You can never escape Resian Whether you scream your heart out, or jump into the deep sea you are mine. You are my wife from now henceforth p.204 . He arrogantly tells her: No one plays games with Oloisudori. Ask your father, he will tell you p.204 . Add more illustrations . GENDER INEQUALITYMen and women are not equal in this novel. Women s position is lower than that of men who dominate over everything and suppress women. This is especially seen at the family level where the husband is the sole decision maker and the wife just accepts those decisions without question. Ole Kaelo has a very easy time courting and marrying his wife. A woman is not supposed to resist a man who wants to marry her as per Nasilian tradition whether she loves him or not. We are told She accepted him without any resistance. Tradition did not allow her to offer any and as expected of her, she did not resist p.29 . Mama Milanoi is an unequal marriage partner to Ole Kaelo. She leaves decision making to her husband and does not oppose any of his decisions. She refuses to be drawn into the discussion about the coaching of her daughters by Joseph saying It was Taiyo s father s territory p.56 .Mama Milanoi cannot oppose him for in her culture there was no room for dissent, especially if the subject was in conformity with the culture p.61 . In this society, women had no say. It was a patriarchal society where the Emakererei and her ilk were fighting to find relevance with little success p.62 ."}
{"text": "She refuses to be drawn into the discussion about the coaching of her daughters by Joseph saying It was Taiyo s father s territory p.56 .Mama Milanoi cannot oppose him for in her culture there was no room for dissent, especially if the subject was in conformity with the culture p.61 . In this society, women had no say. It was a patriarchal society where the Emakererei and her ilk were fighting to find relevance with little success p.62 . Such gender imbalance uplifts the man over the woman. In their case, it leaves Ole Kaelo with the sole responsibility of making final decisions on all matters affecting the family. We are also told that Mama Milanoi has been held captive by her husband who never for once allowed her to express her own opinion on any matter however small it was p.277 . This suppression has prevented her from speaking her mind and opposing the subjection of her daughters to outdated cultural practices. Resian is opposed to her father s hiring of Joseph to coach them about Nasilian culture. She says I am beginning to think it is disadvantageous being a woman in this society p.73 . She finds fault with the plan reasoning that if they were sons, they would not be subjected to such cultural coaching. Resian regrets living in a society where men thought they had right to every woman s body p.143 . This is after their near-rape by two men. Such unjustified rights emanate from the fact that men deem themselves as superior to women and can do whatever they want with women. CHANGEChange refers to transition or transformation of characters or situations. Most of the changes in the novel BlossomsoftheSavannahare caused by the erosion of the Maa culture as a result of its coming into contact with modern culture or civilization. This causes alienation in characters and as a result they change. The Ole Kaelos are forced by destiny to relocate to Nasila after his retrenchment. This came as a thunderbolt at midday p.7 . The environment in Kaelo s new home in Nasila is different from that in their urban home in Nakuru. Taiyo and Resian are woken up the first day in Nasila by a lively chatter of birds in the trees surrounding the house What a contrast to what they were used to in Nakuru! P.14 ."}
{"text": "This came as a thunderbolt at midday p.7 . The environment in Kaelo s new home in Nasila is different from that in their urban home in Nakuru. Taiyo and Resian are woken up the first day in Nasila by a lively chatter of birds in the trees surrounding the house What a contrast to what they were used to in Nakuru! P.14 . In Nakuru, they were always woken up by hoots from Matatus, touts shouts, engine revving and banging on vehicles. Nasila culture is changing due to alienation. Mama Milanoi cannot believe she can have a man as old as Oloisudori as her mother-in-law. She observes that in the past, such a thing would not have happened for Culture would not have allowed it to happen p.114 . She feels that if Nasila culture was intact, such a thing would not have happened and she wonders where that culture had fled to Had the culture become moribund, useless and impotent? P.117 This could be true because forced marriages to old people were not there in the past and any old man who showed interest in a young girl was met with much retribution from women and the entire society. Pp.115117 . The traditional Nasilian culture had many advantages to the people. It regulated lives of people, defined relationships, did not favour or discriminate and above all, was cherished by all. Sadly, according to Mama Milanoi, this culture was no more. It was defiled and polluted by the likes of Oloisudori had become mutable and contained defiant mutants that it could not regulate and which were above Nasila laws p.118 . One of the causes of this great change in Nasila culture is education for Mama Milanoi goes on to observe that she had seen changes in her daughters. They had gone through a school system that intermingled them with children from other cultures. P.118 . As a result, her children know very little of Nasila culture. They were children of a new undefined culture. Theirs was a mutant of another kind p.118 . Indeed, Resian best exemplifies the epitome of this new undefined culture. Joseph Parmuat observes that Individualism, petty jealousy and lack of trust killed that once important aspect of Nasila culture p.127 ."}
{"text": "Theirs was a mutant of another kind p.118 . Indeed, Resian best exemplifies the epitome of this new undefined culture. Joseph Parmuat observes that Individualism, petty jealousy and lack of trust killed that once important aspect of Nasila culture p.127 . The individualism of the likes of Ole Kaelo and Oloisudori are very central in eroding the culture of Nasila hence bringing many changes in the society. According to Taiyo, culture and traditions are never static. She says, By being dynamic, culture shades off aspects that become irrelevant with time p.128 . She hopes that the outdated FGM and restriction on inter-clan marriage should be abolished from Nasila cultural practices. Joseph and Minik cites cultural practices like throwing the dead to the hyenas, leaving the elderly and sick in deserted homesteads to be devoured by wild animals and emuata pp.128, 263 . This ascertains the dynamism and transformational characteristic of Nasilian culture over the years an aspect that gives hope to fighters against outdated practices such as F.G.M. LOVE, MARRIAGE AND FAMILYOle Kaelo has effectively played his role as a father by providing and putting up a house for his family in Nasila. The house he has built for his family in Nasila is so magnificent that Mama Milanoi exclaims, Father of all creation! This is but a dream p.30 . Taiyo says that the house is magnificent while Resian exclaims she had never seen anything like it before p.31 . At another level, both parents fail in their emotional obligations to one of their daughters, Resian. Ole Kaelo for instance has instilled fear in her such that there is no free interaction between father and daughter, has hated her from birth, keeps reprimanding her, abuses her and finally greatly betrays her by conspiring to marry her off to his friend Oloisudori pp. 206-210 and when this aborts, he turns to his favorite daughter Taiyo but not before he has her forcefully circumcised p.273 . The hitherto good and peaceful family especially when he was in Nakuru has fallen apart at the end of the novel due to his greed for wealth. In the traditional Nasilian culture, love is not entirely a prerequisite to marriage."}
{"text": "206-210 and when this aborts, he turns to his favorite daughter Taiyo but not before he has her forcefully circumcised p.273 . The hitherto good and peaceful family especially when he was in Nakuru has fallen apart at the end of the novel due to his greed for wealth. In the traditional Nasilian culture, love is not entirely a prerequisite to marriage. Although Ole Kaelo was smitten with love for Mama Milanoi the first time he saw her in the church, her feelings for him are not required for them to marry. We are told that From the moment he saw her, he had been obsessed and he was still obsessed twentytwo years later p.9 . On his wife s side, we are told, She accepted him without any resistance. Tradition did not allow her to offer any and as expected of her, she did not resist p.29 . What she considers is his character. We are told she knew he was a good man, a great provider, a planner and a man with the will to succeed. She also knew he loved her genuinely p.29 . He continues loving his wife many years after their marriage showing his satisfaction with her. When he wakes up he says, Oh, did he not have a wife there. He was elated p.59 . Simiren, brother to Ole Kaelo, is a polygamist but he treats all his wives equally. It was only yeiyo-botorr, who occupied a special position in the home and who received favour from her husband without anyone frowning. Communal life, selflessness, and respect characterize this family and there are few disagreements and disputes. The family in general is a haven of peace, a thing that makes Resian and Taiyo admire traditional way of life in their uncle s polygamous marriage p.154 . Taiyo puts love first before cultural dictates on who one should marry. Their culture does not allow inter-culture marriage but nonetheless, she falls in love with Joseph Parmuat, who belongs to her own clan and hence they are not allowed to marry. Taiyo is assertive enough for she is the one who approaches Joseph saying, I know you are in love with me the way I am in love with you p.133 . Joseph reciprocates her love for him saying, I loved you the moment I saw you during your father s homecoming ceremony p.134 ."}
{"text": "Their culture does not allow inter-culture marriage but nonetheless, she falls in love with Joseph Parmuat, who belongs to her own clan and hence they are not allowed to marry. Taiyo is assertive enough for she is the one who approaches Joseph saying, I know you are in love with me the way I am in love with you p.133 . Joseph reciprocates her love for him saying, I loved you the moment I saw you during your father s homecoming ceremony p.134 . When Resian asks Joseph to be her Patureishi, he says that culture does not allow it for she is like his sister p.127 .Taiyo loves her sister so much that she has stepped in to fill the vacuum that has been left in Resian s heart due to her parent s cold attitude towards her. Resian has relied on her sister for protection since primary and Taiyo has made it her duty to mop her tears p.34 . SUFFERINGThere are several characters who suffer in the hands of the blunt Nasilian culture. Resian is slapped by her father for refusing to marry Oloisudori. After this, she undergoes a series of mental and physical suffering. She suffers as she is transported to the assumed Minik s Sheep ranch by Olarinkoi. At night during the journey, she fears attack of wild animals. She also had a layer of dust in her mouth, in her nostrils, in her ears and on her eyelashes p.215 . She suffers in the hands of Olarinkoi and his mother. She is physically assaulted by Olarinkoi until she passes out after which he proceeds to rape her. After the sexual assault, she falls sick and has hallucinations. We are told that when she later came to, confused fleeting impressions registered on her awareness p.223 . Taiyo also suffers the blunt of archaic retrogressive Nasilian culture. She is forced against her will to undergo FGM. During the painful rite, we are told She screamed and screamed, but nobody came to her rescue. Then she fainted. When she came to, two days later, she was sore, bitter and angry p.273 . RELIGION AND SUPERSTITIONSDuring the homecoming party of Ole Kaelo, an elder is expected to bless his home before Ole Kaelo can be received back in Nasila."}
{"text": "Then she fainted. When she came to, two days later, she was sore, bitter and angry p.273 . RELIGION AND SUPERSTITIONSDuring the homecoming party of Ole Kaelo, an elder is expected to bless his home before Ole Kaelo can be received back in Nasila. We are told The elders would also bless the wife, children and property that he brought back and which were all henceforth going to be the wealth of the Ilmolelian clan p.38 . The ceremony is conducted by Ole Musanka who is to conduct the sacred ceremony of officially receiving him into the Ilmolelian culture and offer blessings for his family s well-being p.50 . Apart from blessing Ole Kaelo, the elder had special blessing for Taiyo. He even prophecies that she would be the mother of the next leader p.52 . This man also curses Emakererei, the wasp, whose real name is Minik for fighting F.G.M. He says May she go down with the setting sun p.52 . Teiyo Bottor, Resian and Taiyo s aunt tell their mother that their daughter Resian hasOlkuenyi,a bad spirit and it is only circumcision that could get rid of it p.78 . Mama Milanoi remembers that when she was young, diseases were treated through a bloodletting ceremony known as angam. Several nicks were made on the ailing sections of the body and the blood sucked out p.79 . Curses are indications of the superstitious nature of this community. The Enkoiboni,is a diviner. It is said that she had prophesied that Ole Kaelo would move to Nasila with his two uncircumcised daughters and that his son would go to live in that home and finally bring with him one of Ole Kaelo s daughter to be circumcised before marrying her. Going by that, it is evident that her prophecies and predictions are true p.232 . As Nabaru and Resian escape from Olarinkoi, Olarinkoi curses her saying, My mother s curse will find you there p.249 . He also boasts that his mother s predictions always come to pass p.250 ."}
{"text": "Going by that, it is evident that her prophecies and predictions are true p.232 . As Nabaru and Resian escape from Olarinkoi, Olarinkoi curses her saying, My mother s curse will find you there p.249 . He also boasts that his mother s predictions always come to pass p.250 . WOMEN AS THEIR OWN ENEMIESMuch as the modern woman opposes retrogressive cultural practice such as F.G.M, majority of women support these practices. Mama Milanoi is in support of F.G.M even as her daughters fight to resist the harmful practice. The writer puts: Did she not support female genital mutilation that was prevalent among her people in Nasila? P.63 . Despite being a woman, she betrays her daughter by giving her over to the enkamuratanito be circumcised pp.272-273 . She also keeps quiet and does not speak to oppose her husband s plans to marry off her daughters to an old man. This is despite the fact that she is inwardly opposed to the whole idea. According to Maa oral tradition, it was women who came up with the idea of F.GM. They made a lasting resolution to sexual exploitation of women by the Olarinkoi and that gave rise to enkamuratani. And her olmurunyawas shaped, sharpened and handed to her p.87 . The same practice that was useful then comes to haunt young girls such as Taiyo and Resian. Nabaru also finds fault with the Maa women. She believes that they were the perpetrators of FGM and that no woman had taken up the olmurunyato circumcise a girl. P.277 . Resian says that if all women said no to the detestable culture, men would do nothing and the practice would stop p.278 . However, women are not speaking in one voice hence it has becomes very difficult to fight cultural practices that harms them. Olarinkoi s mother also greatly serves in oppressing fellow women. She is planning to have Resian circumcised before she can be married by her son. The three women that Taiyo composes a song to ridicule also serve in oppressing women. We are told that they collaborated with men to oppress women p.153 ."}
{"text": "She is planning to have Resian circumcised before she can be married by her son. The three women that Taiyo composes a song to ridicule also serve in oppressing women. We are told that they collaborated with men to oppress women p.153 . WAR VIOLENCEThe traditional Maa community in which the novel is set takes pride in engaging in external battles and wars to protect their territory or as an economic undertaking. There are many cases of violence reported in the clan. One remarkable war is that between Olarinkoi and Maa warriors that led to the Maa people being ruled for many years. After many years under the Ilarinkon rule, we are told that the Maa people eventually revolted and overthrew the Olarinkoi despotic rule p.87 . Ole Kaelo attacks his daughter Resian for refusing to cooperate in his plan to have her married to Oloisudori. After a moment of frozen immobility, her father suddenly pushed his chair, moved fast from behind the desk and slapped her face, sending her reeling back so that she almost fell p.209 . The fight between the girls at Minik s ranch and Oloisudori s men ends the protracted oppression of the man on Kaelo s daughters. We are told that his convoy was reduced to smoldering shells and acrid smell of burning tyres p283 . There is also a fight between Olarinkoi and the men that wanted to rape Resian and Taiyo. The bravery of Olarinkoi saves the girls from being raped. When the two young men are caught up by Olarinkoi and his men, they are beaten up before being spared. Women are also violent. The case in point is the old man they punish for being infatuated by a young girl. We are told Then all the women proceeded to the homestead of the accused, armed with all kinds of weapons that included firewood and their husbands knobkerries p.115 . They go on to beating him thoroughly and stripping him naked p.116 . Finally, this man dies and the women feel satisfied that they have avenged their anger. DISCUSSION QUESTIONS ON THEMESExplain four good aspects of Nasilian culture. Discuss four cases of culture conflict in the novel BlossomsoftheSavannah."}
{"text": "Finally, this man dies and the women feel satisfied that they have avenged their anger. DISCUSSION QUESTIONS ON THEMESExplain four good aspects of Nasilian culture. Discuss four cases of culture conflict in the novel BlossomsoftheSavannah. Identify and illustrate instances of alienation in the novel. Determination is the key to success. Write a detailed composition to illustrate the statement. Resian, Taiyo and Minik are justified in their fight against FGM because many cultural practices have been abandoned. Do you agree? Support your answer with illustrations from the novel. Illustrate cases of betrayal in the novel BlossomsoftheSavannahand their impact on characters. Discuss four evils present in a morally decadent society. CHAPTER FOURLANGUAGE AND STYLEThe language used in literature is different from that used in other disciplines. Language in literature goes a notch higher because it is not only used originally but also innovatively. This contributes to aesthetics or beauty in literary texts hence appealing to the readers. Style on the other hand can simply be defined as the unique manner of doing something. Just like everybody has a walking style and hair cutting style, playwrights have unique ways which they use to pass their messages to the audience. There are a number of stylistic devices in the novel BlossomsoftheSavannah. This guidebook will enumerate some of these devices. Vivid DescriptionThe writer uses words to paint clear mental images on the readers mind. This enables the audience to understand the text better. As the Kaelo s are preparing to depart from Nakuru for Nasila the scenery is vividly described. He was gesticulating violently, apparently reprimanding loaders for being slow and inept p.1 . This description points out clearly the character of Kaelo as stern. The welcoming ceremony of the Kaelo s family by uncle Simiren s family is vividly described Chunks of meat went round...selected a piece from the tray p.12 . The description helps in showing the generous nature of Kaelo as well as his meticulous planning abilities. Life at Nasila is vividly described the intermittent crowing of roosters a rare atmosphere of tranquility and serenity... p.14 . The description is used to contrast the peaceful mood of the rural Nasila and the urban town of Nakuru that is characterized by hustles and bustles."}
{"text": "The description helps in showing the generous nature of Kaelo as well as his meticulous planning abilities. Life at Nasila is vividly described the intermittent crowing of roosters a rare atmosphere of tranquility and serenity... p.14 . The description is used to contrast the peaceful mood of the rural Nasila and the urban town of Nakuru that is characterized by hustles and bustles. Simiren s polygamous setting is described vividly Three main houses stood within a well-tended and a evenly trimmed kei apple perimeter hedge p.14 . The sixteen or so children aged between three and sixteen were perched on benches, stools and chairs p.16 . This description shows high birthrate in the family. It also paints a polygamous family in Nasila. The vivid description of Ole Supeyo p.23 , he lifted a corner of his shirt and scratched his belly while his other hand stroked the stubble on his chin shows his wealthy status in the society. Oloisudori is described in uncomplimentary terms wide gap black eyes .looking like a warthog p.92 . The description signals Oloisudori s mean character and the readers can even form a picture of a criminal before much is disclosed to them. There is a vivid description of how women in the past dealt with an old man who sexually mistreated a young girl p.117 . Taiyo s bold visit to Joseph s bachelor house is vividly described p. 130 . It shows the feelings of the two lovers who are restrained by culture. The attack of the two girls by two men in which Olarinkoi saves them is vividly described. He sprang like a ghost p.141 . This shows the risk the girls are going though in the hostile Nasila environment. The search conducted by thirty men with Kaelo and Joseph is vividly described to show the urgency of getting the girls molesters p161 . The resigned Resian is vividly described after she is required to serve Oloisudori and his group p.172 . She walked to an oloponi tree at the centre of the garden. Finding a log underneath it, she sank down her shoulders drooping It shows Oloisudori s insensitive character. The journey by Oloisudori and the couple is vividly described p. 190,191 ."}
{"text": "Finding a log underneath it, she sank down her shoulders drooping It shows Oloisudori s insensitive character. The journey by Oloisudori and the couple is vividly described p. 190,191 . It shows Oloisudori s cunning and scheming character. The journey by Resian, Olarinkoi and the pick-up driver is vividly described to show the ill manners of the two young men p. 212, 213 . The escape by Resian and Nabaru is also vividly described to show the risk involved by the two females with strong character p. 247 . SimilesA simile is a stylistic device that compares two things indirectly with an aim of drawing a mental picture in the mind of the reader. Before the Kaelo s relocate to Nasila, some women from Nasila visit Mama Milanoi. They signal a future menace since the girls are not circumcised. The author says, The words came to haunt her like a demented spirit p.8 . This is later seen when mama Milanoi and Kaelo have to live alone in their old age after Taiyo and Resian go to the ranch and later to the university p.13 . They had likened him to a mono- eyed giant who stood on legs of straw. P.13 .Kaelo is compared to a giant because he holds a senior position in his home, as the head in his house yet he has chosen to be very weak by having only one wife and two daughters. The elders feel Kaelo is not stable. He should be supported by many sons like Simiren. Ole Supeyo compares effects of FGM with effects of dehorning cows. Like cattle that required being dehorned to reduce accidental injuries to each other, a certain docility was required to keep more than one wife in one homestead p.22 . This simile shows the chauvinistic nature of Supeyo. The sense of foreboding from the threat was still hanging in the air like the sword of Damocles. P.27 . This simile shows the apprehensive mood in which the girls are in after they are accosted by the callous young man. Mama Milanoi says her husband had bullied and scolded her like half-witted child p.29 . This shows how Kaelo considered her as a child."}
{"text": "This simile shows the apprehensive mood in which the girls are in after they are accosted by the callous young man. Mama Milanoi says her husband had bullied and scolded her like half-witted child p.29 . This shows how Kaelo considered her as a child. It also reveals the low position of a wife in a Maa family. Uncle Simiren danced, his bald head shining like a piece of iron sheet in the afternoon sun. P.45 . The simile shows the industry, age and alienation of Simiren as well as the celebratory mood in the event. After the drinks, voices of laughter of the revelers are described as: they rose and fell like sound of waves beating upon flooded river banks to show the exuberant carefree mood p.50 . A simile describes Resian s condition of insecurity, Lonely stalked her like a lost young leopard. P.57 . This shows the danger that looms in the new environment. Kaelo comments, Your daughter Resian is like an overfed lizard in the afternoon sun p.64 .The simile is used to comment on the lazy character of Resian. Olarinkoi is described as sitting quietly and staring unblinkingly like a leopard would while stalking an antelope p.75 . This shows Olarinkoi s antisocial nature. It also indirectly reveals his real intention in Kaelo s home. Yeiyo Botorr expresses her contempt for Resian s assertive character in a simile. One with olkuenyi bad spirit was shunned like plague p.78 . It was easier to fall in love with a serpent than with Olarinkoi p.80 . Taiyo s statements shows that Olarinkoi is antisocial and nobody would wish him to be their friend. Mama Milanoi cannot bear the pricking language of Resian on Oloisudori. She says, You spoke like one with a demented spirit? This shows Mama Milanoi s fear towards Oloisudori and her meekness to Kaelo. Kaelo comments, Why do you run like one who has seen an apparition? P.96 . In this simile, Kaelo-Resian cold relationship is shown. After Oloisudori s visit, the couple has sleepless nights."}
{"text": "After the heinous act by Olarinkoi on Resian, rape, the sun is described as a bowl of red p.226 . PersonificationIt is a stylistic device in which a novelist uses human attributes on non-living things with significance to the novel. For instance Nakuru is described as That beloved town that was the mother of all flamingoes p.2 . It is evident that the flamingoes make the area very attractive and probably that is one of the reasons Taiyo sheds tears and is hesitant to leave it for Nasila a rural set up. It could also be interpreted that Nakuru is enlivened by the flamingoes making it relaxing. On reaching Nasila, the tranquility is expressed, a cool fresh breeze swept in and caressed her face soothingly. P.14 .The breeze in this case is emphasized by being given a human quality of caressing. A pot of ugali is said to hiss cheerfully at the side p.280 .The exaggeration is aimed at emphasizing on the significance of the happy event. DialogueIt is a novelistic style in which the writer presents the actual conversation between characters. It brings a break from prose and therefore breaks monotony on the part of the reader. Taiyo and Resian converse about their new residence p.3 . The dialogue shows their mixed attitudes towards Nasila. Resian is afraid of the new home. She fears that the new shop may not pick something which may make the family needy in the future. However, Taiyo encourages her to have faith. While taking a walk around Simiren s compound, Taiyo and Resian converse on the apprehension and rivalry among the four houses. This exposes the enmity in a polygamous marriage. The dialogue between Joseph and Ole Kaelo serves to warn Taiyo and Joseph against having any love relationship p.70 . The heated conversation between yeiyo-Botorr, mama Milanoi, Taiyo and Resian on p.77 reveals Resian s assertiveness and daring character. It also shows yeiyo-botorr as conservative. The dialogue between Taiyo, Resian and yeiyo-Kitigives the girls more information about Minik Nkoitoi and adds curiosity on the part of the girls to see her in the future p.151 . On the other hand, the heated dialogue between Kaelo and Resian p."}
{"text": "It also shows yeiyo-botorr as conservative. The dialogue between Taiyo, Resian and yeiyo-Kitigives the girls more information about Minik Nkoitoi and adds curiosity on the part of the girls to see her in the future p.151 . On the other hand, the heated dialogue between Kaelo and Resian p. 210, 211 brings out Kaelo s character as mean and abusive while it portrays Resian as sentimental. Lastly, the conversation between Resian, Taiyo and Minik on p. 280 in Minik s office brings out the manager s character as courteous. FlashbackIt is a style in which a novelist takes us back to a time in the past with an intention of informing the reader on past occurrences. It reveals critical information to the audience as well as helping in plot development. We are informed of how the Kaelo s got married twenty two years ago and how Kaelo got employed by Agribix Limited. In order for mama Milanoi to view the future in the right perspective, she first recalls on the past p.7 . Kaelo flashes back how he had first spotted Jane, his wife in a church service p.9 . The flashback helps in identifying Mama Milanoi as religious. Through a flashback we are told of the humorous story of how Ole Supeyo would take Kaelo to the forest and instruct him to count a lot of money. From this flashback, we discover their deep rooted friendship p. 21 . The flashback in this case is also a source of humour. Mama Milanoi flashes back to a time when Kaelo married her twenty two years ago and how her parents were happy to get a wealthy son in law p. 28 . The flashback informs the audience of the concern Jane s parents had for their daughter. Taiyo has a flashback on how she excelled in music festivals and was awarded and garlanded. An FM radio station sponsored her to attend an extravaganza p.44 . This flashback is essential in revealing Taiyo as a talented girl. It explains why she is interested with the Maasai dance as well. Mama Milanoi flashes back when an old man like Oloisudori would not have been allowed by culture to marry young girls. P.114 .in such a case Mama Milanoi would have appealed to an elder s court which would rule him out of elders. It would also fine him."}
{"text": "Mama Milanoi flashes back when an old man like Oloisudori would not have been allowed by culture to marry young girls. P.114 .in such a case Mama Milanoi would have appealed to an elder s court which would rule him out of elders. It would also fine him. IronyThis stylistic device entails a writer depicting what is contrary to what is expected by the reader. For instance, Mama Milanoi optimistically thinks that it would be easy for the couple to marry off their two girls at Nasila than Nakuru town p.8 . However, this proves to be difficult later in the novel. The two girls put up a spirited fight against their marriage to Oloisudori. Resian escapes from her prophesied marriage to Olarinkoi while Taiyo escape shortly after undergoing FGM. It is ironical that Kaelo detests his daughter Resian simply because she is born a girl instead of a son as he wishes. Since the baby is innocent and did not contribute in her sex, we expect the father to appreciate her. Furthermore, according to biological sciences it is the man who carries male genes p.10 . It is ironical when Kaelo dismisses elders as practitioners of archaic traditions when they mount pressure for him to be polygamous yet later he supports F.G.M on his daughters which is an equally archaic humiliating practice. This clearly portrays greed that overwhelms him as well as his weak character p.113 . It is ironical that Kaelo had been warned against the criminal record of Oloisudori from Supeyo but still falls for his snare p.108 . It is ironical that after Joseph wins the hearts of Resian, his heart is filled with frightening premonition p.136 . Although the first day at Simiren s place begins happily, it ends while the girls are disappointed after they are accosted by a callous young man. It is ironical that mama Milanoi feels she has failed in giving Kaelo a son and even praises and praise God for a baby boy p.29 .It is ironical that the idea of Enkamurataniand Olmurunyawas hatched by women themselves p.87 . Many years later this practice becomes a source of humiliation and pain to the female population. It is ironical that FGM that adversely affects women in the Maa community is practically done by women p.227 ."}
{"text": "It is ironical that mama Milanoi feels she has failed in giving Kaelo a son and even praises and praise God for a baby boy p.29 .It is ironical that the idea of Enkamurataniand Olmurunyawas hatched by women themselves p.87 . Many years later this practice becomes a source of humiliation and pain to the female population. It is ironical that FGM that adversely affects women in the Maa community is practically done by women p.227 . It is also ironical that Olarinkoi, the mysterious young man Resian detested later saves their lives. P.142 . Still, it is ironical that when Kaelo calls Resian to inform her of marriage to Oloisudori, Resian thinks she is being called for admission in the university p.182 .Lastly, it is ironical that Emuata a heavy copper ring is primarily made to make brides beautiful yet it is heavy and uncomfortable to the females p.263 . SymbolismThe physical appearance of the two sisters and their mother is symbolically expressed, Taiyo and Resian both head and shoulder taller than their mother, stood on p.11 .The height of the two girls is physically compared to that of their mother. The height could be interpreted in terms of their contribution to female emancipation. The deeper meaning is that Resian and Taiyo s role in fighting gender inequality is greater than that of their mother. At the time of the planned circumcision of Resian, the sun is described, it s sad yellow light discordant howls of hyenas... p.243 . These symbols reinforces the mood. Also, as Nabaru and Resian leave the desolate village, there is a heavy downpour. The rain symbolizes hope in future. P.248 . At the ranch, Resian is led to a house with a soothingly cool carpet which cools her tired and thorn pricked feet p.260 . This symbol assures the comfortable life the future holds for Resian. The conspicuous departure for Egerton University by Resian, Taiyo and Minik is symbolic. P.246 . They leave behind Oloisudori s burnt vehicles. It symbolizes their victory over Oloisudori s army, patriarchy, FGM and stereotype. Local DialectIt involves the use of Maasai and Swahili words in the novel by the author."}
{"text": "They leave behind Oloisudori s burnt vehicles. It symbolizes their victory over Oloisudori s army, patriarchy, FGM and stereotype. Local DialectIt involves the use of Maasai and Swahili words in the novel by the author. The usage enriches the setting of the fiction; the Maasai geographical area of settlement and the rural set up aspect of the novel. It makes the story credible, authentic and alive as well as anchoring the elaborate theme of culture. In depicting the serene atmosphere, the author says, Interspersed were the olive- green ilorienito brown wild olive trees whose fragrant cluster of bushes of olobaani Ilkilenyaclimbers grew p.15 . Yeiyoobotorr p.16 , means eldest wife. Her presence portrays the different level of power in a polygamous marriage. Still to emphasize the beauty and serenity the writer says about Kaelo s home, clusters of oleleshua,osinoniand olkirrpanyanybushes dotted the compound. P.31 . People visit Kaelo s new home so as to observe the girls with an aim of commending them as inkainito p.36 . Enkaitoyoniand enkamuratanicame to make acquaintance with potential clients. P.36 . After feeding and dancing, people take esuguroidrink to gladden their hearts p.46 . Esuguroiis a fermented honey beer spiced with aloe. It is believed that Resian has Kisirani,an evil ominous harbinger to a terrible thing p.78 . There are many other instances of use of local dialects such as intoiyenemengalana, olmurunya,papaai,enkoiboni,inkainito,shuka,olbitirr,mzee,mheshimiwa,patureishi, elangatare,oloiboniand many others. The meaning of these Maasai and Kiswahiliwords has been provided in the text or in the glossary of terms at the end of the novel. ForeshadowIt is a stylistic device in which something ominous is signaled to happen in the future. Mama Milanoi experiences a pang of strange premonition that twists her nerves unpleasantly p.17 ."}
{"text": "The meaning of these Maasai and Kiswahiliwords has been provided in the text or in the glossary of terms at the end of the novel. ForeshadowIt is a stylistic device in which something ominous is signaled to happen in the future. Mama Milanoi experiences a pang of strange premonition that twists her nerves unpleasantly p.17 . This suggests the lurking danger especially because her daughters are in the status of intoiyenemengalana. Once they arrive in their new house, Resian says, I feel an oppressive silence. P.32 .This points at the rough episodes she encounters later p.32 . Taiyo and Resian experience a long night characterized by mournful calls of night birds p.55 . This signals the bad experience ahead. On page 138, Olmultut a bird of bad omen coos sorrowfully at Resian s gate. This bird is a harbinger of bad news. Its cry is ominous p.138 . Rhetorical QuestionsIt is a stylistic device which employs questions which do not necessarily require answers but are aimed at stimulating critical thinking. To show that Kaelo is going through a hard reflective moment, he asks, Was not everybody doing business with him? Was he really that bad? Was it the usual business rivalry and envy? Oloisudori p.27 . These questions show the dilemma in which Kaelo is in. Mama Milanoi wonders what they stand for as a family. Are they traditionalists or modernists? P.62 . This shows her dilemma towards F.G.M and her daughters. Resian asks, Was there a curse for being born a woman? P.205 . She rhetorically asks, Was it jealousy consuming her? P.49 . This is about the growing love between Taiyo and Joseph. Nabaru argues on page 277, if the Enkamuratanithrew away the olmurunyaand refused to wield it again, what would happen? It is a call for women s awakening to rise to the occasion and fight F.G.M."}
{"text": "P.49 . This is about the growing love between Taiyo and Joseph. Nabaru argues on page 277, if the Enkamuratanithrew away the olmurunyaand refused to wield it again, what would happen? It is a call for women s awakening to rise to the occasion and fight F.G.M. Oral Literature DevicesNarrativesKaelo had learnt that Odomongiand Orok-kiteng, the legendary twin homesteads of the founder that begot of the five clans of Nasila: Ilmolelian, Ilmakesen, Ilukumae, Ilaiser and Iltarrosero were the cradle of Nasila people p.37 . Mama Milanoi s dilemma is aptly described in a summarized narrative. Her situation was like that of ole Nkipida who was chased into a deserted hut by a lion just to be confronted by a hungry python at the door p.60 . This describes the conflict brought about by F.G.M. There is a common myth that by spilling blood through F.G.M bad spirit is purged away p.78 . Joseph narrates a moving story of the legendry Olarinkoi p.81 . In the story, women entertain Ilarinkon warriors who demeaned and sexually exploited women p.86 . The story also tells the origin of F.G.M P.87 . Song and DanceOn page41, during the homecoming ceremony, a bevy of beautiful young women dance exciting traditional dance. Men also do a springy dance p.41 . It is from this dance that Taiyo falls in love with Joseph Parmuat. He leads primary school children into a song about welcoming the returning hero, Kaelo p.42 . Taiyo composes a song which she sings in her heart. The song is dedicated to three women who collaborated with men to oppress women folks p.153 . Girls from Intapuka e Maa sing a song p.281 . This song makes the two girls shed tears for it praises intoiye nemengalana. P.281 . It also reveals women assertiveness and readiness to fight oppressive cultural practices as well as song of hope, victory and equality. ProverbsThey are short statements laden with a deep meaning. They are mostly used by the elderly people as a measure of wisdom and experience."}
{"text": "It also reveals women assertiveness and readiness to fight oppressive cultural practices as well as song of hope, victory and equality. ProverbsThey are short statements laden with a deep meaning. They are mostly used by the elderly people as a measure of wisdom and experience. Ole Kaelo on p.25 says, The man with the meat was the same man with the knife. This signifies that for him to get contracts, he must work with the corrupt Oloisudori. On p.25 Ole Musanka quips, When an old rat begins to smell, it returns to its mother s home p.52 . Meaning that Kaelo is old and had to return to Maa culture as well as home for a sense of belonging. What the superstitious YeiyooBotorrsays to mama Milanoi about Resian is in form of a proverb, To hide a boil that is under the armpit is unwise p.78 . Meaning the girl s condition of intoiyenemengalanais vicious and will soon burst. While encouraging Resian to escapeto the ranch Olarinkoi says, Home is never far for one who is still alive p.211 . SuspenseIt is a device in which the writer creates a pleasurable emotion of anticipation and excitement regarding the outcome of events or phenomenon. In the novel, an air of suspense surrounds Olarinkoi. Kaelo does not introduce him to us at any point in the novel nor does he mention him. P.79 . The audience is let to think about him evoking curiosity which keep them reading. The breaking down of the lorry near the ranch attracts suspense p.252 . Readers wonder what is to happen next. They worry of the character s safety. When Minik calls Taiyo and Resian in her office and stays for long without breaking the silence, suspense is created. Especially because she is holding two letters with unknown contents p. 279 . The readers remain in suspense for long as to whether Resian will agree to be married by Oloisudori or not. They also keep reading and to see whether she will be circumcised by force by Olarinkoi s mother and be married by Olarinkoi as his mother had prophesied. DreamKaelo has a dream in which Resian consents to marriage by Oloisudori p.195 ."}
{"text": "The readers remain in suspense for long as to whether Resian will agree to be married by Oloisudori or not. They also keep reading and to see whether she will be circumcised by force by Olarinkoi s mother and be married by Olarinkoi as his mother had prophesied. DreamKaelo has a dream in which Resian consents to marriage by Oloisudori p.195 . The dream shows the level of greed in Kaelo. While in a strange room belonging to Olarinkoi s people, Resian has a dream in which she meets Minik. The dream fires her ambition. P.220 . Resian dreams a triumphant dream where she battles enkamuratani s crew who want to circumcise her by force p.244, 245 . AllusionIt is a style in which there is a reference to something which is supposed to be known but not explicitly mentioned. A writer can refer to history, politics, the bible, literature and so on. In this novel, there are literary and biblical allusions. Resian quotes from a famous speaker, What pained one most was not the injustices carried out against one by the adversaries but the silence of those who called themselves his or her friends at the time the injustice was done p.231 . This literary allusion is in reference to her mother who kept quiet all the time they were being exposed to barbaric Nasilian cultural practices. There are several cases of biblical allusion. Resian remembers the tribulations of the Biblical Job. P.230 . She suddenly fell on her knees and hugged the legs of the old woman washing them with tears p.234 .The allusion in this context is that of Mary in the St Luke in the Bible where she chooses to anoint Jesus using her hair. In this context, the respect Resian has for the enkabaaniis emphasized. Still, Resian reminds herself of what the Bible says, p.257 . Some scriptures on optimism are quoted. The Joseph in the bible alludes to the Biblical Joseph who sacrificed for Christ by offering his tomb to be used by Christ p.277 . Joseph in the novel finally sacrifices by dying for the sake of Taiyo. CHAPTER FIVESAMPLE AND PRACTICE EXCERPTSSAMPLE EXCERPTS1. Read the extract below and answer the questions that follow."}
{"text": "Joseph in the novel finally sacrifices by dying for the sake of Taiyo. CHAPTER FIVESAMPLE AND PRACTICE EXCERPTSSAMPLE EXCERPTS1. Read the extract below and answer the questions that follow. No Joseph, she said in an infantile whimper. I can t bear that we can t express the love that we have for one another because of some primitive culture. If by loving you, I offend the sensibilities of Nasila then let me offend and face the consequences of doing so! I also love you very much, Joseph Parmuat responded finally. I loved you the moment I saw you during your father s homecoming ceremony. But then the clan matter came to separate us. It is true we have no blood relation. But Nasila culture dictates who are related and who are not. We are slotted among those who cannot marry. No, it can t be, I cannot accept its verdict, she said petulantly her words agonised. No way, never! She stopped, confused and angry with herself at her inarticulate outburst. She took several long steadying breaths and then said, I cannot accept that a culture that does not feed, clothe or house me comes to control my life. Our lives belong to us, Joseph. The destiny of our lives is in our own hands. We should guard it jealously. At last they drew a little a part .His eyes were open, honest and steady upon her face. What happens before this excerpt? 3mks For both Joseph and Taiyo, give and illustrate two character traits. 4mks How is dialogue significant in this excerpt? 4mks Explain any two thematic concerns addressed in the excerpt. 4mks From elsewhere in the novel, how does Joseph sacrifice for his love for Taiyo? 4mks Explain the meaning of the following vocabulary as used in the excerpt. 4mks destinyinfantilepetulantlyprimitiveWhat happens immediately after this extract? 2mks 2. Read the excerpt below and answer the questions that followYou are mad! Resian screamed at him. You are stark mad if you think I am your wife. I can only be your wife over my dead body. Yes, you and my father can kill me and carry my dead body to your palatial home. He was stunned by those harsh words."}
{"text": "You are stark mad if you think I am your wife. I can only be your wife over my dead body. Yes, you and my father can kill me and carry my dead body to your palatial home. He was stunned by those harsh words. He winced as if he had been struck. Then already harsh line of his mouth tightened and he stood tense for a moment. Then he relaxed and watched her mockingly. You can never escape Resian, he repeated quietly, smiling. The very normality of his voice as he spoke those monstrous words was most shocking and disturbing to her. Whether you scream your heart out, or jump into the deep sea, Resian, you are mine. You are my wife from now henceforth I want to go now. Resian announced angrily shuddering with disgust and terror. You want to go? He asked, the contemptuous quiet of his voice a menace by itself. Go! You want to be persuaded, coaxed and pampered to marry Oloisudori Lonkiyaa? Sorry I will not do that! If you want to go, please yourself. You may opt to go, but when you are mine, you will do as I please. No one plays games with Oloisudori. Ask your father, he will tell you. Stop it! Stop it! Resian screamed excruciatingly pained by the disdainful remarks of Oloisudori. Putting her hands over her ears, she made a dash for the door. He made no effort to stop her but she flung it open and turned to glare at him with tearful eyesYou are mad! She screamed again sobbingly. You are stark mad! You hear me? You are nothing but ol-ushuushi. She walked away and as she did so, she heard his soft laughter behind her. Say what happens before this excerpt. 3mks How is Oloisudori portrayed in this excerpt? 4mks Describe the feeling of Resian in this excerpt 3mks From other areas of the novel, state other crimes that are practiced by Oloisudori. 3mks . How does the writer utilize irony in this excerpt? 3mks You are my wife from now henceforth Rewrite in the reported speech. 1mk Explain the meaning of the following words 4mks a PamperedDisgustMadPalatial7."}
{"text": "3mks . How does the writer utilize irony in this excerpt? 3mks You are my wife from now henceforth Rewrite in the reported speech. 1mk Explain the meaning of the following words 4mks a PamperedDisgustMadPalatial7. What happens immediately after this extract? 3mks 3. Read the following excerpt and answer the questions that follow. They were silent as they climbed the hill on their way back from Nasila river to draw water. The water containers that they carried on their backs were now heavy. The straps that supported the containers pressed down their heads with a painful exhaustion. As they walked, each one of them allowed her mind to fleetingly roam the fanciful land of wishful thinking. Resian thought how wonderful it would be, had she had a chance to enroll at the Egerton University and after graduation had a chance to work with her role model, Minik ene Nkoitoi, the Emakererei at the sheep ranch that she managed. She imagined herself already there driving a large flock of sheep. And when she thought of sheep, her mind flew back to fifteen years or so earlier and reminisced the first time she saw a sheep. It was a childhood memory, a memorable picture from the swirling scene around her which had been captured and preserved by her mind when she and Taiyo accompanied their father to the Nakuru Agricultural Show. She could still see in her mind a group of big, docile, tawny woolly animals that stood panting drowsily in a green pasture, with the sun beaming down brightly from a clear blue sky. She had then admired the white long overcoats that the handlers wore. Taiyo also thought of Emakererei. She would ask Joseph Parmuat, to assist her compose a song in her praise. She had already put words to a tune she had composed to ridicule the three women who she thought collaborated with men to oppress the women folk. They were Nasila s three blind mice who, she thought, did not seem to know that the world was changing."}
{"text": "She would ask Joseph Parmuat, to assist her compose a song in her praise. She had already put words to a tune she had composed to ridicule the three women who she thought collaborated with men to oppress the women folk. They were Nasila s three blind mice who, she thought, did not seem to know that the world was changing. Those were the enkasakutoni,who threatened to curse intoiyenemengalanaand ensured they did not get husbands nor children: the midwife Enkaitoyoni who threatened to spy on the young women as they gave birth to ensure that any who was still among intoiye-nemengalanahad her status altered there and then; and the dreaded Enkamuratani, who would never tire of wielding her olmurunya menacingly. Place the excerpt in its immediate context. 4Mks Identify and illustrate two aspects of style in this excerpt. 4Mks Discuss two themes evident in the excerpt. 4Mks Discuss one character trait of Resian and Taiyo in the excerpt. 4Mks The straps that supported the containers pressed down their heads with a painful exhaustion. Rewrite beginning: with . 1Mk How do Resian s thoughts now come to be fulfilled in future? Briefly explain. 4Mks Explain the meaning of the following words as used in the excerpt. 4Mks ReminiscedCollaboratedDreadedMenacingly4. Read the following excerpt and answer the questions that follow Yes, Papaai, Resian said apprehensively. I am here. Taiyo tells me you are calling me? Yes, yes, her father replied. Please take a seat. Yes, Papaai, Resian repeated as she sat on a chair far away from her father. Come nearer child, her father said pleasantly. Why do you sit a mile away? Come nearer. Resian moved her chair hardly an inch from where it was and then she looked up into her father s face with eager expectation. If I do remember well, her father began in a low even tone, you will be nineteen in September this year, am I right You are quite right, Papaai. Resian answered eyeing him curiously. His face was unusually kind. His eyes held hers as he smiled broadly. That s it! She thought triumphantly. That must be it!"}
{"text": "His eyes held hers as he smiled broadly. That s it! She thought triumphantly. That must be it! You and I have not discussed important issues for a long time, he said with a friendly chuckle that was intended to bring her closer to him. I thought today would be the best day to break the news. Your future is very important to me, my dear child. Resian thought the concern in her father s voice, rang false. She hesitated, but could not hold herself any more. The anxiety was too great. Papaai, is it Yeiyo or Taiyo who spoke to you? She asked sensationally, thinking she was stating the obvious. But seeing her father s face cloud, she added quickly. Who between them spoke to you about our enrolment at the Egerton University? What are you talking about, child? Her father, who seemed dumbfounded, asked after a long and uncomfortable silence. Both Yeiyo and Taiyo promised to talk to you about it, and I thought she had. What, in the name of God are you talking about, child? He repeated, this time agitated and shaking his head vigorously. No, I have never spoken to anybody about any of you enrolling at the university. Never! When I said I wanted us to discuss your future, that isn t what I meant at all. Of course not! Resian looked at her father s face enquiringly. What has happened before the excerpt? 3mks What is so ironical in this passage? Explain your answer referring to elsewhere in the novel. 3mks Your future is very important to me, my dear child From elsewhere in the novel, explain why Ole Kaelo tells his daughter so. 3Mks Discuss two aspects of character in Resian in this excerpt. 4Mks What major issue is addressed in this excerpt? 2Mks Explain what happens after this excerpt. 3Mks Who between them spoke to you about our enrolment at the Egerton university? Rewrite in the direct speech. 1Mk A part from irony, discuss any other aspect of style evident in the excerpt. 2Mks Explain the meaning of the following words and expressions used in the excerpt. 4 Mks i . Apprehensively ii . Sit a mile away iii . Hold herself iv ."}
{"text": "Apprehensively ii . Sit a mile away iii . Hold herself iv . AgitatedANSWERS TO SAMPLE EXTRACTSSample excerpt 1Taiyo visits Joseph s bachelor house. She expresses her infatuation. Joseph feels infatuated too. She sobs uncontrollablyJoseph is responsible. He has self-control aimed at preventing the duo from messing up. He is patriotic. He chooses to take sides with the Nasila culture. He feels they should not break the normsTaiyo is loving. She has strong feelings for Joseph. Assertive. She is ready to offend sensibilities of Nasila culture for love. Sacrificing. She is ready to risk herself for love. It brings out Taiyo s interrogative nature. She skeptically questions the enslaving nature of Nasila culture. I cannot accept culture that does not feed me. She poses that culture should be beneficial. He accepts to be the contact man in the mission of rescuing Taiyo. He makes her captors drunk leading to her escape. The captors later kill him. 5.Love. Taiyo and Joseph express their views towards love. She feels it should be let to grow while he feels culture should restrain love feelings. Culture. Their love relationship is held at ransom by culture that objects love between people of the same clan. 6. A Fateb Childish immatureGrudginglyFate7. Joseph says he is ready to face any eventuality that may arise out of love. Taiyo appreciates the new stance of Joseph. She sheds tears. Sample excerpt 2Oloisudori informs Resian of the benefits she will get for marrying him. Resian gets very annoyed and speechless. Resian learns that her father has already received dowry for her marriage to Oloisudori. He reports to her that their fate is sealed. Contemptuous. He asked, the contemptuous quiet of his voice a menace by itself. Proud. He feels superior and egocentric. No one plays games with Oloisudori. Asked your father, he will tell you. She is feeling disappointed and desperate of her father s action of receiving dowry with an aim of sealing her marriage with Oloisudori. She feels really betrayed."}
{"text": "No one plays games with Oloisudori. Asked your father, he will tell you. She is feeling disappointed and desperate of her father s action of receiving dowry with an aim of sealing her marriage with Oloisudori. She feels really betrayed. Extortion, assassinations shadowy businesses, sexual immorality, robber, smuggler, poacherIt is ironical that Oloisudori who is older than Resian s father plans to marry Resian a young girl even after he is told her wish is to study at the university. It is also ironical that Kaelo has already picked dowry from Oloisudori and has never bothered to inform Resian of it. He told her that she was her wife from then henceforth. A InsaneGrand like a palaceStrong loatheTreat with excessive care8. Resian rans blindly knocking a chair and a table and disappears past Oloisudori s driver. She goes to her father s shop. She is raving mad with indignation. She becomes very disappointed with her father. Sample excerpt 3Before the excerpt, Taiyo and Resian go to the River to fetch water. They remember their discussion with their aunt and admire Minik s fight against women oppression by men. They muse that men must be very angry with her for snatching five hundred girls from her. After the excerpt, Taiyo sings the song she has composed about three women whom she refers as mice silently in her heart. One of those women is the enkamuratani chasing a woman with a knife. Flashback- Resian recalls fifteen years back when she and Taiyo accompanied their father to the Nakuru agricultural show and she saw sheep the first time. Vivid description-The sheep are vividly described as big, docile tawny wooly animals. Metaphors-She calls the three women who collaborated with men to oppress women as Nasila s three blind mice. Theme of Determination or optimism. Resian is full of optimism that one day she would join Egerton university. Women as their own enemies. The three Nasila women collaborated with men to oppress women. Negative cultural practices. The three women propagate negative cultural practices against women such as F.G.M. Resian is visionary. She thought how wonderful it would be, had she a chance to enroll at the Egerton University. She dreams of going to university."}
{"text": "Resian is visionary. She thought how wonderful it would be, had she a chance to enroll at the Egerton University. She dreams of going to university. Taiyo-critical-she wants to compose a song ridiculing three Nasilian women who collaborated with men to oppress women. With a painful exhaustion, the straps that supported the containers pressed down their heads. Later, she is rescued from a planned marriage by Nabaru and is taken to Minik s ranch. There, she is given a house and a job. Minik also helps in securing their admission at Egerton University. She also gives a scholarship. The novel ends when she and Taiyo are going to University. Recall Recalled Worked togetherFearedThreateninglySample Excerpt 4Ole Kaelo sends Taiyo to call Resian for him. Resian feels hopeful and excited that she is being called to be informed about admission to the university. She thinks that it is her mother or sister who has talked to her father about the matter. It is ironical for Resian to think that her father is going to tell her about her dream wish of joining Egerton University but he has plans to marry her off to his friend Oloisudori. This is even as he says your future is very important to me He says this because he has plans to marry her to his friend Oloisudori. If this succeeds, his business would be saved because Oloisudori had helped him establish the business and even building his house in Nasila. Ignorant- she thinks that her father has good news about joining university which is not the case. She says, That s it! She thought triumphantly. Is it Yeiyo or Taiyo who spoke to you? Apprehensive. She replies to her father apprehensively. Fearful- she is in fear of her father. She sits on a chair far from her father. Determination optimism. Resian is very much determined to join Egerton University. She thinks it is the reason why her father has called her. Who between them spoke to you about our enrollment at the Egerton University. After the excerpt, Ole Kaelo hesitates telling Resian what he wanted to tell her and tells her to go to the kitchen. He tells her to tell her mother to come. She asked him who between them had spoken to him about their enrollment at theEgerton University."}
{"text": "Who between them spoke to you about our enrollment at the Egerton University. After the excerpt, Ole Kaelo hesitates telling Resian what he wanted to tell her and tells her to go to the kitchen. He tells her to tell her mother to come. She asked him who between them had spoken to him about their enrollment at theEgerton University. Suspense. The reader is left in suspense wanting to know why Ole Kaelo had called his daughter. Dialogue- there is dialogue between Resian and her father. It reveals the strained relationship between daughter and father. Nervously worriedly fearfullySit far awayControl herselfTroubled disturbedPRACTICE EXCERPTSRead the following excerpt and answer the questions that followHowever, the notion that he was about to hand over his own daughter to a gangster continued to gnaw at the conscience of Ole Kaelo relentlessly. He felt guilty, especially when he recalled the atrocities that were known to have been committed by Oloisudori over the years. But another voice told him quietly that he was being foolish and unreasonable to question his own conscience over the matter of Oloisudori, for he was just one among many who were enjoying the fruits of their labour. And it was hardly anybody s business to know how honest that labour was. After all, the small voice reassured him tauntingly, those who committed bigger crimes such as Goldenberg and Anglo-leasing, were still enjoying the fruits of their labour. Had they not invested the yields of their ill-gotten money in housing estates, in shares, in import and exports in tourism, in transport and in other trades, just as Oloisudori had done? When he went to bed later that evening, he remained awake for many hours pondering over those disturbing thoughts that went through his mind fleetingly, like water that churned violently in a turbulent sea. He thought of Oloisudori s impending visit and his intended marriage to Resian. He knew the success of failure of the event would determine the fate of his business. Even his continued ownership of that house where he and his family lived, depended on the outcomes of that event. Should Oloisudori fail to get Resian and recall the loan he had extended to him to buy that house, he was done."}
{"text": "He knew the success of failure of the event would determine the fate of his business. Even his continued ownership of that house where he and his family lived, depended on the outcomes of that event. Should Oloisudori fail to get Resian and recall the loan he had extended to him to buy that house, he was done. And knowing Oloisudori, he could very easily draw the rug from beneath his feet, leaving him vulnerable to all kinds of vagaries. And the thoughts gave him anxious moments. At dawn when sleep overtook him, Ole Kaelo had a pleasant dream. Resian had consented to Oloisudori s proposal. After Oloisudori reported that to him, he was greatly pleased and relieved. His wife was rapturous. Although they were astonished at the turn of events, they were relieved to know that they would not have to live with the guilt of having forced their daughter to get married. What a wise child his once hardheaded daughter had turned to be after all! And how devious! After all those years of sullenness, awkwardness and tactlessness, she had finally brought relief to their life and ushered in a period of peace and tranquility. But then, it was just that. A dream! Place the excerpt in its immediate context. 4Mks Discuss three major issues in this excerpt. 6Mks Discuss two character traits of Ole Kaelo in this excerpt. 4Mks And the thoughts gave him anxious moments Add a question tag. 1Mk Discuss any three aspects of style in this excerpt. 6Mks Explain the meaning of the following expressions from the excerpt. 4Mks i . Gnaw ii . Pondering iii . Impending visit iv . He was done. Read the following excerpt and answer the questions that follow. Her dream was rudely and violently interrupted by a thunderous bang and a loud roar of laughter. She woke up with a start, jumped up to her feet and stared at the door with wide panic-stricken eyes. For a moment she could not figure out her surroundings and called out the name of her sister Taiyo. She was terrified. The door flung open and Olarinkoi staggered in. He was stone drunk. Resian stared at him unblinkingly as he walked towards her and she backed off terrified, squeezing herself flatly against the wall."}
{"text": "The door flung open and Olarinkoi staggered in. He was stone drunk. Resian stared at him unblinkingly as he walked towards her and she backed off terrified, squeezing herself flatly against the wall. He followed her there and got hold of her shoulders and shook her violently glaring at her with his glittering eyes. You silly thing, he thundered angrily. I tell you to prepare food and you refuse to do so, eh? Today you will know who is the owner of this home. If you are still in doubt, let me tell you frankly that from today on you are my wife, hear that, eh? You are my wife. For a long time you have been sneering at me, showing how highly educated you are. Today we shall see how educated your body is! Yes, we shall see! He got hold of her hand and began dragging her into the other room. At first she did not understand his intention until he began unfastening her buttons with his rough trembling hands. Then the truth came, and with it, terror and panic. She tried to get away from him, but he held her effortlessly as he brutally continued fumbling with her dress, trying to loosen it. She screamed as loudly as she could while she pushed him away and thrashed frantically about. But that did not deter him and he totally ignored her screams holding her more firmly with his strong arms. Against her loud protest, he tore her garments and began to push her towards the bed. Then desperately she took the last chance of self defense and self-preservation. Mustering all her strength, she thrust his thumb into her mouth; sunk her teeth into the flesh like a ferocious animal and tenaciously held onto it, tugging at it fiercely like a lioness. She could feel the flesh tearing and she tasted the salt of his blood as it filled her mouth but she clung unto the thumb as Olarinkoi howled with pain. Make notes on the contents of Resian s dream. 4Mks Discuss one character traits of Resian in this excerpt. 2Mks What has greatly changed in Olarinkoi in this excerpt compared to his earlier conduct in the novel? 3Mks Identify and illustrate two aspects of style in this excerpt. 4Mks Explain two major issues raised in the excerpt. 4Mks Explain what happens immediately after the excerpt."}
{"text": "3Mks Identify and illustrate two aspects of style in this excerpt. 4Mks Explain two major issues raised in the excerpt. 4Mks Explain what happens immediately after the excerpt. 3Mks Today we shall see how educated your body is Rewrite in reported speech. 1Mk Explain the meaning of the following expressions in the passage. 4 Mks i . Unblinkingly ii . Effortlessly iii . Mustering iv . Howled3. Read the excerpt below and answer the questions that follow Nothing is wrong with me, Resian retorted furiously. And pointing at the living room, with her figure, she fiercely charged, I have no quarrel with my father for whom, I have tremendous respect. It is the likes of Olarinkoi I am mad at, and all those other males who come here ordering us to do that or the other for them, simply because they are males. When women visit us, they give us the leeway to respond to their requests. But as we burn our fingers here Mr.Olarinkoi is dozing off comfortably in our living room waiting for his lunch and possibly a little angry and impatient with us for delaying it. It is enough, cried Yeiyo Botorr viciously. She instantly abandoned the peeling of potatoes and threw the knife into the pail that held the peeled potatoes. Supporting herself by holding onto a nearby wall, she painfully lifted a large, heavy body. My enkaini, I agree with you that something is wrong with our child, and I think I know what ails her. Come along with me and I will tell you what I think ails her. I am not sick Resian was saying that when she was cut short by Taiyo. Even if you are not sick, you cannot argue with Yeiyo Botorr, Taiyo told her sternly as soon as they were out of earshot of their mother and Yeiyo Botorr, there are things one has to learn on their own. One of them is that you cannot antagonize the older people by arguing with them, however, untenable their argument may be. That goes without saying, my dear little sister. What happens before this extract? 3mks Comment on any two stylistic devices used in the extract. 4mks Explain any issue brought about in this extract."}
{"text": "I am not sick Resian was saying that when she was cut short by Taiyo. Even if you are not sick, you cannot argue with Yeiyo Botorr, Taiyo told her sternly as soon as they were out of earshot of their mother and Yeiyo Botorr, there are things one has to learn on their own. One of them is that you cannot antagonize the older people by arguing with them, however, untenable their argument may be. That goes without saying, my dear little sister. What happens before this extract? 3mks Comment on any two stylistic devices used in the extract. 4mks Explain any issue brought about in this extract. 3mks What is the character of Yeiyoo Botorr from this extract? 4mks From elsewhere in this text how does Olarinkoi contribute to the plot development of the novel? 3mks Re-write and add a question tag. 1mks Nothing is wrong with me. Write the meaning of the following vocabulary. 4mks a SternlyAntagonizeRetortedLeeway8. What happens immediately after this extract? 3mks 4. Read the following excerpt and answer the questions that followAt seven o clock in the evening after the lights had been put on, and the traditional esuguroi drink had been served in generous measures, tongues loosened and hearts gladdened. Soon after, the party gathered momentum and voices rose. Within no time, one could hardly be heard over the hubbub of talk and laughter. And as the pleasurable and lively celebration progressed, voices became animated; hands and arms gesticulated vigorously while heads turned more often. Eyes searched out acquaintances within the throng of revelers. And it was all pomp and gaiety as ivory adorned and bejeweled fingers fluttered; bare shoulders gleamed in the light multicoloured bead ornaments glittered upon elaborately bedecked necks: pendulous ilmiintoniof all colours dangled loosely down extended earlobes: and the bright colours of lesos, kangas, red shukas and multicoloured blankets, all turned the Ole Kaelo living room into a kaleidoscope of shifting light and colour. Place this extract in its immediate context. 4mks State and explain two thematic concerns in this context."}
{"text": "And it was all pomp and gaiety as ivory adorned and bejeweled fingers fluttered; bare shoulders gleamed in the light multicoloured bead ornaments glittered upon elaborately bedecked necks: pendulous ilmiintoniof all colours dangled loosely down extended earlobes: and the bright colours of lesos, kangas, red shukas and multicoloured blankets, all turned the Ole Kaelo living room into a kaleidoscope of shifting light and colour. Place this extract in its immediate context. 4mks State and explain two thematic concerns in this context. 4mks What is the significance of the use of words like esuguroi, ilmiintoni, lesos, kangas, and shukas? 3mks Identify and explain two character traits of ole Kaelo. 4mks Eyes searched out acquaintances within the throng of revelers. Rewrite to form a question 1mk Which other party has an equal weight from the rest of the novel. What is its significance? 3mks Comment on the prevalent mood in the context. 2mks Explain the meaning of the following words: 4mks a HubbubGesticulatedGaietyDangledCHAPTER SIXGENERAL ESSAY QUESTIONS AND SAMPLE ESSAYSBlossomsoftheSavannah is a novel about hope that leads to victory; write a composition to illustrate on this statement. In Oloisudori and Olarinkoi there is no lesser evil. Write an essay to illustrate on this statement. One has to know which side of bread is buttered. By referring closely to the lives of Kaelo and Oloisudori show the truthfulness of this statement. Kaelo digs his own grave. Write a composition to show the truthfulness of this statement Though Resian goes through the valley of death, her determination leads her to a victorious life. Write a composition to show the validity of this assertion. Maa culture has not completely shed off archaic practices and traditions. Support this statement with illustrations from the novel. Strong selfless friendship is the remedy to stormy times. Using the lives of Taiyo and Resian, write a composition to illustrate truthfulness of the statement."}
{"text": "Maa culture has not completely shed off archaic practices and traditions. Support this statement with illustrations from the novel. Strong selfless friendship is the remedy to stormy times. Using the lives of Taiyo and Resian, write a composition to illustrate truthfulness of the statement. Oloisudori, Kaelo, Mama Milanoi and Olarinkoi are to blame for the traumatizing life led by Resian. Write an essay in support of this argument. By referring to the lives of Oloisudori and Olarinkoi, show how bad deeds are paid with bad deeds. Blossomsofthesavannahis a novel about women fighting for their redemption. By referring to the lives of Minik and Nabaru support the assertion. Blossomsofthesavannahis a novel about patriarchy. Write an essay to validate this argument using the character Oloisudori and Olarinkoi. Optimism and ambition leads to victory support. Women are their own enemies Write an essay exemplifying this position. The strong bond between Resian and Taiyo contributes significantly to their triumph. Write an essay in support of the statement. The old and the young generations in BlossomsoftheSavannahare in conflict. Discuss. Bad decisions can adversely affect our future. Write an essay in support of the statement with illustrations from the novel. Change is as good as rest. To what extent do you agree with the assertion as far as BlossomsoftheSavannahis concerned? Persistence, focus and determination is the secret behind success. Expound on this position drawing your illustrations from the novel. Some cultural practices have no place in the current Nasilian society. Discuss. Not all aspects of culture and traditions are bad. Drawing your illustrations from the novel BlossomsoftheSavannah,validate the assertion. There is need for women to unite in their fight against harmful cultural practices Discuss. Greed for money is the source of most evils in the society. Show how valid this statement is by getting supporting evidence from the novel BlossomsoftheSavannah. Our greatest enemies are those close to us. Support this statement with illustrations from the novel. Failure to take one stand on matters to do with culture can be very detrimental. Write an essay reacting to this assertion. Write an essay showing why Mama Milanoi is to blame most for the ordeals her daughters go through."}
{"text": "Our greatest enemies are those close to us. Support this statement with illustrations from the novel. Failure to take one stand on matters to do with culture can be very detrimental. Write an essay reacting to this assertion. Write an essay showing why Mama Milanoi is to blame most for the ordeals her daughters go through. Write a composition in agreement with the assertion that harmful cultural practices against women would be history in Nasila if there were more women like Minik. Women should speak and act in order to have their way in the society Write an essay in support of the statement with illustrations from the novel. The rich cultural heritage of the Maa is under attack by modernity. DiscussNothing is impossible to somebody with the will to succeed. Discuss Resian has been wronged more by her father than the Nasilian society. Write an argumentative essay reacting to this statement. Material security does not guarantee happiness. Gender inequality is tantamount to violation of human rights. Write an essay in support of the assertion drawing your illustrations from BlossomsoftheSavannah. Cultural erosion is the root cause of most evil things in Nasila. Discuss. Help can come even when least expected. Discuss. SAMPLE ESSAYS1. Though Resian goes through the valley of death, her determination leads her to a victorious life. Write a composition to show the validity of this assertion. Resian in the BlossomsoftheSavannahseems to experience several challenging situations in her life. In the scenarios she seems resolute in her actions as shown in the following waysOloisudori declares his intention of marrying her at an early age. This follows after he changes his initial plan: extorting Kaelo. He demands that she should first be circumcised so as to get rid of her state as nemengalanaintoiye. He intends to use anesthesia to make her unconscious and grab her. Resian resolves not to be married. She tells Oloisudori point blank that she cannot be his wife. She returns the gifts that he had earlier brought and escapes to her father s shop. Her father beats her so as to submit to the marriage, but Resian remains steady is her decision. A number of callous youth in Nasila wish to assault Resian and Taiyo. In the first days, Resian and Taiyo take a walk around uncle Simiren compound. All of a sudden a young man emerges from the blues and grabs Taiyo."}
{"text": "A number of callous youth in Nasila wish to assault Resian and Taiyo. In the first days, Resian and Taiyo take a walk around uncle Simiren compound. All of a sudden a young man emerges from the blues and grabs Taiyo. Resian order the callous young man to release Taiyo immediately. The Young man has no option but to give in though he promises to revisit his grave decision. Though in a dream, enkamurataniand other two women surround Resian to circumcise her holding an olmurunya. Although Resian is in a strange land and is defenseless she does her best to combat the situation. Determined, Resian twists enkamuratani s hand with an intention of ensuring that she does not initiate other girls in the future. She knocks the old witch using a mallet as well as fights the third woman until she disappears. Olarinkoi disappears with Resian to a far hut in the forest. He locks her up and returns very late in the night while drank. Once he returns, he is in his mission of raping her. He unzips and this gesture sets her trembling. She bites Olarinkoi s thumb so that the pain reduces his action of rape. Owing to the fact that Resian had earlier witnessed Olarinkoi s fiery attacks when he dealt with two callous men, it calls for a lot of determination on the part of Resian to tackle him. In summary, from the above illustrations it is evident that Resian suffers rough challenging times in her life but she deals with all these situations with determination. 2. The strong bond between Resian and Taiyo contributes significantly to their triumph. Write an essay in support of the statement. No man is an island. Human beings were created to relate mutually. The close friendship between Resian and Taiyo is the key to overcoming stormy times that present themselves in their lives as followsIn their new environment at Nasila, the girls meet unique challenges. They are not used to the communal life for all along they have stayed in an urban set up where life is individualistic. At Nasila, they have to get used to impromptu visitors and superior male counterparts. It is the love between the two girls that helps in these scenarios. The duo stay together most of the times. By so doing, they share a lot Taiyo counsels Resian on using kind language on Yeiyo Botorr her aunt."}
{"text": "It is the love between the two girls that helps in these scenarios. The duo stay together most of the times. By so doing, they share a lot Taiyo counsels Resian on using kind language on Yeiyo Botorr her aunt. The two girls discuss about danger that lurks from the hostile youth especially because of their uncircumcised condition. In overcoming the challenge of female genital mutilation FGM , their friendship bond comes in handy. When Resian goes on a hunger strike she says it is only Taiyo who can change her stand. When Taiyo is informed of Resian s condition, she does not hesitate to offer herself for Resian s redemption even when there are risks all over. While at Nasila, they have a lot of time sharing their views towards FGM. The discussions must have strengthened their hard stands towards FGM. It is from these discussions that they vow never to give in to FGM. In the incident when Taiyo and Resian are accosted by two callous young men their coordination and friendship save them. The incident finds them while they are walking together where they had visited Maiso for lunch. If the struggle had between two men versus one girl probably she would have been surmounted. Although most of the salvation is largely brought by Olarinkoi the fact that the two girls where together makes it easier for them to go about the ordeal. Their joint screaming and their escape unhurt is partly contributed by their togetherness. The two birds of a feather hatch a scheme to outwit Oloisudori. They wrap the gifts he had brought them into a box and title it as a gift. They then plan how to execute the plan. They arrange on how Resian is to thank Oloisudori and give him the gift. They discuss the aim of the gesture; to clarify to Oloisudori the fact they cannot be cheated with gifts. From this co-operation, Resian manages to trick Oloisudori and tells off her father and later with Olarinkoi, they manage to leave Nasila. It is clear from the above illustration that strong friendship bonds can help friend go about hard experiences and overcome them in their lives. 3. Bad decisions can adversely affect our lives. Write an essay in support of the statement with illustrations from the novel. The Choices we make can affect us positively or negatively. Bad choices definitely have adverse effects on our future."}
{"text": "Write an essay in support of the statement with illustrations from the novel. The Choices we make can affect us positively or negatively. Bad choices definitely have adverse effects on our future. A character like Ole Kaelo makes several bad choices which not only affect his life but also his daughters. Ole Kaelo is advised by his friend what kind of man Oloisudori is. He is told that he is not a man of integrity and warns him about doing business with him. He even warns him to keep his daughters from him. Oloisudori is unheeding to this warning. He goes on to sign business contracts and receiving a loan from him. Later, this man causes him great worry when he threatens to bring his business down if he does not give him his daughter in marriage. Ole Kaelo makes the bad choice of agreeing to give his daughter Resian in marriage to Oloisudori. He does this to save his business empire and to acquire more wealth as dowry from him. This unleashes a myriad of problems in his family. He keeps assuring himself that his choice of Oloisudori is good and that the man is not all bad but inwardly, he has reservations about such a marriage. His decision worsens the already poor relationship between him and his daughter, who ran away and gets into more trouble with Olarinkoi. Taiyo also has her life ruined by being forcefully circumcised before being forced to marry Oloisudori. Finally, he loses his daughters trust and his fate is unknown because Oloisudori might come for him in person. Olarinkoi is not known by the Kaelos yet nobody asks questions about him. He seems a mystery and with time becomes like a member of the family. This earns him trust among the Kaelos to the point that Resian trusts him to take her to Minik s ranch. This man who the family trusted so much turns into a beast by raping Resian and even planning to circumcise her by force before marrying her. If the Kaelo s had not trusted the stranger, Resian suffering in his hands would have been avoided. Mama Milanoi makes a bad choice of giving over her daughter Taiyo to three strange women cheating her that she was being taken to her sister. Her plans is to have Taiyo circumcised before being married by Oloisudori. This action makes her lose the trust her daughters had for her."}
{"text": "Mama Milanoi makes a bad choice of giving over her daughter Taiyo to three strange women cheating her that she was being taken to her sister. Her plans is to have Taiyo circumcised before being married by Oloisudori. This action makes her lose the trust her daughters had for her. The wound she has caused them will definitely take time to heal. They too are angry with her that they vow that they would not want to be like her in marriage. Bad decisions made knowingly or unknowingly will definitely have negative impact in our lives or on those that are dear to us. 4. Gender inequality is tantamount to violation of human rights. Write an essay in support of the assertion drawing your illustrations from BlossomsoftheSavannah. Today s position on the male and female gender is that men and women are equal and none of the gender should dominate over the other. In BlossomsoftheSavannah, women are culturally forced to be subservient to men, a practice that denies them some fundamental rights as human beings. A wife has the right to state his position on any matter even if it is contrary to the husband s position. This is not the case with Mama Milanoi, wife to Ole Kaelo. She admits that she did not know which man her husband was doing business with and even if she did, she would not do anything about it for he was the one who carried the family s vision. She thus leaves every aspect of decision making to him whether those decisions are good or bad. A woman is a being to be loved and not to love back. Although Ole Kaelo genuinely loved Mama Milanoi when he saw her first, her feelings on him are immaterial. Women were not expected to resist a man s advances according to Nasilian culture. This is a great violation of her right to love or hate. In her case there is no room for that. It is also expected that Resian should give in to Oloisudori s plans to marry her. Refusal is regarded as stubbornness. In fact, Oloisudori claims that none of his wives put any resistance in his interest in them. This means that their feelings for him did not matter a great violation of their freedom to choose their marriage partner. Resian and Taiyo are forced to undergo cultural coaching by Joseph Parmuat. Resian rebels this citing inequality in the plan. She opines that if they were boys, such a thing would not be done on them."}
{"text": "Resian and Taiyo are forced to undergo cultural coaching by Joseph Parmuat. Resian rebels this citing inequality in the plan. She opines that if they were boys, such a thing would not be done on them. Instead, they would be freely roaming Nasila with nobody bothering them. In their case, there is no such option simply because they are girls. Their right to choose what to and not to learn is violated. Girls are taught how to cook for their men but there are no lessons for boys on how to please women. Resian opposes such arrangements saying she would not be taught to solely please men. She claims that even boys should be taught how to please women. Gender inequality in this society elevates man over the woman to the extent that Resian says that it made men assume that they had right over the body of any woman. This has reduced women to be objects of sex to be exploited by men at will. This practice started with the Ilarinkon warriors who sexually exploited women after arousing their desires. Taiyo and Resian undergo several rape attempts with Resian ending up being raped by Olarinkoi who assumes he has every right over her body. These inequalities have greatly undermined women s right to privacy and to choose whom to have sexual relation with. Gender inequality does not just stop at that. Instead, it is a major cause of violation of basic human rights that all should be accorded a chance to enjoy. Women in the novel have most of their rights curtailed as a result of gender imbalance between men and women. 5. Help can come when least expected. Discuss. Most people reach the end of the tether in difficult situations and are just about to give up when help comes. Most instances of help appear coincidental but nonetheless; they change the course of life of the character as well as shaping the rest of the novel. Olarinkoi seems to be at the right place at the right time. He happens to be the savior of Resian and Taiyo when they need help most. He comes to the rescue of the two girls when they are coming from their father s shop and are about to be raped by two men. Olarinkoi single-handedly saves the girls by fighting the men. Resian and Taiyo are much grateful and would not want to imagine what would have happened if he had not come at that time, even fearing that they would have been infected with HIV."}
{"text": "He comes to the rescue of the two girls when they are coming from their father s shop and are about to be raped by two men. Olarinkoi single-handedly saves the girls by fighting the men. Resian and Taiyo are much grateful and would not want to imagine what would have happened if he had not come at that time, even fearing that they would have been infected with HIV.Olarinkoi again comes to the rescue of Resian when she discovers her father s betrayal by planning to marry her off to Oloisudori. He comes to her rescue when she is even contemplating committing suicide by drowning herself into the river. At the same time, Oloisudori and his men are looking for her to abduct her. Olarinkoi promises to take her to Minik whom she had been yearning to meet someday. Although the help turns disastrous with Olarinkoi turning against her, she is able to escape the current wrath of Oloisudori. Taiyo is rescued from the hands of her circumcisers by Minik s men. Minik s rescue team use tricks to rescue her from the well-guarded home which she would not have escaped in her sickly state. Were it not for Minik s intervention, Taiyo would surely have been forcefully married off to Oloisudori after healing. The rescue gives Taiyo a new lease of life, reunion with her sister and of course quicker physical and emotional recovery. Minik s help to Resian and Taiyo perhaps is the most important event that completely changes their lives. She gives refugee to the girls in her ranch hence protecting them from marauding men like Oloisudori and Olarinkoi. She gives Resian a job in the ranch hence giving her something to live on and promises her a scholarship from the ranch. Most importantly, she is able to have the two girls enrolled at Egerton University, their dream university. These kind gestures create a happy ending in a novel that has been dominated by sad events. When people are about to despair, that is usually the point when help comes. No matter how belated characters like Resian and Taiyo get help, their lives are greatly impacted and changed by those interventions."}
{"text": "1. Blossoms of the Savannah is a novel about hope that leads to victory; write a composition to illustrate on this statement. 2. In Oloisudori and Olarinkoi there is no lesser evil. Write an essay to illustrate on this statement. 3. One has to know which side of bread is buttered. By referring closely to the lives of Kaelo and Oloisudori show the truthfulness of this statement. 4. Kaelo digs his own grave. Write a composition to show the truthfulness of this statement5. Though Resian goes through the valley of death, her determination leads her to a victorious life. Write a composition to show the validity of this assertion. 6. Maa culture has not completely shed off archaic practices and traditions. Support this statement with illustrations from the novel. 7. Strong selfless friendship is the remedy to stormy times. Using the lives of Taiyo and Resian, write a composition to illustrate truthfulness of the statement. 8. Oloisudori, Kaelo, Mama Milanoi and Olarinkoi are to blame for the traumatizing life led by Resian. Write an essay in support of this argument. 9. By referring to the lives of Oloisudori and Olarinkoi, show how bad deeds are paid with bad deeds. 10. Blossoms of the savannah is a novel about women fighting for their redemption. By referring to the lives of Minik and Nabaru support the assertion. 11. Blossoms of the savannah is a novel about patriarchy. Write an essay to validate this argument using the character Oloisudori and Olarinkoi. 12. Optimism and ambition leads to victory support. 13. Women are their own enemies Write an essay exemplifying this position. 14. The strong bond between Resian and Taiyo contributes significantly to their triumph. Write an essay in support of the statement. 15. The old and the young generations in Blossoms of the Savannah are in conflict. Discuss. 16. Bad decisions can adversely affect our future. Write an essay in support of the statement with illustrations from the novel. 17. Change is as good as rest. To what extent do you agree with the assertion as far as Blossoms of the Savannah is concerned? 18. Persistence, focus and determination is the secret behind success. Expound on this position drawing your illustrations from the novel. 19."}
{"text": "18. Persistence, focus and determination is the secret behind success. Expound on this position drawing your illustrations from the novel. 19. Some cultural practices have no place in the current Nasilian society. Discuss. 20. Not all aspects of culture and traditions are bad. Drawing your illustrations from the novel Blossoms of the Savannah, validate the assertion. 21. There is need for women to unite in their fight against harmful cultural practices Discuss. 22. Greed for money is the source of most evils in the society. Show how valid this statement is by getting supporting evidence from the novel Blossoms of the Savannah. 23. Our greatest enemies are those close to us. Support this statement with illustrations from the novel. 24. Failure to take one stand on matters to do with culture can be very detrimental. Write an essay reacting to this assertion. 25. Write an essay showing why Mama Milanoi is to blame most for the ordeals her daughters go through. 26. Write a composition in agreement with the assertion that harmful cultural practices against women would be history in Nasila if there were more women like Minik. 27. Women should speak and act in order to have their way in the society Write an essay in support of the statement with illustrations from the novel. 28. The rich cultural heritage of the Maa is under attack by modernity. Discuss29. Nothing is impossible to somebody with the will to succeed. Discuss30. Resian has been wronged more by her father than the Nasilian society. Write an argumentative essay reacting to this statement. 31. Material security does not guarantee happiness. 32. Gender inequality is tantamount to violation of human rights. Write an essay in support of the assertion drawing your illustrations from Blossoms of the Savannah. 33. Cultural erosion is the root cause of most evil things in Nasila. Discuss. 34. Help can come even when least expected. Discuss. SAMPLE ESSAYS1. Though Resian goes through the valley of death, her determination leads her to a victorious life. Write a composition to show the validity of this assertion. Resian in the Blossoms of the Savannah seems to experience several challenging situations in her life. In the scenarios she seems resolute in her actions as shown in the following waysOloisudori declares his intention of marrying her at an early age. This follows after he changes his initial plan: extorting Kaelo."}
{"text": "Resian in the Blossoms of the Savannah seems to experience several challenging situations in her life. In the scenarios she seems resolute in her actions as shown in the following waysOloisudori declares his intention of marrying her at an early age. This follows after he changes his initial plan: extorting Kaelo. He demands that she should first be circumcised so as to get rid of her state as nemengalana intoiye. He intends to use anesthesia to make her unconscious and grab her. Resian resolves not to be married. She tells Oloisudori point blank that she cannot be his wife. She returns the gifts that he had earlier brought and escapes to her father s shop. Her father beats her so as to submit to the marriage, but Resian remains steady is her decision. A number of callous youth in Nasila wish to assault Resian and Taiyo. In the first days, Resian and Taiyo take a walk around uncle Simiren compound. All of a sudden a young man emerges from the blues and grabs Taiyo. Resian order the callous young man to release Taiyo immediately. The Young man has no option but to give in though he promises to revisit his grave decision. Though in a dream, enkamuratani and other two women surround Resian to circumcise her holding an olmurunya. Although Resian is in a strange land and is defenseless she does her best to combat the situation. Determined, Resian twists enkamuratani s hand with an intention of ensuring that she does not initiate other girls in the future. She knocks the old witch using a mallet as well as fights the third woman until she disappears. Olarinkoi disappears with Resian to a far hut in the forest. He locks her up and returns very late in the night while drank. Once he returns, he is in his mission of raping her. He unzips and this gesture sets her trembling. She bites Olarinkoi s thumb so that the pain reduces his action of rape. Owing to the fact that Resian had earlier witnessed Olarinkoi s fiery attacks when he dealt with two callous men, it calls for a lot of determination on the part of Resian to tackle him. In summary, from the above illustrations it is evident that Resian suffers rough challenging times in her life but she deals with all these situations with determination. 2."}
{"text": "Owing to the fact that Resian had earlier witnessed Olarinkoi s fiery attacks when he dealt with two callous men, it calls for a lot of determination on the part of Resian to tackle him. In summary, from the above illustrations it is evident that Resian suffers rough challenging times in her life but she deals with all these situations with determination. 2. The strong bond between Resian and Taiyo contributes significantly to their triumph. Write an essay in support of the statement. No man is an island. Human beings were created to relate mutually. The close friendship between Resian and Taiyo is the key to overcoming stormy times that present themselves in their lives as followsIn their new environment at Nasila, the girls meet unique challenges. They are not used to the communal life for all along they have stayed in an urban set up where life is individualistic. At Nasila, they have to get used to impromptu visitors and superior male counterparts. It is the love between the two girls that helps in these scenarios. The duo stay together most of the times. By so doing, they share a lot Taiyo counsels Resian on using kind language on Yeiyo Botorr her aunt. The two girls discuss about danger that lurks from the hostile youth especially because of their uncircumcised condition. In overcoming the challenge of female genital mutilation FGM , their friendship bond comes in handy. When Resian goes on a hunger strike she says it is only Taiyo who can change her stand. When Taiyo is informed of Resian s condition, she does not hesitate to offer herself for Resian s redemption even when there are risks all over. While at Nasila, they have a lot of time sharing their views towards FGM. The discussions must have strengthened their hard stands towards FGM. It is from these discussions that they vow never to give in to FGM. In the incident when Taiyo and Resian are accosted by two callous young men their coordination and friendship save them. The incident finds them while they are walking together where they had visited Maiso for lunch. If the struggle had between two men versus one girl probably she would have been surmounted. Although most of the salvation is largely brought by Olarinkoi the fact that the two girls where together makes it easier for them to go about the ordeal. Their joint screaming and their escape unhurt is partly contributed by their togetherness."}
{"text": "If the struggle had between two men versus one girl probably she would have been surmounted. Although most of the salvation is largely brought by Olarinkoi the fact that the two girls where together makes it easier for them to go about the ordeal. Their joint screaming and their escape unhurt is partly contributed by their togetherness. The two birds of a feather hatch a scheme to outwit Oloisudori. They wrap the gifts he had brought them into a box and title it as a gift. They then plan how to execute the plan. They arrange on how Resian is to thank Oloisudori and give him the gift. They discuss the aim of the gesture; to clarify to Oloisudori the fact they cannot be cheated with gifts. From this co-operation, Resian manages to trick Oloisudori and tells off her father and later with Olarinkoi, they manage to leave Nasila. It is clear from the above illustration that strong friendship bonds can help friend go about hard experiences and overcome them in their lives. 3. Bad decisions can adversely affect our lives. Write an essay in support of the statement with illustrations from the novel. The Choices we make can affect us positively or negatively. Bad choices definitely have adverse effects on our future. A character like Ole Kaelo makes several bad choices which not only affect his life but also his daughters. Ole Kaelo is advised by his friend what kind of man Oloisudori is. He is told that he is not a man of integrity and warns him about doing business with him. He even warns him to keep his daughters from him. Oloisudori is unheeding to this warning. He goes on to sign business contracts and receiving a loan from him. Later, this man causes him great worry when he threatens to bring his business down if he does not give him his daughter in marriage. Ole Kaelo makes the bad choice of agreeing to give his daughter Resian in marriage to Oloisudori. He does this to save his business empire and to acquire more wealth as dowry from him. This unleashes a myriad of problems in his family. He keeps assuring himself that his choice of Oloisudori is good and that the man is not all bad but inwardly, he has reservations about such a marriage. His decision worsens the already poor relationship between him and his daughter, who ran away and gets into more trouble with Olarinkoi."}
{"text": "This unleashes a myriad of problems in his family. He keeps assuring himself that his choice of Oloisudori is good and that the man is not all bad but inwardly, he has reservations about such a marriage. His decision worsens the already poor relationship between him and his daughter, who ran away and gets into more trouble with Olarinkoi. Taiyo also has her life ruined by being forcefully circumcised before being forced to marry Oloisudori. Finally, he loses his daughters trust and his fate is unknown because Oloisudori might come for him in person. Olarinkoi is not known by the Kaelos yet nobody asks questions about him. He seems a mystery and with time becomes like a member of the family. This earns him trust among the Kaelos to the point that Resian trusts him to take her to Minik s ranch. This man who the family trusted so much turns into a beast by raping Resian and even planning to circumcise her by force before marrying her. If the Kaelo s had not trusted the stranger, Resian suffering in his hands would have been avoided. Mama Milanoi makes a bad choice of giving over her daughter Taiyo to three strange women cheating her that she was being taken to her sister. Her plans is to have Taiyo circumcised before being married by Oloisudori. This action makes her lose the trust her daughters had for her. The wound she has caused them will definitely take time to heal. They too are angry with her that they vow that they would not want to be like her in marriage. Bad decisions made knowingly or unknowingly will definitely have negative impact in our lives or on those that are dear to us. 4. Gender inequality is tantamount to violation of human rights. Write an essay in support of the assertion drawing your illustrations from Blossoms of the Savannah. Today s position on the male and female gender is that men and women are equal and none of the gender should dominate over the other. In Blossoms of the Savannah, women are culturally forced to be subservient to men, a practice that denies them some fundamental rights as human beings. A wife has the right to state his position on any matter even if it is contrary to the husband s position. This is not the case with Mama Milanoi, wife to Ole Kaelo."}
{"text": "In Blossoms of the Savannah, women are culturally forced to be subservient to men, a practice that denies them some fundamental rights as human beings. A wife has the right to state his position on any matter even if it is contrary to the husband s position. This is not the case with Mama Milanoi, wife to Ole Kaelo. She admits that she did not know which man her husband was doing business with and even if she did, she would not do anything about it for he was the one who carried the family s vision. She thus leaves every aspect of decision making to him whether those decisions are good or bad. A woman is a being to be loved and not to love back. Although Ole Kaelo genuinely loved Mama Milanoi when he saw her first, her feelings on him are immaterial. Women were not expected to resist a man s advances according to Nasilian culture. This is a great violation of her right to love or hate. In her case there is no room for that. It is also expected that Resian should give in to Oloisudori s plans to marry her. Refusal is regarded as stubbornness. In fact, Oloisudori claims that none of his wives put any resistance in his interest in them. This means that their feelings for him did not matter a great violation of their freedom to choose their marriage partner. Resian and Taiyo are forced to undergo cultural coaching by Joseph Parmuat. Resian rebels this citing inequality in the plan. She opines that if they were boys, such a thing would not be done on them. Instead, they would be freely roaming Nasila with nobody bothering them. In their case, there is no such option simply because they are girls. Their right to choose what to and not to learn is violated. Girls are taught how to cook for their men but there are no lessons for boys on how to please women. Resian opposes such arrangements saying she would not be taught to solely please men. She claims that even boys should be taught how to please women. Gender inequality in this society elevates man over the woman to the extent that Resian says that it made men assume that they had right over the body of any woman. This has reduced women to be objects of sex to be exploited by men at will. This practice started with the Ilarinkon warriors who sexually exploited women after arousing their desires."}
{"text": "Gender inequality in this society elevates man over the woman to the extent that Resian says that it made men assume that they had right over the body of any woman. This has reduced women to be objects of sex to be exploited by men at will. This practice started with the Ilarinkon warriors who sexually exploited women after arousing their desires. Taiyo and Resian undergo several rape attempts with Resian ending up being raped by Olarinkoi who assumes he has every right over her body. These inequalities have greatly undermined women s right to privacy and to choose whom to have sexual relation with. Gender inequality does not just stop at that. Instead, it is a major cause of violation of basic human rights that all should be accorded a chance to enjoy. Women in the novel have most of their rights curtailed as a result of gender imbalance between men and women. 5. Help can come when least expected. Discuss. Most people reach the end of the tether in difficult situations and are just about to give up when help comes. Most instances of help appear coincidental but nonetheless; they change the course of life of the character as well as shaping the rest of the novel. Olarinkoi seems to be at the right place at the right time. He happens to be the savior of Resian and Taiyo when they need help most. He comes to the rescue of the two girls when they are coming from their father s shop and are about to be raped by two men. Olarinkoi single-handedly saves the girls by fighting the men. Resian and Taiyo are much grateful and would not want to imagine what would have happened if he had not come at that time, even fearing that they would have been infected with HIV. Olarinkoi again comes to the rescue of Resian when she discovers her father sbetrayal by planning to marry her off to Oloisudori. He comes to her rescue when she is even contemplating committing suicide by drowning herself into the river. At the same time, Oloisudori and his men are looking for her to abduct her. Olarinkoi promises to take her to Minik whom she had been yearning to meet someday. Although the help turns disastrous with Olarinkoi turning against her, she is able to escape the current wrath of Oloisudori. Taiyo is rescued from the hands of her circumcisers by Minik s men."}
{"text": "Olarinkoi promises to take her to Minik whom she had been yearning to meet someday. Although the help turns disastrous with Olarinkoi turning against her, she is able to escape the current wrath of Oloisudori. Taiyo is rescued from the hands of her circumcisers by Minik s men. Minik s rescue team use tricks to rescue her from the well-guarded home which she would not have escaped in her sickly state. Were it not for Minik s intervention, Taiyo would surely have been forcefully married off to Oloisudori after healing. The rescue gives Taiyo a new lease of life, reunion with her sister and of course quicker physical and emotional recovery. Minik s help to Resian and Taiyo perhaps is the most important event that completely changes their lives. She gives refugee to the girls in her ranch hence protecting them from marauding men like Oloisudori and Olarinkoi. She gives Resian a job in the ranch hence giving her something to live on and promises her a scholarship from the ranch. Most importantly, she is able to have the two girls enrolled at Egerton University, their dream university. These kind gestures create a happy ending in a novel that has been dominated by sad events. When people are about to despair, that is usually the point when help comes. No matter how belated characters like Resian and Taiyo get help, their lives are greatly impacted and changed by those interventions."}
{"text": "A DEFINITIVE GUIDE TO THE MEMORIES WE LOSTANDOTHER STORIES. ANTHOLOGY OF SHORT STORIES COMPILED BY CHRIS WANJALA. TABLE OF CONTENTIntroduction pageAuthorsCopyrightTable of contentMemories we lost. ............................................ 1How much land does mannee.........................8Light.................................................................13My Fathers Head. The Umbrella Man............................................24The President...................................................31Window SeatAlmost Home...................................................... 45The Folded Leaf...................................................55Hitting BudapestMissing Out.........................................................68No need to LieThe Handsomest Drowned Man In the world. Stones Bounce On WaterSAMPLE ANSWERED QUESTIONS.................................961. MEMORIES WE LOSTBy Lidudumalingani MqombofhiAbout the AuthorThe author Lidudumalingani was born in the Eastern Cape Province of South Africa in a village called Zikhovane. Lidudumalingani is a writer, filmmaker and a photographer. He grew up herding cattle and moulding goats from clay and later grew fond of words and images. He writes about music, art, culture and films for the Mail, Guardian and Africa is my country. He has published in literature journals Chimurenga chronic and pufrock and the second short, sharp story collection Adults only. He currently lives in Cape TownThe TitleMemories we lost is a biography. The life of a sister seen by a younger sister. The story is about mental illnessghigpphrenig and its effect. It is first described as this thing that takes the narrator's younger sister. Over time it robs the sister of the ability to speak and remember hence the title Memories we lost. The title is a reflection of loss and regret. The settingThe story is set in South Africa, indeed the author Lidudumalingani is a South African. A number of South African indigenous words are used in the story. The plotThe story Memories we lost is about challenges brought by mental illness to the victim and those around them. The mental illness is schizophrenia. It is a mental disorderCharacterized by many symptoms. It causes a breakdown in the relationship between thoughts, feelings and actions. There are many causes Of the disease and hereditary is one of them. It's No wonder the disease runs in the narrator's family."}
{"text": "It causes a breakdown in the relationship between thoughts, feelings and actions. There are many causes Of the disease and hereditary is one of them. It's No wonder the disease runs in the narrator's family. The narrator's father was a scherophrene. Events and actions in the story rotate around a sick sister. The sickness is terrifying and attacks without warning. The narrator tells us that after the attack is over she would mumble c prayer and would embrace the sister for a long time. This suggests . The reader that the illness is horrific and painful. In one of these attacks the sick sister screams and disappears intr, the night. All men and boys go out in search of her The men Or boys disoriented and peered shuffled in the dark and split into smc groups as instructed by a man \" Pg 1 0. Hours later they return bu without the sister. It is the mother who returns the following dot carrying the daughter. In a different episode as the narrator is telling her sister a story, she is seized by an attack and knocks her head on the wall so much one so hard that she bleed profusely. An effort to shield her from doing this fails because of the abnormal strength that the sister has during an attack. The episode is so memorable to the mind of the narrator and says, \"The smell of blood lingered after many sunsets had come; even after the rain had come \" Pg 1 2. The disease makes the sister violent and destructive. This is evident ir a case where she flung a desk across a room smashing the glass window. In yet another moment of attack the ill sister pours hot porridge on the sister's chest causing her a lot of pain and harm. It is due to the disease that the narrator's sister drops out of school and cannot continue with her schooling 'This thing, this thing that took over her followed her to school and had to drop out ' This makes the narrator who loves the sister so much to absent himself from school. Eventually suffering the same fate The narrator spends much time with the sister playing e g drawing sketches. It is while narrator is in school that she learns about schizophrenia. She comes to understand that it is what the sister was suffering from. She further learns that there is not medication for the disease and has no cure. The medicine she was taking was of no help."}
{"text": "She comes to understand that it is what the sister was suffering from. She further learns that there is not medication for the disease and has no cure. The medicine she was taking was of no help. The sisters secretly decide not to take the medicine anymore \"The first thing my sister and I got rid of was her arsenal of medicaitrion \" Pg 1 3,Henceforth they buried all the herbs and the narrator demonstrated to the sister how to fake taking medication drinks. Like any good mother, the mother has made many attempts to have the girl cured. She has used herbs, modern medication, prayers and even consulted. The younger sister tries as much as possible to bring the sister to be her old self. In one such episode the sisters are playing in the rain. They are happy and the disease appears to have 'left' the sister \" We jumped in the rain in that moment, my sister returned; she smiled and laughed. That day we began to form new childhood memories, filling the void left by one that had been wiped out \" Pg 1 4The mother sees them in this state and she imagines that the disease was going to come again. She organizes for another ritual to cure the daughter. This time round she organizes for a Nkunzi witchdoctor from another village famous for baking people on a fire from cow dung and wood. The narrator is aware that effects of ritual is unknown as dangerous ritual and says \"l had not heard anyone who had survived either \"She could not allow this to happen to the sister. The both ran away to the unknown place. Just like the father before them the two sisters are escaping from their village and the people. The want to put enough distance between themselves and the home memories and secrets that stamp them as belonging to a family known for mental illness. But at the end hope is on sight, for after walking the whole night they reached a town and a hospital in sight. They knowingly fifteen each other grip. CHARACTERIZATIONTHE NARRATORShe is a sister to the mentally ill sister. The narrator and the sister have no names because they symbolize or represent others like them who love and live with mentally ill relatives. The narrator is loving or affectionate. She loves the mentally ill sister despite her state. This is unlike many families where the mentally ill have no one to take care of them."}
{"text": "EXCERPTS FROM BLOSSOMS OF THE SAVANNAH1. Read the extract below and answer the questions that follow. No Joseph, she said in an infantile whimper. Ican t bear that we can t express the love that we have for one another because of some primitive culture. If by loving you, I offend the sensibilities of Nasila then let me offend and face the consequences of doing so! I also love you very much, Joseph Parmuat responded finally. I loved you the moment I saw you during your father s homecoming ceremony. But then the clan matter came to separate us. It is true we have no blood relation. But Nasila culture dictates who are related and who are not. We are slotted among those who cannot marry. No, it can t be, I cannot accept its verdict, she said petulantly her words agonised. No way, never! She stopped, confused and angry with herself at her inarticulate outburst. She took several long steadying breaths and then said, I cannot accept that a culture that does not feed,clothe or house me comes to control my life. Our lives belong to us, Joseph. The destiny of our lives is in our own hands. We should guard it jealously. At last they drew a little a part .His eyes were open, honest and steady upon her face. 1. What happens before this excerpt? 3mks 2. For both Joseph and Taiyo, give and illustrate two character traits. 4mks 3. How is dialogue significant in this excerpt? 4mks 4. Explain any two thematic concerns addressed in the excerpt. 4mks 5. From elsewhere in the novel, how does Joseph sacrifice for his love for Taiyo? 4mks 6. Explain the meaning of the following vocabulary as used in the excerpt. 4mks a destinyb infantilec petulantlyd primitive7. What happens immediately after this extract? 2mks 2. Read the excerpt below and answer the questions that followYou are mad! Resian screamed at him. You are stark mad if you think I am your wife. I can only be your wife over my dead body. Yes, you and my father can kill me and carry my dead body to your palatial home. He was stunned by those harsh words."}
{"text": "She would ask Joseph Parmuat, to assist her compose a song in her praise. She had already put words to a tune she had composed to ridicule the three women who she thought collaborated with men to oppress the women folk. They were Nasila s three blind mice who, she thought, did not seem to know that the world was changing. Those were the enkasakutoni, who threatened to curse intoiye nemengalana and ensured they did not get husbands nor children: the midwife Enkaitoyoni who threatened to spy on the young women as they gave birth to ensure that any who was still among intoiye-nemengalana had her status altered there and then; and the dreadedEnkamuratani, who would never tire of wielding her olmurunya menacingly. Place the excerpt in its immediate context. 4Mks Identify and illustrate two aspects of style in this excerpt. 4Mks Discuss two themes evident in the excerpt. 4Mks Discuss one character trait of Resian and Taiyo in the excerpt. 4Mks The straps that supported the containers pressed down their heads with a painful exhaustion. Rewrite beginning: with . 1Mk How do Resian s thoughts now come to be fulfilled in future? Briefly explain. 4Mks Explain the meaning of the following words as used in the excerpt. 4Mks i Reminisced ii Collaborated iii Dreaded iv Menacingly4. Read the following excerpt and answer the questions that follow Yes, Papaai, Resian said apprehensively. I am here. Taiyo tells me you are calling me? Yes, yes, her father replied. Please take a seat. Yes, Papaai, Resian repeated as she sat on a chair far away from her father. Come nearer child, her father said pleasantly. Why do you sit a mile away? Come nearer. Resian moved her chair hardly an inch from where it was and then she looked up into herfather s face with eager expectation. If I do remember well, her father began in a low even tone, you will be nineteen in September this year, am I right You are quite right, Papaai. Resian answered eyeing him curiously. His face was unusually kind. His eyes held hers as he smiled broadly. That s it! She thought triumphantly. That must be it!"}
{"text": "His eyes held hers as he smiled broadly. That s it! She thought triumphantly. That must be it! You and I have not discussed important issues for a long time, he said with a friendly chuckle that was intended to bring her closer to him. I thought today would be the best day to break the news. Your future is very important to me, my dear child. Resian thought the concern in her father s voice, rang false. She hesitated, but could not holdherself any more. The anxiety was too great. Papaai, is it Yeiyo or Taiyo who spoke to you? She asked sensationally, thinking she was stating the obvious. But seeing her father s face cloud, she added quickly. Who between them spoke to you about our enrolment at the Egerton University? What are you talking about, child? Her father, who seemed dumbfounded, asked after a long and uncomfortable silence. Both Yeiyo and Taiyo promised to talk to you about it, and I thought she had. What, in the name of God are you talking about, child? He repeated, this time agitated and shaking his head vigorously. No, I have never spoken to anybody about any of you enrolling at the university. Never! When I said I wanted us to discuss your future, that isn t what I meant at all. Of course not! Resian looked at her father s face enquiringly. What has happened before the excerpt? 3mks What is so ironical in this passage? Explain your answer referring to elsewhere in the novel. 3mks Your future is very important to me, my dear child From elsewhere in the novel, explain why Ole Kaelo tells his daughter so. 3Mks Discuss two aspects of character in Resian in this excerpt. 4Mks What major issue is addressed in this excerpt? 2Mks Explain what happens after this excerpt. 3Mks Who between them spoke to you about our enrolment at the Egerton university? Rewrite in the direct speech. 1Mk A part from irony, discuss any other aspect of style evident in the excerpt. 2Mks Explain the meaning of the following words and expressions used in the excerpt. 4 Mks i . Apprehensively ii . Sit a mile away iii . Hold herself iv ."}
{"text": "Apprehensively ii . Sit a mile away iii . Hold herself iv . AgitatedANSWERS TO SAMPLE EXTRACTSSample excerpt 11. Taiyo visits Joseph s bachelor house. She expresses her infatuation. Joseph feels infatuated too. She sobs uncontrollably2. Joseph is responsible. He has self-control aimed at preventing the duo from messing up. He is patriotic. He chooses to take sides with the Nasila culture. He feels they should not break the normsTaiyo is loving. She has strong feelings for Joseph. Assertive. She is ready to offend sensibilities of Nasila culture for love. Sacrificing. She is ready to risk herself for love. 3. It brings out Taiyo s interrogative nature. She skeptically questions the enslaving nature of Nasila culture. I cannot accept culture that does not feed me. She poses that culture should be beneficial. 4. He accepts to be the contact man in the mission of rescuing Taiyo. He makes her captors drunk leading to her escape. The captors later kill him. 5.Love. Taiyo and Joseph express their views towards love. She feels it should be let to grow while he feels culture should restrain love feelings. Culture. Their love relationship is held at ransom by culture that objects love between people of the same clan. 6. A Fateb Childish immaturec Grudginglyd Fate7. Joseph says he is ready to face any eventuality that may arise out of love. Taiyo appreciates the new stance of Joseph. She sheds tears. Sample excerpt 21. Oloisudori informs Resian of the benefits she will get for marrying him. Resian gets very annoyed and speechless. Resian learns that her father has already received dowry for her marriage to Oloisudori. He reports to her that their fate is sealed. 2. Contemptuous. He asked, the contemptuous quiet of his voice a menace by itself. Proud. He feels superior and egocentric. No one plays games with Oloisudori. Asked your father, he will tell you. 3. She is feeling disappointed and desperate of her father s action of receiving dowry with an aim of sealing her marriage with Oloisudori. She feels really betrayed. 4."}
{"text": "She is feeling disappointed and desperate of her father s action of receiving dowry with an aim of sealing her marriage with Oloisudori. She feels really betrayed. 4. Extortion, assassinations shadowy businesses, sexual immorality,robber, smuggler, poacher5. It is ironical that Oloisudori who is older than Resian s father plans to marry Resian a young girl even after he is told her wish is to study at the university. It is also ironical that Kaelo has already picked dowry from Oloisudori and has never bothered to inform Resian of it. 6. He told her that she was her wife from then henceforth. 7. A Insaneb Grand like a palacec Strong loathed Treat with excessive care8. Resian rans blindly knocking a chair and a table and disappears past Oloisudori s driver. She goes to her father s shop. She is raving mad with indignation. She becomes very disappointed with her father. Sample excerpt 31. Before the excerpt, Taiyo and Resian go to the River to fetch water. They remember their discussion with their aunt and admire Minik s fight against women oppression by men. They muse that men must be very angry with her for snatching five hundred girls from her. After the excerpt, Taiyo sings the song she has composed about three women whom she refers as mice silently in her heart. One of those women is the enkamuratani chasing a woman with a knife. 2. Flashback- Resian recalls fifteen years back when she and Taiyo accompanied their father to the Nakuru agricultural show and she saw sheep the first time. Vivid description-The sheep are vividly described as big, docile tawny wooly animals. Metaphors-She calls the three women who collaborated with men to oppress women as Nasila s three blind mice. 3. Theme of Determination or optimism. Resian is full of optimism that one day she would join Egerton university. Women as their own enemies. The three Nasila women collaborated with men to oppress women. Negative cultural practices. The three women propagate negative cultural practices against women such as F.G.M. 4. Resian is visionary. She thought how wonderful it would be, had she a chance to enroll at the Egerton University. She dreams of going to university."}
{"text": "Resian is visionary. She thought how wonderful it would be, had she a chance to enroll at the Egerton University. She dreams of going to university. Taiyo-critical-she wants to compose a song ridiculing three Nasilian women who collaborated with men to oppress women. 5. With a painful exhaustion, the straps that supported the containers pressed down their heads. 6. Later, she is rescued from a planned marriage by Nabaru and is taken to Minik s ranch. There, she is given a house and a job. Minik also helps in securing their admission at Egerton University. She also gives a scholarship. The novel ends when she and Taiyo are going to University. 7. Recall RecalledWorked togetherFearedThreateninglySample Excerpt 41.Ole Kaelo sends Taiyo to call Resian for him. Resian feels hopeful and excited that she is being called to be informed about admission to the university. She thinks that it is her mother or sister who has talked to her father about the matter. 2. It is ironical for Resian to think that her father is going to tell her about her dream wish of joining Egerton University but he has plans to marry her off to his friend Oloisudori. This is even as he says your future is very important to me 3. He says this because he has plans to marry her to his friend Oloisudori. If this succeeds, his business would be saved because Oloisudori had helped him establish the business and even building his house in Nasila. 4. Ignorant- she thinks that her father has good news about joining university which is not the case. She says, That s it! She thought triumphantly. Is it Yeiyo or Taiyo who spoke to you? Apprehensive. She replies to her father apprehensively. Fearful- she is in fear of her father. She sits on a chair far from her father. 5. Determination optimism. Resian is very much determined to join Egerton University. She thinks it is the reason why her father has called her. Who between them spoke to you about our enrollment at the Egerton University. 6. After the excerpt, Ole Kaelo hesitates telling Resian what he wanted to tell her and tells her to go to the kitchen. He tells her to tell her mother to come. 7."}
{"text": "After the excerpt, Ole Kaelo hesitates telling Resian what he wanted to tell her and tells her to go to the kitchen. He tells her to tell her mother to come. 7. She asked him who between them had spoken to him about their enrollment at the Egerton University. 8. Suspense. The reader is left in suspense wanting to know why Ole Kaelo had called his daughter. Dialogue- there is dialogue between Resian and her father. It reveals the strained relationship between daughter and father. Nervously worriedly fearfullySit far awayControl herselfTroubled disturbedPRACTICE EXCERPTS1. Read the following excerpt and answer the questions that followHowever, the notion that he was about to hand over his own daughter to a gangster continued to gnaw at the conscience of Ole Kaelo relentlessly. He felt guilty, especially when he recalled the atrocities that were known to have been committed by Oloisudori over the years. But another voice told him quietly that he was being foolish and unreasonable to question his own conscience over the matter of Oloisudori, for he was just one among many who were enjoying the fruits of their labour. And it was hardly anybody s business to know how honest that labour was. After all, the small voice reassured him tauntingly, those who committed bigger crimes such as Goldenberg and Anglo-leasing, were still enjoying the fruits of their labour. Had they not invested the yields of their ill-gotten money in housing estates, in shares, in import and exports in tourism, in transport and in other trades, just as Oloisudori had done? When he went to bed later that evening, he remained awake for many hours pondering over those disturbing thoughts that went through his mind fleetingly, like water that churned violently in a turbulent sea. He thought of Oloisudori s impending visit and his intended marriage to Resian. He knew the success of failure of the event would determine the fate of his business. Even his continued ownership of that house where he and his family lived, depended on the outcomes of that event. Should Oloisudori fail to get Resian and recall the loan he had extended to him to buy that house, he was done. And knowing Oloisudori, he could very easily draw the rug from beneath his feet, leaving him vulnerable to all kinds of vagaries."}
{"text": "Even his continued ownership of that house where he and his family lived, depended on the outcomes of that event. Should Oloisudori fail to get Resian and recall the loan he had extended to him to buy that house, he was done. And knowing Oloisudori, he could very easily draw the rug from beneath his feet, leaving him vulnerable to all kinds of vagaries. And the thoughts gave him anxious moments. At dawn when sleep overtook him, Ole Kaelo had a pleasant dream. Resian had consented to Oloisudori s proposal. After Oloisudori reported that to him, he was greatly pleased and relieved. His wife was rapturous. Although they were astonished at the turn of events, they were relieved to know that they would not have to live with the guilt of having forced their daughter to get married. What a wise child his once hardheaded daughter had turned to be after all! And how devious! After all those years of sullenness, awkwardness and tactlessness, she had finally brought relief to their life and ushered in a period of peace and tranquility. But then, it was just that. A dream! Place the excerpt in its immediate context. 4Mks Discuss three major issues in this excerpt. 6Mks Discuss two character traits of Ole Kaelo in this excerpt. 4Mks And the thoughts gave him anxious moments Add a question tag. 1Mk Discuss any three aspects of style in this excerpt. 6Mks Explain the meaning of the following expressions from the excerpt. 4Mks i . Gnaw ii . Pondering iii . Impending visit iv . He was done. 2. Read the following excerpt and answer the questions that follow. Her dream was rudely and violently interrupted by a thunderous bang and a loud roar of laughter. She woke up with a start, jumped up to her feet and stared at the door with wide panic-stricken eyes. For a moment she could not figure out her surroundings and called out the name of her sister Taiyo. She was terrified. The door flung open and Olarinkoi staggered in. He was stone drunk. Resian stared at him unblinkingly as he walked towards her and she backed off terrified, squeezing herself flatly against the wall. He followed her there and got hold of her shoulders and shook her violently glaring at her with his glittering eyes."}
{"text": "He was stone drunk. Resian stared at him unblinkingly as he walked towards her and she backed off terrified, squeezing herself flatly against the wall. He followed her there and got hold of her shoulders and shook her violently glaring at her with his glittering eyes. You silly thing, he thundered angrily. I tell you to prepare food and you refuse to do so, eh? Today you will know who is the owner of this home. If you are still in doubt, let me tell you frankly that from today on you are my wife, hear that, eh? You are my wife. For a long time you have been sneering at me, showing how highly educated you are. Today we shall see how educated your body is! Yes, we shall see! He got hold of her hand and began dragging her into the other room. At first she did not understand his intention until he began unfastening her buttons with his rough trembling hands. Then the truth came, and with it, terror and panic. She tried to get away from him, but he held her effortlessly as he brutally continued fumbling with her dress, trying to loosen it. She screamed as loudly as she could while she pushed him away and thrashed frantically about. But that did not deter him and he totally ignored her screams holding her more firmly with his strong arms. Against her loud protest, he tore her garments and began to push her towards the bed. Then desperately she took the last chance of self defense and self-preservation. Mustering all her strength, she thrust his thumb into her mouth; sunk her teeth into the flesh like a ferocious animal and tenaciously held onto it, tugging at it fiercely like a lioness. She could feel the flesh tearing and she tasted the salt of his blood as it filled her mouth but she clung unto the thumb as Olarinkoi howled with pain."}
{"text": "Then desperately she took the last chance of self defense and self-preservation. Mustering all her strength, she thrust his thumb into her mouth; sunk her teeth into the flesh like a ferocious animal and tenaciously held onto it, tugging at it fiercely like a lioness. She could feel the flesh tearing and she tasted the salt of his blood as it filled her mouth but she clung unto the thumb as Olarinkoi howled with pain. Make notes on the contents of Resian s dream. 4Mks Discuss one character traits of Resian in this excerpt. 2Mks What has greatly changed in Olarinkoi in this excerpt compared to his earlier conduct in the novel? 3Mks Identify and illustrate two aspects of style in this excerpt. 4Mks Explain two major issues raised in the excerpt. 4Mks Explain what happens immediately after the excerpt. 3Mks Today we shall see how educated your body is Rewrite in reported speech. 1Mk Explain the meaning of the following expressions in the passage. 4 Mks i . Unblinkingly ii . Effortlessly iii . Mustering iv . Howled3. Read the excerpt below and answer the questions that follow Nothing is wrong with me, Resian retorted furiously. And pointing at the living room, with her figure, she fiercely charged, I have no quarrel with my father for whom, I have tremendous respect. It is the likes of Olarinkoi I am mad at, and all those other males who come here ordering us to do that or the other for them, simply because they are males. When women visit us, they give us the leeway to respond to their requests. But as we burn our fingers here Mr.Olarinkoi is dozing off comfortably in our living room waiting for his lunch and possibly a little angry and impatient with us for delaying it. It is enough, cried Yeiyo Botorr viciously. She instantly abandoned the peeling of potatoes and threw the knife into the pail that held the peeled potatoes. Supporting herself by holding onto a nearby wall, she painfully lifted a large, heavy body. My enkaini, I agree with you that something is wrong with our child, and I think I know what ails her. Come along with me and I will tell you what I think ails her."}
{"text": "Supporting herself by holding onto a nearby wall, she painfully lifted a large, heavy body. My enkaini, I agree with you that something is wrong with our child, and I think I know what ails her. Come along with me and I will tell you what I think ails her. I am not sick Resian was saying that when she was cut short by Taiyo. Even if you are not sick, you cannot argue with Yeiyo Botorr, Taiyo told her sternly as soon as they were out of earshot of their mother and Yeiyo Botorr, there are things one has to learn on their own. One of them is that you cannot antagonize the older people by arguing with them, however, untenable their argument may be. That goes without saying, my dear little sister. 1. What happens before this extract? 3mks 2. Comment on any two stylistic devices used in the extract. 4mks 3. Explain any issue brought about in this extract. 3mks 4. What is the character of Yeiyoo Botorr from this extract? 4mks 5. From elsewhere in this text how does Olarinkoi contribute to the plot development of the novel? 3mks 6. Re-write and add a question tag. 1mks Nothing is wrong with me. 7. Write the meaning of the following vocabulary. 4mks a Sternlyb Antagonizec Retortedd Leeway8. What happens immediately after this extract? 3mks 4. Read the following excerpt and answer the questions that followAt seven o clock in the evening after the lights had been put on, and the traditional esuguroi drink had been served in generous measures, tongues loosened and hearts gladdened. Soon after, the party gathered momentum and voices rose. Within no time, one could hardly be heard over the hubbub of talk and laughter. And as the pleasurable and lively celebration progressed, voices became animated; hands and arms gesticulated vigorously while heads turned more often. Eyes searched out acquaintances within the throng of revelers."}
{"text": "Within no time, one could hardly be heard over the hubbub of talk and laughter. And as the pleasurable and lively celebration progressed, voices became animated; hands and arms gesticulated vigorously while heads turned more often. Eyes searched out acquaintances within the throng of revelers. And it was all pomp and gaiety as ivory adorned and bejeweled fingers fluttered; bare shoulders gleamed in the light multicoloured bead ornaments glittered upon elaborately bedecked necks: pendulous ilmiintoni of all colours dangled loosely down extended ear-lobes: and the bright colours of lesos, kangas, red shukas and multicoloured blankets, all turned the Ole Kaelo living room into a kaleidoscope of shifting light and colour.1.Place this extract in its immediate context. 4mks 2.State and explain two thematic concerns in this context. 4mks 3.What is the significance of the use of words like esuguroi, ilmiintoni, lesos, kangas, and shukas? 3mks 4.Identify and explain two character traits of ole Kaelo. 4mks 5.Eyes searched out acquaintances within the throng of revelers. Rewrite to form a question 1mk 6.Which other party has an equal weight from the rest of the novel. What is its significance? 3mks 7.Comment on the prevalent mood in the context. 2mks 8.Explain the meaning of the following words: 4mks a Hubbubb Gesticulatedc Gaietyd Dangled."}
{"text": "THE PEARLBy John SteinbeckThe Pearl: An OverviewThe Pearl is a novella by American author John Steinbeck, first published in 1947. It is the story of a pearl diver, Kino, and explores man's nature as well as greed, defiance of societal norms, and evil. Steinbeck's inspiration was a Mexican folk tale from La Paz, Baja California Sur, Mexico, which he had heard in a visit to the formerly pearl-rich region in 1940. In 1947, it was adapted into a Mexican film named La perla and in 1987 into a cult Kannada movie Ondu Muttina Kathe. The story is one of Steinbeck's most popular books and has been widely used in high school classes. SummaryThe Pearl, which takes place in La Paz, Mexico, begins with a description of the seemingly idyllic family life of Kino, his wife Juana and their infant son, Coyotito. Kino watches as Coyotito sleeps, but sees a scorpion crawl down the rope that holds the hanging box where Coyotito lies. Kino attempts to catch the scorpion, but Coyotito bumps the rope and the scorpion falls on him. Although Kino kills the scorpion, it still stings Coyotito. Juana and Kino, accompanied by their neighbors, go to see the local doctor, who refuses to treat Coyotito because Kino cannot pay. Kino and Juana leave the doctors and take Coyotito down near the sea, where Juana uses a seaweed poultice on Coyotito's shoulder, which is now swollen. Kino dives for oysters from his canoe, attempting to find pearls. He finds a very large oyster which, when Kino opens it, yields an immense pearl, which Kino therefore dubs \"The Pearl of the World\". Kino puts back his head and howls, causing the other pearl divers to look up and race toward Kino's canoe. The news that Kino has found an immense pearl travels fast through La Paz. The doctor who refused to treat Coyotito decides to visit Kino. Kino's neighbors begin to feel bitter toward him for his good fortune, but neither Kino nor Juana realizes this feeling they have engendered."}
{"text": "The news that Kino has found an immense pearl travels fast through La Paz. The doctor who refused to treat Coyotito decides to visit Kino. Kino's neighbors begin to feel bitter toward him for his good fortune, but neither Kino nor Juana realizes this feeling they have engendered. Juan Tomas, the brother of Kino, asks him what he will do with his money, and he envisions getting married to Juana in a church and dressing Coyotito in a yachting cap and sailor suit. He claims that he will send Coyotito to school and buy a rifle for himself. The local priest visits and tells Kino to remember to give thanks and to pray for guidance. The doctor also visits, and although Coyotito seems to be healing, the doctor insists that Coyotito still faces danger and treats him. Kino tells the doctor that he will pay him once he sells his pearl, and the doctor attempts to discern where the pearl is located Kino has buried it in the corner of his hut . That night, a thief attempts to break into Kino's hut, but Kino drives him away. Juana tells Kino that the pearl will destroy them, but Kino insists that the pearl is their one chance and that tomorrow they will sell it. Kino's neighbors wonder what they would do if they had found the pearl, and suggest giving it as a present to the Pope, buying Masses for the souls of his family, and distributing it among the poor of La Paz. Kino goes to sell his pearl, accompanied by his neighbors, but the pearl dealer only offers a thousand pesos when Kino believes that he deserves fifty thousand. Although other dealers inspect the pearl and give similar prices, Kino refuses their offer and decides to go to the capital to sell it there. That night, Kino is attacked by more thieves, and Juana once again reminds Kino that the pearl is evil. However, Kino vows that he will not be cheated, for he is a man. Later that night, Juana attempts to take the pearl and throw it into the ocean, but Kino finds her and beats her for doing so. While outside, a group of men accost Kino and knock the pearl from his hand. Juana watches from a distance, and sees Kino approach her, limping with another man whose throat Kino has slit."}
{"text": "Later that night, Juana attempts to take the pearl and throw it into the ocean, but Kino finds her and beats her for doing so. While outside, a group of men accost Kino and knock the pearl from his hand. Juana watches from a distance, and sees Kino approach her, limping with another man whose throat Kino has slit. Juana finds the pearl, and they decide that they must go away even if the murder was in self-defense. Kino finds that his canoe has been damaged and their house was torn up and the outside set afire. Kino and Juana stay with Juan Tomas and his wife, Apolonia, where they hide for the next day before setting out for the capital that night. Kino and Juana travel that night, and rest during the day. When Kino believes that he is being followed, the two hide and Kino sees several bighorn sheep trackers who pass by him. Kino and Juana escape into the mountains, where Juana and Coyotito hide in the cave while Kino, taking his clothes off so that no one will see his white clothing. The trackers think that they hear something when they hear Coyotito crying, but decide that it is merely a coyote pup. After a tracker shoots in the direction of the cries, Kino attacks the three trackers, killing all three of them. Kino can hear nothing but the cry of death, for he soon realizes that Coyotito is dead from that first shot. Juana and Kino return to La Paz. Kino carries a rifle stolen from the one of the trackers he killed, while Juana carries the dead Coyotito. The two approach the gulf, and Kino, who now sees the image of Coyotito with his head blown off in the pearl, throws it into the ocean. SettingSteinbeck began writing the story as a movie script in 1944, and first published it as a short story called \"The Pearl of the World\" in Woman's Home Companion in December 1945. The original publication is also sometimes listed as \"The Pearl of La Paz\". He expanded it to novella length and published it under the name The Pearl by Viking Press in 1947. As he was writing the novella version, he was frequently travelling to Mexico where the film version, co-written with Jack Wagner, was being filmed."}
{"text": "The original publication is also sometimes listed as \"The Pearl of La Paz\". He expanded it to novella length and published it under the name The Pearl by Viking Press in 1947. As he was writing the novella version, he was frequently travelling to Mexico where the film version, co-written with Jack Wagner, was being filmed. The film was also released by RKO in 1947 as a co-promotion with the book. The Pearl was loosely adapted in 2001 for a film directed by Alfredo Zacharias and starring Lukas Haas and Richard Harris which was released directly to video in 2005. The Pearl Character ListKinoA prototypical Mexican-Indian who works as a pearl diver, he begins the story as a devoted father and husband to Coyotito and Juana, respectively. Kino is the central character of the story, an everyman' who finds himself becoming increasingly violent, paranoid and defiant as he faces opposition from others after he finds the pearl, and resorts to assaulting Juana and murdering those who threaten him. JuanaThe mother of Coyotito and the wife of Kino, Juana is, as her name suggests, the representation of woman for Steinbeck in the story. She dutifully supports her husband, despite his worsening treatment of her, but warns him against the dangers that the pearl can bring to the family. Juana remains steadfast throughout the story and devoted to maintaining her family. She even refuses to obey Kino when he suggests that they take separate paths to avoid the trackers. CoyotitoThe infant son of Kino and Juana, after he is stung by a scorpion, the doctor refuses to treat him because his parents have no money. Although Juana seemingly cures him with a seaweed poultice, he receives treatment from the doctor only after Kino finds the pearl. When Kino and Juana are hunted by trackers after escaping La Paz, one of the trackers shoots Coyotito in the head as they hide in a cave. The DoctorA fat, complacent man who is not from the same race as Kino and Juana, he refuses to treat Coyotito for a scorpion sting when Kino and Juana cannot pay enough. However, once he learns that Kino has found the Pearl of the World, he treats the healed Coyotito after leading Kino and Juana to believe that Coyotito may suffer unseen consequences from the bite."}
{"text": "When Kino and Juana are hunted by trackers after escaping La Paz, one of the trackers shoots Coyotito in the head as they hide in a cave. The DoctorA fat, complacent man who is not from the same race as Kino and Juana, he refuses to treat Coyotito for a scorpion sting when Kino and Juana cannot pay enough. However, once he learns that Kino has found the Pearl of the World, he treats the healed Coyotito after leading Kino and Juana to believe that Coyotito may suffer unseen consequences from the bite. Seemingly interested in stealing the pearl, the doctor is not of the same race as Kino and Juana, and longs for his days in Paris. Juan TomasThe brother of Kino and the husband of Apolonia, he warns Kino against the disastrous consequences that he faces from finding the pearl. Juan Tomas hides Kino and Juana in his house after Kino murders a man in self-defense. ApoloniaThe fat wife of Juan Tomas, Apolonia allows Kino and Juana to hide in her house after Kino murders a man in self-defense. Book Summary and Analysis by ChaptersChapter 1Kino awakes and watches the hanging box where his infant son, Coyotito, sleeps. He then watches his wife, Juana, who has also awakened and rests peacefully. Kino thinks of the Song of the Family, a traditional song of his ancestors, as the dawn comes and Juana begins to prepare breakfast. Kino's ancestors had been great makers of songs, and everything they saw or thought had become a song. Juana sings softly to Coyotito part of the family song. Kino looks at them and thinks that \"this is safety, this is warmth, this is the Whole. \"Kino sees a movement near the hanging box where Coyotito sleeps. A scorpion moves slowly down the rope supporting the box. Kino thinks of the Song of Evil, the music of the enemy, as the Song of the Family cries plaintively. Kino stands still, ready to grasp the scorpion, but Coyotito shakes the rope and the scorpion falls on him. Kino reaches to catch it, but it falls onto the baby's shoulder and strikes. Kino grabs the scorpion and kills it as Coyotito screams in pain. Juana begins to suck the puncture to remove the poison."}
{"text": "Kino reaches to catch it, but it falls onto the baby's shoulder and strikes. Kino grabs the scorpion and kills it as Coyotito screams in pain. Juana begins to suck the puncture to remove the poison. Having heard the baby's screams, Kino's brother, Juan Tomas, and his fat wife Apolonia enter with their children. Juana orders them to find a doctor. The doctor never comes to their cluster of brush houses, so Juana decides to go to the doctor herself. The event becomes a neighborhood affair, for Juan Tomas and Apolonia accompany them and even the beggars in front of the church follow Juana as she marches toward the doctor. Kino feels weak as he approaches the doctor's home, for the doctor is not of his race and thus believes that Kino's people are simple animals. Kino tells the doctor's servant that his child was poisoned by a scorpion. The doctor is a fat man who longs for civilized living. Although the doctor is at home, he refuses to treat Coyotito unless he knows that he has money. The servant asks if Kino has money, and when he can only offer small seed pearls, the servant tells Kino that the doctor has gone out. Kino strikes the gate with his fist, splitting his knuckles. Chapter 1 AnalysisThe Pearl takes place among an impoverished Mexican-Indian community in La Paz. Although the story involves essentially only this couple, Steinbeck uses Kino and Juana as symbolic of the community in which they live. Steinbeck constructs Kino as an everyman with concerns typical of persons of all social stations. As shown by his encounter with the scorpion, Kino is a devoted father who dotes on his infant son and adores his wife. Quite importantly, as the story begins Kino is perfectly content with his situation, despite his lack of material possessions and difficult existence. As Kino watches his family, he believes that this is the \"whole,\" the entirety of everything he really needs. This is significant, for this early contentment contrasts with the later panic that Kino and Juana will feel once they receive hope for a better future. Juana, whose name even translates into woman,' symbolizes a feminine ideal that complements Kino's masculine prototype."}
{"text": "The idea of community is also significant in terms of the various songs that Kino remembers. These songs are entirely symbolic, meant to place Kino in the larger, less personal context as a member of a community with a sense of heritage and to reinforce his status as an everyman. The two songs that Kino remembers during this chapter, the Song of the Family and the Song of Evil, also place the story in a context with diametric opposites; the story is largely a parable with defined parameters of good and evil. Steinbeck uses the doctor who refuses to treat Coyotito as a symbol of the forces of oppression that Kino and Juana face. The doctor represents the societal system that places a monetary value on human life, as well as the obstacles that Kino and Juana face. The racial divide between the doctor and Kino plays a considerable role in his refusal to treat Coyotito; although this aspect of the story is not omnipresent, this presents an additional element of adversity that Kino and Juana must endure. In this chapter, Steinbeck foreshadows eventual changes in Kino's character when he smashes his fist on the doctor's gate. This event shows that Kino reverts to violence and anger when confronted with adversity, yet when he does so he hurts only himself. Chapter 2Kino and Juana walk slowly down the beach to Kino's canoe, the one thing of value that he owns. The canoe is old, bought by Kino's grandfather, and is the source of food for Kino. It is their most important possession, for \"a man with a boat can guarantee a woman that she will eat something.\". Coyotito still suffers from the scorpion bite: the swelling on his shoulder continues up his neck and his face is puffed and feverish. Juana makes a poultice from brown seaweed. This poultice is \"as good a remedy as any and probably better than the doctor could have done. \"Kino and Juana get into the canoe so that Kino can find pearl oysters that may pay for the treatment for Coyotito. Kino dives for pearl oysters, where he thinks of the Song of the Pearl That Might Be and the Song of the Undersea. Kino works steadily under the water until he sees a large oyster lying by itself with its shell partly open, revealing what seems to be a massive pearl. Kino forces the oyster loose and holds it tightly against him."}
{"text": "Kino dives for pearl oysters, where he thinks of the Song of the Pearl That Might Be and the Song of the Undersea. Kino works steadily under the water until he sees a large oyster lying by itself with its shell partly open, revealing what seems to be a massive pearl. Kino forces the oyster loose and holds it tightly against him. When Kino comes up for air, Juana can sense his excitement. Kino opens the various oysters he had caught, leaving the largest one for last. He worries that the large pearl he saw was merely a reflection, for \"in this Gulf of uncertain light there were more illusions than realities.\". Finally, Kino opens the oyster to see a rich, perfectly curved pearl. Juana lifts the poultice of seaweed from Coyotito to see that the swelling has begun to recede. Kino puts back his head and howls, causing the men in other canoes to look up and race toward Kino's canoe. Chapter 2 AnalysisSteinbeck continues to detail the extreme poverty in which Kino and Juana live; not only can they not afford their own canoe so that Kino may perform his job as a pearl diver, they must use a canoe that is several generations old. This is important, for it gives greater weight to the discovery of the pearl, which could raise them from a meager existence into some sense of security. The canoe is a symbol of Kino's heritage, a relic passed down from his grandfather, but it also represents Kino's role as a provider for his family. Steinbeck generalizes the statement that a man with a canoe can ensure that his wife will never go hungry to illustrate Kino's status as an everyman and to emphasize the distinct roles and duties of a husband and father. The life that Kino and Juana lead is also an antiquated one; when the doctor refuses to treat Coyotito, Juana relies on primitive methods to cure her son. Steinbeck does not offer a sharp critique of these methods. Instead, he finds them more than adequate to the task and perhaps better than the treatment that the doctor might offer. In this novel, Steinbeck gives greater emphasis and value to traditional behaviors and even primitivism over modern conveniences and, in particular, those who have those luxuries. Kino's occupation as a pearl diver demonstrates the small chance that he and his family have for success."}
{"text": "Instead, he finds them more than adequate to the task and perhaps better than the treatment that the doctor might offer. In this novel, Steinbeck gives greater emphasis and value to traditional behaviors and even primitivism over modern conveniences and, in particular, those who have those luxuries. Kino's occupation as a pearl diver demonstrates the small chance that he and his family have for success. Pearl diving is a largely fruitless task that relies on the small chance for finding suitable oysters undersea and generally offers only the bare sustenance that maintains Juana and Kino. In effect, pearl diving is an act of desperation that further bolsters descriptions of Kino's poverty. It is the only hope that Kino and Juana have. Nevertheless, Kino immediately realizes that he has found an impressive pearl when he finds the oyster during his dive, leaving this large oyster as the final one to be opened. This creates a sense of tension and anticipation, as Kino realizes the significance of the pearl he has found. Steinbeck even bolsters the idea of fortuitous chance by juxtaposing the discovery of the pearl with Juana's realization that Coyotito has been cured, thus linking these two events, both of which provide great hope for Kino and Juana. However, even upon the discovery of the pearl Steinbeck foreshadows the later difficulties that might occur. Kino reverts to animalistic behavior once he finds the pearl, literally howling in joy. The pearl causes Kino to revert to instinctual behavior, a change that will have dangerous and disastrous consequences. Chapter 3The news of the pearl travels fast through Kino's small village. Before Kino and Juana return home, the news had already spread that Kino had found \"The Pearl of the World,\" as it comes to be known. The local priest learns, as well as the doctor who refused to treat Coyotito. When the doctor learns, he tells the patient that he is treating that he must treat Coyotito for a scorpion sting. All manner of people grow interested in Kino, and the news stirs up something infinitely black and evil. The pearl buyers consider how they might deal with Kino and offer him the lowest possible price. However, Kino and Juana do not know the anger and bitterness they have engendered."}
{"text": "All manner of people grow interested in Kino, and the news stirs up something infinitely black and evil. The pearl buyers consider how they might deal with Kino and offer him the lowest possible price. However, Kino and Juana do not know the anger and bitterness they have engendered. Juan Tomas asks Kino what he will do now that he has become rich, and Kino answers that he and Juana will be married in the church. Kino envisions how he will be dressed, and sees Coyotito in a yachting cap and sailor suit from the United States. Kino then imagines buying a rifle. Thinking of the rifle breaks down barriers for Kino, as he imagines the whole lot of things that he might have. He thinks that Coyotito will go to school and learn to read. He claims that \"my son will make numbers, and these things will make us free because he will know he will know and through him we will know. \"The priest visits Kino and Juana, and tells them that he hopes that they will remember to give thanks and to pray for guidance. The doctor also visits, and although Kino tells him that Coyotito is nearly well, the doctor claims that the scorpion sting has a curious effect that comes later and if he is not treated he may suffer blindness or a withered leg. Not sure whether or not the doctor is telling the truth, Kino nevertheless lets him see the baby. The doctor takes a bottle of white powder and a gelatin capsule, and gives Coyotito a pill. The doctor tells them that the medicine may save the baby from pain, but he will come back in an hour to check on him. After the doctor leaves, Kino wraps the pearl in a rag and digs a hole in the dirt floor where he conceals the pearl. When the doctor returns, he gives Coyotito water with ammonia and tells Kino that the baby will get well now. Kino tells the doctor that he will pay him once he has sold his pearl. The neighbors tell the doctor that Kino has found the Pearl of the World and will be a rich man. The doctor suggests that Kino keep the pearl in his safe, but Kino says that he has it secure. The doctor realizes that Kino will likely look to the place where it is stored, and sees his eyes move to the corner where he had buried it."}
{"text": "The neighbors tell the doctor that Kino has found the Pearl of the World and will be a rich man. The doctor suggests that Kino keep the pearl in his safe, but Kino says that he has it secure. The doctor realizes that Kino will likely look to the place where it is stored, and sees his eyes move to the corner where he had buried it. After the doctor leaves again, Juana asks Kino whom he fears, and he answers everyone. 'That night, Kino thinks that he hears noises in his hut. He grabs his knife and strikes out in the dark. The person scurries out. Juana tells Kino that the pearl is evil and will destroy them. She tells him to throw it away or break it, for it will destroy them. Kino says that the pearl is their one chance, and that the next morning they will sell the pearl. Chapter 3 AnalysisAs the titular object of the novel, the pearl that Kino discovers can symbolize several different ideas or themes. In this chapter, Steinbeck equates the pearl with hope for the future, for it is the means by which Kino and Juana will be able to provide for Coyotito and give him a better life. The pearl also represents a sense of freedom by enabling Kino to educate Coyotito and give him the ability to choose his own profession and way of life apart from the deterministic poverty of his parents. Although the story takes place in Mexico, Steinbeck equates this with the American dream of fortune and prosperity; Kino imagines Coyotito dressed in clothes from the United States. The discovery of the pearl causes a sharp change in the villagers' reactions to Kino and Juana, for the once unimportant couple become renowned and notorious in La Paz. The pearl gives Kino great importance within La Paz, as demonstrated by the visit from the local priest and the doctor who had just recently refused treatment to Coyotito. However, with this newfound interest in Kino comes the impending feeling of hatred and hostility for him; the discovery causes an anonymous bitterness toward Kino for his great luck, a feeling that he and Juana cannot realize. The hostility directed toward Kino and Juana takes two forms; the first is a general jealousy from the community toward Kino for his luck, while the second is a more specific greed shown by those who wish the pearl for themselves. Steinbeck illustrates this avarice through both the priest and the doctor."}
{"text": "However, with this newfound interest in Kino comes the impending feeling of hatred and hostility for him; the discovery causes an anonymous bitterness toward Kino for his great luck, a feeling that he and Juana cannot realize. The hostility directed toward Kino and Juana takes two forms; the first is a general jealousy from the community toward Kino for his luck, while the second is a more specific greed shown by those who wish the pearl for themselves. Steinbeck illustrates this avarice through both the priest and the doctor. In the former case, the priest gives attention to Kino merely as a means to gain some of the money to the church, shamelessly asking Kino to monetarily compensate God for the good fortune he has received. In the latter, the doctor's newfound interest in Kino stems from a manipulative and dangerous greed. His visit to Kino reveals that he not only wishes to secure part of Kino's new fortune through the salary the doctor might receive for treatment but, as shown by the doctor's attempt to locate the pearl in Kino's hut, that he intends to steal the pearl. Steinbeck makes clear that the doctor does not visit Kino to cure his son; in fact, he indicates that the doctor's treatment of Coyotito might even be superfluous. The suspicious designs of both the doctor and the priest indicate that the danger that Kino faces is not from jealous neighbors who might use the pearl to escape their own poverty, but rather from those whose economic situation is secure and who merely desire greater luxury. Steinbeck thus uses the community reaction to the pearl as social commentary that critiques the ruling class for avarice and exploitation. The manipulative behavior of the doctor foreshadows greater calamities that Kino and Juana will suffer, which Steinbeck also shows through the anonymous thief who attempts to steal the pearl that night. However, Kino's and Juana's problems are not merely external forces, but are equally internal. Throughout the chapter, Kino and Juana evolve significantly. At first, neither can vocalize the changes that the pearl will make for them, but once they think of the tangible consequences for their newfound fortune they begin to articulate previously impossible and unimaginable dreams. However, Kino and Juana diverge in their later reactions to the pearl. Juana disavows the consequences of the fortune they will receive, finding the scorn and danger that others present to be an insurmountable evil."}
{"text": "At first, neither can vocalize the changes that the pearl will make for them, but once they think of the tangible consequences for their newfound fortune they begin to articulate previously impossible and unimaginable dreams. However, Kino and Juana diverge in their later reactions to the pearl. Juana disavows the consequences of the fortune they will receive, finding the scorn and danger that others present to be an insurmountable evil. Kino uses the animosity and danger as reason for suspicion and paranoia, as shown when Kino strikes randomly with his knife when he fears an intruder. He lapses into the instinctual animalism demonstrated in the previous chapter, a quality that will play a significant role in the tragedy to come. Steinbeck also foreshadows the trouble that Kino will find with the pearl buyers. In his description of the pearl buyers, Steinbeck claims that, although there are many of them, they are essentially one. This aligns with the idea of segments of the community as a collective that permeates The Pearl; as Steinbeck describes the town, it is like \"a colonial animal\" with its own emotion, essentially a person in itself. The neighbors who comment on the action are not individuals, but rather symbols of their class. Even Juana and Kino exist less as fully-formed individuals and as archetypal representations of man and woman. The pearl buyers, anonymous except for their identity as part of a class, symbolize the ruling elite of La Paz who can exploit Kino. Chapter 4In La Paz, the entire town knew that Kino was going to sell the pearl that day. Kino's neighbors speak of what they might do with the pearl. One man says that he would give it as a present to the Pope, while another said he would buy Masses for the souls of his family for a thousand years, while another thought he would distribute it among the poor of La Paz. Everyone worries that the pearl will destroy Kino and Juana. Before leaving to sell the pearl, Juan Tomas warns Kino and Juana to get the best price for the pearl, and tells him how their ancestors got an agent to sell their pearls, but this agent ran off with the pearls. Kino had heard the story told as a warning of punishment against those who try to leave their station. Kino and Juana, followed by neighbors, reach the offices of the pearl buyers."}
{"text": "Before leaving to sell the pearl, Juan Tomas warns Kino and Juana to get the best price for the pearl, and tells him how their ancestors got an agent to sell their pearls, but this agent ran off with the pearls. Kino had heard the story told as a warning of punishment against those who try to leave their station. Kino and Juana, followed by neighbors, reach the offices of the pearl buyers. The pearl dealer inspects the pearl and tells him that his pearl is like fool's gold, for it is too large and valuable only as a curiosity. Kino cries out that it is the Pearl of the World, and no one has ever seen such a pearl. The dealer offers a thousand pesos, to which Kino says that it is worth fifty thousand and the dealer wants to cheat him. The dealer tells Kino to ask the others around him. Kino can feel the evil around him as other dealers inspect the pearl. One dealer refuses the pearl altogether, while a second dealer offers five hundred pesos. Kino tells them that he will go to the capital. The dealer offers fifteen hundred pesos, but Kino leaves with the pearl. That night, the townspeople argue whether Kino should have accepted the money, which was still more than he would have ever seen. Kino buries the pearl again that night, and remains terrified at the world around him. Juan Tomas tell Kino that he has defied not only the pearl buyers, but the whole structure of life, and he fears for his brother. Juan Tomas warns him that he treads on new ground. Juan Tomas reminds Kino that his friends will protect him only if they are not in danger, and tells him \"Go with God\" before he departs. In the middle of the night, Kino feels a sense of evil from outside of his brush house, and he prepares to wield his knife. Kino steps outside to see if there are prowlers. Juana can hear noise from outside, so she picks up a stone and steps out of their hut. She finds Kino with blood running down his scalp and a long cut in his cheek from ear to chin. Juana once again tells Kino that the pearl is evil and they must destroy it. Kino insists that he will not be cheated, for he is a man."}
{"text": "She finds Kino with blood running down his scalp and a long cut in his cheek from ear to chin. Juana once again tells Kino that the pearl is evil and they must destroy it. Kino insists that he will not be cheated, for he is a man. Chapter 4 Analysis:Steinbeck begins the chapter with the reactions of the people of La Paz, who propose what they might do if they were to find a pearl of such great value. Their reactions reveal a sense of animosity toward Kino, for the great plans for charity that these people suggest contrast with the seemingly self-interested ideas that Kino proposed in the previous chapter. This is important to show the undercurrent of criticism for Kino. Steinbeck suggests the jealousy that people have for his good fortune. Additionally, the idealistic and charitable ideas that people propose reveal a simplistic attitude toward receiving such a great fortune; as Steinbeck has shown and will continue to show, Kino and Juana do not face easy decisions with regard to their newfound fortune, and in fact may be in serious danger. The pearl dealer, who symbolizes the ruling elite classes, proves to be another example of a manipulative professional man akin to the priest and the doctor. He shamelessly attempts to cheat Kino out of his money, offering a price that seems far too low for such a pearl; although there remains the possibility that the pearl may be an oddity with little practical value, the numerous attempts to steal the pearl, perhaps instigated by the pearl dealers, suggest otherwise. Kino's refusal is no small feat; as Juan Tomas declares, he has defied the structure of life around him. This places the parable in a larger political context, suggesting that a hierarchy around Kino works to exploit him and others of his station and resists any attempts to shift this social order. This idea is bolstered by the story concerning the pearl agent in which punishment is inflicted upon those who attempt to secure a better station for themselves. However, although Kino repudiates the idea that punishment should be inflicted on those who reach for higher social status, Steinbeck has conflicting ideas concerning this idea. Although Steinbeck is quite sympathetic to Kino and Juana, casting them as the protagonists of the story in comparison to the greedy, manipulative and one-dimensional villains such as the doctor and the pearl buyers, the very structure of the story seems to suggest that Kino and Juana will pay a great price for their aspirations."}
{"text": "This idea is bolstered by the story concerning the pearl agent in which punishment is inflicted upon those who attempt to secure a better station for themselves. However, although Kino repudiates the idea that punishment should be inflicted on those who reach for higher social status, Steinbeck has conflicting ideas concerning this idea. Although Steinbeck is quite sympathetic to Kino and Juana, casting them as the protagonists of the story in comparison to the greedy, manipulative and one-dimensional villains such as the doctor and the pearl buyers, the very structure of the story seems to suggest that Kino and Juana will pay a great price for their aspirations. For finding the pearl and attempting to sell it, Kino and Juana are physically threatened, suffer a silent condemnation from their neighbors, and are besieged by opportunists, while they were content in their poverty, a situation which Kino thought was \"the whole. \"Steinbeck continues to demonstrate that the pearl has more detrimental consequences for Kino and Juana than benefits. Only two days after having found the pearl, Kino has suffered two robbery attempts and has been assaulted once. These threats against Kino strengthen his resolve, however, causing him to obstinately fight for the pearl and revert to brutal behavior. The attacks against Kino are an affront to his masculinity, as shown by his constant avowal that he is a man and thus cannot be cheated. This helps to illustrate the definition of masculinity that Steinbeck deals with throughout The Pearl. While earlier the idea of masculinity meant providing for one's family, for Kino it now encompasses receiving just and respectful treatment. Juana serves as the lone voice of reason, continuing to warn Kino of the disastrous consequences of the pearl. As Kino becomes more and more consumed by his paranoia and impulses, it is Juana who remains maintains a realistic appraisal of the effects of the pearl. For Juana, the pearl represents a great evil and suffering, a sharp change from the sense of hope and freedom that it originally symbolized. The irony of this situation is notable: the pearl that would secure prosperity and stability for Kino and Juana instead offers them only pain and danger. Chapter 5Kino senses movement near him, but it is only Juana who arises silently from beside him. Kino sees her near the hanging box where Coyotito lay, and then watches her go out the doorway."}
{"text": "The irony of this situation is notable: the pearl that would secure prosperity and stability for Kino and Juana instead offers them only pain and danger. Chapter 5Kino senses movement near him, but it is only Juana who arises silently from beside him. Kino sees her near the hanging box where Coyotito lay, and then watches her go out the doorway. Kino begins to feel a great sense of rage as he hears her footsteps going toward the shore; Juana is going to throw the pearl back into the ocean. Kino chases Juana, then strikes her in the face with his clenched fist and kicks her in the side. He then turns away from her and walks up the beach. Juana knows that when Kino said that he is a man, he meant that he was \"half-insane and half-god\" and knows as a woman that \"the mountain would stand while the man broke himself; that the sea would surge while the man drowned in it. \"While walking on the beach, men accost Kino in search of the pearl, which is knocked from his hand and lands on the pathway. Juana soon sees Kino limping toward her with a stranger whose throat has been slit. She finds the pearl for Kino, and tells him that they must go away before daylight. Kino says that he struck to save his life, but Juana says that this does not matter. He orders her to get Coyotito and all of the corn they have. Kino finds his canoe with a splintered hole in the bottom. He rushes home to find Juana and Coyotito, but Juana tells Kino that their house was torn up and the floor dug, and someone set fire to the outside. Juana and Coyotito go to Juan Tomas and Apolonia. When Kino tells about the man he has killed, Juan Tomas says that it is the pearl and he should have sold it. Kino begs his brother to hide them until nightfall. Kino tells Juan Tomas that he will head north. Kino says that he will not give up the pearl, because \"if I give it up I shall lose my soul. \"Chapter 5 AnalysisSteinbeck builds a sense of paranoia and imminent tragedy for Juana and Kino during this chapter, in which anonymous enemies threaten their safety."}
{"text": "Kino begs his brother to hide them until nightfall. Kino tells Juan Tomas that he will head north. Kino says that he will not give up the pearl, because \"if I give it up I shall lose my soul. \"Chapter 5 AnalysisSteinbeck builds a sense of paranoia and imminent tragedy for Juana and Kino during this chapter, in which anonymous enemies threaten their safety. The men who attack Kino are never named and their origins are never revealed; although Kino suspects that they are the agents of the pearl dealers. This anonymity is significant, for the men who assault Kino symbolize a more generalized evil' than the specific villainy of the pearl dealer or the doctor. This continues the string of various calamities that occur to Juana and Kino; they lose their boat and their home while defending themselves. These two losses are significant, for the canoe symbolizes the ability that Kino has to provide for and protect his family and the home symbolizes the idea of the family that once gave Kino great comfort. By this point in the story, Juan Tomas joins Juana in warning Kino of the problems of the pearl, but Juana's predictions of disaster have already been partially fulfilled. When Juan Tomas tells Kino \"go with God\" when Kino prepares to venture to the capital, this statement has a sense of impending doom; Steinbeck makes it very clear that a tragic end for Kino and Juana is imminent. Steinbeck also makes the explicit point that the greatest damage caused by the pearl is the change that it effects within Kino. The caring father and partner of the first chapter at this point in the story attacks Juana when she attempts to take the pearl. Juana realizes the change in her husband from a normal man to one with a questionable grip on sanity. It is ironic that, when Kino declares that he is a man, he begins to act \"half insane and half god,\" thus negating the qualities that define him as a man. Steinbeck creates a tone of futility about Kino's enterprise; as the rational and level-headed Juana realizes, Kino is a man raging against an obstacle as insurmountable as a mountain or a storm, and his struggles will only cause him to destroy himself. Kino even finds himself capable of murder to defend himself; whether Kino is capable of a more cold-blooded killing still remains questionable."}
{"text": "It is ironic that, when Kino declares that he is a man, he begins to act \"half insane and half god,\" thus negating the qualities that define him as a man. Steinbeck creates a tone of futility about Kino's enterprise; as the rational and level-headed Juana realizes, Kino is a man raging against an obstacle as insurmountable as a mountain or a storm, and his struggles will only cause him to destroy himself. Kino even finds himself capable of murder to defend himself; whether Kino is capable of a more cold-blooded killing still remains questionable. Kino's comment that the pearl has become his soul is the defining statement of his condition. It shows that Kino has ceased to be in some level human; he cannot consider normal human needs and emotions, but defiantly focuses on the pearl. The reaction of the community to the tragedies that occur to Kino and Juana is significant. While the neighbors followed every detail of Kino's life once the pearl promised to bring him fortune and renown, during this time his neighbors remain silent. Only Juan Tomas and Apolonia hide Juana and Kino but do so reluctantly. While Kino's neighbors have commented on all of the events in previous chapters, they do not manifest any reaction to the attacks on Kino and Juana. Chapter 6As Kino and Juana travel northward, Kino feels a sense of exhilaration along with his fear. They walk all night and rest during the day so that they may not be found, and attempt to cover their tracks so that they cannot be followed easily. Kino warns Juana that \"whoever finds us will take the pearl,\" but Juana wonders whether the dealers were right and the pearl has no value. Kino says that they would not have tried to steal it if it were not valuable. Kino repeats what they will have once they sell the pearl: the church wedding, the rifle, education for Coyotito. When they stop to rest during the day, Juana does not sleep and Kino stirs as he dreams. When they hear noises from the distance, Kino orders Juana to keep Coyotito quiet. While Juana hides, Kino moves through the brush to see what he heard, and notices in the distance three bighorn sheep trackers, one of whom is on horseback. Kino realizes that if the trackers find them, he must leap for the horseman, kill him and take his rifle."}
{"text": "When they hear noises from the distance, Kino orders Juana to keep Coyotito quiet. While Juana hides, Kino moves through the brush to see what he heard, and notices in the distance three bighorn sheep trackers, one of whom is on horseback. Kino realizes that if the trackers find them, he must leap for the horseman, kill him and take his rifle. As the horseman passes by Kino, he does not notice him. Kino and Juana both realize that if the trackers find them, they will kill them to get the pearl. Kino and Juana escape into the mountains, not bothering to cover their tracks. Kino orders Juana and Coyotito to leave him, for he can go faster alone, but she staunchly refuses. Kino and Juana take a zigzag path in order to thwart the trackers, and eventually find a small stream and the entrance to a cave. Kino tells Juana to hide in the cave, and he fears that Coyotito will cry, alerting the trackers. While hiding in the cave, Kino finds that the trackers are by the stream. So that he will not be seen, Kino takes off his white clothing and stealthily creeps near them as they rest. The trackers can hear Coyotito, but think that it is merely a coyote pup. As the tracker prepares to shoot what he thinks is a coyote, Kino approaches the trackers and pounces on them. He grabs one of the trackers' rifle and shoots him between the eyes, and stabs another with his knife. The third tracker escapes up the cliff toward the cave, but Kino shoots him. Kino stands silently and hears nothing but the cry of death. Coyotito has been shot. Kino and Juana arrive back in La Paz; he carries a gun while she carries her shawl with a limp, heavy bundle. Their return to La Paz becomes a notable event: \"there may e some old ones who saw it, but those whose fathers and whose grandfathers told it to them remember it nevertheless. It is an event that happened to everyone.\". Juana appears hardened and tight with fatigue. Kino thinks of the Song of the Family, which has become his battle cry. As they return to La Paz, nobody speaks to them and even Juan Tomas cannot bear to say a word."}
{"text": "It is an event that happened to everyone.\". Juana appears hardened and tight with fatigue. Kino thinks of the Song of the Family, which has become his battle cry. As they return to La Paz, nobody speaks to them and even Juan Tomas cannot bear to say a word. Kino and Juana approach the gulf, and in the surface of the pearl Kino remembers seeing Coyotito lying in the cave with his head shot away. Kino throws the pearl into the ocean. Chapter 6 AnalysisThe final chapter focuses primarily on the hunt for Kino and Juana as they try to escape La Paz and reach the capital so that they can sell the pearl. Steinbeck creates the sense that Kino and Juana are followed at all times. Pursued by bighorn sheep trackers, Juana and Kino are literally hunted like animals. The division between man and animal is an important motif throughout this chapter. It primarily relates to Kino's descent from those human qualities he once displayed. Steinbeck illustrates this through a number of events, such as when Kino attacks the trackers. In this instance, Kino moves from being capable of murder for self-defense to a more cold-blooded killing. Kino kills the three men out of fear and instinct and not because of any tangible threat they pose to him. Steinbeck also shows the loss of human qualities within Kino when he crawls naked to find the trackers so that his white clothes will not expose him. He loses the final vestiges of humanity and society to become even more animalistic. This descent is particularly ironic when considering the death of Coyotito. Kino behaves as an animal so that he can protect himself and his family, but Coyotito dies when the child is mistaken for a coyote pup. Coyotito plays a significant role in this chapter as a reminder of the serene domestic environment that Kino and Juana once had and as a danger for them. In the savage wilderness where Kino and Juana find themselves, Coyotito serves as their one reminder of society and civilization. Coyotito also represents the hope that Kino and Juana have for the future; it is the infant child who will benefit most from the pearl, according to his parents' plans, and he thus symbolizes the advantages that the pearl may bring.. Once again, Steinbeck keeps the adversaries who pursue Kino and Juana anonymous in order to preserve their symbolic connotations."}
{"text": "In the savage wilderness where Kino and Juana find themselves, Coyotito serves as their one reminder of society and civilization. Coyotito also represents the hope that Kino and Juana have for the future; it is the infant child who will benefit most from the pearl, according to his parents' plans, and he thus symbolizes the advantages that the pearl may bring.. Once again, Steinbeck keeps the adversaries who pursue Kino and Juana anonymous in order to preserve their symbolic connotations. The bighorn sheep trackers may not even be pursuing Kino and Juana; they are more important for how Kino and Juana perceive them than their actual personalities. Whether or not they are actually a threat, Kino is so assured that they are dangerous that he murders them before they have a chance to strike. In contrast to the savage and brutal Kino, Juana becomes stronger through the suffering she faces. She reveals herself to be dedicated to her husband even at the most dire moments, demanding that he not break up their family despite the practical advantages. Furthermore, it is Juana who remains awake at night, guarding Kino and Coyotito as Kino sleeps. Steinbeck juxtaposes Kino with Juana; while the man becomes more instinctual and animalistic, the woman retains her particularly human qualities. While Kino becomes suspicious and paranoid, when he looks \"for weakness in her face, for fear or irresolution . . . There is none. \"The return of Kino and Juana to La Paz is anticlimactic, yet contains some degree of ironic horror. Kino returns to La Paz with the one possession that he desperately wanted, a rifle, but has lost his child and rejects the pearl. His rejection of the pearl fully demonstrates the horror that the pearl has wrought upon him. Steinbeck constructs Kino's return to La Paz as an event that brings Kino back to the family-centered ideals with which he began the story, but his recollection of the Song of the Family has a significant undercurrent of defiance and anger. His family has been destroyed, yet he clings to that ideal, for it is all that remains for him. The Pearl is therefore a parable with an uncertain meaning at best and a morbidly determinist one at worst. The story does seem to warn against attempting to improve one's social situation, recalling Juan Tomas' story of the pearl agent who stole the townspeople's pearls."}
{"text": "His family has been destroyed, yet he clings to that ideal, for it is all that remains for him. The Pearl is therefore a parable with an uncertain meaning at best and a morbidly determinist one at worst. The story does seem to warn against attempting to improve one's social situation, recalling Juan Tomas' story of the pearl agent who stole the townspeople's pearls. Although it seems to indict Kino for his attempts to gain the fortune that the pearl offers, it offers equal if not greater censure to the elites of La Paz who attempt to exploit Kino and thwart his attempts to sell the pearl. Even if Steinbeck does not intend the story to be a critique of Kino for his behavior, the story has a decidedly deterministic viewpoint that implies that Kino and Juana could do nothing to improve their situation. Perhaps the most valid critique that Steinbeck offers in the pearl concerns the effects that the newfound chance for riches has on Kino, who replaces human, civilized values with an obsessive preoccupation with the pearl and suspicion of those around him. Steinbeck criticizes the idea that the pearl has become Kino's soul, demonstrating that there are far greater losses that Kino can face. Yet where the story remains problematic is that the hope that the pearl brings is never tangible; calamities occur nearly immediately for Juana and Kino, making the pearl into a simple curse for the family. Kino does not choose to sacrifice his fortune; he chooses to repudiate his pain. When Kino throws the pearl into the ocean, he discards a meaningless object. The pearl has no value in the sense that, without Coyotito, the pearl has no power to provide for a better future for Kino and Juana, who could gain only simple material items from their fortune. Kino's repudiation of the pearl is an empty event, for he does not make a meaningful sacrifice. He instead rids himself of an unwanted object that causes him pain. As a parable, The Pearl is an empty one, merely choosing to heap tragedy upon its protagonists and forcing them into pain and agony without offering them an alternate option or any possibility for hope."}
{"text": "AGRICULTURE FORM II NOTES9.0.0 Soil Fertility II Inorganic Fertilizers 12 Lessons 10.0.0 Crop Production II Planting 16 Lessons 11.0.0 Crop Production III Nursery Practices 16 Lessons 12.0.0 Crop Production IV Field Practices 14 Lessons 13.0.0 Crop Production V Vegetables 16 Lessons 14.0.0 Livestock Health I Introduction 16 Lessons 15.0.0 Livestock Health II Parasites 16 Lessons 16.0.0 Livestock Production II Nutrition 12 Lessons Soil Fertility II Inorganic Fertilizers IntroductionPlant nutrients occur in the soil in form of soluble substances. These substances are taken in by the plants in different quantities depending on their roles in the plant tissues. Essential ElementsThese are nutrients needed by plants for various uses. They are divided into two broad categories namely:Macronutrientsmicronutrients. Macro-nutrientsThese are also referred to as major nutrients. They are required by the plant in large quantities. They include;carbon,hydrogen,oxygen,nitrogen,phophorus,potassium,sulphur,calciummagnesium. Nitrogen, phosphorus and potassium are referred to as fertilizer elements,Calcium, magnesium and sulphur, are referred to as liming elements. Role of Macronutrients in PlantsNitrogen NO3,NH4 Sources:Artificial fertilizersOrganic matterAtmospheric fixation by lightningNitrogen fixing bacteria. Role of Nitrogen in PlantsVegetative growthChlorophyll formationBuild up of protoplasm. Improves leaf quality in leafy crops such as tea and cabbages. Deficiency SymptomsYellowing of the leaves chlorosis. Stunted growth. Premature ripening. Premature shedding of the leaves. Light seeds. Effect of Excess NitrogenScorching of the leaves. Delayed maturity. Loss of Nitrogen From the Soil:Soil erosion. Leaching. Volatilization. Crop removal. Used by microorganisms."}
{"text": "Volatilization. Crop removal. Used by microorganisms. Phosphorus H2 P04, HPO2-4 P2O5 Sources:Organic manuresCommercial fertilizersPhosphate rocksRole of PhosphorusEncourages fast growth of the roots. Improves the quality of the plant. Hastens maturity of the crops. Influences cell division. Stimulates nodule formation in legumes. Deficiency symptomsGrowth of the plant is slow. Maturity is delayed. Leaves become grey, purple in colour. Yield of grains, fruits and seed is lowered. Loss of Phosphorus From the SoilSoil erosion. LeachingCrop removalFixation by iron and aluminium oxide. Potasium K , K2O Sources;Crop residue and organic manures. Commercial fertilizersPotassium bearing minerals e.g. feldspar and mica. Role of Potassium in PlantsIncreases plant vigour and disease resistance. Increases the size of grains and seeds. Reduces the ill-effects due to excess nitrogen. Prevents too rapid maturation due to phosphorus. Deficiency SymptomsPlants have short joints and poor growth. Plants lodge before maturing. Leaves develop a burnt appearance on the margin. Leaves at the lower end of the plant become mottled, spotted or streaked. In maize, grains and grasses firing starts at the tip of the leaf and proceeds from the edge usually leaving the midrib green. Loss of Potassium From the SoilCrop removal. Leaching. Soil erosion. Fixation in the soil. Calcium Ca2 Source:Crop residues and organic manures. Commercial fertilizers. Weathering of soil minerals. Agricultural limes for example dolomite, limestone. Role of Calcium in PlantsImproves the vigour and stiffness of straw. Neutralizes the poisonous secretions of the plants. Helps in grain and seed formation. Improves the soil structure. Promotes bacterial activity in the soil. Corrects the soil acidity. Deficiency symptomsYoung leaves remain closed. There are light green bands along the margins of the leaves. Leaves in the terminal bud become hooked in appearance there is a die-back at the tip and along the margins."}
{"text": "Deficiency symptomsYoung leaves remain closed. There are light green bands along the margins of the leaves. Leaves in the terminal bud become hooked in appearance there is a die-back at the tip and along the margins. Loss of CalciumCrop removalLeachingSoil erosionMagnesium Mg2 Sources:Crop residues and organic manuresCommercial fertilizersWeathering of soil minerals. Agricultural limes. Role of Magnesium in PlantsForms part of chlorophyll. Promotes the growth of the soil bacteria and enhances the nitrogen fixing power of the legumes. Activates the production and transport of carbohydrates and proteins in the growing plant. Deficiency symptomsLoss in green colour which starts from the bottom leaves and gradually moves upwards. The veins remain green. Leaves curve upwards along the margins. Stalks become weak and the plant develops long branched roots. The leaves become streaked. S04 2- ,SO2 Sources:Commercial fertilizers. Soil mineral containing sulphidesAtmospheric sulphur from industries. Rain waterRole of Sulphur in PlantsFormation and activation of coenzyme-A. Sulphur is a constituent of amino acids. Influence plant physiological processes. Deficiency SymptomsSmall plants stunted growth. Poor nodulation in legumes. Light green to yellowish leaves chlorosis. Delayed maturity. Micro-nutrientsAlso referred to as trace or minor nutrients. They are required in small quantities traces. They are essential for proper growth and development of plants. They include;Iron,Manganese,Copper,Boron,MolybdenumChlorine. Role of Micronutrients and Their Deficiency SymptomsCopperRole in oxidation-reduction reactions. Respiration and utilization of ironDeficiency symptoms-yellowing of young leaves. IronSynthesis of proteins. Takes part in oxidation-reduction reactions. Deficiency symptoms - leaf chlorosisMolybdenumNitrogen transformation in plants. Metabolization of nitrates to amino acids and proteinsDeficiency symptoms -leaf curl and scathing. Manganese - Same as molybdenum. ZincFormation of growth hormone. Reproduction processDeficiency symptoms - white bud formation. Boron Absorption of water. Translocation of sugarInorganic FertilizersThese are chemically produced substances added to the soil to improve fertility."}
{"text": "Reproduction processDeficiency symptoms - white bud formation. Boron Absorption of water. Translocation of sugarInorganic FertilizersThese are chemically produced substances added to the soil to improve fertility. Classification According to:Nutrients containedStraight - contain only one macronutrient. Compound fertilizers - contain more than one macronutrientTime of applicationSome applied when planting. Top dressing after crop emergenceEffects on the soil pH. Acidic fertilizers. Neutral fertilizers. Basic fertilizers. Properties and Identification of FertilizersNitrogenous FertilizersCharacteristicsHighly soluble in water. Highly mobile in the soil hence it is applied as a top dress. Easily leached because of the high solubility hence does not have residual effect on the soil. Has scorching effect on young crops during wet seasons. Easy to volatilize during hot season. They have a tendency to cake under moist conditions. They are hygroscopic hence should be stored in dry conditions. Examples:Sulphate of Ammonia NH4 2 SO4 Physical appearance:white crystals,Has acidic effect,Contains 20 N. Ammonium Sulphate Nitrate NH4 2 SO4 NH4 NO3 Colour: granules which appear yellow orange,less acidic,contains 26 N. Calcium Ammonium Nitrate CAN Colour: greyish granules,neutral in nature,contains 21 N. UreaColour: small whitish granulesEasily leached or volatilized,contains 45- 46 N. Phosphate FertilizersHas low solubility and immobile. Non-scorching. Has a high residual effect hence benefit the next season's crop. Easy to store because they are not hygroscopic. Examples;Single super-phosphateAppearance: whitish, creamy white granules,contains 20-21 P2O5Double super-phosphateAppearance: dark greyish granules,Contains 40-42 P2O5Triple super-phosphateAppearance: small greyish granules,Contain 44-48 P2O5Potassic FertilizersCharacteristics:Has moderate scorching effect. Moderately soluble in water. Most Kenyan soils have sufficient potassium."}
{"text": "Examples;Single super-phosphateAppearance: whitish, creamy white granules,contains 20-21 P2O5Double super-phosphateAppearance: dark greyish granules,Contains 40-42 P2O5Triple super-phosphateAppearance: small greyish granules,Contain 44-48 P2O5Potassic FertilizersCharacteristics:Has moderate scorching effect. Moderately soluble in water. Most Kenyan soils have sufficient potassium. Examples;Muriate of Potash KCl Contain 60 - 62 K2OSlightly hygroscopic. Appearance amorphous white. Sulphate of Potash 50 K2O Compound or Mixed FertilizersThese are fertilizers which supply 2 or more of the macronutrients. Examples;Mono ammonium phosphate. Di-ammonium phosphate20:20:20, 23:23:23Advantages of application of compound fertilizersSaves time and money. Mixture gives improved storage properties and better handling. Disadvantages of compound fertilizers applicationExpensive. Wasteful. Mixing may not be thorough. Incompatibility of the individual fertilizers. Methods of fertilizer applicationBroadcasting - random scattering of the fertilizers on the ground. Placement method - application of fertilizers in the planting holes. Side dressing - fertilizer is placed at the side of the plant within the root zone, in bands or spot-rings. Foliar spraying - specially formulated fertilizer solution applied on the foliage in spray form. Drip method - applied through irrigation water. Determination of Fertilizer RatesContents of fertilizers are expressed as fertilizer grade or fertilizer analysis. Fertilizer grade indicate the guaranteed minimum of the active ingredients N, P2O5, K 2O in the mixture. It is expressed as a percentage on a weight to weight basis or percentage by weighExample 10:20:0 means for every 10kg of the mixture there are 10kg of nitrogen, 20kg of P2O 5 and 0kg of K2O. ExampleA farmer was asked to apply fertilizers as follows:60 kg ha nitrogen top dressing 60 kg ha P2O5 in planting hole . 60 kg ha K2O. How much sulphate of ammonia 20 would be required per hectare?"}
{"text": "ExampleA farmer was asked to apply fertilizers as follows:60 kg ha nitrogen top dressing 60 kg ha P2O5 in planting hole . 60 kg ha K2O. How much sulphate of ammonia 20 would be required per hectare? How much double super-phosphate 40 P2O5would be required per hectare? How much muriate of potash 50 K2O would be required per hectare? Answer SolutionSulphate of ammonia SA which gives 60kg ha N 6020x 100 300kg SADouble super phosphate 40 P2O5 which gives 60kg ha P2O560 40x 100 150kg DSPMuriate of potash 60 K2O which gives 60kg hK2O 60 x 100 100kg muriate of potash60ExampleA farmer was asked to apply fertilizers as follows:200kg ha of DSP 40 P2O5150kg ha of muriate of potash 60 K2O 150kg ha of sulphate of ammonia 20 N How much P2O5 did the farmer apply per acre? How much K2O did the farmer apply per hectare? How much N did the farmer apply per hectare? Solution AnswerP2O5 applied per hectare from 200kg of DSP40 100x 200 80kg ha P2O 5K2O5 applied per hectare from 150kg of muriate of potash60 100x150 90kg ha K2ON applied per hectare from 150kg ha sulphate of ammonia20 100 x 150 30kg ha NSoil SamplingRefers to obtaining of small quantity of soil that is representative in all aspects of the entire farm. Soil Sampling ProceduresClear the vegetation over the site. Dig out soil at depths of 15-25cm. Place the dug out soil in a clean container. Mix thoroughly the soil in the container. Take a sample and send it to National Agricultural Laboratory for analysis."}
{"text": "Fertilizers and manures application can be easily mechanized. It is possible to develop new crop varieties due to cross pollination. Disantivantages of using seeds as planting materials. Some seeds have long dormancy and they may need special treatment in order to germinate. Plants raised from seeds have variations from the mother plant due to cross pollination, This may introduce undesirable characteristics. Soil borne pests may damage seeds if left for sometime in the soil before rain falls. Some seeds may lose viability if stored for a long time. This leads to gaps in the farm. Vegetative materials. These are plant parts which have the ability to produce roots, they grow and develop in to new plants. Plant parts such as leaves, roots or stems can be used for planting as long as they are capable of rooting. Advantages of using vegetative materials for planting. Crops originating from vegetative materials matures faster than those from seeds. The crops shows uniformity in such qualities as disease resistance, seed size, colour, keeping or storing quality and chemical composition. It is possible to produce many varieties of compatible crops on the same root stock. Use of the vegetative materials is easier and faster, especially where seeds show prolonged dormancy. The resulting plant has desired shape and size for ease of harvesting and spraying. It facilitates the propagation of crops which are seedless or those that produce seeds which are not viable or have a long dormancy period. Such crops include sugar-cane, bananas, Napier grass and others. Disadvantages. Vegetative propagation does not result in new crop varieties. Keeping the materials free of diseases is difficult. Materials cannot be stored for long. The materials are bulky and there fore difficult to store and transport. Plant parts used for vegetative propagation. Bulbils. These are tiny sisal plants produced in the inflorescence almost at the end of the plant growth cycle. They resemble the mother plant except that they are smaller in size. They are produced by the branches of the sisal pole. When manure they mature they develop rudimentary roots and fall off to the ground just below the pole. They are the collected and raised in the nurseries before they are transplanted t o the main field. One sisal pole may produce as many as 3,000 bulbils. They are usually 10cm long."}
{"text": "They are the collected and raised in the nurseries before they are transplanted t o the main field. One sisal pole may produce as many as 3,000 bulbils. They are usually 10cm long. They make good planting materials and are better than suckeSplitsThese are plantlets divided from the existing mother plant with complete with complete leaves and rooting system. They are used to propagate most pasture grasses and pyrethrum. Pyrethrum splits are raised first in nursery and then transplanted to the field. Crowns and slipsThese are materials used to propagate pineapplesCrowns are born on top of the fruits and are broken off and prepared for planting. They are more preferred to suckers because they give uniform growth and take two years to reach maturity. Slips are borne to the base of the pineapple fruits. They are cut and prepared for plantings. Their growth rate is faster than for crowns giving average uniformity. They take 22 months from planting to maturity. Crowns and slips are planted in the nurseries first before transplanting to the main seed bed. SuckersThese are small plants that grow from the base of the main stem. They have adventitious roots which grow quickly when planted to form a new plant. They are used to propagate bananas, sisal, and pineapples. When planted, suckers give uneven growth leading to maturity at different times. They should be planted when they are young. TubersThese are underground food storage organs which are short and thick. They are used as vegetative propagation materials because they sprout and produce roots for growth. There are mainly two types of tubers, the stem and root tubers. Root tubers develop from the thickening of the adventitious roots. Root tubers are not commonly used for propagation since they produce weak stems. A good example of a root tuber is the sweet potato. On the other hand stem tubers have some auxiliary buds which are sometimes referred to as eyes . These eyes sprout to produce stems which grow into plants. Stem tubers are therefore swollen stems with scales leaves. A good example of a stem tuber is Irish potato. Vines. These are soft wood cuttings which produce roots easily upon planting to give rise to new plants. They are cut from the mother plants and planted directly into the field. Soft wood cuttings vines are taken from rapidly growing shoots."}
{"text": "These are soft wood cuttings which produce roots easily upon planting to give rise to new plants. They are cut from the mother plants and planted directly into the field. Soft wood cuttings vines are taken from rapidly growing shoots. The soft upper parts of the shoots are preferred. When preparing the cuttings, some leaves and nodes are included. Roots are produced from the nodes. Cuttings and settsCuttings are portion of plants parts which are cut and then planted. They may be from stems, roots or leaves. A stem cutting must have a bud which develops into shoot. The root cutting must have an eye. Cutting must have an eye. Cuttings must produce leaves as soon as possible so that they can start making their own food. Sometimes cuttings are induced to produce roots by use of rooting hormones. Once the cuttings have developed roots, they give rise to new plants. In some crops, the cuttings are big enough to be planted directly to the main seedbed whereas there are some plants whose cuttings are first raised in special nurseries before they are transplanted to the seedbed. The cuttings of Napier grass and sugar-cane are planted directly on the seedbed but those of tea; have to be raised in special nursery before they are transferred to the seed bed. Examples of crops which are propagated by use of stem cuttings include: tea, cassava, and sugar-cane and Napier grass. The stem cuttings used to propagate sugar-cane are known as setts . Setts are stem cuttings which have 3-5 nodes are usually 30-45 cm long. Factors affecting rooting of cuttings. Temperature: for the cuttings to produce roots warm temperatures are required around the root zone while cool temperatures are important for the aerial part of the cuttings. For most species optimum day and light temperatures for rooting are 22 -27 c and 15-21 c respectively. Relative humidity: Proper rooting of cuttings requires high humidity which lower the transpiration rate. It also increases and maintains leaf turgidity all the time. As such, cuttings should be rooted in green houses or under shady conditions, where relative humidity can be regulated. Sometimes the propagation area can be sprayed with water to keep it moist. Light intensity: soft wood cuttings need high intensity light to produce roots. This is because light promotes the production of roots since it affects the rate of photosynthesis."}
{"text": "Sometimes the propagation area can be sprayed with water to keep it moist. Light intensity: soft wood cuttings need high intensity light to produce roots. This is because light promotes the production of roots since it affects the rate of photosynthesis. Hard wood cuttings do well in dark conditions since they have high amount of stored carbohydrates and therefore rooting is excellent in darkness. Oxygen supply: plentiful supply of oxygen is required for root formation. The rooting medium used must therefore be capable of allowing proper aeration. Chemical treatment: these rooting hormones which promote the production of roots in cuttings. The common ones include IAA Indoleacetic acid . Leaf area: Soft woods cuttings require a lot of leaves for photosynthesis while hardwood cuttings will produce roots better without leaves. Selection of planting materialsWhen selecting materials for planting the following factors must be considered:Suitability to the ecological conditions the selected planting materials should be well adapted to the soil conditions, temperatures and amount of rainfall in the area. There are many varieties of maize, for example, which are suitable to different ecological conditions. Hybrid 622f or example is mainly for the high altitudes areas of 513 for the medium altitudes and the Katumani composites for the low rainfall areas while the coast composites are suitable for the coastal conditions each variety will grow well and produce high yields if grown under the correct conditionsPurity of the materials - planting materials should be pure and not mixed with other off types the percentage purity of planting materials will affect the seed while higher seeds rates are used for impure seeds. Germination percentage - This is a measure of the germination potential of seeds it is expressed as a percentage for example a germination percentage of 80 means that for every 10 seeds planted 80 of them are expected to germinate. Germination percentage helps to determine the seed rates of crops lower seed rates are used for crops with higher germination percentage while higher seed rates are used for those with lower germination percentage. Certified seeds - These are seeds which have been tested and proven to have 100 germination potential and free from diseases and pests they give high yields after the first planting but the subsequent yields decline if replaced therefore in this case it is always advisable to buy new seeds which are certified every time planting is doneIn certified seeds are produced by the seed company KSC and distributed by Kenya Farmers Association KFA and other agents. PREPARATION OF PLANTING MATERIALS."}
{"text": "Germination percentage helps to determine the seed rates of crops lower seed rates are used for crops with higher germination percentage while higher seed rates are used for those with lower germination percentage. Certified seeds - These are seeds which have been tested and proven to have 100 germination potential and free from diseases and pests they give high yields after the first planting but the subsequent yields decline if replaced therefore in this case it is always advisable to buy new seeds which are certified every time planting is doneIn certified seeds are produced by the seed company KSC and distributed by Kenya Farmers Association KFA and other agents. PREPARATION OF PLANTING MATERIALS. After the planting materials are selected they are prepared in different ways before they are planted. Some of the methods used to prepare planting materials include the following: a Breaking the seed dormancy. Some seeds undergo a dormancy period between maturity and the time they sprout. The dormancy period is the stage whereby a seed cannot germinate, the stage of inhibited growth of seed. It should be broken before the seed is planted. Methods of breaking seed dormancy. The following methods are used to break seed dormancy: I Mechanical method: This is a method which aims at scratching the seed coat to make it permeable to water. Scarification is done by rubbing small sized seeds against hard surface such as sand paper, while filling or nicking the seed coat with a knife is done to large sized seeds such as croton seeds. Ii Heat treatment: this involves the use of hot water or burning the seeds lightly. It softens the seed coat making it permeable to water and thus is able to germinate. The seeds are soaked in hot water about 80 c for 3-4 minutes after which the water is allowed to drain off. Example of seeds treated in this way include: leucean calliadra and acacia. Light burning also serves the same purpose as hot water treatment. In this case trash is spread over the seeds which are already covered with a thin layer of soil. The trash is burned, after which the seeds are retrieved and planted. Examples include acacia and wattle tree seeds. Overheating should be avoided as this will cook the seeds. Iii Chemical treatment: seeds are dipped in specific chemicals such as concentrated sulphuric acid, for two minutes and then removed. The chemical wears off the seed coat making it permeable to water."}
{"text": "Overheating should be avoided as this will cook the seeds. Iii Chemical treatment: seeds are dipped in specific chemicals such as concentrated sulphuric acid, for two minutes and then removed. The chemical wears off the seed coat making it permeable to water. Care should be taken not to leave the seeds in the chemicals for too long as this will kill the embryo. Cotton seeds are normally treated with chemicals to remove the lint or fibres. Iv Soaking in water: seeds are soaked in water for a period of between 24 48 hours until they swell. They are then removed and planted immediately. The seeds treated thus germinate very fast. Pre-germinated seeds are used when raising rice in the nurseries. B Seed dressingThis is the coating of seeds with fungicides or an insecticide or a combination of the two chemicals. This is particularly common with cereals, sugar-cane and legumes. The chemicals protect the seedlings from soil-borne diseases and pests. Certified seeds which are sold by seed merchants in have been dressed with these chemicals. Farmers can also buy the chemicals and dress their own seeds. C Seed inoculationIn areas where soils are deficient in nitrogen, legumes such as beans, clovers and peas should be coated with an inoculant. An innoculant is a preparation which contains the right strain of Rhizobium depending on the type of legume and encourages nodulation, hence nitrogen fixation. Below is a table showing different legume crops and their right strain of Rhizobium. When handling inoculated seeds, care should be taken to prevent them from coming in contact with chemicals. This means that inoculated seeds should not be dressed with chemicals as these will kill the bacterium. They should also be planted when the soil is moist to avoid dehydration which kills the bacterium. D ChittingThis practice is also referred to as sprouting. The selected seed potatoes setts which are used as planting materials are sprouted before planting to break their dormancy. The setts of about 3-6 cm in diameter are arranged in layers of 2 or 3 tubers deep in a partiallydarkened room. The setts should be arranged with the rose- end facing upwards and the heel-end downwards. Diffused light encourages the production of short, green and healthy sprouts. If Chitting is done in complete darkness, long, pale thin sprouts develop which break easily during planting."}
{"text": "The setts should be arranged with the rose- end facing upwards and the heel-end downwards. Diffused light encourages the production of short, green and healthy sprouts. If Chitting is done in complete darkness, long, pale thin sprouts develop which break easily during planting. During Chitting potato aphids and tuber months should be controlled by dusting or spraying the sett with dimethoate. Sometimes a chemical known as Rendite is used to break dormancy, thus inducing sprouting. Chitting is done mainly to make sure that growth commences immediately the seed is planted so as to make maximum use of rains for high yields. Time of plantingThe timing of planting or sowing is influenced by the type of crop to be planted and the environmental conditions of the area. Factors to consider in timing planting. The rainfall pattern moisture condition of the soil. Type of crop to be planted. Soil type. Market demand. Prevalence of pests and diseases. Weed control. Timely planting is necessary and should be done at the onset of rains. In some areas where rainfall is scare dry planting is recommended. Advantages of timely planting. Crops make maximum use of rainfall and suitable soil temperature, leading to vigorous growth. Crops usually escape serious pests and diseases attack. Crops benefit from nitrogen flush which is available at the beginning of the rain. For horticultural crops, proper timing ensures that the produce is marketed when prices are high. Crops establish earlier than the weeds, hence smothering them. Methods of planting. There are two main methods of planting :-Broadcasting. Row planting. Broadcasting. This method involves scattering the seeds all over the field in a random manner. It is commonly adapted for light tiny seeds such as those of pasture grasses. It is easier, quicker and cheaper than row planting. However, it uses more seeds than row planting and the seeds are spread unevenly leading to crowding of plants in some places. This results in poor performance due to competition. Broadcasting gives a good ground cover, but weeding cannot be mechanized. For good results, the seedbed should be weed-free, firm and have a fine tilth. Row planting. The seeds or other planting materials are placed in holes, drills or furrows in rows. The distance between one row to the other and from one hole to the other is known. In , both large and small scale farmers practice row planting."}
{"text": "The seeds or other planting materials are placed in holes, drills or furrows in rows. The distance between one row to the other and from one hole to the other is known. In , both large and small scale farmers practice row planting. It is practiced when planting many types of crops, especially perennial, annual and root crops. Advantages of row planting. Machines can be used easily between the rows. It is easy to establish the correct plant population. Lower seed rate is used than if broadcasting is adopted. It is easy to carry out cultural practices such as weeding, spraying and harvesting. Disadvantages of row planting. It does not provide an ample foliage cover. Thus the soil is liable to being eroded by wind and water. It is more expensive than broadcasting because of consuming a lot of labour and time. It requires some skill in measuring the distances between and within the rows. Seeds can also be planted by dibbling where the planting holes are dug by use of pangas or jembe, or by a dibbling stick dibbler . Most of the dibbling is done randomly although rows can also be used when using a planting line. Random dibbling is not popular in commercial farming due to low levels of production. It is only common among conservative farmers in planting of legumes such as beans, pigeon peas and cow peas. Over-sowing. This is the introduction of a pasture legume such as desmodium in an existing grass pasture. Some form of growth suppression of existing grass such as burning, slashing or hard grazing plus slight soil disturbance is recommended before over sowing. A heavy dose of superphosphate, preferably single supers at a rate of 200-400 kg ha is applied. The grass must be kept short until the legume is fully established. Regardless of the method of establishment, the pastures and fodder stands should be ready for light grazing 4-5 months after planting if rainfall and soil fertility are not limiting. Under-sowing. This refers to the establishment of pasture under a cover crop, usually maize. Maize is planted as recommended and weeded 2-3 weeks after the onset of rains. Pasture seeds are then broadcasted with half the recommended basal fertilizer. No further weeding should be done and maize should be harvested early to expose the young pasture seedlings to sunlight. The benefits of under sowing include facilitating more intensive land utilization and encouraging an early establishment of pastures."}
{"text": "Pasture seeds are then broadcasted with half the recommended basal fertilizer. No further weeding should be done and maize should be harvested early to expose the young pasture seedlings to sunlight. The benefits of under sowing include facilitating more intensive land utilization and encouraging an early establishment of pastures. Fodder crops and vegetetively propagated pasture species may also be under sown as long as rainfall is adequate for their establishment. Timing is not very crucial in this case and planting can be done as late as 6-8 weeks after the onset of rains. Plant populationThis refers to the ideal number of plants that can be comfortably accommodated in any given area, without overcrowding or too few to waste space. Agricultural research has arrived at the optimum number of various crop plants to be recommended to farmers. Plant population is determined by dividing the planting area by spacing of the crop. This may be simplified thus:Area of landPlant population Pacing of cropExampleGiven that maize is planted at a spacing of 75 x25 cm, calculate the plant population in a plot of land measuring 4x3 m. WorkingArea of landPlant population Pacing of cropArea of land 400cm x 300 cmSpacing of maize 75 cm x 25 cmTherefore, plant population 400 cm x 300 cm75 cm x 25 cm 64 plants. SpacingIt is the distance of plants between and within the rows. Correct spacing for each crop has been established as shown in table below. Spacing determines plant population and the main aim of correct spacing is to obtain maximum number of plants per unit area which will make maximum use of environmental factors. Wider spacing leads to a reduced plant population which means lower yields, whereas closer spacing could lead to overcrowding of plants and competition for nutrients and other resources would occur. Correctly spaced crops produce yield of high quality that are acceptable in the market. Spacing is determined by the following factors:The type of machinery to be used. The space between the rows should allow free passage of the machinery which can be used in the field. For example, the spacing between rows of coffee is supposed to allow movement of tractor drawn implements. Soil fertilityA fertile soil can support high plant population. Therefore closer spacing is possible. The size of plantTall crop varieties require wider spacing while short varieties require closer spacing, for example, Kitale hybrid maize is widely spaced than Katumani maize."}
{"text": "Soil fertilityA fertile soil can support high plant population. Therefore closer spacing is possible. The size of plantTall crop varieties require wider spacing while short varieties require closer spacing, for example, Kitale hybrid maize is widely spaced than Katumani maize. Moisture availability. Areas with higher rainfall are capable of supporting a large number of plants hence closer spacing than areas of low rainfall. Use of crop. Crop grown for the supply of forage or silage material is planted at a closer spacing than for grain production. And diseases control. When crops are properly spaced, pests might find it difficult to move from one place to the other, for example, aphids in groundnuts. Growth habit. Spreading and tillering crop varieties require wider spacing than erect type. Seed rate. Seed rate is the amount of seeds to be planted in a given unit area governed by ultimate crop stand which is desired. The objective of correct spacing of crop is to obtain the maximum yields from a unit area without sacrificing quality. Most crops are seeded at lighter rates under drier conditions than under wet or irrigated conditions. Seeds with low germination percentage are planted at higher rates than those which have about 100 germination percentage. There is an optimal seed rate for various crops. For example, the seed rate for maize is 22 kg per hectare, wheat is 110 kg per hectare and cotton is between 17 to 45 kg per hectare. Factors to consider in choosing seed rates. Seed purity. When planting seed which is pure or with a high germination percentage, less seed is required. On the contrary, more seeds are required when using impure or mixed seeds. Germination percentage. Less seed is used when its germination percentage is higher. Seed of lower germination percentage is required in large amounts. Spacing. At closer spacing, more seeds are used than in a wider spacing. Number of seeds per hole. When two or more seeds are planted per hole, higher seed rate is required than when only one seed is planted per hole. The purpose of the crop. A crop to be used for silage making is spaced more closely than one meant for grain production. This would require use of more seeds. Maize to be used for silage making, for example, requires more seeds than that meant for production of grain. Depth of planting. This is the distance from the soil surface to where the seed is placed."}
{"text": "Maize to be used for silage making, for example, requires more seeds than that meant for production of grain. Depth of planting. This is the distance from the soil surface to where the seed is placed. The correct depth of planting is determined by:Soil type: seeds will emerge from grater depths in sandy soil that are lighter than in clay soils. Soil moisture content: It is recommended that one plants deep in dry soils in order to place the seeds in a zone with moist soil. Size of the seed: Larger seeds are planted deeper in the soil because they have enough food reserves to make them shoot and emerge through the soil to the surface. Type of germination: seeds with epigeal type of germination carry cotyledons above the soil surface such as beans, should be planted shallower than those with hypogeal type of germination leave cotyledons under the soil such as maize. Suggested Activities. Learners to carry out planting using broadcasting method and planting rows. Learners to identify different vegetative propagation materials displayed by the teacher. Learners to determine the correct plant population for a given area by mathematical calculations. Learners to collect samples of different tree seeds and prepare them for planting by various methods of breaking seed dormancy. Learners to determine the germination percentage of different samples of cereals and legume seeds. Crop Production III Nursery Practices IntroductionPlanting materials are either planted directly in a seedbed or indirectly through a nursery bed. A seedbed is a piece of land which could be small or large and prepared to receive planting materials. A nursery bed on the other hand is a small plot of land specially prepared for raising seedlings or planting materials before transplanting. It is usually 1m wide and any convenient length depending on the quantity of seedlings to be raised. A seedling bed is a special type of nursery bed used for raising seedlings pricked out from the nursery bed due to overcrowding before they are ready for transplanting. Pricking out refers to the removal of seedlings from a nursery bed to a seedling bed. Nursery practices refer to all the activities carried out throughout a nursery life to raise seedlings. . Importance of Nursery Bed in Crop ProductionTo facilitate the production of many seedlings in a small area. It is easy to carry out management practices in a nursery than in the seedbed."}
{"text": ". Importance of Nursery Bed in Crop ProductionTo facilitate the production of many seedlings in a small area. It is easy to carry out management practices in a nursery than in the seedbed. It facilitates the planting of small seeds which develop into strong seedlings that are easily transplanted. It ensures transplanting of only healthy and vigorous growing seedlings. It reduces the period taken by the crop in the field. Excess seedlings from the nursery may be sold to earn income. Selection of a Nursery SiteFactors to consider;Nearness to the water source. Type of soil.-should be well drained, deep and fertile, preferably loam soil. Topography.-it should be situated on a gentle slope to prevent flooding and erosion through surface run-off. Previous cropping.-to avoid build up of pests and diseases associated with particular plant families, consider the preceding crops. Security.-select a site that is protected from theft and destruction by animals. Protection against strong winds and heat of the sun.-select a sheltered place. I.e. to avoid excessive evapotranspiration and uprooting seedlings. Types of NurseriesCategories of nurseries:Vegetable Nursery:They are used for raising the seedlings of vegetable crops. Tomatoes, cabbages, kale, onions, brinjals and peppers. Vegetable Propagation Nurseries:They are used for inducing root production in cuttings before they are transplanted,The cuttings can be planted directly in the soil and hence called bare root nurseries. Or planted into containers such as pots, polythene bags and others, hence called containerized nurseries. Tree Nurseries:These are used for raising tree seedlings. The seedlings can be raised in bare root nurseries or in containerized nurseries. Nursery Management Practices:These are the practices carried out in the nursery while the planting materials are growing. They include:Mulching. Light mulch should be applied on thenursery bed. It be should be removed on the 4th dayWeed control. Shading. Pricking out. Pests and disease control. Hardening offWatering. Preparation of vegetative materials for planting:Cuttings -These are plant parts such as stems, leaves and roots induced to produce roots and used as planting materials. Grafting It is the practice of uniting two separate woody stems."}
{"text": "Hardening offWatering. Preparation of vegetative materials for planting:Cuttings -These are plant parts such as stems, leaves and roots induced to produce roots and used as planting materials. Grafting It is the practice of uniting two separate woody stems. The part bearing the roots is referred to as root stock while the part which is grafted onto the rootstock is known as scion. The scion has buds which develop into the future plant. The ability of the rootstock and the scion to form a successful union is termed as compatibility. Methods of GraftingWhip or tongue grafting:In this case the diameter of the rootstock and the scion are the same. It is carried out when the diameter of the scion and the rootstock is 'pencil' thick. Side grafting: In this case the diameter of the rootstock is bigger than thatof the scion. Other types of grafting include ;Approach grafting,Notch graftingBark grafting. Budding:It is the practice of uniting a vegetative bud to a seedling of another plant. The scion has only one bud and some bark with or without wood. The bud is inserted in a slit made on the bark of the stock. It is held tightly on the stock by tying with a budding tape until it produces a shoot. Methods of Budding:T-buddingTop buddingPatch budding. Importance of Budding and Grafting:Plants with desirable root characteristics but with undesirable products may be used to produce desirable products for example lemon-orange graft. They facilitate the changing of the top of the tree from being undesirable to desirableThey make it possible to grow more than one type of fruit or flower on the same plant. They help to propagate clones that cannot be propagated in any other way. They help to shorten the maturity period. LayeringIt is the process by which a part of a plant is induced to produce roots while still attached to the mother plant. Once the roots have been produced, the stem is then cut off and planted. Types of layering;Marcotting or aerial layering. Tip layering. Trench layering. Compound or serpentine. Tissue Culture for Crop PropagationTissue culture is a biotechnology used in cloning vegetatively propagated plants. It is based on the ability of plant tissue or cells to regenerate other parts of the plant."}
{"text": "Compound or serpentine. Tissue Culture for Crop PropagationTissue culture is a biotechnology used in cloning vegetatively propagated plants. It is based on the ability of plant tissue or cells to regenerate other parts of the plant. The tissues are derived from shoot tips where cells are undergoing rapid cell division and are not differentiated. The cells are then provided with the right conditions which enable them to multiply and develop roots. The Right Conditions for tissue culture:Culture medium. Correct temperature. Correct light intensity andCorrect relative humidity. Importance of Tissue Culture in Crop PropagationIt is used to recover and establish pathogen-free plants especially in the control of viral diseases. It is used in mass production of plantlets or propagules. It is fast and requires less space than the cultural methods of using cutting which requires a bigger space. Transplanting SeedlingsTransplanting of vegetable and tree seedlings are generally the same. Generally, vegetable seedlings are ready for transplanting when they are one month old or have 4 -6 leaves or are about 10-15cm in height. Before transplanting, the nursery bed is adequately watered 3 - 4 hours before lifting the seedlings. This ensures the seedlings are lifted easily with a ball of earth around the roots to minimize root damage. Tree seedlings take a little longer to reach transplanting age compared to vegetable crop seedlings. The roots are trimmed before lifting the seedlings. Transplanting should be done at the onset of the long rains to give the young trees a good start. After transplanting the young trees should be protected from damage by animals for a period of about one year. Crop production IV Field Practices I IntroductionField practices are activities carried out on the field to facilitate proper growth and maximum yield of the various crops grown. They include the following:Crop RotationMulchingR0uting field practicesCrop protectionHarvestingCrop RotationThis is the growing of different types on the same piece of land in different seasons, in an orderly sequence. Importance of Crop RotationMaximizes use of nutrients and moisture. Breaks the life cycle of pests and disease agents. Maintains good soil structure. Reduces soil erosion due to adequate soil cover. Controls weeds that are specific to certain crops e.g. striga on cerealsImproves soil fertility when legumes are included in crop rotation. Factors Influencing Rotational ProgrammeGrowth habits and nutrient req uirements."}
{"text": "Controls weeds that are specific to certain crops e.g. striga on cerealsImproves soil fertility when legumes are included in crop rotation. Factors Influencing Rotational ProgrammeGrowth habits and nutrient req uirements. Liability to soil erosion. Crops attacked by the same pests and diseases should not follow one another in the programme. Availability of capital and market for example beans or peas in legumes. MulchingThis is the placement of materials such as banana leaves or polythene sheets on the ground next to the growing crop. These materials should not come into contact with the base of the crop as they may encourage pest attack. Importance of MulchingReduction of evaporation rate. Smothers weeds. Moderation of soil temperature. Reduction of speed of run offs. Types of Mulching MaterialsOrganic mulching materials such as;Sawdust, wood shavings, coffee pulps, rice husks,Dry grass, banana leaves, dry maize stalk, napier grass. Inorganic or synthetic materials commonly used are either black or transparent polythene sheets. Advantages of MulchingPrevents water evaporation thus maintaining moisture in the soil for crop use. Acts as an insulator thus modifying the soil temperature. It helps to control soil erosion. It controls weeds by suppressing them. After decomposition organic mulch add nutrients to the soil thus improving its fertility. Humus produced after the decomposition of organic mulch improves soil structure and the water holding capacity of the soil. Disadvantages of MulchingIt is a fire risk. Provides a breeding ground as well as a hiding place for pests that finally may attack the crops. Traps the light showers of rainfall thus lowering the chances of rain drops reaching the soil. It is expensive to acquire, transport and apply. Routine Field PracticesThinningRemoval of excess, weak, damaged or diseased seedlings. Allows the remaining seedlings to get enough nutrients and moisture. It is aimed at obtaining optimum plant population. GappingFilling the gaps so as to maintain proper plant population. Gaps occur as a result of failure of seeds to germinate or dying of seedlings. It should be done early enough for the seedlings to catch up with the other plantsRogueingThis is the removal and destruction of a diseased part of a plant or the whole plant. The destruction can be achieved through burning of the uprooted plant."}
{"text": "Gaps occur as a result of failure of seeds to germinate or dying of seedlings. It should be done early enough for the seedlings to catch up with the other plantsRogueingThis is the removal and destruction of a diseased part of a plant or the whole plant. The destruction can be achieved through burning of the uprooted plant. PruningRemoval of extra unwanted parts of the plant. Reasons for pruning are:To remove old, unproductive or diseased, damaged parts of the plant. To train plants to take a desirable shape for example formative pruning in tea. To control crop leave ratio hence avoiding overbearing. To control diseases and pests for example antestia bugs in coffee. To facilitate other operations such as spraying, picking and seeding. To reduce wastage of chemicals applied on the crop. To remove branches that interfere with traffic, telephone lines and view. Open up the plant to allow free air circulation and exposure of leaves to sunlight. Note: Tools used are secateur, pruning saw and pruning knife. Earthing-upThis is the placement of soil in form of a heap around the base of the plant. It is mostly carried out in tuber crops such as Irish and sweet potatoes to improve tuber formation. It is also carried out in groundnuts and maize. In groundnuts it promotes production of pods while in maize it provides support to prevent lodging. Crop ProtectionWeed ControlWeeds are plants growing where they are not wanted, that is a plant out of place. Such plants include blackjack, couch grass, thorn apple and Mcdonald's eye. Such plants should be eradicated or controlled using recommended methods. Pest ControlCrop pests are living organisms that are harmful to the crops. They include; insects, nematodes, rodents, thrips and mites. They cause great damage to crops in the field and stored produce. Control of Crop DiseasesA disease is any alteration in the state of an organism and functions of a plant or its parts. Disease causing organisms are known as pathogens. They include fungi, viruses and bacteria. Diseases caused by fungi are referred to as fungal diseases while those caused by viruses and bacteria are referred to as viral and bacterial respectively. HarvestingIt is the gathering or of the farm produce after maturity. Time of harvesting depends on:Stage of maturity of the crops. Use of the crop. Tastes and preferences of consumers. Weather conditions, hence liability to spoilage."}
{"text": "Use of the crop. Tastes and preferences of consumers. Weather conditions, hence liability to spoilage. Moisture. Methods of harvesting is determined by:Scale of farming for example large scale farming machines are used. Type of crop for example pyrethrum is harvested by hand. Uniformity in ripening of the crop for example wheat is harvested by use of combined harvester while coffee is harvested by hand. Uniformity in height of the crop and size of seed, fruits and flowers. Financial status of the farmer. Part of the plant to be harvested. Post-Harvest PracticesThese are the preparations carried out on crop produce before it gets to the consumer. They include;Threshing shelling. Drying. Cleaning. Sorting and grading. Dusting. Processing. Packaging. StoragePurpose of storage is to;Prevent spoilageMake the produce available for future useTo await good market prices. Requirements for proper store are:It should be clean. It should be well ventilated. It should be raised from the ground to prevent damp conditions. It should be dry. It should be strong to hold crop produce. It should be easy to clean. It should be vermin-proof. It should be secure from theft. It should be treated against pests such as weevils. Types of StorageTraditional storage structures. Modern storage structures. Preparation of the StoreCleaning the store. MaintenanceDusting the store with appropriate chemicals. Clearing the vegetation around the store to keep off vermin. Crop Production V: Vegetables IntroductionA vegetable is any crop that is grown and eaten fresh. Vegetables are important both for nutritional and commercial reasons. They are categorized on the basis of the part used as food. Such parts include;Leaves,Stems,Roots,Fruits,Flowers,PodsBulbs. Vegetables are grouped into the following categories:Leaf vegetables for example kales and cabbages. Root vegetables for example carrots, beets, radishes and turnips. Fruit vegetables for example French beans and okra. Stem vegetables for example asparagus, leeks and spring onions. Bulb vegetables for example bulbed onions and garlic. Tomatoes Lycopersicon esculentum Tomatoes are fruit vegetables widely grown in Kenya. The ripe fruit may be eaten raw cooked or processed to make tomato sauces, juices and pastes."}
{"text": "Bulb vegetables for example bulbed onions and garlic. Tomatoes Lycopersicon esculentum Tomatoes are fruit vegetables widely grown in Kenya. The ripe fruit may be eaten raw cooked or processed to make tomato sauces, juices and pastes. Ecological RequirementsAltitude: 0-2100m above sea level. Rainfall: 7S0-1300mm per annum. Soils: deep, fertile and well drained. VarietiesFresh market varieties:Money maker,Marglobe, hundred fold,Beef eater,Hot set,Super marmandePonderosa. Processing varieties:Kenya beauty,San -marzano,Roma,Heinz 13S0,Primabel,Rutgers hybridCal- J. Nursery PracticesChoose a site which has not been grown Solanaceae crop in the last three years. Nursery beds are raised about 15cm above the ground level. Make drills of 20cm apart and 1cm deep drill and cover the seeds. Provide shade or mulch material. Water twice a day. Apply phosphatic fertilizers during planting. Seedbed PreparationThe land should be dug deeply to control weeds. TransplantingSeedlings are ready for transplanting when they are 10-15cmhigh after about one month. Holes are made at a spacing of 60cm x 90cm. Apply 20gm of DSP in the planting hole. Transplant with a ball of soil around the roots. Apply mulch around each seedling. Transplanting is normally in the evening or on a cloudy day. Field MaintenanceEarly control of weeds is necessary. Top dressing is done after crop establishes. Pruning and staking are done to train the plants to grow vertically. Pests ControlsAmerican BollwormNature of damage: boring holes on the fruits. Control: spraying insecticides. Tobacco White FlyNature of damage: suck plant sap from the underside of the leaf, hence may transmit viral diseases. Control: Destroy infected plant and spray insecticides. Disease ControlLate BlightCause: FungusSymptoms: dry patches on the leaves and fruits. Control: use of fungicides, crop rotation and destruction of affected materials. Blossom-end RotCaused by;Too much nitrogen in early stages. Irregular or infrequent watering. Calcium deficiency."}
{"text": "Blossom-end RotCaused by;Too much nitrogen in early stages. Irregular or infrequent watering. Calcium deficiency. Control: Apply calcium ammonium nitrate and correction of the above problems. HarvestingFor canning, fruits should be fully ripe. For fresh market, fruits should be partially ripe and packed in crates to avoid damage. The fruits should be graded according to;Size,Colour,RipenessFreedom from blemishes. CabbageIt is a leaf vegetable related to other brassica crops such as kales, cauliflower, Chinese cabbage and Brussels sprouts. Cabbage leaves may be eaten raw in salads, steamed, boiled or cooked in a variety of ways. The leaves can also be fed to livestock. Ecological RequirementsAltitude:Those with small heads: 900-1500m above sea levelThose with Large heads: 1800-2700m above sea level. Temperature: require cool condition. Rainfall:750-2000mm per annum. Should be well distributed throughout the growing period. Soils:Deep,FertileWell drained. VarietiesEarly maturing:Brunswick,Sugar loaf,Early jersey,Copenhagen market,Chinese cabbage,Celery cabbage,Cafe splits koolGloria, mukuki,Golden acre . Late maturing:Drumhead,Savoy,Perfection,Winningstadt. Nursery PracticesThe beds should be raised, dimension 1 m wide and any convenient length usually 2-3m in length . Make drills of 15-20cm apart. Sow seeds by drilling and cover to a depth of 1 cm. Provide shade or mulch material. Apply phosphatic fertilizers and mix thoroughly with soil during planting. Water twice a day. Seedbed PreparationCultivation should be done during the dry season so that all the weeds are killed. Dig holes at the spacing of 60cm x 60cm. Incorporate farm yard manure in the soil. TransplantingWater the seedlings before uprooting. Seedlings are ready for transplanting after one month that is when they are 1O-15cm in height. Select healthy and vigorous seedlings. Transplant the seedlings with balls of soil to prevent root damage. Plant to the same depth as they were in the nursery. Field MaintenanceApply fertilizers during planting and top dress later. Control weeds to reduce competition."}
{"text": "Plant to the same depth as they were in the nursery. Field MaintenanceApply fertilizers during planting and top dress later. Control weeds to reduce competition. Pest ControlDiamond Black MothDamage: Eats the underside of the leaf making windows or holes in the leaf. Control: Spray recommended insecticides. CutwormsDamage: Attacks the stem at the ground level causing he plant to fall. Control: Spray recommended insecticides. Disease ControlBlack RotCause: BacteriaSymptoms: Leaves turn yellow and rotting of the stem giving an offensive odour,Control: Closed season, crop rotation, use certified seeds and spray appropriate chemicals. Black LegCause: FungusSymptoms: Brown to black spots on seedlings and dark canker on the stem. Control: crop rotation, destroy infected materials. HarvestingCabbages are ready for harvesting 3-4 months after transplanting. The heads are cut when they are solid and compact. Harvested cabbages are sold immediately. Carrots Daucus carota It is a root vegetable grown in the cool areas of Kenya. It is commonly eaten raw in salads but can also be cooked. Ecological RequirementsAltitude: 0-2,900m above sea level. Rainfall:750 - 1,000mm. Well distributed throughout the growing period. Soils:It requires deep,Fine tilthWell drained soils that are free from obstacles to allow for root expansion. Temperatures: it requires cool to warm temperatures as very high temperatures result in the production of pale and short roots. VarietiesFresh market varieties for example Chantenay and Nantes. Canning varieties for example NantesFodder varieties for example Oxhast. Land PreparationThe field should be well dug to a depth of about 20cm. The soil clods should be broken to give a fine tilth before planting. Manure should not be applied as it induces forking which reduces the crop quality. PlantingCarrots are planted directly into the main seedbed. Seeds are drilled into rows made 20-30cm apart. The seeds are then covered lightly and the soil pressed down. 90kg ha of DSP should be applied at planting time in the drills. It should be mixed well with the soils before placing the seeds. Field PracticeThinning -- it is done 2 weeks after germination."}
{"text": "90kg ha of DSP should be applied at planting time in the drills. It should be mixed well with the soils before placing the seeds. Field PracticeThinning -- it is done 2 weeks after germination. Weed control- the field should be kept weed free. Earthing up should be done while weeding to encourage root expansion .. Topdressing: after weeding 60kg of nitrogen per hectare should be applied as top dress. Irrigation - this should be carried out where or when there is not enough rainfall. Pest ControlCarrots do not have many field pests except the green aphids. These can be controlled by use of the appropriate pesticides. Disease ControlOccasionally attached by the mildews especially in wet and humid environment. Thinning can be done to reduce humid conditions. Harvesting and MarketingCarrots are ready for harvesting 3-5 months after planting depending on the variety. They are lifted from the soil and sold fresh or canned. Onions Allium cepa Onions are bulb vegetables grown in the warm areas of Kenya. They are used as a vegetable in salads and for flavouring foods, soups and stews. Ecological RequirementsAltitude: 0-2, 100m above sea level. Rainfall:1,000mm of rain per yearIrrigation in dry areas . Soils:Requires well drained fertile soilspH of 6.0 - 7.0 . Temperatures:Onions are a warm climate crops. However, some varieties prefer cool conditions. They require a fairly long dry period for ripening. VarietiesRed creole,Tropicana hybridWhite creole. Land PreparationThe land should be well prepared leaving a fine tilth. Farm yard manure at 40 - 50 tonnes per hectare should be applied and mixed well with the soil. PlantingDirect: Seeds are drilled in rows 30cm apart and 8cm within the rows. 20kg ha of DSP fertilizer is used. Indirect: Seeds are established in the nurseries before transplanting them in rows 30cm apart and 8 cm within the rows. Shallow planting is recommended for bulb expansion. Field Management PracticesThinningIt is carried out only in the crop that has been directly planted so as to achieve spacing of 8cm between two plants within the row. The thinned plants referred to as spring onions are used as vegetables in salads."}
{"text": "Shallow planting is recommended for bulb expansion. Field Management PracticesThinningIt is carried out only in the crop that has been directly planted so as to achieve spacing of 8cm between two plants within the row. The thinned plants referred to as spring onions are used as vegetables in salads. TopdressingCalcium ammonium nitrate at the rate of 250kg per hectare is recommended for topdressing onions. This is done 3 months after planting. Pest ControlOnion Thrips:These cause silvering and withering of leaves from the tips downwards. They are controlled by spraying with appropriate insecticides such as Diazinon or fenthion. Disease ControlPurple Blotch and Downey MildewPurple blotch;Characterized by oval greyish lesions with purple centres on leaves. This causes leaf curling and die back. Downey mildew;Characterized by brown spores covering the leaves leading to death of the whole plant. The two diseases are effectively controlled by crop rotation and application of appropriate fungicides. Harvesting and MarketingOnions are ready for harvesting 5 months after planting. When leaves start drying the tops are broken or bent at the neck. This hastens the withering of the stems. The bulbs are then dug out and left to dry in a shade for a few days. Onions are graded according to size and marketed in nets of about 14 -16kgs. Livestock Health I Introduction to Livestock Health IntroductionHealth is the state of the body in which all the organs and systems are normal and functioning normally. Disease is any deviation from the normal health of the animal. Importance of Keeping Livestock Healthy:Healthy animals give high income due to low treatment costs. The productive life span of a healthy animal is longer. High production. Healthy animals can multiply regularly. Healthy animals give high quality products for example eggs. Safety of consumers of livestock products. Predisposing Factors to Livestock DiseasesThese are conditions within or around the animal that make it easy for an animal to contract a disease. They include:Animal factors such as;species,breed,age,sexcolour of the animal. Environmental factors such as;chilling,being rained on,exposure to hot sundampness. Management factors such as;poor feeding,housing,handlinghygiene,overcrowding ."}
{"text": "They include:Animal factors such as;species,breed,age,sexcolour of the animal. Environmental factors such as;chilling,being rained on,exposure to hot sundampness. Management factors such as;poor feeding,housing,handlinghygiene,overcrowding . Signs of ILL-Health in LivestockAbnormal behaviour for example separation from the rest of the herd and restlessness. Abnormal posture for example limping and lameness. Alimentary canal disfunction such as blood stained faeces and abnormal defecation, diarrhoea and dysentery. Urination: high frequency or too low and having strange colour. Skin: rough with scaly skin, blisters on the skin and hair loss. Causes of DiseasesPathogenic causes ;viruses,rickettsia,bacteria,protozoafungi. Physical causes;fractures,dislocation,sprains . Nutritional disorders for example milk fever. Chemical causes for example poisoning by agrochemicals. Categories of DiseasesNotifiable diseases ;These are diseases which cause high economic losses. Any case should be reported to the Chiefs, D.O.s, veterinary officers or the police. Tick-borne diseases - Transmitted by ticks. Breeding diseases - Transmitted through mating. Nutritional diseases for example milk fever and bloat. Parasitic diseases for example ascariosis. General Methods of Disease ControlQuarantine. Vaccination. Control of vectors by use of acaricides and rotational grazing. Disinfecting the equipment and buildings. Use of preventive drugs. Proper feeding of livestock. Culling of the animals which are carriers slaughtering the affected animals. Use of artificial insemination to control breeding diseases. Proper selection and breeding of animals. Proper housing and hygiene,Isolating sick animals. Appropriate Methods of Handling LivestockAnimals are handled for the following reasons:When inspecting the animal to ascertain any abnormality or signs of diseases. When administering any form of treatment such as drenching, injection and mastitis control. When spraying or hand dressing the animal with chemicals to control external parasites. When milking the animal. When performing some of the management practices such as dehorning, disbudding, castration, hoof trimming . When carrying out these activities animals should be restrained in a crush."}
{"text": "When milking the animal. When performing some of the management practices such as dehorning, disbudding, castration, hoof trimming . When carrying out these activities animals should be restrained in a crush. Other methods of restraining animals include the use of;halters,ropes,bull ringlead stick. Livestock Health II Parasites IntroductionA parasite is an organism which obtains its livelihood from another organism host which suffers damage. Parasitism is the association between a parasite and a host. The effects of parasite on the host animal are:Depriving the host of its food. Sucking blood. Damaging the organs of the host. Cause irritation on the skin of the host. Destruction of hides and skins. Transmission of diseases. Cause obstruction in body passages. General Symptoms of Parasites Infestation:Emaciation. Pot bellied condition. Swellings in the jaw or other areas. Rough hair or rough coat. Anaemia. Diarrhoea. Presence of worm segments and blood stains in the defecation. Types of ParasitesThere are two types of parasites:External ecto-parasites Internal endo-parasites External parasites are;ticks,tsetse flies,mites,lice,fleaskedsLife Cycle of ticksEggs are laid in cracks on the ground. They hatch in 4-6 weeks into larvae which climb on the grass waiting for a passing animal. One-Host TickThis requires one host to complete its life cycle. Example: blue tick Boophilus decoloratus . Preferred sites: face, neck, dewlap and side of the body. Disease transmitted: Redwater and anaplasmosis. Two-Host TickThis requires two different hosts to complete its life cycle. Example: The red legged tick Rhipicephalus everts Preferred sites: Ears, anus, udder and the tail. Disease transmitted: Redwater and east coast fever. Example: Bont legged tick amblyomma spp. Preferred sites: Udder, scrotum and tail switch. Disease transmitted: Sweating sickness. Three-Host TickThis requires three hosts to complete its life cycle. Example: The brown ear tick Rhipicephalus appendiculatus Preferred sites: Ears, tail switch and around the eyes. Disease transmitted: East coast fever and redwater."}
{"text": "Three-Host TickThis requires three hosts to complete its life cycle. Example: The brown ear tick Rhipicephalus appendiculatus Preferred sites: Ears, tail switch and around the eyes. Disease transmitted: East coast fever and redwater. Bont tick transmit heartwater amblyomma spp. Control of TicksDipping spraying hand dressing with acaricides. Rotational grazing. Ploughing the land to break the life cycle. Hand picking and killing. Fencing of the grazing fields to keep off other animals including wild game. Burning of grass to kill them in various stages. Endo-parasites internal Parasites Endoparasites are helminths. They can be divided into:Platyhelminthes flatworms which include;Trematodes flukes Cestodes tapeworms . Nemato-helminthes nematodes. E.g Roundworms. General Symptoms of HelminthiasisDiarrhoea which foul the anal and tail region. Dullness. Anaemia. Big stomach pot bellied condition . Presence of worm segments in faeces. Coughing. Trematodes Liver Fluke There are two species of flukes:Fasciola giganticaFasciola hepatica. Fasciola hepatica is more common. It is commonly found in the liver and bile duct of cattle, sheep and goats. Liver fluke is a problem in marshy and low lying wet areas. Life Cycle of the Liver FlukeAdult fluke in the liver of the primary host lays eggs. Eggs pass through the bile duct into the small intestines and are passed out in faeces onto the pasture. Under moist conditions, they hatch into a miracidium larva which swims about in search of a secondary host fresh water snails . In the snail, it develops through sporocyst, redia and cercaria. When it leaves the snail, the cercaria gets encysted on vegetation and becomes metacercaria. This is swallowed by the primary host with grass. The young fluke migrates into the liver through blood vessels when it matures. Control of Liver FlukeKeep livestock off marshy areas near the rivers streams lakes and dams. Drench affected animals. Drainage of swampy areas."}
{"text": "Control of Liver FlukeKeep livestock off marshy areas near the rivers streams lakes and dams. Drench affected animals. Drainage of swampy areas. Eradicate the intermediate host by use of molluscicides. Provide water to livestock in elevated troughs. TapewormsThere are many species of tapewormsEexample;Taenia soliumTaenia saginata. The adults live in the small intestines of man the primary host . The intermediate host of Taenia solium is pig . The intermediate host of Taenia saginata is cattle. Life Cycle of TapewormAdult tapeworms live in man's intestines where it lays eggs. Eggs are passed out with faeces,Then they develop an outer covering known as onchosphere. The eggs are swallowed by intermediate host. The outer covering is digested and the young worm emerges. This bores into the blood vessels and is carried to specific muscles such as the tongue, heart, thigh muscles. It develops into an encysted form called bladder-worm. When the animal is killed and meat is eaten raw or in an inadequately cooked form, man gets infected by the bladder-worm. In man, the bladder-worm evaginates and attaches itself onto the intestinal wall where it develops into an adult. Control of TapewormsMeat should be well cooked before eating. Use of drugs in primary host. Meat inspection by meat inspectors veterinary officers. Use of pit latrines by man. Nematodes Roundworms Common ones are;Ascaris suum pig roundworms ,Ascaris lumbricoides found in man and sheepHaemonchus contortus found in sheep, cattle and goats. Roundworms are common in warm areas especially in areas where the standards of hygiene and sanitation are low. Nature of DamageDamage is done to the liver and lung tissues as they migrate in the body. Suck out blood. Deprive the host of food. Control of RoundwormsUse of drugs. Rotational grazing. Use of proper stocking rates to avoid overgrazing. Practicing high standards of cleanliness and hygiene such as use of latrines. Livestock Production II Nutrition IntroductionAnimals are fed for the purpose of production and body maintenance. The edible material given to animals is called food."}
{"text": "Practicing high standards of cleanliness and hygiene such as use of latrines. Livestock Production II Nutrition IntroductionAnimals are fed for the purpose of production and body maintenance. The edible material given to animals is called food. It is digested, absorbed and utilized in the body. Nutrients are organic and inorganic substances contained in the food materials. Components of Food materialwater,protein,carbohydrates,fats and oils,vitaminsmineral salts. WaterSourcesFree water through drinking Bound water contained in feeds . Metabolic water obtained from oxidation of food . FunctionsRegulates body temperature. Transport agent in the body. Universal solvent in the body. Gives shape to the cells turgidity . Acts as a lubricant. Acts as constituent of body fluids. Factors Determining the Requirements of Water by LivestockProduction level. Amount of dry matter eaten. Temperature of the surrounding area. Type of animal. Type of food eaten. ProteinSources:Groundnut cakes,cotton seed cakes,fish meal,meat meal. Functions:Growth of new tissues. Repair of worn out tissues body building . Synthesis of antibodies. Synthesis of hormones and enzymes. Production of energy during starvation. Digestion of ProteinsIn non-ruminants, protein digestion takes placed in the stomach. Food is subjected to mechanical breakdown through chewing into small particles. Protein is acted on by enzymes to turn into amino acid which is assimilated into the bloodstream. In ruminants, protein digestion initially takes place in the rumen. Food is acted on by micro-organisms into microbial protein. Later, enzymatic action takes place in the \"true stomach\" or abomasum where proteins are broken down into amino acids which are then assimilated into the bloodstream. CarbohydratesSources:Cereals,tuberscommercially mixed feeds. Functions:Supply energy and heat to the body. Excess is stored in form of fat for insulation of the body. Digestion of CarbohydratesIn non-ruminants;carbohydrate feeds are broken down by chewing into small particles. Then enzymatic action further breaks down carbohydrates into glucose, fructose and galactose which are then assimilated into the bloodstream. In ruminants;mechanical breakdown of carbohydrate feeds is followed by microbial activities which break down cellulose into volatile fatty acids. These are absorbed through the rumen walls."}
{"text": "Then enzymatic action further breaks down carbohydrates into glucose, fructose and galactose which are then assimilated into the bloodstream. In ruminants;mechanical breakdown of carbohydrate feeds is followed by microbial activities which break down cellulose into volatile fatty acids. These are absorbed through the rumen walls. Some carbohydrates are broken down by enzymatic action in the \"true stomach\" or abomasum. Fats and OilsSources:Cotton seeds,soya beansgroundnuts. Functions:Supply energy and heat to the body. Excess is stored as fat adipose tissues. Source of metabolic water in the body. Required for the development of neural system. Insulator in the body. Digestion of lipids in RuminantsFats are hydrolysed in the rumen into fatty acids and glycerol. Others are fermented into propionic acid,The shorter chains are passed to the true stomach where enzymatic action takes place. VitaminsSources:Green materials,dried grassfish liver oil. Functions:Protects the body against diseases. Regulate the functions of all parts of the body. It acts as a co-enzyme in the body. Examples:Vitamin A,vitamin B2vitamin C,vitamin Evitamin K. MineralsSources:Salt licks,bone meal,legumescereals. Functions:Form part of the tissues such as bones and teeth. Work together with the enzymes. Act as acid -base balances. Act as electrolyte in the body. Regulate osmotic balance in the body. Examples:Calcium,phosphorus,magnesium,iron,iodine,sodiumchlorine. Calcium and phosphorus -Needed for teeth and bone formation. Lack of these minerals leads to rickets, osteomalacia. Lack of iron leads to anaemia. Classification of Animal FeedsThis is based on nutrient composition:Roughages. Concentrates. Feed additives. RoughagesAre feeds of low available nutrients per unit weight and high fibre content. Examples:Dry roughages,succulent roughages,residues from agricultural by products and conserved materials. CharacteristicsLow level of available nutrients. Have high level of calcium especially legumes. Good source of vitamin A. Have high fibre content. ConcentratesAre feeds of high available nutrients per unit weight."}
{"text": "Good source of vitamin A. Have high fibre content. ConcentratesAre feeds of high available nutrients per unit weight. Examples:Maize germ and bran,malt extract,milk products,soyabeans,oil seed cakes,meat meal,bonemealbloodmeal. CharacteristicsLow fibre content. Feed content is consistently high. High digestibility of the feed. High in nutrient content. Feed AdditivesThese are substances added to the feed to increase;palatability,medicationor hormones to make animals produce more. There are two types:Nutritive additives, such as mineral licks maclick . Non-nutritives additives, such as;medicants coccidiostats ,Stilboestrol used in beef animals oxytocin to increase milk let down . FunctionsStimulate growth and production. Improve feed efficiency. Prevent disease causing organisms. Compounded FeedsThese are the feeds prepared and mixed by use of machines. These feeds can be round, pelleted, pencils, cubes or mash. Poultry feeds can be categorized as:Chick mash having 20 D.C.P. given to chicks. Growers mash having 16 D.C.P. given to growers. Layers mash having 12-15 D.C.P. given to layers. Meaning of terms used to express feed valuesNutritive ratio NR :Is the proportion of protein to carbohydrates and fats. In young animals 1:3:6In old animals 1:8. Crude protein C.P : Is the total amount of protein contained in a feed. Digestible Crude Protein D.C.P : Is the portion of crude protein which an animal is capable of digesting. Crude Fibre C.F. :Is the total amount of fibre contained in a feed. It is mainly lignin and cellulose. Digestible Fibre D.F. : Is the portion of the total fibre contained in a feed which an animal is capable of digesting. Dry Matter D.M. : Is the material left in a feed after water has been removed. Starch equivalent S.E. : Is the amount of pure starch which has the same energy as 100kg of that feed. Total Digestible Nutrients T.D.N. : Is the sum of all the digestible organic nutrients such as fats, proteins, carbohydrates and fibre."}
{"text": "Dry Matter D.M. : Is the material left in a feed after water has been removed. Starch equivalent S.E. : Is the amount of pure starch which has the same energy as 100kg of that feed. Total Digestible Nutrients T.D.N. : Is the sum of all the digestible organic nutrients such as fats, proteins, carbohydrates and fibre. Computation of Livestock RationsRation:Is the amount of food that will provide essential nutrients to an animal in a 24 hour periodto enable that animal to meet its maintenance and production requirements. Balanced ration:Is the ration that contains all the essential nutrients in required amounts and in the right proportion. Maintenance ration:is the portion of a feed required by an animal to continue with the vital body processes with no loss or gain in weight. Production ration:Is the feed required by animals over and above maintenance ration to enable the animal to produce;for example; milk, eggs, wool, grow in size, perform work, reproduce and fatten. Steps in ration formulationFinding out the animal's feed requirement based on body weight. List all the available feeds, with their nutrient composition and their prices. Calculate the amount of ingredients required in the ration to meet the animals needs. Methods used in ration formulationTrial and error methodPearson s square methodGraphical methodLinear programming use of computers Examples;Mix a Pigs ration 22 protein using soya bean meal 40 DCP and maize meal containing 8 DCP. Soya bean meal 14 100 43.75kg32Maize meal 18 100 56.25kg32Digestion and digestive systemsDigestion is the process through which food is broken down into small particles in the alimentary canal ready for absorption into the blood stream. Digestion of food in livestock takes place in three stages;Mechanical breakdown and chewingMicrobial breakdown by bacteria and protozoa in the rumen of ruminantsChemical breakdown by enzymes. Rumen-Breakdown of food by micro-organisms and also stores food. Synthesis of vitamin B-complex. Synthesis of amino acids from ammonia gas. Proteins are broken to peptides and amino acids. Carbohydrates are broken to volatile fatty acids. Reticulum:Separates large food particles from the small particles. Retains foreign materials such as stones, hard wood and sand."}
{"text": "Carbohydrates are broken to volatile fatty acids. Reticulum:Separates large food particles from the small particles. Retains foreign materials such as stones, hard wood and sand. Omasum:Breaks up food by grinding. Reduction of water content from the feed stuff. Abomasum:Enzymatic digestion takes place here ..Contains some microbes which digest cellulose. Breaks up food by grinding. It is also found in non-ruminants. Comparison Between Digestion in Ruminant and Non-ruminantsDifferencesFunctions of the Parts of PoultryCrop:Storage of food. Softening of food by secretions from small glands in the walls. Proventriculus: Enzymes start the breakdown of food. Gizzard:-Crushes and grinds the coarse food has small grit and gravel .Comparison Between Digestion In Ruminants and Non-RuminantsSimilarities Between Digestion In Ruminants and Non-RuminantsDigestion in young ruminants is similar to that in non-ruminants as they do not have a developed rumen-reticulum complex. Final protein digestion takes place in the small intestines in both cases. Water absorption takes place in the colon in both ruminants and non ruminants."}
{"text": "FORM ONE AGRICULTURE NOTESINTRODUCTION TO AGRICULTUREThe word Agriculture is derived from two Latin words Ager which means field and cultura that means cultivation. Therefore agriculture can be defined as field cultivation. Livestock are all the domesticated animals. Definition of agriculture:Agriculture is defined as the art and science of crop and livestock production. As an artInvolves use of learned skills and performing them manually by hand . E.g. Tilling of land. Construction of farm structures. Measuring distances. Machine operations. Harvesting of crops. Feeding and handling animals. Marketing of Agricultural produce. As a scienceIt involves experimentation and application of scientific knowledge e.g. in areas such as:Soil science pedology ---study of soil. Crop pathology Study of crop diseases. Entomology--- Study of insects and their control. Agricultural Engineering--- soil and water conservation and farm power. Genetics Plant and animal breeding. Production --- Are activities that increase the quality and quantity of something. Crop production activities include: land preparation, planting, fertilizer and manure application, weeding, pest control, disease control and harvesting. Livestock production activities include:Selection and breeding. Feeding. Rearing the young stock. Parasite and disease control. Housing. Obtaining products from animals. Branches of agricultureCrop production: e.g. Field crop farming, pomology, Floriculture, olericulture.etc. Livestock production: e.g. Apiculture, Poultry keeping, aquaculture.etc. Soil science. Agricultural Economics. Agricultural Engineering. Crop farming or Arable farming: Is the cultivation of crops on cultivated land. E.g. In pure stands monocropping or mixed stands intercropping . Include:Field crops: Are crops grown on large areas of land. Are either Annual crops like cereals and pulses or perennial crops e.g. coffee, tea, sisal, cane etc. Horticultural crops: Are perishable crops and are exported to earn foreign exchange. Include:Floriculture: Growing of flowers e.g. tuber rose, roses, and carnations. Olericulture: Growing of vegetables e.g. French beans, cabbages, tomatoes.etc.. Pomology: Growing of fruits e.g. avocado, mangoes and citrus."}
{"text": "French beans, cabbages, tomatoes.etc.. Pomology: Growing of fruits e.g. avocado, mangoes and citrus. Livestock farming: Include:Pastoralism mammalian livestock farming . Is the rearing of farm animals on pastures. E.g. cattle, goats, pigs, sheep, camels and rabbits. Fish farming Aquaculture ; Is the rearing of fish in fish ponds. Fish is a cheap source of proteins. Bee keeping: Apiculture ; Is the rearing of bees in bee hives. Bees provide ; Honey and Wax, income, Medicine, pollination of flowers.etc. Poultry keeping; Is the rearing of birds for meat and eggs, manure, income. Etc. Include classes of birds such as chicken most common , Ducks, geese, Ostrich, pigeon and Turkeys etc. Agricultural Economics: Deals with utilization of scarce resources i.e. of land, labour, capital and management. It aims at maximizing output while minimizing costs. Agricultural Engineering; Deals with use and maintenance of farm tools and equipment, farm machinery and farm structures. FARMING SYSTEMSA farming system is an organization of the farm and all the enterprises in relation to each other. It can be extensive or intensive. Extensive systemCharacteristicsLarge tracts of land. Low capital investment per unit area. Low labour per unit area. Low yields per unit area. Intensive systemCharacteristicsSmall tracts of land. High capital per unit area. High labour investment per unit area. High yields per unit area. Extensive or intensive farming can be carried out on small or large scale of land. The scale of production depends on:Level of technology. Land availability. Capital availability. Skilled labour available. Large Scale FarmingCharacteristicsLarge tracts of land. Heavy capital investment. Skilled labour and qualified man power. High level of management. It s for commercial purpose. Low operation costs per unit of production since it makes use of economies of scale. Depends on efficient transport. Requires good market system. Most of the work is mechanized. Provides more employment. It includes plantation farming and Ranching. Plantation farming. CharacteristicsLarge tracts of land. Production of only one crop.e.g."}
{"text": "Plantation farming. CharacteristicsLarge tracts of land. Production of only one crop.e.g. Tea plantations in Kiambu and Kericho, Coffee in Kiambu, Sugarcane in Muhoroni, Sisal in Mombasa, Pineapple in Thika. Ranching : Is the keeping of livestock beef animals in marginal range areas. It is an improved pastoral-nomadism because:Animals are enclosed in an area. Diseases are controlled. Pastures are improved. Supplementary feeds and water are provided. Pests and parasites are controlled. There is provision of extension staff. N.B The livestock carrying capacity is low because of limited pasture. Ranching is becoming more and more common in Kenya because of:High meat demand. High population pressure on high potential areas. Arable farming is becoming smaller. Small Scale FarmingCharacteristicsSmall piece of land. Use of improved technology. Production of crops and livestock is spread throughout the year. Goods are produced for subsistence or commercial purpose I,e sale of surplus goods.. Does not require heavy capital investment. AdvantagesLittle capital is required. Source of livelihood to small scale farmers. Methods of FarmingMixed FarmingThis is the growing of crops and rearing of animals on the same farm. AdvantagesIt is a method of diversification whereby should one enterprise fail, the farmer can benefit from the other. There is mutual benefit between the crops and livestock where crops provide feed for livestock and animals provide them with farm yard manure. There is maximum utilization of resources. DisadvantagesLabour intensive. High initial capital required. Farmer s attention is divided. Nomadic PastoralismPastoralism: This is the practice of rearing livestock on natural pastures. Nomadism: This is the practice of moving from one place to another. Pastoral nomadism is therefore the moving of animals from one place to another in search of pasture and water. This is common in the arid and semi-arid areas. Shifting CultivationFarming on a piece of land continuously until it is exhausted after which the farmer moves to a new more fertile land. It is applicable where;Land is abundantPopulation is sparseNumber of livestock per unit area is low. Land is communally owned."}
{"text": "Shifting CultivationFarming on a piece of land continuously until it is exhausted after which the farmer moves to a new more fertile land. It is applicable where;Land is abundantPopulation is sparseNumber of livestock per unit area is low. Land is communally owned. Advantages of shifting cultivationIt has low capital requirementThere is no pests and diseases build-upSoil structure is maintainedNo land disputes as land ownership is not individualized. Disadvantages of shifting cultivationTotal yields per unit are is lowFarmers have no incentive to develop land and conserve water and soilA lot of time is wasted when the farmer is shifting and building structures. Not applicable in areas of high population density or where there is high population increase. Iv AgroforestryAgroforestry - Involves growing of trees and crops and keeping of animals on the same piece of land at the same time. Suitable tree species for agroforestryLeucaena leucocephalaGravillea robustaCalliandra catothrysusMangifera indicaSesbania sesbanLantana camaraCajanus cajanAdvantages of AgroforestrySaves labour since some operations can be done at once for both plants and treesGives higher combined yieldProvide wide variety of agricultural produceReduces the risks of total failureCrops benefit from nitrogen fixing trees. Trees help in holding the soil firmlySome trees act as livestock fodder. Provides a wider variety of agricultural produce. Disadvantages of AgroforestryMechanization is difficult. Use of pesticides and fertilizer may be difficult. Productivity may suffer because the skills for managing the different treesFACTORS INFLUENCING AGRICULTUREHUMAN FACTORS. They are factors in human beings or the way human beings do things. The following is a list of human factors that influence agricultural production. Levels of education and technologyThis is translated as the ability of a producer who is a farmer to apply appropriate methods and techniques in production using available resources for example, Farmer weighing livestock food to ensure efficiencyGood education level makes a farmer able to understand and translate technical language in farming."}
{"text": "They are factors in human beings or the way human beings do things. The following is a list of human factors that influence agricultural production. Levels of education and technologyThis is translated as the ability of a producer who is a farmer to apply appropriate methods and techniques in production using available resources for example, Farmer weighing livestock food to ensure efficiencyGood education level makes a farmer able to understand and translate technical language in farming. Health of the farmersA healthy nation is a productive nationThe following are some of the diseases that contribute to lowering agricultural productivityMalaria,Tuberculosis,Typhoid,Pneumonia and HIV AIDSEffects of HIV AIDS on farmingLoss of skilled labourTime spent caring for the infectedMoney spent on treatmentState of economic developmentThe capital earned from economic activities such as farming is used to raise economic growth in the country. Transport and communication networkGood and efficient infrastructure is important for the smooth flow of farm produce from the farm to the consumer. The improvement of technology in communication has improved farmers access to important information from the research stations and other fellow farmersGovernment policy on agricultural input and produce taxationThe government of Kenya, through different ministries formulates guidelines to be followed by producers of different products. After the guidelines and proposals are legislated they become policiesAvailability of storage facilitiesCultural and religious beliefs. Local and International market forcesHuman Factors which improve productionGood health of the farmerAvailability of moneyHigh taxation on imported agricultural produceAvailability of ready market for agricultural produceAvailability of storage facilitiesLiberalized marketHuman Factors which lower productionRestrictive cultural and religious beliefsPoor road networkBIOTIC FACTORS. These are living organisms that affect agricultural production. Biotic factors influencing agriculture can be divided into the following classes. Crop pests: stalk borer damaging maize in the fieldDecomposers: Cause rotting of organic matter there by releasing nutrients for crop growth. They help in improving soil structure through incorporating organic matter into the soil. Nitrogen fixing Bacteria: Nitrogen fixing bacteria are found in root nodules of leguminous plants. Improve crop production through increasing soil nitrogen content which crops require for proper growth. Livestock parasites: suck blood and transmit diseases to animalsPollinators: Bee pollinating maize flower. Pollination in crop production increases yields and viability of seeds. Predators: Eagles can eat chicken, rabbits among other livestock."}
{"text": "Livestock parasites: suck blood and transmit diseases to animalsPollinators: Bee pollinating maize flower. Pollination in crop production increases yields and viability of seeds. Predators: Eagles can eat chicken, rabbits among other livestock. Eagle can also eat insects and pests for example rats, moles and birds which destroy crops. Pathogens: Causes diseases in livestock and crops thereby lowering quality of produce. Increase cost of production when control measures are implemented. Introduce toxic substances into agricultural products thereby lowering the quality of the produce. Can cause death to crops and animals. Effects of Biotic Factors on Agricultural Production1. PestsFeed on crops thereby lowering quantity of agricultural produce. Feed on grains thereby affecting viability of the seedsAct as disease vectorsLower palatability of crop produceIncrease cost of production when control methods are appliedCreate entry points for disease causing organisms2. ParasitesIrritate livestockCauses anemia in livestockSome block alimentary canalLower rate of production in livestockIncrease cost of production when controlledSome lower quality of hides and skinsSome absorb food meant for the livestock thereby lowering the level of production. Some for example ticks transmit disease causing organisms. CLIMATIC FACTORS. Climatic factors include:RainfallPoor rainfall distribution results to wilting of cropsExcess rainfall can cause soil erosionExcess rainfall can result to crop failure due to flooding. The four aspects of rainfall which affect agricultural production include:-Rainfall AmountRainfall amount refers to quantity of rainfall received in a given area for a period of one year. Rainfall amount is measured using a rain gauge in millimeters per annum. The amount of rainfall determines the crops grown in an area. Rainfall distributionThis refers to the spread of rainfall over the year. Rainfall distribution is very poor in Kenya and therefore irrigation is necessary to supplement the short supply. Rainfall reliabilityThis refers to the certainty with which a given amount of rain is expected in a given place in the year. Rainfall IntensityThis refers to the strength with which rain falls; it is therefore measured in terms of amount per hour. Rainfall of low intensity is preferred as it improves water infiltration into the soil and causes less soil erosion. TemperatureTemperature is the coldness or hotness of a place. Temperature is measured in degrees Celsius using a thermometer. Temperature is influenced by altitude and topography."}
{"text": "TemperatureTemperature is the coldness or hotness of a place. Temperature is measured in degrees Celsius using a thermometer. Temperature is influenced by altitude and topography. Temperature decreases with increase in altitude, such that for every 300 meters rise in altitude above sea level temperature decreases by1.7-2.2 degrees Celsius. Each crop has a temperature range within which it can grow referred to as the cardinal range of temperature. For crops to grow well and produce high yields, they require a narrow temperature range within the cardinal range referred to as optimum range of temperatureEffects of temperature on agricultureLow temperatureSlow growth rate. High incidences of disease such as CDB in coffee. Improvement of quality in crops such as tea and pyrethrum. High temperatureHigh evaporation rate hence wilting in crops. Hasten the rate of maturity due to increased growth rate. Improvement of quality in crops such as pineapples and oranges. Increase incidences of diseases such as leaf rust in coffee. Increased incidences of pest infestation such as aphids in vegetables. Effects of altitude on agricultureKenya is divided into three ecological zones which include;Low altitude zone o - 1500 meters above sea levelMedium altitude zone 1500 - 2500 meters above sea levelHigh altitude zone above 2500 meters above sea levelCrops perform differently when grown in each of these ecological zones and therefore each crop has its most suitable zone for maximum performance as illustrated below. WindWind refers to air in motion. Below is a list of effects of strong wind on agricultural production. Blowing and bringing rain bearing cloudsDestruction of farm structuresStrong wind may course lodging in weak plants. Wind erosion on bare landIncreases rate of moisture evaporationIncrease spread of pests and diseasesAgent of dispersal. Pollination in crops. LightLight is the source of energy which plants require for photosynthesis. During photosynthesis, plants manufacture food using water and carbon dioxide in the presence of sunlight and chlorophyll. Aspects of light that influence agriculturei .Light intensity. This is the strength with which light hits the surface of the earth. Ii Light durationThis is the period of time the plants are exposed to light recorded using a Campbell sunshine recorderPhotoperiodismThis is the response of plants toward light duration. Long day plantsThese are plants which require more than 12 hours of lighting to flower and produce fruits or seeds e.g."}
{"text": "This is the strength with which light hits the surface of the earth. Ii Light durationThis is the period of time the plants are exposed to light recorded using a Campbell sunshine recorderPhotoperiodismThis is the response of plants toward light duration. Long day plantsThese are plants which require more than 12 hours of lighting to flower and produce fruits or seeds e.g. some wheat varietiesShort day plantsThese are plants which require less than 12 hours of lighting to flower and produce e.g MaizeDay neutral plantsThese are plants which produce flowers regardless of the duration of lighting they have been exposed to e.g Tobacco. Iii Light wavelength:This refers to the type or quality of light. A wavelength is the distance between two corresponding points of a light wave. Chlorophyll absorbs certain wavelengths of light which are not present in artificial light unless it is ultra violet or infra red. NB Green houses can be used to control the temperature, relative humidity and light duration and intensity. Relative Humidity. This is the amount of water vapour held by air at a given temperature. At high humidity the rate of evaporation is low and vice versa. EDAPHIC SOIL FACTORSSoil is a mixture of weathered rock and decayed organic matter. It supports plant growth by providing anchorage nutrients and water. Topsoil covers most of the earth and it contains minerals, organic matter, air, water and living organisms. Soil FormationSoil is formed through the process of weathering. Weathering is the breakdown and alteration of the parent rock near the earth s surface. Parent rock is first broken into smaller fragments and eventually into individual constituent minerals. The individual minerals combine to form the soil. Weathering is a continuous process and it takes hundreds of years to form a centimeter of the soil. Weathering involves breakdown disintegration and building up synthesis . Weathering process is influenced by the following factors. Climate. Parent material. Topography. Living organisms. Time. Agents of The Weathering Process. Physical agents. In this case no chemical changes are involved. These include wind, water, moving ice and temperature. Strong winds carry materials which hit against each other and break into smaller fragments. Raindrops hit the ground with some force causing soil erosion. Moving ice causes rocks to disintegrate. High temperatures in the arid areas cause the rocks to at different rates. During the night, temperatures drop making the rock to contract."}
{"text": "Moving ice causes rocks to disintegrate. High temperatures in the arid areas cause the rocks to at different rates. During the night, temperatures drop making the rock to contract. The rock surface contracts faster than the inside. This unequal contraction causes the rocks to disintegrate. In places with very low temperature, water gets into the cracks, freezes and becomes ice. As water turns into ice, it increases in volume pushing the rock apart hence disintegration. Biological agents. This involves living organisms. Large animals like elephants and cattle exert pressure on rocks as they move causing them to break. Mans activities such as mining, quarrying, road construction and earth moving breaks rocks into smaller fragments. Bacteria and fungi help in the breakdown of plant and animal tissues decomposition . These materials are incorporated into the soil. Termites and moles bring to the surface large quantities of fine materials. This promotes weathering by aerating lower layers of the rocks. Roots of plants force their way through rocks making them to disintegrate. They also produce acids during respiration which dissolves rock minerals. Decayed roots may mix with water forming organic acids which dissolves rock minerals. Chemical agents. This is the decay or decomposition of the rocks. It involves the following processes. Carbonation. As the rain falls through the atmosphere, it dissolves some Co2 forming weak carbonic acid. Over time this acid reacts with the rock minerals particularly calcium carbonate causing decomposition. Rain water carbon iv oxide Carbonic acid. Carbonic acid Limestone Calcium bicarbonateThe calcium bicarbonate formed in this reaction is soluble in water causing water to eventually dissolve the entire rock. Oxidation. Oxygen reacts with many elements found in rocks causing them to disintegrate. Solution. Hydrolysis. Hydration. Factors Influencing Soil FormationParent rock materialThis influences the physical and chemical properties of the soil such asThe texture of the soil e.g. granite gives coarse grained soil. Mineral composition of the soil e.g. rocks containing calcite, feldspar and ferro-magnesium minerals produce deep heavy soils rich in nutrients. The rate of soil formation e.g. limestone is easily weathered in warm humid regions and the carbonates are easily soluble. Since the parent material influences the physical and chemical properties of the soil, it therefore controls the type of vegetation in an area. ClimateHigh temperature speed up the rate of chemical reactions."}
{"text": "Limestone is easily weathered in warm humid regions and the carbonates are easily soluble. Since the parent material influences the physical and chemical properties of the soil, it therefore controls the type of vegetation in an area. ClimateHigh temperature speed up the rate of chemical reactions. Wind acts as a transport agent and carries the weathered materials from one place to another. Where a lot of weathered materials are deposited, the soils are deep and rich in nutrients. Rainfall provides water which is an important reagent during the weathering process. A lot of rain may cause rocks to break hastening the weathering process. Topography Relief This is the shape of the land in relation to the underlying rock of the earth s surface. It may quicken or slow the weathering process. The slope affects the depth of the soil and kind of vegetation growing in an area. Soils found in flat land and low lying areas tend to be more fertile than those found on higher slopes. Such areas have deeper soils. On a steep slope, erosion is high and such areas have shallow soils. Living organisms Biotic factors The presence of the various agents of biological weathering speeds up the process of soil formation. Time. The process of soil formation is very slow and takes a lot of time. Deep mature soils are found where soil forming processes have taken place over a long period. If the parent material is resistant to weathering agents, more time is required for the soil to mature. Areas with severe soil erosion have a poorly differentiated soil profile. SOIL PROFILEThis is the vertical arrangement of the soil horizons layers . The horizons show soil layers at different stages of development. Soil forming processes are continuous and the soil develops in depth resulting in the formation of the distinct sequence of soil layers. The layers differ from each other in terms of colour, organic matter content, chemical composition, porosity, depth and the arrangement of soil particles. The horizons are;Superficial layer. It s a thin layer consisting of dead decaying and decayed organic matter covering the soil. Top soil Horizon A . It lies beneath the superficial layer. It contains a lot of humus hence it s darker than the other layers. It s well aerated and contains active living organisms. It s well drained and rich in plant nutrients. Most of the roots are found here. Sub soil Horizon B . Found beneath the top soil. More compacted and less aerated than top soil."}
{"text": "Sub soil Horizon B . Found beneath the top soil. More compacted and less aerated than top soil. May contain an impermeable layer called the hard pan which may prevent drainage and root penetration. Minerals leached from top soil accumulate here hence this layer is referred to as the layer of accumulation. It has clay deposits. Substratum weathered rock Horizon C . Made up of partly weathered rocks. Has no humus. Hard and impermeable to water. Roots of big trees may reach this layer and draw water from it during the dry season. Parent rock Bed rock Horizon D . It s found beneath the weathered rock. Soil is formed from this rock. It may contain ponds of water. NB . Between any two bordering soil layers, there is a transitional zone whereby one layer gradually merges into the next one in the series. The soil profile influences agriculture in the following ways. Topsoil contains most of the soil nutrients, well aerated and has soil microorganisms. A well developed profile holds more moisture for plant use than a shallow one. Loosely packed subsoil allows easy root penetration, drainage and aeration. Nature and composition of the bedrock determines the mineral components of the whole soil. SOIL CONSTITUENTSMineral matter. The mineral composition of the parent rock determines the mineral constituents of the soil. The mineral matter makes the framework of the soil. It holds the roots firmly in the soil giving anchorage to plants. Between the particles are spaces which are filled with water and air. DiagramOrganic matter. When the dead materials rot, they are decomposed by bacteria and fungi to form the soil organic matter. Humus is dead organic matter which is in the state of continuous chemical decomposition, transformation and construction. Humus in the soil improves the soil structure. Humus contains plant nutrients such as sulphates, nitrates, phosphates, calcium, magnesium, potassium etc. Air. The soil contains all the gases such as nitrogen, oxygen, Co2 and the rare gases. Availability of air in the soil is influenced by the type of the soil and amount of water in the soil. Oxygen is needed by plants during respiration. It is also required by microorganisms in the soil during decomposition and nitrogen fixation. Excess Co2 in the soil is poisonous to plants and microorganisms. For best crop performance, a balance of soil water and soil air has to be maintained. Water."}
{"text": "Excess Co2 in the soil is poisonous to plants and microorganisms. For best crop performance, a balance of soil water and soil air has to be maintained. Water. Soil contains water. Soil water exists in three forms;Superfluous water. This is water occupying large air spaces macro pores . This water is loosely held by the soil and therefore easily lost. The water is readily available to plants but not useful because excess water in the soil brings about poor aeration. A lot of water in the soil causes leaching of nutrients. Capillary water. This is water occupying small pores microspores . It is held with grater force by soil particles. It is available to plants and acts as a solvent for plant nutrients. It is also referred to as available water. It leaves most of the macro pores empty allowing aeration of the soil. Hygroscopic water. This is water that forms a thin film around the soil particles. It is firmly held by soil particles making it not available to plants. Clay particles have a lot of hygroscopic water but sandy soils contain very little hygroscopic water because sandy particles have weaker forces. Importance of water to plantsA solvent for plant nutrients. Raw materials for photosynthesis. During transpiration plants lose a lot of water hence a cooling effect on them. Water makes plant cells turgid hence support. Living organisms biotic factors They are important in the soil in the process of decomposition. They are divided into ;Soil microorganismsThey include bacteria, fungi and protozoa. They help in decomposition process. Some bacteria e.g. Rhizobium spp helps in nitrogen fixation in legumes. Some microorganisms are harmful because they cause diseases. Soil macro organismsThey are larger organisms found in the soil such as moles, earthworms, termites, ants and plant roots. They burrow in the soil aerating the soil and making it loose.. PHYSICAL PROPERTIES OF THE SOILSoil structureThis refers to the physical appearance of soil according to how the individual soil particles are arranged, packed or aggregated. The soil structure type is determined by the general shape of the aggregates. Soil structure class is determined by the size of the aggregates. The soil structure grade is determined by the stability or cohesiveness of the aggregates. Types of soil structuresSingle grained structure. There is no aggregation at all. Particles are not cemented together. The particles are non-porous and spherical."}
{"text": "There is no aggregation at all. Particles are not cemented together. The particles are non-porous and spherical. Mostly found in the top soil of sandy soils, arid climates and alkaline soils. Crumby soil structure. The aggregates are small, soft and porous irregular in shape. Aggregates are not closely fitted together. Granular soil structure. The aggregates have irregular shape called granules. Soil is very porous when wet. Structure is found in the topsoil of cultivated soils and in the subsoil of soils under grass or bush. Prismatic soil structure. Aggregate are arranged vertically. The vertical axis of each aggregate is longer than the horizontal axis. When the tops are rounded, they are said to be columnar and when they have flat ends they are prismatic. Platy soil structure. The aggregates are arranged on top of one another in thin horizontal plates. The structure has poor permeability, drainage and root penetration. Structure is mostly found in top horizon of soils in the forest and in clay soils. Blocky soil structure. Aggregates are arranged in rectangular blocks. Aggregates easily fit together along vertical edges. Importance of Soil Structure on Crop ProductionSoil structure influences:Soil aeration. Soil drainage and water holding capacity. Plants root penetrability and anchorage. Microbial activities in the soil. Circulation of gases in the soil. The following farming practices improve the soil structureApplication of inorganic manure into the soil. Tilling the land at the right moisture content. Crop rotation. Minimum tillage. Cover cropping. Mulching. Soil textureIt refers to the relative proportion of the various sizes of the mineral particles of soil. Also defined as the coarseness or fineness of the soil when felt between the fingers. Different soil particles have different sizes as shown below. Determination of Soil TextureThis can be done through;Mechanical analysis. Chemical analysis. Mechanical analysisApparatusGarden soil, sieves of different measured mesh diameter, containers and weighing balance. ProcedurePut a known amount of soil sample into a container. Crush the soil lumps without breaking the particles. Pass the soil through the sieve with the largest mesh diameter 2.00 mm and shake vigorously. Weigh the soil that remains on the sieve and record."}
{"text": "Crush the soil lumps without breaking the particles. Pass the soil through the sieve with the largest mesh diameter 2.00 mm and shake vigorously. Weigh the soil that remains on the sieve and record. Repeat the process using other sieves with mesh diameters of 0.2mm, 0.02mm and 0.002mm always using the soil that passes through the previous sieve. ObservationSoil particles left on first sieve of mesh diameter 2.00mm are called gravel. From the second sieve of 0.20mm; coarse sand particles. From the third sieve 0.02 mm ; fine sand particles. From the fourth sieve 0.002 mm ; silt particles. All the particles that pass through the fourth sieve are clay particles. Importance of soil texture on crop productionInfluences soil fertility. Affects the organic matter content. Influences the drainage of the soil. Influences soil aeration. Influences water holding capacityInfluences the capillarity or movement of water in the soil. NB Based on texture, soil can be classified as;Sandy soil. 50-80 sand, 20-50 silt and clay and 0.1-3 organic matter . Are made up of largely sand particles coarse textured . Have large air spaces hence poor in water retention. Easy to till light soils Low fertility due to leaching of minerals. Easily eroded. Free draining. These soils can be improved by addition of organic matter and fertilizers. Silty loam 20-30 sand, 70-80 silt and clay and 0.1-4 organic matter . Fine texturedWell drainedGood water holding capacity. Moderately fertile and aerated. Area acidic to moderate pH. Clayey loam soils. 20-50 sand, 20-60 silt and clay and 0.1 - 6 organic matter . Poorly drained and aeratedFine texturedHigh capillarity and water holding capacity. Slightly acidic to slightly alkaline. Rich in plant nutrients. Difficult to work on when dry or wet. Are suitable for flood irrigation of crops like rice. Clayey soils. 40 clay content Made up of largely clay particles. Have small pore spaces hence good in moisture retention. Difficult to till heavy soils Poorly drained."}
{"text": "40 clay content Made up of largely clay particles. Have small pore spaces hence good in moisture retention. Difficult to till heavy soils Poorly drained. Expand when wet, crack when dry. High capillarity. Rich in plant nutrients. Are suitable for flood irrigation. They can be improved by drainage. Loamy soils. 30-50 sand, 50-70 silt and clay and 0.1 - 4 organic matter . Moderately textured and drained. Slightly acidic. Do not erode easily. Easy to work on. Have a good water holding capacity. They are the most suitable for crop production since they contain good amounts of plant nutrients and organic matter. They can be improved further by planting cover crops to maintain fertility and by adding manures and fertilizers. Soil ColourThis depends on the mineral composition of the rock and the organic matter content. Soils containing a lot of iron are brownish, yellowish or reddish in colour. Soils with a lot of silica are white. Soils with a lot of humus are dark or grey. Soil colour influences the soil temperature. Dark soils absorb and retain more heat than light coloured soils. Relatively high temperatures in the soil enhance microbial activity. Soil pHThis refers to the acidity or alkalinity of the soil solution. It is determined by the concentration of hydrogen ions H or the hydroxyl ions H- in the soils solution. PH is measured using the pH scale which ranges from 1-14. A pH of less than 7 means that the soil solution is acidic. A pH of more than 7 means that the soil is alkaline. PH of 7 is neutral. As the hydroxyl ions in the soil increase, the soil becomes more alkaline and vice versa. Influence of Soil pH on Crop GrowthDetermines the type of crop to grown in a particular area. Affects the type of fertilizer to be used. Affects the availability of some nutrients e.g. at low pH phosphorous and molybdenum are less available while high pH makes manganese, potassium, iron, boron and zinc less available. Very acidic or very alkaline conditions affect activities of soil microorganisms. Modifying Soil pHThe following are applied to the soil in order to lower its pH Increase soil acidity Application of sulphur. Application of acidic fertilizers such as sulphate of ammonia."}
{"text": "Very acidic or very alkaline conditions affect activities of soil microorganisms. Modifying Soil pHThe following are applied to the soil in order to lower its pH Increase soil acidity Application of sulphur. Application of acidic fertilizers such as sulphate of ammonia. In raising its pH increase alkalinity the following is done. Application of lime which is a basic compound which raises the soil pH after some time. Application of basic fertilizers. Agricultural EconomicsAgricultural economics is defined as an applied science that aims at maximizing output while minimizing costs, by combining the limited resources of land, capital, labour and management to produce goods and services for use by the society over a period of time. Basic Economic ConceptsScarcity. The factors of production such as land, capital, labour and management are scarce or limited. The farmer therefore must decide on how to allocate the few scarce resources to the many competing production needs. Preference and ChoiceSince the available resources are limited and production needs are many, a farmer has to make a choice of how to allocate these resources. A farmer therefore has to choose one or several enterprises from very many. The choice made is determined by factors such as needs of the society, farmer s preference and ecological conditions. Opportunity CostSince a choice has to be made from very many competing enterprises, some revenue has to be foregone. For example, a piece of land may be suitable for the production of maize and wheat. If a farmer chooses o grow maize, the returns that the farmer would have obtained from wheat is foregone. The foregone returns are called the opportunity cost. Opportunity cost is the revenue foregone from the best alternative. Farm RecordsThese are documents kept in the farm showing farm activities over a period of time. They should be neat, concise and complete showing actual amounts, weights, measurements or dates. Uses of farm records to a farmerHelp to determine the value of the farm determine assets and liabilities. Provide history of the farm. Assist in planning and budgeting in various fields. Helps to detect losses or theft in the farm. Assists when sharing losses or profits dividends for communal owned farms partnership. Help to settle disputes in the farm among heirs. Help to support insurance claim e.g. against fire and theft. Provide labour information like terminal benefits, NSSF due, Sacco dues for all employees. Help to compare the performance of different enterprises within a farm or other farms."}
{"text": "Against fire and theft. Provide labour information like terminal benefits, NSSF due, Sacco dues for all employees. Help to compare the performance of different enterprises within a farm or other farms. Help in the assessment of income tax to avoid over or under taxation. Records help to show whether the farm business is making profit or losses. This information helps in obtaining credit. Types of Farm RecordsProduction RecordsThey show the total yield and the yield per unit of each enterprise such as the total number of litres of milk from the whole herd and from each cow. Inventory recordsThey show all the assets on the farm e.g. livestock, machinery, buildings, crops etc. They are divided into two;Consumable goods such as animal feeds, fertilizers, fuel, pesticides etc. Permanent goods such as machinery, farm tools and equipment, buildings etc. Consumable Goods InventoryPermanent goods InventoryField Operations RecordsThey show all the activities being carried in the field such as date of ploughing, planting, fertilizer used etc. They help to work out the cost of production for each field at the end of the season. Breeding RecordsThey are kept to show the breeding activities and programmes for various animals on the farm. There are different breeding records depending on the animals being reared. Feeding RecordsThey show the type and amounts of feeds used to feed the animals. Health RecordsThey show the health conditions of the animals. They show when actions such as vaccinations and deworming are to be done. They help in the selection of the breeding stock. They also help in calculating the cost of treatment. Marketing RecordsThey show the commodity, quantity, amount sold, date, rate per unit of the commodity, total value and where sold. Commodity Labour RecordsThey show the type of labour, date of employment, rate of payment, skilled and unskilled labour. They are divided into two;Muster Roll this checks the number of days worked for and therefore determine how much to be paid to a worker. This record shows the name of the worker, payroll number, days worked for, rate of payment, the amount of salary and signature. Muster Roll-Labour Utilisation Analysis. They show how labour is utilized on the farm and helps to determine labour allocation; labour requirement for the purpose of budgeting when labour is in peak demand or when to lay off unproductive labour."}
{"text": "This record shows the name of the worker, payroll number, days worked for, rate of payment, the amount of salary and signature. Muster Roll-Labour Utilisation Analysis. They show how labour is utilized on the farm and helps to determine labour allocation; labour requirement for the purpose of budgeting when labour is in peak demand or when to lay off unproductive labour. CROP PRODUCTION 1LAND PREPARATIONLand preparation involves all the activities that make land suitable for planting such as ploughing digging-harrowing-ridging-rolling etcA piece of land that has been prepared for planting is called seedbed. In a seedbed the planting materials germinate and grow to maturity and are harvested from same place. IMPORTANCE OF LAND PREPARATION-To kill the weeds. -Encourage water infiltration into the soil. -To aerate the soil. -Incorporate manure and other organic matter into the soil. -To destroy stages of crop pests such as eggs, larvae, pupa or adults burying them, exposing them to the suns heat or predators and starving them. -To encourage root penetration into the soil. -To make subsequent operations possible e.g. planting, fertilizer application, rolling and ridging. OPERATIONS IN LAND PREPARATIONSThey include;Land clearing. Primary cultivation. Secondary cultivation. Tertiary operations. LAND CLEARINGThis is the removal of vegetation cover from the surface before tillage. This is done to prepare land for cultivation and as method of land reclamation. Land clearing is necessary under the following conditions. When opening up a virgin land. Where a stalk growing crop was previously planted such as maize. Where land was left fallow for long time. Where the interval between primary and secondary cultivation is long such that the land has reverted to the original virgin state. Methods of Land ClearingTree felling. Axes, pangas and power saws are used to cut down trees. Bulldozers and root rakers are used in felling trees on a large scale. Removal of stumps and trash later follows. Burning. The vegetation cover is set ablaze. The method should be discouraged as it destroys the soil organic matter, soil micro organisms and plant nutrients. Slashing. This is done to cut small bushes and grasses using slashers, pangas or tractor drawn mowers. Use of chemicals. Chemicals used to kill weeds are called herbicides."}
{"text": "This is done to cut small bushes and grasses using slashers, pangas or tractor drawn mowers. Use of chemicals. Chemicals used to kill weeds are called herbicides. Primary CultivationThis follows land clearing,Small scale farmers use jembes or fork jembes during hand digging. In Large scale framing ploughing is done using mouldboard or disc plough. Other farmers use ox ploughs. Primary cultivation should be done before the onset of the rains. This ensures that all other subsequent operations are done in good time. Importance of Primary CultivationTo remove weeds. To bury organic matter for easy decomposition. To facilitate water infiltration and aeration. To destroy soil borne pests by exposing them to predators and the sun. To make planting easy. Methods of Primary CultivationHand digging. This is done by use of jembes, mattocks and fork jembes to cut and turn the soil slices. Mechanical cultivation. This is the use of tractor drawn implements such as mouldboard and disc ploughs. Subsoilers, cultivators and chisel ploughs are used to break the hard pan. Subsoiling is the process of cultivating the soil with the purpose of breaking up the hard pan. Hard pans may be formed due to continuous use of heavy machinery on the land. Importance of subsoilingBreaking up the hard pan hence improving drainage. Improving soil aeration. Bringing to the surface leached minerals. Improve root penetration. Use of an oxplough. This is the use of ploughs drawn by oxen, donkeys or camels. The method is faster and more efficient than hand cultivation. It s common in areas where land is fairly flat. The following aspects should be considered when carrying out primary cultivation. Time of CultivationLand should be prepared before the onset of the rains so as to;Give enough time for the weeds to dry up and decompose into organic matter. To allow CO2 and other gases to diffuse out of the soil while being replaced by oxygen. Give enough time for subsequent operations to be done hence giving way to early planting. Depth of CultivationThis is determined by;Type of crop to be planted. Shallow rooted crops do not deep cultivation. Deep rooted crops require deep cultivation. Type of the soil. Heavy soils are hard when dry making jembes and fork-jembes to dig shallowly. The implements available. Tractor drawn implements give deeper depth than hand operated tools."}
{"text": "Heavy soils are hard when dry making jembes and fork-jembes to dig shallowly. The implements available. Tractor drawn implements give deeper depth than hand operated tools. Choice of the Correct ImplementsThis is determined by:Condition of the land. If the land has a lot of stones and stumps, a disc plough is preferred because it rolls over the obstacles without braking. Type of the tilth required. Very fine tilth requires different types of implements. Depth of cultivation. When deep cultivation is required heavy implements are used. Light implements are used when shallow cultivation is needed. Topography of the land. Tractor drawn implements cannot be used where the slope is very steep. Implements available. A farmer can only use what is locally available. Shape of the land. Some land shapes may not allow tractor drawn implements to be used efficiently e.g. where there are acute corners. Size of the land. Secondary CultivationThis follows primary tillage. This involves the refinement of the seedbed before planting. It is also referred to as harrowing. Small scale farmers can use pangas, jembes, fork-jembes, and garden rakes to break the soil clods and pulverize the soil. Large scale farmers use factors drawn harrows such as disc harrows, spike toothed harrows, spring tine harrows. IMPORTANCE OF SECONDARY CULTIVATIONTo remove any weeds that might have germinated immediately after primary cultivation. To break the soil clods into small pieces for easy planting. To level the field so as to obtain the uniform depth of planting. Incorporate organic matter into the soil in order to encourage decomposition before planting. Factors determining the number of times secondary cultivation is done. Size of the planting materials. Small seeds require a fine tilth than large seeds. Slope of the land. If the land is hilly, less number of secondary cultivations are preferred to discourage soil erosion. Moisture content of the soil. In dry soils less operations are preferred so as to conserve the soil moisture. Condition of the land after primary cultivation. If after primary cultivation, a lot of trash is left, more harrowing operations should be carried out so as to incorporate the trash into the soil. Tertiary OperationsThey are carried out to meet the needs of certain crops. They are conducted after land clearing, primary and secondary cultivations."}
{"text": "If after primary cultivation, a lot of trash is left, more harrowing operations should be carried out so as to incorporate the trash into the soil. Tertiary OperationsThey are carried out to meet the needs of certain crops. They are conducted after land clearing, primary and secondary cultivations. They include;RidgingThis is the process of digging soil in a continuous line and heaping it on one side to form a ridge bund and a furrow. These ridges are used in planting crops such as Irish potatoes, cassava, groundnuts etc. Ridges facilitate tuber expansion and easy harvesting of the root crops. Furrows are made when planting sugarcane. They help to conserve soil and water. RollingThis is done to compact the soil which is loose or of fine tilth. This is done to prevent small seeds from being blown away by the wind and to prevent soil erosion. This also increase seed soil contact. Heavy rollers are used in large scale. LevelingThis is making the soil surface flat and uniform to promote easy germination of small seeded crops. Rolling ensures uniform germination of seeds. MINIMUM TILLAGEThis is the use of a combination of farming practices that disturb soil the least. These farming practices include;Application of herbicides in controlling weeds. Timing cultivation timely weeding of the previous crop. Mulching. Mulch prevents weeds from growing. Restricting cultivation to the area where seeds are to be planted. Weeds in the rest of the field are controlled by slashing. Establishing a cover crop on the field. Uprooting or slashing weeds in perennial crops. Reasons for carrying out minimum tillageReduce the cost of cultivation. By reducing the number of operations. To control soil erosion. To maintain soil structure. To conserve soil moisture. Continuous cultivation exposes the soil to sun s heat hence evaporation of soil moisture. To prevent root and underground structures disturbance. To prevent exposure of humus to adverse conditions such as sun s heat that cause volatilization of nitrogenSoil Fertility I: Organic Manures Soil Fertility: This is the ability of the soil to provide the crops with the required nutrients in proper proportions for high production. Characteristics of Fertile SoilsGood Depth: Deep soil gives plants greater volume to obtain nutrients and also provide anchorage. Good water holding capacity: This ensures that water is retained well for plant use."}
{"text": "To prevent exposure of humus to adverse conditions such as sun s heat that cause volatilization of nitrogenSoil Fertility I: Organic Manures Soil Fertility: This is the ability of the soil to provide the crops with the required nutrients in proper proportions for high production. Characteristics of Fertile SoilsGood Depth: Deep soil gives plants greater volume to obtain nutrients and also provide anchorage. Good water holding capacity: This ensures that water is retained well for plant use. Proper drainage: Well drained soils are well aerated facilitating healthy root development. Correct soil pH. Different crops have different nutrient requirements. Adequate nutrient supply. It should supply the crops with the nutrients they require in adequate amounts. Free from excessive infestation of soil borne pests and diseases. How Soil Loses FertilityLeaching. Soluble minerals are carried to lower horizons beyond the reach of plant roots. Mono cropping. Growing one type of crop continuously for a long time leads to the exhaustion of certain minerals that the plant uses. Change of soil pH. Changes in the soil pH affect the activity of the soil microorganisms and the availability of certain soil nutrients. Use of some fertilizers can change the soil pH. Continuous cropping. Crops take up a lot of nutrients during their growth which are never returned to the soil. This makes the soil deficient of these plant nutrients. Burning of vegetation cover. This destroys the organic matter hence destruction of the soil structure. Soil erosion. When the fertile top soil is carried away, the soil loses its fertility. Accumulation of salts. This is as result of irregular rainfall and insufficient removal of salts from the soil especially in the arid and semi arid areas. Accumulation of salts is called salinisationMaintenance of Soil FertilityControl of soil erosion to enhance soil infiltration onto the soil and reduce surface run off. Weed control to prevent competition for nutrients. Water space and light with crops. It also reduces pests and diseases. Carrying out crop rotation, this helps to control accumulation of crop pests and diseases on the farm. It also helps to ensure maximum utilization of nutrients. Use of inorganic fertilizers helps to add nutrients to the soil e.g. CAN, DAP, Urea etc.. Use of organic manure helps to supply organic matter to the soil. Minimum tillage which helps to maintain soil structure and prevent soil erosion."}
{"text": "CAN, DAP, Urea etc.. Use of organic manure helps to supply organic matter to the soil. Minimum tillage which helps to maintain soil structure and prevent soil erosion. Intercropping Mixed cropping of leguminous and non- leguminous crops fix nutrients and improve fertility. Proper drainage by breaking hard pans or creation of water channels this ensures proper aeration. Control of pH to almost neutral to ensure proper functioning of micro-organisms which help in decomposition of organic matter. Organic ManuresThey are obtained from plant and an animal remains after decomposition. Role Importance of Organic MatterImproves soil structure aeration, drainage absorption and retention. Improve water holding capacity of the soil. Increases soil fertility e.g. carbon nitrogen etc. It provides food and shelter to soil microorganisms. Help to keep PH of soil stable Buffers soil pH . Reduces toxicity of plant poisons that have build up in the soil as a result of continuous use of pesticides and fungicides etc. Humus gives soil dark appearance making the soil to absorb heat. This moderates soil temperature. Problems Associated with the use of Organic ManuresBulkiness they have low nutritive value per unit volume hence required in large volumes. Laborious in application and transportation this is due to their bulkiness. They spread diseases, pests and weeds i.e. if they are made from materials that are contaminated. Losses of Nutrients if they are poorly stored, soluble nutrients are easily leached and some become volatilized when exposed to the hot sun. If used when not fully decomposed the plant does not benefit from them. Types of Organic ManuresThey are of three types:Green Manure. Farm Yard Manure FYM Compost Manure. Green ManureIt is made of green plants which are left to grow until flowering and then are incorporated into the soil through ploughing. The crops used include; cowpeas, groundnuts, Lucerne, beans, sunflower etc. Characteristics of Plants used as Green ManureShould be leafy or highly vegetative. Should have high nitrogen content hence leguminous ones are preferred. Should have a fast growth. Must be capable of rotting quickly. Should be hardy i.e. Capable of growing in poor conditions."}
{"text": "Must be capable of rotting quickly. Should be hardy i.e. Capable of growing in poor conditions. Reasons Why Green Manure is not Commonly UsedMost crops used for green manure are food cropsTakes time for the manure to decompose delaying plantingMost of the nutrients are used up by micro-organisms in the process of decomposing the green manureGreen manure might use most of the soil moisture and leave very little for the next cropFarm Yard Manure FYM This is mixture of animal waste urine and dung and crop remains used as animal beddings. The quality of Farm Yard Manure is determined by the following factors. Type of the animal used Dung from fattening animals has a high level of nutrients than that from a dairy cow. Non ruminants such as hens and pigs give very rich dung in terms of nutrients. Type of food eaten - nutritious feedstuffs give manure with more nutrients. Type of litter used wood shavings and sawdust are slow to decompose and contain very little nutrients as compared to leguminous ones which give manure rich in nutrients. Method of storage for manure to retain its nutritive status, it must be stored in place with a leak proof roof and a concrete floor. Age of the farm yard manure well rotten manure is rich in nutrients and is easy to apply. Preparation of the farm Yard ManureProvide materials such as grass or wood shavings in the animal house to serve as bedding. Animals deposit their droppings and urine on the bedding and mix them by trampling. After some time Collect the used animal bedding litter and other rotten plant residues;Store collected materials under roof shed to prevent leaching and oxidization of nutrients;Turnover the materials regularly;Sprinkle water if dry;Leave the material to rot completely before useCompost ManureThis is a type of manure made from decomposed materials such as kitchen refuse, plant and animal remains. The following factors are considered when selecting the site for making compost manure. Well drained place this avoids waterlogging which may cause leaching of nutrients. Direction the prevailing wind this aims at preventing bad smells from being blown to the homestead. Size of the Farm the site should be centrally placed on the farm. Accessibility this makes transportation of the manure possible."}
{"text": "Direction the prevailing wind this aims at preventing bad smells from being blown to the homestead. Size of the Farm the site should be centrally placed on the farm. Accessibility this makes transportation of the manure possible. Preparation of Compost ManureThere are two methods of preparing compost manure;Indore Method pit Method Four Heap System Stack Method . Indore Method pit Method A pit 1.2m long by 1.2m wide and 1.2m deep is made. Te materials to be composted are placed in layers in the following order;Fibrous materials such as maize stalks form the foundation. They are followed by a layer of grass, leaves or any kitchen refuse material. A layer of well rotten manure is then applied to provide nutrients for the microorganisms. A thin layer of wood ash is applied to improve the level of phosphorous and potassium in the manure. A layer of top soil is then added to introduce microorganisms that are required to decompose the organic materials.. The above sequence of layers is repeated until the pit is full. A layer of soil is added to cover the pit. During the dry season, the materials should be kept moist by adding water. Five pits are dug in series and materials filled as follows:Pits I, II, III and IV are filled with the materials as described above. After 3-4 weeks, the materials in pit IV are transferred to pit V, materials in pit III to IV, in pit II to pit III and in pit I to pit II. Process is repeated until the materials are well rotten then taken to the filed as compost manure. Four Heap System Stack Method In this method four heaps are used. The materials used are similar to those used in the pit method. ConstructionVegetation is cleared from the ground. Posts 2m high are fixed at a spacing of 1.2 by 1.2m forming the corners of the heap. Wood planks are fixed on the sides to form the walls and materials are arranged as in the Indore method. Materials are placed in the heaps labeled X and after 3-4 weeks they are transferred to pit Y. After another 3-4 weeks, the compost materials are transferred to pit Z where they stay for some 3-4 weeks before they become ready to be taken to the field. The manure should be turned occasionally to facilitate air circulation."}
{"text": "Materials are placed in the heaps labeled X and after 3-4 weeks they are transferred to pit Y. After another 3-4 weeks, the compost materials are transferred to pit Z where they stay for some 3-4 weeks before they become ready to be taken to the field. The manure should be turned occasionally to facilitate air circulation. A stick is driven into the stack an angle to check the temperature. If the temperature inside is high, it is corrected by adding water. DiagramsWATER SUPPLY, IRRIGATION AND DRAINAGEWATER SUPPLYThe Hydrological CycleWater from the surface evaporates up the atmosphere, cools and condenses to form clouds. Saturated clouds fall down to the earth as precipitation in form of rain. This water returns back to the atmospheres through the process of evapo-transpiration. The circulation of water from the earth s surface to the atmosphere and back again is called theHydrological CycleSources of WaterThey include; surface water sources, underground water sources and rain. Surface water sourcesThey include;Rivers, streams and dams. LakesUnderground water sourcesThey include:Springs. Wells. Boreholes. Assignment. Make short notes on the various sources of surface and underground water. Rain water. This is collected from rooftops and stored in tanks. Ponds cal also be dug to collect the runoff. Rain water is very pure compared to the other sources. Water Collection and StorageDams. A dam is a barrier constructed to store water. Dams can be made of earth or concrete. Grass should be planted on the embankment to prevent soil erosion. Weirs. Weirs are used to raise the water level in a river to facilitate pumping. Water tanks. These are made of concrete, stone, metal sheets, plastic or rubber. They should be covered to prevent water contamination. Pumps and Pumping of WaterPumping is the lifting of water from one point to another by use of mechanical force. Types of water pumpsCentrifugal rotardynamic pumps. Piston reciprocating pumps. Semi-rotary pumps. Hydram. Conveyance of WaterThis is the process of moving water from one point source or storage point to where it will be used or stored. This can be done through;PipingIn this case water moves through pipes."}
{"text": "Hydram. Conveyance of WaterThis is the process of moving water from one point source or storage point to where it will be used or stored. This can be done through;PipingIn this case water moves through pipes. Types and choices of pipesMetal pipesThese are expensive but durable. They also can withstand high pressure. Plastic pipesThey are cheap and easy to install. However they can burst under high water pressure, can break when exposed to the sun and can be gnawed by rodents such as moles. Hose pipesThey are either made of rubber or plastic. Rubber ones are more expensive and more durable than the plastic ones. Use of containersContainers such as jerry cans, drums and pots are used to draw water and are carried by various means such as bicycles and animals. Use of canalsWater is conveyed from a high point to a lower point along a slope especially for irrigation purposes. General Uses of Water on the FarmDomestic use cooking, drinking, washingCooling animalsRearing fishWatering irrigation plantsCleaning calf pens, milking shedsWatering livestock drinkingDiluting dissolving chemical used to control pests, parasites and weedsMixing concrete in constructionCooling and running machine enginesProcessing farm produce eg coffee hides, carrotsRecreation eg swimming poolsWATER TREATMENTImportance of Water TreatmentKill disease causing microorganisms. Remove chemical impurities such as excess fluoride. Remove bad smells and bad tastes. Remove sediments of solid particles such as soil and sand. Process of Water TreatmentStage I: Filtration of water intake. -. Water from Source River is made to pass through a series of sieves. -. Large particles of impurities are trapped by the sieves. -. Water then enters into the large pipe to be directed to the mixing chamber. Stage II:Softening of the waterWater circulates in the mixing chamber and doses of soda ash to soften the water. Stage III:Coagulation and sedimentationWater is passed through coagulation tank where fresh air enters to remove bad smell chloride of lime used. Water stays for 36 hours thus solid particles settle and bilharzias causing organisms killed. Alum is added to coagulate solid particles which settle at the bottom. Stage IV:FiltrationWater is passed through filtration tank with layers of sand and gravel to filter it."}
{"text": "Water stays for 36 hours thus solid particles settle and bilharzias causing organisms killed. Alum is added to coagulate solid particles which settle at the bottom. Stage IV:FiltrationWater is passed through filtration tank with layers of sand and gravel to filter it. Water leaving the filtration tank is clean. Stage V:ChlorinationWater is passed through chlorination tank where chlorine is added. Micro-organisms in the water are killed by chlorine. Stage VI:Storage - The treated water is stored in large overhead tanks before distribution and use. DiagramWater Treatment by BoilingBoiling kills germs in water such as those causing bilharzias, cholera and typhoid. IRRIGATIONThis is the artificial application of water to the soil to supply crops with sufficient moisture for growth. It is usually practiced;In dry areas. During dry periods. In the growing of paddy rice. General importance s of Irrigation. Enable crop production during dry seasonReclaim arid and semi arid land for farmingSupplement rainfall in crop productionHelp provides enough water to crops that require a lot of water like riceCreates favourable temperature for proper plant growthEnable supply of fertilizer in irrigation waterMake possible to grow crops in special structures like green houseTypes of IrrigationFactors considered when choosing type of irrigation systemCapital availability- this determines the type of irrigation systems to be used. Drip and overhead irrigation systems require high capital for installation and maintenanceTopography- Surface irrigation requires flat areasWater availability- Surface irrigation requires a lot of water. Drip and overhead irrigation requires less waterThe type of soil- Surface irrigation is best suited for clay soils because they retain water for a long time. The type of crop value of the crop benefit analysis. Crop to be irrigated should be of high value to justify the irrigation costThe availability of clean water drip and overhead irrigation requires clean water to prevent blockage of the systemsSurface IrrigationWater is brought to the crop fields from the source by use of canals or furrows. The following method are used here; Flood Irrigation, Furrow Irrigation and Basin Irrigation. The following factors are considered when choosing the method to use in surface irrigation. Topography- Surface irrigation requires flat areasWater availability- Surface irrigation requires a lot of water. The type of soil- Surface irrigation is best suited for clay soils because they retain water for a long time."}
{"text": "The following factors are considered when choosing the method to use in surface irrigation. Topography- Surface irrigation requires flat areasWater availability- Surface irrigation requires a lot of water. The type of soil- Surface irrigation is best suited for clay soils because they retain water for a long time. Flood IrrigationThe entire field is flooded with water. The method is cheap to establish and maintain but there is uneven distribution of water to crops and a lot of water is wasted. Furrow IrrigationIrrigation water flows from canals into furrows.. Furrows should be maintained by repairing when eroded or worn out, removing the weeds and silt. AdvantagesCheap to establish and maintain. Requires little skill to maintain. Reduces fungal diseases such as blight since there is no wetness on the leaves. DisadvantagesSoil erosion may occur. A lot of water is lost through evaporation and seepage. Basin IrrigationAn area enclosed by walls called embankments levees is flooded. The method is common in the rice growing areas. Such as Mwea Tebere, Ahero, Bunyala etc. Sub-Surface Irrigation and Drip Trickle IrrigationThis involves laying perforated pipes underground to allow water to pass out through tiny holes and wet the soil around the zones of the crop. AdvantagesMinimizes labour requirement especially in changing of water pipes. Minimizes possible theft of water pipes. Economizes on the use of water. Can be practiced on both sloppy and flat land. There is no soil erosion. No growth of weed between the rows. Water under low pressure can be used as long as it can flow along the pipes. Controls fungal diseases such as blight because water does not accumulate on the leaves. There is no need of constructing dykes, leveling or makingDisadvantagesExpensive to install. Pipes can be broken during weeding or land preparation. Nozzles can get blocked making irrigation inefficient hence the method requires clean water. Overhead Sprinkler IrrigationIn this case water is applied to the plants in form of spray using sprinklers or watering cans. The sprinklers and pipes used must be maintained as follows. Lubricating the rotating parts to reduce friction. Repairing any broken parts. Cleaning to unblock the nozzles."}
{"text": "When there is water-logging, salts accumulate to toxic levels in the soil. Drainage removes such salts from the soil. Methods of drainageUse of open ditches channels furrows. Ditches are dug for water to flow by gravity lowering the water table. Use of underground pipesPerforated pipes are laid underground and water seeps into them, then flows to a water way. The pipes are made of plastic, metal steel or clay. French drainsDitches are dug and filed with stones and gravel and then covered with soil. Water from the surrounding area seeps into tem the flows to a water way. Cambered bedsRaised beds are constructed in combination with ditches in the poorly drained soil such as the black cotton soil. Mechanically pumpingIn the low lying areas where the other methods of drainage cannot be practiced, water is mechanically pumped out of the soil. Planting of TreesTrees such as eucalyptus can be planted in water logged areas as they lose a lot of water through transpiration. Water PollutionThis is the introduction of harmful substances into the water. Agricultural Practices that Pollute WaterUse of inorganic fertilizersFertilizers used get leached through the soil and are carried to water bodies. Use of pesticidesExcess pesticides seep into the soil and find their way to the water bodies causing pollution. Poor cultivation practices. These practices include:Over cultivation. This causes soil erosion hence siltation in water bodies. Overgrazing. This also causes soil erosion hence pollution in water bodies. Cultivation along the riverbanks. Also causes soil erosion hence siltation in water bodies. Methods of Preventing water PollutionSoil conservation measures to minimize soil erosion. Fencing of water sources to minimize pollution by animals. Enforcing integrated ways of controlling pest and weeds that do not use chemicals such organic farming. Planting vegetation along the river banks to avoid siltation. Using adequate storm control methods in the areas experiencing heavy rains. FARM TOOLS AND EQUIPMENT REVISION QUESTIONS1 The diagrams below are of farm tools and equipment. Study them and answer the questions that followi Identify the tools 1 mkii Give one functional difference between the tools above.1 mk2.The diagram below show farm equipment. Use them to answer the questions that follow."}
{"text": "FARM TOOLS AND EQUIPMENT REVISION QUESTIONS1 The diagrams below are of farm tools and equipment. Study them and answer the questions that followi Identify the tools 1 mkii Give one functional difference between the tools above.1 mk2.The diagram below show farm equipment. Use them to answer the questions that follow. A Identify the equipments M and L. 1mk b State the functional difference between M and L. 2mks c State TWO common maintenance practices carried out on both M and L. 2mks 3.The diagram below shows a farm equipment study it and answers the questions that follow. A Identify the equipment. 1mk b Name the parts labeled. 2mks W; X ; Y; Z c What is the function of the part labelled Z. 1mk 4.Study the diagrams below and answer the questions that follow. A Identify the tools. A-B-C-D 2mks b State the correct use of each of the tools above. 2mks c Give two maintenance practices carried out on tool D for efficient use. 1mk 5 a Name four types of tools used in smoothing wood. 2mks b Give three reasons why farm tools and equipment should be well maintained. 11 2mk 6.Below is a diagram of farm equipment. Use it to answer the questions that follow. A Identify the equipment. Mk b State two reasons for your choice in a above 1mk b State the use of the equipment 1mk c Name the parts labelled G,E and F. 1 mks d Identify two draw backs in using this equipment compared to others that may be used for the same purpose. 2mks 7.Identify the farm tool and equipment illustrated in the diagram labeled k and L and give one use of each equipment. Equipment identityUse a K........................................................................................................... L............................................................................................................ b Give the care and maintenance of L 1mk8.Observe the tools X and Y illustrated below and answer the questions that follow:-a Identify the tools. X ; Y 2 mks b State one use of each of the following tools. X;Y 2 mks c State three maintenance practices carried out on tool X. 3 mks 9."}
{"text": "Equipment identityUse a K........................................................................................................... L............................................................................................................ b Give the care and maintenance of L 1mk8.Observe the tools X and Y illustrated below and answer the questions that follow:-a Identify the tools. X ; Y 2 mks b State one use of each of the following tools. X;Y 2 mks c State three maintenance practices carried out on tool X. 3 mks 9. The diagram below illustrate a workshop toolIdentify the tool ...... 1mk Name the parts labeled S, T and U 3mks State the use of the tool 1mk 10.Study the diagrams of livestock production tools below and answer questions that follow. A Identify the tools E, F, G and H. 4mks b State two maintenance practice of the equipment E. 2mks 11.Below are diagrams of workshop tools. State the functions of tools. 4mks i ii iii iv b What is the name given to the metallic brush which is used to clean out wood chippings from tool i above. Study the diagrams of garden tools shown below and answer the question that follo i State two field conditions under which tool A would be more suitable for use in cropProduction 2mks ii Give the function of the tool labelled C. 1mk iii State two maintenance practices of the tool labelled B. 2mks 13.Study the diagrams below labeled P,Q,R and S representing some workshop tools and then answer the questions that follow. A identify the tools2mksToolNameP . Q R S b Give one use of tools P and R in the construction of a wooden feed trough.1mkP R . C How would the tool labelled Q be used in the construction of a calf pen? Mkd Give two maintenance practices carried out on tool S.1mk14.Study the diagram below of farm tools and equipment and answer questions that follow. I Identify tool M and N 1mk M .."}
{"text": "1 mkd -Need two people to operate. 1-Not easy to carry about during operation. 11 x 2 2mk9. I Auger bit 1 x 1 1mk ii S shankT-Twist threadsU-Spur 3 x 1 3mks iii Making holes boring holes on the wood 1mk 12 i Conditions under which tool labeled A is usedHard ground soilsA stony fieldField with rhizomes stolons rootsA field with sticky soils 2x1 2mks ii Functions of the tool labeled CCutting pruning undesirable branches stems of trees fruits coffee Cutting pruning excessive vegetative parts 1x1 1mk iii Maintenance practices of tool labeled BClean remove soil trash after useStraighten the prongs if bendReplace the handle if brokenFix the handle firmly on the rake 2x1 2mks 13.a x 4 2 MKSUse of tools P and R in the construction of a wooden feed troughP-Measuring angles layout of angles measuring lengthsR- Cutting timber to make joints used for joinery work-Fine cutting sawing x1 1 2mkUse of Q in the construction of a calf penTo determine if the floor level the walls are vertical. X1 mkMaintenance practices on tool S-Sharpening the cutting edge-Removing the mushroom head x2 2mksi M- hack sawN- hand sawii Functional differences between M and N- hack saw M is used for cutting metal rods and plates while N hand saw is used for cutting wood timber 1x1 1mk iii maintenance practicestighten loose screws and nuts ref.bolt replace worn out bladeregular cleaninghang properly to avoid possible damagemaintain correct tension of the bladeOTHER REVISION QUESTIONSa . What is Agriculture? B . State the roles played by agriculture in national developmentd . I Briefly outline the problems that have hindered agricultural developmentin Kenya."}
{"text": "B . State the roles played by agriculture in national developmentd . I Briefly outline the problems that have hindered agricultural developmentin Kenya. Ii Suggest ways in which these problems can be alleviateda i What are the characteristics of shifting cultivation? Ii State the problems associated with shifting cultivation. What is pastoralism? State the factors to consider in choosing a type of farmWhat is arable farming? I State the advantages of mixed farmingii State the limitations of mixed farmingi Give the types of farming practised by small scale farmersName the types of large scale farmingWhy does the Kenya government put a lot of emphasis on ranching? State the common features of ranching as a farming system:i State the advantages of plantation farmingState the disadvantages of plantations. State the major characteristics of plantation farming. A List the ecological factors affecting agriculture. Mention the aspects of rainfall which are important in crop productioni What is optimal temperature? Ii State the effects of high temperature on crop production. State the negative effects of wind to crops. A . I. Define the term soilii . Name the ways in which soil is important to growing plants. B . I State the factors which influence the soil forming processii . What biological agents influence the speed of the soil forming process? I Define the term soil Profileii How does soil profile influence plant growth? I List the constituents of a fertile soil. Ii What role do micro-organisms play in soil? I What is soil structure? Ii State the farming practices that improve soil structure. Iii Why is a good soil structure desireable for growing crops. I What is soil texture? State the properties of soil that are influenced by its texture. Give the types of soil based on texture. A State the advantages of using farm tools. List the factors that determine a farmer s choice of tools and equipment. I Why should tools and equipment to maintained well? Ii How should tools and equipment be maintained? List the safety precautions necessary for tools and equipmentName the categories of farm tools and equipment. A State the importance of land preparation. B i What is primary cultivation? Ii Which factors influence choice of tools for primary cultivation. I What is secondary cultivation? Ii Give reasons for secondary cultivation? I Define minimum tillageiii State reasons for practising minimum tillage."}
{"text": "I What is secondary cultivation? Ii Give reasons for secondary cultivation? I Define minimum tillageiii State reasons for practising minimum tillage. Name the factors that determine the number of tillage operations during seedbed preparation. A List the sources of water on the farm. How is water conveyed from one point to another? I Name the types of water pipes. Iii What features are considered when buying plastic pipes? Name the types of water pumps to be used on the farm. I Why should water be treated before use? Ii State the methods of treating water on the farm. Iii How is water used on the farm? A i What is irrigation? Ii List the factors to consider in deciding to irrigate crops. B List the major types of irrigationa i What are the uses of farm recordsList types of records kept on mixed farms. List types of records kept by crop farmers. ,. Goat, pigs, bees, fish, donkey, camel10 b i Explain the role of livestock in human lifeii List factors that affect livestock industry in Kenya. C i List dairy breeds of cattleii State their characteristics. I Name beef cattle breeds. Ii What are the characteristics of beef cattle. Name the important rabbit breeds in Kenya. Name the major breeds of sheep in Kenya and indicate the purpose they are kept forName important goat breeds and their usesName important pig breeds kept in Kenya. I Give the meanings of exotic and to indigenous breeds. State the characteristics of exotic cattle that make them better suited to marginal areas than exotic cattle breeds. What are the advantages of keeping a Jersey cow instead of Friesian for production of milk? I State the general characteristics of exotic cattle breeds. Ii Give the characteristics of indigenous cattle11.Below is a diagram of a nursery for raising the seedlings. A State two advantages of having the part labeled J 2mks Nrk b State any 3 management practices that should be carried out on the nursery from the time seedlings emerge to the stage of transplanting 3mks Nrk12. A i What is soil fertility? State the characteristics of a fertile soil. How can a fertile soil loss its fertilityiv . State the ways of maintaining or improving soil fertilityi What are plant nutrients?"}
{"text": "State the characteristics of a fertile soil. How can a fertile soil loss its fertilityiv . State the ways of maintaining or improving soil fertilityi What are plant nutrients? Ii Name the major plant nutrients macro-nutrients State the roles and deficiency of the following nutrients in plants. I Nitrogen usesDeficiency. Excessive supplyPhosphorous used. DeficiencyPotassium uses. Deficiency. I What is soil sampling? List the methods of soil sampling. State the reasons for soil testing:Explain the procedure of soil sampling:State precautions necessary during soils samplingName the methods of detecting nutrient deficiency in crops:State the importance of soil PH to a crop:13 a i Differentiate between manure and fertilizer:List the common organic manuresb . I What is organic matter? State the importance of organic matterHow can organic matter be added to soil? C i Describe how to make farm Yard manure:ii State the factors determining quality of farm yard manureiii Give the advantages of using Farm Yard Manure over fertilizer:Give the disadvantages of using farm yard manured i State the factors to consider when citing a compost pit. Describe how to make compost manurei How is green manuring done on the farm? List the characteristics of green manure crops:What are the advantages of green manuring? 14a Classify fertilizers by nutrient content. B i Name the common nitrogenous fertilizers. State properties of nitrogenous fertilizers characteristics When are they applied and why at that time? C i Name the common phosphatic fertilizers:When are they applied and why at the time? I Name the common potassic fertilizersCharacteristics:i What is fertilizer application? List the methods of fertilizer application:What is top dressing? I Calculate the amount of K2O potassium chloride contained in 400 kg of a compound fertilizer 25:10:5 5kg of K2O is contained in 100kg of 25:10:5A farmer is to apply a compound fertilizer 20:30:10 on a vegetable plot measuring 5 metres long by 4 metres wide, at the rate of 200kg per hectare. Calculate the amount of the fertilizer the farmer would require for the plot."}
{"text": "List the methods of fertilizer application:What is top dressing? I Calculate the amount of K2O potassium chloride contained in 400 kg of a compound fertilizer 25:10:5 5kg of K2O is contained in 100kg of 25:10:5A farmer is to apply a compound fertilizer 20:30:10 on a vegetable plot measuring 5 metres long by 4 metres wide, at the rate of 200kg per hectare. Calculate the amount of the fertilizer the farmer would require for the plot. Show your working What do the figures 20, 30 and 10 in the fertilizer stand forHow much of a fertilizer labeled 20:20:10 should be applied to a plot which requires 30 kg P2O5? 15. A i State the importance of the nitrogen cycleDescribe the nitrogen cycle:What happens to nitrogen in the soil? B i State the importance of carbon cycleDescribe the carbon cycleHow is carbon lost? How can carbon be restored to the atmosphere? 16. A i Define crop propagation. What are the methods of crop propagation? B i List the different methods of vegetative propagation:State advantages of vegetative propagation. State its disadvantages. I What are the advantages of seed propagationState the disadvantages of seed propagationi Give the advantages of early plantingState the factors to consider when selecting seeds or other planting materials for plantingWhat are the reasons for seed selection? What practices are carried out for seeds to ensure that they germinate? I List the methods of plantingState the advantages of row planting. State the factors which influence planting depth. What factors determine crop spacing? State the advantages of correct spacingWhy is correct plant population necessary? Name the treatments necessary on planting materials before planting? 17a What is a nursery? State the reasons for using a nursery. State the nurseries management practices. Explain the following nursery practices. I Pricking out. Hardening off. Rogueing. FORM TWO AGRICULTURE NOTESLIVESTOCK HEALTH II PARASITES Parasite- A living organism that lives in or on another organism and obtains nourishment from that organism without being useful to it in any way. -This host-parasite relationship is referred to as parasitism. -Parasitism is an association between two organism one a parasite and the other the host."}
{"text": "-Tsetse flies give birth to larvae after the eggs hutch inside the body of the mother. -Larva forms the pupa, which later changes into an adult. -Tsetse flies bites mainly during the day. Harmful effects-They transmit Trypanosomiasis caused by a protozoan called trypanosome-Sucks out blood from the animal causing anaemia. -Cause damage on the skins and hides of animals making wounds which provide routes for secondary infection by pathogenic organisms. Control-Bush cleaning to destroy their breeding places. -Spraying their breeding places with insecticides. -Use of fly traps with impregnated nets. -Use of sterilizing agents e.g. radio isotopes on male flies and then releasing them. B.Keds melophagus orinus -Are sometimes referred to as sheep ticks. -They are hairy and wingless bloodsucking flies. Harmful effects-Cause irritation in heavy infestation. -Due to irritation, animal scratches itself thus damaging the wool. -Retarded growth in lambs. -. Anaemia. Control measures-Shearing the infected sheep and hand spraying them with appropriate chemicals eg pyrethrum, malathium, dieldrin etc-Routine sheep dipping. FleasThey are wingless but have strong legs adapted for leaping over long distances. -They suck blood as their mouth parts are adapted for penetrating the host s skin and sucking blood. -They pass through the following stages during development, egg- larvae- pupa- adult. Harmful effects-Cause irritation leading to scratching. -Stick fast in poultry causing wounds on the comb and wattles. -They cause anaemia. Control measures-Animals sleeping places should be kept clean. -Dusting animal hooks with appropriate insecticides. -Covering the stick fast fleas with petroleum to suffocate them. LiceThey are small wingless insects and can be divided into two groups. Biting lice mallophaga Sucking lice anoplura Biting lice-They are found on both the birds and mammals. -They have chewing mouthparts. -They complete their lifecycle between three to four weeks. Sucking lice-Have mouthparts reduced into styles for sucking blood. -They are found only on mammals. Harmful effects-Cause irritation to the animal hence, the animal is seen to rub itself against fixed objects."}
{"text": "Sucking lice-Have mouthparts reduced into styles for sucking blood. -They are found only on mammals. Harmful effects-Cause irritation to the animal hence, the animal is seen to rub itself against fixed objects. -Heavy infestations cause loss of health in animals. -Since animals under attack do not feed very well, there is emaciation. -Loss of production in birds. -Anaemia and restless especially in poultry. Control measures-Spraying or dusting animals with appropriate insecticides. -Keeping animal houses clean. -Perches in poultry houses should be applied with insecticides eg 40 nicotine sulphate solution. -Dusting each bird with sodium fluoride for individual treatment. CLASS ARACHNIDA-This consists of the ticks, mites and spiders. -Ticks and mites belong to the order Acarina. -These do not undergo complete metamorphosis. -They have two body parts i.e. cephalothorax and the abdomen. -The adults have 4 pairs of legs. A Ticks. -Ticks rank as the single most important ectoparasites of livestock. -They cause injury and spread very dangerous diseases. -There are over 50 different species of ticks known. Harmful effects-Vectors of diseases e.g. ECF, Red water, Anaplasmosis. -Suck blood-causing anaemia to the host. -Cause wounds through their bites. -Cause irritation to the animal. -Their bites lower value of hides and skins. -Some ticks produce toxins that may be harmful to the host. THE LIFE CYCLE OF TICKS-Ticks usually pass through four main stages in their cycle i.e. -Egg-Larva six legs -Nymph Eight legs -Adult Eight legs -Different species of ticks need different number of hosts. -There are therefore three categories of ticks i.e. -One host ticks. -Two host ticks. -Three host ticks. ONE HOST TICKS-These ticks require one host to complete their lifecycle. -Eggs on the ground hatch into larvae. -Larvae climb onto the host, suck blood, become engorged and moult into nymphs. -Nymphs feed on the same host, become engorged and moult into adults. -Adults feed on the same host, mate and the females drop off to the ground to lay eggs."}
{"text": "-Larvae climb onto the host, suck blood, become engorged and moult into nymphs. -Nymphs feed on the same host, become engorged and moult into adults. -Adults feed on the same host, mate and the females drop off to the ground to lay eggs. Examples of one-host ticks:-Blue tick Boophilus decoloratus -The Texas Fever tick Boophilus annalatus -The Cattle tick Boophilus microplus -The Tropical Horse tick Dermacentor nitens TWO HOST TICKS-This tick requires two hosts to complete their lifecycle. -The larvae and nymphs pass through their stages on the first host. -Eggs on the ground hatch into larvae, which climb on to the first host. -A larva attaches themselves to the host, feed on blood, become engorged and moult into nymphs. -. Nymphs feed on the same host become engorged and then drop to the ground to moult in adults. -Adults find a new host on which to feed. -They feed on the second host and mate. -Females drop off to the ground to lay eggs. Examples of two host ticks. -Red legged tick Rhipicephalus evertsi -The Brown tick Amblyomma maculatum -The African Bont-legged tick Hyalomma truncatum -Large Bont-legged tick Hyalomma rufipes THREE HOST TICKS-These ticks require three different hosts to enable them to complete their lifecycle. -Eggs hatch on the ground into larvae. -Larvae attaches itself to the first host, feed on blood, become engorged and drop off to the ground and moults into nymphs. -The nymphs look for a second host, feed on blood, become engorged and drop off to the ground and moult into adults. -Adults seek for the third host, climb, feed become engorged and mate. -Females drop off to the ground to lay eggs. Lifecycle of a three host tick."}
{"text": "-Adults seek for the third host, climb, feed become engorged and mate. -Females drop off to the ground to lay eggs. Lifecycle of a three host tick. Examples:--Brown ear tick Rhipicephalus appendiculants -East African Bont tick Amblyomma variegatum -Bont tick Amblyomma herbraem -Gulf Coast tick Amblyomma maculatum -Yellow Dog tick Haemaphysalis leachii -Fowl tick Heamaphysalis hoodi -Brown Dog Tick Rhipicephalus sanguineous TICK CONTROL MEASURESi Natural Biological method. Ii Mechanical method. Iii Chemical method. 1. Natural Biological method. -This is the use of the tick s natural enemies which predate on the ticks. E.g. using predators such as birds to control ticks. N B Only a small number of ticks is controlled using this method. 2. Mechanical methodi Burning the infected pastures. -Burning destroys eggs, larvae, nymphs and adults. Ii Interfering with the ticks environmentThis is achieved by:--Ploughing pasture land .the eggs are exposed to the sun heat or are deeply buried. Iii By top dressing pasture using lime or dressing using acaricides. Iv Fencing off the pasture and farm. V Hand picking the ticks deticking vi Starving the ticks to death-This is achieved by practicing rotational grazing. -It interrupts the lifecycle of the ticks. 3. Chemical control method. This is done by application of acaricide. Properties of an effective acaricide-Has the ability to kill ticks. -Be harmless to both human and livestock. -Be stable. -Should remain effective after having been fouled with dung, mud or hair. Methods of acaricide application-Spraying regularly with the acaricide. -Dipping animals in plugs dips containing the acaricide. -Hand dressing using pyegrease. ENDOPARASITES INTERNAL PARASITES These are parasites which live within the body of the host animal e.g."}
{"text": "-Dipping animals in plugs dips containing the acaricide. -Hand dressing using pyegrease. ENDOPARASITES INTERNAL PARASITES These are parasites which live within the body of the host animal e.g. tapeworms, Round worms, Fluke etcCategories of Endoparasites-Endoparasites are generally called helminthes-They fall under 2 phylai Platyhelminthes Flat worms -class-trematoda flukes -Cestoda tapeworms ii Nemathelminthes nematoda - Round worms. P LATYHELMINTHES-Are flatworms. -Body is symmetrical-Are hermaphroditic. A Tape worm Taenia spp -cestodes-Have two main parts ie-Has a head Scolex and a chain of segments called the strobila-Each segment is called a proglottis. -Scolex has suckers or hooks or both. Animals affected pigsCattleSheep. Goats. Donkey. Symptoms of attack-General emaciation-Rough or staring coat. -Scouring and sometimes constipation due to digestive disturbance. -. Pot-bellies especially in calves. -Oedematous swelling under the jaw. -Obstruction blockage of the intestines when tape worms are present in large nubers. -. Ploglottides present in faeces. -Anaemia. -Excessive appetite. N.B. Lifecycle of tape worm-Tape worms attack farm animals as intermediate hosts and man as final host. -There are two common species of tape wormBeef tape worm Taenia saginata Pork tape worm Taenia solium -Affected human beings drop Ploglottides full of eggs with faeces. -Eggs are picked by the right intermediate host either cattle or pigs while feeding. -After ingestion by the host intermediate , Eggs hutch in the intestines into embryos. -Embryos penetrate the intestinal wall and enter the blood system. -They first move to the liver and then to all body muscles of the animal where they become cysts. -Under cooked beef or pork from infected animals if eaten by man causes an infection. -In the human intestine cysts wall dissolve and the parasites attack themselves to the wall of the intestine."}
{"text": "-They first move to the liver and then to all body muscles of the animal where they become cysts. -Under cooked beef or pork from infected animals if eaten by man causes an infection. -In the human intestine cysts wall dissolve and the parasites attack themselves to the wall of the intestine. -Here they develop into adult tapeworms. -These are passed out again in faeces. Control measures and treatment-Use of prophylactic drugs e.g. antihelminthes dewormers to kill parasites in animals. -Keep animal houses clean and disinfected. -Practice rotational grazing to starve the larvae cysts to death. -Keep the feeding and watering equipment clean. -Use of latrines by farm workers ie proper disposal of human faeces. -Proper meet inspection. -Proper cooking of meat. B Liver fluke Fascial spp Trematoda There are many species of flukes. -Two are the most common ones ieFasciola heptica sheep Fasciola gigantica cattle -Heavy infestation of flukes cause a condition called Fascioliasis. Symptoms-Emaciation-Indigestion in the animal. -Pot bellied condition. -Damage to liver tissue causing haemorrhage due to movement of flukes in the liver. -Anaemia due to sucking of blood. -Animals are dull and depressed. -Swollen and painful abdomen. -Recumbence precedes death. N.B. Fasciola has the following characteristics-Gray or gray-pink in colour-Flattened like leaf. -Have a conical projection at the anterior end. -Have a tapering body ending. Lifecycle:-Liver fluke use the fresh water snail as their intermediate host. -. They have sheep or cattle as their final host. -Adult flukes are found in the bile duct of the liver of the host animal. -Here they produce eggs which are passed into the alimentary canal through the bile duct. -Eggs are passed out through dung. -A fluke produces about 300-3500 eggs per day. -I the eggs falls into stagnant water that is warm, they hatch into a ciliated embryos called miracidia miracidium -On coming into contact with the intermediate host snail Limnea spp . It penetrates the snail tissue."}
{"text": "-A fluke produces about 300-3500 eggs per day. -I the eggs falls into stagnant water that is warm, they hatch into a ciliated embryos called miracidia miracidium -On coming into contact with the intermediate host snail Limnea spp . It penetrates the snail tissue. -Once inside the snail tissues, miracidium process masses of cells called sporocysts-Sporocysts change into Redia. -Redia produces cercaria more out of snail-Cercaria change into metacercaria which is the infective stage of the fluke-The definite final host through grazing or drinking infected water takes Metacercaria. N.B. Metacercaria can survive in wet grass and in shady places or when withstand harsh conditions for a year. -Once swallowed by the host, cercaria penetrates walls of the intestine and hatch into adults. -Adults migrate to the liver where they grow, mature, mate and produce eggs. -The cycle starts all over again. Control measures1. Controlling the fresh water snail intermediate host thoughPhysically killing them. Chemically by use of CuSo4 Sodium pentachlorophenate etc which is added to stagnant water to kill the snails. Draining swampy areas leveling any depression that may hold water in the pastures. 2. Burning of the pastures during the dry seasons to kill cercaria3. Not grazing animals near marshy or waterlogged areas. 4. Routine drenching using antihelminthes e.g. NaSo4, hexachloroethane drugs. ROUNDWORMS NEMATODES Ascaris spp There are three common species of round wormsAscaris lumbricoides Cattle and sheep. A. suum Pigs. A. galli poultry. -Heavy infestation of these worms cause a condition called ascaridiosisSymptoms of Attack. -Anorexia Loss of appetite in heavy infestation -Staring coat stiff and dry -Dehydration and pale mucosa-Eggs and adults present in faeces. -Emaciation-Diarrhoea. -Anaemia. -Potbellies especially in young animals. LIFECYCLE OF A ROUNDWORM-The common roundworm Ascaris lumbricoides does not have intermediate hosts."}
{"text": "-Anaemia. -Potbellies especially in young animals. LIFECYCLE OF A ROUNDWORM-The common roundworm Ascaris lumbricoides does not have intermediate hosts. -Eggs are laid in the alimentary canal of the host animal. -Eggs are passed out of the host with faeces. -Under favorable environmental conditions, eggs hatch into larvae which climbCROP PRODUCTION III NURSERY PRACTICES Seedbed. This is a piece of land large or small, which has been, prepared to receive seeds at planting or seedlings at transplanting. The crop will establish and grow to maturity here. Nursery bed. This is a special type of a seedbed prepared for raising seedling before transplanting. It should be 1m wide and of any convenient length. Seedling bed. This is a special type of a nursery bed used for raising seedlings, which have been removed from the nursery bed due to overcrowding before they are ready for transplanting. This is called pricking out. Importance of a Nursery in Crop PropagationIt facilitates the planting of small seeds that develop into strong seedlings that are easily transplanted. Routine management practices are easily and timely carried out in the nursery than in the main seedbed. It is possible to provide the ideal conditions for growth such as watering, fine tilth and shade to the plants. It facilitates the production of many seedlings in a small area. Ensures planting of only the healthy and vigorous growing seedlings. Excess seedlings can be sold earning income to the farmer. Seedlings raised in the nursery bed take a shorter time to mature than ones established directly. It reduces labour on the care of seedlings since the area is small. Site SelectionThe following factors should be considered when selecting a nursery site. Nearness to water source. For easy watering. Type of the soil. Soil should be well-drained, deep and fertile preferably sandy loam. Topography. Should be sited on a gentle slope to prevent flooding and erosion through run-off. Security. Should be well protected from theft and destruction by animals. Previous cropping. Avoid siting it on an area where the same crop species had been planted to avoid build up of pests and diseases. Well sheltered. Windbreaks are necessary to prevent strong winds, which can uproot the seedlings and cause excessive evaporation."}
{"text": "Avoid siting it on an area where the same crop species had been planted to avoid build up of pests and diseases. Well sheltered. Windbreaks are necessary to prevent strong winds, which can uproot the seedlings and cause excessive evaporation. Categories of NurseriesVegetable crop nurseryTree nurseryVegetative propagation nurseries. Vegetable crop nurseriesMost vegetable crops have small seeds and are established through the nursery. A suitable nursery site is selected and marked out. Vegetation is cleared using slashers, pangas, mowers etc. Trash is removed and the site is dug or ploughed to remove all the perennial weeds. Various nursery beds are measured and divided leaving paths of 60cm in between the individual beds. In dry areas the nurseries are sunken in order to conserve moisture. Beds are harrowed to a fine tilth and Phosphatic fertilizer or well rotten manure is broadcasted. Leveling is done using garden rakes, which also removes trash. Shallow drills, 10-20cm apart are made and the seeds are drilled uniformly And then covered lightly with the soil. Tree nurseriesSelected site is prepared the same way as for the vegetables. Alternatively, the seeds are pre-germinated by soaking them in water for 24-48 hours. The seeds are then planted in polythene sleeves, which are half filled with soil. The sleeves facilitate transporting of the tree seedlings during transplanting. The polythene sleeves are arranged in rows under shade in the nursery site. Vegetative propagation nurseriesThese are used to raise some cuttings before they are transplanted to the main seedbed e.g. in tea. Correct rooting medium must be provided to facilitate rooting. A suitable site is elected, cleared and leveled. The nursery unit should measure 3.66m x 1.22m. Polythene sleeves measuring 7.5-10cm in diameter and 23-30cm long are filled with the rooting mixture. The rooting mixture is made of the subsoil, double super phosphate and Sulphate of potash. 1m3 of subsoil is mixed with 450-600gm of DSP. The sleeves are then placed in the unit. Each unit holds about 1200 sleeves. Preparing tea cuttingsStem cutting are obtained from;High yielding mother plants. High leaf quality plantA plant with the ability to adapt to a wide range of ecological conditions."}
{"text": "Each unit holds about 1200 sleeves. Preparing tea cuttingsStem cutting are obtained from;High yielding mother plants. High leaf quality plantA plant with the ability to adapt to a wide range of ecological conditions. The selected mother plants are pruned and left to grow for six months unchecked. The shoots that grow within this period provide cuttings, which are obtained from the middle part. The brown hard bottom and the green soft part are discarded. The bottom part takes long to root while the upper soft part tends to rot if planted. A sharp knife is used to make slanting cuts above the axial bud. The cutting should be 2.5-4.0 cm long. Each cutting should have a leaf. The cuttings should be placed in water before they are planted to avoid dehydration. The sleeves are watered and then the cuttings inserted at the center of each sleeve. Leaf of the cutting should not touch the soil to avoid rotting. The sleeves should then be arranged in the vegetative propagation unit as shown below. Wooden hoops are erected over the sleeved cuttings and a polythene sheet is placed. The sleeves should be watered once every three weeks. Weeds appearing in the nursery unit should be uprooted. Nursery management PracticesMulching. This prevents excessive evaporation and moderates soil temperatures. It should however be removed on the fourth day or as soon as seedlings start emerging. Dry grass or straw from cereal crops can be used as mulch. Watering. Should be done regularly preferably morning and evening. Weed control. Weeds should be removed by uprooting. Pricking out. Where seedlings are overcrowded some should be removed and planted in a seedling bed. This reduces competition. Shading. Should be provided but dark conditions should be avoided to avoid the seedlings becoming etiolated or pale. Pest and disease control. Appropriate chemicals should be applied to control pests and diseases. This should however start during the nursery bed preparation stage where the soil is sterilized through heat treatment or use of chemicals such as furadan. Hardening off. This the practice of preparing the seedlings to adapt to the ecological conditions found in the seedbed. This can be done through;Gradual reduction of shade 2-3 weeks before transplanting. Reduction of watering. Partial lifting of the seedlings in some cases. GraftingThis is the practice of uniting two separate woody stems."}
{"text": "Reduction of watering. Partial lifting of the seedlings in some cases. GraftingThis is the practice of uniting two separate woody stems. The part bearing the roots is called the rootstock while the part, which is grafted onto the rootstock, is known as the scion. Scion has buds, which develop into the future plant. The ability of the rootstock and the scion to form a successful union is referred to as compatibility. Only botanically closely related structures are compatible such as lemon and orange or lemon and tangerine. Methods of GraftingWhip or tongue grafting. In this case the diameter of the rootstock and the scion are the same. It is carried out when the diameter of the scion and rootstock is pencil thick. A slanting cut is made with a sterilized sharp knife on both the scion and rootstock. They are joined together and wrapped with grafting tape or polythene strip. Side grafting. It is done where the stock has a larger diameter than the scion. The scion is inserted into the side of the stock. Other methods of grafting include;Approach grafting. Bark grafting. Notch grafting. BuddingThis is the uniting of a vegetative bud scion to a seedling of another plant rootstock . The scion has only one bud and some bark with or without wood. The bud is inserted in a slit made on the bark of the stock. It is held tightly on the stock by tying with budding tape until it produces roots. Methods of BuddingT budding. A T-shaped incision is made onto the bark of the rootstock down to the wood. The incision is made 15-20cm above the ground using the budding knife. The bark is then raised and the bud is inserted by sliding it downwards under the lifted bark. The bud is then firmly tied. Materials such as adhesive tapes, rubber strips and polythene papers can be used for tying. The wrapping is removed about two weeks after budding to inspect the buds. If they are green they have been accepted by the stock. The stock is then cut a few centimeters above the union. The green bud develops to produce a shoot. When the shoot reaches about 25cm it is tied to a stake to prevent it from being blown by wind and get broken."}
{"text": "The stock is then cut a few centimeters above the union. The green bud develops to produce a shoot. When the shoot reaches about 25cm it is tied to a stake to prevent it from being blown by wind and get broken. The piece of rootstock above the union is now cut 1-2cm above the union. Top budding. This involves budding of young trees where the buds are inserted at the desired locations. This allows the production of different varieties of fruits on the same rootstock as long as they are of the same species. Patch budding. The bark with a bud is removed from the scion stem and inserted into a patch where the bark has been removed from the rootstock. The union is tied on top and bottom tightly. Importance of Grafting and BuddingPlants with desirable root characteristics such as disease resistance, vigorous root system, and resistance to nematode attack but with undesirable products may be used to produce desirable products. E.g. orange lemon graft. Grafting helps to repair damaged trees. They help to shorten the maturing age. Grafted mangoes take 3 years to mature while non-grafted ones may take up to 7 years. They facilitate the changing of the top of the tree from being undesirable to desirable. They help to propagate clones that cannot be propagated in any other way. They make it possible to grow more than one type of fruit or flower on the same plant. LayeringThis is the process by which a part of system is induced to produce roots while still attached to the mother plant. Once the roots have developed the stem is cut off and planted. Types of layeringMarcotting. Commonly known as aerial layering. It is done on hardwood stems that cannot bend easily to reach the ground. Some moist rooting medium is heaped around a section of the branch whose bark and cambial layer has been removed. The rooting medium is wrapped with a polythene sheet to hold the soil and maintain it moist. Auxins plant hormones accumulate at the point where the bark has been removed thereby inducing root development. Tip layering. The shoot bearing the terminal bud is bent to the ground and then covered with a layer of moist soil. Pegs are used to hold it in position. After roots develop the shoot is cut off from the mother plant and transplanted. Trench layering. The branch of a stem is bent, laid in trench and is then held in position by pegs."}
{"text": "After roots develop the shoot is cut off from the mother plant and transplanted. Trench layering. The branch of a stem is bent, laid in trench and is then held in position by pegs. The trench is then covered with moist soil. The buds develop shoots that grow upwards. Roots develop at the base of each shoot. The shoots are then cut off from the mother plant and transplanted. Compound serpentive layering. The branch is bent several times and held in position by pegs. This produces several new rooted shoots fro the same branch. However the branch must be highly flexible to achieve this. Tissue culture for Crop ProductionThis is the generation of plants from plant tissues cells . This is a biotechnology, which is used to clone vegetatively propagated materials. Tissue culture produces many propagules or explants. Cells are obtained from the tips and they are provided with certain conditions such as the culture medium, correct light intensity, temperature and relative humidity. The following three stages are involved in tissue culture. Stage 1An asceptic culture is established. Cell division and enlargement is enhanced. Disinfectants such as alcohol, calcium or sodium hypochlorite, mercury chloride and antibiotics are used to eliminate any contamination. All the tools used must be sterilized to establish a clean culture. The culture medium should include inorganic materials, carbon and energy source sugar , vitamins, organic supplements and growth regulators hormones Stage 2This involves a series of sub culturing to rapidly multiply the propagules through somatic development of embryos to produce auxiliary buds and adventitious roots. The culture medium should contain substances that enhance development of plant organs. Stage 3This involves the preparation of the propagules for the establishment in the soil. This includes the following. Rooting of the regenerated plantlets. This is promoted by supplementing the medium with auxinsHardening the plantlets by inducing tolerance to moisture stress and attack by pathogens. Increasing the temperature and light intensity beyond those in the second stage can do this. Plantlets can also be exposed gradually to conditions similar to those in the field. Converting the plantlets from heterotropic mode of nutrition to autotropic mode. Importance of Tissue Culture in Crop ProductionIt is used in the mass production of propagules. Helps to establish pathogen free plants especially in the control of viral diseases."}
{"text": "Converting the plantlets from heterotropic mode of nutrition to autotropic mode. Importance of Tissue Culture in Crop ProductionIt is used in the mass production of propagules. Helps to establish pathogen free plants especially in the control of viral diseases. It is fast and requires less space than the cultural methods of using cuttings, which require bigger space. DisadvantagesIt is expensive, as it requires specials structures. Requires high skilled manpower. Transplanting of Vegetable Crop SeedlingsSeedlings are ready for transplanting when they are a month old or they have 4-6 true leaves or about 10-15cm. The nursery is watered 3-4 hours before lifting the seedlings. This ensures that seedlings are lifted easily with a ball of soil around the roots minimizing root damage. Healthy and vigorously growing seedlings are selected and lifted using a garden trowel. Transplanting is done when the weather is cool preferably in the morning or evening. The seedling is planted in the same depth it was in the nursery. The lower leaves should not touch the soil. Firming is done to ensure proper root-soil contact. Light mulch is applied and the seedlings are watered regularly. Shading is done where necessary. Transplanting Tree SeedlingsHoles for planting trees are dug long before transplanting day. Topsoil is kept separate and is used for refilling the hole halfway. Transplanting should be done at the onset of rains. Seedlings should be well watered a day before transplanting. This makes the soil stick onto the roots. It also eases the removal of the polythene sleeves for seedlings raised in sleeves. Seedlings are placed at the center of the hole. A sharp knife is used to cut and remove the polythene sleeve. More soil is added and firmed gently around the plant until the hole is completely full. Seedlings should be planted at the same depth as they were in the nursery. Watering should be done and mulch provided. A temporary shade may be established to conserve moisture. Young seedlings should be protected from damage by animals for about one year. This can be done for individual trees or for an entire field. CROP PRODUCTION IV FIELD PRACTICES Field practices are operations carried out in the field to facilitate proper growth and optimum yield of the various crops grown. These operations should be timely for best crop performance."}
{"text": "This can be done for individual trees or for an entire field. CROP PRODUCTION IV FIELD PRACTICES Field practices are operations carried out in the field to facilitate proper growth and optimum yield of the various crops grown. These operations should be timely for best crop performance. Crop RotationThis is the growing of different types of crops or crops of different families on the same piece of land in an orderly sequence. Land is subdivided into plots. Different crops are grown in each plot in a particular season. Crops are rotated in the following season. This is applicable when dealing with annual crops. Importance of Crop RotationMaximum utilization of nutrients. Different crops vary in terms of type of nutrient and depth of absorption. Maize absorbs a lot of nitrogen from the soil but low amount of potassium. Cassava needs a lot of potassium but little nitrogen. Therefore the two can be alternated for maximum nutrient utilization. Deep-rooted crops absorb nutrients from deep layers of the soil as compared to the shallow rooted ones. The two should be alternated. Control of weeds. Planting non-grass crops can help to control parasitic weeds such as witch weed striga weed , which are specific to grass family crops. Control of soil borne pests and disease build up. Some pests and diseases are crop specific. Alternating different crop families controls them. Soil fertility improvement. When leguminous crops are included in a rotational programme, they fix nitrogen thus improving soil fertility. Soil structure improvement. At the end of a rotation programme, a grass ley piece of land planted with grass is established. During this time there is little soil disturbance and roots bind the soil particles together improving the soil structure. Soil erosion control. When cover crops such as sweet potatoes are included, they reduce soil erosion. Factors Influencing Crop RotationThe following factors should be considered when designing a crop rotation programme. Crop root depth. Deep-rooted crops should be alternated with shallow rooted crops. Soil structure. A grass ley should be included in the rotation programme because the soil becomes loose after continued use. Pests and disease control. Crops from the same family should not follow each other as the same pests and diseases attack them. Weed control. Crops that are associated with certain weeds should be alternated with those that are not. Crops that are not easily weeded should be alternated with those that are easy to weed. Crop nutrient requirement."}
{"text": "Crops that are associated with certain weeds should be alternated with those that are not. Crops that are not easily weeded should be alternated with those that are easy to weed. Crop nutrient requirement. Heavy or gross feeders crops requiring high amounts of nutrients should come first in a newly opened land, which is relatively fertile. Soil fertility. Leguminous crops should be included to improve soil fertility. Rotational ProgrammesThe order and the sequence in which crops follow each other should be identified. This should be done in consideration of the above factors. If the farm is divided into four or eight fields, then a four-course rotation works very well. ExamplesThree course rotation. First year-beans2nd year-maize3rd year-cassavaFour course Rotation - a. First year-yams2nd year-groundnuts or beans3rd year-maize or any cereal crop4th year-cassava or any root crop. Four course Rotation - b. 1st year-Irish potatoes. 2nd year-beans3rd year-maize4th year-sweet potatoes. Terms Used in Crop ProductionMono cropping. This is growing one type of crop on the farm. DisadvantagesPlant uses only the nutrients it requires leading to their exhaustion while other nutrients are left unused. May lead to pest and disease build up if one crop is grown continually. Inter cropping. This is growing of two or more crops in the same field at the same time. E.g. maize and beans, beans and potatoes, bananas and coffee etc. This offers better soil coverage thus smothering weeds and also controlling soil erosion. Mulching. This is the placement of materials such as banana leaves or polythene sheets on the ground next to the growing crop. The materials should not come into contact with the base of the crop to discourage pest attack. Importance advantages of MulchingSoil water conservation by reducing evaporation rate. Smothers weeds hence suppressing their growth. Soil temperature moderation by acting as an insulator. This ensures no much variations in soil temperature both at night and dayReduction of runoff speed thus preventing soil erosion. Organic materials decompose to release nutrients thus improving soil fertility. Organic materials decompose to form humus, which improves soil structure and water holding capacity of the soil. Disadvantages of MulchingIt is a fire risk."}
{"text": "Organic materials decompose to release nutrients thus improving soil fertility. Organic materials decompose to form humus, which improves soil structure and water holding capacity of the soil. Disadvantages of MulchingIt is a fire risk. Provides a breeding ground for pests that are harmful to crops. Traps light showers of rainfall lowering the chances of the raindrops from reaching soil. Expensive to acquire, transport and apply. Types of Mulching MaterialsOrganic materials. They include sawdust, wood shavings, coffee pulp, dry grass, banana leaves, dry maize stalks and any other appropriate vegetation. Inorganic synthetic materials. They can be black, yellow or transparent polythene sheets. They are expensive and therefore used only in the highly profitable crops such as flowers and pineapple production by Del Monte Kenya Limited in Thika. Mixed cropping. This is the growing of two or more crops in the same field but in specific sections at the same time. Routine Field PracticesThinning. This is the removal or uprooting of excess seedlings to allow space for the remaining seedlings. Thinning should be done when the soil is wet to avoid destroying roots of the remaining seedlings. Thinning is done to obtain an optimum plant population in a given area. Gapping. This is the refilling or replacement of dead seedlings or empty spaces left by seeds that fail to germinate. This should be timely to avoid excessive shading of the newly planted seedlings. Gapping ensures optimum plant population. Rouging. This is the removal and destruction of the infected crops. This prevents the spread of the disease or pests. Rouging can control pests such as Maize stalk borers and bean fly. Rouging can also control Armillaria root rot in tea. Training. This is the practice of manipulating plants to grow in a desired direction and shape. This cane achieved through,Staking. This is supporting plants having weak stems using strong sticks e.g. in tomatoes, garden peas and some bean varieties. Propping. This is providing support to tall varieties of bananas and those with heavy bunches using forked Y- shaped stakes. Trellising. This is providing support of crops with vines using wire or sisal strings. The strings are held by poles at definite spacing e.g. in passion fruits. Earthing up. This is the placement of soil in form of a heap around the base of the plant."}
{"text": "In passion fruits. Earthing up. This is the placement of soil in form of a heap around the base of the plant. Reasons for earthing upIn Irish and sweet potatoes to promote tuber formation. In tobacco it improves drainage around the crop. In maize it provides support hence preventing lodging. In groundnuts it promotes production of the seeds. Pruning. This is the removal of extra or unwanted parts of a plant. This could be due to overcrowding, breakage, pest and disease attack and unproductivity. Reasons For PruningTo train the crop to attain the required shape. Formative pruning in tea is aimed to encourage lateral growth. Capping in coffee is done to encourage growth of suckers which are later allowed to develop as stems. Control of cropping. Most fruit crops do bear biennially, that is overbearing in one season which is caused by unproportional ratio of vegetative and productive parts. Removal of extra vegetative parts maintains correct ratio. This ensures uniform bearing in all the seasons. To remove the diseased and unwanted plant parts. This remove extra suckers, leaves, branches, flowers or stems. To facilitate picking. Tea and coffee bushes are pruned in order to maintain a low plucking table and bearing head respectively. To ease spray penetration. Pruning opens bush making spray penetration effective. To control pests and diseases. Pruning destroys the breeding grounds for pests and disease causing organisms. In coffee Antesia bug and CBD are controlled through pruning which opens up the bush to light. Methods of PruningPinching out. This is the removal of the terminal buds. This is common in tomatoes where the terminal bud is pinched out. This practice is called capping in tea and coffee. Annual pruning. This is the removal of branches that have borne two crops and have undesirable growth characteristics. Dry, broken, too close or diseased branches are removed. Coppicing or pollarding. This is carried out in tree crops where branches are cut at specified points in order to achieve a desired shape. NB Care must be taken during pruning. Cut surfaces may act as entry points to disease causing organisms. Cut surface must be protected by application of paint or Stockholm tar to seal the wound and keep off vectors such as aphids. Tools Used in PruningPruning saw. For cutting hard branches and stems in coffee and citrus. Pruning knife. For cutting or pruning tea by use of strokes. Pruning shears. For trimming hedges."}
{"text": "Pruning knife. For cutting or pruning tea by use of strokes. Pruning shears. For trimming hedges. Secateurs. Used for cutting or pruning soft branches in coffee and citrus. TEAPlucking Table Formation in TeaYoung tea is encouraged to produce a lot of lateral branches which in turn form the frame to establish a wide plucking table. Methods of frame formationFormative pruning method. Pegging method. Formative Pruning MethodThe plant is capped at different height to encourage lateral growth and discourage vertical growth. This method takes a long time to bring tea into bearing hence not commonly used. Pegging MethodA young tea plant is allowed to grow for one year to attain a height of 25-30cm. It is then cut back to 15cm above the ground. This encourages development of lateral branches. These branches are left to grow to 60-75cm high. They are forced to grow at an angle of 300 - 450 by use of pegs and the tips are nipped off. This stimulates the dormant buds to grow into shoots. The following ways can be used in pegging. Use of individual pegs. Each branch is held down by a single peg measuring about 50cm long. Many pegs are required and they are either metallic or wooden. Use of rings of pegs. A ring of 30cm diameter made out of thin sticks or a thick wire is used. It is placed on branches which are gently forced to bend to the sides of the bush at an angle of 30-450. Three pegs are then placed to hold it in position. The tips of the shoots are nipped off to encourage the growth of more shoots. Use of parallel sticks fitos pegs. Two parallel straight light fitos are placed on either side of a row of tea bushes. Pegs are used to hold the fitos down. Light sticks about 45cm long are placed under the parallel sticks to hold in position any branches that lie between the fitos. TippingThis is the cutting back of shoots to the desired table height that is 20cm above the pegging height. This involves the removal of three leaves and a bud from each shoot above the required height of the table. The initial height should be 50cm above the ground level. Two Y-shaped sticks 50cm in height and a long straight stick about 2 m long are used. The straight stick is placed on the Y-shaped sticks."}
{"text": "The initial height should be 50cm above the ground level. Two Y-shaped sticks 50cm in height and a long straight stick about 2 m long are used. The straight stick is placed on the Y-shaped sticks. Tipping is done at 2-3 weeks intervals five times before the plucking table is properly formed. This process encourages formation of a uniform and a flat plucking table. Maintenance of the Plucking TableMaintenance pruning helps to prevent rise in the plucking height. This is done by cutting back the tea bush to 5cm above the previous pruning height after 2-5 years. Three months after maintenance pruning, tipping is done just like in the plucking table formation. After many such pruning s, the tea bushes are cut down to 45cm above the ground. This is called Rehabilitation change of cycle and it is done after every 40-50 years. Pruning Mature TreeThe following points are observed during pruning of tea. Side branches growing below the pruning height are not removed because this would reduce the spread of the bush reducing the yield. Outside edge of the bush should not be cut at a higher level than the centre to avoid a dish shaped frame. Bush should be pruned parallel to the slope using a measuring stick. Branches should be cut across in order to minimize the area of the wounds. Long slopping cuts increase die back and disease infection. Small branches and twigs on the frame are removed by hand. Branches should be placed on top of the frame to offer protection during the dry period. They should be removed at the start of the wet weather after the new shoots start to sprout. All the branches should be left to rot in the field as they contain a lot of nutrients and also act as mulch. Pruning knife must always be sharp to cut the branches and not to break them. After several pruning s, the tea is cut back to the original table. This is called change of cycle rehabilitation . COFFEEPruning in coffee is to regulate the quality and quantity of coffee berries. Reasons for pruning in CoffeeRegulate bearing. Unpruned coffee tends to bear biennially i.e. it produces a heavy crop one season and a light one in the next season. To remove old and unproductive branches. To make harvesting easy by regulating the height of trees. To open up the bush to allow better air circulation. This removes the microclimate suitable for pest and disease organisms thus controlling them."}
{"text": "To make harvesting easy by regulating the height of trees. To open up the bush to allow better air circulation. This removes the microclimate suitable for pest and disease organisms thus controlling them. Facilitate spray penetration. There is economic use of chemicals. Systems of Pruning in CoffeeSingle stem system. Multiple stem systemSingle Stem PruningIn this case one permanent stem with a strong framework of primary branches is established. The main stem is capped at various heights as the bush grows. At each capping the best growing sucker is allowed to continue growing upwards. The first capping is done at 53cm, 2nd at 114cm and the final one at 168cm. The height of single stem bushes ranges from between 1.5-1.8m. In young trees, the initial crop is borne on the primary branches but as the bush matures, the crop is borne on secondary and tertiary branches successively. Annual pruning is done throughout the year but suckers are removed throughout the year. Single stem system allows easy picking and spraying and minimizes breakage of branches. It however requires skill in its establishment and takes time to bring bushes to bearing. Multiple Stem PruningTwo or three upright stem are maintained. There are two types of the multiple stem system i.e. capped multiple and non-capped multiple systemIn capped system, the main stem is capped at 38cm and 2-3 shoots are allowed to grow to a height 0f 1.5-1.8m. The bushes are thereafter maintained as in single stem system. In non-capped system, the main stem is capped at 38cm above the ground. Suckers are then allowed to grow. Two to three suckers are selected and left to grow. When the stems get old after 4-6 years, they are removed. The removal of the old stems is called changing of cycle. Annual pruning involves the removal of lateral branches that have borne two crops, those that are too close, dry or broken and any that are undesirable. Suckers should be removed as they appear. Advantages of non-capped multiple stem systemRequires less skill to establish. Easy to prune. Doesn t allow accumulation of CBD due to frequent removal old stems. DisadvantagesBreaking of stems and branches. Difficulty in gathering the berries from the top points. Difficulty in spraying the tall bushes. Rotting of stumps with age."}
{"text": "Difficulty in gathering the berries from the top points. Difficulty in spraying the tall bushes. Rotting of stumps with age. CappingThis is cutting the main stem at height of 53cm when the young coffee plant is 69cm tall. One lateral is selected and later capped at 114cm when it grows to 130cm. The third capping is done at 168cm when the lateral branch reaches 183cn in height. At each capping only one upright branch is selected and allowed to develop. Capping is mainly done in single stem system. The tree is kept capped at 1.5-1.8m. De-suckering. This is the removal of suckers. Changing the cycle. It s the replacement of old stem by suckers. This occurs after 4-6 years. Cutting back in pyrethrum. This is the removal of the old stems down to the level of the top foliage at the end of the cropping year towards the end of the dry season. This increases production in the following season and minimizes incidences of bud disease. Banana Stool Management. This is involves the removal of extra suckers in the stool. 3-6 stem per stool are maintained. The suckers left should be at different stages of development; one sucker bearing, one half grown and the other one starting to grow. This ensures that they come into bearing at different times. Dry and diseased leaves should be removed using a sickle or panga to open up the stool. Crop protection. This involves the following;Weed control. Weeds are plants growing where they are not required. Potatoes growing in a wheat field are regarded as weeds. Some plants are however referred to as weeds regardless of where they are found such as black jack, couch grass, Sodom apple, wandering jew etc. Crop pest control. Pests are harmful to crops. They include insects, nematodes, rodents, thrips and mites. They reduce the quality and quantity of the crop products and should therefore be controlled. Crop disease control. A crop disease is any alteration in the state of a plant and functions of a plant or its parts. Diseases are caused by;Fungi. CBD, maize rust, coffee rust, smut in maize and sorghum etc. Bacteria. Tomato wilt, cabbage black rot, black arm of cotton etc. Virus."}
{"text": "Bacteria. Tomato wilt, cabbage black rot, black arm of cotton etc. Virus. Ratoon stunting disease of sugarcane, rosette disease in groundnuts, cassava mosaic. Nutritional cause. Blossom end rot in tomatoes due to calcium deficiency. Physiological disorders. Frost injury in tea, coffee etc. Harvesting. This is the final operation in crop production that is carried out in the field. Harvesting should be timely to avoid loss in quality and quantity of the produce. Stage and Time of HarvestingTime of Harvesting is determined by the following factors. Market demand. Consumers preference is considered before harvesting. Maize is harvested either green or when the grains dry depending on market demand. Concentration of the required chemicals. In coffee the ripe berries are the ones harvested as they contain the required caffeine. In tea the two youngest leaves and the terminal bud are harvested as they give high quality tea. Purpose use of the crop. Maize for silage making should be harvested just before flowering while that for grain production should be harvested when the grains mature. Weather conditions. Most crops should be harvested during the dry season to avoid losses. Synchronisation of planting and harvesting time should therefore be donePrevailing market price and profit margins. In some crops harvesting can be deliberately delayed to await better market prices. Carrots and pears can be harvested late to realize higher profit margins. Methods of HarvestingThis depends on;Growth habit of the crop. Part being harvested. Scale of production. Precautions During HarvestingTiming should be correct. Weather should be dry to avoid rotting of the produce. Delayed harvesting should be avoided as most crops get spoilt in the farm. Store should be ready to receive the produce after it is harvested. Post Harvest PracticesThey are carried out on the crop after harvesting. They include the following. Threshing shelling. This is the act of removing maize from the cobs, beans from the pods or sorghum from the heads. This is done to facilitate subsequent cleaning and storage. It is normally the first operation done after harvesting. Drying. Grains are dried up to a moisture content of 12-13 . This prevents rotting and fungal attack of the grains while in store. Cleaning. This is done by winnowing in cereals to remove the chaff from the grains. Sorting and grading. The produce is sorted and graded according to quality."}
{"text": "It varies from species to species and is also influenced by factors such as;Degree of excitement. Age of the animal. Sex of the animal. Physiological status of the animal e.g. in pregnancy. Production level of the animals. Loss of weight, emaciation and sudden drop in production may signify ill health. Morphological conditions of the bodyThe morphological conditions may be observed in the following areas;The visible mucous membranes. In normal health, the mucous membranes should be pink in colour, moist, soft, smooth and well lubricated. In ill health they are bright red, pale, yellowish or bluish in colour. The skin and animals coat. Healthy animals have smooth, soft, warm and moist skin especially around the muzzle. Dry and staring coat, loss of hair, swellings on skin etc are signs of ill health. Predisposing Factors of Livestock DiseasesThese are conditions inside or outside the body of an animal which lead to the animal contracting a disease or an injury. They include the following;Species of the animal. Some diseases are confined to certain species e.g. Newcastle disease in poultry and swine fever in pigs. Breed of the animal. Some diseases are confined to certain breeds such as Hereford suffer from cancer of the eye and solar erythema affects only the large white pig breeds. Age of the animal. Some diseases are associated with certain age groups e.g. piglet s anaemia affects only piglets, lamb dysentery affect lambs and calf pneumonia affects calves. Sex of the animal. Some diseases affect a particular sex e.g. mastitis affects lactating female animals, orchitis affects males as it affects the testis. Colour of the animal. Black animals suffer more to heat stress. Animals with light pigmentation may suffer from disorders such as photosensitization when exposed to high light intensity such as the large white breed of pigs. CAUSES OF LIVESTOCK DISEASES a Nutritional cause b Physical causes c Chemical caused Living organismsNUTRITIONAL CAUSES:This may be due to:-Mineral imbalances- Mineral deficiency problems are more common in rapidly growing animalsThe deficiency of certain minerals in the diet of livestock can cause the following nutritional disorders. Anaemia in piglets due to lack of iron. Curled toe paralysis in poultry due to lack of calcium and phosphorous."}
{"text": "CAUSES OF LIVESTOCK DISEASES a Nutritional cause b Physical causes c Chemical caused Living organismsNUTRITIONAL CAUSES:This may be due to:-Mineral imbalances- Mineral deficiency problems are more common in rapidly growing animalsThe deficiency of certain minerals in the diet of livestock can cause the following nutritional disorders. Anaemia in piglets due to lack of iron. Curled toe paralysis in poultry due to lack of calcium and phosphorous. Milk fever parturient paresis in lactating dairy animals due to lack of calcium. Development of goiter in young calves due to iodine deficiency. Enzootic ataxia or swayback in lambs due to lack of copper. Bovine ketosis or acetonaemia due to impaired metabolism of carbohydrates and volatile fatty acids. Osteomalacia due to lack of carbohydrates. B Amount of food eaten by an animal-Excess intake of lush pasture will cause bloat or Ruminal tympanyThis is a digestive disorder of ruminating animals caused by production of Excess gas Methane in the rumen during fermentation. Excess food eaten especially in animals with single stomach monogastrics can cause rapture of the stomach, diarrhoea or constipation. Low food intake or lack of food results in loss of weight, poor health and in extreme cases result in starvation and even death. Animals that lack proteins, carbohydrates, minerals and vitamins become emaciated, unproductive and occasionally suffer from diseases. Feeding animals on contaminated feeds cause death e.g. rotting grains may contain aflatoxin, which is very poisonous. PHYSICAL CAUSES-These include physical injuries to the body organs or parts such as-Sudden or violent physical force can result into fracture. CHEMICAL CAUSESIf an animal eats, swallows or inhales chemicals such as acids, insecticides, herbicides etc it can be poisoned. Poison is any substance, which interferes with the normal structure or the physical metabolism of an animal s body if it comes into contact with its internal body organs. Most chemicals cause irritation, corrosion and burning of tissues or interfere with body systems. Other chemicals may interfere with membrane permanently. Stings from certain insects in sensitive parts of the body can cause irritation to the animal and may also cause swelling. Some weeds in pasture are poisonous if eaten by animals e.g."}
{"text": "E Use of antiseptics and disinfectants-Antiseptics are preparations containing germ killing agents and antibacterial drugs. They are used on the skin or in wounds. -Disinfectants are very concentrated germinal chemicals used to kill bacteria in buildings and in animal structures. APPROPRIATE METHODS OF HANDLING LIVESTOCKLivestock handling should be carried out in the most humane and technical way in order to avoid stress or injury to the animal. Reasons for handling animalsWhen administering any form of treatment to the animalWhen spraying or hand dressing the animal with chemicals to control external parasites. When inspecting the animal in case of any sings of ill health. When milking the animal. When performing certain routine management practices eg dehorning, castration, hoof trimming, vaccination etc. METHODS OF RESTRAINING THE ANIMALUse of crush. Use of ropes. Use of bullring and lead stick. Use of head yokeNB: In livestock health, the following activities call for handling of animals. Drenching-This is the oral administration of drugs to the animal. -The drug can be in solid or liquid form. -A drenching gun is used to administer liquid drugs through the mouth. -A bolus gun is for solid drugs. The animal should be restrained in a crush and the head is held close to the stocks man under the left armpit. The mouth is then opened with the left hand and the drugs pushed in with the drenching or bolus gun using the right hand. B InjectionThe drugs are injected into the muscles intramuscularly or into the veins intra-veins -Care should be taken to select the correct site of injection. C Mastitis control. -When performing this operation, the animal is restrained in a crush. -Complete milking is done after which antibiotics are infused into the teats. D Hand spraying. -The animal is restrained in a crush for this operation. -A stir-up pump or a knap sack sprayer is used to spray the acaricide onto the animal. -Proper attention should be given to all the sites preferred by ticks. LIVESTOCK HEALTH II PARASITES Parasite- A living organism that lives in or on another organism and obtains nourishment from that organism without being useful to it in any way. -This host-parasite relationship is referred to as parasitism."}
{"text": "-Larva forms the pupa, which later changes into an adult. -Tsetse flies bites mainly during the day. Harmful effects-They transmit Trypanosomiasis caused by a protozoan called trypanosome-Sucks out blood from the animal causing anaemia. -Cause damage on the skins and hides of animals making wounds, which provide routes for secondary infection by pathogenic organisms. Control-Bush clearing to destroy their breeding places. -Spraying their breeding places with insecticides. -Use of fly traps with impregnated nets. -Use of sterilizing agents eg radio isotopes on male flies and then releasing them. B .Keds melophagus orinus -Are sometimes referred to as sheep ticks. -They are hairy and wingless bloodsucking flies. Harmful effects-Cause irritation in heavy infestation. -Due to irritation, animal scratches itself thus damaging the wool. -Retarded growth in lambs. -. Anaemia. Control measures-Shearing the infected sheep and hand spraying them with appropriate chemicals eg pyrethrum, malathium, dieldrin etc-Routine sheep dipping. C FleasThey are wingless but have strong legs adapted for leaping over long distances. -They suck blood, as their mouthparts are adapted for penetrating the host s skin and sucking blood. -They pass through the following stages during development, egg- larvae- pupa- adult. Harmful effects-Cause irritation leading to scratching. -Stick fast in poultry causing wounds on the comb and wattles. -They cause anaemia. Control measures-Animals sleeping places should be kept clean. -Dusting animal hooks with appropriate insecticides. -Covering the stick fast fleas with petroleum to suffocate them. D LiceThey are small wingless insects and can be divided into two groups. Biting lice mallophaga Sucking lice anoplura Biting lice-diagram-They are found on both the birds and mammals. -They have chewing mouthparts. -They complete their lifecycle between three to four weeks. Sucking lice-Have mouthparts reduced into styles for sucking blood. -They are found only on mammals. Harmful effects-Cause irritation to the animal hence, the animal is seen to rub itself against fixed objects. -Heavy infestations cause loss of health in animals."}
{"text": "-They are found only on mammals. Harmful effects-Cause irritation to the animal hence, the animal is seen to rub itself against fixed objects. -Heavy infestations cause loss of health in animals. -Since animals under attack do not feed very well, there is emaciation. -Loss of production in birds. -Anaemia and restless especially in poultry. Control measures-Spraying or dusting animals with appropriate insecticides. -Keeping animal houses clean. -Perches in poultry houses should be applied with insecticides e.g. 40 nicotine sulphate solution. -Dusting each bird with sodium fluoride for individual treatment. CLASS ARACHNIDA-This consists of the ticks, mites and spiders. -Ticks and mites belong to the order Acarina. -These do not undergo complete metamorphosis. -They have two body parts i.e. cephalothorax and the abdomen. -The adults have 4 pairs of legs. A Ticks. -Ticks rank as the single most important ectoparasites of livestock. -They cause injury and spread very dangerous diseases. -There are over 50 different species of ticks known. Harmful effects. -Vectors of diseases e.g. ECF, Red water, Anaplasmosis. -Suck blood-causing anaemia to the host. -Cause wounds through their bites. -Cause irritation to the animal. -Their bites lower value of hides and skins. -Some ticks produce toxins that may be harmful to the host. THE LIFE CYCLE OF TICKS-Ticks usually pass through four main stages in their cycle i.e. -Egg-Larva six legs -Nymph Eight legs -Adult Eight legs -Different species of ticks need different number of hosts. -There are therefore three categories of ticks i.e. -One host ticks. -Two host ticks. -Three host ticks. ONE HOST TICKS-These ticks require one host to complete their lifecycle. -Eggs on the ground hatch into larvae. -Larvae climb onto the host, suck blood, become engorged and moult into nymphs. -Nymphs feed on the same host, become engorged and moult into adults. -Adults feed on the same host, mate and the females drop off to the ground to lay eggs."}
{"text": "-Larvae climb onto the host, suck blood, become engorged and moult into nymphs. -Nymphs feed on the same host, become engorged and moult into adults. -Adults feed on the same host, mate and the females drop off to the ground to lay eggs. Examples of one-host ticks-Blue tick Boophilus decoloratus -The Texas Fever tick Boophilus annalatus -The Cattle tick Boophilus microplus -The Tropical Horse tick Dermacentor nitens TWO HOST TICKS-This tick requires two hosts to complete their lifecycle. -The larvae and nymphs pass through their stages on the first host. -Eggs on the ground hatch into larvae, which climb on to the first host. -A larva attaches themselves to the host, feed on blood, become engorged and moult into nymphs. -. Nymphs feed on the same host become engorged and then drop to the ground to moult in adults. -Adults find a new host on which to feed. -They feed on the second host and mate. -Females drop off to the ground to lay eggs. Examples of two host ticks-Red legged tick Rhipicephalus evertsi -The Brown tick Amblyomma maculatum -The African Bont-legged tick Hyalomma truncatum -Large Bont-legged tick Hyalomma rufipes THREE HOST TICKS-These ticks require three different hosts to enable them to complete their lifecycle. -Eggs hatch on the ground into larvae. -Larvae attaches itself to the first host, feed on blood, become engorged and drop off to the ground and moults into nymphs. -The nymphs look for a second host, feed on blood, become engorged and drop off to the ground and moult into adults. -Adults seek for the third host, climb, feed become engorged and mate. -Females drop off to the ground to lay eggs."}
{"text": "-The nymphs look for a second host, feed on blood, become engorged and drop off to the ground and moult into adults. -Adults seek for the third host, climb, feed become engorged and mate. -Females drop off to the ground to lay eggs. Lifecycle of a three-host tickExamples:--Brown ear tick Rhipicephalus appendiculatus -East African Bont tick Amblyomma variegatum -Bont tick Amblyomma herbraeum -Gulf Coast tick Amblyomma maculatum -Yellow Dog tick Haemaphysalis leachii -Fowl tick Haemaphysalis hoodi -Brown Dog Tick Rhipicephalus sanguineous TICK CONTROL MEASURESi Natural Biological method. Ii Mechanical method. Iii Chemical method. 1.Natural Biological method. -This is the use of the tick s natural enemies, which predate on the ticks. E.g. using predators such as birds to control ticks. N B Only a small number of ticks is controlled using this method. 2.Mechanical methodi Burning the infected pastures. -Burning destroys eggs, larvae, nymphs and adults. Ii Interfering with the ticks environmentThis is achieved by:--Ploughing pasture land .the eggs are exposed to the sun heat or are deeply buried. Iii By top dressing pasture using lime or dressing using acaricides. Iv Fencing off the pasture and farm. V Hand picking the ticks deticking vi Starving the ticks to death-This is achieved by practicing rotational grazing. -It interrupts the lifecycle of the ticks. 3. Chemical control method. This is done by application of acaricide. Properties of an effective acaricide-Has the ability to kill ticks. -Be harmless to both human and livestock. -Be stable. -Should remain effective after having been fouled with dung, mud or hair. Methods of acaricide application-Spraying regularly with the acaricide. -Dipping animals in plugs dips containing the acaricide. -Hand dressing using pyegrease. ENDOPARASITES INTERNAL PARASITES These are parasites which live within the body of the host animal e.g."}
{"text": "-Dipping animals in plugs dips containing the acaricide. -Hand dressing using pyegrease. ENDOPARASITES INTERNAL PARASITES These are parasites which live within the body of the host animal e.g. tapeworms, Round worms, Fluke etcCategories of Endoparasites-Endoparasites are generally called helminthes-They fall under 2 phylai Platyhelminthes Flat worms -class-trematoda flukes -Cestoda tapeworms ii Nemathelminthes nematoda - Round worms. PLATYHELMINTHES-Are flatworms. -Body is symmetrical-Are hermaphroditic. A Tape worm Taenia spp -cestodes-Have two main parts ie-Has a head Scolex and a chain of segments called the strobila-Each segment is called a proglottis. -Scolex has suckers or hooks or both. Animals affected pigsCattleSheep. Goats. Donkey. Symptoms of attack-General emaciation-Rough or staring coat. -Scouring and sometimes constipation due to digestive disturbance. -. Pot-bellies especially in calves. -Oedematous swelling under the jaw. -Obstruction blockage of the intestines when tapeworms are present in large nubers. -. Ploglottides present in faeces. -Anaemia. -Excessive appetite. NB Lifecycle of tapeworm-Tape worms attack farm animals as intermediate hosts and man as final host. -There are two common species of tapewormBeef tape worm Taenia saginata Pork tape worm Taenia solium -Affected human beings drop Ploglottides full of eggs with faeces. -Eggs are picked by the right intermediate host either cattle or pigs while feeding. -After ingestion by the host intermediate , Eggs hutch in the intestines into embryos. -Embryos penetrate the intestinal wall and enter the blood system. -They first move to the liver and then to all body muscles of the animal where they become cysts. -Under cooked beef or pork from infected animals if eaten by man causes an infection."}
{"text": "-Embryos penetrate the intestinal wall and enter the blood system. -They first move to the liver and then to all body muscles of the animal where they become cysts. -Under cooked beef or pork from infected animals if eaten by man causes an infection. -In the human intestine cysts wall dissolve and the parasites attack themselves to the wall of the intestine. -Here they develop into adult tapeworms. -These are passed out again in faeces. Control measures and treatmentUse of prophylactic drugs e.g. antihelminthes dewormers to kill parasites in animals. Keep animal houses clean and disinfected. Practice rotational grazing to starve the larvae cysts to death. Keep the feeding and watering equipment clean. Use of latrines by farm workers ie proper disposal of human faeces. Proper meet inspection. Proper cooking of meat. B Liver fluke Fascial spp Trematoda There are many species of flukes. -Two are the most common ones ieFasciola heptica sheep Fasciola gigantica cattle -Heavy infestation of flukes causes a condition called Fascioliasis. Symptoms-Emaciation-Indigestion in the animal. -Pot bellied condition. -Damage to liver tissue causing haemorrhage due to movement of flukes in the liver. -Anaemia due to sucking of blood. -Animals are dull and depressed. -Swollen and painful abdomen. -Recumbence precedes death. NB Fasciola has the following characteristics-Gray or gray-pink in colour-Flattened like leaf. -Have a conical projection at the anterior end. -Have a tapering body ending. Lifecycle:-Liver fluke use the fresh water snail as their intermediate host. -. They have sheep or cattle as their final host. -Adult flukes are found in the bile duct of the liver of the host animal. -Here they produce eggs, which are passed into the alimentary canal through the bile duct. -Eggs are passed out through dung. -A fluke produces about 300-3500 eggs per day. -I the eggs falls into stagnant water that is warm, they hatch into a ciliated embryos called miracidia miracidium -On coming into contact with the intermediate host snail Limnea spp . It penetrates the snail tissue."}
{"text": "-A fluke produces about 300-3500 eggs per day. -I the eggs falls into stagnant water that is warm, they hatch into a ciliated embryos called miracidia miracidium -On coming into contact with the intermediate host snail Limnea spp . It penetrates the snail tissue. -Once inside the snail tissues, miracidium process masses of cells called sporocysts-Sporocysts change into Redia. -Redia produces cercaria more out of snail-Cercaria change into metacercaria which is the infective stage of the fluke-The definite final host through grazing or drinking infected water takes Metacercaria. NB Metacercaria can survive in wet grass and in shady places or when withstand harsh conditions for a year. -Once swallowed by the host, cercaria penetrates walls of the intestine and hatch into adults. -Adults migrate to the liver where they grow, mature, mate and produce eggs. -The cycle starts all over again. Control measures1. Controlling the fresh water snail intermediate host thoughPhysically killing them. Chemically by use of CuSo4 Sodium pentachlorophenate etc which is added to stagnant water to kill the snails. Draining swampy areas leveling any depression that may hold water in the pastures. 2. Burning of the pastures during the dry seasons to kill cercaria3. Not grazing animals near marshy or waterlogged areas. 4. Routine drenching using antihelminthes e.g. NaSo4, hexachloroethane drugs. ROUNDWORMS NEMATODES Ascaris spp There are three common species of round wormsAscaris lumbricoides Cattle and sheep. A. suum Pigs. A. galli poultry. -Heavy infestation of these worms cause a condition called ascaridiosisSymptoms of Attack-Anorexia Loss of appetite in heavy infestation -Staring coat stiff and dry -Dehydration and pale mucosa-Eggs and adults present in faeces. -Emaciation-Diarrhoea. -Anaemia. -Potbellies especially in young animals. LIFECYCLE OF A ROUNDWORM-The common roundworm Ascaris lumbricoides does not have intermediate hosts."}
{"text": "-Anaemia. -Potbellies especially in young animals. LIFECYCLE OF A ROUNDWORM-The common roundworm Ascaris lumbricoides does not have intermediate hosts. -Eggs are laid in the alimentary canal of the host animal. -Eggs are passed out of the host with faeces. -Under favorable environmental conditions, eggs hatch into larvae, which climb onto grass and are eaten by host animals. -Once ingested eggs hatch into young worms called juveniles, which migrate to the liver and lungs. They move up the trachea where they are coughed and swallowed with sputum to the intestines. Here they mature, mate and lay eggs. Eggs are passed out in faeces. -Some species such as hookworms penetrate the animal s skin directly. Control Measures. Rotational grazing. Drenching using appropriate antihelminths. Proper use of latrines by farm workers. Hygiene in the herd such removal of infected dung. Taking care not to contaminate any feed and forage. Principles of Controlling EndoparasitesFactors to Consider When Controlling Endoparasites. The flock and its environment. Control measures should be directed at the whole group together with their pastures and housing. Nutritional status of the animal. Good nutritional status of the animals increases the resistance of the animals to internal parasite infection. Pasture management and rotational grazing. Pastures should be given a resting period after grazing. Housing management. There should be adequate spacing of the animal. Clean bedding should be provided and manure should be removed frequently. Hygiene should be maintained on feeding and water troughs. Protection of the young. Since young animals are more susceptible than adults to worm infestation, they should be dewormed regularly. They should also graze ahead of the old stock. Prediction of an outbreak. The life cycle of each parasite should be known to make their control possible. Treatment. The following rules should be observed;Parasites or causal agents should be identified correctly. Best available drug should be used at the right dosage. Treatment should be done when the parasite is most susceptible to the drug. Ecological requirement of the parasite must be known. Methods of Drug AdministrationStrategic Treatment. Administration is regularly at the same time each year. All animals are treated to reduce pasture contamination. Tactical Treatment. When rainfall is irregular, rapid multiplication of worms may occur calling for an additional tactical treatment."}
{"text": "All animals are treated to reduce pasture contamination. Tactical Treatment. When rainfall is irregular, rapid multiplication of worms may occur calling for an additional tactical treatment. This is done when climatic and nutritional conditions are abnormal. SOIL FERTILITY II INORGANIC FERTILIZERS ESSENTIAL ELEMENTSPlant nutrients occur in the soil in the form of soluble substances. The plants take these substances in different quantities depending on their roles in plant tissues. Essential ElementsThese are nutrients needed by plants for various uses. They are divided into two categories;Macro-nutrients are also referred to as major nutrients and are needed in large quantities. Micro-nutrients are also referred to as trace as trace or minor nutrients. They are needed by plants in small quantities but must be present. Macro-nutrientsThey include carbon, hydrogen, oxygen, nitrogen, phosphorous, potassium, sulphur, calcium and magnesium. N, P and K are referred to as fertilizer elements. Ca, Mg and S are referred to as liming elements. Role of macro-nutrients and their deficiency symptoms. 1. Nitrogen. N03-, NH4 Its sources are; artificial fertilizers, organic matter and atmospheric fixation by lightning and nitrogen fixing bacteria. Role of nitrogen in plantsChlorophyll formation making the plant succulent deep green in colour. Encourages vegetative growth especially in crops where leaves are harvested e.g. kales, Cabbages and pasture grasses. Protein formation and protoplasm of all living cells. Regulates the availability of phosphorous and potassium in plants. Increases the size of grain cereals and their protein content. Deficiency symptomsChlorosis or yellowing of the leaves. Production of anthocyanin pigment instead of chlorophyll in tomatoes causing purplish colour. Stunted growth where plants become dwarfed with extremely short roots. Premature leaf fall. Premature ripening of fruits. Production of light seeds. Effects of excess nitrogenScorching of the leaves. Delayed maturity. Excessive succulence in stems hence fall lodging. Loss of nitrogen from the soilSoil erosionLeachingVolatilizationCrop uptakeUsed by microorganisms. 2. Phosphorous. H2PO4, P2O5 It occurs in the soil either in organic or in inorganic forms. It is converted into phosphates by microorganisms, which can be absorbed by plants."}
{"text": "Phosphorous. H2PO4, P2O5 It occurs in the soil either in organic or in inorganic forms. It is converted into phosphates by microorganisms, which can be absorbed by plants. Since phosphates are relatively soluble in water they are not easily leached. SourceOrganic manuresCommercial fertilizersPhosphate rocksRole of PhosphorousRoot development and nodules formationInfluences cell division. Strengthens plant stems preventing lodging. Hastens maturity of the crop, flowering, and fruit and seed formation. Plays an important role in metabolic processes such as respiration, protein, fat and carbohydrate formationDeficiency symptomsStunted growth. Delayed maturity. Increased production of anthocyanin pigment hence purple colour. Yield of grains, fruits and seed is lowered. Effects of excess PhosphorousIt leads to unavailability of iron, which is converted, into insoluble compounds, which cannot be absorbed by plants. Loss of phosphorous from the soilSoil erosionLeachingCrop removalFixation by iron and aluminium oxide. 3. Potassium. K , K2O SourcesCrop residue and organic manuresCommercial fertilizersPotassium bearing rocks e.g. mica and feldspar. Role of potassiumComponent of chlorophyll molecule. Plays important role in carbohydrate formation and translocation. Assists in the uptake of nitrates from the soil and balances the effect on phosphorous and nitrogen uptake by plants. Neutralizes organic acids in plants. Strengthens plant stalks increasing plant vigour and disease resistance. Symptoms of potassium deficiencyLeaf curlingChlorosisPremature leaf fallStunted growth. Leaves develop a burnt scorched appearance on the margin. Loss of potassium from the soilCrop removalLeachingSoil erosionFixation in the soil. 4. Calcium Ca . SourcesCrop residues and organic matter. Commercial fertilizers. Weathering of soil minerals. Agricultural lime such as dolomite and limestone. Role of Calcium in plantsProtein synthesis. Corrects soil PH increasing soil Cation Exchange Capacity CEC making more nutrients such as phosphorous and potassium more available. Improves the vigour and strength of straw. Helps in grain and seed formation. Improves the soil structure. Promotes bacteria activity in the soil."}
{"text": "Helps in grain and seed formation. Improves the soil structure. Promotes bacteria activity in the soil. Deficiency symptomsBlossom end rot in tomatoesStunted growthDying back of plant tips. Young leaves remain closed. Loss of calciumCrop removalLeachingSoil erosion. 5. Magnesium Mg 2 . SourcesCrop residues and organic manuresCommercial fertilizersAgricultural limeWeathering of soil minerals. Role of magnesiumSynthesis of oil in crops such as Soya beans and groundnuts. Forms part of the chlorophyll. Promotes the growth of soil bacteria and enhances the nitrogen fixation power of the legumes. Activates the production and transport of carbohydrates and proteins in the growing plant. Deficiency symptomsInter-venial Chlorosis of the leaves where the parts between the veins become yellow. Leaves turn purple then brown and eventually die. Leaves curve upwards along the margin. Stalks become weak and the plant develops long branched roots. 6. Sulphur SO42- . SourcesCommercial fertilizers. Soil minerals containing Sulphide such as gypsum and pyrites. Atmospheric sulphur from industries through rainwater. Role of sulphurFormation of proteins and plant hormones. Formation and activation of certain Co-enzymes such as coenzyme A. Influences plant physiological processes such as protein synthesis, chlorophyll formation, carbohydrate metabolism and nitrogen fixation. Deficiency symptomsStunted growthPoor nodulation in legumesLeaf Chlorosis hence anthocyanin pigment production. Thin stems and delayed maturity. Carbon, Oxygen and HydrogenThey are derived from the atmosphere and soil water. The three are raw material for photosynthesis in the presence of sunlight and chlorophyll. Oxygen is also needed for respiration to produce energy. Micro NutrientsThey are also referred to as trace or minor elements. They are required in small quantities but they are essential for proper growth and development of plants. They include iron, manganese, copper boron, molybdenum and chlorine. Role of micronutrients and their deficiency symptomsCopper, iron and molybdenum help enzymes that are involved in oxidation and reduction processes in plants. Copper is involved in the utilization of iron and in respiration. Iron is needed in the synthesis of proteins in the chloroplasts."}
{"text": "Role of micronutrients and their deficiency symptomsCopper, iron and molybdenum help enzymes that are involved in oxidation and reduction processes in plants. Copper is involved in the utilization of iron and in respiration. Iron is needed in the synthesis of proteins in the chloroplasts. Molybdenum is necessary for nitrogen fixation to take place by the help of symbiotic and non-biotic bacteria. It is also necessary for the synthesis of amino acids and proteins in plants. Boron is involved in the translocation of sugars in plants and in the absorption of water. Zinc is involved in the formation of some growth hormones and is also involved in the reproduction process of some plants. Inorganic Fertilizers. These are artificially processed compounds, which are added to the soil to improve its fertility. A. Classification of inorganic fertilizersThey are classified according to;Nutrients contained. -Straight containing only one macro-nutrient-Compound containing more than one macro-nutrient. Mode of application. Time of application. -Soil applied when planting-Top dressing after crop emergenceEffects on the soil pH. -Acidic-Neutral-Basic. I Straight fertilizerThey contain only one macro-nutrient which could be N, P or K. they are named according to the element contained. Nitrogenous fertilizers. They contain nitrogen as the primary macronutrient. They include Calcium Ammonium Nitrate CAN , Ammonium Sulphate Nitrate ASN Sulphate of Ammonia SA and Urea. Phosphatic fertilizers. Contain phosphorous. They include Single Super Phosphate SSP , DSP, and TSP. Potassic fertilizers. Contain potassium. They include Potassium Chloride or Murate of Potash KCl and Potassium Sulphate or Sulphate of Potash K2SO4 ii Compound or Mixed or Complex fertilizersThey contain two or more primary macronutrients. If it contains two of the primary macronutrients it is referred to as an incomplete compound fertilizer. Examples DAP 18:46:0 20-20-0 etc. If it contains the three N P K it is referred to as a complete compound fertilizer. Examples are 20-10-10, 25-5-5 5s, 17-17-17 and 15-15-15."}
{"text": "Examples DAP 18:46:0 20-20-0 etc. If it contains the three N P K it is referred to as a complete compound fertilizer. Examples are 20-10-10, 25-5-5 5s, 17-17-17 and 15-15-15. B. Properties and Identification of Fertilizersi Nitrogenous FertilizersThey have the following properties. Highly soluble in water. Most are highly corrosive and therefore should not be handled with bare hands. They also corrode metal surfaces such as iron and tin. Are highly volatile. Under hot conditions they change into gaseous form and escape into the atmosphere. They should therefore be applied to moist soils to avoid volatilization. They are hygroscopic and therefore absorb water from the atmosphere causing the granules to stick together or cake. They should therefore be stored under dry conditions. They are easily leached and should therefore be applied to already established crops. They have a scorching effect and should therefore not be brought into contact with any part of the plant. They have a short residual effect and should therefore be applied frequently. Properties of Individual Nitrogenous FertilizersSulphate of Ammonia NH4 2SO4. Physical appearance, white crystals, has acidic effect, contains 20-21 N. its highly volatile and slow acting. Ammonium Sulphate Nitrate ASN NH4NO3 NH4 2SO4. Its less acidic, granules appear yellow orange or brownish in colour, contains 26 N. its both quick and slow acting and highly corrosive. Calcium Ammonium Nitrate CAN NH4NO3 CaCO3. It s neutral in nature and highly hygroscopic. It has grayish granules and not corrosive. It contains 21 N. Urea CO NH2 2. Has 45-46 N. occurs as small whitish granules. It is easily leached or volatilized. It is rarely used except in crops with a high absorption capacity such as sugarcane. Ii Phosphatic FertilizersThey have the following properties. Has low solubility and immobile. However they may combine with ions of aluminium fixing phosphorous into unavailable forms to the plants."}
{"text": "Ii Phosphatic FertilizersThey have the following properties. Has low solubility and immobile. However they may combine with ions of aluminium fixing phosphorous into unavailable forms to the plants. They should therefore be place next to the roots so that plants can utilize them before phosphorous becomes fixed. Have a slight scorching effect and should be mixed thoroughly with the soil to minimize the scorching effect. Are not easily leached and therefore are applied during planting time. They have a residual effect and hence benefit subsequent crops. They are not very hygroscopic and therefore easy to store. Properties of Individual Phosphatic FertilizersSingle Super Phosphate SSP . It has 20-21 Phosphorous penta-oxide P2O5 . Induces negligible acidity and its water-soluble. It s in the form of white creamy granules. Double and Triple Super Phosphate DSP and TSP . They contain 43-52 P2O5 and occur in form of grayish granules smaller than those of CAN. It induces negligible acidity in the soil. Iii Potassic FertilizersCharacteristicsModerate scorching effectMore soluble in water than Phosphatic ones but less than nitrogenous ones. Most East African soils have adequate potassium and should therefore be applied only where soil test show its deficient. Properties of Individual Potassic FertilizersPotassium Chloride KCL . It is also referred to as Muriate of potash. It contains 50 K2O. It induces negligible acidity to the soil. It is hygroscopic. It occurs in the form of creamish or light coloured granules. Potassium Sulphate K2SO4 . It has 50 K2O. Reacting Muriate of potash with sulphuric acid makes it. It induces negligible acidity to the soil. It is also referred to as Sulphate of potash. Iv Compound or Mixed Fertilizers-Are made by mixing two or more straight fertilizers. Their nutrient content is expressed in two ways. Fertilizer grade. This indicates the guarantee of minimum content as a of N:P2O5:K2O in the fertilizer for example 10-20-0, 17-17-17 etc. Fertilizer ratio. This is the relative expressed as a ratio of the NPK present."}
{"text": "This indicates the guarantee of minimum content as a of N:P2O5:K2O in the fertilizer for example 10-20-0, 17-17-17 etc. Fertilizer ratio. This is the relative expressed as a ratio of the NPK present. For example, 10-20-0 will be 1:2:1 and 17:17:17 will be 1:1:1. Properties of Individual Compound FertilizersDiammonium Phosphate DAP NH4 2PO4 18; 46;0. It is moderately acidic because of the ammonium content. It is applied at planting time and contains both phosphorus and nitrogen. Nitrophos 20;20;0. Moderately acidic and contains both N and P. Monoammonium Phosphate MAP 11;48;0. Its moderately acidic and has same properties as DAP. Others 23;23;0, 17;17;17, 20;10;10 and 25-5-5 5SFertilizer ApplicationPhosphatic fertilizers are applied during planting time while nitrogenous ones are applied after crop emergence. In maize nitrogenous fertilizers are applied when the crop is 45-60cm or knee high. This application of fertilizers after the emergence of crops is referred to as top dressing. Methods of fertilizer applicationBroadcasting. This is the random scattering of fertilizers on the ground for plant use. This is applicable with the Potassic and nitrogenous fertilizers. Broadcasting should be done when the soil is moist. This is done manually or by the use of broadcasting machines. Shallow cultivation should be done after broadcasting to prevent loss through volatilization. Placement method. This is the application of the fertilizer in the planting holes or drills. The fertilizer should be thoroughly mixed with the soil before placing the seeds. This method is recommended when applying Phosphatic fertilizers. Side Dressing. This is the placement of nitrogenous fertilizer at the side of the crop being top-dressed. Side dressing can be done in two ways;Band application. Placement of fertilizer along a band in between the rows of growing crops. Ring application. This is the placement of fertilizer around the individual crop just beneath the edge of the canopy. Drip. The fertilizer is dissolved and applied to individual plants through perforated pipes or bottles."}
{"text": "Carbon occurs in the atmosphere as carbon dioxide and constitutes 0.03 of air by volume. Ways in which carbon is removed from the atmospherePhotosynthesis. Green plants use CO2 from the atmosphere during photosynthesis. Carbon Dioxide water-----------Glucose OxygenThe glucose formed is used by plants to provide energy and the excess is stored in storage structures such as grains and tubers. As rainwater passes through the atmosphere, it reacts with carbon dioxide to from weak carbonic acid. This reduces the amount of CO2 in the atmosphere. Ways in which Carbon is returned to the AtmosphereDecomposition. Once living organisms die, they decay releasing CO2 into the atmosphere. Respiration. During aerobic respiration oxygen is used to oxidize carbohydrates releasing energy, carbon dioxide and water. The Carbon dioxide is released to the atmosphere. Glucose Oxygen--------- Energy carbon waterDioxideCombustion. When carbon-containing materials such as wood and petroleum burn, carbon dioxide is released into the atmosphere. Importance of the carbon CycleMaintains the volume of carbon dioxide in the atmosphere. Ensures constant supply of CO2 for plant use. Ensures a balance between CO2 and O2 to prevent the buildup of CO2 to toxic levels. The Nitrogen CycleThese are the series of changes which nitrogen undergoes between the atmosphere, water, soil and living organisms. Nitrogen gas makes up to 78 of atmospheric air by volume; however it is not available to plants in this free gas form. Ways in which Nitrogen is removed from the atmosphereNitrogen fixation by lightning. Atmospheric nitrogen combines with oxygen to form nitric oxide during lightning. Nitric oxide is easily oxidized to form nitrogen dioxide as shown below. N2 O2 -------- 2NONitrogen Oxygen Nitric Oxide2NO O2----------2NO2Nitric oxide OxygenNitrogen DioxideThe nitrogen dioxide formed dissolves in water to form two acids, nitrous acid and nitric acid. 2NO2 H2O ------------ HNO2 HNO3Nitrogen water Nitrous acidNitric acidDioxideNitrous acid is a weak acid and is quickly oxidized to form nitric acid. 2HNO2 O2--------2HNO3Nitrous acidOxygenNitric acid."}
{"text": "N2 O2 -------- 2NONitrogen Oxygen Nitric Oxide2NO O2----------2NO2Nitric oxide OxygenNitrogen DioxideThe nitrogen dioxide formed dissolves in water to form two acids, nitrous acid and nitric acid. 2NO2 H2O ------------ HNO2 HNO3Nitrogen water Nitrous acidNitric acidDioxideNitrous acid is a weak acid and is quickly oxidized to form nitric acid. 2HNO2 O2--------2HNO3Nitrous acidOxygenNitric acid. In the soil nitric acid is ionized to form nitrate ions NO3 , which is now available to the plants. Nitrogen fixation by Nitrogen Fixing Bacteria. This is divided into symbiotic and non-symbiotic nitrogen fixation. Symbiotic fixation is carried out by Rhizobium bacteria found in the root nodules of legumes such as beans, peas, Lucerne, groundnuts etc. Free-living bacteria found in the soil carry out non-symbiotic nitrogen fixation. These bacteria convert atmospheric nitrogen into nitrates into the soil. Azotobacter and clostridium are good examples. N2---------------------------NO3 absorbed by plants . Nitrification. This is the process by which ammonium compounds are converted into nitrites and nitrates by the action of Nitrobacter and Nitrosomonas bacteria. The Harber-Bosch Process. This results in the formation of ammonia. N2 3H2-----------2NH3Nitrogen HydrogenAmmoniaThe ammonia produced is reacted with sulphuric acid or nitric acid to produce Sulphate of ammonia and ammonium nitrate fertilizers respectively. Ammonium nitrate can then be mixed with calcium carbonate to produce CAN. Ways in which Nitrogen is returned to the AtmosphereDenitrification. This is the conversion of nitrate ions NO3- to nitrogen gas N2 and ammonium ions NH4- into ammonia gas NH3 , which escapes into the atmosphere. This is common in waterlogged soils and in very compacted soils. Denitrifying bacteria does this. Combustion. Burning vegetation causes the conversion of nitrogenous compounds into nitrogen dioxide and ammonia, which escapes into the atmosphere. Volatilisation."}
{"text": "Combustion. Burning vegetation causes the conversion of nitrogenous compounds into nitrogen dioxide and ammonia, which escapes into the atmosphere. Volatilisation. Sometimes ammonium compounds in the soil sublime to form ammonia gas, which escapes to the atmosphere. Importance of the Nitrogen cycleEnsures the availability of nitrogenous compounds in the soil for plant use. Ensures the survival of the anaerobic microorganisms such as clostridium, which use nitrogen gas. Soil samplingThis refers to obtaining a small quantity of soil that is representative in all aspects of the entire farm. Soil sampling methodsTraverse method. Four corners of the field are identified and sampling is done diagonally. Zigzag method. Locations are arranged in such a way that they are in a zigzag formSoil sampling ProcedureClear the vegetation over the site. Dig out the soil at depths of 15-25cm for crop-land and 5cm for pasture land. Place the dug out soil in clean container. Repeat the above steps in different parts of the field, preferably 15-20 spots. Mix thoroughly soil from all the spots. The soil is crushed and dried. Take a sub-sample composite sample from the mixture and send to National Agricultural Laboratory for analysis. The composite sample should have the following details before being taken to the laboratory;Name and address of the farmer. Field numberDate of sampling. Sites to avoid during the samplingDead furrows and ditchesNear manure heapsSwampsRecently fertilized soilsAnt hillsUnder big treesNear fence lines or footpathsBetween slopes and bottom-land. Soil TestingThis is the analyzing of the soil samples to determine the ability of the soil to supply the essential elements. Importance of soil testingTo determine the value of the soil hence determine the crop to grow. To determine the nutrient content hence find out the type of fertiliser to apply. To determine whether it is necessary to modify the soil pH for a crop. Soil pH potential hydrogen This refers to hydrogen ion H concentration in the soil. It is also referred to as the soil reaction. Soil pH measures the acidity or alkalinity of the soil solution. Soil acidity is caused by the H ions while soil alkalinity is caused by the hydroxyl ions OH- ."}
{"text": "It is also referred to as the soil reaction. Soil pH measures the acidity or alkalinity of the soil solution. Soil acidity is caused by the H ions while soil alkalinity is caused by the hydroxyl ions OH- . The pH scale ranges from 1-14 with 7 being neutral; pH below 7 is acidic and pH above 7 is termed as basic or alkaline. These numbers are negative logarithms or powers. For example at pH 5 the amount of H concentration is 10-5. Most nutrients are available at neutral pH e.g. phosphates are available at pH 6.5-7.5. Low soil pH lowers the availability of phosphorous as phosphates become fixed by iron and aluminium. Molybdenum is also unavailable at low pH. Too high pH makes manganese, potassium, boron, iron and zinc less available. Testing Soil pHUse of the pH meter. Use of colour indicator dyes. Importance of Soil pH to CropsDetermines the type of crop to be grown in an area. For example, tea prefers acidic soils while barley is affected by low pH. Influences the incidences of soil borne pests. E.g. Pests such as nematodes are more serious in acidic soils than in neutral soils. It determines the availability or absence of nutrients. Influences the activity of soil microorganisms. E.g. low soil pH favours fungi and discourages bacteria. Therefore bacterial diseases such as potato scab caused by Aceptomyces scabies are common in high pH soils while fungal diseases such as club root caused by Plasmodiaphora brassicae are common in low pH soils. Influences the physical and chemical characteristics of the soil. REVISION QUESTIONS1.a Describe the production of tomatoes under the following sub headings."}
{"text": "Therefore bacterial diseases such as potato scab caused by Aceptomyces scabies are common in high pH soils while fungal diseases such as club root caused by Plasmodiaphora brassicae are common in low pH soils. Influences the physical and chemical characteristics of the soil. REVISION QUESTIONS1.a Describe the production of tomatoes under the following sub headings. I Ecological requirements 3mks ii Nursery establishment 4mks iii Planting 3mks iv Pest control 3mks v Disease control 3mks vi Marketing.4 mks2.Mention four categories of vegetables based on the part used as food. 4mks 3.a Describe the field production of Onions Aleum Cepa under the following sub topics;i Ecological requirements 3mks ii Varieties 2mks iii planting 4mks iv Field management practices 4mks v Harvesting 4mks b Name Three diseases of cabbages 3mks 4Name any 4 management practices done in carrot production. 4 mks 5.Describe the establishment of cabbage seedlings under the following sub-heading:- a Establishment of the nursery 7mks b Management of seedlings in the nursery 6mks c Transplanting of seedlings 7mks 6.Give four reasons for staking tomatoes 4mks 7.Give 4 effects of excess nitrogen in tomatoes. 4 mks 8.State 3 causes of blossom end rot in tomatoes. 3 mks 9.Give 4 reasons for staking in tomatoes. 4 mks 10Name 3 fresh market and 3 processing tomato varieties. 3 mks 11Name the early maturing cabbage varieties. 3mks 12.Why is it not advisable to apply manure in carrot production? 1 mk 13.Name the two main categories of carrots and give an example in each case. 2 mks MARKING SCHEMES1. A Production of tomatoesi Ecological requirements-Warm climate with a temp ranging 15 250C , 200C- 250C during day and 150C 170C at night."}
{"text": "4 mks 8.State 3 causes of blossom end rot in tomatoes. 3 mks 9.Give 4 reasons for staking in tomatoes. 4 mks 10Name 3 fresh market and 3 processing tomato varieties. 3 mks 11Name the early maturing cabbage varieties. 3mks 12.Why is it not advisable to apply manure in carrot production? 1 mk 13.Name the two main categories of carrots and give an example in each case. 2 mks MARKING SCHEMES1. A Production of tomatoesi Ecological requirements-Warm climate with a temp ranging 15 250C , 200C- 250C during day and 150C 170C at night. Altitude 0 2100m above sea level- Soil should be deep- Well drained- PH 5 7.5- Rainfall 760 1300 mm year p.a- Well distributed throughout the growing period 1 2mk for each correct answer x 6 3mks ii Nursery establishment and management. -The nursery should be sited on a gently sloping land. -A nursery of width 1m is prepared and soil raised to 15cm. -The bed should be prepared to a fine tilth-Planting furrows or drills are made at 10 15cm apart using a stick of pencil thickness. -Seeds are planted thinly along the furrows and covered lightly with the soil and firmed. -A light mulch cover is placed on the bed and watering done. 1mk each for any 4 points iii Planting-Planted at well prepared seedbed with deep soils free from weeds-Spacing 60cm x 60cm single row or 60cm x 60cm x 90 cm double row planting -200kg of DAP per hectare is used for planting-10 tons of farm yard compost manure per hectare-Nematocide should be applied on planting time to control nematodes. -Seedlings should be watered before transplanting-Transplant in the evening or during a cloudy day-Mulch the seedlings after transplanting mk for any 6 correct points iv Pest control."}
{"text": "-A light mulch cover is placed on the bed and watering done. 1mk each for any 4 points iii Planting-Planted at well prepared seedbed with deep soils free from weeds-Spacing 60cm x 60cm single row or 60cm x 60cm x 90 cm double row planting -200kg of DAP per hectare is used for planting-10 tons of farm yard compost manure per hectare-Nematocide should be applied on planting time to control nematodes. -Seedlings should be watered before transplanting-Transplant in the evening or during a cloudy day-Mulch the seedlings after transplanting mk for any 6 correct points iv Pest control. -cut wormAmerican bollworm 1mk -The adult moth lay eggs on young tomato fruits-When they hatch the larvae bore into the fruits and feed on themControl-Routine spraying of tomatoes with recommended pesticide eg. Karate, AmbushNematodes 1mk -Can be controlled by crop rotation-Fumigation of the soil using furadanv Disease controli Bacterial wilt 1mk for mention Control- Crop rotation-Uprooting and burning the affected plants 1mk each for any 2 correct points -Blossom end rot . 1mk for mention of any one disease Cause-Too much Nitrogen in the early stages of growth- Irregular watering- Calcium deficiencyControl- Regular watering- Apply sufficient amount of calcium add CAN - Top dressing with the right amount of Nitrogen 1mk each for any 2 e Marketing- Sort and grade them- Pack in wooden boxes- Sold to consumers directly- Sold to green grocers - Sold to canning factories- Fresh market tomatoes should have a reddish colour- For canning should be left to ripen2. Categories of vegetables based on the part used as flood."}
{"text": "Karate, AmbushNematodes 1mk -Can be controlled by crop rotation-Fumigation of the soil using furadanv Disease controli Bacterial wilt 1mk for mention Control- Crop rotation-Uprooting and burning the affected plants 1mk each for any 2 correct points -Blossom end rot . 1mk for mention of any one disease Cause-Too much Nitrogen in the early stages of growth- Irregular watering- Calcium deficiencyControl- Regular watering- Apply sufficient amount of calcium add CAN - Top dressing with the right amount of Nitrogen 1mk each for any 2 e Marketing- Sort and grade them- Pack in wooden boxes- Sold to consumers directly- Sold to green grocers - Sold to canning factories- Fresh market tomatoes should have a reddish colour- For canning should be left to ripen2. Categories of vegetables based on the part used as flood. -. Leaf vegetables- Root vegetables- Stem vegetables- Pod vegetables- Flower vegetables- Fruit vegetables3.a i Altitude 2,100m above the sea levelRainfall 1,000mm per yearfairly long period for ripeningirrigated during dry spellSoil fertile and well drained - Ph 6.0 7.0 3mks ii Varieties red creoleTropicana hybridWhite creole 2mks iii Planting Can be sown directly or started off in a nursery bed. 250kg Dsp used during plantingRows for direct planting should be 30cm apart. Seeds drilled and covered with light soil or transplanted at 8cm apart within the row. Deep planting should be avoided as it inhibits bulb expansion. 1x4 4mks iv - Thinning- Weeding- Top dressing- Pest and disease control 1x4 4mks v Harvesting- ready for harvesting after 5 months from planting. -. Tops broken or bent at the neck when leaves start drying. This hastens withering of the stem- bulbs are dug and left to dry in a shade of a few days."}
{"text": "1x4 4mks iv - Thinning- Weeding- Top dressing- Pest and disease control 1x4 4mks v Harvesting- ready for harvesting after 5 months from planting. -. Tops broken or bent at the neck when leaves start drying. This hastens withering of the stem- bulbs are dug and left to dry in a shade of a few days. Turning should be done daily during drying- dry onions should be stored in slatted wooden crates- regular inspection to discard spoilt ones should be done 1x4 4mks b - Damping off- black rot- downy mildew 1x3 3mks 4Thinning, weeding, topdressing and pest control. 5. A Choose a suitable nursery site, considering accessibility and source of waterDig and prepare the chosen site to a desirable tilthRemove roots of previous plants and stones from the siteMake raised or sunken nursery beds depending on soil moisture0 measuring 1m wide and any convenient lengthPlant seeds by drilling at a spacing of 15cm by 3cm deepApply fertilizer phosphatic or manureCover the seeds to a depth of about 1 cmErect a shade or apply some mulch on the nurseryWater the nursery thoroughly. 7 well described pts 7mks b Remove the mulch if it was applied and erect shade if it wasn t erected above the nurseryWater the nursery at least twice a day preferably early mornings and late eveningsRemove weeds that may have come upThin young seedlings if they are overcrowded."}
{"text": "This hastens withering of the stem- bulbs are dug and left to dry in a shade of a few days. Turning should be done daily during drying- dry onions should be stored in slatted wooden crates- regular inspection to discard spoilt ones should be done 1x4 4mks b - Damping off- black rot- downy mildew 1x3 3mks 4Thinning, weeding, topdressing and pest control. 5. A Choose a suitable nursery site, considering accessibility and source of waterDig and prepare the chosen site to a desirable tilthRemove roots of previous plants and stones from the siteMake raised or sunken nursery beds depending on soil moisture0 measuring 1m wide and any convenient lengthPlant seeds by drilling at a spacing of 15cm by 3cm deepApply fertilizer phosphatic or manureCover the seeds to a depth of about 1 cmErect a shade or apply some mulch on the nurseryWater the nursery thoroughly. 7 well described pts 7mks b Remove the mulch if it was applied and erect shade if it wasn t erected above the nurseryWater the nursery at least twice a day preferably early mornings and late eveningsRemove weeds that may have come upThin young seedlings if they are overcrowded. Plant them in a seedling bedControl pests and diseases when the symptoms of attack are noticedHarden off the seedlings by removing shade gradually and reducing frequency of watering 6 pts well described 6mks c Water the nursery thoroughly before transplantingPrepare the field seedbed to a suitable tilth before transplanting is dueTransplant seedlings when 6 10cm high; selecting the healthy and discarding the weak onesTransplant during cloudy day or during late afternoonPlant seedlings in the field to the same depth 10cm they were in the nursery space at 60cm x 60cm or 60cm x 90cmLift each seedling from nursery with a ball lump of soil to avoid damage to the rootsWater the field well before it receives the seedlingsApply a handful of FYM mixed with some phosphatic fertilizer in each hole Well described 7 pts scores 7mks 6."}
{"text": "Turning should be done daily during drying- dry onions should be stored in slatted wooden crates- regular inspection to discard spoilt ones should be done 1x4 4mks b - Damping off- black rot- downy mildew 1x3 3mks 4Thinning, weeding, topdressing and pest control. 5. A Choose a suitable nursery site, considering accessibility and source of waterDig and prepare the chosen site to a desirable tilthRemove roots of previous plants and stones from the siteMake raised or sunken nursery beds depending on soil moisture0 measuring 1m wide and any convenient lengthPlant seeds by drilling at a spacing of 15cm by 3cm deepApply fertilizer phosphatic or manureCover the seeds to a depth of about 1 cmErect a shade or apply some mulch on the nurseryWater the nursery thoroughly. 7 well described pts 7mks b Remove the mulch if it was applied and erect shade if it wasn t erected above the nurseryWater the nursery at least twice a day preferably early mornings and late eveningsRemove weeds that may have come upThin young seedlings if they are overcrowded. Plant them in a seedling bedControl pests and diseases when the symptoms of attack are noticedHarden off the seedlings by removing shade gradually and reducing frequency of watering 6 pts well described 6mks c Water the nursery thoroughly before transplantingPrepare the field seedbed to a suitable tilth before transplanting is dueTransplant seedlings when 6 10cm high; selecting the healthy and discarding the weak onesTransplant during cloudy day or during late afternoonPlant seedlings in the field to the same depth 10cm they were in the nursery space at 60cm x 60cm or 60cm x 90cmLift each seedling from nursery with a ball lump of soil to avoid damage to the rootsWater the field well before it receives the seedlingsApply a handful of FYM mixed with some phosphatic fertilizer in each hole Well described 7 pts scores 7mks 6. Prevent attack by soil borne pestsFacilitate spraying and harvestingControl soil borne diseasesFor the production of clean fruits 1x4 4mks 7.Prolonged maturity; cracking of fruits b4 maturity; blossom end rot; excess vegetative growth."}
{"text": "5. A Choose a suitable nursery site, considering accessibility and source of waterDig and prepare the chosen site to a desirable tilthRemove roots of previous plants and stones from the siteMake raised or sunken nursery beds depending on soil moisture0 measuring 1m wide and any convenient lengthPlant seeds by drilling at a spacing of 15cm by 3cm deepApply fertilizer phosphatic or manureCover the seeds to a depth of about 1 cmErect a shade or apply some mulch on the nurseryWater the nursery thoroughly. 7 well described pts 7mks b Remove the mulch if it was applied and erect shade if it wasn t erected above the nurseryWater the nursery at least twice a day preferably early mornings and late eveningsRemove weeds that may have come upThin young seedlings if they are overcrowded. Plant them in a seedling bedControl pests and diseases when the symptoms of attack are noticedHarden off the seedlings by removing shade gradually and reducing frequency of watering 6 pts well described 6mks c Water the nursery thoroughly before transplantingPrepare the field seedbed to a suitable tilth before transplanting is dueTransplant seedlings when 6 10cm high; selecting the healthy and discarding the weak onesTransplant during cloudy day or during late afternoonPlant seedlings in the field to the same depth 10cm they were in the nursery space at 60cm x 60cm or 60cm x 90cmLift each seedling from nursery with a ball lump of soil to avoid damage to the rootsWater the field well before it receives the seedlingsApply a handful of FYM mixed with some phosphatic fertilizer in each hole Well described 7 pts scores 7mks 6. Prevent attack by soil borne pestsFacilitate spraying and harvestingControl soil borne diseasesFor the production of clean fruits 1x4 4mks 7.Prolonged maturity; cracking of fruits b4 maturity; blossom end rot; excess vegetative growth. 8.Too much nitrogen in early stage; irregular watering; calcium deficiency in young fruits. 9Production of clean fruits; facilitate spraying and harvesting; avoid infestation by soil borne pests; control disease incidences such as blight."}
{"text": "Prevent attack by soil borne pestsFacilitate spraying and harvestingControl soil borne diseasesFor the production of clean fruits 1x4 4mks 7.Prolonged maturity; cracking of fruits b4 maturity; blossom end rot; excess vegetative growth. 8.Too much nitrogen in early stage; irregular watering; calcium deficiency in young fruits. 9Production of clean fruits; facilitate spraying and harvesting; avoid infestation by soil borne pests; control disease incidences such as blight. 10Fresh market money maker, hot set, super marmande, ponde rosa, marglobe. Processing primabel, cal J, seinz, Kenya beauty. 11.Brunswick, sugar loaf, early jersey, mukuki, Copenhagen market, golden acres, Gloria etc. 12.Encourages forking. 13.-Fresh market chantenary-Canning - NantesFORM THREE AGRICULTURE NOTESCROP PRODUCTION IV FIELD PRACTICES II There are many food crops grown in Kenya. These crops require different environmental conditions and are therefore found in different ecological zones in the country. Crops such as maize, beans and rice are grown as staple food crops. Other like millet, sorghum, cassava and sweet potatoes are mostly grown for food security. Examples of food crops grown in KenyaMAIZE Zea Mays -It is the staple food in most areas in Kenya. Maize is also a livestock food and produces oil and starch when processed in industries. Ecological RequirementsAltitude-2200m above sea levelTemperature-mediumRainfall-mediumMaize is drought tolerant during the early stages of growth but must have enough rain during silking stage. Soil-maize prefers fertile alluvial or loam soils since maize cannot tolerate water logging. Soil pH should be neutral to alkaline. Maize VarietiesFew pure varieties exist because farmers tend to grow the Hybrids and Composites, which are more productive. The Kenya Flat Complex is an example of the few pure varieties. It is however low yielding. Hybrids are bred by crossing two pure lines or varieties under conditions of controlled pollination. Composites are bred by growing a number of varieties together under uncontrolled pollination i.e. there is free inter pollination. The hybrids and composites are produced for specific altitudes in the country. E.g."}
{"text": "There is free inter pollination. The hybrids and composites are produced for specific altitudes in the country. E.g. Kitale Hybrids-614, 622, 625, 626, 627 and 628 are grown in medium to high altitude zones. Embu Hybrids-511 513 are best for medium altitude zones. Katumani Composites- for lower altitude zonesCoast Hybrids- Pwani Hybrid 1and Pwani Hybrid 4 for Coast Province. Others Double cob DH01 DH02Selection and preparation of planting materialsKenya Seed Company contracts specific farmers to grow maize for seeds. The maize is harvested and treated using Thiram-dindane to prevent post attack. Its then sold to farmers as seeds. Farmers should buy fresh seeds every planting season to escape the problem of reduced hybrid vigor. Land PreparationLand should be prepared early to allow the previous crop incorporated into the soil to rot. Disc or mould board ploughs are used to plough. Harrowing is done to obtain a fine tilth. Continuous cropping of maize should be avoided. It should be rotated with other crops such as beans, cotton, tobacco, Irish potatoes or groundnuts. Field Operationsa Planting-Should be done early so that the crop can utilize the available moisture. Dry planting should be practiced in areas with short rainy seasons. Early planting increases yields and reduces attack by stalk borers. Seeds are planted shallowly in moist soils-2.5cm and deeply in dry soils-10cm. Spacing is 20-30cm x 75-90cm where one or two seeds are placed per hole. However, spacing depends on the ecological conditions and the variety to be planted. Small-scale farmers use hands to plant while tractor drawn planters are used on large scale. B Fertilizer Application. 100-150kg or DSP or DAP per hectare is applied during planting. Top dressing is done when the crop is about 45cm high where 200kg of ASN or CAN is applied per hectare. Top dressing can be done twice i.e. first when 45cm high and second one just before selling. C Weed Control. Weeds should be controlled to reduce competition for moisture and nutrients. Two to three weeding are required during the growing period of the crop. Hand weeding is the commonest herbicides can also be used e.g."}
{"text": "-Proper drying of the grains reduces chances of the grains rotting and minimizes the extent of insect damage. Marketing-Farmers sell their maize grains through the National Cereals and Produce Board. -Local trading in green and dry maize is also common. II FINGER MILLET Eleusine coranaca Finger millet has small seeds which dry out quickly and insects cannot fit inside them. It s an important cereal crop in Western Kenya and Uganda. Ecological Requirements-Rainfall-about 900mm annually. Millet can tolerate drought in the early stages of growth but after the first month it requires a good supply of moisture. -Altitude-0-2400m above sea level. -Soils-should be fertile and well drained. Varieties-Ultra lupin-5.18 OATS. Both are high yielding and resistant to lodging and blast. Selection and Preparation of Planting Materials-Harvested grains are sun dried, threshed, winnowed and then stored for use as seeds-Certified seeds can also be bought from the Kenya seed Company. Land Preparation-Seedbed should be thoroughly prepared to obtain a fine tilth since the seeds are very tiny. -Weed control is also very difficult in millet hence thorough seedbed preparation reduces weed competition. Field Operationsa Planting-Should be done as early as possible in the season. The earlier it is sown the higher the yields. -Planting is usually done broadcasting hand. -If planted by rows, the furrows should be 30cm apart and the plants should be thinned to 5 cm apart within the rows. B Weed Control. -This is done manually because finger millet is very close and jembe cannot be used. -Thorough seedbed preparation reduces the labour required for weeding-The most common weeds are the Eleusine africana and Eleusine indica wild finger millet . They are difficult to distinguish from the crop in the early stages of growth. C Fertiliser application. -125kg of Sulphate of Ammonia is applied when the crop is 15cm high. D Pest and Disease Controli Pests-Finger millet is rarely destroyed by pests in the store because of the small size of the grains. -Major pests in the field are the birds and are controlled by scaring them."}
{"text": "-125kg of Sulphate of Ammonia is applied when the crop is 15cm high. D Pest and Disease Controli Pests-Finger millet is rarely destroyed by pests in the store because of the small size of the grains. -Major pests in the field are the birds and are controlled by scaring them. Ii Diseases-Most serious disease is the head blast caused by a fungus called Pericularia oryzae-The disease is common under hot and humid conditions e.g. in Western Kenya. -The disease cause brown spots with grey centres on the leaves and the stems just below the inflorescence. Control-Planting resistant varieties. Harvesting-Hand knives are used for cutting individual heads. Heads are then dried, threshed and winnowed. Yields-1650kg hectare can be obtained with good management practices. Storage and Marketing-Grains are dried and stored in bags. -Mainly it s grown for subsistence and only a little is sold in local markets. III BULRUSH MILLET Pennisetum typhoides It s one of the small cereal crops cultivated in lower parts of Meru, Kirinyaga and Embu districts. Also cultivated in Kerio valley and parts of Machakos. Ecological RequirementsRainfall-500-600mm p.a. Bulrush millet is drought resistant and takes a short time to mature. Altitude-1200m above sea level hence warm climate. Soils-should be well drained. VarietiesSevere 26 19, 17, 26 9, 6A, 2A and 3A. Land PreparationLand should be prepared early to give the soil enough time to settle and form a firm seedbed. A fine seedbed is required since the seeds are tiny. Field Operationsa Planting-Planting is commonly done by broadcasting followed by a shallow cultivation before the onset of the rains. -Spacing should be 60cm x 15cm where rows are used. B WeedingThe field should be maintained weed free until tillering occurs. Hand weeding is commonly done. C Fertiliser Application. Sulphate of Ammonia can be applied at the rate of 200kg hectare when the crop is 30cm high."}
{"text": "-Use of insecticides. -Proper disposal of crop residue remains after harvesting. B DiseasesSorghum is attacked by both leaf and inflorescence diseases. Examples of leaf diseases-Leaf blight Helminthosporium turcicum. -Anthracnose Colletotricum graminicola -Sooty stripe Ramulispora sorghi General control-Growing resistant varieties. Examples of inflorescence diseasesLoose smut Sphacelotheca cruenta Head smut Sphacelotheca reiliana General controlSeed dressing. Harvesting-Sorghum is ready for harvesting 3-4 months after planting. -Heads are cut off using a sharp knife after which they are sun dried. -Dried sorghum is then threshed, winnowed and stored. Yields-500-1500kg hectare and up to 3000kg under good husbandry. -Sorghum can be rattooned for one or two seasons. Marketing-Crop is marketed through the National Cereals and Produce Board. -Private buyers also purchase sorghum directly from farmers. V BEANS Phaseolus vulgaris -Are used to provide with proteins. They are grown for the dry seeds or for the green pods. Beans can be intercropped with other crops like maize and cassava. -Beans are annual legumes with varying growth habits. E.g. some varieties are determinate bush type non-spreading and others are indeterminate type spreading type -Beans are about 99 self-pollinated. Ecological RequirementsSoil-Should be well drained and rich in organic manure. Beans do not tolerate waterlogged soils. -The soil should be moist. Rainfall-Should be moderate. Heavy rainfall is destructive at the flowering stage. Rain should be present during harvesting time, as this would cause rotting and sprouting of the beans. Beans for green pods are produced under irrigation. Varieties-Varieties for production of dry bean seedsRose coco, GLP 2 Mwezi moja GLP 1004 Canadian wonder GLP 24 K 74WairimuMexican 142 developed in Tanzania. It is suitable for canning, drought resistant, rust resistant, early maturing and high yielding."}
{"text": "Beans for green pods are produced under irrigation. Varieties-Varieties for production of dry bean seedsRose coco, GLP 2 Mwezi moja GLP 1004 Canadian wonder GLP 24 K 74WairimuMexican 142 developed in Tanzania. It is suitable for canning, drought resistant, rust resistant, early maturing and high yielding. -Varieties for green pods production. French Beans Long tomSaxaMaster pieceMonel. Selection and Preparation of Planting Materials-Beans are established from seeds. The seeds should be dried before they are planted. Damaged and wrinkled seeds should be discarded during seed selection. Selected seeds should be dressed with appropriate chemicals to control soil borne pests. Seeds should be inoculated with the right strain of Rhizobium. Field OperationsPlanting-Beans should be planted at the onset of rains. 2-3 seeds are placed per hole at a spacing of 30cm x 15cm. DAP fertilizer should be applied at a rate of 200kg hectare along the furrows before planting. The seed rate is 50-60kg ha. B Weeding-The field should be kept weed free by shallow weeding. Weeding should be done before flowering to avoid knocking down the flowers. Weeding is done when it is dry to avoid spreading diseases. C Irrigation. -Beans for green pod production are grown during the dry months. They therefore need about 50mm of water per week. This is supplied through overhead irrigation or furrow system of irrigation. D Pest and Disease control. I Pests-They include aphids, American bollworm, bean fly, spotted borer, golden ring moth etc. ControlSpraying with insecticides such as Dieldrin, Dimethoate, Diazinon, and Formathion etc. Ii Diseases. -They include Bean rust, Anthracnose, Halo blight and angular leaf spot. Bacterial Halo blight. Caused by a bacteria called Pseudomonas phaseolicolaDisease causes brown water soaked lesions on the pods. Each brown spot is surrounded by a yellow band or halo . The disease is seed borne and can be spread by rain, which could splash the bacteria on to the healthy plant parts. Control-Planting healthy seeds."}
{"text": "Each brown spot is surrounded by a yellow band or halo . The disease is seed borne and can be spread by rain, which could splash the bacteria on to the healthy plant parts. Control-Planting healthy seeds. -Rogueing-Crop rotation-Spraying with copper oxychloride. Anthracnose. Disease is caused by a fungus called Colletotricum lindemuthianum. It causes brown lesions on pods and stems and brown spots on leaves. Control-Growing resistant varieties e.g. K74 and Wairimu. -Use of clean seeds. -Seed dressing with Captan-destroying infected crop residues. -Spraying with Benomyl, Copper fungicide or Mancozeb during the wet season. HarvestingBeans for seeds are harvested by uprooting the dry plants. Uprooted beans are gathered on tarpaulins canvas, mats or sacks to allow them to dry further before threshing. When the plants are dry enough, they are beaten with sticks to remove the seeds from the pods. The stems and the pods are removed before winnowing. Sorting should be done after winnowing to remove damaged seeds. Dry clean seeds are treated with appropriate pesticide and packed in bags. Marketing-Is done through NCPBYields-2600kg ha under good managementFor the green beans French beans , harvesting of the pods starts about 9 weeks after planting and continues for about two months. Pods should be packed immediately after picking to avoid shrivelling. Yields-4-5 tones ha under good management. RICE Oryza sativa -Rice is a cereal crop and is used as a staple food in some parts of Kenya. -It is grown at Mwea Tebere irrigation schemes in Kirinyaga district, Ahero irrigation scheme in Nyando district and Bura irrigation scheme in Tana River district and Yala swamp in Siaya district. -Mwea is the largest rice-growing project in Kenya with over 5,600 hectares. Land Preparation-Rice growing fields are levelled and bunds constructed around them for controlling water. -Tractor drawn rotavators are used to work the flooded fields before transplanting. Field OperationsWater control. The level of water is increased from the very low level of about 5cm at planting time gradually to a height of 15cm by the time the seedlings are fully grown."}
{"text": "-Tractor drawn rotavators are used to work the flooded fields before transplanting. Field OperationsWater control. The level of water is increased from the very low level of about 5cm at planting time gradually to a height of 15cm by the time the seedlings are fully grown. Water should be allowed to flow slowly through the fields. Fertilizer ApplicationSulphate of Ammonia should be applied at a rate of 25kg per each nursery unit measuring 18.5cm x 18.5cm before sowing. DSP fertilizer is broadcasted in the field at a rate of 125kg ha before transplanting and 125kg ha 40 days after transplanting. Weed Control. Flooding easily controls weeds. Uprooting can be done on the few weeds that persist. Herbicides can be used e.g. Butachlor and Propanil. HARVESTING OF VARIOUS INDUSTRIAL CROPSFORAGE CROPSThese are plants, which grow naturally or are planted by man and are used as livestock feed. PASTURESA pasture is the land on which the forage crops are grazed on directly. Aspects of pasturePasture classificationPasture establishmentPasture managementPasture utilization. PASTURE CLASSIFICATIONPasture can be classified in three main ways. According to the pasture standAccording to pasture establishmentAccording to the Ecological zones. I Classification on Basis of Pasture Stands. The pasture may be either pure stand or mixed stand. Pure stand pastures have either grass or legumes on them. In mixed pastures, grasses and legumes are grown together. Ii Classification based on Establishment. Under this category, pastures are classified as Natural and Artificial. Natural pastures. These are grasses and legumes grow naturally and extensively for both domestic and wild animals. Over 80 of Kenyan pastures are natural. They are mainly mixed stand pastures. Artificial pastures. These are pasture grasses and legumes planted by man purposely for livestock feeds. Mostly they are of high quality. Iii Classification on the basis of Altitude zones Under this category, pastures can be classified as:High altitude pastures grasses legumes Medium altitude pasturesLow altitude pastures. High Altitude PasturesThey are found at high altitudes of 25500m above sea level and above."}
{"text": "Green leaf desmodiumDesmodium intortum. SiratroMacroptilium atropurpureumStyloStylosanthes guiyanensisLow Altitude PasturesThese are pastures found in marginal areas of Kenya below 1500m above sea level which receive little rainfall. In such areas, indigenous livestock such as camels, donkeys, cattle, sheep and goats are kept. Examples of grass pastures in this zone include:Common Name Botanical NameAfrican fox tail Cenchrus ciliarisMaasai love grass Eragrostis superbaLikoni guinea Panicum maximumMakarikari grass Panicum coloratumRed oat grass Themeda triandraHyparrhenia thatch grass Hyparrhenia rufaGiant star grass Cynodon plectostadynsBothriochloa Bothriochloa insulpaPara grass Branchiaria muticaAndropogon Andropogon sppCymbogon Digitaria decumbeusExamples of legumes found in this zone. Common Name Botanical NameStylo Stylosanthes searbraGlycine Glycine wightiiCentroCenrosema pubescensOTHER PASTURE CROPSWeed GrassesCommon NameBotanical NameCouch grassDigitaria scalarumNut sedgesCyperus speciesSporobolusSporobolus spp. Fodder shrubsLeucaeniaLeucaenia leucocephalaAtriplexAtriplex spp. PASTURE ESTABLISHMENTPasture can be established by use of seeds, rhizomes or splits. I Selection of Planting Materials. Planting materials selected should be;Of high nutritive value. Adapted to the prevailing environmental conditions. Fast growing in order to give a good ground cover which will help to control soil erosion. Able to give high herbage yield per unit area. Ii Land Preparation. Land should be ploughed and harrowed to a fine tilth. Land preparation should be done during the dry season before the onset of the rains. Iii Seed RatesRecommended seed rate for pasture grasses is 1.5-2.0kg ha of pure germinating seeds. The seeds are produced by Kenya Seed Company."}
{"text": "Land preparation should be done during the dry season before the onset of the rains. Iii Seed RatesRecommended seed rate for pasture grasses is 1.5-2.0kg ha of pure germinating seeds. The seeds are produced by Kenya Seed Company. And are sold in two lotsHigh quality seeds with 13-25 pure germinating seeds. PGS Standard quality seeds with 12.5 PGS. Legume seed rate depends on the seed size i.e. 2-3kg ha for medium sized seeds e.g. Desmodium and Lucerne and 2kg ha for tiny seeds e.g. clovers. Iv Fertilizer Application. SSP fertilizer is applied at a rate of 200kg ha for grasses and legume mixturesFor pure grasses, NPK 20:20:0 at a rate of 200kg ha is recommended. V Legume Seed InoculationThis is the addition of effective Rhizobia to leguminous seeds before planting to promote nitrogen fixation. This is done in areas where soil is deficient of nitrogen. Some Rhizobia strains are naturally found in the soil at pH 5.5-8.0 with adequate calcium, phosphorous, potassium and rainfall. Examples of Rhizobium strains. CropRhizobium SpeciesLucerneRhizobium meliotiCloversRhizobium trifoliBeansRhizobium phaseoli. Vi Sowing. Since most seeds are small, they should be covered lightly after broadcasting. The following are the methods of sowing. Direct sowingUnder sowingOver sowing. Direct Sowing. This is the establishment the pasture in a clean seed bed where no other crops are growingUnder Sowing This is the establishment of a pasture under a cover crop usually maize. Maize is planted and weeded 2-3 weeks after the onset of the rains. Pasture seeds are broadcasted with the recommended amount of fertilizer. No further weeding is done Maize is harvested early to expose the young seedlings to sunlight. Over Sowing This is the establishment of a pasture legume in an existing grass pasture. The grass pasture is kept short until the pasture legume is well established. SSP fertilizer is applied at the rate of 200kg-400kg ha."}
{"text": "Over Sowing This is the establishment of a pasture legume in an existing grass pasture. The grass pasture is kept short until the pasture legume is well established. SSP fertilizer is applied at the rate of 200kg-400kg ha. The mixed stand pasture should be ready for light grazing 4-5 months after planting. MANAGEMENT OF PASTURES. I WeedingWeeds should be controlled as they cause the following;Reduce the lifespan of pastures. Compete with forage crops for nutrients, moisture and sunlight. Reduce the quality of the Herbage yield. Some may be poisonous to the animals e.g. Datura. They interfere with forage fertilization. Weed Control measures on pasturesTimely land preparation which ensures clean seedbed with less subsequent weed problem. Slashing. Application of selective herbicides e.g. 2,4-D. Uprooting the weeds if scattered. Ii Top Dressing. This is the application of plant nutrients after the pasture has established for the following reasons. To add replenish soil nutrients and ensure proper nutrient balance. To increase the herbage yieldTo improve the nutrient value of the crop. To enable the soil micro organisms to breakdown organic residues into available nutrientsTo correct or amend both physical and chemical properties such as soil structure and moisture holding capacity. N B The choice of topdressing fertilizer depends on the crop and soil nutrient status. -Inorganic fertilizers are better for top dressing materials than organic manures because they release their nutrients faster. -Pure grass pastures require large amounts of nitrogen and potassium. -Grass-legume pastures require phosphorous, potassium, calcium and sulphur for nitrogen fixation. Iii Topping. -This is the removal of the stemmy fibrous material left over after a period of pasture grazing. -The removal of such material stimulates fresh growth. -Topping should be done at the onset of the rains and should be followed by topdressing. -Topping is done through slashing, mowing or burning. Iv Reseeding. This is also called gapping and it s done when pasture is partially denuded or bare. Refilling the gaps does it. V Controlled Grazing. Some pastures are seriously affected by heavy grazing such that herbage production is low. Grazing has therefore to be controlled through tethering, strip grazing or paddocking. Vi Pest ControlJust like any other crop in the farm, pasture crops are also attacked by pests."}
{"text": "Some pastures are seriously affected by heavy grazing such that herbage production is low. Grazing has therefore to be controlled through tethering, strip grazing or paddocking. Vi Pest ControlJust like any other crop in the farm, pasture crops are also attacked by pests. The most common pest is the mole which makes underground tunnels destroying roots of pasture crops hence killing them. These are controlled byUse of cats Biological method Rodenticides Chemical control Traps Physical mechanical method D PASTURE UTILIZATIONFORAGE QUALITYThe quality of forage declines with age. I.e. there is gradual decline in the amount of soluble sugars, starch, proteins, organic matter and digestibility with age. Crude fibre is not digestible in the normal enzymatic process but only through the activities of microbes in the rumen. Frequency of Defoliation. Defoliation refers to grazing in pastures and cutting for feed in fodder crops. Frequency of defoliation therefore refers to how often the forage stand is grazed or cut for feed. It s important to determine the proper defoliation frequency for a particular forage. Effects of Very Early Defoliation Less than Four weeks. The forage has very high moisture content 90 The forage has very high protein content on weight basis. Has very low Dry Matter content hence very low DM yield. It has high DM digestibility but low in digestible nutrients. Has low crude protein yield. Frequent early defoliation leads to a gradual weakening of the stand followed by empty patches, weed invasion and an eventual reduction in the productive life of the stand. Effects of Late Defoliation. More than Ten weekThe forage has high DM content hence high DM yieldHas high cellulose content hence it s woody and fibrous. It has high lignin, cutin, tannin and silica content which are all insoluble. It has low crude protein content. It has low leaf: ratioIt has low dry matter digestibilityNB during grazing, it s necessary to do paddocking for the following reasons. To control grazing and ensure sufficient re-growth before grazing is resumed. To ensure better forage utilization and less wastage by trampling, fouling and selective grazing. To facilitate conservation of excess pasture in form of hay or standing forage. To maintain a favourable grass-legume balance where applicable."}
{"text": "To ensure better forage utilization and less wastage by trampling, fouling and selective grazing. To facilitate conservation of excess pasture in form of hay or standing forage. To maintain a favourable grass-legume balance where applicable. Carrying Capacity and Stocking RateCarrying capacity is the ability of the forage stand to maintain a particular number of livestock units per unit area. This depends on the herbage yield and the animals daily requirements. Stocking rate refers to the number of the animals maintained per unit area of land. In order to determine the carrying capacity and the proper stocking rate for a particular forage stand, dry matter DM yields per unit area per unit time and live weight of the animals to be fed are considered. ExampleA dairy animal consumes 2.5kg dry matter for every 100kg body weight per day. The amount consumed by a jersey weighing 400kg live weight per year would be2.5X 400 100 X 365 1000 3.65 tons DMA Guernsey weighing 450kg would consume2.5 X 450 100 X 365 1000 4.1 tons DMLikewise, an Ayrshire weighing 500kg live weight would consume,X 500 100 X 365 1000 4.65 tons DM. NB when the stocking rate is above the carrying capacity of the pasture, it is referred to as overstocking. And when it is below the carrying capacity it is referred to as under stocking. Some Recommended Stocking Rates on Different PasturesEffects of overstockingInsufficient regrowth period for the forage hence effects similar to those of very early defoliation. Overgrazing and loss of soil cover leading to soil erosion. Invasion of undesirable plant species especially weeds and shrubs. Intensity of defoliationThis refers to proportion of the herbage removed through grazing and that of the residual forage. Pastures should be grazed until about 70 of the aerial herbage is eaten up i.e. about 5cm is left. GRAZING SYSTEMSThere are three main grazing systemsRotational grazingContinuous grazingZero grazing1 Rotational GrazingThis refers to practice of allowing livestock to feed on a part of pasture for a period down to certain level before they are moved to the next. This gives time for pasture to properly regenerate."}
{"text": "About 5cm is left. GRAZING SYSTEMSThere are three main grazing systemsRotational grazingContinuous grazingZero grazing1 Rotational GrazingThis refers to practice of allowing livestock to feed on a part of pasture for a period down to certain level before they are moved to the next. This gives time for pasture to properly regenerate. Advantages of Rotational GrazingLivestock make maximum use of pastureReduces the buildup of parasites and diseases. Animal waste is distributed evenly in all fields paddocks. Pasture area is given time to re-grow before its grazed on again. Excess pasture can be harvested for conservationIts possible to apply fertilizers in parts of the pastures are not in useIt facilitates reseeding and weeding. The methods of rotational grazing include paddocking, strip grazing and tethering. A PaddockingA paddock is a fenced portion of a pasture in which animals are restricted for grazing. Paddocking means grazing livestock in one paddock for a short period and then moving to another. The size of the paddocks depends on the carrying capacity of the pasture. There should be a watering point at each paddock. A water trough is placed between two paddocks so that animals can drink water from either paddock. Paddocking saves herding labour. However, it is very expensive to construct. B Strip Grazing-This is done by allowing livestock to graze on restricted portion of the pasture at a time then moving them to the next. -It s done on very high quality pastures. Electric fences can be used to enclose animals in a given strip of pasture. -Where animals are not many herding may be done to restrict them to stay within the strips. Temporary fences may also be used instead of the electric fences. -However, the system is quite expensive. C Tethering. -This involves tying the animal to a post with a rope such that it feeds within a restricted area. -The rope may also have a metal ring that slides along a strong wire supported by strong poles. 2 Continuous Grazing Herding In this type of grazing, the pasture is not allowed any resting period. This method can easily result in overgrazing if the stocking rate is not controlled. It s common in the semi-arid areas."}
{"text": "2 Continuous Grazing Herding In this type of grazing, the pasture is not allowed any resting period. This method can easily result in overgrazing if the stocking rate is not controlled. It s common in the semi-arid areas. 3 Zero Grazing Stall Feeding -This is the practice of rearing animals in a permanent feeding enclosure known as the stall. Feed is cut and taken to the animals in the stalls. -They are also provided with plenty of clean water and mineral licks. AdvantagesThere is quick accumulation of manureAnimals make use of the feeds without wastageAnimals produce high yields due to less wastage of energy. It s easy to control diseases and parasitesIt requires little landIt allows higher stocking rateDisadvantagesHigh initial capital is requiredHigh management skills are neededNeed a lot of labourDiseases can easily spread. FODDER CROPS-These are forage crops which are grown, allowed to mature the cut and given to livestock as feed. Animals are not allowed to graze on them directly because they easily degenerate. -The fodder can also be conserved and sold if produced on large scale. -They include; Napier grass, Guatemala grass, Sorghum, Columbus grass, Sudan grass, Edible Cana, Kales, Kenya white clover, Marigolds Sugar beets , Lucerne, Desmodium and Agro-forestry trees and shrubs. 1.NAPIER GRASS. Penisetum purpereum There are two main varieties of Napier grass i.e. The French Cameroon and Bana Grass. French CameroonIt has thin stems and less hairyBana GrassHas thick stems and its hairy. A Ecological requirements. I Soils-Should be well drained though it does well in a variety of soils. Ii Rainfall- 750 mm p.a which should be well distributed. Iii Altitude. -Preferably 2100m above sea level. Iv Temperature-Optimum 24oC -29oCb Establishment and managementi Land preparation. Should be done early during the dry season. Furrows are made at a spacing of 90-100cm. Alternatively; holes can be dug at a spacing of 90cm x 50cm. 7-10 tons of well decomposed organic manure is applied."}
{"text": "Furrows are made at a spacing of 90-100cm. Alternatively; holes can be dug at a spacing of 90cm x 50cm. 7-10 tons of well decomposed organic manure is applied. Ii Planting. Planting materials should be selected from desirable varieties of napier grass. Materials should come from healthy and mature plants. Stem cuttings or splits are used. Stem cuttings should have 2-3 nodes. -Stem cuttings should be placed in the furrows in a slopping manner. -NPK 20:20:0: should be applied at rate of 200kg ha. Iii Fertilizer applicationTopdressing with nitrogen and potassium fertilizers should be done about 6-8 weeks after planting. Iv Weed Control. Weeds should be removed as early as possible during the early stages of development. Methods of control include,Use of herbicides e.g. 2,4-DCultivationSlashingUp-rooting. V Defoliation. French Cameroon matures in about 3 months. There after it should be cut every 6-8 weeks. The grass should be about 1.2-1.5m high at the time of harvesting. Bana Grass grows up to 12 months without flowering. Defoliation should be done when there is high yield digestible matter. Vi Utilisation. Stems should be cut 2.5-5.0 cm abo0ve4 the soil surface to facilitate fast re-growth. A panga is used to cut. Excess napier is conserved as silage for future use. Cut forage is chopped into smaller pieces by use off a chaff cutter or a sharp panga. Vii production per unit area. Under good management, Napier grass gives a yield of up to 35 tons of dry matter DM per hectare per year. This contains 8-15 crude protein and this is enough to support 5 milking cows per year. 2. GUATEMALA GRASS Trypsacum laxum . It s a tall hardy, broad leafed grass with a vigorous growth. A Ecological Requirements. I Altitude-Up to 2000m above sea level. Ii Soils-Does well in a variety of soils. Iii Rainfall. -900mm p.a. That should be well distributed."}
{"text": "NPK 20:20:20 is applied at the rate of 200kg ha during planting for proper root growth and development. Iii Fertilizer Application. CAN or ASN is top dressed at the rate of 125kg haiv Weed ControlField should be kept weed free. This is done by hand cultivation, slashing or use of selective herbicides. V Utilisation. Grass lasts in the field for 18 months. During this period, the grass is harvested several times. It regenerates after every cutting. Columbus grass should be left to dry for two days before feeding to the animals to avoid Prussic and Hydro cyanic acid poisoning. This poison is found in wet grass. Production Per Unit Area-20 tons per hectare of dry matter DM per year under in good management. 4.KALES Brassica spp They supply succulent nutritious stems and leaves for feeding livestock. A Ecological RequirementSoils should be loam or clayRainfall 1000mmAltitude prefer high altitude. B Establishment and Management. Seeds are planted in nurseries 6 weeks before the rains. Land should be prepared to a fine tilth. Holes are dug at a spacing of 1mx0.3m. Transplanting is done at the onset of rains. DSP fertilizer is applied at a rate of 150kg ha when transplanting. The field should be kept weed free. C UtilisationLeafy stems are cut, chopped and given to livestock. Kales should be fed to milking cows together with dry roughages since they are succulent. About 15kg of kale is needed by animal per day. It should be given to the milking cows after milking to avoid tainting the milk. D Production per unit areaKales produce 35-50 tons fresh weight per hectares per year. Kales are quite rich in protein. 5. EDIBLE CANNA. Cana edulis It s a fodder crop with broad shinny leaves which are used to feed livestock. A Ecological RequirementRainfall-should be adequateAltitude-1500-200m above sea levelSoils-should be fertileb Establishment and Management. Land is cleared, ploughed and the harrowed. Holes are dug at a spacing of 1m x 1m."}
{"text": "A Ecological RequirementRainfall-should be adequateAltitude-1500-200m above sea levelSoils-should be fertileb Establishment and Management. Land is cleared, ploughed and the harrowed. Holes are dug at a spacing of 1m x 1m. Farmyard manure is mixed thoroughly in holes before planting. Rhizomes are planted at the onset of rains. Early weeding is done. Crop is top dressed 4 weeks after planting with nitrogenous fertilizer at the rate of 100kgN ha. C UtilisationEdible canna is cut and fed to livestock when fresh. Each lactating cow should be given 4-7kg of canna per day during the dry seasons. D Production per unit areaEdible canna produces about 100tons DM ha year6. SUGAR BEETS MARIGOLDS Beta vulgaris These are root fodder crops that are quite nutritious. A Ecological Requirements. Rainfall-more than 1000mmAltitude- should be highSoils should be well drained. B Establishment and ManagementThey are established through seeds. Seeds are planted in nurseries 6 weeks before the rains. Land is cleared, ploughed, and then harrowed to a medium tilth. Holes are dug 1.0m x 0.3m. DSP is applied at the rate of 150kg ha at planting time. The field should be kept weed free through cultivation, uprooting, slashing or by use of appropriate herbicides. Topdressing is done using CAN or ASN at the rate of 100kg ha. C Utilization. They are used for feeding livestock during the dry season at the rate of 22-27kg cow day. They are chopped into small pieces. They should be wilted first because their fresh leaves have oxalic acid which can be poisonous. D Production per unit area. Marigold produces between 30-40tons ha of herbage under good management. 7. KENYA WHITE CLOVER Trifolium semipilosum. It has slender spreading stems which produce roots and underground rhizomes."}
{"text": "Leaves and branches are cut and given to the animals directly. Cutting should not be done until the shrubs are 3-4m in height. Shrubs are cut back to a height of 0.5m above the ground once per year and at the beginning of the rains. Green seeds pods produced are removed and fed to animals, as they are very rich in proteins. Other importances of shrubsImprove the soil through nitrogen fixation e.g. leucaenia and calliandraTheir roots hold soil particles together thus controlling soil erosion. Their fallen leaves decay adding organic matter into the soil. Some provide with wood fuel especially the tree speciesd Production. Under good management, the shrubs give a considerable herbage yield for the livestock especially the browsers. FORAGE CONSERVATIONIn Kenya, there is always excess forage during the long and short rains April to June and November to December and a shortage during the dry months of January to March and September to October. There is therefore the need to conserve the excess forage as its often wasted or not fully utilized. Reasons for conserving forage. To distribute available forage for animals throughout the year. To provide feed for the dry season. To ensure better and full utilization of available land. On a large scale, conserved forage can be sold as hay etcMethods of conservationHay-this is dried forage mainly pasture grasses and legumes e.g. desmodium and Rhodes grass. Silage-This is an-aerobically fermented forage mainly applicable to succulent fodders such as Napier grass, maize and sorghums. Standing forage- Growing forage can be set aside for dry season feed and applicable for both pasture and fodders. A HAY MAKINGHay refers to forage which has been dehydrated to about 15-20 moisture content. The forage should be cut when about 50 of plants have flowered. Steps followed in hay makingi The crop is cut when about 50 of the plants have floweredii The crop is spread out evenly on the ground to dry for 2-3 days. It should be dried under controlled conditions in order to retain its nutritive value and the original crop colour. Iii The hay is windrowed and the gathered or baled. Iv The bales of hay are then stored in a shed out of reach of rainwater and sunshine."}
{"text": "It should be dried under controlled conditions in order to retain its nutritive value and the original crop colour. Iii The hay is windrowed and the gathered or baled. Iv The bales of hay are then stored in a shed out of reach of rainwater and sunshine. NB Rapid drying is recommended to ensure high quality hay. Slow drying results in oxidation of soluble carbohydrates hence poor quality. Prolonged exposure to sun results in the breakdown of chlorophyll and carotene. Factors determining the quality of hay. Forage species used. Stage of harvesting hence stem: leaf ratio. Length of the drying periodWeather condition during the drying processCondition of the storage structureB SILAGE MAKINGSilage is a fodder crop harvested while green and kept succulent by partial fermentation in a silo. A silo is the structure used for fermenting. The process of silage making is called ensiling. The objective of ensiling green forage is to preserve the material with minimum loss of nutrients. Advantages of silage makingMore nutrients are preservedIt has few field lossesIt is less dependent o n weather conditionsIt can be preserved for prolonged periods with minimum loss of nutrients. Once ensiled, there are no storage problems. It can be fed directly without liquid additives. Disadvantages of silage makingRequires skills and much attention. Labour intensive hence expensiveBulky to store and handleSusceptible to ensiling lossesMust be fed soon after removalMost farmers cannot spare sufficient forage for ensiling. Types of Silosi Trench SiloIt is the most popular and applicable to small-scale farmers. It s a rectangular trench on a slightly slopping ground to ensure proper drainage. Ii Clamp siloIt s constructed above the ground level in form of a trough with slanted sides for ease of compaction. Each side of the silo is made of a pair of timber walls. There is a gap between each pair of timber walls. Soil is put and compacted in these gaps. Between the two pairs of walls is the part where ensiling is done. A clamp may also be made of two stone walls and a cemented floor. Iii Bunker Tower siloA bunker silo is made of concrete under the ground and has vertical walls suitable for mechanical ensiling. A tower is a tall round metallic structure for mechanical ensiling."}
{"text": "A clamp may also be made of two stone walls and a cemented floor. Iii Bunker Tower siloA bunker silo is made of concrete under the ground and has vertical walls suitable for mechanical ensiling. A tower is a tall round metallic structure for mechanical ensiling. Steps followed in silage makingSilo is prepared before harvesting crop. The shape and size of the silo depends on the amount of forage to be ensiled. The crop is cut at the appropriate stage and wilted for 6-12 hours to about 65-75 moisture content. The crop is chopped up and put into the silo compacting it every 10-12cm layer. Silo should be filled as rapidly as possible. The ensiled material should have a Ridge or humped in appearance when ensiling is completed. Temp in the silo should be checked regularly during the ensiling period. If the temperature is higher than 32.2oc water should be added and compaction reduced. If temperature is below 32.20c, compaction should be increased and dry materials or molasses added. The ensiled material is covered with a polythene sheet or a layer of dry grass to protect it from water and air. The silo is covered with a thick layer of soil maintaining the ridge appearance. A trench is then dug all round the silo to drain off rainwater. Principles of ConservationRapid ensiling and compaction reduces aerobic respiration in the ensiled material. When the silo is finally sealed, the oxygen is cut off and aerobic respiration gradually gives way to fermentation. This allows lactic acid bacteria Lactobacillus spp to increase very rapidly within the first three to four days after silo sealing. Lactic acid bacteria act on the readily available carbohydrates to produce lactic acid and some amounts of Acetic, Propionic, Formic and Succinic acids. Lactic acid reduces the pH of forage from 4 to 2 or below. Low pH inhibits further bacterial growth and preserves the silage. The ensiling process is complete in 2-3 weeks depending on the quantity of ensiled material and may be preserved for many years provided the silo is water and airtight. USES OF ADDITIVESMaize and other cereal crops do not need additives if they are harvested at the right stage. Soft dough stage . Other plants e.g."}
{"text": "USES OF ADDITIVESMaize and other cereal crops do not need additives if they are harvested at the right stage. Soft dough stage . Other plants e.g. Napier grass and other grasses have low amounts of carbohydrates and often give poor quality silage. They therefore need additives of,Crushed grains at a rate of 100kg per ton of silage orMolasses at 20-40kg per ton of silage evenly distributed at the time of ensiling. Silage QualityThe relative proportions of organic acids in the silage is an indication of its quality. In good quality silage, the order of predominance should be; lactic, acetic, succinic and formic acids. Poor silage compaction leads to low temperature which results in excessive production of Butyric acid instead of Lactic acid. Good quality silage should be,Be from high quality forage cut at the proper stage of growth. Have 5-9 lactic acidHave a pH of 4.2 or below. Be free from moulds and bad odour such as ammonia and butyric acid. Be greenish to yellow in colour not brown or blackHave a fine texture with no sliminess. Silage lossesSurface spillage- up to 20 loss due to exposure and contact with soil. Seepage losses- extent of this loss increases with increase in herbage moisture. It can be up to 50 in very young and succulent forage. Gaseous losses- extended respiration results in loss of carbohydrates in form of carbon dioxide. The silo should be airtight. How to Calculate Silage Requirement in Dry MatterA cow requires 3kg of DM for every 100kg of body weight per day. Therefore a cow weighing 400kg will require 400 100 x 3 12kg of DM per day Since Silage has 40 DMThen for the cow to have 12kg DM it needs 12 40 x 100 30kg of silage per day. However, a cow should only get 50 of its daily Dm requirements from the silage. It should get the other 50 from pastures and other feeds. It should therefore get only 15kg of silage per day. If the silage is meant for the dry season, the farmer should estimate the length of the dry period. E.g."}
{"text": "It should therefore get only 15kg of silage per day. If the silage is meant for the dry season, the farmer should estimate the length of the dry period. E.g. from January to March there are 90 days. Therefore, silage required for one cow for 90 days will be;90days x 15kg day 1350kg of silage 1.35 tons One hectare of Napier produces about 80 tonnes of forage harvested in five cuttings in the year. One cutting therefore yields80tons 5 cuttings 16 tonnes of forage. If 1ha produces 16 tonnes of forageThen x hectares produces 1.35 tonnes of silage1 ha-------------16 tonnesX ha-------------1.35 tonnesX 13.5 16 0.084 hectares 840m2 , approximately a space of 30mx30mSilage density is about 500kg m3. If a farmer has two cows, the amount needed is2cows x 15kg x 90 days 2700kgThe volume of the silo to accommodate 2700kg would be approximately 6m3The silo would therefore have the following dimensions. 2.7m length x 1.5m width x 1.5m depth or3m x 2m x 1m or4m x 1.5m x 1mC STANDING FORAGEThis is the cheapest, easiest and most commonly used method of fodder conservation. This implies deferring cutting of the forage for the dry season feed. It however produces herbage of low quality but it can be supplemented by addition of additives. The fodder or the legume should be cut, weeded, and top dressed in early November after which cutting is deferred until it is required. LIVESTOCK HEALTH IIIIntroduction. A disease is any alteration in the state of the animal or its organs which interferes with the proper performance of its functions. The visible signs of a disease are called symptoms. There are specific conditions that help in observing the disease symptoms. They include:Pulse rate and respiration rateTemperatureBody conditionVisible mucous membranesSkin of the animalDefecationUrinationFeeding habit."}
{"text": "The visible signs of a disease are called symptoms. There are specific conditions that help in observing the disease symptoms. They include:Pulse rate and respiration rateTemperatureBody conditionVisible mucous membranesSkin of the animalDefecationUrinationFeeding habit. AppetiteLevel of productionMicro-organisms such a protozoa, bacteria, virus and fungi, cause diseases. Poor nutrition, physical injuries, chemical poisoning and parasite infestation cause other diseases. Organisms such as ticks and tsetse fly only help in spreading disease-causing organisms and are referred to as vectors. Disease predisposing factorsThese are conditions inside or outside the animals body, which lead to the animal contracting a disease or injury. They include:Age of the animalSex of the animalColour of the animalChange of climate environmentHeredityEnvironmentOvercrowdingPhysiological conditions such as fatigue, weakness, pregnancy etc. Animals encountering sick animals. Terms used in livestock diseasesIncubation periodIt s the duration between the time of infection and the time the first symptoms show up. 2 MortalityThis is the likelihood of death occurring in case of a disease outbreak. It s expressed as a of the affected animals and those which die. 3 TreatmentIt s the application of physical and chemical means to an animal to help it recover from a disease or preventing it from getting a disease. There are two types of treatment. Preventive treatmentCurative treatmentPreventive treatmentThis involves administration of drugs to prevent the occurrence of a disease. This can be done through vaccination and administration of prophylactic drugs such as coccidiostats to prevent coccidiosis. The creation of immunity and resistance to diseases is under the preventive treatment. Curative treatmentA curative treatment tries to restore a sick animal to good health. This can be done through:Good feedingProvision of clean environmentNeutralizing the ill effects of the diseaseInducing repair to damaged tissuesRelieving discomfort or injury to the animalPreventing further spread of the disease. 4 ImmunityThis is the ability of an animal to resist the infection of a disease. There are two types of immunity natural and artificial immunities. A Natural ImmunityIt s the ability of an animal to maintain itself free from infection. It s the inborn immunity. It can further be divided into two."}
{"text": "A Natural ImmunityIt s the ability of an animal to maintain itself free from infection. It s the inborn immunity. It can further be divided into two. Actively acquired immunity. This immunity is acquired when an animal suffers from a disease. Such an animal is able to defend itself from the same disease in future. Passively acquired immunity- this is passed through the mothers blood to the foetus or through milk colostrums. B Artificial immunityIt can also be divided into active and passiveCLASSIFICATION OF LIVESTOCK DISEASESLivestock diseases are classified into four major groups. Protozoan diseasesBacterial diseasesViral diseasesNutritional diseases1. PROTOZOAN DISEASESDiseases in this category include:East coast fever ECF AnaplasmosisCoccidiosisTrypanosomiasis Nagana i East Coast FeverAnimals attacked- mainly cattleCausal organism-Theirelia parva- a protozoan transmitted by the brown ear tick Rhipicephalus appendiculatus . The disease is also called Theireliosis its incubation period is 15 days. SymptomsSwollen lymph nodesHigh temp-feverExcess salivationLachrimation-a lot of tear productionDifficulties in breathing due to fluid accumulation in the lungs. CoughingSight impairmentHaemorrhages in the vulva and the mouth. Control and TreatmentTicks should be controlled through dipping, spraying or hand dressing regularly. Farm should be fenced to keep out strange animals and also to confine animals within. Treatment using appropriate drugs. Ii Anasplasmosis Gall sickness Animals attacked cattle, sheep, goats,Causal organism-Anaplasma marginale, a protozoan transmitted by the blue tick Boophilus decolaratus It can also be transmitted through contaminated surgical equipments, bleeding and hypodermic needles. The incubation period is 3-4 weeksSymptomsFeverConstipation-hard dungPaleness in the gums, eyes and lips. An indication of anaemia. Milk flow into the udder ceases. Control and TreatmentTick controlControl of biting insects e.g. mosquitoesInjection using antibioticsIron injection."}
{"text": "Separate udder clothes should be used for each animal. Sharp objects should be removed from grazing and milking areas to prevent teat injuries. Open wounds on the teats should be treated immediately. Ii Fowl typhoidAnimals affected- poultryCausal organism- Bacterium called Salmonella gallinarumSymptomsBirds are depressedRespiratory distress and birds are dullDrooping wingsCombs and wattles become pale and shrunken due to anaemia. Greenish yellow diarrhoeaSudden deathControl and TreatmentAll infected birds should be killed and properly disposedPoultry house should be clean, dry and well ventilated. Regular vaccinationEggs for hatching and chicks should be obtained from reliable sources. Sulphur drugs mixed with water or mash are used for treatment. NB Furazolidone at the rate of 0.04 in mash for ten days treats the disease effectively. Iii Foot rot Foul - in- the - Foot Animals affected- all cloven animals e.g. cattle, goats, sheep most Serious . Causal organism- caused by the following bacteria-Fusiformis necrophorus and Fusiformis nodosusPredisposing factorsFilthy surroundings e.g. wet and muddy areas. Cracking of the hooves due to overgrowth. SymptomsAnimals foot become swollenPus and rotten smell come out of the hoofKneeling when grazing if front feet are affectedAnimals spend most of their time lying down when the hind feet are affectedEmaciation due to lack of feeding. Control and treatmentProvide clean environment i.e. avoid dampness and muddy conditionsPractice regular foot examination and hoof trimmingPractice a regular walk through a copper sulphate Blue vitriol footbath at 5-10 solution or Formalin at 2-5 solution. Wounds on the feet should be treated with antisepticsHealthy sheep should be moved to dry clean areas. Separate healthy animals from sick ones. Iv Contagious abortionIts also called Brucellosis or Bang s disease . NB This is a contagious and infectious disease. Causal organismCattle-Brucella abortus. Pigs- Brucella suis."}
{"text": "NB This is a contagious and infectious disease. Causal organismCattle-Brucella abortus. Pigs- Brucella suis. Goats and sheep- Brucella malitensisMilk from an infected animal should not be drunk. SymptomsAbortion or a pre-mature birth of the youngDuring later stages of pregnancy if abortion occurs, placenta is retained. The cow may become barren while bulls have low libido and have inflamed testes. A yellowish brown, slimy, odourless discharge from the vulva may occur after abortion. ControlCulling infected animalsVaccination against the diseaseThe attendant should avoid contaminating his hands with the aborted foetusCleanliness to be observedA blood test should be carried out for all the breeding animals in order to detect the infected ones. Use of artificial insemination. NB There is no effective treatment. V ScoursAnimals affected- young one of cattle, pigs, sheep, and goats. Causal organism-A bacterium called Escherichia coli. Predisposing causesUnhygienic conditions in the house of the young onesOverfeeding the calf with milk or feeding it with very cold milkLack of colostrumsFeeding young ones at irregular intervalsAbsence of green fodder in the mothers diet which causes lack of vit ASymptomsWhite or yellowish diarrhoea in calvesFaeces have a pungent smellHigh tempAnimal becomes restlessLoss of appetiteSunken eyesUndigested milk and mucus with blood spots in faecesSudden death if no treatmentvi Black quarterThis is an acute disease, which is contagious. Animals affected- all ruminantsCausal organismBacteria called Clostridium chauvei, which enters the body through contaminated water and wounds. SymptomsLameness in animalsAffected parts of the body become swollen immediatelyHigh temperature-feverThe animal breathes heavily and fastThe animal is dull and losses appetiteThere is grunting and grinding of teethSudden deathBlood oozes from the anus and noseAnimal stops chewing the cudIf the cut muscles are cut they appear darkControlAffected animals may be treated with antibiotics e.g. penicillin, oxytetracycline and sulphathiazole."}
{"text": "Animals affected- all ruminantsCausal organismBacteria called Clostridium chauvei, which enters the body through contaminated water and wounds. SymptomsLameness in animalsAffected parts of the body become swollen immediatelyHigh temperature-feverThe animal breathes heavily and fastThe animal is dull and losses appetiteThere is grunting and grinding of teethSudden deathBlood oozes from the anus and noseAnimal stops chewing the cudIf the cut muscles are cut they appear darkControlAffected animals may be treated with antibiotics e.g. penicillin, oxytetracycline and sulphathiazole. Vaccination using black quarter vaccineThe carcass should be buried deep or burnt completely. Vii AnthraxThis is an acute infectious and notifiable disease. Animals affected- cattle, sheep, goats, man, and wild animals. Causal organismBacteria called Bacillus anthracis. Animals get anthrax throughGrazing in infected pastures as the bacteria is found in the soil. Bites by insectsOpen woundsBone meal from infected animals. The bacterium is capable of forming spores outside the animal body. SymptomsExtensive bloating of the stomach after death. FeverBlood stains in the faeces and milkIn pigs the throat swells and this may cause death due to suffocationCarcasses of an anthrax attack lack rigor mortis i.e. the carcass is not stiff as in other animals. In the dead animal, a tar-like watery blood comes off the orifices e.g. nose, anus and mouth. Blood does not clot quickly. ControlTreatment of wounds. Giving large doses of anti-anthrax serum for curative treatmentThe carcass must not be openedVaccination using Blanthax in areas where the disease is prevalentImposing quarantine in case of disease outbreak. Dead animal must be disposed off properly by burning or deep burying. Viii PneumoniaThis is an infectious lung fever. Animals affected- calves, kid, lambs, piglets and poultry. Causal organismBacterium called Mycoplasma mycoides. Dust or worms in the lungs could cause the disease."}
{"text": "Animals affected- calves, kid, lambs, piglets and poultry. Causal organismBacterium called Mycoplasma mycoides. Dust or worms in the lungs could cause the disease. Predisposing causesPoor ventilationLack of enough oxygenOvercrowdingAge- young animals are more prone to the diseaseEffects of diarrhoea and other illnessesDampness and chilliness. SymptomsThe animal becomes dull and reluctant to moveLoss of appetiteThere is a rough hair coatEmaciationAnimal breathes rapidlyAbnormal lung sounds i.e. bubblingIf the chest is pressed the animal starts coughingFluctuating temperaturesNasal mucous discharge. Control and treatmentYoung animals should be kept in warm pens. Use of antibioticsIsolating the infected animalsProper sanitation3. VIRAL DISEASESi RinderpestThis is a highly contagious and infectious disease. It s notifiable. Animals affected- cattle, sheep, goats, pigs and wild animals with cloven hoofs. Causal organism-VirusIncubation period- 3-8 daysSymptomsHigh temperatureStaring coatDischarges in the mouth and noseDiarrhoea and dysenteryMucous membranes of the mouth and nose become red and they develop ulcers. EmaciationGrinding of the teethDeath in 2-10 days after incubation. ControlVaccination annuallyCulling the infected animalsNotify the authorities in case of an outbreakQuarantine in case of the diseaseSeparate sick animals from healthy ones. Ii Foot and Mouth DiseaseIt is a highly contagious and infectious disease. It is notifiable. Animals affected- cattle sheep, goats, some wild animals. Causal organismVirus types A, C, and DThe virus can be transmitted by contaminated litter, feet, garbage and infected saliva. SymptomsSharp rise in temperature lasting only for a few hoursBlisters or wounds appear on the mouth and feet. The tongue, lips and gums are inflamed."}
{"text": "Causal organismVirus types A, C, and DThe virus can be transmitted by contaminated litter, feet, garbage and infected saliva. SymptomsSharp rise in temperature lasting only for a few hoursBlisters or wounds appear on the mouth and feet. The tongue, lips and gums are inflamed. This makes eating difficultLameness due to lesions between the skin and hoofThere is profuse salivationVesicles may appear on teats and uddersThe animal becomes weak and thin very fastThere is drop in milk productionControlVaccination every six monthsQuarantine in case of outbreakCullingUse of disinfectants on wounds. Iii Newcastle DiseaseIt s a notifiable disease, very contagious and highly infectious disease. Animals affected- poultry especially three months to one year. Causal organismVirusSymptomsBirds have difficulty in breathingBeaks remain wide open and the necks are strainedThe bird is dullThe bird stands with eyes closed all the timeLoss of appetiteNasal discharges, which force the birds to shake heads to clear. Birds stagger in motionWatery yellow diarrhoeaThe birds have their beaks and wings downControlQuarantineCullingCleaning and disinfecting the houses before bringing in new stockVaccination during the first six weeks and two to three months lateriv Fowl poxAnimals affected- all poultryCausal organismVirusPredisposing factorsPresence of woundsPresence of mosquitoes, ticks, lice and other biting insects that spread the disease. SymptomsLesions on the combs and wattlesLesions on legs, vent, feet and under the wings. Lose of appetite hence emaciation and deathDifficulty in breathing and swallowing. A watery discharge from the eyes in the early stages of the diseaseThe bird become dullControlRemove all infected birds and kill themVaccinate remaining healthy birds. 4. NUTRITIONAL DISEASESi Milk FeverThis is a non infectious disease. Animals affected-cows, goats, and pigs that have recently given birth. CauseThis is due to loss of calcium and phosphorous through milk secretion. There is also an increase in the level of magnesium and sugar in the blood."}
{"text": "Animals affected-cows, goats, and pigs that have recently given birth. CauseThis is due to loss of calcium and phosphorous through milk secretion. There is also an increase in the level of magnesium and sugar in the blood. SymptomsDullnessMuscular twitching causing the animal to trembleStaggering as the animal movesAnimal falls down and becomes unconsciousThe animal lies down on its side and the whole body stiffensBody functions such as urination, defecation and milk secretion stop. Sudden death if the animal is not treated immediatelyStomach contents are drawn into the mouthComplete loss of appetiteControli TreatmentIntravenous injection of soluble calcium salt in form of calcium borogluconate 60gms. Dissolved in 500cc of water that is boiled and cooledii Nursing careThe sick animal should be kept in a comfortable position. Fresh water should be given. Mechanical removal of urine speeds up recovery. PreventionPartial milking of cows with past cases of milk fever is done for the first ten daysProviding sufficient amounts of calcium and phosphorous in the dietHigh doses of vit D and parathyroid extractionsNB the animal suffering from milk fever should never be given medicine through the mouth because,It will not be able to swallow the medicineThe medicine may get into the lungs thereby promoting lung fever speeding up death. Ii BloatAnimals affected- mainly cattle and sheep. Goats may also be affectedCauses-Accumulation of gases as a result of food fermentation in the rumen. This is caused by:Obstruction of the oesophagus due to bulky food particles such as potatoes, carrots etcAbnormal pressure exerted on the oesophagus by a swelling in the wall of the chestIndigestion caused by accumulation of gases due to paralysis of the rumen and the valve at its entrance. This may be due to the animal eating poisonous herbs or due to sudden change of feeds especially soft green forage, which is taken in large quantities. E.g. Beans, cabbage leaves, lush grass Lucerne etcSymptomsThe left side of the abdomen is excessively distended. Death may occur within hours due to too much pressure exerted on blood vessels, lungs and heart. ControlFeed ruminants with dry roughage during the wet season."}
{"text": "Beans, cabbage leaves, lush grass Lucerne etcSymptomsThe left side of the abdomen is excessively distended. Death may occur within hours due to too much pressure exerted on blood vessels, lungs and heart. ControlFeed ruminants with dry roughage during the wet season. TreatmentThis involves the release of accumulated gases through. Manual means. -. Exercising the animal and rubbing its abdomen with both handsSurgical means- this is though piercing the abdominal wall directly over the blown up part of the rumen using trocar and cannula. A stomach pump can also be used to eject the excess gases through the oesophagus. Chemical this can be done through,Drenching of the animal using suitable oils such as turpentine oil mixed with vegetable oilAdministering Epsom salt to clear the rumen contents. Drenching does this. Administration of methyl silicone as an injection directly into the rumen. This prevents the frothy type of bloat. Parturition in Goats kidding Gestation period is 150 days or 143-153 days. Nannies carrying twins kid a few days earlier. Put nannies in a dry place under a shade or shelter to prevent kids from wet, cold and exposure to intensive heat that can cause death of kids.. Keep nanny and another female to avoid nervousness at kidding time. Do not disturb the animal. Seek for professional help if mulpresentation occurs or kidding delays for 3 hours. If placenta is retained, move the goat out with the others for physical exercise. This activates expulsion. Kidding SignsUnder firms and teats enlarge. The muscles at either side of the tail slacken or relax. Restlessness; pawing the ground, rise up, lie down frequently. Separate itself from the rest of the flock. A clear discharge from the vulva. Parturition in Pigs farrowing Gestation period is 4 months or 113-117 days. Clear and disinfect the farrowing pen. Introduce dry warm beddings with a farrowing crate 7-10 days prior to farrowing. Drench the pig to control internal parasites. Clean the skin with soap and water to remove external parasites, remove oil exudates from their skin which reduce effectiveness of acaricides and to remove mud and dirt. Bring the sow to the farrowing pen 3 days to the expected date."}
{"text": "More active in search of food and water and hive protection. Fairly resistant to diseases e.g. Acarive and American foul brood disease.. Vicious if manhandled. 2. European BeeCharacteristicsMore gentle and larger than African bee. Less active and vicious. Susceptible to bee diseases. The Bee ColonyA bee is a social insect that lives in a colonyThere are three types of bees in a colony. I.e. the queen, Drone and worker bee. The QueenOne queen in a colonyFunctions:Lay fertile eggs. Keeping the colony together by production of a pheromone queen substance for identification. The DroneAbout 300 in number in a colony. Functions:Fertilize the queen. Control temperature or cool the hive. I.e. by flapping their wide wings at a very high speed. N.B The drones are killed by worker bees after fertilizing the queen. C The worker bees-About 60,000 in number in a colony. Smallest and normally female bees. Functions;Feed queen, drones, and brood 9 young bees . Protect hive from intruders. Collect nectar, pollen, tree resins, gums and water. Build combs and seal the cracks and crevices in the hive. Make honey and bee wax. Life cycle of a beeFertilized queen move from one cell to another laying an egg in each. Eggs hatch after three days into larvae due to the warmth and temperature generated by the worker bees. Larvae are fed by the nurse bees on special honey. Each larva spins a cocoon and after 2 days moults into a pupa. Pupa become young bees after 10 days and emerges from the cocoon. Eggs, larvae and pupa form the brood. Siting the ApiaryApiary: Is a place where bees are kept. Factors considered on siting an Apiary:Availability of water: where water is not within 3 km radius, sugar solution or syrup is placed close to the hives. Availability of flowers: To provide nectar and pollen. A sheltered place: e.g. a forest to protect bees from sun and wind. Quiet place: Free from noise and other disturbances. Away from human beings and livestock: i.e. away from homesteads, pastures and busy roads. Bees sting. Away from human beings and livestock: i.e."}
{"text": "Away from homesteads, pastures and busy roads. Bees sting. Away from human beings and livestock: i.e. Away from homesteads, pastures and busy roads. Bees sting. Types of bee hivesLog Hive; Made of log. Log is split into 2-the larger part is made into a trough- shaped structure. The smaller part floor board is removed after suspension during harvesting without damaging the combs and brood. DiagramBox hive: sown timber cut to a length of 1m. Diagram. The Langstroth hive; Like a box hive but separated into chambers for the brood and the honey. To separate brood and honey chambers, a queen excluder is placed between the two chambers. The top board acts as the roof and the bottom board as the floor. Kenya top Bar Hive KTBH ; moveable frame hive. Bees attach their combs on the top bars which can be removed for examination. Advantages of KTBHTop bar can be removed for inspection of combs and replaced. Honey combs can be removed without damaging the brood. Honey is of high quality since it is harvested without the brood. More wax is harvested as honey combs are not returned to the hive. The hive is easy to construct and repair. Hive is cheap to build and no expensive equipment is required to extract honey. A queen excluder is used in the centre of the hive to separate honey from the brood so as to further increase the honey quality. LIVECTOCK PRODUCTION III SELECTION AND BREEDING Reproduction and reproductive systemReproduction is the process by which off springs are reproduced. Sexual reproduction involves the union of the female and male gametes. Female gametes and the male gametes fuse to form the zygote. Fertilization takes place in the body of the female. Embryo formed develops inside the body of the mother where its fed and protected until the end of the gestation period. In poultry, however eggs are fertilized internally but the development of the chicks takes place outside during incubation. Reproduction in cattleMale reproductive system produces the male gametes called spermatozoa s, which are introduced into the female reproductive system."}
{"text": "Embryo formed develops inside the body of the mother where its fed and protected until the end of the gestation period. In poultry, however eggs are fertilized internally but the development of the chicks takes place outside during incubation. Reproduction in cattleMale reproductive system produces the male gametes called spermatozoa s, which are introduced into the female reproductive system. The male reproductive systemIt s composed of the following:TestesEpididymisSperm ductsAccessory glands seminal vesicles and the prostate glands PenisTestesThey produce sperms and they hang outside loosely between the hind legs. Each testis is enclosed in a loose skin called scrotum. Scrotum regulates the temperature of the sperms so that they don t die. EpididymisThese are coiled tubes that store the spermsSperm ductsThey carry sperms to the urethra. Urethra also forms a part of he urinary system. Urethra expels the sperms through the penis. Urine and semen cannot be expelled at the same time due to presence of sphincter muscles which contract allowing either urine or sperms to pass. Accessory glandsProstate gland produces some fluid that neutralizes the acidic effects of the urine in the urethra hence preventing the death of the sperms. Seminal vesicles produce clear sticky fluid called semen. Semen carries the sperms out of the penis in fluid form. One ejaculation of sperms has many sperms but only one is required for fertilizationPenisIn bull, its long and muscular structure carried on the underside. It s surrounded by a sheath which is an extension of the skin. Penis introduces sperms into the vagina of the cow during mating. At the time of mating the penis protrudes outside the sheath. Female Reproductive systemIt s composed of:OvariesFallopian tubesUterusVagina and vulvaOvariesAre two located in the abdominal cavity near the kidneys, one on the right and one on the left... ovaries produce ova which is the female gamete. They also produce the female hormones. A hormone oestrogen is produced under the influence of another hormone called Follicle stimulating hormone FSH . Oestrogen is produced by the Graafian follicle located in the ovary."}
{"text": "They also produce the female hormones. A hormone oestrogen is produced under the influence of another hormone called Follicle stimulating hormone FSH . Oestrogen is produced by the Graafian follicle located in the ovary. Oestrogen induces Oestrus which is the heat period so that the cow shows signs of heat. After every 21 days, the ovary releases a mature ovum and the cow comes on heat. Fallopian Tubes oviduct Ovum travels through the fallopian tubes to the uterus. The release and movement of the ovum down to the uterus is called ovulation. If mating is done at this time fertilization occurs. UterusThis is where fertilization takes place. The fertilized egg implants itself on to the walls of the uterus and develops into the foetus. Vagina and VulvaVulva is the external opening of the cow s reproductive system. It allows mating to take place so that the sperms are deposited into the vagina. The vagina acts as the birth canal-Pregnancy Gestation PeriodThis is the normal period between fertilization and the expulsion of the foetus through the vulva. The gestation period varies with different animals.e.gDuring pregnancy a hormone called progesterone is produced by the placenta to maintain pregnancy. After birth, the reproductive tract undergoes a period of healing Rest during which it s repaired and returns to normal. Parturition BirthThis is the act of giving birth. This is the time when the foetus is expelled through the birth canal. The following signs are expressed by a cow that is about to give birth. Distended udder which produces a thick milky fluid Colostrums Swollen vulva producing a thick mucus like dischargeGeneral restlessnessLoose and slackened pelvic girdleVisible pin bonesA water bag appears and bursts just before calvingAfter these signs are seen the animal parturates normally within 2-3 hours. The correct presentation is with the front feet first and the head resting between the feet. Any other presentation is called Malpresentation or Breech Presentation especially when the hind legs come out first. Reproduction in PoultryThe cock has no penis but a small opening near the vent through which sperms are emitted. It has testis within its body. Hens have an elongated oviduct necessary for the formation of the egg."}
{"text": "Reproduction in PoultryThe cock has no penis but a small opening near the vent through which sperms are emitted. It has testis within its body. Hens have an elongated oviduct necessary for the formation of the egg. Fertilization takes place internally. During mating the hens cloaca vent protrudes so that the vent of the cock fits into it. The vent of a hen sucks the sperms which flow to the uterus through the oviduct of a hen. Reproductive system of the hen consists of the following. OvaryFunnel infundibulum MagnumUterusVaginaCloacaOvaryA hen has two ovaries and only the left one is functional. Eggs or ova are formed in the ovary. A hen has 3,500-4,000 ova. Each ovum is contained in a follicle. When the ovum or yolk is mature, its released from the ovary by the rupture of the follicle. It moves into the oviduct where its received by the funnel. FunnelIts 11.6cm long and fertilization takes place here. Chalazae are added to hold the yolkOvum stays here for about hourMagnumIt s 33cm long. Yolk moves down the magnum where thick albumen is added. It stays here for 3 hours. IsthmusIt s 10.6 cm long. Shell membranes are added. Water mineral salts and vitamins are also added. The egg takes about hour to move from this region. Uterus shell gland The region has calcium depositsShell is added round the eggEgg stays here for about 18-22Vagina 6.9 cm Egg is temporarily stored before it s laidCloacaThe egg moves out of the cloaca through the vent. Cloaca extends out to prevent the egg from breaking. NB whether fertilization takes place or not the egg will have to be formed. Fertilization doesn t take place the egg cannot hatch. The process of egg formation in a hen takes about 24-26 hours. Therefore, a hen is able to lay only one egg in a day. The components of an egg are obtained from the body reserves of a hen."}
{"text": "The process of egg formation in a hen takes about 24-26 hours. Therefore, a hen is able to lay only one egg in a day. The components of an egg are obtained from the body reserves of a hen. SELECTIONSelection is a process of allowing certain animals to be the parents of the future generations while culling others. The animals retained in the herd have certain desirable characteristics which make them produce more. The selected animals males and females make up the Breeding stock. Breeding stock is used to produce offspring s with the same qualities or better than their parents. Breeding stock should therefore pass the good traits of quality to their offspring for better performance thus improving the livestock. Selection process repeated for many generations increases the Gene Frequency i.e. occurrence of the genes that carry desirable characteristics. Selection therefore increases the occurrences of desirable genes and reduces the undesirable genes. HeritabilityThis refers to the likelihood of a particular trait to be transmitted to the offspring. E.g. in dairy cattle the characteristics which are highly heritable include butter fat content, growth rate, and mortality rate at birth. A character like milk yield is lowly heritable. Such a character is environmental i.e. weakly inherited and selection will not improve it. The degree to selection affects a character depends on the following factors;heritability of the characterintensity within which selection is doneinterval between generations and kind of selection being practicedFactors to Consider When Selecting a Breeding StockAge - young animals should be selected because such animals have a longer productive life. Very old animals are low producers and poor breeders. Level of performance - only animals with the highest production level should be selected.. Performance is best determined by use of records. Performance of the relatives such as ancestors should be checked to ascertain whether the animal belongs to a high producing family. The ability of the parents to pass good qualities to their offspring s ii referred to as prepotency. Physical fitness animas selected should be free from ay physical defects such as limping, irregular number of teats, mono eyed and weak back line etc. Health Animals selected should be healthy. Sick animals do not breed well and those falling sick often are expensive to keep. Body conformation - Animals for breeding should be selected according to their proper body conformation. E.g. Dairy cows should be wedge shaped with a large udderAnimal behaviour Temperament Animals with undesirable behaviours e.g."}
{"text": "Body conformation - Animals for breeding should be selected according to their proper body conformation. E.g. Dairy cows should be wedge shaped with a large udderAnimal behaviour Temperament Animals with undesirable behaviours e.g. cannibalism in poultry and aggressiveness in dairy cattle should be culled. Quality of Products animals that give products of high quality should be selected. E.g. in wool production breeds that produce fine, long elastic and pure white wool should be selected. Mothering ability Animals selected should have a natural instinct towards their young ones. This enables them to rear the young ones up to weaning. Adaptability Animals selected should be well adapted to the prevailing climatic conditions in the area. Prolificacy Animals selected should be highly prolific. I.e. have the ability to give birth to many off springs at a time. Methods of SelectionMass selectionThis is the choosing of animals for breeding on the basis of their own performance and the mating them at random. Offsprings of these animals are expected to show higher performance than the previous herd. This is because mass selection increases the occurrence of the desirable genes in a population. Progeny testingProgeny is the offspring resulting from selected parents. In this method a group of progenies are used to as an aid to increase the accuracy in the selection of the breeding stock. It s used when the character is expressed by one sex only. Progeny testing takes a long time for the results to be realized. E.g. it may take a bull 8-9 years before the progeny testing results are out. Contemporary comparisonThis method involves the comparison of the average production of the daughters of each bull with that of the other heifer referred to as Contemporaries in the herd. The method assumes that the differences between the herds of the same breed are non-genetic in origin. AdvantagesIt s possible to compare animals of different age groupsAccurate due to presence of comparisonEliminates differences brought about by environment since average performance of the herd is used. It s possible to make direct comparison of the bulls at different A.I Centers. BREEDINGSelection increases the gene frequency and ensures that the desirable genes are concentrated in the offspring thus performing better than the parents. Selection therefore doesn t introduce or create new genes in an animal but uses the existing ones. Breeding is the process of mating selected females and males to produce offsprings of the required characteristics."}
{"text": "BREEDINGSelection increases the gene frequency and ensures that the desirable genes are concentrated in the offspring thus performing better than the parents. Selection therefore doesn t introduce or create new genes in an animal but uses the existing ones. Breeding is the process of mating selected females and males to produce offsprings of the required characteristics. Reasons for Breedingto expand the inherited potential of the animalTo introduce new genes to improve animals productivity. To produce animals those are resistant to diseases and other environmental hazards. To satisfy consumers taste e.g. tender meat, fast growth rate etc. Economic reasons; breeding animals with high growth rate means that these animals acquire market weight very fast. NB Genetic factors play a big role and therefore proper methods should be adopted. These genetic factors include;InheritanceThis is the genetic transmission of traits from the parents to the offsprings. These traits are carried by the male and female gametes. An animal s body has two types of cells, sex cells called the gametes and the somatic cells called the body cells. Sex cells have chromosomes that contain genes. ChromosomesThey carry gene which determine the specific characteristics in an individual animal. They exist in pairs in the nucleus of the body cells and are always constant in number. In the sex cells the genes are found in single units. I.e. GenesThese are very tiny units of inheritance carrying particular traits found in animals e.g. Body shape, disease resistance, prolificacy, colour etc. They are found in specific points in chromosomes called the gene loci locus . They look like beads on a string. DiagramGenes occurs in pairs on the chromosome called alleles. Alleles form allelomorphic genes. If the members of an allele have the same effect or quality, the character is said to be homozygous. If these genes have different effect that carries different qualities the resulting character will be heterozygous. Cell DivisionThe two types in animal multiply themselves through the process of cell division. Body cells somatic cells divide by a process called mitosis. In mitosis each parent cell produces two daughter cells having the same number of chromosomes as the parent cell. Sex cells- gametes divide and reproduce through a process called meiosis. The process results in four daughter cells having half the number of chromosomes as was in the parent cells. During fertilization when the sperm joins with the ovum each having half the number of chromosomes , the full chromosome number is restored."}
{"text": "Sex cells- gametes divide and reproduce through a process called meiosis. The process results in four daughter cells having half the number of chromosomes as was in the parent cells. During fertilization when the sperm joins with the ovum each having half the number of chromosomes , the full chromosome number is restored. Terms used in BreedingDominant and Recessive TraitsDominant means to suppress the other. Recessive means suppressed or dominated by the other characters. If the dominant and the recessive traits are brought together, the offspring shows the dominant trait e.g. the gene for horns is dominant over the gene for hornless. Therefore if a polled bull hornless is mated with a horned cow, the offspring produced will be horned. Sometimes there is partial dominance incomplete dominance where the offspring do not resemble either parent exactly. Hybrid and Hybrid VigorAn animal is a hybrid if it possesses a dominant characteristic and the other one is recessive. If two hybrids are crossed, the offsprings will attain 75 dominance and 25 recessive ness. If two superior animals of different breeds are mated, the offspring that results is highly productive and has a higher growth rate and an improved body conformation. Such an animal has hybrid vigor or heterosis. Hybrid vigor is increased vigor and performance resulting from crossing two unrelated superior animals. The genes that produce vigor are dominant are while those that lack vigor are recessive. EpistasisIt s the combination of genes which individually could have been undesirable or inferior. This way, the effects of some recessive genes are masked such that they cannot be expressed. Breeding SystemsInbreedingOut breedingInbreedingThis is the mating of animals which are closely related to each other. Reasons for InbreedingTo increase the genetic uniformity in a herd increasing homozygosity. Fixing required characteristics in the new breeds. Increasing phenotypic uniformity. This helps to describe the external characteristics of a certain breed for example the colour of Friesians is black. Used to test whether an animal has high prepotency. To get proven sires i.e. males which have been confirmed and proven to have high qualities through backcrossing. Disadvantagesloss of hybrid vigorhigh rate of pre-natal mortalitymay lead to decline in fertility hence species extinctionSystems of InbreedingClose Breeding: this is the breeding of very closely related animals."}
{"text": "To get proven sires i.e. males which have been confirmed and proven to have high qualities through backcrossing. Disadvantagesloss of hybrid vigorhigh rate of pre-natal mortalitymay lead to decline in fertility hence species extinctionSystems of InbreedingClose Breeding: this is the breeding of very closely related animals. I.e. sib mating- between brothers and sisters and parent-sib mating between parents and offsprings. Line Breeding- this is the mating of distantly related animals that share a common ancestor. E.g. Cousins and cousins, granddaughters versus grand sires etc. The system aims at preserving good qualities of superior ancestors. 2 Out BreedingThis is the mating of animals that are not related. Reasons for Out BreedingTo introduce new desirable genesTo exploit heterosis hybrid vigor . A cross breed performs better than the average of the two parentsTo establish a new breed or a grade animal. Systems of Out BreedingOut crossingCross breedingUpgrading grading up Out CrossingThis is the mating of unrelated animals but within the same breed e.g. serving a Friesian cow in Nakuru with semen from a Friesian bull in Britain. The system helps to overcome weaknesses obtained through inbreeding. It also maintains the characteristics of a pure breed such as colour. Cross BreedingThis is the mating of two animals from two different breeds. This creates hybrid vigor. The system helps to upgrade the local animals by crossing them with exotic ones especially for better milk production. Upgrading or grading upThis is where the female of low grade stock is mated with a pure bred sire. The offspring gets half of the sire s genes. Such an offspring is referred to as a Hygrade. The system is commonly used in A.I to improve local cattle for milk production. Mating in Livestocka Mating in CattleOestrus Heat Period A cow comes on heat every 21 days. The duration between one hate period and the next is called oestrus cycle. Heat period in a cow lasts for 18-30 hours. The cow should betaken for service 12-18 hors after showing the first heat signs for successful mating."}
{"text": "The duration between one hate period and the next is called oestrus cycle. Heat period in a cow lasts for 18-30 hours. The cow should betaken for service 12-18 hors after showing the first heat signs for successful mating. Signs of HeatRestlessnessMounting others and stands still when mounted onRise in body temperatureMilk yield drops slightlyVulva swells and reddensClear slimy mucus from the vaginaBellowing and mooing frequently. B Mating in PigsSows stay on heat for 2-3 days. The best time to serve is the second day of the heat period. The sow is taken to the boar and allowed to stay there for at least 2 days. Signs of HeatRestlessnessFrequent urinationSwelling and reddening of the vulvaClear slimy mucus discharge from the vaginaFrequent mounting on othersResponds positively to the riding testc Mating in Rabbits. The does are ready for mating at 6-7 months of age. Heat signs are repeated after 14 days. Signs of heatRestlessnessFrequent urinationSwollen vulvaDoe throws itself on its sidesDoe tries to contact other rabbits in the next hutch by peepingThe doe rubs itself against the wall or any solid object. Methods of service in LivestockNatural matingArtificial Insemination A.I Embryo transplantNatural MatingThis is the use of a male to serve a female. It is commonly practiced in sheep, pigs, goats and poultry. It can also be used in cattle but AI is now commonly used. AdvantagesMore accurate. The male can detect when the female is on heat. Less laborious. There is no need of checking the animals for heat signs. Useful when the heat periods of females cannot be easily detect. DisadvantagesTransmission of breeding diseases. E.g. brucellosis and trichomoniasis. There is a high chance of inbreedingMales will need extra pasture to eat that would have been used by the females. Large males can injure small femalesA lot of semen is wasted since a single ejaculation produces semen that can serve several females. It s cumbersome and expensive to transport a bull from to serve cows."}
{"text": "There is a high chance of inbreedingMales will need extra pasture to eat that would have been used by the females. Large males can injure small femalesA lot of semen is wasted since a single ejaculation produces semen that can serve several females. It s cumbersome and expensive to transport a bull from to serve cows. Bulls moved from one area to another may not perform efficiently due to new environmental conditions. CannotArtificial Insemination A.I This is the introduction of semen into the female s reproductive system by hand using syringes or tube. Semen is collected from a bull using an artificial vagina and a teaser cow. Semen collected is then diluted and used to inseminate many cows. Diluted semen is stored in deep frozen state in liquid nitrogen at -1930C. Special plastic straws called Payets are used to store semen for one insemination. Payets may have different colors indicating the breed for different bulls. Collection of SemenA teaser cow is restrained in a crush. A bull is brought to the teaser cow. When the bull mounts on the cow and directs the penis to the vulva, a person grabs the penis and directs it into an artificial vagina. Since there is warm water all around the artificial vagina, the bull will ejaculate and the semen is collected. Advantages of A.ISemen from one superior bull can be used to serve many cows. It controls the spread of and transmission of breeding diseases and parasites. Sires that are too heavy and that could injure cows only produce semen to serve the cows. Easy to control breeding i.e. one can time when to breed his animals. It is easy to control inbreeding. Reduces the expenses of keeping a bull on pastures and also on drugs. Small scale farmers who cannot afford to buy a superior bull can have the cows served at a low cost. It eliminate dangerous and aggressive bulls on the farmIt is easy to transport semen from one place to another. It is a useful research tool as it helps to study a very large number of offsprings from a single sire. DisadvantagesHarmful characteristics can be spread quickly by one bull to all the offsprings the bull sires. Skilled labour is requiredRequires more human labour than the natural methodLow chances of conception because semen can die due to storage problems and also due to wrong timing of the heat period. 3."}
{"text": "DisadvantagesHarmful characteristics can be spread quickly by one bull to all the offsprings the bull sires. Skilled labour is requiredRequires more human labour than the natural methodLow chances of conception because semen can die due to storage problems and also due to wrong timing of the heat period. 3. Embryo TransplantIn this method eggs ova are harvested from a high quality female, fertilized in tubes and the embryos that develop are transplanted into foster mothers. The female animal that produces the ova is referred to as donor. The one that receives is called the recipient. The donor female is injected with hormones to stimulate production off more than the normal rate at ago. On superior female can produce many offsprings using this method. NB. Whereas A.I increases the number of offsprings sired by one bull, Embryo transplant increases the number of offsprings produced by one female. Advantages of Embryo TransplantPossible to implant embryo from a high quality female to a less superior female and obtain a high performing offspring. Stimulates milk production in females that were not ready to produce milk. A highly productive female can be spread over a large area to benefit many farmers. It is easier to transport embryos in test tubes than the whole animal. Embryos can be stored for long periods awaiting availability of a recipient female. DisadvantagesTechnology is expensiveRequires trained personnel to handleRequires special equipment for fertilization and storage of the embryos. Signs of parturition in:Cattle 270-285 days Pigs 4 months- 3months, 3 weeks, 3 days. RestlessnessVulva reddens and swellsUdder becomes full with a milky fluidSow builds a nest by collecting some bedding at the corner of the pen. Under normal circumstances, farrowing takes place within 4-6 hours of showing the above signs. Rabbits doe 29-33 days The doe starts building a nest by plucking off hair from her bellyLack of appetite i.e. no feeding. Parturition in rabbits is called Kindling. FISH FARMING AQUACULTURE This is the artificial rearing of fish in ponds. Importance of fish farmingCheap and good source of proteins. Can be practiced on limited land. Make fish available nearby when reared in ponds. Source of income to fish farmers."}
{"text": "Can be practiced on limited land. Make fish available nearby when reared in ponds. Source of income to fish farmers. Species of fish farmed in KenyaFresh warm water fish 180c of water e.g. tilapia, carps, black bass, striped bass, cat fish, blue gill, Nile perch etc. Fresh cold water fish 10-150c water such as trout. Requirements for fish farmingWater supply should be free flowing to ensure oxygen supply. Slope of land gentle slope is suitable. In flat land there is no free flow of water. Soil clay soil is best as it does not allow seepage. Soil test procedureProcedure ATake a handful of wet soil. Knead in between fingers and roll into a ribbon. Throw it into the air and catch it. If the ribbon does not break, it is truly clay. Procedure BDig a hole 1m deep by 30cm wide. Fill it with water in the evening and leave overnight, and then fill again in the morning. Good soil should retain water up to the evening of the second day. Establishing a fish pondProcedureSite selection: should meet the following;Topography ie a place where water flows gently from the source. Soil should be clayWater should be available. Security. Site marking: use pegs to mark the channel from the river, the entrance and exit and channel to take water back to the river. Clearing the land. Digging the pond: dig up soil. Topsoil is separated from the other. Upper side is 0.5m deep and lower side is 1.5m deep. Construct the dyke. This is a wall constructed round the pond. Construct the fence round the pond. Constructing the Inlet, outlet and spillwayInlet: This canal or pipe at the entrance of the pond to bring in fresh water. It should be fitted with a screen to prevent entrance of undesirable fish species. Outlet: it is made at the deeper end of the pond. A screen is fitted at the mouth of the outlet to prevent fish swimming away. Spillway: this is channel to remove excess water back to the river. It is made at the top of the dyke at the lower side of the pond. It prevents water from overflowing on the dykes. NB Grass is planted on the dyke and land around it to stabilize the ground. This prevents dyke erosion."}
{"text": "It prevents water from overflowing on the dykes. NB Grass is planted on the dyke and land around it to stabilize the ground. This prevents dyke erosion. The pond is fenced to keep off predators and unauthorized persons. Stocking the PondIntroduce fingerlings young-fish from hatcheries e.g. Sagana, Kiganjo, Kisumu fisheries, Bamburi etc. Transport them in oxygenated polythene bags, milk cans or drums. Provide clean water in the containers at 10 0C temperature. Take care not to injure the fingerlings. Ensure proper stocking space i.e. 5-10 fingerlings per 5m2. Feeding FishThey feed On planktonsGround nut cake, kitchen waste, slaughter house waste, leaves, grass and chicken manure. They should be given enough food. Excess foods pollute and rot the pond. Change of food should be gradual. Manure and fertilizer should be added to encourage growth of planktons. Cropping and Harvesting of FishCroppingThis is the removal of marketable size of fish from the pond. Methods used to catch fishBasketsSpears. Hook and line. Nets. DrainingAdvantages of using seine nets over hook and lineOnly marketable sizes of fish are caught. Fish are not injured in the mouth. Ensure large number of fish is cropped. HarvestingThis is the removal of all the fish from the pond by draining the pond. ProcedureThe inlet is closed stopping water inflow. Normal cropping is done using a sine net to remove all large fish. Outlet is opened to allow water to flow out. A scoop net is used to catch the fingerlings which are kept in holding pond. Water is completely drained for the pond to dry up. Maintenance of the pondRepairing the dyke or any structure on it. Cleaning the pond and remove foreign materials. Plant grass where necessary. Remove undesirable vegetation. Remove silt. Restock after 2-4 weeks by returning the fingerlings to the pond using a scoop net. Control predators. Fish PreservationPractices carried out on fish before preservationClean the fish to remove mud and worms. Remove scales and slime. Open the fish to remove the gut and intestines gutting . Clean the abdominal cavity thoroughly. Keep fish in open containers. Preservation methodsFreezing using deep freezers. Salting; use of salt solution or salt is rubbed."}
{"text": "Keep fish in open containers. Preservation methodsFreezing using deep freezers. Salting; use of salt solution or salt is rubbed. Sun drying: fish are spread on a mat and exposed to strong sunlight. Smoking: they are subjected to a temperature of 700C in a smoking pit house where wood is used as fuel. NB Fish are transported to the market in refrigerated containers to prevent rotting. Fish are exported or sold locally. Appropriate Handling of Livestock During Routine ManagementCarefully avoid inflicting pain on the animals e.g. avoid physical beating. Use of structures when handling animals e.g. crushes, head yoke etc. Use tools for handling e.g. ropes, halters, lead-stick and bull rings appropriately. Use correct method of securing and casting the animalUse little force when casting animals to prevent bone fracturing. Administer drugs safely e.g. by mixing them with food and water e.g. cocciodiostats. Drench carefully for example do not raise the head too high as this could choke the animal. Test equipment for giving the drug to ensure they are working such as the drenching and bolus gun. When injecting, sterilize the equipment or use fresh needles per animal to avoid infection. When spraying, spray in open air during a wind free day to avoid wind drift to unintended places or animas inhaling the chemical. NB Remove dead animals or carcasses from the herd or flock and dispose off properly through burning and disinfect the area in contact with the carcass properly. Weeds and Weed ControlA weed: Any plant growing where it is not required and whose economic disadvantages outweigh the advantages. It is a plant out of place. Or a crop that volunteers to grow without having been planted self setter . Noxious weeds: Dangerous weeds whose cultivation is prohibited by law e.g. bhang. Weeds Identification and classificationIdentificationCommon name Vernacular Botanical nameClassificationBasis:Growth cycle. Plant morphology. Habitat. Growth cycleAnnual weeds: Complete their life cycle in the field within a period of one year or less e.g. Mexican marigold, Black jack, Pig weed, etc. Annual weeds are easily controlled especially before flowering. Biennial weeds: Complete their life cycle in two years. Achieve vegetative growth in the first year and produce seeds in the second year e.g. American wild carrot, spear thistle, ragwort etc."}
{"text": "Biennial weeds: Complete their life cycle in two years. Achieve vegetative growth in the first year and produce seeds in the second year e.g. American wild carrot, spear thistle, ragwort etc. Perennial weeds: Take more than two years or seasons to complete their life cycle. Include: Sedges, Lantana, kikuyu grass, Wandering jew, couch grass, Sodom apple. Etc. Plant MorphologyNarrow Leaved weeds: Are grass weeds e.g. Couch, Spear, Setaria, eleusine etc. Grass weeds may be perennial or annual. Broad Leaved weeds: E.g. Black Jack, Oxalis, Lantana, Pig weeds, Devil s horse whip etc. May be annual or perennial. Competitive Ability of WeedsFactors Contributing to competitive ability of weeds:Produce large quantities of seeds. Remain viable in the soil for a long time awaiting conducive germination conditions. Some weed seeds are easily and successfully dispersed e.g. Fleabane conyza spp has developed structures used in wind dispersal. Ability to propagate vegetatively e.g. Couch grass and Wandering Jew. Elaborate and extensive rooting system. Ability to survive where there is limited nutrient supply. Short life cycle i.e. can complete their life cycle with restricted rain regime. Harmful Effects of weedsCompete with crops for nutrients, space, light, soil moisture therefore reduce crop yields. Parasitic to cultivated crops e.g. witch weed striga . Lower the quality of agricultural produce e.g. Mexican marigold gives an undesirable flavor to milk when dairy cows feed on it. Devil s horse whip, black Jack, Forget-me not, bristly fox toilet get attached to sheep wool thus lowering its quality. Some weeds are poisonous to man and livestock. E.g. Thorn apple ,Sodom apple when unripe Some act as alternate hosts for insect pests and others for diseases e.g. Black jack for Aphids, Subukia weed, Mallow, flower of the hour etc hosts cotton strainers. Oxalis, wild oats alternate rusts disease. Allelopathic: Produce poisonous substances that suppress the growth or germination of cultivated plants they contact e.g. Couch grass is allelopathic to Maize. Block irrigation channels i.e. make it difficult for water to flow freely in irrigated land. Affect fishing e.g."}
{"text": "Block irrigation channels i.e. make it difficult for water to flow freely in irrigated land. Affect fishing e.g. Salvinia and water hyacinth by blocking navigation and depriving fish and aquatic animals of oxygen dissolved in water. Lower quality of pastures e.g. tick berry suppress pasture undergrowth. Nut grass and Manyata grass reduce palatability of herbage and carrying capacity of pasture fields. Irritate workers thus reducing their efficiency e.g. Double thorn, stinging nettle, devil s horse whip etc. Benefits of weeds to farmersEdible to both man and livestock e.g. pig weed, wandering Jew, grass weeds etc. Medicinal effects e.g. Sodom apple, stinging nettle, sow thistle.etc. Act as soil cover, preventing soil capping due to impact of rain drops. Development of an impervious layer on the soil surface Add organic matter to the soil on decomposition. Leguminous weeds add nitrogen in the soil. Weed Control MethodsDictated by weather condition, type of weed, capital available and effects on the environment. Include;Mechanical weed control. Cultural weed control. Biological weed control. Legislative weed control. Chemical weed control. Mechanical weed controlInvolves:i Tillage cultivation Desiccate the weeds by exposing the roots to the air. Buries weeds thus killing them. Hand tools or tractor implements are used. Done during dry season to ensure better drying of weeds. Weeds are destroyed before they produce seeds to break their life cycle. Advantages of tillage in weed controlCheap and therefore good for small scale farmers. Allow infiltration of water thus minimize soil erosion. Earthing up is done during tillage which encourages root growth. Crop residue is incorporated in the soil during tillage. DisadvantagesPulverizes the soil thus destroying soil structure. Creates suitable conditions for weeds to germinate. Laborious and expensive in large scale. Leads to water loss, soil erosion and damage to crop roots. Does not effectively control perennial weeds. Ii Slashing mowing : Is the mechanical removal of shoots from weeds especially annual weeds when done repeatedly. Iii Uprooting: Done where weeds are scattered or where crops are too close to allow mechanical cultivation. Cultural weed controlAre crop husbandry practices carried out on the farm without use of chemicals. Include:i Mulching: smothers weeds thus preventing weed growth."}
{"text": "Iii Uprooting: Done where weeds are scattered or where crops are too close to allow mechanical cultivation. Cultural weed controlAre crop husbandry practices carried out on the farm without use of chemicals. Include:i Mulching: smothers weeds thus preventing weed growth. Ii Cover cropping; Smother the weeds. Iii Crop rotation: Weeds associated with certain crops will not germinate or grow when rotated e.g. striga in cereal crops and sugar cane. Iv Use of clean planting materials: Prevent introduction of weeds into the farm. V Proper spacing: Creates little space for weed growth or form a canopy which suppresses weeds. Vi Clean seed bed: Starts off crops on clean bed to effectively compete with weeds. Vii Flooding: Discourages growth of all non aquatic weeds. Biological weed control:Is the use of living organisms to control weeds. Include:i Use of livestock: e.g. goats in coconut and cashew nut plantations. Ii Use of certain weed eating fish to control aquatic weeds. Iii Use of Moths to control cacti. Iv Beetles to control water hyacinth. AdvantagesCheap. Not poisonous or pollute the environment. Less laborious. Does not kill soil micro-organisms. Does not destroy soil structure. Legislative weed control:-Involves government laws and acts which prevent the introduction of noxious weeds in a country or the spreading of certain weeds from one part of the country to another. Imported materials such as seeds, food and clothes are tested to certify they are weed free. Limitations:Enforcement of laws is difficult. Only sample of materials are checked while the bulk of the material may have some weeds. Noxious weed law; requires noxious weeds to be destroyed or not cultivated e.g. bhang cannabis sativa . Chemical weed control:Herbicides are the chemicals used to control weeds. Ways in which herbicides work to kill the weeds. Inhibition of nitrogen metabolism: some interfere with nucleic acids D.N.A, R.N.A e.g. Atrazines which increase or reduce nitrogen metabolism. Glyphosate interfere with enzyme functions. Kill the cell: The herbicides penetrate the cell wall, destroy it and enter cell cytoplasm, killing the cell e.g. Diquate, dinosel and oils. These are contact herbicides. Causing abnormal tissue development: Include twisting, gall formation."}
{"text": "Diquate, dinosel and oils. These are contact herbicides. Causing abnormal tissue development: Include twisting, gall formation. Some herbicides interfere with plant growth e.g. phenoxy acetic acids, benzoic acids, 2, 4-D and M.C.P.A. Inhibiting photosynthesis: Some herbicides interfere with chlorophyll formation e.g. Atrzines, Simazines, Duron, Linuron, and Uracils. Inhibiting Respiration: some herbicides block movement of materials from the site of manufacture to other areas. They therefore cause acute poisoning e.g. Dinozebs. Classification of herbicidesInclude:FormulationTime of application. Mode of actionEnvironmental factors. Selectivity. I FormulationIs the physical form of herbicides e.g. Liquids: are soluble in water or oils. Are highly concentrated or toxic e.g. dalapon, paraquat. Wettable powders: Finely ground particles. Form suspensions with water before application. A spreader is applied in the suspension to prevent flocculation. Constant agitation of the particles also avoids clustering. Include: atrazines, simazines and duron. Granules: Granule form. Control water weeds e.g. duron. Ii Time of application: when applied at different stages of weed growth, herbicides are effective. Include:Pre-emergence herbicides: Are applied soon after crop seeds have been sown but before they emerge. Kill the germinated weeds such that crops germinate in a weed-free environment. Include: atrazines and simazines. Post-emergence Herbicides: Are applied after crop germination or transplantation or at different stages of crop growth. Include; 2,4-D, M.C.P.A, paraquat, Glyphosate etc. Iii Mode of Action:Include:Contact Herbicides: Kill only the parts of the plant with which it comes into contact. Translocated Herbicides Systemic: Kill the whole plant even if it comes into contact with only a small part of it i.e. they are absorbed into the plant and translocated to all parts of the plant. Iv Environmental factors: Affect effectiveness of herbicides. Include:Wind: blow away splash wash to unintended places while decreasing chemical concentration to the intended places. Rain: Dilute or wash away the chemical to non-toxic levels. Leaches and reach herbicides to roots of deep rooted plants thus killing them."}
{"text": "Include:Wind: blow away splash wash to unintended places while decreasing chemical concentration to the intended places. Rain: Dilute or wash away the chemical to non-toxic levels. Leaches and reach herbicides to roots of deep rooted plants thus killing them. Soil: some absorb and retain more herbicides than others and therefore require more doses to be effective. Light: Increase in light intensity increases the rate of light of light absorption and photosynthesis by plants hence increasing absorption and translocation of herbicides and therefore causing faster killing of plants. Some herbicides are decomposed by high light intensity hence become less effective. Temperature: increase translocation hence absorption of more herbicides and therefore death of plants. V SelectivityInclude:Selective. Non-selective herbicides. Selective herbicide: Injures one plant and allows the other to escape injury. Selectivity of herbicides depend on susceptibility and tolerance of each plant species. Non-selective herbicide: Injures all kinds of plants because it interferes with photosynthesis. Factors Affecting Selectivity and Effectiveness of HerbicidesStage of growth of the plant: young plants are more susceptible to herbicides action because of their high growth activity. Physiological metabolic factors: beans have a poor rate of translocation of 2,4-D. maize is able to neutralize the toxic levels of 2,4-D to less toxic 2,4-B. Herbicides characteristics: Herbicides which interfere with photosynthesis are non- selective. Concentration: Under high concentration herbicides kill all kinds of plants. Formulation: Oil formulations are more toxic to plants. Method of application; High selectivity is attained by placing the herbicide where the weed is and away from the crop. Plant morphology and Anatomy:Morphological and anatomical characteristics of weeds that affect selectivity:Leaf angle: Leaf angles which are inclined e.g. grasses are less susceptible as compared to horizontal angles such as dicots. Nature of leaf surface: Plants with thick and waxy cuticles and surfaces retain less herbicides e.g. cactus, wandering jew. Differential heights of the plants: Shorter weeds than crops or shorter crops than weeds, selectivity are attained e.g. spraying weeds under coffee bushes. Location of growing points: Dicots are more susceptible to herbicides because their growing points and terminal buds are more exposed than in grasses."}
{"text": "Differential heights of the plants: Shorter weeds than crops or shorter crops than weeds, selectivity are attained e.g. spraying weeds under coffee bushes. Location of growing points: Dicots are more susceptible to herbicides because their growing points and terminal buds are more exposed than in grasses. Difference in rooting system: Shallow rooted plants are more susceptible to herbicides than deep rooted which require herbicides with long residue effect. Specialized structures: Plants with underground structures such as rhizomes and bulbs e.g. sedges and oxalis are not easily killed by herbicides. Safety Precautions in Use of ChemicalsRead manufacturer s instructions. Wear protective clothing e.g. overall, breathing masks, gloves, and boots. Avoid inhaling herbicide i.e. not spray against wind, not smoke and wear a breathing mask. Bath thoroughly after handling the chemical and not eat before bathing. Do not unblock blocked nozzles by blowing with the mouth. Avoid spraying against the wind not spray on windy days. Avoid spilling herbicides on pastures and fodder crops. Dispose of empty containers and left overs e.g. by burying them. Do not wash spraying equipment in water sources used by livestock and humans. Store chemicals out of reach of children and away from food. Wash equipment thoroughly. Advantages of using HerbicidesRequire less labour than mechanical cultivation. Adapted to control of bothersome weeds e.g. Couch grass and sedges. Does not disturb crop roots and underground structures. Makes control of weeds in certain crops easier e.g. wheat, burley, carrots. Efficient in both wet and dry soil conditions as compared to mechanical cultivation. Maintains soil structure. ,Convenient to use in certain crops e.g. sisal and sugarcane and weeds such as double thorn and stinging nettle which injure farmers. Cheaper than manual or mechanical cultivation on large scale farming . DisadvantagesRequire skilled labour in mixing and application. Poisonous to environment and the user. Some herbicides have long residue effects pollutes environment . Expensive Uneconomical in small scale. Revision questionsWhat is a weed? Name two poisonous weeds. State 5 harmful effects of weeds to farm crops. State 5 methods of controlling weeds. Give 5 factors that affect selectivity and effectiveness of herbicides. State 4 problems encountered when using herbicides in the farm. How does crop rotation control weeds? State three beneficial effects of weeds."}
{"text": "State 4 problems encountered when using herbicides in the farm. How does crop rotation control weeds? State three beneficial effects of weeds. Classify herbicides. State 5 ways in which herbicides work to kill weeds. State 3 factors that determine the rate of herbicide application. A What name is given to the chemicals used to control weeds? B Explain the correct procedure for mixing gramoxone in a sprayer for weed control. 13. Explain any 4 factors contributing to the competitive ability of weeds. 14. State 3 characteristics of annual weeds. 15. State 4 effects of water hyacinth attack. 16. State 3 limitations of mechanical weed control method. 17. Explain any 4 cultural methods of weed control in a field of maize. 18. Describe the classification of herbicides on the basis of formulation. 19. A Name 4 biological agents used in weed control. B State 2 advantages of biological wed control. 20. State 3 factors which make herbicides cause crop injury or poor weed control. 21. State 4 factors to consider when choosing a method of weed control. GRAZING SYSTEMSThere are three main grazing systemsRotational grazingContinuous grazingZero grazing1 Rotational GrazingThis refers to practice of allowing livestock to feed on a part of pasture for a period down to certain level before they are moved to the next. This gives time for pasture to properly regenerate. Advantages of Rotational GrazingLivestock make maximum use of pastureReduces the build up of parasites and diseases. Animal waste is distributed evenly in all fields paddocks. Pasture area is given time to re-grow before its grazed on again. Excess pasture can be harvested for conservationIts possible to apply fertilizers in parts of the pastures are not in useIt facilitates reseeding and weeding. The methods of rotational grazing include paddocking, strip grazing and tethering. A PaddockingA paddock is a fenced portion of a pasture in which animals are restricted for grazing. Paddocking means grazing livestock in one paddock for a short period and then moving to another. The size of the paddocks depends on the carrying capacity of the pasture. There should be a watering point at each paddock. A water trough is placed between two paddocks so that animals can drink water from either paddock. Paddocking saves herding labour."}
{"text": "There should be a watering point at each paddock. A water trough is placed between two paddocks so that animals can drink water from either paddock. Paddocking saves herding labour. However, it is very expensive to construct. B Strip GrazingDone by allowing livestock to graze on restricted portion of the pasture at a time then moving them to the next. It s done on very high quality pastures. Electric fences can be used to enclose animals in a given strip of pasture. Where animals are not many herding may be done to restrict them to stay within the strips. Temporary fences may also be used instead of the electric fences. However, the system is quite expensive. C Tethering-This involves tying the animal to a post with a rope such that it feeds within a restricted area. -The rope may also have a metal ring that slides along a strong wire supported by strong poles. 2 Continuous Grazing Herding In this type of grazing, the pasture is not allowed any resting period. This method can easily result in overgrazing if the stocking rate is not controlled. It s common in the semi-arid areas. 3 Zero Grazing Stall Feeding -This is the practice of rearing animals in a permanent feeding enclosure known as the stall. Feed is cut and taken to the animals in the stalls. -They are also provided with plenty of clean water and mineral licks. AdvantagesThere is quick accumulation of manureAnimals make use of the feeds without wastageAnimals produce high yields due to less wastage of energy. It s easy to control diseases and parasitesIt requires little landIt allows higher stocking rateDisadvantagesHigh initial capital is requiredHigh management skills are neededNeed a lot of labourDiseases can easily spread. REVISION QUIZUse of lethal temperature. Suffocation. This is used in the Cyprus bins where CO2 is introduced to suffocate pests. Flooding. This can be used c to control pests such as armyworms and cutworms. Moles can also be killed through flooding. Proper drying of the produce. This makes grains hard for pests to penetrate and discourages the3 growth of moulds. Grains should be dried up to a moisture content of 12 Physical destruction of pests. Hand picking and trapping can be used to control pests. Use of scarecrows."}
{"text": "Grains should be dried up to a moisture content of 12 Physical destruction of pests. Hand picking and trapping can be used to control pests. Use of scarecrows. They scare large animals and birds out of the farm. Use of physical barriers. They include use of fences to control large animals and rat proofing in stores. Use of electromagnetic radiation. Some wavelengths of electromagnetic radiations can be used to deactivate enzymes in some insect pests. Some pests are attracted by certain wavelengths such as moths are attracted by ultra-violet rays and aphids by yellow light. Once attracted, heat or chemicals can then be used to destroy them. X-rays can also be used to control some storage pests. 3. Cultural Methods. This is the use of all the good farming practices to minimise and discourage pests from attacking the crops. Cultural practices do not eradicate or kill pets but alter the environment for pest s survival and discourage pest attack. These practices include the following. Tillage. This exposes soil borne pests to their natural enemies or exposes them to the hot sun, which kills them. Weed control. Some weeds act as alternative hosts to crop pests. Removal of such weeds reduces pest infestation. Early planting. This enables crops to establish earlier before pests multiply to large numbers. Burning of crop residue. This destroys pests and their eggs reducing further attack on the next crop. Crop rotation. This interferes with the life cycle of pests reducing their populationUse of clean planting materials. This ensures that no pests or their eggs are introduced into the field. Planting resistant crop varieties. E.g. goose necked sorghum reduces attack by birds. Closed season. This is where a particular crop is not grown for a season to control a particular pest such a not growing maize to control maize stalk bores. Crop nutrition application of fertilizer. This encourages vigorous and healthy growth of crops, which can tolerate and escape pest attack. Pruning. This discourages conditions, which may favour the breeding grounds of pests in crops. Timely harvesting. Crops can be harvested at the right time to avoid pest attack e.g. overripe fruits encourage attack by fruit flies. Proper spacing. This discourages quick spread of pests. Growing of trap crop. This is the growing of a crop to trap certain crop pests either before or at the same time with the main crop. Irrigation. Overhead irrigation controls aphids in cabbages. 4. Chemical Control. This involves the use of pesticides to control pests."}
{"text": "4. Chemical Control. This involves the use of pesticides to control pests. Pesticides influence the pets in three ways. By direct poisoning. By inhaling. By ingesting. The pesticide used should beEfficientSelectiveCheapPersistentSafe to the user and the environment. Classification of PesticidesFormulation. E.g. soluble powders, wettable powders, fumigants, dust, liquids, granules, emulsions etc. Target pest. InsescticidesNematocidesRodenticides. Fungicides. Mode of action. They may be classified according to the way they function into the following. Stomach poisons. These only kill those pests, which consume the sprayed crop with the chemical, hence are selective. Systemic poisons. They are circulated to all parts of the pest once it has eaten the sprayed part of a plant. Contact poisons. They kill the pests when they are absorbed in the body through the skin or cuticle. They are not selective and may kill many beneficial organisms such as predators, pollinators, decomposers, birds etc. Suffocants. They kill by interfering with the breathing system after being inhaled. Anti-feedants. They inhibit feeding on insects and other pests thus starving them to death. Repellants. They keep the pest away from the plant. Factors affecting the Efficiency of PesticidesConcentration. Correct concentration should be used when diluting the pesticide, as it is the most effective. Timing of Application. They should be applied at the stage of development when the pest is most susceptible to the pesticide. Weather conditions at the Time of application. If the rain falls immediately after application of a pesticide, it may wash off or dilute the pesticide thereby reducing its effectiveness. Persistence. If a pesticide can remain effective for long, then the better. This ensures that more pests can be controlled. Advantages of Chemical ControlMethod is faster compared to other methods such as crop rotation, field hygiene etc. Most pesticides have rapid knock-down effect hence the method is more reliable and predictable. DisadvantagesExpensive. Most are not environmental friendly since they are toxic to man and livestockThey require care and skill when handling and applying them. Most are non-selective and therefore they kill useful insects such as pollinators and predators. Pests establish resistance to pesticides if they are used continuously against them. E.g. DDT. 5."}
{"text": "E.g. DDT. 5. Biological Pest ControlThis involves the use of a living organism, which is a natural enemy of the pest. The method is environmental friendly but it can be very slow. Crop Diseases And Their ControlDiseaseIt is a condition that interferes, impairs or disturbs the normal performance of an organism. A disease is a deviation from good health. Harmful Effects of Crop DiseasesLowers crop yield. Poor quality products hence reduced market value. They cause food poisoning by producing toxic substances such as Aspergillus flavus in maize produces Afflatoxin; Ergot in wheat and barley causes nerve endings. Increase the cost of production. Classification of Plant DiseasesFungal diseasesViral diseasesBacterial diseasesNutritional diseases deficiency Other causes. 1. Fungal DiseasesThey are either parasitic or saprophytic. This gives rise to the following categories. Obligate parasitic fungi. They completely depend on other living organisms for food. They are found in plant parts such as leaves, roots, stems, fruits etc. Facultative parasitic fungi. They can live on both the living and dead tissues. Saprophytic fungi. They live as decomposers on dead decaying plant and animal remains. They are beneficial in nutrient recycling. Parasitic fungi are grouped into three:Those with all the mycelia vegetative part and the fruiting bodies on the surface of the host such as Erysiphe spp, which causes mildews. Those with the mycelia inside the plant tissues but the fruiting bodies on the surface of the host such asPhytophthora infestans. Late blight in tomatoes and potatoesPuccinia spp. Rusts. Ustillago spp. Headsmut. Those having the mycelia and fruiting bodies all inside the host. E.g. Fusarium spp causing Fusarium wilts. Examples of Fungal1.Late BlightCaused by Phytophthora infestans .the disease affects most members of the solanaceae family such as Irish potatoes and tomatoes. The fungi are parasitic and feeds by sending short hyphae called haustoria into the cells of the host. Haustoria absorb plant nutrients manufactured food from the plant cells resulting in the death of the cell. The fungi reproduce by spore formation, which are dispersed by wind and raindrops."}
{"text": "The fungi are parasitic and feeds by sending short hyphae called haustoria into the cells of the host. Haustoria absorb plant nutrients manufactured food from the plant cells resulting in the death of the cell. The fungi reproduce by spore formation, which are dispersed by wind and raindrops. It spreads very quickly during warm moist conditions. SymptomsRapid drying of the leaves forming dry patches necrotic lesions on leaves and fruits. Affected fruits appear rotten and fall off prematurely. ControlSpraying with Bordeaux mixture and other copper based fungicides. 2. RustsCause Puccinia spp. They attack the leaves and stems of most cereal crops. P. Sorghi - sorghumP. graminis. MaizeSymptomsInfected leaves have red to brown pustules hence reduced photosynthetic are and low yields. Crops appear rusty. ControlSpraying with Bordeaux mixture and other copper based fungicides3. SmutsCause Ustillago spp. U. scitiminea sugar caneU. nuda - wheatU. maidis- Maize. This produces large number of black spores, which forms black masses on maize tassels and maize cob. ControlHot water treatment of the seeds. Use of certified seedsCrop rotation. Field hygiene e.g. rogueing and proper disposal of previous crop residue. 4. Coffee Berry Disease CBD Cause Colletotricum coffeanum. It attacks the flowers, leaves and berries. Flowers and leaves have dark brown spots. Spots on leaves develop along the margin and later spread to the rest of the leaf causing defoliation. The disease attacks both green and ripe berries. Attacked green berries fail to form beans and are hollow. Attacked ripe berries have sunken wounds and are difficult to pulp process. ControlSpraying with appropriate copper based fungicides. Open pruning. Resistant varieties e.g. Ruiru 11. Other Fungal DiseasesDamping off. Pythium spp. Powdery mildew. Root rots Armillaria spp. Downey mildew Peranospara spp. Early blight Alternaria spp. Anthracnose Colletotricum lindemuthianum2. Viral DiseasesAll viruses are parasitic and very small. They are only able to reproduce and multiply in living tissues."}
{"text": "Anthracnose Colletotricum lindemuthianum2. Viral DiseasesAll viruses are parasitic and very small. They are only able to reproduce and multiply in living tissues. When outside living tissues, they form spores in cysts, which remain inactive until they get into a living tissue. They are therefore obligate parasites. Viral infections interfere with important life processes of plant such as photosynthesis, respiration, transpiration, and nitrogen utilisation. Symptoms of Viral infectionsLeaf chlorosis loss of chlorophyll. Leaf curling. Mosaics production of light green patches on leaves. Malformations distortions of plant parts e.g. galls swellings , small leaves etc. Rosetting production of abnormally short nodes hence stunting. NB Insect vectors such as aphids and mealy bug transmit viral diseases. Infected vegetative parts such as sugar cane cuttings also transmit viral diseases. Examples of Viral diseasesMaize streak. Formation of white yellow stripes on leaves parallel to midrib. Greening disease attacks leaves of citrus. Tristeza attacks citrus trees. The leaves fall off and there is dying of twigs. Cassava mosaic -Brown streak of cassavaPotato leaf rollTobaccoGroundnut rosette. Viral diseases are controlled by controlling the vectors. C. Bacterial DiseasesBacteria are facultative parasites. They are single celled and microscopic. Not all bacteria are harmful. Some are beneficial to man e.g. Rhizobium spp which is a nitrogen fixing bacteria. They may be transmitted through insects, wind, raindrop splashes, manures, seeds, irrigation water, cultivation implements and pruning knives. They enter plants through openings such as stomata, lenticels and wounds. Symptoms of Bacterial DiseasesWilting even when water is in adequate amount due to blockage of xylems. Cankers results into the death of plant tissues. Gall formation in the infected tissues. I Bacterial Blight of Coffee BBC Cause Pseudomonas syringe. Bacteria enter plant through wounds and natural openings. It s common in areas experiencing hailstorms. SymptomsDark necrotic lesions with water soaked margins on affected parts. Shoot die back. Cankers on mature bark and wood killing the whole plant. ControlSpraying chemical eg."}
{"text": "Shoot die back. Cankers on mature bark and wood killing the whole plant. ControlSpraying chemical eg. Supanil, before, during and after the flowering periods especially during the wet weather. Bacterial wilt Pseudomonas solanacearum Attack potatoes, tomatoes and other solanaceae plantsAffected plants wilt even when the soil is moist. Leaves droop and plants eventually dieHigh temperature accompanied by wet conditions favour the disease. Black arm of cottonBlack rot of cabbageHalo blight of beansNutritional disordersWhen crops do not get enough nutrients, deficiency symptoms appear egYellowing of leavesDrying of leavesFalling of leaves, flowers and fruitsStunted growthDeath. E OTHER CAUSESFlooding. During flooding ammonia may be formed. Since ammonia is toxic, it has burning effect to plants. ChemicalToxic chemical compounds in the soil may be absorbed by the plants leading to death of the plant eg. Cyanides. Poor weather. Extreme day and night temperature may be injurious to the crop. Eg very cold temperature causes frost injury in tea. StressStressful conditions on the plant such as irregular watering may causes physiological disorders such as blossom end rot in tomatoes. Control of crop diseasesCultural methodsThis involves the use of crop husbandry practices that discourages the outbreak of diseases without the use of chemicals. They include;Planting resistant crop varieties that can withstand the effect of certain diseases without lowering the yields eg Ruiru II is a coffee variety resistant to CBD. Practicing proper spacing of crop. Overcrowding results to quick spread of diseases. Use of health planting materials. Some diseases are seed borne and can effectively be controlled by use of artificial seeds for planting. Practicing field hygiene eg burning of crop residue destroying infected plants etc. Drying of cereals and pulses to a moisture content of 12 13 before storage. This discourages attack by moulds fungi Heat treatments of some planting materials eg treating sugar cane cutting with water at 500c for 30 minutes control ratoon stunting disease effectively. Proper pruning of crop destroys the micro- climate that may have encouraged build up of diseases causing organisms. Chemical controlChemical control should be practised only when all other methods have proved to be ineffective and when it s economical."}
{"text": "This discourages attack by moulds fungi Heat treatments of some planting materials eg treating sugar cane cutting with water at 500c for 30 minutes control ratoon stunting disease effectively. Proper pruning of crop destroys the micro- climate that may have encouraged build up of diseases causing organisms. Chemical controlChemical control should be practised only when all other methods have proved to be ineffective and when it s economical. Chemical control measures include:Seed dressingThis is the application of fungicides before planting seeds. The fungicides prevent attack on the planted seeds. SprayingThis is the application of chemical such as fungicides using a sprayer. Soil fumigation. This is the application of chemical fumigants in the soil. The chemical are usually in dust or granule form and are mixed with the soil to kill soil borne diseases causing organisms in the soil eg in the control of Bacterial wilt in potatoes. Advantage of chemicalsChemical act faster in controlling diseases. Effective Chemical requires less labour in application. Disadvantages of chemicalsExpensiveRequires skills in applicationToxic to humans and livestockPollutes environmentSome do not break down easilyc .Legislative methodThis involves imposing of regulations and laws in cases of diseases outbreaks to prevent the introduction and spreading of diseases. REVISION QUESTIONS1 Below is a diagram of a bird which is a crop pest. I Identify the bird mk ii State two ways by which the bird causes loss in crops. 1mk iii State four methods which are used to control the pest. 2mks 2. Study the diagram below and answer the questions that follow. A Identify the fungal disease indicated above b State the causal organism of the disease identified above 1mk c State two symptoms of the disease above lmk d State one control measure for the disease in the control field lmk 3.The diagram below shows a kale seedling attacked by a pest."}
{"text": "1mk iii State four methods which are used to control the pest. 2mks 2. Study the diagram below and answer the questions that follow. A Identify the fungal disease indicated above b State the causal organism of the disease identified above 1mk c State two symptoms of the disease above lmk d State one control measure for the disease in the control field lmk 3.The diagram below shows a kale seedling attacked by a pest. A Identify the pest. 1mk b What damage does the pest cause to the crop? 1mk c State one method of controlling the pest. 1mk d Name two other insect pests other than the one identified in a above that attack kale in the field. 2mks 4.Describe the physical and cultural measures employed in the control of pests in crop production. 20 marks 5. Given the pest shown in the diagram belowName the barrier you would put on a grain store to control the pestApart from the use of barriers list four other physical methods of pest control in and out store. 2mks 6 a Identify farm storage pests shown below 1 mks b Name crop products attacked by each of the above pests 1 mks c Name one chemical control of the above pests mk 7. Define the following terms as used in crop pests and diseases; 2mks a Economic Injury Level. EIL b Integrated Pest Management IPM 8. Below is an illustration of a maize cob attacked by smut disease. Study: it carefully and answer thequestions that follow:a Beside w hat is visible on the maize cob. State two other symptoms of the disease. 2mks b State three control measures of the above disease. 3mks 9. Study the crop pest illustrated below. A Identify the crop pest. 1mk b State two effects of the above pest. 1mk c State three methods of controlling the pests. 3mks 10 Describe the methods of disease control in crops under the following headings."}
{"text": "1mk b State two effects of the above pest. 1mk c State three methods of controlling the pests. 3mks 10 Describe the methods of disease control in crops under the following headings. Cultural methods 14 Marks Chemical methods 6 Marks 11 The diagram below represents crop pests a Identify the pest ... mk b Name Two crops that are attacked by the above pests 1mk c Give three control measures 1 mks ANSWERS1. I Identify-A-Weaver bird 1x mkii 2 ways bird causes damagei Eats grass2 Causes the grains to fall off3 Exposes maize cobs to rain leading to rotting4 Strips the leaves 2x 1mk 2. A Blight 1x mk b phytophthora infestans 1x1 1 mk - fruits rot and fall prematurely-Brown lesions on stems, leaves and fruits 2x 1 mk d Spraying using fungicides Bordeaux mixture lx1 mk 3.a -Cut worm . 1 x 1 1mk b Cuts the stem of seedlings 1 x 1 1mk c -Application of appropriate pesticide dust soil with aldrin and rake into soil. 1 x 1 1mk d i Aphidsii Sawfly. 2 x 1 2mks 4.Physical and cultural measures employed in control of pests in crop productionPhysical methodsPhysical destruction of pests which involve hand picking or trapping and killing them eg moles in the gardenFlooding-some pests like cut worms and army worms will be drawn if flooded. Flooding may be used to kill underground pests like molesProper drying of the produce-drying of grains make them hard for pests to break and penetrate hence discouraging the growth of mould. Grains should be dried to moisture content of about 11-13 moisture contentUse of electromagnetic radiation-certain wavelength of electromagnetic radiation like radioactive."}
{"text": "I Identify-A-Weaver bird 1x mkii 2 ways bird causes damagei Eats grass2 Causes the grains to fall off3 Exposes maize cobs to rain leading to rotting4 Strips the leaves 2x 1mk 2. A Blight 1x mk b phytophthora infestans 1x1 1 mk - fruits rot and fall prematurely-Brown lesions on stems, leaves and fruits 2x 1 mk d Spraying using fungicides Bordeaux mixture lx1 mk 3.a -Cut worm . 1 x 1 1mk b Cuts the stem of seedlings 1 x 1 1mk c -Application of appropriate pesticide dust soil with aldrin and rake into soil. 1 x 1 1mk d i Aphidsii Sawfly. 2 x 1 2mks 4.Physical and cultural measures employed in control of pests in crop productionPhysical methodsPhysical destruction of pests which involve hand picking or trapping and killing them eg moles in the gardenFlooding-some pests like cut worms and army worms will be drawn if flooded. Flooding may be used to kill underground pests like molesProper drying of the produce-drying of grains make them hard for pests to break and penetrate hence discouraging the growth of mould. Grains should be dried to moisture content of about 11-13 moisture contentUse of electromagnetic radiation-certain wavelength of electromagnetic radiation like radioactive. Radiation may be used to deactivate enzymes in some insects and pestsUse of lethal temperature-this involves the use of extreme temperatures either too cold or too hot conditions to control pests by inhibiting their survival i.e. use of hot water to control pink ball wormUse of physical barriers-this include use of materials that prevent pests from getting to the crop i.e. rat guard metal plates on posts of raised granaries."}
{"text": "Radiation may be used to deactivate enzymes in some insects and pestsUse of lethal temperature-this involves the use of extreme temperatures either too cold or too hot conditions to control pests by inhibiting their survival i.e. use of hot water to control pink ball wormUse of physical barriers-this include use of materials that prevent pests from getting to the crop i.e. rat guard metal plates on posts of raised granaries. Construction of fences around the field and trenches to control large animalsSuffocation-has been used in Hermetic Cyprus bins where build up of carbon iv oxide is used to suffocate pestsUse of scarecrows-are used in scaring large animals and birds out of the farmCultural methodClosed season-the period in which a susceptible crop is not grown in order to control a certain pest or group of pests. During this period crop residues are collected and disposed off to ensure destruction of the pest. Timely planting-early planting of crops are more likely to escape pest attack than late planted ones eg maize stalk borersTimely harvesting- some storage pests like grain weevils attack the crop while in the field therefore early harvesting will enable the crop escape the attackProper tillage- field cultivation will expose the pests which are soil borne like white grubs. The pest is exposed and scorched by the sun or eaten by birds and other predatorsPlanting resistant crop varieties-plant breeders have developed plants which have natural protective mechanisms against pest attack i.e Goose necked sorghum against birdsField hygiene- this means keeping the field free from any plant materials harbouring pests i.e. Rogueing and removal of crop residues from the fieldAlteration of environmental conditions-creations of certain micro-climate that is not conducive to some insects i.e. open pruning in coffee to discourage antestia bugs, mulching reduces thripsTrap cropping-a crop which is planted before or together with the main crop purposely for attracting away from the main crops. The pest is then killed by either spraying with chemicals, ploughing the crop or rogueing. Crop rotation-crops which are more preferred by a particular pest are rotated with those that are not or less preferred i.e. groundnuts and potatoes that control nematodes. This starves the pest to death. Destruction of alternative hosts-some weeds act as alternative host to crop pests."}
{"text": "Groundnuts and potatoes that control nematodes. This starves the pest to death. Destruction of alternative hosts-some weeds act as alternative host to crop pests. The removal of such weeds reduces pest infestationCrop nutrition- application of fertilizers and manure makes the crops to grow strong and be able to resist and escape attack. Use of clean planting materials- this prevent introduction and spreading of crop pests. Seeds, suckers and crowns should be free from pestsProper spacing- proper spacing makes it difficult for pests to move from plants to plant while close spacing in groundnuts discourage AphidsUse of organic manure-FYM, compost manure has been found to discourage various pests ie eel wormsIrrigation-overhead irrigation is able to control Aphids in cabbages20x1 20 marks6. A Identify farm storage pests shown below. A Maize weevil b Bean weevil bean bruchid Flour weevil. B Name crop products attacked by each of the above pests. A Maize wheat barley sorghum grains; b Bean bonavist bean butter bean seeds; Maize wheat barley sorghum millet flour c Name one chemical control of the above pests. Use of actellic powder on dry grains and seeds of maize and beansRespectively primiphos-methy organophosphate. 1 2 mark it is the level at which the tolerance of a plant has been exceeded. 1mk It is the combination of many methods to effectively control pests. 1mk 8 a -Severe dwarfness-Increased tillering b -Planting resistant varieties-Use of certified seeds-Field hygiene-Crop rotation9 a -Maize weevil b -Makes tunnels beneath the seed coat-Make circular holes on the surface of the grain c -Dusting maize cob with malaltion-Fumigate maize with methyl bromide-Proper storage hygiene-Ensure grains are stored at correct moisture content10 a Cultural methods of crop disease control. Using healthy planting materials to prevent the crops from being infected by seed borne diseases. Practicing field hygiene such as a burning crop residue using clean implements, clean weeding to destroy micro-habitat for diseases. Proper seedbed preparation e.g. Control of root rot disease."}
{"text": "Practicing field hygiene such as a burning crop residue using clean implements, clean weeding to destroy micro-habitat for diseases. Proper seedbed preparation e.g. Control of root rot disease. Proper spacing to control dumping off diseases especially in nursery bed. Heat treatment to control ratoon stunting disease in sugar cane. Proper drying of cereals and pulses for proper storage. Use of disease resistant varieties e.g. Ruiru II, Resistant to CBDAny 7, 1 for mentioning and 1 for explaining 7 x 2 14 marksb Chemical disease control in cropsThrough seed dressing application of fungicides on seeds before planting. Sol fumigation application of fumigants in soil to control soil borne diseases. Spraying application of fungicides insecticides. Any three 1 for mentioning and 1 for explaining 3 x 2 6 marksFORM FOUR AGRICULTURE NOTESLIVESTOCK PRODUCTION V POULTRY PRODUCTION IntroductionThe term poultry refers to all kinds of domestic birds kept for meat or eggs production. They include turkeys, ducks, geese, guinea fowls, chicken, ostriches and pigeons. The management of poultry aims at production of high quality eggs and meat to meet the ever increasing market demand. Selection and BreedingSmall scale farmers increase their flock by keeping breeds that go broody. However commercial poultry farmers buy day old chicks from recognized hatcheries such as Kenchic and Muguku. Hybrids are not recommended for breeding as their hybrid vigour would decline in their offspring and many do not go broody. Broodiness is the desire to sit on the eggs. The birds selected should have the following characteristics. YoungHealthyAble to go broodyProlificGood mothering ability. Commercial farmers should also consider the following. Whether the enterprise is for meat or egg productionAge, that is either day-old or at point of laying. Breed of birds in respect to egg colour and size of birds. Production, which is percentage laying or growth rate. NB . After the selection of the breeding stock, cocks are allowed to run with hens daily to ensure that all the eggs are fertilisedComposition of an EggThe parts of an egg include the following. The shellThe shell membraneAir spaceEgg white albumen ChalazaeYolk."}
{"text": "NB . After the selection of the breeding stock, cocks are allowed to run with hens daily to ensure that all the eggs are fertilisedComposition of an EggThe parts of an egg include the following. The shellThe shell membraneAir spaceEgg white albumen ChalazaeYolk. The shellIt forms about 10-12 of the total egg content and is largely made up of calcium and phosphorous compounds which make it hard. It gives the egg its shape and provides protection to the inner contents of the egg. The egg shell is porous and allows gaseous exchange to take place. This makes it possible for the embryo to develop. Shell membraneThis forms the inner lining of the shell and makes about 1 of the egg content. It is formed of two separate membranes which closely adhere to each other. The two membranes separate at the broad end to form an air space air cell. The inner membrane is about 0.015mm thick and the outer one is about 0.05mm thick. The air in the air space is used by the developing embryo during incubation. Albumen Egg whiteThe albumen forms about 55-60 of the total egg content. It is a jelly like colourless fluid when fresh and turns white when cooked. It is divided into four major parts: chalazae and chalaziferous albumen, thin inner albumen, thick albumen and outer thin albumen. The albumen surrounds the yolk and serves as a food reserve to the developing embryo. It is mainly protein. ChalazaeThis forms about 3 of the albumen and it s a dense white mass floating all over the place within an egg. It has two twisted cords which hold the yolk in place at the centre of the egg. The two chalazae hold the yolk from both ends of the egg thus allowing the yolk to move the germinal disc always to the top position. This is important during incubation for the purpose of heat transfer to the developing embryo. If the chalazae are broken the yolk is displaced from its normal position. The YolkIt is divided into three major parts and forms about 33 of the total egg content. It is yellow in colour and spherical. Its main function is to supply for all the embryo requirements since it contains food reserves for the developing chick."}
{"text": "The YolkIt is divided into three major parts and forms about 33 of the total egg content. It is yellow in colour and spherical. Its main function is to supply for all the embryo requirements since it contains food reserves for the developing chick. The yolk is rich in vitamins, fats, minerals and proteins. The three parts are:Germinal discPigmentsVitelline membrane. The germinal disc: this is formed from the ovary after fertilization and is always found at the top of the yolk as a small spot regardless of what position an egg is resting. The disc is joined to the centre of the yolk by a funnel shaped structure called the streak latebra. This allows maximum heat transfer to the developing embryo within the yolk. The egg pigments: The pigment contained in the yolk always comes from the food the bird eats and also from its body. This pigment is known as Xanthophylls and is responsible for the colour of the shell and that of the yolk yellow The vitelline membrane: the vitelline membrane surrounds the yolk and therefore gives the yolk its shape. If the egg is not properly stored, this membrane may break up causing the yolk to come out of it. Incubation of eggsThis refers to the embryonic development of a fertilized into a chick under correct conditions which will ensure that a chick is hatched from the egg. In chicken these conditions must be provided for 21 days while in turkeys and ducks this takes 28 days. Selection and Care of Eggs for IncubationEggs for incubation should have the following characteristics. Should be fertilizedMedium sized-55-60gm in weight. Lighter or heavier weight lowers hatchability. Have smooth shellOval in shapeFree of any cracks in the shellClean to ensure that the pores are openNot have abnormalities such as blood spots, meat spots or double yolkShould be fresh collected within one week and not more than 10 days. NB . The internal condition of the egg is examined through egg candling. Egg CandlingThis is the method used to check the freshness of an egg for physical abnormalities or likelihood of being hatched. It is done by passing a strong light through the egg in a dark room. The source of light may either be a torch, candle or electric bulb."}
{"text": "Egg CandlingThis is the method used to check the freshness of an egg for physical abnormalities or likelihood of being hatched. It is done by passing a strong light through the egg in a dark room. The source of light may either be a torch, candle or electric bulb. Procedure of candlingThe egg is pace over a hole made on a card board box. A light under the box is then put on. The observer then looks at the egg against the light below. The following can be observed through egg candling. The size of the air spaceIf the egg is fertilised the germinal disc will be seen as a black spot . Whether the yolk has blood spots. Whether the shell has cracksWhether the egg shell is brokenWhether the shell is very porous. Incubated eggs are candled two or more times. First candling is done between the 5th and 7th to check for fertility. If they are fertile, blood veins are seen. If they are not they appear clear. The second candling is done on the 18th day to confirm the presence of the chick. An egg with a living embryo clearly shows a large section containing the embryo and a smaller section which is clear containing the air space. Methods of IncubationNatural incubationThis method involves the use of a broody hen to sit on the eggs. The hen provides the necessary conditions for incubation e.g. warmth, turning the eggs etc. The hen must sit on the eggs for 21 days for successful embryonic development. A hen normally shows some signs when it is about to go broody. Signs of Broodiness in PoultryProlonged moultingTendency to sit on the eggs after layingNumber of eggs laid are fewPlucking of feathers from the abdomen breast regionProduces a characteristic sound and becomes aggressive. Preparation and Management of Natural IncubationEnsure the hen is completely broody. I.e. shows the ability to sit on the eggs for long hours. The broodiness can also be induced by use of China clays. Prepare the nest in a secluded place of the poultry house. The nest can be a wooden box, karai, a woven basket or a carton box. The nesting box should be spacious to allowmovement of the hen."}
{"text": "Prepare the nest in a secluded place of the poultry house. The nest can be a wooden box, karai, a woven basket or a carton box. The nesting box should be spacious to allowmovement of the hen. The nest should be lined with some nesting materials such as dry grass, sawdust or wood shavings to maintain warmth in the nest. Give an adequate number of eggs to the broody hen i.e.10-15eggs. A hen may not cover more than 15 eggs hence low hatchability. Set the eggs in the evening or night but not in the morning so that the chicks will start emerging on the evening or night of the 21st day. When the chicks start emerging in the morning, the hen will walk out with a few chicks and leave the un-hatched ones to die. Regularly dust the hen with appropriate pesticides so as to control external parasites such as fleas, mites etc. Allow the bird to occasionally move out to scratch and exercise. Feed the brooding hen daily and provide adequate clean water. NB . The hen should not be disturbed at all. Advantages of Natural IncubationLess skill is requiredIt is not labour intensive as there is no turning of the eggs and checking of temperatures. It s a cheap way of multiplying birds i.e. small scale farmers who cannot afford incubators can multiply their flocks using this method. Hatchability is very high compared to artificial incubation therefore reducing the risk margin. DisadvantagesOnly few chicks can be hatched at a time by one henEgg production is reduced when the birds go broody. It s only possible with breeds that go broody. The farmer cannot plan when to incubate. Diseases and parasites can easily be transmitted to the chicks from the hen if it is infected. 2. Artificial IncubationUnder this method all the conditions necessary for the hatching of the eggs are provided artificially by equipment called an incubator. Conditions Necessary for Artificial IncubationTemperature: Temperature should be maintained at 37.5oC 39.4oC. Lower or higher temperature would kill the developing embryo. Fresh Air Ventilation: There should be adequate fresh air circulating in the incubator. The fresh air is required by the developing embryos. Ventilation facilitates gaseous exchange and helps to control humidity. Relative Humidity: It should be about 60 . If it is too low, the embryos may lose moisture and die."}
{"text": "Ventilation facilitates gaseous exchange and helps to control humidity. Relative Humidity: It should be about 60 . If it is too low, the embryos may lose moisture and die. Water is placed in a tray within the incubator to maintain the humidity. The damp cloth also assists in maintaining the relative humidity. High humidity lowers hatchability and leads to production of large chicks which look abnormal. It also results into dampness which predisposes the eggs to infections. Egg Turning: This is quite important in the management of an artificial incubator. This helps to avoid the germinal disc sticking onto the egg shell leading to the death of the embryo. Wrong turning of the egg may lead to breaking of the blood vessels. Turning should always be done along the axis of the eggs and each time in a different direction. Some incubators have automatic turning devices. Management of the IncubatorThe following should be observed for artificial incubation. The incubator should be cleaned and disinfected or fumigated before putting in the eggs. Eggs should be turned every 6-8 hours each day. However in the first 24 hours and the last three days they should not be turned. These are the critical stages of embryonic development. They should be turned around 180oC. Any egg found to be infertile on the 5th day should be removed. Remove any broken eggs. Maintain temperature within the set rangeAdd water as necessary to maintain the correct humidity. Advantages of Artificial IncubationIt s possible to plan when to have the chicks. Many chicks are hatched at onceIf management is good, there is no danger of infecting the chicks with diseases and parasites. The incubator is usually ready when required. Egg production is not affected by incubation as the hens do not go broody. DisadvantagesIncubator is expensive to buy hence has high capital investment. More labour intensive. More skills requiredHave high risks of damaging all the eggs if the requirements such as temperature or relative humidity are not strictly observed and controlled. Only viable in large scale hatcheries. Sources of ChicksFor success in the poultry enterprise, the following factors should be put into consideration. Reputation of the supplierThe type of chicks required in relation to size, breed, sex etcTime factor i.e. how long the chicks will take in transit from the hatchery to the farm. Very long hours of transportation cause stress to the chicks."}
{"text": "Reputation of the supplierThe type of chicks required in relation to size, breed, sex etcTime factor i.e. how long the chicks will take in transit from the hatchery to the farm. Very long hours of transportation cause stress to the chicks. Arrangement should be made to feed the chicks on transit if the source is very far. The most reputable sources of chicks in Kenya are;Muguku Poultry Farm- Kikuyu. Lake Chicks Hatcheries KisumuKenchic Hatcheries Athi riverStockplan Hatcheries MombasaSigma Supplies NairobiKen Bird NairobiBrooding and Rearing of ChicksBrooding is the rearing of chicks from one day old to the time they are taken to the main house. Brooding is a very critical and difficult period in the management of birds. There are two methods used in brooding the chicks. Natural BroodingArtificial Brooding. Natural BroodingThis follows natural incubation. The hen is allowed to provide warmth and other requirements to the chicks. Feed and water should be provided for both the hen and the chicks. The hen stays with the chicks until they are old enough to feed themselves. AdvantagesIt is cheapIt is suitable for most small poultry farmers. It is less labour intensiveDisadvantagesOnly possible where the hens go broodyIt is not suitable for large scale production of birds. Lowers the egg production during the brooding period. Artificial BroodingThis refers to keeping of the chicks in a structure called a Brooder where food and other requirements are provided. Chicks remain in the brooder for 6-8 weeks. Requirements in an Artificial BrooderLitter: this should be in the form of wood shavings. This should be on the floor. It maintains warmth and absorbs moisture. Fresh air: holes for ventilation should be made on the walls of the brooder for gaseous exchange. The holes however should not allow draught into the brooder. Heat source: there should a wire guard round the heat source to prevent the chicks from being burnt. Correct temperature should be maintained at 32-35oC in the first week, 29-33oC in the second week and 26-300C in the third week. The heat sources include electric bulbs, charcoal burners, lantern, kerosene and gas burners. The heat source should be withdrawn gradually to avoid stress."}
{"text": "Correct temperature should be maintained at 32-35oC in the first week, 29-33oC in the second week and 26-300C in the third week. The heat sources include electric bulbs, charcoal burners, lantern, kerosene and gas burners. The heat source should be withdrawn gradually to avoid stress. If it were withdrawn at once, the chicks would overcrowd at one point of the brooder resulting in deaths. A thermometer should be used to check the temperature. The behaviour of the chicks can also be used to tell whether the temperature is correct. When the chicks move away from the heat source then the temperature is too high, while overcrowding around the heat source means the temperature is too low. When the temperature is optimum the chicks are found evenly spread all over the brooder floor. The brooder should have sufficient lighting to allow the chicks to see water and food. Very bright light makes the chicks toes to shine hen toe pecking and also makes the chicks blind. Dim light is therefore recommended. Shape of the brooder. There should be no sharp corners in the brooder. Such corners would encourage overcrowding hence suffocation of the chicks. EquipmentFeeder: There should be sufficient feeders for the chicks. If the chicks overcrowd during feeding then more feeders should be made available. The feeders should be kept clean. During feeding the chicks should be given a feeding allowance of 1 inch per chick during week 1-2 and 2 inches per chick from weeks 3-6. The feeders should have a rotating bar to avoid the chicks contaminating the feed by stepping or defecating on the feed. Waterers: The waterers should also be made in such a way that the chicks do not defaecate or step into the water. They should be pointed at the top so that the chicks cannot perch. They should always be kept clean. During the first to second week the appropriate spacing for the waterers should be 0.2 inches per chick and 0.4 inches per chick from week 3 to week 8. Brooder and Brooder Managementa Preparation before the chicks arrives. The brooder should be made ready 2-3 days before arrival of the chicks. The brooder house should be washed and disinfected. Spread litter then cover it with newspapers. Newspapers help to prevent the chicks from eating the litter. Place water and feed equipment in the brooder house. Ensure they are clean."}
{"text": "Newspapers help to prevent the chicks from eating the litter. Place water and feed equipment in the brooder house. Ensure they are clean. Place food in the feeders and water in the waterers. Provide heat source in the brooder. Check to ensure the heat source is functional. Turn on the heat source on the day of chicks arrival. B Day of arrival of chicks. Vaccinate them if they were not vaccinated in the hatchery. Remove any dead chicks and dispose off properly. C FeedingRemove the newspapers after the chicks have learnt to eat from the feed troughs. Provide chick mash till the eighth week. Chick mash has 20-22 DCP and vitamins A and D. it is highly digestible. Ensure the chicks are given adequate amounts of feeds at all times. In the sixth week introduce grit or sand to help in digestion. Also introduce roosts for the chicks to perch. In the seventh week, introduce growers mash. Start with growers mash mixed with chick mash at a ratio of 3:1 respectively. Gradually reduce the amount of chick mash as the amount of growers mash is increased. When the chicks are 8 weeks old, they are removed from the brooder. At the ninth week, chicks are fed on growers mash only and are now taken to the main poultry house. Clean the troughs and waterers daily. Provide adequate clean water daily. NB . On average a chick uses 1.5-2.2 kg of chick mash during the brooding period of 8 weeks. D Parasite and disease controlVaccinate chicks against Gumboro after 2 weeks, Newcastle, 3-4 weeks and fowl typhoid at 7 weeks of age. Dust chicks with appropriate pesticides such as pyrethrins to control external parasites e.g. mites, lice etc. Provide antibiotics mixed in chick mash or drinking water to protect against disease attacks e.g. coccidiostats are incorporated in drinking water to control coccidiosis. Isolate and treat sick chicksDispose off dead chicks properlyDisinfect the feeders and waterers. Provide a footbath at the entrance of the poultry house. E Other management practices. Debeaking should be done 8-10 days towards the end of the brooding period. Keep proper records of the feeding programme, treatment and the number of deaths of the chicks."}
{"text": "E Other management practices. Debeaking should be done 8-10 days towards the end of the brooding period. Keep proper records of the feeding programme, treatment and the number of deaths of the chicks. Management of Growers 9th week-20th week i.e. point of lay From the 9th week the birds are referred to as growers or pullets. A FeedingFeed the growers on 115 grams of growers mash per bird per day. Growers mash contains 16-17 crude protein, vitamins and mineral salts. Supplement the growers mash with grains and greens. Hang the greens to provide exercise for the birds. Introduce layers mash from the 16th week and increase gradually. At the 12th week onwards soluble grit should be provided. This provides enough calcium which is necessary for hard egg shell formation. Provide clean water ad libitum. B Parasite and disease control. At the 18th week vaccinate against fowl pox. Give a booster vaccine against Newcastle disease at 20 weeks of age. Drench the birds regularly against internal parasites. Dust the birds with appropriate pesticides against pests such as fleas, mites and lice. Control predatorsClean and disinfect waterers and feeders daily. C Other management practices. Provide more floor space for the birds as compared to when they were in the brooder. Keep litter as dry as possible by turning it regularly or scattering grains on it to facilitate turning of the litter by the birds. NB. Birds start laying at 18-21 weeks of age depending on the breed. Light breeds begin to lay at 18-20 weeks, some hybrids start laying at 18 weeks while indigenous breeds begin to lay at 23-27 weeks. Feeding and Rearing of LayersProvide enough floor space, roosts, feeders, and waterersGive each hen about 120 grams of layers mash per day. The layers mash contains 14-16 DCP, Vitamins A, B, C and minerals. Provide clean water alwaysVaccinate every 6 months against Newcastle and fowl typhoidKeep the litter as dry as possible. Provide enough laying nests in the poultry house. Collect eggs twice, noon and eveningHang green leaves to keep the birds busy preventing cannibalismIncorporate grains at the rate of 65 grams per bird per day."}
{"text": "Provide clean water alwaysVaccinate every 6 months against Newcastle and fowl typhoidKeep the litter as dry as possible. Provide enough laying nests in the poultry house. Collect eggs twice, noon and eveningHang green leaves to keep the birds busy preventing cannibalismIncorporate grains at the rate of 65 grams per bird per day. Cull non layers and cannibalsProvide soluble grit or oyster shells all times to ensure strong shelled eggs and efficient digestion. Feeding and Rearing of BroilersBroilers are referred to as table birds. They are kept for meat production. They exhibit high growth rate and have a very high feed conversion ration. They usually achieve a weight of 2kg in about 60 days. The following practices are carried out. FeedingChicks kept for broiler production are fed on broiler starter mash. The feed contains 20-24 DCP, vitamins and minerals essential for rapid growth. Provide adequate clean water alwaysFrom week 4-5 gradually introduce broiler follow on mash or pellets. It contains 18-20 DCP. It encourages development of lean meat i.e. discourages over fattening. The feed should be provided ad libitum. From 8th week up to slaughter the birds are given broiler finisher pellets. Parasite and disease controlDe-worm regularlyDust the birds to control external parasitesVaccinate against common disease e.g. Newcastle disease at 3rd-4th weeksIncorporate coccidiostats in the broilers pellets. Dispose off dead birds properly. C HousingBroilers are best managed under the deep litter system. Its floor space requirements are low, about one square foot per bird. The house should be well ventilated for efficient air circulation. Broilers should be kept in dimly lit houses to reduce their activity, ensuring that most of the feed taken in is used for growth. Rearing SystemsThe method of keeping poultry is referred to as rearing system. The choice of the system to use depends on the following factors. Land availabilityLabour availabilityCapitalSecurityMarketAvailability of appropriate equipmentTopography of the land to facilitate easy drainageKnowledge of the farmer. There are four main rearing systems i.e."}
{"text": "The choice of the system to use depends on the following factors. Land availabilityLabour availabilityCapitalSecurityMarketAvailability of appropriate equipmentTopography of the land to facilitate easy drainageKnowledge of the farmer. There are four main rearing systems i.e. Free rangeFold systemDeep litterBattery cage system1 Free Range Extensive systemBirds are allowed to move freely in a fenced ground that has a house to provide shelter at night and during the rainy seasons. The laying nests are also put in the house. Feed and water troughs are placed outside but should be protected against rain. RequirementsLand. Should be adequate, well drained and with trees for shade. It should be fenced. About 100 birds should be kept in 1 acre. Runs. The land should be partitioned to allow rotation. This reduces diseases and parasite build up. The partitioned areas are called runs. House. The house should be movable or at the centre of the runs. AdvantagesCannibalism and egg eating are reduced as the birds are not overcrowded. Birds exercise hence good growthNo need to provide grit as the birds can pick it from the groundLess feed is used as the birds supplement with insects and grass. Manure is evenly spread in the runs hence vegetation regenerationIt requires low capital investmentLow labour requirement. DisadvantagesA lot of land is needed for the birdsBirds can be eaten by predators or stolenEggs get lost in the runsDirty eggsDifficulty in close supervision of individual birdsBreeding programme not easily followedIf the perimeter fence is not adequate the birds can damage crops on the farm. The range area may become contaminated with diseases and parasites2 Fold System Semi Intensive System. This is a system where birds freely eat vegetation but are confined in small houses called folds or arks. A fold system measures 3.5m long, 1.5m wide and 1.5m high. Such a fold can accommodate 10-15 birds. 1 3 of the fold is roofed to provide shelter and the rest is open but enclosed by chicken wire mesh. The unroofed part allows sunlight and is used for exercise and feeding on the grass. The folds should be moved to a new ground daily. This reduces pest and disease build up, provides fresh grass to the birds and avoids accumulation of droppings."}
{"text": "The unroofed part allows sunlight and is used for exercise and feeding on the grass. The folds should be moved to a new ground daily. This reduces pest and disease build up, provides fresh grass to the birds and avoids accumulation of droppings. AdvantagesManure is uniformly spread in the fieldLess feeding costs since the birds supplement the feed with insects and grassThere is no need of fencingReduced pest and disease build up. DisadvantagesFolds don t last long due to too much handlingFew birds are kept per foldVery laboriousEgg production records per bird are difficult to keepThe returns per unit land are relatively low. 3 Deep Litter System. This is an intensive system. In this system, birds are confined within a big house. Requirements of a deep litter systemi SiteThe land should be well drained. Ii HouseShould be leak proofThe leeward side should be open from 60-90cm above the ground. This area should be covered with a wire mesh. The floor should have litter. The litter keeps the floor warm and absorbs moisture. Litter materials include crushed maize combs, coffee husks, sawdust, wood shavings etc. The litter should be 15-30cm deep. Litter should be turned regularly to mix the droppings. Grains should be thrown regularly on the litter for the birds to scratch for the grains thus turning the litter. The floor space requirement should be 1m2 per 2- 3 birds. Iii Feeders and WaterersThey should be enough and should always be cleaned daily to avoid any infections. Iv Roosts and PerchesRoosts are timber frames on which the birds perch for rest. They should about 30cm per bird and should be about 1-1.2m. They should be movable for easy removal of droppings and for easy cleaning. Diagramsv Laying NestsProvide laying nests in the poultry house. Requirements for laying nestsShould be dimly lit to discourage egg eatingLarge enough to accommodate the bird comfortably. Nests are of two types, individual type and communal type. Individual type should measure 25-30cm wide, 30-35cm high and 30-36cm long."}
{"text": "Requirements for laying nestsShould be dimly lit to discourage egg eatingLarge enough to accommodate the bird comfortably. Nests are of two types, individual type and communal type. Individual type should measure 25-30cm wide, 30-35cm high and 30-36cm long. Communal nests can accommodate 50-60 birds and they measure 1.35m 1.5m long, 30cm wide and 35cm high on the front side and 75cm on the back side. It should have a door measuring 20x20 cm wide. Place dry clean beddingsAdvantages of the deep litter systemHigh stocking rateSystem can be used for rearing a breeding stockFast accumulation of manureBirds are safe from predators and thievesLess loss of eggsLow labour requirements once everything is in place. DisadvantagesThere is a likelihood of pest and disease accumulation in the litterCannibalism, egg eating, feather plucking and toe pecking are common. Individual egg production record is not possibleLitter may be difficult to find in some areasFeeders and waterers may be contaminated by litter if not properly placedEggs may become dirty if they are laid on the floor or if the laying nests are not clean. MILK AND MILKINGMilkWhite substance secreted in the mammary glands of female animals. It is secreted as food for their young ones. It is also processed into products such as butter, cheese and ghee. Composition of milkThe composition of milk varies from one animal to another as shown below. It contains proteins, carbohydrates lactose fats, minerals and water. Factors affecting the milk compositionAge of the animal; young animals produce milk with high butter fat content than old animals. Physiological Condition of the animal; under conditions such as extreme emaciation, the butter fat content significantly drops. Pregnant animals also produce milk low in butter fat content. Completeness of milking; the last milk to be drawn has the highest butter fat content. Also the milk drawn form animal in the evening has higher butterfat content as compared to that obtained in the morning. Stage of lactation and pregnancy; butterfat content, proteins and minerals in milk are usually higher at the middle of the lactation period and drop towards late gestation."}
{"text": "Completeness of milking; the last milk to be drawn has the highest butter fat content. Also the milk drawn form animal in the evening has higher butterfat content as compared to that obtained in the morning. Stage of lactation and pregnancy; butterfat content, proteins and minerals in milk are usually higher at the middle of the lactation period and drop towards late gestation. Type of food eaten by the animal; animals eating a lot of roughages produce milk rich in fats, proteins and lactose than animals which is fed on a lot of grains. This is because roughages produce a lot of acetic acid a volatile fatty acid which is used as a source of energy in the mammary glands to synthesize milk . Breed differences; different breeds produce milk wit5h different percentage composition as shown below. Season of the year; fats increase during the cold season. The solids not fats decrease during the hot season. Other factors animals under treatment produce milk of variable composition depending on the drugs used. Animals suffering from mastitis have reduced lactose because the mastitis bacteria attack the milk sugars. Milk Secretion and Let-downThe structure of the mammary glandIt is the organ responsible for milk production in mammalian animals. It is composed of balloon shaped secretory cells called alveoli alveolus . The alveoli are surrounded by a dense network of blood capillaries. These alveoli are joined together by a capsule to form a lobule with a duct. The alveoli drain their content into the lobule. Several lobules are grouped together to form a lobe which is drained by the lactiferous duct. Many lobes form one quarter of the udder. Several lactiferous ducts drain into the gland cistern of the quarter. The quarters of the udder are anatomically separated and drain into separate te4at cisterns. Each teat has an opening called a teat orifice canal whose opening and closing is controlled by the a sphincter muscle. Milk secretionMilk is made from products of digestion such as blood sugar, amino acids and fatty acids. These nutrients are carried by blood into the alveoli where they are manufactured into lactose, casein and butter. Other milk components such as vitamins and minerals are also added to milk through filtration by the alveoli cells. Milk synthesis or lactogenesis is controlled by the hormone prolactin."}
{"text": "These nutrients are carried by blood into the alveoli where they are manufactured into lactose, casein and butter. Other milk components such as vitamins and minerals are also added to milk through filtration by the alveoli cells. Milk synthesis or lactogenesis is controlled by the hormone prolactin. Low levels of oestrogen during late gestation period stimulate the secretion of the hormone prolactin by the pituitary gland. Prolactin activates milk secretion process in the mammary glands. Milk secreted is stored in the hollow cavities of the alveoli and within the lactiferous ducts. Some milk however drains into the gland cistern where it is stored until milking. Milk let downThis is the flow of milk from the upper region of the udder alveolar region to the lower part of the udder gland cistern and teat cistern . This process of milk let down is caused by the hormone oxytocin released by the pituitary gland. Oxytocin causes contraction of the muscle fibres surrounding the alveoli. This contraction forces milk into the gland and teat cisterns. However some external factors also influence the milk let down process. These are:Taking the cow into the milking shedSight or smell of food in the feed troughRattling sound of the bucketsSight of the milkmanMassaging or washing the udder with warm waterSight of the calf for cows used to suckling calvesSuckling by the calfNB. Milk let down lasts for about seven to eight minutes hence the person milking must be very fast in order to remove as much milk as possible. Proper stimulation of the udder when milking is therefore very necessary throughout the milking process. The secretion of adrenaline from the adrenal glands suppresses the effects of oxytocin. Adrenaline inhibits the supply of blood to the alveolar region causing relaxation of the muscles fibres thus there is no milk let down. Other factors that may contribute to inhibition of milk let down include;Excitement or frightening of the cow. HungerChange of milkmanChange of the milking scheduleEffects of the oestrusFeeling of painStrange surroundingsBefore milking the alveolar cells are turgid but after milking they appear long and thin."}
{"text": "Adrenaline inhibits the supply of blood to the alveolar region causing relaxation of the muscles fibres thus there is no milk let down. Other factors that may contribute to inhibition of milk let down include;Excitement or frightening of the cow. HungerChange of milkmanChange of the milking scheduleEffects of the oestrusFeeling of painStrange surroundingsBefore milking the alveolar cells are turgid but after milking they appear long and thin. Clean milk productionCharacteristics of clean and high quality milkFree from disease causing organismsHas no hair, dirt or dustHas high keeping qualityHas a good flavourIts chemical composition is within the expected standardsEssentials of clean milk productionAvoid flavours in milk- bad flavours in milk are caused by feedstuffs and oxidation. Silage and feedstuffs such as Mexican marigold, onions and other fruit wastes can cause bad flavours in milk. Such feedstuffs should be given to the animals after and not before or during milking. Oxidation of milk fats occurs when milk has been exposed to the sun for a long time or if put in containers with traces of copper or iron giving it a bad flavour. Milk should therefore be protected from sunlight and should be stored in containers which are free from of traces of copper or iron. Healthy milking herd. Cows should be tested regularly for milk borne diseases such as tuberculosis and brucellosis. A strip cup should always be used to check for mastitis. Clean milking cows. The flanks, underline and the whole udder should be washed and dried thoroughly before each milking. Two towels should be used. One for cleaning the udder and the other one for drying. Any long hair on the udder and flanks should be clipped. Healthy and clean milkman. Any milkman suffering from contagious diseases should not handle milk or do the milking. The milkman should keep his finger nails short and should have his hair covered. He should preferably wear an overall when milking. Clean milking shed. The milking parlour should be kept clean. It should have a good drainage and easy to clean. It should be cleaned after every milking. Clean milking utensils. The milking utensils and equipment should be seamless and smooth to facilitate thorough cleaning. They should be washed with hot water and detergent. Keeping them in the sun during the day sterilises them."}
{"text": "The milking utensils and equipment should be seamless and smooth to facilitate thorough cleaning. They should be washed with hot water and detergent. Keeping them in the sun during the day sterilises them. Milk filtration cooling and storage. Milk should be filtered and cooled to 50C after milking. Cooling slows down bacteria multiplication hence improved keeping quality. The milk should then be stored in a cool, dry and dust free room or delivered immediately to the market. Milking materials and equipmentUdder clothes towels. Two towels should be provided for each cow, one for washing and the other for drying. If the animals are many the towels are dipped in hot water or disinfected before they are used on another animal. Filtering pads. They are used for straining milk. Milking jelly. It is smeared on the teats after milking to prevent cracking. It should not be applied before or during milking. Warm water. For washing the udder before milking. It also stimulates the milk let down process. Milking pails bucket. Should be made of materials that are free of copper and iron traces. Strip cup. For detecting mastitis. Milk cans churns. Used to hold milk during storage and transportation. Should also be made of materials that are free of copper or iron on their surfaces. Other equipment. Cooling apparatus, milking stool and weighing scale. The milking procedureMilking can be done either by hand or machine depending on the scale of farming. The following are the stages in milking. Pre-milking procedure. Milking materials and equipment are made available and within reach of the milkman. The cow is restrained in the milking parlour and given food. The udder is washed, dried and mastitis is checked. Milking technique. The proper method or technique should be used to extract as much milk as possible. Procedure of proper milking. In hand milking the teat is grasped tightly at its base between the thumb and the forefinger and the other three fingers are closed in tightly applying the pressure from the top to the bottom forcing the milk to drain out. When the force is applied rhythmically, on the teat muscles, the orifice opens and milk is released. The base of the teat is held firmly to prevent the backflow of milk into the gland cistern. Teats should not be stripped or pulled with fingers. The following rules should be observed."}
{"text": "The base of the teat is held firmly to prevent the backflow of milk into the gland cistern. Teats should not be stripped or pulled with fingers. The following rules should be observed. Milk quickly and evenly. The effect of oxytocin lasts for 5-8 minutes hence milking should be quick and efficient. Milk at regular times. Cows are usually milked twice a day at approximately 12 hours interval. Milking should be done the same time in the morning and evenings. High yielding cows may be milked thrice per day. Avoid use of wet hands. The milkman should dry his hands after cleaning the udder. Complete milking. All the milk should be removed during milking. Incomplete removal of milk leading to the cow drying off too soon and total milk yield per lactation is reduced. Post milking practicesThese include weighing, recording, straining, cooling and storing it, cleaning the utensils and washing the milking parlour. Dry Cow TherapyThis is the administration of antibiotics to an in-calf cow in its late gestation period to control mastitis during the drying off period. The antibiotic penicillin is infused into the under through the teat canal using a syringe. MILK PRODUCTSThey include the following;Homogenized and pasteurized milk. Homogenization is the process by which the fat globules in milk are broken down into smaller particles and are the distributed evenly in the milk. Pasteurization involves heating the milk and the cooling it suddenly. This destroys most of the harmful bacteria in the milk. Homogenized and pasteurized milk is prepared and packed by KCC, Brookside, Tuzo, Delamere Dairies and Egerton Dairies etc. This milk is marketed as whole milk. Ultra Heat Treated UHT Milk. This is milk which has been treated at a temperature between 130 and 1350C for one second and then immediately packed and cooled. This milk has a long shelf life without refrigeration. It is marketed as whole milk. Cream. This is the layer of fat on the surface of the milk. It is separated from the raw milk either mechanically by use of machine separator or by hands. The machine separator spins the milk rapidly so that the centrifugal force that is created separates the fat globules from the rest of the milk. Skim milk. This is milk without cream."}
{"text": "The machine separator spins the milk rapidly so that the centrifugal force that is created separates the fat globules from the rest of the milk. Skim milk. This is milk without cream. It is used in the manufacture of fat free milk powder. Butter. Butter is milk fat lacking non-fat solids and is obtained by churning cream in a churn. Butter contains 80 fat, 16-20 water and 1-1.5 non fat solids. Ghee. It s prepared by either heating cream or butter in order to remove moisture and non fat solids. Ghee contains 100 fat and is mainly used for cooking. Curd. It is prepared by leaving whole or skim milk unprotected to coagulate as a result of bacteria in the environment. Cheese. Cheese is consolidated curd. It obtained by compressing milk curd until the moisture is drained out. Cheese has an elastic texture. Acids, enzymes and salts are added to it. Powdered milk. This is milk prepared by drying the whole milk or skimmed milk and converting it into powder. Yoghurt. This is thickened flavoured milk. It is slightly acidic. The thickening is done by adding certain bacteria and food flavours to the milk. Other milk products include ice-cream and condensed milk. Marketing of MilkMilk in Kenya is mainly carried out through cooperative societies e.g. KCC, Tuzo, Brookside etc. The sale of milk in Kenya is regulated by the Kenya Dairy Board. Pricing is based on the quantity processed. Farmers also sell their fresh milk directly to consumers and other middlemen. Problems facing Dairy Farmers in Marketing MilkMilk is highly perishable and so needs cold storage facilities which most farmers cannot afford. Transportation problems. Certain milk producing areas are in accessible due to poor road network. This may delay milk delivery hence milk spoilage. Special containers are required for handling of milk some of which are expensive. Lack of market information on milk price and other existing marketing opportunities. Price fluctuationsDelayed payments to farmersMarketing of Beef CattleIn Kenya there are three channels through which Kenyan beef farmers can market their products. A Kenya Meat Commission KMC This is a statutory body mandated by the parliament to buy animals from the farmers, process and sell the meat products. The slaughter houses for KMC are located in Athi River, Ngong and Mombasa. B Livestock Marketing Division."}
{"text": "A Kenya Meat Commission KMC This is a statutory body mandated by the parliament to buy animals from the farmers, process and sell the meat products. The slaughter houses for KMC are located in Athi River, Ngong and Mombasa. B Livestock Marketing Division. LMD This is a division in the Ministry of Livestock Development that is involved with the marketing of livestock especially those from arid and semi arid areas. The livestock division has built holding yards for the farmers to bring their animals for auction. C Local Slaughter HousesThese are specially constructed houses with all the slaughter facilities. Butchers buy animals either directly from farmers or from Livestock Marketing Division and take them to the slaughter houses for slaughter after which they sell meat to consumers through their butcheries. Price of meat is majorly dependent on market situations. PRODUCTION ECONOMICSThe country s income can be expressed through the following ways. Gross Domestic ProductGross National IncomePer Capita IncomeGross Domestic Product GNP This is the sum total of all the goods and the services produced by the residents of a country within a period of one year. The residents are either citizens or foreigners who have invested in that country. The foreigners however remit their income to their home countries hence there is income outflow. Gross National Income. GNI This is the sum total of all goods and services in monetary terms produced by the nationals of a given country within a year regardless of their country of operation. The nationals of a given country may invest or seek employment in foreign countries. These nationals remit their interests, profits and income to their home countries. There is therefore income inflow to their country. The difference between income inflow and income outflow added to the GDP gives the GNI Income inflow income outflow GDP GNIPer Capita IncomeThis is the average per head in a country. It is obtained by dividing the gross national income of a country by the country s total population. Per Capita Income GNITotal populationPer capita income is not a good measure of the economic well being of the people in a country due to the uneven distribution of the income. Contribution of Agriculture to National DevelopmentFood supplySource of income and capitalSource of raw materials to industriesMarket for industrial goodsCreation of employmentSource of revenue to governmentForeign exchange earner."}
{"text": "It is obtained by dividing the gross national income of a country by the country s total population. Per Capita Income GNITotal populationPer capita income is not a good measure of the economic well being of the people in a country due to the uneven distribution of the income. Contribution of Agriculture to National DevelopmentFood supplySource of income and capitalSource of raw materials to industriesMarket for industrial goodsCreation of employmentSource of revenue to governmentForeign exchange earner. Factors of ProductionLandSolid part of the earth where capital can be placed. Land is scarce and is valued depending on the followingThe ability to produce crops and livestock. This is based on land productivity and not size. Land productivity is determined by the soil fertility and climatic conditions of an area. Land productivity can be improved by fertilizer application, irrigation, proper tillage, soil and water conservation etc. The space for construction of the farm buildings, agro-industries, urban centres and infrastructure. All these structures are important in agricultural production. Farmers can acquire land through the following methods. InheritanceBuyingLeasing from landlordsAllocation by the government through settlement schemes. Labour. This refers to the human physical and mental services employed in the production process. Labour is considered on the basis of the output of an individual and not on the number of people employed. The work output of labour is expressed in terms of the amount of the work done within a specified period e.g. man hours or man days. Types of labourFamily labourIt consists of the farmer and members of his family. The tasks are assigned according to the age and ability of the family members. Hired labour. Its labour employed outside the family. It can be permanent or casual. Casual labour is normally engaged at labour peaks e.g. during harvesting, planting weeding etc. Permanent labour is normally hired on monthly basis. How to Improve labour ProductivityTraining. Done formally through schools and colleges or informally through field days, agricultural shows, demonstration farms, workshops etc. Farm mechanization. Mechanization makes farm operations to be faster and efficient. Giving incentives and improving the terms and conditions of service. They include provision of housing, medical facilities, rewarding good workers and better remuneration. All these motivate labour to work hard and efficiently. Labour supervision. This improves efficiency and productivity of labour. Assigning tasks based on abilities and promoting specialization."}
{"text": "Labour supervision. This improves efficiency and productivity of labour. Assigning tasks based on abilities and promoting specialization. This helps workers to know clearly their duties and responsibilities making them more efficient and accountable. CapitalThese are the assets that are essential in the production process. In agricultural production, capital includes tools and equipment, farm inputs, farm machines and money. Without capital all other factors of production will be of no importance. Types of CapitalLiquid capital. This is money and can be easily converted into other forms of capitalWorking capital. These are raw materials used for production. They are normally consumed completely in the production process e.g. Fertilizers, pesticides, fuel, feedstuffs etc. Fixed or durable capital. These are assets employed in the production process but are not used up completely in the process. Fixed assets only depreciate in value due to wear and tear and age. They include farm buildings, farm machinery, permanent crops etc. Sources of CapitalCredit facilities. Credit may be obtained from commercial banks, cooperatives, statutory boards eg. AFC, private organisations etc. Self savingsFree grantsInheritanceNB the higher the quality of the capital, the more the production. E.g. 10kg of hybrid seeds produce more yield than 10kg of ordinary seeds. Management. It s the process of planning and decision making in the organization of the other factors of production to minimize costs and maximize profit output. Functions of a managerShort term planningLong term planningInformation gatheringKeeping farm recordsImplementing farm management decisionsFinding ways of overcoming constraintsDetermining the production efficiency of his enterprise. Managerial Guideline QuestionsWhat to produce. This is determined by factors such as market demands, cultural values of thepeople, ecological factors and government policy. How much to produce. Determined by factors such as land, capital, labour force etc. How to produce. Determined by available techniques of production acquired through training andexperience. When to produce. Determined by the season when the crops or livestock perform well or whenthe market is available. For whom to produce. Determined by the demand and the price of the product. Qualities of a Good Farm ManagerFlexible in his decisions to adjust to the dynamic economic trends. Hardworking and time consciousKnowledgeable about agricultural principles such as practical farming skills, marketing and accounting. Responsible, dynamic, competent, ambitious and focused."}
{"text": "Qualities of a Good Farm ManagerFlexible in his decisions to adjust to the dynamic economic trends. Hardworking and time consciousKnowledgeable about agricultural principles such as practical farming skills, marketing and accounting. Responsible, dynamic, competent, ambitious and focused. Ways of Promoting Farm Management SkillsTraining managersCarrying out research on farm managementTeaching agriculture in schools and forming 4k and YFCThe production FunctionThis is the physical relationship between inputs and products. It shows the quantity of output that may be expected from a give combination of inputs. Types of InputsVariable inputsFixed inputs. Variable InputsThey vary with the level of production. They include labour force, fertilizers, seeds, feeds, fuel, pesticides, livestock, drugs etc. Characteristics of variable inputsThey change in quantity required with the level of production. Are added to fixed inputs for productionTheir cost value depends on the kind and quantity used. Are usually allocated to specific enterprisesTheir cost Value is used to calculate the gross margins of various farm inputs. Fixed InputsThese do not vary with the level of production. They include farm machinery, permanent labour etc. Characteristics of Fixed InputsThey have fixed cost i.e. are constantThey do not vary with the level of production. Their costs are not normally allocated to specific enterprises or product. Input Output RelationshipsExample 1A farmer has a land fixed at one hectareSuppose the maize seed is varied from 0kg to 25kgThe maize yield will therefore vary with the respective seed rates as shown belowExample 2Suppose land and maize seed rate inputs are fixed at 1 ha and 25 kg respectively. The nitrogen fertilizer is applied at different rates. The following relationship is realized. Plot the a line graph of CAN input against Maize outputLand and seed rate are fixed at 1 hectare and 25 kg respectively. CAN fertiliser is varied at 20 kg unitsMaize yield increases as shown by the total product curveMarginal product is the additional return realised above the previous total product as a result of the marginal input. E.g. when 100kg of CAN fertiliser are used, the marginal product is 6 bags. I.e. 42-36 6Marginal inputs are additional inputs above the previous input."}
{"text": "When 100kg of CAN fertiliser are used, the marginal product is 6 bags. I.e. 42-36 6Marginal inputs are additional inputs above the previous input. Types of production functionsIncreasing returns production functionConstant returns production functionDecreasing returns production functionIncreasing Returns Production FunctionIn this type of a function, each additional unit of input results in a larger increase in output than the preceding unit of input. This is a rare production in agriculture. It is usually experienced in the initial low levels of inputs application as in fertilizers, seedrate, and animal concentrates etc. ExampleEgg production from individual birds with varying amounts of layers mash. Draw a graph of amount of layers mash input against total egg production output Constant Returns Production FunctionIn this case, the output increases at the same rate for each additional unit of input. The returns are constant to the input factor. This function is very rare in agriculture due to presence of other factors that influence agriculture such as climate, human factors, pests and diseases. It is only common in industries. E.g. Production of loavesDraw a graph of input against output. The PF curve is a straight lineThe slope of the curve remains the sameThe marginal product is constant at 25Decreasing Returns Production FunctionEach additional unit of input results into a smaller increase in output than the preceding unit of input. It is the commonest type of production function in agriculture. It is common in areas like feeding livestock in order to increase their output, fertilizer application in crop production, feeding layers for egg production etc. ExampleMaize production in 90kg bags from varying amounts of NPK fertilizer applicationDraw a graph of input against outputNB Initially each additional unit of inputs leads to a larger increase in output than the preceding one. I.e.0-90 kg of NPK Thereafter, the increase is at a decreasing rate i.e. between 90-210kg of NPK input. At this point the law of diminishing returns starts to operate. Any further application of the NPK fertilizer results in a decline in output. Economic Laws and PrinciplesThey include:The law of diminishing returnsThe principle of substitutionThe principal of equi-marginal returnsThe principle of profit maximization1."}
{"text": "At this point the law of diminishing returns starts to operate. Any further application of the NPK fertilizer results in a decline in output. Economic Laws and PrinciplesThey include:The law of diminishing returnsThe principle of substitutionThe principal of equi-marginal returnsThe principle of profit maximization1. The Law of Diminishing ReturnsIt states that if successive units of one input are added to fixed quantities of other inputs, a point is eventually reached when the additional marginal and average product output per additional unit of input will decline. NB NPK fertilizer is applied in units of 30 kg each. Therefore the average product is obtained by dividing the total product by the units of fertilizer used. Plot graphs of total product marginal product and average product on the same axisZones of a Production Function CurveThe law of diminishing returns helps the farmer to identify the most profitable point at which to produce. If perpendicular lines are drawn through the point where average product equals average product point where the two intersect , and through the point where the marginal curve intersects the horizontal axis MP 0 , the graph is divided into three zones. Zone IIn this zone the producer under utilizes the land resource and NPK fertilizer. Total product increases at an increasing rate until MP reaches the peak. It is not ideal for the farmer to limit production in this zone as the resources can still yield more. The zone is referred to as an irrational zone of productionZone IIThe producer uses the resources to the maximumTotal product increase at a decreasing rateZone stars where MP starts to decline and ends where MP 0. At this point the AP is at its maximum. Therefore AP reaches its maximum when it is equal to the MPIt is economical to produce in this zone. The zone is referred to as rational zone of production. Zone IIIMore application of NPK fertilizer results in the total product declining. Marginal product becomes negativeIt s uneconomical to operate in this zone. The zone is called irrational zone of production. 2. The Principle of SubstitutionThe principle of substitution state that, if the output is constant, it s profitable to substitute one input factor for another as long it is cheaper than the one being substituted. E.g. Milk production can be maintained constant by substituting dairy meal less expensive for dairy cube which are more expensive."}
{"text": "AFC FC YAverage total cost ATC . This is the sum of average variable cost and average fixed costs. ATC AFC AVCMarginal cost MC . This is the extra cost incurred in the production of an additional unit of output. MC VC YWhere changeVC variable costY outputNB All the costs are defined in terms of units of output and not in terms of units of inputs. Ii The concept of Revenue. Revenue is the amount of money realized after the sale of the produce. Types of RevenueTotal Revenue TR . This is the total physical product multiplied by the unit price of the product. R Qy X Py where Q quantity, P price and y output factor. A farmer harvested 1000 90kg bags of wheat, if the price of a 90kg bag of wheat is Ksh 1500,Calculate his total revenue. Net Revenue NR . This is the difference between total revenue and the total costs of production. This is the profit. NR TR TC. Marginal Revenue MR . This is the extra income obtained from the sale of the additional unit of output. Concept of Profit MaximizationWhere the maximum revenue is obtained, then the profit is maximum at that point. In production the maximum profit is obtained where marginal revenue MR is equal to the marginal cost MC . At this point the net revenue is also at its maximum. ExampleIn a maize production project carried out over a period of eight seasons, a farmer used one hectare of land each time and applied various quantities of DSP fertilizer as shown in the table belowDSP fertilizer cost 280 - per 50kg bag. A 90kg bag of maize was selling at 200 -. From the table it is evident that,As more units of fertilizer are applied, the net revenue increases to reach the maximum of Ksh. 12,880 at 4 bags of fertilizer. At the level of 4 bags of fertilizer per hectare, the marginal revenue is almost equal to the marginal cost. This is the point of maximum profit. Farm planningThis involves setting objectives or goals and clearly stating and defining how to achieve them on the farm. The farm manager has to device a working programme that uses the limited resources in the most prudent way in order to maximize profit. Factors to consider in Drawing a Farm PlanSize of the farm."}
{"text": "Farm planningThis involves setting objectives or goals and clearly stating and defining how to achieve them on the farm. The farm manager has to device a working programme that uses the limited resources in the most prudent way in order to maximize profit. Factors to consider in Drawing a Farm PlanSize of the farm. A large farm can hold many enterprises while on a small piece of land only few enterprises can be accommodated. Environmental factors. The climate, soil type and topography should be considered when making a farm plan. These determine the specific enterprise to be established on the farm. Topography determines where various enterprises should be located depending on the required drainage. The current trends in the labour market. This determines the availability of labour. The cost and requirement of the labour should be put into consideration. Farmer s objectives and preferences. The interests of the farmer should be put into consideration. A farmer may decide on what enterprises to keep. Possible production enterprises. Enterprises to be established are determined by environmental factors, size of the farm, market and price trends in the market. Existing market conditions and price trends. If there are no markets for a particular commodity, the farmer s will not produce it. Most farmers try to time their crops to mature when the prices are high. Availability and cost of farm inputs. Farmers prefer enterprises which are easily affordable and whose inputs are readily available. Government regulations and policy. There are certain government regulations which control the establishment of some enterprises. It is also prohibited to cultivate near the river banks. Security. Certain enterprises must be established near the homestead for security reasons. Communication and transport facilities. Some enterprises require good communication network. Steps in Making a Farm PlanDetermining the farm size by surveying and calculating out the acreage. Determining the environmental situation, i.e. Climate, soils and vegetation. This is done to ascertain the possible enterprise on that farm. Determining the farmer s objectives and preferences in order to eliminate undesired production possibilities. Developing a provisional tentative schedule by listing the selected enterprises and analyzing the types and costs of physical resources required. One enterprise or a combination of enterprises should be selected. Determining the technical feasibility practical able to be done of the farm to make it realistic taking into consideration other influences such as government policy. Determining the expected yields and returns of various enterprises. Determining the budget by translating the physical plan into monetary value. Developing a financial flow in order to ensure that it is consistent, workable and desirable. Implementing it."}
{"text": "Determining the budget by translating the physical plan into monetary value. Developing a financial flow in order to ensure that it is consistent, workable and desirable. Implementing it. Observe and evaluate the plan in the course of implementation. NB . After planning is completed, all the factors of production are organized in such a way that the expected results are achieved. Farm BudgetingA farm budget is an estimate of the future expenses and income of a proposed farm plan. Budgeting is the process of estimating the results of a proposed farm plan. It is the translation of a physical plan into financial terms. Importance of BudgetingEnables the farmer to predict future returns hence helping him to plan ahead. Helps the farmer in decision making whereby a good budget helps the farmer to avoid over expenditure and impulse buying. Helps the farmer to avoid incurring losses by investing in less profitable enterprises. It ensures periodic analysis of the farm business. Acts as a record and can be used for future reference. It enables the farmers to secure loans from financial institutions such as A.F.C. and commercial banks. It highlights efficiency or weakness in the farm business. Types of Farm BudgetsPartial BudgetComplete Budget1. Partial BudgetIt is the simplest and shows the financial implications of proposed minor changes in the farm. For example, change in the size of dairy herd, change of size of land under a crop and change of production technique. A partial budget tries to address the following questions. What would happen if a farmer expanded an enterpriseWhat would happen if a farmer replaced one enterprise with anotherWhat would happen if a new technique is introduced on the farm such as changing from hand milking to dairy milking or rotational grazing to zero grazing? In partial budgeting one asks four guiding questions. What extra cost is the farmer going to incur as a result of the proposed change. What revenue is to be foregone as a result of the proposed change? What extra revenue is to be earned from the proposed change? What costs are to be saved if the change is effected? After getting the answers to these questions, the farmer is able to establish whether the proposed change will result in a gain or a loss. If the farmer is to gain the change is worthwhile but if he is to lose, the proposed change is discarded and other options are sought."}
{"text": "What costs are to be saved if the change is effected? After getting the answers to these questions, the farmer is able to establish whether the proposed change will result in a gain or a loss. If the farmer is to gain the change is worthwhile but if he is to lose, the proposed change is discarded and other options are sought. ExampleMr Mrs X has 4 hectares of arable land,1.5 ha is under wheat0.5ha under maize0.3ha under fodder cropThe rest is either under improved grass ley or natural grassThe farmer wishes to know whether replacing 0.3 ha of maize with Irish potatoes the following season will be worthwhile. The fertilizer rate would have to be increased from 2 bags per ha for maize to 2.5 bags per ha for potatoes and an extra 40 man days of casual labour per ha. Average yields of maize and potatoes are 56 and 90 bags respectively. The prices are Ksh 1200 per a bag of maize and Ksh 300 per bag of potatoes. Seeds costs are Ksh 1350 per 10kg of maize seeds and Ksh 200 per 50 kg of potato seeds. D.A.P. fertilizer cost Ksh 1400 per 50 kg bag. Labour is paid at Ksh 150 per man day. He would require 10 bags of potato seeds and 1 bag of maize seeds to cover 0.3 of a hectare. Draw up the partial budget and indicate whether the proposed change is worthwhile. Partial Budget for Mr Mrs X s FarmTherefore extra revenue costs saved extra cost revenue foregone is10,290 18,290 -8,000 -8,000 indicate a loss and therefore the proposed change is not worthwhile. 2. Complete BudgetWhen proposed changes in the farm are major, or a new farm is being planned for, a complete budget is mandatory. Unlike the partial budget which only deals with variable inputs, a complete budget considers both variable and fixed costs. Guidelines to follow when carrying out complete BudgetingFormulation of the farming goals. The farmer states the reasons for setting up the farm business. Taking the farm inventory. Farm buildings, breeding stock, human labour, sources of power machinery and farm equipment are some of the things to include in the inventory i.e. all the assets in the farm. Planning for resources."}
{"text": "Farm buildings, breeding stock, human labour, sources of power machinery and farm equipment are some of the things to include in the inventory i.e. all the assets in the farm. Planning for resources. This shows how the resources such as the land, labour and capital are utilized. Estimating production. From such enterprises such as crops, animals and other activities. Estimating the income and expenditure. Analyzing the input-output relationships that exist on the farmAnalyzing existing production weaknesses in the farm. Making a number of alternative farm plans and choosing one for adoption. Putting the best chosen plan into operation and supervising its implementation. An example of complete Budget for two hectares mixed farm. Gross margins are obtained by deducting the total variable costs from the total revenue of each enterprise. I.e. Gross Margin Total Revenue Total Variable costFixed costsLabour - one regular hired worker p.a.4,800.00Depreciation of poultry house built at 28,000 over 15 years150.00Cost of hand tools and equipment1,000.00Total fixed cost 5,950.00Farm profit Total Gross Margin total Fixed Cost 27,800.00 5,950.00 21,850.00Agricultural Support Services Available to the Farmer1. Extension and Training. This involves giving informal education to the farmers on production techniques. The Ministries of Agriculture and Livestock Development have extension officers who give these services to the farmers through seminars, short courses, field days, training and visits, demonstrations, chief s barazas etc. BAT Kenya Limited, Kenya Breweries Ltd, Church organizations and other N.G.O s also provide extension services. Artificial Insemination A.I ServicesVeterinary services. Veterinary officers help the farmers in treating and controlling livestock diseases and parasites. Farm input supplies. Some cooperatives and private companies supply farm inputs to the farmers. Kenya Farmers Association is an organisation involved in such activities. Banking. A farmer requires banking services. Farmers can open a current account or a savings account with banks. Current AccountIt s a bank account from which cheques are paid. Money in such an account does not earn interest. A Savings AccountThis account earns interest but cheques cannot be drawn on it. Advantages of using banking servicesThe farmer s money is safer in the bank."}
{"text": "Money in such an account does not earn interest. A Savings AccountThis account earns interest but cheques cannot be drawn on it. Advantages of using banking servicesThe farmer s money is safer in the bank. Cheques can be used as evidence of payment in case of a dispute. Writing a cheque is easier than counting huge sums of money. Farmers with bank accounts can get overdrafts where current account holders are allowed to withdraw more money than what is in the account or loans. The bank gives advice to farmers on how to use the credit given for maximum results. A banker s statement acts as an evidence of a farmer s financial worthiness when he wants to acquire or lease some property. Credit. Since capital is a limited resource, farmers can overcome this limitation by borrowing capital. Borrowed capital is called credit or loan. The farmers pay it back with an interest. The loan is given against such collateral as land title deed, buildings and machinery. Types of CreditShort term Credit. Given as working capital such as seeds, fertilizer and feeds. It s repayable within one year. AFC gives farmers short term credit. Medium term Credit. Repayable within 5 years and is used for farm development projects such as fencing, buying machinery, soil and water conservation and buying livestock. Long term credit. Repayable within a period of 15 years. It s used for improvement of projects such as soil conservation, building and construction, establishing permanent crops etc. Credit can be termed as soft or hard. Hard loan is given against security such as machinery and land while soft is given with little or no security. Sources of Agricultural creditCooperative societies. They give credit to farmers. Their interest rate is lower than that of commercial banks. Crop boards. Some crop boards give credit to farmers and recover their money through deduction made on farmers pay out. E.g. Pyrethrum Board of Kenya and the National Irrigation Board. Commercial banks. They advance short term to medium term loans to farmers which are paid back with an interest that is slightly higher. Agricultural Finance Corporation. They give short term to long term credit to farmers. Their interest rates are low. Settlement Fund Trustees. They lend short term to long term credit to new settlers in settlement schemes. Others. Hire purchase companies, individuals, insurance companies and traders. Agricultural Research. The main objectives of agricultural research are;Improve crop and livestock production techniques. Develop improved varieties of crops and livestock."}
{"text": "Agricultural Research. The main objectives of agricultural research are;Improve crop and livestock production techniques. Develop improved varieties of crops and livestock. Improve pastures and fodder quality. Develop techniques of controlling diseases and parasites. Determine suitable ecological zones for various crops. Coordinate research work being done throughout the country to avoid any duplication. Examples of agricultural research stations in Kenya. Coffee Research Station in Ruiru. -. CoffeeKenya Agricultural Research Institute KARI at Muguga - Agronomy, plant pathology, entomology, forestry etc. Kenya Agricultural Research Institute KARI at Kitale. Maize and pasture crops. National Plant Breeding Station at Njoro. Wheat, barley, sunflower etc. Pyrethrum Research Station at Molo. PyrethrumHorticultural Research Station at Thika. Fruits, cut flowers, pulses etcNational Sugar Research Station at Kibos. Tea Research Foundation at Kericho. Dryland farming Research Station at Katumani in Machakos. Plant breeding pest management, animal nutrition. National Agricultural Laboratories at Kabete entomology and soil testing. Sunflower Research Station at Wanguru near Embu. International Centre for Insect Physiology and Ecology ICIPE at Nairobi and Mbita. Western Agricultural Research Station in Kakamega which deals with research of on sweet potatoes, cassava and small ruminants. National Animal Husbandry Research station at Naivasha. -. Livestock breeding and managementVeterinary Research Station at kabete. Coast Agricultural Research Station at Mtwapa which conducts research on maize and sugarcane. Cotton Research Station at Kibos Kisumu. Embu Research Station. Medium altitude maize varieties. International livestock Research Institute ILRI in Nairobi. Marketing. The following are some organizations that market farmers produce. National Cereal and Produce Board. NCPB maize, wheat and pulses e.g groundnuts, beans, green grams etc. Kenya Cooperative Creameries. KCC milkKenya Planters Cooperative Union KPCU - CoffeePyrethrum Board of Kenya. PyrethrumTractor Hire Service. This involves hiring of tractors and implements by farmers who don t have them. The following offer these services. Government Tractor Hire Service. This is under the Ministry of Agriculture. Farmers hire implements and tractor if they do not have them."}
{"text": "Government Tractor Hire Service. This is under the Ministry of Agriculture. Farmers hire implements and tractor if they do not have them. These services are available in almost all districts. The service is relatively cheap but farmers rarely get the services when they need them because of high demand. Private Contractors. These are either individual contractors or companies who offer these services to farmers. They move from one part of the country to another in search of farmers who would need their services. For example in December to March, there are many contractors in Rift Valley. In August and September, they move to short rain areas. These contractors however charge more than the government but they are more readily available. Individual Farmers. Some farmers have tractors for their own personal use. When they have finished ploughing their own land, they let them out for hire. Their charges are negotiable. Others. Some cooperative societies own tractors, which they let out for hire to their members. Cooperatives are cheaper than other hire services. Advantages of Tractor Hire Services. Farmers who can t afford to buy a tractor can get access to tractor services. Farmers don t incur the costs of servicing and maintenance of the tractor and implements. The services are more efficient than hand tools, which is the other alternative. Disadvantages of Tractor Hire Services. They are not available to most farmers when they need it. Private contractors and individual farmers may overcharge farmers. Risks and Uncertainties in FramingUncertainty. It is the imperfect knowledge about future events or outcome due to the uncontrollable variables such as weather changes, pest and disease out breaks and fluctuations in commodity prices. Risk. This is the divergence between the expected and actual outcome. There is always a difference between what a farmer would predict and the actual outcome. Types of risks and UncertaintiesFluctuation in commodity prices. Physical yield uncertainty. The farmer is unsure of what to actually expect. Ownership uncertainty. Farmer may lose the produce through theft, change in government policy, fire, death etc. Disease and pest outbreaks. Sickness and injury uncertainty. The farmer or member of his family or employee is affected and loses the ability to work due to sickness or injury. New production technique uncertainty. The farmer may be uncertain whether new technique is as effective as the previous one. Obsolescence. A farmer may invest in machinery, which may become outdated obsolete within a short time. Natural catastrophies."}
{"text": "Obsolescence. A farmer may invest in machinery, which may become outdated obsolete within a short time. Natural catastrophies. Things like earthquakes, floods, drought, storms and strong winds may destroy crops and kill animals. Ways of Adjusting To Uncertainty. Diversification. This involves having several and different enterprises on the farm so that should one fail, the farmer does not suffer total loss. Flexibility in production methods. Farmers may design their enterprises in such a way that, should there be a need to change from one enterprise to another, they can do so with minimal expenses. For example livestock buildings should be designed in such a way that they can be modified to accommodate any type of animal as need arise. Input rationing. Farmers may apply fewer inputs than the optimum required for an enterprise to reduce more loses in case of any unexpected variable. Additional inputs can be used in enterprises with better chances of giving more returns. Insurance. Insuring the enterprises guarantees farmers compensation in the event of loss. This covers losses due to crop failure, death of livestock, theft, fire, and accidents in farm machinery. Contracting. Farmers may enter into contracts with consumers to supply specified goods for a certain period of time at an agreed price. E.g Tobacco farmers with BAT Kenya Ltd., barley farmers with EABL. Pig farmers with Farmers Choice etc. AdvantagesThis ensures a constant, fixed market for their produce. Should prices fall, the farmer gains as he continues to supply the produce at the contracted price. DisadvantagesContract prices are usually lower than the average market prices hence farmers get lower incomes in the long run. Should market prices rise, the farmer would not benefit as their price is already agreed on. Selecting more certain enterprises. A farmer should try to select an enterprise that earns a steady income though less profitable than choosing one that has a high variation income realization. Adopting modern production methods. They include, irrigation, spraying crops against pests and diseases, vaccinating animals against diseases etc. Government role in minimizing risks and UncertaintyWeather forecasting. This helps farmers to prepare land and plant at the right time. Research and extension. Subsidizing of input prices. Market regulation. This protects the farmer from exploitation. AGRICULTURAL MARKETING AND ORGANISATIONSMarket and MarketingMarket:Is an institution for exchange of goods and services."}
{"text": "Standardization: Establishing uniformity in quality and quantity of products. Purpose: increase buyers satisfaction, establish criteria for inspection, ensure safety and avoid exploitation of consumers. Packaging: comes after processing. Purposes:Enables handling of produce. Makes marketing more efficient. Prevent physical deterioration, theft, tampering, adulteration and substitution. Offer easy labeling. Measurement. Attachment of sales description and instructions. Promote sales or advertise. Collecting market information or market research:Provide knowledge of supply and demand. Determine where and when to sell. Determine quality of commodity neededDetermine prices in alternative markets. Selling: Presentation of produce to consumers. Involves advertising, displaying of the produce in the market and bargaining for fair prices. Do not overcharge or under charge. Financing: Capital is required from buying raw produce to final sale of finished goods. Bearing of risks uncertainties: Include destruction by fire, theft, physical deterioration in quality, fluctuation of prices and change in tastes e.g. by transferring them to insurance companies. Marketing Organizations and AgenciesDescribe various agents and organizations that are involved in the marketing of coffee 10 mks These are bodies which facilitate the marketing process. Include:Wholesalers; Buy goods from producers , processors or manufacturers in bulk and sell to retailers and other merchants and consumers in relatively large or small lots. Have transport facilities. Have large storage depots. Bear marketing risks. Speculate on goods moved to the market. Arbitrage:- Buy when and where prices are low and sell when where prices are high. Retailers: Buy in bulk from wholesalers or processors and sell to consumers in small quantities. Itinerant traders middlemen: Are middlemen who buy in small bits, assemble, transport and sell to town markets. Packers and Processors: Are industries which change the form of produce e.g. Unga limited, B.A.T, Delmonte and sugar companies. Commission Agents: Are middlemen who act on behalf of the other businessmen for a fee or a commission. Do not own any commodity. Broker Agents: act on behalf of the sellers or do not actually handle the goods but have a good knowledge supplies of the same i.e. requirements and prices. Co-operative societies and unions: Help farmers to market their produce locally and internationally e.g. k.c.c. Reduce market costs for small scale farmers. Marketing Boards: Assists in the production of agricultural commodities."}
{"text": "K.c.c. Reduce market costs for small scale farmers. Marketing Boards: Assists in the production of agricultural commodities. Also store, sell, buy, and collect agricultural commodities. Auctioneers: Concentrate buyers and sellers at a particular place and time where they negotiate on purchases and sales. Take a commission on sales. Special Characteristics of Agricultural ProductsBulky: Occupy large weight and volume. Perishable: Cannot stay long without suffering loss and deterioration in qualityProblems in marketing agricultural productsDescribe the problems encountered by farmers when marketing agricultural produce e.g. tomatoes 10 mks Perishability: e.g. fruits, vegetables, milk, meat etc go bad very quickly. PreventionStore under refrigeration. Sell immediately. Process into other forms. Can or dehydrate e.g. fruits, vegetables. Prevention is expensive hence increase marketing costs. Seasonality: Products are only available in plenty at harvest periods. This affects market prices and creates storage problems. Supply is inelastic due to long waiting periods. There is uncertainty on price expectation. Bulkiness: Products weigh heavily, occupy large space and have low value per unit weight. This poses problems on storage, transportation and increases price of produce beyond buyers ability. Storage: Construction of storage facilities is expensive thus increasing the cost of marketing. Poor transport system: poor roads in rural areas and inadequate means of transport. Farmers fail to take produce to the market. Perishable products get spoiled. Change in market demand: The long time lag between the decision to produce and the actual availability of the product changes the consumers taste and preferences affecting demand and price. Limited elasticity of demand Inelastic demand: Sometimes there is more quantity supplied which may lead to low demand and therefore low price for the produce i.e. excess supply that leads to low demand and low price. Lack of market information: This is due to low state of knowledge. This makes the production not to be in close conformity with market demand. Middlemen exploit them by buying produce at very low prices and sell at high profit margin. Changes of supply Inelastic supply: Sometimes there is overproduction or under production of goods. This leads to fluctuation of market prices. Efficiency in marketing How to increase profitsMinimize total costs of the whole process. Timeliness of the product assembly and delivery. Maintenance of the product quality. Price theoryPrice: Is the amount of money paid in exchange of good or service."}
{"text": "Timeliness of the product assembly and delivery. Maintenance of the product quality. Price theoryPrice: Is the amount of money paid in exchange of good or service. -Is affected by demand, supply and the quality of good or service. The law of demand and supply:Demand: Quantity of goods or services consumers are willing and able to buy at each specific price in a given market at a given time. Demand is low when the price of goods is high and vice versa. Relationship between demand and priceTerms used in demandWant- Desire to have a good. Demand- Ability to purchase that good at a given price. Utility- Property of a product that makes it satisfies a want desire . Effective demand: type of demand which involves payment for the required goods and is determined by one s income. Law of demand: The quantity of a good or service demanded varies inversely with the price, or the higher the price, the less the quantity demanded and the lower the price, the more the quantity demanded. Demand schedule: List of quantities a given population will buy at different prices. Individual demand: A list of quantities or products that a person will purchase at various prices. Total demand: total of individual demands of a product. Demand is mainly determined by price but sometimes it can change if the price is constant due to other factors. Change of demand at a constant price. Factors influencing demand for a commodityPopulation: A change in the number of consumers in a market influences the total demand for goods and services. If population increases, the demand for a given good or service at a given price increases and vice versa. Income: Consumers with a higher income buy more than those with low. As income rise, demand for some foods like meat, butter, rice, grape fruit etc rice. Preference and taste: Demand changes with changes in tastes and preferences by consumers. Prices of related goods: Demand of a commodity increases if there is an increase in the price of a substitute e.g. Margarine demand increases if the price of butter increases. Advertisement: Promotes the sale of a commodity thereby increasing its demand because customers become aware of the existence of the commodity. Beliefs, customs and taboo: Influence total demand for a given good or service e.g. pork among Muslims. Price expectation: If in future the prices of a certain commodity are likely to go up, then the demand of that commodity increases currently or vice versa. Level of taxation: Increase in taxes increases the prices of certain goods and fewer people can afford them."}
{"text": "The number of uses a product can be put to: Commodities with several uses have elastic demand. Time lag: If the use of a commodity can be postponed to another day the it has elastic demand e.g. cement for construction. Time span: There is greater Ed in the long run because adjustments can be made while a smaller Ed in the short run since it is difficult to vary some factors. Proportion: Commodities with large proportions of total expenditures e.g. animal feeds and fertilizers have elastic demand while those with very small proportion have inelastic demand. SupplyIs the quantity of goods or services which producers or sellers are willing to sell at each specified price in a given market and time. Law of supply: As the price of goods and services increase, the corresponding quantity of goods and services offered for sale increases and vice versa. The relationship between price and supplyChange of supply at constant pricesSupply schedule: --Is a list of quantities of an item that will be produced or sold at all probable prices. A supply schedule for meat:Factors influencing supply of a commodityNumber of sellers in the market: Many sellers increase the supply of goods and services. Prices of related goods: Supply is low if the price of a related good is higher e.g. If the bread price increases its supply is higher but supply of cakes decreases. Price expectation: supply is low now if in future the supply is expected to rise. Technology: Lead to increase of production of goods. Weather: Increase in production of goods when the weather is favorable. Government policy taxation : Increases in tax of inputs, increase price of commodities produced, thus the farmers drop the production of the produce. Change in prices: Increase in price lead to increase in supply of the good because of the high profit earned. Cost of production: If the cost of fertilizers and seeds is low, farmers supply more of this, in turn increase the yields. Increase in supply of associated goods: increase the supply of the other good e.g. increase in meat supply increase in hides and skins. Transportation system: Improved and efficient transport system, increase delivery and supply of farm produce. Elasticity of supply E.S Is the degree of responsiveness of supply to changes in price. ES change in quantity supplied change in priceExample: If the price of millet changes from ksh. 10 to ksh. 12 per kg. Resulting to a change of supply from 400kg to 600 kg, calculate the elasticity of supply."}
{"text": "10 to ksh. 12 per kg. Resulting to a change of supply from 400kg to 600 kg, calculate the elasticity of supply. Change in supply 600-400 x100 400 200x100 400 50 change in price 12-10x100 10 2x100 10 20 E.S change in quantity supplied change in price 50 20 2.5Types of E.SElastic if more than 1Inelastic if less than 1Unitary if equal to 1Determination of market priceWhen price is high P2, supply is high Q4 but demand is low Q2. When price is too lowP1, the supply is also lowQ1, but the demand is high Q3. P1 has to be raised for the suppliers to sell more goods and P2 has to lower to satisfy the demand. The resultant price P, where quantity of goods supplied is equal to the quantity of goods demanded is known as equilibrium or market price. No competition of suppliers and consumers. Both parties are satisfied. This situation only exists in a free market. Price control:Government gives subsidies by reducing the cost of production of inputs. Government fixes the prices of related goods. Agricultural OrganisationsAgricultural organization is any body which promotes agricultural activities. Include:Co-operative societies: Is an organization of people who have joined together voluntarily with a common purpose for a mutual economic benefit. Types of co-operative societiesi Farmers or producer: Formed by farmers with limited capital to viably stand by their own. They buy large lands and each farmer is paid dividends per his shares. Ii Consumer: sell farm inputs to farmers. Buy inputs in bulk and sell at lower prices to farmers. Iii Marketing; Formed by small scale farmers to market their produce collectively. This reduces costs. Iv Savings and credit: Give loans to farmers. Formation of co-operatives:Steps followed:A minimum of 10 adults are required. Interested people form an interim committee. Name is decided. Members draw up a constitution. They work with the local co-operative officer. Seek for registration with the commissioner for co-operatives."}
{"text": "Members draw up a constitution. They work with the local co-operative officer. Seek for registration with the commissioner for co-operatives. Principles of co-operatives:Open membership: Joining is voluntary after paying membership fee regardless of race, religion, sex, education and political inclination so long as are adults with a sound mind. Equal rights: one man one vote operates. Principle of share limit; Members buy shares up to a specific maximum limit to avoid domination by one member. Interest on shares: Money accruing capital provides dividends on basis of share contribution. Withdrawal from membership: Members withdraw voluntarily. Loyalty: Members are faithful and loyal to their co-operative e.g. Members must sell their produce through their co-operative. Education: Members are educated to be knowledgeable on relevant skills and conversant with co-operative affairs. Co-operative principle; the co-operatives should join co-operative movements at primary, district, national and international levels. Non-profit motive: Co-operatives are essentially non profit making organizations. This objective improves the living standards of members. Functions of co-operative societies:Marketing or selling farmers produce. Negotiate for fair prices for inputs and produce. Keep records of co-operative activities and inform members accordingly. Pay dividends to members. Give loans credit in kind to members. Educate members on relevant co-operative matters. Provide distribute inputs at subsidized prices. Some process inputs. Provide extension and machinery services. Some provide banking services to members. Some invest money on behalf of farmers. Advice members on new and better methods of production. Agricultural parastatal bodies: Are bodies established by acts of parliament. Include: boards, commissions, authorities and corporations. National irrigation board. Develop and improve irrigation projects e.g. mwea tembere,Ahero, west kano, perkerra etc. National Cereals and Produce Board:FunctionsRegulate and control production and storage of cereals and pulses. Buy and store cereals. Advice the minister on production, importation and exportation of produce. The Kenya sisal boardFunctionsPromote sisal production. Regulate production, grading and marketing. Register sisal producers. License sisal factories. Examine export to ensure and maintain high quality. Re-bale sisal. Coffee Board of Kenya. FunctionsLicense coffee producers and processors. Carry out research on production and processing. Negotiate for fair prices and quotas. Market parchment coffee. Pyrethrum Board of KenyaFunctionsAdvice farmers."}
{"text": "Negotiate for fair prices and quotas. Market parchment coffee. Pyrethrum Board of KenyaFunctionsAdvice farmers. Manage pyrethrum nurseries. Process pyrethrum in factories. Market processed products. Buy pyrethrum from farmers. Research to obtain best cultivars through selection and breeding. Cotton Board of Kenya. FunctionsPlan, monitor, regulate cotton growing and ginning. License and control cotton ginneries. Regulate and control quality of raw cotton. Regulate export and import of cotton lint seed. Regulate and control seed supply and quality. Promote research, production and processing. Provide and co-ordinate training for industry sectors. Kenya Sugar Authority. FunctionsAdvise on development of sugarcane production for manufacture of white sugar. Advise on rules and regulations for development of sugarcane in industries. Formulate and advice on sugarcane prices. Advice on research. Develop and implement cane testing services and quality. Advise on processing. Register producers. Ensure availability of statistics. Advise on utilization of sugarcane produce. Horticultural Crops Development Authority. FunctionsOffer advisory services. Collect produce from farmers. Sort and grade produce. Market produce locally and abroad. Agricultural Finance Corporation. FunctionsProvide credit at reasonable interest rates. Provide technical services to farmers e.g. on borrowed capital. Ensure loan repayment. Agricultural Development Corporation. FunctionsRun and operate state farms.. Raise high quality livestock which are sold as breeding stock. Bulk planting materials. Promote agricultural production. K.Kenya meat Commission. FunctionsBuy cattle from beef farms. Slaughter beef. Grade carcasses. Market beef locally and overseas. Other Farmers organizationsKenya National farmers UnionFunctions:Bargain for fair prices of produce. Ensure supply of farm inputs. Bargain for reasonable and affordable prices of farm inputs. Provide better infrastructure. Provide loan. Control pests and diseases. Market produce locally and abroad. Offer technical services. Represent farmers in international federation of agricultural producers. Publish a monthly magazine Farmers Voice . Agricultural Society of Kenya. Functions:Hold competitive agricultural shows and exhibitions. Encourage breeding and importation of pure breeds. Encourage and assists in official milk recording scheme. Organize the running of YFC. Organize national ploughing contest. Publish Kenya stud book. Publish monthly journal Kenya Farmer. Award bursaries for local and overseas studies tours for its members."}
{"text": "Publish Kenya stud book. Publish monthly journal Kenya Farmer. Award bursaries for local and overseas studies tours for its members. 4-k clubs; kuungana, kufanya, kusaidia, Kenya. For primary school members. FunctionsCarry out practical projects show agriculture is a profitable profession. Expose youth to existing improved agricultural technologies. Develop and enhance leadership qualities among youth. Take part in competitive shows. Involvement in field trips. Young Farmers ClubSecondary school and tertiary education members. FunctionsParticipate in exhibitions and competitions at A.S.K shows. Involvement in agricultural projects at club levels. Participate in YFC annual rallies. Involvement in workshops and seminars. Participate in national tree planting activities. Participate in exchange programmes both locally and abroad. Participate in national ploughing contest. AGRICULTURAL ECONOMICS IV FARM ACCOUNTS Importance of Keeping Farm AccountsThey help the farmer to:Secure loans. Make sound management decisions. Determine whether the farm is making profit or loss. Evaluate assets and liabilities. Prepare farm budgets. Assess the tax a farmer is to be charged. FINANCIAL DOCUMENTSThey include the following;Invoice. It is commonly used in business when goods are delivered on credit. It is issued to inform the buyer of the goods delivered and debits the buyer. It contains the following details. Date of the transaction. Type and quantities of goods delivered. Price per unit of the goods. Total amount of money involved. Serial number of invoice. Terms of payment. Statements. There are two types of statements, these are;Statements of account. This is a document sent to the buyer by the seller as a reminder to inform him what he owes the seller. Usually it is written at the end of the month. Bank statements. This is a financial document sent by the bank to the farmer on a monthly basis showing the position of the bank account by the end of the month. Receipt. This is issued when cash payment for goods delivered or services rendered is made. It is issued by the seller to the buyer. It contains the following details. People involved in the transaction. Date of payment. Goods or services for which payment is made. Amount of money involved. Signature of person receiving the money. Receipt serial number. Delivery note. This document accompanies goods on delivery. It is evidence that good have been physically delivered from the supplier to the buyer after a credit transaction."}
{"text": "Delivery note. This document accompanies goods on delivery. It is evidence that good have been physically delivered from the supplier to the buyer after a credit transaction. It contains the following details. Date of delivery. Quantity of goods delivered. Method of delivery. Person who receives the goods. Condition in which the goods are received. Delivery note serial number. Purchase order. This is a request to a trading business firm to supply specified goods. It may be accepted or rejected by the supplier of goods. Purchase order specifies the following;Type of goods required. Quantity of the goods. Date of order. Person who orders the goods. Person who authorizes the order. Date within which the order goods should be delivered. Serial number of purchase order. BOOKS OF ACCOUNTS. Ledger. This is the principal or main book used in keeping financial records. It contains the details of all the things in the business owned by the farmer. All accounts are kept in the ledger. An account is a page or a section in the ledger given to a person or a firm on which all the business transactions relating to that person firm are entered. In the ledger page, the account is divided into two parts drawn in the shape of letter T. The name of the heading for the account is written on the top line above the horizontal line . Left hand side of the account is the debit side DR where all the decreases purchases and expenses are recorded. The right hand side is the credit side CR where all the increases Sales and receipts are entered. A Ledger Account page. Use of columnsDate columns. The date affecting the account is recorded here. Particulars column. This is a short description of the entry being made. Folio column. This is a page where a particular account appears in the ledger. Every page in the ledger is numbered and each account should appear on its own page folio . Debit side. The following details are entered here. Date of the transaction in the date column. The item in the particulars side. The folio number of the item in the folio column. Amount of money involved in the amount of column. Credit side. The following details are entered here. The date of the transaction in the date column. Cash at hand in the particulars column. Folio number of cash at hand in folio columnAmount received in the amount column. InventoryThis is a book in which a record of all the assets owned by a business or an individual is kept."}
{"text": "Cash at hand in the particulars column. Folio number of cash at hand in folio columnAmount received in the amount column. InventoryThis is a book in which a record of all the assets owned by a business or an individual is kept. Inventory records are divided into two groups as followsConsumable goods inventory e.g. seeds, feeds, fertilizers, pesticides, fuel etc. Permanent goods inventory e.g. tools and equipment, machineries, buildings etc. Cash BookThis is a book in which all the transactions involving the receiving and paying out of cash are recorded. It consists of the sales and receipts side, and purchases and expenditure side. The following details are entered in a cash book. Date of payment. Receipt number. Person firm from whom money is received. Total amount received. The balancing of the cash book is done at the end of the month. Diagram of a Cash accountJournalThis is a book where all unclassified transactions are entered. Some of the information that may be recorded in journal include;Purchase on credit of a capital equipment i.e. things bought to keep and use and not for resale. Sale on credit of capital equipment. Rectifications of errors for example if errors are made in other books, new entries, correcting or cancelling the old entries are made in the journal. Transfers from one account to another in the ledger. Opening entries in new books, when new books have to be opened etc. The following details are recorded in the journal;Date. Name of the account to be debited. Name of the account to be credited. Amount of money involvedA brief description of the transaction. Subsidiary Books of the JournalPurchase BookAll the details of items bought on credit are entered once. It is known as the creditors account. A creditor is someone to whom the farm business owes money. Sales BookIt is known as the debtor s account. A debtor is a person who owes money to the farm business. All details of goods sold from the farm for which payment has not been received are entered here. FINANCIAL STATEMENTSAIM:Determine profit or income. Evaluate the properties or assets in the farm. Determine the business liability. INCLUDE:Balance sheet: Is a financial statement drawn to show the financial position of a farm business as at a particular period of the year. 2 types;Opening balance sheet: -Drawn at the beginning of an accounting period."}
{"text": "Determine the business liability. INCLUDE:Balance sheet: Is a financial statement drawn to show the financial position of a farm business as at a particular period of the year. 2 types;Opening balance sheet: -Drawn at the beginning of an accounting period. Closing balance sheet: - Drawn at the end of an accounting period. The closing B s of an A c period is the opening B s of the next A c period. A B s has 2 sides:LHS: Shows liabilities. RHS: Shows assets. Liabilities: Are debts e.g. Loans and mortgagesBank overdrafts. Debts payable for goods and services received. Services paid to the business in advance. 2 typesLong term liabilities: Debts repaid in more than one year e.g loans from AFC. Current liabilities: Debts to be cleared or repaid within a period of one year e.g. rent, wages, electricity, water and telephone bills, bank overdrafts and debts payable. Assets: owned property e.g. Cash at hand. Value of farm items e.g. land, store produce, inputs, livestock, growing crops, farm buildings, machinery, equipment etc. Debts receivable-for goods and services rendered. 2 types:Fixed Assets:- Durable properties held in the farm for a long time e.g. farm buildings, equipment, machinery, perennial crops and land. Current assets: - Held for a short period usually less than one year e.g. Cash at hand and in bank, debts receivable, farm produce to be sold, inputs in store etcOrders used when drawing a balance sheetUnder assets:-Order of permanency; -Most permanent assets are written first and the least last. Order of liquidity;- Most liquid assets are written first and most permanent last. Under liabilities: -Permanent order: - Capital appears first followed by long term liabilities and lastly current liabilities. Liquidity order:- Reverse is the case. A format of a balance sheetIf the value of assets exceeds that of liabilities, the business is solvent i.e it can meet all its liabilities and a balance left. The balance left is called the net worth net capital owner s equity . If the value of liabilities exceeds that of assets, the business is insolvent; it cannot meet all what it owes other firms. ExamplesProfit and loss account: Is a financial statement showing whether a business made a profit or a loss."}
{"text": "The balance left is called the net worth net capital owner s equity . If the value of liabilities exceeds that of assets, the business is insolvent; it cannot meet all what it owes other firms. ExamplesProfit and loss account: Is a financial statement showing whether a business made a profit or a loss. It has 2 sidesIncome side;Details entered;Sales and receipts-produce sold and debts receivableClosing valuation-Value of assets in the farm by the end of the financial year. The expenditure side-Details entered;Opening valuation-Are assets in the farm or business by the beginning of a financial year. Purchases and expenses: Items bought and debts payable. A format of a profit and loss account:Examples:If the value of expenditure is more than the value of income, the business has made a loss and if value of income is more than the value of expenditure, the business has made a profit. Thus Closing valuation sales and receipts - opening valuation Purchases and expenses Net profit. Cash Analysis: Is a financial statement drawn up to show the receipts and payment of cash in the business. FormatSales and receipts Purchases and expensesEach sale or purchase is entered twice-once in the total column and once in analysis column-a column for specific enterprises that benefit from the sale or purchase of a particular enterprise. The sum of entries in the total column is equal to the sum of all the entries in all the other columns analysis column Importance:Shows money earned and spent on an enterprise. Shows total sales and receipts and purchases and expenses. Shows the net profit or loss. AGROFORESTRYThis is the growing of trees and crops and keeping of animals on the same piece of land. Forms of AgroforestryAgrosilvicultureCombination of trees or shrubs and crops in agricultural production. It is common in high rainfall areas. SilvopastoralCombination of growing trees or shrubs and keeping of livestock. It is common in the arid and semi arid areas. AgrosilvopastoralCombination of growing trees shrubs with pastures for livestock and crops. Practiced in the high potential areas. Importance of agroforestry in KenyaEncourages afforestation reafforestationSource of wood fuelSource of incomeRaw material e.g."}
{"text": "AgrosilvopastoralCombination of growing trees shrubs with pastures for livestock and crops. Practiced in the high potential areas. Importance of agroforestry in KenyaEncourages afforestation reafforestationSource of wood fuelSource of incomeRaw material e.g. timber for constructionAct as wind breakersAesthetic value beautyControl soil erosionAct as livestock fodder. Improves water catchment areaMark farm boundaries. Characteristics of Good Agroforestry Trees and ShrubsFast growth such as eucalyptus, Grevillea robusta, Calliandra calothyrsus, pines etc. Deep rooted to ensure minimal competition for mineral nutrients and moisture with the crop plant. Examples include; Eucalyptus spp, Grevillea robusta etc. Nitrogen fixing such as; Calliandra calothyrsus, Leucaena spp, Cajanus cajan, Sesbania sesban etc. Good in by product production e.g. timber, fruits and poles. Examples include; Croton macrostachyus, Grevillea robusta, Markhamia lutea etc. NB:Trees such as the eucalyptus should not planted near water sources because they would absorb the water and the source of water may end up drying. Cypress and eucalyptus should not be planted in arable land as their leaves have allelopathic effects on crops i.e. they produce chemicals that inhibit the growth of some crop species. Types of Tree NurseriesDirect Nurseries Bareroot Swaziland bedsSeeds are planted directly on the ground without any containers. Seedlings here have low survival rate after transplanting due to root injury when uprooting. Containerized nurseriesSeeds are sown directly in containers such as pots, polythene bags, tins etc which are filled with soil mixtures. Seed Collection and PreparationAcquiring SeedsGood seeds should be whole, of good size, free from diseases and pests and should be fresh to ensure high viability. Seeds should be collected from mature trees, dried, and threshed before use. Seed TreatmentThis is done for two reasons. To break seed dormancy hence rapid germination. Methods of breaking dormancy includeHot water treatment e.g. in Leucaena, Calliandra and Acacia. Mechanical breaking e.g."}
{"text": "Methods of breaking dormancy includeHot water treatment e.g. in Leucaena, Calliandra and Acacia. Mechanical breaking e.g. in seeds of the croton tree. Light burning e.g. in wattle tree seeds. Seed inoculation to promote nitrogen fixation in leguminous varietiesNursery ManagementThe following practices are carried in the nursery while seedlings are growing. Mulching. Watering. Weed controlPricking out. Shading. Pest and disease control. Root pruning. This is the pruning of the tap root to encourage the development of a short, dense and strong rooting system. Hardening off. TransplantingHoles for planting trees are dug long before transplanting day. Topsoil is kept separate and is used for refilling the hole halfway. Transplanting should be done at the onset of rains. Seedlings should be well watered a day before transplanting. This makes the soil stick onto the roots. It also eases the removal of the polythene sleeves for seedlings raised in sleeves. Seedlings are placed at the center of the hole. A sharp knife is used to cut and remove the polythene sleeve. More soil is added and firmed gently around the plant until the hole is completely full. Seedlings should be planted at the same depth as they were in the nursery. Watering should be done and mulch provided. A temporary shade may be established to conserve moisture. Care and Management of TreesProtectionYoung seedlings should be protected from damage by animals for about one year. This can be done for individual trees or for an entire field. Pruning and TrainingPruning is the removal of extra or unwanted parts of a plant. Trees may be pruned for use as wood fuel or for fodder. Pruning can also be done to train trees to give the required shape or size. Grafting Old TreesWhen an agroforestry tree is old but has good characteristics, a scion can be taken from another tree that is compatible with it and grafted onto it. This is aimed at repairing such a tree. Agroforestry PracticesAlley Cropping. This is the growing of trees and crops together. It is also known as hedgerow or intercropping. Trees are cut regularly and the leaves are used to mulch the crop. The trees used are leguminous so as to fix nitrogen e.g. Leucaena and Calliandra."}
{"text": "Trees are cut regularly and the leaves are used to mulch the crop. The trees used are leguminous so as to fix nitrogen e.g. Leucaena and Calliandra. Fruit trees can also be used. Multi-storey Cropping. In this case the trees are spaced widely and left to grow unchecked. Crops which can tolerate shading are planted. The trees and crops form different levels which look like storeys. Tree species for this system include; Cardia, Casuarina equisetifolia Whistling pine , African black wood, Muhugu and Acacia pp. Woodlots in Farms. These are plots set aside for trees only. They are usually established on parts of the farm that are not productive. Such trees should be fast growing such as Acacia and Eucalyptus spp. Sites for Agroforestry TreesBoundaries. Such trees help to:Protect the farm as fence. Mark the boundary. Form wind breaks. Provide timber and wood fuel. Such trees include: Eucalyptus, Grevillea, and Jacaranda etc. River Banks. Such trees help to reduce the water velocity along the river banks, protecting exposed soil from erosive forces of the flowing water. Terraces. Roots of trees planted on terraces reduce the speed of water run-off and hold the soil particles together reducing soil erosion. Examples of trees here include, Grevillea, Sesbania, Calliandra, avocado, mango, pawpaw etc. Slopes. Trees planted on slopes control soil erosion. Eucalyptus, Grevillea, pines and croton trees are planted. Homestead. Such trees are planted for beauty, fruits and shade. They should not be planted too close to the house. Tree Harvesting MethodsPruningThis is the removal of the branches from the lower part of the tree crown. Pruning is done towards the end of the dry season to avoid damage to other crops. Branches obtained from pruning are used as fuel or wood fuel. LoppingThis is the removal of branches from trees in haphazard manner. It is the most common harvesting technique for fodder trees. PollardingThis is the cutting of all the branches and top part of the tree. It is usually done to provide fuel wood and fodder. It is commonly is trees such as; Croton, Casuarina, Grevillea, Jacaranda, Ficus etc."}
{"text": "PollardingThis is the cutting of all the branches and top part of the tree. It is usually done to provide fuel wood and fodder. It is commonly is trees such as; Croton, Casuarina, Grevillea, Jacaranda, Ficus etc. CoppicingThis is the cutting of the whole tree about 30cm above the ground. This is done to provide fodder, wood fuel and mulching material. The common coppiced tree species include; Calliandra, Eucalyptus, Leucaena and Markhamia. ThinningThis is the cutting down of some trees to avoid overcrowding. Thinning is done where trees have been established by direct seedling or planted very closely. FARM POWER AND MACHINERYFARM POWER---Is the amount of work done per unit timeUSES OF FARM POWEROperate tools and equipmentSlashing mowingCutting treesTilling of landWeedingHarvesting of cropsSOURCES OF POWER IN THE FARMHuman PowerAdvantagesi Work in areas impossible for animals and tractorii Cheapiii AvailableDisadvantagesi Power is limited to very light tasks. Ii Quality of work produced is low variableiii Slowiv Expensive in the long run. V Health of workers influences the work done. B Animal PowerDonkeys, Oxen, CamelUses-Cultivation, Transportation, Planting etc. Advantagesi No skilled workers required. Ii Cheaper to buy and maintain. Iii Work output is higher than in human beings. Iv Can work in areas impossible for tractors sloppy areas. V Work better on small holdings than tractors. Disadvantagesi Need a big portion of land for grazing. Ii Slower than tractors. Iii Cannot work on large land. Iv Animals damage crops when used for weeding. V Get sick reducing work output. Animals are harnessed singly or in pairs using a Yoke. Wind PowerUsesDry grains and fodder. Winnowing crop yields. Pumping water drive wind mills. Generate electricity. Disadvantagesi Unreliable e.g. direction. Ii Strength is unreliable. Iii Sometimes not available. Iv Not easy to control. V Expensive to purchase a wind mill and its accessories."}
{"text": "Iii Sometimes not available. Iv Not easy to control. V Expensive to purchase a wind mill and its accessories. D Water PowerSource Running water. UsesFerrying logs in navigation rivers. Produce hydro-electric power. Operate different types of machines e.g. Maize grinding mills. Driving hydraulic pumps for pumping water for irrigation. Disadvantagesi Some rivers are small and seasonal. Ii Expensive to harness the power. Iii Some farms are not accessible to moving water. Iv Difficult to use since not easy to control. E BiomassSources-Biogas, Wood or charcoal. F Wood or charcoalSources Trees in form of fire wood and charcoalUsesCookingHeatingDehydrating some cropsCuring of tobaccoDisadvantagesExhaustibleNot used directly in some farm operationsLarge quantities requiredIv Bulky hence difficult to transportPollute the environmentii BiogasSourcesIs a product produced when animal dung is fermented in a digester thereby producing a flammable gas methane. Stages of methane productionStage I: Animals digest insoluble organic substances by use of microbes to form waste dung . Stage II Microbes breakdown soluble substances in dung anaerobic ally in the digester. Methane gas is produced. Uses of BiogasCookingLightingProduce electricityHeatingBoiling waterInternal combustion enginesBiogas plantAdvantages of BiogasI Economical for farmers with zero grazing units. Ii The effluent slurry provides fertilizer richer in Nitrogen than manure. Iii Flies cannot breed. Iv Unpleasant oduors are removed. V Minimal environmental pollution. VI Reduced deforestation. Disadvantages of Biogasi Initial capital is high i.e. construction of Biogas digester is expensive. Ii Requires high management skills to produce the gas. Iii Requires a large number of animals to sustain gas production. Iv Only possible where animals are under zero grazing units. V Labour consuming. F Solar RadiationSource: The SunUsesPhotosynthesisDrying of crops prior to storage and processing. Provide electric power that is used for Lighting, pumping water, Cooking and heating. Distillation of clean drinking water."}
{"text": "F Solar RadiationSource: The SunUsesPhotosynthesisDrying of crops prior to storage and processing. Provide electric power that is used for Lighting, pumping water, Cooking and heating. Distillation of clean drinking water. G Electrical PowerSourceGeothermal PowerHydro Power stationNuclear Station Atomic energyStorage batteryUsesRun stationary machines e.g. milling, cooking, grinding and water pumpsSupplies heat and light for operation of broodersCookingOperate milking and welding machinesRun water pumpsDisadvantagesi Cannot be used directly in some farm operations e.g. milking, welding etc. Ii Lacks in rural areasiii Power failures lead to high lossesiv Costly to install and maintain h Fossil FuelNaturally occurring sourcesPetroleum oilsCoalNatural gasUsesPetrol and diesel used in burning internal combustion enginesKerosene used in lighting rural homesNatural gas for cooking and heating in stoves and lighting. Disadvantages e.g of coali Expensive to extractii Low energy valueiii Dirty a lot of smoke soot pollutionBulky hence high transport costTractor PowerSourceTractor engine converts chemical energy fuel into mechanical energy that drives farm machinery. The tractor engine is a four stroke cycle i.e. 4 movements of pistons. Types of Enginesi The Four stroke cycle engineThese cycles are completed in 4 strokes 4 movements of pistons. The crank shaft makes 2 total revolutions. The 4 cycles include:InductionCompressionPower andExhausta Induction stroke Intake strokeStepsi Piston moves down the cylinderii Inlet valve openiii Exhaust valve is closediv Fresh fuel and air gets into the cylinder. B Compression strokeStepsi Piston moves up the cylinderii Inlet and outlet exhaust valves are closediii Fresh fuel mixture is compressed into the combustion chamber."}
{"text": "Iv Delivery pipe: Connects the various devices. Maintenancei Replace the fuel filters. Ii Bleeding in case air is entrapped in the system. Iii Clean regularly the sediment bowl. B Electrical systemConsists of:i Ignition Generator dynamo circuit: Provides electrical current that produces a spark in the Engine. Ii Starter Mortar Circuit: Starts the engine Rotates the fly wheel which rotates the crank shaft. Iii Lighting Circuit: supplies electrical current for the lighting system i.e of the head lamp, brake lights etc. Iv Tractor Battery: stores the electrical energy supplied by the running engine. Also converts the chemical energy into electrical energy. The electrical energy from the running engine driven by the generator, charges the battery. Tractor battery contains 6 cells connected together to supply 12 volts. A battery has 2 sets of plates I.e ve and ve terminals. Care and Maintenance of Tractor Batteryi Top with distilled water the level of electrolyte. Ii Scrap clean and smear with grease corroded terminals. Iii Fix tightly the battery in a box to avoid spillage and damage. Iv Fit correctly the battery in a tractor right place . V Charge the battery regularly and periodically. Vi Empty and keep the battery upside down in case of long storage. Vii The generator fan belt should be functional to ensure the battery is always charged. C Ignition systemConsists of:i ignition coil: Converts or changes the battery voltage from 12v to 6000v required by the spark plugs. Provides a spark at the sparking plugs located in the engine cylinder. Ii The Distributer: Distributes the spark or the high voltage current at each spark plug. Iii Condenser:Absorbs the self induced current in the primary circuit. Stores the current for a short time. Passes the electric current to the distributor. Iv Contact Breaker: Interrupts the normal flow of the current in the primary circuit so as to generate high voltage from the coil. Common Faults of the ignition system1. Sudden stoppingCausesPoor terminal connectionsFaulty ignition system. CorrectionProper tightening of the terminalsProper cleaning and terminal readjustment. Continuous engine runningCausesBroken leadsPoor terminal connection. Faulty contact breakerCorrectionReplace the broken leads. Clean and tighten regularly the broken leads."}
{"text": "Continuous engine runningCausesBroken leadsPoor terminal connection. Faulty contact breakerCorrectionReplace the broken leads. Clean and tighten regularly the broken leads. Maintenance of the ignition systemi Remove carbon coatings on spark plug electrodes. Ii Replace spark plugs with worn out electrodes. Iii Clean contact breaker points. Iv Adjust breaker points to lie between 0.30mm to 0.50mm. V Replace the condenser regularly. Vi Keep the ignition system dry always. Vii Replace ignition wires with poor insulation. D The Cooling systemImportancePrevents the engine from overheating that causes expansion of engine components which would lead to: Leakage, valve burning, loss of engine power, cracking of the cylinder head and piston seizure in the cylinder. Types of cooling systemsa Airb WaterI Air cooled system-Used in light weight farm machines e.g mowers Motor bikes and Land masters. Characteristics of air cooled EnginesSimple in construction. Have fins and fan blade which assists in circulation. Light in weight since they no radiators or water jackets. Limitations of Air cooled EnginesGet hot quickly. Use heavy lubricating oils. Cooling is not adequate especially when carrying heavy loads. Ii Water cooled systemsWater absorbs heat from the engine block at a reasonable rate. Components:Radiator, Water jackets, Water hoses, Water pump, Thermostat, Funning mechanism etc. Cooled water is sucked from the bottom part of the radiator with help of water pump. It is pushed through water jackets and circulates within engine block and cylinder head. A thermostat: Regulates the temperature of water in the engine at 80 to 90 degrees Celsius. Hot water is forced back into the radiator for further cooling. Care and maintenance of water cooling systemi Lubricate water pump regularly. Ii Use clean water in the radiator. Iii Remove trash from the fins. Iv Fit all the pipes tightly to avoid leakage. V Fill the radiator with clean water before starting the days work. Vi Check regularly and adjust fan belt tension. E Lubrication systemSupplies oil to all parts of the engine where friction is likely to occur. Importance of lubrication system in tractorsi Increase efficiency of the machine. Ii Reduces tear and wear rate of the machine. Iii Reduces the heat created by the rubbing surfaces I.e acts as a seal between them."}
{"text": "Importance of lubrication system in tractorsi Increase efficiency of the machine. Ii Reduces tear and wear rate of the machine. Iii Reduces the heat created by the rubbing surfaces I.e acts as a seal between them. Iv Acts as a cleaning agent ie washes off dust, dirt soot and metal chippings from oil paths to the sump. V Oiling prevents rusting of stationary machines. Types of lubrication systemI Splash feed typeii Force feed typeiii Oil mist type. Types of lubricantsIdentified by their viscosity thickness index as indicated by S.A. E - Society of Automotive Engineers. The lower the SAE number the thinner the oil. I SAE 10 Thin oil . Gives little protection when heated. Ii SAE 50 Thicker oil . Protects bearings. Iii SAE 90 150. Transmission oils. Protects clutch, gear box, wheels, ball bearings. Care and maintenance of lubrication systemi Do not use old and contaminated oil as a lubricant. Ii Drain oil while still hot to avoid sticking on sump walls. Iii Replace oil filters. Iv Use the correct oil type as per manufacturer s instructions. F Power transmission system. Transfers power from tractor Engine to drive shaft, wheel axle P.T.O shaft and Hydraulic system. Consists of:1 The Clutch:Functionsi Connects or disconnects the drive shaft to or from the engine. Ii Enables the tractor to take off gradually and smoothly. Iii Provides power from the engine to P.T.O shaft. The clutch uses friction force to transmit power from the engine. It has three parts: Crank shaft, friction disc and pressure plate. 2 Gear boxFunctionsProvides different forward speeds. Enables the driver to choose any forward or reverse gear to suit the operation. Allow change in speed ratio by altering the gears. Allows the driver to stop the tractor without suddenly stopping the engine or the foot keeping pressed on clutch. 3 The differential. FunctionsChange the direction of drive to right angles so that power is transmitted to the rear wheels. Enables the rear wheels to travel faster or slower than others especially when negotiating corners. Differential lock avoids wheel slip or skidding. 4 Final Drive. -Enables the wheels to propel the tractor machine either forward or backward. Tires allow maximum grip traction i.e."}
{"text": "4 Final Drive. -Enables the wheels to propel the tractor machine either forward or backward. Tires allow maximum grip traction i.e. where the wheels provide large surface area of contact between the tires and the ground. Power transmission mechanismWays power is transmitted from the enginei Propeller Shaft-Connects the gear box to the differential that has axle s which drives the wheels. During forward movement, the tractor pulls or pushes attached implements. Ii The power Take off Shaft P.T.O Shaft-Located at the rear part of the tractor and rotates at the same speed as the crank shaft. It-is connected to the mowers, planters, rotavators, shellers, sprayers and fertilizer spreaders. Iii Hydraulic system-Operated by a lever near the driver s seat .Attached to the 3 point linkage which lowers or raises attached implements e.g. mowers, planters, ploughs, and sprayers. Iv Draw bar-Is at the rear part of the tractor. Does not get power directly from the engine. Attaches trailed implements used for harrowing, transportation and rolling. Tractor ServicingAre practices or operations carried out to keep the tractor in good and efficient working condition thereby increasing its lifespan. REVISION QUESTIONSa i What is agricultural economics? The art and science of organizing limited resources to achieve maximum returnsExplain the meaning of scarcity and choiceProductive resources are scarce in relation to demand i.e goods and services produced are not enough to satisfy human wantsTherefore, a choice has to be made on which goods and services should be produced using the limited resources. Explain how the house hold and firm are both producers and consumers. The household demands goods and services and supplies labour and raw materials to firmsFirms convert the raw materials and supplies finished goods to households. The relationship generates money to both sides therefore both are producers and consumers. What do the following terms mean? I Gross domestic product G.D.P The sum total of goods and services produced by a country within one year. Gross national income GNI Total output from resources owned by the nationals of a country both within and outside the country within a year. Per capita incomeGross national income divided by total populationi What does the term opportunity cost in farming mean? Cost of the foregone alternative when we make a choice. Example is choosing to grow maize instead of wheat."}
{"text": "Per capita incomeGross national income divided by total populationi What does the term opportunity cost in farming mean? Cost of the foregone alternative when we make a choice. Example is choosing to grow maize instead of wheat. Opportunity cost is the value of wheatOpportunity cost only exists where there are alternatives. State the main implications of opportunity cost in farming. Poor decision leads to lossesCorrect decision leads to good profitsWhen is opportunity cost nil or zero? When supply is unlimitedWhen goods are freeWhen there are no alternativesa i What is production? The process of transforming productive resources e.g land, labour and capital into consumption resources e.g potatoes, maize and milk over a period of time. State the factors of production. Land provides space for production Labour human effort Capital man made to assist other factors Management organises other factors i Name the sources of capital for farming. Credit facilitiesPersonal savings and earningsInherited property. Free grantsHow is labour classified? FamilyHired casual permanent State the functions of farm managerPlanning i.e. short and long termGathering informationComparing levels of production with those of neighbouring farmsDetecting weaknesses and constraints and finding ways and means of overcoming themKeeping up to date farm recordsImplementing farm management decisionsTaking responsibilitiesi State the law of diminishing returnsIn a production process, if variable additional units of an input are increased while all other factors are held constant, there will be an increase in additional output until a point is reached when the additional output per additional units of input declines. State agricultural examples of this law. Use of varying units of labour on a fixed unit of landFeeding dairy cattle with varying units of feed for milk productionUsing varying units of fertilizer in the production of a given cropi What is production function? The relationship between the units of input that a farmer employs in production and the corresponding units of outputThe output depends on inputs hence output is a function inputs. Name the types of production function? Increasing returnsConstant returnsDecreasing returnsWhat is a decreasing returns production function? A production function where each additional unit of input results into a smaller increase in output than the proceeding unit of input. Give 4 qualities desirable in a farm manager. State 4 ways of improving labour in the farm. State 4 management guideline questions which assist manager in decision making."}
{"text": "Give 4 qualities desirable in a farm manager. State 4 ways of improving labour in the farm. State 4 management guideline questions which assist manager in decision making. State 4 characteristics of variable inputs. Give two examples of each of the following;Variable inputs. Fixed inputs."}
{"text": "PHYSICS SCHEMES OF WORKFORM TWO 2019TERM IREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s BookPHYSICS SCHEMES OF WORKFORM TWOTERM IIREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s BookPHYSICS SCHEMES OF WORKFORM TWOTERM IIIREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s Book."}
{"text": "A DOLL S HOUSE-SAMPLE EXCERPT QUESTIONSRead the extract below and answer the questions that follow. 25 marks Nora: It s a shame to say that. I do really save all I can. Helmer: laughing That s very true, - all you can. But you can t save anything! Nora: smiling quietly and happily You haven t any idea how many expenses we skylarks and squirrels have, Torvald. Helmer: You are an odd little soul. Very like your father. You always find some new way of wheedling money out of me, and as soon as you have got it, it seems to melt in your hands. You never know where it has gone. Still, one must take you as you are. It is in the blood: for indeed it is true that you can inherit these things, Nora. Nora: Ah, I wish I had inherited many of papa s qualities. Helmer: And I would not wish you to be anything but just what you are, my little skylark. But do you know, it strikes me that you are looking-rather what shall I say- rather uneasy today? Nora: do I? HELMER: You do, really. Look straight at me. Nora : looks at him well? Helmer: wagging his finger at her Hasn t Miss Sweet Tooth been breaking rules in town today? Nora: No; what makes you think that? Helmer: Hasn t she paid a visit to the confectioner s? Nora: No, I assure you, Torvald-Helmer: Not been nibbling sweets? Nora: No, certainly not. Helmer: Not even take a bite at a macaroon or two? Nora: going to the table on the right I shouldn t think of going against your wishes. Helmer: No, I am sure of that: besides, you gave me your word- Going up to her Keep your little Christmas secrets to yourself, my darling. They will be revealed tonight when the Christmas tree is lit, no doubt. Nora: Did you remember to invite Doctor Rank? Helmer: No. But there is no need; as a matter of course, he will come to dinner with us. However, I will ask him when he comes this morning. I have ordered some good wine."}
{"text": "But there is no need; as a matter of course, he will come to dinner with us. However, I will ask him when he comes this morning. I have ordered some good wine. Nora, you can t think how I am looking forward to this evening. Nora: So am I! And how the children will enjoy themselves, Torvald! Helmer: It is splendid to feel that one has a perfectly a safe appointment, and a big enough income. It is Delightful to think of, isn t it? Nora: It s wonderful! Place this extract in its immediate context. 4 marks Explain the dramatic irony in this extract 3marks Helmer says here it is splendid to feel that one has a perfectly safe appointment . What is he referring to? What issues on money and gender emerge in this extract? 4 marks Identify and illustrate any two ways the playwright has used language to achieve foregrounding in this extract. 4 marks What do we learn about the character of Nora in this extract. 4 marks Imagine you are directing this play. Which quality would you look for in an actor to play the role of Torvald 2 marks Explain the meaning of the following expressions as used in the extract? 3 marks Wheedling money out of meConfectioner syou gave me your wordRead the extract and answer the questions that followNora: I didn t find it dull. Helmer: smiling but there was a precious little, result, Nora. Nora: oh, you shouldn t tease me about that again. How could I help the cat s going in and tearing everything to pieces? Helmer: of course you couldn t, poor little girl. You had the best of intentions to please us all, and that s the main thing. But it is a good thing that our hard times are over. Nora: yes.it is wonderfulHelmer: this time I needn t sit here and be dull all alone and you needn t to ruin your dear eyes and your pretty little hands-Nora: clapping her hands no, Torvald, I needn t any longer, need i! It s a wonderfully lovely to her you say so! Taking his arm now I will tell you how I have been thinking we ought to arrange things. Torvalds."}
{"text": "It s a wonderfully lovely to her you say so! Taking his arm now I will tell you how I have been thinking we ought to arrange things. Torvalds. As soon as Christmas is over a bell rings in the hall. There s the bell. She tidies the room . There s someone at the door. What a nuisance! Helmer: if it is a caller, remember I am not at home. Maid: in the doorway a lady to see you ma am. A stranger. Nora: ask her to come in. Maid: to Helmer The Doctor came at the same time, sir. Helmer: did he go straight into my room? Maid: yes, sir. QuestionsWhat didn t Nora find dull? 2 marks What has happened that has made the couple happy? 2 marks Discuss two themes evident in this extract. 4 marks There s someone at the door. Add a question tag. 1 mark Who is the lady who has come to see Nora? Why does she want to see Nora? 4 marks How has Torvalds been portrayed in this extract? Write you answer in note form 4 marks Comment on the effectiveness of any style in this extract. 2 marks Briefly explain what happens after this extract. 2 marks Explain the meaning of the following expressions as used in this extract. 4 marks Tease Dull Nuisance . A caller .. Read the extract and answer the questions that follow. Nora: oh, yes, that one; but this one is another. I ordered it. Torvald mustn t know about it. Rank: oho! Then that was the great secret. Nora: of course. Just go in to him; he is sitting in the inner room. Keep him as long as-Rank: Make your mind easy: I won t let him escape goes into the Helmer s room Nora: to the maid and he is standing waiting in the kitchen? Maid: yes, he came up the back stairs. Nora: but didn t you tell him no one was in? Maid: yes, but it was no good."}
{"text": "Maid: yes, he came up the back stairs. Nora: but didn t you tell him no one was in? Maid: yes, but it was no good. Nora: he won t go away? Maid: No; he says he won t until he has seen you ma am. Nora: well, let him come in- but quietly. You mustn t say anything about it to anyone. It is a surprise to my husband. Maid: yes, ma am, I quite understand. Exit Nora: this dreadful thing is going to happen! It will happen in spite of me! No, no, no, it can t happen- it shan t happen. Place this extract in its immediate context. 4 marks What is referred to as the it by Nora in the first line? What does it reveal about the character of Nora? 3 marks Explain the use of soliloquy in this extract. 2 marks Who is waiting in the Kitchen and why has he come? 3 marks This dreadful thing is going to happen. Write in reported speech Explain one issue depicted in this extract. 2 marks Explain the dreadful thing that Nora fears might happen. How is the maid depicted in this extract? 2 marks Explain the meaning of the following expressions as used in the extract. 4 marks Make your mind easyI won t let him escapeIt was no goodDreadfulRead the following extract and answer the questions that follow. Krogstad: Are you sure of that? Mrs.Linde: Quite sure, but-Krogstad: with a searching look at her is that what it all means? -. That you want to save your friend at any cost? Tell me frankly. Is that it? Mrs. Linde: Nils, a woman who has once sold herself for another s sake doesn t do it a second Time. Krogstad: I will ask for my letter back. Mrs.Linde: No.no. Krogstad: Yes, of course I will. I will wait here until Helmer comes; I will tell him he must give me my letter back. -. That it only concerns my dismissal- that he is not to read it-Mrs.Linde: No Nils, you must not recall your letter."}
{"text": "Krogstad: Yes, of course I will. I will wait here until Helmer comes; I will tell him he must give me my letter back. -. That it only concerns my dismissal- that he is not to read it-Mrs.Linde: No Nils, you must not recall your letter. Krogstad: But, tell me wasn t it for the very purpose that you asked me to meet you here? Mrs. Linde: In my first moment of fright, it was. But twenty-four hours have elapsed since then, In that time I have witnessed incredible things in this house. Helmer must know all about it. This unhappy secret must know all about it. This unhappy secret must be Disclosed; they must have a complete understanding between them which is impossible With all this concealment and falsehood going on. Krogstad: Very well, if you take this responsibility. But then there is one thing I can do in that Case and I shall do it once. Mrs.Linde: listening you must be quick and go. The dance is over; we are not safe a moment Longer. Krogstad: I will wait for you below. Mrs.Linde: yes, do. You must see me back to my door-Krogstad: I have never had such an amazing piece of god fortune in my life. Explain what has happened before this extract. 2 marks Explain why Krogstad says he would ask for his letter back? 3 marks Nils, a woman who has once sold herself for another s sake doesn t do it second time . Explain what makes Mrs.Linde say this. 3 marks Make notes on we what we learn about the character of Mrs.Linde in this extract. 4 marks Explain the irony in this extract. 2 marks But there is one thing I can do in any case and I shall do it at once. What is that Krogstad does later and how does it affect the rest of the play. 4 marks I have never had such an amazing piece of good fortune in my life! Rewrite beginning Never What piece of good fortune is Krogstad referring to? 2 marks Explain the meaning of the following words and phrases as used in this extract? At any costRecallElapsedIncredible thingsRead the following extract and answer the questions that follow."}
{"text": "Nora: Good heavens, no! How could you think so? A man who has such strong opinion about these things! And besides, how painful and humiliating it would be for Torvald, with his manly independence, to know that he owed me anything! It would upset our mutual relations altogether; our beautiful happy home would no longer be what it is now. Mrs. Linde: Do you mean never to tell him about it? Nora: meditatively and with half-smile yes-someday perhaps after many years when I am no longer as nice-looking as I am now. Don t laugh at me! I mean, of course, when Torvald is No longer as devoted to me as he is now; when my dancing and dressing-up and reciting Have paled on him; then it may be a good thing to have something in the reserve- Breaking off what nonsense! That time will never come. Now what do you think I am of No use? I can tell you, too, that this affair has caused me a lot of worry. It has been by No means easy for me to meet my engagements punctually. I may tell you that there Is something that is called, in business, quarterly interest and another thing called? Payment in installments and it is always dreadfully difficult to manage them. I have had To save a little here and there, where I could, you understand. I have not been able to Put aside much from housekeeping money for Torvald must have a good table. I Couldn t let my children be shabbily dressed: I have felt obliged got use up all he Gave me for them, the sweet little darlings. Place this extract in its immediate context. 4 marks State and explain any two aspects of style used in this extract. 4 marks In about 35 words, summarize Nora s reasons for not revealing the secret to Torvald. 4 marks What is the attitude of Mrs.Linde towards Nora in this extract 3 marks Explain two themes evident in this extract. 4 marks Comment on the character of Nora in this extract. 2 marks Explain the meaning of the following words. 4 marks IndulgentTo let him into the secretPut asideCapricesRead the following extract and answer the questions that follow. Mrs. Linde: is Doctor Rank a man of means? Nora: yes, he is."}
{"text": "Mrs. Linde: is Doctor Rank a man of means? Nora: yes, he is. Mrs. Linde: and has no one to provide for? Nora: no, no one: but-Mrs.Linde: and comes her every dayNora: yes, I told you so. Mrs. Linde: but how can this well-bred man be so tactless? Nora: I don t understand you at all. Mrs. Linde: Don t prevaricate, Nora. Do you suppose I don t guess who lent you the two? Hundred and fifty pounds? Nora: are you out of your senses? How can you think of such a thing! A friend of ours who Comes here every day! Do you realize what a horribly painful position that would? Be? Mrs. Linde: No, certainly not. It would never have entered into my head for a moment. Besides, he had no money to lend then: he came into his money afterwards. Mrs. Linde: well, I think that was lucky for you, my dear Nora. Nora: no, it would never have come into my head to ask Doctor Rank. Although I am quite sure That if I had asked him. Mrs. Linde: but of course, you won t. Nora: Of course not. I have no reason to think it could possibly be necessary. But I am quite Sure that if I told Doctor Rank-Mrs. Linde: behind your husband s back. Nora: I must make an end of it with the other one, and that will be behind his back too. I must make an end of it with him. Mrs.Linde: yes, that is what I told you yesterday, but-Nora: walking up and down a man can put a Thing like that straight much easier than a woman-Mrs.Linde: One s husband, yes. Nora: nonsense! Standing still when you pay off a debt you get your bond back, don t you? Mrs.Linde: Yes, as a matter of course. Nora: and can tear it into a hundred thousand pieces, and burn it up- the nasty dirty paper! Mrs. Linde: looks hard at her, lays down her sewing and gets up slowly Nora, you are Concealing something from me. Nora: Do I look as if I were? Mrs.Linde: Something has happened to you since yesterday morning."}
{"text": "Linde: looks hard at her, lays down her sewing and gets up slowly Nora, you are Concealing something from me. Nora: Do I look as if I were? Mrs.Linde: Something has happened to you since yesterday morning. Nora, what s it? What happens immediately after this extract? 2 marks Discuss any two issues brought out in this extract? 4 marks Explain the use of any two dramatic techniques in this extract. 4 marks Linde is said to be laying down her sewing in this extract. What was she sewing and how is relevant to the events in this play. 3 marks Something has happened to you since yesterday morning. Rewrite as an interrogative. 1mark What is Nora concealing from Mrs.Linde? Explain what happens when Mrs.Linde learns of it later in this extract. 3 marks Give the meaning of the following expressions as used in this extract. A man of meansPrevaricateI must make an end of it. ConcealingRead the following extract and answer the questions that follow. Nora: I don t believe that any longer. I believe that before all else I am a reasonable human Being, just as you are- or at all events, that I must try and became one. I know quite Well, Torvald that most people would think you right and that views of that kind are to be Found in books. I must think over things for myself and get to understand them. Helmer: can you not understand your place in your own home? Have you not any reliable guide in such matters as that? -. Have you known religion? Nora: I am afraid, Torvald, I do not exactly what religion is. Helmer: What are you saying? Nora: I know nothing but what the clergyman said when I went to be confirmed. He told us that religion was this and that, and the other. When I am away from all this, and I am alone, I will look Into the matter too. I will see if what the clergyman said is true, or at all events if it is True for me. Helmer: This is unheard of in a girl of your age! But if religion cannot lead you alright, let me try And awaken your conscience. I suppose you have some moral sense? Or-answer me- Am I to think you have none?"}
{"text": "But if religion cannot lead you alright, let me try And awaken your conscience. I suppose you have some moral sense? Or-answer me- Am I to think you have none? Nora: I assure you, Torvald that is not an easy question to answer. I really don t know. The thing Perplexes me all together. I only know that you and I look at it in a quite different light. I Am learning, too, that the law is quite another thing from what I suppose; but I find it Quite impossible to convince myself that the law is right. According to it, a woman Has no right to spare her old dying father, or to save her husband s life. I can t believe That. Helmer: you talk like a child. You don t understand the conditions of the world in which you live. Nora: No, I don t. But now I am going to try. I am going to see if I can make out who is right, the World or I. Recount the circumstances leading to the events in this extract. 5 marks What is it that Nora doesn t believe any longer? 2 marks How is Torvald depicted in this extract. 4 marks From elsewhere in the play, how is Nora s character portrayed in a different way from the way she is portrayed in this extract. 2 marks Discuss any concern addressed in this extract. 2 marks Why does Helmer ask Nora if she has no religion? 2 marks Explain the imagery in this extract. 2 marks Describe the mood in this extract. 2 marks What is the meaning of the following expressions as used in this extract. 4 marks I am a reasonable beingClergymanConsciencePerplexesRead the following extract and answer the questions that follow. Nora: But you must believe me, Mr.Krogstad: it is not in my power to help you at all. Krogstad: Then it is because you haven t the will; but I have the means to compel you. Nora: You don t mean that you will tell my husband that I owe you money? Krogstad: Hm-suppose I were to tell him? Nora: it would be perfectly infamous of you. Sobbing to think of his learning my secret which Has been my joy and pride, in such an ugly, clumsy way-that he should learn it from you!"}
{"text": "Krogstad: Hm-suppose I were to tell him? Nora: it would be perfectly infamous of you. Sobbing to think of his learning my secret which Has been my joy and pride, in such an ugly, clumsy way-that he should learn it from you! And it would put me in a horribly disagreeable position-Krogstad: only disagreeable? Nora: impetuously well, do it then!-and it will be the worse for you. My husband will see for Himself what a blackguard you are, and you certainly won t keep your post then. Krogstad: I asked you if it was only a disagreeable scene at home you were afraid of. Nora: If my husband does get to know of it, of course he will at once pay you what is still owing You and we shall have nothing more to do with you. Krogstad: coming a step nearer listen to me, Mrs Helmer. Either you have a bad memory or You know very little of business. I shall be obliged to remind you of a few details. Nora: what do you mean? It is not in my power to help you at all how is this statement ironic considering earlier events in this play. 2 marks Explain why Krogstad wants Nora to help him 3 marks Why has Nora s secret been her joy and pride, in such an ugly, clumsy way? 4 marks I asked you if it was only a disagreeable scene at home that you were afraid of? Rewrite in direct speech. Explain any one theme evident in this extract 3 marks What is Nora s attitude towards Krogstad in this extract? 3 marks Discuss one character trait for each of the following. 4 marks KrogstadNoraKrogstad tells Nora the he shall be obliged to remind her of a few details. Briefly explain these details. 3 marks Explain the meaning of the following expressions as used in this extract. 4 marks CompelInfamousDisagreeableBlackguardRead the following extract and answer the questions that follow. Mrs. Linde: Nora-it was Krogstad who lent you the money! Nora: Yes, and now Torvald will know about it. Mrs.Linde: Believe me, Nora, that s the best thing for both of you. Nora: you don t know all."}
{"text": "Nora: Yes, and now Torvald will know about it. Mrs.Linde: Believe me, Nora, that s the best thing for both of you. Nora: you don t know all. I forged a name. Mrs.Linde: Good heavens! Nora: I only want to say this to you, Christine- you must be my witnessMrs. Linde: Your witness? What do you mean? What am I to-? Nora: if I should go out of my mind and it might easily happen-Mrs. Linde: Nora! Nora: or anything else should happen to me anything, for instance, that prevent my being Here-Mrs.Linde: Nora! Nora! You are quite out of your mind. Nora: and if it should happen that there was someone who wanted to take all the responsibility, all the blame, you understand-Mrs. Linde: Yes, yes-but how can you suppose-? Nora: Then you must be my witness, that is not true Christine. I am in my right senses now, and Now I tell you no one else has known anything about it; I and I alone, did the whole thing. Remember that. Mrs. Linde: I will, indeed. But I don t understand all this. Nora: how should you understand it? A wonderful thing is going to happen. Briefly explain what has just happened before this extract. 3 marks Believe me Nora, that s the best thing for both of you. From elsewhere in the play, which reasons does mrs. Linde give to support what he says now? 3 marks Explain the dominant theme in this extract 3 marks Explain what tone would be appropriate in reading Nora s parts in this extract. 2 marks From this extract, how has Nora violated social ethics? 2 marks Nora says a wonderful thing is going to happen. From the rest of the play, explain what she means by that? 3 marks Discuss one aspect of style in this extract. 2 marks What do we learn about the character of Mrs.Linde in this context. 2 marks I and I alone did the whole thing Rewrite beginning The whole thing Explain the meaning of the following expression s as used in this extract."}
{"text": "A wonderful thing is going to happen. Briefly explain what has just happened before this extract. 3 marks Believe me Nora, that s the best thing for both of you. From elsewhere in the play, which reasons does mrs. Linde give to support what he says now? 3 marks Explain the dominant theme in this extract 3 marks Explain what tone would be appropriate in reading Nora s parts in this extract. 2 marks From this extract, how has Nora violated social ethics? 2 marks Nora says a wonderful thing is going to happen. From the rest of the play, explain what she means by that? 3 marks Discuss one aspect of style in this extract. 2 marks What do we learn about the character of Mrs.Linde in this context. 2 marks I and I alone did the whole thing Rewrite beginning The whole thing Explain the meaning of the following expression s as used in this extract. 4 marks ForgedGo out of my mindPrevent my being hereRight sensesRead the following extract and answer the questions that follow. Helmer: miserable creature- what have you done? Nora: let me go. You shall not suffer for my sake. You shall not take it upon yourself. Helmer: No tragic airs, please. Locks the hall door here you shall stay and give me explanation. Do you understand what you have done? Answer me! Do you understand what you? NHave done? Nora : looks steadily at him and says with a growing look of coldness in her face yes now I am Beginning to understand thoroughly. Helmer: walking about the room what a horrible awakening! All these years- she who was my Joy and pride- a hypocrite, a liar-worse, worse a criminal. The unutterable ugliness Of it all- For shame! Nora is silent and looks steadily at him. He stops in front of her I ought to have suspected something of that sort would happen. I ought to have seen it. All your father s want of principle has come out in you. No religion, no morality, no sense of Duty- how I am punished for having winked at what he did! I did it for your sake, and this is How you repay me. Nora: yes, that s just it. Helmer: Now you have destroyed all my happiness."}
{"text": "I did it for your sake, and this is How you repay me. Nora: yes, that s just it. Helmer: Now you have destroyed all my happiness. You have ruined all my future. It is horrible To think of! I am in the power of an unscrupulous man; he can do what he likes with me, Ask anything he likes of me, give me any orders he pleases- I dare not refuse. And I Must sink to such miserable depths because of a thoughtless woman. Nora: when I am out of the way, you will be free. What has happened before this extract 2 marks Explain what Nora means by saying you shall not suffer for my sake 3 marks Describe Helmer s change of attitude towards Nora. 3 marks Describe two character traits of Krogstad from this extract 4 marks Explain two recurring ideas in this extract 4 marks Explain the use of satire in this extract. 2 marks When I am out of the way, you will be free. Give two possible meanings of Nora s words considering what happens later in the play. 2 marks Here you shall stay and give me an explanation. Rewrite beginning You.... Explain the meaning of the following expressions as used in the excerpt. 4 marks Take it upon yourselfNo tragic airsYour father s want of principleUnscrupulous manRead the following extract and answer the questions that follow. Helmer: standing at the open door . Yes, do. Try and calm yourself, and make your mind easy again, my frightened little singing bird. Be at rest, and feel secure; I have broad wings to shelter you under. Walks up and down by the door how warm and cozy our home is, Nora. Here is The shelter for you; here I will protect you like a hunted dove that I have saved from A hawk s claws; I will bring peace to your poor beating heart. It will come, little by Little, Nora, believe me. Tomorrow morning you will look upon it differently; soon Everything will be just as it was before. Very soon you won t need me to assure You that I have forgiven you; you will yourself feel the certainty that I have done so. Can You suppose I should ever think of such thing as repudiating you, or even reproaching You?"}
{"text": "Tomorrow morning you will look upon it differently; soon Everything will be just as it was before. Very soon you won t need me to assure You that I have forgiven you; you will yourself feel the certainty that I have done so. Can You suppose I should ever think of such thing as repudiating you, or even reproaching You? You have no idea what a true man s heart is like, Nora. There is something so Indescribably sweet and satisfying, to a man, in the knowledge that he has forgiven his Wife- forgiven her freely, and with all his heart. It seems as if that had made her, as it Doubly his own; and she has in a way become both wife and child to him. So you shall Be for me after this, my little scared helpless darling. Have no anxiety about anything, Nora; Only be frank and open with me, and I will serve as will and conscience both to you- what Is this? Not gone to bed? Have you changed your things? Nora: in everyday dress yes, Torvald, I have changed my things now. Helmer: But what for? -. So late as this. Nora: I shall not sleep tonight. Helmer: But, my dear Nora-Nora: looking at her watch it is not so very late. Sit down here, Torvald. You and I have so much to say to one another. She sits down at one side of the table Helmer: Nora-what s this? -. This cold, set face? Nora: sit down. It will take some time: I have a lot to talk over with you. Helmer: sits down at the opposite side of the table you alarm me, Nora! And I don t understand You. Nora: no, that is just it. You don t understand me, and I have never understood you either before tonight. No, you mustn t interrupt me. You must simply listen to what I say. Torvald, this is settling of accounts. Helmer: what do you mean by that?"}
{"text": "You must simply listen to what I say. Torvald, this is settling of accounts. Helmer: what do you mean by that? Place this excerpt in its immediate context. 4 marks How is the character of Helmer brought out in this excerpt? 4 marks Comment on the use of imagery in this extract? 4 marks What are the two main issues of concern that are addressed in this extract 4 marks Describe the tone of Torvald in his first line? 2 marks I shall not sleep tonight. Rewrite in the affirmative. 1 mark Why is Nora in everyday dress? 2 marks Explain the meaning of the following words as used in excerpt 4 marks RepudiatingReproachingIndescribablyAccountsRead the following extract and answer the questions that follow. Nora: yes, tremendous! A barrister s profession is such an uncertain thing, especially if he won t Unsavory cases; and naturally Torvald has been willing to do that, and I quite agree with Him. You may imagine how pleased we are! He is to take up his work in the bank at the New Year. And then he will have a big salary and lots of commissions. For the future we Can live quite differently- we can do just as we like. I feel so relieved and happy, Christine! It will be splendid to have heaps of money and not need to have any anxiety, Won t it? Mrs.Linde: Yes, anyhow I think it would be delightful to have what one needs. Nora: No, not only what one needs, but heaps and heaps of money. Mrs.Linde: smiling Nora. Nora, haven t you learned sense yet? In our schooldays you were a Great spendthrift. Nora: laughing yes, that is what Torvalds says now. Wags her finger at her but Nora, Nora is Not so silly as you think. We have not been in a position for me to waste money. We have Both had to work. Mrs.Linde: You too? Nora: yes; odds and ends, needlework, crotchetwork, embroidery and that kind of thing dropping Her voice and other things as well. You know Torvald left his office when we were Married?"}
{"text": "Mrs.Linde: You too? Nora: yes; odds and ends, needlework, crotchetwork, embroidery and that kind of thing dropping Her voice and other things as well. You know Torvald left his office when we were Married? There was no prospect of promotion there, and he had to try and earn more than Before. But during the first year he overworked himself dreadfully. You see he had to Make money every way he could, and he worked early and late; but he couldn t stand and Fell dreadfully ill, and the doctors said it was necessary for him to go south. Explain what happens after this extract. 2 marks Identify and illustrate two character traits of Nora and comment on them 4 marks Identify two aspects of style in this excerpt and comment on their effectiveness. 4 marks Explain two thematic concerns that are addressed in this extract. 4 marks In this extract, Torvalds is portrayed as overworking. Where else is portrayed in a similar way? 2 marks What was Torvald s reaction when Nora told him he needed to go south for treatment? 2 marks There was no prospect of promotion there rewrite adding a question tag. 1 mark Nora says Torvald has been calling her spendthrift. Give two instances where Torvald referred to her as a spendthrift? 2 marks Explain the meaning of the following words as used in this extract. 4 marks BarristerUnsavouryProspectDreadfullyRead the following extract and answer the questions that follow. Nora: yes, you could-couldn t you? Helmer: And I hear he is a good worker too. But I knew him when were boys. It was one of those Harsh friendships that so often prove an incubus in afterlife I may as well tell you plainly, We were once on very intimate terms with one another. But this tactless fellow lays no Restraint on himself when other people are present. On the contrary, he thinks it gives Him the right to adopt a familiar one with me and every minute it is I say, Helmer, Old Fellow and that sort of thing I assure you it is extremely painful for me. He would make My position at the bank intolerable. Nora: Torvald, I don t believe you mean that. Helmer: Don t you?"}
{"text": "He would make My position at the bank intolerable. Nora: Torvald, I don t believe you mean that. Helmer: Don t you? Why not? Nora: because it is such a narrow minded way of looking at things. Helmer: What are you saying? Narrow-minded? Do you think I am narrowing minded? Nora: no, just the opposite dear-and it is exactly for that reason. Helmer: It is the same thing. You say my point of view is narrow-minded, so I must Be so too. Narrow0minded! Very well- I must put an end to this. Goes to the hall and calls Helen! Nora: what are you going to do? Helmer: looking among his papers settle it. Enter MAID look here; take this letter and go Downstairs with it at once. Find a messenger and tell him to deliver it, and be quick. The address is on it, here is the money. Maid: very well, sir. Exit with the letter Helmer: putting his papers together now then, little misses Obstinate. Nora: breathlessly Torvald- what was that letter? Helmer: Krogstad s dismissal. Nora: call her back, Torvald. There is still time. Oh Torvald, call her back! Do it for my sake- for Your own sake- for the children s sake! Do you hear me Torvald? Call her back. You don t Know what that letter will bring upon us. Helmer: It s too late. Nora: Yes, it s too late. Helmer: My dear Nora, I can forgive the anxiety you are in, although really it is an insult to me. It is indeed. Isn t it an insult to think that I should be afraid of starving a quill s driver vengeance? But I forgive you nevertheless, because it is such eloquent witness to your great love for me. Takes her in his arms . And that it should be, my own darling Nora. Come what will, you may be sure that I shall have both courage and strength if they may be needed. You will see I am a man enough to take everything upon myself."}
{"text": "And that it should be, my own darling Nora. Come what will, you may be sure that I shall have both courage and strength if they may be needed. You will see I am a man enough to take everything upon myself. Explain what happens after this extract. 3 marks Comment on two issues addressed in the text. 4 marks State and explain the character trait for each of the two characters in this extract. 4 marks TorvaldKrogstadWhy does Nora want the maid to be called back? 3 marks Identify two literary strategies used in this extract 4 marks Referring to other parts of the text, why can t Torvald work with Krogstad? 2 marks Because it is such a narrow minded way of looking at things rewrite using narrow mindedly 1 mark Explain the meaning of the following words as used in this extract. 4 marks IntolerableNarrow-mindedObstinatevengeance."}
{"text": "PHYSICS SCHEMES OF WORKFORM THREE 2019TERM IREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s BookPHYSICS SCHEMES OF WORKFORM THREETERM IIREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s BookPHYSICS SCHEMES OF WORKFORM THREETERM IIIREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s Book."}
{"text": "THE RIVER AND THE SOURCE BY MARGARET OGOLLAINTRODUCTIONThe River and the Source follows four generations of Kenyan women in a rapidly changing society. It is a presentation of women seeking liberation from the oppressive male dominated society. Just like a river which originates from a spring a source of underground water the birth of Akoko daughter to chief Gogni of Yimbo signifies the beginning of the river. The river is threatened to drying up by hardships after hardship but the river flows on. THE TITLEThe title The River and the Source suggests the flow of a river from its source. The novel traces the symbolic journey of women from a male dominated world to a new world where women are respected.. The river starts as a spring which is Akoko. She is the source of this river. The river refers to the efforts that Akoko puts in trying to liberate women from a patriarchal society that looks down upon them. Akoko faces challenges as a woman in a male dominated society. She overcomes them and the river continues to flow through Nyabera. Akoko is the source of the liberating force that flows from this oppressive and demeaning social system. The river and the source therefore refers to the journey of women empowerment that begins with Akoko, followed by Nyabera, Awiti and Wandia. This is summarized by Chief Odero Gogni s statement, A home without daughters is like a spring without a source. SETTINGSetting refers to the historical moment in time or the geographical location in which the story takes place i.e. the location and time in which a narrative takes place. The story begins 30 years before the Kenya-Uganda railway reached Kisumu. The story ends in the 1990s at the advent of multiparty politics in Kenya. The plot covers a number of generations that shifts between Yimbo Akoko s birthplace and Sakwa Akoko s marital home in today s Nyanza Province in Kenya. It later spreads to Gem, Kisumu, Nakuru and Nairobi in succeeding generations of Akoko s family tree. PLOT SUMMARYPART 1: THE GIRL CHILDThis part of the novel introduces us to Akoko who is vibrant, beautiful and hardworking. It focuses on the Luo cultural practices. The writer uses this part to highlight the importance of the girl child as we note that Akoko manages to gain her father s love and attention, something that was not usual among the Luo."}
{"text": "PLOT SUMMARYPART 1: THE GIRL CHILDThis part of the novel introduces us to Akoko who is vibrant, beautiful and hardworking. It focuses on the Luo cultural practices. The writer uses this part to highlight the importance of the girl child as we note that Akoko manages to gain her father s love and attention, something that was not usual among the Luo. CHAPTER 1 AKOKO'S BIRTHThe chapter begins with the birth of Akoko Adoyo Akelo Obanda. Her father, Chief Odero Gogni expected a son because of the value placed by society in boys over girls. The naming of Akoko is done according to tradition and she ends up having four names. Adoyo born during the weeding season. Obanda- according to dreams by the father and grandmother. Akelo after a step grandmother who had died. Akoko is given to her as she is noisy. The traditional values of the community like polygamy and preference for the male children are also brought out in the fathers desire to have a son. There is insight in to the naming rituals of the community as Akoko is given several names. The belief in superstition is also reflected on in the way Akoko's illness is dealt with and results in Akoko s final name, Akello. Akoko proves to be uniquely determined as she is able to compete with her numerous brothers. This earns her the admiration of both her father and elder brother, Oloo. By the end of the chapter Akoko is grown and of marriageable age and known for her diligence and hard work. CHAPTER 2: BETROTHAL OF AKOKOThis chapter focuses on the betrothal and marriage of Akoko. We are introduced to the young chief Owuor Kembo, a man of Nyadhi or style, who arrives at Yimbo with his delegation from Sakwa. They are warmly received and all the ways of chik are observed. Chief odero is quite pleased as the daughter is going to be the first wife to chief owuor. According to chik one cannot be chief unless he is married hence necessitating the arrival of the delegation from Sakwa to ask for Akoko's hand in marriage. Negotiations for the bride price are carried out through their spokes people. Chief odero asks for a high bride price out of jealousy for the number of daughter to sons his daughter's suitors had compared to him."}
{"text": "According to chik one cannot be chief unless he is married hence necessitating the arrival of the delegation from Sakwa to ask for Akoko's hand in marriage. Negotiations for the bride price are carried out through their spokes people. Chief odero asks for a high bride price out of jealousy for the number of daughter to sons his daughter's suitors had compared to him. Chief owuor Kembo described as a man of style agrees to pay the bride price without bargaining, much to the protest of his brother and delegation. The negotiations are concluded by the presentation of Akoko to her future husband. CHAPTER 3; AKOKO S MOVE TO SAKWAA group of young warriors drive the cattle that had being agreed on as the bride price during the negotiations. They are warmly welcome and well fed according to chik. On the morning of the next day the warriors take off with Akoko after having engaged in mock battles with her brothers before they ran off with Akoko. Akoko herself is also meant to resist so that it may not be said that she went willingly. They rest for a short while before Akoko is delivered to Sakwa. The people of Sakwa admire her and agree that she was worth the thirty head of cattle. Akoko settles in to marriage life and is well accepted by the community. She soon becomes pregnant with her first child. The community is highly superstitious and do not say anything about it. Though the pregnancy is uneventful but the delivery is harrowing. The child is named Obura. However Akoko is under pressure to bear more children as the society expects her to bear as many children as her bride price. Her mother in law even urges Owuor to marry another wife. Later Akoko gets pregnant with Nyabera and then has difficulty during the birth. CHAPTER 4 AKOKO'S CONFLICT WITH NYAR ASEMBOAs a result of Owuor''s refusal to marry another with and Akoko s low birth rate, conflict arises between Akoko and her mother in law. Her mother in law is also offended by the monogamous state of her son and his refusal to take a second wife. They compare him to his younger brother who already had two wives and many more children. One day as she is in the fields, she hears that her mother in law Nyar Asembo accused her of bewitching owuor Kembo so that he would not marry another wife."}
{"text": "Her mother in law is also offended by the monogamous state of her son and his refusal to take a second wife. They compare him to his younger brother who already had two wives and many more children. One day as she is in the fields, she hears that her mother in law Nyar Asembo accused her of bewitching owuor Kembo so that he would not marry another wife. Akoko who is deeply offended by the accusations stays the night and on the morning of the next day calls for the people s attention to state her case. She defends herself by emphasizing that she has always been hard-working and a good wife. After this she leaves for Yimbo. Owuor returns and is angered by the events that took place when he was away. He throttles his brother and almost hits his mother. He then starts a reconciliatory mission. CHAPTER 5 RESOLUTION OF THE CONFLICTThe delegation from Sakwa arrives in Yimbo and is coolly received. Being accused of witchcraft was no light matter and the people of Yimbo were not pleased. The elders are gathered and Akoko is asked to give her version of events. She presents the accusations made against her that include witchcraft, standing in the way of her husband s marriage to other women, and having given birth at a slow rate. After the presentation of her case, Owuor defends himself stating that he had not been around when the unfortunate event happened and had dealt with those responsible. The Jodongo agree to resolve the issue and warn Akoko against making rush decisions in future. An appeasement of a goat was to be given to the maro. CHAPTER 6 FAMILY LIFEAfter Akoko s return to Sakwa she is soon pregnant again with a son, the delivery of the child is difficult. The child is named Owang Sino. Owang Sino is drawn to his father and they are quite fond of each other. There is a contrast between owuor and Otieno. Owuor who is monogamous has a happy wife who he treats like a queen. Otieno on the other hand has four wives who he treated like sluts and they obliged him. There are rumours of white men jorochere and the establishment of a colonial government. Obura gets intrigued and suggests that his mother allow him to tour the world. She reprimands for the thought and advises him to seek a wife."}
{"text": "There are rumours of white men jorochere and the establishment of a colonial government. Obura gets intrigued and suggests that his mother allow him to tour the world. She reprimands for the thought and advises him to seek a wife. She also reminds him of his role as the first born son Both his father and mother are alarmed at this new development. Chief Owuor forbids Obura from seeing Nyaroche and Ambere and has the later sent away. CHAPTER 7 OBURA'S DISAPPEARANCEObura disappears from his hut, and Akoko is disturbed by the disappearance. Chief owuor sends out scouts to try and track them. They return and inform the chief that he had left in the company of Nyaroche and Ambere. Akoko prays earnestly that no harm should come to her son. The chief organises for search parties to follow them. Unfortunately they return two days later and report that the three were picked up by white men and could not be traced farther. Akoko who was devastated by her son s disappearance has a sense of foreboding and believes Obura might as well be dead. CHAPTER 8 DEATH OF OBURAIt has been a while since Obura disappeared. News of the white man and the colonial government continue. One day two strangely dressed men come to deliver news about Obura. They draw the attention of the entire community as they make their way to chief Owuor's compound. They inform the chief of the war between jo-ingreza and jojerman. They inform the chief of the death of Obura and Ambere as they inform him that Nyaroche is crippled. The chief is furious and throws away the bracelet that he was given. Nyabera picks it up as the community begins to mourn. A mock funeral is performed and a banana trunk is buried in place of Obura's body. CHAPTER 9 DEATHS OF OWUOR AND OWANGAkoko then goes about helping Nyabera overcome her grief and continue with her life. She takes to wearing the bracelet she had picked when the white men came. Akoko works hard and instils the same value in Nyabera. Thus her herd grows so large that she has to get her own watering hole. Nyabera is now a girl of marriageable age. Suitors come in large numbers and Akoko helps her husband pick an appropriate suitor for their daughter."}
{"text": "Thus her herd grows so large that she has to get her own watering hole. Nyabera is now a girl of marriageable age. Suitors come in large numbers and Akoko helps her husband pick an appropriate suitor for their daughter. Okumu Angolo is picked as he comes from a neighbouring village. Their first three children live for a short time and then die. Owang Sino also comes of age and jowangyo are dispatched to look for a suitable wife for him. A suitable girl was found from Uyoma. However, Chief owuor who had been ailing for a long time dies and the marriage negotiations are postpone for the burial. Akoko takes her husband s spear and shield and mourns him in great song and style. Owang Sino who had done his best to make his mother happy dies son after the birth of his son, owuor Sino. Alando does not stay to defend her son but chooses to get inherited soon after. The chief stool is passed to Otieno Kembo as the young owuor Sino is still a toddler and cannot rule until he is married. Akoko is devastated and Nyabera comes to her side to aid her. CHAPTER 10 OTIENO BECOMES CHIEFOtieno takes over the chief stool with greed and arrogance. He squanders the wealth left behind by owuor and even attempts to usurp Akoko's personal wealth. Akoko feels greatly disadvantaged as she has no male sons or relatives who are of age and would come to her aid. Otieno is unwilling to relinquish the seat. He dispenses with the council of Jodongo and snatches Akoko's wealth. Akoko perceives the challenge and decides to seek help from the jorochere. She takes her grandchild, owuor, to her brother, Oloo. She then visits her daughter, Nyabera who had lost a number of children before she goes on her journey to Kisumu. She reveals her plans to her daughter. CHAPTER 11 AKOKO'S JOURNEY TO KISUMAHer nephews Opiyo and Odongo accompany her. Akoko had earlier tried to send them away but to no avail. They start the journey early in the morning and Akoko takes the opportunity to educate them on the history of the community through stories. They finally arrive in the town of kisuma and are struck by the difference in structures and dressing of the people."}
{"text": "Akoko had earlier tried to send them away but to no avail. They start the journey early in the morning and Akoko takes the opportunity to educate them on the history of the community through stories. They finally arrive in the town of kisuma and are struck by the difference in structures and dressing of the people. There, they meet Otuoma, who helps them in by hosting them for the night as it was a Sunday and the court was closed. He also informs them that citizens were no longer allowed to carry weapons. They finally present their case to the .DO. And the tribunal. CHAPTER 12 AKOKO'S JUSTICE AND DEPATURE FROM SAKWAAkoko present her case to the D.O. and the tribunal. The D.O. Ask s that the case be postpone for three months so that the claims may be investigated. The twins embellish the story that they tell to the future generations. Akoko returns to Sakwa to find Otieno's greed having grown a great deal and her wealth significantly reduced. Investigators come to Sakwa, and the disgruntled people are only too willing to help. Akoko is summoned soon after and the case is reopened before the D.C. The D.C. Rules that Otieno Kembo be forcefully removed from the chief stool and he council of Jodongo rule. Otieno was also made to pay all that he had grabbed. Akoko then returned to Sakwa and took the reminder of her wealth. She returned to Yimbo to live as a migogo in her brother Oloo's house. PART TWO: THE ART OF GIVINGThe Art of Giving is Self sacrifice. It is putting away all you believed in and embracing the others needs. Akoko in this chapter gives more than she receives. The part I ends when she has lost all that she could have held to in her matrimonial home. She forsakes her happy life as a married woman and goes home to lead a desolate life as a migogo. A migogo meant that, she will be looked down upon by her brothers wife. She would be ridiculed and if we remember well; Akoko did not take lightly ridicule or sneer. There was a time she shouted down her mother-in-law maro for accusing her of being a witch juok . Akoko knew very well what she was getting into when she settled down in her brother Oloo s house."}
{"text": "She would be ridiculed and if we remember well; Akoko did not take lightly ridicule or sneer. There was a time she shouted down her mother-in-law maro for accusing her of being a witch juok . Akoko knew very well what she was getting into when she settled down in her brother Oloo s house. She was ready to live with them as long as her grandson Owuor Sino found comfort other than being molested in Otieno s household. She left the wealth she had built in years in Sakwa to live among her paternal household. Giving involves denial of one s comfort for the sake of others. Nyabera tries in earnest to get and raise children for her and her husband Okumu. When Okumu dies, she tries it with Ogoma Kwach but all fails. In despair and with only one child, she joins Christianity. She leaves her mother, daughter and nephew in Aluor to satisfy her quest but returns having failed. She learns the hard way that, it s better to be content than trying to find happiness where there is none. The biggest sacrifice ever in part II however is when Akoko blesses her grandson Petro Owuor Sino Peter Owuor Kembo to take on his vocation. In accepting to this outrageous decision, Akoko loses her right to reclaim her matrimonial home and the continuity of her and her husband s lineage- given that most African communities were patrilineal. In letting Peter become a vicar, she made him and those of her keen lose the chief stool to the younger family in Sakwa. Therefore Giving is an art since few people are ready to go to such extremes as Akoko, Nyabera and those around her, to let those they love enjoy their life to the fullestCHAPTER 1 OKUMU'S DEATHNyabera suffers the deaths of her children. She gets pregnant and gives birth to a baby girl. A ritual is performed to aid in the survival of the child. She is left by the entrance to the homestead and an old lady passing by picked her up and brought her to them. She is therefore named Awiti. Okumu falls ill and dies when Awiti is three years old. Nyabera is inherited by a close relative, Ogoma Kwach. He is drawn to Nyabera's wealth and hard work and foregoes his duty to his first wife."}
{"text": "Okumu falls ill and dies when Awiti is three years old. Nyabera is inherited by a close relative, Ogoma Kwach. He is drawn to Nyabera's wealth and hard work and foregoes his duty to his first wife. As a result he is reported to e council of Jodongo and reprimanded. Nyabera is hurt by their decision and seeks an alternate source of comfort. She has heard a lot about Christianity and seeks out Pillipo to give her more information. Nyabera gives out her wealth then travels to Yimbo to inform her mother of her decision. She leaves Awiti with Akoko then departs for Gem to start her new life. CHAPTER 2. NYABERA IS BAPTISEDNyabera travels from Yimbo to gem and arrives very late. She spends the night in the catechist s house. She explains herself to the catechist on the morning of the next day. He takes her to the chapel and she is inducted in to Christianity. She learns the ways of the new religion quickly and thirstily. She is then baptised Maria. CHAPTER 3 NYABERA'S RETURNNyabera returns from Gem and goes to her mother in Yimbo. Though Akoko can tell that she is pleased with the new religion and her new name, she is able to tell that her daughter is uneasy. Nyabera opens up and admits that she felt that something was lacking as she was alone in Aluor. She asks her mother to accompany her to gem. Akoko agrees and together with her grandchildren travel to Gem. CHAPTER 4 LIFE IN GEMOn arrival in Aluor the children are enrolled in catechism classes and reading classes where they show determination and zeal in their study. They are baptised into Christianity and they receive new names. Owuor is renamed Peter, Awiti is named Elizabeth and Akoko is named veronica. Soon after, news reaches Maria that Ogoma Kwach's wife had died. The desire to have children drives her to return to her matrimonial home without an explanation to her mother. Meanwhile peter develops an interest in priesthood and confides in Awiti. He is afraid to tell Akoko as he does not want to disappoint her. The two decide to wait for Nyabera to return so that they seek her assistance."}
{"text": "Meanwhile peter develops an interest in priesthood and confides in Awiti. He is afraid to tell Akoko as he does not want to disappoint her. The two decide to wait for Nyabera to return so that they seek her assistance. CHAPTER 5 THE VOCATIONAfter a few years, Nyabera returns to Aluor, dejected and beaten by life. She confesses to her mother Akoko, before proceeding to spend the night in church. Owuor proves to be quite helpful to her and she loves him like a son. Owuor takes to reading bible verses to Nyabera which she finds quite comforting. He then informs her about his desire to take up the vocation. They then proceed to talk to Akoko. Akoko agrees on the condition that he changes his name to peter owuor Kembo. Owuor is able to pursue priesthood. CHAPTER 6 AWITI'S EDUCATIONOwuor joins the seminary and his cousin is enrolled into primary school. There are very few girls as the society does not value the education of the girl child. Also a lot of girls get married at a young age. Elizabeth proves to be diligent and tops the class all through. By the time she sits for the final exam she is the only girl in the class. She excels and is invited to a teachers' training college. Nyabera fears that she might lose her and is unwilling to accept the news. Akoko reprimands Nyabera for her behaviour and urges her to allow her daughter to pursue her dreams. Akoko misses her husband and wishes he were present to helm with the decision. CHAPTER 7 LIFE IN COLLEGEAwiti work hard in college and unlike the other students, she does not engage in relationships like the other students. She turns down overtures from several men and is therefore feared. This is made worse when it is learnt that herb brother is in the seminary and both her mother and grandmother live at the mission. She finally meets Mark Antony Oloo Sigu during an exeat. Mark inquires about her and informs her about himself. He mentions that he was in the army and has been called to work in Nakuru. They part when she agrees to reply to his letters when he writes. CHAPTER 8 AWITI'S BETROTHALAwiti and mark interact through the letters they send each other. They talk about their lives, families and each other."}
{"text": "They part when she agrees to reply to his letters when he writes. CHAPTER 8 AWITI'S BETROTHALAwiti and mark interact through the letters they send each other. They talk about their lives, families and each other. After a few months of the engagements, mark states that he would like to meet her parents. Awiti goes to Aluor to deliver the exciting piece of news. Her mother, Maria is a bit opposed but Akoko wins her over and preparations are made. Male relatives are sent for from Yimbo and Sakwa. Peter owuor Kembo is also sent for from the seminary. They make preparations for the day and kong is brewed and several delicacies made. The day arrives and mark Antony arrives with his delegation. He is dressed in military fatigues a monkey head dress and bears a shield. They are warmly welcome and introductions done. To the surprise of mark and his delegation, the bride price is set at a token bull, two cows and six goats. There is much celebration after the negotiations are completed. Akoko is hard laughing with her grandson in law. She dies peacefully in her sleep later in the nightCHAPTER 9 AKOKO IS LAID TO RESTAkoko is buried in Aluor in where she had spent most of life. Peter owuor Kembo is among the deacons who conduct the mass. Her death is hard to accept as she seemed to be full of life. Awiti is so devastated that she almost calls of the wedding. Nyabera comforts her by telling the life story of Akoko. She finally calms down and apologises to Mark, who had been with peter owuor. CHAPTER 10 AWITI'S MARRIAGEAfter the mourning period, peter goes to Rome to complete his studies. He is later ordained a priest and his first duty was to preside over the wedding between Elizabeth and mark. The newly wedded couple moves from Aluor to live in Nakuru. Shortly afterwards, Elizabeth becomes pregnant. Unfortunately she and mark misdiagnose the symptoms for malaria thus leading to the loss of the twins. It takes a long time before she can conceive again. Her mother in law start to complain about the lack of grandchildren but mark stops her from prying. Elizabeth gets pregnant again and this time the couple are happy and cautious to ensure nothing goes wrong."}
{"text": "It takes a long time before she can conceive again. Her mother in law start to complain about the lack of grandchildren but mark stops her from prying. Elizabeth gets pregnant again and this time the couple are happy and cautious to ensure nothing goes wrong. PART 3 LOVE AND LIFELove and Life yanks us from the painful oppression of death into a new realm of love and understanding. Mark Sigu, we can now imagine what they talked about with Akoko, steers his family away from tradition into the new sphere of the evolving world. He is blessed with 7 children 4 boys and three girls. Each child has different personality. We see Mark and Elizabeth as capable parents who administer discipline and love to their children. The two parents provide education food and shelter to their new life and work best to establish family unity. Despite her love for her children, Elizabeth keeps a straight head and clear vision not to spoil her kids. She stands behind when Aoro is punished by his father, though she knew the punishment was punitive and way above discipline, she took a back step until it was time for her intervention. She also steps back when Mark pours his love over their last born Mary but does her best to reign him in so that Mary does not end up too spoilt. On the other hand, we silently follow the children as they grow into adulthood. From the brave and confident Vera to her timid and self possessed twin sister. The relationship of the two girls sours as they take on different personalities in life. Aoro and Antony also come out strongly shaping their destinies different ways though the show unrivalled level of competence. Aoro takes medicine while Anthoy joins the seminary. The twins Opiyo and Odongo also manifest differently. CHAPTER 1 THE YOUNG COUPLEElizabeth delivers twins, veronica and Rebecca. The two girls have varying personalities. Vera is independent, intelligent and protective of her sister. Rebecca on the other hand, is quite attractive and self -centred. When they are two years old, Elizabeth gave birth to another child, a boy Aoro. Due to the state of emergency, mark opts to move his family back to Aluor. His mother is quite unhappy about this but he does not change his stand. Mark gets lonely while Elizabeth is away and engages in extramarital affairs. A certain girl stays with him for some time and later claims that she is pregnant. This brings mark back to his sense and he sends her away."}
{"text": "Mark gets lonely while Elizabeth is away and engages in extramarital affairs. A certain girl stays with him for some time and later claims that she is pregnant. This brings mark back to his sense and he sends her away. He then goes to Aluor to get his family. Elizabeth hears rumours of the infidelity but says nothing about it. CHAPTER 2 VERA AND BECKY S EDUCATION. Kenya gains independence and the citizens celebrate. The country is faced with numerous challenges but equally numerous opportunities. Mark gets promoted and moves to a bigger house as his family has grown. He now has seven children that include Vera, Becky, Aoro, Antony, Opiyo Odongo and Mary. Vera is an excellent student in school. Becky on the other hand does not give her studies much effort. Vera excels in her primary level exam and is called to a national school which she declines as she wanted that to go to her sister s school. Her parents are concerned but later agree to let her go to a school of her choice. CHAPTER 3 AORO'S ADVENTURESAoro is compared to Obura who was swift bright confident and curious. The company of his younger brothers makes him more adventurous than usual. One day they go fishing at a nearby river. As he and tony are busy one of the twins, Odongo, almost drowns. Opiyo screams alerting the older brothers who come to his rescue. They go back home wet, and shaken. The younger boys blame the older ones for the event and Aoro and tony are punished. The older boys decide to never take their smaller brothers anywhere after the incident. Tony later develops acute appendicitis and is rushed to hospital in the night. Aoro is worried and informs his older sisters. The later receive news that their brother will be well after the operation. CHAPTER 4. AORO'S EPIPHANYAoro is fascinated by Tony s stitches and gains an interest in medicine. He operates on a frog successfully. Uncle peter comes to visit them and though every child warms u to hi, tony is particularly curious about priesthood and has a lot of questions. Mark is a bit apprehensive as he notices that tony is eyeing priesthood. Most parents are not comfortable with their children joining priesthood. Peter is getting a promotion to bishop. He stays a while then visits his aunt Maria in Aluor."}
{"text": "Most parents are not comfortable with their children joining priesthood. Peter is getting a promotion to bishop. He stays a while then visits his aunt Maria in Aluor. It is later on decided that Opiyo and Odongo should go to Aluor to keep their grandmother company and attend the school their mother went to. Aoro excels in his studies and is called to the best school in the country. This inspires tony to work hard so that he can join him. Aoro has difficulty in school and is suspended for indiscipline. Mark deals with him by telling to seek his own food and shelter. Aoro is remorseful and fears his father. He returns to school and does his best. CHAPTER 5 MARY'S BIRTHThe chapter takes us back to the birth the pregnancy was difficult for Elizabeth. She developed high blood pressure and threatened miscarriage on several occasion. The doctors feared for both mother and child and they have to be admitted. Mary's birth had to be induced and she is named after her grandmother. Mark loves Mary deeply and gives her all the best. He sends her to private school and makes an effort to personally pick and drop her. This draws envy Becky who was used to being the centre of attention. Becky tries to complain and gets a scathing response from her sister Vera. This results is an argument that leads the sisters to drift apart. CHAPTER 6 MARIA'S DEATHExamination results are announced and Vera has done exceptionally well. Becky attains a second division which she is well pleased with. Antony gets 36 points in his primary certificate examinations and is delighted as he had earned a spot in Aoro's school. Becky suggests that she would like to get a job but Mark insists that she must continue with her education. A telegram is sent from Aluor informing them that Maria is unwell. Elizabeth is picked from the school by Mark as she is beside herself. Mark does his best to leave everything in order before they leave for Aluor. Elizabeth is beside Maria when he dies in hospital later on that day. CHAPTER 7 BECKY RUNS AWAYOpiyo and Odongo return to Nakuru after the burial of Maria. Education is of importance to the Sigu family as examinations approach and everyone is tense as there are 5 candidates in the house."}
{"text": "Elizabeth is beside Maria when he dies in hospital later on that day. CHAPTER 7 BECKY RUNS AWAYOpiyo and Odongo return to Nakuru after the burial of Maria. Education is of importance to the Sigu family as examinations approach and everyone is tense as there are 5 candidates in the house. Aoro was sitting for his O- level, Vera and Becky are sitting for their A-level and Opiyo and Odongo for the certificate of primary education. Vera and Becky are now are in their prime and boys begin to pay a lot of attention to them. Vera meets Tommy Muhambe who is particularly persistent. She brings up the question on whether she can go to a movie with Tommy to her father during dinner. When the results are announced, Aoro excels with 6 distinctions, Vera got two A's and a B, Becky flunked. After the result Becky runs away from home and leaves a note stating that she had gone to try to be an air hostess. Vera tries to explain to her parents that they should let her be. CHAPTER 8 CAMPUS LIFEVera goes to campus and is struck by the new found freedom. Most campus girls are dating rich affluent men or other campus students. Vera maintains her relationship with Tommy but when he proposes to her she declines ending their 3 year relationship. Vera leaves with a heavy heart and decide to try and find her sister Becky. She accidentally bumps into her at the airport and leave for Becky apartments. CHAPTER 9 BECKY'S RELATIONSHIP WITH JOHNBecky takes Vera to an affluent block of apartments. She introduces Vera to her fianc , John Courtney, a Canadian national who was a pilot. She tells Vera about her plans to get married, but Vera insists that he must first meet their parents. Vera tries to convince Becky to go back home. On john's persistence she finally agrees to visit her parents. CHAPTER 10 VERA JOINS OPUS DEIVera goes back to her room on campus and tells the day s events to her roommate Mary-Anne Ngugi. Vera mentions the heartbreak with Tommy and about her twin sister. The conversation extends to the larger family. Mary Anne then invites her to attend a recollection at Parkview college, which she readily agrees. After mass on Sunday Vera begins to question her religious beliefs. She watches a lay, and goes on with her studies as exams are approaching."}
{"text": "Mary Anne then invites her to attend a recollection at Parkview college, which she readily agrees. After mass on Sunday Vera begins to question her religious beliefs. She watches a lay, and goes on with her studies as exams are approaching. When the day comes, Mary -Anne and Vera board a matatu and head for the recollection. Vera is introduced to the members of Opus Dei who had different views about the church, and work challenges. She got out of the church puzzled and Mary-Anne offered to give her books which will help her understand better. PART 4: VARIABLE WINDSVariable winds suggest the changing course of the lives that the family experiences. There are the ups and downs that characterize their lives. Their lives diverge on different paths that bring with them sweet victories like Aoro s marriage, Wandia s doctorate, happy families among other events. There are also the difficulties like Daniel s down syndrome, Becky s death among other challenges that they encounter. There I also the frosting in the relationship between Becky and the rest of her family. The change in the way her children relate to her and the marked improvement they make under the care of Aoro and Wandia. CHAPTER ONE: AORO TAKES MEDICINEAoro starts medicine at the university. The study of Anatomy Biochemistry and Psychology among other subjects. Anatomy happens to be the most of the competitive subjects. In the laboratory, the students are told to the group themselves into groups of six. Group six had Aoro, Wandia, Makau Kithinji, Jeremy Kizingo, Paul Omondi Rakula, and Simon Onyancha. The competition is narrowed to two members of group six. After exams, Wandia beat Aoro with a single point. Aoro takes it in good grace and invites her to have a drink. This signifies the start of a long relationship. CHAPTER 2. AORO'S INTERNSHIPThe internship is hard for Aoro. He has to work around the clock while at the mercy of the residents and doctors. His rounds include the theatre, round in the wards and filling patient information as well as taking laboratory sample. He rarely gets enough sleep. Wandia is also an intern at Machakos general hospital. They are unable to meet for long periods of time as the rarely have time to meet. Aoro is taking a break to rest when Wandia visits him. They talk about marriage and Wandia proposes to Aoro."}
{"text": "They are unable to meet for long periods of time as the rarely have time to meet. Aoro is taking a break to rest when Wandia visits him. They talk about marriage and Wandia proposes to Aoro. Wandia informs Aoro that she was on her way to visit her mother who was sick. CHAPTER 3 WANDIAS FAMILYWandia had been raised by a single mother after her father had died while she was young. Her mother had raised money to educate them by working on her coffee farm. Her siblings were all grown up and engaged in different professions. Her sister Esther is a teacher who is married to the headmaster, Michael. Her brother Michael was a business man in Nairobi, Wandia is a doctor and timothy is described as being a good time boy. Wandia's mother suffers from diabetes and has an ulcer on her leg. Wandia's mother is still worried about her farm even though Wandia tells her that she does not need to work so hard. She spends time with her mother and even talks about Aoro. She then goes to spend the night with her sister Esther. She enjoys the company of her nieces and nephews. Later that evening they get time to talk and the topic of Aoro is brought up again. The rest of her family is concern about the different tribes but Wandia is not bothered. CHAPTER 4 WANDIA'S INTRODUCTIONAoro takes Wandia to his parent s farm in Njoro. After the visit to Wandia's family, Aoro wrote his parent a letter informing them that he would be bringing his bride to be home. Elizabeth is eager to meet them and is the one who receives them when they arrive. After the introductions, Elizabeth asks Wandia to help herb in the kitchen, giving mark and Aoro sometime to talk. Mark is concern that Aoro might have made a wrong decision by choosing to marry a kikuyu. Elizabeth and Wandia get along well and become good friends. They return with tea after they feel that the men had enough time to sort out their differences. CHAPTER 5 AORO WEDS WANDIAAoro and Wandia's wedding pulls the family together as that try to make it a success. Becky provides a car and Vera helps them get one of the company houses in Malindi. For the honeymoon. Vera and Wandia grow very close to each other."}
{"text": "Becky provides a car and Vera helps them get one of the company houses in Malindi. For the honeymoon. Vera and Wandia grow very close to each other. Becky is separated from john Courtney after he discovered that she was cheating on him. She had custody of their two children, Johnny, and Alicia. Becky lived a promiscuous life and insults Vera when she was confronted about it. Wandia is pregnant with twins and had been asked to stay home due to a cough. Vera visits Wandia and voices her concerns about her sister. They discuss Becky s health which seemed to be on the decline and her children's welfare. Wandia goes into labour. CHAPTER 6 DANIEL'S DOWN S SYNDROMEWandia gets twins, Lisa and Daniel. Daniel has down syndrome and grows at a slow rate. Lisa grows rapidly and makes the contrast between her and her twin brother so much more glaring. Wandia is devastated by his condition while Aoro feel like he had failed. Daniel is a loving child despite his condition and draws love from all around him. Becky dies of AIDS and Wandia and Aoro take in Alicia and Johnny since Vera, who had been appointed their guardian, cannot as her calling does not allow her to have a home. Becky lives behind a sizeable estate to ensure that they are well provided for. Daniel develops leukaemia as children with Down s syndrome are prone to it. Wandia is shocked by the turn of events. Daniel is taken to hospital and the doctor set about treating him as it is not one of the aggressive forms. Wandia visits church and asks God to save her son and promises to visit church more frequently. CHAPTER 7 FAMILY REUNIONWandia pursues her passion in haematology after the recovery of her son Daniel. She receives a scholarship to study in John Hopkins hospital in Baltimore, USA. She is however worried of living Aoro with the task of looking after their now large family. Alicia and Johnny loved them like their biological parents. At the end of the term all the children wanted to show how well they were doing in school, even Daniel who had Down s Syndrome was doing pretty well. The Aoro's take measure to ensure that the family is well tended while Wandia is away. The plan was to call Mary, Aoro s sister, to stay with the children besides hiring another house help."}
{"text": "At the end of the term all the children wanted to show how well they were doing in school, even Daniel who had Down s Syndrome was doing pretty well. The Aoro's take measure to ensure that the family is well tended while Wandia is away. The plan was to call Mary, Aoro s sister, to stay with the children besides hiring another house help. The family goes to Njoro to visit mark and Elizabeth. Odongo is the farm manager while his twin brother Opiyo is a manager at marks former farm. Opiyo visits with his family too, Edna his wife and their two children. Father tony also drops in. Wandia tells Elizabeth about the scholarship and she readily agrees, meanwhile Aoro and tony reminisce about their childhood. CHAPTER 8 WANDIA'S GRADUATIONBoth Mugo's and Sigu's families gather to celebrate Wandia s achievement as the first Kenyan woman to get a doctorate degree in medicine. There is a large gathering at the Aoro's home as relatives and friends join them in the celebration. Alicia, a student of design and music at Kenyatta university shadows her aunt Vera. Johnny and Daniel hover around Aoro and Wandia. Johnny faces an identity crisis and wishes to change his name to Aoro's name. He keeps African friends, speaks, Swahili and eats African dishes. Wandia tries to talk to him and afterwards ask Vera to write to John Courtney. Elizabeth wakes up to check on the children who are still up; she looks in on her grandchildren. She gets an attack of dizziness as she tries to adjust them. The following day Aoro receives a call from Opiyo informing him that their mother had died. She is buried next to her daughter as a large crowd comes to bid her farewell. THE RIVER AND THE SOURCETHEMESThemes refer to the general ideas, messages or lessons the writer has portrayed in his her literary piece of work. Therefore, under the study of themes, we particularly narrow our perspective to the main ideas in which the story if founded and on whose axis it revolves, and offers an avenue of continuity. It is important to note that while discussing themes, it is imperative for identification and illustration of the theme to be done, to promote understanding. A theme can simply be said to be the concern of the writer. It is simply what the writer says."}
{"text": "It is important to note that while discussing themes, it is imperative for identification and illustration of the theme to be done, to promote understanding. A theme can simply be said to be the concern of the writer. It is simply what the writer says. FAMILY RELATIONSThe novel addresses various issues revolving around family members, their closeness and their interactions. This is seen through various instances as follows;Chief Odero Gogni loves his daughter Akoko so much as seen through his over protectiveness. He wants the best for his daughter hence turns down 13 suitors he even mentions that a home without daughters is like a spring without a source. Akoko s brother Oloo too is seen to be so close to Akoko and loves her so much. When travelling to Kisuma he sends his sons Opiyo and Oloo to accompany her for protection. Oloo further does the unthinkable when he welcomes Akoko back when she is a widow and suffering. Owuor kembo and Akoko s marriage is a closely knit union. On marrying Akoko Owuor never marries any other wife despite pressure from his mother. On Owuor s death Akoko mourns him with so much dignity and with songs of praise recounting their life together and his greatness. Nyabera on settling at the new mission picks her mum her daughter and nephew Owuor to stay with them since they were so close to each other. They stay together so happily. Mark Sigu is a hardworking man who loves and fully provides for his family. They are all well educated and trained on responsibility. Mark is concerned when Vera asks for permission to go out with a man and fears for her. When Becky runs away to the city he is so concerned and almost follows her to the city. Aoro s and wandia s family are seen to co-exist and thrive in love and friendship. They even adopt Becky s children Alicia and Johny and even consider them their own. The Courtney children had become so much part of the family that Wandia never dreamed of excluding them from her calculations pg 291 GENDER RELATIONSThe society in The River and the Source is seen to be patriarchal. We are told that: If it was hard for a boy to get an education it was well nigh impossible for a girl."}
{"text": "They even adopt Becky s children Alicia and Johny and even consider them their own. The Courtney children had become so much part of the family that Wandia never dreamed of excluding them from her calculations pg 291 GENDER RELATIONSThe society in The River and the Source is seen to be patriarchal. We are told that: If it was hard for a boy to get an education it was well nigh impossible for a girl. The purpose of female existence was marriage and child bearing. P 129 this shows a disregard for women in society and points out to their expectation in society which is pointer to their lowly stature in society. Akoko is born in a family that is dominated by men and encounters many challenges. In fact the expression the girl child points to her oppressed and exploited and threatened Akoko who is growing up as a girl child. Her struggles are seen even in her assertive and aggressive stance in her first words dwaro mara want mine! Pg 15 Women are expected to be submissive in this society and it is unheard of for a woman to challenge a man. This is however seen in Akoko s resistance against Otieno her brother in-law who even gets to fear her. When Otieno threatens to assault her she looks him in the eyes and says, just you die! Pg 37 Further when Otieno takes over the chieftaincy and rules with an iron fist, Akoko seeks the intervention of the new administration to protect her wealth. She wins in this and in fact opens new vistas and opportunities for the oppressed especially the women. Gender inequality is seen further in the sense that out of a class of thirty four, there were only two girls one of whom was Awiti and even so she later got married off at the age of sixteen. It s only through Akoko s determination that Awiti is saved from such fate. Awiti is further seen to be exceptional as she maintains first position hence bringing out the success of women despite all odds. She thus wins the envy, admiration and even disapproval by some. As a teacher Awiti manages the children back at Aluor during the emergency without Mark bringing her out as a strong woman."}
{"text": "Awiti is further seen to be exceptional as she maintains first position hence bringing out the success of women despite all odds. She thus wins the envy, admiration and even disapproval by some. As a teacher Awiti manages the children back at Aluor during the emergency without Mark bringing her out as a strong woman. Furthermore from Awiti s experience we learn of the important role of women in upbringing in that Awiti is saved from the traditional practices of marriage at seventeen through the pioneering and daring spirit of her grandmother and mother. Pg 129 they regarded her as their future and hoped to enhance the continuity of the family through her and this comes to fruition. Akoko and Nyabera thus overcome the obstacles that tend to degrade and suppress women. Wandia s mother is further brought out as a strong woman. Though single she does not become destitute and vulnerable. This is further seen through Wandia who is an epitome of great upbringing through her courage and determination and profession as a doctor. She even undertakes further studies to even acquire the role of professor. The continuity of the river of women empowerment is thus seen through the generations through Akoko, Nyabera, Awiti and Wandia. This is despite the challenges they faced and disregard by society where even for Awiti s case it is said A girl! To be so clever no man would marry her pg 130 despite all these she keeps excelling. CONFLICT IN MARRIAGEThere are several instances of conflict in marriage pointed out in the novel. They are brought either from misunderstanding between the couple or sometimes from external influence. There is a conflict in the marriage between Owuor Kembo and Akoko. This is brought out by the allegations by Nyar Asembo that Akoko has bewitched her son and cast a spell on him so that he doesn t take another wife. Further she complains of her inability to conceive regularly despite the huge bride price. Akoko decides to severe their relationship and goes back to Yimbo but not before summoning a crowd and clearing her name against the allegations. It takes the intervention of the Jodongo to bring her back. Conflict is also seen in the marriage between Elizabeth Awiti and Mark Sigu. This is over her inability to conceive after the miscarriage. She even accuses mark of having given her chloroquin to deliberately make her sterile. The issue is compounded by Mark s mother who demands an explanation for Elizabeth s lack of children."}
{"text": "This is over her inability to conceive after the miscarriage. She even accuses mark of having given her chloroquin to deliberately make her sterile. The issue is compounded by Mark s mother who demands an explanation for Elizabeth s lack of children. This creates so much tension and mark has to take Elizabeth s side to salvage the situation. Becky s promiscuity leads to the break-up of their marriage with John Courtney. It is said that she exchanged men at will prompting John to divorce her. It is even the reason she gets infected with HIV. There was also conflict in the marriage between Aoro and Wandia over their son Daniel s disease Leukemia. Wandia accuses Aoro of spending too much time outside working when they have children to bring up and take care of. Hi explanations are not heard and she even retorts angrily, Don t honey me. Go to hell. Pg288 RELIGIONThere are aspects of both traditional religion and Christianity in the novel. In the traditional religion, we are told that the people believed in Were the god of the eye of the rising sun and ancestral spirits. They made sacrifices and poured libations. Akoko even mentions that it is Were who forms children in ones womb. They even believed that the spirits of the departed influenced the living so much. They could cause dreams to pregnant mothers or relatives to guide in the naming of the young ones. With the coming of missionaries, Christianity is introduced Nyabera is attracted to this new religion and is further fascinated by various characters in the bible, the suffering of Jesus and baptism through which she is named Maria. Akoko later joins Maria in the new religion with the children too where Awiti becomes Sacristan assisting nuns and Owuor becoming an altar boy. Owuor later becomes a priest and ascends to bishop. This even influences Tony Sigu who becomes a priest. Awiti raises her family in religious grounds. This even sees her daughter Vera becoming a non-marrying member of the Opus Dei. Religion impacts on the traditional aspects of life for the people and we see so much changing. Traditionally Akoko was supposed to be buried in her husband s ancestral home at the left of the entrance but due to her change to Christianity she is buried as a Christian in a church cemetery. Furthermore, marriage rites change and with the advent of Christianity has introduced church weddings as seen in the Christian church wedding between Mark and Elizabeth presided by father Peter."}
{"text": "Religion impacts on the traditional aspects of life for the people and we see so much changing. Traditionally Akoko was supposed to be buried in her husband s ancestral home at the left of the entrance but due to her change to Christianity she is buried as a Christian in a church cemetery. Furthermore, marriage rites change and with the advent of Christianity has introduced church weddings as seen in the Christian church wedding between Mark and Elizabeth presided by father Peter. Vera further becomes an unmarried member of Opus Dei which would not have been accepted traditionally. DEATHThroughout the plot of the book, the writer has eliminated many characters through death-some of who never even get a chance to live one ay. Akoko s son Obura Kembo, died at war in Tanganyika. He as well as Ambere K ongoro died in the First World War between the Jo-Ingereza and Jo-jerman. The village went into mourning for the chief s son. The mourning was worsened by the fact that there was no body to morn over and to bury. Pg 55 The names of the three are Oura KEmbo, Ambere K ongoso, and Nyaroche Silwal. They went to fight the Jo-Jerman in a place called Tanganyika.....of the three, only Nyaroche Silwal survived and he is...... Tragedy befalls Akoko again. First, she had to contend with the death of her son Obura. Later her husband, Chief Owuor Kembo passes on after ailing for a long time since his son s death. Pg 62 ......but before the bride price could be paid the ailing chief Owour Kembo died..... Akoko s other son Owang Sino, dies after chocking on a fish bone after having a meal of fish and Ugali. Akoko s daughter, Nyabera faces several misfortunes as well. Her entire life seems one big disaster. Her other tow sons die during an outbreak of measles. She gets pregnant again when Awiti is three years old but she miscarriges. The ral disaster is when her husband, Okumu dies after complaining of severe headache, pain and stiffness in the neck and he cannot also retain any food. After being inherited by a second cousin to her husband, Ogoma Kwachm Nyabera gets toe children who again, die of sickle cell disease."}
{"text": "During Akoko s marriage negotiations, the spokesman for the Jodongo of Sakwa, Aloo K Olima refers to their hosts elders of Yimbo as brothers . This is a pointer to the good dak neighbourliness that existed between the two groups as well as the great wat brotherhood they shared. Akoko was committed to the well being of her family. When the survival of the two year old Owuor through whom her family could find continuity id threatened by Otieno, Akoko made an epic journey to Kisumu to petition the colonial government sirikal to intercede on her behalf. Akoko also loved her husband Owuor Kembo. When he dies, she mourned carrying it well into the village. Pg 62-63. She donned his monkey skin head dress that he had and his shield in the other. She sang dirges in his honour with her powerful voice. She sang his famous courtship of her, the great honour he had accorded her throughout their life together, the friendship that existed between them. Akoko instilled in her children and grandchildren a strong sense of loyalty to the family. This value of love and loyalty in the family is seen in Sigu s family. They Mark and Elizabeth work in unison to bring up their seven children. There also exists a relationship of love and care between Mark and Elizabeth. This is evident from the courtship the two has at the beginning og a period of six months. Pg 132.....Their courtship went on in this gentle offhand manner, but at the end of six months, they knew each other pretty well, at least she knew she liked him and he who impetuous knew that he was he was in love and wanted to get married. It is also indicated in the book that Sigu family was a family full of love. Pg 162 All in all, the Sigu family was a happy one. There was money, but not too much and plenty of love-simple and unpretentious. There is also love between Wandia and her brother s and sisters. She and her brother and sisters had always been very close, a closeness born of not just blood ties, but of many hardships faced together. Wandia also enjoys a warm relationship with her two nephews and niece. The other children arrived form school and Wandia was lost in hug and demands for sweets and chocolates."}
{"text": "There was money, but not too much and plenty of love-simple and unpretentious. There is also love between Wandia and her brother s and sisters. She and her brother and sisters had always been very close, a closeness born of not just blood ties, but of many hardships faced together. Wandia also enjoys a warm relationship with her two nephews and niece. The other children arrived form school and Wandia was lost in hug and demands for sweets and chocolates. Pg 263 In a show of family unity, Wandia and Aoro adopt two children who were Becky s. These are Alicia and Jonny following Becky s death. CHANGEIn the novel, The River and the Source nothing remains the same. The continous cyclic pattern of human life and nature bedecked by numerous changes of both conscious and unconscious orientation. Through these changes, life continous or events continue at different levels affected by changes. Consider these illustrations:-Akoko is way ahead of her time and is appreciative of the need to embrace change early enough. The author says that the clarity of vision and strength of character of Akoko could have been a discomfiture to all men of all ages and she was therefore never really have fitted in that, this or any other century pg 142 The coming of the Jorochere whitemen marked the first real threat to the formely tranquil and cohesive traditional African society. A footloose wanderer called Ambere K Ongoso brought stories of the white skinned people pg 48 . Similarly Nyaroche came back with stories about pesa money pg 49. The effect of the coming of the white man in relation to administration of justice, enforcement of law and order, mode of dressing and language is now evident especially in Kisumu. The clerk at the D.O. s office could speak the language of the White man as well as his own. He wore a dazzling white shirt, a thin black tie and white shoes. Opiyo and Odongo while accompanying their aunt Akoko to kisuma were dressed in skins covering only their loins and Akoko was dressed in the tradition skin called chieno. This mode of dressing is contrasted with that of a passer-by they met on their arrival in Kisumu who wore a pair of long shorts and a singlet. The said passer-by had also attended mission school for one year."}
{"text": "He wore a dazzling white shirt, a thin black tie and white shoes. Opiyo and Odongo while accompanying their aunt Akoko to kisuma were dressed in skins covering only their loins and Akoko was dressed in the tradition skin called chieno. This mode of dressing is contrasted with that of a passer-by they met on their arrival in Kisumu who wore a pair of long shorts and a singlet. The said passer-by had also attended mission school for one year. While in Kisuma, Akoko, Opiyo and Odongo are informed that Kisuma had been renamed Kisumu by the whiteman. The house belonging to Akoko s host is an indicator of changes taking place in the society. His house was a variation of the traditional hut since it had square windows made of wood and a neat wooden door, all painted bright green. Also the buildings in Kisumu looked large and most had white walls and red roofs. Others had tin wall. Akoko s host in Kisumu asvises Opiyo and Odongo to leave their weapons at home since people were now prohibited from carrying weapons since the Sirikal had askaris who offered protection to everyone and kept the peace. The white DC in Kisuma listens to Akoko s position and rules in her favour. A contingent of Askaris is dispatched to the village to forcibly remove Otieno from his position as chief. He is also made to return all property he had grabbed form his sister-in-law and his grand nephew. This episode shows that the influence of the Jodongo in the administration of justice is gradually waning and in its place is the white man s administrative structures. In fact the author acknowledges this reality when she says In spite of the DC s decision, it was only a matter of time before the hereditary chiefdoms were done away with totally. It was a changing world. Pg 93 Christianity is gradually taking root. After being baptized, Nyabera acquires a new name, Maria. Pg 110 By agreeing to accompany Nyabera to Gem mission of Aluor, AKoko has made the decision to move from one life to another. Her pioneering and daring spirit enabled her daughter Awiti to acquire education. By acquiring formal education, Awiti is able to disentangle herself from the yoke of traditions and customs of her people pertaining to the role of women."}
{"text": "Pg 110 By agreeing to accompany Nyabera to Gem mission of Aluor, AKoko has made the decision to move from one life to another. Her pioneering and daring spirit enabled her daughter Awiti to acquire education. By acquiring formal education, Awiti is able to disentangle herself from the yoke of traditions and customs of her people pertaining to the role of women. This conservative mind set of Awiti s people is evident in the statement, The purpose of female existence was marriage and child bearing. According to the community, it was superfluous to educate girls. Awiti s desire to acquire education was made possible through the pioneering and daring spirit her grandmother and mother had pg 129 The impact of formal education is evident in Mark Sigu s ability to speak fluently in perfect English. During his encounter with Elizabeth he tells her that he went to school in St. Mary s Yala and was conscripted into the army while job hunting in Nairobi. The advent of formal employment is a result of formal education. Pg 137 While conversing with Elizabeth, Mark Sigu switches to a combination of English and vernacular-a common manner of speech is an emerging bilingual and tri-lingual Africa. Money was replacing barter trade as a tool of exchange of goods and services. Awiti successfully sat her examination at the teacher training college and received her teacher s certificate. She is then posted back to her old school. She earns a salary of fifty shillings a month. Maria initially opposes the idea of her daughter accepting the invitation to join the teacher training college but Akoko prevails upon her. When Awiti informs her mother that she does not know the names of Mark s parents, an appaled Maria laments, What do you mean you don t know! How can you even consider having friendship with a man whose roots and antecedents you don t know? Contrary to dictates of Chik , Elizabeth s re;atives did not send a Jawangyo spy to check out Mark Sigu s background. Akoko reasons with Maria by telling her, Accept it Maria, the world is changing. Pg 143 Akoko has changed the concept of bride price. Contray to the expectations of Elizabeth s suitors from Seme that a heavy bride price was going to ne demanded for Elizabeth, no price is asked except for a token bull, two cows and six goats."}
{"text": "How can you even consider having friendship with a man whose roots and antecedents you don t know? Contrary to dictates of Chik , Elizabeth s re;atives did not send a Jawangyo spy to check out Mark Sigu s background. Akoko reasons with Maria by telling her, Accept it Maria, the world is changing. Pg 143 Akoko has changed the concept of bride price. Contray to the expectations of Elizabeth s suitors from Seme that a heavy bride price was going to ne demanded for Elizabeth, no price is asked except for a token bull, two cows and six goats. Pg 148 In a break from traditions, Akoko was not buried in her husband s ancestral home to the left of the entrance to her house but on the burial ground which the church had prepared. Mixed inter-tribal marriages have started to take root. Elizabeth s flexibility and accommodating nature is evident when she convinces her husband to allow their daughter Vera to accompany Tommy Muhambe, a twenty one year old young Luhya man studying veterinary medicine to the movies. Becky s husband John Courtney is a white man. Wandia s sister Esther points out some of the challenges of inter tribal marriages that Wandia and Aoro may experience. For example few in-laws are endearing, but I can t imagine anything more annoying than their talking to their son, and your children in a language you cannot understand. Aoro a Luo marries Wandia a Kikuyu . Prior to their marriage each introduces his her would be spouse to his her parents. Change is also experienced in the arena of politics. Mention is made of the recently concluded multi-party elections 1992 which marked the end of the single party rule. People hope that the new political dispensation would usher in a new era. Instead it is characterized by confusion and cries of foul by the opposition and declarations of total transparency by the winners. Pg 304 Vera also changes form unbelieving Christian to a member of Opus Dei during her encounter with Maryanne. The two epic journeys Akoko makes are quite significant as far as change is concerned. The first one is her journey to Kisuma accompanied by Opiyo and Odongo. This story elevated Akoko too heroine and legendary status. It was to be passed down from generation to generation."}
{"text": "The first one is her journey to Kisuma accompanied by Opiyo and Odongo. This story elevated Akoko too heroine and legendary status. It was to be passed down from generation to generation. The second one is Akoko and Nyabera s journey to ALuor. The children were the future and the future had to be protected. The writer seems to suggest the merging of the past and the present, Akoko told them stories of the heroes of old and the history of baby Jesus. Father Tony, AKoko s grandson says of Akoko, To her life was like a river, flowing from eternity to eternity. TRADITION AND CUSTOMS Chik traditions governed every aspect of the life of the people. It was the glue which held the people together thus preventing disintegration of the fabric of the society and chaos. The naming system in the community is quite elaborate. The children are given more than one name. For instance, Chief Odero Gogni s newly born child is first called Adoyo since she was born during the weeding and hoeing season. The ancestral spirits usually send vivid dreams to the new born baby s parents and in Adoyo s case the child s great uncle, recently dead, a medicine man of great renown sent dreams to both the father and grandmother of the child, resulting in the baby being named Obanda. Since the baby had an extremely powerful set of lungs she was given the third name, Akoko. Pg 14 Akoko s son is first named Obura the wise one . On the second night after birth the child s father dreamt that Kembo K Agina the late chief was handing him a baby boy from his right hand side; therefore the child was named Obura Kembo. When Adoyo was two weeks old, she suffered a prolonged bout of colic and screaming that went on all night. A reason and solution is sought to the baby s crying. Grandmother- Nyar Alego implores were to spare the child s life. She pleads with her departed mother Achieng to intercede. She also seems to imply that the child s condition may be attributed to Akelo, her departed sister who died childless. Pg 12 and 13 It was a common practice for potential suitors to send spies jowang yo to check out the background of a would be bride."}
{"text": "She pleads with her departed mother Achieng to intercede. She also seems to imply that the child s condition may be attributed to Akelo, her departed sister who died childless. Pg 12 and 13 It was a common practice for potential suitors to send spies jowang yo to check out the background of a would be bride. In the case of AKoko, they reported that she had impeccable antecedents. Chik tradition dictates that a chief must be married. This is what prompted Owuor Kembo having inherited the chieftainship to get married at a relatively young age of twenty years. Pg 19 Marriage negotiations are conducted by elders, Chief Gogni chooses Aloo K Olima an accomplished negotiator as their spokesman. They set a high bride price at thirty head which to everyone s surprise Owuor Kembo promptly accepts without bargaining. Pg 20 The first wife s house Mikai s house holds the centre stage directly facing the gate. Chief Odero Gogni welcomes the visitors prospective suitors and offers them brew Kong o to be sipped through a long reed like straw after libations are first offered to Were. Pg 19 Kong o is once again drank after libations are poured to Were to signify the culmination of successful marriage negotiations. Feasting then goes on into the late afternoon. Pg 25 Traditions dictate that a woman should present a picture of demure shyness when she encountered her future husband for the first time, but Akoko defied this practice by walking in measured steps, heald held high, hands at her side. Pg 24 Chik traditions did not allow suitors to spend the night at their in-laws homestead as witnessed in Akoko s case. The suitors had to leave when evening came. Pg 25 A mock wrestling duel ensures between the young men from Sakwa and those who resit the efforts to spirit her away. Eventually the men form Sakwa succed in grabbing Akoko and taking her to her matrimonial home. Pg 27 Chik also dictated that men sent on a mission to deliver bride price must be granted hospitality without question. As a result when the young men from Sakwa stopped for rest and food at the nearest homestead they were warmly received."}
{"text": "Eventually the men form Sakwa succed in grabbing Akoko and taking her to her matrimonial home. Pg 27 Chik also dictated that men sent on a mission to deliver bride price must be granted hospitality without question. As a result when the young men from Sakwa stopped for rest and food at the nearest homestead they were warmly received. Pg 27 According to Chik , if a man dies, his body lies in his mikai s hut first wife s hut before he is buried on the right hand side of the hut. Pg38 In order to pave way for elders to go to Yimbo following Akoko s decision to go back to her parent s home, four young men are dispatched with a cow and an ox, a he-goat and two nanny goats. Chik , also dictates that whatever the circumstances, a messenger should nit be victimized hence the young men are only received coldly. Pg 40 The traditions of the community dictated that during deliberations centering around marriage disputes, both sides of the story had to be heard before a decision a decision was arrived at. When the Jodongo elders of Seme went to Yimbo to negotiate the return of Akoko their wife , being a grave matter, kong o was not allowed unless until an agreement was reached. Chiefdom is hereditary, Owuor tells his son, do not take your duty practically my son, for the chiefdom has been in my family for generations. The role of the chief is well outlined. His main job was to lead the council of Jodongo elders in their arbitration and his final word was law. He was also a sort od priest who led the whole community in sacrifice and libation on public worshipping days. He also led his people to battle, and if he is too old, his eldest son. Pg 57 The community abhorred bloodshed. To them, bloodshed even in battle was a great taboo and required much cleansing. Pg 58 In compliance with the dicates of Chik upon dleievering of the message that Obura had died at war in Tanganyika, his mother Akoko came out of her son s hut with his spear in her right and his colourful ox-hide skilled in her left- the traditional salute of the fallen warrior. For four days the villagers wailed, sang dirges and the young men staged mock battles."}
{"text": "To them, bloodshed even in battle was a great taboo and required much cleansing. Pg 58 In compliance with the dicates of Chik upon dleievering of the message that Obura had died at war in Tanganyika, his mother Akoko came out of her son s hut with his spear in her right and his colourful ox-hide skilled in her left- the traditional salute of the fallen warrior. For four days the villagers wailed, sang dirges and the young men staged mock battles. A banana trunk was symbolically buried in the absence of Obura s body. Pg 62 Suicide was considered a great taboo and would bring a great curse among the people. Pg 62 Upon the death of chief Odero Gogni, the clan went into sixty days mourning mandatory for a chief. AKoko also mourned her husband, She sang dirges while donning his monkey skin headdress and brandishing his spear in one hand and his shield in the other. Chik did not allow a mother to spend the night in her married daughter s house. When Akoko visits her daughter Nyabera before she leaves for Kisuma, Nyabera conducts her to her mother-in-law s house. Pg 78 Akoko presents a petition to the white D.O. in Kisumu about her oppression in the hands of Otieno. Thereafter the D.O sends his messengers to discreetly carry out investigations to ascertain the allegations. AKoko is summoned back to Kisumu to appear before the D.C. The messenger informs the D.C that the chiefdom is hereditary and passes from father to his eldest son. In the absence of a son, the closest male relative takes over. In case the son is not yet of the age of marriage, the chiefdom is held in custody by the closest male relative with the council of elders. When the rightful heir comes of age, he ransoms his seat with twelve head of cattle, the price of a bride, payable to the custodian. In the event that he cannot raise the ransom his seat within two years of getting married, then the council of elders may decide that the seat remains with the custodian. Pg 92 Having already lost three children, a little ceremony id preformed to confuse evil spirits and enhance Nyabera s son s chances of survival. Pg 92 Chik dictated that a husband had to be found from close relatives of the dead man for the widow."}
{"text": "In the event that he cannot raise the ransom his seat within two years of getting married, then the council of elders may decide that the seat remains with the custodian. Pg 92 Having already lost three children, a little ceremony id preformed to confuse evil spirits and enhance Nyabera s son s chances of survival. Pg 92 Chik dictated that a husband had to be found from close relatives of the dead man for the widow. His job being that of siring children to maintain the dead man s name and to keep his widow from wandering from man to man. Pg 99 this is called tero . Therefore, Otieno, chief Owuor Kembo s brother should have married his brother s widow, AKoko and become a guardian of the grandson and custodian not owner of the chief s stool. Pg 87 DETERMINATION AND HARDWORKThroughout the novel, instances have been vividly brought to life of determined personalities trying to acheve on thing or the other. For example:-Obura is determined to leave home and explore a whole new life outside that no amount of persuasion not to do so deters him. He finally flees home to unknown destinations. Akoko is determined to find intervention of the white man s government in a bid to alleviate the atrocities committed by her brother-in-law. To an unknown place, she sets off with hope that one day her people will be liberated. Akoko is depicted as a hardworking and determined woman. AS a young woman she is known to rise early and till her lands and uses the left over to barter in exchange for cattle, sheep and goats. Pg 35 Her hers is impressive and her granaries were always full. Pg 66 Akoko also tells her daughter that laziness opens the door for evil to rule one s mind and body. She also tells her to work tirelessly and that it is shame for an able bodied person to feed on sweat of others. Pg 86 Nyabera is also determined to join the new faith. To the catechist at the mission, she says, ......teacher, I have come a long way for this, I doubt there will be a going back."}
{"text": "She also tells her to work tirelessly and that it is shame for an able bodied person to feed on sweat of others. Pg 86 Nyabera is also determined to join the new faith. To the catechist at the mission, she says, ......teacher, I have come a long way for this, I doubt there will be a going back. I have nothing to go back to. Pg 97 She leaves behind her daughter and mother to the unknown....Nyabera left the two dearest people to her with a heavy heart but determined feet....... pg 103 When they Akoko and Nyabera together with the children arrived at the mission, we are told that Akoko started working hard to form some kind of base for the children. ........ She had never begged for food and she was not about to begin......she was untiring and unsparing of herself. Pg 117 Awiti also worked hard in school. She is given an admission to college. ...... This letter comes from a head teacher of a school called a college, where they teach teachers how to teach children. He says he is happy to offer me a place in his college so that I an also learn how to be a teacher. Pg 123 Peter Owuor also worked very hard. Things in the seminary were not that east. It is said, ......And so he entered the vigour and splendour life in the seminary. Sometimes when things were particularly tough, he would wonder whether mere flesh and blood would survive it, but it never entered in his mind to leave.....he was no quitter. He would survive. He would see it through. Pg 127 Peter had learnt from his grandmother that once a job begun it had to be completed. CHARACTER AND CHARACTERIZATIONCHARACTER-Are people, animals or objects taking a specific role in artistic work like a story, play, novel narrative. CHARACTERIZATION- Is the author s presentation and development of the characters. Explaining character traits of characters is what characterization entails. How to determine a characterWhat the character says or doesWhat the author says about himWhat other characters say about him herWe describe a character using an adjectiveThere also MUST be an illustration to the character identified e.g. Akoko is determined and courageous, she challenges Otieno and dares him to strike her."}
{"text": "Explaining character traits of characters is what characterization entails. How to determine a characterWhat the character says or doesWhat the author says about himWhat other characters say about him herWe describe a character using an adjectiveThere also MUST be an illustration to the character identified e.g. Akoko is determined and courageous, she challenges Otieno and dares him to strike her. Determined and courageous are adjectives, and Akoko s character traits. AKOKOS FAMILY TREEAKOKOShe is the wife of Chief Owuor Kembo. She is the most prominent character. She is portrayed as the source of the river and the source of great successful future generation. Akoko s character can be illustrated as follows;-DeterminedShe amazes everybody when she utters her first words dwara mara want mine . The author comments, Akoko grew fairly slow but she made up for her lack of height .a determination that would be the hallmark of her entire life .everybody ..she would be a very determined person someday. Pg 14-15 Despite the many challenges that Akoko faces she is not weighed down by the she over obstacles but she overcomes them and moves forward. Hardworking industrious enterprisingAkoko believes in hardwork and learns that the way to make a husband happy is by the work of her hands. She tells Nyabera, My daughter, should it ever be said that you are as lazy as your mother, I will tun in my grave. Pg 66 Her herds at Sakwa is said to have been so vast that a special dam separate from the rest is built, It was said of the herds that should you get to the water to drink before you drew your water then you had to wait for almost two hours before they drunk their fill. Pg 66 Akoko s granaries are full to bursting so that during the lean season, ..people coming to barter their cattle in exchange for food were rested and fed. Pg 66 When Akoko returns to Yimbo with all her property she has salvaged . It was a mighty herd which moved in three cohorts. Pg 93-94 She advices Nyabera that laziness opens the door for evil to rule ones mind and body."}
{"text": "The author comments, Akoko grew fairly slow but she made up for her lack of height .a determination that would be the hallmark of her entire life .everybody ..she would be a very determined person someday. Pg 14-15 Despite the many challenges that Akoko faces she is not weighed down by the she over obstacles but she overcomes them and moves forward. Hardworking industrious enterprisingAkoko believes in hardwork and learns that the way to make a husband happy is by the work of her hands. She tells Nyabera, My daughter, should it ever be said that you are as lazy as your mother, I will tun in my grave. Pg 66 Her herds at Sakwa is said to have been so vast that a special dam separate from the rest is built, It was said of the herds that should you get to the water to drink before you drew your water then you had to wait for almost two hours before they drunk their fill. Pg 66 Akoko s granaries are full to bursting so that during the lean season, ..people coming to barter their cattle in exchange for food were rested and fed. Pg 66 When Akoko returns to Yimbo with all her property she has salvaged . It was a mighty herd which moved in three cohorts. Pg 93-94 She advices Nyabera that laziness opens the door for evil to rule ones mind and body. She says, It is a shame for able bodied person to feed off the sweat of others. Pg 93 When Akoko moves to Aluor mission with daughter and grand children, she continues to work hard. The writer says, She had never begged for food and she was not about to begin pg 117 God has no time for the lazy, but the devil has , was a favorite saying of hers. Pg 145 Daring bold courageousShe faces her brother head on when he takes something she is playing with at a very tender age."}
{"text": "She says, It is a shame for able bodied person to feed off the sweat of others. Pg 93 When Akoko moves to Aluor mission with daughter and grand children, she continues to work hard. The writer says, She had never begged for food and she was not about to begin pg 117 God has no time for the lazy, but the devil has , was a favorite saying of hers. Pg 145 Daring bold courageousShe faces her brother head on when he takes something she is playing with at a very tender age. During the marriage negotiations she stares straight into the eyes of the husband to be and Otieno wonders at her courage. Pg 24 In another incident when Otieno Kembo gets wind of some people nosing around with his affairs and confronts Akoko, she responds courageously , Go away you fool ..Are you the village chief or the village fool? Pg 90 It is out of courage that she dares trek to Kisuma. She is not scared of the hazards of the journey that has wild animals and worse still the killing and maiming Lang o tribesmen. Understanding supportive concernedAkoko is responsible and supportive as a mother; she understands Nyabera s suffering after the loss of her brother Obura. She snaps out of her personal grief and pays attention to her. She understands that people are different and accomodates Alando Nyar Uyoma s weakness. She leaned over backwards to accommodate her weakness some of which she found irritating like her tendency to idleness. Pg 70 She lets Owuor Sino join priesthood even though she has hopes that one day he would sit on the chief s stool, she consents him to take the new path. She tells him, I will not stand in your way ..Do whatever the spirit bids you. She stands by Nyabera during her trying moments and ensures that her grandchild Awiti is well taken care of. Decisive Independent mindedWhen her mother-in-law accuses her of witchcraft, Akoko takes her and Otieno head-on in front of the village. She makes a hasty decision to go back to her people in Yimbo."}
{"text": "She tells him, I will not stand in your way ..Do whatever the spirit bids you. She stands by Nyabera during her trying moments and ensures that her grandchild Awiti is well taken care of. Decisive Independent mindedWhen her mother-in-law accuses her of witchcraft, Akoko takes her and Otieno head-on in front of the village. She makes a hasty decision to go back to her people in Yimbo. Soon after Otieno Kembo takes over the chief s stool with glee and arrogance, Akoko decides that, .the time had come for battle lines to be clearly drawn. Pg 73 She treks to kisuma to seek justice from the sirikal. Intelligent wiseShe grows up as an intelligent woman and is full of wisdom. She believed that a young woman had to be intelligent .. pg 65 She offers wise counsel to her daughter who is mourning the loss of her sons through an outbreak of measles. She tells her, cry my child, for one does not bury a child without burying a part of ones s soul with it, Yesterday is not today and today is not tomorrow for each day rises fresh from the hands of Were . Pg 75 Her wisdom is further illustrated during her visit to Kisuma to appeal against her brother-in-law. Wherelse the twins are dissatisfied with the verdict of the D.O, Akoko tells them, Do not decide the wisdom of a man by the brevity of his quiet or the multitude of his words ..A fool knows everything. Pg 88 . She discovers that s she cannot physically confront Otieno Kembo who has reduced her head of cattle and decides to wait for the D.O s intervention. She says, There was no advantage in knocking one s head against a tree trunk if you want to cut a tree, take time to sharpen an axe. Pg 89 She encourages Nyabera to seek a new life at the mission in Aluor with these words, Bitterness is poison to the spirit ..if you are walking along and you find your path leading nowhere, then it is wise to try other path. Pg 103 She plays the voice of reason when a conflict arises between Nyabera and Awiti over her fianc whose background she has not investigated."}
{"text": "Wherelse the twins are dissatisfied with the verdict of the D.O, Akoko tells them, Do not decide the wisdom of a man by the brevity of his quiet or the multitude of his words ..A fool knows everything. Pg 88 . She discovers that s she cannot physically confront Otieno Kembo who has reduced her head of cattle and decides to wait for the D.O s intervention. She says, There was no advantage in knocking one s head against a tree trunk if you want to cut a tree, take time to sharpen an axe. Pg 89 She encourages Nyabera to seek a new life at the mission in Aluor with these words, Bitterness is poison to the spirit ..if you are walking along and you find your path leading nowhere, then it is wise to try other path. Pg 103 She plays the voice of reason when a conflict arises between Nyabera and Awiti over her fianc whose background she has not investigated. Akoko tells Nyabera, Accept it Maria, the world is changing. Pg 143 She supports Peter Owuor s decision to become a priest despite the fact that he is the chief in waiting. She says, Things have changed and people are turning to different things. Pg 126 Kind and generousThe people who come to barter their animals are rested and fully fed before they being dispatched to their homes. Nyabera, in lamenting her mother s misfortunes, describes her as one who had never looked at any one with an evil eye, never denied anyone food, had been quite generous in sacrifice and libationRash impatient short-temperedDespite her positive personality, Akoko at times behaves in a rash manner. She reacts with temper when her mother-in-law accuses her of withcraft and does not wait for her husband to return. She goes home to her people in Yimbo. Chief Kembo comments, I know all your virtues, but your weakest point is your temper and impatience ..you must exercise self-control. Pg 44-55 AKOKO S ROLESShe is the main character in the story. Without her there would be no storyShe is symbolically referred to as the source of the river. She is also a symbol of change, wisdom, determination, hardwork and focused people."}
{"text": "Chief Kembo comments, I know all your virtues, but your weakest point is your temper and impatience ..you must exercise self-control. Pg 44-55 AKOKO S ROLESShe is the main character in the story. Without her there would be no storyShe is symbolically referred to as the source of the river. She is also a symbol of change, wisdom, determination, hardwork and focused people. Through Akoko several themes are highlighted; Tradition, change, education, religion and death. She helps develop other characters e.g. through her Owuor Kembo is brought out as loving, committed, wise. Through her Otieno kembo is potrayed as abusive, cowardly, selfish, greedy and chauvinist. Through her several aspects of style such as proverbs, similes, vivid description, songs, myths and legends are brought out. MARIA NYABERAShe is the second born of Akoko, born three and a half years after Obura. She is the only daughter of Akoko and Owuor Kembo; the only surviving among the three born. She is always merry and always meets people with a sunny smile. This is how she earns her name Nyabera-meaning the good one. She can be described as;HardworkingHer husband confesses that, she never neglects her duty to go traipsing off to her home for she is industrious. In Aluor, she would always accompany her mother to till the land and together they have granaries of food and a big herd of cattle. The two women became some sort of a fixture on the green sloping countryside, and the locals, not as motivated as they were made endless jokes about their iron backs and caked feet. Pg 117 Even when she is told how hard it is to master Christian concepts, she does not hesitate to go to Aluor. She memorizes all the stories which she later recounts to her daughter, nephew and mother, After she mastered the basics of religion she started attending mass every morning before class. Pg 107 Likeable Loveable adorableDue to her jovial nature, she is easily likeable. She has, .a personally to charm the birds off the trees. Pg 33 Right from a tender age, her mother does not have to worry about baby sitters for young girls line up to hold the baby."}
{"text": "The two women became some sort of a fixture on the green sloping countryside, and the locals, not as motivated as they were made endless jokes about their iron backs and caked feet. Pg 117 Even when she is told how hard it is to master Christian concepts, she does not hesitate to go to Aluor. She memorizes all the stories which she later recounts to her daughter, nephew and mother, After she mastered the basics of religion she started attending mass every morning before class. Pg 107 Likeable Loveable adorableDue to her jovial nature, she is easily likeable. She has, .a personally to charm the birds off the trees. Pg 33 Right from a tender age, her mother does not have to worry about baby sitters for young girls line up to hold the baby. Obura was very jealous for he would have liked to have more of his sister to himself. Pg 33 Preserving enduringShe undergoes a lot of suffering. Her first child dies at the age of two. The child suffers from fever, jaundice and swelling of the tummy. She loses her two sons to a ferocious outbreak of measles. She loses her father, and miscarries when Awiti is three years and soon after her husband dies. She is inherited by Ogoma Kwach and they have two children, but they both die. When in Aluor, she hears that Ogoma s wife has dies so she goes back to him. They have another child who dies soon after. The man also start to court a younger girl and feeling rejected, she goes back to Aluor. Loving caringAs a sister, she loves her loves her brother, Obura, that his death devastates her. She becomes a loner wandering away by herself, mute and quite for days. After she settles in Aluor she remembers to go for her daughter, nephew and mother whom she loves in a special way. She loves Owuor like her own son .formed such a solid wall of love around the children. 9pg 116 She supports Owuor in his decision to join priesthood. She leaves some of her cattle with her mother-in-law since she has been her friend."}
{"text": "The villagers wonder at her intelligence. A girl! To be so clever .. to receive commendation after commendation! In class where she is the only girl, she holds her position quite well even in mathematics which she dislikes. She emerges top of her class and is invited to join the first teacher s college near Aluor. Industrious hardworking determinedShe inherits her grandmother s industry and determination. While so many girls drop out of school, she reaches the top class at eighteen. She receives a certificate on passing a tough examination at the end of the year. She works hard on mathematics which she dislikes and passes well. Amongst ten boys, she is the only girl who holds top position in class. She does so well at school and gets admitted to a teachers training college. Upon graduation she becomes a teacher. Loving passionate caringShe her mother at least once every two months, but still she feels that she has not done enough. She also sends her two sons, Opiyo and Odongo to keep her company. She loves her grandmother Akoko and writes about her to Mark. She had loved her grandmother desperately .Had admired her unreservedly. Pg 151 When Aoro and Tony are punished by being denied food at night, after risking the life of the twins, Elizabeth hears them in the kitchen trying to steal food. However, she goes and gives them chapatis and dengu smiling at them. Firm Decisive ResoluteWhen she gives birth to Mary, she decisively asks the nurse for water and baptizes the child in hospital, I baptize you Mary .. pg 194 She decides she is going to get admitted in hospital. She asks Mark to go back to the children and only come to visit her at the weekend or whenever she can. Elizabeth ensures Mary does not get spoilt mother kept her head prevented the young lady from being completely spoilt. Pg 195 Principled dignified self-controlledAlthough many of the male students at the Teachers Training College are attracted to her and go to great lengths including throwing love notes wrapped around stones to her room to win her over, she does not yield. She remains the odd one out when all the other girls have paired up, either from within college outside. She is variously referred to as the nun, Virgin Mary and church mouse. She is shunned by both men and women for being a non-conformist."}
{"text": "She remains the odd one out when all the other girls have paired up, either from within college outside. She is variously referred to as the nun, Virgin Mary and church mouse. She is shunned by both men and women for being a non-conformist. She is so cold towards men that when Mark talks to her asking her why she is always alone she retorts, What is that to you. Pg 137 Motherly responsible compassionateWhen Mark feels so guilty for having been so ignorant as to give her anti-malaria drugs that makes her abort, Elizabeth comforts him. Don t worry, God will give us another. She didn t bother telling him they had been twins. The poor man had suffered enough. Pg 160 As a mother, she sleeps without sleeping. Aoro s scream when Tony falls sick at night gets her out of bed even before Aoro reaches her bedroom to report his brother s ailment. Tony is taken to hospital .. Held on his mother s lap .. pg 180 When Aoro faints for not having eaten for long, which is a punishment for his being undisciplined, Elizabeth, was watching secretly rushed out to her son. Pg 190 ELIZABETH S ROLESShe helps in development of plot- She moves with her mother and grandmother to Aluor mission, gets educated, marries Sigu and together they have seven children. Through her we see change- She acquires the white man s education and gets employed. She helps highlight several aspects of style; dialogue and humuor. Through her, Akoko s river continues to flowHelps develop other characters e.g. through her we see Maria Nyabera as loving, Mark Sigu is portrayed as loving, caring and naiveVERAShe is Becky s twin sister . The two are Elizabeth and Sigu s first children. She is the first born of the two twins. She is a lady with many positive points, a replica of her mother and great grandmother, Akoko. She can be described as;Brilliant IntelligentShe carries off trophy after trophy. She is into everything like debate and sports. After primary national exam, she gets an almost perfect score and wins a place at a top national school. In her secondary national school. In her secondary national exams, she gets distinction in Math, Biology, Physics and Geography."}
{"text": "After primary national exam, she gets an almost perfect score and wins a place at a top national school. In her secondary national school. In her secondary national exams, she gets distinction in Math, Biology, Physics and Geography. In her A-level, she gets As in Mathematics and Physics and a B in chemistry. She opts to go for engineering. Loving friendlyShe has a great capacity for love. She has a passionate nature and is completely loyal and her sister is the object of her love and protection. She was willing and ready to do battle with anyone who crossed Becky s path and was a fearless fighter. Pg 166 At five, she almost tears a playmate apart before anyone realizes what is happening, because she is screaming while pummeling him. She loves her sister and shows her off to all. She opts to go to her sister s school rather than a top national school. She still goes to look for Becky at the airport even when she thinks that Becky might not want to see her. She confesses to Becky that she actually loved Tommy only that she cannot marry him. She and Wandia become automatic friends. ResponsibleShe is made a captain in class seven, a position only held before by boys. Her mother allows her to join Becky s secondary school so that she can look after her twin sister. She talks to Becky until she agrees to go and inform her parents about her impending marriage. Although she is not married and does not have children, Becky entrusts the care and future of her children to her. Hardworking industriousAfter form six, when Becky decides just to stay at home, Vera gets a job as a teacher in a nearby harambee school. Her excellent grades are always due to brilliance and hardwork. With her tremendous energy, she participates in many school activities and carries trophy after trophy. She chooses engineering because she thinks it is more challenging than architecture. EmotionalHer tears are ready to fall at the slightest provocation. She is about to cry when her mother tries to persuade her to consider refusing to go to a national school. When she has an argument with her sister, tears well in her eyes and she dashes them away angrily with her fist. She almost engages in a physical fight with her sister. ReligiousAlthough she treats church going as a formality, and is a good Christian thought her childhood, she becomes very religious while in college after Mary-Anne introduces her to a recollection ."}
{"text": "When she has an argument with her sister, tears well in her eyes and she dashes them away angrily with her fist. She almost engages in a physical fight with her sister. ReligiousAlthough she treats church going as a formality, and is a good Christian thought her childhood, she becomes very religious while in college after Mary-Anne introduces her to a recollection . She starts a hungry search for religious enlightenment and dedicates her life to God as an unmarried member of the Opus Dei. Vera s RolesShe is used to develop themes such as; change, education, women empowerment, conflict and religion. Through her Becky is portrayed as jealous and hateful, while Wandia is portrayed as loving and concerned. BECKYShe is one of the twin daughters of Mark Sigu and Elizabeth Awiti. They are the eldest. Becky is brought out as follows;Loveable AdorableShe draws love from one and all from a vey early stage, just plain irresistible. She has very many admires from her childhood up to almost the time she dies. She even marries a white man. Selfish EgocentricShe is utterly selfish. Even after being informed of Tony s illness, she continues lie in bed. Few things bored her much as sickness, suffering and death. She just stretched luxurious in bed enjoying the feel of her young lithe body. Pg 181 After her a-levels, she disappears to Nairobi without informing her parents. She just leaves a note and leaves Vera to do the explanation. Jealous EnviousShe is jealous of the attention Mary is given and wonders whether the latter has to murder to be punished. When Vera turns from a gawky faced teenager into a striking young woman and boys start noticing her, Becky notices this and becomes jealous. When Vera goes to visit her at the airport and she takes her to her home, she confesses that she has been jealous of Vera all her lifeUnfaithful Promiscuous immoralBecky has an illicit love affair while her husband, John, is out of the country. This leads to their divorce when John finds out. Vera complains about her changing of men frequently as she changed clothes! She throws herself at every man as if she hates herself. This distances her from her children and she ends up dying of AIDS. MaterialisticBecky loves the things of this world. She loves money and what it can buy."}
{"text": "This distances her from her children and she ends up dying of AIDS. MaterialisticBecky loves the things of this world. She loves money and what it can buy. Responsible organizedEven if she lives an irresponsible life, she financially caters for her death; the family is surprised to find that she has left her own children very well financially off. She has left a hefty insurance, a string of maisonettes, two bungalows in Spring Valley and a block of offices and shops in west lands. She has also left clear documents and things legally tied up. She had appointed a firm of trustees to run her affairs on behalf of the children and of their benefit. Her sister Vera has been appointed guardian of the children and is allowed to choose which family member they would live with. Becky s RolesShe is used to develop themes such as; Education, relationships, change, immorality, conflict and materialism. Through her interaction with other characters, their character traits are brought out. For instance Vera is portrayed as loving, concerned and hardworking. Her father is depicted as strict and concerned while Wandia is portrayed as concerned and selfless. WANDIAWandia is Aoro s wife, she is a doctor. She comes from a different community from her husband. The writer uses her to demystify inter-tribal marriages. She is developed as a character that is;IntelligentThe battle for the top position in the anatomy class is between her and Aoro, and she finally beats him. The writer says, But Wandia had beaten him ..she had 78 points. Pg 127 Hardworking ambitious pioneeringShe portrays several incidences of determination and ambition in life, at her early age that she wants to be a doctor. She later achieves this through her determination when after her second degree; she gets a scholarship to study haematology at John Hopkins Hospital in Baltimore Maryland. Bold courageousAt the school of medicine, when told to stand in groups before the cavader, she is the first person to gather courage to move towards it. She courageously asks the group members to make introduction which helps them to ease the tension. Her boldness is also shown when she takes the first step towards cementing their relationship. She goes ahead and proposes to him."}
{"text": "She courageously asks the group members to make introduction which helps them to ease the tension. Her boldness is also shown when she takes the first step towards cementing their relationship. She goes ahead and proposes to him. She, When are you going to propose if at all .. pg 256 Loving caring understandingHer mother, to whom she has always been close, means a lot to her. She has fond memories of her childhood with her mother. When she learns that her mother is admitted in hospital, she asks her friends to cover for her at Machakos Hospital where she is an intern so that she can visit her. Her love, care and understanding are exhibited when she adopts Becky s children: Alicia and Johnny. She handles them better than their real mother. Though she is a doctor with a tight schedule her love and care for her children and husband are not affected. She finds that she has time for them and understands them well and their academic potentials. She loves her mother-in-law, Elizabeth, and always consults her. The relationship between her and her mother was a constant source of amusement other s guts? Pg 294-295 WiseThough Wandia is younger than Vera, Vera seeks advice from her due to their mutual understanding. This is seen when Vera seeks advice on Becky s behavior towards her children after divorcing John. She cautions Aoro, her husband, that though they have busy schedules as doctors, they have children and should not forget they need them. Observant KeenShe has observed that Becky has lost significant weight and advises Vera that they have more cause to worry due to Becky s promiscuity. She is the first to realize that their son Daniel, though a happy child, has a problem because at the age of four he still drools a little. He has down syndrome. Later through close observation and keenness as a mother she realizes that Daniel has Leukemia. The writer says, But today her keen eyes watched him frantically .. pg 286 Wandia s RoleShe is used by the writer to portray the theme of change, Education and relationshipsThrough her Aoro is portrayed as determined and supportive. She is also used to bring out humour and dialogue as a feature of style. Mark SiguMark Sigu is Elizabeth s husband and an Ex-soldier. He studied at St. Mary s Yala."}
{"text": "Mark SiguMark Sigu is Elizabeth s husband and an Ex-soldier. He studied at St. Mary s Yala. He works as a manager in a firm in Nakuru. He is portrayed as a determined father who is ready to work hard and provide, bringing up his family in the best way possible. Loving CaringHis life revolves around his wife and seven children. Every time he attains promotion he gathers his family protectively under his wing and resettles them to a bigger house. He also takes a helping hand in the house since, though they have a house help, his wife is overworked with seven children at home and others in school. He loves his wife and when he realizes he has been unfaithful to her, he weeps. Firm strictWhen Becky leaves home, she writes a note because she is scared of facing him. She also follows his father s instructions of going back to school for her A levels without much questioning. She is also afraid to introduce her white fianc to his father for she feared him. When Aoro is sent away from school, Oloo does not only deny him food, but also gives him a month s notice to get himself a place of his own. Aoro grows up knowing that his father is a man to be respected and feared. Respectful Liberal JustHis family loves him because he is just and fair, firm but understanding. This is evidenced when he accepts Vera s vocation to the Opus Dei and Tony s vocation to priesthood. He also accepts with respect Aoro s and Becky s wish to marry out of their tribe. Promiscuous UnfaithfulAt the peak of the State of Emergency that brings insecurity in Nakuru, Elizabeth and the children leave Oloo in Nakuru and go back to Aluor for safety. Left alone in Nakuru, Mark develops an illicit love affair with another woman and ignores his family for some time. He gets so involved in the affair that he does not reply to his wife s letters including those that inform him of the children s illness. Na veTogether with his wife Elizabeth, they wrongly diagnosis her attacks of nausea and dizziness as malaria and he proceeds to buy her anti-malaria tablets which end up causing an abortion to their twins. Sigu s RolesMarries Elizabeth and together they have seven children thus he develops the plot."}
{"text": "He gets so involved in the affair that he does not reply to his wife s letters including those that inform him of the children s illness. Na veTogether with his wife Elizabeth, they wrongly diagnosis her attacks of nausea and dizziness as malaria and he proceeds to buy her anti-malaria tablets which end up causing an abortion to their twins. Sigu s RolesMarries Elizabeth and together they have seven children thus he develops the plot. Helps develop themes such as family relationships, change, education, sexual immorality and conflict. Helps develop other characters like through him Elizabeth is brought out as emotional, wise, caring and lovingOWOUR KEMBOAdmirable lovable impressiveLoving caring faithful devotedResponsible protectiveWise authoritativeOTIENO KEMBOGreedy jealous selfishContemptuous hatefulLazy dependent opportunisticArrogant harshCowardly timid fearfulOBURA KEMBOAdmirable lovablePleasant cheerfulLovingProtectiveIndustrious hardworkingDecisive resoluteAdventurous outgoingAORO SIGUResponsibleIntelligent brightRemorseful repentantAdmirableCaring lovingDetermined resilientLANGUAGE AND STYLEThese are techniques through which a writer communicates his her themes. Style involves the use of artistic language or feature in a literary work for effective communication of feelings, opinions and ideas. The novel is divived into four parts y that describe the life of Akoko and the genenrations that follow her. The language used at each historical time is unique to that period. Part I and II make reference to Luo expression, proverbs and words while in part III and IVthere id use of modern expressions, Kiswahili words, modrn way of naming , academic terms, Christian religious allusions as change is already felt in the land in different areas of life. DREAM MOTIFVarious dreams are presented and which carry with them various messages and implications. It is through dreams that the livings are connected to the dead. This is seen for instance through Akoko s great uncle, Obanda who sends a dream through her father and grandmother and the child is given a name. Dreams also bring hope from the spirit world."}
{"text": "It is through dreams that the livings are connected to the dead. This is seen for instance through Akoko s great uncle, Obanda who sends a dream through her father and grandmother and the child is given a name. Dreams also bring hope from the spirit world. This is seen through Maria s dream where she dreams that Obura comes to her with a beetle which turns into a beautiful bird, the colour of the sky. This is interpreted that the dead brother wants the unborn baby named after him. Dreams have also seen to influence characters action and hence build the plot. This is seen in Vera s dream after breaking up with Tommy where she feels herself moving so fast towards the horizon and hangs at the edge which falls into a bottomless abyss. Perhaps an indication that she needs to take a grip over her life. She feels empty and hence accepts to join Anne to the recollection to fill the emptiness in her life. CONTRASTContrasting characters and incidents are used severally in the novel. There is a contrast between Owuor and Otieno. Owuor was hardworking whereas Otieno was very lazy. Otieno married many wives i.e. six whereas his brother Owuor only had one. We are further told that Otieno treated his wives like sluts and they did not fail him whereas Owuor treated his wife like a queen. There is also a contrast in Akoko s sons. Obura was an active and inquisitive son while his brother Owang Sino was very quiet and reserved. There is also a contrast between Vera and Becky. Vera is generous, loving and caring whereas Becky is egocentric and jealous. For instance Vera is concerned that she is not woken up when Aoro is taken ill but for Becky these are boring stories. The marriage between Akoko and Owuor is contrasted to that between Mark and Elizabeth. In Akoko s so much bride price was paid but in Elizabeth s she is given out almost for free. LOCAL DIALECTThe author uses this style to give authenticity to the story. Examples of local dialect are;Jorochere- The white peopleWere- The god of RamogiChik- The way of the people."}
{"text": "In Akoko s so much bride price was paid but in Elizabeth s she is given out almost for free. LOCAL DIALECTThe author uses this style to give authenticity to the story. Examples of local dialect are;Jorochere- The white peopleWere- The god of RamogiChik- The way of the people. The laws which govern behaviorDwaro mara- want mineDak- neighbourlinessWat- brotherhoodNak- inititation, removal of six lower teethJuok- witchcraftNyadhi- styleSirikal- governmentTurudi mashambaniUhuruRuguru- man from the west refers to a non-kikuyu, or a person outside the central province DaktariMwalimuMuthoni- to mean in-lawMikai- first wifeFORESHADOWThis is a feeling or sign of an event set to happen in future. .he did an unheard of thing by taking her, a widow, beaten and bruised by life back into his house. Pg 15 This heightens suspense as one would want to read on and find out what made Akoko go back to her brother s home after being widowed. Obura s disappearance and death marks the beginning of a series of misfortunes that will haunt Akoko and her children."}
{"text": "The laws which govern behaviorDwaro mara- want mineDak- neighbourlinessWat- brotherhoodNak- inititation, removal of six lower teethJuok- witchcraftNyadhi- styleSirikal- governmentTurudi mashambaniUhuruRuguru- man from the west refers to a non-kikuyu, or a person outside the central province DaktariMwalimuMuthoni- to mean in-lawMikai- first wifeFORESHADOWThis is a feeling or sign of an event set to happen in future. .he did an unheard of thing by taking her, a widow, beaten and bruised by life back into his house. Pg 15 This heightens suspense as one would want to read on and find out what made Akoko go back to her brother s home after being widowed. Obura s disappearance and death marks the beginning of a series of misfortunes that will haunt Akoko and her children. The family had been touched by tragedy and tragedy can sometimes be a habitual drunk who keeps coming back for more. After Oburas s death, others in Akoko family who follow mot so long later are;Nyabera s first born child at only two yearsChief Owuor KemboAkoko s other son, Owang SinoNyabera s two sonsNyabera s husband, Okumu AngoloNyabera s two other children she had with Ogoma KwachNyabera s Other childWhile Elizabeth and Mark Sigu are being weeded by Peter Owuor, it is said, ..she was a radiant a bride as only that had ever walked up the aisle to begin a marriage that would last forty six years. Pg 157 When Obura disappears to go and know about the white man, it is said of the mother, A low moan from the direction of the main hut was heard, the first sound in three days The fearful premonition of doom that only a mother, closely connected as she is to the child, can sense , was in the air. Pg 57 . The premonition eventually fluids to fulfillment in the death of Obura. The family later receives the news that Obura died in the white man s war."}
{"text": "The family had been touched by tragedy and tragedy can sometimes be a habitual drunk who keeps coming back for more. After Oburas s death, others in Akoko family who follow mot so long later are;Nyabera s first born child at only two yearsChief Owuor KemboAkoko s other son, Owang SinoNyabera s two sonsNyabera s husband, Okumu AngoloNyabera s two other children she had with Ogoma KwachNyabera s Other childWhile Elizabeth and Mark Sigu are being weeded by Peter Owuor, it is said, ..she was a radiant a bride as only that had ever walked up the aisle to begin a marriage that would last forty six years. Pg 157 When Obura disappears to go and know about the white man, it is said of the mother, A low moan from the direction of the main hut was heard, the first sound in three days The fearful premonition of doom that only a mother, closely connected as she is to the child, can sense , was in the air. Pg 57 . The premonition eventually fluids to fulfillment in the death of Obura. The family later receives the news that Obura died in the white man s war. When Nyabera tells Akoko of her dream about Obura, Akoko tells her I think your brother is trying to tell you something, to bring a message of hope from the spirit world .May Were find it in his heart to fill our hearts with laughter again. Pg 76 . This later becomes true or is fulfilled when Akoko and Nyabera head to the mission in Aluor together with Elizabeth and Peter. Their lives are improved and they become happy again. When Odongo and Opiyo Oloo s Sons took Akoko to make an appeal before the D.O, a foreshadow into the future is given. When my brother and I took my aunt to make an apil appeal to the big white chief whose name was Diyo, would begin Odongo to some round eyed grandson many years later. Pg 89 . This is later fulfilled when they visited Akoko at the mission as married men."}
{"text": "Mark was more attached to this particular child than the others because it was as if she was grabbed from the jaws of death. This last one had come unexpectedly and has threatened miscarriage after miscarriage needing frequent hospitalization of the mother .. pg 192 Wandia during a visit to Aoro when he was an Intern, remembers her childhood. She was lost in thoughts of her childhood, running bare foot in the red fertile volcanic soil, after her mother- going home after a hard days work. She and her mother had always been very close and having been named after her maternal grandmother, her mother had never referred to her as anything but mami . Pg 255 There she was a very little girl, clothed in nothing but the love of Were-the god of the rising sun; then she was sitting in the shadow of grandfather. Oloo s largest bull missing her mother who had gone away to seek the new way . Pg 305-306 d ALLUSIONThis is making reference to a statement, person, place, event or thing that is well known from literature, history, religion, myth, sports or politics. The bible has been alluded to on several occasions. For example, when Nyabera goes to the mission at Aluor to seek the new religion, she wants to go back and get her mother to as well join it. It offered such consolation for one could identify oneself easily with the desolation of Mary a sword shall pierce your heart , with the joy of Elizabeth whose barrenness was removed by God , the warm love of weak Peter Lord you know everything, you know that I love you! Pg 108 Maria gets baptized and during baptism it is said, I baptize you Maria in the name of the father, and of the son and of the Holy Spirit. There is mention of Misri Egypt and the bad King Herodes, plus birth of Yesu Kristo."}
{"text": "The bible has been alluded to on several occasions. For example, when Nyabera goes to the mission at Aluor to seek the new religion, she wants to go back and get her mother to as well join it. It offered such consolation for one could identify oneself easily with the desolation of Mary a sword shall pierce your heart , with the joy of Elizabeth whose barrenness was removed by God , the warm love of weak Peter Lord you know everything, you know that I love you! Pg 108 Maria gets baptized and during baptism it is said, I baptize you Maria in the name of the father, and of the son and of the Holy Spirit. There is mention of Misri Egypt and the bad King Herodes, plus birth of Yesu Kristo. Pg 109-110 Akoko and Nyabera s leaving their homes to go to the mission center at Aluor is compared to the Biblical epic journey of Israelites from Egypt to Canaan, Like the children of Israel, they left the fresh pot of Egypt for uncertainties of Canaan, pg 113 Maria alludes to the story of Daniel and the lions, Elias, the man who went to heaven on a bicycle of fire and great friendship of Daudi and Jonathan pg 113 Other quotations from the bible and the catholic belief are; This is my body which will be given up for you. The story of the prodigal son is also alluded by Aoro when his father punished him he says, Father I have sinned before you and God. Pg 190 ,When MaryAnne and Vera attend a mass at the recollection the priest says, The mass has ended go in peace to love Lord and serve one another. Pg 132 The students studying medicine together with Aoro are said, appeared to have been turned into Pillars of salt of the Mrs. Lot variety. Pg 244 Another example of allusion is a statement used during graduation. By the powers conferred to me by the University of Nairobi I give you the powers to do all that appertains to this degree. Pg 300 . This statement is made by the chancellor of the university when conferring a doctor in medicine degree on Wandia. In the novel, historical allusion comes out. For example, the First World War has been alluded to."}
{"text": "This statement is made by the chancellor of the university when conferring a doctor in medicine degree on Wandia. In the novel, historical allusion comes out. For example, the First World War has been alluded to. The year is 1918 and the Jo-ingresa the English are at War with the Jo-Jerman the German for the last four seasons. The three young men from sakwa go to fight the Jo-Jerman The Germans in a place called Tanganyika Tanzania of a country of black people ruled by Jo-Jerman. Pg 60-61 e SYMBOLISMSymbolism is the use of a person, an object, an event to represent or stand for an idea . The title, The River and The Source is symbolic. Akoko represents the source of this river, as Chief Odero comments, ..that a home without daughters is like a spring without a source. Pg 11 She is symbolic of the beginning of a new generation of women in society. She is a pioneer of women s position and change in the society. Among the many positive qualities found in her and in the women she inspires are; intelligence, hardwork, courage and determination. In the course of her life the river is threatened by obstacles among them deaths causing it to meander. However, the stream continues to flow and gains momentum. The writer comments, She it was who had been the source of this river which at on time tricked to a mere rivulet in danger of petering out ..momentum. Pg 204 She is indeed a source of inspiration in the family for through her guidance and wisdom she counters all most all the obstacles that come her way and that of her children and grandchildren. Akoko s name which means noisy one implies that the female gender should not keep quiet whenThey are denied what is rightfully theirs. Her first words dwara mara means want mine signifies thatwomen should stand out to what is theirs. Otieno Kembo is symbolic of male chauvinism. He is also symbol of greed, opportunism and arrogance of men who cling to tradition in the name of defending male interests. Pg 73 The journey by Akoko, Nyabera, Awiti and Owuor to Aluor mission, is symbolic of a new way of life and severance from the old way of life. They now live far away from their matrimonial homes."}
{"text": "It is interesting to note that Were did not delegate to create Akoko s legs. Akoko s conflict with Otieno Kembo is humorous especially where he calls her she-wolf. Akoko hisses at him and he retreats. It is humorous to see a man who had dared Akoko backing off in fear. When Akoko and her two grandsons go to Kisumu to lodge a complaint to the white chief The D.O , the word D.O, sounded like diyo which to them meant to squeeze. They wondered whether he might squeeze their brains. The people of Sakwa are amused by the god of the white man who has a son and died to save them. It is exciting that the ignoramus interprets this as sheer madness. It is also interesting that one can sleep on both ears. I keep my ears open, my friend; I am not like you who sleeps on both your ears. I keep one open and sleep on the other one! Pg 59 Awiti s beauty is humorously described, Her nose sat on her face as if the creator had really thought hard before placing it carefully in place. Pg 135 It is laughable that Awiti receives notes in college using the most unorthodox means, a love note would come flying into the room wrapped around a stone. Pg 136 The responses that Nyabera gets from Pilipo who seems to have some knowledge in the Christian religion introduced by the white man are humorous. She had expected to get some information about this religion so that she could pursue it. ......... They said something about God being three but only one but didn t understand that very well. ................... There were laws which said do not kill.......and to take on one wife. The laws were too hard for me so I came home. Pg 102 . This humour eases the tension that is created by Nyabera s situation. She has lost hope and is interested in the Christian religion which might give her hope. This humour also points to the dilemma faces by the new converts who still wished to cling to aspects so their traditional culture and could not cope with stringent requirements of the new religion. When Wandia enquires about the well being of her relations Kamau and Timothy, Ester tells her; Timothy is still waiting for the beautiful ones to be born."}
{"text": "She has lost hope and is interested in the Christian religion which might give her hope. This humour also points to the dilemma faces by the new converts who still wished to cling to aspects so their traditional culture and could not cope with stringent requirements of the new religion. When Wandia enquires about the well being of her relations Kamau and Timothy, Ester tells her; Timothy is still waiting for the beautiful ones to be born. Meanwhile he chases whatever else is available. Pg 262 Before Elizabeth s death, she recalls her life as a child and when many suitors were pursuing her. The description of the suitors is humorous: A love letter comes flying in through the open window; it was from a fellow student whose name was Cosmas somebody or other and like so many others it declared willingness to climb mountains, fold rivers and swim oceans in order to reach her and win her love. The guy must have drowned by now, thought Elizabeth her lips twitching. Pg 306 g IRONYIrony is the opposite of the expected. The writer has brought to the forth several instances of irony in the text. It is ironical for chief Odero s spokesman. Aloo K lima to assure the chief s in-laws that since they in-laws are their brothers they would not make things difficult for them during Akoko s bride price negotiations, they in fact make things difficult for the in-laws from Sakwa by setting the bride price at thirty heads of cattle which was two and half times the usual bride price. Pg 21-22 Peter Owuor Kembo is Akoko s only living grandson. He is expected to assume the chieftainship when he grows up but he develops an interest in priesthood. The writer says of him, he who has never really known his father or the joys of father-son relationship, now dreamt of being a spiritual father of many. Pg 127 It is also ironical that Owuor Peter Sino expected Akoko to reprimand him and reject his proposal of wanting to become a priest and yet she accepts without any argument."}
{"text": "Pg 21-22 Peter Owuor Kembo is Akoko s only living grandson. He is expected to assume the chieftainship when he grows up but he develops an interest in priesthood. The writer says of him, he who has never really known his father or the joys of father-son relationship, now dreamt of being a spiritual father of many. Pg 127 It is also ironical that Owuor Peter Sino expected Akoko to reprimand him and reject his proposal of wanting to become a priest and yet she accepts without any argument. She tells him to do what the spirit bids him because the world is changing pg 126 Irony is similarly evident when Mark Sigu tells Elizabeth, it is easier to fight Germans and their allies than to get the courage to talk to a girl. Pg 138 He has waited to meet her for the last six weeks and this time round he had to gather enough courage to do so. Akoko had lost her first born son, Obura to the white man s war. Before she dies, she regards her grandson-in-law as a replacement for her son; She had lost one son to the whiteman s war; and by grace of God she has gained another from the white man s army. Pg 149 In defiance to a sticker stuck on the windscreen just next to the driver of a matatu Vera and Maryanne are travelling in to Kangemi, the driver over speeds. One would have expected the driver to be reminded of the effects of dangerous driving by the sticker aptly entitiled, a speed song. Pg 235 Betty confesses to Vera that she loves money and all that it can buy. Despite living a lavish lifestyle, the carpet on the floor, the pictures on the wall spelled one word-money. She ends up having affairs during the husband trips abroad and they finally divorce. She lives alone with her children, well off but unhappy. When Obura and Owang Sino die, Otieno, their uncle is supposed to assume the chiefdom but in the custody for the young Owuor Sino. He does not keep it in custody but instead usurps his nephews chieftainship. He even grabs his brother s as well as Akoko s wealth. When Obura and two other men are killed in a war against the Germans on Tanganyika, the white man s messenger ...."}
{"text": "He does not keep it in custody but instead usurps his nephews chieftainship. He even grabs his brother s as well as Akoko s wealth. When Obura and two other men are killed in a war against the Germans on Tanganyika, the white man s messenger .... presented the chief with a bracelet which they said was sent by the white people as a thank you and in memory of the fallen men It is ironical that after a selfless struggle by Obura on behalf of the whites, through which he loses his life, they can exchange life with a bracelet. When we study the character of Vera, we discover yet another irony. She had been brought up embracing all the basic Christian values and beliefs and we expect that she can find it quite simple to comprehend and understand the existence of God. But when she becomes opposed to this belief and fails to understand the being of God given such a background, it becomes ironical. H VIVID DESCRIPTIONOwour Kembo is vividly described; Even without his black and white Columbus monkey headdress, he stood head and shoulders above most men. He was obviously a man of nyadhi.....he has a spear in one hand, a shield in the other and splashes of white war paint across his body. His face was virtually tattooed, his head set proudly on his shoulders and he wore only a tiny piece of leopard skin..... pg 18 Akoko s beauty is brought out through vivid description; her eyes were set apart and neither too small nor too big, her teeth were white and even with a bewitching gap at the centre of the upper set. Her ears with earrings dangling from tiny holes were perfectly shaped standing just at the right angle from her head. And that neck! It was fit to inspire praise songs from nyatiti players! And were those two whole rings on her navel? ...... As for her legs, Were must have curved them out personally rather than one of his apprentices. Pg 28 i ORAL LITERATURE DEVICESThe writer had used some oral literature in The River and the Source. These include:ProverbsSongsMythLegendsPROVERBS WISE SAYINGAkoko s father said of her birth, A home without daughters is like a spring without a source pg 11 . This indicates the chief s flexibility."}
{"text": "And were those two whole rings on her navel? ...... As for her legs, Were must have curved them out personally rather than one of his apprentices. Pg 28 i ORAL LITERATURE DEVICESThe writer had used some oral literature in The River and the Source. These include:ProverbsSongsMythLegendsPROVERBS WISE SAYINGAkoko s father said of her birth, A home without daughters is like a spring without a source pg 11 . This indicates the chief s flexibility. He hears the baby cry and thinks it is a boy, another rock for my sling. The fact that the baby is a girl does not dampen his spirit whatsoever. Akoko s family spokesman, Oloo, convinces the audience about a woman s worth to her husband during the dispute between Akoko and her mother-in-law and brother-in-law ........who knows the goodness of a tree but he who sits under its shade and eats its fruits? Pg 44 Other examples of proverbs found in the story are-; Good manners is the fabric that holds the community together used in respect to the search parties to mean that even if they did not find Obura, it was a sign of respect to the search parties to mean that even if they dis not find Obura, it was a sign of respect to go and report to the chief. Yesterday is not today and today is not tomorrow. Pg 75 This proverb is used by Akoko to encourage her daughter Nyabera who had suffered greatly by losing her children. It was disquieting to have all one s eggs in this one tiny frail basket. Pg 74 . This is in reference to Akoko s family s hopes of that long over the chiefdom which has now been placed in the hands of the little boy, her grandson. Bitterness is poison to the spirit for it breeds nothing but vipers some of which might consume your very self. Pg 103 Akoko uses this proverb to encourage Nyabera to try new religion so that all bitterness in her can end. ...... Beggars cannot be choosers. Pg 107 Nyabera had to make do with the place shown to her to put a house at Aluor mission. ......... You don t have to be good, all you have to be is lucky. Pg 281 ."}
{"text": "Bitterness is poison to the spirit for it breeds nothing but vipers some of which might consume your very self. Pg 103 Akoko uses this proverb to encourage Nyabera to try new religion so that all bitterness in her can end. ...... Beggars cannot be choosers. Pg 107 Nyabera had to make do with the place shown to her to put a house at Aluor mission. ......... You don t have to be good, all you have to be is lucky. Pg 281 . Vera uses this saying in reference to his brother who is lucky to have a good girl like Wandia. Laziness opens the door for evil to rule one s mind and body. Pg 93 . Akoko uses this proverb to chide her brother-in-law Otieno, who because of his laziness, ends up grabbing her wealth and inheritance. B SONGSThe young men who come to escort Akoko from Yimbo to her husband s home in Sakwa compose chants to praise certain qualities in themselves. The song also creates humour. It also breaks monotony of narration. Pg 26 quote the song in page 26 Akoko sings a dirge full of praise for her husband as she morns him pg 69 . Quote the dirge in page 69 The song breaks monotony of narration, makes the story interesting and also indicates how the two; Akoko and Owuor Kembo loved each other. C MYTHA myth is story that talks about the origin of a group of people or a phenomenon. AKoko narrates the story of the origin of the Luo to her grandson twins, Opiyo and Odongo as they embark in their epic journey. In the beginning, Were was alone in the world which was beautiful. Were is a spirit and a spirit is like a flame.....so he created Ramogi and his brothers who were men......... pg 81-82 This myth highlights the role of elders in this community, which is to impact knowledge on the history of the tribe to all young ones. ....... How can you know where you are coming from? Pg 81 d LEGENDSA legend is a story that talks about a heroic historical character. Of the children of Ramogi many great brave men have arisen. They are called, thuondi the brave ones."}
{"text": ".......How can you know where you are coming from? Pg 81 d LEGENDSA legend is a story that talks about a heroic historical character. Of the children of Ramogi many great brave men have arisen. They are called, thuondi the brave ones. These men of renown include Lwanda Magere. So strong and brave a warrior was he that it is rumoured that sharp spears of Lang o warriors could not pierce his skin. Then there was Gor Mahia, the wily one who could change hid form into anything at all....... pg 82 THE RIVER AND THE SOURCE: SAMPLEDPOSSIBLE EXCERPT QUESTIONS AND RESPONSESRead the extract below and answer the questions that follow. Akoko returned to her village having won more than a victory for her infant grandson. She had opened new vistas for her family, which showed another world and the possibility of a different way. She talked about her journey to her daughter Nyabera, who sat on a mat nursing her newborn daughter; she drank in her mother s every word. You know my child, human beings are all the same the world over, with good ones and bad ones. The bad ones serve to high light the goodness of the good ones. To allow oneself to sink unresistingly into evil is a bad thing. Take those white people, they are not of my colour, or of my blood but they are just, but your uncle is ruled by his stomach and directed by his loins. He forgot everything that his brother had ever done for him and his greed turned into vindictive hatred. It would have been something if he had worked to support his appetites, but he is lazy. Laziness opens the door to evil to rule one s mind and body. Work tirelessly my child. It is a shame for an able bodied person to feed off the sweat of others. It becomes like a sickness of the blood which transmits itself to generations and becomes a curse forever. Akoko left the clan of her husband Owuor and returned to Yimbo with all the property she had salvaged from her brother-in-law, Otieno. It was a mighty herd which moved in three cohorts. Of the three children she had borne, there survived only one; of the grand children only two still lived; and the she dwelt in the household of her brother Oloo."}
{"text": "It becomes like a sickness of the blood which transmits itself to generations and becomes a curse forever. Akoko left the clan of her husband Owuor and returned to Yimbo with all the property she had salvaged from her brother-in-law, Otieno. It was a mighty herd which moved in three cohorts. Of the three children she had borne, there survived only one; of the grand children only two still lived; and the she dwelt in the household of her brother Oloo. She was fifty seasons of age, a middle aged woman. Sometimes she remembered how it had been and this was painful, for now she, a migogo, was reduced to living with her brother. She wondered how long it would be before his wives started making insinuations, but she did not allow herself to descend to bitterness; for yesterday is not today and today is not tomorrow. Each day rises from the hands of were and brings with it whatsoever it will. Outline events immediately before the extract. 4mks In what two ways is Akoko s journey important? 2mks How does Otieno s weakness serve to highlight Akoko s strength? 2mks Name Akoko s children not mentioned in this passage. How did they die? 4mks Comment on ONE feature of style evident in the extract. 2mks Explain ONE theme coming out in this extract. 2mks State and explain lesson you learn from the passage. 2mks What does the last paragraph tell us about Akoko? Explain 2mks Explain the meaning of the following expressions as used in the passage. 3mks .she drank in her mother s every word ..feed off the sweat of others .. ..cohorts He forgot everything that his brother had ever done for him . What is it that Otieno forgot? 3 mks Possible Responses-Akoko is escorted to Kisuma by the messanger and two askaris the DO has sent. She makes her appeal before the DC who bears the petition. 1mkThe DC makes judgment in which Otieno Kembo is made to relingnish the stooland return that entire he had grabbed from Akoko."}
{"text": "What is it that Otieno forgot? 3 mks Possible Responses-Akoko is escorted to Kisuma by the messanger and two askaris the DO has sent. She makes her appeal before the DC who bears the petition. 1mkThe DC makes judgment in which Otieno Kembo is made to relingnish the stooland return that entire he had grabbed from Akoko. 1mkMarking pointsJourney to Kisuma 1mkAppeal before the DC 1mkJudgement by the DC verdict 1mkJustice 1mk-It has opened way for a newness e.g leadershipIt serves to enhance the reservation of human right irrespective of gender. E.g right to ownershipIt serves to reduce wrong doing while upholding morality e.g Otieno is punished-His injustice 1mk greed, etc makes Akoko s decisive and pioneering 1mk characters to come out. -Obura Kembo 1mk who died in the world war 1mkOway Sino 1mk who died chocking with 1mk a fish bone. -Dialogue 1mk Akoko talking to her daughter Nyabera 1mk who is listening You know my child . Comment : -Reveals Akoko s character of being wise-Reveals the themes of justice and equality- Reveals Otieno e character lazy and greedy-Justice The DC gives Akoko justice by punishing wrong doing. Equality The DC provides justice irrespective of gender or race. -We should work hard Akoko tells Nyabera that laziness is a disease .. We should fight for our right justice. Akoko looks for justice and gets it. We should have hope and determination and live for have a better future noSituation is permanent."}
{"text": "We should fight for our right justice. Akoko looks for justice and gets it. We should have hope and determination and live for have a better future noSituation is permanent. -She is determined enduringShe is optimisticDespite the challenges she expects to meet in her brothers household, she braces herself and hopes that all will end one day. Yesterday is not today -She understood all that her mother told herDepending on other people for survivalLarge groups-He forgot that it is his brother the late Owuor Kembo who supported him by feeding 1mk his entire household. 1mkRead the following extract and answer the questions that follow: Mother, I have decided to seek the new religion which you have heard about. You know my life is a painful wound to me and much as I try my heart fills with bitterness- for me and for you . My child, do not feel bitterness for me for I am an old woman who has lived her life. As for you it is better that you seek this new way. It might give you hope and rescue you from bitterness. Bitterness is poison to the spirit for it breeds nothing but vipers some of which might consume your very self. Pain and sorrow all human being feel; but bitterness drops on the spirit like aloes- causing it to wither. I give you my blessing my child. If you are walking along and you find your path leading nowhere, then it is only wise to try some other path. Thank you mother. I will bring you news as soon as I can. May Were protect you. Questions. Place the above extract to its immediate context. You know my life is painful wound. What made Nyabera regard her life as a painful wound? In what way was Nyabera s life similar to that of Akoko according to the rest of the novel. Identify and illustrate one characters trait of Akoko and Nyabera as brought out in this extract. I. Akokoii. NyaberaIdentify two features of style used in this extractPain and sorrow all human being feel. Rewrite this sentences making human the subject of the sentence. Briefly explain one theme that is brought out in this extract. Possible ResponsesBeforeNyabera had gone to philipo to inquire about the new religion. She had then gathered her things and decided to leave her daughter with her mother n Yimbo."}
{"text": "Briefly explain one theme that is brought out in this extract. Possible ResponsesBeforeNyabera had gone to philipo to inquire about the new religion. She had then gathered her things and decided to leave her daughter with her mother n Yimbo. Shei informs her mother of her decision to seek the new religion .Her mother encourage her to go ahead and join the new religion and forget her bitters .Immediately after this Nyabera t ravel s to Aluor mission and join the new religion . Ii. Nyabera had suffered a lot in her life because her children had died mysteriously leaving her with only a girlchild Awiti . Her husband had died .Ogoma Kwach who had inherited her had back gone to his family. Iii . I . Both had lost their husbands through death ii . Their children had died iii . They were both sonless iv . I Akoko philosophical Reasoning Bitterness is poison to the spirit for it breeds nothing but viper ii . NyaberaBitter You know my wife a painful wound and much as my heart fills with bitterness Religious Decides to seek solace n the new religion May Never protect you v . Dialogue Mother I have decided .. Nyabera-Thank you motherSimile but bitterness drops on the spirit like aloes .. Use of Local dialect- Were vi . Religion Nyabera decides to seek new religion . Death and suffering - You know my life is a painful woundRead the following extract and answer the questions that follow: Good. Very good. How about this marriage business-don t you think it is too soon? I mean you re only worked for a year do you really have anything to offer a wife? Things like language to be spoken at home, the religion to be practised and by the way to what faith does she belong? Place this excerpt in its immediate context 4 marks Illustrate any two themes brought out in this extract 4 marks Comment on any TWO stylistic devices used in the excerpt 6 marks Illustrate two aspects of Mark Sigu s character shown in this excerpt 4 marks Where else in the novel is Aoro in conflict with his father?"}
{"text": "How about this marriage business-don t you think it is too soon? I mean you re only worked for a year do you really have anything to offer a wife? Things like language to be spoken at home, the religion to be practised and by the way to what faith does she belong? Place this excerpt in its immediate context 4 marks Illustrate any two themes brought out in this extract 4 marks Comment on any TWO stylistic devices used in the excerpt 6 marks Illustrate two aspects of Mark Sigu s character shown in this excerpt 4 marks Where else in the novel is Aoro in conflict with his father? 2 marks In about 40 words, explain how Aoro defends Wandia as his choice for a wife. 3 marks Possible ResponsesBeforeAoro and Wandia have gone to Aoro s homeThey meet the parents of Aoro and exchange pleasantriesAro tells his father of his plans to go back to study surgery his area of interest. AfterAoro s father is skeptical about Aoro s marriage to WandiaHe cites religion as one of the problems likely to arise if the two get marriedAoro tells his father they will sort out issues like religious differences and language to be spoken as Wandia is a rational person. ThemesReligion - Aoro s father wanted to know Aoro and Wandia s religious differences could cause them problems. Tribalism Aoro s father asked Aoro why he could not get a nice Luo girl to marry instead of Wandia who is a KikuyuDialogueMark Sigu and Aoro are conversing concerning Aoro s intention to marry Wandia. Mark Sigu: How about the marriage businessAoro : I guess not Comment dialogue makes the conversation interesting and livelyUse of dashes-She is a Kikuyu after all they have a thing about moneyComment to indicate pause or deep thoughts creates suspenseMark Sigu s characterPrejudicial stereotyping tribalistic-He regards all Kikuyus as money loversLoving -He told Aoro that he loved him and was proud of himCaring-He told his son Aoro that he was trying to forestall any possible misery which may arise in future. When Aoro and his brothers went to swim and his young twin brother almost drowned."}
{"text": "Tribalism Aoro s father asked Aoro why he could not get a nice Luo girl to marry instead of Wandia who is a KikuyuDialogueMark Sigu and Aoro are conversing concerning Aoro s intention to marry Wandia. Mark Sigu: How about the marriage businessAoro : I guess not Comment dialogue makes the conversation interesting and livelyUse of dashes-She is a Kikuyu after all they have a thing about moneyComment to indicate pause or deep thoughts creates suspenseMark Sigu s characterPrejudicial stereotyping tribalistic-He regards all Kikuyus as money loversLoving -He told Aoro that he loved him and was proud of himCaring-He told his son Aoro that he was trying to forestall any possible misery which may arise in future. When Aoro and his brothers went to swim and his young twin brother almost drowned. When Aoro was suspended from school for being rude to the prefects in his school. His father denied him food for 36 hours and he passed out. Aoro says he doubts that Wandia, irrespective of being a Kikuyu, is materialistic; that he has feelings for Wandia which he could not transfer to any other person; everyone, irrespective of the tribe, was the same beneath the skin. Read the following extract and answer the questions that follow: Brothers, we greet you and bring you many greetings from the people of seme. My nephew, Oloo, son of my late brother Sigu, came to me and said: Father, I have found a girl and I want to get married. Now I am a reasonable man and I know the ways of chik,so I asked him: Son I asked him one does not just find a girl in the air. One sends ajwanyoto go and spy a girl and find out her antecedents and character. Is she a thief or a witch? Is she lazy or shiftless? Might there be consanguinity between you and her? Who is her mother and father? I tell you my brothers that I was flabbergasted to hear that none of these things had crossed his mind. He knew that her mother s name was Maria and her grandmother s name was Akoko and that was all. You will therefore forgive us because we do not know you and you do not know us."}
{"text": "I tell you my brothers that I was flabbergasted to hear that none of these things had crossed his mind. He knew that her mother s name was Maria and her grandmother s name was Akoko and that was all. You will therefore forgive us because we do not know you and you do not know us. We only came because we have faith in our son who has always been a reasonable man. We therefore wish to introduce ourselves before we go on. Iam SemoRakula of Seme,our village is near that strange rock- upon-a-rock,Kit-Mikai. We are the descendants of that wear warrior, NyagudiKogambi. Oloo and these young men are my sons and nephew .Oloo is a man of learning and what is more a soldier who has fought for the white man in distant landa Now he is a clerk with a big kambi company inNakuru, where he gets a good salary. So should this suit be acceptable to all you need have no fear that your daughter will starve. I tell you these things because there are things jawang yowould havefound out for you. Thank you brothers. A pot of kong owas moved near him and he drew a long refreshing draught. Some things never change-a spokesman needs to irrigate his throat. Brothers, people of Seme. My name is OyangeSilwal The girlAwiti is the only child of my late brother Okumu. We are from Sakwa from the village of Gombe, The girl has group in Gem because her mother being a widow and having converted to Christianity decided to settle here which a good thing is because now she is like light for the rest of us. She is highly educated and a teacher of children. A Place this excerpt in its immediate context. 4marks b Identify and illustrate any three thematic concerns evident in this excerpt. 6marks c Describe the character of Awiti as brought out in this excerpt, 2marks d Apart from the case in this excerpt, explain where again there is a compromise in the brideprice later on in the novel. 2marks e In one sentence,paraphrase the statements below 2marks Brothers, people of Seme. My name is OyangeSilwal The girl Awiti is the only child of my late brotherOkumu. We are from Sakwa from the village of Gombe."}
{"text": "6marks c Describe the character of Awiti as brought out in this excerpt, 2marks d Apart from the case in this excerpt, explain where again there is a compromise in the brideprice later on in the novel. 2marks e In one sentence,paraphrase the statements below 2marks Brothers, people of Seme. My name is OyangeSilwal The girl Awiti is the only child of my late brotherOkumu. We are from Sakwa from the village of Gombe. F You will therefore forgive us brothers because we do not know you and you do not know us. In light of what happens in the novel, why is the speaker begging for forgiveness. 2marks g Identify and illustrate any two stylistic devices evidently used in this excerpt. 4marks h Give the meaning of the following words and phrases as used in the excerpt. 2marks Consanguinity;irrigate his throat;Possible Responsesa. Awiti Elizabeth begins a relationship with Mark Sigu; she introduces the matter to Akoko and Nyabera; Akoko invites her relations and negotiation is fixed .Mark Sigu comes also with his relations. They meet, talk and are entertained. They agree on just a token as a bride price. The talks are concluded and akoko calls Mark for a close talk, they joyously talk. Later on in the night Akoko dies. B.Love and friendship: Awiti and mark fall in love and marry; Family ties and relations: Akoko s close relatives must be invited for the negotiation so is the family of Mark Sigu. Changes; mark and Awiti want to marry yet they do not know one another s family background; religion: Awiti s mother is said to be converted to Christianity and went to live in the mission; Eduaction: Awiti is said to be an educated girl and is a teacher. C Hardworking; she studies very hard and becomes a teacherd. Wandia s mother does not demand any bride price but only asks Aoro to stay in peace with her daughter. E. Oyange Silwal tells the people of Seme that Awiti is the only child of his late brother Okumu and that they are from Sakwa from the clan of Gombef. Because it is not customary to get into marriage negotiations without full knowledge of one another s background. G."}
{"text": "Oyange Silwal tells the people of Seme that Awiti is the only child of his late brother Okumu and that they are from Sakwa from the clan of Gombef. Because it is not customary to get into marriage negotiations without full knowledge of one another s background. G. Rhetoric questions: Is she a thief or a witch? Is she lazy or shiftless? Might there be consanguinity between you and her? Direct address Brothers we greet you and bring you man greetings. H. Consanguinity;- close relationship To irrigate his throat to take a drink to so as to talk with ease. Read the following extract and answer the questions that follow:My fathers, It is a shameful thing for my wife to leave her husbands house and return to her father s house. This outrageous thing had occurred only because I was not here to prevent it. Our chief, we are saddened by this unfortunate state of affairs, but you must admit that your mother has a point or two. Long have we pleaded with you to take another wife for two. Long have we pleaded with you to take another wife for yourself and you have adamantly refused. Now she has left you, you are like a misumba, a bachelor which would not have been the case if you had another wife. We beg you take another wife for yourself. This was from Oyier, a grizzled old man who had been his mother s greatest champion in her quest for a wife for Owuor. He realized that the old geezrs were going to give him a hard time of it, so he changed his tactics. Fathers, you are the wise men of this community. That is why you sit in the council. Is it that you have forgotten the ways of chik or that your determination to get me to marry other wives has clouded your judgement? Do you not know that a man s mikai is the greatest jewel that adorns his compound? That her position in maintained and protected by taboos imposed by the ways of chik? That if I die, Were forbid, my body can only lie of her hut? And this would do so even if she herself were dead? To lose one s mikai is to lose one s right hand. The Jodongo nodded sagaciously at the wisdom uttered by the chief. It is true that the mikai is the centre post that holds up a man s hut."}
{"text": "And this would do so even if she herself were dead? To lose one s mikai is to lose one s right hand. The Jodongo nodded sagaciously at the wisdom uttered by the chief. It is true that the mikai is the centre post that holds up a man s hut. Without her, or if she were stupid, only Were could rescue such a man from being blown away from among the people like so much chaff. She it is who saves a young man from the follies and stupidities of youth. Indeed the people of Ramogi has a saying which declared that The medicine for stupidity in marriage . Yes, the chief had spoken wisely. But Oyier would not give up so easily a Explain what happens just before this excerpt 3mks b What is the bone of contention between Akoko and her mother-in-law, Nyar Asembo 3mks c The girl child brieflt explain the relevance of this sub-heading to the whole novel 2mks d Oyier sounds sarcastic in his speech. Identify and explain the sarcasm 2mks e From the excerpt, contrast the character of Owuor with that of his brother Otieno 4mks f Explain the meaning of It is true that Mikai is the centre post that hold up a man s hut 2mks g Identify parenthisis in the last paragraph of this excerpt 1mk h Explain the main theme that comes out in this excerpt 2mks i From your knowledge of the novel, describe the role of Jodongo in the community represented in this novel Write your answer in note farm 3mks i Local language is used in this exerpt."}
{"text": "Yes, the chief had spoken wisely. But Oyier would not give up so easily a Explain what happens just before this excerpt 3mks b What is the bone of contention between Akoko and her mother-in-law, Nyar Asembo 3mks c The girl child brieflt explain the relevance of this sub-heading to the whole novel 2mks d Oyier sounds sarcastic in his speech. Identify and explain the sarcasm 2mks e From the excerpt, contrast the character of Owuor with that of his brother Otieno 4mks f Explain the meaning of It is true that Mikai is the centre post that hold up a man s hut 2mks g Identify parenthisis in the last paragraph of this excerpt 1mk h Explain the main theme that comes out in this excerpt 2mks i From your knowledge of the novel, describe the role of Jodongo in the community represented in this novel Write your answer in note farm 3mks i Local language is used in this exerpt. Give two examples and explain its significances 2mks k Discuss the mood that is prevalent in this extract 1mk Possible Responses a Owuor returns his journey only to find an empty houseHe tries to inquire from neighbours and from his children what had happenedHe gets very angry locks himself up in his simba He sermons the council; jodongo to convene the following day 3mks b Nyar Asembo alleges that Akoko is unable to conceive regularly her rate of procreation is slowShe accuses Akoko of practicing witchcraft against her sonShe also acuses Akoko of standing between Owuor and his marriage to other women by casting a spell on himc The Girl child This refers to AKokoShe is the source of the family tree river that extends for many generations for her, Nyabera, Elizabeth and her great grandchildren. Akoko is the source of life."}
{"text": "Identify and explain the sarcasm 2mks e From the excerpt, contrast the character of Owuor with that of his brother Otieno 4mks f Explain the meaning of It is true that Mikai is the centre post that hold up a man s hut 2mks g Identify parenthisis in the last paragraph of this excerpt 1mk h Explain the main theme that comes out in this excerpt 2mks i From your knowledge of the novel, describe the role of Jodongo in the community represented in this novel Write your answer in note farm 3mks i Local language is used in this exerpt. Give two examples and explain its significances 2mks k Discuss the mood that is prevalent in this extract 1mk Possible Responses a Owuor returns his journey only to find an empty houseHe tries to inquire from neighbours and from his children what had happenedHe gets very angry locks himself up in his simba He sermons the council; jodongo to convene the following day 3mks b Nyar Asembo alleges that Akoko is unable to conceive regularly her rate of procreation is slowShe accuses Akoko of practicing witchcraft against her sonShe also acuses Akoko of standing between Owuor and his marriage to other women by casting a spell on himc The Girl child This refers to AKokoShe is the source of the family tree river that extends for many generations for her, Nyabera, Elizabeth and her great grandchildren. Akoko is the source of life. She represents women as natia, Awiti, Vera and WandiaAs a source, her family survives due to he determination wisdom, hardwork and clarity of vision as a girl-childShe plays a role of those who have been wise in their time, pioneers through whose daring actions bring progress to the whole society 2mks d Oyier says that they are saddened by the disappearance of Akoko but in the real sense he capitalizes or this opportunity to advance Owuor s mother s quest of getting him Owuor marry another wife. Oyier calls him a misumba ."}
{"text": "Akoko is the source of life. She represents women as natia, Awiti, Vera and WandiaAs a source, her family survives due to he determination wisdom, hardwork and clarity of vision as a girl-childShe plays a role of those who have been wise in their time, pioneers through whose daring actions bring progress to the whole society 2mks d Oyier says that they are saddened by the disappearance of Akoko but in the real sense he capitalizes or this opportunity to advance Owuor s mother s quest of getting him Owuor marry another wife. Oyier calls him a misumba . This is meant to hurt and humiliate Owuor so that he can marry another wife e Look for the following pointsOwuorOtieno i wiseFoolish ii Reasoning Irrational iii Faithful Immoral iv Responsible Irresponsible v Generous greedy vi Tactical tactless 4mks NB- Contrasting words and phrases must be used. One character trait of Owuor must come from the excerpt but that of Otieno from elsewhere in the novel f It expresses the importance of the first wife Akoko0 to Owuor Kembo. Just like a central post holds up a hut, the Mikai prevents a homestead from falling apart. Akoko supports her husband and gives dignity."}
{"text": "One character trait of Owuor must come from the excerpt but that of Otieno from elsewhere in the novel f It expresses the importance of the first wife Akoko0 to Owuor Kembo. Just like a central post holds up a hut, the Mikai prevents a homestead from falling apart. Akoko supports her husband and gives dignity. G Without her, or if she were stupid only Were could rescue suh a man from being blown away from among the people like so much chaff 1mk h Tradition-If a man dies, his body lies in his house before burial in the right hand side of Mikai s houseThe council of Jodongo arbitrates in marriage desputesPosition of Mikai is protected by taboosLosing a mikai is like loosing one s right hand mikai refered as a jewel The society is polygamousIt was a taboo for a man and such a chief to be a misumba bachelor 2mks i Involved in marriage negotiations solved marriage disputesArbitrate in social matters judges casesAssists the chief in running the affairs of the communityAssists in the removal of a bad chief 3mks NB- Notes are shown through letters, arrows, a star, a dash, a dot and use of incomplete sentences. J : Mikai , Chik , Misumba,Has aesthetic valueGives the story its local flavor thus providing varietyAdd colour and flavor to the novelIt authenticates and pin points the setting of the novel as KenyanIt injects life in the narration thus making the story enjoyableIt provides a social and geographical setting 2mks k Solemn serious grave somber melancholic mood. My fathers..it is a shameful thing fro my wife to leave ..prevent it 1mk Read the following extract and answer the questions that follow: wolololoyaye Mama yoo! Biuru une! Come and see! The strangers were taken to the chief s house and the older people saw that their faces were solemn .they couldn t be bearers of good news."}
{"text": "J : Mikai , Chik , Misumba,Has aesthetic valueGives the story its local flavor thus providing varietyAdd colour and flavor to the novelIt authenticates and pin points the setting of the novel as KenyanIt injects life in the narration thus making the story enjoyableIt provides a social and geographical setting 2mks k Solemn serious grave somber melancholic mood. My fathers..it is a shameful thing fro my wife to leave ..prevent it 1mk Read the following extract and answer the questions that follow: wolololoyaye Mama yoo! Biuru une! Come and see! The strangers were taken to the chief s house and the older people saw that their faces were solemn .they couldn t be bearers of good news. We greet you, o chief Owour .We are people sent by sirikal, the government, with a message for you. The white garbed one who was obviously the spokesman declared. And who, may I ask, is this sirikal? I ve never heard of him. Said the chief baffled. You may have heard that the country is being ruled by white people now .They, with the help of some black people, have formed something like the council of jodongo, only much bigger, to make sure that everyone lives in peace according to the new law .This is sirikal. Is that so? A Explain what had caused the outburst at the beginning of the extra? 2marks b What is strange about the chief s question? 2marks c Comment on the use of local dialect in this excerpt. 4 marks d Describe the different moods depicted in the excerpt. 4 marks e Identify with illustrations one theme from the excerpt. 2 marks f Illustrate a character trait of the strangers and of the older men. 4 marks g In note form state what the messengers had to say to the chief in this excerpt. 5 marks h Explain the meaning of the following words as used in the excerpt: 2marks i solemn ii garbedPossible Responsesa Strange men in strange dresses .Long garb reaching his ankles and a skull cap had arrived in the village .The children, who were naked, thought this was funny."}
{"text": "4 marks e Identify with illustrations one theme from the excerpt. 2 marks f Illustrate a character trait of the strangers and of the older men. 4 marks g In note form state what the messengers had to say to the chief in this excerpt. 5 marks h Explain the meaning of the following words as used in the excerpt: 2marks i solemn ii garbedPossible Responsesa Strange men in strange dresses .Long garb reaching his ankles and a skull cap had arrived in the village .The children, who were naked, thought this was funny. B The chief thinks sirikal is a person the chief is part of the sirikal but he does not know it . C The local dialect Wolololoyaye! Mama yoo ! Biuru une! -. Injects life into the narration making it enjoyable. -. It adds local flavour and provides variety. -. It provides social and geographical setting. D First there is excitement when people see strangers dressed in a funny attire .Then there is tenseness as the elders notice the strangers look sad solemn They conclude that they cannot be bearers of good news. E Theme of change anew form of government is in place. F Strange men respectful courteous they greet the chief in a respectful mannerWise they first give background information before breaking the bad news. Older men-observant discerning they notice that faces of the strangers are sad and conclude that they cannot be bearers of good news. G The message is that:-A clan of Jo-jerman and Jo-ingreza had been hard at war against each other. -Young people had joined to help and from the chief s village, Obura, Ambere Kongoso and Nyaroche Siwal, had gone. -They went to fight Jo-jerman in a place called Tanganyika-Only Nyaroche survived and is a beggar at Kisumu. -The government the white people had given a bracelet as a thank you in memory of the fallen menh Solemn-sad seriousGarbed dressed adornedRead the following extract and answer the questions that follow:The envelope had been addressed to mark who opened it, read the letter and passed it to her. At least she is from the country, he said sounding a bit odd."}
{"text": "-They went to fight Jo-jerman in a place called Tanganyika-Only Nyaroche survived and is a beggar at Kisumu. -The government the white people had given a bracelet as a thank you in memory of the fallen menh Solemn-sad seriousGarbed dressed adornedRead the following extract and answer the questions that follow:The envelope had been addressed to mark who opened it, read the letter and passed it to her. At least she is from the country, he said sounding a bit odd. She looked at him and then lowered her eyes to the letter. It was characteristically Aoro brief and to the point. She felt kind of sorry to Mark. First there had been Becky who had left home unceremoniously only to return with a white man in tow. A very nice man but apparently not nice enough for Becky. He had found out that she was having an affair during his trips abroad and had sued for divorce. Now she was living alone with the children, financially well off, but unhappy. It was one thing to enjoy the thrills of an affair, but a different thing altogether to have a carte blanche to do exactly as you pleased. John had been terribly hurt of course and mark had been furious with her. Then Tony had joined priesthood Mark resisted it at first but recently, during Tony s ordination he had been full of pride for his son whose face had shone with joy and youthful dedication. Vera s case had been the hardest to accept. Mark thought of the world of Vera, and deferred to her in everything. Then she had arrived home one day and declared that she wanted to join the catholic prelature of Opus Dei as a non marrying member. But he had eventually accepted because he loved her. Because she looked so radiant. Anything that could bring such joy and serenity could not be that bad. It was a pity though that she did not wear a veil or a habit. That way he could at least have bragged about her a little to his friends. His children were a source of great envy to his less lucky friends. Vera for one was a fully qualified electronics expert and had a lucrative job in the city with large salary and all sorts of benefits. Women like that tended to marry the most amazing wimps and Mark had held his breath in fear."}
{"text": "His children were a source of great envy to his less lucky friends. Vera for one was a fully qualified electronics expert and had a lucrative job in the city with large salary and all sorts of benefits. Women like that tended to marry the most amazing wimps and Mark had held his breath in fear. But in the end all Vera wanted was to dedicate her life and her work to God, and there was no turning her back. So Elizabeth secretly hoped that Aoro would bring home a nice girl naturally a Luo like himself who would proceed to have many children all a nice, ordinary black colour. Briefly state the contents of the letter mentioned. 3marks In point form summarize why Elizabeth pities Mark in this excerpt. 4marks Discuss the irony brought out in this excerpt 4marks Identify and illustrate three character traits of Mark evident in this excerpt. 6 marks Comment on the thematic concerns that are depicted in this extract. 4 marks His children were a source of great envy to his less lucky friends. Rewrite as an interrogative statement 1mark Elizabeth secretly hoped that Aoro would bring home a nice girl .,. Does he? Discuss with illustrations from elsewhere in the novel. 3 marks Possible Responses- Aoro has finished his internship successfully 1He has one month leave 1 and will visit home on 28th 1He will bring along wandia, 1 a doctor the girl he intends to marry - Becky leaves home unceremoniously and marries a white man 1She Becky gets into an affair and is divorced 1Vera joins the Opus - Dei as a non marrying member 1Tony joins priesthood 1Aoro intends to marry a girl from another ethnic tribe 1-Mark expects Vera and tony to marry but they don t It is ironical that John ,Becky s husband is a good husband yet she gets into an affair that leads to divorce It is ironical that Becky is financially well off yet she is unhappy. It is ironical that well educated women with good jobs end up marrying the most amazing wimps instead of men like them. Men who are well educated i Accommodating 1 Mark resisted it at first .."}
{"text": "Rewrite as an interrogative statement 1mark Elizabeth secretly hoped that Aoro would bring home a nice girl .,. Does he? Discuss with illustrations from elsewhere in the novel. 3 marks Possible Responses- Aoro has finished his internship successfully 1He has one month leave 1 and will visit home on 28th 1He will bring along wandia, 1 a doctor the girl he intends to marry - Becky leaves home unceremoniously and marries a white man 1She Becky gets into an affair and is divorced 1Vera joins the Opus - Dei as a non marrying member 1Tony joins priesthood 1Aoro intends to marry a girl from another ethnic tribe 1-Mark expects Vera and tony to marry but they don t It is ironical that John ,Becky s husband is a good husband yet she gets into an affair that leads to divorce It is ironical that Becky is financially well off yet she is unhappy. It is ironical that well educated women with good jobs end up marrying the most amazing wimps instead of men like them. Men who are well educated i Accommodating 1 Mark resisted it at first .. He had been full of pride for his son but he had eventually accepted .. He eventually accepts Tony s and Vera s choices 1ii Concerned women were like that .. Mark held his breath in fear, He fears that Vera might marry a wimp like the other educated women. Iii Supportive anything that could bring such joy and serenity could not be that bad He allows Vera to join the Opus Dei because she is happy there. Iv Loving caring - ...he had eventually accepted because he loved her, v Boastful That way he could at least have bragged about her a little to his friends, i Religion - Vera joint the catholic prelature of Opus Dei as a non marrying member. Tony had joined priesthoodii Betrayal unfaithfulness immorality Becky moves around with other men when herhusband is not around."}
{"text": "Iii Supportive anything that could bring such joy and serenity could not be that bad He allows Vera to join the Opus Dei because she is happy there. Iv Loving caring - ...he had eventually accepted because he loved her, v Boastful That way he could at least have bragged about her a little to his friends, i Religion - Vera joint the catholic prelature of Opus Dei as a non marrying member. Tony had joined priesthoodii Betrayal unfaithfulness immorality Becky moves around with other men when herhusband is not around. Iii Gender parity equity Vera is a fully qualified electronics expert works in a male dominated career Vera does not marry. Iv Love Mark loves his children and wants the best for them, which makes him accept thechoices they make in life. Were his children a source of great envy to his less lucky friends? Yes, 1 Aoro brings home a nice girl for Wandia is:i Respectful - during her first visit, she interacts with both mark and Elizabeth with lots of respect 1ii Dependable Takes care of Becky s children after her death. 1iii Friendly she becomes very good friends with Elizabeth and Vera. 1iv Loving caring She takes good care of her large family despite being a career woman 1Read the following extract and answer the questions that follow:Thirty head! Exclaimed Aloo in disbelief. Yes, thirty head! Declared the uncompromising chief. But that is two and half times the usual bride price. Even for Akoko, it was too much. Let them show us that my daughter is not going to starve in that wasteland they call a home . They trooped back into the hut and the negotiations began in earnest. Brothers, people of Sakwa, we are pleased to welcome you to Yimbo. It is customary, because of the good dak between us, for you to marry our daughters and we yours. We are therefore more than neighbours, we have great wat between us because of the intermingling of blood though this has not occurred between our two lines so there is no danger of brother marrying sister - great taboo."}
{"text": "Brothers, people of Sakwa, we are pleased to welcome you to Yimbo. It is customary, because of the good dak between us, for you to marry our daughters and we yours. We are therefore more than neighbours, we have great wat between us because of the intermingling of blood though this has not occurred between our two lines so there is no danger of brother marrying sister - great taboo. Since you are our brother, we will not make things difficult for you. Here he stopped to take a sip of kong o and you could have heard the ants talk, so great was the silence. However, nobody was fooled by his sweet words. He continued, enjoying immensely the tension he was creating. Our daughter, Adoyo Obanda is a great beauty whose assets have been praised and sung by many a nyatiti singer from here to Chumbu Kombit, from Sakwa to Loka Nam. She is as fleet as a gazelle and her flying feet have been incorporated into the saying of our village so that mothers sending their daughters on errand tell them to run like Adoyo of the flying feet. She has been carefully brought up and has been taught all the requirements of chik. She is a very apt pupil and will therefore not bring shame and ruin to her husband by improper conduct. Her antecedents are peerless for she can trace her blood line clear to Ramogi our great father and her blood is pure for we have always taken care to marry correctly .She is also the eldest daughter of our great chief, a man of whose fame is known throughout this land. After careful consultation, we have therefore decided that thirty head of cattle should be the proper bride price. Was that an inaudible gasp from someone at the back? Chief Owuor Kembo signaled to his uncle and the old man spoke. Explain briefly what happens first before this excerpt. 2Marks State briefly what happens after this excerpt 2Marks Briefly describe the nature of the ceremony going on in this excerpt 3Marks d Identify and illustrate two character traits of Aloo K olima in this excerpt. 4Marks Identify and illustrate any two themes evident in this excerpt. 4Marks f Make notes on the qualities of Adoyo Obanda as revealed in this excerpt. 5Marks g Identify and illustrate any two features of style used in this excerpt."}
{"text": "4Marks Identify and illustrate any two themes evident in this excerpt. 4Marks f Make notes on the qualities of Adoyo Obanda as revealed in this excerpt. 5Marks g Identify and illustrate any two features of style used in this excerpt. 4Marks Possible Responsesa Chief Odera Gogni calls the councils of Jodongo from Sakwa outside his house for consultation about Akoko s betrothalChief Odero Gogni discloses to the council of Jodongo that he has already sent away 12 suitorsChief Odero Gogni discloses that he likes this group of suitors because the bride is of a good stock and his uncle a good spokesmanChief Odero Gogni tells Aloo K Olina to set Akoko s bride price at thirty headElders from Sakwa ask to be allowed to consult with each other outside chief Odero s houseAkoko watches what is going on from her mother s kitchen, asks to be given a piece of land to settle for she feels she might never get marriedOtieno Kembo argues against the high bride priceOwuor Kembo accepts to pay the thirty head of cattle as bride priceFormal negotiations of Akoko s bride price between the people of Sakwa and the people of YimboThe bride price has to be set depending on Akoko s outstanding attributesi TraditionAkoko has been taught all the requirements of chick tradition Traditionally a brother marrying a sister is a great tabooTraditionally elders drink Kong o during marriage negations. Alo K Olima stopped to take a sip of Kong oii Role of eldersThe council of Jodongo elders from Sakwa and that from Yimbo negotiates for Owuor Kembo s and Akoko s marriageChief Owuor Kembo s uncle an elder is the spokesman for the council of Jodongo from Sakwa . Aloo K Olima an elder is chief Odero s spokesman. Iii MarriageAkoko s marriage negotiations begin in earnestAloo K Olima sets Akoko s bride price at thirty head of cattleIt is customary, because of the good dak between us, for you to marry our daughters and we yours There is no danger of brother."}
{"text": "Alo K Olima stopped to take a sip of Kong oii Role of eldersThe council of Jodongo elders from Sakwa and that from Yimbo negotiates for Owuor Kembo s and Akoko s marriageChief Owuor Kembo s uncle an elder is the spokesman for the council of Jodongo from Sakwa .Aloo K Olima an elder is chief Odero s spokesman.iii MarriageAkoko s marriage negotiations begin in earnestAloo K Olima sets Akoko s bride price at thirty head of cattleIt is customary, because of the good dak between us, for you to marry our daughters and we yours There is no danger of brother. Marrying a sister a great taboo. Aloo K OlimaConsiderate exclaims at the high bride price thirty head chief Odero wants set for AkokoRespectful Address the people of Sakwa as; Brothers, people of SakwaInformed - quotes from Chik that brother marrying a brother is a great taboo and Akoko has been taught all the requirements of chik. Intelligent skillful skillfully addresses the people of Sakwa using sweet words. Skillfully describes Akoko s attributes to the people of Sakwa. A great beauty is praised by many Nyatiti singersFast swift she is as fleet as a gazelleA good role model mothers sending their daughters on errands tell them to run like AkokoApt she is very apt pupilPure her blood is pre .Direct address brothers Local dialect da, k wat, kong o, nyatiti, chikSuspense .So great was the silenceSimile ..as fleet as a gazellePersonification you could have heard the ants talk ..Metaphor her flying fleet."}
{"text": "BETRAYAL IN THE CITY BY FRANCIS IMBUGATHE AUTHORFrancis David Imbuga 1947- November, 2013 was one of the greatest literary giants. For three decades, he taught at Kenyatta University where he was the Director of quality Assurance, Chairman of the Department of Literature and the Dean of the Faculty of Arts. Francis Imbuga studied at Alliance High School in the 1960 s where he wrote and acted a play which won the National Beat Actor s Award. Professor Imbuga published several plays including Betrayal in the City 1976, The Successor 1979, Man of Kafira 1984, Aminata 1988, and The Return of Mgofu 2011. He has also authored two novels, Shrine of Tears, 1993 and Miracle of Remera 2005. In his works he addresses the problems of independent and post colonial African states, family relations, tradition, religion, change among other issues affecting our society today. Imbuga passed on in the year 2013. THE TITLEThe title, Betrayal in the City, fits the events of the play as this is what the people of Kafira have to live with daily. Betrayal in the City reflects the political, cultural and personal betrayal witnessed in the fictitious state of Kafira. Boss the head of state works alongside other strong cronies and sycophants like Mulili, Tumbo, Kabito, and Nicodemo to let down their citizens through ;abuse of power, negligence of duty, senseless killings, and inefficiency to create a nation of hopelessness, corruption and disregard to the local citizens hence betrayal in the nation of Kafira. The government is run by scandalous and corrupt leaders and under whose leadership the hopes of independence for the people of Kafira are dashed. Betrayal in the City is characterized by all sorts of ills in society, namely: murder, misrule, tribalism, Nepotism, corruption, highhandedness, inefficiency, incompetence and a general atmosphere of rebellion and defiance. As the title suggests, betrayal breeds suspicion and intolerance and this creates a highly unstable environment for decent and safe living. One cannot safely determine who to trust with information hence the general feeling of betrayal among the people."}
{"text": "Betrayal in the City is characterized by all sorts of ills in society, namely: murder, misrule, tribalism, Nepotism, corruption, highhandedness, inefficiency, incompetence and a general atmosphere of rebellion and defiance. As the title suggests, betrayal breeds suspicion and intolerance and this creates a highly unstable environment for decent and safe living. One cannot safely determine who to trust with information hence the general feeling of betrayal among the people. THE SETTINGBetrayal in the City was first published in 1976 at a time when African states had attained their independence and were undergoing serious problems in adjusting to self-rule. The play set in the fictional country of Kafira, ruled by Boss, who surrounds himself with kinsmen like Mulili and the sharing-the-pie government officials, Tumbo, Kabito and Nicodemo. Betrayal in the city is a perfect example of many failed states in the third world, and especially in Africa. SYNOPSISBetrayal in the City is a political play. The writer examines the problems of independence and freedom in post-colonial states in Africa. The play talks about military regimes that were common on the African continent after independence. Many of such regimes were later overthrown by coup de tats. Francis Imbuga s major concern is betrayal at two levels, both at a personal and government level. Betrayal in the City shows a decay in morals, greed for power. Doga and Nina lament as they mourn their dead son, Adika and wishes to perform a ritual for their dead son. This effort is hampered by express directions from the government brought by Mulili and Jere claiming that the ritual should not go on in the interest of peace; but Doga and Nina are adamant. Their only remaining son, Jusper, is imprisoned. This shows us what is happening in Kafira - the corruption, injustice and oppression of the people. Critics of the government are not tolerated. Jere and Mosese are henceforth put into prison over false charges. They both suffer the pain of the government s betrayal. Government officials make use of any opportunity to make money through unfair means. Tumbo for instance declares Jusper the winner of the play writing competition and awards him the winner s prize money."}
{"text": "They both suffer the pain of the government s betrayal. Government officials make use of any opportunity to make money through unfair means. Tumbo for instance declares Jusper the winner of the play writing competition and awards him the winner s prize money. One third of the six hundred pounds to------- finance the play writing competition is given to Jusper and his girl friend, Regina; and the remaining two thirds to put records straight emphasizing that everything is being done in strict confidence. Despite all this Jusper vows to revenge someday even if it means going it alone since he knows that a University student is not a very welcome person in Kafira and is looked at as a nuisance. Government officials first think of what they are going to benefit before deliberating on matters of state. What first preoccupies their mind is how much they are going to gain. Being a relative to Boss gives Mulili a chance to despise his colleagues in service. Mulili falsely accuses Kabito knowing that Boss will believe what he says since he has been made to be his eyes and ears on the ground as he puts it. He is also favoured by Boss in many ways. The semi-illiterate Mulili sometimes completely misunderstands and distorts what is said to him and yet threatens to act basing on the strength of that misunderstanding. Boss trust of those who advise him especially Mulili makes him give unbearable directives to silence those presumably against his government including the simple old couple who were innocent. Boss also tries to take advantage of Regina forcefully. Such scandals speak unfavourably of the Head of State. Nicodemo and Tumbo discuss the state of affairs and how people are being killed: We have no choice. Like caged animals, we move, but only inside the cage. It has become infectious-the desire to eliminate others This clearly implies that there are serious consequences of criticizing the government s plans. The play within the play, Betrayal in the City, brings about the desired change that everybody has been waiting for. The rehearsal for the play intended to entertain the visiting Head of state becomes a real confrontation arrived at effortlessly by Jusper, Mosese, and Jere; taking everyone by surprise. ACT SUMMARIESACT ONESCENE ONEThe scene is at grave surrounded by dry thorny branches. It is early morning. Doga and Nina are next to the grave of their late son, Adika who was murdered. Doga suspects that their son s murderer still lives among them."}
{"text": "It is early morning. Doga and Nina are next to the grave of their late son, Adika who was murdered. Doga suspects that their son s murderer still lives among them. His suspicion arises from the smell of petrol at the site and the fact that the grave has a crack, an indication that the murderer s intention was to burn Adika s body to rid himself of Adika s ghost hunting him in future. Their only, living son, Jusper, was to guard the grave but this morning he cannot be traced. Nina is fearful for her son, who, according to them is not of sound mind. Her fears are heightened when she is made to notice that there seems to have been a struggle at the grave. Doga wants to cover up the crack on the grave so that the shaving ceremony planned to take place later in the day goes on but Nina will hear none of this. After much persuasion from the husband, she gives in and goes for soil to cover up the crack. From Doga s speech, we hear that Adika was shot four times during a demonstration by Kafira University students who were protesting that most of the Kafira university lectures are expatriates. During Adika s burial, his brother, Jusper, was taken away by government agents for being a threat to peace-loving people and after returning three months later, he is never the same. Jusper enters, dressed in a red gown. He is obviously disturbed by his brother s death. He is seen addressing his dead brother. Nina comes back with soil and finds Jusper at the grave. Doga is hiding behind the bush. She tells Jusper to go and remove the red gown as the shaving ceremony was about to start. Jusper tells his mother that he cannot put on a clean shirt after the murder and proceeds to show his parents the crack river where he threw the person he murdered but all this time, they think he is mad. Nina even, innocently and ignorantly, tells him to go and confess the act! Jusper has killed Chagaga, the person who is suspected to have killed Adika, and thrown his body in the river but Doga and Nina think he is mad. The couple s prayerful mood is interrupted by Jere and Mulili who inform them that the ceremony has been cancelled to their utter disappointment. They also inform the couple that Jusper has killed Chagaga and confessed the crime."}
{"text": "Who killed Adika and what is his relationship with the sub chiefWhat led to the death of Adika and how was he killedAccording to Jusper what is the difference between the sun Jupiter and Jusper and what does it representJusper tells Nina that he is going to address the rally, which rally is he talking about and what does he want to tell them. Why does Mulili and Jere come to the grave side and what is their missionMulili speaks poor non-standard English , what does this tell us about himWhat does Mulili and Jere reveal to Doga and Nina about JusperWhy does Jere support the old couple s continuing with the ceremonyMulili had allowed Mustafa to escape, what does this tell us about justice in Kafira. Identify at least two character traits of Mulili, Doga, Nina, Jere and Jusper from this scene. Identify the aspects of style used in this scene: identify the proverbs, instances of irony, use of cross purpose, monologue, and puns among others. What are some of the themes brought out in this scene? Identify the instances of Betrayal brought out in this sceneSCENE TWOACTION TAKES PLACE IN A PRISON CELLJere is pushed by an askari into a cell where he finds Mosese. Askari is fed up with Jere s inquisitive nature. He tells him that he is mad and that his inquisitive nature will not be entertained in prison and that it would make his life unbearable in prison. Jere is later informed that all inmates have to go through rehabilitation in order to be re-integrated in the society. He does not have any mental illness that would make him need any rehabilitation therefore he sarcastically tells askari that he is truly grateful and that he didn t know they took such pains. It is apparent that Mosese has decided to remain silent because silence can as well be a weapon but should he be so, the prisons authorities will demand an explanation as to what is he keeping quiet about. It is not surprising that the prison authorities don t entertain prisoners asking questions. Askari informs Mosese that Jusper has been released from jail but has nothing to go back to since his parents were found dead in their hut."}
{"text": "It is apparent that Mosese has decided to remain silent because silence can as well be a weapon but should he be so, the prisons authorities will demand an explanation as to what is he keeping quiet about. It is not surprising that the prison authorities don t entertain prisoners asking questions. Askari informs Mosese that Jusper has been released from jail but has nothing to go back to since his parents were found dead in their hut. When Jere and Mosese are left alone, Jere informs Mosese of the events of the previous night where he and his cellmate decided to play Pilate and Jesus. According to Jere, Pilate had humiliated Jesus by stripping him and caning him on the buttocks. Jere s co-actor cried out after receiving the canes, alerting the prison authorities who moved Jere to the cell where Mosese was after stripping him and caning him. The two cellmates Jere and Mosese take time to know each other. Mosese tells Jere how he ended up in prison. He had attended Adika s funeral where he saw firsthand the oppression by the political elite. He couldn t keep quiet, so after telling the politicians his mind, he was arrested and charged with trumped up charges of possessing drugs. He changes his name because the person who implicated him with the drugs shared a name with him. We learn of the regime s way of silencing dissenting voices, through the experiences of inmates. Mosese has been informed by askari to cooperate in the performance of a play organized for a visiting head of state and in return he might be among the six hundred prisoners who are to be released. He doesn t want to do this as acting in the play means kneeling in front of boss and pleading for mercy yet he is not guilty. Prisoners are also denied food and only the ones who show signs of cooperating with prison authorities are allowed privileges. This is evident when askari brings a mug of tea. The citizens of Kafira had been waiting for the kingdom for years and at last they were told it had come. According to Mosese, it was an illusion. He wonders how many people had seen the kingdom and what colour it is. Mosese is disillusioned. He says they have killed their past and were busy killing the future. He laments about the oppressive nature of boss regime. For instance, soldiers had beaten up Regina and had forced her to give false evidence against her brother, Mosese."}
{"text": "He says they have killed their past and were busy killing the future. He laments about the oppressive nature of boss regime. For instance, soldiers had beaten up Regina and had forced her to give false evidence against her brother, Mosese. Mosese violently wriggles and as if in a trance rises and addresses the imaginary audience. His words portray his confused state of mind. On one hand he is faced with the choice of participating in the play, a sacrificial act that will lead to the release of 600 prisoners or on the other hand hold on to his principles and reject the request to participate in the play. REVISION QUESTIONS FOR THE SCENESCENE TWOWhere do the events of this scene take placeWhy do you think Jere has been brought into the cellHow would you describe the treatment by the askari on JereJere says that the outside of this cell may well be the inside of another what does this tell about the situation in KafiraLink Pilate s situation to Jere like he puts it on page 23Why does Mosese keep staring at the wall even when Jere and the askari are talkingGive the reasons why Mosese is in prisonMosese says words have lost meaning to him and asks for the meaning of Africanisation what does this tell about the people s situation in the countryTo what level has the askari learnt and why is he doing such a jobWhy is Jusper being released and hat has just happened to his parents? Why did Jere carry a bible to the cells and how does it bring him troubleApart from being a police officer, which are the other two professions that Jere was in before? Which is item number three in the development plan and what is ironical about it? Mosese says he saw betrayal in Regina s eyes why is this soWhy is the foreign dignitary visiting and why are the prisoners supposed to perform a play for himThe askari talks of selective breeding and says you need a tall relative to get anything in the country what does this tell about KafiraMosese says it was better while we waited. Now we have nothing to look forward to what were they waiting for that they don t have and why has he lost hope? Mosese sleeps and talks and in his dream. What does this tell about him and what message do we get from his conversation with an imaginary person."}
{"text": "Now we have nothing to look forward to what were they waiting for that they don t have and why has he lost hope? Mosese sleeps and talks and in his dream. What does this tell about him and what message do we get from his conversation with an imaginary person. Jere says when the madness of an entire nation enters a solitary mind then its not enough to say that person is mad what does Jere mean by thisIdentify the character traits of ;Jere, Askari and Mosese in this sceneIdentify the themes brought out in this sceneIdentify and illustrate the stylistic devices used in this sceneIdentify the elements of betrayal in this sceneSCENE THREEJusper stealthily enters Regina s room without her notice and scares her. He is in his red academic gown and this heightens Regina s anger at him. She requests him to rest but he says he can t rest because the death of his whole family is in his mind. Apart from Adika, Nina and Doga were murdered in exchange for Jusper s release. He says that he will get his revenge someday. Jusper was among the university students who protested on the streets and as they did this, people shouted abusive words at them in addition to telling that they were wasting time with the protests, it is also apparent that the government will not allow Adika s photograph to be printed in the newspapers. Regina would be happy if Jusper was to keep off from trouble with the authorities. She tells him that she has only him and Mosese left in the world and if anything went wrong, they would all be wiped out. Jusper insists that they have to talk of the masses that have no voices. Regina tells Jusper of the scheduled visits to Kafira by a certain head of state. If this is to happen, then, there will be three days holiday for all in addition to the prisoners being released to mark the occasion. She has a letter from Tumbo, who is boss right-hand man. In it, boss has promised to facilitate the release of Mosese. This does not go down well with Jusper who can read mischief in the act but who nevertheless promises to beat him at his own game. Tumbo, a fat, overconfident man, enters the house. He notices through Jusper s dressing that he is among the university students who were being known for rioting."}
{"text": "This does not go down well with Jusper who can read mischief in the act but who nevertheless promises to beat him at his own game. Tumbo, a fat, overconfident man, enters the house. He notices through Jusper s dressing that he is among the university students who were being known for rioting. Tumbo is already familiar with Jusper s name which was signed against a student s prayer that was all about asking God to help them drop their Christian names. Tumbo warns him that if the prayer by any chances suggested changing names, Jusper would be behind bars. Jusper sarcastically wonders why this would be the case yet since change of names was item number three in the new development plan. Furthermore, boss himself has substituted his Christian name to something that no one could pronounce. Tumbo defends boss by saying that a leader requires a mysterious name that the common tongues will bleed trying to pronounce. This is pointer to Tumbo s sycophantic nature. Tumbo revisits the issue of the visit by a certain head of state to Kafira. He learns from Regina that Jusper writes plays and since they require a one-act play for the entertainment, he concludes that Jusper can write one for the occasion. Tumbo says that he would have written one himself, but being a socialist, he thought of extending the opportunity to others to show them light, to eat and let eat : from their talk, we learn that boss is a fearful and insecure man who has let advisers rule Kafira while pretending to be tough, he is hated by his own guards who will not talk about it. The worst of his advisers is his cousin Mulili who has been rewarded with a large farm for his services to the nation Boss is said to be of short temper and has a weakness for women. When Jusper is back from buying drinks, the three talked about the idea of writing a play for the entertainment of the visiting head of state, Tumbo would be glad if Jusper wrote the intended play that would highlight the achievements the country has made. Money has been set aside for a play-writing competition, now that he knows what play ought to be organized. He declares Jusper the winner of that competition and informs him that he and his sister would be given a third of the money that was to finance the competition and that Jusper would be given his prize money once the results of the competition are made public."}
{"text": "When Jusper is back from buying drinks, the three talked about the idea of writing a play for the entertainment of the visiting head of state, Tumbo would be glad if Jusper wrote the intended play that would highlight the achievements the country has made. Money has been set aside for a play-writing competition, now that he knows what play ought to be organized. He declares Jusper the winner of that competition and informs him that he and his sister would be given a third of the money that was to finance the competition and that Jusper would be given his prize money once the results of the competition are made public. Jusper is to write the play and ensure that the words progress and achievements appear on every other page. After Tumbo and Regina leave, Jusper reminds the audience what he holds, the fruits of independence. We get them second hand. Pg 53 REVISION QUESTIONS FOR THE SCENESCENE THREEWhere is this scene set? Why does Jusper imitate the ricocheting of guns as he enters? Why is Regina uneasy about Jusper s dressing in the red gown? What does the red gown symboliseFor what does Jusper criticize Regina and even the beggars in the streetsFor what does Jusper criticize the mediaAccording to Jusper why was Adika killed and why is Mosese and Jere in prisonWhy is Regina critical about people voicing their concerns against the governmentWhat do we deduce learn from Jusper and Reginas conversation about the intended visit by the foreign head of stateWhy does Jusper pretend to be Regina s cousin when Tumbo calls in? Jusper asks Regina are you sure this is not a trick-some sort of a trap? Why is Jusper critical about Tumbo s helping her and what do you think the trap is? Whats wrong with Christian names and why does Jusper criticize them p39Why does Tumbo call the university students red guards? Jusper is said to have written an interesting prayer, what was it about? Tumbo says a leader should have a mysterious name that the common people will bleed trying to pronounce."}
{"text": "As the scene ends, Mulili swears at Kabito and issues a chilling threat to him. REVISION QUESTIONS FOR THE SCENESCENE ONEKabito is the first to arrive and sleeps in one of the chairs , what does this symbolize? Where does this scene take placeWhy is kabito asleep and why is he in foul moodWhy was Mulili given the tenderWhy is Nicodemo against the use of prisoners to entertain the guests? Why is mulili part of this committeeAccording to Tumbo what is the role of the committeeFrom the set up of the committee explain the theme of cronismFrom the discussion on their payment, what do we learn about the members of this committeeMulili says he used Boss to get the tender at the university, what does this tell about leadership in KafiraWhy are the university students not willing to participate in the entertainment programWhat brings about the conflict between Mulili and KabitoWhy does the committee go for a break and for how long is the breakIdentify the aspects of style evident in this sceneIdentify the themes in this sceneIdentify and illustrate the character traits of Tumbo, Nicodemo, Mulili and Kabito from this sceneIdentify the elements of betrayal from this scene. SCENE TWODuring the one hour break, Mulili rushes to boss to inform him about Kabito s ill deeds. He finds boss puling grey strands of hair from his head. He maligns Kabito to boss by telling him that Kabito is a green snake in the grass, has coloured boss name in blood in front of the committee, came to the meeting drunk, was shouting to everybody that boss has denied him the milk tender, says that boss has ruined Kafira s economy by hiding millions in a foreign country and that boss had tried to get Regina by force. This irks boss who accuses Kabito of sowing seeds of discord among the people. He orders Mulili to do what must be done; to silence Kabito. Mulili is only too glad to do it."}
{"text": "This irks boss who accuses Kabito of sowing seeds of discord among the people. He orders Mulili to do what must be done; to silence Kabito. Mulili is only too glad to do it. In fact, he tells him it is a small matter having silenced the old couple Nina and Doga REVISION QUESTIONS FOR THE SCENESCENE TWOWhere is this scene setWhy does Boss boast about his grey hairWhy has Mulili come to see BossWhat five allegations does Mulili present against KabitoFrom Mulili s allegation what ills on leadership do we learn about BossWho is Mercedes and what makes her rude to BossWhat does Boss decide shoud be done against KabitoMulili says that be small. You remember that old couple ? What did Mulili do to the old couple, on whose instructions and for what reason? Identify the themes evident in this scene? Identify the aspects of style evident in this sceneWhat are the character traits of Mulili and Kabito from this scene? Identify the elements of betrayal in this sceneSCENE THREENews about boss attempt to rape Regina has reached Jusper who now feels he can t go on with the play as he had earlier on promised Tumbo. The latter warns Jusper that this would be deemed as sabotage, hence would be too dangerous. He is warned that if he makes any mistake, he could end his university studies even after he has already lost one year. Jusper leaves but he doesn t promise boss that he is going to hide the truth. When Tumbo and Nicodemo meet to continue with the meeting after the break they are aware of Kabito s murder but they dare not say anything. Tumbo says they are aware of Kabito s murder but they dare not say anything. Tumbo says they are like caged animals who move but only inside the cage. They pretend not to know anything about the death when Mulili enters. He pretends to be shocked and saddened by Kabito s death which he says was as result of Kabito being under the influence of alcohol. Nicodemo wonders how one can get drunk in the space of one hour and Mulili foolishly says that people said that his breath smelled of spirits. When presses further by Nicodemo who wonders about the mention of breath yet Kabito was dead, Mulili retorts that he didn t say breath but his body smelled whiskies."}
{"text": "He pretends to be shocked and saddened by Kabito s death which he says was as result of Kabito being under the influence of alcohol. Nicodemo wonders how one can get drunk in the space of one hour and Mulili foolishly says that people said that his breath smelled of spirits. When presses further by Nicodemo who wonders about the mention of breath yet Kabito was dead, Mulili retorts that he didn t say breath but his body smelled whiskies. He goes ahead to say that boss wept when he heard of the death and has already declared one road to be called Kabito road. Nicodemo suggests that they should call off the meeting and wonders whether the day would be counted. Despite the solemnness of the occasion, the members of the committee seem to be more pre-occupied with concerns of seeking avenues of making money. This is a pointer to their greed and materialistic nature. REVISION QUESTIONS FOR THE SCENESCENE THREEWhere is this scene setWhat had happened to Regina, why was it necessary for Regina to meet Boss and what transpired after thatWhy is Boss s wife locked up after the incidentWhy does Jusper want to pull out of the programmeWhat does Jusper stand to lose if he withdraws from the directing of the playWhy does Tumbo caution Jusper against standing for truth and justiceWhat has happened to Kabito during the breakWhat is the cause of Kabito s death according to MuliliWhat do you gather from Mulili s incoherent and apparent confused explanation of Kabito s deathExplain Tumbo s assertion that like caged animals , we move,but only inside the cage Why is the meeting called offHow do the other committee members express their respet for the dead KabitoNicodemo asks whether they will be paid for that day, what does that tellus about his characterIdentify the themes evident in this sceneIdentify the aspects of style used in this sceneIdentify the character traits of Jusper, Tumbo, Mulili and Nicodemo from this sceneIdentify the elements of betrayal from this sceneSCENE FOURTHE REHEARSALThe stage is set for the final rehearsal of the play meant to entertain the visiting head of state. Tumbo wants everything to go on well as he fears to disappoint boss who is already in a foul mood."}
{"text": "This is a pointer to their greed and materialistic nature. REVISION QUESTIONS FOR THE SCENESCENE THREEWhere is this scene setWhat had happened to Regina, why was it necessary for Regina to meet Boss and what transpired after thatWhy is Boss s wife locked up after the incidentWhy does Jusper want to pull out of the programmeWhat does Jusper stand to lose if he withdraws from the directing of the playWhy does Tumbo caution Jusper against standing for truth and justiceWhat has happened to Kabito during the breakWhat is the cause of Kabito s death according to MuliliWhat do you gather from Mulili s incoherent and apparent confused explanation of Kabito s deathExplain Tumbo s assertion that like caged animals , we move,but only inside the cage Why is the meeting called offHow do the other committee members express their respet for the dead KabitoNicodemo asks whether they will be paid for that day, what does that tellus about his characterIdentify the themes evident in this sceneIdentify the aspects of style used in this sceneIdentify the character traits of Jusper, Tumbo, Mulili and Nicodemo from this sceneIdentify the elements of betrayal from this sceneSCENE FOURTHE REHEARSALThe stage is set for the final rehearsal of the play meant to entertain the visiting head of state. Tumbo wants everything to go on well as he fears to disappoint boss who is already in a foul mood. Boss, has, as a result of his bad temper, locked up his wife in the palace cell. Jusper informs Tumbo that all will go on well and that Mosese was cooperative during the previous night s rehearsal. Jusper says that he is in the play because he realized that the problems of kafira cannot be solved by isolation. According to him, if the play succeeds, he will have demonstrated that determination is greater in worth than numbers. Tumbo would prefer that boss doesn t know that the play is written by Jusper who hopes that the release of a few prisoners, after the success of the play, will change Kafira. Jusper is able to see the hypocrisy of the ruling elite. The release of a few prisoners is meant to improve the image of Kafira to the eyes of the world. This according to him is only the truth."}
{"text": "Jusper is able to see the hypocrisy of the ruling elite. The release of a few prisoners is meant to improve the image of Kafira to the eyes of the world. This according to him is only the truth. Boss joins them in the preparation of the rehearsal and Jusper tells him the play is about an army cadet who is promoted to the rank of captain within six months of enrolment. During the pass-out parade he shoots his colleague accidentally because he doesn t know how to handle a gun. It is later realised that he is not a relative of the army commander as it had been thought. As the rehearsal starts, Boss volunteers to read the part of the chief of staff since the prisoner who had been allocated the role could not be present as he had stomach troubles. He also orders askari to untie the hands of Jere and Mosese so that they can join the rehearsal, Mosese the junior soldier argues with Jere the captain over which gun is shorter than the other; a. 32 or a 28. They go to their chief of staff boss to help unravel the mystery. He tells them to each take a gun and show it to him. The guns are now in the hands of Jere and Mosese! Their plan has succeeded. On realizing that he has been tricked, boss shouts to the guards but Jere tells him he has no guards. Jusper thinks that boss is dead and is about to go and design a coffin but is stopped by Mosese who tell boss to see what he had done to Jusper. Because of fear, Mulili betrays boss. He says that boss ought to be killed because he has taken everything in his hands, has spoiled Kafira s economy, and has ruled for too long and killed Kabito. Boss cannot stand the betrayal so he tells Jere to shoot him. Jere tells boss that their interest is not to see human blood but to provide a mirror for Kafira to reflect the real faces of Kafira s front men. He says that they must also learn to sacrifice themselves for a better future. Mosese says that their achievement is largely because of the inefficiency of Tumbo. Jere gives boss the gun that he can shoot him Jere but boss declines. Jusper then takes the gun and shoots Mulili dead. He says that he did it for Kafira. Before the play ends, the ghosts of Doga and Nina enter the stage."}
{"text": "Jusper then takes the gun and shoots Mulili dead. He says that he did it for Kafira. Before the play ends, the ghosts of Doga and Nina enter the stage. Mulili s death seems to have appeased Doga and Nina. REVISION QUESTIONS FOR THE SCENESCENE FOURwhere is this scene setwhy is Boss s wife locked up? What is the level of preparedness for the presentation of the playTumbo doesn t know what the play is even about, what does this tell us about himwhy was Jusper thown out of his position as student leader why does Tumbo suggest that they keep the fact that Jusper is the writer of the play a secretJusper says that he doesn t want the prisoners to come from the prison into another prison, what does this tell us about the society of KafiraWhat warning does Boss give to Jusper for the university studentsWhy is Boss scornful of the university studentsWhat did Boss do as a reaction to the students protest on employment of expatriatesAccording to Jusper s explanation to Boss what is the play the prisoners are going to present about? Jusper s play within a play exposes the character traits of several characters. Identify and explain themWhy does Boss offer himself for the position of chief of staff and what happened to the one supposed to take that roleWhy are the prisoners given real guns and what does this tell us about the state officialsGive a synopsis of the play the prisoners enacthow do the prisoners manage to take over the governmentWhy does Mulili try to escapeHow does Mulili betray Boss and what allegations does he present against BossWhy is Boss spared and Mulili killedAfter killing Mulili, Jusper says I did it for Kafira, I did it for all of you people what is the meaning of this statementWhat is the significance of the reappearance of Doga and Nina and their freezing as they point at Mulili s body at the end of the play. Identify the stylistic devices used in this sceneIdentify the elements of betrayal in this sceneTHEMESBETRAYALBetrayal is the act of being disloyal or being deceitful towards someone. Its about going against the trust that someone has on another. The head of state in Kafira Boss has betrayed the people s trust in him."}
{"text": "Identify the stylistic devices used in this sceneIdentify the elements of betrayal in this sceneTHEMESBETRAYALBetrayal is the act of being disloyal or being deceitful towards someone. Its about going against the trust that someone has on another. The head of state in Kafira Boss has betrayed the people s trust in him. He is supposed to protect the country s sovereignty by creating job opportunities for his subjects, but instead he has facilitated the influx of expatriate personnel into the country. When the university students protest he deliberately sends in an order for three hundred more expatriate personnel. Under his rule , sycophancy, cronyism, corruption, nepotism, and persecution of perceived opponents have become the order of the day. He orders the killing of Kabito. He is also responsible for the death of Doga and Nina as well as the arrest of Mosese, Askari says .....we calculated that two mature strokes would ease the tension. It worked perfectly. This is where the research stations come in, pg 19 Appointments are not based on merit. According to Tumbo, membership of the entertainment committee is based on the appointees unflinching loyalty to Boss who buys loyalty by handsomely rewarding individuals. For instance, Mulili is rewarded with acres of land and grade cattle. Another incident of betrayal is when Kabito, a fellow member of the entertainment committee is betrayed to Boss by Mulili. Mulili comes up with fictitious reasons for getting rid of Kabito. The allegations are outrageous to say the least. He says that Kabito has complained that Boss has robbed him of the milk tender, he has ruined the economy, he hides millions in foreign countries, and that he tried to get Regina by force. In fact, Mulili should be the green snake on the grass that her refers to. By having Kabito killed, he betrays both men. Mulili betrays his colleague, Jere who gets arrested because he opposed the farmer s brutality towards Doga and Nina, A part from his name-calling and callous nature; he gets Jere into trouble when all he wanted to do was to assist the old couple. Boss betrays the trust Regina has for him. Regina honours her meeting with Boss since she believes hw the only one who can secure the release of her brother Mosese."}
{"text": "Mulili betrays his colleague, Jere who gets arrested because he opposed the farmer s brutality towards Doga and Nina, A part from his name-calling and callous nature; he gets Jere into trouble when all he wanted to do was to assist the old couple. Boss betrays the trust Regina has for him. Regina honours her meeting with Boss since she believes hw the only one who can secure the release of her brother Mosese. Unfortunately, Boss forcefully tries to get her and she is forced to escape by jumping out of a ten foot high window. Mosese thinks that it would be an act of betrayal for Regina to plead for his release. Pleading to Boss for mercy would mean that he is guilty yet he is not. According to Mosese acting is tantamount to betraying their cause. He further argues that they are out to cause change in Kafira and even silence to him is a weapon. REVENGEMany characters are seen to be involved in various actions against each other in an attempt to avenge wrongs done against themJusper avenges the death of his brother Adika by killing Chagaga the sub chief s brother the man who had apparently killed Adika by shooting him four times. Jere tells Jusper s parents that people had seen him drag the body to the river pg 12Jere pleads with Mulili to allow the old couple continue with the ceremony. Mulili vehemently refuses and even imitates a priest s burial liturgy an action that infuriates Jere who chases him away and even threatens to shot him. Mulili threatens him that he shall pay for his actions and true to his words Jere s put behind bars. After killing Chagaga and being put behind bars, Jusper s parents are found dead an indication that someone had further avenged the killing of Chagaga. Jusper further says, I will revenge someday pg 33 to which we see him killing Mulli at the end of the play who must have been involved in the killings. During the meeting by the committee organizing for the entertainment for the visiting dignitary, there is a quarrel and bitter exchange over an apparent misunderstanding between Kabito and Mulili. Muili reports Kabito to Boss with many false allegations and this leads to the killing of Kabito. At the end of the play Jusper is seen shooting Mulili dead."}
{"text": "During the meeting by the committee organizing for the entertainment for the visiting dignitary, there is a quarrel and bitter exchange over an apparent misunderstanding between Kabito and Mulili. Muili reports Kabito to Boss with many false allegations and this leads to the killing of Kabito. At the end of the play Jusper is seen shooting Mulili dead. His is because Mulili is a symbol of the ills that have affected the state of Kafira. In fact Jusper says on p74 that I did it for Kafira THE ROLE OF THE ELITESThe elites in any society should be actively involved in emancipating their societies from downfall especially occasioned by poor leadership. The same happens in the state of Kafira through various characters. The university students led by Adika are seen demonstrating against the influx of expatriates in the country. This is because this has been the leading cause of unemployment. This however leads to the death of Adika but it s important to notice that they had expressed their misgivings against the government. Through Mosese we also find that the elites are almost giving up on the government and even turning their backs to the going ons in the state. This is seen in Mosese s words when asked why he is showing his back to Jere and the askari to which he answers I have no front. However we see him speaking out his mind against the oppression I the state which leads to his imprisonment on trumped up charges. Mosese in his trance dream agrees to participate in the play together with Jere another elite. It is evident that it is through their role in the play that they manage to bring order to the state of Kafira by ousting and killing the evil element in government in Mulili. Jusper an elite is actively involved in ousting the oppressive regime it is he who writes the controversial play through which they overthrow the government. It is him still who shoots Mulili the evil element and hence hope for Kafira as he says at the end of the play that, I did it for Kafira. I did it for all of you people. Pg 74CORRUPTIONThe government officials are corrupt through and through. The head of state boss puts Mulili, a cousin of jis, in a senior government position so that he can inform him on every intricate detail in the government."}
{"text": "It is him still who shoots Mulili the evil element and hence hope for Kafira as he says at the end of the play that, I did it for Kafira. I did it for all of you people. Pg 74CORRUPTIONThe government officials are corrupt through and through. The head of state boss puts Mulili, a cousin of jis, in a senior government position so that he can inform him on every intricate detail in the government. The man is illiterate and a non-performer who is determined to amass wealth for himself. He is inconsiderate and will do anything to earn acres of farmland and cattle. Boss is corrupt. He practices nepotism and gives high government positions to unqualified relatives who work as his spies. He also employs many expatriates in public universities at the expense of the local citizens. Boss has amassed so much wealth from the state through corrupt deals and kept millions in foreign bank accounts. Tumbo also fails to conduct a play writing competition and instead chooses Jusper and pays him only a third of the money. He pockets the rest claiming that it is for settling records straight. He does not read through the written play and out of his inefficiency, it turns out to be an avenue for the prisoners to eliminate Mulili and expose Boss. He also intends to extend the entertainment committee s session in order to earn more sitting allowance. Jusper is a frustrated student who, like all the rest, has no hope of finding a job in Kafira since most of them go to expatriates. He tells Tumbo that during the holiday he would sit in the house and vegetate since the state regards the youth as neither children nor adults but fence sitters. Boss intention is to use the expatriate as an opportunity to gain more foreign aid. There is tribalism and nepotism within the government. While offering Mosese tea in the cell Askari says, Here, tea with milk yet you don t even belong to my tribe. You need a tall relative to get anything these days pg 27 only those with relatives working in the government can survive in this state. While the entertainment committee meets Nicodemo tries to find out about what they will make out of it. He asks..... what size of potato per hour? He is also interested in finding out how many days they would use."}
{"text": "You need a tall relative to get anything these days pg 27 only those with relatives working in the government can survive in this state. While the entertainment committee meets Nicodemo tries to find out about what they will make out of it. He asks..... what size of potato per hour? He is also interested in finding out how many days they would use. How many working days..... Kabito suggest that they should meet every day until the visiting head of state arrives and even after the visit. Government officials are corrupt. Each is thinking of how to amass wealth. Mulili is granted the milk tender because he is boss cousin. It is not given to those that qualified. Kabito is corrupt. He spends the whole night trying to bribe the tendering committee yet he lost the tender. He says .....I spent the whole of last night being nice to people. Pg 51 To get money in this state in this state one doesn t have to be educated, One must have brains to this of unscrupulous ways of getting money. Tumbo tells Jusper on pg 50 ..........you need a different kind of this. LACK OF TRUTH AND JUSTICEThere is an inherent fear of speaking the truth a-in the entire play thus leading to miscarriage of Justice. Those who have spoken the truth have not lived to see their tomorrow but have been brutally exterminated like vermin. A case in point is Adika, a student leader who is shot dead to silence the students who are protesting about the influx of expatriate personnel into the country. A Young man s life is so brutally brought to an abrupt end because he chooses to purse the truth in order to attain justice for the greater good of Kafira state. The student s lecturer decides to speak the truth during the burial by telling the politicians off when they decide to place restrictions on the mourners. But because speaking one s mind is not a crime, they plant a drug, one kilogram of opium in his car and get him imprisoned, This is a serious case of intolerance and miscarriage of justice. Doga and Nina are murdered in their own hut because they dared challenge one of Boss; closest advisers, Mulili, who is also his relative. They intended to carry out a simple shaving ceremony by the graveside of their murdered son but Mulili declared it a government property."}
{"text": "But because speaking one s mind is not a crime, they plant a drug, one kilogram of opium in his car and get him imprisoned, This is a serious case of intolerance and miscarriage of justice. Doga and Nina are murdered in their own hut because they dared challenge one of Boss; closest advisers, Mulili, who is also his relative. They intended to carry out a simple shaving ceremony by the graveside of their murdered son but Mulili declared it a government property. When they seem not to notice his authority, he has them murdered just to prove who holds sway in this country. When Adika s murderer, Chagaga he visits the grave to burn the body with petrol, he least expects Jusper to be guarding it. In the struggle that ensues, he gets killed and his body is dumped in the river by Jusper, A court of law should have ordered for a medical examination to determine the mental health of the young man prior to the killing. However, because Chagaga happens to be the sub-chief s brother, Jusper is locked up in prison. Mulili cannot tolerate an argument, even a logical one from Kabito with whom he holds a grudge. He misreports him to Boss who orders his death. There is no way a truthful person like Kabito would survive in these circumstances. Boss own wife, Mercedes, is locked up in a cell for protesting against her husband s moral standing. He even blames Kabito for inciting the woman to defy him. MISUSE OF POWER BAD GOVERNANCE AND MISRULEThe ruling elite in Kafira is perpetuating cronyism, nepotism .corruption and intimidation of opponents in order to cling to power. Mulili yields a lot of influence due to the fact that he is Boss cousin. Kabito refers to him as an army-drop out and a second rate farmer. Ordinary people cannot carry out their normal ceremonies without government interference. Doga and Nina, two innocent and bereaved citizens cannot carry out a simple ceremony for their dead son. The government sends two soldiers, Jere and Mulili to bar them from doing so. They are even murdered as a result. Individuals are forced to take law into their hands since justice favours those connected to those in power. Jusper kills Chagaga in order to avenge the killing if his brother Adika. Chagaga happens to be the sub-chief s brother."}
{"text": "Individuals are forced to take law into their hands since justice favours those connected to those in power. Jusper kills Chagaga in order to avenge the killing if his brother Adika. Chagaga happens to be the sub-chief s brother. Mulili says All small murders get arrested. Like Jusper faces the full brunt of the law while big murderers like Mulili get away scot free due to political patronage. The fact that Boss relies on the likes of Mulili, Tumbo, Kabito and Nicodemo to render good and sustainable opinion and advice to the government tells the extent of the rot in this system. Mulili is barely coherent and there are lots of inconsistencies in his utterances. He is a liar and a cheat, a fraud who any right thinking leader should distance himself from. Tumbo, Kabito and Nicodemo only think about their daily allowances and are determined to meet as long as it takes in order to reap as much. Tumbo s remark at the end of the play puts what ails the state in plain terms, I am truly sorry, but I am not entirely to blame, I was trained, but given the wrong job . Pg 74 This remark points an accusing finger at the appointing authority. The likes of Mulili should not be in government. Mulili uses his relationship with Boss to secure tenders and amass wealth. He manages to reverse the termination of his tender by soliciting assistance from boss. Nicodemo says that Mulili bullied his way into securing the university tender pg 51 Appointments to government positions are based on one s closeness to Boss. Tumbo tells members of the entertainment committee, I trust gentlemen that you know why you sit on this committee. You were nominated for one reason: Your unflinching support for our government pg 52-53 It is evident that Mulili, Tumbo, Kabito and Nicodemo are Boss sycophants. Mulili s unflinching support for Boss is rewarded with farm land and grade cattle. Tumbo is mandated to organize a play writing competition but instead declares Jusper the winner of proposed play writing competition one third would go to Jusper and Regina and the other two thirds will be used to put the records straight. FEAR SUSPICIONFear is the unpleasant feeling caused by the possibility of danger or evil."}
{"text": "Mulili s unflinching support for Boss is rewarded with farm land and grade cattle. Tumbo is mandated to organize a play writing competition but instead declares Jusper the winner of proposed play writing competition one third would go to Jusper and Regina and the other two thirds will be used to put the records straight. FEAR SUSPICIONFear is the unpleasant feeling caused by the possibility of danger or evil. Actions or inaction by several characters on the play are motivated by fear. The people of Kafira live in great fear. They lack freedom of expression. They cannot understand why the likes of Jusper, Adika, and Moses talk too much and put themselves in unnecessary trouble. Beggars feel that the protestors are wasting time. Regina warns Jusper against talking too much. She does not want him to end up dead like Adika or in prison like Mosese. Jusper s red academic gown is a source of constant fear for Regina. Tumbo too gets scared of the students red gowns and he calls them the red guards. Askari warns Jere and Mosese that silence is all they need to stay out of trouble. Suspicion is created when prisoners either remain silent or talk too much. No publisher is willing to publish Jusper s play since his plays has exposed the truth too much. They can only be published if he can hide or cover the truth. Jusper says that nobody wants things put in black and white. You need a little grey and blue here and there. Pg 47 Tumbo confesses that Jusper has a point when he says that you can t clothe truth in lies, but adds that they know better than to shout about it. They know the truth but can t dare shout about it. Tumbo is fearful of boss. He does not wish to disappoint. He says that Boss is in a foul mood. He wants the play to go on as scheduled. He also wouldn t want Boss to know that the writer of the play to be acted is Jusper. Boss advisers hate him but they do not want to talk beyond whispers. Tumbo says that until people like Mulili are out, it is dangerous to do things differently from what is expected in Kafira. Regina fears going to see Boss to plead for Mosese s release because she is afraid of him. She fears that something will go wrong if he see her. Regina fears for Juspers safety."}
{"text": "Regina fears going to see Boss to plead for Mosese s release because she is afraid of him. She fears that something will go wrong if he see her. Regina fears for Juspers safety. She pleads with him to stop clashing with the authorities. She tells him, Jusper, no good will come out of this struggle. Like you I only have two close friends left in this world. You and my brother, but my brother is inside. If anything should go wrong, we ll be wiped out. Pg 34 Mulili is threatened by Jusper and Mosese at the end of the play to a point of denying having any close relationship with Boss. He is fearful that he might he killed but sure enough he is shot dead. Earlier he had intended to sneak out purportedly to go for a call of nature. The head if state is shocked by the turn of events and fears that all evils will be exposed by the prisoners. He begs to be killed. He would rather face death than the consequences of his deeds. When Nicodemo suggests that Kabito should report the issue of losing his tender, Kabito remarks that reporting Mulili to Boss is tantamount to digging one s own grave. When Kabito questions Mulili s presence on the committee, Tumbo says that Kabito should know better than that and in any case, the question was not in the agenda. Tumbo and Nicodemo know that Mulili is responsible for Kabito s death but they cannot dare say anything. Like caged animals, we move, but only inside the cage. Pg 62 HYPOCRISYHypocrisy refers to pretence that one has qualities, beliefs or feelings that they do not really have. Prisoners are taking part in the play to entertain the visiting head of state to show national unity. The government is trying to show the impression that prisoners are actively involved in nation building. This may have not been the case earlier since Nicodemo says they are now being treated as if they do not belong to this world. The main reason for Boss decision to have the prisoners take part in the play is to potray the country in positive light to ensure foreign investment. A successful visit will make it possible for the role of the negotiators to be heard. Mulili pretends to be shocked by the news that Kabito is dead."}
{"text": "The main reason for Boss decision to have the prisoners take part in the play is to potray the country in positive light to ensure foreign investment. A successful visit will make it possible for the role of the negotiators to be heard. Mulili pretends to be shocked by the news that Kabito is dead. He informs Tumbo and Nicodemo that Kabito has been involved in a fatal accident during the one hour break. He pretends to be saddened by the news. He claims that the accident was caused by the victim driving under the influence of alcohol. He further claims that Boss was in tears when he heard of Kabito s death and that he had declared that a road be named after Kabito. Pg 63 By criticizing the excesses of Boss, Tumbo is being hypocritical since he is a beneficiary of Boss and his government. Tumbo seems to be making an attempt to distance himself from Boss when he says, Things will change; Boss is not at all bad at heart. His main problem is that he gets scared off too easily. Pg 44 As a result of his loyalty he is made the chairman of the committee mandated to organize for the entertainment of a visiting head of state. He also owns apartments courtesy of Boss. Tumbo pretends to be doing Regina a favour by introducing her to Boss yet he knows his Boss ridiculous weakness for women. When she gets into trouble and jumps out of a ten-feet high window, he belatedly says he will apologize to her. He pretends to be sorry for Regina while all along he had known what Boss was up to. Tumbo claims to be a socialist at heart and says he could have written the play for the entertainment of the visiting Head of State himself but decides to extend this opportunity to someone else. Tumbo, you have not done badly, why don t you lead the pack of them ..show them light, eat and let eat. Pg 44 Boss claims to understand truth and justice, while in fact, he least does. He alleges that the rioting students and the dissenting lecturers have no idea what truth and justice are all about. This hypocrisy is self-serving in the sense that he intends to suppress their freedom of expression to create an opportunity to gain from foreign governments. Mulili misreports Kabito to Boss for allegedly maligning Boss reputation yet his real intention is to have Kabito punished for opposing him during the meeting."}
{"text": "He alleges that the rioting students and the dissenting lecturers have no idea what truth and justice are all about. This hypocrisy is self-serving in the sense that he intends to suppress their freedom of expression to create an opportunity to gain from foreign governments. Mulili misreports Kabito to Boss for allegedly maligning Boss reputation yet his real intention is to have Kabito punished for opposing him during the meeting. When Boss gives him the go ahead to eliminate Kabito which he does, he later acts shocked and saddened by his death. Askari pretends to be doing Jere a favour by putting him on rehabilitation after only two days and tells him that the government was giving his future some consideration even though he was contributing to the national headache. HOPELESSNESS DISILLUSIONMENTTo be disillusioned is to be disappointed when you realize that something is not as good as you had expected to a point of completing losing hope and giving up. The masses in Kafira are disillusioned by the state of affairs in their country. Mosese says that they had waited for the kingdom for years, then it was said it had come but it was all an illusion. He wonders how many people had set eyes on that kingdom and what colour it is. According to Mosese it was better while they waited for the Kingdom because then they had hope, now they have nothing to look forward to. He feels that they have killed the past and are busy killing the future. He says in the past, they had celebrations once a year and they had a reason to celebrate, but now there is nothing to celebrate about. People are busy shedding blood everywhere. Pg 27-28 The masses have resigned to their fate after realizing the futility of fighting the government. As the students protest in the streets, people shout at them and beggars tell them they are wasting their time. Pg 33 Regina feels that Jusper and those others protesting against the government are easting time and that no good will come out of their struggle with the government. She feels that they are fighting stones. Pg 34 Doga and Nina have lost hope in life after their son; Adika is shot dead during the university riots. Their son Jusper seems to have lost his mind after his brother s death and is currently considered as good as dead. Nina concludes that the authorities have robbed them all they had and blinded them."}
{"text": "She feels that they are fighting stones. Pg 34 Doga and Nina have lost hope in life after their son; Adika is shot dead during the university riots. Their son Jusper seems to have lost his mind after his brother s death and is currently considered as good as dead. Nina concludes that the authorities have robbed them all they had and blinded them. After Kabito s murder, Tumbo and Nicodemo realize that their tenures as government officials hang in the balance. Tumbo says, We have no choice, like caged animals, we move but only inside the cage. Pg 62 He says the elimination of citizens has become so rampant that one is not sure of seeing the next day. Jere argues with Askari over the issue of freedom. He tells him that the outside of his cell may be well the inside of another, which implies there is no freedom in Kafira and even those who think they are free are not. Jusper bemoans the fact that Regina too has been affected by the street disease, that is giving up. It is even pointed out that the beggars in the streets laugh at the university students because they believe that they could achieve nothing for Kafira. OPPRESSION SOCIAL INJUSTICEThe leadership of Kafira is dictatorial. It is oppressive. The government in a bid to perpetuate its continued stay in power has resulted in silencing its critics. The educated elite in particular pay the heaviest price for being at the fore front of criticizing the excess of Boss regime. Assasinations, arrests, imprisonments and torture of prisoners are the order of the day. Boss must always have his way and will eliminate anyone who appears to be a stumbling block to his schemes. He does not entertain any freedom of expression of whatever kind. For example, the academic staff members should not weep in public for whatever reason, and if they do, they end up in prison like Mosese. Freedom of expression is curtailed. Jere says the outside of this cell may be the inside of another pg 21 Prisoners are not allowed to ask questions. It only makes one s life more unbearable. When one asks questions he is subjected to beating as in the case of Jere. Prisoners are denied food only those who co-operate with authorities enjoy certain privileges. Jere is denied tea hen Mosese is presented with a cup of tea."}
{"text": "When one asks questions he is subjected to beating as in the case of Jere. Prisoners are denied food only those who co-operate with authorities enjoy certain privileges. Jere is denied tea hen Mosese is presented with a cup of tea. During Adika s funeral Mosese says of the orders room the government. The funeral would not take more than ten minutes, the coffin could not be carried by students and weeping in public was illegal for the academic staff. When Mosese protested against this high handedness, he is arrested and imprisoned on trumped up charges of possessing illegal drugs. Prisoners are denied food and only those who co-operate with prison authorities. In a bid to secure conviction for Mosese, his sister Regina is subjected to beating by soldiers as people watch, forcing her to give evidence against him. As a result the beating she loses hearing in one ear. Doga and Niana lose their lives after protesting the government s decision to prevent them from conducting the shaving ceremony for their late son Adika. Tumbo and Nicodemo know that Mulili killed Kabito but they cannot say anything about it. Like caged animals we move, but inside the cage pg 62 Boss regime has established research stations meant to rehabilitate perceived opponents of the state before they are re-integrated into the society. Askari tells Jere , You see we have research stations dotted all over the countryside. Pg 17 Boss tells Jusper that when he goes back to the University he should tell the leaders that it is his Boss duty to decide on the magnitude of Kaira s africanization programme and that they have no right to chant about it. When the students demonstrate against the influx of expatriate personnel, Boss warns that the result will always be the same, deaths and imprisonment. Jere protests the mistreatment of Nina and Doga by the government. He successfully tries to convince Mulili to allow them to conduct the shaving ceremony for their son Adika. An altercation ensues between him and Mulili when he insists that the ceremony will go on as planned resulting in his arrest and imprisonment. Jusper s unstable state of mind can be attributed to the physical as well as psychological suffering he has undergone. He has been arrested twice, first during the burial of his brother Adika and seconds the murder of Chagaga who killed his brother."}
{"text": "An altercation ensues between him and Mulili when he insists that the ceremony will go on as planned resulting in his arrest and imprisonment. Jusper s unstable state of mind can be attributed to the physical as well as psychological suffering he has undergone. He has been arrested twice, first during the burial of his brother Adika and seconds the murder of Chagaga who killed his brother. Doga says then they came and took him away ..when they brought him back after three months he was no longer the son we knew pg 4-5 The death of his brother took a heavy toll on him and he could not come to terms with it. Prisoners must perform a play that must entertain the visiting head of state in order to earn amnesty. CHARACTER, CHARACTERIZATION AND ROLES OF CHARACTERSJEREHe is an ex-soldier and now a prisoner. He was a colleague of Mulili. He taught religious knowledge for three years before he was drafted into the army. He can be described as;ReasonableJere is reasonable as he listens to Doga and Nina and understands their predicament. He even tells them that Mulili does not belong with them and does not know their ways when Nina threatens to curse them by stripping naked and Mulili makes fun of her. He pleads with Doga to understand that he and Mulili are simply obeying orders when they say that the ceremony cannot go on. He says, old man, if I had the power, I would let you go on. I would even take part in the ceremony. I knew Adika well. PatrioticHe aspires for a prosperous Kafira and advocates for unity among all citizens. He tells Boss, No, your excellency, we shall not shoot you. Kafira needs each one of us, you included. Pg 73 Friendly Sociable UnderstandingHe hits it off with the other prisoner with whom he enacts the episode of Pilate and Jesus from the Bible. He easily makes friends with Mosese in prison. They quickly find that they have a lot to talk about because they are like minded as far as the administration of Kafira is concerned. He empathizes with the old couple and wishes to allow them to carry out their shaving ceremony. Secretive cautiousHe does not let out the secret that Mulili allowed Mustafa to escape across the border."}
{"text": "They quickly find that they have a lot to talk about because they are like minded as far as the administration of Kafira is concerned. He empathizes with the old couple and wishes to allow them to carry out their shaving ceremony. Secretive cautiousHe does not let out the secret that Mulili allowed Mustafa to escape across the border. When Mosese tells him about the circumstances that brought him to prison, the events of Adika s funeral, Jere does not let Mosese know that he knows Jusper. DaringHe is unperturbed by the threats directed to him by Askari. When Askari tells him, I have killed a man once in this very cell, he replies, congratulations! How did you manage? Pg 30 Intelligent Cunning clever tactfulHe and Mosese clearly carry out a palace coup to expose the villains like Mulili in the government. He says they have no intentions of getting rid of Boss because they want the act to be A mirror that will reflect the real faces of Kafira s front men. He compares the prison department with Meteorological Department which confuses the public by giving contradictory information. PhilosophicalAfter observing Mosese s reverie, Jere aptly summarizes the state of the society thus, When the madness o an entire nation disturbs a solitary mind, it is not enough to say the man is mad. Mosese s behavior is a result of what the authority has put its citizen through-that is, oppression to the point of madness. RolesHe plays a significant role in the development of the plot of the story. He enhances the character of other characters in the play. For instance, through him, the Askari is portrayed as brutal and intimidating. Several themes have been brought out using him, for instance the themes of self-sacrifice and oppression. He is used by the writer to highlight several stylistic devices such as play within a play, suspense and biblical allusion. JUSPER WENDOHe is a philosophy student at the university. He is the son of Doga and Nina. His brother Adika was shot dead during a demonstration held by the university students. He can be described as;Arrogant disrespectfulJusper talks arrogantly to people who do not make sense to him. He talks back at Tumbo regardless of his powerful office. He openly shows his disrespect by talking negatively about the evils of the government."}
{"text": "He can be described as;Arrogant disrespectfulJusper talks arrogantly to people who do not make sense to him. He talks back at Tumbo regardless of his powerful office. He openly shows his disrespect by talking negatively about the evils of the government. At some point, Tumbo thinks he is drunk. Vengeful vindictiveHe kills Chagaga, the sub-chief s brother who also killed Adika, his brother. He shoots Mulili for having caused all the pain and suffering in the society. He is over-excited that they have successfully carried out the coup. He vows to avenge the killing of his brother Adika. He tells Regina, I will get my revenge someday, even if it means doing it alone. Pg 33 SarcasticWhen asked by Tumbo what achievement he is going to highlight in the play meant for entertaining the visiting head of state, he says, the number of expatriate professionals had steadily increased over the year, signifying the full extent of our potential progress . Pg 48 On the issue of name changing, he says, but there is nothing wrong with that. Changing names is item number three in the new development plan, isn t it? In fact, Boss himself gave us a fine example when he substituted his Christian name with something none of us can pronounce. Pg 40 After being told by Tumbo that he has won the nonexistent play writing competition, he remarks that out of ten plays submitted, his came first and that the other entries have of course been returned to their authors. Pg 49 Open Outspoken candidJusper speaks his mind when he finds his parents at the graveside; he openly confesses having killed someone. Nina thinks he is drunk and only to find out later that he actually killed Chagaga. When asked by Tumbo how much beer he drinks he retorts that it is as much as he Tumbo drank off the pocket money he got during his university days. He talks to the president candidly as he gives him a summary of his play. He is not afraid to reveal to him that he has written the play. Intelligent creativeJusper is a university student. He is also a playwright who depicts the society so clearly that publishers dread publishing his work."}
{"text": "He is not afraid to reveal to him that he has written the play. Intelligent creativeJusper is a university student. He is also a playwright who depicts the society so clearly that publishers dread publishing his work. He is able to trick the president to provide real guns so that he can find a chance to avenge the deaths of his parents and brother. He also succeeds in tricking Tumbo and taking advantage of inefficiency. He writes an ingenious play that deceives Tumbo completely. StubbornJusper refuses to remove his red gown despite his girlfriend s nagging. She says it makes him appear dangerous. Students are always treated suspiciously whenever they put them on but he is ready to face the consequences. He is unapologetic to Tumbo for wearing it. RolesMajor events in the play revolve around himHis experiences expose the Boss regime. His brother Adika is brutally murdered during a student s demonstration. He is arrested when he revenges his brother s killing and is released in exchange for his parent s murder. His unstable state of mind points to an individual who has undergone both physical and emotional trauma. He highlights the themes of suffering, disillusionment, betrayal and self-sacrifice. The writer has used Jusper to highlight aspects of style such as play within a play, allusion and satire. MULILIMulili is an ex-soldier and now a farmer. He is cousin to Boss and is a member of the visitor s entertainment committee. Unfeeling inhuman CallousHe makes fun of Doga and Nina s sorrow due to the loss of their son and forbids them to carry out the shaving ceremony at the graveside. Even when Nina threatens to strip naked in protest , a traditional curse, Mulili asks, ....How many naked body I have seen and I am still Mulili with my two eyes, natural? Pg 9 He is insensitive to Doga s feelings that Doga finally tells him, .....may you die the way Adika did. Pg 10 He has Doga, Nina and Kabito killed in cold-blood. He declares that there is no reason why Boss should not be killed. DisrespectfulHe shows disrespect for the elder couple Doga and Nina when he dares Nina to go ahead and strip after she had threatened to do so. He says he has seen many naked bodies and he is still Mulili with two eyes, natural."}
{"text": "He declares that there is no reason why Boss should not be killed. DisrespectfulHe shows disrespect for the elder couple Doga and Nina when he dares Nina to go ahead and strip after she had threatened to do so. He says he has seen many naked bodies and he is still Mulili with two eyes, natural. Pg 9 Vengeful VindictiveHe bears a grudge against Kabito because he feels belittled by Kabito whom he alleges has called him a primary school kid. As if that is not enough, he goes ahead to tell lies about Kabito to Boss leading to his elimination. He threatens Jere for failing to enforce the instructions they had to prevent Doga and Nina from carrying out their late son s shaving ceremony. This act lands Jere in prisonCorruptBeing Boss cousin he is promised many acres of land and grade cattle. He will therefore do anything to ensure he gets this. When the tender for the supply of milk to the university is awarded to somebody else Kabito , Mulili reports to Boss who revokes it and gives it to him. Mulili goes on to have Kabito killed after lying to Boss that Kabito had maligned his name. He allows a fugitive, Mustafa, to escape across the border. Comical funnyHis ungrammatical English makes him a funny character provoking laughter in the reader every time he speaks. For example, in reference to Doga s statement that an innocent man is in prison because of Adika, Mulili says, That no matter, he go against law and order, tell us new thing or make clear out of here. You are trespasser. Pg 10 When Nina says that they do not want to be shown letter because their hope has been killed, Mulili tells them, Your people full of primitive; instead going to find how the other is, they comes and gets stick with dead one. Pg 10 He mixes up simple sayings. For example, when he comes late for the meeting of the entertainment committee that is preparing for the head of state, he tells the other, Gentlemen, I am very sorrowful, but I always say, better never than late pg 54 When telling Boss about Kabito, he says, The one, he be a green grass in the snake. Pg 59 He quickly changes things he had said to suit himself."}
{"text": "For example, in reference to Doga s statement that an innocent man is in prison because of Adika, Mulili says, That no matter, he go against law and order, tell us new thing or make clear out of here. You are trespasser. Pg 10 When Nina says that they do not want to be shown letter because their hope has been killed, Mulili tells them, Your people full of primitive; instead going to find how the other is, they comes and gets stick with dead one. Pg 10 He mixes up simple sayings. For example, when he comes late for the meeting of the entertainment committee that is preparing for the head of state, he tells the other, Gentlemen, I am very sorrowful, but I always say, better never than late pg 54 When telling Boss about Kabito, he says, The one, he be a green grass in the snake. Pg 59 He quickly changes things he had said to suit himself. For instance, he reports that Kabito died in an accident because he was driving while under the influence of alcohol. Nicodemo asks, His breath did you say? He retreats, who said breath I said his body smelled whiskies? Pg 63 Short tempered temperamentalMulili falls out with people on many occasions because of his short temper. For example, when Doga pleads with him to let him carry on with the shaving ceremony, he loses his temper. Nina gets angry with him and threatens to strip naked, but he is not moved. Doga curses him to die like Adika but he responds, .....you tell him me I am a man with action not words, come on tell...... pg 10 Mulili abuses Kabito a goat when the latter refuses to apologise to him pg 57 Sycophant fanaticalHe does all he can to please the authority Boss . For example, he does not agree with Jere to let Doga and Nina perform the shaving ceremony for their late son even when Jere feels they can allow the couple to do it under supervision. He is very proud of having undeservingly won the milk tender. This is because he is Boss cousin. He is impressed by the way he got the tender. What happen to Mr. Mulili tender supply for milk?......You knows, who is speaking!"}
{"text": "He is impressed by the way he got the tender. What happen to Mr. Mulili tender supply for milk?......You knows, who is speaking! I it s me, Boss himself and no bloody vice-deputy. Pg 54 He does everything to impress Boss and make him think he is loyal. He even suggests that people should go on holiday during the visit by the foreign head of state, so that everyone can line up along the road to receive him. This is against logic because, according to Kabito, this is the final term and most school children will be sitting their exams and cannot afford to line up along the road. He was a soldier and now a farmer but still insist on being part of the authority. For example, he has the audacity to criticize university lecturers for allegedly going against policy. He also says that university students should co-operate with the government because, We pays for their fees, we pays for their luxury, we give them all necessary, who are they? Pg 56 When he goes for the rehearsal, he tells Boss, Yes, your excellent. I say myself: go and bewith cousin as he sees the final one. Pg 69 RolesMulili symbolizes the excesses of Boss;-He is portrayed as cruel, greedy, vengeful and dictatorial. Tumbo says of him, the most of the advisers is that of his, Mulili. Pg 44 Through him the character of Jere is brought out a principled when the latter amidst Mulili s objections insists that Adika s shaving ceremony will proceed as scheduled. He enhances the themes of misuse of power, corruption and self-preservation. The writer has effectively employed use of humour through Mulili. TUMBOTumbo is a government official and a confidant of Boss, the Head of state. He is Regina s landlord and chairman of the committee charged with the responsibility of organizing entertainment for the visiting of head of state. Despite his limited education, he has managed to acquire wealth and enjoys immense influence owing to his close association to the Boss. Hypocritical insincereHe is a beneficiary of Boss government yet given an opportunity he criticizes his regime and those working for it. About Mulili he says, That is why he retired from the army."}
{"text": "Despite his limited education, he has managed to acquire wealth and enjoys immense influence owing to his close association to the Boss. Hypocritical insincereHe is a beneficiary of Boss government yet given an opportunity he criticizes his regime and those working for it. About Mulili he says, That is why he retired from the army. Until people like him are out, it is dangerous to seem to do things differently in Kafira. Pg 44-45 CorruptHe says that he would not have acquired the blocks of buildings he has if he had depended o empty talk like the university students who he feels talk too much. He says, you were born alone and when you die, you will die alone.... This implies that he has used fraudulent means to acquire property. He pretends to be a socialist when he offers Jusper the chance to write the play to entertain the visiting head of state. He says, You see, the whole program has cost the government some quarter of a million shillings. In fact, I had a mind of writing the play myself, but I thought better of it......eat and let eat. Pg 44 He says a sum of money has been allocated for a play-writing completion but he does not organise the competition. Instead he gives the opportunity to Jusper, of the six hundred pounds meant to finance the competition, he gives one third to Jusper and Regina and says the rest will be used to put records straight pg 49 SycophanticHe has secured his place in the entertainment committee by virtue of his unflinching support for the government. He tells the other committee members, I trust, gentlemen, that you know why you are in this committee. You were nominated for one reason, your unflinching support of our government pg 52-53 CowardlyHe does not live up to what he believes in. He strongly believes that until people like Mulili are out of the government, It is dangerous to seem to do things differently in Kafira. Pg 44-45 He convinces Regina to go and see Boss even though he knows well Boss weakness for women."}
{"text": "He tells the other committee members, I trust, gentlemen, that you know why you are in this committee. You were nominated for one reason, your unflinching support of our government pg 52-53 CowardlyHe does not live up to what he believes in. He strongly believes that until people like Mulili are out of the government, It is dangerous to seem to do things differently in Kafira. Pg 44-45 He convinces Regina to go and see Boss even though he knows well Boss weakness for women. When Regina is hesitant, he tells her, We can t afford to make him angry at this stage. Pg 46 When Kabito is eliminated and Jusper insists on standing for truth and justice even if it will cost him another year at the university, Tumbo tells him. If you knew what has happened to one of us at the committee, I am sure you would postpone your eagerness to stand by truth and justice. Pg 62 Ignorant inefficient carelessHe does not know who Soyinka is. He thinks he is a prime minister of a certain country he purports to have forgotten. He even insists he is a politician. He does not realize that the achievement Jusper says will he highlighted in the play is meant to portray the government that Tumbo serves in bad light. Mosese says that it is out of his inefficiency that they are able to carry out the palace coup.sGullibleHe played along to Mosese, Jere and Jusper s plot to bring down Boss. Mosese says that it was largely through his inefficiency that they achieved their objective. Pg 74 Jusper is able to convince him that he is Regina s cousin. IlliterateWhen Jusper tells him that he drinks as much as he Tumbo drank off the pocket money he got during his university days, a visibly embarrassed Tumbo attempts to justify his limited education by claiming that though he qualified for university admission, he sold the scholarship since his family was poor pg 41 RolesTumbo contributes significantly to the development of the plot of the play;Being Boss confidant he comes out as a major beneficiary of Boss regime. Towards the end of the play, he confesses that he was trained but given the wrong job. This aspect portrays him as sycophantic."}
{"text": "IlliterateWhen Jusper tells him that he drinks as much as he Tumbo drank off the pocket money he got during his university days, a visibly embarrassed Tumbo attempts to justify his limited education by claiming that though he qualified for university admission, he sold the scholarship since his family was poor pg 41 RolesTumbo contributes significantly to the development of the plot of the play;Being Boss confidant he comes out as a major beneficiary of Boss regime. Towards the end of the play, he confesses that he was trained but given the wrong job. This aspect portrays him as sycophantic. It is through his inefficiency that the plot by Mosese, Jusper and Jere to topple Boss succeeds. Through him, we get to know Jusper s character as daring and outspoken and Regina as trusting. He also highlights the themes of fear, self-preservation and misuse of power. Through him several aspects of style have been effectively used by the writer. They include foreshadow, satire, play within a play and suspense. BOSSHe is the president of Kafira and cousin to Mulili. He plays the role of the chief of staff in the rehearsal. His wife is called Mercedes. Authoritative over-strictBoss leads the country with an iron fist. He wants everything to go his way and cannot stand anyone who appears to block his orders and decisions and he cannot brook dissent. He has signed the death warrants of very many innocent people including Kabito, Adika, Doga and Nina. He warns Jusper against students protests during the rehearsal. He even brags of having given three hundred jobs to expatriates just to prove a point to the protesters. CorruptAccording to Mulili, Boss has acquired a lot of wealth and banked the money in foreign accounts. When Mulili tells him that Kabito was spreading such allegations he shouts, who gave him that information, just how much does Kabito know about me? Pg 59 . This seems to confirm his corrupt nature. He orders that the tender awarded to Kabito be revoked and goven to Mulili. Boss is also notorious for nepotism. He assigns powerful positions to his uneducated and inexperienced kinsmen in order to secure his interests. He also gives jobs to expatriates in return for foreign donations and funding."}
{"text": "Boss is also notorious for nepotism. He assigns powerful positions to his uneducated and inexperienced kinsmen in order to secure his interests. He also gives jobs to expatriates in return for foreign donations and funding. He demands that prisoners stage a play for the guest president in order to portray national unity and the involvement of prisoners in national matters. He does this to make an impression that would attract funding. Through Mulili we get to learn that he has stashed huge amounts of money in foreign accounts which has brought down the economy of Kafira. Temperamental impatient cruel brutalRegina says that boss is reported to have a short temper. Tumbo says that Boss is known to make hasty decisions and stand by them. When instructing Mulili to get rid of Kabito, he impatiently orders Mulili out of the palace. Tumbo says that when Boss is angry he does not differentiate between a human being and a rat. He also refers to him as an animal. Proud conceitedHe says that students do not understand what truth and justice is. He says that their protest against foreign expatriates led to the death of a student leader and the imprisonment of a lecturer. To put them in their place, he brings in three hundred more expatriate personnel just to prove his point. He says that five of them are his own personal appointments. Immoral amorousHe has a ridiculous weakness for women according to Tumbo. He also attempts to rape Regina who is forced to escape by jumping a ten foot high window. Incompetent inefficientHe relies on hearsay and propaganda to run the affairs of the state. He admits that Kabito has been one of his loyal servants. He allows prisoners to handle fire arms during the rehearsal which they use to stage the palace coup. Vengeful VindictiveHe is averse to criticism. He orders the killing of Kabito since it is alleged that he Kabito raised serious allegations about his integrity. He tells Jusper that since the university students questioned his appointment of expatriate personnel, just to put them in their place, he orders three hundred more expatriate personnel. GullibleHe falls for Mosese, Jere, and Jusper s trick and orders the guards to surrender their guns to be used as props."}
{"text": "He orders the killing of Kabito since it is alleged that he Kabito raised serious allegations about his integrity. He tells Jusper that since the university students questioned his appointment of expatriate personnel, just to put them in their place, he orders three hundred more expatriate personnel. GullibleHe falls for Mosese, Jere, and Jusper s trick and orders the guards to surrender their guns to be used as props. SuspiciousHe has deliberately put Mulili on the entertainment committee to report directly to him if something should seem to be going wrong. He suspects Tumbo of being behind Kabito s action to discredit him. Tumbo must have a hand in this pg 59 ROLESBoss is the architect of the misrule in Kafira. He has allowed his advisers such as Mulili to unleash terror to innocent civilians. He is a central character since the events in the story centre around his misrule. He brings out the character of Mulili as vindictive when Mulili convinces him on the need to eliminate Kabito. He also helps brings out the character of Tumbo as sycophantic. Though him several themes are highlighted such as misuse of power, betrayal, and social injustice. He enhances several stylistic devices such as play within a play, suspense, satire and symbolism. ASKARIHe is a prison warder and is mandated to keep watch over Jere and Mosese. Cruel intimidatingEven though Jere was once a soldier like him, he threatens to teach him a lesson or two if Jere calls him his friend again. He also warns Jere that he has once killed a man in that very cellHypocriticalHe tells Jere that they are giving consideration to his future despite his contribution to the national headache. He pretends to be doing Jere a favour and says he should be filling in forms for his rehabilitation. He says that experts have to be called in to give meaning to data collected in the various research centres that the government has put up and which show that rehabilitation of prisoners is invaluable. He goes ahead to say that this is not the type of work any of these local pretenders would handle. Pg 17 MOSESEHe is a former university lecturer who is later imprisoned for criticizing the ruling elite. Friendly sociableHe easily makes friends with Jere in prison. He also shares his views with Jere ."}
{"text": "He goes ahead to say that this is not the type of work any of these local pretenders would handle. Pg 17 MOSESEHe is a former university lecturer who is later imprisoned for criticizing the ruling elite. Friendly sociableHe easily makes friends with Jere in prison. He also shares his views with Jere . For example, when Jere tells him that he was a soldier before he came to face to face with reality, Mosese tells him that fire has always been there. Pg 22 He explains to Jere the reason he had changed his name an illegal drug was planted on him by a man bearing the same name as him Nicodemus leading to his imprisonment. Intelligent observantHe was a university lecturer. He is also able to see through the scheme that the authorities have. They intend to use prisoners to act a play to entertain a visiting Head of state to symbolize national unity and therefore build confidence in the visitor to encourage him to invest more in Kafira. Together with Jere and Jusper, he intelligently carries out a palace coup. PrincipledInitially, he refuses to participate in a play to be performed for the visiting head of state. I will not bend so low. Pg 26 . I cannot do it. Among my friends, that would be equivalent to kneeling in front of Boss and pleading for mercy. Pg 27 His change of name was influenced by Boss decision to change his. He changed his name since the man who planted a drug on him to implicate him shared a name with him Nicodemus pg 25 SelflessEven though he is not related to Adika who is just one among his many students, he protests his killing and fights injustice but the reward for his effort was imprisonment. DaringTogether with Jusper and Jere he agrees to take part in a potentially dangerous plot to bring down Boss through a play meant for entertaining the visiting head of state. The plan may not work hence they may be labelled traitors. Sceptical Hopeless pessimisticAfter being sent to prison on trumped up charges, he loses faith in the freedom of Kafira. When told that the release of six hundred prisoners will depend on his participation in the play to entertain the visiting head of state, it only makes him feel like he is betraying what he believes in."}
{"text": "The plan may not work hence they may be labelled traitors. Sceptical Hopeless pessimisticAfter being sent to prison on trumped up charges, he loses faith in the freedom of Kafira. When told that the release of six hundred prisoners will depend on his participation in the play to entertain the visiting head of state, it only makes him feel like he is betraying what he believes in. He feels it would be like kneeling down in front of Boss and pleading for mercy for something he has not done. Pg 28 He does not believe in the Bible teachings that Jere seems to believe in. For example, he says, That is why I don t believe in such crap as the last shall be first, and blessed are the poor for they shall inherit the kingdom of heaven!..... Pg 28 When Jere tells him that things will change, he says, ......that is why I prefer to wait and see. I will stay here and remain loyal to my principles. Pg 28 RolesMosese helps highlight the plight of the educated elite in Kafira. Boss regime seems to deliberately persecute university lectures like Mosese and university student s whom he perceives as his most potent critics. Mosese is arrested and imprisoned for protesting the mistreatment of the family of his late student Adika during the funeral, weeping in public is made illegal for the academic staff. Through him, the character of Askari is brought out as brutal and inhuman. He helps develop among other themes the themes of selflessness and misuse of power. He also highlights play within a play, satire and suspense among other stylistic devices. REGINAShe is sister of Mosese and Jusper Wendo s girlfriend. Her concern for her brother and boyfriend is responsible for her confrontational nature. She pleads with Jusper as well as Mosese to co-opertate with the authorities. Fearful cowardlyShe is so afraid of the laid down rules that she demands that Jusper removes the red gown as it makes him appear dangerous. She fears that he might be killed for being a red guard She pleads with Jusper not to talk of revenge for the death of his parents and brother. She says, Jusper, you promised. You promised to be a good boy."}
{"text": "She fears that he might be killed for being a red guard She pleads with Jusper not to talk of revenge for the death of his parents and brother. She says, Jusper, you promised. You promised to be a good boy. Do you now talk of revenge? Pg 33 Jusper tells her that she seems to have lost her fighting spirit like everyone else in the street. PrincipledShe refuses to succumb to Boss compromising demands and escapes by jumping from a ten foot high window. TrustingShe believes that Tumbo will speak to Boss on her behalf. She is convinced that boss will replace the political prisoners to mark the visit of foreign head of state. When Jusper asks her, do you think he means it? She responds, he does. He says he will be in charge of the whole thing himself. And don t forget he is Boss right hand man. Pg 37 ROLESRegina highlights major problems affecting Kafira, which is a disillusioned citizenry. She berates her boyfriend Jusper for being critical of Boss, According to her, nothing good will come out of Jusper s continued antagonism towards the government. She is willing to allow the status quo to remain out of fear for the well-being of her loved ones. She pleads with Jusper to stop his agitation, pointing out that Jusper and her brother Mosese are the only people she has in this world, but Mosese was in and that left Jusper to either build or destroy her. Pg 32 She brings the character of as traitorous. Out pd good will she agrees to meet him only for Boss to try to rape her. She also brings put the portrayal of Jusper as principled and selfless. Through her, the author successfully brings out the themes of betrayal, sexual immorality and misuse of power. The author s effective use of stylistic devices such as satire and humour can also be attributed to her. DOGAHe is Nina s husband and father to Jusper and the later Adika. SuspiciousDoga believes that the individual responsible for the death of their son Adika lives among them. His suspicion is raised by evidence on Adika s grave."}
{"text": "DOGAHe is Nina s husband and father to Jusper and the later Adika. SuspiciousDoga believes that the individual responsible for the death of their son Adika lives among them. His suspicion is raised by evidence on Adika s grave. Pg 1 Forthright open candidHe tells his wife to calm down when she acts nervous about the violation of their late son s grave and says, What sort of a mother are you? He also disagrees with his wife about informing the sub-chief about the crack on the grave. He can t imagine informing the sub-chief because it is his brother who killed his son. He would rather cheat the ancestors than follow protocol of a wicked government. He also curse Mulili when he proves adamant about allowing them to carry on with the shaving ceremony. He tells him, May you die the way Adika did. Pg 10 OptimisticHe believes that Jusper is Okay where he is. Jusper is alright where he is. Pg 2 PerceptiveHe is able to identify Jere as Kaleka s son despite the later wearing a cap. Pg 9 DishonestHe is determined to cover up any evil on his son s grave by filling the crack on the grave with soil so that the shaving ceremony can go on. Stubborn determinedHe is determined to have his late son s shaving ceremony go on despite the pleas from his wife that people might boycott the ceremony if they knew about the crack in the grave. Grateful appreciativeHe is grateful to Jere for informing them about the whereabouts of Jusper. As a form of gratitude he offers him a pocket bible. Kaleka s son, I have nothing to give you, handing him a pocket bible take this. Pg 12 Rational realisticHe tells his wife that they need not to cry since tears are for the young and their own wells are dry. Devoted religiousHis devotion id depicted by the song he sings with his wife and the prayer he says with her. Later on, he gives Jere a bible. NINAShe is Doga s wife and mother to Jusper and the late Adika. Motherly concernedShe mourns the death of her son and wonders why people would kill him. She is heart broken by the people who come to interfere with his grave and she cannot stand it."}
{"text": "NINAShe is Doga s wife and mother to Jusper and the late Adika. Motherly concernedShe mourns the death of her son and wonders why people would kill him. She is heart broken by the people who come to interfere with his grave and she cannot stand it. The death of her son sends her into mourning. She begs Mulili to allow them to allow them to carry on with the shaving ceremony. She is concerned about the whereabouts of Jusper when she finds that he is not guarding the grave. EmotionalShe weeps besides her son s graveDetermined daringWhen Mulili refuses to allow her to carry out the shaving ceremony, she threatens to strip naked and cause him blindness. HonestShe feels that the evil done to her son;s grave should not be hidden. According to her, one cannot outwit their ancestors. She suggests to her husband that they report the evil to the sub-chief. It would be wrong for us to sit on this evil. Pg 3 ReligiousShe tells her husband that they need to commit the day on God s hands. They sing and later she invokes a prayer. FearfulShe is concerned about her son Jusper s safety when they fail to find him at Adika s grave. But where is he now? Doga, my heart fails me. Pg 2 STYLE AND LANGUAGESATIRESatire is a form of writing where an individual or society is ridiculed or where the foolishness of an idea, practice or custom is shown. It s a form of criticism of vices through or by use of humour. The writer portrays the evils of the society in a rather humorous way. From the beginning of the play, he depicts the government as insensitive to the needs of its own people. Adika is shot dead by the sub-chief s brother for leading a demonstration against the employment of many expatriates. Chagaga is jailed and later released because he shot Adika in self-defence other than listen to the protest of the people and consider their demands; the government executes those who oppose its ideas. Government officials such as Askari and Mulili are satirised for their cruelty. They have little regard for human life. Askari mistreats prisoners under his watch such as Jere. He repeatedly threatens Jere and even informs him that he has killed a man in the very cell Jere is in."}
{"text": "They have little regard for human life. Askari mistreats prisoners under his watch such as Jere. He repeatedly threatens Jere and even informs him that he has killed a man in the very cell Jere is in. Mulili has no qualms taking away human life. Mulili and Boss have been satirized for being traitorous. Boss betrays the trust bestowed on him by his subjects. Instead of being a servant leader, he has become a tyrant. A peaceful demonstration by university students is violently dispersed leading to the death of a student; Adika. Instead of securing jobs for the citizens of his country he has resorted to importation of expatriates. His leadership is also characterized by intimidation, assassination and corruption. Mulili is a beneficiary of Boss misrule. Ironically, when tables are turned on Boss by Jere, Jusper and Mosese, he betrays Boss and blames him for the ills in Kafira as well as for killing Kabito. He urges Jere to Kill Boss. Tumbo a government official sinefficiency is satirized. He uses his position to benefit himself. He claims that the reason he never got proper education is that his parents were poor and so he sold his scholarship. He fails in his duty to set up a writing competition, feigns ignorance that it took place and gives the opportunity to Jusper who grabs it to turn against the president and his cronies. When he visits Regina, Tumbo sends Jusper for beer claiming that it is tough being a government official. When we do not quite see what is tough in his line of duty. Tumbo is happy when Jusper highlights in the play the influx of expatriate is a sign of potential progress. Mulili is satirised for being insensitive to the rights of children. He suggests that during the head of state s visit, all children and adults should line up on the road to welcome the visitor despite the fact that it s the final term and most of the children will be sitting for exams. IRONYSITUATIONAL IRONYAfter the death of Adika, Jusper went wild singing songs of vengeance and as a result he is taken away by agents of the government to be cooled down. He was said to be dangerous to peace loving people. It is ironical that when he was brought back after three months, he has instead worsened and people said he was mad."}
{"text": "IRONYSITUATIONAL IRONYAfter the death of Adika, Jusper went wild singing songs of vengeance and as a result he is taken away by agents of the government to be cooled down. He was said to be dangerous to peace loving people. It is ironical that when he was brought back after three months, he has instead worsened and people said he was mad. Pg 4-5 In prison, one is not allowed to talk too much. It doesn t pay to talk a lot. It is ironical that askari takes great exception to Mosese s silence and tries to force him to talk. Due to the fact that the prison authorities know Mosese as being talkative they will not allow him to keep quiet and demand that he explains what he is keeping quiet about. It is ironical that though while in prison one is expected to show consistency of character and a market improvement, one cannot afford to stick to one s principle s otherwise he will never leave jail. According to Jere, the character in the Pilate story his fellow inmate did not want to be Pilate and instead insisted on being Jesus. The said character did not know that being Jesus meant receiving canes and when Jere caned him, he wailed and Jere was subsequently punished it was an eye for an eye and a tooth for a tooth pg 23 It is ironical that it will take a state visitor to have political prisoners released in Kafira. Jere tells askari that innocence can be an offence. This statement is given credence by the fact that Jere and Mosese are in prison, not because of committing an offence but standing for the truth. Tumbo says that a sum of money has been allocated for a play-writing competition and adds that the democratic part of it is that anyone has to participate yet in actual sense, there is no competition. He goes ahead to pronounce Jusper as the winner of the non-existence competition. News of Jusper s wim will be in the papers the following week. It s ironical that Tumbo will not accept the suggestion that the visiting head of state visits the upcountry to see the progress in agriculture despite the fact that the head of state offered technicians for the said progress. Kabito s attack on the government that Mulili and his likes choke Kafira is ironical since he is a major beneficiary of the system. His appointment to the entertainment committee is reward for his loyalty to Boss."}
{"text": "It s ironical that Tumbo will not accept the suggestion that the visiting head of state visits the upcountry to see the progress in agriculture despite the fact that the head of state offered technicians for the said progress. Kabito s attack on the government that Mulili and his likes choke Kafira is ironical since he is a major beneficiary of the system. His appointment to the entertainment committee is reward for his loyalty to Boss. It is also ironical that by pointing out the truth, he is accused of sowing seeds of discord among the other people. According to Boss, grey hair symbolizes wisdom. It is therefore ironic that he is determined to remove all strands of grey hair, claiming that a leader should have grey hair. Pg 58 DRAMATIC IRONYAs Jusper enters, Doga hides behind the bush. The audience as well as Nina is awake of Doga s whereabouts but Jusper is not. Jusper asks Tumbo if he had come to see his Jusper s cousin, The readers as well as Jusper know that Regina is the girlfriend to Jusper and not his cousin but Tumbo doesn t. Mulili is not aware that Tumbo and Nicodemo are already aware of Kabito s death. Tumbo tells Nicodemo, Here he comes. Remember we know nothing. Enter Mulili pg 62 Boss, Tumbo and Mulili are not aware of the plot by Mosese, Jere, and Jusper to topple Boss who is duped into ordering the guards to surrender their guns to be used during the final rehearsal of the play. The readers on the other hand are awake of the plot by the three. IMAGERYThe writer has employed the use of figurative language in the play. Metaphors and similes have been used as follows;I.Similes He was slaughtered like a goat. This show how Adika was killed mercilessly. While referring to this co-actor in the Pilate story, Jere says of him. He wailed like a woman in a death home pg 23 This is a pointer of the cowardice of the individual."}
{"text": "Metaphors and similes have been used as follows;I.Similes He was slaughtered like a goat. This show how Adika was killed mercilessly. While referring to this co-actor in the Pilate story, Jere says of him. He wailed like a woman in a death home pg 23 This is a pointer of the cowardice of the individual. While referring to the terror inflicted on the citizens by Boss and his henchmen, Jusper tells Regina, they come quietly when you are least expecting and before you realize it, they have pounced on you like hungry leopards. Pg 32 Jusper goes on to say, I defended his remains like a man. Pg34 This shows his determination and bravery in ensuring that his brother s grave was not desecrated. II.MetaphorMulili tells Jere, Big coward Jere, you a woman pg 10 The implication here is that Jere is a coward for sympathising with Nina and Doga. Jusper tells Regina, Adika died for the truth......he was killed for asking whether or not we were on the right train pg 34 . Jusper here is adverting that Adika died for questioning how the country was being governed. Tumbo tells Jusper that there is a good potato in the work they are about to do in reference to money. Mulili refers to Jere as chicken hearted pg 44 ALLUSIONAllusion refers to reference to something or someone else without the context of a given text. The writer makes several allusions in reference to the Bible. When Jere canes his cell mate as they act out the part of Jesus Christ and Pilate, he finds himself in trouble when the cell mate cries out. He is stripped naked and caned. He tells them it was a case of an eye for an eye and a tooth for a tooth. This is a verse in the Bible. The above story is an allusion to the Biblical crucification of Jesus. Many citizens of Kafira have been crucified innocently just like Jesus and many others are the pilates that beat up Christ. Doga, Nina and Kabito are among those who die needless deaths. The pilates are exemplified by the likes of Boss and Mulili."}
{"text": "Many citizens of Kafira have been crucified innocently just like Jesus and many others are the pilates that beat up Christ. Doga, Nina and Kabito are among those who die needless deaths. The pilates are exemplified by the likes of Boss and Mulili. Mosese alludes to the biblical inheritance of the Kingdom of heaven in reference to their high expectations after independence. When they are told that their kingdom independence has come, it turns out to be an allusion. Mosese also alluded to the bible when he says ......the last shall be first and blessed are the poor for they shall inherit the kingdom of heaven. Pg 27 Mosese questions the validity of this bible verse by pointing out the disappointment of the masses. He is disillusioned that people had placed their hope in Boss regime, only to be disappointed by the turn of events. Boss tells Jusper that when he was acting, he used to be given bad roles. He would die for mistakes that were not his. Jusper tells him, I would say it s sacrifice A kind of death for a future. The sort of role Christ played pg 66 While referring to this mother, Mosese tells Jere, once every year she slaughtered a cock to mark the birth of Christ pg 28 Christmas is alluded here. SYMBOLISMAfter Adika s burial following his killing Nina says that his death has made them blind and left them in blindness. This words blind and blindness symbolize the state of hopelessness or disillusionment of Doga and Nina. Reference is made to the word potato . Nicodemo asks Kabito did you get the potato? Potato refers to the university tender. Kabito insists on knowing their terms of service and Nicodemo proceeds to ask the size of potato per hour they are entitled to pg 53 This is in reference to allowanced due to them. Potato symbolizes corruption that is rampant in Kafira. Boss orders an Askari to untie the hands of Mosese and Jere pg 70 The act of untying the two symbolizes their freedom and by extension salvation or the citizens of Kafira. Askari is a symbol of oppression. Political prisoners like Jere and Mosese are mistreated while in prison."}
{"text": "Boss orders an Askari to untie the hands of Mosese and Jere pg 70 The act of untying the two symbolizes their freedom and by extension salvation or the citizens of Kafira. Askari is a symbol of oppression. Political prisoners like Jere and Mosese are mistreated while in prison. The brutality of the regime is evident when askari says of Mosese ......when they brought him in last night , he was all questions. We calculated that two mature strokes would ease the tension pg 19 He informs Jere that he has once killed a man in that very cell. Pg 30 sThe gun is a symbol of power. The moment the askaris surrender their guns to Jere, Mosese and Jusper, power shifts from Boss to the three. Mulili, Boss and Tumbo are at the mercy of the three. The reappearance od Doga and Nina at the end of theplay after the killing of Mulili is a symbol of change in Kafira, their reappearance at the graveside which now is for Mulili shows that the social order of injustice and misrule exemplified by poor advisors like Mulili has been done away with and now they expect a new Kafira with better leadership and justice. HUMOURThe writer has employed humour in his play. He portrays Mulili humorously. His broken English and barely comprehensible talks ease the tense moments that keep building in the play. Some of the funny statements he makes include;The green grass in the snake instead of the green snake in the grass to refer to hypocrites. Sometimes I wonder why you possession that thing between your legsYou must apology to me this, now pg 57 You plays with fire you goat! Mulili s attempt to communicate in English is laughable. Who you call child eeh? Jere you tell him. Tell him what I does with stubborn old mens pg 8 Big coward. Why you doesn t let her get on with it. How many I have seen and I am still Mulili with my two eyes, natural? Look, no goggles pg 9 Mulili s disjointed English is a pointer to his limited education. This is an indication of Boss leadership which regards individuals not on the basis of their qualifications but on the basis of blood relationship and perceived loyalty."}
{"text": "How many I have seen and I am still Mulili with my two eyes, natural? Look, no goggles pg 9 Mulili s disjointed English is a pointer to his limited education. This is an indication of Boss leadership which regards individuals not on the basis of their qualifications but on the basis of blood relationship and perceived loyalty. Mosese says he has no front when asked by Askari, What do you think you are doing showing us your back? Pg 18 While responding to Tumbo s question whether Jusper drinks, Regina replies, there is no brand of beer he hasn t tasted. Pg 41 In a bid to cover up the heinous crime he has committed Mulili says, I also ask that, people say his breath smelled full of spirits. That hard stuff pg 63 When cornered by Nicodemo he says, Who said breath, I said his body smelled whiskies. Humour here is used to portray the wicked and cruel nature of Mulili and clearly points out his direct involvement in the killing of Kabito. On realizing that tables have been turned in his cousin Boss and the guns are now in the hands of Jere and Mosese, Mulili says, I go for short call pg 72 Jusper refers to Regina as girlfriend number one pg 6 . Here humour is used to relieve the tension building up following the desecration of Adika s grave. It is ridiculously funny how Tumbo confuses Wole Soyinka a renowned writer, for a Prime minister and a politician. PROVERBSProverbs are pithy statements that are mainly employed to give advice or to caution. Several instances of proverbs are evident in the text. The writer has used proverbs to illustrate the wisdom of Doga and his realistic nature. He says, a mouse does not share a bowl with a cat. Pg 3 which implies that they cannot share mutual relationship with the sub-chief whose brother, Chagaga, is responsible for the death of AdikaWhen Nina suggests that they should report to the sub-chief what has just happened to the grave, Doga uses a proverb to explain her failure to see the futility of her actions."}
{"text": "Several instances of proverbs are evident in the text. The writer has used proverbs to illustrate the wisdom of Doga and his realistic nature. He says, a mouse does not share a bowl with a cat. Pg 3 which implies that they cannot share mutual relationship with the sub-chief whose brother, Chagaga, is responsible for the death of AdikaWhen Nina suggests that they should report to the sub-chief what has just happened to the grave, Doga uses a proverb to explain her failure to see the futility of her actions. Thus he says, ....when dry thunder tears the sky before our eyes, do we forget the storm of yesterday? Pg 3 Doga insists that the shaving ceremony must go on regardless of the obstacles that they face. He uses a proverb. A cloudy sky does not always cry rain pg 3 Kabito tells Nicodemo, the tree climber begins from the bottom, not top pg 53 . Through this proverb, Kabito wishes to be informed the terms of service of the committee before their meeting. The potrayal of Kabito is that of a materialistic, greedy and self-centred individual. FORESHADOWA foreshadow is a premonition that something is going to happen. Authors use words, signs or events to prepare readers for something that is just to occur. Doga foreshadows Mulili s death when he says Empty words will be your downfall. May you die the way Adika did pg 10 His words come to pass when Jusper shoots Mulili. After his parents are murdered in exchange for his release, Jusper says, I will get my revenge someday, even if it means going alone pg 33 His words are fulfilled when he shoots Mulili dead. While reacting to Tumbo s insistence that she must personally see Boss to secure her brother s release , Regina says, I have this funny feeling that something will go wrong pg 45 Her fears are justified when later on Boss forcefully tries to get her and she is only able to escape by jumping out of a ten foot high window."}
{"text": "May you die the way Adika did pg 10 His words come to pass when Jusper shoots Mulili. After his parents are murdered in exchange for his release, Jusper says, I will get my revenge someday, even if it means going alone pg 33 His words are fulfilled when he shoots Mulili dead. While reacting to Tumbo s insistence that she must personally see Boss to secure her brother s release , Regina says, I have this funny feeling that something will go wrong pg 45 Her fears are justified when later on Boss forcefully tries to get her and she is only able to escape by jumping out of a ten foot high window. Mulili foreshadows the arrest and imprisonment of Jere when he threatens him; Hey you.....you shall pay for it pg 15 Boss foreshadows his near death when he says, just before the rehearsal; In four out of five cases I had to die for little, mistakes that were not my own..... pg 66 The reappearance od Doga and Nina at the end of theplay after the killing of Mulili foreshadows the change in Kafira, their reappearance at the graveside which now is for Mulili shows that the social order of injustice and misrule exemplified by poor advisors like Mulili has been done away with and now they expect a new Kafira with better leadership and justice. PLAY WITHIN A PLAYThe play written by Jusper is entitled Betrayal in the City and captures the event of the palace coup so aptly, In this play prisoners stage a palace coup and exposes the villains in the government who are finally gotten rid of. Tumbo, the inefficient government official is ordered out of the centre of power and Mulili, the embodiment of evil is killed. Boss life is spared even when he offers himself to be shot- as a sign that there is hope for change in Kafira. USE OF SONGThe writer has used a song on pg 8;When we walk with the LordIn the light of his way... ......But trust and obey. This song and the subsequent prayer indicate that the couple can only turn to God for solace after all else has failed. Generally, it is their hope in life because under the Kafira government, they can only trust and obey. It portrays them as religious despite the challenges they are facing."}
{"text": "This song and the subsequent prayer indicate that the couple can only turn to God for solace after all else has failed. Generally, it is their hope in life because under the Kafira government, they can only trust and obey. It portrays them as religious despite the challenges they are facing. They are seeking for answers through divine intervention. The song and the prayer summarize their total sense of loss and their deep religious devotionCROSS PURPOSEThis style is used in reference to individuals talking about different things in the course of their conversation without realizing it. The first incident of cross purpose is when Doga, Nina and Jusper appear not to communicate and their statements overlap. When Jusper is at cross purpose with Doga and Nina. Jusper appears not to communicate with his parents and their statements overlap. When Jusper is referring to a murder he committed at night, his mother thinks that he imagines killing his father. Doga tells Nina not to detain Jusper and instead allow him to go for he is a nuisance. Jusper responds, he can t go he is dead pg 6 Jusper is referring to Adika;s murderer Chagaga while his mother means that Doga is dead. Jusper and Nina also speak in cross purpose on pg 7 when Jusper asks ...shall I go and confess idid it? To which Nina answers yes my son, go and put on a clean shirt and then you can confess Nina thinks Jusper is talking about the ceremony whereas Jusper is talking about confessing that he had killed Chagaga. Mosese and Jere talk at cross purpose. Pg 30-31 While Mosese in his reverie, seems to be talking to imaginary persons. Jere s questions punctuate his reverie. In his attempt to understand Mosese s talk, he finally concludes,When the madness of an entire nation disturbs a solitary mind, it is not enough to say the man is mad. Pg 33 BETRAYAL IN THE CITY ESSAY QUESTIONSThe Elites play a major role in salvaging countries marred by poor governance. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the CityThe government of Kafira is a dictatorial regime that doesn t mind the suffering of the masses."}
{"text": "In his attempt to understand Mosese s talk, he finally concludes,When the madness of an entire nation disturbs a solitary mind, it is not enough to say the man is mad. Pg 33 BETRAYAL IN THE CITY ESSAY QUESTIONSThe Elites play a major role in salvaging countries marred by poor governance. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the CityThe government of Kafira is a dictatorial regime that doesn t mind the suffering of the masses. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the CityRevenge is a vicious cycle that needs to be stopped since it hinders development. Explain the veracity of the above assertion with reference to Francis Imbuga s Betrayal in the CityKafira is an epitome of corruption in the developing countries. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the CityDeceit reigns in situations of poor governance and with them comes conflict. Explain the truth of the above assertion with reference to francis Imbuga s Betrayal in the CityA state can be brought down if its leadership thrives on cronism and poor advisors. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the CityKafira s woes can be attributed to the inefficiency of its leadership. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the CityBetrayal in the city is a perfect satire of the ills in third world countries. . Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the CityBad governance creates room for economic opportunism. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaMulili is an embodiment of evil attributes. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaMany people in Kafira are traitorous. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaStrikes come with many adverse effects."}
{"text": "Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the CityBad governance creates room for economic opportunism. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaMulili is an embodiment of evil attributes. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaMany people in Kafira are traitorous. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaStrikes come with many adverse effects. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaWrite an essay explaining the relevance of the title BETRAYAL IN THE CITY.from the play Betrayal in the City by Francis Imbuga THE OUTSIDE OF THIS CELL MIGHT AS WELL BE THE INSIDE OF ANOTHER from instances in the play write as essay justifying Jere s assertion drawing illustrations from the play Betrayal in the City by Francis ImbugaOppression breeds misery and conflict. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaThe situation in Kafira has bred despondency amongst its citizens. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaMany eventsand actions in Betrayal in the City are triggered by the need for revenge. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis Imbuga."}
{"text": "AGRICULTURE FORM IV NOTES27.0.0 Livestock Production V Poultry 25 Lessons 28.0.0 Livestock Production VI Cattle 16 Lessons 29.0.0 Farm Power and Machinery 18 Lessons 30.0.0 Agricultural Economics III Production Economics 20 Lessons 31.0.0 Agricultural Economics IV Farm Accounts 10 Lessons 32.0.0 Agricultural Economics V Agricultural Marketing and Organisations 10 Lessons 33.0.0 Agroforestry 10 Lessons Livestock Production V Poultry IntroductionPoultry industry in Kenya has developed tremendously due to the use of artificial incubation and brooding and easy availability of hybrid birds, both eggers and broilers. Poultry production has become an easy source of income and food for the rural as well as the urban communities. The term poultry includes domestic birds such as turkeys, ducks, geese, pheasants, doves and pigeons. Of late ostrich farming has become a lucrative activity. Poultry production starts with incubation of eggs. Parts of an EggShellForms 10-12 of the whole egg content. Made of calcium and phosphorus. Protects the inner egg contents. Shell membraneMade of inner and outer membranes. Lining of the egg shell. Constitutes 1 of the total egg content. Albumen egg white About 55-60 of the total egg content. It is divided into chalaza, thick and thin albumen. Chalaza holds the egg yolk in position. Albumen serves as food for the chick. Yolk30-33 of the total egg content. Supply embryo with nutrients. Germinal disc -The embryo which develops into a chick if fertilized. Vitelline membrane - Gives the yolk its round shape. Air sacKeeps the egg fresh by allowing gaseous exchange. Provides oxygen for the embryo Egg Candling:This is the practice of determining the internal qualities of an egg by examining it against a light source. ProcedureThe egg is placed on a hole made on a .cardboard box. This is called a candling box. A sou rce of light is placed in the box directly under the egg. The observer then looks through the egg against the source of light below."}
{"text": "This is called a candling box. A sou rce of light is placed in the box directly under the egg. The observer then looks through the egg against the source of light below. Abnormalities on and within the egg can be seen through the translucent shell. IncubationInvolves the provision of fertile eggs with the proper condition for embryonic development. Selection of Eggs for IncubationShould be fertile. Should be of medium size about 55- 60gms in weight. Should have smooth shell. Should be oval shaped. Should not be cracked. Eggs should be clean to ensure that pores are open. Should not have abnormalities such as blood spots, meat spots and double yolk. . Eggs should not be more than 5 days old. Eggs should be fresh that is collected within one week. Internal egg qualities can be determined through the egg candling process. Methods of IncubationNatural IncubationThis involves the use of a broody hen which sits on the eggs to provide them with conditions necessary for hatching. Takes 20-21 days. The hen is given about 10-15 eggs. Signs' of Broodiness in PoultryTendency to sit on an egg after laying. Moulting of the hen. Making some noise at the laying nests. Feathers are raised. It becomes aggressive when disturbed. It stops laying. Preparation and Management of Natural IncubationThe hen is given \"China eggs\" to sit on to induce broodiness. When broody the hen should be provided with a nesting nest or a saucershaped nest scooped on the ground. The nest shall be lined with soft bedding and fertile eggs provided. The eggs are set in the evening or night. The bird is dusted to control external parasites. The hen is allowed t hour outside to feed and exercise everyday. Broken eggs should be removed immediately. The hen should not be disturbed. Advantages of Natural IncubationIt is cheap. High hatchability. Low risk involved. Useful in small scale production. Less skill is required. Less laborious. Disadvantages of Natural IncubationEgg production is low because the hen will not lay eggs during incubation. It is not possible to plan when to incubate. If the hen dies the eggs will be destroyed."}
{"text": "Disadvantages of Natural IncubationEgg production is low because the hen will not lay eggs during incubation. It is not possible to plan when to incubate. If the hen dies the eggs will be destroyed. If the hen deserts the eggs or refuses to sit on them the farmer will incur losses. Only few chicks can be hatched at a time by one hen. Diseases and parasites could easily be transmitted to the chicks. Artificial IncubationThis is the use of artificial device known as an incubator for hatching eggs. Conditions Necessary for Artificial Hatching of EggsTemperature - maintain at 37.5 C-39.4 C throughout to control the rate of embryonic development of the chick. High or low temperatures are lethal. Ventilation - Good air circulation. Carbon dioxide: oxygen ratio maintained at 0.03 :21 . Relative humidity - Maintained at 60 . High humidity leads to marshy chickslow humidity the chick may stick to the shell. Turning of Eggs Done 3-4 times a day to facilitate uniform distribution of heat for uniform development of chick. Turn slowly 180 clockwise along the axis to avoid breaking the blood vessels. Some incubators have automatic turning mechanism. Cleanliness - cleaning and disinfecting the incubator with formaldehyde solution. Advantages of Artificial IncubationIt facilitates large scale production of chicks. Incubators are always ready when needed. Artificial incubation leads to higher egg production because broodiness in the hens is not required, so there is more time for laying eggs. Disadvantages of Artificial IncubationHigh initial capital in buying an incubator. High level of management and attention is required. It is not economical for only a small number of eggs. High risks involved in turning the eggs. Brooding and Rearing of ChicksBrooding is the rearing of day old chicks upto 8 weeks old for the layer chicks and 2 weeks for the broiler chicks. For successful brooding the source of the chicks should be considered. Sources of ChicksThe following factors should be considered:The reputation of the supplier hatchery . Time taken by the chicks in transit. Proper sexing and breed identification. BroodingNatural BroodingA hen is allowed to take care of the chicks. She provides them with warmth and security. She stays with the chicks for 8 weeks and then rejects them."}
{"text": "BroodingNatural BroodingA hen is allowed to take care of the chicks. She provides them with warmth and security. She stays with the chicks for 8 weeks and then rejects them. Advantages It is cheap. Less labour is needed. Suitable for small scale. Disadvantages of Natural BroodingNot possible to produce large numbers of chicks. The hen goes off laying during brooding time. Only possible when a broody hen is available. Artificial BroodingThe chicks are raised artificially in a structure known as a brooder until they are 8 weeks old. Brooder RequirementsTemperature - should be about 35 C in the 15th week and reduced to 21 C by the 8th week. Litter - wood shavings which are capable of absorbing 60 moisture without showing wetness should be used. Space confinement - Done by use of hardboards which are about 25cm high and form a circular space. A space of 1m2 for 25 chicks is required. Feeders and waterers - should be enough for the chicks and evenly distributed in the brooder. Ventilators - windows should be enough to allow proper air circulation but direct draught should be avoided. Types of Heaters in the BrooderElectric heaters - one ordinary bulb 100 watts can raise 30 chicks. One infrared bulb 240 watts can raise 100 chicks. Kerosene burners - Hurricane lamps can raise 100 chicks. Charcoal burners - these are specially made jikos with heat deflectors. Brooder ManagementPreparation Before Chicks ArriveStart 2-3 days before arrival. The brooder house should be cleaned to remove old litter and then disinfected. New litters 5-1Ocm high should be put in and covered with absorbent materials news papers. Equipment should be cleaned, disinfected and tested to make sure that they are working. The brooder is lit about 6 hours before the chicks arrive. Feed and water should be placed into shallow containers. Brooder space should be confined with a hard board to prevent chicks straying far from the source of heat. Management After Arrival of the ChicksChicks are placed in the brooder during the day to familiarize with the brooder. If chicks arrive stressed and weak they should be given glucose solution in the waterers. In case the heat source is charcoal burners they should be covered with wire mesh."}
{"text": "Management After Arrival of the ChicksChicks are placed in the brooder during the day to familiarize with the brooder. If chicks arrive stressed and weak they should be given glucose solution in the waterers. In case the heat source is charcoal burners they should be covered with wire mesh. Feed chicks with chick mash which is later mixed with growers mash as the chicks grow. Clean water should be provided and changed regularly. Constant attention should be given to the chicks for the first 2 weeks. Any vices should be checked and controlled. Any dead chicks should be removed as soon as seen. Ventilation should be used to control the temperature and humidity in the brooder. Constant disinfection is required at the entrance to avoid diseases. Brooder space should be increased as the chicks grow. Debeaking should be done at 10 days old. Vaccination against diseases such as Gumboro after 2 weeks, New Castle at 3-4 weeks and fowl typhoid at 7 weeks. Dusting to control external parasites. Growers' mash should be introduced gradually at 7 weeks old. Chicks are removed from the brooder when they are 8 weeks old. On average the chick uses about 1.5kg - 2.2kg of chick mash by the time it is 8 weeks old. Temperature Control in the BrooderIf the brooder temperatures are low the following should be done:Brooder space is reduced. Heaters are increased. Ventilators are closed. If the brooder temperatures are too high the following should be done:Brooder space is increased. Heaters should be reduced. Ventilators should be opened. Management of the GrowersThe growers are birds at the age of 9 weeks to the point of lay that is at 18 weeks. Growers should be fed on growers' mash. By this time the growers should be occupying the main poultry house. Sick birds should be isolated and treated. A foot bath for constant disinfection should be placed at the entrance. Each bird is fed 115 gms per day of growers' mash. Greens and soluble grit should also be provided. Clean water should be provided all the time adilibitum . Drenching against internal parasites should be done by adding a dewormer into the water. Vermins should be controlled. Litter should be kept dry by turning. Vaccination should be done as required. Layer pullets require dimly lit house."}
{"text": "Litter should be kept dry by turning. Vaccination should be done as required. Layer pullets require dimly lit house. Management of the LayersLayers' mash should be introduced at 18 weeks and increased gradually. The birds start laying at 18-21 weeks. The birds should be vaccinated against New Castle and fowl typhoid. Enough floor space roosts, feeders and waterers should be provided. Each hen should be given 120gms per day of layers' mash. Clean water should be provided adlibitum. Eggs should be collected twice a day at noon and in the evening. Green leaves should be provided to keep the birds busy thus preventing cannibalism and improve the yellow colour of the yolk. Grains should be given in addition to the layers' mash at the rate of 65gms per bird per day. Soluble grit or oyster shells should be provided at all times for efficient digestion and strong shelled eggs. Layers should be fed according to their body weight and the rate of egg production for example a 70kg bag should feed 100 layers for 4-5 days. Enough laying nests should be provided at least 1 per 5 layers. The laying boxes should be dimly lit to reduce egg eating. Debeaking should be done when necessary. Broken eggs and dead birds should be disposed off properly. The non-layers and cannibals should be culled. Management of BroilersBroilers are table birds kept for meat production. They have high growth rates or high feed conversion ratio. The objective is to produce a kilogram of quality poultry meat from less than two kg of broiler feed. The broiler chick requires special broiler feed from day old to 4 weeks of age. Broiler starters' mash or crumbs should be fed. This contains coccidiostat, high level of protein, vitamins and trace elements for early growth. From 4 weeks to 8 weeks they are given broiler follow-on mash or pellets. This feed contains high level of metabolisable energy to ensure a good cover of subcutaneous fat in the finished broiler. From 8 weeks until slaughter finisher pellets should be given to increase the size. Adequate clean water should be provided at all times adlibitum . High level of hygiene should be maintained to reduce mortality rate. Birds should be dusted with appropriate pesticides to control external parasites. Deworming should be done routinely."}
{"text": "The fold does not last long because ofhigh frequency of handling. The return per unit area of land is low. Intensive SystemDeep Litter SystemBirds are confined in a house throughout their life. The floor of the house is made up of litter which accumulates over time. Enough feeders, waterers and laying boxes are provided depending on the number of birds and space available. Movable roosts and perches made of timber frames should be provided in the house. Stress and vices should be watched closely and controlled. Eggs should be collected as frequently as possible to prevent dirt and egg eating. The house should be dimly lit. The floor space requirement should be 1m2 per 2-3 birds. AdvantagesHigh stocking rate per unit area of land. Low labour requirement. Fast accumulation of manure. There is control of feeding, egg production and movement of birds. Safety of the birds is guaranteed from predators. No loss of eggs. Useful method when rearing breeding stock. Regular cleaning of the house is not necessary since the litter absorbs the droppings. Easy collection of eggs. DisadvantagesHigh incidence of cannibalism like egg eating, feather plucking and toe pecking. Pests and disease causing organisms accumulate in the litter. Individual records of the birds are not possible. May be difficult to find litter. Eggs become dirty if laid on the floor. Feeders and waterers may be contaminated by the litter. The system encourages broodiness in hens. High infestation of diseases if the management is below standard. If there is a disease outbreak, it can spread very quickly throughout the house due to the communal housing. High cost of building deep litter house. Battery Cage SystemBirds are confined in cages which are placed in the poultry house. The cages are made of wire mesh Each cage contains 1-3 birds. Water and feed troughs together with eggs trays are fitted along the front side of the cages. The floor of the cages should be slanting to allow the eggs to roll out of the cages. Droppings from the cages fall from behind for easy cleaning. AdvantagesRecords are easily kept therefore culling is easy. Birds do not become broody. More eggs are collected due to restricted movement of the hens and complete control of egg eating."}
{"text": "AdvantagesRecords are easily kept therefore culling is easy. Birds do not become broody. More eggs are collected due to restricted movement of the hens and complete control of egg eating. Tender meat is obtained from the culls because the muscles have not been toughened much. Handling is easier than in the other systems and individual attention to hens is given. Stocking rate is very high. Vices are greatly reduced. Eggs are clean because hens do not step on them. The system can easily be mechanised. Birds do not contaminate the food and water. Sick birds can be detected easily and isolated for treatment. Wire floors prevent re-infestation of parasitic worms and coccidiosis. No bullying during feeding. Low labour requirement. DisadvantagesInitial costs for cages, equipment and house are excessively high. Requires high level of management. Higher maintenance costs where automation is used. Birds may get fatigue due to lack of exercises thus lowering productivity. In case of disease outbreak, spreading is very fast. Birds develop bruises on combs, breasts and toes as they stick their necks out-to feed and walk in the cages. Not useful when rearing breeding stock and the rearing of broilers. Cannot be used for brooding young chicks. Stress and Vices in ChickenStress is a condition imposed on the birds making them disturbed and uncomfortable. Stress reduces production and brings about poor performance. Vices are habits developed by animals. These affect production and health of the birds. Usually they are bad habits. Cause of Stress in PoultrySudden changes in routine management. Presence of strangers in the poultry house. Presence of animals and vermins. Too much noise. Constant and poor handling. Sudden weather changes. Disturbance of the pecking order. Overcrowding Poor hygiene. Disease and pest attack. Lack of food and water. Control of StressPoultry house should be kept quiet and constructed away from noise. Poultry house should be insulated to maintain constant temperatures. Parasites and diseases should be controlled. Change in routine management should be gradual. Enough feed and water should be provided. VicesFeather pecking. Cannibalism toe and vent pecking . Egg eating. Pecking and CannibalismSituation where birds peck at each other resulting in death or injury."}
{"text": "Cannibalism toe and vent pecking . Egg eating. Pecking and CannibalismSituation where birds peck at each other resulting in death or injury. Effects:Feather and body growth rate IS reduced. Loss of birds due to death may result from cannibalism. Culling rate is increased economic loss . The appearance of the carcass is spoiled thereby reducing its market value. Causes of CannibalismOvercrowding in the house. High temperatures in the poultry house making the birds uncomfortable. Too bright light. External parasite infestation. Inadequate and incorrect feeding. Idleness of the birds. Greediness of the birds. Disturbances of the pecking order. Prolapses of the rectum which occurs once in a while. Bright light in the lying boxes. Preventive MeasuresAmple spacing should be provided on the floor, feeders, waterers and laying boxes. Overheating should be avoided during brooding. The house should be dimly lit for the layers. Laying nests should be darkened and above the ground. Dusting should be done to control external parasites. Provide enough balanced ration. Birds should be kept busy. New strange birds should not be allowed in the house. Egg EatingA vice influenced by the following:Presence of broken or soft shelled eggs. Idleness of the birds. Inadequate laying nests. Mineral deficiencies. Bright light in the laying nests. Greediness of the birds. Preventive MeasuresEggs should be collected regularly. Laying boxes raised above the ground. Laying boxes should be darkened. Birds should be given balanced ration. Debeaking should be done as need be. Birds should be kept busy with greens. Birds should be kept according to age groups. Injured birds should be isolated and treated. Marketing of Poultry ProductsPoultry products include eggs and meat. Marketing of EggsEggs are delicate and perishable foods and have the highest value when fresh. The factors considered when sorting out and grading eggs for the market include:Size weight of the egg - large eggs fetch high prices than small ones. The average weight should be about 57gms. Shape of the egg - The normal egg shape is oval, with a broad end and a narrow end. Cleanliness - Consumers prefer clean eggs. Colour of the shell - Brown eggs are popular with the consumers."}
{"text": "Shape of the egg - The normal egg shape is oval, with a broad end and a narrow end. Cleanliness - Consumers prefer clean eggs. Colour of the shell - Brown eggs are popular with the consumers. Candling qualities - candling is done to determine freshness of the eggs and presence of any other egg abnormalities. Shell texture - should be smooth and without cracks. Poultry MeatBroilers are slaughtered at the age of 1-2.5months old with a life weight of 1.5-2kgs. The birds are killed and dressed in a clean way before being wrapped in clean bags ready for sale. The meat is sold in hotels and restaurants. Whole birds can be sold live in local markets. Livestock Production VI Cattle IntroductionCattle production is a widely distributed enterprise in Kenya. Most farming communities choose between the exotic and the' local breeds or their crosses depending on the environmental conditions. Whereas the backbone of beef industry in Kenya is made up of the indigenous animals and their crosses, and based in the somewhat drier areas, the-dairy industry is mainly based on the exotic breeds and their crosses and common in the wetter regions of Kenya. Whatever production undertaken, the returns depend mostly on the management levels provided to these animals. A productive herd starts with good management of the young stock. Raising of Young Stock. The young one of cattle is known as a calf. Feeding Dairy CalvesNewborn calves should be given colostrums within the first 3-5 days of their life. Colostrum is important for the following reasons:It is highly digestible. It contains antibiotics. It is highly nutritious. It serves as a laxative. It is highly palatable. Calves can be fed using natural method direct suckling or artificially bucket feeding. Natural MethodIn this method, calves suckle the mother directly. AdvantagesThe calf takes milk at body temperature. The milk is free from contaminants. Less problems of scouring. DisadvantagesUnderfeeding of the calf may result. Cows may not let down milk in case the calf dies. Difficult to keep accurate production records. Artificial Bucket FeedingThe calf is trained to feed from the bucket immediately after birth. The calf is trained as follows:Well measured milk is put in a clean bucket. Index finger is inserted into the mouth of the calf."}
{"text": "Artificial Bucket FeedingThe calf is trained to feed from the bucket immediately after birth. The calf is trained as follows:Well measured milk is put in a clean bucket. Index finger is inserted into the mouth of the calf. The head of the calf is lowered slowly into the bucket until the calf starts to drink the milk. The finger is withdrawn slowly as the calf continues to drink from the bucket. The procedure is repeated until the calf gets used to the process. AdvantagesEasy to keep accurate production record milk yields of the cow. Possible to regulate the amount of milk given to the calfThe cow does not need the presence of the calf in order to let down milkEasy to maintain high hygiene standards. DisadvantagesLaboriousCalf may be given cold milkEquipment used and the stockman may be dirty leading to scoursPreparation of artificial colostrumsIngredients usedA fresh egg whipped in 0.86 litres of warm waterLitre of warm waterOne teaspoonful of cod liver oilOne tablespoonful of castor oilNote; colostrums is fed to the calves three times a day for the first 4 days of life and thereafter twice a day. Weaning of calvesEarly weaningCalf is fed on whole milk up to the tenth week then it is weanedCalf is given milk equal to 10 of its body weight up to the 8th weekAfter 8th week, milk is reduced gradually by 1 kg until weaning Calf is given early weaning concentrates and soft forageEarly Weaning GuideLate weaningCalf is fed on whole milk up to the 3rd week, when milk is replaced gradually with skim milk. At the age of 3weeks the calf is introduced to calf pellets or pencils and green fodder. The calf is given plenty of clean water. The calf continues to be given additional skim milk up to the age of 14 weeks when maximum amount of milk is given. Skim milk is reduced from 14 weeks to 16 weeks when weaning is done. Late weaning guideRearing of replacement stockThe replacement stock includes young heifers and bulls which have been selected for breeding to replace the old stock. Management PracticeParasite control-Spraying against external parasites and deworming against internal parasites."}
{"text": "Skim milk is reduced from 14 weeks to 16 weeks when weaning is done. Late weaning guideRearing of replacement stockThe replacement stock includes young heifers and bulls which have been selected for breeding to replace the old stock. Management PracticeParasite control-Spraying against external parasites and deworming against internal parasites. Disease control-Calves are vaccinated routinely against diseases such as;Blackquater-at 4 months old. Anthrax and Blackquater at 6 months oldBrucellosis - 3-8 months old heifers . Castration - for male calves not selected for breeding. Identification - Suitable methods are used. It allows proper record keeping. Removal of Extra Teats ;These teats are known as supernumerary teats which make milking of the animal difficult. They are clipped off with teat clippers. Dehorning Disbudding - The removal of horn buds using suitable methods. Calf HousingRequirement of a Calf Pen;Should be clean and easy to clean. Be warm and dry. Have adequate space to allow exercise and feeding. Should be properly lit and allow sunlight for Vitamin D. Have proper drainage to avoid dampness. Draught free to prevent chilling. Be well ventilated to allow fresh air. Types of PensThese can be;permanentmobile movable. Permanent PensHave a solid floor raised above the ground. The floor should be slanted for drainage. Constructed near the milking parlour. Mobile Movable PensHave an open floor to allow grass into the pen. Easily moved from one place to another to avoid soiling. Kept outdoors in the pastures to allow the calf to nibble on pastures. Single HousingCalves should be housed singly up to the age of 3 weeks, when they are put in group pens. This is to avoid them licking each other and swallowing hairs which form indigestible balls. Milk and MilkingMilk is the white lacteal substance secreted by the mammary glands of the female mammals. Composition of MilkProtein - Casein and whey. Fat - Butter fat. Carbohydrates - LactoseMinerals - mainly calcium and phosphorus. WaterFactors Affecting Milk CompositionAge of the animal. Conditions of the animal. Stage of lactation and pregnancy. Completeness of milking. Type of breed. Season of the year."}
{"text": "Completeness of milking. Type of breed. Season of the year. Type of food eaten. Physiological conditions such as diseases. Milk Secretion and Milk Let-downMilk is secreted by the mammary glands which is an accessory gland of the reproductive system. The mammary gland of a cow is known as an udder. Structure of the UdderThe udder is composed of the following parts:Alveolus cells - synthesize and secrete milk. Lobule - a group of alveolus cells. Lobe - Several lobules grouped together and drained by lactiferous ducts. Gland cistern - space where milk collects from the lobes. Teat cistern - A space where milk collects before emission. Teat -An organ which drains each quarter of the udder. Milk SecretionThe process of milk secretion is known as lactogenesis. The digested food is taken to the udder via blood vessels. In the udder the nutrients are carried into the alveoli cells where metabolic reactions take place to build up these nutrients into milk. A hormone prolactine is secreted by pituitary gland which brings about lactogenesis. The milk secreted is then stored in the upper parts of the udder waiting to be released. Milk Let -DownThe process of milk let-down occurs naturally when the animal is stimulated. Milk secreted moves from alveolar region through the ducts to the gland cistern. Oxytocin, a hormone secreted by the pituitary gland causes the contraction of the udder muscles forcing the milk down the teats. Oxytocin hormone lasts 7 -10 minutes in the blood stream hence fast milking is important to withdraw the milk. Milk is withdrawn from the teats by gently squeezing them. Factors Influencing Milk Let-DownPresence of the calf. Presence of the milkman milker. Rattling of the milk equipment. Site of the food feeding the animal. Massaging or washing the udder. Sight of the milk parlour. Factors Inhibiting Milk Let-DownBeating the animal inflicting pain to the animal. Presence of strangers and animals for example dogs. Poor milking techniques. Absence of the calf in case the cow is used to it ."}
{"text": "Presence of strangers and animals for example dogs. Poor milking techniques. Absence of the calf in case the cow is used to it . Clean Milk ProductionThe following factors are essential for clean milk production:A healthy lactating cow. A healthy and clean milker. Clean and properly constructed milking parlour. Clean and disinfected milking equipment. Proper handling of the milk after milking. Milking ProcedureThe animals are brought near the milking parlour 15-20 minutes before milking to get into the mood of being milked. Milking materials such as equipment, feeds, ropes, stools and salve are collected and placed near the milking parlour. The animals are allowed into the milking stall one by one as the milking proceeds as follows:The animal is restrained in the stall. Feed is weighed and placed into the feed trough. The udder is thoroughly washed, disinfected and dried with a clean cloth. A strip cup is used to test for mastitis on each quarter. Milking proceeds by squeezing the teats with the full hand. If machine milking the teat cups are placed on the teats. For hand milking start with the hindquarters and finish with the forequarters. Fast milking should take about 8 minutes then end with stripping the udder. The milk is weighed and recorded. The animal is then released. Dry Cow TherapyThis is the infusion of antibiotics into the teat canal of a cow that is preparing for drying off. It prevents bacterial infection which leads to mastitis. Milk ProductsPasteurized milk - milk that is heated and cooled immediately. Ultra Heat Treated UHT - milk heated to a temperature of 130-135C, packed and then cooled. Butter - Milk butter fat separated by a process known as churning. Cream -A layer of is: that collects at the top of the milk when left to stand. Cheese - Milk proteins which have been compressed. Ghee - Milk fat made from heating cream or butter. Skim milk - Milk without butter fat. Marketing of MilkThe Kenya Dairy Board regulates the production and sale of milk and milk products through various Dairy Co-operative Societies. Processors and distributors of milk and milk products include; o KCC, o Brookside Dairies, o Tuzo, o Delamere Dairies o Limuru Dairies."}
{"text": "Skim milk - Milk without butter fat. Marketing of MilkThe Kenya Dairy Board regulates the production and sale of milk and milk products through various Dairy Co-operative Societies. Processors and distributors of milk and milk products include; o KCC, o Brookside Dairies, o Tuzo, o Delamere Dairies o Limuru Dairies. Marketing of BeefDone by the following:Individual fanners through the local slaughter house. Livestock marketing division. Kenya Meat Commission. Farmer's Choice. Farm Power and MachineryIntroductionFarm power is any form of energy used in the farm to do work. . Sources of Farm PowerHuman PowerPerforms light tasks. Quality of work produced is variable. Takes a long time to complete a task. Animal PowerDone by draught animals such as camels, donkeys, horses and elephants. Used in land preparation and transportation. DisadvantagesSlow. Animals are liable to sickness and get tired. Need enough food. Wind PowerTo pump water from boreholes. To winnow crops such as beans, finger millet and rice. Generate electricity. DisadvantagesNot easy to control and may not be available when needed. Water Power Irrigation. Grinding mills to grind maize grains . DisadvantagesDifficult to use in the farm because it is not easy to control. BiomasThis includes: wood or charcoal biogas power. Charcoal Wood Fuel EnergyUsesProvides heat for boiling water and cooking. Dehydrating of some crops. Curing of tobacco. DisadvantagesExhaustible. It cannot be used directly in some farm operations. Large quantities are required. They are bulky hence difficult to transport. BiogasUsesProvides heat and light for cooking, boiling water and lighting. Produces electricity. DisadvantagesOnly possible where there are animals under zero grazing unit. It is labour-consuming. Large quantities of dung are required. Cannot be used directly in some farm operations. Fossil FuelsThese include:coal, petroleum oils natural gas. UsesPetrol or diesel is burned in internal combustion engines to produce power. Kerosene is the main source of power to light rural homes. Natural gas is used for cooking, heating and lighting."}
{"text": "UsesPetrol or diesel is burned in internal combustion engines to produce power. Kerosene is the main source of power to light rural homes. Natural gas is used for cooking, heating and lighting. Electrical PowerIt includes:hydro-electrical power HEP ,geothermal,nuclearpower stored in batteries. Nuclear energy is a potential source of power which has not yet been used in the farms. Uses of Electrical PowerRuns stationary machines such as milling machines, grinding mills, cooling machines and water pumps. Supplies heat and light for operations of brooders. DisadvantagesCannot be used directly in some farm operations. Lack of electricity in the rural areas. Power failures can lead to high losses. It is costly to install and maintain. Solar EnergyEnergy obtained from the sun. UsesProvides heat and light. Used by all the plants in photosynthesis. Dehydrating crops such as vegetables, maize grains, beans and hay. Boils water which drives turbines to produce power for minor uses. DisadvantageLow concentration of energy on cloudy days. Expensive In collecting and concentrating equipment. Cannot be used directly in some farm operations. Requires skilled labour to install and maintain. TractorThe tractor has an internal combustion engine which burns petrol or diesel to produce power. This power is then passed to the gear box from where it is transmitted in various ways. The common tractor engine is a four stroke cycle engine. The four strokes are:Induction stroke. Compression stroke. Power stroke. Exhaust stroke. Induction StrokePiston moves down. Inlet valve opens. Fuel and air get into the cylinder. Compression StrokeInlet valve is closed. Piston moves up the cylinder. Fuel-air mixture is compressed. Power StrokeA spark is produced at spark plug, igniting the fuel-air mixture. The increased pressure forces the piston down the cylinder. Exhaust Stroke Exhaust valve opens. Piston moves up the cylinder. Burned fuel-air mixture expelled. Advantages of the Four Stroke EnginesProduce high power which can do heavy farm work. Have efficient fuel and oil utilization. Perform a wide range of farm operations. Are effectively cooled with water thus allowing the production of large engine size. Exhaust gasses are effectively expelled from the cylinders."}
{"text": "Perform a wide range of farm operations. Are effectively cooled with water thus allowing the production of large engine size. Exhaust gasses are effectively expelled from the cylinders. DisadvantagesAre expensive to buy and maintainTheir use is limited in some areas;Tractor can only be used on flat or gently sloping areasRequire skilled personnel and support servicesThe Two Stroke EnginesFound in small machines such as mowers, motor bikes, and water pumps which do light jobs in the farm. All the cycles are completed in two strokes of the piston. These strokes are;Induction and compression strokeThe piston is at the bottomPiston moves up uncovering the inlet portFuel-air mixure is drawn inIgnition occurs when the piston reaches the topPiston is forced downward compressing the mixture in the crank. Power and exhaust strokeThe piston is at the topIgnited gases produce pressure which force the piston downwardsThe piston covers the inlet port and traps fresh fuel-air mixture in the crank casePiston moves further down to uncover the exhaust portFuel-air mixture transferred from the crankcase to the combustion chamber. What Advantages of two stroke engine? Cheap to buy and easy to maintainEconomical in fuel consumptionCan be used in a wide range of farmland, including hilly areasCan do small tasks in the farm which would be un-economical to do using the four stroke engine. What disadvantages of two stroke engine? They produce less power hence cannot be used for heavy duties. They are inefficient in burning fuel to produce power. They are air cooled thus limiting the size of the engine. Systems of a TractorThe modern tractor has the following systems:The fuel system. Electrical systemIgnition systemCooling systemPower transmission system. The Fuel SystemSupplies fuel to the engine. Categorized into two types depending on the fuel used. These are:The petrol fuel system. The diesel fuel systemThe Petrol Fuel SystemConsists of:Fuel tank - storage of fuel. Fuel filter - removes foreign particles from the fuel. Carburettor atomises fuel into spray. Introduces fuel-air mixture into the engines. Regulates fuel-air into suitable proportions. Fuel pump - forces fuel into the carburettor. Delivery pipe - connects all the devices. MaintenanceCleaning the carburettor regularly. Cleaning the fuel filter in petrol. Cleaning the hole in the fuel tank cap."}
{"text": "MaintenanceCleaning the carburettor regularly. Cleaning the fuel filter in petrol. Cleaning the hole in the fuel tank cap. The Diesel Fuel SystemConsists of:Fuel tank - storage of fuel. Fuel injection pump - pumps diesel through injection nozzles and breaks into fine spray. Fuel filters - remove foreign particles from the fuel. Delivery pipes - connect the various devices. MaintenanceReplacing the fuel filter. Bleeding in case air is trapped in the system. Cleaning the sediment bowl regularly. Structural and Functional Differences Between Petrol and Diesel EnginesbElectrical SystemConsists of the following:BatteryConverts chemical energy into electrical energy. Stores electrical energy produced by the runningIgnition circuit - provide the electrical required by the spark plugs. Current that produces a spark in the engine. Generator circuit - provide the electrical current that starts the engine. Lighting circuit - supply the electrical current required for the lighting system. Starter motor circuit - starts the engine. Care and Maintenance of a Tractor BatteryThe level of electrolyte should be kept just above the plate by topping with distilled water. Corroded terminals should be scrapped clean and smeared with grease. The battery should be tightly fixed in a box to avoid spillage and damage. The battery should be fitted correctly on the tractor. The battery should be charged regularly and periodically. In case of long storage the battery contents should be kept upside down. The generator fan belt should always be functional to ensure the battery is always charged. Ignition SystemConsists of:Ignition - change the low voltage from the battery to high voltage current required by the spark plugs. Condenser - absorbs the self-induced current in the primary circuit. Stores current for a short time. Passes electric current to the distributor. Distributor - distributes the high voltage current to the spark plugs. Contact breaker - Interrupts the normal flow of current in the primary circuit. State the Maintenance practices carried on the Ignition SystemThe carbon deposits on the spark plug electrodes should be removed. The spark plugs whose electrodes are worn out should be replaced. The contact breaker points should be cleaned. The breaker points should be adjusted so that they lie between O.30mm and 0.50mm. The condenser should be replaced regularly. The ignition systems should always be kept dry. Ignition wires with poor insulation should be replaced. Cooling SystemThe cooling system aims at preventing the engine from overheating which would cause piston zeisure in the cylinder."}
{"text": "The ignition systems should always be kept dry. Ignition wires with poor insulation should be replaced. Cooling SystemThe cooling system aims at preventing the engine from overheating which would cause piston zeisure in the cylinder. Some tractor engines are cooled by air while others are cooled by water. State the Characteristics of Air Cooled EnginesThey are simple in construction. They have fins and a fan blade which assists the circulation. They are light in weight for they have no radiators and water jackets. LimitationsThey get hot quickly and use heavy lubricating oil. The cooling is not adequate under all conditions especially when carrying heavy loads. Water Cooled SystemsIt consists of the radiator, water jackets, water hoses, water pump, thermostat and a fanning mechanism. Water is used to absorb heat from the engine block at a reasonable rate. Care and Maintenance of Water Cooling systemThe water pumps should be lubricated regularly. Clean water should be used in the radiator and trash removed from the fins. All pipes should be fitted tightly to avoid blockage. The radiator should be filled with clean water before starting the day's work. Fan belt tension should be checked regularly and if too tight or too loose should be adjusted accordingly. Lubrication SystemThis system is aimed at supplying oil to all parts of the engine where friction is likely to occur. Importance of Lubrication systemIt helps to increase the efficiency of the machine and reduces the rate of wear and tear of moving parts. It reduces the heat created by the rubbing surfaces and acts as a seal between them. It acts as a cleaning agent because it washes off all the dust, dirt, soot and metal chippings from the oil paths to the sump. Types of Lubrication Systems;Splash feed typeForce feed typeOil mist typeTypes of LubricantsSAE 10 - This is thin engine oil which gives little protection when heated. SAE 50 - This is thicker engine oil which is recommended for protecting the bearings. SAE 90 - 100 - These are transmission oils which are recommended for clutch, gear box, wheel lubrication and ball bearings. Note: SAE - Society of Automobile Engines. Care and Maintenance of Lubrication SystemsOld or contaminated oil should not be used for lubrication. Oil should be drained when still hot to avoid sticking on the walls of the sump. The oil filters should be replaced when necessary."}
{"text": "Care and Maintenance of Lubrication SystemsOld or contaminated oil should not be used for lubrication. Oil should be drained when still hot to avoid sticking on the walls of the sump. The oil filters should be replaced when necessary. The correct type of oil should be used as per the manufacturers' instructions. Power Transmission SystemThe function of this system is to transfer power from the tractor engine to the drive shaft, the wheel axle, the power take off shaft and the hydraulic system. The system consists of the clutch, gear box, differential and the final drive. The power transmitted from the engine is made available for use through the following:The propeller shaft - it connects the gear box to the differential. The power take off shaft PTO shaft -It is located at the rear part of the tractor and rotates at the same speed as the crankshaft of the engine. Hydraulic system - it is operated by the use of a lever near the drivers seat. It is connected to the 3-point linkage and helps to lower or raise implements mounted on the 3-point linkages such as ploughs, mowers, planters and sprayers. Draw bar It is a one-point linkage at the rear part of the tractor. It serves for the attachment of trailed implements that can be used during harrowing, transportation or rolling. Tractor ServicingThe aim of tractor servicing is to keep the tractor in good and efficient working conditions. Tractor servicing is either;shortlong term. List the Short Term Tractor ServicingIt includes:Checking the engine oil daily by use of a dip stick. If the oil level is low, it should be added. The fuel level should be checked at the start of every day's work and added if necessary. Water level in the radiator should be checked and if possible topped up. The level of the electrolyte should be checked daily and topped up with distilled water accordingly. Nuts and bolts should be tightened every day. Lost nuts and bolts should be replaced before the day's work. Grease should be applied by use of grease gun through the nipples. Large sediments from the sediments bowl should be removed. The tyre pressure should be checked daily before the day's work. The fan belt tension should be checked to ensure that it deflects between 1.9cm and 2.5cm when pushed. The brake shaft bearing should be greased. The brake fluid level is maintained at the recommended level."}
{"text": "The fan belt tension should be checked to ensure that it deflects between 1.9cm and 2.5cm when pushed. The brake shaft bearing should be greased. The brake fluid level is maintained at the recommended level. Long Term ServicesThe engine oil should be drained completely from the oil sump and replaced with new oil. The gear box oil should be checked and refilled as recommended. The oil in the differential should be replaced as recommended. The linkage and the pulley attachment should be greased. The pulley oil level should be checked and added if need be. The dirty oil should be removed and replaced with clean one. Farm MachineryTractor Drawn ImplementsThese are implements which are attached to the tractor during operation. State the two categories. Tractor Drawn ImplementsOne-point hitch implements ;Are attached to the tractor at only one point that is, the draw bar. They include all trailed implements such as the trailers, heavy harrows, planters and rollers. Three point hitch implements;Are implements attached to the tractor at three points that is, the top linkage point and two lower linkage points. They are operated by the hydraulic system. They include ploughs, most harrows, subsoiler, planters, mower, ridgers, sprayers and rotavators. TrailersThey are one-point hitch implements. They are used for transportation of goods. Small ones have two wheels while big ones have four wheels. MaintenanceAll the moving parts should be lubricated. Tyre pressure should be adjusted to the correct pressure. Worn out tyres should be replaced. Loose nuts and bolts should be tightened, worn-out ones should be replaced. The implements should be kept under a shed during long storage. PloughsThey are primary tillage implements. The common type of ploughs include:Disc ploughs. Mould board ploughs. Disc ploughsIt is made up of heavy steel concave discs of 60-70cm diameter. Parts and Functions of a disc plough The hitchmast:Is an attachment for the three point hitch. Made up of two side links and a top link. These are parts connected to hydraulic system of a tractor for lifting and pulling. The beam: Supports all other parts. It also adds weight for better penetration. Depth wheel:Used when driving on highway, it also controls the depth of ploughing. May not be present in all disc ploughs."}
{"text": "It also adds weight for better penetration. Depth wheel:Used when driving on highway, it also controls the depth of ploughing. May not be present in all disc ploughs. The standard or leg: Connects the discs to the beam. The hub: Allows the discs to rotate smoothly hence does the cutting of furrow slices. The scrapers: Remove the trash and mud or soil which cling to the discs, Disc blades: Cut and invert the furrow slices. Rear furrow wheel: Controls the depth of digging and stabilises the discs. Adjustment . The cutting angle should be adjusted at 35 - 50 from the I ine of travel. Achieved by pivoting the beam or the standard. Depth of digging: This is corrected by changing the height of depth wheel or adjusting hydraulic system and adding weights. Care and Maintenance of Disc PloughCheck for loose nuts and bolts and replace them. Sharpen the disc blades if blunt. Lubricate the rotating parts by use of oil grease to reduce friction. Paint the exposed parts for example the beam framework. Clean the implement at the end of each day's work before storage. Store the implements in a shed. The unpainted parts should be coated with old engine oil to prevent rust. Uses of a Disc PloughUsed in areas with the following conditions:Virgin land with many obstacles. Land with too much trash or tall vegetation. Opening up pasture land. Mouldboard ploughsThis primary tillage implement is suited in areas without obstacles such as stones, tree stumps, and roots. It gives a uniform depth of ploughing. Parts and Functions Mouldboard ploughsShare: This makes the horizontal cut and starts the turning of the furrow slices. Mouldboard: Continues the turning of the furrow slices and pulverizes the soil. Disc coulter: Makes a vertical cut in the soil to separate the furrow slice from the un-ploughed land. Skim coulter: Removes any trash from between the furrow slices. Frog: It is the part where the share, mould board and the landside are attached. Landside: Stabilizes the plough and absorbs the side forces created when furrow is turned. Shin: Leading edge of a mouldboard. Knife coulter: Is a vertical knife which cuts trash and earth ahead of the share."}
{"text": "Landside: Stabilizes the plough and absorbs the side forces created when furrow is turned. Shin: Leading edge of a mouldboard. Knife coulter: Is a vertical knife which cuts trash and earth ahead of the share. Care and MaintenanceLubricate the rolling parts for example wheel bearings and disc coulter bearings. Paint scratched parts of the plough. Sharpen the share or replace if worn out. Check all loose nuts and bolts and replace where necessary. Clean the implement after each day's work to remove soil, mud and trash. For long storage, keep under a shed and apply lubricants. AdjustmentDepth:Controlled by raising or lowering the depth wheel. Controlled by hydraulic control lever setting. Pi tch: controlled by altering the length of the top link. Front furrow width: Controlled by cross shaft adjustment lever or by rotating the cross shaft crank. Lateral levelling: Controlled by tractor lift rod. Operational differences between a disc and a mouldboardHarrowsThey are secondary cultivation implements. There are different types of harrows. The common ones are:disc, Harrowsspring tine Harrows spike tooth harrows. Disc HarrowsIt comprises of a set of gangs with concave discs. UsesMixing the soil particles. Levelling the seedbed by breaking large lumps of soil. Killing weeds. Disk harrows can be classified according to the arrangement of the gangs such a;s tandem, double tandem offset tandem. Depth AdjustmentAdding weights on the harrows. Use of hydraulic force. Use of light or heavy harrows. Use of regulating wheels. Care and MaintenanceCheck for loose nuts and bolts daily. Lubricate the shafts and bearings. Clean and oil before storage. Spring Tine HarrowIs made up of flat and curved tines which act as springs. UsesLevels and smoothens the seedbed. Breaks the soil clods. Mixes trash and soil thus preventing wind erosion. Aerates the soil. A djustmentsDepth is controlled by the horizontal connecting link and depth wheel. For individual tine, use crossbar and loosening the screws. Care and MaintenanceCheck for loose nuts and bolts and tighten them if necessary. Clean after use. Oil the lever mechanism."}
{"text": "Care and MaintenanceCheck for loose nuts and bolts and tighten them if necessary. Clean after use. Oil the lever mechanism. S pike Tooth HarrowsConsists of a metal framework with rigid metal spikes which break up the soil by vigorously hitting large lumps of soils as it is pulled through the soil. UsesIt smoothens and compacts the soil. It breaks big lumps of soil into small particles. Can be used for cultivating small crops if well set. SubsoilersHeavy and require high horse power to pull. Ploughing depth of 51-90cm. F unctionsBreak up compacted soil. Break up the hardpan. Care and MaintenanceClean it after useCheck the point and if worn out, replace it. Oil when not in use. RidgerIt is double mould board plough used to make ridges and furrows. It is used to prevent water logging and draining through furrows for easy harvesting of root crops. RollersThis is an equipment used to compact the soil gently especially where tiny seeds are to be planted. Rotavators: Rotary cultivators Work on the principles of high speed of revolving flail blades which beat and cut the soil together with trash. It is an equipment for both primary and secondary tillage operations. It is driven by the P.T.O. shaft of a tractor. UsesBreaks up large soil particles into small ones. Mixes the vegetation and the soil. Achieves two operations in one pass. AdjustmentsForward speed of the tractor gives a fine tilth of the seedbed done through the gearbox. Depth of work done by control of depth wheel. Slip clutch may break in case the knives come across obstructionsMowersUsesCutting grass for hay or silage making, cutting overgrown grass clearing the field. Reciprocating MowerParts and FunctionsSwath stick: Keeps the cut crop falling correctly. Swath board: To remove the cut crop. Shoe: Has a runner to absorb the weight and wear. Cutter bar: Is a flat bar which guides the fingers. Wear plate: Counteracts downward force and holds the knives. AdjustmentsTo adjust knife register by moving the whole bar away or towards the yoke. Knife lead: The outer shoe should be adjusted to be outer than the inner shoe by 4cm. MaintenanceCheck for loose nuts and bolts and tighten where necessary."}
{"text": "AdjustmentsTo adjust knife register by moving the whole bar away or towards the yoke. Knife lead: The outer shoe should be adjusted to be outer than the inner shoe by 4cm. MaintenanceCheck for loose nuts and bolts and tighten where necessary. Keep knife section sharp. Lubricate the knife parts. Check knife to ledger plate cup for best cutting. Keep all the parts tight. Rotary MowersCutting edge consists of two blades fitted opposite to each other on horizontal disc. The cutting blades swing round at high speed horizontally to the ground hence cutting is effected. Adjustment and MaintenanceBlades should be sharp. Guards to be fitted around the blades to protect the operator from flying objects. Lubricate the P.T.O. shafts. Check the gear-box oil regularly and fill to the right level if necessary. PlantersThey are machines used for sowing seeds. There are two types:Row crop planters. Seed drills. Functions of the PlantersMeter the seed and fertilizers from seed and fertilizer hopper. Open the seed furrow. Deposit the seed in the furrow through the delivery tubes. Cover the seedFunctions of Parts of a Seed PlateFiller plate: gives proper seed depth. False ring: allows the seed to fall from the seed plate into the boot. Knockout pawl: pushes the seeds out of the cell by the roller action. Cut-off pawl: prevents more than one seed remaining in a plate cell. Cells: shaped holes to hold the seed. AdjustmentsAdjust the coulters depth for the right crop. Fix the right seed plate. Place the planter in the level position. All the shafts should be free to turn. Care and MaintenanceCheck all loose nuts, bolts and tighten them. Clean and oil the planter after use. Grease the drive sprockets regularly. SeedersThe grain drill sows grains of wheat, barley, oats, peas, beans and alfalfa seeds. Parts that can be adjusted to change the sowing rate;Select the side of the feed wheel recommended on the drill charts for the seed-rate. Change the speed of the wheels by changing the gears or sprockets or both. Change the position of the feed gate in the cup. Use reducers below the feed wheel. Care and MaintenanceKeep seed and fertilizer hoppers dry and clean after each day's work. Check the drive shaft and lubricate them."}
{"text": "Use reducers below the feed wheel. Care and MaintenanceKeep seed and fertilizer hoppers dry and clean after each day's work. Check the drive shaft and lubricate them. Paint the parts for example fertilizerhopper to be shinyCombine HarvesterUseHarvesting cereal crops for example maize, wheat and barley. It is designed to do the following:Cutting Threshing. WinnowingBaggingParts of a Combine HarvesterCutter bar - cuts the grain head. Pick up reel- direct crop into the cutter bar,Elevator - channels the cut grain to the threshing drum. Winnowing ran - fans trash up onto a straw walker and directs it out of the combine harvester. Delivery tube - delivers the clean .grains into a collecting tank from where it is bagged. Maintenance of a Combine HarvesterLoose nuts and bolts should be tightened. Remove all foreign materials stuck in the machine at the end of the day's work. RidgersThey are used for harvesting tuber crops and for making furrows or ridges. MaintenanceLubricate the moving parts. Clean the implement after use. Store under a shed. Repair or replace worn-out or broken parts. Loose nuts and bolts should be tightened. Unpainted parts should be oiled during long storage. Shares should be sharpened if blunt. ForagersThey are tractor mounted and operated by power from the P.T.O. shaft . Used for harvesting forage crops such as Napier grass, sorghum and maize. MaintenanceTighten loose nuts and bolts. Lubricate moving parts. Store in a shed. Clean after the day's work. Repair replace worn out or broken parts. Unpainted parts should be oiled to prevent rust. Maize ShellersThese are stationary implements which are either hand or tractor driven. They consist of. A rotating disc which shell maize grains from cobs. MaintenanceGreasing moving parts. Removing any stuck maize cobs. Repair or replace worn out or broken parts. Store in a shed. Animal Drawn ImplementsOx PloughOx-plough is a simple type of a mouldboard plough which is pulled by a pair of oxen, donkeys or camels. Explain the functions of the following parts of an ox-ploughMain beam - It is the main component onto which all the other parts are attached."}
{"text": "Store in a shed. Animal Drawn ImplementsOx PloughOx-plough is a simple type of a mouldboard plough which is pulled by a pair of oxen, donkeys or camels. Explain the functions of the following parts of an ox-ploughMain beam - It is the main component onto which all the other parts are attached. Mouldboard - It inverts the cut furrow slice upside down. Plough share -It cuts the furrow slices. Land wheel- It regulates the depth of plough. Draft rod - It is on this rod that a chain is connected on which a yoke is linked. It forms the draught mechanism of the plough. What are the Advantages of an Ox-Plough Over Tractor Drawn Plough ? Less skill is required to operate it. Useful where tractors cannot be used for example steep slopes. Cheap to buy and maintain. What are the disadvantages of an Ox-Plough Over Tractor Drawn Plough ? Much time is wasted in training oxen. Tedious and laborious to the driver of the animals and the controller of the implement. Animals can be sick or in poor physical state. Extra land is required as grazing fields for the oxen. AdjustmentsDepth of plough is controlled by the land wheel and draft rodCare and MaintenanceSharpen or replacing of the worn out shareReplacement of worn out parts such as hooks and draw bar assembly. Oiling the shiny parts e.g mouldboard Wash off the soil after use. Paint the handles, beam and braces to prevent rusting. Ox-Drawn CartThese are small carriages harnessed to the animals by a yoke The small carts have only two wheels bigger ones have four. They are pulled by animals in singles or in pairs Carts are used for transport. MaintenanceMoving parts should be oiledThe yoke should be repaired when worn out or replaced if not repairedTyre pressure should be checked and adjusted accordingly Repair other damages on the cart. Agricultural Economics III: Production Economics IntroductionThe agricultural sector is a key player in the economy of our country. It is a major employer and brings a lot of national income through foreign exchange. National IncomeThese are the total earnings from goods and services produced by a country in a period of one year."}
{"text": "Agricultural Economics III: Production Economics IntroductionThe agricultural sector is a key player in the economy of our country. It is a major employer and brings a lot of national income through foreign exchange. National IncomeThese are the total earnings from goods and services produced by a country in a period of one year. Relationship Between Firm and HouseholdA household is considered to be a unit comprising a farmer and family members. It produces raw materials and consumes manufactured goods. A firm on the other hand, is any manufacturing or processing unit which consumes raw materials and produces manufactured goods. Both household and firm generate income, which in turn, is used to:Improve the standard of living of the household members by paying for essential goods and services. The firms build more industries to create more employment and revenue through salaries and wages. Finance government projects through taxes and hence further national development. Gross Domestic Product G.D.P. This is the sum total of all goods and services produced in a country in a period of oneyear. Gross National Product G.N.P. Is the sum total of G.D.P. and the difference between income inflow revenue coming into the country from outside and income outflow money going out of the country by foreign investors . It represents the total income earned within the country and from abroad. Per Capita IncomeIs the Gross National Income in terms of revenue divided by the number of people living in the country. It is not a good measure of the economic well-being of the people because of theuneven distribution of income among them. Contribution of Agriculture to National DevelopmentThe interaction between household and the firm generate income which is used to finance further expansion of the firms. This creates more employment and revenue. The government taxes the income to finance national development programmes such as;health,education,water, energycommunication. Factors of ProductionA factor of production is anything that contributes directly to output, that is, it is a productive resource. Productive resources usually employed in the production of goods and services. Incl ude:LandLabourCapitalManagementLandAs a factor of production, refers to the natural characteristics and properties of a given area of land. The key factor here is productivity for example soil fertility, presence of water and minerals and is always fixed and has no geographical mobility. LaborBesides being a consumer, human beings are also a factor of production."}
{"text": "Incl ude:LandLabourCapitalManagementLandAs a factor of production, refers to the natural characteristics and properties of a given area of land. The key factor here is productivity for example soil fertility, presence of water and minerals and is always fixed and has no geographical mobility. LaborBesides being a consumer, human beings are also a factor of production. They provide the labour force human power required in the production process. Labour is assessed in terms of productivity and not mere numbers of workers or labourers. Labour is measured in terms of man hours, man days or man months. The labourer's productive capacity depends on such factors as;age,health,state of nutrition level of education. The amount of work and the efficiency with which it is performed determines the quality of labour. CapitalCapital refers to all man-made assets that help land and labour to produce. It is categorized into: Fixed durable;Working capital Liquid capitalFixed durable;Capital for examplemachinery,buildingspermanent improvements on land like fences,roads,irrigation facilities water supply system. Working capital;Which include consumer goods such as;fertilizers,livestock feeds, fuel in store, pesticides. Liquid capital;For example;ready money,bank deposits, shares in financial institutions. Management;It is a process of decision making in the farm. Managers use their knowledge and judgment to decide how to combine the other three productive resources in the best way possible. They make plans, execute them and bear the risks or consequences which such plans entail. Production FunctionDefinitionProduction function is a physical relationship between inputs and outputs in a production process. It tells the quantity of output product that may be expected from a given combination of inputs. Production function may be expressed in table form or graphically as a curve. Examples:Feeding pigs for pork production at varying levels of concentrate feed. 1. Types of Production FunctionsA production function assumes three forms which may be treated as different types:Increasing ReturnsConstant ReturnsDecreasing Diminishing ReturnsIncreasing ReturnsIn this type, each additional unit of input results in a larger increase in output than the preceding unit. This shows that resources are under utilized. Constant ReturnsThe amount of the product increases by the same amount for each additional input; that is constant returns to input factor."}
{"text": "Types of Production FunctionsA production function assumes three forms which may be treated as different types:Increasing ReturnsConstant ReturnsDecreasing Diminishing ReturnsIncreasing ReturnsIn this type, each additional unit of input results in a larger increase in output than the preceding unit. This shows that resources are under utilized. Constant ReturnsThe amount of the product increases by the same amount for each additional input; that is constant returns to input factor. Again here resources are under utilized. Decreasing Diminishing ReturnsHere, each additional unit of input results in a smaller increase in output than the preceding unit. Resource use is stretched to the maximum. It is the most commonly encountered form in agricultural enterprises; It gives rise to the law of Diminishing Returns. Examples:Feeding dairy cows for milk production with varying amounts of feed. Crop responses to application of varying amounts of fertilizers. Use of varying units of labour on fixed unit of land. Economic Laws and PrinciplesThe Law of Diminishing ReturnsThe law of diminishing returns states that; if successive units of one input are added to fixed quantities of other inputs a point is eventually reached where additional product output per additional unit of input declines. This law is encountered practically in all forms of agricultural production. It is useful in determining the most rational and profitable level of production. Example:Production of maize at varying levels of N.P.K. fertilizer application on a fixed area of land. Zones of a production function curvesZones of a production function curves these are: Irrational zone or Zone I. Rational zone or Zone II Irrational zone or Zone III. The three zones are arrived at by drawing two perpendicular lines through the production function curve, one at MP AP and another at MP O. In Zone I resources are not fully utilized while in Zone III, excessive application of resources leads to production decline or loss. It is not economical to produce at these levels. In Zone II resources are maximally utilized resulting in maximum production. It is therefore economical or wise to produce at this level. Principle of SubstitutionStates- if the output in a production process is constant, it is profitable to substitute one input factor for another, as long as it is cheaper than its next alternative. This principle is applicable in a situation where more than one variable input factors are used."}
{"text": "In Zone II resources are maximally utilized resulting in maximum production. It is therefore economical or wise to produce at this level. Principle of SubstitutionStates- if the output in a production process is constant, it is profitable to substitute one input factor for another, as long as it is cheaper than its next alternative. This principle is applicable in a situation where more than one variable input factors are used. For example feeding hay and concentrates for milk production, farmyard manure and phosphatic fertilizers in the production of maize. The basic problem that the producer wishes to solve when two input factors are used in combination is in what proportions must the variable inputs be combined in order to produce at a minimum cost and hence attain maximum profit. To solve the above problem, the producer must determine the least cost combination of inputs used. The least cost combination is attained at a point where the Marginal Rate of Substitution MRS equals the inverse of price ratio of the factors involved. That is:x2 P X1X1 P X2X1 - first input factorX2- second input factor- change increase or decrease P - price cost of input fators Examples:Producing 20 bags of maize using varying combinations of farmyard manure and phosphate fertilizers. Price of farm yard manure FYM is KShs10 - per unit and that of phosphate fertilizer is Kshs 50 - per unitIn the above example, the following assumptions are made:A fixed quantity of output is to be produced. Input factors in combination substitute for one another at varying rates. Relative prices of input factors do not change drastically during the period of production. NOTE: one input factor substitutes for the other at diminishing varying marginal rate of substitution. Principle of Equimarginal ReturnsThis principle states ; That the last unit of an input factor spent in one enterprise yields a marginal return exactly equal to the marginal return earned from the last unit invested in each of the other enterprises. '. ExampleIf the last shs.100 - spent buying cattle feed will return more than shs. 100 spent on buying fertilizer for growing maize, then it is advisable to purchase more feed up to a point where the last shs.lOO - spent on it will return exactly the same as the last shs.100 - spent on fertilizers."}
{"text": "NOTE: one input factor substitutes for the other at diminishing varying marginal rate of substitution. Principle of Equimarginal ReturnsThis principle states ; That the last unit of an input factor spent in one enterprise yields a marginal return exactly equal to the marginal return earned from the last unit invested in each of the other enterprises. '. ExampleIf the last shs.100 - spent buying cattle feed will return more than shs. 100 spent on buying fertilizer for growing maize, then it is advisable to purchase more feed up to a point where the last shs.lOO - spent on it will return exactly the same as the last shs.100 - spent on fertilizers. This concept is only relevant in a situation where farmers do not have adequate capital to employ inputs up to the level where marginal revenue equals the marginal cost. The principal of Profit MaximizationThe profit is defined as the difference, in monetary terms, between the total returns income and total costs expenses in a production process. Profit maximisation aims at obtaining the highest returns at a minimum cost per unit of input factor used. This can be done by considering two concepts. Marginal ConceptProfit is maximised when the marginal additional or extra revenue MR is equal to, or slightly higher than, the marginal cost Mc . At this point every added input factor brings in higher returns than the expenses incurred in investing it. Net Revenue ConceptsProfit is said to be maximized in a production process when the Net Revenue differences between total revenue and total costs is the highest that is ; NR TR - TC. This is arrived at by analyzing the total cost and total revenue earned from a particular enterprise and then subtracting the former from the latter. When calculating the profit using whatever concept, the following assumptions are made:Cost of inputs such as fertilizers, labour remains constant during the period of production. Price of the produce product remains unchanged. Fixed costs are ignored that is only varying costs directly involved are considered. Farm PlanningPlanning is the process of establishing the organizational objectives and defining the means of achieving them. Factors to consider in drawing a farm plan. Size of the farm. Environmental factors. The current trends in labour markets. Farmer's objectives and preferences. Possible production enterprises. Existing market conditions and price trends. Availability and cost of farm inputs. Government regulations policy. Security."}
{"text": "Availability and cost of farm inputs. Government regulations policy. Security. Communication and transport facilitiesFarm BudgetingFarm budgeting is the process of estimating the future outcomes of a proposed farm plan,That is; the future incomes and expenses of a farm plan. Importance of Farm BudgetingIt helps the farm in decision making. It helps the farmer to predict future returns that is planning ahead. It helps the farmer to avoid incurring losses by investing in less profitable enterprises. It helps the farmer to secure loans from financial institutions such as Agricultural Finance Corporation and commercial banks. It ensures a periodic analysis of the farm business. It acts as a record which can be used for future reference. It pinpoints strengths or weaknesses in farm operations. Types of BudgetsPartial BudgetIt represents financial effects on minor changes in a farm organisation. It is necessary when a farmer wants to replace or reduce enterprise. Complete BudgetA complete budget is necessary when the farmer wants to start a new business where both the variable costs and the fixed costs are likely to be affected. It involves a major change or reorganization in the farm business. Agricultural Services Available to the Farmer:Agricultural production efficiency is greatly increased by services rendered to the farming communities by;Government institutionsNon-governmental organizations. Some of these services are:Extension and Training:Banking Services:Credit:Extension and Training: In the field and in farmer's training centres. Banking Services:These enables the farmers to save some of their farm income and invest them in future projects. Credit:Credit is a financial assistance advanced to agricultural farmers to finance their farm projects and repay it with interest. It is a borrowed resource. Types of CreditCredit is categorised according to;Time of repaymentThe types of projects to be financed. Examples are:Short-term CreditRepayable within one year and is advanced for the purchase of;seeds,fertilizers,animal feeds . Medium-term CreditRepayable within 2 - 5 years and is used to finance projects such as; fencing materials, purchase of livestock, light farm equipment . Long-term CreditRepayable period is up to 15 years and even more."}
{"text": "Examples are:Short-term CreditRepayable within one year and is advanced for the purchase of;seeds,fertilizers,animal feeds . Medium-term CreditRepayable within 2 - 5 years and is used to finance projects such as; fencing materials, purchase of livestock, light farm equipment . Long-term CreditRepayable period is up to 15 years and even more. It is given for the long-term or durable projects such as;purchase of land,construction of soil and water conservation structures,farm buildings,irrigation projects for perennial cash crops for example; coffee, farm machinery implements. Sources of CreditCo-operative societies and unions. Crop boards. Commercial banks. Agricultural Finance Corporation. Insurance companies. Individual money lenders. Settlement fund trustee. Artificial Insemination Services:Provides farmers with semen from improved or superior bulls to improve their livestock herds through controlled breeding. Agricultural Research OrganizationThese develop and pass on to farmers, improved production techniques as well as crop and livestock species with better performance in different ecological zones. Marketing OutletsThese are agencies that ensure effective and efficient conveyance of farm produce to points of processing and consumption. They are largely crop marketing boards or corporations and cooperative societies. Veterinary ServicesIn the field are veterinary officers who help the farmer in treating and controlling livestock diseases and parasites. Farm Input SuppliesFarmers are able to obtain their farm inputs from organizations such as co-operatives and private companies. These organizations bring inputs closer to the farmers for example Kenya Farmers Association and private agrovets. Tractor Hire ServicesThis involves hiring of tractors and machinery at a cost by farmers who are not privileged to own their own. SourcesMinistry of Agriculture Private contractors. Individual farmers. Other service providers. Risks and Uncertainties in FarmingUncertainty-is the state of not knowing about future events or outcomes. Risks-is the difference divergence between the expected and the actual outcome. Types of Risks and UncertaintiesFluctuation of commodity prices. Physical yield uncertainty. Ownership uncertainty. Outbreak of pests and diseases. Sickness and injury. New production technique. Obsolescence for example machinery may become outdated or obsolete within a short time. Death of either farmer or livestock."}
{"text": "New production technique. Obsolescence for example machinery may become outdated or obsolete within a short time. Death of either farmer or livestock. Natural catastrophies such as;floods,drought,earthquakes,storm and strong winds which may destroy crops or kill the animals. Ways in Which Farmers Adjust to Risks and UncertaintiesDiversification. Selecting more certain enterprises. Contracting. Insurance. Input rationing. Flexibility in production methods. Adopting modern methods of production. Agricultural Economics IV: Farm Accounts IntroductionFinancial and physical records if accurately kept in the farm serve as very important tools in decision-making. The records are kept in several books and statements as follows: Financial DocumentsThey include:Invoices. Receipts. Delivery notes Purchase records. An InvoiceThis is a document issued by the seller to the buyer for goods taken on credit, and payment to be done later. The original is given to the buyer and duplicate retained by seller. The invoice shows the following:The buyer and seller. Date of transaction. Amount involved. Invoice number. A ReceiptThis is a document issued by the seller to the buyer when cash payment for goods delivered is made. It shows the following:The buyer and the seller. Date of transaction. Amount involved. Serial numberDelivery NoteIt is a document which shows that the goods have been delivered. The receiver verifies the goods and then signs on the delivery note. Features:The delivery note shows the following:Goods delivered as per order. Quality or condition. People involved in the transaction. Date of delivery. Journal:It is a book of first entry showing a record of all business transactions arranged in the order in which they occur. Its pages are divided vertically into five sections. The information is posted to the ledger Inventory:This is a list of all the possession assets item by item and their market value. Such items are land, livestock, tools and equipment and crops in the store. Valuation is an estimation of the value of each asset or item, based on market price or cost of production. Local Purchase Order:Issued by the purchasing officer of the supplier for example school. It shows people involved in the transaction, types and amounts of goods ordered and dates. It should be written and signed by the authorised officer. It is written in duplicate and the original is given to the supplier. Financial Books Ledger:Is a book which contains individual accounts."}
{"text": "It should be written and signed by the authorised officer. It is written in duplicate and the original is given to the supplier. Financial Books Ledger:Is a book which contains individual accounts. It is a principle book of accounts in which entries contained in all the other books are entered. It is a storehouse of all the transactions. Each page is numbered and vertically divided into two equal parts namely credit and debit. Each part is further sub-divided into four sections. Cash Book:It is a book where transactions involving cash or cheque payments are recorded. It involves cash or cheque payments and receipts. It is divided into two parts - debit and credit side. All the receipts of cash or cheque are recorded on the debit and all payments are recorded on the credit side. Example: Enter the following entries in the cash book. 1.7.05 -Received shs.2,000 from Ndete by cheque. 2.7.05-Bought D.A.P. fertilizer and paid cheque of shs. 5,000. 3.7.05-Received shs.5,000 cash from Ngala. 4.7.05 -Paid water bill for shs 400 in cash. 9.7.05-Paid telephone bill of 1,500 by cheque. 11.7.05 -Deposited shs.2,000 in the bank. 20.7.05 -Withdrew shs.2,000 from the bank for home use. Cash Book recordFinancial StatementsCash Account SheetIt involves the recording of sales and receipts, purchases and expense. Each sale or purchase is entered twice, once in the total column and once in the analysis column. The sum of all the entries in the total column should always equal the sum of the entries in all the other columns. The cash analysis account sheet is given above. The Balance SheetIt is a financial statement of assets and liabilities recorded on a given date. It shows the financial position of a farm business at a glance snapshot . Assets are items owned by the farmer,These include:Property money, goods and buildings . Debts receivable from other people. Goods and services paid for in advance. Assets can be divided into two:Fixed assets: assets of permanent nature and not easily converted into cash. Current assets: assets which can be easily converted into cash. Liabilities are claims to the farmer's property such as bank overdraft and debts payable."}
{"text": "Assets can be divided into two:Fixed assets: assets of permanent nature and not easily converted into cash. Current assets: assets which can be easily converted into cash. Liabilities are claims to the farmer's property such as bank overdraft and debts payable. They are divided into:Current liabilities - debts which must be paid within a short time. Long term liabilities - debts which are payable over many years or over a long period. Profit and Loss AccountPrepared at the end of a calendar year. It is a final account which summarises the sale and receipts income flowing in the business and the purchases and expenses flowing out of the business . Note: If assets are more than liabilities then the balancing factor is net capital in the liability side hence the farm business is said to be solvent. If the liabilities are more than the assets, then the balancing factor is a loss in the asset side hence the farm business is insolvent. To calculate profit or loss, account, valuation is done by having an inventory of all the assets. Valuation of the assets is determined by market price and cost of production for machinery and buildings as depreciation factor, is attached. Format of a balance sheetBalance sheet of Katilo school as 31-12-2009FormatProfit and Loss Account of Kitheko Farm at 31-12-2009Agricultural Economics V Agricultural Marketing and Organizations IntroductionAgricultural marketing is an economic activity which involves the distribution of farm produce from the farm to the consumer. Market and MarketingMarket is an institution for the exchange of goods and services or a place where selling and buying of goods takes place. Marketing refers to the flow of goods and services from the producer to the consumers. Marketing FunctionsTransportation - Movement of goods from production centres to the consumption centres. Buying and selling - Purchase of goods from the producer to be sold to the consumer. Storage - Agricultural products are seasonal hence storage is necessary. Processing-Changing of raw form into utili sable form. Grading and standardisation - Sorting into uniform lots of certain qualities. Assembling - Collecting the farm produce from the farm to the market centres. Collecting market information To know the prices, supply and demand of certain commodities. Advertising - Making the consumers aware of the produce. Bearing of risks - Such as fire risk, price fluctuation. Financing or expenditure on other processes. Packaging or putting into small packs and labelling."}
{"text": "Bearing of risks - Such as fire risk, price fluctuation. Financing or expenditure on other processes. Packaging or putting into small packs and labelling. Packing or putting produce In containers such as bags. Marketing Agencies and InstitutionsMiddlemen itinerant trader - are the people who buy from the producer and sell to other agencies. Wholesalers - Buy in bulk and sell to the retailers. Retailers - Buy from the wholesalers and sell in small units to the consumers. Problems in Marketing Agricultural ProduceFarm produce are bulky, that is weight and volume are high but low in monetary value thus difficult to transport. Most of the agricultural products are perishable for example milk, vegetables and fruits. Storage problems since they are bulky they require a lot of space . Lack of proper transport system since agricultural products are in the rural areas and the market are situated in urban centres. Lack of market information hence farmers are exploited by middlemen. Price TheoryPrice is the amount of money paid in exchange for goods or services. Price theory is concerned with the determination of price of any commodity. Price is determined where demand for and supply of any commodity are equal to each other. DemandIt is the quantity of any commodity which is purchased at any price within a given time. The law of demand states that quantity demanded changes inversely with the price. Demand CurveThe curve slopes from left to right downwards. This means people buy more at lower prices and vice versa. Demand CurveFactors Affecting the Demand of a CommodityPopulationIncome of the consumer. New inventions. Taste and preference of the individual. Price of the substitute commodities. Price expectations. Advertisement. Culture and social values of the consumers. Price of commodities having joint demand for example tractors and diesel. Elasticity of DemandIt is the responsiveness of demand to a change in price. Elasticity of demand Percentage change in quantity demanded Percentage change in priceTypes of Elasticity of DemandElastic demand is one where the ratio is more than 1. Unitary elasticity is one where the ratio is equal to 1. Inelastic demand is one where the ratio is less than 1. SupplySupply is the quantity of any commodity which is offered for sale at any price at a given time. The law of supply states that when price rises, quantity supplied increases and when price falls quantity supplied decreases other factors held constant . The curve rises from left to right upwards."}
{"text": "SupplySupply is the quantity of any commodity which is offered for sale at any price at a given time. The law of supply states that when price rises, quantity supplied increases and when price falls quantity supplied decreases other factors held constant . The curve rises from left to right upwards. This means that people are willing to offer more for sale at higher prices. SUPPLY CURVESUPPLY CURVEFactors Affecting Supply of a CommodityNumber of sellersPrice of substitute commodities. New technology. Price expectation. Peace and security. Weather conditions. Policy of the government. Cost of production of the commodities. Elasticity of SupplyThis refers to the rate at which quantity supplied changes due to a change in price level. . . Percentage change in quantity suppliedElasticity of Supply Percentage change in PriceType of Elasticity of SupplyElastic supply one where the ratio is more than 1. Unitary elasticity of supply is one where the ratio is equal to 1. In elastic supply is one where the ratio is less than 1. One of the problems of agricultural produce is that supply does not readily adjust to price changes. Equilibrium PriceIs the price at which demand and supply are equal. That means whatever is offered for sale at the market is bought. In the graph below, the quantity supplied and demanded are equal at a price of Shs.300 and quantity of 80kg. At this point the price is higher than shs.300 then the supply will be greater than demand and there will be surplus hence price will fall. If, on the other hand, the price is less than shs.300 demand will be greater than supply hence shortage and rise in price. Agricultural OrganizationAgricultural organizations are agencies which, through their activities, promote agricultural development. These organizations are co-operatives and statutory boards. Co-operativesA co-operative is an organisation of people with a common aim of pooling their resources to achieve their objectives. Functions of Co-operativesA co-operative society carries out the following functions:Collecting and assembling members' produce. Processing the farm produce after collection. Transportation of members' produce to market points. Negotiation of fair prices with the purchasing agencies for the members' produce. Purchase and distribution to members of farm inputs. Storage of members' produce before transmission to market points. Provision of credit facilities to members on easy terms. Training and education of members on improved farming techniques."}
{"text": "Storage of members' produce before transmission to market points. Provision of credit facilities to members on easy terms. Training and education of members on improved farming techniques. Offering farm machinery services to their members on hire terms for farm operations. Co-operatives may invest in other viable ventures and the profits realised are shared among members in form of dividends or bonuses. Formation and Structure of Co-operativesThe formation of a co-operative takes the following stages:Individuals with common interest collect together to form a primary co- operative societyAt least ten 10 members qualify for registration. Each primary co-operative society elect their office bearers consisting of chairman, secretary and treasurer. Several primary co-operative societies are usually amalgamated to form a district cooperative union. Tertiary co-operative unions are nationwide organizations to which the secondary co-operative unions are affiliated. Examples are Kenya Planters Co-operative Union, Kenya Farmers Union, Kenya Cooperative Creameries, Co-operative Bank of Kenya, etc. Apex organizations. This is represented in Kenya by Kenya National Federation of Co- operatives which is an affiliate of the International Co-operative Alliance. Problems Facing Co-operativesCo-operatives encounter the following problems in their operations:Managerial problems arising from:Financial mismanagement due to poor accounting. Corruption and misappropriation of cooperative resources by the personnel in the system. Lack of advisory services on technical operations. Inability to meet the set obligations of providing credit facilities due to malpractices. The nature of agricultural products and associated problems. Bulkiness hence difficulties in transportation and storage. Perishability of produce hence difficult to sustain quality. Inadequate capital to invest in the cooperative undertakings. Transport problems due to poor roads. This hampers the produce getting to the market points in time. Statutory BoardsA statutory board is an organization established by an Act of Parliament and charged with the running or managing of a certain industry within the government sector. Marketing BoardsSome of the statutory boards are charged with the marketing of certain farm produce and are thus called marketing boards. Examples are the Coffee Board, Pyrethrum Board, Cotton Seed and Lint Marketing Board, Tea Boards, National Cereals and Produce Board, Kenya Meat Commission, the Dairy Board of Kenya and others. Their marketing functions are to look for market and better prices. Research OrganizationThese are research centres which among other things, carry out research and trials on:Development of new varieties and cultivars of crops."}
{"text": "Examples are the Coffee Board, Pyrethrum Board, Cotton Seed and Lint Marketing Board, Tea Boards, National Cereals and Produce Board, Kenya Meat Commission, the Dairy Board of Kenya and others. Their marketing functions are to look for market and better prices. Research OrganizationThese are research centres which among other things, carry out research and trials on:Development of new varieties and cultivars of crops. Breeding disease and pest resistant varieties of crops and types of animals. Adaptations of crop and livestock species to ecological conditions of certain areas. Use of fertilizers and pesticides on crops in specific areas. Development of early maturing and high yielding species. Soil testing and crop analysis. Advisory services of agro-economic aspects. Other OrganizationsKenya National Farmers' Union negotiates for:Reasonable and affordable prices of farm inputs. Better prices for farm produce. Better credit facilities. Better control of diseases and pest. Agricultural Society of KenyaOrganizes agricultural shows in the country. Encourages improvement of livestock through exhibitions and educating farmers Organizes the running of young farmers' clubs. Organizes and finances the ploughing contests during which farmers learn the modern techniques of seedbed preparation. Publish \"Kenya Farmers\" magazines. Young Farmers and 4-K Clubs. These are student organizations whose objectives are:To expose the young students and encourage them to appreciate agriculture as a profession in their career. To encourage the youth to develop leadership qualities through assignment of small farming projects. Organizing students exchange programmes with other club members both locally and abroad. To develop better farming skills through judging competitions, annual rallies and camps. Agricultural Based Women GroupsThese are self-help groups whose objective is to uplift the economic status of their members by carrying out agricultural related activities. Their success depends on the following factors:Commitment of their leaders. Motivation of the members. Sacrifice for each other. AgroforestryIntroductionIn Kenya land use is changing from extensive methods of farming to more productive and sustainable intensive methods. Agroforestry is a method of farming which has become increasingly important. DefinitionThis is the practice of integrating a variety of land useIt combines tree growing, pasture and crop production practice on the same piece of land to improve the output of the land. Forms of AgroforestryAgroforestry;It is a combination of trees shrubs and crops in agricultural production."}
{"text": "Agroforestry is a method of farming which has become increasingly important. DefinitionThis is the practice of integrating a variety of land useIt combines tree growing, pasture and crop production practice on the same piece of land to improve the output of the land. Forms of AgroforestryAgroforestry;It is a combination of trees shrubs and crops in agricultural production. Silvopastoral: It is a combination of growing tree shrubs, pastoral and keeping of livestock. Agrosilvopastoral:It is a combination of growing trees shrubs, animals, pastures, and crops. Importance of AgroforestryEnvironmental protection. Source of income. Afforestation for timber production. Maintenance of soil fertility. Aesthetic value. Labour saving in firewood collection. Source of food and feed. Source of fuel wood. Important Trees and Shrubs for Particular PurposesEucalyptus Spp;Timber,Bee forage,Fuel wood,Medicinal, Production of essential oils. Acacia Spp;Leaves and pods eaten by animals,Provision of shade. Cajanus cajan pigeon peas ;Proteinous feed for human, Used as fodder Firewood. Croton megalocarpus croton ;Fuel wood timber for poles Handles for hand tools. Erythrina abyssinica flame tree ;Wood carvings,Bee forage,Nitrogen fixation Medicinal. Markhamia lutea markhamia tree ;Timber for construction,Shade, Soil protection, Bee forage. Grevillea robusta silky oak. Timber,Fuel wood,Fodder,Bee forage,Soil protection, Wind breaker Shade. Sesbania sesban sesbania ;Fodder,Nitrogen fixation,Shade, Fuel wood. Calliandra calothyrsus calliandra ;Fuel wood,Fodder,Nitrogen fixation,Shade, Bee forage. Persea american avocado ;Fodder,Fruit production,Shade,Fuel wood."}
{"text": "Sesbania sesban sesbania ;Fodder,Nitrogen fixation,Shade, Fuel wood. Calliandra calothyrsus calliandra ;Fuel wood,Fodder,Nitrogen fixation,Shade, Bee forage. Persea american avocado ;Fodder,Fruit production,Shade,Fuel wood. Mangifera indica mango ;Fruit production,Shade trees,Wind break,Soil protection, Fuel wood. Characteristics of Agroforestry Tree Species:Fast growth rate. Deep rooted. Nitrogen fixation ability. By-product production ability. Be multipurpose in nature. Should not possess competitive ability with main crop .. Have coppicing and lopping ability. Have appropriate canopy - should not shade others. Nutritious and palatable. Trees and Shrubs to Avoid at Certain Sites and ReasonsEucalyptus Spp.-should not be planted near water sources because it would absorb the water. Eucalyptus Spp. -should not be planted on the arable land as the roots have allelophathic effects on other vegetation including crops. Tall trees should not be planted near farm buildings because they may fall and damaging the buildings, their roots will break the building stones gradually. Bushy trees or shrubs should not be near farm buildings as they may harbour predators. Tall trees planted with main crop of a lower canopy intercept the rainfall, affecting the growth of the main crop. Cypress trees have leaves which produce acidity in the soil preventing undergrowth beneath the tree. These trees should not be planted within the farm but at the periphery. Tree NurseryTree nurseries are structures used to raise tree seedlings until they are ready for transplanting. There are 2 main types: Bare root nurseries:These are also known as 'Swaziland' beds where the seedlings are raised directly into the soil. AdvantagesCheap and less time consuming. Require less labour Occupy a small space. Many seedlings are raised in a small space. Transportation of seedlings is easy. DisadvantagesRoot damage when uprooting the seedlings. Difficult to transport. Lower survival rate after transplanting. Containerized nursery:The seedlings in this type of nursery are raised in containers such as pots, polythene bags or tubes and tins. AdvantagesHigher survival rate after transplanting."}
{"text": "Lower survival rate after transplanting. Containerized nursery:The seedlings in this type of nursery are raised in containers such as pots, polythene bags or tubes and tins. AdvantagesHigher survival rate after transplanting. No root damage. Successful in arid areas. DisadvantagesLabour intensive. Difficult to get containers. Sometimes it may be difficult to get the right type of soil to use in the containers. Seed Collection and PreparationSeed CollectionSeeds should be collected from;Adaptable trees,High yielding,HealthyResistant to pests diseases. The mother plant should be identified first. The following methods used to collect seeds. Shaking the tree. Gathering from under the tree. Lopping of the tree. Climbing on the trees. Hooking method. Seed PreparationThis done when seeds are collected from a fresh fruit, they should be soaked in water, then washed and dried. Cleaning and sorting: done to remove immature seeds, rotten seeds, broken or damaged seeds. Drying: Done by sun-drying or oven drying. Seed testing: this determines;Seed quality for percentage purity,Seed weight,Moisture content,Germination percentage. Seeds should be stored in dry containers at room temperature. Seed treatment: seeds are treated first to break the seed dormancy and ensure rapid germination;Hot water treatment: used to soften the seed coat to make it more permeable to water. Examples of seeds which require this treatment are leucaenia, calliandra and acacia. Mechanical breaking: done by nicking the seed coat with a knife for easy entrance of water for example seeds of croton trees. Light burning: applied to the wattle tree seeds. Nursery ManagementThe following are the practices carried out in the nursery when the seedlings are growing:Mulching:Aim is to reduce excessive evaporation,Moderates the soil temperature,When it decays it improves the soil structure,Reduces the impact of the raindrops. Weeding:Done to reduce competition for growth factors by uprooting the weeds,Use a sharp pointed stick. Watering:Done by use of a watering canDone twice a day in the morning and in the evening. Pricking out:It is the removal of seedlings in an overcrowded area to another nursery bed,This allows the seedlings to grow strong and healthy. Root pruning:It is the cutting of the roots longer than the pots."}
{"text": "Watering:Done by use of a watering canDone twice a day in the morning and in the evening. Pricking out:It is the removal of seedlings in an overcrowded area to another nursery bed,This allows the seedlings to grow strong and healthy. Root pruning:It is the cutting of the roots longer than the pots. Root pruning is done for the following reasons;Make lifting easierEncourage fast establishment. Reduce damage to the seedlings. Encourage development of a short dense and strong rooting system. Shading:Done to reduce the intensity of sunlight . Dark conditions should be avoided. Pest and disease control:Use of appropriate chemicals,Sterilization of soil through heat treatment, Fencing to protect seedlings against animal damage. Hardening off:It is the practice of preparing seedlings to adapt to the ecological conditions prevailing in the seedbed. It involves gradual reduction of shade and watering 1-2weeks before transplanting. Transplanting: The practice of transferring seedlings from the nursery bed to the main field where they grow to maturity. Procedure of TransplantingHoles are dug early before transplanting. Topsoil is mixed with compost manure. The seedlings are watered well a day before transplanting. The seedlings are removed from the nurseries carefully with a ball of soil for the bare root seedlings and roots trimmed for the containerized seedlings. The seedling is placed in the hole at the same height it was in the nursery. The container is removed carefully. The soil is returned into the hole and firmed around the seedling. The seedling is watered and mulched. Care and Management of Trees Protection:From damage by animals such as goats and cattle by eating the leaves. It is done by fencing the fields or using small poles around each seedling with or without wire nettings, can be done for individual trees or an entire field. Pruning and trimming:Pruning is the removal of extra or unwanted parts of a plant. The unwanted part may be due to breakage, overcrowding, pests or disease attacks and over production. Pruning initiates growth of shoots and trains the tree to have the required shape. Regular cutting back of the trees is known as coppicing,It is done at the beginning of each cropping season to reduce competition for water, minerals, nutrients and sunlight with crops."}
{"text": "The unwanted part may be due to breakage, overcrowding, pests or disease attacks and over production. Pruning initiates growth of shoots and trains the tree to have the required shape. Regular cutting back of the trees is known as coppicing,It is done at the beginning of each cropping season to reduce competition for water, minerals, nutrients and sunlight with crops. The materials pruned or coppiced are used as fuel wood or for fodder crops. Grafting old trees:This is the practice of uniting two separate woody stems. The part with the rooting system is known as root stock base The part which is grafted onto the rootstock is called a scion which has buds that develop into the future plant. The ability of the scion and the rootstock to form a successful union is known as compatibility. Methods of grafting include whip or tongue grafting, side grafting and approach grafting. Agroforestry PracticesAlley Cropping Hedgerow Intercropping:The growing of multipurpose trees and shrubs together with crops. BenefitsImprove soil fertility through nitrogen fixation and organic matter. Provision of green manure. Used as fence and mark boundaries. Acts as windbreaks. Suppress weeds. Source of timber and fuel wood. Multi-storey cropping ;This is the growing together of trees of different heights. The system is based on crops which can tolerate shading. The trees and crops form different levels of canopy which look like storey. BenefitsIncreases water conservation for pastures. None of the crops or trees included will be shaded. Act as windbreak for crops. Creates suitable micro-climate in the area. Trees are used for timber, fuel wood and forage. Woodlots farm forests These are plots of land set aside for trees only. They are established in the hilly and less productive parts of the farm. Fast growing tree species such as Eucalyptus spp. Should be grown. Sites for Agroforestry:Farm boundaries - provide live fences. River banks - protect water catchment areas. Homesteads - provision of shade and windbreak Terraces - for soil conservation. Steep slopes - as contour hedges to encourage water seepage. Tree Harvesting MethodsPollarding;This is the extensive cutting back of the crown of the tree about 2-3 meters above the ground level to harvest all the side branches. It stimulates the development of a new crown and branches."}
{"text": "Steep slopes - as contour hedges to encourage water seepage. Tree Harvesting MethodsPollarding;This is the extensive cutting back of the crown of the tree about 2-3 meters above the ground level to harvest all the side branches. It stimulates the development of a new crown and branches. Coppicing;Cutting the main stem of the tree completely at a height of 10 - 50 cm above the ground. The tree should be cut in a slanting angle. Lopping or side pruning ; The removal of selected branches of the tree Done to produce fuel wood and fodder. Shaking of the tree ; This is a method of harvesting pods and seeds from trees without cutting the tree. Cutting back; The tree is cut from the base to allow new growth as done in coffee when changing the cycle. Thinning; The removal of some of the trees growing in lines to give the remaining trees enough space to grow."}
{"text": "PHYSICS SCHEMES OF WORKFORM ONE 2019TERM IREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s BookPHYSICS SCHEMES OF WORKFORM ONE TERM IIREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s BookPHYSICS SCHEMES OF WORKFORM ONETERM IIIREFERENCES:Secondary Physics KLBComprehensive Secondary PhysicsPrinciples of PhysicsGolden TipsTeacher s Book."}
{"text": "REVISION ESSAY QUESTIONS:THE CAUCASIAN CHALK CIRCLE BY BERTLOIT BRECHTQ1. Having given birth does not qualify someone to be mother of a child, but the care and nurture offered to that child is the one that does so. With illustrations from Bertloit Brecht s The Caucasian Chalk Circle, qualify this statement. 20 marks Ans. Introduction- True motherland is not necessarily biological but it goes beyond that. It is about how someone cares and nurtures for that child she claims to be her mother. -. Accept any other relevant introduction. Body-Natella Abashwili, the biological mother of Michael, abandons the child as she flees the city. -. The governor s wife is said to be more interested in her fine linen and shoes as well as horse carriages. -. It takes the motherly instincts of the kitchen maid, Grusha, to retrieve the baby and flee with it offering protection and nourishment. -. Grusha adopts the baby and risks being captured by the soldier and crosses the dangerous and rotten bridge. -. The mockery of Grusha s sister-in-law concerning the illegitimate child, Michael, does not affect her affection for the young boy. -Grusha endures an arranged and difficult marriage to a dying man Jussup, for the sake of the child. -. She fights for the custody of Michael in court and does not pull him to her side in the test of the chalk circle so as not to harm him. This proves her true motherhood. Conclusion- True motherhood has indeed been highlighted through Grusha s tender actions no wonder she is given the custody of Michael. Accept any other relevant conclusion. Q2. Write an essay on the disputes that arise in the play, and how each of them is resolved. 20 marks Ans. IntroductionA dispute is a serious disagreement, especially one that involves two parties and lasts for sometime. In this play, there are a number of disputes that arise. Some of the disputes are amicably solved, while others spill over to disaster. Accept any other plausible introduction. BodyThe Grand Duke is involved in war with the Persians. This dispute is resolved by the Grand Duke being overtaken alongside his princess. -. There is a dispute between goat herders and the fruit farmers over the ownership of a certain valley."}
{"text": "BodyThe Grand Duke is involved in war with the Persians. This dispute is resolved by the Grand Duke being overtaken alongside his princess. -. There is a dispute between goat herders and the fruit farmers over the ownership of a certain valley. -. A neighboring group of peasants from another valley intends to utilize the valley under contest by carrying out horticultural farming, while the other people who are the real owners want to herd goats. -. The dispute resolution is mediated by a delegate of the state reconstruction commission fromTiflis. The valley is given to the fruit growers because they have a good plan of irrigatingit so that it gives high yields.- Another dispute is between the two brothers, the fat prince and the governor Georgi Abashwili. The cause of the dispute is power and authority. -. The dispute is resolved through a crude and cruel way. The fat prince topples overthrows the governor and orders him to be beheaded. This leads to a state of fear, impunity and lawlessness. Many people become refugees. -Another form of dispute exists between Grusha and Lavrenti s family. Grusha s brother isunder pressure from Aniko to marry her off to a dying man . -. This dispute is resolved through corrupt means. The mother of the dying man demandsfour hundreds plasters to allow Grusha to be married to her son Jussup. This is after Grushais convinced by Lavrenti that she does not need a man in bed but a man in papers. -There exists a dispute between Natella Abashwili, the governor s wife and her kitchen maidGrusha Vashnadze. The dispute is about who is the real mother of Michael Abashwili. This dispute arose during the time when the governor was overthrown and everybody wasrunning for their safety Natella Abashwili choose material things over her son, Michael. Grusha escapes with Michael to the Northern Mountains, she sacrifices so much for him. -. This dispute is resolved in court and judge Azdak has to pass the ruling. A chalk circle is drawnon the floor. Michael is placed at the center. The plaintiff Natella Abashwili and thedefendant, Grusha Vashnadze step up to the circle."}
{"text": "A chalk circle is drawnon the floor. Michael is placed at the center. The plaintiff Natella Abashwili and thedefendant, Grusha Vashnadze step up to the circle. Each gets the child by one hand andthe real mother of the child is the one who pulls him out of the circle Grusha lets go thechild for the two times that they are told to pull, for she declares that she cannot pull himapart, having brought him up. -. At last Grusha is declared the true mother. -. There exists a dispute between the old couple. They would like to be divorced for they claim that since the beginning they have never liked each other. -. The dispute is supposed to be resolved in the court by judge Azdak. Unfortunately insteadof signing the divorce decree for the old couple, he divorces Grusha. ConclusionDisputes are apart of life. It is therefore important for the parties to try as much as possibleto come up with amiable resolutions. If not such disputes may lead to fatal states of either parties. Accept any plausible conclusion. Q3. It is only through a lot of strive that even the most humble people sustain their existence when faced with difficulties. Using Grusha as an example write an essay to justify this statement basing your answer on The Caucasian Chalk Circle by Bertloit Brecht. 20 marks Ans. Grusha Vashnadze, a kitchen maid finds herself with the abandoned Michael Abashwili. Her kind heart cannot allow her to leave the child behind to be butchered so she takes him on her flight north. An old man refuses to sell her milk without money, and an old couple cannot adopt the child. A soldier who threatens to capture the baby is hit on the head as she escapes with the boy and decides to adopt him. A dangling bridge over an abyss is no deterrent for Grusha who crosses it despite a warning that it can give in any time. Her unwelcoming brother, Lavrenti Vashnadze and his equally antisocial wife, Aniko, are deterrent to her resolve to raise Michael. She goes through an embarrassing and humiliating marriage to Jussup for the sake of the child. Grusha endures a harrowing trial in Azdak s court to reclaim the boy through the Chalk Circle test."}
{"text": "Her unwelcoming brother, Lavrenti Vashnadze and his equally antisocial wife, Aniko, are deterrent to her resolve to raise Michael. She goes through an embarrassing and humiliating marriage to Jussup for the sake of the child. Grusha endures a harrowing trial in Azdak s court to reclaim the boy through the Chalk Circle test. Azdak, a common thief who steals rabbits, hides the Grand Duke and gets ashamed of what he has done. His attempts to get tried end up convincing the soldiers to make him judge. He is nearly hanged in the course of this after three rich farmers accuse him but the Grand Duke his skin and he is reappointed judge. He decides the fate of Michael s real mother through the ingenious test of the Chalk Circle. Q4. A discussion among members of same community in an atmosphere of mutual respect andhonesty can achieve so much in such a short time. Write an essay in support of thisstatement drawing illustrations from The Caucasian Chalk Circle by Bertloit Brecht s. 20 marks Ans. Introduction- Candidates must show that she he understands the questions and tie it to the text. Body- Two groups sit together in a circle. -. Members of the collective farms, mostly women and older men meet to resolve a disputeover ownership of valley. -. A delegate from the city presides over the disputes. -. The goat herders report is presented by an old man on the right as follows:- The cheese is no longer the same quality. -. Their goats do not like the new grass. -the grazing land is not good. -. The land does not smell of morning in the morning. -. The two groups are told the valley belonged to the goat herders from eternity. -the farmers respond through Kato, the agriculturalist. She says;- When fighting in those hills, they discussed how they would build up their fruitCulture ten times the original size. -. They will construct a dam across the mountain lake. -. They will water seven hundred acres of fertile land. -. They will establish vineyards. Due to the honest atmosphere and mutual respect, the two groups agree, eat together andget entertained together. Q5. A person controlled by greed has no sense of justice drawing your illustrations fromThe Caucasian Chalk Circle by Bertloit Brecht, write an essay supporting this statement. 20 marks Ans."}
{"text": "Due to the honest atmosphere and mutual respect, the two groups agree, eat together andget entertained together. Q5. A person controlled by greed has no sense of justice drawing your illustrations fromThe Caucasian Chalk Circle by Bertloit Brecht, write an essay supporting this statement. 20 marks Ans. IntroductionIt is true that intense and selfish desire for something especially wealth and power causes injustice in the society. Accept any other relevant introduction. Body- The princes of Grusinia who are drunk with power overthrow the Grand Duke and take over leadership. They kill the governor including Governor Georgi Abashwili. They beheaded him and hang his head at the centre of the door to his palace. -. Prince Kazbeki s is hunting for the governor heir, the young Michael in order to kill him and prevent him from ever inheriting his dead father. -. The greedy prince sold the horses and food supplies meant for soldiers on the frontline thus causing the country to lose the war. -. Similarly, the corrupt corporal who pursues Grusha and Michael sells the two soldiers horses. They suffer and limp as a result and taunts them. They cannot move fast and thus are unable to catch up with Grusha whom they watch helplessly as she crosses the rotten bridge and waves from the far end. -. Natella Abashwili is so much interested in her fine dresses that she does not think about her son s safety. She does not even want to travel on horseback. She prefers a carriage. When time runs out she abandons Michael, her son and saves her skin. -. It is evident that Natella s desire to get access to Governor Georgi Abashwili s estate that makes her claim back her son Michael. She ruthlessly snatched Michael from the chalk circle in an attempt to get him back. As a result she losses the case and the estate of her late husband go to the state and Grusha is given custody of the child. -Governor Georgi Abashwili is so concerned about personal confront including constructing a new wing on the palace that he doesn t care about his people s petitions. He even ignores a government messages from the capital and shows no interest to what is happening in the front. ConclusionFrom the afore going it is true that greed is the inventor of injustice,Accept any other relevant conclusionQ6."}
{"text": "-Governor Georgi Abashwili is so concerned about personal confront including constructing a new wing on the palace that he doesn t care about his people s petitions. He even ignores a government messages from the capital and shows no interest to what is happening in the front. ConclusionFrom the afore going it is true that greed is the inventor of injustice,Accept any other relevant conclusionQ6. Write an essay on the effectiveness of any four songs used in Bertloit Brecht s The Caucasian Chalk Circle. 20 marks Ans. . Introduction. Songs are usually used to communicate as well as relieve tension in the audience during live performances. In the prologue, there is a conflict on the actual owner of the valley. It is through the singer, Arkadi with his song called, the Chalk Circle, that the conclusion is arrived at Things will be given to those who can make use of them. Accept any other relevant introductionContentS i The first song begins on 13 -14, In olden times in a bloody time church - Introduces the main character and the conflict in the play. -. The governor though rich, is said to have many beggars and petitioners whom he ignores. -. The governor s wife, as well as the baby are introduced in this song. -. This song makes the reader audience anxious for the unfolding events. S ii Another song introduces the reader to the events in the place. Pages 18-20 : The city is still, but why are there armed men Noon was the hour to die. -. This song prepares the readers audience for the coup and the death of governor Abashwili. S iii . Another song introduces the flight of Grusha with Michael. Page 30 When Grusha Vashnadze left the city on the Grusinian highway some milk -Grusha sings, the song of the four generals which makes the reader aware of thevolatile political situation at that time. There was war in Iran and she was thinking ofSimon who was in the war. -. She alludes compares Simon with Sosso Robarkidse and ends up concluding, He is our man which shows her great love for Simon."}
{"text": "Page 30 When Grusha Vashnadze left the city on the Grusinian highway some milk -Grusha sings, the song of the four generals which makes the reader aware of thevolatile political situation at that time. There was war in Iran and she was thinking ofSimon who was in the war. -. She alludes compares Simon with Sosso Robarkidse and ends up concluding, He is our man which shows her great love for Simon. S iv The song of the Rotten Bridge page 41 shows Grusha s predicament withMichael on her back and the angry ironshirts pursuing her. -. To save her live and Michael s from the Ironshirts, she has to cross the bridge overhanginga deep ravine. Deep is the abyss, son, I see the weak bridge sway How big they will be. -. The song outlines Grusha s determination and selflessness in an attempt to save Michael s live. -. The song makes the reader audience to sympathize with Grusha and laud her for her daring. NB. Accept any 4 well illustrated and explained songs. Conclusion. The songs done by different characters help to sustain the suspense in the play. They give the inside information and prepare the readers for what lies aheadNB. Accept any other relevant conclusion. Q7. Azdak is justified in giving Grusha Vashnadze the custody of Michael. Using illustrations from the play The Caucasian Chalk Circle, discuss this statement. 20 marks Ans. 1. -Grusha is not the true mother of Michael. -. During a coup when the child s father is beheaded, Grusha picks the child and keeps himcompany through out the night. -. She is in great danger-no one else is ready to touch or get near the child. 2. Natella Abashwili, who is Michael s mother, leaves Michael behind. -. She is in a hurry to flee the city. -. She is only interested in her clothes and shoes. 3. Grusha flees with the child to her brothers in the Northern Mountains. -. On the way she faces a lot of hardships. -. The iron shirts are pursuing her looking for Michael. -. Buys the child milk with the only money she had equivalent to a weeks pay."}
{"text": "- On the way she faces a lot of hardships. -. The iron shirts are pursuing her looking for Michael. -. Buys the child milk with the only money she had equivalent to a weeks pay. -. Carries the child who is heavy on her back. -. Risks closing a dangerous bridge. -. Enters an arranged marriage for the sake of Michael. 4. When before Grusha agrees that she is not the biological mother of the child but shehad taken a lot of care for him. -. She refuses to pull Michael from the chalk circle. -Natella pulls twice. -. It emerges that Natella wants to have Michael for financial gains. -. One of her lawyers divulges that Natella can t meet the financial obligations sincethe estate is attached to the child. -. Natella is eager to pull the child but Grusha lets go off the child s hand. -Grusha says she can t bring him up only to tear him apart. -. She is given the child and ordered to live in the city. Q8. The conflicts and suffering witnessed in The Caucasian Chalk Circle is due to bad governance. Justify this statement. 20 marks Ans. IntroductionLeaders who don t responsibly and competently carry out their leadership role are likely to spark off serious conflict and subsequently cause a lot of suffering to the people. Similarly the conflicts and suffering witnessed in Caucasian chalk circle is essentially caused by leadership failure. Accept any other plausible introduction. Body i As the play begins we are introduced to a conflict pitching two groups of farmers where each claims a stake in the ownership of a particular piece of land. There is a heated argument as each side justifies why it should posses the valley. Eventually a delegate from the state construction commission arbitrates the conflict and the land is awarded to the fruit growing farmers. Ii The incompetency and inefficiency of the Grand Duke and governor Georgi Abashwili in the Grusinian state of Georgia. People suffer a lot. The governor s way to the church is lined up with beggars and petitioners who carry emaciated children, and war has left people in crutches. Ironshirts mercilessly brutalise people to prevent them from issuing petitions to their governor. The governor even intends to bring down the slums to create rooms for his garden. The princes and Prince Arsen Kazbeki easily stage a coup. Their poor governance is the source of suffering to this people."}
{"text": "The governor even intends to bring down the slums to create rooms for his garden. The princes and Prince Arsen Kazbeki easily stage a coup. Their poor governance is the source of suffering to this people. Iii Poor governance also encourages people to be cruel and inhuman. When Arsen Kazbeki topples his brother, he beheads him. The head is fastened on the wall with nails. The old milk man is indifferent to Michael s hunger and demands exorbitant prices. The peasant woman discloses to the iron shirt that Grusha is the owner of the child despite the danger of such information. These incidents show that people lack moral conscience due to poor governance. Iv Incompetence and inefficiency gives birth to socio-political as well as economic instability. Coup and counter coups are common phenomena. These coups perpetuate suffering of people since they are forced to relocate to other places as internally displaced people. This is witnessed when the Grand Duke escapes arrest and has to be hosted by Azdak. Natella has to be whisked away to safety by the adjutant while Grusha and Michael relocate to the Northern Mountains for safety. The princes are also dethroned by the Grand Duke with the assistance of the Shah of Persia. It is said that the Grand Duke has to reinstate an incompetent person- Azdak- as the judge in Grusinia. Accept other plausible well developed pointsConclusionTherefore it is evident that poor governance causes suffering and pain to people as it is illustrated by what leads to suffering in The Caucasian Chalk Circle. Accept other plausible conclusion. Q9. Human weaknesses affect characters negatively . Write a composition in support of the above statement drawing your illustrations from The Caucasian Chalk Circle. 20marks Ans. Human beings have various types of weaknesses which have had negative effects on their living in society as shown in the play. Accept any other relevant introduction. W1. Natela Abashwili s weakness on adoring things. She forgets her child at the time of war and takes clothes and boots instead, pg 25 The maid escapes with the child to save his life but Natella later goes for the child because she wants to inherit the governor s estate. She loses both the child and the estate. WII The fat prince greed and hunger for powerEliminates his brother to get his power,WIII The governor s lack for concern for his subjects."}
{"text": "She forgets her child at the time of war and takes clothes and boots instead, pg 25 The maid escapes with the child to save his life but Natella later goes for the child because she wants to inherit the governor s estate. She loses both the child and the estate. WII The fat prince greed and hunger for powerEliminates his brother to get his power,WIII The governor s lack for concern for his subjects. He oppresses his subjects forcing people to go to war, charging high taxation. He loses his life and power. WIV- Lavrenti and his wife undermines family values. Fails to give Grusha a warm welcome though she comes from town where war has broken out tired and sickWV The self righteous nature of Aniko shown through her hypocritical actionsWVI. Natella s hatred for the poor. She undermines Grusha during the court case feeling that Grusha is too poor to keep the child. She finally loses the child to the poor Grusha due to her arrogance. ConclusionIn conclusion, people should learn to appreciate others and avoid putting their interests first. Q10. What there is a hall go to those who are good for it . With illustrations from the play The Caucasian Chalk Circle, write an essay in support of this statement. 20 marks Ans. IntroductionThe statement means that if someone has to be given something, it should be on the basis that they are best suited for it or must have shown similar ability Accept any other relevant introduction, general or contextualized, making reference to the textc. I in the prologue, the valley is given to the fruit governorsThey have plans to build their fruits culture to ten times its original sizeThey have prepared a plan for an irrigation projectThe farm will not only grow more fruits but could also support vineyardsThey even present calculations for the projectii Michael is given to Grusha because of her motherly natureShe rescuers him on the Easter Sunday when his mother leaves him behindGrusha takes to a risky journey to the Northern Mountains amid pursuit by the IronshirtsShe marries a man on his death bed in order to give legitimacy to MichaelIn the chalk circle test ,she does not pull Michael from the circleiii."}
{"text": "20 marks Ans. IntroductionThe statement means that if someone has to be given something, it should be on the basis that they are best suited for it or must have shown similar ability Accept any other relevant introduction, general or contextualized, making reference to the textc. I in the prologue, the valley is given to the fruit governorsThey have plans to build their fruits culture to ten times its original sizeThey have prepared a plan for an irrigation projectThe farm will not only grow more fruits but could also support vineyardsThey even present calculations for the projectii Michael is given to Grusha because of her motherly natureShe rescuers him on the Easter Sunday when his mother leaves him behindGrusha takes to a risky journey to the Northern Mountains amid pursuit by the IronshirtsShe marries a man on his death bed in order to give legitimacy to MichaelIn the chalk circle test ,she does not pull Michael from the circleiii. Azdak is made judge by the iron shirts and later on the Grand DukeIn the mock could scene be displays better knowledge of the law in comparison to prince Kazbeki s nephewHis reign as judge is described as a brief golden age, almost an age of justice .In making his rulings the look from the rich and gave to the poorHe is late reappointed as judge by the Grand Duke as a show of gratitude for saving his lifeiv. Azdak divorces Grusha and Jussup instead of the old coupleThe divorce paves way for Grusha s marriage to SimonSimon had stood by Grusha in court claiming to be Michael s fatherThe union between Grusha and Jessup wars for convenienceSimon trulyDeserved Grusha for he came back to lack for her after the warConclusionIt is clear from above that those who emerged victories deserved the victory Accept any other relevant conclusion Q11. Drawing illustrations from what Grusha goes through in order to save and adopt Michael, write an essay on the challenges of being a good person in a rotten society. 20 marks Ans. IntroductionEven in a rotten society, it is possible to come across a good person. In the Caucasian Chalk Circle, such a person is Grusha. Grusha goes through many challenges in order to save and adopt Michael. Some of these challenges are discusses below."}
{"text": "In the Caucasian Chalk Circle, such a person is Grusha. Grusha goes through many challenges in order to save and adopt Michael. Some of these challenges are discusses below. Accept any other relevant introductionContent C i She sacrifices the little she has in order to sustain Michael. She buys milk expensively. Ii She is forced to come up with a ingenuine way of eluding the iron shirts who are after him. She knocks one of them down with a piece of wood, enduring her life in the process. Iii She crosses of dangerous bridge, endangering her life and Michael s iv She has to contend with a society that frowns upon single motherhood. She is forced to accept marriage to an invalid called Jussup in order to normalize her status vi Her relationship with her fianc e, Simon , is endangered. Vi She is force to go through a court processes in order to gain custody of Michael. ConclusionAccept any valid conclusion. Q12. True motherhood is not necessarily biological Write an essay illustrating this statement using Bertloit Brecht s, The Caucasian Chalk Circle . 20 marks Ans. IntroductionYou need not be a biological mother to become motherly. Strangers can act more responsibly than real mothers. This is clearly illustrated by Grusha, a kitchen maid, in the play, The Caucasian Chalk Circle as shown below;Body- Natella Abashwili, the biological mother of Michael abandons the child as she flees the city .She is more interested in her fine linen and shoes as well as horse carriagesIt takes the motherly instinct of the kitchen maid Grusha to retrieve the body and fide with it offering protection and nourishmentGrusha adopts the body and risks being captured by the soldiers and crosses the dangerous and rotten bridge to save the life of Michael from the iron shirtsThe mockery of Grusha s sister-in-law concerning the illegitimate child, Michael does not affect her affection for the young boyVashnadze endures an arranged and difficult marriage on paper to a dying man, Jussup: for the sake of the childA mere kitchen Grusha fights for the custody of Michael in court and does not pull him to her side in the test of the chalk circle so as not to tear him up."}
{"text": "IntroductionYou need not be a biological mother to become motherly. Strangers can act more responsibly than real mothers. This is clearly illustrated by Grusha, a kitchen maid, in the play, The Caucasian Chalk Circle as shown below;Body- Natella Abashwili, the biological mother of Michael abandons the child as she flees the city .She is more interested in her fine linen and shoes as well as horse carriagesIt takes the motherly instinct of the kitchen maid Grusha to retrieve the body and fide with it offering protection and nourishmentGrusha adopts the body and risks being captured by the soldiers and crosses the dangerous and rotten bridge to save the life of Michael from the iron shirtsThe mockery of Grusha s sister-in-law concerning the illegitimate child, Michael does not affect her affection for the young boyVashnadze endures an arranged and difficult marriage on paper to a dying man, Jussup: for the sake of the childA mere kitchen Grusha fights for the custody of Michael in court and does not pull him to her side in the test of the chalk circle so as not to tear him up. She fears to destroy the boy she has nurtured and brought up expensively as a real mother. ConclusionGenerally, mothers are supposed to be motherly for one to be accredited a real mother of a child .This world mean not all the biological mothers are a sincere parents as to claim the ownership, however the soul that would nurture brings up responsibly deserves the ownership as portrays in Grusha Vashnadze."}
{"text": "2014walterakach gmail.comTable of ContentsThe guilt, Rayda Jacobs 2 When The Sun Goes Down, Goro wa Kamau .8Leaving, Moyez G. Vassanji ...15The War of the Ears, Moses Isegawa 21The Mirror, Haruki Murakami .30Diamond Dust, Anita Desai 35Arrested Development, Sandisile Tshuma 42Sandra Street, Michael Anthony ...48Twilight Trek, Sefi Atta ..52I Stand Here Ironing, Tillie Olsen ..........65The Retraction, Stanley Onjezani Kenani .....77The Bamboo Hut, Grace Ogot 85Tuesday Siesta, Gabriel Garcia Marquez ..91 Two Stories of a House, Leila Abouzeid 100Law of the Grazing Fields, Cyprian Ekwensi..106White Hands, Jane Katjavivi .112The Guilt, Rayda Jacobs South Africa 21. PlotIntroductionWe meet Mrs. Lilian Thurgood at the side of her house picking guavas. Her two dogs: Tembi and Tor alert her of somebody s presence at her gate. She is not a very strong woman; she walks with the aid of a cane. Flowers are everywhere sprouting in her compound and this gives her pleasure. B.Narrative HookShe engage s the man at the gate in a conversationc. Rising ActionWilliam Sidlay has a letter to prove that he is collecting money for some organization. He is looking for handouts donations if he can t find work. Lilian doubts the authenticity of the letter. Even as she rummages for change in her purse, she knew she was making a mistake to empathize with William. People like William took advantage of people like Lilian or murdered them. Lilian, like the rest of the whites, was filled with guilt of having gained her privileged position because of her race. She gives him the five rand, even though she could ill afford it. ClimaxWilliam offers to work for the money. He says it s too much. She opens the gate for him to clean her garden, despite doubts."}
{"text": "ClimaxWilliam offers to work for the money. He says it s too much. She opens the gate for him to clean her garden, despite doubts. He however refuses to stop working when she Lilian makes the request. She had to go into the3house for the phone was ringing. William followed her there. Falling ActionLilian bids him to leave but he declines. He demands 10 rand for his effort. When she threatens to call her husband, William tells her that she lives alone. He insists on ten rand besides the 5 he d been given. D nouementFeeling threatened she sets the dogs on him. She gets a gun from her bedroom. She gets back her five rand before seeing him off. Although she comes out of the episode unscathed, she does not boast about it to her friends, may be still consumes with guilt. Where there was guilt there was opportunity. Write an essay to confirm this usingRayda Jacob s The Guilt for your illustrations. SettingThe story is set in s white suburb in South Africa. Mrs. Lilian a pensioner Thurgood s home is a fortress, 10 foot high wall fence, and has a large compound in which she has fruit trees: guavas and lemons. She also has flowers in her garden: geraniums, basil and oregano. She lives alone. The incident with William takes place in the morning. Conflict. The Guilt has both external and internal conflict. Internal conflictsFirst Mrs. Lilian Thurgood experiences internal conflict. She did not have to answer the call at the gate. She says she had ignored many such calls. 4She also suffers from internal conflict when confronted with the forged letter William Sidlay presents. She takes it anyway. She is faced with another instance of internal conflict when she discovers that she has 5 rand 23 cents. The five rand she thinks is too much and the 23 cents too little. She gives him the five rand in spite of herself. Another instance of internal conflict is on the night it was raining and she had to get the door. She wonders whether it is racist to it one were afraid to open doors to strangers. She does it anyway to make for the guilt of benefitting from the old regime. External ConflictWilliam Sidlay threatens Lilian physically."}
{"text": "She wonders whether it is racist to it one were afraid to open doors to strangers. She does it anyway to make for the guilt of benefitting from the old regime. External ConflictWilliam Sidlay threatens Lilian physically. She gives Tembi Tor the first command which allowed them to terrorise but not draw blood. She wonders what they might do if she gave the second signal she doesn t use it. Next, she goes for the gun which she uses to drive William out of her compound and survives a potentially murderous situation. CharactersAlthough several characters are mentioned in thisstory, the action focuses on Lilian and William. LilianPhysical attributesShe is a white woman over sixty-six years old and walks with a limp owing to a painful leg for which she takes medicine. Assign character traits to Mrs. Lilian Thurgood based on the following situations. 5 Can I help you? Lilian asked. Respectful courteousShe handed the letter back to him and said, wait here, kindBased on the incidents with the African woman who d knocked her door at night, the woman who d seen her sitting in the stoep , the man who rung persistently at her gate, you would say that Lilian is generous? Her sudden anger when confronted with five rand 23 cents and she longs for her husband s presence he would have ordered the man off the grounds. InsecureShe would not lock the door behind her, she told herself. She trusted him. Naive trustingHe came forward. Sa! Lilian commanded the dogs. DecisiveThe fact that she did not give the last command to the Alsatians nor pull the trigger of the gun. HumaneThe fact that she did not tell the truth to Margaret, Ruth and Ethel May. ModestAssign character traits to William Sidlay based on the following situations. The fact that he did not panic when confronted by Tembi Tor. Calm courageous brave6The fact that he forged a letter to gain entry into white homes dishonestThe fact that he wanted the five rand besides demanding for 10 rand. GreedyThe fact that he knew Lilian lived alone and that no one was going to come to her aid. SchemingThe fact that he moved towards Lilian when she threatened to call the police."}
{"text": "Calm courageous brave6The fact that he forged a letter to gain entry into white homes dishonestThe fact that he wanted the five rand besides demanding for 10 rand. GreedyThe fact that he knew Lilian lived alone and that no one was going to come to her aid. SchemingThe fact that he moved towards Lilian when she threatened to call the police. MenacingSidlay producing a letter allowing him to beg after being told by Lilian that she had no work. PersistentPOVThe story is told from the omniscient narrator perspective. ThemeGuiltAll the generous actions of Mrs. Thurgood are driven by guilt-she says that it was making good on the guilt, the guilt they were accused of having. DeceptionWilliam Sidlay forges a letter that he purports allows him to collect funds for an organisation. It is a plan to gain entry into white people s homes and either take advantage of their guilt or murder them. The woman who d seen Lilian sitting on the stoep deceives her that she will sell7her eight plants for four rand and plant them. She asks for water to wet the ground when Lilian returns with the hose she finds 30 plants planted and a bill of 12 rand which she had to pay. Race relationsThe blacks do anything in their power to take advantage of the whites. On their part, the whites feel inclined to help the blacks because of the guilt they have that their privileged position was a benefit of the previous white regime. QuestionShow that people pay dearly for showing their weaknesses. Using Rayda Jacob s The Guilt show that this is true. 8When the Sun Goes Down by Goro wa KamauThe PlotWe meet Steve, a successful businessman, walking down the streets of his home town. He receives questioning stares from the people standing along the streets who pretend to be going on with their businesses while in truth they are discussing Steve. He runs into his boyhood friends, Kanja. He invites Kanja to his home for a chat. He asks Kanja to tell him of the rumours about him doing rounds in the town. Kanja informs him that it is rumoured that he is marrying Maureen. We learn that people suspect that Maureen is infected with the HIV virus. Steve confirms it is true."}
{"text": "Kanja informs him that it is rumoured that he is marrying Maureen. We learn that people suspect that Maureen is infected with the HIV virus. Steve confirms it is true. Steve then relates the sad circumstances of Maureen s marriage to an abusive and promiscuous soldier. When Kanja meets Maureen, she unashamedly opens up and tells him how she learned that she was infected with HIV. It was long after she had struck friendship with Steve and was carrying his child. It is at this point that Steve also took an HIV test and it turned out that he too was positive. Maureen serves Kanja with juice he declines to take and finally Steve shares it with his son. This stigmatisation discrimination hurts Maureen and sends her into a depression. Despite Steve s appeal to her that they fight the disease together, she is unable to overcome her depressive mood. One evening while asleep, Maureen becomes delirious and starts mumbling bible verses. Tom, a sympathetic neighbor, helps Steve to take her to hospital. When Maureen realizes where she is, she stages a protest demanding to be taken home to die. She does not recover from her depression. 9She is buried a week later. She leaves Steve and Kanja and Kimotho to continue the struggle. The TitleThe title, When the Sun Goes Down , is made in reference to Maureen s feelings of depression, hopelessness and guilt to the point of giving up on life. It creates the impression that for her, all is lost. SettingThe story is set in a rural town in Central Kenya. The villagers know each other by age, name and family. This explains the concerns of each other s welfare. It also explains how this familiarity results into interference in the private lives of one another. The story is set in the modern times. HIV is a reality and so are ARV s. ConflictWe shall approach conflict from two perspectives: conflict developed by Maureen. A Conflict developed by Steve. Steve largely develops external conflictIn the introductory part of the plot Steve is confronted with external conflict: between him and the villagers. He has made a decision that has not gone down well with the villagers. They believe that he deserves better than marrying Maureen. This is because10Maureen is HIV positive."}
{"text": "He has made a decision that has not gone down well with the villagers. They believe that he deserves better than marrying Maureen. This is because10Maureen is HIV positive. However, no one is ready to seek his opinion on the matter but they all talk behind his back about his affair with Maureen. His decision to marry Maureen therefore alienates him from the people who looked up to him. His mind is however made up and he doesn t care what they think or say about him He; has no friends but KanjaThe second external conflict he develops is between him and Kanja, his boyhood friend. Kanja has heard rumours about Steve s intentions to marry Maureen; however he is afraid for Stevebecause rumour also has it that she is HIV positive. Steve feels that Kanja, his only remaining friend, should not be part of the rumour mill. He has no control over this and it turns out that his friend indeed has come fishing for information based on the rumours he s heard. What is more, his friend had also made advances to Maureen but was unsuccessful. Further, his friend brings the HIV stigma right into their house when he refuses to drink the juice Maureen serves him. It is this conflict with Kanja that is central to the story and is responsible for the ultimate death of Maureen. The other external conflict Steve develops is between him and Maureen. Pp19 Maureen explains to Kanja how Steve came to learn that he had HIV. This was her way of taking responsibility for pass the virus to him; this was her way of making him a victim and Steve resented it. He forbids her to reason like that but will not stop. 11Pp22 Maureen is hurt by Kanja s refusal to take the juice she serves him. She says it s worthless to live if people cruelly discriminate against you. Steve would have none of this and implores her not to think like that to no avail. Pp25-26 Steve not only buys the most nutritious foods for her but also cooks them but Maureen wouldn t eat. She suffers from nausea after a few bites, what is more she yearns for death. Despite his remonstrations with her that she banishes such thoughts of death from her head she wouldn t stop. Pp26-27 Maureen s sense of guilt finally gets the better of Steve."}
{"text": "She suffers from nausea after a few bites, what is more she yearns for death. Despite his remonstrations with her that she banishes such thoughts of death from her head she wouldn t stop. Pp26-27 Maureen s sense of guilt finally gets the better of Steve. Her deep seated sense of guilt reinforced by the careless talk of the neighbours finally gets Steve to contemplate the terrible possibility of her death. Steve also develops external conflict between him and HIV AIDS. He tries to have good mental health by making Maureen avoid negative talk, this is a battle he loses for her but does not succumb to. He continues to live positively He talks of counting their blessings. He stops smoking at the urging of his doctor. This too is a battle that he is winning. He buys nutritious foods and takes his drugs. He tells Maureen that she has to eat and take her drugs daily. Although Maureen loses this battle Steve does not he is in it for the long haul. He is determined to stay alive. 12Even Maureen acknowledges this pp20 she says that she has no doubt he will live. Maureen develops external conflict as well as internal. Internal conflictMaureen blames herself for passing the virus on to Steve. Pp19 She protests that she was faithful both to her husband and to Steve. She tells the story of how Steve found out he was positive to assuage herself lessen her guiltPp26 As she gets delirious she mumbles that she was faithful both to her husband and to Steve. External ConflictShe develops a conflict between her and HIVThis is another conflict central to the story. From the time we meet Maureen there is no doubt she is losing the battle against HIV. When we first meet her we are told that she looked somewhat weary. When Kanja refuses to take the juice she serves him, she is devastated. Pp21 she asks Steve why people must be so cruel. She refuses to forgive herself for bringing this cruelty on Steve. Subsequently she refuses to eat and it is hinted that she may have stopped taking her drugs- pp26 Steve reminds her that she has to eat and take her drugs daily. When forced to eat pp26 she develops nausea and says that she longs to rest euphemism for die. At the hospital, she tells the nurse that she is dying."}
{"text": "Subsequently she refuses to eat and it is hinted that she may have stopped taking her drugs- pp26 Steve reminds her that she has to eat and take her drugs daily. When forced to eat pp26 she develops nausea and says that she longs to rest euphemism for die. At the hospital, she tells the nurse that she is dying. Pp28 pp21 tears flow down her face as she thinks of Kanja s action and wishes people were more compassionate. Pp26 she declares that she is a living deadIn short, Maureen s sun went down the day she discovered she d passed on HIV to Steve. She also develops a conflict between her and theKanja s of this world. When Kanja refuses to take her13juice, she is devastated and asks Steve why people are so cruel. She feels that her family is discriminated against because she brought AIDS into it. She hardly goes out for fear of what people will say. Pp 26 Steve laments that her sense of guilt was the product of listening to lose speaking tongues. ThemesTwo of the best developed themes in this story are fear and guilt. They are both developed by Maureen. Kanja develops the theme of hypocrisy friendship cracks at mention of AIDS. HIV AIDS is developed by both Steve and Maureen. The author uses Steve to show how people can live positively with AIDS. Maureen on the other hand serves to illustrate how hopelessness and not AIDS kills people infected with HIV. Ignorance is developed by:Kanja not taking the juice Maureen servesThe town s folk in general not knowing that their negative talk kills worse than AIDS. Mr. Kabia- fears contracting AIDS if an AIDS sufferer is carried in his car. Loneliness is developed by both Steve and Maureen. CharacterisationSteve: determined, loving, realistic, open, sociable, hardworkingKanja: hypocritical, ignorant, lustfulMaureen: hopeless, faithful, loving, religious, hospitable, stoic14Essay QuestionLife is worth living even if one is suffering from HIV. Using Goro wa Kamau s When the Sun Goes Down for your illustrations show that this is true. 15Leaving by Moyez G. VassanjiSettingThe story is set in Dar es salaam, Tanzania."}
{"text": "Using Goro wa Kamau s When the Sun Goes Down for your illustrations show that this is true. 15Leaving by Moyez G. VassanjiSettingThe story is set in Dar es salaam, Tanzania. We first meet the family leaving on Uhuru Street where the Narrator s mother runs a shop. Later they move to the residential area of Upanga, upon her selling her shop. PlotThe story opens with the concept of leaving. The girls are getting married. Mehroon marries a former school mate who leaves in Dar. Razia marries a wealthy man who leaves in Tanga. Then there is Firoz who drops out of school and gets employed. The narrator s mother then sells her shop and moves from Uhuru Street to Upanga residential area. The narrator informs us their mother laid hopes on he Aloo. This is because they both excel at school. The narrator joins the local University. Meanwhile, in his last year at school, he proves to be exceptionally bright in his studies. Mr. Datoo, a farmer student and teacher at the boys school, visits the town from U.S.A. the similarity ofDatoo s and Aloo s background makes Aloo feels that he too could study in the USA. He starts writing applications to various universities in America. His ambition is to study medicine. When the results are out, he has straight A s. However, the local varsity gives him a place to study Agriculture. This is what makes the offer from CIT more appealing. They not only offer him a place at the university but also give him a scholarship. His determination to study in16America intensifies; however, the money required for transport and upkeep as well as his mother s fear of losing her son stands in his way. After seeking Mr. Velji s opinion, and some reflection, his mother is ready to let go. She bids Aloo not to smoke nor drink and not to marry a white woman. Her fears allayed, she sends Aloo to America for further studiesConflictThis story is about Aloo s determination to study medicineThe first conflict he faces is bureaucracy and corruption. On pp 35 the narrator hints at this:But some bureaucratic hand, probably corrupt, dealt out a future prospect for him that came as a shock."}
{"text": "She bids Aloo not to smoke nor drink and not to marry a white woman. Her fears allayed, she sends Aloo to America for further studiesConflictThis story is about Aloo s determination to study medicineThe first conflict he faces is bureaucracy and corruption. On pp 35 the narrator hints at this:But some bureaucratic hand, probably corrupt, dealt out a future prospect for him that came as a shock. This explains why the family does not want to question the university about Aloo s placement. Clearly, with his straight A s deserved a place in the medicine class. However, the family does not even think about arguing his case with the varsity would be an exercise in futility. Nothing would come out of it. The second conflict is developed by Velji andAloo s mother on pp 3 he tells Aloo s mother, But if you send him, you will lose your son. It s a far place, America, It is his mother, however, who fully develops this conflict on page 35, after Aloo has overcome his shock of getting CIT placement and scholarship, we are told:But first he had to contend with mother. 17She does not believe it and thinks that he is teasing her. Next she raises issue with the money required. 3000 shillings is required for pocket money. She further questions where they d raise his air fare from- it was not a little money that needed. She concludes that no one in Dar would help himPp 36 she gets angry at him and asks him why he wants to go away, so far from them and wonders whether they mean so little to him. Further, she is worried that something might happen to him. Her final resistance to his leaving is on page 39- she asks him to promise that he will not marry a white woman, nor will smoke nor drink. At this point we now understand her fear at telling him go: she would lose him to a different culture that all the values she d taught him would be in vain. Characters and Characterisation. Aloo a intelligent scores straight A s in his final examrespectful -pp 36 He had raised hisvoice to her, the first time I saw him that. -pp 37, they stood up whenVelji came in."}
{"text": "Characters and Characterisation. Aloo a intelligent scores straight A s in his final examrespectful -pp 36 He had raised hisvoice to her, the first time I saw him that. -pp 37, they stood up whenVelji came in. C determined: - studied hard in order to study medicine- wrote many applications with the aim of getting a varsity in America. Mother18-hardworking raised the children as a single parent upon the death of her husband-Cautious sought Mr. Velji s opinion on Aloo s case. -loving - feared to lose her son. 5.ThemesFamily family valuesThe narrator s mom has raised her children well. Marriage therefore is an important institution for them. It is not important that they marry into riches although Razia does. What is important is that they get married. The family is also supportive. Firoz was not good at school but they encouraged him to go far as he would. What is more, he has been taught the importance of work ethic. So after dropping out of school he is gainfully employed as an assistant bookkeeper. The narrator and Aloo are morally upright young men. They respect their mother and the people who come into their lives. First, they do not raise their voice at their mother. Second, the boys stand up when Mr. Velji comes into the room. Finally, although they disagree with Mr. Velji, they do not raise any objections when he says it s a bad thing to send Aloo to a foreign country: they respect his opinion. Finally her children neither drink nor smoke. 19Education. The two sisters are taken to school. Firoz is encouraged to go as far as he possibly would at school subsequently he got employed The narrator and Aloo go to university. It is instructive to know that their mom laid her hopes on them. This shows that she understands that through education her children would improve their lot. FearThe main conflict in this story is Aloo s mother s reluctance to let him go study in a foreign country. This conflict is borne of fearThat her son doesn t care much for the familyThat something could happen to himThat he could start smoking and drinkingThat he could marry a white womanPOVThis story is told from the 1st person pov."}
{"text": "This shows that she understands that through education her children would improve their lot. FearThe main conflict in this story is Aloo s mother s reluctance to let him go study in a foreign country. This conflict is borne of fearThat her son doesn t care much for the familyThat something could happen to himThat he could start smoking and drinkingThat he could marry a white womanPOVThis story is told from the 1st person pov. The narrator is the 2nd last born child in a family of 3 boys and 2 girls. It is an inspirational story of how upbringing influences the destinies of he and his siblings in general but Aloo in particular. He reports objectively the factors that influenceAloo s destiny. We trust his judgment because he is not only an adult but he is at the university. He wished his brother well from the start and in the end it comes to pass. In the end we do not just read a story for entertainment value. Stories also have information value. For us to exploit this fully we need to answer 3 questions. Is the title appropriate? 20Yes, all the 5 siblings and their mother are involved in leavings of sorts. What is the significant event? Mr. Datoo s visit is. He inspires Aloo to be all that he can be. This is so important because schools are yet to find a place for alumni. Without a doubt they influence the destinies of students and they should therefore be incorporated in career guidance activities. What is the author s intention? First of all the author s main audience are parents. Parents should learn that the way they bring up their children determines how positively they live life and how successful that life is. The author s second audience is the youth: although the environment in which you are brought up matters; ultimately, there is no success without input. The contrast between Firoz and Aloo exemplifies this. 21The War of the Ears by Moses IsegawaSettingThe story is set in a rural Uganda during a period of civil strife. A rebel group, God s Victorious Brigades, is fighting to stamp corruption out of the country in the light of their interpretation of the Ten Commandments. The ultimate sufferers are civilians. The story s main setting is Nandere Primary School with episodes in Ma Beeda s home and the forest."}
{"text": "A rebel group, God s Victorious Brigades, is fighting to stamp corruption out of the country in the light of their interpretation of the Ten Commandments. The ultimate sufferers are civilians. The story s main setting is Nandere Primary School with episodes in Ma Beeda s home and the forest. Most of the activities take place in the night. Darkness symbolizes the evil that has befallen the country at large and is about to befall Ma Beeda s village in particular. PlotThe story opens at the close of day at Nandere Primary School. Beeda is confronted with a problem: the world outside school is full of questions he couldn t answer and things he couldn t control. This drives him into a panic that it is possible that these events beyond his control could stop the children from coming back to school. Indeed, his fears are fanned by the letter that arrives in the school that day. The rebel group, God s VictoriousBrigades, says it is the last letter they send to warn Ma Beeda of dire consequences should she fail to close the school. She however swears to defy them and believes that they have government protection. Beeda, however, is clearly terrified and feels helpless because he does not believe the government s promise would come to much. We learn that his father had died when he was four, and now as a secondary school student, he doubles up as a teacher at his Mother s school. 22To prove their point, the rebel group has dispatched four child soldiers to Nandere Primary School, the only surviving school in the region. They are led by Major Azizima who is 14. The other 3 boys are his juniors. His immediate superior, Colonel Kalo, is 17. Upon reaching the school, Azizima awaits instructions from Kalo to burn it down. We learn that the supreme leader of the rebels is Generalissimo who is revered because he spoke with God. All the rules and guidelines come from him. This involves indoctrinating the child soldiers with his interpretation of the Ten Commandments and heavy doses of barbaric punishment for offences against his rules. Similarly, the soldiers mete out barbaric punishment like chopping off the ears of those who do not support the course of the rebels."}
{"text": "All the rules and guidelines come from him. This involves indoctrinating the child soldiers with his interpretation of the Ten Commandments and heavy doses of barbaric punishment for offences against his rules. Similarly, the soldiers mete out barbaric punishment like chopping off the ears of those who do not support the course of the rebels. The arrival of these rebels in Beeda s village brings to his door step those things he d feared he has no control over. At school first they are confronted with the pane Azizima had broken the previous night, Next, Miss Bengi informs them that a man s ear had been cut off the previous night and because of this insecurity, she intends to leave the village for the city. The gunfire later that night is the last piece of evidence that the war of the ears had finally come to their village. ConflictExternalThe first conflict we meet is between Ma Beeda and the rebels. They have been sending her letters telling her that she is a government agent and that she should close her school. The final letter is23signed by Colonel Kalo. It tells her that her punishment for defying them will be both heavy and harsh. She continues to defy them in the hope that the government s security apparatus will protect her and her investment. Secondly, we learn that the teachers too are in direct conflict with the rebels. We are told that Beeda s is filling in for a teacher who had fled weeks ago. Further, Ma Beeda s says that she spoke to the teachers and 2 or 3 want to run away pp 46 . Then there is Miss Bengi who announces her desire to leave for the city after a man s ear was cut off pp 59 The major conflict is between the government and the rebels pp 46 A war was going on in the forest and hills where government forces occasionally clashed with the rebels. This is also confirmed in the letter sent to Ma Beeda in which she is called a government agent. Their professed goal is to stamp corruption of out of the country. The conflict between the rebels and the government has also brought on conflict between the civilians and government on one hand and civilians and rebels on the other. Major Azizima s father died in the hands of the government security apparatus."}
{"text": "Their professed goal is to stamp corruption of out of the country. The conflict between the rebels and the government has also brought on conflict between the civilians and government on one hand and civilians and rebels on the other. Major Azizima s father died in the hands of the government security apparatus. They had alleged that he was collaborating with the rebels pp 51 We are also told that in between engagements with rebels, government forces looked for rebel collaborators pp 46 . 24Then there is the conflict between rebels and civilians in general. We are told that in the period between engagements with government forces the rebels attacked civilians pp46 Major Azizima tells us that his mother was killed by the rebels. What is more, he d been asked to cut off her ears pp 51 . Major Azizima also cuts off the ear of a villager who was looking for medicine for his sick wife. Pp53 . Further, after this act, they trained their rifles on the shops in case people confronted them. No one did. In the letter to Ma Beeda the rebels state that the war of ears had begun. This is in reference to cutting off the ears of civilians who defied them pp 45 . Finally the village is awakened deep in the night by gunfire. Pp61 The other conflict developed in the story is internalBeedaIn front of the class he knew everything and there was nothing he could not do. However, the world outside was full of questions he could not answer and things he could not control pp43 it is a flash-forward in the problems the villagers face from the government and rebels AzizimaHe thinks of escaping from the rebel base but if caught by the government soldiers he would be tortured or killed or both. If caught by the comrades he would be killed. Either way he would die but he wanted to live to25avenge his parents. Besides he wanted to find out what had happened to his siblings who had disappeared. Further, at school Nandere he felt a yearning to return to school, to study and get a certificate but he hated having to take orders from teachers. Moreover it would mean surrendering his power something he knew he would not do freely. Characters and Characterisation. Ma BeedaA widow, entrepreneur and a single parent, she has a son, BeedaHardworking started her school under a mango tree but is now a full-fledged learning centre."}
{"text": "Moreover it would mean surrendering his power something he knew he would not do freely. Characters and Characterisation. Ma BeedaA widow, entrepreneur and a single parent, she has a son, BeedaHardworking started her school under a mango tree but is now a full-fledged learning centre. Determined ResoluteHers is the last operational school. All the other schools have shut down at the behest of the rebels. Despite the numerous letters by the rebels that she shuts down her school, she defies them. OptimisticDespite the war going on around her, she is hopeful that it will not touch her school. She says that the rebels have no chance of victory and that they don t have the people s support. She also tells us that the government would hunt down all the criminals and punish them pp57 26SecretiveShe had a journal in which she entered the Nightcrawler s reports. Beeda was not allowed to look in the book. Pp 59 CuriuosHas set the Nightcrawler to find out details of what several people had heard and seen the night before. Perceptive pp 47 She had the ability to guess what her son was thinking and at times he disliked it intensely. BeedaHardworking stays at school teaching until late-plans his lessons in good timeConcerned pp 46 asks his mom whether shespoke to the teachers i.e. ask them to stay. -Wants to know the response of the regional commander in relation to their insecurity. Azizima -ambitious violent reflective determinedThemesHuman rights abuse crimes against humanity. Children are denied the right to education. Ma Beeda tells us that hers is the only school opening in the area, and even this is threatened to be short27lived by the rebels who have served her with a final notice to close the school. People are killed both by the rebels and the government. Azizima tells us that government forces killed his father for allegedly collaborating with the rebels. The rebels too killed his mother for an unspecified reason. People suffer mutilation in the hands of the rebels. The letter sent to Ma Beeda warns her that ears that don t listen to their master get chopped off and hers would be next. Azizima tells us thatBlue Beast forced him to chop off his mother s ears."}
{"text": "People suffer mutilation in the hands of the rebels. The letter sent to Ma Beeda warns her that ears that don t listen to their master get chopped off and hers would be next. Azizima tells us thatBlue Beast forced him to chop off his mother s ears. Azizima chops of the ear of a villager and keeps it as a trophy and proof to his superiors that he is loyal. Miss Bengi threatens to leave for the city saying she does not want her ear chopped off. DisplacementPeople are fleeing the village on account of insecurity arising from the war of the ears. Ma Beeda tells us that two or 3 teachers have expressed their intention to leave for the city. Beeda is filling in for a teacher who had fled several weeks before. Miss Bengi is thinking of going to the city to avoid the atrocities of the rebels. Enlisting of Child Soldiers. Major Azizima is only14 years old and is a soldier trained and armed by the rebels. The three soldiers he is sent to Nandere Primary school with are younger than he is. His superior, colonel Kalo28is only 17 years. These children are first abducted and then forced into fighting. Barbaric treatment of the soldiers at the base. Sex was forbidden at the base except for the four people in high command. Anyone who broke this rule got one hundred strokes of the hippo-hide whip. Rape was punished with amputation of the left hand. Dissention and theft were punished with death. There is no appeal against the words of the spies. They were made to chant Generalissimos hatred for the Ugandagovernment for hours on end. B Family relationsMaBeeda trains her son on the work ethic; he not only knows his house hold chores but loves his teaching job. Beeda is very respectful of his mother and she too of him. When his mother summons him, he drops what he is doing and goes to her for example when he was talking to Miss Bengi and his mother summons him he goes to her despite the fact he would have liked to continue talking to her. She too is respectful of him when he burns their supper; she resists the urge to raise her voice at him. Further, although she d lost her appetite, she respectfully eatssome of the food he serves her."}
{"text": "When his mother summons him, he drops what he is doing and goes to her for example when he was talking to Miss Bengi and his mother summons him he goes to her despite the fact he would have liked to continue talking to her. She too is respectful of him when he burns their supper; she resists the urge to raise her voice at him. Further, although she d lost her appetite, she respectfully eatssome of the food he serves her. ViolenceWar going on between government and rebelsGovernment torturing and killing rebel collaborators death of Azizima s father29Rebels mutilating or killing government sympathisers death of another chopping of the ears of a man. -breaking of a window pane at the school and its imminent burning down. Killing and mutilation of soldiers who break rules at the camp. Fear. Pp46 Beeda is afraid that teachers will desert the school; further, he is afraid that the promise of their safety by the regional commander may not hold water. He is afraid that something might have happened to uncle ModoPp 54 Most people went home early and were barricaded inside their house by nightfall. Pp 51 Azizimo is afraid that if he runs away from the base he ll be executed by the rebels upon capture. Further if he does escape he ll be tortured or killed by government agents upon capture. Pp 53 After Azizimo had chopped off the ear of a villager, the train their rifles on the shops- Nobody came out to confront them for fear of being killed or mutilated by the rebels. Pp 54-6 MaBeeda wakes up feeling that a messenger was at the door, waiting to break the news that her school was no more. It was a daily ordeal which reached its peak every morning. 30The Mirror by Haruki MurakamiSettingThe story is set in the narrator s house in the night. He is seated with some friends and they are relating scary stories or those of premonitions. There is however, another setting in which the narrator rebels a frightful moment in his life. This is at a school junior high school in which he was employed as a lone night watchman at the age of 18 or 19. The night was windy and hot. Mosquitoes buzzed all over amidst the noise of the wind."}
{"text": "This is at a school junior high school in which he was employed as a lone night watchman at the age of 18 or 19. The night was windy and hot. Mosquitoes buzzed all over amidst the noise of the wind. The broken gate of the swimming pool made banging rhythmic banging noises in the dark night. This description creates a scary mood which is consistent with his frightening experience. PlotThe narrator is hosting a number of friends and they pass time relating scary experiences or those of premonitions. The narrator says that there is a force linking the world of the living with that of the dead giving rise to the narrator of stories being related. These forces he says restrict people to either group those people who see ghosts are unable to have premonition and vice versa. The forces don t give people the ability to do both that is, they are mutually exclusive The narrator then distances himself from these experiences. He says that in his 30yrs he has neither seen a ghost nor had a premonition. However, he admits that he has had a scary experience which he narrates for the first time. He had kept it secret for fear that if he spoke of it then it might happen all over again. 31He relates how in his 2 am round on a scary night, he thinks he notices something in the hallway. Upon closer inspection it turns out that a mirror, which had previously not been there, gave his reflection. The mirror has him spell bound until he forcefully tears himself from it and shatters it rashes back to the janitor s room to sleep. In the morning, he goes back to inspect the scene of the incident. He finds the cigarette butt and his kendo that he dropped. However, that shattered mirror is not there. ConflictThe first conflict is about the nature of these supernormal experiences. The narrator tells his friends that all their experiences fall into two broad categories. The repetition of the phrase all your stories , suggests that his friends were not in agreement with him. The second conflict is that the narrator is immune to verse experiences. He describes an incident in an elevator with two friends who swear they could see a woman standing next to the narrator. He insists it was only the three of them in the lift. The third conflict is between the narrator and his parents. At seventeen they expected him to proceed to college after high school. He declines, and instead wonders all over Japan working at various manual jobs."}
{"text": "The third conflict is between the narrator and his parents. At seventeen they expected him to proceed to college after high school. He declines, and instead wonders all over Japan working at various manual jobs. The last conflict is internal. He believes that he is immune to the supernormal experiences. Yet he has this encounter with a non-existent mirror that32holds him captive and seems to control him. He keeps this event secret for over 12 years, but finally he relates it. What is more, he keeps away from mirrors. He is afraid the scary incident would happen again yet he swears he does not believe in supernormal forces. Character and characterisation. NarratorproudThinks that people that have encountered ghosts or have had premonition are not normal and that he is unique because he s never had those experiences. FearfulFeels apprehensive about mirrors and does not keep them around him. He was too scared to fix the broken gate because of the dark night. Terrified by the mirror incident he runs back to the janitor s room. RebelliousRefuses to go to college and chooses to do manual work. HospitableHosts his friends and having been entertained by their stories he too narrates one that he has kept secret in order to further entertain them. AnalyticalUpon listening to his friend s stories he separates them into two categories: those of ghosts and premonitions; further, he says a force links people to these things. He goes a step further and says the33impression he gets is that these experiences are mutually exclusive. 5.ThemesIdentity CrisisAt 17 when the narrator should be proceeding to college, he chooses to wander all over Japan doing manual work. This is a typical teenage problem as they try to identify who they really are, different from what their parents want them to be. What is disturbing though is that at 30, more experienced with life, he says he d do it all over again. This rebellious streak is stuck with him. He also believes that he is different from other people. Other people see ghosts; he doesn t. Other people have premonitions; he doesn t. Yet he is very much like them because of the encounter he had with an imaginary mirror that still controls his life. Appearances vs realityIt appears to him that the supernormal operates at two levels: ghosts and premonitions."}
{"text": "35Diamond Dust by Anita Desai1.SettingThe story is set in Bharti Nagar, an urban civil servants residential area in India. The events take us from Mr. Das house, to the streets of Bharti Nagar, into the Lodi Gardens and down the alleys of the town. 2.PlotWe are introduced to Mr. and Mrs. Das and Diamond, Mr. Das problematic dog. It is not only a nuisance toMrs. Das but to service providers and children as well. To Mr. Das, he is a lovable pet hence the name Diamond. As a result of Diamond s nature C.P. Biswas asks Das why he named the dog Diamond and not the more probable coal after its black colour. Das wouldn t hear of this neither does he have an explanation for Mr. Biswas. What is more, Das outs his dog before family; on return from work he greets Diamond then the family members. Mrs. Das has a premonition that all this is not going to end well. But Das is unstoppable. He even frolics with Diamond in public something that displeases his colleagues. His friendsBiswas and Base see Das behavior as bringing shame to them before their superiors:- the undersecretary and the retired Joined Secretary. Mrs. Das too disapproves of this attachment to Diamond. Over the years she has had to clean after Diamond: its urine, smell and fur from floor rugs and seats. She has even sacrificed a cooking pot has to move out of the house for one hour as Diamond s36meat cooks. Her protests do not yield any change. Ironically, Das complains that an animal s nature can t be changed by domestication. Children, though they approved of Diamond, teased him when Das wasn t around. He cautions them against using sticks or stones against Diamond or running away from him. They protest that they d be bitten the way Ranu was if they don t run. However, the real problems begin when Diamond matures into a full grown god. He moves from a nuisance to a menace. First, there is his phobia for uniform. He bellows at the postman, chases him and tears his trousers. The result is Mrs. Das doesn t get her mail regularly for it is thrown at the hedge."}
{"text": "He bellows at the postman, chases him and tears his trousers. The result is Mrs. Das doesn t get her mail regularly for it is thrown at the hedge. Then there are the other service providers: electricity meter readers telephone repair men, and garbage collectors who do not render their services to the Das family because Diamond attacks them when they do. Finally there are the school children who cannot get to the bus stop without adult protection. Neighbours however do not report him to the police out of both propriety and pity. In the end, Diamond becomes a pain to Das during mating seasons. He disappears for long stretches and during this period Das spends days and nights in search of him. What is more, his behavior when he catches Diamond mating alarms parents. Mrs. Das too wouldn t have Diamond back in the house until he s been cleaned. Further, Diamond is a threat to his job. He spends time looking for him instead of going to work or when he does go to work he is distracted. 37Diamond s final escapade ends badly for both of them. Diamond is caught by the dog catchers and he faces certain death. Das sees him in the moving van jumps onto it and plunges to death. ConflictA conflict arising from Diamond s actionsDiamond Mrs. DasDiamond generally upsets Mrs. Diamond. He upsets the table, when she sets Das food. He knocks her down. He gets more attention than her children do. She had to mop after him when he was a puppy and constantly urinated on the floor. She had to put up with the smell of the dog in her next house. Diamonds further had to be constantly removed from rugs, sofas and armchairs. Her letters got lost or never reached her because Diamond attacked the postman when he made deliveries. She had to nurse Mr. Das when he caught flu in the cold nights in search of Diamond. Finally, her husband dies when he tries to save Diamond from the moving fog catcher s van. Diamond and the neighboursThe children would throw stones or sticks at Diamond, then he d break loose and run after them nipping at their heels or stopping when they fell in the dust. When his phobia for uniform grew he would chase children on their way to or from school. The result was that they could38neither go to the bus-stop nor come from it, without adult protection."}
{"text": "Diamond and the neighboursThe children would throw stones or sticks at Diamond, then he d break loose and run after them nipping at their heels or stopping when they fell in the dust. When his phobia for uniform grew he would chase children on their way to or from school. The result was that they could38neither go to the bus-stop nor come from it, without adult protection. During the badmashi days, Diamond would howl so loudly keeping the neighbours awake. This would go on until hesnapped his collar. B Conflicts arising from Mr. Das actions:-i Das and Mrs. DasMrs. Das complained that he gave more attention to Diamond than he did to his children or grandchildren pp 3 Not even about our children not even your first-born son or your grandchildren, have you made so much of us that dog. She also complains that on his return from work Das greeted the dog Diamond, my friend before greeting Mrs. Das, his grandchildren or anyone at all. She refuses to go to the butcher s for buffalo meat for Diamond nor would she cook the meat when Das brought it he had to do it himself. Further, she asks him to substitute milk and bread for Diamond s meat but Das would hear none of this. She complains that her letters don t reach her because Diamond attacks the postman when he makes deliveries. Das instead accuses the postman of being cowardly. When Diamond goes out on his last escapade in Nov. the night chill made Das sick and she39had to nurse him every time he came back empty handed. Further, she pleaded with him to give up Diamond before the search kills him to no avail. Das and his colleagues neighboursC.P.Biswas is convinced the name Diamond is too good for the dog and wonders when it was given such a name. He d rather it be named coal after its black coat. Das says he d never do such a thing to Diamond. His colleagues had caught him frolicking withDiamond in public like a child. They feel he s taken leave of his senses and this worries them. Further, they feel that his behavior embarrasses them before their superiors, the under-Secretary and the retired Joint Secretary. When Diamond starts running after school children, many parents went to complain to Das but he remained deaf to their pleas."}
{"text": "They feel he s taken leave of his senses and this worries them. Further, they feel that his behavior embarrasses them before their superiors, the under-Secretary and the retired Joint Secretary. When Diamond starts running after school children, many parents went to complain to Das but he remained deaf to their pleas. Parents also took offence too when he led the children in search of Diamond upon his first disappearance. What annoyed them was Das separating Diamond from his partner beforethe children. Das and DiamondDiamond, following his animal instinct would go out in search of mating partners. Das feared the dog catchers would catch up with him and kill him. So, he would go out in search of Diamond40every time he disappeared. Ultimately, it is the arrest of Diamond that leads to Das death. Diamond and Service providersThe postman suffers the worst attack of the service providers. Diamond bellows at him, chases him and tears a strip off his trousers leg. After this he delivers the Das letters at the hedge. The other service providers who decline to serve the Das indene officials of the BOE, telephone lines repairman and garbage collectors. Characters and CharacterisationMrs. DasTolerant tireless cleans after DiamondDoes not give up living with Das on account of Diamond Neat cleaned the puddles and fur Diamond left behind her own pet, a cat, fed neatly off its bowl. Mr. DasInconsiderateAlthough his pet makes many people suffer, he d not give it up. UnrealisticHe expects animals to remain true to their nature but nothis Diamond. ThemesObsessionDas obsessive nature towards his dog disrupts the lives of his family, neighbours colleagues and service providers41Animals natureWe should not expect animals to change their nature just because we have domesticated them. This is illustrated by Diamonds disruptive behaviour in Das life as well as that of his family and neighbours. POVThird person point of view. Appropriate because the first person would have been very biased. We are therefore able to experience Diamond s disruptive behavior in all spheres of Bharti Nagar. A Is the title appropriate? Dictionary .com defines diamond dust as pulverized diamonds uses as an abrasive. Diamonds abrasive nature rubs everyone the wrong way including its owner. What is the significant event? Mr. Das obsessive behavior towards Diamond."}
{"text": "What is the significant event? Mr. Das obsessive behavior towards Diamond. What is the aim of the author? The author cautions against obsessive behavior Mr. Das does because of the excessive love he has for his dog. Besides, he is oblivious to the pain it causes other people. The author also cautions against the danger pets pose to both their owners and society in general. An animal nature can t be changed simply because it is domesticated. Diamond stays true to this statement which ironically is made by Mr. Das. The other irony in relation to this statement is that Mr. 42Das personality does not change despite the many pleas from friends and family. Task: One person s pleasure can be a terrible displeasure to someone else. Write an essay that is in support of this statement with illustrations from Anita Desai s story Diamond Dust 43Arrested Development by Sandisile TshumaSettingThe story is set on a road trip from Zimbabwe s capitalBulawayo, to Beitbridge, a town bordering South Africa. The setting moves from Max s garage, to a contraband ferrying vehicle and ultimately to Beitbridge. This is at a time when Zimbabwe is experiencing hyperinflation. PlotThe narrator and tens of travelers are writing at Max s garage for vehicles to take them to their various destinations. The narrator is an academic researcher in search of data on order jumping. There is no public transport and so the travelers are at the mercy of private vehicle owners. As a result of the collapse of public service provision, the people of Zimbabwe have developed infinite patience in order to get anything they want. After three days of waiting, the narrator struggles with other passengers to get onto the back of a pick-up that has stopped next to her. They are charged an exorbitant fare. Though they pay up, the driver takes them back to Max s alleging that his costs will not be covered. Presently she is directed by a tout to a vehicle ready to leave for Beitbridge. She finds herself travelling in the company of two contraband dealers, the driver and the woman in mid-thirties. She learns that the police take bribes to ignore the contraband. She learns that the lot of the cross-border traders is way better than that of highly educated Zimbabweans. For example she and her friend Lihile who has despaired of her lot ever improving."}
{"text": "She learns that the police take bribes to ignore the contraband. She learns that the lot of the cross-border traders is way better than that of highly educated Zimbabweans. For example she and her friend Lihile who has despaired of her lot ever improving. From the44passenger who joins them at Gwanda, she learns that ignorance is preyed upon in a very cruel way. This cruelty on one another wises up victims. Survival for con-artists therefore is a daily struggle. Zimbabweans are filled with loneliness and despair. Even for the cross-border traders, the risks are many. The best everyone can do is resign themselves to their fate like Lihile who now fetches water and easily contends with blackoutsThe narrator s research however offers a ray of hope that might salvage the youth from their endless troubles in search of a livelihood. 3.Conflicti Poor public service provision. The public looks to the government for the provision of public service. These have either broken down completely, like transport, or are not efficiently provided like electricity, water etc. The public is powerless to bring on any improvement and have resigned themselves to waiting. Ii Private transportWith the collapse of public transport, private vehicle owners have moved in to fill the gap. They charge fares that the public can bear. They even use unscrupulous means, like taking them back to the pickup stations, to Max on fares. 45iii The PublicThe public is its own worst enemy. They have perfected vigoroni: the art of getting ahead of the crowd and on top of the pile. A tiny old woman painfully elbows the narrator to earn her place on the vehicle to Beitbridge. The narrator in return scales the sides of the pick-up without regards to the less athletic woman. The passenger who joins them at Gwanda is conned of 780 rand. Payment defaulters in the cross-border trade are sold off to Nigerians in Johannesburg . The traders are mugged by bandits who strip search them. They pay off every government officer they come in contact with for their businesses to continue. They pay off border officials, highway police, magistrates even farmers. For example, Gloria pays a border official in order to cross the border without a pass. The driver buys a ticket from the police to avoid paying more bribes on the way."}
{"text": "They pay off border officials, highway police, magistrates even farmers. For example, Gloria pays a border official in order to cross the border without a pass. The driver buys a ticket from the police to avoid paying more bribes on the way. Characters and Characetrisation i Narratora Observant-vividly describes the boarding of the twin-cab pickup -places the Gwanda passenger as a Tshumab Intelligent-an academician carrying out a research project46c FocusedThe wealth made by the cross-border traders does not make her give up the quest of improving the lot of the youth in return for quick riches in business. Cross-border traders: -opportunists-cunning-daring- crossing of the LimpopoGeneral populace-impotent powerless to bring about change not every via ballot -Greedy change exorbitant fees for services transport and products fuel - Police govt. Officials take bribes Government officials swindle cash meant fordevelopment projects like the Matabeleland Zambezi Water Pipeline. -con one another e.g. the Tshuma boys conned by the money changers. -Resigned- Lihile now fetches water and contends with the blackouts despite her education and exposure at the U.K. -Generous there who have found work in S.A send cash and groceries to their relatives in Zimbabwe. Themes. The best developed theme in this story is suffering. There are many other themes but not well developed. I Sufferinga No public service or they are inefficient. 47-the narrator waits for 3 hours before she gets transport. The Tshuma man had waited 18 hours for the mini-bus to Bulawayo to fill. The narrator had waited for 2 hours at the bank to withdraw money. Black -outs are common place and house taps are drypayment defaulters are sold off to Nigerians in Johannesburgtraders sometimes have to cross the crocodile infested river Limpopo. At times they are attacked by banditsThe practice of Vigoroni has robbed them of etiquette. The narrator is elbowed painfully by a tiny old woman as they scramble for space on a pick-upii Impotence-In the first two paragraphs, the word wait has been used five times and waiting once."}
{"text": "Black -outs are common place and house taps are drypayment defaulters are sold off to Nigerians in Johannesburgtraders sometimes have to cross the crocodile infested river Limpopo. At times they are attacked by banditsThe practice of Vigoroni has robbed them of etiquette. The narrator is elbowed painfully by a tiny old woman as they scramble for space on a pick-upii Impotence-In the first two paragraphs, the word wait has been used five times and waiting once. This apparent patience is actually the collective weakness not strength of Zimbabweans . But it is not in the nature of a Zimbabwean to question or complain. Pp 88-the educated like Lihile have despaired and put her life expectancy at 40 or just below . What is more, she has adapted to the dry taps and blackouts. Iii Corruption-pp 93 There is no palm that cannot be greased, apparently border officials, highway police, magistrates all take bribes -pp 87 people in high office swindle project funds-Matebeleland Zambezi Water Pipeline has never taken off. 48iv Human rights violationspp 93 payment defaulters are sold off to Nigerians in Johannesburg, traders are subjected to strip searchers by banditsv Insecuritytraders are mugged by bandits in the farmlands of Limpopo Province. Vi Lonelinesspp 93 I am struck by a loneliness that I have noticed in everyone lately. On page 93 Gloria tells us that: Trust no one, not even relatives. This lack of trust seems to be the source of the loneliness. POV1st person narrator makes the story more credible because of her high academic status and the fact that she is the only person doing something to bring about change. A Is the title appropriate? Yes. Arrested development, though a contradiction, points to the fact that the impotence of 12million people has ensured their quality of life does not improve. B What is the significant event? The discovery of the patience of Zimbabweans c What is the aim of the author? Unless people do something about their circumstances, their lot will never change. 49Sandra Street by Michael AnthonySettingThe story is set in a suburb street called Sandra. It is no ordinary street. It houses a residential area, a school and it leads into a forested hill."}
{"text": "49Sandra Street by Michael AnthonySettingThe story is set in a suburb street called Sandra. It is no ordinary street. It houses a residential area, a school and it leads into a forested hill. Sandra Street maintains a somewhat natural environment: there are no fences or gates, a few houses, a small population and its people live in harmony. Neighbouring residential areas are a little way off. PlotWe are introduced to Steve, the narrator; Mr. Blades, his new teacher who is a nature lover and Sandra Street. We learn about the natural environment of Sandra Street through a composition by Kenneth, a boy from the other side of town. His story leads t a conflict between boys from the other side of the town and those from Sandra Street. The Sandra Street boys feel that their town has been described negatively. Mr. Blades reads a few more stories, some of which say very nice things about Sandra Street. His delight at these did not appease most of the boys from Sandra Street. In a desperate attempt to calm them, he asks the class to write a composition on the other side of town. This only fuels the conflict between the boys. However, the narrator does an objective assessment ofKenneth s composition and finds that it was a truthful description of Sandra Street. He even begins to appreciate its beauty. He is so caught up in his reflections he does not realise the break bell has gone. It takes Mr. Blades to bring him back to the present. 50The following Tuesday the boys fight again as a result of what they wrote about the other side of town. More compositions are written on other subjects yet Sandra Street did not go away. Mr. Blades, who is new to Sandra Street, is waiting for the mango season to find out whether the boys had given an accurate description of Sandra Street during that season. What is more, Mr. Blades takes an interest in Steven s writing. The two of them appear at the window several times looking out at Sandra Street. With every discussion they have at the window, Steven s observation ability grows so does this love of nature. His interest in nature takes him to the hills where he explores the river, mango and banana groves and even gets to put away green bananas in the immortelle roots to ripen. In his last encounter with Mr. Blades at the window, Steven invites him to the hills to inspect his bananas. At the hills, Mr."}
{"text": "In his last encounter with Mr. Blades at the window, Steven invites him to the hills to inspect his bananas. At the hills, Mr. Blades, who had thought the trip was a nature trail walk, is disappointed that Steven only focuses on the ripening bananas and not the view of Sandra Street the hill affords them. ConflictThe main conflict revolves around Mr. Blades and Steven. Mr. Blades is a nature lover. He sees in Steven a similar spirit which is however latent. There is an uneasy relationship in which the master trains the pupil to appreciate his environment. The challenge is in showing Steve the beauty of his environment without telling him what stands out as beautiful. So it is a journey in which Steven awakens to the beauty that is his environment with Mr. Blades as his hands-off guide. 51NB: This journey is made up of a series of conflicts between Blades and Steven. Identify all of them. B Kenneth s work and StevenThis is one in the series of conflicts mentioned in a above. However it stands out because it runs through the entire story. Mr. Blades contrasts Kenneth s writing with that of Steve. Kenneth seems to have well developed observation powers Steve does not. It is Kenneth s composition on Sandra Street that Mr. Blades uses to arouse Steven s passion for nature. Although it is unprofessional, Mr. Blades uses Kenneth s work to criticize Steven s pp 103,106 . Further, conflict develops between the boys from Sandra Street and those from the other side of town. Each writes disparagingly about the other s residential area resulting in two bruising battles. What is the import of these fights? Steven gives us the answer. He had written in anger what I thought of now in joy pp 99. Each of these pupils has a latent love of the environment in them. It however is not well directed. Mr. Blades tries to direct Steven s love of nature and remove the juvenile jealousy and hatred he possesses. Steven experiences internal conflict. First, although he likes to hear the steel band they do not have one in Sandra Street he puts it in his composition to disparage the other side of town he describes its sound as horrible pp98 . As Steven begins to appreciate the beauty of Sandra Street, it also fills him with a sense of sadness."}
{"text": "Steven experiences internal conflict. First, although he likes to hear the steel band they do not have one in Sandra Street he puts it in his composition to disparage the other side of town he describes its sound as horrible pp98 . As Steven begins to appreciate the beauty of Sandra Street, it also fills him with a sense of sadness. He says52that certain sadness came over him as he looked over the houses across to the hills pp 100 . Iii Steven writes in his compositions about his experiences at the hills but hopes that Mr. Blades will not see the reality in it. He wonders how Mr. Blades had found out about the bananas; he put out to ripen in the roots of the immortelle pp104-105 . E Mr. Blades suffers internal conflictHis dilemma is how to make the pupils appreciate SandraStreets beauty without telling them what is beautiful. Thus, when he reads Kenneth s work class and appreciates it, he is misunderstood by the boys from Sandra Street. His attempts to placate them by reading stories that said nice things about Sandra Street fall through. Instead of telling them what to look out for, he gives them an assignment to write about the other side of town. His teaching style is allowing learners to discover. He makes a compromise by guiding one. 53TWILIGHT TREK by SEFFI ATTASettingThe story is set in Gao, Mali. It then moves through Mali and Algeria upto Tangier, a Moroccan coastal town. This is desert country ant the travelers suffer the heat of the scorching sun and constant sand storms. The trek itself must take place in the night- it covers two nights. The travelers stop at a camp on a mountain just outside Tangier. It is a stinking mess. PlotThe story opens with the narrator receiving a fake passport in the name of Jean Luc from an agent in Gao, Mali. He narrates how he sold marijuana to raise his fare. Impatient that the money was not coming in quickly enough, he steals from his employer. He threatens to send a gang to sodomise him then slit his throat. The narrator scales up his immigration time-table and starts his illegal immigration journey. At the start of the journey he meets Patience, a girl he travels with to the Tangier camp. During the journey they face a lot of suffering."}
{"text": "The narrator scales up his immigration time-table and starts his illegal immigration journey. At the start of the journey he meets Patience, a girl he travels with to the Tangier camp. During the journey they face a lot of suffering. It is a bumpy ride and the sandstorms drive sand everywhere. In the day, they have to hide under the truck from the scorching sun. What is more, their guide increases the fare by 100 or he abandons them in the desert. They pay up and the second leg of their journey starts. Even this leg is disappointing. Their guide drops them at54the foot of the mountain and they complete their journey on foot. When they reach the camp the narrator is shocked by the insalubrious conditions. Men, women and children all live under plastic sheets and there are no sanitation facilities in sight. Further, they are warned to be wary of thieves, Moroccan security forces, conmen and plagues. Their final destination, Cueta, presents a challenge to get to. Obazee says that he s been trying for six years but keeps getting caught by the police who beat him up. The narrator finds out from Obazee how to cross the sea and what dangers each mode of transport presents and the cost. This information excites him and he shares it with Patience who has resorted to reading the bible for solace. He is ready to meet her crossing fee. She wonders where he would get the money from. He shows her where his money is hidden. They wake up in the morning to find that Obazee is moving the camp further away from the security forces. The narrator wouldn t move because he is still waiting for Patience who had gone to Tangier to find a samsara . He also discovers that she has taken his money. He waits to no avail. He has to start all over again. ConflictThe story raises conflicts at different levels. External conflict develops at two levels. First there is conflict55between people. Second, there is conflict between man and nature. The other level of conflict is internal. The narrator through his dreams understands that his mother s advice was worth taking yet he can t or wouldn t take it. We will now examine conflict in the chronological order that they are developed."}
{"text": "The other level of conflict is internal. The narrator through his dreams understands that his mother s advice was worth taking yet he can t or wouldn t take it. We will now examine conflict in the chronological order that they are developed. Illegal immigrant and foreign embassies pp109 The foreign embassies will not grant visas to illegal African immigrants effectively denying them an opportunity to move to Europe. The Africans believe they can still get to Europe. They will cross the Sahara and get to Morocco then cross the Mediterranean Sea into Spain. The narrator and drug seller pp 109 The narrator disagrees with his mother and runs away from home. To survive he sells marijuana. Dissatisfied with how much he was making, he steals from his employer. His employer in return promises to send a gang to sodomise him then slit his throat. To avoid this treatment he starts his journey to Europe. The narrator and his motherWhen the narrator was little his mother would dress him up like a girl. He would struggle during such treatment pp109 . When he got older, she tried to pimp him to a Lebanese man who liked light skinned boys. He runs away from home to avoid such treatment pp110 . Further, we learn that his dreams enhance this mother and56child conflict. His mother tries to dissuade him from making the trip by narrating to him horror stories of illegal immigration attempts. He is still in Gao and would have turned back but he doesn t pp110 . In the second dream, she alludes to the Promised Land, a story from the bible. However, the people who seek the Promised Land end up us taxi drivers, night guards, cleaners of plates and toilets and some become homeless sleeping in the cold of ghettos and streets. Yet others go on to become sex slaves or cultural slaves pp113 4 . In his penultimate dream, his mother uses strong images of death to hint at Jeans imminent failure. He still does not take her advice. In the final dream she dismisses Patience as a common prostitute and that her reading of the bible was of no value. She gives him more stories of frustrated immigrants. He does not heed his mother s advice that he stays away from Patience and the trip. Illegal immigrants and natureWhen the trek gets underway, the travelers find out that they can only travel in the night and the winds are very cold then. The sand too presents a problem."}
{"text": "He does not heed his mother s advice that he stays away from Patience and the trip. Illegal immigrants and natureWhen the trek gets underway, the travelers find out that they can only travel in the night and the winds are very cold then. The sand too presents a problem. It hurts their eyes, stings their nostrils and mats their chests. It is also in their food and57water. Their tongues swell so badly they cannot converse. Their legs are cramped. Others suffer from piles and wheezing chests. The conflict with nature continues when they stop in the day. They suffer the scorching sun and hide underneath the truck to avoid the heat. There is however no escaping the sand which is all over them including in their underpants pp112 113 . Travellers and Tuareg guideAt the start of the second leg of their journey, the travellers get blackmailed by their Tuareg guide. They are deep in the Sahara desert and the guide tells them to pay an extra 100 each or he abandons them. They pay up pp114 5 Illegal immigrants and environmentThe camp is insalubriousThe narrator describes it as an open sewer pp115 . There is lack of privacy. Men, women and children all sleep under plastic sheets. The environment is a health hazard. They suffer constant bites from fleas. Many are coughing. They are warned that even the air that they breathe may carry plagues pp115 6 . At the camp they are told to beware of thieves, Moroccan security forces and con men. 58The narrator and PatienceShe steals his money and heads for Tangier and the world beyond. Character and characterisationThe narrator Independent mindedWhen he was little his mother dressed him up as a girl and he d resist this. When she tried to pimp him out to a homosexual, he ran away from home. GiftedHe plays football very well. This is the main reason why he wants to travel to Europe where he hopes to develop his talent further. FriendlyBefriends Patience and helps her through the difficult times. He is willing to pay part of her fare. Na veTrusts Patience and tells her where his money is hidden. She steals it and abandons him at the camp."}
{"text": "He is willing to pay part of her fare. Na veTrusts Patience and tells her where his money is hidden. She steals it and abandons him at the camp. BraggartHe brags to Patience about his football skills and how he was going to make a career out of playing football in Europe. IrreligiousHis mother has not taught him religion. She says that Africans too can compile their stories in a holy book. 59When he reads about God promising the Israelites food, he says that he was tired and that the fairy wasn t going to help them. ThemesSufferingThis is the best developed theme in the story. Identify all the instances of suffering that the travellers go through. PovertyThis is the real cause of the trek. The narrator s mother earns a living as a prostitute. The money she earns barely covers expenses. She sells ground nuts to supplement. What is more, she is ready to pimp her son to homosexuals to augment her earnings. The Muslim women in Gao cannot afford to share their meal with strangers. There just isn t enough to go round. The highways are full of potholes and the taxis are in a state of disrepair. OpportunismThe narrator takes advantage of the trust his boss has in him and steals his money. His mother is happy to have a child of mixed race. His light skin is particularly favoured by homosexuals and she had been grooming him to earn money from the trade. 60The Tuareg guide blackmails the travellers in the desert. He raises the fare by 100 at a time he knows they can t default. Patience takes advantage of Jean. He trusts her enough to tell her where his money is hidden. She steals it and does not care about his plight. StyleSatireSatire is made up of three literary devices: irony, wit and humour. It objective is to expose the vices and follies of individuals or societies in such a way that they appear ridiculous. It is the heavy presence of irony in this story that directs our attention to satire. Let us now consider some of the outstanding instances of irony. IronyThe most important instance of irony comes at the start of the story and it s concluded at the end. The narrator dupes his master and steals his cash. During the trek he befriends Patience."}
{"text": "IronyThe most important instance of irony comes at the start of the story and it s concluded at the end. The narrator dupes his master and steals his cash. During the trek he befriends Patience. He builds a tent at the camp which he shares with her; he promises to meet the cost of her crossing the sea and to prove that he can he shows her the where the money is. She steals it and abandons him at the camp. It is the same money that he had stolen from his employer. Another instance of irony that runs through the story plays out between the narrator and his mother. She raised him with only one purpose in mind: to pimp him61out to homosexuals. He flees from home because of this. However, throughout the trek she remains the only voice of reason through his dreams. She constantly impresses upon him the folly of his action. Obazee is also an ironic figure. He holds a degree. His knowledge and skills ought to be used in the service of the people of his country. He is however portrayed as lacking in imagination. For six years he is stuck in the camp described as an open sewer. All his attempts to get to Cueta have been thwarted by the Guardia Civil. He fancies himself as the leader of the camp. This is a complete waste of university education. NB: Find more instances of irony. Notice that each of these ironic situations points to a human weakness. That is satire. Now let us examine the things that have been satirised in this story. Opportunism callousness of human nature andgreed The writer satirises the callousness of human nature in taking advantage of those around them for personal gain. The opportunists satirised in this story include: The narratorAt the time Patience steals from him he has 1000. This means that he stole a lot of money from his employer. The money has not brought him any benefit. First, the journey through the desert has been a very difficult one. Now far away from home he is not only destitute but he has no way of salvaging himself. Further, his inexperience has made him prey to the older Patience. 62 The narrator s employerHe deals in marijuana. This drug corrupts the youth. What is more is that he uses the young Jean to peddle his drugs and pays him peanuts."}
{"text": "62 The narrator s employerHe deals in marijuana. This drug corrupts the youth. What is more is that he uses the young Jean to peddle his drugs and pays him peanuts. The result is that Jean steals from him. The narrator s motherShe raises Jean with the intention of pimping him out to homosexuals. This is child abuse. She lamely tells him about the Lebanese: He ll only touch you . Her son runs away from home because he does not wish to be a homosexual. The Tuareg guideHis greed is satirised. Deep in the desert he takes advantage of the travellers and asks them for more money or he abandons them. The poor souls would die in the desert. They pay up. PatienceHer greed too is satirised. Jean was ready to share his loot with her so that they cross the sea into Spain together. She however steals his money and leaves him destitute. Brutality violenceThe policeThe last time Obazee tries to get into Cueta illegally, the Guardia Civil catch him and beat him up severely. It is the Medecins Sans Frontieres that saves his life. Pp119 BanditsThere is talk that travellers are sometimes attacked by bearded moslems and bandits when their trucks break down in the desert. There is no63guarantee that the police would arrive in time to rescue them. Such stories make some women turn back at the last moment pp111 . SamsaraIn his fourth dream, his mother narrates the story of the Senegalese girl who couldn t swim. The Samsara who carries her in his dhingy refuses to get close to the shore. He orders her to jump out of the dhingy into the sea and find her way somehow. Pp 121 Collective folly of illegal of illegal immigrationAt the end of the first dream, the narrator s mother tells him that the lesson to be learned from the deportation story is that the world is round and that means if one ran too fast, one might end up chasing the very homeland one is running from. In his second dream she tells him the story of disillusionment. Those who finally reached The Promised Land wonder what they were chasing."}
{"text": "Pp 121 Collective folly of illegal of illegal immigrationAt the end of the first dream, the narrator s mother tells him that the lesson to be learned from the deportation story is that the world is round and that means if one ran too fast, one might end up chasing the very homeland one is running from. In his second dream she tells him the story of disillusionment. Those who finally reached The Promised Land wonder what they were chasing. They end up driving taxis,, washing plates and toilets, guarding buildings at night, sleeping in the streets, serving as sex slaves and enslaving themselves to the West through marriage pp113-4 The illegal immigrants have neither clear plans nor the money to get them to Spain from the camp. The narrator says of the people in the camp: These people here are not like any64villagers; they are like refugees on television, squatting under plastic sheets: men, women and children. The implication is that they choose to lead a squalid life yet nobody sent them away from their villages which are more comfortable than the camps. Obazee gives a very poor show for an educated man. He lives a squalid life and fancies himself the camp leader demanding to be addressed with respect. How can a man who doesn t respect himself be respected by others. He should be using his university education to improve the lot of his people back at home. Six years have gone by with nothing achieved and many more will go by because he can neither go forward nor turn back. POVThe story is told from the first person point of view. It makes the story credible. We would not believe that people can be so wicked or so stupid unless we hear it from the horse s mouth. A Appropriateness of the titleHarrap s Essential English Dictionary defines a trek as a long journey usually on foot. Twighlight, on the other hand is the period immediately after sunset. Indeed the trek for the two days begins after sunset. In the day they rest to avoid the patrolling police. The journey is undoubtedly long although very little of it is done on foot. 65Figuratively too, the sun is not yet up for this would be immigrants. They are not realistic in their ambition to immigrate. B Significant eventThe notice of revenge on Jean by the drug baron is the significant event in this story."}
{"text": "65Figuratively too, the sun is not yet up for this would be immigrants. They are not realistic in their ambition to immigrate. B Significant eventThe notice of revenge on Jean by the drug baron is the significant event in this story. He says that he could not afford to be sodomised against his will so he flees pp109 . Aim of the authorShow the ridiculous lengths to which people will go to try and improve their lot. Show human suffering occasioned by poor decision making. Q. 1What are some of the elements that Sefi Atta exposes as ridiculous in Twilight Trek? Q. 2Discuss the suffering the illegal immigrants undergo in Twilight Trek by Sefi Atta. 66I STAND HERE IRONING BY TILLIE OLSENSettingThe story is set in USA after the depression and WWII but before the economy had fully recovered. The narrator is ironing the family s clothes on an ironing board in her house. The plotThe narrator, a mother of five in her late 30 s, stands ironing her family s clothes. She reflects on a question asked her by somebody handling her daughter, probably a teacher at school. The unnamed person wants her to visit and give information that could be used to help her withdrawn daughter, Emily. She doesn t think she should go because she believes she doesn t have an answer. She believes her 19 year old daughter has lived through experiences that have altered her life in ways a mother cannot understand. Through her reflections, we however get the picture. Emily, very beautiful at birth, is her first born. Her husband abandons them when she is only eight months. The narrator, a working class mother, could not afford to employ a nanny. At first she left the baby with an inconsiderate neighbour. Later she took her to her grandparents. A year goes by before Emily reunites with her mother. Two reasons are given for this long period of separation. First, the narrator could not raise the fare. Second, Emily suffered an attack of chicken pox. 67When she returns, their lot has not improved. She is shipped to school where she suffers in the hands of nasty children because of the scars left by chicken pox. She also suffers in the hands of inconsiderate teachers who sent her back to the bullies."}
{"text": "67When she returns, their lot has not improved. She is shipped to school where she suffers in the hands of nasty children because of the scars left by chicken pox. She also suffers in the hands of inconsiderate teachers who sent her back to the bullies. What is more, the economic hardship makes her mother send her back to her grandparents. When she returns, she finds that she has a new father. Things get worse for Emily when her siblings start coming: four in total. Her mother barely has time to smile at her, let alone comfort her in the nights when she has nightmares. She therefore feels rejected and unwanted. The only saving grace is that her condition, we are not told what it is, impairs her growth. She therefore looks much younger than her age. Inconsiderate children tease her because she does not fit the picture of the stereotype beauty. Her younger sister does not help much. She too bullies Emily. In the end, the narrator is less harassed by the task of parenting. The children have grown older and don t require much attention. She begins to pay more attention to Emily. At first these moments are rejected. Gradually, communication does begin to take place but only on Emily s terms. The narrator is therefore hopeful that ho intervention is requires and that her daughter will end up well. 68ConflictAll the conflicts in this story centre on Emily and the challenges she goes through from infancy to young adulthood. She is born to young parents who have no means of raising her. Her mother is only 19 and America is going through its worst economic crisis: the great depression. Clearly not ready for the sacrifices of parenthood, her father abandons them when she is only eight months old. She lacks a father s love throughout her life. Her new daddy does not fare any better. In the night when her mother is tired and cannot comfort her when she has nightmares, he does not step in. Her mother s love is not forthcoming either. At eight months she has to be with a neighbour during the day as her mother earns her keep. When the financial crisis deepens, she has to go and live with her grandparents for one year. During this period there is absolutely no contact between mother and daughter. This movement to her grandparents happens twice. When she reunites with her mother at the age of 2, she has to go to school. This is the only way her mother could go to work."}
{"text": "This movement to her grandparents happens twice. When she reunites with her mother at the age of 2, she has to go to school. This is the only way her mother could go to work. School exposes her to more loneliness. She is tormented by both pupils and teachers pp129-30 . Emily s conflict with her mother worsens when the clinic persuades her to send Emily away to the convalescent home in the country. For the first six weeks the narrator was not allowed to see her daughter. When she was finally allowed, she69could only speak to her daughter from a distance. The situation was made worse because Emily was not allowed to hold or keep the many letters her parents wrote her. They were only read to her once. Emily s mother also remembers a time when an old man living in the back told her that she should smile at Emily a little more when she looked at her. This was a t a time when Emily was an only child. The narrator remembers this when the other children had come and they were receiving the smiles but it was too late for Emily pp130 The other conflict develops between Emily and her siblings. When Susan was born, her mother was away in hospital for one week. Upon her return, Emily was not allowed near her mother or the baby for another week. She had to endure two weeks of loneliness. As a result, she became delirious with fever pp131 . What is more is that she didn t get better, and suffered nightmares. When she called out to her mother, she d ask her to go back to sleep because it was just a dream. She was too exhausted looking after Susan there was no energy left to look after Emily. There are more problems with Susan. The narrator refers to the relationship between them as poisonous. Their mother acknowledges that she solved the conflicts between the two very badly. She blamed Emily for them. She says that Emily had a corroding resentment towards Susan. 70Then there is the social contest between the siblings. Susan had the good looks that Emily lacked. Further, she was more confident and articulate than Emily. She stole Emily s jokes and riddles and the audience lived her. The most cruel thing was losing or breaking Emily s precious things without apology and getting away with it pp133-4 The instance between Emily and a boy she loved Emily loved a boy painfully through two semesters."}
{"text": "Further, she was more confident and articulate than Emily. She stole Emily s jokes and riddles and the audience lived her. The most cruel thing was losing or breaking Emily s precious things without apology and getting away with it pp133-4 The instance between Emily and a boy she loved Emily loved a boy painfully through two semesters. Months later she reported to her mother how she d stolen money from her purse to buy the boy his favourite candy. He however showed her no affection but liked another girl, Jennifer, better. She pleaded with her mother to tell her why this happened but she had no answer pp133 . SchoolSchool too presents a challenge; she was neither glib nor quick. To her teachers, she was a slow learner who kept trying to catch up. What is more, she was chronically absent. This was in part because of her illness and because her mother just wanted to have her children together, so she made her stay at home with her siblings who not of school going age yet pp133 . Susan too did contribute to her problems with school. She sometimes mislaid Emily s homework. Subsequently, Emily would go to school her homework not done. Her mother says71she d suffer over the unpreparedness, stammering and unsure in her classes pp135 . As a result Emily develops this attitude that there is more to life than school. On the eve of her mid- term exams, she tells her mother not to wake her early with the rest in the morning. She reasons cynically that there might be another atomic bomb in a couple of years that would kill all of them and that it would not matter that somebody had excelled at school pp136 . Emily and povertyAll though all of Emily s problems stem from poverty, there is one event that stands out: her ability to imitate. Her mother had suggested that she one day try it out in the school amateur show. She did and she won. She got invites to perform to thrilled audiences. However, because there was no money to develop her talent, it eddied, clogged and clotted in her pp135 . Character and characterisationThe main character in this story is well developed. She is brought out as a very ordinary woman who has both weaknesses and strengths. StrengthsDeterminedShe looks after her family despite the economic strain."}
{"text": "Character and characterisationThe main character in this story is well developed. She is brought out as a very ordinary woman who has both weaknesses and strengths. StrengthsDeterminedShe looks after her family despite the economic strain. She says that she d go out to work or go out to look for work pp128 . 72ResponsibleLooked after Emily as best as she could. When she couldn t be there, she left her with a neighbour or took her to her grandparents. ReflectiveAt the beginning of the story, someone has asked her to visit and give insights that might help improve Emily s lot. The rest of the story is her reflection on what her achievements and failures have been in bringing up Emily. HonestShe admits her mistakes in the upbringing of Emily. She was distracted both by poverty and the sheer amount of work involved in raising five children almost single handedly. She says that the first six years of Emily s life, she was either away working or Emily was away with her grandparents pp136 . When Susan was born she was too exhausted in the nights to comfort Emily when she had nightmares pp 131 . WeaknessesFearfulShe is afraid that she may not raise her child right. Emily is brought up by the book. She is fed when the book says she should and not a minute too soon pp127 . She fears to raise the child alone and often sends her back to her paternal grandparents home although her husband had deserted her pp128 . 73She is afraid of going to talk to the person who wants insights into Emily s life. In fact, she will not go. She says, Let her daughter be; the only thing that Emily needs to know is that she is not helpless pp136 . She sends her child to the convalescence home for fear she would be taken away from her. The child only returns when the social worker says so even though it was clear to her long ago that the home was not improving Emily. BiasedShe was more lenient with Susan than she was with Emily. She says that when it came to balancing the hurts and the needs between Emily and Susan, she did badly in the earlier years. This was because she felt that Emily had a corroding resentment towards Susan. She did not smile as readily with Emily as she did with the other children."}
{"text": "She says that when it came to balancing the hurts and the needs between Emily and Susan, she did badly in the earlier years. This was because she felt that Emily had a corroding resentment towards Susan. She did not smile as readily with Emily as she did with the other children. She remembers the old neighbour s admonition that she smiles more readily with Emily. This face of joy she admits she started wearing too late for Emily. She therefore does not smile as easily as the others pp130 . She readily made Emily miss school but is very strict with her siblings school attendance pp133 . 74ResignedShe is resigned to the fact that Emily is different from the other children. When she went to school to watch Emily s performance, she only recognized the Emily that nearly drowned into the curtains. She however cannot come to terms with the Emily that is spell binding and exuding control, command and confidence. Little wonder that she does nothing to nurture Emily s talent pp135 . That is to say that according to her Emily is a misfit and that is how things should stay. ThemesPovertyThe narrator is a working class mother. She says that she worked or was out looking for work pp128 . The long hours she spent ironing are indicative that she could not afford to employ somebody to do it. Her daughter asks her: Aren t you ever going to finish the ironing, mother? Pp135 . Of Emily s condition, she says: We were poor and could not afford for her the soil of easy growth pp136 . The goodbye note that Emily s father writes is another indication that they are poor. He writes: He could no longer endure sharing want with them pp128 . Want as a noun means a state of extreme poverty. SufferingEmily s life is one of suffering right form birth. 75Being a first born, her mother brought her up by the book. This meant that she had to endure hours of hunger because her mother only fed her when the book said that she should. At eight months her father walks out on them. She has to be left with a neighbour, who didn t like her very much, when her mother went out to work or look for work. Later she is sent to her father s relatives because her mother could not afford to raise her."}
{"text": "At eight months her father walks out on them. She has to be left with a neighbour, who didn t like her very much, when her mother went out to work or look for work. Later she is sent to her father s relatives because her mother could not afford to raise her. At her grandparents she comes down with small pox which scars her face for life. Then there was her stay at the convalescent home. For the first six weeks she is not allowed to see he mother. When she if finally allowed to visit, they can only see on another from a distance lest the children are contaminated. Further, the only friend that Emily makes, a little girl, is taken away from her. Emily laments that: They don t want like you to love anybody here pp132 . There is someone else Emily loved. This is the boy at school. She even stole money fromher mother s purse to buy him his favourite candy. He however liked Jennifer better. NB: There are many more instances of Emily s suffering. Identify and illustrate all of them. Do you think the narrator too undergoes suffering? Explain your answer. 76Family relationshipsTry to find answers to the following issues raised about Emily s family. Trace the development of the relationship between Emily and her mother. Give illustrations to show that the relationship between Emily and Susan is a sour one. Supply evidence to show that Emily s four siblings got preferential treatment. POVThis story is told by the first person. The events are made more credible through the use of stream of consciousness. The narrator s reflections and the memories jump from one thought to another as she gives us insights on why Emily turned out the way she did. 7. A Appropriateness of title The title is symbolicIt is a symbol of the poverty of the narrator and the general harsh economic period in which Emily was born and raised. Besides putting in long hours for the people who employ her, the narrator had to put up even longer hours to take care of her own household chores. It is also a symbol of the tortured thoughts and memories that go through the narrator s mind as she tries to understand why Emily turned out the way she did. Finally it is a symbol of hope."}
{"text": "Besides putting in long hours for the people who employ her, the narrator had to put up even longer hours to take care of her own household chores. It is also a symbol of the tortured thoughts and memories that go through the narrator s mind as she tries to understand why Emily turned out the way she did. Finally it is a symbol of hope. At the end of the story the narrator says that Emily should know that she is77not as helpless as the dress on the ironing board before the iron. Significant eventThe significant event in this story is Emily s father deserting his wife and daughter when Emily is only eight months old . Aim of the authorThe writer depicts the suffering endured by the working class families in America during the great depression. QuestionWrite an essay to show the suffering that Emily has endured in her 19 years. 78THE RETRACTION BY STANLEY O. KENANISettingThe story is set in three countries. First, there is the narrator s home country, Zambia. Part of it is set in his village and part of it in the capital, Lusaka. Secondly, it is set in Lilongwe, Malawi. The final setting is Johannesburg, South Africa. The movement between Botolo and Lusaka dominates the story. Another important aspect of the setting is the contrived setting. The contrast in the two contrived settings brings out the futility of the complaint letter against Tatha. The plotThe narrator receives an email from Tatha, a former airline hostess, with Malawi Air. She complains that she loses her job on account of a complaint letter that the narrator writes. Through a series of flashbacks, we learn exactly how he came to write the complaint. The airline served alcoholic drinks on the plane. However, the hostesses were under strict instructions to give additional drinks to passengers only after they had finished what they had been served. This was the only limitation. The narrator however comes from a culture in which pride at a drinking place depends on the number of bottles that one places on the table. Every time he rings for a hostess, it is Tatha that appears and politely declines to serve him an extra drink unless he has finished what he s been served. Towards the end of the journey, another hostess asks the passengers to write down their comments on slips of79paper that she provides."}
{"text": "The narrator however comes from a culture in which pride at a drinking place depends on the number of bottles that one places on the table. Every time he rings for a hostess, it is Tatha that appears and politely declines to serve him an extra drink unless he has finished what he s been served. Towards the end of the journey, another hostess asks the passengers to write down their comments on slips of79paper that she provides. The narrator confesses he was drunk having been drinking for two hours but still gives his comments. He alleges that Tatha had been rude to him throughout the flight. Tatha s email touches him so much that he sells most of the things that he d bought with the prize money and travels by road to Malawi, a 1000km journey, to retract his complaints and to personally apologise to Tatha. He does not get the responses he had expected and travels back home crestfallen but happy with what he had done. Years later, he sees Tatha in a magazine crowned the hostess of the year at Kenya Airways. 3.ConflictTatha and ZgamboThis is the main conflict in the story. Tatha s dream from childhood has been to work for Air Malawi. This she has achieved and wishes to develop her career. What brings her and Zgambo together is fate. Fate would have it that Zgambo would win an air ticket at a raffle draw courtesy of the Lundazi District council. Fate would have it that he boards the plane on which Tatha was on duty. Fate would have it that at drinks time, the less sophisticated Zgambo, would wish to invoke his tribal pride of beer drinking. Fate would have it that airline drink policy allowed for only one drink at a time and Tatha would politely advice him so. However, there was no upper limit. Fate would have it that Zgambo would take advantage of the upper limit policy and get drank. Finally, fate would have it that the airline, in a bid to offer world class services, had resorted to seeking passengers views on the flight and that the drunken Zgambo would80make his comments that Tatha had been rude to him throughout the flight. That s it. A man s ego took advantage of company policy and ruined ta fledgling career."}
{"text": "Finally, fate would have it that the airline, in a bid to offer world class services, had resorted to seeking passengers views on the flight and that the drunken Zgambo would80make his comments that Tatha had been rude to him throughout the flight. That s it. A man s ego took advantage of company policy and ruined ta fledgling career. This conflict is further developed when Zgambo visitsBlantyre to retract his comments. He goes to Tatha s home and she bluntly refuses to welcome him despite the rain. She claims that the apology would do her no good, nor will the retraction amount to anything. Finally, he turns to leave and she runs up to him to ask him in until the rains die down. She adds that she was confused by the whole event. He declines to go in with her. Zgambo and the airline s CEOZgambo gets to Blantyre and visits the Malawi Air office. His intention is to meet the CEO and retract his comments. He does meet the CEO but finds out that the retraction is not a one man affair. The CEO has to present the matter to the disciplinary committee. There was nothing more for Zgambo to o but leave. Zgambo and other service providers. Zgambo and the caf receptionistShe was downright rude to him. He says there was a trace of irritation, sarcasm or both in her voice. Further, she does not wait for his full name but fills the entire space with his surname in block letters and in very poor handwriting. She then tears off the receipt before he finishes spelling his name and hands it to him. This is because she was in a hurry to close. 81Zgambo and bus service to BlantyreThe buses were small and jam packed with sweating humanity. The bus industry sacrificed human comfort for the sole purpose of maximising revenue. What is more, they did not entertain comments on the services they provided. Zgambo and Malawi Air receptionistThe receptionist spoke endlessly on the phone as she served Zgambo. She dismisses his pleas the he sees the CEO sooner just so that she can get back to her telephone conversation. Hardly a world class service. The call was not a business one."}
{"text": "She dismisses his pleas the he sees the CEO sooner just so that she can get back to her telephone conversation. Hardly a world class service. The call was not a business one. Character and characterisationZgamboCareless irresponsibleHe made disparaging comments about Tatha s work to take revenge on an employee who had declined to soothe his ego because what he demanded was against company policy. As a result, she lost her job. ReflectiveUpon receiving Tatha s email about the consequences of his actions, he reviews the events on the plane and says that he had not acted judiciously. He seeks to correct his actions by retracting the comments he d written. DeterminedHe seeks the most effective way to make the retraction. It turns out emails are not taken seriously and the Zambian postal system is ineffective. He is left with only one option: travelling to Malawi. To achieve this he has to sell most of the things that he d82bought using the gift shopping voucher from the raffle. He sold most of the things at a fraction of their cost. Further, he endured the discomfort of the buses and inns to make the retraction in person. Finally, he patiently waits for several hours to meet the CEO and makes his retraction. ConcernedHe is bothered that his comments resulted in Tatha losing her job. After meeting the CEO he walks out feeling assured that Tatha would be reinstated. He is relieved when he finds out a couple of years later that Tatha got a new job and was excelling at it. ThemesIntegrityThis is the main theme of the story. Many characters display a lot of dishonesty in this story. For example, the narrator only learns that his actions on the plane lacked integrity after they had caused Tatha her job. Most of the service providers he meets lack integrity and are merely concerned about themselves. Therefore the services they offer are poor at best. Malawi Air too is a prisoner of its own policies. They were quick to dismiss Tatha on account of a comment from a solitary passenger who was drunk. The claims were not verifiable. What is more, they were at pains to rescind an unfair decision that they had made even after a personal retraction by the complainant."}
{"text": "They were quick to dismiss Tatha on account of a comment from a solitary passenger who was drunk. The claims were not verifiable. What is more, they were at pains to rescind an unfair decision that they had made even after a personal retraction by the complainant. They also have double standards: passengers on their planes are asked to make comments on the quality of service but visitors to their offices are given such an opportunity. As a result,83the receptionist uses company resources, time and phone, for personal benefit without fear of retribution. Finally and most importantly, Tatha acted with integrity but lost her job on account of bureaucracy. However, because of her integrity she lands a similar job in a different company and is soon crowned Employee of the Year. Integrity pays. SufferingAnother theme worth examining is suffering. Find out all the characters that undergo suffering in this story. Name them and illustrate the suffering they go through. 6.StyleIronyThe chief device that the author uses in this story is irony. The narrator had complained about Tatha s alleged rudeness on the flight to South Africa. Her behaviour is contrasted with the other service providers who are downright rude to him. This makes Tatha s integrity stand out. SymbolismThe rain is a symbol of suffering. We encounter rain in the evening the evening that Zgambo went to visit Tatha. We are told that it was raining when the taxi they were in pulled over in front of Tatha s house. The narrator steps out of the cab and into the rain. In the seconds that it takes him to reach the door, he was heavily soaked. His entire conversation with Tatha is held with the rain hitting him hard. He pleads with Tatha to let him in because it was freezing cold in the rain. After Tatha dismissed him and shut the door in84his face, he stands facing the door for a long time oblivious of the rain. When he chooses to walk away, Tatha calls him back but he walks on. She joins him in the rain and tries to convince him to stay in the house until the rain stops. She says that her actions were as a result of the pain she was filled with. The rain therefore symbolises the suffering that the two undergo. POVThe story is told from the first person point of view. The narrator makes a mistake for which he wishes to make amends."}
{"text": "The rain therefore symbolises the suffering that the two undergo. POVThe story is told from the first person point of view. The narrator makes a mistake for which he wishes to make amends. The story is about the challenges he faces in his attempt to retract his comment on Tatha s conduct on the flight to South Africa. Coming from the horses mouth, the story is credible. The honest remorse of the narrator is evident. 8. Appropriateness of titleThe retraction is an appropriate title because the narrator made a comment on Tatha s conduct that he should not have made. He tells the Malawi Air CEO exactly that. But the real story is in the lessons he learns as he tries to make the retraction. He learns that most people discharge their duties completely devoid of integrity and that he had judged the one person who served him with integrity wrong. Above all, he learns that his efforts to make the retraction did not go to waste. Tatha did get a job at a new company and continued to excel. 85Significant eventThe significant event in this story is Tatha writing a email to complain to Zgambo that he has hurt her career. Without this email he would never have known that he had wronged Tatha. It is responsible for his making the retraction. Aim of the authorThis is a morality story. The writer cautions us against doing things just because we can. There is a need to reflect upon the possible outcomes of our actions on the people we deal with. People should behave with integrity whether or not they are being watched. The message in short is that integrity pays. TASKWe like to cause suffering to ourselves and those around us. Write an essay to show the validity of this statement using The Retraction by Stanley O. Kenani for your illustrations86The Bamboo Hut by Grace OgotSettingThe story is set among the people who live on the shores of Lake Victoria. It is a rural setting in the era of the African chieftaincy. The story is completely devoid of Western influence and examines the shortcomings of the inherited chieftaincy and how this affects the chief s family. Further, it examines the morality of the decisions these people make owing to the pressure of the inherited chieftaincy. The PlotChief Mboga goes to the foot of the Ramogi Hills to pray for a son."}
{"text": "The story is completely devoid of Western influence and examines the shortcomings of the inherited chieftaincy and how this affects the chief s family. Further, it examines the morality of the decisions these people make owing to the pressure of the inherited chieftaincy. The PlotChief Mboga goes to the foot of the Ramogi Hills to pray for a son. He is a man both stressed and depressed because none of his many wives have borne him a son to inherit his throne. This is the final plea he is making on this sacred spot. His wife, Achieng is pregnant and due to give birth soon. Unknown to anybody, she is carrying twins. Two months after Mboga s visit to the sacred hill she gives birth alone at the river bank where she had gone to fetch water. She is disappointed when she gives birth to a baby girl. Her disappointment is not long lived though because she goes into labour again and this time the twin is a boy. Overjoyed and desiring to please her husband, she abandons the girl child by the bank and takes the boy back home to the happy chief. Her secret tears at her heart but when she goes back to the river bank after staying indoors for the mandatory 4 days, the baby is not there. 87Many years later the chief encounters a girl that impresses him with her bravery and he wishes that his son marries her. His son, Owiny, too is impressed by the girl and vows to marry none other. However, the protocol of marriage in a chief s home has to be followed. It turns out that nobody knows the girl s father because her foster mother had found her abandoned by the river bank soon after birth. The right decision is reached at the chief s home: his son cannot marry a woman of unknown parentage. Owiny would have none of this. He had set his eyes on Awiti and no substitute would appease him. Achieng is a tortured mother. Awiti s story fits that of the child she had abandoned by the river bank. She has no choice but to tell the truth. The chief has a moral obligation to punish her for the wrong that she had done. It was taboo to throw away a new born child and she was therefore not worthy of being the chief s wife He chooses not to and instead organises a celebration and keeps his family together."}
{"text": "She has no choice but to tell the truth. The chief has a moral obligation to punish her for the wrong that she had done. It was taboo to throw away a new born child and she was therefore not worthy of being the chief s wife He chooses not to and instead organises a celebration and keeps his family together. ConflictMboga and the godsChief Mboga feels that the gods have denied him happiness. For many years he had beseeched Ramogi, the ancestor of the Luo people, to intercede on his behalf for a son. He is not happy because he hasn t a son to inherit his chieftaincy. Achieng She badly wanted to please her husband by being the first wife to bear him a son. So focused is she88that when she gives birth to twins se abandons the girl child by the river bank for she argues that she will spoil the fun. She soon finds out that this decision comes back to haunt her. She can neither find the child she had abandoned nor the peace of mind that should have come naturally to her for bearing the heir to the chief s throne. Owiny and MbogaOwiny is very disappointed when he finds out that he cannot marry Awiti. He tells his father that he has chosen Awiti over the beaded stool. Achieng and MbogaAchieng realises that she is the only one who can resolve the conflict between her husband and son. However, this comes with a risk to her personal safety. If she reveals that she had abandoned a new born baby, then the rules demanded that she be sent away. She chooses to tell the truth despite the consequences. The chief too has a problem because he risks breaking his family. He makes up his mind to keep Achieng despite the mistake that she had committed because losing her would break his heart. Further, he argues that she had borne a lot of pain when she lost the opportunity of seeing her child. Character and characterisationMboga: traditional, merciful, strict, authoritarian Owiny: resolute stubborn,Achieng : decisive89ThemesTraditionA number of Luo traditional practices are brought out in this story:Marriage, child naming, chieftaincy, religionClemency forgivenessAchieng had gone against the rules of the community."}
{"text": "He makes up his mind to keep Achieng despite the mistake that she had committed because losing her would break his heart. Further, he argues that she had borne a lot of pain when she lost the opportunity of seeing her child. Character and characterisationMboga: traditional, merciful, strict, authoritarian Owiny: resolute stubborn,Achieng : decisive89ThemesTraditionA number of Luo traditional practices are brought out in this story:Marriage, child naming, chieftaincy, religionClemency forgivenessAchieng had gone against the rules of the community. As a result, she was supposed to be sent away. The chief gives two extenuating circumstances against effecting this decision. The first is the heartache it was going to cause him to lose the woman he loved; secondly, he pitied her for the pain she had lived with upon losing her daughter. The third reason is a very interesting revelation: people have secrets and he does not know the extent of these secrets. But it makes him learn that though he was a powerful chief, he was still human and his own family kept secrets from him. Power authorityChief Mboga although considered a mighty leader understands his limitations. If the chieftaincy is to remain in his lineage he has to sire a son. There is nothing he can do about this. Besides, he needs a son to look after him because he has no authority to keep his daughters from going away upon attaining marriage age. Further, he follows all the laid down procedures to prepare for the marriage of his son. When it turns out that his son cannot marry Awiti, he does90not use his office unjustly to influence the marriage although he risks losing his son for he is determined to marry Awiti. The import of this is that leadership is a challenge and that the use of power authority for the common good is its sole object. This the mighty chief achieves. The only time he uses his office to suit his purposes is the time he refuses to send Awiti away but chooses to celebrate the return of his daughter. POVThis story is told from a third person point of view. This is appropriate because it is a controlled admiration of a leader by his subjects. Any other point of view would have been subjective."}
{"text": "POVThis story is told from a third person point of view. This is appropriate because it is a controlled admiration of a leader by his subjects. Any other point of view would have been subjective. The audience is able to find reason to admire the leadership of Mboga as he deals with a difficult period in his tenure involving personal matters. He comes out us a leader who makes judicious decisions. Certainly leadership is not a bed of roses. A Aptness of titleThe title is symbolic. The bamboo hut in Mboga s home was beautifully built and well kept, however it was reserved for the woman who would bear the chief a son. Achieng does and she is treated with the respect that the hut was. When the chief learns of the mistake she had committed in order to please him, she is forgiven her sins. That decision too is symbolic because it brings out the gentler side of the chief or the human face of leadership. The bamboo plant is a delicate one just like the decision the chief had to take on this issue. 91Significant eventThe significant event is the arrival of the twins; in particular their being born by the river bank away from prying eyes. This allows Achieng to make a personal decision that allows the story to develop. The aim of the authorThe author is concerned with the pressures that people in position of authority have to deal with as they conduct their business. Mboga is called a great chief; some also call him a mighty chief. This is because he applies the rules even when his family is affected and all this to the common good. This therefore should be the goal of any leader. TaskLeadership is not a bed of roses. Discuss this assertion in light of the events in this story. 92TUESDAY SIESTA by GABRIEL GARCIA MARQUEZ COLOMBIA SettingThe story is set in Colombia. Part of the setting is the train and the other is the banana growing plantations of Colombia. The train affords us an opportunity to get a closer look at the mother and her daughter. One thing that is very clear is their poverty. But we also get a great insight into their self-esteem. The banana plantations they pass on their way to their destination depict the monotony of life which is made worse by the hot weather that brings life to a standstill for a couple of hours every day."}
{"text": "One thing that is very clear is their poverty. But we also get a great insight into their self-esteem. The banana plantations they pass on their way to their destination depict the monotony of life which is made worse by the hot weather that brings life to a standstill for a couple of hours every day. This stifling heat is a very important component of the setting. It helps to develop the oppressive nature of relationships among these people. The plotWe meet a bereaved family, mother and daughter, on a train. They are on their way to mourn her only son who had been shot allegedly in the act of stealing. The town they are going to is far away necessitating the train ride which the deceased s sister is taking for the first time. Upon disembarking from the train, they walk straight to the church and demand to see the deceased s grave. It turns out that the deceased was not known even by the priest. He hears his name for the first time from the mother of the deceased. He begs her to wait until the sun goes down before she goes to the cemetery but she insists she has a train to catch at three. He93gives her the key to the cemetery and follows it up with a question on poor upbringing. The deceased s mother protests that she raised her son as a morally upright person but he was only a victim of their poverty. By this time word has done the rounds about their presence and a sizeable crowd of curious onlookers has already gathered outside the church to catch a glimpse of mother and daughter. The priests best efforts to dissuade her from walking into the crowd fail. ConflictThe most noticeable conflict is between the peopleand the weather. The heat is extreme. On the train the oppressive nature of the weather is described in a number of ways. The air became humid and they could not feel the sea breeze any more. Pp165 By twelve the heat had begun. Pp166 The band was playing a lively tune under the oppressive sun. Pp166 A dry burning wind came in the window pp168 When they get off the train we get more descriptions ofthe heat:The town was floating in the heat. Pp168 The woman and the girl walked over to the shady side of the street. Pp168 It was two. At that time, weighed down by the drowsiness, the town was taking a siesta."}
{"text": "Pp168 The woman and the girl walked over to the shady side of the street. Pp168 It was two. At that time, weighed down by the drowsiness, the town was taking a siesta. Pp168 94In some houses, it was so hot that the residents ate lunch in the patio. Pp168 At the parish house we are told, An electric fan was humming inside . Pp168 The priest asks the mother why she has to go to the cemetery in the heat and pleads with her to wait until the sun goes down. Pp170 The priests sister tells her that she will melt in the hotstreets. Pp173 b The mourners and timeWhen the story opens we are told that it was 11:00am. On that train trip we are continually reminded of the passage of time. By twelve, the heat had begun. Pp166 It was almost two. Pp168 This is the time they disembark from the train. At the priests house she is told to go back after three and she replies that the train leaves at three-thirty. Hers therefore is a race against time. Ironically, in her hosts town, time is of no importance, it comes to a standstill at eleven and wakes a little before four. Pp168 c The mourners and povertyThe narrator tells us that the woman and her child were both in severe and poor mourning clothes. Pp165 Further, we are told that they were the only passengers in the lone third-class car. Pp165 The woman we are told bore the conscientious serenity of someone accustomed to poverty. Pp166 95Character and characterisationBereaved motherDignified Having or showing self-esteem She does not allow her poverty to result in low self-esteem. On the train she sits upright and we are told that she bore the conscientious serenity of someone accustomed to poverty. She is concerned about their looks. As they are about to disembark from the train she gives her a comb and asks her to comb her hair. She too dries the sweat from her neck and wiped the oil from her face. At the priests house she shows calm determination as she insists that she has an emergency and needs to be served. When the priest does not understand who Carlos is, she tells him that he was the thief that was killed a week ago and that she was his mother."}
{"text": "She too dries the sweat from her neck and wiped the oil from her face. At the priests house she shows calm determination as she insists that she has an emergency and needs to be served. When the priest does not understand who Carlos is, she tells him that he was the thief that was killed a week ago and that she was his mother. Asked why she did raise a morally upright son, she says that she did and that he was a very good man. He however had no work and may have moved to the plantations in search of better pasture, having lost all his teeth to boxing. The crowds that gather to stare at her make the priest and his sister very uncomfortable but not her. She tells them that she is all right and walks right into the crowd. 96Themesa Human relationsThis is the major theme of this story. The young man died an unnecessary death. There is no hint of insecurity in the area. For 28 years she had lived alone and had never had to fire the gun. His death was not looked at as tragic because no one knew him. When the priest asks her to identify herself, she does so confidently and in precise details. This makes the priest uncomfortable he blushes . We can only infer that owing to her circumstances he had not expected her to be so dignified. The members of this community break from their languid siesta routine and move out into the streets to catch a glimpse of the mother of a thief. The priest and his sister are so scared by the scene they try to dissuade her from going out but in vain. She does not lose her self-esteem and walks out into the streets filling up with crowds of people. The bereaved mother is therefore a symbol of people who life has treated badly but do not succumb to the labels that society ascribes them. They are strong willed and dignified. SufferingThis is the other theme developed in the story. The bereaved mother shows a lot of stoicism as she mourns the death of her son. We are told that the priest looks at them in amazement when he realises that they were not going to cry. Pp171 97Further, she is faced with a difficult situation in which no one knows her family and against her son s alleged crime she is judged. The priest asks her whether she ever tried to get him on the right track. The priest is evidently find fault with her parenting ability."}
{"text": "Pp171 97Further, she is faced with a difficult situation in which no one knows her family and against her son s alleged crime she is judged. The priest asks her whether she ever tried to get him on the right track. The priest is evidently find fault with her parenting ability. Pp171 This family cannot afford good clothing. We are told that mother and daughter were dressed in severe mourning clothes. Further, the deceased we are told used a rope for a belt and was barefoot. This family also faces discrimination. The crowds break from their routine siesta just to catch a glimpse of the deceased man s family. The priests sister is so scared she tells them that they were going to melt. The mother stoically endures the questioning stares of the people who want to see what the mother of a thief looks like. The members of this community too have their own problems. The heat is evidently one of the things that cause them untold suffering. They have to close down public schools, offices, and stores everyday at 11:00am and open just before 4:00pm on account of the heat. The priest too has his moment of suffering. When he asks the woman to identify herself, she does so with so much confidence that the he blushes and breaks into a sweat. His suffering stems from the fact that he had judged the woman98badly and her sense of self-esteem is what puts him under undue pressure. StyleThe chief style in this story is symbolism. The heatIn its tedium, that is monotony, the heat represents the deceased s mother s life. It is very oppressive and has few choices if any. She has raised her children well telling them what is wrong and what is right. This does not however save her son from the harsh realities of life. He has to eat. He takes to boxing which to say the least only hurts her son. When he abandons this, he moves further afield only to die in search of food. She has to face the curious crowd outside the church. If she stays until the sun goes down then she will miss the 3:30pm train and she does not have the means to lodge in the townfor the night. NB: What do you think the heat symbolises in the lives of the banana plantation farmers? It symbolises the loss of control of their lives. The heat controls how their day is run."}
{"text": "NB: What do you think the heat symbolises in the lives of the banana plantation farmers? It symbolises the loss of control of their lives. The heat controls how their day is run. They routinely break at eleven and resume work at four. Nothing exciting happens nor do they create avenues for entertainment. This is why the diversion presented from their routine by the arrival of the mourners stirs them from their routine. 99The death of her son symbolises fate. The nature of his death is such that nobody could save him. He had just arrived in the town, no one knew him but he was hungry and was ignorant of the risk of knocking on people s doors in the night as a stranger. His mother accepts this reality stoically. She tells the priest that she is the mother of the thief that was killed there the previous week. She also does not question the reason for her poverty. She takes it for a fact and lives in it with dignity. She pays for third class car because that is what they can afford; it is instructive that they are the only ones in the car- it means most people can afford to pay for better transportation. It does not bother her that they are the only passengers on it. However, before they disembark she makes sure that she and her daughter are as presentable as they can be. POVThe story is told from a third person point of view. It is however omniscient objective. There is no comment on the characters or their thoughts. No interpretations are offered. We have to interpret the events on our own. This is good for the story because the author wants us to see things as they are. He does not wish to unduly influence our thinking. However, the details offered are sufficient to convince us that human beings are very quick to judge one another and often with very wrong conclusions being jumped to. 1008 a Appropriateness of titleThe title of this story is appropriate. It is the Tuesday of August. It is a typical hot day in the calendar of the banana plantation people. They have all taken a break from the heat at 11:00am as usual and are having their siesta. This unfortunately will not be an ordinary siesta because an event happens that wakes them from their mid-day sleep: the mother of the slain thief is in town and everyone wants to catch a glimpse of her. So it is for them a story about a Tuesday that their siesta was interfered with."}
{"text": "They have all taken a break from the heat at 11:00am as usual and are having their siesta. This unfortunately will not be an ordinary siesta because an event happens that wakes them from their mid-day sleep: the mother of the slain thief is in town and everyone wants to catch a glimpse of her. So it is for them a story about a Tuesday that their siesta was interfered with. B Significant eventThe significant event in this story is the decision of the mother of the slain thief to visit her slain sons grave. Her trip necessitates that we learn about her economic background and why the slaying of her son was fated. C Aim of the author. The author picks a sad event in the life of a poor mother to show us how strong we can be both in adversity and grinding poverty. No one can therefore take your self-esteem from you but yourself. First we must view ourselves with pride then those around us will see our dignity. 101Two Stories of a House by Leila Abouzeid Morocco SettingThis is story is set in a Moroccan town. It is told in two parts. The first part is set in a courthouse while the second part is set in the roof house of an old woman. The first setting is a very formal one with a government officer presiding and passing judgment. The second one is very informal and the two old women pass their own judgment. The plotKhadija Bent Ahmed has lost the house she has lived in for over thirty years and has therefore taken the matter to court. The defendant is Meeluda Bent Al-bacheer, her land lady. Khadija feels that she has paid rent all those years and been of help socially to the defendant and this ought to give her ownership of the house. Meeluda on the other hand thinks that the rent was insignificant and it does not make Khadija an owner. She therefore convinced Khadija to vacate the house for renovation upon which she would return. This was not to be. Khadija s house was the first floor and to get there she had to use the stairs. Meeluda gets the repair man to destroy the stairs and the landing. Subsequently she says they cannot be repaired and that the whole house is coming down. The judge s verdict: Khadija should go and take her belongings and cease to lay any claim on the property."}
{"text": "Meeluda gets the repair man to destroy the stairs and the landing. Subsequently she says they cannot be repaired and that the whole house is coming down. The judge s verdict: Khadija should go and take her belongings and cease to lay any claim on the property. In her devastated mood, Khadija learns of an old woman with a story similar to hers. She goes there to share her story. The woman tells her about her own tribulations which she feels are even more devastating102than Khadija s. Her husband of over forty years had divorced her and married a girl below twenty years old. What annoys her is that she was the girl s benefactor. The girl was pregnant out of wedlock and was hiding from her brothers. Since the old woman was barren she gets into a deal with the girl that she will hide her shame and in return she would leave the child she was carrying to her. Her husband takes to the girl and marries her and then divorces the old woman. Although she keeps the two children twins their mother secretly meets them every day when the old woman is out of the house. ConflictThe first conflict is between Khadija and Meeluda Kahdija feels that she should own the property she has lived in for over thirty years. Her claim does not make sense. She has been a tenant and therefore she was paying for a service. This is Meeluda s argument which the judge upholds. This conflict however reveals some very important facts. Khadija also had a conflict with her husband. She feels that her husband squandered the family wealth through his generosity. He was hospitable at the expense of his family. This also brings us to another very important fact: women have no right to own property. It appears that it is the men who handle family finances. So even though Khadija knew how best to spend the family s103resources in order to secure her future, she was not allowed to make financial decisions. This can be confirmed through the second case in which the old woman is thrown out of the house she says her sweat is in and now has nowhere to go. The second conflict is developed by the divorceeShe is in conflict both with her husband and his new wife. She feels that the new wife has ruined her marriage."}
{"text": "This can be confirmed through the second case in which the old woman is thrown out of the house she says her sweat is in and now has nowhere to go. The second conflict is developed by the divorceeShe is in conflict both with her husband and his new wife. She feels that the new wife has ruined her marriage. They had made a deal and the girl swore on the saint s tomb that she would only give birth in the old woman s house and then leave for her the child. Instead she made herself comfortable as a wife. The other conflict she develops is with her husband. She acknowledges that she has not been able to bear any children for him. However, during the period she was married to him she worked hard and they got to own a house. Now he has thrown her out of it and she is destitute. What is more is that she is in her sunshine years and does not have the strength to start all over again. Therefore she feels that her husband has treated her very unfairly. Both women develop conflict with religion. Khadija says that Meeluda swore to Mecca, and the divorcee says that the young girl swore on the saint s tomb. None of these people honoured their pledges. In khadija s case, she tells the judge that the reason she has taken long before bringing the case to his court is that she had still left the case with the saints. 104It therefore means that her disillusionment with her religion is what finally makes her bring the case before the judge. She feels that her faith was misplaced. This is the same reaction that we get from the divorcee. She had hoped for God s reward for helping the girl but suffers a divorce instead. This makes her a very cynical woman: she says that there is no good neighbour in this world, no grateful people, and no faithful husbands. Character and characterisation Khadija- unrealistic, religious Meeluda cruelDivorcee-hard working, religiousPlease supply illustrations that confirm these traits. ThemesPlace of the woman in societyThis is the major theme in this story. This is brought to us through the experiences of two women. Khadija has a husband who is pleasure loving. She dutifully serves him as a wife but when he dies her future is not secure and there is no law to protect her from the harsh reality of life. This is why the urban setting is extremely important."}
{"text": "Khadija has a husband who is pleasure loving. She dutifully serves him as a wife but when he dies her future is not secure and there is no law to protect her from the harsh reality of life. This is why the urban setting is extremely important. Men cannot hope to carry on as if they are in the village and forget their obligation to their families. The divorcee too develops this theme. She swears that she worked hard as a wife and attributes the house she and her husband lived in and all the good105things in it to her efforts, at least partly. Now in her sunshine years she is thrown out and becomes destitute. She seems to understand that justice will not be served anywhere so unlike Khadija, she does not report the matter for arbitration to any authority but simply becomes cynical of human nature. So for both women society has failed to protect them from the ill wind of the world despite their devotion to their religion and men. PovThe story is told from a third person point of view. This is appropriate because it gives us an objective view of the goings on in women s lives in this society. A Appropriateness of titleTwo Stories of a House is an interesting title. It leads us to believe that we are going to look at one house and hear two stories about it. This however is not what obtains. There are actually two houses and two stories. So why is the house in the title singular? The pains and the resulting misery to the women is the same. The author implies that take any two women in this society and you will find that they identify with each other s suffering. The title is therefore appropriate in the cry for equity. Significant eventKhadija s going to court and the divorcee becoming the village girls benefactor. 106Aim of the authorThe author is appealing for gender parity. This is a patriarchic community in which women have little or no say about their own affairs. The author thinks that this state of affairs should change. 107THE LAW OF THE GRAZING FIELDS BY CYPRIAN EKWENSISettingThis story is set among the nomadic people of West Africa. It is most likely Nigeria. What is more important though is the time. The story is set in pristine Africa before the influence of the west. It is a typical short story with the events taking place in a very short time."}
{"text": "Pp183 Amina and her brothersModio was suspicious of her behaviour and therefore set a trap for her. Jama had not paid the full bride price and therefore could not yet take her. This intervening period presented Yalla with an opportunity to steal Amina. That evening Modio lays in wait with a pack of wild cattle dogs which he sets on Yalla and then grabs Amina. He takes her back to the hut swearing that she was going nowhere butJama s. Her elder brother disturbed by this incident begins to plan how they were to escort her when the time finally came. He says he would ride behind her because she could not be trusted after what she had been through with Modio. Amina and JamaShe is averse to marrying him because he does not fit the stereotype male of the community. This is supposed to be the masculine type that would protect their families from attack by wild animals. According to her he is weak-kneed and109effeminate. He had failed the flogging test. She says that he had wept and begged as they flogged him at the sharo. She would be an embarrassment to her if she married him. Her brothers and YallaThey knew he was planning to elope with Amina. This is why Modio kept vigil. When he finally gets the girl they run after them and the brothers are not afraid to use poisoned arrows if only to get their sister back and take her to Jama. When he finally beats them to his hut, they tell him that their father will know no rest until Yalla will have compensated for his cattle. Pp189 Finally they acknowledge defeat. One of the brothers says that Yalla is a man. He set fire to their camp, stole their sister and then called them thieves for taking back their horse that they had saddled for another bridegroom. Character and characterisation Amina-strong willed, determined, proud Yalla-courageous, determined, humorous, loving Get your illustrations to prove the above traits. ThemesTraditionThis is the most important theme in this story. We learn about the culture of these pastoralists in relation to marriage. First there is the law of the grazing fields. A man may elope with a woman of his choice as long as he is not caught. A man must complete the payment of dowry before he could take his wife."}
{"text": "First there is the law of the grazing fields. A man may elope with a woman of his choice as long as he is not caught. A man must complete the payment of dowry before he could take his wife. They were waiting for Jama to110deliver the last instalment of his dowry before they could hand Amina over to him. Men had to be tested to determine their suitability for marriage. The stage for doing this was a ceremony called sharo in which the man would be flogged in public to determine how well he bore pain. Those who wept and begged during the flogging lost favour in the eyes of potential brides. Parents arranged marriage for their daughters. Amina s father had first accepted the bride price then told her about it. She was not expected to have a say and that is why her brothers were trying to enforce the will of their father. LoveAnother theme developed in this story is love. This is a story of passion. Nothing would stop Yalla from marrying the woman he loved. She says that he was strong enough to break stubborn bulls but when he smiled and held her in his hands his face was so gentle and sweet. When they are in Yalla s settlement and he points his hut out to her, she says: Our hut you mean . She tells Modio when he stops her from eloping: This night I will be with Yalla. He s the husband I ve chosen. Yalla on his part has suffered to get this woman to be his wife. He endured the pack of wild cattle dogs and later a poisoned arrow. Despite the poison he takes time to acknowledge Amina when he gets them to his house: My wife! He moaned. Mine at last. 111StyleFlashbackIt is through flashback that we learn why Amina is opposed to marrying Jama. He had wept and begged when flogged. We also learn of how they had set to elope through a flashback. Yalla was to make scratching sounds to indicate his presence. It is also thorough flashback that we learn of the huge dowry that Jama is paying. ImageThe image of a hawk has been used twice in this story. The first time it is used with reference to Modio. He crouches before her with hands curved like the claws of a hawk about to strike. In this instance the hawk is playing a protective role."}
{"text": "The resulting strikes bring about violence and unemployment. Another important factor worth mentioning is the contrast in the weather. The Namibia she leaves is hot and dry which agrees with the political heat created by the oppressive regime. The England she visits is in the middle of winter and is therefore equally oppressive. 2.The plotThe story opens with Angelika s visit to Birmingham. We are told that it was the town of her liberation. We learn that she is in the UK courtesy of her church. She has been sent there to learn English. So bad is the situation at home that it is only churches that are setting up projects to improve the lot of the people. It is in one such project the Angelica and her husband work. It is a day care centre for children whose mothers have to go to work but have nobody to leave them with. Besides studying English, she hopes to take a course in Community Studies that would help her run the day care centre. 114Her friend Tembi, a Namibian nurse studying in UK, encourages her to avail herself of the medical expertise in theUK to find out why she can t have children and perhaps even have the problem remedied. Her visit to the hospital reveals that she had been stirilised. She says this was done without her knowledge by the military doctors who had removed her appendix. The sympathetic doctors in Birmingham tell her that although the operation is considered permanent they had carried out a few reversals successfully. They are cautious though and tell her that there are no guarantees that her case too would be a success. She consents to the operation nonetheless. Again the church bears the cost of the operation. Naturally she has to travel back home to meet with her husband to determine the success of the operation. Here too the church meets the cost. She returns to Birmingham and anxiously waits for her to find out whether she is lucky. Her periods do not come and this is a good sign. She shares this news only with Tembi for fear of raising people s expectations too high. Her luck holds out and finally it was evident to all that she was pregnant. It is only then that she informs her husband. She continued with her studies as she carried the pregnancy to term. Six months after her baby was born she bids farewell to her benefactors and heads back home. 3.ConflictThe conflict with weather is very important. It develops the theme of suffering in the story."}
{"text": "She tells that it is God who helped her as always. This is in reference to the surgery that she undergoes to correct her sterilisation. B. HardworkingEvery day she looked after 80 preschoolers at the children s centre that she ran. Their mothers dropped them in the early hours and collected them when it began to turn dark. C.RealisticWhen it became obvious that she was not going to have children of her own, she adopted three girls from her husband s family. D. ForgivingWhen it became clear that she had been sterilised by white doctors without her consent, her friends wished to write letters to the newspapers and contact the UN to object to the malicious behaviour of the white doctors. She objected to this approach. Clearly she117felt no bitterness towards the people who had wronged her. E.SecretiveUpon missing her periods, she did not readily tell the people around her. Further, she only went to the doctor s after 7 weeks. What is more, she did not dare tell her husband for fear that something might go wrong. The only person she told was Tembi whom she asked not to tell anyone. Themesa. Human rights abusesForced sterilisationA number of women are sterilised by white doctors without their consent. Angelika is one such woman. Further, she says that she thought of the other women it must have happened to who neither knew nor had the chance to reverse their enforced childlessness. OppressionPolitical leaders were detained, tortured or forced into exile. Forced resettlementThe natives had been resettled into remote reserves. The narrator says that the village had been pushed into the rocky hills by colonial settlement. FriendshipChurchThe church is responsible for a number of humanitarian assistance. The narrator says that as the South African rule oppressed the118people of Namibia, it is only the churches that could set up projects to help the people. Further, the church met the cost of Angelika s education, treatment and travel expenses. We are told that they offered assistance from an emergency fund so she could give birth in Birmingham and continue her studies afterwards. The people of NamibiaThe narrator tells us that the people survived the traumatising experiences because of their solidarity."}
{"text": "Further, the church met the cost of Angelika s education, treatment and travel expenses. We are told that they offered assistance from an emergency fund so she could give birth in Birmingham and continue her studies afterwards. The people of NamibiaThe narrator tells us that the people survived the traumatising experiences because of their solidarity. She says that survival came through mutual support, through solidarity within the communities and within the families: helping people who did not have enough food, caring for those who were sick, looking out for each other s children. TembiWe are told that it was Tembi who began to show Angelika around to ensure that she did not spend too much time alone in her room. Further, she is the one who suggested that Angelika seeks proper treatment. As a result, Angelika found out that she had been sterilised without her consent, but what is more the doctors were able to reverse her condition which was thought to be permanent. The people of EnglandAngelika visits England at a time they were facing labour unrest. The administration was119harsh and the police charged on protestors. She says that the people sent parcels of food across the country to the places that the strike held out the longest. 6. A.Appropriateness of titleThe title is appropriate. The white hands that are talked about were responsible for both the suffering and joy of the protagonist. It is the malicious white doctors in South Africa who sterilised her without her consent. This was a supremacist statement. If they could stop the blacks from reproducing, then the superior white race would have the country to themselves. Ironically, it is the white doctors in England who identify the reason why she cannot conceive and correct the problem through surgery. B. Significant eventThe significant event in this story is the sterilisation of Angelika by the white doctors in Windhoek. C.Aim of the authorThis is a sad story that uses contrast to show that both evil and well-meaning people exist. A group of people should therefore not be condemned because one of them has acted out of line, rather we should judge individuals by their strengths and weaknesses. The strong120message is therefore one of tolerance and building friendships. TaskQ 1Friendship helps overcome adversity. UsingAngelica s experiences both in Namibia and England show that this is true. Give illustrations from Jame Katjavivi s White Hands."}
{"text": "The strong120message is therefore one of tolerance and building friendships. TaskQ 1Friendship helps overcome adversity. UsingAngelica s experiences both in Namibia and England show that this is true. Give illustrations from Jame Katjavivi s White Hands.121Thank you very much for the purchase of this eBook. I hope enjoyed reading it and that it did add value to your teaching learning. Walter AkachPS: If there ever is a need to wish to share your thoughts about this work feel free to drop me a word at walterakach gmail.com122."}
{"text": "THE RIVER AND THE SOURCEESSAY QUESTIONS ENGLISH1. The River and the Source: Margaret A. Ogolla. In the traditional Africa Society, women suffer the effects of gender discrimination. Using illustrations from, The River and The Source, validate the statement. 20marks Answer: Gender discrimination occurs when men show bias against members of the opposite sex. Women heroes in the novel have to struggle since the society treats them as lesser beings. Male chauvinism is seen when chief Odero Gogni contemplates another rock for his sling since Akoko cried with a lot of gusto. Men do not recognize girls because they are passers-by unlike boys who stand for family continuity. Chief Odero Gogni has to disguise his love for Akoko because such love is unseemly. The society has low attitude towards girls. It does not consider important to seek for their opinion on their own marriages. Chief Odero with his sons turns away many suitors before they settle on chief Kembo. Details on marriage, bride price are settled in bride s absence .She is only called in when the most critical issues have been dispensed with. She leaves soon after she has been introduced to her husband. Akoko chooses a husband for Nyabera. A man owns a woman s body and soul. Akoko is scandalized when threatens to leave her husband. Otieno is bitter that his brother chief Kembo had never beaten his wife .Akoko describes relationship between husbands and their wives like that of cats and dogs or like the one between ravens and chicken. Akoko is grateful for her husband since he treated her well. Otieno grabs Akoko s wealth soon after her husband dies. Believes that a woman does not deserve any wealth. Akoko felt the weight of injustice that women had felt in a male dominated world. It is a waste of time a girl to become educated. Her sole objective of existence being married and bringing up of children. Awiti ploughs her way through school despite difficulties encountered. All other girls drop out of school. When Pilipo is converted to Christianity, he thinks that catechism is too difficult for a woman to understand. The society expects a female to hide her intelligence."}
{"text": "Pg 167 .This clear demonstration of loyalty helps the two to remain together right into their sunset days. F iii . The Sigus have instilled a sense of hard work in the family. Mark keeps on studying to get promotions so that he can have his children live a decent life. Pg 166, 172 . Mark felt very lucky about his hard working children. Vera had seven unbeatable records in school, Becky was not doing so badly, Aoro had maintained a continuous lead in school and Tony followed suit. Pg 185, 186 . Hard work defines the Sigus. F iv Children in their growing up must be brought up with high level of discipline. Mark and Elizabeth were firm on their children s discipline and they never spared them any time they misbehaved. When Tony and Aoro almost made their twin drown they are heavily punished. Pgs 176-179 . When Aoro is suspended from school, he is denied food and asked to start fending for himself. Pgs 187-191 .This firm discipline instills hard work in the children. F v A strong family is also built up on mutual respect. The parents extend a measure of respect to the children and vice versa. This is seen on various instances: on serious matters concerning the family, Mark and his wife consult before a favorable decision is made. When Vera wants to go out with Tommy Muhambe she requests for permission the father. Pg 206 208 . This too builds a strong family. Mark any 4 well developed points 3: 3: 3: 3 12 marks Conclusion:In conclusion, looking at the Sigu family, one would say that the foundation of a strong family guided by good ethics depends on the husband and the wife, how close they are to their Children and how they develop acceptable values systems. Accept any other valid conclusion. 2 mks Grammar and Presentation 1-3 on the body award 1 mark4-5 on the body award 2 marks6-8 on the body award 3 marks9-12 on the body award 4 mark3. Drawing illustrations from Margaret Ogola s The River and The Source, write an essay proving that Akoko is at the centre of the change process in the society of the River and The Source. Answer:INTRODUCTION:Change is inevitable and cannot be preserved. In the River and the Source, Akoko becomes instrumental in spearheading the change."}
{"text": "Conclusion:Clearly, Akoko is among the few African women who embraced change without demur. She seems to understand that change is mandatory and people must keep pace with it. 4. A strong household is founded on strong family values. Making reference to Mark Sigu s family in Margaret Ogola s The River and the Source, write an essay to justify the above statement. Answer:Introduction:In The River and the Source, Mark Sigu meets, woos and marries Elizabeth Awiti in the right and traditionally expected way. They start and develop a strong household that is ruled with strong values like love, respect and discipline among others accept any other relevant introduction. 2mks I. Mark Sigu had the devoted love of his wife and the affection of all his children. Pg192 . He did things for Elizabeth that would never have even crossed the mind of a full blooded African ma. He knew she was over-worked both at home and in school and in spite the house-help they had, he throw a helping hand round the house especially in taking the kids off the hands of his wife. Pg 173 II. Ii There is protection offered to family by the Sigus. When he realizes that promiscuity would ruin his marriage he so forcefully dumps the girl and asks for leave to go and bring back his family from Aluor. Pg 169-170 He tells his mother off when the latter feels he is over protective to the wife. Pg 167 III. The Sigus have instilled a sense of hard work in the family. Mark keeps on studying to get promotions so that he can have his children live a decent life. Pg 166, 172 . Mark felt very lucky in his hard working children. Vera had seven unbeatable records in school, Becky was not doing so badly, Aoro had maintained a continuous lead in school and Tony followed suit. Pg 185, 186 V. Mark and Elizabeth were always concerned about the welfare of their children. Tony falls sick at night on the groin. The whole family is concerned. Pg 179-182 . Elizabeth also falls sick in pregnancy. Pgs 192-194 VI. Children in their growing up must be brought up with high level of discipline. Mark was firm on his children s discipline and they never spared them any time they misbehaved. When Tony and Aoro almost made their twin drown they are heavily punished. Pgs 176-179 ."}
{"text": "Mark was firm on his children s discipline and they never spared them any time they misbehaved. When Tony and Aoro almost made their twin drown they are heavily punished. Pgs 176-179 . Aoro is suspended from school. He is denied food and asked to start fending for himself. Pgs 187-191 VII. On heavy matters concerning the family Mark and his wife consult before a favourable decision is made. Vera decides to forgo her chance at a national school and join Becky s. pg 175 . When Elizabeth falls sick 192-194 . Vera wants to go out with Tommy Muhambe pg 206-208 VIII. The Sigus let their children follow their own paths in life, marriage and career. Vera joins Opus Dei Aoro becomes a doctor and marries from another tribe. And Tony joins the priesthood. Mark any 4 well developed points 3: 3: 3: 3 12mks Conclusion:In conclusion, looking at the Sigu family, one would say that the foundation of a strong family guided by good ethics depends on the husband and the wife, how close they are to their children and how they develop acceptable values systems. Accept any other valid conclusion. 2mks 5. The River and the Source is an exploration of African traditions as was bombarded by irresistible winds of change. Using the novel for your illustrations, write an essay to show the truth of this statement. Answer. Introduction:The River and the Source presents African cultures that are in conflict clashes with the White man values that are unavoidableThe community clings to traditions until Europeans make their first contact with the community. The whiteman with his new form of government and Christianity present alternatives for the harsh community s culture as dictated by Chik e.g. Otieno vs Akoko. Institution of wife inheritance with all its social high sounding reasons does not really cater for the widow. Nyabera rebels and joins Christianity God which made meaning out of sorrow and suffering of the orphan, poor and widow e.g. Nyabera Akoko. 101 1,101 2,101 3 English Top grade predictor publishers Page 66 Society s obsession with the continuity of the family and clan through children. Women who are unable to conceive are neglected. They, however, get solace from Christian mission in Aluor e.g. Nyabera, the barren woman."}
{"text": "Women who are unable to conceive are neglected. They, however, get solace from Christian mission in Aluor e.g. Nyabera, the barren woman. Traditionally, in marriage, one had to dig as much about one s partner s relatives. Change comes and marriage becomes a bond between two people e.g. Akoko, Nyabera vs. Awiti and Mark Sigu. Bride price previously seemed as a source of wealth is reduced to a mere token of Awiti s time e.g. Awiti, Mark vs. Oyange Silwal, Mark Sigu s relatives. Traditionally, marriages across the boundaries of religion, race or tribe were disapproeved. Later the resistance changes e.g. Rebecca vs Courtney, Aoro vs. Wandia. For a woman to remain unmarried was unheard of. However, Vera joins the opus dei as a single woman. At death, a woman was traditionally buried in her husband s ancestral home. Akoko is however buried in a Christian way. Strictly defined role and place of the woman at home changes though with resitance e.g. Mark Sigu assists Elizabeth. Conclusion: The traditions are gradually overwhelmed by the Whiteman s values and taken up by this community. 6. A woman is the driving force in the society. Prove the validity of this statement basing your argument on the text The River and the source by Margaret Ogolla. Answer. Introduction: Should be able to tell that the student had understood the question and he knows what he is going to write . 2 mks Sample:The driving force in the text The River and the Source is the woman kind. The woman is a source of inspiration, influence and power in the society. This is exhibited in the following ways. From the moment Akoko is born, she is a big influence in her surrounding. She becomes the focal point of her family. Her father and brothers are stolen by her charm. She changes her father s attitude towards the girl child when he says A home without a daughter is like a river without a source. Akoko affects her generation. She is a source of inspiration for her daughter Nyabera, her grand daughter Elizabeth and Elizabeth s children notably Aoro. Wandia says that Aoro keeps saying that he is not a great grandson of Akoko for nothing. This is to mean that even after her death, she is still influenced."}
{"text": "She is a source of inspiration for her daughter Nyabera, her grand daughter Elizabeth and Elizabeth s children notably Aoro. Wandia says that Aoro keeps saying that he is not a great grandson of Akoko for nothing. This is to mean that even after her death, she is still influenced. She allows Nyabera to join Christianity and Peter to become a priest. She is influenced in the lives of the people she interacts with. Vera takes after her great grandmother. She is an influence. She is so determined to become an electric engineer and she becomes. She chooses to become celibate and joins the Opus Dei. After Becky s death she takes over her children though they stay with Aoro and Wandia. Nyabera was a source of inspiration to her children and grandchildren. She takes charge of Peter after the death of her brother Owing Sino. She is embodiment of strength, determined and patience. She goes through a lot of pain as a woman and she becomes the focal point from where Elizabeth gets her strength. She is a big influence to her generation. Wandia is another source of inspiration for her society. She beats Aoro in an anatomy class and that is the beginning of what they share later in life. She is a source of inspiration for her husband and children. She later becomes a pediatrician. This is because of Daniel s condition. Any other well explained capturing the character and the role of the woman in the text.3 x 4 12 mksConclusion:This must summarize the prints above. A relevant conclusion. 2 mks Marks distribution 2 marks- introduction 12 marks the content the prints 2 marks conclusion 4 marks - - language use. 7. The River and the Source highlights the virtue of courage. Using Akoko, justify this statement . Answer. Introduction:The River and the Source portrays Akoko as a woman of courage which helps her overcome some of the various challenges she faces. I Akoko draws the attention of the village and defends herself against her mother-in-law Nyar Alego and brother-in-law Otieno Kembo s allegations for using witchcraft to prevent Owuor Kembo her husband from marrying other wives. She leaves her matrimonial home regardless of the absence of her husband, to show that she could not take the accusations anymore. This helps her to protect the image of her family which had been questioned and to stamp her position so that her in-laws would respect her."}
{"text": "I Akoko draws the attention of the village and defends herself against her mother-in-law Nyar Alego and brother-in-law Otieno Kembo s allegations for using witchcraft to prevent Owuor Kembo her husband from marrying other wives. She leaves her matrimonial home regardless of the absence of her husband, to show that she could not take the accusations anymore. This helps her to protect the image of her family which had been questioned and to stamp her position so that her in-laws would respect her. Ii Akoko shows courage when she makes the legendary journey to Kisuna to go and report Otieno Kembo to the D.O. She faces the DO and later the DC as she lodges her suit against Otieno and wins the case. She has the courage to take the long journey, whose virtue lies in the fact that Otieno is ousted from being the chief and with it comes the end to oppression and heavy-handedness Otieno had visited on the people for the short time he was chief. Iii Akoko confronts Otieno when he threatens to whip her because of reporting him to the sirkal . She tells him you may be twice my size, but I have three times your courage. This stops Otieno from continuing to insult her at that moment since he does not proceed. It also prevents him from physically beating her up. Iv Akoko leaves Yimbo for Aluor when she decides to join her daughter, Nyabera, in pursuing the new way of life Christianity . She agrees to take on a completely new culture; thereby, abandoning what she has always knownto be the way of life. This helps her, together with her daughter, to find peace which eventually paves way for the success of her grandchildren. Conclusion: Expect the candidate to briefly summarize the topic of discussion. They may also give a proverb summarizing the content. 8. Despite good parenting, children can sometimes be a disappointment . Using Elizabeth and Mark children, write an essay in support of this statement. Answer. Introduction:Can be general specific, general and specific Don t accept mere definition. Must be the first paragraph Example Sometimes parent may bring up children according to the books. They have very clear vision of what their children should become in adult life but they end up deviating. Though not always painfully the parents feel disappointed. Elizabeth and Mark are such parents."}
{"text": "They have very clear vision of what their children should become in adult life but they end up deviating. Though not always painfully the parents feel disappointed. Elizabeth and Mark are such parents. Content:D i Vera a promising girl, very educated, infact an electrical engineer. Her parents especially the father had hopes settle as a family but she ends up being a non-marrying member of Opus Dei. Ii Becky though pretty shows she will be a problem when she is a child. She is lazy, only an average student. At one time, she doesn t want to proceed with education were it not for responsible father. Later she disappears from home to become an air hostess. She lives a promiscuous life and is an irresponsible mother. She painfully dies of HIV and Aids great disappointment to both parents. Iii Aoro is a mad genius. At form one, he catches the attention of the headboy for being indisciplined. He is sent home and only goes back because of a disciplinarian father. Later he marries Wandia a Kikuyu though a good the father had hoped he marry a nice Luo girl and even tries to advice him against the idea. Iv Tony is attracted to the church even when a boy. He is always in the company of his uncle who is a catholic priest. Though Mark admires Peter, he could not imagine his son becoming a catholic priest. This is because he would become a celibate. Tony becomes a catholic priest. V Odongo is the first child to fail class seven. He wants to be taken to secondary school The father stand his ground and is made to repeat class. He later becomes a successful farm manager. Expect four well illustrated points Mark 3 : 3 : 3 : 3 12 marksConclusion:Must be the last paragraph Expect a recap of the content or a candidate s opinion. Language 4 marks. 9. Akoko is the embodiment of change. Discuss the validity of this statement, using illustrations from The River and The Source. Answer. Introduction:It is true that Akoko is a true embodiment of change. This is shown by the following illustrations:- E i When Maria Nyabera goes through several misfortunes including the loss of her children, she is at the point of despair, and she decides to seek a new way to console her. She consults Akoko who encourages her to join Christianity."}
{"text": "Introduction:It is true that Akoko is a true embodiment of change. This is shown by the following illustrations:- E i When Maria Nyabera goes through several misfortunes including the loss of her children, she is at the point of despair, and she decides to seek a new way to console her. She consults Akoko who encourages her to join Christianity. She tells her as for you it is better that you seek this new way. It may give you hope and rescue you from bitterness pg. 103. Again, after Nyabera is converted to Christianity, she still feels a vacuum for she does not have a son. Consequently, she goes to seek for a son from Ogoma Kwach, when things do not work between them, she comes back to the mission devastated and heart broken. The caring Akoko encourages her to seek forgiveness from God. Nyabera spends the whole night at the tabernacle praying after which she feels consoled. Go to the church and talk to him there . Pg. 123. It is after this experience that Nyabera realizes that when she was away looking for a son, there was one Peter Owuor who loved her dearly. From then she reconciles herself to the fact that she would live with only one child. E ii Elizabeth Awiti excels in Primary school and she is offered a place at a Teacher s Training College. Nyabera is so worried of releasing her child to the world there was a vice-like band around her head and she thought she would faint a sword shall pierce thy soul pg. 130 131. Reasonable Akoko brings her back to her senses and tells her you re not wise my child, learn wisdom, don t you see the world is changing pg. 132.Later, when Elizabeth informs her parents that her fianc Mark Sigu, would be coming to seek for her hand in marriage, Nyabera wonders how Elizabeth can think of getting married to a man whose antecedents she doesn t know. Akoko brings her back to her senses and tells her, Accept it Maria, the world is changing pg. 143. Also during betrothal, Mark Sigu s light complexion causes fear among the hosts because they feared Elizabeth could have chosen to get married to a jamwa foreigner ."}
{"text": "132.Later, when Elizabeth informs her parents that her fianc Mark Sigu, would be coming to seek for her hand in marriage, Nyabera wonders how Elizabeth can think of getting married to a man whose antecedents she doesn t know. Akoko brings her back to her senses and tells her, Accept it Maria, the world is changing pg. 143. Also during betrothal, Mark Sigu s light complexion causes fear among the hosts because they feared Elizabeth could have chosen to get married to a jamwa foreigner . Apart from Akoko who must have left her mother s womb with a broad outlook all of them were strictly parochial a catastrophe. Pg.146. Meaning that it is only Akoko who would not have minded if Elizabeth had chosen a non-Luo. This change is reflected in Aoro and Becky who chose to marry spouses from a different race and tribe. E iii Traditionally, women do not own wealth, Akoko has accumulated so much wealth, for by now her mother s wealth was staggering even by the standards of today pg. 68 After her husband s death, her brother-in-law, Otieno Kembo, misappropriates her husband s wealth and threatens to grab Akoko. She takes a drastic step and heads to Kisuma to seek redress from the sirikal. The D.O and the D.C . Traditionally this case would have been dealt with at the clan level. She knew that as a woman, a widow and a sonless mother she was greatly disadvantaged. Pg. 73. E iv Owuor Kembo on meeting Akoko, falls irrevocably in love. Owuor experienced an indescribable sensation pg. 24. It should be noted that traditionally, love was not a prerequisite to marriage. Consequently, Owuor Kembo remains strangely monogamous. Even the pressure to marry another wife, from his mother and the council of Jodongo can t deter him long have we pleaded with you to take another wife adamantly refused pg. 38. Traditionally, a chief should be polygamous the fact that the chief remains monogamous is change that is attributed to Akoko s admirable personality. Owuor Kembo treats his wife like a queen pg. Owuor Kembo pays more than double the normal bride price that is thirty head of cattle."}
{"text": "Traditionally, a chief should be polygamous the fact that the chief remains monogamous is change that is attributed to Akoko s admirable personality. Owuor Kembo treats his wife like a queen pg. Owuor Kembo pays more than double the normal bride price that is thirty head of cattle. Traditionally he should have bargained to bring this number down but he doesn t. Let us shock them by accepting their offer without bargaining your name will be repeated from mouth to mouth for years to come. Pg. 23. Conclusion:From the above illustrations, it is clear that Akoko is truly an embodiment of change. 10. The Western culture has totally changed the African traditions. With reference to the River and the Source, show the validity of this statement. Answer. Introduction: i Candidate should bring out the general understanding of the erosion transformation of the African traditions. Candidate should also demonstrate that the meaning is applicable in the novel. Traditionally, spying ensured there was no consanguinity, the spouse was of good character as seen in the marriage of Akoko and chief Owuor Kembo. In Mark Sigu s case there was to spying to the influence of formal education. Polygamous to monogamous, singlehood. Initiation opened doors to marriage e.g. Akoko s vis- -vis Wandia s, Becky s, Awiti s. Tero wife inheritance ensured morality and continuation of family line. Gradually it was abandoned. Funeral and burial rites and ceremonies have also undergone transformation e.g. chief Owuor Kembo s followed the traditions while Akoko s was Christian. Political leadership administrative systems change from chieftaincy helped by Council of Jodongo shifted to a colonial system sirikal eventually to an African Multi-party system. Naming system. Education system from informal to formal. Any other relevant Any 4 well illustrated points 4 x 3 12mks Conclusion Candidate should tag their conclusion to the body of the answer. 2:3:3:3:3:2 20 marks. 11. Widowhood pushes women to a disadvantaged position in society. Write an essay in support of this statement basing your answer on The River and The Source by Margret Ogolla. Answer."}
{"text": "Widowhood pushes women to a disadvantaged position in society. Write an essay in support of this statement basing your answer on The River and The Source by Margret Ogolla. Answer. Introduction Can either be general or textual giving allusion to the suffering widow undergo in the society Content Soon after her husband s death ,Akoko finds it difficult to sustain her fight with her in-laws. Otieno ,in particular ,plunders her wealth deliberately because she is defenseless widow. Otieno sits on the chief s stool with heavy arrogance secure in the knowledge that Akoko, a widow, cannot fight for it on behalf of Owour sino, her grandson. Her refusal to be inherited makes her vulnerable to abuse and despise .She flees Yimbo. In Oloo s homestead, Akoko, now widowed, is derided by her sister in law who are looking for every opportunity to push her away. Nyabera s firm hold on Ogoma Kwach her inheritor provokes a protest from his wife and the council of Jodongo. Her re-union later with Ogoma Kwach does not last and the man is set on marrying a second wife. Owang sino s wife Alando nyar uyoma, as a widow cannot defend her son and heir to the chieftaincy against Otieno .The son is taken from her by Akoko for protection in Yimbo."}
{"text": "AGRICULTURE FORM III NOTES17.0.0 Livestock Production Selecting and Breeding 12 Lessons 18.0.0 Livestock Production Livestock Rearing 10 Lessons 19.0.0 Farm Structures 18 Lessons 20.0.0 Agricultural Economics II Land Tenure and Land Reform 20 Lessons 21.0.0 Soil and Water Conservation 19 Lessons 22.0.0 Weeds and Weed Control 15 Lessons 23.0.0 Crop Pests and Diseases 14 Lessons 24.0.0 Crop Productivity VI Field Practices II 17 Lessons 25.0.0 Forage Crops 9 Lessons 26.0.0 Livestock Health III Diseases 20 Lessons Livestock Production III Selection and Breeding IntroductionThe breeding of animals is under human control, and the breeders decide which individuals shall produce the next generation. The breeder makes a choice. The breeding of animals is based upon the fact that certain qualities are genetic ,hence valuable qualities are passed on from parents to off -springs. The qualities can be maintained or improved in the next generation. The performance of an animal is influenced by two major factors;Genetic potentialThe environment, which includes:Feeding,Health,CareThe ecological conditions. The genetic potential of an animal is inherited from its parents. In selection and breeding animals with superior characteristics are selected and allowed to mate. In the process they transmit the superior characteristics to their offspring. When this is done over a long period of time, it results in livestock improvement. Reproduction and Reproductive SystemsReproduction is the process by which off-springs are produced. All farm animals multiply by means of sexual reproduction. It begins with fertilization which is the fusion of male and female gametes to form a zygote. Fertilization takes place internally in the body of the female. The embryo zygote formed develops inside body of mother, fed and protected until end of gestation period. In poultry, the process is different in that eggs are fertilized internally but laid and development of the chick takes place outside during incubation. In both male and female, certain organs are specialized for the process of reproduction."}
{"text": "The ovum travels through the fallopian tubes to the uterus. The release and movement of the ovum down to the uterus is called ovulation. If mating is done at this time, fertilization will take place. The fertilized egg implants itself onto the endometrium walls of uterus and develops into foetus. Fallopian tubes:Fertilization takes place here. Also a passage for the egg from the ovary to the uterus. The uterus:Embryo develops here. The cervix: Closes the uterus. The vagina and Vulva:Vulva is the external opening of female reproductive system. It allows mating to take place so that sperms are deposited into the vagina. The foetus and urine are removed through the vulva. PregnancyIs period between fertilization of ova and the expulsion of the foetus through the vulva. Also called gestation period. In cattle gestation period is 270-285 days. Ends with the birth of a calf. The reproductive tract undergoes a period of rest during which it is repaired and returns to normal. During pregnancy, hormone called progesterone is produced by the placenta to maintain the foetus in the uterus. Parturition giving birth Act of giving birth called parturition. This time the foetus expelled through the birth canal. When an animal is about to give birth, it shows signs;-Distended udder which produces thick milky fluid called colostrums. Swollen vulva producing thick mucus. Loose and slackened pelvic girdle. Visible pin bones. General restlessness. Animal parturates within 2-3 hours after this signs. The correct presentation is with the front feet first ,and the head outstretched and resting in between the fee. Any other presentation called mal-presentation or breech presentation and requires assistance. Reproduction in PoultryThe cock has no penis but a small opening near the vent through which sperms are emitted. Cock has testes within the body. The hen has elongated oviduct for formation of an egg. Fertilization occurs internally. During mating the cloaca of the hen and the vent of the cock fit into each other and then semen is poured into the cloaca ,then sucked to the oviducts. The Reproductive System of a HenOvaryHen has two ovaries but one functional. Ova formed in ovaries."}
{"text": "During mating the cloaca of the hen and the vent of the cock fit into each other and then semen is poured into the cloaca ,then sucked to the oviducts. The Reproductive System of a HenOvaryHen has two ovaries but one functional. Ova formed in ovaries. 3500-4000 ova present inside ovary held by follicle. Mature ovum released via rapture of follicle. It moves into oviduct received by the funnel. Funnel infundibulum Fertilization occurs here. Chalazae also added to yolk. Time here is 15 minutes. It is 11.6cm long. MagnumThick albumen is added. Stays for 3hrs.its 33cm long. IsthmusIts 10.6cm long. Shell membranes added. Determines shape of egg. Water, mineral salts and vitamins added. Takes 15 minutes. Uterus shell gland Calcium deposited 9ie.shell added around the egg. Pigments added. Addition of albumin finished. Stays here for 18-22hours. VaginaShort, 6.9cm long. For temporal storage of egg before layingCloacaEgg moves out of cloaca through the vent. The cloaca extents out to prevent the egg from breaking. NB;Egg formation not depended on fertilization. Egg formation takes 24-26hours. The components of egg are obtained from body reserves of the hens body. Selection of a Breeding StockSelection is used as a tool for livestock improvement. A breeding stock is a group of males and females which act as parents of future generations. Selection is the process of allowing certain animals to be parents of future generations while culling others. Culling is the removal of animals which do not perform to the desired level, from the herd. The animals retained have certain desirable characteristics which make them produce more. Selected animals make up the breeding stock. The breeding stock should pass the good qualities to their offsprings for better performance, to improve the livestock. Selection process repeated for many generations increases chances of formation of desirable qualities in an animal. Genetically termed as gene frequency occurrence of the genes that carry desirable characteristics. Selection increases occurrence of desirable genes and decreases occurance of undesirable genes."}
{"text": "The breeding stock should pass the good qualities to their offsprings for better performance, to improve the livestock. Selection process repeated for many generations increases chances of formation of desirable qualities in an animal. Genetically termed as gene frequency occurrence of the genes that carry desirable characteristics. Selection increases occurrence of desirable genes and decreases occurance of undesirable genes. During selection, the characteristics to be selected for are first studied closely to ascertain that it is not influenced by the environment, but mainly by the genetic make-up. Selection helps improve characteristics which are highly heritable. Heritability means the likelihood of a particular trait to be transmitted to the offspring and they are strongly inherited. A character like milk yield is lowly heritable, i.e. it is weakly inherited and a bigger percentage of the character is affected by the environment. The degree to which selection affects a character depends on the following factors;The heritability of the characterThe intensity with which the selection is doneThe interval between generations and kind of selection being practiced. Factors To Consider When Selecting A Breeding Stock. AgeLevel of performancePhysical FitnessHealthBody ConformationTemperament or BehaviourQuality of productsMothering AbilityAdaptabilityProliferationAgeYoung animals,Those that have not parturated for more than 3-times, should be selected. They have a longer productive life. Old animals are poor breeders and low producers. Production and breeding efficiency decline with age. Level of performanceAnimals with highest production level selected. Performance best indicated by records. Good performance of animal indicated by;High milk, wool and egg production,Good mothering abilityHigh prepotency which is the ability of a parent to pass good qualities to their offsprings. The animals with poor performance should be culled. Good records kept and used by the farmer for this purpose. Physical FitnessAnimals selected should be free from any physical defecte.g. Mono-eyed,limping,irregular number of teats,scrotal hernia,defective and weak backlineHealthSick animals do not breed well and are expensive to keep. Animals that are resistant to diseases pass these characteristics to their offspringsBody ConformationAnimals for breeding to be selected according to proper body conformation. A dairy cow should be wedge-shaped with a large udder, thin legs, long neck."}
{"text": "Mono-eyed,limping,irregular number of teats,scrotal hernia,defective and weak backlineHealthSick animals do not breed well and are expensive to keep. Animals that are resistant to diseases pass these characteristics to their offspringsBody ConformationAnimals for breeding to be selected according to proper body conformation. A dairy cow should be wedge-shaped with a large udder, thin legs, long neck. Temperament or BehaviourAnimals with bad behaviors should be culled.egCannibalism, egg eating, aggressiveness, kickingQuality of productsSelect animals that give products of high quality. Mothering AbilityAnimals selected should have a good mothering ability,That is animals with good natural instinct towards their young ones. This will enable them to rear the young ones up to weaning. AdaptabilityAnimals selected should be well adapted to the prevailing climatic condition in the area. ProlificacyAnimals selected should be highly prolific. That is, animals with the ability to give birth to many offsprings at a time larger litter . This is a quality that should be considered when selecting pigs and rabbits. Selection in cattle, and sheep,Selection in cattleConsider the following;Level Of Performance Which Include;Milk Yield Buter Content. Length Of Lactation Period. Calving Intervals. Age Of The Animal,Fertility,Physical Fitness,Health Of The Animal,Body Conformation,Suitability Of The Enterprise-Milk Or BeefSelection in sheepConsider the following;Level of performance which includes;Mothering abilityGrowth rateWool qualityCarcass qualityTwining rateAgeSuitability to the enterprise-wool or muttonFlocking instinctHealth of the animalPhysical fitnessInheritable defectsFertilityInheritable defects. Fertility. Selection in GoatsConsider the following:Fertility. Mothering ability. Growth rate. Twining rateCarcass quality dressing percentage. Growth rate. Suitability to the enterprise - milk or mutton. Health of the animal. Age. Selection in PigsConsider the following:Carcass quality dressing percentage. Suitability to the enterprise bacon or pork Growth rate. Health of the animal. Mothering ability. Prolificacy. Number of teats. Temperament. Body formation. Age."}
{"text": "Temperament. Body formation. Age. Heredity defectsSelection in CamelsHealth of the animal. Age. Temperament. Foraging ability. Fertility. Level of performance-milk, meat, fur and transport. Method of SelectionThese include:Mass selection - Animals with superior characteristics are selected from a herd and then allowed to mate among each other. Progeny testing - assessing on the breeding value of an animal on the basis of performance of its offsprings. Contemporary comparison -comparison of performance between heifers of the same age and sexual maturity. BreedingProcess of mating selected males and females to produce offspring with the desired characteristics. Reasons:To expand the inherited potential of the animal. To improve production. To overcome production problems created by the environment. To satisfy consumers taste. For economic reasons. Terms Used in BreedingInheritanceGenetic transmission of characteristics from parents to offsprings. The mechanism of inheritance is carried by the sex cells gametes and is controlled by genes found in the chromosomes. Genes are very tiny units of inheritance carrying particular characteristics, such as colour, body shape and amount of milk production. Chromosomes are genetic materials which carry genes. They exist in pairs paternal and maternal in the nucleus f the body cells. They are always constant in number. Dominant and Recessive CharacteristicsA dominant gene is one that suppresses the other. It produces a dominant characteristic. A recessive gene is one that is suppressed by the other. It produces a recessive characteristic. Hybrid and Hybrid VigourA hybrid is an animal which is the product of crossing animals of two different breeds. Hybrid vigour or heterosis is increased vigour and performance resulting from crossing two superior breeds. EpistasisThis is the masking of the effect of one gene by another gene which is non-allelic, that is situated on different locus. Breeding SystemsInbreedingMating of animals which are related. Reasons:To increase genetic uniformity in a herd. Used to fix the required characteristics in new breeds. To increase phenotypic uniformity. To get proven sires. LimitationsIt can bring about loss of hybrid vigour. It may lead to decline in fertility. It may lead to high rate of pre-natal mortality. Systems of InbreedingClose Breeding: mating between very closely related animals, for example sib-mating and parents sib-mating."}
{"text": "It may lead to decline in fertility. It may lead to high rate of pre-natal mortality. Systems of InbreedingClose Breeding: mating between very closely related animals, for example sib-mating and parents sib-mating. Line Breeding: mating of distantly related animals that had a common ancestor for example cousins. OutbreedingMating of animals which are not related. Reasons:To introduce new genes in an existing breeding herd. To exploit heterosis resulting from a cross between two breeds. To develop a new breed or a grade animal. LimitationsLack of uniformity in animals that result from outbreeding. Desirable characteristics may be lost due to variation. Systems of OutbreedingCross-breedingMating of animals from two different pure breeds. Out-CrossingMating of unrelated animals from the same breed. Upgrading Grading upMating where the female of a cow grade stock locals is mated with a pure breed sire. The resultant animal is referred to as a high grade. Mating in LivestockMating in CattleHeat signs occur every 21 days. The heat period last for 18-30 hours on average 24 hours. Cow should be served 12-18 hours after showing the first heat signs. Heat SignsRestlessness. Mounting on others and when mounted on she stands still. Rise in body temperature. Drop in milk production in lactating cows. Vulva swells and becomes reddish. Clear or slimy mucus from the vulva. Bellowing or mooing frequently. Mating in PigsHeat signs in pigs occur after every 21 days. The heat lasts about 72 hours. Sows or gilts should be served in 18- 36 hours of the heat period. Signs of HeatRestlessness. Frequent urination. Swelling and reddening of the vulva. Clear or slimy discharge from the vulva. Frequent mounting on others. It responds very well to the 'riding test'. Mating in RabbitsDoes are ready for mating 6-7 months of age. Heat signs occur every 14 days. The doe should be taken to the buck and not vice versa. Signs of HeatRestlessness. Frequent urination. Swollen vulva. The doe throws herself on the side. The doe rubs herself against the wall or any other solid object."}
{"text": "Swollen vulva. The doe throws herself on the side. The doe rubs herself against the wall or any other solid object. The doe tries to contact other rabbits in the next hutch by peeping. Methods of Service in LivestockNatural MatingAdvantages:It is more accurate. It is less laborious. Useful when heat signs of females cannot be easily detected. DisadvantagesInbreeding is not easily controlled. Transmission of breeding diseases. Extra feed for the male is required. Large males can injure small females. Wastage of semen. It is cumbersome and expensive to transport a bull to remote areas. Artificial inseminationIntroduction of semen into the female reproductive tract by artificial means. AdvantagesThere is economical use of semen. It controls transmission of breeding diseases. Sires that are unable to serve cows due to heavy weight or injury can produce semen to serve cows. It prevents large bulls from injuring small cows. It reduces the expenses of keeping a male animal. A small scale farmer who cannot afford to buy a superior bull can have the cows served at a low cost. Semen can be stored for long. It helps to control inbreeding. It eliminates the threat of keeping dangerous bulls from the farm. It makes research work easier. DisadvantagesHarmful characteristics can be spread quickly by one bull to the offsprings. It requires skilled labour. Low chance of conception due to death of semen during storage. It is laborious:Embryo TransplantIt is the implantation of an embryo fertilized ova from a high quality female donor in the uterus of a low grade female recipient . AdvantagesFaster multiplication of an animal with superior characteristics . It is easier to transport embryos than the whole animal. Embryos can be stored for a long period awaiting the availability by recipient females. It stimulates milk production in a female recipient that was not ready to produce milk. Low grade animals can be used in production and rearing of high quality animals. Offsprings of a superior female can spread quickly in an area. DisadvantagesIt is expensive. It requires skilled personnel. It requires special equipment for fertilization and storage of embryos. Signs of Parturition in LivestockParturition is the act of giving birth in female animals. Parturition in CattleThe gestation period in cattle is 270-285 days averaging 280days."}
{"text": "It requires special equipment for fertilization and storage of embryos. Signs of Parturition in LivestockParturition is the act of giving birth in female animals. Parturition in CattleThe gestation period in cattle is 270-285 days averaging 280days. Signs of ParturitionRestlessnessEnlarged or swollen vulva. Clear mucus discharge from the vulva. Slackening of the pelvic muscles. Full and distended udder. Thick milky fluid from the teats. A water bag appears and bursts just before calving. Parturition in PigsThe gestation period in pigs is about 4 months or 3 months, 3 weeks and 3 days. Signs of ParturitionRestlessness. The vulva turns red and swells. The udder becomes full with a milky fluid the sow starts to prepare a nest by collecting some beddings at one comer of the pen. Parturition in RabbitsThe gestation period in rabbits is 28-32 days. Signs of ParturitionPreparing a nest by plucking off hair from her belly. Goes off feedingRestlessness. The udder distends. Livestock Production IV Livestock Rearing Practice IntroductionIn the management of livestock there are many activities that are carried out on animals to enhance production. They require care in feeding, health, breeding. Specific management also important in bee and fish farming. Routing livestock rearing practices. A routine is a fixed regular way of doing something. Done repeatedly after a certain period of timeFeeding PracticeAnimals are fed to cater for both maintenance and production requirements. These are special types of feeding carried out on certain animals to cater for specific needs. These include:FlushingThe practice of giving extra quality feed to an animal around service time. In sheep it is done 2-3 weeks before tupping and 3 weeks after tupping. In pigs it is done 3-4 weeks before service. Importance of FlushingIt increases conception rates. It enhances implantation of the zygote. In sheep it increases twinning percentage by 15-20 . Steaming UpGiving extra quality feed to an animal during the last weeks of gestation. In cattle it is done 6-8 weeks before calving. Importance Steaming UpIt provides nutrients for maximum foetal growth."}
{"text": "Steaming UpGiving extra quality feed to an animal during the last weeks of gestation. In cattle it is done 6-8 weeks before calving. Importance Steaming UpIt provides nutrients for maximum foetal growth. It helps in the build up of energy for parturition. It ensures the birth of a healthy animal. It promotes good health of the mother. It increases and maintains high milk yield after birth. Creep FeedingFeeding of young animals from birth to weaning. Piglets10 days old - introduced to creep pellets. 5 weeks old - creep pellets mixed with sow and weaner meals. 8 weeks old - weaning. LambsRun with their mothers for natural suckling. Bucks - introduced to succulent feeds and concentrates. KidsMeat goats kids suckle naturally. Dairy goats, fed on milk artificially,Given 0.5-1.25 litres up to the third week. Introduced to concentrates at 3-4 months. Weaned at 6-8 weeks of age. Parasite and Disease Control PracticesVaccinationIntroducing active disease organsms which are reduced in strength or virulent into the animals' body to induce immunity. Administration of Vaccination done through:By injection. Orally through the mouth. By inhalation through the nose. Eye drops. DewormingPractice of killing removing internal parasites by administering drugs known as dewormers antihelmitics. Hoof TrimmingCutting back overgrown hooves with the help of a hoof trimming knife, a hoof cutter or a hoof rasp. ImportanceFacilitate easy movement. Control of foot rot disease. Facilitate mating - prevent the ram from injuring the ewe during tupping. Docking tailingThis is the removal cutting oft of tails in sheep during the first week after birth. ImportanceEven distribution of body fat. Facilitate easy mating in adult life. Minimise fouling of the wool with faeces. Reduce incidences of blowfly infestation. Methods of Docking tailingCutting with sharp knife or scalpel. Use of elastrator and rubber ring. Dipping and SprayingThese are methods of applying acaricides on the animals to control external parasites. DustingIt is the application of chemical powders on the animal body or on the walls of the animal house to control external parasites."}
{"text": "Use of elastrator and rubber ring. Dipping and SprayingThese are methods of applying acaricides on the animals to control external parasites. DustingIt is the application of chemical powders on the animal body or on the walls of the animal house to control external parasites. It is used to control stick-fast parasites and fleas in poultry. Breeding PracticesThese are practices carried out to enhance successful breeding. Crutching and RingingCrutching - cutting of wool around the external reproductive organs of female sheep. Ringing - trimming wool around the sheath of the penis of the rams to facilitate mating. Tupping and ServingTupping refers to mating in sheep and goats. Serving refers to mating in cattle and pigs. RaddlingThis is the practice of fitting the rams with breeding chutes which are painted in different colours during matingto identify mated ewes and to indicate the active rams hence help in culling of the weak rams. IdentificationThe practice of putting identification marks on animal. Branding - burning marks on the animals skin. Ear tagging - placing marked plastic or metallic tags on the animals ears. Ear notching - cutting different shapes bearing different values on the ear lobes. Tattooing - use of permanent ink or dye to mark animals with light skin. Neck strap or chain - Fixing of tags round the animals neck with a chain or a strap. Importance purpose of Identificationrecord keepingSetting disputes in case animals get mixed up in the pasture. DebeakingCutting about 1 3 of the upper beak with a knife, scissors or hot iron. ImportanceControl egg eating. Control cannibalism. Tooth ClippingThe removal clipping of the needle canine teeth in piglets 24 hours after birth. CullingRemoval of undesirable animals from a herd. DehorningRemoval of horns or horn buds from an animal. ImportanceIt prevents animals from injuring each other. It makes the animal docile and therefore easy to handle. For easy transportation and feeding. Prevents destruction of farm structures. ShearingThe practice of cutting wool from all over the body of a sheep. It starts at the age of 8 months and then done once a year. Should be done during the dry season. Tools used: wool shears."}
{"text": "It starts at the age of 8 months and then done once a year. Should be done during the dry season. Tools used: wool shears. Care must be taken not to cut the skin, testicles, udder, vulva and penis. CastrationIt is the rendering unserviceable the testicles of a male animal. ImportanceTo control breeding diseases. To control breeding. For faster growth rates. Increase quality of meat by removing unpleasant smell especially in goats. Methods Used:Closed bloodless methodinvolves use of burdizzo or rubber ring and elastrator. Animals do not bleed but may not be 100 effective. Open methodA surgical method used for castrating cocks, piglets and rabbits whose testes are internal. Also used for lambs, kids and calves. Animals bleed a lot. However, it is 100 effective. It is not recommended for mature adults. CaponisationIt is the practice of making male birds lose their male characteristics by use of hormones. Hormones used include stilboestrol which is injected into the birds when they are one day old and female hormones implanted beneath the skin at the neck. Birds which have lost their male characteristics in this way are referred to as capons. Management During ParturitionParturition is the act of giving birth to fully grown foetus. Parturition in CattleIt is referred to as calving. Gestation period lasts 270-285 days after conception. When the signs of parturition are observed the cow should be separated from the rest of the herd. Normal calving should take 2 hours and the normal presentation is the muzzle, face or fore head on top of the forelegs first. In case of other presentations the mother should be assisted. Provide the mother with plenty of water and feed after parturition. If the after birth does not come out within 48 hours a veterinarian should be called to remove it. Parturition in SheepIt is referred to as lambing. Gestation lasts 21 weeks 150 days after conception. The ewe lamb naturally without any problem. If complications arise the ewes should be assisted. Signs of Parturition in SheepUdder becomes full. Teats are bright red in colour. Restlessness and bleating. Slackening of the hip muscles. After these signs 'are seen the ewes should be separated from the others."}
{"text": "Restlessness and bleating. Slackening of the hip muscles. After these signs 'are seen the ewes should be separated from the others. The normal presentation is forelegs and head first. After birth the mother should be allowed to lick the lamb to ensure the coat is dry. Parturition in GoatsIt is referred to as kidding. It takes place 150 days after conception. Nannies carrying twins, kid a few days earlier. Kidding nannies should be kept in a clean dry place which should be well sheltered. Signs of parturition are similar to those of ewes. Kidding nannies should be kept with another female for company. Parturition in PigsIt is referred to as farrowing. Gestation period 113-117 days 4 months . Signs of FarrowingThe sow becomes restless. There is enlargement of the vulva . Muscles on each side of the tail slacken. There is loss of appetite. The udder and the teats become enlarged. The sow collects bedding material in one comer to build a nest. Milk present in the teats 24 hours before farrowing. After the signs are seen;Farrowing takes about 2-6 hours under normal condition. An attendant should be there to assist the mother and piglets. Ensure the removal of the after birth to prevent the sow from eating it. The sow should be fed well and given plenty of clean water. Parturition in RabbitsIt is referred to as kindling. It takes place 28-32 days after conception. Provide a nesting box and plenty of dry soft beddings in the hutch towards the fourth week of gestation . Signs of ParturitionThe doe plucks off the fur from her body. Uses the fur to build a nest about 3-10 days earlier. Bee Keeping Apiculture Bees are insects which live in very well organised colonies. Each colony consists of:Queens - fertile females that breed to ensure the continuity of the species. Drones - fertile males that mate with the queen for reproduction process. Workers - non-fertile or sterile females that maintain the colony. Duties of WorkersThey rear and nurse the brood eggs, larvae and pupae , queen and drones. They collect nectar and make honey. They make the honey combs. They protect the hives. They clean the hive."}
{"text": "They make the honey combs. They protect the hives. They clean the hive. Importance of BeesCollect nectar from flowers. Make honey - a nutritious product used by man as food. Helps in crops pollination of plants. Bees produce wax used to make candles. They make propolis - a bee product which is medicinal. Routine ManagementSiting locating of an ApiaryFactors to consider;Nearness or accessibility to nectar or flower-producing vegetation. Areas with shade. Bees are sensitive to the sun's heat and require some shade to protect them. Safe distance from human residence and other livestock. Bees are stinging insects and can be a hazard to humans or other animals. Nearness to a source of water for use in their nutrition. A good distance from source of noise and other disturbances. Safety from predators for example honey badgers, ants safari ants , birds and other parasites such as wax moths. FeedingNormally bees are self-sufficient in providing their food from the honey they make. However, during the dry season, their feeding should be supplemented by providing a solution syrup of sugar water or giving molasses. This should be placed strategically so that it is easily accessible to the bees. ParasitesAntsWax mothsBee louseHoney badgerControl of ParasitesUse of physical barriers such as Vaseline grease to control ants. Smoke the hive to control bee louse. Suspend the hive to control honey badgers. Burn infected combs to control wax moths. Diseases and ControlAfrican bees are seldom attacked by diseases. Harvesting HoneyFactors to consider;Stage of ripening: Honey must be harvested when it is fully mature. Season of the year: Harvested at the end of the rainy season. ProcedureBlow light smoke through the hole. This makes bees suck honey and become engorged and docile. Lower the hive to the ground. Open the hive to expose honey combs. Brush the bees off the honey combs. Cut the honey combs, leaving a small margin on the bars and keep them in a closed container. Honey ProcessingUsing heat in a water bath to melt the honey. Crushing and straining. Using a centrifugal extractor. Precautions When Handling BeesAvoid excessive smoking. This kills the brood and lowers quality of the honey."}
{"text": "Using a centrifugal extractor. Precautions When Handling BeesAvoid excessive smoking. This kills the brood and lowers quality of the honey. Use protective clothing to avoid sting. Protect the hive from rain water. Use clean equipment and containers to avoid contamination of the honey. Use recommended method of extracting honey. Use recommended type of hive such as Kenya top bar hive. Fish Keeping Aquaculture IntroductionThe rearing or keeping of fish is called fish farming and is normally carried out in specially prepared ponds. A good fish-pond should have the following features:Site should be on a fairly level ground with a permanent supply or source of water. The area should have clayey soil to avoid loss of water through seepage. Water must be free from any pollutants such as chemicals and other wastes. Construction should provide for:an inlet for fresh supply of water,a spill way channel to take off overflow or excess water,an outlet to drain off the water when it is necessary to replace pond water,a fence to keep off predators and other intruders. Feeding FishFish naturally feed on worms, insects and algae in the ponds. These sources of food must be supplemented by throwing in the pond ;kitchen wastes,chopped vegetable materials such as cabbage leaves,cereal bransbrewers' grain . Management Practices to Ensure Maximum Harvest of FishControl of stocking rate, that is to, have the recommended population of fish in a pond at anyone time. Harvest at the correct maturity stage. This is done by using the fishing net with correct mesh sizes to avoid catching the fingerlings. Avoid water pollution in the ponds which may poison fish. Ensure adequate supply of food in the pond. Water in the ponds should be kept in motion to facilitate aeration. Maintain appropriate depth level of water. Control predators and or thieves. Drain and refill ponds with fresh water as necessary. Harvesting FishHarvesting or extracting fish from the fish ponds for consumptionTwo main methods:Hook-and-line method:This is slow, injures small fish and is inefficient. It is only suitable for small-scale fishing. Use of fishing nets:This is the most efficient method as long as a net with the correct mesh sizes is used. Harvesting may be done 6-8 months after the introduction of fingerlings into the fish pond. Maintenance of the Fish PondRepairing the dyke or any structure on it. Cleaning the pond and removing foreign materials."}
{"text": "Harvesting may be done 6-8 months after the introduction of fingerlings into the fish pond. Maintenance of the Fish PondRepairing the dyke or any structure on it. Cleaning the pond and removing foreign materials. Planting grass where necessary. Removing un desirable vegetation. Removing the silt. Fish PreservationPractices before preservation:Clean the fish to remove mud and any worms. Removing scales and slime. Opening the fish on the side to remove the gut and the intestines referred to as gutting. . Cleaning the abdominal cavity thoroughly. Keeping fish in open containers. Methods of PreservationFreezingSaltingSun dryingSmokingAppropriate Handling of Livestock During ManagementPhysical beating should be avoided. Structures which help in restraining animals should be used whenever applicable. The correct methods of securing and casting animals should be used. Use as little force as possible. Equipment such as ropes, halters, lead stick and bull rings are used to handle animals appropriately. Farm StructuresIntroductionFarm structures are physical constructions on the farm used to increase efficiency in production. Construction of Farm StructuresInvolves:Planning for farm structures ;Consider;Farm activities. Size of the enterprise. Future of the enterprise. Accessibility. Soil type. Siting farm structures;Consider:The location of the homestead. Accessibility. Security. Drainage topography. Wind direction. Relationship between the structures. Proximity to social amenities. Farmer's taste and preference. Materials for ConstructionStructural Materials and UseFactors which determine the type of materials to use are;durability,strength,labour,availability,workability,serviceability,costsanitation. Stones and BricksAdvantagesStones and bricks are durable, easy to disinfect, resistant to weather and insects decay and are easily available. DisadvantagesThey are bulky and require skilled labour to make them. Plastic and Synthetic MaterialsThese include;glass,asbestos fibrepolythene materials. AdvantagesLight,cheep depending on quality,easy to disinfect,can be moulded into any shape,are durable,cannot be destroyed by insects and fungusare water-proof. DisadvantagesAre easily destroyed,fragile,very expensiverequire skilled labour. Wood Timber AdvantagesThey are workable,cheap,can be re-usedare fairly strong."}
{"text": "AdvantagesLight,cheep depending on quality,easy to disinfect,can be moulded into any shape,are durable,cannot be destroyed by insects and fungusare water-proof. DisadvantagesAre easily destroyed,fragile,very expensiverequire skilled labour. Wood Timber AdvantagesThey are workable,cheap,can be re-usedare fairly strong. DisadvantagesThey can catch fire easily,decay if exposed to waterare affected by fungus and insects. ConcreteIs a mixture of cement, sand, aggregate and watere.g. In making blocks the ratio is 1:2:3; one part cement, two parts sand and three parts aggregate. UsesMaking posts for fencing. Making walls and floor of buildings. Making gabions and water channels to prevent erosion. Making water troughs. AdvantagesThese materials are;durable, workable,easy to disinfect,cheap to maintain,fire resistantDisadvantagesThese materials are ;expensive,require skilled labour,bulky,cannot be reusedAnimal handling structuresThe crush used when doing following activities;Spraying livestock to control ticks,milking,examining sick animals,artificial insemination,treating animals, eg drenching, vaccination,dong routine jobs such as dehorning, identification marks,The spray race-used in the control of ticks by spraying livestock with acaricidesThe dip- machakos type, and the pludge dip. This is used in the control of ticks by dipping livestockFarm BuildingsFactors to be considered in site selection;SecurityNearness to a source of waterTopographyDirection of the prevailing windDirection of the sunPersonal whims tastes and preferenceNearness to means of communication. Types of farm buildingsHouses for farm animals. Stores for farm produce. Stores for equipment, tools and supplies. Buildings for growing crops e.g green house. Building for processing plant e.g milk plant. Parts of a buildingThe foundation,The walls,The roofInclude;kingpost,rafters,struts,tie beam,rafter battenInclude;concrete floor,foundation wall,PVC sheet damp-proof course the compacted fill hard core . FencesImportance of Fence in a FarmKeep out intruders to the farm,Define the boundary lines of the farm. Paddocking of fields to make rotational grazing possible."}
{"text": "Parts of a buildingThe foundation,The walls,The roofInclude;kingpost,rafters,struts,tie beam,rafter battenInclude;concrete floor,foundation wall,PVC sheet damp-proof course the compacted fill hard core . FencesImportance of Fence in a FarmKeep out intruders to the farm,Define the boundary lines of the farm. Paddocking of fields to make rotational grazing possible. Live fences serve as windbreaks. Fences are used in mixed farming to protect crops from. Damage by livestock. Fences add aesthetic values to the farm. It is easy to control breeding. It is easy to isolate sick animals from the rest of the herd. Types of FencesDead fences. Barbed wire fences. Electric fence. Concrete fence. Chicken wire fence mesh wire fence . Woven wire fence chain link . Wooden fence. Fencing PracticeMaterials include;wires,staples,nails,posts,droppersconcrete materials. Size of posts:General purpose 2.5m by 25cm in diameterStrainer units and corner posts 3m by 30cm in diameter:Distance between the posts:3m between posts, 10m if droppers are to be used. 200m between strainer units. Depth of holes - 60cm. Gate Posts, Gates and Strainer UnitsGates should be hung on posts separate from the fence. Mechanical implements for example tractors require 4.0-4.5m width of gate. Entrance gates for pedestrians can be accommodated within the fence. Steps in FencingLocate the cornersClear the fencing area. Mark gates, strainers, pass places and standards by pegging. Dig holes to proper depths. Fix the standard posts. Firm around posts or apply concrete. Fix wires on posts. Fix the droppers. Agricultural Economics II Land Tenure and Land Reforms IntroductionLand is an important factor of production. Without land it is impossible to practice the agricultural business. However the efficiency of utilization of land is influenced to a large extent by the condition of holding the land. Land TenureLand tenure is defined as the possession of the legal rights to the use of land. Various kinds of rights to the use of land give rise to different tenure systems."}
{"text": "However the efficiency of utilization of land is influenced to a large extent by the condition of holding the land. Land TenureLand tenure is defined as the possession of the legal rights to the use of land. Various kinds of rights to the use of land give rise to different tenure systems. Land Tenure SystemAll land tenure systems fall into two major classes, namely:Collective Tenure SystemsThis includes:Communal Tenure SystemsThis involves the possession of rights over land by the whole community. It works quite well under conditions of unlimited, land resources. Advantages of Communal TenureLandless problem does not exist. Land is not fragmented. Allows for free movement of animals in search of better pastures and water. Promotes community spirit among the members. Disadvantages of Communal TenureNo incentive among the users to conserve the land resources. Everybody strives to maximize returns from the land without the drive to invest, for example, in terms of soil conservation and maintenance of soil fertility. There is a tendency of overstocking and continuous cropping; which leads to soil erosion and loss of land productivity. As a result of communal grazing of livestock, it is impossible to improve livestock through;controlled breeding,proper feeding,disease and parasite control. Since there is no title deed, certificate of ownership it is virtually impossible to secure loans to develop the land. Co-operative Tenure SystemThis category includes various collective arrangements under the government or other authorities. Farmers voluntarily group together and buy land which they subsequently operate on co-operative basis. Examples are co-operative ranches. Advantages of Co-operative TenureNo land disputes. Labour is well utilized. Profit is distributed according to the number of shares. Resource use is enhanced for high production. Disadvantages of co-operative tenure. Incase of poor management everybody will loose. No individual title deed hence cannot secure loans. State ownershipLand is owned by the whole state and is refered to as government land. Examples in Kenya;Areas not allocated to individualsLand under local county councils cities and townsLand under forest, game reserve and parks, land for infra-structure and public utilityAdvantages of state ownershipGeneration of income for the stateAll the citizens benefit from whatever comes out of the land. DisadvantagesNon-competitive in terms of productionNo individual motivation when working on the land."}
{"text": "State ownershipLand is owned by the whole state and is refered to as government land. Examples in Kenya;Areas not allocated to individualsLand under local county councils cities and townsLand under forest, game reserve and parks, land for infra-structure and public utilityAdvantages of state ownershipGeneration of income for the stateAll the citizens benefit from whatever comes out of the land. DisadvantagesNon-competitive in terms of productionNo individual motivation when working on the land. Individual Tenure systemThe various forms of individual land tenure are;Owner operator,Plantation and Concestion,Land-lordism TenancyOwner operatorThis category includes all persons who operate on land to which they have absolute individual rights. Examples are the majority of individual land owners in areas where demarcation and registration of land has taken place and title deeds issued. AdvantagesThe owner is free to make permanent production plans. The owner can pledge the land title deed to secure loans credit from lending agencies for further developmentAn individual is motivated to work harder than when under communal arrangementManagerial failures usually affect small units of production and are therefore negligible. It is easy for the owner to get agricultural advice. DisadvantagesCost such as machinery for processing may be too high for the individual ownerInnovation may be inadequate due to low levels of education. Lack of capital to invest. Plantation and concessionIn this form of land tenure, the individual is usually a company or a corporation. Most of them engage in the production of only one commodityThey are rigid in their production plans and in most cases labour is hired on wage basis. Example are coffee, tea, sugarcane, sisal estates in . AdvantagesHigh production from the land hence high economic gainsAllows foreigners to use and develop landNo land disputesCreate employment for the local peopleGenerate government revenue through taxation. DisadvantagesIndividuals own large pieces of land while others are landlessLarge areas of land may be left underdeveloped. Foreigners may repatriate profit to their countries. Landlordism and tenancyThe arrangement here involves the ownership of land by one individual or group of individuals landlord who lease it to another individual tenant . A legal lease specifies the length of time during which the tenure is operative;and that serves as a security of tenure to the tenant."}
{"text": "Foreigners may repatriate profit to their countries. Landlordism and tenancyThe arrangement here involves the ownership of land by one individual or group of individuals landlord who lease it to another individual tenant . A legal lease specifies the length of time during which the tenure is operative;and that serves as a security of tenure to the tenant. The efficiency of production in this arrangement is greatly affected by the length of lease, its legal backing and rent payable. AdvantagesA person without land can get a chance to use land. A landlord who cannot operate the land, for any reason, can still earn income by leasing it to a needy tenant. It is a flexible arrangement; that is, it allows room for change of production plans should need arise. Security of tenure gives the tenant incentive to invest depending on the length of tenure. DisadvantagesPoor land use and low production if the tenant does not have enough funds to improve on land. Tenants cannot produce long term crops,Landlords can exploit the tenants by overcharging. Lack of incentives to improve land by the tenants since it does not belong to them. Land ReformsDefinitionLand reform is any organized action designed to improve the structure of land tenure and land use. Forms of Land ReformLand ConsolidationThis means bringing or putting together, into one piece; fragmented parcels or pieces of land scattered over a large area. The objective of land consolidation are :To save on time spent while moving from one piece of land to another. To facilitate effective and efficient farm planning. To create an incentive among land operators to invest on and develop land. To facilitate mechanization and improve production through efficiency. To improve level of production through effective supervision of the labour force and sound farming methods,Land Fragmentation and Sub-divisionThis is the subdividing of a large piece of land into smaller portions. Sometimes it becomes necessary to sub-divide land for the following reasons:To sell part of the land. The parent may wish to subdivide and distribute his land among the sons, daughters and other dependants. The government may decide to subdivide large farms in order to settle landless citizens. Land Adjudication and RegistrationLand adjudication involves;Establishing the legitimate ownership,Measurements to make permanent boundaries Recording of land details. Once land has been adjudicated, and any disputes concerning the same land are settled,It is then registered in the \"Register of Land\"."}
{"text": "The government may decide to subdivide large farms in order to settle landless citizens. Land Adjudication and RegistrationLand adjudication involves;Establishing the legitimate ownership,Measurements to make permanent boundaries Recording of land details. Once land has been adjudicated, and any disputes concerning the same land are settled,It is then registered in the \"Register of Land\". And the owner is issued with a land title deed or certificate of legal ownership. Importance of land title deedThe legal owner of the land has security of tenure and hence an incentive to invest and improve productivity. A farmer can mortgage the land by offering land title certificate as a security to loaning agencies to secure capital to finance development projects. If a farmer who cannot operate the farm, he can still earn income from it by leasing it. Disputes concerning land boundaries and or land ownership no longer arise. Land Settlement and ResettlementDefinitionLand settlement means the occupation of land which was previously uninhabited. Land resettlement, on the other hand, is the transfer of people from an already densely populated area to a sparsely populated one. ObjectivesTo settle the landless citizens. To relieve population pressure in densely populated areas. To increase or promote agricultural productivity by farming on land that was previously unused or lying idle. To create self-employment thus improving the living standards. Land reclamation, especially by creating tsetse fly-barriers. Soil and Water ConservationIntroductionSoil and water are two very important natural resources in farming. They should therefore be well maintained and used without wastage to sustain continuous production. Water loss during the rainy season should be prevented and excess water conserved for use during scarcity. Soil erosion must be controlled at whatever cost if soil is to be conserved. Soil ErosionIt is the removal and carrying away of the top soil by the action of water or wind. Factors Influencing Soil ErosionAmount and intensity of rainfall. The steeper the land the higher the velocity of surface runoff. The higher the velocity of surface runoff the greater is its erosive power effect. Type of soil for example sandy soils are more easily detached and carried away than clayey soils. Soil depth;The deeper the soil, the longer it takes to be saturated with water. Land use:Overstocking leads to bareness of the land and looseness of the soil. Deforestation - indiscriminate removal of trees leads to exposure of soil to heavy rainfall and high temperatures."}
{"text": "Soil depth;The deeper the soil, the longer it takes to be saturated with water. Land use:Overstocking leads to bareness of the land and looseness of the soil. Deforestation - indiscriminate removal of trees leads to exposure of soil to heavy rainfall and high temperatures. Indiscriminate burning of vegetation exposes the soil to erosive agents. Clean weeding leaves the soil bare. Ploughing along the slope. Monoculture or continuous cultivation. Ground coverTrees act as windbreakers. Roots of vegetation cover hold the soil particles together. Leaf fall act as mulch which reduces erosion. Leaves of vegetation cover intercepts raindrops reducing their erosive power. Agents of ErosionWater - moving water has erosive power. Wind - wind carries away soil. Human beings - through man's activities such as cultivation and mining. Animals - through overgrazing and creating footpaths where soil erosion takes place. Types of ErosionRaindrop splash - displacement of the soil caused by raindrops. Sheet - uniform removal of soil in thin layers from flat or gently sloping areas. Rill - removal of soil from small bur well defined channels or rills. Gulley - removal of soil from channels which become progressively deeper and wider. Riverbank Erosion - removal of soil along river banks by the river water. Solifluction - gravitational flow of soil saturated with water. Land slides - mass movement of rock debris and soil down a slope,For example;Slip movement of earth or rock masses for a short distance. Debris slide - materials move at a greater speed. Debris fall - movement of materials debris along vertical cliff. Rock fall - movement of rock down a very steep slope. Rock slides - mass of rock materials that slide along a bedding plate, a joint or a fault face. Soil Erosion Control MeasuresSoil conservation measures can be classified into:Biological or cultural controlPhysical or structural controlBiological or Cultural Control MeasuresThese measures are applicable where land slope is between 2-12 . Grass strips filter strips;These are narrow uncultivated strips along the contour left between cultivated strips. Cover cropping ;The establishment of a crop that spreads out over the surface of the soil to provide it with a cover. Contour farming ;Carrying out all land operations along the contour. Mulching ;Covering of the soil with either organic or synthetic materials."}
{"text": "Cover cropping ;The establishment of a crop that spreads out over the surface of the soil to provide it with a cover. Contour farming ;Carrying out all land operations along the contour. Mulching ;Covering of the soil with either organic or synthetic materials. Proper cropping systems such as:Crop rotationCorrect spacingInter-croppingRidging furrowingStrip croppingControlled grazing;Proper stocking rate, rotational grazing. Strip cropping;Growing crops which give little ground cover in alternate strips with crops such as beans which have a good ground cover. Afforestation re-afforestation. Afforestation - growing of trees where non-existed. Re-afforestation - growing of trees where they have been cut down. Agroforestry - land use that involves the growing of trees in combination with crops and pastures on the same piece of land. Physical or Structural Control MeasuresThese are soil and water conservation measures which involve mechanical constructions on the earth. They are used in areas of moderate slope between 13-55 . They include:Trash or stone lines;These are rows of heaped crop' residues or stones made along the contours. Filter strips;It involves the growing of an open crop in the upper side of the slope followed by a dense crop to reduce speed of water. This increases infiltration. Terraces;Are structures constructed across a slope to reduce the length of a slope thus reducing run-off. Bench terraces;Are constructed where the slope is 35-55 . Tree crops are suitable for such areas. Importance of a Bench Terrace: -Reduces slope of the land. Conserves soil moisture. Better retention of soil fertility. Narrow based terraces Cannot allow cultivation by machines. Broad based terraces - Is wide enough to allow cultivation by machines. Graded terraces:Have a drainage channel to lead off excess water to a vegetated place. They should be about 100m in length. Level terraces:Have no outlet channels,The aim is to have water infiltrating,Hence no water can flow from the ends of the terrace. Fanya juu:A ridge made by digging a channel and throwing the soil uphill. Fanya chini:In this case the soil is heaped on the lower side of the channel. Bunds: heaps of soil earth made along the contour. Cutoff drains:An open trench with an embankment on the lower side into which water from the farm drains."}
{"text": "Fanya chini:In this case the soil is heaped on the lower side of the channel. Bunds: heaps of soil earth made along the contour. Cutoff drains:An open trench with an embankment on the lower side into which water from the farm drains. Water from the trench should be discharged into;Natural waterways,Artificial waterways,Rocky groundGrasslandGabion Porous dams:Galvanized wire mesh boxes filled with stones which are built across slopes and gullies. Dams and reservoirs ;Dams - barriers built across a river waterway to hold and store water. It reduces speed of runoff. Reservoirs - these are large storage tanks. Ridging - heaps of soil to reduce the speed of water,They retain the water for some time. Water Harvesting MethodsWater harvesting and storage should be done during the rainy seasons to avoid wastage. This should be done using the following methods:Roof catchment - trapping and collection of rain water from roof tops. Rock catchment - water is harvested by constructing a barrier on the lower side of a large impervious rock to trap surface runoff from the rock. Weirs and dams. Dam - a barrier constructed across a river or a dry valley so that it can hold water. Weirs - barriers constructed across a river or a stream to raise the water level and still allow water to flow over it. Ponds - water retention excavations' made to hold excess surface water. Retention ditches level terraces.-These are terraces constructed with blocked ends to retain water. Micro-CatchmentsA system of harvesting limited rainfall and storing the water in the ground for use by the planted crops. Types of Microcatchments;Triangular V-shaped Negarims;V-shaped bunds measuring 25cmAre built with soil from the excavated planting holes to direct runoff water towards the basin area around the base of each plantSemi-circular bunds;Formed around the growing plant to hold water around the plant. Trapezoidal bunds;Trapezoidal shaped bunds, which enclose a large area where the crops are grown. Contour bunds furrows ;These are furrows made along the contours between the rows of crops where agroforestry trees are intercropped with annual crops. Planting holes pits ;These are extra large planting holes made and filled with dry plant materials before filling in with soil."}
{"text": "Trapezoidal bunds;Trapezoidal shaped bunds, which enclose a large area where the crops are grown. Contour bunds furrows ;These are furrows made along the contours between the rows of crops where agroforestry trees are intercropped with annual crops. Planting holes pits ;These are extra large planting holes made and filled with dry plant materials before filling in with soil. Use of Micro-CatchmentsSlow down the speed of surface runoff. Used during landscaping of the compound, parks and roadside nest areas. Reclamation of land for food crop in dry areas. Water collected and stored can be used for irrigationAfforestation in dry areas. Weeds and Weed ControlIntroductionWeeds cause heavy crop losses if not controlled. Their control is important so as to maintain high quality and quantity produce. Definition:A weed is any plant growing where it is not required. And whose economic disadvantages outweigh the advantages. Harmful Effects of WeedsWeeds compete with crops for nutrients, space, light and soil moisture. Some weeds, for example, Striga spp are parasitic to cultivated crops such as maize. Some weeds lower the quality of agricultural produce for example:Mexican marigold gives undesirable flavour to milk if dairy cows feed on it. Devils horsewhip, black jack, bristly fox-tail and others get attached to sheep wool thus lowering its quality. Some weeds are poisonous to human beings and livestock for example:Thorn apple Datura stramonium Sodom apple Solanum incanum Some weeds have allelopathic effects to cultivated crops. Water weeds block irrigation channels. Aquatic weeds such as Salvinia in Lake Naivasha and water hyacinth in Lake Victoria affect fishing. Some weeds are alternate hosts for insects, pests and disease causing organisms for example:Wild oat avena fatua is an alternate host for rusts. Mallow malva verticillata is an alternate host for cotton stainers."}
{"text": "Aquatic weeds such as Salvinia in Lake Naivasha and water hyacinth in Lake Victoria affect fishing. Some weeds are alternate hosts for insects, pests and disease causing organisms for example:Wild oat avena fatua is an alternate host for rusts. Mallow malva verticillata is an alternate host for cotton stainers. Weeds lower the quality of pasture for example:Tickberry Lantana camara Nut grass Cyperus rotundus ,Manyatta grass Eleusine jaegeri Some weeds irritate workers thus reducing the efficiency in which they are controlled for example:Double thorn Oxygonum sinuatum ,Stinging nettle Urtica massaica ,Devil's horse whip Achyranthes aspera . Factors Contributing to the Competitive Ability of WeedsThey produce large quantities of seeds for example pigweed and black jack. Their seeds remain viable in the soil for a long time awaiting conducive germination conditions. They have effective seed dispersal mechanisms. Some weeds propagate by means of elaborate underground storage structures. They are efficient in utilizing little moisture, nutrients and sunlight. Some have short life cycles. They have elaborate root systems for supporting the plant and absorbing nutrients and water. Weed ClassificationIt is based on:Life cycles for example:Annuals - complete their life cycle in only one season. Biennuals - complete their life cycles in two seasons only. Perennials - complete their life cycle in more than two seasons. Morphology - leaf formation such as size, shape and venation. Broad leaved weeds for example black jack, lantana, pig weed, oxalis and others. Narrow leaved weeds for example couch grass, setaria, nut-grass, manyatta grass and others. Habitat - some weeds are terrestrial grow on land while others are aquatic grow on aquatic marine conditions . Weed IdentificationWeeds are identified by their common individual names and botanical names. They are named according to specific features or according to person who identified them. Common Name Botanical NameBlack Jack Bidens pilosaMexican marigold Tagetes minuta0xalislsorrel ..Oxalis spp."}
{"text": "Weed IdentificationWeeds are identified by their common individual names and botanical names. They are named according to specific features or according to person who identified them. Common Name Botanical NameBlack Jack Bidens pilosaMexican marigold Tagetes minuta0xalislsorrel ..Oxalis spp. Double thorn Oxygonum sinuatumThorn apple ..Datura stramoniumCouch grass ..Digitaria scalarumNut grass ..Cyperus rotundusWandering Jew Commelina bengalensisSow thistle Sonchus ole race usDevil's horsewhip .Achyranthes asperaMacdonald's eye Gallant soldier. Gallinsoga parvifloraSodom apple .Solanum incanumBlack night shade ..Solanum nigrumChinese lantern . Nicandra physalodesBracken fern ..Pteridium aquilliumLove grass Bristly foxtail .Setaria verticillataCleavers Gallium spuriumStinging Nettle ..Urtica massaicaFat hen Goose foot ...Chenopodium spp. Rape weed Brassica nap usWild oats ...Avena fatuaLantana Tick berry Lantana camaraWater hyacinth .Eichhornia crassipesStriga Witch weed Striga hermonthecaCreeping indigo .Indigofera spicataWeed Control MethodsThe methods of weed control determined by:The weed being controlled. Weather conditions. Capital availability. Effect on environment. METHODS OF WEED CONTROL INCLUDE:Chemical Weed Control The use of chemicals known as herbicides to control weeds. Classification of HerbicidesBased on:Formulation - the physical form of the herbicides for example:LiquidsWettable powdersEmulsionDustTime of ApplicationPre-emergence - applied before the planted crop germinates. Post emergence - applied after the planted crop germinates."}
{"text": "METHODS OF WEED CONTROL INCLUDE:Chemical Weed Control The use of chemicals known as herbicides to control weeds. Classification of HerbicidesBased on:Formulation - the physical form of the herbicides for example:LiquidsWettable powdersEmulsionDustTime of ApplicationPre-emergence - applied before the planted crop germinates. Post emergence - applied after the planted crop germinates. SelectivitySelective. Non selective. Mode of ActionContact - herbicides that kill only the parts of the plant which it comes into contact. Translocated systemic herbicides that will kill the whole plant even if it comes into contact with only a small part of it. Methods of Herbicide ApplicationSpraying - application of solutions. Dusting - application of dusts. Fumigation - application of fumigants into the soil. Safety Measures in the Use of ChemicalsRead manufacturer's instructions and follow them. Wear protective clothing such as overalls, breathing mask, gloves and boots. Avoid inhaling the herbicides. Wash thoroughly after handling chemicals. Do not blow or such blocked nozzles. Avoid herbicide drift to unintended crops and other plants. Avoid herbicide drift to livestock feed and water. Avoid spilling herbicides in pastures and fodder crops. Dispose off the empty containers properly for example burying them in the soil. Do not wash spraying equipment in water sources used by animals and human beings. Store chemicals in a safe place. Wash the spraying equipment thoroughly. Sink left over chemicals into the soil after the day's work. Advantages of Chemical Weed ControlIt is less laborious. Effective in the control of difficult weeds such as couch grass and sedges. It does not disturb crop roots and other underground structures. It makes the control of weeds in certain crop easier. It is efficient in both wet and dry conditions. It does not destroy soil structure. Cheaper in large scale production than the use of manual or mechanical cultivation. Disadvantages of Chemical Weed ControlIt requires skilled labour in mixing and application. Cause environmental pollution. Herbicides have long residual effects which may interfere with future crops. It is very expensive. Mechanical Weed ControlIt involves the following operations:Tillage CultivationThis is the opening and loosening up of the soil. It can be done by hand tools or tractor drawn implements. AdvantagesCheap in small scale production. Increases water and air infiltration into the soil."}
{"text": "It can be done by hand tools or tractor drawn implements. AdvantagesCheap in small scale production. Increases water and air infiltration into the soil. Incorporates crops residues into the soil. The earthing-up done during tillage encourages root growth. DisadvantagesIf done repeatedly it destroys soil structure. It is laborious and expensive in large scale production. It may not effectively control weeds. It may lead to soil erosion and loss of soil moisture. Damage crop roots. Slashing Mowing Mechanical removal of shoots from weeds. It is effective in the control of annual weeds. UprootingIt is done when the crops are too closeTo allow mechanical cultivation or where weeds are scattered. Cultural Weed ControlIt involves the following practices:Mulching. Cover cropping. Crop rotation. Timely planting. Use of clean seed planting materials. Proper spacing. Proper seedbed preparation. Flooding. Biological Weed ControlThe use of living organisms to control weeds. Examples are:Use of livestock to graze and control growth of weeds especially in plantations. Use of weed eating fish to control aquatic weeds. Use of moths to control cactus. Limitations: the method is not reliable. Legislative Weed Control QuarantineIt involves government laws and regulations which prevent the introduction and spread of foreign weeds in a country or an area. Done by KEPHIS. Limitations: Only samples are checked while the bulk of the materials may have some weed seeds. Crop Pests and DiseasesIntroductionCrop pests and diseases lead to high losses in crop production hence efficient control measures are needed. Proper control measures require the farmers to be able to;Identify these organisms,Know their life cycles, feeding habitsThe damage they cause to crops. Crop PestsDefinition of a Pest:It is a living organism that destroys crops trees either directly or indirectly by introducing pathogens disease causing germs . Classification of PestsPests are classified according to the following:Mode of FeedingPests with biting and chewing mouth parts - they cause physical damage and reduce the photosynthetic area of the plant. Pests with piercing and sucking mouth parts - they suck out the nutritious plant sap and in the process may introduce disease causing organisms. Crops AttackedSome crop pests attack specific crops for example, stem borers prefer cereal crops."}
{"text": "Classification of PestsPests are classified according to the following:Mode of FeedingPests with biting and chewing mouth parts - they cause physical damage and reduce the photosynthetic area of the plant. Pests with piercing and sucking mouth parts - they suck out the nutritious plant sap and in the process may introduce disease causing organisms. Crops AttackedSome crop pests attack specific crops for example, stem borers prefer cereal crops. Stage of Growth of Crops AttackedThere are pests of seedlings attack when the crop is young, for example cutworms. Pests of fruits - attack the crops at fruiting stage. Pests of grains attack the crops when the grains are formed. Field and Storage PestsSome pests attack the crops while in the field. Other pests attack the produce after it has been harvested and stored. Identification of Common PestsOther Crop Pests Include:Mealy bugs - coffeeThrips - coffeeBeetles - field and storage pests. Birds - field pests - cereals and fruits. Rodents - field and storage pests ,cereals and tubers. Nematodes - soil borne pests - tomatoes, potatoes, sunflower, beans. Harmful Effects of Crop PestsPests such as squirrels and rodents, unearth planted seeds, resulting in poor germination. Some pests like nematodes, termites and moles damage crop roots causing wilting and death of the crops. They lower the quality and quantity of farm produce. They increase the cost of production since farmers will incur expenses in purchasing chemicals to control them. They transmit diseases to crops for example, aphids transmit streak virus disease in maize. Chemicals used to control the pests cause pollution to the environment. They exterminate the crop by feeding on them for example eating embryo of the seed. Control of PestsIf pest population causes damage beyond tolerance then it is said to have reached economic injury level EIL hence control measures should be effected before this level. Before any control measure is effected ,the following should be considered:Know the life cycle of the pest. Correct identification of the pest. Correct assessment of the damage. The weather conditions. The value of the crop in question. The cost factor of the control method. Methods of Controlling the PestsCultural methods. Physical mechanical measuresBiological methods. Chemical methods. Integrated pest management."}
{"text": "Physical mechanical measuresBiological methods. Chemical methods. Integrated pest management. Cultural Methods:These are farming practices which aim at reducing the pest population by destroying the life cycle of the pests either by exposing them to adverse conditions or denying them food. These include:Timely planting to escape pest attack. Timely harvesting. Proper tillage. Close season: this is the period when a susceptible crop is not grown in order to control a certain pest. Trap cropping: These are crops which attract pests diverting them from the main crop. The trap crop is grown together with the main crop. Crop rotation: It breaks the life cycle of the pest. Planting resistant varieties: These are plants with natural protective mechanisms against pest for example hairy cotton against jassid bugs, goose necked sorghum against birds, high tillering in sorghum against shoot fly. Field hygiene: This includes rogueing and removal of crop residues which harbour pests from field. Alterations of environmental conditions, such as, creating a microclimate which is not conducive to pests for example open pruning in coffee. Crop nutrition: application of fertilizers and manures to make the crop strong and able to escape pest attacks. Destruction of alternate hosts, for example, weeds like mallow which harbour cotton stainers. Use of clean planting materials. This helps to prevent introduction of crop pests. Proper spacing: if well spaced some pests find it difficult to move from one plant to another. Use of organic manure, for example, farmyard manure discourages eel worms nematodes . Chemical ControlChemicals used to control pests are known as pesticides. Pesticides are administered through dusting, spraying or fumigating. Classification of Pesticides:Pesticides are classified on the basis of:Mode of EntryStomach - ingested by the pest together with the crop materials. Contact - absorbed through the body tissues. Fumigants - through the breathing mechanism. Systemic - translocated to all parts. Mode of ActionRespiratory poisons - interfere with breathing mechanisms. Coagulants - cause the blood of the pest to coagulate. Neurotoxins - act on the nervous system. Protoplasmic poisons - cause the cells to disintegrate. Target PestsInsecticides - kill insect pestsMolluscicides - kill snails and slugs. Rodenticides - kill rodents."}
{"text": "Protoplasmic poisons - cause the cells to disintegrate. Target PestsInsecticides - kill insect pestsMolluscicides - kill snails and slugs. Rodenticides - kill rodents. Nematocides - kill nematodes. Formulation . Dusts, granules and powdersEmulsifiable concentrates. Miscible liquids. Wettable powders. Fumigants. Factors That Affect the Efficiency of PesticidesConcentration of the pesticides. Weather conditions at the time of application. Timing of application - efficiency is high if applied when the pest is most susceptible. Persistence of the pesticide having long residual effect in the soil. Resistance of the pests. Advantages of Chemical Pest ControlFasterImmediate results are achieved. Low labour requirements. Disadvantages of Chemical Pest ControlExpensive to buy. Cause pollution to the environment. Require skilled labour to apply. Some pesticides may kill beneficial organisms and predators. Some target pests may build up resistance. Mechanical Pest Control PhysicalThis involves the killing of the pests using physical methods. Or creating physical barriers to prevent pests from getting into contact with the crops . Example:Flooding irrigation; for example, moles are suffocated through flooding. Use of lethal temperatures: either too cold or too hot. Suffocation; commonly used in grain storage bins by being made air tight. Trapping and killing, for example, rats. Creation of physical barriers, such as, rat bafflers, sticky materials on tree trunks. Proper drying: this makes them too hard to be destroyed by pests. Scaring devices especially in rice plantations to control birds. Use of explosives thrown at breeding places of birds to kill or scare them away. Biological Pest ControlIt involves the use of living organisms to reduce the pest population. Predator Target PestParasitic wasp-------------------White fly in citrus, boll worms, stalk borersBirds--------------------------------- Crickets, locusts, caterpillar llars."}
{"text": "Use of explosives thrown at breeding places of birds to kill or scare them away. Biological Pest ControlIt involves the use of living organisms to reduce the pest population. Predator Target PestParasitic wasp-------------------White fly in citrus, boll worms, stalk borersBirds--------------------------------- Crickets, locusts, caterpillar llars. Lady Bird --------------------------AphidsTrachnid flies -------------------cotton stainerPraying mantis-----------------giant loppersMajimoto ants -----------------scalesCats ----------------------------------moles,rats,miceBrachonid wasps-------------mealy bugsChicken ---------------cotton stainer, larvae of beetles, grasshoppers, cricketsAdvantagesCheapNo environmental pollutionSaves on labour. DisadvantagesTakes too long to get the correct agentDifficult to control the pest effectively. Integrated Pest ManagementIt is a new method which involves the combination of the methods mentioned above. The aim is to have least hazards to the user and to the environment. Example, attractant-pheromones are used to attract pests to one place where they are sprayed and eradicated. Legislative Method QuarantineLegislative mearsures of pest control are effected by the Kenya Plant Health Inspectorate Service KEPHIS through seed inspection. Crop Disease And Their ControlA disease is any deviation from the normal performance or functions. A plant disease is any harmful physiological disorder in a plant caused by pathogenic agents such as virus, bacteria, fungi. The study of plant disease is called plant pathology. Economic importance of crop diseasesThey lower crop yieldThey reduce the quality of the produce thus reducing their market valueThey cause food poisoning. E.g ergot in wheat, afflatoxin in grain crops by fungus. They reduce photosynthetic area of the plant. Classification and identification of plant diseasePlant disease are classified according to their causal agents;Fungal diseases;Fungi are non-green plant-like. Some are parasitic and others are saprophytic. Parasitic fungi divided into;Obligate parasites- those that depend on other living organisms for food. Falcultative parasites-those that are able to live on both the living and dead tissues."}
{"text": "Some are parasitic and others are saprophytic. Parasitic fungi divided into;Obligate parasites- those that depend on other living organisms for food. Falcultative parasites-those that are able to live on both the living and dead tissues. Examples of fungal diseasePanama disease Fusarium oxysperium bananas Cigar-end rot Verticilium theobromae -bananasDie back attack the tips of shoots and rootsMildews-foliar disease of several cropsArmillaria root rot Armillaria mellea -coffee and teaDamping off-disease of seedlings in the nurseryAnthracnose Colletotrichum spp -coffee,beans,tomatoes. Fungus also cause damage to stored grains which are not properly dried or if the store is damp. Fungus cause food poisoning and lower seed viability for example Aspergillus flavus which produces a highly toxic compound called afflatoxin. Examples of fungal diseaseBacterial DiseasesBacteria are microscopic single-celled organisms which reproduce by binary fissionTransmission; Through irrigation water, seeds, fertilizers, manures, wind ,raindrop splash, insects, soil and mechanical means. Symptoms of Bacterial DiseasesWiltingCankers necrotic tissues localized necrosisGall formation in infected tissues. Examples of bacterial diseasesViral DiseasesViruses are small living organisms which can only be seen under a very powerful electronic microscope. Viruses interfere with photosynthesis, respiration, transpiration and nitrogen utilizationSymptoms of Viral InfectionLeaf chlorosis. Leaf curling. Mosaic light green or yellow patches . Malformation distortion of plant parts. Rosettes; Development of abnormally short internode. TransmissionThrough the use of infected vegetative materials and insect vectors like aphids, mealybugs and leafhoppers. Viral diseasesOther Causes of Crop DiseasesFlooding forming ammonia which is poisonous to the crops causing a burning effect on leaves. Chemicals: some may be toxic. Poor weather: Extremes of day and night temperatures. Stress: such as irregular watering as in tomato blossom end rot. Control of Crop DiseasesCultural method: This involves use ofHealthy planting materials. Practicing field hygiene. Proper seedbed preparation. Proper spacing. Heat treatment of the planting materials for example sugar cane."}
{"text": "Proper seedbed preparation. Proper spacing. Heat treatment of the planting materials for example sugar cane. Proper drying of cereals and pulses to 13 M.C. Growing disease resistant varieties. Legislative MethodInvolves the imposing of regulations and laws especially in case of disease outbreaks to prevent the introduction and spread of diseases. Chemical ControlUsed as a last resort. Chemical control measures include:Seed dressing before planting. Soil fumigation to control soil borne diseases. Spraying: application of fungicides. Crop Production VI Field Practices II IntroductionThere are many crops cultivated in Kenya. These crops are grown for various uses and require different ecological conditions. Definitions:Hybrids - These are crop varieties developed by crossing two pure lines. Composites - These are crop varieties developed through repeated mass selection. Cultivars - these are varieties of crops which are cultivated in a given area. MaizeMain growing areas: Trans-Nzoia, Nakuru, Uasin Gishu, Laikipia districts and others. Ecological RequirementsAltitude: Upto 2000m above sea level. Temperature: About 25 CSoils: Freely draining, fertile loam soils. Rainfall: 750-12S0rnm critical at silking and pollination stage. VarietiesHigh altitude areas: Hybrids 611, 613 and 614C. Medium altitude areas: 511,512,622 and 632. Marginal rainfall areas: Katumani composite and Makueni composite. Coast regions: Coast composite and Katumani composite. Seedbed PreparationPloughing should be deep and done during the dry season to eradicate weeds. Require medium tilth. Plant spacing 75-90cm x 20-30cm. Planting done at the onset of the rains. This helps to reduce pest attack. Dry planting in areas with inadequate rainfall is necessary. Field Maintenance:Apply phosphatic fertilizer during planting at a rate of 120kg ha P2O5Also nitrogenous fertilizers as top dress at the rate of 200kg of ASN or CAN. Control weeds by cultivation, use of appropriate herbicides, uprooting, slashing and mulching. Pest ControlMaize Stalk Borer:Nature of damage: Boring the leaves causing windowing effect, boring the stems and cobs."}
{"text": "Field Maintenance:Apply phosphatic fertilizer during planting at a rate of 120kg ha P2O5Also nitrogenous fertilizers as top dress at the rate of 200kg of ASN or CAN. Control weeds by cultivation, use of appropriate herbicides, uprooting, slashing and mulching. Pest ControlMaize Stalk Borer:Nature of damage: Boring the leaves causing windowing effect, boring the stems and cobs. Control: Destruction of previous years crop residue, closed season and apply chemicalsMaize Weevils:it is a storage pest. Damage: Bores holes into the maize grains, eating the contents. Control: Proper hygiene and sanitation in the stores. Use of chemicals such as Actellic Super. Disease Control:RustCause: Fungus. Symptoms: Red or brown pustules on the. Leaves. Control: Plant resistant varieties and crop rotation. SmutsCause: FungusSymptoms: Black sooty mass of spores on maize heads or cobs ear . Control: Crop rotation, growing resistant varieties and destruction of affected plant parts. Maize Streak VirusCause: VirusSymptoms: Yellow longitudinal stripes parallel to the midrib. Control: Certified seed, early planting and rogueing. HarvestingHarvest the crop 3-9 months after planting depending on variety. Maize stalks are cut and stocked in the field. Cobs removed by hand. For large scale harvesting, combined harvesters are used. Yields about 3,OOOkg and 4500kg ha. Bulrush MilletAreas where grown:Lower areas of Kirinyaga,Embu,Meru,Parts of MachakosKerio Valley. Ecological RequirementsAltitude: Does well in areas below 1200m. Rainfall: 500-600mrn per annum. Soils: Light sandy soils. Varieties: Serere 2A, 3A, 6A, 17, 16 9Seed Bed PreparationsPloughing of land during the dry season. Soil should be of fine tilth since the seeds are small. Planting:Done at the onset of the rains. Planted by broadcasting and row planting at a spacing of 60cm x 15cm. Field Maintenance:Weeding is done until tillering."}
{"text": "Planting:Done at the onset of the rains. Planted by broadcasting and row planting at a spacing of 60cm x 15cm. Field Maintenance:Weeding is done until tillering. Top-dressing is done by use of sulphate of ammonia. Pest ControlBirdsNature of Damage: Eats the seeds at milky stage. Control: Bird scaring devices. Disease ControlErgotCause: Fungus. Symptoms: Heads become sticky. Control: Use of certified seeds, crop rotation and destruction of affected crops. Downy MildewCause: Fungus. Symptoms: Long, whitish lines on the leaves. Control: Crop rotation and field hygiene. HarvestingDone by cutting off the heads. Drying of the heads. Threshing and winnowing of the grains. Stored under well ventilated dry conditions. Yields about 1000kg ha with good management. Finger MilletAreas where grown: Western Kenya and Uganda. Ecological RequirementsAltitude: 0-2400m above sea level. Rainfall: 900mm, drought resistant in the early stages. Soils: Free draining fertile soils. Varieties:Serere varieties developed at Serere in Uganda. Ultra lupin5.18 oats. Land PreparationsThe seedbed should be thoroughly prepared to a fine tilth due to the small size of the seeds. It also helps to control weeds. Field OperationsPlantingFinger millet should be planted as early as possible in the season. It is usually broadcasted by hand. If planted in rows, the furrows should be 30-33cm apart and the plants should be thinned to 5cm apart within the rows. Fertilizer ApplicationSulphate of ammonia at the rate of 125kg ha is recommended for topdressing finger millet. Weed ControlClean seedbed preparationUprootingPest Control:Birds are controlled through scaring. Disease ControlHead blast:Cause: FungusSymptoms: Brown spots with grey centres on the leaves and stems below the inflorescence. Control: Use of resistant varieties. HarvestingIndividual heads are cut with knives. Heads are dried, threshed and winnowed. Yields 1650kg ha with good management."}
{"text": "HarvestingIndividual heads are cut with knives. Heads are dried, threshed and winnowed. Yields 1650kg ha with good management. SorghumIt is grown in Western, northern, Rift Valley, Eastern and some parts of Central Province. Ecological RequirementsAltitude: 0-1500m above sea level. Rainfall: 420-630mm. It is drought resistant. Soils: Fairly fertile and well drained soils. VarietiesDobbs variety. Serena variety. Field OperationsPlantingBroadcasting the seeds on the firmly prepared seedbed. Intercropped with other crops especially maize and beans. Can be planted in pure stands at a spacing of 60cm x 15cmFertilizer ApplicationResponds well to farmyard manure FYM . Inorganic fertilizers are not commonly used in growing sorghum. Pest ControlBird pests: They are the most common sorghum pests. They includequelea,aethiopica Sudan Dioch ,weaver birds,starling birdbishop's bird. They are controlled through;killing them using explosives,poison spraying in their breeding placesuse of flame throwers. Sorghum shoot-fly controlled by early planting, closed season and application of insecticides. Stem borer - control by use of insecticides and field hygiene. Disease ControlCommon sorghum diseases include:Leaf blightAnthracnose. Sooty stripe. Loose smutHead smutSmuts are controlled by seed dressing-while the other diseases are controlled by growing resistant varieties. HarvestingSorghum is ready for harvesting 3-4 months after planting. Heads are cut off using a sharp knife after which they are sun-dried, threshed, winnowed and stored. Up to 3000kg hectare can be obtained with good management. BeansGrown in all provinces where maize is grown. Ecological RequirementsAltitude: 10.00-2100 metres above sea level. Rainfall: Average of 62Smm per annum. Soils: Well drained loamy soils rich in organic matter. VarietiesVarieties for dry beans:Rose Coco,Mwezi Moja,Canadian Wonder,Wairimu,Haricot,Mwitemania. Variety for canning: Mexican 142."}
{"text": "Soils: Well drained loamy soils rich in organic matter. VarietiesVarieties for dry beans:Rose Coco,Mwezi Moja,Canadian Wonder,Wairimu,Haricot,Mwitemania. Variety for canning: Mexican 142. Varieties for French Beans:Primeur,Long Tom,Saza,Master PieceMonel. Seedbed PreparationLand should be prepared early. Primary and secondary cultivation done to control perennial weeds. Seed Selection and TreatmentSelect wholesome seeds free from damage and wrinkles. Seeds are dressed against bean fly. Seeds should be inoculated with appropriate bacteria none dressed seeds PlantingPlanted at the onset of the rains. Spacing 30-45cm x 15cm. Apply phosphatic fertilizer during planting time. Plant 2-4 seeds per hole. Field MaintenanceProvide sticks for the climbing varieties. Control of weeds through shallow cultivation. Top-dress with nitrogenous fertilizer for example CAN. PestControlBean-FlyNature of damage: Feeds on the stems causing swelling at the roots. This results in wilting and death. Control: Dressing of seeds, early planting and spraying with insecticides. Bean Bruchid Storage Pest Nature of damage: Make dark circular windows on the grains. Control: Clean stores, fumigation, and seed dressing. Diseases ControlBean AnthracnoseCause' FungusSymptoms: Brown or black lesions on the underside of the leaves, pods and stems. Control: Growing resistant varieties, crop rotation, destruction of crop residues and spraying with fungicides. Bean RustCause: FungusSymptoms: Red brown pustules on the leaves. Control: Planting resistant varieties and spraying copper fungicides. HarvestingDone during the dry season for dry beans and when the pods are dry. Threshing and winnowing done. Sorting of rotten, off types and damaged ones. Sold to National Cereals and Produce Board when dry. For French beans, pick the pods when soft and green. Market immediately to avoid shrivelling. Rice ProductionAreas where grown;Mwea Tabere Irrigation SchemeAhero Pilot Scheme in Kano plains. Bunyala in Busia. Bura in Tana River. Land PreparationPlots of 0.4 hectare are made with bunds constructed around them. Plots are flooded for four days."}
{"text": "Bura in Tana River. Land PreparationPlots of 0.4 hectare are made with bunds constructed around them. Plots are flooded for four days. Rotavators jembes are used to work the flooded fields on the fifth day. The land is then levelled and allowed to drain. Water ControlDuring land preparation, water level should be about 7.5-10cm. During levelling water level should be 5cmWater is drained off completely for direct sowing. For transplanted rice, water level should be 5cm at transplanting. Water level should be maintained at 1 3 the height of plant until maturity. Water should be allowed to flow slowly through the fields. Old water should be changed every 2- 3 weeks if the flow of water is not possible. Water introduced should always be warm to ensure pollination. Fertilizer ApplicationS.A applied in the nursery. Rate of 25kg SA for every nursery unit of 18.5m x 18.5m. Phosphatic fertilizers broadcasted in the field. Rate of 120kg ha DSP before planting. S.A applied in the field in two splits before and after transplanting at a rate of 250kg haFlooding in RiceFlood water in rice production is important for the following reasons;It provides good conditions for growth such as high humidity. Kills soil organisms. Prevents denitrification. Weed ControlControlled through flooding. Appropriate herbicides such as propanil and butachlor are also used. Harvesting of Industrial Cropscotton, pyrethrum, sugarcane, coffee and tea. Harvesting of CottonStage of harvestingTakes 4 months to mature. Harvest when bolls are dry and fully opened. Method and ProcedureIn Kenya cotton is picked manually. Sort out grade AR safi from grade BR fifi into separate containers. PrecautionsHarvest during dry conditions to prevent dirtifying the lint. Avoid use of gunny bags to prevent contamination. Avoid picking leaves. Harvest on weekly basis. Harvesting of PyrethrumStage of harvestingTakes 3-4 months to mature. Harvest the flowers with disc florets which have assumed a horizontal position. Methods and ProcedurePyrethrum is picked manually."}
{"text": "Harvesting of PyrethrumStage of harvestingTakes 3-4 months to mature. Harvest the flowers with disc florets which have assumed a horizontal position. Methods and ProcedurePyrethrum is picked manually. Flowers are picked by twisting the heads so that no stem is attached. PrecautionClean harvesting should be done. Avoid picking leaves. Flowers are placed in woven baskets. Overblown flowers are picked and thrown off. Pick the flowers when the dew is dry. Harvested flowers should be taken to the factory the same day. Avoid compaction of flowers in the basket. Harvesting interval, once in two weeks during the wet season and once in a month during the dry season. Harvesting SugarcaneStage of harvesting;Take 14-20 months for the plant crop to mature and 12-16 months for the ratoon crop. Sampling of cane is done before harvesting to ascertain the correct sugar content. Methods and ProceduresCut the cane at the ground level to avoid yield loss. The green tops are removed from the canes. Harvesting matchet is used for cutting the cane. PrecautionCane should be harvested immediately at maturity to avoid lowering quality. The green tops should be removed immediately after cutting to avoid reduction of sugar content by enzyme invertase. Burnt cane should be harvested immediately after burning to prevent rapid inversion to monosaccharides. The cane should be processed within 48 hours. Harvesting of CoffeeStage of harvesting;Takes 2-4 years depending on the pruning system. Harvest only ripe berries. Methods and Procedures;Hand picking is done so that ripe berries can be selected. During picking hooked sticks can be used to bend the tall trees. PrecautionsOnly the uniformly ripe berries should be picked. Over-ripe and under-ripe berries should be dried and sold as buni. Ripe cherries should be processed on the same day they are picked. Harvesting TeaStage of harvestingIt takes 2-4 years for tea to mature depending on the method of bringing young tea into bearing. Method and ProceduresTea harvesting is known as plucking. Fine plucking - 2 leaves and a bud are removed. Coarse plucking - 3 leaves and a bud are removed. A straight fitto straight stick is used to guide the plucker on the plucking table."}
{"text": "Fine plucking - 2 leaves and a bud are removed. Coarse plucking - 3 leaves and a bud are removed. A straight fitto straight stick is used to guide the plucker on the plucking table. Tipping is done by cutting off shoots that appear above the fitto. PrecautionsPlucked tea is placed in woven well ventilated baskets to prevent fermenting before it reaches the factory. The plucked tea should be kept in a cool place awaiting transport. It should be processed within the same day of harvesting. Harvesting is done on a weekly basis under wet conditions and once after every two weeks under dry conditions. Forage CropsIntroductionThese are plants which either grow naturally or are cultivated by man to be used for feeding livestock. The term forage crops include pasture and fodder crops. Fodder crops are purposely grown for feeding livestock. They are cut or uprooted when readyPasture is a ground cover of grass or a mixture of grass and legumes grazed directly or cut and fed to livestock. Classification of PasturesAccording to type of stand. Either pureMixed stands. According to ecological zones . Low altitude,Medium altitude,High altitude pasturesAccording to the establishment . NaturalArtificial pastures. Examples of grassesNapier,Rhodes,Setaria,Molasses,Congo signal,kikuyu,star,Guatemala,SudanGuinea. Examples of legumes;Lucern,Clover,Desmodium,Glycine,Stylo,Centrio,Pasture EstablishmentSeedbed PreparationThis involves clearing the land, primary and secondary cultivation to a fine tilth because the seeds are small. This is done during the dry season. Selection of planting materialsSelect seeds of high germination percentage,Free from impurities or buy certified seeds. If vegetative materials are used, select from high yielding, vigorous-growing and healthy plants. Treatment of legume seedsLegume seeds are inoculated with the correct strain of bacteria which fix nitrogen for the crop. PlantingThis is done at the beginning of the rainsMethods of sowing are;Direct sowing,Under sowing,Over-sowingOversowingThis is introduction of a pasture legume in an existing grass pasture. UndersowingThe establishment of a pasture in an already existing crop which acts as a cover crop."}
{"text": "Treatment of legume seedsLegume seeds are inoculated with the correct strain of bacteria which fix nitrogen for the crop. PlantingThis is done at the beginning of the rainsMethods of sowing are;Direct sowing,Under sowing,Over-sowingOversowingThis is introduction of a pasture legume in an existing grass pasture. UndersowingThe establishment of a pasture in an already existing crop which acts as a cover crop. Seeds rate depend;On purity of seeds,Pasture speciesWhether pure or mixed stand. Apply phosphatic fertilizer when planting and later top-dress with nitrogenous fertilizer. Pasture managementRe-seeding or gapping; Re-seeding is done if the grass is completely denudated. But if partially, gapping can be doneControl of weeds by slashing, uprooting and mowingFertilization of pastures-done by use of manures and nitrogenous fertilizer. Topping;This is the removal of stemmy fibrous material left behind after grazing. It allows new growth after the rainsControl of pests-done by trapping of moles, use of pesticides and biological means. Pasture UtilizationPastures should be utilized at maturity when nutritive value is high. It is utilized through the following methods:Direct grazing - this can be done through rotational grazing or herding. Zero grazing - this is where the pasture is cut and fed to the animals in the stalls. Common fodder CropsEdible CanaAltitude: 1500 - 2000m above sea level. Establishment: Young tubers or bulbs are used. Spacing: 1m x 1m. Management: Does well with application of farmyard manure and requires fertile land. Utilization: Tops and tubers are sliced and fed to livestock. Conservation: Bulbs or tubers are sliced and stored. Napier GrassAltitude: 0 - 2000m above sea level. Establishment: Stem cuttings or splits. Spacing: 1 m x 50cm. Management:Apply phosphatic fertilizers during planting time. Top-dress with nitrogenous fertilizers in split application. Clean weeding when young. Cut when 6-8 weeks or 1m-1.5m in height. Utilization: Cut stem is fed to livestock. Conservation: Ensiled when in plenty."}
{"text": "Bale the dry materials for storage. Store under shed or shelter. Factors Determining Quality of HayStage of growth at which forage is harvested. Leaf content of the forage material. Method of handling and curing the hay. Form in which material is fed to livestock. Species of forage used. Amount of foreign materials in forage. Silage MakingThis is a feed produced by conserving forage in succulent form through the process of fermentation by anaerobic bacteria. Steps in silage making:Cut the crop and transport it to the silo,Material with a high moisture content is wilted in the sun for 4-48 hours before ensiling . Material is chopped to reasonable size pieces before filling in the silo. Spread the chopped material evenly. Check temperature if below 31 C, needs further filling; if above 31 C compaction is necessary. Filling should be complete by the end of the third or fourth day. The silo is covered with 15cm of straw, sawdust then 15cm of soil to make it air and water tight. A trench is dug round the silo to keep off surface water. Factors Affecting the Quality of SilageMaturity stage of the crop when cut. Type of crop. Moisture content of the materialAdditives such as molasses. Degree of compaction. Size of pieces ensiled. Amount of foreign materials included in the silage. Amount of leaf of the ensiled material. Standing ForageThis is forage left in the field to be used during the dry season. Livestock Health III: Diseases IntroductionLivestock diseases are classified according to causative agents as follows:Protozoan diseases -caused by protozoans. Bacterial diseases - caused by bacteria:VIral diseases - cause by virus. Nutritional diseases - brought about by nutritional disorders. Protozoan DiseasesEast coast Fever ECF . Anaplasmosis gall sickness CoccidiosisTrypanosomiasis Nagana East coast FeverAnimals attacked: CattleCause: Protozoan. Theileria parva It is a tick-borne disease transmitted by red-legged tick and brown ear tick. SymptomsRise in body temperature. Swelling of lymph glands below the ear. Difficulties in breathing. Dullness. Control and PreventionControl of vectors through dipping and fencing."}
{"text": "Difficulties in breathing. Dullness. Control and PreventionControl of vectors through dipping and fencing. Treatment by use of clexon in the early stages. Anaplasmosis gall sickness Animals attacked:Cattle between 2 months and 2 years. Poultry. Lambs and kids. Rabbits. Cause: Protozoan Anaplasma marginale Transmitted by the blue tickcontaminated surgical instruments and hypodermic needles. SymptomsFever rise in body temperature. Constipation or hard dung. Paleness in the gums, eyes and lips. Drop in milk production. ControlTick control. Intramuscular injection of antibiotics and iron giving injections. CoccidiosisCoccidiosis of PoultryCause: Protozoan Eimeria spp. SymptomsSudden death of chicks. Whitish, yellow and blood stained diarrhoea. Ruffled feathers. Chicks become paralysed before dying. Chicks become anaemic and dull. ControlDisinfection of chick house. Prevention of contamination of food and water with droppings. Use of prophylatic drugs for example, Coccidiostats. Trypanosomiasis Nagana Animals attacked: cattle, sheep and goats. Cause: Protozoan of the trypanosome species,Vector-tsetse flies. SymptomsFever. Dullness. Anorexia loss of appetite. Loss of body condition emaciation. Swollen lymph nodes. Lachrimation which leads to blindness. DiarrhoeaRough coat and sometimes without hair and may be cracked. Swelling in parts of the belly. Drop in milk production in lactating cows. '. Loss of hair at tail end. Anaemia. Abortion may occur in pregnant females. ControlTreating animals with trypanocidal drugs. Effective vector Tsetse flies controlConfinement of wild animals in game parks. Bacterial DiseasesFowl typhoidFoot rot. Contagious abortion. Scours. Blackquarter. Mastitis. Anthrax. Pneumonia. Fowl TyphoidAnimals attacked: All domestic birds which include chicken, turkey and ducks. Causes: Bacteria Salmonella gallinarum SymptomsDepression appearing very sick. Respiratory distress. Dullness."}
{"text": "Causes: Bacteria Salmonella gallinarum SymptomsDepression appearing very sick. Respiratory distress. Dullness. Drooping wings. Sleepy eyes. Anaemia resulting in pale and shrunkencombs and wattles. Greenish yellow diarrhoea. ControlKilling all affected birds and proper disposal of the carcasses. Maintaining hygiene in the poultry house. Ensuring that the house is dry and well ventilated. Obtaining chicks from reliable sources. Treatment using sulphur drugs which are mixed in drinking water or mash. For example: application of Furazolidone Furazol at the rate of 0.04 in mash for 10 continuous days treats the disease effectively. Foot RotIt is also referred to as foul-in-the foot. Animals attacked: cattle, sheep and goats. However, it is most serious in sheep. Cause: Bacteria Fusiformis necrophorus and Fusiformis nodosus . SymptomsAnimal's foot becomes swollen. Lameness is observed. Pus and rotten smell come out of the hoof. Sheep are found kneeling while grazing when the front feet are affected. Animals spend most of their time lying down when the hind feet are affected. Emaciation due to lack of feeding. ControlHygiene in the living places. Regular foot examination and hoof trimming. Use of a foot bath of copper sulphate solution at 5-10 solution or formalin at 2-5 solution. Treating wounds on the feet with antiseptics. Affected animals should be given antibiotic injections. Isolation of sick animals from healthy ones. Avoid dampness and muddy conditions. Contagious Abortion Brucellosis Bang's Disease Animals attacked: cattle, sheep, goats and pigs. It also affects man. Cause: BacteriaBrucella abortus in cattle,Brucella suis in pigsBrucella malitensis in goats and sheep. SymptomsSpontaneous abortion or premature birth. Retained placenta if abortion occurs during the later stages of pregnancy. Infertility in cows while bulls have low libido and inflamed testis also known as orchitis. A yellowish brown, slimy, odourless discharge from the vulva may occur after the abortion. ControlUse of artificial insemination. Slaughtering affected animals followed by proper disposal of their carcasses."}
{"text": "A yellowish brown, slimy, odourless discharge from the vulva may occur after the abortion. ControlUse of artificial insemination. Slaughtering affected animals followed by proper disposal of their carcasses. The attendant to the animals should avoid contact with the aborted foetus. A blood test should be carried out for all breeding animals to detect the infected ones. Hygiene in the animals' houses. Scours white Scours Animals atacked: calves, piglets, lambs and kids. Cause: A bacterium which attacks young animals in the first week of life. SymptomsWhite or yellowish diarrhoea. Pungent smelling faeces. Fever. Anorexia loss of appetite. Listlessness. Sunken eyes. Undigested milk and mucus with blood spots observed in the faeces. Faecal matter sticks to the hind quarters. Sudden death if no treatment is given. ControlMaintaining hygiene in the young animal housing units. Avoiding dampness on the floor of the house. Fingers of the attendant training calves to drink milk from a bucket must be disinfected. Calving should be carried out in a clean area. Have separate attendants for the infected calves to prevent disease spread. Replacing milk with warm water mixture. Treating affected animals with antibiotics. Black QuarterIt is also known as black leg. Animals attacked: All ruminants aged between 8 - 18 months. Cause: Bacteria Clostridium chauvei and Chauvei septicum SymptomsLameness. Fever. Fast and heavy breathing. Cracking on the swollen parts if touched. Swelling of the affected parts usually the hindquarters, shoulders and chest or back. Dullness. Anorexia. Grunting and grinding of teeth. Animal stops chewing cud. ControlTreating with recommended antibiotics. Vaccinating using black quarter vaccine known as blanthax. Burying the carcass deep or burning it completely. MastitisIs an inflammation of the udder. Animals attacked: Goats, cows, pigs and human beings. Cause: Bacteria Streptococcus spp. Or Staphylococcus spp. Pre-disposing Factors:Incomplete milking. Injuries on the udder and teats. Weak sphincter muscles of the teats allowing free flow of milk."}
{"text": "Or Staphylococcus spp. Pre-disposing Factors:Incomplete milking. Injuries on the udder and teats. Weak sphincter muscles of the teats allowing free flow of milk. SymptomsMilk is watery, blood stained or clotted. Swollen udderControlProper milking techniques. Treatment by use of antibiotics. Culling of animals which are often attacked. AnthraxAttacks all domestic animals. Cause: Bacteria Bacillus anthracis SymptomsSudden death. High fever. Grinding of the teeth. PneumoniaIt is an inflammation of the lungs. Animals attacked: Calves, kids, lambs, piglets and poultry. Cause:Bacteria Mycoplasma mycoides dustworms in the lungs. SymptomsDullness. Anorexia loss of appetite. Staring coat. Emaciation. Breathing rapidly. Abnormal lung sounds when breathing. Coughing if the chest is pressed. Fluctuating body temperature. Nasal discharge. ControlKeeping young animals in warm pens. Proper sanitation. Isolation of the affected animals. Treating using antibiotics. Viral DiseasesRinderpest. Foot and mouth disease FMD . New CastleFowl poxGumboroAfrican swine feverRinderpestAnimal attacked: Cattle and wild game. Cause: virus. SymptomsHarsh staring coat. Rise in temperature. Eye discharge Lachrimation Diarrhoea and dysentery. Ulcers in the mouth. Foot and Mouth DiseaseAnimals attacked: Cattle, sheep, goats and pigs. Cause: Virus . SymptomsSharp rise in temperature. Blisters in the mouth, hooves, udder and teats. Loss of appetite. ControlVaccination. Quarantinenursing wounds with disinfectant. New CastleAnimals attacked: Poultry. Cause: Virus. SymptomsDifficulties in breathing. Beaks remain wide open and necks are strained. Birds become dull. The birds stand with eyes closed all the time. Anorexia loss of appetite. Nasal discharges which force the birds to shake their heads to clear it. Birds walk with a staggering motion. Paralysis of wings and legs may occur."}
{"text": "Nasal discharges which force the birds to shake their heads to clear it. Birds walk with a staggering motion. Paralysis of wings and legs may occur. Birds have their beaks and wings down. Birds produce watery greenish diarrhoea. Birds lay soft shelled eggs. ControlKilling all birds and burning them followed by cleaning and disinfecting the houses before bringing in new stock. Vaccination should be done during the first 6 weeks and then 2-3 months later. Quarantine. FowlPoxAnimals affected: Poultry. Cause: A virus known as avian fox. SymptomsTwo types of fowl pox with different symptoms. Cutaneous typeDiptheritic typeThe cutaneous type affects the skin and has the following signs:Injuries on the combs and wattles, legs, vent and under the wings. Loss appetite. The diptheritic type affects internal membranes and has the following symptoms:Injuries in the inside of the throat and mouth membranes resulting in difficult breathing and swallowing. Eyes and nose produces a watery liquid. Loss of appetite. Dullness. Emaciation. ControlKilling all affected birds followed by proper disposal of their carcasses. Vaccinating remaining healthy birds. GumboroIt is also referred to as poultry AIDS. Animals attacked: Poultry. Cause: A virus known as Birma virus. SymptomsThe glands above the vent bursa become swollen. Drop in egg production. Birds develop respiratory distress. Loss of appetite. Low water intake by birds. Loss of immunity making the birds more susceptible to opportunistic diseases. ControlVaccination. Administering vitamins and especially B12. African Swine FeverAnimals attacked: All domesticated pigs. Cause: A virus known as Irido virus. SymptomsFever. Loss of appetite. Depression dullness. Emaciation. Coughing. Nasal discharge. Diarrhoea in serious conditions. ControlVaccination. Quarantine. Killing all affected animals and proper disposal of their carcasses. Double fencing to keep wild animals away. Nutritional Diseases DisordersMilk FeverIt is a non-infectious disease brought about by calcium deficiency in animals which have recently given birth. Animals attacked: Cows, goats and pigs that have recently given birth."}
{"text": "Double fencing to keep wild animals away. Nutritional Diseases DisordersMilk FeverIt is a non-infectious disease brought about by calcium deficiency in animals which have recently given birth. Animals attacked: Cows, goats and pigs that have recently given birth. Causes:Due to low calcium levels in the blood. Which leads to an increase in the magnesium and sugar level in the blood. Mostly occurs in high producing cows in the first few months of lactation. This is because these animals loose more calcium through milk secretion than they are getting from the diet. SymptomsDullness. Muscular twitching causing the animal to tremble. Staggering as the animals move. Animal falls down ands becomes unconscious. The animal lies down on its side and the whole body stiffens. Body functions such as urination, defecation and milk secretion stops. Stomach contents are drawn into the mouth which later cause lung fever when breathing in. Loss of appetite. TreatmentIntravenous injection of soluble calcium salt in form of calcium boro-gluconate ,60gms dissolved in 500cc of water. Keeping the animal in a comfortable position on its sternum. Giving fresh water. Note: The animals suffering from milk fever should not be given medicine orally for the following reasons:It will not be able to swallow medicine. The medicine may get into the lungs thereby promoting lung fever. ControlPartial milking for the first 10 days. High yielding cows should be given rations containing phosphorus and calcium. Giving high doses of Vitamin D.BloatAnimals attacked: Cattle and sheep. Cause: Accumulation of gases as a result of fermentation in the rumen. SymptomsThe left side is blown up. Sudden death. ControlRelieve by use of trocar and cannula. Chasing the animal around if noticed early. Drenching by use of stop bloat. Feeding ruminants with dry roughages during the wet season before grazing on lush pastures."}
{"text": "SET BOOKS STUDY GUIDE NOTESBETRAYAL IN THE CITYTHE CAUCASIAN CHALK CIRCLETHE RIVER BETWEENCOPYRIGHT: www.teachers4teacherskenya.bravehost.com Keep visiting for other materials and for updated versions of these notes YOU MAY USE THESE NOTES FOR PERSONAL STUDY OR FORTEACHING PURPOSES BUT THOU SHALT NOT REDISTRIBUTE THEMOR RESELL THEM IN ANY FORMAT. YOU MAY ALSO EDIT THEM FOR THE SAME PURPOSES. GOD BLESS YOU AND THANKS FOR YOUR SUPPORT! BETRAYAL IN THE CITY BY FRANCIS IMBUGATHE AUTHORFrancis David Imbuga 1947- November 2013 was one of the greatest literary giants. For three decades, he taught at Kenyatta University where he was the Director of quality Assurance, Chairman of the Department of Literature and the Dean of the Faculty of Arts. Francis Imbuga studied at Alliance High School in the 1960 s where he wrote and acted a play, which won the National Beat Actor s Award. Professor Imbuga published several plays including Betrayal in the City 1976, The Successor1979, Man of Kafira 1984, Aminata 1988, and The Return of Mgofu 2011. He has also authored two novels, Shrine of Tears, 1993 and Miracle of Remera 2005. In his works he addresses the problems of independent and post colonial African states, family relations, tradition, religion, change among other issues affecting our society today. Imbuga passed on in the year 2013. THE TITLEThe title, Betrayal in the City, fits the events of the play as this is what the people of Kafira have to live with daily. Betrayal in the City reflects the political, cultural and personal betrayal witnessed in the fictitious state of Kafira. Boss the head of state works alongside other strong cronies and sycophants like Mulili, Tumbo, Kabito, and Nicodemo to let down their citizens through ;abuse of power, negligence of duty, senseless killings, and inefficiency to create a nation of hopelessness, corruption and disregard to the local citizens hence betrayal in the nation ofKafira."}
{"text": "THE TITLEThe title, Betrayal in the City, fits the events of the play as this is what the people of Kafira have to live with daily. Betrayal in the City reflects the political, cultural and personal betrayal witnessed in the fictitious state of Kafira. Boss the head of state works alongside other strong cronies and sycophants like Mulili, Tumbo, Kabito, and Nicodemo to let down their citizens through ;abuse of power, negligence of duty, senseless killings, and inefficiency to create a nation of hopelessness, corruption and disregard to the local citizens hence betrayal in the nation ofKafira. The government is run by scandalous and corrupt leaders and under whose leadership the hopes of independence for the people of Kafira are dashed. Betrayal in the City is characterized by all sorts of ills in society,namely: murder, misrule, tribalism, Nepotism, corruption, highhandedness, inefficiency, incompetence and a general atmosphere of rebellion and defiance. As the title suggests, betrayal breeds suspicion and intolerance and this creates a highly unstable environment for decent and safe living. One cannot safely determine who to trust with information hence the general feeling of betrayal among the people. THE SETTINGBetrayal in the City was first published in 1976 at a time when African states had attained their independence and were undergoing serious problems in adjusting to self-rule. The play set in the fictional country of Kafira, ruled by Boss, who surrounds himself with kinsmen like Mulili and the sharing-the-pie government officials, Tumbo, Kabito and Nicodemo. Betrayal in the city is a perfect example of many failed states in the third world, and especially in Africa. SYNOPSISBetrayal in the City is a political play. The writer examines the problems of independence and freedom in post-colonial states in Africa. The play talks about military regimes that were common on the African continent after independence. Many of such regimes were later overthrown by coup de tats. Francis Imbuga s major concern is betrayal at two levels, both at a personal and government level. Betrayal in the City shows a decay in morals, greed for power. Doga and Nina lament as they mourn their dead son, Adika and wishes to perform a ritual for their dead son."}
{"text": "Many of such regimes were later overthrown by coup de tats. Francis Imbuga s major concern is betrayal at two levels, both at a personal and government level. Betrayal in the City shows a decay in morals, greed for power. Doga and Nina lament as they mourn their dead son, Adika and wishes to perform a ritual for their dead son. This effort is hampered by express directions from the government brought by Mulili and Jere claiming that the ritual should not go on in the interest of peace; but Doga and Nina are adamant. Their only remaining son, Jusper, is imprisoned. This showsus what is happening in Kafira - the corruption, injustice and oppression of the people. Critics of the government are not tolerated. Jere and Mosese are henceforth put into prison over false charges. They both suffer the pain of the government s betrayal. Government officials make use of any opportunity to make money through unfair means. Tumbo for instance declares Jusper the winner of the play writing competition and awards him the winner s prize money. One third of the six hundred pounds to------- finance the playwriting competition is given to Jusper and his girl friend, Regina; and the remaining two thirds to put records straight emphasizing that everything is being done in strict confidence. Despite all this Jusper vows to revenge someday even if it means going it alone since he knows that a University student is not a very welcome person in Kafira and is looked at as anuisance. Government officials first think of what they are going to benefit before deliberating on matters of state. What first preoccupies their mind is how much they are going to gain. Being a relative to Boss gives Mulili a chance to despise his colleagues in service. Mulili falsely accuses Kabito knowing that Boss will believe what he says since he has been made to be his eyes and ears on the ground as he puts it. He is also favoured by Boss in many ways. The semi-illiterate Mulili sometimes completely misunderstands and distorts what is said to him and yet threatens to act basing on the strength of that misunderstanding. Boss trust of those who advise him especially Mulili makes him give unbearable directives to silence those presumably against his government including the simple old couple who were innocent. Boss also tries to take advantage of Regina forcefully. Such scandals speak unfavorably of the Head of State."}
{"text": "Boss trust of those who advise him especially Mulili makes him give unbearable directives to silence those presumably against his government including the simple old couple who were innocent. Boss also tries to take advantage of Regina forcefully. Such scandals speak unfavorably of the Head of State. Nicodemo and Tumbo discuss the state of affairs and how people are being killed: We have no choice. Like caged animals, we move, but only inside the cage. It has become infectious-the desire to eliminate others This clearly implies that there are serious consequences of criticizing the government s plans. The play within the play, Betrayal in the City, brings about the desired change that everybody has been waiting for. The rehearsal for the play intended to entertain the visiting Head of state becomes a real confrontation arrived at effortlessly by Jusper, Mosese, and Jere; takingeveryone by surprise. ACT SUMMARIESACT ONESCENE ONEThe scene is at grave surrounded by dry thorny branches. It is early morning. Doga and Nina are next to the grave of their late son, Adika who was murdered. Doga suspects that their son s murderer still lives among them. His suspicion arises from the smell of petrol at the site and the fact that the grave has a crack, an indicationthat the murderer s intention was to burn Adika s body to rid himself of Adika s ghost hunting him in future. Their only, living son, Jusper, was to guard the grave but this morning he cannot be traced. Nina is fearful for her son, who, according to them is not of sound mind. Her fears are heightened when she is made to notice that there seems to have been a struggle at the grave. Doga wants to cover up the crack on the grave so that the shaving ceremony planned to take place later in the day goes on but Nina will hear none of this. After much persuasion from the husband, she gives in and goes for soil to cover up the crack. From Doga s speech, we hear that Adika was shot four times during a demonstration by Kafira University students who were protesting that most of the Kafira university lectures are expatriates. During Adika s burial, his brother, Jusper, was taken away by government agents for being a threat to peace-loving people and after returning three months later, he is never the same. Jusper enters, dressed in a red gown. He is obviously disturbed by his brother s death."}
{"text": "5. What are we told about Jusper s condition and why is it so? 6. Who killed Adika and what is his relationship with the sub chief? 7. What led to the death of Adika and how was he killed? 8. According to Jusper what is the difference between the sun Jupiter and Jusper and what does it represent9. Jusper tells Nina that he is going to address the rally, which rally is he talking about and what does he want to tell them. 10. Why does Mulili and Jere come to the grave side and what is their mission11. Mulili speaks poor non-standard English , what does this tell us about him12. What does Mulili and Jere reveal to Doga and Nina about Jusper13. Why does Jere support the old couple s continuing with the ceremony14. Mulili had allowed Mustafa to escape, what does this tell us about justice in Kafira. 15. Identify at least two character traits of Mulili, Doga, Nina, Jere and Jusper f rom this scene. 16. Identify the aspects of style used in this scene: identify the proverbs, instances of irony, use of cross purpose, monologue, and puns among others. 17. What are some of the themes brought out in this scene? 18. Identify the instances of Betrayal brought out in this sceneSCENE TWOACTION TAKES PLACE IN A PRISON CELLJere is pushed by an askari into a cell where he finds Mosese. Askari is fed up with Jere s inquisitive nature. He tells him that he is mad and that his inquisitive nature will not beentertained in prison and that it would make his life unbearable in prison. Jere is later informed that all inmates have to go through rehabilitation in order to be re-integrated in the society. He does not have any mental illness that would make him need any rehabilitation therefore he sarcastically tells askari that he is truly grateful and that he didn t know they took such pains. It is apparent that Mosese has decided to remain silent because silence can as well be a weapon but should he be so, the prisons authorities will demand an explanation as to what is he keeping quiet about. It is not surprising that the prison authorities do not entertain prisoners asking questions."}
{"text": "He does not have any mental illness that would make him need any rehabilitation therefore he sarcastically tells askari that he is truly grateful and that he didn t know they took such pains. It is apparent that Mosese has decided to remain silent because silence can as well be a weapon but should he be so, the prisons authorities will demand an explanation as to what is he keeping quiet about. It is not surprising that the prison authorities do not entertain prisoners asking questions. Askari informs Mosese that Jusper has been released from jail but has nothing to go back to since his parents were found dead in their hut. When Jere and Mosese are left alone, Jere informs Mosese of the events of the previous night where he and his cellmate decided to playPilate and Jesus. According to Jere, Pilate had humiliated Jesus by stripping him and caning him on the buttocks. Jere s co-actor cried out after receiving the canes, alerting the prison authorities who moved Jere to the cell where Mosese was after stripping him and caning him. The two cellmates Jere and Mosese take time to know each other. Mosese tells Jere how he ended up in prison. He had attended Adika s funeral where he saw firsthand the oppression by the political elite. He couldn t keep quiet, so after telling the politicians his mind, he was arrested and charged with trumped up charges of possessingdrugs. He changes his name because the person who implicated him with the drugs shared a name with him. We learn of the regime s way of silencing dissenting voices, through the experiences of inmates. Mosese has been informed by askari to cooperate in the performance of a play organized for a visiting head of state and in return he might be among the six hundred prisoners who are to be released. He doesn t want to do this as acting in the play means kneeling in front of boss andpleading for mercy yet he is not guilty. Prisoners are also denied foodand only the ones who show signs of cooperating with prison authorities are allowed privileges. This is evident when askari brings a mug of tea. The citizens of Kafira had been waiting for the kingdom for years and at last they were told it had come. According to Mosese, it was an illusion. He wonders how many people had seen the kingdom and what colour it is. Mosese is disillusioned."}
{"text": "According to Mosese, it was an illusion. He wonders how many people had seen the kingdom and what colour it is. Mosese is disillusioned. He says they have killed their past and were busy killing the future. He laments about the oppressive nature of boss regime. For instance, soldiers had beaten up Regina and had forced her to give false evidence against her brother, Mosese. Mosese violently wriggles and as if in a trance rises and addresses the imaginary audience. His words portray his confused state of mind. On one hand he is faced with the choice of participating in the play, a sacrificial act that will lead to the release of 600 prisoners or on the other hand hold on to his principles and reject the request to participate inthe play. REVISION QUESTIONS FOR THE SCENESCENE TWO1. Where do the events of this scene take place? 2. Why do you think Jere has been brought into the cell? 3. How would you describe the treatment by the askari on Jere4. Jere says that the outside of this cell may well be the inside of another what does this tell about the situation in Kafira5. Link Pilate s situation to Jere like he puts it on page 236. Why does Mosese keep staring at the wall even when Jere and the askari are talking7. Give the reasons why Mosese is in prison8. Mosese says words have lost meaning to him and asks for the meaning of Africanisation what does this tell about the people s situation in the country9. To what level has the askari learnt and why is he doing such a job10. Why is Jusper being released and hat has just happened to his parents? 11. Why did Jere carry a bible to the cells and how does it bring him trouble12. Apart from being a police officer, which are the other two professions that Jere was in before? 13. Which is item number three in the development plan and what is ironical about it? 14. Mosese says he saw betrayal in Regina s eyes why is this so15. Why is the foreign dignitary visiting and why are the prisoners supposed to perform a play for him16. The askari talks of selective breeding and says you need a tall relative to get anything in the country what does this tell about Kafira17. Mosese says it was better while we waited."}
{"text": "Why is the foreign dignitary visiting and why are the prisoners supposed to perform a play for him16. The askari talks of selective breeding and says you need a tall relative to get anything in the country what does this tell about Kafira17. Mosese says it was better while we waited. Now we have nothing to look forward to what were they waiting for that they don t have and why has he lost hope? 18. Mosese sleeps and talks and in his dream. What does this tell about him and what message do we get from his conversation with an imaginary person. 19. Jere says when the madness of an entire nation enters a solitary mind then its not enough to say that person is mad what does Jere mean by this20. Identify the character traits of ;Jere, Askari and Mosese in this scene21. Identify the themes brought out in this scene22. Identify and illustrate the stylistic devices used in this scene23. Identify the elements of betrayal in this sceneSCENE THREEJusper stealthily enters Regina s room without her notice and scares her. He is in his red academic gown and this heightens Regina s anger at him. She requests him to rest but he sayshe can t rest because the death of his whole family is in his mind. Apart from Adika, Nina and Doga were murdered in exchange for Jusper s release. He says that he will get his revenge someday. Jusper was among the university students who protested on the streets andas they did this, people shouted abusive words at them in addition to telling that they were wasting time with the protests, it is also apparent that the government will not allow Adika s photograph to be printed in the newspapers. Regina would be happy if Jusper was to keep off from trouble with the authorities. She tells him that she has only him and Mosese left in the world and if anything went wrong, they would all be wiped out. Jusper insists that they have to talk of the masses that have no voices. Regina tells Jusper of the scheduled visits to Kafira by a certain head of state. If this is to happen, then, there will be three days holiday for all in addition to the prisoners being released to mark the occasion. She has a letter from Tumbo, who is boss right-hand man."}
{"text": "Regina tells Jusper of the scheduled visits to Kafira by a certain head of state. If this is to happen, then, there will be three days holiday for all in addition to the prisoners being released to mark the occasion. She has a letter from Tumbo, who is boss right-hand man. In it, boss has promised to facilitate the release of Mosese. This does not go down well with Jusper who can read mischief in the act but who nevertheless promises to beat him at his own game. Tumbo, a fat, overconfident man, enters the house. He notices through Jusper s dressing that he is among the university students who were being known for rioting. Tumbo is already familiar with Jusper s name which was signed against a student s prayer that was all aboutasking God to help them drop their Christian names. Tumbo warns him that if the prayer by any chances suggested changing names, Jusper would be behind bars. Jusper sarcastically wonders why this would be the case yet since change of names was item number three in thenew development plan. Furthermore, boss himself has substituted his Christian name to something that no one could pronounce. Tumbo defends boss by saying that a leader requiresa mysterious name that the common tongues will bleed trying to pronounce. This is pointer to Tumbo s sycophantic nature. Tumbo revisits the issue of the visit by a certain head of state to Kafira. He learns from Regina that Jusper writes plays and since they require a one-act play for the entertainment, he concludes that Jusper can write one for the occasion. Tumbo says that he would have written one himself, but being a socialist, he thought of extending the opportunity to others to show them light, to eat and let eat : from their talk, we learn that boss is a fearful and insecure man who has let advisers rule Kafira while pretending to be tough, he is hated by his own guards who will not talk about it. The worst of his advisers is his cousin Mulili who has been rewarded with a large farm for his services to the nation Boss is said to be of short temperand has a weakness for women."}
{"text": "He learns from Regina that Jusper writes plays and since they require a one-act play for the entertainment, he concludes that Jusper can write one for the occasion. Tumbo says that he would have written one himself, but being a socialist, he thought of extending the opportunity to others to show them light, to eat and let eat : from their talk, we learn that boss is a fearful and insecure man who has let advisers rule Kafira while pretending to be tough, he is hated by his own guards who will not talk about it. The worst of his advisers is his cousin Mulili who has been rewarded with a large farm for his services to the nation Boss is said to be of short temperand has a weakness for women. When Jusper is back from buying drinks, the three talked about the idea of writing a play for the entertainment of the visiting head of state, Tumbo would be glad if Jusper wrote the intended play that would highlight the achievements the country has made. Money has beenset aside for a play-writing competition, now that he knows what play ought to be organized. He declares Jusper the winner of that competition and informs him that he and his sister would be given a third of the money that was to finance the competition and that Jusper would be given his prize money once the results of the competition are made public. Jusper is to write the play and ensure that the words progress and achievements appear on every other page. After Tumbo and Regina leave, Jusper reminds the audience what he holds, the fruits of independence. We get them second hand. REVISION QUESTIONS FOR THE SCENESCENE THREE1. Where is this scene set? 2. Why does Jusper imitate the ricocheting of guns as he enters? 3. Why is Regina uneasy about Jusper s dressing in the red gown? 4. What does the red gown symbolise5. For what does Jusper criticize Regina and even the beggars in the streets? 6. For what does Jusper criticize the media? 7. According to Jusper why was Adika killed and why is Mosese and Jere in prison8. Why is Regina critical about people voicing their concerns against the government? 9. What do we deduce learn from Jusper and Reginas conversation about the intended visit by the foreign head of state10."}
{"text": "Why is Regina critical about people voicing their concerns against the government? 9. What do we deduce learn from Jusper and Reginas conversation about the intended visit by the foreign head of state10. Why does Jusper pretend to be Regina s cousin when Tumbo calls in? 11. Jusper asks Regina are you sure this is not a trick-some sort of a trap? Why is Jusper critical about Tumbo s helping her and what do you think the trap is? 12. Whats wrong with Christian names and why does Jusper criticize them13. Why does Tumbo call the university students red guards? 14. Jusper is said to have written an interesting prayer, what was it about? 15. Tumbo says a leader should have a mysterious name that the common people will bleed trying to pronounce. What does this tell about the kind of leaders in Kafira16. When asked about his university days Tumbo mumble, rumbles and stutters almost confusing himself, what do we deduce from this behavior17. Tumbo says that education doesn t matter and that there are opportunities only that they do not come on a silver platter. What does this reveal about Kafira18. Regina reveals to Tumbo that Jusper can write plays; why is Tumbo happy about thisand says that there is a good potato in it. What does ths mean19. How much money has been allocated for the play and how much will Jusper remain with. What happens to the remaining amount20. What aspects does Tumbo insist that shoud be covered in the play21. Why does Tumbo want Regina to visit Boss and what is the visit about22. Why have many publishers rejected Jusper s works? What does this say about them? 23. How does Tumbo plan to cover up not having conducted a play writing competition? 24. Identify the main themes brought out in this scene25. Identify the aspects of style in this scene26. What do we learn about the character traits of Jusper, Regina and Tumbo from this scene27. Identify the elements of betrayal in this sceneACT TWO:SCENE ONEThe scene begins with two members of a committee formed to plan for the entertainment of a visiting head of state are conversing."}
{"text": "Tumbo disagrees with the suggestion that the head of stat e visits upcountry to see the projects he supported. Kabito and Mulili disagree on the issue of forcing the drama department of the university to act in the play. Mulili accuses Kabito of calling him primarykid and when Kabito refuses to apologize, Tumbo recommends a one hour break for the members to let off steam. Nicodemo had suggested a three hours break! As the scene ends,Mulili swears at Kabito and issues a chilling threat to him. REVISION QUESTIONS FOR THE SCENESCENE ONE1. Kabito is the first to arrive and sleeps in one of the chairs , what does this symbolize? 2. Where does this scene take place3. Why is kabito asleep and why is he in foul mood4. Why was Mulili given the tender5. Why is Nicodemo against the use of prisoners to entertain the guests? 6. Why is mulili part of this committee7. According to Tumbo what is the role of the committee8. From the set up of the committee explain the theme of cronism9. From the discussion on their payment, what do we learn about the members of this committee10. Mulili says he used Boss to get the tender at the university, what does this tell about leadership in Kafira11. Why are the university students not willing to participate in the entertainment program12. What brings about the conflict between Mulili and Kabito13. Why does the committee go for a break and for how long is the break14. Identify the aspects of style evident in this scene15. Identify the themes in this scene16. Identify and illustrate the character traits of Tumbo, Nicodemo, Mulili and Kabito from this scene17. Identify the elements of betrayal from this scene. SCENE TWODuring the one hour break, Mulili rushes to boss to inform him about Kabito s ill deeds. He finds boss puling grey strands of hair from his head."}
{"text": "Identify and illustrate the character traits of Tumbo, Nicodemo, Mulili and Kabito from this scene17. Identify the elements of betrayal from this scene. SCENE TWODuring the one hour break, Mulili rushes to boss to inform him about Kabito s ill deeds. He finds boss puling grey strands of hair from his head. He maligns Kabito to boss by telling him that Kabito is a green snake in the grass, has coloured boss name in blood in front of the committee, came to the meeting drunk, was shouting to everybody that boss has denied him the milk tender, says that boss has ruined Kafira s economy by hiding millions in a foreign country and that boss had tried to get Regina by force. This irks boss who accuses Kabito ofsowing seeds of discord among the people. He orders Mulili to do what must be done; to silence Kabito. Mulili is only too glad to do it. In fact, he tells him it is a small matte r having silenced the old couple Nina and Doga REVISION QUESTIONS FOR THE SCENE11 P a g eSCENE TWO1. Where is this scene set? 2. Why does Boss boast about his grey hair3. Why has Mulili come to see Boss4. What five allegations does Mulili present against Kabito5. From Mulili s allegation what ills on leadership do we learn about Boss6. Who is Mercedes and what makes her rude to Boss7. What does Boss decide shoud be done against Kabito8. Mulili says that be small. You remember that old couple ? What did Mulili do to the old couple, on whose instructions and for what reason? 9. Identify the themes evident in this scene? 10. Identify the aspects of style evident in this scene11. What are the character traits of Mulili and Kabito from this scene? 12. Identify the elements of betrayal in this sceneSCENE THREENews about boss attempt to rape Regina has reached Jusper who now feels he can t go on with the play as he had earlier on promised Tumbo. The latter warns Jusper that this would be deemed as sabotage, hence would be too dangerous. He is warned that if he makes any mistake, he could end his university studies even after he has already lost one year."}
{"text": "Identify the elements of betrayal in this sceneSCENE THREENews about boss attempt to rape Regina has reached Jusper who now feels he can t go on with the play as he had earlier on promised Tumbo. The latter warns Jusper that this would be deemed as sabotage, hence would be too dangerous. He is warned that if he makes any mistake, he could end his university studies even after he has already lost one year. Jusperleaves but he doesn t promise boss that he is going to hide the truth. When Tumbo and Nicodemo meet to continue with the meeting after the break they are aware of Kabito s murder but they dare not say anything. Tumbo says they are aware of Kabito s murder but they dare not say anything. Tumbo says they are like caged animals who move but only inside the cage. They pretend not to know anything about the death when Mulili enters. He pretends to be shocked and saddened by Kabito s death which he says was as result of Kabito being under the influence of alcohol. Nicodemo wonders how one can get drunk in the space of one hour and Mulili foolishly says that people said that his breath smelled of spirits. When presses further by Nicodemo who wonders about the mention of breath yet Kabito was dead, Mulili retorts that he didn t say breath but his body smelled whiskies. He goes ahead to say that boss wept when he heard of the death and has already declared one road to be called Kabito road. Nicodemo suggests that they should call off the meeting and wonders whether the day would be counted. Despite thesolemnness of the occasion, the members of the committee seem to be more pre-occupiedwith concerns of seeking avenues of making money. This is a pointer to their greed and materialistic nature. REVISION QUESTIONS FOR THE SCENESCENE THREE1. Where is this scene set? 2. What had happened to Regina, why was it necessary for Regina to meet Boss and what transpired after that3. Why is Boss s wife locked up after the incident? 4. Why does Jusper want to pull out of the programme5. What does Jusper stand to lose if he withdraws from the directing of the play? 6. Why does Tumbo caution Jusper against standing for truth and justice7. What has happened to Kabito during the break8."}
{"text": "6. Why does Tumbo caution Jusper against standing for truth and justice7. What has happened to Kabito during the break8. What is the cause of Kabito s death according to Mulili9. What do you gather from Mulili s incoherent and apparent confused explanation of Kabito s death10. Explain Tumbo s assertion that like caged animals , we move,but only inside the cage 11. Why is the meeting called off? 12. How do the other committee members express their respet for the dead Kabito13. Nicodemo asks whether they will be paid for that day, what does that tellus about hischaracter14. Identify the themes evident in this scene15. Identify the aspects of style used in this scene16. Identify the character traits of Jusper, Tumbo, Mulili and Nicodemo from this scene17. Identify the elements of betrayal from this sceneSCENE FOURTHE REHEARSALThe stage is set for the final rehearsal of the play meant to entertain the visiting head of state. Tumbo wants everything to go on well as he fears to disappoint boss who is already in a foul mood. Boss, has, as a result of his bad temper, locked up his wife in the palace cell. Jusper informs Tumbo that all will go on well and that Mosese was cooperative during the previous night s rehearsal. Jusper says that he is in the play because he realized that the problems of kafira cannot be solved by isolation. According to him, if the play succeeds, he will have demonstrated that determination is greater in worth than numbers. Tumbo would prefer thatboss doesn t know that the play is written by Jusper who hopes that the release of a few prisoners, after the success of the play, will change Kafira. Jusper is able to see the hypocrisy of the ruling elite. The release of a few prisoners is meant to improve the image of Kafira to the eyes of the world. This according to him is only the truth. Boss joins them in the preparation of the rehearsal and Jusper tells him the play is about an army cadet who is promoted to the rank of captain within six months of enrolment. Duringthe pass-out parade he shoots his colleague accidentally because he doesn t know how to handle a gun."}
{"text": "This according to him is only the truth. Boss joins them in the preparation of the rehearsal and Jusper tells him the play is about an army cadet who is promoted to the rank of captain within six months of enrolment. Duringthe pass-out parade he shoots his colleague accidentally because he doesn t know how to handle a gun. It is later realised that he is not a relative of the army commander as it had been thought. As the rehearsal starts, Boss volunteers to read the part of the chief of staff since the prisoner who had been allocated the role could not be present as he had stomach troubles. He also orders askari to untie the hands of Jere and Mosese so that they can join the rehearsal, Mosese the junior soldier argues with Jere the captain over which gun is shorter than the other; a. 32 or a 28. They go to their chief of staff boss to help unravel the mystery. He tells them to each take a gun and show it to him. The guns are now in the hands of Jere and Mosese! Their plan has succeeded. On realizing that he has been tricked, boss shouts to the guards but Jere tells him he has no guards. Jusper thinks that boss is dead and is about to go and design a coffin but is stopped by Mosese who tell boss to see what he had done to Jusper. Because of fear, Mulili betrays boss. He says that boss ought to be killed because he has taken everything in his hands, has spoiled Kafira s economy, and has ruled for too long and killed Kabito. Boss cannot stand the betrayal so he tells Jere to shoot him. Jere tells boss that their interest is not to see human blood but to provide a mirror for Kafira to reflect the real faces of Kafira s front men. He says that they must also learn to sacrifice themselves for a better future. Mosese says that their achievement is largely because of the inefficiency of Tumbo. Jere gives boss the gun that he can shoot him Jere but boss declines. Jusper then takes the gun and shoots Mulili dead. He says that he did it for Kafira. Before the play ends, the ghosts of Doga and Nina enter the stage. Mulili s death seems to have appeased Doga and Nina. REVISION QUESTIONS FOR THE SCENESCENE FOUR1."}
{"text": "Before the play ends, the ghosts of Doga and Nina enter the stage. Mulili s death seems to have appeased Doga and Nina. REVISION QUESTIONS FOR THE SCENESCENE FOUR1. Where is this scene set2. Why is Boss s wife locked up? 3. What is the level of preparedness for the presentation of the play4. Tumbo doesn t know what the play is even about, what does this tell us about him5. Why was Jusper thown out of his position as student leader why does Tumbo suggest that they keep the fact that Jusper is the writer of the play a secret? 6. Jusper says that he doesn t want the prisoners to come from the prison into another prison, what does this tell us about the society of Kafira7. What warning does Boss give to Jusper for the university students8. Why is Boss scornful of the university students9. What did Boss do as a reaction to the students protest on employment of expatriates10. According to Jusper s explanation to Boss what is the play the prisoners are going to present about? 11. Jusper s play within a play exposes the character traits of several characters. Identify and explain them12. Why does Boss offer himself for the position of chief of staff and what happened to the one supposed to take that role13. Why are the prisoners given real guns and what does this tell us about the state officials14. Give a synopsis of the play the prisoners enact15. How do the prisoners manage to take over the government16. Why does Mulili try to escape17. How does Mulili betray Boss and what allegations does he present against Boss18. Why is Boss spared and Mulili killed19. After killing Mulili, Jusper says I did it for Kafira, I did it for all of you people what is the meaning of this statement20. What is the significance of the reappearance of Doga and Nina and their freezing as they point at Mulili s body at the end of the play. 21. Identify the stylistic devices used in this scene22. Identify the elements of betrayal in this sceneTHEMESBETRAYALBetrayal is the act of being disloyal or being deceitful towards someone. Its about going against the trust that someone has on another."}
{"text": "Identify the stylistic devices used in this scene22. Identify the elements of betrayal in this sceneTHEMESBETRAYALBetrayal is the act of being disloyal or being deceitful towards someone. Its about going against the trust that someone has on another. The head of state in Kafira Boss has betrayed the people s trust in him. He is supposed to protect the country s sovereignty by creating job opportunities for his subjects, but instead hehas facilitated the influx of expatriate personnel into the country. When the university students protest he deliberately sends in an order for three hundred more expatriate personnel. Under his rule , sycophancy, cronyism, corruption, nepotism, and persecution of perceived opponents have become the order of the day. He orders the killing of Kabito. He is also responsible for the death of Doga and Nina as well as the arrest of Mosese, Askari says .....we calculated that two mature strokes would ease the tension. It worked perfectly. This is where the research stations come in, pg 19 Appointments are not based on merit. According to Tumbo, membership of the entertainment committee is based on the appointees unflinching loyalty to Boss who buys loyalty by handsomely rewarding individuals. For instance, Mulili is rewarded with acres of land and grade cattle. Another incident of betrayal is when Kabito, a fellow member of the entertainment committee is betrayed to Boss by Mulili. Mulili comes up with fictitious reasons for getting rid of Kabito. The allegations are outrageous to say the least. He says that Kabito has complained that Boss has robbed him of the milk tender, he has ruined the economy, he hides millions in foreign countries, and that he tried to get Regina by force. In fact, Mulili should be the green snake on the grass that her refers to. By having Kabito killed, he betrays both men. Mulili betrays his colleague, Jere who gets arrested because he opposed the farmer s brutality towards Doga and Nina, A part from his name-calling and callous nature; he gets Jere into trouble when all he wanted to do was to assist the old couple. Boss betrays the trust Regina has for him. Regina honours her meeting with Boss since she believes hw the only one who can secure the release of her brother Mosese."}
{"text": "Mulili betrays his colleague, Jere who gets arrested because he opposed the farmer s brutality towards Doga and Nina, A part from his name-calling and callous nature; he gets Jere into trouble when all he wanted to do was to assist the old couple. Boss betrays the trust Regina has for him. Regina honours her meeting with Boss since she believes hw the only one who can secure the release of her brother Mosese. Unfortunately,Boss forcefully tries to get her and she is forced to escape by jumping out of a ten foot high window. Mosese thinks that it would be an act of betrayal for Regina to plead for his release. Pleading to Boss for mercy would mean that he is guilty yet he is not. According to Mosese acting is tantamount to betraying their cause. He further argues that they are out to cause chang e inKafira and even silence to him is a weapon. REVENGEMany characters are seen to be involved in various actions against each other in an attempt to avenge wrongs done against themJusper avenges the death of his brother Adika by killing Chagaga the sub chief s brother the man who had apparently killed Adika by shooting him four times. Jere tells Jusper s parents that people had seen him drag the body to the river pg 12Jere pleads with Mulili to allow the old couple continue with the ceremony. Mulilivehemently refuses and even imitates a priest s burial liturgy an action that infuriates Jere who chases him away and even threatens to shot him. Mulili threatens him that he shall pay for his actions and true to his words Jere s put behind bars. After killing Chagaga and being put behind bars, Jusper s parents are found dead an indication that someone had further avenged the killing of Chagaga. Jusper further says, I will revenge someday pg 33 to which we see him killing Mulli at the end of the play who must have been involved in the killings. During the meeting by the committee organizing for the entertainment for the visiting dignitary, there is a quarrel and bitter exchange over an apparent misunderstanding betweenKabito and Mulili. Muili reports Kabito to Boss with many false allegations and this leads to the killing of Kabito. At the end of the play Jusper is seen shooting Mulili dead."}
{"text": "During the meeting by the committee organizing for the entertainment for the visiting dignitary, there is a quarrel and bitter exchange over an apparent misunderstanding betweenKabito and Mulili. Muili reports Kabito to Boss with many false allegations and this leads to the killing of Kabito. At the end of the play Jusper is seen shooting Mulili dead. His is because Mulili is a symbol of the ills that have affected the state of Kafira. In fact Jusper says on p74 that I did it for Kafira THE ROLE OF THE ELITESThe elites in any society should be actively involved in emancipating their societies from downfall especially occasioned by poor leadership. The same happens in the state of Kafira through various characters. The university students led by Adika are seen demonstrating against the influx of expatriates in the country. This is because this has been the leading cause of unemployment. This however leads to the death of Adika but it s important to notice that they had expressed their misgivings against the government. Through Mosese we also find that the elites are almost giving up on the government and even turning their backs to the going ons in the state. This is seen in Mosese s words when askedwhy he is showing his back to Jere and the askari to which he answers I have no front. However, we see him speaking out his mind against the oppression I the state which leads to his imprisonment on trumped up charges. Mosese in his trance dream agrees to participate in the play together with Jere another elite. It is evident that it is through their role in the play that they manage to bring order to the state of Kafira by ousting and killing the evil element in government in Mulili. Jusper an elite is actively involved in ousting the oppressive regime it is he who writes the controversial play through which they overthrow the government. It is him still who shoots Mulili the evil element and hence hope for Kafira as he says at the end of the play that, I did it for Kafira. I did it for all of you people. Pg 74CORRUPTIONThe government officials are corrupt through and through. The head of state boss putsMulili, a cousin of jis, in a senior government position so that he can inform him on every intricate detail in the government."}
{"text": "You need a tall relative to get anything these days pg 27 only those with relatives working in the government can survive in this state. While the entertainment committee meets Nicodemo tries to find out about what they will make out of it. He asks..... what size of potato per hour? He is also interested in finding out how many days they would use. How many working days..... Kabito suggest that they should meet every day until the visiting head of state arrives and even after the visit. Government officials are corrupt. Each is thinking of how to amass wealth. Mulili is granted the milk tender because he is boss cousin. It is not given to those that qualified. Kabito is corrupt. He spends the whole night trying to bribe the tendering committee yet he lost the tender. He says .....I spent the whole of last night being nice to people. To get money in this state in this state one doesn t have to be educated, One must have brains to this of unscrupulous ways of getting money. Tumbo tells Jusper on pg 50 ..........you need a different kind of this. LACK OF TRUTH AND JUSTICEThere is an inherent fear of speaking the truth a-in the entire play thus leading to miscarriage of Justice. Those who have spoken the truth have not lived to see their tomorrow but have been brutally exterminated like vermin. A case in point is Adika, a student leader who is shot dead to silence the students who are protesting about the influx of expatriate personnel into the country. A Young man s life is sobrutally brought to an abrupt end because he chooses to purse the truth in order to attain justice for the greater good of Kafira state. The student s lecturer decides to speak the truth during the burial by telling the politicians off when they decide to place restrictions on the mourners. But because speaking one s mind is not a crime, they plant a drug, one kilogram of opium in his car and get him imprisoned, This is a serious case of intolerance and miscarriage of justice. Doga and Nina are murdered in their own hut because they dared challenge one of Boss; closest advisers, Mulili, who is also his relative. They intended to carry out a simple shaving ceremony by the graveside of their murdered son but Mulili declared it a government property."}
{"text": "Individuals are forced to take law into their hands since justice favours those connected to those in power. Jusper kills Chagaga in order to avenge the killing if his brother Adika. Chagaga happens to be the sub-chief s brother. Mulili says All small murders get arrested. Like Jusper faces the full brunt of the law while big murderers like Mulili get away scot free due to political patronage. The fact that Boss relies on the likes of Mulili, Tumbo, Kabito and Nicodemo to render good and sustainable opinion and advice to the government tells the extent of the rot in this system. Mulili is barely coherent and there are lots of inconsistencies in his utterances. He is a liar and a cheat, a fraud who any right thinking leader should distance himself from. Tumbo,Kabito and Nicodemo only think about their daily allowances and are determined to meet as long as it takes in order to reap as much. Tumbo s remark at the end of the play puts what ails the state in plain terms, I am truly sorry, but I am not entirely to blame, I was trained, but given the wrong job . Pg 74 This remark points an accusing finger at the appointing authority. The likes of Mulili should not be in government. Mulili uses his relationship with Boss to secure tenders and amass wealth. He manages to reverse the termination of his tender by soliciting assistance from boss. Nicodemo says thatMulili bullied his way into securing the university tender pg 51 Appointments to government positions are based on one s closeness to Boss. Tumbo tells members of the entertainment committee, I trust gentlemen that you know why you sit on this committee. You were nominated for one reason: Your unflinching support for our government pg 52-53 It is evident that Mulili, Tumbo, Kabito and Nicodemo are Boss sycophants. Mulili s unflinching support for Boss is rewarded with farm land and grade cattle. Tumbo is mandated to organize a play writing competition but instead declares Jusper the winner of proposed play writing competition one third would go to Jusper and Regina and the other two thirds will be used to put the records straight. FEAR SUSPICIONFear is the unpleasant feeling caused by the possibility of danger or evil."}
{"text": "Regina fears going to see Boss to plead for Mosese s release because she is afraid of him. She fears that something will go wrong if he see her. Regina fears for Juspers safety. She pleads with him to stop clashing with the authorities. She tells him, Jusper, no good will come out of this struggle. Like you I only have two close friends left in this world. You and my brother, but my brother is inside. If anything should go wrong, we ll be wiped out. Pg 34 Mulili is threatened by Jusper and Mosese at the end of the play to a point of denying having any close relationship with Boss. He is fearful that he might he killed but sure enough he is shot dead. Earlier he had intended to sneak out purportedly to go for a call of nature. The head of state is shocked by the turn of events and fears that all evils will be exposed by the prisoners. He begs to be killed. He would rather face death than the consequences of his deeds. When Nicodemo suggests that Kabito should report the issue of losing his tender, Kabito remarks that reporting Mulili to Boss is tantamount to digging one s own grave. When Kabito questions Mulili s presence on the committee, Tumbo says that Kabito should know better than that and in any case, the question was not in the agenda. Tumbo and Nicodemo know that Mulili is responsible for Kabito s death but they cannot dare say anything. Like caged animals, we move, but only inside the cage. Pg 62 HYPOCRISYHypocrisy refers to pretence that one has qualities, beliefs or feelings that they do not really have. Prisoners are taking part in the play to entertain the visiting head of state to show national unity. The government is trying to show the impression that prisoners are actively involved in nation building. This may have not been the case earlier since Nicodemo says they are now being treated as if they do not belong to this world. The main reason for Boss decision to have the prisoners take part in the play is to potray the country in positive light to ensure foreign investment. A successful visit will make it possible for the role of the negotiators to be heard. Mulili pretends to be shocked by the news that Kabito is dead."}
{"text": "The main reason for Boss decision to have the prisoners take part in the play is to potray the country in positive light to ensure foreign investment. A successful visit will make it possible for the role of the negotiators to be heard. Mulili pretends to be shocked by the news that Kabito is dead. He informs Tumbo and Nicodemo that Kabito has been involved in a fatal accident during the one hour break. He pretends to be saddened by the news. He claims that the accident was caused by the victim driving under the influence of alcohol. He further claims that Boss was in tears when he heard of Kabito s death and that he had declared that a road be named after Kabito. Pg 63 By criticizing the excesses of Boss, Tumbo is being hypocritical since he is a beneficiary of Boss and his government. Tumbo seems to be making an attempt to distance himself from Boss when he says, Things will change; Boss is not at all bad at heart. His main problem isthat he gets scared off too easily. Pg 44 As a result of his loyalty he is made the chairman of the committee mandated to organize for the entertainment of a visiting head of state. He also owns apartments courtesy of Boss. Tumbo pretends to be doing Regina a favour by introducing her to Boss yet he knows his Boss ridiculous weakness for women. When she gets into trouble and jumps out of a tenfeet high window, he belatedly says he will apologize to her. He pretends to be sorry forRegina while all along he had known what Boss was up to. Tumbo claims to be a socialist at heart and says he could have written the play for the entertainment of the visiting Head of State himself but decides to extend this opportunity to someone else. Tumbo, you have not done badly, why don t you lead the pack of them ..show them light, eat and let eat. Pg 44 Boss claims to understand truth and justice, while in fact, he least does. He alleges that the rioting students and the dissenting lecturers have no idea what truth and justice are all about. This hypocrisy is self-serving in the sense that he intends to suppress their freedom of expression to create an opportunity to gain from foreign governments. Mulili misreports Kabito to Boss for allegedly maligning Boss reputation yet his real intention is to have Kabito punished for opposing him during the meeting."}
{"text": "She feels that they are fighting stones. Pg 34 Doga and Nina have lost hope in life after their son; Adika is shot dead during the university riots. Their son Jusper seems to have lost his mind after his brother s death and is currently considered as good as dead. Nina concludes that the authorities have robbed them all they had and blinded them. After Kabito s murder, Tumbo and Nicodemo realize that their tenures as government officials hang in the balance. Tumbo says, We have no choice, like caged animals, we move but only inside the cage. Pg 62 He says the elimination of citizens has become so rampant that one is not sure of seeing the next day. Jere argues with Askari over the issue of freedom. He tells him that the outside of his cell may be well the inside of another, which implies there is no freedom in Kafira and even those who think they are free are not. Jusper bemoans the fact that Regina too has been affected by the street disease, that is giving up. It is even pointed out that the beggars in the streets laugh at the university students because they believe that they could achieve nothing for Kafira. OPPRESSION SOCIAL INJUSTICEThe leadership of Kafira is dictatorial. It is oppressive. The government in a bid to perpetuate its continued stay in power has resulted in silencing its critics. The educated elite i n particular pay the heaviest price for being at the fore front of criticizing the excess of Boss regime. Assasinations, arrests, imprisonments and torture of prisoners are the order of the day. Boss must always have his way and will eliminate anyone who appears to be a stumbling block to his schemes. He does not entertain any freedom of expression of whatever kind. For example, the academic staff members should not weep in public for whatever reason, and if they do, they end up in prison like Mosese. Freedom of expression is curtailed. Jere says the outside of this cell may be the inside of another pg 21 Prisoners are not allowed to ask questions. It only makes one s life more unbearable. When one asks questions he is subjected to beating as in the case of Jere. Prisoners are denied food only those who co-operate with authorities enjoy certain privileges. Jere is denied tea then Mosese is presented with a cup of tea."}
{"text": "When one asks questions he is subjected to beating as in the case of Jere. Prisoners are denied food only those who co-operate with authorities enjoy certain privileges. Jere is denied tea then Mosese is presented with a cup of tea. During Adika s funeral Mosese says of the orders room the government. The funeral would not take more than ten minutes, the coffin could not be carried by students and weeping in public was illegal for the academic staff. When Mosese protested against this high handedness, he is arrested and imprisoned on trumped up charges of possessing illegal drugs. Prisoners are denied food and only those who co-operate with prison authorities. In a bid to secure conviction for Mosese, his sister Regina is subjected to beating by soldiers as people watch, forcing her to give evidence against him. As a result the beating she loses hearing in one ear. Doga and Niana lose their lives after protesting the government s decision to prevent them from conducting the shaving ceremony for their late son Adika. Tumbo and Nicodemo know that Mulili killed Kabito but they cannot say anything about it. Like caged animals we move, but inside the cage pg 62 Boss regime has established research stations meant to rehabilitate perceived opponents of the state before they are re-integrated into the society. Askari tells Jere , You see we have research stations dotted all over the countryside. Pg 17 Boss tells Jusper that when he goes back to the University he should tell the leaders that it is his Boss duty to decide on the magnitude of Kaira s africanization programme and that they have no right to chant about it. When the students demonstrate against the influx ofexpatriate personnel, Boss warns that the result will always be the same, deaths and imprisonment. Jere protests the mistreatment of Nina and Doga by the government. He successfully tries to convince Mulili to allow them to conduct the shaving ceremony for their son Adika. An altercation ensues between him and Mulili when he insists that the ceremony will go on as planned resulting in his arrest and imprisonment. Jusper s unstable state of mind can be attributed to the physical as well as psychologicalsuffering he has undergone. He has been arrested twice, first during the burial of his brotherAdika and seconds the murder of Chagaga who killed his brother."}
{"text": "They quickly find that they have a lot to talk about because they are like minded as far as the administration of Kafira is concerned. He empathizes with the old couple and wishes to allow them to carry out their shaving ceremony. Secretive cautiousHe does not let out the secret that Mulili allowed Mustafa to escape across the border. When Mosese tells him about the circumstances that brought him to prison, the events of Adika s funeral, Jere does not let Mosese know that he knows Jusper. DaringHe is unperturbed by the threats directed to him by Askari. When Askari tells him, I have killed a man once in this very cell, he replies, congratulations! How did you manage? Pg 30 Intelligent Cunning clever tactfulHe and Mosese clearly carry out a palace coup to expose the villains like Mulili in the government. He says they have no intentions of getting rid of Boss because they want the act to be a mirror that will reflect the real faces of Kafira s front men. He compares the prison department with Meteorological Department which confuses the public by giving contradictory information. PhilosophicalAfter observing Mosese s reverie, Jere aptly summarizes the state of the society thus, When the madness o an entire nation disturbs a solitary mind, it is not enough to say the man is mad. Mosese s behavior is a result of what the authority has put its citizen through-that is, oppression to the point of madness. Rolesi He plays a significant role in the development of the plot of the story. Ii He enhances the character of other characters in the play. For instance, through him, the Askari is portrayed as brutal and intimidating. Iii Several themes have been brought out using him, for instance the themes of selfsacrifice and oppression. Iv He is used by the writer to highlight several stylistic devices such as play within a play, suspense and biblical allusion. JUSPER WENDOHe is a philosophy student at the university. He is the son of Doga and Nina. His brother Adika was shot dead during a demonstration held by the university students. He can bedescribed as;Arrogant disrespectfulJusper talks arrogantly to people who do not make sense to him. He talks back at Tumbo regardless of his powerful office."}
{"text": "His brother Adika was shot dead during a demonstration held by the university students. He can bedescribed as;Arrogant disrespectfulJusper talks arrogantly to people who do not make sense to him. He talks back at Tumbo regardless of his powerful office. He openly shows his disrespect by talking negatively about the evils of the government. At some point, Tumbo thinks he is drunk. Vengeful vindictiveHe kills Chagaga, the sub-chief s brother who also killed Adika, his brother. He shoots Mulili for having caused all the pain and suffering in the society. He is over -excited that they have successfully carried out the coup. He vows to avenge the killing of his brother Adika. He tells Regina, I will get my revenge someday, even if it means doing it alone. Pg 33 SarcasticWhen asked by Tumbo what achievement he is going to highlight in the play meant for entertaining the visiting head of state, he says, the number of expatriate professionals had steadily increased over the year, signifying the full extent of our potential progress . Pg 48 On the issue of name changing, he says, but there is nothing wrong with that. Changing names is item number three in the new development plan, isn t it? In fact, Boss himself gaveus a fine example when he substituted his Christian name with something none of us can pronounce. Pg 40 After being told by Tumbo that he has won the nonexistent play writing competition, heremarks that out of ten plays submitted, his came first and that the other entries have of course been returned to their authors. Pg 49 Open Outspoken candidJusper speaks his mind when he finds his parents at the graveside; he openly confesses having killed someone. Nina thinks he is drunk and only to find out later that he actually killed Chagaga. When asked by Tumbo how much beer he drinks he retorts that it is as much as he Tumbo drank off the pocket money he got during his university days. He talks to the president candidly as he gives him a summary of his play. He is not afraid to reveal to him that he has written the play. Intelligent creativeJusper is a university student. He is also a playwright who depicts the society so clearly that publishers dread publishing his work."}
{"text": "He is not afraid to reveal to him that he has written the play. Intelligent creativeJusper is a university student. He is also a playwright who depicts the society so clearly that publishers dread publishing his work. He is able to trick the president to provide real guns so that he can find a chance to avenge the deaths of his parents and brother. He also succeeds intricking Tumbo and taking advantage of inefficiency. He writes an ingenious play that deceives Tumbo completely. StubbornJusper refuses to remove his red gown despite his girlfriend s nagging. She says it makes him appear dangerous. Students are always treated suspiciously whenever they put them on but he is ready to face the consequences. He is unapologetic to Tumbo for wearing it. Rolesi Major events in the play revolve around himii His experiences expose the Boss regime. Iii His brother Adika is brutally murdered during a student s demonstration. He is arrested when he revenges his brother s killing and is released in exchange for his parent s murder. Iv His unstable state of mind points to an individual who has undergone both physical and emotional trauma. V He highlights the themes of suffering, disillusionment, betrayal and self-sacrifice. Thewriter has used Jusper to highlight aspects of style such as play within a play, allusion and satire. MULILIMulili is an ex-soldier and now a farmer. He is cousin to Boss and is a member of the visitor s entertainment committee. Unfeeling inhuman CallousHe makes fun of Doga and Nina s sorrow due to the loss of their son and forbids them to carry out the shaving ceremony at the graveside. Even when Nina threatens to strip naked in protest , a traditional curse, Mulili asks, ....How many naked body I have seen and I am still Mulili with my two eyes, natural? Pg 9 He is insensitive to Doga s feelings that Doga finally tells him, .....may you die the way Adika did. Pg 10 He has Doga, Nina and Kabito killed in cold-blood. He declares that there is no reason why Boss should not be killed. DisrespectfulHe shows disrespect for the elder couple Doga and Nina when he dares Nina to go ahead and strip after she had threatened to do so."}
{"text": "Even when Nina threatens to strip naked in protest , a traditional curse, Mulili asks, ....How many naked body I have seen and I am still Mulili with my two eyes, natural? Pg 9 He is insensitive to Doga s feelings that Doga finally tells him, .....may you die the way Adika did. Pg 10 He has Doga, Nina and Kabito killed in cold-blood. He declares that there is no reason why Boss should not be killed. DisrespectfulHe shows disrespect for the elder couple Doga and Nina when he dares Nina to go ahead and strip after she had threatened to do so. He says he has seen many naked bodies and he is still Mulili with two eyes, natural. Pg 9 Vengeful VindictiveHe bears a grudge against Kabito because he feels belittled by Kabito whom he alleges has called him a primary school kid. As if that is not enough, he goes ahead to tell lies about Kabito to Boss leading to his elimination. He threatens Jere for failing to enforce the instructions they had to prevent Doga and Nina from carrying out their late son s shaving ceremony. This act lands Jere in prisonCorruptBeing Boss cousin he is promised many acres of land and grade cattle. He will therefore do anything to ensure he gets this. When the tender for the supply of milk to the university is awarded to somebody else Kabito , Mulili reports to Boss who revokes it and gives it to him. Mulili goes on to haveKabito killed after lying to Boss that Kabito had maligned his name. He allows a fugitive, Mustafa, to escape across the border. Comical funnyHis ungrammatical English makes him a funny character provoking laughter in the reader every time he speaks. For example, in reference to Doga s statement that an innocent man is in prison because of Adika, Mulili says, That no matter, he go against law and order, tell us new thing or make clear out of here. You are trespasser. Pg 10 When Nina says that they do not want to be shown letter because their hope has been killed, Mulili tells them, Your people full of primitive; instead going to find how the other is, they come and get stick with dead one. Pg 10 He mixes up simple sayings."}
{"text": "Comical funnyHis ungrammatical English makes him a funny character provoking laughter in the reader every time he speaks. For example, in reference to Doga s statement that an innocent man is in prison because of Adika, Mulili says, That no matter, he go against law and order, tell us new thing or make clear out of here. You are trespasser. Pg 10 When Nina says that they do not want to be shown letter because their hope has been killed, Mulili tells them, Your people full of primitive; instead going to find how the other is, they come and get stick with dead one. Pg 10 He mixes up simple sayings. For example, when he comes late for the meeting of the entertainment committee that is preparing for the head of state, he tells the other, Gentlemen, I am very sorrowful, but I always say, better never than late pg 54 Whentelling Boss about Kabito, he says, The one, he be a green grass in the snake. Pg 59 He quickly changes things he had said to suit himself. For instance, he reports that Kabito died in an accident because he was driving while under the influence of alcohol. Nicodemo asks, His breath did you say? He retreats, who said breath I said his body smelledwhiskies? Pg 63 Short tempered temperamentalMulili falls out with people on many occasions because of his short temper. For example, when Doga pleads with him to let him carry on with the shaving ceremony, he loses his temper. Nina gets angry with him and threatens to strip naked, but he is not moved. Doga curses him to die like Adika but he responds, .....you tell him me I am a man with action not words, come on tell...... pg 10 Mulili abuses Kabito a goat when the latter refuses to apologise to him pg 57 Sycophant fanaticalHe does all he can to please the authority Boss . For example, he does not agree with Jere to let Doga and Nina perform the shaving ceremony for their late son even w hen Jere feels they can allow the couple to do it under supervision. He is very proud of having undeservingly won the milk tender. This is because he is Boss cousin."}
{"text": "For example, he does not agree with Jere to let Doga and Nina perform the shaving ceremony for their late son even w hen Jere feels they can allow the couple to do it under supervision. He is very proud of having undeservingly won the milk tender. This is because he is Boss cousin. He is impressed by the way he got the tender. What happen to Mr. Mulili tender supply for milk?......You knows, who is speaking! I it s me, Boss himself and no bloody vicedeputy. Pg 54 He does everything to impress Boss and make him think he is loyal. He even suggests that people should go on holiday during the visit by the foreign head of state, so that everyone can line up along the road to receive him. This is against logic because, according to Kabito, thisis the final term and most school children will be sitting their exams and cannot afford to line up along the road. He was a soldier and now a farmer but still insist on being part of the authority. For example, he has the audacity to criticize university lecturers for allegedly going against policy. He also says that university students should co-operate with the government because, We pays fortheir fees, we pays for their luxury, we give them all necessary, who are they? Pg 56 When he goes for the rehearsal, he tells Boss, Yes, your excellent. I say myself: go and be with cousin as he sees the final one. Pg 69 Roles Mulili symbolizes the excesses of Boss;- He is portrayed as cruel, greedy, vengeful and dictatorial. Tumbo says of him, the most of the advisers is that of his, Mulili. Pg 44 Through him the character of Jere is brought out a principled when the latter amidst Mulili s objections insists that Adika s shaving ceremony will proceed as scheduled. He enhances the themes of misuse of power, corruption and self-preservation. The writer has effectively employed use of humour through Mulili. TUMBOTumbo is a government official and a confidant of Boss, the Head of state. He is Regina s landlord and chairman of the committee charged with the responsibility of organizing entertainment for the visiting of head of state. Despite his limited education, he has managed to acquire wealth and enjoys immense influence owing to his close association to the Boss."}
{"text": "TUMBOTumbo is a government official and a confidant of Boss, the Head of state. He is Regina s landlord and chairman of the committee charged with the responsibility of organizing entertainment for the visiting of head of state. Despite his limited education, he has managed to acquire wealth and enjoys immense influence owing to his close association to the Boss. Hypocritical insincereHe is a beneficiary of Boss government yet given an opportunity he criticizes his regime and those working for it. About Mulili he says, That is why he retired from the army. Until people like him are out, it is dangerous to seem to do things differently in Kafira. Pg 44-45 CorruptHe says that he would not have acquired the blocks of buildings he has if he had depended on empty talk like the university students who he feels talk too much. He says, you were born alone and when you die, you will die alone.... This implies that he has used fraudulent means to acquire property. He pretends to be a socialist when he offers Jusper the chance to write the play to entertain the visiting head of state. He says, You see, the whole program has cost the government some quarter of a million shillings. In fact, I had a mind of writing the play myself, but I thought better of it......eat and let eat. Pg 44 He says a sum of money has been allocated for a play-writing completion but he does not organise the competition. Instead he gives the opportunity to Jusper, of the six hundred pounds meant to finance the competition, he gives one third to Jusper and Regina and says the rest will be used to put records straight pg 49 SycophanticHe has secured his place in the entertainment committee by virtue of his unflinching support for the government. He tells the other committee members, I trust, gentlemen, that you know why you are in this committee. You were nominated for one reason, your unflinching support of our government pg 52-53 CowardlyHe does not live up to what he believes in."}
{"text": "Instead he gives the opportunity to Jusper, of the six hundred pounds meant to finance the competition, he gives one third to Jusper and Regina and says the rest will be used to put records straight pg 49 SycophanticHe has secured his place in the entertainment committee by virtue of his unflinching support for the government. He tells the other committee members, I trust, gentlemen, that you know why you are in this committee. You were nominated for one reason, your unflinching support of our government pg 52-53 CowardlyHe does not live up to what he believes in. He strongly believes that until people like Mulili are out of the government, It is dangerous to seem to do things differently in Kafira. Pg 44-45 He convinces Regina to go and see Boss even though he knows well Boss weakness for women. When Regina is hesitant, he tells her, We can t afford to make him angry at this stage. Pg 46 When Kabito is eliminated and Jusper insists on standing for truth and justice even if it will cost him another year at the university, Tumbo tells him. If you knew what has happened to one of us at the committee, I am sure you would postpone your eagerness to stand by truth and justice. Pg 62 Ignorant inefficient carelessHe does not know who Soyinka is. He thinks he is a prime minister of a certain country he purports to have forgotten. He even insists he is a politician. He does not realize that the achievement Jusper says will he highlighted in the play is meant to portray the government that Tumbo serves in bad light. Mosese says that it is out of his inefficiency that they are able to carry out the palace coupsGullibleHe played along to Mosese, Jere and Jusper s plot to bring down Boss. Mosese says that it was largely through his inefficiency that they achieved their objective. Pg 74 Jusper is able to convince him that he is Regina s cousin."}
{"text": "Mosese says that it is out of his inefficiency that they are able to carry out the palace coupsGullibleHe played along to Mosese, Jere and Jusper s plot to bring down Boss. Mosese says that it was largely through his inefficiency that they achieved their objective. Pg 74 Jusper is able to convince him that he is Regina s cousin. IlliterateWhen Jusper tells him that he drinks as much as he Tumbo drank off the pocket money he got during his university days, a visibly embarrassed Tumbo attempts to justify his limitededucation by claiming that though he qualified for university admission, he sold the scholarship since his family was poor pg 41 RolesTumbo contributes significantly to the development of the plot of the play;i Being Boss confidant he comes out as a major beneficiary of Boss regime. Ii Towards the end of the play, he confesses that he was trained but given the wrong job. This aspect portrays him as sycophantic. Iii It is through his inefficiency that the plot by Mosese, Jusper and Jere to topple Boss succeeds. Iv Through him, we get to know Jusper s character as daring and outspoken and Regina as trusting. V He also highlights the themes of fear, self-preservation and misuse of power. Vi Through him several aspects of style have been effectively used by the writer. They include foreshadow, satire, play within a play and suspense. BOSSHe is the president of Kafira and cousin to Mulili. He plays the role of the chief of staff in the rehearsal. His wife is called Mercedes. Authoritative over-strictBoss leads the country with an iron fist. He wants everything to go his way and cannot stand anyone who appears to block his orders and decisions and he cannot brook dissent. He has signed the death warrants of very many innocent people including Kabito, Adika, Doga and Nina. He warns Jusper against students protests during the rehearsal. He even brags of having given three hundred jobs to expatriates just to prove a point to the protesters. CorruptAccording to Mulili, Boss has acquired a lot of wealth and banked the money in foreign accounts."}
{"text": "He warns Jusper against students protests during the rehearsal. He even brags of having given three hundred jobs to expatriates just to prove a point to the protesters. CorruptAccording to Mulili, Boss has acquired a lot of wealth and banked the money in foreign accounts. When Mulili tells him that Kabito was spreading such allegations he shouts, who gave him that information, just how much does Kabito know about me? Pg 59 . This seems to confirm his corrupt nature. He orders that the tender awarded to Kabito be revoked and goven to Mulili. Boss is also notorious for nepotism. He assigns powerful positions to his uneducated and inexperienced kinsmen in order to secure his interests. He also gives jobs to expatriates in return for foreign donations and funding. He demands that prisoners stage a play for the guest president in order to portray national unity and the involvement of prisoners in national matters. He does this to make an impression that would attract funding. Through Mulili we get to learn that he has stashed huge amounts of money in foreign accounts which has brought down the economy of Kafira. Temperamental impatient cruel brutalRegina says that boss is reported to have a short temper. Tumbo says that Boss is known to make hasty decisions and stand by them. When instructing Mulili to get rid of Kabito, he impatiently orders Mulili out of the palace. Tumbo says that when Boss is angry he does not differentiate between a human being and a rat. He also refers to him as an animal. Proud conceitedHe says that students do not understand what truth and justice is. He says that their protest against foreign expatriates led to the death of a student leader and the imprisonment of a lecturer. To put them in their place, he brings in three hundred more expatriate personnel just to prove his point. He says that five of them are his own personal appointments. Immoral amorousHe has a ridiculous weakness for women according to Tumbo. He also attempts to rape Regina who is forced to escape by jumping a ten foot high window. Incompetent inefficientHe relies on hearsay and propaganda to run the affairs of the state. He admits that Kabito has been one of his loyal servants. He allows prisoners to handle fire arms during the rehearsal which they use to stage the palace coup."}
{"text": "Incompetent inefficientHe relies on hearsay and propaganda to run the affairs of the state. He admits that Kabito has been one of his loyal servants. He allows prisoners to handle fire arms during the rehearsal which they use to stage the palace coup. Vengeful VindictiveHe is averse to criticism. He orders the killing of Kabito since it is alleged that he Kabito raised serious allegations about his integrity. He tells Jusper that since the university students questioned his appointment of expatriate personnel, just to put them in their place, he orders three hundred more expatriate personnel. GullibleHe falls for Mosese, Jere, and Jusper s trick and orders the guards to surrender their guns to be used as props. SuspiciousHe has deliberately put Mulili on the entertainment committee to report directly to him if something should seem to be going wrong. He suspects Tumbo of being behind Kabito saction to discredit him. Tumbo must have a hand in this pg 59 ROLESi. Boss is the architect of the misrule in Kafira. Ii. He has allowed his advisers such as Mulili to unleash terror to innocent civilians. Iii. He is a central character since the events in the story centre around his misrule. Iv. He brings out the character of Mulili as vindictive when Mulili convinces him on the need to eliminate Kabito. He also helps brings out the character of Tumbo as sycophantic. V. Though him several themes are highlighted such as misuse of power, betrayal, and social injustice. Vi. He enhances several stylistic devices such as play within a play, suspense, satire and symbolism. ASKARIHe is a prison warder and is mandated to keep watch over Jere and Mosese. Cruel intimidatingEven though Jere was once a soldier like him, he threatens to teach him a lesson or two if Jere calls him his friend again. He also warns Jere that he has once killed a man in that very cellHypocriticalHe tells Jere that they are giving consideration to his future despite his contribution to the national headache. He pretends to be doing Jere a favour and says he should be filling in forms for his rehabilitation."}
{"text": "ASKARIHe is a prison warder and is mandated to keep watch over Jere and Mosese. Cruel intimidatingEven though Jere was once a soldier like him, he threatens to teach him a lesson or two if Jere calls him his friend again. He also warns Jere that he has once killed a man in that very cellHypocriticalHe tells Jere that they are giving consideration to his future despite his contribution to the national headache. He pretends to be doing Jere a favour and says he should be filling in forms for his rehabilitation. He says that experts have to be called in to give meaning to data collected in the various research centres that the government has put up and which show that rehabilitation ofprisoners is invaluable. He goes ahead to say that this is not the type of work any of these local pretenders would handle. Pg 17 MOSESEHe is a former university lecturer who is later imprisoned for criticizing the ruling elite. Friendly sociableHe easily makes friends with Jere in prison. He also shares his views with Jere . For example, when Jere tells him that he was a soldier before he came to face to face with reality, Mosese tells him that fire has always been there. Pg 22 He explains to Jere the reason he had changed his name an illegal drug was planted on him by a man bearing the same name as him Nicodemus leading to his imprisonment. Intelligent observantHe was a university lecturer. He is also able to see through the scheme that the authorities have. They intend to use prisoners to act a play to entertain a visiting Head of state to symbolize national unity and therefore build confidence in the visitor to encourage him toinvest more in Kafira. Together with Jere and Jusper, he intelligently carries out a palace coup. PrincipledInitially, he refuses to participate in a play to be performed for the visiting head of state. I will not bend so low. Pg 26 . I cannot do it. Among my friends, that would be equivalent to kneeling in front of Boss and pleading for mercy. Pg 27 His change of name was influenced by Boss decision to change his."}
{"text": "I will not bend so low. Pg 26 . I cannot do it. Among my friends, that would be equivalent to kneeling in front of Boss and pleading for mercy. Pg 27 His change of name was influenced by Boss decision to change his. He changed his name since the man who planted a drug on him to implicate him shared a name with him Nicodemus pg 25 SelflessEven though he is not related to Adika who is just one among his many students, he protests his killing and fights injustice but the reward for his effort was imprisonment. DaringTogether with Jusper and Jere he agrees to take part in a potentially dangerous plot to bring down Boss through a play meant for entertaining the visiting head of state. The plan may not work hence they may be labelled traitors. Sceptical Hopeless pessimisticAfter being sent to prison on trumped up charges, he loses faith in the freedom of Kafira. When told that the release of six hundred prisoners will depend on his participation in the play to entertain the visiting head of state, it only makes him feel like he is betraying what he believes in. He feels it would be like kneeling down in front of Boss and pleading for mercy for something he has not done. Pg 28 He does not believe in the Bible teachings that Jere seems to believe in. For example, he says, That is why I don t believe in such crap as the last shall be first, and blessed are the poor for they shall inherit the kingdom of heaven!..... Pg 28 When Jere tells him that things will change, he says, ......that is why I prefer to wait and see. I will stay here and remain loyal to my principles. Pg 28 Rolesi. Mosese helps highlight the plight of the educated elite in Kafira. Ii. Boss regime seems to deliberately persecute university lectures like Mosese and university student s whom he perceives as his most potent critics. Mosese is arrested and imprisoned for protesting the mistreatment of the family of his late student Adika during the funeral, weeping in public is made illegal for the academic staff. Iii. Through him, the character of Askari is brought out as brutal and inhuman. Iv. He helps develop among other themes the themes of selflessness and misuse of power. V."}
{"text": "Iv. He helps develop among other themes the themes of selflessness and misuse of power. V. He also highlights play within a play, satire and suspense among other stylistic devices. REGINAShe is sister of Mosese and Jusper Wendo s girlfriend. Her concern for her brother and boyfriend is responsible for her confrontational nature. She pleads with Jusper as well as Mosese to co-opertate with the authorities. Fearful cowardlyShe is so afraid of the laid down rules that she demands that Jusper removes the red gown as it makes him appear dangerous. She fears that he might be killed for being a red guard She pleads with Jusper not to talk of revenge for the death of his parents and brother. She says, Jusper, you promised. You promised to be a good boy. Do you now talk of revenge? Pg 33 Jusper tells her that she seems to have lost her fighting spirit like everyone else in the street. PrincipledShe refuses to succumb to Boss compromising demands and escapes by jumping from a ten foot high window. TrustingShe believes that Tumbo will speak to Boss on her behalf. She is convinced that boss will replace the political prisoners to mark the visit of foreign head of state. When Jusper asks her, do you think he means it? She responds, he does. He says he will be in charge of the whole thing himself. And don t forget he is Boss right hand man. Pg 37 ROLESi. Regina highlights major problems affecting Kafira, which is a disillusioned citizenry. Ii. She berates her boyfriend Jusper for being critical of Boss, According to her, nothing good will come out of Jusper s continued antagonism towards the government. She iswilling to allow the status quo to remain out of fear for the well-being of her loved ones. Iii. She pleads with Jusper to stop his agitation, pointing out that Jusper and her brotherMosese are the only people she has in this world, but Mosese was in and that left Jusper to either build or destroy her. Pg 32 iv. She brings the character of as traitorous. Out pd good will she agrees to meet him only for Boss to try to rape her. V."}
{"text": "She brings the character of as traitorous. Out pd good will she agrees to meet him only for Boss to try to rape her. V. She also brings put the portrayal of Jusper as principled and selfless. Through her, the author successfully brings out the themes of betrayal, sexual immorality and misuseof power. The author s effective use of stylistic devices such as satire and humour can also be attributed to her. DOGAHe is Nina s husband and father to Jusper and the later Adika. SuspiciousDoga believes that the individual responsible for the death of their son Adika lives among them. His suspicion is raised by evidence on Adika s grave. Pg 1 Forthright open candidHe tells his wife to calm down when she acts nervous about the violation of their late son s grave and says, What sort of a mother are you? He also disagrees with his wife about informing the sub-chief about the crack on the grave. He can t imagine informing the sub-chief because it is his brother who killed his son. He would rather cheat the ancestors than follow protocol of a wicked government. He also curse Mulili when he proves adamant about allowing them to carry on with the shaving ceremony. He tells him, May you die the way Adika did. Pg 10 OptimisticHe believes that Jusper is Okay where he is. Jusper is alright where he is. Pg 2 PerceptiveHe is able to identify Jere as Kaleka s son despite the later wearing a cap. Pg 9 DishonestHe is determined to cover up any evil on his son s grave by filling the crack on the grave with soil so that the shaving ceremony can go on. Stubborn determinedHe is determined to have his late son s shaving ceremony go on despite the pleas from his wife that people might boycott the ceremony if they knew about the crack in the grave. Grateful appreciativeHe is grateful to Jere for informing them about the whereabouts of Jusper. As a form of gratitude he offers him a pocket bible. Kaleka s son, I have nothing to give you, handinghim a pocket bible take this. Pg 12 Rational realisticHe tells his wife that they need not to cry since tears are for the young and their own wells are dry."}
{"text": "Grateful appreciativeHe is grateful to Jere for informing them about the whereabouts of Jusper. As a form of gratitude he offers him a pocket bible. Kaleka s son, I have nothing to give you, handinghim a pocket bible take this. Pg 12 Rational realisticHe tells his wife that they need not to cry since tears are for the young and their own wells are dry. Devoted religiousHis devotion id depicted by the song he sings with his wife and the prayer he says with her. Later on, he gives Jere a bible. NINAShe is Doga s wife and mother to Jusper and the late Adika. Motherly concernedShe mourns the death of her son and wonders why people would kill him. She is heart broken by the people who come to interfere with his grave and she cannot stand it. The death of her son sends her into mourning. She begs Mulili to allow them to allow them to carry on with the shaving ceremony. She is concerned about the whereabouts of Jusper when she finds that he is not guarding the grave. EmotionalShe weeps besides her son s graveDetermined daringWhen Mulili refuses to allow her to carry out the shaving ceremony, she threatens to strip naked and cause him blindness. HonestShe feels that the evil done to her son;s grave should not be hidden. According to her, one cannot outwit their ancestors. She suggests to her husband that they report the evil to the subchief. It would be wrong for us to sit on this evil. Pg 3 ReligiousShe tells her husband that they need to commit the day on God s hands. They sing and later she invokes a prayer. FearfulShe is concerned about her son Jusper s safety when they fail to find him at Adika s grave. But where is he now? Doga, my heart fails me. Pg 2 STYLE AND LANGUAGESATIRESatire is a form of writing where an individual or society is ridiculed or where the foolishness of an idea, practice or custom is shown. It s a form of criticism of vices through or by use of humour. The writer portrays the evils of the society in a rather humorous way. From the beginning of the play, he depicts the government as insensitive to the needs of its own people."}
{"text": "It s a form of criticism of vices through or by use of humour. The writer portrays the evils of the society in a rather humorous way. From the beginning of the play, he depicts the government as insensitive to the needs of its own people. Adika is shot dead by the sub-chief s brother for leading a demonstration against the employment of many expatriates. Chagaga is jailed and later released because he shot Adika in self-defence other than listen to the protest of the people and consider their demands; the government executes those who oppose its ideas. Government officials such as Askari and Mulili are satirised for their cruelty. They have little regard for human life. Askari mistreats prisoners under his watch such as Jere. He repeatedly threatens Jere and even informs him that he has killed a man in the very cell Jere is in. Mulili has no qualms taking away human life. Mulili and Boss have been satirized for being traitorous. Boss betrays the trust bestowed on him by his subjects. Instead of being a servant leader, he has become a tyrant. A peaceful demonstration by university students is violently dispersed leading to the death of a student;Adika. Instead of securing jobs for the citizens of his country he has resorted to importation of expatriates. His leadership is also characterized by intimidation, assassination and corruption. Mulili is a beneficiary of Boss misrule. Ironically, when tables are turned on Boss by Jere, Jusper and Mosese, he betrays Boss and blames him for the ills in Kafira as well as for killing Kabito. He urges Jere to Kill Boss. Tumbo a government official sinefficiency is satirized. He uses his position to benefit himself. He claims that the reason he never got proper education is that his parents were poor and so he sold his scholarship. He fails in his duty to set up a writing competition, feigns ignorance that it took place and gives the opportunity to Jusper who grabs it to turn against the president and his cronies. When he visits Regina, Tumbo sends Jusper for beer claiming that it is tough being a government official. When we do not quite see what is tough in his line of duty. Tumbo is happy when Jusper highlights in the play the influx of expatriate is a sign of potential progress. Mulili is satirised for being insensitive to the rights of children."}
{"text": "When we do not quite see what is tough in his line of duty. Tumbo is happy when Jusper highlights in the play the influx of expatriate is a sign of potential progress. Mulili is satirised for being insensitive to the rights of children. He suggests that during the head of state s visit, all children and adults should line up on the road to welcome the visitor despite the fact that it s the final term and most of the children will be sitting for exams. IRONYSITUATIONAL IRONYAfter the death of Adika, Jusper went wild singing songs of vengeance and as a result he is taken away by agents of the government to be cooled down. He was said to be dangerous to peace loving people. It is ironical that when he was brought back after three months, he has instead worsened and people said he was mad. Pg 4-5 In prison, one is not allowed to talk too much. It doesn t pay to talk a lot. It is ironical that askari takes great exception to Mosese s silence and tries to force him to talk. Due to the fact that the prison authorities know Mosese as being talkative they will not allow him to keep quiet and demand that he explains what he is keeping quiet about. It is ironical that though while in prison one is expected to show consistency of character and a market improvement, one cannot afford to stick to one s principles otherwise he will never leave jail. According to Jere, the character in the Pilate story his fellow inmate did not want to be Pilate and instead insisted on being Jesus. The said character did not know that being Jesusmeant receiving canes and when Jere caned him, he wailed and Jere was subsequently punished it was an eye for an eye and a tooth for a tooth pg 23 It is ironical that it will take a state visitor to have political prisoners released in Kafira. Jere tells askari that innocence can be an offence. This statement is given credence by the fact that Jere and Mosese are in prison, not because of committing an offence but standing for the truth. Tumbo says that a sum of money has been allocated for a play-writing competition and adds that the democratic part of it is that anyone has to participate yet in actual sense, there is no competition. He goes ahead to pronounce Jusper as the winner of the non-existence competition."}
{"text": "This statement is given credence by the fact that Jere and Mosese are in prison, not because of committing an offence but standing for the truth. Tumbo says that a sum of money has been allocated for a play-writing competition and adds that the democratic part of it is that anyone has to participate yet in actual sense, there is no competition. He goes ahead to pronounce Jusper as the winner of the non-existence competition. News of Jusper s wim will be in the papers the following week. It s ironical that Tumbo will not accept the suggestion that the visiting head of state visits the upcountry to see the progress in agriculture despite the fact that the head of state offered technicians for the said progress. Kabito s attack on the government that Mulili and his likes choke Kafira is ironical since he is a major beneficiary of the system. His appointment to the entertainment committee is reward for his loyalty to Boss. It is also ironical that by pointing out the truth, he is accused of sowing seeds of discord among the other people. According to Boss, grey hair symbolizes wisdom. It is therefore ironic that he is determined to remove all strands of grey hair, claiming that a leader should have grey hair. Pg 58 DRAMATIC IRONYAs Jusper enters, Doga hides behind the bush. The audience as well as Nina is awake of Doga s whereabouts but Jusper is not. Jusper asks Tumbo if he had come to see his Jusper s cousin, The readers as well as Jusper know that Regina is the girlfriend to Jusper and not his cousin but Tumbo doesn t. Mulili is not aware that Tumbo and Nicodemo are already aware of Kabito s death. Tumbo tells Nicodemo, Here he comes. Remember we know nothing. Enter Mulili pg 62 Boss, Tumbo and Mulili are not aware of the plot by Mosese, Jere, and Jusper to topple Boss who is duped into ordering the guards to surrender their guns to be used during the final rehearsal of the play. The readers on the other hand are awake of the plot by the three. IMAGERYThe writer has employed the use of figurative language in the play. Metaphors and similes have been used as follows;I.Similes He was slaughtered like a goat. This show how Adika was killed mercilessly."}
{"text": "The readers on the other hand are awake of the plot by the three. IMAGERYThe writer has employed the use of figurative language in the play. Metaphors and similes have been used as follows;I.Similes He was slaughtered like a goat. This show how Adika was killed mercilessly. While referring to this co-actor in the Pilate story, Jere says of him. He wailed like a woman in a death home pg 23 This is a pointer of the cowardice of the individual. While referring to the terror inflicted on the citizens by Boss and his henchmen, Jusper tells Regina, they come quietly when you are least expecting and before you realize it, they have pounced on you like hungry leopards. Pg 32 Jusper goes on to say, I defended his remains like a man. Pg34 This shows his determination and bravery in ensuring that his brother s grave was not desecrated. II.MetaphorMulili tells Jere, Big coward Jere, you a woman pg 10 The implication here is that Jere is a coward for sympathising with Nina and Doga. Jusper tells Regina, Adika died for the truth......he was killed for asking whether or not we were on the right train pg 34 . Jusper here is adverting that Adika died for questioning how the country was being governed. Tumbo tells Jusper that there is a good potato in the work they are about to do in reference to money. Mulili refers to Jere as chicken hearted pg 44 ALLUSIONAllusion refers to reference to something or someone else without the context of a given text. The writer makes several allusions in reference to the Bible. When Jere canes his cell mate as they act out the part of Jesus Christ and Pilate, he finds himself in trouble when the cell mate cries out. He is stripped naked and caned. He tells them it was a case of an eye for an eye anda tooth for a tooth. This is a verse in the Bible. The above story is an allusion to the Biblical crucification of Jesus. Many citizens of Kafira have been crucified innocently just like Jesus and many others are the pilates that beat upChrist. Doga, Nina and Kabito are among those who die needless deaths."}
{"text": "The above story is an allusion to the Biblical crucification of Jesus. Many citizens of Kafira have been crucified innocently just like Jesus and many others are the pilates that beat upChrist. Doga, Nina and Kabito are among those who die needless deaths. The pilates are exemplified by the likes of Boss and Mulili. Mosese alludes to the biblical inheritance of the Kingdom of heaven in reference to their high expectations after independence. When they are told that their kingdom independence has come, it turns out to be an allusion. Mosese also alluded to the bible when he says ......the last shall be first and blessed are the poor for they shall inherit the kingdom of heaven. Pg 27 Mosese questions the validity of this bible verse by pointing out the disappointment of the masses. He is disillusioned that people had placed their hope in Boss regime, only to be disappointed by the turn of events. Boss tells Jusper that when he was acting, he used to be given bad roles. He would die for mistakes that were not his. Jusper tells him, I would say it s sacrifice A kind of death for a future. The sort of role Christ played pg 66 While referring to this mother, Mosese tells Jere, once every year she slaughtered a cock to mark the birth of Christ pg 28 Christmas is alluded here. SYMBOLISMAfter Adika s burial following his killing Nina says that his death has made them blind and left them in blindness. This words blind and blindness symbolize the state of hopelessness or disillusionment of Doga and Nina. Reference is made to the word potato . Nicodemo asks Kabito did you get the potato? Potato refers to the university tender. Kabito insists on knowing their terms of service and Nicodemo proceeds to ask the size of potato per hour they are entitled to pg 53 This is in reference to allowanced due to them. Potato symbolizes corruption that is rampant in Kafira. Boss orders an Askari to untie the hands of Mosese and Jere pg 70 The act of untying the two symbolizes their freedom and by extension salvation or the citizens of Kafira. Askari is a symbol of oppression. Political prisoners like Jere and Mosese are mistreated while in prison."}
{"text": "Boss orders an Askari to untie the hands of Mosese and Jere pg 70 The act of untying the two symbolizes their freedom and by extension salvation or the citizens of Kafira. Askari is a symbol of oppression. Political prisoners like Jere and Mosese are mistreated while in prison. The brutality of the regime is evident when askari says of Mosese ......whenthey brought him in last night , he was all questions. We calculated that two mature strokes would ease the tension pg 19 He informs Jere that he has once killed a man in that very cell. Pg 30 The gun is a symbol of power. The moment the askaris surrender their guns to Jere, Mosese and Jusper, power shifts from Boss to the three. Mulili, Boss and Tumbo are at the mercy of the three. The reappearance od Doga and Nina at the end of theplay after the killing of Mulili is a symbol of change in Kafira, their reappearance at the graveside which now is for Mulili shows that the social order of injustice and misrule exemplified by poor advisors like Mulili has been done away with and now they expect a new Kafira with better leadership and justice. HUMOURThe writer has employed humour in his play. He portrays Mulili humorously. His broken English and barely comprehensible talks ease the tense moments that keep building in the play. Some of the funny statements he makes include;The green grass in the snake instead of the green snake in the grass to refer to hypocrites. Sometimes I wonder why you possession that thing between your legsYou must apology to me this, now pg 57 You play with fire you goat! Mulili s attempt to communicate in English is laughable. Who you call child eeh? Jere you tell him. Tell him what I does with stubborn old mens pg 8 Big coward. Why you doesn t let her get on with it. How many I have seen and I am still Mulili with my two eyes, natural? Look, no goggles pg 9 Mulili s disjointed English is a pointer to his limited education. This is an indication of Boss leadership which regards individuals not on the basis of their qualifications but on the basis of blood relationship and perceived loyalty."}
{"text": "Several instances of proverbs are evident in the text. The writer has used proverbs to illustrate the wisdom of Doga and his realistic nature. He says, a mouse does not share a bowl with a cat. Pg 3 which implies that they cannot share mutual relationship with the sub-chief whose brother, Chagaga, is responsible for the death of AdikaWhen Nina suggests that they should report to the sub-chief what has just happened to the grave, Doga uses a proverb to explain her failure to see the futility of her actions. Thus he says, ....when dry thunder tears the sky before our eyes, do we forget the storm of yesterday? Pg3 Doga insists that the shaving ceremony must go on regardless of the obstacles that they face. He uses a proverb. A cloudy sky does not always cry rain pg 3 Kabito tells Nicodemo, the tree climber begins from the bottom, not top pg 53 . Through this proverb, Kabito wishes to be informed the terms of service of the committee before their meeting. The potrayal of Kabito is that of a materialistic, greedy and self-centred individual. FORESHADOWA foreshadow is a premonition that something is going to happen. Authors use words, signs or events to prepare readers for something that is just to occur. Doga foreshadows Mulili s death when he says Empty words will be your downfall. May you die the way Adika did pg 10 His words come to pass when Jusper shoots Mulili. After his parents are murdered in exchange for his release, Jusper says, I will get my revenge someday, even if it means going alone pg 33 His words are fulfilled when he shoots Mulili dead. While reacting to Tumbo s insistence that she must personally see Boss to secure her brother s release , Regina says, I have this funny feeling that something will go wrong pg 45 Her fears are justified when later on Boss forcefully tries to get her and she is only able to escape by jumping out of a ten foot high window."}
{"text": "This song and the subsequent prayer indicate that the couple can only turn to God for solace after all else has failed. Generally, it is their hope in life because under the Kafira government, they can only trust and obey. It portrays them as religious despite the challenges they are facing. They are seeking for answers through divine intervention. The song and the prayer summarize their total sense of loss and their deep religious devotionCROSS PURPOSEThis style is used in reference to individuals talking about different things in the course of their conversation without realizing it. The first incident of cross purpose is when Doga, Nina and Jusper appear not to communicate and their statements overlap. When Jusper is at cross purpose with Doga and Nina. Jusperappears not to communicate with his parents and their statements overlap. When Jusper is referring to a murder he committed at night, his mother thinks that he imagines killing his father. Doga tells Nina not to detain Jusper and instead allow him to go for he is a nuisance. Jusper responds, he can t go he is dead pg 6 Jusper is referring to Adika;s murderer Chagaga while his mother means that Doga is dead. Jusper and Nina also speak in cross purpose on pg 7 when Jusper asks ...shall I go and confess idid it? To which Nina answers, Yes my son, go and put on a clean shirt and then you can confess Nina thinks Jusper is talking about the ceremony whereas Jusper is talking about confessing that he had killed Chagaga. Mosese and Jere talk at cross purpose. Pg 30-31 While Mosese in his reverie, seems to be talking to imaginary persons. Jere s questions punctuate his reverie. In his attempt to understand Mosese s talk, he finally concludes,When the madness of an entire nation disturbs a solitary mind, it is not enough to say the man is mad. Pg 33 BETRAYAL IN THE CITY ESSAY QUESTIONS1. The Elites play a major role in salvaging countries marred by poor governance. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the City2. The government of Kafira is a dictatorial regime that doesn t mind the suffering of themasses."}
{"text": "The Elites play a major role in salvaging countries marred by poor governance. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the City2. The government of Kafira is a dictatorial regime that doesn t mind the suffering of themasses. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the City3. Revenge is a vicious cycle that needs to be stopped since it hinders development. Explain the veracity of the above assertion with reference to Francis Imbuga s Betrayal in the City4. Kafira is an epitome of corruption in the developing countries. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the City5. Deceit reigns in situations of poor governance and with them comes conflict. Explain the truth of the above assertion with reference to francis Imbuga s Betrayal in the City6. A state can be brought down if its leadership thrives on cronism and poor advisors. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the City7. Kafira s woes can be attributed to the inefficiency of its leadership. Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the City8. Betrayal in the city is a perfect satire of the ills in third world countries. . Explain the truth of the above assertion with reference to Francis Imbuga s Betrayal in the City9. Bad governance creates room for economic opportunism. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis Imbuga10. Mulili is an embodiment of evil attributes. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis Imbuga11. Many people in Kafira are traitorous. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis Imbuga12. Strikes come with many adverse effects. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis Imbuga13. Write an essay explaining the relevance of the title BETRAYAL IN THE CITY."}
{"text": "Strikes come with many adverse effects. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis Imbuga13. Write an essay explaining the relevance of the title BETRAYAL IN THE CITY. From the play Betrayal in the City by Francis Imbuga14. THE OUTSIDE OF THIS CELL MIGHT AS WELL BE THE INSIDE OF ANOTHER from instances in the play write as essay justifying Jere s assertion drawing illustrations from the play Betrayal in the City by Francis Imbuga15. Oppression breeds misery and conflict. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis Imbuga16. The situation in Kafira has bred despondency amongst its citizens. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis Imbuga17. Many eventsand actions in Betrayal in the City are triggered by the need for revenge. Write an essay in support of this statement drawing illustrations from the play Betrayal in the City by Francis ImbugaTHE CAUCASIAN CHALK CIRCLE BY BERTOLT BRECHTTHE AUTHORBertolt Brecht was a German poet , playwright and theatrical reformer. He was born in 1898 and became one of the most prominent figures in the 20th -century theater. Bertolt Brecht was concerned with encouraging audiences to think rather than becoming too involved in the story line and to identify with the characters. Bertolt Brecht was born in Augsburg, the son of Beltold Brecht, the director of a paper company, and Sophie Brezing, the daughter of a civil servant. His father was a Catholic, and his mother a Protestant. Both parents hailed from Achern in the Black Forest. Brecht began to write poetry as a boy, and had his first poems published in 1914. Between 1919 and 1921 he wrote theatre criticisms for the left-wing Socialist paper Die Augsburger. After military service as a medical orderly, he returned to his studies, but abandoned them in 1921. During the Bavarian revolutionary turmoil of 1918, Brech wrote his first play, Baal. From this period also dates his poem, 'Legend of the Dead Soldier'."}
{"text": "After military service as a medical orderly, he returned to his studies, but abandoned them in 1921. During the Bavarian revolutionary turmoil of 1918, Brech wrote his first play, Baal. From this period also dates his poem, 'Legend of the Dead Soldier'. It was cited by the Nazis as one of their strong reasons to deprive him of German citizeship in 1935. Like several other poems, it was set to music by the author, and sung to the accompaniment of his guitar in a Berlin cabaret. Brecht's works have be en translated into 42 languages and sold over 70 volumes. The Caucasian Chalk Circle was written in 1944 inHollywood. Drawing on the Greek tradition, he wanted his theater to represent a forum for debate hall rather than a place of illusions. He aimed to take emotion out of the production, persuade the audience to distance from the make believe characters and urge actors to dissociate from their roles. Then the political truth would be more easy to comprehend. Oncehe said: \"Nothing is more important than learning to think crudely. Crude thinking is the thinking of great men.\". Brecht formulated his literary theories much in reaction to GeorgLuk cs 1885-1971 , a Hungarian philosopher and Marxist literary theoretician. He disapproved Luk cs attempt to distinguish between good realism and bad naturalism. He died in 1956. SETTINGThe Caucasus is a region that bridges Europe and Asia. The Caucasus is divided by the Caucasian mountain ranges into two regions:The northern slopes of the mountains reach into Chechnya and other border states of the former Soviet UnionOn the southern side of the mountains are the modern-day countries Georgia, Armenia and Azerbaijan. Grusinia, where The Caucasian Chalk Circle takes place, is a fictionalized version of the modern day countries; Georgia and Azerbaijan towards the end of the WWII in 1944. The play was translated to English by Eric Bentley. The play is a comedy, with a happy ending. The play is based on communism i.e. whoever can make the best use of resources in order to provide for others deserves to get the best of the resources. Brecht shows communism through three stories;i The ownership of a piece of land between goat herders and fruit farmers. In the end througharbitrators, the fruit farmers get the valley because they will use the land better."}
{"text": "Whoever can make the best use of resources in order to provide for others deserves to get the best of the resources. Brecht shows communism through three stories;i The ownership of a piece of land between goat herders and fruit farmers. In the end througharbitrators, the fruit farmers get the valley because they will use the land better. Ii The story about Grusha the kitchen maid, through the use of Solomonic law: Solomon and the baby from the bible . Grusha gets the baby because she deserves him. Iii The story about Judge Azdak. His fair judging in favour of the peasants made him very popular especially among the poor. THE TITLEThe Caucasian Chalk Circle is derived from a circle Judge Azdak orders Shauwa to draw, .............get a piece of chalk and draw a circle on the floor. Pg 97 . Its purpose is to determine Michael s real mother. Both Natella Abashwili and Grusha Vashnadze desire custodian of the child. Shauwa is directed to place the child in the circle and the mother to hold him by the hands and pull him out. Whoever pulls him out of the circle would retain him. It is ironical that Natella, Michael s biological mother, is denied custody of the child when she pulls him out. Grusha declines to tear the child and consequently ends with the child. The title symbolically signifies the possibility of surrendering what might be rightfully yours for better utilization. The play infers from both a Chinese play Circle of chalk written in 1300 AD and a biblical story The judgment of Solomon- 1 Kings 3: 16-28 In the Chinese story, a young girl, HAi-tang, bears a child as the second wife of a wealthy man. His first wife claims the child is her own. However, the second wife is judged the true mother when she refuses to pull the child apart in the test of the Chalk Circle. In the biblical story, two women live in the same house and both bear a child. One baby dies in the night and its mother swaps him for the living baby. Both claim the living child is their own. Solomon orders that the child be cut in two and each half be given to each mother. The real mother of the child gives up the child rather than see him harmed and is judged to be the true mother."}
{"text": "Both claim the living child is their own. Solomon orders that the child be cut in two and each half be given to each mother. The real mother of the child gives up the child rather than see him harmed and is judged to be the true mother. The agriculturist and herders are seated in circles as they negotiate and in the end the herders agree to surrender their claim on the valley of Rosa Luxemburg since they would put it to better use. SYNOPSISThe Caucasian Chalk Circle begins with a prologue which captures a dispute between two communities; the fruit growing and the goat farming one. The clash is over who should own and manage the valley. The Goat Farm Commune Group is the original owner who had relocated due to the advancing Hitler s army. The fruit growing Commune has demonstrated interest in the piece of land. A delegate from Tiflis-the capital of the Soviet State of Georgia-has been sent to settle the dispute. The Fruit Growing Collective Farm has made elaborate arrangements of irrigating the valley so as to make it more productive. The delegate awards the land to the fruit growers because they have plans to use the resources better despite the land originally belonging to the goat farming group. Act one begins when the city of Grusinia has been taken over by the iron shirts and the governor, Georgi Abashwili, is beheaded in a coup that has been planned by his brother, the Fat Prince and his head fastened on a wall. The governor s wife Natella flees and in the process abandons her child, Michael. Fortunately, the kitchen maid Grusha salvages the child from the soldiers and the Fat Prince and escapes with him to her brother's place in the Northern Mountains, pursued by soldiers. She enduresgreat suffering in the way, including hostile and uncooperative people. She finally gets to her brother s place but he the brother insists that she must be married to an almost dying man by the name Jussup. Jussup has faked illness to avoid taking part in the war. When it is announced that the war is over, Jussup miraculously recovers. Grusha is stuck with a husband she did not want. When Simon Grusha s lover returns from the war, he discovers that Grusha is married and suspects that Michael is her child."}
{"text": "When it is announced that the war is over, Jussup miraculously recovers. Grusha is stuck with a husband she did not want. When Simon Grusha s lover returns from the war, he discovers that Grusha is married and suspects that Michael is her child. Later, the child is taken away from her by some soldiers who claim that he belongs to Natella and he is taken back to the Caucasian village. Through a flashback, the writer explains how the Grand Duke is sheltered by Azdak, later to be judge, soon after he escapes the bloody coup. However, Azdak is not aware that he is hiding a dangerous fugitive and fearing he might be branded a traitor he presents himself to the soldiers to be tried and soon wins their favour and is installed as judge. Azdak judges four very weird cases, ruling in each case in favour of the poor. He soon gains reputation for supporting the poor. He serves for two years as a judge, befo re the return of the Grand Duke. He is arrested for being a traitor and as the soldiers are about to kill him, he is saved by the Grand Duke who recalls that he saved his life. He reappoints him to be the judge. The major case that Azdak handles is that of Grusha and the child. The governor s wife wants Michael back because without him, she cannot take over the former Governor s wealth. However,Grusha wants to keep the child because she has raised him for the past two years. Interestingly, even Simon offers to support her in the trial. When Azdak listens to the case, he orders a Chalk Circle tobe drawn, after he learns what Grusha has done to the child. The child is placed in the middle and orders the two women to pull saying that whoever can pull him out of the circle will get him. The governor s wife pulls whereas Grusha lets go. This is repeated and finally, AZDAK gives Michael to Grusha. The governor s wife is ordered to leave. Michael s wealth is taken and made intopublic gardens. The message the author is passing across is that resources should belong to those who make better use of them- the child to Grusha, just the same way the valley goes to those who will take care of it."}
{"text": "The governor s wife is ordered to leave. Michael s wealth is taken and made intopublic gardens. The message the author is passing across is that resources should belong to those who make better use of them- the child to Grusha, just the same way the valley goes to those who will take care of it. In the end, Azdak divorces Grusha from Jussup, paving way for her to get married to Simon. Azdak disappears never to be seen again. PROLOGUESummer of 1945The play begins with a prologue an introduction to a play that captures a conflict between members of two collective farms both who claim a stake in a disputed valley. The two rivals are: Goat Farm Rosa Luxemburg and Fruit Farm Galinsk. The two are neighbours. The goat herding commune claims to be the original owners of the disputed land until Hitler s armies forced them to relocate. The fruit growing commune has laid down an elaborate plan to irrigate the valley for agricultural purposes. They intend to use a dam across the mountain lake and water seven hundred acres of infertile land and plan to plant vineyards and orchards thereA delegate from the State Reconstruction Commission from Tiflis-the capital city-has been sent to arbitrate on the dispute. He intimates that Goat Farm Rosa Luxemburg occupied the valley before moving East on orders from the government. The Goat herding commune is now dissatisfied with their new grazing land which they claim is not palatable to their animals. They claim that the valley belongs to them from eternity and the law attests to that. However, members from the Fruit Farm Galinsk explain the reason why they deserve to own the valley. An amicable solution is finally reached when the land is awarded to the Fruit growing commune and the two groups settle down to eat and drink. Entertainment soon follows when a legendary singer Arkadi- is invited to perform an old Chinese song entitled, The Chalk Circle. This song is about two stories which have a bearing on their resolved dispute. The prologue serves several functions; first, it gives the play a unique structure, secondly, enables the playwright to pass on his her key message and the moral of the play to the reader or audience beforehe or she watches or reads it. Bertolt roots for communism, that whoever can make good use of something should keep it."}
{"text": "This song is about two stories which have a bearing on their resolved dispute. The prologue serves several functions; first, it gives the play a unique structure, secondly, enables the playwright to pass on his her key message and the moral of the play to the reader or audience beforehe or she watches or reads it. Bertolt roots for communism, that whoever can make good use of something should keep it. THE NOBLE CHILDThis part opens with Arkadi- the singer narrating a story about Georgi Abashwili, the governor in Grusinia and a rich man who owns numerous horses and soldiers. He is married to Natella and they have a son, Michael. On the morning of the Easter Sunday, the governor s family goes to church. At the gateway, he is confronted by many beggars and petitioners. Mothers hold emaciated children as people with clutches and petitions beg for money. They complain of high taxes, starvation and bribery. The governor ignores them and soldiers whip them with thick leather whips to keep them away. Michael-the governor s son and heir- is brought along and the crowd sees him for the first time. He is carried in a decorated carriage and is attended to by two doctors. Even the mighty Prince Kazbeki bows before him at the church door. Natella informs the prince about the Governor s plan of bringing down the slums to pave way for his garden. The governor has lost interest in the affairs of Grusinian people in spite of the raging war that is taking place. The governor even dismisses a messenger from the cit y bringing some confidential papers for him saying he can only attend to him after the service. Later the adjutant anofficer who acts as military assistant informs the messenger that the governor does not wish to receive military news before dinner. Grusha Vashnadze- governor s kitchen maid- does not attend the service as she has to get a goose for the family s banquet. She is seen talking to Simon Shashava, a soldier, who reveals that he oftenhides behind a bush to watch her dip her legs in the river as she washes her line. Before the awaited dinner and a talk with the architects can take place, the palace is surrounded and the Governor arrested. George Abashwili is executed and the city is in bloodshed. Natella s life is in danger. Servants rush out of the house trying to frantically salvage what they can."}
{"text": "George Abashwili is executed and the city is in bloodshed. Natella s life is in danger. Servants rush out of the house trying to frantically salvage what they can. A scuffle erupts between the two family doctors over who should attend to the governor s wife who has fainted. Simon comes looking for Grusha. He aims at wooing her. The two have to part ways when Simon is ordered by the adjutant to guard Natella on her way to safety. He gives Grusha a silver chain that his mother had given him. She promises him that she would wait for him and remain faithful till their reunion. The adjutant is seen trying to save Natella from danger but she is reluctant to go without her most valued essentials. The adjutant forces her on a horse back amidst complaints that she has left her wine-coloured dress. She leaves her child Michael behind who falls into the custody of Grusha the kitchen maid. As everyone flees, Grusha decides to hide the child under a blanket and keeps the baby company throughout the night. The following day she flees with the child from the Ironshirts who together with the Fat Prince are looking for the baby, It s a pity they took the brat along, though, I need him urgently. Pg 28 THE FLIGHT TO THE MOUNTAINSThe Singer accounts Grusha escape from the city to the Northern Mountains to save Michael from the Fat Prince and his soldiers. She is carrying Michael in a sack. She journeys along the Grusinian highway on the Northern Mountains after singing The song of the Four Generals. As lunchtime approaches, she has to look for a meal to feed the child. She buys milk from a peasant at two piasters, an equivalent to a week s pay. Having spent most of her money Grusha keeps on moving towards the north as the Iron shirts who want to kill Michael pursue her. The singer tells us that she then arrives at the River Sirra and with the burden of the child weighing on her; she decides to keep him at the doorstep of a farmyard after realising that the peasant woman has some milk. She anticipates the peasant will feed him and goes to hide behind a tree in order to watch what would happen. When the peasant woman finds Michael at her door, she takes him into the house."}
{"text": "The singer tells us that she then arrives at the River Sirra and with the burden of the child weighing on her; she decides to keep him at the doorstep of a farmyard after realising that the peasant woman has some milk. She anticipates the peasant will feed him and goes to hide behind a tree in order to watch what would happen. When the peasant woman finds Michael at her door, she takes him into the house. She suggests to her husband that they keep the child but her husband tells her to give him to the local priest. AsGrusha hurries off in the opposite direction she bumps on Ironshirts who demand to know where she is coming from. She lies that she is going to meet Simon Shashava. The ironshirts demand the whereabouts of Michael. Grusha gets scared and rushes back to the cottage where she had left the child and pleads with the peasant woman to hide it. Initially the woman agrees to hide Michael but is immediately frightened by the presence of the soldiers. She reveals to the corporal that Grusha left the child on her doorstep. In desperation, Grusha seizes a log and hits the corporal on the head until he loses consciousness. She then grabs Michael and runs away. In her flight from the Ironshirts, she finally reaches the foot of Janga-Tau Glacier after journeying for twenty-two days. She adopts Michael. She removes his silken shirt, throws it away and wraps him in rags. Finally, she arrives at the bridge on the glacier still pursed by the Ironshirts. One of the bridge s rope is broken and half of the bridge is hanging down the abyss. Despite the danger, Grusha is determined to cross the bridge. Luckily they get to the other side of the bridge despite fears and warning by the merchants on the impending danger. She laughs triumphantly to her freedom as theIronshirts pursuing her cannot cross the bridge. Finally, she sings The Song of the Child pg 41 IN THE NORTHERN MOUNTAINSAfter journeying across the glacier for another seven days, Grusha finally arrives at Lavrenti s her brother house. She expects to be welcomed warmly but this is not the case. Her bother has to cook up a story to convince his religious wife that his sister is on her way to her husband s place at the mountains."}
{"text": "Finally, she sings The Song of the Child pg 41 IN THE NORTHERN MOUNTAINSAfter journeying across the glacier for another seven days, Grusha finally arrives at Lavrenti s her brother house. She expects to be welcomed warmly but this is not the case. Her bother has to cook up a story to convince his religious wife that his sister is on her way to her husband s place at the mountains. To have Grusha leave the house, Lavrenti comes up with an idea of getting her a husband. He Lavrenti organizes to get her married to a dying man - Jussup at a fee of 400 piasters. The mother-in-law realizing there is a child demands for an additional 200 piasters for the wedding to proceed. The mother-in-law has hired a cheap monk to unite the two. After the wedding, neighbours who came to witness the marriage ceremony are served with cakes as they gossip. From the gossiping visitors, news indicate that the Grand Duke has assembled an army to fight the princes that rebelled against him the previous year. When Grusha hears that the soldiers are coming back now that the war is over, she is in shock and drops a cake pan. Her worry being that Simon will come back and find she is married to another man. Once Jussup hears the war is over, he miraculously recovers. Jussup gets out of bed and the visitors are shocked to see him. He orders them out of the house before kicking them out. Grusha finds herself in a tight position as she discovers she has a husband yet the man she loves is on the way. Furthermore, Jussup demands that she becomes more intimate with him and accuses her of not performing her wifely duties. With time Simon face grows dimmer and his voice becomes fainter. In a play within a play, we see as Grusha washes linen by the stream accompanied by Michael, she advises him to go play with the other children. As they play they enact the beheading of thegovernor- Michael s father. However, instead of playing the part of the governor like the other children want him to do; he insists that he be allowed to behead the fat boy, who represents the fat prince. This foreshadows the beheading of the fat prince later."}
{"text": "When he gets to the courtroom he sees the hanging bodies of authority figures and mistakenly interprets the revolution as a people s revolt. His shouts of joy are interrupted by a soldier who tells him he s got it all wrong: it s not a people s revolution but a military coup. An uprising by the rebellious carpet weavers resulted in all the hangings and the soldiers were brought in to suppress them. Azdak is nearly hanged by soldiers. The Fat Prince brings his nephew Bizergan Kazbeki to be installed as the new judge the old judge had been killed by the carpet weavers . Azdak suggest that the candidate s knowledge in law be tested. In a play within a play, Azdak plays the role of the defendant. The soldiers, after test ing the nephew in a mock trial in which Azdak accuses the Fat Prince of profiting from the Persian war, makes Azdak judge instead. Over two years Azdak, with his trusty assistant Shauva, travels the country turning justice on its head, accusing a rape victim of being a rapist herself, sympathising with an old woman clearly guilty of theft, doling out law as he sees fit. Finally the Grand Duke comes back, the Fat Prince is beheaded and Natella Abashvilli returns from exile. Frightened that his behaviour over the last couple of years will land him in trouble now that order is restored, Azdak promises to help Natella get her son back. THE CHALK CIRCLEThe Singer introduces us to the Act by saying it is the story of the trial. The trial is about determining who is the true mother to Michael and in this regard, Grusha has come back to the city to face the law for having taken the Governor s son. As they wait for the judge to come, Simon appears and swears he will say he is the father to the child. Then Grusha spots the Ironshirt whom she clobbered and this makes her regret why she came to Nuka. The corporal leaves cursing as he fears exposing Grusha because he would be admitting that he ran after the child to kill it. The governors wife, Natella, arrives, in her characteristic style, she cannot hide her contempt for the low class and the underprivileged: At least there are no common people here, thank God. I can t stand their smell."}
{"text": "The corporal leaves cursing as he fears exposing Grusha because he would be admitting that he ran after the child to kill it. The governors wife, Natella, arrives, in her characteristic style, she cannot hide her contempt for the low class and the underprivileged: At least there are no common people here, thank God. I can t stand their smell. It always gives me migraine. Pg 88 Azdak having been declared an enemy of the new regime for having worked with the Fat Prince is stripped of his judge s robes. The Ironshirts and the farmers tear his gown and beat him. He is about to be hanged when a messenger arrives announcing the Grand Duke would like Azdak to remain asjudge, as a thank you for saving his life that Easter Sunday. Azdak presides over a trial in which he must judge who gets Michael Grusha, who has cared for him and put herself through hell for him; or his natural mother, Natella, who abandoned him. A heated debate ensues on who is the rightful owner of the child. The prosecutors explain that Grusha has stolen Natella s child and refuses to hand it over. They advance their case by saying that Grusha does not have any blood relations with the child. On the other hand, Grusha lays claim on the child by saying that she brought him up and always found him something to eat. Hearing both arguments, Azdak is unable to decide. He adjourns the court to hear the case of an old couple who want a divorce. He tells them he ll think about it. Returning to Michael s case, Azdak invokes the ancient wisdom of the Chalk Circle: Michael is placed in the centre of a circle and whoever is strong enough to pull him out must be the right mother. Grusha won t pull, she cannot hurt him. Azdak orders the women to repeat the trial. Grusha again cannot pull. Azdak judges that she must be the right mother. Natella faints. Simon and Grusha thank Azdak, who signs the divorce papers not the divorce of the old couple but Grusha s divorce from the man she married in the mountains. Everyone dances. Azdak disappears."}
{"text": "Simon and Grusha thank Azdak, who signs the divorce papers not the divorce of the old couple but Grusha s divorce from the man she married in the mountains. Everyone dances. Azdak disappears. The Singer explains that the child has been given to the mother who will be best for it and, reminding us of the prologue, that the land should go to whoever is right for it. THEMESCORRUPTION GREED AND MATERIALISMCorruption mainly refers to lack of integrity or honesty and is mainly manifested by accepting bribes. Corrupt individuals use their privileged positions they have been entrusted with to make illegitimate gains, thus undermining their moral integrity. They are usually driven by greed. Forms of corruptionvary and can include bribery, extortion, nepotism, and general embezzlement of mainly of public funds. George Abashwili is materialistic. As he makes procession to enter the church fort Easter service, many beggars and petitioners try in vain to reach out to him. We learn through his wife Natella that the governor plans to tear down the slums to create room for the garden of the East Wing of palace. All those wretched slums are to be torn down to make room for the garden. Pg 15 After the coup and the beheading of the governor, we see Natella in a hurry to collect her dresses and shoes. She abandons her son Michael as she runs for her safety. Later we learn that the main reason she is claiming her son Michael from Grusha is to get inheritance of the vast governor s estates. The Ironshirts are corrupt. They use their privileged positions to execute others and in the process make illegitimate gains. One Ironshirt says, ...This morning they strung up the city judge. As for us we beat them to pulp. We are paid one hundred piasters per man, you understand? The iron shirts follow Grusha and Michael since a good price is offered. Azdak, the judge, is overly corrupt and his greed unstoppable. He openly takes bribes in the court before listening to a case. He begins by saying, I accept, meaning that he is willing to be bribed. As Azdak executes his duties, his deeds do not measure up to the expected standards. He makes controversial judgements that put his integrity into questions. He sits on the statue book when delivering justice. A pointer to his contempt for what is just."}
{"text": "He makes controversial judgements that put his integrity into questions. He sits on the statue book when delivering justice. A pointer to his contempt for what is just. He also takes wine in public as he executes his duties. ABUSE OF POWERThe governor, George Abashwili, is said to be as rich as Croesus. He has so many horses in his stable and yet there are so many beggars on hisdoor step. This shows that he amasses so much wealth for himself at the expense of his subjects. They pile along the gate carrying thin children and holding petitions. They cry for mercy and reduction of the high taxes. Pg 14 . The governor has hired two doctors to look after his son Michael-the apple of his eyes. Pg 15 . This is in contrast to the starving and suffering common men who push and shove to see the governor s heir. The governor plans to tear down the slums to start building the East Wing garden for his sonMichael. It does not matter to him that those slums are people s homes. The soldiers also abuse power. ........... Soldiers push the crowd back lashing at them with thick whips. Pg 14 When the crowd pushes to have a peep at their heir-baby Michael- the crowd is pushed back by the iron shirts using thick whips. The Fat prince abuses power when he conspires and overthrows the governor from power. He The Fat prince then orders the governor to be beheaded and his head hanged at the entrance of the palace for all to see. He then orders the iron shirts to follow Grusha and get Michael back; he intends to kill him too. The fat prince also abuses power by practising nepotism, where he intends to have his nephew, Bizergan Kazbeki, to be bestowed as the new judge. ............. So I ve bought along my dear nephew Bizergan Kazbeki, He ll be the new judge, hm? Pg 71 The judge, Azdak abuses power openly by accepting bribes. Before considering any case he utters a short statement- I accept- to mean he is ready to take a bribe. All the cases he judges are in favour of the suffering poor. He fines the wealthy like the farmers heavily, in this way he abuses power to help the poor. LOVE COMPASSIONThe playwright explores the theme of love and friendship through various characters in the play."}
{"text": "All the cases he judges are in favour of the suffering poor. He fines the wealthy like the farmers heavily, in this way he abuses power to help the poor. LOVE COMPASSIONThe playwright explores the theme of love and friendship through various characters in the play. This is mainly portrayed through the parental love between the governor and his son Michael, Grusha, the kitchen maid and Michael, Grusha s romantic love with Simon Shashava and finally between Grusha and her brother Lavrenti Vashnadze. Michael does not experience the motherly love from his biological mother Natella Abashwili. Fortunately, his father, the governor of the Caucasian City bestows on Michael fatherly love. Michael is attended to by two doctors who never mover from his side to keep him in good health. The Fat prince also notices the child on their way to church and comments that, And little Michael is a governor from head to foot! Pg15 . Natella, Michael s biological mother, is jealous of the attention Michael is given by his father. She says it is impossible for them to live in the slum but her husband would build the East Wing for Michael since he is the apple of the governor s eye. .............. Will only build for little Michael...........Michael is all.......... pg 18-19 . Finally, she abandons him. Grusha loves Michael. She has to overcome a strong tide of opposition from the other servants before she rescues Michael. The groom tells her, Better put him down, I tell you. I d rather not thinkwhat d happen to anybody who was found with the baby. Pg 27 The older woman tells her, Grusha, you re a good soul, but you are not very bright, and you know it. I tell you, if he has plague he couldn t be more dangerous. Pg 27 . Grusha watches over Michael the whole night and by morning as the writer puts it, the seduction between Grusha and Michael i complete, .............till morning the seduction was complete.......she crept away, pg 29 . She also saves the child from being killed by several iron shirts. Just like a mother who loves her child, she makes several sacrifices. She is forced to buy him milk at an exorbitant price using her meagre weekly pay."}
{"text": "She also saves the child from being killed by several iron shirts. Just like a mother who loves her child, she makes several sacrifices. She is forced to buy him milk at an exorbitant price using her meagre weekly pay. She risks her life to save Michael by hitting a corporal with a wooden log and crosses over to the Northern Mountains using a broken bridge. She has to marry a dying man - Jussup- for Michael s sake and thus risks her engagement with Simon Shashava. The climax of Grusha s love for Michael is shown at the trial scene. Grusha defends for her love towards Michael by saying that she brought him up and that she married because of Michael. When Azdak, the judge, asks for Michael so that he can choose his true mother, Michael s love for Grusha is seen when he smiles at her. After drawing the Chalk Circle, Azdak orders the two women to pull the child out of the circle. Meanwhile, Grusha refuses to pull portraying her motherly love and finally she says, I brought him up! Shall I also tear him to bits? I can t. pg 98 As Grusha flees to the north, she comes across a bridge on the glacier. She is determined to cross but the merchants caution her against risking her life and that of Michael, The merchant woman tells her, But you can t take the child on that bridge. It s sure to break. And look! Pg 41 The next man warns her to think of the baby, I think of the baby. Risk your life not a child s pg 41 . This shows theirlove and compassion for Michael. The love relationship between Grusha and Simon is romantic. It is already sealed through an engagement. They exchange intimate words and inquire about each other s background. Simonremoves a chain from his neck and tells Grusha, ...........my mother gave me this cross.....please wear it. Pg 22 . Grusha promises Simon that she would wait for him. She says, Simon Shashava.....it isjust as it was. Pg 23 . Grusha is introduced to the idea of getting married to Jussup due to the illegitimacy of the child."}
{"text": "Grusha promises Simon that she would wait for him. She says, Simon Shashava.....it isjust as it was. Pg 23 . Grusha is introduced to the idea of getting married to Jussup due to the illegitimacy of the child. However, deep within her, she loves Simon and wishes that the union would not last long so that she may re-unite with her fianc whom she thinks would willingly take care of Michael. This turns out to be true. True love unfolds when Simon testifies at the court that he is Michael s father. I am the father, your honour. Pg 93 . The climax of the sincere love for each other is portrayed when Grusha informs Simon that, Now I can tell you: I took him because on that Easter Sunday I got engaged to you. So he s a child of love. Michael, let s dance. Pg 99 . This she does after the judgement where she wins the child. When Grusha runs to the North and arrives at her brother s house, her brother sympathises with her and gives her a roof and even makes arrangements for her to get married to the dying man, Jussup. After the marriage, Jussup takes in both her and the child without asking questions, It is her compassion for Michael that makes her to agree to be married yet she is engaged to Simon. NEGLIGENCE OF DUTY IRRESPONSIBILITYNegligence refers to failure to give somebody or something enough care or attention. It also refers to failure to perform one s duty which impacts negatively on others. Georgi Abashwili is the Governor and therefore responsible for the welfare of those under him. Although he is rich, he has so many beggars from the gateway, holding up thin children, crutches and petitions. Although they have come for help, he does not attend to any. It is Easter and therefore onewould expect he would be compassionate enough to listen to their grievances. They complain of taxes being high. One petitioner laments: The child is starving in my arms pg 14 . Although thereis a servant collecting their grievances and another distributing coin s from a purse, none of their petitions is attended to and eventually they are driven back with whips."}
{"text": "They complain of taxes being high. One petitioner laments: The child is starving in my arms pg 14 . Although thereis a servant collecting their grievances and another distributing coin s from a purse, none of their petitions is attended to and eventually they are driven back with whips. Despite being in a high position and being responsible for the welfare of the people, we are surprised to learn that, he knows nothing about the approaching war and therefore no safety measures have been put in place. When asked about the war, he indicates lack of interest. The Governor has ignored the plight of his subjects. There are so many of them in the slums. To make matters worse he has decided to tear down the slums to make room for a garden for the EastWing he is about to construct. People are complaining of hunger, yet his child has two doctors, The two doctors are also irresponsible in that none wants to take responsibility over the discomfort o f the child. They blame each other over luke warm bath water used to bath the child. The governor is informed by his Adjutant that an injured young rider has come as a messenger from the capital, bringing him confidential papers. He neglects his responsibility to see him and after waiting in vain the messenger mutters a curse and leaves. We are not surprised when we learn that the plotting against the Governor by The Fat Prince happened in the capital therefore we can guess that the messenger comes to warn him. Eventually, the governor loses his life. It is strange that the Governor refuses to talk to the wounded Rider when he appears again but prefers to confer with the architects. The Adjutant says of him, The governor does not wish to receivemilitary news before dinner- especially if it s depressing pg 19 . Because of his irresponsibility in choosing his priorities, he is caught unawares and is beheaded. That is why the singer laments overthe blindness of the great who, ...........go their ways like gods....sure of hired fists. Trusting in their power. But long is not forever. Pg 20 It is the height of irresponsibility when Natella Abashwili takes her time choosing the dresses and shoes to carry. She finally leaves and forgets her child whom she had directed to be laid on the floor. She is busy rummaging through clothing when the Adjutant is busy pleading that they should run for their lives."}
{"text": "But long is not forever. Pg 20 It is the height of irresponsibility when Natella Abashwili takes her time choosing the dresses and shoes to carry. She finally leaves and forgets her child whom she had directed to be laid on the floor. She is busy rummaging through clothing when the Adjutant is busy pleading that they should run for their lives. She does not care about the many people she is exposing to danger by her delay, Maro, aservant, realizes that, only beasts can leave children behind. She says, They left it behind, the beasts pg 26 Lavrenti, Grusha s brother, is irresponsible and neglects her when he fails to look after her. He marries her off to a total stranger and a dying man it becomes a double tragedy when Jussup does not die and Grusha does not know what to do with a total stranger who is unaware of her plight and yet she cannot marry her lover Simon. As an older brother of Grusha, Lavrenti fails in his responsibility to support her. The monk hired to officiate the wedding is irresponsible. He agrees to join a girl to a dying man. We are surprised that, the monk, a man who should be a role model is upholding morals in a society is called from a tavern. He is drunk. DECEIT, RELIGIOUSITY AND HYPOCRISYReligion refers to having or showing belief in and reverence for a deity on the other hand hypocrisy is deception by pretending to entertain on set of intentions while acting under the influence of another. In The Caucasian Chalk Circle cases of religious hypocrisy are common. Act one of the play begins with Governor Georgi Abashwili going for Easter mass. He is accompanied by his wife Natella, and Michael, their child. Although he would like to pass as a devoted Christian, his regime has oppressed the people it serves. As they enter the church, beggars and petitioners cry over all sorts of problems that bespeaks of a people who have been living in an oppressive regime. They lament, Mercy! Mercy, your Grace! The taxes are too high. I lost my leg in the Persian war....The child is starving in my arms....the water inspector takes bribes...... pg 14 As for the Fat Prince, hypocrisy reigns supreme."}
{"text": "The taxes are too high. I lost my leg in the Persian war....The child is starving in my arms....the water inspector takes bribes...... pg 14 As for the Fat Prince, hypocrisy reigns supreme. He attends church, wishes the Governor a happy Easter Sunday and bows before Michael. He tickles the child after commenting, I love a gay sky.....little Michael is a Governor from head to foot! Pg 15 . He also tells the governor there is good news after so much bad. This is total deception that he is loyal to the Governor s family. Plans to behead the Governor and end Michael s life are already in place. While he directs the soldier to fasten the Governor s head in the middle, he displays his hypocrisy when he says, This morning at the church...Abashwili...I love a gay sky...prefer the lightning that comes out of a gay sky. Pg 28 The Monk who is supposed to be religiously inclined is portrayed as hypocritical. He presides over the wedding between Jussup and Grusha while drunk. He is found in the tavern perhaps taking alcohol by Grusha;s mother-in-law who threatens to expose him. He is also paid to do the same. Even when Jussup fails to take the vows and instead his mother does it on his behalf, he goes hiding and he has to be looked for by the mother-in-law. Being a religious person, his character should be beyond reproach. It smacks of religious hypocrisy for Jussup to go through the rigorous of a wedding, a much valued religious ceremony, yet he knows he is pretending to be a dying man. Grusha is hypocritical because she is not committed to the marriage as she does it for own expediency. The mourners are also hypocritical. They gobble down the cake without being seriously mournful. They seem to expectantly look forward to the death of Jussup. They are sincerely not sad, only greedily wolfing down the funeral cakes. Aniko pretends to have religious principles that she does not possess. In fact, her hypocritical nature is displayed in her meanness. Lavrenti says she is very sensitive, People need only mention ourfarm and she is worried. Pg 48 . Her servants seem to suffer under her as she shouts orders all over. The maid may not be well paid. She once goes to church with a hole in her stocking."}
{"text": "Her servants seem to suffer under her as she shouts orders all over. The maid may not be well paid. She once goes to church with a hole in her stocking. Eversince, Aniko has worn two pairs of stockings in church. She is truly hypocritical, feigning to be concerned about Grusha yet she is not. She has false appearance as a devout woman. Lavrenti isafraid of her. He tells Grusha, You can t stay here long with the child. She id religious, you see. Pg 46 . Aniko id painted as really heartless. She is the exaggerated embodiment of certain aspects of religious opinions. Lavrenti is also hypocritical. He also makes Grusha who is honest to be dehumanized by leading her to engage in a fake wedding. He cannot stand up for his sister but sings to the w hims of Aniko, You need a place to go......because of the child.....have a husband, so people won t talk.....can find you a husband. Pg 48 The mother-in-law is hypocritical. She deceives the mourners that Grusha is a bride to Jussup. She pretends that Grusha came from the city to find Jussup alive. The first woman confidentially seemsto know Jussup is faking illess and near death to avoid conscription to the war. Another feels it would be a blessing if he does not suffer too long; so she wishes he dies especially now he is of no use as a farmer as the corn is ripe and there is no one to harvest. POLITICAL AND SOCIAL TURBULENCEBertolt Bretcht has profoundly raised the issue of political intolerance that has consequently resulted to social instability. The ruling class has no regard for the woes of the have- nots. Poor leadership has led to violence and suffering of both the nobles and the masses. First, we are presented with a desperate and deplorable Caucasian village due to war. It is described as war ravaged and is in ruins, That s where we stopped three Nazi tanks but the apple orchard was already destroyed......Our beautiful daily farm: a ruin. Pg 97 The number of villages have declined and people have relocated to other areas. We are told by a wounded soldier, Comrade, we haven t as many villages as we used to have."}
{"text": "First, we are presented with a desperate and deplorable Caucasian village due to war. It is described as war ravaged and is in ruins, That s where we stopped three Nazi tanks but the apple orchard was already destroyed......Our beautiful daily farm: a ruin. Pg 97 The number of villages have declined and people have relocated to other areas. We are told by a wounded soldier, Comrade, we haven t as many villages as we used to have. We haven t as many hands. Pg 8 The village has been ruined with almost everything being rationed. All pleasures have to be rationed. Tobacco is rationed and wine. Pg 8 People s normal lifestyle is affected as evident when the Goat Herding commune is forced to relocate on orders from the government. They fight to reclaim the land for they are not satisfied with their new grazing land. An old man comments, You can t live there. It doesn t even smell of morning in the morning. Pg 8 Political intolerance has brought fear and insecurity. The girl Tractorist notes that plans to rehabilitate the disputed valley had been conceived during days and nights when they have to take cover in the mountains. She says, Often we hadn t even enough ammunition for our half-dozen rifles. We could hardly lay our hands on a pencil. Pg 10 The effects of political and social turbulences are not restricted to the Caucasian village only. From Arkadi s performance, we learnt that the war in Persia has spilled to the Grusinian people. Under the leadership of the Grand Duke and Governor Georgi Abashwili majority of the poor people have been rendered beggars. The Governor is confronted by many petitioners who are not comfortable in the state of affairs, The children are emaciated. Some people are in clutches while others have been crippled due to the war. They complain about the high taxes and bribery from senior people like the water inspector. The same people cannot win the governor s eye and soldiers cause further suffering when they lash at them with thick whips. The state of the poor is deplorable as evident when the Governor contemplates bringing down their slums in order to create room for his gardens. The political class especially the nobles have no regard to the masses. Michael-The Governor s heir and son- is served by two doctors, He is the apple of the Governor s eye."}
{"text": "The state of the poor is deplorable as evident when the Governor contemplates bringing down their slums in order to create room for his gardens. The political class especially the nobles have no regard to the masses. Michael-The Governor s heir and son- is served by two doctors, He is the apple of the Governor s eye. The governor is not perturbed by the suffering of the people. He is contemptuous even to the people who have to provide him with security briefs from the capital. A rider with confidential papers has to wait until theGovernor attends the Easter Sunday service and the latter attends his visitors-architects- at dinner. It is this indifference that leads the princes to stage a coup and subsequently orders for his execution. The coup comes with numerous harrowing effects. The singer comments: when the house of a great one collapses many little ones are slain. Pg 20 . The servants panic and fear for their lives asillustrated when they ask, what about us? We ll be slaughtered like chickens. As always. ...... There is bloodshed in the city, they say? Pg21 Coup results to people being internally displaced as seen when the Grand Duke flees and seeks refuge at Azdak s place. The Governor s wife is also relocated to safer grounds while Grusha disappears to the Northern Mountains to protect Michael whom the soldiers desperately want to kill. Political instability has bred inhuman and sadistic characters. The soldiers who behead the governor also fasten his head on the wall with nails. Moral conscience is lost among people like the old man who cannot sympathize with Michael. Grusha has to plead to get milk for the baby. He tells her, milk? We have no milk. The soldiers from the city have our goats. Go to the soldiers if you want milk. Pg 31 Grusha is forced to pay two piasters for a drop. The peasant woman whom Grusha thinks will hide the baby from the Iron shirts betrays her by denouncing Michael. She tells the soldiers, Soldier, I didn t know a thing about it. Please don t burn the roof over our heads.....I had nothing to do with it. She left it on my doorstep. Pg 38 The fabric that holds the society together has therefore been dismantled by political instability."}
{"text": "Please don t burn the roof over our heads.....I had nothing to do with it. She left it on my doorstep. Pg 38 The fabric that holds the society together has therefore been dismantled by political instability. ANTAGONISM CONFLICTS DISPUTESA conflict is a disagreement that arises when two or more parties dispute or fail to agree. The Caucasian Chalk Circle addresses a number of these disputes. In the prologue there is a conflict between two land owners over the valley-The Goat Herders Collective Farm and the Fruit Growing Commune. They are arguing over the ownership and usage of the valley. The Goat Herders claim they are the original owners of the valley but have been forced to flee by the government because of war. They have come back because the land they have relocated to is not favourable for their goats. Unfortunately the Fruit Growers have laid elaborate plans for the valley which they will irrigate. They purpose to establish fruit and vine orchards. The delegate from Tiflis helps settle the difference between the two communes. There is a conflict between the princes and the Grand Duke. The princess wants to take over power and leadership from the Duke and his Governors. The conflict leads to staging of a coup where the Grand Duke is exiled and the Governor of Nuka-George Abashwili- is beheaded. The judge of the Supreme Court is hanged and Azdak made the judge. There is conflict between Grusha-Governor s kitchen maid- and Natella Abashwili. They both claim motherhood rights to Michael. Natella claims that she is the biological mother while Grusha claims right over the child since she picked him and nurtured him for two years. The mother claims him out of greed for property. The conflict id resolved by judge Azdak who draws a circle round the child and asks the two to pull the child from the circle. Grusha hesitates twice and the judge rules in her favour. Another conflict develops between Grusha and Jussup. When Grusha gets to her brother s home in the Northern Mountains, Lavrenti- her brother schemes to have her married to a dying man ironically it turns out that Jussup has all along feigned illness to evade war and when news breaks out that the war is over he recovers and Grusha is horrified. She had engaged herself to Simon Shashava and cannot imagine cheating on him."}
{"text": "Another conflict develops between Grusha and Jussup. When Grusha gets to her brother s home in the Northern Mountains, Lavrenti- her brother schemes to have her married to a dying man ironically it turns out that Jussup has all along feigned illness to evade war and when news breaks out that the war is over he recovers and Grusha is horrified. She had engaged herself to Simon Shashava and cannot imagine cheating on him. Jussup complains that she is not fulfilling her matrimonial duties. He argues, Can t the peasant do it herself? Get the brush.....you are my wife and you re not my wife......God has given you sex.. pg 56-57 . The dispute is settled when Azdak gives Grusha a divorce and then she is free to marry Simon. There is conflict between Grusha and Simon when the latter returns from war and finds her at the river washing lines. When he sees Michael, he thinks that she has been unfaithful to him. He gets emotional and walks away. He later on realizes that the baby belonged to Natella. He comes to help her acquire the child during the famous chalk circle. He even lies that he is the father to Michael. Other examples of conflict are between:I Azdak and ShauwaII Azdak and landownersIII The monk and Jussup s motherIV Grusha and the corporalSELF-SACRIFICE AND SELFLESSNESSThis is the act of giving up what one has or wants so that other people can have what they need. It is acting with less concern for yourself than for the welfare or success of others. One cares more about the needs and happiness of other people than their own. Grusha is the best example. When the governor s wife and her personal servant forget Michael, Grusha takes care of him. Other servants advise her to abandon the child for her own good. One old woman tells her, Grusha you re a good soul, but you are not very bright and you know it. Pg 27 Grusha tries to leave Michael but realizes she cannot."}
{"text": "Other servants advise her to abandon the child for her own good. One old woman tells her, Grusha you re a good soul, but you are not very bright and you know it. Pg 27 Grusha tries to leave Michael but realizes she cannot. The singer tells us that after looking at the baby, Grusha hears as if it is telling her, woman it said, Help me pg 28 Despite the danger in town, Grusha watches over the baby the whole night and the next day takeshim with her. On the way she has to buy the baby milk. When the old man sells to her the milk so expensively, she decides not to buy, but on realizing the baby needs it so badly and the journey is long she goes back and buys the milk. The baby s weight weighs on her back but she moves on. She decides to save the baby from starving by leaving it outside the door of a Fat peasant woman. She tells Michael, The peasant woman is kind, and can t you just smell milk pg 34 She hides behind the tree and observes the woman carry the baby into the house. She risks her life when she hits the corporal to save the baby. Again looking round in despair, she sees a log of wood, seizes it, and hits the corporal over the head from behind pg 39 . It is during her escape that she decides to adopt the baby. Grusha risks both their lives on order to get away from the Iron shirt. This is when she reaches Janga-Tau Glacier. No amount of warning can stop her and she crosses the dangerous bridge afterturning the offer by the merchant woman to hide the baby for her. I won t, we belong together.....live together, die together. Pg41 Grusha has to bear the discomfort of her brother s home. She makes another sacrifice as she has to live with a hard to please sister-in-law. To survive she has to be crafty. She tells Michael they have to be As small as cockroaches... the sister-in-law will forget we are in the house. Pg47 Grusha, who is alredy engaged to Simon and has promised to await his return ends up getting married to a dying man Jussup-to make Michael have a legitimate father."}
{"text": "To survive she has to be crafty. She tells Michael they have to be As small as cockroaches... the sister-in-law will forget we are in the house. Pg47 Grusha, who is alredy engaged to Simon and has promised to await his return ends up getting married to a dying man Jussup-to make Michael have a legitimate father. This is another sacrifice that she makes. She endangers her life by following the Ironshirts who have taken Michael. She is a wanted person for having attacked and injured a corporal. What matters to her is Michael. She goes through the court procedure for Michael. It is out of her self-sacrifice that eventually Grusha wins the case. Other characters that make sacrifices for the welfare of other people are; Lavrenti who tries as much as he could to ensure that Grusha is comfortable in his house. Simon commitment to Grusha calls for sacrifice. He has been away for two years and remained loyal to her. Simon s big sacrifice to accompany the Governor s wife as her guard to Tiflis. Shalva the adjutant makes sacrifices when her helps Natella escape during the coup. He remains loyal to the governor s family despite the risks as the public has turned against the authority. SOCIAL CLASS INEQUALITYThere is existence of social classes in the society described in the Caucasian Chalk Circle. There is unfair difference between groups of people in this society. Some are wealthier than others and enjoy a high status or opportunities as opposed to others. The diverse lifestyle enjoyed by the governor and his family is in contrast to the object poverty the lowly citizen has to endure. Georgi Abashwili is rich as Croesus pg 13 had a healthy baby ...so many horses in his stable pg 13 -14 In sharp contrast so many beggars in his door step so many petitioners his courtyard.....He enjoyed his life pg 14 The governor and his beautiful wife go to church guarded by extremely many soldiers who are at his service. Beggars and petitioners pour from the church gateway with complains. They display thin children to the governor, others hold up crutches and petitions. They are a pitiful sight. The social difference is due to the poor governance. The governor s family is expensively dressed."}
{"text": "They are a pitiful sight. The social difference is due to the poor governance. The governor s family is expensively dressed. Natelladerides the poor, For instance on page 18 she says It s impossible to live in such a slum.... When she enters the court, she is relieved that there are no common people: I can t stand their smell. It always gives me a migraine. Pg 88 From the onset, she dislikes Azdak and on pg 89 she says, I disliked that man from the moment I saw him Natella s behaviour is characterized by false pride and an exaggerated sense of self importance. She does not have time for the poor beggars and her servants and only identifies herself. Her contempt for the poor is seen in the court when he sees Michael and laments that he is in rags. The class of people conscripted to fight the Persian war have been maimed, yet they have not been compensated. The down trodden have suffered injustice while they are innocent, My brother is innocent, your Grace misunderstanding -worse still they suffer from hunger. BETRAYALTo betray is to hurt people who trust you especially by not being loyal or faithful to them. When the governor is being arrested, the iron shirts of the place guard who are supposed to guard the governor refuse to obey. They stare coldly and indifferently at the Adjutant and refuse to obey him when he commands them. The doctors betray the Abashwili family immediately they realize the governor has been arrested. Pg 21 on that little brat s account The Fat Prince is with the Governor at the church and even wishes him a happy Easter, yet he is the one who leads the iron shirts in arresting the Governor. Grusha is betrayed by the peasant woman whom she had trusted not to reveal presence of the child. She is also betrayed by her brother. She has been asked by Simon where she would hide and she confidently says she would run to her brother in the Northern Mountains. When she arrives there, her brother cannot host her with the child because he says his wife is religious and cannot host her. Instead of being given a warm welcome, Grusha stays like a fugitive in her brother s house."}
{"text": "She has been asked by Simon where she would hide and she confidently says she would run to her brother in the Northern Mountains. When she arrives there, her brother cannot host her with the child because he says his wife is religious and cannot host her. Instead of being given a warm welcome, Grusha stays like a fugitive in her brother s house. In order to get her out of his house he gets her a dying husband and when he resurrects she finds herself with a husband she does not love. Jussup betrays his fellow young men, the government and his mother when he pretends to be seriously sick so that he doesn t get drafted to war. Simon feels betrayed by Grusha as she has promised to wait until he returns after giving company to Natella and guarding her on the way to the loyal guards. When he comes, she is apparently married and has a child. He does not know the circumstances that lead her to get married or the nature of the marriage. He feels so betrayed that he cannot even get his cross back but directs Grusha to throw it into the stream. Natella betrays her own child and her husband when she escapes leaving Michael in the courtyard. She orders a servant to put down the child in order for the servant to run for her little saffron coloured boots to match with a green dress. The baby is left behind. JUSTICE. In Caucasian Chalk Circle the writer explores on the beauty of fair and reasonable treatment of people. Through the legal system used to punish people is not perfect the people who have committed crimes are somehow brought to justice. Justice is a fundamental thematic concern in the prologue. The meeting between the Goat Herders and the Fruit Growers is meant to determine which people deserve to own the valley. The Goat Herders who formerly owned the land had vacated at the approach of Hitler s armies. Their intended resettlement encounters opposition from Collective Fruit Farmers. With their delegates they sit in a circle signalling their determination to negotiate between themselves in order to reach a fair and reasonable decision without perverting the cause of justice. A delegate from Tiflis presides over the case. Both sides present their arguments as to the reason why they are deserving owners of the valle y. They arrive at a consensus through the voice of reason rather that by the rule of law. The petitioners and beggars bitterly cry for justice. The governor demurs to heed to their pitiable calls for fair treatment."}
{"text": "They arrive at a consensus through the voice of reason rather that by the rule of law. The petitioners and beggars bitterly cry for justice. The governor demurs to heed to their pitiable calls for fair treatment. However, reason does not prevail; the soldiers are guilty of abstracting justice by lashing at the pitiful petitioners. They are heavily taxed and expect the water inspector who takes bribes to be brought to justice. Due to the injustice the people suffer, they are somehow rewarded when the Fat Princes and soldiers plan a coup d tat. The grand Duke and hid governors are overthrown. Although the legal system use to punish people like the Governor and the Fat prince is crude, the people engage in administering justice are convicted that they are justified to put the criminals to the gallows for their heinous crimes. The singer voices the importance of acceptable and appropriate handling of fellow human beings. Although Azdak is a criminal, he argues that he should not be arrested for stealing only a rabbit. He expresses the opinion that Shauwa is a worse criminal for catching people and will be judged by God. Later Azdak denounced himself for committing an unpardonable crime of ignorantly letting the Grand Duke escape. He persuades Shauwa to chain him and take him to be judged in Nuka. He begs to be shred to pieces because he is conscience-stricken. This way justice will prevail. Azdak dispenses justice although not in a fastidious or meticulous manner. It is justice in his own fashion. He harbours a soft heart for the vulnerable and down trodden. He encounters no restrictions of the statute book which he seats on instead of making reference to it. The period of his judging is described as a brief golden age, almost an age of justice. Pg 99 . However, he does not acquaint himself with the legal system of the statute book. He carries not, the professional demeanour of a judge. He presides over a number of cases some are handled simultaneously; Most of the accused are acquitted though proved guilty. The plaintiffs are condemned and fined. Azdak rules in favour of the doctor who is guilty of professional negligence. Azdak turns justice upside down to the relief of the vulnerable. His ruling is controversial. He declares to the Doctor; you have perpetrated an unpardonable error in the practice of your profession; you are acquitted."}
{"text": "Azdak turns justice upside down to the relief of the vulnerable. His ruling is controversial. He declares to the Doctor; you have perpetrated an unpardonable error in the practice of your profession; you are acquitted. Pg 77 Ludovica is accusedof committing an intentional assault yet she is the victim of rape by the stable man who is not sentenced. He acquits the old woman guilty of theft and drinks with the thief, bandit Irakli whom he addresses as pious man. He offers to sit on the floor and offers the judge s chair to the old woman. Shauwa s official designation is prosecutor, however he doubles up as a sweeper. This displays lack of seriousness in court. Sometimes the judge s chair is carried to the tavern where Azdak carries judgement while drinking wine. The singer comments Azdak broke rules to save them pg 82 . He renders verdict to save the poor The poor and the lowly. He dispenses justice in his fashion. When the landowners take law into their hands to get revenge for not getting justice from Azdak, it is his previous human treatment of the Duke that saves him from the gallows. Justices prevails to favour Azdak who is reappointed judge by the order and authority of the Grand Duke who has returned. This dramatic turn of events offers more room for Azdak to preside over other cases such as the famous Chalk Circle. The writer uses Grusha as a vehicle of justice. She fearlessly condemns Azdak for being corrupt. Azdak asks her, You want justice, but do not want to pay for it. Pg 94 . Grusha comments sarcastically, A fine kind of justice pg 94 I d tell you what I think of your justice, you drunken onion! Pg 95 . Grusha is rewarded for her human nature. CHARACTER AND CHARACTERIZATIONA character is a person who takes part in the actions of a work of art. GRUSHA VASHNADZEShe is a kitchen maid in the governor s palace. She is a fianc to Simon Shashava and a sister to Lavrenti Vashnadze. She is the heroine in the play. She rescues Michael who is abandoned by her fleeing mother, Natella after the coup. To survive she makes several sacrifices and choices she stays with him for two years."}
{"text": "She is the heroine in the play. She rescues Michael who is abandoned by her fleeing mother, Natella after the coup. To survive she makes several sacrifices and choices she stays with him for two years. She is described as;a Loving Caring ConcernedShe is concerned about Simon s fate when he is delegated to be Natella s Abashwili s guard after the coup. She says, Isn t it dangerous to go with her. You are a man Simon Shashava what has that woman got to do with you pg 22 She is concerned about the plight of the Governor she asks What have they done with the governor pg 26 When Michael is left behind by his mother Natella. She picks him up to spare him from being killed by the soldiers who are looking for him. She does this despite the fact that other servants at the palace dissuade her to do so pg 27 . She has lain down all her life for the welfare of Michael. B Courageous Bold Daring BraveHer courage has been motivated by her will to defend Michael. She is not afraid even at the law courts. When told by judge Azdak that she would be fined ten piasters for contempt of court she responds, Even if it was thirty, I d tell you what I think of your justice, you drunken onion pg 95 She hits the corporal until he collapses and gets a chance to flee with the child. In a daring move, she crossses the broken bridge despite the impending danger and risks. In the court room, she confronts the Governor s wife and says, You want to hand the child over to her, she wouldn t even know how to keep it dry. She is so refined. Pg 94 Grusha knows how to fight for her rights. C MotherlyShe is more motherly to Michael than his biological mother. When people run to save their lives and forget the baby she sits with the child all through the night until dawn. Then she takes him away. She suckled Michael just like a mother, and realizing that he is not suckling anymore, she goes to the peasant and tells him, The baby must be fed pg 32 At the trial scene, Grusha cannot bring herself to pull Michael from the chalk circle. When asked why she is not participating she says, I brought him up!"}
{"text": "Then she takes him away. She suckled Michael just like a mother, and realizing that he is not suckling anymore, she goes to the peasant and tells him, The baby must be fed pg 32 At the trial scene, Grusha cannot bring herself to pull Michael from the chalk circle. When asked why she is not participating she says, I brought him up! Shall I also tear him up to bits? I can t pg 98 This test makes judge Azdak choose the mother who is motherly. Grusha adopts Michael bringing out her deeper feelings as a mother would do. She says Since no one else will take you son....we ll see it through together. Pg 39 She does several selfless actions for the sake of Michael. First, she gives up her money for the child, paying two piasters for milk then goes back to save Michael after leaving him with the peasant woman. She even gets married breaking her promise to Simon. D Defensive AbusiveWhen the governor s wife remarks that Michael is in rags and He must have been in a pigsty pg 97 Grusha retorts, I m not a pig but there are some who are! In the court room when Azdak initially fines her ten piasters for contempt of court, she refers to him as a drunken onion pg 55 E Determined ResoluteShe is determined to keep Michael that when the corporal goes to take a look at Michael, she seizes a log and hits him in the head with it, knocking him down. Her determination is also exemplified when she succeeds in getting across the broken bridge thus risking her life and Michaels. At the court when she is asked by judge Azdak if she would want Michael to go back to her mother so that he can be rich and powerful she says, I won t give him up. I have raised him and he knows me. Pg 17 F PossessiveWhen asked by a cook why she must hold on to the baby at any price when the baby isn t hers she says, He s mine."}
{"text": "Her determination is also exemplified when she succeeds in getting across the broken bridge thus risking her life and Michaels. At the court when she is asked by judge Azdak if she would want Michael to go back to her mother so that he can be rich and powerful she says, I won t give him up. I have raised him and he knows me. Pg 17 F PossessiveWhen asked by a cook why she must hold on to the baby at any price when the baby isn t hers she says, He s mine. I brought him up pg 87 G AppreciativeWhen Simon offers to help her by swearing that the child is his, she says to Simon, Thank You pg 87 H ObedientShe has to miss the Easter Sunday Service to attend to the master. I was dressed to go but they needed another gooses for the banquet. AZDAKInitially he is a village recorder clerk but after he is accidentally chosen to be the judge by the iron shirts. He represents the voice of reason and social justice as he takes from the rich and gives to the poor. He is in charge of determining who the mother will be in the chalk circle. During his initial appearance in stage he is in rags an indication that, he lives in abject poverty. Since he is the village recorder economic hardships triggered by an oppressive and unstable government must have contributed to his degradation. He is a dynamic character who despite his many faults one cannot fail to admire him. Azdak can be described as:-i Intelligent wise skilful knowledgeableHe has firsthand knowledge about political affairs in Persia. He narrates to the iron shirts about the political turbulence in the country, when consulted by the iron shirts about installation of a new judge; he portrays himself as intelligently reasonable and sensible. He proposes that the judge to be appointed should be vetted. Tested to the marrow pg 71 He skilfully sings the song of injustice in Persia in which he is used as a vehicle to highlight evils such as inhumanity, injustice, corruption, economic devastation and poverty. In the play within a play, he intelligently imitates the Grand Duke s accent. His defence is quite impressive. He displays knowledge about how the princes were corrupt and did not lose war because that corruptly made money out of it. War lost but not for the princes. Princes won their war."}
{"text": "He displays knowledge about how the princes were corrupt and did not lose war because that corruptly made money out of it. War lost but not for the princes. Princes won their war. Got 3,863,000 piasters for horses not delivered, 8,240, 000 piasters for food supplies not produced pg 74 The skilful and intelligent way in which he puts up his defence makes him he installed as the judge. As a judge he disguises his intentions well. He asks for payment from the prosecutors and Grusha. As the prosecutors are able to pay him well, they smile with relief thinking that he would be on their side, He seems to be hard on Grusha especially when he says he wants to be told the truth and especially when he tells her, we ll make it short and not listen to any more lies to Grusha especially not yours pg 93 We are surprised when he later rules the case in her favour. He is able to exchange a dialogue using proverbs with Simon to further his argument. When Simon implies that, since he has been given work by the ruling class he thinks he is of the same class, he answers Better a treasure in manure than a stone in a mountain stream pg 94 . He means although the nobility are corrupt, they are providing him with a means of livelihood, rather than when he would be starving with the morally upright people. The idea of the chalk circle is a sign of intelligence on Azdak part as it finally proves that motherhood is not just the biological process but also the emotional attachment one has towards the child. Ii Hospitable Accommodative welcomingHe accommodates an old man in his hut, who turns out to be the Grand Duke. Although he is in rags his generosity is seen when he offers a stranger cheese and a place to sleep. Iii Considerate Judicious SensibleHe listens to both sides giving them chances to explain their side of the story. After the first lawyer has presented his case, Azdak asks Grusha: What is your answer to all this and anything else the lawyer might have to say pg 91 When she just answers that the child is hers, he asks, Is that all? I hope you can prove it."}
{"text": "Iii Considerate Judicious SensibleHe listens to both sides giving them chances to explain their side of the story. After the first lawyer has presented his case, Azdak asks Grusha: What is your answer to all this and anything else the lawyer might have to say pg 91 When she just answers that the child is hers, he asks, Is that all? I hope you can prove it. Why should I assign the child to you in any case? Pg 91 He is sensible when he refuses to divorce a couple who have been married for the last forty years but wants to get divorce simply because they don t like each other. Justice is done when the circle is drawn and the mothers are asked to pull the child out of it. IV Cautious suspicious discerningHe is wary of the way the old beggar behaves and he discerns that the beggar may actually bedisguised do not lick your chops like a Grand Duke.......watching you gives me the most awful ideas.....flogger. Pg 64 When the old man offers to give some hundred thousand piasters, he cannot trust him when he says he does not have the money with him. He handles his guest and the people he interacts with a lot of caution. He does trust the old man, ...In short I don t trust you. Pg 66 v Remorseful contriteHe suffers from guilt conscience and reproachfully denounces himself when he realizes that he had harboured and let the Grand Duke escape. In the name of justice, I ask to be severely judged in public trial. I m contemptible, I am a traitor! A branded criminal. Pg 66 His conscience also pricks him for having treated people injudiciously. I ll have to pay for it. I let the...and ...outs get away with murder. I ll have to pay for it.... pg 84 vi HumorousHe makes a joke in court when it is explained that Grusha is engaged to Simon yet is married to a peasant in the mountain village. He asks whether she did so because Simon was not good in bed. Vii Abusive disrespectful insolentHe insults the old beggar when he discovers that he is not a beggar ...walking swindler!"}
{"text": "I ll have to pay for it.... pg 84 vi HumorousHe makes a joke in court when it is explained that Grusha is engaged to Simon yet is married to a peasant in the mountain village. He asks whether she did so because Simon was not good in bed. Vii Abusive disrespectful insolentHe insults the old beggar when he discovers that he is not a beggar ...walking swindler! Peasant flogger and a leech. He tells the old beggar I couldn t hand over a bedbug to that animal pg 65 referring to Shauwa. He insults the iron shirts who have been beating him. He addresses then as dogs living in the dog world. Pg 89 Viii Corrupt unscrupulous undisciplinedHe is overly corrupt. Before he presides over any case he solicits for a bribe when he says, I accept on pg 77 the singer tells us that he is crooked. The way he handles the court cases leaves a lot to be desired. He sits in the judge s chair peeling an apple. He seems overwhelmed by the number of cases he has to handle and so he decides to handle two cases simultaneously. He sometimes presides over serious cases out of the court where the judge s chair has to be carried. He enters from the caravansary...carried pg 77 He presides over another case in the tavern while drinking wine. Instead of referring to the statute book, he sits on itHe sits on the floor and does some personal grooming in the courtroom. Azdak sits on the floor shaving...... pg 83 There isn t a standard way of charging clients and it seems all are charged differently. Grusha is first fined ten, then twenty, then thirty and finally forty. Viii ImmoralOn page 93 while addressing Grusha he says, Is he no good in bed? Tell the truth this is in reference to Simon. In the court, he admonishes Grusha for not, making eye.....and wiggling her backside a little to keep him.....in good temper. Pg 95 GEORGI ABASHWILIHe is the governor of the Grusinian people, Natella s husband and Michael s father."}
{"text": "Viii ImmoralOn page 93 while addressing Grusha he says, Is he no good in bed? Tell the truth this is in reference to Simon. In the court, he admonishes Grusha for not, making eye.....and wiggling her backside a little to keep him.....in good temper. Pg 95 GEORGI ABASHWILIHe is the governor of the Grusinian people, Natella s husband and Michael s father. He is beheaded on Easter Sunday after his brother the Fat Prince successfully stages a coup. He is described as;I Irresponsible inhuman insensitiveHe lacks commitment to the people he is serving. He uses his position to mistreat the poor and the less fortunate in the city of Nuka. The deplorable nature of the beggars and petitioners shows that they have been neglected and are living in abject poverty. He is not interested in the state of war. He ignores a messenger rider from the capital who comes with confidential papers. He will not attend to this matter until after the service. This annoys the rider who, .....turns sharply round and, muttering a curse goes off pg 66 II Hypocritical selfish self-centredHe appears to be more interested in the Easter Sunday service than the people he serves. Christian values dictates that the weak and poor should be considered yet he ignores the many beggars and petitioners who flock the gateway. He is more concerned about his personal interests. He intends to bring down the slums to pave way for his garden. He engages two doctors to take care of his son yet the beggar s children are thin, with scarcely anything to eat. He has accumulated so much wealth around him that the singer compares his richness to Croesus a king of Lydia who was known for his riches His contempt for the poor masses is telling, when he ignores them as he enters the church. III LovingHe refers to his son as the apple of his eye. Two doctors are responsible for him. He is ready to build a whole wing which makes his wife Natella jealous of their son. NATELLA ABASHWILIShe is the wife to Governor Abashwili and biological mother to Michael. When the coup takes place,she leaves behind her child and later, she tries to reclaim him back from Grusha, the lady who salvaged him."}
{"text": "He is ready to build a whole wing which makes his wife Natella jealous of their son. NATELLA ABASHWILIShe is the wife to Governor Abashwili and biological mother to Michael. When the coup takes place,she leaves behind her child and later, she tries to reclaim him back from Grusha, the lady who salvaged him. She is portrayed as;I Materialistic greedyShe is so much concerned with earthly things and wealth that she even forgets her child when she is fleeing. She cannot imagine leaving behind her personal possessions such as dresses. This is done oblivious of the danger she is exposing herself and the servants to. I ve got to take this silver dressit cost a thousand piasters...the wine coloured one? Pg25 She desperately rummages into the trunks looking for her most valuable essentials. She cannot even dream of escaping on a horse back despite prevailing danger. Such nonsense! I wouldn t dream of going on horseback! Pg 25 II Contemptuous Vain proud self-centredHer behaviour is characterised by false pride and an exaggerated sense of self-importance. She does not have time for beggars and her servants. She only identifies herself with people of class. She insults a young woman who already assured her that no harm has come to her dress. Nothing in your head, but making eyes at Shalva....I ll kill you, you bitch. She beats up the young woman. Pg 24 She is offensive by nature. She lacks respect for human beings. She refers to Azdak as a creature. What sort of a creature is that Shalva pg 85 she comments that Michael must have been in pigsty because he is dressed in rags. When she enters the courtroom, she sighs with relief that there is no common man around. She says she cannot stand their smell as it always gives her migraine. She looks at Grusha and asks contemptuously, Is that the creature pg 88 III Careless irresponsibleShe orders the woman holding Michael, Natella s own son to put him down so that she can get her little saffron coloured boots from the bedroom. She is not interested in the child. No wonder the child is left behind as she flees."}
{"text": "She looks at Grusha and asks contemptuously, Is that the creature pg 88 III Careless irresponsibleShe orders the woman holding Michael, Natella s own son to put him down so that she can get her little saffron coloured boots from the bedroom. She is not interested in the child. No wonder the child is left behind as she flees. IV Pretentious HypocriticalThe first lawyer cautions her against speaking disrespectfully about people until they have another judge, she retorts, But I didn t say anything.....I love the people with their simple straight forward minds. It s only that their smell brings on my migraine pg 92 At the courtroom, she pretends that she is very affected by the loss of her child. She describes her loss as, A most cruel fate, sir, forces me to describe to you the fortunes of a bereaved mother s soul, the anxiety, the sleepless nights the....... pg 92 V WickedWhen Azdak is lifted up and dragged under the noose. The governor s wife claps her hands hysterically and comments, I disliked that man from the moment I first saw him. Pg 89 SHAUWAHe is a policeman and a guard that accompanies Azdak to Nuka on request to a court trial. He doubles up as a prosecutor and a sweeper in court during Azdak s term as judge. He can be described as;I Compromising tolerant patientHe does not arrest Azdak for his criminal activity of stealing rabbits. Instead he tries to reason with him, ....When prince s rabbits are stolen......I m a policeman ....should I do with the offending party pg65 . Although Azdak remains stubborn and unwilling to change his behaviour Shauwa is tolerant and patient with this. He tells him, You caught another rabbit....you d promised me it wouldn t happen again. Azdak claims the rabbit should be exterminated. He is oblivious of the tricky circumstance he places Shauwa in. The latter is tolerant and persuasive instead, Azdak don t be hard on me. I ll lose my job if I don t arrest you. I know you re a good heart pg65 ."}
{"text": "The latter is tolerant and persuasive instead, Azdak don t be hard on me. I ll lose my job if I don t arrest you. I know you re a good heart pg65 . Shauwa is a policeman with power to arrest Azdak but instead Azdak incriminates him and orders him to go home and repent which Shauwa does. II Obedient Submissive AccommodatingHe cooperates with Azdak who request him to take him to Nuka. He is forced to walk half the night with Azdak to clear the whole thing all by threat. All Shauwa says is, That wasn t nice of you Azdak pg 66 He takes orders from Azdak even in the circumstances when he has the right to rebel. Azdak shouts at him, shut your mouth Shauwa, shauwa does not respond to this angry outburst. Pg 67 He obediently agrees to tell the iron shirts how Azdak had shouted at shoemaker street when ordered to by Azdak. They confronted him in butcher street...Shoemaker Street. That s all pg 67 He is ordered by Azdak to sing with him as he holds the rope around Azdak. He sings. III Agreeable ResponsibleHe appears to be a pleasant person, quite easy to get along with. During the reign of Azdak as judge, he takes responsibility of the difficult duties as being prosecutor and at the same time sweeping and serving Azdak like a servant. He reports to Azdak and does what he is ordered to do. Public prosecutor drop your knife pg 78 Shauwa obeys. Shauwa reports all the cases to Azdak without influencing him and showing any bias. He serves Azdak wine in the tavern. Shauwa brings him wine pg 79 sometimes he reports the cases while sweeping busy sweeping Blackmail pg 76 IV Caring ConcernedWhen the Grand Duke returns and Azdak is scared that he will face the consequences of his actions, Shauwa warns him when he presumes there is danger someone s coming pg 84 SIMON SHASHAVAHe is a soldier of the palace guard who remains at the door when the Governor and his family enter the Church."}
{"text": "Shauwa reports all the cases to Azdak without influencing him and showing any bias. He serves Azdak wine in the tavern. Shauwa brings him wine pg 79 sometimes he reports the cases while sweeping busy sweeping Blackmail pg 76 IV Caring ConcernedWhen the Grand Duke returns and Azdak is scared that he will face the consequences of his actions, Shauwa warns him when he presumes there is danger someone s coming pg 84 SIMON SHASHAVAHe is a soldier of the palace guard who remains at the door when the Governor and his family enter the Church. He is ordered to accompany the governor s wife, Natella Aba shwili as her guard. He isGrusha s betrothedHe is portrayed as:I Loyal obedientHe accepts to accompany the Governor s wife as her guard to Tiflis. He takes up the responsibility despite the risks involved in being identified with the Governor s family. Grusha warns him, isn t it dangerous to go with her pg 21 When ordered by the Adjutant to move, he stands attention and goes off. II Inquisitive CuriousIn his encounter with Grusha, he asks ceaseless questions. May I ask if the young lady still has parents -My second question is this, - is the young lady as healthy as a fish in water. When he comes back from the war and finds Grusha by the river, he wants to know whether she is sill faithful to him and whether the child is hers. III FaithfulFor the two years he is away for war, he remains faithful to Grusha. This explains why he is eager to know the relationship between Michael and Grusha. To show his commitment to Grusha he offers to assist her in the case and even says that Michael is his. IV HumorousHis conversation with Grusha on Pg 17-18 is full of humour. A goose He feigns suspicion I d like to see that goose. I only went for a fish. V Loving concerned responsibleWhen he returns from war, he goes to look for Grusha at the Northern Mountains. He asks her How are things here?"}
{"text": "I only went for a fish. V Loving concerned responsibleWhen he returns from war, he goes to look for Grusha at the Northern Mountains. He asks her How are things here? Was the winter bearable? When the Governor is toppled and killed he comes to look for Grusha: Grusha! There you are at last! What are you going to do? Pg 21 When he is delegated to accompany Natella by the Adjutant and Grusha complains. He answers That woman has nothing to do with me. I have my orders and I go pg 22 He cares about the welfare of Grusha when he acquires about the parents, whether she is healthy and if she is impatient. He gives Grusha a silver chain to cement their relationship. He is always there for her. VI Impatient Hot temperedHe does not take time to listen to Grusha s explanation that she has been faithful to him. To him she is married and has a son. He tells her, Give me back the cross I gave you. Better still throw it in the stream. Pg 61 VII Wise PrudentHe makes use of several proverbs in answer to Azdak A fine day, lets go fishing said the angler to the warm pg 94 A well can t be filled with dew, they say pg 90 VIII AppreciativeWhen he realizes that Azdak has granted Grusha divorce, he is so grateful that he tells the judge that forty piasters are cheap when one considers what he has gained. Cheap at your price, your honour. And many thanks. LAVRENTI VASHNADZEHe is Grusha s brother and husband to Aniko. When Grusha flees to the mountains, he accommodates her and makes arrangement for her to get married to the dying man -Jussup. He is potrayed as;a Fearful cowardly timidThe manner in which he quietly and quickly inquires from Grusha whether there is a father to the child indicates that he is fearful. He is intimidated by his wife. Due to this Lavrenti anxiously says that they must think something up."}
{"text": "He is potrayed as;a Fearful cowardly timidThe manner in which he quietly and quickly inquires from Grusha whether there is a father to the child indicates that he is fearful. He is intimidated by his wife. Due to this Lavrenti anxiously says that they must think something up. He fears that the priest had questioned Grusha about the child and only gets relieved to hear that Grusha did not tell him anything. He is fearful of the people who are already gossiping about the illegitimate child. Due to the fear of his wife and people he organizes for a fake marriage for Grusha so that people won t talk. So people won t talk pg 49 The singer comments, The cowardly brother.......giver of shelter pg47 b Hospital welcomingWhen Grusha flees to the mountains and finally lands at his home, he welcomes her cordially despite the initial fears he has on how his wife will react. C Deceitful dishonest untrustworthy untruthfulHe lies to Aniko that Grusha is on her way to her husband and Grusha says she got married to a man on the other side of the mountain. He plans to steal Aniko s milk money to use it for Grusha s wedding. To cover up his wife s weaknesses, he purports she is sensitive and religious. D Crafty cunning schemingIn order to get rid of Grusha, he plans for her marriage with a dying man. He does this secretly without informing his wife. He wants to ensure that they do not suffer shame so he makes people believe that Grusha actually had a husband on the other side of the mountain. People mustn t know anything pg 47 . He organizes the marriage without consulting Grusha initially, only to inform her later about the arrangement. He hides the baby from the monk and only brings out the baby when the ceremony is over for he knows very well that the vows cannot be reversed. ANIKOShe is Lavrenti s wife and a sister-in-law to Grusha. She is portrayed as;a Hypocritical pretentiousShe is portrayed as being religious but lacks religious qualities. Grusha arrives at their home worn out and tires, all she is concerned is about Grusha s single status."}
{"text": "ANIKOShe is Lavrenti s wife and a sister-in-law to Grusha. She is portrayed as;a Hypocritical pretentiousShe is portrayed as being religious but lacks religious qualities. Grusha arrives at their home worn out and tires, all she is concerned is about Grusha s single status. If your husband s not in the city, where is he....has your husband got a farm...but when will he come back if the war s broken out again as people say? Pg 46 Lavrenti explains to Grusha that she cannot stay for long with them because Aniko is religious. ... But you can t stay here long with child. She s religious; you see pg46 b Arrogant proudWhen Grusha faints she says, Heavens she s ill what are we going to do....as long....as its not scarlet fever.......if it s consumption we ll get it pg 45-46 She keeps on shouting to the servants Sosso! Where on earth are you? Sosso! Pg 46 c Cold UnwelcomingWhen she is introduced to Grusha instead of welcoming her, she asks I thought you were in service in Nuka....wasn t it a good job? We are told it was. Lavrenti has to defend her to Grusha She has a good heart. But wait till after supper pg 46 Grusha even has to tell Michael, Michael we must be clever, if we make ourselves as small as cockroaches. The sister-in-law will forget we re in the house and then we can stay till the snow melts pg 47 MOTHER-IN-LAWShe is the mother to Jussup. She makes arrangement with Lavrenti to have his sister married to her son Jussup on his deathbed She is portrayed as;a Materialistic greedyShe is to be paid by Lavrenti 400 piasters for having Grusha marry Jussup. When she discovers that there is a child, Lavrenti has to offer 200 piasters more and she readily agrees to have the marriagetake place My Jussup doesn t have to marry a girl with a child...all right make it another 200 piasters. Pg 50 ."}
{"text": "She makes arrangement with Lavrenti to have his sister married to her son Jussup on his deathbed She is portrayed as;a Materialistic greedyShe is to be paid by Lavrenti 400 piasters for having Grusha marry Jussup. When she discovers that there is a child, Lavrenti has to offer 200 piasters more and she readily agrees to have the marriagetake place My Jussup doesn t have to marry a girl with a child...all right make it another 200 piasters. Pg 50 . She hires a cheap monk to perform the wedding in order to save. She saved on the priest the wretch. Hired a cheap monk pg 50 b OpportunisticTakes advantage of her son s illness to make money by marrying him off on his deathbed. The son of this peasant woman is going to die.... How much does the peasant want? Four hundred piasters pg 49 she also gets a chance to add more money when she discovers that the bride has a child Lavrenti has to add two hundred piasters more. C Hypocritical dishonestWhen she sees Grusha with the child, she weeps, saying that her people are honest and she does not want to live with the shame. She makes the monk accept that Jussup has accepted the marriage: Of course he is! Didn t you hear him say yes? Pg 51 d PretentiousWhen she arrives with the monk, she tells the guests I hope you won t mind waiting a few moments? My son s bride has just arrived from the city. An emergency wedding is about to becelebrated pg 51 . Grusha has not arrived from the city nor is she her sons beloved. When the monk and she enter the bedroom, she tells him, I might have known you couldn t keep your trap shut pg 51 . This means she is not amused by the arrival of the guests. When the monk inquires about the child, she tells him, Is there a child? I don t see a child...you understand? Pg 52 ARSEN KAZBEKIHe is referred to as the Fat Prince. He is a brother to the Governor. He plots and stages a coup, with the help of ironshirts that leads to the killing of his brother-The Governor."}
{"text": "Pg 52 ARSEN KAZBEKIHe is referred to as the Fat Prince. He is a brother to the Governor. He plots and stages a coup, with the help of ironshirts that leads to the killing of his brother-The Governor. When the Grand Duke returns after two years he is deposed and beheaded. He is portrayed as;a Hypocritical insincereHe pretends to be so much pleased with the governor s family that he bows and remarks sarcastically that Michael is a governor from head to foot. He hypocritically terms George s intention of bringing down slums to pave room for the garden, good news. Good news after so much bad pg 5 He has instigated war against the Grand Duke and the Governor; He intends to overthrow the government. He then claims that the universally loved judge has been hanged. My friends, we need peace, peace in Grusinia! And justice! So I ve brought along my dear nephew Bizergan Kazbeki pg 71 He pretends that he wants the ironshirts to confer and democratically decide who should be judge yet at the same time informs his nephew, Don t worry my little fox. The job s yours pg 71 . More so he intends to ignore the Ironshirts once the Grand Duke is arrested. He tells his nephew and when we catch the Grand Duke, we won t have to please this rabble any longer. Pg 71 b Sadistic callous inhumanHe schemes for the murder of the Governor and once he is executed, he orders the drunken soldiers to fasten his head on the wall using nails. He desperately looks for Michael so that he can kill him. He comments, It s a pity they took the brat along though, I need him, urgently pg 28 c Crafty scheming cunningHe schemes to install his nephew as judge by influencing the Iron shirts but they stage a rehearsal with the nephew acting as judge. He tells the nephew. It isn t customary....who got there first. Pg 72 d CorruptHe fights for his nephew to be installed as judge. The iron shirts outwit him in his own game and the position goes to Azdak. E GreedyHis plan to overthrow the system run by the Grand Duke is motivated by greed for power."}
{"text": "It isn t customary....who got there first. Pg 72 d CorruptHe fights for his nephew to be installed as judge. The iron shirts outwit him in his own game and the position goes to Azdak. E GreedyHis plan to overthrow the system run by the Grand Duke is motivated by greed for power. He evenkills the Governor, his brother, and act that shows the extent hunger for control and power can push one to. Since evil begets evil, he is executed the same way he killed his brother. LANGUAGE AND STYLEStyle in literature can be described as how the author uses literary elements such as words, sentence structure and figurative language to describe events, ideas and objects in their work. Stylistic devices refer to a variety of techniques used by writers. PLAY WITHIN A PLAYPlay within a play involves having another play within the main play. It is important as it helps in plot development, bringing out various themes and character traits. The play The Caucasian ChalkCircle is three stories presented in one; The story of the Goat Herders and Fruit farmers,The story of Grusha and Michael and The story of Azdak as the judge.these are thus presented as plays within the main play. The story of The Caucasian Chalk Circle , borrowed from a Chinese tale is presented as a play within a play. There is a meeting of the delegates who are trying to resolve the puzzle of who owns the piece of land between the fruit farmers and the goat keepers. When an agreement is reached, the peasant woman on the left invites Arkadi Tscheidse, the singer, to entertain them. There is also a play within a play when Michael and other children enact the beheading of the Governor. It is used to show the extent of evil in society as the children who are so innocent clearly portray it. Michael refusing to be the one to be beheaded shows he is the chip off the old block-the Governor s son. It is also a satire of criticism of the senseless and cruel behaviour in the society. The play within a play is used to bring out the self sacrificing nature of Grusha. As seen when she takes care of Michael as he own son, through it various stylistic techniques such as use of song, Irony and flash back are evident. Various themes such as hypocrisy, negligence of duty among others are also brought out."}
{"text": "The play within a play is used to bring out the self sacrificing nature of Grusha. As seen when she takes care of Michael as he own son, through it various stylistic techniques such as use of song, Irony and flash back are evident. Various themes such as hypocrisy, negligence of duty among others are also brought out. The story of Azdak the judge is also a play within a play. It begins when Azdak helps the old beggar who late turns out to be the Grand Duke. It ends with Azdak judging Grusha s and Natella s case using The Caucassian Chalk Circle. This play within a play exemplifies the themes of justice, abuse of power and greed. Another play within a play is when the Fat Prince wishes to appoint his nephew Bizergan Kazbeki, as the judge. He requests the drunken Iron shirts to vet him. They perform a mock trial which involves Azdak who poses as the Grand Duke and the nephew poses as the judge. The Iron shirts takes up the roles of the people who have come to listen to the proceedings of the case. Azdak is blames of running the war badly but he instead blames the princes rather than himself. He is able to make several successful attacks on the prince s corruption. Here, we learn how the princes mismanaged the war and blamed it on the Grand Duke. The nephew fails to make a judgement sincehe is out-witted by Azdak and the ironshirts unanimously settle on Azdak as the judge. The first ironshirt tells him, Go to the judge s seat! Now sit in It! Pg 74 JUXTAPOSITION CONTRASTThis is a stylistic feature used by writers to put people or things side by side in order to show the contrast or their differences. This style has been used to enhance dramatic effect. The act of Governor George Abashwili entering the church is juxtaposed with the image of the soldiers pushing the common people out of the way. This contrast undermines the religious significance of going to church. This is exemplified when the soldier says, Get back! Clear the church door. Pg 14 Grusha buys milk for Michael and pays two piasters. This is her week s salary. This amount of money used is a sacrifice for Michael. This contrasts the 100,000 piasters offered to Azdak by the Duke for one night lodging ....persuasion!"}
{"text": "This is her week s salary. This amount of money used is a sacrifice for Michael. This contrasts the 100,000 piasters offered to Azdak by the Duke for one night lodging ....persuasion! Pay hundred thousand piasters one night, I tell you...where are they? Pg 64 . This contrast is meant to bring to fore the glaring gap between the rich and the poor. This satirises the society that puts more value on money to show the difference in the levels of wealth in social classes. Consequently, Azdak uses his position to take from the rich and give the poor. Thus, he fines the rich invalid, The Blackmailer, the innkeeper, and the farmers all of whom are wealthy. During the wedding of Jussup and Grusha, the monk says, Dear wedding and funeral guests! Pg 53 . This depicts two contrasting life eventualities, one representing continuity and the other- end. There is also an instance of juxtaposition where the goat and fruit farmers are placed side by side to establish the deserving owners of the valley. Natella and Grusha are juxtaposed to establish the difference in level of love: true motherly love for a child and love for material wealth out of the peril of the child. Other characters that have been contrasted are Lavrenti with his wife Aniko, Simon and Grusha, Grusha and other peasants working for the Governor, among others. HUMOURDespite the occurrence of serious issues explored within the play, there are humorous incidents. We are presented with doctors; Mika Loladze and Mishiko Oboladze. They are in charge of Michael and quarrel over trivial issues. May I remind you...that I was against the lukewarm bath ....more likely a sight draft during the night. Your Grace...no cause for concern, your Grace. Pg 15-16 It is humorous that these two doctors described as dignified would quarrel over Michael s coughing. In another comic episode, the two argue over whom will take charge of Natellla now that she has fainted after chaos and death erupt in the palace. Niko Mikadze, it is your duty as a doctor to attend Natella Abashwili....you neglect your duty........ pg 21 It is humorous to find the two going to an extent of fighting in the middle of a catastrophe."}
{"text": "Your Grace...no cause for concern, your Grace. Pg 15-16 It is humorous that these two doctors described as dignified would quarrel over Michael s coughing. In another comic episode, the two argue over whom will take charge of Natellla now that she has fainted after chaos and death erupt in the palace. Niko Mikadze, it is your duty as a doctor to attend Natella Abashwili....you neglect your duty........ pg 21 It is humorous to find the two going to an extent of fighting in the middle of a catastrophe. This humour serves to lessen the tension that is created when George is assassinated. It also brings out the character of the two doctors as incompetent and irresponsible characters. When Simon encounters Grusha, there is humour when he says he watches over her as she washes linen by the willows, There s more. Your toes and more....your foot and a little more.... pg 18 There is humour when a drunken peasant sings, There was a young woman who said: I thought I d be happier, wed but my husband is old and remarkably cold so I sleep with a candle instead pg 54 When Shauwa knocks at the door, Azdak says that he is not in. Azdak explains himself to Shauwa possibly to escape the arrest. .... Shauwa don t talk about things you don t understand. The rabbit is dangerous and destructive beast. It feeds on plants especially on the species of plants known as weeds. It must therefore be exterminated, he adds, I...man is made in God s image. Not so a rabbit...I m a rabbit-eater, but you re a man eater...go home and repent. Pg 65 SATIRESatire refers to the way a writer ridicules an individual or the society in a humorous way, with an aim of bringing desirable change. The playwright exposes weakness of leaders who have been entrusted with power and fail to do what is expected of them. People are oppressed and live in misery. The beggars and petitioners are crying that they do not have enough to eat and they feel neglected. The policing administration is criticized for the inhuman treatment of the suffering lot. They lash them with whips to keep them away from the Governor and his family instead of sympathizing with their plight."}
{"text": "The beggars and petitioners are crying that they do not have enough to eat and they feel neglected. The policing administration is criticized for the inhuman treatment of the suffering lot. They lash them with whips to keep them away from the Governor and his family instead of sympathizing with their plight. The governor and his wife pretend to be religious yet they display their contempt for the lowly class. The governor is a political leader but surprisingly, lacks interest in political matters. He ignores the rider who has confidential papers from the capital in preference to personal matters. Instead, he meets the architects to discuss building plans. The governor is ignorant of serious issues such as a meeting held by princes in the capital in which a coup was planned, ironically, one of the architects is fully aware of the plan to overthrow the Grand Duke and his Governors. Pg 15 . His political nature is being ridiculed because being in political position means he ought to accord political matters serious consideration. The police administration s brutality is criticized for the inhuman treatment of the suffering lot. They lash them with whips to keep them away from the Governor and his family instead of sympathizing with their plight. The Fat prince pretends to be so much pleased with the governor s family that he even bows and remarks sarcastically that Michael is a governor from head to foot and yet he had plan ned to kill the Governor that very day. When he tells the Governor he loves a gay sky, he is not sincere. Aniko, wife to Lavrenti and sister-in-law to Grusha claims to be religious, However, she is presented as mean, egocentric, selfish and inhospitable. She bullies around her husband and tries to throwGrusha out of the house as she fears what the neighbours will say for hosting an unmarried woman with a child. The monk s religious hypocrisy is also satirized. He is expected to be religiously inclined but he has many weaknesses. He oversees Grusha s marriage to Jussup while drank. He is actually paid to perform the ceremony but as a monk, he is expected to devote his life and time to religious matters, which he does not. The Governor s wife is satirized through her vain behaviour. She does not have time for the poor beggars and her servants and only identifies herself with people of class. After the coup her main concern is the clothes she is going to carry, only essential!.......the green one!"}
{"text": "The Governor s wife is satirized through her vain behaviour. She does not have time for the poor beggars and her servants and only identifies herself with people of class. After the coup her main concern is the clothes she is going to carry, only essential!.......the green one! And of course, the one with far trimming..... pg 24 On the same page she adds, ........get my little saffron-coloured boots..... I need them for green dress. In haste to save her dresses, she leaves her son Michael as she flees. When Michael coughs Natella s attention is drawn to him and she wants to know what is up. She even asks her husband whether he had heard the baby cough. She then givens a stern warning and advises the two doctors in charge of the child to be more careful. When he sees Michael after he is brought in by the ironshirts, she remarks that He s in rags pg 97 Natella has very low regard for the underprivileged. Pg 18 , she says, It s impossible to live in such a slum,,,, When she enters the court, she is relieved that there are no common people: I can t stand their smell. It always gives me migraine. Pg 88 From the onset, she dislikes Azdak and pg 89 she says, I disliked that man from the moment I first saw him. This foreshadows the fact that she may not get a fair judgement from him. IRONYIrony refers to an incongruity between what might be expected and what actually occurs or is. It is also the use of words that convey a meaning that is opposite of its literal meaning. There are different types of irony for example verbal irony where the speaker says direct opposite of what is meant. Dramatic irony occurs when the audience knows facts in a text which a character in the text is ignorant of. Other types of irony are situational, comic and tragic irony. The playwright has used this style in several areas in The Caucasian Chalk Circle. The irony of situation is that George Abashwili, the Governor plans to remodel and enlarge his palace. ... In the afternoon his Excellency will confer with prominent architects. Pg 19 He even proposes to pull down the peasant shacks on the estate."}
{"text": "Other types of irony are situational, comic and tragic irony. The playwright has used this style in several areas in The Caucasian Chalk Circle. The irony of situation is that George Abashwili, the Governor plans to remodel and enlarge his palace. ... In the afternoon his Excellency will confer with prominent architects. Pg 19 He even proposes to pull down the peasant shacks on the estate. Natella says, All those wretched slums are to be torn down to make room for a garden. Pg 15 . This is ironical in that this will be a garden for the privileged at the expense of the poor majority. Irony is further seen when this same estate is confiscated for the state at the court when Azdak declares it would be given to the people and made into a play ground for children. He says, ....your estates fall to the city...Azdak s gardens. Pg 98 Also the Governor s plans do not pull through because he is executed that afternoon. The Play Wright uses the noble child Michael, to bring out irony. Being the only son to the Governor, he has two doctors for his medical care. It is ironical when the coup takes place, the doctors Niko Mikadze and Nika Loladze abandon the child. Mika says, ...Do you really think ...little brat s account? Pg 21 . The situational irony is that the child has two doctors while the common people are suffering. The Governor s wife, who thinks that the Governor pays more attention to Michael than to her, is more concerned with her elegant dresses and forgets her baby. Ironically, Grusha a servant girl saves the child from being killed by the Fat Prince. She is more willing to be a guardian to the infant than her wealthy mistress. The biological mother of the child. The incident when Grusha plans to abandon Michael at the doorstep of a peasant woman s house has been developed through use of irony. Grusha s plans are well intentioned since she thinks the peasant will be kind enough to give Michael milk and she assumes that are far enough from the city. This is exemplified when she says, now you have wet yourself again...you can t ask that can you? Pg 34 . Irony is brought to the fore when her thoughts are displayed in the chorus, because I am single....someone who s newly poor. Pg 35 ."}
{"text": "Grusha s plans are well intentioned since she thinks the peasant will be kind enough to give Michael milk and she assumes that are far enough from the city. This is exemplified when she says, now you have wet yourself again...you can t ask that can you? Pg 34 . Irony is brought to the fore when her thoughts are displayed in the chorus, because I am single....someone who s newly poor. Pg 35 . When she meets the ironshirts she runs back to save Michael. Ironically, her plan with the peasant woman betrays Grusha, who hits the corporal over the head with a log of wood just to save Michael. When Grusha manages to cross the rotten bridge, she laughs her way to freedom and shows the Ironshirts the child. Ironically, this freedom does not last for long as she suffers in her brother s house because of Michael. She is too weak to walk and her sister-in-law who is portrayed to be religious ironically does not apply the religious principles but uses religion as an excuse to kickGrusha out of her home. Lavrenti only allows Grusha to live in his house over winter. Due to the same reasons he has given to his religious wife over Grusha s marital status, Lavrenti forces Grusha to marry a dying man from the other side of the mountains. This is especially because of the presence of the illegitimate child. The irony of the situation is that the brotherly love that Grusha had expected from Lavrenti is not forthcoming; he ends up complicating Grusha s live when he organizes for the fake wedding. Jussup, Grusha s dying husband, illness is developed in an ironic manner. The peasants comment on Jussup s health status. They initially thought Jussup was faking illness in order to avoid being drafted in to war. They regret having felt that way because Jussup really appears about to die. When the guests continue to talk and eat, one of them remarks that the army can no longer draft anyone as the war is over. Jussup suddenly sits up in bed; the most ironic possible scenario of his death is no more. He is alive and kicking. Azdak s judgement at the court is presented in an ironic manner."}
{"text": "Jussup suddenly sits up in bed; the most ironic possible scenario of his death is no more. He is alive and kicking. Azdak s judgement at the court is presented in an ironic manner. Brecht has used this style to point out that Azdak is a disappointed man and would not cause disappointment to others. The judgment pronounced on the cases in ironical. The doctor who operates a patient on the wrong leg is acquitted for perpetrating an unpardonable error on his practice. The farmer who accuses the old man for receiving his stolen animal is fined five hundred piasters and ironically the suspect is made to sit the same table with the judge ....you granny and you....and Azdak! Pg 82 Natella, the Governor s wife, is using the child Michael as a means of acquiring inheritance. Her claim that she is the mother of Michael is not due to her motherly love. The Chalk Circle brings out an ironic twist when Grusha does not pull Michael. Ironically, Natella the real mother rushes to pull the child but Grusha says, I brought him up! Shall I also tear him into bits? I can t! Pg 98 This determined the deserving mother as the one who is motherly. USE OF IMAGERYImagery refers to the use of figurative language to represent ideas, objects or actions. It can also be defined as the use of descriptive language that appeals to our senses of sight, hearing, touch, smell and taste. This is mainly done through metaphors and similes. A MetaphorsA metaphor is a figure of speech in which an expression word or phrase which ordinarily refers to one thing is used to denote another in order to suggest a similarity. It suggests the likeness between the two. The girls Tractorist says, I started the fire myself, This means she started the onslaught herself against the Nazis. Pg 97 There is also reference to a bloody time pg 13 . This denotes time of war characterized by violence and death. In the chorus pg 32 , the ironshirts pursuing Grusha are likened to bloodhounds , dogs that are known for their powerful sense of smell."}
{"text": "Pg 97 There is also reference to a bloody time pg 13 . This denotes time of war characterized by violence and death. In the chorus pg 32 , the ironshirts pursuing Grusha are likened to bloodhounds , dogs that are known for their powerful sense of smell. On page 65, Azdak likens the old man grand prince to a bedbug to suggest he is a pest Azdak thinks it is Ludovika who assaults the stable man with a dangerous weapon which means she is provocative. The Fat prince refers to his nephew my little fox pg 71 to hint at his traits and to show how confident he is that he will be made the judge. B SimilesThis is a figure of speech that directly compares two things that are related using connective words such as like , as or resembles The Governor Georgi Abashwili is described thus: He was rich as Croesus, pg 7 this compares him to the king of Lydia who was defeated by Persians and was known for his immense wealth, his name is synonymous with wealth. The singer castigates the insensitive leaders thus: O blindness of the great! They go their way like gods..... pg 20 After the coup, the servants say among themselves, we ll be slaughtered like chickens, as always pg 21 . This suggests they are not safe. Simon asks Grusha, Is the lady as healthy as a fish in water? Pg 22 . Grusha is compared to a thief; probably for the reader to pass judgement on whether she is justifies to take Michael, we are told: As if she was a thief she crept away! Pg 29 When Grusha is sheltered at her brother s house, she tells Michael that they should make themselves as small as cockroaches pg 47 to escape the wrath of her sister-in-law."}
{"text": "Simon asks Grusha, Is the lady as healthy as a fish in water? Pg 22 . Grusha is compared to a thief; probably for the reader to pass judgement on whether she is justifies to take Michael, we are told: As if she was a thief she crept away! Pg 29 When Grusha is sheltered at her brother s house, she tells Michael that they should make themselves as small as cockroaches pg 47 to escape the wrath of her sister-in-law. Indeed, Lavrenti remarks, why are you sitting there muffled up like coachmen.... pg 48 To suggest that she cannot run away from Michael, Grusha tells him, I came by you as the peat trees comes by sparrows pg 49 Azdak says law is a sensitive organ, .....like the spleen, in delivering justice, we are told by the singer he, Broke law like bread he gave them. Pg 82 SONGSMany songs have been sung by Arkadi and other characters in the play. Some are at the beginning of the scene, others within the scene and at the end of the scene. The governor is introduced through a song. Before we meet him, we are told about what king of a person he is as follows:- He was rich as CroesusHe had a beautiful wifeHe had a healthy baby pg 13 We learn that he has many beggars and petitioners whom he ignores. This song juxtaposes the rich governor with the majority poor folks who wait for hand outs in form of coins which are distributed by a servant. Simon Shashava, the soldier, and Grusha, a kitchen maid are also introduced to us before we meet them. We learn of their relationship. The song on pg 18 is summative. It summarizes the action. The Governor s palace foreshadows restlessness. The palace is said to be a fortress but is surrounded by soldiers. We anticipate the death of the Governor. ..... Noon was the hour to die. These words are followed by the appearance of the Fat Prince. The stage is set for the execution of the Governor by the Fat Prince. The tension surrounding the Governor s execution is found in the song on pg 20 , in the song, stage directions are given e.g."}
{"text": "For instance it says, ...who had no bread at all have full granaries... pg 84PROVERBS AND WISE SAYINGSMany proverbs have been used by the playwright. The capability to use proverbs in one s conversation is interpreted as a sign of wisdom. It also shows masterly of one s own language sinceproverbs and wise sayings require comprehension of metaphors, similes and symbols in one s community. When Grusha points out to Simon that it must be dangerous for him to accompany Natella Abashwilias her guard on her flight, he replies with a wise saying- in Tiflis, they say: Isn t the stabbing dangerous for the knife? Pg 21 means as the knife stabs what it is supposed to, it is also in danger of breaking or bending but it still stabs anyway. Likewise, a soldier protects others despite the danger he exposes himself. When they meet in the courtyard and Grusha is rushing to collect her personal effects, She accepts Simon s proposal long before he even proposes. Simon feels embarrassed and responds, haste, theysay is the wind that blows down the scaffold a temporary building built for workers round a building that is being constructed, If they are blown away then the builders will not be able to buildthe permanent structure as they will have no where to stay just like Grusha and Simon will not have a marriage if she is not patient enough to listen to the information that will cement that relationship. When Michael and other boys are playing the game of cutting off the Governor s head, the other children want Michael to play the Governor s role of just bending and his head is cut off but Michael adamantly refuses and says he wants to be the person to cut off. The other children disagree but Michael is adamant so when they shout to Grusha that Michael won t play his part, Grusha laughsand says, Even the little duck is a swimmer, they say. Pg 58 Meaning even though Michael is young, you cannot command him since he is the son of a Governor and so others do what he demands and not vice versa. When Azdak discovers that the fleeing duke is not a peasant but a land owner he orders him out but the Duke make him a proposition."}
{"text": "By Azdak replying that, I m my own master, said the servant; and cut off his foot, means one does not have to do outrageous activities to prove that one is independent minded. Simon replies by showing that, people are able to see through their tormentors hypocrisy when the latter professes to love the farmer and therefore still give them their due. This is proved when he says, I love you as a father said the Czar to the peasants, and had the Czarevitch s head chopped off. Azdak knows that despite the appearance, he is still on the poor people s side yet Simon does not realize this, so that is why he concludes the discussion by saying, A fool s worst enemy is himself. Pg 94 From all the above, it is important to note that, the cook, Grusha, Azdak and Simon are the only people who portray positive traits in the society. They portray a sense of wisom as seen when they are highlighted as the only characters that employ proverbs and wise sayings. ALLUSIONAllusion refers to a passing reference or indirect mention of something or someone the reader is expected to know. The playwright alludes to the king of Lydia 560 BC-547BC who was defeated by Persians and was known for his immense wealth on pg 7. We are told that the Governor Georgi Abashwili was, rich as Croesus. The girls tractorist also quotes the poet Vladimir Mayakovsy, pg 10, a Georgian born in 1883. He wrote the poems, The Cloud and I which are among the most popular during his time. Singer alludes to Jesus when he remarks, And now you don t need an architect, a carpenter will do, pg 20 . The Governor needs Jesus to save him from his predicament. The play infers from both a Chinese play Circle of chalk written in 1300 AD and a biblical story The judgement of Solomon- 1 Kings 3: 16-28 In the Chinese story, a young girl, Hai-tang, bears a child as the second wife of a wealthy man. His first wife claims the child is her own. However, the second wife is judged the true mother when she refuses to pull the child apart in the test of the Chalk Circle."}
{"text": "The play infers from both a Chinese play Circle of chalk written in 1300 AD and a biblical story The judgement of Solomon- 1 Kings 3: 16-28 In the Chinese story, a young girl, Hai-tang, bears a child as the second wife of a wealthy man. His first wife claims the child is her own. However, the second wife is judged the true mother when she refuses to pull the child apart in the test of the Chalk Circle. In the biblical story, two women live in the same house and both bear a chil d. One baby dies in the night and its mother swaps him for the living baby. Both claim the living child is their own. Solomon orders that the child be cut in two and each half be given to each mother. The real mother of the child gives up the child rather than see him harmed and is judged to be the true mother. SARCASMThis is the use of humorous language to ridicule or to convey scorn, especially saying one thing but implying the opposite. The Fat Prince is sarcastic when he says, and little Michael is a governor from head to foot! Tititi! Pg 15 . Simon is sarcastic when he tells Grusha: Why shouldn t I wash the linen by the willows! That s good, really good! Pg 17 . On pg 18, the singer says, And the goose was plucked and roasted But the goose was not eaten this time. This refers to the killing of the Governor and draws an analogy to the goose Grusha kills for the Governor s family. When the singer says, And now you don t need an architect, a carpenter will do, pg 20 , the playwright is sarcastic towards religion as this alludes to the fact that the Governor needs Jesus, who was a carpenter to intervene on this Easter Sunday. This will of course not happen. The dying man refers to Grusha as, A nice thing you ve saddled me with! A simpleton for a wife! Pg 57 When Grusha is fined ten pisters for using indecent language in court, she sarcastically lambasts Azdak and his corrupt ways by saying, A fine kind of Justice!"}
{"text": "The Christian church has been used as a tool to support the upper class and keep the lower classes in their places. The historical church subverts the original teaching of Christ who treated all humans with respect. The garden that Governor Abashwili want to establish for his son by knocking down slums for thepoor symbolises oppression and insensitivity of the rich towards the poor. Ironically, Azdak later rules that the Governor s estate should revert to the poorFORESHADOWINGForeshadowing is a situation where a writer gives a sign of something that will come later on a work of art, that which is important or appalling. When the Fat Prince greets his brother Governor Georgi Abashwili, this is quite unusual until the Governor remarks, .....But did you hear Brother Kazbeki wish me a happy Easter? Which is all very well, but I don t believe it did rain last night. Pg 16 . The relationship between the brothers is thus foreshadowed by the Governor s comment, in which he expresses surprise at being greeted by his brother. The brother later executes him. Natella, the governor s wife, seems to have an unstable mind and poses, I hardly know if my head s still on. Where is Michael? .......... Pg 24 . Later she forgets to carry his as she flees. Another important moment is when Natella, the governor s wife, tells, her adjutant how jealous of Michael she really is, She is desperate for attention from her husband. But Georgi, of course, will only build for his little Michael, Never for me! Michael is all! All for Michael! This jealousy of her child is important since she abandons him later in the act. Shortly before Azdak makes the ruling on who should take Michael between Natella and Grusha, the boy smiles at the latter. This foreshadows the ruling made by the judge as Grusha is finally given child. Azdak tells the old man Grand Duke to encircle the cheese on the plate like it might be snatched from him pg 65 This foreshadows the chalk circle that is drawn to choose a mother for the child,Michael. Pg 97 REVISION QUESTIONS AND EXPECTED POINTSQuestion 1Justice is an important institution in any well governed community."}
{"text": "This foreshadows the ruling made by the judge as Grusha is finally given child. Azdak tells the old man Grand Duke to encircle the cheese on the plate like it might be snatched from him pg 65 This foreshadows the chalk circle that is drawn to choose a mother for the child,Michael. Pg 97 REVISION QUESTIONS AND EXPECTED POINTSQuestion 1Justice is an important institution in any well governed community. Explain the truth of the above assertion with reference to Bertolt Brecht s The Caucasian Chalk Circle 20mks i In the prologue there is the dispute over the ownership of the valley, presided over by the delegate from the capital, Tiflis. -. Emphasis is laid on fairness in order to avoid the reoccurrence of future disputes. -. The fruit farmers and the goat herders amicably discuss a resolution to the dispute. -. It is decided that the land goes to the fruit and vine growers amicably as they would make better use of the land. -. The agreement is followed by a party to seal the deal ii Justice is also portrayed by the test of the chalk circle- In the old story, the real mother is revealed by the test. -. Her feelings for the child are too deep to allow her to gain it by force that injures the child- The child is taken from the natural mother, Natella Abashwili who is only after the inheritance and given to the false mother Grusha Vashnadze who has the greatest feelings of love for the boy Michael Abashwili iii Justice is also shown in the way Azdak s good turn in protecting and giving shelter to the Grand Duke. -. Eventually he is rewarded when the Grand Duke appoints Judge just in time to save him from the hangman s noose- Azdak then proceeds to dispense justice to the poor and down trodden in a manner never witnessed before in the land. Iv Adzak s two year reign as Judge is treated as an era of rough justice especially for the poor and vulnerable in society. -. The singer says he broke the rules to save them- At long last the poor and the lowly had someone who was not too holy to be bribed by empty hands. QUESTION 2Human weaknesses affect characters negatively."}
{"text": "Iv Adzak s two year reign as Judge is treated as an era of rough justice especially for the poor and vulnerable in society. -. The singer says he broke the rules to save them- At long last the poor and the lowly had someone who was not too holy to be bribed by empty hands. QUESTION 2Human weaknesses affect characters negatively. Explain the truth of the above assertion with reference to Bertolt Brecht s The Caucasian Chalk Circle 20mks Points of interpretationThe following must come out clearly;- Weakness of a character- Details of that weakness- How it affects that character negativelyW1. Natela Abashwili s weakness on adoring things. -. She forgets her child at the time of war and takes clothes and boots instead, pg 25 - The maid escapes with the child to save his life but Natela later goes for the child because she wants to inherit the governor s estate. -. She loses both the child and the estate. WII The fat prince greed and hunger for power- Eliminates his brother to get his power,WIII The governor s lack of concern for his subjects. -. He oppresses his subjects forcing people to go to war, charging high taxation. -. He loses his life and power. WIV- Lavrenti and his wife undermines family values. -. Fails to give Grusha a warm welcome though she comes from town where war has broken out tired and sickWV The self righteous nature of Aniko shown through her hypocritical actionsWVI- Natela s hatred for the poor. She undermines Grusha during the court case feeling thatGrusha is too poor to keep the child. -. She finally loses the child to the poor Grusha due to her arrogance. Question 3Discuss the consequences of Fighting and war in any society with evidence from Bertolt Brecht s The Caucasian Chalk Circle. IntroductionFighting and war in any society has far reaching consequences. During war people s normal lifestyle way of living is disrupted and there is a lot of destruction of property and lives. Bertolt Bretch has shown how war affects people in his play, The Caucasian Chalk Circle. Body- During war, the innocent and the vulnerable suffer the most from the effects of war and fighting."}
{"text": "During war people s normal lifestyle way of living is disrupted and there is a lot of destruction of property and lives. Bertolt Bretch has shown how war affects people in his play, The Caucasian Chalk Circle. Body- During war, the innocent and the vulnerable suffer the most from the effects of war and fighting. The servants say this about their employer, the Governor s family: They even have to have their weeping done for them p 26 . Michael is being hunted down to be killed yet he is not aware of the war, being only an infant. -. There is disruption of people s normal lifestyles as farms and homes are abandoned. Resettlement has to be negotiated afresh after the war. See p7 prologue . As a result of war, there are ruins of a war ravaged Caucasian village, the people orchard is already destroyed and the once beautiful dairy farm is a ruin. -. People s livelihoods are destroyed as the goat herders complain of the low quality of cheese they now produce from their new settlement. The old man whom Grusha requests to sell her some milk retorts: Go to the soldiers if you want milk. The soldiers of the Grand Duke burn the houses of innocent people and kill them making it difficult for them to live peacefully. -. War creates internal refugees. The farmers and the goat herders have been displaced from their homes having been uprooted by the Germans. Grusha and her fellow workers flee into the Northern Mountains as a result of fighting in the city. -. Fighting and war breeds civil wars and counter coups as warring groups fight for supremacy. The grand Duke is overthrown by the princes who murder his governor but they are in turn rounded up and killed when the Grand Duke takes back powers. -. There is rampant landlessness during the war and fighting as seen in the cases presented before Azkak. He has been a thief as Shauwa says. The soldiers and policemen also break the law they are meant to uphold. The two farming groups goat herders and the fruit growers are landless. -. War results in exploitation and oppression. For instance, in The song of injustice in Persia. It is stated that the kings are driven by greed in their quest to acquire new territories by impoverishing peasants. Their sense of imperialism drives them into unrealistic adventures that Azdak refers to as the roof of the world ironically, as the soldiers kill each other, the marshals assault each other."}
{"text": "For instance, in The song of injustice in Persia. It is stated that the kings are driven by greed in their quest to acquire new territories by impoverishing peasants. Their sense of imperialism drives them into unrealistic adventures that Azdak refers to as the roof of the world ironically, as the soldiers kill each other, the marshals assault each other. -. There is fear and apprehensions which are direct effects of this war. Jussup feigns illness and lies in bed for a long time for fear of being drafted into the war. He only recovers when he hears that the war has ended. The song of the centre clearly portrays the fear among the soldiers at the front line. It says that if one wants to survive the war and come back home one has to remain at the center p47. The peasant woman at whose door Grusha leaves Michael shows extreme fear and apprehension at the sight of the soldiers. She disowns Grusha s agreement with her to claims that the child is hers and instead falls down on her knees begging for mercy. Grusha has to flee again with Michael. Accept any other relevant point. Expect 4 well developed illustrated points. Question 4. The society depicted in The Caucasian Chalk Circle is one that ignores important issues and gives priority to less serious ones leading often with disastrous consequences. Discuss the validity of the statement with illustrations from the play. Introduction: May be General or SpecificMany people ignore the important things that matter in their lives and instead pay attention to useless things that don t add value to their lives often leading to dire consequences. This is true of characters in the play like Natella Abashwili, the governor and others as discussed below. The governor- Immensely rich yet has many beggars, petitioners etc at his door. -. Refuses to hear the message from the wounded rider before the mass and ever after leading to his tragic death. Page 16 -19Natella Abashwili- Concerned about the dresses to pack leading to her abandoning her baby. -. In the court she is interested in getting Michael back only because of the estates left by her husband. -. She ends up losing the baby to GrushaAniko and Lavrenti- Can t stand Grusha with her baby . Aniko is so religious to accept Grusha- Lavrenti forces Grusha to marry a dying man whom she does not love."}
{"text": "- In the court she is interested in getting Michael back only because of the estates left by her husband. -. She ends up losing the baby to GrushaAniko and Lavrenti- Can t stand Grusha with her baby . Aniko is so religious to accept Grusha- Lavrenti forces Grusha to marry a dying man whom she does not love. He pays the mother of the man a huge sum and later the marriage is dissolved by Azdak. Jussup s mother- Interested in marrying her son before he dies and no attempts to treat him- She has to feed the guests at the wedding, hiring a monk and later her son is divorced. Black Mailer. -. Interested in knowing whether a certain land owner raped his niece or not and not the plight of the niece. -. Heavily fined. Invalid- Gets a stroke when he hears the doctor he paid fees to train is treating free- Heavily fined. Prince Kazbeki- One of the princes who ran down the war- Wants his unqualified nephew appointed the judge- Embarrassed by Azdak in the mock trial and later killed on the return of the dukeQuestion 5Bertolt Bretch; The Caucasian Chalk Circle What there is shall go to those who are good for it . With illustrations from the play the caucasian chalk circle, write an essay in support of this statement."}
{"text": "In the Caucasian Chalk circle, such a person is Grusha. Grusha goes through many challenges in order to save and adopt Michael. Some of these challenges are discusses belowAccept any other relevant introductionCONTENT i She sacrifices the little she has in order to sustain Michael. She buys milk exorbitantly ii She is forced to come up with ingenuinenes way of eluding the red shirts who are after him. She knocks one of them down with a piece of wood, enduring her life in the process. Iii She crosses of dangerous bridge, endangering her life and Michael s iv She has to contend with a society that frowns upon single motherhood. She is forced to accept marriage to an invalid called Jussup in order to normalize her status vi Her relationship with her fianc e, Simon , is endangered. Vi She is force to go through a court processes in order to gain custody of MichaelQuestion 7 True mother hood is not necessarily biological Write an essay illustrating this statement using Bertolt Brecht s , The Caucasian chalk Circle . NatellaAbashiwili, the biological mother of Michael abandons the child as she feels the city .She is more interested in her fine linen and shoes as well as horse carriages- It takes the motherly instinct of the kitchen maid Grusha to retrieve the baby and fend for it offering protection and nourishment- Grusha adopts the body and risks being captured by the soldiers and crosses the dangerous and rotten bridge to save the life of Michael from the iron shirts- The mockery of Grusha s sister-in-law concerning the illegitimate child, Michael does not affect her affection for the young boy- Vashnadze endures an arranged and difficult marriage on paper to a dying man, Jussup: for the sake of the child- A mere kitchen help Grusha fights for the custody of Michael in court and does not pull him to her side in the test of the chalk circle so as not to tear him up. She fears to destroy the boy she has nurtured and brought up expensively as a real mother."}
{"text": "This is seen as she was the best student in Thompson Falls High School; she then went to Alliance high school and later earned a degree in medicine from the University of Nairobi in 1984 and later a master s degree in pediatrics in the year 1990. In addition to her writing career she worked at the Kenyatta National Hospital until 19994 before she ventured into private sector. As a woman of high position she held various prestigious positions. This is seen as she was the medical director of Cottolengo Hospice for orphans with AIDS. She also held the position of the Executive director of the Family Life Counseling Association of Kenya. She was also the director of the institute of HEALTH Care Management at Strathmore Business School. Apart from The River and the Source she has authored; I swear by Apollo, A Place of Destiny, Mandate of the People, she also co-authored Educating in Human Love with her husband Dr. George OgollaOf her first novel Ogolla says The inspiration for this book came from my mother who handed down to me the wisdom and lives of her own mother and grandmother. This strength and support that is found in the African family is the most important part of our culture and should be preserved and nurtured at all costs. INTRODUCTIONThe River and the Source follows four generations of Kenyan women in a rapidly changing society. It belongs to a growing body of literary works that follows the feminist literary criticism of literature. They address themselves to issues pertaining to the welfare of women in African societies that are seemingly so patriarchal male dominated . It captures the Kenyan soul of the future and the need to bring freedom, equality and gender consciousness across ethnic, religious and racial lines. The River and the Source is a presentation of women seeking liberation from the oppressive male dominated society. Just like a river which originates from a spring; a source of an underground water, the birth of Akoko daughter to chief Gogni of Yimbo signifies thebeginning of the river. The river is threatened to drying up by hardships after hardship but the river flows on. The novel won the Kenyatta prize for fiction in 1995 and also the Commonwealth Writers Prize for best first book in Africa in 1995. THE TITLET he title The River and the Source suggests the flow of a river from some point to the sea."}
{"text": "The river is threatened to drying up by hardships after hardship but the river flows on. The novel won the Kenyatta prize for fiction in 1995 and also the Commonwealth Writers Prize for best first book in Africa in 1995. THE TITLET he title The River and the Source suggests the flow of a river from some point to the sea. The novel traces the symbolic journey of women from patriarchal invisibility where women are ignored and in the background to autonomous existence where women chart their own destiny . The river starts as a spring which is Obanda Akoko-the girl child. Akoko is the source of this river. The river refers to the efforts that Akoko establishes of trying to liberate women from a patriarchal society that looks down upon them. Akoko faces challenges as a woman in a male dominated society. She overcomes them and the river continues to flow through Nyabera. Akoko is the source of the liberating force that flows from this oppressive and demeaning social system. In literature, the river symbolically refers to continuity hence life is a continuum and the struggle for liberation is therefore a continuous process. Therefore, from Akoko the river gains momentum at every stage through capable and competent women like Nyabera, Awiti, and finally Wandia. The river and the source therefore refers to the journey of women empowerment that was begun or whose source is Akoko and the continued efforts of other women like Nyabera, Awiti and Wandia in ensuring that women remain empowered hence the river s continued flow. The novel is thus a message of empowerment and hope for women who must rise up and take up their rightful equal position in society. This is summarized by Chief Odero Gogni s statement, A home without daughters is like a spring without a source. SETTINGSetting refers to the historical moment in time or the geographical location in which the story takes place i.e. the location and time in which a narrative takes place. The story begins 30 years before the Kenya-Uganda railway reached Kisumu. The story ends in the 1990s at the advent of multiparty politics in Kenya. The plot covers a number of generations that oscillates betweenYimbo and Sakwa Akoko s birthplace and marital home respectively in today s Nyanza Province in Kenya. It later spread to Gem, Kisumu,Nakuru and Nairobi in succeeding generations of Akoko s family tree."}
{"text": "The story ends in the 1990s at the advent of multiparty politics in Kenya. The plot covers a number of generations that oscillates betweenYimbo and Sakwa Akoko s birthplace and marital home respectively in today s Nyanza Province in Kenya. It later spread to Gem, Kisumu,Nakuru and Nairobi in succeeding generations of Akoko s family tree. PLOT SUMMARYPART 1: THE GIRL CHILDThis part of the novel introduces us to a vibrant Akoko who is vibrant, beautiful and hardworking. This part focus on the Luo cultural practices. The naming traditions, the duties expected to be performed by the different genders, and the preference of the boy child to the girl child. Her father s expectation that a boy will be born and the view that girls ill be married to go and cook in another mans house are evidence of this. The writer uses this partto highlight the importance of the girl child as we not that Akoko manages to gain her father s love and attention, something that was not usual among the luo. Tradition is further highlighted in the Nak ceremony, that is performed before Akoko s suitor are welcomed to present their suits. Her father s love for her is shown when Akoko s father turns down 12 suitors. He purposely did so because, in the men who flocked his compound, none reached the standards he had set. He wants the best for his daughter thus wants her to get married to a chief as a mikai. It is for this reason he readily accept Owuor Kembo s proposal. The Girl Child surprises us with the immense strength of a woman. Akoko Obanda is an epitome of wealth. She works hard to set a pedestal that was previously unimagined. ,. Akoko provided for herself and built her own family wealth. She encouraged and trained her children to be hardworking and disciplined. She promoted self reliance and mutual relationships with her subjects. CHAPTER 1 AKOKO'S BIRTHThe chapter begins with the birth of Akoko Adoyo Akelo Obanda. Her father, Chief Odero Goggin expected a son because of the value placed by society in boys over girls. The naming of Akoko is done according to tradition and she ends up having four names. Adoyo born during the weeding season. Obanda- according to dreams by the father and grandmother. Akelo after a step grandmother who had died."}
{"text": "Adoyo born during the weeding season. Obanda- according to dreams by the father and grandmother. Akelo after a step grandmother who had died. Akoko is given to her as she is noisy. The traditional values of the community like polygamy and preference for the male children are also brought out in the fathers desire to have a son. There is insight in to the naming rituals of the community as Akoko is given several names. The belief in superstition is also reflected on in the way Akoko's illness is dealt with and results in Akoko s final name, Akello. Akoko proves to be uniquely determined as she is able to compete with her numerous brothers. This earns her the admiration of both her father and elder brother, Oloo. By the end of the chapter Akoko is grown and of marriageable age and known for her diligence and hard work. CHAPTER 2: BETROTHAL OF AKOKOThis chapter focuses on the betrothal and marriage of Akoko. We are introduced to the young chief Owuor Kembo, a man of Nyadhi or style, who arrives at Yimbo with his delegation from Sakwa. They are warmly received and all the ways of chik are observed. Chief odero is quite pleased as the daughter is going to be the first wife to chief owuor. According to chik one cannot be chief unless he is married hence necessitating the arrival of the delegation from Sakwa to ask for Akoko's hand in marriage. Negotiations for the bride price are carried out through their spokes people. Chief odero asks for a high bride price out of jealousy for the number of daughter to sons his daughter's suitors had compared to him. Chief owuor Kembo described as a man of style agrees to pay the bride price without bargaining, much to the protest of his brother and delegation. The negotiations are concluded by the presentation of Akoko to her future husband. CHAPTER 3; AKOKO S MOVE TO SAKWAA group of young warriors drive the cattle that had being agreed on as the bride price during the negotiations. They are warmly welcome and well fed according to chik. On the morning of the next day the warriors take off with Akoko after having engaged in mock battles with her brothers before they ran off with Akoko. Akoko herself is also meant to resist so that it may not be said that she went willingly."}
{"text": "They are warmly welcome and well fed according to chik. On the morning of the next day the warriors take off with Akoko after having engaged in mock battles with her brothers before they ran off with Akoko. Akoko herself is also meant to resist so that it may not be said that she went willingly. They rest for a short while before Akoko is delivered to Sakwa. The people of Sakwa admire her and agree that she was worth the thirty head of cattle. Akoko settles in to marriage life and is well accepted by the community. She soon becomes pregnant with her first child. The community is highly superstitious and do not say anything about it. Though the pregnancy is uneventful but the delivery is harrowing. The child is named Obura. However Akoko is under pressure to bear more children as the society expects her to bear as many children as her bride price. Her mother in law even urges Owuor to marry another wife. Later Akoko gets pregnant with Nyabera and then has difficulty during the birth. CHAPTER 4 AKOKO'S CONFLICT WITH NYAR ASEMBOAs a result of Owuor''s refusal to marry another with and Akoko s low birth rate, conflict arises between Akoko and her mother in law. Her mother in law is also offended by the monogamous state of her son and his refusal to take a second wife. They compare him to his younger brother who already had two wives and many more children. One day as she is in the fields, she hears that her mother in law Nyar Asembo accused her of bewitching owuor Kembo so that he would not marry another wife. Akoko who is deeply offended by the accusations stays the night and on the morning of the next day calls for the people s attention to state her case. She defends herself by emphasizing that she has always been hard -working and a good wife. After this she leaves for Yimbo. Owuor returns and is angered by the events that took place when he was away. He throttles his brother and almost hits his mother. He then starts a reconciliatory mission. CHAPTER 5 RESOLUTION OF THE CONFLICTThe delegation from Sakwa arrives in Yimbo and is coolly received. Being accused of witchcraft was no light matter and the people of Yimbo were not pleased. The elders are gathered and Akoko is asked to give her version of events."}
{"text": "CHAPTER 5 RESOLUTION OF THE CONFLICTThe delegation from Sakwa arrives in Yimbo and is coolly received. Being accused of witchcraft was no light matter and the people of Yimbo were not pleased. The elders are gathered and Akoko is asked to give her version of events. She presents the accusations made against her that include witchcraft, standing in the way of her husband s marriage to other women, and having given birth at a slow rate. After the presentation of her case, Owuordefends himself stating that he had not been around when theunfortunate event happened and had dealt with those responsible. The Jodongo agree to resolve the issue and warn Akoko against making rush decisions in future. An appeasement of a goat was to be given to the maro. CHAPTER 6 FAMILY LIFEAfter Akoko s return to Sakwa she is soon pregnant again with a son, the delivery of the child is difficult. The child is named Owang Sino. Owang Sino is drawn to his father and they are quite fond of each other. There is a contrast between owuor and Otieno. Owuor who is monogamous has a happy wife who he treats like a queen. Otieno on the other hand has four wives who he treated like sluts and they obliged him. There are rumours of white men jorochere and the establishment of a colonial government. Obura gets intrigued andsuggests that his mother allow him to tour the world. She reprimands for the thought and advises him to seek a wife. She also reminds him of his role as the first born son Both his father and mother are alarmed at this new development. Chief Owuor forbids Obura from seeing Nyaroche and Ambere and has the later sent away. CHAPTER 7 OBURA'S DISAPPEARANCEObura disappears from his hut, and Akoko is disturbed by the disappearance. Chief owuor sends out scouts to try and track them. They return and inform the chief that he had left in the company of Nyaroche and Ambere. Akoko prays earnestly that no harm should come to her son. The chief organises for search parties to follow them. Unfortunately they return two days later and report that the three were picked up by white men and could not be traced farther."}
{"text": "Akoko prays earnestly that no harm should come to her son. The chief organises for search parties to follow them. Unfortunately they return two days later and report that the three were picked up by white men and could not be traced farther. Akoko who was devastated by her son s disappearance has a sense of foreboding and believes Obura might as well be dead. CHAPTER 8 DEATH OF OBURAIt has been a while since Obura disappeared. News of the white man and the colonial government continue. One day two strangely dressed men come to deliver news about Obura. They draw the attention of the entire community as they make their way to chief Owuor's compound. They inform the chief of the war between jo-ingreza and jojerman. They inform the chief of the death of Obura and Ambere as they inform him that Nyaroche is crippled. The chief is furious and throws away the bracelet that he was given. Nyabera picks it up as the community begins to mourn. A mock funeral is performed and a banana trunk is buried in place of Obura's body. CHAPTER 9 DEATHS OF OWUOR AND OWANGAkoko then goes about helping Nyabera overcome her grief and continue with her life. She takes to wearing the bracelet she had picked when the white men came. Akoko works hard and instils the same value in Nyabera. Thus her herd grows so large that she has to get her own watering hole. Nyabera is now a girl of marriageable age. Suitors come in large numbers and Akoko helps her husband pick an appropriate suitor for their daughter. Okumu Angolo is picked as he comes from a neighbouring village. Their first three children live for a short time and then die. Owang Sino also comes of age and jowangyo are dispatched to look for a suitable wife for him. A suitable girl was found from Uyoma. However, Chief owuor who had been ailing for a long time dies and the marriage negotiations are postpone for the burial. Akoko takes her husband s spear and shield and mourns him in great song and style. Owang Sino who had done his best to make his mother happy dies son after the birth of his son, owuor Sino. Alando does not stay to defend her son but chooses to get inherited soon after."}
{"text": "Akoko takes her husband s spear and shield and mourns him in great song and style. Owang Sino who had done his best to make his mother happy dies son after the birth of his son, owuor Sino. Alando does not stay to defend her son but chooses to get inherited soon after. The chief stool is passed to Otieno Kembo as the young owuor Sino is still a toddler and cannot rule until he is married. Akoko is devastated and Nyabera comes to her side to aid her. CHAPTER 10 OTIENO BECOMES CHIEFOtieno takes over the chief stool with greed and arrogance. He squanders the wealth left behind by owuor and even attempts to usurp Akoko's personal wealth. Akoko feels greatly disadvantaged, as she has no male sons or relatives who are of age and would come to her aid. Otieno is unwilling to relinquish the seat. He dispenses with the council of Jodongo and snatches Akoko's wealth. Akoko perceives the challenge and decides to seek help from thejorochere. She takes her grandchild, owuor, to her brother, Oloo. She then visits her daughter, Nyabera who had lost a number of children before she goes on her journey to Kisumu. She reveals her plans to her daughter. CHAPTER 11 AKOKO'S JOURNEY TO KISUMAHer nephews Opiyo and Odongo accompany her. Akoko had earlier tried to send them away but to no avail. They start the journey early in the morning and Akoko takes the opportunity to educate them on the history of the community through stories. They finally arrive in thetown of kisuma and are struck by the difference in structures and dressing of the people. There, they meet Otuoma, who helps them in by hosting them for the night as it was a Sunday and the court was closed. He also informs them that citizens were no longer allowed to carry weapons. They finally present their case to the .DO. And the tribunal. CHAPTER 12 AKOKO'S JUSTICE AND DEPATURE FROM SAKWAAkoko present her case to the D.O. and the tribunal. The D.O. Ask s that the case be postpone for three months so that the claims may be investigated. The twins embellish the story that they tell to the future generations."}
{"text": "The D.O. Ask s that the case be postpone for three months so that the claims may be investigated. The twins embellish the story that they tell to the future generations. Akoko returns to Sakwa to find Otieno's greed having grown a great deal and her wealth significantly reduced. Investigators come to Sakwa, and the disgruntled people are only too willing to help. Akoko is summoned soon after and the case is reopened before the D.C. The D.C. Rules that Otieno Kembo be forcefully removed from the chief stool and he council of Jodongo rule. Otieno was also made to pay all that he had grabbed. Akoko then returned to Sakwa and took the reminder of her wealth. She returned to Yimbo to live as a migogo in her brother Oloo's house. PART TWO: THE ART OF GIVINGThe Art of Giving is Self sacrifice. It is putting away all you believed in and embracing the others needs. Akoko in this chapter gives more than she receives. The part I ends when she has lost all that she could have held to in her matrimonial home. She forsakes her happy life as a married woman and goes home to lead a desolate life as a migogo. A migogo meant that, she will be looked down upon by her brothers wife. She would be ridiculed and if we remember well; Akoko did not take lightly ridicule or sneer. There was a time she shouted down her mother-in-law maro for accusing her of being a witch juok . Akoko knew very well what she was getting into when she settled down in her brother Oloo s house. She was ready to live with them as long as her grandson Owuor Sino found comfort other than being molested in Otieno s household. She left the wealth she had built in years in Sakwa to live among her paternal household. Giving involves denial of one s comfort for the sake of others. Nyabera tries in earnest to get and raise children for her and her husband Okumu. When Okumu dies, she tries it with Ogoma Kwach but all fails. In despair and with only one child, she joins Christianity. Sheleaves her mother, daughter and nephew in Aluor to satisfy her quest but returns having failed. She learns the hard way that, it s better to be content than trying to find happiness where there is none."}
{"text": "In despair and with only one child, she joins Christianity. Sheleaves her mother, daughter and nephew in Aluor to satisfy her quest but returns having failed. She learns the hard way that, it s better to be content than trying to find happiness where there is none. The biggest sacrifice ever in part II however is when Akoko blesses her grandson Petro Owuor Sino Peter Owuor Kembo to take on his vocation. In accepting to this outrageous decision, Akoko loses her right to reclaim her matrimonial home and the continuity of her and her husband s lineage- given that most African communities were patrilineal. In letting Peter become a vicar, she made him and those of her keen lose the chief stool to the younger family in Sakwa. Therefore Giving is an art since few people are ready to go to such extremes as Akoko, Nyabera and those around her, to let those they love enjoy their life to the fullestCHAPTER 1 OKUMU'S DEATHNyabera suffers the deaths of her children. She gets pregnant and gives birth to a baby girl. A ritual is performed to aid in the survival of the child. She is left by the entrance to the homestead and an old lady passing by picked her up and brought her to them. She is therefore named Awiti. Okumu falls ill and dies when Awiti is three years old. Nyabera is inherited by a close relative, Ogoma Kwach. He is drawn to Nyabera's wealth and hard work and foregoes his duty to his first wife. As a result he is reported to e council of Jodongo and reprimanded. Nyabera is hurt by their decision and seeks an alternate source of comfort. She has heard a lot about Christianity and seeks out Pillipo to give her more information. Nyabera gives out her wealth then travels to Yimbo to inform her mother of her decision. She leaves Awiti with Akoko then departs for Gem to start her new life. CHPTER 2. NYABERA IS BAPTISEDNyabera travels from Yimbo to gem and arrives very late. She spends the night in the catechist s house. She explains herself to the catechist on the morning of the next day. He takes her to the chapel and she is inducted in to Christianity. She learns the ways of the new religion quickly and thirstily."}
{"text": "She explains herself to the catechist on the morning of the next day. He takes her to the chapel and she is inducted in to Christianity. She learns the ways of the new religion quickly and thirstily. She is then baptised Maria. CHAPTER 3 NYABERA'S RETURNNyabera returns from Gem and goes to her mother in Yimbo. Though Akoko can tell that she is pleased with the new religion and her new name, she is able to tell that her daughter is uneasy. Nyabera opens up and admits that she felt that something was lacking as she was alone in Aluor. She asks her mother to accompany her to gem. Akoko agrees and together with her grandchildren travel to Gem. CHAPTER 4 LIFE IN GEMOn arrival in Aluor the children are enrolled in catechism classes and reading classes where they show determination and zeal in their study. They are baptised into Christianity and they receive new names. Owuor is renamed Peter, Awiti is named Elizabeth and Akoko is named veronica. Soon after, news reaches Maria that Ogoma Kwach's wife had died. The desire to have children drives her to return to her matrimonial home without an explanation to her mother. Meanwhile peter develops an interest in priesthood and confides in Awiti. He is afraid to tell Akoko as he does not want to disappoint her. The two decide to wait for Nyabera to return so that they seek her assistance. CHAPTER 5 THE VOCATIONAfter a few years, Nyabera returns to Aluor, dejected and beaten by life. She confesses to her mother Akoko, before proceeding to spend the night in church. Owuor proves to be quite helpful to her and she loves him like a son. Owuor takes to reading bible verses to Nyaberawhich she finds quite comforting. He then informs her about his desire to take up the vocation. They then proceed to talk to Akoko. Akoko agrees on the condition that he changes his name to peter owuor Kembo. Owuor is able to pursue priesthood. CHAPTER 6 AWITI'S EDUCATIONOwuor joins the seminary and his cousin is enrolled into primary school. There are very few girls as the society does not value the education of the girl child. Also a lot of girls get married at a young age. Elizabeth proves to be diligent and tops the class all through."}
{"text": "There are very few girls as the society does not value the education of the girl child. Also a lot of girls get married at a young age. Elizabeth proves to be diligent and tops the class all through. By the time she sits for the final exam she is the only girl in the class. She excels and is invited to a teachers' training college. Nyabera fears that she might lose her and is unwilling to accept the news. Akoko reprimands Nyabera for her behaviour and urges her to allow her daughter to pursue her dreams. Akoko misses her husband and wishes he were present to helm with the decision. CHAPTER 7 LIFE IN COLLEGEAwiti work hard in college and unlike the other students, she does not engage in relationships like the other students. She turns down overtures from several men and is therefore feared. This is made worse when it is learnt that herb brother is in the seminary and both her mother and grandmother live at the mission. She finally meets Mark Antony Oloo Sigu during an exeat. Mark inquires about her and informs her about himself. He mentions that he was in the army and has been called to work in Nakuru. They part when she agrees to reply to his letters when he writes. CHAPTER 8 AWITI'S BETROTHALAwiti and mark interact through the letters they send each other. They talk about their lives, families and each other. After a few months of the engagements, mark states that he would like to meet her parents. Awiti goes to Aluor to deliver the exciting piece of news. Her mother, Maria is a bit opposed but Akoko wins her over and preparations are made. Male relatives are sent for from Yimbo and Sakwa. Peter owuor Kembo is also sent for from the seminary. They make preparations for the day and kong is brewed and several delicacies made. The day arrives and mark Antony arrives with his delegation. He is dressed in military fatigues a monkey head dress and bears a shield. They are warmly welcome and introductions done. To the surprise of mark and his delegation, the bride price is set at a token bull, two cows and six goats. There is much celebration after the negotiations are completed. Akoko is hard laughing with her grandson in law."}
{"text": "To the surprise of mark and his delegation, the bride price is set at a token bull, two cows and six goats. There is much celebration after the negotiations are completed. Akoko is hard laughing with her grandson in law. She dies peacefully in her sleep later in the nightCHAPTER 9 AKOKO IS LAID TO RESTAkoko is buried in Aluor in where she had spent most of life. Peter owuor Kembo is among the deacons who conduct the mass. Her death is hard to accept as she seemed to be full of life. Awiti is so devastated that she almost calls of the wedding. Nyabera comforts her by telling the life story of Akoko. She finally calms down and apologises to Mark, who had been with peter owuor. CHAPTER 10 AWITI'S MARRIAGEAfter the mourning period, peter goes to Rome to complete his studies. He is later ordained a priest and his first duty was to preside over the wedding between Elizabeth and mark. The newly wedded couple moves from Aluor to live in Nakuru. Shortly afterwards, Elizabeth becomes pregnant. Unfortunately she and mark misdiagnose the symptoms for malaria thus leading to the loss of the twins. It takes a long time before she can conceive again. Her mother in law start to complain about the lack of grandchildren but mark stops her from prying. Elizabeth gets pregnant again and this time the couple are happy and cautious to ensure nothing goes wrong. PART 3 LOVE AND LIFELove and Life yanks us from the painful oppression of death into a new realm of love and understanding. Mark Sigu, we can now imagine what they talked about with Akoko, steers his family away from tradition into the new sphere of the evolving world. He is blessed with 7 children 4 boys and three girls. Each child has different personality. We see Mark and Elizabeth as capable parents who administer discipline and love to their children. The two parents provide education food and shelter to their new life and work best to establish family unity. Despite her love for her children, Elizabeth keeps a straight head and clear vision not to spoil her kids. She stands behind when Aoro is punished by his father, though she knew the punishment was punitive and way above discipline, she took a back step until it was time for her intervention."}
{"text": "The two parents provide education food and shelter to their new life and work best to establish family unity. Despite her love for her children, Elizabeth keeps a straight head and clear vision not to spoil her kids. She stands behind when Aoro is punished by his father, though she knew the punishment was punitive and way above discipline, she took a back step until it was time for her intervention. She also steps back when Mark pours his love over their last born Mary but does her best to reign him in so that Mary does not end up too spoilt. On the other hand, we silently follow the children as they grow into adulthood. From the brave and confident Vera to her timid and self possessed twin sister. The relationship of the two girls sours as they take on different personalities in life. Aoro and Antony also come outstrongly shaping their destinies different ways though the show unrivalled level of competence. Aoro takes medicine while Anthoy joins the seminary. The twins Opiyo and Odongo also manifest differently. CHAPTER 1 THE YOUNG COUPLEElizabeth delivers twins, veronica and Rebecca. The two girls have varying personalities. Vera is independent, intelligent and protective of her sister. Rebecca on the other hand, is quite attractive and self -centred. When they are two years old, Elizabeth gave birth to another child, a boy Aoro. Due to the state of emergency, mark opts to move his family back to Aluor. His mother is quite unhappy about this but he does not change his stand. Mark gets lonely while Elizabeth is away and engages in extramarital affairs. A certain girl stays with him for some time and later claims that she is pregnant. This brings mark back to his sense and he sends her away. He then goes to Aluor to get his family. Elizabeth hears rumours of the infidelity but says nothing about it. CHAPTER 2: VERA AND BECKY S EDUCATION. Kenya gains independence and the citizens celebrate. The country is faced with numerous challenges but equally numerous opportunities. Mark gets promoted and moves to a bigger house as his family has grown. He now has seven children that include Vera, Becky, Aoro, Antony, Opiyo Odongo and Mary. Vera is an excellent student in school. Becky on the other hand does not give her studies much effort."}
{"text": "He now has seven children that include Vera, Becky, Aoro, Antony, Opiyo Odongo and Mary. Vera is an excellent student in school. Becky on the other hand does not give her studies much effort. Vera excels in her primary level exam and is called to a national school which she declines as she wanted that to go to her sister s school. Her parents are concerned but later agree to let her go to a school of her choice. CHAPTER 3 AORO'S ADVENTURESAoro is compared to Obura who was swift bright confident and curious. The company of his younger brothers makes him more adventurous than usual. One day they go fishing at a nearby river. As he and tony are busy one of the twins, Odongo, almost drowns. Opiyo screams alerting the older brothers who come to his rescue. They go back home wet, and shaken. The younger boys blame the older ones for the event and Aoro and tony are punished. The older boys decide to never take their smaller brothers anywhere after the incident. Tony later develops acute appendicitis and is rushed to hospital in the night. Aoro is worried and informs his older sisters. The later receive news that their brother will be well after the operation. CHAPTER 4: AORO'S EPIPHANYAoro is fascinated by Tony s stitches and gains an interest in medicine. He operates on a frog successfully. Uncle peter comes to visit them and though every child warms u to hi, tony is particularly curious about priesthood and has a lot of questions. Mark is a bit apprehensive as he notices that tony is eyeing priesthood. Most parents are not comfortable with their children joining priesthood. Peter is getting a promotion to bishop. He stays a while then visits his aunt Maria in Aluor. It is later on decided that Opiyo and Odongo should go to Aluor to keep their grandmother company and attend the school their mother went to. Aoro excels in his studies and is called to the best school in the country. This inspires tony to work hard so that he can join him. Aoro has difficulty in school and is suspended for indiscipline. Mark deals with him by telling to seek his own food and shelter. Aoro is remorseful and fears his father. He returns to school and does his best."}
{"text": "Mark deals with him by telling to seek his own food and shelter. Aoro is remorseful and fears his father. He returns to school and does his best. CHAPTER 5 MARY'S BIRTHThe chapter takes us back to the birth the pregnancy was difficult for Elizabeth. She developed high blood pressure and threatened miscarriage on several occasion. The doctors feared for both mother and child and they have to be admitted. Mary's birth had to be induced and she is named after her grandmother. Mark loves Mary deeply and gives her all the best. He sends her to private school and makes an effort to personally pick and drop her. This draws envy Becky who was used to being the centre of attention. Becky tries to complain and gets a scathing response from her sister Vera. This results is an argument that leads the sisters to drift apart. CHAPTER 6 MARIA'S DEATHExamination results are announced and Vera has done exceptionally well. Becky attains a second division which she is well pleased with. Antony gets 36 points in his primary certificate examinations and is delighted as he had earned a spot in Aoro's school. Beckysuggests that she would like to get a job but Mark insists that she must continue with her education. A telegram is sent from Aluor informing them that Maria is unwell. Elizabeth is picked from the school by Mark as she is beside herself. Mark does his best to leave everything in order before they leave for Aluor. Elizabeth is beside Maria when he dies in hospital later on that day. CHAPTER 7 BECKY RUNS AWAYOpiyo and Odongo return to Nakuru after the burial of Maria. Education is of importance to the Sigu family as examinations approach and everyone is tense as there are 5 candidates in the house. Aoro was sitting for his O- level, Vera and Becky are sitting for their A-level andOpiyo and Odongo for the certificate of primary education. Vera and Becky are now are in their prime and boys begin to pay a lot of attention to them. Vera meets Tommy Muhambe who is particularly persistent. She brings up the question on whether she can go to a movie with Tommy to her father during dinner. When the results are announced, Aoro excels with 6 distinctions, Vera got two A's and a B, Becky flunked."}
{"text": "Vera meets Tommy Muhambe who is particularly persistent. She brings up the question on whether she can go to a movie with Tommy to her father during dinner. When the results are announced, Aoro excels with 6 distinctions, Vera got two A's and a B, Becky flunked. After the result Becky runs away from home and leaves a note stating that she had gone to try to be an air hostess. Vera tries to explain to her parents that they should let her be. CHAPTER 8 CAMPUS LIFEVera goes to campus and is struck by the new found freedom. Most campus girls are dating rich affluent men or other campus students. Vera maintains her relationship with Tommy butwhen he proposes to her she declines ending their 3 year relationship. Vera leaves with a heavy heart and decide to try and find her sister Becky. She accidentally bumps into her at the airport and leave for Becky apartments. CHAPTER 9 BECKY'S RELATIONSHIP WITH JOHNBecky takes Vera to an affluent block of apartments. She introduces Vera to her fianc , John Courtney, a Canadian national who was a pilot. She tells Vera about her plans to get married, but Vera insists that he must first meet their parents. Vera tries to convince Becky to go back home. On john's persistence she finally agrees to visit her parents. CHAPTER 10 VERA JOINS OPUS DEIVera goes back to her room on campus and tells the day s events to her roommate MaryAnne Ngugi. Vera mentions the heartbreak with Tommy and about her twin sister. The conversation extends to the larger family. Mary Anne then invites her to attend a recollection at Parkview college, which she readily agrees. After mass on Sunday Vera begins to question her religious beliefs. She watches a lay, and goes on with her studies as exams are approaching. When the day comes, Mary -Anne and Vera board a matatu and head for the recollection. Vera is introduced to the members of Opus Dei who had different views about the church, and work challenges. She got out of the church puzzled and Mary-Anne offered to give her books which will help her understand better. PART 4: VARIABLE WINDSVariable winds suggest the changing course of the lives that the family experiences. There are the ups and downs that characterize their lives."}
{"text": "She got out of the church puzzled and Mary-Anne offered to give her books which will help her understand better. PART 4: VARIABLE WINDSVariable winds suggest the changing course of the lives that the family experiences. There are the ups and downs that characterize their lives. Their lives diverge on different paths thatbring with them sweet victories like Aoro s marriage, Wandia s doctorate, happy families among other events. There are also the difficulties like Daniel s down syndrome, Becky s death among other challenges that they encounter. There I also the frosting in the relationship between Becky and the rest of her family. The change in the way her children relate to her and the marked improvement they make under the care of Aoro and Wandia. CHAPTER ONE: AORO TAKES MEDICINEAoro starts medicine at the university. The study of Anatomy Biochemistry and Psychology among other subjects. Anatomy happens to be the most of the competitive subjects. In the laboratory, the students are told to the group themselves into groups of six. Group s ix had Aoro, Wandia, Makau Kithinji, Jeremy Kizingo, Paul Omondi Rakula, and Simon Onyancha. The competition is narrowed to two members of group six. After exams, Wandia beat Aoro with a single point. Aoro takes it in good grace and invites her to have a drink. This signifies the start of a long relationship. CHAPTER 2: AORO'S INTERNSHIPThe internship is hard for Aoro. He has to work around the clock while at the mercy of the residents and doctors. His rounds include the theatre, round in the wards and filling patient information as well as taking laboratory sample. He rarely gets enough sleep. Wandia is also an intern at Machakos general hospital. They are unable to meet for long periods of time as the rarely have time to meet. Aoro is taking a break to rest when Wandia visits him. They talk about marriage and Wandia proposes to Aoro. Wandia informs Aoro thatshe was on her wayto visit her mother who was sick. CHAPTER 3 WANDIAS FAMILYWandia had been raised by a single mother after her father had died while she was young. Her mother had raised money to educate them by working on her coffee farm. Her siblings were all grown up and engaged in different professions."}
{"text": "CHAPTER 3 WANDIAS FAMILYWandia had been raised by a single mother after her father had died while she was young. Her mother had raised money to educate them by working on her coffee farm. Her siblings were all grown up and engaged in different professions. Her sister Esther is a teacher who is married to the headmaster, Michael. Her brother Michael was a business man in Nairobi, Wandia is a doctor and timothy is described as being a good time boy. Wandia's mother suffers from diabetes and has an ulcer on her leg. Wandia's mother is still worried about her farm even though Wandia tells her that she does not need to work so hard. She spends time with her mother and even talks about Aoro. She then goes to spend the night with her sister Esther. She enjoys the company of her nieces and nephews. Later that evening they get time to talk and the topic of Aoro is brought up again. The rest of her family is concern about the different tribes but Wandia is not bothered. CHAPTER 4 WANDIA'S INTRODUCTIONAoro takes Wandia to his parent s farm in Njoro. After the visit to Wandia's family, Aoro wrote his parent a letter informing them that he would be bringing his bride to be home. Elizabeth is eager to meet them and is the one who receives them when they arrive. After the introductions, Elizabeth asks Wandia to help herb in the kitchen, giving mark and Aoro sometime to talk. Mark is concern that Aoro might have made a wrong decision by choosing to marry a kikuyu. Elizabeth and Wandia get along well and become good friends. They return with tea after they feel that the men had enough time to sort out their differences. CHAPTER 5 AORO WEDS WANDIAAoro and Wandia's wedding pulls the family together as that try to make it a success. Becky provides a car and Vera helps them get one of the company houses in Malindi. For the honeymoon. Vera and Wandia grow very close to each other. Becky is separated from john Courtney after he discovered that she was cheating on him. She had custody of their two children, Johnny, and Alicia. Becky lived a promiscuous life and insults Vera when she was confronted about it. Wandia is pregnant with twins and had been asked to stay home due to a cough."}
{"text": "She had custody of their two children, Johnny, and Alicia. Becky lived a promiscuous life and insults Vera when she was confronted about it. Wandia is pregnant with twins and had been asked to stay home due to a cough. Vera visits Wandia and voices her concerns about her sister. They discuss Becky s health which seemed to be on the decline and her children's welfare. Wandia goes into labour. CHAPTER 6 DANIEL'S DOWN S SYNDROMEWandia gets twins, Lisa and Daniel. Daniel has Down syndrome and grows at a slow rate. Lisa grows rapidly and makes the contrast between her and her twin brother so much more glaring. Wandia is devastated by his condition while Aoro feel like he had failed. Daniel is a loving child despite his condition and draws love from all around him. Becky dies of AIDSand Wandia and Aoro take in Alicia and Johnny since Vera, who had been appointed their guardian, cannot as her calling does not allow her to have a home. Becky lives behind a sizeable estate to ensure that they are well provided for. Daniel develops leukaemia as children with Down s syndrome are prone to it. Wandia is shocked by the turn of events. Daniel is taken to hospital and the doctor set about treating him as it is not one of the aggressive forms. Wandia visits church and asks God to save her son and promises to visit church more frequently. CHAPTER 7 FAMILY REUNIONWandia pursues her passion in haematology after the recovery of her son Daniel. She receives a scholarship to study in John Hopkins hospital in Baltimore, USA. She is however worried of living Aoro with the task of looking after their now large family. Alicia andJohnny loved them like their biological parents. At the end of the term all the children wanted to show how well they were doing in school, even Daniel who had Down s Syndrome was doing pretty well. The Aoro's take measure to ensure that the family is well tended whileWandia is away. The plan was to call Mary, Aoro s sister, to stay with the children besides hiring another house help. The family goes to Njoro to visit mark and Elizabeth. Odongo is the farm manager while his twin brother Opiyo is a manager at marks former farm. Opiyo visits with his family too, Edna his wife and their two children. Father tony also drops in."}
{"text": "Odongo is the farm manager while his twin brother Opiyo is a manager at marks former farm. Opiyo visits with his family too, Edna his wife and their two children. Father tony also drops in. Wandia tells Elizabeth about the scholarship and she readily agrees, meanwhile Aoro and tony reminisce about their childhood. CHAPTER 8 WANDIA'S GRADUATIONBoth Mugo's and Sigu's families gather to celebrate Wandia s achievement as the first Kenyan woman to get a doctorate degree in medicine. There is a large gathering at the Aoro's home as relatives and friends join them in the celebration. Alicia, a student of design and music at Kenyatta university shadows her aunt Vera. Johnny and Daniel hover around Aoro and Wandia. Johnny faces an identity crisis and wishes to change his name to Aoro's name. He keeps African friends, speaks, Swahili and eats African dishes. Wandia tries to talk to him and afterwards ask Vera to write to John Courtney. Elizabeth wakes up to check on the children who are still up; she looks in on her grandchildren. She gets an attack of dizziness as she tries to adjust them. The following day Aoro receives a call from Opiyo informing him that their mother had died. She is buried next to her daughter as a large crowd comes to bid her farewell. THE RIVER AND THE SOURCETHEMESThemes refer to the general ideas, messages or lessons the writer has portrayed in his her literary piece of work. Therefore, under the study of themes, we particularly narrow our perspective to the main ideas in which the story if founded and on whose axis it revolves, and offers an avenue of continuity. It is important to note that while discussing themes, it is imperative for identification and illustration of the theme to be done, to promote understanding. A theme can simply be said to be the concern of the writer. It is simply what the writer says. FAMILY RELATIONSThe novel addresses various issues revolving around family members, their closeness and their interactions. This is seen through various instances as follows;Chief Odero Gogni loves his daughter Akoko so much as seen through his over protectiveness. He wants the best for his daughter hence turns down 13 suitors he even mentions that a home without daughters is like a spring without a source. Akoko s brother Oloo too is seen to be so close to Akoko and loves her so much."}
{"text": "This is seen through various instances as follows;Chief Odero Gogni loves his daughter Akoko so much as seen through his over protectiveness. He wants the best for his daughter hence turns down 13 suitors he even mentions that a home without daughters is like a spring without a source. Akoko s brother Oloo too is seen to be so close to Akoko and loves her so much. When travelling to Kisuma he sends his sons Opiyo and Oloo to accompany her for protection. Oloofurther does the unthinkable when he welcomes Akoko back when she is a widow and suffering. Owuor kembo and Akoko s marriage is a closely knit union. On marrying Akoko Owuornever marries any other wife despite pressure from his mother. On Owuor s death Akoko mourns him with so much dignity and with songs of praise recounting their life together and his greatness. Nyabera on settling at the new mission picks her mum her daughter and nephew Owuor to stay with them since they were so close to each other. They stay together so happily. Mark Sigu is a hardworking man who loves and fully provides for his family. They are all well educated and trained on responsibility. Mark is concerned when Vera asks for permission to go out with a man and fears for her. When Becky runs away to the city he is so concerned and almost follows her to the city. Aoro s and wandia s family are seen to co-exist and thrive in love and friendship. They even adopt Becky s children Alicia and Johny and even consider them their own. The Courtneychildren had become so much part of the family that Wandia never dreamed of excluding them from her calculations pg 291 GENDER RELATIONSThe society in The River and the Source is seen to be patriarchal. We are told that: If it was hard for a boy to get an education it was well nigh impossible for a girl. The purpose of female existence was marriage and child bearing. P 129 this shows a disregard for women in society and points out to their expectation in society which is pointer to their lowly stature in society. Akoko is born in a family that is dominated by men and encounters many challenges. In fact the expression the girl child points to her oppressed and exploited and threatened Akoko who is growing up as a girl child."}
{"text": "The purpose of female existence was marriage and child bearing. P 129 this shows a disregard for women in society and points out to their expectation in society which is pointer to their lowly stature in society. Akoko is born in a family that is dominated by men and encounters many challenges. In fact the expression the girl child points to her oppressed and exploited and threatened Akoko who is growing up as a girl child. Her struggles are seen even in her assertive and aggressive stance in her first words dwaro mara want mine! Pg 15 Women are expected to be submissive in this society and it is unheard of for a woman to challenge a man. This is however seen in Akoko s resistance against Otieno her brother inlaw who even gets to fear her. When Otieno threatens to assault her she looks him in the eyes and says, just you die! Pg 37 Further when Otieno takes over the chieftaincy and rules with an iron fist, Akoko seeks the intervention of the new administration to protect her wealth. She wins in this and in fact opens new vistas and opportunities for the oppressed especially the women. Gender inequality is seen further in the sense that out of a class of thirty four, there were only two girls one of whom was Awiti and even so she later got married off at the age of sixteen. It s only through Akoko s determination that Awiti is saved from such fate. Awiti is further seen to be exceptional as she maintains first position hence bringing out the success of women despite all odds. She thus wins the envy, admiration and even disapproval by some. As a teacher Awiti manages the children back at Aluor during the emergency without Mark bringing her out as a strong woman. Furthermore, from Awiti s experience we learn of the important role of women in upbringingin that Awiti is saved from the traditional practices of marriage at seventeen through the pioneering and daring spirit of her grandmother and mother. Pg 129 they regarded her as their future and hoped to enhance the continuity of the family through her and this comes to fruition. Akoko and Nyabera thus overcome the obstacles that tend to degrade and suppress women. Wandia s mother is further brought out as a strong woman. Though single she does not become destitute and vulnerable. This is further seen through Wandia who is an epitome of great upbringing through her courage and determination and profession as a doctor."}
{"text": "Wandia s mother is further brought out as a strong woman. Though single she does not become destitute and vulnerable. This is further seen through Wandia who is an epitome of great upbringing through her courage and determination and profession as a doctor. She even undertakes further studies to even acquire the role of professor. The continuity of the river of women empowerment is thus seen through the generationsthrough Akoko, Nyabera, Awiti and Wandia. This is despite the challenges they faced and disregard by society where even for Awiti s case it is said A girl! To be so clever no man would marry her pg 130 despite all these she keeps excelling. CONFLICT IN MARRIAGEThere are several instances of conflict in marriage pointed out in the novel. They are brought either from misunderstanding between the couple or sometimes from external influence. There is a conflict in the marriage between Owuor Kembo and Akoko. This is brought out by the allegations by Nyar Asembo that Akoko has bewitched her son and cast a spell on him so that he doesn t take another wife. Further she complains of her inability to conceive regularly despite the huge bride price. Akoko decides to severe their relationship and goes back to Yimbo but not before summoning a crowd and clearing her name against the allegations. It takes the intervention of the Jodongo to bring her back. Conflict is also seen in the marriage between Elizabeth Awiti and Mark Sigu. This is over her inability to conceive after the miscarriage. She even accuses mark of having given her chloroquin to deliberately make her sterile. The issue is compounded by Mark s mother who demands an explanation for Elizabeth s lack of children. This creates so much tension and mark has to take Elizabeth s side to salvage the situation. Becky s promiscuity leads to the break-up of their marriage with John Courtney. It is said that she exchanged men at will prompting John to divorce her. It is even the reason she gets infected with HIV. There was also conflict in the marriage between Aoro and Wandia over their son Daniel s disease Leukemia. Wandia accuses Aoro of spending too much time outside working when they have children to bring up and take care of. Hi explanations are not heard and she even retorts angrily, Don t honey me. Go to hell. Pg288 RELIGIONThere are aspects of both traditional religion and Christianity in the novel."}
{"text": "Wandia accuses Aoro of spending too much time outside working when they have children to bring up and take care of. Hi explanations are not heard and she even retorts angrily, Don t honey me. Go to hell. Pg288 RELIGIONThere are aspects of both traditional religion and Christianity in the novel. In the traditional religion, we are told that the people believed in Were the god of the eye of the rising sun and ancestral spirits. They made sacrifices and poured libations. Akoko even mentions that it is Were who forms children in ones womb. They even believed that the spirits of the departed influenced the living so much. They could cause dreams to pregnant mothers or relatives to guide in the naming of the young ones. With the coming of missionaries, Christianity is introduced Nyabera is attracted to this new religion and is further fascinated by various characters in the bible, the suffering of Jesus and baptism through which she is named Maria. Akoko later joins Maria in the new religion with the children too where Awiti becomes Sacristan assisting nuns and Owuor becoming an altar boy. Owuor later becomes a priest and ascends to bishop. This even influences Tony Sigu who becomes a priest. Awiti raises her family in religious grounds. This even sees her daughter Vera becoming a non-marrying member of the Opus Dei. Religion impacts on the traditional aspects of life for the people and we see so much changing. Traditionally Akoko was supposed to be buried in her husband s ancestral home at the left of the entrance but due to her change to Christianity she is buried as a Christian in a church cemetery. Furthermore, marriage rites change and with the advent of Christianity has introduced church weddings as seen in the Christian church wedding between Mark andElizabeth presided by father Peter. Vera further becomes an unmarried member of Opus Dei which would not have been accepted traditionally. DEATHThroughout the plot of the book, the writer has eliminated many characters through death some of who never even get a chance to live one ay. Akoko s son Obura Kembo, died at war in Tanganyika. He as well as Ambere K ongoro died in the First World War between the Jo-Ingereza and Jo-jerman. The village went into mourning for the chief s son. The mourning was worsened by the fact that there was no body to morn over and to bury."}
{"text": "She sang his famous courtship of her, the great honour he had accorded her throughout their life together, the friendship that existed between them. Akoko instilled in her children and grandchildren a strong sense of loyalty to the family. This value of love and loyalty in the family is seen in Sigu s family. They Mark and Elizabeth work in unison to bring up their seven children. There also exists a relationship of love and care between Mark and Elizabeth. This is evident from the courtship the two has at the beginning of a period of six months. Pg 132.....Their courtship went on in this gentle offhand manner, but at the end of six months, they knew each other pretty well, at least she knew she liked him and he who impetuous knew that he was he was in love and wanted to get married. It is also indicated in the book that Sigu family was a family full of love. Pg 162 All in all, the Sigu family was a happy one. There was money, but not too much and plenty o f lovesimple and unpretentious. There is also love between Wandia and her brothers and sisters. She and her brother and sisters had always been very close, a closeness born of not just blood ties, but of many hardships faced together. Wandia also enjoys a warm relationship with her two nephews and niece. The other children arrived from school and Wandia was lost in hug and demands for sweets and chocolates. Pg 263 In a show of family unity, Wandia and Aoro adopt two children who were Becky s. These are Alicia and Jonny following Becky s death. CHANGEIn the novel, The River and the Source nothing remains the same. The continous cyclic pattern of human life and nature bedecked by numerous changes of both conscious and unconscious orientation. Through these changes, life continous or events continue at different levels affected by changes. Consider these illustrations:-Akoko is way ahead of her time and is appreciative of the need to embrace change early enough. The author says that the clarity of vision and strength of character of Akoko could have been a discomfiture to all men of all ages and she was therefore never really have fitted in that, this or any other century pg142 The coming of the Jorochere whitemen marked the first real threat to the formely tranquil and cohesive traditional African society."}
{"text": "Through these changes, life continous or events continue at different levels affected by changes. Consider these illustrations:-Akoko is way ahead of her time and is appreciative of the need to embrace change early enough. The author says that the clarity of vision and strength of character of Akoko could have been a discomfiture to all men of all ages and she was therefore never really have fitted in that, this or any other century pg142 The coming of the Jorochere whitemen marked the first real threat to the formely tranquil and cohesive traditional African society. A footloose wanderer called Ambere K Ongoso brought stories of the white skinned people pg 48 . Similarly Nyaroche came back withstories about pesa money pg 49. The effect of the coming of the white man in relation to administration of justice, enforcement of law and order, mode of dressing and language is now evident especially in Kisumu. The clerk at the D.O. s office could speak the language of the White man as well as his own. He wore a dazzling white shirt, a thin black tie and white shoes. Opiyo and Odongo while accompanying their aunt Akoko to kisuma were dressed in skins covering only their loins and Akoko was dressed in the tradition skin called chieno. This mode of dressing is contrasted with that of a passer-by they met on their arrival in Kisumu who wore a pair of long shorts and a singlet. The said passer-by had also attended mission school for one year. While in Kisuma, Akoko, Opiyo and Odongo are informed that Kisuma had been renamed Kisumu by the whiteman. The house belonging to Akoko s host is an indicator of changes taking place in the society. His house was a variation of the traditional hut since it had square windows made of wood and a neat wooden door, all painted bright green. Also the buildings in Kisumu looked large and most had white walls and red roofs. Others had tin wall. Akoko s host in Kisumu asvises Opiyo and Odongo to leave their weapons at home since people were now prohibited from carrying weapons since the Sirikal had askaris who offered protection to everyone and kept the peace. The white DC in Kisuma listens to Akoko s position and rules in her favour."}
{"text": "Others had tin wall. Akoko s host in Kisumu asvises Opiyo and Odongo to leave their weapons at home since people were now prohibited from carrying weapons since the Sirikal had askaris who offered protection to everyone and kept the peace. The white DC in Kisuma listens to Akoko s position and rules in her favour. A contingent of Askaris is dispatched to the village to forcibly remove Otieno from his position as chief. He is also made to return all property he had grabbed form his sister-in-law and his grand nephew. This episode shows that the influence of the Jodongo in the administration of justice is gradually waning and in its place is the white man s admin istrative structures. In fact the author acknowledges this reality when she says In spite of the DC s decision, it was only a matter of time before the hereditary chiefdoms were done away with totally. It was a changing world. Pg 93 Christianity is gradually taking root. After being baptized, Nyabera acquires a new name, Maria. Pg 110 By agreeing to accompany Nyabera to Gem mission of Aluor, AKoko has made the decision to move from one life to another. Her pioneering and daring spirit enabled her daughter Awiti to acquire education. By acquiring formal education, Awiti is able to disentangle herself from the yoke of traditions and customs of her people pertaining to the role of women. This conservative mind set of Awiti s people is evident in the statement, The purpose of female existence was marriage and child bearing. According to the community, it was superfluous to educate girls. Awiti s desire to acquire education was made possible through the pioneering and daring spirit her grandmother and mother had pg 129 The impact of formal education is evident in Mark Sigu s ability to speak fluently in perfect English. During his encounter with Elizabeth he tells her that he went to school in St. Mary s Yala and was conscripted into the army while job hunting in Nairobi. The advent of formal employment is a result of formal education. Pg 137 While conversing with Elizabeth, Mark Sigu switches to a combination of English and vernacular-a common manner of speech is an emerging bilingual and tri-lingual Africa. Money was replacing barter trade as a tool of exchange of goods and services."}
{"text": "The advent of formal employment is a result of formal education. Pg 137 While conversing with Elizabeth, Mark Sigu switches to a combination of English and vernacular-a common manner of speech is an emerging bilingual and tri-lingual Africa. Money was replacing barter trade as a tool of exchange of goods and services. Awiti successfully sat her examination at the teacher training college and received her teacher s certificate. She is then posted back to her old school. She earns a salary of fifty shillings a month. Maria initially opposes the idea of her daughter accepting the invitation to join the teacher training college but Akoko prevails upon her. When Awiti informs her mother that she does not know the names of Mark s parents, an appaled Maria laments, What do you mean you don t know! How can you even consider having friendship with a man whose roots and antecedents you don t know? Contrary to dictates of Chik , Elizabeth s re;atives did not send a Jawangyo spy to check out Mark Sigu s background. Akoko reasons with Maria by telling her, Accept it Maria, the world is changing. Pg 143 Akoko has changed the concept of bride price. Contray to the expectations of Elizabeth s suitors from Seme that a heavy bride price was going to ne demanded for Elizabeth, no price is asked except for a token bull, two cows and six goats. Pg 148 In a break from traditions, Akoko was not buried in her husband s ancestral home to the left of the entrance to her house but on the burial ground which the church had prepared. Mixed inter-tribal marriages have started to take root. Elizabeth s flexibility and accommodating nature is evident when she convinces her husband to allow their daughter Vera to accompany Tommy Muhambe, a twenty one year old young Luhya man studying veterinary medicine to the movies. Becky s husband John Courtney is a white man. Wandia s sister Esther points out some of the challenges of inter tribal marriages that Wandia and Aoro may experience. For example few in-laws are endearing, but I can t imagine anything more annoying than their talking to their son, and your children in a language you cannot understand. Aoro a Luo marries Wandia a Kikuyu . Prior to their marriage each introduces his her would be spouse to his her parents."}
{"text": "Wandia s sister Esther points out some of the challenges of inter tribal marriages that Wandia and Aoro may experience. For example few in-laws are endearing, but I can t imagine anything more annoying than their talking to their son, and your children in a language you cannot understand. Aoro a Luo marries Wandia a Kikuyu . Prior to their marriage each introduces his her would be spouse to his her parents. Change is also experienced in the arena of politics. Mention is made of the recently concluded multi-party elections 1992 which marked the end of the single party rule. People hope that the new political dispensation would usher in a new era. Instead it is characterized by confusion and cries of foul by the opposition and declarations of total transparency by the winners. Pg 304 Vera also changes form unbelieving Christian to a member of Opus Dei during her encounter with Maryanne. The two epic journeys Akoko makes are quite significant as far as change is concerned. The first one is her journey to Kisuma accompanied by Opiyo and Odongo. This story elevatedAkoko too heroine and legendary status. It was to be passed down from generation togeneration. The second one is Akoko and Nyabera s journey to Aluor. The children were the future and the future had to be protected. The writer seems to suggest the merging of the past and the present, Akoko told them stories of the heroes of old and the history of Baby Jesus. Father Tony, AKoko s grandson says of Akoko, To her life was like a river, flowing from eternity to eternity. TRADITION AND CUSTOMS Chik traditions governed every aspect of the life of the people. It was the glue which heldthe people together thus preventing disintegration of the fabric of the society and chaos. The naming system in the community is quite elaborate. The children are given more than one name. For instance, Chief Odero Gogni s newly born child is first called Adoyo since she was born during the weeding and hoeing season. The ancestral spirits usually send vivid dreams to the new born baby s parents and in Adoyo s case the child s great uncle, recently dead, a medicine man of great renown sent dreams to both the father and grandmother of the child, resulting in the baby being named Obanda."}
{"text": "The children are given more than one name. For instance, Chief Odero Gogni s newly born child is first called Adoyo since she was born during the weeding and hoeing season. The ancestral spirits usually send vivid dreams to the new born baby s parents and in Adoyo s case the child s great uncle, recently dead, a medicine man of great renown sent dreams to both the father and grandmother of the child, resulting in the baby being named Obanda. Since the baby had an extremely powerful set of lungs she was given the third name, Akoko. Pg 14 Akoko s son is first named Obura the wise one . On the second night after birth the child s father dreamt that Kembo K Agina the late chief was handing him a baby boy from his right hand side; therefore the child was named Obura Kembo. When Adoyo was two weeks old, she suffered a prolonged bout of colic and screaming that went on all night. A reason and solution is sought to the baby s crying. Grandmother- Nyar Alego implores were to spare the child s life. She pleads with her departed mother Achieng to intercede. She also seems to imply that the child s condition may be attri buted to Akelo, her departed sister who died childless. Pg 12 and 13 It was a common practice for potential suitors to send spies jowang yo to check out the background of a would be bride. In the case of AKoko, they reported that she had impeccable antecedents. Chik tradition dictates that a chief must be married. This is what prompted Owuor Kembo having inherited the chieftainship to get married at a relatively young age of twenty years. Pg 19 Marriage negotiations are conducted by elders, Chief Gogni chooses Aloo K Olima an accomplished negotiator as their spokesman. They set a high bride price at thirty head which to everyone s surprise Owuor Kembo promptly accepts without bargaining. Pg 20 The first wife s house Mikai s house holds the centre stage directly facing the gate. Chief Odero Gogni welcomes the visitors prospective suitors and offers them brew Kong o to be sipped through a long reed like straw after libations are first offered to Were."}
{"text": "They set a high bride price at thirty head which to everyone s surprise Owuor Kembo promptly accepts without bargaining. Pg 20 The first wife s house Mikai s house holds the centre stage directly facing the gate. Chief Odero Gogni welcomes the visitors prospective suitors and offers them brew Kong o to be sipped through a long reed like straw after libations are first offered to Were. Pg 19 Kong o is once again drank after libations are poured to Were to signify the culmination of successful marriage negotiations. Feasting then goes on into the late afternoon. Pg 25 Traditions dictate that a woman should present a picture of demure shyness when she encountered her future husband for the first time, but Akoko defied this practice by walking in measured steps, heald held high, hands at her side. Pg 24 Chik traditions did not allow suitors to spend the night at their in-laws homestead as witnessed in Akoko s case. The suitors had to leave when evening came. Pg 25 A mock wrestling duel ensures between the young men from Sakwa and those who resit the efforts to spirit her away. Eventually the men form Sakwa succed in grabbing Akoko and taking her to her matrimonial home. Pg 27 Chik also dictated that men sent on a mission to deliver bride price must be granted hospitality without question. As a result when the young men from Sakwa stopped for rest and food at the nearest homestead they were warmly received. Pg 27 According to Chik , if a man dies, his body lies in his mikai s hut first wife s hut before he is buried on the right hand side of the hut. Pg38 In order to pave way for elders to go to Yimbo following Akoko s decision to go back to her parent s home, four young men are dispatched with a cow and an ox, a he-goat and two nanny goats. Chik , also dictates that whatever the circumstances, a messenger should not be victimized hence the young men are only received coldly. Pg 40 The traditions of the community dictated that during deliberations centering around marriage disputes, both sides of the story had to be heard before a decision a decision was arrived at."}
{"text": "Pg38 In order to pave way for elders to go to Yimbo following Akoko s decision to go back to her parent s home, four young men are dispatched with a cow and an ox, a he-goat and two nanny goats. Chik , also dictates that whatever the circumstances, a messenger should not be victimized hence the young men are only received coldly. Pg 40 The traditions of the community dictated that during deliberations centering around marriage disputes, both sides of the story had to be heard before a decision a decision was arrived at. When the Jodongo elders of Seme went to Yimbo to negotiate the return of Akoko their wife , being a grave matter, kong o was not allowed unless until an agreement was reached. Chiefdom is hereditary, Owuor tells his son, do not take your duty practically my son, for the chiefdom has been in my family for generations. The role of the chief is well outlined. His main job was to lead the council of Jodongo elders in their arbitration and his final word was law. He was also a sort od priest who led the whole community in sacrifice and libation on public worshipping days. He also led his people to battle, and if he is too old, his eldest son. Pg 57 The community abhorred bloodshed. To them, bloodshed even in battle was a great taboo and required much cleansing. Pg 58 In compliance with the dicates of Chik upon dleievering of the message that Obura had died at war in Tanganyika, his mother Akoko came out of her son s hut with his spear in her right and his colourful ox-hide skilled in her left- the traditional salute of the fallen warrior. For four days the villagers wailed, sang dirges and the young men staged mock battles. A banana trunk was symbolically buried in the absence of Obura s body. Pg 62 Suicide was considered a great taboo and would bring a great curse among the people. Pg 62 Upon the death of chief Odero Gogni, the clan went into sixty days mourning mandatory for a chief. AKoko also mourned her husband, She sang dirges while donning his monkey skin headdress and brandishing his spear in one hand and his shield in the other."}
{"text": "Pg 62 Suicide was considered a great taboo and would bring a great curse among the people. Pg 62 Upon the death of chief Odero Gogni, the clan went into sixty days mourning mandatory for a chief. AKoko also mourned her husband, She sang dirges while donning his monkey skin headdress and brandishing his spear in one hand and his shield in the other. Chik did not allow a mother to spend the night in her married daughter s house. When Akoko visits her daughter Nyabera before she leaves for Kisuma, Nyabera conducts her to her mother-in-law s house. Pg 78 Akoko presents a petition to the white D.O. in Kisumu about her oppression in the hands of Otieno. Thereafter the D.O sends his messengers to discreetly carry out investigations to ascertain the allegations. AKoko is summoned back to Kisumu to appear before the D.C. The messenger informs the D.C that the chiefdom is hereditary and passes from father to his eldest son. In the absence of a son, the closest male relative takes over. In case the son is not yet of the age of marriage, the chiefdom is held in custody by the closest male relative with the council of elders. When the rightful heir comes of age, he ransoms his seat with twelve head of cattle, the price of a bride, payable to the custodian. In the event that he cannot raise the ransom his seat within two years of getting married, then the council of elders may decide that the seat remains with the custodian. Pg 92 Having already lost three children, a little ceremony id preformed to confuse evil spirits and enhance Nyabera s son s chances of survival. Pg 92 Chik dictated that a husband had to be found from close relatives of the dead man for the widow. His job being that of siring children to maintain the dead man s name and to keep his widow from wandering from man to man. Pg 99 this is called tero . Therefore, Otieno,chief Owuor Kembo s brother should have married his brother s widow, Akoko and become a guardian of the grandson and custodian not owner of the chief s stool. Pg 87 DETERMINATION AND HARDWORKThroughout the novel, instances have been vividly brought to life of determined personalities trying to acheve on thing or the other."}
{"text": "Pg 92 Chik dictated that a husband had to be found from close relatives of the dead man for the widow. His job being that of siring children to maintain the dead man s name and to keep his widow from wandering from man to man. Pg 99 this is called tero . Therefore, Otieno,chief Owuor Kembo s brother should have married his brother s widow, Akoko and become a guardian of the grandson and custodian not owner of the chief s stool. Pg 87 DETERMINATION AND HARDWORKThroughout the novel, instances have been vividly brought to life of determined personalities trying to acheve on thing or the other. For example:-Obura is determined to leave home and explore a whole new life outside that no amount of persuasion not to do so deters him. He finally flees home to unknown destinations. Akoko is determined to find intervention of the white man s government in a bid to alleviate the atrocities committed by her brother-in-law. To an unknown place, she sets off with hope that one day her people will be liberated. Akoko is depicted as a hardworking and determined woman. AS a young woman she is known to rise early and till her lands and uses the left over to barter in exchange for cattle, sheep and goats. Pg 35 Her herds are impressive and her granaries were always full. Pg 66 Akoko also tells her daughter that laziness opens the door for evil to rule one s mind and body. She also tells her to work tirelessly and that it is shame for an able bodied person to feed on sweat of others. Pg86 Nyabera is also determined to join the new faith. To the catechist at the mission, she says, ......teacher, I have come a long way for this, I doubt there will be a going back. I have nothing to go back to. Pg 97 She leaves behind her daughter and mother to the unknown....Nyabera left the two dearest people to her with a heavy heart but determined feet....... pg 103 When they Akoko and Nyabera together with the children arrived at the mission, we are told that Akoko started working hard to form some kind of base for the children."}
{"text": "Pg86 Nyabera is also determined to join the new faith. To the catechist at the mission, she says, ......teacher, I have come a long way for this, I doubt there will be a going back. I have nothing to go back to. Pg 97 She leaves behind her daughter and mother to the unknown....Nyabera left the two dearest people to her with a heavy heart but determined feet....... pg 103 When they Akoko and Nyabera together with the children arrived at the mission, we are told that Akoko started working hard to form some kind of base for the children. ........ She had never begged for food and she was not about to begin......she was untiring and unsparing of herself. Pg 117 Awiti also worked hard in school. She is given an admission to college. ...... This letter comes from a head teacher of a school called a college, where they teach teachers how to teach children. He says he is happy to offer me a place in his college so that I an also learn how to be a teacher. Pg123 Peter Owuor also worked very hard. Things in the seminary were not that east. It is said, ......And so he entered the vigour and splendour life in the seminary. Sometimes when things were particularly tough, he would wonder whether mere flesh and blood would survive it, but it never entered in his mind to leave.....he was no quitter. He would survive. He would see it through. Pg 127 Peter had learnt from his grandmother that once a job begun it had to be completed. CHARACTER AND CHARACTERIZATIONCHARACTER-Are people, animals or objects taking a specific role in artistic work like a story, play, novel narrative. CHARACTERIZATION- Is the author s presentation and development of the characters. Explaining character traits of characters is what characterization entails. How to determine a character What the character says or does What the author says about him What other characters say about him her We describe a character using an adjective There also MUST be an illustration to the character identifiede.g. Akoko is determined and courageous, she challenges Otieno and dares him to strike her. Determined and courageous are adjectives, and Akoko s character traits."}
{"text": "How to determine a character What the character says or does What the author says about him What other characters say about him her We describe a character using an adjective There also MUST be an illustration to the character identifiede.g. Akoko is determined and courageous, she challenges Otieno and dares him to strike her. Determined and courageous are adjectives, and Akoko s character traits. AKOKOS FAMILY TREETony- veraGogni MbojiMariaOpiyoOdongoBecky- marries Owuor Peter- Bishop Awiti- Marries Mark SiguOwang Sino- Marries Alando Nyabera-marries Okumu OburaAkoko- married to Owuor kemboChief Odero-marries Aketch as 2nd wifeAKOKOShe is the wife of Chief Owuor Kembo. She is the most prominent character. She is portrayed as the source of the river and the source of great successful future generation. Akoko s character can be illustrated as follows;1 DeterminedShe amazes everybody when she utters her first words dwara mara want mine . The author comments, Akoko grew fairly slow but she made up for her lack of height .a determination that would be the hallmark of her entire life .everybody ..she would be a very determined person someday. Pg 14-15 Despite the many challenges that Akoko faces she is not weighed down by the she over obstacles but she overcomes them and moves forward. 2 Hardworking industrious enterprisingAkoko believes in hardwork and learns that the way to make a husband happy is by the work of her hands."}
{"text": "Akoko s character can be illustrated as follows;1 DeterminedShe amazes everybody when she utters her first words dwara mara want mine . The author comments, Akoko grew fairly slow but she made up for her lack of height .a determination that would be the hallmark of her entire life .everybody ..she would be a very determined person someday. Pg 14-15 Despite the many challenges that Akoko faces she is not weighed down by the she over obstacles but she overcomes them and moves forward. 2 Hardworking industrious enterprisingAkoko believes in hardwork and learns that the way to make a husband happy is by the work of her hands. She tells Nyabera, My daughter, should it ever be said that you are as lazy as your mother, I will tun in my grave. Pg 66 Her herds at Sakwa is said to have been so vast that a special dam separate from the rest is built, It was said of the herds that should you get to the water to drink before you drew your water then you had to wait for almost two hours before they drunk their fill. Pg 66 Akoko s granaries are full to bursting so that during the lean season, ..people coming to barter their cattle in exchange for food were rested and fed. Pg 66 When Akoko returns to Yimbo with all her property she has salvaged . It was a mighty herd which moved in three cohorts. Pg93-94 She advices Nyabera that laziness opens the door for evil to rule ones mind and body. She says, It is a shame for able bodied person to feed off the sweat of others. Pg 93 When Akoko moves to Aluor mission with daughter and grand children, she continues to work hard. The writer says, She had never begged for food and she was not about to begin pg 117 God has no time for the lazy, but the devil has ,was a favorite saying of hers. Pg 145 3 Daring bold courageousShe faces her brother head on when he takes something she is playing with at a very tender age."}
{"text": "She says, It is a shame for able bodied person to feed off the sweat of others. Pg 93 When Akoko moves to Aluor mission with daughter and grand children, she continues to work hard. The writer says, She had never begged for food and she was not about to begin pg 117 God has no time for the lazy, but the devil has ,was a favorite saying of hers. Pg 145 3 Daring bold courageousShe faces her brother head on when he takes something she is playing with at a very tender age. During the marriage negotiations she stares straight into the eyes of the husband to be and Otieno wonders at her courage. Pg 24 In another incident when Otieno Kembo gets wind of some people nosing around with his affairs and confronts Akoko, she responds courageously , Go away you fool ..Are you the village chief or the village fool? Pg 90 It is out of courage that she dares trek to Kisuma. She is not scared of the hazards of the journey that has wild animals and worse still the killing and maiming Lang o tribesmen. 4 Understanding supportive concernedAkoko is responsible and supportive as a mother; she understands Nyabera s suffering after the loss of her brother Obura. She snaps out of her personal grief and pays attention to her. She understands that people are different and accomodates Alando Nyar Uyoma s weakness. She leaned over backwards to accommodate her weakness some of which she found irritating like her tendency to idleness. Pg 70 She lets Owuor Sino join priesthood even though she has hopes that one day he would sit on the chief s stool, she consents him to take the new path. She tells him, I will not stand in your way ..Do whatever the spirit bids you. She stands by Nyabera during her trying moments and ensures that her grandchild Awiti is well taken care of. 5 Decisive Independent mindedWhen her mother-in-law accuses her of witchcraft, Akoko takes her and Otieno head-on in front of the village. She makes a hasty decision to go back to her people in Yimbo."}
{"text": "She tells him, I will not stand in your way ..Do whatever the spirit bids you. She stands by Nyabera during her trying moments and ensures that her grandchild Awiti is well taken care of. 5 Decisive Independent mindedWhen her mother-in-law accuses her of witchcraft, Akoko takes her and Otieno head-on in front of the village. She makes a hasty decision to go back to her people in Yimbo. Soon after Otieno Kembo takes over the chief s stool with glee and arrogance, Akoko decides that, .the time had come for battle lines to be clearly drawn. Pg 73 She treks to kisuma to seek justice from the sirikal. 6 Intelligent wiseShe grows up as an intelligent woman and is full of wisdom. She believed that a young woman had to be intelligent .. pg 65 She offers wise counsel to her daughter who is mourning the loss of her sons through an outbreak of measles. She tells her, cry my child, for one does not bury a child without burying a part of ones s soul with it, Yesterday is not today and today is not tomorrow foreach day rises fresh from the hands of Were . Pg 75 Her wisdom is further illustrated during her visit to Kisuma to appeal against her brother-inlaw. Wherelse the twins are dissatisfied with the verdict of the D.O, Akoko tells them, Do not decide the wisdom of a man by the brevity of his quiet or the multitude of his words ..A fool knows everything. Pg88 . She discovers that s she cannot physically confront Otieno Kembo who has reduced her head of cattle and decides to wait for the D.O s intervention. She says, There was no advantage in knocking one s head against a tree trunk if you want to cut a tree, take time to sharpen an axe. Pg 89 She encourages Nyabera to seek a new life at the mission in Aluor with these words, Bitterness is poison to the spirit ..if you are walking along and you find your path leading nowhere, then it is wise to try other path. Pg 103 She plays the voice of reason when a conflict arises between Nyabera and Awiti over her fianc whose background she has not investigated."}
{"text": "Wherelse the twins are dissatisfied with the verdict of the D.O, Akoko tells them, Do not decide the wisdom of a man by the brevity of his quiet or the multitude of his words ..A fool knows everything. Pg88 . She discovers that s she cannot physically confront Otieno Kembo who has reduced her head of cattle and decides to wait for the D.O s intervention. She says, There was no advantage in knocking one s head against a tree trunk if you want to cut a tree, take time to sharpen an axe. Pg 89 She encourages Nyabera to seek a new life at the mission in Aluor with these words, Bitterness is poison to the spirit ..if you are walking along and you find your path leading nowhere, then it is wise to try other path. Pg 103 She plays the voice of reason when a conflict arises between Nyabera and Awiti over her fianc whose background she has not investigated. Akoko tells Nyabera, Accept it Maria, the world is changing. Pg 143 She supports Peter Owuor s decision to become a priest despite the fact that he is the chief in waiting. She says, Things have changed and people are turning to different things. Pg126 7 Kind and generousThe people who come to barter their animals are rested and fully fed before they being dispatched to their homes. Nyabera, in lamenting her mother s misfortunes, describes her as one who had never looked at any one with an evil eye, never denied anyone food, had been quite generous in sacrifice and libation8 Rash impatient short-temperedDespite her positive personality, Akoko at times behaves in a rash manner. She reacts with temper when her mother-in-law accuses her of withcraft and does not wait for her husband to return. She goes home to her people in Yimbo. Chief Kembo comments, I know all yourvirtues, but your weakest point is your temper andimpatience ..you must exercise selfcontrol. Pg 44-55 AKOKO S ROLES1. She is the main character in the story. Without her there would be no story2. She is symbolically referred to as the source of the river. She is also a symbol of change, wisdom, determination, hardwork and focused people. 3."}
{"text": "She is symbolically referred to as the source of the river. She is also a symbol of change, wisdom, determination, hardwork and focused people. 3. Through Akoko several themes are highlighted; Tradition, change, education, religion and death. 4. She helps develop other characters e.g. through her Owuor Kembo is brought out as loving, committed, wise. Through her Otieno kembo is potrayed as abusive, cowardly, selfish, greedy and chauvinist. 5. Through her, several aspects of style such as proverbs, similes, vivid description, songs, myths and legends are brought out. MARIA NYABERAShe is the second born of Akoko, born three and a half years after Obura. She is the only daughter of Akoko and Owuor Kembo; the only surviving among the three born. She is always merry and always meets people with a sunny smile. This is how she earns her nameNyabera-meaning the good one. She can be described as;1 HardworkingHer husband confesses that, she never neglects her duty to go traipsing off to her home for she is industrious. In Aluor, she would always accompany her mother to till the land and together they have granaries of food and a big herd of cattle. The two women became some sort of a fixture on the green sloping countryside, and the locals, not as motivated as they were made endless jokes about their iron backs and caked feet. Pg 117 Even when she is told how hard it is to master Christian concepts, she does not hesitate to go to Aluor. She memorizes all the stories which she later recounts to her daughter, nephew and mother, After she mastered the basics of religion she started attending mass every morning before class. Pg 107 2 Likeable Loveable adorableDue to her jovial nature, she is easily likeable. She has, .a personally to charm the birds off the trees. Pg 33 Right from a tender age, her mother does not have to worry about baby sitters for young girls line up to hold the baby. Obura was very jealous for he would have liked to have more of his sister to himself. Pg 33 3 Preserving enduringShe undergoes a lot of suffering. Her first child dies at the age of two."}
{"text": "She has, .a personally to charm the birds off the trees. Pg 33 Right from a tender age, her mother does not have to worry about baby sitters for young girls line up to hold the baby. Obura was very jealous for he would have liked to have more of his sister to himself. Pg 33 3 Preserving enduringShe undergoes a lot of suffering. Her first child dies at the age of two. The child suffers from fever, jaundice and swelling of the tummy. She loses her two sons to a ferocious outbreak of measles. She loses her father, and miscarries when Awiti is three years and soon after her husband dies. She is inherited by Ogoma Kwach and they have two children, but they both die. When in Aluor, she hears that Ogoma s wife has dies so she goes back to him. They have another child who dies soon after. The man also start to court a younger girl and feeling rejected, she goes back to Aluor. 4 Loving caringAs a sister, she loves her loves her brother, Obura, that his death devastates her. She becomes a loner wandering away by herself, mute and quite for days. After she settles in Aluor she remembers to go for her daughter, nephew and mother whom she loves in a special way. She loves Owuor like her own son .formed such a solid wall of love around the children. Pg116 She supports Owuor in his decision to join priesthood. She leaves some of her cattle with her mother-in-law since she has been her friend. 5 Humble modestAlthough she marries a poor man, Okumu, and brought with her a sizeable herd of cattle, sheep and goats, she respects her husband and shows him humility although he could hardly raise the bride price. She treats him with the utmost respect and politely seeks his permission to go visiting her old home. 6 Secretive DiscreetWhen she decides to go back to her matrimonial home Aluor, she offers no explanation and her mother looking into her eyes, lets her go without demanding one."}
{"text": "She emerges top of her class and is invited to join the first teacher s college near Aluor. 2 Industrious hardworking determinedShe inherits her grandmother s industry and determination. While so many girls drop out of school, she reaches the top class at eighteen. She receives a certificate on passing a tough examination at the end of the year. She works hard on mathematics which she dislikes and passes well. Amongst ten boys, she is the only girl who holds top position in class. She does so well at school and gets admitted to a teachers training college. Upon graduation she becomes a teacher. 3 Loving passionate caringShe her mother at least once every two months, but still she feels that she has not done enough. She also sends her two sons, Opiyo and Odongo to keep her company. She loves her grandmother Akoko and writes about her to Mark. She had loved her grandmother desperately .Had admired her unreservedly. Pg 151 When Aoro and Tony are punished by being denied food at night, after risking the life of the twins, Elizabeth hears them in the kitchen trying to steal food. However, she goes and gives them chapatis and dengu smiling at them. 4 Firm Decisive ResoluteWhen she gives birth to Mary, she decisively asks the nurse for water and baptizes the child in hospital, I baptize you Mary .. pg 194 She decides she is going to get admitted in hospital. She asks Mark to go back to the children and only come to visit her at the weekend or whenever she can. Elizabeth ensures Mary does not get spoilt mother kept her head prevented the young lady from being completely spoilt. Pg 195 5 Principled dignified self-controlledAlthough many of the male students at the Teachers Training College are attracted to her and go to great lengths including throwing love notes wrapped around stones to her room to win her over, she does not yield. She remains the odd one out when all the other girls have paired up, either from within college outside. She is variously referred to as the nun, Virgin Mary and church mouse. She is shunned by both men and women for being a non-conformist."}
{"text": "She remains the odd one out when all the other girls have paired up, either from within college outside. She is variously referred to as the nun, Virgin Mary and church mouse. She is shunned by both men and women for being a non-conformist. She is so cold towards men that when Mark talks to her asking her why she is always alone she retorts, What is that to you. Pg137 6 Motherly responsible compassionateWhen Mark feels so guilty for having been so ignorant as to give her anti-malaria drugs that makes her abort, Elizabeth comforts him. Don t worry, God will give us another. She didn t bother telling him they had been twins. The poor man had suffered enough. Pg 160 As a mother, she sleeps without sleeping. Aoro s scream when Tony falls sick at night gets her out of bed even before Aoro reaches her bedroom to report his brother s ailment. Tony is taken to hospital .. Held on his mother s lap .. pg 180 When Aoro faints for not having eaten for long, which is a punishment for his being undisciplined, Elizabeth, was watching secretly rushed out to her son. Pg 190 ELIZABETH S ROLES1. She helps in development of plotShe moves with her mother and grandmother to Aluor mission, gets educated, marries Sigu and together they have seven children. 2. Through her we see change- She acquires the white man s education and gets employed. 3. She helps highlight several aspects of style; dialogue and humuor. 4. Through her, Akoko s river continues to flow5. Helps develop other characters e.g. through her we see Maria Nyabera as loving, Mark Sigu is portrayed as loving, caring and naiveVERAShe is Becky s twin sister . The two are Elizabeth and Sigu s first children. She is the first born of the two twins. She is a lady with many positive points, a replica of her mother and great grandmother, Akoko. She can be described as;1 Brilliant IntelligentShe carries off trophy after trophy. She is into everything like debate and sports. After primary national exam, she gets an almost perfect score and wins a place at a top national school. In her secondary national school. In her secondary national exams, she gets distinction in Math, Biology, Physics and Geography."}
{"text": "After primary national exam, she gets an almost perfect score and wins a place at a top national school. In her secondary national school. In her secondary national exams, she gets distinction in Math, Biology, Physics and Geography. In her A-level, she gets As in Mathematics and Physics and a B in chemistry. She opts to go for engineering. 2 Loving friendlyShe has a great capacity for love. She has a passionate nature and is completely loyal and her sister is the object of her love and protection. She was willing and ready to do battle with anyone who crossed Becky s path and was a fearless fighter. Pg 166 At five, she almost tears a playmate apart before anyone realizes what is happening, because she is screaming while pummeling him. She loves her sister and shows her off to all. She opts to go to her sister s school rather than a top national school. She still goes to look for Becky at the airport even when she thinks that Becky might not want to see her. She confesses to Becky that she actually loved Tommy only that she cannot marry him. She and Wandia become automatic friends. 3 ResponsibleShe is made a captain in class seven, a position only held before by boys. Her mother allows her to join Becky s secondary school so that she can look after her twin sister. She talks to Becky until she agrees to go and inform her parents about her impending marriage. Although she is not married and does not have children, Becky entrusts the care and future of her children to her. 4 Hardworking industriousAfter form six, when Becky decides just to stay at home, Vera gets a job as a teacher in a nearby harambee school. Her excellent grades are always due to brilliance and hardwork. With her tremendous energy, she participates in many school activities and carries trophy after trophy. She chooses engineering because she thinks it is more challenging than architecture. 5 EmotionalHer tears are ready to fall at the slightest provocation. She is about to cry when her mother tries to persuade her to consider refusing to go to a national school. When she has an argument with her sister, tears well in her eyes and she dashes them away angrily with her fist. She almost engages in a physical fight with her sister. 6 ReligiousAlthough she treats church going as a formality, and is a good Christian thought her childhood, she becomes very religious while in college after Mary-Anne introduces her to a recollection ."}
{"text": "When she has an argument with her sister, tears well in her eyes and she dashes them away angrily with her fist. She almost engages in a physical fight with her sister. 6 ReligiousAlthough she treats church going as a formality, and is a good Christian thought her childhood, she becomes very religious while in college after Mary-Anne introduces her to a recollection . She starts a hungry search for religious enlightenment and dedicates her life to God as an unmarried member of the Opus Dei. Vera s Roles1. She is used to develop themes such as; change, education, women empowerment, conflict and religion. 2. Through her Becky is portrayed as jealous and hateful, while Wandia is portrayed as loving and concerned. BECKYShe is one of the twin daughters of Mark Sigu and Elizabeth Awiti. They are the eldest. Becky is brought out as follows;1 Loveable AdorableShe draws love from one and all from a vey early stage, just plain irresistible. She has very many admires from her childhood up to almost the time she dies. She even marries a white man. 2 Selfish EgocentricShe is utterly selfish. Even after being informed of Tony s illness, she continues lie in bed. Few things bored her much as sickness, suffering and death. She just stretched luxurious in bed enjoying the feel of her young lithe body. Pg 181 After her a-levels, she disappears to Nairobi without informing her parents. She just leaves a note and leaves Vera to do the explanation. 3 Jealous EnviousShe is jealous of the attention Mary is given and wonders whether the latter has to murder to be punished. When Vera turns from a gawky faced teenager into a striking young woman and boys start noticing her, Becky notices this and becomes jealous. When Vera goes to visit her at the airport and she takes her to her home, she confesses that she has been jealous of Vera all her life4 Unfaithful Promiscuous immoralBecky has an illicit love affair while her husband, John, is out of the country. This leads to their divorce when John finds out. Vera complains about her changing of men frequently as she changed clothes! She throws herself at every man as if she hates herself. This distances her from her children and she ends up dying of AIDS."}
{"text": "Vera complains about her changing of men frequently as she changed clothes! She throws herself at every man as if she hates herself. This distances her from her children and she ends up dying of AIDS. 5 MaterialisticBecky loves the things of this world. She loves money and what it can buy. 6 Responsible organizedEven if she lives an irresponsible life, she financially caters for her death; the family is surprised to find that she has left her own children very well financially off. She has left a hefty insurance, a string of mansions two bungalows in Spring Valley and a block of offices and shops in west lands. She has also left clear documents and things legally tied up. She had appointed a firm of trustees to run her affairs on behalf of the children and of their benefit. Her sister Vera has been appointed guardian of the children and is allowed to choose which family member they would live with. Becky s Roles1. She is used to develop themes such as; Education, relationships, change, immorality, conflict and materialism. 2. Through her interaction with other characters, their character traits are brought out. For instance Vera is portrayed as loving, concerned and hardworking. Her father is depicted as strict and concerned while Wandia is portrayed as concerned and selfless. WANDIAWandia is Aoro s wife, she is a doctor. She comes from a different community from her husband. The writer uses her to demystify inter-tribal marriages. She is developed as a character that is;1 IntelligentThe battle for the top position in the anatomy class is between her and Aoro, and she finally beats him. The writer says, But Wandia had beaten him ..she had 78 points. Pg 127 2 Hardworking ambitious pioneeringShe portrays several incidences of determination and ambition in life, at her early age that she wants to be a doctor. She later achieves this through her determination when after her second degree; she gets a scholarship to study haematology at John Hopkins Hospital in BaltimoreMaryland. 3 Bold courageousAt the school of medicine, when told to stand in groups before the cavader, she is the first person to gather courage to move towards it. She courageously asks the group members to make introduction which helps them to ease the tension. Her boldness is also shown when she takes the first step towards cementing their relationship."}
{"text": "3 Bold courageousAt the school of medicine, when told to stand in groups before the cavader, she is the first person to gather courage to move towards it. She courageously asks the group members to make introduction which helps them to ease the tension. Her boldness is also shown when she takes the first step towards cementing their relationship. She goes ahead and proposes to him. She, When are you going to propose if at all .. pg 256 4 Loving caring understandingHer mother, to whom she has always been close, means a lot to her. She has fond memories of her childhood with her mother. When she learns that her mother is admitted in hospital, she asks her friends to cover for her at Machakos Hospital where she is an intern so that she can visit her. Her love, care and understanding are exhibited when she adopts Becky s children: Alicia and Johnny. She handles them better than their real mother. Though she is a doctor with a tight schedule her love and care for her children and husband are not affected. She finds that she has time for them and understands them well and their academic potentials. She loves her mother-in-law, Elizabeth, and always consults her. The relationship between her and her mother was a constant source of amusement other s guts? Pg 294-295 5 WiseThough Wandia is younger than Vera, Vera seeks advice from her due to their mutual understanding. This is seen when Vera seeks advice on Becky s behavior towards her children after divorcing John. She cautions Aoro, her husband, that though they have busy schedules as doctors, they have children and should not forget they need them. 6 Observant KeenShe has observed that Becky has lost significant weight and advises Vera that they have more cause to worry due to Becky s promiscuity. She is the first to realize that their son Daniel, though a happy child, has a problem because at the age of four he still drools a little. He has down syndrome. Later through close observation and keenness as a mother she realizes that Daniel has Leukemia. The writer says, But today her keen eyes watched him frantically .. pg 286 Wandia s Role1. She is used by the writer to portray the theme of change, Education and relationships2. Through her Aoro is portrayed as determined and supportive. 3."}
{"text": "She is used by the writer to portray the theme of change, Education and relationships2. Through her Aoro is portrayed as determined and supportive. 3. She is also used to bring out humour and dialogue as a feature of style. Mark SiguMark Sigu is Elizabeth s husband and an Ex-soldier. He studied at St. Mary s Yala. He works as a manager in a firm in Nakuru. He is portrayed as a determined father who is ready to work hard and provide, bringing up his family in the best way possible. 1 Loving CaringHis life revolves around his wife and seven children. Every time he attains promotion he gathers his family protectively under his wing and resettles them to a bigger house. He also takes a helping hand in the house since, though they have a house help, his wife is overworked with seven children at home and others in school. He loves his wife and when he realizes he has been unfaithful to her, he weeps. 2 Firm strictWhen Becky leaves home, she writes a note because she is scared of facing him. She also follows his father s instructions of going back to school for her A levels without much questioning. She is also afraid to introduce her white fianc to his father for she feared him. When Aoro is sent away from school, Oloo does not only deny him food, but also gives him a month s notice to get himself a place of his own. Aoro grows up knowing that his father is a man to be respected and feared. 3 Respectful Liberal JustHis family loves him because he is just and fair, firm but understanding. This is evidenced when he accepts Vera s vocation to the Opus Dei and Tony s vocation to priesthood. He also accepts with respect Aoro s and Becky s wish to marry out of their tribe. 4 Promiscuous UnfaithfulAt the peak of the State of Emergency that brings insecurity in Nakuru, Elizabeth and the children leave Oloo in Nakuru and go back to Aluor for safety. Left alone in Nakuru, Mark develops an illicit love affair with another woman and ignores his family for some time. He gets so involved in the affair that he does not reply to his wife s letters including those that inform him of the children s illness."}
{"text": "4 Promiscuous UnfaithfulAt the peak of the State of Emergency that brings insecurity in Nakuru, Elizabeth and the children leave Oloo in Nakuru and go back to Aluor for safety. Left alone in Nakuru, Mark develops an illicit love affair with another woman and ignores his family for some time. He gets so involved in the affair that he does not reply to his wife s letters including those that inform him of the children s illness. 5 Na veTogether with his wife Elizabeth, they wrongly diagnosis her attacks of nausea and dizziness as malaria and he proceeds to buy her anti-malaria tablets which end up causing an abortion to their twins. Sigu s Roles1. Marries Elizabeth and together they have seven children thus he develops the plot. 2. Helps develop themes such as family relationships, change, education, sexual immorality and conflict. 3. Helps develop other characters like through him Elizabeth is brought out as emotional, wise, caring and lovingOWOUR KEMBO1. Admirable lovable impressive2. Loving caring faithful devoted3. Responsible protective4. Wise authoritativeOTIENO KEMBO1. Greedy jealous selfish2. Contemptuous hateful3. Lazy dependent opportunistic4. Arrogant harsh5. Cowardly timid fearfulOBURA KEMBO1. Admirable lovable2. Pleasant cheerful3. Loving4. Protective5. Industrious hardworking6. Decisive resolute7. Adventurous outgoingAORO SIGU1. Responsible2. Intelligent bright3. Remorseful repentant4. Admirable5. Caring loving6. Determined resilientLANGUAGE AND STYLEThese are techniques through which a writer communicates his her themes. Style involves the use of artistic language or feature in a literary work for effective communication of feelings, opinions and ideas. The novel is divived into four parts y that describe the life of Akoko and the genenrations that follow her. The language used at each historical time is unique to that period."}
{"text": "Style involves the use of artistic language or feature in a literary work for effective communication of feelings, opinions and ideas. The novel is divived into four parts y that describe the life of Akoko and the genenrations that follow her. The language used at each historical time is unique to that period. Part I and II make reference to Luo expression, proverbs and words while in part III and IV there is use of modern expressions, Kiswahili words, modrn way of naming , academic terms, Christian religious allusions as change is already felt in the land in different areas of life. DREAM MOTIFVarious dreams are presented and which carry with them various messages and implications. It is through dreams that the livings are connected to the dead. This is seen for instance through Akoko s great uncle, Obanda who sends a dream through her father and grandmotherand the child is given a name. Dreams also bring hope from the spirit world. This is seen through Maria s dream where she dreams that Obura comes to her with a beetle which turns into a beautiful bird, the colour of the sky. This is interpreted that the dead brother wants the unborn baby named after him. Dreams have also seen to influence characters action and hence build the plot. This is seen in Vera s dream after breaking up with Tommy where she feels herself moving so fast towards the horizon and hangs at the edge which falls into a bottomless abyss. Perhaps an indication that she needs to take a grip over her life. She feels empty and hence accepts to join Anne to the recollection to fill the emptiness in her life. CONTRASTContrasting characters and incidents are used severally in the novel. There is a contrast between Owuor and Otieno. Owuor was hardworking whereas Otieno was very lazy. Otieno married many wives i.e. six whereas his brother Owuor only had one. We are further told that Otieno treated his wives like sluts and they did not fail him whereas Owuor treated his wife like a queen. There is also a contrast in Akoko s sons. Obura was an active and inquisitive son while his brother Owang Sino was very quiet and reserved. There is also a contrast between Vera and Becky. Vera is generous, loving and caring whereas Becky is egocentric and jealous. For instance Vera is concerned that she is not woken up when Aoro is taken ill but for Becky these are boring stories."}
{"text": "There is also a contrast between Vera and Becky. Vera is generous, loving and caring whereas Becky is egocentric and jealous. For instance Vera is concerned that she is not woken up when Aoro is taken ill but for Becky these are boring stories. The marriage between Akoko and Owuor is contrasted to that between Mark and Elizabeth. In Akoko s so much bride price was paid but in Elizabeth s she is given out almost for free. A LOCAL DIALECTThe author uses this style to give authenticity to the story. Examples of local dialect are;1. Jorochere- The white people2. Were- The god of Ramogi3. Chik- The way of the people. The laws which govern behavior4. Dwaro mara- want mine5. Dak- neighbourliness6. Wat- brotherhood7. Nak- inititation, removal of six lowerteeth8. Juok- witchcraft9. Nyadhi- style10. Sirikal- government11. Turudi mashambani12. Uhuru13. Ruguru- man from the west refers toa non-kikuyu, or a person outside the central province 14. Daktari15. Mwalimu16. Muthoni- to mean in-law17. Mikai- first wifeb FORESHADOWThis is a feeling or sign of an event set to happen in future. .he did an unheard of thing by taking her, a widow, beaten and bruised by life back into his house. Pg 15 This heightens suspense as one would want to read on and find out what made Akoko go back to her brother s home after being widowed. Obura s disappearance and death marks the beginning of a series of misfortunes that will haunt Akoko and her children."}
{"text": "Mikai- first wifeb FORESHADOWThis is a feeling or sign of an event set to happen in future. .he did an unheard of thing by taking her, a widow, beaten and bruised by life back into his house. Pg 15 This heightens suspense as one would want to read on and find out what made Akoko go back to her brother s home after being widowed. Obura s disappearance and death marks the beginning of a series of misfortunes that will haunt Akoko and her children. The family had been touched by tragedy and tragedy cansometimes be a habitual drunk who keeps coming back for more. After Oburas s death,others in Akoko family who follow mot so long later are;a Nyabera s first born child at only two yearsb Chief Owuor Kemboc Akoko s other son, Owang Sinod Nyabera s two sonse Nyabera s husband, Okumu Angolof Nyabera s two other children she had with Ogoma Kwachg Nyabera s Other childWhile Elizabeth and Mark Sigu are being weeded by Peter Owuor, it is said, ..she was a radiant a bride as only that had ever walked up the aisle to begin a marriage that would last forty six years. Pg 157 When Obura disappears to go and know about the white man, it is said of the mother, A low moan from the direction of the main hut was heard, the first sound in three days The fearful premonition of doom that only a mother, closely connected as she is to the child, can sense , was in the air. Pg 57 . The premonition eventually fluids to fulfillment in the death of Obura. The family later receives the news that Obura died in the white man s war. When Nyabera tells Akoko of her dream about Obura, Akoko tells her I think your brother is trying to tell you something, to bring a message of hope from the spirit world .May Were find it in his heart to fill our hearts with laughter again. Pg 76 . This later becomes true or is fulfilled when Akoko and Nyabera head to the mission in Aluor together with Elizabeth and Peter. Their lives are improved and they become happy again."}
{"text": "She was the most beautiful girl in the whole village and the eldest daughter of the great chief Odero Gogni and the apple of his eye. Twelve suitors came he was a young chief and single and his name was Owuor Kembo . Pg 154 Another instance of flashback focuses on the difficult birth of Mark and Elizabeth s last born child, Mary. Mark was more attached to this particular child than the others because it was as if she was grabbed from the jaws of death. This last one had come unexpectedly and has threatened miscarriage after miscarriage needing frequent hospitalization of the mother .. pg 192 Wandia during a visit to Aoro when he was an Intern, remembers her childhood. She was lost in thoughts of her childhood, running bare foot in the red fertile volcanic soil, after her mother- going home after a hard days work. She and her mother had always been very close and having been named after her maternal grandmother, her mother had never referred to her as anything but mami . Pg 255 There she was a very little girl, clothed in nothing but the love of Were-the god of the rising sun; then she was sitting in the shadow of grandfather. Oloo s largest bull missing her mother who had gone away to seek the new way . Pg 305-306 d ALLUSIONThis is making reference to a statement, person, place, event or thing that is well known from literature, history, religion, myth, sports or politics. The bible has been alluded to on several occasions. For example, when Nyabera goes to the mission at Aluor to seek the new religion, she wants to go back and get her mother to as well join it. It offered such consolation for one could identify oneself easily with the desolation ofMary a sword shall pierce your heart , with the joy of Elizabeth whose barrenness was removed by God , the warm love of weak Peter Lord you know everything, you know that I love you! Pg 108 Maria gets baptized and during baptism it is said, I baptize you Maria in the name of the father, and of the son and of the Holy Spirit. There is mention of Misri Egypt and the bad King Herodes, plus birth of Yesu Kristo."}
{"text": "The bible has been alluded to on several occasions. For example, when Nyabera goes to the mission at Aluor to seek the new religion, she wants to go back and get her mother to as well join it. It offered such consolation for one could identify oneself easily with the desolation ofMary a sword shall pierce your heart , with the joy of Elizabeth whose barrenness was removed by God , the warm love of weak Peter Lord you know everything, you know that I love you! Pg 108 Maria gets baptized and during baptism it is said, I baptize you Maria in the name of the father, and of the son and of the Holy Spirit. There is mention of Misri Egypt and the bad King Herodes, plus birth of Yesu Kristo. Pg 109-110 Akoko and Nyabera s leaving their homes to go to the mission center at Aluor is compared tothe Biblical epic journey of Israelites from Egypt to Canaan, Like the children of Israel, they left the fresh pot of Egypt for uncertainties of Canaan, pg 113 Maria alludes to the story of Daniel and the lions, Elias, the man who went to heaven on a bicycle of fire and great friendship of Daudi and Jonathan pg 113 Other quotations from the bible and the catholic belief are; This is my body which will be given up for you. The story of the prodigal son is also alluded by Aoro when his father punished him he says, Father I have sinned before you and God. Pg 190 ,When MaryAnne and Vera attend a mass at the recollection the priest says, The mass has ended go in peace to love Lord and serve one another. Pg 132 The students studying medicine together with Aoro are said, appeared to have been turned into Pillars of salt of the Mrs. Lot variety. Pg 244 Another example of allusion is a statement used during graduation. By the powers conferred to me by the University of Nairobi I give you the powers to do all that appertains to this degree. Pg 300 . This statement is made by the chancellor of the university when conferring a doctor in medicine degree on Wandia. In the novel, historical allusion comes out. For example, the First World War has been alluded to."}
{"text": "This statement is made by the chancellor of the university when conferring a doctor in medicine degree on Wandia. In the novel, historical allusion comes out. For example, the First World War has been alluded to. The year is 1918 and the Jo-ingresa the English are at War with the Jo-Jerman the German for the last four seasons. The three young men from sakwa go to fight the Jo Jerman The Germans in a place called Tanganyika Tanzania of a country of black people ruled by Jo-Jerman. Pg 60-61 e SYMBOLISMSymbolism is the use of a person, an object, an event to represent or stand for an idea. The title, The River and The Source is symbolic. Akoko represents the source of this river, as Chief Odero comments, ..that a home without daughters is like a spring without a source. Pg 11 She is symbolic of the beginning of a new generation of women in society. She is a pioneer of women s position and change in the society. Among the many positive qualities found in her and in the women she inspires are; intelligence, hardwork, courage and determination. In the course of her life the river is threatened by obstacles among them deaths causing it to meander. However, the stream continues to flow and gains momentum. The writer comments, She it was who had been the source of this river which at on time tricked to a mere rivulet in danger of petering out ..momentum. Pg 204 She is indeed a source of inspiration in the family for through her guidance and wisdom she counters all most all the obstacles that come her way and that of her children and grandchildren. Akoko s name which means noisy one implies that the female gender should not keep quiet whenthey are denied what is rightfully theirs. Her first words dwara mara means want mine signifies that women should stand out to what is theirs. Otieno Kembo is symbolic of male chauvinism. He is also symbol of greed, opportunism and arrogance of men who cling to tradition in the name of defending male interests. Pg 73 The journey by Akoko, Nyabera, Awiti and Owuor to Aluor mission, is symbolic of a new way of life and severance from the old way of life. They now live far away from their matrimonial homes."}
{"text": "He does not keep it in custody but instead usurps his nephews chieftainship. He even grabs his brother s as well as Akoko s wealth. When Obura and two other men are killed in a war against the Germans on Tanganyika, the white man s messenger .... presented the chief with a bracelet which they said was sent by the white people as a thank you and in memory of the fallen men It is ironical that after a selfless struggle by Obura on behalf of the whites, through which he loses his life, they can exchange life with a bracelet. When we study the character of Vera, we discover yet another irony. She had been brought up embracing all the basic Christian values and beliefs and we expect that she can find it quite simple to comprehend and understand the existence of God. But when she becomes opposed to this belief and fails to understand the being of God given such a background, it becomes ironical. H VIVID DESCRIPTIONOwour Kembo is vividly described; Even without his black and white Columbus monkey headdress, he stood head and shoulders above most men. He was obviously a man of nyadhi.....he has a spear in one hand, a shield in the other and splashes of white war paint across his body. His face was virtually tattooed, his head set proudly on his shoulders and he wore only a tiny piece of leopard skin..... pg 18 Akoko s beauty is brought out through vivid description; her eyes were set apart and neither too small nor too big, her teeth were white and even with a bewitching gap at the centre of the upper set. Her ears with earrings dangling from tiny holes were perfectly shaped standing just at the right angle from her head. And that neck! It was fit to inspire praise songs from nyatiti players! And were those two whole rings on her navel? ...... As for her legs, Were must have curved them out personally rather than one of his apprentices. Pg 28 i ORAL LITERATURE DEVICESThe writer had used some oral literature in The River and the Source. These include: Proverbs Songs Myth Legendsa PROVERBS WISE SAYINGAkoko s father said of her birth, A home without daughters is like a spring without a source pg 11 . This indicates the chief s flexibility."}
{"text": "And were those two whole rings on her navel? ...... As for her legs, Were must have curved them out personally rather than one of his apprentices. Pg 28 i ORAL LITERATURE DEVICESThe writer had used some oral literature in The River and the Source. These include: Proverbs Songs Myth Legendsa PROVERBS WISE SAYINGAkoko s father said of her birth, A home without daughters is like a spring without a source pg 11 . This indicates the chief s flexibility. He hears the baby cry and thinks it is a boy, another rock for my sling. The fact that the baby is a girl does not dampen his spirit whatsoever. Akoko s family spokesman, Oloo, convinces the audience about a woman s worth to her husband during the dispute between Akoko and her mother-in-law and brother-in-law ........who knows the goodness of a tree but he who sits under its shade and eats its fruits? Pg 44 Other examples of proverbs found in the story are-; Good manners is the fabric that holds the community together used in respect to the search parties to mean that even if they did not find Obura, it was a sign of respect to the search parties to mean that even if they dis not findObura, it was a sign of respect to go and report to the chief. Yesterday is not today and today is not tomorrow. Pg 75 This proverb is used by Akoko to encourage her daughter Nyabera who had suffered greatly by losing her children. It was disquieting to have all one s eggs in this one tiny frail basket. Pg 74 . This is in reference to Akoko s family s hopes of that long over the chiefdom which has now been placed in the hands of the little boy, her grandson. Bitterness is poison to the spirit for it breeds nothing but vipers some of which might consume your very self. Pg 103 Akoko uses this proverb to encourage Nyabera to try new religion so that all bitterness in her can end. ...... Beggars cannot be choosers. Pg 107 Nyabera had to make do with the place shown to her to put a house at Aluor mission."}
{"text": "This is in reference to Akoko s family s hopes of that long over the chiefdom which has now been placed in the hands of the little boy, her grandson. Bitterness is poison to the spirit for it breeds nothing but vipers some of which might consume your very self. Pg 103 Akoko uses this proverb to encourage Nyabera to try new religion so that all bitterness in her can end. ...... Beggars cannot be choosers. Pg 107 Nyabera had to make do with the place shown to her to put a house at Aluor mission. ......... You don t have to be good, all you have to be is lucky. Pg 281 . Vera uses this saying in reference to his brother who is lucky to have a good girl like Wandia. Laziness opens the door for evil to rule one s mind and body. Pg 93 . Akoko uses this proverb to chide her brother-in-law Otieno, who because of his laziness, ends up grabbing her wealth and inheritance. B SONGSThe young men who come to escort Akoko from Yimbo to her husband s home in Sakwa compose chants to praise certain qualities in themselves. The song also creates humour. It also breaks monotony of narration. Pg 26 quote the song in page 26 Akoko sings a dirge full of praise for her husband as she morns him pg69 . Quote the dirgein page 69 The song breaks monotony of narration, makes the story interesting and also indicates how the two; Akoko and Owuor Kembo loved each other. C MYTHA myth is story that talks about the origin of a group of people or a phenomenon. AKoko narrates the story of the origin of the Luo to her grandson twins, Opiyo and Odongo as they embark in their epic journey. In the beginning, Were was alone in the world which was beautiful. Were is a spirit and a spirit is like a flame.....so he created Ramogi and his brothers who were men......... pg 81-82 This myth highlights the role of elders in this community, which is to impact knowledge on the history of the tribe to all young ones."}
{"text": "AKoko narrates the story of the origin of the Luo to her grandson twins, Opiyo and Odongo as they embark in their epic journey. In the beginning, Were was alone in the world which was beautiful. Were is a spirit and a spirit is like a flame.....so he created Ramogi and his brothers who were men......... pg 81-82 This myth highlights the role of elders in this community, which is to impact knowledge on the history of the tribe to all young ones. ....... How can you know where you are coming from? Pg 81 d LEGENDSA legend is a story that talks about a heroic historical character. Of the children of Ramogi many great brave men have arisen. They are called, thuondi the brave ones. These men of renown include Lwanda Magere. So strong and brave a warrior was he that it is rumoured that sharp spears of Lang o warriors could not pierce his skin. Then there was Gor Mahia, the wily one who could change hid form into anything at all....... pg 82 THE RIVER AND THE SOURCE: SAMPLEDPOSSIBLE EXCERPT QUESTIONS AND RESPONSES1. Read the extract below and answer the questions that follow. Akoko returned to her village having won more than a victory for her infant grandson. She had opened new vistas for her family, which showed another world and the possibility of a different way. She talked about her journey to her daughter Nyabera, who sat on a mat nursing her newborn daughter; she drank in her mother s every word. You know my child, human beings are all the same the world over, with good ones and bad ones. The bad ones serve to high light the goodness of the good ones. To allow oneself to sink unresistingly into evil is a bad thing. Take those white people, they are not of my colour, or of my blood but they are just, but your uncle is ruled by his stomach and directed by his loins. He forgot everything that his brother had ever done for him and his greed turned into vindictive hatred. It would have been something if he had worked to support his appetites, but he is lazy. Laziness opens the door to evil to rule one s mind and body. Work tirelessly my child. It is a shame for an able bodied person to feed off the sweat of others."}
{"text": "Laziness opens the door to evil to rule one s mind and body. Work tirelessly my child. It is a shame for an able bodied person to feed off the sweat of others. It becomes like a sickness of the blood which transmits itself to generations and becomes a curse forever. Akoko left the clan of her husband Owuor and returned to Yimbo with all the property she had salvaged from her brother-in-law, Otieno. It was a mighty herd which moved in three cohorts. Of the three children she had borne, there survived only one; of the grand children only two still lived; and the she dwelt in the household of her brother Oloo. She was fifty seasons of age, a middle aged woman. Sometimes she remembered how it had been and this was painful, for now she, a migogo, was reduced to living with her brother. She wondered how long it would be before his wives started making insinuations, but she did not allow herself to descend to bitterness; for yesterday is not today and today is not tomorrow. Each day rises from the hands of were and brings with it whatsoever it will. A Outline events immediately before the extract. 4mks b In what two ways is Akoko s journey important? 2mks c How does Otieno s weakness serve to highlight Akoko s strength? 2mks d Name Akoko s children not mentioned in this passage. How did they die? 4mks e Comment on ONE feature of style evident in the extract. 2mks f Explain ONE theme coming out in this extract. 2mks g State and explain lesson you learn from the passage. 2mks h What does the last paragraph tell us about Akoko? Explain 2mks i Explain the meaning of the following expressions as used in the passage. 3mks .she drank in her mother s every word ..feed off the sweat of others .. ..cohortsj He forgot everything that his brother had ever done for him . What is it that Otieno forgot? 3 mks Possible Responsesa - Akoko is escorted to Kisuma by the messanger and two askaris the DO has sent. -. She makes her appeal before the DC who bears the petition."}
{"text": "What is it that Otieno forgot? 3 mks Possible Responsesa - Akoko is escorted to Kisuma by the messanger and two askaris the DO has sent. -. She makes her appeal before the DC who bears the petition. 1mk- The DC makes judgment in which Otieno Kembo is made to relinquish the stool and return that entire he had grabbed from Akoko. 1mk Marking points- Journey to Kisuma 1mk- Appeal before the DC 1mk- Judgement by the DC verdict 1mk- Justice 1mkb - It has opened way for a newness e.g leadership- It serves to enhance the reservation of human right irrespective of gender. E.g right to ownership- It serves to reduce wrong doing while upholding morality e.g Otieno is punishedc - His injustice 1mk greed, etc makes Akoko s decisive and pioneering 1mk characters to come out. D - Obura Kembo 1mk who died in the world war 1mk- Oway Sino 1mk who died chocking with 1mk a fish bone. E - Dialogue 1mk Akoko talking to her daughter Nyabera 1mk who is listening You know my child . Comment : - Reveals Akoko s character of being wise-Reveals the themes of justice and equality- Reveals Otieno e character lazy and greedyf - Justice The DC gives Akoko justice by punishing wrong doing. -. Equality The DC provides justice irrespective of gender or race. G - We should work hard Akoko tells Nyabera that laziness is a disease .. - We should fight for our right justice. Akoko looks for justice and gets it. -. We should have hope and determination and live for have a better future noSituation is permanent."}
{"text": "- We should fight for our right justice. Akoko looks for justice and gets it. -. We should have hope and determination and live for have a better future noSituation is permanent. H - She is determined enduring- She is optimistic- Despite the challenges she expects to meet in her brothers household, she bracesherself and hopes that all will end one day. Yesterday is not today i - She understood all that her mother told her- Depending on other people for survival- Large groupsj - He forgot that it is his brother the late Owuor Kembo who supported him by feeding 1mk his entire household. 1mk2. Read the following extract and answer the questions that follow: Mother, I have decided to seek the new religion which you have heard about. Youknow my life is a painful wound to me and much as I try my heart fills with bitternessfor me and for you . My child, do not feel bitterness for me for I am an old woman who has lived her life. As for you it is better that you seek this new way. It might give you hope and rescueyou from bitterness. Bitterness is poison to the spirit for it breeds nothing but viperssome of which might consume your very self. Pain and sorrow all human being feel;but bitterness drops on the spirit like aloes- causing it to wither. I give you my blessingmy child. If you are walking along and you find your path leading nowhere, then it isonly wise to try some other path. Thank you mother. I will bring you news as soon as I can. May Were protect you. Questions. I Place the above extract to its immediate context. Ii You know my life is painful wound. What made Nyabera regard her life as apainful wound? Iii In what way was Nyabera s life similar to that of Akoko according to the rest of thenovel. Iv Identify and illustrate one characters trait of Akoko and Nyabera as brought out inthis extract. I. Akoko ii. Nyabera150 P a g e v Identify two features of style used in this extract vi Pain and sorrow all human being feel. Rewrite this sentences making human thesubject of the sentence."}
{"text": "Akoko ii. Nyabera150 P a g e v Identify two features of style used in this extract vi Pain and sorrow all human being feel. Rewrite this sentences making human thesubject of the sentence. Vii Briefly explain one theme that is brought out in this extract. Possible Responsesi. BeforeNyabera had gone to philipo to inquire about the new religion. She had then gatheredher things and decided to leave her daughter with her mother n Yimbo. Shei informsher mother of her decision to seek the new religion .Her mother encourage her to goahead and join the new religion and forget her bitters .Immediately after this Nyaberat ravel s to Aluor mission and join the new religion . Ii. Nyabera had suffered a lot in her life because her children had died mysteriously leavingher with only a girlchild Awiti . Her husband had died .Ogoma Kwach who had inheritedher had back gone to his family. Iii . I . Both had lost their husbands through death ii . Their children had died iii . They were both sonless iv . I Akoko philosophical Reasoning Bitterness is poison to the spirit for it breedsnothing but viper ii . Nyabera- Bitter You know my wife a painful wound and much as my heart fills withbitterness - Religious Decides to seek solace n the new religion May Never protect you v . Dialogue Mother I have decided .. Nyabera-Thank you motherSimile but bitterness drops on the spirit like aloes .. Use of Local dialect- Were vi . Religion Nyabera decides to seek new religion . Death and suffering - You know my life is a painful wound3. Read the following extract and answer the questions that follow: Good. Very good. How about this marriage business-don t you think it is too soon? Imean you re only worked for a year do you really have anything to offer a wife? Things like language to be spoken at home, the religion to be practised and by the way towhat faith does she belong?"}
{"text": "After Aoro s father is skeptical about Aoro s marriage to Wandia He cites religion as one of the problems likely to arise if the two get married Aoro tells his father they will sort out issues like religious differences andlanguage to be spoken as Wandia is a rational person. B ThemesReligion - Aoro s father wanted to know Aoro and Wandia s religious differencescould cause them problems. Tribalism Aoro s father asked Aoro why he could not get a nice Luo girl to marryinstead of Wandia who is a Kikuyu c Dialogue Mark Sigu and Aoro are conversing concerning Aoro s intention to marryWandia. Mark Sigu: How about the marriage businessAoro : I guess not Comment dialogue makes the conversation interesting and livelyUse of dashes-She is a Kikuyu after all they have a thing about moneyComment to indicate pause or deep thoughts creates suspense d Mark Sigu s character Prejudicial stereotyping tribalistic-He regards all Kikuyus as money lovers Loving -He told Aoro that he loved him and was proud of him Caring-He told his son Aoro that he was trying to forestall any possible miserywhich may arise in future. E When Aoro and his brothers went to swim and his young twin brother almostdrowned. When Aoro was suspended from school for being rude to the prefects in hisschool. His father denied him food for 36 hours and he passed out. F Aoro says he doubts that Wandia, irrespective of being a Kikuyu, is materialistic;that he has feelings for Wandia which he could not transfer to any other person;everyone, irrespective of the tribe, was the same beneath the skin. 4. Read the following extract and answer the questions that follow:152 P a g e Brothers, we greet you and bring you many greetings from the people of seme. My nephew,Oloo, son of my late brother Sigu, came to me and said: Father, I have found a girl and Iwant to get married."}
{"text": "4. Read the following extract and answer the questions that follow:152 P a g e Brothers, we greet you and bring you many greetings from the people of seme. My nephew,Oloo, son of my late brother Sigu, came to me and said: Father, I have found a girl and Iwant to get married. Now I am a reasonable man and I know the ways of chik,so I asked him: Son I asked him one does not just find a girl in the air. One sends ajwanyoto go and spy agirl and find out her antecedents and character. Is she a thief or a witch? Is she lazy orshiftless? Might there be consanguinity between you and her? Who is her mother and father? I tell you my brothers that I was flabbergasted to hear that none of these things had crossedhis mind. He knew that her mother s name was Maria and her grandmother s name wasAkoko and that was all. You will therefore forgive us because we do not know you and youdo not know us. We only came because we have faith in our son who has always been areasonable man. We therefore wish to introduce ourselves before we go on. Iam SemoRakulaof Seme,our village is near that strange rock- upon-a-rock,Kit-Mikai. We are the descendantsof that wear warrior, NyagudiKogambi. Oloo and these young men are my sons and nephew. Oloo is a man of learning and what is more a soldier who has fought for the white man indistant landa Now he is a clerk with a big kambi company inNakuru, where he gets a goodsalary. So should this suit be acceptable to all you need have no fear that your daughter willstarve. I tell you these things because there are things jawang yowould havefound out foryou. Thank you brothers. A pot of kong owas moved near him and he drew a long refreshingdraught. Some things never change-a spokesman needs to irrigate his throat. Brothers, people of Seme. My name is OyangeSilwal The girlAwiti is the only child of mylate brother Okumu."}
{"text": "Some things never change-a spokesman needs to irrigate his throat. Brothers, people of Seme. My name is OyangeSilwal The girlAwiti is the only child of mylate brother Okumu. We are from Sakwa from the village of Gombe, The girl has group inGem because her mother being a widow and having converted to Christianity decided tosettle here which a good thing is because now she is like light for the rest of us. She is highlyeducated and a teacher of children. A Place this excerpt in its immediate context. 4marks b Identify and illustrate any three thematic concerns evident in this excerpt. 6marks c Describe the character of Awiti as brought out in this excerpt, 2marks d Apart from the case in this excerpt, explain where again there is a compromise in thebrideprice later on in the novel. 2marks e In one sentence,paraphrase the statements below 2marks Brothers, people of Seme. My name is OyangeSilwal The girl Awiti is the only child of mylate brother153 P a g eOkumu. We are from Sakwa from the village of Gombe. F You will therefore forgive us brothers because we do not know you and you do not knowus. In light of what happens in the novel, why is the speaker begging for forgiveness. 2marks g Identify and illustrate any two stylistic devices evidently used in this excerpt. 4marks h Give the meaning of the following words and phrases as used in the excerpt. 2marks Consanguinity;irrigate his throat;Possible Responsesa. Awiti Elizabeth begins a relationship with Mark Sigu; she introduces the matter to Akoko andNyabera; Akoko invites her relations and negotiation is fixed .Mark Sigu comes also withhis relations. They meet, talk and are entertained. They agree on just a token as a brideprice. The talks are concluded and akoko calls Mark for a close talk, they joyously talk. Later on in the night Akoko dies."}
{"text": "They agree on just a token as a brideprice. The talks are concluded and akoko calls Mark for a close talk, they joyously talk. Later on in the night Akoko dies. B.Love and friendship: Awiti and mark fall in love and marry; Family ties and relations:Akoko s close relatives must be invited for the negotiation so is the family of MarkSigu. Changes; mark and Awiti want to marry yet they do not know one another s familybackground; religion: Awiti s mother is said to be converted to Christianity and went to livein the mission; Eduaction: Awiti is said to be an educated girl and is a teacher. C Hardworking; she studies very hard and becomes a teacherd. Wandia s mother does not demand any bride price but only asks Aoro to stay in peace withher daughter. E. Oyange Silwal tells the people of Seme that Awiti is the only child of his late brotherOkumu and that they are from Sakwa from the clan of Gombef. Because it is not customary to get into marriage negotiations without full knowledge of oneanother s background. G. Rhetoric questions: Is she a thief or a witch? Is she lazy or shiftless? Might there beconsanguinity between you and her? Direct address Brothers we greet you and bring you man greetings. H. Consanguinity;- close relationship To irrigate his throat to take a drink to so as to talkwith ease. 5. Read the following extract and answer the questions that follow:My fathers, It is a shameful thing for my wife to leave her husbands house and return to herfather s house. This outrageous thing had occurred only because I was not here to prevent it. Our chief, we are saddened by this unfortunate state of affairs, but you must admit that yourmother has a point or two. Long have we pleaded with you to take another wife for two. Longhave we pleaded with you to take another wife for yourself and you have adamantly refused. Now she has left you, you are like a misumba, a bachelor which would not have been the caseif you had another wife. We beg you take another wife for yourself. This was from Oyier, agrizzled old man who had been his mother s greatest champion in her quest for a wife forOwuor."}
{"text": "Longhave we pleaded with you to take another wife for yourself and you have adamantly refused. Now she has left you, you are like a misumba, a bachelor which would not have been the caseif you had another wife. We beg you take another wife for yourself. This was from Oyier, agrizzled old man who had been his mother s greatest champion in her quest for a wife forOwuor. He realized that the old geezrs were going to give him a hard time of it, so he changedhis tactics. 154 P a g e Fathers, you are the wise men of this community. That is why you sit in the council. Is itthat you have forgotten the ways of chik or that your determination to get me to marry otherwives has clouded your judgement? Do you not know that a man s mikai is the greatest jewelthat adorns his compound? That her position in maintained and protected by taboos imposedby the ways of chik? That if I die, Were forbid, my body can only lie of her hut? And thiswould do so even if she herself were dead? To lose one s mikai is to lose one s right hand. The Jodongo nodded sagaciously at the wisdom uttered by the chief. It is true that the mikaiis the centre post that holds up a man s hut. Without her, or if she were stupid, only Werecould rescue such a man from being blown away from among the people like so much chaff. She it is who saves a young man from the follies and stupidities of youth. Indeed the people ofRamogi has a saying which declared that The medicine for stupidity in marriage . Yes, thechief had spoken wisely. But Oyier would not give up so easily a Explain what happens just before this excerpt 3mks b What is the bone of contention between Akoko and her mother-in-law, Nyar Asembo 3mks c The girl child brieflt explain the relevance of this sub-heading to the whole novel 2mks d Oyier sounds sarcastic in his speech."}
{"text": "Indeed the people ofRamogi has a saying which declared that The medicine for stupidity in marriage . Yes, thechief had spoken wisely. But Oyier would not give up so easily a Explain what happens just before this excerpt 3mks b What is the bone of contention between Akoko and her mother-in-law, Nyar Asembo 3mks c The girl child brieflt explain the relevance of this sub-heading to the whole novel 2mks d Oyier sounds sarcastic in his speech. Identify and explain the sarcasm 2mks e From the excerpt, contrast the character of Owuor with that of his brother Otieno 4mks f Explain the meaning of It is true that Mikai is the centre post that hold up a man shut 2mks g Identify parenthisis in the last paragraph of this excerpt 1mk h Explain the main theme that comes out in this excerpt 2mks i From your knowledge of the novel, describe the role of Jodongo in the communityrepresented in this novel Write your answer in note farm 3mks i Local language is used in this exerpt. Give two examples and explain its significances 2mks k Discuss the mood that is prevalent in this extract 1mk Possible Responses a Owuor returns his journey only to find an empty houseHe tries to inquire from neighbours and from his children what had happenedHe gets very angry locks himself up in his simba He sermons the council; jodongo to convene the following day 3mks b Nyar Asembo alleges that Akoko is unable to conceive regularly her rate of procreation isslowShe accuses Akoko of practicing witchcraft against her sonShe also acuses Akoko of standing between Owuor and his marriage to other women bycasting a spell on himc The Girl child This refers to AKokoShe is the source of the family tree river that extends for many generations for her, Nyabera,Elizabeth and her great grandchildren. Akoko is the source of life."}
{"text": "Identify and explain the sarcasm 2mks e From the excerpt, contrast the character of Owuor with that of his brother Otieno 4mks f Explain the meaning of It is true that Mikai is the centre post that hold up a man shut 2mks g Identify parenthisis in the last paragraph of this excerpt 1mk h Explain the main theme that comes out in this excerpt 2mks i From your knowledge of the novel, describe the role of Jodongo in the communityrepresented in this novel Write your answer in note farm 3mks i Local language is used in this exerpt. Give two examples and explain its significances 2mks k Discuss the mood that is prevalent in this extract 1mk Possible Responses a Owuor returns his journey only to find an empty houseHe tries to inquire from neighbours and from his children what had happenedHe gets very angry locks himself up in his simba He sermons the council; jodongo to convene the following day 3mks b Nyar Asembo alleges that Akoko is unable to conceive regularly her rate of procreation isslowShe accuses Akoko of practicing witchcraft against her sonShe also acuses Akoko of standing between Owuor and his marriage to other women bycasting a spell on himc The Girl child This refers to AKokoShe is the source of the family tree river that extends for many generations for her, Nyabera,Elizabeth and her great grandchildren. Akoko is the source of life. She represents women asnatia, Awiti, Vera and WandiaAs a source, her family survives due to he determination wisdom, hardwork and clarity ofvision as a girl-childShe plays a role of those who have been wise in their time, pioneers through whose daringactions bring progress to the whole society 2mks d Oyier says that they are saddened by the disappearance of Akoko but in the real sense hecapitalizes or this opportunity to advance Owuor s mother s quest of getting him Owuor 155 P a g emarry another wife. Oyier calls him a misumba ."}
{"text": "Akoko is the source of life. She represents women asnatia, Awiti, Vera and WandiaAs a source, her family survives due to he determination wisdom, hardwork and clarity ofvision as a girl-childShe plays a role of those who have been wise in their time, pioneers through whose daringactions bring progress to the whole society 2mks d Oyier says that they are saddened by the disappearance of Akoko but in the real sense hecapitalizes or this opportunity to advance Owuor s mother s quest of getting him Owuor 155 P a g emarry another wife. Oyier calls him a misumba . This is meant to hurt and humiliate Owuorso that he can marry another wife e Look for the following pointsOwuor Otieno i wise Foolish ii Reasoning Irrational iii Faithful Immoral iv Responsible Irresponsible v Generous greedy vi Tactical tactless 4mks NB- Contrasting words and phrases must be used. One character trait of Owuor must come from the excerpt but that of Otieno fromelsewhere in the novel f It expresses the importance of the first wife Akoko0 to Owuor Kembo. Just like a centralpost holds up a hut, the Mikai prevents a homestead from falling apart. Akoko supports herhusband and gives dignity."}
{"text": "One character trait of Owuor must come from the excerpt but that of Otieno fromelsewhere in the novel f It expresses the importance of the first wife Akoko0 to Owuor Kembo. Just like a centralpost holds up a hut, the Mikai prevents a homestead from falling apart. Akoko supports herhusband and gives dignity. G Without her, or if she were stupid only Were could rescue suh a man from being blownaway from among the people like so much chaff 1mk h Tradition-If a man dies, his body lies in his house before burial in the right hand side ofMikai s houseThe council of Jodongo arbitrates in marriage desputesPosition of Mikai is protected by taboosLosing a mikai is like loosing one s right hand mikai refered as a jewel The society is polygamousIt was a taboo for a man and such a chief to be a misumba bachelor 2mks i Involved in marriage negotiations solved marriage disputesArbitrate in social matters judges casesAssists the chief in running the affairs of the communityAssists in the removal of a bad chief 3mks NB- Notes are shown through letters, arrows, a star, a dash, a dot and use ofincomplete sentences. J : Mikai , Chik , Misumba,Has aesthetic valueGives the story its local flavor thus providing varietyAdd colour and flavor to the novelIt authenticates and pin points the setting of the novel as KenyanIt injects life in the narration thus making the story enjoyableIt provides a social and geographical setting 2mks k Solemn serious grave somber melancholic mood. My fathers..it is a shameful thing fromy wife to leave ..prevent it 1mk 6. Read the following extract and answer the questions that follow: wolololoyaye Mama yoo! Biuru une! Come and see! 156 P a g eThe strangers were taken to the chief s house and the older people saw that their faceswere solemn .they couldn t be bearers of good news."}
{"text": "My fathers..it is a shameful thing fromy wife to leave ..prevent it 1mk 6. Read the following extract and answer the questions that follow: wolololoyaye Mama yoo! Biuru une! Come and see! 156 P a g eThe strangers were taken to the chief s house and the older people saw that their faceswere solemn .they couldn t be bearers of good news. We greet you, o chief Owour .We are people sent by sirikal, the government, with amessage for you. The white garbed one who was obviously the spokesman declared. And who, may I ask, is this sirikal? I ve never heard of him. Said the chief baffled. You may have heard that the country is being ruled by white people now .They, with thehelp of some black people, have formed something like the council of jodongo, onlymuch bigger, to make sure that everyone lives in peace according to the new law .This issirikal. Is that so? A Explain what had caused the outburst at the beginning of the extra? 2marks b What is strange about the chief s question? 2marks c Comment on the use of local dialect in this excerpt. 4 marks d Describe the different moods depicted in the excerpt. 4 marks e Identify with illustrations one theme from the excerpt. 2 marks f Illustrate a character trait of the strangers and of the older men. 4 marks g In note form state what the messengers had to say to the chief in this excerpt. 5 marks h Explain the meaning of the following words as used in the excerpt: 2marks i solemn ii garbedPossible Responsesa Strange men in strange dresses .Long garb reaching his ankles and a skull cap hadarrived in the village .The children, who were naked, thought this was funny. B The chief thinks sirikal is a person the chief is part of the sirikal but he does not know it . C The local dialect Wolololoyaye! Mama yoo ! Biuru une! -. Injects life into the narration making it enjoyable. -. It adds local flavour and provides variety. -. It provides social and geographical setting."}
{"text": "C The local dialect Wolololoyaye! Mama yoo ! Biuru une! -. Injects life into the narration making it enjoyable. -. It adds local flavour and provides variety. -. It provides social and geographical setting. D First there is excitement when people see strangers dressed in a funny attire .Then there istenseness as the elders notice the strangers look sad solemn They conclude that theycannot be bearers of good news. E Theme of change anew form of government is in place. F Strange men respectful courteous they greet the chief in a respectful mannerWise they first give background information before breaking the bad news. Older men-observant discerning they notice that faces of the strangers are sad andconclude that they cannot be bearers of good news. G The message is that:- A clan of Jo-jerman and Jo-ingreza had been hard at war against each other. -. Young people had joined to help and from the chief s village, Obura, Ambere Kongosoand Nyaroche Siwal, had gone. -. They went to fight Jo-jerman in a place called Tanganyika- Only Nyaroche survived and is a beggar at Kisumu. -. The government the white people had given a bracelet as a thank you in memory of thefallen menh Solemn-sad serious157 P a g eGarbed dressed adorned7. Read the following extract and answer the questions that follow:The envelope had been addressed to mark who opened it, read the letter and passed it toher. At least she is from the country, he said sounding a bit odd. She looked at him and then lowered her eyes to the letter. It was characteristicallyAoro brief and to the point. She felt kind of sorry to Mark. First there had been Beckywho had left home unceremoniously only to return with a white man in tow. A very niceman but apparently not nice enough for Becky. He had found out that she was having anaffair during his trips abroad and had sued for divorce. Now she was living alone with thechildren, financially well off, but unhappy."}
{"text": "A very niceman but apparently not nice enough for Becky. He had found out that she was having anaffair during his trips abroad and had sued for divorce. Now she was living alone with thechildren, financially well off, but unhappy. It was one thing to enjoy the thrills of anaffair, but a different thing altogether to have a carte blanche to do exactly as you pleased. John had been terribly hurt of course and mark had been furious with her. Then Tony had joined priesthood Mark resisted it at first but recently, duringTony s ordination he had been full of pride for his son whose face had shone with joyand youthful dedication. Vera s case had been the hardest to accept. Mark thought of theworld of Vera, and deferred to her in everything. Then she had arrived home one day anddeclared that she wanted to join the catholic prelature of Opus Dei as a non marryingmember. But he had eventually accepted because he loved her. Because she looked soradiant. Anything that could bring such joy and serenity could not be that bad. It was apity though that she did not wear a veil or a habit. That way he could at least havebragged about her a little to his friends. His children were a source of great envy to hisless lucky friends. Vera for one was a fully qualified electronics expert and had alucrative job in the city with large salary and all sorts of benefits. Women like that tendedto marry the most amazing wimps and Mark had held his breath in fear. But in the end allVera wanted was to dedicate her life and her work to God, and there was no turning herback. So Elizabeth secretly hoped that Aoro would bring home a nice girl naturally aLuo like himself who would proceed to have many children all a nice, ordinary blackcolour. A Briefly state the contents of the letter mentioned. 3marks b In point form summarize why Elizabeth pities Mark in this excerpt. 4marks c Discuss the irony brought out in this excerpt 4marks d Identify and illustrate three character traits of Mark evident in this excerpt. 6 marks e Comment on the thematic concerns that are depicted in this extract. 4 marks f His children were a source of great envy to his less lucky friends."}
{"text": "4marks c Discuss the irony brought out in this excerpt 4marks d Identify and illustrate three character traits of Mark evident in this excerpt. 6 marks e Comment on the thematic concerns that are depicted in this extract. 4 marks f His children were a source of great envy to his less lucky friends. Rewrite as an interrogative statement 1mark g Elizabeth secretly hoped that Aoro would bring home a nice girl .,. Does he? Discuss with illustrations from elsewhere in the novel. 3 marks Possible Responsesa - Aoro has finished his internship successfully 1- He has one month leave 1 and will visit home on 28th 1- He will bring along wandia, 1 a doctor the girl he intends to marry b - Becky leaves home unceremoniously and marries a white man 1- She Becky gets into an affair and is divorced 1158 P a g e- Vera joins the Opus - Dei as a non marrying member 1- Tony joins priesthood 1- Aoro intends to marry a girl from another ethnic tribe 1c - Mark expects Vera and tony to marry but they don t - It is ironical that John ,Becky s husband is a good husband yet she gets into anaffair that leads to divorce - It is ironical that Becky is financially well off yet she is unhappy. -. It is ironical that well educated women with good jobs end up marrying themost amazing wimps instead of men like them. Men who are well educated d i Accommodating 1 Mark resisted it at first .. He had been full of pridefor his son but he had eventually accepted .. He eventually accepts Tony sand Vera s choices 1ii Concerned women were like that .. Mark held his breath in fear, - He fears that Vera might marry a wimp like the other educatedwomen. Iii Supportive anything that could bring such joy and serenity couldnot be that bad He allows Vera to join the Opus Dei because she is happythere."}
{"text": "He had been full of pridefor his son but he had eventually accepted .. He eventually accepts Tony sand Vera s choices 1ii Concerned women were like that .. Mark held his breath in fear, - He fears that Vera might marry a wimp like the other educatedwomen. Iii Supportive anything that could bring such joy and serenity couldnot be that bad He allows Vera to join the Opus Dei because she is happythere. Iv Loving caring - ...he had eventually accepted because he loved her, v Boastful That way he could at least have bragged about her a littleto his friends, e i Religion - Vera joint the catholic prelature of Opus Dei as a non marryingmember. -. Tony had joined priesthoodii Betrayal unfaithfulness immorality Becky moves around with other menwhen herhusband is not around. Iii Gender parity equity Vera is a fully qualified electronics expert works in amale dominated career - Vera does not marry. Iv Love Mark loves his children and wants the best for them, which makes himaccept thechoices they make in life. F Were his children a source of great envy to his less lucky friends? G Yes, 1 Aoro brings home a nice girl for Wandia is:i Respectful - during her first visit, she interacts with both mark and Elizabethwith lots of respect 1ii Dependable Takes care of Becky s children after her death. 1iii Friendly she becomes very good friends with Elizabeth and Vera. 1iv Loving caring She takes good care of her large family despite being a careerwoman 18. Read the following extract and answer the questions that follow: Thirty head! Exclaimed Aloo in disbelief. Yes, thirty head! Declared the uncompromising chief. But that is two and half times the usual bride price. Even for Akoko, it was too much. Let them show us that my daughter is not going to starve in that wasteland they call ahome . 159 P a g eThey trooped back into the hut and the negotiations began in earnest."}
{"text": "But that is two and half times the usual bride price. Even for Akoko, it was too much. Let them show us that my daughter is not going to starve in that wasteland they call ahome . 159 P a g eThey trooped back into the hut and the negotiations began in earnest. Brothers, people of Sakwa, we are pleased to welcome you to Yimbo. It is customary,because of the good dak between us, for you to marry our daughters and we yours. Weare therefore more than neighbours, we have great wat between us because of theintermingling of blood though this has not occurred between our two lines so there is nodanger of brother marrying sister - great taboo. Since you are our brother, we will notmake things difficult for you. Here he stopped to take a sip of kong o and you couldhave heard the ants talk, so great was the silence. However, nobody was fooled by hissweet words. He continued, enjoying immensely the tension he was creating. Our daughter, AdoyoObanda is a great beauty whose assets have been praised and sung by many a nyatitisinger from here to Chumbu Kombit, from Sakwa to Loka Nam. She is as fleet as agazelle and her flying feet have been incorporated into the saying of our village so thatmothers sending their daughters on errand tell them to run like Adoyo of the flying feet. She has been carefully brought up and has been taught all the requirements of chik. She isa very apt pupil and will therefore not bring shame and ruin to her husband by improperconduct. Her antecedents are peerless for she can trace her blood line clear to Ramogi our greatfather and her blood is pure for we have always taken care to marry correctly .She is alsothe eldest daughter of our great chief, a man of whose fame is known throughout thisland. After careful consultation, we have therefore decided that thirty head of cattleshould be the proper bride price. Was that an inaudible gasp from someone at the back? Chief Owuor Kembo signaled to his uncle and the old man spoke. A Explain briefly what happens first before this excerpt."}
{"text": "After careful consultation, we have therefore decided that thirty head of cattleshould be the proper bride price. Was that an inaudible gasp from someone at the back? Chief Owuor Kembo signaled to his uncle and the old man spoke. A Explain briefly what happens first before this excerpt. 2Marks b State briefly what happens after this excerpt 2Marks c Briefly describe the nature of the ceremony going on in this excerpt 3Marks d Identify and illustrate two character traits of Aloo K olima in this excerpt. 4Marks e Identify and illustrate any two themes evident in this excerpt. 4Marks f Make notes on the qualities of Adoyo Obanda as revealed in this excerpt. 5Marks g Identify and illustrate any two features of style used in this excerpt. 4Marks Possible Responsesa Chief Odera Gogni calls the councils of Jodongo from Sakwa outside his house forconsultation about Akoko s betrothal Chief Odero Gogni discloses to the council of Jodongo that he has already sent away12 suitors Chief Odero Gogni discloses that he likes this group of suitors because the bride is ofa good stock and his uncle a good spokesman Chief Odero Gogni tells Aloo K Olina to set Akoko s bride price at thirty headb Elders from Sakwa ask to be allowed to consult with each other outside chief Odero shouse160 P a g e Akoko watches what is going on from her mother s kitchen, asks to be given a pieceof land to settle for she feels she might never get married Otieno Kembo argues against the high bride price Owuor Kembo accepts to pay the thirty head of cattle as bride pricec Formal negotiations of Akoko s bride price between the people of Sakwa and thepeople of Yimbo The bride price has to be set depending on Akoko s outstanding attributesd i Tradition Akoko has been taught all the requirements of chick tradition Traditionally a brother marrying a sister is a great taboo Traditionally elders drink Kong o during marriage negations."}
{"text": "4Marks f Make notes on the qualities of Adoyo Obanda as revealed in this excerpt. 5Marks g Identify and illustrate any two features of style used in this excerpt. 4Marks Possible Responsesa Chief Odera Gogni calls the councils of Jodongo from Sakwa outside his house forconsultation about Akoko s betrothal Chief Odero Gogni discloses to the council of Jodongo that he has already sent away12 suitors Chief Odero Gogni discloses that he likes this group of suitors because the bride is ofa good stock and his uncle a good spokesman Chief Odero Gogni tells Aloo K Olina to set Akoko s bride price at thirty headb Elders from Sakwa ask to be allowed to consult with each other outside chief Odero shouse160 P a g e Akoko watches what is going on from her mother s kitchen, asks to be given a pieceof land to settle for she feels she might never get married Otieno Kembo argues against the high bride price Owuor Kembo accepts to pay the thirty head of cattle as bride pricec Formal negotiations of Akoko s bride price between the people of Sakwa and thepeople of Yimbo The bride price has to be set depending on Akoko s outstanding attributesd i Tradition Akoko has been taught all the requirements of chick tradition Traditionally a brother marrying a sister is a great taboo Traditionally elders drink Kong o during marriage negations. Alo K Olima stopped totake a sip of Kong oii Role of elders The council of Jodongo elders from Sakwa and that from Yimbo negotiates forOwuor Kembo s and Akoko s marriage Chief Owuor Kembo s uncle an elder is the spokesman for the council of Jodongofrom Sakwa . Aloo K Olima an elder is chief Odero s spokesman."}
{"text": "4Marks Possible Responsesa Chief Odera Gogni calls the councils of Jodongo from Sakwa outside his house forconsultation about Akoko s betrothal Chief Odero Gogni discloses to the council of Jodongo that he has already sent away12 suitors Chief Odero Gogni discloses that he likes this group of suitors because the bride is ofa good stock and his uncle a good spokesman Chief Odero Gogni tells Aloo K Olina to set Akoko s bride price at thirty headb Elders from Sakwa ask to be allowed to consult with each other outside chief Odero shouse160 P a g e Akoko watches what is going on from her mother s kitchen, asks to be given a pieceof land to settle for she feels she might never get married Otieno Kembo argues against the high bride price Owuor Kembo accepts to pay the thirty head of cattle as bride pricec Formal negotiations of Akoko s bride price between the people of Sakwa and thepeople of Yimbo The bride price has to be set depending on Akoko s outstanding attributesd i Tradition Akoko has been taught all the requirements of chick tradition Traditionally a brother marrying a sister is a great taboo Traditionally elders drink Kong o during marriage negations. Alo K Olima stopped totake a sip of Kong oii Role of elders The council of Jodongo elders from Sakwa and that from Yimbo negotiates forOwuor Kembo s and Akoko s marriage Chief Owuor Kembo s uncle an elder is the spokesman for the council of Jodongofrom Sakwa . Aloo K Olima an elder is chief Odero s spokesman. Iii Marriage Akoko s marriage negotiations begin in earnest Aloo K Olima sets Akoko s bride price at thirty head of cattle It is customary, because of the good dak between us, for you to marry our daughtersand we yours There is no danger of brother."}
{"text": "Alo K Olima stopped totake a sip of Kong oii Role of elders The council of Jodongo elders from Sakwa and that from Yimbo negotiates forOwuor Kembo s and Akoko s marriage Chief Owuor Kembo s uncle an elder is the spokesman for the council of Jodongofrom Sakwa . Aloo K Olima an elder is chief Odero s spokesman.iii Marriage Akoko s marriage negotiations begin in earnest Aloo K Olima sets Akoko s bride price at thirty head of cattle It is customary, because of the good dak between us, for you to marry our daughtersand we yours There is no danger of brother. Marrying a sister a great taboo.e Aloo K Olima Considerate exclaims at the high bride price thirty head chief Odero wants set forAkoko Respectful Address the people of Sakwa as; Brothers, people of Sakwa Informed - quotes from Chik that brother marrying a brother is a great taboo andAkoko has been taught all the requirements of chik. Intelligent skillful skillfully addresses the people of Sakwa using sweet words.- Skillfully describes Akoko s attributes to the people of Sakwa.f A great beauty is praised by many Nyatiti singers Fast swift she is as fleet as a gazelle A good role model mothers sending their daughters on errands tell them to run likeAkoko Apt she is very apt pupil Pure her blood is pre .g Direct address brothers - Local dialect da, k wat, kong o, nyatiti, chik- Suspense .So great was the silence- Simile ..as fleet as a gazelle- Personification you could have heard the ants talk ..- Metaphor her flying fleet."}